cdsCode|lea|priorityNumber|Narrative1a|Narrative1b|Narrative1c|Narrative2a|Narrative2b|Narrative2c|Narrative3a|Narrative3b|Narrative3c|DevelopStaffCapacity|EnvironmentRelationship|StaffSupportRelationship|OpportunityRelationship|ProfessionalLearningPartnership|ResourcesPartnership|PoliciesProgramsPartnership|LegalRightsPartnership|SupportStaffCapacityInput|SupportFamilyCapacityInput|StrategiesInput|CollaborationtInput|countyPerformance|additionalInfo|meetingDate|year
01100170000000|Alameda County Office of Education|3|ACOE Schools provided a number of events to build relationships with school staff and families including SSC, student showcases, academic celebrations,  formal Back to School Nights, and parent-teacher conferences during the 2025-26 school year. In addition, there was ongoing communication with parents/guardians through a variety of ways, such as:  phone calls, text messages, virtual meetings using Zoom calls/conferences, correspondence via email and/or mail, Parent Square communications, and google form surveys. Schools have employed various ways to strengthen relationships with school staff and families.   An LCAP Survey, inclusive of Title I funding, state/local priorities, and ways to improve our graduation rates (CSI), and Equity Multiplier funding, LREBG, in addition to school climate questions, were provided to staff, students and families to garner input on the current learning program (successes/needs) are examples of the strengths and progress in building relationships.  The LCAP Survey to inform our 2026-27 plan provided an opportunity for educational partners to provide input on our current strengths and progress in Building Relationships Between School Staff and Families. The results as of May 2026 show that:  56.3% Strongly Agree strongly agreed that our schools have a supportive learning environment, 34.11% agreed 6.3% were neutral, while 3.2% disagreed.    34.4% strongly Agreed, that teachers and staff at this school communicate with educational partners (parents, counselors, tutors, etc.), 37.5% agreed that our schools have a supportive learning environment, 21.9% were neutral, and  6.3% disagreed.  43.8% Strongly Agreed that they feel safe while on the school campus, 43.8% agreed, 6.3% were neutral, while 3.1% disagreed and 3.1% strongly disagreed   The survey also shows 70% of respondents believe that some of our funding should be used to support activities related to supporting well-rounded education, supporting safe and healthy students including the provision of transportation. In addition,30% reported that a primary focus of our efforts should focus on improving parent engagement/participation.|School sites continue to work on how to increase the number of parents/guardians participating in school engagement events such as School Site Council (SSC) meetings, Back to School Nights, Open House, Literacy Events, and student showcases. In addition a focus area includes the need for more family participation in the  English Learner Advisory Committee (ELAC) so that there are increased opportunities to provide  parent resources, review of  current data on EL population, reclassification status of students, and state assessments. Another focus is increased involvement in our SSC where educational partner input can help craft our school safety plans, parent-family compact agreement, Site Plan for Student Achievement (SPSA) -use of Title I funding, the Comprehensive School Improvement (CSI) for graduation rates, our College and Career Indicator, as well as determining the contents of the Parent-Student handbook at Community Schools. Court Schools included ongoing discussions on how to improve parent participation in engagement opportunities as well as how to better connect to probation offerings aimed at that effort.|We continue to find new ways to improve engagement of underrepresented families to strengthen family engagement. During 202526 ACOE schools partnering with various organizations with the help of our School Social Works  to create events and activities that provide meaningful opportunities for families to connect with schools and access essential resources. Through this collaboration, we aim to foster inclusive and welcoming environments where families can learn, share experiences, and build supportive networks, all of which contribute to student success and a stronger school-community relationship.  ACOE Court and Community Schools continue to work on ways to improve the engagement of underrepresented families. Data from our LCAP shows we have a need to increase family participation in educational partner engagement events (SSC, PAC, school site events). This seems to be the largest barrier to engagement with underrepresented families and an area we will seek to explore in the upcoming school year. We will  explore how to expand our use of Parent Square, a digital platform, to improve the methods for communication with families and ongoing outreach into the new school year.  In addition, we aimed to build relationships between school staff and families by providing opportunities for families to provide input on various state and federal funding, and our new Local Control and Accountability plan through both virtual meetings and survey available on the ACOE website. Sessions for Parental Advisory Committee input were offered in person in both 1:1 and small group settings as one way to build relationships between school staff and families. The LEA remains focused on engaging the families of unduplicated and high-need students to assess and improve school connectedness and satisfaction of the students and families enrolled in the Alameda County Office of Education Schools.|Each site has partnerships with community-based organizations that provide supportive programs and offer a variety of services targeted to the needs of the students and their families. In addition, the expansion of ACOE's Student Services division provides additional site supports for mental health, attendance, transition from Court Schools, in addition to services and supports for Foster and Homeless Youth.  Teachers and staff offer a nurturing learning environment for students as they complete their high school education, often with severe credit deficiencies. Students have access to curriculum and support services to develop the skills and experiences needed to provide a safe and caring environment with the resources of community-based organizations designed to support trauma exposed youth.|Academic Supports-To assist with improvement for student outcomes we have built partners aimed at improving students’ ability to access curriculum in core subjects. Our LEA partners with community based organizations such as Bay Area Youth Agency Consortium and Safe Passages. As a partner, they seek to help us is to expand services and opportunities for Bay Area youth in high risk communities so that they can achieve school success. BAYAC tutors provide school success through Youth Development, After School Enrichment, Academic Engagement, or Volunteer Coordination. Our instructional staff also provides targeted instruction using Common Core best practices and universal scaffolds to improve student outcomes and we provide professional learning from our vendor for both digital and traditional curriculum options to improve graduation and College & Career indicator improvement.   English Learner Support Needs) -increase need for professional development for instructional staff in the areas of English Learner (EL)  coaching and resources for EL support for the implementation of integrated and designated instruction. The LEA has seen an increase in newcomer students who may need to strengthen their foundational skills oral and written skills.   SpEd Services- ACOE special education staffing includes one a Director of Special Education, a Licensed School Psychologist, one Certificated Speech & Language Pathologist, two Certificated Case Managers/Resource Specialists and one Paraprofessional to provide SpED services, manage documentation, and student transition needs.  Whole Child Supports and Services- Increased focus on community mental health partnerships to provide in-house and DIS counseling support services by licensed mental health providers both from in the community and from the ACOE Student Services division. Improve support for LEA Foster Youth from ACOE Student Services FYSCP staff and school social workers.|There is an identified need to increase the engagement of underrepresented families in our Court and Community Schools. We have contracted with multiple agencies who are able to provide in person and virtual translators as needed for enrollment, parent teacher conferences. These services are needed at both site and LEA wide events to review and reflect on student outcome data for state, local assessments, English Learner progress, the identification of parent resources, staff professional learning opportunities, current data on EL population, reclassification status of students, and state assessments.|We offered a number of opportunities for families to provide input on various state and federal funding, review student local/state data, and provide input on our new Local Control and Accountability plan through both virtual meetings and surveys available on the ACOE website. The use of Parent Square has been helpful in reaching more students, families, and educational partners. We have also increase the number of in person input sessions. The LEA has identified our current strengths and progress in seeking input for decision-making, including multiple opportunities at school sites where discussions were held including topics on how to improve parent participation in engagement opportunities, use of funding sources, data review and programmatic decisions.|Analysis of educational partner input and local data shows that underrepresented families attendance participation is needed in our efforts to seek Input for decision-making.  We are aware of our need to further build the capacity of our families to participate in advisory groups without burdening them with language that is heavy on educational compliance. Our focus areas also include how to ensure site staff are making additional outreach efforts for participation for decision making. The improvement of our implementation of the Parent Square communication platform will widen our outreach beyond emails, calls, flyers, public postings our ACOE website to include ways to text families in mass and provide direct links to flyers and surveys directly to both cell phones and emails in our student information systems.|We have contracted with an agency who is able to provide in person and virtual translators as needed for enrollment, parent teacher conferences, as well as site and LEA wide events. Other ways we seek to improve engagement of underrepresented families are how to connect LEA engagements to Court School probation offerings when families are visiting, the offering of both in person and virtual School Site Council/ELAC meetings to increase the participation of underrepresented families participation in decision making needs. There is still much work to be done in this area, and we continue to seek ways to improve underrepresented families engagement in both Court and Community schools.|4|4|4|4|5|4|4|4|3|4|4|4|Met||2026-06-09|2026
01100170112607|Envision Academy for Arts & Technology|3|Envision Academy has launched our Parent Ambassador Program, led by the Family Engagement Coordinator. This group has created an inaugural school-wide family newsletter offering a monthly overview of programming; supported school events through marketing, fundraising, and coordinating of volunteers; attended recruitment/canvassing events; and supported student groups such as student council. Additionally, we have incorporated restorative practices to ensure parent voice and collaboration on both academic and behavioral student needs. Furthermore, student-led conferences and grade-specific defense presentations foster strong student voices and encourage family advocacy. Our school also plans to implement a community closet next year where we will provide free clothing to families through a safe and confidential system.|Our main areas for improvement center on enhancing communication and engagement. There is a need to improve the frequency and modes of communication regarding class and school events to ensure families are well-informed. Additionally, we aim to provide more opportunities for families to engage in data dives, allowing them to collaborate on analyzing and improving student data. We plan to host consistent Town Halls, both in-person and virtually, and establish a regular Parent/Guardian Council, including a dedicated African American Family Council, to address governance and family needs more effectively.|We have been intentional about including stakeholder voices and feedback in the creation of the 26-27 calendar. This has allowed us to establish a cadence of communication that provides transparency and partnership. Stakeholders, especially families, want to know how they can be of service, want to be recognized as partners, and want to engage as learners.|Network-wide, school site, and monthly role-focused professional development provide timely feedback and strategies around communication. Advanced dates and recommendations for communication and subsequent support allow school leaders to plan effectively.|Some of our plans to improve family partnerships include forming a Parent Committee for LCAP/WASC and establishing an African-American Parent Committee to ensure diverse family representation. Additionally, we plan to strengthen our partnership with Families in Action and host regular Town Halls, with a virtual option for broader participation. To further engage families, we will launch a monthly family engagement newsletter that includes surveys and calendars.|"We intend to host regular ""Family Data Nights"" where families can review school-wide and grade-level assessment outcomes, such as IABs, reading levels, and GPA trends. These sessions will include translation support and culturally responsive facilitation to ensure equitable access and understanding. We will also invite families to grade-band Q&A sessions with content area teachers following benchmark and formative assessments. Additionally, we will invite families to quarterly workshops on topics like teenage brain development, stress and anxiety in adolescents, and navigating academic rigor. We will invest in multilingual, visually engaging digital and print communications to promote academic and social events, distributed via text, social media, and flyers in community spaces at least two weeks in advance."|The Parent Ambassador Program, led by the Family Engagement Coordinator, has been a big success. This program has supported school events, fundraising, and volunteer coordination, while also engaging in recruitment and supporting student groups like the student council. Additionally, parent leaders are actively involved in data analysis through a five-part workshop series with Families in Action, where they are trained, certified, and compensated as parent leaders, further empowering them to contribute to decision-making processes.|Families have requested monthly meetings with the Principal to discuss academic trends, safety, student services, and provide input. Additionally, establishing culture committees for families would offer interest-driven opportunities for sharing resources and getting involved with volunteer engagement and special projects.|We plan to create multilingual, culturally responsive communication tools to ensure accessibility across all print and marketing materials. Additionally, the Family Advisory Council will be expanded to include specific seats for historically marginalized groups, ensuring diverse representation. We will also hold quarterly community circles facilitated by trusted staff members where families can co-create school priorities and provide input in a collaborative, supportive environment.|3|3|3|3|3|2|2|2|3|2|2|2|Met||2026-06-04|2026
01100170114363|American Indian Public Charter School II|3|Throughout the 2025–26 school year, AIMS strengthened relationships between school staff and families by prioritizing transparent communication, accessibility, and meaningful opportunities for family engagement. Educational partner feedback from families, staff, School Site Council, ELAC, surveys, community meetings, and individual conversations informed ongoing improvements to communication systems and family partnerships.  The school expanded opportunities for two-way communication through parent meetings, community forums, School Site Council meetings, LCAP engagement sessions, and multilingual communications using ParentSquare, PowerSchool, email, phone calls, and in-person meetings. Families were invited to participate in school decision-making through advisory groups, surveys, and public Board meetings. Staff increased outreach to families regarding student attendance, academic progress, behavioral supports, college readiness, and intervention services.  AIMS also strengthened systems that promote trust and responsiveness by implementing clearer complaint resolution procedures, utilizing the Ombudsman process, providing information regarding appropriate communication pathways, and increasing transparency around school improvement efforts through regular updates related to the LCAP and ACOE Memorandum of Understanding (MOU). Family engagement was further strengthened through school events, workshops, celebrations, and opportunities for parents to volunteer and participate in the AIMS community.  Educational partner feedback indicates that families value increased communication, greater access to school leadership, and opportunities to participate in school improvement planning. These efforts have contributed to stronger relationships between staff and families and have supported the school's broader goals of improving school climate, student engagement, and organizational transparency.|While progress has been made, educational partner feedback and local data identified several areas for continued improvement. Families expressed a desire for more consistent communication across classrooms and departments, greater clarity regarding whom to contact when concerns arise, and more proactive communication before concerns become significant. Some families also requested additional opportunities to learn about academic expectations, graduation requirements, college and career pathways, and available intervention supports.  The school also identified the need to strengthen engagement with families whose students experience chronic absenteeism, academic challenges, or require additional behavioral or special education supports. Although communication systems have improved, participation among some family groups remains inconsistent, particularly among families whose primary language is not English and families who have historically participated less frequently in school activities or governance.  Another area of focus is creating more consistent expectations for staff communication, including timely responses, regular progress updates, and standardized communication practices across the school. Educational partners also emphasized the importance of continuing to build trust through transparency, relationship-centered interactions, and opportunities for families to provide ongoing feedback throughout the school year rather than only during annual planning processes.  These areas for improvement will help ensure that all families experience strong partnerships with school staff and feel informed, respected, and valued as partners in supporting student success.|During the 2026–27 school year, AIMS will continue implementing strategies designed to increase participation and strengthen relationships with families who have historically been underrepresented in school engagement activities, including multilingual families, families of English Learners, students with disabilities, socioeconomically disadvantaged students, and families experiencing attendance or academic challenges.  The school will expand multilingual communication by providing translated materials, interpretation services, and family meetings in families' preferred languages whenever possible. ParentSquare, PowerSchool, phone calls, text messaging, and in-person meetings will continue to be used to provide timely and accessible communication. School staff will conduct more proactive outreach to families through attendance conferences, academic progress meetings, MTSS and Student Success Team processes, and college and career planning meetings.  AIMS will continue strengthening partnerships with the School Site Council, ELAC, parent organizations, and community partners while offering educational workshops that help families understand graduation requirements, academic expectations, intervention services, college readiness, and available student supports. Staff will also continue implementing clear communication expectations, standardized follow-up procedures, and responsive family engagement practices to ensure that all families receive timely information and opportunities to participate in school decision-making.  These efforts are intended to increase trust, improve family participation, strengthen school-home partnerships, and ensure that every family has equitable opportunities to engage in and contribute to the success of the school community.|Throughout the 2025–26 school year, AIMS strengthened partnerships with families, students, staff, and community stakeholders by creating more intentional opportunities for collaboration focused on improving student outcomes. Educational partner feedback gathered through the LCAP process, School Site Council, ELAC, parent meetings, surveys, community forums, and Board meetings informed school improvement priorities and reinforced the importance of shared responsibility for student success.  The school expanded communication regarding student academic progress, attendance, graduation requirements, college and career readiness, English Learner progress, and intervention services. Staff increased family outreach through progress reports, parent conferences, Student Success Team (SST) meetings, MTSS processes, and individualized meetings to ensure that families had opportunities to participate in decisions affecting their students.  AIMS also strengthened organizational systems that support student outcomes by aligning school improvement efforts with the Alameda County Office of Education Memorandum of Understanding (MOU), the Local Control and Accountability Plan (LCAP), and California Dashboard priorities. This alignment improved transparency around academic goals, attendance improvement, school climate, and student support services while providing families with a clearer understanding of how school improvement efforts contribute to student success.  The implementation of benchmark assessments, expanded progress monitoring, strengthened PBIS and MTSS systems, and increased opportunities for educational partner participation have established a stronger foundation for collaborative decision-making and continuous improvement. Educational partner feedback indicates growing confidence in the school's commitment to transparency, accountability, and student-centered planning.|Educational partner feedback and local data identified several opportunities to strengthen partnerships that directly support student achievement. Families expressed interest in receiving more timely and actionable information regarding academic progress, intervention opportunities, graduation requirements, and available student supports so they can more effectively reinforce learning at home.  Local data also highlight the need for stronger family partnerships to address chronic absenteeism, academic achievement gaps, and equitable access to support services for English Learners, students with disabilities, and other historically underserved student groups. While the school has expanded intervention systems, greater family involvement in attendance improvement, academic goal-setting, and student support planning will strengthen the effectiveness of these efforts.  Educational partners also emphasized the importance of providing families with additional opportunities to participate in school improvement discussions beyond annual LCAP engagement. Increasing family understanding of assessment data, college and career readiness indicators, graduation pathways, and available academic interventions will enable families to become more active partners in supporting student success.  Moving forward, AIMS will continue strengthening staff capacity to build collaborative relationships with families, standardize communication regarding student progress, and ensure that family engagement remains closely connected to improved academic and social-emotional outcomes for all students.|During the 2026–27 school year, AIMS will continue expanding opportunities for underrepresented families to participate as active partners in improving student outcomes. Special attention will be given to increasing engagement with families of English Learners, students with disabilities, socioeconomically disadvantaged students, multilingual families, and families whose students experience attendance or academic challenges.  The school will strengthen outreach through multilingual communications, translated resources, interpretation services, and flexible meeting options designed to reduce barriers to participation. Families will receive more frequent updates regarding student academic progress, attendance, intervention supports, graduation status, and college and career readiness through ParentSquare, PowerSchool, conferences, phone calls, and individualized meetings.  AIMS will also expand opportunities for families to participate in MTSS, Student Success Team meetings, English Learner Advisory Committee (ELAC), School Site Council, LCAP development, and other collaborative planning processes. Workshops and informational sessions will help families better understand assessment results, graduation requirements, college admissions expectations, attendance supports, and available academic interventions so they can actively support their students' success.  In alignment with the school's continuous improvement process and ACOE MOU priorities, AIMS will continue using educational partner feedback to evaluate the effectiveness of engagement strategies, identify participation gaps, and refine outreach efforts. These actions are intended to ensure that every family has equitable opportunities to contribute to student learning, school improvement, and long-term student success.|Throughout the 2025–26 school year, AIMS significantly expanded opportunities for educational partners to provide meaningful input into school and district decision-making. Feedback was intentionally gathered through multiple avenues, including the School Site Council (SSC), English Learner Advisory Committee (ELAC), Local Control and Accountability Plan (LCAP) meetings, community forums, Board meetings, staff surveys, student leadership groups, and individual stakeholder meetings. These opportunities provided families, students, staff, and community members with multiple ways to share perspectives on school priorities, student needs, and continuous improvement efforts.  The development of the 2026–27 LCAP reflected a collaborative planning process in which educational partner feedback was analyzed alongside local performance data, California Dashboard indicators, and the priorities established through the Alameda County Office of Education (ACOE) Memorandum of Understanding (MOU). Input from stakeholders directly informed refinements to school goals, academic interventions, attendance improvement strategies, family engagement efforts, and organizational systems designed to improve student outcomes.  The school also strengthened transparency by providing regular updates regarding progress toward LCAP goals, MOU implementation, budget priorities, and Board actions through public meetings, community presentations, and ongoing communication with families and staff. Educational partners increasingly viewed decision-making as a collaborative process grounded in continuous improvement, shared accountability, and student success.  These efforts have strengthened trust between the school and its educational partners while establishing more consistent structures for incorporating stakeholder voice into planning and decision-making throughout the year.|Educational partner feedback identified opportunities to further strengthen inclusive and representative participation in school decision-making. While multiple engagement opportunities were offered throughout the year, participation was not always representative of the diversity of the AIMS community. Increasing participation among multilingual families, families of English Learners, students with disabilities, and other historically underrepresented groups remains an important area of focus.  Stakeholders also expressed interest in receiving more timely feedback regarding how their input influenced final decisions. While educational partners valued being asked for their perspectives, many indicated that stronger communication regarding resulting actions would reinforce trust and encourage continued participation. Providing regular updates on how stakeholder feedback shapes school improvement priorities will strengthen transparency and shared ownership.  The school also identified opportunities to expand student voice in decision-making by increasing opportunities for students to provide input on school climate, academic supports, wellness initiatives, and college and career readiness programs. Continued efforts will focus on embedding stakeholder engagement throughout the year rather than concentrating participation during annual planning cycles, ensuring that decision-making remains responsive to evolving student and community needs.|"During the 2026–27 school year, AIMS will continue expanding strategies to ensure that underrepresented families have equitable opportunities to participate in school decision-making. The school will prioritize engagement with multilingual families, families of English Learners, students with disabilities, socioeconomically disadvantaged students, and families who have historically participated less frequently in advisory groups or school governance activities.  To reduce barriers to participation, AIMS will continue providing translated materials, interpretation services, flexible meeting formats, virtual participation options, and varied meeting times to accommodate family schedules. Staff will conduct more intentional outreach to encourage participation in the School Site Council (SSC), English Learner Advisory Committee (ELAC), LCAP meetings, family forums, surveys, and other opportunities for shared decision-making.  The school will also strengthen communication by consistently reporting back to educational partners regarding how their feedback influenced decisions related to the LCAP, school improvement planning, student supports, and resource allocation. This ""you said, we did"" approach will increase transparency and demonstrate the value of stakeholder participation.  In alignment with the school's continuous improvement process, AIMS will continue monitoring participation trends, seeking input from underrepresented groups throughout the year, and using educational partner feedback alongside local data to refine programs, services, and organizational priorities. These efforts will help ensure that decision-making reflects the perspectives and needs of the entire AIMS community while advancing equitable outcomes for all students."|3|4|3|3|3|3|4|3|3|3|3|3|Met||2026-06-12|2026
01100170123968|Community School for Creative Education|3||||||||||||||||||||||Not Met For Two or More Years|||2026
01100170124172|Yu Ming Charter|3|Based on the Spring 2026 CORE Family Survey, Yu Ming continues to demonstrate strength in building trusting and respectful relationships with families, creating welcoming environments, and engaging in 2-way communication, consistent with the ratings of 5 across all four practices. The Sense of Belonging (School Connectedness) composite is 97% favorable, placing Yu Ming in the 80th-99th percentile nationally. Specifically, 98% of families report feeling welcome to participate at the school (a 1-point increase since the last survey), 99% report that school staff treats them with respect, 99% find school staff to be helpful (a 1-point increase), 97% report that staff takes their concerns seriously, and 97% report that their child’s background (race, ethnicity, religion, economic status) is valued at the school. Qualitative free-response feedback reinforces these strengths: families consistently identified teachers and staff as “the best thing” about Yu Ming, citing teacher quality, responsiveness, and the strength of the school community. Families also frequently named the dual-language immersion model, diversity, and inclusion as core strengths of the school environment.|While overall family-school relationships remain very strong, with the Sense of Belonging composite holding steady at 97% favorable, Yu Ming remains committed to continued focus on engaging all family subgroups equitably. Yu Ming will continue to disaggregate Spring 2026 CORE Family Survey results by special populations — including Black/African American, Latinx, English Learner, FRPM, and Students with Disabilities families — to identify and respond to any differences in family experience. Free-response feedback also identified middle school as an area where some families feel less informed about their child’s day-to-day progress and less connected to the school than in the elementary grades, indicating an opportunity to strengthen middle school family-staff relationships.  Spring 2026 sense-of-belonging data: Latine Families: 96% Sense of Belonging Black/AA Families: 87% Sense of Belonging|Yu Ming continues to engage underrepresented families through Affinity Groups (including Black/African American and Latinx groups), Cultural Celebrations, ParentSquare communications, surveys, Coffees with leadership (“Cha and Chat”), and the ELAC Committee. Yu Ming continues to employ a Family Engagement and Outreach Manager focused on equity and inclusion with underrepresented groups through direct outreach and affinity group programming. The “buddy system” for new families in underrepresented groups will continue to support relationship-building during family transitions. Yu Ming will administer the CORE family survey twice per year and analyze data by special populations to continue improving outreach to and engagement with underrepresented families.|Yu Ming continues to demonstrate strength in partnering with families to support student outcomes, consistent with the ratings of 5 across all four practices. The Spring 2026 CORE Family Survey shows the Climate of Support for Academic Learning composite at 97% favorable (a 1-point increase since the last survey), placing Yu Ming in the 80th-99th percentile nationally. Specifically, 98% of families agree the school provides high-quality instruction to their child, and 96% agree the school has high expectations for all students. Family satisfaction is also exceptionally high: 99% of families are very satisfied or satisfied with the overall quality of Yu Ming, and 82% rate Yu Ming an 8 or higher (out of 10) on likelihood to recommend the school to other families. In free-response feedback, families repeatedly named teachers and staff as “the best thing” about Yu Ming, citing high-quality instruction, the dual-language immersion model, and high academic expectations as defining strengths. Families also specifically highlighted the Special Education team as “top notch.”|Free-response feedback from the Spring 2026 family survey surfaced several focus areas for improvement in partnering with families for student outcomes: (1) families requested more rigor in English and Science instruction; (2) families requested expanded enrichment offerings (visual and performing arts, music, drama, and additional electives in middle school); and (3) middle school families specifically noted feeling less informed about their child’s day-to-day progress and less connected to the school than in the elementary grades.   Teachers and staff completed the TNTP survey in 2026 indicating room for growth in the area of DEI. DEI and inclusive practices in the classroom will be a focus area going forward.  The school continues to employ a Director of Culture, this role will continue into the next school year as we continue to focus on building inclusive practices.|A consistent model of teacher coaching with an emphasis on identifying needs and implementing supports for underserved students remains part of this strategy. Continued direct outreach by the Family Engagement and Outreach Manager and structured affinity group programming further support partnership with underrepresented families.|Yu Ming provides families with multiple structured opportunities to provide input and shape decision-making, including the PAC, ELAC, FSO Council, FSO meetings (with annual elections), and parent representation on the Governing Board. These groups provide input and feedback on LCAP actions and services and monitor outcomes. The Spring 2026 CORE Family Survey shows strong family-staff partnership: 96% of families agree that school staff welcomes their suggestions, 97% agree that staff takes their concerns seriously, and 96% agree that staff responds to their needs in a timely manner. Family trust in school leadership is also strong: 81% of families agree they trust the CEO to make sound decisions about the school’s direction, and 79% trust the Governing Board to do the same. The CORE family survey, administered twice annually with results disaggregated by special populations, provides an additional formal channel for family input to inform decision-making.|While Spring 2026 results show meaningful improvement in staff responsiveness, free-response feedback identified communication as a continued focus area. Themes included: (1) the volume and length of school communications, with families requesting more concise emails and clearer key takeaways; (2) consistency and timeliness of staff responses across all programs; (3) communication from the After School/ECP program, where families requested more regular updates on their child’s experience; and (4) clearer and earlier communication about events, performances, and campus transitions — particularly regarding the Carolyn campus and future grade placement. Survey data also points to opportunities to deepen family understanding of school priorities and governance: 20% of families remain neutral on trust in the Board and 17% neutral on trust in the CEO, indicating room to further build awareness of and engagement with school leadership decision-making. Ensuring families receive timely, concise, and relevant information from all staff and programs will remain a focus area.|Yu Ming will continue to administer the CORE family survey twice per year and analyze data by special populations. The school will continue regular data gathering to better serve underrepresented families, particularly Black/African American and Latinx subgroups. Affinity group structures and direct outreach by the Family Engagement and Outreach Manager will continue as primary mechanisms for soliciting input from underrepresented families and ensuring their perspectives shape decision-making.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-11|2026
01100170125567|Urban Montessori Charter|3||||||||||||||||||||||Not Met|||2026
01100170126748|LPS Oakland R & D Campus|3|LPS Oakland Provided a diverse, caring and motivated staff reflecting the student population providing social emotional support to students. Multiple languages were represented by staff to facilitate communication with parents/families of multilingual students.  There were opportunities for regular community engagement including family meetings, family information sessions, and monthly parent workshops. A Principal's Advisory Committee, comprised of representative students, helped establish strategies and opportunities for family engagement.|LPS Oakland R&D is in need of designing and strengthening consistent systems and structures to build relationships with parents and guardians. This includes communication around student progress and performance. While teachers regularly reach out to families, this area can also be strengthened with more clear and consistent supports and vehicles for implementation.|LPS Oakland R&D will emphasize the need for ongoing two way communication with families about student progress and performance and develop multiple avenues including online, and in person opportunities for staff to engage and for families to learn about and ask questions related to their student's progress and performance.|The ability to connect with students and providing a welcoming environment as parents/families come to our campus is a strength of LPS Oakland R&D. When parents/families come to campus they report feeling welcome and engaged in their students' academic progress. Approximately once per week, the school informs all families about school-wide activities. We are able to use Infinite Campus to notify parents/guardians when students are not present in class.  This year we continued the monthly Parent Guardian Association (PGA) meetings. In addition, we provided a computer workshop where we gave 20 computers to families and 20 essential needs bags at Thanksgiving. Families in Action is a community-based organization focused on the success of BIPOC students in accessing a-g curriculum. The program includes building partnerships with parents. Staff have initiated a new program, helping families learn how to strengthen their civic engagement. Examples include participating in voting, serving on committees, and school-based advocacy.|Moving forward the school will focus on strengthening existing practices and tools that support two way communication with parents/families and students. This can be achieved by improving regular communication using the adopted parent portal and publishing monthly newsletters.  We will continue to focus on the capacity of staff to build partnerships with parents/guardians to support student outcomes.|LPS Oakland R&D will provide monthly school newsletters to engage families, students, and community members.  We will monitor and execute social media engagement, hold multiple community events  and celebrations in our commitment to value diverse cultures and traditions within our community. We will continue to schedule a variety of parent  meetings on topics such as A-G completion, FAFSA, Infinite Campus, and Financial Literacy. We will prioritize parent orientations at the beginning of the school year. We will strengthen our ability to schedule IEP meetings as early as possible in order to support course scheduling and the provision of services. Specific to African-American students, we will continue to publish monthly newsletters and initiate Black/African-American Parent Engagement sessions.|"The school administration recognizes the value and importance of including all educational partners in making decisions regarding the school's goals and actions towards meeting those goals. Parents and guardians can offer input related to many areas of school governance including, but not limited to, charter renewal, Local Control Accountability Planning and WASC accreditation. The school plans for and facilitates a monthly Parent Guardian Association (aka ""PGA"") and seeks their input on specific policies such as the student use of cell phones, the quality of the college workshops, and student enrollment outreach."|The areas of improvement currently are directed towards increasing attendance at the established PGA and English Language Advisory Committee (ELAC) parent meetings.|"The majority of students at LPS Oakland R&D qualify as ""underrepresented."" There are English Learners and students who come from Low-Socio-Economic backgrounds.  The goal for improvement here is the same as stated earlier; LPS Oakland R&D will work to increase attendance at our various Parent Engagement and Decision-Making meetings."|4|4|3|3|3|3|3|3|2|2|2|2|Met||2026-06-18|2026
01100170129403|Epic Charter|3||||||||||||||||||||||Not Met For Two or More Years|||2026
01100170130625|Alternatives in Action|3|Relationships between teachers and parents are critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which develops a strong, positive school environment. Our program is making a positive impact on the lives of our families. One of the most important aspects of our program is the relationship that our Family Liaison (bilingual) has built with the families. Although our long-time Liaison has moved on, we have been able to continue building trust and rapport with these families, which has allowed us to provide them with the individual support they need to get set up with our communication program. We have benefited from the input of staff members such as our long-time Health and Wellness coordinator.    Family Education and Engagement events have been a positive experience for both our families and our staff. We have been able to provide families with more information about our program and answer any questions they may have. We have also been able to get feedback from families on how we can improve our program. The school has also built meaningful, authentic relations including community partnerships with:  ELD professional discussed importance of ELPAC La Clinica Partnership - provide Mental Health/Self Care  Families in Action - conduct A-G informational workshops for families Cafecitos  Health & Wellness Fair Bay Area Charter Schools Athletic Conference Zymbolic East Bay Agency for Children The school has also seen an increase in social media engagement  - previously 160+ followers, now over 490+) - often averaging between 3000-4000 views each week. We continue to send out a weekly school update via ParenSquare.|Alternatives in Action has strong relationships between school staff and families. In terms of areas for improvement, we will continue to focus on building capacity for classroom teachers to regularly reach out to parents on a more consistent basis. Families have asked for more regular communication from teachers.|AIA serves a high population of socioeconomically disadvantaged students and English Learners. Our largely bilingual staff supports communications with families, including social media posts in Spanish. In addition, the Executive Director sends out a parent newsletter that is also translated in Spanish. The Health and Wellness team and Restorative Justice team will conduct home visits to support families who may have a hard time coming on campus. Through the parent coordinator, the school engages families to attend several events and connect families with community partnerships including:  East Bay Sanctuary - immigration rights workshop ELD professional discussed importance of ELPAC La Clinica Partnership - provide Mental Health/Self Care  Families in Action - conduct A-G informational workshops for families Cafecitos  Parent engagement with fundraising Health & Wellness Fair.|Alternatives in Action has implemented several practices to strengthen partnerships between families and staff in support of student success. Parents received training on the school’s learning management system (Schoology) and student performance system (PowerSchool) to better monitor student progress. Community partnerships provide additional resources for families, including:  UC Berkeley School of Education 21CSLA Leading for Justice Summit, which brings together different stakeholders to strengthen the community schools model. Four AIA students were featured panelists Families in Action - partnership heavily led by students and parents from local high schools - empowering families with understanding what A-G is, focus on raising A-G completion for all students and student group, and focus on raising CAASPP scores Oakland Enrolls - focus on boosting enrollment numbers; strengthening presence in community, building relationships, safety and communication Alameda County Safe Routes 2 Schools partnership is an ongoing series to promote transportation safety to and from school, with a focus on biking, walking, and public transportation E.D. has regular meetings with California Charter Schools Association to share information and receive training The school has identified through data and feedback the need to increase its College/Career Readiness. The College & Career Coordinator plays a key role in academic planning, counseling and readiness with families. A focus will be on dual enrollment (college credit courses) opportunities, offering an AP Spanish course, further developing and CTE pathway opportunities.|Workshops provided by the College & Career Coordinator and workshops provided by Families In Action will continue for next year improving formal partnerships in terms of Student Outcomes. For example, through the Families in Action partnership, parents are empowered to understand the importance of CAASPP outcomes and A-G requirements for students. This supports students' pathways towards post-high school success.  The school will also focus on regular communications for student progress (grades, attendance). The school has created a shared Academic Lead position, with one AIA instructor focusing on data and curriculum while another focuses on coaching. Both will receive coaching in their new role to support teachers in improving student outcomes. Both of these staff members will also continue teaching part time to help maintain consistency and best practice. The school has a partnership with Alameda County Office of Education and Reach University to help provide support with coaching for instructional staff and leadership to improve family engagement with student outcomes.|Alternatives in Action plans to improve communication with underrepresented families by expanding partnerships with community organizations that offer diverse support services, such as domestic violence prevention and housing assistance. Current partnerships include La Clínica (which provides parenting classes and a 10-part workshop series on supporting students academically, socially, and emotionally), and Oakland Enrolls, which collaborated with the school to develop a tailored family engagement plan. Additionally, bilingual staff play a vital role in maintaining regular communication with families to ensure student progress is shared, monitored, and supported.|Alternatives in Action values meaningful family input in decision-making related to school policies, programs, and events. Each year, parent representatives are elected to serve on the School Board and the Parent Advisory Committee, ensuring families have a voice in school governance. In addition to formal structures, such as advisory councils, the school also collects input through an annual family survey and maintains open lines of two-way communication via phone calls, texts, emails, and in-person conversations during drop-off, pick-up, and school events. The Executive Director also hosts informal Cafecito events, which creates a welcoming space to engage in meaningful conversation. To deepen engagement, AIA is working to increase parent participation in advisory councils and expand opportunities for small-group discussions, such as focus groups, with translation services available to ensure accessibility. Moving forward, the school will also provide more educational resources to help families better understand school policies and procedures, with an ongoing focus on building strong, trust-based relationships and fostering robust dialogue between families and staff.|A focus area for improvement at AIA in seeking input for decision making is to involve a more representative and diverse group of families. Currently, participation in advisory groups like the Parent Advisory Committee (PAC) tends to involve the same group of families. To address this, the school will work to increase participation by offering more frequent and varied opportunities for feedback throughout the year, along with incentives to encourage survey completion and engagement. Additionally, AIA will create more spaces for deeper parent input in decision-making—moving beyond agreement to genuine collaboration and idea-sharing. The school also plans to boost social media engagement as a way to connect with a wider audience and provide ongoing educational awareness about school policies and procedures in a more accessible and engaging format. These efforts are part of a broader goal to ensure all families feel empowered to participate and influence school improvement efforts.|The school will prioritize one-on-one contact through various methods, such as phone calls, texts, letters and home visits. Bilingual staff—especially those who have established positive relationships with families—will play a key role in reaching out to gather input and ensure families feel heard and included. All communications will be available in Spanish to support accessibility. In addition, the school will continue to host regular Cafecitos, offering an informal and welcoming setting where families can discuss formal school topics, share feedback, and strengthen connections with staff.|3|3|5|5|4|3|3|4|4|4|4|4|Met||2026-06-25|2026
01100170131581|Oakland Unity Middle|3|The implementation of our parent engagement initiatives followed a phased rollout approach that yielded measurable improvements in family participation and satisfaction. Our enhanced communication channels and structured programming contributed to strong engagement metrics, with an increase in attendance at monthly parent meetings and 87% attendance at parent-teacher conferences, demonstrating robust family involvement in their children's education. Only 5% of surveyed parents responded neutrally to questions about parent input and engagement, suggesting the majority felt positively about their involvement opportunities. The collaborative partnership approach between school and family appears to be contributing to overall school climate and retention, as evidenced by our exceptional 99% student return rate from 2024-25 to 2025-26.|Ongoing challenges included language barriers, technology access gaps, and scheduling conflicts, but these were addressed through translation services, multiple communication methods, and flexible programming that ultimately strengthened our school-family partnerships and supported student success and well-being.|In order to continue to improve the engagement of underrepresented families, we will partner with community organizations to host workshops and events focused on empowering parents/guardians with skills to support middle school success and conduct regular workshops covering topics like middle school curriculum, effective communication with teachers, and creating a positive home learning environment. We will also continue to utilize newsletters, email updates, social media, and a dedicated parent portal to keep families informed about school events and resources. Finally, we will host back-to-school nights, curriculum fairs, and family literacy nights to encourage parental involvement and interaction with school staff and implement conferences where educators and parents collaboratively develop action plans tailored to each student's needs, focusing on academic and social-emotional growth.|OUMS prioritized a goal aimed at cultivating robust parent/guardian education and outreach initiatives to empower families in actively engaging and supporting their children's academic journey throughout middle school. This goal reflects the school's commitment to equity and inclusivity, bridging the gap between home and school to ensure that all families have access to resources and opportunities to support their children's education. By fostering a collaborative partnership between schools and families, the goal aimed to create a supportive environment where every student feels valued, supported, and motivated to succeed academically and personally. Additionally, the initiative aligns with research demonstrating the positive impact of parental involvement on student outcomes, emphasizing the importance of holistic student development and well-being.|The specific actions have demonstrated mixed but overall positive effectiveness in progressing toward our goal of cultivating robust parent engagement and collaborative school-family partnerships. The structured parent-teacher conferences have proven highly effective, with 87% attendance rates indicating strong family commitment to collaborative planning for student success. Enhanced communication channels have also been successful, as evidenced by 85% parent survey participation and overwhelmingly positive feedback, with only 5% of parents responding neutrally to engagement questions, suggesting most families feel meaningfully connected to their children's academic journey. Parent engagement events show moderate effectiveness, with our 99% student retention rate potentially reflecting the positive school climate fostered by these family connection opportunities. Partnership with community organizations and parent training workshops show some effectiveness, as demonstrated by a growth to 20% average attendance at monthly parent meetings.|"However, there is still room for growth, indicating these actions may not be sufficiently accessible or appealing to the broader parent population. While the high parent-teacher conference attendance and positive survey responses suggest we are successfully empowering many families to support their children's middle school experience, the low participation in regular programming indicates we need to reassess our workshop delivery methods, timing, and content to better meet diverse family needs and achieve the ""robust"" engagement outlined in our goal."|We have shown notable progress in fostering partnerships for seeking input for decision-making: 1) High parent attendance at student-led conferences, indicating strong family engagement. 2) Positive parent survey results, with a majority of parents reporting they feel like partners in their child's education. 3) Ongoing collaboration with Families in Action, demonstrating a commitment to community partnerships that support in this work. 4) Investment in current staff members as Parent Coordinators who receive training and support to work towards parent engagement goals.|Our focus areas for improvement in Building Partnerships for Student Outcomes: 1) Increased attendance at monthly parent meetings: The LEA aims to boost participation in these regular gatherings, likely to enhance ongoing communication and engagement with families. 2) Increase in survey participation: The LEA seeks to gather more comprehensive feedback by improving the response rate to parent surveys, ensuring a broader representation of family perspectives and reaching out to parents in a variety of ways to gather their input and feedback. 3) Building parent leadership capacity: The LEA focuses on empowering parents to take on more active roles in school decision-making and community engagement.|Our plans to improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes include: 1) Continued exploration of multiple communication methods: The LEA will diversify its outreach strategies to reach families through various channels, ensuring information is accessible to all. 2) Data monitoring for targeted engagement: The LEA will use data analysis to identify disengaged or underrepresented families, allowing for targeted strategies to increase their involvement. 3) Training family coordinators: The LEA will provide specialized training to family coordinators, focusing on effective techniques for engaging underrepresented families.|4|4|4|4|4|4|4|4|4|4|5|4|Met||2026-06-10|2026
01100170136101|Connecting Waters Charter - East Bay|3|Connecting Waters Charter School - East Bay (CWEB) is a public charter school built on a strong partnership between families and  educators. Parents play an active role in their child’s education by collaborating with a credentialed Education Specialist to  design and oversee individualized learning plans. Families have the flexibility to teach lessons directly, select online or in person classes with our certificated instructors, use qualified community partners for support in a wide variety of subjects, and  connect with other families through school-sponsored activities and events.     CWEB fosters parent engagement through a dedicated Parent Support Department, which provides up-to-date information and  guidance through newsletters, listserv announcements, Education Specialist communication, and meetings held throughout the  year. Families are invited to participate in organized opportunities such as PAWS (Parent Activities, Workshops and Support  Sessions) and PAC (Parent Advisory Committee) meetings, as well as informal events like Donuts with Directors. Parents may  also attend monthly board meetings to stay informed and provide input on school decisions. In addition, the school offers  ongoing professional development for both parents and teachers, including curriculum / instruction workshops and information sessions designed to help families explore instructional materials and strategies.|Connecting Waters Charter School - East Bay (CWEB) is a public charter school built on a strong partnership between families and  educators. Parents play an active role in their child’s education by collaborating with a credentialed Education Specialist to  design and oversee individualized learning plans. Families have the flexibility to teach lessons directly, select online or in person classes with our certificated instructors, use qualified community partners for support in a wide variety of subjects, and  connect with other families through school-sponsored activities and events.     CWEB fosters parent engagement through a dedicated Parent Support Department, which provides up-to-date information and  guidance through newsletters, listserv announcements, Education Specialist communication, and meetings held throughout the  year. Families are invited to participate in organized opportunities such as PAWS (Parent Activities, Workshops and Support  Sessions) and PAC (Parent Advisory Committee) meetings, as well as informal events like Donuts with Directors. Parents may  also attend monthly  board meetings to stay informed and provide input on school decisions. In addition, the school offers  ongoing professional development for both parents and teachers, including curriculum / instruction workshops and information sessions designed to help families explore instructional materials and strategies.|Connecting Waters Charter School - East Bay (CWEB) is a public charter school built on a strong partnership between families and  educators. Parents play an active role in their child’s education by collaborating with a credentialed Education Specialist to  design and oversee individualized learning plans. Families have the flexibility to teach lessons directly, select online or in person classes with our certificated instructors, use qualified community partners for support in a wide variety of subjects, and  connect with other families through school-sponsored activities and events.     CWEB fosters parent engagement through a dedicated Parent Support Department, which provides up-to-date information and  guidance through newsletters, listserv announcements, Education Specialist communication, and meetings held throughout the  year. Families are invited to participate in organized opportunities such as PAWS (Parent Activities, Workshops and Support  Sessions) and PAC (Parent Advisory Committee) meetings, as well as informal events like Donuts with Directors. Parents may  also attend monthly board meetings to stay informed and provide input on school decisions. In addition, the school offers  ongoing professional development for both parents and teachers, including curriculum / instruction workshops and information sessions designed to help families explore instructional materials and strategies.|Connecting Waters Charter School - East Bay has demonstrated meaningful progress in building partnerships by actively incorporating feedback from parents, teachers, and administrators into its instructional support structures. The LEA has developed a tiered intervention system grounded in iReady performance data, enabling educators and Educational Specialists (ESs) to  collaborate with families in designing personalized learning plans. Parents are meaningfully included in selecting the appropriate tier of support for their student, reinforcing a shared ownership of learning outcomes. The consistency of this framework across TK–12 ensures that families experience a coherent, predictable system regardless of their child's grade level, strengthening trust and communication between the school and its educational partners.|While foundational structures are in place, CWEB recognizes the need to deepen the consistency and clarity of its partnership practices. Key focus areas include strengthening the use of iReady data in family-facing communications so that progress is transparent and actionable, establishing clearer expectations around student support so families understand intervention pathways, and expanding access to credentialed instruction for students with the greatest academic need. The LEA will also work to ensure that intervention structures are uniformly implemented across all educational partners, reducing variability in how tiered supports are communicated and delivered to families.|CWEB is committed to ensuring that underrepresented families — including those facing language barriers, socioeconomic challenges, or limited prior engagement with the independent study model — have equitable access to the partnerships and resources available through the tiered support system. The LEA will prioritize outreach efforts that make iReady data and instructional tier options clearly understandable and accessible to all families. This includes developing culturally responsive communication strategies, offering additional touchpoints with Educational Specialists for families who may need more guided support, and using stakeholder feedback processes that are intentionally inclusive of historically underrepresented voices to continuously refine the  program.|CWEB has established a robust and multi-layered structure for seeking input from educational partners. The school actively engages families through a dedicated Parent Support Department that disseminates timely information via newsletters, listserv announcements, and regular ES communications. Structured input opportunities such as PAC (Parent Advisory Committee)  meetings, PAWS sessions, and monthly board meetings provide families with consistent, accessible forums to voice perspectives and influence school decisions. Informal engagement events like Donuts with Directors further lower barriers to participation by creating approachable, relationship-centered spaces for dialogue. The school's recent policy development — shaped directly by feedback from parents, teachers, and administrators — demonstrates that input is not only collected but meaningfully acted upon, resulting in clearer intervention structures, more consistent use of iReady data, and expanded access to credentialed instruction.|While CWEB has strong input-gathering mechanisms in place, the LEA recognizes the need to ensure that feedback is systematically collected, analyzed, and visibly connected to decision-making outcomes. Focus areas include formalizing feedback loops so families can see how their input translates into program changes, increasing participation in governance structures like PAC and board meetings beyond regularly engaged families, and ensuring that professional development offerings for parents are responsive to  emerging needs identified through data and stakeholder input. The LEA also aims to strengthen the consistency with which Educational Specialists facilitate input-gathering during learning plan meetings, ensuring that family voice is captured across all caseloads equitably.|CWEB is committed to broadening the diversity of voices informing school decisions. To improve engagement of underrepresented families — including those with language barriers, limited availability due to work or caregiving responsibilities, or limited prior experience in school governance — the LEA will take intentional steps to reduce participation barriers. This includes offering meeting times and formats that accommodate varied schedules, providing translation and interpretation support at PAC and board meetings, and leveraging ES relationships to personally invite and support underrepresented families in participating in input opportunities. The school will also explore targeted outreach through PAWS and informal events to build trust and familiarity with governance processes among families who may feel less confident engaging in formal decision-making structures. Feedback gathered through these efforts will be tracked and used to continuously refine the LEA's approach to inclusive, equitable partnership.|5|5|4|5|5|5|4|5|4|4|5|5|Met||2026-06-22|2026
01100170136226|Opportunity Academy|3|AOA distributed its annual LCAP survey to families, staff, and students from March 1 to April 22, 2026. Based on the school's LCAP survey responses, most noted that the school is moving beyond simply collecting surveys to actively implementing changes based on stakeholder input. There is a clear effort to document how specific feedback leads to tangible policy changes, such as the desire for evening hours or vocational training. Respondents stated the school has been efficient in its accessibility, academic transparency, responsiveness, resource connections like the Fall Festival hosted by the school in November 2025, and reducing barriers. Families highlighted the school's partnerships with agencies like Safe Passages and Next Step Learning Center effectively removing hurdles like transportation and scheduling. AOA bridges gaps between education and social services, recognizing that students' success depends on family stability.|"While the foundation is strong, the responses suggest three primary levels for future progress:  Consistency Across Sites: Respondents noted that while some sites (like Bridge) have robust events, there is a need to standardize this high level of engagement across all campus locations.  Streamlining Navigation: Families expressed a desire for a more intuitive system (updated websites or social media) to find information and staff contacts more easily.  Student-Led Leadership: There is an opportunity to further empower students through Youth-Led IEPs and Goal-Setting Meetings, moving from ""adult-led"" communication to ""student-led"" accountability.  Summary: Opportunity Academy’s greatest asset is its relational approach. By treating families as ""co-designers"" rather than just recipients of information, the school has fostered a high level of trust and mutual accountability."|To improve engagement of underrepresented families, AOA will do the following: 1. Create a site-level leadership team inclusive of the Principal, AP, Social Worker, and Academic Counselor. The leadership will be able to review data in real-time to make any necessary adjustments 2. Fully implement a site-level COST that will better track student progress and address any barriers immediately, increasing proactivism.  3. Design creative ways for more family and student activities and input by taking advantage of school events. 4. Regularly share important school information with education partners, with measurable outcomes to measure the school's success.|AOA has demonstrated strong success in family and student engagement during the onboarding and enrollment process. The school has established a two-tiered system designed to build early partnerships and support students' academic journeys.  The first level of the process involves a meeting between the family and the assigned teacher. During this meeting, the teacher, the student, and the guardians (if applicable) discuss school expectations, receive a brief orientation to AOA’s programs, review the student’s transcript and, if relevant, the IEP-at-a-glance, and collaboratively design the student’s educational pathway.  The second level involves a meeting between the family/student and a paraeducator (if available at the site). During this meeting, families receive the Family/Student Handbook, which outlines AOA’s policies, procedures, and practices. This structured process helps to establish strong partnerships from the outset, reinforcing for students that they are supported by a dedicated team committed to helping them earn their high school diploma.  In collaboration with families (where applicable), students identify short-term and long-term goals, complete a career survey, and use this plan as a tool to monitor academic and personal progress throughout their time at AOA.  AOA further strengthens family and student engagement through multiple communication strategies, including:  REMIND app: to send text messages and emails directly to students and families.  Teacher Communication Logs: to systematically track and document outreach to families.  Mail Merge: to efficiently distribute general school announcements through the use of school email addresses for each student  Community Events: such as graduations and other school celebrations.  Quarterly and Semester-End Meetings: particularly with families of students under 18 years old to review progress and discuss support plans.  Weekly meetings with students to evaluate progress and make any adjustments to schedules or assignments.  These practices reinforce a culture of partnership, accountability, and student-centered support across the AOA community.|While AOA has established a strong foundation for building partnerships that support student success, several key areas require growth to further improve student outcomes:  Expanding Student and Family Support Services AOA needs to design and fully implement a COST as a way to address the immediate needs of students and families.   Enhancing College and Career Readiness AOA will need to hire a school counselor. This school counselor will work closely with the school administrators and the Senior Program Director of College and Career in identifying gaps in service, such as access to college and trades students have shown interest in.    Addressing Chronic Absenteeism Although the school's 30-day retention rate has improved, chronic absenteeism remains a significant challenge. Many students continue to miss more than 10% of instructional time. Reducing chronic absenteeism will require a strategic focus on early intervention, consistent monitoring, family engagement, and targeted supports to ensure students attend school consistently and remain on track academically. With the social worker to be hired, school counselors and school administrators will use the COST to address immediate needs and barriers that may be keeping students from attending school.|With the support of its educational partners, AOA has identified the need to expand services that directly support underrepresented families—particularly English learners, foster youth, unhoused youth, and low-income families—by addressing the lived realities they face. Through this collaborative process, the school recognized that many families require greater access to resources that address food and housing insecurities. With the use of a COST, partnership meetings with CBOs, and other resources, AOA will be able to address the barriers that their students face. To strengthen engagement, AOA has also identified the need to host in-person community events with meals provided to incentivize greater participation from families and students in school decision-making processes. Increased family involvement will ensure that school policies and initiatives are reflective of the broader community’s needs.|AOA is using field trips, site-level events like the Fall Festival, and the mid-semester progress report meeting to engage its educational partners. In addition, the school administrator meets with community-based organizations that provide resources and services to families and students every quarter. During that time, data is shared with the community partner as it relates to the effectiveness of the partnership. Surveys are sent to education partners to gather input on the annual LCAP update, the Comprehensive Improvement Plan,  and the climate and culture survey. The school has established a Family Advisory Committee for the LCAP as required by educational code.|The school will implement the following focus areas for improving the input of education partners for decision-making:  1. Fully implement and calendarize the Parent Advisory Committee meeting for every other month beginning in March of the LCAP cycle; 2. Continue to meet with staff to discuss school matters that need their input; 3. Continue to host quarterly meetings with community partners to evaluate the program's effectiveness and how the school engages underrepresented families; 4. Fully implement and calendarize the ELAC meetings. 5. Improve communication with community partners to better identify services they provide that students and families can access to address challenges to accessing education.|To improve engagement with underrepresented families, AOA will implement several key strategies. All school communications—including surveys, text messages, emails, and quarterly letters—will be translated into families' home languages to ensure accessibility and inclusivity. Additionally, interpretation services will be provided at all community meetings to support full participation. The school also plans to host meetings and community events that are better aligned to family schedules, making it easier for parents and guardians to attend and engage with the school community.With the support of the dedicated social worker, the Senior Program Director for College and Career, and the full implementation of COST, AOA is committed to improving student outcomes. A key part of this effort will be actively soliciting input from students and families to inform decision-making about school programs and services. Through these collaborative approaches, the school aims to build stronger partnerships that directly impact attendance, academic achievement, and overall student success.|5|5|5|5|5|5|5|5|4|3|3|3|Met||2026-06-09|2026
01100170137448|Aurum Preparatory Academy|3||||||||||||||||||||||Not Met|||2026
01100170138867|Hayward Collegiate Charter|3|At Hayward Collegiate, a key strength in building relationships between school staff and families is the intentional focus on family engagement and empowerment. The school believes that when families understand how to support their child’s education and advocate for their needs, student outcomes improve. Families are regularly invited to attend community celebrations and school events that foster connection and partnership. Ongoing communication through ParentSquare helps keep families informed and engaged, while strong relationships among site staff, leadership, and families contribute to a welcoming and supportive school culture.|Based on educational partner input and local data, Hayward Collegiate has identified opportunities to create more formal and consistent avenues for family voice and feedback. While informal communication and relationship-building remain strengths, the school is working to strengthen structured engagement through the development of an active School Site Council, regular family meetings, and scheduled coffee chats with school leadership. These efforts are intended to deepen two-way communication and ensure family perspectives are meaningfully incorporated into school planning and decision-making.|To improve engagement with underrepresented families, particularly within the school's predominantly Spanish-speaking community, Hayward Collegiate is prioritizing the hiring of bilingual and native Spanish-speaking staff to support authentic and accessible communication. The school is also providing targeted training for translators to ensure accurate and culturally responsive translation of academic language, including terminology related to special education services. These efforts are designed to strengthen relationships, build trust, and ensure that all families feel informed, included, and supported in their children's educational experience.|"Hayward Collegiate has developed strong partnerships with families and community stakeholders in support of student success. A key strength is the school's consistent effort to create opportunities for collaboration among parents, teachers, and school leadership. Monthly events such as ""Coffee with the Teacher"" provide families with opportunities to engage directly with educators, learn about classroom instruction, discuss student progress, and identify ways to support learning at home. These ongoing opportunities strengthen trust, promote shared responsibility for student success, and reinforce the partnership between families and the school community."|Based on educational partner input and local data, Hayward Collegiate has identified the need to strengthen external partnerships that support student well-being and academic success. Through the Expanded Learning Opportunities Program and the work of the Community Schools Coordinator, the school is actively building relationships with local mental health providers and community-based organizations. These partnerships are intended to increase access to services and resources that address both academic and non-academic barriers to learning and support improved student outcomes.|To improve engagement of underrepresented families, Hayward Collegiate is expanding opportunities for meaningful family involvement throughout the school community. Based on self-reflection findings and educational partner input, the school recognizes the importance of creating accessible and inclusive spaces for families to engage in discussions about student progress and available supports. Efforts include expanding family workshops, increasing culturally responsive communication practices, and providing more frequent opportunities for families to connect with educators and school leadership. These actions are intended to ensure that all families, especially those who have been historically underrepresented, feel welcomed, informed, and empowered to support their children's academic success.|Hayward Collegiate and Navigator Schools have established multiple avenues for gathering educational partner input to inform decision-making. The organization regularly utilizes family surveys, town hall meetings, staff meetings, leadership meetings, cross-site collaboration, and informal feedback opportunities to collect perspectives from families, staff, and school leaders. These ongoing engagement practices help ensure that stakeholder feedback is considered as part of the continuous improvement process and support informed decision-making across the school community.|Based on educational partner input and local data, Hayward Collegiate is focused on expanding opportunities for meaningful family participation in decision-making. The school seeks to increase engagement from families, staff, and community members through more structured and inclusive forums for gathering input. As part of Community School planning efforts, the school is broadening opportunities for stakeholder involvement to ensure that decisions reflect the diverse needs, perspectives, and experiences of the school community. These efforts are intended to strengthen shared ownership and collaboration in school planning and improvement initiatives.|Hayward Collegiate is committed to improving engagement with underrepresented families by continuing to strengthen inclusive communication practices and developing additional opportunities for meaningful participation. The school will continue exploring accessible methods for gathering family input and ensuring that all families can contribute to school decision-making processes. Through Community School planning and targeted outreach efforts, the school aims to elevate the voices of historically underrepresented groups and ensure that policies, programs, and decisions reflect the priorities and lived experiences of the entire school community.|5|5|5|5|4|4|5|4|2|3|3|3|Met||2026-06-15|2026
01100176001788|Cox Academy|3|"Our school facilitates a Family Leadership Council and regular town hall or ""coffee with the Principal"" meetings, structures that are designed to build Home-School relationships and partnership and ensure family voice in school decision-making. The Family Leadership Council provides a space for families to provide feedback and suggestions regarding their experiences in our school. In addition, our schools hold student-led conferences, engage in home visits, and/or hold 1:1's with families, and as a result have seen improvement in attendance and parent interest in student work. Sites engage in regular 2-way communication with families through ParentSquare as well as Zoom and in person meetings."|Our focus areas for improvement in Building Relationships Between School Staff and Families are as follows:  (1) Engaging our families through in-person and virtual academic and leadership development sessions, through our Community Schools work. (2) Building the capacity of new(er) teachers to develop strong, trusting relationships with families, by building their knowledge and skills through a summer and fall workshop series focused on family partnership.|"We are focusing on increasing the engagement of our Black families through focused outreach and community building events like Black Family Councils, cultural celebrations, ""Black Family Breakfast"", and other welcoming activities. Given that our Black students have higher chronic absence rates than our other populations, we are also specifically focusing on addressing the root causes of lower engagement levels through relationship building and effective case management, which includes building close partnerships with families."|Our school holds space for families to come together and review data and support in the creation and implementation of site plans, and as a result, families develop a sense of agency and accountability. In addition, we schedule multiple conference weeks throughout the year, during which all families engage in 1:1 conferences with teachers in order to strengthen the teacher-family partnership and support families to help their child learn at home; many of these conferences are student-led, thus building a sense of agency on the part of the child and family. Our LEA also facilitates a Professional Learning Community and partners with a local community organization in an effort to continually strengthen the family engagement and support we provide.|Our focus area for improvement in Building Partnerships for Student Outcomes is to build families' knowledge about literacy standards, develop their understanding of their child's current performance level, and support them to build skills to support their child's literacy development at home.|We will facilitate a more frequent and robust series of workshops in the area of family literacy engagement, will add on a series of i-Ready workshops, and will specifically recruit underrepresented families (eg. Black families, English Learner families) to participate in these opportunities.|When sites hold space for families to come together and review data and support in the creation and implementation of site plans, families develop a sense of agency and accountability. Our school facilitates regular meetings where families engage in data analysis, provide input into the planning of school initiatives, programs, and policies, and provide feedback on their experiences. Families select representatives from that family leadership group to serve on the organization-wide Family Leadership Council, where family leaders are similarly engaged to provide input and feedback on organization-wide policies and programs. Finally, two seats on our Board of Directors are reserved for Family Leadership Council representatives, thereby ensuring that families have a strong voice in the direction of the organization.|Our focus area for improvement in Seeking Input for Decision-Making is to increase the level of consistent participation by Family Leadership Council members, so as to facilitate authentic and deep input into site decision making. During the pandemic, when families were struggling so much economically and with physical and mental health issues, our participation rates decreased. Two years ago, we started to rebuild towards pre-pandemic levels of parent leadership in our school, and we will continue those efforts this year.|We are focusing on increasing the engagement of our Black and English Learner families through focused outreach and encouragement to be active members of our site's Family Leadership Council. Strategies include personalized and individualized outreach, as well as recruitment during Black family-focused school events.|4|4|4|4|4|4|4|4|4|4|5|5|Met||2026-06-09|2026
01100176002000|Lazear Charter Academy|3|"Our school facilitates a Family Leadership Council and regular town hall or ""coffee with the Principal"" meetings, structures that are designed to build Home-School relationships and partnership and ensure family voice in school decision-making. The Family Leadership Council provides a space for families to provide feedback and suggestions regarding their experiences in our school. In addition, our schools hold student-led conferences, engage in home visits, and/or hold 1:1's with families, and as a result have seen improvement in attendance and parent interest in student work. Sites engage in regular 2-way communication with families through ParentSquare as well as Zoom and in person meetings."|Our focus areas for improvement in Building Relationships Between School Staff and Families are as follows:  (1) Engaging our families through in-person and virtual academic and leadership development sessions, through our Community Schools work. (2) Building the capacity of new(er) teachers to develop strong, trusting relationships with families, by building their knowledge and skills through a summer and fall workshop series focused on family partnership.|"We are focusing on increasing the engagement of our Black families through focused outreach and community building events like Black Family Councils, cultural celebrations, ""Black Family Breakfast"", and other welcoming activities. Given that our Black students have higher chronic absence rates than our other populations, we are also specifically focusing on addressing the root causes of lower engagement levels through relationship building and effective case management, which includes building close partnerships with families."|Our school holds space for families to come together and review data and support in the creation and implementation of site plans, and as a result, families develop a sense of agency and accountability. In addition, we schedule multiple conference weeks throughout the year, during which all families engage in 1:1 conferences with teachers in order to strengthen the teacher-family partnership and support families to help their child learn at home; many of these conferences are student-led, thus building a sense of agency on the part of the child and family. Our LEA also facilitates a Professional Learning Community and partners with a local community organization in an effort to continually strengthen the family engagement and support we provide.|Our focus area for improvement in Building Partnerships for Student Outcomes is to build families' knowledge about literacy standards, develop their understanding of their child's current performance level, and support them to build skills to support their child's literacy development at home.|We will facilitate a more frequent and robust series of workshops in the area of family literacy engagement, will add on a series of i-Ready workshops, and will specifically recruit underrepresented families (eg. Black families, English Learner families) to participate in these opportunities.|When sites hold space for families to come together and review data and support in the creation and implementation of site plans, families develop a sense of agency and accountability. Our school facilitates regular meetings where families engage in data analysis, provide input into the planning of school initiatives, programs, and policies, and provide feedback on their experiences. Families select representatives from that family leadership group to serve on the organization-wide Family Leadership Council, where family leaders are similarly engaged to provide input and feedback on organization-wide policies and programs. Finally, two seats on our Board of Directors are reserved for Family Leadership Council representatives, thereby ensuring that families have a strong voice in the direction of the organization.|Our focus area for improvement in Seeking Input for Decision-Making is to increase the level of consistent participation by Family Leadership Council members, so as to facilitate authentic and deep input into site decision making. During the pandemic, when families were struggling so much economically and with physical and mental health issues, our participation rates decreased. Two years ago, we started to rebuild towards pre-pandemic levels of parent leadership in our school, and we will continue those efforts this year.|We are focusing on increasing the engagement of our Black and English Learner families through focused outreach and encouragement to be active members of our site's Family Leadership Council. Strategies include personalized and individualized outreach, as well as recruitment during Black family-focused school events.|4|4|4|4|4|4|4|4|4|4|5|5|Met||2026-06-09|2026
01316090000000|California School for the Blind (State Special Schl)|3||||||||||||||||||||||Not Met|||2026
01316170000000|California School for the Deaf-Fremont (State Special Schl)|3||||||||||||||||||||||Not Met|||2026
01611190000000|Alameda Unified|3|The Family Trust Survey revealed a small increase in positive responses from African American families in relation to school connectedness. CCEIS Scholar families had a strong increase in positive responses to school connectedness. AUSD’s current strengths in building strong relationships with between school staff and families includes the following  district-wide efforts  1- To build cultural competency for site leaders, intervention leads, counselors, psychologists, and staff. These professional development sessions will provide racial and culturally responsive professional learning opportunities regarding personal lens and trauma-informed practices. The goal fosters normalization of racial dialogue and the development of interracial justice community. Conceptions explored include vulnerable inquiry, discussion, and action related to the foundations of race, racism, implicit-bias, micro-aggression, whiteness, and how they affect adult educators and students. This learning opportunity will focus on the necessary lens and tool development for how to assess and view the needs and presentation patterns of Black students and families and students of color, in general, through COST, SST, and 504 processes.  2- AUSD’s Office of Equity launched a Diversity, Equity and Inclusion Community of Practice following a Guiding Question: How do we create safe and inclusive spaces in our schools? Four sessions included:The Power of Influence, Your Locus of Control, Intersectionality, Bridging and Belonging. For 24-25, the DEI Roundtable parent group hosted two family forums called- Stop the Hate. It was a good turnout and an interactive conversation about what the schools and families can do to eliminate hate speech in the district. 3- As part of the AUSD’s CCEIS plan, we hosted four district-led Family Workshops. Topics included: How to talk to your children about race. Milestone grade level conversations (3rd, 6th, 9th,11th grade). We also hosted a focus on Future Careers workshop with a variety of workforce industries present. 4- We are implementing Dual Capacity Development at five of our nine elementary schools. We’re working with teachers and families to bridge connections between home-school in an effort to engage and build relationships that are academically focused in support of student achievement. Successful engagement requires both educators and family members to develop essential beliefs, knowledge, skills, confidence, social relationships, and other capacities that aid in building academic partnerships. For 24-25, This training was facilitated at Wood Middle School and Encinal Middle/High School. For 25-26, EHS did a deep dive into family engagement and worked with Teneh Weller. There was also a final CCEIS Activity that asked for feedback from current black families. That generated a Black Family Voices Report, that continues to highlight areas where it would behoove AUSD to follow up on.|AUSD will continue its work to build staff cultural competency. AUSD is also asking school sites to intentionally outreach and host affinity spaces for African American/Multi-Ethnic and Latino families and students to help meet the unique needs that are presented. There will be continued work on CCEIS, and the Office of Equity will work to support site needs with family engagement. We have also hired 5 Scholar Staff and Student Advisors to assist 5 school sites with building strong relationships with families and staff. Philosophically, we are also helping to shift the locus of control and advocacy work down to the school sites. The power in strong school -family relationships should be centered at each individual school site with support from the central office. Central Office has also organized a diagram to better articulate the role of the school sites and the district in supporting families in both information, education, and community building experiences. Dual Capacity Development will continue at sites and may extend to the other four schools as a practice to forge academic partnerships between families and teachers. We must continue to cultivate Diversity, Equity and Inclusion at each school site as the level to transform schools with the district office in the role of support.|Office of Equity is committed to sponsoring family engagement workshops/events that target underrepresented. For example, Black Joy and End of Year Family Celebration, Black Promotion Celebration, Acknowledge Multiple Heritage Months, acknowledge and raise awareness and resources to honor our families of color. The Office of Equity also sponsored a free finger printing night for families so they can volunteer at their child’s school and finally, the Office of Equity provides up to $1500 dollars annually to every TK-8 site to assist them in their family engagement and outreach efforts. The Office of Equity will support families with resources and information to make grade level transitions easier to navigate.|We are continuing to make progress with efforts to increase family engagement and capacity development through School Linked to Learning Activities.This year we are building further on with Dual Capacity (parent-teacher partnerships focused on academic achievement) across our TK-8 school sites. The Office of Equity also hosted Teneh Weller to train our district managers and Office Managers on Customer Service and Relationship building in service of equity. LEAD for Learning PD training  is given to site administrators to encourage creating conditions for adult learning and one strategy that has been presented was to share a protocol to shadow and listen to student voices to best understand how they are experiencing the school system.|AUSD continues its focus on Academic discourse, student relationships, creating conditions for adult collaboration, and culturally responsive practices|The Office of Equity is committed to sponsoring family engagement workshops/events that will be intended and designed for underrepresented families. For example, Black Joy was held for the first time in our school district in an effort to celebrate Black creativity, artistry, and excellence for Black History Month. We hosted a Black Promotion Ceremony to recognize promoting 5th, 8th and 12th graders. Our Communications department also acknowledges multiple Heritage Months, and raising awareness and resources to honor our families of color. Our Grade level Transitions meetings will support “warm handoffs” for our students of color from elementary through high school at 5th grade into middle school and 8th grade to high school. Families will be invited to meet their new school teams and students will have the opportunity to meet their counselors. The mentees at Wood Middle School will participate in a special meeting with the Family Liaison at their feeder high school.  The Office of Equity hosted Milton Reynolds to talk about Race and the ignorance of the color blind theory. Meeting was held with all AUSD Managers. Milton also ran a series of Cultural Competency trainings with Alameda High School staff for 2025-26. Dual-Capacity Development (strengthening home-school partnership) at scholar schools will continue to reinforce outreach, relationship building, and staff development to establish a culture of academic partnerships with families.|Curriculum Review and Review Sessions: The Curriculum and Instruction Review Session is composed of community members and district and school staff and provides an opportunity for our parents and community members to give  input and feedback about current and future curricula adoptions. This is a key avenue through which stakeholders can contribute perspective and ideas on our teaching and learning programs; they meet four times a year. This year, there is a Math curriculum and History Social Science review underway.  LCAP/CAC: The three-year Local Control and Accountability Plan describes the goals, actions, services, and expenditures to support positive student outcomes that address state and local priorities. Our Community Advisory Committee is composed of members of our community including teachers, equity roundtables, site staff, and families from across the district. District English Language Advisory Committee: Each California public school district with 51 or more English Learners must form a District English Learner Advisory Committee (DELAC): This district-level committee is composed of parents, staff, and community members and is charged with advising district officials on English learner programs and services. Diversity, Equity & Inclusion Community of Practice (DEI), hosts a series of community engagement conversations aims to create a place to build relationships, build trust, reflect, discuss and leverage internal expertise by sharing with one another, and co-construct ideas. All AUSD parents and caregivers are invited to this space to brainstorm and generate inclusive ideas that can be applied to the groups they influence. Equity Rountables: AUSD is home to many equity and inclusion committees/roundtables: Alameda Mosaic, supporting African American/Black/ Multiethnic families; ALCANCE, a learning community for our Spanish language families; Asian Pacific Islander (API), and our LGBTQ staff and student roundtable, Jewish Roundtable, and Muslim Roundtable.|Bolster channels of communication for student voice- expand our outreach from the DEI and aim to attract new participants and voice from parent leaders. Strategic partnership with our most marginalized families in Alameda. For example those who live at the Alameda Point (Alameda’s most vulnerable community) is also a target parent population we want to engage and support.|Under the inspiration of the CCEIS actions, TK-8 sites are selecting focal scholars and their families to provide wrap around (academic and social) services. Students who are below the 50th percentile in STAR Reading and Math, chronically absent and more than one office referral or suspension is top priority beginning with black, multi-ethnic, Latino students, followed by others who meet with this criteria and by joint agreement with parents are considered scholar students. There are also four advisors at two elementary schools and two middle schools where there is a higher concentration of students who meet criteria, manage a caseload of up to 20 scholars. There was also the expansion of an Advisor/Equity Coordinator at Alameda High School. Increase Social Media outreach and presence to provide multiple channels of communication for families who may feel more connected through that medium.|3|3|3|3|3|3|3|3|2|2|3|3|Met||2026-06-23|2026
01611190119222|Nea Community Learning Center|3|Nea provides multiple opportunities throughout each year for our administrators, teachers, and classified staff to build positive relationships with Nea families.  Members of our community engage with one another from formal structures like twice yearly culture surveys, Back to School Night, and Exposition Nights to informal opportunities through twice/week office hours with staff or monthly morning coffees with administration both virtual and in person. Our staff is accessible to our families in person or via Zoom, ParentSquare, email and Class Dojo as family messaging platforms. They consistently engage with families around what is happening both instructionally and socially with the learners in their spaces. In addition to daily participation from parents, families and community members can participate in the bimonthly School Site Council meetings. The Lead Facilitator (Principal) meets regularly with leaders of the PTSA to collaborate around activities for the school and to hear any concerns that might arise. Annually, the progress on the school-wide action plan is evaluated and modified for the upcoming school year with feedback from staff, learners and families.  Further, the Lead Facilitator prepares progress reports to both the School Site Council and CLCS Board of Directors for review and approval.   Administration partners closely with the PTSA on events, messaging and family/community support. The PTSA provides outreach to families and supports them to navigate the structures of the the school.|As a school, Nea has made progress identifying ways to engage the most under-represented families. Much of this has happened in informal ways through phone calls, texts and in person conversations. For the past 3 years, administration from both sites (Nea  and ACLC are sister schools on the same site) came together multiple times throughout the year and presented their recommendations to the administrative teams. We are focusing in on growing learners academically, their connection to school as well as harnessing the joy of learning.  We are also emphasizing equity as it relates to learner needs and experiences at school.  This looks like an intentional approach to restorative justice, trauma informed practices, differentiation and deescalation. Using the family survey data, the school continues to explore ways to bring more diverse voices into spaces within the school.|Our data continues to mirror state data and shows that our most under-represented families are often Black, Latinx, and families from lower income backgrounds. Through our Dean of Students and PTSA, we are making progress in establishing relationships with these families and doing our best to remove barriers to engagement with the school. We are continuing to focus on these families as we move through the year through outreach. An example of this will be ensuring that family notices are translated for families or shared through google platforms so that interpretation can easily be accessed. We are working to create affinity spaces for families for feel more conected to school but given the diversity of the school, we need to be much more creative about how the groups are formed and which groups are of interest. We also in need to increase the participation of families from diverse backgrounds in School Site Council and in the PTSA. As we see a marked downturn of family participation across the board, we would like to encourage more families to have their voices incorporated into decision making. In order to create more inclusive spaces, we will begin offering childcare and food during in person meetings such that we can encourage greater participation.|Nea provides a number of opportunities for staff to partner with families in support of learners both formally an informally. Opportunities range from Back to School Night to conference to events. Staff are required to respond to emails within 48 hours because we are a school that partners with our parents on behalf of our learners. Our Lower Village, (TK-6) has parent/teacher conferences in the Fall and Learner Led Conferences  (LLC’s) in the Spring.  Our 7th and 8th graders have LLCs twice a year. During LLCs create and present to their peers and families in presentations around their learning and takeaways from their learning throughout the year. Teachers send weekly notifcations to families where they outline curriculum, general announcements and other pertinent information. The administrative team also host monthly morning coffee, both in person and via zoom, which has high parent turnout. We have regular LSTs (Learner Support Team meetings) where we bring families, students, and staff together to support learner success. Facilitators in grades TK-6 send home weekly newsletters that proactively provide information to families about what learners are doing in the classrooms.|We have made our administration, staff, and parent association meetings more accessible to all by adding Zoom meetings as an option for participation for most, if not all of the meeting types we hold (504, IEP, LST, Office Hours, Morning Coffee, PTSA and Info Nights). All 7/8 families recieved a phone call touchpoint from their homeroom teachers at the beginning of the year in order to launch the school year with a proactive and positive connection. We are continuing to hone ways to increase home to school communication in the upper grades through consistent proactive touch points.|Though we have a lot of tools and systems that we employ to bridge the gap between school and home, we know that we still have room to grow in partnering with all families. We are continuing to hold school events (parent meetings, volunteer events, and school events) at different times of the day (morning, daytime, and evening) to allow the greatest chance of family participation, and we continue our translation service this year to aid with meetings, calls, and events. We are continuing Zoom meeting access, when possible for board meetings, IEP meetings, 504 meetings, and LST meetings to allow more access as well. Often families state that capacity and a lack of extra time is a barrier to their participation in committees or meetings outside of the school/work day.|Nea uses a online family survey 2x a year to gain a variety of feedback from parents in a quick and convenient way. We are able to tailor the questions so that they directly relate to our WASC findings and LCAP goals. This ensures that we are able to take a comprehensive look at our program. The administration staff then use this feedback to make the necessay adjustments in support of our community. Based on our most recent results from our survey, we established several expected annual measurable outcomes within our LCAP and WASC self study. During the 2023/2024 School Year, Nea co-wrote and adopted a new vision statement that incorporated feedback back from families, staff as well as members of the larger community. It was a very successful process. That same year, Nea learners then voted on and adopted their new mascot, the Mambas. Multiple stakeholders had a chance to take ownership over these decisions. Due to feedback from families, Nea continues to prioritize physical and mental safety/regulation in addition to academic outcomes.|Nea's TK-5 team has continued to adoption of ToolBox and are still working to further support learners to navigate their own emotions in relation to those around them. Interpersonal challenges continued to be a challenge with the younger grade levels particularly during more unstructured times such as recess. This has prompted a tighetning of expectations and activities at this time. The 7th/8th grade team continues to adjust our weekly Learning to Learn (L2L) advisory presentations based on feedback from staff, families and learners. Topics range from mental health well being, goal setting, bullying and emotion regulation. We are continuing the use of circles as both a means to build community and repair any harm that was done. Joy is a priority within all the school spaces which includes team-building, games, campus clubs, field trips, and evening events like movie nights and dances. Professional development around the social emotional development tied to equity is being emphasized as a through line this year.  School events are open to families this year, which has the ability to bring our community closer together. We will also continue to hold CCCs (school wide assemblies) and our buddy program that links older and younger learners.|Nea will make an effort to increase their 1 on 1 contact with specific families in order to gain their feedback as the general asks often go unanswered. This will look likes phone calls, texts and direct forms of communication. Classroom staff will also bring back the use of mindfulness/meditation as a means to support grounding and regulation after transitions as this has been shown to be a continual need within spaces.|5|5|4|4|3|4|4|3|3|3|4|3|Met||2026-06-11|2026
01611190122085|The Academy of Alameda|3|The Academy of Alameda continues to demonstrate strong progress in building positive relationships between school staff and families through ongoing communication, family engagement opportunities, and meaningful opportunities for family input and participation. The school prioritizes building partnerships with families through multiple communication methods.  In both the Elementary and Middle School Programs, teachers formally meet with families twice a year for family/teacher conferences. Conferences are offered in flexible formats, including in-person and virtual options, to maximize participation and accessibility for families. School leaders also maintain regular communication through ParentSquare, email, phone calls, weekly newsletters, school updates and family information sessions in order to keep families informed about student learning, school programs, and upcoming events. They have also collaborated with external organizations to provide a series of family workshops including successful school habits, mental health awareness, and youth and technology. These parent education opportunities provide information about student learning and development and promote a strong partnership between the families and the school. The school holds a number of family engagement events throughout the year to support family education and to help families to connect to the school and each other. The school-wide events include: Back to School Night, Fall Festival, Spring Open House, Parent Coffee Events, Science Fair, Festival of Cultures and Field Day. These events help foster a welcoming school community and strengthen relationships between families and school staff.  In addition, families participate in annual surveys and advisory groups that provide feedback on school programs, services and priorities. Structured opportunities for family leadership and input in the decision-making process are available through the Parent Teacher Student Association (PTSA) and English Learner Advisory Committee (ELAC).|Educational partner feedback and local data indicate that The Academy of Alameda should continue strengthening two-way communication, increasing family participation in school events and advisory groups, and expanding outreach to families who may experience barriers to engagement. The school will have additional parent/teacher conferences and additional events to continue to build relationships with families.The Executive Director and Principal send a weekly newsletter through ParentSquare to update families on what is happening at the school and to share information about upcoming events. The school will leverage ParentSquare and School Mint (during the enrollment process) to continue to communicate and build relations with families. Additionally, the school will utilize social media platforms to keep families informed. Home visits will also be conducted in Elementary School as needed. Each teacher will zoom in with families and students at the beginning of the year to establish connection/relationship prior to the school year beginning. These are informal where families can share information about the student and establish a touch point before the first day of school. Translations are available for these meetings to cater to the variety of languages spoken at school. In regards to the ELAC and PTSA, the school will focus on increasing participation and providing open and ongoing communication in regards to the impacts families have on these advisory groups.|The Academy of Alameda will strengthen engagement of underrepresented families by expanding efforts to build meaningful relationships between school staff and families. The Academy of Alameda is creating a program specifically aimed to increase engagement and partnership with our African-American families. The purpose of this is to truly understand the needs of our African-American families to better understand how to work together in partnership to support our African-American students who are overrepresented in discipline and truancy, and underrepresented in key areas of academic achievement that we know they are capable of. Translation services will continue to be provided at meetings and for key communications to ensure that families who speak a variety of languages feel included and informed. The school will deepen outreach to families experiencing housing instability and other challenges, offering support and connections to resources, in alignment with McKinney-Vento responsibilities. To increase family presence and voice on campus, parent volunteer opportunities will continue, including with parent volunteer groups and room parent volunteer opportunities in both elementary and middle school. The school will also conduct individual outreach and meetings with families of students with IEPs to foster stronger connections and ensure they feel heard and supported. For newly enrolled students and their families, school tours at the beginning of the year will help ease the transition and build early relationships. Additionally, ELAC will continue to serve as a vital space for families of English Learners to engage in the school’s decision-making process and strengthen their connection to staff and the school community.|We have a strong foundation in building relationships with families. In our Elementary School program, all teachers start the school year with virtual home visits for every student in class. The purpose of these visits is to build a positive family relationship prior to the start of the school year, and to give families the opportunity to share about their child. These visits are non academic, with the sole purpose of relationship building. Both our Elementary and Middle programs utilize ParentSquare for ongoing family communication, which has translation options for all our families. We hold a number of family engagement events throughout the year to support family education and to help families to connect to the school and each other, including Back to School Night, Fall Festival, Spring Open House, Parent Coffee Events, Science Fair, Festival of Cultures, Field Day, Game nights, AOA @ Night,  After school care has been extended to 6:30pm to support working families. Parent-teacher conferences provide another important opportunity for one-on-one relationship building.  The school continues to build strong relationships with families through consistent communication, support around attendance and enrollment, and by connecting families to available school-based resources. Additionally, AOA supports meaningful family involvement through the Parent Teacher Student Association (PTSA) and the English Learner Advisory Committee (ELAC). Both groups provide families with structured opportunities to engage in the decision-making process.|The school is committed to strengthening partnerships with families to improve student outcomes through a variety of collaborative efforts. Parent/Teacher conferences will be used to review student progress and engage families in goal-setting. In addition, the school will implement student-led conferences to encourage students’ active involvement and accountability for their learning. For incoming 6th grade students and new middle school families, New Student Orientation will be offered to welcome students, address academic needs, and help families understand school expectations. During orientation, students engage in activities that identify academic strengths and areas for growth, as well as reflect on personal strengths and needs. Families will also receive academic resources, such as access to Zearn and writing journals, to support learning at home. The Parent/Staff Advisory Group will continue to foster strong family-school relationships focused on positive student outcomes. Additionally, ELAC will provide a dedicated space for families of English Learners to engage in decision-making and support their children’s success, while the PTSA will play a key role in promoting family involvement and community-building to further enhance student achievement. The school also holds Elementary Orientation for new elementary families, TK and kindergarten playdates so families can get to know each other prior to school starting, and will be starting a SPED orientation when their new SPED department leader begins.|To improve engagement of underrepresented families, the school is implementing several strategies focused on building strong relationships that support student success. Parent/Teacher conferences will be used to connect with all families and ensure they are informed about their child’s academic progress. The Academy of Alameda is creating a program specifically aimed to increase engagement and partnership with our African-American families. The purpose of this is to truly understand the needs of our African-American families to better understand how to work together in partnership to support our African-American students who are overrepresented in discipline and truancy, and underrepresented in key areas of academic achievement that we know they are capable of. This program’s goals are to improve family engagement, participation, and voice in the school, student attendance which increases access to regular classroom academics and intervention as needed, and the created family-school partnerships improves communication which supports how discipline can be differently handled when the school and family work as partners, thus reducing formal discipline measures such as suspensions. The school will continue proactive outreach to families, especially those who are traditionally underrepresented or face challenges in school engagement. Translation services will be provided at meetings, and tools such as ParentSquare and Google Translate will be used to ensure ongoing communication in families’ home languages. Individual outreach and meetings will be held with families of students with IEPs to ensure their voices are heard and their children’s needs are supported. To help new students and families feel welcomed and connected, the school will host a New Student Orientation for all incoming 6th graders and new middle school families. This orientation will introduce families to academic tools, school expectations, and support resources, while also gathering input from students through assessments and surveys. The Parent/Staff Advisory Group will play a key role in strengthening relationships with families around shared goals for student achievement. The ELAC will continue to provide a meaningful forum for families of English Learners to engage in school planning and advocacy, while the PTSA will help lead inclusive school events and foster greater community involvement across diverse groups. The PTSA also desires to implement School Smarts, a PTA curriculum designed to engage parents from diverse backgrounds to become involved in the PTA and the school community.|The Academy of Alameda has demonstrated strong progress in seeking input for decision-making by engaging families and other educational partners in multiple, meaningful ways. As part of the school’s 5-year Strategic Planning Process, an outside firm facilitated a comprehensive input-gathering effort that included in-person interviews, focus groups, and surveys with parents, teachers, and staff to identify school strengths and areas for improvement. Families also played an active role in the school’s Charter Renewal process through participation in fall focus groups, surveys, and attendance at public board meetings. Ongoing opportunities for family input include parent/teacher conferences, annual parent surveys, and interactive parent education events. The school also holds town halls as needed to inform families about major updates and to solicit feedback on key changes to programs. To maintain transparency and foster trust, the school provides annual updates on the progress of its Strategic Plan. These efforts reflect a strong commitment to engaging all educational partners in shaping school priorities and fostering a collaborative decision-making culture.|AoA will continue strengthening family engagement and shared decision-making through collaboration with family and educational partner groups, including Parent Advisory Groups, ELAC, the Parent Teacher Student Association (PTSA), as well as through family engagement events, parent education opportunities, Board meetings, surveys, conferences and town halls. These structures provide opportunities for families, students, and staff to provide input on school initiatives, priorities, and areas for growth. Family surveys and parent/teacher conferences will continue to serve as important tools for gathering feedback, with an emphasis on using the input collected to inform planning and communicate outcomes back to families.  The school will continue working collaboratively with the PTSA to strengthen family engagement, volunteer coordination, communication with current and incoming families, school events, and opportunities to increase the school’s presence within the broader community. The school will also strengthen advisor roles by ensuring they consistently engage with families and serve as a bridge for communication between home and school. Additionally, with the transition of the MTSS responsibilities to the Academic Deans, there will be a renewed focus on using that position to more actively involve families in discussions around academic progress, social-emotional needs, and overall student success.|A Parent/Staff Advisory Group, including student representation, along with the PTSA, will continue to play a key role in strengthening relationships with families around student achievement and providing opportunities for input in decision-making. Advisors will continue to engage with families to strengthen communication and connection between home and school. The Academic Deans will also engage with underrepresented families through MTSS processes and discussions related to academic, behavioral, and social-emotional supports.The ELAC will continue to provide a meaningful forum for families of English Learners to engage in the school’s decision-making process. The Academy of Alameda is creating a program specifically aimed to increase engagement and partnership with our African-American families. The purpose of this is to truly understand the needs of our African-American families to better understand how to work together in partnership to support our African-American students who are overrepresented in discipline and truancy, and underrepresented in key areas of academic achievement that we know they are capable of. One of the goals of this program is to increase African-American families’ voices’ in the school to better understand the wants and needs of our African-American families and students, that the school can provide.|4|4|4|4|4|5|4|4|3|3|3|3|Met||2026-06-11|2026
01611190130609|Alameda Community Learning Center|3|ACLC provides a number of opportunities for staff to partner with families in support of learners both formally and informally. Opportunities range from Back to School Night to conference to events. Staff are required to respond to emails within 48 hours because we are a school that partners with our parents on behalf of our learners. Our students have LLCs twice a year. During LLCs, students create and present to their peers and families in presentations around their learning and takeaways from their learning throughout the year. Teachers send weekly notifications to families where they outline curriculum, general announcements and other pertinent information. The administrative team also host monthly morning coffee, both in person and via zoom, which has high parent turnout. We have regular LSTs (Learner Support Team meetings) where we bring families, students, and staff together to support learner success.|As a school, we have made progress identifying ways to engage our most under-represented families. For the past 3 years, administration from both sites (Nea  and ACLC are sister schools on the same site) came together multiple times throughout the year and presented their recommendations to the administrative teams. We are focusing in on growing learners academically, their connection to school as well as harnessing the joy of learning.  We are also emphasizing equity as it relates to learner needs and experiences at school.  This looks like an intentional approach to restorative justice, trauma informed practices, differentiation and deescalation.|Our data continues to mirror state data and shows that our most under-represented families are often Black, Latinx, and families from lower income backgrounds. Through our Dean and SSC, we are making progress in establishing relationships with these families and doing our best to remove barriers to engagement with the school. We will continue to focus on these families as we move through the year through outreach. An example of this will be ensuring that family notices are translated for families or shared through google platforms so that interpretation can easily be accessed. We are working to create affinity spaces for families for feel more connected to school. We also in need to increase the participation of families from diverse backgrounds in School Site Council and in the CCEF. As we see a marked downturn of family participation across the board, we would like to encourage more families to have their voices incorporated into decision making.|ACLC provides a number of opportunities for staff to partner with families in support of learners both formally an informally. Opportunities range from Back to School Night to conference to events. Staff are required to respond to emails within 48 hours because we are a school that partners with our parents on behalf of our learners. Students hold LLCs twice a year. During LLCs students create and present to their peers and families in presentations around their learning and takeaways from their learning throughout the year. Teachers send weekly notifications to families where they outline curriculum, general announcements and other pertinent information. The administrative team also host monthly morning coffee, both in person and via zoom, which has high parent turnout. We have regular LSTs (Learner Support Team meetings) where we bring families, students, and staff together to support learner success.|Like many schools, our most under-represented families when it comes to engagement with the school - again, in both the formal and informal means - are often minorities and families from lower income backgrounds. We have established student affinity clubs that allow students to be in community with peers who have a shared identity, experiences, and interests. Through our new Family and Learner Liaison, we are making progress in establishing relationships with these families and doing our best to remove barriers to engagement with the school. As we continue to partner with various outside organizations to better provide a robust schooling experience, we will continue to focus on these families as we move through the school year.  We have made our administration, staff, and parent association meetings more accessible to all by adding Zoom meetings as an option for participation for most, if not all of the meeting types we hold (504, IEP, LST, Office Hours, Morning Coffee, CCEF and Info Nights). All families received a phone call touchpoint from their homeroom teachers at the beginning of the year in order to launch the school year with a proactive and positive connection. We are continuing to hone ways to increase home to school communication in the upper grades through consistent proactive touch points.|Though we have a lot of tools and systems that we employ to bridge the gap between school and home, we know that we still have room to grow in partnering with all families. We are continuing to hold school events (parent meetings, volunteer events, and school events) at different times of the day (morning, daytime, and evening) to allow the greatest chance of family participation, and we continue our translation service this year to aid with meetings, calls, and events. We are continuing Zoom meeting access, when possible for board meetings, IEP meetings, 504 meetings, and LST meetings to allow more access as well. Often families state that capacity and a lack of extra time is a barrier to their participation in committees or meetings outside of the school/work day.|ACLC uses an online family survey 2x a year to gain a variety of feedback from parents in a quick and convenient way. We are able to tailor the questions so that they directly relate to our WASC findings and LCAP goals. This ensures that we are able to take a comprehensive look at our program. The administration staff then use this feedback to make the necessary adjustments in support of our community. Based on our most recent results from our survey, we established several expected annual measurable outcomes within our LCAP and WASC self study. During the 2025/2026 CLCS made the decision to shift ACLC to serve grades 9th-12th only. In envisioning what our new high school only program would look like and feel like, multiple stakeholders had a chance to take ownership over these decisions. Due to feedback from families, ACLC continues to prioritize physical and mental safety/regulation in addition to academic outcomes. For the 2026/2027 school year ACLC will work to co-write and adopt a new vision statement that incorporates feedback back from families, staff as well as members of the larger community.|The high school team continues to adjust our weekly Learning to Learn (L2L) advisory presentations based on feedback from staff, families and learners. Topics range from mental health well being, goal setting, bullying and emotion regulation. We are continuing the use of circles as both a means to build community and repair any harm that was done. Joy is a priority within all the school spaces which includes team-building, games, campus clubs, field trips, and evening events like movie nights and dances. Professional development around the social emotional development tied to equity is being emphasized as a through line this year.  School events are open to families this year, which has the ability to bring our community closer together. We will also continue to hold CCCs (school wide assemblies) and our buddy program that links older and younger learners.|ACLC will make an effort to increase their 1 on 1 contact with specific families in order to gain their feedback as the general asks often go unanswered. This will look likes phone calls, texts and direct forms of communication. Classroom staff will also bring back the use of mindfulness/meditation as a means to support grounding and regulation after transitions as this has been shown to be a continual need within spaces.|4|5|4|5|5|3|4|5|5|4|5|4|Met||2026-06-11|2026
01611270000000|Albany City Unified|3|An analysis of the California School Parent Survey (CSPS) data from Spring 2024 to Spring 2026 highlights steady overall progress and specific strengths in the district's efforts to build meaningful relationships between school staff and families. Total parental involvement across all survey participants increased by 2 percentage points, rising from 60% in 2024 to 62% in 2026 (with a robust sample size of 752 respondents). This indicates that our baseline school-wide strategies to invite and welcome families into the school community are yielding positive overall trends. The district observed notable progress within specific student groups, particularly among Asian communities. Engagement within the Asian parent demographic increased by 3 percentage points (moving from 56% to 59%). This gain reflects successful outreach and a strengthening relationship between staff and families over the last two years.|While overall parental involvement saw a modest upward trend, a closer analysis of the disaggregated student group data reveals critical equity gaps to address. Over the past two years, parental involvement decreased by 4 percentage points among Black families (dropping from 65% to 61%) and by 3 percentage points among Latino families (dropping from 63% to 60%). Reversing these declines is a top priority. The district will identify and dismantle barriers to participation, such as scheduling conflicts, language accessibility, or a lack of culturally welcoming environments, that may be disproportionately impacting these communities. To move beyond quantitative survey metrics, we must actively collaborate with Black and Latino parent groups (e.g., via the African American Parent Advisory Council, Familias Latinas and ELAC/DELAC). Targeted focus groups to gather direct qualitative feedback on how school staff can better foster trust, communicate effectively, and co-create more inclusive school events will be important. Because engagement levels fluctuate across demographics, we need to ensure that evidence-based practices for family-staff relationship building are implemented consistently across all school sites, rather than relying on isolated successful programs.|To address the declines in participation among Black (-4 percentage points) and Latino (-3 percentage points) families, the district will transition from generalized outreach to targeted, culturally responsive, and barrier-reducing engagement strategies. The district has established a new position dedicated to family engagement and attendance monitoring. This individual will serve as a direct bridge between the district and our underrepresented communities. By monitoring attendance and engagement data in real-time, this role will proactively identify struggling students, conduct personalized outreach to families, and coordinate the necessary resources to remove barriers to regular school participation and event attendance. The district will partner directly with existing parent leadership groups, such as the Black Parent Advisory Council, the English Learner Advisory Committees (ELAC), and the District English Learner Advisory Committee (DELAC). These spaces will be utilized to share data transparently and co-create specific, family-led initiatives that resonate with these communities. Feedback will be gathered specifically from the most underserved groups of families. The objective is to gather qualitative insights into what obstacles they face, whether it is school climate, communication styles, or mistrust, and implement direct feedback loops so families see their input shaping school policy.|Based on our local analysis of the California School Parent Survey (CSPS) data spanning Spring 2024 to Spring 2026, alongside our self-reflection on academic partnering practices, our district has demonstrated steady progress in empowering families to actively support student learning. Our efforts to ensure families have at least one meaningful interaction tied to their child's school experience grew by 2 percentage points district-wide, moving from 60% in 2024 to 62% in 2026. This data point, backed by 752 survey participants, indicates that our core platforms for student-centered family programming (such as parent-teacher conferences, student progress reviews, and home-learning resource distribution) are reaching an expanding portion of our community. We achieved notable progress in cultivating academic partnerships among our Asian family community, showing a 3 percentage point increase in engagement. This progress demonstrates success in making school metrics, learning resources, and direct parent-teacher goal-setting sessions highly accessible and supportive for these student groups over the two-year period. By expanding the number of families actively participating in school events, we are successfully shifting family engagement from passive observation into active partnership. Moving forward, we intend to bridge the equity gaps observed in our Black and Latino student groups to ensure all families are fully equipped to advocate for and accelerate student learning outcomes at home and at school.|The district’s commitment to inclusivity extends to building strong partnerships between school staff and families, recognizing that these relationships are essential for positive student outcomes. While efforts are ongoing to strengthen connections with all families, there is a continued challenge in effectively engaging those from the most underserved populations.|To communicate effectively with underserved families about student outcomes, schools will prioritize building relationships, offering flexible communication options, and providing culturally responsive support. This includes using multiple channels, direct outreach, translating materials, and offering tailored resources based on family needs and preferences.|The district has made significant progress in establishing inclusive, community-driven processes to seek educational partner input, most notably exemplified by the feedback from our district-wide Portrait of a Graduate information gathering. Current strengths in our input-seeking processes include robust and diverse community outreach. The district successfully gathered comprehensive input from over 200 community respondents to build a unified, community-sourced vision for student success. This outreach intentionally bridged language barriers, capturing consistent feedback and key priorities across three distinct language groups. Our data analysis successfully captured clear, actionable consensus on top community priorities, such as critical thinking (92%), financial literacy (88%), and real-world life skills (83%). By organizing this feedback into 6 core dimensions (including Equity & Access and Gaps to Address), the district demonstrated a strong mechanism for translating broad partner input into structured, strategic goals. A key strength in the process was the transparent identification of community tensions. Our decision-making framework actively documents and balances competing, yet equally valid, viewpoints from our partners, such as balancing academic rigor with whole-child development, and ensuring an equity emphasis while providing sufficient challenge for advanced learners.|"While the development of the Portrait of a Graduate prototype successfully engaged a broad cross-section of our community, our analysis of the feedback and operational gaps reveals clear focus areas where the district must improve its input-gathering and decision-making processes. Community feedback explicitly flagged ""student voice & agency"" as a critical gap currently missing or underemphasized in our district structures. A primary focus area for improvement is moving beyond adult-centric surveys to establish structured, ongoing mechanisms, such as student focus groups and advisory seats, to ensure the youth directly impacted by district decisions have a meaningful say in shaping policy and curriculum. Our partner input process successfully highlighted valid tensions within our community that the district has not yet systematically resolved. Specifically, our decision-making frameworks must improve at balancing competing partner demands, such as balancing academic rigor and advanced math/coursework access with whole-child, social-emotional development.  Shifting away from a dominant college-track culture to give equal standing and resources to skilled trades and vocational pathways. Ensuring a rigorous equity emphasis that removes gatekeeping for historically marginalized students, while simultaneously addressing frustrations regarding sufficient enrichment for advanced learners. Our self-reflection noted that while input spanned three language groups, we must deepen structural ""Equity & Access."" We need to establish authentic decision-making power specifically designed to capture the input of families of students with disabilities and English Learners (EL). In addition, the district needs to improve how it maintains relationship loops after input is gathered. Our next step is to establish long-term public accountability loops that report progress openly and adjust district actions when outcomes fall short of our shared vision."|"To ensure that future decision-making frameworks authentically represent our entire community, our district will build upon the multi-language outreach used during our recent visioning process and implement targeted improvements. Community input explicitly highlighted the need to improve equity and access for students with special needs. The district will partner directly with our local parent advisory groups to gather feedback focused on auditing district policies and removing systemic gatekeeping, ensuring these families have direct input into how resources are distributed. While the district successfully gathered input across three distinct language groups, we must transition from passive translation to active co-governance. The district will work to utilize site-level committees (such as ELAC and DELAC) so that non-English speaking families are not just informed of decisions, but are given the localized data and framework support required to vote on and shape school site plans. Because ""student voice & agency"" was flagged as a critical gap in our current model, the district will intentionally recruit underrepresented youth, including English Language Learners, socioeconomically disadvantaged students, and students with IEPs, student focus groups. This ensures that the students navigating our equity gaps are the ones directly advising leadership on policy adjustments."|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-18|2026
01611430000000|Berkeley Unified|3|Based on LCAP and educational partner input, the district shows strength in cultivating welcoming school environments and fostering active, engaged partnerships between families and staff, which are viewed as integral to student success. Progress is driven by high community engagement and leveraging Measure H/BSEP funds to support these relationships.|Berkeley Unified School District (BUSD) is focusing its improvement efforts on strengthening the trust and communication between school staff and families, particularly to ensure consistent, culturally responsive engagement for marginalized communities. Input indicates a need for more proactive, timely, and accessible communication methods from school sites to families, moving beyond passive information sharing to genuine partnership. The 2025 LCAP surveys and partner feedback highlight that while many families feel welcomed, there is a clear demand for more tailored, inclusive outreach to English Learner families and those from lower-income backgrounds, aiming to enhance the sense of belonging and support academic partnerships.|Based on the analysis of educational partner input and local data, the LEA will continue to strengthen engagement with underrepresented families by prioritizing the development of trusting, consistent relationships between school staff and families. Survey results indicate that while many families value their relationships with staff, experiences vary across schools, and communication is not always consistent or accessible—particularly for multilingual families and other focal groups. To address this, the district will strengthen relational trust through culturally responsive and humanizing practices, with a continued focus on families of color, families experiencing homelessness, families of Multilingual Language Learners, families of students with disabilities, and families of foster youth. Schools will expand authentic engagement opportunities through community events, family workshops, focal family coaching, and increased access to family resource center services. The district will also improve communication practices by establishing clearer expectations for consistent, two-way communication across school sites and ensuring information is accessible in multiple languages and formats. Translation and interpretation services will remain a priority, alongside increased awareness and use among staff and families. To build staff capacity, the district will continue providing professional learning focused on culturally responsive family engagement, relational trust, and effective communication strategies. The Office of Family Equity and Engagement, in partnership with site leaders and advisory groups such as DELAC, ELAC, and PAC, will support implementation through coaching and resources. In addition, the district will empower families as partners by building their capacity to navigate the educational system and participate in decision-making. Efforts will include expanding leadership opportunities, improving access to information, and reducing barriers such as language access, scheduling, and transportation. Through these efforts, the LEA aims to ensure all families experience strong, respectful, and sustained relationships with school staff, leading to more equitable outcomes for students.|From the 2026 Annual Planning survey results for Building Partnerships, most families agreed with the statement that BUSD provides all families with information and resources to support student learning and development in the home.  This was a slight decrease from the prior year. This year, BUSD continued closely tracking student progress, with a particular focus on students performing below benchmark on the DIBELS and STAR universal screeners administered three times annually. BUSD also extended its Universal Screenings into primary grades, now screening all students in mathematics in the first and second grades. BUSD Also extended high school universal screening into the 11th grade. As part of this work, Response to Intervention (RTI) teachers and site-based teams continue to tighten structures around reviewing  and communicate screening and progress monitoring data through Student Study Teams and family meetings. School teams share screening results with all families during the fall, winter, and spring windows, along with guidance to help families understand the purpose of the assessments and how to interpret the results. This information is provided in both English and Spanish through printed reports.The district moved to an electronic method for sharing screening results, which are sent directly to parent and guardian email addresses following each screening window. This was the third year of BUSD’s annual publication of the District Data Newsletters.  These can be found on the district website:  https://www.berkeleyschools.net/departments/bea-berkeley-evaluation-assessment/, and on each school’s website for the site-level version of the newsletter.  This school year, BUSD’s OFEE team hosted several workshops intended to support families with student learning at home.  This included Middle School Matters (4 part series), Youth Anxiety Webinar (3 part series), Skills and Trades information session,  Why 9th Grade Matters community workshop, and a Know Your Rights workshop.|In 2026, a total of 2,334 surveys were completed, an increase from 1,923 in 2025 and 1,260 in 2024. Of the 2026 responses, 295 were from parents, 2,334 from students, 248 from teachers, 320 from staff, and 21 from community members. Compared to prior years, student participation increased significantly, while parent responses declined. Teacher and staff participation rose, and community member participation remained low.  The Parent Advisory Committee (PAC) recommends protecting and stabilizing high-impact programs Prioritize and sustain funding for programs that have demonstrated strong outcomes for focal students,. Strengthen Family Engagement and Voice—by increasing representation, improving two-way communication, and ensuring that family input directly informs district decisions, especially for underrepresented communities. Increase Access and Support for Focal Student Groups and Strengthen MTSS Systems Across Academics and SEL In alignment, DELAC recommends that the district should develop a clear, coordinated communication strategy that ensures all families—especially focal and multilingual families—receive timely, accessible, and consistent information about programs and opportunities. This includes expanding translation and interpretation services to support full participation. Survey results for Family, School, and Community Partnerships indicate strengths in the frequent opportunities for engagement, strong relationships with staff and valued community partnerships.  Areas for growth include improving communication systems, expanding inclusive outreach, increasing transparency, investing in family engagement capacity, and making engagement more accessible.|Based on educational partner input and local data, the LEA will strengthen engagement with underrepresented families—particularly families of students with disabilities—by expanding meaningful opportunities to participate in decision-making. The launch of the Disability Equity and Special Education Advisory Committee (DESEAC) in 2025 establishes a critical structure for elevating these voices and ensuring their perspectives inform district work. Survey data shows that families of students with disabilities report relatively strong perceptions of care and belonging, with over 73% indicating that schools are welcoming environments. Similarly, 63% of families of multilingual learners report feeling welcomed. At the same time, areas for growth remain, particularly in strengthening communication, and outreach as well as addressing concerns related to developing the capacity of staff to build trusting and respectful relationships with families.  In response, the district engaged with DESEAC by increasing participation, strengthening representation, and more intentionally connecting feedback from advisory groups to district priorities, policies, and resource allocation. Efforts will also focus on improving transparency by clearly communicating how input is used in decision-making. Additionally, the LEA will expand targeted and accessible engagement opportunities through multilingual communication, flexible meeting formats, and stronger connections between school sites and central office teams. Staff will continue to receive support in building trusting, respectful relationships with families to ensure engagement is inclusive, consistent, and impactful. Through these efforts, the LEA aims to ensure that underrepresented families—particularly those of students with disabilities—have sustained and meaningful opportunities to influence decisions that impact student outcomes.|Partnerships remain foundational to BUSD’s educational approach and are reflected in LCAP Goal 4: Partnership & Engagement. The district continues to prioritize collaboration with educational partners as a key driver of student success. Based on mid-year LCAP metrics, all schools maintained required engagement structures, with 100% of sites having appropriately constituted School Site Councils (SSCs) and 100% having appropriately constituted English Learner Advisory Committees (ELACs). Survey findings continue to provide insight into family perceptions of engagement. In the most recent LCAP survey, 46% of families agreed that BUSD implement policies or programs for teachers to meet with families to discuss student progress and ways to work together to support improved students outcomes. 47% of of respondents agreed that BUSD provides all families with information and resources to support student learning and development at home. 46% of families agreed that BUSD provides opportunities for input and actively seeks engagement from underrepresented groups, 35% responded neutrally, and 18% disagreed. This reflects an improvement from the prior year, when 44% of families agreed with this statement. While families continue to recognize that BUSD offers multiple opportunities for engagement, strong relationships with staff, and valued community partnerships—such as family events, equity-focused gatherings, and community-building activities—feedback highlights the need for expanding inclusive outreach, increasing transparency, and strengthening secondary school connections.|The district continues to prioritize collaboration with educational partners as a key driver of student success. To support this work, all schools have maintained required engagement structures, with 100% of sites having appropriately constituted School Site Councils (SSCs) and 100% having appropriately constituted English Learner Advisory Committees (ELACs), as reported in mid-year LCAP metrics. Family survey results provide additional insight into how these efforts are experienced. In the most recent LCAP survey, 46% of families agreed that BUSD implements policies or programs for teachers to meet with families to discuss student progress and collaborate on ways to support improved student outcomes. Additionally, 47% of respondents agreed that BUSD provides families with information and resources to support student learning and development at home. In terms of engagement and outreach, 46% of families agreed that BUSD provides opportunities for input and actively seeks engagement from underrepresented groups, while 35% responded neutrally and 18% disagreed. This represents an improvement from the prior year, when 44% of families agreed with this statement. While families continue to recognize the district’s efforts—highlighting strong relationships with staff, meaningful opportunities for engagement, and valued community partnerships such as family events, equity-focused gatherings, and community-building activities—feedback also points to areas for growth. These include expanding inclusive outreach, increasing transparency in decision-making, and strengthening connections at the secondary level.|Based on educational partner input and local data, the LEA will strengthen engagement with underrepresented families—particularly families of students with disabilities—by expanding meaningful opportunities to participate in decision-making. The launch of the Disability Equity and Special Education Advisory Committee (DESEAC) in 2025 establishes a critical structure for elevating these voices and ensuring their perspectives inform district work. Survey data shows that families of students with disabilities report relatively strong perceptions of care and belonging, with over 73% indicating that schools are welcoming environments. Similarly, 63% of families of multilingual learners report feeling welcomed. At the same time, areas for growth remain, particularly in strengthening communication, outreach, and trust, as well as addressing concerns related to bullying and academic motivation. In response, the district will build on DESEAC by increasing participation, strengthening representation, and more intentionally connecting feedback from advisory groups to district priorities, policies, and resource allocation. Efforts will also focus on improving transparency by clearly communicating how input is used in decision-making. Additionally, the LEA will expand targeted and accessible engagement opportunities through multilingual communication, flexible meeting formats, and stronger connections between school sites and central office teams. Staff will continue to receive support in building trusting, respectful relationships with families to ensure engagement is inclusive, consistent, and impactful. Through these efforts, the LEA aims to ensure that underrepresented families—particularly those of students with disabilities—have sustained and meaningful opportunities to influence decisions that impact student outcomes.|3|3|2|3|3|3|3|3|4|3|3|3|Met||2026-06-17|2026
01611500000000|Castro Valley Unified|3|Castro Valley Unified School District (CVUSD) continues to recognize that strong family engagement is a key factor in student success and a priority in our district. Strong, two-way communication with families and educational partners fosters collaborative relationships among educators, students, families, and the community. These collaborative relationships are vital for improving student outcomes in areas such as attendance, engagement, academic performance, and social-emotional learning. By working together to develop, implement, and track progress toward shared goals, we are able to build responsive programs that support the academic, behavioral, and social-emotional well-being of all students.  CVUSD is committed to regular and ongoing community involvement. We utilize multiple engagement practices, including community input/listening sessions held with parent groups, community members, and CVUSD staff. During numerous Community Engagement evenings such as school LCAP presentations, DELAC meetings, Parent Leadership Council, District/Site Leadership Team meetings, and Educational Services Department meetings, presentations and discussion were provided on the 2025-2026 LCAP Update and  goals for the 2026-2027 LCAP. Additionally, we presented on and discussed actions and services for each of the LCAP goals:  Goal #1 – Teaching and Learning Goal #2 – Culture and Climate (Student Engagement) Goal #3 – Parent Empowerment  Goal #4 – Equity Multiplier Goal for Redwood High  Educational partner meetings involved structured discussions to solicit feedback for desired services and actions when supporting the success of our unduplicated students. Additional input was gathered via ThoughtExchange by school and district staff then analyzed by the Educational Services Department. The Local Control and Accountability Plan (LCAP) was subsequently updated to incorporate all feedback from educational partners.|CVUSD is dedicated to fostering welcoming, inclusive, equitable, and safe environments for all staff and students but specifically our historically  underserved families. Our ongoing efforts prioritize an emphasis on outreach and deeper engagement of our African American, Latine, Asian American and Pacific Islander families, as well as other historically underserved groups. We also are committed to ensuring that Multilingual Learners have access to essential information and required documents in their preferred language, which is reflected in our translation budget.  Feedback from educational partners, along with information yielded during a recent self study, suggests that not all of our families are being engaged as desired. In alignment with our district's guiding principle, “all means all,” we are committed to ensuring every family has a meaningful voice in all aspects of their children's education as well as our educational system overall.|We will continue to improve the engagement of our historically underrepresented families through focused and intentional work with our Elementary and Secondary African American Parent Advisory Councils, DELAC committee, and our Padres Unidos parent groups on 3 key actions:  1. Cultivate understanding of the educational system and strengthen the ability of families to effectively navigate and engage with our district's classrooms and schools. 2. Listen and learn about the cultural wealth of our families and apply this knowledge to our classrooms, schools, and district offices. 3. Continue to work on becoming a more welcoming, inclusive, equitable, safe, and humanizing environment.  Additionally, we are in the process of finalizing a parent engagement toolkit to support all CVUSD schools and departments in more successfully establishing meaningful, two-way communication with our families.|CVUSD actively collaborates with local community groups, agencies, and advocates to provide families with information and resources designed to support their students. Parent support is offered through multiple opportunities, such as PIQE's interactive workshops, parent education offerings, responsive workshops, and additional support options for parents and school leaders. The Parent Leadership Council meets monthly with the Superintendent and members of cabinet in order to receive regular updates as well as to contribute feedback on CVUSD’s opportunities and initiatives. Elementary and secondary schools within CVUSD facilitate parent groups, as well as parent affinity groups for historically underrepresented communities, including Hispanic or Latine, Black or African American, Asian American or Pacific Islander, parents of multilingual learners, and parents of students with disabilities. Annually, CVUSD conducts listening sessions where parents from historically underserved communities provide crucial feedback regarding their needs and areas in which we can better serve students and families. CVUSD remains committed to enhancing supports and inclusion such that our families with greatest needs have access to resources and information.|Our commitment to welcoming, inclusive, equitable, and safe spaces continues to be a top priority for students and families. We know that some families experience barriers to access and it is our responsibility to address such challenges. We continue to address language, technology barriers, and academic literacy barriers. Our focus on systems that provide timely, accessible, and relevant information to all families is a crucial and ongoing focus to ensure that we meet our goals of academic success and healthy social-emotional development in our students.|We support a number of different staff-led parent and family affinity groups as one strategy to uplift the voices of historically underrepresented partners. This helps us to augment the information we solicit from families during our annual LCAP presentations and surveying efforts. We also leverage the roles and relationships of specialized staff, such as our Parent and Community Liaison, to build the most comprehensive account of parent and family voice. Having the full diversity of perspectives is essential to making effective decisions, empowering families, and engaging in strong, two-way communication.|An analysis of educational partner data demonstrates CVUSD’s effectiveness in gathering input from a wide range of voices. To achieve this, the district conducts annual listening sessions with parents from historically underserved communities and holds regular meetings with community partners, parent groups, and collective bargaining units. By supplementing these efforts with targeted surveys, focus groups, and active partnerships with local organizations, CVUSD empowers families to better support their students. Ultimately, these comprehensive feedback mechanisms reinforce the district's commitment to inclusive practices that direct resources to the families with the greatest need.|Based on the feedback from educational partners, CVUSD utilizes a number of effective strategies for gathering critical feedback. Still, there is opportunity to differentiate communication modalities such that more families can both receive and respond to information. We continue to augment our communication toolkit including the use of climate surveying through our Kelvin system. We are excited to fully utilize our official communication system, Parent Square, to support the requested texting capabilities that families have widely reported as being a preferred communication method.|CVUSD is dedicated to robust, inclusive family participation in decision-making, prioritizing the voices of historically underserved communities. To deepen this engagement, we will expand on our collaboration with site leaders and our Elementary and Secondary African American Parent Advisory Councils, DELAC, and Padres Unidos. These vital partnerships ensure underrepresented perspectives guide our planning and provide critical context to our self-reflection data. To further expand access and participation, we will continue to address barriers to family participation in meetings such as child care and we will continue to fully utilize all technology and tools for effective communication.|5|4|5|5|4|5|4|5|4|4|4|4|Met||2026-06-24|2026
01611680000000|Emery Unified|3|Based on educational partner input and local data, the district has made significant progress in building positive relationships between school staff and families. The self-reflection process resulted in ratings of 4 (Full Implementation) for developing staff capacity to build trusting relationships with families, 4 (Full Implementation) for creating welcoming environments, 3 (Initial Implementation) for supporting staff to learn about family strengths, cultures, languages, and goals, and 5 (Full Implementation and Sustainability) for providing multiple opportunities for two-way communication. A key strength is EUSD's commitment to open, accessible, and responsive communication. Families have access to multiple communication channels, including phone calls, email, messaging applications, school events, and in-person meetings. Communications are translated into families’ primary languages, which reduces language barriers and increases access to information. These established practices support ongoing collaboration between families and schools and contributed to the rating of 5 for two-way communication. The district has also strengthened family engagement through parent workshops, family nights, cultural celebrations, and outreach activities that encourage participation and partnership. Staff training in culturally responsive communication has increased educators’ ability to engage families respectfully and effectively. These efforts have increased opportunities for families to participate in school activities and provide input into school decisions because families are offered meaningful opportunities to share their perspectives and collaborate with staff. EUSD identified continued growth opportunities in helping staff consistently learn about each family’s strengths, cultures, languages, and goals. While schools have implemented practices that support relationship-building, implementation varies across sites and programs. Additional professional learning and structured opportunities for family voice are needed to ensure these practices are consistently embedded throughout the district. The district will continue to strengthen culturally responsive family engagement practices, expand opportunities for family input, and maintain effective communication systems. These efforts are intended to strengthen home-school partnerships because a deeper understanding of family experiences and goals enables educators to better respond to  2026-27 Local Performance Indicator Self-Reflection for Emery Unified School District Page 10 of 21 student and family needs. Progress will continue to be monitored through educational partner feedback, participation data, and future Family Engagement Local Indicator self-reflection results.|While EUSD has made significant progress in building positive relationships with families, educational partner feedback and local data identified several areas for continued improvement. A primary focus is strengthening staff capacity to learn about and incorporate families’ strengths, cultures, languages, and educational goals into school practices. Although schools have implemented family engagement activities and outreach efforts, EUSD seeks to ensure these practices are consistently implemented across all sites and programs. EUSD also recognizes the importance of increasing participation among families who have historically been less engaged or who may face barriers to involvement. Efforts will focus on expanding outreach strategies, increasing accessibility to engagement opportunities, and creating additional pathways for families to share their perspectives and participate in school and district decision-making processes. In addition, EUSD will continue refining communication practices by ensuring timely responses to family questions and concerns and maintaining accessible, two-way communication systems. These efforts are intended to strengthen trust and collaboration because families who feel heard, respected, and informed are more likely to actively engage in their child’s education and school community. Moving forward, EUSD will prioritize inclusive engagement practices, culturally responsive relationship-building, and increased opportunities for family voice. Progress will be monitored through educational partner feedback, participation data, and future Family Engagement Local Indicator self-reflection results to ensure continuous improvement in building meaningful partnerships between families and schools.|To improve engagement of underrepresented families, EUSD will continue implementing targeted outreach and relationship-building strategies designed to reduce barriers and strengthen connections between families and school staff. Based on educational partner feedback and the self-reflection process, the district identified opportunities to increase engagement among families who have historically participated at lower rates due to language barriers, work schedules, transportation challenges, or limited familiarity with school systems. EUSD will continue to provide translated materials, interpretation services, and communication in families’ home languages to increase access to information and school opportunities. The district will also offer family engagement events, workshops, and meetings at varied times and through multiple formats to accommodate the diverse needs of families. In addition, school staff will strengthen personalized outreach efforts to families who may be less connected to school programs and activities. These efforts may include direct communication, relationship-building conversations, and collaboration with community partners who can help connect families with school resources and opportunities. These strategies are intended to strengthen trust because families are more likely to engage when communication is accessible, relationships are positive, and they feel welcomed and valued by school staff. EUSD will also continue providing professional learning for staff focused on culturally responsive family engagement practices. This work is intended to strengthen partnerships between families and schools because staff who understand and value the diverse backgrounds, experiences, and perspectives of families are better equipped to build meaningful relationships and create welcoming school environments. Through these efforts, EUSD aims to ensure that all families feel connected to their schools and have equitable opportunities to engage in their children's educational experiences.|Based on educational partner input and local data, EUSD has made meaningful progress in building partnerships with families to support student outcomes. A key strength is the district’s commitment to maintaining ongoing communication with families regarding student progress and educational opportunities. Through parent-teacher conferences, progress reports, meetings, phone calls, digital communication platforms, and school events, families receive regular information that supports collaboration between home and school. These efforts contributed to the rating of 5 for implementing programs and practices that encourage teachers, families, and students to work together to support improved student outcomes. EUSD has also invested in professional learning and support for teachers and administrators to strengthen familyschool partnerships. Staff are encouraged to use effective communication strategies and relationship-building practices that foster collaboration with families and support student success. These efforts contributed to a rating of 4 for building staff capacity to partner with families. The district continues to provide families with information and resources to support learning and development at home through school communications, family workshops, informational meetings, and access to academic resources. While these efforts have increased opportunities for family involvement, educational partner feedback identified opportunities to expand and strengthen supports so that families have greater access to tools and strategies that support student learning outside of school. This contributed to a rating of 3 in this area. The self-reflection process also identified an area for continued growth in supporting families to understand and exercise their legal rights and advocate for their children and all students. While information is provided through meetings, communications, and parent advisory groups, EUSD recognizes the need for more intentional and consistent opportunities for families to build knowledge of educational rights, available supports, and advocacy processes. This area received a rating of 2 and will remain a focus for future improvement efforts. Overall, EUSD continues to strengthen partnerships between families and schools because meaningful collaboration, shared communication, and family engagement contribute to a stronger support system for student learning and success.|Based on educational partner input and local data, EUSD identified several focus areas for improvement in Building Partnerships for Student Outcomes. A primary focus is expanding the information and resources provided to families so they can more consistently support student learning at home. This includes clearer communication about academic expectations, assessment results, intervention supports, and practical strategies families can use to reinforce learning outside of school. EUSD also identified a need to strengthen family understanding of educational rights, available supports, and advocacy processes. While families receive information through meetings, communications, and advisory groups, the district will work to provide more intentional and accessible learning opportunities so families are better prepared to advocate for their own students and participate in broader conversations about student success. Another focus area is increasing participation from families who have been less engaged in school and district partnership opportunities. EUSD will continue to offer flexible meeting options, translated materials, and targeted outreach to reduce barriers to participation. These efforts are intended to strengthen partnerships because families are better able to support student outcomes when they have timely information, understand available resources, and have meaningful opportunities to collaborate with educators.|To improve engagement of underrepresented families in support of student outcomes, EUSD will implement targeted outreach and engagement strategies designed to reduce barriers to participation and increase opportunities for family voice. Based on educational partner feedback and local data, the district will expand culturally responsive communication practices, including translated materials, direct outreach, and relationship-building efforts that help families access information and connect with schools. EUSD will continue to provide family workshops and learning opportunities that build families’ understanding of academic expectations, assessment data, available resources, and strategies for supporting learning at home. To increase accessibility, workshops and meetings will be offered in multiple languages, at varied times, and through both in-person and virtual formats. The district will also strengthen efforts to recruit and support participation from underrepresented families in advisory committees, leadership groups, and other decision-making opportunities. These efforts are intended to increase representation because families who have historically been less engaged often face barriers that limit participation in school planning and feedback processes. In addition, staff will continue to receive professional learning focused on inclusive engagement practices and culturally responsive relationship-building. This work is intended to strengthen partnerships between schools and families because staff who understand and value the diverse experiences, cultures, and perspectives of families are better able to create welcoming environments and meaningful opportunities for collaboration. Through these efforts, EUSD aims to ensure that all families have equitable access to information, opportunities for engagement, and meaningful participation in decisions that support student success.|Based on educational partner input and local data, EUSD has demonstrated strong progress in seeking meaningful input from families and other educational partners to inform decision-making. The district actively engages families, students, staff, and community members through surveys, advisory committees, focus groups, public meetings, and school- and district-level engagement opportunities. A key strength is EUSD’s commitment to ensuring that educational partner feedback informs planning and resource allocation decisions. Input gathered through the Local Control and Accountability Plan (LCAP) process, school site planning, and other district initiatives is reviewed and analyzed to identify priorities, address community needs, and guide continuous improvement efforts. Families are provided with multiple opportunities to share their perspectives, and outreach efforts are designed to increase participation from underrepresented groups through translated communications, flexible meeting formats, and targeted engagement strategies. EUSD has also made significant progress in building the capacity of families to participate in advisory groups and decision-making processes. Family workshops, informational meetings, and leadership opportunities provide parents with the knowledge and tools needed to engage meaningfully in district and school initiatives. These efforts support shared decision-making because families who understand district goals, programs, and processes are better positioned to provide informed feedback and advocate for student needs. The district continues to strengthen collaboration among families, teachers, principals, and district administrators through advisory committees and planning teams. These structures provide opportunities for educational partners to work together to review data, identify priorities, and evaluate programs and services. As a result, EUSD has fostered a culture of transparency, trust, and shared responsibility that supports student success and continuous improvement.|While EUSD has established strong systems for gathering educational partner input and engaging families in decisionmaking, stakeholder feedback and local data indicate opportunities to further expand participation and representation. A key focus area for improvement is increasing engagement among families and community members who have historically participated at lower rates, including families whose primary language is not English and those who may face barriers related to work schedules, transportation, or access to information. To address these challenges, EUSD will continue to strengthen targeted outreach efforts, provide engagement opportunities in multiple languages, and offer a variety of meeting formats and participation options to increase accessibility. The district will also continue to evaluate participation data and educational partner feedback to identify gaps in representation and adjust engagement strategies accordingly. Another area of focus is increasing opportunities for educational partners to engage throughout the planning, implementation, and evaluation process, rather than solely during periods of formal feedback collection. EUSD will continue to expand opportunities for collaboration among families, staff, administrators, and community partners to ensure that diverse perspectives help inform district and school-level decisions. These efforts are intended to strengthen the quality and representativeness of educational partner input because decisions informed by a broader range of perspectives are more likely to reflect the needs, priorities, and experiences of the entire school community. Progress will continue to be monitored through participation data, surveys, advisory committee feedback, and future Family Engagement Local Indicator self-reflection results.|To improve engagement of underrepresented families in decision-making, EUSD will expand targeted outreach and create more accessible opportunities for families to share their perspectives. Based on the self-reflection process and educational partner input, the district will continue using culturally responsive communication practices, including translated materials, home-language communication, and collaboration with trusted school and community contacts. EUSD will provide varied formats for gathering input, such as small-group listening sessions, multilingual virtual meetings, surveys, and feedback opportunities at school and community events. These options are intended to reduce barriers because families may be unable to attend traditional meetings due to work schedules, transportation needs, language access, or limited familiarity with advisory opportunities. The district will also proactively invite underrepresented families to participate in advisory committees, focus groups, and planning meetings so that a broader range of experiences informs school and district decisions. Staff will continue receiving professional learning on equity-centered engagement practices to create welcoming spaces where families feel respected and prepared to contribute. Through these efforts, EUSD will strengthen the inclusiveness of its decision-making process because decisions informed by diverse family perspectives are more likely to reflect the needs and priorities of the full school community.|4|4|3|5|4|3|5|2|4|5|5|4|Met||2026-06-24|2026
01611760000000|Fremont Unified|3|Fremont Unified School District (FUSD) continues to prioritize strong, respectful relationships between school staff and families through structured engagement systems and transparent communication practices. During 2025–26, the Board of Education refined its advisory committee structure to promote broader and more diverse representation across attendance areas, strengthening opportunities for parent and community involvement in district decision-making. Advisory groups including DELAC, SEDAC, AAPAC, School Site Councils, and Superintendent advisory committees remain active forums for dialogue and collaboration.  FUSD maintains ParentSquare as the primary multilingual communication platform, ensuring families receive timely notifications regarding report cards, CAASPP results, i-Ready reports, Reading Difficulties Risk Screener results, and other academic updates through the Aeries Parent Portal. Virtual parent workshops, including ELPAC informational sessions with live Spanish and Mandarin interpretation, expanded access and supported Multilingual Learner families in understanding assessment expectations.  District communications have also reaffirmed that schools are safe and welcoming environments for all students and families. As part of this commitment, FUSD has clarified that schools are considered sensitive locations and that student and family information is protected in accordance with applicable laws and district policies. These efforts, alongside continued outreach and recognition of community volunteers, reinforce trust, accessibility, and shared responsibility between schools and the broader community.|While FUSD has strengthened engagement structures, continued attention is needed to ensure consistent and representative participation across all student groups. Advisory committees and school-based forums remain active; however, participation does not always reflect the full diversity of the district’s student population. Efforts will continue to reduce barriers related to scheduling, language access, and awareness of opportunities for involvement.  Educational partner feedback indicates that families value communication about student progress and district initiatives, but additional work is needed to deepen two-way engagement beyond information sharing. FUSD will continue exploring strategies to increase interactive dialogue, broaden outreach to underrepresented families, and strengthen site-level connection between staff and families.  Sustaining engagement also requires ongoing communication clarity and consistency across schools to ensure families understand how to participate in advisory groups and decision-making processes.|To strengthen engagement of underrepresented families, FUSD will continue refining outreach strategies that prioritize accessibility, representation, and relationship-building at both the district and site levels. Targeted communication efforts will focus on increasing awareness of advisory committees and decision-making opportunities, particularly among families of Multilingual Learners, African American students, students with disabilities, and socioeconomically disadvantaged students.  The district will expand multilingual outreach through ParentSquare, translated materials, and interpretation at meetings and workshops to ensure families can fully participate. Schools will be encouraged to provide varied meeting formats and times, and to proactively invite families who may not traditionally engage in advisory structures.  In addition, FUSD will continue reviewing advisory participation data and educational partner feedback to identify participation gaps and adjust outreach strategies accordingly. By strengthening clarity, access, and follow-through, the district aims to build sustained trust and inclusive participation across all communities.|Fremont Unified School District (FUSD) continues to strengthen partnerships for student outcomes by connecting educational partner input to instructional practice and continuous improvement efforts. District and site leadership engage in Tier 1 instructional walkthrough observations to monitor core instruction and reflect on patterns of implementation across schools. These observations inform professional learning, site planning, and district-level support structures to ensure high-quality instruction is consistently delivered to all students.  Educational partner feedback gathered through LCAP engagement, advisory committees, and site-level forums contributes to identifying areas of academic focus and student support. Input regarding instructional clarity, academic expectations, and access to rigorous coursework is considered alongside local data to guide refinement of instructional strategies and intervention systems.  Through structured reflection on walkthrough findings and stakeholder input, FUSD continues aligning instructional practices, professional development, and family engagement efforts to promote equitable student outcomes and strengthen shared responsibility for academic success.|While FUSD has strengthened systems for instructional improvement and stakeholder engagement, continued focus is needed to ensure that partnership efforts translate into equitable access to rigorous learning opportunities across all schools and student groups. Transcript analysis at the secondary level has identified variability in student participation in accelerated mathematics pathways and advanced coursework, indicating a need to strengthen clarity, outreach, and support around course placement processes.  Educational partner feedback also reflects interest in clearer communication regarding academic pathways, intervention supports, and grade-level expectations. Continued refinement of Tier 1 instructional walkthrough reflection processes will help ensure that identified patterns lead to consistent follow-through in professional learning, site planning, and student support structures.  Ensuring that underrepresented students have meaningful access to accelerated coursework and targeted academic supports remains an ongoing area of improvement as the district aligns instructional practice, pathway entry points, and family partnership efforts.|To strengthen engagement of underrepresented families in relation to student outcomes, FUSD will continue aligning family outreach efforts with attendance, academic progress, and targeted support systems. The district will build upon coordinated SARB processes and home visit practices to engage families of students experiencing attendance or behavior challenges, emphasizing partnership, early intervention, and shared problem-solving.  Family engagement events, including those specifically designed for Native American students and families and other underrepresented groups, will continue to be supported and expanded to ensure culturally responsive outreach and connection to district resources. In addition, the district will promote greater family access to interactive CAASPP Student Score Reports with next-step resources to strengthen understanding of student performance and available academic supports.  By monitoring participation in engagement events, student attendance patterns, and access to assessment resources, FUSD will continue refining outreach strategies to ensure families are actively connected to student success efforts and have meaningful opportunities to partner in improving academic and attendance outcomes.|Fremont Unified School District (FUSD) maintains multiple structured avenues for educational partners to provide input into district decision-making. The annual LCAP development process, including the LCAP Parent Survey and stakeholder engagement meetings, serves as a primary mechanism for gathering feedback regarding district priorities, resource allocation, and student support needs. Input is also collected through advisory committees, School Site Councils, public Board meetings, and Superintendent communications.  District leadership reviews survey results, committee recommendations, and local data trends to inform goal setting, action planning, and program refinement. Educational partner perspectives are considered alongside attendance, achievement, and pathway access data to support aligned and responsive decision-making.  In addition, the California Colleges Guidance Initiative (CCGI) platform provides students and families with clearer information regarding graduation requirements, academic pathways, and college and career readiness indicators. By increasing transparency around student progress and postsecondary planning, CCGI supports informed participation in academic decision-making.  Through these coordinated processes, FUSD continues to promote structured, data-informed input and shared responsibility in district governance.|While FUSD maintains multiple avenues for stakeholder input, continued focus is needed to ensure broad and representative participation across all student groups and school communities. Participation in surveys, advisory committees, and public engagement opportunities does not always reflect the full diversity of the district, indicating the need for sustained outreach and clearer communication regarding opportunities to contribute.  Educational partner feedback also suggests the importance of strengthening transparency around how input influences district decisions. Families and staff benefit from clear communication regarding how survey results, committee recommendations, and community perspectives are incorporated into LCAP goals, policy updates, and program adjustments.  In addition, ongoing efforts are needed to simplify processes for participation and ensure that information about engagement opportunities is accessible, timely, and understandable across languages and school sites.|To improve engagement of underrepresented families in decision-making processes, FUSD will continue refining outreach and feedback strategies to promote broader and more representative participation. The district will prioritize targeted communication efforts to increase awareness of the LCAP Parent Survey, advisory committee opportunities, and public engagement forums, particularly among families of English Learners, African American students, students with disabilities, Foster Youth, and socioeconomically disadvantaged students.  Multilingual communication, interpretation services, and accessible meeting formats will remain central to reducing participation barriers. Schools will be encouraged to provide direct invitations and personalized outreach to families who may not traditionally participate in surveys or advisory groups.  FUSD will also continue strengthening feedback loops by clearly communicating how stakeholder input informs LCAP actions, policy considerations, and program adjustments. By improving transparency and proactive outreach, the district aims to foster inclusive participation and ensure that diverse perspectives meaningfully inform district decisions.|4|4|4|5|4|4|4|4|4|4|4|4|Met||2026-06-24|2026
01611760130534|Circle of Independent Learning|3|"Based on the analysis of educational partner input and local data, COIL’s strengths and progress in building relationships between school staff and families are notable. Recognizing the importance of connection and support for families in their role as ""Home Educators,"" COIL has created meaningful opportunities for parents and students of all backgrounds to engage, collaborate, and learn together. A central component of these partnerships is the regular Advisory Teacher meetings. Rooted in Independent Study law and foundational to COIL’s culture, these meetings occur weekly or biweekly, depending on student need and instructional model. They provide a consistent space for parents, students, and teachers to discuss academic progress, goals, learning gaps, work assignments, and student strengths. In addition, COIL offers an onsite Student Learning Center, where students can receive homework support and tutoring in a structured, supportive environment. The Student Learning Center also serves as another important avenue for building relationships between students and school staff. Through ongoing academic support and daily interactions, students develop trust and familiarity with staff members beyond their advisory teachers. This increased access to support fosters a sense of community, strengthens student engagement, and deepens the connection between home and school."|Based on the analysis of educational partner input and local data, COIL has identified several focus areas for improvement in strengthening relationships between school staff and families. While regular Advisory Teacher meetings continue to be effective, COIL has expanded beyond the standard biweekly model to include more frequent and flexible meeting options that better support student and family needs. In addition, COIL aims to increase the variety and frequency of informal connection opportunities. This includes more community-building events, parent workshops, and flexible scheduling to engage a broader range of families. Enhancing communication remains a key focus, with an emphasis on more timely and accessible updates through ParentSquare, as well as strategies to increase participation in the Parent-Teacher-Student Committee (PTSC). COIL also plans to implement more consistent feedback mechanisms to better understand and respond to the diverse needs, preferences, and challenges within its school community. The onsite Student Learning Center is another important avenue for building strong relationships between students and school staff. By offering a welcoming space for academic support, tutoring, and enrichment, the Learning Center encourages ongoing interaction, trust, and collaboration. These daily touchpoints provide additional opportunities for staff to connect with students outside of scheduled meetings, further strengthening the school’s sense of community and belonging.|Based on the analysis of educational partner input and local data, COIL is committed to improving engagement among underrepresented families by expanding opportunities for meaningful interaction and academic support. One key initiative is the acquisition of additional space to allow students to attend classes with subject matter teachers, creating more opportunities for in-person learning and strengthening connections with staff. This expansion also includes greater access to supplemental curriculum and tutoring services, further supporting student achievement and engagement. To ensure equitable access for all students, COIL is also enhancing in-class remote learning technology. These improvements are designed to allow students who cannot attend in person to participate remotely in a seamless and non-disruptive way, without placing additional demands on teachers. This hybrid approach supports greater inclusion and consistency in learning, regardless of a student’s location. Additionally, the newly established Student Learning Center serves as a valuable resource for students and families alike. Staffed by a credentialed teacher, the center provides a quiet, safe, and supportive space for students to complete assignments, receive targeted academic help, and engage with school staff. These daily, informal interactions help build trust, strengthen relationships, and foster a sense of belonging, particularly for families who may not be as involved through traditional channels.|Based on the analysis of educational partner input and local data, the LEA has identified key areas for improvement in Building Partnerships for Student Outcomes, with a primary focus on addressing concerns related to limited physical space. Expanding and enhancing physical learning environments is essential to increasing access to in-person academic support, targeted instruction, and quiet zones where students can focus, receive help, and build stronger relationships with school staff. Improving existing facilities to make them more conducive to learning, while also ensuring flexibility for a range of services—including tutoring, counseling, small-group instruction, and enrichment—is a top priority. These enhancements include providing essential resources such as internet access, computers, and learning materials within these designated spaces. One successful step in this direction has been the addition of the Student Learning Center, which has become a valuable asset on campus. Staffed by a credentialed teacher, the center offers a quiet, safe, and supportive environment where students can complete assignments and access academic support. More than just an academic resource, the Learning Center plays a critical role in fostering consistent, informal interactions between students and staff, helping build trust and meaningful relationships that support long-term academic and social-emotional growth. However, challenges remain. The need for more teacher workspaces and onsite classrooms persists and limits the school’s ability to expand services. To address this, the LEA is actively engaging with educational partners— parents, teachers, and community members—to assess needs, gather feedback, and explore collaborative opportunities with local organizations to share or repurpose community spaces for educational use. Strategic planning and targeted investment are essential to sustaining and growing these efforts. This includes allocating resources and identifying funding or partnership opportunities that support the development and maintenance of functional, inclusive, and responsive learning spaces.|Based on analysis and input from educational partners, COIL remains committed to expanding access to high-quality instruction and fostering strong connections between students and staff. A key priority is securing additional physical space to allow more students to participate in classes with subject matter teachers. This will not only provide more in-person learning opportunities but also strengthen relationships through increased face-to-face interaction, academic support, and mentorship. In tandem with this goal, COIL is also working to enhance in-class remote technology. These improvements are designed to ensure that students who are unable to attend in person can still engage fully in instruction—without disrupting the learning environment or placing additional burdens on teachers. Seamless, inclusive participation for all students—regardless of their location—is essential to maintaining equity and continuity of learning.|Based on the analysis of educational partner input and local data, COIL is committed to improving engagement among underrepresented families by expanding opportunities for meaningful interaction and academic support. One key initiative is the acquisition of additional space to allow students to attend classes with subject matter teachers, creating more opportunities for in-person learning and strengthening connections with staff. This expansion also includes greater access to supplemental curriculum and tutoring services, further supporting student achievement and engagement. To ensure equitable access for all students, COIL is also enhancing in-class remote learning technology. These improvements are designed to allow students who cannot attend in person to participate remotely in a seamless and non-disruptive way, without placing additional demands on teachers. This hybrid approach supports greater inclusion and consistency in learning, regardless of a student’s location. Additionally, the newly established Student Learning Center serves as a valuable resource for students and families alike. Staffed by a credentialed teacher, the center provides a quiet, safe, and supportive space for students to complete assignments, receive targeted academic help, and engage with school staff. These daily, informal interactions help build trust, strengthen relationships, and foster a sense of belonging, particularly for families who may not be as involved through traditional channels|COIL employs surveys as a primary tool to gather feedback from staff, students, and families on an annual basis, helping to identify areas of strength and improvement across key focus areas such as communication, school climate, instructional quality, and professional development. A critical part of this process is the end-of-year survey, which provides timely and relevant input that informs planning for the upcoming school year. This survey captures reflections on the year’s experiences and offers stakeholders the opportunity to voice their needs, concerns, and suggestions for improvement. This inclusive approach ensures that all students and families are reached and represented in the feedback process. Throughout the planning stages, valuable input from students, families, staff, and community members has contributed significantly to the development of our strategic goals and initiatives. COIL also integrates feedback gathered through multiple student and parent surveys administered throughout the year, weekly Professional Learning Communities (PLCs) with teachers and staff, council meetings, regular check-ins with students, teachers, and parents, and guidance from both the Governance Council and the English Learner Advisory Committee (ELAC).|Based on the analysis of educational partner input and local data, the LEA (Local Education Agency) is concentrating on improving its processes for seeking input to inform decision-making. This focus includes several key areas of development. First, the LEA is working to enhance stakeholder engagement by refining methods for involving parents, teachers, students, and community members, with the goal of capturing a broad and diverse range of perspectives. To support this, additional efforts have been made to promote and recruit parent participation in the Parent-Teacher-Student Committee (PTSC) and the Governance Council, recognizing the value of family voices in shaping school policy and practice. Second, the LEA is streamlining feedback channels to make them more accessible and inclusive, ensuring all stakeholders have meaningful opportunities to share input. This includes simplifying survey processes, offering virtual participation options, and improving communication about when and how input is collected. Third, the LEA places strong emphasis on data-informed decision-making. Stakeholder input is considered alongside local academic and programmatic data to develop effective, evidence-based strategies. In addition, promoting transparency remains a priority. The LEA continues to improve communication around how stakeholder feedback is used in planning and policy decisions, helping families and community members see the tangible impact of their involvement. Finally, the LEA is committed to a cycle of continuous improvement, regularly reviewing and refining its engagement processes based on stakeholder feedback and evolving community needs.|Based on the analysis of educational partner input and local data, the LEA is committed to improving the engagement of underrepresented families, as identified during the self-reflection process on Seeking Input for Decision Making. This commitment is reflected in several strategic initiatives. First, the LEA will implement targeted outreach efforts tailored to the unique needs and communication preferences of underrepresented families, ensuring that their voices are not only invited but actively sought and valued. This includes multilingual communication, personal outreach by staff, and culturally responsive engagement strategies. Second, the LEA will expand access to inclusive and flexible platforms for input, such as virtual advisory meetings and surveys, in order to accommodate a variety of family schedules and technology access levels. Offering multiple avenues for feedback ensures broader participation and supports equity in the engagement process. Third, the LEA will collaborate with stakeholders through Parent-Teacher-Student Committee (PTSC) meetings and other parent leadership opportunities to build trust and promote authentic, ongoing dialogue with families who may not typically participate in school decision-making. Increased efforts will also be made to recruit and involve underrepresented families in leadership groups such as the PTSC and Governance Council|5|5|5|5|4|4|5|5|3|3|3|3|Met||2026-06-16|2026
01611920000000|Hayward Unified|3|During the reporting period, the Hayward Unified School District (HUSD) reaffirmed its strong commitment to expanding and strengthening family engagement efforts across the district.  Central to this commitment is HUSD’s comprehensive family engagement model, supported by strategic investments through Local Control and Accountability Plan (LCAP) funds.   HUSD requires all elementary teachers to conduct parent-teacher conferences, providing essential opportunities to review individual student progress and collaborate with families to promote academic success and overall well-being.  Additionally, LCAP funds support the district’s Student and Parent Support Program (SPSP), which offers a variety of family-focused services through HUSD’s Parent University. These ongoing initiatives equip families with tools, resources, and learning opportunities to support their children’s educational journeys. A key component of this work is the Parent Ambassador Program, which engages more than 75 trained parent volunteers who actively gather feedback, share information, and represent families on key district-level committees. These include the Equity Oversight Committee, School Site Councils, School-Based Decision-Making Teams, and the Community Schools Steering Committee.  In support of California’s Community Schools initiative, HUSD also launched staff-parent Community Schools Teams (CST) at 18 campuses to promote shared leadership and stronger family-school partnerships.  HUSD has parent-led infinity groups such as Asian and Pacific Islander (API) Community Initiative to better serve and engage families from these historically underrepresented communities. This effort was further expanded and enhanced for the 2025–2026 school year, with a focus on culturally responsive engagement, language access, and community-driven programming to ensure that API voices are heard and valued across the district.  Highlighting these collective efforts, HUSD hosted its 6th annual Parent Recognition Night honoring parent leaders from the infinity groups and programs throughout the district.|During the report period, the Hayward Unified School District (HUSD) reaffirmed its strong commitment to fostering meaningful, authentic partnerships with parents. Rooted in the belief that families are essential partners in education, HUSD ensures that parent voices are actively engaged and valued throughout the district. Hayward Unified School District hires Family Engagement Outreach and Equity Specialists to support the relationship building between families and the school day at various sites.   Parents are integral members of many key districtwide committees, including the Equity Community, Community Schools Steering Committee (CSSC), School Site Councils (SSC), and School-Based Decision-Making (SBDM) Teams.   All elementary school teachers are required to conduct parent-teacher conferences to discuss student progress and collaborate on strategies that support both academic success and student well-being.  HUSD’s Student and Parent Support Program (SPSP), funded through LCAP, continues to offer districtwide services for families under the umbrella of Parent University. These efforts include a robust Parent Ambassador Program, comprised of more than 75 dedicated parent leaders who help strengthen connections between families and school staff. Ambassadors also provide valuable feedback to the district and often serve on various committees to ensure parent perspectives inform decision-making.  In addition, HUSD has implemented Community Schools Teams (CST), composed of staff and parents working together to build and sustain full-service community schools. These teams help guide site-level decisions around funding and services that address both student and family needs.  Together, these initiatives reflect HUSD’s deep-rooted commitment to cultivating collaborative, respectful partnerships with families, ensuring every student has the support they need to thrive.|To ensure ongoing and meaningful family involvement, the District will continue to prioritize the inclusion of parents and guardians on both districtwide and school site committees. These collaborative spaces are essential for cultivating authentic relationships, amplifying family voice, and shaping equitable school policies and practices.  The Parent Ambassador Program will not only continue but will also expand its scope. A core component of this expansion will include enhanced training modules focused on building trust and improving communication between families and district staff an essential step in promoting inclusivity and cultural responsiveness.  Recognizing the importance of cultivating parent leadership, the District will also focus on increasing the number of Parent Teacher Association (PTA) groups at schools across the district. These PTAs will serve as key platforms for family advocacy, leadership development, and school improvement partnerships.  To address the unique challenges some families face, the District will implement a series of Parent Project training sessions, which are designed specifically to support parents navigating difficult adolescent behaviors. Known for its success in improving school attendance and academic performance, the Changing Destructive Adolescent Behavior (CDAB) curriculum is widely respected among educators working with middle and high school populations.  Furthermore, the District will provide professional development opportunities for teachers to deepen their understanding of the critical connection between school and home. This training will include strategies for building trust with underrepresented families and fostering culturally affirming, supportive relationships that ultimately improve student outcomes.  Through these targeted efforts, HUSD will continue to build a school culture rooted in partnership, respect, and shared responsibility for the success of all students.|Hayward Unified School District (HUSD) has cultivated a robust partnership model that stands as a testament to its commitment to fostering strong community relationships. Over a decade ago, HUSD adopted the Community Schools model, which laid the groundwork for building enduring partnerships with Community-Based Organizations (CBOs), educational partners, parents, and agencies.  Today, the district collaborates with more than 35 partnership agencies to provide comprehensive mental health and academic support for students. Key partners include the Alameda County Office of Education, Chabot College, East Bay Agency for Children, Eden ROP, Hayward Area Recreation Department (H.A.R.D.), La Familia Counseling Service, Project Eden, The Deputy Sheriffs' Activities League (DSAL), and Side by Side.  In the past year, HUSD has also formed new alliances with Bay Area Resources for Newcomers (BRFN), Alameda County Supervisor Elisa Marquez, and other local organizations serving Afghan and Middle Eastern refugees. Support for our Asian Pacific Islander (API) families has been enhanced through partnerships with Cal State University East Bay, Chabot College's API programs, Filipino Advocates for Justice, Korean Community Center of the East Bay, and Pacific Islander Wellness Initiative. This year, we continue to work with our Community School Site teams to expand services tailored to the specific needs of students in each community.  Many CBO partners participate in weekly or bi-weekly COST meetings at HUSD school sites and provide direct on-site services to students. These partners also bolster various aspects of the district’s family engagement efforts. For instance, La Familia, a key district partner, leads the Parent Ambassador program by continuing a full-time staff member to work with the district’s Parent University team. This collaboration connects HUSD families to free or affordable community-based mental health services, with a particular focus on bilingual (Spanish/English) services. Additionally, partners are active members of the 18 Community School Site teams and the district's Community School Steering Committee.  Through these extensive partnerships, HUSD continues to enhance its support network, ensuring that students receive the holistic assistance they need to thrive academically and emotionally.|Based on the analysis of educational partner input and local data, Hayward Unified School District (HUSD) will improve engagement of underrepresented families through its well-established partnership model, which is deeply rooted in the Cradle to Career/Promise Neighborhood framework. This model has been instrumental in strengthening relationships with over 35 community-based organizations (CBOs) and agencies, ensuring that family engagement strategies are responsive to the needs of historically marginalized communities.  Moreover, HUSD’s Community School Site teams and district-level Steering Committee will continue to engage partners in tailoring services to meet the specific needs of each school community, further strengthening the connection between families, schools, and community resources. Through these efforts, HUSD is committed to building trust, increasing access to resources, and fostering deeper partnerships that directly support student outcomes and family well-being.|To improve engagement specifically for underrepresented families identified in the self-reflection process, HUSD will continue to expand targeted supports through these partnerships. This includes strengthening services for newcomer families, refugees, and Asian Pacific Islander (API) communities through collaborations with organizations such as Bay Area Resources for Newcomers, Filipino Advocates for Justice, Korean Community Center of the East Bay, and Pacific Islander Wellness Initiative. Additionally, HUSD is enhancing bilingual and culturally responsive mental health services through partners like La Familia Counseling Service, which also leads the district’s Parent Ambassador program to ensure trusted, peer-led connections between families and schools.  HUSD’s Community School Site teams and district-level Steering Committee will also continue to engage partners in tailoring services to meet the specific needs of each school community, further strengthening the connection between families, schools, and community resources. Through these efforts, HUSD is committed to building trust, increasing access to resources, and fostering deeper partnerships that directly support student outcomes and family well-being.|Hayward Unified School District (HUSD) demonstrates a strong and ongoing commitment to seeking meaningful input from parents in shaping district programs, services, and policies. A core strength of HUSD’s approach is the intentional inclusion of parent leaders on a wide range of district and school-level committees. Parents play active and valued roles on the District Advisory Committee, the District Equity Committee, School Site Councils (SSCs), School-Based Decision-Making teams, and other policy review groups. This intentional practice ensures that parent voices help inform decisions that directly impact students and families.  Additionally, HUSD has successfully integrated parent volunteers into its newly established Community Schools Teams (CSTs) at select school sites, further strengthening opportunities for authentic family engagement and collaboration at the school level. These efforts reflect the district’s belief that parent perspectives are essential in driving continuous improvement.  To further gauge the effectiveness of its efforts, HUSD utilizes tools like the California Healthy Kids Survey to capture parent feedback on engagement and decision-making practices. Notably, in the 2025-2026 school year, over 82%, a 4% increase from 24-25 school year, of parents reported they “strongly agreed” or “agreed” that schools actively seek their input before making important decisions. This feedback underscores the district’s progress in fostering inclusive and transparent decision-making processes that value and elevate parent voices.|Based on the analysis of educational partner input and local data, Hayward Unified School District (HUSD) recognizes the need to strengthen and expand efforts to ensure more inclusive and representative parent participation in decision-making processes. While many parent leaders are actively engaged through district and school committees, feedback indicates there are still opportunities to improve outreach and engagement with families who face barriers related to language, work schedules, or unfamiliarity with school systems.  A key focus area for improvement is expanding strategies to elevate the voices of parents who have historically been less involved or who may feel disconnected from traditional engagement structures. To address this, HUSD will work to establish focus groups and empathy interviews with parents representing diverse communities to better understand how to capture their input in more meaningful and culturally responsive ways. These focus groups will help inform future engagement strategies and ensure that families feel welcomed, heard, and valued in decision-making processes.  Additionally, HUSD will enhance multilingual communication, offer more flexible meeting times, and create additional informal opportunities for families to share their perspectives. The district will continue to use tools like the California Healthy Kids Survey more intentionally, ensuring that feedback is used to identify gaps, inform practice, and promote equity in parent engagement. Through these efforts, HUSD aims to ensure that all families have meaningful opportunities to contribute to decisions that impact their children’s education and well-being.|Based on the analysis of educational partner input and local data, Hayward Unified School District (HUSD) is committed to improving the engagement of underrepresented families in decision-making processes by developing more intentional, culturally responsive, and accessible strategies. While HUSD has successfully engaged many families through formal committees and leadership opportunities, the district recognizes the need to strengthen efforts to reach families who may face barriers such as language, work schedules, or unfamiliarity with traditional engagement structures.  To address this, HUSD will create additional opportunities for engagement through targeted focus groups with underrepresented families to better understand their needs, preferences, and suggestions for how the district can more effectively seek their input. These focus groups will inform the district’s ongoing efforts to design more meaningful and culturally relevant engagement strategies. Furthermore, the district will begin a new strategic plan and will ensure family voices are a part of the process.   Additionally, the district will expand multilingual communications, provide more flexible meeting options, and explore informal and community-based settings for gathering input to ensure families feel welcomed and valued. HUSD will also leverage its partnerships with trusted community-based organizations and cultural groups to strengthen connections with families who have been historically underrepresented in decision-making.  Through these efforts, HUSD aims to ensure all families regardless of background or circumstance have equitable opportunities to share their voices and contribute to decisions that impact their children’s educational experience.|3|4|3|3|2|4|4|4|4|4|4|4|Met||2026-06-24|2026
01611920108670|Leadership Public Schools - Hayward|3|Based on analysis, this is an area in which the school maintained this year to establish formal structures to support staff and parents to meet and discuss student progress. The Parent Guardian Association (PGA) shares news about school achievement, and upcoming events in monthly PGA meetings. The Parent Advisory Committee (PAC) meets monthly to monitor the implementation of the Local Control and Accountability Plan (LCAP), as well as discuss student progress related to LCAP actions. The English Learner Advisory Committee (ELAC) meets quarterly to specifically review multilingual learner student progress, and monitor the LCAP actions as it relates to multilingual learners. The school continues to host the monthly Royal Cafe with the Principal for families to share feedback with the principal, and cover topics to support families in helping their students in school and at home.|While acknowledging the growth in family communication this year, LPSH needs to continue to provide consistent communication with families about student performance indicators and school news in a format that is accessible to all. Another area of growth for the school is for staff to be able to learn more about family strengths, languages, cultures, and goals for their children.|Continue to implement and facilitate the English Learner Advisory Committee, and aim to recruit family participation in ELAC. Continue to lean in on multilingual staff members, include monthly newsletters and email sharing news and direct contact to families from administration about school events. Collect feedback from families using the Panorama Survey to reflect on current systems and needs. In 2025-26 we increased our survey response rates from ~70 in the year prior to ~110. In addition, all but one of the specific questions demonstrate an increase in positive responses. Overall, families are responded that on various levels, the school is promoting positive engagement.|"Based on analysis, LPS Hayward has a strong school community and positive and open relationships with students and families that is supported by ongoing formal and informal communication structures. Staff training on communication and access to translators/interpreters has improved communication with the community. The school consistently informs parents of their rights, especially at critical times such as 504/IEP meetings and legally mandated program announcements. The relative small-school model (~500 students) facilitates a strong connection with individual parents and staff members, allowing people to get to know each other's names and faces, and promoting an ""open-door"" culture of accessibility."|There will be two primary areas of improvement. First, we will continue to improve communication related to student performance indicators, including the routine reports of quarterly and mid-quarterly progress in coursework. Second, we will continue to improve communication between teachers and students related to positive messages about students who are demonstrating success.|Provide information translated into multiple languages for underrepresented families, including academic progress results. Provide signage around the school campus that is translated into the top 3-5 languages other than English. Examples includes basic building locations, and also statements about school values and staffing assignments. Facilitate a more targeted approach to inviting specific parents to school events and informing them about important activities and programs. Examples include religious and cultural holidays and rituals that can be respected on campus.|LPS Hayward has a lot of solid systems in place for communicating with families, including weekly COST meetings (and follow up), newsletters, and parent meetings. In addition, the school has a well functioning Parent Advisory Committee/School Site Council which is able to provide governance and guidance for decision making.|"Continued community outreach for families of multilingual learners, reaching out with specific information to Black and African American families about community events. Parent survey results will continue to be used to inform agenda items and points of decision making during PAC and School Site Council. The school would benefit from either hosting a separate ""Parent Engagement Committee"" or embedding the topics into current advisory committees. Either way, the responsibility would be to specifically evaluate the parent engagement programs."|The school will improve outreach to underrepresented families by first, strengthening all actions as described in the previous prompt. Additionally, we will focus on providing Spanish translations and offering parent engagement opportunities at various times throughout the school day. Specifically, efforts will be made to increase participation in the school English Learner Advisory Council (ELAC).|3|4|3|4|4|5|4|4|5|4|4|3|Met||2026-06-18|2026
01611920127696|Knowledge Enlightens You (KEY) Academy|3|KEY Academy is dedicated to building strong, authentic relationships with students and families every day. We maintain an open-door policy for both teachers and administrators, encouraging parents to ask questions, voice concerns, and actively participate in their child's education. To support our diverse community, we employ multiple staff members who speak our students' languages and outsource additional translators as needed, ensuring that communication is accessible to all families.  We offer numerous engagement opportunities throughout the year, including Coffee Talks, Parent University workshops, and monthly school events, many of which are available via Zoom to accommodate families with scheduling or transportation barriers. Teachers communicate with families through multiple platforms—Google Classroom, Class Dojo, Synergy, class websites, and the Remind app—providing a consistent, real-time connection between home and school. All activities and communications are advertised in multiple languages and through various channels to ensure every family feels informed and included.  Our Parent Teacher Organization (PTO) reflects our commitment to meaningful collaboration. It brings together parent volunteers and staff to plan events, provide input on fundraising, and contribute to school policies and programs. KEY Academy continues to expand PTO participation and offer quarterly Parent University workshops, empowering families to be active partners in the school community. Parent volunteer presence in classrooms remains a priority, with active recruitment occurring during Back-to-School Night and our annual Fall Festival.  Taken together, these structures reflect KEY Academy's belief that strong family relationships are foundational to student success, particularly for a community that is 83% socioeconomically disadvantaged and 42% English Learners.|KEY Academy remains committed to deepening and strengthening relationships with our families. While we have established strong foundations through our PTO, Parent University workshops, and multilingual communication channels, we recognize opportunities to grow.  Our primary focus this year is on increasing the consistency and personalization of family-staff communication, particularly for families who have had limited engagement with the school. We aim to expand one-on-one touchpoints between teachers and families beyond formal conferences, creating more informal opportunities for connection throughout the year. We will continue to develop and strengthen our parent liaison program to ensure families—especially those who are English Learners or face socioeconomic barriers—have a dedicated point of contact to navigate school resources and raise concerns comfortably. Additionally, we are focused on increasing family participation in school governance and decision-making, including growing PTO membership and ensuring that family voices are represented in the development of school programs and policies. We will also work to expand the reach of our Parent University workshops by offering more flexible scheduling options and topics directly driven by family input, ensuring sessions address the questions and needs that families identify as most relevant to supporting their children at home and at school.  Ultimately, KEY Academy's goal is for every family—regardless of language, work schedule, or prior experience with schools—to feel genuinely welcomed, heard, and connected to our community.|KEY Academy recognizes that meaningful engagement requires intentional outreach to families who face the greatest barriers to participation. Building on last year's efforts, we will continue to offer flexible meeting times and virtual options via Zoom to accommodate families with varying work schedules and transportation challenges.  To deepen engagement with underrepresented families—particularly English Learners and socioeconomically disadvantaged families, who make up the majority of our community—we will expand our use of multilingual communication across all platforms and ensure that translated materials are proactively available, not just upon request. Our parent liaison program will play a central role in this work, providing a trusted, accessible point of contact for families who may feel less comfortable initiating communication with school staff directly.  We will continue to gather family input through multiple channels, including anonymous surveys and suggestion boxes, and will use that feedback to shape the topics and format of our Parent University workshops and other family engagement events. This ensures underrepresented families have a genuine voice in shaping school programs and are not simply invited to attend events designed without their input.  We will also intentionally increase informal touchpoints with families throughout the year—including targeted outreach to families with limited school contact—to build trust before issues arise. By increasing the frequency and authenticity of staff-family interactions, KEY Academy aims to ensure that every family, particularly those historically underrepresented in school engagement, feels seen, valued, and equipped to support their child's success.|KEY Academy has established a strong foundation for building partnerships that directly support student learning and achievement. Throughout the academic year, parents have multiple opportunities to engage with faculty and staff, deepen their understanding of academic standards and curriculum, and celebrate student progress.  Monthly newsletters provide families with timely guidance, school updates, and information about upcoming events. The principal and school counselors facilitate Coffee Talks and quarterly Parent University workshops that focus on equipping parents with strategies and resources to support their children at home. Parents are encouraged to propose discussion topics for these sessions to ensure the content remains relevant and responsive to family needs.  Teachers maintain consistent communication with families through class websites, emails, phone calls, Google Classroom, Class Dojo, Synergy, and the Remind app. KEY Academy hosts biannual parent-teacher conferences that provide structured opportunities for educators and families to collaborate around individual student progress, goals, and supports. i-Ready diagnostic data is shared with families throughout the year, giving parents a clear, accessible picture of their child's growth in ELA and Mathematics, as well as concrete ways to support learning at home.  Our after-school program, which includes tutoring and homework assistance, remains highly sought-after and continues to be an essential bridge between school and home, ensuring students have the academic support they need beyond the school day. Taken together, these structures reflect KEY Academy's commitment to treating families as genuine partners in achieving strong outcomes for every TK–8 student.|Building on the collaborative relationships already established between KEY Academy staff and families, our primary focus for the 2026–27 school year is deepening family partnership around student academic progress and behavioral expectations.  While i-Ready data shows measurable growth in ELA and Mathematics, student performance on state assessments remains below standard, and closing that gap will require active and informed family involvement. We will focus on helping families understand i-Ready and other assessment data in accessible, meaningful ways—moving beyond sharing scores to equipping parents with specific, grade-level strategies they can use at home to reinforce classroom learning. Parent University workshops and conference formats will continue to evolve with this goal in mind. We will also continue to prioritize schoolwide behavioral expectations as a shared partnership goal between staff and families. Consistent reinforcement of positive behavior at home and at school requires alignment, and we will work to ensure families are informed partners in understanding and supporting behavioral expectations. Recognizing students who consistently meet those expectations will remain an important part of our school culture.  Additionally, we will seek more structured opportunities for educational partners—including families, staff, and community members—to provide input on the programs and supports the school offers, ensuring our partnership efforts are shaped by the voices of those they are designed to serve. KEY Academy is committed to continuous improvement in this area, recognizing that strong family-school partnerships are among the most powerful drivers of student success across our TK–8 community.|KEY Academy is committed to ensuring that underrepresented families—particularly English Learners and socioeconomically disadvantaged families who make up the majority of our community—are not just invited to participate but are genuinely equipped and empowered to partner in their child's academic success.  We will continue to provide communication and engagement opportunities in families' native languages across multiple platforms, including phone calls, text messages, in-person meetings, and virtual options. Our bilingual staff and family liaisons remain central to this work, building trust and maintaining consistent, culturally responsive communication with families who may otherwise feel disconnected from school systems.  To strengthen academic partnership specifically, we will offer family workshops focused on helping underrepresented families understand i-Ready data and grade-level expectations in accessible, practical terms—translating assessment results into concrete actions families can take at home. These workshops will be scheduled at varied times, including evenings, to maximize participation among families with demanding work schedules.  We will continue to create welcoming entry points for engagement, including volunteer opportunities, PTO involvement, and informal leadership roles, so that underrepresented families see themselves as valued contributors to school decision-making—not just recipients of information. School site councils and parent advisory groups will continue to be spaces where these voices are actively sought and reflected in school planning.  Finally, we will use participation data and family feedback to assess the effectiveness of our outreach strategies and adjust accordingly. Our goal is a school culture where every family—regardless of language, income, or prior experience with schools—feels confident, connected, and capable of partnering with KEY Academy to support their child's success across our TK–8 program.|KEY Academy has built a strong culture of family engagement that creates multiple, meaningful opportunities for educational partners to provide input that shapes school decisions and programs.  The principal maintains consistent, open communication with families through school-wide messages, Principal Coffee Talks, and parent education sessions, providing regular forums where families can ask questions, share concerns, and inform school priorities. Back-to-School Night and biannual parent-teacher conferences offer structured opportunities for families to engage directly with staff around grade-level expectations and individual student progress. Families are actively encouraged to ask questions and collaborate, and translation services are available in all formal settings to ensure full participation regardless of home language.  Families play a meaningful role in key decision-making processes at the individual student level. SST meetings bring families and staff together to develop targeted action plans for students who need additional support. Families of English Learners actively participate in the reclassification process and provide input on their child's readiness for English proficiency. IEP meetings are conducted collaboratively, with translation services available and families supported to engage as equal members of the team.  Our PTO provides an additional vehicle for family voice at the school-wide level, bringing parent volunteers and staff together to plan events, provide input on programs, and contribute to school culture and policy. Parent University workshops, with topics shaped in part by family suggestions, further reflect the school's commitment to ensuring that family input drives the content and focus of school programming. Taken together, these structures reflect a genuine commitment to treating educational partners as active participants in school decision-making across our TK–8 community.|While KEY Academy has established strong structures for family communication and engagement, we recognize that broadening and deepening how we actively seek and incorporate educational partners' input into school-wide decision-making remains an area for growth.  Our primary focus is moving beyond informing families toward more intentional, structured mechanisms for gathering and acting on their input. We will work to ensure that family feedback collected through surveys, Coffee Talks, Parent University sessions, and informal interactions is systematically reviewed and visibly reflected in school planning and program decisions—so families can see that their input leads to tangible change.  We will also continue to address chronic absenteeism as a decision-making priority, using data from the Synergy Chronic Absenteeism Report to monitor attendance patterns and identify students and families who may need additional outreach and support. Collaboration between school leaders, counselors, the Student Support Coordinator, teachers, and families will remain central to this work, with personalized support plans developed in partnership with families rather than presented to them.  Additionally, we will focus on expanding opportunities for input from families who have been underrepresented in formal decision-making spaces, including non-English-speaking families and those with limited availability during traditional school hours. By offering flexible formats and consistently available translation support, we aim to ensure that the voices shaping school decisions reflect the full diversity of our TK–8 community.  Our goal is a decision-making culture in which educational partners—families, students, and staff—feel confident that their perspectives are not only welcomed but also meaningfully integrated into how KEY Academy plans, prioritizes, and improves.|KEY Academy is committed to ensuring that underrepresented families have a genuine and accessible voice in the decisions that shape our school. We recognize that traditional engagement structures do not always reach families who face language, scheduling, or systemic barriers to participation, and we will continue to implement deliberate strategies to close that gap.  We will maintain and expand multiple accessible channels for family input, including online feedback forms on our school website, physical suggestion boxes at the front office and school entrance, and regular virtual town hall meetings where families can engage directly with school leaders in real time. These options ensure families can contribute on their own terms and at their own pace.  Translation services will be consistently available across all input-gathering opportunities—not only at formal meetings but also in written communications, surveys, and feedback tools—so that non-English-speaking families can participate fully and meaningfully. Flexible meeting times and childcare during in-person events will be provided whenever possible to reduce barriers to participation for working families.  Our PTO will continue to intentionally include representatives from a cross-section of our community, ensuring that underrepresented families have a formal seat at the table when input is gathered on school climate, academic programs, and key initiatives. We will also use participation data to identify which families remain least engaged and direct targeted, personalized outreach to those groups.  Ultimately, KEY Academy's goal is to ensure that the input driving school decisions reflects the full diversity of our TK–8 community—and that every family, regardless of language, background, or schedule, feels empowered to help shape the school their child attends.|4|5|5|4|3|4|4|4|3|3|3|4|Met||2026-06-25|2026
01611920127944|Hayward Twin Oaks Montessori|3|Hayward Twin Oaks hosted Community Organization meetings, CAC, meetings, Parent Education nights and Community Engagement opportunities (campus beautification, festivals). In addition, the school requires that families attend two individual conferences each year and invites families to a variety of family education meetings each year. We also have platforms where parents can engage with school staff through ParentSquare, PowerSchool and weekly newsletters. Community relationship events include the Festival of Light, Social Fiesta Fundraiser, STEM fairs, and school picnics.|The school is working to improve our relationships between school staff and families in several ways. The school has updated our weekly newsletter delivery system to provide easy to find information. The website maintenance has been updated to ensure families know where to go to find answers to their questions. We have also connected with additional translation services to ensure that all families are able to clearly communicate with our school community.|The school has intentionally moved toward more in-person events that are at different times of day and on weekends to offer more opportunities for underrepresented families to participate and connect with the school community. We continue to share information in easily translatable platforms (Parent Square and Smore) to ensure all families have access to needed translation services and provide childcare to encourage more families to attend. Having more one-on-one contact with those underrepresented families to engage them to become more involved.|Strengths: The school’s weekly newsletter, multiple family conferences, quarterly parent education evenings, monthly Community Organization meetings and opportunities to participate in school committees such as ELAC, CAC and School Safety all provide ample opportunity for seeking input for decision-making. Staff and Principals get ongoing professional development training in grade level, department level and subject matter competencies. We invest in paying for Montessori credential and California credential training for teachers and administrators. All staff have built in professional development that includes Montessori and Common Core Standard alignment. We offer training in building family connections and supporting the vast needs of our community. 2026-27 Local Performance Indicator Self-Reflection for Hayward Twin Oaks Montessori School Page 11 of 20 Progress: This year the school has prioritized Family Engagement. Principals have lead community meetings to solidify the parent community organization through subcommittees and grade level representatives. This reinforces our intention to build positive relationships and strengthen our internal systems of advisory and home/family partnerships. To support this task we provided professional development opportunities focused on family engagement that helped principals and staff develop the skills and knowledge necessary to effectively work with families. Training covered topics such as communication strategies, cultural competency, and creating inclusive environments to foster strong partnerships with families. The school established clear and accessible communication channels to engage with families, such as regular newsletters, parent-teacher conferences, and virtual platforms. Transparent and consistent communication helped build trust and encouraged families to participate in advisory groups and decision-making committees.|Providing access in person and virtually of the content presented to parents. Making sure all presentations and materials are in families' home languages. Creating intentional surveys targeting specific concerns at different parts of the school year. Providing opportunities where families can engage with the school in direct and indirect ways.|Strategies for engagement in school site committee, developing more diverse means for soliciting family input, creating affinity groups, personal and individualized communications. Seek opportunities at drop off/ pick up, via phone and text.|Strengths: The school’s weekly newsletter, multiple family conferences, quarterly parent education evenings, and monthly Community Organization meetings all provide ample opportunity for seeking input for decision-making.  Progress: This year the school is prioritizing regularly scheduled Community Organization and in-person meetings.|Providing access in person and virtually of the content presented to parents. Making sure all presentations and materials are in families' home languages. Creating intentional surveys targeting specific concerns at different parts of the school year. Providing opportunities where families can engage with the school in direct and indirect ways.|Strategies for engagement in school site committee, developing more diverse means for soliciting family input, creating affinity groups, personal and individualized communications. Seek opportunities at drop off/ pick up, via phone and text.|5|5|5|5|5|5|5|5|4|4|5|5|Met||2026-06-22|2026
01611920137646|Impact Academy of Arts & Technology|3|Impact Academy’s monthly Spartan Family Association Meetings (SFAM) provide a consistent platform for families to receive updates on school events, college readiness, and testing, while also allowing space for parents to ask questions. A translator is always present for non-English speaking families. Additionally, our monthly “Coffee with the Principal” sessions offer an informal environment where families have shared events they would like to see at the school, including our recent Earth Day celebration for which several families volunteered. We also have a School Site Council where staff, families, and students collaborate on planning and giving suggestions to school administrators.|One of our goals for improvement is to host more events such as a cultural day to make families of all cultures feel represented. Overall, we would like to host more events where families can interact with staff, volunteer, and get more involved in school life. Additionally, participation in our School Site Council remains limited, highlighting an area for continued growth.|As mentioned, we plan to host cultural events that help families feel welcomed, seen, and supported. These events, ideally held annually, are intended to build stronger relationships by honoring the diversity within the school community and creating inclusive spaces for connection.|At Impact, Student-led conferences empower students to take ownership of their academic progress and discuss their growth directly with their families. This has created a culture of improvement over punishment. Advisory periods further support students in taking responsibility for their academics while building meaningful relationships with staff. Additionally, many teachers offer office hours, which have proven valuable for many students seeking extra support.|We hope to provide more external resources that support student success beyond the classroom. For example, we would like to provide families with pamphlets and paperwork about housing rights, immigration assistance, and transportation options, including free Clipper or bus cards.|We aim to offer resources in a way that protects families' privacy and dignity. Ensuring that access to services is anonymous and nonjudgmental is critical to avoid making any families feel outcasted when seeking help. This approach aims to build trust and ensure all families feel safe and supported.|As mentioned, the School Site Council serves as a formal space for families to propose policies and contribute to school governance. The council provides an opportunity for shared decision-making between staff, students, and families, helping ensure that community voices are included in important discussions.|One of our goals is to increase awareness and understanding of the School Site Council among families. Some families may not fully understand the purpose or function of the council, and better communication—such as regular reminders about meeting times—could encourage greater participation.|We hope to prioritize consistent communication about the School Site Council and emphasize that all families are welcome to attend and propose ideas.|5|4|3|5|3|3|4|2|2|2|3|2|Met||2026-06-04|2026
01612000000000|Livermore Valley Joint Unified|3|LVJUSD provides a wide array of services to support the engagement of families, and those services also serve to build partnerships to improve student outcomes. Strengths include staffing, contracted time, and programs in place to provide timely targeted and extensive support where necessary.|Two years ago LVJUSD radically revised its method of survey communication, monitoring, and data aggregation. All surveys are now centralized under a central system that allows for monitoring of completion rates and analysis of information patterns provided by the families. This past year we were able to greatly increase the percentage of our families that responded to our annual Home Survey. We are hopeful that we can continue to build on this growth next year.|By improving the survey system, LVJUSD is now able to disaggregate completion patterns and information patterns by student group, allowing more careful identification and consideration of the collective feedback of underrepresented families. Using this information we are going to continue to target our communication and survey options next year and engage our leaders in analysis of the data for our underrepresented families.|LVJUSD provides a wide array of services to support the engagement of families, and those services also serve to build partnerships to improve student outcomes. Strengths include staffing, contracted time, and programs in place to provide timely targeted and extensive support where necessary.|LVJUSD has expanded the academic, behavior, and social emotional supports identified by educational partner input and local data to have the biggest impact on student achievement. Examples of these programs include Universal Access time, Positive Behavior Intervention and Supports, and Kid Connection.|LVJUSD has focused on greater inclusion of our underrepresented English Learner families in feedback and planning for how to help English Learners progress in English language acquisition. For example, our recent adoption of the Interim ELPAC was initiated by parent feedback from DELAC, as was our focus on updating ELD curriculum at the middle school level. This year our ELD Workgroup included English Learner family members, and that group helped craft an ELD action plan that will guide the next several years.|LVJUSD has a wide variety of systems that allow for family feedback and input into decision-making processes, including the English Language Advisory Council, the District English Language Advisory Council, School Site Councils at each site, an LCAP Advisory Committee, and broad input through various feedback mechanisms.|Two years ago LVJUSD radically revised its method of survey communication, monitoring, and data aggregation. All surveys are now centralized under a central system that allows for monitoring of completion rates and analysis of information patterns provided by the families. This year we were able to again greatly increase the percentage of our families that responded to our annual Home Survey, and we are making plans to continue the improvement next year. We are also altering the timeline of our meeting structure for the LCAP Advisory Committee to better allow for meaningful input from our educational partners.|By improving the survey system, LVJUSD is now able to disaggregate completion patterns and information patterns by student group, allowing more careful identification and consideration of the collective feedback of underrepresented families. Using this information we are going to more carefully target our communication and survey options next year. We will also be altering the timeline of our meetings for the LCAP Advisory Committee to better prepare our community groups to provide meaningful feedback into that process.|5|4|5|5|5|5|4|5|5|5|5|4|Met||2026-06-16|2026
01612180000000|Mountain House Elementary|3|Our strength in building relationships with our staff and families lies in the small size of our school and numerous opportunities we have for staff to engage with our parents. The small size of our student population provides an unparalleled opportunity for our staff and parents to connect on a day to day level. Our staff has the ability to really get to know the students and families and therefore connect on a more intimate level. Our Administrator greets each student, individually, at the entrance gate each day, which furthers the relationships between school and home. Additionally, we have several structured events throughout the year that allow for further interactions. Many of these events are centered around information meetings such as back to school night, art gallery, breakfast with the students etc. Additionally, parents and staff also have opportunities to connect through our co-curricular activities such as parent teacher meetings.|Our annual parent survey indicates that our parents are satisfied with the availability of options for getting involved with their student's education. Additionally, parents have overwhelmingly indicated they feel engaged, involved and heard. Our goal is to ensure we continue to engage in activities that foster positive relationships between our parents and our staff.|Our underrepresented families constitute a very high percentage of our total student population. Hence, we are sensitive to the need to ensure their inclusion and engagement. We are in constant contact with the parents on a daily basis both at drop-off and pick-up. This interaction is used to have two-way communication with parents i.e., learn of any issues we need to address on campus and provide feedback on any items that need parent reinforcement at home. Our board of education is also actively involved in the community. We have protocols in place to ensure we continue to maintain engagement of underrepresented families.|As an LEA, we value and need family engagement to seek feedback and gain insight into the needs of our students. We utilize surveys, staff meetings, informal parent feedback etc to inform our decision making. We provide assistance to our families in understanding academic expectations through several strategies such as daily email communication, conversations during drop-off and pick-up, parent teacher conferences etc. These interactions also help provide a platform within which parents can gather a deeper understanding of the instructional program, and the ways they can best support their children's achievement in school. At the same time, they also help our staff and students understand and appreciate the uniqueness of each individual within our greater MHESD campus community. Classroom-specific information is provided via Back-to-School night and individually during parent-teacher conferences. The LCAP process also provides many opportunities to assist parents/guardians with understanding expectations for their children. Additionally, collaboration through the LCAP process provides valuable information regarding how to best support our families in continuing to be involved at high levels. Technology is also used to both communicate information and request feedback. Information is posted on the district website. Our needs assessment is driven by our family engagement feedback and the California Dashboard.|Our analysis reveals our parents are highly satisfied with the level of engagement available to them. Our challenge is to ensure we continue to meet our parents' expectations and maintain a strong partnership within which our students continue to thrive and achieve.|Participation from all parents is solicited, including the engagement of underrepresented families. We have the ability to translate communications and documents to make information more accessible to our multilingual families, as requested. We do not meet the 15% threshold to make this a requirement. We will continue to develop strategies to improve engagement of underrepresented families, including personal invitations to participate, adjusting meeting times and utilizing virtual options.|Referring to our Board Policy and Administrative Regulation 6021, the District recognizes that parents/guardians are their child's first and most influential teachers and that sustained parent/guardian involvement in the education of their children contributes greatly to student achievement and a positive school environment. Additionally, we ensure that parents/guardians and family members participating in Title I programs are provided with opportunities to be involved in their child's education. We work with staff and parents/guardians to develop meaningful opportunities at all grade levels for parents/guardians to be involved in district and school activities, advisory, decision-making, advocacy roles and activities to support learning at home.|At Mountain House, we continuously strive to better ourselves. Our process is an ongoing journey. As we are met with different experiences and challenges, we gain a better understanding of our strengths and areas of need. Our goal is to always play to our strengths and turn our areas of needs into our strengths. We consciously try to push ourselves out of our comfort zone. It denotes stagnancy and where there is stagnancy, there cannot be growth. We promote a 'growth mindset' not only for our students, but for our staff as well. Good decision making comes from a place of clarity, self-awareness and confidence which is a direct result of self-improvement.|MHESD ensures ALL families receive communications and invitations to participate in classrooms, surveys, and other activities. We achieve this through communication accommodations, such as translation, scheduling individual meetings at a convenient time for individual families, etc. We closely monitor student attendance on a daily basis and communicate with families in a timely manner, in order to minimize disruptions to educational services. We will continue to focus on improving efforts to communicate with and engage underrepresented students and families.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-19|2026
01612340000000|Newark Unified|3|We have a strong system for communicating with all parents. Parent Square has the capability to translate all communications sent home to the language of the parent. We use this system for site information as well as district communications. Principals post newsletters, PTA/Os send information, and announcements of events are some of the postings on Parent Square. Additionally, the district provides principals and staff with pre-made communication lists on Parent Square to support communication.|We are hoping to increase parent involvement in leadership opportunities like School Site Council and English Learner Advisory Committees. We have parent teacher conferences that support partnership for student outcomes, but are looking to increase this engagement at the secondary level. We would also like to improve the communication home to families regarding unit outcomes so parents can talk with students about their learning. We will continue to encourage all parents to participate in district and school events.|We continue providing parent learning series' in English and Spanish and work in partnership with Project to Inspire (CABE) and PIQUE, offering a program focused on strengthening parent-school collaboration and empowering parents to actively participate in their children's education. The parent learning series' support our parent community in learning about bilingual education, developing literacy skills at home, and English Learner development.|The district is consistently seeking input from families through multiple communication vehicles, Parent Advisory Council (PAC), School Site Council (SSC) ELAC, DELAC, and PTA meetings. The district also seeks new ways for families to provide input and share in the decision making process at both the school site and district level. We have been dedicated to increasing access for our Spanish-speaking families and families that speak a language other than English at home. The district has communicated important information in many different ways this school year, including having interpreters attend meetings and having a wide range of documents translated. Strengths include the annual parental notifications, procedural safeguards provided to families at IEP and 504 meetings, handbooks, and announcements shared multiple ways.|Although Parent Teacher Conferences are a typical practice in NUSD, parents/guardians noted in LCAP responses that they want increases to home/school connections and communication. The California Healthy Kids Survey shows that there is still work to be done to increase connectedness between school and home and build a stronger welcoming environment at school sites and the district office. All sites communicate a variety of events and activities with families to promote partnerships for student outcomes. Schools will continue to work on increasing attendance and engagement at these events to better establish meaningful connections.|We have an online communication platform that supports broad, district-wide communication and direct teacher to parent communication. The platform supports direct translation for a wide range of languages, specialized grouping to support more targeted communication, and is accessible through email or through text messaging.|We believe our strong practices enable educational partners across roles to work collaboratively in evaluating plans, measuring impact, and setting priorities for continuous improvement. We also provide support to school leaders in cultivating meaningful family engagement and shared decision-making. We provide templates and protocols for supporting leaders with SSC and ELAC meetings, and we have strong procedures for facilitating decision-making in our LCAP, PAC, and DELAC groups.|We have made improvements to support an increase in the response rate for our LCAP input, so that we can increase the diversity of views represented in the data.|We will expand our efforts to recruit specifically underrepresented families to participate and engage in opportunities for decision making. This can include outreach through phone calls, text messages, emails and in person contacts. As families join the district and school sites to participate in decision making, training and language supports will be available and will be advertised.|5|4|4|4|4|5|5|4|5|4|4|5|Met||2026-06-17|2026
01612420000000|New Haven Unified|3|Each school site is assigned a Family Service Assistant whose primary responsibility is to support outreach efforts and build strong relationships with families. At Title I schools, Home-School Compacts are developed in collaboration with families to outline shared strategies for communication and partnership. While progress has been made in strengthening engagement practices among administrators and classified staff, continued focus is needed to deepen teacher involvement in family engagement efforts.  The district provides multiple opportunities for two-way communication with families. All twelve Title I schools develop Home-School Compacts that reflect site-specific approaches to strengthening family partnerships. Family Service Assistants maintain regular, direct contact with families to support engagement and address needs. In addition, the district utilizes communication platforms that allow teachers and schools to communicate with families in their home language, including translation of written messages and automated phone calls, improving accessibility and understanding.  At the district level, additional structures have been established to expand outreach and strengthen connections with the community. A position within the Division of Teaching and Learning supports the development and management of district social media platforms to increase visibility and engagement. The Superintendent also provides weekly “Friday District Wide Updates,” offering consistent communication to families and the broader community. These updates are translated into Spanish and Mandarin to ensure broader access and inclusivity.|A need has been identified to better coordinate the efforts of our parent groups in order to strengthen relationships between school staff and families. Survey data and site feedback indicate that, while multiple engagement opportunities exist, alignment across groups has been inconsistent and has limited overall impact.  To support family access to student progress and assignments, the district continues to prioritize the use of Canvas as a digital learning platform. Ongoing efforts are focused on increasing consistent use across classrooms at the secondary level so that families can more easily monitor student learning and stay connected to school activities.  Results from the annual NHUSD Parent Survey have also highlighted the importance of strengthening relationships between families and school staff, particularly at the front office level. In response, the district has prioritized support for administrators and office staff in building welcoming, respectful, and responsive interactions with families.  Participation in district-level parent workshops has historically been low, indicating a need to rethink how we engage families at the district level. To address this, the district launched a Family Collaborative meeting to bring together representatives from various parent groups. This event drew over 100 participants and represented a positive step toward improving coordination, increasing engagement, and building stronger connections across the district.|To improve engagement with underrepresented families, the Division of Teaching and Learning has been reorganized to include a Director of Teaching and Learning with a focused responsibility for coordinating district parent groups. This includes the District African American Advisory, Latino Parent Advisory, Punjabi Parent Group, District Equity Council, and others. This structure is intended to strengthen alignment across groups and increase the overall impact of family engagement efforts.  The Union City Family Center remains a key district resource, providing comprehensive services that support both students and families, particularly those from underrepresented communities. Through a range of programs and supports, the center helps connect families to the district and build stronger relationships with schools.  The Board of Education also plays a role in fostering inclusion and engagement by regularly adopting resolutions that recognize the contributions of historically marginalized communities. To support this work in classrooms, supplemental instructional resources are developed and shared with staff. These materials are curated, organized by grade level, and aligned to relevant content standards to support meaningful integration into instruction.  Finally, the district is working to strengthen site-level engagement by supporting principals in effectively communicating district workshop opportunities and in developing site-based workshops that are responsive to the needs and interests of their specific school communities.|In New Haven Unified, a key strength is the variety of opportunities provided for families to engage in supporting their child’s academic success. Through structures such as Family Literacy and Math Nights, Family Game Nights, and Parent-Teacher Conferences, the district engages a broad range of families in meaningful ways. These opportunities allow families to set goals for their children and participate in activities that support learning and strengthen the home-school connection.  For students with disabilities, the district works collaboratively with our SELPA to engage families in the Individualized Education Program (IEP) process. This partnership supports families in understanding and contributing to the development of goals and services that meet their child’s needs.  The district has also established multiple parent advisory groups to strengthen engagement with historically underrepresented communities. These include the District African American Advisory, Latino Parent Advisory, and Punjabi Parent Advisory groups. These groups provide structured opportunities for participants to review and analyze data, build advocacy skills, and contribute to decision-making at both the site and district levels.|A key area for improvement is ensuring greater consistency in family engagement practices across the district. While school sites have established structures to engage families whose students require additional support—such as Parent-Teacher Conferences, Student Study Team (SST) meetings, and Coordination of Services Team (COST) meetings—these efforts are not consistently extended to all families.  Moving forward, the district will focus on strengthening and standardizing engagement practices so that all families have meaningful opportunities to connect with schools, participate in their child’s education, and feel included in the school community.|Family Service Assistants provide workshops that support families and create opportunities for engagement in learning. They also collaborate with teachers to strengthen connections between home and school, deepen understanding of family needs, and connect families to appropriate resources.  The district has also established partnerships with Care Solace and Daybreak to expand access to services, particularly for underrepresented families. These partnerships help connect families to a range of supports, including mental health and community-based resources.|In New Haven Unified, a key strength is the variety of structures in place to gather meaningful input from families and the broader community. At the district level, families are engaged in the development of the Local Control and Accountability Plan (LCAP) and through advisory groups such as the District English Learner Advisory Committee (DELAC), District African American Advisory, Punjabi Parent Advisory, and Latino Parent Advisory. These groups provide input on how the district supports diverse student populations. The District Equity Council further supports this work by examining issues of equity and guiding more equitable practices.  Additional structures include the Parent Advisory Council, where School Site Council presidents meet with the Superintendent to support districtwide efforts, and the Community Council at the Union City Family Center, which provides input on services and engagement strategies. The district also maintains a Migrant Parent Advisory Committee (PAC) focused on identifying and addressing barriers to success for migrant students.  At the site level, families are provided opportunities to participate in decision-making through School Site Councils, where members review data and provide input on site goals, including those related to family engagement. Schools also engage families through English Learner Advisory Committees (ELAC), Title I parent meetings, and targeted family engagement events. In addition, the district has provided parent trainings in multiple languages to build capacity for meaningful participation in school and district decision-making.|A key area for improvement is increasing the consistency of engagement with traditionally underrepresented families over time. While NHUSD offers a wide range of opportunities for family engagement, participation has not been sustained across all groups. The district will focus on strengthening structures and practices that promote ongoing, consistent involvement and build more sustainable systems for family engagement.|As part of the district’s Strategic Plan, strengthening engagement with families and the broader community has been identified as a priority. Family Service Assistants, in partnership with staff at the Union City Family Center, will expand family workshops in the coming year to increase participation and support more meaningful engagement.|3|3|3|4|3|3|4|3|3|3|4|3|Met||2026-06-16|2026
01612590000000|Oakland Unified|3|Our progress in this area continues to grow due to districtwide expectation and support provided for building Tier 1 family partnerships, relationship, and communication structures and practices. 85% of schools have on-going structures for family partnerships. Continued site based and districtwide PD opportunities on culturally responsive practices, anti racist learning, and embedded equity frames within academic professional learning content have supported staff learning on family’s strengths and cultures.  In addition, we continue to have a consistent set of school sites that are sustaining implementation of the national Parent-Teacher Home Visit (PTHV) model as a foundational strategy to build relationships with families. And, we have a consistent set of school sites that are also sustaining meaningful two-way communication strategies between teachers and families, and documenting their activities quarterly. On a district wide level, we continue to use ParentSquare and the Family Central website to share important academic information and announcements available and accessible to all families, and plan to continue this practice.|Our focus area for improvement is to support school sites to provide information to families in a way that is accessible and understandable.  While increased structures are available at schools to provide two way communication, families are still not accessing information in a way that resonates and is understood in their primary language.|To improve engagement of underrepresented families, we will continue to host a learning session with families to understand how to improve communication with families of our targeted populations, and language access to that communication.  We will learn about African American, Latino, Pacific Islander, Arab American, and Special Education families and their specific experiences with communication from their child’s school, and integrate their recommendations for improved partnership and communication.|We have been able to provide professional learning to staff on building academic partnerships and communication with families, and providing families with information and resources to support student learning due to increased collaboration with academic division departments and networks on supporting sites with tools and content to partner with families for student learning, and providing increased district wide opportunities for families to understand how to navigate OUSD and support learning at home.  We continued to implement these changes based on recommendations from the LCAP Parent Student Advisory Committee (PSAC) from June 2022 to present time.  Being able to host a combination of both virtual and in-person meetings has also allowed us to more consistently engage families, especially underrepresented families with more regular academic communication and partnership. We seek to continue providing training opportunities for leaders and staff to learn best practices for academic family partnership, and for leaders and staff to set site expectations for family academic partnership and communication.|Our growth area continues to be academic partnership with our families of students with disabilities, African American, Pacific Islander, Arab American, and English Learner students, and specifically direct teacher-parent communication.|We will support schools to seek family input on improving direct teacher-parent communication, and integrate their input with our implementation of actions to improve targeted academic family partnership.|We have continued our efforts to  build the capacity of principals and staff and families to engage in shared decision making due to the focus in this area called for by PSAC since their initial recommendation in  June 2022. We have continued training and efforts to support sites with SSC, SELLs, and Affinity parent advisory committees this school year, with site based workshops, district wide governance learning sessions, and monthly drop in office hours. This has supported our systemic culture change work, towards shifting from compliance-driven engagement to a family partnership mindset. This can be seen in the robust opportunities we provide for our district level committees for family input with our district level plans and policies, and in the engagement expectations we’ve set up in our SPSA (School Plan for Student Achievement) tool. We have worked to build a more transparent SPSA tool over the years to facilitate input into site decisions, particularly around budget.|While we provide opportunities for principals and school site teams to understand our school and district governance procedures, policies, and best practices for shared decision making, the training continues to be optional for all, and fewer than half of our sites choose to participate in our school and district governance training series. Our system wide challenge in this area is moving from compliance mindset to family partnership mindset when it comes to shared governance.  As a system, we still have a long way to go, especially with our secondary sites, to prioritize what is considered a best practice towards implementation of our family engagement core values and standards, versus what is only required by state and federal regulations.  Few leaders choose to go above compliance when stretched thin, and faced with immediate safety challenges.|We continue to work with our LCAP Parent & Student Advisory Committee and its subcommittees to identify ways to engage our underrepresented families more effectively, in our current climate where many staff and families are navigating immediate safety and school climate challenges. We will continue to implement practices that have been working, and continue to offer virtual opportunities for engagement, which many families have found more accessible than our traditional pre-pandemic meeting structures. And, we will continue the quarterly segments for our parent groups to present at our Board meetings to provide families with an opportunity to address our Board Directors directly.|4|3|4|3|4|4|3|3|3|4|4|3|Met||2026-06-24|2026
01612590100065|Oakland Unity High|3|Our school launched in this community in 2003 and over the last 23 years, we have built close relationships with multiple generations of students and their families. Many of our alumni volunteer as translators for our current families. Several of our long-time Unity Schools employees, both credentialed and non-credentialed, are alumni of our own school. Our admissions policy favors siblings which means that we really get to know our families and they really get to know us. Nearly all families attend at least one of our student-led parent/teacher conferences each year. Parents assist our College Counselor in conducting outreach to other parents regarding the FAFSA and other college preparation tasks.|Parents are very positive about Unity’s embodiment of its values. Unity is focusing on the Habits of Heart and Mind in our outreach to families because these were recently updated and we want to reinforce them in all our communications and deepen our commitment to them.|Parents regularly participate in the process of assessing how well our school embodies our values and routine, Parent Engagement focus groups with parents to capture their input and reflections upon the ways the school does and does not live up to its Habits of Heart and Mind: U-N-I-T-Y: U-nderstand Your World N-ourish Healthy Relationships I-nnovate and Problem Solve T-rust Yourself Y-our Community|Our school is deeply committed to the goal of increasing parent engagement and involvement in the school. This goal appears explicitly in our Local Control Accountability Plan and our multi-year strategic WASC plan). Our outreach to families focuses primarily on improving our students' academic performance and college readiness but we understand how important social and emotional skills are to long term success. Our Wellness program includes training families in how best to support student success. Individual family and student counseling is also offered to address student/family social-emotional needs. Our Wellness program provides all-staff trainings in how to communicate more effectively with parents and how best to outreach to individual parents to strengthen family support of students' academic and social-emotional needs.|Unity is focusing on the Habits of Heart and Mind in our outreach to families because we want to reinforce them in all of our communications and deepen our commitment to them.|In the last few years, parents’ and students’ perceptions regarding the Habits of Heart and Mind have been reinforced through our Student-of-the-Month program. Students are nominated by a fellow student or a teacher in terms of specific instances of this student embodying a specific Habit. For example, Understanding Our World: Does this person leave their comfort zone, showing concern for others who might be different from them? Maybe it’s someone from another place, or a quiet student. Does this person show empathy? Parents receive phone-calls and other notification of their student's nomination. We also implement a PBIS assembly system to recognize and reward students who demonstrate the Unity Values of Kindness, Respect, and Determination.|Our parents are ensured opportunities to participate in school decision-making. Parents are informed of opportunities to get involved in the school every year, at Back To School Barbecue and in The Parent Handbook. There is a Parent Council and School Site Council. Parent and teacher board members serve as liaisons between the board and the parent and teacher communities. Parent board members represent parent voice in long range planning and oversight of the whole school program. Parents have reported “parents come to the coffee with the principal and are well informed regarding school-wide changes,” The Principal is acting on specific parent recommendations that emerged from focus groups: 1. survey students regarding after school options in the spring each year; offer workshops for parents regarding specific topics like drug addition and parent/child relationships. Our Principal has received professional development focused on communicating with parents regarding school finances and budgeting decisions and uses these skills in the context of parent engagement in decision-making.|When we held family meetings to inform parents about the possibility of creating a Digital Media and IT Pathway, they were enthusiastic supporters of this new initiative. Rather than teachers convincing parents of the value of the pathway, parental enthusiasm helped to build teacher buy-in.. As more and more students are enrolled in the Pathway, non-Pathway teachers are making the effort to develop projects that allow students to apply their newfound skills.|Unity is engaging our under-represented families through more parent to parent outreach.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-10|2026
01612590106906|Bay Area Technology|3|Bay Tech knows that strong relationships with families are critical to the work of educating students. The school has held numerous family meetings and family events this year. Attendance at these events has been consistently high. 89% of families report feeling connected to the school community in the 2025-26 school year.|The focus area is on building relationships with families who will be new to Bay Tech.|Next year, as the school prepares for the second year on its new campus with anticipated new enrollment across grade levels, there will be opportunities to build relationships with families who may not come to traditional school events, with tours of the building, conversations and surveys about transportation options to the new campus and expanded athletic opportunities.|Research consistently shows that when parents are involved, students achieve more-regardless of socioeconomic status, ethnic/racial background, or the parents' educational levels. Children whose parents are involved also generally have higher grades and test scores, better attendance, and more consistently complete homework. At BayTech, we are fortunate to have community support through the Board of Directors. Parent-student-teacher collaboration: We believe that a cooperative parent-student-teacher triad narrows the achievement gap between the students at risk and the students who succeed as measured by the current assessment standards. BayTech has been working with parents to make them aware of the importance of their involvement in their children’s education. Parents and community members are encouraged to participate and lead fund raising activities, attend sporting events and field trips, become chaperones, participate in surveys and self-evaluation tools, and give input on all policy development. Regular parent communication and school updates take place via: BayTech Newsletters, weekly phone and text message announcements, updates to the website, and use of Parent Square.  Parent-teacher conferences: Each quarter. Bay Tech hosts parent-student-teacher conference. Additionally, teachers make a concerted effort to reach out to families with students in danger of not meeting academic and social standards. The parents and teacher put together a collective action plan and set a future conference date to monitor the student’s progress. Based on our assessment and evaluation reports, 90% of the students who participated in this process have shown significant improvements in both academics and discipline. Back to school night, Open House, Coffee with the Principal, and the Annual Science Fair represent a few of the additional opportunities for parent participation, collaboration with the staff and site visits. The 11th and 12th grade college nights and the 8th grade introduction to high school parent meetings are additional opportunities for parents to gain important information about transitions.|The focus area for improvement overall and engagement of underrepresented families in Building Partnerships for Student Outcomes will be engaging the parents of new students to our school when we move to the campus in the new community.|BayTech will continue to communicate with families about opportunities to participate in activities that will support attainment of positive student outcomes. For parents who are unable to come to school activities or meetings, home visits will be conducted to build partnerships with these families.|Parents have many opportunities to become involved in decision making at Bay Tech. Parents and community members are encouraged to participate and lead fund raising activities, attend sporting events and field trips, become chaperones, participate in surveys and self-evaluation tools, and give input on all policy development. Two Bay Tech parents are members of the school's governing board.  Since BayTech is a small school, parents provide feedback to administrators during informal conversations during drop-off or pick-up times or during school events like the Science Fair or sporting events.|The focus area will be on seeking more parents to participate in decision-making opportunities.|The school will increase communication about decision-making opportunities.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-01|2026
01612590108944|Lighthouse Community Charter High|3|There are formal structures in place that support partnering with families around student outcomes, including Student-Led Conferences and Expos of Student Work.|The LEA has many formal and informal structures to partner with families, including: Parent Advisory Committee (PAC),Student-Led Conferences, Expos of Student Work, Family Workshops, and Community Events. Families have direct access to teachers and other school staff via phone, text, parentsquare and email.|This year the LEA is taking a close look at its Parent Advisory Committee (PAC) as a body where parents and guardians can give input on LEA activities. This formal decision-making power is the LEA's focus area for the year, and the LEA's Family Engagement Coordinator, Director of Student Services, and Site Administrators are closely collaborating to support this.|The LEA has clearly identified and sustainable structures that allow all families in the LEA to sit down with their child's teacher and their child to discuss student progress and supports.|This partnership positions families as partners in supporting the learning of their children. There is a significant amount of professional development and learning that supports these partnerships; one area of focus for this upcoming year is increased alignment between what professional development and learning looks like across the schools in the LEA's network of charter schools.|This year the LEA is taking a close look at its Parent Advisory Committee (PAC) as a body where parents and guardians can give input on LEA activities. This formal decision-making power is the LEA's focus area for the year, and the LEA's Family Engagement Coordinator, Director of Student Services, and Site Administrators are closely collaborating to support this.|Lighthouse will continue to collaborate with and invite all parents and family members annually to take an active role by participating in student- led conferences, during which they establish academic and character goals for their students, by monitoring their student's learning through understanding of our school's grading policy and system, available instructional supports and programs, and available Extended Learning opportunities. It is in these structures that we seek input for decision making.|Parent, guardians, stakeholders, and staff provided similar feedback at the LCAP session. There was an expressed need for improved services for English Learners, Special Education students, and increased opportunities for Family Engagement. There were also numerous requests for more counseling and wrap-around student services.|To meet the Lighthouse's vision for family and staff engagement and feedback, Lighthouse engaged stakeholders, including family members who have limited English proficiency and parents and family members with disabilities. Parent and family member feedback was gathered at school meetings/forums, district and parent advisory committee meetings, and through the California Healthy Kids Survey.|4|4|4|4|4|4|5|4|4|4|4|4|Met||2026-06-30|2026
01612590109819|Aspire Berkley Maynard Academy|3|A priority is proactively building strong, trusting relationships between school staff and families, recognizing that meaningful connection and open communication are critical for student success. This is evident in our LEA's regular and structured engagement with families through platforms like annual surveys and quarterly family meetings, fostering open communication and trust. These interactions ensure families feel connected and supported, and the resulting feedback directly informs school policies and practices, aligning with Aspire's commitment to a supportive and inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected but visibly acted upon.|To better support underrepresented families, we are dedicated to continuously improving engagement strategies by enhancing communication and outreach through translation services, flexible meeting times, and diverse feedback options like surveys and discussions. We are also strengthening family/staff connections, cultural events, and community partnerships as part of a broader, ongoing commitment to deepen and enrich relationships with all family groups, ensuring every family feels seen, valued, and empowered to be an active part of our school community through consistent listening and adaptation.|We continue to develop strong partnerships between families and educators as a key part of student success. This multi-faceted approach includes sharing timely academic updates, hosting enriching family events, and offering practical resources to support parents in the home learning environment. Educators regularly connect with families through student-led conferences, informative newsletters, and user-friendly online platforms. Moreover, Aspire Public Schools invests in professional development for staff, enhancing their capacity to collaborate effectively with families and understand the diverse needs of their students. These comprehensive efforts have cultivated a shared sense of purpose and a more robust learning community.|To deepen our family partnerships, we are committed to more consistent and comprehensive information sharing and feedback processes. A key goal is to move beyond simply providing updates to actively involving families in developing and sharing learning support strategies for their children. We also aim to increase families' understanding of academic expectations and student progress and empower them to advocate effectively for their students at all levels.|To enhance our connection with underrepresented families, we are implementing more targeted and accessible strategies, including multilingual resources, evening events, and diverse communication methods. Simultaneously, we are focused on building trust with underrepresented families through consistent outreach, inclusive programming that reflects their experiences, and leadership opportunities that authentically value the voices and strengths of our diverse community.|Aspire Public Schools recognizes families as key partners in shaping our schools' vision and priorities. The school regularly invites family input through surveys, the School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. This feedback is then used by principals and teachers to inform key decisions about academics, student support, and community building, ensuring our schools reflect the needs and hopes of the communities we serve within the Aspire network.|Our ongoing dedication is continual improvement of these processes, guaranteeing their continued effectiveness and inclusivity. We will be prioritizing a more in-depth engagement strategy to ensure that the perspectives of all, with a particular focus on underrepresented and unduplicated student groups, are not just heard but are truly integral to our decision-making.|To deepen the involvement of underrepresented families in shaping our decisions, we are dedicated to expanding and improving how we gather interactive feedback. This proactive step aligns with our broader commitment to continuous improvement, where we consistently adapt our engagement methods based on current feedback and evolving community needs, ultimately strengthening our LCAP development and other key educational strategies.|4|4|4|4|4|4|4|4|5|5|5|5|Met||2026-06-18|2026
01612590111476|Achieve Academy|3|"Our school facilitates a Family Leadership Council and regular town hall or ""coffee with the Principal"" meetings, structures that are designed to build Home-School relationships and partnership and ensure family voice in school decision-making. The Family Leadership Council provides a space for families to provide feedback and suggestions regarding their experiences in our school. In addition, our schools hold student-led conferences, engage in home visits, and/or hold 1:1's with families, and as a result have seen improvement in attendance and parent interest in student work. Sites engage in regular 2-way communication with families through ParentSquare as well as Zoom and in person meetings."|Our focus areas for improvement in Building Relationships Between School Staff and Families are as follows:  (1) Engaging our families through in-person and virtual academic and leadership development sessions, through our Community Schools work. (2) Building the capacity of new(er) teachers to develop strong, trusting relationships with families, by building their knowledge and skills through a summer and fall workshop series focused on family partnership.|"We are focusing on increasing the engagement of our Black families through focused outreach and community building events like Black Family Councils, cultural celebrations, ""Black Family Breakfast"", and other welcoming activities. Given that our Black students have higher chronic absence rates than our other populations, we are also specifically focusing on addressing the root causes of lower engagement levels through relationship building and effective case management, which includes building close partnerships with families."|Our school holds space for families to come together and review data and support in the creation and implementation of site plans, and as a result, families develop a sense of agency and accountability. In addition, we schedule multiple conference weeks throughout the year, during which all families engage in 1:1 conferences with teachers in order to strengthen the teacher-family partnership and support families to help their child learn at home; many of these conferences are student-led, thus building a sense of agency on the part of the child and family. Our LEA also facilitates a Professional Learning Community and partners with a local community organization in an effort to continually strengthen the family engagement and support we provide.|Our focus area for improvement in Building Partnerships for Student Outcomes is to build families' knowledge about literacy standards, develop their understanding of their child's current performance level, and support them to build skills to support their child's literacy development at home.|We will facilitate a more frequent and robust series of workshops in the area of family literacy engagement, will add on a series of i-Ready workshops, and will specifically recruit underrepresented families (eg. Black families, English Learner families) to participate in these opportunities.|When sites hold space for families to come together and review data and support in the creation and implementation of site plans, families develop a sense of agency and accountability. Our school facilitates regular meetings where families engage in data analysis, provide input into the planning of school initiatives, programs, and policies, and provide feedback on their experiences. Families select representatives from that family leadership group to serve on the organization-wide Family Leadership Council, where family leaders are similarly engaged to provide input and feedback on organization-wide policies and programs. Finally, two seats on our Board of Directors are reserved for Family Leadership Council representatives, thereby ensuring that families have a strong voice in the direction of the organization.|Our focus area for improvement in Seeking Input for Decision-Making is to increase the level of consistent participation by Family Leadership Council members, so as to facilitate authentic and deep input into site decision making. During the pandemic, when families were struggling so much economically and with physical and mental health issues, our participation rates decreased. Two years ago, we started to rebuild towards pre-pandemic levels of parent leadership in our school, and we will continue those efforts this year.|We are focusing on increasing the engagement of our Black and English Learner families through focused outreach and encouragement to be active members of our site's Family Leadership Council. Strategies include personalized and individualized outreach, as well as recruitment during Black family-focused school events.|4|4|4|4|4|4|4|4|4|4|5|5|Met||2026-06-09|2026
01612590111856|AIMS College Prep High|3|Throughout the 2025–26 school year, AIMS strengthened relationships between school staff and families by prioritizing transparent communication, accessibility, and meaningful opportunities for family engagement. Educational partner feedback from families, staff, School Site Council, ELAC, surveys, community meetings, and individual conversations informed ongoing improvements to communication systems and family partnerships.  The school expanded opportunities for two-way communication through parent meetings, community forums, School Site Council meetings, LCAP engagement sessions, and multilingual communications using ParentSquare, PowerSchool, email, phone calls, and in-person meetings. Families were invited to participate in school decision-making through advisory groups, surveys, and public Board meetings. Staff increased outreach to families regarding student attendance, academic progress, behavioral supports, college readiness, and intervention services.  AIMS also strengthened systems that promote trust and responsiveness by implementing clearer complaint resolution procedures, utilizing the Ombudsman process, providing information regarding appropriate communication pathways, and increasing transparency around school improvement efforts through regular updates related to the LCAP and ACOE Memorandum of Understanding (MOU). Family engagement was further strengthened through school events, workshops, celebrations, and opportunities for parents to volunteer and participate in the AIMS community.  Educational partner feedback indicates that families value increased communication, greater access to school leadership, and opportunities to participate in school improvement planning. These efforts have contributed to stronger relationships between staff and families and have supported the school's broader goals of improving school climate, student engagement, and organizational transparency.|While progress has been made, educational partner feedback and local data identified several areas for continued improvement. Families expressed a desire for more consistent communication across classrooms and departments, greater clarity regarding whom to contact when concerns arise, and more proactive communication before concerns become significant. Some families also requested additional opportunities to learn about academic expectations, graduation requirements, college and career pathways, and available intervention supports.  The school also identified the need to strengthen engagement with families whose students experience chronic absenteeism, academic challenges, or require additional behavioral or special education supports. Although communication systems have improved, participation among some family groups remains inconsistent, particularly among families whose primary language is not English and families who have historically participated less frequently in school activities or governance.  Another area of focus is creating more consistent expectations for staff communication, including timely responses, regular progress updates, and standardized communication practices across the school. Educational partners also emphasized the importance of continuing to build trust through transparency, relationship-centered interactions, and opportunities for families to provide ongoing feedback throughout the school year rather than only during annual planning processes.  These areas for improvement will help ensure that all families experience strong partnerships with school staff and feel informed, respected, and valued as partners in supporting student success.|During the 2026–27 school year, AIMS will continue implementing strategies designed to increase participation and strengthen relationships with families who have historically been underrepresented in school engagement activities, including multilingual families, families of English Learners, students with disabilities, socioeconomically disadvantaged students, and families experiencing attendance or academic challenges.  The school will expand multilingual communication by providing more translated materials, interpretation services, and family meetings in families' preferred languages whenever possible. ParentSquare, PowerSchool, phone calls, text messaging, and in-person meetings will continue to be used to provide timely and accessible communication. School staff will conduct more proactive outreach to families through attendance conferences, academic progress meetings, MTSS and Student Success Team processes, and college and career planning meetings.  AIMS will continue strengthening partnerships with the School Site Council, ELAC, parent organizations, and community partners while offering educational workshops that help families understand graduation requirements, academic expectations, intervention services, college readiness, and available student supports. Staff will also continue implementing clear communication expectations, standardized follow-up procedures, and responsive family engagement practices to ensure that all families receive timely information and opportunities to participate in school decision-making.  These efforts are intended to increase trust, improve family participation, strengthen school-home partnerships, and ensure that every family has equitable opportunities to engage in and contribute to the success of the school community.|Throughout the 2025–26 school year, AIMS strengthened partnerships with families, students, staff, and community stakeholders by creating more intentional opportunities for collaboration focused on improving student outcomes. Educational partner feedback gathered through the LCAP process, School Site Council, ELAC, parent meetings, surveys, community forums, and Board meetings informed school improvement priorities and reinforced the importance of shared responsibility for student success.  The school expanded communication regarding student academic progress, attendance, graduation requirements, college and career readiness, English Learner progress, and intervention services. Staff increased family outreach through progress reports, parent conferences, Student Success Team (SST) meetings, MTSS processes, and individualized meetings to ensure that families had opportunities to participate in decisions affecting their students.  AIMS also strengthened organizational systems that support student outcomes by aligning school improvement efforts with the Alameda County Office of Education Memorandum of Understanding (MOU), the Local Control and Accountability Plan (LCAP), and California Dashboard priorities. This alignment improved transparency around academic goals, attendance improvement, school climate, and student support services while providing families with a clearer understanding of how school improvement efforts contribute to student success.  The implementation of benchmark assessments, expanded progress monitoring, strengthened PBIS and MTSS systems, and increased opportunities for educational partner participation have established a stronger foundation for collaborative decision-making and continuous improvement. Educational partner feedback indicates growing confidence in the school's commitment to transparency, accountability, and student-centered planning.|Educational partner feedback and local data identified several opportunities to strengthen partnerships that directly support student achievement. Families expressed interest in receiving more timely and actionable information regarding academic progress, intervention opportunities, graduation requirements, and available student supports so they can more effectively reinforce learning at home.  Local data also highlight the need for stronger family partnerships to address chronic absenteeism, academic achievement gaps, and equitable access to support services for English Learners, students with disabilities, and other historically underserved student groups. While the school has expanded intervention systems, greater family involvement in attendance improvement, academic goal-setting, and student support planning will strengthen the effectiveness of these efforts.  Educational partners also emphasized the importance of providing families with additional opportunities to participate in school improvement discussions beyond annual LCAP engagement. Increasing family understanding of assessment data, college and career readiness indicators, graduation pathways, and available academic interventions will enable families to become more active partners in supporting student success.  Moving forward, AIMS will continue strengthening staff capacity to build collaborative relationships with families, standardize communication regarding student progress, and ensure that family engagement remains closely connected to improved academic and social-emotional outcomes for all students.|During the 2026–27 school year, AIMS will continue expanding opportunities for underrepresented families to participate as active partners in improving student outcomes. Special attention will be given to increasing engagement with families of English Learners, students with disabilities, socioeconomically disadvantaged students, multilingual families, and families whose students experience attendance or academic challenges.  The school will strengthen outreach through multilingual communications, translated resources, interpretation services, and flexible meeting options designed to reduce barriers to participation. Families will receive more frequent updates regarding student academic progress, attendance, intervention supports, graduation status, and college and career readiness through ParentSquare, PowerSchool, conferences, phone calls, and individualized meetings.  AIMS will also expand opportunities for families to participate in MTSS, Student Success Team meetings, English Learner Advisory Committee (ELAC), School Site Council, LCAP development, and other collaborative planning processes. Workshops and informational sessions will help families better understand assessment results, graduation requirements, college admissions expectations, attendance supports, and available academic interventions so they can actively support their students' success.  In alignment with the school's continuous improvement process and ACOE MOU priorities, AIMS will continue using educational partner feedback to evaluate the effectiveness of engagement strategies, identify participation gaps, and refine outreach efforts. These actions are intended to ensure that every family has equitable opportunities to contribute to student learning, school improvement, and long-term student success.|Throughout the 2025–26 school year, AIMS significantly expanded opportunities for educational partners to provide meaningful input into school and district decision-making. Feedback was intentionally gathered through multiple avenues, including the School Site Council (SSC), English Learner Advisory Committee (ELAC), Local Control and Accountability Plan (LCAP) meetings, community forums, Board meetings, staff surveys, student leadership groups, and individual stakeholder meetings. These opportunities provided families, students, staff, and community members with multiple ways to share perspectives on school priorities, student needs, and continuous improvement efforts.  The development of the 2026–27 LCAP reflected a collaborative planning process in which educational partner feedback was analyzed alongside local performance data, California Dashboard indicators, and the priorities established through the Alameda County Office of Education (ACOE) Memorandum of Understanding (MOU). Input from stakeholders directly informed refinements to school goals, academic interventions, attendance improvement strategies, family engagement efforts, and organizational systems designed to improve student outcomes.  The school also strengthened transparency by providing regular updates regarding progress toward LCAP goals, MOU implementation, budget priorities, and Board actions through public meetings, community presentations, and ongoing communication with families and staff. Educational partners increasingly viewed decision-making as a collaborative process grounded in continuous improvement, shared accountability, and student success.  These efforts have strengthened trust between the school and its educational partners while establishing more consistent structures for incorporating stakeholder voice into planning and decision-making throughout the year.|Educational partner feedback identified opportunities to further strengthen inclusive and representative participation in school decision-making. While multiple engagement opportunities were offered throughout the year, participation was not always representative of the diversity of the AIMS community. Increasing participation among multilingual families, families of English Learners, students with disabilities, and other historically underrepresented groups remains an important area of focus.  Stakeholders also expressed interest in receiving more timely feedback regarding how their input influenced final decisions. While educational partners valued being asked for their perspectives, many indicated that stronger communication regarding resulting actions would reinforce trust and encourage continued participation. Providing regular updates on how stakeholder feedback shapes school improvement priorities will strengthen transparency and shared ownership.  The school also identified opportunities to expand student voice in decision-making by increasing opportunities for students to provide input on school climate, academic supports, wellness initiatives, and college and career readiness programs. Continued efforts will focus on embedding stakeholder engagement throughout the year rather than concentrating participation during annual planning cycles, ensuring that decision-making remains responsive to evolving student and community needs.|"During the 2026–27 school year, AIMS will continue expanding strategies to ensure that underrepresented families have equitable opportunities to participate in school decision-making. The school will prioritize engagement with multilingual families, families of English Learners, students with disabilities, socioeconomically disadvantaged students, and families who have historically participated less frequently in advisory groups or school governance activities.  To reduce barriers to participation, AIMS will continue providing translated materials, interpretation services, flexible meeting formats, virtual participation options, and varied meeting times to accommodate family schedules. Staff will conduct more intentional outreach to encourage participation in the School Site Council (SSC), English Learner Advisory Committee (ELAC), LCAP meetings, family forums, surveys, and other opportunities for shared decision-making.  The school will also strengthen communication by consistently reporting back to educational partners regarding how their feedback influenced decisions related to the LCAP, school improvement planning, student supports, and resource allocation. This ""you said, we did"" approach will increase transparency and demonstrate the value of stakeholder participation.  In alignment with the school's continuous improvement process, AIMS will continue monitoring participation trends, seeking input from underrepresented groups throughout the year, and using educational partner feedback alongside local data to refine programs, services, and organizational priorities. These efforts will help ensure that decision-making reflects the perspectives and needs of the entire AIMS community while advancing equitable outcomes for all students."|3|4|3|4|3|3|4|4|3|3|3|3|Met||2026-06-12|2026
01612590114363|American Indian Public Charter School II|3||||||||||||||||||||||Not Met|||2026
01612590114868|Oakland Charter High|3||||||||||||||||||||||Not Met For Two or More Years|||2026
01612590115014|KIPP Bridge Academy|3|KIPP believes that meaningful family engagement builds parent efficacy, recognizes families as true assets, and leverages the community's strengths, experiences, and knowledge to strengthen the school. We are committed to partnerships that create lasting capacity for families — not just during their time with us, but beyond. Families are reached through multiple communication channels including newsletters, emails, phone calls, and text messages. Staff share their email addresses and cell phone numbers directly with families to ensure accessible support for homework and other concerns. Progress reports and report cards are distributed throughout the year to keep families informed of their student's academic progress, and families are encouraged to schedule conferences with teachers at any point. Any student at risk of retention is required to meet with teachers and administrators to identify additional supports. Each year, the school begins building family relationships during new student orientation — before the school year begins — so that students and families feel connected and welcomed from day one.  The KIPP Family Council (KFC) serves as the school's primary family governance structure, providing families with a meaningful voice in school decision-making. Families drive the KFC, meeting monthly to review school data, plan community events, and advocate for the school's continued growth. The school leader meets regularly with the KFC to ensure alignment between school priorities and community needs. The Multilingual Learner Committee (MLC) provides an additional structured channel for multilingual families to engage, offering input on language development programming and supports for English learner students. KIPP invests in staff capacity to engage families as equal partners. Front office and operational staff receive professional development on creating a warm and welcoming environment for all visitors. All school staff are expected to demonstrate strong, consistent connections with students and their families as a core professional expectation.  This year, the school hosted 20+ virtual and in-person family events open to all families. In the annual family survey, 74% (Rising)/78% Upper of families reported satisfaction with opportunities to get involved on campus. The school will continue to use surveys, conferences, the KFC and MLC structures, and regular communication to deepen family engagement and build on this foundation.|KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 74% of Bridge Rising (TK-4)/78% of Bridge Upper (5-8) families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress.  Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in the KIPP Family Council.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Council meetings.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Council and Multilingual Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings, and other school-sponsored events are always created considering the unique needs of the community.  The school hosted 20 virtual and in-person events where all families were invited. In an annual family survey, 74% of Bridge Rising/78% of Bridge Upper families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will apply culturally responsive practices to existing school communications and will continue to use surveys, conferences, regular phone communication, and other forms of contact to engage all families.  The KIPP Family Council (KFC) and Multilingual Learner Committee (MLC) provide structured opportunities for underrepresented families — including multilingual learner families — to engage directly in school decision-making and provide input on school priorities.  Because language plays a crucial role in families' lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students' home languages, and when translation is needed, a school-provided translator will be available.  Additionally, KIPP will provide different types of opportunities for families to participate, including events scheduled in the morning and evening to accommodate varying family schedules and childcare needs.|Parent involvement in decision making at KIPP is demonstrated in multiple ways.  The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, KFC meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early KIPP Family Council meeting.  The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, KFCs, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP supports family engagement and decision making through the KIPP Family Council and Multilingual Council which meet regularly throughout the school year. The KIPP Family Council (KFC) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings, and other school-sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the KIPP Family Council (KFC) and Multilingual Learner Committee (MLC). Both bodies provide structured opportunities for underrepresented families to review school data, respond to LCAP priorities, and make recommendations to school leadership.  Feedback gathered through these structures, as well as through the annual family survey and LCAP survey, is reviewed by school leadership and used to inform goal-setting, resource allocation, and program decisions.   KIPP is committed to closing the feedback loop by sharing with families how their input has shaped school priorities and LCAP actions.  Additionally, KIPP will provide varied opportunities for families to participate, including events scheduled in the morning and evening to accommodate different family schedules and childcare needs.|4|4|4|4|4|3|4|3|4|3|3|3|Met||2026-06-04|2026
01612590115238|ARISE High|3|ARISE staff communicate with families through emails, phone calls, texts, social media and student-led conferences. Advisors are provided with multiple professional development sessions in preparation for communicating with families. We also provide monthly meetings to assist families with College and Career success so they can better support their students.|ARISE maintains very strong relationships between staff and families. We are hiring a community liaison and we are going to expand opportunities for families to participate in school programs.|The LEA will improve engagement of underrepresented families by strengthening our Black Student Union and including families in that process. We are also targeting newcomers in our community school program. We want to provide additional health and legal resources for those students. We have also cohorted Mam speakers, and a Mam family group, and expanded affinity spaces for families of students with IEPs.|Families are invited to attend 2 student-led conferences each year to discuss their child’s academic progress and develop strategies for improving outcomes. During these meetings, families are also provided ARISE High School 25-26 Local Indicators 7 with information and resources regarding material needs such as food and housing, as well as mental and physical health. Families also attend 10th and 12th grade Defenses. In addition we provide once a month family courses. We also held two exhibition nights for families, and those will be expanded in the coming year to include more families.|ARISE will continue to focus on building family literacy regarding College and Career. We will create more opportunities for parents to see student work. We will combine the PDL priority plan with our exhibition nights so that parents will be able to see the work in person.|The LEA will improve engagement of underrepresented families by strengthening our Black Student Union and including families in that process. We are also targeting newcomers in our community school program. We want to provide additional health and legal resources for those students.|Our academic counselors host monthly meetings to engage parents in discussions about various school programs and advocate for their families’ needs. We now have two advisors who are able to communicate with families more. We utilize the Youthtruth survey, our own internal survey and we ask for input at the SLCs. ARISE will continue to focus on purposefully involving more families in the school.|The LEA will improve engagement of underrepresented families by continuously working on communication and outreach as well as leadership opportunities.|Strengthened relationships and communication from advisors, community engagement team, and admin.|4|5|4|5|4|5|5|5|5|5|5|5|Met||2026-06-09|2026
01612590115592|Learning Without Limits|3|"Our school facilitates a Family Leadership Council and regular town hall or ""coffee with the Principal"" meetings, structures that are designed to build Home-School relationships and partnership and ensure family voice in school decision-making. The Family Leadership Council provides a space for families to provide feedback and suggestions regarding their experiences in our school. In addition, our schools hold student-led conferences, engage in home visits, and/or hold 1:1's with families, and as a result have seen improvement in attendance and parent interest in student work. Sites engage in regular 2-way communication with families through ParentSquare as well as Zoom and in person meetings."|Our focus areas for improvement in Building Relationships Between School Staff and Families are as follows:  (1) Engaging our families through in-person and virtual academic and leadership development sessions, through our Community Schools work. (2) Building the capacity of new(er) teachers to develop strong, trusting relationships with families, by building their knowledge and skills through a summer and fall workshop series focused on family partnership.|"We are focusing on increasing the engagement of our Black families through focused outreach and community building events like Black Family Councils, cultural celebrations, ""Black Family Breakfast"", and other welcoming activities. Given that our Black students have higher chronic absence rates than our other populations, we are also specifically focusing on addressing the root causes of lower engagement levels through relationship building and effective case management, which includes building close partnerships with families."|Our school holds space for families to come together and review data and support in the creation and implementation of site plans, and as a result, families develop a sense of agency and accountability. In addition, we schedule multiple conference weeks throughout the year, during which all families engage in 1:1 conferences with teachers in order to strengthen the teacher-family partnership and support families to help their child learn at home; many of these conferences are student-led, thus building a sense of agency on the part of the child and family. Our LEA also facilitates a Professional Learning Community and partners with a local community organization in an effort to continually strengthen the family engagement and support we provide.|Our focus area for improvement in Building Partnerships for Student Outcomes is to build families' knowledge about literacy standards, develop their understanding of their child's current performance level, and support them to build skills to support their child's literacy development at home.|We will facilitate a more frequent and robust series of workshops in the area of family literacy engagement, will add on a series of i-Ready workshops, and will specifically recruit underrepresented families (eg. Black families, English Learner families) to participate in these opportunities.|When sites hold space for families to come together and review data and support in the creation and implementation of site plans, families develop a sense of agency and accountability. Our school facilitates regular meetings where families engage in data analysis, provide input into the planning of school initiatives, programs, and policies, and provide feedback on their experiences. Families select representatives from that family leadership group to serve on the organization-wide Family Leadership Council, where family leaders are similarly engaged to provide input and feedback on organization-wide policies and programs. Finally, two seats on our Board of Directors are reserved for Family Leadership Council representatives, thereby ensuring that families have a strong voice in the direction of the organization.|Our focus area for improvement in Seeking Input for Decision-Making is to increase the level of consistent participation by Family Leadership Council members, so as to facilitate authentic and deep input into site decision making. During the pandemic, when families were struggling so much economically and with physical and mental health issues, our participation rates decreased. Two years ago, we started to rebuild towards pre-pandemic levels of parent leadership in our school, and we will continue those efforts this year.|We are focusing on increasing the engagement of our Black and English Learner families through focused outreach and encouragement to be active members of our site's Family Leadership Council. Strategies include personalized and individualized outreach, as well as recruitment during Black family-focused school events.|4|4|4|4|4|4|4|4|4|4|5|5|Met||2026-06-09|2026
01612590118224|Aspire Golden State College Preparatory Academy|3|A priority is proactively building strong, trusting relationships between school staff and families, recognizing that meaningful connection and open communication are critical for student success. This is evident in our LEA's regular and structured engagement with families through platforms like annual surveys and quarterly family meetings, fostering open communication and trust. These interactions ensure families feel connected and supported, and the resulting feedback directly informs school policies and practices, aligning with Aspire's commitment to a supportive and inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected, but visibly acted upon.|To better support underrepresented families, we are dedicated to continuously improving engagement strategies by enhancing communication and outreach through translation services, flexible meeting times, and diverse feedback options like surveys and discussions. We are also strengthening family/staff connections, cultural events, and community partnerships as part of a broader, ongoing commitment to deepen and enrich relationships with all family groups, ensuring every family feels seen, valued, and empowered to be an active part of our school community through consistent listening and adaptation.|We continue to develop strong partnerships between families and educators as a key part of student success. This multi-faceted approach includes sharing timely academic updates, hosting enriching family events, and offering practical resources to support parents in the home learning environment. Educators regularly connect with families through student-led conferences, informative newsletters, and user-friendly online platforms. Moreover, Aspire Public Schools invests in professional development for staff, enhancing their capacity to collaborate effectively with families and understand the diverse needs of their students. These comprehensive efforts have cultivated a shared sense of purpose and a more robust learning community.|To deepen our family partnerships, we are committed to more consistent and comprehensive information sharing and feedback processes. A key goal is to move beyond simply providing updates to actively involving families in developing and sharing learning support strategies for their children. We also aim to increase families' understanding of academic expectations and student progress and empower them to advocate effectively for their students at all levels.|To enhance our connection with underrepresented families, we are implementing more targeted and accessible strategies, including multilingual resources, evening events, and diverse communication methods. Simultaneously, we are focused on building trust with underrepresented families through consistent outreach, inclusive programming that reflects their experiences, and leadership opportunities that authentically value the voices and strengths of our diverse community.|Aspire Public Schools recognizes families as key partners in shaping our schools' vision and priorities. The school regularly invites family input through surveys, the School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. This feedback is then used by principals and teachers to inform key decisions about academics, student support, and community building, ensuring our schools reflect the needs and hopes of the communities we serve within the Aspire network.|Our ongoing dedication is continual improvement of these processes, guaranteeing their continued effectiveness and inclusivity. We will be prioritizing a more in-depth engagement strategy to ensure that the perspectives of all, with a particular focus on underrepresented and unduplicated student groups, are not just heard but are truly integral to our decision-making.|To deepen the involvement of underrepresented families in shaping our decisions, we are dedicated to expanding and improving how we gather interactive feedback. This proactive step aligns with our broader commitment to continuous improvement, where we consistently adapt our engagement methods based on current feedback and evolving community needs, ultimately strengthening our LCAP development and other key educational strategies.|4|4|4|4|4|4|4|4|5|5|5|5|Met||2026-06-18|2026
01612590126748|LPS Oakland R & D Campus|3|Provided a diverse, caring and motivated staff reflecting the student population providing social emotional support to students. Multiple languages were represented by staff to facilitate communication with parents/families of multilingual students. There were opportunities for regular community engagement including family meetings, family information sessions, and monthly parent workshops. A Principal's Advisory Committee, comprised of representative students, helped establish strategies and opportunities for family engagement.|LPS Oakland R&D is in need of designing and strengthening consistent systems and structures to build relationships with parents and guardians. This includes communication around student progress and performance. While teachers regularly reach out to families, this area can also be strengthened with more clear and consistent supports and vehicles for implementation.|LPS Oakland R&D will emphasize the need for ongoing two way communication with families about student progress and performance and develop multiple avenues including online, and in person opportunities for staff to engage and for families to learn about and ask questions related to their student's progress and performance.|The ability to connect with students and providing a welcoming environment as parents/families come to our campus is a strength of LPS Oakland R&D. When parents/families come to campus they report feeling welcome and engaged in their students' academic progress. Approximately once per week, the school informs all families about school-wide activities. We are able to use Infinite Campus to notify parents/guardians when students are not present in class. This year we continued the monthly Parent Guardian Association (PGA) meetings. In addition, we provided a computer workshop where we gave 20 computers to families and 20 essential needs bags at Thanksgiving. Families in Action is a community-based organization focused on the success of BIPOC students in accessing a-g curriculum. The program includes building partnerships with parents. Staff have initiated a new program, helping families learn how to strengthen their civic engagement. Examples include participating in voting, serving on committees, and school-based advocacy.|Moving forward the school will focus on strengthening existing practices and tools that support two way communication with parents/families and students. This can be achieved by improving regular communication using the adopted parent portal and publishing monthly newsletters. We will continue to focus on the capacity of staff to build partnerships with parents/guardians to support student outcomes.|LPS Oakland R&D will provide monthly school newsletters to engage families, students, and community members. We will monitor and execute social media engagement, hold multiple community events and celebrations in our commitment to value diverse cultures and traditions within our community. We will continue to schedule a variety of parent meetings on topics such as A-G completion, FAFSA, Infinite Campus, and Financial Literacy. We will prioritize parent orientations at the beginning of the school year. We will strengthen our ability to schedule IEP meetings as early as possible in order to support course scheduling and the provision of services. Specific to African- American students, we will continue to publish monthly newsletters and initiate Black/African-American Parent Engagement sessions.|"The school administration recognizes the value and importance of including all educational partners in making decisions regarding the school's goals and actions towards meeting those goals. Parents and guardians can offer input related to many areas of school governance including, but not limited to, charter renewal, Local Control Accountability Planning and WASC accreditation. The school plans for and facilitates a monthly Parent Guardian Association (aka ""PGA"") and seeks their input on specific policies such as the student use of cell phones, the quality of the college workshops, and student enrollment outreach."|The areas of improvement currently are directed towards increasing attendance at the established PGA and English Language Advisory Committee (ELAC) parent meetings.|"The majority of students at LPS Oakland R&D qualify as ""underrepresented."" There are English Learners and students who come from Low-Socio-Economic backgrounds. The goal for improvement here is the same as stated earlier; LPS Oakland R&D will work to increase attendance at our various Parent Engagement and Decision-Making meetings."|4|4|3|3|3|3|3|3|2|2|2|2|Met||2026-06-18|2026
01612590128413|Aspire College Academy|3|A priority is proactively building strong, trusting relationships between school staff and families, recognizing that meaningful connection and open communication are critical for student success. This is evident in our LEA's regular and structured engagement with families through platforms like annual surveys and quarterly family meetings, fostering open communication and trust. These interactions ensure families feel connected and supported, and the resulting feedback directly informs school policies and practices, aligning with Aspire's commitment to a supportive and inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected, but visibly acted upon.|To better support underrepresented families, we are dedicated to continuously improving engagement strategies by enhancing communication and outreach through translation services, flexible meeting times, and diverse feedback options like surveys and discussions. We are also strengthening family/staff connections, cultural events, and community partnerships as part of a broader, ongoing commitment to deepen and enrich relationships with all family groups, ensuring every family feels seen, valued, and empowered to be an active part of our school community through consistent listening and adaptation.|We continue to develop strong partnerships between families and educators as a key part of student success. This multi-faceted approach includes sharing timely academic updates, hosting enriching family events, and offering practical resources to support parents in the home learning environment. Educators regularly connect with families through student-led conferences, informative newsletters, and user-friendly online platforms. Moreover, Aspire Public Schools invests in professional development for staff, enhancing their capacity to collaborate effectively with families and understand the diverse needs of their students. These comprehensive efforts have cultivated a shared sense of purpose and a more robust learning community.|To deepen our family partnerships, we are committed to more consistent and comprehensive information sharing and feedback processes. A key goal is to move beyond simply providing updates to actively involving families in developing and sharing learning support strategies for their children. We also aim to increase families' understanding of academic expectations and student progress and empower them to advocate effectively for their students at all levels.|To enhance our connection with underrepresented families, we are implementing more targeted and accessible strategies, including multilingual resources, evening events, and diverse communication methods. Simultaneously, we are focused on building trust with underrepresented families through consistent outreach, inclusive programming that reflects their experiences, and leadership opportunities that authentically value the voices and strengths of our diverse community.|Aspire Public Schools recognizes families as key partners in shaping our schools' vision and priorities. The school regularly invites family input through surveys, the School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. This feedback is then used by principals and teachers to inform key decisions about academics, student support, and community building, ensuring our schools reflect the needs and hopes of the communities we serve within the Aspire network.|Our ongoing dedication is continual improvement of these processes, guaranteeing their continued effectiveness and inclusivity. We will be prioritizing a more in-depth engagement strategy to ensure that the perspectives of all, with a particular focus on underrepresented and unduplicated student groups, are not just heard but are truly integral to our decision-making.|To deepen the involvement of underrepresented families in shaping our decisions, we are dedicated to expanding and improving how we gather interactive feedback. This proactive step aligns with our broader commitment to continuous improvement, where we consistently adapt our engagement methods based on current feedback and evolving community needs, ultimately strengthening our LCAP development and other key educational strategies.|4|4|4|4|4|4|4|4|5|5|5|5|Met||2026-06-18|2026
01612590129635|Downtown Charter Academy|3|We recognize families as essential partners in student success and prioritize meaningful family engagement through communication, education, and opportunities for participation. We encourage families to participate in school-wide events such as Back-to-School Night, Open House, orientation programs, academic information sessions, and community celebrations that strengthen connections between home and school.  We communicate regularly with families through ParentSquare, school newsletters, emails, phone calls, and other outreach efforts. Communications are provided in multiple languages, including English, Spanish, and Chinese, as appropriate to the needs of our community.  The school also provides regular opportunities for families to review student academic progress, learn about available supports and programs, and engage with staff regarding student achievement and well-being. Student leadership groups frequently collaborate with staff to support school events that foster a sense of belonging and strengthen our school community.  Additionally, our multi-tiered system of support provides targeted academic and social-emotional interventions for students who require additional assistance. Supports include tutoring, organizational coaching, progress monitoring, and ongoing communication with families regarding student growth and achievement. Through these efforts, we continue to strengthen partnerships between home and school while promoting positive outcomes for students.|While we have made progress in strengthening relationships between school staff and families, educational partner feedback and local data indicate opportunities to further increase family participation and ensure all families feel welcomed, valued, and empowered to engage in their child's education.  Moving forward, we will expand opportunities for grade-level specific engagement activities, increase informal community-building events, and continue evaluating participation trends to identify barriers to engagement. Particular attention will be given to ensuring communication methods, event timing, and engagement opportunities meet the diverse needs of families across our community.|We serve a diverse student population and remain committed to removing barriers that may limit family participation. To improve engagement among underrepresented families, we will continue offering flexible meeting schedules, virtual participation options, interpretation and translation services, and multilingual communications. The school will continue leveraging community outreach staff and trusted school relationships to connect families with school resources and opportunities for involvement. By creating accessible and inclusive opportunities for participation, we seek to ensure all families are able to contribute meaningfully to their child's educational experience.|We provide staff training focused on effective family engagement practices and recognize that strong partnerships with families contribute directly to positive student outcomes. The school regularly conducts Student Success Team meetings, parent conferences, and intervention planning sessions to monitor student progress and identify appropriate supports.  Families receive information and training related to academic expectations, study skills, attendance, college and career readiness, and strategies for supporting learning at home. Community events, family workshops, and advisory meetings provide opportunities for families to collaborate with staff and contribute to school improvement efforts.  We also partner with community-based organizations to provide additional support for students and families, including services for multilingual learners, newcomer families, students experiencing housing instability, and other student groups requiring additional support. These partnerships help ensure students and families have access to the resources necessary for academic and social-emotional success.|Educational partner feedback and local data identified opportunities to strengthen staff capacity to build trusting and sustained relationships with families, particularly in light of recent staff turnover. We recognize that stable and positive relationships are critical to creating strong partnerships that support student achievement.  To address this need, we will continue investing in staff retention efforts, mentorship opportunities for new staff, and professional learning focused on culturally responsive family engagement practices. Additionally, we will use data from the YouthTruth survey and other local measures to identify trends, evaluate program effectiveness, and inform future engagement strategies.  Priority improvement areas include expanding two-way communication opportunities, increasing family leadership and decision-making opportunities, celebrating student and family successes, and utilizing disaggregated data to better target supports and interventions.|We will continue improving engagement among underrepresented families by ensuring interpretation and translation services are available during meetings, conferences, and school events. These supports allow families to participate fully in discussions regarding student achievement and educational planning.  Additionally, we will continue providing information regarding graduation requirements, college and career pathways, and the U.S. educational system to families who may be less familiar with these processes. Building family understanding of academic expectations and postsecondary opportunities strengthens partnerships and supports improved student outcomes.|We actively seek educational partner input and incorporate family perspectives into decision-making processes at both the school and organizational levels. Families participate in the development and refinement of school priorities, LCAP goals, and improvement initiatives through committees, surveys, advisory groups, and public meetings.  Multiple opportunities for participation are provided through committees such as Family Staff Teams, ELAC, school safety committees, and other advisory groups. Communication supports, including translation and interpretation services, help ensure broad access and participation for all families.  These efforts demonstrate our commitment to shared decision-making and continuous improvement through meaningful educational partner engagement.|Educational partner feedback indicates a need to provide earlier notification and additional opportunities for family participation in decision-making activities. We recognize that advance planning and multiple engagement opportunities increase participation and improve representation across stakeholder groups.  We will strengthen communication timelines and provide earlier notice of meetings, surveys, and engagement opportunities to maximize participation and ensure a wider range of perspectives are included in decision-making processes.|To increase participation among underrepresented families, we will continue expanding outreach efforts through multilingual communication, interpretation services, virtual meeting options, and targeted recruitment for advisory groups and committees.  The school will work closely with community outreach personnel and staff to identify and encourage participation from families whose voices may be underrepresented in decision-making processes. Through these efforts, we seek to create a more inclusive and representative system of educational partner engagement.|5|5|5|5|5|5|5|5|4|4|4|4|Met||2026-06-11|2026
01612590129932|East Bay Innovation Academy|3|We have successfully implemented ParentSquare to support communication with families. We have increased the number of family engagement events and have plans to increase the number of events for the 24-25 school year. According to family surveys, families feel the school is responsive and communicates in a timely manner. Families report feeling welcome at EBIA. Our twice-annual family/student/advisor conferences provide opportunities for families to share their goals for their children with staff members.|Our primary focus is to increase in-person family engagement opportunities, including our Project Expo events, parent/guardian-student-advisor conferences, and school-wide community-building events. We will also be tracking attendance and engagement at our family/student/advisor conferences with the goal of 100% attendance. We will be adding a new Personalized Learning Plan system that allows us to share student goals, mindset, successes, and community service tracking with families on a regular basis. We increased attendance at conferences by 16% during the 25-26 school year.|We always have Spanish-English translation available at events. We want to hold more focus groups next year with our underrepresented families to determine ways to better reach them.|We hold conferences for parents/guardians-students-advisors twice a year, at the end of each trimester. These are student-led conferences where students discuss their growth, challenges, and goals. We set aside one full day and two half-days for these conferences. We also have a strong full-inclusion Special Education program, that includes regular IEP meetings and opportunities to partner with families to support students. Through our Google Classroom LMS system, families have consistent access to view student assignments, grades, and progress. The school provides annual training and on-going support for families to access this resource.|We want to make sure we are supporting families to support students at home on our learning platform, Google Classroom. We plan to include more education opportunities for families at Back to School Night and other events early in the school year to make sure all families know how best to support student learning at home.|We will make sure we have translation services available and will offer small group or 1:1 support for families who need additional support with our LMS.|We currently gather family input through surveys and monthly family gatherings with the site leaders. We need to determine how we will create more structured, in-person opportunities for family input on decision-making. The EBIA board of directors also includes EBIA parents. EBIA's Parent Advisory Council (PAC) typically meets every other month. The PAC primarily supports the school through events such as Teacher Appreciation week.|EBIA recognizes the need to more authentically engage our families as advisors and decision makers in our school. We included family input in our Strategic Plan for 2025-2028 and will focus on ways we can continue to include families.|We will make sure we offer translation at all events and on surveys. We will specifically reach out and invite underrepresented families to focus groups and other events.|4|4|4|4|4|4|5|4|2|2|2|2|Met||2026-06-15|2026
01612590130617|Oakland Military Institute, College Preparatory Academy|3|-Outreach via Internet and Social Media Platforms -Holding face-to-face events and activities with both faculty and military cadre (Grizzly Nights) -Providing staff training in communicating with parents and community to include drug awareness education, and other valuable parenting resources.|-Providing capacity and time for stakeholder engagement such as our Grizzly Nights, and parent orientations. -Expanding cadet outreach to the community, OMI Cares program -Including parents in cadet decision-making -Utilizing our parent community liaison and expanding our connection to the community.|--Analyze student performance and benchmark data to appropriately strategize initiatives and programs --Evaluate above data frequently and with fidelity to moving student with special needs, English Learners, and our Promise students. --Seek input from unduplicated families to guide programs to suit their needs --Add cadet recognition to all family nights and brigade formations|Based on the analysis of educational partner input and local data, OMI demonstrates strong progress in building partnerships that support student outcomes through a range of structured, collaborative programs and systems. The school has expanded access to early college opportunities by developing dual enrollment programs with local community colleges and establishing an Early College model, providing students and families with clear pathways to college and career readiness. OMI has also implemented collaborative structures such as Instructional Leadership Teams and department chair meetings, which support alignment of instructional practices and ensure that stakeholder input is incorporated into decisions that impact student learning. These systems promote shared ownership and continuous improvement across the organization. In addition, the use of the Building Assets, Reducing Risks (BARR) framework and Academic Support Groups has strengthened communication among teachers, students, and families by focusing on data-driven conversations about student progress and targeted interventions. OMI further demonstrates a commitment to partnership through the use of multiple stakeholder surveys, which provide valuable input from families, staff, and students to inform program development and resource allocation. Overall, the LEA has established strong foundational systems that connect academic programming, intervention supports, and stakeholder feedback, resulting in improved alignment between family engagement efforts and student outcomes.|In the development of the Governors Baccalaureate Degree Program, OMI seeks to establish long term relationships to fully integrate dual enrollment programs into regular OMI course of study. Our ability to support all cadets to be successful with Dual Enrollment (DE) will be at the center of our efforts in the next few years as we look to sustain our initial phase of this program.|Based on analysis of educational partner input and local data, OMI will strengthen engagement of underrepresented families, particularly families of English Learners, students with disabilities, and socioeconomically disadvantaged students—by implementing targeted, data-informed outreach and partnership strategies. Current data practices, including benchmark assessments and progress monitoring, will be leveraged to identify gaps in student outcomes and ensure that family engagement efforts are aligned to academic needs. OMI will expand opportunities for meaningful two-way engagement by increasing access to conferences, workshops, and Academic Support Group (ASG) meetings focused on student progress, postsecondary pathways, and dual enrollment readiness. These efforts will include flexible scheduling, virtual participation options, and translation services to reduce barriers to participation. To strengthen partnerships tied directly to student outcomes, the school will provide families with clear, accessible information and training on curriculum expectations, graduation requirements, and available supports, including intervention programs such as Read 180, Math supports, and MTSS systems currently being implemented. These efforts will ensure families are equipped to actively support learning at home and advocate effectively for their students. Additionally, OMI will intentionally seek input from underrepresented families through targeted surveys, focus groups, and collaboration with the parent liaison and community partners. Feedback will be used to refine programs such as dual enrollment and early college initiatives to ensure equitable access and success for all students. Through these actions, OMI aims to move from broad participation toward deeper, outcome-driven partnerships, ensuring that all families are engaged as active contributors to student achievement and college and career readiness.|Based on analysis of educational partner input and local data, OMI has established strong systems for gathering stakeholder voice and promoting participation in decision-making processes. The school regularly administers parent and stakeholder surveys aligned to the LCAP to collect meaningful feedback on programs, services, and priorities. OMI has also expanded engagement opportunities through strategies such as “Coffee with the Superintendent,” community events, and combined school meetings designed to increase participation and streamline communication.. These efforts have strengthened transparency and created multiple entry points for families to provide input. Additionally, the school has demonstrated intentionality in increasing participation by exploring incentives and flexible formats, including virtual engagement options. This has supported broader access and responsiveness to community needs. Overall, OMI is progressing toward a more inclusive and structured system for incorporating stakeholder voice into planning and decision-making.|While systems are in place, OMI has identified the need to increase consistent participation among families, particularly among newly enrolled and underrepresented groups. Data indicates that attendance at meetings and engagement opportunities can be uneven, highlighting the need for more targeted outreach and engagement strategies. Additional areas for growth include refining communication systems to better align with the platforms and methods families currently use. This includes improving clarity, accessibility, and frequency of messaging to ensure all families are informed and able to participate in decision-making opportunities. OMI also recognizes the need to deepen engagement structures beyond staff-led efforts by incorporating cadet (student) leadership into communication and outreach systems. Developing stronger “bottom-up” communication channels will strengthen ownership and increase participation across the school community.|To improve engagement of underrepresented families, OMI will implement targeted, data-driven strategies that focus on equitable access and meaningful participation. The school will continue to analyze student performance and engagement data to identify gaps in participation among key groups, including families of English Learners, students with disabilities, and socioeconomically disadvantaged students. OMI will expand partnerships with community engagement initiatives and leverage the parent liaison to conduct outreach, facilitate communication, and build trust with families who have historically been less represented in decision-making processes. The school will also increase opportunities for input through culturally responsive strategies, including multilingual communication, targeted focus groups, and accessible meeting formats (virtual and in-person). Feedback from these groups will be intentionally incorporated into LCAP development, program design, and schoolwide initiatives. Additionally, OMI will create structured feedback loops by sharing outcomes of stakeholder input and demonstrating how family voice informs decisions. Through these actions, the LEA will strengthen equitable participation and ensure that underrepresented families are active partners in shaping policies and programs that impact student success.|5|5|4|5|5|4|4|4|4|4|4|4|Met||2026-06-11|2026
01612590130633|Lighthouse Community Charter|3|There are formal structures in place that support partnering with families around student outcomes, including Student-Led Conferences and Expos of Student Work.|The LEA has many formal and informal structures to partner with families, including: Parent Advisory Council (PAC),Student-Led Conferences, Expos of Student Work, Family Workshops, and Community Events. Families have direct access to teachers and other school staff via phone, text, parentsquare and email.|This year the LEA is taking a close look at its Parent Advisory Committee (PAC) as a body where parents and guardians can give input on LEA activities. This formal decision making power is the LEA's focus area for the year, and the LEA's Family Engagement Coordinator, Director of Student Services, and Site Administrators are closely collaborating to support this.|The LEA has clearly identified and sustainable structures that allow all families in the LEA to sit down with their child's teacher and their child to discuss student progress and supports.|This partnership positions families as partners in supporting the learning of their children. There is a significant amount of professional development and learning that supports these partnerships; one area of focus for this upcoming year is increased alignment between what professional development and learning looks like across the schools in the LEA's network of charter schools.|This year the LEA is taking a close look at its Parent Advisory Committee (PAC) as a body where parents and guardians can give input on LEA activities. This formal decision making power is the LEA's focus area for the year, and the LEA's Family Engagement Coordinator, Director of Student Services, and Site Administrators are closely collaborating to support this.|Lighthouse will continue to collaborate with and invite all parents and family members annually to take an active role by participating in student-led conferences, during which they establish academic and character goals for their students, by monitoring their student's learning through understanding of our school's grading policy and system, available instructional supports and programs, and available Extended Learning opportunities. It is in these structures that we seek input for decision making.|Parent, guardians, stakeholders, and staff provided similar feedback at the LCAP session. There was an expressed need for improved services for English Learners, Special Education students, and increased opportunities for Family Engagement. There were also numerous requests for more counseling and wrap-around student services.|To meet the Lighthouse's vision for family and staff engagement and feedback, Lighthouse engaged stakeholders, including family members who have limited English proficiency and parents and family members with disabilities. Parent and family member feedback was gathered at school meetings/forums, district and parent advisory committee meetings, and through the California Healthy Kids Survey.|4|4|4|4|4|4|5|4|4|4|4|4|Met||2026-06-30|2026
01612590130666|Aspire Lionel Wilson College Preparatory Academy|3|A priority is proactively building and maintaining strong, trusting relationships between school staff and families, recognizing that meaningful connection and open communication are critical for student success. This is evident in our LEA's regular and structured engagement with families through platforms like annual surveys and monthly family meetings, fostering open communication and trust. These interactions ensure families feel connected and supported, and the resulting feedback directly informs school policies and practices, aligning with Aspire's commitment to a supportive and inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected but visibly acted upon.|To better support underrepresented families, we are dedicated to continuously improving engagement strategies by enhancing communication and outreach through translation services, flexible meeting times, and diverse feedback options like surveys and discussions. We are also strengthening family/staff connections, cultural events, and community partnerships as part of a broader, ongoing commitment to deepen and enrich relationships with all family groups, ensuring every family feels seen, valued, and empowered to be an active part of our school community through consistent listening and adaptation.|We continue to develop strong partnerships between families and educators as a key part of student success. This multi-faceted approach includes sharing timely academic updates, hosting enriching family events, and offering practical resources to support parents in the home learning environment. Educators regularly connect with families through student-led conferences, informative newsletters, and user-friendly online platforms. Moreover, Aspire Public Schools invests in professional development for staff, enhancing their capacity to collaborate effectively with families and understand the diverse needs of their students. These comprehensive efforts have cultivated a shared sense of purpose and a more robust learning community.|To deepen our family partnerships, we are committed to more consistent and comprehensive information sharing and feedback processes. A key goal is to move beyond simply providing updates to actively involving families in developing and sharing learning support strategies for their children. We also aim to increase families' understanding of academic expectations and student progress and empower them to advocate effectively for their students at all levels.|To enhance our connection with underrepresented families, we are implementing more targeted and accessible strategies, including multilingual resources, evening events, and diverse communication methods. Simultaneously, we are focused on building trust with underrepresented families through consistent outreach, inclusive programming that reflects their experiences, and leadership opportunities that authentically value the voices and strengths of our diverse community.|Aspire Public Schools recognizes families as key partners in shaping our schools' vision and priorities. The school regularly invites family input through surveys, the School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. This feedback is then used by principals and teachers to inform key decisions about academics, student support, and community building, ensuring our schools reflect the needs and hopes of the communities we serve within the Aspire network.|Our ongoing dedication is continual improvement of these processes, guaranteeing their continued effectiveness and inclusivity. We will be prioritizing a more in-depth engagement strategy to ensure that the perspectives of all, with a particular focus on underrepresented and unduplicated student groups, are not just heard but are truly integral to our decision-making.|To deepen the involvement of underrepresented families in shaping our decisions, we are dedicated to expanding and improving how we gather interactive feedback. This proactive step aligns with our broader commitment to continuous improvement, where we consistently adapt our engagement methods based on current feedback and evolving community needs, ultimately strengthening our LCAP development and other key educational strategies.|4|4|4|4|4|4|4|4|5|5|5|5|Met||2026-06-18|2026
01612590130732|Aspire Triumph Technology Academy|3|A priority is proactively building strong, trusting relationships between school staff and families, recognizing that meaningful connection and open communication are critical for student success. This is evident in our LEA's regular and structured engagement with families through platforms like annual surveys and quarterly family meetings, fostering open communication and trust. These interactions ensure families feel connected and supported, and the resulting feedback directly informs school policies and practices, aligning with Aspire's commitment to a supportive and inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected but visibly acted upon.|To better support underrepresented families, we are dedicated to continuously improving engagement strategies by enhancing communication and outreach through translation services, flexible meeting times, and diverse feedback options like surveys and discussions. We are also strengthening family/staff connections, cultural events, and community partnerships as part of a broader, ongoing commitment to deepen and enrich relationships with all family groups, ensuring every family feels seen, valued, and empowered to be an active part of our school community through consistent listening and adaptation.|We continue to develop strong partnerships between families and educators as a key part of student success. This multi-faceted approach includes sharing timely academic updates, hosting enriching family events, and offering practical resources to support parents in the home learning environment. Educators regularly connect with families through student-led conferences, informative newsletters, and user-friendly online platforms. Moreover, Aspire Public Schools invests in professional development for staff, enhancing their capacity to collaborate effectively with families and understand the diverse needs of their students. These comprehensive efforts have cultivated a shared sense of purpose and a more robust learning community.|To deepen our family partnerships, we are committed to more consistent and comprehensive information sharing and feedback processes. A key goal is to move beyond simply providing updates to actively involving families in developing and sharing learning support strategies for their children. We also aim to increase families' understanding of academic expectations and student progress and empower them to advocate effectively for their students at all levels.|To enhance our connection with underrepresented families, we are implementing more targeted and accessible strategies, including multilingual resources, evening events, and diverse communication methods. Simultaneously, we are focused on building trust with underrepresented families through consistent outreach, inclusive programming that reflects their experiences, and leadership opportunities that authentically value the voices and strengths of our diverse community.|Aspire Public Schools recognizes families as key partners in shaping our schools' vision and priorities. The school regularly invites family input through surveys, the School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. This feedback is then used by principals and teachers to inform key decisions about academics, student support, and community building, ensuring our schools reflect the needs and hopes of the communities we serve within the Aspire network.|Our ongoing dedication is continual improvement of these processes, guaranteeing their continued effectiveness and inclusivity. We will be prioritizing a more in-depth engagement strategy to ensure that the perspectives of all, with a particular focus on underrepresented and unduplicated student groups, are not just heard but are truly integral to our decision-making.|To deepen the involvement of underrepresented families in shaping our decisions, we are dedicated to expanding and improving how we gather interactive feedback. This proactive step aligns with our broader commitment to continuous improvement, where we consistently adapt our engagement methods based on current feedback and evolving community needs, ultimately strengthening our LCAP development and other key educational strategies.|4|4|4|4|4|4|4|4|5|5|5|5|Met||2026-06-18|2026
01612590132514|Francophone Charter School of Oakland|3|One of our school's greatest strengths is the strong partnership we have built with families. This relationship is founded on collaboration, mutual trust, and a genuine commitment to the school's continued growth and long-term sustainability. Parents are active partners in the life of the school and contribute their time, talents, and professional expertise in many meaningful ways.  Families support the school by volunteering in classrooms and at events, sharing professional skills, celebrating and recognizing staff members, planning community-building activities, organizing special events for students, assisting with outreach efforts, and promoting the growth of our French Immersion program. Parents also organize campus beautification days to help maintain and enhance our facilities.|"Our school is equally committed to creating meaningful opportunities for family engagement. We welcome parents to participate in a variety of roles and regularly host coffee meetings to listen to their ideas, concerns, and feedback. We also offer virtual evening meetings to increase accessibility and present annual ""State of the School"" updates to keep families informed about school goals, priorities, progress, and planned actions."|To ensure all families can fully participate, we provide translation and interpretation services and offer academic workshops that respond to both student needs and parent interests. Last year, these opportunities included Cafecitos for our Spanish-speaking families, workshops on healthy screen time, reading strategies, and language development. We also hosted Museum Nights, where families celebrated and appreciated student learning and accomplishments.  Our community-building events, including the Welcome Barbecue, Winter Market, and Multicultural Food Festival, strengthen relationships among students, families, and staff while celebrating the diversity of our school community. To support our youngest learners and ease the transition into school, we offer summer play days for incoming Transitional Kindergarten (TK) families, helping children and parents build connections before the school year begins.  Through these ongoing partnerships and engagement opportunities, we foster a welcoming, inclusive, and collaborative school culture where families play an essential role in student success and promote our school values.|Our school is student-centered, and every effort is focused on providing an engaging, supportive, and nurturing learning environment. We believe that strong partnerships between families and educators are essential to student success and encourage open, ongoing communication between parents and teachers to collaboratively identify resources, share ideas, and address student needs.  To strengthen these partnerships, we offer monthly in-person Coffee with the Principal meetings and virtual evening Tea Talks, providing families with multiple opportunities to share their ideas, voice concerns, ask questions, and receive information that supports both students and their families. These forums foster open dialogue, transparency, and collaboration while ensuring that parents remain informed and engaged in school initiatives.  Parents value the school's commitment to communication and partnership, as demonstrated by their active participation in meetings, workshops, volunteer opportunities, and community events. This strong culture of family engagement contributes to a positive school climate and reinforces our shared commitment to student achievement and well-being.|The School Culture Survey provides valuable data on students', families', and staff members' sense of connectedness, well-being, and safety. Survey results indicate that families consistently rate the school highly in all three areas. Parents report feeling welcomed, respected, and heard, reflecting the school's commitment to fostering a positive, inclusive, and supportive learning community.|We have made significant progress in increasing the participation of underrepresented families in school meetings and events. Our Latine families have expressed appreciation for the monthly Spanish-language meetings, which provide a welcoming space to receive information, ask questions, and build connections within the school community.  Although attendance at these meetings has been modest, we are committed to expanding access and engagement. This year, in addition to continuing the in-person meetings, we plan to offer a virtual option to provide greater flexibility and encourage participation from more families. We will continue to seek feedback and adapt our outreach efforts to ensure all families have meaningful opportunities to engage with the school community.|We have made significant progress in increasing the participation of underrepresented families in school meetings and events. Our Latine families have expressed appreciation for the monthly Spanish-language meetings, which provide a welcoming space to receive information, ask questions, and build connections within the school community.  Although attendance at these meetings has been modest, we are committed to expanding access and engagement. This year, in addition to continuing the in-person meetings, we plan to offer a virtual option to provide greater flexibility and encourage participation from more families. We will continue to seek feedback and adapt our outreach efforts to ensure all families have meaningful opportunities to engage with the school community.|Parent engagement is a defining strength of our school community. Families have numerous opportunities to provide input and play an active role in school governance and decision-making. Parents serve in leadership positions on the Board of Directors, and the majority of members on the Governance, Facilities, and Finance Committees are parents, reflecting the school's commitment to shared leadership and collaboration.  In addition, a Parent-Administrator Committee meets monthly to plan events and initiatives that strengthen the school community and enhance the educational experience for all students and families. Through these formal leadership roles and ongoing collaboration with school staff, parents make meaningful contributions to school planning, community building, and continuous improvement.  This high level of parent engagement fosters a strong sense of ownership, trust, and partnership, ensuring that family perspectives are valued and incorporated into the school's decision-making processes.|We will continue to actively recruit and engage underrepresented families to participate in school committees, advisory groups, and leadership opportunities. To reduce barriers to participation, we will offer flexible meeting times, virtual participation options when appropriate, and varying levels of commitment to accommodate families' schedules and availability. By expanding opportunities for meaningful involvement, we aim to ensure that all families are represented and have a voice in the school's decision-making and continuous improvement efforts.|4|5|4|4|4|3|4|4|4|4|5|4|Met||2026-06-24|2026
01612590134015|Lodestar: A Lighthouse Community Charter Public|3|There are formal structures in place that support partnering with families around student outcomes, including Student-Led Conferences and Expos of Student Work.|The LEA has many formal and informal structures to partner with families, including: Parent Advisory Committee (PAC),Student-Led Conferences, Expos of Student Work, Family Workshops, and Community Events. Families have direct access to teachers and other school staff via phone, text, parentsquare and email.|This year the LEA is taking a close look at its Parent Advisory Committee (PAC) as a body where parents and guardians can give input on LEA activities. This formal decision-making power is the LEA's focus area for the year, and the LEA's Family Engagement Coordinator, Director of Student Services, and Site Administrators are closely collaborating to support this.|The LEA has clearly identified and sustainable structures that allow all families in the LEA to sit down with their child's teacher and their child to discuss student progress and supports.|This partnership positions families as partners in supporting the learning of their children. There is a significant amount of professional development and learning that supports these partnerships; one area of focus for this upcoming year is increased alignment between what Parent and Family Engagement professional development and learning looks like across the schools in the LEA's network of charter schools.|This year the LEA is taking a close look at its Parent Advisory Committee (PAC) as a body where parents and guardians can give input on LEA activities. This formal decision-making power is the LEA's focus area for the year, and the LEA's Family Engagement Coordinator, Director of Student Services, and Site Administrators are closely collaborating to support this.|Lodestar will continue to collaborate with and invite all parents and family members annually to take an active role by participating in student-led conferences, during which they establish academic and character goals for their students, by monitoring their student's learning through understanding of our school's grading policy and system, available instructional supports and programs, and available Extended Learning opportunities. It is in these structures that we seek input for decision making.|Parent, guardians, stakeholders, and staff provided similar feedback at the LCAP session. There was an expressed need for improved services for English Learners, Special Education students, and increased opportunities for Family Engagement. There were also numerous requests for more counseling and wrap-around student services.|To meet the Lodestar’s vision for family and staff engagement and feedback, Lighthouse engaged stakeholders, including family members who have limited English proficiency and parents and family members with disabilities. Parent and family member feedback was gathered at school meetings/forums, district and parent advisory committee meetings, and through the California Healthy Kids Survey.|4|4|4|4|4|4|5|4|4|4|4|4|Met||2026-06-30|2026
01612593030772|Oakland School for the Arts|3||||||||||||||||||||||Not Met For Two or More Years|||2026
01612596111660|Oakland Charter Academy|3|We recognize families as essential partners in student success and prioritize meaningful family engagement through communication, education, and opportunities for participation. We encourage families to participate in school-wide events such as Back-to-School Night, Open House, orientation programs, academic information sessions, and community celebrations that strengthen connections between home and school.  We communicate regularly with families through ParentSquare, school newsletters, emails, phone calls, and other outreach efforts. Communications are provided in multiple languages, including English, Spanish, and Chinese, as appropriate to the needs of our community.  The school also provides regular opportunities for families to review student academic progress, learn about available supports and programs, and engage with staff regarding student achievement and well-being. Student leadership groups frequently collaborate with staff to support school events that foster a sense of belonging and strengthen our school community.  Additionally, our multi-tiered system of support provides targeted academic and social-emotional interventions for students who require additional assistance. Supports include tutoring, organizational coaching, progress monitoring, and ongoing communication with families regarding student growth and achievement. Through these efforts, we continue to strengthen partnerships between home and school while promoting positive outcomes for students.|While we have made progress in strengthening relationships between school staff and families, educational partner feedback and local data indicate opportunities to further increase family participation and ensure all families feel welcomed, valued, and empowered to engage in their child's education.  Moving forward, we will expand opportunities for grade-level specific engagement activities, increase informal community-building events, and continue evaluating participation trends to identify barriers to engagement. Particular attention will be given to ensuring communication methods, event timing, and engagement opportunities meet the diverse needs of families across our community.|We serve a diverse student population and remain committed to removing barriers that may limit family participation. To improve engagement among underrepresented families, we will continue offering flexible meeting schedules, virtual participation options, interpretation and translation services, and multilingual communications.  The school will continue leveraging community outreach staff and trusted school relationships to connect families with school resources and opportunities for involvement. By creating accessible and inclusive opportunities for participation, we seek to ensure all families are able to contribute meaningfully to their child's educational experience.|We provide staff training focused on effective family engagement practices and recognize that strong partnerships with families contribute directly to positive student outcomes. The school regularly conducts Student Success Team meetings, parent conferences, and intervention planning sessions to monitor student progress and identify appropriate supports.  Families receive information and training related to academic expectations, study skills, attendance, college and career readiness, and strategies for supporting learning at home. Community events, family workshops, and advisory meetings provide opportunities for families to collaborate with staff and contribute to school improvement efforts.  We also partner with community-based organizations to provide additional support for students and families, including services for multilingual learners, newcomer families, students experiencing housing instability, and other student groups requiring additional support. These partnerships help ensure students and families have access to the resources necessary for academic and social-emotional success.|Educational partner feedback and local data identified opportunities to strengthen staff capacity to build trusting and sustained relationships with families, particularly in light of recent staff turnover. We recognize that stable and positive relationships are critical to creating strong partnerships that support student achievement.  To address this need, we will continue investing in staff retention efforts, mentorship opportunities for new staff, and professional learning focused on culturally responsive family engagement practices. Additionally, we will use data from the YouthTruth survey and other local measures to identify trends, evaluate program effectiveness, and inform future engagement strategies.  Priority improvement areas include expanding two-way communication opportunities, increasing family leadership and decision-making opportunities, celebrating student and family successes, and utilizing disaggregated data to better target supports and interventions.|We will continue improving engagement among underrepresented families by ensuring interpretation and translation services are available during meetings, conferences, and school events. These supports allow families to participate fully in discussions regarding student achievement and educational planning.  Additionally, we will continue providing information regarding graduation requirements, college and career pathways, and the U.S. educational system to families who may be less familiar with these processes. Building family understanding of academic expectations and postsecondary opportunities strengthens partnerships and supports improved student outcomes.|We actively seek educational partner input and incorporate family perspectives into decision-making processes at both the school and organizational levels. Families participate in the development and refinement of school priorities, LCAP goals, and improvement initiatives through committees, surveys, advisory groups, and public meetings.  Multiple opportunities for participation are provided through committees such as Family Staff Teams, ELAC, school safety committees, and other advisory groups. Communication supports, including translation and interpretation services, help ensure broad access and participation for all families.  These efforts demonstrate our commitment to shared decision-making and continuous improvement through meaningful educational partner engagement.|Educational partner feedback indicates a need to provide earlier notification and additional opportunities for family participation in decision-making activities. We recognize that advance planning and multiple engagement opportunities increase participation and improve representation across stakeholder groups.  We will strengthen communication timelines and provide earlier notice of meetings, surveys, and engagement opportunities to maximize participation and ensure a wider range of perspectives are included in decision-making processes.|To increase participation among underrepresented families, we will continue expanding outreach efforts through multilingual communication, interpretation services, virtual meeting options, and targeted recruitment for advisory groups and committees.  The school will work closely with community outreach personnel and staff to identify and encourage participation from families whose voices may be underrepresented in decision-making processes. Through these efforts, we seek to create a more inclusive and representative system of educational partner engagement.|3|3|3|3|3|3|3|3|3|3|3|3|Met||2026-06-11|2026
01612596113807|AIMS College Prep Middle|3|Throughout the 2025–26 school year, AIMS strengthened relationships between school staff and families by prioritizing transparent communication, accessibility, and meaningful opportunities for family engagement. Educational partner feedback from families, staff, School Site Council, ELAC, surveys, community meetings, and individual conversations informed ongoing improvements to communication systems and family partnerships.  The school expanded opportunities for two-way communication through parent meetings, community forums, School Site Council meetings, LCAP engagement sessions, and multilingual communications using ParentSquare, PowerSchool, email, phone calls, and in-person meetings. Families were invited to participate in school decision-making through advisory groups, surveys, and public Board meetings. Staff increased outreach to families regarding student attendance, academic progress, behavioral supports, college readiness, and intervention services.  AIMS also strengthened systems that promote trust and responsiveness by implementing clearer complaint resolution procedures, utilizing the Ombudsman process, providing information regarding appropriate communication pathways, and increasing transparency around school improvement efforts through regular updates related to the LCAP and ACOE Memorandum of Understanding (MOU). Family engagement was further strengthened through school events, workshops, celebrations, and opportunities for parents to volunteer and participate in the AIMS community.  Educational partner feedback indicates that families value increased communication, greater access to school leadership, and opportunities to participate in school improvement planning. These efforts have contributed to stronger relationships between staff and families and have supported the school's broader goals of improving school climate, student engagement, and organizational transparency.|While progress has been made, educational partner feedback and local data identified several areas for continued improvement. Families expressed a desire for more consistent communication across classrooms and departments, greater clarity regarding whom to contact when concerns arise, and more proactive communication before concerns become significant. Some families also requested additional opportunities to learn about academic expectations, graduation requirements, college and career pathways, and available intervention supports.  The school also identified the need to strengthen engagement with families whose students experience chronic absenteeism, academic challenges, or require additional behavioral or special education supports. Although communication systems have improved, participation among some family groups remains inconsistent, particularly among families whose primary language is not English and families who have historically participated less frequently in school activities or governance.  Another area of focus is creating more consistent expectations for staff communication, including timely responses, regular progress updates, and standardized communication practices across the school. Educational partners also emphasized the importance of continuing to build trust through transparency, relationship-centered interactions, and opportunities for families to provide ongoing feedback throughout the school year rather than only during annual planning processes.  These areas for improvement will help ensure that all families experience strong partnerships with school staff and feel informed, respected, and valued as partners in supporting student success.|During the 2026–27 school year, AIMS Middle School will no longer operate as a separate school, as students and staff will transition to AIPCS II as part of the district's school consolidation plan. Throughout the transition process, the LEA will prioritize clear communication, family engagement, and continuity of services to ensure students and families experience a smooth and supportive transition.  Families will receive ongoing communication regarding enrollment, student supports, academic programming, and available services at AIPCS II. School leadership will continue engaging families through multilingual communications, family meetings, School Site Council, ELAC, and other opportunities for participation. The strategies and actions for strengthening relationships between school staff and families during the 2026–27 school year are fully reflected in the AIPCS II Local Control and Accountability Plan and Local Indicators submission, which will guide continued implementation following consolidation.|Throughout the 2025–26 school year, AIMS strengthened partnerships with families, students, staff, and community stakeholders by creating more intentional opportunities for collaboration focused on improving student outcomes. Educational partner feedback gathered through the LCAP process, School Site Council, ELAC, parent meetings, surveys, community forums, and Board meetings informed school improvement priorities and reinforced the importance of shared responsibility for student success.  The school expanded communication regarding student academic progress, attendance, graduation requirements, college and career readiness, English Learner progress, and intervention services. Staff increased family outreach through progress reports, parent conferences, Student Success Team (SST) meetings, MTSS processes, and individualized meetings to ensure that families had opportunities to participate in decisions affecting their students.  AIMS also strengthened organizational systems that support student outcomes by aligning school improvement efforts with the Alameda County Office of Education Memorandum of Understanding (MOU), the Local Control and Accountability Plan (LCAP), and California Dashboard priorities. This alignment improved transparency around academic goals, attendance improvement, school climate, and student support services while providing families with a clearer understanding of how school improvement efforts contribute to student success.  The implementation of benchmark assessments, expanded progress monitoring, strengthened PBIS and MTSS systems, and increased opportunities for educational partner participation have established a stronger foundation for collaborative decision-making and continuous improvement. Educational partner feedback indicates growing confidence in the school's commitment to transparency, accountability, and student-centered planning.|Educational partner feedback and local data identified several opportunities to strengthen partnerships that directly support student achievement. Families expressed interest in receiving more timely and actionable information regarding academic progress, intervention opportunities, graduation requirements, and available student supports so they can more effectively reinforce learning at home.  Local data also highlight the need for stronger family partnerships to address chronic absenteeism, academic achievement gaps, and equitable access to support services for English Learners, students with disabilities, and other historically underserved student groups. While the school has expanded intervention systems, greater family involvement in attendance improvement, academic goal-setting, and student support planning will strengthen the effectiveness of these efforts.  Educational partners also emphasized the importance of providing families with additional opportunities to participate in school improvement discussions beyond annual LCAP engagement. Increasing family understanding of assessment data, college and career readiness indicators, graduation pathways, and available academic interventions will enable families to become more active partners in supporting student success.  Moving forward, AIMS will continue strengthening staff capacity to build collaborative relationships with families, standardize communication regarding student progress, and ensure that family engagement remains closely connected to improved academic and social-emotional outcomes for all students.|During the 2026–27 school year, AIMS Middle School will no longer operate as a separate school, as students and staff will transition to AIPCS II as part of the district's consolidation plan. The LEA is committed to ensuring continuity of academic programs, student supports, and family partnerships throughout the transition.  Families will continue receiving information regarding student progress, intervention services, attendance, and academic supports through the systems established at AIPCS II. Educational partners will continue participating in school improvement through the LCAP process, School Site Council, ELAC, and other engagement opportunities. Future actions to strengthen partnerships for student outcomes are described within the 2026–27 AIPCS II LCAP and Local Indicator responses, which will guide implementation following the consolidation.|Throughout the 2025–26 school year, AIMS significantly expanded opportunities for educational partners to provide meaningful input into school and district decision-making. Feedback was intentionally gathered through multiple avenues, including the School Site Council (SSC), English Learner Advisory Committee (ELAC), Local Control and Accountability Plan (LCAP) meetings, community forums, Board meetings, staff surveys, student leadership groups, and individual stakeholder meetings. These opportunities provided families, students, staff, and community members with multiple ways to share perspectives on school priorities, student needs, and continuous improvement efforts.  The development of the 2026–27 LCAP reflected a collaborative planning process in which educational partner feedback was analyzed alongside local performance data, California Dashboard indicators, and the priorities established through the Alameda County Office of Education (ACOE) Memorandum of Understanding (MOU). Input from stakeholders directly informed refinements to school goals, academic interventions, attendance improvement strategies, family engagement efforts, and organizational systems designed to improve student outcomes.  The school also strengthened transparency by providing regular updates regarding progress toward LCAP goals, MOU implementation, budget priorities, and Board actions through public meetings, community presentations, and ongoing communication with families and staff. Educational partners increasingly viewed decision-making as a collaborative process grounded in continuous improvement, shared accountability, and student success.  These efforts have strengthened trust between the school and its educational partners while establishing more consistent structures for incorporating stakeholder voice into planning and decision-making throughout the year.|Educational partner feedback identified opportunities to further strengthen inclusive and representative participation in school decision-making. While multiple engagement opportunities were offered throughout the year, participation was not always representative of the diversity of the AIMS community. Increasing participation among multilingual families, families of English Learners, students with disabilities, and other historically underrepresented groups remains an important area of focus.  Stakeholders also expressed interest in receiving more timely feedback regarding how their input influenced final decisions. While educational partners valued being asked for their perspectives, many indicated that stronger communication regarding resulting actions would reinforce trust and encourage continued participation. Providing regular updates on how stakeholder feedback shapes school improvement priorities will strengthen transparency and shared ownership.  The school also identified opportunities to expand student voice in decision-making by increasing opportunities for students to provide input on school climate, academic supports, wellness initiatives, and college and career readiness programs. Continued efforts will focus on embedding stakeholder engagement throughout the year rather than concentrating participation during annual planning cycles, ensuring that decision-making remains responsive to evolving student and community needs.|During the 2026–27 school year, AIMS Middle School will no longer operate as a separate school following its consolidation with AIPCS II. Throughout the transition, the LEA will continue seeking input from students, families, staff, and community members to support a successful integration of students, programs, and services.  Educational partners will continue participating in decision-making through the structures established at AIPCS II, including School Site Council, ELAC, LCAP development, surveys, family forums, and public Board meetings. The LEA remains committed to ensuring that families have meaningful opportunities to provide input during and after the transition. Future engagement strategies are described in the AIPCS II 2026–27 LCAP and Local Indicator responses.|3|4|3|3|3|3|4|3|3|3|3|3|Met||2026-06-12|2026
01612596117568|Aspire Monarch Academy|3|A priority is proactively building strong, trusting relationships between school staff and families, recognizing that meaningful connection and open communication are critical for student success. This is evident in our LEA's regular and structured engagement with families through platforms like annual surveys and quarterly family meetings, fostering open communication and trust. These interactions ensure families feel connected and supported, and the resulting feedback directly informs school policies and practices, aligning with Aspire's commitment to a supportive and inclusive school culture. This year we changed our drop off and pick up procedures based on parent requests and improved the safety of all students.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus is to continue to make engagement more personalized and culturally responsive. We want to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. Additionally, we are working to increase the number of opportunities for our families to engage with our community through increased touchpoints with the Admin team and opportunities to volunteer in classrooms and for parent education.|To better support underrepresented families, we are dedicated to continuously improving engagement strategies by enhancing communication and outreach through translation services, flexible meeting times and modalities(virtual options), and diverse feedback options like surveys and discussions. We are also strengthening family/staff connections, cultural events, and community partnerships as part of a broader, ongoing commitment to deepen and enrich relationships with all family groups, ensuring every family feels seen, valued, and empowered to be an active part of our school community through consistent listening and adaptation.|We continue to develop strong partnerships between families and educators as a key part of student success. According to the Panorama survey a lack of barriers to engagement was rated in the 80th-99th percentile. Our multi-faceted approach includes sharing timely academic updates, hosting enriching family events, and offering practical resources to support parents in the home learning environment. Educators regularly connect with families through student-led conferences, informative newsletters, and user-friendly online platforms. Moreover, Aspire Public Schools invests in professional development for staff, enhancing their capacity to collaborate effectively with families and understand the diverse needs of their students. These comprehensive efforts have cultivated a shared sense of purpose and a more robust learning community.|To deepen our family partnerships, we are committed to continuously improving our information sharing and feedback processes. A key goal is to actively involve families in developing and sharing learning support strategies for their children. We also will continue to increase families' understanding of academic expectations and student progress and empower them to advocate effectively for their students at all levels.|To enhance our connection with underrepresented families, we are implementing more targeted and accessible strategies, including multilingual resources, evening events, and diverse communication methods. Simultaneously, we are focused on building trust with underrepresented families through consistent outreach, inclusive programming that reflects their experiences, and leadership opportunities that authentically value the voices and strengths of our diverse community.|Aspire Public Schools recognizes families as key partners in shaping our schools' vision and priorities. The school regularly invites family input through surveys, the School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. This feedback is then used by principals and teachers to inform key decisions about academics, student support, and community building, ensuring our schools reflect the needs and hopes of the communities we serve within the Aspire network.|Our ongoing dedication is continual improvement of these processes, guaranteeing their continued effectiveness and inclusivity. We will continue to prioritize an in-depth engagement strategy to ensure that the perspectives of all, with a particular focus on underrepresented and unduplicated student groups, are not just heard but are truly integral to our decision-making.|To deepen the involvement of underrepresented families in shaping our decisions, we will continue to to expanding and improve how we gather interactive feedback. This proactive step aligns with our broader commitment to continuous improvement, where we consistently adapt our engagement methods based on current feedback and evolving community needs, ultimately strengthening our LCAP development and other key educational strategies.|4|4|4|4|4|4|4|4|5|5|5|5|Met||2026-06-18|2026
01612596118608|ASCEND|3|"Our school facilitates a Family Leadership Council and regular town hall or ""coffee with the Principal"" meetings, structures that are designed to build Home-School relationships and partnership and ensure family voice in school decision-making. The Family Leadership Council provides a space for families to provide feedback and suggestions regarding their experiences in our school. In addition, our schools hold student-led conferences, engage in home visits, and/or hold 1:1's with families, and as a result have seen improvement in attendance and parent interest in student work. Sites engage in regular 2-way communication with families through ParentSquare as well as Zoom and in person meetings."|Our focus areas for improvement in Building Relationships Between School Staff and Families are as follows:  (1) Engaging our families through in-person and virtual academic and leadership development sessions, through our Community Schools work. (2) Building the capacity of new(er) teachers to develop strong, trusting relationships with families, by building their knowledge and skills through a summer and fall workshop series focused on family partnership.|"We are focusing on increasing the engagement of our Black families through focused outreach and community building events like Black Family Councils, cultural celebrations, ""Black Family Breakfast"", and other welcoming activities. Given that our Black students have higher chronic absence rates than our other populations, we are also specifically focusing on addressing the root causes of lower engagement levels through relationship building and effective case management, which includes building close partnerships with families."|Our school holds space for families to come together and review data and support in the creation and implementation of site plans, and as a result, families develop a sense of agency and accountability. In addition, we schedule multiple conference weeks throughout the year, during which all families engage in 1:1 conferences with teachers in order to strengthen the teacher-family partnership and support families to help their child learn at home; many of these conferences are student-led, thus building a sense of agency on the part of the child and family. Our LEA also facilitates a Professional Learning Community and partners with a local community organization in an effort to continually strengthen the family engagement and support we provide.|Our focus area for improvement in Building Partnerships for Student Outcomes is to build families' knowledge about literacy standards, develop their understanding of their child's current performance level, and support them to build skills to support their child's literacy development at home.|We will facilitate a more frequent and robust series of workshops in the area of family literacy engagement, will add on a series of i-Ready workshops, and will specifically recruit underrepresented families (eg. Black families, English Learner families) to participate in these opportunities.|When sites hold space for families to come together and review data and support in the creation and implementation of site plans, families develop a sense of agency and accountability. Our school facilitates regular meetings where families engage in data analysis, provide input into the planning of school initiatives, programs, and policies, and provide feedback on their experiences. Families select representatives from that family leadership group to serve on the organization-wide Family Leadership Council, where family leaders are similarly engaged to provide input and feedback on organization-wide policies and programs. Finally, two seats on our Board of Directors are reserved for Family Leadership Council representatives, thereby ensuring that families have a strong voice in the direction of the organization.|Our focus area for improvement in Seeking Input for Decision-Making is to increase the level of consistent participation by Family Leadership Council members, so as to facilitate authentic and deep input into site decision making. During the pandemic, when families were struggling so much economically and with physical and mental health issues, our participation rates decreased. Two years ago, we started to rebuild towards pre-pandemic levels of parent leadership in our school, and we will continue those efforts this year.|We are focusing on increasing the engagement of our Black and English Learner families through focused outreach and encouragement to be active members of our site's Family Leadership Council. Strategies include personalized and individualized outreach, as well as recruitment during Black family-focused school events.|4|4|4|4|4|4|4|4|4|4|5|5|Met||2026-06-09|2026
01612750000000|Piedmont City Unified|3|Building relationships between school staff and families remains a core pillar of the Piedmont Unified School District (PUSD). Building upon our foundational work in diversity, equity, inclusion, and belonging (DEIB), the district significantly scaled up its direct engagement and shared decision-making model this past year to ensure all families have a voice in district operations. A definitive strength this year was the massive mobilization of staff to host over 50 targeted community meetings. These interactive sessions allowed for deep educational partner input and collaborative decision-making across critical district areas, including: Curriculum development and technology integration, Budget priorities and facilities planning, Special Education and DEIB initiatives, and the Superintendent Advisory Council. These opportunities continue to serve as vital listening posts and points of shared decision making. These committees complement our annual communication engagement and climate surveys, providing qualitative data that directly shapes our LCAP goals. Guided by our Director of DEIB, the district continues to deepen connections with under-represented families. Initiatives like our community circle events and the cross-age student mentorship program (linking high school mentors with elementary and middle school families) have successfully fostered a stronger, more inclusive sense of community. PUSD maintains high visibility and open lines of communication to keep families informed and engaged. The Superintendent’s active presence on Facebook and Instagram, paired with the bi-weekly parent S'more newsletter and an expanded web presence (including the recently added Alumni outreach), ensures consistent, transparent updates. By shifting from a model of simply informing families to actively co-creating solutions through over 50 staff-led forums, PUSD has strengthened trust and ensured that shared decision-making is a lived reality across our school community.|Based on focus group research and community feedback, sponsored community affinity group work will continue in the LCAP 2024-2027, along with additional engagement around equity, inclusion and belonging.  The Affinity Mentorship course at the high school level has been expanded to provide more community support among students in underrepresented groups. Additionally just-in-time interpretation services will be expanded to provide more engagement for families speaking other languages.|One of the areas identified for needing improvement was language barriers. In 2024-25 the district began implementing just-in-time interpretation services for families. This has been used to help with enrollment, parent teacher conferences, IEP meetings and school tours.|Based on feedback in LCAP engagement work and surveys, communication about expected student outcomes and curriculum was an area of interest for educational partners.  Redevelopment of the district and school websites occured and newsletter formats have been improved.   In 2025-26 additional mechanisms were added to communicate some local benchmark assessment results to elementary families directly via email.  Additionally the district has standardized 504 evaluations and reviews, providing processes for families to share information and ensure they have received their legal rights in the process.  Attendance at Back-to-School nights, Open House, Conferences and Education Speaker Series events continues to be high and the district continues to work to offer timely and responsive events and content to improve student outcomes with all educational partners.  Goal 3 of the LCAP included actions and services focused on this effort, including increasing opportunities for meaningful collaboration with BIPOC parents.|"The district plans to expand just-in-time interpretation services, direct digital release of benchmark assessment results, and outreach to alums to build career day programming. In addition community partners have been instrumental in expanding field trips and experiential learning. A new concept for a secondary ""open house"" focused on students was implemented for 2025-26. Goal 3 and 4 of the LCAP includes actions and services focused on this effort."|"Based on feedback in LCAP engagement work and surveys, communication about expected student outcomes and curriculum was an area of interest for educational partners.  Improved communication so all families have access to information on their child's progress is our focus.  This includes developing more reliable ""push"" communications.  Sending information directly to the parents rather than having them look for information of their students.  Redevelopment of the district and school websites will address some needs as the websites are now more easily translated for families whose home language is something other than English.  Additional support for multi-language households was implemented for 2023-24 including better language support in virtual meetings. All district meetings in 2024-25 included a hybrid option to better serve family participation, including additional features in 2025-26 for closed captions in multiple languages."|The parent - school partnership is a strength of Piedmont.  The parent community is very actively recruited and whole-heartedly participates in a variety of advisory committees and provides input in decision making through a variety feedback mechanisms including: Superintendent Advisory Council (SAC) WASC committees School Site Councils Parent Clubs LCAP Advisory Committee Diversity, Equity, Inclusion and Belonging Councils Health Council CTE Advisory Technology Advisory Special Education Advisory Committees Programmatic Surveys and Committees (ie Math, cell phones) Teacher Evaluation Surveys Climate Surveys Calendar Surveys Facilities Steering Committee Budget Advisory Committee Curriculum adoption processes and feedback  The district maintained a LCAP advisory committee this year with invited members from across the schools and support groups.  It met regularly throughout the year, providing input into the districts' programs and services for students. Although the primary purpose of the LCAP advisory committee is to provide input into the development of the district's Local Control Accountability Plan (LCAP), the recommendations made there go beyond the LCAP, supporting the needs of students across the district, regardless of specific plans or funding sources. Members were well-informed on the district's programs and services for students, also going beyond programs and services in the LCAP, and are active participants in the district's comprehensive strategic planning.|Improvement in seeking input for decision-making with stakeholders will be focused on three areas for the next LCAP cycle.  1) The Superintendent's Advisory Council was restructured in 2024-25 by the Superintendent further developed the channel for improved feedback and input; 2) Increased focus on newer channels for two-way communication including social media; 3) Site Council and other organized parent involvement areas.|The district will continue engagement strategies to underrepresented families. Goal  1, 3 and 4 of the proposed 2024-27 LCAP includes actions and services focused on this effort, including increasing opportunities for meaningful collaboration with BIPOC parents, improved communications and belonging work. Parent/guardians of unduplicated students have been identified for outreach and engagement at sites.|3|4|4|4|4|4|5|4|5|5|5|4|Met||2026-06-17|2026
01612910000000|San Leandro Unified|3|SLUSD’s commitment to family engagement is a central part of our 2025–2028 Strategic Action Plan, especially Goal 3: Strong, Connected Partnerships. This goal calls on the district to build authentic relationships with families, staff, and the community by fostering trust, honoring diversity, and strengthening communication. A key focus of this work is ensuring that multilingual families have clear, accessible ways to stay informed, share ideas, and participate fully in school and district life.   Through ParentSquare, school-based events, parent-teacher conferences, academic learning nights, workshops, coffee chats, School Site Council meetings, and parent leadership spaces, SLUSD creates regular opportunities for families and staff to connect around student progress, academic pathways, and available supports. These efforts are supported by translation and interpretation services, culturally responsive communication tools, and staff practices that help families communicate in their home language.   As part of Goal 3, SLUSD also engages parents and guardians in shaping the Local Control and Accountability Plan through school events, district advisory groups, and collaborative planning spaces. Rather than treating family voice as a final step, SLUSD uses these opportunities to co-design priorities, strengthen services, and align district actions with the lived experiences of students and families.|Based on educational partner input and local data, SLUSD’s focus area for improvement is to continue strengthening the everyday relationships between school staff and families through clear communication, trust-building, and greater access for multilingual families. While SLUSD already uses a wide range of communication tools and engagement opportunities, we recognize that communication is not a “set it and forget it” system. It is a living practice that must be continually nurtured, adjusted, and improved in response to what families are experiencing and what students need.   In alignment with our strategic plan, the district will continue to expand two-way communication with families through ParentSquare, district and school websites, emails, phone calls, home visits, Zoom meetings, in-person meetings, conferences, coffee chats, workshops, and school-based events. These efforts will continue to be supported in families’ home languages so multilingual families can access information, ask questions, and participate fully in their child’s education.   An ongoing focus is ensuring that families receive timely information about attendance, academic progress, academic pathways, and available supports. At the secondary level, families will continue to receive regular updates on attendance and academic progress, while schools across the district will continue refining how they communicate with families about barriers that may affect student participation or success.|SLUSD will improve engagement of underrepresented families by moving beyond general invitations and creating more intentional, relationship-based entry points for participation. The district recognizes that families are more likely to engage when communication is accessible, when outreach comes through trusted people and organizations, and when schools create spaces where families feel respected, heard, and understood.   To support this work, SLUSD will continue to strengthen multilingual communication by expanding access to interpretation and translation, improving translated written materials, and using platforms such as ParentSquare, text messaging, multilingual websites, and family portals to share information clearly and in a timely manner. The district will also continue to partner with trusted community organizations, including Wellness Together, Care Solace, the San Leandro Boys and Girls Club, and East Bay Agency for Children, to reach families in familiar and accessible spaces such as school sites, libraries, and community-based locations.   SLUSD will also use more personal and relational approaches, including home visits, listening circles, and small-group conversations, to better understand the experiences of families who may not participate in traditional meetings or surveys. These opportunities will help staff learn directly from families about barriers to engagement, student attendance, access to services, and school communication.   In addition, SLUSD will provide continued professional learning for parent facilitators, office staff, and other school staff in trauma-informed, anti-bias, and culturally sustaining practices. This training will support stronger day-to-day interactions with families and help ensure that every point of contact with a school builds trust, strengthens connections, and supports greater family participation.|SLUSD’s current strengths and progress in Building Partnerships for Student Outcomes are grounded in a strong commitment to authentic community engagement and collaborative partnerships. Through ongoing listening and learning sessions held throughout the year, the district actively engages students, families, staff, community-based organizations, businesses, and county/state agencies to inform programs, services, and student outcomes. SLUSD has intentionally refined its engagement practices to center the voices of historically underserved groups, including English learner families, families of students with special needs, single and co-parent families, and Black/African American families. By creating both broad community forums and dedicated affinity spaces, district leaders and educational partners are able to engage in more meaningful dialogue that reflects the lived experiences and needs of students and families. This relational approach to engagement has led to stronger collaboration and more responsive systems of support across the district. Examples of this work include school climate walk-throughs conducted by the Family and Student Support Services team, Parent Advisory Committee reviews of qualitative family feedback, and affinity group facilitation by community partners to better understand what is working well and where improvements are needed. SLUSD has also expanded family leadership opportunities through programs such as School Smarts Academy, Latino Literacy Project, and PIQE, which support families in navigating the school system and developing leadership skills within schools and the district. Through this ongoing cycle of listening, learning, co-designing, acting, and reflecting, SLUSD continues to strengthen trust, elevate community voice, and build meaningful partnerships that support improved student outcomes and belonging for all students.|Our Strategic Plan for 2025-2028 SLUSD has these action items with many correlated strategies that make visible and measurable what SLUSD wants to accomplish in 3 years. Some actions require direct engagement and collaboration with parents/families/community members and some require internal work with our employees.  #1: Supporting Families Through Every Step of the Journey Guide families through significant school transitions with clarity and care by providing timely information, personalized support, and multilingual resources that address academic, social, and emotional needs. Empower families with the knowledge and resources to support student well-being and academic success by offering parent leadership workshops, health and wellness resources, and opportunities to partner with school staff in promoting healthy minds and bodies. Ensure families have access to meaningful information about their child’s progress and the support they need to take action by providing regular updates, clear communication tools, family-friendly data reports, and opportunities to collaborate with teachers and support staff. #2:Responsive Communication That Honors Cultural and Linguistic Diversity Ensure all families can communicate in their home language to build trust, mutual respect, and shared responsibility for student success by providing translation and interpretation services, using culturally responsive communication tools, and training staff to engage effectively with multilingual families. Strengthen staff ability to recognize and respond to the cultural and linguistic strengths of families through ongoing professional learning and reflective practice. Establish responsive feedback loops that strengthen conflict resolution, build trust, and drive continuous improvement. Strengthen collaboration and communication with community-based organizations to support student learning, employee development, and districtwide initiatives.|Based on the analysis of educational partner input and local data, SLUSD will strengthen engagement of underrepresented families by creating more inclusive, accessible, and culturally responsive opportunities for families to actively participate in their child’s education and school community. The district will expand family workshops focused on supporting student learning at home, including literacy, mathematics, college and career readiness, and navigating school systems, with sessions offered in multiple languages, formats, and locations to increase access for all families. SLUSD will also continue to develop family leadership opportunities through parent mentoring and engagement programs that elevate the voices and experiences of English learner families, foster youth families, families of students with disabilities, and historically underrepresented groups. In addition, the district will provide regular progress updates and user-friendly data-sharing tools that empower families to monitor student progress, ask questions, and partner with educators in setting academic and social-emotional goals and interventions. A new K-5 report card has been developed to provide clarity to families on student progress. Family engagement efforts will also be aligned with the district’s Multi-Tiered Integrated Intervention Support System to ensure families are active collaborators in identifying and supporting student needs. SLUSD will continue to provide staff training focused on effective communication practices, relationship-building, and addressing unconscious bias to strengthen trust and engagement with families across all school communities. To further support equitable access and outcomes, SLUSD will launch targeted workshops for newcomer and long-term English learner students and their families, including students who are dually identified as English learners and students with disabilities. These workshops will focus on college and career readiness pathways, dual enrollment opportunities, college success resources, and available academic supports. The district will also continue expanding summer learning and after-school programs to increase student access to enrichment, intervention, and extended learning opportunities. Through these efforts, SLUSD aims to build stronger partnerships with families, increase relational trust, and improve equitable student outcomes across the district.|San Leandro Unified School District took the opportunity to broaden the scope of staff and community engagement through in-person and online to provide a variety of formats for our diverse community. The ease of attending virtual meetings or coming in person rendered a high degree of participation from all educational partner groups. SLUSD focuses on making community decision making accessible as seen in materials that can be found on our website at www.slusd.us/slusd/local-control-lcff-lcap/.    SLUSD’s strength in seeking input for decision-making is its commitment to creating structured and inclusive venues where educational partners can provide meaningful feedback on current conditions, district priorities, and future strategic commitments. Through advisory committees, Community School Action Teams, surveys, forums, and collaborative engagement protocols, the district gathers and analyzes input from students, families, staff, and community members to inform decision-making processes. Special attention is given to language accessibility and building intentional relationships that support ongoing cycles of inquiry beyond the development of the LCAP and SPSA and into daily teaching, learning, and school climate practices. These engagement opportunities are designed not only to collect information, but also to genuinely listen to and learn from educational partners about their needs, ideas, and preferences regarding programs, services, and district processes. SLUSD values the contributions of advisory groups and Community School Action Team members as essential partners in strengthening relational trust and developing responsive, sustainable, and impactful educational programs and supports.|Based on the analysis of educational partner input and local data, SLUSD’s focus area for improvement in seeking input for decision-making is expanding and strengthening affinity-based engagement spaces to ensure that educational partners from historically underserved groups have meaningful opportunities to participate in district decision-making. The district currently provides affinity spaces for English learner families, families of students with IEPs, families raising Black children, and families who are co-parenting or single parenting. Moving forward, SLUSD aims to deepen engagement within these groups, particularly for dually identified students such as English Learners with IEPs, by creating more intentional opportunities for connection, leadership, and feedback. The district also seeks to incorporate structures and participatory protocols used within advisory committees into these affinity spaces to increase opportunities for shared decision-making, collaborative problem-solving, and educational partner leadership.|Based on the analysis of educational partner input and local data, SLUSD will improve engagement of underrepresented families in seeking input for decision-making by leveraging site-based spaces and trusted community settings where families are more likely to participate, such as Latino Literacy Project groups, family-centered events, celebrations, and school community gatherings. The district has invested in expanding parent outreach services and will continue conducting community-based forums, listening sessions, and home visits to strengthen relationships and gather meaningful feedback essential to progress monitoring and program and service evaluation. SLUSD is also partnering with multiple community-based organizations to support outreach, relationship-building, and family engagement efforts. In addition, SLUSD continues implementation of the California Community Schools Partnership Program (CCSPP) grant across eight school sites. Through this work, each participating school has activated a Community School Coordinator position to identify student and family needs, deepen partnerships with parents and guardians, and strengthen ongoing communication and engagement efforts. This partnership model supports the district’s efforts to build greater capacity for collaborative decision-making that meaningfully includes families and educational partners. SLUSD also strengthens family engagement by hosting Celebration of Schools events for each school site, recognizing the important contributions of volunteers, families, and community members who support student success. These events provide opportunities to celebrate partnerships, elevate family voice, and build stronger connections between schools and the communities they serve. With intentional infrastructure, staffing, and engagement goals, SLUSD is well-positioned to strengthen both family participation and inclusive decision-making processes for TK–12 students and families.|4|4|4|5|4|5|4|5|5|5|5|4|Met||2026-06-16|2026
01613090000000|San Lorenzo Unified|3|San Lorenzo Unified School District continues to strengthen relationships between school staff and families by creating meaningful opportunities for two-way communication, engagement, and partnership. The District recognizes that strong family-school relationships contribute to improved student outcomes because families provide valuable insight into their children's strengths, needs, cultures, languages, and educational goals. Families are invited to participate in Back-to-School Nights, Parent-Teacher Conferences, open houses, parent education workshops, and school-sponsored events throughout the year. Parent-teacher conferences provide dedicated opportunities for families and educators to discuss student progress, review academic and behavioral information, and identify ways families can support learning at home. A key strength of the District's family engagement efforts is the work of School Community Liaisons, who provide individualized outreach to underrepresented families, multilingual families, and families experiencing homelessness. These staff members help families access resources, participate in school activities, and engage in district decision-making processes. This targeted outreach increases participation because it reduces barriers and creates stronger connections between families and schools. Schools also offer parent education opportunities designed to build family capacity and gather input. Topics include academic expectations, educational rights, student supports, college and career readiness, and strategies for advocating for children. These efforts help families become active partners in supporting student success. The District continues to prioritize racial equity and culturally responsive practices by providing professional learning that supports staff in creating welcoming and inclusive environments for all families. Staff are encouraged to learn about and value each family's culture, language, strengths, and aspirations for their children. These efforts are intended to build trust because families are more likely to engage when they feel respected, valued, and included. While progress has been made, the District recognizes that continued growth is needed to ensure consistent implementation across all schools. Staff mobility and turnover require ongoing training and support, and the work of examining personal and systemic biases remains an important part of strengthening relationships with families. San Lorenzo USD will continue to use educational partner feedback, targeted outreach, and professional learning to strengthen family engagement and foster collaborative partnerships that support student success.|San Lorenzo Unified School District will continue to strengthen family engagement by increasing participation in family learning opportunities, advisory groups, and school-sponsored events. While the District offers a variety of opportunities for families to engage in school and district decision-making processes, participation rates vary across schools and family groups. An area for improvement is expanding access to family engagement opportunities in ways that reduce barriers and increase participation. The District will continue to gather feedback from families to better understand factors that affect participation and will explore strategies such as flexible meeting formats, virtual participation options, language supports, targeted outreach, childcare, and scheduling adjustments. These efforts are intended to increase family access because providing multiple avenues for participation can better accommodate the diverse needs, schedules, and preferences of families. The District will also continue to build family capacity through parent education and leadership opportunities that support meaningful engagement, advocacy, and partnership in student learning. Through ongoing evaluation and educational partner feedback, San Lorenzo USD will work to ensure that family engagement opportunities are accessible, inclusive, and representative of the diverse communities it serves.|Based on educational partner feedback and local data, San Lorenzo Unified School District will continue to strengthen engagement with families who have been historically underrepresented in school and district decision-making processes. The District will build upon existing family engagement structures, including active School Site Councils (SSC), English Learner Advisory Committees (ELAC), and the District English Learner Advisory Committee (DELAC), which provide opportunities for families to share input and participate in school improvement efforts. To increase participation, the District will continue to leverage the relationships established by school staff, School Community Liaisons, and family engagement teams to conduct targeted outreach and encourage broader representation in advisory groups and the LCAP development process. These efforts are intended to increase participation because families are more likely to engage when they receive personalized invitations, information in their home language, and support in understanding the purpose and impact of their involvement. The District will also continue to provide dedicated opportunities for families to learn about the LCAP, district priorities, and educational programs while offering structured opportunities for feedback and discussion. In addition, the District will explore strategies to reduce barriers to participation, including flexible meeting formats, virtual participation options, translation and interpretation services, and targeted outreach to multilingual families, families experiencing homelessness, and other underrepresented groups. Through ongoing educational partner engagement and continuous review of participation data, San Lorenzo USD will work to ensure that family input is representative of the diverse communities it serves and that all families have meaningful opportunities to contribute to decisions that support student success.|San Lorenzo Unified School District continues to strengthen partnerships with families by providing multiple opportunities for meaningful participation in school and district decision-making. Families contribute through School Site Councils (SSC), English Learner Advisory Committees (ELAC), the District English Learner Advisory Committee (DELAC), the African American Family Advisory Council (AAFAC), the LCAP Steering Committee, and School Board meetings. The District has expanded outreach to underrepresented families, multilingual families, families experiencing homelessness, and families of students with disabilities through the work of School Community Liaisons and targeted engagement opportunities. Schools also provide parent education events that build family capacity to support student learning and advocate for their children. A continued strength is the District's commitment to racial equity and culturally responsive practices. Staff participate in professional learning focused on creating welcoming environments and building trusting relationships with families by recognizing and valuing their cultures, languages, strengths, and goals. While progress has been made, the District recognizes the need for ongoing professional learning and continuous improvement to ensure consistent family engagement practices across all schools and to strengthen authentic partnerships that support positive student outcomes.|San Lorenzo Unified School District's primary area for improvement is increasing participation in family engagement and educational partnership opportunities. While the District provides families with access to information, advisory groups, parent education events, and decision-making processes, participation levels vary across schools and family groups. The District will continue to expand family learning and engagement opportunities while exploring additional communication strategies beyond Blackboard Connect to increase outreach and accessibility. The District's goal is to strengthen two-way communication with families because ongoing dialogue helps schools better understand family needs, gather meaningful input, and build stronger partnerships that support positive student outcomes.|San Lorenzo Unified School District will continue to evaluate the effectiveness of current family engagement strategies and use educational partner feedback and participation data to guide improvements. The District will work with its communications department to better understand how families prefer to receive information and identify barriers that limit participation. Based on this feedback, SLZUSD will expand communication methods, strengthen targeted outreach, and develop systems that make it easier for underrepresented families to participate in learning opportunities, advisory groups, and decision-making processes that support student outcomes.|San Lorenzo Unified School District has established multiple opportunities for families to provide input and participate in decision-making at both the school and district levels. Families contribute through School Site Councils (SSC), English Learner Advisory Committees (ELAC), the District English Learner Advisory Committee (DELAC), the African American Family Advisory Council (AAFAC), the LCAP Steering Committee, and School Board meetings. The District continues to build family capacity through parent education opportunities and advisory groups that provide information and collect feedback on district and school initiatives. School Community Liaisons support outreach to underrepresented families and families experiencing homelessness to increase participation in engagement and decision-making processes. These efforts have strengthened opportunities for two-way communication and helped ensure that family perspectives inform district priorities, programs, and services.|Seeking input for decision-making is an area of strength for San Lorenzo Unified School District. The District has established systems and dedicated staff that gather feedback from families, students, staff, and administrators to inform decision-making processes. The District's focus for continuous improvement is to further expand participation and ensure that input reflects the diverse perspectives of the community. San Lorenzo USD will continue to strengthen inclusive engagement practices and provide meaningful opportunities for educational partners to contribute to decisions that impact student outcomes.|San Lorenzo Unified School District will continue to expand opportunities for underrepresented families to participate in decision-making processes. During the current school year, the District established a Family University that includes family members, classified staff, certificated staff, and community partners to ensure a broader range of perspectives are represented. In addition, the District has restructured its LCAP Steering Committee to include a family representative from each school and student representatives from across the District. These efforts are intended to increase participation because they create more accessible pathways for families and students to share their experiences, provide feedback, and contribute to decisions that impact student outcomes and school improvement efforts.|3|3|3|4|3|3|4|4|3|3|3|4|Met||2026-06-16|2026
01613090101212|KIPP Summit Academy|3|KIPP believes that meaningful family engagement builds parent efficacy, recognizes families as true assets, and leverages the community's strengths, experiences, and knowledge to strengthen the school. We are committed to partnerships that create lasting capacity for families — not just during their time with us, but beyond.  Families are reached through multiple communication channels including newsletters, emails, phone calls, and text messages. Staff share their email addresses and cell phone numbers directly with families to ensure accessible support for homework and other concerns. Progress reports and report cards are distributed throughout the year to keep families informed of their student's academic progress, and families are encouraged to schedule conferences with teachers at any point. Any student at risk of retention is required to meet with teachers and administrators to identify additional supports. Each year, the school begins building family relationships during new student orientation — before the school year begins — so that students and families feel connected and welcomed from day one.  The KIPP Family Council (KFC) serves as the school's primary family governance structure, providing families with a meaningful voice in school decision-making. Families drive the KFC, meeting monthly to review school data, plan community events, and advocate for the school's continued growth. The school leader meets regularly with the KFC to ensure alignment between school priorities and community needs. The Multilingual Learner Committee (MLC) provides an additional structured channel for multilingual families to engage, offering input on language development programming and supports for English learner students.  KIPP invests in staff capacity to engage families as equal partners. Front office and operational staff receive professional development on creating a warm and welcoming environment for all visitors. All school staff are expected to demonstrate strong, consistent connections with students and their families as a core professional expectation.  This year, the school hosted 10+ virtual and in-person family events open to all families. In the annual family survey, 72% of families reported satisfaction with opportunities to get involved on campus. The school will continue to use surveys, conferences, the KFC and MLC structures, and regular communication to deepen family engagement and build on this foundation.|KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  The school hosted over 10 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 72% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress.  Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in the KIPP Family Council.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Council meetings.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Council and Multilingual Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings, and other school-sponsored events are always created considering the unique needs of the community.  The school hosted 10+ virtual and in-person events where all families were invited. In an annual family survey, 72% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will apply culturally responsive practices to existing school communications and will continue to use surveys, conferences, regular phone communication, and other forms of contact to engage all families.  The KIPP Family Council (KFC) and Multilingual Learner Committee (MLC) provide structured opportunities for underrepresented families — including multilingual learner families — to engage directly in school decision-making and provide input on school priorities.  Because language plays a crucial role in families' lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students' home languages, and when translation is needed, a school-provided translator will be available.  Additionally, KIPP will provide different types of opportunities for families to participate, including events scheduled in the morning and evening to accommodate varying family schedules and childcare needs.|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents.  KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, KFC meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early KIPP Family Council meeting.  The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, KFCs, parent-teacher conferencing) to support parents’ participation in their children’s education.   During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP supports family engagement and decision making through the KIPP Family Council and Multilingual Council which meet regularly throughout the school year. The KIPP Family Council (KFC) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings, and other school-sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the KIPP Family Council (KFC) and Multilingual Learner Committee (MLC). Both bodies provide structured opportunities for underrepresented families to review school data, respond to LCAP priorities, and make recommendations to school leadership.  Feedback gathered through these structures, as well as through the annual family survey and LCAP survey, is reviewed by school leadership and used to inform goal-setting, resource allocation, and program decisions. KIPP is committed to closing the feedback loop by sharing with families how their input has shaped school priorities and LCAP actions.  Additionally, KIPP will provide varied opportunities for families to participate, including events scheduled in the morning and evening to accommodate different family schedules and childcare needs.|5|5|5|5|5|4|5|4|4|4|4|4|Met||2026-06-04|2026
01613090114421|KIPP King Collegiate High|3|KIPP believes that meaningful family engagement builds parent efficacy, recognizes families as true assets, and leverages the community's strengths, experiences, and knowledge to strengthen the school. We are committed to partnerships that create lasting capacity for families — not just during their time with us, but beyond.  Families are reached through multiple communication channels including newsletters, emails, phone calls, and text messages. Staff share their email addresses and cell phone numbers directly with families to ensure accessible support for homework and other concerns. Progress reports and report cards are distributed throughout the year to keep families informed of their student's academic progress, and families are encouraged to schedule conferences with teachers at any point. Any student at risk of retention is required to meet with teachers and administrators to identify additional supports. Each year, the school begins building family relationships during new student orientation — before the school year begins — so that students and families feel connected and welcomed from day one.  The KIPP Family Council (KFC) serves as the school's primary family governance structure, providing families with a meaningful voice in school decision-making. Families drive the KFC, meeting monthly to review school data, plan community events, and advocate for the school's continued growth. The school leader meets regularly with the KFC to ensure alignment between school priorities and community needs. The Multilingual Learner Council (MLC) provides an additional structured channel for multilingual families to engage, offering input on language development programming and supports for English learner students.  KIPP invests in staff capacity to engage families as equal partners. Front office and operational staff receive professional development on creating a warm and welcoming environment for all visitors. All school staff are expected to demonstrate strong, consistent connections with students and their families as a core professional expectation.  This year, the school hosted over 10 virtual and in-person family events open to all families. In the annual family survey, 66% of families reported satisfaction with opportunities to get involved on campus. The school will continue to use surveys, conferences, the KFC and MLC structures, and regular communication to deepen family engagement and build on this foundation.|KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  The school hosted over 10 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 66% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress.  Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in the KIPP Family Council.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Council meetings.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Council and Multilingual Leaner Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings, and other school-sponsored events are always created considering the unique needs of the community.  The school hosted 10 virtual and in-person events where all families were invited. In an annual family survey, 66% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will apply culturally responsive practices to existing school communications and will continue to use surveys, conferences, regular phone communication, and other forms of contact to engage all families.  The KIPP Family Council (KFC) and Multilingual Learner Council (MLC) provide structured opportunities for underrepresented families — including multilingual learner families — to engage directly in school decision-making and provide input on school priorities.  Because language plays a crucial role in families' lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students' home languages, and when translation is needed, a school-provided translator will be available.  Additionally, KIPP will provide different types of opportunities for families to participate, including events scheduled in the morning and evening to accommodate varying family schedules and childcare needs.|Parent involvement in decision making at KIPP is demonstrated in multiple ways.  The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, KFC meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early KIPP Family Council meeting.  The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, KFCs, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP supports family engagement and decision making through the KIPP Family Council and Multilingual Learner Council which meet regularly throughout the school year. The KIPP Family Council (KFC) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings, and other school-sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the KIPP Family Council (KFC) and Multilingual Learner Committee (MLC). Both bodies provide structured opportunities for underrepresented families to review school data, respond to LCAP priorities, and make recommendations to school leadership.  Feedback gathered Council these structures, as well as through the annual family survey and LCAP survey, is reviewed by school leadership and used to inform goal-setting, resource allocation, and program decisions. KIPP is committed to closing the feedback loop by sharing with families how their input has shaped school priorities and LCAP actions.  Additionally, KIPP will provide varied opportunities for families to participate, including events scheduled in the morning and evening to accommodate different family schedules and childcare needs.|3|4|3|4|3|3|4|3|4|3|3|4|Met||2026-06-04|2026
01740050000000|Tri-Valley ROP|3||||||||||||||||||||||Not Met|||2026
01740130000000|Eden Area ROP|3||||||||||||||||||||||Not Met|||2026
01740210000000|Mission Valley ROC/P|3||||||||||||||||||||||Not Met|||2026
01750930000000|Dublin Unified|3|DUSD is still working to establish strong communication and feedback systems with families, as demonstrated by unfavorable Panorama results in family engagement. Nevertheless, families have multiple access points for information (websites, social media, Parent Square, school newsletters), and staff report feeling well-equipped to communicate effectively. Parent volunteers are welcome at school events, and many participate through PFCs and SSCs.|Despite efforts to codify expectations for elementary and middle school family conferences, family data on resources for student support and school fit have declined by 7% in both areas this year. DUSD will continue to assess family partnerships to improve student outcomes.|To address this, DUSD has begun implementing cultural events to bring underrepresented families together and allow district and school staff to connect with families in a low-stakes environment. DUSD has also organized family affinity meetings and, through the district equity audit, identified additional areas of focus for sites regarding how they engage self-identified underrepresented families.|DUSD maintains strong communication and feedback systems with families, as demonstrated by favorable Panorama results in family engagement and teaching efficacy. Families have multiple access points for information (websites, social media, Parent Square, school newsletters), and staff report feeling well-equipped to communicate effectively. Parent volunteers are welcome at school events, and many participate through PFCs and SSCs.|Despite efforts to codify expectations for elementary and middle school family conferences, family data on resources for student support and school fit have declined by 7% in both areas this year. DUSD will continue to assess family partnerships to improve student outcomes.|To address this, DUSD has begun implementing cultural events to bring underrepresented families together and allow district and school staff to connect with families in a low-stakes environment. DUSD has also organized family affinity meetings and, through the district equity audit, identified additional areas of focus for sites regarding how they engage self-identified underrepresented families.|The district has invested in shared decision-making structures, including the LCAP Parent Advisory Committee (PAC), DELAC, SSCs, and monthly meetings between the Superintendent and parent leadership groups. The 202427 LCAP was shaped by input from 680 educational partners, including 60 parent survey responses and five PAC meetings. This reflects an infrastructure for advisory engagement.|DUSD rates itself at Beginning Development for family representation in decision-making and Exploration and Research for collaboration between families, staff, and administrators on the design and evaluation of engagement efforts. Survey feedback and advisory participation rosters show a need to deepen the participation of historically underrepresented families.|DUSD will improve engagement by investing in targeted recruitment of diverse parents for advisory groups and ensuring meetings are accessible through translation, childcare, and virtual options. The district will also utilize Equity, Inclusion, and Student Support staff to do targeted outreach.|4|3|4|4|3|4|5|4|4|4|3|3|Met||2026-06-23|2026
01751010000000|Pleasanton Unified|3|In October 2025, PUSD administered the yearly California Healthy Kids Survey (CHKS), which also includes the California School Staff Survey (CSSS) and the California School Parent Survey (CSPS) which measures student, staff, and parent responses regarding parental involvement. Strengths and Progress: Survey shows increases in the already high percentage of parents/guardians agree or strongly agree - School promptly responds to my phone calls, messages, or e-mails (90%) - School encourages me to be an active partner with the school in educating my child (91%) - Parents feel welcome to participate at this school (91%)|Focus Areas for Improvement: CSPS shows a need to focus on the following areas: - Letting you know how your child is doing in school between report cards - Providing information about why your child is placed in particular groups or classes - Providing information on your expected role at your child’s school - Providing information about how to help your child with homework - Providing information on how to help your child plan for college or vocational school - School staff take parent concerns seriously|- Professional development to support increasing communication to parents specifically regarding student work within the classroom - Continue to utilize systems of communication such as Parent Square that enhance two way communication with families - Promote opportunities for equity based initiatives throughout the district|In October 2025, PUSD administered the yearly California Healthy Kids Survey (CHKS), which also includes the California School Staff Survey (CSSS) and the California School Parent Survey (CSPS) which measures student, staff, and parent responses. Strengths and Progress: Survey showed an increase in the already high percentage of parents/guardians who agree/strongly agree that - This school promotes academic success for all students (90%) - This school is a supportive and inviting place for students to learn (93%) - This school provides high quality instruction to my child (88%) - My child is receiving adequate instruction from teachers to support assigned work (88%)|Focus Areas for Improvement based on the survey: - This school provides instructional materials that reflect my child’s culture, ethnicity, and identity - This school has quality programs for my child’s talents, gifts, or special needs.|- Professional development to support increasing communication to parents specifically regarding student work within the classroom - Continue to utilize systems of communication such as Parent Square that enhance two way communication with families - Promote opportunities for equity based initiatives throughout the district|In October 2025, PUSD administered the yearly California Healthy Kids Survey (CHKS), which also includes the California School Staff Survey (CSSS) and the California School Parent Survey (CSPS) which measures student, staff, and parent responses regarding parental involvement. Strengths and Progress: Survey showed a ten percent increase in parents/guardians that agree or strongly agree - Parents feel welcome to participate at this school (91%)|These areas show significant growth, but still are areas for continuous improvement - School actively seeks the input of parents before making important decisions (72%) - School staff take parent concerns seriously (81%)|- Promote opportunities for parents to participate in decision making process through PTA, School Site Council, English Learner Advisory Committee (site and district levels), and LCAP committee.|5|4|5|4|4|5|5|4|5|4|5|4|Met||2026-06-25|2026
01751190000000|Sunol Glen Unified|3|One of Sunol Glen Unified School District’s greatest strengths is the strong and personal relationships built between school staff and families. As a small, single-school district, Sunol Glen is uniquely positioned to foster meaningful connections through regular communication, daily interactions, and a strong sense of community. Staff members know students and families well, allowing relationships to extend beyond academics and creating a school environment grounded in trust, collaboration, and shared support for student success.  A key strength of the District is its emphasis on accessibility and communication. Families receive regular updates through ParentSquare, the weekly Eagle Flyer newsletter, classroom communication, phone calls, and in-person conversations. The Superintendent/Principal maintains a visible presence on campus and regularly interacts with students and families, helping strengthen relationships and maintain open communication between home and school.  Educational partner input and local survey data indicate that families generally feel welcomed, informed, and connected to the school community. Family engagement continues to be supported through a variety of schoolwide events and opportunities for participation, including Back-to-School Night, Open House, STEAM Night, Heroes Day, monthly character trait assemblies, performances, Garden Day, and Community Club events. These activities provide meaningful opportunities for staff and families to build relationships and remain engaged in student learning and school life.  The District has also strengthened targeted communication and collaboration for students needing additional support. Through Student Success Team (SST) meetings, parent-teacher conferences, and individualized outreach related to academic, attendance, or social-emotional concerns, families are actively involved in problem-solving and planning to support student success.  Overall, local data and feedback from educational partners suggest that Sunol Glen continues to make strong progress in maintaining positive relationships between staff and families through consistent communication, accessibility, and a welcoming school culture.|While educational partner feedback indicates that families generally feel welcomed, informed, and connected to the school community, the District recognizes opportunities to further strengthen family engagement and communication. Annual parent survey results continue to reflect high levels of satisfaction with school climate, safety, and communication; however, feedback suggests that competing work schedules, time constraints, and family availability can create barriers to participation in school events and meetings.  As a result, the District’s focus for improvement is increasing flexibility and responsiveness in how families engage with the school. This includes continuing to strengthen two-way communication, increasing targeted outreach for families of students needing additional academic, attendance, or social-emotional support, and providing multiple opportunities for participation through in-person meetings, digital communication, surveys, and school events. The District will also continue strengthening family involvement through Student Success Team (SST) meetings, targeted conferences, and ongoing communication with teachers and staff, particularly for families of students identified as at-risk.  Moving forward, Sunol Glen’s focus will be on ensuring all families feel informed, connected, and empowered to partner with the school in supporting student success, while remaining responsive to the needs and availability of families.|While underrepresented families represent a relatively small portion of Sunol Glen Unified School District’s student population, the District remains intentional in ensuring all families feel welcomed, informed, and meaningfully connected to the school community. Based on educational partner feedback and ongoing communication with families, the District recognizes the importance of reducing barriers related to language, access, and familiarity with school systems.  To improve engagement, the District will continue providing individualized outreach through phone calls, ParentSquare communication, parent-teacher conferences, and Student Success Team (SST) meetings, particularly for families of students needing additional academic, attendance, or social-emotional support. Translation and interpretation support, along with translated materials, will continue to be made available when needed to improve access to school information and communication.  The District will also continue creating multiple opportunities for family participation through school events, conferences, surveys, and flexible communication methods to better meet the needs of families with varying schedules and levels of availability. Staff will continue emphasizing relationship-building and proactive communication to ensure all families feel comfortable asking questions, participating in school activities, and partnering with the school to support student success.|Sunol Glen Unified School District values strong partnerships with families as an essential component of student success. Educational partner input and local data indicate that families remain actively engaged in supporting student learning and value the close communication and accessibility of school staff. The District regularly gathers feedback through the annual LCAP survey, schoolwide surveys, Community Club meetings, School Site Council (SSC), and ongoing conversations with families, using this input to guide decisions related to academic programs, student supports, and school priorities.  A key strength of the District is maintaining strong communication around student learning and academic expectations. Families are provided with regular updates through ParentSquare, teacher communication, the Eagle Flyer newsletter, the school website, and classroom updates, helping ensure parents remain informed about instruction, assignments, and student progress. Events such as Back-to-School Night, Open House, parent-teacher conferences, Time with Teachers, and family engagement activities provide opportunities for families to better understand instructional programs and partner with staff in supporting student success.  The District has also strengthened partnerships focused on student outcomes through more targeted collaboration with families of students needing additional support. Student Success Team (SST) meetings, intervention planning, and individualized communication regarding academic, attendance, or social-emotional concerns provide families with opportunities to participate in problem-solving and goal-setting for their child.  Overall, local data and educational partner feedback suggest that Sunol Glen continues to make strong progress in building partnerships that support student achievement, engagement, and well-being through consistent communication, family involvement, and shared responsibility for student success.|While educational partner feedback reflects strong communication and positive family-school relationships, the District recognizes an opportunity to strengthen how partnerships are used to improve student outcomes. As student performance and attendance data are reviewed more regularly, the District has identified a need to increase family involvement in supporting students experiencing academic difficulty, chronic absenteeism, or social-emotional concerns.  A focus area for improvement is increasing shared understanding of student progress, interventions, and supports so families can more actively partner in helping students succeed. During the 2026–2027 school year, the District will continue strengthening communication around academic expectations, intervention supports, attendance, and student progress through more intentional use of Student Success Team (SST) meetings, targeted family outreach, and regular progress monitoring for students identified as at risk.  The District will also continue exploring ways to increase participation from families who may experience barriers related to work schedules or availability, ensuring all families have opportunities to engage in meaningful ways that support student learning and success.|While underrepresented families represent a small portion of the District’s student population, Sunol Glen Unified School District remains committed to ensuring all families have equitable opportunities to participate in supporting student outcomes. Based on local data and educational partner feedback, the District recognizes that differences in schedules, language needs, or familiarity with school systems can impact participation.  To improve engagement, the District will continue taking an individualized approach by intentionally connecting families to information and supports related to their child’s academic progress, attendance, and overall success. Staff will continue working to reduce barriers to participation by offering flexible meeting options, translation support when needed, and personalized outreach to ensure families feel comfortable participating in school processes and decisions related to student learning.  The District will continue reviewing participation and feedback data to identify opportunities to strengthen involvement and ensure all families have meaningful opportunities to partner in supporting student success.|Sunol Glen Unified School District’s current strength in seeking input for decision-making is the District’s ability to gather and respond to feedback in a way that directly informs school priorities and student supports. Educational partner input and local data have played an important role in shaping decisions related to intervention systems, attendance supports, school climate, academic priorities, and program implementation.  During the 2025–2026 school year, feedback from staff, families, and local data contributed to refinements in the District’s Multi-Tiered System of Supports (MTSS), increased focus on structured intervention, expanded support for English Learners, and adjustments to family engagement and Student Success Team (SST) practices. The District has also continued to use student performance data, attendance trends, survey feedback, and educational partner input to identify needs and make adjustments to programs and services.  Overall, local data and educational partner feedback suggest the District continues to make progress in using input as part of an ongoing cycle of reflection, planning, and continuous improvement to better support student outcomes.|While Sunol Glen Unified School District benefits from strong educational partner involvement, an area for continued improvement is expanding opportunities for structured input to ensure a broader range of perspectives informs District decision-making. As a small district, feedback is often gathered through ongoing conversations and established groups; however, the District recognizes the importance of creating additional opportunities for educational partners to engage in more focused discussions around priorities, programs, and long-term planning.  During the 2026–2027 school year, the District will strengthen opportunities for input by establishing a Budget Advisory Committee (BAC) to provide families, staff, and community members with a more structured forum for discussing District priorities, budget considerations, and program planning. The BAC will support greater transparency, a shared understanding of District needs, and more meaningful involvement of educational partners in decisions that impact student outcomes.  In addition, the District will continue refining the review of educational partner input alongside student outcome data, attendance trends, and implementation evidence to ensure that feedback meaningfully informs planning, prioritization, and continuous improvement efforts.|Sunol Glen Unified School District is committed to ensuring underrepresented families have meaningful opportunities to provide input and participate in school decision-making. While underrepresented families represent a relatively small portion of the District’s student population, the District recognizes the importance of intentionally creating opportunities for all families to share perspectives and help inform school priorities.  To strengthen engagement, the District will continue using multiple methods to gather input, including annual surveys, School Site Council (SSC), Community Club (CC) outreach, family events, and individual conversations with families. These opportunities are designed to create multiple entry points for participation and ensure families have opportunities to provide feedback in ways that are comfortable and accessible.  The District will also continue providing translated materials and individualized outreach when needed to reduce barriers to participation and ensure families have access to important information and opportunities for involvement. Family events and school activities will continue to be used as opportunities to build connections and encourage participation in conversations related to school priorities, programs, and student supports.  Moving forward, the District will continue reviewing participation and feedback trends to identify opportunities to better engage families who may not traditionally participate in surveys, meetings, or school events, ensuring all voices are represented in decision-making processes.|4|5|4|4|5|5|5|5|5|3|4|5|Met||2026-06-23|2026
01771800000000|SBE - Latitude 37.8 High|3|"Our school facilitates a Family Leadership Council and regular town hall or ""coffee with the Principal"" meetings, structures that are designed to build Home-School relationships and partnership and ensure family voice in school decision-making. The Family Leadership Council provides a space for families to provide feedback and suggestions regarding their experiences in our school. In addition, our schools hold student-led conferences, engage in home visits, and/or hold 1:1's with families, and as a result have seen improvement in attendance and parent interest in student work. Sites engage in regular 2-way communication with families through ParentSquare as well as Zoom and in person meetings."|Our focus areas for improvement in Building Relationships Between School Staff and Families are as follows:  (1) Engaging our families through in-person and virtual academic and leadership development sessions, through our Community Schools work. (2) Building the capacity of new(er) teachers to develop strong, trusting relationships with families, by building their knowledge and skills through a summer and fall workshop series focused on family partnership.|"We are focusing on increasing the engagement of our Black families through focused outreach and community building events like Black Family Councils, cultural celebrations, ""Black Family Breakfast"", and other welcoming activities. Given that our Black students have higher chronic absence rates than our other populations, we are also specifically focusing on addressing the root causes of lower engagement levels through relationship building and effective case management, which includes building close partnerships with families."|To support development of a valued and integral partnership, the Latitude staff has already implemented Fall Student-Led Conferences for every family. At mid-year, we hold Presentations of Learning, followed by spring Student-Led Conferences, and end-of-year Transitional Presentations of Learning in June.   To monitor its efforts, Latitude administers the School Climate Assessment Instrument (SCAI) on an annual basis, a comprehensive nationally normed survey. The SCAI utilizes a 1 - 5 scale to assess the school across eight dimensions: Physical Appearance, Faculty Relations, Student Interactions, Leadership & Decisions, Discipline, Learning & Assessment, Attitude & Culture, and Community Relations. A score of 3.5 or higher is correlated with increased rates of achievement. The survey will be administered with both Families and Staff. Latitude actively encourages and supports families in completing the survey, including support with reading and translation as needed. Once complete, the data is reviewed by the School Leadership Team to inform action planning for the upcoming school year as part of the LCAP process. Data is also shared out across key stakeholders to support this process, gather additional input, and build transparency and agency. Within the SCAI, Latitude focuses on Dimension 8, Community Relations, to assess its work in building parent engagement. The school will set annual goals within its LCAP to track parent engagement levels using this measure.|Our focus area for improvement in Building Partnerships for Student Outcomes is to build families' knowledge about the path to college. Our college counselor will facilitate a series of learning opportunities to expand families' knowledge about the financial path to college, as well as the importance of a college education, and will build their understanding regarding how they can support their student as they navigate this journey.|We make an intentional effort to build relationships with individual families and particularly focus on ensuring that the families of English Learner students participate and are engaged in opportunities like student-led conferences, presentations of learning, and college information workshops.|When sites hold space for families to come together and review data and support in the creation and implementation of site plans, families develop a sense of agency and accountability. Our school facilitates regular meetings where families engage in data analysis, provide input into the planning of school initiatives, programs, and policies, and provide feedback on their experiences. Families select representatives from that family leadership group to serve on the organization-wide Family Leadership Council, where family leaders are similarly engaged to provide input and feedback on organization-wide policies and programs. Finally, two seats on our Board of Directors are reserved for Family Leadership Council representatives, thereby ensuring that families have a strong voice in the direction of the organization.|Our focus area for improvement in Seeking Input for Decision-Making is to increase the level of consistent participation by Family Leadership Council members, so as to facilitate authentic and deep input into site decision making. During the pandemic, when families were struggling so much economically and with physical and mental health issues, our participation rates decreased. Two years ago, we started to rebuild towards pre-pandemic levels of parent leadership in our school, and we will continue those efforts this year.|We are focusing on increasing the engagement of our English Learner families through focused outreach and encouragement to be active members of our site's Family Leadership Council and take part in school town hall meetings.|4|4|4|4|4|4|4|4|4|4|5|4|Met||2026-06-09|2026
01771800138289|Latitude 37.8 High|3|"Our school facilitates a Family Leadership Council and regular town hall or ""coffee with the Principal"" meetings, structures that are designed to build Home-School relationships and partnership and ensure family voice in school decision-making. The Family Leadership Council provides a space for families to provide feedback and suggestions regarding their experiences in our school. In addition, our schools hold student-led conferences, engage in home visits, and/or hold 1:1's with families, and as a result have seen improvement in attendance and parent interest in student work. Sites engage in regular 2-way communication with families through ParentSquare as well as Zoom and in person meetings."|Our focus areas for improvement in Building Relationships Between School Staff and Families are as follows:  (1) Engaging our families through in-person and virtual academic and leadership development sessions, through our Community Schools work. (2) Building the capacity of new(er) teachers to develop strong, trusting relationships with families, by building their knowledge and skills through a summer and fall workshop series focused on family partnership.|"We are focusing on increasing the engagement of our Black families through focused outreach and community building events like Black Family Councils, cultural celebrations, ""Black Family Breakfast"", and other welcoming activities. Given that our Black students have higher chronic absence rates than our other populations, we are also specifically focusing on addressing the root causes of lower engagement levels through relationship building and effective case management, which includes building close partnerships with families."|To support development of a valued and integral partnership, the Latitude staff has already implemented Fall Student-Led Conferences for every family. At mid-year, we hold Presentations of Learning, followed by spring Student-Led Conferences, and end-of-year Transitional Presentations of Learning in June.   To monitor its efforts, Latitude administers the School Climate Assessment Instrument (SCAI) on an annual basis, a comprehensive nationally normed survey. The SCAI utilizes a 1 - 5 scale to assess the school across eight dimensions: Physical Appearance, Faculty Relations, Student Interactions, Leadership & Decisions, Discipline, Learning & Assessment, Attitude & Culture, and Community Relations. A score of 3.5 or higher is correlated with increased rates of achievement. The survey will be administered with both Families and Staff. Latitude actively encourages and supports families in completing the survey, including support with reading and translation as needed. Once complete, the data is reviewed by the School Leadership Team to inform action planning for the upcoming school year as part of the LCAP process. Data is also shared out across key stakeholders to support this process, gather additional input, and build transparency and agency. Within the SCAI, Latitude focuses on Dimension 8, Community Relations, to assess its work in building parent engagement. The school will set annual goals within its LCAP to track parent engagement levels using this measure.|Our focus area for improvement in Building Partnerships for Student Outcomes is to build families' knowledge about the path to college. Our college counselor will facilitate a series of learning opportunities to expand families' knowledge about the financial path to college, as well as the importance of a college education, and will build their understanding regarding how they can support their student as they navigate this journey.|We make an intentional effort to build relationships with individual families and particularly focus on ensuring that the families of English Learner students participate and are engaged in opportunities like student-led conferences, presentations of learning, and college information workshops.|When sites hold space for families to come together and review data and support in the creation and implementation of site plans, families develop a sense of agency and accountability. Our school facilitates regular meetings where families engage in data analysis, provide input into the planning of school initiatives, programs, and policies, and provide feedback on their experiences. Families select representatives from that family leadership group to serve on the organization-wide Family Leadership Council, where family leaders are similarly engaged to provide input and feedback on organization-wide policies and programs. Finally, two seats on our Board of Directors are reserved for Family Leadership Council representatives, thereby ensuring that families have a strong voice in the direction of the organization.|Our focus area for improvement in Seeking Input for Decision-Making is to increase the level of consistent participation by Family Leadership Council members, so as to facilitate authentic and deep input into site decision making. During the pandemic, when families were struggling so much economically and with physical and mental health issues, our participation rates decreased. Two years ago, we started to rebuild towards pre-pandemic levels of parent leadership in our school, and we will continue those efforts this year.|We are focusing on increasing the engagement of our English Learner families through focused outreach and encouragement to be active members of our site's Family Leadership Council and take part in school town hall meetings.|4|4|4|4|4|4|4|4|4|4|5|4|Met||2026-06-09|2026
02100250000000|Alpine County Office of Education|3|90% of families, staff, and community members feel connected to their local school. Communication has improved through the use of regular digital newsletters and an education texting app.|LEA will host more events at school sites open to families and the community to celebrate local communities, cultures, promote academic achievement, and celebrate students successes.|Working more closely and in targeted programs with our Native Liaison / Homeless and Foster Youth Advocate will help build stronger relationships with these families and student groups. LEA will also work more closely with the tribal community to promote Washoe language and cultural pride within the school community.|More than 90% of parents said they enjoyed regular communication with their child's teacher(s). Teachers meet regularly with families for conferences and host some conferences off-campus for easier community access.|LEA will provide learning opportunities to staff regarding family and community partnerships and engagement.|LEA will host more family and community events and ensure clear communication to families regarding events to maximize participation.|The LEA provides multiple opportunities for family engagement in school decision making through surveys, committee meetings, school site council meetings, and the Alpine Parents Action Committee (A-PAC).|Communication about and scheduling of committee meetings needs to be clear and take into consideration family schedules and time constraints.|LEA will use data from recent parent surveys to choose times and locations for meetings that are more convenient for families to improve engagement.|4|4|4|4|3|3|4|3|3|3|4|4|Met||2026-06-25|2026
02613330000000|Alpine County Unified|3|90% of families, staff, and community members feel connected to their local school. Communication has improved through the use of regular digital newsletters and an education texting app.|LEA will host more events at school sites open to families and the community to celebrate local communities, cultures, promote academic achievement, and celebrate students successes.|Working more closely and in targeted programs with our Native Liaison / Homeless and Foster Youth Advocate will help build stronger relationships with these families and student groups. LEA will also work more closely with the tribal community to promote Washoe language and cultural pride within the school community.|More than 90% of parents said they enjoyed regular communication with their child's teacher(s). Teachers meet regularly with families for conferences and host some conferences off-campus for easier community access.|LEA will provide learning opportunities to staff regarding family and community partnerships and engagement.|LEA will host more family and community events and ensure clear communication to families regarding events to maximize participation.|The LEA provides multiple opportunities for family engagement in school decision making through survey|Communication about and scheduling of committee meetings needs to be clear and take into consideration family schedules and time constraints.|LEA will use data from recent parent surveys to choose times and locations for meetings that are more convenient for families to improve engagement.|4|4|4|4|3|3|4|3|3|3|4|4|Met||2026-06-25|2026
03100330000000|Amador County Office of Education|3|Communication efforts, especially through ParentSquare and social media, have generally been effective and well-received. ParentSquare is praised as a helpful and universal tool, though not all families consistently engage with it. COST teams continue to show promise, but more time and effort are needed to fully integrate them into the ACUSD system. Overall, teachers are doing well with communication practices.|There is a need for more authentic and meaningful family engagement, particularly at the secondary level. Parents often lack understanding of the school environment and place too much responsibility on schools for raising their children. Strategies like Town Halls, positive phone calls, and improved feedback mechanisms could help bridge this gap. Tools like Raptor visitor management and increased engagement activities could also support stronger school-family connections. There's also a call for professional development to enhance these efforts.|Some strategies we will use to increase parent and family participation, including underrepresented families, in school-sponsored events will include translation of communications in other languages, personal phone calls to families, and continued cultural proficiency training for staff to acquire more strategies and build an understanding of diverse cultures.|There is a need to better educate parents on their roles and responsibilities in supporting their child's education. While efforts like Community-School Liaisons and alignment with strategic plan action items are positive steps, implementation is inconsistent across the district. Some mandated practices, such as IEP and 504 rights distribution and elementary parent-teacher conferences, are in place, though participation remains moderate.|Parent and family education is an area needing improvement. Suggestions include providing families with tools to support learning at home, offering professional development for staff on family engagement, and ensuring dedicated MTSS/COST coordinators at each site. There's also a need to maintain focus through MLT efforts and stay aligned with long-term goals.|Professional learning on strategies to further engage and build partnerships with parents will be offered to school administrators and staff this year.|While families are provided with opportunities to be involved—such as through the School Site Council, LCAP surveys, DELAC, and CAC—many choose not to participate or engage. Efforts to increase outreach, like using surveys, have improved, but response rates remain low. The Joint Collaboration Committee (JCC) stands out as a success due to its clear and specific purpose. Overall, while some sites actively seek family input, many do not.|There is uncertainty around the best path forward for improving family engagement. Many believe families feel unheard or that their feedback doesn't lead to meaningful change. There's interest in empowering the MLT group with more agency and shared decision-making. Overall, family engagement remains a challenge across all areas, despite various efforts—though personal, individual phone calls have been the most effective strategy so far.|In order to increase the number of parents participating in our various groups and committees, we are looking at such things as the feasibility of providing daycare and possibly staggering meeting times for parents throughout the day as well as meeting locations.  Personal phone calls will be made to parents of English learners to encourage them to attend District English Learner Advisory Committee (DELAC) meetings.|4|4|4|4|2|1|3|2|2|1|4|3|Met||2026-06-17|2026
03739810000000|Amador County Unified|3|Communication efforts, especially through ParentSquare and social media, have generally been effective and well-received. ParentSquare is praised as a helpful and universal tool, though not all families consistently engage with it. COST teams continue to show promise, but more time and effort are needed to fully integrate them into the ACUSD system. Overall, teachers are doing well with communication practices.|There is a need for more authentic and meaningful family engagement, particularly at the secondary level. Parents often lack understanding of the school environment and place too much responsibility on schools for raising their children. Strategies like Town Halls, positive phone calls, and improved feedback mechanisms could help bridge this gap. Tools like Raptor visitor management and increased engagement activities could also support stronger school-family connections. There's also a call for professional development to enhance these efforts.|Some strategies we will use to increase parent and family participation, including underrepresented families, in school-sponsored events will include translation of communications in other languages, personal phone calls to families, and continued cultural proficiency training for staff to acquire more strategies and build an understanding of diverse cultures.|There is a need to better educate parents on their roles and responsibilities in supporting their child's education. While efforts like Community-School Liaisons and alignment with strategic plan action items are positive steps, implementation is inconsistent across the district. Some mandated practices, such as IEP and 504 rights distribution and elementary parent-teacher conferences, are in place, though participation remains moderate.|Parent and family education is an area needing improvement. Suggestions include providing families with tools to support learning at home, offering professional development for staff on family engagement, and ensuring dedicated MTSS/COST coordinators at each site. There's also a need to maintain focus through MLT efforts and stay aligned with long-term goals|Professional learning on strategies to further engage and build partnerships with parents will be offered to school administrators and staff this year.|While families are provided with opportunities to be involved—such as through the School Site Council, LCAP surveys, DELAC, and CAC—many choose not to participate or engage. Efforts to increase outreach, like using surveys, have improved, but response rates remain low. The Joint Collaboration Committee (JCC) stands out as a success due to its clear and specific purpose. Overall, while some sites actively seek family input, many do not.|There is uncertainty around the best path forward for improving family engagement. Many believe families feel unheard or that their feedback doesn't lead to meaningful change. There's interest in empowering the MLT group with more agency and shared decision-making. Overall, family engagement remains a challenge across all areas, despite various efforts—though personal, individual phone calls have been the most effective strategy so far.|In order to increase the number of parents participating in our various groups and committees, we are looking at such things as the feasibility of providing daycare and possibly staggering meeting times for parents throughout the day as well as meeting locations.  Personal phone calls will be made to parents of English learners to encourage them to attend District English Learner Advisory Committee (DELAC) meetings.|4|4|4|4|2|1|3|2|2|1|4|3|Met||2026-06-17|2026
03748560000000|Amador County ROP|3||||||||||||||||||||||Not Met|||2026
04100410000000|Butte County Office of Education|3|Butte County Office of Education’s current strengths in building relationships between school staff and families include its strong relationship-centered approach, consistent communication, and individualized support across programs. Educational Partner feedback and local data indicate that families generally feel respected, informed, and included in their child’s educational experience. Across BCOE programs, staff work intentionally to build trust through regular outreach, personalized communication, and responsive follow-up based on student and family needs.  BCOE programs use multiple methods to communicate with families, including ParentSquare, phone calls, emails, in-person meetings, virtual meetings, and school events. These systems help staff maintain ongoing contact with families and support networks, even when transportation, distance, work schedules, or other barriers make participation more difficult. In Special Education and BASES, the IEP process provides a particularly strong structure for relationship-building, and families consistently report feeling valued as members of the educational team. At TMS and BCCS, staff continue to use relationship-based outreach and transition-focused communication to support family connection in settings where students may experience mobility, court involvement, or other significant life challenges.  BCOE has also made progress in creating welcoming environments and increasing access to support through the work of school staff, administrators, counselors, transition staff, and the Parent Liaison. Families are connected to resources, school information, and opportunities for engagement in ways intended to be flexible and responsive to local needs. Overall, BCOE continues to build a strong foundation of trust, communication, and partnership with families in support of student success.|Butte County Office of Education’s focus areas for improvement in building relationships between school staff and families include increasing family participation in school events and engagement opportunities, strengthening consistent involvement of underrepresented families, and expanding family access to school-based communication and support systems. While educational partner feedback indicates that families generally feel respected and informed, participation in some school events, advisory opportunities, and broader engagement activities remains inconsistent across programs.  BCOE also recognizes the need to continue refining strategies that reduce barriers to family participation. Many families served by BCOE programs face challenges related to transportation, travel distance, work schedules, rural isolation, court involvement, housing instability, or other circumstances that can make traditional school engagement more difficult. These barriers are especially important in alternative education and special education settings, where student needs and family circumstances are often highly individualized.  Additional focus areas include expanding the use of flexible communication methods, increasing family familiarity with available resources and supports, and creating more meaningful opportunities for connection beyond required meetings or case-specific communication. BCOE will continue exploring ways to improve access to family events, strengthen personalized outreach, and build welcoming opportunities for families to engage in ways that are relevant, responsive, and supportive of student success.|Butte County Office of Education will improve engagement of underrepresented families by strengthening personalized outreach, increasing flexible opportunities for communication and participation, and continuing to reduce barriers that may limit access to school connection and support. Across BCOE programs, underrepresented families may include families of low-income students, foster youth, English learners, students with disabilities, students experiencing homelessness, families living in rural areas, and families whose participation is affected by transportation, work schedules, court involvement, or other significant life circumstances.  BCOE will continue using multiple communication methods, including ParentSquare, phone calls, email, in-person meetings, virtual meetings, and direct staff outreach, to ensure families receive timely information and meaningful opportunities to connect with school staff. The LEA will also continue leveraging the support of counselors, transition staff, administrators, and the Parent Liaison to build trust with families, share resources, and provide individualized support responsive to family and student needs.  In addition, BCOE will continue exploring ways to make engagement opportunities more accessible and relevant across programs. This includes offering flexible scheduling, virtual participation options, smaller and more personalized connection opportunities, and continued outreach tied to family interests and identified needs. BCOE will also continue using required processes, such as IEP meetings, transition planning, and student support meetings, as opportunities to strengthen relationships and elevate family voice. These efforts are intended to improve access, build trust, and increase meaningful engagement of underrepresented families in support of student success.|Butte County Office of Education’s current strengths in building partnerships for student outcomes include its individualized support model, strong communication with families and Educational Partners, and coordinated efforts to connect academic progress, engagement, and transition planning. Across BCOE programs, staff work closely with students, families, and supportive adults to address barriers to learning and to promote student success through relationship-based, responsive practices.  BCOE programs provide families with ongoing information about student progress, attendance, behavior, graduation pathways, IEP goals, transition planning, and available services. Communication occurs through multiple methods, including ParentSquare, phone calls, meetings, emails, and direct staff outreach. In Special Education and BASES, the IEP process serves as a strong structure for partnership, ensuring families are active participants in planning, goal development, and decision-making related to student services and outcomes. At BCCS and TMS, partnerships are strengthened through regular check-ins, transition support, and communication focused on student engagement, credit progress, graduation planning, and postsecondary opportunities.  BCOE has also made progress in connecting families and Educational Partners to school and community resources that support student well-being and persistence. Counselors, administrators, transition staff, the Parent Liaison, and other support staff help families navigate systems, access services, and better understand how to support learning and development. Across programs, these efforts contribute to stronger partnerships that support academic progress, social-emotional development, successful transitions, and improved outcomes for students with varied educational histories and individualized needs.|Butte County Office of Education’s focus areas for improvement in building partnerships for student outcomes include increasing consistent family participation in student goal-setting and planning, strengthening shared understanding of student progress and available supports, and improving engagement with families whose participation is affected by significant barriers. While BCOE programs have strong relationship-based systems in place, educational partner feedback and local data indicate that participation in some school events, trainings, and broader engagement opportunities remains uneven across programs.  BCOE also recognizes the need to strengthen how families and other supportive adults are engaged in conversations about attendance, behavior, academic progress, graduation pathways, transition planning, and postsecondary readiness. This is especially important in alternative education and special education settings, where student needs are often highly individualized and may change over time. Some families may need more support in understanding school systems, available interventions, or ways to reinforce learning and progress outside of school.  Additional focus areas include improving family access to training and information aligned to student needs, increasing participation through more responsive communication and flexible scheduling, and strengthening the use of family feedback to refine supports. BCOE will continue working to build stronger partnerships with families and Educational Partners so that collaboration more consistently supports student engagement, persistence, progress, and successful transitions across programs.|Butte County Office of Education will improve engagement of underrepresented families in building partnerships for student outcomes by strengthening personalized outreach, increasing flexible communication and participation options, and connecting families more intentionally to student progress monitoring, planning, and support services. Across BCOE programs, underrepresented families may include families of low-income students, foster youth, English learners, students with disabilities, students experiencing homelessness, and families facing barriers related to transportation, distance, work schedules, court involvement, or other significant life circumstances.  BCOE will continue using multiple communication methods, including ParentSquare, phone calls, email, in-person meetings, virtual meetings, and direct staff outreach, to ensure families receive timely information and meaningful opportunities to participate in supporting student success. Counselors, transition staff, administrators, teachers, and the Parent Liaison will continue helping families and supportive adults better understand attendance expectations, academic progress, IEP goals, behavior supports, graduation requirements, transition planning, and available school and community resources.  In addition, BCOE will continue expanding accessible opportunities for families to engage in planning and support processes through flexible scheduling, individualized meetings, virtual participation options, and outreach connected to identified family interests and needs. Required structures such as IEP meetings, transition planning meetings, and student support meetings will continue to be used as opportunities to strengthen partnership and elevate family voice. These efforts are intended to improve access, strengthen trust, and increase meaningful participation of underrepresented families in ways that support student engagement, progress, and successful transitions across programs.|Butte County Office of Education’s current strengths in seeking input for decision-making include its use of multiple communication and feedback structures across programs, as well as its commitment to incorporating Educational Partner voice into planning and improvement efforts. BCOE regularly gathers input from students, families, staff, community partners, and other Educational Partners through School Site Council meetings, surveys, IEP meetings, empathy interviews, direct outreach, and program-specific engagement activities. These opportunities help the LEA identify strengths, barriers, and priorities for improvement across alternative education and special education settings.  BCOE has made progress in creating multiple ways for Educational Partners to share perspectives on school climate, student engagement, academic supports, behavior systems, family engagement, transition planning, and student well-being. Student voice is a particular strength, especially through climate surveys, empathy interviews, and regular check-ins that help staff better understand student experiences and needs. In Special Education and BASES, family input through the IEP process remains a particularly strong feature of decision-making, while BCCS and TMS continue to gather input through outreach, surveys, School Site Council, and relationship-based communication with families and support networks.  BCOE also benefits from collaboration among school staff, administrators, the Parent Liaison, community agencies, SELPA partners, and foster youth supports to inform decisions about programs and services. Overall, BCOE continues to demonstrate progress in using Educational Partner input as part of a continuous improvement process to guide decision-making and strengthen support for students and families.|Butte County Office of Education’s focus areas for improvement in seeking input for decision-making include increasing participation from families and supportive adults in formal feedback opportunities, strengthening engagement from underrepresented groups, and developing more consistent systems for collecting, analyzing, and using input across programs. While BCOE gathers feedback through multiple structures, including School Site Council, surveys, IEP meetings, empathy interviews, and direct outreach, participation levels can vary by program and by Educational Partner group.  BCOE also recognizes the need to broaden engagement beyond those who already participate consistently and to ensure that families facing barriers related to transportation, distance, work schedules, court involvement, housing instability, or other life circumstances have accessible opportunities to share input. This is especially important in alternative education and special education settings, where student needs, family structures, and support systems may differ significantly from more traditional school settings.  Additional focus areas include improving how feedback is documented, summarized, and reflected back to Educational Partners so they can see how their input informs planning and decision-making. BCOE will continue refining outreach and feedback processes to increase participation, improve representativeness, and strengthen the use of Educational Partner voice in shaping programs, services, and supports across the LEA.|Butte County Office of Education will improve engagement of underrepresented families in seeking input for decision-making by expanding personalized outreach, increasing flexible and accessible opportunities for feedback, and continuing to reduce barriers that may limit participation. Across BCOE programs, underrepresented families may include families of low-income students, foster youth, English learners, students with disabilities, students experiencing homelessness, families living in rural areas, and families whose engagement is affected by transportation, work schedules, court involvement, or other significant life circumstances.  BCOE will continue using multiple communication and feedback methods, including ParentSquare, phone calls, email, surveys, in-person meetings, virtual meetings, IEP meetings, and direct staff outreach, to ensure families have meaningful ways to share input on policies, programs, services, and school improvement efforts. The LEA will also continue leveraging the support of the Parent Liaison, counselors, transition staff, teachers, administrators, and community partners to encourage participation, build trust, and connect families to opportunities for engagement.  In addition, BCOE will continue working to embed feedback opportunities into existing structures and events so that families can share input in settings that are familiar and accessible. This includes using IEP meetings, student support meetings, transition planning meetings, School Site Council, and family events as opportunities to gather and elevate family voice. These efforts are intended to improve access, strengthen representation, and ensure that decision-making across BCOE programs reflects the perspectives and needs of underrepresented families.|5|5|4|5|5|5|5|5|4|4|4|4|Met||2026-06-15|2026
04100410114991|CORE Butte Charter|3|CORE Butte’s entire program is based upon the relationship with the key stakeholders in a child’s educational program. The parent/guardian, student, and teacher make up the team to help direct the student’s educational journey and program. Through regular face to face meetings with the team, the school is able to communicate directly with each family at minimum two times monthly and often times more. Included in this team are important support services including, but not limited to, special education services, title one intervention services, student support services and social work and/or mental health services. The school also communicates regularly via electronic communication. All electronic communication is sent via Parent Square, a program that will translate and send all communications in the native language of the family so that all families have access to important information sent by the school. The school will continue to work to provide alternative access to training, meetings, and events through the use of online platforms such as zoom or sending pre-recorded presentations. The school can continue to work on engaging underrepresented populations by continuing to offer alternative means to accessing training, meetings, and communication with staff. The school also held a few zoom trainings and town hall meetings that were recorded to increase stakeholder engagement. All Board of Directors meetings and Charter Advisory Council meetings are posted far in advance and include day and time so that any stakeholders can access them who choose to contribute in this way.|The school does an excellent job of meeting the personal needs of each family through regular 1-1 meetings. The personalized learning teachers and their personal roster families have high quality relationships focused around student learning. Annual survey results show that the greater school community feels heard and valued and feel they have a voice in the governance of the school. The school offers many opportunities of varying types for the community to be involved, from 1-1 meetings, small groups discussions, Charter Advisory Council, Board of Director Meetings, family/parent trainings, town hall meetings, virtual meetings, surveys, and more.|As previously mentioned, the school’s entire model is built upon the relationship with the parent/guardian, student, teacher team. The three member team works together to make informed decisions for the child’s educational program. The focus is on the personalized program and regular meetings with the team. Each member of the team (including special support services such as special education, intervention, SEL supports and social work) is encouraged to advocate for the rights of the student and decisions are made based upon this information. This is the greatest and most authentic level of stakeholder engagement and is accessible to all families in our school community. Again, the major barrier may be transportation and time of day for those families unable to enter the resource center regularly. Working on ways for families to remotely access training and meetings has been beneficial for these families and is a continued area of growth for the school. Another barrier may be that the curriculum catalog is in constant change in order to stay up with the most recent, research based curriculum to match various learning styles. It is important for the school to continue to research, implement, and update the catalog such that all team members are able to fully access the information with tailored choices for learning that match the personal plan for each child.|As previously mentioned, the school’s entire model is built upon the relationship with the parent/guardian, student, teacher team. The three member team works together to make informed decisions for the child’s educational program. The focus is on the personalized program and regular meetings with the team. Each member of the team (including special support services such as special education, intervention, SEL supports and social work) is encouraged to advocate for the rights and needs of each student and decisions are made based upon this information. This is the greatest and most authentic level of stakeholder engagement and is accessible to all families in our school community. These high quality partnerships focus on student achievement and personal academic and social emotional needs.|The major barrier may be transportation for those families unable to enter the resource center regularly. Working on ways for families to remotely access training and meetings has been beneficial for these families and is a continued area of growth for the school. Another barrier may be that the curriculum catalog is in constant change in order to stay up with the most recent, research based curriculum to match various learning styles. It is important for the school to continue to research, implement, and update the catalog such that all team members are able to fully access the information with tailored choices for learning that match the personal plan for each child. It is important for the school to continue to research, implement, and update the catalog such that all team members are able to fully access the information with tailored choices for learning that match the personal plan for each child.|The school will continue to reach out to underrepresented families in order to ensure high quality partnerships are in place to support student outcomes. Through the 1-1 learning model, and the high quality supportive relationships with personalized learning teachers, the school is able to ensure that each student has a personalized learning plan tailored to their academic needs as learners.|CORE Butte’s CAC (Charter Advisory Council) is composed of mostly teachers and parents. The parent vacancies are always full and the parent members are extremely active on the council. This council drives the LCAP, title one program, ELD and other school-wide decisions. This council also makes recommendations to the board of directors. The Board of Directors is composed primarily of parents as well. Thus, parents are driving the decisions the school is making. Administrators and staff are highly involved in decision making through specially designed communication groups that lead to CAC and the BOD. Administrators are trained to view all aspects of decisions, along with staff and parents that participate in the CAC and BOD.|One barrier to full implementation is that the school needs to continue working to increase the involvement of underrepresented groups in the school community. Though all members of the community have the ability to run for Charter Advisory Council or the Board of Directors, the school has not intentionally marketed to any one group. The school utilizes an online ballot system that is sent multiple times to each family's household via email. Staff continuously reminded families to vote and trained them how to access the link. The election committee regularly reminded parents and families to vote by marketing outside of the school buildings. We did not see an increase in participation in the voting process so the school will resume electronic ballots in the fall. The school is working to redraft the election process in order to reach more families in the school community. The school offers virtual Town Hall meetings at which all attendees had the opportunity to to ask live questions and seek clarification or video communication as needed. Polls are presented live during the presentations in order to get the most real data. Town Halls were then recorded and sent out to the entire school community.|The school continues to change and amend in order to improve engagement of underrepresented families. The school now offers virtual meetings, in-person meetings, surveys, and will be moving to a more accessible board election process moving forward. Many meetings are recorded and sent out later and electronic communication can be sent in a family’s native language.|4|5|5|5|5|5|5|5|4|4|4|4|Met||2026-06-12|2026
04100410134213|Come Back Butte Charter|3|Come Back Butte Charter’s current strengths in building relationships between school staff and families include its strong relational culture, consistent communication, and personalized support for students and families. Local survey results and educational partner feedback indicate that families generally feel respected, informed, and welcomed as partners in their child’s education. The school’s use of ParentSquare has strengthened regular communication by making it easier to share school updates, event information, and student support resources in a timely and accessible way.  CBBC staff work to build trust with families through ongoing outreach, weekly student meetings, regular check-ins regarding attendance and academic progress, and responsive communication when needs arise. Families also benefit from the support of the Parent Liaison, who helps connect students and families to school resources, technology access, food and clothing supports, and other community services. Educational partner feedback and local climate data suggest that these efforts contribute to a positive school culture in which students feel known, supported, and valued, and families feel that staff are committed to student success.  The school has also made progress in creating a respectful and relationship-centered environment that extends beyond school-based interactions. Families report appreciation for the school’s transparency, responsiveness, and individualized approach to support. These strengths continue to provide a strong foundation for family engagement and student success at Come Back Butte Charter.|Come Back Butte Charter’s focus areas for improvement in building relationships between school staff and families include increasing family participation in school decision-making opportunities, expanding consistent engagement with underrepresented families, and strengthening family connection to school events and supports. While survey feedback indicates that families generally feel respected and informed, participation in some formal involvement structures, such as School Site Council, has remained limited. This suggests a need to strengthen outreach and create additional opportunities for families to engage in ways that feel accessible, relevant, and welcoming.  Another focus area is improving the school’s ability to connect more families to school-based and community resources in a consistent and ongoing way. Because many students and families face barriers related to transportation, housing instability, work schedules, and other life circumstances, the school continues to identify ways to make communication and support more flexible and responsive. This includes strengthening the use of ParentSquare as a two-way communication tool and continuing to improve how staff share information about available student and family supports.  CBBC also recognizes the need to continue improving family participation in community-building activities and school events. Although the school offers regular connection events and outreach, attendance has remained modest relative to enrollment. Moving forward, the school will continue exploring ways to increase participation, improve the welcoming environment for families, and strengthen relationships through meaningful, relationship-based engagement. These focus areas will help the school continue building trust and partnership with families in support of student success.|Come Back Butte Charter will improve engagement of underrepresented families by strengthening personalized outreach, increasing flexible communication opportunities, and continuing to connect students, families, and supportive adults with school and community resources that address identified barriers to engagement. The school will continue using ParentSquare, phone calls, individual meetings, and direct staff outreach to ensure that families and support networks who may be less likely to participate in traditional school activities still receive timely information and meaningful opportunities to connect with staff.  CBBC will continue using the Parent Liaison and other support staff to help build relationships with low-income students, English learners, foster youth/homeless students, students with disabilities, and their families or support systems, as appropriate. These efforts include sharing information about student progress, connecting Educational Partners to available resources, helping them navigate school processes, and providing support that is responsive to student and family circumstances. The school will also continue collaborating with special education staff, community partners, and support programs to ensure underrepresented students and families have access to the information and assistance needed to support student success.  In addition, the school will continue exploring ways to make events, meetings, and engagement opportunities more accessible and relevant for families and support networks whose participation may be affected by transportation, work schedules, housing instability, or other barriers. These efforts are intended to strengthen trust, improve access, and increase meaningful participation of underrepresented Educational Partners in support of student persistence, completion, and transition goals.|Come Back Butte Charter’s current strengths in building partnerships for student outcomes include its personalized support model, strong communication with students and families, and consistent efforts to connect learning with graduation, transition, and postsecondary goals. Local data and educational partner feedback indicate that students benefit from regular contact with staff who monitor progress, provide encouragement, and help address barriers that affect engagement, attendance, and academic success. Families and supportive adults are kept informed through ongoing communication, including ParentSquare messages, phone calls, individual meetings, and outreach related to student progress and available supports.  CBBC has made progress in strengthening partnerships that support student outcomes through the work of the Parent Liaison, counselor, teachers, and transition support staff. These staff members help students and Educational Partners understand graduation options, credit progress, attendance expectations, and available school and community resources. The school also provides support related to college and career planning, HiSET pathways, technology access, and connections to outside services that can help students persist and make progress toward completion.  Educational partner input also reflects that students value the school’s relationship-centered approach and feel supported by staff who know them well and respond to their individual circumstances. This strength is especially important in an independent study setting serving students ages 16 and older, where progress often depends on strong partnerships between school staff, students, families, and other supportive adults. Overall, CBBC continues to build effective partnerships that promote student engagement, persistence, and progress toward graduation and postsecondary transition.|Come Back Butte Charter’s focus areas for improvement in building partnerships for student outcomes include increasing consistent family and support-network participation in student goal-setting, strengthening shared understanding of academic and transition progress, and expanding engagement strategies for students whose attendance and participation remain inconsistent. While the school has strong relationship-based systems in place, local data show that many students continue to face significant barriers related to chronic absenteeism, credit deficiency, housing instability, transportation, mental health needs, and competing responsibilities outside of school. These challenges can make it difficult for families and other supportive adults to remain consistently involved in supporting student progress.  Another focus area is strengthening how the school engages parents, guardians, and supportive adults in conversations about graduation pathways, college and career planning, and available interventions. Because CBBC serves students age 16 and older in a flexible independent study setting, support needs are often individualized and may shift throughout the year. The school continues to identify ways to make communication more responsive and relevant so that Educational Partners better understand how to support persistence, course completion, and transition planning.  CBBC also recognizes the need to strengthen participation in school events, transition planning activities, and community-connected opportunities that support student success beyond graduation. Moving forward, the school will continue refining outreach and support systems to build stronger partnerships that promote student engagement, persistence, completion, and postsecondary readiness.|Come Back Butte Charter will improve engagement of underrepresented families in relation to building partnerships for student outcomes by increasing personalized outreach, strengthening flexible communication, and more intentionally connecting families and supportive adults to student goal-setting, progress monitoring, and transition planning. The school will continue using ParentSquare, phone calls, individual meetings, and direct outreach from staff to ensure that families and support networks of students who are low-income, English learners, foster youth/homeless, or students with disabilities receive timely information and meaningful opportunities to participate in supporting student success.  CBBC will continue using the Parent Liaison, counselor, teachers, and transition support staff to help families and supportive adults better understand student progress, graduation pathways, attendance expectations, available interventions, and postsecondary planning opportunities. These efforts will include connecting Educational Partners to school and community resources, helping them navigate school processes, and providing communication that is responsive to the varied circumstances of students and the adults who support them.  The school will also continue working to make meetings, events, and planning opportunities more accessible for families and support networks whose participation may be affected by transportation barriers, work schedules, housing instability, or other life circumstances. By strengthening relationship-based outreach and improving access to information and supports, CBBC aims to increase meaningful participation of underrepresented Educational Partners in ways that support student persistence, completion, and successful transition beyond high school.|Come Back Butte Charter’s current strengths in seeking input for decision-making include its ongoing use of surveys, School Site Council meetings, student appointments, staff collaboration, and community partner consultation to gather feedback on school programs, student needs, and priorities for improvement. The school regularly collects input from students, staff, families, and other Educational Partners to help inform planning, implementation, and refinement of services. This input is reviewed alongside local data to identify strengths, needs, and areas for continued focus.  CBBC has made progress in creating multiple opportunities for Educational Partners to share perspectives on student supports, school climate, family engagement, college and career readiness, and barriers to attendance and completion. Student voice is a particular strength, as students provide feedback through climate surveys, empathy interviews, individual meetings, and other ongoing conversations about their educational experiences and needs. Staff and community partners also contribute input through regular meetings, collaborative planning, and consultation processes that help shape site priorities and LCAP actions.  These efforts have helped the school identify and respond to needs related to mental health support, attendance barriers, transition planning, career pathways, and family communication. Overall, CBBC continues to demonstrate progress in using Educational Partner input as part of a continuous improvement process to inform school decision-making and better support student success.|Come Back Butte Charter’s focus areas for improvement in seeking input for decision-making include increasing participation from families and supportive adults in formal decision-making opportunities, strengthening engagement from underrepresented groups, and creating more consistent structures for gathering feedback that can be used in planning and improvement efforts. While the school has multiple ways to collect input from students, staff, and community partners, participation from parents and guardians in formal groups such as School Site Council has remained limited. This indicates a need to continue refining outreach and creating engagement opportunities that are flexible, accessible, and relevant to the school’s student population.  Another focus area is improving how the school gathers and uses input from families and support networks connected to students ages 16 and older, including students who may be parenting, working, living independently, or receiving support from nontraditional caregivers. Because students at CBBC often have varied educational histories and life circumstances, the school recognizes the importance of broadening who is engaged in decision-making and ensuring that outreach methods reflect those realities.  CBBC also continues to strengthen how input is documented, analyzed, and reflected back to Educational Partners so they can see how their feedback informs decisions. Moving forward, the school will continue working to increase participation, improve access to feedback opportunities, and strengthen the use of Educational Partner input in decision-making processes that support student success.|Come Back Butte Charter will improve engagement of underrepresented families in relation to seeking input for decision-making by increasing personalized outreach, expanding flexible opportunities for feedback, and continuing to build trust with families and supportive adults who may not typically participate in formal school processes. The school will continue using ParentSquare, phone calls, individual meetings, surveys, and direct staff outreach to ensure that underrepresented families and support networks have meaningful opportunities to share input on school programs, services, and priorities.  CBBC will continue to engage families of low-income students, English learners, foster youth/homeless students, and students with disabilities through communication that is responsive to their needs and circumstances. The school will also work to increase participation by making decision-making opportunities more accessible for families and supportive adults whose involvement may be affected by transportation, work schedules, housing instability, or other barriers. Staff will continue encouraging participation in School Site Council, surveys, and other feedback opportunities while also recognizing that informal and relationship-based outreach may be a more effective way to gather input from some families.  In addition, CBBC will continue collaborating with support staff, special education staff, and community partners to help ensure that underrepresented families and support networks are informed, included, and able to contribute to decisions that affect student support and success. These efforts are intended to strengthen trust, improve access, and increase meaningful participation of Educational Partners in school decision-making.|5|5|5|5|5|5|5|5|4|4|4|5|Met||2026-06-15|2026
04100410136820|Achieve Charter High|3||||||||||||||||||||||Not Met For Two or More Years|||2026
04100410141085|Achieve Charter|3|"During Achieve Charter Schools' first year of operation under our new countywide charter, building deep, trusting relationships across all language groups has been a crowning milestone. This strength is heavily validated by our Spring 2026 Kelvin Family Pulse Survey, where families gave an outstanding 100% favorability rating regarding our school's focus on Social & Emotional Learning (SEL). Furthermore, our comprehensive LCAP Parent Input Surveys revealed a deeply rooted sense of belonging across both campuses, with parents explicitly celebrating our ""supportive staff,"" ""weekly virtues,"" and ""inclusive school culture.""  Our Spanish-speaking families expressed profound progress in this area, reporting a ""big improvement in feeling like they belong at Achieve over their last school"" and emphasizing that they do not feel students are being left out because of ethnicity or language. Cultural assets are actively leveraged; for example, parents noted that ""Mr. Lee does a Spanish Word of the Day,"" which makes their children feel like valued leaders in the classroom. Communication frameworks are highly praised, particularly the running calendars provided in weekly newsletters. Crucially, our partnership with Achieve Familias Hispanas (AFH) has provided highly trusted, accessible avenues to support Spanish-speaking families with targeted resources, such as navigating the ELPAC testing process."|While relational trust and cultural safety are celebrated systemic strengths, our Family Pulse data identifies an operational focus area for improvement regarding the Instructional Environment, which registered a baseline of 34% favorability among families. This trend matches general parent requests for tighter data transparency in core academic mastery. Therefore, our focus for improvement must evolve to address our wide 12% to 44% survey participation band by demystifying classroom instruction and increasing operational notice.|Our self-reflection process indicates that while our broad family population is highly supportive, our Socioeconomically Disadvantaged and English Learner (EL) family groups experience higher barriers to participation, mirroring the lower 12% participation band noted in our survey analytics. To improve engagement, Achieve will intentionally leverage our localized campus design to eliminate these participation friction points. Site leaders will audit attendance at family functions to identify hidden gaps, shifting family workshops to flexible hybrid formats with multi-lingual translation services standard across both campuses with the goal of 100% of school families attending PLP conferences and at least one other school community event.|"Achieve’s core instructional model is built entirely upon partnering with families to maximize student outcomes. Our greatest strength lies in our structural commitment to student-centered progress meetings. We run a full-inclusion special education model across all grade levels, which means that specialized academic interventions are seamlessly embedded directly within the general education classroom. This model has yielded remarkable academic growth; parents shared powerful stories of transformation, including a student who previously cried and refused to try reading who is now ""improving significantly and reading completely by herself,"" and a TK student who already knows all of their letters. Families highly value the ""extra adult support for kids who need it,"" strongly endorsing our funding of 15 paraprofessionals. This ecosystem ensures that families are active, informed partners in driving academic achievement, which is why 100% of surveyed families positively recognize and support our comprehensive Social & Emotional Learning framework."|"Our primary focus area for improvement in building partnerships is modernizing our Personalized Learning Plan (PLP) framework to make it explicitly student-driven. Our traditional PLP practices remained largely teacher-managed and didn't fully realize our vision for student autonomy. Our upcoming improvement focus is to train teachers, students and families on how to utilize and integrate the daily goal-setting practice in the ""Strong Start/Strong Close"" protocol with the PLP process. By transforming PLPs into student-driven frameworks, we will give families an active window into daily academics, directly addressing their need for greater instructional visibility. Families will move away from simply monitoring grades and toward engaging with their children in active goal management, learning-to-learn mindsets, and tracking evidence of personal growth."|To ensure that families of unduplicated student groups and individuals with exceptional needs can fully partner in student outcomes, Achieve will continue to personally invite these families to participate in Parent Advisory Council, Achieve Familias Hispanas, and Achieve Board Meetings. Achieve will also ensure 100% of families participate in IEP meetings and PLP conferences.|Achieve Charter Schools has established a proactive and responsive infrastructure for seeking educational partner input during our first year as a countywide charter. A primary systemic strength is the deployment of multimodal local feedback loops, utilizing trimesterly Kelvin Pulse surveys and comprehensive LCAP Input Surveys, trimester Personalized Learning Plans for all students, our Parent Advisory Committee, the Achieve Familias Hispanas goups that meet monthly with administrators, and inclusion of parent representatives on our Board of Directors. Because our school operates via an intimate layout of two campuses with exactly one classroom per grade level (TK–8), site administrators maintain daily direct contact with families, creating an environment where input is organically gathered and rapidly synthesized into operational decisions.  Our data reflects immense trust in this relational feedback loop: our Spring 2026 Kelvin Family Pulse survey registered a phenomenal 100% favorability score regarding our school's focus on Social-Emotional Learning (SEL). Furthermore, in our qualitative surveys, families expressed explicit validation for our current strategic actions, writing that our funding of 15 paraprofessionals and Positive Behavioral Interventions and Supports (PBIS) has been highly effective in supporting student behaviors. Our Spanish-speaking families explicitly shared that they feel a deep sense of belonging and noted high satisfaction with our collaborative partnership with Achieve Familias Hispanas (AFH) to navigate state assessments like the ELPAC. These robust data sets demonstrate that our current avenues are highly effective at capturing a clear picture of our community's core values, triumphs, and immediate programmatic support needs.|While our community feels deeply connected to our school climate, our data pinpoints a clear focus area for improvement: transitioning from collecting generalized feedback to gathering collaborative, instructional input, while narrowing our wide survey participation gap. Our survey analytics highlighted a stark site and grade level participation band, fluctuating between 12% and 44% response rates across programs. Achieve plans to systematically share parent survey feedback in an effort to increase participation in giving input.|Achieve's goal is to elevate the voices of our underrepresented families—specifically our Socioeconomically Disadvantaged, English Learner (EL), and Spanish-speaking cohorts—Our survey diagnostics revealed that our lowest response levels clustered near the 12% baseline within these groups. To increase participation in parent input surveys, Achieve plans to provide time to fill out surveys during PAC and AFH meetings and to systematically share parent survey feedback with the entire school community in an effort to increase future participation.|5|4|4|4|5|4|5|5|4|3|4|4|Met||2026-06-02|2026
04100410430090|Hearthstone|3|Hearthstone’s strengths in seeking input for decision-making include ongoing efforts to invite families, including underrepresented families, to participate in School Site Council and other opportunities for school-level input. The school values family voice and continues to promote participation in decision-making through direct outreach and relationship-based engagement.|Hearthstone’s focus area for improvement in building relationships between school staff and families is to continue expanding outreach to underrepresented families and strengthening both at-school and in-home support for students who are struggling. The school aims to increase consistent communication, improve access to supports, and ensure families feel welcomed, informed, and connected as educational partners in their child’s learning.|Hearthstone will improve engagement of underrepresented families by increasing frequent, personalized contact with parents regarding student progress data and available supports. The school is exploring a small pilot to offer in-home support for families of students who need additional assistance. These efforts are intended to strengthen relationships, improve access, and create more responsive and meaningful family engagement.|Hearthstone’s current strengths in building partnerships for student outcomes include frequent, personalized contact with parents regarding student progress data. This ongoing communication helps families stay informed, supports shared understanding of student needs, and strengthens collaboration between school staff and families to promote positive student outcomes.|Hearthstone’s focus area for improvement in building partnerships for student outcomes is to expand individualized family support for students who need additional assistance. The school is exploring a small pilot to provide in-home support as a way to strengthen family partnerships, increase access to resources, and better support student progress.|Hearthstone will improve engagement of underrepresented families in building partnerships for student outcomes through continued use of the School Ties case manager and regular check-ins on the progress of current and newly identified underrepresented students and families. These efforts support consistent communication, relationship-building, and timely support to better connect families with the school and promote student success.|Hearthstone will personally reach out to underrepresented families to invite them to participate in the School Site Council and to highlight the value of their voice and participation in school-level decision making.|Hearthstone views seeking input for decision-making as a current strength, with limited areas identified for improvement. The school will continue its existing efforts to solicit, review, and evaluate input from families through multiple opportunities for engagement in order to maintain strong Educational Partner participation in school decision-making.|Hearthstone will improve engagement of underrepresented families in seeking input for decision-making by inviting the School Ties Case Manager to participate in School Site Council meetings. This support will help strengthen outreach, increase representation, and ensure underrepresented families have greater access to school decision-making opportunities.|5|5|4|5|4|4|4|4|5|5|5|5|Met||2026-06-15|2026
04613820000000|Bangor Union Elementary|3|"Bangor's relational capital is one of its strongest sources of leverage. As a single-school TK–8 district that has operated since 1858 in a small rural community, the staff often know families across multiple generations. The school's identity, ""One family, big impact,"" is lived rather than marketed, and the 2022–23 SARC reflects this through strong community participation in school events, a stable enrollment base of approximately 88 students, and visible volunteerism in school operations and arts programming. The expansion of the K–8 arts program (music, visual arts, theater, and dance) under Proposition 28 is staffed at 2 certificated FTE, 1 classified FTE, and 1 teaching aide, and serves 82 students at the single site, creating additional touchpoints between families and the school: performances, exhibits, and family-facing events that bring caregivers onto campus in non-academic, low-stakes settings. This pattern is consistent with the CDE Family Engagement Toolkit's emphasis on welcoming environments. Two-way communication runs through the school newsletter, the school website, classroom communications, and direct phone contact between teachers and families, feasible at Bangor's scale in a way it is not in larger districts."|Bangor is focused on improving staff/parent relations via increased communication efforts, additional school activities, and frequent academic and behavioral notifications.|Bangor continues to focus on community engagement efforts, improving communication and school events and activities, as well as collecting input from all parties. With the addition of a Wellness Coach and Community Liaison, these efforts are showing growth, as evidenced by increases in participation in school events, activities, and surveys.|Bangor's routine teacher-family touchpoints function as designed and at the expected frequency. Parent-teacher conferences, progress reporting, and IEP and 504 meetings (Practice 7, the highest-rated practice in this section) operate effectively at the district's small scale, where a single site and a small staff make it feasible for every family to meet directly with the educators who teach their child. Attendance outreach is personal rather than purely automated, a practical advantage of Bangor's size. The expanded K-8 arts program under Proposition 28 (music, visual arts, theater, and dance) adds frequent family-facing performances and exhibits that double as informal academic touchpoints, drawing caregivers onto campus and into conversation with staff in low-stakes settings. Taken together, these structures give Bangor a strong foundation of regular, trusting contact between staff and families, a foundation on which more formal partnership practices can be built.|Staff frequently collaborate in PLC and PD trainings and meetings. With teachers and paraeducators working together to focus on student achievement, student results show improvement, as evidenced by the CAASPP ELA score of 54% and Math score of 33.3% in the 2025-2026 school year.|"Bangor will implement three actions, each tied directly to a focus area identified above. (1) Add a short family-partnership module to the 2026 in-service days, alongside the instructional engagement, covering asset-based conferencing language and culturally responsive communication (addressing Practice 5). (2) Publish a one-page ""Bangor Family Rights and Voice Guide"" in English and in documented home languages, summarizing parent rights for English learners, IDEA procedural safeguards in plain language, and LCFF participation rights, along with how to bring concerns and ideas forward (addressing Practice 8). (3)Continue tutoring focused on the literacy and math that families can practice with their students (reinforcing Practice 6). Progress will be measured by (a) the percentage of staff completing the partnership module, (b) the availability of the rights guide in all documented home languages, and (c) attendance at tutoring, disaggregated by unduplicated status."|The annual LCAP educational partner consultation cycle is in place and functioning. It produces input from staff and families that the Superintendent/Principal uses in the district's goal-setting and reflection process (Practices 9 and 11, the two practices rated highest in this section). Bangor's single-school structure is a genuine advantage here. Committee and consultation pathways that would be split between a school site and a district office in a larger LEA are unified into one body, so input moves directly to the decision-maker without passing through layers of administration. Because the Superintendent/Principal interacts with families regularly in a small community, informal input is nearly continuous, and a parent's concern or idea can reach the person who sets district direction the same day it is raised. This combination of a formal annual consultation cycle and constant informal contact gives Bangor a working foundation for gathering family and staff voice on policies and programs, and it is the base on which the more structured advisory practices described below can be built.|Three improvements will move these practices toward Full Implementation, and they track the practices rated lowest in this section. First, family members are not yet supported to participate fully in advisory work (Practice 10). A short pre-meeting orientation, covering what an LCAP is, the district's priorities, and how family input shapes decisions, would let families enter discussions better equipped, rather than spending the meeting catching up. Second, while input is gathered (Practice 11), advisory and listening sessions are not consistently scheduled at times that work for families with non-standard work hours, nor are they reliably paired with childcare and translation; making these supports routine would broaden who can actually take part. Third, there is no documented cycle in which families, teachers, and the Superintendent/Principal jointly plan, implement, and evaluate family engagement activities (Practice 12). Structuring the LCAP development calendar so that at least one such activity is co-designed and co-evaluated each year would close the loop from input to action to review.|"Bangor will implement three actions, each tied to a focus area identified above. (1) Issue a one-page ""LCAP for Families"" primer ahead of the consultation cycle, in English and in documented home languages, summarizing the district's priorities, the funding tied to high-needs students, and the specific questions on which family input is sought (addressing Practice 10). (2) Hold the LCAP listening session in the evening, and offer at least one alternate-format input pathway, such as a paper survey or a phone interview, for families who cannot attend in person (addressing Practice 11). (3) Co-design and co-evaluate at least one family engagement activity each year with a family representative, so that families help shape the activity and judge whether it worked (addressing Practice 12). Progress will be measured by (a) distribution of the translated primer to all documented home-language families, (b) listening-session participation disaggregated by unduplicated status, and (c) completion of the joint planning and evaluation cycle."|4|4|4|4|3|4|3|4|4|4|4|4|Met||2026-06-18|2026
04614080000000|Biggs Unified|3|The yearly school survey addresses Parent Engagement, as a school district we support and encourage parents and school staff working together to support and improve the learning, development, and health of all of our students. Communication with parents is essential and we do this with district websites, teacher websites, monthly newsletters, email and phone calls, remind, and goggle classroom.  We have an open door policy and welcome parents on campus.  Biggs Elementary and Richvale Charter schools have an active Parent’s Club and Site Council.  Biggs High School has an active Sports Booster Club and Site Council.|The district will increase parent communication through local media/social media.  We are focusing on parents understanding of attendance at school and parents responsibilities we bring students to school on time.|We need to develop all communication tools to focus on meeting the needs of the underrepresented students.  Ensure all parents feel represented in the district and have a voice|BUSD leaders will provide regular progress reports to parents and families|BUSD will focus on providing resources that can be used at home to help families with student outcomes.  This could be access to online support and tutoring, resources form teachers, as well as other modes of support|We will continue to reach out to all parents, encourage them to have a voice at the school. BUSD will work closely with ELAC, DELAC and school site councils to gain insight on how to improve engagement in gaining input for decision making           School Climate (LCFF Priority 6)    Introduction    The initial design of the Local Control Funding Formula recognized the critical role that positive school conditions and climate play in advancing student performance and equity. This recognition is grounded in a research base demonstrating that a positive school climate directly impacts indicators of success such as increased teacher retention, lower dropout rates, decreased incidences of violence, and higher student achievement.    In order to support comprehensive planning, LEAs need access to current data. The measurement of school climate provides LEAs with critical data that can be used to track progress in school climate for purposes of continuous improvement, and the ability to identify needs and implement changes to address local needs.    Introduction  LEAs are required, at a minimum, to annually administer a local climate survey. The survey must:    •	Capture a valid measure of student perceptions of school safety and connectedness in at least one grade within each grade span the LEA serves (e.g. TK-5, 6-8, 9-12); and    •	At a minimum, report disaggregated data by student groups identified in California Education Code 52052, when such data is available as part of the local school climate survey.    Based on the analysis of local data, including the local climate survey data, LEAs are to respond to the following three prompts. Each prompt response is limited to 3,000 characters. An LEA may provide hyperlink(s) to other documents as necessary within each prompt:    Prompt 1 (DATA): Describe the local climate survey data, including available data disaggregated by student groups. LEAs using surveys that provide an overall score, such as the California Healthy Kids Survey, are encouraged to report the overall score for all students as well as available student group scores. Responses may also include an analysis of a subset of specific items on a local survey and additional data collection tools that are particularly relevant to school conditions and climate.        During the 2024-25 school year, BUSD undertook the California Healthy Kids Survey, targeting all students.  71% acknowledged feeling support and welcomed within the school environment.  78% expressed a senses of well-being, safely and comfort in their school surrounding.           Prompt 2 (MEANING): Describe key learnings, including identified needs and areas of strength determined through the analysis of data described in Prompt 1, including the available data disaggregated by student group.     BUSD will work with ELAC and DLAC groups to determine how best to engage in a partnership with  underrepresented families.  Additionally BUSD will work with partner organization like B|We have a high percent of parents attending back to school night and parent meeting.  BUSD provides multiple opportunities for parents, families and stakeholders to respond to surveys and other information gathering opportunities|We will focus on the underrepresented families to ensure they have a voice in the school .  Through community involvement is stakeholders meeting like LCAP parent Advisory and LCAP listening|We will continue to reach out to all parents, encourage them to have a voice at the school. BUSD will work closely with ELAC, DELAC and school site councils to gain insight on how to improve engagement in gaining input for decision making|4|5|4|4|4|4|4|4|4|4|4|4|Met||2026-06-24|2026
04614240000000|Chico Unified|3|Building relationships with all of our families is a major priority of Chico Unified School District. Based on needs identified on our State Dashboard, as well as local measures, we have identified specific student groups in need of additional support. Addressing these needs necessitates working with families, accessing community resources, and training staff. MTSS Team (made up of teacher leaders and administrators) meetings, as well as school staff meetings, have focused on meeting the ongoing needs of students that are part of student groups needing additional support. Survey results indicate that our families feel welcome in our schools. Parent outreach is been enhanced by a communications system that allows staff members to communicate directly with parents via text message, phone, and email. Messages are translated into Spanish as necessary, and school and district websites are kept up to date to meet accessibility guidelines. Translation is provided at parent meetings and parent-teacher conferences as needed for Hmong and Spanish speakers. Additionally, families are welcomed into our school sites for a variety of family events, including festivals, open houses, student performances, and parent input meetings (School Site Council, English Learner Advisory Committees).|Based on parent feedback from the LCAP Community Meeting, we have identified several key focus areas to strengthen our partnership with families and improve school climate. While we continue to enhance communication regarding district tools like Aeries and Parent Square, and clarify MTSS framework terminology, we are expanding our focus to address community-identified priorities. These include increasing access to social-emotional support and staffed wellness centers, and strengthening academic interventions in reading and math across all levels. Furthermore, we are committed to enhancing campus safety through increased staffing and consistent behavioral training, ensuring inclusive practices through consistent district-wide behavior policies, and modernizing facilities to better support student collaboration. By aligning our efforts with this detailed partner feedback, we aim to build deeper trust and ensure all families feel supported, included, and informed.|CUSD has taken steps to more meaningfully engage with the families of our Black, Indigenous, and People of Color (BIPOC) student group, our Students With Disabilities (SWD) student group, our Foster and Homeless student group, and our District English Learners Advisory Council (DELAC). These groups meet between 2-4 times a year through general community meetings as well as LCAP meetings with staff and administrators from the Educational Services department. District responses to the information gathered during these meetings have provided the input that predicated the hiring of Targeted Case Managers at each site and again to make all of those positions full-time because of the support they have from family input. Through these initiatives, we have demonstrated our commitment to ensuring that the voices and experiences of our underrepresented family and student groups are not only heard, but acted on, and through this we have begun to build stronger relationships with our families. Additionally, through these meetings, we have recognized the need for more bilingual staff in the district so that more families are better able to communicate with our schools and the district as a whole.|Throughout the school year, CUSD has been engaging with families and addressing the needs and gaps that they have identified. As pointed out in the qualitative data from our community LCAP meetings, family surveys, and other data input activities, we recognize areas that our families have expressed can use improvement. Chico Unified has continued to provide education on Social Emotional Learning (SEL) so that families and parents can be better versed in duplicating the SEL strategies at home that are happening at school. These opportunities for education for families not only increases their level of trust with schools and staff, but on a technical side, allows them to better participate in the day-to-day functioning of schools, all the while growing positive relationships. This is especially true regarding student outcomes because when students are doing well emotionally, they have increased academic success and fewer behavioral incidents at school.|Parents have indicated that they want to see an increase in math interventions at all levels. They have expressed that they are happy with the direction the district has taken with regard to the science of reading training for teachers at the elementary level and the reading interventions that are taking place at the elementary level. But they would like to see not only more math intervention, but to extend those intervention practices throughout secondary with an emphasis on high school.|CUSD will continue to communicate all district- and site-level information in English and Spanish, and offer translations in Hmong (as needed). We will continue to hold community engagement meetings to continue building relationships and come to a collective understanding on the ways we can improve student outcomes. Additionally, continuing to support the strong foundations of our MTSS systems at all of our school sites will continue to create and maintain the supports and interventions on our campuses.|Throughout the year, there were various community engagement events, LCAP meetings, and school site functions. Through these meetings, we have been fortunate to have experts from a variety of fields in the district provide opportunities for families.  This allows families to engage with school staff at school events that double as both information-providing events, but also embracing the cultural backgrounds of our families. Various school sites have held resource fairs during after-school events and others have been hosting multicultural events for families that serve the purpose of providing resources and information, as well as collecting information from families on the needs of their students in the areas of Academic, Behavior, and Social-Emotional supports at schools.|Based on input received, we recognize that we need to continue to provide authentic experiences for our families to engage with school staff to tackle deeper issues, and through dialogue, come to decisions with the input of our families as well as the community at large.|CUSD, as stated in the previous prompts, continues to engage with community groups to come to a collective understanding of how we can continue to better support our families and students. We will also continue to prioritize ways that we can provide representation of the rich diversity in our community of our families at school-hosted family and community engagement events such as the multicultural events, Open House, Back-to-School Night, etc. happening on our various campuses.|4|4|4|5|4|4|4|4|4|5|5|5|Met||2026-06-24|2026
04614240110551|Nord Country|3|Nord Country School has fully implemented and sustained practices that foster strong, trusting relationships between school staff and families. As a small K–8 school, staff prioritize knowing each student and family personally, creating a welcoming environment where families feel comfortable communicating with teachers and administrators. Parent survey results continue to reflect high levels of satisfaction with the school's sense of community, with families consistently identifying the caring relationships between staff and students as one of the school's greatest strengths.  Staff make intentional efforts to understand each family's unique strengths, needs, and goals through ongoing communication and personal interactions. Family participation is encouraged through volunteer opportunities, school events, School Site Council, and parent surveys, allowing families to provide meaningful input into school programs and decision-making. This strong partnership between families and staff has become an established part of Nord Country School's culture and continues to support student success and a positive school climate.|The school provides multiple opportunities for meaningful two-way communication through teacher conferences, regular classroom updates, school newsletters, phone calls, emails, social media, school events, and direct communication with administrators. During the 2025–2026 school year, the school also approved the implementation of ParentSquare to further enhance communication by providing a consistent, accessible platform for teachers, families, and the school to communicate effectively.|Although Nord Country School has strong family engagement overall, the school will continue to focus on increasing participation among families who have historically been underrepresented in school activities and decision-making. During the 2026–2027 school year, the school will use ParentSquare to expand two-way communication and provide families with more accessible and consistent opportunities to receive information and engage with teachers and staff.  The school will continue to offer multiple methods for families to provide feedback, including surveys, individual conversations, and participation in School Site Council and other school committees. Staff will make intentional efforts to personally reach out to families who participate less frequently, ensuring they are aware of opportunities to be involved and that their perspectives are included in school planning. By maintaining flexible communication methods, fostering personal relationships, and reducing barriers to participation, Nord Country School will continue to strengthen partnerships with all families and ensure every family has meaningful opportunities to engage in their child's education.|Nord Country School has established strong partnerships with families that support positive student outcomes through consistent communication, collaboration, and shared responsibility for student success. Families receive regular updates on student progress through parent-teacher conferences, progress reports, report cards, phone calls, emails, and ongoing communication with classroom teachers. Teachers work closely with families to identify student needs, celebrate successes, and develop strategies to support learning both at school and at home.  The school provides families with resources and information to support student learning, including guidance on academic expectations, assessment results, intervention supports, and strategies that can be used at home. Families are encouraged to participate in Student Success Team (SST) meetings, Individualized Education Program (IEP) meetings, and other collaborative discussions to ensure students receive appropriate academic and social-emotional support.  Staff continue to build their capacity to partner effectively with families through professional collaboration and ongoing learning. Administrators provide guidance and support to teachers regarding effective family communication and engagement practices, while school procedures ensure families are informed of their educational rights and have opportunities to advocate for their children. Educational partner feedback indicates that families value the school's open communication, supportive staff, and collaborative approach to addressing student needs, demonstrating that strong family-school partnerships are an integral part of Nord Country School's culture.|Nord Country School will continue to strengthen partnerships with families by increasing opportunities for meaningful collaboration that supports student achievement. During the 2026–2027 school year, the implementation of ParentSquare will provide a consistent platform for two-way communication, making it easier for teachers to share academic updates, classroom information, and resources while allowing families to communicate directly with school staff.  The school will also focus on increasing family participation in conferences, Student Success Team (SST) meetings, School Site Council, and other opportunities to collaborate on student learning. Additional efforts will be made to provide families with practical resources and strategies to support learning at home, including information about curriculum, assessment results, and intervention programs. Staff will continue to participate in professional learning focused on effective family engagement practices to ensure communication remains welcoming, responsive, and centered on improving student outcomes. Through these efforts, Nord Country School will continue to build strong family-school partnerships that promote academic success for every student.|Nord Country School will continue to make intentional efforts to engage families who have historically participated less frequently in school activities and decision-making. Staff will use ParentSquare, phone calls, emails, and personal outreach to ensure these families receive timely, accessible information about student progress, school events, and opportunities to participate in their child's education.  Teachers and administrators will encourage participation in parent-teacher conferences, Student Success Team (SST) meetings, Individualized Education Program (IEP) meetings, and School Site Council by offering flexible communication methods and personal invitations when appropriate. The school will continue to provide families with clear information about academic expectations, assessment results, available intervention supports, and their rights as educational partners. By reducing barriers to participation, strengthening personal relationships, and seeking feedback from families whose voices have been underrepresented, Nord Country School will continue to build inclusive partnerships that support improved outcomes for all students.|Nord Country School values meaningful educational partner engagement and has established processes that provide families, staff, and community members with opportunities to participate in school decision-making. Families are encouraged to provide input through the School Site Council, Parent Teacher Organization (PTO) meetings, Board of Directors meetings, parent surveys, and informal conversations with teachers and administrators. Feedback gathered through these opportunities is regularly considered when evaluating school programs, developing the Local Control and Accountability Plan (LCAP), and making decisions related to school priorities and continuous improvement.  The school has developed a culture of open communication in which families feel comfortable sharing ideas, asking questions, and collaborating with staff. Administrators provide ongoing support to staff in facilitating positive family engagement, while families receive information about opportunities to participate in advisory groups and provide feedback on school policies and programs.  Educational partner input has directly influenced school improvement efforts, including communication systems, safety initiatives, school events, and program development. The approval and implementation of ParentSquare will further strengthen opportunities for family participation by providing an accessible platform for sharing information, gathering feedback, and increasing engagement in school decision-making. Overall, Nord Country School has established effective systems for seeking educational partner input and continues to strengthen family participation as part of its continuous improvement process.|Nord Country School will continue to strengthen opportunities for families to participate in school decision-making by increasing awareness of advisory groups and expanding opportunities for meaningful input. During the 2026–2027 school year, the implementation of ParentSquare will provide additional ways to communicate upcoming meetings, gather feedback through surveys, and encourage participation from a broader range of families.  The school will focus on increasing participation in School Site Council, PTO meetings, Board of Directors meetings, and other engagement opportunities by providing timely communication, personal invitations, and multiple methods for families to share their perspectives. Staff will continue to seek feedback throughout the year rather than only during annual planning processes, ensuring that educational partner input is used to inform decisions related to school programs, safety, communication, and student support.|The school will make intentional efforts to increase participation from families whose voices have been underrepresented by reducing barriers to engagement and providing flexible opportunities for involvement. These efforts will help ensure that school decisions reflect the perspectives and needs of the entire Nord Country School community while supporting a culture of collaboration and continuous improvement.|5|5|5|5|4|5|5|4|4|4|4|4|Met||2026-06-22|2026
04614240118042|Forest Ranch Charter|3|FRCS works hard to make sure all families and students are heard and have the resources they need to support learning at home and at school. A few ways this is done is by providing regular parent meetings and access to educational materials, teacher tutoring sessions, parent ed. opportunities, training in parent/student rights and support with needed advocacy and extensive training for faculty and staff in how to better support our diverse family needs.|While we have continued to improve communications and relationships between teachers, staff, families and the community FRCS will continue to increase frequency of positive, family centered communications by all staff to all families (regardless of classroom placement) during the 26/27 school year, monitoring progress with administrator observation, survey data, self monitoring at staff meetings. Data towards progress will be reported regularly to the FRCS board. We will also continue to work towards creating a more effective website and exploring different options for communicating opportunities for families.|FRCS will continue outreach to parents (particularly individually reaching out to underrepresented groups) to increase parent participation in parent groups/meetings and educational opportunities as well as increase training to staff in family centered practices, diverse family needs and equity. This will be written into each full time faculty's ITSP.|FRCS works hard to meet individual family and student needs, particularly those who are struggling by providing a wide range of customized services to families in need, extensive training for faculty and support staff in family centered practices and frequent communications and 1/1 connections. We continue to make progress in this area including greater use of social media platforms, more frequent/varied communication and more effective emergency and educational communications to families. Progress was regularly reported to the FRCS Board and stakeholders. We still need to work toward developing a more vibrant and effective website.|One area noted for continued improvement was providing multiple, early communication about all school events to allow families more time to plan. We made progress in this area but will continue to improve by putting out on Dojo as a flier and an ongoing Event so people see Events in multiple ways. We will also make sure the Director's weekly e-mail Newsletter goes out via Dojo as well. We also increased the engagement of underrepresented families by more frequent, 1-1 communications as well as greater representation on our School Board, committees and in their native language when applicable. We will continue with these practices in the 26-27 school year and track progress.  Another focus area to strengthen educational partnerships has been written as an action item in our LCAP (after being discussed with multiple families and staff members). FRCS will increase opportunities for discussion and interaction of families and staff by providing monthly education/discussion, support and connection type opportunities to parents/guardians of students on various developmental stages and topics as well as one on one or small group support in parenting and individualized needs. While we did provide much individual support in these areas we did not offer enough group opportunities. This will be a continued focus in the 26-27 school year. To make sure we are more effective we will report out a timeline as well as progress for group training at our board and SAC (School Advisory Council) meetings.|We also increased the engagement of underrepresented families by more frequent, 1-1 communications as well as greater representation on our School Board, committees and in their native language when applicable. We will provide additional training to all staff regarding research based practices that are effective in engaging underrepresented groups as well as continuing practices listed above in the 25-26 school year and track progress|"Typically, this is an area of strength for FRCS as we were started by families and community members. Parents are involved in most decision making and aspects of school operations. Parents and students also have well developed channels of communication when they have a need or to express concerns. As a result, survey data consistently shows that families feel their input is valued and that they have frequent opportunities to participate. However, during the Covid pandemic a great deal of time was spent on basic needs and emergency communications rather than integrating new families into the campus community and showing them typical procedures. We worked hard setting goals and following through on actions that would increase decision making opportunities again. Last year we made significant progress in this area, with many parent and community members contributing input, ideas and being involved in creating opportunities for family activities, fundraisers and student learning events. While we have greatly increased involvement in fundraising, events, and student activities, we still need to increase the overall involvement of families in decision making surrounding academic issues and school climate.  We have continued to train stakeholders in how many of these processes work as well as bring new members (parents, students and community members) into committees to support school operations but their is still much greater interest and input in decision making surrounding ""fun"" activities and community building than academic and climate type decisions."|We will continue to focus on providing multifaceted ways to gather stakeholder information and making sure all stakeholders have access and are informed of these options. Additionally, senior faculty/staff will work to mentor newer staff in best practices involving and supporting meaningful stakeholder engagement.|Having a range of parent board members from traditionally underrepresented groups on our board continues to provide a varied perspective to board discussion. We continue to have a strong, diverse board that brings a range of perspectives while making important school decisions. We will continue to reach out individually to underrepresented families to seek their input and perspective before making important decisions.|4|4|4|4|4|3|4|4|4|4|4|4|Met||2026-06-23|2026
04614240120394|Inspire School of Arts and Sciences|3|The school leadership has employed multiple strategies to keep all stakeholders informed with a wide range of platforms for communication and engagement. Stakeholders are informed of events, clubs, safety plans, and changes to the school programs. Families are encouraged to get involved on and off campus through fundraising and events. Student showcases are a way for parents/guardians to see what students have been learning. Inspire uses multiple online platforms to keep parents informed and updated, including a weekly newsletter, social media, and updates on ParentSquare.|With 33.8% of our students meeting or exceeding the standards for Mathematics on state test scores, Inspire effectively supports students in progressing toward mastery of math content. However, we continue to see disparities for economically disadvantaged students. In 2024-25, this student group met or achieved the standards at a 16% lower rate than their peers. We know that engaging parents of socioeconomically disadvantaged students is vital for helping these young people feel supported at home and at school in meeting their learning goals in math.|Based on our analysis of educational partner input and local data, we will: -Explore the use of peer tutors as a support for students needing additional help in math -Provide opportunities for parents to request peer tutoring support for their students|Parents are regularly asked for feedback and back to school nights and information sessions are held for parents to get more involved. To refer a student to the MTSS process, the teacher must show that they have contacted parents first. Parents also have the option to opt-in to a weekly progress report email that comes straight from their student information system. Staff feedback indicated that since they are a small school, they know most of their parents and have a good working relationship with them.|Since returning in person from pandemic shutdowns, Inspire students have been chronically absent at a rate higher than state levels. In 2024-25, our students were chronically absent 26.4% of the time, with students with disabilities absent 15.5% more than their peers. We have since put in place an attendance liaison and worked to improve the ways we communicate with parents about the importance of consistent attendance. We are hopeful this will create a culture of regular attendance and reduce absence rates, especially for our most vulnerable students.|nspire plans to improve our engagement of families of chronically absent students (especially families of students with disabilities) by: -Communicating clear expectations for attendance for all families, including the supports they can access for students experiencing barriers to getting to school -Putting in place an attendance liaison tasked with making direct connections with families of students experiencing barriers to getting to school -Direct recruitment to parents/guardians of students with disabilities to serve on Inspire's Education Partner Council|Inspire regularly seeks parent input in the decisions that affect families the most. We consistently utilize surveys to gather data, and we hold meetings via Zoom to communicate key information and to elicit feedback regarding parent concerns. In the last three years, we also implemented an Education Partner Council, engaging parents, students, and staff in analyzing our student outcomes, identifying key strengths and weaknesses, and developing solutions to school challenges.|While Inspire is proud of our work in providing open, transparent discussions of our student outcome data, as well as our school goals with parents as key partners in decision-making, we have more work to do to include parents and guardians from underrepresented groups in our Education Partner Council. This is particularly true for parents of students with disabilities and parents of students from socioeconomically disadvantaged backgrounds, as these groups have disparate rates of attendance and achievement in math.|-Specifically recruit parents and guardians from underrepresented groups to serve on our Education Partner Council -Hold a separate affinity group to elicit feedback from parents of students with disabilities|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-08|2026
04614240121475|Sherwood Montessori|3|"Sherwood has increased satisfaction ratings from the community survey for ""Support Given to Students Who Need Academic Challenge"" , ""Teachers"", ""The Level of Academic Challenge Overall"", ""Opportunity Given by the School to Parents to Make an Impact in Academic Outcomes for Students and ""Suport Given to Struggling Learners"". There was a decline in satisfaction with ""The School's Approach to Discipline and Conflict Resolution using Positive Discipline"". Sherwood has a bilingual/biliterate Office Manager available for Spanish speaking families and students."|In the 2025-2026 school year, SMPO leadership emerged and made some changes to increase involvement. These included adding evening meetings at a local establishment that welcomes children and provides activities while parents meet, and creating an intentional events calendar that pared events down to those that highlight the Montessori approach to education.|We have our survey, but it is anonymous so we can't be sure who is filling it. Teachers are often the primary source of communication, so regular meetings between the school Director and teachers have been a good vehicle to get that feedback to administration. The school Director attends monthly SMPO meetings. The Director also greets students daily alternately on the main campus at the single point of entry or at the adjacent TK/K campus. This gives all parents a quick reference to who the administrator is and access to for communication.|80% of respondents agree or strongly agree that they are satisfied with the opportunity to make an impact in academic outcomes for my student/s, up from 67% last year.|We had more parents involved through the parent ogranization, the SMPO, and have some momentum to build on with good input about how to do so: with a focused, intentional events calendar and alternate SMPO evening meetings at a local establishment. We need to work on implementing Positive Discipline and providing parent education on how to implement collaborative problem-solving discipline approaches in the home.|Input indicates that having a bilingual Office Manager is greatly appreciated and reaching out in the primary language of Spanish will continue. Families with low-income appreciate the free child care, free school meals, and no cost field trips.|The school uses a variety of ways, including surveys, input at conferences and meetings, monthly Board and SMPO meetings, and at informal cmeetings and discussions.|We have a well-rounded system for seeking input, and have increased the percentage of families who do give input in our annual Community Survey.|Underrepresented families are given access and do utilize the current structures in place. Families who we do not hear from can be actively reached out to by school personnel.|4|4|5|4|5|5|5|4|4|5|5|5|Met||2026-06-18|2026
04614240123810|Wildflower Open Classroom|3|Wildflower Open Classroom holds two Town Hall meetings each school year. The purpose of the Town Hall Meetings is to report out on goals and progress, seek stakeholder input and to build partnerships with the school community. Each fall and spring our school administers parent, student and staff surveys. Specific questions target building relationships, student outcomes and seeking input on the school’s decision-making processes. The results of the surveys are collected and reported to the Board of Directors at a regularly scheduled board meeting. The survey results are presented to the school community at a Town Hall Meeting. The results of the survey are utilized in the following ways: •	To create annual Board of Director and School Director goals and initiatives •	To create community and parent goals via our parent group, Wildflower Community Council •	To create goals on the school’s Local Control Accountability Plan •	To create goals for instructional and support staff All goals are presented at the school’s fall Town Hall Meeting. Progress is reported at the winter Town Hall Meeting and a final report on progress is reported at the spring Town Hall Meeting.|Wildflower Open Classroom holds two Town Hall meetings each school year. The purpose of the Town Hall Meetings is to report out on goals and progress, seek stakeholder input and to build partnerships with the school community. Each fall and spring our school administers parent, student and staff surveys. Specific questions target building relationships, student outcomes and seeking input on the school’s decision-making processes. The results of the surveys are collected and reported to the Board of Directors at a regularly scheduled board meeting. The survey results are presented to the school community at a Town Hall Meeting. The results of the survey are utilized in the following ways: •	To create annual Board of Director and School Director goals and initiatives •	To create community and parent goals via our parent group, Wildflower Community Council •	To create goals on the school’s Local Control Accountability Plan •	To create goals for instructional and support staff All goals are presented at the school’s fall Town Hall Meeting. Progress is reported at the winter Town Hall Meeting and a final report on progress is reported at the spring Town Hall Meeting.|Wildflower Open Classroom holds two Town Hall meetings each school year. The purpose of the Town Hall Meetings is to report out on goals and progress, seek stakeholder input and to build partnerships with the school community. Each fall and spring our school administers parent, student and staff surveys. Specific questions target building relationships, student outcomes and seeking input on the school’s decision-making processes. The results of the surveys are collected and reported to the Board of Directors at a regularly scheduled board meeting. The survey results are presented to the school community at a Town Hall Meeting. The results of the survey are utilized in the following ways: •	To create annual Board of Director and School Director goals and initiatives •	To create community and parent goals via our parent group, Wildflower Community Council •	To create goals on the school’s Local Control Accountability Plan •	To create goals for instructional and support staff All goals are presented at the school’s fall Town Hall Meeting. Progress is reported at the winter Town Hall Meeting and a final report on progress is reported at the spring Town Hall Meeting.|Wildflower Open Classroom holds two Town Hall meetings each school year. The purpose of the Town Hall Meetings is to report out on goals and progress, seek stakeholder input and to build partnerships with the school community. Each fall and spring our school administers parent, student and staff surveys. Specific questions target building relationships, student outcomes and seeking input on the school’s decision-making processes. The results of the surveys are collected and reported to the Board of Directors at a regularly scheduled board meeting. The survey results are presented to the school community at a Town Hall Meeting. The results of the survey are utilized in the following ways: •	To create annual Board of Director and School Director goals and initiatives •	To create community and parent goals via our parent group, Wildflower Community Council •	To create goals on the school’s Local Control Accountability Plan •	To create goals for instructional and support staff All goals are presented at the school’s fall Town Hall Meeting. Progress is reported at the winter Town Hall Meeting and a final report on progress is reported at the spring Town Hall Meeting.|Wildflower Open Classroom holds two Town Hall meetings each school year. The purpose of the Town Hall Meetings is to report out on goals and progress, seek stakeholder input and to build partnerships with the school community. Each fall and spring our school administers parent, student and staff surveys. Specific questions target building relationships, student outcomes and seeking input on the school’s decision-making processes. The results of the surveys are collected and reported to the Board of Directors at a regularly scheduled board meeting. The survey results are presented to the school community at a Town Hall Meeting. The results of the survey are utilized in the following ways: •	To create annual Board of Director and School Director goals and initiatives •	To create community and parent goals via our parent group, Wildflower Community Council •	To create goals on the school’s Local Control Accountability Plan •	To create goals for instructional and support staff All goals are presented at the school’s fall Town Hall Meeting. Progress is reported at the winter Town Hall Meeting and a final report on progress is reported at the spring Town Hall Meeting.|Wildflower Open Classroom holds two Town Hall meetings each school year. The purpose of the Town Hall Meetings is to report out on goals and progress, seek stakeholder input and to build partnerships with the school community. Each fall and spring our school administers parent, student and staff surveys. Specific questions target building relationships, student outcomes and seeking input on the school’s decision-making processes. The results of the surveys are collected and reported to the Board of Directors at a regularly scheduled board meeting. The survey results are presented to the school community at a Town Hall Meeting. The results of the survey are utilized in the following ways: •	To create annual Board of Director and School Director goals and initiatives •	To create community and parent goals via our parent group, Wildflower Community Council •	To create goals on the school’s Local Control Accountability Plan •	To create goals for instructional and support staff All goals are presented at the school’s fall Town Hall Meeting. Progress is reported at the winter Town Hall Meeting and a final report on progress is reported at the spring Town Hall Meeting.|Wildflower Open Classroom holds two Town Hall meetings each school year. The purpose of the Town Hall Meetings is to report out on goals and progress, seek stakeholder input and to build partnerships with the school community. Each fall and spring our school administers parent, student and staff surveys. Specific questions target building relationships, student outcomes and seeking input on the school’s decision-making processes. The results of the surveys are collected and reported to the Board of Directors at a regularly scheduled board meeting. The survey results are presented to the school community at a Town Hall Meeting. The results of the survey are utilized in the following ways: •	To create annual Board of Director and School Director goals and initiatives •	To create community and parent goals via our parent group, Wildflower Community Council •	To create goals on the school’s Local Control Accountability Plan •	To create goals for instructional and support staff All goals are presented at the school’s fall Town Hall Meeting. Progress is reported at the winter Town Hall Meeting and a final report on progress is reported at the spring Town Hall Meeting.|Wildflower Open Classroom holds two Town Hall meetings each school year. The purpose of the Town Hall Meetings is to report out on goals and progress, seek stakeholder input and to build partnerships with the school community. Each fall and spring our school administers parent, student and staff surveys. Specific questions target building relationships, student outcomes and seeking input on the school’s decision-making processes. The results of the surveys are collected and reported to the Board of Directors at a regularly scheduled board meeting. The survey results are presented to the school community at a Town Hall Meeting. The results of the survey are utilized in the following ways: •	To create annual Board of Director and School Director goals and initiatives •	To create community and parent goals via our parent group, Wildflower Community Council •	To create goals on the school’s Local Control Accountability Plan •	To create goals for instructional and support staff All goals are presented at the school’s fall Town Hall Meeting. Progress is reported at the winter Town Hall Meeting and a final report on progress is reported at the spring Town Hall Meeting.|Wildflower Open Classroom holds two Town Hall meetings each school year. The purpose of the Town Hall Meetings is to report out on goals and progress, seek stakeholder input and to build partnerships with the school community. Each fall and spring our school administers parent, student and staff surveys. Specific questions target building relationships, student outcomes and seeking input on the school’s decision-making processes. The results of the surveys are collected and reported to the Board of Directors at a regularly scheduled board meeting. The survey results are presented to the school community at a Town Hall Meeting. The results of the survey are utilized in the following ways: •	To create annual Board of Director and School Director goals and initiatives •	To create community and parent goals via our parent group, Wildflower Community Council •	To create goals on the school’s Local Control Accountability Plan •	To create goals for instructional and support staff All goals are presented at the school’s fall Town Hall Meeting. Progress is reported at the winter Town Hall Meeting and a final report on progress is reported at the spring Town Hall Meeting.|5|5|5|4|4|3|4|4|4|3|4|4|Met||2026-06-08|2026
04614240137828|Pivot Charter School North Valley II|3|"At Pivot Charter School, building relationships is the foundational infrastructure of our instructional model. Our goal is to use these relationships to transform the student’s experience in education. Our ""Full Implementation"" rating reflects a system where parents and caregivers are engaged as active team members; weekly one-on-one communications and monthly progress meetings between teachers, students, and families create a culture of collaboration. Building on this, we have successfully integrated ""Pivot P.R.I.D.E.,"" a program focused on building community through inclusive caregiver newsletters that provide school-to-community connections surrounding our core values. Last year, Pivot launched asynchronous family training, which removed traditional scheduling barriers and doubled participation, alongside a user-friendly Family Handbook. These efforts entered their second year of implementation this school year. Feedback from our annual parent survey consistently highlights that the trust, respect, and mutual flexibility between Pivot staff and the home support team are the primary drivers of student persistence and success."|"A primary focus area for Pivot is increasing parent participation in school-wide decision-making and collaborative training. This year, we launched monthly ""Family Homerooms"" to provide ongoing training and a forum for input; however, participation rates remained lower than anticipated. We are currently evaluating the format, timing, and outreach methods for these sessions to better facilitate family voice in school governance. Additionally, we have identified a need to standardize the frequency and quality of outreach across all teaching staff. Currently, Pivot lacks a centralized tool to monitor and audit one-on-one communications between educators and families. Exploring and implementing a unified communication management system is a priority for the coming year, as it will allow leadership to ensure all families receive the consistent, high-touch support that the Pivot model promises."|To improve engagement for underrepresented families, Pivot has created a new Bilingual Outreach Coordinator Position. Central to this effort is a new strategic position tasked with ensuring equity by providing culturally sensitive interpretation for family meetings. This role moves beyond administrative support to lead the organization and outreach for the English Learner Advisory Committee (ELAC) and School Site Council, ensuring that our most vulnerable families have a direct seat at the decision-making table. Furthermore, this position serves as a dedicated liaison for McKinney-Vento and foster youth, conducting home visits and maintaining a comprehensive database of community resources—including housing, legal, and mental health support—to remove environmental barriers to learning. We hope that the efforts of this position will help improve the engagement of underrepresented families|Pivot continues to work to expand communication and collaboration between entire student teams. These teams may include combinations of the following: the student, parents or guardians, other family members that support the student, general education teachers, an administrator, special education teachers, school counselors, education advocates, and/or social workers. Pivot knows that when all educational partners are on the same page and working as a team to support the student, outcomes improve. Through group texts, emails, and meetings Pivot teachers and staff communicate regularly to student teams about progress and areas of need  to support improved student outcomes. Expectations related to the independent study program are communicated to student’s teams prior to enrollment, during enrollment, and after enrollment. Student teams meet at minimum once per month to discuss the student’s progress. Educational Coordinators (general education teachers) meet with students weekly, at minimum, to discuss the student’s progress. In addition to regular meetings, focused SST (Student Support Team) meetings are often scheduled with students identified through Pivot’s Multi-Tiered System of Support (MTSS) process. These additional meetings bring together the student’s team to help support the student who may be struggling in Pivot’s independent study program.|In the past school year, the LEA developed a staff training focused specifically on the philosophies related to the connection between partnerships and student outcomes. This effort will be continued through the development of instructional materials and shared resources around the best practices in this area. Administrators will continue to take an active role in supporting teachers during the Student Support Team process. Furthermore, systems will be put in place to facilitate teacher self-assessment, shared goal setting, observations and feedback between administrators and teachers. The LEA will also continue to improve communication and outreach efforts in order to increase the level of partner engagement.|The LEA will improve engagement of underrepresented families in partnerships by expanding the members of a student’s team to include their English Language Development teacher and Community Liaison, where applicable. The LEA will also continue to expand the connection of multilingual Educational Coordinators to families that can benefit from a teacher who speaks their home language. Parent/Guardian support will also be expanded in an ongoing skills program in multiple languages.   Pivot Charter School will also seek ways to improve how families can be provided with information and resources to support student learning and development in the home. Especially in an independent study program, it is essential that families thoroughly know how they can support their students. Communication is often directed toward the student first, and parents or guardians second, but addressing it as a team approach earlier upon enrollment at the school can make students feel vastly more supported in their education.|"Pivot Charter School excels in creating teams that unify students, caregivers, teachers, and educational specialists. Our ""Full Implementation"" rating is supported by a system where every student team, which may include general and special education teachers, counselors, and advocates, collaborates through group messaging, email, and mandatory monthly progress meetings. During monthly meetings, students and families play a key role in making decisions about the student’s education. A key strength is our Multi-Tiered System of Support (MTSS) process, where Student Support Team (SST) meetings are triggered for any student struggling with the independent study model. For students with exceptional needs (rated ""5"" in home support and legal rights), we have established a high standard of partnership, ensuring families are not just informed of their rights but are active participants in the IEP and 504 processes. By shifting from a teacher-to-student model to a ""Whole-Team"" approach in each of these meetings, we ensure that everyone plays a role in creating a plan to support the student."|"Our primary focus area is moving from family notification to authentic family governance. While we have high engagement in 1-on-1 academic meetings, our ""Initial Implementation"" rating in school-wide decision-making reflects a challenge in securing consistent participation in forums like our ""Family Homerooms."" This year’s low attendance highlighted a need to redesign these meetings to be more collaborative and less informative. We are focused on transforming these spaces into ""Input Hubs"" where parents can directly influence school policy, LCAP goal-setting, and resource allocation."|"Pivot recognized a disparity where families of students with exceptional needs (rated ""5"") feel more comfortable exercising their legal rights than our English Learner and foster/homeless families (rated ""3""). To bridge this gap, the new Bilingual Outreach Coordinator will act as a strategic facilitator for our English Learner Advisory Committee (ELAC) and School Site Council. Rather than just inviting families to meetings, this role will provide the ""pre-work"" support—explaining jargon and legal rights—so that underrepresented caregivers can enter decision-making spaces as informed partners."|5|5|4|4|4|4|4|4|3|3|3|3|Met||2026-06-16|2026
04614240141085|Achieve Charter School of Chico|3||||||||||||||||||||||Not Met|||2026
04614246113773|Chico Country Day|3|"Based on local data and educational partner input, Chico Country Day School (CCDS) demonstrates significant strengths in building trusting, respectful relationships between school staff and families. Our progress is rooted in our core mission to partner with students, families, and the community, and is highlighted by the following key strengths: Active Parent Advisory Council (PAC): The PAC serves as a cornerstone of family engagement at CCDS. Through regular monthly meetings and strong volunteer networks, the PAC successfully drives community-building initiatives. By hosting frequent Community Dinners and leading major events like the Harvest Fair, Spring Fling, and Jog-a-Thon, the PAC creates highly visible, low-barrier opportunities for families to connect with staff in a welcoming environment. A Culture of Belonging and Inclusive Values: CCDS explicitly embeds family partnership in its core values, operating on the belief that ""everyone is a learner, including teachers, students, staff, and parents."" Educational partner input indicates that families feel CCDS provides a safe, inclusive environment where diverse backgrounds are celebrated. Our focus on socio-emotional learning and equitable access ensures that staff are dedicated to learning about each family's unique strengths and goals. Engagement in Student Learning and the Learner Profile: Families are not just observers but active participants in the educational process. Through our Project-Based Learning (PBL) model and the ongoing implementation of the CCDS Learner Profile, parents are regularly invited into the school to participate in student learning, view high-quality work, and engage in student reflections. Consistent Two-Way Communication: We have made strong progress in establishing multiple, accessible channels for communication. Feedback from parents indicates high satisfaction with the responsiveness of teachers and administrators. By utilizing transparent communication platforms and hosting regular stakeholder input sessions (including LCAP community meetings), CCDS ensures that families are informed and heard in language that is accessible and understandable. Overall, our local data reflects that CCDS has successfully moved beyond foundational development into the full implementation of practices that build strong, collaborative relationships between our educators and the families we serve."|"Based on our ongoing analysis of educational partner input and self-reflection data, Chico Country Day School (CCDS) has identified key focus areas for improvement to further strengthen and sustain relationships between school staff and families: Expanding the Reach of Family Engagement: While our Parent Advisory Council (PAC) is highly active and successful, survey data and partner feedback indicate a continuous need to engage a broader, more representative cross-section of our school community. A primary focus area is reducing barriers to participation for working families and those from underrepresented backgrounds. We aim to achieve this by offering more flexible meeting times, hybrid or virtual attendance options for input sessions, and targeted, personalized outreach to ensure all families feel empowered to participate in community events and decision-making. Deepening Culturally Responsive Practices: In direct alignment with our core value of creating ""access to opportunity and success, regardless of identity markers,"" CCDS is focused on deepening professional development for staff around cultural competency. We are prioritizing ongoing training to further build our staff's capacity to understand, honor, and leverage the unique cultural backgrounds, home languages, and specific aspirations of every family. This is particularly vital for building stronger partnerships with families of our English Learners and socioeconomically disadvantaged students. Streamlining and Unifying Two-Way Communication: While families report high satisfaction with overall staff responsiveness, partner input suggests an opportunity to create more consistency in communication methods across different grade levels and classrooms. Our focus will be on streamlining digital communication platforms so that parents experience a unified, predictable, and user-friendly way to receive classroom updates, access resources, and provide feedback on their student's Project-Based Learning and Learner Profile progress. By addressing these specific areas, CCDS intends to move from full implementation to long-term sustainability, ensuring that every family experiences a deep, collaborative, and inclusive partnership with our school."|Based on our self-reflection process and analysis of educational partner feedback, Chico Country Day School (CCDS) is committed to actionable, targeted strategies to improve relational engagement with underrepresented families—including socioeconomically disadvantaged families, English Learners, and families of students with exceptional needs. To deepen relationships with these groups, CCDS will implement the following strategies:  Targeted Outreach and Multilingual Communication: To eliminate communication barriers, CCDS will enhance two-way messaging by ensuring all vital school notifications, surveys, and classroom updates are consistently provided in families' primary languages. Additionally, staff will conduct proactive, personalized outreach—such as welcome calls, individual family check-ins, and positive home contacts—to build direct personal connections with underrepresented families before academic or behavioral issues arise.  Flexible and Accessible Engagement Formats: Recognizing that traditional meeting structures can create scheduling and logistical hurdles, we will offer flexible engagement options. This includes offering hybrid/virtual attendance for family input sessions, scheduling PAC and school events at varying times (including evenings and weekends), and providing childcare or food during school-wide gatherings to make participation convenient and accessible for working families.  Culturally Responsive & Inclusive Relationship Building: CCDS will continue providing targeted professional learning for teachers and staff centered on culturally responsive relational practices. By training staff to actively learn about and celebrate the unique cultures, languages, and assets of all families, we create an environment where underrepresented groups feel genuinely valued, respected, and heard.  Focused Support for Specialized Student Groups: We will strengthen collaboration between specialized service staff (e.g., EL coordinators, Special Education team members, and student support specialists) and families to ensure strong, continuous partnerships. Staff will regularly check in with families to co-create goals, explain resources clearly, and empower parents to serve as active advocates in their child’s educational journey.  Through these intentional efforts, CCDS aims to build lasting, authentic partnerships with every family, ensuring that underrepresented voices actively shape our school culture and community.|Based on local data and educational partner input, Chico Country Day School (CCDS) demonstrates substantial strengths in partnering with families to directly support student academic, social, and emotional growth. Our rating of full implementation and sustainability in this area reflects embedded practices that empower families as active co-educators: Project-Based Learning (PBL) Exhibitions and Student-Led Learning: A defining strength at CCDS is our Project-Based Learning framework, which culminates in authentic public exhibitions of learning and student reflections. Parents are actively invited into the classroom context to view high-quality work, ask questions, and celebrate academic milestones, transforming academic progress from a passive report card into an interactive, shared celebration. Collaborative Progress Monitoring and Conferences: CCDS maintains robust systems for teachers and families to meet and analyze student progress together. Dedicated parent-teacher and student-led conference structures allow educators and parents to co-create actionable learning goals. Local survey input highlights high parent satisfaction with teachers' responsiveness, clarity regarding academic expectations, and collaborative approach to addressing individual learning needs. Actionable Home-Learning Resources: We regularly provide targeted resources, digital tools, and strategies to help families extend learning into the home environment. Through coffee and conversations with Wendy and ongoing communication, families receive practical guidance on how to support their child’s skill development and socio-emotional growth outside of school hours. Supporting Advocacy and Family Rights: CCDS actively equips families with the knowledge to navigate educational systems and advocate effectively for their children. Through our Special Education, English Learner, and Student Support teams, we ensure parents understand their legal rights, procedural safeguards, and available accommodations, fostering a transparent environment where families feel confident advocating for all students. Overall, educational partner input confirms that CCDS has established a collaborative educational culture where families and staff work hand-in-hand to ensure positive, equitable student outcomes.|Based on the analysis of educational partner input and local reflection data, Chico Country Day School (CCDS) has identified key focus areas for improvement to further strengthen partnerships with families in driving student academic, social, and emotional outcomes:  Expanding At-Home Academic Resources and Strategy Workshops: While families appreciate school communication, partner feedback highlights a desire for more specific, actionable tools to support student learning at home. CCDS will focus on developing targeted workshops and accessible, grade-level resource guides—particularly in foundational literacy, mathematics, and Project-Based Learning (PBL) support—to empower parents with practical strategies for extending classroom learning into the home environment.  Enhancing Real-Time Academic Tracking and Co-Goal Setting: To ensure families are fully equipped as equal partners in student progress, CCDS is working to streamline digital platforms and conference structures to provide clearer, more immediate feedback on academic standards and Learner Profile growth. Focus will be placed on deepening student-led conference models and establishing structured co-goal-setting routines between parents, students, and teachers during key academic benchmarks.  Targeted Academic Partnerships for Specialized Student Groups: To ensure equitable outcomes for all learners, CCDS will increase focused outreach and specialized partnership opportunities for families of English Learners, socioeconomically disadvantaged students, and students receiving Special Education services. This includes offering tailored sessions on understanding individual progress reports, navigating accommodation plans, and utilizing specialized digital learning tools at home.  By addressing these focus areas, CCDS aims to deepen two-way academic collaboration, ensuring every family has the tools, data, and confidence needed to support their student's ongoing achievement.|Based on our self-reflection process and educational partner feedback, Chico Country Day School (CCDS) will implement targeted strategies to build strong academic and developmental partnerships with underrepresented families—including English Learners, socioeconomically disadvantaged students, and students with exceptional needs:  Accessible & Multilingual Learning Workshops: Host interactive, family-friendly workshops (offered in home languages with hybrid/evening options) focused on practical tools and home strategies for supporting foundational literacy, mathematics, and Project-Based Learning (PBL).  Targeted Progress Monitoring & Co-Goal Setting: Facilitate personalized academic check-ins involving classroom teachers, specialized staff (EL and Special Education support teams), and families to co-create actionable learning goals and clearly explain student progress data.  Empowering Family Advocacy for Academic Growth: Provide tailored resources and direct support to help underrepresented families navigate IEP/504 accommodation plans, access digital learning tools at home, and advocate effectively for their child's educational needs.|"Our progress in this area is highlighted by the following key strengths: Robust LCAP Educational Partner Engagement: CCDS maintains an inclusive, structured LCAP feedback process. We conduct annual surveys and hold dedicated input sessions for parents, staff, students, and community members. This data directly shapes our schoolwide goals, budget priorities, and continuous improvement efforts, ensuring transparent alignment between community values and operational decisions. Active Parent Advisory Governance & Leadership Engagement: The Parent Advisory Council (PAC) serves as a vital bridge between school leadership and the parent body. Through regular monthly meetings and advisory discussions, the PAC provides ongoing feedback on school climate, family activities, and campus priorities. Additionally, informal opportunities like ""Coffee and Conversations"" with administration offer accessible, low-barrier spaces for parents to discuss ideas and voice perspectives. Inclusive Surveying and Multi-Channel Feedback: CCDS regularly gathers qualitative and quantitative local data through annual climate and engagement surveys. We utilize digital tools and translated communications to ensure high response rates across diverse family groups. Survey results are reviewed by leadership and shared with staff and board members to inform program evaluations and policy decisions. Collaborative Decision-Making Structures: CCDS fosters an environment where parents, educators, and board members work together to evaluate school performance and design student success initiatives. Educational partners are regularly invited to participate in school board meetings, committee discussions, and strategic planning sessions, fostering a culture of shared accountability and open dialogue. Overall, local reflection data indicates that CCDS has established effective, collaborative structures that empower educational partners to meaningfully influence schoolwide decision-making."|"CCDS has identified key focus areas to further strengthen and refine our process for seeking input in decision-making: Diversifying Representation in Advisory Groups: While overall feedback mechanisms are strong, partner input indicates a need to increase representation from underrepresented student populations—including families of English Learners, socioeconomically disadvantaged students, and students with exceptional needs—on advisory committees and in LCAP input sessions. CCDS will focus on targeted, direct outreach to build leadership capacity and encourage diverse parent participation in governance and decision-making bodies. Establishing a ""You Said, We Did"" Feedback Loop: Educational partners express a desire to see more clearly how their feedback directly shapes school policies, program changes, and LCAP goal adjustments. To improve transparency, CCDS will develop systematic follow-up communications (such as summary reports) that explicitly detail how community input was integrated into executive decisions and board action items. Diversifying Input Formats and Communication Channels: To ensure all families can comfortably contribute ideas regardless of schedule constraints, CCDS will expand input options beyond traditional evening meetings and broad annual surveys. Focus will be placed on implementing short ""micro-surveys,"" offering hybrid/virtual listening sessions, and hosting informal, topic-specific roundtables to capture timely input on key school initiatives. By focusing on these areas, CCDS aims to build an even more inclusive, transparent, and responsive decision-making ecosystem that reflects the collective voice of our entire school community."|Based on our self-reflection process and feedback from educational partners, Chico Country Day School (CCDS) will implement intentional, targeted strategies to elevate the voices of underrepresented families including socioeconomically disadvantaged families, English Learners, and families of students with exceptional needs in schoolwide decision-making: Targeted Outreach & Personal Invitations: CCDS will move beyond general announcements by conducting proactive, direct outreach to invite parents from underrepresented student groups into advisory roles. Specialized support staff (such as EL coordinators and Special Education team members) will personally connect with families to explain decision-making processes and encourage participation in LCAP input sessions, board meetings, and committee discussions. Accessible & Multilingual Decision-Making Formats: To eliminate participation barriers, all decision-making surveys, focus group notices, and advisory council agendas will be provided in primary languages. Additionally, input sessions will be hosted in flexible formats—including hybrid/virtual attendance options, varied meeting times (mornings and evenings), and offering childcare or meals during in-person meetings—to accommodate working families. Building Parent Leadership & Advisory Capacity: CCDS will provide supportive orientation and background information for underrepresented parents who join advisory bodies (such as the Parent Advisory Council or LCAP committees). By demystifying school governance processes, funding structures, and jargon, we aim to build parent confidence and empower diverse leaders to advocate effectively for student needs. Informal & Culturally Sensitive Listening Sessions: Recognizing that formal governance meetings can feel intimidating, CCDS will establish smaller, informal roundtable discussions and focus groups integrated into existing school community gatherings. These accessible listening sessions will gather authentic qualitative feedback on school priorities, policies, and resource allocation directly from diverse family groups. Through these actionable steps, CCDS will ensure that governance and planning processes reflect the diverse perspectives, needs, and aspirations of our entire school community.|4|4|4|4|5|5|5|5|4|4|4|4|Met||2026-06-12|2026
04614246119523|Blue Oak Charter|3|Blue Oak School continues to strengthen relationships between staff and families through intentional communication, increased opportunities for participation, and a focus on creating a welcoming and collaborative school culture. Educational partner input, family surveys, participation in school events, and regular communication processes indicate that families generally feel connected to the school community and comfortable engaging with staff. During the 2025–26 school year, the school expanded efforts to improve two-way communication through conferences, classroom events, community gatherings, newsletters, surveys, and direct outreach to families. Staff continued working to build stronger relationships with families by increasing responsiveness, improving consistency in communication, and creating additional opportunities for parent participation and feedback. Blue Oak’s small school environment continues to support strong personal relationships between staff, students, and families. The school has also continued development of Community School practices and collaborative leadership structures that encourage educational partner involvement in school planning and decision-making. Progress is evident in the school’s welcoming environment, increased family engagement opportunities, and ongoing efforts to better understand and respond to the needs of the school community.|Based on educational partner input and local data, Blue Oak School’s areas of focus for continued improvement include strengthening consistency in communication across classrooms and programs, increasing opportunities for meaningful two-way engagement, and continuing to build staff capacity to support relationships with all families. The school recognizes the importance of ensuring that communication is timely, accessible, and responsive to the diverse needs and perspectives of the school community. Additional focus areas include improving outreach to families who may participate less frequently in school activities, increasing opportunities for educational partner feedback and involvement in decision-making processes, and continuing to strengthen understanding of family experiences, goals, and perspectives. Blue Oak also intends to continue developing Community School practices that support collaboration, trust, and shared responsibility between families and school staff. The school remains committed to continuous improvement in building respectful, inclusive, and collaborative relationships that support positive outcomes for students and families.|Building on prior years of family engagement work and educational partner input, Blue Oak School will continue to improve engagement with underrepresented families by strengthening outreach practices, increasing consistency of communication, and expanding meaningful opportunities for participation in school activities and decision-making processes. Recent input highlights the importance of ensuring all families feel informed, welcomed, and able to participate regardless of schedule, language, or prior experience with school systems. The school will continue to use surveys, conferences, school events, newsletters, and direct outreach as primary tools for engagement, with an emphasis on increasing accessibility and responsiveness. Staff will also focus on identifying and reducing barriers that may limit participation for some families, including exploring flexible communication methods and additional opportunities for connection outside of traditional school events. Blue Oak continues to refine its internal systems for gathering and reviewing educational partner feedback to better understand participation patterns and identify families who may be less connected to school activities. These efforts support ongoing improvement in building stronger, more inclusive relationships between school staff and families.|Based on educational partner input and local data, Blue Oak School's strengths in building partnerships for student outcomes center on its relationship-based culture, commitment to whole-child education, and efforts to engage families as active partners in student success. Families, staff, students, Parent Council members, Charter Council members, and community partners consistently identified the school's welcoming environment, strong sense of community, and Waldorf-inspired educational approach as significant strengths. Throughout the 2025–26 school year, Blue Oak provided multiple opportunities for families to partner with staff through parent-teacher conferences, Student Success Team meetings, Individualized Education Program meetings, volunteer opportunities, Parent Council activities, family events, Charter Council meetings, Donuts with the Director, surveys, and ongoing communication through ParentSquare, newsletters, email, social media, and direct outreach. These opportunities supported collaboration regarding student academic progress, social-emotional development, attendance, behavior, and overall well-being. Educational partner feedback indicated that families value open communication, responsive staff, and strong relationships between home and school. Local data and stakeholder feedback demonstrate progress in increasing family engagement opportunities, improving communication systems, expanding counseling and wellness supports, strengthening restorative practices, and providing additional enrichment opportunities for students. Families also reported appreciation for increased responsiveness and expanded opportunities to provide input regarding school programs and priorities. Blue Oak remains committed to engaging all families, including those representing unduplicated student groups, students with disabilities, and historically underserved populations. Efforts throughout the year focused on gathering diverse perspectives and ensuring family input informed school improvement efforts and LCAP development. A leadership transition occurred in late February 2026 with the appointment of a new Director. Although the transition occurred late in the school year, educational partner feedback and local observations indicate early positive changes in school culture, communication, leadership visibility, and family engagement by June 2026. Families reported appreciation for increased accessibility of school leadership, stronger relationship-building efforts, and a renewed focus on community connection. Overall, Blue Oak has established a strong foundation for family-school partnerships and will continue strengthening communication, increasing participation opportunities, and using educational partner feedback to improve student outcomes and guide future LCAP development.|Based on educational partner input and local data, Blue Oak School will continue strengthening communication, increasing meaningful family engagement opportunities, and expanding partnerships that support student and family needs. The school seeks to increase participation from all families, particularly those who may face barriers to engagement, while ensuring family feedback continues to inform school improvement efforts. As Blue Oak enters its first full year under new leadership, the school will build upon recent positive changes in school culture, communication, and community connection to further support student attendance, engagement, and overall success.|Based on educational partner input and local data, Blue Oak School will continue to strengthen engagement with underrepresented families through personal outreach, relationship-building, and increased opportunities for participation in school activities and decision-making. Efforts will include direct communication from staff and administration, intentional invitations to family engagement events, Donuts with the Director gatherings, and opportunities for feedback through surveys and meetings. The school will continue to foster an inclusive environment that reflects the diversity of its students and families while ensuring that the perspectives of underrepresented groups help inform school improvement efforts, student supports, and future LCAP development.|Blue Oak Charter School has established multiple opportunities for educational partners to participate in decision-making processes. Parents, staff, students, and community members are invited to provide input through the Parent Council, Finance Committee, Facilities Committee, Community School Advisory Council, and Charter Council, which includes parent representatives serving in governance roles. During the 2025–26 school year, the school continued to expand opportunities for stakeholder feedback through advisory meetings, surveys, community events, and direct outreach. Input gathered from educational partners informed discussions regarding school climate, student support services, academic programming, and community school initiatives. Participation from a variety of stakeholder groups demonstrates a continued commitment to shared decision-making and transparent communication. Feedback collected through these engagement opportunities has strengthened the school's ability to identify needs, prioritize resources, and support continuous improvement efforts.|Analysis of stakeholder participation data and feedback indicates that recruiting and retaining parent participation in formal committees remains an area for growth. While many families express interest in supporting the school, time commitments, work schedules, transportation challenges, and competing family responsibilities can limit sustained involvement in governance and advisory groups. Blue Oak will continue to evaluate engagement practices to ensure that participation opportunities are accessible and meaningful for all families. The school seeks to increase representation from families who have historically been underrepresented in decision-making processes and to expand opportunities for input through flexible engagement options, including surveys, community forums, and targeted outreach. Strengthening stakeholder participation will help ensure that school decisions reflect the perspectives and needs of the broader school community.|Blue Oak Charter School will continue implementing targeted strategies to increase participation from underrepresented families in school decision-making processes. Outreach efforts will include personalized phone calls, individual invitations to meetings and events, and direct conversations during registration, school events, and community gatherings. The school will continue utilizing ParentSquare communication tools, including translation features, to improve access for families whose primary language is not English. To reduce barriers to participation, Blue Oak will offer multiple opportunities for feedback through surveys, advisory groups, and informal engagement events. Staff will actively seek input from families who have been less represented in previous engagement activities and will communicate how stakeholder feedback influences school decisions. These efforts are intended to build stronger relationships with families, increase participation across all student groups, and ensure that a broad range of voices is reflected in school planning and decision-making.|3|4|3|4|4|3|4|3|4|4|3|3|Met||2026-06-11|2026
04614320000000|Durham Unified|3|The Durham Unified School district provides information and support to families' advocacy for their students, as well as their legal rights via the multiple engagement opportunities. In all of those venues, parents are encouraged to question and discuss our programs and services, and advocate for their children. Information that is relevant to parents is routinely shared proactively at those meetings. Our Bilingual Para-educators and our Bilingual Family Liaison provide pro-active outreach to our Hispanic and Spanish speaking parents/families. All of our critical documents, as well as phone/email communication are provided in Spanish, as well. In 2024-2025, the district added a bilingual Administrative Assistant and a bilingual Accounting Technician. In 2025-2026 the district added a Bilingual Instructional Assisant to serve the intermediate school and high school. The district also utilizes Parent Square for mass messaging, and this program auto translates for any family that lists a language other than English as their primary language.|The district has seen a reduction in the amount of parents willing to complete and have their students complete the California Healthy Kids Survey or take part in district surveys through Kelvin. We must find ways to encourage participation in order to have a more complete representation for better feedback to the district. Additionally, the district needs to build cultural understanding with staff and build more opportunities for under respresented groups to engage on campus.|The district will continue to utilize the parent liaison and bilingual aide to communicate with underrepresented families.|The district has a variety of tools to help teachers and principals communicate with families. The district has built many opportunties for familes to meet with staff, especially at the elementary and intermediate schools. The elementary school has parent interviews and parent-teacher conferences. The intermediate school has parent-teacher conferences. The district employs Parent Square as a communication device. All schools have robust parent-teacher organizations and school site councils. The elementary school added new Transitional Kindergarten and Kindergarten parent meetings.|The district needs to create more parent educational opportunites for parents to better understand what academic assessments say about the learning of our students. The elementary school held some family science nights and the high school has college information nights, but the district worked hard on a pilot for the Science of Reading this year which will be expanded next year. The district will develop some opportunties for families to learn about this and other initiatives to improve student learning.|As stated above, underrepresented families need more opportunities to be educated in the different initiatives. The district will work with its parent liaison and bilingual aide strategizes more ways to improve the engagement of these families in an new educational opportunities.|Durham Unified is fortunate to be part of a community that is very comfortble sharing its input on decision making in the district. Recently, the Parent Teacher Association expanded to included a bigger presence of support across all three schools after primarily focusing on the elementary school for years. The district employees parents and community members in decision making regarding many decisions, including hiring staff in a variety of areas. Most recently, the district has worked hard to garner input on facility projects as well. The district has active PTS, Agriculture Boosters, Music Boosters, School Site Councils, Citizen's Bond Committee, Facilities Committee. The DUSD Board of Trustees is constantly encouraging as much community input as possible in decision making processes.|The biggest need for improvement is to develop strategies to increase the breadth of the representation within advisory groups.|The biggest need for improvement is to develop strategies to increase the breadth of the representation within advisory groups. The district will work with its Bilingual Parent Liaison and Bilingual para-educators to better connect with underrepresented families.|4|4|3|4|3|3|4|3|4|3|3|4|Met||2026-06-24|2026
04614570000000|Golden Feather Union Elementary|3|Based on educational partner input and local data, Golden Feather Union Elementary School District continues to demonstrate strength in building positive, personal relationships between school staff and families. As a small single-school district, staff know students and families well, which allows for frequent communication, individualized support, and a strong sense of connection between home and school. Parent and community feedback reflects that families value the welcoming school environment, the commitment of staff, and the personal attention students receive. The district has also made progress in maintaining multiple communication systems, including phone calls, text messages, email, the school website, Aeries Portal, surveys, and schoolwide messages, so families have regular access to information and opportunities to provide input. Family engagement opportunities such as Parent Advisory meetings, Parent’s Club activities, Back to School Night, school performances, family events, and schoolwide activities have helped strengthen trust and participation. Local survey data also showed strong participation in schoolwide events, which indicates that families are continuing to connect with the school community. Overall, the district’s current strengths include personal relationships, accessible communication, responsive staff, and a welcoming school culture. These strengths provide a foundation for continued improvement in family engagement, especially for families of unduplicated pupils and students with exceptional needs.|Based on educational partner input and local data, Golden Feather Union Elementary School District’s focus areas for improvement in building relationships between school staff and families include increasing consistent family participation, reducing barriers to engagement, and strengthening two-way communication with families. While the district has strong personal relationships due to its small-school environment, parent and community feedback indicates that some families face challenges participating in school activities because of work schedules, transportation, family responsibilities, or timing of events. As a result, the district will continue working to provide more accessible engagement opportunities, including varied meeting times, family-friendly events, surveys, direct communication, and opportunities for input outside of traditional meetings. The district will also continue improving communication with families of unduplicated pupils and students with exceptional needs to ensure that families are informed, welcomed, and included in decisions related to student supports, intervention, attendance, behavior, and school programs. This includes strengthening outreach through phone calls, texts, emails, Aeries, schoolwide messages, advisory opportunities, IEP meetings, and individualized family communication when concerns arise. Overall, the district’s focus is to move beyond simply offering opportunities for participation and continue building a stronger system of meaningful, accessible, and responsive family engagement so that all families feel connected to the school and confident that their input helps shape programs and supports for students.|Golden Feather Union Elementary School District will improve engagement of underrepresented families by continuing to make family participation more accessible, personal, and responsive to the needs identified through educational partner input and local data. Underrepresented families may include families of socioeconomically disadvantaged students, English learners, foster youth, students affected by transiency/nonstability, and students with exceptional needs. To strengthen engagement, the district will use multiple communication methods, including phone calls, text messages, emails, Aeries, schoolwide messages, surveys, and direct personal outreach from staff. The district will also continue offering varied opportunities for families to participate, including parent advisory meetings, Parent’s Club, school events, family activities, IEP meetings, surveys, and informal opportunities to speak with staff and administration. The district will focus on reducing common barriers to participation by offering accessible meeting formats, considering varied meeting or event times, using direct invitations, and gathering input from families who may not regularly attend in-person meetings. Staff will continue building relationships through regular communication, positive contacts, individualized support, and follow-up when students need academic, attendance, behavior, or wellness support. The goal is to ensure that underrepresented families are not only invited to participate, but are actively welcomed, heard, and included in decisions about school programs and student supports. This will help strengthen trust between school staff and families and ensure that family input continues to shape LCAP actions, services, and supports.|Based on educational partner input and local data, Golden Feather Union Elementary School District’s current strengths in building partnerships for student outcomes include strong community relationships, regular collaboration with families, and ongoing partnerships with staff, educational partners, and outside agencies to support academic, behavioral, attendance, and wellness needs. As a small single-school district, Golden Feather is able to maintain close communication between school staff, families, administration, and community partners. This allows the district to respond quickly when students need additional support and to coordinate services in a personal and individualized manner. Educational partner feedback shows that families and staff value the school’s welcoming environment, access to staff, and the district’s efforts to provide academic intervention, wellness supports, enrichment opportunities, and family-centered activities. The district has also made progress in strengthening partnerships through Parent’s Club, advisory opportunities, schoolwide events, SELPA consultation, collaboration with the Golden Feather Teachers’ Association (GFTA) and California School Employees Association (CSEA), and continued work with the Butte County Office of Education through technical assistance and continuous improvement. These partnerships help the district review student needs, identify barriers, and align LCAP actions to improve student outcomes. Overall, Golden Feather’s strengths include strong personal relationships, collaborative problem-solving, staff and family accessibility, and a willingness to partner with educational partners and community agencies to support the whole child. These partnerships provide a foundation for improving attendance, academic achievement, school climate, student wellness, and engagement.|Based on educational partner input and local data, Golden Feather Union Elementary School District’s focus areas for improving and building partnerships for student outcomes include strengthening coordination among families, staff, community partners, and outside agencies so that student supports are more consistent, timely, and aligned to identified needs. The district will continue to improve partnerships that support attendance, chronic absenteeism, academic intervention, behavior, school climate, wellness, and enrichment opportunities. Educational partner feedback identified the need for continued reading and math intervention, additional adult support, mental health and wellness services, consistent behavior expectations, student engagement activities, and expanded opportunities such as sports, clubs, field trips, and family/community events. These areas will require continued collaboration with families, staff, Parent’s Club, advisory groups, SELPA, Butte County Office of Education, GFTA, CSEA, and community partners. A focus area for improvement is making partnerships more intentional and outcome-driven. The district will continue using local data, survey results, attendance information, discipline data, intervention data, and educational partner feedback to identify student needs and connect students to appropriate supports. The district will also work to improve communication and follow-up with families when students are struggling academically, behaviorally, socially, or with attendance. Golden Feather will continue building partnerships that help remove barriers for students and families, particularly for unduplicated pupils, students with exceptional needs, and students affected by transiency/nonstability. The goal is to ensure that partnerships are not only present, but are directly connected to improved student outcomes, including stronger attendance, improved academic progress, increased school connectedness, reduced behavior concerns, and greater participation in school programs.|Golden Feather Union Elementary School District will improve engagement of underrepresented families in building partnerships for student outcomes by using a more personal, intentional, and responsive approach to outreach and collaboration. Underrepresented families identified through the self-reflection process may include families of socioeconomically disadvantaged students, English learners, foster youth, students with exceptional needs, and students affected by transiency/nonstability. To strengthen partnerships, the district will continue using multiple forms of communication, including phone calls, text messages, emails, Aeries, schoolwide messages, surveys, parent advisory opportunities, IEP meetings, and direct personal outreach. The district will also work to reduce barriers to participation by offering varied opportunities for input, considering family schedules, using informal check-ins, and reaching out directly to families who may not regularly attend school meetings or events. The district will focus on connecting family engagement directly to student outcomes. This includes involving families in conversations about attendance, chronic absenteeism, academic intervention, behavior supports, school climate, wellness, and enrichment opportunities. Staff will continue to partner with families when students need additional support and will use family input to help identify barriers, coordinate services, and adjust supports. Golden Feather will also continue strengthening partnerships with SELPA, Butte County Office of Education, Parent’s Club, GFTA, CSEA, and community partners to better support underrepresented students and families. The goal is to ensure that underrepresented families are actively included as partners in improving student outcomes, not only invited to participate. By strengthening communication, trust, and follow-up, the district will improve its ability to support student attendance, academic progress, school connectedness, and overall success.|Based on educational partner input and local data, Golden Feather Union Elementary School District’s current strengths in seeking input for decision-making include maintaining multiple opportunities for students, families, staff, employee groups, community members, administration, the Board, SELPA, and community partners to share feedback before decisions are finalized. As a small single-school district, Golden Feather is able to gather input through both formal and informal methods. These include surveys, parent advisory opportunities, staff meetings, Board meetings, Parent’s Club, schoolwide events, SELPA consultation, consultation with Golden Feather Teachers’ Association (GFTA) and California School Employees Association (CSEA), and direct conversations with families and staff. This structure allows the district to hear concerns quickly, respond to local needs, and adjust programs based on feedback. The district has made progress in using educational partner input to shape LCAP priorities, including academic intervention, reading support, paraeducator support, PBIS, student wellness, family engagement, enrichment opportunities, communication systems, and targeted Equity Multiplier support through the Learning Center. Feedback from students, staff, and families has helped the district confirm which actions should continue and where improvements are needed. Overall, Golden Feather’s strengths include accessible leadership, personal relationships, multiple communication methods, and a willingness to use feedback to guide planning. These strengths support a decision-making process that is responsive to the needs of students, families, staff, and the broader school community.|Based on educational partner input and local data, Golden Feather Union Elementary School District’s focus areas for improvement in seeking input for decision-making include increasing participation from families who may not regularly attend meetings or school events, strengthening two-way communication, and making the connection between feedback and district decisions more visible. While the district gathers input through surveys, advisory opportunities, staff meetings, Board meetings, Parent’s Club, SELPA consultation, employee group consultation, and informal conversations, the district recognizes the need to continue expanding access to these opportunities. Some families may face barriers such as work schedules, transportation, family responsibilities, limited availability, or discomfort participating in formal meetings. As a result, the district will continue using multiple methods for gathering input, including surveys, direct phone calls, text messages, emails, informal conversations, school events, and flexible opportunities for families to share feedback. The district will also focus on improving how it communicates the results of educational partner input. This includes helping families, staff, and community members understand how their feedback influenced LCAP goals, actions, metrics, expenditures, and school priorities. By making this connection clearer, the district can build greater trust and encourage more meaningful participation in future planning. Golden Feather will continue prioritizing input from underrepresented families, including families of socioeconomically disadvantaged students, English learners, foster youth, students with exceptional needs, and students affected by transiency/nonstability. The district’s goal is to ensure that decision-making is informed by a broad range of voices and that educational partners see their input reflected in the programs, supports, and actions designed to improve student outcomes.|Golden Feather Union Elementary School District will improve engagement of underrepresented families in seeking input for decision-making by using a more intentional, accessible, and relationship-based approach to outreach. Underrepresented families identified through the self-reflection process may include families of socioeconomically disadvantaged students, English learners, foster youth, students with exceptional needs, and students affected by transiency/nonstability. The district will continue using multiple methods to gather input, including surveys, phone calls, text messages, emails, Aeries, schoolwide messages, parent advisory opportunities, IEP meetings, school events, and informal conversations with staff and administration. To increase participation from families who may not regularly attend formal meetings, the district will also provide flexible opportunities for input and will use direct personal outreach when family feedback is needed. The Community Schools Coordinator will play an important role in strengthening this process by helping identify families who may be underrepresented in school decision-making, building relationships with families, reducing barriers to participation, and encouraging families to share input about student needs, school programs, family engagement, attendance, wellness, and community supports. The Community Schools Coordinator will also help connect families to school events, advisory opportunities, surveys, and other engagement opportunities so that family voice is included in planning and decision-making. The district will also improve engagement by making the connection between family input and district decisions more visible. This includes communicating how educational partner feedback influenced LCAP goals, actions, metrics, expenditures, and school priorities. By using the Community Schools Coordinator, school staff, and administration to support ongoing outreach and follow-up, Golden Feather will work to ensure that underrepresented families are not only invited to participate, but are actively welcomed, heard, and included in decisions that affect student outcomes.|3|3|2|3|3|3|4|2|4|3|3|3|Met||2026-06-24|2026
04614990000000|Manzanita Elementary|3|Manzanita Elementary School District demonstrates strong relationships with families, supported by high parent satisfaction with communication tools such as Parent Square’s translation feature and recognition of student academic growth, particularly for English Learners. Students report feeling safe at school, having supportive relationships with staff, and experiencing high expectations. Staff highlight effective instructional strategies for English Learners, successful small group instruction, and strong reclassification rates.  Areas for growth include parents’ need for more support, especially for non-English-speaking families. Students, particularly in upper grades, seek more engaging learning experiences and report peer teasing concerns. Staff note challenges with foundational math and literacy skills, limited ELD staffing, and the need for more hands-on instructional materials.  The district aims to enhance parent involvement, expand student engagement opportunities, and provide targeted professional development for staff.|Based on educational partner input and local data, the LEA will focus on improving communication, particularly for non-English-speaking families. Staff identify the need for additional ELD resources, curriculum supports, and professional development to strengthen instruction for English Learners and struggling students. Students desire more engaging learning opportunities and increased voice in school activities.|Based on the analysis of educational partner input, the LEA will improve engagement of underrepresented families by strengthening two-way communication. Parent workshops will be offered to help families understand curriculum expectations and support homework completion. Staff will receive professional development on effective ELD strategies, ensuring stronger support for English Learners and struggling students, which will, in turn, equip families with better tools to assist at home. The LEA will continue leveraging ParentSquare’s translation features while exploring expanded outreach methods to ensure non-English-speaking and underrepresented families remain informed and involved. SELPA consultation has further guided alignment with inclusive practices to ensure families of students with disabilities are engaged through targeted input opportunities and ongoing communication.|Based on the analysis of educational partner input and local data, the LEA has demonstrated strengths in maintaining strong communication with families, providing regular updates on student progress, and offering opportunities for parent involvement through events and support programs. Continued progress is evident in efforts to align family engagement with student learning goals.|Based on the analysis of educational partner input and local data, the LEA has identified a need to improve family access to academic resources, increase support for learning at home, and enhance communication about student progress, particularly for underrepresented and non-English-speaking families.|To improve engagement of underrepresented families, the LEA will continue to provide access to translated materials, provide more culturally responsive outreach, and offer workshops and resources to support learning at home and strengthen connections between families and school staff.|Based on the analysis of educational partner input and local data, the LEA has shown strengths in offering multiple opportunities for stakeholder input through surveys, meetings, and advisory groups. Progress is evident in increased participation rates and the integration of stakeholder feedback into planning and decision-making processes.|The LEA has identified a focus area to increase engagement of underrepresented voices in decision-making processes, improve communication about how input is used, and expand opportunities for meaningful two-way dialogue with all educational partners.|To improve engagement of underrepresented families, the LEA will increase outreach efforts, offer input opportunities in families’ home languages, and continue to offer accessible and inclusive forums to ensure all voices are heard in the decision-making process.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-17|2026
04615070000000|Oroville City Elementary|3|"Oroville City Elementary School District (OCESD) demonstrates significant local strength in establishing welcoming environments and maintaining open lines of communication between school staff and families. Analysis of the districtwide PBIS Parent Climate Survey highlights exceptional parent satisfaction and trust in school staff.  Parents consistently report an extremely high comfort level when interacting with school staff. Districtwide, Item 11 (""I feel comfortable talking to teachers at my student’s school"") emerged as a top-scoring element across campuses, with average scores ranging between 3.40 and 3.85 out of 4.0. This indicates that families view teachers as highly accessible, approachable, and receptive to dialogue.  Families express a strong sense of belonging, as reflected in the high marks for Item 13 (""I feel welcome at my student’s school""), which achieved consistent districtwide averages surpassing 3.50 out of 4.0. This positive perception is a direct outcome of site-based PBIS initiatives designed to cultivate inclusive, community-centric environments.  Respectful and proactive communication serves as a core pillar of the district's engagement progress. Item 12 (""Staff at my student’s school communicate well with parents"") and Item 15 (""Teachers treat all students with respect"") scored very high across all major school sites (including Oakdale, Ishi, Ophir, and Wyandotte), emphasizing that parents feel well-informed and valued as active partners in their child's education."|"While OCESD has built high relational trust and welcoming campus environments, cross-analyzing educational partner input from both parent and staff datasets reveals clear, systemic opportunities to transition from passive satisfaction to active family partnership.  Across nearly all school sites, metrics associated with direct parent action and volunteering represent the lowestscoring indicators in the parent survey. Specifically, Item 21 (""I frequently volunteer to help on special projects at my student’s school"") and Item 20 (""I am actively involved in activities at my student’s school"") lag significantly behind the high scores recorded for campus safety and welcoming environments.  Staff members echo this concern in the Staff Climate Survey, where Item 28 (""At this school, parents frequently volunteer to help on special projects"") consistently registers as an operational growth area. The district must focus on lowering barriers to entry for volunteering and creating diverse, flexible opportunities for working families to collaborate on special projects.  The local data reveals visible variances in family engagement levels across different campuses (such as Oakdale, Ishi, Ophir, Stanford, and Wyandotte). Some sites demonstrate higher parent participation baselines, while others exhibit lower engagement marks from both the staff and family perspectives. OCESD's focus will be on standardizing multi-tiered family outreach strategies districtwide. By scaling successful site practices—such as interactive family academic nights, culturally responsive communication channels, and targeted outreach to underrepresented student subgroups—the district aims to ensure equitable, robust staff-family partnerships across every school community."|To systematically improve the engagement of underrepresented families identified during this self-reflection process, OCESD will implement targeted, multi-tiered outreach strategies. Rather than relying on passive invitation methods, the district will proactively dismantle logistical, linguistic, and cultural barriers to build authentic home-school relationships.  To address the low participation rates highlighted in the surveys regarding formal advisory committees (ELAC, DELAC, SSC, and PTA), OCESD will modernize its meeting frameworks. The district will offer flexible, hybrid attendance models (combining virtual and in-person options), provide childcare, and hold meetings at rotating times to accommodate working, foster, and homeless families facing scheduling or transportation constraints. Furthermore, the district will enhance targeted personal outreach—via bilingual staff and community liaisons—to ensure that English Learner and underrepresented families feel empowered and explicitly invited to join site governance.|"The district has made substantial progress in cultivating meaningful partnerships with families specifically focused on maximizing student academic and behavioral outcomes.  A foundational element of partnering for student outcomes is a shared commitment to achievement. OCESD families express strong confidence in the district's instructional rigor. On the Parent Climate Survey, items under the Teaching & Learning domain consistently rank among the highest across all seven campuses. Parents highly value and agree with Item1 (""Teachers at my student’s school have high standards for achievement""), Item 2 (""Teachers work hard to make sure students do well""), and Item 3 (""Teachers promote academic success for all students""), with site averages across major campuses (such as Oakdale, Ishi, Ophir, and Wyandotte) consistently ranging between 3.40 and 3.85 out of 4.0. This aligns seamlessly with Staff Climate Survey data, where educators also rate their teams' academic standards highly, creating a unified home-school standard for student success."|"Although parent-teacher conference attendance is an established districtwide strength (Question 19 on the Parent Survey), local data points to a steep decline in ongoing, active participation throughout the school year. On the parent survey, Item 20 (""I am actively involved in activities at my student’s school"") consistently surfaces as a key growth area across campuses.  This observation is strongly reinforced by the Staff Climate Survey, where Item 29 (""Parents at this school frequently attend school activities"") marks a systemic need for improvement.  OCESD’s focus will shift from hosting passive, information-only events to creating interactive, outcome-driven family workshops—such as math circles and literacy nights—where parents actively learn to track student benchmark progress."|To improve the academic partnership and engagement of underrepresented families, Oroville City Elementary School District (OCESD) will transition away from passive communication models and establish an equity-driven, data-informed action plan. Cross-referencing local PBIS surveys with the California School Dashboard reveals critical performance gaps for English Learners, African American students, Students with Disabilities (SWD), Foster Youth, and Homeless students.  OCESD will empower underrepresented families by giving them direct, transparent access to student progress metrics. Rather than discussing performance solely during high-stakes end-of-year testing, school sites will leverage interim assessment data. During parent-teacher consultations and student-led conferences, teachers will guide underrepresented families through clear diagnostic breakdowns in ELA and mathematics. By providing physical and digital take-home learning materials matched to specific standards where a student needs growth, the district ensures that parents—regardless of their educational background—become equipped, active partners in driving student success.|"A vital component of seeking input is creating an environment where educational partners feel their perspectives are valued. Data from the districtwide PBIS Parent Climate Survey indicates that families feel an exceptionally high level of safety and relational trust when communicating with site staff. Item 11 (""I feel comfortable talking to teachers at my student’s school"") and Item 12 (""Staff at my student’s school communicate well with parents"") consistently register as top-tier metrics districtwide, with site averages across major campuses (such as Oakdale, Ishi, Ophir, and Wyandotte) sustaining scores between 3.40 and 3.85 out of 4.0. This foundational comfort level ensures that when formal windows for input are opened, families feel safe, respected, and willing to share honest feedback.  The district's internal framework for collecting input and fostering consensus among educators is highly effective. In the Staff Climate Survey, elements under the Staff Connections domain rank as significant strengths. Educators express strong alignment regarding Item 4 (""I enjoy working in teams at my school"") and Item 2 (""I get along well with other staff members at my school""). This high level of professional collaboration directly supports the district's structural Professional Learning Communities (PLCs) and grade-level correlation groups, creating a reliable network for collecting internal staff input regarding curriculum needs, local assessments, and student support systems."|While OCESD maintains open communication channels and parents report high comfort levels when speaking directly to teachers, the district faces an operational challenge regarding the depth of survey representation. Local collection metrics demonstrate that overall parent participation numbers across survey windows vary widely between campuses.  While the district successfully maintains functional governance bodies such as School Site Councils (SSC), the English Learner Advisory Committee (ELAC), and the Parent Advisory Committee (PAC), tracking attendance highlights a systemic focus area. Both parent and staff feedback point to lower engagement in formal governance compared to individual parent-teacher conferences. In the Staff Climate Survey, items addressing parent attendance at formal site organization meetings consistently rank among the lowest operational metrics. OCESD’s focus will center on restructuring these committees to move away from rigid, compliance-only formats to hosting dynamic, interactive feedback forums that offer rotating meeting times and hybrid participation options.|To increase the low survey participation baselines highlighted during the self-reflection process, OCESD will modernize how it solicits input. Recognizing that many families face technology or internet limitations, the district will deploy text-based, mobile-friendly survey software that allows parents to submit anonymous feedback directly from their smartphones. Furthermore, all survey windows, town hall flyers, and digital communication streams will be translated into primary local languages, with bilingual staff members providing direct technical outreach to ensure English Learner families are active participants in annual LCAP survey evaluations.  Rather than relying on rigid, compliance-centric structures that limit attendance, OCESD will transform how its formal advisory bodies—such as the English Learner Advisory Committee (ELAC) and Parent Advisory Committee (PAC)— operate. To accommodate the demanding schedules of socioeconomically disadvantaged, foster, and homeless families, the district will introduce hybrid (virtual and in-person) meeting models, rotate session times between mornings and evenings, and provide on-site childcare and meals. Meetings will shift from top-down informational presentations to interactive data-sharing forums where parents are given clear, accessible breakdowns of local student outcomes to explicitly guide their budget and program recommendations.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-24|2026
04615070121509|Ipakanni Early College Charter|3|Based on the analysis of educational partner input and local data, the LEA’s current strengths in building relationships between school staff and families include strong, personalized connections between staff, students, and families supported by the small school size. Families report that staff are approachable, responsive, and consistently engaged in ongoing communication regarding student progress and school activities. This close-knit structure has contributed to a strong sense of trust and partnership, with families feeling welcomed and involved in the school community. Overall, local data and feedback indicate continued progress in maintaining positive relationships and fostering a supportive school environment where families are actively engaged in their students’ education.|Based on the analysis of educational partner input and local data, the LEA’s focus areas for improvement in building relationships between school staff and families include increasing the consistency and structure of opportunities for family engagement beyond routine communication. While strong relationships are already present due to the small school size, feedback indicates a need to further strengthen proactive outreach and create more intentional opportunities for families to provide input, participate in school activities, and engage in shared decision-making. The LEA also aims to enhance the clarity and follow-through of communication to ensure that family feedback is consistently acknowledged and addressed in a timely manner.|Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families by implementing more intentional and proactive outreach to ensure all families are consistently connected to the school community. This will include strengthening personalized communication, providing multiple opportunities for input and participation that are flexible and accessible, and following up more consistently to ensure families feel heard and included. Staff will also focus on using relationship-building strategies that prioritize trust, consistency, and responsiveness so that all families, including those less frequently engaged, feel welcomed and actively involved in their students’ education.|Based on the analysis of educational partner input and local data, the LEA’s current strengths in building partnerships for student outcomes include strong collaboration between staff and families supported by the small school size, which allows for individualized attention and close monitoring of student progress. Families report that staff are accessible and responsive, and that communication regarding academic progress and student needs is consistent. The LEA has made progress in maintaining coordinated supports for students, including academic and behavioral interventions, and in fostering a shared commitment between staff and families to support student success and well-being.|Based on the analysis of educational partner input and local data, the LEA’s focus areas for improvement in building partnerships for student outcomes include strengthening the structure and consistency of collaboration between staff and families to support student academic and behavioral progress. While strong relationships are already in place, feedback indicates a need for more intentional opportunities for families to engage in goal-setting, progress monitoring, and understanding of interventions. The LEA also aims to improve the clarity and frequency of communication related to student data and supports so families can more effectively partner in supporting student learning and achievement.|Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families by implementing more intentional and proactive outreach to ensure all families are consistently connected to student learning and school supports. This will include providing multiple and flexible opportunities for families to participate in goal-setting, progress monitoring, and school activities, as well as increasing individualized follow-up to encourage participation from families who are less frequently engaged. Staff will also strengthen communication practices to ensure information about student progress and available supports is clear, consistent, and accessible, helping to build trust and increase meaningful family involvement in supporting student outcomes.|Based on the analysis of educational partner input and local data, the LEA’s current strengths in seeking input for decision-making include strong and accessible communication between staff and families supported by the small school environment, which allows for frequent informal and formal opportunities for feedback. Families report that staff are approachable and open to input, and that their perspectives are valued in discussions related to student learning and school practices. The LEA has made progress in maintaining ongoing dialogue with educational partners through regular communication, meetings, and opportunities for feedback, contributing to a collaborative school culture where input is actively considered in decision-making.|Based on the analysis of educational partner input and local data, the LEA’s focus areas for improvement in seeking input for decision-making include creating more structured and consistent opportunities for families and educational partners to provide input on school decisions. While informal communication is strong, feedback indicates a need to more intentionally gather input from all families, including those less frequently engaged, and to clearly communicate how feedback is used in decision-making processes. The LEA also aims to strengthen follow-up practices so that educational partners are informed about how their input has influenced school actions and improvements.|Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families by implementing more intentional and inclusive strategies to gather input from all families, not just those who regularly participate in school activities. This will include providing multiple and flexible opportunities for feedback, such as surveys, direct outreach, and informal check-ins, to ensure accessibility for all families. Staff will also strengthen follow-up communication to close the feedback loop by clearly sharing how family input is considered and used in decision-making. These efforts aim to ensure all families feel heard, valued, and actively involved in shaping school decisions.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-22|2026
04615070129577|STREAM Charter|3|Relationships between teachers and parents are critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which develops a strong, positive school environment and helps to prevent challenges. The school has implemented specific practices (e.g. Monthly Newsletter, Social media, Math night, Cyber security awareness) to strengthen the relationship between families and the school by providing consistent, frequent communication through regular emails from the Co-Directors, family events throughout the school day and after school, as well as a variety of opportunities for informal relationship-building during morning drop off and afternoon pick up times. The STREAM Co-Directors and other staff members provide regular communication about upcoming important dates and events, as well as information about any issues or incidents that have occurred. STREAM parents often report that they know they will hear about an issue or incident from the school before their child even has a chance to tell them. STREAM builds relationships with families through a variety of school events commencing before the start of the school year with our Meet the Teacher event and culminating with our Kindergarten promotion ceremonies, Talent Show, school play, and end-of-year awards assemblies. During the school year, we host three showcase events where our students demonstrate music and movement. Our primary grade students demonstrate vocals and movement, our 4th graders perform with ukuleles and recorders with movement, and our 5th-8th grade students perform in our beginning or advanced bands. We also have monthly Parent Club meetings.|We will continue to focus on strengthening teacher communication with families. We want to create a cohesive system for supporting our parents and families. In addition, we would like to institute more community conversations with parents and staff to educate them and inform them of students' experiences. We want to ensure parents and families are prepared to send their students to the high school setting.|The LEA will improve engagement of underrepresented families by sharing information and experiences with them. We want to offer various programs (e.g. Parent Education Nights and Literacy Night) that will give families many opportunities to participate in school activities and community events. We diversify our communication methods to meet family needs including social media.|STREAM has developed multiple practices that foster partnerships between families and staff in support of student growth. STREAM hosts a Meet the Teacher Back to School Night and parent conferences in the Fall semester with all its families to not only inform families of student progress but to also have them be partners in the work. STREAM hosts parent-teacher conferences during the Spring semester for all students who need additional support, as determined by either the teacher or the parent. Parents can also request a parent-teacher conference at any point in the school year. The Co-Directors have conferences with parents to address any challenges with regular attendance as well. STREAM hosts an annual Family Science Night to demonstrate student learning and provide information and resources for families to support student learning at home. STREAM continues to celebrate Grandparents Days, Talent Show, and the School Play, showcasing the talents of our students. Families have the opportunity to engage in discussion with teachers and administrators during this event to have their questions or concerns addressed. Most of our teachers have received professional development in Multi-Tiered Systems of Support, Building Thinking Classrooms, and a component of that training involves building partnerships with families to support student outcomes. Additionally, many of our teachers have attended conferences over the years that have addressed how to build productive family partnerships to support student outcomes. Most of the teachers send weekly notes or emails home regarding upcoming learning and how families can support student learning at home. STREAM also provides professional development opportunities for teachers and staff through our school. For those unable to travel off-site, we bring the training directly to our campus (e.g Northstate CUE conference).|We will continue to focus on building partnerships between our Special Education Department and General Education teachers in order to better support students. We are continuing to boost our Intervention program so that all students can benefit from services.|The LEA will improve engagement of underrepresented families by ensuring our Special Education and Interventions programs are effectively supporting students. We established an Orientation for new parents to encourage information sharing and engagement. The Parent Club Meetings and monthly newsletter also help to highlight upcoming events and school programming.|STREAM values family input into decision-making about policies, programs, and events. Each year, two parent representatives are elected to our School Board and we have parent representation on our School Site Council. STREAM also administers a family survey each Spring to solicit feedback from families. Additionally, STREAM has a parent club that has contributed significantly by fundraising for student activities, field trips, and other events. There is a high level of parent participation in these events and many parents are vocal about their preferences.|We will continue to focus on prioritizing our parent survey. We will also further engage with parents informally during school pickup and drop-off. We make sure to fully listen to all parent suggestions, and we are solution focused with our responses.|The LEA will improve engagement of underrepresented families by seeking out specific families in order to better understand how to support them. We are very proactive in our approach to engaging students as well.|4|4|5|4|4|4|4|4|4|4|4|3|Met||2026-05-19|2026
04615150000000|Oroville Union High|3|Based on educational partner feedback and local data, OUHSD continues to demonstrate strength in building positive relationships between school staff and families through consistent, transparent, and accessible communication. ParentSquare remains the district’s primary communication platform, providing families with timely information regarding student progress, attendance, school events, and district initiatives. Feedback from parents and guardians indicates that families value the increased frequency and accessibility of communication, while engagement data reflects continued use of district and site messaging tools. The district has also expanded opportunities for meaningful family involvement through School Site Councils, English Learner Advisory Committees, parent surveys, and community engagement events. Monthly newsletters, social media updates, and multilingual communication supports help ensure that families remain informed and connected to their students’ educational experiences. These efforts have strengthened trust, increased family engagement, and fostered stronger partnerships between families and school staff, supporting a more welcoming and responsive educational environment for all students.|Based on educational partner feedback and local data, OUHSD's primary area for improvement is increasing meaningful two-way engagement between families and school staff. While communication systems effectively provide information to families, survey responses, meeting feedback, and participation data indicate a need to expand opportunities for families to actively engage in discussions regarding student learning, well-being, and school improvement efforts. The district recognizes the importance of reaching families who may face barriers to participation, including those from multilingual, underserved, and historically underrepresented communities. As a result, OUHSD is focused on strengthening outreach efforts, increasing participation in advisory groups and school events, and ensuring that engagement opportunities are accessible, welcoming, and responsive to family needs. The district also continues to build staff capacity for effective family engagement through professional learning and intentional relationship-building practices. By creating additional opportunities for collaboration and shared decision-making, OUHSD aims to further strengthen partnerships between families and school staff in support of student success.|Based on educational partner input and local data, OUHSD will continue to improve engagement of underrepresented families by focusing on access, representation, and relationship-centered outreach. The district will prioritize proactive communication with families from low-income households, multilingual families, foster and homeless youth, and families of students with disabilities to ensure they are informed, welcomed, and included in school and district engagement opportunities. OUHSD will continue using ParentSquare translation tools, multilingual messaging, and bilingual staff support when available to reduce language barriers and increase access to important information. The district will also strengthen outreach for participation in School Site Councils, English Learner Advisory Committees, LCAP advisory opportunities, parent surveys, and school events so that underrepresented families have a greater voice in decision-making and school improvement efforts. To reduce barriers to participation, sites will continue to consider flexible meeting times, hybrid options, personal invitations, and targeted follow-up for families who may not regularly engage through traditional communication methods. In addition, counselors, social workers, administrators, and site staff will continue to support relationship-building through individualized outreach, wellness check-ins, and connections to academic, social-emotional, and basic needs resources. Through these efforts, OUHSD aims to build stronger trust with underrepresented families and increase meaningful participation in support of student success.|Based on educational partner feedback and local data, OUHSD continues to demonstrate strength in building partnerships that support positive student outcomes through collaboration among schools, families, and community organizations. The district provides families with ongoing access to academic, attendance, and behavioral information through ParentSquare and Aeries, promoting shared responsibility for student success. OUHSD has continued to expand support services through counselors, college and career advisors, intervention staff, and community partners who work directly with students and families to address academic, social-emotional, and postsecondary needs. Families are engaged through parent information nights, financial aid workshops, course planning meetings, and other opportunities that help them actively support their students' educational goals. The district also maintains partnerships with local agencies and organizations that provide mental health services, career exploration experiences, work-based learning opportunities, and other wraparound supports. Educational partner feedback indicates that families value these collaborative efforts and appreciate the increased access to resources and support. Collectively, these partnerships have strengthened the connection between school, home, and community, contributing to improved support systems and positive outcomes for students.|Based on educational partner feedback and local data, OUHSD's primary focus for improvement is strengthening family understanding of and engagement in the academic processes that influence student success. Feedback from families and staff indicates a need for clearer communication regarding graduation requirements, credit recovery options, college and career pathways, and available academic interventions so that families can more effectively support their students' progress. The district also recognizes the importance of increasing engagement with families of students who are experiencing academic challenges, chronic absenteeism, behavioral concerns, or other barriers to success, as these families are often less likely to participate in traditional school events and outreach opportunities. Additionally, OUHSD will continue working to ensure consistency across school sites in the implementation of family engagement and student support practices. To address these needs, the district will focus on providing accessible academic information, expanding targeted outreach efforts, strengthening connections between families and support staff, and increasing opportunities for families to partner with schools in monitoring and supporting student achievement. These efforts are intended to build stronger partnerships that contribute to improved outcomes for all students.|Based on educational partner input and local data, OUHSD will improve engagement of underrepresented families by providing targeted outreach, reducing barriers to participation, and increasing opportunities for meaningful involvement in supporting student success. The district will continue to focus on families of English learners, foster youth, students experiencing homelessness, socioeconomically disadvantaged students, and students with disabilities by ensuring they receive clear, accessible information regarding academic expectations, graduation requirements, intervention supports, and college and career opportunities. Multilingual communication through ParentSquare, translation and interpretation services, and culturally responsive outreach practices will help ensure families can access and understand important information. OUHSD will also strengthen participation in advisory groups such as ELAC, DELAC, School Site Councils, and LCAP engagement activities by providing flexible meeting options, proactive invitations, and supports that encourage family participation. Counselors, case managers, administrators, and support staff will continue to build relationships with families through individualized outreach and ongoing communication regarding student progress and available resources. Additionally, the district will monitor participation and engagement data to identify gaps among student groups and adjust strategies as needed. Through these efforts, OUHSD aims to ensure that all families, particularly those who have been historically underrepresented, are informed, connected, and empowered partners in supporting positive student outcomes.|Based on educational partner feedback and local data, OUHSD continues to demonstrate strength in seeking input for decision-making through a variety of structured and accessible engagement opportunities. The district regularly gathers feedback from students, families, staff, bargaining unit representatives, and community members through advisory committees, surveys, public meetings, and stakeholder engagement activities. The LCAP development process remains a key avenue for collecting and incorporating educational partner input, with feedback gathered through School Site Councils, the District English Learner Advisory Committee (DELAC), parent engagement opportunities, student voice activities, and staff collaboration structures. ParentSquare, the district website, and other communication tools help inform stakeholders about opportunities to participate and provide input, while multilingual communication supports improve accessibility for diverse families. The district has also continued to strengthen student voice by utilizing student surveys and leadership groups to better understand student experiences and needs. Educational partner feedback is regularly reviewed and considered during planning processes, resulting in district actions and priorities that reflect identified needs and community perspectives. These efforts have helped foster a culture of collaboration and shared responsibility, with stakeholders reporting that they have meaningful opportunities to contribute to district and school decision-making.|Based on educational partner feedback and local data, OUHSD's primary focus for improvement is increasing participation, representation, and transparency in decision-making processes. While the district offers multiple opportunities for stakeholders to provide input, participation data and feedback indicate a need to engage a broader and more representative group of families, students, and community members, particularly those from historically underrepresented populations. The district also recognizes the importance of strengthening communication regarding how educational partner feedback influences district decisions, priorities, and resource allocations. Additional focus areas include improving accessibility to engagement opportunities through flexible meeting formats, multilingual communication, and scheduling that accommodates family needs. OUHSD will also continue to expand opportunities for student voice by increasing student participation in site and district planning discussions and seeking feedback on issues that directly impact their educational experiences. By addressing these areas, the district aims to create a more inclusive, transparent, and responsive decision-making process where all educational partners feel their perspectives are valued and have a meaningful impact on district and school improvement efforts.|Based on educational partner input and local data, OUHSD will improve engagement of underrepresented families in decision-making by increasing access to participation opportunities, strengthening outreach efforts, and ensuring families understand how their input influences district actions and priorities. The district will continue to focus on engaging families of English learners, foster youth, students experiencing homelessness, socioeconomically disadvantaged students, and students with disabilities through targeted communication, multilingual resources, translation and interpretation services, and flexible opportunities for participation. OUHSD will strengthen the effectiveness of advisory groups such as ELAC, DELAC, School Site Councils, and LCAP engagement activities by providing proactive outreach, leadership development opportunities, and supports that encourage meaningful participation. The district will also seek input through surveys, listening sessions, and other engagement activities designed to reach families who may not participate in traditional meetings. In addition, OUHSD will improve communication regarding how stakeholder feedback is reviewed and incorporated into district planning and decision-making processes, helping families see the impact of their contributions. Through these efforts, the district aims to create a more inclusive and representative decision-making process where all families feel welcomed, valued, and empowered to help shape programs, services, and priorities that support student success.|4|4|4|4|3|3|3|3|3|3|3|3|Met||2026-06-24|2026
04615230000000|Palermo Union Elementary|3|Analysis of the 2025–26 Parent Involvement and Family Engagement Survey indicates that the district has established strong relationships with families and is progressing toward sustaining effective family engagement practices. Educational partner feedback demonstrates that families feel welcomed, informed, and supported by school staff. Families reported positive experiences with school climate, communication, respectful relationships, and opportunities to participate in their children's education. The district has continued to expand communication through multiple platforms, parent conferences, advisory committees, family engagement events, and opportunities for parent input. These efforts have strengthened connections between schools and families and support meaningful family participation in student success.|While survey results were positive overall, opportunities for growth remain in increasing family participation in advisory groups and district decision-making processes. Educational partner feedback indicates a need to continue strengthening outreach efforts, increasing awareness of participation opportunities, and encouraging greater family involvement in school and district committees. The district will continue to focus on ensuring all families have meaningful opportunities to provide input and contribute to decisions that impact students and school programs.|The district will continue targeted efforts to engage families who have historically been underrepresented in school and district decision-making processes, including English learner families and families experiencing economic hardship. Strategies include providing translated communication and interpretation services, offering flexible meeting times, utilizing ParentSquare and other communication tools, partnering with community organizations, and expanding parent education opportunities such as ESL classes. The district will continue to gather feedback through surveys, DELAC, School Site Councils, and community engagement activities to ensure all families have access to information, opportunities for participation, and meaningful input into district programs and services.|Analysis of the 2025–26 Parent Involvement and Family Engagement Survey indicates that the district has made significant progress in developing partnerships with families that support student success. Educational partner feedback reflects positive perceptions of communication between home and school, opportunities for family involvement, and efforts to build trusting and respectful relationships with families. Families reported that schools provide information and resources to support student learning and encourage participation in school activities and events. The district has continued to strengthen partnerships through regular communication, parent-teacher conferences, advisory committees, family engagement activities, and programs that support student academic and social-emotional growth. These efforts have helped foster collaboration between families and schools to improve student outcomes.|While educational partner feedback was positive overall, the district identified opportunities to strengthen family participation in leadership, advisory groups, and shared decision-making processes. Families expressed a need for additional opportunities to provide input and engage more deeply in discussions related to student achievement and school improvement. The district will continue to expand outreach efforts, increase awareness of participation opportunities, and provide families with information and resources that support active involvement in their children's education. Efforts will also focus on increasing family understanding of available programs, services, and strategies that contribute to student success.|The district will continue to implement strategies designed to increase participation among underrepresented families, including English learner families and families experiencing economic hardship. Efforts will include providing translated communications and interpretation services, offering flexible meeting formats and times, utilizing ParentSquare and other communication tools, and expanding parent education opportunities such as ESL classes. The district will continue to gather feedback through surveys, DELAC, School Site Councils, and other engagement opportunities to ensure all families have access to information, resources, and meaningful opportunities to partner with schools in supporting student achievement and well-being.|Analysis of educational partner feedback and local data indicates that the district has established multiple avenues for families, staff, and community members to provide input on district programs, services, and priorities. Families are regularly invited to participate in surveys, School Site Councils, DELAC meetings, LCAP engagement activities, and other advisory groups. The district has implemented systems and processes that support family participation and has worked to build staff capacity to engage families in meaningful dialogue. These efforts have increased opportunities for stakeholder voice and have strengthened collaboration between families and the district in supporting student success.|While progress has been made, the district identified opportunities to further strengthen family participation in advisory groups, collaborative planning processes, and shared decision-making activities. Educational partner feedback suggests that additional outreach and support are needed to increase awareness of participation opportunities and encourage broader involvement from families. The district will continue to focus on expanding family leadership opportunities, strengthening partnerships between families and school staff, and increasing participation in committees and engagement activities that inform district decisions.|The district will continue to implement strategies designed to increase participation among underrepresented families, including English learner families and families experiencing economic hardship. Efforts will include providing translated communications and interpretation services, offering flexible meeting times and participation options, utilizing ParentSquare and other communication tools, and conducting targeted outreach to families who may not traditionally participate in advisory groups. The district will continue to gather feedback through surveys, DELAC, School Site Councils, LCAP engagement activities, and community meetings to ensure all families have meaningful opportunities to contribute to district decision-making processes.|5|5|3|5|5|5|5|5|4|3|4|3|Met||2026-06-24|2026
04615310000000|Paradise Unified|3|During the 2025–26 school year, Paradise Unified School District (PUSD) successfully strengthened its relationships with families by prioritizing effective communication and maintaining high engagement, particularly with high-needs student populations and the Special Education community. A primary reason for this was its digital outreach infrastructure through ParentSquare, which significantly increased connections across households. This emphasis on clear, inclusive communication is reflected in local perception data showing that the vast majority of families find their school environments welcoming, which is further supported by consistently high parent participation rates in the IEP process.   While PUSD continues to consult with educational partners through structured committees to inform strategic planning, it is increasingly prioritizing broad-based outreach tools, like annual surveys, to ensure a wider range of diverse voices are represented in decision-making. Ultimately, in direct response to feedback requesting more streamlined interactions, the district is transitioning its primary communication loops exclusively to ParentSquare and work email for the coming year to simplify engagement, reduce information fragmentation, and foster a more cohesive, responsive relationship with the Paradise, Magalia, and Sterling City communities.|Based on input from educational partners and local data following the 2025–26 school year, Paradise Unified School District has identified key focus areas to strengthen relationships between school staff and families. A central priority is simplifying the district’s communication infrastructure by consolidating outreach onto a single digital platform.  Another focus area is to continue opening our doors and hosting events for staff and families.  Alongside these communication efforts and school gatherings, there is a unified call from both staff and parents for more consistent implementation of social-emotional learning and the development of robust, tiered behavioral supports, ensuring that school environments remain inclusive, safe, and welcoming for the entire Paradise, Magalia and Sterling City communities.|"Building on the efforts of the previous year, the Paradise Unified School District (PUSD) will improve the engagement of underrepresented families in 2026–27 by streamlining its communication infrastructure, leveraging localized outreach hubs, and expanding representation in leadership bodies.    The district is focusing on connecting its communities to the Family Resource Center and integrated student supports to foster deeper trust and participation from socioeconomically disadvantaged groups.  PUSD is also embedding targeted engagement monitoring for Students with Disabilities (SWD) and other groups in the ""Red"" performance tier directly into its monthly leadership practices, By monitoring subgroup-specific attendance and engagement data to remove unique barriers to participation, these comprehensive efforts ensure that the perspectives of families from the district's most impacted populations including foster youth, English Learners, and those requiring special education services are actively represented, considered, and integrated into the ongoing LCAP decision-making process."|During the 2025–26 school year, the Paradise Unified School District (PUSD) continued to strengthen partnerships between families and school staff by optimizing digital communication reach and maintaining high engagement with high-needs student populations.    A significant strength of the district’s progress is its partnership with families. Our LCAP survey indicates that 91% of families agree that PUSD schools create a welcoming environment for the community. At the district level, educational partners continued to shape strategic priorities through the Superintendent’s Employee and Parent/Community LCAP Committees, providing essential input on the LCFF budget, academic programming, and facility modernization. These collaborative structures ensure that diverse community perspectives remain central to the district’s mission of supporting student outcomes.  Finally, PUSD is prioritizing targeted engagement for high-needs populations. By embedding the monitoring of Students with Disabilities (SWD) attendance and subgroup-specific performance data into monthly leadership meetings, the district aims to identify and remove unique participation barriers. These efforts, combined with a renewed focus on creating welcoming school environments, ensure that all Paradise families are empowered partners in driving the academic and emotional success of their students.|Following the 2025–26 school year, Paradise Unified School District (PUSD) has identified several critical focus areas for improvement to strengthen partnerships and drive student outcomes. A primary objective is to create more ways for the district to seek input and support advisory group engagement.  In direct response, the district is restructuring its communication infrastructure to utilize ParentSquare and PUSD email, a strategic shift designed to eliminate information fragmentation and provide families with a clear, consistent channel for educational decision-making.  The district is also focused on bridging the awareness gap regarding essential community resources. Local data indicated that a significant portion of staff and families were unaware of how to access the Family Resource Center.|To boost involvement among historically underserved families during the 2026–2027 school year, Paradise Unified School District (PUSD) is revamping its community outreach into a simple, data-focused system. To rebuild trust after survey results showed a recent drop in parent satisfaction regarding district input, PUSD is moving all school-to-home communication strictly onto ParentSquare and PUSD email. Consolidation makes updates easier to track, while the platform's automatic translation options make it effortless for non-English-speaking households to stay informed and share their perspectives.   PUSD will also continue district-wide outreach and encourage all school sites to remind parents of the many ways they can be engaged.|Based on data from the 2025–26 school year, Paradise Unified School District (PUSD) continues to show strong progress in maintaining the infrastructure needed to engage families in decision-making. A total of 96.3% of families are now reachable through ParentSquare, representing a significant expansion in consistent and reliable communication across the district.    In terms of collaborative decision-making, PUSD demonstrates significant strength in its partnership with the Special Education community, maintaining a 93% parent participation rate in IEP meetings even as the population of eligible students surged by 28%. Furthermore, 79% of families agree that PUSD supports meaningful participation in advisory groups, and 77% agree that the district provides effective opportunities to offer input on policies and programs. These engagement efforts are supported by a positive overall culture, with 86% of families agreeing that their child’s school creates a welcoming environment for the community. At the district level, the Superintendent’s Employee and Parent/Community LCAP Committees remain essential structures for progress, bringing together diverse educational partners to shape priorities regarding enrollment, academic goals, and construction projects|"Following the 2025–26 school year, the Paradise Unified School District (PUSD) has pivoted its focus for improvement in seeking input for decision-making to address identified declines in parent perception scores and communication fragmentation. Local survey data revealed a 9% downward trend in families feeling the district ""actively seeks input"" (dropping to 68%) and an 11% decline in satisfaction regarding ""engagement in advisory groups"" (falling to 79%). In direct response to this feedback, the district’s primary focus area is simplifying and unifying its communication infrastructure by restructuring all outreach loops to utilize ParentSquare exclusively for the coming year.  The district is also focused on bridging an awareness gap for high-needs families regarding available community supports. Data from the 2026 cycle indicated that many families and staff were unaware of how to access the Family Resource Center, which scored lowest on the district’s engagement rubric.   Finally, PUSD is prioritizing targeted engagement monitoring for Students with Disabilities (SWD) and other groups in the ""Red"" performance tier. By embedding subgroup-specific attendance and participation data directly into monthly leadership team meetings, the district aims to identify unique barriers to participation and ensure these families have a more robust and represented voice in the ongoing LCAP planning process"|Building on the successful relationship-building efforts of the previous year, Paradise Unified School District (PUSD) will enhance engagement for underrepresented families in 2026–27 by streamlining communication infrastructure and leveraging localized outreach hubs to bridge identified awareness gaps.    Furthermore, PUSD is embedding targeted engagement monitoring for Students with Disabilities (SWD) directly into its monthly leadership practices. Despite a 28% surge in the eligible Special Education population, the district successfully maintained a 93% parent participation rate in the IEP process.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-07-28|2026
04615310110338|Achieve Charter School of Paradise Inc.|3||||||||||||||||||||||Not Met|||2026
04615316112585|HomeTech Charter|3|Based on the analysis of educational partner input and local data, HomeTech shows significant strength in Building Relationships Between School Staff and Families. Parents provided highly positive feedback across multiple survey questions on creating a positive school culture, with an overall School Culture/Climate average of at least 95%. This exceeds the expected outcome of 85%. These results reflect HomeTech's commitment to strengthening family-school partnerships.  HomeTech has reached Full Implementation and Sustainability in all key areas.|Having reached Full Implementation and Sustainability in all key areas, HomeTech continues to prioritize in-person outreach (proactively addressing engagement: attendance, family nights, parent-teacher conferences, and community events, and home visits) to further strengthen these relationships, ensuring families feel valued and engaged in their children’s education.|Home Tech will continue to implement and refine outreach efforts to connect directly with families whose students benefit from additional support with consistent attendance. Staff will continue offering personalized communication and resources that honor each family’s circumstances and build on existing strengths. Home Tech maintains a learning environment that is welcoming, supportive, and responsive to individual and family needs. Staff will continue to identify needs and implement strategies that demonstrate the school’s commitment to valuing and partnering with all families. Additional details are available in LCAP Goal 2.|HomeTech has made significant strides in enhancing collaboration between school, families, and students to improve educational outcomes and reached full implementation in providing professional learning and support to staff to strengthen their capacity to partner with families. Staff will work on ongoing refinement of professional development efforts to enhance school-family partnerships, ensuring they are well-prepared to collaborate meaningfully with families.  HomeTech provides families with information and resources to support student learning and development at home, achieving Full Implementation and Sustainability. Families receive consistent, accessible materials and guidance, which empower them to play an active role in their children’s education. HomeTech attained Full Implementation and Sustainability by implementing policies and programs that allow teachers to meet with families and students to discuss student progress and strategies for improved outcomes. Regular parent-teacher conferences and collaboration ensure ongoing dialogue about student needs and goals.   Likewise, HomeTech supports families in understanding and exercising their legal rights and advocating for students through the Advisory Council, shared information, and direct support.|HomeTech continues to prioritize professional development that equips staff to strengthen family partnerships over time. HomeTech will continue to develop and refine methods to keep parents informed.  This work is reflected in the WASC and LCAP goals and actions.|HomeTech is a DASS program committed to strengthening engagement with families whose voices are essential to shaping school programs, including those experiencing economic hardship. While Home Tech has achieved Full Implementation and Sustainability in key areas, the school will continue to expand outreach to ensure these families are represented in engagement activities, such as the Advisory Council and school events. Staff will build on established communication processes by increasing opportunities for connection and offering more frequent, accessible touchpoints that support meaningful participation. Survey data will continue to be disaggregated by unduplicated student groups to elevate these families’ perspectives in decision-making. Details of these initiatives are outlined in the LCAP.|HomeTech has progressed in seeking input for decision-making and has achieved Full Implementation in several key areas. Staff receive ongoing training and develop resources to involve families meaningfully.  HomeTech allows all families to provide input on policies and programs and to implement strategies to reach and engage underrepresented groups in the school community. Multiple channels (Advisory Council, surveys, forums, and sometimes focus groups, 1:1 check-ins) are in place to gather feedback.|HomeTech will provide opportunities for families and staff to work together to plan, design, implement, and evaluate family engagement activities, moving from Initial Implementation to Full Implementation. HomeTech strives to ensure educational partners can fully participate in shaping engagement initiatives.|HomeTech will actively recruit families who represent the DASS and the unduplicated student demographic to be served, ensuring their voices shape decision-making. The Chair of the Charter Advisory Council plays a pivotal role by actively engaging these families in the decision-making process and by offering guidance and encouragement to participate fully.|5|5|5|5|5|4|5|5|5|5|5|4|Met||2026-06-16|2026
04615316112999|Paradise Charter Middle|3|A key component of the PCMS charter mission is partnering with parents in their child(ren)'s education to develop a culture that emphasizes character development and provides opportunities to succeed and enhance the greater community. Strengths that continued this year include building trusting relationships, creating a welcoming environment, and engaging in two-way communication. PCMS strives to strengthen relationships with and elicit feedback from families through a process of surveys and personal interviews with site administration. PCMS also consistently uses the Remind app and frequent emails to allow for two-way communication and sends out a monthly newsletter to families to provide school updates. Future newsletter editions will include strategies for parents to support their student's academic and social-emotional needs. PCMS plans to continue strengthening their two-way communication with families in the community with regular newsletters and information sharing. PCMS hosts a community event each spring and invites currently enrolled and newly enrolling families for a BBQ dinner that will include a new family orientation. This event provides opportunities for new families to hear the vision/mission of the school and learn about opportunities to be actively involved in the decision-making process. The Administrator meets with each new family before the beginning of the schools year. The school also hosts a new student orientation welcoming all new families where they integrate into the school community.|PCMS has room to improve in all areas of building relationships with families, however, the area that most needs to be addressed continues to be increasing communication directly between teachers and parents. PCMS is developing a more robust Parent Advisory Committee to head this work and is dedicating a portion of the new school leader's time to addressing family engagement and chronic absenteeism. This continues to be an area the school works on. Some of the ways teachers have increased communication has been through consistent emails and utilizing the Remind App.|PCMS continues to collect grade-level specific data in the spring survey. All families meet with the Principal, annually to further explore needs. PCMS is actively working to ensure enrollment demographics match Paradise Unified. Low-income families are also supported by receiving priority for admission in the school's lottery and the after-school program.|An area of strength is supporting families with information and resources that support learning and development at home. Teachers post information on the school website and use Google Classroom to support off-site learning.|Areas for improvement include implementing policies, procedures, and/or programs in which teachers and families will meet to discuss student progress and ways to work together to support improved student outcomes. There is an opportunity for PCMS to enhance follow-up and implementation after SST meetings. PCMS also needs to strengthen the school program by supporting families' understanding of their legal rights and ways they might advocate for their own students and all students.|As stated above, PCMS has implemented a self-identification question in the annual parent survey so data can be disaggregated and needs can be addressed. In addition, site administration is meeting with individual families to elicit feedback. Questions that guide these conversations are being reviewed and revised to address these specific requirements and shape the school culture/programs to better address the needs of families. The school will also continue to provide full-time localized special education support.|PCMS supports parent decision-making with a monthly PAC and with the implementation of the new family orientation. Again, parents will be invited to participate in the PAC and other onsite opportunities with the support of site administration. Annually in the Spring, PCMS sends out an annual spring survey to elicit specific feedback for LCAP development. Every newly interested family meets with the Principal prior to school starting to gather input from families.|The LEA will continue to provide new family orientation and new enrollment meetings, as described in previous sections.|PCMS continues to place emphasis on accurately identifying low-income students. These efforts allow the school to better serve the needs of their population. PCMS will continue to ask families to self-identify to better document trends and needs to be addressed during LCAP development.|5|5|4|4|4|4|4|4|4|4|4|4|Met||2026-06-11|2026
04615316113765|Children's Community Charter|3|CCCS’s strongest asset in building relationships between school staff and families is the school’s already deep culture of belonging, inclusion, and frequent family involvement. Stakeholder input shows that families feel welcomed through volunteer opportunities, community events, and regular interactions with staff, while the SWOT analysis describes CCCS as a close-knit community where students and families feel safe, connected, heard, and included. The school also has strong structures in place for engagement, including the Parent Involvement Committee, school events, Student Leadership opportunities, and frequent home-school communication, which together support trust and continuity. The local data also suggest that these relationships are producing positive outcomes. CCCS has strong attendance and climate results, including chronic absenteeism below the state average, low zero suspension rate, and high family satisfaction, which indicate that relationships between staff and families are supporting student engagement and a positive school experience. Staff feedback also shows strong alignment with the school’s mission and a shared commitment to community, indicating that relationship-building is not just a program at CCCS but part of the school’s identity.|The main improvement area is consistency: stakeholders express a desire for more predictable, clear, and standardized communication between staff and families. The SWOT analysis identifies inconsistent communication practices as as an area for growth and notes a need for standard protocols for teacher-to-parent and admin-to-parent communication, while staff feedback suggests that CCCS should sharpen its messaging and brand so families better understand what the school offers and how it differs from others. This means the school’s relationship work is strong in spirit, with improvement in creating more structure and clarity so that all families experience the same level of access and responsiveness. A second area for growth is making sure relationships are not only warm, but also sustainable and inclusive over time. The strategic plan and SWOT both point to the need for stronger organizational clarity, more intentional family involvement systems, and better support for families facing hardship, including access to resources and attendance support. This suggests CCCS should continue strengthening systems that make engagement easier for families, especially those who may not already be fully connected to the school’s many opportunities.|CCCS will improve engagement of underrepresented families by using multiple, low-barrier entry points for communication and participation, rather than relying on a single method or event. The school’s current plans already point toward this approach through two-way communication tools, family education nights, resource connections, Parent Involvement Committee participation, translators, and events that welcome families onto campus and into school life. These systems can be used intentionally to reach families who may be less likely to attend traditional meetings or volunteer events because of work schedules, language needs, transportation, or prior disconnect from school. The school will also use the self-reflection process to identify which families are not yet participating at the same level as others and then match supports to their needs. That may include more proactive outreach, translated and mobile-friendly communication, targeted invitations, and family support around attendance, technology, or basic needs. CCCS’s identity as a school that “shows up” for families in times of hardship provides a strong foundation for this work, and the LCAP can reflect that by making engagement more intentional, more predictable, and more accessible for all families.|CCCS’s strongest partnership asset is its deep family and community connection. The school’s stakeholder input describes a culture where families are welcomed on campus, invited into events and volunteer roles, and connected through ongoing communication. The SWOT analysis notes that many paraprofessionals are former parents and that families feel included in the school’s close-knit community. The school also has strong partnership structures already in place, including the PIC, Charter Advisory Group, family events, student leadership opportunities, and regular communication systems that help keep families engaged in school life. This partnership work is also tied to strong student outcomes. CCCS’s low chronic absenteeism, low suspensions, and high family satisfaction show that families are not just present; they are part of a school climate that supports attendance, behavior, and belonging. The strategic plan also reinforces this strength by centering|The main growth area is making partnerships more consistent, more structured, and more inclusive across all family groups. The SWOT analysis identifies inconsistent communication practices as an area for growth, and both the strategic plan and LCAP point to the need for clearer routines for teacher-to-family and school-to-family communication, as well as better-defined roles for family engagement structures like PIC. In other words, CCCS already has strong goodwill, but needs more reliable systems so partnership quality does not depend on a few individuals or events.  A second area for improvement is widening the reach of partnership efforts so they support student outcomes more directly and more equitably. The school’s current goals link family partnership to chronic absenteeism, volunteerism, and in-kind support, but the LCAP narrative suggests there is still a need to monitor family needs and connect families to resources such as book drives, the resource room, and attendance support. That means the partnership work should continue shifting from “family involvement” in general to targeted engagement that helps families overcome barriers and strengthens student success.|CCCS can improve engagement of underrepresented families by expanding access points and reducing the barriers to participation. The current framework already points in this direction through bi-monthly or quarterly family education nights, parent representatives at broader community events, two-way communication systems, and resource support for families facing hardship. These strategies will be used intentionally for families who are less likely to participate in traditional school events because of schedule, language, transportation, or comfort with school systems.  The school will also use data and family feedback to identify which groups are not yet fully represented in decision- making or participation. From there, CCCS will pair outreach with supports such as translated communication, flexible meeting times, direct invitations, and practical family supports tied to attendance and wellbeing. This fits CCCS’s broader identity as a school that values relationships and shows up for families in times of need, which makes partnership both a mission and a strategy for improving student outcomes.|CCCS shows strong progress in seeking input for decision-making as it already has a regular, multi-group engagement process that includes families, staff, students, and union leadership. The LCAP documents monthly PIC meetings, staff leadership meetings, student focus groups, and targeted family and staff feedback sessions, all of which are used to gather input before final decisions are made. Input from engagement partners shows that this work is collaborative and iterative, with staff and partners actively reviewing language, sharing reactions, and shaping the strategic plan and LCAP together. The school’s culture also supports strong input as educational partners appear invested in the process and willing to contribute ideas. The strategic planning discussion shows board involvement, staff participation, and family voice being used to refine the school’s mission, vision, and future priorities, which reflects a meaningful shared-governance mindset. In that sense, CCCS is not only collecting feedback; it is using that feedback to align the LCAP, strategic plan, and school identity.|The primary improvement area is making sure input is not only frequent, but also clearly organized, representative, and connected to final decisions. The SWOT analysis notes communication and governance as ongoing challenges, and the workshop transcript suggests the school is still refining how it translates partner feedback into clear priorities,  2026-27 Local Performance Indicator Self-Reflection for Children's Community Charter School Page 11 of 14 brand messaging, and annual action planning. That means CCCS should keep strengthening the decision-making structure so partners can see how their feedback is being used and how tradeoffs are being made.|CCCS will improve engagement of underrepresented families by using a wider mix of input methods and by making participation easier and more accessible. That includes translated communication, flexible meeting formats, surveys, family feedback sessions, and direct outreach through trusted school contacts such as staff, paraprofessionals, and parent leaders. Since the school already values family partnership and two-way communication, the next step is to make sure those structures consistently reach families who may not attend PIC meetings or workshop sessions.|5|5|4|5|5|5|4|4|5|5|4|5|Met||2026-06-02|2026
04615490000000|Thermalito Union Elementary|3|Thermalito Union Elementary School District has continued to strengthen relationships between school staff and families through consistent communication, family engagement opportunities, and a focus on creating welcoming school environments. Schools regularly communicate with families through parent conferences, newsletters, social media, school messaging systems, IEP meetings, SST meetings, attendance outreach, and family events. Student Advocate Teams, counselors, administrators, teachers, and support staff work collaboratively to build positive relationships with students and families and to address barriers to student success. The district has expanded opportunities for family engagement through autism parent training, educational workshops, family nights, school events, and participation in LCAP stakeholder meetings. Staff receive ongoing professional development in MTSS, PBIS, inclusive practices, and culturally responsive approaches that support positive interactions with families. Translation and interpretation services are provided when needed to ensure meaningful participation by English Learner families and other underrepresented groups. Educational partner feedback indicates that families value the district's efforts to maintain open communication and provide opportunities for participation in their children's education. The district continues to strengthen partnerships with families by emphasizing respect, responsiveness, and collaboration in support of student achievement and well-being.|While the district has made significant progress in building relationships with families, opportunities remain to increase participation from families who have historically been underrepresented in school activities and decision-making processes. The district seeks to improve participation rates in family surveys, parent education events, advisory committees, and school engagement activities. Additional focus will be placed on expanding two-way communication, increasing outreach to families experiencing barriers related to language, transportation, and expanded learning opportunities, ensuring all families feel welcomed and connected to their school community. The district will continue to review family engagement data and stakeholder feedback to identify areas where communication and participation can be strengthened.|Thermalito Union Elementary School District will continue to improve engagement of underrepresented families, including English Learner families, families of students with disabilities, foster youth families, homeless families, and families experiencing economic hardship. The district will utilize multiple communication methods, provide translation and interpretation services, offer flexible meeting options, and continue providing parent education opportunities focused on supporting student learning and development. Schools will continue to use Student Advocate Teams, school counselors, family workshops, parent training, School Site Councils, and community partnerships to strengthen relationships and reduce barriers to participation. The district will also seek input through surveys and advisory groups such as  the District Parent Advisory Committee (PAC), District English Learners Advisory Committee (DELAC), and other LCAP engagement activities to ensure diverse family perspectives are represented in district planning and decision making.|District staff work collaboratively with site administrators, teachers, counselors, Student Advocate Teams, and families to plan and implement parent and family engagement activities that support student success. School activities include Pastries with the Principal, Literacy and Math Nights, parent information nights, autism parent trainings, workshops, school carnivals, family events, and opportunities for participation in LCAP stakeholder meetings. Activities at each site are described in the school's Parent and Family Engagement Policy, School/Parent Compact, and School Plan for Student Achievement (SPSA), all of which incorporate parent input. The district has continued to strengthen partnerships between families and schools through regular communication regarding student progress, attendance, behavior, interventions, and support services. Families participate in parent-teacher conferences, Student Study Team meetings, Individualized Education Program (IEP) meetings, attendance meetings, and other collaborative planning opportunities. Through MTSS, PBIS, Student Advocate Teams, and intervention programs, families receive information and resources to support student learning and development at home. During the 2025–26 school year, the district expanded autism focused parent education opportunities, strengthened inclusive practices for students with disabilities, enhanced Community Day School programming, and continued targeted support for English Learners and other student groups. Educational partner feedback indicates that families value opportunities to collaborate with school staff and appreciate the district's efforts to provide resources, training, and individualized support that improve student outcomes.|Each school develops a Parent and Family Engagement Policy and School/Parent Compact designed to meet the needs of its families. These documents describe how families and school staff share responsibility for improving student achievement and how schools and families collaborate to help students meet California academic standards. While the district has established strong family engagement practices, opportunities remain to increase participation among families who face barriers related to transportation, work schedules, childcare, language differences, and technology access. The district will continue to expand parent education opportunities and increase family participation in workshops, surveys, advisory groups, STEAM Nights, and other school events. Additional focus will be placed on helping families better understand academic standards, assessment results, intervention programs, attendance expectations, and strategies that can be used to support learning at home. The district will continue gathering educational partner feedback to improve programs and ensure that family engagement activities effectively support student achievement and general well being.|Thermalito Union Elementary School District is committed to increasing engagement and participation among underrepresented families, including English Learner families, families of students with disabilities, foster youth families, homeless families, and families experiencing economic hardship. The district will continue to identify barriers to participation through surveys, stakeholder feedback, attendance data, and family outreach efforts. To improve engagement, the district will provide translated materials, interpretation services, flexible meeting formats, and multiple methods of communication, including phone calls, text messaging, social media, newsletters, and school communication platforms. Staff will continue to build relationships with families through attendance outreach, Student Study Team meetings, Individualized Education Program meetings, parent education workshops, and community partnerships. The district will continue to increase opportunities for families to share feedback and participate in school and district initiatives through educational workshops, IEP and SST meetings, Site Councils, advisory groups, and LCAP engagement activities. Family input gathered through these opportunities will be used to inform and contribute to decisions, enhance programs and supports, and promote positive outcomes for all students in the areas of academic achievement, attendance, engagement, and school connectedness.|Thermalito Union Elementary School District (TUESD) annually surveys parents, family members, staff, and community partners to gather feedback regarding the Local Control and Accountability Plan (LCAP), LCAP Federal Addendum, school goals, and district programs. Educational partner feedback is also gathered through School Site Council meetings, English Learner advisory meetings, IEP meetings, Student Study Team meetings, family engagement activities, parent workshops, and other school and district meetings. Information gathered through these processes is used to revise the district's LCAP, LCAP Federal Addendum, School Plans for Student Achievement (SPSA), and other district initiatives. During the 2025–26 school year, educational partner input helped inform district priorities related to inclusion practices, autism supports and parent training, attendance improvement efforts, Community Day School programming, intervention services, school climate initiatives, and family engagement activities. District and site administrators regularly review attendance, academic achievement, school climate, and family engagement data with educational partners to identify strengths, areas for improvement, and future priorities. Through these efforts, the district has strengthened opportunities for families, staff, and community members to provide meaningful feedback that helps shape district priorities, school programs, and services that support student success.|TUESD includes a goal of improving family engagement in the Local Control and Accountability Plan (LCAP). This goal includes actions, services, and expenditures designed to increase meaningful family participation and opportunities to provide input on district and school decisions. Family engagement strategies are also incorporated into the LCAP Federal Addendum and school site planning processes. The district's focus for improvement is increasing participation and representation from all family groups, particularly in surveys, advisory committees, School Site Councils, and LCAP engagement activities. Additional efforts will focus on helping families better understand district programs, student achievement data, budgeting priorities, and how educational partner feedback is incorporated into district planning, resource allocation, and program development. The district will continue to seek input regarding academic programs, attendance initiatives, school climate, special education services, and family engagement efforts to ensure programs reflect the needs of students and families.|TUESD seeks educational partner input through local data analysis, annual updates to the Parent and Family Engagement Policy, School Site Councils, English Learner advisory meetings, LCAP engagement activities, and other school and district meetings. To increase participation and representation, decision making meetings are offered in both in person and virtual formats whenever possible. To improve engagement of underrepresented families, including low-income families, families of students with disabilities, English Learner families, foster families, and families experiencing homelessness, the district utilizes ParentSquare for written and verbal communication in English, Spanish, and Hmong. Translation and interpretation services, including Spanish, Hmong, and American Sign Language, are provided as needed to support meaningful participation. School newsletters and family communications are translated to improve accessibility and understanding. The district will continue targeted outreach efforts, attendance outreach, parent training, and flexible participation opportunities to reduce barriers and increase involvement in advisory groups, School Site Councils, LCAP meetings, and other opportunities for families to provide input on district programs and priorities. Feedback gathered from underrepresented families will continue to inform district planning, resource allocation, and program development to ensure services reflect the needs and priorities of the students and families served by the district.|4|4|3|4|4|4|4|4|4|4|4|4|Met||2026-06-25|2026
04733790000000|Pioneer Union Elementary|3|Based on input gathered through Parent Advisory Committee meetings, Parent Literacy/Education Nights, parent conferences, and local engagement data, the PUESD has demonstrated continued progress in building strong relationships between school staff and families. The implementation of ParentSquare has improved two-way communication by providing families with timely updates and opportunities for engagement. School staff maintain regular contact with families through phone calls, monthly newsletters, and parent conferences, helping to foster trust and collaboration. Parent feedback indicates that families feel more informed about school programs and student progress, while participation in advisory meetings and family education events reflects growing engagement and partnership between the school and the community. These efforts have strengthened communication, increased family involvement, and supported positive relationships that contribute to student success.|Based on educational partner input and local data, PUESD has identified increasing family engagement and strengthening communication as key focus areas for improvement. The PUESD plans to expand opportunities for parent involvement by offering additional Parent Education Nights and family learning events. Through the Community Schools Grant, the PUESD has hired a Parent Success Liaison to help connect families with resources and support services, improve communication between home and school, and coordinate outreach efforts. The school will also increase the use of home visits to build stronger relationships with families and gain a deeper understanding of student and family needs. Family-centered activities, such as Family BBQs and other schoolwide events, will provide additional opportunities for families and staff to connect in a welcoming environment. These efforts are intended to strengthen partnerships, increase family participation, and support student success.|Based on educational partner input and local data, the PUESD will continue implementing schoolwide strategies to improve engagement of underrepresented families. Efforts will include expanding Parent Education Nights, increasing communication through ParentSquare, phone calls, newsletters, and home visits, and providing individualized support through the Parent Success Liaison funded by the Community Schools Grant. The Parent Success Liaison will help connect families with resources, address barriers to participation, and strengthen relationships between home and school. The LEA will also continue hosting inclusive family events, such as Family BBQs and other schoolwide activities, to create welcoming opportunities for families to engage with staff and the school community. These ongoing efforts are designed to ensure all families feel connected, informed, and valued as partners in their children's education.|Based on educational partner input and local data, the PUESD’s strength in building partnerships for student outcomes is its resilience and commitment to reconnecting families, students, and staff following the displacement caused by the North Complex Fire. The school community has made steady progress in rebuilding relationships and restoring a sense of connection and trust. Through ongoing communication, family engagement activities, and support services, the PUESD has strengthened partnerships that help address student and family needs. Staff continue to work closely with families to support student learning and well-being, and the PUESD remains committed to expanding these partnerships to further improve outcomes for all students. As the community continues to recover and grow, the school will build on these relationships to provide meaningful support for families and promote student success.|Based on educational partner input and local data, PUESD has identified strengthening academic achievement, particularly in mathematics, as a key focus area for improving partnerships that support student outcomes. PUESD will work collaboratively with the county office of education and other community and educational partners to ensure all students are learning at high levels and are prepared for success in high school and beyond. Efforts will include strengthening Professional Learning Communities (PLCs), implementing a comprehensive Multi-Tiered System of Supports (MTSS), and expanding Positive Behavioral Interventions and Supports (PBIS) to address both academic and social-emotional needs. PUESD will also continue implementing Next Generation Mathematics practices and support the adoption of a new mathematics curriculum to improve instruction and student achievement. Through these partnerships and systems of support, PUESD aims to create a cohesive approach that promotes student success and positive outcomes for all learners.|Based on educational partner input and local data, the PUESD will improve engagement of underrepresented families by ensuring that all decisions, discussions, and improvement efforts are guided by student data and focused on meeting the needs of all learners. Through ongoing communication, family outreach, and opportunities for participation, PUESD will engage families in understanding student progress and the supports available to promote success. School staff will use data-based systems, including MTSS and PBIS, to identify and address barriers to learning while ensuring that underrepresented students receive the academic, behavioral, and social-emotional support they need. By maintaining a focus on equitable access, continuous improvement, and meaningful family partnerships, PUESD will work to ensure that all students and families are represented, supported, and actively involved in achieving positive student outcomes.|Based on educational partner input and local data, PUESD's current strength in seeking input for decision-making is its commitment to providing multiple opportunities for families and educational partners to share feedback and participate in school planning. The Parent Advisory Committee meets monthly to discuss school programs, student needs, and improvement efforts. Additional opportunities for input are provided through Parent Engagement Nights, Back-to-School Night, Open House, and ongoing communication through ParentSquare. PUESD has also strengthened family engagement through the support of a Parent Liaison, who helps connect families with the school and encourages participation in decision-making processes. These efforts have increased communication, family involvement, and collaboration, resulting in more meaningful educational partner input to guide school decisions and continuous improvement.|Based on educational partner input and local data, the PUESD has identified increasing participation and representation in decision-making processes as a focus area for improvement. While families are provided with multiple opportunities to share feedback, PUESD will continue working to engage a broader range of families, particularly those who have been historically underrepresented. Efforts will include expanding outreach through ParentSquare, phone calls, home visits, and the support of the Parent Liaison to ensure families are informed about opportunities to participate. The PUESD will also continue offering family engagement events and meetings at accessible times and in welcoming environments to encourage greater involvement. By strengthening communication and increasing opportunities for meaningful input, the PUESD aims to ensure that school decisions reflect the perspectives and needs of the entire school community.|Based on educational partner input and local data, PUESD will improve engagement of underrepresented families by expanding outreach efforts and providing multiple opportunities for participation in the decision-making process. The PUESD will continue utilizing ParentSquare, phone calls, home visits, family engagement events, and the Parent Liaison to build relationships and ensure families are aware of opportunities to share their perspectives. Staff will actively seek feedback from families who may face barriers to participation and will work to create welcoming and inclusive environments where all voices are valued. Input gathered through Parent Advisory Committee meetings, surveys, and family events will be used to inform school decisions and improvement efforts. These strategies will help ensure that underrepresented families have meaningful opportunities to contribute to decisions that impact student learning and school programs.|3|4|4|4|3|3|4|2|4|3|2|2|Met||2026-06-18|2026
04746820000000|Butte County ROP|3||||||||||||||||||||||Not Met|||2026
04755070000000|Gridley Unified|3|"All data here come from the parent responses to the Healthy Kids Survey, focusing on comparing noted changes between 2025 and 2026 data. Secondary School Engagement Growth: The LEA made noticeable strides in secondary-level parental engagement. Promotion of parental involvement increased significantly in middle school (MS) by 8% and high school (HS) by 7%. Additionally, secondary schools saw a surge in encouraging parents to be active partners, climbing 12% in MS and 9% in HS. Broad Communication Gains: ""Communication with parents about school"" improved district-wide, rising from 42% to 44%. Growth was experienced across every single grade span, including ES (+4%), MS (+5%), and HS (+4%). Social-Emotional Responsiveness: Teachers being responsive to children's social and emotional needs remains a defining core strength at 80% district-wide, driven by an exceptional 93% approval rating in elementary schools."|All data here come from the parent responses to the Healthy Kids Survey, focusing on comparing noted changes between 2025 and 2026 data. Low Absolute Metrics for Input and Inclusion: While directionally improving, absolute numbers for authentic partnership remain low. Only 24% of district parents feel their input is actively sought, and only 27% feel strongly welcome to participate at their school. Elementary School Retraction: Elementary schools experienced a concerning regression across multiple key markers. Notably, ES dropped 6% in encouraging parents to be active partners and lost 4% in general parental involvement. Middle School Climate Shocks: Middle school metrics revealed critical areas of vulnerability. Parents feeling welcome to participate at the MS level sits at a restrictive 12%. Furthermore, MS parent perceptions of teachers being responsive to student social-emotional needs plummeted by 17% (dropping from 74% to 57%).|To better engage underrepresented families, especially English learners and families of students with disabilities, Gridley Unified should expand culturally responsive outreach and strengthen personalized communication. While English learner families report slightly higher feelings of welcome and partnership than non-EL families, overall numbers remain modest. Targeted strategies—such as multilingual communications, family liaisons, and regular feedback opportunities—can increase the participation of diverse families. Involving these families in reviewing survey data and planning improvements will further support equitable engagement. GUSD administration has also already discussed increasing attention to positive outreaches with families when at times the perception is that schools only reach out when there is a problem.|All data here come from the parent responses to the Healthy Kids Survey, focusing on comparing noted changes between 2025 and 2026 data. High School Partnership Acceleration: High school (HS) metrics showed substantial positive shifts from 2025 to 2026. Parent perception of a positive student learning environment rose from 20% to 28%, and the belief that the school motivates students to learn climbed from 17% to 24%. Furthermore, parent agreement that HS teachers are responsive to students' social-emotional needs grew from 67% to 74%. Targeted Social-Emotional Advice: Progress was made in equipping parents with tools to support student outcomes at home. Comparing 2025 to 2026 key indicators, elementary school (ES) rose from 78% to 81%, and middle school (MS) climbed from 48% to 52% regarding the school providing advice and resources to support child social and emotional needs. High School Adult Support: Parent perception that high school has adults who truly care about students advanced from 25% to 31%.|"All data here come from the parent responses to the Healthy Kids Survey, focusing on comparing noted changes between 2025 and 2026 data. Middle School Responsiveness Devaluation: A critical focus area emerged in middle school data, where the metric for teachers being responsive to a child’s social and emotional needs plummeted by 17 percentage points, dropping from 74% to 57% year-over-year. Declining Motivation and Care Perceptions: In 2026, parents reported that schools are struggling to motivate middle school students, dropping from 16% down to 11%. Additionally, the perception that ""adults really care about students"" saw a contraction in both elementary (dropping from 41% to 35%) and middle school (dropping from 19% to 15%). Stagnant District-Wide Learning Environments: Overall district agreement that the student learning environment is highly optimal remained completely stagnant at a low 28% across both years."|To counteract the low 11% motivation rate and 15% learning environment satisfaction in middle schools, the LEA will expand targeted student-outcome workshops from spring only to fall and spring. To improve engagement of underrepresented families, especially English learners and those with students in special education, the district will increase multilingual communications, culturally responsive outreach, and targeted family education opportunities. Using survey results to identify barriers and inviting input from these groups in planning will ensure that supports are relevant and accessible, helping all families advocate effectively for their children.|All data here come from the parent responses to the Healthy Kids Survey, focusing on comparing noted changes between 2025 and 2026 data. Substantial Growth in Secondary Input Seeking: A comparison between 2025 and 2026 key indicators reveals a strong upward trend in gathering parent input at the secondary level. Middle school (MS) parent agreement that the school actively seeks their input climbed significantly from 9% to 19%, while high school (HS) responses jumped from 13% to 22%. District-Wide Inclusivity Improvements: Overall, the district-wide metric for actively seeking parent input progressed from 20% to 24% year-over-year. This aligns with an increase in the general promotion of parental involvement, which rose from 28% to 30% across the LEA. Secondary Level Partnership Gains: The perception that the school encourages parents to be active partners saw a major rise in secondary schools, increasing from 14% to 26% in MS and from 18% to 27% in HS.|All data here come from the parent responses to the Healthy Kids Survey, focusing on comparing noted changes between 2025 and 2026 data. Elementary School Regression and Stagnation: Data across both years indicates that elementary schools (ES) are regressing or stalling in input collection. The percentage of ES parents who feel the school encourages them to be active partners dropped from 34% down to 28%, while the specific metric for actively seeking ES parent input remained entirely flat at 26%. Low Absolute District Benchmarks: Despite secondary growth, absolute numbers remain critically low; only 24% of parents district-wide strongly agree that their input is actively sought, and the district average for feeling encouraged as an active partner completely stagnated at 27%. Persistent Middle School Participation Deficit: Although MS parents acknowledge a rise in input-seeking, only 12% feel welcome to participate at the school overall, showcasing a persistent barrier to establishing authentic decision making partnerships.|Overcoming Middle School Participation Barriers: To address the finding in 2026 key indicators that only 12% of MS parents feel welcome to participate, the LEA will use its family advisory councils specifically design to recruit, welcome, and accommodate underrepresented families in local decision-making such as those at Sycamore, and encourage additional participation in the School Site Councils. Similarly, this strategy will also be used to specifically target the elementary parents to join and feel more empowered. Capitalizing on the positive growth of broad communication metrics district-wide (rising from 42% to 44%, with ES at 54%, MS at 30%, and HS at 35%), Gridley Unified will utilize these strengthening channels to proactively solicit decision-making feedback directly from historically underrepresented parent groups.|3|4|3|4|3|4|4|4|3|3|3|3|Met||2026-06-24|2026
05100580000000|Calaveras County Office of Education|3|Based on an analysis of local data and educational partner input, Calaveras River Academy (CRA) and Oakendell Community School have made meaningful progress across all indicators for building trusting and respectful relationships. Though Oakendell Community School permanently closed at the end of the 2025-2026 school year, CRA continues to work on strengthening relationships through personal and individualized outreach. Due to the traditionally low enrollment numbers at CRA, staff are able to engage deeply with parents and guardians, taking the time to learn their preferred communication methods and specific household needs.  This enables our outreach efforts to be both meaningful and effective. Staff routinely utilize text, email, phone calls, and face-to-face communication to maintain these trusted connections with families and critical multi-agency partners like Calaveras County Office of Education’s Student Support Services Department, Calaveras Health and Human Services, and Juvenile Probation. Our progress in creating a welcoming environment for all families is enhanced by our on-campus, quarterly family engagement nights. Recognizing that attendance can fluctuate due to the personal hardships many families face, our staff actively works to reduce barriers to attendance.  An inviting atmosphere is created through the integration of responsive incentives into these events, such as food items to make a holiday dinner. These gatherings, as well as individualized student meetings like IEPs and intakes, serve as vital opportunities for our administrative and teaching staff to learn firsthand about each family’s unique strengths, cultures, backgrounds, and personal goals for their children. This deep personal knowledge allows us to effectively coordinate and share relevant community resources and referrals with our families, the majority of whom are socioeconomically disadvantaged. Finally, we have established opportunities for effective two-way communication using language that is accessible and understandable to our community. Although our English Learner population is small, translation services are available as needed, ensuring that our routine outreach remains a reciprocal, barrier-free dialogue that directly improves services and equity for all student groups.|Based on our self-reflection and an analysis of local data, our primary focus area for improvement is to build CRA staff capacity to use their knowledge of each family's unique strengths, goals, and barriers in order to develop plans for consistent campus connection. While staff excel at engaging personally and identifying baseline communication preferences, local attendance data at our quarterly family engagement events continues to fluctuate. To improve our welcoming environment and make it more predictable, we need to deepen our staff's ability to uncover the specific logistical hurdles or scheduling constraints that prevent regular, face-to-face participation. Moving forward, we will focus on developing a more structured process during our routine communication and meeting opportunities to explicitly document family feedback regarding what helps or hinders their ability to join us on campus. Our school principal will support staff in utilizing this information to better align future quarterly events, ensuring that our student showcases and targeted incentives, like the holiday dinners, are designed with a precise understanding of our families' needs. By focusing on how we capture and act on these family goals, we aim to move from fluctuating participation to a more stable, deeply rooted school community.|Based on our self-reflection and local data analysis, CRA will improve the engagement of our socioeconomically disadvantaged families, foster youth, and historically disengaged parents/guardians by transforming our outreach from general event notifications into highly individualized, relationship-driven partnerships. To build trust and bridge communication gaps with families who have traditionally faced barriers to engagement, our staff will utilize each family's preferred communication method to routinely encourage partnership. We will actively address fluctuating attendance by designing our quarterly family engagement nights around student showcases that celebrate personal growth and highlight evidence of learning, giving historically disconnected families a deeply meaningful, positive, and personal reason to come to campus. Furthermore, to ensure our underrepresented student groups face fewer hurdles to participation, we will continue to embed targeted, high-value incentives directly into these on-campus experiences. By combining consistent, one-on-one personal contact with welcoming, student-centered campus events, school staff will create a predictable, barrier-free environment where our most vulnerable families feel genuinely valued and empowered to engage as close partners.|Based on an analysis of local data and educational partner input, CRA and Oakendell have made steady progress in equipping staff with the tools needed to effectively collaborate with parents, guardians, community partners, and Oakendell house staff for improved student outcomes. As we are now focused on CRA, our remaining school in operation, our school principal routinely collaborates with teaching and classified staff to strengthen their capacity to build personal partnerships with families, focusing heavily on understanding unique household dynamics, student hardships, and trauma-informed communication.  Professional learning is focused on social-emotional learning, relationship building, meaningful instructional engagement, and de-escalation strategies to provide a supportive whole-child approach.  Considering the behavioral support needs that often accompany our trauma-impacted students, close partnership with families helps inform work carried out to improve student outcomes.  Because a majority of our students are socioeconomically disadvantaged, staff utilize each family's preferred communication method to share targeted resources, academic strategies, and community referrals that directly support student stability in and out of the classroom. This collaborative process is supported by our quarterly family engagement nights at CRA.  Additionally, individual IEP meetings and parent conferences allow families to actively engage with staff regarding student outcomes. Finally, we systematically support families to understand and exercise their legal rights and advocate for their students. Every parent and guardian is personally advised of their rights and introduced to the SELPA Community Advisory Committee during individual IEP meetings, ensuring that all families, including those who have been historically disengaged, are empowered to advocate for their child.|Based on our self-reflection, our primary focus area for improvement is to develop an internal system for real-time data accessibility that provides clarity and serves as an anchor for building student outcome partnerships. While school staff members consistently gather valuable insights during parent interactions, we currently lack a well-developed infrastructure where student progress data can be accessed dynamically by the entire educational team. This logistical gap means that daily outreach can become disjointed, lacking a clear identification of a student’s most current academic or behavioral needs. Moving forward, our internal improvement efforts will focus on equipping staff with a shared, real-time system that captures important data points. By ensuring that every staff member has immediate visibility into current metrics before making personal text or phone contact, we can transform our daily communication from isolated check-ins into highly coordinated, data-informed partnerships. Improving our real-time data collection will provide the precise, unified operational baseline our staff needs to confidently connect our quarterly student showcases and empower families to actively co-manage their child’s learning outcomes.|Based on our self-reflection and analysis of local data, CRA will improve engagement of our socioeconomically disadvantaged families, foster youth, and historically disengaged parents by strengthening staff capacity to provide consistent, actionable tools that support student learning at home and help them understand and advocate for their child’s progress. We recognize a need to offer more routine, accessible insights into daily student outcomes. Local data shows that families benefit from personal contact, but our communication loops often focus on immediate wellness or behavioral needs rather than proactive academic partnership. Moving forward, we plan to integrate simple strategies to guide learning at home, such as how to monitor growth, check grades, and encourage planning for college and career.  By shifting our routine interactions to include clear, accessible updates on academic milestones and student progress, we can better support families to engage as confident, active advocates.|Based on a thorough analysis of local data and educational partner input, CRA and Oakendell have made progress across all areas of seeking input for decision-making, deliberately adapting our strategies to fit the unique context of alternative and court school programming. Our school principal has regularly supported the use of informal meetings with parents, guardians, and Oakendell house staff to serve as advisory opportunities to gather actionable feedback outside of a traditional committee setting. Additionally, we have supported our parents and guardians to participate in school decision-making by using personalized phone calls and one-on-one text loops to clarify school policies, explain local funding structures, and actively guide them on how to voice their opinions.  Because our student body is typically socioeconomically disadvantaged and often impacted by systems involvement, we have targeted our outreach to underrepresented groups by embedding input opportunities directly into routine activities like the initial intake process and individual IEP meetings, thereby enabling participation for our most vulnerable households. Our programs have provided spaces for families, teachers, and school and county administrators to work together to design and evaluate our school programming. Rather than relying on rigid, standalone advisory groups which face attendance barriers due to historical school mistrust, we have utilized our quarterly family engagement nights as low-stress, collaborative forums.|Based on our self-reflection and the structural realities of our community school programming at CRA, our primary focus area for improvement is to develop an internal input framework that systematically captures family voices within the condensed timelines of a student's enrollment. Local data and experience show that many students enter our program due to negative external circumstances.  As a result, parental relationships with institutional schooling are often strained. Furthermore, because student placements are frequently short-term, traditional long-term advisory committees are logistically ineffective. Our self-reflection reveals that we have historically missed valuable parent insights by waiting for traditional end-of-year surveys or scheduled quarterly events. Moving forward, our internal focus will be on supporting our staff to treat the initial enrollment and the first 30 days of placement as the primary window for gathering decision-making input. We will focus on shifting from generic surveys to targeted, one-on-one verbal check-ins and immediate intake questionnaires. In doing so, we can include family voice into our local planning, ensuring their perspective helps shape school policies and resource allocations according to identified trends.|Based on our self-reflection and local data analysis, CRA will focus on improving the engagement of our socioeconomically disadvantaged families, foster youth, and exceptional needs communities by making opportunities to participate in decision-making and resource-allocation more understandable, transparent, and immediate.  Our families frequently face shifting schedules and logistical hurdles; therefore, we are adjusting our approach to seek input where home-school connections naturally happen, versus in less-accessible evening committee structures.  We will integrate brief, targeted feedback opportunities directly into our established quarterly engagement nights to capture family voices regarding LCAP priorities and the effectiveness of goals and actions.  Structured, qualitative feedback collection will also be directly woven into individual IEP meetings, ensuring that families have a direct pipeline to evaluate current school programs and to learn about the SELPA Community Advisory Committee.|4|4|4|4|4|4|4|4|3|3|3|3|Met||2026-06-29|2026
05100580530154|Mountain Oaks|3|Mountain Oaks staff utilizes effective communication strategies to ensure timely and transparent information sharing. This includes but is not limited to, weekly mentor meetings, an updated website, and social media engagement. This facilitates information flow and interaction between the school and the families.    Mountain Oaks also hosts multiple student-centered events throughout the school year, such as Workshops, cultural days, and community events to create communication and engagement strategies that are inclusive and respect the diverse backgrounds of families and staff.|Mountain Oaks will focus on building a sustainable system that supports parents in implementing academic strategies that support the students' access to their academics.|Mountain Oaks will engage in targeted outreach to connect with underrepresented families to ensure that they have the opportunity to fully engage in the Mountain Oaks program. This will include creating more opportunities through surveys and focus groups to ensure that their voice informs the growth of the Mountain Oaks program.|Mountain Oaks facilitates strong communication between parents, students, and teachers through weekly meetings by focusing on strategies and supports to ensure that all students have access to the resources they need to achieve their educational goals. Additionally, the school partners with other educational agencies to enhance professional development opportunities for educators to improve teaching quality and enhance student learning.|While Mountain Oaks has strong engagement with our educational partners, there is a need to increase substantive parental involvement as direct facilitators with their student's direct academic program. The LEA will also work to improve collaboration with community partners to lead to more integrated support for students.|Mountain Oaks will use the data collected through local climate surveys to identify the unique needs and challenges of our underrepresented families to continuously refine engagement strategies. Schoolwide professional development will be supported for all staff to build staff capacity to improve academic instruction to meet those unique needs and challenges.|Mountain Oaks seeks input for decision-making through the Parent Teacher Organization, the Program Committee, Student Leadership,  Annual Surveys, and the LCAP planning and charter renewal process. Each year, the parents, students, and staff are surveyed to determine the upcoming year’s priorities and assess the current program. All data gathered throughout the year is presented to the Board of Directors to support their decision-making processes.|The school needs to expand its use of different modalities to increase the number of surveys completed throughout the year.|Mountain Oaks will work to improve the engagement of underrepresented families by reiterating the specific steps taken to protect and respect privacy and by providing multiple ways to access the surveys.|5|5|4|5|4|5|5|5|4|4|4|4|Met||2026-06-10|2026
05615560000000|Bret Harte Union High|3|The District is committed to transparent communication and community engagement. Information is shared with parents/guardians through various formats, including email, phone calls, and the student portal. To ensure community voices inform District decisions, advisory committees, such as the Discipline, Safety, and Curriculum Committees, are utilized. These committees facilitate student and parent participation in decision-making processes. Furthermore, the District recognizes its obligation to ensure that all parents are aware of their rights and how to support their child's learning. To this end, the District plans to hold both virtual and in-person meetings with underrepresented groups. These focus groups will provide input directly informing future District decisions.|The District prioritizes a collaborative approach, valuing input from all stakeholders, especially students and families, to ensure their well-being and needs are met. To promote diverse perspectives and inclusivity, the District will host targeted focus groups specifically for underrepresented populations. These meetings will serve as a vital platform for sharing opinions and directly influencing District decisions.|To ensure diverse stakeholder participation, district-wide committees will actively seek out underrepresented families and offer necessary translation services. Accessibility will be maximized through a hybrid meeting model (virtual and in-person), with all sessions recorded and made available. To further amplify the voices of underrepresented populations in decision-making, focus groups will be organized following main meetings. Additionally, a parent survey will be conducted to explore and identify more accommodating alternative meeting times.|The District places great importance on obtaining input from all stakeholders through collaborative efforts. Our main goal is to prioritize the well-being and needs of families and students.|To ensure inclusivity and provide various perspectives, the District will organize meetings specifically targeting underrepresented populations.|These focus groups will serve as channels for expressing opinions and influencing District decision-making.|To foster broader participation, stakeholders are encouraged to join district-wide committees. Staff will proactively engage with underrepresented families, and translation services will be available as needed. To give underrepresented populations a voice in decision-making, focus groups will be formed after meetings are scheduled.|To ensure accessibility, these committees will meet virtually and in person, and recordings will be provided.|Additionally, a survey will be conducted with parents to determine alternative meeting times.|5|5|4|5|5|5|5|5|5|5|5|5|Met||2026-06-01|2026
05615640000000|Calaveras Unified|3|Calaveras Unified School District continues to strengthen relationships between school staff and families by prioritizing meaningful communication, accessibility, and opportunities for engagement across all school sites. The district utilizes multiple communication platforms, including ParentSquare, Infinite Campus, district websites, social media, and regular newsletters, to ensure families receive timely information regarding student learning, school events, and district initiatives.  Over the past year, the district has expanded opportunities for family involvement through back-to-school events, open houses, literacy and math nights, family engagement activities, School Site Council (SSC), English Learner Advisory Committee (ELAC), Parent Teacher Organization (PTO) meetings, and other site-based events. Schools have intentionally created welcoming environments where families are encouraged to participate as partners in supporting student success.  Local survey data indicates that many families feel informed about school activities and appreciate increased communication from school staff. School administrators and teachers continue to build positive relationships by maintaining regular contact with families, providing timely responses to questions and concerns, and increasing outreach to families when students need additional academic, behavioral, or social-emotional support.  The district has also made progress in increasing transparency with educational partners through regular Board of Education updates, public communications, community meetings, and opportunities for stakeholder feedback during the development of the Local Control and Accountability Plan (LCAP). Input from parents, staff, students, bargaining groups, and community members continues to guide district priorities and decision-making.  While opportunities for continued growth remain, Calaveras Unified has made meaningful progress in fostering trust, strengthening partnerships, and creating a culture where families feel valued as essential partners in the educational process. These efforts directly support the district's vision that every student feels valued, supported, and prepared for the future by ensuring strong collaboration between schools, families, and the community.|Calaveras Unified School District recognizes the importance of continuing to strengthen authentic partnerships between school staff and families. Feedback from educational partners and local data indicate opportunities to increase family participation, improve two-way communication, and ensure all families feel welcomed, informed, and connected to their child's educational experience.  A primary focus area is increasing family engagement, particularly among families who have traditionally participated less frequently in school events, advisory committees, and district decision-making processes. The district will continue to expand opportunities for meaningful involvement through flexible meeting times, varied communication methods, and outreach efforts that reduce barriers to participation.  The district will also focus on improving consistency in communication across all schools and classrooms. While many families report positive experiences, educational partner feedback suggests a need for more timely, proactive communication regarding student academic progress, attendance, behavioral concerns, and available supports. Building strong relationships early, rather than only when concerns arise, will remain a district priority.  Another area of focus is increasing opportunities for families to provide input into district and school decisions. Calaveras Unified will continue to strengthen stakeholder engagement through surveys, focus groups, advisory committees, School Site Councils, ELAC meetings, and LCAP engagement opportunities to ensure family voices are reflected in district planning and continuous improvement efforts.  Finally, the district will continue to build staff capacity in family engagement by promoting positive, relationship-centered communication and customer service practices that foster trust, collaboration, and mutual respect. These efforts align with the district's commitment to creating welcoming school environments where every family feels valued as an essential partner in supporting student success.  Through these improvement efforts, Calaveras Unified will continue advancing its vision that every student feels valued, supported, and prepared for the future, recognizing that strong school-family partnerships are essential to improving student achievement, attendance, well-being, and overall success.|Calaveras Unified School District is committed to ensuring that all families, particularly those who have been historically underrepresented, have meaningful opportunities to engage as partners in their child's education. Through educational partner feedback and analysis of local data, the district identified the need to increase participation among families of English learners, foster youth, low-income students, students with disabilities, and families who have had limited involvement in school activities or district decision-making.  To improve engagement, the district will implement targeted outreach efforts designed to reduce barriers to participation. Schools will provide multiple opportunities for families to engage through flexible meeting times, virtual participation options when appropriate, translated materials, and communication using multiple platforms to ensure families receive timely and accessible information.  The district will continue to strengthen relationships by encouraging school staff to make proactive, positive contact with families throughout the school year rather than only when concerns arise. Site administrators, teachers, counselors, and support staff will work collaboratively to connect families with available academic, behavioral, mental health, and community resources while fostering trusting relationships built on respect and shared responsibility for student success.  Calaveras Unified will also increase opportunities for underrepresented families to provide meaningful input through School Site Councils, English Learner Advisory Committees (ELAC), Individualized Education Program (IEP) meetings, LCAP engagement sessions, surveys, focus groups, and other advisory opportunities. Feedback from these groups will be reviewed regularly and used to inform district decisions, allocate resources, and improve programs and services.  Additionally, the district will continue to build staff capacity by providing professional learning focused on culturally responsive family engagement, effective communication practices, and creating welcoming school environments where all families feel respected, heard, and valued.  By intentionally removing barriers to participation and strengthening two-way communication, Calaveras Unified will continue to build authentic partnerships with all families and ensure that every educational partner has a voice in supporting the district's vision that every student feels valued, supported, and prepared for the future.|Calaveras Unified School District continues to strengthen partnerships with families, local businesses, community organizations, higher education institutions, and public agencies to improve student outcomes and expand opportunities for all students. These partnerships provide valuable resources that support academic achievement, student wellness, career readiness, and college and career preparation while helping ensure students receive the services they need to be successful.  The district collaborates with numerous educational and community partners, including Calaveras County Behavioral Health, Calaveras County Office of Education, public safety agencies, local businesses, community organizations, and healthcare providers to provide mental health services, counseling, career exploration, safety initiatives, and family support services. Partnerships with local employers and community organizations continue to enhance Career Technical Education (CTE) pathways, work-based learning experiences, internships, and career awareness opportunities for students.  Calaveras Unified has also expanded partnerships that support student well-being through coordinated services addressing attendance, social-emotional learning, behavioral supports, and access to community resources. Collaborative efforts between district staff and outside agencies have improved the coordination of services for students with disabilities, foster youth, English learners, and other student groups requiring additional support.  Educational partner input indicates that families and community members value opportunities to collaborate with the district and appreciate increased communication, transparency, and involvement in district initiatives. The district has continued to strengthen relationships through regular stakeholder meetings, School Site Councils, English Learner Advisory Committees (ELAC), Parent Teacher Organizations (PTO), LCAP engagement sessions, community forums, and Board of Education meetings.  Additionally, Calaveras Unified continues to build partnerships that enrich student learning through expanded extracurricular opportunities, athletics, student leadership, and community service experiences. These collaborative efforts provide students with meaningful learning experiences beyond the classroom while strengthening connections between schools and the broader community.  The district recognizes that strong partnerships are essential to student success and remains committed to expanding collaborative relationships that align with its vision that every student feels valued, supported, and prepared for the future. Through continued collaboration with educational partners, Calaveras Unified is creating opportunities that improve student achievement, increase access to resources, and prepare students for success in college, career, and life.|Based on educational partner input and local data, Calaveras Unified School District has identified several opportunities to strengthen partnerships that directly improve student outcomes. While the district has established positive relationships with many community organizations and agencies, there is an opportunity to expand and deepen these partnerships to ensure equitable access to resources and opportunities for all students.  One area of focus is increasing collaboration with local businesses, higher education institutions, and workforce partners to provide additional career exploration, work-based learning, internships, dual enrollment opportunities, and Career Technical Education (CTE) experiences that prepare students for college, career, and life beyond graduation.  The district also recognizes the need to strengthen coordination among schools, families, community agencies, and service providers to ensure students receive timely academic, behavioral, mental health, and social-emotional supports. Continued collaboration will improve access to services for English learners, foster youth, students with disabilities, low-income students, and other student groups requiring additional support.  Educational partner feedback also identified opportunities to increase awareness of available programs and community resources. The district will continue improving communication regarding student services, family supports, enrichment opportunities, and community partnerships so families can more easily access available resources.  Additionally, Calaveras Unified will focus on expanding stakeholder participation in district planning and continuous improvement efforts. By strengthening partnerships with parents, community organizations, advisory committees, local government agencies, and business leaders, the district will ensure that educational partners have meaningful opportunities to contribute to decisions that impact student learning and success.  The district will continue seeking new partnerships that align with its strategic priorities while evaluating the effectiveness of existing collaborations through stakeholder feedback and student outcome data. These efforts will help ensure partnerships remain responsive to student needs and contribute to measurable improvements in academic achievement, student engagement, attendance, college and career readiness, and overall well-being.  By strengthening collaborative partnerships across the community, Calaveras Unified will continue advancing its vision that every student feels valued, supported, and prepared for the future, recognizing that student success is enhanced when schools, families, businesses, and community organizations work together toward common goals.|Calaveras Unified School District is committed to strengthening partnerships with underrepresented families by creating meaningful opportunities for engagement that support improved student outcomes. Based on educational partner feedback and local data, the district identified the need to increase participation among families of English learners, foster youth, low-income students, students with disabilities, and families who have historically been less engaged in school and district activities.  To improve engagement, the district will provide intentional outreach that removes barriers to participation and encourages families to become active partners in their children's education. Schools will continue to offer flexible meeting times, virtual participation opportunities when appropriate, translated materials, and communication through multiple platforms to ensure families have equitable access to information and opportunities for involvement.  The district will strengthen partnerships by connecting families with school staff, community agencies, and local organizations that provide academic, behavioral, mental health, health, and social services. By increasing awareness of available resources and coordinating supports across agencies, families will have greater access to programs that promote student success and well-being.  Calaveras Unified will also expand opportunities for underrepresented families to participate in decision-making through School Site Councils, English Learner Advisory Committees (ELAC), Individualized Education Program (IEP) meetings, LCAP engagement sessions, parent surveys, focus groups, and community forums. Feedback gathered through these opportunities will be used to guide district planning, improve programs and services, and strengthen partnerships that directly benefit students.  Additionally, the district will continue building staff capacity in culturally responsive family engagement and effective communication practices to ensure every family feels welcomed, respected, and valued as a partner in student learning. Staff will be encouraged to build relationships through ongoing, positive communication and proactive outreach throughout the school year.  By strengthening connections between families, schools, community organizations, and local agencies, Calaveras Unified will improve access to opportunities and supports that help every student succeed. These efforts reinforce the district's commitment to ensuring that every student feels valued, supported, and prepared for the future through strong partnerships that promote equitable outcomes for all students.|Calaveras Unified School District values the voices of its educational partners and has made significant progress in creating meaningful opportunities for input that inform district and school-level decision-making. The district actively seeks feedback from students, families, staff, bargaining groups, community members, and advisory committees to ensure decisions reflect the needs and priorities of the communities it serves.  Throughout the year, the district engages educational partners through a variety of methods, including LCAP surveys, public forums, School Site Councils (SSC), English Learner Advisory Committees (ELAC), Parent Teacher Organizations (PTO), Board of Education meetings, district committees, and stakeholder meetings. These opportunities provide families, staff, students, and community members with multiple ways to share feedback and participate in discussions related to student achievement, school climate, district priorities, and resource allocation.  The district has also strengthened transparency by providing regular updates through Board meetings, district communications, newsletters, websites, ParentSquare, and other communication platforms. Educational partners are kept informed about district initiatives, budget priorities, student achievement, and continuous improvement efforts, helping foster trust and collaboration.  Input gathered from educational partners has directly influenced district planning, including the development of the Local Control and Accountability Plan (LCAP), strategic priorities, school improvement efforts, and student support services. Feedback has helped guide decisions regarding academic programs, student wellness initiatives, family engagement strategies, professional learning, and the allocation of resources to better meet student needs.  The district continues to promote a culture of collaboration by encouraging open communication between school staff, families, students, and community partners. Site administrators regularly seek input from their school communities and use stakeholder feedback to inform school-level planning and improvement efforts.  Calaveras Unified recognizes that meaningful engagement is an ongoing process and remains committed to continuously improving opportunities for educational partners to participate in decision-making. By fostering transparent communication and shared leadership, the district is building trust and ensuring that decisions are informed by the diverse perspectives of those it serves.  These efforts support the district's vision that every student feels valued, supported, and prepared for the future, recognizing that strong decision-making is achieved through authentic collaboration with students, families, staff, and the community.|Based on educational partner input and local data, Calaveras Unified School District has identified opportunities to strengthen and expand meaningful engagement in district and school decision-making. While the district provides multiple opportunities for educational partners to share feedback, participation is not always representative of the diverse populations served. Increasing participation from families, students, and community members who have historically been underrepresented remains a priority.  One area of focus is increasing awareness of engagement opportunities and making participation more accessible. The district will continue to expand communication through multiple platforms, provide timely information about upcoming meetings and surveys, and offer flexible participation options, including virtual opportunities when appropriate. These efforts are intended to reduce barriers and encourage broader participation from families across the district.  The district will also focus on strengthening student voice in decision-making by creating additional opportunities for students to provide input on school climate, student engagement, academic programs, and overall educational experiences. Student perspectives will continue to be considered as part of district planning and continuous improvement efforts.  Another focus area is ensuring educational partners understand how their feedback influences district decisions. Calaveras Unified will continue improving transparency by sharing survey results, reporting on stakeholder input, and communicating how feedback has informed priorities, resource allocation, and program development. Demonstrating the impact of stakeholder participation will help build trust and encourage continued engagement.  The district will also continue building staff capacity to facilitate meaningful stakeholder engagement by promoting effective communication practices, collaborative problem-solving, and inclusive decision-making processes. Site leaders and district staff will be encouraged to seek feedback regularly and create welcoming environments where all educational partners feel comfortable sharing their perspectives.  Through these continuous improvement efforts, Calaveras Unified will strengthen shared decision-making and foster a culture of collaboration where students, families, staff, and community members are active partners in shaping the future of the district. These efforts directly support the district's vision that every student feels valued, supported, and prepared for the future by ensuring decisions are informed by the voices and experiences of the entire school community.|Calaveras Unified School District is committed to ensuring that all families, especially those who have been historically underrepresented, have meaningful opportunities to participate in district and school decision-making. Based on educational partner input and local data, the district identified the need to increase engagement among families of English learners, foster youth, low-income students, students with disabilities, and families who have traditionally participated less frequently in district committees, surveys, and advisory groups.  To improve engagement, the district will implement intentional outreach strategies that reduce barriers to participation and create multiple opportunities for families to share their perspectives. Communication will be provided through a variety of platforms, with translated materials and interpretation services available when needed. Schools will continue offering flexible meeting times and virtual participation options, when appropriate, to accommodate varying family schedules and increase accessibility.  The district will actively encourage participation in School Site Councils (SSC), English Learner Advisory Committees (ELAC), Individualized Education Program (IEP) meetings, LCAP engagement sessions, parent surveys, focus groups, and community forums. Staff will make proactive efforts to personally invite families who have historically been underrepresented to ensure their voices are included in district planning and decision-making.  Calaveras Unified will also strengthen relationships by providing clear communication about district initiatives, explaining how stakeholder feedback is used to inform decisions, and sharing outcomes of engagement efforts. Demonstrating the connection between family input and district actions will help build trust and encourage ongoing participation.  Additionally, the district will continue to build staff capacity through professional learning focused on culturally responsive family engagement, effective communication, and inclusive decision-making practices. Staff will be encouraged to foster welcoming environments where every family feels respected, heard, and valued.  By intentionally expanding opportunities for participation and removing barriers to engagement, Calaveras Unified will ensure that underrepresented families have an authentic voice in decisions that impact their children and the district as a whole. These efforts support the district's commitment to shared leadership and its vision that every student feels valued, supported, and prepared for the future through collaborative decision-making with all educational partners.|5|5|5|5|4|4|5|4|4|5|4|5|Met||2026-06-25|2026
05615720000000|Mark Twain Union Elementary|3|We are developing the capacity of staff to build trusting and respectful relationships with families through communication platform, parent conferences / progress reports, volunteer opportunities, and events. We are creating welcoming environments for all families through professional office staff, facilities, teachers; meetings; interpretation and translation services, and events (school events, and meetings). We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by holding parent teacher conferences, facilitating meetings, and being part of a small school community. We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Parent Conferences/Meetings (including SART, RFEP, IEP, 504, and SST meetings), communication platform, events, and translation services (as needed).|"The focus area for this section will be ""creating welcoming environments for all families in the community."|Implement a number of parent and community outreach events, to provide parents information, strategies, tools, and resources to help their children be more successful.|We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: parent-teacher conferences, professional development days, workshops, and events. We are providing families with information and resources to support student learning and development in the home by orientation, events, online resources, communication platform, parent workshops, parent teacher conferences, report cards/progress reports, and parent meetings. We are implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by parent teacher conferences, parent meetings, surveys, and utilizing a communication platform. We are supporting families to understand and exercise their legal rights and advocate for their own students and all students through our website, handbook, annual notifications, and IEP/504 meetings.|"The focus area for this section will be ""implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes."|Implement a number of parent and community outreach events, to provide parents information, strategies, tools, and resources to help their children be more successful.|We are building the capacity of and supporting our principal and staff to effectively engage families in advisory groups and with decision-making through leadership training, site council, ELAC/DELAC. We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making through parent meetings (DELAC/ELAC, Site Council), board meetings, and as part of a small school community. We are providing all families with opportunities to provide input on policies and programs and implementing strategies to reach and seek input from any underrepresented groups in the school community through surveys, parent meetings (DELAC/ELAC, IEP, Site Council, etc), and as part of a small school community. We are providing opportunities to have families, teachers, and the principal to work together to plan, design, implement and evaluate family engagement activities at school and district levels through parent meetings, board meetings and surveys. Within all the activities above we will seek to improve the engagement of underrepresented families.|"The focus area for this section will be "" providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community."|LCAP Goal 2: Climate, Engagement, and Safety, LCAP Action 2.1 Family and Community Engagement details our efforts to improve family engagement: Support efforts for families and school staff to work together to support and improve students' learning • Communication: Utilize a software based system (currently Infinite Campus) to communicate with families. • Family Events: Provide family-oriented events that strengthen the school community and support, as needed, families in understanding and navigating the school system (DELAC meetings, Parent group organized social events, parent education events, parent conferences, resources, home-school partnerships, improving student attendance, etc). • Input sessions: Create meaningful opportunities for families to share feedback through LCAP input, surveys, meetings, advisory councils, and other forums. • Chronically Absent: Work with families with chronic absenteeism to help decrease absences, including utilizing the SARB process. • Community Outreach: Actively participate in a large network of community organizations to create understanding of the needs of the district and potential opportunities to work together (ie. Rotary, local churches, Soroptomist, Habitat for Humanity, Destination Angels Camp and other civic groups).|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-18|2026
05615800000000|Vallecito Union|3|Strengths and progress in building relationships between school staff and families include: High turnout and participation at school wide events including, back to school nights, open houses, student celebration events and parent/teacher conferences.  Engagement surveys that are sent to families annually continue to receive high ratings (80% plus favorable) in thecategories of communication, trust and partnerships. We experienced very positive feedback from our Family Science and Art Nights.|LCAP actions this year, based on stakeholder feedback include: continue our academic focused family night events, continue town hall style meetings during the day/evening and seeking input for additional methods of two way communication most preferred by families.|The district utilizes a variety of parent communication tools, including Parent Square, to relay important school and district information via e-mail, text, and phone calls. Hard-copy letters and e-mails to parents from the district and from administration provide updates and important timely information. An improvement will include initially notifying families in their own language, of the options available to receive translated versions of the various communications. Additionally, at risk sub groups will receive direct communication (via phone or text) encourage families to partipate in school events, sports and enrichement.|Methods, modes, and venues have been provided and used to help staff meet and dialogue with families about student progress, policies, and practices (SST's, parent conferences, IEP's, Google Meet meetings).|LCAP actions this year, based on stakeholder feedback include: adding academic focused family night events, offering in-person town hall style meetings during the day/evening and seeking input for additional methods of two way communication most preferred by families. Training for maintaining school-to-family relationships will be provided to equip staff with strategies to address needs and concerns of modern families. An action has been added to track at-risk families and communicate more frequently with opportunities to participate in school events.|Direct outreach by the hired staff who are designated to provide targeted support to unduplicated student groups and their families (e.g. - Coordinator of ELD Supports). Homeless students will be a targeted group in which we designate staff to provide direct outreach to encourage participation in the school process from attending regularly, to joining sports, clubs and learning more about assistance that is available. Additionally, the district will identify timelines for staff to update grades in the gradebook, which offers a reliable form of communication for many families who track student academic progress through Aeries.|The District and School Sites have established councils and committees in which stakeholders are invited and encouraged to attend and provide input about student outcomes. Avery Middle School has an active Site Council that contributes ideas and input that guide their school's policies and plans.|Based on the analysis of educational partner input and local data, briefly describe how the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making.|Direct outreach by the hired staff who are designated to provide targeted support to unduplicated student groups and their families (e.g. - Coordinator of ELD Supports) and counselors for homeless student supports.|4|4|4|4|4|4|4|3|3|3|3|4|Met||2026-06-17|2026
06100660000000|Colusa County Office of Education|3|S. William Abel Academy fosters a partnership with parents through its introductory meetings, its LCAP planning meetings, and its parent’s student progress meetings. The parents are involved in their student’s education through a beginning of the year meeting to discuss rules, course assignments and a timeline for their student to finish. The parents are invited to progress meetings for their student in the middle of the year. The parents are contacted personally when their student misses school or there is a problem. Parents are invited through multiple channels to attend 2 LCAP meetings in the fall and the spring.|SWAA will continue to provide multiple opportunities for parents/guardians to join the staff and administration in their student’s schooling. The parents will continue to be invited to attend LCAP planning meetings along with our end the year celebration.|SWAA is a community school that houses many diversities. Most if not all of our families are unrepresented. SWAA makes a concerted effort to include all of the student’s parents/guardians through multiple opportunities to attend meetings and through surveys.|SWAA is a community school focused on matriculating students using credit completion in order to graduate or attend back to their local school. SWAA has grown tremendously in the last two years where we have graduated many students. The parents and community understand our focus with students who are credit deficient and are at promise youth.|SWAA recognizes the importance of parent/guardian involvement in supporting our student’s needs. SWAA provides ample opportunities through meetings and parent contact to help ensure positive student outcomes.|Based on the analysis of educational partner input and local data SWAA will use targeted outreach to our parents. The administration will continue to support our staff and teachers through engagement activities on campus. Bilingual translation will also be available during our activities and during the school day to promote the engagement to all families.|SWAA provides several meetings and parent engagement opportunities to gain input on our Decision-Making. Parent surveys are regularly given to understand how the parents feel and what steps they believe are best for their students. Weekly meetings between administration and staff are rendered in order for ongoing communication to provide the best support and education for our students. Student meetings are done quarterly in order to involve our students in their education process.|SWAA is appreciative of the significant levels of input that parents share related to numerous school initiatives including the development of the LCAP and input shared by parents through school-specific surveys. The School also recognized the importance of continuing to engage in structured outreach to underrepresented families including 2026-27 Local Performance Indicator Self-Reflection for Colusa County Office of Education Page 12 of 17 those with students identified as English learners, low-income students, students experiencing homelessness, Foster Youth, and students with disabilities.|Based on the analysis of the educational partner input and local data, SWAA will improve engagement of underrepresented families in relation to seeking input for decision-making by engaging in targeted outreach to parents of students from the SWAA’s special populations. In addition, the school will continue outreach efforts through both print and digital resources made available in languages other than English.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-17|2026
06615980000000|Colusa Unified|3|Burchfield Primary School and Egling Middle School have been focused on creating an environment of collaboration with families by structuring Back to School Night in small group or individual parent meetings. Burchfield Primary School invited parents to their Back to School Night as well as their Kinder Camp Parent Information Night to assist with becoming acclimated to the primary school. Colusa Unified School District invested in maintaining our Kinder Camp program as a District program. Burchfield Primary School promoted their Fall Festival, Jog-a-thon, and Spring Music Performance in conjunction with their Open House. Colusa High School held a 9th Grade Orientation, 8th Grade Parent Night, 11th Grade Parent Night all as proactive engagement opportunities prior to the start to the academic school year. Additionally, the high school offered a Back to School Night in an interactive format. Our Enrichment Program started to offer field trips in our summer program starting with the 2023 to enhance and enrich our offerings. The field trip opportunities have continued to be offered in subsequent years. Each school site has focused on creating a welcoming environment that values family backgrounds. Families have expressed their pleasure with both school environment and communication. We have increased overall participation in ELAC, DELAC, School Site Council and Parent Club. We have also increased use of parent portals for grade, attendance and behavior record access. We have also increased the amount of annual parent nights. A series of parent nights were offered focused on technology education to support our parents and their access to information shared in the electronic format. Our District also extended English as a Second Language opportunities to our parents based on the feedback and interest expressed in our needs assessment process.|Colusa Unified School District is deeply committed to building relationships between school staff and families. Parent engagement remains a focus of the school district, as evidenced by the fact that one of the District's LCAP goals is completely focused on this aspect of programming.   Each CUSD campus hosts traditional parent involvement events annually such as Back-to-School Night, Open House, Fall Festival, Math Festival, and Winterfest events, conducts monthly Parent Club, School Site Council, and English Language Advisor Committee parent group meetings. Principals, teachers, staff, and parents played complementary roles in building a sense of community at each school site throughout the school year. CUSD engaged in extensive outreach to parents in developing our Local Control Accountability Plan, including the administration of an LCAP Input Survey and conducting numerous in-person meetings including the LCAP Leadership Team, District English Learner Advisory Committee (DELAC), LCAP community forum, and School Site Councils from each campus.|"Based on the analysis of educational partner input and local data, CUSD recognizes that building relationships with families is ongoing work that must remain a major area of focus. Specifically, input from families gathered to support the development of the LCAP highlighted the need to continue to engage in structured outreach to families from the District's special populations groups including families with students identified as Multilingual learners, low-income students, students experiencing homelessness, Foster Youth, and students with special needs.  CUSD will continue to improve the engagement of underrepresented families by working with parent groups (SSC/ELAC) to engage in targeted outreach to welcome new families to the school district, continue to provide interpretation support for parent meetings, continue to translate documents into targeted languages, and continue to educate parents as to the ""language selection"" capabilities of the ParentSquare platform to engage in more meaningful communication with families that have primary/home languages other than English. In addition, CUSD is staffed with a CUSD Lead Counselor focused on supporting the District's program for Multilingual learners that will work with school leadership teams to support each school site as an additional layer of outreach and connectivity."|CUSD strength is our increased school-to-home communication in translating all documents. Parent Square has been a positive tool for communication. We have made a commitment to post on Website, Calendars, Newsletters and flyers to be distributed before important events. The District sends out important dates for all sites every two months to districtwide transparency. Our dedicated parents/teacher conferences for K-5 offer a strong platform for individualized conversations. Additionally, sites offer multiple college and career nights, input and engagement nights for school priorities, educational technology nights, including community wide fall festivals, math festivals at BPS and EMS, Winterfest and movie nights. Families throughout the District are engaged in evaluating our efforts to reach families and improve them annually.|CUSD recognizes that building relationships with families from the District's special populations groups including families with students identified as Multilingual learners, low-income students, students experiencing homelessness, Foster Youth, and students with special needs must remain an area of focus. CUSD acknowledges that a combined effort involving district staff, school site staff, and SSC/ELAC leadership groups holds the most promise for continuing to improve partnerships with families - and, specifically, to engage in targeted outreach to the District's special populations groups.|Based on the analysis of educational partner input and local data, CUSD intends to improve the engagement of underrepresented families by leveraging the combined efforts of district staff, school site staff, and SSC/ELAC leadership groups to engage in targeted outreach to parents. In addition, the District intends to continue to support the work of School Leadership Team and continue to provide ongoing funding to support the development and promotion of parent engagement activities at school campuses. CUSD will also continue to make bilingual translators available during, and outside of, the school day, to promote the engagement of families with primary languages other than English.|Colusa Unified School District places great value on involving parents/guardians in decision-making and takes significant measures to provide families with opportunities to participate in both district-level and site-level decision making. Site leaders engage in significant efforts to encourage parents to become involved in the work of School Site Councils, leadership roles with parent groups (School Site Council, English Learner Advisory Committees and our District English Learner Advisory Committee). Colusa Unified School District encourages participation in the following surveys: LCAP Survey, CUSD Student Survey, Healthy Kids Survey, and Employee Engagement Survey. The input is critically valuable when implementing new decisions as well as evaluating previous decisions and/or plans to best serve our students. Educational Partners engage in a needs assessment process based on the state priorities and our LCAP goals to best evaluate categories of strength to maintain as well as areas in need of focus.|CUSD is appreciative of the significant levels of input that parents share related to numerous district initiatives including the development of the LCAP, Multilingual Learner Program, Title I program, and input shared by parents through school-specific surveys. The District also recognized the importance of continuing to engage in structured outreach to underrepresented families including those with students identified as Multilingual learners, low-income students, students experiencing homelessness, Foster Youth, and students with disabilities.|Based on the analysis of the educational partner input and local data, CUSD will improve engagement of underrepresented families in relation to seeking input for decision-making by engaging in targeted outreach to parents of students from the District's special populations student groups and partner with SSC/ELAC to recruit parents from underrepresented families to leadership roles at the site-level (School Site Council and ELAC), and at the District-level DELAC. In addition, the District will continue outreach efforts through both print and digital resources made available in languages other than English.|4|4|3|4|4|5|4|5|5|5|4|5|Met||2026-06-22|2026
06616060000000|Maxwell Unified|3|Two-way communication between families and educators continues to be a strength and focus for the district. Based on data provided by the CAHKS and observations our families and parents feel that the school values their input and sees them as a valuable and important part of their child's education.|The district has purchased a new communication platform called Parent Square with the goal of streamlining all communication between school, students and parents. This will allow us to use 1 platform throughout the child's educational career at MUSD. Regular communication about student progress needs to be improved.|Virtual and in-person meetings will both be available to accommodate the needs of families. District will continue to do individual outreach to increase engagement.|The district continues to focus on student outcomes and partnering with families and stakeholders to increase the progress. Data shows, this is a strength of the district.|Professional development will continue to be offered for teachers and administrators to find ways to partner with parents.Staff will continue to share resources with families to help them at home. The new wellness center on campus will be a valuable tool for our families.|To increase engagement of underrepresented families the district will consider offering childcare and food at parent training and workshop events.|The district continues to offer multiple opportunities for families to engage in advisory groups on campus. In addition, surveys are sent out annually to gauge the progress and help guide the district.|The district needs to continue to do individual outreach to increase parent involvement at meetings. In addition, parents need to know how important their voice is. District constantly hears, everything is going well, so I don't need to come to a meeting. The district encourages all parents to play an active role in their child's education.|The district needs to continue to advertise meetings and events well in advance. Meetings should be scheduled with timing in mind to accommodate the working schedules of our parents.|4|4|4|4|4|3|4|4|4|3|3|3|Met||2026-06-24|2026
06616140000000|Pierce Joint Unified|3|Staff capacity in building trusting and respectful relationships with families is a highlight and has become part of the culture versus a new initiative. Full implementation in two-way communication and welcoming environments shows there is a reliable system across all sites.|Areas 2-4 are natural next steps to improve practice from full implementation to sustainability. When staff turnover occurs, new staff need to be trained in order to create sustainability.|Continue to utilize the Bilingual Family Support Specialists as additional resources to school sites to reach underrepresented families and to engage them in school processes. These Bilingual Family  Support Specialists already are becoming parent advocates as part of the District Attendance Review Team.|The LEA has continued to sustain building partnerships for student outcomes by fully implementing systems that provide families with information to support learning at home through Back-to-School Nights and Parent Conferences.|Increase formal training for administrators and teachers on how to partner with families with the resources provided.|"To increase engagement among underrepresented families, the LEA will continue to support parents from ""understanding"" their rights to ""exercising"" them in the school setting. District and site English Learner Parent meetings can support this work."|The LEA is showing high capacity with staff  in engaging families in advisory groups.|The LEA needs to focus on transitioning from a  rating of 4 to 5 on practice #10 by providing leadership training to parents who are on advisory committees.|DELAC continues to be a strong group representing English Learners.  To enhance engagement of underrepresented families, the LEA will continue to implement targeted outreach strategies and ensure equitable access to advisory groups and input opportunities. The addition of Bilingual Family Support Specialists will further support inclusive communication and remove language barriers that may hinder participation.|5|4|4|4|3|5|5|4|5|4|4|4|Met||2026-06-22|2026
06616220000000|Williams Unified|3|WUSD has purchased a communication platform (parent square) to increase and encourage 2-way communication between the school district/ sites and families. All sites have calendared  parent/ family engagement evenings to provide resources, support and relationship building opportunities throughout the year. Sites will also hold monthly opportunities for families to meet with the administrator at their student’s site in order to have informal conversations regarding site involvement, student support, as well as family support. WUSD provides translation services to increase parent and teacher  communication and involvement of English Learner parents in school activities and events.|WUSD will continue to focus on creating welcoming environments for our families as well as holding parent nights at all sites to provide resources, skill set, and information needed to access their student's education as well as be an active participant in the variety of parent committees we offer.|WUSD will continue to focus on creating welcoming environments for our families as well as holding parent nights at all sites to provide resources, skill set, and information needed to access their student's education as well as be an active participant in the variety of parent committees we offer. WUSD will continue to focus on providing information and resources to support student learning and development particularly with underrepresented families.|Our SEAL (Sobrato Early Academic Language) teachers TK-6 have been trained on strategies they can use to increase parent engagement in their child’s learning through project based learning at home and both parents and students presenting together their products in the classroom to other parents. School site staff continues to provide information and resources to support student learning and development in the home through SEAL implementation TK-6. In grades 7-12 site administration and staff increase parent engagement through college and career preparation presentations throughout the year. Parent resource nights provide information on the different ways parents can engage in the classroom, on campus, for fundraising or to be an input and decision-maker via the various committees the school district and school site have for parent engagement. WUSD continues to work on developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families.|WUSD has recently purchased a diagnostic program that will be given 3 times a year in both ELA and Math.  WUSD has also purchased a Social Emotional Screener to be given 2 times a year.  Both programs provide immediate feedback for teachers and families as well as a toolbox of activities, lessons and learning opportunities. Sharing this data and the toolbox with the families will help in building and strengthening  partnerships with families. WUSD is committed to provide social, emotional, and mental health services that better support all students in their social-emotional development, through a variety of opportunities such as Talk Space, Good Morning Club at Elementary Sites, Girls on the Run, Girls Circle, Challenge Day, Link Crew, WEB, and Second Step.|There is progress in building the capacity of and supporting principals and staff to effectively engage families in advisory groups. A focus area will continue to be encouraging parents, including underrepresented families, to be active partners in education with the school. We are continuously looking for ways to invite and include families to be active participants in their student's education. An area where we need to improve to continue to increase engagement of underrepresented families is supporting our staff to learn about each family’s strengths, cultures, languages and goals for their children|WUSD invites families to participate in site and district wide surveys, parent resource nights, focus groups, ELAC/DELAC, School Site Council, and PTO.  WUSD has strong participation in these areas, and would like to continue to broaden or expand the number of participants in all opportunities. Translation and child care is offered at the meetings held to gather input for decision making meetings.|As with most engagement activities, WUSD would like to encourage and promote growth in participation at all information/ input meetings held through-out the year. WUSD will continue to provide childcare and translation at all meetings to support the families that need this service. Using the new 2-way communication system we hope to reach all families to provide the information regarding all input decision-making meetings.|There is progress in building the capacity and supporting principals and staff to effectively engage families in advisory groups. A focus area will continue to be encouraging parents, including underrepresented families, to be active partners in education with the school. We are continuously looking for ways to invite and include families to be active participants in the input/ decision -making meetings that affect their student's education.|4|4|4|5|4|4|4|4|4|4|4|4|Met||2026-06-12|2026
07100740000000|Contra Costa County Office of Education|3|Based on the analysis of educational partner input and local data, Mt. McKinley has demonstrated continued progress in building positive relationships between school staff and families. The school has expanded communication and engagement efforts through multiple channels, including virtual and in-person meetings, parent newsletters, phone calls, home-school communication, and website updates. These efforts have increased opportunities for families to stay informed and actively participate in their child's education. Mt. McKinley has also strengthened outreach to Special Education and Spanish-speaking families by providing additional communication, resources, and support to help families better understand school programs and identify ways to support student success. To further enhance family engagement, the school successfully implemented a Parent Institute for Quality Education (PIQE) cohort and plans to expand to three cohorts in the upcoming school year. The school actively engages educational partners in decision-making and school improvement efforts through School Site Council (SSC) meetings. Students, staff, parents/guardians, and community members participate in the development, implementation, and monitoring of the Single Plan for Student Achievement (SPSA). The SSC regularly reviews student achievement data and helps guide the allocation of resources to address identified needs. Educational partners also provide input on the development and revision of the Local Control and Accountability Plan (LCAP) through both virtual and in-person engagement meetings. Additionally, Mt. McKinley has strengthened family-school connections by expanding opportunities for parents and guardians to participate in important school events. During the 2025-26 school year, families were able to attend graduation ceremonies both virtually and in person, increasing accessibility and engagement. These efforts have contributed to stronger partnerships between families and school staff and support the school's commitment to student success.|Based on the analysis of educational partner input and local data, Mt. McKinley's focus for improvement is increasing meaningful family engagement and strengthening two-way communication between school staff and families. While the school has expanded opportunities for family involvement, educational partner feedback indicates a need for additional opportunities for parents and guardians to participate in school activities, provide input, and build stronger connections with staff. To address this need, Mt. McKinley plans to increase the number and variety of family engagement opportunities, including parent forums, Open House events, coffee chats with the principal, parent education workshops, and additional Parent Institute for Quality Education (PIQE) cohorts. The school will also continue to solicit feedback through surveys and other engagement activities to better understand family needs and inform continuous improvement efforts. English Learner Advisory Committee (ELAC) meetings will be held as needed to ensure English learner families have opportunities to provide input and receive information regarding school programs and services. Additionally, Mt. McKinley will continue to strengthen communication by expanding the use of multiple communication platforms, including the school website, Aeries Parent Portal, parent newsletters, automated phone messages, emails, and direct outreach from staff. The Contra Costa County Office of Education will also continue updating and enhancing student and parent handbooks to ensure families receive clear and accessible information upon enrollment. Through these efforts, Mt. McKinley aims to increase family participation, improve communication, and strengthen partnerships between families and school staff in support of student success.|"Based on the analysis of educational partner input and local data, Mt. McKinley will continue implementing targeted strategies to engage underrepresented families and strengthen relationships between school staff and families. Due to the school's location within a juvenile detention facility, opportunities for daily, in-person family engagement are limited. As a result, the school has prioritized family engagement as a key focus area within its 2024–27 Local Control and Accountability Plan (LCAP). Specifically, Goal 4 of the LCAP, ""Engage parents/guardians, families, and community partners through education, communication, and collaboration to promote student success,"" includes several actions designed to increase engagement and remove barriers to participation. These actions include providing meaningful communication with families in both English and Spanish, increasing personal connections between school staff and families, distributing regular parent/guardian newsletters, expanding community partnerships, and ensuring translation and interpretation services are available when needed. Additionally, Mt. McKinley will continue utilizing multiple communication methods, including phone calls, virtual meetings, newsletters, and digital communication platforms, to ensure families remain informed and connected to their student's educational experience. The school will also seek ongoing feedback from families to better understand their needs and improve outreach efforts. Through these actions, Mt. McKinley aims to increase family participation, strengthen trust and communication, and ensure that all families, particularly those who have historically been underrepresented, have meaningful opportunities to engage with the school and support student success."|Based on educational partner input and local data, Mt. McKinley’s current strengths in building partnerships for student outcomes include maintaining regular communication with families through School Site Council (SSC) meetings, parent newsletters, School Messenger, and the Aeries Parent Portal. Family engagement efforts are also integrated into the development of Individualized Education Programs (IEPs) and transition plans, ensuring that parents and guardians are actively involved in important decisions related to student success. Mt. McKinley has made progress in expanding opportunities for meaningful family engagement beyond compliance-based activities. While the unique setting of the school presents challenges to traditional family involvement, the LEA continues to explore additional ways to strengthen two-way communication focused on student performance, wellbeing, and community building. As part of this effort, Mt. McKinley successfully implemented one Parent Institute for Quality Education (PIQE) cohort during the 2025–26 school year and plans to expand to three cohorts in 2026–27, providing families with increased opportunities to support student achievement and strengthen school-family partnerships.|Based on educational partner input and local data, Mt. McKinley’s focus for improvement in Building Partnerships for Student Outcomes is to strengthen and expand collaborative partnerships that support student achievement, postsecondary readiness, and overall well-being. The LEA plans to further develop partnerships with the Parent Institute for Quality Education (PIQE), probation, local community colleges, county educational partners, and parents/guardians to increase engagement, improve communication, and provide students with access to additional academic, social-emotional, and transition supports. While Mt. McKinley has established several structures to support family and community engagement, including monthly principal-parent check-in meetings, Title I parent meetings, and a PIQE cohort, the LEA recognizes the need to increase participation and deepen collaboration with families and community partners. Additional focus areas include expanding two-way communication, increasing family involvement in student planning and transition processes, and strengthening partnerships that connect students to counseling, scholarship, internship, and postsecondary opportunities. Mt. McKinley will continue to build staff capacity through trauma-informed practices and relationship-centered approaches to foster stronger connections between school staff, students, and families. These efforts are intended to ensure that partnership activities are responsive to student and family needs and contribute to improved student outcomes.|Mt. McKinley will improve engagement of underrepresented families identified during the self-reflection process by continuing to create a welcoming, inclusive, and culturally responsive environment for all students and families. The LEA will build upon its existing efforts, including providing culturally relevant curriculum and supports, dedicating professional development time to relationship-building strategies and culturally responsive teaching practices, and ensuring that all family communications are available in both English and Spanish. Translation services will continue to be available for meetings, and families will have access to bilingual mental health clinicians and tutoring opportunities to support student success. To strengthen partnerships that improve student outcomes, Mt. McKinley will continue to engage families through the development of Individual Learning Plans (ILPs), Individualized Education Programs (IEPs), transition plans, and participation in Parent Institute for Quality Education (PIQE) cohorts. These individualized planning processes provide opportunities for meaningful family involvement and shared decision-making. The LEA will also continue to gather feedback through annual family surveys and parent forums conducted in families’ preferred languages, as well as through monthly heritage month celebrations that foster connection and belonging. Additionally, Mt. McKinley will utilize available data to identify student and family needs, increase case management supports where appropriate, and strengthen communication pathways regarding student transitions into and out of the facility. These efforts are intended to improve engagement with underrepresented families, strengthen school-family partnerships, and support positive student outcomes.|Based on educational partner input and local data, Mt. McKinley’s strengths in Seeking Input for Decision-Making include establishing multiple opportunities for meaningful educational partner engagement and utilizing that feedback to inform school and district planning. Educational partners, including students, parents, staff, and community members, actively participate in the development, implementation, and monitoring of the Single Plan for Student Achievement (SPSA) through School Site Council (SSC) meetings. The SSC regularly reviews student achievement data, evaluates progress toward goals, and helps prioritize funding and resources to address identified areas of need. Mt. McKinley has also demonstrated progress by engaging educational partners throughout the development of the 2024–27 Local Control and Accountability Plan (LCAP). A series of stakeholder meetings conducted during the 2025–26 school year provided opportunities for students, families, staff, and community partners to share feedback regarding the LEA’s strengths, challenges, and priorities. This input directly informed the development and refinement of LCAP goals, actions, services, and metrics, ensuring that the plan reflected both local needs and state priorities. Educational partner feedback affirmed the need for new and revised actions to support students with disabilities, increase family and community engagement, strengthen English learner services, improve holistic student outcomes, and expand professional learning opportunities for staff. In addition, stakeholder input led to the development of a targeted Social-Emotional Learning (SEL) goal to better support student well-being. These efforts demonstrate Mt. McKinley’s commitment to using educational partner feedback as a key component of continuous improvement and decision-making.|Based on educational partner input and local data, Mt. McKinley’s focus for improvement in Seeking Input for Decision-Making is to strengthen and expand opportunities for meaningful two-way communication and stakeholder participation. Through the School Site Council (SSC), LCAP educational partner engagement process, and parent education opportunities, Mt. McKinley provides families with training and opportunities to share feedback that informs strategic planning and school improvement efforts. Parent education programs also help families develop advocacy skills to support both their students and themselves. To build upon these efforts, Mt. McKinley will continue exploring additional strategies to increase participation and engagement among students, families, staff, and community partners. Focus areas include improving accessibility through multilingual communication, offering flexible meeting formats, and implementing targeted outreach efforts to ensure that all educational partners have meaningful opportunities to provide input. The LEA will also continue to strengthen feedback loops by communicating how stakeholder input is used to inform decisions regarding student achievement, school climate, student well-being, and resource allocation. Additionally, Mt. McKinley will continue to utilize stakeholder feedback to refine programs, services, and supports while fostering greater educational partner ownership of school improvement initiatives. These efforts are intended to increase participation in decision-making processes and ensure that school priorities reflect the needs and perspectives of the communities served.|Mt. McKinley will improve engagement of underrepresented families in decision-making by continuing to gather and utilize feedback from multiple data sources, including Social-Emotional Learning (SEL) surveys, Local Indicator Data, the California Healthy Kids Survey, DataQuest, the California School Dashboard, parent surveys, and stakeholder feedback sessions. This information will be used to inform the development, implementation, and evaluation of programs and services designed to meet the needs of underrepresented student groups and their families. To ensure that all families have meaningful opportunities to provide input, Mt. McKinley will continue to improve its engagement practices through surveys, pre- and post-assessments, parent testimonials, and targeted outreach efforts. The LEA will focus on reducing barriers to participation by providing multilingual communication, translation services, and flexible opportunities for families to share their perspectives. Feedback gathered from students and families will be used to make continuous improvements to school programs, services, and supports. Additionally, Mt. McKinley will continue to prioritize equity initiatives and collaborate with an equity consultant to better understand and address the needs of the diverse communities it serves. The LEA will also work to increase the diversity of parent participation in school decision-making processes, ensuring that underrepresented families are represented and that their voices help shape school priorities, programs, and improvement efforts.|4|5|4|4|4|4|3|4|5|4|5|5|Met||2026-06-10|2026
07100740114470|Making Waves Academy|3|Families have access to ParentSquare as a consistent communication tool, allowing them to contact teachers directly and receive timely updates related to student learning and behavior. This platform has supported the school’s broader effort to maintain more consistent, transparent, and accessible communication between home and school.  At the start of the school year, the school held reorientation meetings for families to establish shared expectations and strengthen school-family partnerships. Throughout the year, the school has remained responsive to family concerns and feedback. Engagement efforts have included monthly Parent Talk sessions, two rounds of advisory family conferences, and three parent workshops, including sessions facilitated by the school social worker.  In addition, the school has intentionally sought family and community input to inform decision-making and strengthen collaboration. Participation in the annual climate survey was strong, with 88% of families in grades 5–10 and 86% of students completing the survey. This level of participation provides meaningful feedback to guide ongoing improvement efforts.|While engagement structures are in place, there remains a need to further strengthen school connectedness and ensure that all students and families feel a strong sense of belonging. Student feedback indicates that some students continue to feel disconnected, particularly in relation to race and culture. As a result, a key focus area is building a more inclusive and affirming school community.  Future efforts will focus on deepening relationships between families and school staff through increased opportunities for in-person engagement on campus, continued expansion of parent education workshops and resources, and more proactive and transparent communication practices (including email, ParentSquare, and phone outreach). The school will also continue to build trust through consistency, responsiveness, and recognition of contributions from families, staff, and volunteers, while celebrating the diversity of the school community.|To better engage underrepresented families, the school is implementing targeted strategies to increase access to support and strengthen two-way communication. These include sharing a localized resource guide to connect families with external services, improving individualized communication for higher-need students through weekly communication logs, and developing an RTI (Response to Intervention) team to review referrals and make data-informed decisions about student support. Families will be included in this process as the team is established to ensure collaboration in supporting student needs.|The Student Support and School Discipline (SSSD) team actively engages parents and guardians throughout the behavior support process. Families receive ongoing communication regarding student progress, campus updates, and opportunities to partner with the school in supporting student success. In addition, the SSSD team regularly meets with students receiving Tier 3 interventions, including those with high-level behavioral or safety concerns and students with additional identified needs.  This intentional partnership with families, combined with a continued emphasis on Restorative Practices and Other Means of Correction in lieu of suspension when appropriate, has contributed to a significant reduction in suspension rates. Current suspension data reflects an approximate 85% decrease compared to the same point in the prior school year, including reductions among special populations such as students with IEPs, Black/African American students, and English Learners.  Special population suspension rates include:  0% Black/African American students (down from 19% in 2024–25) 3% students with IEPs (down from 18% in 2024–25) 3% Long-Term English Learners  As a result of these improvements in restorative practices, intervention systems, and reduced suspension rates, the school was removed from Differentiated Assistance in Spring 2026.  In addition, the SSSD team launched Skillbuilding Small Groups in semester two to address identified needs related to anxiety and stress management. The school also implemented year-round check-in cycles and weekly mentorship structures (six-week progress monitoring cycles tied to individualized goals). Staff have received ongoing, data-informed professional development focused on de-escalation strategies and strengthening relationships with students and families, contributing to improved school climate and reduced classroom referrals.|Moving forward, the school will continue to ensure that its vision and mission remain central to decision-making and that systems are aligned to student outcomes and the Profile of a Graduate. A key focus area is expanding opportunities for reciprocal learning between the school, families, and community organizations to strengthen partnerships that support student success.  The school will also continue to maintain a student representative on the Board to ensure student voice is consistently included in governance and decision-making processes.  Another area of focus is strengthening Tier 1 Social-Emotional Learning (SEL) supports for all students through more consistent and intentional programming within advisory or homeroom structures, ensuring equitable access to foundational social-emotional development for all students.|To further improve engagement of underrepresented families, the school will continue to align department goals with student data and the Profile of Graduate to strengthen coherence and cross-collaboration across leadership teams.  Key strategies include offering flexible engagement opportunities for families, including virtual meetings and varied scheduling options to accommodate different needs. The school will also continue providing consistent and accessible communication to families, including translated materials and the use of communication platforms that support automatic translation, ensuring information is accessible to all families regardless of language or schedule constraints.|The current strengths and progress for seeking input for decision making include multiple feedback mechanisms including surveys, Parent Talk Sessions, Back-to-School night events, and department-led programming with feedback loops. Regular engagement takes place with stakeholders, ensuring that their voices are heard throughout the decision making process. School leaders demonstrate responsiveness by actively sharing how the programming is connected to yielding positive student outcomes, addressing concerns raised by families, and building trust and confidence in the decision making process.|The focus areas for improvement in seeking input for decision making include diverse representation that reflects the school's commitment to inclusivity and equity; Data-based decisions ensuring decisions are grounded in data and research-based evidence; Continuous improvement in seeking input for decision making, regularly evaluating the effectiveness of feedback and adjusting as needed to better meet the student and family needs.|The engagement of underrepresented families will take place by ensuring families have multiple pathways to provide feedback, this process will help build trust and encourage continue engagement|3|4|3|3|4|3|3|2|4|2|3|3|Met||2026-06-15|2026
07100740126805|Richmond Charter Academy|3|We recognize families as essential partners in student success and prioritize meaningful family engagement through communication, education, and opportunities for participation. We encourage families to participate in school-wide events such as Back-to-School Night, Open House, orientation programs, academic information sessions, and community celebrations that strengthen connections between home and school.  We communicate regularly with families through ParentSquare, school newsletters, emails, phone calls, and other outreach efforts. Communications are provided in multiple languages, including English, Spanish, and Chinese, as appropriate to the needs of our community.  The school also provides regular opportunities for families to review student academic progress, learn about available supports and programs, and engage with staff regarding student achievement and well-being. Student leadership groups frequently collaborate with staff to support school events that foster a sense of belonging and strengthen our school community.  Additionally, our multi-tiered system of support provides targeted academic and social-emotional interventions for students who require additional assistance. Supports include tutoring, organizational coaching, progress monitoring, and ongoing communication with families regarding student growth and achievement. Through these efforts, we continue to strengthen partnerships between home and school while promoting positive outcomes for students.|While we have made progress in strengthening relationships between school staff and families, educational partner feedback and local data indicate opportunities to further increase family participation and ensure all families feel welcomed, valued, and empowered to engage in their child's education.  Moving forward, we will expand opportunities for grade-level specific engagement activities, increase informal community-building events, and continue evaluating participation trends to identify barriers to engagement. Particular attention will be given to ensuring communication methods, event timing, and engagement opportunities meet the diverse needs of families across our community.|We serve a diverse student population and remain committed to removing barriers that may limit family participation. To improve engagement among underrepresented families, we will continue offering flexible meeting schedules, virtual participation options, interpretation and translation services, and multilingual communications.  The school will continue leveraging community outreach staff and trusted school relationships to connect families with school resources and opportunities for involvement. By creating accessible and inclusive opportunities for participation, we seek to ensure all families are able to contribute meaningfully to their child's educational experience.|We provide staff training focused on effective family engagement practices and recognize that strong partnerships with families contribute directly to positive student outcomes. The school regularly conducts Student Success Team meetings, parent conferences, and intervention planning sessions to monitor student progress and identify appropriate supports.  Families receive information and training related to academic expectations, study skills, attendance, college and career readiness, and strategies for supporting learning at home. Community events, family workshops, and advisory meetings provide opportunities for families to collaborate with staff and contribute to school improvement efforts.  We also partner with community-based organizations to provide additional support for students and families, including services for multilingual learners, newcomer families, students experiencing housing instability, and other student groups requiring additional support. These partnerships help ensure students and families have access to the resources necessary for academic and social-emotional success.|Educational partner feedback and local data identified opportunities to strengthen staff capacity to build trusting and sustained relationships with families, particularly in light of recent staff turnover. We recognize that stable and positive relationships are critical to creating strong partnerships that support student achievement.  To address this need, we will continue investing in staff retention efforts, mentorship opportunities for new staff, and professional learning focused on culturally responsive family engagement practices. Additionally, we will use data from the YouthTruth survey and other local measures to identify trends, evaluate program effectiveness, and inform future engagement strategies.  Priority improvement areas include expanding two-way communication opportunities, increasing family leadership and decision-making opportunities, celebrating student and family successes, and utilizing disaggregated data to better target supports and interventions.|We will continue improving engagement among underrepresented families by ensuring interpretation and translation services are available during meetings, conferences, and school events. These supports allow families to participate fully in discussions regarding student achievement and educational planning.  Additionally, we will continue providing information regarding graduation requirements, college and career pathways, and the U.S. educational system to families who may be less familiar with these processes. Building family understanding of academic expectations and postsecondary opportunities strengthens partnerships and supports improved student outcomes.|We actively seek educational partner input and incorporate family perspectives into decision-making processes at both the school and organizational levels. Families participate in the development and refinement of school priorities, LCAP goals, and improvement initiatives through committees, surveys, advisory groups, and public meetings.  Multiple opportunities for participation are provided through committees such as Family Staff Teams, ELAC, school safety committees, and other advisory groups. Communication supports, including translation and interpretation services, help ensure broad access and participation for all families.  These efforts demonstrate our commitment to shared decision-making and continuous improvement through meaningful educational partner engagement.|Educational partner feedback indicates a need to provide earlier notification and additional opportunities for family participation in decision-making activities. We recognize that advance planning and multiple engagement opportunities increase participation and improve representation across stakeholder groups.  We will strengthen communication timelines and provide earlier notice of meetings, surveys, and engagement opportunities to maximize participation and ensure a wider range of perspectives are included in decision-making processes.|To increase participation among underrepresented families, we will continue expanding outreach efforts through multilingual communication, interpretation services, virtual meeting options, and targeted recruitment for advisory groups and committees.  The school will work closely with community outreach personnel and staff to identify and encourage participation from families whose voices may be underrepresented in decision-making processes. Through these efforts, we seek to create a more inclusive and representative system of educational partner engagement.|5|5|5|5|5|5|5|5|4|4|4|4|Met||2026-06-11|2026
07100740129528|Caliber: Beta Academy|3|High Overall Satisfaction: 93% of families report being satisfied with the school, and 92% would recommend it to others,. Welcoming and Motivating Environment: 86% of families feel that school administrators create an environment that helps children learn, and 88% report that their children enjoy going to school,. Sense of Belonging and Diversity: The school has made significant progress in fostering inclusive relationships, with 85% of families stating their child feels a sense of belonging and 83% believing the school values the diversity of children’s backgrounds,. Mutual Respect: A strong majority of respondents (81%) believe that students at the school have respect for the staff, indicating a healthy relational climate.|While overall satisfaction is high, and the school has seen major improvement over the last three years in school safety ratings, only 63% of families feel it is easy for a student to get help from an adult if they are bullied, showing opportunities for further improvement. Improving the effectiveness and transparency of the school's response to these issues is a critical priority for maintaining trusting relationships.|"Data reveals that only 60% of Special Education families feel their child is comfortable asking for help from adults, significantly lower than the 72% school-wide average. The school will leverage its ""Full Implementation"" status in staff capacity building to ensure teachers and staff develop more personalized, trusting relationships with these students to bridge this comfort gap."|Academic Preparation: 89% of families feel the school is successfully preparing their child for the next academic year. Productive Learning Environment: 86% of families believe that school administrators create an environment that helps children learn. Instructional Engagement: The school demonstrates strength in matching instruction to student needs, with 83% of families stating that teaching styles match their child's learning style and 84% reporting that classroom lessons are motivating. Student Wellbeing: Partnerships are bolstered by high levels of student satisfaction, as 88% of families report that their children enjoy going to school and 85% feel their child has a sense of belonging|"Empowering Family Advocacy: According to the CBA self-reflection tool, while the school has reached ""Full Implementation"" in supporting staff capacity and home learning resources, it is currently at the ""Initial Implementation"" stage for supporting families to understand and exercise their legal rights and advocate for their students. Strengthening this practice will ensure families are not just recipients of information but active, informed partners in their children's educational pathways"|Only 60% of Special Education families report that their child is comfortable asking for help from adults, which is significantly lower than the 72% reported by all families. To improve student outcomes, the school will focus on building the capacity of these families to partner with teachers to foster self-advocacy skills in students, moving this from a school-led effort to a true home-school partnership|High Overall Satisfaction: The success of the school's leadership and decision-making is reflected in the 93% of families who report being satisfied with the school and the 92% who would recommend it to others. Cultural and Diversity Alignment: Families feel the school's decision-making reflects their values, with 83% stating the school values the diversity of children’s backgrounds and 82% reporting that the school is a good fit given their child’s cultural background. Supportive Leadership: 86% of families believe that school administrators create an environment that helps children learn, indicating that the decisions made by leadership are viewed as effective by the majority of the community|"The primary focus areas for improvement in Seeking Input for Decision-Making involve transitioning from providing input opportunities to fostering deeper collaborative leadership. While the school has reached ""Full Implementation"" in supporting staff to seek input, it needs to focus on building the capacity of family members to effectively participate in advisory groups and school-level decision-making."|Caliber Beta Academy will look to recruit more parents of students with disabilities to run for a position on the SSC and ELAC, such that more parent voice in this area is built into the school decision making process.|4|4|4|4|4|4|4|4|4|3|4|3|Met||2026-06-18|2026
07100740129684|Summit Public School K2|3|Summit K2 has consistently worked hard to ensure that we are working with our community to support strong family and caregiver relationships with the school. This work has been intentional and through our direct work with our families, we have grown our capacity to sustain relationships that ensure all students in our school community are supported in their goals. To rate our progress we examined the feedback we have received from families through our annual parent and student survey results.|We have received really important feedback but have room for improvement in participation rates. At the same time, we have increased the ways in which we engage our families through regular established engagement activities at the school. We hold annual evening Town Halls, with simultaneous translation services and childcare where families were able to have meaningful engagement with the executive director and the Summit leadership directly through a neutrally facilitated circle discussion.|Focus Area for Improvement: Summit K2 has made great strides in building strong relationships within our community and remains a priority area for the school. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.|By reviewing a number of explicit data points, the school has been able to evaluate progress on this indicator.  We examined: Professional Development structure and survey Parent newsletters (+language access) (analytics) Personalized Learning Plan meetings (parents/caregiver:student:mentor) Policy accessibility on website  Through 1:1 conferences, parents are shown how to monitor their child's progress and how to access resources that will support them in this effort. The online learning platform makes the curriculum, including scaffolds, easily available to families so that they can see what is expected of their students and know how to support them in completing their work.  The school holds a specific tech training for families so they know how to use these resources and follows up with individual support for parents as needed. Support staff have been trained to support all parents who come in person to show them how to use the resources available and provide on the spot tutorials as needed.  Additionally, parents are encouraged to regularly reach out to their child's mentor to get more specific information about their child's progress and how to go about working with specific teachers.  The school is very explicit in all communications the value that parents bring to supporting their child's academic successes.|Summit K2 is explicit in training leaders, teachers and support personnel in the importance of parents as equal partners.  During professional development at the beginning of the year and then throughout the year the role that parents play is discussed and training for how to engage parents is provided.  Prior to 1:1 parent conferences, there is specific training for how to hold these meetings in a way that respects parents and encourages their participation.  The Community Engagement Manager ensures that we are implementing and coordinating parent programs, such as the parent education series, in a way that encourages and validates the contributions of parents.|Summit K2 utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate.    Additionally, the school ensures that parents/caregivers of migratory children are engaged.  This includes meeting with families prior to a departure and then again when they return.  The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized.|At Summit K2, one of our core beliefs is that the best results come from collaboration vs. individual contribution. As a result we strive for radical collaboration in all we do. In order to engage in effective collaboration, we dedicate significant energy to receiving robust input from all stakeholders. We believe that knowing the true status of a situation is critical to informating a solution and to understand status, all families, teachers, school leaders, and network team members must contribute.|In a review of this section, we looked to our community attendance and participation in engagement events including the Town Hall and board meetings. School leaders regularly receive executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engaging families in advisory groups and with decision-making.|Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and  to plan, design, implement and evaluate family engagement activities.  Outreach with our community and supporting an infrastructure that enables parent engagement in our school and culture remain a focus area.|4|4|4|3|3|4|4|4|4|3|4|4|Met||2026-06-11|2026
07100740134114|Contra Costa School of Performing Arts|3||||||||||||||||||||||Not Met For Two or More Years|||2026
07100740137026|Invictus Academy of Richmond|3|Invictus Academy of Richmond has continued to strengthen relationships between school staff and families through a deliberate investment in communication, relationship-building, and family engagement. Each summer, teachers receive professional development on effective parent communication, including expectations for documenting outreach and strategies for building positive relationships with families from the start of the school year. Staff are trained to proactively share positive feedback about students and are provided dedicated time throughout the year to make phone calls, send emails, and communicate with families via text. The school also provides professional development to prepare teachers for its twice-yearly student-led conferences, ensuring these meetings are positive, collaborative, and focused on strengthening partnerships between families and the school. Educational partner feedback and parent survey data indicate that families feel well-informed about their child’s academic progress and supported by school staff. Through these efforts, Invictus has made meaningful progress in fostering trust, maintaining strong lines of communication, and building productive relationships between families and educators that support student success.|Based on educational partner feedback and local data, Invictus Academy of Richmond's primary focus for improvement in building relationships between school staff and families is increasing family participation and engagement in school events. While survey data indicates that families generally feel informed about their child's progress and supported by school staff, participation rates at family engagement events remain inconsistent. In response, the school is working to expand opportunities for meaningful family involvement, improve communication about engagement opportunities, and offer a wider variety of events that reflect the interests and needs of students and families. Through these efforts, the school aims to deepen partnerships with families and increase their active participation in supporting student success and shaping the school community.|Based on educational partner feedback and local data, Invictus Academy of Richmond will continue to focus on increasing engagement among families who have historically participated at lower rates in school events, feedback opportunities, and leadership activities. The school will utilize multiple communication methods, including phone calls, text messages, emails, and in-person outreach, to ensure families receive information in accessible and timely ways. Invictus will continue offering flexible opportunities for engagement, including virtual and in-person meetings, and will seek family input through surveys, conferences, and schoolwide planning processes such as the LCAP. Staff will leverage existing relationships with families, particularly through attendance outreach, student-led conferences, and individualized support meetings, to encourage greater participation and gather feedback from families whose voices may be underrepresented. The school will also monitor participation data to identify gaps in engagement and adjust outreach strategies as needed to ensure all families have meaningful opportunities to contribute to their student's success and the broader school community.|Invictus Academy of Richmond has demonstrated strength in building partnerships that support positive student outcomes through consistent collaboration among families and staff. Families receive a weekly progress report that includes grades, attendance, and behavior data, ensuring they have regular access to information about their child's performance and can partner with the school to address concerns early. The school also requires all students and families to participate in parent conferences twice each year. These conferences are designed to be collaborative and relationship-centered, with teachers sharing academic progress and providing families with specific strategies to support learning at home. For high school families, Invictus hosts college access events that help students and families navigate the college-going process, financial aid, and postsecondary planning. Educational partners have highlighted the dedication of staff and the individualized support provided to students through interventions, mentoring, attendance supports, counseling services, and college and career planning. Together, these efforts create strong partnerships between families and the school that support student engagement, academic growth, and college and career readiness.|Based on educational partner feedback and local data, Invictus Academy of Richmond's primary focus for improvement in building partnerships for student outcomes is increasing family participation in activities and programs that support student success beyond required communications and conferences. While families consistently receive information about student progress through weekly progress reports and participate in mandatory conferences, the school seeks to increase engagement in college access events, parent education opportunities, school planning processes, and other activities designed to support student achievement and postsecondary readiness. Educational partner feedback also highlighted a desire for additional student enrichment opportunities, extracurricular activities, and college visits, reinforcing the importance of strengthening partnerships between families, students, and the school around these experiences. Moving forward, Invictus will continue to expand opportunities for family involvement, improve awareness of available supports and resources, and strengthen two-way communication to ensure families are active partners in supporting academic achievement, attendance, college readiness, and overall student well-being.|Based on educational partner feedback and local data, Invictus Academy of Richmond will improve engagement of underrepresented families by increasing targeted outreach and creating additional opportunities for meaningful participation in activities that support student success. The school will continue to utilize multiple communication methods, including phone calls, text messages, emails, weekly progress reports, and conferences, to ensure families receive timely and accessible information about their student's academic, attendance, and behavioral progress. Staff will leverage existing relationships with families to encourage participation in college access events, parent education opportunities, school planning processes, and other programs designed to support student outcomes. Invictus will also offer a variety of engagement opportunities, including both virtual and in-person options when possible, to reduce barriers to participation. Additionally, the school will monitor participation data to identify groups of families who may be underrepresented and adjust outreach efforts accordingly. Through these strategies, Invictus aims to ensure all families have equitable opportunities to engage as partners in supporting student achievement, college and career readiness, attendance, and overall well-being.|Invictus Academy of Richmond has established multiple structures to gather educational partner input and incorporate stakeholder perspectives into school decision-making. The school regularly seeks feedback from students, families, staff, and community partners through surveys, meetings, conferences, and formal engagement processes, including the development of the Local Control and Accountability Plan (LCAP). The Family Advisory Committee provides meaningful input on school budgeting, long-term planning, and school priorities. When considering significant programmatic changes, Invictus creates opportunities for family feedback through tools such as Coffee & Donuts, surveys, and town halls. For example, when the school considered adding an additional minimum day to the bell schedule, families were surveyed and their feedback informed the final decision. The school also administers family surveys twice each year and uses the results to guide planning and continuous improvement efforts for the following school year. Staff and student feedback are similarly gathered through surveys, meetings, and direct input opportunities. Educational partner feedback has directly influenced school priorities, including investments in student activities and enrichment opportunities, expanded extracurricular offerings, college access experiences, and ongoing improvements to school culture and climate. These practices demonstrate Invictus's commitment to collaborative decision-making and continuous improvement informed by stakeholder voice.|Based on educational partner feedback and local data, Invictus Academy of Richmond's primary focus for improvement in seeking input for decision-making is increasing participation and representation among all stakeholder groups, particularly families and students whose voices may be underrepresented in feedback processes. While the school has established multiple opportunities for educational partners to provide input through surveys, committees, meetings, and planning processes, participation levels vary across groups. To strengthen family voice and leadership opportunities, the school plans to support the revival of its Parent-Teacher Association (PTA) as an additional avenue for families to provide input, collaborate with school leadership, and contribute to school improvement efforts. The school also seeks to increase awareness of engagement opportunities, improve response rates to surveys and feedback requests, and ensure that stakeholder input reflects the diversity of the school community. Invictus will continue refining its communication and outreach strategies to encourage broader participation and will strengthen efforts to close the feedback loop by communicating how stakeholder input influenced decisions. Through these efforts, the school aims to ensure that decision-making is informed by a more representative range of perspectives and experiences.|Based on educational partner feedback and local data, Invictus Academy of Richmond will improve engagement of underrepresented families in decision-making by expanding outreach efforts and increasing opportunities for participation through a variety of accessible formats. The school will continue to gather input through surveys, town halls, family meetings, the Family Advisory Committee, and the LCAP development process while utilizing multiple communication methods, including phone calls, text messages, emails, and in-person outreach, to ensure families are aware of opportunities to participate. The school also plans to support the revival of its PTA to create an additional structure for family leadership and engagement. To reduce barriers to participation, Invictus will offer opportunities for feedback at different times and through multiple formats, including virtual and asynchronous options when appropriate. The school will monitor participation data to identify stakeholder groups that may be underrepresented and will adjust outreach strategies accordingly. Additionally, Invictus will continue to communicate how family feedback influences school decisions, helping families see the impact of their participation and encouraging ongoing engagement in school planning and improvement efforts.|4|4|4|5|4|4|4|4|4|4|4|3|Met||2026-06-03|2026
07100740730614|Golden Gate Community|3|Based on the analysis of educational partner input and local data, Golden Gate has demonstrated continued growth in building strong relationships between school staff and families. The 2026 California Healthy Kids Survey (CHKS) showed that parent perceptions of parental involvement increased to 48%, up from a baseline of 27%. Additionally, the number of parent forum meetings increased from 11 to 15, providing families with more opportunities to engage with school leadership and provide input.  Golden Gate has expanded communication with families through virtual and in-person meetings, parent newsletters, individual outreach, and school websites. Targeted efforts have been made to increase engagement with Special Education and Spanish-speaking families by providing additional support, resources, and communication to help families better understand school programs and support student success.  The school also strengthened family engagement through two Parent Institute for Quality Education (PIQE) cohorts, with plans to expand to three cohorts next year. Families, students, staff, and community members actively participated in the development, implementation, and monitoring of the Single Plan for Student Achievement (SPSA) through School Site Council (SSC) and English Learner Advisory Committee (ELAC) meetings.  Additionally, Golden Gate continues to support families through food pantries at three school sites, helping address basic needs while strengthening school-family partnerships. These efforts have contributed to increased family engagement and stronger relationships between families and school staff.|Based on the analysis of educational partner input and local data, Golden Gate's focus for improvement is increasing meaningful family engagement and ensuring all families feel connected to and informed about their child's educational experience. While the school hosts monthly principal-parent meetings, conducts PIQE cohorts, and provides Title I parent education opportunities, participation data and educational partner feedback indicate a need to expand outreach to families who have traditionally been less engaged.  To address this need, Golden Gate will continue leveraging its bilingual administrative support to strengthen communication with multilingual families and will explore additional methods for gathering parent feedback and increasing participation in school activities and decision-making processes. The school will also continue implementing restorative practices to strengthen relationships between staff, students, and families, ensuring families feel welcomed and valued as partners in student success.  Additionally, Golden Gate will focus on increasing awareness and utilization of available student and family supports, including on-site mentoring, counseling services, scholarship opportunities, internships, and community resources. By expanding engagement opportunities and strengthening two-way communication, Golden Gate aims to further increase parent participation, improve family-school partnerships, and foster a stronger sense of belonging among all educational partners.|Based on the analysis of educational partner input and local data, Golden Gate will continue to strengthen engagement with underrepresented families by creating a welcoming, inclusive, and culturally responsive school environment. The school remains committed to developing and implementing culturally relevant curriculum and student supports that reflect and honor the diverse backgrounds of its students and families. To further this work, Golden Gate will incorporate relationship-building strategies and culturally responsive teaching practices into its professional development plan to ensure staff are equipped to effectively engage and partner with all families.  Golden Gate also works to foster a sense of belonging by recognizing and celebrating various heritage months throughout the school year and ensuring that school communications are accessible to families. All major communications are provided in both English and Spanish, and translation services are available for meetings and school events. Additionally, families have access to bilingual supports, including tutoring services, mental health clinicians, and a bilingual School Administrative Assistant who helps facilitate communication and connection between home and school.  To ensure underrepresented families have opportunities to share their perspectives and influence school decisions, Golden Gate regularly gathers feedback through annual surveys, parent forums, School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. The school will continue using this feedback to identify barriers to engagement, improve communication, and strengthen partnerships with families who have historically been underrepresented in school activities and decision-making processes.|Based on the analysis of educational partner input and local data, Golden Gate has demonstrated continued progress in building partnerships that support improved student outcomes. The school has established strong collaborative relationships with educational partners, including the Contra Costa County Office of Education, Renaissance STAR, and Edgenuity, to provide targeted professional development and instructional support. These efforts have contributed to measurable academic growth, with 52% of long-term students demonstrating improvement in English Language Arts (ELA) and 60% showing growth in Mathematics as measured by Renaissance STAR assessment data.  To further strengthen instructional capacity, Golden Gate partnered with organizations specializing in English Language Development (ELD), Science, Social-Emotional Learning (SEL), and Mathematics to provide staff with high-quality professional learning opportunities aligned to student needs. These partnerships have helped build staff knowledge and improve instructional practices to better support student achievement.  Golden Gate has also made significant strides in strengthening partnerships with families. The school continues to expand communication and engagement efforts through School Messenger, parent education cohorts, and an increasing number of bilingual staff members. Families are provided multiple opportunities to participate in school planning and decision-making through Title I Parent Meetings, School Site Council (SSC), English Learner Advisory Committee (ELAC) meetings, and monthly principal-led family meetings. These structures promote ongoing collaboration, increase transparency, and ensure family voices are incorporated into school improvement efforts.  Through these partnerships with staff, families, and community organizations, Golden Gate continues to build a collaborative culture focused on improving student achievement, increasing family engagement, and supporting the overall success and well-being of all students.|Based on the analysis of educational partner input and local data, Golden Gate's focus for improvement is increasing meaningful family participation and strengthening partnerships that directly support student achievement, attendance, and overall well-being. While the school provides multiple opportunities for family engagement through monthly principal-parent meetings, PIQE cohorts, Title I Parent Meetings, and ELAC meetings, feedback indicates a need to increase participation among families who have traditionally been less involved in school activities and decision-making processes.  To address this need, Golden Gate will continue expanding communication and outreach efforts through bilingual supports, School Messenger, and family education opportunities. The school will also strengthen partnerships with families by increasing awareness of available academic, social-emotional, and post-secondary supports, including counseling services, mentoring programs, scholarships, and internship opportunities.  Additionally, Golden Gate will continue implementing restorative practices and relationship-building strategies to foster trust, improve communication, and create stronger connections between staff, students, and families. By increasing family engagement and ensuring that educational partners are actively involved in supporting student success, Golden Gate aims to further improve student outcomes and strengthen school-family partnerships.|Based on the analysis of educational partner input and local data, Golden Gate will continue to strengthen engagement with underrepresented families by creating inclusive, culturally responsive, and accessible opportunities for participation in their children's education. The school remains committed to implementing culturally relevant curriculum and student supports that reflect the diverse backgrounds and experiences of its students and families. Additionally, Golden Gate will dedicate professional development time to relationship-building strategies and culturally responsive teaching practices to strengthen staff capacity to engage effectively with all families.  To improve accessibility, Golden Gate ensures that school communications are provided in both English and Spanish and offers translation services for meetings and school events. Families also have access to bilingual supports, including tutoring services, mental health clinicians, and a bilingual School Administrative Assistant who helps facilitate communication and connection between home and school.  The school actively seeks family input through annual surveys, parent forums, School Site Council (SSC), and at least four English Learner Advisory Committee (ELAC) meetings each year, with opportunities for families to provide feedback in their native language. Golden Gate also celebrates monthly heritage and cultural recognition events to foster a sense of belonging and strengthen connections between families and the school community.  By continuing to remove language barriers, expanding culturally responsive practices, and increasing opportunities for meaningful family participation, Golden Gate aims to strengthen partnerships with underrepresented families and ensure they play an active role in supporting student success and school improvement efforts.|Based on the analysis of educational partner input and local data, Golden Gate has demonstrated a strong commitment to seeking stakeholder input to inform decision-making and continuous improvement efforts. The school utilizes multiple avenues throughout the year to gather feedback from students, families, staff, and community partners, ensuring that diverse perspectives are represented in school planning and program development.  Golden Gate administers annual surveys to collect feedback on school programs, climate, communication, and student supports. Additional input is gathered through School Site Council (SSC), English Learner Advisory Committee (ELAC), and Local Control and Accountability Plan (LCAP) educational partner meetings, where stakeholders provide recommendations regarding school priorities, student needs, and resource allocation. The school also collects feedback during bi-annual transition meetings, Title I Parent Meetings, School Attendance Review Team (SART) meetings, and School Attendance Review Board (SARB) meetings.  Feedback gathered through these processes is reviewed and incorporated into school improvement efforts, including the development and monitoring of the Single Plan for Student Achievement (SPSA), family engagement initiatives, and student support programs. These ongoing opportunities for stakeholder participation have strengthened educational partner engagement and ensured that school decisions are informed by the needs and experiences of the Golden Gate community.|Based on the analysis of educational partner input and local data, Golden Gate's focus for improvement is increasing participation and representation in decision-making processes, particularly among families who have traditionally been less engaged. While the school provides numerous opportunities for stakeholder input through Back-to-School Night, School Site Council (SSC), LCAP educational partner meetings, School Attendance Review Team (SART) meetings, School Attendance Review Board (SARB) meetings, PIQE cohorts, and monthly principal meetings, the school recognizes the need to further expand participation and ensure that all voices are represented.  To address this area for growth, Golden Gate will continue exploring additional strategies to strengthen two-way communication with students, families, and staff regarding student achievement, school climate, and overall well-being. The school will focus on increasing accessibility through multilingual communication, flexible meeting formats, and targeted outreach efforts to encourage broader participation. Golden Gate will also continue using stakeholder feedback to inform school planning, improve programs and services, and strengthen educational partner ownership of school improvement efforts.|Based on the analysis of educational partner input and local data, Golden Gate will continue to strengthen engagement with underrepresented families by creating more accessible and inclusive opportunities for participation in school decision-making. The school will actively seek feedback from families through surveys, pre- and post-assessments, parent forums, and testimonials to better understand their experiences, needs, and perspectives. Feedback will be collected in families' preferred languages whenever possible to reduce barriers to participation and ensure all voices are heard.  Golden Gate will continue prioritizing equity-focused practices and partnering with equity consultants to better understand and address the needs of historically underrepresented student groups and families. The school will use stakeholder feedback to inform school improvement efforts, family engagement strategies, and student support services.  Additionally, Golden Gate will work to increase diversity in parent participation by expanding outreach efforts, providing translation and interpretation services, and offering multiple opportunities and formats for engagement. Through these efforts, the school aims to ensure that all families, particularly those who have traditionally been underrepresented, have meaningful opportunities to provide input and contribute to decisions that impact student success and school improvement.|4|5|4|4|4|4|3|4|5|5|5|5|Met||2026-06-10|2026
07100740731380|Clayton Valley Charter High|3|"In a student survey sent sent out in 2025-2026 school year, several climate/relationship building/support-oriented questions were included: 92% of students reported that ""At my school there’s a teacher or some other adult who really cares about me” 82% of students reported “I feel safe in my school” What is/are something(s) you wish teachers knew about being a student doing distance learning?(multiple answers, open-ended response opportunity) These highlights from surveys helped guide decisions and policies relating to school climate. Generally speaking, some other indicators of a positive student climate as it relates to our site include: The 96%-plus graduation rate and college-acceptance rate illustrates a positive, college-going culture. Comprehensive intervention services ensure that every student is given multiple opportunities to be successful in all of their academic courses. A strong character-education program is delivered to all students across grade levels to promote positive behavior and good choices. Broad and active athletic and extracurricular programs include an array of different ways for students to become involved on campus. Showcase Event was introduced during the 24-25 SY Additionally, CVCHS Counseling Department hosts Parent Information Nights providing information to families relevant to the specific grade area that their students are in. 2026-27 Local Performance Indicator Self-Reflection for Clayton Valley Charter High School Page 10 of 18 The CVCHS Newsletter weekly parent bulletins contains comprehensive information on school events and activities along with quarterly newsletters from the Counseling Department. The communication parents receive is through our student information system, Power School and School Messenger which provides daily updates on grades and attendance to all parents via email, call and text. In addition to Parent Information Nights, the school hosts the following events : Annual open enrollment kick off event Annual Open House Showcase, Back to School Showcase, Arts Festival parent conferences, Academy Info workshop, AP Info workshop, quarterly ELAC meetings, and various athletics, CTE and performing arts events. All events build and further relationships with families within the school's diverse community. These events help facilitate ongoing dialogue between families and our staff on a multitude of topics, including topics as broad as major academic programs and as narrow as individual student performance."|CVCHS has identified areas that CVCHS needs to work to enhance their social media presence to expand outreach to parents and community, continue to improve our relations with local school districts and enhance our community partnerships. Examples of this include a revamped school website that makes accessing information much more available. Additionally, the school has identified need to elevate parent education around their student's academic journey. This includes quarterly Academic Newsletters, Parent Workshops, Parent Info Sessions to support the increasingly diverse needs of the Charter Community.|Upon review of current practices, CVCHS has identified areas for growth in order to improve engagement of underrepresented families. With several subgroup populations it is critical to work on outreach to welcome and support these diverse populations. Newcomer support groups, MFT, psychologist and counselor led workshops are two examples of how the school responds to this growing need. We will look to expand this premise to the larger community to provide a welcoming, inclusive environment where potential applicants feel supported. This plan will include careful attention to ensuring access to information and supports . Taped webinars and info sessions, hybrid in person and virtual meetings are two examples of measures the school can take to ensure access to all stakeholder groups.|The Counseling Department hosts Parent Information Nights providing information to families relevant to the specific grade area that their students are in. The CVCHS Newsletter weekly parent bulletins contains comprehensive information on school events and activities along with quarterly newsletters from the Counseling Department. The communication parents receive is through our student information system, Power School and School Messenger which provides daily updates on grades and attendance to all parents via email, call and text. In addition to Parent Information Nights, and school communication system, the school hosts the following events : Annual open enrollment kick off event annual Open House Showcase, Back to School Showcase, Parent conferences, Academy Info workshop, AP Info workshop, Quarterly ELAC meetings, Various athletics, CTE and performing arts events. All events support and further relationships with families within our diverse community. These events help facilitate ongoing dialogue between families and our staff on a multitude of topics, including topics as broad as major academic programs and as narrow as individual student performance.|CVCHS has identified areas that CVCHS needs to work to enhance their social media presence to expand outreach to parents and community, continue to improve our relations with local school districts and enhance our community partnerships. Examples of this include a revamped school website that makes accessing information much more available, increased family education around academic supports.|Upon review of current practices CVCHS has identified areas for growth. An area of concern is that several subgroup populations are rapidly increasing in number . It is critical to work on outreach to welcome and support these diverse populations. Newcomer support groups, increased ELAC meetings, MFT and counselor led workshops are a few examples of how the school responds to this growing need. We will look to expand this premise to the larger community to provide a welcoming, inclusive environment where potential applicants feel supported. Additionally, there is need to bolster parent education regarding academics to best support students at home.|The Charter has worked hard to bolster input from and collaboration with various stakeholders. This includes a diverse representation from our student, parent, staff populations. An improved cadence and organization structure for instructional leadership and collaboration opportunity is reflected in the school's Professional Learning Plan. This has proved a great strength in seeking and apply input from teacher groups.|Upon review of current practices CVCHS has identified areas for growth. An area of concern is that the populations, while small in percentages, are critical to our school and we need to work on outreach to these groups of different language speakers. Additionally, the school serves a diverse population in regard to background and ability which informs need to improve parent education and opportunities to bridge these gaps various backgrounds present. CVCHS has also identified areas that CVCHS need to work to enhance their social media presence to expand outreach to parents and community, continue to improve our relations with local school districts and enhance our community partnerships|CVCHS has identified areas that CVCHS need to work to enhance their social media presence to expand outreach to parents and community, continue to improve our relations with local school districts and enhance our community partnerships - specifically those underrepresented families. Increased access to multi language documents, interpreters are two tangible measures the school can take to improve engagement with underrepresented families. With a large population of students living outside the local community area, awareness and implementation of virtual collaboration opportunties is a consideration as well.|5|5|4|5|4|4|4|4|4|4|4|4|Met||2026-06-10|2026
07100746118368|Manzanita Middle|3||||||||||||||||||||||Not Met|||2026
07616300000000|Acalanes Union High|3|AUHSD prioritizes parent and family engagement, and the District's practices continue to be driven by the belief that strong family partnerships are foundational to successful educational outcomes for every student. To ensure diverse perspectives influence District decisions, AUHSD maintains active partnerships with various organizations, including parents' clubs, educational foundations, School Site Councils, and Diversity, Equity, Inclusion, and Belonging (DEIB) committees.  The Special Education Parent Advisory Committee (SEPAC) and the Black/African American Advisory have been particularly active forums for feedback on programming and closing academic opportunity gaps. The District and SEPAC collaboratively developed and utilized a parent/guardian survey that continues to directly influence programming and service delivery for students with disabilities.  Site administrators and parent leaders hold regular informational meetings and seminars, providing a transparent venue for educational partners to ask questions and provide critical input on school programming. Through well-attended events such as Back to School Night, Open House, and the 8th-to-9th Grade Transition Activities Series, parents and guardians have meaningful opportunities to interact with teachers and administrators.|Based on parent input from the school accreditation process and the Local Control and Accountability Plan (LCAP) development process, educational partners continue to express a strong demand for increased access to 4-year academic planning and college counseling. In response, AUHSD is expanding the use of online planning modules, allowing students, parents/guardians, and counselors to collaboratively build, review, and modify 4-year academic plans. Outreach efforts are being specifically focused on first-generation college students and unduplicated student groups whose families may be less familiar with the U.S. university system.  AUHSD also continues to prioritize the vital role of parents and guardians on School Site Councils. Utilizing site-based, collaborative decision-making, School Site Councils will continue to develop priorities, goals, and budgets to implement data-informed actions that foster the achievement of all students and close opportunity gaps.  Additionally, the District has identified a critical need to reverse a sharp decline in parent participation within specific parent advisories. While the SEPAC remains robust, family participation in the District English Learner Advisory Committee (DELAC) notably declined in 2025–2026. To address this challenge and build stronger family-school partnerships, the District is actively refining its communication protocols and outreach strategies, utilizing updated translation software and multilingual community members to facilitate more accessible and meaningful engagement during meetings.|A review of academic performance data from the Dashboard and district-based sources indicates the persistence of academic opportunity gaps for specific student groups, including English learners, students with disabilities, students from low-income backgrounds, Black / African American students, and Hispanic students. Educational partners, through surveys and focus groups, indicate that these opportunity gaps must be addressed proactively. Partnering with the families of these underrepresented student groups is a top priority for fostering student success.  To improve engagement and strengthen lines of communication, AUHSD is implementing the following targeted strategies: - English Learner Families: To address the sharp decline in DELAC family participation from 33% to 12%, the District is actively refining its outreach strategies. AUHSD is utilizing updated translation software and recruiting multilingual community members to facilitate more accessible and meaningful two-way communication during meetings.  - Families of Students with Disabilities: The District is sustaining its high parent/guardian engagement by continuing to host regular, site-based advisory meetings and seminars. These platforms provide a consistent venue for parents to share feedback on course accessibility, transition programming, and strategies to close academic opportunity gaps. - Black / African American Families: AUHSD is focusing on culturally responsive engagement strategies by building relevant and informative programming for the Black/African American Advisory and the Diversity, Equity, Inclusion, and Belonging (DEIB) committees. This includes expanding outreach to incoming 8th-grade families of color to facilitate a smoother, year-long transition into high school. - Socioeconomically Disadvantaged Families: Counseling and College/Career Center staff have strategically expanded targeted outreach and comprehensive planning services to low-income and first-generation college students to remove practical barriers to post-secondary preparation. Currently, 90% of students from socioeconomically disadvantaged backgrounds are successfully receiving these comprehensive college and career services.|To ensure that parents and guardians receive clear, transparent information about school programming and individual student progress, AUHSD provides extensive training on the District’s learning management system, Canvas. Through this platform, families have an intuitive interface to access detailed assignment calendars, assignment expectations, and a full online grade book, which fosters ongoing two-way digital communication between home and the classroom.  Teachers and administrators engage in annual professional development focused on the effective implementation of Section 504 support plans and Individualized Education Programs (IEPs), both of which require deep, structured collaboration with parents and guardians. Counselors also receive ongoing professional learning to facilitate meaningful four-year academic planning meetings with students and families.  Through the registration process at the beginning of each school year, AUHSD ensures all families are properly notified of their educational rights, keeping critical statutory information readily available and translated on the District website. Parents of students with disabilities and parents of English learners receive regular, targeted notices regarding their legal rights and avenues for advocacy.  Additionally, the continued operation of robust Wellness Centers across all comprehensive campuses provides a vital clinical and supportive infrastructure. Staff in these centers collaborate with classroom teachers to integrate Tier I social-emotional learning (SEL) strategies directly into the classroom environment while simultaneously offering direct mental health and wellness resources that help families support student development and relieve academic stress at home.|AUHSD has expanded orientation programming for new teachers and counselors, with much of this professional development addressing how best to partner with families to foster student success. During the school accreditation process and the LCAP development process, parent feedback indicated a strong desire to further strengthen academic and college-and-career planning. In response, AUHSD is expanding the four-year academic planning process by embedding a collaborative online module within the student information system that allows parents and guardians to stay actively informed about academic pathways.  Furthermore, the District has identified a need to provide targeted college and career planning support for first-generation college students and families whose parents or guardians attended college in another country, as they may be less familiar with the nuances of the U.S. university admissions process. To track equitable access to these resources, the District is expanding services for students from low-income backgrounds and utilizes a dedicated LCAP metric to monitor progress on this priority.  The effective use of the digital learning management system (Canvas) remains an essential component for providing parents with the critical information needed to support student learning at home. In response to partner feedback regarding consistency, the District is increasing the effectiveness of Canvas by implementing a standardized course template, clarifying expectations, and utilizing site-based Canvas Teacher Leads to ensure all accounts provide easily accessible, comprehensive, and up-to-date details on assignments and grades.  Finally, the District is focused on improving its site-based intervention models, including Student Study Teams (SST) and Student Review Teams (SRT). Staff are building their capacity to move toward a proactive data model, utilizing internal metrics to trigger early interventions and organize student-parent-staff meetings before students experience significant academic or social-emotional disruptions.|During the Local Control and Accountability Plan (LCAP) development process, staff and educational partners identified a clear need to strategically examine and improve the effectiveness of college and career services, with a specific focus on how these services support students with disabilities, Hispanic students, Black / African American students, and low-income students.  To improve the engagement of underrepresented families and build stronger partnerships for student outcomes, AUHSD is implementing the following measures: - Socioeconomically Disadvantaged and Low-Income Families: AUHSD has established a targeted metric to monitor how effectively College and Career Centers are serving low-income students, ensuring they receive comprehensive college and career services to plan for post-secondary opportunities. - Families of English Language Learners: AUHSD is actively working to strengthen lines of communication and partnerships with the parents and guardians of English language learners. The District is fully implementing its revised English Learner Master Plan, which places a heavy emphasis on strong family-school partnerships. - Families of Students with Disabilities: The District utilizes its active Special Education Parent Advisory Committee to engage families on student progress, course accessibility, and transition programming. Through targeted parent education events, such as the Transition Fair, Care Parent Network, and Transition Overview, the District directly equips families with the resources necessary to advocate for improved student outcomes. - Proactive Intervention Teams: Site-based intervention teams (SST and SRT) are refining their practices to intentionally engage underrepresented families early in the intervention process. By hosting proactive meetings with staff, students, and parents/guardians, the District collaborates directly with families to address academic and social-emotional issues.|During the annual Local Control and Accountability Plan (LCAP) development process, District staff facilitate site-based parent input sessions at all comprehensive campuses and alternative sites to foster robust, in-person dialogue regarding goals, metrics, and action steps. An online survey was provided to the parent community. Through these feedback mechanisms, families share critical data regarding the District's strengths, areas of growth, and strategic priorities.   Ongoing collaborative decision-making and advisory feedback are structured through an array of dedicated partner groups, including the Black/African American Advisory, the Diversity, Equity, Inclusion, and Belonging (DEIB) Advisory, the Special Education Parent Committee, the Coordinating Council Parent Leadership Group, the District English Learner Advisory Committee (DELAC), and site-level English Learner Advisory Committees (ELAC). Furthermore, parents and guardians serve alongside staff and student leaders on School Site Councils, playing a direct role in establishing, evaluating, and budgeting the goals and actions embedded within each school's data-informed School Plan for Student Achievement (SPSA).|Based on an analysis of data and input from educational partners, AUHSD has identified critical focus areas to strengthen parent and guardian involvement in strategic decision-making: - District English Learner Advisory Committee (DELAC) Participation: While the District has a long-term, three-year goal of reaching 40% parent participation at DELAC events, in the 2025–2026 school year, there was a sharp decline in involvement. Reversing this trend is a key goal. The District is actively refining its communication and outreach protocols by integrating updated translation software and deploying multilingual community members to break down linguistic barriers and facilitate more accessible, effective family partnerships. - Special Education Parent Advisory Committee (SEPAC): This committee has demonstrated high levels of engagement at the District level, but educational partners have requested an expansion of services. Specifically, parents and guardians are seeking more localized, site-based advisory events and targeted programming at individual schools to address the specific needs of students with disabilities. - Black / African American Parent Engagement: The advisory participation rate for the District Black / African American Advisory Committee was 11% during the 2025–2026 school year, well short of next year’s growth target of 20%. In response, the District is focused on developing more dynamic, informative, and culturally responsive programming. This includes embedding student-led panel updates from the site Black Student Unions (BSU).|English Learner Families: To address the notable drop in DELAC family participation down to 12%, the District has invested in advanced online translation software and is pairing meetings with multilingual community members. This ensures real-time translation of presentations and dialog, mitigating linguistic barriers that previously hindered authentic input.  Families of Students with Disabilities: The District is expanding its collaborative infrastructure by organizing localized, site-based advisory meetings in addition to its central SEPAC forum. This localized approach strengthens grassroots partnerships by providing a school-based venue for families to guide programming and student service delivery.  Black / African American Advisory Engagement: In response to flat participation rates, the District is redesigning its advisory programming to feature student-led initiatives, such as updates from site Black Student Unions (BSU) and panels highlighting lived student experiences. This directly connects parent advisory feedback loops to current campus culture and leadership development initiatives.|5|5|4|5|5|5|4|5|5|4|5|4|Met||2026-06-03|2026
07616480000000|Antioch Unified|3|The number of family and community engagement events continue to increase across the district, providing educational partners more opportunities to connect with schools. Opportunities for students to participate in athletics and the arts continues to increase, especially at the elementary level with the implementation of after school sports camps and primary age T-ball. These activities which is help school communities together where stronger relationships with families are built. The continued use of restorative practices to build trust, strengthen relationships, and resolve conflicts has positively impacted school connectedness and engagement. Ongoing implementation of Alternatives to Suspension” programs and reduction of exclusionary practices at secondary schools and upper elementary school grade have yielded positive feedback from families and reduced incidents of repeated behavior. Every school has an active School Site Council (SSC) and English Learner Advisory Committee (ELAC) that meet regularly and include the required representative members for the school community. Parents and staff members receive training so they understand their roles and can help make decisions about school programs. Schools use this input to develop their Single Plan for Student Achievement, which is approved by both the school's site council and the AUSD Board.|Numerous site and district level educational partner and parent meetings are held during the school year to share district information, gain inputs and ideas from the community regarding district procedures and systems of support, including how to increase parent engagement efforts at the site and district level.  Some suggested ideas are to have parents assist during drop off and pick up time to greet other parents and advertise upcoming events, provide opportunities for parents to be involved in sports activities, and encourage them to coach teams, and provide training to parents around district priorities such as on restorative practices. Educational partners, parents, and families attend in-person, virtual, and hybrid meetings to provide flexibility and access for more parents/guardians to attend.  A district wide survey is given to solicit their feedback and input on district priorities, areas needing attention, and ways to improve our services.|Families shared they want easier ways to stay informed about their child’s progress and school updates, especially for underrepresented groups.  Families also asked for support in learning how to navigate the school system in order to better support their children’s learning. Parents of students with disabilities requested both training and opportunities to connect with other families for support. Families would like more access to community resources that can help meet their needs. A part of the application for the district's Community Schools Grant, a community needs assessment (2024–2025) recommended: hiring bilingual family liaisons from the community; bringing school events into the community, improving communication about positive district efforts, strengthening relationships between schools and families, and continuing to support student and family leadership opportunities. In response, AUSD has implemented ParentSquare and Attendance Plus to provide a more user-friendly communication system that allows for language translation and access across multiple media sources. At the start of each school year, schools will support families in setting up and how to use their parent portal accounts. Family engagement activities, such as advisory committees, have moved to virtual or a hybrid format to allow more flexibility and availability to accommodate parents' schedules. In addition to providing language translation at engagement events, stronger efforts are being implemented to have event materials translated as well.|AUSD Teachers and school leaders receive ongoing professional development to ensure best use of student data in order to clearly communicate progress to families. During the school year, multiple parent-teacher conferences are provided to keep families updated on student progress. Additionally, secondary schools have quarterly grading periods and elementary schools have trimester grading periods as a means to monitor and report academic progress. Each grading period also provides an interim progress report. Teachers share how students are doing on key standards and what skills they still need to reach grade level. Parents/Guardians learn about their child’s strengths, progress, and next steps for improvement. Students may also take part in conferences by sharing their own growth and goals, providing opportunities for student the engage in personal agency.|AUSD's greatest area of need is focused on identifying effective ways to provide opportunities for engagement by parents and guardians with varying schedules and availability.  Some parents have communicated during educational partner meetings that they have not always felt respected or marginalized while on some school campuses or there has been a lack of transparency. Building relationships and trust takes time to connect with families.|AUSD is committed to recognizing and addressing conscious and unconscious bias within our educational system, and to working collaboratively with our community to advance the success of all students. AUSD's District CARE Team focuses on supporting students and families when site-based supports are unsuccessful.  A bilingual attendance liaison lead this work. AUSD has also begin development of Community Schools hubs, funded through a multi-year grant, at select secondary schools to provide resources for students and families in the neighborhoods with the greatest needs.|AUSD has actively engaged its school community in processes that support the development and implementation of the LCAP. Educational partners' involvement includes participation by parents, students, administrators, AUSD staff, the Contra Costa County Special Education Local Plan Area, and community members in the review and evaluation of LCAP initiatives, along with the development of the 2024-2027 LCAP goals and actions. An LCAP Advisory Committee met during the 2025-2026 school year and members of this body included representatives from school sites, students, AUSD Educational Services staff, the Antioch Educators Association, the California School Employees Association, and other District advisory groups such as the District English Learner Advisory Committee (DELAC), the Parent Advisory Committee (PAC), and the African American Parent Advisory Committee (AAPAC). Additionally, an electronic survey was shared with all educational partners in AUSD to solicit a broader range of feedback and recommendations.  The composition of the LCAP Advisory Committee helped to ensure a focus on high-needs students who generate Supplemental and Concentration grant funds. Committee members had the opportunity to review data, ask questions, provide feedback, and generate recommendations.|AUSD requires each school to submit the names and contact information for the educational partners who will serve as representatives of their school at LCAP, DELAC, PAC, and AAPAC meetings.  Direct contact will be made to those representatives to ensure they are informed of upcoming meetings and schools and representatives will be contacted if they do not attend meetings regularly.  Ad hoc committees have also been formed by the Board of Education to make recommendations on focused areas, such as school safety and special education.|AUSD will continue to with school staff to assist parents at the beginning of each school year with establishing their parent portal accounts in Parent Square / Attendance Plus so families are aware of community engagement opportunities.  Our educational partners have also recommended providing food and childcare, as well as, personally reaching out to educational partners to encourage their attendance at important decision-making meetings.  When surveying our educational partners regarding their preference for meeting structures, the overwhelming response was to always provide a virtual option if the meeting is in person to accommodate working families and to avoid having families out late into the evening. This would allow opportunities to authentically build community while providing some flexibility for attendees who have difficulty attending in-person.  Lastly, we will continue to utilize surveys to collect feedback and input from a broader group of educational partners across the district.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-17|2026
07616480115063|Antioch Charter Academy II|3|ACAII has several strengths in building relationships with parents. Just before the first day of school, staff and Family Network Board welcome families to attend a “Meet and Greet.”  During this event, families may meet their teachers and visit their new classrooms.  There are stations set up for families to sign up for the afterschool program, instrumental music classes, and intramural sports, to get help with enrollment paperwork, and to meet the Family Network parent volunteers.  Families and teachers then have a chance to mingle with games for kids and a food truck.   Every level has a Back to School Night video recorded to review how parents can support student learning at home, followed by a live Q& A for each level early in the year.  Teachers offer to meet with families and students to discuss student progress and ways to work together to support improved student outcomes during twice yearly conference weeks and other conference times throughout the year. Staff members attended monthly “Second Cup of Coffee” meetings to update families on happenings around the campus and share a little about themselves. A wide variety of ways for families to volunteer encourages participation and allows families and staff the opportunity to know each other. The school provides Parent Rights to families whose students have IEPs and/or 504s. The steps for a parent referring their child for an evaluation for additional services are in the Family Handbook and on the school website. Newsletters, Gradelink, and school documents include Spanish translations. Translators are provided for conferences when needed.|A continued focus area of improvement is to increase the participation of underrepresented families, especially those that are non-English speakers. This year, the ELAC (English Language Advisory Committee) met to offer recommendations to the school for increasing participation and strengthening relationships with staff and families.|For 2026-2027, three actions will continue to be included as part of LCAP Goal 4 to improve engagement of underrepresented families:  -Conduct ELAC (English Language Advisory Committee) meetings at least every trimester to gather parent input  - Hold at least one school-wide event/celebration highlighting cultures.  - Create a home survey to gather information about cultures and traditions and give it to all families at the beginning of the year.  Additionally, although this is not an LCAP goal, the school will continue the second year of implementation of a communication system called School Status, which allows families to communicate via text with the office, teachers, and staff, in addition to email and phone. School Status automatically translates to the language of family preference.|ACAII has several strengths in building partnerships for student outcomes. There are multiple opportunities for two-way communication between family and educators, including parent-teacher conferences held twice yearly, communication via School Status Connect between parents and staff. Throughout the year, Parent Education Program (PEP) meetings are held to inform parents of components of the school program. This year, the Elementary team shared the importance of reading and how parents can help their students to become better readers. The music teacher taught parents the value of “juggle bounce” in improving hand-eye coordination as a means to improve reading and provided all families who wanted them a set of balls to practice juggling at home.  These meetings are recorded and saved on the school’s Facebook page so that parents can view at their convenience. Two weeks are scheduled to allow for parent-teacher conferences in November and March. Parents may choose to meet virtually or in person.  This flexibility for meetings increases parent participation since they don’t need to take time off from work in order to meet.  Students in grades 4 to 8 are encouraged to attend their parent-teacher conference to discuss student progress and be part of the conversation about setting goals. Additionally, students bring home weekly reports of work completed or parents have access to an online grade book or Google Classroom where they can view student progress.|The focus area for improvement in Building Relationships Between School Staff and Families is to increase the participation of parents and caregivers whose first language is not English.   One way we plan to do this is to offer a class, in both English and Spanish, on how to use the School Status Connect technology and our Gradelink student information system.  Feedback from ELAC is that not all families have the technical skills to figure out how to use these tools, and we hope to improve their comfort in order to increase their understanding of student outcomes.|ACAII will improve engagement with underrepresented families by continuing to host an English Learner Advisory Committee (ELAC) in 2026-2027 to increase input and participation from families who speak languages other than English at home. A translation system (similar to tour guide translation devices) was purchased to enable translation during PEP meetings and other events. As mentioned previously, the School Status Connect system allows families to communicate via text message in addition to other forms of communication, in the language of their choosing.|ACAII supports families in advocating for their own students and all students. The school encourages parents to go to board meetings or write letters to support the renewal of the charter every 5 years. Additionally, parents are invited to be part of the WASC accreditation process to have a voice in the self-study report and to speak with the visiting committee about the school's strengths and areas of growth. Multiple surveys are sent to families in English and Spanish to gather information and seek input annually.  ACAII supports family members in engaging in advisory groups. A Parent Advisory Committee for Special Education developed a curriculum for Ability Awareness Week. Each classroom level used a set of activities to help students better understand what it's like to live with different disabilities. The ELAC committee met to suggest how the school can better support ELs and involve families whose first language is not English.   The Family Network is ACAII's parent group that plans multiple activities for families and staff to interact while raising money for the school program. During the 2025-2026 school year, the FNB planned Meet and Greet, a Friendsgiving Vendor Fair, a Walk-a-Thon and a Silent Auction. These fun events bring many families in and give people a chance to interact with each other, which leads to more families being involved in the school overall. Additionally, staff planned a Dia De Los Muertos event and a chili/soup cook off. Surveys are sent to families at least annually to gather input and feedback for areas of successes at the school and areas of growth to include for future goals.|During the 2023-2024 school year, ACA2 completed a self-study for WASC. During this process, it was determined that many families are unfamiliar with the Charter Council, the school's governing board. One action item added to the school action plan beginning in 2024-2025 is to increase school community awareness of the Charter Council's responsibilities and the accessibility of its meetings.  We continue to work to find ways to increase this awareness.|ACAII will improve the engagement of underrepresented families by continuing to implement an English Learner Advisory Committee (ELAC) in 2026-2027 to increase the input and participation of families that speak languages other than English at home. As part of the ELAC process, parents will be informed about the role of Charter Council and the ability of parents to speak at the Charter Council during public comments.|4|5|4|5|4|5|5|4|4|4|4|5|Met||2026-06-18|2026
07616480137430|Rocketship Delta Prep|3|In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and is a cornerstone of the school's partnership with families. In the 2025-2026 school year, we enhanced our foundational relationships with families from the start of the year, investing in a successful day zero to day thirty initiative. The initiative focused on engaging families through the summer and start  of the year with a series of events and workshops intended to support relationship building between staff and families. We built on this momentum with the ongoing strength of our home visits and robust professional development for teachers, which included training on engaging families on an ongoing basis, and through our Los Dichos literacy program.    The success of these relationship building efforts is reflected in recent local data, with the school meeting its parent and family survey goals and achieving a significant increase in overall family satisfaction and connection with the school.|In order to continue to grow in the area of building relationships between school staff and families, the school will engage families, parent leaders and staff to define and implement standard core family engagement events and elicit input on continuing to increase engagement in these events. The school will continue to invest in parent leaders to support these events and provide meaningful outreach to all families.|The school invests in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff identify and directly partner with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities. To further engage underrepresented families, our Care Corps team conducts intensive, in person outreach - including whole needs assessments and community organization referrals - to build stronger partnerships with these families and support every student’s holistic success.|Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, and other interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect.   The school has made significant progress in building partnerships for student outcomes by launching a comprehensive academic toolkit and resource hub for families. Through this toolkit, the school partners with families as true academic collaborators, providing strategies, training and tools for families to engage their students at home, connecting learning at school with learning at home.  Additionally, the school hosted a series of Family Literacy Nights, which provided tools and development for families to engage their students through a love of reading.|In order to continue to grow in the area of building partnerships for student outcomes, the school will continue to increase parent understanding of our curriculum and how to best support their students at home. Now that the academic toolkit has been launched, the school will seek to embed the tool in a multitude of parent events and training, providing families with increased understanding of the curriculum and associated tools to support positive outcomes for their students.|The school will invest in the engagement of underrepresented families through support and professional learning for staff, including a monthly Care Corps presentation to staff focused on strategies, tools and training on engaging and supporting underrepresented students. Additionally, Care Corps is engaging in new ways with school leaders and underrepresented families, through participation in key meetings with families of these students, bringing a well rounded and holistic approach to the support provided.|In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. The school conducts multiple family surveys over the course of the year, gathering information about what is working well for families and how we can improve.  Results are reviewed and ways to improve are discussed at community meetings, SSC/ELAC meetings and Rocketship Board meetings. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage in the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.  In addition to SSC and ELAC, our campus has a community advisory group, which solicits feedback from the community including students, parents, school staff and school leaders and analyzes data on school academics, culture and student well being. The group identifies trends and gives input and recommendations on potential actions the school may take.  Lastly, we have partnered with the Rocketship network on the Regional Community Advisory Board to engage in decision making, support the creation of, and provide feedback on, Rocketship’s five year plan and annual goals and priorities. The advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan and priorities.|In order to continue to improve in seeking input for decision making, the school plans to engage focus groups of families to solicit their input on ways to engage the school community in decision making and foster ongoing dialogue around key decisions over the course of the year.|The school is focused on engaging underrepresented families by bringing an inclusive lens and mindset to the work of family engagement. All staff and school leaders receive training to support all families and incorporate that training into their work by reaching out to engage families of underrepresented groups.|5|5|5|5|5|4|5|5|4|5|4|4|Met||2026-06-11|2026
07616486115703|Antioch Charter Academy|3|ACA has several strengths in building relationships with parents.  ACA uses a variety of communication tools such as email, social media, Class Remind, and Track It Forward.  Each year begins with a Back to School night to help introduce parents and teachers and to set an opportunity for 2-way communication between families and educators.  There are also monthly opportunities for parent and teacher engagement, such as Charter Council meetings, Family Network meetings, and parent-teacher conferences.  Meetings were held on Zoom and in person to allow for more participation from parents and families. Translators are provided for conferences when needed. At the end of the school year, a meeting was held for all the parents/families of the ELL students.  This meeting was used as a way to review the new Summative ELPAC score reports and also to educate the parents/families about the new ELAC being implemented next school year.|A continued focus area of improvement is to increase the participation of underrepresented families, especially those that are non-English speakers. An area for improvement is to continue increasing the number of documents and whole-school communications that are translated into Spanish.|In 2024-2025, ACA created an ELAC and elected an ELAC Board from parents of ELL students.  In 2025-2026, ACA held meetings during the school year to support ELL students and families.|ACA believes parents/families are an integral part of each student's education.  ACA values building partnerships with parents/families all year long.  Each month, there are at least two scheduled minimum days to allow for parents and teachers to meet.  At the end of the first and second trimesters, there is also a full week of minimum days to allow for parents and teachers to meet.  Students in grades TK-3 are allowed to attend conferences with their parents and teachers.  Students in grades 4 to 8 are encouraged to attend their parent-teacher conference to discuss student progress and be part of the conversation about setting goals.  Staff members who are fluent in multiple languages are part of these conferences to support parents and teachers during conferences where translation is needed.|ACA's focus area for improvement is to create a way to communicate to parents/families more specific information about exactly what area/content their student is working on and how the parents can best support that learning at home.|In 2024-2025, ACA created an ELAC and elected an ELAC Board from parents of ELL students.  In 2025-2026, ACA held meetings during the school year to support ELL students and families.|ACA supports families in advocating for their own students and all students.  The school encourages parents to go to board meetings or write letters to support the renewal of the charter every 5 years.  Additionally, parents are invited to be part of the WASC accreditation process to have a voice in the self-study report and to speak with the visiting committee about the school's strengths and areas of growth.  Each month, parents are invited to attend the Charter Council meetings and the Family Network meetings to learn more about ACA and to have a voice in the decisions being made.|The Family Network is ACA's parent group that plans multiple activities for families and staff to interact.  Each year, the Family Network plans and hosts events that are free to families, such as a movie night, a winter craft & social night, and an end-of-the-year party.  The purpose of these events is to create a sense of community at ACA.  The Family Network will create a calendar during the summer of 2026, so that it can be made available to all parents for the 2026-2027 school year, in hopes that parents/families will be able to plan and be able to attend the planned events.|In 2024-2025, ACA created an ELAC and elected an ELAC Board from parents of ELL students.  In 2025-2026, ACA held meetings during the school year to support ELL students and families.|4|5|4|5|4|4|4|4|4|4|4|4|Met||2026-06-18|2026
07616550000000|Brentwood Union|3|BUSD is focused on building partnerships for student outcomes. To this end, some sites engage in student-led conferences. BUSD also conducts two parent conferences yearly and has strong parent organizations (School Site Councils, English Language Advisory Committees, and Parent Clubs/PTAs).|BUSD is focused on underrepresented families. This work is further explained in text box #3.|BUSD is committed to ensuring that parents and guardians of all student groups have access to and are involved in our schools. This includes building relationships with all parents and guardians, with a focus on our families who may not often get involved. To this end, BUSD has established committees comprising diverse voices to provide feedback and guidance on the next steps in enhancing relationships between school staff and families. Our Diversity, Equity, Inclusion, and Belonging group, as well as our Site Culture and Climate Committees, are a few examples.|BUSD builds strong partnerships with families that are focused on student outcomes. BUSD conducts two parent conferences each year and provides daily and ongoing access to students' academic performance through online portals.|BUSD continues to reach out to families of underrepresented groups. This is our focus for improving partnerships focused on student outcomes.|BUSD is committed to ensuring that parents and guardians of all student groups have access to and are involved in our schools. This includes building relationships with all parents and guardians, with a focus on our families who may not often get involved. To this end, BUSD has established committees comprising diverse voices to provide feedback and guidance on the next steps in enhancing relationships between school staff and families. Our Diversity, Equity, Inclusion, and Belonging group, as well as our Site Culture and Climate Committees, are a few examples.|BUSD has strong parent organizations that provide feedback to school and district administration. These organizations include Parent Clubs/PTAs, School Site Councils, English Language Advisory Committees, and the LCAP engagement process.|BUSD continues to focus on increasing the participation of underrepresented groups in the decision-making process.|BUSD is committed to ensuring that parents and guardians of all student groups have access to and are involved in our schools. This includes building relationships with all parents and guardians, with a focus on our families who may not often get involved. To this end, BUSD has established committees with diverse voices to provide feedback and guidance on next steps to enhance relationships between school staff and families. Our Diversity, Equity, Inclusion, and Belonging group and our Site Culture and Climate Committees are a few examples.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-17|2026
07616630000000|Byron Union Elementary|3|"The district continues to strengthen relationships between school staff and families through consistent communication, accessible engagement opportunities, and a welcoming school culture. District and school staff regularly communicate with families through newsletters, phone calls, emails, text messages, social media, and school websites. The district's communication platform provides automatic translation into families' preferred languages, helping ensure that information is accessible to all members of the school community.  Families are provided with multiple opportunities to connect with school staff throughout the year. Principals share weekly updates and host regular ""Coffee with the Principal"" events, while teachers maintain ongoing communication regarding student progress and classroom activities. Parent-teacher conferences are held twice annually, including evening meeting times to increase accessibility. These conferences provide opportunities for families and teachers to discuss students' academic progress, social-emotional development, and strategies for supporting learning at home.  The district and school sites also host a variety of events that foster positive relationships between families and staff. Examples include elementary ""Sneak-a-Peek"" events, which allow families to meet teachers, complete registration, become familiar with the campus, and connect with parent organizations. At Excelsior Middle School, Open House has expanded to include student performances and transition activities for incoming students and families. Daily interactions during student drop-off and pick-up further contribute to a welcoming and supportive environment.  The district has continued its partnership with Village Community Resource Center (VCRC) to connect families with community resources and expand opportunities for engagement. Collaborative efforts have included hosting LCAP input meetings and supporting middle school-to-high school transition activities for English learner families.  Families are also actively involved in decision-making through participation on district and school committees, including School Site Councils, advisory committees, the LCAP process, and School Plans for Student Achievement (SPSAs). The district is particularly proud that 100 percent of families of students with disabilities participated in the IEP process, reflecting a strong commitment to collaboration and meaningful family engagement."|Based on educational partner feedback and local data, the district's primary focus areas for improvement in Building Relationships Between School Staff and Families include increasing opportunities for family engagement, expanding student recognition, strengthening communication, and providing additional opportunities for collaboration between families and schools.  LCAP input indicated a desire for more student recognition events, increased school and community activities, and additional opportunities for families to connect with school staff and one another. In response, all school sites are prioritizing opportunities to celebrate student achievement and growth in ways that families can participate in and enjoy. In addition, Board of Trustees meetings will continue to recognize student accomplishments, including academic achievements, extracurricular honors, and English learner reclassification milestones.  The district and school sites will also continue to expand family engagement and parent education opportunities that help families better understand how to support student learning and well-being. Community-building events, such as Booville and other school-sponsored activities, will remain an important part of fostering positive connections between families, staff, and the broader school community.  The district recognizes that strong relationships between families and school staff are essential to student success. Continued focus will be placed on strengthening collaboration with families through the Multi-Tiered System of Supports (MTSS), Student Study Team (SST) meetings, and Individualized Education Program (IEP) meetings. Staff will work to ensure that families understand student data, available supports, and educational rights, while encouraging meaningful participation and two-way communication throughout the process. Translation and interpretation services will continue to be provided as needed to ensure all families can fully participate in these conversations.  Another area of focus is strengthening family partnerships around the importance of regular school attendance and its connection to academic achievement, social-emotional well-being, and long-term student success.  Finally, the district will continue to evaluate and improve its communication systems to ensure information is timely, accessible, and available in formats that meet the needs of all families. These efforts will help strengthen trust, increase engagement, and support strong partnerships between families and school staff.|Building stronger relationships with underrepresented families has been identified as an area of focus through educational partner feedback and the self-reflection process. The district is committed to creating more inclusive and welcoming opportunities for all families to engage with schools and build meaningful relationships with staff.  As part of this work, the district is beginning to expand its efforts related to diversity, equity, inclusion, and belonging. This includes examining current practices and identifying ways to better support students and families from diverse backgrounds and experiences. The district plans to offer parent education nights, family academies, and engagement events both on school campuses and within the community to make participation more accessible for families who may not traditionally engage in school activities.  The district will also continue to strengthen partnerships with community organizations, including Village Community Resource Center (VCRC) and county-based support agencies, to increase outreach, connect families with resources, and build trust with underrepresented populations. In addition, the district will expand collaboration with community mental health partners to provide information, resources, and support services for families.  To ensure that underrepresented families have opportunities to influence school and district decisions, the district will intentionally recruit and encourage participation from families of unduplicated pupils and other underrepresented groups for school- and district-level committees, including School Site Councils (SSC), Parent-Teacher Associations (PTA), English Learner Advisory Committees (ELAC), District English Learner Advisory Committee (DELAC), Climate and Safety Committees, Finance Committees, and the LCAP development process. The district will also explore opportunities to establish affinity groups when there is interest from families and community members.  Finally, the district will continue to evaluate and improve communication practices to ensure information is accessible, timely, and responsive to family needs. Translation features, interpretation services, and multilingual communications will help ensure that all families can access information and participate fully in school activities and engagement opportunities. These efforts are intended to strengthen relationships, increase trust, and foster a stronger sense of belonging among all families.|The district places a high value on building strong partnerships with families and recognizes family engagement as an essential component of student success. To support this commitment, all employees new to the district—including administrators, teachers, and support staff—participate in professional learning focused on effective communication practices and relationship-building strategies that foster positive, collaborative partnerships with families.  Across all school sites, staff work intentionally to create welcoming and inclusive environments where families feel valued and connected to their child’s school community. Teachers and site administrators maintain regular communication with families and are visible and accessible throughout the school year. School principals provide weekly updates and host regular principal coffees and other opportunities for families to ask questions, share feedback, and engage in school activities.  The district also provides multiple opportunities for families to build connections with schools and support their children’s learning. Elementary schools host welcome events for incoming students and families, allowing them to visit classrooms, meet staff, and become familiar with the school community. At the middle school level, Back-to-School events provide families with information about grade-level expectations and practical ways to partner with teachers throughout the year.  Parent-teacher conferences are held twice annually and provide dedicated time for families and teachers to discuss each student’s academic progress, social-emotional development, and individual needs. These conferences encourage meaningful two-way communication and help families understand how they can support learning at home.  The district also demonstrates strong family engagement through its special education processes. During the reporting period, 100 percent of families of students with disabilities participated in the Individualized Education Program (IEP) process, reflecting the district’s commitment to collaborative decision-making and meaningful family involvement in student planning and support.|Based on educational partner feedback and local data, the district's primary focus areas for improvement in Building Partnerships for Student Outcomes include strengthening family engagement within student support systems and expanding partnerships with families to improve student attendance.  The district continues to refine its Multi-Tiered System of Supports (MTSS) framework to provide coordinated academic, behavioral, and social-emotional support for students. A key component of this work is ensuring families are active partners in the problem-solving process. Student Study Team (SST) meetings provide opportunities for parents, teachers, and support staff to collaborate when students are not meeting expected goals. Through these meetings, families help identify student needs, review progress, and develop targeted strategies that can be implemented both at school and at home.  The district also remains committed to meaningful family participation in the special education process. Individualized Education Program (IEP) meetings continue to ensure that families are informed partners in educational decision-making, understand their legal rights, and have opportunities to ask questions and provide input. Translation and interpretation services are provided whenever needed to support clear communication and equitable access for all families.  Another area of focus is strengthening partnerships with families around the importance of regular school attendance and its connection to student success. While the district has made progress in improving attendance, local data indicate that continued efforts are needed to reduce chronic absenteeism and improve average daily attendance. The district will continue to expand communication, outreach, and collaboration with families to build shared understanding of how consistent attendance supports academic achievement, social-emotional well-being, and positive long-term student outcomes.|Based on educational partner feedback and local data, the district will continue to strengthen engagement with underrepresented families by expanding opportunities for meaningful participation, reducing barriers to involvement, and ensuring that family voices are reflected in district and school decision-making.  The district gathers input from underrepresented families through parent surveys, small-group meetings at school sites, and community partnerships, including collaboration with the Village Community Resource Center (VCRC). These meetings play an important role in connecting families to school resources, supporting two-way communication, and helping families navigate opportunities for involvement.  As the district continues to expand its family engagement efforts, it will actively recruit and encourage participation from families of unduplicated pupils and other underrepresented groups in school- and district-level committees, including School Site Councils, PTA, English Learner Advisory Committees (ELAC), District English Learner Advisory Committee (DELAC), Climate and Safety Committees, Finance Committees, and the LCAP development process. Increasing representation on these committees will help ensure that diverse family perspectives inform district programs, services, and priorities.  The district also plans to increase opportunities for families to connect with schools through engaging, in-person family learning events and workshops. These events will provide families with information, resources, and strategies to support student learning while strengthening relationships between families and school staff.  To further reduce barriers to participation, the district will continue to communicate through multiple platforms, including its website, social media, text messaging, and phone communications. Translation features and interpretation services will help ensure that families can access information in their preferred language. In partnership with county mental health providers and other community organizations, the district will also expand access to resources and parent education opportunities. Childcare and translation services will be provided whenever possible to increase participation and support engagement among underrepresented families.  The district will place particular emphasis on engaging families around the importance of regular school attendance and its connection to student success. Through targeted outreach, parent education, and increased access to support services, the district seeks to strengthen family partnerships that promote improved attendance and positive student outcomes.|The district values the perspectives of students, families, staff, and community members and provides multiple opportunities for educational partners to participate in meaningful dialogue and contribute to district decision-making. Input is gathered through a variety of advisory groups and committees, including the Board of Trustees, Parent-Teacher Association (PTA), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), School Site Councils (SSC), Byron Teachers Association (BTA), California School Employees Association (CSEA), District Leadership Council, District Cabinet, and district Safety, Climate, and Finance Committees.  Families, students, and staff play an active role in the development and annual review of district and school goals through participation in meetings, surveys, and other engagement opportunities related to the Local Control and Accountability Plan (LCAP). To increase accessibility and participation, materials are provided in both English and Spanish, and interpretation services are available during meetings as needed. District staff also participate in community meetings and presentations to gather additional feedback, particularly from families of unduplicated pupils and other groups whose voices may be underrepresented.  Families are regularly invited to review and provide input on a variety of district and school plans, including the LCAP, School Plans for Student Achievement (SPSAs), family engagement initiatives, programs for English learners, and needs assessments. This ongoing feedback helps inform district priorities, programs, and services.  The district has also expanded communication efforts to make it easier for families to stay informed and share their perspectives. Information is shared through the district website, social media platforms, text messaging, email, and phone communications. Translation features that allow families to access information in their preferred language have increased accessibility and strengthened the district’s ability to engage families and seek meaningful input from the broader community.|Based on educational partner feedback and local data, the district's primary focus for improvement in Seeking Input for Decision-Making is increasing participation from families and community members whose voices have historically been underrepresented in district processes. The district recognizes that broad and representative participation leads to more informed decisions and better outcomes for students.  To strengthen family engagement and increase opportunities for input, the district plans to expand outreach efforts through home visits, social media communication, family engagement events, and volunteer opportunities. These efforts are intended to build stronger relationships between families and schools and create additional pathways for families to share their perspectives and experiences.  The district also plans to expand parent education opportunities on topics such as structured literacy, technology, and student learning. By increasing families' understanding of instructional programs and district initiatives, parents will be better equipped to participate in discussions and provide meaningful feedback that informs decision-making.  Another area of focus is strengthening participation and representation on school- and district-level committees. The district will continue to recruit and support diverse membership on advisory groups and committees to ensure that decisions are informed by the experiences and perspectives of the broader school community.  In addition, the district will continue to share resources and information through principal meetings, school events, and community partnerships to increase awareness of opportunities for involvement. Efforts will also be made to improve participation in surveys, meetings, and other feedback opportunities by reducing barriers to engagement and utilizing multiple communication methods. These strategies are intended to increase the number and diversity of voices that contribute to district and school decision-making.|Based on educational partner feedback and local data, the district will continue to improve engagement with underrepresented families by expanding outreach efforts, strengthening community partnerships, and increasing opportunities for meaningful participation in decision-making processes.  The district will work collaboratively with community organizations and trusted partners to connect with families who may not traditionally participate in school or district committees. In addition, the district will explore resources and provide support for teachers and administrators to strengthen their capacity to build relationships with families and facilitate meaningful family engagement.  As the district expands its network of advisory groups and committees, it will intentionally recruit and encourage participation from families of unduplicated pupils and other underrepresented groups. Efforts will focus on increasing representation on both school- and district-level committees, including School Site Councils (SSC), Parent-Teacher Associations (PTA), English Learner Advisory Committees (ELAC), District English Learner Advisory Committee (DELAC), Climate and Safety Committees, Finance Committees, and the LCAP advisory process. Increasing participation from a diverse group of families will help ensure that district decisions reflect the needs, experiences, and perspectives of the broader school community.  To strengthen the self-reflection process and other planning efforts, the district will provide multiple opportunities for advisory groups and committees to review data, discuss priorities, and provide feedback. The district will continue to use a variety of communication methods, meeting formats, and engagement strategies to reduce barriers to participation and ensure that all families have opportunities to contribute to district and school decision-making.|3|4|3|4|4|4|4|5|4|3|4|4|Met||2026-06-11|2026
07616630130930|Vista Oaks Charter|3|Vista Oaks staff members view their relationships with students, parents/guardians, and all educational partners as a collaborative partnership to ensure student academic and individual success. Regular professional development and survey results are provided to support teachers and staff in developing and maintaining these trusting and respectful relationships. 98% of families reported that they are important partners with the Vista Oaks staff and 96% report that Vista Oaks keeps them well-informed about school information, activities, and ways their family can participate.  Through the independent study and homeschool model, Vista Oaks staff is able to foster a relationship with families that supports student learning and development in the home. In addition to one-on-one meetings with families, staff has regular communications to provide guidance. Furthermore, Vista Oaks held numerous workshops for students and parents/guardians. The school hosted 12 parent workshops during the 2025-2026 school year and found that this was a very effective method to reach more families. Vista Oaks' staff often collaborated with parents when planning and presenting the workshops. A variety of topics were covered, including Back-to-School Kick-Off; Coffee Chat and Connections: Meet our Directors, Mingle with our Community; High School 101; Courageous Conversations: Navigating Anxiety Together; From Reluctant to Resilient: Igniting a Love for Learning; Math Mashup; All Thing Vista Oaks: Partnering for Success; I want to be an AI Fan; Connect, Share, and Learn; Curriculum Fair. Also, the school held four School Site Council meetings, Parent Advisory Committee Meetings, and parent input meetings for students with disabilities. Vista Oaks’ academic counselors held college and career activities in which parents were encouraged to attend as well.     Vista Oaks sees transparency as a critical part of the school’s success. Thus, families are given a school handbook stating parents rights and the process and policies to exercise their rights. In addition, the handbook is available on the school’s website along with the LCAP, Board Meeting agendas, WASC Self-Study Report, and other resources. Building and maintaining relationships with families aligns with the goals set in the LCAP and are frequently monitored by the staff.|Vista Oaks is always striving to build strong school staff and family relationships that include trust and respect. 26% of families report that their student would benefit from additional resources on stress and anxiety and 28% for social skills. In addition, 98% of families report that the school and staff care about the success of their children. Improving resources on social emotional learning and mental health will be an area of focus so that the school families can partner to meet the needs of all students. The school plans to improve this area by: • equipping staff with professional development on social emotional learning and executive functioning skills. • providing resources for families on the school website, at each school site, and from advisors as applicable on social emotional learning, executive functioning skills, and mental health. • students having access to a school psychologist, when appropriate.  Through these methods, there will be an increase of communication and relationship building with families to meet the needs of students.|Engaging underrepresented families in building relationships between school staff and families is vital in the success of the school. Vista Oaks will continue to improve the engagement of underrepresented families by • continuing to hold input meetings specifically for families of our students with disabilities, which is approximately 20% of the school population.  • having advisors personally reach out to families about school activities, input opportunities, and other ways to participate in the school community. • providing staff professional development opportunities that focus on topics of culturally responsive, equitable, and inclusive teaching.  Vista Oaks will strive to engage underrepresented families and continue to provide a school environment where are students are welcome and are set up for success.|Vista Oaks is committed to providing a welcoming and positive school culture, where all students are able to thrive and succeed. The staff works diligently to collaborate with parents and students to create an individualized plan to meet the unique needs and background of each student. To build strong relationships, Vista Oaks communicates regularly with parents, students, and other educational partners through many methods. These include: • monthly one-on-one meetings • frequent messaging and email • weekly newsletters • a robust school website • a translator when needed for phone calls, school resources, and IEP or 504 meetings  These methods provide the opportunity for families to ask questions, share concerns and provide input on a regular basis to inform the LCAP and the development of school programs.  To help our families connect to the greater school community, as well as support learning at home, Vista Oaks hosted 12 parent workshops during the 2025-2026 school year. These workshops continue to be well  attended with a total of over 400 parents/guardians attending. In addition, the school held four School Site Council meetings. Staff members were effective at recruiting underrepresented families. 95% of families reported that Vista Oaks promotes academic success for all students.  Additionally, the school completes several electronic input surveys each year that also informs the LCAP and school goals.To do this, the survey will be more widely advertised and staff will emphasize its importance when meeting with families and students.|One area that Vista Oaks is continually working on is to provide targeted support to our parent-educators based on the needs of their students and their areas of strength and improvement. ELA and writing is a school wide area of focus and 20% of parent-educators reported that they struggle with writing instruction and 32% with student motivation. In collaboration with parent-educators, the school is providing professional development opportunities for staff and parent-educators to build writing instructional strategies and understanding. In addition, the school will offer parent-educator workshops on resiliency and engaging instructional strategies.|Vista Oaks will actively encourage underrepresented families to participate on School Site Council, provide frequent feedback to their advisor, and participate in school wide surveys. In addition, advisors will work closely with the families to develop personalized learning plans. Families with high school students will also be provided opportunities to meet with the academic counselor and attend college and career workshops. By building a partnership between families and staff, there is an increase of positive student outcomes.|As an independent study charter school that supports homeschool families, Vista Oaks is committed to family engagement and educational partner input in seeking input for decision-making. As well as ongoing communication on a weekly basis through newsletters and regular teacher communication with parents and students, our teachers meet at least once every twenty days for one-on-one meetings with parents. In addition, our staff hosts many workshops throughout the year and ask for input about the relevant topics. Our Staff and parent educators collaborate on many of the parent workshops. Through building close relationships with our school community members, Vista Oaks is able to gather frequent and valuable input formally and informally.   Vista Oaks uses various methods for seeking educational partner input, such as K-8, High School, Students with Disabilities, and school site input meetings, School Site Council, and Parent Advisory Committee. In addition, a school wide survey was sent to parents, families, and students in Spring 2026 and the Vista Oaks had over 355 responses. A staff survey was sent out, as well. Results from this data and input include: • 94% of families reported that they are respected as an important part of the decision making for their child’s education. • 98% of staff reported that Vista Oaks promotes academic success for all students.  • 90% of students report that Vista Oaks is a place where adults treat all students with respect.  • 99% of staff also indicated that the school sees them as important partners.  Vista Oaks is a welcoming and thriving community that highly values educational partner input to make thoughtful and strategic decisions that meet the needs of all students.|Through the homeschool model, staff is able to gather valuable input from families frequently. However, our participation in input meetings could be improved. Vista Oaks will advertise input meetings in the weekly newsletter, emails, and have advisors invite families. This aligns with the 2026-2027 LCAP and will be monitored by staff.|While the schoolwide survey and input meetings help to inform staff of the school climate, participation needs to continue to increase to ensure that underrepresented students and families have easy access to the survey. Staff will notify families when surveys and input meetings are available. In addition, staff will highly encourage families to participate in school opportunities, such as School Site Council. It is essential to hear all voices so that the school can make educated decisions in ensuring all students succeed.|5|5|4|5|4|5|5|5|5|4|4|4|Met||2026-05-19|2026
07616710000000|Canyon Elementary|3|Canyon Elementary School District continues to demonstrate strong relationships between school staff and families. As a small, single-school district, staff are able to develop personal and trusting relationships with families, fostering open communication, collaboration, and a strong sense of community. The district supports family engagement through regular communication, stakeholder meetings, surveys, newsletters, digital platforms, and schoolwide events. During the 2025–26 school year, the district conducted ten stakeholder meetings and provided multiple opportunities for families to participate in school planning and decision-making. These efforts have strengthened two-way communication and increased family participation in school activities and engagement opportunities. The district’s strong community connections and shared commitment to student success continue to serve as a foundation for meaningful partnerships between families and the school.|While the district has made progress in building strong relationships with families and increasing participation in engagement activities, there is an opportunity to strengthen the connection between family engagement efforts and student learning outcomes. Survey data indicates that 61% of respondents reported that the district met or exceeded expectations for academic programs, suggesting a need for increased family understanding of instructional practices and academic expectations. The district will continue to expand opportunities for families to engage in meaningful conversations about student learning, with particular attention to mathematics instruction and academic growth. In addition, the district will strengthen efforts to learn about family strengths, perspectives, and goals to ensure engagement practices remain responsive, inclusive, and reflective of the school community. These efforts are aligned with Goal 3 of the LCAP and are intended to strengthen partnerships between families and the school in support of student success.|The district will continue to strengthen family engagement by expanding opportunities for meaningful participation and ensuring communication methods are accessible, inclusive, and responsive to family needs. Efforts will include increasing opportunities for family input and strengthening outreach to families who may not regularly participate in school activities or decision-making processes. The district will also build family capacity to support student learning through academic-focused engagement opportunities, improved communication regarding instructional practices and student progress, and the use of surveys and other feedback tools to inform continuous improvement. 2026-27 Local Performance Indicator Self-Reflection for Canyon Elementary School District Page 11 of 19 These efforts are aligned with Goal 3 of the LCAP and are intended to strengthen partnerships between families and the school, increase family engagement in student learning, and support positive student outcomes.|The district has established strong partnerships between families and staff that support student success. Teachers regularly communicate with families regarding student progress, and families are provided opportunities to discuss student needs, strengths, and strategies for support. The district shares information through newsletters, meetings, conferences, and digital communication platforms, while also creating opportunities for families to engage in conversations about student learning and school programs. These efforts have strengthened communication between school and home, increased family participation, and supported collaborative partnerships focused on student achievement and well-being.|While the district has established strong structures for family engagement and communication, there is an opportunity to strengthen partnerships that directly support student learning and academic achievement. Survey feedback indicates that families would benefit from additional information and opportunities to better understand instructional practices, academic expectations, and ways to support learning at home. The district will continue to strengthen connections between family engagement activities and student outcomes by providing more academic-focused engagement opportunities, improving communication regarding student progress, and increasing opportunities for meaningful dialogue between families and staff. 2026-27 Local Performance Indicator Self-Reflection for Canyon Elementary School District Page 12 of 19 In addition, the district will continue to build staff capacity to partner effectively with families in support of student learning. These efforts are intended to strengthen shared responsibility for student success and further align family engagement practices with the district's academic goals.|The district will strengthen family engagement by providing academic-focused resources and opportunities that help families better understand instructional practices and support learning at home. Efforts will include family education opportunities, increased communication regarding student progress, and sharing practical strategies that families can use to support student success. The district will also continue to strengthen communication and outreach efforts to ensure that all families have meaningful opportunities to participate in school programs, decision-making processes, and engagement activities. These efforts are aligned with Goal 3 of the LCAP and are intended to strengthen partnerships between families and the school in support of student achievement, engagement, and overall student success.|The district has established multiple opportunities for families to provide input on school programs, priorities, and decision-making through the LCAP Committee, stakeholder meetings, surveys, community meetings, and ongoing communication with district staff. 2026-27 Local Performance Indicator Self-Reflection for Canyon Elementary School District Page 13 of 19 During the 2025–26 school year, the district conducted ten stakeholder meetings and administered the annual LCAP survey, providing families with meaningful opportunities to share feedback and inform district planning. These engagement structures support collaboration among families, staff, and administration and help ensure that educational partner input is considered in the development of district goals, priorities, and continuous improvement efforts.|While the district has established strong structures for gathering educational partner input, there is an opportunity to increase participation and ensure that a broad range of family perspectives are represented in district planning and decision-making. The district will continue to strengthen engagement by expanding outreach efforts, increasing opportunities for participation, and ensuring that families have meaningful ways to provide feedback throughout the year. In addition, the district will continue to improve how educational partner feedback is incorporated into decisionmaking and communicated back to families, helping strengthen transparency, trust, and shared ownership of district priorities and goals.|The district will continue to strengthen family engagement by expanding outreach efforts, increasing accessibility of communication and participation opportunities, and ensuring that all families have meaningful ways to provide input throughout the year. The district will also enhance the use of surveys, stakeholder meetings, and other engagement strategies to gather feedback that reflects the perspectives and needs of the broader school community. These efforts are aligned with Goal 3 of the LCAP and are intended to strengthen family participation in decisionmaking, improve communication and transparency, and ensure that educational partner input informs district priorities and continuous improvement efforts.|4|4|3|4|3|3|4|3|4|3|4|3|Met||2026-06-16|2026
07616970000000|John Swett Unified|3|The District understands the significance of partnering with families and the community, providing diverse ways for parents and community members to collaborate and be involved. Recognizing the importance of parent voice and partnership, the District convenes a Parent Advisory Council (PAC) in both English and Spanish. These committees, facilitated by parents and/or community members, meets monthly to build strong relationships within the parent community and encourage active involvement, ensuring all parents feel welcomed and included. The principals also engage in outreach to families using electronic newsletters and updates. Also, our Community Schools Action Team (CSAT), which is part of the Community Schools Grant in our District, actively reaches out to families for input and involvement. A Welcome letter for new students/families was created for the High School with links, information, and resources about the school in both English and Spanish.   We are also in the California Community Schools Partnership Program (CCSPP) and during the 2025-2026 school year, our Community Schools Coordinator and CSAT have coordinated many parenting classes around mental health, cooking, and other needs. We have continued to partner with our parent groups to support access to school information.|The Parent Advisory Council (PAC) is active in discussing needs at the schools and in proposing actions to improve student outcomes. They have been especially important as we determined how to spend our restricted funds. Separate PAC meetings are held for our Spanish speaking parents so they can address issues unique to their community and needs.  While DELAC participation continues to grow, particularly among English and Spanish-speaking families through our hybrid meeting format, a key focus area is to actively engage and welcome families who speak languages other than English and Spanish to ensure broader representation and input. This school year we have a Spanish Speaking DELAC president, and an Arabic Speaking DELAC Vice President.|The District has translation at school meetings and at SST and IEP meetings. The District successfully negotiated translation services into our Collective Bargaining Agreement with CSEA (our classified employees union) and created a position starting in the 2021-2022 school year: Bilingual Community Liaison.|John Swett Unified School District (JSUSD) has strengthened its commitment to family engagement to support student learning. Over the past year, the District sustained a Parent Advisory Council that brings together administrators, staff, parents, and community members for monthly meetings focused on issues like after-school tutoring and arts education.  Demonstrating increased parent leadership and collaboration, the District English Learner Advisory Committee (DELAC) is now effectively guided by elected parent leaders (president, vice-president, secretary) in partnership with the EL Program Coordinator Consultant to establish meaningful meeting agendas. This collaborative approach ensures that DELAC meetings actively incorporate parent perspectives in critical decisions, such as English learner reclassification and other educational matters. These meetings are also provided in hybrid model to allow the most effective participation.  Across all advisory meetings—such as SJA, DELAC, and PAC—there is a growing focus on understanding families' cultures, languages, strengths, and goals. While traditional parent-teacher conferences continue, the District aims to adopt a more intentional, system-wide approach to family engagement. A notable step has been the celebration of students' cultures, including the launch of a Biliteracy Pathways Recognition Program for 5th and 8th graders. This voluntary program honors students who demonstrate progress in English and another language, supporting EL Roadmap principles by valuing multilingualism and cultural identity.  To enhance communication, JSUSD is committed to two-way interactions with families using clear, accessible language. Translation services are provided at all formal meetings. Additionally, the District has increased its outreach through social media, with a Facebook page followed by almost 900 users.  JSUSD also adopted the ParentSquare platform, which facilitates real-time, two-way communication in over 100 languages. This tool helps ensure parents receive messages in their preferred language, further promoting inclusive engagement and supporting student success.|Parents continue to need support in understanding their legal rights and engaging in advocacy. This has been especially relevant for our Special Education parents who express concerns for their child's needs but struggle to advocate for particular instructional interventions for their child. We also receive input and feedback from the parents of our English Learners expressing a desire for more instructional support for students during the school day and during our After School Program. We are launching a Summer School program for Multilingual Learners based on feedback from parents during these community meetings.|"Based on the analysis of educational partner input and local data, we have taken some steps to improve the engagement of our underrepresented families. In the case of our Special Education parents, we have been able to ""free up"" the time of our Special Education Director to make more time available for parents. Specifically, we have hired a consultant who specializes in the needs of English Learners. By taking EL programming off the plate of our Special Education Director, this individual has more time to support parents. Also, our hired EL Consultant continues to help us to engage parents of EL students. We have revived our ELAC and DELAC meetings to be more robust and accessible to parents. In addition, with our awarded District Community Schools Implementation Grant ($200K), we continued the work to help us better partner with our underrepresented families. Our Community Schools Coordinator continues to work on ways to open up lines of communications in order to better involve our educational partners in supporting our students and school/District leadership."|The District has multiple channels for soliciting input and analyzing local data on the needs of our parents and families. In addition to the Parent Advisory Councils (PACs) for both English speaking and Spanish speaking families, we also use a variety of surveys and online resources to gather input on the viewpoints of parents. In addition to District-level surveys, each site also solicits feedback and data from parents and families to address specific issues that surface at school sites. Our DELAC meetings always offer time for parents to share feedback regarding program effectiveness.|The Parent Advisory Council (PAC), formed during the 2018/19 school year, has developed into a diverse group of parents who advise the district on issues of importance to them and their children. The group's meetings are open to all families, and the turnout has been steady. Parents from all sites, from different socioeconomic, ethnic and language groups, are in attendance and participate in all discussions. The District English Learners Advisory Committee (DELAC) meetings continued to welcome new parents and existing parents and has grown in attendance and participation with the help and support of our EL Program consultant. The EL Program Consultant continues to advise the district on English Learner issues, and has also developed into a regular group of parents willing to engage in advising the district and helping to make decisions. While the expansion of our Parent Advisory Council is a good start, we still have more to accomplish. Specifically, we want to make sure our underrepresented and traditionally marginalized families can be engaged in multiple ways including increased involvement on our School Site Councils, PTAs, and fundraising groups. Our Community Schools Action Team (CSAT) has been heavily engaged in finding new and additional ways to collect input from our community members and parents. We anticipate continuing this work and expanding opportunities for feedback.|We need to continue to find ways to connect with parents and families that have truly disconnected from their schools and their child's classroom teachers. We also need to continue our work to engage with families that speak languages other than English and Spanish so they can participate in parent meetings and also share their voice and concerns. We have looked into the use of various translation devices and other strategies to support our parents and staff in communicating when an interpreter is not readily available for a language need.  We are hopeful that the Community Schools Grant will continue to play a major role in this work.|4|4|3|4|3|4|5|3|4|3|4|3|Met||2026-06-24|2026
07617050000000|Knightsen Elementary|3|As per the 2026 Parent LCAP Survey ranked a 4.29 out of a 5-point scale for feeling that the school site principal and office staff are friendly and welcoming. Parents scored a 4.82 out of five stars about feeling comfortable when talking with their child's teacher. A score of 4.33 out of five was given by parents when asked about being encouraged to volunteer.  Staff LCAP Survey results indicate that 84% either agree or strongly agree that administration involve staff in the decision-making process.  Similarly, 86% of staff feel that people at school care about them as a person and 92% either agree or strongly agree that they feel like they belong at their school. When asked about an inviting work environment, 89% agreed or strongly agreed.|"Our focus is to incorporate our Parent Teacher Clubs efforts to events on campus and school culture. Our school site administration attends PTC meetings to help facilitate meetings and events. The PTC Board had direct access to the superintendent to share ideas and concerns.  The district has supported PTC events to promote unity and a willingness to bring community to school. Promote Back to School Night, Open House, evening performances, community events on campus and various celebrations throughout the school year. Our district is placing a higher focus on building School Site Council, ELAC/DELAC involvement from student and parent educational partners. The district is taking a look at traditional activities in the student schedule and ensuring they are inclusive of all students. One example is that ""Friendship Soup"" has evolved into the ""Multi-Cultural Feast"".  The focus is still on sharing a good meal with friends, however, has expanded to include meal items directly from our students' diverse cultures. Per the staff LCAP survey, 97% of the respondent's state that the school provides events designed to connect families and community with educators. From the parent survey, a rating of 4.33 out of five was given when asked about parent involvement being encouraged at their child's school."|We will continue to personally reach out to underrepresented families within our school community. We have a strong culture of making personal contacts with those who struggle with staying connected. Our school district will continue to grow in using communication methods that work best and make information accessible to students, parents and the community.  We have regularly scheduled translation time in our staffing allocation.  The district has instituted a Parent Community Liaison stipend to improve engagement of underrepresented families and has held 3 nights of family events for our Spanish speaking families.   The district has invited the Village Community Resource Center to the Cinco de Mayo event to solicit interest in an after school academic assistance and leadership program for students.|The district host's two separate rounds of Parent-Teacher Conferences each school year. The district has 1.6FTE intervention teacher position who provides Tier 3 intervention and 1.0 ELD teacher to assist students learning English as a second language. Teachers are regularly instructed to contact parents regarding how to support their child's learning at home. Classroom teachers keep parents informed of extracurricular online resources that can help promote positive student outcomes. Parents ranked the district 4.0 out of 5.0 as helpful when reached out to with concerns about school, and 4.82 out of five when asked about feeling comfortable speaking with their child's teacher.|Overall, the district’s improvement efforts emphasize creating more inclusive, responsive, and collaborative partnerships that directly contribute to improved student outcomes. This year our district is exploring partnership with the Village Community Resource Center to provide after school academic support and activities for our Spanish speaking students. They will also focus on parent advocacy and connections to family resources. We have continued with our community partnerships with the Retired Firefighters of Knightsen, Knightsen Garden Club, Contra Costa County Sheriffs Department, Con Fire, CHP, the annual Egg Hunt and Pet Adoption event through Delta Ranches and Homes, increase attendance to Dia de Los Muertos, Cinco de Mayo, and Lotteria events for Spanish speaking families.  The district will have dedicated LCAP input sessions and opportunities for input throughout the school year.|Our district will continue to personally reach out to the families of unrepresented students to provide invitations to events and ensure that they have access to technology or need assistance with registration/enrollment. During registration days, translation services, online registration kiosk, internet, and assistance are available for families. The district has added a translation stipend for school secretaries who speak Spanish to assist and translate for families. The district will continue to facilitate the Parent Community Liaison position and is having this position work closely with the Village Community Resource Center in the coming school year.|Our school district is putting increased focus and responsibility on our School Site Council, ELAC and DELAC committees.  We will have the council to review and make suggestions to update the student handbook, school rules/polices (dress code) and eligibility for district events such as recognition days and graduation ceremonies. In a 2026 Staff LCAP survey, 86% of the staff either agreed or strongly agreed that they have many informal opportunities to influence what happens within the school.  When asked about school administration involving staff in the decision-making process, 84% agreed or strongly agreed that they are involved in the process while 89% indicated that they agree or strongly agree that their level of involvement in the decision making is fine with them.|Administration is available each day for parent contact before and after school. The expectation is that our site administrator is in the front of the school during these times for safety and parent contact/feedback. Additionally, our school administration is present at all evening community events, send out regular updates to parents and work closely with PTC's.  We send out an annual parent LCAP survey which solicits input for decision making. Parents ranked the district a 4.33 out of a possible 5.0 that they are provided with varied opportunities and are encouraged to volunteer at school.|Our Bilingual Aides, Counselor, ELD Teacher and School Secretary are all bilingual, and will personally call families to asst them through enrollment and assessment processes. Our school counselor and school administration will ensure that our families have viable internet, and their students have connectivity and access to devices at home. We will include outreach to include Classroom Dojo, social media, email from the school site and district, SMS push notifications, continually updated websites, and personal phone calls home.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-24|2026
07617130000000|Lafayette Elementary|3|LAFSD continues to demonstrate strong practices in building relationships between school staff and families through consistent engagement efforts across schools. PTA partnerships, topic-specific town halls, and individual parent interactions remain central to fostering trust and collaboration. Transparent communication around curriculum and academic expectations has supported a culture of shared responsibility for student success. Last year, the district introduced a new parent sense of belonging survey, which provides valuable insights into family-school relationships and affirmed the importance of sustained partnership. Parent survey data also reflected high levels of belonging across family groups, including a continued 100% sense of belonging reported by English Learner families.  Additionally, schools maintained welcoming environments by offering multiple modes of communication and engagement to accommodate families’ varied needs.|Continued focus areas include strengthening collaboration with parents around student academic progress and learning needs. While all sites continue to offer education sessions, there is a need to ensure these opportunities are clearly aligned with instructional goals and accessible to all families. Increasing participation among families of students with disabilities, English Learners, and those receiving targeted interventions also remains a priority. To foster a more inclusive school culture, schools will continue expanding opportunities for family connection and engagement centered on student belonging, wellness, and shared school experiences.|To engage underrepresented families more effectively, LAFSD will continue expanding outreach through DELAC  meetings, Special Education Parent Dialogues, and multilingual communication supports, including Language Line.  Parent survey data will help identify preferred formats and times for events. Site-based engagement efforts focused on belonging and family connection will offer additional opportunities for families to build relationships with school staff and contribute to a positive, inclusive school environment.|The Lafayette School District continues to demonstrate strong practices in building partnerships for student outcomes through consistent, multi-faceted family engagement. Key strengths include site-based parent education events, special education dialogue groups, DELAC meetings, and PTA-hosted activities. The district maintains open communication about academic programs and expectations and provides accessible resources through its website and other platforms. These practices have supported ongoing collaboration between families and educators to promote student success. Increased participation in parent education opportunities and district engagement forums continued to support strong collaboration between families and schools.|This year’s feedback emphasized the need for greater clarity and personalization in communications about family engagement opportunities. Some parents reported questions about which events were intended for them or the purpose of invitations, particularly in the context of targeted programs such as special education or English Learner supports. While the district offers a variety of events and learning opportunities, efforts will focus on improving how invitations are shared and tailoring outreach to ensure parents feel informed, welcomed, and included.|LAFSD will continue to support underrepresented families through existing forums such as DELAC and special education engagement meetings. These efforts include language access supports, translated materials, and targeted outreach to families of students receiving interventions. By refining invitation strategies and increasing clarity about the purpose and benefit of events, the district aims to boost participation among families who may have been less engaged in the past.|In 2025–26, Lafayette School District maintained multiple avenues for family input, including DELAC meetings,  Special Education dialogue groups, PTA events, town halls, and one-on-one discussions. A key enhancement this year was the reintroduction of RAPPORT onboarding, a district-hosted event for new parent volunteers. During this session, participants met with district leadership to learn about key departments - curriculum and instruction, student services, special education, HR, business, belonging, and the parent foundation - as well as the governing board.  This initiative supports informed engagement and promotes RAPPORT’s ongoing role as the district’s parent advisory team.|LAFSD will continue expanding strategies to ensure input opportunities are diverse and inclusive. These include increasing the use of targeted surveys, offering more in-person sessions, and refining how input is collected and analyzed. Enhancing communication about the purpose and impact of engagement activities will also help encourage broader participation, including targeted outreach to families of students with disabilities and English  Learners.|The district remains committed to improving access for underrepresented families through continued DELAC  outreach and engagement efforts, accessible special education meetings, and targeted outreach to socioeconomically disadvantaged families. RAPPORT’s advisory role will continue to support broader family perspectives, and onboarding will remain a key method for building early parent connection and involvement across student groups.|4|4|4|4|4|5|5|5|5|5|4|4|Met||2026-06-09|2026
07617210000000|Liberty Union High|3|Liberty Union High School District has continued to strengthen relationships between school staff and families through a variety of ongoing communication, engagement, and partnership opportunities. Families are regularly invited to participate in annual and mid-year parent surveys, LCAP engagement activities, School Site Councils, ELAC, DELAC, college and career events, parent information nights, Title I meetings, and site-based activities designed to support student success. The district’s LCAP Goal 3 emphasizes enhancing communication, partnerships, and collaboration among staff, parents, and students while expanding parent involvement across the district. Parent survey data is collected and reviewed to monitor communication effectiveness, participation in school activities, and parent understanding of college and career preparation requirements. District and site staff have continued to increase opportunities for two-way communication through meetings, presentations, advisory groups, and outreach efforts that keep families informed and connected to their schools.|While the district has established multiple avenues for family engagement, participation rates among some parent groups remain inconsistent. The district seeks to improve attendance at parent advisory meetings, increase survey participation, and expand engagement opportunities that are accessible to working families and families who have traditionally participated at lower rates. Additional focus will be placed on increasing awareness of available engagement opportunities, improving the consistency of participation across schools, and strengthening two-way communication that allows families to provide meaningful feedback throughout the year rather than during limited engagement windows. The district will also continue reviewing survey results and participation trends to identify barriers that may limit family involvement and to develop strategies that increase representation from all student groups.|The district will continue targeted outreach to families of English learners, foster youth, homeless youth, students with disabilities, and other underrepresented groups through ELAC, DELAC, case management services, counseling programs, Title I activities, and direct communication from schools. Efforts will include providing multiple opportunities for participation, increasing communication about available meetings and events, utilizing family-friendly formats for engagement, and ensuring that families understand how to access resources and support systems available through the district. The district will also continue monitoring participation data and educational partner feedback to ensure that the voices of underrepresented families are represented in school and district initiatives.|LUHSD actively partners with families to support student achievement, college and career readiness, school engagement, and overall student well-being. Through the LCAP process, parent surveys, advisory committees, college and career planning activities, and school-based programs, families are provided opportunities to understand student progress and contribute to discussions regarding educational programs and services. Parent survey measures related to communication, college entrance requirements, and participation in school activities help the district monitor progress and align services to family needs. District and site staff routinely share information regarding academic pathways, graduation requirements, college and career opportunities, and student supports, helping families become active partners in promoting positive student outcomes.|As a high school district, which typically sees decline in educational partner engagement, we recognize the need to further strengthen family understanding of academic expectations, graduation requirements, postsecondary options, and available intervention supports. Future efforts will focus on increasing family participation in programs that directly support student achievement and ensuring that families have timely access to information that helps them support learning at home. The district will also continue examining participation patterns to identify family groups that may benefit from additional outreach, personalized communication, or targeted workshops designed to strengthen school-family partnerships around student success.|To better support underrepresented families, the district will continue collaborating with ELAC, DELAC, counseling services, student support teams, and school site personnel to provide information and engagement opportunities tailored to specific student populations. Families of English learners, students with disabilities, foster youth, and other underrepresented groups will receive targeted outreach and opportunities to participate in discussions related to academic supports, college and career readiness, social-emotional supports, and student achievement. The district will use educational partner feedback and local data to refine engagement strategies and ensure that all families can meaningfully participate as partners in supporting student outcomes.|Seeking educational partner input remains a significant strength of LUHSD. The district utilizes a comprehensive engagement process during LCAP development and annual updates, gathering feedback from parents, students, staff, bargaining units, administrators, advisory committees, and community members. Educational partners are provided opportunities to review district data, discuss priorities, and offer input regarding goals, actions, services, and expenditures. Parent feedback is also collected through annual and mid-year surveys, helping inform district decision-making and continuous improvement efforts. The district has established multiple structures—including School Site Councils, ELAC, DELAC, public board meetings, and LCAP engagement activities—to ensure stakeholder voices contribute to planning and resource allocation decisions.|Although numerous opportunities for input exist, the district seeks to increase participation levels and improve representation among all student and family groups. Future efforts will focus on obtaining broader feedback from families who may not traditionally participate in advisory committees or surveys. The district also aims to strengthen ongoing feedback mechanisms throughout the year so educational partners can contribute to decision-making on a more continuous basis. Additional attention will be given to analyzing participation data and identifying strategies that increase engagement from families whose perspectives may be underrepresented in district planning processes.|The district will continue expanding opportunities for underrepresented families to participate in decision-making through targeted outreach, ELAC and DELAC engagement, school site advisory groups, and direct communication efforts. Staff will work to remove barriers to participation by offering multiple opportunities for input and ensuring that families understand how their feedback influences district decisions. Survey data, educational partner feedback, and participation trends will be reviewed annually to determine whether underrepresented groups are adequately represented and to guide adjustments to outreach strategies. These efforts will help ensure that future district and school decisions reflect the perspectives and needs of the diverse communities served by LUHSD.|5|4|4|4|4|4|4|5|5|4|5|5|Met||2026-06-17|2026
07617390000000|Martinez Unified|3|Martinez USD continues to promote and expand parent participation both in and out of the classroom through multiple engagement structures and communication strategies. During the 2025–2026 school year, parents most commonly participated in school community events such as Back to School Night, school performances, and PTSA activities. In addition, Alhambra High School continued to host Open House, expanding opportunities for secondary family engagement.  To better understand barriers to participation, the district administered a parent survey. Results indicated that the primary barrier to increased involvement was the need for more timely and accessible communication about engagement opportunities. In response, Martinez USD is in its third year of implementing ParentSquare as a unified communication platform.  This action is expected to increase parent participation because ParentSquare provides real-time, centralized communication in families’ preferred languages, reducing missed opportunities for involvement and improving access to school information. Increased access to timely information is expected to lead to higher participation rates in events and advisory groups, which strengthens family-school partnerships and supports student outcomes.  To further support engagement, the district maintains a Parent Engagement Calendar that is regularly updated and accessible in both English and Spanish. Martinez USD also facilitates structured engagement through ELAC and DELAC, ensuring that families of English learners have formal opportunities to provide input on programs and services.  The district will continue to administer the parent survey annually, analyze results, and present findings to the Governing Board. The district will increase survey participation rates because expanding outreach through multiple communication methods (e.g., robo-calls, ParentSquare notifications, newsletters, and Family Liaisons) reduces access barriers and ensures broader representation of educational partner voices.  In addition to site-based engagement, parents actively participate in district-level decision-making through committees such as the Curriculum Advisory Council (CAC), LCAP Executive Advisory Committee (EAC), Budget Advisory Committee, and Safety Committee. These committees meet multiple times per year and include parent, community, and LEA representatives who review local data, identify areas of strength and need, and provide input on curriculum, budgeting, and safety planning.  This structure strengthens decision-making because it incorporates diverse family perspectives into program design and resource allocation, ensuring that actions are more responsive to the needs of unduplicated pupils and the broader student population.|Examples from the 2025-26 school year:  Positive Behavioral Interventions and Supports (PBIS) at Martinez Junior High School, Alhambra High School, John Muir Elementary, and Restorative Practices training at multiple school sites.  MUSD equity team leaders continued to meet and support the implementation of the Diversity, Inclusion, and Equity Plan, which resulted in the completion of three years of the SLAM program at Alhambra High School and Martinez Junior High School.  This year, partnerships were also formed with Infinite Diversity and Rainbow Community Center.  MUSD has funded a bilingual Family Liaison position to support and build parent partnerships for student outcomes. We value the partnership between home and school and believe this connection is essential to the success of our students. Our Family Liaison supports all seven school sites with school/parent communication (i.e., flyers, newsletters, website, and individual phone calls). They are also available to translate at parent-teacher conferences, IEPs, and school-sponsored parent events, such as Open House, Back to School Nights, and Parent Ed. night.  The College and Career Specialist has been an integral piece in supporting our students on a pathway to high school graduation. They support dual enrollment, as well as college applications. Through our multiple communication lines, MUSD provides parents with training and information regarding how parents can collaborate with the school to support their child. We offer information and support in transition between levels (elementary to middle and middle to high), on how to navigate A-G requirements, College and Career pathways, etc.  PTA is a strong supporter of MUSD schools and will collaborate with school sites to provide timely and relevant parent education opportunities, as well as host Family Nights to encourage all parents to connect with the school community. MUSD also hosts parent information nights such as How to Address Vaping, Supporting Your Digital Citizen, Digital Safety Trainings, and College and Career Nights.  MUSD continues to work on ways to support families with the transition from middle to high school and inform parents of college entrance requirements.|Martinez Unified's Board approved the Graduate Profile in May of 2023.  Through surveys and committees, it was realized that the community did not have a foundational understanding of the Graduate Profile.  More communication and support for TK-12 are needed to gain traction with the Graduate Profile.  This continues to be an area of focus for the District.  Continued promotion of the CTE pathways and the A-G offerings, including the AP offerings.  There was a decrease in the Promotion of Parental Involvement data at the elementary and middle school levels based on the CA Health Kids Survey.  MUSD will need to determine how to ensure that there is parental involvement at all levels and encourage ongoing positive interactions between the school and parents.  Chronic Absenteeism has declined, but this continues to be an area of education and partnership between MUSD and parents.|Martinez Unified School District administered the California School Staff Survey and California School Parent Survey (CalSCHLS) in fall 2025 to assess the effectiveness of family engagement practices.  A total of 134 staff members participated (83 elementary, 33 middle, 12 high school).  Staff responses indicate that: 37% strongly agreed that schools are welcoming and facilitate parent involvement 38% strongly agreed that schools encourage parents to be active partners 30% strongly agreed that schools communicate student learning expectations 27% strongly agreed that parents feel welcome to participate in classrooms  Additionally, 187 parents participated in the parent survey (109 elementary, 56 middle, 18 high school). Survey responses included diverse representation, with 58% identifying as White, 15% Hispanic or Latinx, and 9% as Two or More Races; 2% of respondents reported students in the English Learner program, and 14% reported students with IEPs.  Identified Need and Barrier  While survey results indicate that a portion of staff perceive strong family engagement practices, the relatively low percentages of “strongly agree” responses—particularly in areas related to classroom participation (27%) and communication of learning expectations (30%)—suggest inconsistency in how families experience engagement across sites and grade levels.  This indicates a need to strengthen consistent, timely, and accessible communication and expand meaningful opportunities for family participation, particularly at the classroom level.|This year, Martinez Unified School District will continue to implement Goal 3, which focuses on creating a culture of equity and inclusion through the development of safe, welcoming, and healthy learning environments that support the social-emotional needs of students and foster a sense of belonging and connectedness for students and families.  This goal was maintained based on analysis of local data, including the California School Staff Survey and California School Parent Survey results, which indicate that while family engagement structures are in place, only 37% of staff strongly agreed that schools are welcoming and facilitate parent involvement, and only 27% strongly agreed that parents feel welcomed to participate in classrooms.  These data points indicate a need to strengthen consistent, meaningful family engagement practices across schools, particularly in increasing families’ sense of belonging and access to participation opportunities.  Goal 3 is intended to address this need because creating welcoming and inclusive school environments, combined with intentional communication and engagement structures, increases families’ sense of connection to schools, which leads to greater participation in school activities and decision-making processes. Increased family engagement is expected to improve student attendance, engagement, and readiness to learn, as students are more likely to feel supported when their families are actively connected to the school community.  Progress toward this goal will be measured through annual survey data (staff and parent), participation rates in engagement opportunities, and student engagement indicators such as attendance and school climate measures.  Survey results indicate that while structures for family engagement exist, the relatively low percentage of staff who strongly agree that parents feel welcomed to participate in classrooms (27%) and that schools clearly communicate learning expectations (30%) suggests inconsistency in how families experience engagement across sites.  This indicates a need to strengthen timely communication and meaningful opportunities for family participation, particularly at the classroom level.|Based on the analysis of educational partner input and local data, Martinez Unified School District identified a need to improve engagement among underrepresented families, particularly those who may face barriers related to access to timely information, language, or connection to school sites. Survey results indicated that not all families consistently feel welcome to participate or are aware of opportunities for engagement.  To address this need, MUSD will implement targeted strategies to increase engagement and strengthen partnerships with these families. The district will expand parent engagement activities, increase outreach through multiple communication platforms, and continue to provide opportunities for input through advisory groups and surveys.  These actions are expected to improve engagement because increasing access to timely, accessible communication and providing structured opportunities for participation reduces barriers for underrepresented families, allowing them to more fully engage in school activities and decision-making processes.  In addition, MUSD will continue implementing a Multi-Tiered System of Supports (MTSS), social-emotional learning (SEL), and behavioral monitoring tools, along with staff training in effective classroom management, counseling supports, and community partnerships. These actions are expected to strengthen family engagement because supportive and inclusive school environments increase families’ sense of belonging and trust, which leads to greater participation and partnership.  Progress will be monitored using multiple measures, including attendance rates, suspension rates, the California Healthy Kids Survey, and other local surveys. These metrics will be used to evaluate whether increased family engagement is contributing to improved student outcomes and stronger school-family connections over time.|Based on the analysis of educational partner input and local data, Martinez Unified School District demonstrates strong systems for seeking input in decision-making through multiple established advisory structures and expanded opportunities for engagement.  MUSD actively supports family participation in advisory groups, including School Site Councils, the Equity (DEI) Committee, DELAC, ELAC, and the LCAP Executive Advisory Committee (EAC). Parents and community members participated in LCAP development through EAC meetings held throughout the year, providing direct input on goals, actions, and services.  These structures are a strength because they provide consistent, formal opportunities for families to contribute to decision-making processes, which ensures that district planning reflects the perspectives and needs of diverse educational partners.  The district has also made progress in expanding engagement opportunities, including the growth of the DEI Committee and the LCAP EAC, as well as increased collaboration between DELAC and community partners during the 2025–2026 school year. These expansions are expected to strengthen input and representation because increasing the number and diversity of engagement spaces allows more families—particularly those from historically underrepresented groups—to participate in district decision-making.  MUSD gathers input through multiple data sources, including the California Healthy Kids Survey and the LCAP survey. Survey results are incorporated into LCAP development and annual updates. This process is effective because systematically collecting and analyzing feedback allows the district to identify trends, strengths, and areas of need, which inform adjustments to goals, actions, and services.  Additionally, the transition to ParentSquare beginning in the 2023–2024 school year represents progress in improving communication and outreach. This has strengthened the district’s ability to seek input because timely, centralized communication increases awareness of engagement opportunities and enables broader participation from families.|Based on the analysis of educational partner input and local data, Martinez Unified School District has identified a need to improve awareness of and participation in decision-making opportunities among families, particularly those who are underrepresented in advisory groups.  Survey results and participation data indicate that while multiple engagement structures exist, not all families are consistently aware of or accessing opportunities to participate in committees and provide input.  To address this focus area, MUSD will continue to promote and expand awareness of available opportunities for participation in both site-based and district-level committees. This includes increasing communication through multiple platforms and ensuring that information about engagement opportunities is accessible to all families.  These efforts are expected to improve participation in decision-making because increasing awareness and accessibility of engagement opportunities reduces barriers to involvement, allowing a broader and more representative group of families to contribute to district planning and decision-making processes.|Based on the analysis of educational partner input and local data, Martinez Unified School District identified a need to improve the engagement of parents of students with disabilities, particularly at the high school level. While progress has been made in supporting the transition from middle school to high school, there are ongoing opportunities to strengthen parent engagement in decision-making related to four-year planning, course selection, and access to academic supports.  To address this need, MUSD will expand targeted outreach and engagement opportunities for parents of students with disabilities at the secondary level. This includes increasing communication about high school planning processes, providing structured opportunities for parent input in academic planning, and ensuring families have access to information regarding available supports and services.  These actions are expected to improve engagement in decision-making because providing clear, timely information and structured opportunities for participation enables parents to more effectively contribute to decisions about their student’s academic pathway and support services.  Increasing parent engagement at this level is expected to improve student outcomes because when families are actively involved in academic planning and support decisions, students are more likely to be enrolled in appropriate courses, access necessary supports, and remain engaged in school. This is anticipated to impact attendance and graduation rates for students with disabilities positively.|4|5|4|5|4|5|4|5|5|5|5|4|Met||2026-06-22|2026
07617470000000|Moraga Elementary|3|The Moraga School District believes that school-family collaboration leads to improved student achievement, better behavior, better attendance, higher self-concept and more positive attitudes toward school and learning. Each school site holds community building events throughout the year. The District provides families information and resources via newsletters, websites, and at PTA, School Site Council and Governing Board meetings. Moraga uses the Parent Square communication platform to inform parents of district information and other resources. Teachers communicate with parents in-person during Back-to-School Night, Open House, and parent teacher conferences. The parent teacher conference time is used to communicate student progress, develop improvement plans, and build relationships with families.|The Moraga School District continues to focus on building relationships between school staff and families by improving the frequency and transparency of communication, building alliances with the school community to foster relationships, sharing resources, and developing mutual goals with educational partners. In order to achieve this goal we are focused on improving family and school relationships through committee participation, parent education events, schoolwide community building events, and building the capacity of our District English Learner Advisory Committee (DELAC).|The Moraga School District will continue to individually contact families of students who are in the categories of socio-economically disadvantaged, English learner and foster youth to participate on the Coordinating Council and provide translation services as needed. The District will continue to convene meetings of parents of students with disabilities via the Parents of Exceptional Moraga Students group. The District's ELL teacher will continue to hold individual parent-teacher conferences with parents. All elementary teachers dedicate a week to parent-teacher conferences with translation services when necessary. Celebratory events will be held to recognize reclassification. The District plans to hold community events focused on: English Language Learners, Special Education, Wellbeing, Safety, and Diversity/Inclusion. While examples demonstrate evidence of engagement, the 2026-2027 LCAP includes “actions” to improve upon prior year successes to increase engagement.|The Moraga School District recognizes that school-family partnerships increase the likelihood that children will have positive school experiences and better life outcomes. The District offered parent education in response to parent needs. District committees offer opportunities to engage in decision making and include the Coordinating Council, Safety and Wellness Committee, and the Budget Advisory Committee. The District English Learner Advisory Committee (DELAC) was established in 2022-2023. This year enrollment did not necessitate a DELAC committee, but multilingual learner parents met two times with the purpose of improving outcomes for multilingual students and improving communication and collaboration with the families of multilingual students. A highlight last year was collaboration with a parent group, MAST, on technology. This resulted in several parent education events.|The Moraga School District will continue to seek input from parents of multilingual learners via the District English Learner Advisory Committee (DELAC) in an effort to improve outcomes for students. Additionally, partnership with Parents of Exceptional Moraga Students (POEMS) will be utilized to support parents of students with Individualized Education Plans (IEPs).|The Moraga School District will continue to individually contact families of students who are in the categories of socio-economically disadvantaged, English learner and foster youth to participate on the Coordinating Council and provide translation services as needed. The District will continue to convene meetings of parents of students with disabilities via the Parents of Exceptional Moraga Students (POEMS) group. The District's ELL teacher will continue to hold individual parent-teacher conferences with parents. All elementary teachers dedicate a week to parent-teacher conferences with translation services when necessary. The District plans to hold community building and parent education events focused on: English Language Learners, Special Education, Wellbeing, Safety, and Diversity/Inclusion. While examples demonstrate evidence of engagement, the 2026-2027 LCAP includes “actions” to improve upon prior year successes to increase engagement.|The Moraga School District regularly seeks input for decision making from parents and guardians via the Coordinating Council, Parent Teacher Associations, the Moraga Education Foundation, Governing Board meetings, Student Study Teams, email, surveys, and parent-teacher conferences. Translation services are provided as needed. Surveys are used to seek input from all parents and survey results can often be disaggregated by demographic groups. A Parents of Exceptional Moraga Students (POEMS) group meets at least four times a year for the opportunity to provide input into programs serving students with disabilities. In 2025-2026 the Moraga School District held meetings with families of English Learner students and generated a multilingual learner survey.|Moraga School District staff and parents will continue to collaborate around local and state student achievement data during PTA and the District Coordinating Council meetings. The District will engage parents of students with disabilities during the Parents of Exceptional Moraga Students (POEMs) meetings. The District will continue to send families of multilingual students a needs assessment survey. A Learner Profile will be developed through community input and meetings.|The Moraga School District will individually contact low-income, English learners and foster youth parents to participate on the Coordinating Council and provide translation services as needed. The District will continue to administer a student Diversity, Equity, Inclusion, and Belonging (DEIB) survey along with an annual climate survey in order to better develop action plans per survey outcomes.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-09|2026
07617540000000|Mt. Diablo Unified|3|Mt. Diablo Unified continues to build and maintain positive, supportive relationships between school staff and families through consistent, two-way communication and meaningful engagement opportunities. Schools and the District provide updates through in-person outreach, ParentSquare communications translated into families' home languages, weekly newsletters highlighting activities and events, district websites, and social media platforms.  During the 2025–26 school year, all school sites maintained active parent engagement committees that provided families with opportunities to participate in school decision-making, provide feedback, and strengthen connections with their school communities. In addition, the District supported several districtwide parent advisory groups, including the Parent Advisory Committee (PAC), Community Advisory Committee (CAC), District English Learner Advisory Committee (DELAC), and African American Parent Advisory Council (AAPAC). These committees met regularly to review district initiatives, provide input on programs and services, and advise the District on matters impacting student achievement, equity, and family engagement.|Mt. Diablo Unified continues to strengthen relationships between the District and families, with a particular focus on engaging and supporting historically underrepresented communities. The District continues efforts to diversify its workforce by recruiting and retaining employees who better reflect the backgrounds and experiences of the students and families served. Additional resources and services have been implemented to support families who have recently immigrated from Central America, the Middle East, and other regions, including expanded counseling and social work services and specialized educational programs for older students with interrupted formal education.  The District remains committed to increasing family engagement and participation in both school- and district-level decision-making processes. Ongoing efforts include expanding participation in advisory committees, increasing family attendance at engagement events, and improving response rates to family surveys to ensure a broad range of voices are represented in district planning and improvement efforts.  Based on feedback gathered through Spring 2026 listening sessions, advisory committee meetings, and other educational partner engagement activities, the District added a new action to Goal 3 of the 2026–27 LCAP focused on creating intentionally welcoming and inclusive school environments for all families. This action includes professional learning for all staff on fostering positive school climates, culturally responsive practices, effective communication, and strategies to strengthen partnerships with families from diverse backgrounds.|Mt. Diablo Unified will continue to strengthen engagement with underrepresented families by expanding language access and communication supports beyond English and Spanish and increasing opportunities for family connection, community building, and student recognition. The District will continue to celebrate student achievement through events such as the Willie Mims Awards and other recognition programs that honor the diverse strengths and accomplishments of our students.  District staff will continue to engage families through multiple advisory committees and educational partner engagement opportunities designed to gather feedback and inform district decision-making. The District will also maintain its commitment to diversifying the workforce by implementing recruitment and retention strategies aimed at attracting and supporting employees whose backgrounds and experiences reflect the diversity of the student population. These efforts are intended to strengthen relationships with families, increase cultural responsiveness, and create a greater sense of belonging for all students and educational partners.|The District has effectively utilized various platforms, including websites, social media, ParentSquare, AERIES Homelink, and Google Classroom, to keep parents/guardians and students informed about updates, educational opportunities, and resources, enhancing two-way communication with the community.  Formal systems allow students to voice concerns and collaborate on school and district initiatives through Student Board Member reports and leadership teams. Loma Vista Adult Education has broadened its offerings at school sites, including workshops for parents and teens, and held an annual Parent Conference featuring presentations on academic and social-emotional support, with translation available in English, Spanish, Dari, and Pashto.|The District will implement targeted strategies to support students from underrepresented racial and ethnic groups. AAPAC will enhance its impact by supporting Black Student Unions and fostering positive spaces for parent and student engagement and advocacy. Actions will continue training for teachers to create welcoming, culturally responsive environments, expanding tutoring opportunities, and focusing on interventions for homeless and foster youth. Counselors will ensure a coherent plan for social-emotional learning (SEL) across the District. The updated LCAP continues to include services and metrics for emerging bilingual students, Students With Disabilities, African American students, foster youth, and students experiencing homelessness under Goal 4. Based on educational partner feedback, the District will add additional listening sessions and engagement opportunities throughout the year to gather input from students, families, and community members. The District will also expand diverse, interest-based family workshops and educational offerings designed to support student learning, strengthen family-school partnerships, and respond to the needs and interests identified through ongoing engagement efforts.|Mt. Diablo Unified will continue to strengthen engagement with underrepresented families by expanding language access and communication supports beyond English and Spanish and by creating additional opportunities for community connection and student recognition, including events such as the Willie Mims Awards. District staff will continue to convene advisory committees to gather input from families whose voices have historically been underrepresented. These groups include the African American Parent Advisory Committee (AAPAC), Community Advisory Committee (CAC), and District English Learner Advisory Committee (DELAC).  The District will also implement targeted outreach efforts to increase parent and family participation in district surveys and engagement opportunities. In addition, Mt. Diablo Unified remains committed to diversifying its workforce through recruitment and retention efforts designed to attract employees whose backgrounds and experiences reflect the diversity of the students and families served by the District.|To better address the needs of all students, the District gathers parent and guardian voice, feedback, and advocacy through the District English Learner Advisory Committee (DELAC), Community Advisory Committee (CAC), and African American Parent Advisory Committee (AAPAC). These committees intentionally engage and elevate the perspectives of families representing underserved student groups. During the 2025–26 school year, site-based AAPAC groups continued to expand, with nearly 40% of school sites maintaining an active AAPAC to support family engagement and advocacy.  The District has also increased its capacity to support students and families through the expansion of community service liaison and community service assistant positions at school sites. These staff members play a critical role in connecting families with resources, improving communication between home and school, and supporting student attendance, engagement, and overall well-being.|Mt. Diablo Unified is dedicated to engaging and empowering parents and guardians to support improved student outcomes. Through advisory committees, family engagement events, surveys, and ongoing communication efforts, the District has continued to expand opportunities for educational partners to participate in school and district decision-making. School site engagement has strengthened in recent years, with all schools maintaining active parent engagement committees and increasing opportunities for families to connect directly with their school communities.  Despite this progress, additional support is needed to increase participation in district-level engagement opportunities and ensure that families from historically underrepresented groups are represented in advisory committees and decision-making processes. Families from racial, ethnic, and linguistic minority groups, as well as foster and homeless families, continue to face barriers to participation. Non-English-speaking parents and guardians may also experience challenges accessing information and engagement opportunities. Educational partner feedback identified a need for additional networking and collaboration opportunities among families, as well as expanded family education and leadership development opportunities that help parents and guardians support their children's learning and take active leadership roles within both school and district communities.|The District will enhance engagement with underrepresented families by personally inviting parents and guardians to participate in advisory groups, including the Community Advisory Committee (CAC), District English Learner Advisory Committee (DELAC), Parent Advisory Committee (PAC), African American Parent Advisory Committee (AAPAC), and/or Parent Teacher Association, School Site Councils, and the Mt. Diablo Business Education Alliance. The District will also create targeted outreach opportunities to increase parent and family participation in district surveys and other engagement activities.  Student voice will continue to be strengthened through formal systems for sharing feedback and concerns, including the District's Student Advisory Board. In addition, a Newcomer Student Advisory Board has been established to elevate the perspectives of students who are new to the U.S. educational system and to help inform programs, services, and supports that address their unique needs and experiences. The District will continue to prioritize hiring and retaining a diverse workforce that reflects the student population. The Mt. Diablo Black Educator Association (MDBEA) and the Association of Raza Educators (ARE) will continue fostering positive relationships and partnerships between staff, students, and families throughout the District.|4|3|4|4|4|4|4|3|4|3|3|4|Met||2026-06-24|2026
07617540134072|Rocketship Futuro Academy|3|In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and is a cornerstone of the school's partnership with families. In the 2025-2026 school year, we enhanced our foundational relationships with families from the start of the year, investing in a successful day zero to day thirty initiative. The initiative focused on engaging families through the summer and start  of the year with a series of events and workshops intended to support relationship building between staff and families. We built on this momentum with the ongoing strength of our home visits and robust professional development for teachers, which included training on engaging families on an ongoing basis, and through our Los Dichos literacy program.    The success of these relationship building efforts is reflected in recent local data, with the school meeting its parent and family survey goals and achieving a significant increase in overall family satisfaction and connection with the school.|In order to continue to grow in the area of building relationships between school staff and families, the school will engage families, parent leaders and staff to define and implement standard core family engagement events and elicit input on continuing to increase engagement in these events. The school will continue to invest in parent leaders to support these events and provide meaningful outreach to all families.|The school invests in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff identify and directly partner with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities. To further engage underrepresented families, our Care Corps team conducts intensive, in person outreach - including whole needs assessments and community organization referrals - to build stronger partnerships with these families and support every student’s holistic success.|Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, and other interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect.   The school has made significant progress in building partnerships for student outcomes by launching a comprehensive academic toolkit and resource hub for families. Through this toolkit, the school partners with families as true academic collaborators, providing strategies, training and tools for families to engage their students at home, connecting learning at school with learning at home.  Additionally, the school hosted a series of Family Literacy Nights, which provided tools and development for families to engage their students through a love of reading.|In order to continue to grow in the area of building partnerships for student outcomes, the school will continue to increase parent understanding of our curriculum and how to best support their students at home. Now that the academic toolkit has been launched, the school will seek to embed the tool in a multitude of parent events and training, providing families with increased understanding of the curriculum and associated tools to support positive outcomes for their students.|The school will invest in the engagement of underrepresented families through support and professional learning for staff, including a monthly Care Corps presentation to staff focused on strategies, tools and training on engaging and supporting underrepresented students. Additionally, Care Corps is engaging in new ways with school leaders and underrepresented families, through participation in key meetings with families of these students, bringing a well rounded and holistic approach to the support provided.|In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. The school conducts multiple family surveys over the course of the year, gathering information about what is working well for families and how we can improve.  Results are reviewed and ways to improve are discussed at community meetings, SSC/ELAC meetings and Rocketship Board meetings. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage in the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.  In addition to SSC and ELAC, our campus has a community advisory group, which solicits feedback from the community including students, parents, school staff and school leaders and analyzes data on school academics, culture and student well being. The group identifies trends and gives input and recommendations on potential actions the school may take.  Lastly, we have partnered with the Rocketship network on the Regional Community Advisory Board to engage in decision making, support the creation of, and provide feedback on, Rocketship’s five year plan and annual goals and priorities. The advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan and priorities.|In order to continue to improve in seeking input for decision making, the school plans to engage focus groups of families to solicit their input on ways to engage the school community in decision making and foster ongoing dialogue around key decisions over the course of the year.|The school is focused on engaging underrepresented families by bringing an inclusive lens and mindset to the work of family engagement. All staff and school leaders receive training to support all families and incorporate that training into their work by reaching out to engage families of underrepresented groups.|5|5|5|5|5|4|5|5|4|5|4|4|Met||2026-06-11|2026
07617546118087|Eagle Peak Montessori|3|Over 88% of families volunteer and participate in school events. We have 45% of families who submit a school survey. Over 90% of parents attend Parent Teacher Partnership meetings twice and year and observe in their child's classroom twice a year. All of our parent -teacher meetings are held via ZOOM and so parents do not need to travel to the school during work hours in order to participate. Each teaching partnership also have office hours so that parents have an opportunity to make appointments outside of the school day and regularly scheduled conference opportunities, to meet with teachers.|We added one Parent Education opportunity this year and then mid year decided to add a second. We feel that increasing the amount even further will help with the understanding of the pedagogy as well as building relationship.|Eagle Peak Montessori has a parent group that is designed to help us reflect and progress in insuring that all members of our community are represented and have voice. However, all of our surveys are anonymous and so we are not able to identify underrepresented groups in these surveys.|Eagle Peak Montessori communicates with parents through Parent -Teacher Partnership meeting twice a year and a standards based report card twice a year. The parent partnership meetings are time for the parents and teachers set goals and monitor those goals for the students. In our upper grades the students participate in these meetings. We also use a newsletter template that provides the opportunity for full translations into multiple languages.|EPMS held parent education nights which help for parents to understand the Montessori curriculum and their child's progress. We will continue to grow and add to these events in the upcoming LCAP cycle.|Eagle Peak Montessori will work to make sure the events are offered at times that all parents have an opportunity to attend. We will provide childcare when needed. We will reach out to inquire if translators are needed for any parent education we provide.|Our school as an independent LEA holds public board meetings where parents can share during the public comment section. The bylaws of our board allow for up to 6 seats for parents directly on the Board of Directors.  Parents are also represented in planning and decisions through the Parent Teacher Leadership Group, Community Foundation for Eagle Peak, and the Community Connection Committee.  Eagle Peak currently sends out both a Parent Survey and a Parent Input Form. These are two sources of feedback that is used for the upcoming school year. The survey solicits feedback related to the school culture and climate. The Parent Input Form gives space for parents to discuss their child's specific classroom.|"Our parents wanted more information on the budget, etc.. and we provided an additional ""state of the school"" meeting in 2025. This meeting was held via zoom so that more parents could access the information."|Our PTLG (Parent Teacher Leadership Group) meetings have alternated throughout the year with time of day and virtual or in person settings. The Community Foundation meetings are  held on line where all parents can access the meeting. The Board of Directors meetings are public and held on campus in the evening for parents to attend as well.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-08|2026
07617620000000|Oakley Union Elementary|3|OUESD has made significant progress in fostering strong relationships between school staff and families by prioritizing proactive communication, enhanced family involvement, and cultural competence. Through transparent and consistent communication channels, the district ensures that parents stay informed about school activities and their child's academic progress, fostering trust and collaboration. Additionally, OUESD empowers families to actively participate in school life through volunteering, committee involvement, and event attendance, strengthening the partnership between home and school and enhancing parent satisfaction.  Furthermore, OUESD strongly emphasizes cultural competence and inclusivity, celebrating diversity and creating an environment where all families feel welcomed and valued. By implementing culturally responsive practices, the district ensures that every family's unique needs and perspectives are considered, enriching the educational experience for all students. Overall, OUESD's multi-approach to building relationships between school staff and families strengthens the educational community and provides vital support for student academic and social success.|Despite the district's strengths in academic programs and resources, one area for improvement is building stronger relationships between school staff and families. While the district has made strides in providing high-quality education, fostering meaningful connections with families remains a priority. Enhancing communication channels, facilitating more opportunities for parental involvement, and promoting a welcoming and inclusive school environment are key focus areas. By strengthening these relationships, the district aims to create a supportive community where families feel valued, engaged, and empowered to participate actively in their children's educational journey.|After reviewing input from educational partners and local data, OUESD has identified the importance of improving engagement with families of unduplicated students, as mentioned in the self-reflection above. To address this challenge,  the district plans to implement targeted outreach strategies specifically tailored to the unique needs and preferences of the families of English Learners, low-income, foster youth, students with disabilities, and African American students. This involves using culturally sensitive communication methods, offering translation services, and organizing outreach events in community spaces that are easily accessible to these families. Additionally, we are  committed to building trust and rapport by actively listening to their concerns and feedback,  involving them in decision-making processes, and providing resources and support to address their specific requests. By prioritizing family engagement, OUESD aims to create a more inclusive and equitable school community where every family feels valued and empowered to play an active role in their child's education.|Based on the data provided, OUESD has demonstrated progress (rated 4 out of 5) in Building Partnerships for Student Outcomes. While there are areas for improvement, several strengths are evident. OUESD has made strides in providing professional learning and support to teachers and principals, equipping them with the skills to engage with families effectively. Additionally, efforts have been made to provide families with information and resources to support student learning at home, indicating a commitment to collaboration beyond the classroom. Moreover, OUESD has taken steps to implement policies for teachers to meet with families and students, fostering dialogue around student progress and ways to support improved outcomes. Furthermore, progress has been made in supporting families in understanding their legal rights and advocating for their children, empowering them to navigate the education system effectively. However, further enhancements are needed to strengthen partnerships between schools and families, including more robust professional development opportunities, increased access to resources, and improved communication channels to ensure ongoing collaboration and support. Continued efforts in these areas will be crucial for advancing partnerships and ultimately improving student outcomes.|Upon reviewing educational partner input and local data, OUESD has identified key focus areas for improving Building Partnerships for Student Outcomes. These include enhancing professional learning and support for educators to engage with families effectively, providing more accessible resources for families to support student learning at home, strengthening policies and programs for teacher-family-student collaboration, and offering increased support for families to understand and advocate for their children's education rights. By addressing these areas, OUESD aims to strengthen partnerships with families and ultimately enhance student outcomes.|After carefully considering feedback from educational partners and examining local data, OUESD has identified a crucial area for improvement: enhancing engagement with families of unduplicated students in the context of Building Partnerships for Student Outcomes. OUESD has developed and implemented Special Education Advisory Council, African American Parent Advisory Council, LCAP Parent Advisory Council, and District English Language Advisory Council providing families ongoing opportunities to provide input throughout the school year.  OUESD is committed to implementing targeted strategies tailored to these families' distinctive needs and preferences. This may entail employing culturally sensitive communication methods, facilitating translation services, and organizing community-based outreach events accessible to families of unduplicated students. Additionally, OUESD will prioritize building trust and fostering connections by actively seeking input and valuing the perspectives of these families, involving them in decision-making processes, and providing resources and assistance tailored to their specific circumstances. OUESD aims to cultivate a more inclusive and supportive school environment where every family feels valued and empowered to play an active role in their child's educational journey by placing a premium on engagement with families of unduplicated students.|In reviewing educational partner input and local data, OUESD shows moderate progress (rated  at least 4 out of 5) in Seeking Input for Decision-Making. One strength lies in empowering staff and families to engage in advisory groups and decision-making, promoting collaboration and transparency. Additionally, OUESD provides ample opportunities for all families to contribute input, ensuring representation from families of unduplicated students. Moreover, a culture of collaboration among families, teachers, principals, and district administrators enhances the impact of family engagement activities. Continued efforts are needed to deepen engagement practices, particularly in reaching marginalized groups and fostering meaningful partnerships.|Upon analyzing educational partner input and local data, OUESD has recognized areas for improvement in Seeking Input for Decision-Making, particularly concerning families of unduplicated students. The focus lies in enhancing the inclusivity and effectiveness of family engagement processes, ensuring equitable participation opportunities for all families. OUESD aims to strengthen collaboration between staff and families of unduplicated students, fostering a shared decision-making approach that values diverse perspectives and promotes transparency. By prioritizing these areas, OUESD enhances its decision-making processes and creates a more inclusive and responsive school community.|After reviewing feedback from educational partners and local data, OUESD has recognized the importance of improving engagement with underrepresented families regarding Seeking Input for Decision-Making. To achieve this, OUESD plans to implement tailored strategies designed to meet the unique needs of these families. This includes using culturally sensitive communication methods, offering translation services, and hosting outreach events in community spaces accessible to underrepresented families. Moreover, OUESD aims to build trust and strengthen relationships by actively listening to the concerns and feedback of underrepresented families, involving them in decision-making processes, and providing personalized support and resources. By prioritizing the engagement of underrepresented families, OUESD seeks to create a more inclusive and collaborative decision-making process where every family feels valued and empowered to contribute to their child's education.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-17|2026
07617700000000|Orinda Union|3|Orinda Union School District benefits from a highly engaged and supportive parent community. The strong partnerships between families and staff continue to be a significant contributor to the District’s success. During the 2025–2026 school year, the District surveyed parents to better understand levels of engagement, gather input on district priorities, and assess perceptions of the schools and district overall. Survey results, along with the high levels of participation in committees, parent organizations, and volunteer opportunities, reflect a community that maintains a strong sense of trust and connection with its schools.   In addition to survey participation, parents actively contribute through involvement with the ONE Orinda Foundation, districtwide support organizations, Parent Clubs, and a variety of district and site committees, including the Coordinating Council and district initiative committees. Families regularly provide input through both formal and informal opportunities for engagement and collaboration.  The District and school sites prioritize ongoing communication and transparency through ParentSquare, district and school websites, parent forums, newsletters, and public meetings, ensuring families remain informed and connected to the work of the schools and District.|Analysis of educational partner input and local data demonstrates that Orinda Union School District maintains highly positive relationships between families and school staff. Parents consistently report strong levels of trust,  engagement, and partnership with the District and school sites. Areas identified for continued improvement center primarily on communication practices between classroom teachers and families.  Survey and focus group feedback indicated a need for greater consistency and alignment in how teachers communicate student progress, classroom learning, and curriculum expectations. Families expressed a desire for clearer and more predictable communication practices across classrooms and grade levels. In addition, educational partner input identified a need for increased transparency and communication surrounding the Individualized Education Program (IEP) and Special Education processes to better support family understanding and collaboration. The District will continue to focus on strengthening communication systems and ensuring families feel informed, supported, and connected to their child’s educational experience.|Based on the analysis of educational partner input and local data, the District will continue to strengthen engagement efforts with underrepresented families by expanding opportunities for participation and connection. While the District was successful in gathering input from a diverse group of families through surveys and committee participation, attendance at meetings and engagement opportunities from families of English Learners remained limited.  Although the District’s English Learner population has historically been small, it continues to grow, highlighting the need for more intentional outreach and engagement structures. In response, the District plans to renew and strengthen a districtwide English Learner parent group to provide families with additional opportunities for connection, input, and support. The District will continue working to ensure families feel welcomed, informed, and included in school and district decision-making processes through targeted communication, outreach, and engagement opportunities.|Based on the analysis of educational partner input and local data, Orinda Union School District demonstrates strong partnerships between staff, families, and the school community in support of student success. Schools regularly communicate with families regarding academic progress, student learning, and social-emotional development.  Elementary schools provide parent-teacher conferences, revised standards-aligned report cards, and targeted intervention support for students. Middle school staff communicate regularly through digital platforms and continue refining grading and communication practices to improve consistency and clarity for families. Counselors and wellness staff provide academic, social-emotional, and transition support for students, while students with IEPs receive ongoing support and communication from case managers. Targeted intervention and support opportunities are embedded across schools to support positive student outcomes.|Based on the analysis of educational partner input and local data, OUSD’s primary area for growth is improving consistency and alignment of communication practices across grade levels and school sites. Survey and focus group feedback identified a need for clearer and more consistent communication regarding student progress, learning expectations, and grading practices.  At OIS, the implementation of the Google Classroom communication platform has created challenges in effectively communicating grades and student progress, highlighting a need for additional staff training and support tools. In addition, parents of students with IEPs expressed a desire for increased understanding of special education processes, policies, and legal requirements. The District will continue working to strengthen communication systems, staff training, and family education opportunities to support stronger partnerships and student outcomes.|Based on the analysis of educational partner input and local data, the District will continue to strengthen engagement efforts with underrepresented families, particularly families of English Learners. While these families participated in surveys, attendance at meetings and engagement opportunities remained limited. The District will focus on implementing more intentional outreach, communication, and engagement opportunities to better support participation and partnership with English Learner families in school and district decision-making processes.|Based on the analysis of educational partner input and local data, OUSD demonstrates strong systems and structures for seeking input and engaging educational partners in decision-making processes. All schools maintain active Site Council advisory groups and Parent Clubs that provide ongoing feedback and partnership at both the school and district levels.  During the 2025–2026 school year, the District engaged parents and staff through several committees and advisory groups focused on topics such as homework policy, facility master plan, school schedule revisions, and district planning efforts. In addition, organizations such as the Coordinating Council and ONE Orinda Foundation continue to provide meaningful opportunities for collaboration and community input. School and district administrators regularly meet with parent leaders to gather feedback and discuss current priorities and initiatives. Survey results indicate that parents feel their participation in committees and engagement opportunities is positive, collaborative, and productive, reflecting the strong partnership between families and staff throughout the District.|Based on the analysis of educational partner input and local data, OUSD identified the need to strengthen systems and protocols for sustainable and inclusive community engagement in decision-making processes. During the 2024–2025 and 2025–2026 school years, the District successfully implemented multiple steering committees and districtwide initiative committees that provided meaningful opportunities for parent and staff input. Feedback indicated that these committees were highly effective and positive experiences for participants.  Areas for continued growth include developing clearer engagement and decision-making protocols, as well as improving communication systems to ensure the broader community is informed about committee work, recommendations, and opportunities for input. The District also identified a need to expand outreach and feedback collection methods beyond emails and text communication in order to engage a wider range of families and educational partners.|Based on the analysis of educational partner input and local data, the District will continue working to expand engagement opportunities for families who have not traditionally participated in advisory groups and decision-making processes. While OUSD benefits from broad and diverse participation across school and district committees, an area of growth is ensuring ongoing involvement from new families and underrepresented groups. The District will focus on increasing outreach, improving communication about opportunities for involvement, and creating more accessible pathways for families to participate in school and district decision-making.|5|4|4|5|5|5|4|4|5|5|5|5|Met||2026-06-08|2026
07617880000000|Pittsburg Unified|3|PUSD is working on creating a welcoming environment where all students, staff, and families feel a sense of belonging. PUSD has worked to diversify its staff to ensure representation of groups that reflect the demographics of the school and community.|Based on the analysis of educational partner input and local data, PUSD will focus on building a welcoming environment characterized by a sense of belonging for all staff and families. PUSD will utilize culturally responsive family engagement practices including translations and interpretation services and events that celebrate the rich diversity of our community.|Based on educational partner feedback and local data, PUSD identified opportunities to strengthen relationships with families who have historically been underrepresented in school decision-making and engagement activities, particularly African American families, multilingual families, families of students with disabilities, foster and homeless families, and families experiencing economic hardship. Feedback indicated that while families value the commitment of school staff, they desire more meaningful opportunities to build trusting relationships, receive timely and accessible communication, and participate as partners in supporting student success.  Based on educational partner feedback and local data, Pittsburg Unified School District identified opportunities to strengthen relationships with families who have historically been underrepresented in school decision-making and engagement activities, particularly African American families, multilingual families, families of students with disabilities, foster and homeless families, and families experiencing economic hardship. Feedback indicated that while families value the commitment of school staff, they desire more meaningful opportunities to build trusting relationships, receive timely and accessible communication, and participate as partners in supporting student success.  To improve engagement, the district will expand culturally responsive family engagement practices by increasing opportunities for two-way communication, providing multilingual communications and interpretation services, offering flexible meeting times and virtual participation options, and partnering with community-based organizations to reduce barriers to participation. Schools will strengthen relationship-building through family liaisons, parent workshops, student-led conferences, and site-based engagement events designed to foster belonging and collaboration. The district will also continue to support affinity-based engagement opportunities, including forums and leadership opportunities for African American families and other historically underserved groups, to ensure their voices inform district priorities and school improvement efforts.|"PUSD provides a variety of workshops to support developing the capacity of parents to support positive student outcomes. Through the use of the Parent Hub, PUSD offers workshops throughout the year including Parent University, which serves to ""empower, engage, and connect families to support student achievement"". The Parent Hub also support parents being able to access information regarding student achievement, and helps to develop the advocacy skills parents need to support student achievement. PUSD offers translation services and several leadership opportunities including the District Advisory Committee, District English Language Advisory Committee, Families of African-American Scholars, School Site Council, and Site-Based Steering Committees."|Based on the analysis of educational partner input, PUSD will continue to offer a variety of workshop aimed at supporting parents to increase student achievement. Workshops will focus on Mental Health, parenting teenagers, literacy support, and empowering parents to participate in decision-making processes.  PUSD will also monitor family engagement data and feedback to continuously improve strategies that promote equitable partnerships and student success.|Based on feedback from educational partners and analysis of local data, PUSD will strengthen engagement with underrepresented families by continuing to define parent engagement, expanding culturally and linguistically responsive communication, increasing representation of staffing to reflect the community demographics, offering flexible meeting times and multiple engagement formats, and partnering with community-based organizations to build trust and increase participation. PUSD will also provide leadership opportunities for families from historically underrepresented groups and use ongoing feedback and participation data to evaluate and improve family engagement efforts, ensuring partnerships support positive student outcomes.|PUSD is engaged in the implementation of the Full Service Community Model which utilizes steering committees to guide decision-making. Steering committees are made up of Administrators, Teachers, Staff, Students, Parents, and Community Members. The committees gathers information and utilizes the results of the needs assessment to guide decision-making to support growth in student achievement. PUSD has began the journey of implementing steering committees at each school site and also incorporates a district steering committee. The development of the model continues to be a work in progress and an area for development for the district.|Based on educational partner input and local data, PUSD will improve processes for seeking meaningful stakeholder input by increasing participation from families, students, staff, and community members—especially those representing historically underrepresented groups. PUSD will expand opportunities for engagement through implementing a comprehensive survey, listening sessions, empathy interviews, focus groups, advisory committees, and flexible meeting options, while providing interpretation, translation, and culturally responsive outreach. Feedback collected will be regularly analyzed and communicated back to community partners to demonstrate how their input informs district decisions, priorities, and continuous improvement efforts.|Based on educational partner feedback and local data, PUSD will improve engagement of underrepresented families by implementing targeted outreach strategies, providing multilingual communication and interpretation services, offering flexible opportunities for input through in-person and virtual meetings, and reducing barriers to participation such as transportation and childcare when feasible. PUSD will actively seek feedback from families representing historically underrepresented student groups through a comprehensive survey, empathy interviews, listening sessions and focus groups, and advisory committees, and will communicate how their input influences district decisions to foster trust, transparency, and ongoing participation in the decision-making process.|3|3|3|3|4|4|4|4|3|3|3|3|Met||2026-06-17|2026
07617960000000|West Contra Costa Unified|3|"According to the 24-25 CHKS survey results, WCCUSD's highest rated indicators in the parental involvement domain - with over 80% of families agreeing or strongly agreeing - included: ""Teachers responsive to child's social and emotional needs"" and the inverse only 16% of parents agreed with the that there is ""harassment and bullying of students"" These results track with a multi year effort to provide lessons around Social Emotional Learning proactively, and to proactively analyze early warning indicators to prevent disciplinary issues and ensure students remain included in the classroom. However, only 61% of parents reported being involved in their child's school, which was previously a rating with over 80% agreement. This indicates a need to re focus on welcoming parents into WCCUSD schools, and suggest a need for training of school staff on receiving parents as partners."|"Based on the 24-25 CHKS data the lowest rated area was ""schools actively seek the input of parents."" In the spring of the 25-26 school year principals have begun a series of trainings from ""High Expectations,"" regarding authentic partnership of parents. The Family & Community Engagement Team has also partnered with APAAC parents to redesign parent walk throughs with a focus on African American student achievement. We believe that the systemetizing of these strategies through the end of the 25-26 school year, and into the 26-27 school year can support school sites in their outreach to parents. We also hope that it provides an avenue for parents to give pro active feedback and partner with administrators in school improvement."|These concerns reveal a need to shift from one-time relationship-building events toward sustained academic partnerships.To address this, WCCUSD will expand professional development for teachers, administrators, and support staff to build shared practices around engaging families in student learning. This includes: Growing the Community Schools Community of Practice, which provides training on family partnership strategies. Offering site-based training for teachers on inviting families into classrooms, particularly at the secondary level. Providing guidance on using ParentSquare for two-way, multilingual communication, improving real-time engagement with underrepresented families.  Finally, the district will continue to support school sites in using empathy interview findings—gathered from underrepresented families, students, and staff at all 29 Community Schools—to inform their site plans and engagement strategies. Through these efforts, WCCUSD is committed to building trust-based, culturally responsive relationships that honor families as partners in student success, and removing structural barriers that have historically excluded underrepresented voices.|"According to the LEA survey, the families have most highly rated WCCUSD on implementing policies and programs for teachers to meet with families to discuss progress. This resonates with the work of Community Schools to train staff and implement, ""family led conferences."" It also is mirrored in the CHKS survey results in which parents state at a rate of 83% agreement that teachers are responsive to their child's social and emotional needs.   There is significant area of improvement in the area of two way communication and providing parents with information regarding their rights, and how to partner with families. This is mirrored in the CHKS data where only 41% family feel that they are encouraged to become partners with their local school. Based on this data, continued training for site administrators regarding partnering with families (which began in the spring of 2026). It also reflects the need to train all school sites on the strategies that are working and creating growth within the community schools."|"According the the 24-25% CHKS survey, and the results of the parents who answered the Educational Partners survey, building partnerships for student outcomes is a needed focal area. Parents are reporting low level of partnership/outreach for partnership. However, they report high levels of satisfaction with responsiveness to their child's need and 67% report that the ""school provides parents with advice and resources to support my child's social and emotional needs."" While the responsiveness to students is positive, there is a clear trend that school staff give advice as the expert versus partnering with parents to also understand the expertise of families and communities. This is a paradigm shift that needs to happen in the WCCUSD system. In order for this change to take place systemically, WCCUSD needs to study results from community schools and schools that partner well, norm around a shared understanding of those outcomes, and create shared tools and begin to build a system wide understanding of the practices that create the context for partnership."|To improve engagement with underrepresented families, WCCUSD will implement the following strategies: Build Staff Capacity: We will expand our Community Schools Community of Practice to provide ongoing professional development to teachers, administrators, community school directors, and school community outreach workers. This work will focus on building knowledge and skills to partner with families around student success, not just relationship-building, and to ensure that our school leaders have the capacity, tools and support to share their learnings with their school sites to support building our system wide capacity to deepen our family engagement practices.  Increase Staff Collaboration: In response to teacher and support staff feedback, we will create more opportunities for educators to collaborate with site leaders to set expectations and co-design family engagement practices that are culturally responsive and aligned with site needs. Improve Communication Practices: We will support sites to enhance communication systems to ensure families receive timely, accessible updates—beyond report cards—on student progress, placement decisions, and how to support learning at home.  Clarify Family Roles: We will develop multilingual tools and opportunities that clarify families’ roles in supporting learning and post-graduation readiness, helping them feel more connected to what their child is learning and empowered to contribute. These actions aim to move beyond basic engagement toward meaningful, ongoing academic partnerships with underrepresented families, grounded in trust, collaboration, and shared responsibility for student success.|WCCUSD has made significant progress in improving district-level engagement in the LCAP process. In 2024–25, the District LCAP Committee (DLCAP) expanded to 13 members, holding 13 meetings and achieving a quorum at 9 of them (69%). This marks a notable improvement from 2023–24, when DLCAP had only 6 members, held 6 meetings, and reached quorum at just 3 (50%). This trend continued in the 25-26 school year with 12 meetings, 60% of which had quorum. There is also an increase of site level compliance re: PACS including over 90% compliance (24-25 & 25-26) versus 10% compliance in the 23-24 school year. This trend is encouraging, and demonstrates a district commitment to shared decision making and engagement. Our community schools launched the Hopes and Dreams Assessment for the second year. All 26 community schools participated in contrast to the 16 that piloted last school year, and all community schools conducted empathy interviews Together, these strategies have elevated authentic family voice in district planning and site-based decision-making, contributing to a more equitable, inclusive approach to stakeholder engagement. The need remains to systematize the practices across school sites and ensure that parents are authentically engaged and encouraged to participate at all district schools.|According to the California Healthy Kids Survey, the domain of meaningful participation has consistently ranked among the lowest areas of parent satisfaction. In 2024-25% only 32% family respondents agreed or strongly agreed that “the school actively seeks the input of parents before making important decisions.” This reflects a clear need to improve how schools engage families in decision-making processes. Staff have also expressed the need for more support and training on how to effectively gather, interpret, and apply stakeholder input to guide site-level and districtwide decisions. While some progress has been made, including greater consistency in how input is collected through tools like empathy interviews, surveys, and advisory meetings, the district recognizes the need to further strengthen and standardize engagement practices.|Establish clear, universal expectations for how schools and departments solicit and utilize input from families and other educational partners; Provide targeted professional development for staff on meaningful engagement and participatory decision-making practices; Improve the centralized collection and analysis of educational partner data to support schools in identifying trends and translating feedback into action; Ensure that all stakeholder engagement efforts are inclusive, culturally responsive, and accessible to historically underserved families. By refining systems for input and making better use of data to drive decisions at all levels, WCCUSD seeks to increase transparency, strengthen trust, and create more inclusive and collaborative school communities.|3|3|1|3|1|2|3|1|3|2|2|2|Met||2026-06-24|2026
07617960101477|Leadership Public Schools: Richmond|3|The counselors hold regular meetings open to parents to share school information. Coffee with the Principal has been recently initiated and favorably received.|An area of growth in building relationships with staff and families has been improving communication related to performance data, accreditation cycles, and LCAP progress throughout the year. Parents have asked for more training around technology, understanding assessments, and providing academic support at home. Parents also identified the need for a variety of meeting times, to be able to navigate meetings along with work and family obligations.|Moving forward, the Parent Guardian Association will offer a variety of times and modes including virtual and in person. We will increase ways to participate through surveys and Infinite Campus communication. We will offer translation and interpretation for families of multilingual learners. We will improve distribution and accessibility of all resources. In addition, the school will distribute the Panorama Survey to parents and families to improve identification of the strengths and needs of our relationships between school staff and families.|LPS Richmond has continued to offer opportunities for all Educational Partners to engage in the accreditation, charter renewal, and LCAP process. Families attended sessions to learn more about student achievement data. The school website is up to date and includes a parent portal.|Areas of growth for Building Relationships are to improve proactive two way communication regarding policy changes, academic progress, the state of the school, etc. This includes translation and interpretation whenever possible with an emphasis on access to policies including the Student Handbook. In addition, there is a need to improve the breadth and depth of opportunities. This includes parent/guardian engagement about College Readiness resources and student progress and performance.|The LEA will develop and advertise a calendar for family engagement prior to the start of the school year in collaboration with the wellness team, front office, Deans, teachers, and administrative team. The calendar will be shared with families and updated monthly. In addition, the Student Parent Handbook will be translated and posted in Spanish to provide easier accessibility to parents and guardians. In addition, the school will distribute the Panorama Survey to parents and families to improve identification of the strengths and needs of our relationships between school staff and families.|The school administration recognizes the value and importance of including all educational partners in making decisions regarding the school's goals and actions towards meeting those goals. Parents and guardians can offer input related to many areas of school governance including, but not limited to, charter renewal, Local Control Accountability Planning and WASC accreditation. In addition, parents and guardians must be made aware of performance and progress based on the California Dashboard in order to offer ideas and support for continuous improvement. While LPS Richmond is currently in the exploration and research phase, this will be a priority in the coming year.|The areas of improvement currently are directed towards the establishment and development of an active and engaged Parent Advisory Council (PAC), an English Learner Advisory Council (ELAC) and Parent Guardian Association (PGA).|In order to develop a Parent Advisory Council (PAC), an English Learner Advisory Council (ELAC) and Parent Guardian Association (PGA) the school administration will conduct in depth research into the requirements for each of these groups, recognizing that each group has a separate but critical role to play in the work to promote a College and Career Ready culture and climate at LPS Richmond. This work will include adherence to all Education Code requirements and extended outreach to recruit active and engaged parents and guardians to participate in school governance. In addition, the school will distribute the Panorama Survey to parents and families to improve identification of the strengths and needs of our relationships between school staff and families.|4|4|3|4|3|3|3|3|1|1|1|1|Met||2026-06-18|2026
07617960110973|Richmond College Preparatory|3|Richmond College Prep has made notable strides in building trusting relationships with families. According to our most recent family engagement survey, 82% of parents agreed or strongly agreed that they feel welcomed and respected by school staff. This reflects a 7-point increase from the previous year. Events like Coffee Club, Melanin Families meetings, and Back-to-School Night drew higher turnout than in prior years, with over 60% of families reporting that they feel “seen and heard” by their child’s teacher or school leader.  Latinx families, in particular, reported high levels of satisfaction with school communication and involvement, with 89% saying they receive information in their preferred language and 84% reporting that they feel their concerns are addressed promptly. These gains are partially due to increased bilingual communication, flexible meeting formats, and intentional outreach by our Family and Community Engagement Coordinator and attendance clerk.|Richmond College Prep continues to build strong relationships with families through consistent communication, bilingual outreach, and events that celebrate community and culture. While most families report feeling welcomed, data from student and family surveys show opportunities to deepen engagement with specific groups, particularly Black families and families of students with chronic absenteeism. These families are less likely to participate in school events or report strong connections with staff, and Black students have shared that they experience lower levels of safety and belonging.  To strengthen relationships across all communities, RCP will focus on increasing two-way communication, culturally responsive outreach, and more opportunities for staff to understand the lived experiences of families. In the 2025–26 school year, we are implementing PowerSchool’s Attendance Suite to support consistent outreach and communication. We have also added a Dean of Students and hope to have full-time counselor to lead efforts around positive behavior, wellness, and relationship-building. Finally, all staff will participate in training on bias, culturally responsive teaching, and equity-driven family engagement as part of our schoolwide professional development.|To improve engagement of underrepresented families—especially Black families and those whose students are chronically absent—Richmond College Prep will continue and expand several key strategies. We will maintain regular parent-teacher conferences, which allow for individualized two-way communication and relationship-building. Our monthly Coffee with the Principals, Melanin Family Meetings, and culturally responsive engagement events such as Family Nights, Book Fairs, and Back-to-School Night will continue to offer informal yet meaningful ways for families to connect with staff and one another.  In addition, our School Site Council (SSC) and English Learner Advisory Committee (ELAC) meetings remain central to ensuring family voice in school planning and improvement. To deepen these connections, we will implement targeted outreach to underrepresented families to ensure they are aware of these opportunities and feel encouraged to participate.  We are also expanding home-school supports such as literacy workshops through the LIT program, and launching parent learning opportunities focused on the 5Cs (critical thinking, communication, collaboration, creativity, and citizenship) to align family support with our instructional priorities. The new Dean of Students and full-time counselor will further help build bridges between school and home by leading restorative conversations and supporting positive relationship development across all communities.|Richmond College Prep has made significant progress during the 2024–25 school year in strengthening partnerships that support student outcomes. Our biannual parent-teacher conferences in October and March are well-attended and continue to serve as meaningful spaces for academic and behavioral collaboration between teachers and families. The introduction of monthly early release days has allowed teachers to engage in professional development focused on instructional alignment and family engagement strategies.  This year, we gathered family feedback on our language policy, schoolwide literacy vision, and Multi-Tiered Systems of Support (MTSS) framework. Their input directly shaped implementation decisions, leading to clearer communication with families and stronger intervention supports across grade levels. These changes were communicated through SSC meetings, ELAC, family letters, and Coffee with the Principals.  Our Family Engagement Coordinator led well-attended events including Coffee with the Principals, Melanin Family Meetings, Book Fairs, Family Literacy Nights, and classroom showcases. Participation in ELAC and SSC continues to grow, with multilingual families more actively involved. Overall, families report feeling more confident supporting student learning due to increased transparency, personalized outreach, and stronger communication practices.|While strong progress has been made, data from family surveys and attendance records indicate the need to deepen partnerships with underrepresented families, especially those of Black students, English learners, and students with chronic absenteeism. These families are less likely to attend instructional events or academic meetings and have expressed a desire for clearer follow-up when academic or behavioral concerns arise.  To address these gaps, RCP will: -Expand multilingual, family-friendly resources that explain intervention programs (e.g., SIPPS, LIT, MTSS) and how families can support progress at home. -Implement the PowerSchool Attendance Suite to support consistent outreach and data-informed communication about attendance and student outcomes. -Provide culturally responsive professional development for teachers and staff to strengthen trust-building and inclusive practices with all families. -Additionally, in the 2025–26 school year, RCP will expand academic pathways through the launch of schoolwide AVID and a Spanish language program, both of which were informed by family interest and feedback.|To improve engagement of underrepresented families—particularly Black families, multilingual families, and those of chronically absent students—Richmond College Prep will continue and expand key strategies.  We will maintain essential structures like biannual parent-teacher conferences, monthly Coffee with the Principals, Melanin Family Meetings, Back-to-School Night, Family Literacy Nights, Book Fairs, ELAC, and SSC. These events foster consistent, relationship-centered communication with all families.  Our Dean of Students and Family Engagement Coordinator will lead targeted outreach to underrepresented families, including home visits, personalized meetings, and restorative support. Our new full-time counselor will also help build stronger partnerships around social-emotional well-being, behavior, and mental health.  Through these efforts, RCP will ensure that all families—particularly those historically underserved—have the tools, trust, and access to fully support their child’s success.|During the 2025–26 school year, Richmond College Prep strengthened its systems for family involvement in decision-making by offering multiple, accessible pathways for input. Families were encouraged to participate in school planning through Google Forms, which were sent out in English and Spanish to gather input on key decisions, including the school’s language policy, literacy vision, and MTSS framework. The feedback gathered was then reviewed and discussed at School Site Council (SSC) and English Learner Advisory Committee (ELAC) meetings, creating a clear and transparent feedback loop between families and school leadership.  The school continued to offer monthly Coffee with the Principals, Melanin Family Meetings, and family engagement events such as Family Literacy Night, the Black History Month Showcase, and the Latinx History Month Celebration where staff gathered informal feedback from a wide range of families.These gatherings were designed to be welcoming and culturally responsive, increasing trust and participation. Meetings like SSC and ELAC were offered both in-person and virtually, with interpretation available, which helped maintain consistently high participation.  Survey results from 2025–26 show that families felt more informed and appreciated having multiple ways to provide feedback. Participation in advisory groups also increased, especially among multilingual families. These structures helped ensure that family voices were included in shaping academic initiatives and culture-building work across the school.|While Richmond College Prep made strong progress in 2025–26 in offering families opportunities to provide input— through Google Forms, advisory committees, and school events—stakeholder feedback and participation trends revealed key areas for growth. Specifically, underrepresented families, including Black families, families of multilingual learners, and those with students experiencing chronic absenteeism, were less likely to attend formal meetings or complete surveys.  Additionally, some families expressed a desire for clearer communication about how their input was used. Though feedback was collected and discussed at SSC and ELAC meetings, we recognize the need to more consistently close the loop with all families by summarizing decisions and demonstrating how family voice shaped the outcome. Families also shared that they would like information communicated through a variety of formats, not solely through ClassDojo. Suggestions included flyers, videos, newsletters, and other communication methods that make it easier for families to access information and understand decisions made by the school.  In 2025–26, the school will focus on: 2026-27 Local Performance Indicator Self-Reflection for Richmond College Preparatory Page 14 of 20 Increasing participation from underrepresented families by offering more informal and culturally specific input opportunities, such as listening circles and small-group sessions.  Improving transparency with families through “You said, we did” summaries after major decision-making processes.  Strengthening family leadership through orientation and role-specific support for SSC and ELAC parent members, helping them feel confident and prepared to contribute meaningfully.|To improve engagement of underrepresented families—particularly Black families, multilingual families, and families of chronically absent students—Richmond College Prep will expand on the inclusive practices established in 2025– 26 while addressing identified gaps in representation and follow-through.  In 2026–27, we will:  Continue hosting inclusive events such as Melanin Family Meetings, Coffee with the Principals, Family Nights, Book Fairs, Back-to-School Night, SSC, and ELAC, ensuring that underrepresented families have multiple avenues to participate and be heard.  Implement focus groups and listening sessions to gather deeper input on attendance, behavior, and academic support.  Use translated visual summaries (e.g., flyers, ClassDojo posts) to share key decisions and highlight how family input has shaped school policies and programs.  Provide training and support for family leaders on SSC and ELAC, including orientation sessions in multiple languages and one-on-one follow-up.  These efforts will ensure that all families—not just those who attend traditional meetings—have access to decisionmaking spaces and see their voices reflected in school priorities.|4|4|4|4|3|4|4|4|4|4|4|4|Met||2026-06-22|2026
07617960126805|Richmond Charter Academy|3||||||||||||||||||||||Not Met|||2026
07617960129643|Richmond Charter Elementary-Benito Juarez|3|We recognize families as essential partners in student success and prioritize meaningful family engagement through communication, education, and opportunities for participation. We encourage families to participate in school-wide events such as Back-to-School Night, Open House, orientation programs, academic information sessions, and community celebrations that strengthen connections between home and school.  We communicate regularly with families through ParentSquare, school newsletters, emails, phone calls, and other outreach efforts. Communications are provided in multiple languages, including English, Spanish, and Chinese, as appropriate to the needs of our community.  The school also provides regular opportunities for families to review student academic progress, learn about available supports and programs, and engage with staff regarding student achievement and well-being. Student leadership groups frequently collaborate with staff to support school events that foster a sense of belonging and strengthen our school community.  Additionally, our multi-tiered system of support provides targeted academic and social-emotional interventions for students who require additional assistance. Supports include tutoring, organizational coaching, progress monitoring, and ongoing communication with families regarding student growth and achievement. Through these efforts, we continue to strengthen partnerships between home and school while promoting positive outcomes for students.|While we have made progress in strengthening relationships between school staff and families, educational partner feedback and local data indicate opportunities to further increase family participation and ensure all families feel welcomed, valued, and empowered to engage in their child's education.  Moving forward, we will expand opportunities for grade-level specific engagement activities, increase informal community-building events, and continue evaluating participation trends to identify barriers to engagement. Particular attention will be given to ensuring communication methods, event timing, and engagement opportunities meet the diverse needs of families across our community.|We serve a diverse student population and remain committed to removing barriers that may limit family participation. To improve engagement among underrepresented families, we will continue offering flexible meeting schedules, virtual participation options, interpretation and translation services, and multilingual communications.  The school will continue leveraging community outreach staff and trusted school relationships to connect families with school resources and opportunities for involvement. By creating accessible and inclusive opportunities for participation, we seek to ensure all families are able to contribute meaningfully to their child's educational experience.|We provide staff training focused on effective family engagement practices and recognize that strong partnerships with families contribute directly to positive student outcomes. The school regularly conducts Student Success Team meetings, parent conferences, and intervention planning sessions to monitor student progress and identify appropriate supports.  Families receive information and training related to academic expectations, study skills, attendance, college and career readiness, and strategies for supporting learning at home. Community events, family workshops, and advisory meetings provide opportunities for families to collaborate with staff and contribute to school improvement efforts.  We also partner with community-based organizations to provide additional support for students and families, including services for multilingual learners, newcomer families, students experiencing housing instability, and other student groups requiring additional support. These partnerships help ensure students and families have access to the resources necessary for academic and social-emotional success.|Educational partner feedback and local data identified opportunities to strengthen staff capacity to build trusting and sustained relationships with families, particularly in light of recent staff turnover. We recognize that stable and positive relationships are critical to creating strong partnerships that support student achievement.  To address this need, we will continue investing in staff retention efforts, mentorship opportunities for new staff, and professional learning focused on culturally responsive family engagement practices. Additionally, we will use data from the YouthTruth survey and other local measures to identify trends, evaluate program effectiveness, and inform future engagement strategies.  Priority improvement areas include expanding two-way communication opportunities, increasing family leadership and decision-making opportunities, celebrating student and family successes, and utilizing disaggregated data to better target supports and interventions.|We will continue improving engagement among underrepresented families by ensuring interpretation and translation services are available during meetings, conferences, and school events. These supports allow families to participate fully in discussions regarding student achievement and educational planning.  Additionally, we will continue providing information regarding graduation requirements, college and career pathways, and the U.S. educational system to families who may be less familiar with these processes. Building family understanding of academic expectations and postsecondary opportunities strengthens partnerships and supports improved student outcomes.|We actively seek educational partner input and incorporate family perspectives into decision-making processes at both the school and organizational levels. Families participate in the development and refinement of school priorities, LCAP goals, and improvement initiatives through committees, surveys, advisory groups, and public meetings.  Multiple opportunities for participation are provided through committees such as Family Staff Teams, ELAC, school safety committees, and other advisory groups. Communication supports, including translation and interpretation services, help ensure broad access and participation for all families.  These efforts demonstrate our commitment to shared decision-making and continuous improvement through meaningful educational partner engagement.|Educational partner feedback indicates a need to provide earlier notification and additional opportunities for family participation in decision-making activities. We recognize that advance planning and multiple engagement opportunities increase participation and improve representation across stakeholder groups.  We will strengthen communication timelines and provide earlier notice of meetings, surveys, and engagement opportunities to maximize participation and ensure a wider range of perspectives are included in decision-making processes.|To increase participation among underrepresented families, we will continue expanding outreach efforts through multilingual communication, interpretation services, virtual meeting options, and targeted recruitment for advisory groups and committees.  The school will work closely with community outreach personnel and staff to identify and encourage participation from families whose voices may be underrepresented in decision-making processes. Through these efforts, we seek to create a more inclusive and representative system of educational partner engagement.|3|3|3|3|3|3|3|3|3|3|3|3|Met||2026-06-11|2026
07617960132100|Aspire Richmond Ca. College Preparatory Academy|3|A priority is proactively building strong, trusting relationships between school staff and families, recognizing that meaningful connection and open communication are critical for student success. This is evident in our LEA's regular and structured engagement with families through platforms like annual surveys and quarterly family meetings, fostering open communication and trust. These interactions ensure families feel connected and supported, and the resulting feedback directly informs school policies and practices, aligning with Aspire's commitment to a supportive and inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected but visibly acted upon.|To better support underrepresented families, we are dedicated to continuously improving engagement strategies by enhancing communication and outreach through translation services, flexible meeting times, and diverse feedback options like surveys and discussions. We are also strengthening family/staff connections, cultural events, and community partnerships as part of a broader, ongoing commitment to deepen and enrich relationships with all family groups, ensuring every family feels seen, valued, and empowered to be an active part of our school community through consistent listening and adaptation.|We continue to develop strong partnerships between families and educators as a key part of student success. This multi-faceted approach includes sharing timely academic updates, hosting enriching family events, and offering practical resources to support parents in the home learning environment. Educators regularly connect with families through student-led conferences, informative newsletters, and user-friendly online platforms. Moreover, Aspire Public Schools invests in professional development for staff, enhancing their capacity to collaborate effectively with families and understand the diverse needs of their students. These comprehensive efforts have cultivated a shared sense of purpose and a more robust learning community.|To deepen our family partnerships, we are committed to more consistent and comprehensive information sharing and feedback processes. A key goal is to move beyond simply providing updates to actively involving families in developing and sharing learning support strategies for their children. We also aim to increase families' understanding of academic expectations and student progress and empower them to advocate effectively for their students at all levels.|To enhance our connection with underrepresented families, we are implementing more targeted and accessible strategies, including multilingual resources, evening events, and diverse communication methods. Simultaneously, we are focused on building trust with underrepresented families through consistent outreach, inclusive programming that reflects their experiences, and leadership opportunities that authentically value the voices and strengths of our diverse community.|Aspire Public Schools recognizes families as key partners in shaping our schools' vision and priorities. The school regularly invites family input through surveys, the School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. This feedback is then used by principals and teachers to inform key decisions about academics, student support, and community building, ensuring our schools reflect the needs and hopes of the communities we serve within the Aspire network.|Our ongoing dedication is continual improvement of these processes, guaranteeing their continued effectiveness and inclusivity. We will be prioritizing a more in-depth engagement strategy to ensure that the perspectives of all, with a particular focus on underrepresented and unduplicated student groups, are not just heard but are truly integral to our decision-making.|To deepen the involvement of underrepresented families in shaping our decisions, we are dedicated to expanding and improving how we gather interactive feedback. This proactive step aligns with our broader commitment to continuous improvement, where we consistently adapt our engagement methods based on current feedback and evolving community needs, ultimately strengthening our LCAP development and other key educational strategies.|4|4|4|4|4|4|4|4|5|5|5|5|Met||2026-06-18|2026
07617960132118|Aspire Richmond Technology Academy|3|A priority is proactively building strong, trusting relationships between school staff and families, recognizing that meaningful connection and open communication are critical for student success. This is evident in our LEA's regular and structured engagement with families through platforms like annual surveys and quarterly family meetings, fostering open communication and trust. These interactions ensure families feel connected and supported, and the resulting feedback directly informs school policies and practices, aligning with Aspire's commitment to a supportive and inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected, but visibly acted upon.|To better support underrepresented families, we are dedicated to continuously improving engagement strategies by enhancing communication and outreach through translation services, flexible meeting times, and diverse feedback options like surveys and discussions. We are also strengthening family/staff connections, cultural events, and community partnerships as part of a broader, ongoing commitment to deepen and enrich relationships with all family groups, ensuring every family feels seen, valued, and empowered to be an active part of our school community through consistent listening and adaptation.|We continue to develop strong partnerships between families and educators as a key part of student success. This multi-faceted approach includes sharing timely academic updates, hosting enriching family events, and offering practical resources to support parents in the home learning environment. Educators regularly connect with families through student-led conferences, informative newsletters, and user-friendly online platforms. Moreover, Aspire Public Schools invests in professional development for staff, enhancing their capacity to collaborate effectively with families and understand the diverse needs of their students. These comprehensive efforts have cultivated a shared sense of purpose and a more robust learning community.|To deepen our family partnerships, we are committed to more consistent and comprehensive information sharing and feedback processes. A key goal is to move beyond simply providing updates to actively involving families in developing and sharing learning support strategies for their children. We also aim to increase families' understanding of academic expectations and student progress and empower them to advocate effectively for their students at all levels.|To enhance our connection with underrepresented families, we are implementing more targeted and accessible strategies, including multilingual resources, evening events, and diverse communication methods. Simultaneously, we are focused on building trust with underrepresented families through consistent outreach, inclusive programming that reflects their experiences, and leadership opportunities that authentically value the voices and strengths of our diverse community.|Aspire Public Schools recognizes families as key partners in shaping our schools' vision and priorities. The school regularly invites family input through surveys, the School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. This feedback is then used by principals and teachers to inform key decisions about academics, student support, and community building, ensuring our schools reflect the needs and hopes of the communities we serve within the Aspire network.|Our ongoing dedication is continual improvement of these processes, guaranteeing their continued effectiveness and inclusivity. We will be prioritizing a more in-depth engagement strategy to ensure that the perspectives of all, with a particular focus on underrepresented and unduplicated student groups, are not just heard but are truly integral to our decision-making.|To deepen the involvement of underrepresented families in shaping our decisions, we are dedicated to expanding and improving how we gather interactive feedback. This proactive step aligns with our broader commitment to continuous improvement, where we consistently adapt our engagement methods based on current feedback and evolving community needs, ultimately strengthening our LCAP development and other key educational strategies.|4|4|4|4|4|4|4|4|5|5|5|5|Met||2026-06-18|2026
07617960133637|Summit Public School: Tamalpais|3|Summit Tamalpais opened in the Fall of 2016. As the school has grown into maturity, we have been working hard to ensure that as we focus on delivering the highest quality education to our students in West Contra Costa County, we are simultaneously building a community that supports strong family and caregiver relationships with the school. This work has been intentional and through our direct work with our families, we have grown our capacity to sustain relationships that ensure all students in our school community are supported in their goals. To rate our progress we examined the feedback we have received from families through our annual parent and student survey results.|We have received really important feedback but have room for improvement in participation rates. At the same time, we have increased the ways in which we engage our families through regular established engagement activities at the school. We hold annual evening Town Halls, with simultaneous translation services and childcare where families were able to have meaningful engagement with the executive director and the Summit leadership directly through a neutrally facilitated circle discussion.|Focus Area for Improvement: Summit Tamalpais has made great strides in building strong relationships within our community. We continue to focus on reaching all members of our community, specifically those for whom English is a second language.  We provide interpretation services as school events and have made great strides in decreasing the disproportionality of our staff to be more reflective of the community we serve, and this will continue to be a focus area of our school as a major means of direct relationship building among our community.|By reviewing a number of explicit data points, the school has been able to evaluate progress on this indicator.  We examined: Professional Development structure and survey Parent newsletters (+language access) (analytics) Personalized Learning Plan meetings (parents/caregiver:student:mentor) Policy accessibility on website  Through 1:1 conferences, parents are shown how to monitor their child's progress and how to access resources that will support them in this effort. The online learning platform makes the curriculum, including scaffolds, easily available to families so that they can see what is expected of their students and know how to support them in completing their work.  The school holds a specific tech training for families so they know how to use these resources and follows up with individual support for parents as needed. Support staff have been trained to support all parents who come in person to show them how to use the resources available and provide on the spot tutorials as needed.  Additionally, parents are encouraged to regularly reach out to their child's mentor to get more specific information about their child's progress and how to go about working with specific teachers.  The school is very explicit in all communications the value that parents bring to supporting their child's academic successes.|Summit Tam is explicit in training leaders, teachers and support personnel in the importance of parents as equal partners.  During professional development at the beginning of the year and then throughout the year the role that parents play is discussed and training for how to engage parents is provided.  Prior to 1:1 parent conferences there is specific training for how to hold these meetings in a way that respects parents and encourages their participation.  The Community Engagement Manager ensures that we are implementing and coordinating parent programs, such as the parent education series, in a way that encourages and validates the contributions of parents.|Summit Tam utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate.    Additionally, the school ensures that parents/caregivers of migratory children are engaged.  This includes meeting with families prior to a departure and then again when they return.  The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized.|At Summit Tamalpais, one of our core beliefs is that the best results come from collaboration vs. individual contribution. As a result we strive for radical collaboration in all we do. In order to engage in effective collaboration, we dedicate significant energy to receiving robust input from all stakeholders. We believe that knowing the true status of a situation is critical to informating a solution and to understand status, all families, teachers, school leaders, and network team members must contribute|In a review of this section, we looked to our community attendance and participation in engagement events including the Town Hall and board meetings.  School leaders regularly receive executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engaging families in advisory groups and with decision-making.|Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and  to plan, design, implement and evaluate family engagement activities.|4|4|4|4|4|5|5|4|4|4|4|4|Met||2026-06-11|2026
07617960136903|Voices College-Bound Language Academy at West Contra Costa County|3|Voices WCC continues to strengthen relationships between school staff and families through intentional communication, meaningful engagement opportunities, and a commitment to shared leadership. Throughout the 2025-2026 school year, families participated in ELAC meetings, monthly Cafecitos, family workshops, parent-teacher conferences, and, additionally, middle school student-led conferences that promoted partnership and shared responsibility for student success. Family participation remained strong during school events and celebrations, including Día del Niño, performances, promotions, and graduations. The school continued to leverage ParentSquare and multilingual communication systems to keep families informed and connected, while the Family and Community Engagement Coordinator expanded outreach and support efforts. Voices WCC also strengthened school-family partnerships through its work to address chronic absenteeism, utilizing individualized outreach and collaborative problem-solving with families. Family feedback and strong enrollment demand, with more than 435 applications received for the upcoming school year, reflect continued trust and engagement within the school community.|Voices WCC's focus for improvement is increasing participation from families who have historically been less engaged in school events, leadership opportunities, and decision-making processes. While family engagement has grown, the school seeks to expand representation and ensure all families feel connected and empowered to contribute to the school community. The school will continue promoting ELAC, Cafecitos, family workshops, and LCAP engagement opportunities through ParentSquare, personal outreach, and multilingual communication. Voices WCC will also strengthen teacher-family communication through ongoing staff training and continue expanding opportunities for family voice through student-led conferences, school events, and leadership groups. These efforts aim to deepen partnerships between home and school and further support student success.|Voices WCC will continue to improve engagement of underrepresented families by reducing barriers to participation and increasing personalized outreach. Parent-teacher conferences, family workshops, student-led conferences, and engagement opportunities will continue to be offered at flexible times to accommodate working families. Communication will be provided through multiple platforms and in families' home languages whenever possible. The Family and Community Engagement Coordinator, in partnership with school staff, will conduct targeted outreach to families who have historically participated less frequently in school events, leadership groups, and decision-making opportunities. Through relationship-building, ongoing feedback, and culturally responsive practices, the school will work to ensure all families feel welcomed, informed, and empowered to participate in their child's education and the broader school community. Voices WCC will also continue creating opportunities for families to engage in conversations around belonging, inclusion, and school culture to strengthen trust and partnership between home and school.|Voices WCC continued to strengthen partnerships that support student learning, enrichment, leadership development, and community engagement. This year, the school partnered with the Boys & Girls Club, RPAL, and the San Francisco Opera Guild to provide expanded learning opportunities, enrichment programming, and experiences that promote student voice and social justice. Students also benefited from partnerships with community organizations including Richmond Promise, RYSE, and the Latina Center, which helped connect learning to college readiness, leadership development, and community advocacy. In addition to external partnerships, Voices WCC continued to build strong partnerships with families through student-led conferences, family workshops, ELAC meetings, and community events that support student success. These collective efforts have strengthened the connection between school, family, and community while creating meaningful opportunities for students to develop academically, socially, and as future leaders.|Voices WCC's focus for improvement is strengthening and coordinating partnerships to better align community resources with student and family needs. The school will continue expanding relationships with local organizations while developing clearer systems to monitor the impact of partnerships on academic achievement, attendance, student well-being, and college and career readiness. The Family and Community Engagement Coordinator will play a key role in identifying community resources, maintaining partner relationships, and increasing family access to available supports and services. Voices WCC will also seek additional opportunities for students to engage in leadership, service learning, social justice initiatives, and real-world learning experiences through community partnerships. These efforts are intended to strengthen student outcomes while deepening connections between school, family, and community.|Voices WCC will improve engagement of underrepresented families by strengthening connections between families and community resources while reducing barriers to participation. The school will continue partnering with local organizations to provide information, services, and learning opportunities that support students and families. Staff will serve as liaisons, helping families access available resources and supports, including academic, social-emotional, and community-based services. The school will continue offering family workshops focused on supporting learning at home, understanding educational pathways, and accessing community resources. Voices WCC will also work to develop family leadership opportunities, including Parent Ambassadors, to strengthen family voice and participation in the school community. To increase access, meetings and events will be offered through multiple formats and at varying times, with translation, childcare, and other supports provided when possible. These efforts will help ensure that all families feel welcomed, informed, and connected to the partnerships that support student success.|Voices WCC continues to demonstrate strength in gathering and utilizing feedback from families, students, and staff to inform school improvement efforts. Through ELAC meetings, Cafecitos, Parent Leadership meetings, student-led conferences, and school events, educational partners have multiple opportunities to provide input on school programs, priorities, and student needs. In addition, Voices utilizes network-wide Panorama surveys for students, families, and staff to collect feedback on school climate, engagement, and overall school effectiveness. Survey results, along with local data and stakeholder input, are used to guide planning, strengthen programs, and support continuous improvement. Increased participation in feedback opportunities reflects growing trust and engagement among educational partners.|Voices WCC's focus for improvement is strengthening partnerships that directly support student academic achievement, well-being, leadership development, and college and career readiness. While the school has established strong relationships with community organizations and families, additional work is needed to ensure partnerships are strategically aligned to student needs and school goals. The school will continue to strengthen collaboration with community partners, families, and educational organizations while developing systems to evaluate the effectiveness and impact of partnership activities. Voices WCC will also seek opportunities to expand student access to enrichment, leadership, service-learning, and community-based experiences that support both academic and social-emotional growth.|Voices WCC will improve engagement of underrepresented families by increasing access to school and community partnerships that support student success. The school will provide information about available academic, social-emotional, and community-based resources through multilingual communication, family workshops, and targeted outreach. Staff and the Family and Community Engagement Coordinator will work closely with families to identify needs, connect them with available services, and reduce barriers to participation. The school will continue developing family leadership opportunities and strengthening partnerships with community organizations to ensure that all families, particularly those who have historically participated less frequently, have access to the resources and supports available through the school community. Through culturally responsive outreach, flexible meeting options, and ongoing relationship-building, Voices WCC will work to ensure all families feel connected to the partnerships that contribute to positive student outcomes.|3|4|4|3|3|3|4|4|3|3|3|3|Met||2026-06-24|2026
07618040000000|San Ramon Valley Unified|3|Building upon the foundational analysis of educational partner input and local data from the 2025-26 school year, SRVUSD has demonstrated remarkable growth in strengthening the collaborative bond between school staff and families. This progress was driven by an even more expansive community engagement strategy and the maturation of district-wide steering committees into essential pillars of local governance.  Input was meticulously gathered from a broad spectrum of community organizations, including the DVSR Rotary, San Ramon and Danville Chambers of Commerce, Discovery Counseling Center Board, and the SRV Mental Health Coalition. To ensure a truly inclusive dialogue, the district deepened its partnerships with **PFLAG, APAPA, the Equity Committee, the Inclusion and Diversity Committee, and the SRVCPTA Exceptional Education Committee.  A cornerstone of this year’s success was the continued evolution of steering committees centered on the three Strategic Directions: Equity, Social-Emotional Well-Being, and Deep Learning. These bodies—composed of a diverse cross-section of teachers, students, classified staff, parents, and administrators—expanded their scope this year. Meeting at least four times over the annual cycle, these committees worked to refine district goals through real-time feedback loops. Their year-end summaries, compiled in May, reflect a sophisticated synthesis of community expertise and academic necessity.  This robust infrastructure for public participation ensured that multifaceted perspectives directly influenced the district's fiscal and instructional priorities, creating a more agile and responsive educational environment. Throughout the 2025-2026 school year, a series of transparent LCAP (Local Control and Accountability Plan) meetings were held. These sessions served as a vital precursor to the formal School Board presentation and public hearing in June, solidifying the district’s enduring commitment to democratic engagement and the collective shaping of the student experience. This expanded outreach has fostered a deeper sense of trust and shared responsibility across the entire San Ramon Valley community.|During the 2025-26 academic year, the San Ramon Valley Unified School District (SRVUSD) continued its commitment to ensuring educational partner voice remained central to district decision-making. The district expanded opportunities for collaboration with families, students, staff, and community organizations, engaging stakeholders in shaping district priorities, programs, and services.  Partnerships with organizations representing diverse community perspectives remained a key component of this work. Civic and business leaders, including the DVSR Rotary, San Ramon Chamber of Commerce, and Danville Chamber of Commerce, provided insight regarding workforce readiness and community needs. Mental health partners, including the Discovery Counseling Center Board and SRV Mental Health Coalition, supported student well-being efforts. Equity-focused organizations such as PFLAG, APAPA, the Equity Committee, and the Inclusion and Diversity Committee helped ensure equity and belonging remained priorities. The SRVCPTA Exceptional Education Committee continued to provide feedback regarding services and outcomes for students with diverse learning needs.  The district's three Steering Committees remained a cornerstone of community engagement efforts. The Equity Steering Committee examined barriers to student success through an equity lens. The Social-Emotional Well-Being Steering Committee focused on student wellness and mental health. The Deep Learning and Innovation Steering Committee explored strategies to prepare students for future success through engaging learning experiences and innovation.  The Steering Committees met four times between August and May to review data, discuss needs, provide feedback, and develop recommendations that informed district priorities and future planning.  The Local Control and Accountability Plan (LCAP) process served as the primary vehicle for connecting community input to district goals and resource allocation. Throughout the year, SRVUSD hosted engagement opportunities, presentations, and study sessions that provided transparency regarding district priorities, student outcomes, and budget decisions.  The process culminated with a public presentation and hearing before the Board of Education in June 2026. The adopted LCAP reflects the values and priorities of the SRVUSD community and the district's commitment to transparency, accountability, and shared decision-making.  Through strong partnerships and ongoing engagement, SRVUSD remains committed to ensuring every student has access to a high-quality educational experience and the support needed to thrive.|Drawing on educational partner feedback and local data collected during the 2025-26 school year, SRVUSD continued to strengthen connections between home and school through inclusive engagement practices. The district focused on creating meaningful opportunities for families to participate in decision-making and support student success.  A key priority was reducing barriers to engagement. The district expanded language access through translation services, interpretation support, bilingual staff, and multilingual communication tools, helping families access information and participate in school and district programs.  SRVUSD also supported families facing economic, literacy, and information-access challenges by using multiple communication formats and outreach strategies to connect them with resources and opportunities for involvement.  In partnership with the Community Advisory Committee (CAC), the district continued efforts to improve accessibility for families of students with disabilities. Feedback from families and community members informed improvements to both in-person and virtual engagement opportunities.  As district demographics evolved, SRVUSD remained committed to culturally responsive engagement practices that reflect the diversity of the community. Advisory groups, committees, and leadership opportunities were designed to be accessible to families from a wide range of backgrounds and experiences.  Two advisory groups played important roles in strengthening family engagement. The District English Learner Advisory Committee (DELAC) supported families of English learners through information-sharing and opportunities to provide input on district priorities. The district also worked to build leadership capacity among parent representatives.  The Community Advisory Committee (CAC) remained a valuable partner in supporting students receiving special education services. Through ongoing collaboration, CAC members provided input on programs, services, and district initiatives, ensuring the perspectives of families of students with disabilities were represented in district planning.  To increase participation among historically underrepresented groups, SRVUSD continued offering virtual and hybrid meeting options, expanding outreach efforts, and creating flexible opportunities for engagement.  Through these efforts, SRVUSD continues to strengthen partnerships with families and community members by reducing barriers, increasing access, and ensuring diverse voices help shape student success.|Based on the analysis of input from educational partners and local data from the 2025-2026 school year, it was evident that SRVUSD excelled in fostering partnerships to enhance student outcomes. Survey data highlighted a culture of responsiveness, emphasizing deep learning, innovation, equity, and social-emotional well-being. All K-8 schools held conference weeks to support teacher-family partnerships, aiming to improve student outcomes collaboratively. The district's commitment to these areas underscored its dedication to creating a supportive and effective educational environment, ensuring every student had the opportunity to succeed. Furthermore, ongoing professional development for teachers and staff fostered a continuous improvement mindset, equipping them with the latest strategies to support diverse learners.|Reflecting the data and partner feedback from the 2025-2026school year, SRVUSD has intensified its efforts to bridge the gap between home and school. Our primary focus remains the removal of systemic barriers for families who are economically disadvantaged, disabled, migratory, or from racial and ethnic minority backgrounds.  While we have expanded our multi-language translation and interpretation services across all digital and in-person platforms, we recognize that true equity requires more than just translated text. Therefore, our 2025-2026  priorities emphasize the active growth of the District English Learner Advisory Committee (DELAC) and the Community Advisory Committee (CAC). By personalizing outreach and diversifying our engagement strategies, SRVUSD is committed to increasing participation rates and ensuring every voice is heard in our decision-making process.|"Drawing from the 2025-26 educational partner analysis, SRVUSD has transitioned from providing mere ""access"" to fostering inclusion. Our data-driven focus for this cycle is to dismantle the specific cultural, linguistic, and physical barriers that prevent parents—particularly those who are economically disadvantaged, disabled, or from minority backgrounds—from becoming true partners in their child's education.   2025-26 Strategic Enhancements  Hyper-Localized Support: While we continue to provide robust translation services for all digital and in-person communications, we are shifting toward **culturally responsive engagement**. This means moving beyond translated text to offer bilingual community liaisons who help families with limited literacy or English proficiency navigate district systems. Accessibility First: We are rethinking participation for our migratory and disabled families by offering ""Mobile Town Halls"" and optimizing all digital resources for screen readers and low-bandwidth access. Empowering Advocacy Groups:  A cornerstone of the 2025-2026 academic year is the revitalization of the District English Learner Advisory Committee (DELAC)  and the Community Advisory Committee (CAC). We aren’t just looking for attendance; we are building leadership capacity within these groups to ensure they influence district policy at the highest levels.  Despite our existing infrastructure, our goal for this year is a measurable increase in participation rates. By meeting families where they are—physically, linguistically, and socioeconomically—SRVUSD is ensuring that the ""district voice"" is a true harmony of our entire community."|Based on the analysis of the educational partner's input and local data from the 2025-2026 school year, SRVUSD is deeply committed to family engagement in advisory groups and decision-making. This is demonstrated through initiatives like, Office Hours with Trustees, advisory groups, Steering Committees, and task forces (CAC, PTA, DELAC, ELAC, LCAP Preschool Task Force, School Site Council, Equity Committee, Social Emotional Well-Being Committee). The district prioritizes robust community engagement, collecting feedback via surveys, Focus Groups, Principal Coffee talks, staff meetings, and student surveys. Additional input was gathered through four LCAP stakeholder meetings, the SRVUSD Community Advisory Committee, SRVUSD PTA Presidents meeting, and the SRVUSD District English Learner Advisory Committee. The SELPA Executive Director ensures we receive  2025-26 Local Performance Indicator Self-Reflection for San Ramon Valley Unified School District Page 15 of 23 comprehensive special education feedback by, reviewing and posting local plans and holding regular committee meetings. Other groups involved include Danville/San Ramon Rotary, San Ramon Chamber, Danville Chamber, Discovery Counseling Center Board, SRV Mental Health Coalition, PFLAG, Equity Committee, Inclusion and Diversity Committee, Grade Reform Committee, Student Senate, and the Exceptional Education Committee.|"Moving into the 2025-2026*school year, SRVUSD has evolved its strategy from identifying gaps to actively bridging them. Building on the data-driven insights from the previous cycle, the district is launching a sophisticated engagement model designed to move underrepresented voices from the ""periphery"" to the ""center"" of our decision-making architecture.  2025-2026 Strategic Evolution  The district’s commitment to equity is manifesting through four high-impact pillars:  Curricular Co-Creation: We are moving beyond standard reviews to host ""Curriculum Labs,"" where families from diverse backgrounds partner with educators to ensure our instructional materials reflect the global and local diversity of our student body. Representative Staffing Initiatives:Based on partner recommendations, we are implementing new recruitment and retention frameworks aimed at increasing staff diversification to better mirror the demographics of our community. Equity Advocacy Forums: These are no longer just feedback sessions; they are structured platforms where underrepresented stakeholders can directly address district leadership on systemic concerns, ensuring accountability is a two-way street. Social Work Outreach Integration:Recognizing that traditional meetings don't work for everyone, our district social workers are leading ""Kitchen Table Dialogues."" These mobile, small-group sessions meet families in their own environments to gather raw, honest insights that high-level surveys often miss. By modernizing how we listen, SRVUSD is ensuring that our 2025-2026 trajectory is defined by a truly inclusive vision, where the ""future of the district"" is a collaborative masterpiece rather than a top-down mandate."|After a thorough examination of feedback from educational partners and local data in 2025-2026, SRVUSD is poised to implement a series of targeted strategies aimed at enhancing the involvement of underrepresented families. These families were identified during the self-assessment phase for decision-making processes. The primary focus will revolve around actively seeking input to diversify the curriculum, providing recommendations for staff diversification, facilitating forums to address equity concerns, and extending access to social workers for gathering insights from underrepresented families. These multifaceted initiatives are designed not only to foster a more inclusive educational environment but also to ensure that the voices of all stakeholders are heard and valued in shaping the future of the district.|5|4|4|4|4|4|5|4|5|5|4|5|Met||2026-06-16|2026
07618120000000|Walnut Creek Elementary|3|WCSD has a strong commitment to partnering with families to support all students in reaching their highest potential. Based on the information we gathered from listening sessions and our Newcomer Family Event, we have made improvements in our outreach to newcomer families. The district and school sites will continue to host PTA/PTO family events, English Learner Advisory Council meetings, principal coffee chats, School Site Council meetings, and parent education events with a focus on engaging with underrepresented families. Many of these events are held virtually to provide greater convenience for families. In reviewing WCSD’s 2026 Youth Truth data, 80% of elementary families and 88% of middle school families feel comfortable approaching teachers about their child's progress.|Based on family survey data and the opportunity gap that exists in our summative assessment data, WCSD has identified the need to increase inclusion and belonging for all families.WCSD continues to analyze the qualitative data collected from listening interviews to determine the root causes for lower family engagement among some student groups. Families of students with IEPs and English Learners shared that they do feel like they are included at the same rate as other families.|The goal of the district’s empathy interviews with families and students is to increase trust and build stronger relationships between staff and families, particularly those from underrepresented backgrounds identified during the self-reflection process. School Site Plans will include an equity action to improve the engagement of underrepresented families. We will continue to strengthen our Parent Ambassador programs to support outreach to Newcomer families.|WCSD remains committed to building relationships with the families we serve. We have intentionally established welcoming school environments and positive school climates. Professional development supports our goal of ensuring all WCSD community members feel a sense of belonging in our school district. Our parent conference timeline facilitates collaboration with parents to establish goals for student outcomes. Our district and individual school sites share specific school-related information through various channels, including websites, weekly eNews, parent-teacher conferences, and parent-principal coffee chats. Our improved communication platform, ParentSquare, enables two-way communication.|An area of focus for our district is to continue engaging our staff in ways that support family engagement with student learning goals throughout the year. Our Multi-Tiered Systems of Support (MTSS) process ensures that all students receive the necessary support for success. WCSD’s family guide to MTSS is a communication tool to support successful outcomes of Student Study Team meetings. Additionally, the opportunity gap in summative assessment and chronic absenteeism supports our focus on additional monitoring of the progress of our students with IEPs.|Our implementation of the district’s Extended Learning Opportunity Program enables us to reach out to underrepresented families and determine how we can support them by offering a 9-hour extended day that includes enrichment and homework support. By strengthening our partnership and trust with families, we believe student outcomes will benefit.|"Seeking parent input from families is highly valued. WCSD PTA/O, ELAC, DELAC, SCC, District Strategic Planning, and Parent Education Nights are all active avenues we use to engage families in advisory groups and with decision-making. We believe that our active and ongoing engagement provides progress in this area. These and other meetings allow multiple opportunities for community stakeholders to connect, collaborate, create, and consider all needs. Additionally, WCSD provides multiple opportunities for parents, guardians, and families to understand how to support their child’s academic growth. Such opportunities include, but are not limited to: ""Coffee talks"" at the site and district office, parent conferences, and parent education events. Families are invited to these sessions via the district communication platform, ParentSquare, as well as through the Superintendent's monthly messages."|The district will continue to actively plan outreach efforts to increase parent survey participation. Additionally, our practices of conducting listening sessions, which are principally focused on our underrepresented families, will continue to be key in informing our decision-making. This year, we will continue our focus on expanding outreach and communication to enhance understanding and support for efforts to address chronic absenteeism.|All school sites will continue to improve their translation of parent information by using ParentSquare to increase participation among our multilingual families. Additionally, we will continue to reach out personally to our underrepresented families to increase awareness of our Expanded Learning Opportunities Program. This year, we will also hold a Special Education Family forum to gain insights into their perspectives on our SPED programs.|5|5|4|5|5|4|5|5|5|5|5|4|Met||2026-06-08|2026
07743440000000|Contra Costa County ROP|3||||||||||||||||||||||Not Met|||2026
07773540000000|SBE - John Henry High|3||||||||||||||||||||||Not Met|||2026
07773540132233|John Henry High|3|We recognize families as essential partners in student success and prioritize meaningful family engagement through communication, education, and opportunities for participation. We encourage families to participate in school-wide events such as Back-to-School Night, Open House, orientation programs, academic information sessions, and community celebrations that strengthen connections between home and school.  We communicate regularly with families through ParentSquare, school newsletters, emails, phone calls, and other outreach efforts. Communications are provided in multiple languages, including English, Spanish, and Chinese, as appropriate to the needs of our community.  The school also provides regular opportunities for families to review student academic progress, learn about available supports and programs, and engage with staff regarding student achievement and well-being. Student leadership groups frequently collaborate with staff to support school events that foster a sense of belonging and strengthen our school community.  Additionally, our multi-tiered system of support provides targeted academic and social-emotional interventions for students who require additional assistance. Supports include tutoring, organizational coaching, progress monitoring, and ongoing communication with families regarding student growth and achievement. Through these efforts, we continue to strengthen partnerships between home and school while promoting positive outcomes for students.|While we have made progress in strengthening relationships between school staff and families, educational partner feedback and local data indicate opportunities to further increase family participation and ensure all families feel welcomed, valued, and empowered to engage in their child's education.  Moving forward, we will expand opportunities for grade-level specific engagement activities, increase informal community-building events, and continue evaluating participation trends to identify barriers to engagement. Particular attention will be given to ensuring communication methods, event timing, and engagement opportunities meet the diverse needs of families across our community.|We serve a diverse student population and remain committed to removing barriers that may limit family participation. To improve engagement among underrepresented families, we will continue offering flexible meeting schedules, virtual participation options, interpretation and translation services, and multilingual communications.  The school will continue leveraging community outreach staff and trusted school relationships to connect families with school resources and opportunities for involvement. By creating accessible and inclusive opportunities for participation, we seek to ensure all families are able to contribute meaningfully to their child's educational experience.|We provide staff training focused on effective family engagement practices and recognize that strong partnerships with families contribute directly to positive student outcomes. The school regularly conducts Student Success Team meetings, parent conferences, and intervention planning sessions to monitor student progress and identify appropriate supports.  Families receive information and training related to academic expectations, study skills, attendance, college and career readiness, and strategies for supporting learning at home. Community events, family workshops, and advisory meetings provide opportunities for families to collaborate with staff and contribute to school improvement efforts.  We also partner with community-based organizations to provide additional support for students and families, including services for multilingual learners, newcomer families, students experiencing housing instability, and other student groups requiring additional support. These partnerships help ensure students and families have access to the resources necessary for academic and social-emotional success.|Educational partner feedback and local data identified opportunities to strengthen staff capacity to build trusting and sustained relationships with families, particularly in light of recent staff turnover. We recognize that stable and positive relationships are critical to creating strong partnerships that support student achievement.  To address this need, we will continue investing in staff retention efforts, mentorship opportunities for new staff, and professional learning focused on culturally responsive family engagement practices. Additionally, we will use data from the YouthTruth survey and other local measures to identify trends, evaluate program effectiveness, and inform future engagement strategies.  Priority improvement areas include expanding two-way communication opportunities, increasing family leadership and decision-making opportunities, celebrating student and family successes, and utilizing disaggregated data to better target supports and interventions.|We will continue improving engagement among underrepresented families by ensuring interpretation and translation services are available during meetings, conferences, and school events. These supports allow families to participate fully in discussions regarding student achievement and educational planning.  Additionally, we will continue providing information regarding graduation requirements, college and career pathways, and the U.S. educational system to families who may be less familiar with these processes. Building family understanding of academic expectations and postsecondary opportunities strengthens partnerships and supports improved student outcomes.|We actively seek educational partner input and incorporate family perspectives into decision-making processes at both the school and organizational levels. Families participate in the development and refinement of school priorities, LCAP goals, and improvement initiatives through committees, surveys, advisory groups, and public meetings.  Multiple opportunities for participation are provided through committees such as Family Staff Teams, ELAC, school safety committees, and other advisory groups. Communication supports, including translation and interpretation services, help ensure broad access and participation for all families.  These efforts demonstrate our commitment to shared decision-making and continuous improvement through meaningful educational partner engagement.|Educational partner feedback indicates a need to provide earlier notification and additional opportunities for family participation in decision-making activities. We recognize that advance planning and multiple engagement opportunities increase participation and improve representation across stakeholder groups.  We will strengthen communication timelines and provide earlier notice of meetings, surveys, and engagement opportunities to maximize participation and ensure a wider range of perspectives are included in decision-making processes.|To increase participation among underrepresented families, we will continue expanding outreach efforts through multilingual communication, interpretation services, virtual meeting options, and targeted recruitment for advisory groups and committees.  The school will work closely with community outreach personnel and staff to identify and encourage participation from families whose voices may be underrepresented in decision-making processes. Through these efforts, we seek to create a more inclusive and representative system of educational partner engagement.|4|4|4|4|3|3|3|3|3|3|3|3|Met||2026-06-11|2026
08100820000000|Del Norte County Office of Education|3|Community School’s staff to student ratios are very low. This allows staff to make meaningful connections with students and families. The support of a full -time social worker and full-time counseling technician facilitates a strong understanding of individualized needs to promote and ensure a supportive learning environment. The staff and administration of Community School actively seek input from families via calls made home and individual parent meetings, but there has been inconsistent participation at SSC and LCAP meetings. This demonstrates the need to continue working on inclusivity and shared decision-making.|A primary focus area for improvement (for the 2026-27 school year) will be to have more planned events and activities throughout the year to help families to learn what they can do, in partnership with the school, to keep their students engaged at school, and focused on improving academic performance, behavioral/social skills, and develop post high school plans.|83% of the (25) students enrolled at Community school were socioeconomically disadvantaged (Source: Dataquest (2025-26, per Census Day Enrollment) There were no English Learners currently in the school.  This year, 3% of students were African American, 23% were Native American students, 20% were Hispanic or Latino, 43% were White, and 10% were of 2 or more races.  In order to improve engagement of underrepresented families, staff will continue to participate in the annual culturally based professional development, hosted by the District in the fall. The school will also research culturally based activities and events, to honor and acknowledge the cultures and cultural values and traditions of underrepresented groups.|Community School teachers meet regularly with students and frequently contact families to collaborate on student learning, and to address any questions or concerns about credits, academic progress, high school completion, and opportunities beyond high school.|Community School will need to have a very deliberate and scheduled plan of activities and events that are held (during the year) to keep parents and family members informed of academic progress (grades and credits).|For the 2026-27 school year, Community School will plan to survey parents, students, and family members to find out what they feel will be most effective, in terms of increasing student and family engagement.|The primary mechanism for shared decision-making is (currently) LCAP and SST meetings, both of which are sparsely attended. This is expected to improve in 2026-27 via principal and staff outreach to parents and families. The school plans to employ surveys to get a wider range of information regarding how to improve input for decision making.|In 2026-27, Community School will plan and execute a survey of all parents, staff, and students in the focus areas of credit recovery, academic performance, family engagement, and planning for academic or career opportunities after high school.|Upon collecting and analyzing survey results (in the fall of 2026), Community School will schedule and execute targeted family engagement activities to help support families and increase attendance to ensure optimal feedback and reflection.|3|3|3|3|3|3|3|3|2|2|2|2|Met||2026-06-25|2026
08100820830059|Castle Rock|3|Based on educational partner input and local data, Castle Rock continues to show strength and progress in building relationships between school staff and families through consistent communication, intentional outreach, and increased opportunities for family engagement. Staff maintain regular contact with families through weekly supervising teacher meetings, the Traffic Light Communication System, newsletters, Blackboard messages, phone calls, and individualized follow-up when students need additional support.  Educational partner feedback indicates that families value the personalized support provided by staff and the flexibility of Castle Rock’s independent study model. Family Engagement Seminars, school events, student showcases, and increased outreach efforts have strengthened connections among families, staff, and the school community. Local data also reflects continued participation in engagement opportunities and improved communication systems, demonstrating progress toward creating a welcoming, responsive, and supportive school environment for students and families.|Based on the analysis of educational partner input and local data, Castle Rock’s focus areas for improvement include increasing family participation in engagement opportunities, strengthening two-way communication, and ensuring that outreach is consistent, timely, and accessible for all families. While families receive regular communication through supervising teacher meetings, newsletters, Blackboard messages, and the Traffic Light Communication System, continued attention is needed to ensure families feel informed, connected, and actively involved in their student’s progress.  Castle Rock will continue to focus on expanding meaningful opportunities for family input, improving follow-up with families of students needing additional support, and reducing barriers that may prevent families from participating in school events, meetings, and support services. These efforts will help strengthen trust, improve collaboration between staff and families, and support better academic and social-emotional outcomes for students.|Castle Rock will improve engagement of underrepresented families by continuing to identify and reduce barriers to participation, including scheduling, transportation, communication access, and family comfort with school systems. Staff will use educational partner input and local data to provide more intentional outreach to families who may be less represented in surveys, meetings, Family Engagement Seminars, and school events.  Castle Rock will strengthen relationship-building through individualized communication, regular supervising teacher check-ins, the Traffic Light Communication System, newsletters, Blackboard messages, phone calls, and personal invitations to participate in school activities and decision-making opportunities. The school will also continue to provide flexible engagement options, family-friendly events, and targeted follow-up for families of unduplicated students and students needing additional support. These efforts are intended to ensure that all families feel welcomed, informed, and connected as partners in their student’s education.|Based on the analysis of educational partner input and local data, Castle Rock’s current strengths and progress in building partnerships for student outcomes include consistent collaboration between school staff, families, and community partners to support student success. Castle Rock continues to strengthen systems that connect families with academic, social-emotional, and basic-needs supports through regular supervising teacher meetings, intervention referrals, counseling services, family outreach, and access to community resources.  Educational partner input reflects appreciation for the personalized support students receive and the school’s commitment to maintaining strong communication with families. Local data also shows progress in the use of MTSS, intervention participation, progress monitoring, family engagement opportunities, and student support systems. Together, these efforts demonstrate Castle Rock’s continued focus on partnering with families and educational partners to improve student attendance, engagement, academic progress, and overall student outcomes.|Based on the analysis of educational partner input and local data, Castle Rock’s focus areas for improvement include strengthening partnerships that directly support student achievement, engagement, and consistent progress in independent study. While Castle Rock has made progress through MTSS, intervention referrals, supervising teacher meetings, counseling services, and family outreach, continued focus is needed to ensure that families and staff are working together consistently to monitor student progress, address barriers early, and connect students to appropriate supports.  Castle Rock will continue to improve communication and collaboration with families, staff, and community partners to increase student participation in interventions, improve attendance and work completion, and support academic growth. Additional emphasis will be placed on using local data to identify students in need of support, providing timely follow-up, and ensuring that families are active partners in setting goals, monitoring progress, and improving student outcomes.|Castle Rock will improve engagement of underrepresented families by using educational partner input and local data to identify which families may need more intentional outreach and support. Staff will continue to strengthen individualized communication through supervising teacher meetings, phone calls, the Traffic Light Communication System, newsletters, Blackboard messages, and personal invitations to participate in meetings, Family Engagement Seminars, and school events.  To better support student outcomes, Castle Rock will focus on helping underrepresented families access academic interventions, counseling, basic-needs supports, community resources, and progress-monitoring information in a timely and understandable way. Staff will provide targeted follow-up for families of unduplicated students and students who are not making expected progress, with an emphasis on removing barriers to participation, increasing family voice in decision-making, and building stronger partnerships between families and school staff to support attendance, engagement, work completion, and academic growth.|Based on the analysis of educational partner input and local data, Castle Rock’s current strengths and progress in seeking input for decision-making include providing multiple opportunities for families, students, staff, and community partners to share feedback and participate in school planning. Input is gathered through surveys, School Advisory Board/CRAB meetings, Family Engagement Seminars, staff meetings, student feedback, parent communication, and ongoing conversations during supervising teacher meetings.  Educational partner input has helped inform decisions related to student support, MTSS, intervention, family engagement, school climate, communication systems, and LCAP goals and actions. Castle Rock continues to make progress in using local data and stakeholder feedback to guide planning, monitor student needs, and adjust supports. These efforts reflect the school’s commitment to including educational partners in decision-making and ensuring that school priorities are responsive to the needs of students and families.|Based on the analysis of educational partner input and local data, Castle Rock’s focus areas for improvement include increasing participation in input opportunities, especially among families and students who may not regularly attend meetings, complete surveys, or provide feedback through traditional methods. Continued focus is needed to ensure that educational partner input is representative of the full school community and is used consistently to guide decision-making.  Castle Rock will continue to strengthen systems for gathering feedback through surveys, CRAB meetings, Family Engagement Seminars, staff and student input, supervising teacher meetings, and direct family outreach. Additional emphasis will be placed on improving two-way communication, making input opportunities more accessible, and clearly sharing how feedback is used to inform LCAP goals, school programs, student supports, and decisions that impact student outcomes.|Castle Rock will improve engagement of underrepresented families by using local data and educational partner input to identify families who are less likely to participate in surveys, meetings, CRAB, Family Engagement Seminars, or other decision-making opportunities. Staff will provide more intentional and personalized outreach through supervising teacher meetings, phone calls, Blackboard messages, newsletters, and direct invitations to encourage participation and gather input in ways that are accessible and meaningful.  Castle Rock will also continue to offer multiple ways for families to share feedback, including surveys, informal conversations, school events, and individual meetings. Additional focus will be placed on reducing barriers to participation, increasing two-way communication, and ensuring that families of unduplicated students and students needing additional support have opportunities to provide input on programs, services, and supports that impact student outcomes. This feedback will be used to guide LCAP planning, school improvement efforts, and decisions related to student achievement, engagement, and school climate.|4|5|4|5|5|4|4|4|5|4|5|4|Met||2026-06-25|2026
08618200000000|Del Norte County Unified|3|District staff work very hard to make sure that students and families stay engaged in the educational process. This means making every effort to connect with families to ensure that students know what is required of them and have the ability to access their instructional materials and technology at home and at school. Over the past few years, the LCAP has been leveraged to hire additional counselors, school psychologists, and Family Engagement Liaison positions, to maintain contact with families, so that they stay connected with our school communities. With the development of the Family Engagement Liaison positions, the district has seen more meaningful and inviting parent engagement activities and events in our school. Additionally, the support of these positions has significantly impacted the reduction of District chronic absenteeism.|Some of our key focus areas are improving the relationship between the District and parents and family members of special education students. Nearly 20% of the District’s students receive special education services, and there are some parents who are not confident in those services. This is one of the reasons the District is working with a consultant and our new Special Education Executive Director on clarifying policies and procedures, and soliciting more parent feedback and involvement in our Special Education programs. The District is also working (through Parent Advisory Councils) and other community organizations on building better relationships between local Native American Tribes and the District.|District staff are making significant efforts to improve the representation of socioeconomically disadvantaged parents on school site councils, by hosting workshops and activities that increase awareness of how to use federal funds to support programs that serve low income students. The District has used the self-reflection process (via surveys and parent/community committee meetings to determine that Family Engagement Liaisons were needed at all school sites, and that additional counselor and psychologist services were needed. The self-reflection process also identified the need to provide additional support for our increasing population of foster youth and homeless student services.|All District school sites hold orientation and parent engagement evening events where they address how to help children succeed in school. Every school site has an active School Site Council that reviews student academic performance, and approves plans (School Plan for Student Achievement- SPSA) for improving student academic progress. Almost all school sites have active PTO’s (Parent Teacher Organizations), where staff work collaboratively with parents to engage in activities that address school climate, student enrichment, and academic outcomes. The District also posts academic performance information for every school on our website, on the Educational Services page. Moreover, there are several educational partners groups; made up of site staff, District Office personnel, parents and community members. Each of these organizations represents partnerships working together to improve outcomes for students.|The District recognizes the need to get more sites involved in DELAC, so as to facilitate DELAC as an active and viable parent organization, with an elected Chair and representatives from every school site with the required number of English Learners. This would provide a natural venue to address issues and concerns with student academic performance, particularly because there is a significant achievement gap between English Learners and non-English Learners. As mentioned previously, the District will continue to improve its efforts to work collaboratively with families of Foster Youth and Homeless students. We now have a full-time Foster Youth and Homeless (FY&H) Director and a full-time Foster Youth program coordinator, as well as a Family Engagement Liaison who serves this population of students. They are all working actively to ensure that FY&H students get the services and support they need at each school site.|The District has used the LCAP as the primary process for hiring Family Engagement Liaison positions and counseling staff for nearly every school, for the purpose of making sure that we are improving the support and engagement of underrepresented families. Additionally, the District has emphasized the importance of ensuring that these groups are represented in each of our educational partner groups.|In terms of school site decision making, each school’s School Site Council (SSC) actively works with the principal and support staff to engage and participate in decision making processes that involve federal funds. Many District schools have active ELAC organizations that support and monitor the decision-making processes for English Learners, and participate in the District English Learner Advisory Council (DELAC). Parents and community members also participate on the District Advisory Council (DAC), which meets 3-4 times per year. Moreover, surveys are sent to the parents and family members of all students (every year) in order to get feedback on programs, resources and services supported by the District. Additionally, District staff actively engage the parents of Native American students, in site and District decision making through the Native American Advisory Committee and Title VI parent Committee. And parents of foster youth, homeless students, and special education students are encouraged to participate in site and District decision making processes through their respective advisory council groups.|In 2026/27, the District plans on making a much greater effort to improve surveys sent to parents and family members of students, such that there is a significant increase in participation when it comes to the programs, services, and resources that are funded through the LCAP. The District will also be focusing on greater parent representation through the Special Education Advisory Council and the District (general) Advisory Council.|The District will continue to improve the engagement of underrepresented families identified during the self-reflection process by making sure that more parents and family members of underrepresented groups are asked to participate in educational partner organizations, by actively recruiting them to do so. We will do this via in person invitations and phone calls, in addition to email and mailing solicitations. Additionally, the District will continue to hold Board of Education meetings at school sites in traditionally underrepresented areas, so that parents and community members (who may not be able to access all Board meetings in person), have the ability to come and have their voices heard. Finally, the District will make every effort to ensure that all notifications are sent out in parent/family member home languages.|3|3|3|3|4|3|3|3|3|3|3|4|Met||2026-06-25|2026
08618200137729|Uncharted Shores Academy|3|USA’s school staff maintains multiple communication modalities with parents which include weekly newsletters, weekly phone calls, multiple staff present and engaged during drop off and pick up, and a one call system for schoolwide events, emergency notices, and reminders. USA facilitates multiple family engagement opportunities throughout the entire school year. These events include monthly family engagements nights with activities, several school wide student performances, several theme days with all families included, twice annually parent  teacher conferences, and multiple field trips that rely heavily on family support. Additionally, our board is composed of parents, school staff, and community members. USA also sends out parent satisfaction surveys.|Based on the analysis of educational partner input and local data, planning ahead, USA would like to continue scheduling additional family engagement events (parent nights, steering committees). And, USA would like to more fully engage parents in planning and funding future improvements to the school.|USA will continue and expand its work with home visits to better reach families that are underrepresented. Reaching underrepresented families include efficient communication regarding student progress and gathering input from families. Continue to invite families into our school environment.|USA has a family style atmosphere. This facilitates strong bonds and relationships that helps reduce behavior issues and increase engagement. Restorative practices are embedded in our process to best address behavior corrections and build positive relationships.|The main focus for the future is to develop opportunities for parent training in educating their child and increased ability to communicate with parents through multiple modalities.|As educational opportunities for parents are developed, each targeted family will be contacted individually to attend school functions, workshops, etc.|The USA Governing Board is made up of staff, community members and parents. Parents are invited to all Board meetings and can also contact the individual parents of the governing board for input on policies and decision making. USA sends out regular parent, staff, and student surveys to gather input. The school has a leadership team comprised of teachers and administrators that handle planning and schoolwide decisions. These team members share these decisions with their grade level teams. Conversely the grade level teams generate daily/weekly/monthly planning and share that information with the leadership team.|The USA decision making process is very inclusive of all site stakeholders. Moving forward we strive to improve the communication process with each site's administrative assistants to better telegraph events and decisions to families. Although the parents are notified of all meetings and events, we would like to increase the participation of parents and even get our Parent Club back up and running. We are excited about providing more opportunities to parents for interaction with the decision making of the school.|Targeted families will be contacted in person for engagement opportunities.|4|3|3|4|4|4|3|4|3|2|3|3|Met||2026-06-09|2026
08743510000000|Del Norte County ROP|3||||||||||||||||||||||Not Met|||2026
09100900000000|El Dorado County Office of Education|3|Blue Ridge School has implemented a new intake packet that is mailed to parents encouraging their participation in their child’s education and providing information about the school their child is enrolled in. Parents are contacted personally by teachers on a regular basis and are invited to school events including Back to School Night, Open House, and School Site Council Meetings. These events are held on visiting night and, in collaboration with probation, parents are invited to eat dinner with their child prior to attending the event and are then provided a personal visit following the event. The program will create a tool designed to seek input from multiple sources, including staff, parents, probation, and community members, to improve our communication processes with families and identify ways to better meet their needs.|The program created a tool designed to seek input from multiple sources, including staff, parents, and probation and community members, to improve our communication processes with families and identify ways to better meet their needs.|The program created a tool designed to seek input from multiple sources, including staff, parents, probation, and community members, to improve our communication processes with families and identify ways to better meet their needs.|Blue Ridge School reaches out to families on initial intake to communicate with them about the educational program at Blue Ridge. Families are given a way to communicate with school staff during the student's stay at Blue Ridge and are updated regularly about the progress the academic progress the student is making. The school personally invites every parent to IEP meetings, where they are provided with information related to their rights, including resources they can access to identify how to best advocate for their child. This is an area of strength for Blue Ridge as the student population on any given day is at least 50% students with disabilities.|Blue Ridge will improve the focus on how to include all families, not just students with disabilities, in these discussions and how best to provide all parents with relevant resources.|The school will continue to reach out to underrepresented families while students are placed in the Blue Ridge Juvenile Treatment Facility. Ninety percent of student who are placed in Blue Ridge are from underrepresented groups so the strategies implemented for outreach and communication will enable the school to receive feedback from these families and will help guide the steps the school is taking to improve communication and engagement with families.|All parents are provided opportunities to engage in their child’s education. They are invited to all school-related events, asked to participate in decision-making at School Site Council meetings, and encouraged to talk with teachers and the principal when needed.|Given the program's transient nature, getting parent engagement in decision-making can be difficult. Parents are invited to attend meetings. However, their child may be released prior to the meeting date. We will continue to identify ways to engage parents in decision-making.|The school will continue to reach out to underrepresented families while students are placed in the Blue Ridge Juvenile Treatment Facility. Ninety percent of students who are placed in Blue Ridge are from underrepresented groups, so the strategies implemented for outreach and communication will enable the school to receive feedback from these families and will help guide the steps the school is taking to improve communication and engagement with families.|5|4|3|4|4|4|3|3|4|4|4|5|Met||2026-06-16|2026
09100900123521|Charter Home Study Academy|3|The school continues to see great progress and success in developing the capacity of all staff to build trusting and respectful relationships with our families, as well as creating and maintaining welcoming environments for all families in the community, including families of unduplicated students, families of individuals with exceptional needs, and other families of underrepresented students. Our School Site Council made both of these goals a top priority, and we have continued to devote resources to make continuous improvements in this area each year. These goals are reflected in our LCAP Goal 2: Involve parents, family, staff, & community members as partners in the education of all students.|The school received feedback that communication was an area identified for improvement. The school has solicited additional feedback with two surveys this year and identified additional ways communication can continue to be improved between the school and families. Specific areas for improved communication include student progress toward state standards and improving two-way communication with parents around student goals. The school initiated several change ideas and is monitoring progress in this area through parent surveys, focus groups, and rounding with parents.|The school has made significant strides in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children, as well as developing multiple opportunities for the LEA and school to engage in two-way communication between families and educators using language that is understandable and accessible to families. A variety of face-to-face opportunities and technology tools are utilized for these purposes, including invitations for program informational meetings, intake meetings, and ongoing progress meetings with students and/or parents|The school has made significant progress over the past several years in providing professional learning and support to teachers and principals to improve its capacity to more effectively collaborate with families, as well as providing families with information and resources to support student learning and development in the home. The staff has participated in ongoing professional development in these areas, including workshops, on-site training, and/or attending conferences. As noted earlier, a variety of resources have been purchased and implemented to improve our partnering capacity, including technology tools that improve the speed, accessibility, and multi-language capabilities of the school, e.g., Parent Square and a variety of online curriculum software programs that provide 24/7 access to students from outside school.|"The school will continue to engage families by offering additional opportunities for parent input. The leadership will meet with focus groups throughout the year to engage in a feedback process called ""rounding"" and there will be additional opportunities for families to come to school to participate in family activities. Parents and students will work together with school staff to establish educational goals and monitor them throughout the school year both in class and at parent conferences."|Informational and/or intake meetings are held with all parents and students to familiarize stakeholders with the program, and expectations, review the student's goals, and to craft a learning plan for success, which includes a review of the student's progress to date in a variety of areas. Underrepresented students are increasingly being engaged through more direct outreach by the programs, through online learning tools, communication tools like Parent Square, and on-site translation services. The school has clear policies and procedures in place to help ensure families are supported in understanding and exercising their legal rights and advocating for their own students and all students.|The school has worked to increase the capacity of leadership and staff related to effectively engage families in advisory groups and with decision-making, as well as supporting family members to effectively engage in advisory groups and decision-making. The school has also increased capacity as it relates to improving outreach and input from underrepresented groups, including at-risk students, as well as implementing and evaluating family engagement activities.|The school has identified working to increase the student voice in its program by actively engaging students in focus groups for feedback as well as student surveys. The focus groups will occur 3-4 times per year and will aim to get feedback on school climate and culture as well as feedback on the school program.|Informational and/or intake meetings are held with all parents and students to familiarize stakeholders with the program, and expectations, review the student's goals, and to craft a learning plan for success, which includes a review of the student's progress to date in a variety of areas. Underrepresented students are increasingly being engaged through more direct outreach by the programs, through online learning tools, communication tools like Parent Square, and on-site translation services. The school has clear policies and procedures in place to help ensure families are supported in understanding and exercising their legal rights and advocating for their own students and all students.|5|5|4|5|4|5|5|4|5|4|4|4|Met||2026-06-16|2026
09100900136036|John Adams Academy - El Dorado Hills|3|"John Adams Academy - El Dorado Hills continues to demonstrate strong progress in building meaningful, mission-aligned relationships between school staff and families. Analysis of educational partner feedback, local survey data, and stakeholder engagement activities from the 2025-26 school year reflects a positive and collaborative school culture grounded in communication, trust, and shared commitment to scholar success.  Key strengths include: - Strong Family Engagement and School Connectedness: Families continue to actively participate in the school community through volunteer opportunities, advisory groups, leadership events, and campus activities. Educational partner feedback reflects appreciation for the Academy's emphasis on character development, servant leadership, and the 10 Core Values, which contribute to a strong sense of shared purpose and community. - Consistent, Transparent, and Accessible Communication: The Academy utilizes multiple communication systems to keep families informed and engaged, including weekly newsletters, ParentSquare updates, email communication, and site-based opportunities such as ""Coffee with the Principal."" During the 2025-26 school year, the Academy also expanded its social media presence to provide families with an additional avenue for accessing announcements, celebrations, and school events. Additionally, the school website was redesigned to improve accessibility and communication with families regarding programs, resources, and important updates. - Responsiveness to Educational Partner Feedback: School leadership continues to prioritize stakeholder voice through surveys, committee meetings, and ongoing dialogue with families. Feedback gathered from parents and educational partners is reviewed and used to strengthen systems of support, improve communication practices, and inform schoolwide planning. - Culture-Building and Community Engagement: Schoolwide events, scholar recognition activities, family nights, and leadership celebrations continue to strengthen relationships between families and staff while reinforcing the Academy's mission and culture of greatness. During the 2025-26 school year, the Academy also hosted its first elementary English Learner Family Potluck Picnic event to intentionally foster connection, belonging, and engagement among English Learner families and staff. - Support for Diverse Learners and Families: The Academy remains committed to ensuring equitable access and participation for all families. Translation and interpretation support, along with continued implementation of the English Learner Advisory Committee (ELAC), help ensure families of English Learner scholars remain informed and engaged in their child's education. The Academy also continues to strengthen collaboration with families of scholars with disabilities through ongoing communication regarding scholar progress, individualized supports, Scholar Success Team (SST) processes, and special education services. Educational"|While educational partner feedback reflects many strengths in family engagement and school culture, analysis of local survey data identified several areas for continued growth and refinement. - Strengthening Communication Consistency: Families expressed appreciation for the Academy's communication systems while also identifying a desire for greater consistency regarding academic expectations, grading practices, school procedures, and event communication, particularly at the secondary level. - Maintaining Strong Community Connections During Growth: As the Academy continues to grow, educational partner feedback reflects the importance of maintaining the close-knit community atmosphere and relationship-centered culture that families value. Families expressed interest in additional opportunities for relationship-building and stronger connections among scholars, families, and staff. - Continued Support for Diverse Learners: While families appreciate the systems currently in place to support English Learners and scholars with disabilities, survey feedback indicates continued interest in strengthening intervention systems, individualized academic support, and communication regarding available supports and services. - Increasing Accessibility and Engagement Opportunities: Some families identified scheduling and participation barriers related to meetings, events, and volunteer opportunities. The Academy recognizes the importance of continuing to expand flexible and accessible engagement opportunities for all families.|To improve engagement of underrepresented families, John Adams Academy - El Dorado Hills will continue implementing targeted strategies informed by educational partner input and local survey data.  The Academy will continue expanding multilingual communication practices and providing interpretation support during meetings and events to increase accessibility for English Learner families. Outreach efforts through ELAC, family engagement events, and direct communication will continue to strengthen relationships and encourage participation.  To support families of scholars with disabilities and scholars requiring additional academic support, staff will continue strengthening collaboration through SST meetings, individualized communication, and ongoing progress monitoring. The Academy will also continue refining intervention systems and improving communication regarding available supports and resources.  In response to family feedback regarding accessibility, the Academy will continue offering varied meeting times, digital communication options, and additional opportunities for two-way communication. Staff will also continue professional learning related to responsive communication, relationship-building, and family engagement practices to better support the diverse needs of the Academy community.  These efforts are intended to ensure that all families feel welcomed, informed, supported, and meaningfully connected to the Academy community.|John Adams Academy - El Dorado Hills continues to prioritize strong partnerships between families and educators to support scholar learning, character development, and long-term success. Educational partner feedback and local survey data reflect several strengths in the Academy’s collaborative approach to supporting scholar outcomes.  - Strong Instructional Program and Mission Alignment: Families consistently expressed appreciation for the Academy’s classical education model, leadership curriculum, and emphasis on the 10 Core Values. Educational partners noted that the Academy promotes academic rigor, character development, and scholar responsibility in ways that positively impact scholar growth and school culture. - Ongoing Communication Regarding Scholar Progress: Families value access to academic information through the Academy's parent portal, ParentSquare, Google Classroom, progress reports, and direct communication with teachers and administrators. These systems support ongoing collaboration between home and school regarding scholar achievement and growth. - Scholar Success Teams (SSTs) and Multi-Tiered Systems of Support (MTSS): The Academy continues to implement systems designed to support scholars experiencing academic, behavioral, or social-emotional challenges. Families are included as collaborative partners in SST processes and intervention planning, helping to strengthen communication and shared problem-solving. - Family Partnership in Scholar Development: Families continue to actively support classroom activities, school events, leadership initiatives, and volunteer opportunities that reinforce the Academy’s mission and culture. Educational partner feedback reflects strong appreciation for teachers and staff who demonstrate care, responsiveness, and commitment to scholar success. - Supportive School Climate and Scholar Development: Survey feedback reflects that many families believe the Academy provides a positive and values-centered learning environment that supports scholar growth academically, socially, and emotionally.|Analysis of educational partner input identified several areas for continued improvement in strengthening partnerships that support scholar outcomes.  - Strengthening Academic Support Systems: While families appreciate the Academy’s instructional program and intervention structures, some educational partners expressed a desire for additional academic support opportunities, particularly in mathematics and intervention services for scholars requiring additional assistance. - Improving Consistency of Academic Communication: Some families identified a need for more consistent communication regarding missing assignments, grading expectations, intervention supports, and scholar progress, particularly at the secondary level. - Expanding Accessibility for Family Participation: Educational partner feedback indicates that scheduling demands and work obligations can make participation in meetings and school events challenging for some families. Continued efforts to provide flexible participation opportunities remain an area of focus. - Maintaining Strong School Culture During Continued Growth: Families continue to value the Academy’s mission and community atmosphere while expressing a desire to maintain strong relationships, positive scholar culture, and individualized support as enrollment grows.|John Adams Academy - El Dorado Hills will continue strengthening partnerships with underrepresented families by improving accessibility, communication, and support systems connected to scholar success.  The Academy will continue offering flexible scheduling options for SST meetings, conferences, and family engagement opportunities to better support working families. Digital communication tools and online resources will continue to be utilized to increase access to important information and academic supports.  The Academy will also continue strengthening intervention systems and collaboration among general education teachers, intervention staff, special education staff, and families to better support scholars with diverse learning needs. Additional family information opportunities related to academic supports, intervention systems, and the Academy’s instructional model will help families better understand how to support scholar learning at home.  Targeted outreach efforts through ELAC, SST processes, and ongoing communication will continue to support meaningful participation from families of English Learners, scholars with disabilities, and other underrepresented groups. These efforts are intended to strengthen collaboration and ensure all families feel informed, valued, and empowered as educational partners.|John Adams Academy - El Dorado Hills continues to demonstrate commitment to collaborative and transparent decision-making practices by actively seeking input from families and educational partners. The Academy values stakeholder voice as an important component of continuous improvement and mission alignment.  - Multiple Opportunities for Educational Partner Input: Families are provided opportunities to share feedback through annual surveys, advisory meetings, ELAC meetings, PSO meetings, Town Halls, and public board meetings. These forums allow families to participate in discussions regarding school programs, priorities, and improvement efforts. - Consistent Use of Survey and Feedback Data: Parent survey feedback continues to play an important role in identifying strengths, areas of need, and opportunities for growth. Educational partner input has informed discussions related to communication practices, school culture, intervention supports, family engagement opportunities, and campus initiatives. - Ongoing Dialogue and Responsiveness: School leadership continues to prioritize open communication and stakeholder engagement through direct outreach, meetings, and collaborative conversations. Families expressed appreciation for opportunities to provide feedback and engage in school improvement discussions. - Commitment to Shared Leadership and Community Partnership: The Academy continues to promote a culture of servant leadership and partnership by encouraging families to actively participate in school events, committees, volunteer opportunities, and advisory groups that support scholar success and community engagement.|Educational partner input identified several areas for continued growth related to stakeholder engagement and decision-making processes.  - Increasing Participation Across Diverse Family Groups: While many families actively participate in surveys and advisory opportunities, the Academy recognizes the need to continue increasing engagement among underrepresented groups and families who may face participation barriers. - Strengthening Transparency Around Decision-Making Processes: Some families expressed interest in better understanding how stakeholder feedback informs school decisions and improvement efforts. Increasing visibility regarding how feedback is reviewed and incorporated remains an area for growth. - Expanding Accessibility of Engagement Opportunities: Families identified scheduling and participation challenges related to meetings and events. Continuing to diversify communication methods and participation options will help improve accessibility for families with varying schedules and needs.|To strengthen engagement of underrepresented families in decision-making processes, John Adams Academy - El Dorado Hills will continue implementing inclusive outreach and communication strategies informed by educational partner feedback.  The Academy will continue expanding translated communication, interpretation support, and targeted outreach efforts to encourage participation from families of English Learners and other underrepresented groups. Meetings and engagement opportunities will continue to include flexible scheduling and virtual participation options to reduce barriers to involvement.  Additionally, the Academy will continue improving transparency by communicating how educational partner feedback contributes to school improvement efforts, planning processes, and program development. Staff will also continue professional learning focused on inclusive engagement practices, culturally responsive communication, and relationship-building strategies.  These efforts are intended to ensure all families have meaningful opportunities to share input, participate in school improvement efforts, and contribute to the ongoing growth and success of the Academy community.|4|4|3|4|3|3|4|4|3|3|4|4|Met||2026-06-04|2026
09100900930123|Mountainside Middle College High|3|"The school has made significant progress over the past several years in providing professional learning and support to teachers and principals to improve its capacity to collaborate more effectively with families, as well as in providing families with information and resources to support student learning and development at home. The staff has participated in ongoing professional development in these areas, including workshops, on-site training, and/or attending conferences. As noted earlier, a variety of resources have been purchased and implemented to improve our partnering capacity, including technology tools that improve the speed, accessibility, and multi-language capabilities of the school - e.g., Parent Square, D2L, and a variety of online curriculum software programs that provide 24/7 access to students from outside school. MMCHS Survey Results 25-26 Parent Survey: ""Top Box Percentage"" is the percentage of participants who selected the ""Strongly Agree"" option. Your organization's overall Top Box is 71%. I believe school rules are consistently enforced 4.43 I am treated with respect at this school. 4.70 I believe this school provides a safe environment for my child to learn. 4.62 I believe the teachers, staff, and administration at this school demonstrate a genuine concern for my child. 4.66 25-26 Student Survey ""Top Box Percentage"" is the percentage of participants who selected the ""Strongly Agree"" option. Your organization's overall Top Box is 30.65%. 4.21 I believe my teachers care about me. 4.31 4.23 I feel safe at school. 4.31 3.81 School rules/discipline plans are enforced consistently at my school. 3.79 4.27 My school is clean and well-maintained. 4.35 4.21 When I have a problem, I know how to get help.4.25 3.91 Students at this school are respectful of each other. 4.08 4.12 My family is treated with respect at my school. 4.26 3.72 I feel like I belong at school. 3.78 MSA Survey Results Parent Survey 25-26 Survey: ""Top Box Percentage"" is the percentage of participants who selected the ""Strongly Agree"" option. Your organization's overall Top Box is 64.85%. I believe school rules are consistently enforced 4.71 I am treated with respect at this school. 4.76 I believe this school provides a safe environment for my child to learn. 4.71 I believe the teachers, staff, and administration at this school demonstrate a genuine concern for my child. 4.82 Student Survey 25-26 Survey: ""Top Box Percentage"" is the percentage of participants who selected the ""Strongly Agree"" option. Your organization's overall Top Box is 35.26%. I believe my teachers care about me. 4.29 I feel safe at school. 4.18 School rules/discipline plans are consistently enforced at my school. 4.03 My school is clean and well-maintained. 4.12 When I have a problem, I know how to get help. 4.09 Students at this school are respectful of each other.3.79 My family is treated with respect at my school. 4.18 I feel like I belong at school. 3.85"|"The school will continue to engage families by offering additional opportunities for parent input. The leadership team will meet with focus groups throughout the year to engage in a feedback process called ""rounding,"" and there will be additional opportunities for families to come to school to participate in family activities."|Informational and/or intake meetings are held with all parents and students to familiarize stakeholders with the program, and expectations, review the student's goals, and to craft a learning plan for success, which includes a review of the student's progress to date in a variety of areas. Underrepresented students are increasingly being engaged through more direct outreach by the programs, through online learning tools, communication tools like Parent Square, and on-site translation services. The school has clear policies and procedures in place to help ensure families are supported in understanding and exercising their legal rights and advocating for their own students and all students.|The school has made significant progress over the past several years in providing professional learning and support to teachers and principals to improve its capacity to more effectively collaborate with families, as well as providing families with information and resources to support student learning and development in the home. The staff has participated in ongoing professional development in these areas, including workshops, on-site training, and/or attending conferences. As noted earlier, a variety of resources have been purchased and implemented to improve our partnering capacity, including technology tools that improve the speed, accessibility, and multi-language capabilities of the school - e.g., Parent Square, D2L, and a variety of online curriculum software programs that provide 24/7 access to students from outside school.|"The school will continue to engage families by offering additional opportunities for parent input. The leadership will meet with focus groups throughout the year to engage in a feedback process called ""rounding"" and there will be additional opportunities for families to come to school to participate in family activities."|Informational and/or intake meetings are held with all parents and students to familiarize stakeholders with the program, and expectations, review the student's goals, and to craft a learning plan for success, which includes a review of the student's progress to date in a variety of areas. Underrepresented students are increasingly being engaged through more direct outreach by the programs, through online learning tools, communication tools like Parent Square, and on-site translation services. The school has clear policies and procedures in place to help ensure families are supported in understanding and exercising their legal rights and advocating for their own students and all students.|The school has worked to increase the capacity of leadership and staff to effectively engage families in advisory groups and with decision-making, as well as supporting family members to effectively engage in advisory groups and decision-making. The school has also increased capacity to improve outreach and input from underrepresented groups, including at-risk students, as well as to implement and evaluate family engagement activities.|The school has identified working to increase the student voice in its program by actively engaging students in focus groups for feedback as well as student surveys. The focus groups will occur 3-4 times per year and will aim to get feedback on school climate and culture as well as feedback on the school program.|Informational and/or intake meetings are held with all parents and students to familiarize stakeholders with the program, and expectations, review the student's goals, and to craft a learning plan for success, which includes a review of the student's progress to date in a variety of areas. Underrepresented students are increasingly being engaged through more direct outreach by the programs, through online learning tools, communication tools like Parent Square, and on-site translation services. The school has clear policies and procedures in place to help ensure families are supported in understanding and exercising their legal rights and advocating for their own students and all students.|5|5|4|4|5|4|4|4|5|4|4|4|Met||2026-06-16|2026
09100900930131|Rite of Passage|3|Currentlystaff at both sites includes parents when holding Exhibition Days each trimester. All parents are invited to participate in all aspects of a student's IEP process. Parents are sent report cards and progress reports so they are kept informed about their child's progress. Staff also notify families when their child receives some type of recognition and weekly and monthly events. Parents are involved in student graduation ceremonies. All are invited to the ceremony or are provided a video link to watch the ceremony. Quite a few parents watch the live video of the event as they live far away from the school site.|Staff surveys indicate that although they are aware of how to contact families, they do not often do this more than once or twice a year. For the 26-27 school year, staff will implement additional means of conducting two-way conversations with families.|Based on the population served, this continues to be challenging. These types of conversations typically occur with ROP staff acting as the representatives for students. More parents have been attending graduations and other events.|While there is a strong desire to support families as their children exit our program, there has not been a great deal of exploration into the possible ways to accomplish this. We are making some strides with staying in touch withstudents after they leave our program, but this has also proven difficult. This might ultimately impact our ability to develop partnerships to support better outcomes for our students--especially after they leave our program.|Due to changes in licensing requirements, Rite of Passage has a limited relationship with families, and this has provided challenges. Most of the focus has been on successful transition to post-secondary opportunities rather than on how families can support their child with learning.|100% of the pupils at Rite of Passage represent unduplicated pupil groups. To improve the engagement of their families, we will continue to seek family attendance at school events and to reach out to them to share their student's successes|Since our program serves probation and social service-referred youth and our facilities are very remote, it is challenging to involve families in planning, policy-making, and decision-making. In addition, the nature of the STRTP is that the program is very structured and there is not a lot of room for flexibility.|Along with our focus on relationships and partnerships, we plan to make efforts to focus on involving families and/or ROP staff who interact closely with individual students in some of the decision-making about our school programs as well as focused student teams.|Parents and/or ROP staff will be asked to help us decide the best means of communication with them and will have the opportunity to hear more about activities that happen at the schools.|4|5|4|3|4|1|2|4|2|1|1|1|Met||2026-06-16|2026
09618380000000|Buckeye Union Elementary|3|The District and sites promote a welcoming environment where there are multiple opportunities for families to engage with staff including classroom volunteer opportunities, parent teacher conferences, Back-To-School Night, Open House, and PTA/PTO participation.|The District and sites will continue to promote participation in the venues noted above.|The District's most recent parent survey indicates that families experience schools as welcoming environments where staff are responsive to concerns. The overwhelming majority of respondents to the annual parent survey indicated that they were aware that there are multiple venues for parents to participate in providing input regarding school site and district decision making.|District practices and policies promote teachers and administrators working with parents to promote academic learning and social-emotional development. Throughout the year, principals have worked to implement engagement strategies with families in order to reduce chronic absenteeism. The District's calculation indicates chronic absenteeism has been reduced to between 5 and 6 percent.|The District will continue to emphasize building awareness regarding the importance of school attendance through the strengthening of engagement between sites and families of students that are struggling to maintain consistent attendance.|The District will continue to reach out to underrepresented families|The District and sites ensure there are multiple venues for families to provide input for decision-making including School Site Councils, District Budget and Parent Advisory Committees, and the District English Learner Advisory Committee. These committees provide families with the opportunity to understand and provide feedback regarding the continuous improvement efforts of the sites and District.|The District and sites will continue to promote participation on site and District committees that focus on the continuous improvement efforts of sites and the District.|Outreach to underrepresented families will continue through recruitment for participation on Site Councils and District Advisory Committees.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-24|2026
09618380107227|Charter Montessori Valley View Campus|3|The Charter promotes a welcoming environment where there are multiple opportunities for families to engage with staff including classroom volunteer opportunities, parent teacher conferences, Back-To-School Night, Open House, and PTA/PTO participation.|The Charter will continue to promote a welcoming environment where there are multiple opportunities for families to engage with staff including classroom volunteer opportunities, parent teacher conferences, Back-To-School Night, Open House, and PTA/PTO participation.|The Charter's most recent parent survey indicates that families experience the school as a welcoming environment where staff are responsive to concerns. The overwhelming majority of respondents to the annual parent survey indicated that they were aware that there are multiple venues for parents to participate in providing input regarding the site's decision making.|Charter practices and policies promote teachers and administrators working with parents to promote academic learning and social-emotional development. Throughout the year, the principal has worked to implement engagement strategies with families in order to reduce chronic absenteeism. Chronic absenteeism is less than 1%.|The Charter will continue to emphasize building awareness regarding the importance of school attendance through the strengthening of engagement between sites and families of students that are struggling to maintain consistent attendance.|The Charter will continue to reach out to underrepresented families.|The Charter and sites ensure there are multiple venues for families to provide input for decision-making including the School Site Council, the District Budget Advisory Committee and the Charter Parent Advisory Committee. These committees provide families with the opportunity to understand and provide feedback regarding the continuous improvement efforts of the Charter.|The Charter will continue to promote participation on Charter committees that focus on its continuous improvement efforts.|Outreach to underrepresented families will continue through recruitment for participation on Site Council and Advisory Committees.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-24|2026
09618380111724|California Montessori Project-Shingle Springs Campus|3|CMP encourages direct communication through regular parent-student-teacher conferences and utilizes ParentSquare, a parent communication app that reaches 99% of families, as a vehicle to share information and respond to inquiries between parents and staff. Through ParentSquare, the school can message families via their preferred phone number, email, or other contact method.  CMP holds Campus Advisory Committee meetings to provide educational partners with opportunities to learn about and provide input into school activities. To gather broader feedback on school culture and climate, CMP administers surveys for students in grades 3-8, staff, and families each year.  CMP administration meets with students, families, and staff annually to inform the LCAP. In 2025-26, LCAP educational partner feedback sessions were offered via Zoom across the network, expanding access for families and staff regardless of location. Through an open discussion format, educational partners are encouraged to share feedback, ask questions, and make suggestions for improvement on any school-related topic. CMP also provides an online survey available to all families and staff to share feedback on the LCAP. This process supports a shared level of decision-making and increases the voice of all partners.  CMP campuses hold community events throughout the year to engage families in the school community and strengthen connections between home and school.|CMP continues to focus on improving student attendance by strengthening communication and engagement with families around positive attendance practices. In 2025-26, the Student Services team has been actively promoting attendance expectations and strategies through ParentSquare, ensuring timely and accessible messaging reaches families through their preferred communication channels.|CMP's website and ParentSquare communication system allow parents to translate content into their preferred language, ensuring effective and accessible communication for all families.  In 2025-26, CMP hired a Restorative Practices Coordinator to support the implementation of restorative practices across the school community, building stronger relationships between staff, students, and families — particularly for those who have historically been underrepresented or underserved.  CMP's Montessori Instruction and Innovation Department (MIID) Team has maintained a focus on building English Language Development (ELD) systems in the classroom, supporting English Learner families by strengthening the academic experience of their students.  In response to educational partner feedback expressing a desire for enrichment opportunities, CMP will prioritize expanding enrichment offerings in the 2026-27 school year. Providing enrichment options that serve the whole child is a meaningful way to engage underrepresented families and ensure all students have access to a well-rounded educational experience.|Based on educational partner feedback, CMP's current strengths in building partnerships for student outcomes are rooted in the community's appreciation for the Montessori method and its dedicated teaching staff. Educational partners widely recognized the Montessori approach for fostering independence and a love of learning through hands-on experiences, reflecting strong alignment between CMP's educational philosophy and family values. Respondents also commended teachers for providing social-emotional support and academic interventions, highlighting the meaningful relationships that exist between staff and students.  Families also noted that CMP campuses provide a physically safe environment, pointing to secured campuses and organized drop-off procedures as tangible indicators of a well-managed school community. The breadth and depth of educational partner input — spanning program expansion, facilities, behavior management, and enrichment — reflects a community that is actively engaged and invested in partnering with CMP to improve student outcomes.|CMP's focus area for improvement in building partnerships for student outcomes centers on strengthening systems that connect families to student progress and intervention support. Educational partner feedback highlighted a desire for more consistent communication regarding student behavior and incidents, as well as clearer follow-through from administration — areas CMP is actively working to address.  To support this, CMP has established structured internal systems to ensure student needs are identified and addressed in a timely and collaborative manner. PBIS Tier 2 teams meet monthly to review student progress and any Request for Assistance submissions. Intervention teams also meet monthly with administration to review progress and program implementation. Additionally, RTI review meetings are held three times per year with staff to ensure consistent monitoring of student needs across the school year. These systems reflect CMP's commitment to a partnership approach between educators and administrators in supporting student outcomes, and CMP will continue to work toward ensuring families are informed partners in these processes as well.|CMP seeks to engage underrepresented families by ensuring campus administration and staff remain present and visible in the school community. When families are not being reached through standard communication channels, direct outreach via phone calls and in-person meetings is made to ensure families receive the information and support they need. CMP also provides on-campus services for families in need, including computer access, translation services, and meals.  Educational partner feedback highlighted strong interest in expanded enrichment programming — including music, athletics, visual and performing arts, and hands-on learning experiences such as gardening. CMP recognizes that offering a broader range of engaging programs serves as a meaningful entry point for underrepresented families, creating more opportunities for connection to the school community and investment in their student's educational experience. By expanding enrichment options that reflect the interests and values of all families, CMP aims to build stronger partnerships that support student outcomes across all student groups.|CMP encourages parent participation and views families as essential educational partners in their child's learning. CMP continuously seeks input from various groups of educational partners, especially as it relates to the LCAP process. In 2025-26, LCAP educational partner feedback sessions were offered virtually via Zoom across the network, expanding accessibility for families and staff regardless of location. Students, staff, and families were encouraged to provide input to help guide goal-setting and priorities for the coming year. CMP also administers culture and climate surveys for students in grades 3-8, staff, and families, providing additional structured opportunities for educational partners to share their perspectives and inform decision-making throughout the year.|CMP seeks to improve and promote partner involvement and collaboration through multiple pathways. In 2026-27, CMP will reintroduce Parent Cafes as a dedicated forum for family engagement, with a structured list of topics being developed to ensure sessions are meaningful and responsive to family interests and needs. Campus Advisory Council (CAC) meetings, composed of parent, teacher, and administrative representation, will continue to provide a standing forum for stakeholder input. CMP also maintains an open-door policy to foster a culture of collaboration and shared purpose between families and staff.  A key focus for improvement is ensuring that input gathered through these channels is visibly reflected in school decisions and communicated back to families, addressing the educational partner feedback that highlighted a desire for more consistent administrative follow-through.|CMP is committed to ensuring that underrepresented families have meaningful access to input opportunities and decision-making processes. Through ParentSquare, CMP administration is able to reach 99% of the family community via their preferred communication channel, including families without reliable access to computers or the internet. ParentSquare also allows families to translate content into their preferred language, reducing barriers for non-English-speaking families.  In 2026-27, the reintroduction of Parent Cafes will provide an additional in-person forum for families who may be less likely to engage through virtual or written channels. Topic selection for Parent Cafes will be informed by educational partner feedback, ensuring sessions are relevant and accessible to all families, including those who are historically underrepresented. CMP's Restorative Practices Coordinator will also continue to support relationship-building across the school community, helping to create an environment where all families feel welcomed and heard.|4|5|4|5|5|5|5|5|4|5|5|4|Met||2026-06-22|2026
09618380129965|Rising Sun Montessori|3|Rising Sun Montessori School (RSMS) has a robust program for parent involvement.  RSMS offers parents multiple volunteer opportunities inside and outside the classroom over a variety of school dates, times and events.  In addition, RSMS hosts a minimum of 12 evening events annually for parents to participate in and engage with the school staff, administration and board members.  RSMS also begins the year with parent teacher conferences to build relationship, trust and understanding between the parents and a student's individual teacher(s).|RSMS has instituted a new Parent Community Coordinator on staff to ensure that parent input, involvement and connection is built and maintained throughout the school year.|90% of RSMS families who responded to our parent survey indicated that they were able to volunteer for at least one event, field trip, or community gathering.  There were no subgroups indicated which represented significant statistical variation from that rate.|90% of RSMS parent survey respondents indicated that school to home communication regarding their student was either positive or mostly positive.  Parent feedback regarding staff has also been very positive indicated by over 90% of parents believed that they and their students were treated respectfully by RSMS staff.|Consistency and predictability are the  two main focus areas for improvement in building partnerships and student outcomes.  The focus for RSMS this year is to ensure that communication between families and the school is consistent and predictable.  We have parent communication logs which are in use by all staff to track the dates, nature and frequency of the communications which are sent from and received by parents and the school.|RSMS serves one of the most diverse student populations in the greater Sacramento area.  We are consistently receiving feedback from all of our sub-groups that they feel that they are involved and informed.|"RSMS employs a Parent Community Coordinator who in turn engages weekly with parents to ensure that all opportunities for involvement are consistently and predictably communicated.  RSMS also has a robust parent volunteer group which coordinates events, at both the classroom and school-wide level.  The Head of School routinely meets with parents via ""parent coffee"" events where input is solicited and school-wide information and goals are communicated between parents and school leadership."|Hiring of a Parent Community Coordinator as a part-time staff member to ensure that these meetings, events, input and outcomes are occurring will go a long way toward serving our school in the future.  RSMS is a small, community school of under 200 students.  That said, we have had outstanding student retention year-over-year as well as the reputation of one of the finest schools in the greater Sacramento area.|Consistency and predictability is a large area of focus for RSMS this year, and our Parent Community Coordinator will go a long way to strengthening and sustaining the involvement of underrepresented families when it comes to seeking input for decision-making.|4|5|4|5|4|4|5|4|4|5|5|5|Met||2026-06-23|2026
09618380136200|Clarksville Charter|3|Clarksville Charter School (CCS) has established strong and positive relationships with families, as evidenced by educational partner feedback and local climate data. Families consistently report feeling welcomed, respected, and valued by school staff, creating a foundation of trust that supports student success.  CCS maintains effective communication systems that keep families informed and engaged in their child’s education. Parent survey results indicate that 91% of families are satisfied with school communication practices, reflecting the school’s commitment to timely, accessible, and responsive communication. Families appreciate the availability of multiple communication channels and the consistent outreach provided by teachers and staff.  Educational partner feedback highlights the dedication and professionalism of CCS staff. Parents describe staff members as welcoming, knowledgeable, and supportive, noting that relationships are built through mutual respect and a shared commitment to student growth. These positive interactions contribute to a school culture where families feel comfortable seeking assistance and participating in school activities.  CCS also provides multiple opportunities for family involvement through learning workshops, school events, and Parent Advisory Committee meetings. These engagement opportunities are designed to support families across grade levels and encourage meaningful participation in school decision-making and student learning. Survey data indicate that 91% of parents are satisfied with opportunities for family involvement, while 90% report feeling respected by school administration.  Families also noted improvements in areas such as onboarding processes and the increased emphasis on social-emotional learning, demonstrating that educational partner feedback is actively considered in school planning and continuous improvement efforts. While CCS continues to refine supports for students with specialized needs, families recognize and appreciate staff efforts to provide individualized guidance and responsive support.  Overall, CCS has made significant progress in fostering strong relationships between school staff and families by prioritizing communication, engagement, responsiveness, and collaboration.|Educational partner feedback and local climate survey results indicate that Clarksville Charter School has established strong relationships with families while identifying several opportunities for continued growth. Although parents report high levels of satisfaction with communication, family involvement, and school responsiveness, CCS remains committed to strengthening family partnerships and ensuring all families feel supported and connected.  A key area of focus is enhancing support and communication for families of students with disabilities. Educational partner feedback highlighted the importance of clear communication regarding special education services, timelines, available supports, and points of contact. CCS will continue to strengthen collaboration among staff and families to improve the overall experience for students receiving specialized services.  Families also expressed interest in expanded social-emotional learning (SEL) and wellness supports. CCS will continue to build capacity in this area by increasing access to SEL resources, wellness activities, and supports that promote student well-being and strengthen family-school connections.  Another area for improvement is ensuring consistency in communication across all programs and staff members. While overall satisfaction with communication remains strong, CCS will continue refining communication systems, expectations, and outreach practices to ensure families receive timely, accurate, and consistent information regardless of program or staff assignment.  Educational partner input also emphasized the importance of maintaining meaningful opportunities for family engagement and participation. CCS will continue to strengthen staff capacity through professional learning focused on family engagement, culturally responsive practices, effective communication strategies, and inclusive partnership development.  By addressing these focus areas, Clarksville Charter School will continue to strengthen relationships between school staff and families, promote meaningful engagement, and foster an inclusive educational environment that supports the success of all students.|Clarksville Charter School is committed to ensuring that all families, including those who may be underrepresented in school engagement activities, have meaningful opportunities to build strong relationships with school staff and participate in their child’s education. Analysis of educational partner feedback, climate survey results, and participation data identified the need for continued outreach and support for families who may face language, accessibility, geographic, or other barriers to engagement.  To strengthen relationships with underrepresented families, CCS will continue expanding the use of translated materials, multilingual communication tools, and individualized outreach to ensure families receive information in accessible and meaningful ways. The school will also provide multiple opportunities for engagement through virtual and in-person meetings, workshops, school events, and advisory groups to accommodate diverse family schedules and needs.  Clarksville will continue to encourage participation in the Parent Advisory Committee (PAC), family feedback surveys, and other engagement opportunities to ensure that a broad range of family perspectives are represented in school planning and decision-making. Staff will receive ongoing professional development focused on culturally responsive practices, inclusive communication strategies, and relationship-building to strengthen connections with families from diverse backgrounds.  In addition, CCS will utilize educational partner feedback and participation data to monitor engagement trends and identify families who may need additional outreach and support. Through these efforts, Clarksville Charter School will continue fostering an inclusive and welcoming environment where all families feel valued, connected, and empowered as partners in their children's education.|Clarksville Charter School is committed to improving engagement with underrepresented families through intentional, inclusive, and responsive practices. Drawing on local climate survey results and educational partner feedback, the school continues to refine strategies that ensure all families feel welcomed, informed, connected, and empowered to participate in their student's educational experience.  To increase engagement, Clarksville will continue expanding communication and outreach efforts through multiple platforms, including the school website, parent portal, podcasts, social media, newsletters, surveys, family events, and advisory committees. These communication tools help ensure families have access to important information, resources, and opportunities to provide input regardless of their location, schedule, or preferred method of engagement.  The school will also continue providing individualized support to families who may need additional assistance navigating school programs, services, intervention opportunities, and available resources. Staff will work proactively to build relationships with families and remove barriers that may limit participation in school activities or decision-making opportunities.  In addition, Clarksville will continue encouraging participation from underrepresented families through outreach efforts that promote involvement in educational partner surveys, advisory groups, school events, and Governing Board meetings. Translation services, accessible communication practices, and personalized support will help ensure all families have meaningful opportunities to share their perspectives and contribute to school improvement efforts.  Through these actions, Clarksville Charter School aims to strengthen partnerships with all families, increase participation in school decision-making, and ensure every educational partner has opportunities to help shape positive outcomes for students.|Based on the analysis of educational partner input and local data, Clarksville Charter School has identified several opportunities to further strengthen partnerships that support positive student outcomes. While survey results indicate strong levels of satisfaction, safety, communication, and engagement, educational partner feedback highlighted areas where continued growth can enhance the educational experience for all students and families.  A primary focus area is increasing participation in school programs, advisory groups, educational partner surveys, and leadership opportunities. Clarksville is committed to expanding awareness of engagement opportunities and encouraging broader participation through multiple communication channels, including podcasts, the school website, social media, the parent portal, newsletters, school events, and advisory committees.  Educational partner feedback also highlighted the importance of maintaining consistent communication and ensuring families clearly understand available programs, services, intervention opportunities, enrichment activities, and student supports. The school will continue refining communication practices and increasing opportunities for two-way dialogue between families and staff to strengthen collaboration and shared decision-making.  In addition, educational partners emphasized the importance of continuing to strengthen student connectedness, wellness, and social-emotional supports. Clarksville will continue enhancing opportunities for relationship-building, enrichment activities, counseling services, wellness resources, and student engagement opportunities that support academic, social, and emotional growth.  These focus areas will guide Clarksville Charter School's continuous improvement efforts as the school works to strengthen educational partner engagement, expand student supports, and ensure all students and families remain connected, informed, and supported throughout their educational journey.|Clarksville Charter School is committed to improving engagement with underrepresented families through intentional, inclusive, and responsive practices. Drawing on local climate survey results and educational partner feedback, the school will continue refining strategies that ensure all families feel welcomed, informed, connected, and empowered to participate in their student’s educational experience.  To increase engagement, Clarksville will expand communication and outreach through multiple platforms, including the school website, parent portal, podcasts, social media, newsletters, surveys, family events, and advisory committees. These tools help families access important information, resources, and opportunities to provide input in ways that are flexible and accessible.  The school will also provide individualized support to families who may need assistance understanding school programs, intervention opportunities, enrichment options, and available student services. Translation supports, accessible communication practices, and proactive staff outreach will help reduce barriers for families who may be less connected to school activities or decision-making opportunities.  Clarksville will continue encouraging participation from underrepresented families in educational partner surveys, advisory groups, school events, and Governing Board meetings so that their perspectives help shape programs and supports that improve student outcomes.|Clarksville Charter School (CCS) values meaningful educational partner engagement and recognizes the important role families play in supporting student success. This commitment is reflected in the school's ongoing efforts to build trusting relationships, maintain open communication, and create multiple opportunities for educational partners to provide input that informs school decision-making.  Staff work collaboratively with families throughout the year to review student progress, celebrate successes, discuss learning goals, and identify appropriate supports and interventions. These ongoing interactions foster strong partnerships and ensure families remain active participants in their student's educational experience.  CCS provides a variety of opportunities for educational partners to contribute feedback and participate in decision-making processes. Educational partner input is gathered through annual climate surveys, Parent Advisory Committee (PAC) meetings, English Learner Advisory Committee (ELAC) meetings, school events, and Governing Board meetings. Feedback collected through these venues helps inform schoolwide planning, program development, resource allocation, and continuous improvement efforts.  To keep educational partners informed and engaged, CCS utilizes multiple communication platforms, including podcasts, newsletters, social media, the school website, and the parent portal. These resources provide timely information about school programs, student supports, engagement opportunities, and educational initiatives while creating additional avenues for two-way communication.  The school also regularly shares student achievement data, program updates, and schoolwide priorities with educational partners. This commitment to transparency helps strengthen trust, encourages collaboration, and supports informed participation in school decision-making.  Overall, local data and educational partner feedback demonstrate that Clarksville Charter School has established a strong culture of communication, collaboration, and shared decision-making. By providing multiple opportunities for engagement and maintaining responsive communication practices, CCS continues to strengthen partnerships that support positive outcomes for students and families.|Based on the analysis of educational partner input and local data, Clarksville Charter School has established strong practices for gathering feedback and engaging families in school planning and decision-making. While educational partners report positive experiences with communication and engagement opportunities, the school has identified several areas for continued growth.  One focus area is increasing participation in educational partner surveys, advisory committees, school events, and leadership opportunities to ensure a broad range of perspectives are represented in school decision-making. Clarksville will continue expanding outreach efforts and utilizing multiple communication platforms, including podcasts, the school website, the parent portal, social media, newsletters, and family events, to increase awareness of opportunities for involvement and feedback.  Educational partner input also highlighted the importance of ensuring families understand how their feedback influences school programs, services, and resource allocation decisions. The school will continue strengthening communication regarding schoolwide priorities, survey results, and actions taken in response to educational partner input to promote transparency and shared decision-making.  In addition, Clarksville will continue refining its use of educational partner feedback, student outcome data, and program effectiveness data to inform planning and continuous improvement efforts. By strengthening data-informed decision-making and increasing opportunities for meaningful participation, the school seeks to ensure that educational partner voices continue to play an important role in shaping programs and services that support student success.  These focus areas reflect Clarksville Charter School’s commitment to continuous improvement, transparency, and authentic educational partner engagement.|Clarksville Charter School is committed to expanding engagement among underrepresented families and ensuring all educational partners have meaningful opportunities to participate in school decision-making. Drawing on climate survey results, educational partner feedback, and local data, the school will continue implementing strategies designed to reduce barriers to participation and increase access to engagement opportunities.  To strengthen participation, Clarksville will utilize multiple communication and outreach platforms, including the school website, parent portal, podcasts, newsletters, social media, surveys, family events, and advisory committees. These communication tools help ensure families receive timely information, understand opportunities for involvement, and have multiple avenues to provide feedback and participate in school planning processes.  The school will continue providing translation supports, accessible communication practices, and individualized outreach to families who may need additional assistance accessing school information, programs, services, or leadership opportunities. Efforts will focus on increasing participation in educational partner surveys, Parent Advisory Committee (PAC) meetings, English Learner Advisory Committee (ELAC) meetings, school events, and Governing Board meetings to ensure a broad range of perspectives are represented.  Clarksville will also continue reviewing participation and feedback data to identify engagement trends and opportunities for improvement. Information gathered from educational partners will be used to inform school planning, strengthen programs and services, and ensure decision-making processes reflect the needs of the diverse families served by the school.  Through these efforts, Clarksville Charter School seeks to foster inclusive participation, strengthen educational partner engagement, and ensure all families have meaningful opportunities to help shape decisions that support student success.|4|5|4|4|4|5|5|4|4|4|4|5|Met||2026-06-11|2026
09618380137919|Buckeye Union Mandarin Immersion Charter|3|The Charter promotes a welcoming environment where there are multiple opportunities for families to engage with staff including classroom volunteer opportunities, parent teacher conferences, Back-To-School Night, Open House, and PTA/PTO participation.|The Charter will continue to promote participation in the venues noted above.|The Charter's most recent parent survey indicates that families experience school as a welcoming environment where staff are responsive to concerns. The overwhelming majority of respondents to the annual parent survey indicated that they were aware that there are multiple venues for parents to participate in providing input regarding school site and Charter decision making.|The site's practices and policies promote teachers and administrators working with parents to promote academic learning and social-emotional development.|Charter practices and policies promote teachers and administrators working with parents to promote academic learning and social-emotional development. As the Charter is continuing to expand the middle school grades, it will continue to grow outreach to middle school families in the coming year.|The Charter will continue to reach out to underrepresented families.|The Charter provides multiple venues for families to provide input for decision-making including the School Site Council, District Budget Advisory Committee, and the Charter Parent Advisory Committee. These committees provide families with the opportunity to understand and provide feedback regarding the continuous improvement efforts of the sites and Charter.|The Charter will continue to promote participation on Charter and District committees that focus on the continuous improvement efforts of the Charter.|Outreach to underrepresented families will continue through recruitment for participation on Charter and District Advisory Committees.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-24|2026
09618380139006|Cottonwood|3|The Cottonwood School (TCS) continues to make strong progress in building meaningful relationships between school staff and families. Staff prioritizes proactive and personalized communication with parents, learning coaches, and students, ensuring that each student’s strengths, goals, and needs are well understood.  A key strength at TCS is its commitment to creating a welcoming and inclusive environment. Families are provided with multiple opportunities to engage through school events, extracurricular activities, and ongoing communication with teachers and staff. These efforts help foster trust and encourage active participation in the school community.  TCS also emphasizes social-emotional learning (SEL), supporting students’ overall well-being while strengthening connections between school and home. This whole-child approach contributes to a strong sense of belonging among students and families.  Overall, TCS has established a supportive and collaborative environment where relationships between staff and families continue to grow, resulting in increased engagement and connection across the school community.|Based on educational partner input and local data, TCS has identified several areas for continued growth in strengthening relationships with families.  A primary focus is improving the consistency and clarity of communication. TCS is working to ensure that all families receive timely, accessible information about student progress, school programs, and opportunities for involvement.  TCS is also working to deepen personalized engagement with families. By strengthening staff understanding of each student’s individual needs, goals, and challenges, the school aims to build stronger partnerships that directly support student success.  In addition, TCS seeks to expand opportunities for meaningful family involvement, particularly in school activities and shared decision-making. Increasing family voice in these areas will help strengthen collaboration and ensure that diverse perspectives are reflected in school practices.  Through these efforts, TCS aims to build more consistent, responsive, and collaborative relationships with all families.|TCS is committed to improving engagement with underrepresented families by implementing targeted strategies that increase access, communication, and inclusion.  To better support families from diverse linguistic backgrounds, TCS is expanding language access through translation services, interpretation, and virtual English language development opportunities. These efforts help ensure that all families can communicate effectively with staff and stay informed.  To address access barriers, TCS is increasing the availability of technology resources, including internet hotspots and a lending library of educational materials. These supports help ensure that all families can fully participate in their child’s learning.  TCS is also strengthening outreach efforts to create more inclusive opportunities for participation. By providing flexible engagement options and intentionally inviting underrepresented families to school events and decision making processes, the school is working to build stronger connections and trust.  In addition, TCS continues to integrate social emotional learning into its programs to foster a welcoming and supportive environment where all families feel valued.  Through these targeted actions, TCS is working to ensure that underrepresented families are more fully engaged as partners in their children’s education.|Based on the analysis of educational partner input and local data, TCS demonstrates strong progress in building effective partnerships that support student outcomes. Collaboration between families and educators is a key strength, with structures in place that promote ongoing communication and shared responsibility for student success.  TCS has established a culture of shared decision-making, where educators and families work together to support each student’s academic and personal growth. This is evident through regular meetings, including IEP meetings, Student Study Team (SST) meetings, and parent-teacher-administrator conferences, all grounded in clear communication and mutual respect.  Teachers play a central role in strengthening these partnerships by working closely with parents and learning coaches to develop personalized Educational Plans. These plans align with academic standards while addressing each student’s individual strengths, needs, and goals, ensuring targeted support and meaningful engagement in the learning process.  Through these collaborative practices, TCS has strengthened family-school partnerships, resulting in more coordinated student support and improved alignment between home and school. These efforts reflect measurable progress in building partnerships that positively impact student outcomes.|Based on an analysis of educational partner input and local data, The Cottonwood School (TCS) has identified several focus areas to improve building partnerships that support student outcomes.  One key area of focus is strengthening the consistency and effectiveness of instructional support across both the home environment and flex-based learning opportunities. TCS is working to ensure that families have clear, research-based strategies to support student learning at home.  To support this goal, TCS aims to expand and refine parent education opportunities, including workshops and informational sessions. Increasing participation and ensuring accessibility of these resources will help families feel more confident and engaged in their role as partners in student learning.  Additionally, TCS is focused on enhancing teachers' professional development further to align instructional practices with academic standards and best practices. Strengthening this alignment will support more cohesive learning experiences between home and school.  Through these targeted improvements, TCS seeks to deepen collaboration between families and educators, resulting in stronger partnerships and improved student outcomes.|Based on the analysis of educational partner input and local data, The Cottonwood School (TCS) is implementing targeted strategies to improve engagement of underrepresented families identified through the self-reflection process, with a focus on strengthening partnerships that support student outcomes.  To increase access and reduce barriers to participation, TCS is expanding opportunities for families to engage in school activities within their local communities. By hosting events and providing engagement opportunities in the counties where families live, the school increases access to staff, resources, and meaningful connections. In addition, TCS is working to reduce financial barriers by offering free or reduced-cost field trips, ensuring all students can participate in enrichment opportunities that support learning.  TCS is also strengthening culturally responsive practices to better reflect and support the diversity of its community. This includes highlighting cultural heritage through school communications and events, as well as building staff capacity to connect with families from diverse backgrounds.  Targeted support is provided by a dedicated family liaison who works closely with Slavic families, the largest group of second-language learners at TCS. This role helps ensure families have access to translated resources, clear communication, and ongoing support, increasing their ability to engage as partners in their child’s education.  Through these focused efforts, TCS aims to increase engagement among underrepresented families, strengthen family-school partnerships, and improve student outcomes by ensuring all families feel connected, supported, and empowered.|Based on the analysis of educational partner input and local data, TCS has made meaningful progress in strengthening systems for seeking input to inform decision-making. A key strength is the establishment of the Parent Student Advisory Committee, which builds on the ongoing work of the English Language Advisory Committee to ensure diverse perspectives are represented.  These committees provide structured opportunities for families and students to share feedback on school programs, policies, and priorities. In addition to committee input, TCS gathers feedback through regular communication and engagement opportunities, allowing educational partners to contribute their perspectives in multiple ways.  Input collected through these channels is used to inform school decisions, refine programs, and guide continuous improvement efforts. This ongoing process reflects TCS’s commitment to collaborative decision-making and ensures that stakeholder voices actively shape the educational experience.|Based on the analysis of educational partner input and local data, TCS has made meaningful progress in strengthening systems for seeking input to inform decision-making. A key strength is the establishment of the Parent Student Advisory Committee, which builds on the ongoing work of the English Language Advisory Committee to ensure diverse perspectives are represented.  These committees provide structured opportunities for families and students to share feedback on school programs, policies, and priorities. In addition to committee input, TCS gathers feedback through regular communication and engagement opportunities, allowing educational partners to contribute their perspectives in multiple ways.  Input collected through these channels is used to inform school decisions, refine programs, and guide continuous improvement efforts. This ongoing process reflects TCS’s commitment to collaborative decision-making and ensures that stakeholder voices play an active role in shaping the educational experience.|Based on the analysis of educational partner input and local data, TCS has made meaningful progress in strengthening systems for seeking input to inform decision-making. A key strength is the establishment of the Parent Student Advisory Committee, which builds on the ongoing work of the English Language Advisory Committee to ensure diverse perspectives are represented.  These committees provide structured opportunities for families and students to share feedback on school programs, policies, and priorities. In addition to committee input, TCS gathers feedback through regular communication and engagement opportunities, allowing educational partners to contribute their perspectives in multiple ways.  Input collected through these channels is used to inform school decisions, refine programs, and guide continuous improvement efforts. This ongoing process reflects TCS’s commitment to collaborative decision-making and ensures that stakeholder voices play an active role in shaping the educational experience.|5|5|5|5|4|4|4|4|4|4|4|4|Met||2026-06-23|2026
09618460000000|Camino Union Elementary|3|Camino USD is a very small district with only one campus. We pride ourselves on knowing every family and student and trying to find the right pathway for every student at our schools. We have a very welcoming campus and a great relationship with our community. We have established collaboration time for staff and teachers, one Wednesday a month, which has promoted positive relationships between staff. We have also begun the discussion of inclusive practices and how to foster a school environment that makes students feel that they belong. Parents have many opportunities to volunteer in their child's classrooms or on field trips. There are also many events that occur throughout the school year like Back to School Night, Family Informational Nights, and Spring House that families can attend. Parents are also included in many of our unique learning opportunities, like Living History day, where students are given an opportunity to engage in jobs from our past history; blacksmithing, gold mining, cooking, weaving, and Native American dance and games. Parent volunteers plan and practice these different activities.|We have begun the discussion of inclusive practices and creating a sense of belonging for our students, but there needs to be continued staff development on these concepts. We began looking at some of our instructional practices to analyze how we incorporate inclusive practices. These steps need to be continued to determine other ways that we improve and improve relationships. The focus for improving relationships between school and families is to get more direct involvement from our underrepresented parent groups and to get better participation in surveys. Not all families are able to participate in a committee or attend an event, but the district is looking at ways to get better participation on surveys so that the voice of more families can be heard. 2025 saw the addition of 2nd Cup of Coffee to informally gather with families and share what is going on at school. We want to continue 2nd Cup of Coffee but need to find alternative time slots that better meet the needs of families. We have also begun designing classroom introductory activities that focus on the core values of our community and showcase the strengths of our staff, students, and families. IMPACTER was piloted to positive results this year as an improved tool for measuring climate and culture.|While the Camino Union School District has a strong DELAC committee that works to engage our underrepresented families, there are always ways to improve. This includes maintaining a number of bilingual staff to provide communication support, providing documents in home languages, and making sure families are always invited and welcomed. We provide all of our communication in our student's home languages, English and Spanish. We have explored ways that we can provide more opportunities for our Spanish speaking parents to volunteer in the classrooms. We have also discussed supporting English classes for those families to be able to learn English. We would also like to provide family nights that support literacy and math. We would like to expand our cultural celebration events and provide opportunities for families to come together, recognize, and celebrate our cultural differences.|One of the main goals of the Camino LCAP is engagement of our educational partners. The district is proud of the relationships built with our community. The district has a very active Parent/Teacher group, a DELAC committee, and a strong Site Council. There is also a community group that supports school events. For those who cannot provide input through groups or committees, the district provides an annual survey to provide feedback. The site council chose certain questions on the parent survey to track over time to see if the work the school is doing is making a difference. Our parents and community members also provide input in the data analysis each year as part of the LCAP process. The community has also been actively involved in our school board meetings. Board meetings are held in person, but parents and the community can also participate virtually. Teachers also regularly communicate with families in less formal means. During the pandemic, staff became skilled at communicating regularly through technological means and this has continued. Parents with concerns regarding student progress may also request a Student Success Team meeting. Parents with students on a 504 plan or on an IEP, have formal meetings at least once per year and may request a meeting at any time. Camino USD goes to great effort to create and sustain support programs for all of our families. We have used our data results to structures our intervention programs. Our iReady program helps to not only provide teachers and staff excellent information on our student's academic needs but it provides the instructional practices needed to help fulfill the academic needs. Camino USD will continue to work to improve engagement of underrepresented families by continuing to meet with our stakeholder groups and listen to their needs.|One of the areas that our local partners have identified as an area of focus is building a positive culture and climate at the school. The district believes students who love to come to school and feel safe will achieve academically. The district has seen a lot of change in leadership over the past few years and the community has seen a huge need in providing stability, consistency and the building of positive and productive relationships. The community has indicated through data that they would like to be actively involved in the rebuilding process of this district. We have also identified math as an academic focus area. We will continue to look at our academic practices in this subject area and analyze the interventions that we have in place. Building and maintaining our positive climate and culture on campus, and in the classroom will allow for students, staff, and teachers, to connect and build on our sense of community.|Our parent/teacher group, the school site council and our DELAC, actively reach out to our underrepresented families to invite them to be involved. The district is constantly looking for ways to improve access to our underrepresented families, such as providing translation services for meetings and translated written communication. We will continue to engage all stakeholder groups in order to gain feedback on what their students need to succeed. We also need to continue to find ways to increase the participation from these groups on campus and encourage them and make them feel welcome. Our goal is to strengthen our relationship with students in the hopes of building stronger relationships with their families.|Camino USD is a very small school district and does not have the challenge of getting geographically separated decision-makers together to work on goals. We regularly meet and discuss goals and priorities with all stakeholder groups. This helps us to make informed decisions in order for our students to be successful. Camino Union School District works hard to engage our families. There is good participation in events and district committees, with the school acting as a hub of the community. School events attract members of the community as well as our school families. The participation of families and community at the school board meetings is also seen as a strength in welcoming community input. The community has also been invited to participate in the process for the selection of the new school superintendent and input through surveys in this process has been valued and appreciated.|The district has identified a need to focus on increasing the number of families from underrepresented groups on committees and especially in leadership positions. We are working to build more family driven activities with the goal of strengthening a feeling of trust among our underrepresented groups.|Our parent/teacher group, the school site council and our DELAC, actively reach out to our underrepresented families to invite them to be involved. The district is constantly looking for ways to improve access to our underrepresented families, such as providing translation services for meetings and translated written communication. We have increased the amount of translation services for our families who speak a different language and we have provided incentives to our bi-lingual aides. We have included a representative from special education on our parent advisory committee. We look to find ways that we can support the students in our District to make them feel more included in the input process.|4|4|4|4|3|3|4|3|3|3|4|4|Met||2026-06-18|2026
09618460123125|Camino Polytechnic|3|Camino USD is a very small district with only one campus. We pride ourselves on knowing every family and student and trying to find the right pathway for every student at our schools. We have a very welcoming campus and a great relationship with our community. We have established collaboration time for staff and teachers, one Wednesday a month, which has promoted positive relationships between staff. We have also begun the discussion of inclusive practices and how to foster a school environment that makes students feel that they belong. Parents have many opportunities to volunteer in their child's classrooms or on field trips. There are also many events that occur throughout the school year like Back to School Night, Family Informational Nights, and Spring House that families can attend. Parents are also included in many of our unique learning opportunities, like Living History day, where students are given an opportunity to engage in jobs from our past history; blacksmithing, gold mining, cooking, weaving, and Native American dance and games. Parent volunteers plan and practice these different activities.|We have begun the discussion of inclusive practices and creating a sense of belonging for our students, but there needs to be continued staff development on these concepts. We began looking at some of our instructional practices to analyze how we incorporate inclusive practices. These steps need to be continued to determine other ways that we improve and improve relationships. The focus for improving relationships between school and families is to get more direct involvement from our underrepresented parent groups and to get better participation in surveys. Not all families are able to participate in a committee or attend an event, but the district is looking at ways to get better participation on surveys so that the voice of more families can be heard. 2025 saw the addition of 2nd Cup of Coffee to informally gather with families and share what is going on at school. We want to continue 2nd Cup of Coffee but need to find alternative time slots that better meet the needs of families. We have also begun designing classroom introductory activities that focus on the core values of our community and showcase the strengths of our staff, students, and families. IMPACTER was piloted to positive results this year as an improved tool for measuring climate and culture.|While the Camino Union School District has a strong DELAC committee that works to engage our underrepresented families, there are always ways to improve. This includes maintaining a number of bilingual staff to provide communication support, providing documents in home languages, and making sure families are always invited and welcomed. We provide all of our communication in our student's home languages, English and Spanish. We have explored ways that we can provide more opportunities for our Spanish speaking parents to volunteer in the classrooms. We have also discussed supporting English classes for those families to be able to learn English. We would also like to provide family nights that support literacy and math. We would like to expand our cultural celebration events and provide opportunities for families to come together, recognize, and celebrate our cultural differences.|One of the main goals of the Camino LCAP is engagement of our educational partners. The district is proud of the relationships built with our community. The district has a very active Parent/Teacher group, a DELAC committee, and a strong Site Council. There is also a community group that supports school events. For those who cannot provide input through groups or committees, the district provides an annual survey to provide feedback. The site council chose certain questions on the parent survey to track over time to see if the work the school is doing is making a difference. Our parents and community members also provide input in the data analysis each year as part of the LCAP process. The community has also been actively involved in our school board meetings. Board meetings are held in person, but parents and the community can also participate virtually. Teachers also regularly communicate with families in less formal means. During the pandemic, staff became skilled at communicating regularly through technological means and this has continued. Parents with concerns regarding student progress may also request a Student Success Team meeting. Parents with students on a 504 plan or on an IEP, have formal meetings at least once per year and may request a meeting at any time. Camino USD goes to great effort to create and sustain support programs for all of our families. We have used our data results to structures our intervention programs. Our iReady program helps to not only provide teachers and staff excellent information on our student's academic needs but it provides the instructional practices needed to help fulfill the academic needs. Camino USD will continue to work to improve engagement of underrepresented families by continuing to meet with our stakeholder groups and listen to their needs.|One of the areas that our local partners have identified as an area of focus is building a positive culture and climate at the school. The district believes students who love to come to school and feel safe will achieve academically. The district has seen a lot of change in leadership over the past few years and the community has seen a huge need in providing stability, consistency and the building of positive and productive relationships. The community has indicated through data that they would like to be actively involved in the rebuilding process of this district. We have also identified math as an academic focus area. We will continue to look at our academic practices in this subject area and analyze the interventions that we have in place. Building and maintaining our positive climate and culture on campus, and in the classroom will allow for students, staff, and teachers, to connect and build on our sense of community.|Our parent/teacher group, the school site council and our DELAC, actively reach out to our underrepresented families to invite them to be involved. The district is constantly looking for ways to improve access to our underrepresented families, such as providing translation services for meetings and translated written communication. We will continue to engage all stakeholder groups in order to gain feedback on what their students need to succeed. We also need to continue to find ways to increase the participation from these groups on campus and encourage them and make them feel welcome. Our goal is to strengthen our relationship with students in the hopes of building stronger relationships with their families.|Camino USD is a very small school district and does not have the challenge of getting geographically separated decision-makers together to work on goals. We regularly meet and discuss goals and priorities with all stakeholder groups. This helps us to make informed decisions in order for our students to be successful. Camino Union School District works hard to engage our families. There is good participation in events and district committees, with the school acting as a hub of the community. School events attract members of the community as well as our school families. The participation of families and community at the school board meetings is also seen as a strength in welcoming community input. The community has also been invited to participate in the process for the selection of the new school superintendent and input through surveys in this process has been valued and appreciated.|The district has identified a need to focus on increasing the number of families from underrepresented groups on committees and especially in leadership positions. We are working to build more family driven activities with the goal of strengthening a feeling of trust among our underrepresented groups.|Our parent/teacher group, the school site council and our DELAC, actively reach out to our underrepresented families to invite them to be involved. The district is constantly looking for ways to improve access to our underrepresented families, such as providing translation services for meetings and translated written communication. We have increased the amount of translation services for our families who speak a different language and we have provided incentives to our bi-lingual aides. We have included a representative from special education on our parent advisory committee. We look to find ways that we can support the students in our District to make them feel more included in the input process.|4|4|4|4|3|3|4|3|3|3|4|4|Met||2026-06-18|2026
09618530000000|El Dorado Union High|3|There is notable progress in creating personalized connections through programs like AVID, ROP, and the College and Career Center. The district's present focus and advancement in fostering connections between staff and families revolve around continuing organizing in-person college and career readiness initiatives for families. These events, conducted in both English and Spanish, offer parents valuable insights on effectively supporting their students in creating a four-year high school plan that aligns with their individual academic and personal objectives.|In response to community feedback aimed at enhancing relationships between school staff and families, it is crucial to address the need for more prompt responses to parent inquiries and greater availability of in person communication channels. True family engagement requires a transition from passive notification to active partnership. While digital forms of communication are beneficial, they often lack the essential aspect of two-way interaction. Therefore, it is necessary to strike a balance by emphasizing more direct and personal modes of communication to foster stronger connections between school staff and families. Ultimately, the goal is to standardize the family experience across all programs, ensuring every parent feels valued, respected, and heard as a primary partner in their child’s education.|In response to educational partner input, it is essential for the district to maintain a provision of Spanish-speaking staff across various positions, including administration, counseling, and classified roles. We strive to meet this staffing each year. While we have successfully implemented live translation devices and other translation technology,  our current focus is shifting from language access to active inclusion. This ensures that parents are empowered to advocate for their students and feel more included within the broader school community. Furthermore, based on findings from the California Healthy Kids Survey, it is crucial for the district to implement measures aimed at enhancing students' emotional well-being. Historically underrepresented student groups have expressed feeling less connected to the school, and by actively welcoming and collaborating with parents, the improved relationships are expected to foster greater student confidence and yield positive outcomes.|The district excels in student outcomes, particularly in maintaining remarkably high graduation rates. Students are provided with a wide array of courses, including college preparatory, visual and performing arts, and career technical education, showcasing the district's commitment to offering diverse educational opportunities. This range of course offerings enables students to explore their interests and pursue their passions, empowering them to thrive academically and personally.|The district's primary focus lies in maintaining CAASPP English Language Arts and improving Mathematics assessment outcomes. In the aftermath of the pandemic, student performance experienced a decline. To address this, the district continues to actively implement targeted measures and support systems using an MTSS (Multi-Tiered System of Supports) model. For example, all comprehensive sites have an intervention period built into the school day. These concerted efforts aim to improve intervention strategies and provide comprehensive support to students, ensuring their academic success and growth.|Underrepresented students often face challenges such as lower GPAs and difficulty meeting college entrance requirements. Recognizing this disparity, the district is dedicated to implementing embedded interventions and support systems within the school day. This approach ensures that all students, regardless of their background, receive additional academic assistance during the school day to meet the learning targets of their courses. Additionally, support classes exist to provide extra academic support, ensuring that students do not feel overwhelmed and have the necessary scaffolding in place to meet expectations successfully.|Every year, parents are surveyed to gather their valuable input. Moreover, each school provides a Site Council that collaboratively develops an annual School Plan. To ensure meaningful parental involvement, parents actively participate in various district-level committees, including the Standards and Instructional Leadership Team, the Budget Advisory Committee, and the District Advisory Committee for LCAP (Local Control and Accountability Plan), The District English Learner Advisory Committee (DELAC) and Federal Programs. This extensive engagement empowers parents to contribute their insights, assist with decision-making processes, and play a significant role in shaping the educational journey of their children.|The district is dedicated to increasing the number of in-person focus groups, providing a platform for a diverse range of community members to contribute their input. While surveys and committee participation are highly valuable, fostering opportunities for dialogue and two-way communication is essential to gain deeper insights and understanding. By facilitating these interactive sessions, the district aims to create a space where community members can engage in meaningful discussions, enabling a more comprehensive exchange of ideas and perspectives.|The district is dedicated to maintaining Spanish-speaking outreach to parents. As the non-English speaking community within the district continues to grow, it is crucial to ensure that the needs and input of these families are integrated into the decision-making processes. We recognize that our community becomes stronger when we hear from diverse voices and collaborate to develop goals and plans together. By prioritizing Spanish-speaking outreach, the district emphasizes inclusivity, representation, and shared decision-making, fostering a more united and vibrant educational community.|4|4|3|3|4|3|3|3|3|3|2|2|Met||2026-06-11|2026
09618530930214|Pacific Crest Academy|3|All new students and parents participate in an individual or small group enrollment meeting with school administration to get to know all students personally, including their backgrounds and interests. Pacific Crest Academy also offers course planning meetings with all students and their parents annually. We have a part-time devoted counselor who works with families regarding academics and postsecondary plans. Through Canvas, our learning management system, parents have full access to their student's work and progress. Teachers communicate weekly, and often daily, using Canvas. The school also regularly uses Parent Square to send information to staff and families. Staff also collaborate weekly regarding student success and challenges and administration follows up with family meetings by phone call or in person. Parents are invited to campus annually for our Back to School Night and Open House.|With the help of our counselor, we are working on developing parent workshops to discuss important information by grade level. For example, we hosted a Senior Parent Workshop the Fall to share key information regarding college applications, scholarships, FAFSA, etc. and would like to offer more opportunities like this. We offer a Back to School Night and Open House each year, where parents are invited to campus, but it is not well-attended by current families, as many already work closely with the teachers throughout the year. We are exploring ways to make this more accessible and of high value for families to attend.|Our Director speaks Spanish and is able to directly communicate with Spanish-speaking families and will continue to engage parents personally. In addition, all of our communications that go out via Parent Square are translated into home language. Given our small school size, we reach out individually to underrepresented families.|Due to our small size, Pacific Crest Academy is able to work closely with families to ensure student success. Students have the same teacher for each subject over multiple years, which fosters deeper connections between staff, students, and families. PCA staff feel they make connections with students and that having strong positive relationships with students increases achievement. PCA is known as a small community and family-focused school. Capacity in building trusting and respectful relationships is one of our greatest strengths. Our Charter Advisory Council engages parents and solicits their participation and input. Teachers communicate concerns on a weekly basis at our collaboration meetings and often schedule parent meetings to discuss student success and areas of growth. We reach out to families on a weekly basis when a student has a rapidly declining grade or a grade below 70% to provide additional intervention and support. The consistent communication and dialogue about student progress provides a foundation for partnering for successful student outcomes. The student/parent handbook and information regarding parent/student rights is distributed annually to families. At our new student orientation, we provide a parent orientation where staff provide important information about how to support student success at our school.|As our school enrollment has been expanding in recent years, we want to focus on continuing to develop close relationships with new families. We also plan to implement a new system for scheduling annual student college/career planning meetings to involve parents. We are also working to expand parent workshops.|With our Director speaking Spanish, we have the ability to engage directly with Spanish-speaking families in their home language. As a school within EDUHSD, we also have access to staff members who support English Learners and work with their families, such as the Multilingual Outreach Coordinator.|Our Charter Advisory Council involves the participation of a variety of educational partners and provides input for decision-making. As part of EDUHSD, parents are also invited to participate in district committees, such as the DLAC and BAC.|In our small school, the Charter Advisory Council is the largest decision making group, and parents are represented and involved. In addition, students, Board Members, District/Cabinet Administrators, and teachers, are active participants. We meet regularly to discuss data and gather input. Notes are taken at our meetings and available to educational partners, as well as publically.|We are planning to offer parent workshops in the evenings when most families are available, but will also reach out personally to determine availability for our underrepresented families.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-11|2026
09618790000000|Gold Oak Union Elementary|3|Gold Oak Union School District continues to demonstrate strong relationships between school staff and families through regular communication, parent surveys, PTO meetings, Board meetings, school events, and the GOUSD Task Force Committee. Educational partner feedback and Kelvin survey results indicate generally positive perceptions of school communication, support systems, and opportunities for family involvement. The district has expanded opportunities for collaboration and feedback, resulting in increased stakeholder participation in district planning, LCAP development, and continuous improvement efforts.|Gold Oak Union School District continues to demonstrate strong family engagement through regular communication, parent surveys, PTO participation, Board meetings, and the GOUSD Task Force Committee. Educational partner feedback and Kelvin survey results indicate positive perceptions of school communication, support systems, and opportunities for involvement. The district has expanded stakeholder engagement opportunities through the Task Force Committee, providing families with a meaningful forum to review district data, discuss priorities, and provide input on the LCAP and other key initiatives. These efforts have strengthened partnerships between schools and families and support the district's commitment to collaborative decision-making and continuous improvement.|Gold Oak Union School District will continue to expand opportunities for engagement through the GOUSD Task Force Committee, parent surveys, PTO meetings, and school and district events. The district will focus on increasing participation among underrepresented families by providing multiple opportunities for input, utilizing a variety of communication methods, and seeking feedback in accessible and convenient formats. The district will also continue to strengthen relationships through direct outreach, regular communication, and opportunities for families to participate in decision-making processes related to student learning and district priorities.|Gold Oak Union School District has strengthened partnerships focused on improving student outcomes through ongoing collaboration with families, staff, students, community organizations, EDCOE, the El Dorado County SELPA, California Education Partners, and the GOUSD Task Force Committee. Educational partner feedback has directly informed district priorities, LCAP goals, attendance improvement efforts, academic supports, and school climate initiatives. The district's collaborative approach has supported improvements in attendance, expanded student engagement opportunities, strengthened academic and behavioral supports, and increased stakeholder involvement in district decision-making processes.|Gold Oak Union School District will continue to focus on increasing participation from underrepresented families and expanding opportunities for meaningful stakeholder engagement. Through the GOUSD Task Force Committee, surveys, community meetings, and direct outreach, the district will seek broader representation in district planning and decision-making processes. The district will also continue to strengthen partnerships that support academic achievement, attendance, student behavior, and social-emotional well-being, ensuring that educational partner feedback informs continuous improvement efforts and student outcomes.|Gold Oak Union School District will continue to increase engagement of underrepresented families by providing multiple opportunities for participation through the GOUSD Task Force Committee, parent surveys, school events, PTO meetings, and direct outreach. The district will utilize a variety of communication methods and seek feedback through accessible and convenient formats to reduce barriers to participation. These efforts are intended to strengthen family partnerships, increase representation in decision-making processes, and ensure that a broad range of perspectives informs district priorities and student support efforts.|Gold Oak Union School District has made progress in seeking educational partner input through the GOUSD Task Force Committee, parent and staff surveys, PTO meetings, Board meetings, student feedback opportunities, and ongoing communication with families, staff, and community partners. Educational partner feedback is regularly reviewed and used to inform LCAP goals, district priorities, budget decisions, and improvement efforts. The establishment of the GOUSD Task Force Committee has expanded opportunities for meaningful stakeholder participation and collaboration in district decision-making.|Gold Oak Union School District will continue to focus on increasing participation from students, families, and other stakeholder groups whose voices may be underrepresented in district decision-making processes. The district will work to expand participation in the GOUSD Task Force Committee, increase survey response rates, and provide additional opportunities for input through multiple communication methods and engagement activities. Particular emphasis will be placed on gathering feedback from student groups and families who have historically participated at lower rates to ensure district decisions reflect the needs and perspectives of the broader school community.|Gold Oak Union School District will improve engagement of underrepresented families by providing multiple opportunities to participate in district decision-making through the GOUSD Task Force Committee, surveys, school events, PTO meetings, and direct outreach. The district will continue to utilize a variety of communication methods and offer accessible opportunities for feedback to reduce barriers to participation. Efforts will focus on increasing representation from families who have historically participated at lower rates to ensure that district decisions are informed by diverse perspectives and responsive to the needs of all students.|4|5|3|4|2|2|4|2|3|3|3|1|Met||2026-06-18|2026
09618870000000|Gold Trail Union Elementary|3|We currently have multiple ways to engage families. Families are welcome at Board meetings for reciprocal knowledge and information exchange. The District Advisory Committee is an open forum for feedback on district goals and progress. The PTO invites participation from families to engage and exchange ideas and information with site administration. We are working on continually increasing opportunities for volunteers on campus. Parents are surveyed throughout the year to collect feedback; we utilize language translation to support those families who would otherwise be left out. We implemented in January a Coffee Connect at Sutter's Mill for parents to come and build relationships over coffee once each month with popular feedback.|Our focus area for 2025 was to invite families to partner with the district on issues of high priority. We will promote all curriculum adoptions through parent perusal and question/answer sessions. We will survey for hot topics where we might focus a town hall meeting on delivery of information and opportunity for questions/answers and input from families. We will continue to engage through information sent to families. The LEA will continue to expand platforms for improved communication with families and community. Teachers and administration are available to meet with families for any level of concern ongoing. We are adding a social media platform for information to the greater public in 2025. Both DAC and PTO have provided very useful feedback on additional ideas to increase parent engagement.|The district currently uses stipends for staff to support underrepresented populations. The employees reach out to families for support needs and input. We will survey families in the future to better guide us on additional needs. We will continue to provide information to families such that they are able to process the information and provide feedback. We are working on partnering with EDCOE in order to provide a summer opportunity for our unduplicated students to come and engage with fun learning and targeted supports.|Our Student Study Team process is fully implemented and sustainable. The SST's engage families and staff towards positive student outcomes. We schedule time in our calendar for conferences with families to support student outcomes. Teachers and administration are available to meet with families for any level of concern ongoing. We also partner with EDCOE for resources, training and supports. We host family engagement evenings to allow families to learn more about areas of concern based on a parent survey. We include families in our California Healthy Kids Survey. This year we added Kelvin for student pulses to activate more voice on behalf of the students.|The focus area for GTUSD will be providing more information and support for families in supporting student learning in the home. We do provide information for students struggling with mental health needs. We provide support to families in structuring a learning environment at home that supports student learning. We provided support for students after school such that families that struggle to support student learning in the home can access our support several days per week on campus. We provide information to families on resources that exist outside of our district on tutoring and other academic supports. ELOP dollars are used to support unduplicated students with supports at one of two after school programs to support students and working families.|The district will continue to support the roles of staff in supporting underrepresented families. We are adding additional opportunities for both staff and family trainings around trauma informed decision making and behavioral modifications. We will reach out in person and by surveys for suggestions for improvements, safety, and organizational concerns.|The District Advisory Committee is a standing committee with the opportunity to provide input on decision making at all levels. The DAC allows parents to partner with community and district to advise in areas of curriculum, instruction, budgets, goal setting, and engagement. Parents do have the opportunity, as does staff, to also address the Board on a monthly basis regarding aforementioned areas. Surveys are provided to both students and families to provide the LEA with feedback on important issues.|Building capacity for all families to engage with the district is an area of focus. Having town hall opportunities for families to come and have open discussion with district may increase engagement from the community. We seek input on adoptions following our pilot and adoption procedures. Our future goal will be increasing decision making opportunities for parents.|The district staff that engages underrepresented families can reach out to and personally seek input from families through engagement opportunities and surveys. Teachers and administration are available to meet with families for any level of concern ongoing.|4|5|4|4|4|3|5|5|5|4|4|3|Met||2026-06-10|2026
09618950000000|Indian Diggings Elementary|3|Our staff lives and works in the small rural community and has multiple interactions with our 5 to 6 families daily. Our certificated staff member is reachable on a 24-hour basis and meets one on one and in groups with parents throughout the year at scheduled meetings and as needed. Parents, staff, and students are included in decision making at all times.|Our focus area for improvement would be the sustainability of this communication should the certificated staff member retire.|To this end the certificated staff member works with classified staff to continue building a culture of communication that will pass to new staff in the future. With such a small number of families we are able to make sure no one is underrepresented and all families feel connected to the school.|The district’s strength is in its size. With a staff of 4 we can customize professional development to a high degree. Staff gets exactly what they need when they need it. Likewise, it is possible to meet weekly with parents to support them and their students with resources and knowledge.|The district will continue to focus on customized training to support staff and community.|Surveys and conversations will continue to be provided and the LEA will respond with relevant training and support.|All 5 to 6 of our families have equal and multiple opportunities to be involved in planning and decision-making. All meetings revolve around our Regular Board Meetings. Parents are invited to attend monthly where we take input and discuss our district plans. Our focus is always to increase the number of parents attending these meetings. We have added quarterly Advisory Council meetings who's membership include all stakeholder groups.|We will continue to focus on increasing the number of parents and community attending meetings where input is taken.|Communication will continue to be improved to increase attendance at meetings.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-04-08|2026
09619030000000|Lake Tahoe Unified|3|The District and school sites distributed several communications to families promoting participation in District and site committees and events including State of the District/Community Conversation meeting, ELAC (English Learner Advisory Committee), PTA (Parent Teacher Association), Cafecitos, School Site Council, LCAP Parent Advisory Committee, and parent education nights.  The District sent out over 15 newsletters updating families on District activities; providing information on community resources; and promoting participation in District events, meetings, surveys, community forums, and committees.  Sites regularly communicated through newsletters, social media platforms, school websites, and ParentSquare email/text/phone messaging system informing families of school and community events, site information, and important dates; and promoting participation in site meetings, surveys, committees, and school activities.  Communications were transmitted in a student’s home language.  Spanish translation services were made available for parent engagement activities.  Parent-teacher conferences were held in-person at elementary sites, giving teachers the opportunity to learn about each family’s culture, challenges, and offer support through District and/or community resources.   The Parent Institute for Quality Education (PIQE) was offered at South Tahoe Middle School providing parents learning opportunities in developing skills and techniques to support the educational needs of their students.  PIQE recruited EL parents to participate, provided a needs assessment, and offered an 8-week training session which required parents to attend weekly meetings.  Up to 45 parents attended more than four meetings qualifying them to receive a certificate of completion.  PIQE uses evidence-based programs that engage, empower, and transform parents to actively engage in their children’s education and strengthen parent-school collaboration.  The program provides empowering information, skills development, and support systems for low income families, communities of color, and English Learner and immigrant families. Elementary schools continued meeting with their representative parent groups to seek input, share site and District goals and plans, and strive for alignment. LTUSD continued to increase oral and written translation services. Site and District documents were translated and provided to families in their native language.  LTUSD continued to utilize the Ellevation English Learner web-based platform to track English Learner progress and teacher supports, and communicate directly with parents on their student’s progress.  Student data was consolidated into one dashboard to which parents could provide input.  Built-in functions enabled immediate teacher feedback to parents on student learning progress through a notification system.|The District will continue to hold in-person family and staff engagement opportunities such as open houses, parent education nights, in-person parent committee meetings, and other activities.  Additionally, translation services will be maintained and/or expanded both orally and in writing, in remote and in-person settings to streamline communication with families which serves to build relationships with staff.  Publicity for family and school community functions, such as Community Conversations, LTUSD Special Education Update meetings, and site events will be expanded to engage families in opportunities to collaborate with staff and offer input on site and District programs.  Sites will focus on providing families useful information about their student’s progress.|The District will continue to hold regular Board meetings where input can be gathered from educational partners including underrepresented families.  Parent and staff engagement activities targeting underrepresented families will be ongoing such as PIQE, Cafecitos, ELAC, Community Conversations, Special Education Update meetings, and other parent education nights.  The Director of Multilingual Learner Equity will promote participation of EL parents in activities to support and engage their students.  The Wellness Coach II/Student Advocate and Wellness Coach I-Foster Youth/Homeless Student Advocate will continue family outreach and coordinate academic, social-emotional, and basic necessity resources for underrepresented students including those experiencing homelessness and foster youth.  Four Elementary Counselors, partially funded through Community Schools grants, will continue to expand SEL and family supports for elementary students, including those that are underrepresented.  Wellness Centers will be maintained at various sites to connect families with staff in coordinating supports and resources for their students’ social-emotional and mental health.  Families of students with disabilities can discuss their concerns and provide input on District programs and policies.  A CTE Specialist will continue to expand community events through which families and their students interact with staff through introduction to and exploration of career pathways.|LTUSD maintained academic supports and expanded social-emotional and mental health services for students through Student Advocate services; maintenance of Wellness Centers at South Tahoe High School, South Tahoe Middle School, Bijou Community School, and opening a part-time Wellness Center at Mt. Tallac Continuation High School; offering student and family counseling services through community partner agencies; and parent education programs. Trio tutors provided by Lake Tahoe Community College offer academic support to District students. Parents participated in PIQE at South Tahoe Middle School which provided them resources to effectively support their students toward graduation. PIQE uses evidence-based programs that engage, empower, and transform parents to actively participate in their children’s education and strengthen parent-school collaboration. PIQE provides empowering information, skills development, and support systems for low income families, communities of color, and English Learner and immigrant families. The South Lake Tahoe Family Resource Center provided academic and social-emotional support to LTUSD Hispanic students and families. The Center facilitated Cafecitos, ELAC, and DELAC (District ELAC) meetings; offered parent education opportunities; provided translation services; and participated in parent night planning and partnering in parent classes. LTUSD continued to work with California Education Partners to implement high leverage strategies that support Math instruction for grades TK through 3 which expanded to grade 12 in 2024-25.  A CTE Specialist focused and built on existing Environmental and Allied Health partnerships to provide CTE activities. Partnering agencies provided students real-world, hands-on learning experiences including the Wonders of Water program, CTE Trout in the Classroom, and CTE Family Night.  At least one outdoor field trip was offered for every grade K-8 student. Tahoe Youth and Family Services offered the PIP (Primary Intervention Program) program to students, with the school-based program enhancing their educational experience with additional 1:1 support for grades K through 5. The individual support program is designed to build self-esteem and promote student personal development.  LTUSD continued to partner with El Dorado County Office of Education in implementing the Student Behavioral Health Incentive Program to address behavioral health barriers for K-12 Medi-Cal students through targeted interventions by increasing access to preventative early intervention and primary behavioral health services by school-affiliated providers.|LTUSD will maintain and build on existing relationships with community partners to assure services supporting student outcomes are accessible to all students and their families. As needs arise, the District will develop new or expand existing relationships to provide comprehensive, wraparound support for students to address academic, social-emotional, mental, physical, and behavioral needs. The District and sites will focus on engaging families to actively participate in their student’s education and offer resources and learning opportunities to support their students. District and site administration will provide support, resources, and professional learning opportunities to teachers and instructional staff.|As stated in section 1, the District will continue to hold regular Board meetings where input can be gathered from educational partners including underrepresented families. Parent and staff engagement activities targeting underrepresented families will be ongoing such as PIQE, Cafecitos, ELAC, State of the District and Community Conversation meetings, and parent education nights. The Director of Multilingual Equity will promote participation of EL parents in activities to support and engage their students. The Wellness Coach II/Student Advocate, SEL and Academic Intervention Teachers, Elementary (and Secondary) Counselors, and McKinney Vento/Foster Youth staff will continue family outreach and coordinate academic, social-emotional, and basic necessity resources for underrepresented students and their families. Community Schools grants will fund bilingual support at one elementary school and the District’s continuation high school, four Elementary Counselors, and SEL (social-emotional learning) Intervention Teachers in continuing to expand social-emotional learning and family supports for elementary students, including those that are underserved and underrepresented. Comprehensive Student Advocate services will be maintained to provide SEL, mental, physical, and behavioral health services to students and link families to community resources.  Special Education Community Advisory Committee meetings and LTUSD SPED update events will be publicized to promote educational partner participation. Families of students with disabilities can discuss their concerns and provide input on District programs and policies.|Staff participated in bimonthly virtual Chat with the Superintendent sessions & received updates on LTUSD happenings, Board agendas & engaged in open discussion. Staff were invited to participate in the LCAP Advisory Committee to support efforts to solicit, collect, & synthesize educational partner input during LCAP development. Teachers served on the LCAP Advisory Committee, collaborated with leaders during early out Wednesdays, & provided feedback on site and District programs. Parents could join site & District committees such as School Site Council, English Learner advisory committees, PTA, & the LCAP Parent Advisory Committee. In-person & videoconference meetings were held & translation services were provided to increase educational partner participation. A community/family LCAP survey was distributed to gather input on programs & develop goals & actions/services to improve student outcomes. Participation was promoted to target groups including underrepresented families. Staff, student, and family climate surveys were administered to guide efforts in improving school climate. A State of the District/Community Conversation meeting was held with over 80 staff & community members attending. Families collaborated with staff during interactive tabletop conversations on: How can LTUSD strengthen a culture of high expectations & academic rigor for all students (including underrepresented)? What strategies could strengthen meaningful family engagement so all parents feel informed, welcomed, & able to contribute to school decision-making? What strategies could help ensure 95% or higher attendance becomes the norm for all students while also increasing students’ motivation and sense of belonging? Three Community Conversations were held to gather educational partner input on bike/e-bike safety, student cell phone use, & facility improvements. Student Services continued Special Education Update public meetings targeting families of students with disabilities. In-person meetings were publicized through ParentSquare communication system & one meeting was held at the District office after regular school/business hours to promote attendance. The meeting was facilitated by an educational advocate & attended by District administration & the Student Services Coordinator. The open format allowed families to receive updates and provide feedback on the Student Services program. The meeting focused on Individualized Education Plan (IEP) training for families and provided a comprehensive overview of the IEP process, including an explanation of each IEP document page and discussion points addressed during IEP meetings. The training was developed for families of students receiving special education services, as well as those seeking to learn more about the IEP process. The coordinator & advocate collaborated to ensure content was tailored to District families & reflected District-specific practices. Parent questions were addressed by the advocate and administration.|Continue transparency and more targeted communication regarding parent opportunities to provide input on District and site programs.  Offer different modes of collecting educational partner input including digital and print.  Maintain a consistent system of communication; improving communication across sites; listening to staff and families on more in-depth subjects of greater interest; involving students in decision-making; and holding regular conversations with measurable outcomes.  LTUSD will grow partnerships with cross-agency cooperation to support students.|Ongoing South Lake Tahoe Family Resource Center (FRC) facilitating monthly Cafecitos meetings, the equivalent of a Spanish-speaking Parent-Teacher Association (PTA), to promote participation of the District’s Spanish-speaking families and community. English and Spanish are the primary languages spoken by LTUSD students and their families.  Parent education nights will continue to be integrated into Cafecitos meetings. The District and FRC will continue to expand these opportunities. Additionally, surveys and communications will be available in English and Spanish and translation services will continue to expand for various site and District meetings. LTUSD SPED Update meetings will be publicized to promote increased participation by parents with students receiving special services.  The District will promote family participation, including underrepresented families, on site and District committees and attendance of community meetings, through which they will have opportunities to provide input on District decision-making.  The newly introduced Wellness Coach/Student Advocate position includes extensive outreach to underrepresented families which will serve to gather feedback on District decisions.|4|4|3|4|4|4|4|4|3|3|4|3|Met||2026-06-25|2026
09619110000000|Latrobe|3|The Latrobe School District remains dedicated to engaging all families in supporting students’ academic, social, and emotional development. To advance this commitment, the district uses multiple strategies to encourage meaningful participation. Annually, parents, staff, and students complete a district-wide survey, and the findings are examined by the Site Council/Parent Advisory Committee along with district staff to help inform ongoing improvements. Communication with families has been enhanced through the continued use and monitoring of ParentSquare, which helps keep parents informed and connected. Families are encouraged to stay actively involved in their child’s education by participating in Parent/Teacher conferences and school-centered events throughout the year. In addition, the Parent Teacher Committee (PTC) continues to foster strong and supportive relationships between families and school personnel. Recent survey data identifies school-community relationships as a major strength. Approximately 92% of parents indicated they receive the support they need, while nearly 94% believe the school recognizes parents as valued partners in the educational process.|After an in-depth review of parent survey data, collaborative discussions with staff, and input from the School Site Council and Parent Advisory Committee, the Latrobe School District has identified clear and open communication as a key priority. In response, we are dedicated to expanding opportunities for two-way communication and creating a welcoming environment where parents feel empowered to share their thoughts, ideas, and feedback with staff.|Over the past several years, the Latrobe School District has experienced growth in its English learner population. In response, the district has prioritized improving communication and outreach efforts with English learner families. We intentionally seek family feedback and extend personal invitations to promote participation and strengthen engagement. To further support inclusivity, the district has invested in translation technology and contracted with professional translation services to help ensure all families—particularly those who have been historically underrepresented—feel informed, included, and connected to the school community. In addition, the district schedules in-person parent meetings to review student progress and provide available supports.|The Latrobe School District remains committed to providing continuous professional development for staff in the area of Positive Behavior Intervention Strategies (PBIS). This collaborative approach brings together school staff and families to develop both school-wide and individualized supports that have been effective in enhancing school culture and strengthening connections between home and school. To further support these partnerships, staff communicate regularly with families regarding student progress and opportunities for improvement. Parents are encouraged to provide feedback and participate through PBIS meetings, school surveys, School Site Council meetings, and additional engagement activities. All families are invited to participate in a parent/student/staff conference each November to review student progress in detail. Additional parent/teacher conference days take place in March, and families and teachers may also request conferences at any time during the school year to maintain open and ongoing communication. Additionally, the Latrobe School District collaborates with neighboring school districts and the El Dorado County Office of Education to provide staff with meaningful training and support focused on meeting the varied needs of all students.|The Latrobe School District places a high priority on developing strong partnerships with parents and community members. We are dedicated to promoting collaborative relationships that help support student achievement both in the classroom and at home. Parents are encouraged to participate in a variety of instructional activities and play an active role in their child’s educational experience. The district also recognizes and values the talents and expertise found within the community and welcomes parents and local professionals to enhance student learning through specialized instruction. Programs in areas such as fine arts, music, academic support, and gardening have benefited from the involvement of these committed individuals, helping create enriching and engaging educational opportunities for students.|The Latrobe School District has seen continued growth in the enrollment of English learners and remains committed to increasing engagement with these historically underrepresented families. Through personalized communication and direct outreach efforts, the district works to encourage active participation in decision-making processes that impact the school community. To support inclusivity, surveys will be translated as needed, and English learner families will be invited to participate in individual meetings with school administrators. Additionally, the district will collaborate with neighboring school districts and the El Dorado County Office of Education to identify effective practices for engaging these families and collecting meaningful feedback. Responses from recent parent surveys also indicated a desire for increased focus on multicultural awareness and appreciation. In response, the district will emphasize initiatives during the coming year that promote greater understanding and celebration of the diverse cultures represented within the school community.|The Latrobe School District places a strong value on the involvement of educational partners in district decision-making processes. As outlined in our Local Control Accountability Plan (LCAP), maintaining open and consistent communication between families, staff, and the district remains a top priority. To support this commitment, the district conducts annual meet-and-confer sessions with both classified and certificated employee groups. Parents are encouraged to participate through a variety of opportunities, including the School Site Council, LCAP Advisory Committee, Parent Teacher Club, and the district’s Wellness Committee, which supports student and staff well-being through collaboration and shared input. Based on feedback gathered through the annual parent survey, the district has continued refining its communication practices to better collect input related to the LCAP and other key school initiatives. In addition, the district has expanded direct email communication channels, allowing parents to share questions, concerns, and feedback with school board members and the School Site Council. This effort further reflects the district’s commitment to inclusive communication and meaningful collaboration with all members of the school community.|In response to the continued growth of the English learner population, the district remains committed to increasing opportunities for these families to participate in school decision-making processes.|As noted previously, the Latrobe School District remains committed to expanding the involvement of English learner families in school decision-making processes. Due to the small size of our schools, the district intends to encourage participation not only through larger established committees, but also through individual meetings with school administration where families can share their feedback, perspectives, and ideas. To support inclusive participation, surveys and questionnaires will be translated as needed and provided to English learner families.|4|4|3|4|3|3|5|2|5|4|4|4|Met||2026-07-16|2026
09619290000000|Mother Lode Union Elementary|3|Mother Lode Union School District continues to build strong relationships with families through consistent communication, in-person events, and a focus on customer service. Parents report feeling more connected thanks to regular updates via ParentSquare and school newsletters. Attendance at family events and conferences has increased, and families value opportunities to interact with staff in welcoming settings. Ongoing professional development has strengthened staff efforts to create a respectful, inclusive environment across all campuses.|While communication has improved, feedback from families indicates a need for more two-way communication and greater opportunities for authentic input in decision-making. Some parents have also expressed a desire for increased outreach to underrepresented families and more flexible event times to accommodate working families. Strengthening trust through more personalized engagement and follow-up remains an ongoing area of focus.|To better engage underrepresented families, the district will increase targeted outreach through multilingual communication, home visits, and personal invitations to school events. We will partner with community organizations to support family engagement and offer flexible meeting times and virtual options to reduce barriers. Staff will receive continued training on culturally responsive practices to build stronger, more inclusive relationships with all families.|Mother Lode Union School District has made strong progress in partnering with families to support student outcomes. Regular parent-teacher conferences, IEP meetings, and intervention team meetings provide structured opportunities for collaboration. Families are informed about student progress through report cards, assessment updates, and digital platforms. The district has also expanded family education opportunities focused on literacy, math, and social-emotional learning, helping parents support learning at home.|Educational partner feedback indicates a need for more consistent communication about academic progress and clearer guidance on how families can support learning at home. Additionally, families have asked for more frequent progress updates outside of formal report periods and greater access to workshops that build their capacity to support student success.|The district will improve engagement of underrepresented families by providing translated resources, offering academic workshops at varied times, and using personal outreach to invite participation. We will strengthen partnerships through regular check-ins, expanded access to interpreters, and culturally responsive communication strategies to ensure all families can support student learning effectively.|Mother Lode Union School District regularly seeks input through LCAP surveys and school site meetings. Stakeholders report feeling heard, especially during budget and program planning. The district has increased transparency by sharing follow-up actions and updates based on community feedback, helping to build trust and engagement in the decision-making process.|Feedback indicates a need to reach a broader and more diverse group of stakeholders, especially those who don’t typically participate in surveys or meetings. Families have also requested more clarity on how their input influences final decisions and more opportunities for two-way dialogue before decisions are made.|To better engage underrepresented families in decision-making, the district will use personal outreach, translated materials, and multiple communication platforms to invite participation. We will offer input opportunities at varied times and locations, including virtual options, and ensure feedback loops are in place so families see how their input shapes decisions.|4|4|4|4|4|3|4|4|3|3|3|4|Met||2026-06-10|2026
09619450000000|Pioneer Union|3|PUSD staff work diligently to inform parents and guardians of student progress through multiple means of communication including informative progress reports via; regular mail, Blackboard communication platform, Class DoJo, and parent conferences.|The district desires to create additional formal and informal opportunities for parents to provide meaningful feedback.|The district continues to use the SST process to identify barriers to student success and challenges.  The SST process can build useful partnerships with parents and the school community.|PUSD staff work diligently to inform parents and guardians of student progress through multiple means of communication including informative progress reports via; regular mail, Blackboard communication platform, Class DoJo, and parent conferences.|The district desires to create additional formal and informal opportunities for parents to provide meaningful feedback.|The district continues to use the SST process to identify barriers to student success and challenges.  The SST process can build useful partnerships with parents and the school community.|PUSD utilized multiple platforms to engage educational partners in the decision-making process. Parents were provided opportunities to participate in surveys and share input on various programs, including the adoption of standards-based curriculum resources, the prioritization of resources, and effective ways to engage the community in expanding learning opportunities.  School Site Councils reviewed data, goals, and success indicators to provide input into the development of the School Plan for Student Achievement. Educators and students also participated in a series of Listen and Leap sessions to provide feedback on improving educational programs, engagement, and school climate across all sites.|The annual parent survey needs greater participation rates. The district recognizes that limited response rates may not provide an accurate depiction of the district’s programs, services, and overall effectiveness. Increasing parent participation will help ensure that feedback more accurately reflects the experiences, needs, and priorities of families across the district.|The District seeks to have greater than 65% of families responding to the annual survey.|5|5|3|4|4|4|5|4|4|4|4|4|Met||2026-06-18|2026
09619520000000|Placerville Union Elementary|3|PUSD utilizes Parent Square to contact parents with needed and timely information.  Parent Square generates calls, emails and text messages to all parents that we have up to date information for.  There is also an app that parents can access to receive information.  The District also uses of the Parent Portal through Aeries so that Parents can regularly update information and check to see if the contact information that we have is correct.  All sites also utilize social media to communicate with the community and tell the story of PUSD.|The use of Social Media had greatly improved over the past school year with the continuation of the Parent Liaison position.  Daily posts are being made on both Facebook and Instagram with both activities that are happening on the campuses as well as District information that needs to be pushed out.|The Family Resource Center also provides ongoing support for families.  Through the FRC families receive the clothing, food, school supplies and community support they need to provide the necessary environment for their child to succeed in school.|The District calendars 6 minimum days annually for Parent Conferences. All sites have staff who translates as appropriate and necessary. For grades TK-5, 100% of parents are conferenced with. For grades 6-8 parents have the opportunity to meet with all 6 teachers for 1 on 1 meetings.  Teachers also utilize electronic means of communication such as email, parent square and Class Dojo.  All sites have staff that can translate for parents either through phone calls or in person when necessary.|Continued efforts are being made to increase the participation in the District Wide surveys as well as the regular meeting times.|All communication is distributed in both English and Spanish.  Bi-lingual support is available at all school sites to help with communication.|PUSD annually surveys parents in English and Spanish.  PUSD also annually surveys all EL Families for input in the programs established for our EL Students.  A Special Education survey was also established this school year.  Meetings are held throughout the school year to solicit parent input.  Parents are involved in many District wide committees as well as Site level committees in an effort to garner input.  These committees include DELAC, HEAC, Budget Advisory and Site Council. The Superintendents Advisory Council continued this year in which parents meet quarterly with the Superintendent and discuss timely topics.  Principals attend PTC meetings in an effort to share and solicit information.  PUSD surveys parents when needed on a variety of topics utilizing Google Forms through both email and text|Continued efforts are being made to increase the participation in the District Wide surveys as well as the regular meeting times.|All communication is distributed in both English and Spanish.  Bi-lingual support is available at all school sites to help with communication.|4|4|4|4|3|4|4|4|3|4|3|3|Met||2026-06-12|2026
09619600000000|Pollock Pines Elementary|3|PPESD continues to have consistent volunteers at its elementary site and within its Parent Teacher Club. This is evident in the high attendance of family events including Donuts with Grownups, Fal Festival and Family dances. These events provide opportunities for families and staff to interact outside the classroom. In addition to the PTC, the district maintains family support through the Sierra Ridge Sports Booster Club. Scheduled field trips across all grade levels allow many parents and guardians to serve as chaperones and connect to the school experience. By and large, all of the elementary classes have regular parent volunteers that come into the classroom to help students and teachers. Pollock Pines Elementary School District is proud of its music program. School concerts are another opportunity to build relationships with families. Regular recognition assemblies and communications celebrate student growth and success.|Current data from the district communication system reflects a significant increase in 2-way messaging in comparison to the previous year. Parents and staff have an established routine to effectively and efficiently communicate with one another. It is noted that this year several teachers utilized this system heavily while some teachers did not maintain the same regular communication. On the district level and site level, data showed a continued increase in interaction with system wide communications|While providing a welcoming environment to educational partners is a relative strength for the district, the LEA will continue to idenitfy opportunities both during and outside the school day to engage underrepresented families in school events and activities. The LEA will personalize phone calls and communications to these families to engage in events. The LEA will support families to remove barriers (i.e. porvide transportation support, assist in child care, provide translating servces if needed).|Before the first day of school, welcome letters, digital handbooks and parent notifications are sent home along with an invitation to a scheduled back to school night. The district hosts a Back-to School Night to share with families expectations, routines, and practices to reiterate all the materials sent home before the start of school. In addition, the district has a week of minimum days within the first trimester to hold parent/student - teacher conferences. Both school sites send out regular communications via ParentSquare. Families with students with IEP's and 504's have an opportunity to meet with their educational team at least once a year to discuss student progress. Trained staff offer resources, support, and/or guidance to referred students and their families regarding wellness and social-emotional needs.|In addition to increasing the utilization of the ParentSquare system across all classrooms, students and families will be part of academic data progress discussions throughout the year centered on the results from i-Ready assessment program.|Continue to utilize the Parent Square Communication system to increase dialogue between families and school. Establish and maintain focused student communications with each teacher. More specifically, each teacher will choose 2 families to communicate with on a regular basis to support their student with either academic or behavioral needs. Teachers will maintain this log throughout the year to chart progress or needs.|Through weekly communications or personal outreach, our district has the ability to get input from multiple families throughout the district. Most often the personal calls, conversations, or messages tend to get the most significant results.|Creating a system to identify those underrepresented families and being diligent in reaching out for their feedback.|Utilize Parent Square, follow up using different modes of communication including personalized postacards home.|4|5|4|5|3|3|4|3|4|4|4|4|Met||2026-06-10|2026
09619780000000|Rescue Union Elementary|3|The Rescue Union School District understands the importance of building partnerships for student outcomes and recognizes the value that parents and caregivers have in improving academic achievement and social competency. As such we offer parent informational nights on topics ranging from providing academic support to students and parents, to parenting in a digital age, to the dangers of vaping. We also offer monthly community events that provide resources and connections with families.  RUSD has a counselor at each school site to support students' academic and social emotional needs.|Rescue Union School District (RUSD) is prioritizing the enhancement of relationships between school staff and families as a key area for improvement. This focus aligns with the district’s commitment to fostering a supportive, inclusive, and engaging educational environment. RUSD recognizes the importance of transparent, timely, and effective communication with families. This includes efforts to improve the clarity and frequency of updates provided to families, utilizing various channels to ensure all educational partners are informed and involved. RUSD is focused on creating opportunities for families to actively participate in their children's education. This includes providing resources and support to help parents understand and engage with the curriculum, and encouraging their involvement in school activities. RUSD is committed to providing a safe and supportive environment for students, which includes fostering a positive school climate that promotes social, emotional, and academic growth. Staff are receiving Universal Design for Learning (UDL) training to ensure that they are providing access for all students in their learning.  Lastly, the district utilizes local data and parent feedback to address the specific needs and concerns of the community, ensuring that efforts are responsive and effective. These focus areas are integral to the district’s vision of creating an educational environment where all educational partners are respected, valued, connected, and supported, thereby ensuring their success and well-being.|RUSD will continue to develop and support programs that specifically address the needs and interests of underrepresented families. Those will include various committees and informational sessions that cover topics relevant to families including navigating the school system, supporting student learning at home, and accessing community resources. Our Community Liaison will continue to work with families to assist them in accessing resources and support services as well as creating awareness of opportunities for community involvement in school events and decision-making processes. RUSD is committed to ensuring that every family has the opportunity to be actively engaged in their child's education. Monthly community events will be available for families to connect with others within our community.|The Rescue Union School District has taken extensive efforts to build relationships with parents, caregivers, and community members. The District focuses on consistent improvement in the area of customer service to meet the needs of families and strengthen connections and relationships. While this is an area of strength, it is an area that requires annual review with the desire to meet the ever changing needs of our community. Each school site and department developed a customer service plan designed to ascertain the needs of the families they work with and respond to those needs with care and commitment. These plans are reviewed annually and work continues to provide meaningful outreach to the students and families we serve. The District's most recent community survey indicates that families feel their children are safe, have a quality learning experience with well maintained facilities.|Rescue Union School District (RUSD) has identified several key areas for improvement in building partnerships to enhance student outcomes. RUSD recognizes the critical role families play in student success and aims to enhance programs that encourage active parental involvement. Focus areas include offering and promoting participation and volunteer opportunities for families to engage in school activities, continuing to develop community partnerships that provide support and extracurricular opportunities for students as well as improve access to resources. Teachers and staff participate in various collaboration committees with families and community members to share ideas, gather feedback and review data to make informed decisions. By addressing these areas, RUSD is committed to creating a supportive and collaborative educational environment where all students can thrive and achieve their full potential.|Rescue Union School District (RUSD) has identified several strategies to improve the engagement of underrepresented families. These strategies are aimed at fostering stronger partnerships between school staff and families, thereby enhancing student outcomes. RUSD will continue to focus on the improvement of communication by utilizing translation services and bilingual staff to assist with communication and engagement efforts for educational partners. Our Multi Tiered Systems of Support (MTSS) Coordinator and our Community Liaison will continue to bridge the gap between schools and families offering personalized support and advocacy. These strategies aim to build stronger relationships between school staff and families, ensuring that all students have the support and resources they need to succeed.|The Rescue Union School District prides itself on seeking input from parents, caregivers, and community members for decision making. Our District has a very active Local Control Accountability Plan (LCAP) A Community survey is administered to review the academic and social needs of the district and suggest strategies to address these needs. In fact, many of the aforementioned supports, including the customer service plans, parent information nights, and the need to ensure that special education parents better understand their educational and legal rights came directly from this survey. Each site also has an active school site council, where parents have direct input on the development of the School Plan for Student Achievement. Parents also serve on the Calendar Committee, English Language Advisory Committee, and the Superintendent’s Advisory Committee, where they help guide the district in decision making. Student input is also actively solicited through student listening circles conducted each year in the spring.|Rescue Union School District (RUSD) has identified several key focus areas for improvement in seeking input for decision-making. These focus areas aim to enhance the inclusivity, transparency, and effectiveness of our decision-making processes by actively involving all educational partners, including students, parents, staff, and community members. RUSD will continue to focus on improving and diversifying its communication channels with the use of multilingual communication, digital platforms as well as traditional methods (ie.e printed newsletters, bulletins and flyers to reach those who may not have regular internet access. RUSD will continue to offer in-person committees and advisory groups that include all educational partners to participate in decision-making discussions. Surveys will also continue to be available and advertised for all partners to provide input and feedback. Through these efforts, RUSD aims to ensure that decisions are well-informed, equitable, and reflective of the diverse needs and perspectives of our community.|Rescue Union School District (RUSD) continues to focus on improving the engagement of underrepresented families in the decision-making process. This involves improving the communication opportunities including the increase of translation services and ensuring that our Community Liaison is available to support families who need access to resources and information. Families will be encouraged to participate in committees and advisory groups including, but not limited to our DELAC committee that serves to gather input from English Learner families regarding student learning experiences and needs. Rescue Union School District is committed to improving the engagement of underrepresented families. These strategies aim to build stronger relationships between school staff and families, ensuring that all voices are heard in the decision-making process.|5|5|5|4|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
09619860000000|Silver Fork Elementary|3|Families are regularly updated of student outcomes and encouraged to participate in school activities.|Silver Fork is a small single building school with an enrollment of 12 students (7 Families) . All of the families are involved and connected.|No added plans for improvement of engagement of underrepresented families. This is a strength for the district.|Staff, students, and families are deeply connected as Silver Fork is a single building school house with a multi-age learning model. With many siblings in the same instructional setting, they can offer added support to each other both in and out of the classroom. In addition, with the same teachers leading all grade levels year after year there is a strong home to school connection.|No added plans for improvement of building relationships for student outcomes.|none noted|Throughout the year, the staff and administration connects personally with all families as well as holds personal conferences to assess strengths and needs of the school. Likewise the administrative staff connects often with staff to gauge needs and successes of the school.|While Silver Fork School District is located in a community of only 300 people, it is recognized that getting input from local residents to make formative school decisions could be beneficial. The district will research ways to seek out opportunities to connect with the broader community.|Given the personalized practices in working with each family at Silver Fork, this is a relative strength and the district has not added improvements in this area.|4|4|5|5|5|5|5|5|5|5|4|5|Met||2026-06-10|2026
09737830000000|Black Oak Mine Unified|3|BOMUSD's LCAP includes actions and services designed to support students' and their families' social, emotional, and physical well-being as well as providing access to early intervention strategies. Our continued support for developing healthy lifestyles and school connectedness occur through the following: facility improvement, extension of before and after school care through our partnerships with Boys and Girls Club, Community Centers located at Golden Sierra and Georgetown School, Mental Health services, and expanding access of Multi-Tiered Support System (MTSS) for students and families through Social Emotional Learning Programs such as Character Strong, Counseling Services, Educationally Related Mental Health Support, Positive Behavior Intervention and Support and our El Dorado Community Hub. Additionally, we are refining the coordination of school based services in our MTSS Model with an expanded Families and Schools Together (FAST) Collaborative to provide comprehensive district wide support for attendance and suspension issues for families at risk, Dental Services are available for families at risk at Georgetown and Northside Schools as well as Head Start preschool and State Preschool at both primary sites and early years programs and afterschool activities for our 7-12 students. Finally, BOMUSD works closely with our county Special Education Local Plan Area to ensure that students with disabilities are provided access to an appropriate and enriching educational environment. This includes additional services through our county office of education.|BOMUSD is continually seeking ways to engage families and the community in communication that connects us to each other. In a rural community such as the Divide, our small size creates a unique interdependence. Our schools provide our students with services that many rural families have difficulty accessing including the following: food service and delivery to our families, Wifi Services on our sites for families in need, Mental health services through our Community Hub, Dental Services, through our site based Dental Program, Early Childhood Education through EDCOE Head Start. Staff and families interact daily through our newly revised Aeries education access, communication applications such as Class Dojo and Blackboard and through our many family events at our two community schools, Georgetown Elementary and Golden Sierra Junior/Senior High School. We have additionally expanded our Community Night's Out to Northside School. Over the next few years, we will increase our parent education efforts to include ways parents can support students academically and socially/emotionally at home.|The expansion of our Family and Schools Collaborative with two operating community wellness centers located on the Georgetown and Golden Sierra campuses has a primary mission to focus on underrepresented families. They are a direct line to services and connections that spread to the broader web of services off the Divide if needed in areas of Health Care, Counseling, Food Services and Family Support.|BOMUSD is a small rural district that is tightly bound to its community. What affects one aspect of the community affects us all.  Our district is a pivotal partner in communicating information, providing resources and gathering input to share to the broader county regarding our students and families. Our progress is directly measured by the communication and partnerships we developed together.|Schools have become access points for basic needs and continue to serve the district and community most specifically in mental health resources. The 24-27 LCAP continues to expand these resources with our educational partners in the community and county.|We have formed strong ties within and outside the district with our educational partners to provide and expand those services that lead to reduction of chronic attendance issues and improve mental health supports for under-represented families.|Black Oak Mine Unified School District (BOMUSD) employs a comprehensive and inclusive approach to engage all stakeholders in shaping the priorities and goals of the Local Control and Accountability Plan (LCAP). The district has strengthened its outreach strategies to ensure all voices—including parents, students, teachers, administrators, classified staff, bargaining units, and community members—are represented throughout the LCAP development cycle.  All stakeholders are invited to participate in learning opportunities about the Local Control Funding Formula (LCFF) and the LCAP process, and are encouraged to contribute their input through a variety of engagement formats. In addition to maintaining a dedicated LCAP information page on the district website, BOMUSD has expanded its efforts at the site level through PTA meetings, School Site Councils, and annual school-based LCAP surveys.  Stakeholders played an integral role in the Differentiated Assistance process, providing insight into academic priorities and site-based needs. The district gathered feedback from electronic surveys, focus groups, site-level meetings, and listening sessions, ensuring diverse perspectives were captured.  A consistent theme emerging from stakeholder engagement was the need to continue prioritizing academic achievement and reducing chronic absenteeism. As a direct response, BOMUSD has increased investments in support services, including the continuation of the Family and School Together (FAST) Coordinator. This position remains instrumental in connecting families with resources to improve student attendance, behavior, and academic outcomes.  Feedback collection was ongoing throughout the 2025-26 school year, incorporating input from parents, students, community organizations, district staff, local bargaining units, site administrators, and SELPA representatives. These contributions were gathered through both formal and informal settings, including virtual meetings, in-person sessions, and collaborative workshops, and were essential in shaping LCAP revisions and funding priorities.|For the 25-26 School year, our educational partners prioritized focus areas for the 25-26 school year's input and decision making: Educational partner engagement made important impacts on the new 2024-2027 LCAP. Most notably partners shared feedback and prioritized identified needs such as continued expansion of mental health and social emotional learning, the need to address the achievement gap, the need to use data to monitor student performance, the need to address learning loss and learning recovery caused by the pandemic, providing additional adult support in the classroom for at risk learners, before and after school programs, extended learning opportunities and a strong desire to re-dedicate themselves to strong school policy and procedure.|BOMUSD has become adept at surveying its partners in a variety of media and engagements, Surveys, In Person Family Nights, and Applications to name a few. One challenge can be overlapping data collection which can reduce participation or over saturation of particular applications that gather input. The 26-27 School year will have a focus on creating a more structured systemic approach for communication that is predictable for our partners, with a timeline and paced intervals along with a tighter data collection from participants to ensure inclusivity. The 2026-27 school year will also have a rollout of a new communication platform and website from ParentSquare.|4|5|3|5|5|4|4|3|4|4|4|4|Met||2026-06-18|2026
09737830121566|American River Charter|3|ARCS has an active Charter Council, which has staff, teachers, parents, and community members involved in decision-making and guidance.|ARCS will continue to expand varous, engaging activities for students, families and staff. A Parent Engagement Coordinator position will be created to assist in this area starting in the 26-27 school year.|All students will be able to access services without regard to finances or ethnicity.|ARCS continues to increase curricular choices and the style in which these curricula are delivered.|ARCS will be working more closely with government programs to streamline college enrollment opportunities. ARCS will be working with counselors from another local high school to give advice to matriculating high school students. A College and Career advisor stipend position will be continued for the 2026-2027 school year along with additional support from a district College & Career Counselor.|All students will be able to access services without regard to finances or ethnicity. Improved schoolwide communication through ParentSquare will increase awareness and allow for ease of access to on-campus events, resources, and supports.|ARCS has an active Charter Council which has staff, teachers, parents, and community members involved in decision making and guidance. ARCS will continue to develop and conduct surveys of all of our educational partners. ARCS has multiple activities that engage families with each other and with campus staff.|We will continue to do surveys and increase the number and subject of inquiry for the surveys.|All students will be able to access services without regard to finances or ethnicity.|5|4|4|3|4|4|5|4|2|3|3|3|Met||2026-06-18|2026
09743770000000|Central Sierra ROP|3||||||||||||||||||||||Not Met|||2026
10101080000000|Fresno County Office of Education|3|During the 2025–2026 school year, Alternative Education leadership continued to prioritize meaningful family engagement as a key strategy for improving student achievement and overall outcomes. Feedback gathered through parent surveys and direct outreach reaffirmed families’ interest in practical, evening-based workshops. Topics of interest included trauma-informed strategies for the home, access to housing and food resources, résumé development and job readiness, positive parenting practices, strengthening parent-child relationships, healthy teen relationships, internet safety, and college and career readiness. Additionally, In response to this feedback, the LEA expanded family engagement opportunities through new parent workshops focused on parenting strategies, family relationships, internet safety, and college and career readiness At Violet Heintz Education Academy (VHEA) and Alice M. Worsley School, staff expanded their efforts to build stronger connections with families. An increasing number of team members voluntarily participated in custodial agency family visiting times beyond the instructional day, creating additional opportunities to develop trust and open lines of communication with parents and guardians. Ongoing communication has been reinforced through consistent phone calls, text messages, and the continued use of ParentSquare, a comprehensive school-to-home communication platform. Through this system, families receive timely updates, announcements, and event invitations via email, text, and the mobile app, increasing accessibility and engagement. Site principals have also taken a proactive role in outreach by personally contacting families to encourage participation and collaborating with community-based partners that already maintain strong relationships with parents and guardians. These coordinated efforts, along with participation incentives and consistent follow-up, have contributed to improved attendance and engagement at evening workshops and school events. Furthermore, both VHEA and Worsley have sustained strong partnerships with Fresno County Probation, TROY, WellPath, Boys and Girls Club, Focus Forward, Prodigy Inc., and All 4 Youth. Through these collaborations, students and families have access to wraparound services that address academic, behavioral, and social-emotional needs. This integrated network of support strengthens family-school partnerships and promotes a more comprehensive, coordinated approach to student success.|A review of local performance data and educational partner feedback indicates that strengthening consistent, authentic family connections remains a priority. Alternative Education serves a highly mobile student population, making it difficult to establish and sustain long-term relationships with families. In response, the LEA is committed to implementing intentional strategies that promote ongoing engagement despite student mobility. Staff will continue professional learning on the effective use of ParentSquare, emphasizing accurate contact information and responsive, two-way communication. Site principals will expand proactive outreach and share resources that support student and family well-being, including community-based services and social-emotional learning tools. In collaboration with campus-based organizations, principals and leadership teams will strengthen personalized outreach to engage families more intentionally. Feedback from the District English Learner Advisory Committee (DELAC) highlighted the need to expand efforts to reach underrepresented families. The LEA will increase opportunities to connect directly with families, reduce barriers to participation, and encourage meaningful involvement in school activities and decision-making. To support continuous improvement, the LEA will administer targeted family surveys to better understand how to build trust, strengthen partnerships, and ensure engagement strategies reflect the diverse cultures, languages, experiences, and strengths of the families served. Ongoing professional learning will further strengthen culturally responsive communication and inclusive engagement practices. Family engagement will continue through weekly parent orientation meetings at Violet Heintz Education Academy, monthly meetings at Alice M. Worsley School, and events including Open House, graduation, parent workshops, and transition planning meetings such as IEP and 504 meetings. Governance groups—including SSC, ELAC, SAC, and PAC—will continue providing meaningful opportunities for parent input through both in-person and virtual meetings. The LEA will also maintain collaboration with internal departments and community partners, including All 4 Youth, Fresno County Probation, Fresno Police Department, Boys and Girls Club, Success Together, and Focus Forward, to provide coordinated, culturally responsive supports that promote safe, inclusive learning environments and positive student outcomes.|Based on the analysis of educational partner input and local data gathered through the self-reflection process, the LEA has identified the need to strengthen relationships between school staff and underrepresented families, particularly within Alternative Education where high student mobility can make consistent engagement challenging. To improve engagement, the LEA will prioritize direct, relationship-centered outreach led by site administrators and supported by trained staff. Ongoing professional development will focus on culturally responsive communication practices and effective use of ParentSquare to ensure timely, two-way communication. Maintaining accurate and updated family contact information will remain a key strategy to support consistent outreach regarding student progress, school events, and available academic and community resources. Site principals will expand collaboration with campus-based and community organizations that already maintain trusted relationships with families. These partnerships will support personalized outreach efforts designed to increase participation from families who may not traditionally engage in school activities or governance structures. Flexible meeting formats—including in-person and virtual options—will continue to be offered to reduce barriers to involvement. The LEA will also utilize targeted family surveys and direct feedback opportunities to better understand the needs, strengths, and perspectives of underrepresented families. Information gathered will guide adjustments to engagement strategies to ensure they are inclusive, accessible, and reflective of the cultural and linguistic diversity of the families served. Through intentional outreach, strengthened communication systems, ongoing staff development, and responsive feedback practices, the LEA will enhance meaningful relationship-building between school staff and underrepresented families, fostering greater trust, collaboration, and shared responsibility for student success.|The LEA continues to prioritize the development of safe, inclusive, and relationship-centered school environments through sustained professional learning for all staff. Ongoing training emphasizes the integration of social-emotional learning practices, strategies for strengthening positive student–staff relationships, and regular reflection on site policies and procedures to ensure they are culturally responsive, equitable, transparent, and inclusive of student and family voice. Family partnership structures remain a central component of this work. Each school site annually reviews and updates its Parent Engagement Policy and School–Parent–Student Compact in collaboration with families and educational partners. Feedback is collected through multiple meetings held throughout the year, with participation options offered both in person and virtually. Families have continued to express appreciation for flexible scheduling and hybrid formats, which increase accessibility and participation. To promote equitable communication, the LEA ensures that written correspondence and verbal communication are provided in families’ home languages whenever possible. Translation and interpretation services are available during meetings, workshops, and school events to remove language barriers and foster meaningful dialogue. The LEA also maintains a strong partnership with the Fresno County Superintendent of Schools Parent Services Department to expand family engagement opportunities. Through this collaboration, families are invited to attend workshops focused on literacy development, financial literacy, parent advocacy, digital literacy, equitable access to educational opportunities, and strategies that support academic achievement. In addition, school sites develop an annual calendar of family engagement activities designed to provide multiple opportunities for connection. Staff members actively participate in these efforts, ensuring families have consistent access to teachers and administrators. Engagement opportunities include orientations, back-to-school events, open house, graduation ceremonies, and transition planning meetings such as IEPs and 504 meetings. These structured touchpoints strengthen two-way communication, reinforce shared responsibility for student success, and deepen trust between schools and the families they serve.|A A review of educational partner feedback, local performance data, and recent school climate survey results indicates that strengthening authentic, sustained partnerships with families remains an important area of focus for the LEA. Within Alternative Education, the high rate of student mobility—where many students enroll or transition out within a single semester—continues to present challenges in building long-term, consistent relationships with families. Survey feedback further highlights the need to deepen trust and ensure that engagement efforts are meaningful and ongoing. To address this need, the LEA will implement targeted strategies aimed at strengthening family-school partnerships and improving student outcomes. Professional development in the coming school year will center on culturally responsive family engagement practices, equipping staff with the skills to effectively communicate with and support families from diverse cultural, linguistic, and socioeconomic backgrounds. Emphasis will be placed on building trust, demonstrating empathy, and creating welcoming environments that encourage open dialogue. Communication systems will also be refined to improve clarity, consistency, and accessibility. School-wide messaging will be streamlined to ensure information is easy to understand and widely accessible, with visual materials that reflect and celebrate the diversity and aspirations of the student population. Efforts will focus on ensuring that families receive timely, relevant information that promotes engagement and shared responsibility for student success. Additionally, the LEA will actively solicit input from school staff to identify successful strategies that have strengthened family relationships at individual sites. Effective practices will be shared and scaled across programs to promote consistency and expand opportunities for family voice in school planning and continuous improvement processes. Through intentional professional learning, improved communication systems, and the strategic use of feedback, the LEA will continue to enhance its approach to family engagement—fostering an inclusive, collaborative environment where families are valued as essential partners in supporting student achievement and well-being.|Based on analysis of educational partner feedback and local data, the LEA has identified the need to strengthen engagement with underrepresented families by building stronger, more intentional partnerships that directly support student outcomes and overall well-being. To address this need, the LEA will continue collaborating with key partners—including County Probation, All 4 Youth, and Resource Specialist Program (RSP) staff—to support the recruitment and involvement of parent representatives in school planning and improvement efforts. These partnerships will include purposeful dialogue focused on identifying barriers that may limit family participation, particularly for families who have been historically underrepresented. The goal is to create more welcoming and inclusive school environments where parent voice is actively sought, respected, and integrated into decision-making processes. The LEA will also expand collaboration with contracted services to strengthen outreach strategies and improve sustained communication with families. Their expertise in family engagement will inform targeted approaches to increase parent involvement and ensure that engagement efforts are responsive to the diverse cultural and linguistic needs of the community. Feedback from these partners will guide the refinement of outreach practices to better connect with families who may not traditionally participate in school activities or governance structures. Additionally, the LEA will invest in building staff capacity in culturally responsive teaching and leadership practices to better support engagement with underrepresented families. School planning events will be intentionally designed to promote meaningful dialogue around student achievement data, assessment results, and support systems. Families will be encouraged not only to review and discuss student performance information, but also to help identify priorities and topics that are most relevant to their children and communities. Through strengthened interagency collaboration, expanded outreach efforts, and intentional capacity-building, the LEA will enhance partnerships with underrepresented families—ensuring that all families are valued contributors in shaping strategies that promote improved student outcomes and equitable access to opportunity.|Throughout the school year, the LEA provides multiple avenues for parents and educational partners to participate in shared decision-making processes that support student achievement. Engagement opportunities are intentionally scheduled at flexible times and offered in varied formats to accommodate the diverse needs of families. School administrators and staff actively promote involvement by encouraging participation in advisory and governance groups such as School Site Council (SSC), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), general parent meetings, and Local Control and Accountability Plan (LCAP) input sessions. In addition, annual surveys are administered to gather feedback that directly informs school improvement strategies and student outcome goals. Site leadership has taken deliberate steps to deepen relationships with families by personally inviting participation, affirming the importance of family voice in decision-making, and fostering a culture grounded in collaboration and mutual respect. Consistent communication with community-based partners has further strengthened outreach efforts and broadened family engagement across school programs. Educational partners have acknowledged measurable gains in student performance in reading, writing, and mathematics as demonstrated through local benchmark data. These improvements are linked in part to the implementation of targeted academic interventions, including small-group reading support for identified students. Families have expressed continued support for sustaining these instructional strategies—particularly for English Learners, foster youth, and students from low-income backgrounds—emphasizing the importance of maintaining focused academic supports while ensuring families remain actively involved in shaping school planning and improvement efforts.|Based on the analysis of educational partner feedback and local data, the LEA has demonstrated significant strengths and progress in engaging families and partners in decision-making processes. A variety of outreach opportunities are offered throughout the year, including meetings scheduled flexibly to accommodate diverse family needs and availability, ensuring broad access to participation. School administrators and staff actively promote engagement by attending campus-based events and encouraging families to participate in advisory and governance bodies such as the School Site Council (SSC), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), general parent meetings, and Local Control and Accountability Plan (LCAP) input sessions. Annual surveys are also conducted to gather feedback that informs improvements to programs, services, and student outcomes.  Intentional outreach by site leadership further strengthens engagement. Administrators personally invite families to contribute, emphasizing the value of their perspectives and reinforcing a school culture grounded in mutual respect, collaboration, and shared responsibility for student success.  Collaboration with community partners enhances these efforts, expanding opportunities for family and stakeholder input. Partners have noted measurable student progress in reading, writing, and mathematics, as reflected in local benchmark assessments, and have provided guidance on targeted academic supports. Families have consistently expressed strong support for maintaining interventions—particularly for English Learners, foster youth, and students from low-income households—highlighting the importance of sustained academic programs alongside meaningful opportunities to influence instructional priorities.  Overall, these efforts demonstrate the LEA’s commitment to providing inclusive, accessible avenues for families and educational partners to actively contribute to school planning and decision-making, supporting continuous improvement and positive student outcomes.|Based on the analysis of educational partner input and local data, the LEA has identified a need to increase the engagement of underrepresented families, particularly English Learners, Foster Youth, and students from low-income households, in school and district decision-making processes. To address this, the LEA will implement targeted strategies designed to promote equitable participation and ensure that these families are meaningfully represented in advisory and planning structures.  Professional development will be provided to school administrators and staff to strengthen culturally responsive outreach and communication practices. This training will focus on identifying and reducing barriers to participation, including reviewing meeting formats, ensuring consistent access to translation and interpretation services, and offering flexible engagement options such as in-person, virtual, and hybrid meetings.  The LEA will also support and enhance the role of existing advisory bodies, including School Site Councils (SSC), English Learner Advisory Committees (ELAC), the District English Learner Advisory Committee (DELAC), and the Parent Advisory Committee (PAC), by providing guidance and training that enable members to actively contribute their knowledge, experiences, and perspectives to decision-making at both the school and district levels.  To expand reach and build trust with underrepresented families, the LEA will collaborate with community-based organizations and agency partners that assist families in navigating school systems. These partnerships will support recruitment, communication, and opportunities for families to provide input in ways that are accessible, responsive, and culturally sensitive.  Through these coordinated actions, the LEA is committed to fostering inclusive decision-making processes, ensuring that families from all backgrounds have opportunities to participate in planning and shaping programs that directly support student success.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-18|2026
10101080109991|Crescent View West Public Charter|3|Crescent View West Public Charter School (CVW) has consistently demonstrated a strong commitment to fostering positive, enduring relationships with families and the broader community. Building connections with educational partners has long been a priority, reflected in initiatives such as the Parent Advisory Committee, English Learner Advisory Committee, Parent-Teacher Conferences, student and family celebrations, and weekly updates through the Data + Design system. These efforts ensure that families feel closely connected to both the school and their child’s academic progress. The effectiveness of these strategies is evident in both engagement and feedback. Annual surveys indicate that 100% of parents feel the school is safe, 99% feel connected to the school and satisfied with their child’s progress, and 99% report that communication from the school is clear and effective. Additional feedback from engagement events reinforces these findings, with parents noting that staff genuinely care about students’ social and academic well-being, value parent input, and provide timely communication and resources to support student success. Families also appreciate that their children are treated with respect and receive a high-quality education that prepares them for life beyond graduation. During one of the ELAC & PAC parent meetings a parent stated they have noticed an uptick in programs provided allowing for a more rounded educational experience (trips and STEM). Another said, “It was a better fit for me, since I like to do work at my own pace and work independently. I feel like this is a better place to work.” And, several SPED parents offered overwhelming gratitude. When asked for improvements, there weren’t any significant requests. The teachers and support staff were highly praised. Commenting the following: Attention to the student is something never offered in schools of residence, Communication with parents (excellent), Students feel safe, Team approach is apparent and that Parents feel valued. Through these sustained practices, CVW demonstrates both progress and strength in cultivating trusting, collaborative relationships between school staff and families.|Participation and engagement from educational partners at CVW have grown significantly, as reflected in strong attendance at school meetings, events, and activities. However, the school recognizes that some parents are still unable to attend due to scheduling or other challenges. To address this, CVW has adjusted event schedules throughout the year, offering sessions at different times to ensure accessibility for all families. Survey feedback indicates increased participation at PAC and ELAC meetings, with more parents recognizing the value of effective, two-way communication using accessible language. The school remains committed to continually gathering meaningful feedback, as parent input is essential to ongoing school improvement. While parent involvement in their students’ education has increased, some families still find aspects of the school program complex, including attendance requirements, credit completion, policies, and the roles of parents and students. To address this, CVW has enhanced the onboarding process for new students and maintains ongoing communication to support the academic and socio-emotional needs of all students. Additionally, the school prioritizes clear, two-way communication and ensures staff availability during school hours, allowing families and students consistent access to support and opportunities to fully engage with all aspects of the program.|CVW staff recognize the diverse needs of our community, particularly those of underrepresented families, and are committed to ensuring these families are fully included in school activities and decision-making. To enhance engagement, staff provide translation services for all communications and personally reach out to families in their preferred language, helping them feel valued, welcomed, and comfortable within the school community. The school offers multiple participation opportunities, both in-person and virtually, as well as workshops and classes tailored to the interests and needs of educational partners. Targeted outreach, including personal calls to families in special populations, ensures additional avenues for involvement and supports meaningful engagement. By expanding access and implementing these inclusive communication strategies, CVW aims to strengthen connections with underrepresented families, enabling them to actively participate and positively impact their child’s educational experience.|A key strength of CVW is our diverse and knowledgeable staff, dedicated to meeting the unique needs of every student. From enrollment, staff assess students’ academic levels and develop individualized programs to support growth, providing access to tutors, counselors, and retention specialists as needed. Staff maintain consistent communication with families through multiple channels including email, text, and social media to keep parents informed and involved in their child’s education. Feedback from educational partners highlights the school’s welcoming environment, flexibility, and responsiveness in supporting both students and families. Students and parents benefit from live instructional support, weekly progress updates, and access to a variety of academic tools and resources. School survey data show that parents greatly appreciate these outreach efforts, especially during periods of academic challenge or disengagement. CVW will continue to build on these strengths, evolving practices based on ongoing feedback from educational partners to strengthen partnerships that promote student success.|Data analysis and feedback indicate that CVW aims to increase engagement of underrepresented families and students in small group instruction, counseling sessions, workforce partner workshops, and mental health/social-emotional services. Expanding access and participation in these programs will strengthen relationships between students, families, and the school, while supporting academic growth and overall student success. Targeted outreach, clear communication, and culturally responsive practices will ensure that all families, especially those historically underrepresented, can actively participate and benefit from these opportunities.|A key focus for CVW is increasing engagement with underrepresented families. While parents consistently express confidence in the services and support provided to students, the school recognizes the need to continually strengthen these partnerships. CVW is committed to ensuring that all families have equitable access to programs and resources, providing targeted outreach, clear communication, and culturally responsive support to help students thrive academically and socially throughout their educational journey.|CVW has demonstrated flexibility and responsiveness in engaging educational partners, consistently offering meetings at times that best accommodate parents, which has resulted in increased attendance and engagement. A key strength lies in CVW’s ongoing efforts to gather input from families and provide opportunities for feedback. While parent participation in meetings and events has been strong, the school recognizes the need to further involve families in the planning and implementation of programs. To address this, staff are participating in professional development focused on effectively connecting with families, eliciting meaningful feedback, and making collaborative decisions. Moving forward, CVW remains committed to expanding these efforts, identifying topics of interest, and strengthening strategies that encourage family input in decision-making, ensuring all voices are heard and valued .Moving forward, CVW remains committed to expanding these efforts, identifying topics of interest, and strengthening strategies that encourage family input in decision-making, ensuring all voices are heard and valued.|CVW is committed to increasing engagement of underrepresented families in school decision-making. Personalized outreach, including phone calls in families’ primary language (such as Spanish), will continue to invite participation in key events like ELAC and LCAP Educational Partner meetings. Relevant documents will be translated, and live translation will be available during meetings to ensure accessibility. Additionally, the school will offer workshops and classes tailored to parents’ interests to further encourage meaningful participation. With the addition of staff, including paraprofessionals, retention specialists, and counselors, CVW can provide more support and actively engage additional families in the school community. Annual survey data show that parents appreciate opportunities to provide input and participate in school events. Moving forward, CVW will continue expanding inclusive strategies to ensure all families, especially those underrepresented, have multiple avenues to share feedback and contribute to decision-making.|At CVW, we recognize that underrepresented families, particularly Spanish-speaking families, require accessible communication and support. To address this, we will hire certified bilingual staff and actively recruit community members to join our team. When staffing capacity is insufficient, we will collaborate with external organizations to ensure families continue to receive high-quality support and opportunities to engage in school decision-making. Recent local survey data indicate that 98% of parents and guardians feel the school encourages their participation and input in activities, events, workshops, and meetings, a 16% increase from last year. To build on this, CVW remains committed to fostering engagement through PAC and ELAC meetings, student recognition events, open houses, back-to-school nights, and parent-teacher-student conferences, providing multiple opportunities for meaningful participation in school decisions.|5|5|5|5|4|4|4|4|4|4|4|4|Met||2026-05-28|2026
10101080111682|Hume Lake Charter|3|Hume Lake Charter School does a great job of building relationships between school staff and families.  In addition to communication that comes in various forms (i.e., email, newsletters, phone calls, conferences, etc.), there is a great deal of emphasis placed on getting parents involved in the school, whether as chaperones, attending board meetings, or offering input and asking questions.|Hume Lake Charter School would like to see an increased family presence at meetings and increased input regarding school decisions.  One way that this may be accomplished is to have personalized invitations to meetings rather than large group invitations.  This could be tailored to committees and topics that families have particular interest in.  The school is also looking to develop a team to address ways to improve school culture and spirit.|Hume Lake Charter School will improve engagement of underrepresented families by increasing the amount and types of communication used in making families aware of opportunities and needs.|Hume Lake Charter School has a Counselor who meets with families and students to discuss student progress.  During these meetings, they discuss where a student is at, what their future plans are, and what steps to take to get there.  The staff is also committed to meeting with families when areas of concern arise, and to communicate victories within the classroom.  In addition, Back to School Night, Parent Conferences, and Open House are presented to allow parents defined opportunities to talk with teachers regarding student progress.|An area of improvement identified by Hume Lake Charter School is to improve the level of participation of families in school-related groups, such as attendance at school board meetings and involvement in the Parent Teacher Club.|Hume Lake Charter School strives to improve engagement of underrepresented families by scheduling meetings to discuss ways to get involved, resources available for success, and to identify opportunities for students to achieve at higher levels.|Hume Lake Charter School consistently makes our educational partners aware of opportunities to engage in providing input for decision-making.|Hume Lake Charter School continues to identify ways to work with our educational partners to actually engage in these opportunities and provide more consistent feedback and input.|Our underrepresented families are most likely to need decisions to be made to meet their needs, and so more targeted efforts to solicit their feedback, such as directed surveys and invitations, could be effective in improving this area.|5|5|5|5|5|5|5|5|5|4|5|4|Met||2026-06-22|2026
10101080119628|Big Picture Educational Academy|3|Big Picture Educational Academy continues to strengthen relationships between school staff and families through consistent communication, student-centered engagement opportunities, and a school culture that emphasizes partnership and belonging. Families are regularly engaged through student exhibitions, parent-teacher conferences, orientation meetings, family events, and ongoing communication with teachers and staff. These opportunities support meaningful two-way communication and provide families with opportunities to participate in their children's academic, social-emotional, and post-secondary planning.   Local survey data reflect positive progress in relationship-building and school connectedness. Parent survey results indicate that 59% of families reported feeling safe and 51% reported feeling connected to the school community. Student survey results demonstrate particularly strong levels of connectedness, with 89% of TK-5 students reporting feeling connected to school, an increase from 70% at baseline. Connectedness also increased significantly among middle and high school students, including eighth grade students (31% to 75%) and ninth grade students (49% to 88%). Survey feedback consistently identified supportive relationships with teachers, regular communication, and access to caring adults as key contributors to students' sense of belonging and engagement.   Educational partner feedback further highlights the importance of positive relationships between families and staff. Parents reported valuing teacher communication, academic updates, and the school's commitment to supporting student growth, while students frequently cited teachers, counselors, and other trusted adults as important sources of encouragement and support. These results demonstrate continued progress toward creating a welcoming and inclusive environment where strong relationships between families and school staff contribute to student success and well-being.|We While Big Picture Educational Academy has made progress in building positive relationships with families, survey data and educational partner feedback identify opportunities to further strengthen family connectedness and engagement. Parent survey results indicate that 51% of families reported feeling connected to the school community, suggesting a need to expand opportunities for families to build relationships with staff and participate in school activities. Feedback from families also highlighted a desire for more frequent communication regarding student progress, additional opportunities for involvement, and continued efforts to ensure that families feel informed and included in their child’s educational experience.  The LEA will continue to focus on increasing meaningful family participation through a variety of engagement opportunities, including student exhibitions, family events, workshops, and school advisory groups. Efforts will also continue to strengthen two-way communication between families and staff, expand outreach to families who may be less connected to the school, and provide timely, accessible information that supports family engagement and student success. These actions are intended to further enhance trust, strengthen relationships, and increase family connectedness across all programs.|Big Picture Educational Academy will continue to improve engagement of underrepresented families by providing multiple avenues for participation and communication that are accessible, welcoming, and responsive to family needs. The LEA will utilize surveys, family meetings, advisory groups, student exhibitions, and school events to gather feedback and encourage participation from families who may not traditionally engage in school activities. Communication will continue through multiple platforms and formats to ensure families receive timely information and have opportunities to share their perspectives.  The LEA will also continue efforts to remove barriers to participation by providing bilingual support, translated materials, flexible meeting opportunities, and outreach tailored to the diverse backgrounds represented within the school community. Feedback gathered through surveys and engagement activities will be used to identify participation gaps and inform future outreach efforts. Through these strategies, Big Picture Educational Academy seeks to strengthen relationships with all families and ensure that underrepresented voices are reflected in school planning, programs, and continuous improvement efforts.|Big Picture Educational Academy continues to strengthen partnerships with families to support positive student outcomes through regular communication, student exhibitions, parent-teacher conferences, and individualized academic and social-emotional supports. Families play an active role in understanding student progress, setting goals, and supporting learning through ongoing collaboration with teachers, counselors, and support staff.  Educational partner feedback indicates that families value the school's commitment to maintaining open communication and providing timely updates regarding student progress. Parents reported that teacher outreach, progress reports, conferences, and direct communication help them stay informed and engaged in their children's education. Students also identified teachers, counselors, and other trusted adults as important sources of academic guidance and personal support. In addition, partnerships with community organizations expand learning opportunities and resources available to students and families. These efforts continue to strengthen the connection between home and school and support improved outcomes for students.|Educational partner feedback indicates opportunities to strengthen family participation and engagement in activities that support student success. While families value communication from teachers and staff, survey feedback suggests a need for additional opportunities for involvement, greater awareness of available resources, and increased participation in school events, advisory groups, and decision-making processes. The LEA will continue to expand family outreach, strengthen two-way communication, and provide accessible opportunities for families to engage as partners in supporting student achievement and well-being.|Big Picture Educational Academy will continue to improve engagement of underrepresented families by providing multiple opportunities for participation through surveys, family events, advisory groups, and student exhibitions. The LEA will utilize bilingual communication, translated materials, and targeted outreach to ensure families have equitable access to information and opportunities to participate. Feedback gathered from families will be used to identify barriers to engagement and guide future outreach efforts, helping ensure that all families are represented in school programs, services, and efforts to support positive student outcomes.|Big Picture Educational Academy continues to strengthen opportunities for educational partners to provide input on school programs, services, and priorities. Families, students, staff, and community members contribute feedback through annual surveys, School Site Council, ELAC, advisory meetings, public hearings, and other engagement activities. These structures provide multiple avenues for educational partners to share perspectives and participate in discussions related to student achievement, school climate, and continuous improvement efforts.  Educational partner feedback gathered through surveys and engagement activities has helped identify strengths and areas for growth related to communication, student support, school climate, and family engagement. The LEA continues to use this feedback to inform planning, refine programs and services, and support the development of LCAP goals and actions. These efforts demonstrate ongoing progress toward creating a culture where educational partner voice is valued and contributes to decision-making processes.|Educational partner feedback and local data indicate opportunities to increase participation in formal decision-making processes and broaden representation among families providing input. While the LEA offers multiple opportunities for feedback through surveys, advisory groups, meetings, and public engagement activities, participation levels vary across family groups. The LEA will continue to focus on increasing awareness of engagement opportunities, improving accessibility of information, and encouraging greater participation in surveys and advisory committees. These efforts will help ensure that a wider range of family perspectives informs school planning, programs, and continuous improvement efforts.|Big Picture Educational Academy will continue to improve engagement of underrepresented families by providing multiple, accessible opportunities for participation in surveys, advisory groups, family meetings, and school events. The LEA will utilize bilingual communication, translated materials, and targeted outreach to ensure families have equitable access to information and opportunities to share their perspectives. Feedback will be collected through a variety of formats and communication platforms to reduce barriers to participation and increase representation. These efforts will help ensure that the voices of all families are reflected in school decision-making, planning, and continuous improvement processes.|4|4|4|5|3|3|4|4|4|4|3|3|Met||2026-06-19|2026
10101080127514|Kepler Neighborhood|3|The Charter School’s strengths and progress in Building Relationships Between School Staff and Families include: • Informal meetings with parents to discuss schoolwide events, issues, and concerns. • Provide consistent communication through Remind email, phone calls, and text notifications. Send newsletters home every other week. • Parents participate on the Parent Advisory Committee (PAC) to advise the Board. • Teachers will utilize an application like Remind daily/weekly to communicate with parents about their children. • The Charter School’s website will be updated regularly and will include the school’s calendar. • Charter Schools will use social media to inform parents/public about schoolwide events. • Charter School sends home information on Understanding State Standards and assessments including SBAC and ELPAC, Title I Parent Rights Meetings, How to Help your Child be Successful, How to Prepare for Parent Conferences, How to be an Educational Partner, Literacy Night, Math Night, Using Educational Technology, and Transition to MS and HS Night. • The parents celebrate the presentations to witness their child sharing their academic hard work and achievement. • Parents also lead community activities and initiatives throughout the year. • Parent/Guardian-Teacher Conferences are held once per year. • Parent serves on the Board of Directors.|The Charter School’s focus areas for improvement in Building Relationships Between School Staff and Families include: • Educate parents on their child's academic progress and the policies that support learning. • Ensure advertising about parent workshops on Literacy Night, Math Night, and Transition to MS and HS Night.|The Charter School will continue to focus on improving the engagement of underrepresented families in relation to Building Relationships Between School Staff and Families. The Charter School focuses on student learning, individual goals for the students, and investing in families to include translation services to parents who are English Learners. The Charter School will continue to host events for parents at various times throughout the day to ensure that families can actively participate in the school community. To parents and families with disabilities, Charter School provides reasonable accommodations such as sign-language interpreters, accessibility to online systems with audio or visual enhancements, and physical access to school events. The Charter School will make special accommodations for communicating with parents or families with accessibility needs or other special needs like conducting home visits.|The Charter School’s strengths and progress in Building Partnerships for Student Outcomes are developing a strong and supportive school culture through a Positive Behavior Intervention and Support program and restorative practices, family communication through REMIND, the website, and the newsletter, and partnerships through conferences, parent workshops, and family events. An LCAP goal that addresses State Priority 3, which includes: Partner with parents to ensure parents are informed about their child’s progress and have opportunities to be involved at the school.|The Charter School’s focus area for improvement in Building Partnerships for Student Outcomes includes building the After-School Program to include tutoring, intervention programs, and enrichment programs. Building partnerships with families to support the school community will continue with best instructional strategies, intervention teachers, Behavior Team, elective classes, and Advisory classes.|The Charter School will improve the engagement of underrepresented families in relation to Building Partnerships for Student Outcomes and will continue to build trusting relationships with families. For families of English Learners, the Charter School will continue to provide translation services, invite families to better understand the acquisition of the English language, and how to engage with the school. For families of students with disabilities, the Charter School will engage with families during IEP meetings and in planning activities and programs for students.|The Charter School’s strengths and progress in Seeking Input for Decision-Making are seeking input from educational partners through an annual survey, frequent meetings, Parent Advisory Council, and overall climate development. Hiring includes several educational partners to ensure that future employees meet the qualifications and align with the Charter School’s mission.|The Charter School’s focus area for improvement in Seeking Input for Decision-Making will include programmatic decisions through the Professional Learning Communities in regard to instructional strategies, curriculum, the timing of events, and assessments. Furthermore, the families will have additional opportunities to share information through Family Nights and the Parent Advisory Council.|The Charter School will improve the engagement of underrepresented families in relation to Seeking Input for Decision-Making and will include meetings for parents of English Learners and parents of Students with Disabilities to provide information about the programs provided to the students.|4|5|5|5|5|3|4|4|5|5|5|4|Met||2026-06-17|2026
10101080136291|Career Technical Education Charter|3|Based on the analysis of educational partner input and local survey data, CTEC continues to demonstrate strong progress in building positive relationships between school staff and families. Parent survey results indicate that families generally feel welcomed, respected, and supported by school staff. In the 2025–26 parent survey, 90% of respondents reported that they feel welcome to participate at the school, and 94% indicated that CTEC staff treat parents with respect, demonstrating a strong foundation of trust and a welcoming school culture. Communication with families remains a key strength. The majority of parents reported that the school communicates clearly and regularly with families and keeps them informed about school activities, reflecting the school’s continued efforts to provide consistent communication through newsletters, the student information system, and social media platforms. Additionally, approximately 77% of parents agreed or strongly agreed that the school encourages them to be active partners in their child’s education, showing continued progress in engaging families as collaborators in student success. Educational partner feedback also highlights the value of multiple engagement opportunities such as Back-to-School Night, Parent Advisory Committee meetings, college and career workshops, and school events, which provide families with meaningful opportunities to connect with staff and participate in the school community.|Based on the analysis of educational partner input and the 2025–26 parent survey data, CTEC has identified opportunities to further strengthen family engagement and communication. While most parents reported feeling welcomed and respected by school staff, survey responses indicate a need to expand efforts that more actively involve families in their students’ educational journey. One focus area for improvement is increasing communication about student academic progress and strategies families can use to support learning at home. Although families appreciate regular school updates, some parents indicated they would benefit from clearer information about classroom expectations, academic supports, and ways to reinforce learning outside of school. Another area for growth is expanding opportunities for meaningful family participation and input in school programs and decision-making processes. While engagement opportunities such as Parent Advisory Committee (PAC) meetings, college and career workshops, and school events are available, the survey data suggests that continued outreach and encouragement may help increase participation and ensure families feel more connected to the educational process. In response, CTEC will continue working to strengthen two-way communication with families, provide more resources that support learning at home, and create additional opportunities for families to engage in school activities and provide feedback. These efforts will help deepen partnerships between school staff and families and support student success.|To improve engagement with underrepresented families, CTEC will continue to prioritize multilingual communication and translation support, including the use of the school’s bilingual aide to assist Spanish-speaking families during meetings, school events, and written communications. The school will also continue using multiple communication platforms—such as newsletters, the student information system, and social media—to ensure information is accessible and shared consistently. In addition, CTEC will work to increase flexible engagement opportunities, including offering meetings and workshops at varied times and providing virtual participation options when possible. The school will also continue to promote inclusive family engagement through events such as Parent Advisory Committee (PAC) meetings, college and career workshops, and school showcases, ensuring that families from diverse backgrounds feel welcomed and encouraged to participate. Through these efforts, CTEC aims to reduce barriers to participation, strengthen relationships with underrepresented families, and ensure all families feel valued as partners in supporting student success.|Based on the analysis of educational partner input and local data, CTEC continues to demonstrate strong progress in building effective partnerships that support positive student outcomes. The school maintains consistent and accessible communication with families through the student information system, weekly newsletters, social media platforms, and direct outreach from staff. These communication tools support ongoing collaboration between home and school and help ensure that families remain informed about academic expectations, student progress, and opportunities for involvement. Parent survey data indicates that families feel welcomed and respected by school staff, reflecting a strong foundation of trust that supports meaningful partnerships. Families also report appreciation for opportunities to participate in school events and programs that connect them to their child’s academic and career pathways. CTEC continues to expand engagement opportunities that strengthen partnerships around student success. Events such as integrated project showcases, Career Technical Education open houses, college and career workshops, and dual enrollment information sessions provide families with insight into classroom learning and postsecondary opportunities. These events allow families to better understand how academic programs, career pathways, and support systems work together to prepare students for college and careers. In addition, the school continues to collaborate with families and community partners to support students through extended learning opportunities, academic supports, and career exploration experiences. Through consistent communication, family engagement opportunities, and a shared focus on student achievement, CTEC has continued to strengthen partnerships that positively contribute to student outcomes.|Based on the analysis of educational partner input and local data, CTEC continues to identify opportunities to strengthen partnerships that directly support student outcomes. While communication systems and outreach efforts have improved, the LEA recognizes the need to deepen connections that encourage more consistent and equitable participation in students’ educational experiences. One key focus area is improving family understanding of academic progress, available supports, and postsecondary opportunities. CTEC will continue working to ensure that families have clearer access to information about interventions, tutoring, dual enrollment opportunities, and college and career pathways so they can more actively support their student’s academic and career development. Additionally, CTEC will focus on expanding accessibility and inclusivity in family engagement opportunities. The LEA will continue offering flexible scheduling for meetings and events, increasing virtual participation options, and strengthening multilingual communication and translation support to ensure all families—especially English learner families—are able to fully participate. CTEC will also prioritize increasing family participation in academic support and decision-making processes, including parent-teacher conferences, Student Success Team (SST) meetings, and Response to Intervention (RTI) discussions. By helping families better understand student progress, interventions, and their role as partners in education, the LEA aims to strengthen collaboration between home and school. Through these efforts, CTEC will continue building inclusive, culturally responsive partnerships that empower families to actively support their child’s academic achievement and long-term success.|Based on the analysis of educational partner input and local data, CTEC will continue to strengthen engagement with underrepresented families by implementing intentional strategies that support families of English learners, students with disabilities, and those facing academic or social-emotional barriers. While current communication and engagement systems have improved access to information, the LEA recognizes the importance of ensuring that all families are able to meaningfully participate in discussions that impact student outcomes. To improve engagement, CTEC will continue expanding access to Student Study Team (SST) meetings, parent-teacher conferences, and Response to Intervention (RTI) discussions by offering flexible scheduling options, virtual participation opportunities, and interpretation services when needed. These strategies will help ensure that families can participate in conversations related to their child’s academic progress, interventions, and available supports. The LEA will also maintain designated staffing support, including bilingual staff and specialized personnel, to assist families in navigating school resources, understanding instructional supports, and learning about their legal rights and responsibilities as partners in education. These staff members help facilitate communication between families and school personnel and ensure families feel supported throughout the process. In addition, CTEC will continue offering family education opportunities, such as workshops and informational sessions focused on instructional strategies, navigating the school system, and college and career planning. By providing structured, inclusive, and accessible engagement opportunities, CTEC aims to empower historically underrepresented families with the knowledge, confidence, and resources needed to actively support their student’s academic achievement and long-term success.|Based on the analysis of educational partner input and local data, CTEC continues to demonstrate progress in actively seeking feedback from families, staff, students, and community partners to inform school decision-making. The LEA prioritizes transparency and collaboration by providing multiple opportunities for stakeholders to share input on school programs, policies, and improvement efforts. One key strength is the use of annual stakeholder surveys, including both parent and staff surveys, which provide valuable insight into perceptions of school climate, communication, and areas for growth. Parent survey results indicate that families generally feel welcomed and valued by school staff, which supports open communication and encourages participation in school discussions and initiatives. Staff survey results also highlight a collaborative culture within the school. The majority of staff reported that the school maintains a supportive environment and promotes academic success for students, and several responses noted that leadership is receptive to feedback and works to address staff needs. Staff feedback also reflects that teachers and support personnel have opportunities to contribute ideas and perspectives related to school practices through meetings, collaboration time, and informal feedback channels. Additionally, CTEC continues to engage families through structures such as the Parent Advisory Committee (PAC), informational workshops, and school events where families can ask questions, share perspectives, and provide feedback. These engagement opportunities allow the school to gather meaningful input that informs program development, student support strategies, and continuous improvement efforts. Through the use of surveys, advisory groups, staff collaboration, and ongoing communication with families, CTEC has continued to strengthen a culture of shared decision-making where educational partner voices help guide school improvement and support positive student outcomes.|Based on the analysis of educational partner input and local data, CTEC has identified a continued need to increase participation from families of unduplicated students, including English learners and students with exceptional needs, in decision-making opportunities. While the LEA provides several avenues for stakeholder feedback—such as surveys, Parent Advisory Committee (PAC) meetings, and school events—participation from some groups remains limited, indicating the need for more targeted outreach and accessible engagement opportunities. A key focus area is improving awareness and understanding of how families can contribute to school decision-making and how their input influences school planning and improvement efforts. The LEA recognizes that some families may not fully understand the role their feedback plays in shaping school programs, policies, and services. To address this, CTEC will work to expand flexible engagement opportunities, including virtual meetings, varied meeting times, and additional communication channels that accommodate family schedules and availability. The school will also continue strengthening the Parent Advisory Committee (PAC) by encouraging broader representation and actively inviting participation from families whose voices have historically been underrepresented. In addition, CTEC will continue improving communication and outreach efforts, including multilingual communication and personalized invitations to participate in surveys, meetings, and feedback opportunities. By refining outreach strategies and emphasizing the value of family voice in school decision-making, CTEC aims to ensure that all educational partners feel welcomed, heard, and empowered to contribute to decisions that impact student learning and school improvement.|Based on the analysis of educational partner input and local data, CTEC will continue to strengthen engagement with underrepresented families—particularly families of English learners, students with disabilities, and socioeconomically disadvantaged students—by providing more accessible opportunities for input in school decision-making. The LEA recognizes that some families may face barriers to participation due to language differences, scheduling conflicts, or limited familiarity with school governance processes. To improve engagement, CTEC will continue offering flexible and accessible participation options, including meetings held at varied times and opportunities for virtual participation to better accommodate families’ schedules. These strategies will help ensure that more families can participate in discussions related to school programs, student supports, and improvement planning. CTEC will also focus on increasing family awareness of their rights and roles as educational partners by providing clear information about how families can participate in school decision-making and how their input helps shape school initiatives and programs. Additionally, the LEA will continue providing bilingual communication and translation support to ensure families who speak languages other than English can fully participate in meetings, surveys, and discussions. The school will also work to strengthen representation of underrepresented families within the Parent Advisory Committee (PAC) and other stakeholder groups by conducting targeted outreach, building relationships with families, and creating welcoming spaces for dialogue and feedback. By demonstrating how stakeholder input influences school decisions, CTEC aims to empower families to actively participate as partners in guiding the direction of the school and supporting student success.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-09|2026
10101080140186|Clovis Global Academy|3|According to the 25-26 Annual Parent Satisfaction Survey, families rated home to school communication as 4.2 out of 5.0.  ParentSquare continues to be used successfully as a platform for home to school communication. We have a very engaged School Advisory Council (SAC) and English Learner Advisory Committee (ELAC) which meets quarterly. CGA's Parent Teacher Organization known as the Global Parents Academy (GPA) continues to enhance the sense of community by organizing various events and fundraisers.  Some of our classrooms invited parents as guest speakers and there were ample opportunities for parents to serve as field trip chaperones. We organized Read Across America, Book Fair, Field Day, Talent Show, Back to School night, Open House which provided more opportunities for parents to feel connected with the school. We also added some new events this year such as Family STEM Nights with strong attendance. We have systems in place to respond to and address student needs strategically and ensure consistent follow through to foster growth and improvement, so this is also one of our strengths.|We have paused Project Based Learning (PBL) for the last two years which limits some opportunities for our parents to be involved in projects or participating in learning showcases. Although we continue to offer parent workshops, the attendance continues to be low.|We will continue to receive feedback from our underrepresented families using approaches such as parent surveys and in-person conversations. Many of our staff members are available to meet and greet students and families during drop off and pick up. This allows us to build strong relationships with families, including those who are underrepresented.|CGA prioritizes culturally responsive teaching, and as a Dual Language Immersion school serving a significant portion of students whose home language differs from both English and Spanish, we embrace diversity and celebrate languages and literacy daily. Therefore, one of our strengths is in learning about students' backgrounds, cultures, and languages spoken in the home. We have intervention staff to support students who need additional academic support in ELA, SLA or Math. Most of these staff members are bilingual which helps build stronger partnerships and leads to improved communication between the instructor and families. We also have a Counselor, Student Wellness Coordinator, and Mental health clinicians on site (through All4Youth) to serve our students social-emotional and mental health needs, in partnership with families. Families were able to meet both teachers at the same time during parent teacher conferences. We also scheduled a Spring conference for students on a as-needed basis. 100% of our parents are connected to ParentSquare, which is the primary means of home to school communication and provides auto-translation capability in multiple languages.|We will continue to offer Parent Workshops on topics such as: how to access school resources, supporting a child’s learning at home, social emotional learning, and cultural conversations. We will continue to work with our School Advisory Council to identify ways of increasing attendance at these workshops.|We had bilingual staff in our front office who can communicate with our families who speak languages other than English. We also have a full-time Counselor which will help in better communication with our underrepresented families and understanding their unique needs.|Our School Advisory Council (SAC) and English Learner Advisory Council (ELAC) has resulted in increased parent input in developing the school’s priorities. Annual Parent Satisfaction Surveys and LCAP Input Surveys have also served as effective instruments for capturing our families’ input.|We were able to significantly increase participation rate for our Annual Parent Survey this year by limiting the number of questions. However, there is room for improvement in encouraging more families to add their voice through these surveys.|We will use multilingual communication, personal invitations to participate in advisory committees, and flexible meeting formats such as virtual and in-person options to improve engagement of underrepresented families.|5|5|4|5|4|4|4|4|5|5|4|4|Met||2026-06-29|2026
10101086085112|Edison-Bethune Charter Academy|3|EBCA has received positive feedback regarding staff efforts to build relationships with families, and we continue to prioritize strengthening these connections. During the 2025-26 school year, we expanded opportunities for family engagement through monthly parent workshops, increased communication, and ongoing opportunities for feedback through meetings and surveys. We have also strengthened communication by consistently using platforms such as ParentSquare, Smore (monthly newsletters), Aeries, Facebook, Instagram, and TikTok to keep families informed and engaged.|Our educational partners did not provide specific focus areas of improvement.|EBCA will continue working to better engage underrepresented families by offering monthly parent meetings where families can receive information, ask questions, and share feedback. These meetings are collaborative with EBCA staff and families. We will continue making these opportunities accessible through bilingual communication, flexible meeting times, and targeted outreach. Staff will also continue building their skills in cultural responsiveness and supporting English Learner families so all families feel welcomed and connected to the school.|EBCA keeps families informed through a monthly electronic newsletter and a bulletin board highlighting school events and activities. We have continued to build partnerships by providing opportunities for families to be involved on campus, including lunch visits, volunteering, and school events for the entire family. These efforts have helped increase family visibility on campus and strengthen connections between home and school. EBCA will continue building on this by maintaining clear communication and creating meaningful opportunities for families to support student learning.|EBCA recognizes that gathering consistent and meaningful feedback from all families remains an area for growth. Some families are underrepresented in surveys and school input. To improve this, EBCA is working with Kelvin 2026-27 Local Performance Indicator Self-Reflection for Edison-Bethune Charter Academy Page 11 of 17 Education to strengthen survey practices and increase participation, with a focus on making feedback opportunities more accessible and relevant to families.|To better engage underrepresented families, EBCA is expanding how we collect input by offering surveys through multiple formats, including online and paper copies, and providing opportunities to complete them during in-person events and meetings. We are also focusing on more intentional outreach to encourage participation. These efforts are intended to ensure all families have access to share their perspectives and feel included in school decisionmaking.|EBCA has made progress in seeking input for decision-making by updating policies and handbooks and ensuring they are accessible to students, families, and staff. These documents are shared through the school website, providing opportunities for educational partners to review information and provide feedback. EBCA also gathers input through meetings, informal communication, and surveys, helping inform school decisions and improvements.|The policies were updated and finalized in April of 2026. EBCA is continuing to work on providing more opportunities for educational partner input, and will continue to try and improve for the 2026-27 school year.|EBCA will continue working to improve engagement of underrepresented families by using multiple outreach strategies, including surveys, a monthly newsletter, and parent meetings. To increase participation, we will focus on making these opportunities more accessible through bilingual communication, flexible meeting options, and targeted outreach. These efforts are intended to ensure all families have meaningful opportunities to share input and be included in the decision-making process.|4|4|4|5|4|3|5|3|3|3|4|3|Met||2026-06-18|2026
10619940000000|Alvina Elementary|3|The Alvina Elementary Charter School District remains dedicated to cultivating both the academic growth and social-emotional well-being of every student. Through close collaboration between classroom teachers and the school resource team, the district ensures comprehensive student support. To sustain and advance the student outcomes identified within the Local Control and Accountability Plan (LCAP), the district prioritizes recruiting and retaining highly qualified certificated and classified instructional staff, paired with targeted professional development to support high-quality classroom instruction.  To foster continuous educator growth, the district maintains strong professional learning partnerships with the Fresno County Office of Education, the Tulare County Office of Education, and the AIMS Center. Classrooms are equipped with district-adopted core curricula, and the district is currently in the research phase of a new mathematics adoption.  Progress monitoring is driven by robust assessment systems, including ESGI for grades K–2 and i-Ready for grades 3–8. Instructional staff participate in student performance meetings each trimester to analyze achievement data, monitor ongoing progress, and align targeted intervention materials to support specific student needs. Furthermore, the administration and special education teams meet monthly with instructional staff to review performance trends and provide necessary instructional support. To ensure a cohesive educational experience, the district’s expanded learning program is strategically aligned with the instructional day to further bolster overall student academic achievement.|Based on a comprehensive analysis of local data and educational partner input, the Alvina Elementary Charter School District continues to prioritize reducing Chronic Absenteeism as a critical component of building effective student-outcome partnerships. A review of local performance metrics reveals significant progress: the district’s overall Chronic Absenteeism Rate decreased from post-pandemic reporting periods and improved overall from the red performance indicator on the California School Dashboard. While celebrating this notable success, the district remains committed to maintaining a strict focus on attendance initiatives moving forward. Because consistent school attendance directly correlates with optimal academic growth and social-emotional development, sustaining these gains is vital. The district will continue to collaborate proactively with families to improve attendance outcomes, ensuring students remain engaged and present while upholding the highest health and safety standards on campus.|Based on a comprehensive analysis of local data and educational partner input, the Alvina Elementary Charter School District is committed to strengthening the vital partnership between school staff and families. To foster this community engagement, the district will implement several key actions outlined in its Local Control and Accountability Plan (LCAP).  First, the district will host on-campus family engagement opportunities designed to build community and celebrate student success, including Back to School Night, parent-teacher conferences, student assemblies and performances, Open House, the Thanksgiving luncheon, and the Spring Carnival. Additionally, the district will continue to provide essential community resources, such as food and clothing assistance. Parents and guardians will also be invited to actively participate in shared decision-making through the Parent Advisory Committee (PAC) and the English Learner Advisory Committee (ELAC).  To ensure robust equity and access, the district will maintain the Home Outreach Team. This team directly supports English Learners and low-income families by connecting students with critical resources, including medical, dental, and health guidance; mental health supports; financial assistance resources; and essential academic supplies. Furthermore, the district and the Home Outreach Team will collaborate proactively with families to develop personalized attendance improvement plans, ensuring every student is present and equipped for academic success.|The Alvina Elementary Charter School District prioritizes strong partnerships with families to foster a safe, welcoming, and inclusive environment for all students. To support this mission, staff members receive ongoing professional development focused on the importance of cultivating meaningful home-school connections to enhance student educational growth. To ensure robust community engagement and provide a platform for educational partners to share their voice, the district hosts bi-monthly meetings for both the Parent Advisory Committee (PAC) and the English Learner Advisory Committee (ELAC). These committees serve as critical forums for gathering stakeholders' input on district performance and initiatives. Additionally, the district hosts various community-building and academic events throughout the academic year, including Back to School Night, parent-teacher conferences, student performances and assemblies, Open House, the Thanksgiving luncheon, and the Spring Carnival, alongside essential food and clothing distribution drives. To maintain continuous, accessible communication, teachers utilize diverse digital platforms such as Remind, Gmail, and Google Voice. Furthermore, the district is deeply committed to equity and accessibility, providing bilingual translation services to fully support and engage our Spanish and Mixteco speaking families. Through these comprehensive efforts, the district takes pride in maintaining a warm, supportive, and nurturing educational community.|The Alvina Elementary Charter School District has identified key target areas to drive continuous improvement and optimize student outcomes. While the district has made significant strides, maintaining a strategic focus on further reducing the Chronic Absenteeism Rate remains a top priority to directly support student academic performance. In addition to attendance, the district is deeply committed to addressing the holistic needs of students by strengthening mental health and social-emotional supports. In partnership with the school psychologist and the Fresno County Superintendent of Schools (FCSS) All4Youth program, the district provides vital mental health services and is currently designing Tier II targeted interventions. By supporting struggling students within a comprehensive student-and-family framework, the district aims to foster long-term social-emotional and academic success. Finally, expanding equity and access for all families remains a core objective. The Home Outreach Team will prioritize targeted outreach to historically underrepresented families, cultivating deeper levels of engagement and partnership to actively support student educational progress.|To foster collaborative partnerships that enhance student educational growth, the Alvina Elementary Charter School District will maintain bi-weekly contact with the families of targeted students. Establishing consistent communication and shared expectations between the home and school environments is vital to maximizing opportunities for student success. The district will also implement personalized outreach and direct invitations to ensure all families feel welcome and encouraged to participate in parent engagement opportunities, including Parent Advisory Committee (PAC) and English Learner Advisory Committee (ELAC) meetings, as well as parent-teacher conferences. To ensure equitable access and remove language barriers, professional translation services will be provided as needed. Through these strategic efforts, the district aim to cultivate an inclusive environment that significantly increases the participation and voice of historically underrepresented families, alongside the broader school community.|The Alvina Elementary Charter School District recognizes its vital role within the local community and remains dedicated to supporting its families. To effectively meet the evolving needs of the school community, the district prioritizes cultivating and maintaining strong, collaborative connections among staff, students, and parents.  Active parental engagement is essential to gathering the qualitative and quantitative data necessary to inform strategic decision-making within district committees, directly shaping the Local Control and Accountability Plan (LCAP). The district community demonstrates a high level of commitment, reflected in consistently strong attendance rates at parent-teacher conferences, Parent Advisory Committee (PAC) meetings, and English Learner Advisory Committee (ELAC) meetings. Furthermore, a substantial percentage of families participate annually in the LCAP stakeholder survey, providing the critical feedback needed to guide district resources, support student success, and foster continuous improvement.|The Alvina Elementary Charter School District remains committed to expanding its outreach to all families, with a dedicated focus on increasing the participation of historically underrepresented groups. Demonstrating a positive trend in community engagement, the district achieved an approximate 71% return rate on its annual family survey—reflecting a notable 3% increase from the prior year. While celebrating this growth in overall responses, an analysis of local data alongside educational partners indicates opportunities for further progress. The district and its stakeholders view these metrics as a strong foundation and will continue to refine outreach strategies to ensure all family voices are fully represented in the district's continuous improvement efforts.|The Alvina Elementary Charter School District continues to prioritize expanding parent involvement as a key area for improvement, with a dedicated focus on securing input from historically underrepresented families to inform district decision-making. To ensure all stakeholder voices are accurately represented, the district will maintain and refine its outreach strategies by continuing proactive communication to assist underrepresented populations in completing the annual survey via the NTI platform, while also hosting designated on-campus parent hours to provide direct, in-person survey assistance. Furthermore, the district will utilize personalized invitations and targeted outreach to encourage underrepresented families to attend and actively participate in advisory bodies, such as the Parent Advisory Committee (PAC) and the English Learner Advisory Committee (ELAC). Through these sustained efforts, the district aims to remove barriers to participation, elevate diverse community perspectives, and strengthen the data-driven foundation of its local control initiatives.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-25|2026
10619946005730|Alvina Elementary Charter|3|The Alvina Elementary Charter School District remains dedicated to cultivating both the academic growth and social-emotional well-being of every student. Through close collaboration between classroom teachers and the school resource team, the district ensures comprehensive student support. To sustain and advance the student outcomes identified within the Local Control and Accountability Plan (LCAP), the district prioritizes recruiting and retaining highly qualified certificated and classified instructional staff, paired with targeted professional development to support high-quality classroom instruction. To foster continuous educator growth, the district maintains strong professional learning partnerships with the Fresno County Office of Education, the Tulare County Office of Education, and the AIMS Center. Classrooms are equipped with district-adopted core curricula, and the district is currently in the research phase of a new mathematics adoption. Progress monitoring is driven by robust assessment systems, including ESGI for grades K–2 and i-Ready for grades 3–8. Instructional staff participate in student performance meetings each trimester to analyze achievement data, monitor ongoing progress, and align targeted intervention materials to support specific student needs. Furthermore, the administration and special education teams meet monthly with instructional staff to review performance trends and provide necessary instructional support. To ensure a cohesive educational experience, the district’s expanded learning program is strategically aligned with the instructional day to further bolster overall student academic achievement.|Based on a comprehensive analysis of local data and educational partner input, the Alvina Elementary Charter School District continues to prioritize reducing Chronic Absenteeism as a critical component of building effective student-outcome partnerships. A review of local performance metrics reveals significant progress: the district’s overall Chronic Absenteeism Rate decreased from post-pandemic reporting periods and improved overall from the red performance indicator on the California School Dashboard. While celebrating this notable success, the district remains committed to maintaining a strict focus on attendance initiatives moving forward. Because consistent school attendance directly correlates with optimal academic growth and social-emotional development, sustaining these gains is vital. The district will continue to collaborate proactively with families to improve attendance outcomes, ensuring students remain engaged and present while upholding the highest health and safety standards on campus.|Based on a comprehensive analysis of local data and educational partner input, the Alvina Elementary Charter School District is committed to strengthening the vital partnership between school staff and families. To foster this community engagement, the district will implement several key actions outlined in its Local Control and Accountability Plan (LCAP). First, the district will host on-campus family engagement opportunities designed to build community and celebrate student success, including Back to School Night, parent-teacher conferences, student assemblies and performances, Open House, the Thanksgiving luncheon, and the Spring Carnival. Additionally, the district will continue to provide essential community resources, such as food and clothing assistance. Parents and guardians will also be invited to actively participate in shared decision-making through the Parent Advisory Committee (PAC) and the English Learner Advisory Committee (ELAC). To ensure robust equity and access, the district will maintain the Home Outreach Team. This team directly supports English Learners and low-income families by connecting students with critical resources, including medical, dental, and health guidance; mental health supports; financial assistance resources; and essential academic supplies. Furthermore, the district and the Home Outreach Team will collaborate proactively with families to develop personalized attendance improvement plans, ensuring every student is present and equipped for academic success.|The Alvina Elementary Charter School District prioritizes strong partnerships with families to foster a safe, welcoming, and inclusive environment for all students. To support this mission, staff members receive ongoing professional development focused on the importance of cultivating meaningful home-school connections to enhance student educational growth. To ensure robust community engagement and provide a platform for educational partners to share their voice, the district hosts bi-monthly meetings for both the Parent Advisory Committee (PAC) and the English Learner Advisory Committee (ELAC). These committees serve as critical forums for gathering stakeholders' input on district performance and initiatives. Additionally, the district hosts various community-building and academic events throughout the academic year, including Back to School Night, parent-teacher conferences, student performances and assemblies, Open House, the Thanksgiving luncheon, and the Spring Carnival, alongside essential food and clothing distribution drives. To maintain continuous, accessible communication, teachers utilize diverse digital platforms such as Remind, Gmail, and Google Voice. Furthermore, the district is deeply committed to equity and accessibility, providing bilingual translation services to fully support and engage our Spanish and Mixteco speaking families. Through these comprehensive efforts, the district takes pride in maintaining a warm, supportive, and nurturing educational community.|The Alvina Elementary Charter School District has identified key target areas to drive continuous improvement and optimize student outcomes. While the district has made significant strides, maintaining a strategic focus on further reducing the Chronic Absenteeism Rate remains a top priority to directly support student academic performance. In addition to attendance, the district is deeply committed to addressing the holistic needs of students by strengthening mental health and social-emotional supports. In partnership with the school psychologist and the Fresno County Superintendent of Schools (FCSS) All4Youth program, the district provides vital mental health services and is currently designing Tier II targeted interventions. By supporting struggling students within a comprehensive student-and-family framework, the district aims to foster long-term social-emotional and academic success. Finally, expanding equity and access for all families remains a core objective. The Home Outreach Team will prioritize targeted outreach to historically underrepresented families, cultivating deeper levels of engagement and partnership to actively support student educational progress.|To foster collaborative partnerships that enhance student educational growth, the Alvina Elementary Charter School District will maintain bi-weekly contact with the families of targeted students. Establishing consistent communication and shared expectations between the home and school environments is vital to maximizing opportunities for student success. The district will also implement personalized outreach and direct invitations to ensure all families feel welcome and encouraged to participate in parent engagement opportunities, including Parent Advisory Committee (PAC) and English Learner Advisory Committee (ELAC) meetings, as well as parent-teacher conferences. To ensure equitable access and remove language barriers, professional translation services will be provided as needed. Through these strategic efforts, the district aim to cultivate an inclusive environment that significantly increases the participation and voice of historically underrepresented families, alongside the broader school community.|The Alvina Elementary Charter School District recognizes its vital role within the local community and remains dedicated to supporting its families. To effectively meet the evolving needs of the school community, the district prioritizes cultivating and maintaining strong, collaborative connections among staff, students, and parents. Active parental engagement is essential to gathering the qualitative and quantitative data necessary to inform strategic decision-making within district committees, directly shaping the Local Control and Accountability Plan (LCAP). The district community demonstrates a high level of commitment, reflected in consistently strong attendance rates at parent-teacher conferences, Parent Advisory Committee (PAC) meetings, and English Learner Advisory Committee (ELAC) meetings. Furthermore, a substantial percentage of families participate annually in the LCAP stakeholder survey, providing the critical feedback needed to guide district resources, support student success, and foster continuous improvement.|The Alvina Elementary Charter School District remains committed to expanding its outreach to all families, with a dedicated focus on increasing the participation of historically underrepresented groups. Demonstrating a positive trend in community engagement, the district achieved an approximate 71% return rate on its annual family survey—reflecting a notable 3% increase from the prior year. While celebrating this growth in overall responses, an analysis of local data alongside educational partners indicates opportunities for further progress. The district and its stakeholders view these metrics as a strong foundation and will continue to refine outreach strategies to ensure all family voices are fully represented in the district's continuous improvement efforts.|The Alvina Elementary Charter School District continues to prioritize expanding parent involvement as a key area for improvement, with a dedicated focus on securing input from historically underrepresented families to inform district decision-making. To ensure all stakeholder voices are accurately represented, the district will maintain and refine its outreach strategies by continuing proactive communication to assist underrepresented populations in completing the annual survey via the NTI platform, while also hosting designated on-campus parent hours to provide direct, in-person survey assistance. Furthermore, the district will utilize personalized invitations and targeted outreach to encourage underrepresented families to attend and actively participate in advisory bodies, such as the Parent Advisory Committee (PAC) and the English Learner Advisory Committee (ELAC). Through these sustained efforts, the district aims to remove barriers to participation, elevate diverse community perspectives, and strengthen the data-driven foundation of its local control initiatives.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-25|2026
10620260000000|Big Creek Elementary|3|The small population size of the community allows for intimate conversations and meetings where equity of voice are nonfactors in navigating as some larger school districts face.  With many families living within walking distance to the school, many parents meet students at the school's entrance at the time of dismissal.  This frequent interaction between teaching staff and parents offers regular, organic conversation that is student-centered and focused.  Big Creek School offers two parent conferences for all students per year with additional meetings as needed.  The school also encourages parents to participate in school events and field trips as helpers and chaperones.|Big Creek School offered 19 community outreach events during the 2025-26 school year, with only two of those being movie nights.  Students have indicated that they would like more movie nights this coming school year.  The school hosts a chili cook-off in December annually and plans to replicate the event by offering a salsa contest for 2026-27 in addition to the annual chili cook-off.|As an example of improving the engagement of underrepresented families this coming school year, Big Creek School is modifying its management and oversight of the student summer reading program by having school staff (administration mostly) check in with families bimonthly (4-6 times per summer) on progress and activity.  These check-ins will also include other topics besides reading as necessary.|Surveys and public meetings were offered to educational partners and trends indicate that because of the adult to student ratio of our district (20 students to 12 adults), individualized learning occurs daily and in every classroom.  Teachers frequently have 1:1 time with students talking about learning goals and progress made towards those goals.|Feedback indicates an opportunity in 2026-27 to integrate more Science into the daily schedules and strengthen reading programs in each of the classrooms.|Underrepresented families were consulted about potential reading material to add to the school and classroom libraries and over 300 books have been purchased during the 2025-26 school year to be in circulation for 2026-27.  Reading intervention materials were also shown to families for input as to which to purchase and use for the 2026-27 school year.|"Monthly meetings titled ""Coffee with Mr. Huebert"" were held with every meeting offering opportunity to share current issues with a forum to ask questions and offer input on outcomes and decisions.  School staff and administration consistently work with students and parents to seek input on upcoming events and issues in order to best understand the needs and goals to achieve."|Minutes from the monthly community meetings have not been published in prior years.  Consideration is being made to publish these minutes that encompass topics, questions, dialogue and outcomes for all to access.|Consideration will continue to be given to the time of day for these offerings as well as language barriers preset in the community in order to provide highest possible participation rates for underrepresented families.|4|4|5|5|4|4|3|5|4|4|5|5|Met||2026-06-09|2026
10620420000000|Burrel Union Elementary|3|Burrel Union Elementary School District is committed to fostering strong, positive relationships between school staff and families through ongoing communication, collaboration, and meaningful engagement opportunities. Staff members receive professional learning and support to strengthen family partnerships and promote positive student outcomes.  At the beginning of each school year, families are welcomed through Back-to-School Night, where they receive information regarding academic expectations, school programs, behavioral expectations, and available student supports. Throughout the year, teachers and staff maintain regular communication with families through phone calls, email, text messaging, parent conferences, Google Classroom, and the Parent Portal. Bilingual communication and translation services are provided to ensure information is accessible to all families.  The district provides multiple opportunities for families to engage with the school community, including Open House, family events, advisory committee meetings, and school activities. As a small school district, Burrel values the close relationships that exist between staff and families and encourages open communication to support students' academic, social-emotional, and behavioral success.|Burrel Union Elementary School District will continue to strengthen communication and increase family participation by expanding opportunities for meaningful engagement throughout the school year. The district will continue providing bilingual communication through phone messages, text messaging, email, newsletters, social media, and the district website to ensure families receive timely and accessible information.  The district will continue encouraging participation through School Site Council (SSC), Parent Advisory Committee (PAC), District English Learner Advisory Committee (DELAC), Parent Teacher Club (PTC), Coffee Hours, family engagement nights, and other school events. The district will seek feedback from families through surveys and meetings to better understand their needs and identify opportunities for continuous improvement in family engagement.|Burrel Union Elementary School District is committed to ensuring that all families, including those from underrepresented groups, have meaningful opportunities to participate in their children's education. Translation and interpretation services are available, and bilingual staff assist families in accessing school programs, services, and resources.  The district will continue to provide a welcoming environment by offering flexible meeting options, maintaining regular communication, and connecting families with available academic, behavioral, and community resources. Family, student, staff, and community feedback will continue to be collected through surveys and advisory meetings to evaluate the effectiveness of family engagement efforts and guide future improvements.|Burrel Union Elementary School District promotes strong partnerships between families and school staff to support student success. Teachers and staff receive ongoing professional development in instructional practices, student supports, Multi-Tiered System of Supports (MTSS), Positive Behavioral Interventions and Supports (PBIS), Response to Intervention (RTI), social-emotional learning, and other areas that strengthen student achievement and well-being.  Teachers regularly monitor student progress through classroom assessments, NWEA MAP Growth, CAASPP data, and other local measures. Student progress is discussed during Professional Learning Community (PLC) meetings and collaboration with administration and support staff. Families are kept informed through Parent Portal access, report cards, progress reports, parent-teacher conferences, and ongoing communication throughout the school year.  Students requiring additional academic or behavioral support receive services through the district's MTSS process, Student Success Team (SST) meetings, Individualized Education Program (IEP) meetings, Section 504 meetings, and other intervention supports. Families are active participants in these meetings and are provided interpretation services when needed.|The district will continue expanding opportunities for family education by providing workshops and resources that support student learning, attendance, social-emotional well-being, literacy, and technology. Parent surveys and educational partner feedback will continue to guide the topics offered throughout the school year.  Burrel Union Elementary School District will continue partnering with the Fresno County Superintendent of Schools and other community agencies to provide additional academic, behavioral, and family support services for students, including English learners, migrant students, foster youth, homeless youth, and socioeconomically disadvantaged students. The district will continue strengthening collaboration between families, teachers, administrators, and support staff to improve student outcomes.|Burrel Union Elementary School District will continue providing equitable access to educational programs and support services for all students and families. Families participate in the development of Individualized Education Programs (IEPs), Section 504 Plans, Student Success Team (SST) meetings, and other support services designed to meet individual student needs. Translation and interpretation services are provided to ensure meaningful family participation.  The district's Expanded Learning Opportunities Program (ELOP) provides students with additional academic support, homework assistance, enrichment opportunities, and extracurricular activities beyond the regular school day. The district also provides students with access to technology and instructional resources needed to support learning at school and at home, as appropriate. Burrel remains committed to removing barriers to participation and ensuring all students have access to the resources needed for success.|Burrel Union Elementary School District values meaningful educational partner input and provides multiple opportunities for students, families, staff, and community members to participate in district decision-making. Parent input is gathered through School Site Council (SSC), Parent Advisory Committee (PAC), District English Learner Advisory Committee (DELAC), Parent Teacher Club (PTC), LCAP meetings, public hearings, and Board meetings.  Teachers maintain ongoing communication with families through parent conferences, classroom communication, and individual meetings as needed. Student support meetings, including Student Success Team (SST), Individualized Education Program (IEP), and Section 504 meetings, provide additional opportunities for collaboration regarding student needs and services.  Educational partner surveys are conducted annually to gather input on district priorities, programs, and services. Feedback received through meetings and surveys is used to guide continuous improvement efforts and inform the development of the Local Control and Accountability Plan (LCAP).|The district will continue expanding opportunities for educational partners to participate in district planning and decision-making. Burrel Union Elementary School District will continue utilizing annual surveys, advisory committees, public meetings, and direct communication to gather meaningful feedback from families, students, staff, and community members.  The district will continue providing bilingual communication, translation services, and flexible participation options to encourage increased involvement from all families. Educational partner feedback will continue to be used to evaluate district programs, identify areas for improvement, and support the continuous improvement process.|Burrel Union Elementary School District will continue implementing strategies to increase participation from underrepresented families by providing bilingual communication, translation and interpretation services, flexible meeting options, and multiple methods for providing input, including in-person and virtual participation.  The district will continue monitoring participation through meeting attendance, surveys, and educational partner feedback to identify barriers to engagement and improve outreach efforts. Burrel remains committed to creating a welcoming environment where every family has the opportunity to contribute to district decision-making and support student success.|4|5|4|4|4|4|4|4|4|4|4|4|Met||2026-06-23|2026
10621090000000|Clay Joint Elementary|3|"Our Clay educational partners are very supportive of everything we have done and plan to do with a minimum 90% agreement and many survey categories in the 100% margins. Based on survey results, meetings, and conversations, all educational partners have a strong desire to maintain the practices and traditions at Clay Joint Elementary. It is exciting to see that after all of the events during the last 6 years, we have an overwhelming sense of safety and a high level of confidence in the direction Clay is headed. This LCAP shows that close to 100% of our parents feel connected and are confident in the curriculum and teaching that is happening. Our appreciation for the work of each educational partner has only grown through the years as we continue to reach for new heights in all areas of performance. We often speak of being champions for our kids; ""ardently defending"" their purpose to the best education possible. The community support from all educational partners has resulted in successful kids and even record-breaking fundraising events sponsored by our parent clubs even into the 2026-2027 school year. As our vision states, ""We are one school, one community; exceeding expectations."""|During the 2025-2026 school year, we responded to requests for more opportunities for families to have events to get to know each other and be more informed on all of the activities that happen at Clay School. We changed the Kindergarten informational meeting at the beginning of Kindergarten Camp to include all new families to Clay for the 26-27 school year. This year we maintained the returned tradition of an all school track meet. This led to a huge track team that went on to win almost every meet up to Valley where Clay School Boys were Valley Champs and the Girls were runners up. This is an opportunity for all families to come out and cheer on their favorite athlete.  All were very appreciated and well attended. During the 25-26 School year we added Powder Puff and Buff Ball to the end of year activities for the Jr. High students. These events will now be ongoing traditions. Many communicated they did not want more opportunities to serve or connect at Clay as we had a lot going on. This is a great improvement.|Student and parent engagement at Clay School cultivates the educational environment where students can thrive and succeed. Parent articulation and participation in ways to improve Clay School is sought at monthly Parent Club meetings, Parent Advisory meetings, annual Parent-Teacher Conferences, and informal Parent-Teacher encounters. Additionally, every year, an anonymous parent survey is provided to each family, whose responses are analyzed by the CJESD School Board, Superintendent/Principal, teachers, and staff who search for areas of improvement in the educational environment. Parents are on-campus volunteering in classrooms, Fall Festival, and Jog-a-Thon. Parents chaperone field trips, coach sports, and bring educational programs to Clay School. Back-to-School Night, Open House, and Parent-Teacher Conferences are well attended at over 90%. Student engagement academically is key to a successful educational environment by eliminating poor attendance and suspension/expulsions. Clay School utilizes Kagan structures and a Positive Behavior Intervention System, which are proven to engage students academically and reduce negative attendance patterns and suspension/expulsions.  The Clay families have expressed over and over in surveys, emails, and personal comments that Clay School has delivered an education that far exceeds those of many others in the state of California. They are very grateful for the experiences and education their children have received.  Our Administrative Assistant works hard to ensure that our underrepresented parents/families are engaged in our activities and reaches out to them to make sure they know what's coming. She will often call their current circumstances to the attention of the appropriate staff member who then reaches out as appropriate. We have held food drives, clothing drives, and collections to help these families out when needed. Our parent club also reaches out to make sure these families are supported during the holidays with a big collection and distribution that is purely anonymous. These families have communicated how grateful they are for the love, acceptance and support they receive from staff and families at Clay School.|As mentioned earlier, our partnerships have grown with each other, the stakeholders at Clay School, but also with our community. Safety continues to be a big win during the 2025-2026 school year. The overwhelming feeling of safety from parents, staff and students alike indicates the actions taken are noticed, valued and appreciated. Academic performance is also called out in that Clay School is still the highest scoring district in Fresno County with percentages of meets and exceeds as indicated with 5 Blues on the dashboard. Everyone is very proud of our collective progress. In addition, we have held many SSTs to determine the causes behind behaviors whether academic or behavioral and we work together with the parents to determine solutions. We go above and beyond to help the parents understand the rights they have to get the help and support their children need. At each meeting, rights are provided whether it be an IEP, a 504, or SST.  Working together, the staff and parent club continue to have record breaking Fall Carnival, Jogathon, Gold Tournaments, and Car Shows to date in Clay's history. This is so encouraging to know that collectively, and with the help of the community, the stakeholders want to do whatever we can for the benefit of our Clay students even when financial times are difficult and unpredictable.|Our parent club was hugely supportive of helping provide incentives for our proficient 8th-grade students going to the high school as well as celebrating the class that made the most growth on the CAASPP. While no one wants to make test taking a high priority, we recognize the importance. Due to poor attendance in 2021-2022 through the 2023-2024 school years with over one million lost instructional minutes, helping the community understand the importance of being in school and reducing the number of absences and even Independent Study absences is critical both for our budget and student outcomes. We have also taken the time to do more explaining of how our CAASPP scoring works in an award assembly with parents and students, the importance of good attendance and how poor attendance affects our bottom line, and the importance of doing our best the first time we are given a chance to perform. Attendance and a better attitude about overall performance at school is a team effort that involves the parents, students, and school. While we haven't yet hit the 98% attendance marker, our chronic absenteeism has decreased to 0% by the end of the year.|Since we are a small school it is easier to make sure we send the same message to all students as indicated above. The important thing for us is to be intentional to make sure they hear the message in their first language.|The Clay Superintendent presents detailed information to and requests input from the Clay Board of Trustees, certificated, including special education and EL coordinator, and classified staff (no bargaining units), students, SELPA, and PAC (which includes DELAC representatives as we are not required to have an ELAC or DELAC and a student representative or a SAC) CSPC (Clay School Parent Club) and other parents/community members at scheduled meetings or with surveys and newsletters. A very healthy circuitous process happens as all educational partners analyze the same data that drives our next steps. The data and suggestions/plans for the next steps are again shared with the parents, board, and students. Feedback is received and returned to the staff where possible modifications are made to the plan and the process repeats. LCAP input was gathered from the public and trustees on the first Tuesday of each month; from Parent-club/community on the second Wednesday of each month; certificated staff every Monday, and All Staff on the last Monday of each month. Surveys were sent out via Google to all parents, board of trustees, staff, and student representatives. Survey Input collected was referenced to establish current LCAP goals. In addition to the meetings listed below, the Superintendent has monthly SELPA meetings where important LCAP information and guidance are given. Again, our Clay educational partners are very supportive of everything we have done and plan to do with a minimum 90% agreement and many categories in the 100% margins. The strong message is keep doing what you are doing, just make slight changes to make it better.|We will continue to seek to get smaller bits of information out more frequently on Parent Square as many say they do not read the more lengthy newsletters. We are also working on verbally asking more people in smaller settings what their input is on various things.|Our biggest improvement in this area will be that more items are translated and follow up phone calls made to ensure they receive the information in order for them to have an opportunity to respond and give input and participate.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-09|2026
10621170000000|Clovis Unified|3|CUSD is effective at building relationships between school staff and families as indicated by parents in the annual parent survey. This year 93% of parents indicated that there are adults on campus that care for their students. Furthermore, 82% of parents also responded that their school communicates the importance of respecting all cultural beliefs and practices.|While 83% of parents have indicated they know how to access additional help for their students, Clovis Unified will continue its outreach efforts so that all families are aware of the many intervention opportunities that exist at their child's school site as well as additional resources to all students outside of school hours. Clovis Unified has tutoring access available to all students at any time of the day through an online resource.|Clovis Unified will continue to provide services and supports through the feeder school IMPACT teams. These teams provide mentorship and academic support to students as well as many parent outreach events.|CUSD is effective at building partnerships for student outcomes as indicated by parents in the annual parent survey. This year, 95% of parents indicated that their school provides a quality education for their child. Also, 91% of parents indicated that their child's reading skills are improving while 90% indicated their child's math skills are improving. Furthermore, 83% of parents stated that they know how to get help for their child if they are struggling in school while 80% of students indicated they could get additional help from their teachers.|The District's parent survey indicates that many of our parent community have attended or been involved in some form of school or District community meeting; however, several parents at our Title 1 schools indicated they have not been as involved. CUSD will focus on further outreach to parents at our Title 1 schools by continuing monthly parent engagement nights at the District level to welcome families from all schools. These meetings will continue to be devoted to relevant topics affecting students, parents and our community and will also help provide tools and resources for our parents to help their students be the best they can be in mind, body and spirit. Meetings are provided at both the school and District level.|CUSD uses its Clovis Assessment System for Sustained Improvement (CLASSI) model to ensure there is diverse representation at various parent outreach meetings. Principals connect with key educational partners within their school communities to continue to build diverse representation at meetings such as School Assessment Review Team (SART) meetings and Intercultural Diversity Advisory Committee (IDAC) meetings. At the District level Parent Advisory Committee Meetings and District English Learner Advisory Committee meetings are held in partnership with all schools within the District. CUSD will continue to expand its IDAC site visits each year, where each school will get to demonstrate how they are meeting the diverse needs of their student body.|CUSD is effective at seeking input from educational partners for decision making. All of CUSD's school sites conducted educational partner meetings for parents, guardians, teachers, classified personnel, and students. This year, 92% of parents indicated that they attended one or more meetings conducted by their child's school. At these meetings, plus two larger, District-wide LCAP parent meetings, feedback was collected and analyzed through the Thought Exchange tool. The feedback collected helps the District to understand what the community perceives as the needs of students. From this input, the District is able to modify, enhance, and add appropriate actions and services in the LCAP to meet the needs of students.|The District will continue to utilize its current parent meeting structure along with the Thought Exchange tool to gather feedback. The District implemented a new survey tool in Thought Exchange to gather additional parent feedback by upgrading and modifying its current parent and student surveys.|The District will be improving engagement of underrepresented families by increasing the access to translation tools to provide better communication opportunities with families in need of translation services. The District will continue to provide readily accessible communication to families through multiple modalities and languages. The District migrated communication to one universal online platform accessible to all parents this past year, through Parent Square.|5|5|4|4|5|5|5|5|5|5|5|5|Met||2026-06-10|2026
10621170118018|Clovis Online Charter|3|Clovis Online Charter School values the strength of its collaborative partnerships. This plan is continuously reviewed and refined through meaningful input from our dedicated educational partners to support both academic achievement and students’ social-emotional well-being. Parents appreciate that Clovis Online Charter School provides engaging virtual instruction while also offering enriching on-campus opportunities such as science labs, leadership groups, social activities, and support programs, helping to foster a strong and connected school community.|Clovis Online Charter School is committed to supporting families. There is a recognized need to better understand each family’s strengths, cultures, languages, and goals for their children.|Professional development in cultural competence is essential for teachers and staff. This training helps educators deepen their understanding of diverse student backgrounds and develop effective strategies to support all learners. It also promotes awareness of stereotypes, bias, and discrimination, fostering a more inclusive and supportive school environment. Access to counseling services is equally important in supporting students’ mental health and well-being. Schools should provide qualified counselors who can offer individual support, group counseling, and crisis intervention services. Counselors can also lead workshops focused on stress management, coping strategies, and emotional regulation to help students build resilience and succeed both academically and personally.|Clovis Online Charter School is dedicated to fostering an inclusive environment where diversity is not only acknowledged but celebrated. We recognize the richness that diversity brings to our community and strive to create a culture that respects and values these differences. Empowering students to play an active role in shaping their learning environment is a core principle at Clovis Online Charter School. Through virtual and in-person meetings, students are given the opportunity to participate in decision-making processes, allowing them to share their perspectives and ideas. This collaborative approach ensures that student voices are heard and that their needs are taken into account in the development of policies and programs. By prioritizing inclusivity, acceptance, and physical security, and by implementing comprehensive initiatives for student well-being, Clovis Online Charter School endeavors to create an environment where every student has the opportunity to thrive academically, socially, and emotionally in the online learning space. Our commitment to these principles is integral to our mission of providing a supportive and enriching educational experience for all students.|Ongoing professional development for educators is essential to ensure they are well-equipped to support student well-being and achievement in the online learning environment. Clovis Online Charter School values continuous learning and remains committed to providing comprehensive training opportunities that strengthen instructional practices and student support systems. Trauma-Informed Teaching Understanding the impact of trauma on student learning and behavior is critical for educators. Training in traumainformed practices provides staff with strategies to create safe, supportive, and relationship-centered learning environments that help students feel connected, understood, and ready to learn. Virtual Classroom Management Teaching in a virtual setting presents unique challenges that require specialized skills and approaches. Professional development in virtual classroom management equips educators with effective strategies to foster student engagement, maintain positive learning environments, and support meaningful online interactions. Inclusive Practices Clovis Online Charter School is committed to creating an inclusive educational environment where all students feel valued and supported. Training in inclusive practices helps educators develop the knowledge and skills needed to meet the diverse academic, cultural, social-emotional, and learning needs of all students. Executive Functioning Strategies Training in executive functioning supports educators in helping students strengthen essential skills such as organization, time management, goal setting, self-monitoring, task initiation, and perseverance. These strategies are especially important in an online learning environment, where students benefit from explicit support in developing independence, responsibility, and effective learning habits. By prioritizing ongoing professional development in these areas, Clovis Online Charter School ensures that educators are prepared to support both the academic success and overall well-being of every student. We remain dedicated to empowering staff with the tools, resources, and strategies needed to create an engaging, supportive, and enriching learning experience for all learners.|Clovis Online Charter School will develop targeted outreach and engagement initiatives to connect with underrepresented families. This may include hosting family events, workshops, or information sessions tailored to the specific needs and interests of these families. Additionally, we will explore partnerships with community organizations and resources to provide additional support and resources for underrepresented families.|Clovis Online Charter School ensures that educational partners have a meaningful voice in decision-making processes and that their input is valued and incorporated into the development and implementation of school policies and programs. We are committed to fostering a culture of collaboration and partnership that enhances the educational experience for all stakeholders.|Clovis Online Charter School is working to develop and organize meetings and workshops with educational partners to solicit input on important decisions and initiatives. These gatherings will provide an opportunity for partners to engage in dialogue, ask questions, and offer suggestions in real-time.|Clovis Online Charter School works to build focus groups and advisory committees comprised of educational partners to gather input on specific issues or initiatives. These groups provide a forum for collaborative discussion and brainstorming, allowing partners to share their perspectives and ideas directly with school leadership.|4|5|4|5|5|5|5|5|5|5|5|5|Met||2026-06-10|2026
10621250000000|Coalinga-Huron Unified|3|CHUSD has continued to make progress in building relationships between schools staff and families utilizing a community schools approach. We are in the initial implementation of this model and have seen more parent and family engagement over this last school year at all of our school sites through events and various committee meetings. We have also increased the training and integration of a designated group of parents, On The Verge,  in the district to host activities and provide other involvement opportunities for families to encourage participation and relationship building with school staff at all levels. These activities have increased parent communication and engagement greatly and will continue to do so in the coming school year with a renewed focus on parent education to support student academic success.|CHUSD will continue to focus on improving in the area of parents feeling welcome and able to give input, and that their input is valued and sought out. Although we saw a 12% increase in the percentage of parents who feel the school seeks actively seeks and welcomes input, we strive to see that percentage reach 90% overall. We will continue to focus on ensuring parents and families have multiple ways and opportunities to give input on important decisions being made at school sites and the district level. We are still working to develop a strategic approach that is systematic and implemented at all levels of the district.|CHUSD will continue to utilize our newly formed On The Verge parent group and Family Resource Centers to act as a bridge to our underrepresented families, building trust and relationships that school staff can use as a foundation to bring them into the school environment little by little. These parents have solid connections to our most vulnerable and underrepresented populations in our communities already, therefore will be able to communicate and engage the families. They have started with simple participation in events and activities, building to participation and representation on influential school committees so they are informed advocates and partners in their child's education. We have had a noticeable increase this school year in the percentage of parents participating in district level committees, workshops, and meetings. We look forward to the continued growth.|CHUSD has built a strong partnership with our county office of education, department of social services, and three other school districts to support Foster and Homeless Youth outcomes in regards to Chronic Absenteeism and Literacy/Academic achievement. We have participated in a Network Improvement Committee (NIC) for the past three years that centered its work on identifying the problem of practice and developing systems and processes to address the issues. This partnership and work has been the catalyst for drastic improvement in Chronic Absenteeism rates for these student groups, as well as an increase in academic achievement. In the coming school year, our districts will continue our work with our county office and other districts around Foster youth and Homeless students as well as begin new work to implement PDSA cycles around early literacy for our K-1 students.|CHUSD will continue to focus on building partnerships with parents and families through a similar approach used with the Network Improvement Committee (NIC) to improve Foster and Homeless student outcomes. By continuing our own district NIC that includes community partners, families and the district to focus on student academic outcomes, with a focus on early literacy essential skills development, in a systematic way we will develop strong local partnerships and build upon established relationships. Local community partners will be a benefit to the process as they know and understand our communities and their needs. In all of this we will leverage our parent group and community schools to build parent capacity and engagement.|CHUSD will continue to utilize our newly formed On The Verge parent group and Family Resource Centers to act as a bridge to our underrepresented families, building trust and relationships that school staff can use as a foundation to bring them into the school environment little by little. These parents have solid connections to our most vulnerable and underrepresented populations in our communities already, therefore will be able to communicate and engage the families. They have started with simple participation in events and activities, building to participation and representation on influential school committees so they are informed advocates and partners in their child's education. We have had a noticeable increase this school year in the percentage of parents participating in district level committees, workshops, and meetings. We look forward to the continued growth.|CHUSD has continued to make progress in providing opportunities for families and other educational partners to give input or feedback regarding the educational plans for the district and school sites. We continued to attend and seek input at several school site events throughout the spring. School sites also held their own committee meetings throughout the year to provide a forum for educational partner input. We also partnered with our parent group, On the Verge, and family resource centers to attend their events or follow their events with opportunities for our educational partners to give input on the educational plans for the district.|CHUSD still needs to improve in the area of parents feeling welcome and able to give input, and that their input is valued and sought out, even with a 12% increase in parents reporting they feel this, we strive for 90% overall. We will continue to focus on ensuring parents and families have multiple ways and opportunities to give input on important decisions being made at school sites and the district level by expanding the scope of outreach. This expansion will include dedicated parent education nights at some elementary sites that seek direction from parents on how best to meet their needs. With this focus we will continue working to develop a strategic approach that is systematic and implemented at all levels of the district that includes material presented in digestible formats and language.|CHUSD will continue to utilize our newly formed On The Verge parent group and Family Resource Centers to act as a bridge to our underrepresented families, building trust and relationships that school staff can use as a foundation to bring them into the school environment little by little. These parents have solid connections to our most vulnerable and underrepresented populations in our communities already, therefore will be able to communicate and engage the families. They have started with simple participation in events and activities, building to participation and representation on influential school committees so they are informed advocates and partners in their child's education. We have had a noticeable increase this school year in the percentage of parents participating in district level committees, workshops, and meetings. We look forward to the continued growth.|3|3|3|3|3|3|3|3|3|3|3|3|Met||2026-06-23|2026
10621580000000|Fowler Unified|3|Fowler Unified continues to provide District and school communications and family engagement opportunities for students in grades TK–12, with services principally directed toward the families of Low-Income students, English Learners, Foster Youth, students experiencing homelessness, and students with exceptional needs. The District continues to provide a variety of family workshops throughout the year, including topics such as parenting skills, supporting multilingual learners at home, English language literacy, STEM, and mathematics.  The District and school sites continue to provide enhanced two-way communication opportunities with families through ParentSquare and the Aeries Parent Portal. These tools allow families to access current student academic performance information and send and receive messages in their home languages. Results from the Spring 2026 survey indicate that families continue to view District communication positively, with 80% of respondents reporting they strongly agree or agree that the District provides excellent two-way communication. ParentSquare was frequently cited as a valuable communication tool.  Survey results also indicate that the District continues to provide a welcoming and supportive environment that fosters strong home-school partnerships. 82% of families reported that they feel welcome at their school, while 80% agreed that school staff work to build trusting relationships with students and families. These results demonstrate the District’s ongoing commitment to meaningful family engagement and effective communication practices.|Although Fowler Unified has seen an increase in family participation in engagement activities since 2021, the District continues to focus on expanding meaningful family involvement and increasing participation in parent advisory groups. While attendance at family involvement nights has improved, opportunities remain to engage a broader and more representative group of families in both school activities and shared decision-making processes.  The District will continue to review educational partner feedback when planning literacy nights, math nights, science nights, social-emotional learning events, and other family engagement activities to ensure they align with the interests and needs expressed by families. School leaders will also continue to collaborate with parent advisory groups, including site- and district-level committees, to strengthen family voice and participation. Through targeted outreach, improved communication, and intentional engagement strategies, the District aims to increase participation in advisory groups and provide families with the skills, resources, and opportunities needed to support student success at home and school.|Fowler Unified continues to focus on increasing engagement among underrepresented families by ensuring translation and interpretation services are available at family engagement events, parent-teacher conferences, and other school activities. Families of Low-Income students, English Learners, Foster Youth, students experiencing homelessness, and students with exceptional needs continue to receive targeted outreach and direct invitations to encourage participation in school and district events.  The District also continues to provide training for multilingual classified staff to strengthen translation and interpretation support during IEP meetings and other interactions with families of students with disabilities. Site-based Family Liaisons play a key role in reaching out to families of English Learners, Low-Income students, Foster Youth, students experiencing homelessness, and students with exceptional needs to promote participation in activities that foster stronger school connections and family engagement.  These efforts have contributed to positive perceptions of family engagement among targeted student groups. In the most recent survey, 97% of parents of English Learners and 91% of parents of students with disabilities agreed that “My child’s school encourages family participation,” reflecting continued improvement from prior-year survey results. While these results are encouraging, the District remains committed to expanding opportunities for meaningful engagement and ensuring all families feel welcomed, informed, and connected to their child’s educational experience.|Staff are encouraged to build positive connections with each family. Some of the ways that administrators support staff in these efforts include ideas on how to get to know families, as well as stressing the importance of building positive relationships with every family, in weekly bulletins and in discussions during staff meetings. Each school hosts several events to enhance family participation. Literacy nights, math nights, science nights, multilingual nights, mental health nights, and others are designed to give parents skills and tools to help their children at home, as do language and literacy workshops for migrant families. Policies/Programs for Elementary: Report cards are sent home every trimester and progress reports are sent home every 6 weeks. Families often request meetings with teachers when they receive these reports if there are concerns. Conferences are held with families of TK-5 students twice a year (end of trimester 1 and trimester 2) to discuss student progress. Families can request a meeting with the teacher to discuss progress at any point in the school year. Translators are provided as needed. Policies/Programs for Middle School and High School: Teachers call home for each student that is not passing classes at each six-week grading point. Families can request a meeting with teachers to discuss progress at any point in the school year. Translators are provided as needed. At all IEP and 504 meetings, parents/guardians are given their procedural rights and safeguards. Each classroom has the Williams Act posted in both English and Spanish. Families are welcomed and encouraged to be part of Parent-Teacher Organizations (PTO), School Site Council (SSC), and the English Learner Advisory Committee (ELAC).|Fowler Unified was encouraged by the results of the 2026 family survey, in which 82% of responding parents indicated that they feel welcome at their child’s school. While these results reflect strong relationships between schools and families, the District remains committed to further strengthening family engagement and communication.  To support this goal, Fowler Unified continues to enhance the use of ParentSquare as a primary communication platform for families. ParentSquare automatically translates communications into each family’s preferred language and enables families to communicate directly with school staff in their home language, helping to remove language barriers and increase accessibility. The District continues to promote consistent use of ParentSquare by teachers and site administrators to provide families with regular updates regarding classroom instruction, student learning, school programs, and upcoming events.  By expanding opportunities for two-way communication and ensuring information is accessible to all families, Fowler Unified aims to strengthen family-school partnerships and increase engagement among all student groups, particularly those who have been historically underrepresented.|The District is committed to support improved outcomes in academic performance and school engagement for Low-Income students, English Learners, Foster Youth, the unhoused, and students with exceptional needs to close inequalities in results. To that end, the District will provide activities which include, but are not limited to, family workshops with targeted content, parent advisory committee meetings, and the use of survey data as opportunities to enable parents to actively participate in making decisions that affect our school communities. All of these activities are designed to enhance the efficacy of parents in active participation in the development of the LCAP. Fowler USD will improve engagement of all underrepresented families by ensuring translation is available at family engagement nights and parent-teacher conferences. Underrepresented families will be targeted to receive direct invitations to these events. Additionally, training is being provided to multilingual classified staff regarding translation services during IEP meetings for students with disabilities and their families.|At the site level, School Site Council meetings, ELAC meetings, Title I meetings, and Family Nights are all forums for families to request additional engagement opportunities or to modify those currently offered. Principals are supported in this area by the district with several professional learning opportunities throughout the school year. At a District level, community engagement opportunities such as District-wide community meetings, DELAC meetings, PAC meetings, SSC and ELAC meetings, leadership meetings, Board of Trustee meetings, plus online surveys, provided valuable comments and feedback. These meetings have increased requests for family engagement activities. Parents/guardians indicated a desire to have family nights which include information on how they can support their student with homework, healthy lifestyles for their children, and how they might provide social-emotional supports at home. Parent and family participation, in the LCAP development, SSC meetings, ELAC meetings, and site-specific groups, has impacted planning at the District and school levels and the actions/services that are funded with Title I funds. The comments and suggestions from family partners had an important impact on the evaluation and revision of the District's LCAP.|Results from the Spring 2026 family survey indicate that the area most in need of continued improvement is seeking input for decision-making, specifically helping families understand and exercise their legal rights and advocate effectively for their own children and for all students. While the District has made ongoing efforts to support families through parent education nights, participation in advisory committee meetings, and the incorporation of family feedback into LCAP and SPSA planning processes, this remains an area of focus.  Fowler Unified will continue to strengthen family capacity for meaningful participation in school and district decision-making by increasing awareness of parents’ rights, available resources, and opportunities for involvement. Recognizing that engagement activities often vary by school site, the District will work to build the capacity of administrators, teachers, and support staff to consistently communicate information regarding family rights and advocacy opportunities.  The District will also continue to encourage participation in school and district advisory groups, including School Site Council (SSC), English Learner Advisory Committee (ELAC), Parent Advisory Committee (PAC), District English Learner Advisory Committee (DELAC), Parent Teacher Organizations (PTOs), and other leadership opportunities. By expanding family understanding of these structures and their role in educational decision-making, Fowler Unified aims to increase meaningful engagement, strengthen family voice, and ensure that diverse perspectives are represented in the planning and improvement efforts of schools and the District.|Positive, trusting relationships and partnerships are foundational for participation in decision-making. Fowler USD will continue to build those kinds of relationships by the activities described above. Additionally, underrepresented families will be targeted to receive direct invitations to participate in planning at school sites and through the District PAC and DELAC. The Family Liaisons will reach out to parents of English Learners, Low-Income students, Foster Youth, the unhoused, and students with exceptional needs to connect them to opportunities to participate in planning activities at both the District level and school level. Additionally, the district will deploy the Student Support and Guidance Coordinator and the Expanded Learning Opportunities & Student Engagement Coordinator to support growth in this area.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-24|2026
10621660000000|Fresno Unified|3|This school year, we refined our family engagement approach to align with the district’s adopted goals and guardrails by implementing four targeted initiatives focused on improving student outcomes. These initiatives include Literacy Family Nights, Family Leadership Academy, College and Career Family Engagement, and Life Skills Family Engagement.  To support this work, staff members are assigned to twenty-four targeted elementary school sites and are present at each site one day per week. This consistent on-site presence strengthens relationships with families and school teams, improves access to district and community resources, and enhances meaningful family engagement through close collaboration with school sites and Parent University.  Due to current budget considerations, the level of services provided in the upcoming school year will be reduced from the originally planned scope of implementation. While we remain committed to supporting families and students, some initiatives may operate at a reduced capacity or frequency. We will continue to prioritize high-impact activities and strategically use available resources to ensure families and students receive meaningful and effective support.|Family Leadership Academy A core component of this work is the Family Leadership Academy, which is implemented at the assigned elementary school sites. The academy is a six-session workshop series designed to empower families with advocacy skills, intervention supports, and literacy strategies that promote student success across all targeted participating school sites. By participating in the Family Leadership Academy, families have meaningful opportunities to build strong, trusting relationships with educators and school leaders. These relationships support effective communication, strengthen collaboration between home and school, and establish a shared commitment to student success.  The first workshop in the series is intentionally dedicated to relationship-building and serves as a foundational experience for families and school leadership. During this session, families hear directly from the school principal about their hopes, goals, and vision for students, while families are also invited to share their own hopes, dreams, and aspirations for their children. This workshop consistently draws one of the highest attendance rates, as it provides an important first interaction between families and the principal and sets a welcoming, collaborative tone for the remainder of the academy.  Many families are eager to be active partners in their children’s education but may need additional guidance to engage confidently and effectively. The Family Leadership Academy addresses this need by helping families understand student data, navigate school systems, and develop leadership skills. Through structured workshops and ongoing collaboration with educators, families strengthen their ability to support learning at home and play an active, positive role within their school communities.|Literacy Family Nights One of our primary initiatives is Literacy Family Nights. At each assigned elementary school site, two family literacy nights are offered annually, one in the fall and one in the spring. These events provide families with foundational literacy knowledge and practical strategies to support reading and math learning at home in a welcoming and accessible environment.  Literacy Family Nights also play a critical role in increasing engagement among historically underrepresented families. By offering culturally responsive content, interactive activities, and opportunities for families to connect directly with educators, these events reduce barriers to participation and create inclusive spaces where all families feel valued. This initiative helps foster trust, strengthen relationships, and encourage ongoing family engagement and involvement in student learning.  This initiative directly responds to data indicating that twenty-four elementary schools have K-Foundational Skills Assessment results showing many students are off track or approaching proficiency in foundational reading skills. Research consistently demonstrates that improved student outcomes are closely linked to strong family engagement. By equipping families, particularly those who may face systemic barriers, with effective tools and strategies, Literacy Family Nights strengthen the home school connection and extend learning beyond the classroom.  College and Career Family Engagement To support secondary school families, Parent University offers the College and Career Family Engagement Initiative. This initiative provides workshops for families and students to explore postsecondary education and career pathways and to better understand the steps required for college and career readiness.  Workshops include culturally responsive learning opportunities focused on Career Technical Education (CTE), career pathways, internships, Work-Based Learning (WBL), and Dual Enrollment (DE). Many families face barriers such as limited access to information, complex admissions and financial aid processes, or communication that may not always address their cultural or language needs. These workshops are designed to simplify information, build confidence, and ensure families are well-equipped to support their students’ postsecondary planning and career goals.  Life Skills Family Engagement The Life Skills Family Engagement Initiative was initially planned as a pilot for spring 2026; however, implementation is now anticipated for the 2026–27 school year. This initiative will focus on supporting families in understanding the importance of the district’s Portrait of a Learner by highlighting the six future competencies.|This school year, Parent University launched a targeted support model focused on improving reading and math outcomes by working directly with twenty-four schools across the district. Each Parent University staff member is assigned to partner with two to three schools, providing ongoing, site-based support through half day or full day placements. This embedded approach allows staff to build strong relationships, develop a deeper understanding of each school community’s unique needs, and collaborate closely with site teams to strengthen family engagement practices aligned to instructional priorities.  In addition to sustained on site coaching and partnership building, Parent University provides support for key family engagement events, including literacy nights, math nights, and vision and feedback sessions with principals. These opportunities support schoolwide alignment, elevate principal voice, and ensure that family engagement strategies are responsive to the needs and priorities of each school community.  Parent University also supports schools through targeted professional learning for school leaders and site staff. Principals and teams receive training on family engagement strategies they can use with families to reduce suspensions and increase student achievement. This professional learning strengthens leaders’ understanding of family engagement as a protective factor that supports positive student behavior, academic success, and overall student well-being. Middle school principals and site staff, in particular, participated in learning experiences focused on proactive family partnerships, culturally responsive communication, and engagement strategies that promote safe, supportive school environments.  Through this multi layered approach that combines targeted site support, capacity building, professional learning, and event-based engagement, Parent University supports schools in deepening family engagement efforts and creating welcoming, inclusive environments where families are valued as essential partners in their children’s education. This work reflects a continued commitment to increasing school capacity, elevating family voice, and ensuring every family has access to meaningful opportunities and resources to support student success.|The Parent University team is enthusiastic about expanding our support to home school liaisons, teachers, administrators, and staff. By strengthening partnerships between families and schools, we aim to enhance student outcomes. Research consistently shows that when schools prioritize family engagement, families gain confidence and develop leadership skills that positively impact student success.  We recognize that various barriers can limit families’ ability to fully engage in their children’s education. Supporting authentic family engagement requires schools to be mindful of and responsive to the diverse backgrounds and circumstances of the families they serve. Through transparent, open, and ongoing communication, schools and families can work together to address these challenges.  One approach Parent University incorporated this year is offering on-site support or home visits for families following literacy and math nights. During these follow-up opportunities, staff sit with families to review and explain the hands-on activities introduced at the events. This approach supports families in confidently implementing learning activities at home with their students.  By fostering a consistent flow of communication, support, and shared learning between school sites and families, we can build collaborative partnerships that promote students’ academic and personal growth. Our commitment remains focused on creating a supportive and inclusive environment where all families feel welcomed, valued, and empowered.|Parent University is committed to creating inclusive and welcoming environments for all families, with a focus on those historically underrepresented and facing socioeconomic barriers. We recognize that meaningful engagement requires removing barriers such as language access, transportation, childcare, and scheduling. To address this, we provide multilingual support, flexible meeting options, and family-centered workshops designed to meet families where they are.  In partnership with school sites, district leaders, and community organizations, we work to strengthen both family engagement practices and relationships. Our staff collaborates closely with Home School Liaisons and site leaders to prepare families for leadership opportunities, including participation in the Family Leadership Academy and co-facilitation of family workshops.  We prioritize not only participation, but also leadership and voice. Families are engaged as partners through advisory groups, listening sessions, and ongoing dialogue, ensuring their perspectives directly inform school practices and Parent University programming.  To support continuous improvement, we are gathering feedback from families through surveys and in-person conversations during family workshops. This feedback will be used to identify barriers, refine strategies, and ensure our programs remain responsive and impactful. Ultimately, our goal is to strengthen family-school partnerships in ways that support student achievement in literacy, early learning, and college and career readiness.|A key area of progress is the intentional development of structures that build family awareness, leadership capacity, and opportunities for input at both the school and district levels.  The District Family Leadership Academy serves as a foundational strategy to increase family participation in decision-making. Through this initiative, families gain an understanding of key district programs, student supports, and leadership opportunities, including advisory committees and school-based decision-making structures. Families are not only informed, but are also actively encouraged and supported to participate in leadership groups such as School Site Council (SSC), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), Community Advisory Committee (CAC), and the Parent Advisory Committee (PAC). The academy's main outcome is to encourage families to advocate for their children, be a part of decision-making, and participate more confidently in district processes.   In addition, the Parent Advisory Committee (PAC) continues to be a critical structure for gathering input and ensuring educational partner voice is reflected in the development of the Local Control and Accountability Plan (LCAP). The PAC provides ongoing feedback on district priorities, programs, and resource allocation, while also supporting state and federal compliance requirements. Recent efforts to strengthen the PAC, including clearer processes, updated bylaws, and more consistent engagement, have improved communication between families and district leadership and increased the effectiveness of family input in shaping district decisions.  Together, these efforts demonstrate the LEA’s progress in creating more inclusive, transparent, and responsive systems for seeking and incorporating family input. The district continues to refine these structures to ensure that engagement is representative, accessible, and aligned to improve equitable student outcomes. In addition, the LEA is working closely with the Chief Academic Officer to address family and community concerns and utilize this input to strengthen systems, enhance communication, and ensure that decision-making processes are responsive to the needs of all students and families.|Parent University is strengthening its approach to family engagement by expanding the District Family Leadership Academy to deepen family voice and participation in decision-making. As part of this improvement, the Academy will increase collaboration with multiple district departments to provide families with more comprehensive information about available programs, services, and resources. By broadening departmental participation, families will gain a clearer understanding of how to access supports and be better equipped to advocate for their student(s) and contribute to both school and district-level decisions.  In addition, Parent University continues to promote strong partnerships between families and school site staff by encouraging active participation from school administrators alongside families. This approach helps build trust, strengthen relationships, and create more welcoming and inclusive school environments. As a result, families are increasingly encouraged and supported to participate in leadership opportunities such as School Site Council (SSC), where they contribute to the development and monitoring of the School Plan for Student Achievement (SPSA), as well as the Parent Advisory Committee (PAC), where they provide input on the Local Control and Accountability Plan (LCAP).  Parent University will continue to refine its initiatives to ensure that families—particularly those from underrepresented groups, including English learners, students with disabilities, foster youth, and families experiencing homelessness, and African American families are empowered to participate in school site and district-level advisory groups and decision-making processes.|The Spring 2026 Climate and Culture Survey focused on the Family Engagement domain, with results indicating that family engagement is rated at 94 percent or higher. These results reflect that families feel valued, included, and connected to their student’s education. The survey included the following questions/statements:  • Staff at our school respond to my questions or concerns in a timely manner. • Our school partners with families gather their input on decisions that impact on our school community. • Our school engages me in my student’s education. • Our school encourages family participation in meetings, school events, or volunteer activities. • Our school provides updates about my student's overall progress.  While overall satisfaction remains high, survey participation decreased by two percent from Fall 2025 to Spring 2026. To address this, the district will collaborate with school sites to improve response rates and ensure broader, more representative family input. As part of this effort, the district will refine the survey process by improving accessibility, streamlining the format, and implementing targeted outreach strategies to increase participation across all family groups and strengthen input for decision-making.  Additionally, the district will continue to work with department teams and site leaders to ensure families are actively included in decision-making processes and have meaningful opportunities to provide input that supports and improves student academic outcomes.|4|4|4|4|4|5|5|5|5|5|4|4|Met||2026-06-17|2026
10621660106740|Aspen Valley Prep Academy|3|Aspen Valley recognizes families as essential partners in student success and fosters strong relationships through consistent communication and meaningful engagement opportunities. During the 2025–2026 school year, the school collaborated with parent, student, and teacher leadership teams to host over 70 family engagement events, including Go Public Fresno parent workshops, monthly school-wide activities and events, monthly parent leadership meetings and ongoing volunteer opportunities. Families also participated in leadership groups such as the Parent Leadership Team, English Learner Advisory Committee, Parent Advisory Council, and Community Schools Advisory Council. Parent feedback was regularly gathered through Kelvin surveys and annual school climate and SEL assessments such as the MRA from our Leader in Me curriculum. Aspen Valley remains committed to expanding participation among all families and will continue strengthening family-school partnerships in 2026–2027.|A focus area for improvement is increasing participation in advisory groups, particularly Parent Advisory Council and English Learner Advisory Committee. While these structures are established, engagement data indicates a need for more intentional outreach, improved communication, and flexible meeting options. Family feedback reflects a strong interest in involvement but identifies barriers such as childcare needs and a desire for virtual participation options, including live streaming and video conferencing. In 2026–2027, Aspen Valley will continue strengthening family engagement efforts with a targeted focus on increasing participation and accessibility.|Aspen Valley has identified a need to strengthen engagement with underrepresented families, particularly multilingual households and those with limited access to traditional communication methods. To address this, the school will provide translation and interpretation services, expand communication through multiple platforms including our student information system parent portal, Socials, and ParentSquare communication, and ensure outreach clearly communicates opportunities for involvement. Aspen Valley will also implement more flexible and culturally responsive engagement opportunities, including varied meeting formats and listening sessions, to ensure all families feel welcomed, informed, and empowered to participate meaningfully in the school community.|Aspen Valley is committed to addressing students’ academic, social-emotional, and behavioral needs through a comprehensive Multi-tiered Systems of Support framework that includes restorative practices, Social Emotional Learning, counseling services, academic interventions, positive behavior supports, and family engagement. Through Leader in Me, Community Schools partnerships, and counseling services, including collaboration with All 4 Youth, students receive support for emotional and behavioral well-being. Family and community partnerships, advisory groups, and access to resources for transportation, attendance, and basic needs further strengthen a positive, inclusive school culture focused on student success and whole-child development.|A focus area for improvement in Building Partnerships for Student Outcomes is increasing support and training for parents of students significantly below grade level in reading and math. While families currently access student progress through ParentSquare, Infinite Campus, and parent conferences, Aspen Valley recognizes the need for more targeted, hands-on support. This year, the school launched the Paloma Learning app for grades K–2 to support at-home reading practice aligned to the English curriculum. Aspen Valley plans to expand Paloma Learning into upper grades and include math support to further strengthen family engagement and student academic growth.|To address areas of improvement, Aspen Valley will strengthen engagement with underrepresented families, particularly those with students performing significantly below grade level in reading and math. The school will provide login and technology support for platforms such as Infinite Campus, ParentSquare, and educational tools accessed through Clever. Aspen Valley will also offer bilingual parent workshops with practical literacy and math strategies, take-home resources, and follow-up support. In addition, family academic events—including literacy nights, math events, book fairs, and Leader in Me activities—will create inclusive opportunities that build parent capacity, strengthen home-school partnerships, and support student achievement.|Aspen Valley actively partners with families to build strong home-to-school connections through meaningful engagement opportunities and ongoing communication. Family input is gathered through strong participation in the Kelvin Survey and Leader in Me MRA surveys as well as involvement in leadership groups such as ELAC, PAC, the Community Schools Advisory Council, Parent Leadership Team, and Parenting Partners workshops. These structures provide families with opportunities to share feedback, strengthen school culture, and contribute to continuous improvement efforts that support a positive and safe school environment.|Based on local data and parent input, a key area for improvement in Seeking Input for Decision-Making is increasing parent participation beyond schoolwide events. While attendance at events is strong, Aspen Valley aims to deepen engagement by increasing involvement in advisory committees and leadership groups. This will ensure families are not only informed but actively contributing to decision-making, strengthening representation and home-school partnerships.|As identified in the self-reflection process, Aspen Valley recognizes a need to increase the involvement of underrepresented families in formal decision-making structures, such as advisory committees and leadership teams. While schoolwide event attendance is strong, participation in decision-making roles remains an area for growth. To address this, Aspen Valley will implement targeted outreach and relationship-building efforts, including personalized communication, culturally responsive recruitment, and the use of parent ambassadors to support engagement. The school will remove barriers to participation by offering translation, interpretation, flexible meeting times, and childcare. Families will also be provided with low-barrier entry points such as “Intro to Leadership” sessions and opportunities to observe meetings before joining. Ongoing feedback from Kelvin surveys, MRA surveys, new/returning parent info sessions, and schoolwide events will guide outreach efforts, supported by trusted staff and student voices to encourage broader participation. These strategies are designed to increase representation in advisory groups and strengthen family voice in school decision-making.|5|5|4|5|4|4|5|4|5|5|4|4|Met||2026-06-09|2026
10621660114355|Sierra Charter|3|SCS prides itself in establishing relationships with all families.  Weekly, and sometimes, daily communication is required which is delivered in multiple ways and in the parent’s primary language.  The campus provides a welcoming safe and healthy environment for our staff, students and parents|SCS requires all families to go through an orientation prior to the start of the school year, or at the time of enrollment.  This allows parent input and again gives opportunities for collaboration and suggestions for improvement.  Parent-Teacher conferences is another outlet for this form of engagement.  Parent input, engagement, collaboration and suggestions for improvement will continue to be a priority of focus for the school.  Quarterly meetings with EL parents also provide for opportunities to suggest improvements.|At SCS importance is placed on all families, including underrepresented families.    Due to the small number of students each teacher is required to work with, the staff are able to maintain meaningful communication with every family of SCS. The school’s administrative and counseling team work together to identify underrepresented families and provide them with options to address any barriers they may have in their children receiving a quality education.|The program at SCS requires a solid partnership between the school staff, students and parents.  Student’s educational success is a high priority at SCS and can only be attained through a strong partnership of all parties involved.|Although the importance of a strong parent partnership at SCS is emphasized, improvement is needed in identifying those families that become unreachable. This will continue to be a priority of focus for the school.|Although the importance of a strong parent partnership at SCS is emphasized, improvement is needed in identifying those families that become unreachable. This will continue to be a priority of focus for the school.|SCS has made consistent progress in providing many opportunities for parents to provide input for decision-making throughout the year.  Teacher meetings, back-to-school, parent-teacher conferences, parent advisory group, survey and administrator access are some of the methods used.|Parent input and involvement has always been an area that could be improved.  This will continue to be a priority of focus for the school.|SCS will continue to reach out to all families that do not participate in the school’s program.  This will include the underrepresented families.  The school will focus on increasing the activities that allow for more parent input and engagement.|4|5|5|5|5|4|5|4|4|5|5|5|Met||2026-06-18|2026
10621660114553|University High|3|UHS administration and staff promote a welcoming and respectful atmosphere at all times; whether it be in the classroom, office, activities, or via messaging. UHS has a small school atmosphere that lends itself to create a more personable and family-oriented type of culture. A second strength is communication: UHS does a very good job in disseminating information to its community partners through email, phone calls, text messages, flyers, etc. UHS uses many different technology platforms, such as Remind, PeachJar, Sign Up Genius, PowerSchool, Naviance, etc. in order to reach all families. Lastly, UHS elicits feedback from its community partners (students, parents, and staff) through annual surveys to gain valuable knowledge from which to improve. The UHS administration reflects upon this information and makes changes or updates in order to improve its program. The feedback from these surveys are shared with the staff to also illicit their feedback on improvement methods.|UHS will continue its mission to improve outreach to underserved communities and to advertise its “brand”. Even though UHS has been in existence for over 25 years, people in the community still think it is a private school or that there is a tuition fee to attend. The new Development Director has brought a fresh perspective, with creative marketing and connections to the community. Additionally, we will continue to do more local advertising rather than primarily social media advertising, and get the word out to the Fresno/Clovis community about the benefits of attending UHS.|UHS will continue to reach out to families and increase the amount of documents that are translated into Spanish that are sent home. Mailings are offered in English and Spanish, and state test results are mailed home in English and the parent's native language. Counselors currently meet with students and parents in grades 10-12 annually; that practice will continue. Beginning in the 2024-25 school year, the counselors' roles shifted to 9-10th grade and 11-12th grade, instead of by alpha, and this practice continued during the 2025-26 school year. This has proven to be very successful, and allows for the 9-10th grade counselor to meet with incoming students and parents during the freshmen year.|UHS will continue to reach out to families and increase the amount of documents that are translated into Spanish that are sent home. Mailings are offered in English and Spanish, and state test results are mailed home in English and the parent's native language. Counselors currently meet with students and parents in grades 10-12 annually; that practice will continue. Students and parents in grade 9, will also be able to meet with the counselor, due to the change in counselor roles. University High is very proud of the communication with parents through various means: email, PeachJar, Remind, and phone calls. All students and parents in grades 10-12 have an individual meeting with their counselor as well. The addition of the Student Advisory Council has also been a positive improvement. Improvements for the 2026-27 school year include more counseling opportunities for freshmen and more support for struggling students.|UHS will continue to reach out to families and increase the amount of documents that are translated into Spanish that are sent home. Mailings are offered in English and Spanish, and state test results are mailed home in English and the parent's native language. Counselors currently meet with students and parents in grades 10-12 annually; that practice will continue. Feedback from surveys and meetings include: improvements/updates to the Tutor Center, assistance with AP fees if possible, increasing outreach to all students regarding services that UHS offers.|UHS has increased its outreach to the Black and African American population of the Fresno area by participating in the Fresno State College and Career Summit annually, as well as increased its marketing to places where students may frequent (movie theaters, social media, etc.). UHS also participates in the Fresno County Superintendent of Schools African American Student Leadership Conference and has had students as members of the Fresno County African American Student Advisory Cabinet. Additionally, there are four bilingual faculty members in the office and 4 of the 21 teachers are bilingual.|UHS has a parent group, called Phoenix Alliance, that meets monthly. The Superintendent/Principal attends the meetings and shares school information to the parents. Parents are also involved in annual 504 Plan and IEP meetings, as well as meetings with the counselor during the sophomore through senior years, and SST's for all grade levels. UHS sends out a Parent/Student Handbook each year as part of the summer packet that is mailed, and also emails out surveys in order to receive continual feedback. Since UHS is accredited by WASC and chartered by Fresno Unified, we include parents into our Focus Groups for our accreditation and rechartering processes. Beginning with the 2024-25 school year, the Honor Commission student group also formed the Principal's Student Advisory Committee to their responsibilities. This group has continued to offer very good feedback and ideas, and worked as a thinktank with the Principal. Lastly, UHS is very good at asking for feedback via surveys. Surveys are sent out to students, parents, and alumni annually asking for feedback, suggestions, and ideas.|As planned in last year’s focus area, UHS created and provided the parent survey in Spanish as well as English. UHS will continue to offer more documents and access to our Spanish speaking families.|The new UHS Development Director brings fresh eyes and ideas, and he is very good at encouraging involvement from parents from all ethnic groups. Communication with the parents continues to improve as admin and office staff has mostly been the same for three years. UHS went through the WASC accreditation process during the 2022-23 school year, and parents were a part of the process by being members of the Focus Groups. Parents are sent a survey every year to ask for feedback and improvements.|5|5|5|5|5|4|5|4|5|4|4|4|Met||2026-06-01|2026
10621660121533|Morris E. Dailey Charter Elementary|3|-Schoolwide use of ParentSquare to streamline information -Posting flyers on ParentSquare -Schoolwide Showcases of Learning after each quarter -Student-led conferences -ParentSquare in multiple languages and formats -Community meetings have translation options  -Classroom readers -School action projects -Volunteer opportunities  -Friday spirit chant -Hosted Cultural Fair during Mother Language Week -Attendance at monthly Learner Profile assemblies -NWEA/Attendance awards ceremonies -Monthly family event opportunities  -Staff attends family events -Administered interest survey at the start of year for volunteers and opportunities to be involved|-Continue to implement weekly updates from teachers|-Continue to offer trainings for volunteers and chaperones to ensure families know expectations and that all families are welcome to participate  -Reach out to families for volunteer opportunities based on their interest survey. -Post available volunteer opportunities for all families via Parent Square|-Student-led conferences -Professional development on building relationships -Time allocated in staff meetings to write positive notes home -Parent meetings/conferences with resources -Required legal notices in handbooks given at the start of the year -Hold SST’s and IEP’s as needed and/or required -After school tutoring in Math and Reading -Weekly updates from the school and classroom teachers -Reviewed SST and IEP process during Community meeting|-Post information regarding supporting at home and how to access supports at school -Provide learning at community meetings on how to reach out to teachers with concerns and/or questions.|-Additional training for staff in working with diverse families.  -Provide additional information for families on accessing resources on campus -Provide a “get to know you” page at the start of the year for families to complete|-Administered a Fall and Spring Family survey in multiple languages -Held Community Meetings in a hybrid format -Unit reflections for each unit -Event reflections at Community meetings -Feedback on next year’s events and fundraisers -QR code and link available for feedback/input -LCAP/LCFF documents available on the website and in the office|-Send text reminders for Community Meetings  -Continue to post presentations of family meetings to increase attendance and participation.|Offer training for volunteers and chaperones to ensure families know expectations and reach out to families for volunteer opportunities based on their interest survey. Provide descriptions of classroom volunteer opportunities on a regular basis Ask families when they are available to  volunteer during the week.|4|5|3|4|4|4|4|4|4|4|4|4|Met||2026-06-16|2026
10621660133942|Aspen Meadow Public|3|Teachers send out weekly newsletters to families informing them of what students are learning and upcoming opportunities for parents to be involved at school. Teachers and parents communicate regularly about a student’s progress when an incentive plan or check-in, check-out system is needed. A Parent Lighthouse (Leadership) Team has been established this year that has empowered parents to lead in events. This year the Scholastic Book Fair was successfully run by a group of parents. This group of parents has been brainstorming ways to get other families involved. Each month parent volunteers facilitate the PBIS Owl Perch Store for students to spend their earned Owl Bucks.|The school will implement ideas presented by parents at various parent meetings, such as parents setting up an informational table at pick-up time, inviting other families to be involved. This year grade 5 out of 8 grade levels invited families to themed events (Pastries with your favorite lady) to build a stronger relationship between the school and families. Next year, the goal is to have all grade levels host an event to increase family engagement.|"The ""Positive First Contact"" Campaign: Mandate or incentivize staff to make a positive phone call or send a personal text to the families of identified underrepresented students within the first three weeks of school. This builds a psychological safety net before any academic or behavioral issues arise."|This year K-2 did a “Tricky Word Challenge” that invited families to help their students master a word list for their students. Prizes were given to students who successfully completed the challenge. Each week, The Owl Outlook Weekly Newsletter is sent to families on parentsquare in English and in Spanish. It includes field trip reminders, the lunch menu, student lunch times. Family meeting reminders, club practices, sports games, upcoming events, attendance reminders, the Leader in me Habit for the week, and the PBIS pillar focus. This year Student-Led Conferences (SLCs) will be held at the end of May. This is a transition from traditional parent-teacher conferences to Student-Led Conferences. Students take ownership of their data, presenting their growth, strengths, and areas of need to their parents, with the teacher acting as a facilitator.|We will use the I-Ready Tool Kit to share materials and supports for families to partner with the school build stronger outcomes with student learning. Student goals will be shared with families and celebrated throughout the school year. The school will clarify what “homework” at home will look like. While the school has a “no homework policy” school this does not mean that students will not take study or practice materials home.|"The Calendar Check: We won’t just host one meeting at 3:30 PM on a Tuesday, but the school will also offer a ""Breakfast & Benchmarks"" session at 8:00 AM right after drop-off, and a repeated virtual or recorded option with interactive chat features. More of the parentsquare messages will include a live staff voice in English and Spanish rather than an automated voice to increase the personal aspect to communication. Have midyear parent conferences with families for students who need more support."|In addition to the compliance meetings- PAC, ELAC/DELAC, EL-PAC, the school also holds Parent Lighthouse (Leadership) Team meetings for families to be trained in the 7 Habits and for event planning. There is also a Parent Nest Connection Meeting held 3-4 times per year that helps families learn more about school programming and student data.|Based on parent and student input, there is a desire to see students have more voice in their education. For the 2026-27 school year, there will be a Student Leadership Team and an Upstander Anti-Bullying Team to empower student voice and school safety.|"Asynchronous ""Micro-Learning"" for Parents The school will create 60-Second Strategy Videos: Parents don’t have time for a two-hour workshop on phonics or long division. We will have grade-level teams create 1-minute, smartphone-friendly videos demonstrating one specific strategy (e.g., ""How we use a number line to subtract""). Text these videos directly to families using translated platforms like TalkingPoints. ""Side-by-Side"" Co-Learning Workshops Grade-level lead teachers will create and facilitate quarterly Interactive Learning Workshops: Instead of lecturing parents while kids are in childcare, bring them together. Host ""Co-Learning Labs"" where teachers model a learning game, and then the parent and child practice it together right there. The teacher walks around to coach the parent, ensuring the parent leaves saying, ""Okay, I know exactly how to do this at home."""|4|4|4|5|4|4|5|5|5|5|5|5|Met||2026-06-09|2026
10621660140038|Endeavor Charter|3|Endeavor Charter School uses a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable.  The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making.  We make every effort to seek parent involvement and input in school decision-making.  Data is collected in a number of ways.  1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey.  The following groups participated in surveys and/or feedback sessions, of meaningful Educational Partner input for the understanding of needs and solutions to make informed decisions: School Administrators, including Site Principals Teachers Classified Staff Western Sierra Charter Schools Board made up of parents, community members, and non-voting teachers Parents/Guardians and students who are in close communication with teachers, classified support staff, and administrative personnel LCAP Planning Focus Group which included Parents, Students, Teachers, and Administrative personnel  Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP.  All students, including those with exceptional needs, along with their parent/guardian, have frequent interactions with Advising & special education teachers and classified support staff.  Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis.  WSCS Board meetings occur throughout the school year.  The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement.  We also reviewed student and parent feedback from our March 2025 surveys.|Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP.  Students, along with their parent/guardian, have frequent interactions with teachers and classified support staff.  Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis.  WSCS Board meetings occur throughout the school year.  The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement.  We also reviewed student and parent feedback from our March 2025 surveys.  Feedback occurred during the course of frequent interactions with teachers and represented on our local parent and student survey responses. Teachers, Classified Staff, and Administrator Feedback:  Feedback occurred throughout the school year and discussed at regularly-scheduled meetings and professional development opportunities.  Outreach to students and parents/guardians was extensive and frequent throughout the 2024-25 school year. Formal and informal progress monitoring meetings were usually conducted in-person but sometimes held virtually on Zoom and included communications via Parent Square, phone calls, and email.  Pupils with exceptional needs were provided their required services, such as tutoring, and the student and their parent met more frequently with their assigned Advising Teacher as well as the Special Education teacher.  Our focus area for improvement in Building Relationships between school staff and families is detailed in our 2025-26 LCAP Goal 3 and its 4 Actions. Goal 3 states:  School will provide opportunities for our Educational Partners (parents, students, staff, community members, and organizations) to participate in various aspects of the educational environment to support and enhance student success. Actions 1-4 state: Action 1:  Provide parent training to support student achievement.  Action 2: Provide methods of communication between home and school via Parent Square, social media, school websites, newsletters, advising, and other meetings between teachers, parent/guardian, and students. Action 3: Provide opportunities for Educational Partner engagement.  Action 4:Provide opportunities for our students to explore and engage with the greater community around them through educational and service-related field experiences.  (For example: Reagan Library, Catalina CIMI science trip, science & art exploration trips, visits and interviews with businesses, university tours and community service)|Endeavor Charter School uses a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable.  The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making.  We make every effort to seek parent involvement and input in school decision-making.  Data is collected in a number of ways.  1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey.  The following information contains the results of our Parent Survey taken in March of this 2024-25 school year.  The feedback from this survey contributed to our 2025-26 LCAP goals and actions.  45 parents responded to our local school survey on a variety of topics.   Parent Survey Responses  How would you rate your overall schooling experience with us?  100% rated Excellent, Above Average, or Satisfactory. How well does the school support your needs as the parent/guardian teacher?  100% rated Excellent, Above Average, or Satisfactory. My school provides textbooks and other learning materials to meet my child’s educational needs. 98% rated Excellent, Above Average, or Satisfactory. How likely are you to ask for help from a teacher or other school staff when you run into a school/education-related difficulty? 31% rated Almost all the time; 44% Often; 24% Sometimes; 0% Never. Rate your child’s experience in onsite enrichment class. 80% rated excellent, above average and satisfactory. The other 20% did not take onsite enrichment classes.  How well did the school support your child’s education-related technology needs?  100% rated Excellent, Above Average, or Satisfactory. I feel my Advising Teacher (and other classroom teachers) take the time to discuss my student’s grades, academic progress and success, or areas for improvement with me.  100% rated Excellent, Above Average, or Satisfactory. Do the buildings and classrooms support a positive and focused environment appropriate for learning?  93% rated Excellent, Above Average, or Satisfactory. I feel welcomed, valued, and connected to others in our school community.  96% rated Excellent, Above Average, or Satisfactory. Rate how well the school communicates to you about school events & procedures.  100% rated Excellent, Above Average, or Satisfactory. Does our school provide you the knowledge & support you need for future (college/career) academic goals & planning for your student?  31% rated Excellent; 27% rated Above Average; 4% rated Satisfact|Endeavor Charter School uses a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable.  The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making.  We make every effort to seek parent involvement and input in school decision-making.  Data is collected in a number of ways.  1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey.    The following groups participated in surveys and/or feedback sessions, of meaningful Educational Partner input for the understanding of needs and solutions to make informed decisions: School Administrators, including Site Principals Teachers Classified Staff Western Sierra Charter Schools Board made up of parents, community members, and non-voting teachers Parents/Guardians and students who are in close communication with teachers, classified support staff, and administrative personnel LCAP Planning Focus Group which included Parents, Students, Teachers, and Administrative personnel  Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP.  All students, including those with exceptional needs, along with their parent/guardian, have frequent interactions with Advising & special education teachers and classified support staff.  Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis.  WSCS Board meetings occur throughout the school year.  The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement.  We also reviewed student and parent feedback from our March 2025 surveys.|Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP.  Students, along with their parent/guardian, have frequent interactions with teachers and classified support staff.  Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis.  WSCS Board meetings occur throughout the school year.  The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement.  We also reviewed student and parent feedback from our March 2025 surveys.  Feedback occurred during the course of frequent interactions with teachers and represented on our local parent and student survey responses. Teachers, Classified Staff, and Administrator Feedback:  Feedback occurred throughout the school year and discussed at regularly-scheduled meetings and professional development opportunities.  Outreach to students and parents/guardians was extensive and frequent throughout the 2024-25 school year. Formal and informal progress monitoring meetings were usually conducted in-person but sometimes held virtually on Zoom and included communications via Parent Square, phone calls, and email.  Pupils with exceptional needs were provided their required services, such as tutoring, and the student and their parent met more frequently with their assigned Advising Teacher as well as the Special Education teacher.  Our focus area for improvement in Building Relationships between school staff and families is detailed in our 2025-26 LCAP Goal 3 and its 4 Actions. Goal 3 states:  School will provide opportunities for our Educational Partners (parents, students, staff, community members, and organizations) to participate in various aspects of the educational environment to support and enhance student success. Actions 1-4 state: Action 1:  Provide parent training to support student achievement.  Action 2: Provide methods of communication between home and school via Parent Square, social media, school websites, newsletters, advising, and other meetings between teachers, parent/guardian, and students. Action 3: Provide opportunities for Educational Partner engagement.  Action 4:Provide opportunities for our students to explore and engage with the greater community around them through educational and service-related field experiences.  (For example: Reagan Library, Catalina CIMI science trip, science & art exploration trips, visits and interviews with businesses, university tours and community service)|Endeavor Charter School uses a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. The following information contains the results of our Parent Survey taken in March of this 2024-25 school year. The feedback from this survey contributed to our 2025-26 LCAP goals and actions. 45 parents responded to our local school survey on a variety of topics. Parent Survey Responses How would you rate your overall schooling experience with us? 100% rated Excellent, Above Average, or Satisfactory. How well does the school support your needs as the parent/guardian teacher? 100% rated Excellent, Above Average, or Satisfactory. My school provides textbooks and other learning materials to meet my child’s educational needs. 98% rated Excellent, Above Average, or Satisfactory. How likely are you to ask for help from a teacher or other school staff when you run into a school/education-related difficulty? 31% rated Almost all the time; 44% Often; 24% Sometimes; 0% Never. Rate your child’s experience in onsite enrichment class. 80% rated excellent, above average and satisfactory. The other 20% did not take onsite enrichment classes. How well did the school support your child’s education-related technology needs? 100% rated Excellent, Above Average, or Satisfactory. I feel my Advising Teacher (and other classroom teachers) take the time to discuss my student’s grades, academic progress and success, or areas for improvement with me. 100% rated Excellent, Above Average, or Satisfactory. Do the buildings and classrooms support a positive and focused environment appropriate for learning? 93% rated Excellent, Above Average, or Satisfactory. I feel welcomed, valued, and connected to others in our school community. 96% rated Excellent, Above Average, or Satisfactory. Rate how well the school communicates to you about school events & procedures. 100% rated Excellent, Above Average, or Satisfactory. Does our school provide you the knowledge & support you need for future (college/career) academic goals & planning for your student? 31% rated Excellent; 27% rated Above Average; 4% rated Satisfactory; 4% rated poor|Endeavor Charter School uses a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable.  The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making.  We make every effort to seek parent involvement and input in school decision-making.  Data is collected in a number of ways.  1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey.  The following groups participated in surveys and/or feedback sessions, of meaningful Educational Partner input for the understanding of needs and solutions to make informed decisions: School Administrators, including Site Principals Teachers Classified Staff Western Sierra Charter Schools Board made up of parents, community members, and non-voting teachers Parents/Guardians and students who are in close communication with teachers, classified support staff, and administrative personnel LCAP Planning Focus Group which included Parents, Students, Teachers, and Administrative personnel  Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP.  All students, including those with exceptional needs, along with their parent/guardian, have frequent interactions with Advising & special education teachers and classified support staff.  Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis.  WSCS Board meetings occur throughout the school year.  The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement.  We also reviewed student and parent feedback from our March 2025 surveys.|Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP.  Students, along with their parent/guardian, have frequent interactions with teachers and classified support staff.  Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis.  WSCS Board meetings occur throughout the school year.  The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement.  We also reviewed student and parent feedback from our March 2025 surveys.  Feedback occurred during the course of frequent interactions with teachers and represented on our local parent and student survey responses. Teachers, Classified Staff, and Administrator Feedback:  Feedback occurred throughout the school year and discussed at regularly-scheduled meetings and professional development opportunities.  Outreach to students and parents/guardians was extensive and frequent throughout the 2024-25 school year. Formal and informal progress monitoring meetings were usually conducted in-person but sometimes held virtually on Zoom and included communications via Parent Square, phone calls, and email.  Pupils with exceptional needs were provided their required services, such as tutoring, and the student and their parent met more frequently with their assigned Advising Teacher as well as the Special Education teacher.  Our focus area for improvement in Building Relationships between school staff and families is detailed in our 2025-26 LCAP Goal 3 and its 4 Actions. Goal 3 states:  School will provide opportunities for our Educational Partners (parents, students, staff, community members, and organizations) to participate in various aspects of the educational environment to support and enhance student success. Actions 1-4 state: Action 1:  Provide parent training to support student achievement.  Action 2: Provide methods of communication between home and school via Parent Square, social media, school websites, newsletters, advising, and other meetings between teachers, parent/guardian, and students. Action 3: Provide opportunities for Educational Partner engagement.  Action 4:Provide opportunities for our students to explore and engage with the greater community around them through educational and service-related field experiences.  (For example: Reagan Library, Catalina CIMI science trip, science & art exploration trips, visits and interviews with businesses, university tours and community service)|Endeavor Charter School uses a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable.  The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making.  We make every effort to seek parent involvement and input in school decision-making.  Data is collected in a number of ways.  1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey.  The following information contains the results of our Parent Survey taken in March of this 2024-25 school year.  The feedback from this survey contributed to our 2025-26 LCAP goals and actions.  45 parents responded to our local school survey on a variety of topics.   Parent Survey Responses  How would you rate your overall schooling experience with us?  100% rated Excellent, Above Average, or Satisfactory. How well does the school support your needs as the parent/guardian teacher?  100% rated Excellent, Above Average, or Satisfactory. My school provides textbooks and other learning materials to meet my child’s educational needs. 98% rated Excellent, Above Average, or Satisfactory. How likely are you to ask for help from a teacher or other school staff when you run into a school/education-related difficulty? 31% rated Almost all the time; 44% Often; 24% Sometimes; 0% Never. Rate your child’s experience in onsite enrichment class. 80% rated excellent, above average and satisfactory. The other 20% did not take onsite enrichment classes.  How well did the school support your child’s education-related technology needs?  100% rated Excellent, Above Average, or Satisfactory. I feel my Advising Teacher (and other classroom teachers) take the time to discuss my student’s grades, academic progress and success, or areas for improvement with me.  100% rated Excellent, Above Average, or Satisfactory. Do the buildings and classrooms support a positive and focused environment appropriate for learning?  93% rated Excellent, Above Average, or Satisfactory. I feel welcomed, valued, and connected to others in our school community.  96% rated Excellent, Above Average, or Satisfactory. Rate how well the school communicates to you about school events & procedures.  100% rated Excellent, Above Average, or Satisfactory. Does our school provide you the knowledge & support you need for future (college/career) academic goals & planning for your student?  31% rated Excellent; 27% rated Above Average; 4% rated Satisfact|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
10621660140764|Golden Charter Academy|3|As an educational partner with our parents and community, we are focused on ensuring each family is fully immersed in and informed by the GCA culture and data-driven decision-making related to their students' holistic development. We hold parent meetings and conferences that accommodate our families' availability to increase engagement. We welcome parents to schedule regular time to shadow their scholar. We have Presentations of Learning (3 per year for each grade level), which allow our community members to attend and observe our scholars' work. Every Friday, our staff engages our community during morning affirmations. Staff are present during pick-ups and drop-offs to greet scholars and families as a regular practice.|We have hired new teachers and new, highly qualified, culturally proficient administrative staff with the academic credentials and backgrounds necessary to implement and sustain the academic programs that the community expects of GCA. We continue to collect beginning-, middle-, and end-of-year surveys to provide a space for community input, and we use this information to inform our community programming and our understanding of parents' requests and input. GCA is committed to continually building an academic environment that supports and includes diverse communities and populations in order to align with our mission and goals.|We are committed to continuing to offer shared opportunities for parents and families on topics such as school changes, staffing adjustments, testing, and curriculum transparency. We facilitate these meetings as thought partners and active listeners regarding parents' voices. Our goal is to amplify our families' voices to better serve their diverse needs. We remain open to suggestions regarding how we can continue to improve our engagement with underrepresented families.|GCA has been focused on collaborating with community resources such as Valley Children's Hospital, Food Bank, and Fresno Rescue, to name a few, which are vital to ensuring our students' outcomes extend beyond academics, with supports in nutrition, mental health, and financial literacy. We also utilize a Place-Based Learning Model, which orients students toward learning that can be experienced beyond the classroom and can aid in college and career exploration. Our Partnership with Fresno Chaffee Zoo, Naturbridge, etc., provides access to outdoor experiences (Yosemite & Sequoia National Parks) for all of our scholars, enabling them to engage in innovative learning spaces that may be limited in traditional educational environments.|Our commitment is to continue with practices that create opportunities for civic and environmental stewardship, examine inequities as they concern the demographics served, and provide grade-level-appropriate common-ground solutions to observed concerns within our communities.|GCA openly invites families to speak confidently about their needs, and we will respond accordingly. We focus on consistent correspondence with our families through in-person modalities and through technology (emails, Parent Square, Zoom, telephone calls, and home visits).|GCA has both a Family Advisory Board (FAB Team) and Pridelands. Both of these teams focus on creating space for our families to voice their concerns about how we implement and manage suggested changes.|GCA has an active presence in the community. Moving forward, we will use REALs from our data partner, PARSEC, to qualitatively capture the voices of scholars, families, and community partners.|GCA hosts Saturday workshops (Personal counseling, financial literacy, language counseling and support for ELL students and families, tax planning, home ownership, etc) to bring services that our families and community historically have had limited access.|4|5|5|5|3|3|4|4|5|5|5|4|Met||2026-06-18|2026
10621660140806|Aspen Ridge Public|3|Through partnerships with community school grants, we have created a parent leadership team on campus that regularly hosts events that bring together families and educators to celebrate students' success and work together to address student learning. Aspen Ridge has a wide variety of organizational partners that support family, student, and staff development and connection. With several parent advisory groups, families are true educational partners at Aspen Ridge. One major area of strength are the relationship between families and staff, which fosters a strong educational community, and the ease of access between home and school.|Aspen Ridge is committed to partnering and valuing all students and families. We will continue to engage families of underrepresented student populations to foster a greater sense of belonging, pride in culture, and connection with all families, students, and staff. Aspen Ridge is committed to continuing to expand opportunities for families to be on campus and engaged in the learning process during the school day, in addition to after-school hours.|Aspen Ridge will continue to support the development of our underserved families through our partnership with over 15 non-profit organizations to deliver to families personal development, services, and culturally relevant school-wide events. Through these events, we will build family, staff, and student capacities as well as foster a sense of belonging on campus through the celebration of family culture and background. With the grants from community schools, we will build upon this work to branch out and create more connections within our communities and bring them onto campus to partner with students, families, and staff to address student learning outcomes.|Aspen Ridges' strength lies in providing professional development to site administration and staff to build their capacity to engage families and build partnerships with community members to address student outcomes. Aspen has been in the CEI initiative as well as aware of the community schools' gratitude to continue the work of the school site council to address student outcomes of Ridge students. This year, Ridge has established on-site tutoring, social-emotional counseling, and an after-school program for over 50% of our students.|Aspen Ridge is committed to continuing to develop its afterschool program to positively affect student outcomes. Training of after-school and day school staff to foster direct communication and partnership between the two for a seamless transition and increased learning time. Additionally, the ridge will continue to pursue a statewide initiative to build the facility's and staff's capacity to address student outcomes.|Aspen Ridge is committed to continuing to engage and build the educational literacy of underrepresented families by continuing to provide ed nights around dual enrolment, college application process, FAFSA, graduation requirements, SEL lessons and family professional development sessions. Additionally, Ridge will continue to build upon the already established family leadership series, which offers parenting classes for teens. This effort will increase family educational literacy.|Aspen Ridge has strong and consistent participation in input from students, parents, and families, through our Kelvin survey responses and our school site advisory council. Parents from all grade levels are involved in the council from 7-12 and have initiated change measures on campus that have been implemented in direct response to input from families.|Aspen Ridge’s leadership is committed to continuing to grow by seeking input for decision-making from all families and by moving toward aligning the spectrum of family engagement with family co-decision-making at Ridge through the dual capacity framework. We will continue to develop site leadership and school site staff within that dual-campus framework to partner with families to create decision-making.|Aspen Ridge will continue to build parent groups, such as the ELAC committee, to foster more decision-making with parents from our multilingual students and families. Additionally, we will continue to promote diversity in our student councils by including families from all underrepresented populations through events relevant to their specific needs and interests, such as cultural and leadership events alongside seats on our council.|4|4|3|4|4|4|3|3|4|4|3|3|Met||2026-06-09|2026
10621661030642|School of Unlimited Learning|3|Based on the analysis of educational partner input and local data, the School of Unlimited Learning’s (SOUL) current strengths in building relationships between school staff and families include frequent, purposeful engagement and strong communication practices. Educational Partner engagement occurred routinely throughout the year, with meaningful input collected from administrators, teachers, Governing Council members (parents, community members, and staff), students, and classified support personnel. This feedback was considered carefully in the development of the LCAP. In summary, SOUL's key strengths in building relationships between school staff and families include a culture of mutual respect and care, strong teacher-family approachability and communication, and high family satisfaction with staff warmth and support. These results consistently rank well above both state and national comparison groups, and the high 81% family survey response rate lends additional confidence to these findings.|Based on the analysis of educational partner input and local data, the School of Unlimited Learning (SOUL) has identified a focus on strengthening and sustaining relationships between school staff and families, with an emphasis on consistency, staff support, and inclusive engagement.  The Youth Truth 2026 survey results, indicate continued positive outcomes in areas such as respect, care, and communication, while also highlighting an opportunity to reinforce consistency in family experiences and strengthen staff perceptions of support. SOUL has also identified the need to expand culturally and linguistically responsive engagement strategies to better support English Learner (ELL) families, as well as to increase opportunities for meaningful family involvement and representation in school activities and decision-making. In response, SOUL will prioritize strengthening relationship-building practices, enhancing staff support systems, and expanding inclusive family engagement opportunities. These efforts are intended to build trust, increase participation, and support a positive and connected school climate.|Based on the analysis of educational partner input and local data, SOUL has identified English Learner (ELL) families as the primary underrepresented group and will continue to prioritize strategies to strengthen their connection to the school community. Survey results indicate an opportunity to expand culturally and linguistically responsive communication, increase access to meaningful engagement, and ensure families feel represented in school structures and decision-making, while also building staff capacity to effectively partner with families. In response, SOUL will continue to build on strategies identified in 2025 by strengthening inclusive communication practices, expanding opportunities for authentic family voice, and using ongoing data and feedback to monitor progress. Through these efforts, SOUL aims to deepen relationships, increase participation, and ensure all families feel welcomed, valued, and connected.|The School of Unlimited Learning (SOUL) continues to demonstrate strong communication and partnership practices that support student outcomes, as reflected in the 2026 Youth Truth survey results. Survey data showed that 83% of families report positive communication & feedback and 88% report strong relationships with staff, with SOUL ranking in the 94th percentile in Communication & Feedback.  These results highlight SOUL’s strength in maintaining clear communication, building trust with families, and supporting family engagement in student learning.  Building on these strengths, SOUL has made continued progress in strengthening partnerships that support student success. Staff work closely with students and families to develop individualized post-secondary plans and provide access to college and career readiness opportunities, including career exploration and real-world learning experiences. In addition, SOUL continues to implement LCAP Action 2.2, “Community Engagement Opportunities for Students,” to enhance student engagement and leadership development. This action supports opportunities for student voice, enrichment, and connection to the broader community, strengthening partnerships between students, families, and community organizations to support improved student outcomes.|Based on the analysis of educational partner input and local data, SOUL has identified key areas to further strengthen partnerships that support student outcomes. While the 2026 Youth Truth survey results reflect strong overall communication and relationships, the data also indicate an opportunity to ensure these practices are consistently experienced by all families.  Survey results demonstrate English Learner (ELL) families report slightly lower levels of connection, communication, and access to resources compared to the overall population, highlighting a need for more targeted and culturally responsive engagement strategies. In addition, data suggest an opportunity to expand meaningful family involvement in school activities and decision-making and to further support staff in building strong, consistent partnerships with families.  In response, SOUL will continue to build on its strengths by strengthening inclusive communication practices, expanding access to academic supports and post-secondary resources, and increasing opportunities for authentic family engagement. The school will also continue to build staff capacity to partner effectively with families and use ongoing data and feedback to monitor progress and ensure partnerships are supporting improved student outcomes.|Based on the analysis of educational partner input and local data, SOUL will improve engagement of underrepresented families, particularly ELL families, by implementing targeted strategies that strengthen their role as partners in supporting student outcomes.  SOUL will continue to expand culturally and linguistically responsive communication to ensure families have clear, accessible information about student learning, progress, and post-secondary pathways. The school will increase targeted outreach and access to academic and college and career readiness resources to ensure all families can actively support their child’s success.  In addition, SOUL will increase opportunities for meaningful family voice and participation in school activities and decision-making and continue to build staff capacity to engage families in consistent, relationship-based practices. SOUL will use ongoing survey data and feedback to monitor progress and ensure these efforts result in stronger partnerships and improved student outcomes.|The School of Unlimited Learning (SOUL) demonstrates strong systems and a collaborative culture for seeking input from educational partners, including families, students, and staff. Through structures such as case management and ongoing communication, SOUL ensures that diverse voices are represented and have meaningful opportunities to contribute to school decision-making. Feedback from the March 2026 Youth Truth Family Survey confirms strong engagement and inclusion, with 80% of families feeling engaged with the school, 80% feeling informed about important decisions, and 74% feeling empowered to play a meaningful role in decision-making. These results, along with SOUL’s 92nd percentile ranking in Family Engagement, demonstrate that families feel informed, represented, and able to contribute input. High participation rates, including 81% family, 100% staff, and 98% student survey response rates, reflect a strong culture of trust where educational partners believe their voices are valued. Student results further reinforce this, with high engagement (82nd percentile) and college and career readiness (93rd percentile), along with broad participation in extracurricular activities that support student voice. Staff survey results also highlight a strong collaborative culture, with 95% of staff reporting that teachers work together to improve instructional practice, supporting shared decision-making across the organization.|Based on the analysis of educational partner input and local data, SOUL has identified key areas to further strengthen systems for seeking input from families, students, and staff. While the 2026 Youth Truth survey results reflect strong overall engagement and input, the data indicate an opportunity to ensure these practices are consistently experienced across all stakeholder groups. Family survey results show high levels of engagement, with 74% of families reporting they feel empowered to contribute to decision-making and 80% feeling informed about important school decisions. These results also highlight an opportunity to further strengthen participation in planning activities and ensure all families feel represented within formal input structures. In addition, staff survey results suggest an opportunity to strengthen systems that support staff voice and collaboration, ensuring staff feel consistently supported in contributing to school decisions. Student survey results similarly identify an opportunity to further strengthen belonging and connection, which are essential to supporting meaningful student voice. To build on these strengths, SOUL will continue to expand authentic opportunities for families and staff to engage in leadership and decision-making by increasing access to governance structures, offering flexible and inclusive participation options, and clearly communicating how input informs school decisions. Through these efforts, SOUL aims to strengthen an inclusive, transparent, and representative decision-making process for all educational partners.|Analysis of educational partner input and local data indicates that while SOUL demonstrates strong overall family engagement, there is an opportunity to strengthen participation in decision-making, particularly for underrepresented groups such as English Learner (ELL) families. Survey results reflect high levels of engagement while highlighting the need to expand access to governance structures and ensure all families are consistently represented. To build on this progress, SOUL will expand outreach through community events, informational meetings, and increased opportunities for participation in governance structures, including advisory groups such as ELAC. The school will also ensure communication is accessible through translated materials and multilingual support to help families understand and engage in school decisions. These efforts will be supported by flexible participation options and ongoing opportunities for family voice and feedback. SOUL will also leverage student voice as a bridge to family engagement by expanding opportunities for students to participate in decision-making and support communication with their families.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-05-12|2026
10621661030840|Carter G. Woodson Public Charter|3|Building strong relationships with families continues to be one of our greatest strengths. 98% of parents shared in our survey that they feel welcomed, respected, and comfortable reaching out when they have questions or concerns. Staff echoed this, with over 90% agreeing that families are seen as essential partners in their child’s success. These numbers reflect the deep effort we’ve made to build a school culture rooted in trust, care, and belonging.|While families report feeling welcomed and respected, we know there’s more we can do to strengthen ongoing, meaningful connections between school staff and families. One clear area of growth is ensuring that communication doesn’t just come from the front office or support team—but also directly from teachers.  Another area of focus is building stronger connections with families whose students struggle with attendance or behavior. Our outreach efforts have helped, but we want to go further—offering more proactive communication and finding ways to connect with families before challenges escalate. This includes offering flexible meeting times, transportation support, and multiple ways to engage (in person, virtually, by phone, etc.).  Finally, as we continue to grow our Community School model, we’re working to provide more wraparound supports and welcoming spaces for families on campus. That includes everything from making sure families know who to go to when they need help, to creating more opportunities for them to be involved in shaping school culture and decisions.|Improving engagement with underrepresented families continues to be a key focus. While many families feel connected to the school, we know that not all voices are equally heard—and we’re committed to changing that. Through surveys and ongoing conversations, we’ve identified families of English Learners, students with disabilities, and those facing chronic absenteeism as groups who may need more intentional, personalized outreach.  One step we’re taking is expanding our home visit program and phone banking efforts. These one-on-one connections allow us to learn more about the specific barriers families are facing—whether it’s work schedules, transportation, language access, or previous negative experiences with school—and respond with compassion and flexibility.  We’re also working to remove practical barriers to participation. This includes offering transportation to events, scheduling meetings outside traditional hours, and using more flexible formats for engagement, like phone conferences and text-based communication. Interpretation services will continue to be provided at all major meetings and events, and we’re exploring ways to offer more parent-facing materials in multiple languages.  Staff will also receive additional support and professional learning focused on building relationships across cultural and language differences, using trauma-informed practices, and creating more inclusive classroom communities.  We believe every family wants to be involved—they just need the right opportunity, the right support, and a genuine invitation. Our goal is to make sure no family feels like an outsider in their child’s education.|This year, we made progress in strengthening the connection between families and student academic outcomes. Teachers used progress reports, benchmark data, and conferences to communicate clearly with families about how their child was doing and what supports were in place. Parents gave input on academic priorities through Individualized Learning Plan meetings, surveys, DELAC, and SSC, which help shape decisions about academic interventions, instructional materials, course offerings, and student support services. Staff works closely with families to track progress toward goals and adjust supports when needed, ensuring that families were not just informed but included in the work of helping students grow.|A key area for improvement is the use of assessment data to guide student supports and communicate progress to families. In response, a new benchmark assessment system was implemented to identify gaps in student learning and align interventions. This system is designed to strengthen Individual Learning Plans (ILPs) and help staff respond earlier with targeted supports. Survey data also indicated that while families feel informed generally, there is a need to improve how academic progress is communicated. In response, the school plans to increase opportunities for teachers to share benchmark results and instructional strategies with families, and use these data points to shape discussions in parent meetings and student goal-setting.|To better support underrepresented families, we’re focusing on more personal, consistent outreach that makes it easier for them to engage in conversations about their child’s academic growth. Families of English Learners and students with disabilities have expressed that while they feel welcomed, they sometimes don’t know how to support learning at home or what progress looks like. We’re responding by strengthening our follow-up after IEP and reclassification meetings, making benchmark results more accessible, and ensuring staff take time to explain what those results mean. We’re also continuing to offer multiple ways for families to connect—by phone, in person, or virtually—so that work schedules or transportation don’t become barriers. By building stronger, more frequent communication around student goals and progress, we can ensure families feel equipped and encouraged to take an active role in their child’s success.|The school has made steady progress in creating spaces where educational partners can share input and help shape decisions. Surveys, SSC and DELAC meetings, and informal check-ins are used throughout the year to gather feedback from families, staff, and students. This input directly influenced key decisions in the LCAP, including the addition of mental health supports, increased academic interventions, and expanded student recognition efforts. Staff and family surveys show that most stakeholders feel their voice is valued, and we’ve seen higher participation in decision-making meetings compared to prior years. While there’s always room to grow, we’ve built a strong foundation for shared input that continues to guide our work.|One area for improvement is making sure that input from underrepresented groups—especially families of English Learners and students with disabilities—is gathered more consistently and used to guide decisions. While many families feel welcomed and heard, participation in formal input spaces like SSC and DELAC still doesn’t reflect the full diversity of our school community. We are working to expand outreach before meetings, offer more flexible participation options, and create smaller focus groups where families may feel more comfortable sharing openly. The goal is to make sure every voice has a seat at the table, not just those who are already deeply involved.|To improve engagement of underrepresented families in decision-making, we are focusing on stronger personal outreach and making participation more accessible. While we’ve seen increased involvement through surveys, DELAC, and SSC meetings, we recognize that some families—especially those of English Learners and students with disabilities—are still underrepresented in these spaces. To address this, we will continue using translated communication, home visits, and bilingual staff outreach to personally invite families to participate. Our goal is to create a school culture where every family feels welcomed, heard, and confident that their input can shape the direction of our programs and priorities.|4|4|4|3|4|4|4|4|4|4|4|4|Met||2026-06-29|2026
10622400000000|Kingsburg Elementary Charter|3|Based on the results of the locally developed school climate survey taken during the 2025-2026 school year, 77.6% of the students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 75.8% responded that they felt connected to their school. For students in grades 7 and 8, of the students responding to the survey 77.8% indicated that they felt that school was a safe place, and 74.9% reported that they feel connected to their school.|The district has planned additional opportunities for families to engage with the school community. Some of the planned events include, but are not limited to: Title I Night, KHS Educational Night, Bilingual Night, Santa Lucia Parade and the Swedish Festival. Also, our district received the community schools grant, and as part of that we have added an additional parenting program. Raising Highly Capable Kids Parenting Program was offered to any parent/guardian/caretaker in the Fall and Spring Semesters of the 25-26 school year. We held 6 classes total (3 Fall and 3 Spring). Classes were offered in English and in Spanish so that parents could access the curriculum in their first language. There were many graduates from the program and we held graduation celebrations.  The RHCK provided an online training to train all of our school liaisons and counseling staff members. RHCK is free to all Kingsburg Schools, families, and community members. We have found that RHCK has been very well received by facilitators and parents. A bit about the program. Raising Highly Capable Kids (RHCK) is an evidence-based parenting program developed to build stronger families by empowering parents with the confidence, tools, and skills they need to raise healthy, caring, and responsible children. The goal of RHCK is to increase parents’ knowledge and skill level of the 40 Developmental Assets, which are proven to increase childhood resiliency and academic achievement. Additionally, we partnered with Fresno State Parent University to offer both online and in-person classes for parents. We also collaborated with Success Together, a company that brings parents and students together for on-campus events focused on Math, Reading, Science, and Art curriculum. These events are led by credentialed instructors, providing parents with opportunities to engage in their child's learning and support their academic growth.|Kingsburg Elementary Charter School District parents, students and staff work together as a team to make academic success possible. The Kingsburg Elementary Charter School District believes effective communication is at the heart of educating our students and is key to parent involvement. KECSD prides itself on the strong relationships it has with students and their families and their participation in school events and activities. KECSD communicates with the school community in a variety of ways. There is a wealth of information for families located on our district website. There you will find information regarding the district and individual school sites, as well as links to many resources. Annual parent-teacher conferences provide teachers with a great opportunity to build relationships with parents/guardians and clearly communicate the student’s progress in school, as well as learn more about each student. The district values the time spent collaborating with families and has dedicated one week for conferences. Students observe a minimum day schedule and teachers are expected to meet with 100% of its families. Additional parent conferences are scheduled and based on student needs. Every parent receives a progress report on their student for each mid-trimester or quarter, depending on the grade level of the student, and report cards are issued every trimester or quarter. The district has developed additional supports for students with additional needs, as recommended by the various surveys, task groups, and parent advisor groups to support students with exceptional needs, in foster care, linguistically diverse, and those experiencing homelessness. School/Community Liaisons help monitor the needs of students and families to overcome barriers resulting in poor school attendance, as well as barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports. Also, we have partnered with Fresno State’s Parent University to provide parenting classes for all our parents. We plan on continuing these classes again for the next school year. We recognized a group of them that completed their class at a special night ceremony. Also, with our community school's grant that we received, we will continue to plan engaging family and school events to continue to build our relationships between school staff and families. One of our highlights this year was our Pickleball Tournament, that was held at Rafer Johnson Jr. High. Many participants including our families and staff members, joined together for a fun and healthy event. We will continue to plan events like this at each of our school sites to build upon the strong staff and family relationships that have been developed over past years. We had a back to school health fair as a service for underserved families. Also, we piloted English Classes and Citizenship support for parents.|Assessments are developed to measure proficiency towards grade level standards.  The rigor of assessments will meet the criteria set forth during instruction.  Teachers will work with the local county office of education to use assessments as meaningful sources of information, helping teachers to identify individual student needs and strengths, as well as a system to help teachers identify good first instruction and the best practices used to assess learning.  This method includes assessments such as selected responses, essays and performance tasks.|Teachers in grades TK-8 participated in a series of math and ela professional development facilitated by members of the Fresno County Superintendent of Schools Office.  The training focused on math expectations for their grade levels.  In addition, the county office provided in-class coaching for teachers.  The district also employs five academic coaches who serve as part of the District’s Academic Leadership Team, who also provided ongoing professional development for teachers, staff, and administration in math, ELA, ELD, technology and other areas, as needed.  The district will continue to work with our local county office and other professionals who are experts in their fields to improve staff’s knowledge and skills in order to facilitate individual school-wide and district-wide improvements for the purpose of increased student achievement. We are also focusing on English Language Arts, by having all our TK-3 teacher trained in the Science of Reading through the program called LETRS. A cohort of our 4th-8th grade  2026-27 Local Performance Indicator Self-Reflection for Kingsburg Elementary Charter School District Page 13 of 19 ELA teachers have been part of the California Collaborative for Learning Acceleration (CCLA). CCLA seeks to support student acceleration of learning in the area of literacy. Also, since we received the community school's grant, we now have a liaison for each of our school sites. They are helping our staff connect with our families in many ways.|The district will work with school sites to ensure each school is a welcoming and safe environment for all students, families, and staff and that the school is perceived as a place where all families are welcome and valued.  Staff will continue to be trained and have discussions on how and why building relationships are important and that students need to have a trusted adult at school who is approachable, friendly, and receptive to concerns. We will work towards increased communication and collaboration with families, as well as gaining a better understanding of accepting and respecting cultural differences and values and how various factors influence interpersonal dynamics and experiences that impact learning. Due to our district receiving the community school's grant, we now have site liaisons that help connect our staff with our family in even greater ways.|The district works with all members of the school community, including the Governing Board, to reflect on data that impacts learning.  Site administrators meet with their staff and parent groups, and the district meets with groups such as the District English Learner Advisory Committee, Parent Advisory Committee, Community Schools Advisory  2026-27 Local Performance Indicator Self-Reflection for Kingsburg Elementary Charter School District Page 14 of 19 Committee and the district meets every other week with the district leadership teams.  These meetings are well attended. Discussions are focused on student achievement and meetings often resemble professional learning communities.  Each year, during the spring, our local county office of education meets with the district to reflect on professional development that took place during the year and provides input on plans for the new school year.  These annual meetings include the directors of each content area, in the department of curriculum and instruction. Parents also have the opportunity to share input through the district’s annual survey, and certificated staff members participate in an anonymous survey, with the expectation that 100% of the staff will participate.|The district will strive to be more authentic and intentional when fostering a welcoming, inclusive environment where families see reflections of themselves.  As a district we will champion relationship building through collaboration and communication. We will work toward being more culturally responsive and be mindful of deep-rooted cultural values that may show up in our schools, such as culturally relevant dates and holidays, and avoid scheduling important events and meetings on these days. In recent years we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.|The Kingsburg Elementary Charter School District is committed to establishing a true partnership with all facets of the school community.  KECSD values feedback and input.  Parents continue to make positive differences in the lives of the children we all support.  KECSD is proud and pleased to offer a variety of parent involvement opportunities that improve our overall program.  Depending on the type of categorical funding a site may receive, district or school parent councils and committees are required under certain requirements and guidelines.  Such advisory committees in the district include School Site Council, English Language Advisory Committee, District English Learner Advisory Committee, Community Schools Advisory Committee and the LCAP Parent Advisory Committee.  Other parent/family groups include, but are not limited to music and drama booster clubs and parentteacher organizations. In recent years we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.|5|5|4|5|5|5|5|5|5|5|5|5|Met||2026-06-08|2026
10622400113142|Ronald W. Reagan Elementary|3|Based on the results of the locally developed school climate survey taken during the 2025-2026 school year, 77.6% of the students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 75.8% responded that they felt connected to their school. For students in grades 7 and 8, of the students responding to the survey 77.8% indicated that they felt that school was a safe place, and 74.9% reported that they feel connected to their school.|The district has planned additional opportunities for families to engage with the school community. Some of the planned events include, but are not limited to: Title I Night, KHS Educational Night, Bilingual Night, Santa Lucia Parade and the Swedish Festival. Also, our district received the community schools grant, and as part of that we have added an additional parenting program. Raising Highly Capable Kids Parenting Program was offered to any parent/guardian/caretaker in the Fall and Spring Semesters of the 25-26 school year. We held 6 classes total (3 Fall and 3 Spring). Classes were offered in English and in Spanish so that parents could access the curriculum in their first language. There were many graduates from the program and we held graduation celebrations.  The RHCK provided an online training to train all of our school liaisons and counseling staff members. RHCK is free to all Kingsburg Schools, families, and community members. We have found that RHCK has been very well received by facilitators and parents. A bit about the program. Raising Highly Capable Kids (RHCK) is an evidence-based parenting program developed to build stronger families by empowering parents with the confidence, tools, and skills they need to raise healthy, caring, and responsible children. The goal of RHCK is to increase parents’ knowledge and skill level of the 40 Developmental Assets, which are proven to increase childhood resiliency and academic achievement. Additionally, we partnered with Fresno State Parent University to offer both online and in-person classes for parents. We also collaborated with Success Together, a company that brings parents and students together for on-campus events focused on Math, Reading, Science, and Art curriculum. These events are led by credentialed instructors, providing parents with opportunities to engage in their child's learning and support their academic growth.|Kingsburg Elementary Charter School District parents, students and staff work together as a team to make academic success possible. The Kingsburg Elementary Charter School District believes effective communication is at the heart of educating our students and is key to parent involvement. KECSD prides itself on the strong relationships it has with students and their families and their participation in school events and activities. KECSD communicates with the school community in a variety of ways. There is a wealth of information for families located on our district website. There you will find information regarding the district and individual school sites, as well as links to many resources. Annual parent-teacher conferences provide teachers with a great opportunity to build relationships with parents/guardians and clearly communicate the student’s progress in school, as well as learn more about each student. The district values the time spent collaborating with families and has dedicated one week for conferences. Students observe a minimum day schedule and teachers are expected to meet with 100% of its families. Additional parent conferences are scheduled and based on student needs. Every parent receives a progress report on their student for each mid-trimester or quarter, depending on the grade level of the student, and report cards are issued every trimester or quarter. The district has developed additional supports for students with additional needs, as recommended by the various surveys, task groups, and parent advisor groups to support students with exceptional needs, in foster care, linguistically diverse, and those experiencing homelessness. School/Community Liaisons help monitor the needs of students and families to overcome barriers resulting in poor school attendance, as well as barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports. Also, we have partnered with Fresno State’s Parent University to provide parenting classes for all our parents. We plan on continuing these classes again for the next school year. We recognized a group of them that completed their class at a special night ceremony. Also, with our community school's grant that we received, we will continue to plan engaging family and school events to continue to build our relationships between school staff and families. One of our highlights this year was our Pickleball Tournament, that was held at Rafer Johnson Jr. High. Many participants including our families and staff members, joined together for a fun and healthy event. We will continue to plan events like this at each of our school sites to build upon the strong staff and family relationships that have been developed over past years. We had a back to school health fair as a service for underserved families. Also, we piloted English Classes and Citizenship support for parents.|Assessments are developed to measure proficiency towards grade level standards.  The rigor of assessments will meet the criteria set forth during instruction.  Teachers will work with the local county office of education to use assessments as meaningful sources of information, helping teachers to identify individual student needs and strengths, as well as a system to help teachers identify good first instruction and the best practices used to assess learning.  This method includes assessments such as selected responses, essays and performance tasks.|Teachers in grades TK-8 participated in a series of math and ela professional development facilitated by members of the Fresno County Superintendent of Schools Office.  The training focused on math expectations for their grade levels.  In addition, the county office provided in-class coaching for teachers.  The district also employs five academic coaches who serve as part of the District’s Academic Leadership Team, who also provided ongoing professional development for teachers, staff, and administration in math, ELA, ELD, technology and other areas, as needed.  The district will continue to work with our local county office and other professionals who are experts in their fields to improve staff’s knowledge and skills in order to facilitate individual school-wide and district-wide improvements for the purpose of increased student achievement. We are also focusing on English Language Arts, by having all our TK-3 teacher trained in the Science of Reading through the program called LETRS. A cohort of our 4th-8th grade  2026-27 Local Performance Indicator Self-Reflection for Kingsburg Elementary Charter School District Page 13 of 19 ELA teachers have been part of the California Collaborative for Learning Acceleration (CCLA). CCLA seeks to support student acceleration of learning in the area of literacy. Also, since we received the community school's grant, we now have a liaison for each of our school sites. They are helping our staff connect with our families in many ways.|The district will work with school sites to ensure each school is a welcoming and safe environment for all students, families, and staff and that the school is perceived as a place where all families are welcome and valued.  Staff will continue to be trained and have discussions on how and why building relationships are important and that students need to have a trusted adult at school who is approachable, friendly, and receptive to concerns. We will work towards increased communication and collaboration with families, as well as gaining a better understanding of accepting and respecting cultural differences and values and how various factors influence interpersonal dynamics and experiences that impact learning. Due to our district receiving the community school's grant, we now have site liaisons that help connect our staff with our family in even greater ways.|The district works with all members of the school community, including the Governing Board, to reflect on data that impacts learning.  Site administrators meet with their staff and parent groups, and the district meets with groups such as the District English Learner Advisory Committee, Parent Advisory Committee, Community Schools Advisory  2026-27 Local Performance Indicator Self-Reflection for Kingsburg Elementary Charter School District Page 14 of 19 Committee and the district meets every other week with the district leadership teams.  These meetings are well attended. Discussions are focused on student achievement and meetings often resemble professional learning communities.  Each year, during the spring, our local county office of education meets with the district to reflect on professional development that took place during the year and provides input on plans for the new school year.  These annual meetings include the directors of each content area, in the department of curriculum and instruction. Parents also have the opportunity to share input through the district’s annual survey, and certificated staff members participate in an anonymous survey, with the expectation that 100% of the staff will participate.|The district will strive to be more authentic and intentional when fostering a welcoming, inclusive environment where families see reflections of themselves.  As a district we will champion relationship building through collaboration and communication. We will work toward being more culturally responsive and be mindful of deep-rooted cultural values that may show up in our schools, such as culturally relevant dates and holidays, and avoid scheduling important events and meetings on these days. In recent years we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.|The Kingsburg Elementary Charter School District is committed to establishing a true partnership with all facets of the school community.  KECSD values feedback and input.  Parents continue to make positive differences in the lives of the children we all support.  KECSD is proud and pleased to offer a variety of parent involvement opportunities that improve our overall program.  Depending on the type of categorical funding a site may receive, district or school parent councils and committees are required under certain requirements and guidelines.  Such advisory committees in the district include School Site Council, English Language Advisory Committee, District English Learner Advisory Committee, Community Schools Advisory Committee and the LCAP Parent Advisory Committee.  Other parent/family groups include, but are not limited to music and drama booster clubs and parent-teacher organizations. In recent years we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.|5|5|4|5|5|5|5|5|5|5|5|5|Met||2026-06-08|2026
10622400114587|Island Community Day|3|Based on the results of the locally developed school climate survey taken during the 2025-2026 school year, 77.6% of the students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 75.8% responded that they felt connected to their school. For students in grades 7 and 8, of the students responding to the survey 77.8% indicated that they felt that school was a safe place, and 74.9% reported that they feel connected to their school.|The district has planned additional opportunities for families to engage with the school community. Some of the planned events include, but are not limited to: Title I Night, KHS Educational Night, Bilingual Night, Santa Lucia Parade and the Swedish Festival. Also, our district received the community schools grant, and as part of that we have added an additional parenting program. Raising Highly Capable Kids Parenting Program was offered to any parent/guardian/caretaker in the Fall and Spring Semesters of the 25-26 school year. We held 6 classes total (3 Fall and 3 Spring). Classes were offered in English and in Spanish so that parents could access the curriculum in their first language. There were many graduates from the program and we held graduation celebrations.  The RHCK provided an online training to train all of our school liaisons and counseling staff members. RHCK is free to all Kingsburg Schools, families, and community members. We have found that RHCK has been very well received by facilitators and parents. A bit about the program. Raising Highly Capable Kids (RHCK) is an evidence-based parenting program developed to build stronger families by empowering parents with the confidence, tools, and skills they need to raise healthy, caring, and responsible children. The goal of RHCK is to increase parents’ knowledge and skill level of the 40 Developmental Assets, which are proven to increase childhood resiliency and academic achievement. Additionally, we partnered with Fresno State Parent University to offer both online and in-person classes for parents. We also collaborated with Success Together, a company that brings parents and students together for on-campus events focused on Math, Reading, Science, and Art curriculum. These events are led by credentialed instructors, providing parents with opportunities to engage in their child's learning and support their academic growth.|Kingsburg Elementary Charter School District parents, students and staff work together as a team to make academic success possible. The Kingsburg Elementary Charter School District believes effective communication is at the heart of educating our students and is key to parent involvement. KECSD prides itself on the strong relationships it has with students and their families and their participation in school events and activities. KECSD communicates with the school community in a variety of ways. There is a wealth of information for families located on our district website. There you will find information regarding the district and individual school sites, as well as links to many resources. Annual parent-teacher conferences provide teachers with a great opportunity to build relationships with parents/guardians and clearly communicate the student’s progress in school, as well as learn more about each student. The district values the time spent collaborating with families and has dedicated one week for conferences. Students observe a minimum day schedule and teachers are expected to meet with 100% of its families. Additional parent conferences are scheduled and based on student needs. Every parent receives a progress report on their student for each mid-trimester or quarter, depending on the grade level of the student, and report cards are issued every trimester or quarter. The district has developed additional supports for students with additional needs, as recommended by the various surveys, task groups, and parent advisor groups to support students with exceptional needs, in foster care, linguistically diverse, and those experiencing homelessness. School/Community Liaisons help monitor the needs of students and families to overcome barriers resulting in poor school attendance, as well as barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports. Also, we have partnered with Fresno State’s Parent University to provide parenting classes for all our parents. We plan on continuing these classes again for the next school year. We recognized a group of them that completed their class at a special night ceremony. Also, with our community school's grant that we received, we will continue to plan engaging family and school events to continue to build our relationships between school staff and families. One of our highlights this year was our Pickleball Tournament, that was held at Rafer Johnson Jr. High. Many participants including our families and staff members, joined together for a fun and healthy event. We will continue to plan events like this at each of our school sites to build upon the strong staff and family relationships that have been developed over past years. We had a back to school health fair as a service for underserved families. Also, we piloted English Classes and Citizenship support for parents.|Assessments are developed to measure proficiency towards grade level standards.  The rigor of assessments will meet the criteria set forth during instruction.  Teachers will work with the local county office of education to use assessments as meaningful sources of information, helping teachers to identify individual student needs and strengths, as well as a system to help teachers identify good first instruction and the best practices used to assess learning.  This method includes assessments such as selected responses, essays and performance tasks.|Teachers in grades TK-8 participated in a series of math and ela professional development facilitated by members of the Fresno County Superintendent of Schools Office.  The training focused on math expectations for their grade levels.  In addition, the county office provided in-class coaching for teachers.  The district also employs five academic coaches who serve as part of the District’s Academic Leadership Team, who also provided ongoing professional development for teachers, staff, and administration in math, ELA, ELD, technology and other areas, as needed.  The district will continue to work with our local county office and other professionals who are experts in their fields to improve staff’s knowledge and skills in order to facilitate individual school-wide and district-wide improvements for the purpose of increased student achievement. We are also focusing on English Language Arts, by having all our TK-3 teacher trained in the Science of Reading through the program called LETRS. A cohort of our 4th-8th grade  2026-27 Local Performance Indicator Self-Reflection for Kingsburg Elementary Charter School District Page 13 of 19 ELA teachers have been part of the California Collaborative for Learning Acceleration (CCLA). CCLA seeks to support student acceleration of learning in the area of literacy. Also, since we received the community school's grant, we now have a liaison for each of our school sites. They are helping our staff connect with our families in many ways.|The district will work with school sites to ensure each school is a welcoming and safe environment for all students, families, and staff and that the school is perceived as a place where all families are welcome and valued.  Staff will continue to be trained and have discussions on how and why building relationships are important and that students need to have a trusted adult at school who is approachable, friendly, and receptive to concerns. We will work towards increased communication and collaboration with families, as well as gaining a better understanding of accepting and respecting cultural differences and values and how various factors influence interpersonal dynamics and experiences that impact learning. Due to our district receiving the community school's grant, we now have site liaisons that help connect our staff with our family in even greater ways.|The district works with all members of the school community, including the Governing Board, to reflect on data that impacts learning.  Site administrators meet with their staff and parent groups, and the district meets with groups such as the District English Learner Advisory Committee, Parent Advisory Committee, Community Schools Advisory  2026-27 Local Performance Indicator Self-Reflection for Kingsburg Elementary Charter School District Page 14 of 19 Committee and the district meets every other week with the district leadership teams.  These meetings are well attended. Discussions are focused on student achievement and meetings often resemble professional learning communities.  Each year, during the spring, our local county office of education meets with the district to reflect on professional development that took place during the year and provides input on plans for the new school year.  These annual meetings include the directors of each content area, in the department of curriculum and instruction. Parents also have the opportunity to share input through the district’s annual survey, and certificated staff members participate in an anonymous survey, with the expectation that 100% of the staff will participate.|The district will strive to be more authentic and intentional when fostering a welcoming, inclusive environment where families see reflections of themselves.  As a district we will champion relationship building through collaboration and communication. We will work toward being more culturally responsive and be mindful of deep-rooted cultural values that may show up in our schools, such as culturally relevant dates and holidays, and avoid scheduling important events and meetings on these days. In recent years we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.|The Kingsburg Elementary Charter School District is committed to establishing a true partnership with all facets of the school community.  KECSD values feedback and input.  Parents continue to make positive differences in the lives of the children we all support.  KECSD is proud and pleased to offer a variety of parent involvement opportunities that improve our overall program.  Depending on the type of categorical funding a site may receive, district or school parent councils and committees are required under certain requirements and guidelines.  Such advisory committees in the district include School Site Council, English Language Advisory Committee, District English Learner Advisory Committee, Community Schools Advisory Committee and the LCAP Parent Advisory Committee.  Other parent/family groups include, but are not limited to music and drama booster clubs and parent-teacher organizations. In recent years we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.|5|5|4|5|5|5|5|5|5|5|5|5|Met||2026-06-08|2026
10622406006704|Lincoln Elementary|3|Based on the results of the locally developed school climate survey taken during the 2025-2026 school year, 77.6% of the students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 75.8% responded that they felt connected to their school. For students in grades 7 and 8, of the students responding to the survey 77.8% indicated that they felt that school was a safe place, and 74.9% reported that they feel connected to their school.|The district has planned additional opportunities for families to engage with the school community. Some of the planned events include, but are not limited to: Title I Night, KHS Educational Night, Bilingual Night, Santa Lucia Parade and the Swedish Festival. Also, our district received the community schools grant, and as part of that we have added an additional parenting program. Raising Highly Capable Kids Parenting Program was offered to any parent/guardian/caretaker in the Fall and Spring Semesters of the 25-26 school year. We held 6 classes total (3 Fall and 3 Spring). Classes were offered in English and in Spanish so that parents could access the curriculum in their first language. There were many graduates from the program and we held graduation celebrations.  The RHCK provided an online training to train all of our school liaisons and counseling staff members. RHCK is free to all Kingsburg Schools, families, and community members. We have found that RHCK has been very well received by facilitators and parents. A bit about the program. Raising Highly Capable Kids (RHCK) is an evidence-based parenting program developed to build stronger families by empowering parents with the confidence, tools, and skills they need to raise healthy, caring, and responsible children. The goal of RHCK is to increase parents’ knowledge and skill level of the 40 Developmental Assets, which are proven to increase childhood resiliency and academic achievement. Additionally, we partnered with Fresno State Parent University to offer both online and in-person classes for parents. We also collaborated with Success Together, a company that brings parents and students together for on-campus events focused on Math, Reading, Science, and Art curriculum. These events are led by credentialed instructors, providing parents with opportunities to engage in their child's learning and support their academic growth.|Kingsburg Elementary Charter School District parents, students and staff work together as a team to make academic success possible. The Kingsburg Elementary Charter School District believes effective communication is at the heart of educating our students and is key to parent involvement. KECSD prides itself on the strong relationships it has with students and their families and their participation in school events and activities. KECSD communicates with the school community in a variety of ways. There is a wealth of information for families located on our district website. There you will find information regarding the district and individual school sites, as well as links to many resources. Annual parent-teacher conferences provide teachers with a great opportunity to build relationships with parents/guardians and clearly communicate the student’s progress in school, as well as learn more about each student. The district values the time spent collaborating with families and has dedicated one week for conferences. Students observe a minimum day schedule and teachers are expected to meet with 100% of its families. Additional parent conferences are scheduled and based on student needs. Every parent receives a progress report on their student for each mid-trimester or quarter, depending on the grade level of the student, and report cards are issued every trimester or quarter. The district has developed additional supports for students with additional needs, as recommended by the various surveys, task groups, and parent advisor groups to support students with exceptional needs, in foster care, linguistically diverse, and those experiencing homelessness. School/Community Liaisons help monitor the needs of students and families to overcome barriers resulting in poor school attendance, as well as barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports. Also, we have partnered with Fresno State’s Parent University to provide parenting classes for all our parents. We plan on continuing these classes again for the next school year. We recognized a group of them that completed their class at a special night ceremony. Also, with our community school's grant that we received, we will continue to plan engaging family and school events to continue to build our relationships between school staff and families. One of our highlights this year was our Pickleball Tournament, that was held at Rafer Johnson Jr. High. Many participants including our families and staff members, joined together for a fun and healthy event. We will continue to plan events like this at each of our school sites to build upon the strong staff and family relationships that have been developed over past years. We had a back to school health fair as a service for underserved families. Also, we piloted English Classes and Citizenship support for parents.|Assessments are developed to measure proficiency towards grade level standards.  The rigor of assessments will meet the criteria set forth during instruction.  Teachers will work with the local county office of education to use assessments as meaningful sources of information, helping teachers to identify individual student needs and strengths, as well as a system to help teachers identify good first instruction and the best practices used to assess learning.  This method includes assessments such as selected responses, essays and performance tasks.|Teachers in grades TK-8 participated in a series of math and ela professional development facilitated by members of the Fresno County Superintendent of Schools Office.  The training focused on math expectations for their grade levels.  In addition, the county office provided in-class coaching for teachers.  The district also employs five academic coaches who serve as part of the District’s Academic Leadership Team, who also provided ongoing professional development for teachers, staff, and administration in math, ELA, ELD, technology and other areas, as needed.  The district will continue to work with our local county office and other professionals who are experts in their fields to improve staff’s knowledge and skills in order to facilitate individual school-wide and district-wide improvements for the purpose of increased student achievement. We are also focusing on English Language Arts, by having all our TK-3 teacher trained in the Science of Reading through the program called LETRS. A cohort of our 4th-8th grade  2026-27 Local Performance Indicator Self-Reflection for Kingsburg Elementary Charter School District Page 13 of 19 ELA teachers have been part of the California Collaborative for Learning Acceleration (CCLA). CCLA seeks to support student acceleration of learning in the area of literacy. Also, since we received the community school's grant, we now have a liaison for each of our school sites. They are helping our staff connect with our families in many ways.|The district will work with school sites to ensure each school is a welcoming and safe environment for all students, families, and staff and that the school is perceived as a place where all families are welcome and valued.  Staff will continue to be trained and have discussions on how and why building relationships are important and that students need to have a trusted adult at school who is approachable, friendly, and receptive to concerns. We will work towards increased communication and collaboration with families, as well as gaining a better understanding of accepting and respecting cultural differences and values and how various factors influence interpersonal dynamics and experiences that impact learning. Due to our district receiving the community school's grant, we now have site liaisons that help connect our staff with our family in even greater ways.|The district works with all members of the school community, including the Governing Board, to reflect on data that impacts learning.  Site administrators meet with their staff and parent groups, and the district meets with groups such as the District English Learner Advisory Committee, Parent Advisory Committee, Community Schools Advisory  2026-27 Local Performance Indicator Self-Reflection for Kingsburg Elementary Charter School District Page 14 of 19 Committee and the district meets every other week with the district leadership teams.  These meetings are well attended. Discussions are focused on student achievement and meetings often resemble professional learning communities.  Each year, during the spring, our local county office of education meets with the district to reflect on professional development that took place during the year and provides input on plans for the new school year.  These annual meetings include the directors of each content area, in the department of curriculum and instruction. Parents also have the opportunity to share input through the district’s annual survey, and certificated staff members participate in an anonymous survey, with the expectation that 100% of the staff will participate.|The district will strive to be more authentic and intentional when fostering a welcoming, inclusive environment where families see reflections of themselves.  As a district we will champion relationship building through collaboration and communication. We will work toward being more culturally responsive and be mindful of deep-rooted cultural values that may show up in our schools, such as culturally relevant dates and holidays, and avoid scheduling important events and meetings on these days. In recent years we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.|The Kingsburg Elementary Charter School District is committed to establishing a true partnership with all facets of the school community.  KECSD values feedback and input.  Parents continue to make positive differences in the lives of the children we all support.  KECSD is proud and pleased to offer a variety of parent involvement opportunities that improve our overall program.  Depending on the type of categorical funding a site may receive, district or school parent councils and committees are required under certain requirements and guidelines.  Such advisory committees in the district include School Site Council, English Language Advisory Committee, District English Learner Advisory Committee, Community Schools Advisory Committee and the LCAP Parent Advisory Committee.  Other parent/family groups include, but are not limited to music and drama booster clubs and parent-teacher organizations. In recent years we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.|5|5|4|5|5|5|5|5|5|5|5|5|Met||2026-06-08|2026
10622406006712|Roosevelt Elementary|3|Based on the results of the locally developed school climate survey taken during the 2025-2026 school year, 77.6% of the students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 75.8% responded that they felt connected to their school. For students in grades 7 and 8, of the students responding to the survey 77.8% indicated that they felt that school was a safe place, and 74.9% reported that they feel connected to their school.|The district has planned additional opportunities for families to engage with the school community. Some of the planned events include, but are not limited to: Title I Night, KHS Educational Night, Bilingual Night, Santa Lucia Parade and the Swedish Festival. Also, our district received the community schools grant, and as part of that we have added an additional parenting program. Raising Highly Capable Kids Parenting Program was offered to any parent/guardian/caretaker in the Fall and Spring Semesters of the 25-26 school year. We held 6 classes total (3 Fall and 3 Spring). Classes were offered in English and in Spanish so that parents could access the curriculum in their first language. There were many graduates from the program and we held graduation celebrations.  The RHCK provided an online training to train all of our school liaisons and counseling staff members. RHCK is free to all Kingsburg Schools, families, and community members. We have found that RHCK has been very well received by facilitators and parents. A bit about the program. Raising Highly Capable Kids (RHCK) is an evidence-based parenting program developed to build stronger families by empowering parents with the confidence, tools, and skills they need to raise healthy, caring, and responsible children. The goal of RHCK is to increase parents’ knowledge and skill level of the 40 Developmental Assets, which are proven to increase childhood resiliency and academic achievement. Additionally, we partnered with Fresno State Parent University to offer both online and in-person classes for parents. We also collaborated with Success Together, a company that brings parents and students together for on-campus events focused on Math, Reading, Science, and Art curriculum. These events are led by credentialed instructors, providing parents with opportunities to engage in their child's learning and support their academic growth.|Kingsburg Elementary Charter School District parents, students and staff work together as a team to make academic success possible. The Kingsburg Elementary Charter School District believes effective communication is at the heart of educating our students and is key to parent involvement. KECSD prides itself on the strong relationships it has with students and their families and their participation in school events and activities. KECSD communicates with the school community in a variety of ways. There is a wealth of information for families located on our district website. There you will find information regarding the district and individual school sites, as well as links to many resources. Annual parent-teacher conferences provide teachers with a great opportunity to build relationships with parents/guardians and clearly communicate the student’s progress in school, as well as learn more about each student. The district values the time spent collaborating with families and has dedicated one week for conferences. Students observe a minimum day schedule and teachers are expected to meet with 100% of its families. Additional parent conferences are scheduled and based on student needs. Every parent receives a progress report on their student for each mid-trimester or quarter, depending on the grade level of the student, and report cards are issued every trimester or quarter. The district has developed additional supports for students with additional needs, as recommended by the various surveys, task groups, and parent advisor groups to support students with exceptional needs, in foster care, linguistically diverse, and those experiencing homelessness. School/Community Liaisons help monitor the needs of students and families to overcome barriers resulting in poor school attendance, as well as barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports. Also, we have partnered with Fresno State’s Parent University to provide parenting classes for all our parents. We plan on continuing these classes again for the next school year. We recognized a group of them that completed their class at a special night ceremony. Also, with our community school's grant that we received, we will continue to plan engaging family and school events to continue to build our relationships between school staff and families. One of our highlights this year was our Pickleball Tournament, that was held at Rafer Johnson Jr. High. Many participants including our families and staff members, joined together for a fun and healthy event. We will continue to plan events like this at each of our school sites to build upon the strong staff and family relationships that have been developed over past years. We had a back to school health fair as a service for underserved families. Also, we piloted English Classes and Citizenship support for parents.|Assessments are developed to measure proficiency towards grade level standards.  The rigor of assessments will meet the criteria set forth during instruction.  Teachers will work with the local county office of education to use assessments as meaningful sources of information, helping teachers to identify individual student needs and strengths, as well as a system to help teachers identify good first instruction and the best practices used to assess learning.  This method includes assessments such as selected responses, essays and performance tasks.|Teachers in grades TK-8 participated in a series of math and ela professional development facilitated by members of the Fresno County Superintendent of Schools Office.  The training focused on math expectations for their grade levels.  In addition, the county office provided in-class coaching for teachers.  The district also employs five academic coaches who serve as part of the District’s Academic Leadership Team, who also provided ongoing professional development for teachers, staff, and administration in math, ELA, ELD, technology and other areas, as needed.  The district will continue to work with our local county office and other professionals who are experts in their fields to improve staff’s knowledge and skills in order to facilitate individual school-wide and district-wide improvements for the purpose of increased student achievement. We are also focusing on English Language Arts, by having all our TK-3 teacher trained in the Science of Reading through the program called LETRS. A cohort of our 4th-8th grade  2026-27 Local Performance Indicator Self-Reflection for Kingsburg Elementary Charter School District Page 13 of 19 ELA teachers have been part of the California Collaborative for Learning Acceleration (CCLA). CCLA seeks to support student acceleration of learning in the area of literacy. Also, since we received the community school's grant, we now have a liaison for each of our school sites. They are helping our staff connect with our families in many ways.|The district will work with school sites to ensure each school is a welcoming and safe environment for all students, families, and staff and that the school is perceived as a place where all families are welcome and valued.  Staff will continue to be trained and have discussions on how and why building relationships are important and that students need to have a trusted adult at school who is approachable, friendly, and receptive to concerns. We will work towards increased communication and collaboration with families, as well as gaining a better understanding of accepting and respecting cultural differences and values and how various factors influence interpersonal dynamics and experiences that impact learning. Due to our district receiving the community school's grant, we now have site liaisons that help connect our staff with our family in even greater ways.|The district will work with school sites to ensure each school is a welcoming and safe environment for all students, families, and staff and that the school is perceived as a place where all families are welcome and valued.  Staff will continue to be trained and have discussions on how and why building relationships are important and that students need to have a trusted adult at school who is approachable, friendly, and receptive to concerns. We will work towards increased communication and collaboration with families, as well as gaining a better understanding of accepting and respecting cultural differences and values and how various factors influence interpersonal dynamics and experiences that impact learning. Due to our district receiving the community school's grant, we now have site liaisons that help connect our staff with our family in even greater ways.|The district will strive to be more authentic and intentional when fostering a welcoming, inclusive environment where families see reflections of themselves.  As a district we will champion relationship building through collaboration and communication. We will work toward being more culturally responsive and be mindful of deep-rooted cultural values that may show up in our schools, such as culturally relevant dates and holidays, and avoid scheduling important events and meetings on these days. In recent years we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.|The Kingsburg Elementary Charter School District is committed to establishing a true partnership with all facets of the school community.  KECSD values feedback and input.  Parents continue to make positive differences in the lives of the children we all support.  KECSD is proud and pleased to offer a variety of parent involvement opportunities that improve our overall program.  Depending on the type of categorical funding a site may receive, district or school parent councils and committees are required under certain requirements and guidelines.  Such advisory committees in the district include School Site Council, English Language Advisory Committee, District English Learner Advisory Committee, Community Schools Advisory Committee and the LCAP Parent Advisory Committee.  Other parent/family groups include, but are not limited to music and drama booster clubs and parent-teacher organizations. In recent years we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.|5|5|4|5|5|5|5|5|5|5|5|5|Met||2026-06-08|2026
10622406006720|Washington Elementary|3|Based on the results of the locally developed school climate survey taken during the 2025-2026 school year, 77.6% of the students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 75.8% responded that they felt connected to their school. For students in grades 7 and 8, of the students responding to the survey 77.8% indicated that they felt that school was a safe place, and 74.9% reported that they feel connected to their school.|The district has planned additional opportunities for families to engage with the school community. Some of the planned events include, but are not limited to: Title I Night, KHS Educational Night, Bilingual Night, Santa Lucia Parade and the Swedish Festival. Also, our district received the community schools grant, and as part of that we have added an additional parenting program. Raising Highly Capable Kids Parenting Program was offered to any parent/guardian/caretaker in the Fall and Spring Semesters of the 25-26 school year. We held 6 classes total (3 Fall and 3 Spring). Classes were offered in English and in Spanish so that parents could access the curriculum in their first language. There were many graduates from the program and we held graduation celebrations.  The RHCK provided an online training to train all of our school liaisons and counseling staff members. RHCK is free to all Kingsburg Schools, families, and community members. We have found that RHCK has been very well received by facilitators and parents. A bit about the program. Raising Highly Capable Kids (RHCK) is an evidence-based parenting program developed to build stronger families by empowering parents with the confidence, tools, and skills they need to raise healthy, caring, and responsible children. The goal of RHCK is to increase parents’ knowledge and skill level of the 40 Developmental Assets, which are proven to increase childhood resiliency and academic achievement. Additionally, we partnered with Fresno State Parent University to offer both online and in-person classes for parents. We also collaborated with Success Together, a company that brings parents and students together for on-campus events focused on Math, Reading, Science, and Art curriculum. These events are led by credentialed instructors, providing parents with opportunities to engage in their child's learning and support their academic growth.|Kingsburg Elementary Charter School District parents, students and staff work together as a team to make academic success possible. The Kingsburg Elementary Charter School District believes effective communication is at the heart of educating our students and is key to parent involvement. KECSD prides itself on the strong relationships it has with students and their families and their participation in school events and activities. KECSD communicates with the school community in a variety of ways. There is a wealth of information for families located on our district website. There you will find information regarding the district and individual school sites, as well as links to many resources. Annual parent-teacher conferences provide teachers with a great opportunity to build relationships with parents/guardians and clearly communicate the student’s progress in school, as well as learn more about each student. The district values the time spent collaborating with families and has dedicated one week for conferences. Students observe a minimum day schedule and teachers are expected to meet with 100% of its families. Additional parent conferences are scheduled and based on student needs. Every parent receives a progress report on their student for each mid-trimester or quarter, depending on the grade level of the student, and report cards are issued every trimester or quarter. The district has developed additional supports for students with additional needs, as recommended by the various surveys, task groups, and parent advisor groups to support students with exceptional needs, in foster care, linguistically diverse, and those experiencing homelessness. School/Community Liaisons help monitor the needs of students and families to overcome barriers resulting in poor school attendance, as well as barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports. Also, we have partnered with Fresno State’s Parent University to provide parenting classes for all our parents. We plan on continuing these classes again for the next school year. We recognized a group of them that completed their class at a special night ceremony. Also, with our community school's grant that we received, we will continue to plan engaging family and school events to continue to build our relationships between school staff and families. One of our highlights this year was our Pickleball Tournament, that was held at Rafer Johnson Jr. High. Many participants including our families and staff members, joined together for a fun and healthy event. We will continue to plan events like this at each of our school sites to build upon the strong staff and family relationships that have been developed over past years. We had a back to school health fair as a service for underserved families. Also, we piloted English Classes and Citizenship support for parents.|Assessments are developed to measure proficiency towards grade level standards.  The rigor of assessments will meet the criteria set forth during instruction.  Teachers will work with the local county office of education to use assessments as meaningful sources of information, helping teachers to identify individual student needs and strengths, as well as a system to help teachers identify good first instruction and the best practices used to assess learning.  This method includes assessments such as selected responses, essays and performance tasks.|Teachers in grades TK-8 participated in a series of math and ela professional development facilitated by members of the Fresno County Superintendent of Schools Office.  The training focused on math expectations for their grade levels.  In addition, the county office provided in-class coaching for teachers.  The district also employs five academic coaches who serve as part of the District’s Academic Leadership Team, who also provided ongoing professional development for teachers, staff, and administration in math, ELA, ELD, technology and other areas, as needed.  The district will continue to work with our local county office and other professionals who are experts in their fields to improve staff’s knowledge and skills in order to facilitate individual school-wide and district-wide improvements for the purpose of increased student achievement. We are also focusing on English Language Arts, by having all our TK-3 teacher trained in the Science of Reading through the program called LETRS. A cohort of our 4th-8th grade  2026-27 Local Performance Indicator Self-Reflection for Kingsburg Elementary Charter School District Page 13 of 19 ELA teachers have been part of the California Collaborative for Learning Acceleration (CCLA). CCLA seeks to support student acceleration of learning in the area of literacy. Also, since we received the community school's grant, we now have a liaison for each of our school sites. They are helping our staff connect with our families in many ways.|The district will work with school sites to ensure each school is a welcoming and safe environment for all students, families, and staff and that the school is perceived as a place where all families are welcome and valued.  Staff will continue to be trained and have discussions on how and why building relationships are important and that students need to have a trusted adult at school who is approachable, friendly, and receptive to concerns. We will work towards increased communication and collaboration with families, as well as gaining a better understanding of accepting and respecting cultural differences and values and how various factors influence interpersonal dynamics and experiences that impact learning. Due to our district receiving the community school's grant, we now have site liaisons that help connect our staff with our family in even greater ways.|The district works with all members of the school community, including the Governing Board, to reflect on data that impacts learning.  Site administrators meet with their staff and parent groups, and the district meets with groups such as the District English Learner Advisory Committee, Parent Advisory Committee, Community Schools Advisory  2026-27 Local Performance Indicator Self-Reflection for Kingsburg Elementary Charter School District Page 14 of 19 Committee and the district meets every other week with the district leadership teams.  These meetings are well attended. Discussions are focused on student achievement and meetings often resemble professional learning communities.  Each year, during the spring, our local county office of education meets with the district to reflect on professional development that took place during the year and provides input on plans for the new school year.  These annual meetings include the directors of each content area, in the department of curriculum and instruction. Parents also have the opportunity to share input through the district’s annual survey, and certificated staff members participate in an anonymous survey, with the expectation that 100% of the staff will participate.|The district will strive to be more authentic and intentional when fostering a welcoming, inclusive environment where families see reflections of themselves.  As a district we will champion relationship building through collaboration and communication. We will work toward being more culturally responsive and be mindful of deep-rooted cultural values that may show up in our schools, such as culturally relevant dates and holidays, and avoid scheduling important events and meetings on these days. In recent years we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.|The Kingsburg Elementary Charter School District is committed to establishing a true partnership with all facets of the school community.  KECSD values feedback and input.  Parents continue to make positive differences in the lives of the children we all support.  KECSD is proud and pleased to offer a variety of parent involvement opportunities that improve our overall program.  Depending on the type of categorical funding a site may receive, district or school parent councils and committees are required under certain requirements and guidelines.  Such advisory committees in the district include School Site Council, English Language Advisory Committee, District English Learner Advisory Committee, Community Schools Advisory Committee and the LCAP Parent Advisory Committee.  Other parent/family groups include, but are not limited to music and drama booster clubs and parent-teacher organizations. In recent years we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.|5|5|4|5|5|5|5|5|5|5|5|5|Met||2026-06-08|2026
10622406108328|Rafer Johnson Junior High|3|Based on the results of the locally developed school climate survey taken during the 2025-2026 school year, 77.6% of the students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 75.8% responded that they felt connected to their school. For students in grades 7 and 8, of the students responding to the survey 77.8% indicated that they felt that school was a safe place, and 74.9% reported that they feel connected to their school.|The district has planned additional opportunities for families to engage with the school community. Some of the planned events include, but are not limited to: Title I Night, KHS Educational Night, Bilingual Night, Santa Lucia Parade and the Swedish Festival. Also, our district received the community schools grant, and as part of that we have added an additional parenting program. Raising Highly Capable Kids Parenting Program was offered to any parent/guardian/caretaker in the Fall and Spring Semesters of the 25-26 school year. We held 6 classes total (3 Fall and 3 Spring). Classes were offered in English and in Spanish so that parents could access the curriculum in their first language. There were many graduates from the program and we held graduation celebrations.  The RHCK provided an online training to train all of our school liaisons and counseling staff members. RHCK is free to all Kingsburg Schools, families, and community members. We have found that RHCK has been very well received by facilitators and parents. A bit about the program. Raising Highly Capable Kids (RHCK) is an evidence-based parenting program developed to build stronger families by empowering parents with the confidence, tools, and skills they need to raise healthy, caring, and responsible children. The goal of RHCK is to increase parents’ knowledge and skill level of the 40 Developmental Assets, which are proven to increase childhood resiliency and academic achievement. Additionally, we partnered with Fresno State Parent University to offer both online and in-person classes for parents. We also collaborated with Success Together, a company that brings parents and students together for on-campus events focused on Math, Reading, Science, and Art curriculum. These events are led by credentialed instructors, providing parents with opportunities to engage in their child's learning and support their academic growth.|Kingsburg Elementary Charter School District parents, students and staff work together as a team to make academic success possible. The Kingsburg Elementary Charter School District believes effective communication is at the heart of educating our students and is key to parent involvement. KECSD prides itself on the strong relationships it has with students and their families and their participation in school events and activities. KECSD communicates with the school community in a variety of ways. There is a wealth of information for families located on our district website. There you will find information regarding the district and individual school sites, as well as links to many resources. Annual parent-teacher conferences provide teachers with a great opportunity to build relationships with parents/guardians and clearly communicate the student’s progress in school, as well as learn more about each student. The district values the time spent collaborating with families and has dedicated one week for conferences. Students observe a minimum day schedule and teachers are expected to meet with 100% of its families. Additional parent conferences are scheduled and based on student needs. Every parent receives a progress report on their student for each mid-trimester or quarter, depending on the grade level of the student, and report cards are issued every trimester or quarter. The district has developed additional supports for students with additional needs, as recommended by the various surveys, task groups, and parent advisor groups to support students with exceptional needs, in foster care, linguistically diverse, and those experiencing homelessness. School/Community Liaisons help monitor the needs of students and families to overcome barriers resulting in poor school attendance, as well as barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports. Also, we have partnered with Fresno State’s Parent University to provide parenting classes for all our parents. We plan on continuing these classes again for the next school year. We recognized a group of them that completed their class at a special night ceremony. Also, with our community school's grant that we received, we will continue to plan engaging family and school events to continue to build our relationships between school staff and families. One of our highlights this year was our Pickleball Tournament, that was held at Rafer Johnson Jr. High. Many participants including our families and staff members, joined together for a fun and healthy event. We will continue to plan events like this at each of our school sites to build upon the strong staff and family relationships that have been developed over past years. We had a back to school health fair as a service for underserved families. Also, we piloted English Classes and Citizenship support for parents.|Assessments are developed to measure proficiency towards grade level standards.  The rigor of assessments will meet the criteria set forth during instruction.  Teachers will work with the local county office of education to use assessments as meaningful sources of information, helping teachers to identify individual student needs and strengths, as well as a system to help teachers identify good first instruction and the best practices used to assess learning.  This method includes assessments such as selected responses, essays and performance tasks.|Teachers in grades TK-8 participated in a series of math and ela professional development facilitated by members of the Fresno County Superintendent of Schools Office.  The training focused on math expectations for their grade levels.  In addition, the county office provided in-class coaching for teachers.  The district also employs five academic coaches who serve as part of the District’s Academic Leadership Team, who also provided ongoing professional development for teachers, staff, and administration in math, ELA, ELD, technology and other areas, as needed.  The district will continue to work with our local county office and other professionals who are experts in their fields to improve staff’s knowledge and skills in order to facilitate individual school-wide and district-wide improvements for the purpose of increased student achievement. We are also focusing on English Language Arts, by having all our TK-3 teacher trained in the Science of Reading through the program called LETRS. A cohort of our 4th-8th grade  2026-27 Local Performance Indicator Self-Reflection for Kingsburg Elementary Charter School District Page 13 of 19 ELA teachers have been part of the California Collaborative for Learning Acceleration (CCLA). CCLA seeks to support student acceleration of learning in the area of literacy. Also, since we received the community school's grant, we now have a liaison for each of our school sites. They are helping our staff connect with our families in many ways.|The district will work with school sites to ensure each school is a welcoming and safe environment for all students, families, and staff and that the school is perceived as a place where all families are welcome and valued.  Staff will continue to be trained and have discussions on how and why building relationships are important and that students need to have a trusted adult at school who is approachable, friendly, and receptive to concerns. We will work towards increased communication and collaboration with families, as well as gaining a better understanding of accepting and respecting cultural differences and values and how various factors influence interpersonal dynamics and experiences that impact learning. Due to our district receiving the community school's grant, we now have site liaisons that help connect our staff with our family in even greater ways.|The district works with all members of the school community, including the Governing Board, to reflect on data that impacts learning.  Site administrators meet with their staff and parent groups, and the district meets with groups such as the District English Learner Advisory Committee, Parent Advisory Committee, Community Schools Advisory  2026-27 Local Performance Indicator Self-Reflection for Kingsburg Elementary Charter School District Page 14 of 19 Committee and the district meets every other week with the district leadership teams.  These meetings are well attended. Discussions are focused on student achievement and meetings often resemble professional learning communities.  Each year, during the spring, our local county office of education meets with the district to reflect on professional development that took place during the year and provides input on plans for the new school year.  These annual meetings include the directors of each content area, in the department of curriculum and instruction. Parents also have the opportunity to share input through the district’s annual survey, and certificated staff members participate in an anonymous survey, with the expectation that 100% of the staff will participate.|The district will strive to be more authentic and intentional when fostering a welcoming, inclusive environment where families see reflections of themselves.  As a district we will champion relationship building through collaboration and communication. We will work toward being more culturally responsive and be mindful of deep-rooted cultural values that may show up in our schools, such as culturally relevant dates and holidays, and avoid scheduling important events and meetings on these days. In recent years we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.|The Kingsburg Elementary Charter School District is committed to establishing a true partnership with all facets of the school community.  KECSD values feedback and input.  Parents continue to make positive differences in the lives of the children we all support.  KECSD is proud and pleased to offer a variety of parent involvement opportunities that improve our overall program.  Depending on the type of categorical funding a site may receive, district or school parent councils and committees are required under certain requirements and guidelines.  Such advisory committees in the district include School Site Council, English Language Advisory Committee, District English Learner Advisory Committee, Community Schools Advisory Committee and the LCAP Parent Advisory Committee.  Other parent/family groups include, but are not limited to music and drama booster clubs and parent-teacher organizations. In recent years we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.|5|5|4|5|5|5|5|5|5|5|5|5|Met||2026-06-08|2026
10622406114805|Central Valley Home|3|Based on the results of the locally developed school climate survey taken during the 2025-2026 school year, 77.6% of the students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 75.8% responded that they felt connected to their school. For students in grades 7 and 8, of the students responding to the survey 77.8% indicated that they felt that school was a safe place, and 74.9% reported that they feel connected to their school.|The district has planned additional opportunities for families to engage with the school community. Some of the planned events include, but are not limited to: Title I Night, KHS Educational Night, Bilingual Night, Santa Lucia Parade and the Swedish Festival. Also, our district received the community schools grant, and as part of that we have added an additional parenting program. Raising Highly Capable Kids Parenting Program was offered to any parent/guardian/caretaker in the Fall and Spring Semesters of the 25-26 school year. We held 6 classes total (3 Fall and 3 Spring). Classes were offered in English and in Spanish so that parents could access the curriculum in their first language. There were many graduates from the program and we held graduation celebrations.  The RHCK provided an online training to train all of our school liaisons and counseling staff members. RHCK is free to all Kingsburg Schools, families, and community members. We have found that RHCK has been very well received by facilitators and parents. A bit about the program. Raising Highly Capable Kids (RHCK) is an evidence-based parenting program developed to build stronger families by empowering parents with the confidence, tools, and skills they need to raise healthy, caring, and responsible children. The goal of RHCK is to increase parents’ knowledge and skill level of the 40 Developmental Assets, which are proven to increase childhood resiliency and academic achievement. Additionally, we partnered with Fresno State Parent University to offer both online and in-person classes for parents. We also collaborated with Success Together, a company that brings parents and students together for on-campus events focused on Math, Reading, Science, and Art curriculum. These events are led by credentialed instructors, providing parents with opportunities to engage in their child's learning and support their academic growth.|Kingsburg Elementary Charter School District parents, students and staff work together as a team to make academic success possible. The Kingsburg Elementary Charter School District believes effective communication is at the heart of educating our students and is key to parent involvement. KECSD prides itself on the strong relationships it has with students and their families and their participation in school events and activities. KECSD communicates with the school community in a variety of ways. There is a wealth of information for families located on our district website. There you will find information regarding the district and individual school sites, as well as links to many resources. Annual parent-teacher conferences provide teachers with a great opportunity to build relationships with parents/guardians and clearly communicate the student’s progress in school, as well as learn more about each student. The district values the time spent collaborating with families and has dedicated one week for conferences. Students observe a minimum day schedule and teachers are expected to meet with 100% of its families. Additional parent conferences are scheduled and based on student needs. Every parent receives a progress report on their student for each mid-trimester or quarter, depending on the grade level of the student, and report cards are issued every trimester or quarter. The district has developed additional supports for students with additional needs, as recommended by the various surveys, task groups, and parent advisor groups to support students with exceptional needs, in foster care, linguistically diverse, and those experiencing homelessness. School/Community Liaisons help monitor the needs of students and families to overcome barriers resulting in poor school attendance, as well as barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports. Also, we have partnered with Fresno State’s Parent University to provide parenting classes for all our parents. We plan on continuing these classes again for the next school year. We recognized a group of them that completed their class at a special night ceremony. Also, with our community school's grant that we received, we will continue to plan engaging family and school events to continue to build our relationships between school staff and families. One of our highlights this year was our Pickleball Tournament, that was held at Rafer Johnson Jr. High. Many participants including our families and staff members, joined together for a fun and healthy event. We will continue to plan events like this at each of our school sites to build upon the strong staff and family relationships that have been developed over past years. We had a back to school health fair as a service for underserved families. Also, we piloted English Classes and Citizenship support for parents.|Assessments are developed to measure proficiency towards grade level standards.  The rigor of assessments will meet the criteria set forth during instruction.  Teachers will work with the local county office of education to use assessments as meaningful sources of information, helping teachers to identify individual student needs and strengths, as well as a system to help teachers identify good first instruction and the best practices used to assess learning.  This method includes assessments such as selected responses, essays and performance tasks.|Teachers in grades TK-8 participated in a series of math and ela professional development facilitated by members of the Fresno County Superintendent of Schools Office.  The training focused on math expectations for their grade levels.  In addition, the county office provided in-class coaching for teachers.  The district also employs five academic coaches who serve as part of the District’s Academic Leadership Team, who also provided ongoing professional development for teachers, staff, and administration in math, ELA, ELD, technology and other areas, as needed.  The district will continue to work with our local county office and other professionals who are experts in their fields to improve staff’s knowledge and skills in order to facilitate individual school-wide and district-wide improvements for the purpose of increased student achievement. We are also focusing on English Language Arts, by having all our TK-3 teacher trained in the Science of Reading through the program called LETRS. A cohort of our 4th-8th grade  2026-27 Local Performance Indicator Self-Reflection for Kingsburg Elementary Charter School District Page 13 of 19 ELA teachers have been part of the California Collaborative for Learning Acceleration (CCLA). CCLA seeks to support student acceleration of learning in the area of literacy. Also, since we received the community school's grant, we now have a liaison for each of our school sites. They are helping our staff connect with our families in many ways.|The district will work with school sites to ensure each school is a welcoming and safe environment for all students, families, and staff and that the school is perceived as a place where all families are welcome and valued.  Staff will continue to be trained and have discussions on how and why building relationships are important and that students need to have a trusted adult at school who is approachable, friendly, and receptive to concerns. We will work towards increased communication and collaboration with families, as well as gaining a better understanding of accepting and respecting cultural differences and values and how various factors influence interpersonal dynamics and experiences that impact learning. Due to our district receiving the community school's grant, we now have site liaisons that help connect our staff with our family in even greater ways.|The district works with all members of the school community, including the Governing Board, to reflect on data that impacts learning.  Site administrators meet with their staff and parent groups, and the district meets with groups such as the District English Learner Advisory Committee, Parent Advisory Committee, Community Schools Advisory  2026-27 Local Performance Indicator Self-Reflection for Kingsburg Elementary Charter School District Page 14 of 19 Committee and the district meets every other week with the district leadership teams.  These meetings are well attended. Discussions are focused on student achievement and meetings often resemble professional learning communities.  Each year, during the spring, our local county office of education meets with the district to reflect on professional development that took place during the year and provides input on plans for the new school year.  These annual meetings include the directors of each content area, in the department of curriculum and instruction. Parents also have the opportunity to share input through the district’s annual survey, and certificated staff members participate in an anonymous survey, with the expectation that 100% of the staff will participate.|The district will strive to be more authentic and intentional when fostering a welcoming, inclusive environment where families see reflections of themselves.  As a district we will champion relationship building through collaboration and communication. We will work toward being more culturally responsive and be mindful of deep-rooted cultural values that may show up in our schools, such as culturally relevant dates and holidays, and avoid scheduling important events and meetings on these days. In recent years we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.|The Kingsburg Elementary Charter School District is committed to establishing a true partnership with all facets of the school community.  KECSD values feedback and input.  Parents continue to make positive differences in the lives of the children we all support.  KECSD is proud and pleased to offer a variety of parent involvement opportunities that improve our overall program.  Depending on the type of categorical funding a site may receive, district or school parent councils and committees are required under certain requirements and guidelines.  Such advisory committees in the district include School Site Council, English Language Advisory Committee, District English Learner Advisory Committee, Community Schools Advisory Committee and the LCAP Parent Advisory Committee.  Other parent/family groups include, but are not limited to music and drama booster clubs and parentteacher organizations. In recent years we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.|5|5|4|5|5|5|5|5|5|5|5|5|Met||2026-06-08|2026
10622570000000|Kingsburg Joint Union High|3|The LEA’s progress in developing staff capacity to build trusting and respectful relationships with families received an average rating of 3.8. Progress in creating welcoming environments for all families in the community improved to a 4.0, reflecting growth from the previous year. The area of supporting staff in learning about each family’s strengths, cultures, languages, and goals for their children received a 3.5, representing the lowest-rated area. Additionally, progress in developing multiple opportunities for two-way communication between families and educators was rated at 3.9, nearing full implementation.  Overall, parent and community engagement increased, with survey participation reaching a record high of 195 responses. While these results reflect strong progress, the district will continue to focus on strengthening staff capacity to better understand and engage with the diverse backgrounds and needs of families as we move toward full implementation across all areas.|Based on the analysis of educational partner input and local data, the LEA will focus on strengthening staff capacity to better understand and engage with the diverse strengths, cultures, languages, and goals of families. While overall progress in building relationships and creating welcoming environments is strong—and all areas showed growth compared to previous years—this remains a relative area of need. The LEA will also continue to enhance opportunities for meaningful two-way communication between families and school staff to ensure all families feel valued, informed, and actively involved in their child’s education.  Additionally, the LEA recognizes that some survey responses from both parents and staff include selections such as “No Response” or “Unknown,” which may indicate that these questions are complex or difficult to fully understand. This will be taken into consideration as the district works to improve communication, clarity, and understanding around family engagement efforts.|Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families by providing additional parent support meetings and intentionally reaching out to families via phone calls to ensure they feel connected and informed. These meetings will include supports such as food, childcare, and flexible scheduling to make participation accessible for all families.  Staff will continue to receive training on culturally responsive practices to better understand and honor families’ strengths, cultures, languages, and goals. Communication will remain a focus, as survey results indicate that parents already feel this is a district strength. By combining intentional outreach, accessible meetings, and ongoing professional development for staff, the district aims to strengthen relationships with underrepresented families and ensure they have meaningful opportunities to engage in their student’s education.|"Overall, parents reported an increase in all questions.  All four questions were above a 3.5 average, with the LEA's progress in providing families with information and resources to support student learning and development at home the highest at a 3.8.  All questions are at initial implementation. Parent engagement meetings also had positive input on the increase in mental health support.  Parents reported in the survey that they appreciate the Viking report that goes home with information on student progress, as well as all of the resources and supports that are given to students.  Again, it is important to note that an average of 50 or more on the parent survey chose ""unknown"" or ""no response."""|Survey results show that a continued focus on supporting families and including them in their students' education is needed, as the district is still at initial implementation.  The district continues to provide parent/family nights, but on specific topics related to getting input and hearing from parents, attendance is low.  The district still has room to improve to move all questions to the full implementation stage.|Based on analysis, the LCAP action to increase on-campus mental health support has been effective, as reflected in parent feedback at meetings and surveys, though not directly captured in the survey areas mentioned above. Building on these practices, the district will provide professional learning for teachers and principals to strengthen partnerships with families and improve engagement. Additionally, the district will offer more information to families to ensure they understand policies and their legal rights. It is important to note that parent involvement at the high school level is often limited, and even encouraging attendance at meetings can be challenging.|Overall, the district saw a small increase in scores across all questions, though the ratings remained at the initial implementation level, with averages of 3.5 or higher. Teachers rated the district at 3.9 for building the capacity of staff to effectively engage families in advisory groups and decision-making, as well as supporting family members to participate meaningfully in these groups.  The district and school sites continued to hold meetings to gather parent input, but attendance remains low. To encourage participation, particularly for ELAC and DELAC meetings, families were invited to celebrate student successes, and free meals were provided to attendees. Despite these efforts, turnout remains limited. However, there was a notable increase in completed surveys this year, rising from 133 to 195 responses. In a small-town setting, parent input often comes informally during extracurricular activities rather than at formal meetings. The district values all feedback and carefully considers it to inform decisions and guide updates to the LCAP.|Educational partner feedback stated that the continued focus on supporting students and families is essential.  With the 2026-27 LCAP, the actions from the previous LCAP will remain with new actions that will support more engagement with parents.  The district still has room to improve to move all questions to the full implementation stage.|Based on the analysis, the district continues to struggle to get parents' engagement at meetings, though there was an increase in parents completing the LCAP survey.   The district will continue to engage parents and encourage involvement in all aspects of their students' school experience.  The actions from the previous LCAP will remain.|3|4|3|3|3|3|3|3|3|3|3|3|Met||2026-06-22|2026
10622650000000|Kings Canyon Joint Unified|3|KCUSD actively cultivates positive partnerships with families, which contribute directly to improved student outcomes. District-wide initiatives and school site efforts continue to build strong relationships, reflected in the annual School Performance Survey (SPS), where 98% of parents reported their child’s school quality as “Excellent,” “Good,” or “Satisfactory.” In addition, 98% of parents indicated that they feel respected, connected, and welcomed in their interactions with school staff, demonstrating a high level of success in fostering positive family-school relationships across the district.  Parent engagement remains a district priority and is supported through a range of site-based and district-wide opportunities. During the 2025–26 school year, families participated in learning sessions on topics such as vaping awareness, leadership development, and academic focused support workshops. The annual Children’s Day celebration further strengthened school-community connections by recognizing the academic achievements of English learners while also highlighting district programs and resources. KCUSD’s continued partnership with Fresno State’s Parent University has also expanded access to virtual learning opportunities, providing families with workshops on topics ranging from parenting and technology skills to English language development.   Communication systems continue to improve through enhanced use of social media platforms and updated school websites, ensuring families have timely and accessible information and multiple pathways to stay engaged in school activities. In addition, parent recognition efforts in the Orange Cove community have highlighted and celebrated family involvement at school sites. These efforts are paired with parent leadership development opportunities designed to empower parents to serve as advocates and ambassadors for ongoing engagement within their school communities, reinforcing KCUSD’s commitment to authentic family partnerships.|Based on the analysis of educational partner input and local data, KCUSD has identified several priority areas for continued growth in strengthening relationships between school staff and families.  Effective communication remains a cornerstone of the district’s family engagement strategy. ParentSquare serves as the primary platform for two-way communication, including messaging and school-wide announcements. Feedback from the School Performance Survey (SPS) indicates that families continue to rely heavily on text messaging, mobile applications, and email notifications as primary methods for receiving timely information and staying engaged with their child’s school.  While awareness of these communication tools is generally strong, input from parent groups highlights a continued need for additional support and training to ensure families can fully access and utilize available platform features. Many families report challenges in navigating or maximizing the functionality of these systems. Addressing this digital communication gap will continue to be a key focus for the 2026–27 school year to promote equitable access and more consistent family engagement across all groups. In addition, the district communication team is prioritizing the ongoing review, maintenance, and regular updating of school websites to ensure they remain accurate, accessible, and user-friendly sources of information for families and the broader community. Collectively, these efforts reflect KCUSD’s ongoing commitment to strengthening communication systems and improving the consistency and quality of family-school engagement.|Based on the analysis of educational partner input and local data, KCUSD will continue to strengthen engagement with underrepresented families identified through the self-reflection process by expanding and deepening intentional outreach and communication practices across all school sites.  A key component of this work is the district’s Parent Engagement and Education Coordinator, who collaborates with school sites and district departments to increase participation and ensure that engagement strategies are responsive to the needs of diverse family groups. In addition, each school site is supported by a Bilingual Community Aide, providing consistent language access, proactive communication, and culturally responsive outreach to families.  Over the past three years, KCUSD has strategically invested in the capacity of front-line support staff, including Bilingual Community Aides, Health Aides, and front office secretaries, with a continued emphasis on strengthening customer service and improving the overall family experience at school sites. These efforts are designed to ensure that all families, particularly those historically underrepresented, feel welcomed, supported, and fully included in school community engagement opportunities.  Moving forward, KCUSD will continue to build on this foundation by enhancing targeted outreach efforts, strengthening culturally and linguistically responsive practices, and reinforcing a district-wide commitment to high-quality customer service. Collectively, these actions support the district’s vision of fostering meaningful relationships between school staff and families and ensuring equitable engagement for all student groups.|Based on the analysis of educational partner input and local data, KCUSD continues to demonstrate strong progress in building partnerships that support positive student outcomes.  The 2025-2026 School Performance Survey (SPS) reflects a highly positive school climate, with 98% of parents rating their experience of being welcomed and received at school as “Excellent,” “Good,” or “Satisfactory.” This feedback indicates a strong sense of respect, inclusivity, and trust between families and school staff, including administrators, teachers, and front office personnel.  This progress is supported by strengthened communication practices across the district, including the expanded outreach via social media platforms and Parent Square, as well as improved translation and interpretation services, more proactive family outreach, and a continued emphasis on respectful and responsive interactions with families. Targeted professional development for classified front office staff during the 2025-2026 school year, focused on customer service practices, has further enhanced the quality and consistency of school-to-family interactions.  KCUSD also continues to provide programs and supports that help families navigate school systems and access resources, including Puente a Tecnología and the Migrant Education Program. These efforts strengthen family capacity to engage in their students’ education and reinforce meaningful partnerships between schools and families. Collectively, these actions are contributing to stronger relationships and improved conditions that support student success.|Despite our ongoing efforts to foster a welcoming and inclusive school environment, we recognize there's still significant room for growth in ensuring all parents feel connected within our school community. Our challenge lies particularly in reaching and engaging those families who may not typically participate in traditional educational activities.  Understanding this, the District is committed to identifying and implementing targeted strategies to enhance participation among these specific parent groups. While our survey data indicates a large percentage of attendance at school events focused on students, with 83% of parents participating, we observe a significant drop in engagement when it comes to formal advisory roles and parent education. Only 21.40% of parents are involved in school committees or have attended a parent education opportunity, underscoring a need for school sites to actively cultivate parent involvement in these types of engagement opportunities. This requires sustained and innovative efforts to boost participation rates, ensuring every voice is heard and valued in planning school and district strategies to support all students.|Based on the analysis of educational partner input and local data, KCUSD will continue to strengthen engagement with underrepresented families identified through the self-reflection process by implementing more intentional, data-informed, and relationship-centered outreach strategies.  A key element of this work is the continued leadership of the Parent Engagement Coordinator, who will collaborate with school site administrators to identify and implement effective practices for family and community engagement across all schools. This coordination will support consistent, high-quality outreach efforts designed to deepen trust and strengthen connections between schools and families.  To support continuous improvement, KCUSD will incorporate specific engagement metrics into school site plans to monitor participation in school events, meetings, and other engagement opportunities. This approach will allow sites to better understand participation trends, identify gaps in engagement, and respond with targeted support where needed.    Bilingual Community Aides will continue to play a critical role in this work by providing proactive, personalized outreach to families who are less frequently engaged in school activities. Their efforts help reduce barriers to participation by strengthening communication, improving access to information, and ensuring families feel welcomed and supported in their school communities.  In addition, schools will expand the use of direct communication strategies such as personal phone calls, text messages, and reminders to increase family awareness of engagement opportunities. Sites will also be challenged to intentionally build relationships with families who have historically had lower levels of involvement, with the goal of empowering them to become more active participants in their child's, in some cases, serve as parent ambassadors who help connect and engage other families. Collectively, these efforts reflect KCUSD’s commitment to fostering inclusive, equitable, and meaningful family partnerships that support student success.|Kings Canyon Unified (KCUSD) has a thorough, structured approach to involving all educational partners in decision-making, from the district office to every school.   At the school site level, administrators are required to assemble School Site Councils and English Learner Advisory Committees to provide input on school initiatives to support students.  In addition, school sites leverage Parent Teacher Clubs as a way to collect and disseminate information to the school community.  District Community Schools also engage partners through school site Community Schools Site Steering Committee meetings.    At the district level, KCUSD convenes the District Advisory Council (DAC) and the District English Learner Advisory Council (DELAC), both made up of representatives from each school's respective site councils. We also regularly host Special Education Connect meetings to directly hear from parents and community members about improving outcomes for students with disabilities.  Most recently, the district established a Student Advisory Board to provide student leaders from all district high schools an opportunity to provide input and feedback to district leadership on strategies to support student success.  Annually, the district’s Educational Programs department hosts LCAP Community Input meetings where staff, students, parents, and community members are invited to learn about the Local Control Funding Formula and the district Local Control and Accountability Plan.    Beyond these district level committees, we actively engage our community through various surveys, including the annual Parent Survey, Student Climate Survey, and LCAP survey, all designed to gather input and suggestions for district improvements.|While our current structured approaches effectively gather input, KCUSD is committed to deepening engagement even further. We've observed that feedback on school initiatives often comes from the same group of parents. Our ongoing challenge is to actively involve families who typically don't participate. Therefore, a key focus for 2026-2027 will be to improve outreach to these less-engaged parent groups, ensuring we truly gather feedback from every segment of our parent community.  Similarly, our Student Advisory Board (SAB) has been valuable in providing student perspectives on school and district matters.  This past year, the SAB focused on capturing perspectives from a diverse group of students, rather than students they typically associate with.  This led to more authentic, meaningful feedback for the district.   For the upcoming year, we plan to continue efforts to intentionally seek input from students representing diverse school backgrounds and experiences to ensure district programs and services more accurately align with student needs.|Based on the analysis of educational partner input and local data, KCUSD will strengthen efforts to gather meaningful input from underrepresented families and students by implementing more inclusive, accessible, and responsive engagement strategies. For families, the district will expand beyond traditional schoolwide meetings by using targeted outreach methods designed to reduce barriers to participation. During the 2026–27 school year, Bilingual Community Aides will conduct personalized outreach through phone calls, text messages, and brief surveys to ensure that families who may not typically participate in advisory committees or school events have opportunities to share their perspectives. These efforts will help the district gather more representative input from families whose voices have historically been underrepresented.  KCUSD will also place greater emphasis on demonstrating how educational partner feedback informs district and school decisions. By clearly communicating the actions taken as a result of parent input, the district aims to build trust, reinforce the value of family participation, and encourage continued engagement in decision-making processes.  For students, KCUSD will collaborate with site administrators, counselors, and teachers to intentionally seek input from students with a wide range of school experiences, including those who may not typically serve in formal leadership or advisory roles. Students will be provided with multiple ways to share their perspectives, such as surveys, focus groups, and individual conversations. The district will also communicate how student feedback is used to guide decisions, helping to foster a more inclusive and representative process for gathering input from all student groups.  Through these efforts, KCUSD will continue to strengthen equitable participation in decision-making and ensure that the voices of underrepresented families and students are reflected in district planning and improvement efforts.|5|4|3|4|4|4|5|3|4|4|4|4|Met||2026-06-23|2026
10622650116640|Kings Canyon Online|3|KC Online continues to improve how we partner with our stakeholders to improve student outcomes.  Through our partnership with our parents and community, families have a very positive opinion about the quality of services provided to students.  Based on the annual School Performance Survey (Parent Survey), 99% of parents felt that the overall quality of the school their child attended was either “Excellent”, “Good”, or “Satisfactory”.  This perception of quality is only possible through student performance results and through the climate and culture we have built on our campus with both students and families. Parents also rated the quality with which they are “greeted, treated with respect, and made to feel a part of this school” with100% responding either “Excellent,” “Good” or “Satisfactory”.    Parent engagement is always a focus for KC Online.  In addition to the sharing of information via Parent Square, KC Online holds a Back to School informational meeting at the start of the year and provides multiple opportunities for one on one conferences with students and parents.  In addition, KC Online holds quarterly school site council meetings and encourages parents to attend district advisory council (DAC) meetings to provide input on school programs.  Most recently, Kings Canyon Online began holding academic awards ceremonies in which students in grades K-12 are recognized for course completion, grades, and positive behavior.  These academic awards events have been a positive way to engage parents on the KC Online campus in a non-threatening, celebratory way.|Communication is only effective if the communication makes it to its intended audience. Through the feedback on the parent survey, we learned that 41% of our KCO families rely on text messages and phone app notifications for communication.  We had 22% of our parents share that they prefer phone calls as a means to receive information from the school.   This data shows us that we need to continue to rely heavily on the use of all Parent Square communication features, including the phone call feature to reach as many parents as possible.  Parent Square has been our primary means of two way communication with both students and parents, allowing students/parents to both view and send communication with the school.|Parent involvement remains a top priority at KC Online.  To improve participation rates, KCO will continue to expand its outreach utilizing district digital communication platforms.  Both site leadership and teachers will utilize Parent Square to regularly communicate information about school wide events as well as classroom activities.  Leveraging the district Parent Engagement Coordinator and the site Bilingual Community Aide, KCO will work to maximize parent participation, especially of underrepresented student groups, through consistent, clear communication and personal parent outreach efforts.  In addition, KCO will lean on parent leaders from the School Site Council, and  English Language Advisory Committee to support parent outreach to the immediate school community.|Utilizing the 2026 School Performance Survey (Parent Survey), parents rated the quality with which they are “greeted, treated with respect, and made to feel a part of this school” with 99% responding either “Excellent,” “Good” or “Satisfactory.” These statistics show the level of respect that is routinely shown to our families.|In order to ensure that our positive relationships continue and include all KC Online families, we plan to continue to focus on providing families with non threatening opportunities to engage on campus.  This includes back to school orientation meetings, small intake meetings, and academic awards ceremonies to celebrate their child’s achievement.  We also ensure that all communication that goes out to parents is translated in their home language and that we respond to parent inquiries/questions/concerns within 24 hours, validating their concerns and questions throughout the year.  We also plan to increase the number of messages that go home as both text/app notification and phone call, per parent input on the annual survey.     In addition, KC Online will continue to utilize existing site and district parent committees such as our school site council, English learner advisory committee, district advisory committee, and district english language advisory committee meetings to engage parents and support their voice in their children’s educational experience.    One area for continued growth is to increase the outreach to those parents who do not routinely take part in education or engagement opportunities to help site leadership to identify areas to improve on.  To build meaningful improvement plans, we need the input from both students and their parents.  Based on our survey results, many parents have not participated in the parent engagement opportunities made available to them and even fewer are participating in formal advisory councils.  This data shows that KC Online should continue to expand outreach efforts to engage parents in advisory opportunities.|KC Online's commitment to inclusivity extends to underrepresented student groups.  In 26-27, the Parent Engagement Coordinator will collaborate with site leadership to share best practices in parent and community outreach.  Specific metrics will be proposed to monitor the participation of parents in school engagement activities.  In addition, Bilingual Community Aides will provide targeted outreach to families that may not typically attend school events or participate in advisory opportunities.|Kings Canyon Online has a systematic strategy to engage stakeholders to provide input for decision making as a whole.  KC Online has a school site council committee and an English learner advisory committee that both serve as opportunities for parents to provide input on our program.  At the District level, parents can participate on the District Advisory Council (DAC) and a District English Learner Advisory Council (DELAC).  In addition to these councils/committees, KC Online corresponds with the community through several surveys including the annual Parent Survey, annual Student Climate survey, LCAP survey, and other surveys to collect opinions and suggestions on how our school site can improve.|While these systematic ways of collecting input have been effective, KC Online is always looking for better ways to connect with our parents.  For example, KCO will plan to utilize both digital and non-digital formats, ensuring that all families receive essential school information.  KCO will work with the district Communications Director to develop print materials as needed to reach families with limited digital access.   In addition, KC Online will collaborate closely with the district Parent Engagement Coordinator to increase outreach to families of English Learners, foster youth, and low income students.|A key area for improvement is ensuring equitable access to communication and engagement opportunities for underrepresented families, particularly those who may not rely on digital tools. Some families continue to prefer hard copy materials or need additional support to stay informed and engaged.  To improve in this area, KC Online will expand its communication strategy to include both digital and non-digital formats, ensuring that all families receive essential information in their preferred format.   KCO will work closely with the district Communications Director to develop print materials as needed to reach families with limited digital access.  In addition, KCO staff will provide training and support to families on how to use the school's digital communication tools, so that they can be utilized effectively for those families who prefer this form of communication.  Lastly, KCO will strengthen the visibility and effectiveness of advisory groups such as ELAC, SSC, DAC, and DELAC by increasing personal outreach and offering flexible meeting formats.  Through these efforts, KC Online aims to reduce barriers, improve inclusive communication, and create more meaningful opportunities for all families to be actively involved in their children’s education.|4|4|3|4|4|4|5|3|4|4|4|4|Met||2026-06-23|2026
10622650126292|Reedley Middle College High|3|RMCHS has made significant progress in building strong partnerships with families and the broader school community. A key strength is the positive perception families hold of the school’s climate and culture. According to the 2025–26 Parent Survey, 98% of respondents rated the overall quality of their child’s school experience as “Excellent,” “Good,” or “Satisfactory.” Additionally, 99% of parents reported feeling welcomed, respected, and included as part of the school community, reflecting our intentional efforts to foster a supportive, inclusive environment.  Communication also remains a core strength. The majority of our families rely on ParentSquare as their primary communication tool. This platform facilitates vital two-way engagement and serves as our central hub for broadcasting school-wide announcements, classroom updates, and event details.  Parent engagement is always a focus for RMCHS.  In addition to the sharing of information via Parent Square, RMCHS holds a Back to School informational meeting at the start of the year and provides multiple opportunities for one on one conferences with students and parents.  In addition, RMCHS holds quarterly school site council meetings and encourages parents to attend district advisory council (DAC) meetings to provide input on school programs.|An ongoing priority for growth is deepening engagement with parents.  While our digital communication tools are highly utilized, we recognize that certain families still encounter barriers regarding language access, technology, or a felt connection to the campus.    To address this, RMCHS will expand its outreach efforts by: Empowering parent leaders from the School Site Council and Ag Booster Club to assist with peer-to-peer outreach and engagement within their networks.  Encouraging teachers and site leadership to consistently use ParentSquare not only for updates but also for inviting feedback and questions, reinforcing two-way communication.|RMCHS also strives to improve engagement with underrepresented families, particularly those from linguistically and culturally diverse backgrounds.  In 26-27, RMCHS plans to increase the use of ParentSquare’s translation and accessibility features to ensure messages are inclusive and understandable for all families.  In addition, the school will leverage the support of the district’s Parent Engagement Coordinator and the site’s Bilingual Community Aide to provide direct, personalized outreach to underrepresented families.  By focusing on culturally responsive communication and personal outreach, RMCHS aims to ensure that all families, especially those historically underrepresented, feel informed, valued, and empowered to engage in their student’s education.|RMCHS continues to demonstrate clear strengths in fostering a welcoming and respectful environment for families. According to the 2026 School Performance (Parent) Survey, 98% of parents rated the quality with which they are “greeted, treated with respect, and made to feel a part of this school” as “Excellent,” “Good,” or “Satisfactory.” This data reflects the school's ongoing commitment to creating a positive campus climate where families feel valued and included.|To maintain and build on this progress, RMCHS provides approachable and inclusive opportunities for parent engagement, such as casual connections during student drop-off/pick-up times and accessible on-campus events. Consistent communication through ParentSquare and personal outreach via phone calls will continue to be key strategies in inviting and sustaining parent involvement. Additionally, RMCHS will translate all communications into families' home languages and commit to responding to inquiries within 24 hours, which is an important step in affirming the value of family input and removing barriers to participation.|While these efforts have helped build strong relationships with many families, RMCHS recognizes the need to further engage underrepresented families, particularly those who may face linguistic, cultural, or socioeconomic barriers to involvement.  To address this, RMCHS will:  Continue expanding the use of multilingual communication tools and provide interpretation at all school meetings and events.  Prioritize individualized outreach by the Bilingual Community Aide to build trust and bridge connections with families who may be less familiar or comfortable with traditional school engagement.  Ensure that underrepresented families are invited and supported in participating on decision-making bodies such as the School Site Council, District Advisory Committee, and English Learner Advisory Committee.  Offer flexible meeting times and virtual participation options to accommodate working families.  By removing access barriers and amplifying parent voice, especially from historically underrepresented groups, RMCHS aims to foster deeper, more equitable family engagement across the school community.|Reedley Middle College High School (RMCHS) has established strong systems for stakeholder engagement, offering multiple opportunities for parents and community members to provide input on school decisions. Current strengths include active parent involvement through the School Site Council and Ag Booster Committee at the site level, as well as participation in the District Advisory Council (DAC) and District English Learner Advisory Council (DELAC). In addition to these formal groups, RMCHS regularly gathers input through the annual Parent Survey, Student Climate Survey, and LCAP Parent Nights, ensuring that feedback is used to inform school improvement efforts.  Progress has also been made in enhancing communication with families. RMCHS has expanded its use of ParentSquare to share timely updates and foster two-way communication between school staff and families. Teachers and administrators are consistently using this tool to strengthen their communication practices. Parent feedback indicates that the majority of families prefer digital communication methods such as text messages, apps, and emails.|Despite this progress, a key area for improvement is ensuring equitable access to communication and engagement opportunities for  all families.  Some families continue to prefer hard copy materials or need additional support to stay informed and engaged.  To address this, RMCHS will continue to expand its communication strategy to include both digital and non-digital formats, ensuring that all families receive essential information in their preferred format.  The school will also work with the district Communications Director to develop print materials as needed to reach families with limited digital access. In addition, RMCHS will provide guidance and support to families on how to use ParentSquare and other digital tools effectively.|To improve the engagement of underrepresented families, RMCHS will collaborate with the district’s Parent Engagement Coordinator to increase outreach to families of English Learners, foster youth, low-income students, as well as other underrepresented groups.  In addition, the Bilingual Community Aide will assist in targeted outreach to underrepresented groups via phone calls, letters, and digital communication.   Lastly, RMCHS will expand the visibility of site advisory groups such as School Site Council and the English Learner Advisory Committee by increasing outreach and promotion and providing more flexible meeting formats.  Through these efforts, RMCHS aims to reduce barriers, improve inclusive communication, and create more meaningful opportunities for all families to be actively involved in their children’s education.|4|4|3|4|4|4|5|3|4|4|4|4|Met||2026-06-23|2026
10622810000000|Laton Joint Unified|3|"Based on the analysis of educational partner input and local data, Laton Unified School District has demonstrated significant strengths in building strong, trusting relationships between school staff and families. Survey results show that families overwhelmingly feel welcomed, respected, and supported by their schools. Parents appreciate that the teachers ""build good bonds"" with students. Communication between parents, teachers, and staff is highly rated. Parents noted that it has become ""easier & quicker to communicate"" this year, making them feel more involved. The high volume of Spanish responses praising the care, attention, and after-school programs highlights a welcoming environment for Spanish-speaking families. The District has created school environments that encourage two-way communication, and families report feeling comfortable reaching out to school staff with questions, concerns, and ideas."|Parent comments were highly encouraging and highlighted a school community with deep appreciation for its personnel, communication, and specialized family resources. There is a strong sense of optimism. Participation in school activities remains a strong point across the District, with families engaging regularly in parent conferences, open house events, back-to-school nights, and cultural celebrations that are part of the fabric of the community. Additionally, families have reported positive relationships with school staff, reflecting a foundation of mutual trust and respect that is essential for meaningful engagement, and we will continue to build on those relationships.|The self-reflection process revealed no indication of underrepresentation of family groups. Participants included 68% representing Low-Income families, 33% representing English Learners, and 24% representing students receiving special education services.|"Based on the analysis of educational partner input and local data, Laton Unified School District has established strong and positive partnerships with families to support student outcomes. Survey responses indicate that families believe they are provided with resources that help them support learning and development at home. The CASITA was explicitly called out multiple times as ""the best thing"" about the District. Parents view it as a vital hub for community connection, early childhood development, and parent resources. Parents value the holistic ecosystem of the school, praising its homework help, social-emotional support, parenting tips, and healthy lifestyle education. Families acknowledged that schools are actively creating welcoming environments and promoting two-way communication that encourages partnership. The District’s consistent efforts to include families in parent-teacher conferences, back-to-school nights, holiday events, and school sports have successfully engaged families in their children’s educational experiences. Additionally, survey results indicate that most families agree that the district provides opportunities for them to meet with school staff to discuss and support student outcomes. This level of partnership is critical to ensuring that families feel equipped to support their students both academically and socially. Overall, Laton USD’s current strengths lie in its ability to build lasting partnerships and to offer meaningful participation opportunities that contribute to the educational success of its students."|While Laton Unified has made notable progress, the survey data indicate that there are areas where the District can further improve partnerships with families to more directly impact student outcomes. Staff responses indicated a need to provide more support and professional learning in improving the school's capacity to partner with families. The need was particularly expressed by support staff. A key area of growth is building family capacity to understand their rights and how to advocate for their children. Families also indicated the desire for greater opportunities to povide input on policies and programs, especially from any underrepresented groups in the school community. Additionally, families have expressed a clear interest in expanded workshops and learning opportunities that would enable them to better support their children’s learning at home. There is significant interest in topics such as using technology to support student learning, improving homework help strategies, social-emotional learning, and promoting healthy lifestyles. The District was pleased to have a positive response from Spanish-speaking families feeling increasingly welcome, and we also recognize the need to continue to improve engagement efforts for those families, who overwhelmingly requested English as a Second Language classes to support their involvement. Offering these targeted learning opportunities and reducing barriers to participation will be essential to building stronger partnerships moving forward.|The self-reflection process revealed no indication of underrepresentation of family groups. Participants included 68% representing Low-Income families, 33% representing English Learners, and 24% representing students receiving special education services. We believe that this is a result of implementation of the community schools initiative, particularly the CASITA, and also implementation of the actions in the District's LCAP Goal 4. Laton Unified School District is committed to strengthening the engagement of underrepresented families to build meaningful partnerships that support student outcomes. In response to educational partner feedback, the District will focus on increasing access to ESL classes for Spanish-speaking families, providing flexible family workshops on topics such as technology, homework support, and social-emotional learning, and offering varied meeting times to accommodate diverse schedules. We will continue these actions as a foundation for engagement of traditionally underrepresented families.|Laton Unified School District has demonstrated clear strengths in creating opportunities for families to provide input in school decisions. Educational partner feedback indicates that families feel welcomed, respected, and valued by school staff. Families reported that school sites actively encourage two-way communication and offer multiple avenues to share their input, which contributes to a positive partnership between schools and families. Thirty percent of respondents reported that they had participated in some advisory committee (SSC/ELAC/DELAC/PAC). The District has successfully fostered a culture where families are invited to participate in school events, meetings, and planning activities. Survey responses indicate that families believe their voices are heard and that schools make efforts to include them in decision-making conversations related to student support, school activities, and family engagement planning. Staff responses indicated a need to provide more support and professional learning in effectively engaging families in advisory and decision-making groups. The need was particularly expressed by support staff. Families also acknowledged opportunities to meet with school staff to discuss strategies for improving student outcomes and noted that schools provide resources to help families understand their rights and advocate for their children.|While many families feel welcomed at school events, a remaining need was indicated to increase opportunities to provide input on policies and programs. There is room to strengthen the feedback loops that ensure families feel their input leads to visible actions or changes. By expanding interpretation services and partnering with community organizations, Laton USD aims to reduce barriers and ensure all families are empowered to fully participate in their children’s educational journey.|The District will prioritize direct outreach to underrepresented families to encourage participation in advisory groups and decision-making processes. Targeted outreach efforts, such as personal invitations and direct communication, will be used to encourage greater participation in advisory groups and school committees. The district will also strengthen interpretation and translation services to ensure that all families can meaningfully participate in decision-making conversations. Additionally, Laton USD will create accessible feedback opportunities, such as informal surveys and listening sessions, to capture a broader range of family voices. These actions aim to ensure that all families, especially those who have been historically underrepresented, feel empowered to contribute to school and district decisions that support student success.|1|2|3|4|3|4|4|4|3|4|4|4|Met||2026-06-24|2026
10623310000000|Orange Center|3|Orange Center continues to build relationships between school staff and families by providing the following: A one-to-one ratio of technology devices to students. Every Orange Center Elementary School student, from TK to 8th grade, has a device assigned to them.  Families have the opportunity to check out devices every school year to extend learning past the school day. This has allowed families to participate in educational opportunities, practice foundational skills through district-offered online academic programs, and attend online meetings and family-centered activities offered by the school. Services to improve facilities and parent communication include the continued use of a digital marquee and the purchase of furniture that provides flexible seating options to enhance the learning environment. Improved spaces by modernizing the entire cafeteria and kitchen to include an upgrade from a swamp cooler to central air and heating, new floors, removal of all asbestos, new flooring and new window coverings installed, updated sound system, and new installation of a stage. All cafeteria tables were replaced. All kitchen equipment was purchased, and a new walk-in refrigerator and freezer were installed. A ponding basin was created to assist with the parking area flooding. The front drive was removed and replaced. Drought-resistant foliage was installed. New ornamental fencing was installed. The entire campus was painted, and repairs were done in some areas of roofing. All original rain gutters were replaced. New windows were installed for informational documents to be posted. Two new playgrounds have been installed for TK-1st grade and for 2nd-8th grade students. The outdated play structure in the TK/K area was removed. A play pad was installed, including chess areas, pickleball, corn hole, and badminton courts. Improving these spaces maintained an exemplary rating on the FIT report. School safety and campus climate actions continue to include the purchase and installation of security cameras and the implementation of a digital sign-in and out process (Raptor), which includes the features of checking visitor backgrounds and alerting administration to any individuals who may put students at risk and who wish to enter the campus.  Home-to-School Transportation: Orange Center staff will continue to provide rural school home-to-school transportation.  TIP Officer: Through a contract with FCSS, the district continues to collaborate with a TIP officer to provide support and guidance to district parents and administration.  Communication with Parents and Community: Staff continued to provide phone calls, emails, notes, and Parent Square.  Orange Center has partnered with the Fresno County Superintendent of Schools Office to provide All 4 Youth counseling services. The District will provide supplemental services through the District's behavior Intervention tech: focusing on social skills, behavior support for students, and PBIS activities.|The focus areas for improvement in building relationships between school staff and families are the following: Chronic Absenteeism: An area that has been identified as challenging is that 22.5% of students were identified as chronically absent. During the 2024-2025 school year, the rate of chronically absent students decreased by .8%; however, the number of students in the respective subgroups has increased by the respective percentages: English Learner subgroup increased by 4.7%, and the Hispanic subgroup increased by 2.1%.  To address the aforementioned challenges, Orange Center School District has tracked all students who are at risk of chronic absenteeism and worked to communicate with parents and community partners on the importance of being in school on a daily basis. The District proactively worked with parents to remind them from the beginning of the year on how the school could best support them. Referrals to All4Youth and the site LVN, as well as the county RN, were made when appropriate. In addition, the SPED case manager has increased collaboration and data analysis with administration and teachers to incorporate supports in the classroom that mirror supports provided in the RSP classroom. Students are utilizing strategies that they are learning across programs in order to assist in solidifying learning.  Suspension Rate: Orange Center's all-students category on the CA Department of Education Dashboard shows that 5.8% of students were suspended for at least one day. Compared to the Hispanic subgroup, 5.3% of the student group was suspended at least one day, which increased by 2.5% from the previous year. During the 2024-2025 school year, the suspension rate declined by .8%. To continue addressing this need, systems have been put in place to proactively review data to ensure that interventions and supports (the LEAs' PBIS systems, increased social-emotional supports, and curriculum) are implemented before the suspension occurs. SBAC Data for SPED students: SPED students have shown growth in the area of Mathematics, but it still needs to be at a greater level. Feedback from educational partners:  PAC, SSC, DELAC, teachers, other staff members, and parent feedback were similar. Feedback: Input included updated outdoor interactive spaces for students to expand their learning opportunities, such as fields and a potential gymnasium.  Feedback suggesting that the math intervention program be expanded to address low math success. Feedback suggesting that a comprehensive Music program be continued to address student connectivity, academic achievement, and SEL needs continues to be applied.|To improve the engagement of underrepresented families, actions identified in the previous year's plan will be maintained and expanded. To continue progressing towards our goals, we will maintain and enhance services to best meet the needs of English Learners, Foster Youth, Low-Income Students, and students who are not meeting grade-level standards, as measured by CAASPP and the District School Climate Survey. These actions will include Professional Development (New Teachers & All Teachers), ELD Professional Development ( Supports for ELs & LTELs), MTSS Framework Professional Development and Planning Time, Additional time to ensure first best teaching, Coaching Support, PLC Time & Support, and Substitute teacher costs. A focus area for improvement to increase the number of underrepresented families engaged in building partnerships in student outcomes is by continuing to offer a wider variety of activities and programs at times of the day that will be more amenable to families.  The District has increased efforts to reach out to all educational partners. This year’s process allowed for data to be shared with educational partners through parent meetings and the District website, and provided a greater opportunity to be involved in the input process. The District does not have a classified bargaining unit. Still, classified employees, confidential management, and administrators are allowed to participate in the LCAP planning process during the ALL STAFF LCAP meetings, in addition to all other stakeholder LCAP meetings that were available.  Increased course access, such as the Dual Immersion Language Acquisition Program and STEAM Electives, increased opportunities for students to explore college and career readiness pathways. Increased access to technology through a computer check-out system for 6th-8th-grade students has been implemented, and a family computer check-out system for TK-5th-grade students.  School safety and campus climate actions include the implementation of a digital sign-in and out process, which includes the feature of checking visitor backgrounds and alerting administration to any individuals who may put students at risk and who wish to enter the campus.  Orange Center has employed two SPED Teachers and has hired a School Psychologist for five days a week and a Speech Pathologist. In addition, the District will provide supplemental materials and supports necessary to appropriately meet student goals and services. There will be added staffing through an MOU with Fresno Pacific University and the Rural Teacher Network to provide 1 student teacher intern, 3 days a week. The District will provide supplemental services through the District's Behavior Intervention tech: focusing on social skills, behavior support for students, and PBIS activities. All 4 Youth counseling services (which are funded through the Fresno Superintendent of Schools Office) supplement the services provided by the District.|To continue progressing towards building partnerships for student outcomes, we have maintained and enhanced services to best meet the needs of English Learners, Foster Youth, and Low-Income students who are not meeting grade level expectations, as measured by SBAC and School Climate Survey.  These actions included:  Increased course access, such as the Dual Immersion Language Acquisition Program, STEAM Electives, and increased opportunities for students to explore college and career readiness pathways. All 4 Youth counseling and behavior intervention services (which are funded through the Fresno County Superintendent of Schools Office) supplement the services provided by the District.  The District will continue the reading intervention program (1 part-time teacher) to provide services to designated students in 1st- 8th grades. The District will continue the math intervention program to provide services to designated students in 5th- 8th grades. To provide the necessary support to students who are eligible or who may become eligible for Special Education Services, Orange Center has employed two SPED Teachers and has hired a School Psychologist for five days a week and a Speech Pathologist. In addition, the District will provide supplemental materials and supports necessary to appropriately meet student goals and services.  There will be added staff through an MOU with Fresno Pacific University and the Rural Teacher Network to provide 1 student teacher intern, 3 days a week.   The District will provide supplemental services through the district's Behavior Intervention Tech, focusing on social skills, behavior support for students, and PBIS activities. Through a preplanning of the scope and sequence of the standards, educators can be assured that content and assessments target foundational skills, loop learning cycles, and create continuity across the system in a way that supports equity for low-income, Foster Youth, and English Learner students. The District provides English Learner intervention and support through supplemental services by an English Language Development Coordinator and Instructional Aides. Orange Center will continue to provide an increased amount of designated ELD support delivered by highly trained Instructional Aides, with an emphasis on word study.  Orange Center will continue to provide: Professional Development (New Teachers & All Teachers), ELD Professional Development ( Supports for ELs & LTELs), MTSS Framework Professional Development and Planning Time, and Additional time to ensure first-best teaching, Coaching Support, PLC Time & Support, and substitute teacher costs. Teachers will be trained with PLC structures to analyze and assess student learning.|Feedback from educational partners has influenced aspects of the LCAP and the focus areas for improvement in Building Partnerships for Student Outcomes.  Feedback suggesting that a comprehensive Music program be continued to address student connectivity, academic achievement, and SEL needs continues to be applied. Our school is located in a rural area, limiting access to opportunities for performing arts and music education for students who do not have reliable transportation or who cannot afford to address this need. To address this need, the District has expanded access to music education by hiring teachers and purchasing supporting materials and instruments. The District has expanded access to performing arts education by updating performing arts areas such as the stage, curtains, sound system, and purchasing supporting materials specifically for this purpose. Feedback input included updated outdoor interactive spaces for students to expand their learning opportunities, such as fields and a potential gymnasium.  Feedback suggesting that the math intervention program be expanded to address low math success.  Feedback suggesting that a Behavior Technician continue to be made available to support students who need support in socialization skills, connectedness, and attendance, using PBIS strategies. Teacher, Classified Employees' feedback noted the need for Increased community activities, including parent universities, community opportunities, and other outreach events.  Identified trends from teaching and certificated and confidential staff indicated a need for addressing trauma, professional development in key areas math instruction and SEL lessons for teachers and staff, and increased improvements in the school building and grounds, a need for outdoor interactive spaces and structures, increased services to address learning difficulties through assessment data analysis, increased support to address attendance issues and a need to provide curriculum and services and support for students and staff in the area of Social Emotional Learning and Self Care. The following areas were identified: the need for families of low-income and English learners to learn strategies to help children regarding social-emotional topics, homework, and academic content that they can utilize at home. Because of a low number of students who are meeting grade-level standards in ELA, the creation and implementation of an intensive intervention reading program for students who demonstrate proficiency levels of 2 or more years below grade-level expectations in the area of ELA, as measured by CAASPP results, RESULTS data, STAR Reading Assessments, and local benchmark data, will continue to be implemented for students in grades 1st-8th.  To improve the physical and mental well-being of our low-income, Foster Youth, and English Learner students and decrease preventable illnesses, access to health and educational supports is provided through professional medical services.|The District will improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes by allocating funds to support the Superintendent/Principal, the Parent Engagement Team of teachers, and support staff who will provide parents with parent engagement activities that focus on teaching parents how to best support their children at home. Student Survey School Climate 2024-2025 When asked if they feel safe at school:  14.8% Strongly Agree 47.8% Agree 33% Neutral 1.7% Disagree 2.6% Strongly Disagree  When asked if they feel connected to their school:  8.7%Strongly Agree 37.4%Agree 45.2% Neutral 6% Disagree 2.6% Strongly Disagree  A local needs assessment shows that these students do not have the opportunity to engage in activities that develop social skills, self-regulation, and coping strategies, in and outside of the regular school day. We have recorded a slight increase in the percentage of students who reported feeling depressed. Because of this need, the District provides teachers with an SEL curriculum and support materials, allowing them to provide lessons to develop social skills and coping strategies when needed for English Learners, Foster Youth, and Low-Income students. Through the use of the SEL curriculum, teachers can support the identified students with tools and support and a greater sense of belonging by ensuring there is time and a safe place within the classroom to have meaningful conversations about feelings.  The District will provide supplemental SEL services through district psychology services and parent engagement by providing social skills, behavior intervention support for teachers, and counseling services (Tiger Talks and Behavior Academies).  Based on a local needs assessment and educational partner feedback, Orange Center determined that there needed to be an increase in the amount of community outreach and support to help improve access and resources for the identified students and families. The California Community Schools Partnership Program (CCSPP) and a Liaison are designed to increase the district’s ability to provide support, connectedness, and engagement for families, particularly those families that are typically underrepresented by facilitating parent/school communication, conducting home visits, and parent education classes, and providing assistance at parent/teacher meetings, etc. This program aims to support the school's efforts to partner with community agencies and local governments to align community resources to improve student outcomes. This partnership focuses on academics, health, social services, youth and community development, and community engagement. Orange Center will provide hands-on STEAM learning experiences, including field trips, within the school day, aligned to CC standards as part of a rigorous, broad course of study.|Programs and activities for Seeking Input and Decision-Making where parents become involved and are an integral part of the school and include: The After School Program, Parent/Teacher Club (PTC), School Site Council (SSC)/Parent Advisory Committee (PAC), English Learner Advisory Committee and District English Learner Advisory Committee (ELAC/DELAC), all provide opportunities for parents to assist them in becoming more involved in leadership and decision-making roles at the school site. The District provides technology, including devices for families, and multiple methods of communication that will promote parent access to district information, including digital communications such as emails, ParentSquare, newsletters sent home via U.S. Mail, internet, and phone dialers. Parents will be able to use devices to participate remotely in parent conferences or other school-related meetings. Multiple methods of communication in a parent’s home language allow the district to communicate beyond the school day in the manner most accessible to each parent. Instructional aides/family liaisons will provide language support to families whose primary home language is Spanish and Hmong and communicate with the identified student’s families about classroom progress, support needed to reinforce learning, attendance, school events, and student progress.|A focus area for improvement is to increase the number of families engaged in decision-making. A way to engage families is by offering a wider variety of programs and activities at times of the day that will be more amenable to families, and by encouraging parents to download the ParentSquare app to ensure they receive up-to-date school notifications.|Administration and support staff increased steps to involve underrepresented families in the educational and decision-making process through staff/parent communication experiences using flyers/notes/telephone dialers/text messaging through the ParentSquare app/emails, and educational activities made available during evening parent meetings. To support improved academic achievement, the District provides instructional aides/family liaisons to provide instructional assistance to students within the classroom, as well as outreach and support to the families of the identified student groups and Hmong-speaking parents. Instructional aides/family liaisons will provide language support to families whose primary home language is Spanish and Hmong and communicate with the identified student’s families about classroom progress, support needed to reinforce learning, attendance, school events/meetings, and student progress.   Multiple methods of communication in a parent’s home language allow the district to communicate beyond the school day in the manner most accessible to each parent.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-24|2026
10623310137661|California Virtual Academy at Fresno|3|The school is dedicated to cultivating trusting and respectful relationships with families to ensure student success in the virtual learning environment. Upon enrollment, families receive personalized onboarding support from a designated coach, including guidance on program expectations, communication channels, and navigation of online platforms and resources. These intentional connections help establish a strong sense of belonging from the start. Spanish-language onboarding is available for Limited English Proficient (LEP) families, along with translation tools for families who speak other languages. Teachers proactively connect with families through welcome calls, monthly check-ins, academic conferences, and live instruction aligned to California standards. Staff prioritize building strong relationships through consistent, face-to-face interactions and support student and family resilience through intentional social-emotional learning practices. The school emphasizes self-awareness, self-management, and executive functioning skills, while schoolwide behavioral expectations promote positive interactions, guide staff decision-making, and create consistent support systems for students. Beyond the classroom, the school offers in-person and virtual activities, clubs, and support sessions to foster connection and engagement. Year-round support is available, including during the summer months. School leaders regularly gather feedback from families, students, and staff through surveys and direct engagement to inform continuous improvement. Programs such as Compass provide targeted support for students experiencing homelessness, foster youth, and other underrepresented student groups, offering resources, engagement opportunities, and coaching, including bilingual support. Families, students, and staff actively participate in planning and decision-making through Title I meetings, the English Learner Advisory Committee (ELAC), and Partner Engagement Meetings. These forums provide opportunities to review and give input on the Local Control and Accountability Plan (LCAP) goals, actions, and services. The LCAP Advisory Committee ensures that feedback informs decision-making and program adjustments aligned with community needs. The school evaluates data through multiple accountability measures, using insights to refine action plans and enhance family engagement strategies. By prioritizing inclusive practices, strong communication, and meaningful partnerships, the school ensures all families feel welcomed, valued, and supported.|Based on analysis of educational partner input and local data, the LEA has identified several focus areas for improvement in strengthening relationships between school staff and families. Family survey feedback and engagement data indicate a need for greater consistency and quality in communication between teachers and families, particularly through connection calls and live Class Connect sessions. As a result, the LEA will continue refining expectations and practices for connection calls and implement schoolwide welcoming and engaging strategies across all departments to ensure families feel consistently connected and supported. Educational partner input also highlighted the importance of building staff capacity to foster trusting and respectful relationships with families, particularly those experiencing barriers related to trauma or unique life circumstances. To address this need, the LEA will expand training and professional development in trauma-informed practices to better equip staff to support students and families with empathy and responsiveness. Additionally, local data and feedback from multilingual families identified ongoing challenges related to language access and communication. The LEA will provide additional staff training on how to identify and use families’ primary and preferred languages, while continuing to refine and implement the Language Access Plan to improve access for Limited English Proficient families. Further, the LEA has identified a need to strengthen supports for newcomer students and their families. The English Language Development Department will continue to develop and expand newcomer instructional and family support services to better meet the needs of students in grades K–12 who are new to the United States and learning English. Through these targeted improvements, the LEA aims to create more consistent, inclusive, and responsive systems that strengthen relationships and increase meaningful engagement with all families.|Based on analysis of educational partner input and local data, the school will improve engagement of underrepresented families by strengthening access, communication, and targeted outreach for English Learners, Students with Disabilities, and Socioeconomically Disadvantaged students. Feedback from families and engagement data indicated a need for more consistent, accessible communication and increased opportunities for meaningful participation. To address language barriers, the school will expand multilingual communication supports. Bilingual engagement staff will continue to provide year-round support for Spanish-speaking families, while schoolwide documents and the website remain accessible through translation features. The school will continue utilizing Certified Languages International (CLI) to provide interpretation in over 230 languages during real-time interactions, and will ensure families can request translation and interpretation services in their preferred language at any time. Staff training on identifying and using families’ primary language will further strengthen communication. For Socioeconomically Disadvantaged families, the school will improve engagement by reducing barriers to participation and increasing targeted outreach. Strategies include onboarding follow-up for families not meeting engagement expectations, access to internet subsidies to support connectivity, and proactive outreach from the Compass team when students show signs of disengagement. Workshops focused on resilience and problem-solving will continue to provide families with tools to support student success and strengthen connections with the school. For Students with Disabilities, the school will enhance family engagement through consistent and intentional communication. General education teachers and Education Specialists will conduct targeted outreach, while case managers will ensure families are actively involved in the IEP process, including 30-day, annual, and triennial meetings. These efforts support meaningful collaboration and shared decision-making. Additionally, the school will continue to refine its use of engagement data to monitor participation trends among underrepresented student groups and adjust strategies to ensure more consistent and meaningful family involvement. Through these actions, the school aims to build stronger, more inclusive partnerships with underrepresented families and increase equitable access to engagement opportunities.|The school fosters strong partnerships with families to ensure student success. Recognizing the critical role parents play in an independent study charter school, the school actively engages families by providing information, resources, training, and opportunities to collaborate with other parents to support their children’s learning. Regular teacher-family conferences inform parents about student progress and expectations, while accessible systems provide visibility into grades, assessments, and online activities. Dedicated engagement and attendance support teams help keep students connected to their learning by supporting families with strategies and clear expectations. To improve outcomes for English Learners, the ELD Department includes a Bilingual Engagement Coach and ELD paraprofessionals who provide targeted outreach and personalized support. These efforts address attendance barriers and guide families in understanding student progress, fostering collaboration to accelerate English proficiency and reclassification. Graduation coaches also support students and families by providing guidance on requirements, progress tracking, and pathways to on-time graduation through meetings, assemblies, and conferences. As a Professional Learning Community (PLC), the school focuses on learning, collaboration, and results. Staff work together to analyze student progress, refine instruction, and strengthen communication with families through onboarding, connection calls, academic conferences, and ongoing support sessions. Programs such as CAVA2College and the Career & College Prep Program provide high school students with opportunities to explore career pathways, earn certifications, and prepare for postsecondary success. Middle school students engage in career exploration and can earn high school credit. The school utilizes multiple communication platforms, including ParentSquare, LC Community, social media, and the school website, to share information and build connections. The Family Teacher Organization (FTO) further strengthens partnerships through regular meetings and shared goals. Social-emotional well-being is also a priority. The SEL team provides student assemblies aligned to SEL benchmarks, crisis support, and access to community-based mental health resources through Care Solace. Monthly, Parenting with Purpose workshops offer families opportunities to build community and learn strategies that support positive parent-child relationships.|The school’s focus areas for improvement in building partnerships for student outcomes include strengthening social-emotional learning (SEL) connections with families, improving access to community-based resources, and expanding language access. Based on educational partner input and local data, including family feedback and participation trends, the school identified a need to increase meaningful opportunities for students and families to engage with SEL content. In response, the school will integrate SEL-focused assembly topics into middle and high school ORN courses and provide additional resources to support consistent implementation at the elementary level. Educational partner input also indicated a need for more effective connections to community-based supports. The school will strengthen staff capacity to connect families with resources through Care Solace by providing training on “warm handoff” practices, ensuring families receive timely, personalized, and sustained support. Additionally, local data and feedback from multilingual families identified ongoing barriers related to language access. The school will expand translation and interpretation services, with a focus on increasing Arabic language supports, to better meet the needs of a growing population of families whose primary language is not English. These focus areas are intended to reduce barriers, strengthen family engagement, and improve student outcomes by creating more inclusive, responsive, and connected partnerships between families and the school.|Ways We Are Improving for Underrepresented Families The school’s Attendance Advocates proactively address student absences daily, working with students and families to identify and overcome barriers to engagement. They assist parents with completing required surveys for offline work and schedule additional meetings when absences persist to ensure students are supported and re-engaged in their learning. To support McKinney-Vento (MKV) students, the school has increased staffing to ensure timely access to dedicated support. Students are provided with essential materials based on individual needs, including backpacks, school supplies, ink, paper, hotspots, and PE clothing. Staff also provide referrals and warm handoffs to community resources such as food, housing, health, and mental health services. All staff participate in ongoing professional development to strengthen their ability to support students and families. New teachers receive comprehensive onboarding and are paired with a dedicated support teacher during their first year to ensure strong alignment with schoolwide expectations and practices. The school continues to strengthen its implementation of a Professional Learning Community (PLC) model focused on collaboration, learning, and results. Key teams include: Leadership Team: Coordinates schoolwide efforts across departments and grade levels. Guiding Coalition: Leads PLC processes and supports a collaborative culture focused on student outcomes. Professional Learning Teams (PLTs): Collaborate on instruction, intervention, and support for shared students. MTSS/Intervention Team: Provides targeted support for at-risk students through data-driven interventions. Student Study Team (SST): Reviews student needs and recommends appropriate academic and social-emotional supports. The school has expanded college and career readiness opportunities through programs such as CAVA2College and Career & College Prep Program, offering dual enrollment, career pathways, and certification opportunities. Middle school students also have access to career exploration and technology courses that build early college and career readiness skills. Families are supported through multiple communication platforms, including ParentSquare, the digital handbook, LC Community, social media, and the CAVA website. These tools ensure families understand their rights, access resources, and stay connected. The Family Teacher Organization (FTO) meets monthly to strengthen partnerships between families and the school community.|The LCAP Needs Assessment Survey provides valuable feedback from families and educational partners to guide continuous improvement efforts and to inform the development and monitoring of LCAP goals, actions, and services. Leadership teams regularly review survey feedback alongside student engagement and achievement data to adjust schoolwide and departmental plans and strengthen family engagement initiatives. Families identified several strengths they value and want continued focus on, including academic supports and interventions, support for multilingual families and students with disabilities, graduation support, A-G completion, and core curriculum alignment , student engagement opportunities, family and community engagement, positive school climate, and strong teacher and staff support. Additional focus areas identified included summer school opportunities, attendance support, teacher communication, new teacher support, internet reimbursement awareness, consistency across schools and programs, and SEL (Social Emotional Learning), including staff training, connections to community-based supports, and strategies that strengthen the home-to-school connection. Areas identified for improvement included platform usability and technology experience, student connection and social opportunities, differentiation for advanced learners and special populations, and teacher training and consistency. Parents, families, students, and staff provide ongoing feedback and guidance to the school through a variety of engagement opportunities, including Title I Meetings, Winter and Spring Partner Engagement Meetings, the LCAP Needs Assessment Survey, ELAC Meetings, the EL Needs Assessment Annual Survey, the LCAP Parent Advisory Committee (PAC), School Climate Surveys, Family Teacher Organization (FTO) meetings, Student Government, parent coffee chats and trainings, and regular student and teacher check-ins. Feedback gathered through these opportunities helps inform schoolwide planning, programs, services, and continuous improvement efforts. The school maintains strong two-way communication with families through ParentSquare, LC Community, emails, Connection Calls, academic conferences, student support sessions, graduation plan reviews, Student Individualized Learning Plans (ILPs), Student Support Team (SST) meetings, Individualized Education Program (IEP) meetings, English Language Development (ELD) program meetings, and Bear Tracks, the weekly community newsletter that highlights school events, resources, and activities.|Based on parent feedback, the school will: -Continue parent engagement initiatives. -Continue to provide regular surveys and host Partner Engagement Meetings to share school goals and actions, gather feedback, and increase family participation in school decision-making. -Implement a new feedback system: a multilingual survey platform that allows anonymous text, audio, or video submissions through QR codes and ParentSquare links. This system identifies key themes and informs targeted interventions. -Improve scheduling and accessibility of board meetings for parents and staff. -Provide on-demand informational videos: short, accessible videos that explain LCFF, the LCAP process, and how to provide meaningful feedback. These can be accessed at any time to accommodate families' schedules. -Continue to provide time management tools, technology and school-platform training, and resources and support to strengthen parent and learning coach capacity. -Enhance onboarding and follow-up support for families, and provide extended targeted support for families needing additional assistance. -Expand and refine attendance and engagement support for families. -Communicate available, student-specific, research-based interventions delivered by specialized staff across multiple tiers of support. -Continue implementing the schoolwide collaborative Social-Emotional Learning (SEL) plan that actively engages teachers, students, staff, and families, with clearly defined, school-specific roles and responsibilities to ensure consistent and meaningful support for all students. -Increase peer-to-peer interaction through Class Connect sessions, clubs, K12 Zone activities, and in-person and virtual events. -Refine and expand support for students experiencing homelessness and housing insecurity. -Enhance communication to increase awareness of the Internet Service Provider (ISP) reimbursement, reduce delays in verification, improve usability, and support. -Proactively reach out to families who have not participated in feedback opportunities to identify and remove barriers, and communicate to all families how their input has led to meaningful school improvements and decisions. -Enhance multilingual supports.|Parents generally express satisfaction with the school, which positively impacts all students. They value the assistance that teachers and staff provide, as well as the school's efficient communication with students and families. Daily prompts regarding class attendance and assignments help students stay focused. Parents appreciate the opportunity to monitor their child's progress and access educational materials in advance to address any academic hurdles. They also value the school's diverse and comprehensive curriculum, which offers a wide range of courses and effective teaching methods. Additionally, parents welcome the various opportunities for high school students and socialization activities available at all grade levels. Furthermore, the staff dedicated to supporting Spanish-speaking parents is highly regarded.|4|5|4|5|5|5|5|5|4|4|4|4|Met||2026-06-10|2026
10623560000000|Pacific Union Elementary|3|Pacific Union is a one school school district. Administration, teachers, and staff are available and accessible to all parents and guardians. Pacific Union holds regularly scheduled meetings with advisory groups (i.e. School Site Council, DELAC, PAC, etc.). To continue to encourage engagement of underrepresented families reminder notices of meeting dates and times are printed on the monthly activities calendar, posted on the school website, sent out via Parent Square, and sent home via paper correspondence. All correspondence is in both English and Spanish.|Pacific Union will focus on providing more ways to engage in 2-way communication between families and educators by continuing and expanding the implementation of Parent Square, to provide additional opportunities and forms of communication (text and email) for educators and families to communicate.|Pacific Union will improve engagement of underrepresented families by providing more workshops for parents after hours.|Pacific Union strives to build an environment of trust and respect among staff, students, and families. According to data collected through surveys, students, staff, and parents at Pacific Union feel a sense of belonging which contributes to a positive climate. Pacific Union will continue to encourage every family to participate in at least one or more school events throughout the year. We have placed a focus on holding events before, during, and after school to accommodate families' varying schedules. Families are encouraged to communicate with teachers via email or phone regarding student progress.|Pacific Union will focus on providing families with information and resources to support student learning and development in the home, by providing 6-week parent workshops.|Pacific Union will improve engagement of underrepresented families by providing more workshops for parents after hours.|Pacific Union seeks input for decision-making in multiple ways, including annual surveys and feedback from regularly scheduled meetings.|Pacific Union will focus on providing families with opportunities to provide input on policies and programs, and implement strategies to reach and seek input from underrepresented groups in the school community by increasing the number of meetings and workshop offered to parents and families.|Pacific Union will improve engagement of underrepresented families by providing more workshops for parents after hours.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-30|2026
10623640000000|Parlier Unified|3|Based on analysis of educational partner feedback, including input from the District Parent Advisory Committee (PAC), English Learner Advisory Committees (ELAC/DELAC), School Site Councils (SSC), and annual LCAP community surveys, Parlier Unified School District demonstrates strong commitment and ongoing progress in fostering trusted, collaborative relationships between school staff and families.  Key Strengths & Progress Highlights Dedicated Family & Community Empowerment (FACE) Infrastructure:  Through the FACE program and dedicated liaisons, PUSD has established a centralized system to connect families with school staff and district resources. The FACE team coordinates parent workshops, outreach initiatives, and community partnerships, ensuring families feel welcomed, heard, and supported as equal partners in student learning.  Culturally Responsive, Two-Way Communication:  Recognizing the district’s rich linguistic diversity, PUSD prioritizes dual-language communication across all access points. Staff-to-family communication is consistently conducted in English and Spanish via the Aeries Parent Portal, Parent Square, direct messaging, school site newsletters, and district quarterly newspaper. This focus ensures non-English speaking families maintain direct, accessible communication channels with teachers, counselors, and site administrators.  Inclusive & Hybrid Educational Partner Meetings:  To maximize family participation across varying work schedules, PUSD hosts flexible, bilingual input sessions, both in-person and virtually (via Zoom) for LCAP reviews, site workshops, and district advisory meetings.  Educational partner surveys confirm that parents feel comfortable voicing perspectives, contributing directly to district goal-setting for student well-being and academic success.  Welcoming Campus Environments & Safety Support:  PUSD continues to invest in positive, inclusive campus cultures where families feel secure and valued. Initiatives engaging parent volunteers, such as crosswalk safety support, along with mental health and student well-being resources, have strengthened daily interactions and trust between staff, and the broader community.|Based on analysis of feedback from the District Parent Advisory Committee (PAC), English Learner Advisory Committees (ELAC/DELAC), school sites, and community surveys, Parlier Unified School District has identified key focus areas to strengthen partnerships and relationship-building between school staff and families.    Identified Focus Areas for Improvement Expanding Interactive, Skill-Based Parent Academies & Workshops:   While operational and informational communication is consistent, educational partner input highlights a desire for more interactive family learning opportunities.  Future efforts will focus on expanding workshops that equip parents with actionable strategies to support student learning at home, specifically in literacy, STEM, digital literacy (e.g., maximizing the Aeries Parent Portal), and navigating high school graduation and college/career pathways.    Increasing Representation Across Diverse Student Groups: Data and survey feedback indicate a need to broaden active family participation among specific student populations, including parents of English Learners, Migrant students, and students with special needs. PUSD aims to increase targeted outreach through Family & Community Empowerment (FACE) liaison(s) to ensure diverse family voices directly inform site-level decision-making.    Strengthening Proactive, Two-Way Teacher-Family Communication: While mass notification systems (e.g., Parent Square, district messaging) are widely used, input suggests a focus on increasing regular, personalized two-way communication between classroom teachers and parents, particularly regarding positive student growth, early intervention, and social-emotional well-being.    Enhancing Site-Level Engagement Opportunities & Scheduling: Educational Partner feedback indicates that varying work schedules remain a primary barrier to in-person attendance.  PUSD will focus on diversifying the timing, location, and format of site events by offering flexible morning/evening hours and hybrid formats to ensure all working families can participate in school activities and conferences.|To address engagement gaps identified during the self-reflection process, particularly among families of English Learners, Migrant students, students with disabilities, and foster or unhoused youth, Parlier Unified School District will implement targeted strategies through the Family and Community Empowerment (FACE) Coordinator and school sites to build authentic, trusting relationships with underrepresented groups. Targeted Action Strategies •	Targeted Liaison Outreach & Direct Family Navigation: PUSD will leverage the services of the FACE Coordinator to conduct proactive, direct outreach (including phone check-ins, home visits when appropriate, and personal invitations) for families who rarely participate in traditional meetings or digital communication. The FACE Coordinator and support team will act as personal navigators, helping families access district services, special education support, and community assistance. •	Strengthening English Learner & Migrant Family Partnerships: Building on input from DELAC and ELAC committees, the district will co-design interactive workshops tailored to the specific needs of English Learner and Migrant families. All sessions will feature fully bilingual facilitation, culturally relevant materials, and flexible timing to ensure seasonal agricultural work schedules do not barrier participation. •	Fostering Inclusive Support for Families of Students with Special Needs: To increase participation among families of students with exceptional needs, PUSD will collaborate with site Special Education teams to host specialized family meetings/roundtables. These forums will offer safe, supportive spaces for parents to collaborate directly with administrators, specialists, and teachers outside of formal IEP meetings. •	Removing Participation Barriers: PUSD will expand logistical support for site and district family events by providing childcare, translation/interpretation, and flexible hybrid options (in-person and virtual). Gathering events will also be hosted at accessible community locations to reach families who may feel intimidated by formal school settings and/or may need transportation. •	Staff Capacity Building in Cultural Responsiveness & Trust-Building: The district will provide professional development for administrators, teachers, and front-office staff focused on trauma-informed practices, cultural responsiveness, and proactive two-way communication. Training will emphasize recognizing family strengths and establishing positive initial contacts before academic or behavioral issues arise.|Based on analysis of educational partner input, including feedback from the District Parent Advisory Committee (PAC), English Learner Advisory Committees (ELAC/DELAC), School Site Councils (SSC), and community surveys, Parlier Unified School District demonstrates strong momentum and established systems for partnering with families to improve academic performance and student well-being.  Key Strengths & Progress Highlights •	Robust Distribution of Home Learning Resources: PUSD excels at equipping families with accessible tools to guide student learning at home. Through the Family and Community Empowerment (FACE) Coordinator, community liaisons, newsletters, and digital platforms like the Aeries Parent Portal and Parent Square, families regularly receive bilingual resources on literacy strategies, graduation requirements, digital tools, and social-emotional growth.  •	Structured Collaborative Frameworks for Student Growth:  The district maintains clear policies and routines that enable teachers and parents to monitor student trajectory together. Routines such as parent-teacher conferences, Student Study Team (SST) meetings, Individualized Education Program (IEP) updates, and direct messaging allow families and educators to act as co-partners in establishing academic goals and intervention plans. •	Growing Capacity to Build Trusting Educational Partnerships: PUSD continues to expand professional development opportunities for site administrators, teachers, and staff.  Focus areas include trauma-informed practices, cultural responsiveness, and relational communication to ensure all school sites foster welcoming environments that empower parents as active contributors to student learning.  •	Strengthening Parent Leadership & Rights Advocacy: Through active governance bodies, such as DELAC, ELAC, PAC, and School Site Council, PUSD offers structured spaces for families to understand their legal rights, provide direct feedback on LCAP resource allocation, and advocate effectively for all student groups. The district continues to scale these programs to expand representation across all school sites.|Based on analysis of self-reflection ratings and feedback from educational partners, including the District Parent Advisory Committee (PAC), ELAC/DELAC, site committees, and community surveys, Parlier Unified School District has identified key focus areas to deepen how staff and families collaborate to improve student academic and developmental outcomes. Identified Focus Areas for Improvement •	Systematic Professional Learning for Staff on Family Engagement: While site leadership receives ongoing guidance, partner feedback emphasizes a need to build consistent, job-embedded professional learning for classroom teachers. PUSD will focus on training educators in proactive, two-way communication strategies, culturally responsive family outreach, and how to effectively partner with parents during student progress conferences to co-create academic action plans. •	Expanding Parent Advocacy & Rights Literacy Across All Sites: Although active advisory committees (DELAC, ELAC, PAC, SSC) provide structured leadership for participating parents, input indicates a need to reach the broader parent community. PUSD will focus on expanding workshops that demystify student rights, special education processes, English Learner reclassification pathways, and how parents can effectively advocate for their children's individual academic needs. •	Transitioning Home-Learning Supports from Informational to Interactive: While the distribution of learning resources (via Aeries, Parent Square, and newsletters) is strong, parents expressed a desire for hands-on, practical skill-building sessions. Focus will be placed on offering interactive workshops, such as family math and literacy nights and digital tool walk-throughs that demonstrate how to use curriculum tools at home to boost student performance. •	Enhancing Early Academic & Social-Emotional Progress Communication: Partner input highlights an opportunity for teachers to initiate positive, personal contact early in the school year before academic or behavioral challenges arise. The district will emphasize proactive outreach routines so parents and teachers can establish baseline goals and intervention strategies early in the learning process.|To ensure all student groups achieve equitable academic and developmental growth, Parlier Unified School District will implement targeted strategies through the Family and Community Empowerment (FACE) Coordinator, site administrators, and classroom teachers to actively involve historically underrepresented families, including parents of English Learners, Migrant students, students with disabilities, and socioeconomically disadvantaged or unhoused youth, in driver roles for student success. Targeted Action Strategies •	Targeted Learning Navigation via FACE Coordinator and Support Staff: PUSD will leverage the bilingual FACE Coordinator and support staff to provide direct, individualized support to families who face language, technological, or scheduling barriers. The FACE Coordinator will act as the academic navigator conducting personal outreach, assisting parents with setting up the Aeries Parent Portal with the assistance of the Technology department, and  work in collaboration with the Educational Services department to provide workshops guiding families through progress reports and graduation/reclassification requirements. •	Culturally Responsive Parent Academies on Academic Standards: In direct response to ELAC/DELAC and Migrant partner feedback, PUSD will offer skill-building workshops tailored to the specific needs of multilingual and agricultural families. Facilitated in English and Spanish with flexible scheduling (including weekend and evening options), these sessions will equip parents with practical strategies to support literacy, math, and English language development at home. •	Proactive Two-Way Communication & Early Progress Outreach: PUSD will train and encourage educators to establish positive, two-way communication channels early in the school year. By sharing early academic milestones and strengths before challenges occur, teachers can build trust with families who have historically felt disconnected from the school system. •	Empowering Family Leadership & Self-Advocacy: The district will provide targeted leadership training within site advisory bodies (ELAC, SSC) and district committees (DELAC, PAC) to help underrepresented parents understand their legal rights, analyze local student achievement data, and confidently advocate for targeted resources that address their children's unique learning needs.|Based on analysis of input from educational partners, including the District Parent Advisory Committee (PAC), District English Learner Advisory Committee (DELAC), English Learner Advisory Committees (ELAC), School Site Councils (SSC), Bargaining Units, and annual districtwide surveys, Parlier Unified School District has established strong mechanisms for gathering authentic, community-driven feedback to guide district decision-making and budget allocation. Key Strengths & Progress Highlights •	Established & Active Advisory Committees: PUSD maintains robust governance structures that consistently gather representative voice. Committees such as the PAC, DELAC, ELAC, and site-level councils meet routinely throughout the year to review local academic and climate data, evaluate LCAP goals, and advise the Superintendent and Board of Trustees on district priorities. •	Multi-Modal Survey Outreach & High Engagement: The district utilizes comprehensive annual LCAP surveys for parents, students, teachers, and staff to capture broad quantitative and qualitative data. To maximize participation across all demographics, surveys are offered digitally, on paper, and accessible via mobile devices which provide feedback loops on school safety, academic needs, and facility improvements. •	Culturally Responsive & Accessible Public Forums: Recognizing the district’s rich linguistic demographic, all community input sessions and advisory meetings are facilitated bilingually in English and Spanish. Meetings are offered through hybrid options (in-person and virtual) at varied times, ensuring working parents, agricultural workers, and diverse community members can actively contribute. •	Direct Integration of Partner Feedback into the LCAP: PUSD demonstrates clear alignment between partner feedback and resource allocation. Input gathered from parents and staff directly shapes district funding decisions, such as funding the Family and Community Empowerment (FACE) Coordinator services, adding mental health supports, enhancing bilingual outreach, and investing in campus safety enhancements.|Based on feedback from the District Parent Advisory Committee (PAC), English Learner Advisory Committees (ELAC/DELAC), School Site Councils (SSC), and community survey data, Parlier Unified School District has identified key focus areas to deepen how educational partner input is gathered, processed, and utilized in governing decisions. Identified Focus Areas for Improvement •	Expanding Outreach to Non-Traditional & Hard-to-Reach Voices: While participation in advisory committees (PAC, DELAC) is steady, partner input indicates a need to capture feedback beyond regularly attending members.  PUSD will focus on expanding outreach to parents of foster/unhoused youth, students with disabilities, and seasonal agricultural families through localized focus groups, pop-up community events, and direct outreach by the FACE Coordinator and community liaisons. •	Closing the Communication Loop  Survey data and parent discussions highlight a desire for greater transparency regarding how community input directly impacts final decisions. The district will continue to establish clear, routine feedback loops by sharing summary reports in English and Spanish after LCAP input cycles to explicitly demonstrate how parent suggestions influenced district actions, staffing, and budget allocations. •	Increasing Student & Youth Voice in Governance: While adult partner engagement is well-established, input points to an opportunity to systematically include middle and high school student perspectives in decision-making. PUSD aims to continue to create structured student advisory groups to ensure youth perspectives inform site climate, academic pathways, and wellness supports. •	Streamlining & Diversifying Survey Methodology: To improve response quality and participation rates across all school sites, PUSD will refine its annual survey instruments. Focus will be placed on making surveys shorter, mobile-friendly, and accompanied by user-friendly instructions in English and Spanish to ensure accessibility for families with varying literacy or technology comfort levels.|To ensure district decision-making reflects the authentic needs of all student populations, Parlier Unified School District will implement targeted action strategies to elevate the voices of historically underrepresented families, specifically parents of English Learners, Migrant students, students with disabilities, foster/unhoused youth, and socioeconomically disadvantaged families. Targeted Action Strategies •	Localized Listening Sessions & Community Hubs: Recognizing that traditional board rooms or school site meetings can feel intimidating or inaccessible, PUSD will partner with the Family and Community Empowerment (FACE) Coordinator and community liaisons to host informal, small group focus sessions directly within local community spaces and neighborhood hubs. These flexible sessions will allow staff to gather input on district programs in comfortable, familiar settings. •	Targeted Outreach for High-Need Student Populations: The district will leverage the services of the FACE Coordinator, community liaisons, and site intervention teams to conduct direct, personal outreach (phone calls, personalized invitations, and targeted check-ins) to families of foster/unhoused youth and students with exceptional needs. This ensures these parents are actively invited to share feedback on specialized services, IEP processes, and resource allocation. •	Co-Designed Input Sessions with ELAC, DELAC, & Migrant Leadership: Rather than using standard agenda formats, PUSD will collaborate directly with English Learner and Migrant advisory leaders to participate in interactive, culturally responsive input meetings. All materials, surveys, and discussions will be fully bilingual in English and Spanish, with meeting times tailored around seasonal agricultural work schedules. •	Accessible, Multi-Format Feedback Tools: To eliminate technological and literacy barriers to survey participation, PUSD will offer alternative input formats, including paper feedback forms, quick QR code polls accessible via smartphone, and 1-on-1 survey assistance provided by the FACE Coordinator, community liaisons, and other support staff during school pick-up/drop-off hours and community events. •	Empowering Underrepresented Parents for Advisory Leadership: PUSD will provide targeted leadership development and orientation for parents joining the Parent Advisory Committee (PAC), DELAC, and School Site Councils (SSC). By demystifying school governance, budget structures (LCAP), and data analysis, the district will empower diverse parent leaders to confidently advocate for their children and influence district-wide decisions.|5|5|5|5|5|4|4|4|4|4|4|4|Met||2026-06-23|2026
10623720000000|Pine Ridge Elementary|3|Pine Ridge Elementary School District continues to demonstrate strong relationships between school staff and families through consistent communication, personalized support, and a welcoming school environment. Educational partner input indicates that families value the accessibility of teachers and administration, the district's responsiveness to concerns, and the strong sense of community fostered throughout the school year. The district provides numerous opportunities for engagement, including Back-to-School Night, parent-teacher conferences, Open House, School Site Council meetings, Booster Club activities, family events, and regular communication through newsletters, phone calls, text messages, social media, and the district website. Local data and educational partner feedback reflect continued progress in building trust, increasing family participation, and strengthening collaboration to support student attendance, academic achievement, and overall well-being. The district remains committed to maintaining strong partnerships with families as an essential component of student success.|Pine Ridge Elementary School District continues to strengthen relationships between school staff and families through consistent communication, meaningful opportunities for engagement, and a welcoming school climate. Educational partner feedback indicates that families value the school's small-community atmosphere, approachable staff, and open communication with teachers and administration. Throughout the year, the district provides multiple opportunities for family involvement, including Back-to-School Night, Open House, parent-teacher conferences, school events, Booster Club activities, School Site Council meetings, and regular communication through newsletters, phone messages, social media, and direct outreach. Staff members work collaboratively with families to address student needs, celebrate student success, and support attendance and academic achievement. Local survey data and participation in school activities demonstrate continued progress in building trust and fostering positive relationships between families and school staff. The district will continue expanding opportunities for family engagement and gathering educational partner feedback to further strengthen these relationships.|Pine Ridge Elementary School District will continue to strengthen relationships with underrepresented families by increasing personalized communication, providing additional opportunities for meaningful participation, and reducing barriers to engagement. The district will continue to use multiple methods of communication, including phone calls, text messages, newsletters, social media, and in-person meetings, to ensure families receive timely and accessible information. Staff will conduct targeted outreach to families who have participated less frequently in school activities, including those of students with chronic absenteeism, academic concerns, or social-emotional needs. The district will continue to seek educational partner input through surveys, School Site Council meetings, and informal conversations to better understand family needs and improve services. By fostering a welcoming school environment and building strong, trusting relationships with all families, Pine Ridge Elementary School District aims to increase participation, strengthen partnerships, and improve student outcomes.|Pine Ridge Elementary School District has continued to build strong partnerships that support positive student outcomes through collaboration with families, staff, community organizations, and educational partners. The district works closely with the Booster Club, School Site Council, Fresno County Superintendent of Schools, and community agencies to provide academic, social-emotional, and enrichment opportunities for students. Educational partner input reflects appreciation for the district's collaborative approach, personalized support, and commitment to student success. The district has expanded opportunities for family participation through school events, volunteer opportunities, and regular communication, while also partnering with outside organizations to enhance instructional programs, student wellness, and extracurricular experiences. These partnerships have contributed to a positive school climate, increased family engagement, and improved support systems that help students succeed both academically and socially.|Pine Ridge Elementary School District will continue to strengthen partnerships that improve student outcomes by increasing family participation in decision-making, expanding collaboration with community organizations, and improving communication regarding academic progress and available student supports. Educational partner input identified a need for additional opportunities for families to provide feedback and engage in planning efforts throughout the school year. The district will continue to strengthen partnerships through School Site Council, Booster Club, and community partnerships while expanding outreach to families who have been less engaged. In addition, the district will continue to develop partnerships that provide academic enrichment, mental health services, and extracurricular opportunities that support the whole child. These efforts will help ensure that all students and families have equitable access to the resources and support needed for student success.|Pine Ridge Elementary School District will improve engagement with underrepresented families by providing more personalized outreach, increasing opportunities for participation in school decision-making, and strengthening partnerships that support student success. The district will continue to communicate through multiple platforms, including phone calls, text messages, newsletters, social media, and in-person meetings, to ensure families receive timely and accessible information. Staff will intentionally reach out to families who have participated less frequently in school activities or whose students may need additional academic, attendance, or social-emotional support. The district will also continue to gather educational partner feedback through surveys, School Site Council meetings, and individual conversations to better understand barriers to participation and identify needed supports. By fostering strong relationships and connecting families with school and community resources, Pine Ridge Elementary School District will strengthen partnerships that improve outcomes for all students.|Pine Ridge Elementary School District values educational partner input and has made continued progress in seeking meaningful feedback to guide district decision-making. Families, staff, students, and community members are provided multiple opportunities to share their perspectives through surveys, School Site Council meetings, Board meetings, Booster Club meetings, parent-teacher conferences, and informal conversations throughout the school year. Educational partner input is used to inform the development of the Local Control and Accountability Plan (LCAP), budget priorities, school safety planning, instructional programs, and student support services. The district's small size allows for ongoing, personalized communication between school staff and families, creating an environment where educational partners feel heard and valued. This collaborative approach has strengthened trust, increased transparency, and supported decisions that reflect the needs and priorities of the Pine Ridge school community.|Pine Ridge Elementary School District will continue to improve its decision-making processes by increasing participation from all educational partners, particularly families whose voices have been underrepresented. The district will expand opportunities for input by offering surveys at multiple times throughout the year, increasing outreach through a variety of communication methods, and encouraging participation in School Site Council, Board meetings, and other advisory groups. The district will also improve communication by sharing how educational partner feedback is used to inform decisions related to the LCAP, budget priorities, instructional programs, and student support services. These efforts will strengthen transparency, increase stakeholder participation, and ensure district decisions continue to reflect the needs and priorities of the entire Pine Ridge school community.|Pine Ridge Elementary School District will improve engagement with underrepresented families by providing multiple, accessible opportunities to participate in district decision-making. The district will continue to use a variety of communication methods, including phone calls, text messages, newsletters, social media, surveys, and personal outreach, to encourage participation from families who have traditionally been less involved. Staff will actively seek input from families of students with diverse academic, attendance, and social-emotional needs through individual meetings, School Site Council, and other stakeholder groups. The district will also communicate how educational partner feedback influences decisions related to the LCAP, budget priorities, instructional programs, and student support services. These efforts will strengthen trust, increase meaningful participation, and ensure that all families have a voice in decisions that support student success.|5|5|5|4|4|4|5|5|4|5|4|4|Met||2026-06-11|2026
10623800000000|Raisin City Elementary|3|Based on educational partner input and local data, the LEA continues to show strong progress in Building Relationships Between School Staff and Families. Survey results show that 90% of respondents believe staff build trusting and respectful relationships with families, 100% indicate that school sites create welcoming environments, 98% feel staff understand families’ diverse strengths and needs, and 98% report that two-way communication is taking place.  A key strength is that families feel valued and welcomed when they come onto campus. Feedback such as, “It is a loving place!” and “I like feeling welcome every time you step on campus,” reflects the positive culture that has been created across the LEA. Staff continue to make intentional efforts to greet families, create a sense of belonging, and maintain respectful communication.  The LEA has also made progress in recognizing the diverse needs of families and working to provide support in ways that are responsive and personal. Schools continue to strengthen communication through phone calls, meetings, messages, parent conferences, school events, and opportunities for families to provide input. These efforts help build trust and allow families to feel more connected to their child’s school experience.  Overall, the data shows that the LEA has established a strong foundation of trust, respect, welcoming school environments, and meaningful communication with families. Moving forward, the LEA will continue to build on these strengths by increasing family engagement opportunities, strengthening two-way communication, and ensuring all families feel heard, respected, and included.|Based on the analysis of educational partner input and local data, the LEA’s focus areas for improvement in Building Relationships Between School Staff and Families will center on continuing to strengthen consistency, communication, and family voice across all school sites.  Although survey results show strong positive feedback, the LEA recognizes the need to continue building trusting and respectful relationships with all families. A focus area will be ensuring that every family, including those who may not regularly attend school events or meetings, feels connected, welcomed, and valued as an important partner in their child’s education.  The LEA will also continue to improve two-way communication by providing families with clear, timely, and accessible information, while also creating more opportunities for families to share input, ask questions, and provide feedback. This includes continuing to use multiple methods of communication such as phone calls, parent meetings, school events, surveys, messages, and personal outreach.  Another area for improvement is deepening staff understanding of families’ diverse strengths, needs, cultures, and experiences. The LEA will continue working to ensure that family engagement practices are respectful, inclusive, and responsive to the needs of the community.  Overall, the LEA will build on its current strengths by continuing to create welcoming environments, expanding opportunities for meaningful family participation, and strengthening consistent communication so that all families feel heard, respected, and included.|Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families by increasing intentional outreach and creating more opportunities for families to feel welcomed, heard, and connected to the school community.  The LEA will continue to identify families who may be less represented in meetings, surveys, school events, and decision-making opportunities, and will work to remove barriers that may prevent participation. This may include providing information in clear and accessible language, using multiple methods of communication, offering personal invitations, making phone calls, and encouraging staff to build relationships through regular positive contact.  The LEA will also continue to strengthen two-way communication by creating more opportunities for families to share input, ask questions, and provide feedback in ways that are comfortable and meaningful for them. Staff will continue to focus on understanding families’ diverse strengths, needs, cultures, and experiences so that engagement efforts are respectful and responsive.  Overall, the LEA will improve engagement by building on its welcoming school environments and strong family relationships while being more intentional in reaching out to families who may not always participate. The goal is to ensure that all families, especially underrepresented families, feel valued, respected, and included as partners in supporting student success.|Based on the analysis of educational partner input and local data, the LEA demonstrates strong current strengths and progress in Building Partnerships for Student Outcomes. The LEA continues to create opportunities for families, staff, and educational partners to work together in support of student learning, achievement, attendance, behavior, and overall success.  A key strength is the district’s commitment to including families as partners in the educational process. Families are provided opportunities to participate through school events, parent meetings, advisory groups, surveys, conferences, and direct communication with staff. These opportunities help families stay informed and involved in decisions that support student outcomes.  The LEA has also made progress in using local data and educational partner feedback to guide planning and improve student supports. Staff continue to communicate with families about student progress, areas of need, and available resources. This helps create a shared understanding between home and school and allows families to better support learning outside of the classroom.  Another strength is the positive relationship between school staff and families, which provides a strong foundation for partnership. Families have shared that they feel welcomed, respected, and connected to school sites. This sense of belonging supports stronger collaboration and helps create a school environment where families feel comfortable reaching out, asking questions, and working with staff.  Overall, the LEA has made meaningful progress in building partnerships that support student outcomes by strengthening communication, encouraging family participation, using data to guide decisions, and maintaining a welcoming school culture focused on student success.|Based on the analysis of educational partner input and local data, the LEA’s focus areas for improvement in Building Partnerships for Student Outcomes will center on strengthening family engagement, improving communication around student progress, and creating more consistent opportunities for families to partner with schools in support of student success.  Although the LEA has made progress in creating welcoming environments and positive relationships with families, a continued area of focus is helping families better understand student data, academic goals, attendance, behavior, and available supports. The LEA will work to provide information in clear, family-friendly ways so parents and guardians can more easily understand how their child is doing and how they can support learning at home.  Another focus area is increasing meaningful participation from families in school and district planning. The LEA will continue to seek input through surveys, meetings, advisory groups, parent conferences, and school events, while also working to reach families who may not regularly participate. This will help ensure that family voice is included when identifying student needs and planning supports.  The LEA will also continue to strengthen partnerships between families, teachers, support staff, and administrators by encouraging regular two-way communication. This includes sharing student progress, listening to family concerns, connecting families with resources, and working together to address barriers that may impact student outcomes. Overall, the LEA will build on its current strengths by making family partnerships more intentional, consistent, and focused on improving academic achievement, attendance, engagement, and overall student success.|The LEA will continue to identify families who may be less represented in surveys, parent meetings, advisory groups, conferences, and school events. To increase participation, schools will use multiple communication methods, including personal phone calls, messages, translated information when needed, flexible meeting opportunities, and direct invitations from trusted school staff.  The LEA will also focus on helping underrepresented families better understand student progress, academic goals, attendance, behavior, and available supports. Information will be shared in clear, family-friendly language so families can understand how their child is doing and how they can partner with the school to support learning at home.  In addition, the LEA will create more opportunities for families to share input, ask questions, and provide feedback about student needs and school programs. By strengthening two-way communication and making engagement opportunities more accessible, the LEA will ensure that underrepresented families feel valued, respected, and included as partners in improving student achievement, attendance, engagement, and overall success.|Based on the analysis of educational partner input and local data, the LEA demonstrates current strengths and progress in Seeking Input for Decision-Making by providing multiple opportunities for families, staff, students, and community partners to share feedback and participate in the planning process.  A key strength is the LEA’s commitment to gathering input through surveys, parent meetings, advisory groups, school site meetings, conferences, and direct communication with staff and administrators. These opportunities allow educational partners to share their experiences, identify areas of need, and provide feedback on programs, services, and supports for students.  The LEA has also made progress in using local data and educational partner feedback to guide decisions related to student achievement, attendance, school climate, family engagement, and student support services. Input gathered from families and staff helps the LEA better understand what is working well and where additional support or improvement may be needed.  Another strength is that families and educational partners feel welcomed and respected when providing feedback. The positive relationships between school staff and families help create a foundation of trust, making it easier for families to participate in conversations and decision-making opportunities. Overall, the LEA continues to strengthen its decision-making process by listening to educational partners, reviewing local data, and using that information to guide planning, improve services, and support better outcomes for all students.|Based on the analysis of educational partner input and local data, the LEA’s focus areas for improvement in Seeking Input for Decision-Making will center on increasing participation, improving access to input opportunities, and ensuring families understand how their feedback is used.  Although the LEA provides multiple opportunities for educational partners to share input, a continued focus will be increasing participation from families and groups who may not regularly attend meetings, complete surveys, or participate in advisory committees. The LEA will work to make input opportunities more accessible through personal outreach, clear communication, flexible meeting options, and multiple ways to provide feedback.  Another focus area is strengthening the connection between educational partner input, local data, and district decisions. The LEA will continue to review feedback alongside data related to student achievement, attendance, school climate, and student supports to help guide planning and identify areas of need.  The LEA will also improve communication back to families and educational partners by sharing how their input helped inform decisions, actions, programs, and services. This will help build trust and encourage continued participation. Overall, the LEA will focus on making the decision-making process more inclusive, transparent, and consistent so that all educational partners feel their voices are heard, valued, and reflected in plans that support student success.|Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families in Seeking Input for Decision-Making by using more intentional outreach and providing multiple ways for families to share their voice.  The LEA will continue to identify families who may be less represented in surveys, advisory meetings, school site councils, parent committees, and district planning opportunities. To increase participation, the LEA will use personal invitations, phone calls, text messages, translated communication when needed, and flexible opportunities for families to provide feedback.  The LEA will also work to make the input process easier to understand by using clear, family-friendly language and explaining how feedback connects to decisions about student achievement, attendance, school climate, programs, and services. Families will be encouraged to share their experiences, concerns, and suggestions in ways that are comfortable and accessible to them.  In addition, the LEA will strengthen communication back to families by sharing how their input was reviewed and used in planning. This will help build trust and ensure underrepresented families know their voices are valued and included in decisions that support student success.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-04|2026
10623800136499|Ambassador Phillip V. Sanchez II Public Charter|3|"Ambassador Phillip V. Sanchez II (AMBII) has consistently demonstrated a strong commitment to fostering positive, enduring relationships with families and the broader community. Building connections with educational partners has long been a priority, reflected in initiatives such as the Parent Advisory Committee, English Learner Advisory Committee, Parent-Teacher Conferences, student and family celebrations, and weekly updates through the Data + Design system. These efforts ensure that families feel closely connected to both the school and their child’s academic progress. The effectiveness of these strategies is evident in both engagement and feedback. Annual surveys indicate that 99% of parents feel the school is safe, 99% feel connected to the school and satisfied with their child’s progress, and 99% report that communication from the school is clear and effective. Additional feedback from engagement events reinforces these findings, with parents noting that staff genuinely care about students’ social and academic well-being, value parent input, and provide timely communication and resources to support student success. Families also appreciate that their children are treated with respect and receive a high-quality education that prepares them for life beyond graduation. During an ELAC/PAC meeting one parent stated, ""“Yes, the school does a good job of working with all students, especially my 3 boys that attend Amb that need a lot of extra help.” Through these sustained practices, AMBII demonstrates both progress and strength in cultivating trusting, collaborative relationships between school staff and families."|Participation and engagement from educational partners at AMBII have grown significantly, as reflected in strong attendance at school meetings, events, and activities. However, the school recognizes that some parents are still unable to attend due to scheduling or other challenges. To address this, AMBII has adjusted event schedules throughout the year, offering sessions at different times to ensure accessibility for all families. Survey feedback indicates increased participation at PAC and ELAC meetings, with more parents recognizing the value of effective, two-way communication using accessible language. The school remains committed to continually gathering meaningful feedback, as parent input is essential to ongoing school improvement. While parent involvement in their students’ education has increased, some families still find aspects of the school program complex, including attendance requirements, credit completion, policies, and the roles of parents and students. To address this, AMBII has enhanced the onboarding process for new students and maintains ongoing communication to support the academic and socio-emotional needs of all students. Additionally, the school prioritizes clear, two-way communication and ensures staff availability during school hours, allowing families and students consistent access to support and opportunities to fully engage with all aspects of the program.|AMBII staff recognize the diverse needs of our community, particularly those of underrepresented families, and are committed to ensuring these families are fully included in school activities and decision-making. To enhance engagement, staff provide translation services for all communications and personally reach out to families in their preferred language, helping them feel valued, welcomed, and comfortable within the school community. The school offers multiple participation opportunities, both in-person and virtually, as well as workshops and classes tailored to the interests and needs of educational partners. Targeted outreach, including personal calls to families in special populations, ensures additional avenues for involvement and supports meaningful engagement. By expanding access and implementing these inclusive communication strategies, AMBII aims to strengthen connections with underrepresented families, enabling them to actively participate and positively impact their child’s educational experience.|A key strength of AMBII is our diverse and knowledgeable staff, dedicated to meeting the unique needs of every student. From enrollment, staff assess students’ academic levels and develop individualized programs to support growth, providing access to tutors, counselors, and retention specialists as needed. Staff maintain consistent communication with families through multiple channels including email, text, and social media to keep parents informed and involved in their child’s education. Feedback from educational partners highlights the school’s welcoming environment, flexibility, and responsiveness in supporting both students and families. Students and parents benefit from live instructional support, weekly progress updates, and access to a variety of academic tools and resources. School survey data show that parents appreciate these outreach efforts, especially during periods of academic challenge or disengagement. AMBII will continue to build on these strengths, evolving practices based on ongoing feedback from educational partners to strengthen partnerships that promote student success.|Data analysis and feedback indicate that AMBII aims to increase engagement of underrepresented families and students in small group instruction, counseling sessions, workforce partner workshops, and mental health/social-emotional services. Expanding access and participation in these programs will strengthen relationships between students, families, and the school, while supporting academic growth and overall student success. Targeted outreach, clear communication, and culturally responsive practices will ensure that all families, especially those historically underrepresented, can actively participate and benefit from these opportunities.|A key focus for AMBII is increasing engagement with underrepresented families. While parents consistently express confidence in the services and support provided to students, the school recognizes the need to continually strengthen these partnerships. AMBII is committed to ensuring that all families have equitable access to programs and resources, providing targeted outreach, clear communication, and culturally responsive support to help students thrive academically and socially throughout their educational journey.|AMBII has demonstrated flexibility and responsiveness in engaging educational partners, consistently offering meetings at times that best accommodate parents, which has resulted in increased attendance and engagement. A key strength lies in AMBII’s ongoing efforts to gather input from families and provide opportunities for feedback. While parent participation in meetings and events has been strong, the school recognizes the need to further involve families in the planning and implementation of programs. To address this, staff are participating in professional development focused on effectively connecting with families, eliciting meaningful feedback, and making collaborative decisions. Moving forward, AMBII remains committed to expanding these efforts, identifying topics of interest, and strengthening strategies that encourage family input in decision-making, ensuring all voices are heard and valued.|AMBII is committed to increasing engagement of underrepresented families in school decision-making. Personalized outreach, including phone calls in families’ primary language (such as Spanish), will continue to invite participation in key events like ELAC and LCAP Educational Partner meetings. Relevant documents will be translated, and live translation will be available during meetings to ensure accessibility. Additionally, the school will offer workshops and classes tailored to parents’ interests to further encourage meaningful participation. With the addition of staff, including paraprofessionals, retention specialists, and counselors, AMBII can provide more support and actively engage additional families in the school community. Annual survey data show that parents appreciate opportunities to provide input and participate in school events. Moving forward, AMBII will continue expanding inclusive strategies to ensure all families, especially those underrepresented, have multiple avenues to share feedback and contribute to decision-making.|At AMBII, we recognize that underrepresented families, particularly Spanish-speaking families, require accessible communication and support. To address this, we will hire certified bilingual staff and actively recruit community members to join our team. When staffing capacity is insufficient, we will collaborate with external organizations to ensure families continue to receive high-quality support and opportunities to engage in school decision-making. Recent local survey data indicate that 95% of parents and guardians feel the school encourages their participation and input in activities, events, workshops, and meetings. To build on this, AMBII remains committed to fostering engagement through PAC and ELAC meetings, student recognition events, open houses, back-to-school nights, and parent-teacher-student conferences, providing multiple opportunities for meaningful participation in school decisions.|5|5|4|5|4|4|4|4|4|4|4|4|Met||2026-05-28|2026
10624140000000|Sanger Unified|3|Based on the 2025-26 LCAP Hanover Survey which is available in three languages,  93% of the parents agree that families are kept informed about events and activities, 89% agree that the schools encourage families to participate in the child's education, 83% agree the the district is responsive to parents' concerns and 78% believe that the schools offer workshops that enable families to learn about the programs it offers.  Events and activities that families attend or participate in include:  Parent-teacher conferences 78%, Open House 71%, School events 68%, Volunteering at school 46%, Board Meetings 5%, Parent Workshops/training sessions 10%, School Site Council 9%, DELAC 2%, no events 5%.  Feedback from educational partners and data analysis had identified the following strengths: Multiple opportunities for communication between families and educators using a language that is understandable and accessible|Based on the Hanover LCAP Survey, parents noted the following responses regarding what would help them to be more involved: Vary the time of meetings and classes for working parents, more information on how to support students at home, and more parent events/activities at the school level. Sanger Unified will continue to enhance efforts to highlight  existing district and school support networks and mechanisms for parents.  LCAP Survey respondents overall have a positive opinion  of existing support resources and positive trends in the longitudinal data exhibit an improvement year to year not just in the perception of resources in place, but also of educational partner awareness of these resources.  However, there is still a significant number of parents that are not aware of district and school resources.|Sanger Unified School District (SUSD) is committed to building the capacity of all staff in creating an environment in which all families feel welcome and respected. A Family Engagement leadership team was established in the past in order to improve engagement of underrepresented families.  The goal was to develop a system of support that bolsters meaningful family engagement across Sanger Schools and Community. We recognize that not all families may feel welcome in the current structure. SUSD has committed to creating structured time for Staff Professional Development as it relates building relationships with all families. In addition, we had gathered input from families through large and small group forums, individual interviews and surveys. We had several opportunities to share information and receive input from school site leaders. In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for Building Relationships, we had a full implementation rating of a 4 in 3 out of the 4 areas. Our area of focus is in supporting staff to learn about each family’s strengths, culture, languages and goals for their children.  In addition, our LCAP Guidance Committee, which consists of primarily under represented families and informs the district with input to better serve our community.  We also opened the Sanger Unified Family Resource Center in August  2021, in which families are welcomed by staff from our District CARE Team, which includes psychologist and Foster Liaison, the district Migrant team as well as parent support specialist who are in one building to better meet the needs of our families.|Education dual-capacity framework for family engagement states that successful initiatives must be systemic, integrated, sustained, linked to learning, developmental, and collaborative (Mapp 2013). In the past, SUSD has partnered with the Gardner Center from Stanford University to better understand and evaluate the progress of practices involving Family Engagement.  Through analysis of current practice and reality, we developed a more systematic approach to Family Partnership and Engagement. In addition, we recognized the need for professional learning opportunities in our schools. We continue the process with new site leaders and have moved to office assistants and Administrative Assistants.  In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for Building Partnerships in 2021, we had two areas in initial implementation and two areas in full implementation. This year, stakeholders rated Full Implementation 3  out of the 4 areas.   A goal of ours in this area is around family leadership and empowering our families to understand their rights and how they can be an advocate for their children.  Improving participation of underrepresented families will also be a focus.  A Parent Education Program Specialist was hired to assist with this goal. This will be one of our 4 domains as we begin to schedule Family Engagement opportunities for next year.|The following focus areas will be addressed: Training with Site Leaders to better collaborate with families in the development of goals for students, identifying methods to improve engagement with underrepresented families. According to the 25-26 Hanover LCAP Survey Analysis, 93% of families agree that the district/schools keep families informed about events and activities, 78% agree that the district offers workshops that enable families to learn about the programs it offers.|A Parent Education Program Specialist was hired to offer direct services to families through the  Sanger Unified Family Resource Center which opened in August 2021.  A more concentrated approach to Family Engagement and Outreach will facilitate increased engagement.|In our analysis of educational partner response to the local indicators Parent and Family  Engagement rubric for seeking input for decision making, we had three areas in full implementation and one area in full implementation and sustainability in 2024-2025.  This year we continue with the same results.  We have made great growth and will continue to improve.  A continued focus of SUSD is in building the capacity of and supporting principals and staff to actively engage families in advisory groups and with decision making. SUSD has made continuous efforts to improve family engagement. Our LCAP Survey supports our efforts with parents/guardians continuing to attend events (46%), feel that their school makes an effort to keep them involved (93%), and 89% of parents feel that their school encourages them to participate.|A focus of SUSD over the last few years is in building the capacity of and supporting principals and staff to actively engage families in advisory groups and with decision making. We have established strong systems to seek input from our parents by engaging with current parent advisory groups, seeking site leaders for other engaged parents and non engaged parents that would benefit from sharing their voice.  Due to sites creating multiple fun family engagement events and establishing strong family connections, sites continue to encourage and create opportunities to learn and advocate for their sites.|A Parent Education Program Specialist was hired to offer direct services to families through the Sanger Unified Family Resource Center which opened in August 2021.  A more concentrated approach to Family Engagement and Outreach will facilitate increased engagement.|5|4|4|4|4|4|4|3|4|3|3|3|Met||2026-06-23|2026
10624146117865|Quail Lake Environmental Charter|3|Based on the 2025-26 LCAP Hanover Survey which is available in three languages,  93% of the parents agree that families are kept informed about events and activities, 89% agree that the schools encourage families to participate in the child's education, 83% agree the the district is responsive to parents' concerns and 78% believe that the schools offer workshops that enable families to learn about the programs it offers.  Events and activities that families attend or participate in include:  Parent-teacher conferences 78%, Open House 71%, School events 68%, Volunteering at school 46%, Board Meetings 5%, Parent Workshops/training sessions 10%, School Site Council 9%, DELAC 2%, no events 5%.  Feedback from educational partners and data analysis had identified the following strengths: Multiple opportunities for communication between families and educators using a language that is understandable and accessible|Based on the Hanover LCAP Survey, parents noted the following responses regarding what would help them to be more involved: Vary the time of meetings and classes for working parents, more information on how to support students at home, and more parent events/activities at the school level. Sanger Unified will continue to enhance efforts to highlight  existing district and school support networks and mechanisms for parents.  LCAP Survey respondents overall have a positive opinion  of existing support resources and positive trends in the longitudinal data exhibit an improvement year to year not just in the perception of resources in place, but also of educational partner awareness of these resources.  However, there is still a significant number of parents that are not aware of district and school resources.|Sanger Unified School District (SUSD) is committed to building the capacity of all staff in creating an environment in which all families feel welcome and respected. A Family Engagement leadership team was established in the past in order to improve engagement of underrepresented families.  The goal was to develop a system of support that bolsters meaningful family engagement across Sanger Schools and Community. We recognize that not all families may feel welcome in the current structure. SUSD has committed to creating structured time for Staff Professional Development as it relates building relationships with all families. In addition, we had gathered input from families through large and small group forums, individual interviews and surveys. We had several opportunities to share information and receive input from school site leaders. In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for Building Relationships, we had a full implementation rating of a 4 in 3 out of the 4 areas. Our area of focus is in supporting staff to learn about each family’s strengths, culture, languages and goals for their children.  In addition, our LCAP Guidance Committee, which consists of primarily under represented families and informs the district with input to better serve our community.  We also opened the Sanger Unified Family Resource Center in August  2021, in which families are welcomed by staff from our District CARE Team, which includes psychologist and Foster Liaison, the district Migrant team as well as parent support specialist who are in one building to better meet the needs of our families.|Education dual-capacity framework for family engagement states that successful initiatives must be systemic, integrated, sustained, linked to learning, developmental, and collaborative (Mapp 2013). In the past, SUSD has partnered with the Gardner Center from Stanford University to better understand and evaluate the progress of practices involving Family Engagement.  Through analysis of current practice and reality, we developed a more systematic approach to Family Partnership and Engagement. In addition, we recognized the need for professional learning opportunities in our schools. We continue the process with new site leaders and have moved to office assistants and Administrative Assistants.  In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for Building Partnerships in 2021, we had two areas in initial implementation and two areas in full implementation. This year, stakeholders rated Full Implementation 3  out of the 4 areas.   A goal of ours in this area is around family leadership and empowering our families to understand their rights and how they can be an advocate for their children.  Improving participation of underrepresented families will also be a focus.  A Parent Education Program Specialist was hired to assist with this goal. This will be one of our 4 domains as we begin to schedule Family Engagement opportunities for next year.|The following focus areas will be addressed: Training with Site Leaders to better collaborate with families in the development of goals for students, identifying methods to improve engagement with underrepresented families. According to the 25-26 Hanover LCAP Survey Analysis, 93% of families agree that the district/schools keep families informed about events and activities, 78% agree that the district offers workshops that enable families to learn about the programs it offers.|A Parent Education Program Specialist was hired to offer direct services to families through the  Sanger Unified Family Resource Center which opened in August 2021.  A more concentrated approach to Family Engagement and Outreach will facilitate increased engagement.|In our analysis of educational partner response to the local indicators Parent and Family  Engagement rubric for seeking input for decision making, we had three areas in full implementation and one area in full implementation and sustainability in 2024-2025.  This year we continue with the same results.  We have made great growth and will continue to improve.  A continued focus of SUSD is in building the capacity of and supporting principals and staff to actively engage families in advisory groups and with decision making. SUSD has made continuous efforts to improve family engagement. Our LCAP Survey supports our efforts with parents/guardians continuing to attend events (46%), feel that their school makes an effort to keep them involved (93%), and 89% of parents feel that their school encourages them to participate.|A focus of SUSD over the last few years is in building the capacity of and supporting principals and staff to actively engage families in advisory groups and with decision making. We have established strong systems to seek input from our parents by engaging with current parent advisory groups, seeking site leaders for other engaged parents and non engaged parents that would benefit from sharing their voice.  Due to sites creating multiple fun family engagement events and establishing strong family connections, sites continue to encourage and create opportunities to learn and advocate for their sites.|A Parent Education Program Specialist was hired to offer direct services to families through the Sanger Unified Family Resource Center which opened in August 2021.  A more concentrated approach to Family Engagement and Outreach will facilitate increased engagement.|5|4|4|4|4|4|4|3|4|3|3|3|Met||2026-06-23|2026
10624146117873|Sanger Academy Charter|3|Based on the 2025-26 LCAP Hanover Survey which is available in three languages,  93% of the parents agree that families are kept informed about events and activities, 89% agree that the schools encourage families to participate in the child's education, 83% agree the the district is responsive to parents' concerns and 78% believe that the schools offer workshops that enable families to learn about the programs it offers.  Events and activities that families attend or participate in include:  Parent-teacher conferences 78%, Open House 71%, School events 68%, Volunteering at school 46%, Board Meetings 5%, Parent Workshops/training sessions 10%, School Site Council 9%, DELAC 2%, no events 5%.  Feedback from educational partners and data analysis had identified the following strengths: Multiple opportunities for communication between families and educators using a language that is understandable and accessible|Based on the Hanover LCAP Survey, parents noted the following responses regarding what would help them to be more involved: Vary the time of meetings and classes for working parents, more information on how to support students at home, and more parent events/activities at the school level. Sanger Unified will continue to enhance efforts to highlight  existing district and school support networks and mechanisms for parents.  LCAP Survey respondents overall have a positive opinion  of existing support resources and positive trends in the longitudinal data exhibit an improvement year to year not just in the perception of resources in place, but also of educational partner awareness of these resources.  However, there is still a significant number of parents that are not aware of district and school resources.|Sanger Unified School District (SUSD) is committed to building the capacity of all staff in creating an environment in which all families feel welcome and respected. A Family Engagement leadership team was established in the past in order to improve engagement of underrepresented families.  The goal was to develop a system of support that bolsters meaningful family engagement across Sanger Schools and Community. We recognize that not all families may feel welcome in the current structure. SUSD has committed to creating structured time for Staff Professional Development as it relates building relationships with all families. In addition, we had gathered input from families through large and small group forums, individual interviews and surveys. We had several opportunities to share information and receive input from school site leaders. In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for Building Relationships, we had a full implementation rating of a 4 in 3 out of the 4 areas. Our area of focus is in supporting staff to learn about each family’s strengths, culture, languages and goals for their children.  In addition, our LCAP Guidance Committee, which consists of primarily under represented families and informs the district with input to better serve our community.  We also opened the Sanger Unified Family Resource Center in August  2021, in which families are welcomed by staff from our District CARE Team, which includes psychologist and Foster Liaison, the district Migrant team as well as parent support specialist who are in one building to better meet the needs of our families.|Education dual-capacity framework for family engagement states that successful initiatives must be systemic, integrated, sustained, linked to learning, developmental, and collaborative (Mapp 2013). In the past, SUSD has partnered with the Gardner Center from Stanford University to better understand and evaluate the progress of practices involving Family Engagement.  Through analysis of current practice and reality, we developed a more systematic approach to Family Partnership and Engagement. In addition, we recognized the need for professional learning opportunities in our schools. We continue the process with new site leaders and have moved to office assistants and Administrative Assistants.  In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for Building Partnerships in 2021, we had two areas in initial implementation and two areas in full implementation. This year, stakeholders rated Full Implementation 3  out of the 4 areas.   A goal of ours in this area is around family leadership and empowering our families to understand their rights and how they can be an advocate for their children.  Improving participation of underrepresented families will also be a focus.  A Parent Education Program Specialist was hired to assist with this goal. This will be one of our 4 domains as we begin to schedule Family Engagement opportunities for next year.|The following focus areas will be addressed: Training with Site Leaders to better collaborate with families in the development of goals for students, identifying methods to improve engagement with underrepresented families. According to the 25-26 Hanover LCAP Survey Analysis, 93% of families agree that the district/schools keep families informed about events and activities, 78% agree that the district offers workshops that enable families to learn about the programs it offers.|A Parent Education Program Specialist was hired to offer direct services to families through the  Sanger Unified Family Resource Center which opened in August 2021.  A more concentrated approach to Family Engagement and Outreach will facilitate increased engagement.|In our analysis of educational partner response to the local indicators Parent and Family  Engagement rubric for seeking input for decision making, we had three areas in full implementation and one area in full implementation and sustainability in 2024-2025.  This year we continue with the same results.  We have made great growth and will continue to improve.  A continued focus of SUSD is in building the capacity of and supporting principals and staff to actively engage families in advisory groups and with decision making. SUSD has made continuous efforts to improve family engagement. Our LCAP Survey supports our efforts with parents/guardians continuing to attend events (46%), feel that their school makes an effort to keep them involved (93%), and 89% of parents feel that their school encourages them to participate.|A focus of SUSD over the last few years is in building the capacity of and supporting principals and staff to actively engage families in advisory groups and with decision making. We have established strong systems to seek input from our parents by engaging with current parent advisory groups, seeking site leaders for other engaged parents and non engaged parents that would benefit from sharing their voice.  Due to sites creating multiple fun family engagement events and establishing strong family connections, sites continue to encourage and create opportunities to learn and advocate for their sites.|A Parent Education Program Specialist was hired to offer direct services to families through the Sanger Unified Family Resource Center which opened in August 2021.  A more concentrated approach to Family Engagement and Outreach will facilitate increased engagement.|5|4|4|4|4|4|4|3|4|3|3|3|Met||2026-06-23|2026
10624300000000|Selma Unified|3|Selma Unified is committed to fostering meaningful partnerships with families by creating multiple opportunities for engagement, collaboration, and shared decision-making. The district actively seeks parent and family input through advisory committees, school and district meetings, the District English Learner Advisory Committee (DELAC), Local Control and Accountability Plan (LCAP) engagement sessions, and annual Culture and Climate Family Surveys. Feedback from families helps the district identify priorities, strengthen programs and services, and improve student outcomes. Parent perspectives directly inform the development of each school's Single Plan for Student Achievement (SPSA), the district's LCAP, and other key initiatives. Selma Unified values the voices of its educational partners and remains committed to maintaining transparent communication, building trusting relationships, and ensuring families play an active role in shaping decisions that impact students.|Feedback from our school community and parent survey results indicate that strengthening partnerships between schools and families includes increasing awareness of opportunities for parent involvement and expanding access to school and district events, workshops, and learning opportunities. To support greater family participation, we offer engagement opportunities and school events at various times and on different days throughout the year to better accommodate the diverse schedules of our families. We continue to gather feedback from our educational partners to ensure our engagement efforts are meaningful, accessible, and responsive to the needs of our community.|Selma Unified is committed to building strong partnerships with our families. We work to connect with and support every family, especially those who may need additional assistance or face barriers to participating in school activities. Our Parent Engagement Coordinator, Student Services team, school and district leaders, and support staff work together to provide families with meaningful opportunities to be involved in their children's education. Families can access a variety of programs and services, including support from mental health clinicians, school social workers, home-school liaisons, parent workshops, and other resources. These supports are designed to help students succeed and strengthen the partnership between home and school.|Selma Unified's priorities and focus areas are aligned to its Local Control and Accountability Plan (LCAP) and the District's Strategic Plan by prioritizing academic achievement, student well-being, attendance, and meaningful family engagement. These areas reflect the District's commitment to improving student outcomes through strong partnerships with families, students, staff, and the community. Selma Unified continues to expand high-quality Career Technical Education (CTE) pathways that provide students with hands-on learning experiences while strengthening partnerships with local businesses, community organizations, and educational partners. In collaboration with Valley Regional Occupational Program (Valley ROP), students have access to a diverse range of career pathways, work-based learning experiences, internships, and college and career exploration opportunities.|Selma Unified remains committed to fostering strong partnerships with parents and the community to support improved student outcomes and overall well-being. The district continues to prioritize clear, consistent, and timely communication with families through multiple communication platforms. Under the leadership of the Communications Director, district messaging is coordinated to ensure important information, resources, and updates are effectively shared with students, staff, and families. The district also collaborates with community partners, including Parent University and Success Together, to expand parent engagement opportunities. These partnerships provide families with educational workshops, resources, and support designed to strengthen their capacity to actively participate in their children's education and contribute to improved student outcomes.|Selma Unified is committed to ensuring that every family feels welcomed, valued, and connected to their child's education. We continue to expand opportunities for families, particularly those who have been historically underrepresented, by providing workshops, resources, and engagement activities informed by parent surveys and feedback. Families have shared the importance of receiving ongoing support to help their children succeed academically and to better access educational resources. In response, the district works closely with site and district parent advisory groups to ensure families have meaningful opportunities to share their perspectives, participate in school and district decision-making, and help strengthen programs and services that support student success. Our Student and Community Services Department continues to expand family outreach and provide resources that promote regular school attendance, enrollment, and academic achievement.|Selma Unified gathered educational partner input through in-person LCAP meetings, surveys, and ongoing engagement with parents, students, staff, labor partners, administrators, and advisory committees. The district also administered a Climate and Culture Survey to collect meaningful feedback from parents, students, and staff. Feedback gathered through these engagement opportunities informed the district's decision-making process by helping identify priorities, refine programs and services, and strengthen communication strategies. This input continues to guide the district's efforts to expand meaningful educational partner engagement, promote ongoing participation in district decision-making, and support continuous student improvements.|Selma Unified remains committed to increasing meaningful educational partner engagement by expanding opportunities for input and feedback through effective communication, family engagement activities, and targeted surveys. These efforts are designed to strengthen partnerships with families and ensure their voices are reflected in the district's decision-making process. The district values the perspectives of parents and educational partners and uses their feedback to guide continuous improvement, strengthen programs and services, and expand opportunities that support the academic success and well-being of all students.|To increase engagement with families who have been historically underrepresented, Selma Unified will expand outreach efforts by encouraging staff to actively invite and support parent participation during school events and family engagement activities. The district will provide on-site assistance and access to technology so families can easily complete surveys while visiting school campuses, making it more convenient for them to share their feedback and participate in the district's decision-making process. The district will also increase outreach efforts through our Community Liaisons, who will conduct home visits and other personalized engagement strategies to ensure more families have opportunities to share their perspectives and identify community needs to help increase and improve our programs and services. These efforts will strengthen partnerships with families and support continuous improvements.|4|5|3|4|4|4|4|4|4|3|3|4|Met||2026-06-23|2026
10625130000000|Washington Colony Elementary|3|Washington Colony has established local measures to promote parent and family engagement participation in programs.  These local measures are directly related to our LCAP Goal 3: Increase stakeholder engagement and provide parent education.  Washington Colony is fully committed to encourage parents/guardians to participate in the educational programs, school functions and individual meetings with school staff related to their child’s education.  In addition, throughout the year Washington Colony provides trainings and parent workshops linked to student learning and/or social-emotional development and growth.  The Parent Institute for Quality Education (PIQE) was provided in-person during Fall 2025 and Parenting Partners on Spring 2026. Based on the analysis of educational partner input and local data, these are the current strengths and progress in building trusting relationships between school staff and WC Families: o	In-person Parent-Teacher Conferences (FALL 2025/SPRING 2026) o	Parent Surveys and Weekly Information Robocalls/New ParentSquare Communication App o	Inviting parents to school events  o	Family Nights (Literacy/Spring 2026) (Family Arts Fall 2025/STEM) o	Back-to-School Night, Open House, Spring Carnival  o	Grandparents Day, Muffins with Mom, Donuts with Dad  o	Father-Daughter Dance, Mother-Son Dance  o	Ice Cream Social for Student-of-the-Year and Triple-A Awards (Spring 2026) o	English Learner Reclassification Recognition event (Spring 2026)|Based on the analysis of educational partner input and local data, the district will focus for improvement in building relationships between school, staff, families in the following areas of engagement: Washington Colony's progress is in creating welcoming environments for all families in all school functions. o Translators provided at meetings and events o Parent advisories encourage active involvement to participate as a voice in their children’s education (In-person DELAC/PAC and School Site Council Committees) o Notifications, Invitations, Blackboard Connect for all events in English/Spanish o Refreshments and Childcare provided at all parent meetings and events o Washington Colony will focus progress in supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. o Family Literacy Night in the Fall 2026 (parents participating) o Teacher Participation in family events: Family Art Nights (Spring 2026)|Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to building relationships between school, staff and families.  The district will focus on the following areas of engagement: o  Washington Colony progress will focus in developing multiple opportunities for the LEA to engage in a the 2-way communication between families and educators using language that is understandable and accessible to families. o Enhance the new ParentSquare App for Communication from school to home in English and Spanish o Communication from school to home in English and Spanish Flyers and Robocalls o Bilingual office staff (English/Spanish) o Translators available for parent teacher conferences o Translators provided at meetings and events o Bilingual Parent Liaison-Communication|Based on the analysis of educational partner and local data, Washington Colony will continue monitoring its strengths and progress in building partnerships for students outcomes by focusing on the following areas: o  Washington Colony's progress in providing families with information and resources to support         student learning and development at home. o (Aeries Parent Portal/ New ParentSquare Communication App) o AR – books/MyOn Library Online and reading logs for independent reading o Parent Liaison – home visits to support attendance and target chronic absenteeism o Homework expectations and schedules sent home o Parenting Partners Workshops (Spring 2026) o Parent Training Workshops (PIQE) Fall 2025 o School’s Website o Electronic Marquee  o Weekly Blackboard Connect Robocalls (English/Spanish)|Based on the analysis of educational partner and local data, Washington Colony will focus on the following areas  for improvement in building partnerships for student outcomes: o Washington Colony will review its progress in implementing policies or programs for teachers to meet with   families and students to discuss student progress and ways to work together   to support improved student outcomes. o SSTs, IEPs, Wellness Plans o Parent-Teacher Conferences (In-Person) o Teacher availability, in-person, by telephone (Google voice), or email o Academic Communication (Chromebooks provided, Hotspots and Data Plans year-round) o Provided PIQE (Cultural Responsiveness Training for all WC Staff)|Based on the analysis of educational partner and local data, Washington Colony will improve engagement of underrepresented families identified during the self-reflection process in relation to building partnerships for student outcomes: o Washington Colony will focus on the progress in providing professional learning and support to teachers and principal to improve the school's capacity to partner with families. o Professional development provided for teachers and staff to build awareness of parent committees and family engagement o Wellness Team/SEL/PBIS Presentations o  Washington Colony will review its progress in supporting families to understand and exercise their legal         rights and advocate for their own students and all students. o D/ELAC topics include Uniform Complaint Procedures (PIQE Topics related to Parent Rights) o Parental Rights provided at IEPs o Parent-Student Handbook and Parent Rights packet sent home o Safety Plan – (Fall 2026)|Based on the analysis of educational partner input and local data, Washington Colony will continue to evaluate its strengths and progress in seeking input for decision-making: o Washington Colony is building the capacity by supporting principals and staff to effectively engage families in advisory groups and with decision making. o Administrators and staff participate in School Site Council meetings/PAC Committee meetings o PIQE: Principal’s Dialogue Sessions and Discussions/Presentations|Based on the analysis of educational partner input and local data, Washington Colony will focus on the following areas for improvement in seeking input for decision-making: o Continue to using the New ParentSquare Communication App for LCAP Google Surveys o Parent Training Workshops topic – Parent Participation Committees (SSC, D/ELAC, PAC) o LCAP Input Meetings for all stakeholders in the Spring 2026 o Grade 8 Parent meetings (All year-round) o Parenting Partners workshops and PIQE Educational/Informational meetings|Based on the analysis of educational partner input and local data, Washington Colony will improve engagement of underrepresented families identified during the self-reflection process in relation to seeking input for decision-making: o Washington Colony will focus on the progress in providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. o LCAP Input surveys sent home and posted on the school website and sent home with the New ParentSquare Communication App o LCAP Input meetings for All Educational Partners o Instructional Leadership Meetings  o SSC, PAC, and DELAC meetings  o In-person and Teleconference Board meetings available|5|4|4|4|3|4|4|4|4|4|3|3|Met||2026-06-30|2026
10625390000000|West Park Elementary|3|In 2025-26, 84% of West Park School District/West Park Elementary School parents/guardians report that the district has successfully created welcoming environments for all families in the communities, a decrease from 92% in 2024-25. In 2025-26, 74% of parents/guardians report that the staff at their child's school is interested in each family's strengths, cultures, languages, and goals for their children, an increase from 64% in the previous year. These data provide mixed results of teacher and district staff efforts to prioritize trust-based relationships with families. The continued focus on improving facilities and outdoor play spaces during the 2026-27 school year will enhance the welcoming environments that teachers create in their classrooms and other district staff create in their offices and other areas of campus.|"The district will continue to strengthen relationships with educational partners by increasing the percentage of parents/guardians who respond to the district's requests for feedback through surveys and other more informal forms of communication. The West Park School District/West Park Elementary School enrolls approximately 300 students, however, 19 parents responded to the parent survey. On a scale of 1 = strongly disagree to 5 = strongly agree. In 2025-26, 79% of parents agreed or strongly agreed that ""The staff at my child's school build trusting and respectful relationships with families,"" a decrease from 84% in 2024-25. Teachers provided a full implementation level of 4 when asked to measure the district's progress in developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families. The district will work to identify more opportunities to seek input from families through existing structures and meetings in addition to the annual survey of parents, students, and staff to build greater levels of trust and communicate with families the district's commitment to partner in their child's educational journey."|"The majority of West Park School District/West Park Elementary School students (84%) come from low-income families, and a significant percentage are English learner students (37%). For this reason, the efforts the district will take to improve the engagement of all families will focus primarily on low-income families and families of English learners. Of the parents/guardians who responded to the parent survey, 78.9% of parents (up from 72.0%) agreed or strongly agreed with the following statement: ""My child's school supports multiple opportunities to engage in understandable and accessible 2-way communication between families and educators."" The keywords are ""understandable and accessible"" 2-way communication. The district will ensure communication is written and/or communicated orally in language that is understandable and accessible to families of low-income students and English learner students. Identifying opportunities to strengthen communication will be accomplished in partnership with the parent representatives who serve on the English Learner Advisory Committee and the Parent Advisory Committee, who represent the voice of our unduplicated student groups (English Learners, Low Income, and Foster Youth)."|West Park School District/West Park Elementary School is at the initial implementation stage of building partnerships for student outcomes. Parents and teachers responded similarly when asked about the district's efforts to implement policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Teachers rated the district a 3 on the district's progress in providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families. 79% of parents/agreed or strongly agreed when asked if the district provides families with information and resources to support student learning and development in the home, an increase from 68% in the previous year. 68% of parents/guardians agreed or strongly agreed their child's school has policies for teachers to meet with families and students to discuss progress and ways to work together to support improved student outcomes, a decrease from 88% in the previous year, and 68% of parents/guardians believe their child's school helps families to understand and exercise their legal rights and advocate for their own students and all students, an increase from 60% in the previous year.|The primary area of focus for the district to further build partnerships for student outcomes is to provide parent education focused on helping families understand and exercise their legal rights and advocate for their child and all students. One area of particular importance is English learner student progress and student reclassification as fluent English proficient. Families of English learners play an important role in the language development of their child by setting high expectations for their child and the educational staff, knowing the law, and advocating for all students by attending meetings that involve district decision-making. The district will take steps to provide programmatic and legal information to all families of English learner students in a language that is accessible and understandable. The district will also engage in increased outreach efforts to increase active parent participation in district English language advisory meetings.|Of the parents/guardians who responded to the district survey, most provided ideas for workshops they would like to see offered by the district including workshops on using technology, helping with homework, supporting physical, mental and emotional health, parenting skills, accessing community services, English language development, and self-advocacy. 68% of parents/guardians reported their child's school provides opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement, and evaluate family engagement activities at school, a decrease from 72% in the previous year. This feedback provides the district with valuable information about how and what steps they should take to further build partnerships with families to support student outcomes. The district will use this feedback to prioritize family educational opportunities and will work collaboratively with families to develop the content for the classes.|Seeking family input in decision-making about students' educational programs is an area for improvement for the West Park School District/West Park Elementary School. Parents reported their participation in parent conferences, back-to-school night, open house, family nights, and holiday events. All of these provide the opportunity to create structured opportunities for families to actively participate in decision-making in educational programs beyond traditional parent advisory committees. 74% of parents/guardians agree their child's school supports and builds the capacity of family members to effectively engage in advisory groups and decision-making, a slight decrease from 76% in the previous year. Teachers rated the district's progress in building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making at the initial implementation stage.|West Park School District/West Park Elementary School will focus on improving structured opportunities for seeking family input in decision-making through existing family activities and events, and the creation of new parent education classes.|The West Park School District/West Park Elementary School will take steps to improve the district's efforts to seek input for decision-making in the educational programs by considering each of the district's current family engagement activities and asking how the district might intentionally create opportunities to seek family input during each event. The process will continue collaboratively during staff meetings and with parent advisory groups to ensure all structured opportunities are accessible to all parents and will elicit open, honest communication from our underrepresented families.|3|4|3|3|3|3|3|3|3|3|3|3|Met||2026-06-23|2026
10625396112387|West Park Charter Academy|3|The 2026 West Park Charter Academy Parent/Guardian Survey indicates that the academy continues to demonstrate strengths in fostering positive relationships between school staff and families. The area showing the greatest improvement during the 2025–26 school year was family empowerment, with 86% of parents/guardians agreeing that Academy helps families understand and exercise their legal rights and advocate for their own children as well as for all students. Consistent with the previous year, 79% of parents/guardians reported that the Academy provides opportunities for clear, accessible, and meaningful two-way communication between families and educators. One area identified for improvement is the creation of welcoming environments at the Learning Centers. While a majority of parents/guardians (79%) agreed that the academy has successfully created welcoming environments, this represents a decline from 92% reported in the previous year. This decrease suggests an opportunity for West Park Charter Academy to further strengthen family engagement and enhance the sense of belonging experienced by families at its Learning Centers.|Academy staff must strengthen relationships with families by working to increase the percentage of parents/guardians who respond to requests for feedback through surveys and other more informal forms of communication. The West Park Charter Academy enrolls approximately 183 students, yet only 15 parents responded to the annual LCAP survey. This is a decline from 25 parents in 2024-25. Parent responses to this survey help to inform the Local Indicators Report. Based on this survey, an area for improvement is to build the capacity of family members to effectively engage in School Site Council and other decision-making opportunities. 67% of parents who responded to the survey agree or strongly agree that the academy supports families to effectively engage in advisory groups and decision-making. This is a decrease from 76% of parents in 2024-25.|The majority of West Park Charter Academy students (89%) come from low-income families. The efforts the academy takes to improve the engagement of all families will focus first on low-income families. The most important priority is to accommodate the needs of our families such as offering alternative meeting hours and continuing to provide families with the technology they need to effectively partner with the academy in designing an educational program that meets the needs of their child.|Overall, West Park Charter Academy is rated moderately high by parents/guardians in areas associated with building partnerships for student outcomes. 67% of parents/guardians agree or strongly agree that the academy provides families with information and resources to support student learning and development in the home. Given the independent study program design of West Park Charter Academy, the expectation is that all families have what they need to support their child's learning and development at home. Yet, while parents may feel they have what they need to support their child at home, the survey results indicated a need to create policies that support teacher-parent meetings to discuss progress and ways to work together to support improved student outcomes.|One area identified for improvement is the creation of welcoming environments at the Learning Centers. While a majority of parents/guardians (79%) agreed that the academy has successfully created welcoming environments, this represents a decline from 92% reported in the previous year.|West Park Charter Academy will improve the engagement of underrepresented families by first increasing participation in the annual parent/guardian survey. Survey response rates have remained low and have declined in recent years, limiting the Academy’s ability to gather meaningful feedback and fully understand the experiences, needs, and priorities of all families, particularly those from underrepresented student groups. To address this challenge, the Academy will implement targeted outreach strategies, including personalized communications and follow-up reminders to encourage greater participation. Increasing survey engagement will provide more representative data to inform decision-making and ensure that family voices are reflected in school programs, services, and improvement efforts. In addition, West Park Charter Academy will strengthen family engagement by expanding counseling services to ensure all students have access to individualized academic, college, career, and personal guidance. The addition of counselors will provide students and their families with increased opportunities to engage in meaningful planning for the future. Counselors will work collaboratively with students and families to develop personalized goals, explore postsecondary education and career options, monitor progress toward graduation requirements, and connect families with available resources and support services. The Academy will also utilize its counseling staff to facilitate workshops, family meetings, and outreach events designed to increase awareness of academic pathways, Career Technical Education (CTE) opportunities, college and financial aid processes, and other resources that support student success. These efforts will help create stronger partnerships between families and the school while ensuring that all families feel informed, valued, and empowered to participate in their students’ education.|Based on input from parents/guardians, West Park Charter Academy teachers effectively partner with them in the education of their child. However, more formal opportunities to partner in decision-making that impacts the broader academic program is in the initial implementation stage. Teachers continue to rate the Academy a 3 on the district's progress in providing professional learning and support to teachers and principals to improve the school's capacity to partner with families. 86% of parents/guardians believe their child's school helps families to understand and exercise their legal rights and advocate for their own students and for all students.|The primary area of focus for West Park Charter Academy is to increase opportunities for families, teachers, principals, and district administrators to work collaboratively in planning, designing, implementing, and evaluating family engagement activities at both the school and district levels. Results from the 2026 parent/guardian survey indicate that only 67% of respondents agree that the Academy provides meaningful opportunities for families to participate in these processes. While a majority of families view the Academy positively in this area, the results suggest that many parents and guardians do not yet feel fully included as partners in shaping family engagement efforts. Another important area identified through the analysis is the need to strengthen the capacity of family members to effectively participate in advisory groups and decision-making processes. Only 64% of parents/guardians agreed that the Academy supports and builds families’ capacity to engage in leadership, advisory, and decision-making roles. This finding suggests that while opportunities for participation may exist, some families may not feel adequately informed, prepared, or empowered to contribute confidently and effectively.|To address these priorities, West Park Charter Academy will expand opportunities for families to participate in advisory groups and school improvement activities. The Academy will increase outreach and communication efforts, provide accessible meeting options, and reduce barriers to participation. In addition, the Academy will offer resources to help families better understand school programs and decision-making processes. Through these efforts, Charter Academy aims to increase meaningful participation in decision-making and foster stronger partnerships between families and school staff to support student success.|4|4|4|4|3|3|3|3|4|4|4|3|Met||2026-06-23|2026
10625470000000|Westside Elementary|3|The LEA has developed an effective communication system with families and school staff. The LEA has created multiple opportunities to foster relationships between families and school staff.|The LEA is still developing ways to improve the areas of importance of academic values at school as well as at home with the families. The LEA is exploring ways to continue to develop ways to bridge the gaps beyond the school day.|The LEA based on educational partners, will continue to embrace and expand communication lines between the school staff and families. The LEA will continue to provide updates on school events and academic reports and encourage continued engagement opportunities throughout the school year for families and school staff.|The LEA provides many ways to engage students to increase student outcomes. The LEA has developed a strong assessment system.|The LEA continues to explore ways to improve students' outcomes on the Smarter Balance Assessment as well as improve local benchmarks in both ELA and Math.|The LEA will continue to communicate with the underrepresented families via surveys as well as communication via letters, conferences, and meetings.|The LEA, through parent surveys, receives input to include in the district's decision-making process.|The LEA's focus for improvement in the upcoming school year and beyond will be to increase the number of surveys, as well as update the surveys.|The LEA will continue to determine viable ways in which the underrepresented families are included in the decision-making process. The LEA will focus on communication methods to ensure the underrepresented families are connected to the school.|5|5|4|5|5|5|5|5|5|5|4|4|Met||2026-06-23|2026
10625470135103|Yosemite Valley Charter|3|Yosemite Valley Charter continues to demonstrate significant progress in fostering positive relationships between school staff and families. Through ongoing professional development, teachers have honed skills in building individualized connections with parents, learning coaches, and students. These efforts are centered on understanding each student's strengths, areas for improvement, learning goals, and interests. The school’s commitment to fostering strong relationships is also evident in its diverse curricular options, which address the varied needs of students.  Social-emotional learning (SEL) support remains a cornerstone of student engagement, highlighting the importance of holistic development. Additionally, the school actively engages the community by offering numerous opportunities for student and family participation in school activities, extracurriculars, and community events. This inclusive approach is crucial to creating a supportive and connected school environment.  Yosemite Valley Charter has also made strides in providing resources that empower families to participate actively in their child's education. The school's continued commitment to maintaining an environment where students and families feel supported and valued is a key achievement. Through collaboration and communication, the school fosters a sense of belonging that is essential for student success.|Based on educational partner feedback, local survey data, and ongoing communication with families and staff, Yosemite Valley Charter has identified several focus areas for continued improvement in strengthening relationships between school staff and families. A primary area of focus remains expanding consistent and accessible two-way communication across all programs and geographic regions served by the LEA. While multiple communication systems are currently in place, the school continues working to improve participation, responsiveness, and accessibility for families through virtual meeting opportunities, recorded trainings, translated materials when needed, and flexible communication methods.  Another focus area involves strengthening family participation and engagement opportunities across school programs, enrichment activities, leadership opportunities, and decision-making processes. The LEA will continue expanding opportunities for educational partners to provide input through surveys, PAC meetings, community events, Finance Forums, and schoolwide engagement activities to ensure families remain actively involved in supporting school improvement efforts.  Yosemite Valley Charter also identified the need to continue strengthening personalized support systems for families navigating academic interventions, attendance concerns, college and career readiness planning, and social-emotional supports. Ongoing professional development for staff related to communication strategies, culturally responsive practices, MTSS collaboration, and individualized student support will remain a priority to further strengthen relationships between school staff and families.  Additionally, the LEA will continue focusing on improving coordination and communication consistency across departments, programs, and service regions to ensure families receive timely information, individualized support, and clear access to available resources and opportunities. These continued improvement efforts are intended to strengthen school connectedness, family engagement, and collaborative partnerships that support positive student outcomes within the flex based instructional model.|Yosemite Valley Charter recognizes the importance of strengthening engagement and access for underrepresented families identified through educational partner feedback, survey responses, participation data, and ongoing communication with staff and families. The LEA continues to focus on reducing barriers related to communication, technology access, participation opportunities, language accessibility, and individualized student support services.  To improve engagement, the school will continue expanding flexible communication systems that allow families to participate through virtual meetings, recorded trainings, translated materials when needed, newsletters, phone communication, PAC meetings, surveys, and regionally based engagement opportunities. Staff will continue providing individualized outreach and support to families who may experience barriers related to transportation, scheduling, language access, or geographic distance within the LEA’s large service area.  Yosemite Valley Charter will also continue supporting underrepresented families through expanded MTSS interventions, English Learner supports, counseling services, academic intervention opportunities, Learning Launchpad supports, technology access, and community resource coordination. Access to Chromebooks, hotspots, virtual instruction platforms, counseling supports, and intervention programs will remain priorities to help ensure all students and families can fully participate in the educational program.  Additionally, the LEA will continue strengthening culturally responsive practices and communication strategies through ongoing staff professional development focused on relationship building, trauma-informed practices, individualized student support, and family engagement. Community events, enrichment opportunities, school activities, and leadership participation opportunities will continue to be expanded to increase family connectedness and participation across all student groups.  Through these efforts, Yosemite Valley Charter aims to strengthen relationships with underrepresented families, improve equitable access to school programs and supports, and foster a welcoming, inclusive, and supportive educational environment where all students and families remain actively engaged in the school community.|Yosemite Valley Charter continues to demonstrate strong progress in building collaborative partnerships that support positive student outcomes across the independent study and flex based instructional model. Ongoing partnerships between families, teachers, support staff, counselors, Regional Coordinators, and leadership teams remain central to the LEA’s personalized approach to student success.  The LEA maintained multiple systems that support collaboration and shared decision-making throughout the school year, including Learning Period meetings, Student Success Team (SST) meetings, Individualized Education Program (IEP) meetings, 504 meetings, intervention planning meetings, parent-teacher conferences, and college and career readiness planning sessions. These collaborative structures supported individualized goal setting, academic planning, intervention implementation, and ongoing monitoring of student progress.  Independent Study Teachers, Program Specialists, intervention staff, counselors, and support teams continued working closely with families and learning coaches to develop individualized educational plans aligned with state standards while addressing each student’s unique academic, behavioral, social-emotional, and college and career readiness needs. Educational partner feedback reflected continued appreciation for the personalized support, communication, and flexibility provided through the LEA’s instructional model.  Yosemite Valley Charter also expanded partnerships through increased educational partner engagement opportunities, including PAC meetings, Finance Forums, curriculum fairs, community events, Supers in the Park gatherings, enrichment activities, Virtual Academy programming, intervention supports, and college and career readiness opportunities. These efforts strengthened school connectedness and increased opportunities for families to participate in educational planning and school improvement discussions.   Professional development opportunities for staff continued to support relationship building, communication strategies, MTSS implementation, culturally responsive practices, and collaboration systems designed to strengthen partnerships between school staff and families. Ongoing collaboration between departments and service regions contributed to improved coordination of supports for students and families across the LEA. Through these collaborative partnerships, Yosemite Valley Charter continued fostering a supportive educational environment where families remain active educational partners in student learning, engagement, intervention planning, and long-term academic success.|Based on educational partner feedback, survey results, and local data, Yosemite Valley Charter identified several focus areas for continued improvement in strengthening partnerships that support positive student outcomes. A primary focus remains expanding meaningful family participation in academic planning, intervention supports, college and career readiness preparation, and schoolwide decision-making opportunities across all grade levels and programs.  The LEA will continue strengthening communication systems to ensure families receive timely, accessible, and consistent information regarding student progress, intervention services, academic expectations, graduation pathways, and available school supports. Continued expansion of virtual communication tools, recorded trainings, newsletters, parent workshops, and flexible meeting opportunities will support increased accessibility for families across the LEA’s geographically dispersed service regions.  Another focus area includes increasing educational partner understanding of MTSS supports, intervention systems, assessment data, graduation requirements, A-G pathways, dual enrollment opportunities, and college and career readiness planning. The LEA will continue providing parent education opportunities, informational workshops, and individualized support meetings designed to strengthen family understanding of available academic and student support programs.  Yosemite Valley Charter also identified the need to continue strengthening coordination and collaboration across departments, programs, and support systems to ensure students and families receive consistent, personalized support throughout their educational experience. Ongoing professional development for staff focused on communication strategies, relationship building, culturally responsive practices, and student-centered support systems will remain a priority.  Additionally, the LEA will continue expanding opportunities for families to participate in school activities, enrichment opportunities, leadership events, PAC meetings, community engagement activities, and school improvement discussions to further strengthen school connectedness and educational partnerships. These continued improvement efforts are intended to support stronger collaboration between families and school staff while improving academic engagement, student support systems, and long-term student success outcomes.|Yosemite Valley Charter remains committed to improving engagement and participation for underrepresented families identified through educational partner feedback, survey participation, and local data analysis. The LEA continues focusing on reducing barriers related to communication, technology access, transportation, scheduling flexibility, language accessibility, and participation in school programs and decision-making opportunities.  To strengthen engagement, Yosemite Valley Charter will continue expanding regionally based events, community engagement opportunities, PAC participation, parent workshops, intervention meetings, and college and career readiness supports across the LEA’s geographically diverse service areas. Flexible participation options, including virtual meetings, recorded trainings, phone conferences, and digital communication systems, will continue supporting increased accessibility for families who may face scheduling or transportation barriers.  The LEA will also continue strengthening individualized outreach and support systems for families of English Learners, Low-Income students, Foster Youth, Students with Disabilities, and students receiving intervention services. Staff will continue providing personalized communication, intervention coordination, academic planning support, translated materials when needed, and access to technology resources, including Chromebooks, hotspots, and virtual learning supports.  Additionally, Yosemite Valley Charter will continue supporting culturally responsive communication and relationship building practices through ongoing staff professional development focused on family engagement, MTSS collaboration, trauma-informed practices, and student-centered support systems. Expanded opportunities for family participation in school activities, enrichment programs, leadership opportunities, and school improvement discussions will continue to strengthen school connectedness and partnerships with families.  By continuing to address barriers to participation and expanding equitable access to communication, resources, and support systems, Yosemite Valley Charter aims to strengthen relationships with underrepresented families and ensure all students and families remain actively connected and engaged in the educational process.|Yosemite Valley Charter continued to demonstrate strong progress in seeking educational partner input to support collaborative decision-making and continuous school improvement during the 2025–26 school year. The LEA maintained multiple systems for gathering feedback from families, students, staff, and community members to help guide program development, LCAP planning, intervention supports, school climate initiatives, and educational services across the independent study and flex based instructional model.  Educational partner engagement opportunities included Parent Advisory Committee (PAC) meetings, ELAC participation, Finance Forums, Leadership meetings, Supers in the Park events, surveys, community engagement activities, curriculum fairs, intervention meetings, and ongoing communication between families and school staff. These opportunities increased participation and strengthened communication pathways between educational partners and the LEA.  The school also continued utilizing surveys, direct outreach, participation data, and educational partner feedback to evaluate school effectiveness, identify areas for improvement, and inform planning decisions related to academics, intervention systems, school climate, student engagement, college and career readiness, and family support services. Feedback from families and staff contributed to ongoing refinements in communication systems, professional development opportunities, intervention supports, Virtual Academy programming, and enrichment opportunities.  Yosemite Valley Charter continued prioritizing transparency and accessibility in decision-making processes through multiple communication systems, including newsletters, schoolwide announcements, virtual meetings, digital communication platforms, and regionally based events. Staff and leadership teams remained actively engaged in gathering and reviewing educational partner feedback to ensure decisions reflected the needs of the LEA’s diverse student population and geographically dispersed service regions.  Additionally, collaboration between teachers, Regional Coordinators, Program Specialists, counselors, intervention teams, administrators, and families strengthened the LEA’s ability to respond to changing student needs and educational partner priorities throughout the school year. These collaborative systems supported ongoing implementation of MTSS structures, intervention planning, school climate initiatives, and expanded student support opportunities.  Through continued educational partner engagement and collaborative feedback systems, Yosemite Valley Charter strengthened its commitment to shared decision-making, continuous improvement, and maintaining responsive support systems that promote positive student outcomes and school connectedness.|Based on educational partner feedback, survey participation trends, and local data, Yosemite Valley Charter identified several focus areas for continued improvement in seeking input for decision-making processes. A primary focus remains increasing participation and representation from families and educational partners who may not traditionally engage in advisory groups, surveys, meetings, or school leadership opportunities.  The LEA will continue strengthening outreach efforts to encourage broader participation from families of English Learners, Low-Income students, Foster Youth, Students with Disabilities, and families across geographically dispersed service regions. Expanded communication strategies, personalized outreach, translated materials when needed, virtual participation opportunities, and flexible meeting options will continue supporting increased accessibility and engagement in school decision-making processes.  Another focus area includes improving educational partner understanding of how feedback is used to guide school improvement efforts, LCAP development, intervention systems, school climate initiatives, and academic planning decisions. The LEA will continue increasing transparency by providing additional opportunities for educational partners to review school data, participate in discussions, and contribute input related to student supports, programs, and services. Yosemite Valley Charter also identified the need to continue strengthening participation in advisory groups, PAC meetings, surveys, community engagement opportunities, and school events to ensure educational partner feedback reflects the diverse needs of the LEA’s student population. Additional efforts will focus on increasing awareness of available engagement opportunities and strengthening communication regarding the purpose and impact of educational partner participation.  Professional development for staff related to communication strategies, relationship building, culturally responsive engagement practices, and collaborative decision-making will remain an ongoing priority. These efforts are intended to strengthen trust, improve participation, and ensure families and educational partners continue serving as active contributors in school planning and continuous improvement efforts.  Through these continued improvement efforts, Yosemite Valley Charter aims to expand meaningful educational partner participation, strengthen collaborative decision-making systems, and ensure feedback from diverse student groups and families remains central to school improvement planning and student success initiatives.|To improve engagement of underrepresented families in decision-making processes, Yosemite Valley Charter will continue implementing targeted strategies designed to reduce barriers to participation and strengthen equitable access to school leadership and feedback opportunities. Educational partner feedback and local data identified the importance of increasing participation from families of English Learners, Low-Income students, Foster Youth, Students with Disabilities, and families living across geographically dispersed service regions.  The LEA will continue strengthening personalized outreach efforts through direct communication, individualized support, translated materials when needed, virtual meeting options, recorded trainings, and flexible participation opportunities. School staff, including Independent Study Teachers, Regional Coordinators, counselors, Program Specialists, intervention staff, and leadership teams, will continue providing individualized communication and support to families who may experience barriers related to transportation, scheduling, language access, technology access, or familiarity with school systems.  Yosemite Valley Charter will also continue expanding regionally based events, PAC participation opportunities, community engagement activities, surveys, workshops, and school meetings designed to increase family voice and participation in school improvement discussions. Multiple communication platforms, including newsletters, phone calls, virtual meetings, digital communication systems, and community-based events, will continue supporting greater accessibility and engagement for families across all service regions.  Additionally, the LEA will continue supporting underrepresented student groups and families through MTSS supports, intervention coordination, counseling services, English Learner supports, technology access, Learning Launchpad opportunities, and community resource coordination. Ongoing professional development for staff focused on culturally responsive communication, family engagement strategies, trauma-informed practices, and collaborative relationship building will continue strengthening the LEA’s ability to engage diverse educational partners.  Through these efforts, Yosemite Valley Charter aims to increase meaningful participation from underrepresented families, strengthen educational partner voice in decision-making processes, and ensure all families feel welcomed, supported, and valued as active partners in the educational process.|5|5|5|4|5|5|5|5|5|4|4|5|Met||2026-06-18|2026
10625470136523|Crescent View South II|3|Crescent View South II (CVSII) has consistently demonstrated a strong commitment to fostering positive, enduring relationships with families and the broader community. Building connections with educational partners has long been a priority, reflected in initiatives such as the Parent Advisory Committee, English Learner Advisory Committee, Parent-Teacher Conferences, student and family celebrations, and weekly updates through the Data + Design system. These efforts ensure that families feel closely connected to both the school and their child’s academic progress. The effectiveness of these strategies is evident in both engagement and feedback. Annual surveys indicate that 100% of parents feel the school is safe, 99% feel connected to the school and satisfied with their child’s progress, and 99% report that communication from the school is clear and effective. Additional feedback from engagement events reinforces these findings, with parents noting that staff genuinely care about students’ social and academic well-being, value parent input, and provide timely communication and resources to support student success. Families also appreciate that their children are treated with respect and receive a high-quality education that prepares them for life beyond graduation. During one of our ELAC & PAC parent meetings a few parents had the opportunity to share a few comments. Several parents shared that they are happy with the camps and college trips that are offered at our school, that they appreciate the extended tutoring hours to late evenings and Saturday School that is being offered, and that they would like parent information workshops on how to support their students' attendance in school and progress. One other parent said that they are happy with her student’s progress and that they like that there is flexibility with their students scheduled since he struggles in the morning time, he can come to school in the afternoon. Finally, one parent mentioned that they really like the uniqueness of our program and the way we support students' educational needs based on their individual needs. Through these sustained practices, CVSII demonstrates both progress and strength in cultivating trusting, collaborative relationships between school staff and families.|Participation and engagement from educational partners at CVSII have grown significantly, as reflected in strong attendance at school meetings, events, and activities. However, the school recognizes that some parents are still unable to attend due to scheduling or other challenges. To address this, CVSII has adjusted event schedules throughout the year, offering sessions at different times to ensure accessibility for all families. Survey feedback indicates increased participation at PAC and ELAC meetings, with more parents recognizing the value of effective, two-way communication using accessible language. The school remains committed to continually gathering meaningful feedback, as parent input is essential to ongoing school improvement. While parent involvement in their students’ education has increased, some families still find aspects of the school program complex, including attendance requirements, credit completion, policies, and the roles of parents and students. To address this, CVSII has enhanced the onboarding process for new students and maintains ongoing communication to support the academic and socio-emotional needs of all students. Additionally, the school prioritizes clear, two-way communication and ensures staff availability during school hours, allowing families and students consistent access to support and opportunities to fully engage with all aspects of the program.|CVSII staff recognize the diverse needs of our community, particularly those of underrepresented families, and are committed to ensuring these families are fully included in school activities and decision-making. To enhance engagement, staff provide translation services for all communications and personally reach out to families in their preferred language, helping them feel valued, welcomed, and comfortable within the school community. The school offers multiple participation opportunities, both in-person and virtually, as well as workshops and classes tailored to the interests and needs of educational partners. Targeted outreach, including personal calls to families in special populations, ensures additional avenues for involvement and supports meaningful engagement. By expanding access and implementing these inclusive communication strategies, CVSII aims to strengthen connections with underrepresented families, enabling them to actively participate and positively impact their child’s educational experience.|CVSII diverse and knowledgeable staff, dedicated to meeting the unique needs of every student. From enrollment, staff assess students’ academic levels and develop individualized programs to support growth, providing access to tutors, counselors, and retention specialists as needed. Staff maintain consistent communication with families through multiple channels including email, text, and social media to keep parents informed and involved in their child’s education. Feedback from educational partners highlights the school’s welcoming environment, flexibility, and responsiveness in supporting both students and families. Students and parents benefit from live instructional support, weekly progress updates, and access to a variety of academic tools and resources. School survey data show that parents greatly appreciate these outreach efforts, especially during periods of academic challenge or disengagement. CVSII will continue to build on these strengths, evolving practices based on ongoing feedback from educational partners to strengthen partnerships that promote student success.|Data analysis and feedback indicate that CVSII aims to increase engagement of underrepresented families and students in small group instruction, counseling sessions, workforce partner workshops, and mental health/social-emotional services. Expanding access and participation in these programs will strengthen relationships between students, families, and the school, while supporting academic growth and overall student success. Targeted outreach, clear communication, and culturally responsive practices will ensure that all families, especially those historically underrepresented, can actively participate and benefit from these opportunities.|A key focus for CVSII is increasing engagement with underrepresented families. While parents consistently express confidence in the services and support provided to students, the school recognizes the need to continually strengthen these partnerships. CVSII is committed to ensuring that all families have equitable access to programs and resources, providing targeted outreach, clear communication, and culturally responsive support to help students thrive academically and socially throughout their educational journey.|CVSII has demonstrated flexibility and responsiveness in engaging educational partners, consistently offering meetings at times that best accommodate parents, which has resulted in increased attendance and engagement. A key strength lies in CVSII’s ongoing efforts to gather input from families and provide opportunities for feedback. While parent participation in meetings and events has been strong, the school recognizes the need to further involve families in the planning and implementation of programs. To address this, staff are participating in professional development focused on effectively connecting with families, eliciting meaningful feedback, and making collaborative decisions. Moving forward, CVSII remains committed to expanding these efforts, identifying topics of interest, and strengthening strategies that encourage family input in decision-making, ensuring all voices are heard and valued.|CVSII is committed to increasing engagement of underrepresented families in school decision-making. Personalized outreach, including phone calls in families’ primary language (such as Spanish), will continue to invite participation in key events like ELAC and LCAP Educational Partner meetings. Relevant documents will be translated, and live translation will be available during meetings to ensure accessibility. Additionally, the school will offer workshops and classes tailored to parents’ interests to further encourage meaningful participation. With the addition of staff, including paraprofessionals, retention specialists, and counselors, CVSII can provide more support and actively engage additional families in the school community. Annual survey data show that parents appreciate opportunities to provide input and participate in school events. Moving forward, CVSII will continue expanding inclusive strategies to ensure all families, especially those underrepresented, have multiple avenues to share feedback and contribute to decision-making.|At CVSII, we recognize that underrepresented families, particularly Spanish-speaking families, require accessible communication and support. To address this, we will hire certified bilingual staff and actively recruit community members to join our team. When staffing capacity is insufficient, we will collaborate with external organizations to ensure families continue to receive high-quality support and opportunities to engage in school decision-making. Recent local survey data indicate that 98% of parents and guardians feel the school encourages their participation and input in activities, events, workshops, and meetings. To build on this, CVSII remains committed to fostering engagement through PAC and ELAC meetings, student recognition events, open houses, back-to-school nights, and parent-teacher-student conferences, providing multiple opportunities for meaningful participation in school decisions.|4|4|4|5|4|4|4|4|4|4|4|4|Met||2026-05-28|2026
10738090000000|Firebaugh-Las Deltas Unified|3|FLDUSD used survey results from the California Healthy Kids Survey (CHKS) for parents from four school sites (n=574), a paper pencil survey from parent advisory members, and a google forms survey from site administrators and their leadership teams for this self-reflection. Strengths from the parent leadership and CHKS surveys, overall, showed positive results regarding the district's efforts to build relationships with parents. Parent advisory committee members and parent leaders feel welcome and valued when visiting the school/district. CHKS agree and strongly agree results showed that 91% of the parents surveyed feel welcome to participate at this school/district; 93% felt that staff treat parents with respect; 87% feel that staff take parent concerns seriously; and 92% feel that the school promptly responds to parent calls, messages, or emails. (A6.1); and 91% feel that the school/district treats all students with respect. (A7.1). Self-assessment results from site administrators and their leadership teams on the google forms survey were slightly lower than parent survey results. The questions on the CHKS parent survey were different from the staff google form survey questions which were aligned with the Priority 3 Parent Involvement and Family Engagement tool as reported above. Overall, site reports that were compiled show that the District is at either Initial or Full Implementation Stages on the rating scale. The input from parents, grandparents or other relatives or guardians was gathered through the CHKS which provided a wide range of perspectives; 93% were Hispanic or Latino, 4% White, 3%, Two or more races; and 2% declined to answer (A 3.3). Parents who have children in a number of programs; 28% English Language Development; 13% Special Education; 7% Honors/AP Classes; and 59% that were not sure or declined to answer (A 3.5). Interpreters and translation services are provided to ensure that non-English speaking parents/guardians are able to participate fully in all educational programs and individual meetings with school staff. This includes the full translation of all informational notices and 8 other documents. Live in-person interpretation services are provided by staff at meetings when the presenter is unable to communicate in the parent’s primary language.|The focus area for improvement is increasing parent participation and expanding engagement opportunities to involve a broader range of families rather than relying on a small core group of parents. As a small rural community, the District recognizes the importance of continuing to strengthen relationships with all families and creating additional opportunities for meaningful involvement on campus.|To support this effort, Site Administrators provide a variety of family engagement activities scheduled at different times to accommodate parent availability, including Parent Social Groups, Pastries with Parents, morning Principal Coffees, evening Principal meetings, and two rounds of Parent-Teacher Conferences each year. The District also increases communication through phone calls home from administrators and teachers, as well as evening and Saturday events designed to better support working families. Moving forward, the District plans to expand the number and variety of campus events and family engagement opportunities to further welcome parents, strengthen school-community partnerships, and encourage active participation in students’ educational experiences.|FLDUSD used survey results from the California Healthy Kids Survey (CHKS) for parents from four school sites (n=574), a paper pencil survey from parent advisory members, and a google forms survey from site administrators and their leadership teams for this self-reflection.|Strengths from the parent leadership and the CHKS survey, overall, showed positive results regarding the district's efforts to build partnerships with parents for student outcomes. CHKS agree and strongly agree results showed that 92% of the parents surveyed feel that the school/District encourages parents to be an active partner with the school in educating their children (A 6.1); 86% reported that the school keeps parents well informed about school activities (A6.2); and 94% reported that teachers communicate how their child is doing between report cards. (A 6.2). Self-assessment results from site administrators and their leadership teams on the google forms survey were slightly lower than parent survey results. The questions on the CHKS parent survey were different from the staff google form survey questions which were aligned with the Priority 3 Parent and Family Engagement tool as reported above. Overall, site reports that were compiled show that the District is at the Beginning or Initial Stage in two out of four identified areas on the “Building Partnerships for Student Outcomes” rating scale. The district will continue to create opportunities and develop programs that support student outcomes in academics, behaviors and social emotional learning.|The focus area for improvement is strengthening collaboration between District Office Administration, site administrators, and site leadership teams to build their capacity to effectively partner with families and increase meaningful parent engagement. The District recognizes the importance of creating strong school-family connections and providing families with opportunities to actively participate in both their children’s education and their own personal growth. To support this effort, the District offers a variety of parent education opportunities, including early literacy classes, ESL Civics participation, ESL Citizenship Preparation, ESL Digital Literacy, and high school diploma completion programs. Parent education classes are available three mornings per week and four evenings per week to provide flexible scheduling and increase accessibility for working families. Through these expanded opportunities, the District aims to strengthen family engagement, improve communication, and foster stronger partnerships between schools and the community.|FLDUSD used survey results from the California Healthy Kids Survey (CHKS) for parents from four school sites (n=574), a paper pencil survey from parent advisory members, and a google forms survey from site administrators and their leadership teams for this self-reflection. Strengths from the parent leadership and CHKS survey, overall, showed positive results regarding the district's efforts to seek opportunities for parent input. CHKS results showed that 92% of the parents surveys agreed and strongly agreed that the school encourages parents to be active partners with the school; 80% report that the school/district seeks the input of parents before making important decisions. (A 6.1) Self-assessment results from site administrators and their leadership teams on the google forms survey were slightly lower than parent survey results. The questions on the CHKS parent survey were different from the staff google form survey questions which were aligned with the Priority 3 Parent and Family Engagement tool as reported above. Overall, site reports that were compiled show that the District is at the Initial Implementation Stage in two of the four identified areas on the “Seeking Input for Decision Making” rating scale. FLDUSD actively engages parents/guardians, educational partners and advocates as advisory committee members. In addition to the School Site Council, the District has other advisory committees that support specific programs to include a Preschool Parent Club; Wrestling Club; Sports Boosters; Music Boosters; Ag Advisory Committee and other committees that provide additional opportunities for parent and community involvement. Parents of migrant students are eligible to serve on a district level Migrant Parent Advisory Council. Parents of English Learners that serve on site level English Learner Advisory Committees are eligible to serve on a District English Learner Advisory Committee. Parents from all site level advisory committees are eligible to serve on the District Parent Advisory Committee (DPAC).|The high leverage focus area for improvement is “building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making.” FLDUSD has taken measures to promote parent involvement in recognition of the characteristics of the parent population. LCAP Goal 2 has a focus on our EL students along with LCAP Goal 3, which addresses parent/guardian/community engagement at all school sites.|The high leverage focus area for improvement is “building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making.” FLDUSD has taken measures to promote parent involvement in recognition of the characteristics of the parent population. LCAP Goal 2 has a focus on our EL students along with LCAP Goal 3, which addresses parent/guardian/community engagement at all school sites.|4|4|4|4|3|2|4|4|2|3|2|2|Met||2026-06-11|2026
10739650000000|Central Unified|3|Based on the analysis of educational partner input and local data, Central USD has demonstrated strong progress in building relationships between school staff and families. Results from the Priority 3 Family Engagement self-reflection survey indicate that staff perceive the district's implementation of family engagement practices to be well established. The survey results suggest particular strength in creating welcoming environments where families feel invited, respected, and included in the school community. Staff also reported that systems for two-way communication between families and educators are consistently implemented across the district and provide families with multiple opportunities to receive information, ask questions, and engage with school personnel. Staff feel that Central USD has made meaningful progress in developing staff capacity to build trusting and respectful relationships with families. Family engagement is viewed as an important component of supporting student success and that efforts to strengthen communication and collaboration with families have become embedded in district and site practices. Collectively, Central USD has moved beyond initial implementation and has established systems that support ongoing family engagement and relationship-building.  Feedback gathered through the LCAP community survey and parent engagement meetings provides additional context for these findings. Parents and community members consistently identified communication systems, Family Outreach Liaisons, parent workshops, family events, and multilingual communication efforts as valuable supports. Families expressed appreciation for opportunities to connect with schools, receive information, and participate in activities that support student learning and school engagement. Community input also reflected a positive perception of school efforts to maintain communication and provide resources for families.  Taken together, the staff self-reflection data and parent feedback indicate that Central USD has developed a strong foundation for family engagement. Existing systems and practices have helped create welcoming school environments, improve communication between families and educators, and strengthen partnerships that support student success. Central USD will continue to build upon these strengths while seeking opportunities to further deepen relationships with families throughout the district.|While the self-reflection survey indicates strong overall implementation, the results also identified areas where additional growth is needed. Staff responses suggest that the most significant opportunity for improvement is strengthening the extent to which school personnel learn about and understand the strengths, cultures, languages, experiences, and educational goals of the families they serve. Although progress has been made, the self-reflection data indicate that these practices are not yet implemented as consistently or as deeply as other family engagement efforts across the district. The survey results also suggest an opportunity to continue building staff capacity to establish meaningful partnerships with all families, particularly within an increasingly diverse community. As family engagement practices mature, Central USD recognizes the importance of moving beyond communication alone and focusing on deeper relationship-building that values family voice, cultural assets, and community perspectives. Strengthening these practices will support more authentic partnerships between schools and families and help ensure that engagement efforts are responsive to the needs of all student groups.  Input gathered through the LCAP community survey and parent engagement meetings provides additional insight into these areas for growth. Parents expressed a desire for expanded multilingual communication, increased access to bilingual staff, and additional opportunities to learn about district programs, interventions, assessments, and available resources. Families also identified the need for more consistent communication across school sites beyond just communication through the ParentSquare app and increased opportunities to engage with educators regarding student progress and available supports.  Central USD views these findings as interconnected. While staff self-reflection data point to the need for deeper understanding of family strengths and experiences, parent feedback highlights specific actions that can help strengthen those connections. Moving forward, Central USD will focus on enhancing culturally responsive engagement practices, expanding opportunities for meaningful family participation, and ensuring that all families have equitable access to information, resources, and school partnerships. These efforts are intended to strengthen trust, improve communication, and create stronger relationships that support positive outcomes for students.|The Priority 3 self-reflection process identified opportunities to strengthen engagement with families whose voices may be underrepresented in traditional school engagement activities. Staff survey responses indicate that continued growth is needed in understanding family cultures, languages, strengths, and educational goals. As a result, Central USD will continue implementing strategies that intentionally increase participation, improve access to information, and strengthen relationships with families who may face barriers to engagement. Central USD will focus on expanding culturally responsive engagement practices and strengthening staff capacity to build meaningful relationships with families from diverse backgrounds. Professional learning opportunities will continue to support staff in developing effective communication strategies, increasing cultural awareness, and fostering inclusive practices that encourage family participation. These efforts are designed to improve the quality of interactions between school staff and families and to ensure that all families feel welcomed, respected, and valued as educational partners.  Feedback from the LCAP community survey and parent engagement meetings identified several strategies that families believe would improve participation and access. Families expressed interest in expanded multilingual communication, increased availability of bilingual staff and resources, recorded and virtual engagement opportunities, and additional outreach designed to connect families with school programs and services. Families also emphasized the importance of receiving clear and timely information about academic programs, interventions, and opportunities for involvement. In response, Central USD will continue leveraging Family Outreach Liaisons, parent workshops, school events, and multiple communication platforms to connect with families and reduce barriers to participation. Outreach efforts will be designed to increase engagement among families who have historically been less represented in school activities and decision-making processes. Central USD will also continue to evaluate family engagement efforts through self-reflection data, educational partner feedback, and participation trends to determine whether engagement strategies are effectively reaching underrepresented groups.  By strengthening relationships, expanding access, and increasing opportunities for participation, Central USD seeks to ensure that all families have meaningful opportunities to contribute to their children's educational experience and to district improvement efforts.|Based on the analysis of educational partner input and local data, Central USD has demonstrated meaningful progress in building partnerships with families to support student outcomes. Results from the self-reflection survey indicate that staff perceive many of the foundational systems needed to support family partnerships as being established and consistently implemented across the district. Staff responses suggest particular strength in providing families with information and resources that support student learning and development at home, as well as implementing programs and structures that encourage communication between families, students, and educators regarding student progress. The self-reflection survey also indicates that schools have developed practices that encourage collaboration between families and educators around academic and behavioral outcomes. Staff reported that opportunities exist for families to receive information about student learning, participate in discussions regarding student progress, and access resources designed to support success both in school and at home. These findings suggest that Central USD  has moved beyond simply communicating information to families and has established systems intended to support active family participation in student learning.  Input gathered through the LCAP community survey and parent engagement meetings provides additional context for these findings. Parents consistently expressed appreciation for existing academic supports, intervention programs, tutoring opportunities, college and career pathways, and resources available for English Learners. Families also identified communication systems, workshops, Family Outreach Liaisons, and parent-focused informational opportunities as important resources that help them support their children's education. Community feedback reflected a desire to remain informed about academic programs and student progress and highlighted the value families place on opportunities to partner with schools in supporting learning.  The combination of staff self-reflection data and family feedback suggests that Central USD  has established a strong foundation for partnering with families around student success. Schools have implemented structures that connect families to learning resources, facilitate communication regarding student progress, and encourage collaboration between home and school. These efforts support the development of shared responsibility for student achievement and help strengthen the connection between family engagement and positive student outcomes. Central USD  will continue to build upon these strengths while refining practices that further strengthen family capacity to support student learning and development.|While the self-reflection survey indicates that many partnership practices are established, the data also identified areas where additional growth is needed to strengthen the connection between family engagement and student outcomes. Staff responses suggest opportunities to expand professional learning and support for teachers and administrators regarding effective family partnership practices. The survey results indicate that while systems exist to engage families in supporting student success, implementation may vary across schools and programs, creating opportunities for greater consistency and effectiveness districtwide. The self-reflection data also identified a need to strengthen efforts that help families understand and exercise their rights as educational partners and advocates for their children. Families play an important role in supporting student outcomes, and continued attention is needed to ensure that all families have access to the knowledge, resources, and confidence necessary to participate fully in educational decision-making and student support processes. These findings suggest that future improvement efforts should focus not only on increasing family participation, but also on strengthening family capacity to engage as informed partners in their children's education.  Parent and community feedback gathered through the LCAP survey and engagement meetings provides additional insight into these areas for improvement. Families expressed interest in receiving more information about academic programs, intervention services, assessments, college and career readiness opportunities, and available student supports. Parents also identified a need for increased communication regarding how they can assist their children academically and better understand district systems and resources. Community members emphasized the importance of providing accessible information, parent education opportunities, and consistent communication across school sites.  Taken together, the staff self-reflection data and family feedback suggest that Central USD's next stage of improvement should focus on deepening the quality of family-school partnerships rather than simply increasing opportunities for participation. Central USD will continue to strengthen staff capacity to partner effectively with families, expand family learning opportunities, and ensure that all families have access to the information and resources necessary to support student achievement. These efforts are intended to create stronger partnerships that directly contribute to improved outcomes for students across the district.|The self-reflection process identified opportunities to further strengthen engagement with families who may face barriers to participating in school programs, accessing information, or serving as active partners in supporting student outcomes. Staff responses suggest that continued attention is needed to ensure that all families have equitable access to resources, information, and opportunities that support student learning and educational decision-making. The survey findings indicate that increasing family capacity to advocate for students and engage in meaningful partnerships remains an important area for continued growth. To address these needs, Central USD will continue implementing strategies designed to improve access, increase participation, and strengthen family understanding of the educational system. Professional learning for staff will focus on effective family partnership practices, culturally responsive engagement strategies, and approaches that help educators collaborate with families in supporting student learning. These efforts are intended to improve the quality and consistency of family-school partnerships across all schools and programs.  Parent and community feedback collected through the LCAP survey and engagement meetings provides additional context for these improvement efforts. Families expressed interest in expanded multilingual communication, additional workshops and informational sessions, greater understanding of academic interventions and assessments, and increased opportunities to learn how to support student achievement at home. Families also requested greater access to information regarding college and career readiness, English Learner services, student support programs, and available community resources. This feedback suggests that underrepresented families may benefit from additional outreach and targeted support that helps connect them to the resources necessary to support student success. In response, Central USD will continue leveraging Family Outreach Liaisons, parent education opportunities, workshops, school events, and multiple communication platforms to increase access to information and engagement opportunities. Outreach efforts will prioritize families who have historically participated at lower rates or who may experience language, cultural, transportation, scheduling, or informational barriers. Central USD will continue monitoring self-reflection data, educational partner feedback, and participation trends to evaluate the effectiveness of these efforts and identify additional opportunities for improvement.  By expanding access to information, strengthening family capacity, and creating more inclusive engagement opportunities, Central USD seeks to ensure that all families are equipped to serve as active partners in supporting student learning, student well-being, and long-term student success.|Based on the analysis of educational partner input and local data, Central USD has demonstrated meaningful progress in seeking input from educational partners to inform decision-making processes. Results from the self-reflection survey indicate that staff perceive systems for gathering family input and supporting participation in advisory groups and decision-making opportunities as being established across the district. Staff responses suggest that schools and district departments have created opportunities for families to provide feedback on programs and services, while also working to ensure that educational partner voices are considered during planning and improvement efforts. The self-reflection survey further indicates that Central USD has made progress in building staff capacity to engage families in advisory groups and decision-making processes. Staff responses suggest that administrators, teachers, and support personnel understand the importance of family voice and are working to create opportunities for meaningful engagement. Survey results also indicate that schools provide families with opportunities to share input and that efforts are being made to gather perspectives from a broad range of families within the district. In addition, staff responses suggest that opportunities exist for families, educators, administrators, and other educational partners to collaborate in planning and evaluating family engagement activities.  The LCAP community survey and parent engagement meetings provide additional context that supports the findings from the self-reflection survey. Parent and community feedback demonstrated a strong interest in participating in school and district decision-making. Families expressed appreciation for opportunities to attend meetings, workshops, school events, and engagement sessions where their perspectives could be shared. Community members also expressed a desire for increased involvement in discussions related to academic programs, student supports, communication practices, facilities, and district priorities. This feedback suggests that families value opportunities to contribute to district planning efforts and are interested in maintaining active partnerships with schools.  The staff self-reflection data and community feedback indicate that Central USD has established structures that support educational partner participation in decision-making processes. Opportunities for family input are available through multiple avenues, and district staff continue to recognize the importance of engaging families as partners in school improvement efforts. The combination of established engagement structures and a community willing to participate provides a strong foundation for continued growth in collaborative decision-making. Central USD will continue building on these strengths to ensure that educational partner input remains an integral part of district planning, implementation, and continuous improvement efforts.|While the self-reflection survey indicates that systems for gathering family input are established, the survey results also identified opportunities for continued improvement in seeking input for decision-making. Staff responses suggest that Central USD can continue strengthening its efforts to build family capacity for participation in advisory groups and decision-making processes. Although opportunities for engagement exist, the self-reflection data indicate that additional work is needed to ensure that all families feel prepared, informed, and confident in contributing to district and school-level discussions.The self-reflection survey also suggests opportunities to strengthen efforts to engage families who may not traditionally participate in advisory groups, committees, or other decision-making activities. While staff reported that opportunities for input are available, the survey findings indicate that participation may not yet fully reflect the diversity of the district's student population. As a result, Central USD recognizes the importance of continuing to expand strategies that increase access, reduce participation barriers, and encourage broader representation from families across all student groups.  Input gathered through the LCAP community survey and parent engagement meetings provides additional context for understanding these findings. Parents and community members expressed interest in having a greater voice in decisions related to academic programs, student supports, communication systems, and school improvement efforts. Families also expressed a desire for additional information regarding district initiatives and opportunities to provide feedback before decisions are finalized. Community feedback suggests that while families value existing engagement opportunities, there is interest in expanding both participation and communication regarding how educational partner input influences district decisions.  The connection between the self-reflection survey results and community feedback highlights an important opportunity for growth. Staff responses indicate that systems for gathering input are in place, while family feedback suggests a need to further strengthen participation, communication, and transparency within those systems. Moving forward, Central USD will focus on increasing family awareness of engagement opportunities, strengthening support for participation in advisory groups, and ensuring that educational partners understand how their input contributes to district planning and decision-making. These efforts are intended to strengthen shared ownership, increase trust, and ensure that decision-making processes benefit from the perspectives of the diverse communities served by the district.|The self-reflection process identified opportunities for Central USD to further strengthen engagement with families whose voices may be underrepresented in district/school decision-making processes. Staff responses indicate that continued growth is needed in supporting all families to participate effectively in advisory groups, provide input, and engage in collaborative planning activities. The survey findings suggest that while structures for participation exist, additional efforts are needed to ensure that all families have equitable access to these opportunities and feel empowered to contribute their perspectives. To address these needs, Central USD will continue implementing strategies designed to increase participation and reduce barriers that may prevent families from engaging in decision-making processes. Staff will continue receiving support related to culturally responsive engagement practices, effective communication strategies, and approaches that encourage meaningful participation from families representing diverse backgrounds. These efforts are intended to strengthen staff capacity to build trusting relationships with families and create welcoming environments where all voices are encouraged and valued.  Feedback from the LCAP community survey and parent engagement meetings provides additional context regarding the needs of underrepresented families. Families expressed interest in expanded multilingual communication, greater access to information regarding district initiatives, flexible opportunities for participation, and additional outreach that helps them understand how they can become involved. Community feedback also suggests that some families may benefit from increased support in understanding advisory structures, district processes, and opportunities to provide meaningful input. In response, Central USD will continue utilizing Family Outreach Liaisons, multilingual communication systems, parent workshops, community meetings, and virtual engagement opportunities to increase participation and access. Outreach efforts will prioritize families who may experience language, cultural, scheduling, transportation, or informational barriers that limit participation. The district will also continue exploring strategies that bring engagement opportunities directly to families through school-based events and targeted outreach efforts.  Central USD will continue monitoring participation patterns, educational partner feedback, and self-reflection survey results to evaluate the effectiveness of these efforts. By expanding access, increasing awareness, and strengthening family capacity to participate in decision-making, Central USD seeks to ensure that a broader range of voices are represented in district planning and improvement efforts. These actions are intended to create more inclusive decision-making processes and strengthen partnerships between families, schools, and the district in support of student success.|4|5|3|4|3|4|5|3|4|4|4|4|Met||2026-06-23|2026
10739990000000|Kerman Unified|3|During the 2025-2026 school year, the District significantly expanded opportunities for meaningful parent and family involvement by offering a wide variety of workshops, informational sessions, and engagement activities throughout the year. These opportunities were designed to strengthen partnerships between home and school, increase family awareness of available resources, and support student academic and social-emotional success.  Family engagement events included Literacy Nights, workshops on Social-Emotional Strategies for Families, Parent Portal training sessions, Success Together classes, and Dual Enrollment Information Nights, among many others. These workshops provided parents with practical tools and information to support student learning at home, better understand academic expectations, and navigate educational opportunities available to their children.  In addition to in-person and virtual engagement opportunities, communication with families remained a District priority. Each school principal distributes a weekly newsletter every Sunday evening through ParentSquare to ensure families receive timely updates regarding school events, academic information, student activities, and important District announcements. Schools also utilize ParentSquare and other communication methods to share reminders, resources, and ongoing opportunities for family participation.  To encourage broader participation in District leadership and advisory groups, parents receive personalized phone calls inviting them to attend District English Learner Advisory Committee (DELAC) meetings and Local Control and Accountability Plan (LCAP) Advisory Committee meetings. These outreach efforts are intended to increase parent voice and participation in District decision-making processes and to ensure that families from diverse backgrounds feel welcomed, informed, and connected to the educational community.|Parents expressed appreciation for the District’s use of the ParentSquare communication system and value the timely access it provides to school announcements, classroom updates, and important District information. However, families also indicated a strong desire for more personalized communication and relationship-building through direct phone calls and personal outreach from teachers and administrators. Parents shared that individual communication helps strengthen trust, increase engagement, and foster stronger connections between home and school.  To support effective communication with all families, all notices, messages, and major communications are distributed in both English and Spanish. In addition, the District provides translators and interpreters to support communication between schools and families during meetings, conferences, workshops, and District events. These services help ensure that parents have equitable access to information and opportunities for participation regardless of language background.  Parent feedback also highlighted the importance of offering workshops and family engagement opportunities that are relevant, practical, and responsive to family interests and needs. Families expressed interest in additional workshops focused on supporting student learning at home, navigating educational pathways, social-emotional wellness, technology support, and college and career readiness. Additionally, parents emphasized the need for meeting and workshop schedules that are convenient and accessible for working families, including opportunities offered during evening hours or through virtual formats to increase participation and attendance.|In response to feedback from educational partners and the District’s self-reflection process, Kerman Unified School District will continue implementing strategies designed to strengthen relationships between school staff and underrepresented families, particularly families of English learners (EL), low-income (LI) students, and foster youth (FY). The District recognizes the importance of removing barriers to participation and creating meaningful opportunities for families to engage in their children’s education.  To increase accessibility and participation, Kerman Unified will continue offering flexible meeting and workshop opportunities that better accommodate families’ schedules and responsibilities. The District has found that providing convenient participation options helps increase attendance and engagement among families who may otherwise face obstacles to involvement.  Additionally, parents of English learners, low-income students, and foster youth will receive personalized invitations to workshops, trainings, and engagement opportunities through direct phone calls from District and school staff, as well as through emails, ParentSquare notifications, and letters sent home. These outreach efforts are intended to build stronger personal connections with families and ensure that parents feel welcomed, informed, and encouraged to participate.  The District will also continue offering parent training programs districtwide to provide families with valuable tools, resources, and information to support their children’s academic success and social-emotional well-being. Training topics may include supporting learning at home, understanding graduation and college entrance requirements, college and career readiness, social-emotional supports, and navigating educational programs and services. Through these efforts, Kerman Unified aims to strengthen family-school partnerships, increase engagement among historically underrepresented groups, and support students in graduating college- and career-ready.|Kerman Unified School District (KUSD) continues to demonstrate strong progress in building meaningful partnerships with families to support positive student outcomes. The District prioritizes consistent communication, family engagement, and collaborative relationships between schools and families to help ensure students are academically, socially, and emotionally successful.  All KUSD schools host a Back-to-School Night at the beginning of each academic year, providing families with opportunities to meet teachers, administrators, and school staff while learning about academic expectations, classroom procedures, and available student supports. These events help establish positive relationships between families and schools and encourage ongoing parent involvement throughout the year.  The District has also strengthened communication and access to information through its online registration system and Parent Portal. Families are able to conveniently access student grades, attendance, course schedules, discipline records, the Parent-Student Handbook, annual parent notifications, and other important District forms and documents. These tools help parents remain informed and actively engaged in monitoring their child’s educational progress.  Parent-teacher conferences are held twice each year at all K–6 school sites, providing structured opportunities for families and teachers to discuss student achievement, progress toward academic goals, and areas where additional support may be needed. To ensure effective communication with all families, interpreters are available. Parents are also encouraged to communicate regularly with teachers, counselors, and administrators whenever questions or concerns arise regarding their child’s academic or social-emotional development.  To maintain ongoing communication with families, progress reports and report cards are mailed home every five weeks. In addition, many teachers utilize communication platforms such as Remind and ParentSquare to provide classroom updates, assignment reminders, and direct communication with parents. These communication systems have helped strengthen school-home connections and improve family access to timely information.  KUSD also continues to support collaborative problem-solving through Student Success Teams (SSTs), which include school staff and parents working together to identify strategies and interventions for students who may be experiencing academic, behavioral, or attendance challenges. This collaborative approach helps ensure families are active partners in developing support plans that address individual student needs.  Additionally, school principals distribute weekly newsletters through ParentSquare to keep families informed about school events, student activities, important dates, and District news. The District also maintains an active presence on Facebook, regularly highlighting school programs, student achievements, and community events. These efforts have contributed to in|To further strengthen partnerships that support positive student outcomes, Kerman Unified School District has identified several focus areas for improvement related to family engagement and communication. One key area is the expansion and coordination of parent workshops across the District. Rather than offering workshops solely at individual school sites, the District is exploring opportunities to provide districtwide workshops that would allow families more consistent and equitable access to valuable information, resources, and strategies for supporting their children’s academic success.  Parents have also expressed a strong interest in workshops focused on practical strategies to help support student learning at home, including academic support, college and career readiness, social-emotional wellness, and understanding educational programs and expectations. In response to this feedback, the District has strengthened communication efforts through the implementation of weekly ParentSquare communications, which provide families with important updates through email, text messages, and phone calls. Important notices and letters are also distributed through traditional mail to help ensure families receive timely and accessible information.  Additionally, feedback gathered from members of the District English Learner Advisory Committee (DELAC) identified a need to improve communication regarding English Learner (EL) classification, reclassification criteria, and English Language Proficiency Assessments for California (ELPAC) results. Families expressed a desire for clearer explanations and more accessible information to better understand student progress and available supports for English learners. In response, the District is working to enhance the clarity, accessibility, and consistency of communications provided to EL families through translated materials, parent workshops, and additional outreach and support from school staff.  Through these ongoing improvement efforts, KUSD aims to strengthen family-school partnerships, increase parent understanding and engagement, and ensure that all families feel informed, supported, and empowered to contribute to their children’s educational success|Kerman Unified School District recognizes the importance of building strong partnerships with families to support positive student outcomes and increase engagement among historically underrepresented groups. The District remains committed to creating inclusive opportunities for participation and ensuring that families of English Learners (EL), Low-Income (LI) students, Foster Youth (FY), and Students with Disabilities (SWD) have meaningful opportunities to contribute to school and District decision-making processes.  To strengthen family engagement, the Parent Advisory Committee for the Local Control and Accountability Plan (LCAP) includes at least one parent representative from each school site representing EL, LI, FY, and SWD student groups. To encourage participation and build stronger relationships with families, parents receive personalized outreach through phone calls prior to each meeting to personally invite and remind them to attend. Similarly, members of the District English Learner Advisory Committee (DELAC) receive both email invitations and follow-up phone calls for all scheduled meetings and engagement opportunities. These efforts are intended to foster stronger connections with families and increase participation among groups that have historically been underrepresented.  In response to concerns expressed by DELAC members regarding English Language Proficiency Assessments for California (ELPAC) results and English Learner classification processes, each school site will host an EL Parent Information Night throughout the school year. These meetings will provide families with information about EL services, language development programs, reclassification criteria, and strategies to support students at home. Additionally, the Coordinator of Educational Services will develop a simplified, parent-friendly explanation of ELPAC results to accompany the official state report. This additional resource is intended to improve family understanding of student performance, language proficiency levels, and available supports for English learners.  Through these efforts, Kerman Unified aims to strengthen trust and collaboration between schools and families, improve communication with underrepresented groups, and ensure all parents feel informed, valued, and empowered to support their children’s academic success.|Kerman Unified School District demonstrates strong and ongoing progress in seeking meaningful input from families and educational partners to support shared decision-making and improve student outcomes. The District is committed to creating accessible, inclusive, and transparent opportunities for parents to provide feedback and participate in shaping programs and services.  The introduction of online town hall meetings has expanded opportunities for family engagement in district-level decision-making. By offering two separate sessions—one conducted in English and one in Spanish—the District ensures that more parents can comfortably participate, share feedback, and express concerns in a supportive and inclusive environment. These sessions have helped broaden participation and strengthen two-way communication between families and District leadership.  District English Learner Advisory Committee (DELAC) meetings continue to be held in person, with agendas, minutes, and all supporting documents provided in both English and Spanish to ensure equitable access to information. Upon request, materials are also available in Punjabi to further support multilingual families. DELAC meetings primarily focus on the English Learner program; however, they also provide a forum for parents to raise broader questions, concerns, and recommendations related to school programs and student support services.  Based on member feedback, Migrant Parent Advisory Committee (PAC) meetings are held in person to increase accessibility and participation. The Assistant Superintendent of Educational Services regularly attends these meetings to provide updates on District initiatives, present information related to the Local Control and Accountability Plan (LCAP), and gather input from families regarding student needs and program effectiveness.  At the District level, the LCAP Parent Advisory Committee (PAC) includes parents representing English Learners (EL), Low-Income (LI) students, Foster Youth (FY), Students with Disabilities (SWD), and secondary students. These members play an active role in providing input and recommendations on how the District can best meet the diverse needs of students and improve educational outcomes.  At the school site level, each school maintains an active School Site Council (SSC) and English Learner Advisory Committee (ELAC). Meeting agendas, minutes, and supporting documents are provided in both English and Spanish, and interpretation services are available as needed to ensure meaningful participation. These committees annually review and provide input on the School Plan for Student Achievement (SPSA), the school-family compact, and the parent involvement policy. They also participate in decision-making related to the allocation of categorical funds to support instructional programs, interventions, and student resources.  Through these structures, Kerman Unified continues to strengthen shared decision-making practices and ensure that family voice is|While the District provides multiple opportunities for parents to participate in district- and school-level decision-making, overall attendance and engagement at these meetings remains lower than desired. Participation is often limited to parents who are already highly involved in school activities, such as volunteers or District employees. When families are asked about barriers to participation, common themes include lack of childcare, inconvenient meeting times, limited awareness of meeting schedules, and hesitation to share input—particularly among parents for whom English is not their primary language.  To address these challenges, the District has identified increasing meaningful and representative parent participation as a key area for improvement. Kerman Unified is committed to reducing barriers by improving communication about meeting opportunities, expanding outreach efforts, and ensuring families are informed well in advance of scheduled meetings. The District will also work to provide more flexible meeting options and strengthen efforts to make participation more accessible and welcoming for all families.  In addition, the District recognizes the importance of creating a safe and supportive environment where all parents feel comfortable sharing their perspectives, especially families from underrepresented groups. Continued emphasis will be placed on culturally responsive engagement practices, increased use of interpretation and translation services, and intentional relationship-building to help families feel confident that their voices are valued in the decision-making process.  Through these improvement efforts, Kerman Unified aims to broaden participation, strengthen family voice, and ensure that input reflects the full diversity of the school community in guiding District decisions and priorities.|Kerman Unified School District (KUSD) is committed to intentionally enhancing engagement with families of English Learners (EL), Low-Income (LI) students, Foster Youth (FY), and Students with Disabilities (SWD) to ensure their voices are represented in decision-making processes. The District recognizes the importance of reducing barriers and creating multiple pathways for meaningful participation in advisory groups and school-level committees.  To improve outreach and communication, the District will use a variety of methods to keep families informed about meetings, events, and opportunities for input. These methods include email, phone calls, text messages through ParentSquare, mailed letters, and posts on Facebook and other social media platforms. In addition, targeted personal phone calls will be made specifically to EL, LI, FY, and SWD families to encourage participation and ensure they are aware of upcoming opportunities to provide input.  When forming committees such as School Site Councils (SSC), English Learner Advisory Committees (ELAC), District English Learner Advisory Committee (DELAC), and the LCAP Parent Advisory Committee (PAC), the District will make intentional efforts to ensure meaningful representation from EL, LI, FY, and SWD families. This includes outreach and encouragement for participation from underrepresented groups so that decision-making bodies reflect the diversity of the school community.  Additionally, the District will administer an annual parent survey to gather feedback on preferred workshop topics, meeting formats, and engagement opportunities. The survey will also collect information regarding preferred days and times for meetings, childcare needs, and preferences for in-person participation or other formats. This feedback will be used to guide the planning and scheduling of meetings and engagement opportunities for the upcoming school year.  Through these strategies, KUSD aims to strengthen inclusive participation, elevate family voice, and ensure that input from underrepresented groups meaningfully informs District planning and decision-making.|5|5|5|5|5|5|5|4|5|5|5|5|Met||2026-06-18|2026
10741530000000|Valley ROP|3||||||||||||||||||||||Not Met|||2026
10742600000000|Fresno ROP|3||||||||||||||||||||||Not Met|||2026
10751270000000|Mendota Unified|3|Based on educational partner input and local data, a key strength of the district is its commitment to creating a welcoming, inclusive environment that prioritizes strong customer service and meaningful family engagement.  The district has invested in professional development for staff who regularly interact with families, including front-office personnel and site administrators, to strengthen communication skills, responsiveness, and positive relationship-building practices.  Another significant strength is the district’s diverse and bilingual workforce, which enhances communication with families in their home languages and helps foster trust, accessibility, and stronger connections between schools and the communities they serve.  Educational partner feedback indicates continued progress in establishing effective two-way communication between school staff and families.  In addition to traditional engagement opportunities such as Back-to-School Nights, Open House events, and Parent-Teacher Conferences, schools regularly offer governance meetings, informational workshops, and family engagement activities that encourage meaningful participation.  District and site-level meetings consistently provide opportunities for parents and community members to share feedback and contribute to decision-making processes, reflecting the district’s ongoing commitment to collaboration, transparency, and strong school-family partnerships.|Educational partner input and local data indicate that while the district has made progress in fostering positive relationships with families, there is an opportunity to strengthen staff capacity to better understand and value each family’s unique strengths, cultures, languages, and aspirations for their children.  The district’s bilingual staff and translation services have helped improve communication and accessibility for many families; however, a more systematic approach is needed to ensure all staff are equipped to engage families in culturally responsive and meaningful ways.  Currently, new teachers receive some orientation regarding the district’s community demographics and student population.  Moving forward, the district will expand efforts to provide professional learning opportunities focused on family engagement, cultural responsiveness, and strategies for learning about families’ educational goals, cultural backgrounds, and linguistic assets.  The Director of State and Federal Programs and the Director of Curriculum and Instruction will collaborate with site principals to identify and implement training opportunities that support these objectives.  In addition, the district will work closely with the Community Schools Coordinator to develop site-based engagement opportunities that encourage authentic dialogue between families and school staff.  These efforts will help staff gain a deeper understanding of the diverse strengths and perspectives families bring to the school community while fostering stronger partnerships that support student success.  Through these actions, the district aims to build a more inclusive and responsive educational environment where all families feel valued, heard, and connected to their child’s education.|To improve engagement of underrepresented families, the district will implement strategies that not only increase participation in school activities but also strengthen staff understanding of families’ strengths, cultures, languages, and educational goals for their children.  Educational partner input and local data indicate that some families may not feel fully connected to their child’s school or may face barriers that limit their participation in school events and decision-making opportunities.  To address these challenges, the district will expand professional learning opportunities focused on culturally responsive family engagement and relationship-building.  Staff will be encouraged to engage families in meaningful conversations that help educators better understand each family’s background, experiences, aspirations, and needs.  These efforts will support the development of trusting relationships and create more welcoming and inclusive school environments.  The district will also enhance outreach efforts through multiple communication channels, including flyers, text messages, automated calls, social media, and personalized phone calls.  Communication will continue to be provided in English and Spanish, and whenever possible, through bilingual staff who can help facilitate authentic connections with families.  In collaboration with site principals and the Community Schools Coordinator, schools will offer targeted engagement opportunities designed to encourage participation from families who have historically been underrepresented.  Through these efforts, the district aims to increase family participation, strengthen school-family partnerships, and ensure that all families feel respected, valued, and connected to their child’s educational experience.|Based on educational partner input and local data, a key strength of the district in building partnerships for student outcomes is its commitment to equipping families with the knowledge, skills, and resources needed to support student learning and development.  At the elementary level, schools host “parent nights” focused on academic achievement and strategies families can use to reinforce learning at home. While these efforts have been successful at the elementary level, expanding similar opportunities at the secondary level has been identified as an area for continued growth.  Another significant strength is the district’s focus on empowering families to become informed advocates for their children’s education.  Through its partnership with the Parent Institute for Quality Education (PIQE), the district provides workshops that help families better understand the educational system, their role in supporting student success, and how to effectively engage in their child’s educational journey.  In addition, the Director of State and Federal Programs offers training and informational sessions on topics such as understanding school and district structures, interpreting assessment data, navigating educational programs and services, and utilizing available resources to support student achievement.  Educational partner feedback indicates that these efforts have helped strengthen family knowledge, confidence, and engagement in the educational process.  By providing meaningful learning opportunities and fostering collaborative relationships with families, the district continues to build strong partnerships that support positive student outcomes and academic success.|Based on educational partner input and local data, a primary area for improvement is strengthening staff capacity to build effective partnerships with families that directly support student learning and achievement.  While the district offers a variety of family engagement opportunities, there is a need for more systematic professional learning that equips teachers and school staff with strategies for collaborating with families as active partners in the educational process.  To address this need, the Director of State and Federal Programs, in collaboration with the Director of Curriculum and Instruction, will identify and implement professional learning opportunities focused on family engagement, culturally responsive practices, and strategies for partnering with families to improve student outcomes.  These efforts will include principals, teachers, and other school staff, with particular attention given to engaging underrepresented families.  A second area of focus is increasing families’ understanding of how to support learning at home.  Educational partner feedback indicates that families benefit most when information and resources are accompanied by practical guidance and opportunities to apply what they have learned.  As a result, the district will continue to expand opportunities for families to develop the knowledge and skills needed to support their children’s academic success, including understanding student achievement data, learning expectations, and available educational resources.  Additionally, the Community Schools Coordinator will collaborate with the Director of State and Federal Programs, site administrators, and school staff to develop and implement family learning opportunities that align with site instructional goals.  These events will provide meaningful opportunities for families and students to learn together, strengthen the connection between home and school, and promote family engagement as a key component of student success.  Through these efforts, the district aims to create stronger partnerships with families that contribute to improved educational outcomes for all students.|To improve engagement of underrepresented families, the district will strengthen outreach and communication efforts to ensure all families are informed of opportunities to partner with schools in supporting student learning and achievement.  Educational partner input and local data indicate that more intentional and personalized communication is needed to increase participation among families who have historically been underrepresented in school activities and decision-making processes.  The district will utilize multiple communication methods, including flyers, text messages, automated calls, social media, and personalized phone calls, to reach families through channels that are accessible and familiar to them.  Special emphasis will be placed on direct, personal outreach to build trust, strengthen relationships, and demonstrate the district’s commitment to meaningful family-school partnerships.  All communications will be provided in English and Spanish, and whenever possible, bilingual staff will support outreach efforts to ensure families can access information in their preferred language.  Additionally, outreach materials and event communications will clearly communicate how participation can support student learning, academic achievement, and overall student success, helping families understand the important role they play as partners in education.  Through these targeted and culturally responsive strategies, the district aims to increase participation from underrepresented families, strengthen family-school partnerships, and ensure that all families have meaningful opportunities to contribute to and support positive student outcomes.|Based on educational partner input and local data, Mendota Unified School District has established multiple opportunities for families to provide input and participate in decision-making processes at both the school and district levels.  Families engage informally through school visits, surveys, parent meetings, and direct communication with school staff, while formal opportunities are provided through advisory committees and councils that support meaningful family participation and meet state and federal requirements.  A key strength of the district is its intentional and structured approach to family engagement in governance and decision-making.  The Director of State and Federal Programs provides ongoing guidance, training, and standardized meeting resources to site administrators, helping ensure consistency in the operation of school-level advisory groups and strengthening opportunities for meaningful family input.  As a result, site leaders have developed a stronger understanding of the purpose and importance of family engagement in school governance and continuous improvement efforts.  Another area of progress is the district’s commitment to building families’ capacity to participate effectively in decision-making processes.  Through district-led trainings and partnerships with organizations such as the Parent Institute for Quality Education (PIQE), families are provided with information and tools to better understand educational systems, governance structures, and their role in shaping school and district decisions.  Educational partner feedback indicates that these efforts have increased awareness of participation opportunities and contributed to steady growth in family involvement within advisory committees, councils, and other decision-making bodies.  Through these ongoing efforts, the district continues to strengthen collaboration with families and foster a culture of shared responsibility in supporting student success and school improvement.|Based on educational partner input and local data, a primary area for improvement is expanding participation in decision-making processes to ensure a broader and more representative group of families is engaged in school and district governance.  Current participation in trainings, advisory committees, and decision-making meetings is often limited to families who are already actively involved in school activities.  While programs such as the Parent Institute for Quality Education (PIQE) have helped build the capacity of participating families, the district recognizes the need to increase both the number and diversity of families who engage in these opportunities, particularly those who have been historically underrepresented.  Another area of focus is strengthening the capacity of staff to effectively engage families as partners in decision-making.  Educational partner feedback indicates that staff would benefit from additional professional learning focused on family engagement, collaborative leadership practices, and strategies for fostering meaningful participation from diverse family groups.  Currently, professional development in this area is limited and inconsistent across sites.  To address these needs, the Director of State and Federal Programs, in collaboration with the Director of Curriculum and Instruction, will identify and implement professional learning opportunities designed to help staff build stronger partnerships with families and facilitate inclusive engagement practices.  In addition, the district will continue to expand training opportunities for families so they can better understand governance structures, advisory roles, and how their input contributes to school and district decision-making.  Through these efforts, the district aims to strengthen a culture of shared leadership, increase meaningful family participation in governance processes, and ensure that the perspectives of underrepresented families are reflected in decisions that impact students, schools, and the broader community.|To improve engagement of underrepresented families in school and district decision-making processes, the district will implement targeted outreach and capacity-building strategies designed to increase awareness, participation, and meaningful involvement.  Educational partner input and local data indicate that families who participate in advisory committees, councils, and governance meetings often represent only a portion of the district's diverse community.  As a result, the district will focus on engaging families whose voices have traditionally been underrepresented in these processes.  The district will utilize multiple communication methods, including flyers, text messages, automated calls, social media, and personalized phone calls, to inform families about opportunities to participate in school and district decision-making.  Special emphasis will be placed on direct, personal outreach by school staff and bilingual personnel to build trust, strengthen relationships, and encourage participation from families who may be unfamiliar with governance structures or hesitant to engage.  All communications and meeting materials will be provided in English and Spanish to ensure accessibility and meaningful participation.  In addition, the district will expand opportunities for families to receive training and information on advisory committees, governance processes, and the ways in which family input influences school and district decisions.  These efforts will help families better understand their role in decision-making and increase their confidence in contributing their perspectives.  Through culturally responsive outreach, relationship-building, and expanded learning opportunities, the district aims to ensure that all families feel welcomed, valued, and empowered to participate in shaping the policies, programs, and practices that support student success and school improvement.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-17|2026
10752340000000|Golden Plains Unified|3|Current Strengths.  GPUSD creates a welcoming environment for all families in the community.  The district office message is welcoming and inclusive of families throughout the district, providing communication in Spanish and English.  GPUSD promotes activities and accomplishments on its website and social media and invites everyone to attend events and meetings.  The district and each school site send out weekly bulletins that celebrate current events and comment on issues and concerns.  Bulletins provide a calendar and upcoming events. The district holds Back-to-school, Open House, and parent conferences so parents can meet teachers and ask about their students' progress.  Translators are provided regularly.  Parents and family members are also invited to participate on School Sites Councils and English Learner Committees.  Advisory committees provide community members with opportunities for input on the school plan.  At the district level, parents and the community can participate on Parent Advisory and District English Learner Advisory Committees which provide input on the district plan for student achievement and engagement (LCAP).|The district will focus on professional development that improves building relationships between school staff and families.  Based on the 2024-2025 Healthy Kids Survey, GPUSD and its schools need to develop staff capacity with building relationships with students.  Professional development will involve meeting with families to determine how we can best meet their needs.  PD will involve understanding the language and culture of our community and aspirations for our students.  Parent PD will focus on helping parents learn how to address contemporary issues and challenges.|The engagement of underrepresented families is very important to GPUSD.  These identified families will be contacted and encouraged regularly to take advantage of all the opportunities that GPUSD provides for family engagement.  GPUSD and sites increased messaging between staff and parents through emails, phone calls, and flyers. They will be encouraged to participate on School Site Councils, English Learner Advisory Committees, and other Committees.  Their input is critical for the implementation of these committees as well as the direction of schools and the district.|Current Strengths.  GPUSD does very well providing families with information and resources to support student learning and development in the home.  The district and school sites send information home on flyers and on social media. Regular new letters also provide families with information on how they can help students with homework as well as get access to social-emotional resources.  The district also provides online resources such as I-Ready to support student learning at home.  The district has engaged state grants to provide extended learning opportunities, additional counselors and school psychologists, and access to technology to improve student outcomes.|The district's focus is on professional development for teachers and principals so they can improve their capacity to partner with families.  Professional development will involve meeting with families to determine how we can best meet their needs.  PD will involve understanding how to meet students' learning needs, especially those of English Learners and students with special needs.|The engagement of underrepresented families is very important to GPUSD.  These identified families will be contacted and encouraged regularly to take advantage of all the opportunities that GPUSD provides for building partnerships for student outcomes. They will be encouraged to participate on School Site Councils, English Learner Advisory Committees, and other Committees.  Their input is critical for the improvement of student outcomes.|Current Strengths.  GPUSD does very well providing all families with opportunities to provide input on policies and programs, and implementing strategies to get input from underrepresented groups in the school community.  At the district level, GPUSD has held Parent Advisory and English Learner Advisory Committee meetings in which parents are instructed on the ways to participate at schools as well as provide input on the district's plan for student outcomes and engagement (LCAP).  Every year, school sites hold Back-to-School Translators were provided regularly.  While the district planned to provide child care and transportation, neither was available on a regular basis.  The district is training parents to be able to engage on School Site Councils and English Learner Advisory Committees.|The district's focus is on professional development for teachers and principals so they can improve how they seek input for decision-making. PD will involve understanding how best to seek input and use that input to make decisions on School Plans for Student Achievement (SPSA).  SPSAs include the school's goals and objectives for the school year.  The inclusion of education partner input is critical and necessary to complete the plan.|The engagement of underrepresented families is very important to GPUSD.  These identified families will be contacted and encouraged regularly to take advantage of all the opportunities that GPUSD provides for building partnerships for student outcomes. They will be encouraged to participate on School Site Councils, English Learner Advisory Committees, and other Committees.  Their input is critical for the decision-making process.|4|5|3|5|3|3|4|4|4|4|4|4|Met||2026-06-09|2026
10752750000000|Sierra Unified|3|Sierra Unified School District has established strong systems for building trusting and respectful relationships between staff and families, as reflected in the Full Implementation ratings across all indicators. Schools provide welcoming environments, multiple opportunities for two-way communication, and consistent outreach through conferences, family events, surveys, ParentSquare, and school communications. Staff continue to strengthen relationships by recognizing and valuing families' diverse backgrounds, strengths, and educational goals. Educational partner feedback indicates that families feel connected to their schools and have meaningful opportunities to participate in their children's education.|While systems for family engagement are well established, the district will continue to strengthen participation among families who are less likely to engage in school activities or decision-making opportunities. Additional efforts will focus on increasing participation rates in surveys, advisory committees, and family engagement events to ensure all voices are represented. The district will also continue to refine communication strategies to ensure information is timely, accessible, and responsive to family needs. Ongoing review of educational partner feedback will help identify barriers and guide continuous improvement efforts.|The district will continue to provide multiple opportunities for engagement through flexible meeting times and virtual participation options. School staff will conduct targeted outreach to families who have historically participated less frequently in district events and advisory groups to encourage greater involvement. The district will continue to build relationships through personal outreach, family events, and collaboration with school counselors, administrators, and community partners. These efforts will help ensure that all families have equitable opportunities to contribute to decision-making and support student success.|The LEA has reached Full Implementation (Level 4) in providing professional learning and support to staff on effective family engagement practices. Families are regularly provided with information, resources, and opportunities to support student learning at home. Schools have established systems for communicating student progress and collaborating with families to improve outcomes. The LEA also provides families with information regarding their rights and available supports, resulting in strong family-school partnerships.|While systems are fully implemented, the LEA will continue refining practices to increase consistency across all schools and programs. Additional efforts will focus on improving two-way communication and gathering meaningful family feedback. The LEA will expand resources and training opportunities that help families support academic and social-emotional growth at home. Continued monitoring of participation data will help identify areas where engagement can be strengthened.|The LEA will increase outreach to underrepresented families through targeted communication and flexible meeting options. Staff will continue building relationships with families through personalized contact and school-based engagement opportunities. Family input will be gathered through surveys, meetings, and advisory groups to ensure diverse perspectives are represented in decision-making. These efforts will help remove barriers to participation and strengthen partnerships that support improved student outcomes.|The LEA has made progress in supporting family members to participate effectively in advisory groups and decision-making processes, reaching Full Implementation (Level 4) in this area. Families have opportunities to provide input through surveys, advisory committees, and stakeholder meetings. District leaders seek feedback on programs, services, and priorities that impact student outcomes.|The LEA is in the Initial Implementation (Level 3) stage of building staff capacity to effectively engage families in decision-making and advisory groups. The LEA will focus on increasing participation from a broader range of families and ensuring feedback opportunities are accessible to all stakeholders. Greater collaboration among families, staff, administrators, and school leaders will help strengthen shared decision-making processes.|The LEA will increase outreach efforts to underrepresented families through targeted communication and multiple engagement formats. Schools will offer flexible meeting times and virtual participation options to reduce barriers to involvement. Family feedback will be actively sought through surveys, focus groups, and advisory committees that reflect the diversity of the community. These efforts will support more inclusive participation and ensure that all families have a voice in school and district decision-making.|4|4|4|4|4|4|4|4|3|4|3|3|Met||2026-06-22|2026
10754080000000|Riverdale Joint Unified|3|Riverdale Joint Unified School District takes pride in the establishment and continual growth of building relationships with underrepresented families.    RJUSD holds an open door policy to welcoming families to discuss their child’s educational needs.  Parents are a vital connection and serve as equal partners in building relationships with the district.  Bilingual support can be found through school site/district mailings, publications, and verbal interactions.  Bilingual support can be found at the district level along with at each school site.  Translators are used for various meetings such as: parent conferences, Back-to-School Night, virtual events, social interaction events, community events and  Special Education meetings.  Through various conversations with parents, the parents of Riverdale are appreciative of the ability to communicate with school officials and staff concerning the educational process of their children.  RJUSD continues to seek methods and approaches to better understand each families strengths, cultures, languages and goals for their children.  In 2026-2027, RJUSD will be continuing the presence of Family Liaisons at each school site.  In addition to the liaisons, the district has a Community Schools Coordinator to work with and help to build relationships with families, community members and business partnerships.|While the district sees their ability to build relationships with underrepresented families as a strength, the district also realizes this is an area to continue to grow in.  The district, through an analysis of educational partner input and local data, will focus on improvements in methods of communication between school staff and families along with messaging.  The recent addition of liaisons at each school site along with Community Schools being brought into the district will allow RJUSD to expand and improve relationships and connections will support the improvement of communications.|RJUSD is continually working towards improving and enhancing their method and model of communication to improve engagement of underrepresented families.  RJUSD continues to offer School-Family Liaison at each of their campuses throughout the school year.  The creation and continuation of this position provides an opportunity for students and families to have an individual who they can communicate with whose concern is not classroom based or disciplinary.  The goal of the liaison is to help serve as a bridge between the student/family and the school site for both parties.  The liaison position is available at each campus within the district to ensure that underrepresented families across the entire district are reached.  RJUSD has also added a Community School Coordinator in recent years.  The coordinator serves as an outreach for families, community members and business partners.  The addition of the Community School Coordinator has allowed RJUSD to expand their outreach ability to serve underrepresented families throughout the district.|RJUSD continues to provide and offer programs that build partnerships for student outcomes.  In recent years, the district has expanded social-emotional services by providing counselors at each campus along with partnering with Fresno County and the All-4-Youth program.  All-4-Youth offers behavioral health clinicians who work with students who have been referred by school site counselors.  RJUSD has expanded the level of service from All-4-Youth by expanding the number of counselors from this program.  Based on student need, RJUSD expanded district psychologists from one to two in recent years.  The two psychologists served distinct grade levels to help provide a supporting role.   In addition to counseling services, RJUSD provides various methods and approaches to promote and build partnerships for student outcomes.  Items such as staff professional development, After-School programs, PBIS (Positive Behavior Interventions and Supports) methodologies, parental workshops and meetings all work together for the promotion of student outcomes.|RJUSD offers a variety of programs and approaches to build partnerships for Student Outcomes.  Through an analysis of educational partner input and data, the district realizes that while progress is continually being made, further work is needed.  When reviewing educational partner input and local data, RJUSD has approximately 80% of parents who express a sense of connectedness to their child’s school.  Almost 30% of parents feel their input actively contributes to the making of important decisions in the district.   In examining student data, RJUSD found that students continue to express a greater sense of safety (63%) and connectedness (61%) on campus.   To build upon this RJUSD will continue their current approaches and programs but seek new or additional measures to further address educational partner sentiment.  The district will look to focus on the communication of their current programs along with the opportunity to expand communication into new areas.|RJUSD will work towards improving their method and model of communication to build greater partnerships for Student Outcomes.  In building these partnerships, the district will continue to offer new approaches to improve engagement of underrepresented families.  RJUSD has continued the presence of a School-Family Liaison at each of their campuses and will do so in the 2026-2027 school year.  The creation of this position provides an opportunity for students and families to have an individual who they can communicate with whose concern is not classroom based or disciplinary.  The goal of the liaison is to help serve as a bridge between the student/family and the school site for both parties.  This position is provided at each campus within the district to ensure that underrepresented families across the entire district are reached.  In addition to the liaisons, RJUSD  will continue to have a Community Schools Coordinator as they have for the past few years.  The coordinator works with families, community members and business partners.  The continuation of the liaisons and the addition of the coordinator will serve as  tools in providing and building relationships between students/families and school sites.|RJUSD has several methods to both seek and collect input for decision-making from our educational partners.  On a school site level input is sought from educational partners through parent workshops, meetings such as ELAC (English Learner Advisory Committee) and SSC (School Site Council), and personal communication opportunities with site administration by either phone, email or in-person.  On a District level, opportunities for seeking input on decision making matters from educational partners are found within parent forums, district surveys, meetings such as DELAC (District English Learner Advisory Committee) and various personal communication methods such as phone, email, and in-person.|In analyzing educational partner input and local data, RJUSD sees the need to increase and expand communication approaches along with providing clarity in messaging.  Educational partner surveys indicated that two-thirds felt the district actively sought input on decision making items.  This is a number that RJUSD wants to improve upon.  The district will focus on expanding the methods and approaches of communication that they use to seek input from educational partners.  In addition, RJUSD will examine the messaging used in an attempt to provide greater clarity to their audiences.|To improve on the methods and processes of seeking input for decision making RJUSD will move first to strengthen relationships with underrepresented families.  RJUSD continues to have a School-Family Liaison at each of their campuses throughout the  school year.  The creation of this position has provided an opportunity for students and families to have an individual who they can communicate with whose concern is not classroom based or disciplinary.  The goal of the liaison has helped to serve as a bridge between the student/family and the school site. As relationships are strengthened, the opportunity to seek and gather input has also increased.  RJUSD will continue the presence of a liaison at each school site in the 2026-2027 school year.  The addition of a Community Schools Coordinator, since 2023-2024, is also a welcomed presence.  The addition of the coordinator has helped to increase and build relationships between families, community members and business partners.   RJUSD will continue to provide greater clarity in their messaging.  With opportunities for communication with liaisons and a coordinator, the importance of clear messaging is a top priority.   Greater clarity in messaging will help all educational partners to have a better understanding of items that they can provide input towards decision making items.|3|3|3|3|3|3|3|3|3|3|3|3|Met||2026-06-24|2026
10755980000000|Caruthers Unified|3|Based on educational partner input and local data, the LEA demonstrates several strengths in Building Relationships Between School Staff and Families. Families reported positive perceptions of staff efforts to create welcoming environments, with 77% indicating this as a strength, and build trusting, respectful relationships, with 76% agreement. The data also shows progress in maintaining two-way communication with families, with 70% reporting this area positively.  Overall, the LEA continues to make progress in creating school environments where families feel welcomed, respected, and connected to staff. These results show that relationship-building practices are in place and that families recognize the district’s efforts to support parent and family engagement. The LEA will continue strengthening communication and deepening its understanding of families’ diverse strengths and needs to further improve partnerships between schools and families.|The LEA’s focus area for improvement is to continue strengthening how school staff understand families’ diverse strengths and needs, as this was the lowest-rated area at 67%. This indicates a need to provide more opportunities for families to share their perspectives, needs, cultures, experiences, and ideas so staff can better support meaningful family engagement.  The LEA should also continue improving two-way communication, which was rated at 70%, by ensuring families receive clear, timely information and have regular opportunities to provide input and feedback. While the data shows that families generally feel welcomed and respected, continued work is needed to deepen relationships, increase family voice, and ensure all families feel connected and included in school programs.|The LEA will improve engagement of underrepresented families by creating more intentional opportunities for families to share their needs, strengths, and experiences. This may include targeted outreach to families who are less represented at school meetings and events, offering flexible meeting times, providing translated materials and interpretation when needed, and using multiple communication methods such as phone calls, messages, surveys, and in-person conversations.  School staff will continue working to build trust with families by creating welcoming environments, listening to family feedback, and following up on concerns or suggestions. The LEA will also focus on increasing two-way communication so families are not only receiving information, but are also actively included in decisions, planning, and school activities. These efforts will help ensure all families, including underrepresented groups, feel valued, connected, and included in the school community.|Based on educational partner input and local data, the LEA demonstrates strengths in Building Partnerships for Student Outcomes by continuing to create opportunities for families to be informed, involved, and connected to student learning. The LEA has made progress in building positive relationships with families and creating welcoming school environments, which supports stronger partnerships focused on student success.  Families are provided opportunities to participate in school activities, receive information about student progress, and share input through meetings, surveys, conferences, and ongoing communication with school staff. The LEA continues to strengthen collaboration between families and staff so that parents and guardians are seen as partners in supporting academic achievement, attendance, behavior, and overall student well-being. These efforts show progress toward creating a shared responsibility for student outcomes.|The LEA’s focus area for improvement is to strengthen the connection between family engagement and student academic, attendance, behavior, and social-emotional outcomes. While families are being informed and welcomed, the LEA will continue working to create more meaningful opportunities for families to participate in goal-setting, progress monitoring, and conversations about how to support student success at home and school.  The LEA will also focus on improving two-way communication around student data and outcomes so families better understand student progress, available supports, and ways they can partner with staff. Continued improvement is needed to ensure all families, including underrepresented families, are actively included as partners in decision-making and in strategies that support improved student outcomes.|The LEA will improve engagement of underrepresented families by creating more purposeful opportunities for them to participate in conversations connected to student success. This includes using targeted outreach, flexible meeting options, translated materials, interpretation services, and multiple communication methods so families can better access information and share input.  The LEA will also strengthen communication around student progress, attendance, academic achievement, behavior, and available supports. Staff will continue to invite underrepresented families into goal-setting, progress monitoring, and decision-making conversations so they are active partners in improving student outcomes. These efforts will help ensure all families feel informed, valued, and connected to the supports and strategies that help students succeed.|Based on educational partner input and local data, the LEA’s current strengths and progress in Seeking Input for Decision-Making are reflected in the continued participation of families and educational partners in advisory committees and stakeholder groups, including DELAC, ELAC, SSC, PAC, and other district and site-level opportunities. These structures provide families with a clear way to share feedback, ask questions, and participate in decisions connected to programs, services, and student needs.  The LEA has made progress in maintaining a collaborative process where families understand that their voices are valued and considered as part of ongoing planning and continuous improvement. Through meetings, surveys, and other opportunities for input, the district continues to strengthen family participation in decision-making and ensure that feedback helps guide priorities and supports for students.|Based on educational partner input and local data, the LEA’s focus area for improvement in Seeking Input for Decision-Making is to increase meaningful participation from a broader range of families, especially those who may not regularly attend advisory committee meetings or provide feedback through traditional methods. While the district has established opportunities for input through DELAC, ELAC, SSC, PAC, surveys, and site-level meetings, continued efforts are needed to ensure that all family voices are represented in the decision-making process.  The LEA will focus on improving outreach, communication, and access so families better understand how their feedback is used to guide district and school priorities. This includes providing multiple ways for families to share input, offering meetings at accessible times, using clear and translated communication when needed, and continuing to build trust so families feel comfortable participating in decisions that impact student programs, services, and outcomes.|The LEA will improve engagement of underrepresented families by continuing to provide intentional outreach and multiple opportunities for families to share input in the decision-making process. The district will continue to encourage parents and family members to participate in school and district advisory groups, including DELAC, ELAC, SSC, PAC, Community Schools advisory meetings, surveys, and other site-level opportunities.  The work of Community Schools will continue to support the district in better understanding the needs, barriers, and gaps experienced by families. Through this process, the LEA will seek input from families who may not typically participate in traditional meetings and will use their feedback to help guide programs, services, and supports. To increase access and participation, the district will continue to provide translation, interpretation, flexible meeting opportunities, and babysitting services when available. These efforts will help ensure that underrepresented families feel welcomed, supported, and included in decisions that impact students and the school community.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-22|2026
10767780000000|Washington Unified|3|Washington Unified takes pride in communicating with families on a routine basis. Overwhelming feedback confirmed this.|Washington Unified continually analyzes how to improve building relationships with families.  How to improve our communication via Parent Square is an area we will continue to work on.|Washington Unified received no additional feedback in this area.|One of our main goals is to build positive relationships with students, families, and staff.|Goal #4 of our LCAP: The Washington Unified School District will be a place where all students in all subgroups are actively engaged in a safe and positive school climate reflecting the diversity of our district as our strength.|There was no actionable feedback from our educational partners in this area.|Washington Unified routinely schedules and executes school site council, parent advisory meeting, ELCAC/DLAC meeting to seek input.|There was no educational partner feedback in this area.|There was no educational partner feedback in this area.|5|5|4|5|5|5|5|5|5|5|5|5|Met||2026-06-24|2026
10767781030774|W.E.B. DuBois Public Charter|3|At W. E. B. DuBois, strong family-school relationships are one of our greatest strengths. Parent surveys show high levels of trust and appreciation, with over 90% of families feeling respected by staff and well-informed about their child’s progress. Teachers and support staff prioritize open, two-way communication through calls, messages, and in-person conversations. Our small setting allows staff to build meaningful connections with families, which parents consistently say helps them feel welcomed and valued. Bilingual outreach and interpretation services ensure all voices are heard, and families across grade levels share that they feel included in decision-making and supported in their students' learning journey.|While relationships between families and school staff are a noted strength, survey feedback and educational partner input show that W. E. B. DuBois can improve by expanding parent engagement opportunities and researching barriers to parent participation in engagement opportunities. According to the parent survey, while over 98% of families report feeling respected and well informed, parent participation in engagement opportunities can still be improved.  Additionally, the LCAP notes the need to build family awareness of available supports and programs, particularly around academic readiness and student progress.|To better connect with families who may feel less represented, W. E. B. DuBois is continuing its work to create a school environment where every family feels invited, heard, and supported. This includes expanding the reach of communication tools like ClassDojo and Parent Square to make sure families receive timely information in ways that work best for them, including translated messages when needed. The school will also continue offering interpretation at all events and is planning more family-focused community workshops on topics like growing healthy food at home, college planning, and accessing community resources. These opportunities are designed to meet families where they are. To ensure underrepresented voices help shape decisions, families of English learners, foster youth, and other student groups are actively encouraged to join groups like DELAC and SSC, creating space for genuine partnership and shared growth.|DuBois continues to strengthen its partnerships with families by keeping them informed, involved, and connected to their children's academic progress. Families report feeling welcome on campus, and communication home has expanded through multiple tools like ClassDojo, Parent Square, and printed progress updates. Staff regularly connect with families about student learning, and there is growing trust in school-home collaboration, especially in how teachers provide extra support and offer timely feedback. Parents also shared appreciation for opportunities to give input through school surveys and committee participation. Across all grade levels, the focus on small group instruction, differentiated support, and targeted academic interventions helps ensure families feel their child's individual needs are recognized and met.|While families at DuBois report feeling welcomed and respected, we know there’s more we can do to strengthen meaningful, two-way communication between school staff and families. One focus area is increasing regular contact directly between families and classroom teachers, especially around student progress, behavior, and expectations. Survey results showed that many families hear from classroom teachers only occasionally, and they’ve expressed a desire for more consistent updates. We also recognize the importance of connecting with families whose students struggle with attendance or engagement, and are working to expand our outreach through flexible meeting options and additional support. As we continue to deepen our Community School approach, we’re committed to creating a more connected and inclusive school environment where families know who to reach out to, feel invited to be part of the conversation, and are supported in helping their children succeed.|Improving engagement with underrepresented families continues to be a priority at DuBois. While many families report feeling welcomed, we have identified groups, particularly families of English Learners, students with disabilities, and those facing chronic absenteeism, who may need more targeted support. In response, we are expanding our home visits and phone banking to foster stronger one-on-one connections and better understand families’ needs. We are also removing barriers to participation by offering flexible meeting times, transportation assistance, and multilingual communication options. Staff will receive additional training focused on building inclusive, culturally responsive relationships with all families. Our goal is to make every parent feel like a valued partner in their child’s success.|This year, we made progress in strengthening the connection between families and student academic outcomes. Teachers used progress reports, benchmark data, and conferences to communicate clearly with families about how their child was doing and what supports were in place. Parents gave input on academic priorities through Individualized Learning Plan meetings, surveys, DELAC, and SSC, which help shape decisions about academic interventions, instructional materials, course offerings, and student support services. Staff works closely with families to track progress toward goals and adjust supports when needed, ensuring that families were not just informed but included in the work of helping students grow.|A key area for improvement is expanding the use of focus groups and equity interviews to build on the needs identified through educational partner surveys. While surveys provide valuable feedback, these additional opportunities for discussion will help the LEA better understand the experiences and perspectives behind the data. This deeper level of engagement will strengthen decision-making and ensure improvement efforts are more responsive to the needs of students, families, and staff.|The LEA will continue to improve engagement with underrepresented families by providing multiple opportunities for meaningful participation throughout the year. In addition to surveys, SSC meetings, and ELAC meetings, the use of focus groups, equity interviews, and targeted outreach to gather feedback from families whose voices may be underrepresented in the decision-making process will be expanded. Meeting times, communication methods, and engagement opportunities will continue to be evaluated to reduce barriers to participation and ensure that decisions reflect the needs of the entire school community.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-29|2026
11101160000000|Glenn County Office of Education|3|At the core of our mission is the belief that student success is rooted in strong family partnerships. We prioritize building trust and mutual capacity through intentional collaboration, ranging from formal IEP development to seasonal parent-teacher conferences. By maintaining transparent, two-way communication, we ensure families are empowered advocates for their children. To bridge the gap between school and home, we provide comprehensive resources on educational rights and are actively expanding our parent outreach with flexible strategies and accessible support.|To ensure every family feels heard, we are developing accessible, family-friendly guides on conflict resolution and alternative dispute pathways within the IEP process. While we take pride in our 'open-door' policy, we recognize that logistical and systemic hurdles can still limit participation. We are actively dismantling these barriers by introducing flexible engagement options to empower all families with the tools they need to be effective advocates for their children.|Our ongoing goal is to deepen relationships with families as equal partners in education, thereby ensuring every student is supported to thrive.|Effective partnership requires continuous growth, which is why we prioritize comprehensive training for all staff. This year, we’ve enhanced our IEP support by developing a library of accessible resources, such as handouts and infographics, to streamline communication and ensure consistent experiences for families. We take a proactive approach to teacher development, utilizing mock IEP meetings to prepare new staff for real-world collaboration. Additionally, our educators participate in professional development focused on navigating complex conversations and staying current with evolving special education laws, ensuring they are well-equipped to serve as knowledgeable partners for the families they support.|We are prioritizing advanced training in conflict resolution and meeting facilitation to ensure IEP discussions remain collaborative and student-centered. By equipping staff with techniques to navigate disagreements constructively, we prevent misunderstandings before they arise. Furthermore, our professional development model is intentionally dynamic—continuously evolving to reflect the latest shifts in special education law and policy so our team remains at the forefront of compliant, family-centered practice.|Throughout all interactions, we prioritize accessibility and inclusion—providing interpreters and translated materials as needed—to ensure all families can participate meaningfully. Our close, regular collaboration with families is fundamental to student success and remains a cornerstone of our approach to special education services.|In our regionalized programs, the development of the Individualized Education Program (IEP) serves as a cornerstone for collaborative and meaningful family decision-making. We recognize parents as essential partners, ensuring every plan is uniquely tailored to a student's strengths and needs. To quantify our success in this partnership, we utilize the statewide IEP forms which provide parents and opportunity to provide input to about each and every meeting we hold. We are proud to report that with over 95% of families affirming they felt authentically involved in the decision-making process. We also sent out a formal feedback survey this school year looking at climate, student and family engagement and inclusion. Respondents to the survey reported  a positive response for being welcomed, supported, included and felt the learning was personalized.  This high level of engagement is sustained through a model that prioritizes direct family voice. To ensure equitable access, GCOE Student Services provides all materials in accessible formats and primary languages, supported by bilingual staff and ADA-compliant accommodations. This individualized approach allows us to gather actionable input that directly shapes our program’s responsiveness and trust.|"Based on our self-reflection process and feedback from educational partners, we identified that underrepresented families—particularly those who are English learners —face barriers to participating in school decision making. These barriers include language access for ""in the moment"" communication and unfamiliarity with educational systems."|To address the gap, the LEA will implement strategies around capacity building for staff and administrators so they can be more effective in working with families from diverse backgrounds. This year we focused on providing professional development for administrators and staff so they can better understand the unique needs of the families and be more effective in soliciting feedback and engagement from this population. These efforts are designed to create more equitable and inclusive opportunities for all students and their families.|5|5|5|4|5|4|5|5|4|4|3|4|Met||2026-06-26|2026
11101160124909|Walden Academy|3|Walden Academy continues to demonstrate a foundational strength in cultivating strong school-family partnerships. This commitment to engagement is rooted in the school’s founding values and mission. Family participation remains central to school culture and decision-making. Parents and guardians are actively invited to join classroom activities, supervise recess, attend school-wide events, and serve as chaperones on field trips. Regular parent-teacher conferences occur at least once annually, with high participation rates. Educational partners, including families, are consistently engaged through weekly newsletters from the school director, which include upcoming academic events and resources for supporting student well-being. Teachers also communicate learning updates via classroom newsletters. In response to increased interest in transparent communication, staff now provide real-time academic updates through online gradebooks and assignment portals. Spanish translation services are routinely available for school meetings and conferences, ensuring accessibility for multilingual families. Families are invited to engage in shared governance via participation in the Parent Teacher Club (PTC), School Site Council (SSC), and school board meetings. Feedback gathered through CHKS and local input forums highlighted that parents value the school’s approachable staff, consistent communication, and multiple opportunities for direct engagement.|Despite Walden’s strengths and continued efforts, parent involvement during the school day has not returned to pre-COVID levels. Feedback and data indicate this is due to multiple overlapping challenges: parents’ evolving work commitments, limited teacher-initiated invitations for in-class support, and an ongoing shift in school norms post-COVID restrictions. Additionally, some families report feeling uncertain about how best to re-engage with in-person school activities. These trends signal the need for renewed strategies to rebuild a campus culture of inclusive, regular family presence. As the school Superintendent/ Principal, I applied for a grant program called Community Engagement Initiative to support our capacity to reengage families, but despite my effort, we were not selected to join the cohort. We will continue to seek ways to enhance our relationships between school and families in meaningful ways.|In response to CHKS feedback and self-reflection data, Walden Academy has prioritized monthly communication of current instructional standards by teachers to improve transparency and academic engagement. For the 25/2 school year teachers will share grade-level learning objectives in newsletters and digital platforms. Additionally, the school plans to offer family engagement nights that are co-developed with feedback from underrepresented families—including Spanish-speaking and foster families—to ensure culturally relevant access to academic content and school initiatives. Walden will also partner with the PTC to establish a “Family Welcome Team” aimed at connecting new or less-involved families with ongoing school events and support networks. This effort is designed to reduce barriers for underrepresented groups by proactively offering personal outreach and translation support.|Walden Academy continues to demonstrate a collaborative and student-centered culture that effectively fosters strong partnerships for improved student outcomes. The school’s proactive engagement with families and the broader community remains a cornerstone of its educational approach. Throughout the 2025-2026 year, Walden reinforced its commitment to building inclusive learning partnerships through regular events, personalized communication, and responsive instructional strategies. Key strengths include the continued integration of Responsive Classroom and Toolbox Project strategies, which cultivate a consistent, safe, and supportive school climate. These approaches, embraced by both staff and families, help students develop social-emotional skills that directly support academic success. Professional development for teachers has expanded to include deeper collaboration in analyzing student data and tailoring instruction to meet identified needs. This professional learning has been tied to regular benchmark assessments (iReady), which provide timely insights into student progress and allow educators to partner with families using clear, actionable academic information. Walden has made tangible strides in sharing student progress through regular communications, including personalized teacher updates and family conferences. Teachers increasingly use digital platforms to communicate classroom learning goals and student outcomes. In response to educational partner feedback, the school director enhanced weekly newsletters with a “Learning Highlights” section to better inform families about academic focus areas and support strategies. We also launched our Parent University series and held two during the 25/26 school year. Community-building events—such as talent shows, service learning projects, and academic exhibitions—continue to serve as accessible platforms for parents and guardians to engage meaningfully with student learning. These events not only celebrate student accomplishments but also reinforce the collaborative spirit among teachers, students, and families. By embedding educational partner feedback into its decision-making structures—such as through School Site Council (SSC) and Parent Teacher Club (PTC)—Walden ensures alignment between school goals and community expectations. These practices reflect a deep commitment to inclusive engagement that directly supports student success.|While Walden maintains strong overall engagement, there remains a need to strengthen on-campus parent volunteerism and deepen parent understanding of grade-level content and learning strategies. Feedback from families and staff emphasized that while communication channels exist, more explicit guidance on how families can support student learning at home—especially in core academic areas—would be beneficial. Additionally, structured volunteer opportunities have not yet returned to pre-pandemic levels, and both staff and families expressed a desire for renewed clarity and invitations regarding volunteering protocols.|To better support underrepresented families, Walden Academy will broaden tour family engagement initiative launched this year- Parent University. Teachers will continue monthly updates detailing classroom learning standards and will include specific ways families can reinforce concepts at home. This approach is designed to address CHKS feedback showing a gap in understanding around what students are learning and how to help.|Walden Academy has continued to make measurable progress in fostering a collaborative culture where educational partner input is actively sought and utilized in decision-making. Throughout the 2024–25 school year, the school provided consistent and varied opportunities for parent and community engagement through School Site Council (SSC), Board meetings, and Parent Teacher Club (PTC) activities. Notably, the PTC experienced a marked increase in active participation, with families contributing to event planning, fundraising, and school climate initiatives. Educational partner feedback collected through conferences, in surveys, and through school events, demonstrating a commitment to listening to families and staff. Furthermore, staff involvement in instructional decision-making has increased through grade-level collaboration and professional learning communities (PLCs), strengthening input loops on curricular and behavioral strategies. The school director’s weekly newsletter continues to serve as a transparent platform for sharing updates and encouraging input on upcoming decisions. In several instances during 2024–25, parent and staff feedback directly influenced schoolwide initiatives, such as adjustments to homework policies and refinements in schoolwide behavior expectations. This demonstrates that input is not only collected but meaningfully applied.|While progress has been made, Walden Academy has identified several focus areas for improvement in its decision-making engagement practices. Participation in SSC, ELAC, LCAP Advisory and school board meetings remains limited to a relatively small group of families. Although these forums are publicized, many parents have expressed uncertainty about the purpose of these meetings or how to participate meaningfully. To address this, the school aims to better demystify decision-making processes and expand access by clearly communicating the roles of different school governance bodies. Additionally, input from multilingual families and those not typically represented at decision-making meetings is limited, highlighting a need for targeted strategies to build trust and invite sustained participation from these groups.|To improve engagement of underrepresented families, Walden Academy will launch “Parent University” nights during the 2025–26 school year. These sessions will offer helpful tips, educational resources, and open forums tailored to family-identified needs and concerns. Topics may include supporting student learning at home, navigating school systems, and social-emotional development. To ensure accessibility and inclusion, each session will be co-facilitated by a bilingual staff member and feature materials available in both English and Spanish. Personal invitations will be extended to underrepresented families—including those of English Learners, low-income students, and foster youth—through direct communication from teachers and community liaisons. Events will be held at varied times to accommodate family schedules and include childcare and light refreshments to reduce barriers to participation. These efforts are designed to foster trusting relationships and empower families to play a more active role in school decision-making. Feedback gathered during “Parent University” nights will be synthesized and shared with school leadership teams and governance groups, ensuring that the voices of all families directly inform policies and school improvement efforts.|4|4|3|4|3|4|4|3|3|4|4|2|Met||2026-05-26|2026
11101160130724|Success One!|3|Success One! continues to build strong, respectful relationships among staff, students, families, and community partners. Through advisory meetings, surveys, wellness check-ins, phone calls, emails, text messaging, and the Remind platform, the school maintains ongoing communication and engagement. Educational partner feedback indicates that students value the supportive staff, flexible learning environment, and individualized assistance that help them remain engaged and make progress toward their educational and career goals.|A continued area of focus for Success One! is increasing opportunities for meaningful engagement and communication with students, families, and community partners. The school will continue expanding outreach efforts, utilizing multiple communication methods, and increasing participation in advisory meetings, surveys, and other feedback opportunities to strengthen relationships and ensure educational partners remain informed and involved in school improvement efforts.|Success One! will continue to improve engagement of underrepresented students and families by reducing barriers to participation and providing multiple opportunities for input. The school utilizes advisory meetings, surveys, wellness check-ins, direct outreach, translation services, and flexible participation options to ensure all students and educational partners can provide feedback and participate in decision-making processes. These efforts help ensure that the voices of English Learners, foster youth, homeless students, students with disabilities, and socioeconomically disadvantaged students are represented in school planning and continuous improvement efforts.|Success One! continues to demonstrate strength in building partnerships that support positive student outcomes. The school collaborates with students, staff, community organizations, Glenn County Office of Education departments, adult education programs, and local agencies to provide academic, social-emotional, career, and transition supports. Partnerships help expand access to English Learner services, workforce preparation opportunities, counseling, special education services, and community resources. Educational partner feedback indicates that these collaborative efforts help students remain engaged, overcome barriers to success, and make progress toward their educational, career, and personal goals.|Success One! will continue to strengthen partnerships with community organizations, local businesses, adult education providers, and postsecondary institutions to expand opportunities for students. Areas of focus include increasing access to career exploration, workforce development, college and career readiness activities, internships, and support services that address barriers to student success. By leveraging community resources and expertise, the school seeks to enhance educational opportunities and improve student outcomes.|Success One! will continue to improve engagement of underrepresented students and families by fostering partnerships that increase access to academic, career, and support services. Through collaboration with community agencies, adult education programs, workforce partners, and local organizations, the school will provide targeted outreach, translation services, flexible participation opportunities, and access to resources that address barriers commonly experienced by English Learners, foster youth, homeless students, students with disabilities, and socioeconomically disadvantaged students.|Success One! continues to demonstrate strength in seeking educational partner input to inform decision-making and continuous improvement efforts. The school regularly gathers feedback from students, staff, community partners, and other educational partners through quarterly advisory meetings, surveys, wellness check-ins, public meetings, and ongoing communication. Input is reviewed alongside local data, including student achievement, engagement, attendance, graduation, and school climate data, to identify needs and guide planning.  Educational partner feedback has directly influenced the development of LCAP goals, actions, and services, including enhanced communication strategies, student engagement opportunities, academic supports, English Learner services, and college and career readiness activities. By combining stakeholder input with local data, Success One! ensures that decisions are responsive to student needs and support positive educational outcomes.|A continued area of focus for Success One! is increasing participation in decision-making opportunities and gathering feedback from a broader representation of students and educational partners. The school will continue to expand outreach efforts, encourage participation in advisory meetings and surveys, and utilize multiple communication methods to ensure stakeholder voices are represented. Increasing engagement will help strengthen the quality of feedback used to guide school improvement efforts and LCAP development.|Success One! will continue to improve engagement of underrepresented students and families by providing multiple opportunities to participate in decision-making processes. Through advisory meetings, surveys, direct outreach, translation services, flexible participation options, and ongoing communication, the school will ensure that English Learners, foster youth, homeless students, students with disabilities, and socioeconomically disadvantaged students have opportunities to provide input on school programs, services, and improvement efforts. Feedback from these educational partners will continue to inform school planning and LCAP development.|5|5|5|5|5|5|5|5|5|4|4|5|Met||2026-06-26|2026
11101161130103|William Finch|3|Local data continues to indicate that the strength in this area is clearly defined by the specific action, connection and engagement during the bimonthly meetings between the teacher, student and family.|After completing the 2 year cohort of the Community Engagement Initiative involving staff, faculty, parents, students, and community members, it is clear that additional two-way communication methods and representative decision-making is an area of focus. Additional feedback indicates the need for coordination, resource and referrals for county and community based-services is also a focus area.|An engagement strategy has been identified to develop a monthly rubric for the adult home educator as well as students to self-reflect and report to their teachers on their level of engagement with curriculum, instruction and assessment practices throughout each independent study learning period.|As a personalized learning school, frequent meetings with families are routine, systemic, and expected to be attended. These regular meetings with teachers and families provide rich opportunities to establish and maintain relationships throughout the school year focus on student learning outcomes. Students are typically re-assigned to the same lead teacher each year, so these relationships are further strengthened each year of enrollment. This is supported by local survey data.|The focus area for improvement is gathering additional information to accurately identify themes and patterns amongst our families who are serving as home educators. While students have support from teachers and clear academic expectations, there is inconsistency regarding academic support in the home. Utilizing both in-person and remote tutoring and increasing academic progress monitoring as well as intervention supports began in 24-25 and will continue on to support instruction.|A focus of this domain is connecting families to one another for social engagement of students. The school has been recruiting members for an English Learner Advisory Committee (ELAC) and seeks underrepresented parents on the Charter Advisory Committee.|The school seeks input in a variety of ways including local surveys, charter advisory council meetings, monthly school board input, and an open door policy for students and families. A student suggestion box will be added in 26-27.|The advisory council has increased involvement and participation and a regular schedule has been established for 26-27. Also the English Learner Advisory Committee will be meeting on the same nights to encourage engagement across families and students.|With the re-establishment of the Charter Advisory Council and the establishment of the English Learner Advisory Committee there are now formal ways the school can present information and receive feedback several times throughout the school year.|5|4|5|4|5|4|5|5|3|4|4|4|Met||2026-06-25|2026
11625540000000|Capay Joint Union Elementary|3|"Capay School functions as a unique ""micro community"" where the school is viewed by families as the true heart of the community. This environment is built on strong relationships within the community (Capay Volunteer Fire Department and Capay Rancho Women’s Club) as well as a foundation of daily traditions that foster immediate connection, such as the morning flag salute where the principal greets students and families with a smile.  Educational partners frequently highlight these small but consistent interactions as vital to the school’s warm and inviting culture. This is reflected in feedback from educational partners. 88% of parents/families state they feel welcome and included at Capay School and 94% of school staff agree that the school is welcoming to and facilitates parental involvement, a 2% increase from 2024.  Progress in communication has been a significant strength over the past year. Families describe the school’s outreach—including weekly newsletters, detailed calendars, and frequent text updates—as ""fantastic"" and essential for keeping them informed.  Capay School partners with local groups for additional support on campus as well. The Capay Rancho Women's Club is key in keeping the library functioning so all students have access throughout the day and during the after school program. They've also partnered with the school to pilot the Reading Pals program, which has provided one on one mentorship to students in reading. This program is scheduled to grow significantly in the next school year with support from The Capay Rancho Women's Club and Glenn County Office of Education.  Beyond academic updates, the school has successfully leveraged its programs to deepen family ties. The Colt Club (After School Program) is widely regarded by parents as an ""exceptional"" resource that provides critical support for working families through structured activities and homework help. Additionally, the PTO is noted for its recent growth,  2026-27 Local Performance Indicator Self-Reflection for Capay Joint Union Elementary School District Page 10 of 19 serving as a primary vehicle for parents to participate in school events and help shape the school's future direction. The Parent Advisory Committee is yet another area available to parents for participation in school related programs and actionable improvement. In addition, the school also sends out the Parents Make a Difference newsletter in both English and Spanish. The newsletters provide myriad ways for parents to partner with classroom teachers to improve their child’s experience in school and at home."|"While overall relationships are strong between school and home, local data points to areas for continued growth. The school’s educational partners have identified several key areas where the school can evolve to better serve its families. One area of focus is bridging the communication gap that often emerges as students transition into the middle school years. Parents described a ""big adjustment"" from the constant updates provided in lower grades to receiving what they perceived as ""last minute info"" once their children reached grades 6–8. To address this, partners suggested that direct, regular communication from middle school teachers and athletic coaches would help families feel as informed and connected as they were during the elementary years.  Another area for improvement is addressing the significant disparity in how family involvement is perceived across the middle school student body. Local data reveals a disconnect: while 87% of school staff believe the site is welcoming to and facilitates parental involvement, 98% of parents agree or strongly agree that the school provides meaningful opportunities for parent participation and 92% state that school events and meeting are accessible to families. However, 33% of middle school students agree that the school actively promotes such partnerships. This suggests a need for Capay Elementary to find more authentic ways to involve families that are visible and meaningful to middle students themselves.  Another area of growth emerges in the area of parental concerns. 100% of staff agree and strongly agree that parents' concerns are taken seriously. 71% of educational partners responded that they agree or strongly agree that their child is supported if the child is struggling and 84.6% stated they know who to contact if there is a problem. School administration will work to ensure parents/families feel supported when their child is experiencing challenges. Finally, families expressed a strong need for the school to provide for an earlier drop off to support working families. School administration will explore the feasibility of expanding its morning services, such as a before-school program, to accommodate families who must report to work before the current allowed drop-off time."|"Based on the analysis of educational partner input and local data, Capay Joint Union Elementary will improve the engagement of underrepresented families by addressing barriers related to scheduling, communication consistency, and language. To better support working families, Capay School will implement procedures to provide significantly more advanced notice for award assemblies and sporting events, acknowledging that many parents require lead time to coordinate with employers to participate in school-day activities. Additionally, the administration will work to provide staffing at an earlier time to supervise students so parents can get to work on time.  To re-engage families of middle school students, who reported feeling a ""big adjustment"" and receiving ""late minute info"" compared to the primary grades, the LEA will focus on establishing direct and regular communication channels between 6–8 teachers and parents. This effort aims to ensure that families of older students feel as supported and informed as they were during the elementary years.  2026-27 Local Performance Indicator Self-Reflection for Capay Joint Union Elementary School District Page 11 of 19 To support non-English speaking families, Capay School will continue to provide, and expand where necessary, bilingual staff to support its families at Student Success Team meetings, IEP meetings, Parent Advisory Committee meetings, PTO meetings, board meetings. In addition, it will continue to provide parents Spanish language literature in the monthly newsletter from Parents Make the Difference.  The school will continue to encourage parents of underrepresented groups to attend Student Success Team meetings, IEP meetings, Parent Advisory Committee meetings, PTO meetings, board meetings, classroom and school volunteering. In these ways, the Capay School plans to move toward a more collaborative partnership with all families."|Capay School values the importance of building strong partnerships with parents and families in order to improve student outcomes and support student success. Capay School has set aside time on the yearly calendar to provide families with parent-teacher conferences at the conclusion of each trimester, ensuring ongoing communication regarding student progress, strengths, and areas of need. In addition, teachers in the upper grades send home progress reports midway through each grading period and provide students with missing assignment reports on Fridays to help families stay informed and involved in their child’s academic progress. Progress in building partnerships for student outcomes is particularly evident in the collaborative efforts between teachers and families regarding academic growth. Staff data indicates that teachers take an active role in this partnership, with many agreeing or strongly agreeing that they effectively communicate clear expectations for learning and learning goals to parents. This is reinforced by a site-wide culture of high expectations; an overwhelming 98% of fifth-grade students, 78% of seventh-grade students and 90% of eighth-grade students report that the teachers and other grown-ups at school want them to do their best. 76.9% of families report that teachers 2026-27 Local Performance Indicator Self-Reflection for Capay Joint Union Elementary School District Page 12 of 19 communicate clear expectations of learning, and 75% feel their child's teacher clearly communicates academic progress. Parents are active participants in both IEP (Individual Education Plan) and Student Success Team (SST) meetings, where collaboration between home and school helps develop effective support and interventions for students. Through consistent communication and meaningful family involvement, Capay School fosters a collaborative partnership focused on maximizing student achievement and growth. Local survey data reflects this positive trend, with 94% of staff agreeing that the school is welcoming to and facilitates parental involvement, representing a steady increase over previous years. In addition, Capay School has successfully leveraged strong programmatic and community partnerships to support student needs and enhance student outcomes. The Colt Club (After School Program) is widely regarded by parents as an “exceptional” resource that provides critical support for working families through structured homework time, academic assistance, and positive adult mentorship. In addition, the school’s Reading Pals initiative demonstrates a commitment to building meaningful partnerships that directly benefit students. Through this program, community members from the Capay Rancho Women's Club work alongside students to strengthen literacy skills, build confidence, and foster a love of reading. In addition, the Capay Rancho Women's Club keeps the school library open for classroom access during the school day and the after school program. The Big|Based on educational partner feedback and local data, Capay School has identified several focus areas for improvement to ensure that school-family partnerships more effectively drive student outcomes. A central theme in partner input is the need to bridge the communication and engagement gap that develops during the middle school years. While communication in the primary grades is a noted strength, families of students in grades 6–8 described feeling less connected than they were during the elementary years. Partners suggested that establishing direct and regular communication from middle school teachers is essential for maintaining the level of parental support necessary for student success as they approach high school.  Furthermore, Capay School will focus on strengthening academic accountability and rigor through its partnerships. Parents expressed a desire for students to be held to higher standards, particularly in middle school math and literacy. To address some of this, teaching and paraprofessional staff will participate in professional development scheduled throughout the school year to address effective implementation of the mathematics and science curriculum and impactful English language development strategies which support all learners. In addition, the staff will embark on creating a levelized writing continuum to strengthen writing at all grade levels. Grades K-3 will utilize Step Up to Writing curriculum and in grades 4 and up, teachers will utilize strategies acquired in Keys to Content Writing professional development from this school year.  Finally, local data points to an urgent need to partner with families to address the social-emotional and mental health in the older grades. 60% of seventh-grade students and 6% of eighth-grade students report chronic sadness. Only 74% and 71% of seventh and eighth graders respectively report overall satisfaction in their school experience. Capay School will move toward a partnership model in middle school that allows for more student voice to elevate the school experience and build capacity in Social-Emotional Learning.|To improve the engagement of underrepresented families and build more effective partnerships for student outcomes, Capay School will implement targeted strategies that address barriers in scheduling and communication. The school will place a specific focus on re-engaging families as their children transition into the middle school years. To support linguistically diverse families, Capay School will continue to provide and expand when necessary, its bilingual staff. The school will provide translated outgoing messages regarding student outcomes and translation services for parent conferences, SSTs and IEPs. Translation services are available at PTO and PAC meetings, and more effort will be put into making sure underrepresented families are aware of this.  Finally, school leadership will continue to prioritize being visible and approachable, greeting families with a smile and remaining intentionally receptive to parent concerns.|Capay School has a long tradition of seeking input from educational partners for decision-making. The local survey reflects 82.7% of families agree or strongly agree that the school provides meaningful opportunities for parental input regarding decisions made affecting their child through parent/teacher conferences, SSTs and IEP meeting. 98% of families agree or strongly agree that the school provides meaningful opportunities for parental participation in areas that affect the school as a whole through PTO, Parent Advisory Council, school board meetings and volunteering at school events.  Progress in building partnerships for student outcomes is particularly evident in the collaborative efforts between teachers and families regarding academic growth. Many parents strongly agree that teachers communicate clear expectations for learning and provide regular updates on their child’s academic progress. Furthermore, programs like the Colt Club (After School Program) provide vital support for student outcomes by offering structured activities and dedicated homework help for working families.  Capay School has also successfully leveraged community-based partnerships, such as the recently revitalized PTO, which serves as a primary vehicle for parents to shape the school's future and support student events. Additionally, unique initiatives like Reading Pals and The Big/Little Buddy program facilitate relationships across age groups and provide additional academic and social-emotional layers of support for students.  For school staff, 94% agree or strongly agree that the school promotes personnel participation in decision-making that affects school practices and policies.  Capay School provides opportunities for parental engagement by encouraging parental attendance in Student Success Team meetings, IEP meetings, Parent Advisory Committee meetings, PTO meetings, board meetings, and classroom and school volunteering. These partnerships, combined with the visibility of school leadership during daily traditions like the morning flag salute, create a welcoming environment where families feel genuinely included in their child's educational journey.|Based on educational partner feedback and local data, a primary focus for improvement in seeking input for decision- making is elevating student voice, particularly at the middle school level. Currently, 47% of seventh-grade students and 82% of eighth-grade students report the ability to decide on classroom rules and activities. This suggests a need to increase involvement and create authentic opportunities for students to provide ideas for rules and activities. At the beginning of the school year, classroom teachers will include students in classroom rule creation. School-wide rule creation will take place with representatives from each grade level to create school-wide rules for safety and procedures.|"To improve the engagement of underrepresented families in decision-making, Capay School will focus on removing barriers of language and advanced notice of school events, meetings, etc. A primary focus will be supporting working families by implementing procedures that provide significantly more advanced notice for meetings, award assemblies, and sporting events. Capay School will also prioritize re-engaging families of middle school students, who reported a ""big adjustment"" and a decline in feeling informed as their children transitioned out of the primary grades. By establishing direct and regular communication channels between teachers in grades 6–8 and families, the school aims to make these parents feel as valued and connected as they were during the elementary years. This effort will be paired with a commitment to elevating student voice, providing authentic opportunities for older students to help solve school problems and decide activities, which in turn fosters deeper family interest in school governance.  To ensure that the school's decision-making process is equitable for all, the LEA will continue to expand its bilingual staff as needed. Finally, school leadership will focus on being visible and approachable, greeting families with a smile  2026-27 Local Performance Indicator Self-Reflection for Capay Joint Union Elementary School District Page 15 of 19 and remaining intentionally receptive to parent concerns. In addition, Capay School will continue to advertise opportunities for school involvement in both English and Spanish language."|3|4|4|4|3|4|4|5|3|3|3|3|Met||2026-06-25|2026
11625960000000|Lake Elementary|3|"One of Lake Elementary School District's many strengths is in building and maintaining relationships between school, family and staff.  Lake has a long standing tradition of partnering with educational partners for the success of all learners. During the 2025-26 school year, to continue the strong partnership, the superintendent/principal has supported and sustained the following:  -Announcement of student and staff birthdays daily at the all-school flag salute by the flag patrol, with Friday announcements of The Caught Being Good drawing winners -Support daily opportunities for students to receive praise from the staff -Announcements to the school community on social media -Student of the Month Assembly:  Students are recognized by their teacher with a Student of the Month Award where students are recognized for outstanding behavior, academic success, social/emotional growth, Panther Pride Award for students exhibiting Lake's definition of Panther Pride: Being kind and helpful, having good sportsmanship, expecting success in themselves and believing in others as well as pride in their school and community. Staff recognition award of ""Who's Got Hootie"", a monthly award given by a staff member to another staff member, and the Ironman Trophy, awarded monthly to a classroom with the highest percentage of attendance. -Monthly Donuts With the Principal routine where students are again recognized for outstanding behavior and/or academic performance -Hosted an annual onsite TK-8 Christmas Program for families -Hosted an annual onsite holiday craft fair open to the community -Active participation in Lake's PTO and SSC by staff, family and community members -Monthly newsletter sent home titled Parents Make the Difference in both English and Spanish which provides valuable information for parents to support their child's academic, behavior and socially success at school -Principal monthly newsletter about important information, events at school, and other items families find important -Support 4 reporting periods of student progress.  Parent-Teacher conferences are held during trimesters 1.  Parents may request additional conferences at any time.   -Provide families of students with disabilities will receive robust information about the areas of strength and areas of need of their child along with methods to support their child's social, emotional and academic needs."|Lake Elementary will continue the long standing tradition of partnering with educational partners for the success of all learners.  We will continue to provide myriad opportunities for education partners to build strong relationships with the school community and provide multiple streams of communication between school and home to sustain and increase the relationship.    Areas of focus will be administration working closely with PTO to maintain a positive relationship between families and school.|Encourage educational partner input via annual surveys, participation at school site council and parent-teacher organization meetings.   When necessary, provide translation services.   Encourage educational partners to attend events on campus Encourage educational partners to volunteer in classrooms or elsewhere on campus.|Lake Elementary has shown progress in providing families with valuable information and resources to support student learning and development in the home. This indicates that the school recognizes the importance of engaging families in their child's education and has taken steps to empower them with the necessary tools. Lake sends home a newsletter in English and Spanish that provide tools to support parenting and student academic and behavior success. Lake Elementary teachers communicate with families regularly regarding student progress via email, phone calls, the Remind App and in person.  Lake has 4 reporting periods: 1 progress report sent home in September, and 3 trimester periods.    Teachers host parent conferences for all parents at the end of trimester 1 and any other times a parent would like to review a report card.  In addition, teachers hold SST meetings with parents and the school team to support students in all areas of the curriculum, behavior and socio-emotional growth.      In middle school, parents have access to each teacher's Google Classroom.  They also provide progress reports mid-trimester and report to parents weekly based upon the sports policy requirements for participation in Friday games.|We  will continue to support the areas we already have well-established that support the partnership with families for improved student outcomes.  In addition, we will continue to focus on providing professional learning and support to teachers, paraprofessionals and administrators to enhance the knowledge and skills of educators, identify ways to collaborate with families, and strengthen partnerships for improved student outcomes.|As outlined above, Lake Elementary will continue to concentrate on strengthening the capacity of teachers, paraprofessionals and administrators to partner and support families.  We will continue efforts to reach out to underrepresented families and provide necessary resources.|All Lake Elementary educational partners have the opportunity to provide input for decision making at the School Site Council, PTO, and board meetings.  The School Site Council serves as the parent advisory committee for the district and has become highly involved in the planning and accountability of the LCAP. School Site Council members represent all student subgroups, including English learners, Title I students and special population students, all of which have parent representatives serving on the Council. Additionally, the superintendent/principal or designated staff member attends the monthly Parent Teacher Organization (PTO) meetings. Monthly all-staff meetings are held to review and solicit input for board items and updates. To solicit the student body voice, the Healthy Kids Survey and the Healthy Kids Parent Survey are distributed to all 6-8 students and all K-8 parents every other year.  On years that without the Healthy Kids and Parent Survey, Lake Elementary surveys parents, staff and students in grades 3-8.  Lake Elementary and the state-sponsored survey are anonymous.  All final LCAP agenda items are reviewed and approved at scheduled board meetings.|Lake Elementary will continue to build the capacity of family members to be involved in board meetings, PTO, and School Site Council to participate in decision-making processes.|By focusing on building the capacity of families and ensuring the inclusion of underrepresented groups, Lake Elementary can strengthen family engagement and create more representative decision-making processes that align with the needs and perspectives of the entire school community. This may include conducting surveys, hosting community forums, or establishing feedback mechanisms to gather input from families. Targeted outreach, language accessibility, cultural sensitivity, and ensuring diverse representation in decision-making bodies has also been discussed.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-24|2026
11625960139550|Lake View Charter|3|Feedback from educational partners and local data highlight strong relationships between school staff and families at Lake View Charter School. Through ongoing communication, personalized support, and meaningful engagement opportunities, the school has continued to strengthen family-school partnerships and foster a welcoming and inclusive school community.  Effective Communication and Family Engagement: Lake View Charter School utilizes multiple communication channels, including direct communication with Homeschool Teachers, newsletters, podcasts, social media, the school website, workshops, PAC meetings, ELAC meetings, and school events. Educational partners consistently identify communication as a strength and value the accessibility and responsiveness of school staff. Parent survey results indicated that 100% of responding parents were satisfied with the school and 100% reported feeling included in school decision-making processes. Additionally, 100% of parents participated in providing feedback regarding LCAP goals and actions.  Supportive and Personalized Relationships: Families consistently report positive relationships with Homeschool Teachers and staff. The school's personalized learning model allows for regular communication regarding student progress, academic planning, social-emotional development, and individualized supports. Educational partners value the strong partnerships developed between families and staff and the individualized attention provided to students.  Meaningful Opportunities for Participation: Lake View Charter School provides numerous opportunities for families to engage with the school community through workshops, parent education opportunities, Special Education parent workshops, PAC and ELAC meetings, community events, field trips, orientation activities, and school-sponsored events. These opportunities help strengthen relationships, increase family involvement, and foster a sense of belonging.  Continuous Improvement and Responsiveness: Educational partner feedback is regularly collected and analyzed to inform school improvement efforts. Families have provided input regarding communication systems, student engagement opportunities, counseling services, academic supports, enrichment activities, and college and career readiness programs. The school has demonstrated a commitment to continuous improvement by incorporating educational partner feedback into planning and decision-making processes.  These results demonstrate Lake View Charter School's continued success in building strong, collaborative relationships between school staff and families and maintaining a school culture where families feel welcomed, valued, informed, and engaged in their children's education.|Based on educational partner input and local data, Lake View Charter School identified several focus areas for continued improvement in building relationships between school staff and families. While family engagement outcomes are strong, with 100% of responding parents reporting satisfaction with the school and 100% reporting they feel included in school decision-making, parent connectedness remains an area for continued focus at 90.2%.  Lake View will continue strengthening communication systems so families receive timely, consistent, and actionable information from Homeschool Teachers, support staff, and school leadership. The school will also continue expanding parent education workshops, Special Education parent support opportunities, PAC and ELAC participation, family orientation events, and communication through newsletters, podcasts, social media, the school website, and the parent portal.  Educational partner feedback also identified the need to continue strengthening support for families of students with IEPs and students with unique learning needs. Lake View will continue improving cross-department communication, staff training, and coordination of services to ensure families receive clear information about supports, accommodations, student progress, and available resources.  To further strengthen relationships, the school will continue expanding opportunities for families to connect through workshops, school events, enrichment activities, and community-building opportunities. These efforts are intended to ensure all families feel welcomed, informed, connected, and empowered as active partners in their children’s education|Lake View Charter School recognizes the importance of ensuring that all families have meaningful opportunities to engage with the school community and participate in their children's educational experience. Based on educational partner input and local data, the school will continue implementing targeted strategies to increase engagement among families who may face barriers to participation, including English learner families, families of students with disabilities, and families who have historically participated less frequently in school activities and advisory opportunities.  The school will continue providing multiple opportunities for engagement through Parent Advisory Committee (PAC) meetings, English Learner Advisory Committee (ELAC) meetings, Special Education parent workshops, family education events, orientation sessions, and ongoing communication with staff. Lake View will expand outreach efforts through personalized communication, translated materials when needed, newsletters, podcasts, social media, the school website, and the parent portal to ensure families have access to important information and opportunities for involvement.  In addition, the school will continue to provide individualized support to families through Homeschool Teachers, counselors, administrators, and support staff. Educational partner feedback will continue to be gathered through surveys, meetings, and ongoing communication to ensure family perspectives are represented in school planning and decision-making.  Through these efforts, Lake View Charter School will continue strengthening relationships with underrepresented families, increasing participation in school programs and advisory groups, and ensuring all families feel welcomed, connected, valued, and empowered as active partners in their children's education.|Based on the analysis of educational partner input and local data, Lake View Charter School has demonstrated strong progress in building meaningful partnerships that support positive student outcomes. The school's personalized learning model, frequent communication, and ongoing collaboration with families have contributed to high levels of satisfaction, engagement, and trust among educational partners.  Family survey results reflected exceptionally positive outcomes. One hundred percent of responding parents reported being satisfied with the school, 100% reported feeling included in school decision-making processes, and 100% participated in providing feedback regarding LCAP goals and actions. Additionally, 90.2% of parents reported feeling connected to the school community, demonstrating strong family-school partnerships and meaningful opportunities for engagement.  Educational partners identified communication, individualized support, and strong relationships with Homeschool Teachers as significant strengths. Families consistently reported appreciation for the personalized support provided through regular learning period meetings, academic planning discussions, counseling services, intervention supports, and ongoing communication regarding student progress and needs.  Lake View Charter School has also strengthened partnerships through Parent Advisory Committee (PAC) meetings, English Learner Advisory Committee (ELAC) meetings, parent education workshops, Special Education parent workshops, family orientation events, school activities, newsletters, podcasts, social media communication, and the school website. These opportunities have increased family participation, strengthened communication, and provided meaningful opportunities for educational partners to contribute to school planning and improvement efforts.  Educational partner feedback further highlighted the value of academic intervention programs, counseling and wellness services, college and career readiness opportunities, enrichment activities, field trips, and student engagement programs. Families consistently expressed appreciation for the school's commitment to supporting the academic, social-emotional, and future success of students.  Overall, the data demonstrate that Lake View Charter School has established strong partnerships with families and educational partners that contribute to positive student outcomes, meaningful engagement, and a supportive learning environment focused on student success.|Based on the analysis of educational partner input and local data, Lake View Charter School identified several areas for continued growth in building partnerships that support student outcomes. While family engagement and satisfaction levels remain exceptionally strong, the school recognizes opportunities to further strengthen connectedness, communication, and support systems to ensure all students and families experience success.  Parent survey results indicated that 90.2% of families reported feeling connected to the school community. While this reflects a strong level of engagement, it also highlights an opportunity to further strengthen relationships and increase participation among families who may face barriers to involvement. Educational partner feedback emphasized the importance of continuing to expand family engagement opportunities, community-building activities, and communication regarding academic programs, intervention services, student supports, and college and career readiness opportunities.  Educational partners also identified the need to continue strengthening support systems for students requiring additional academic, social-emotional, language acquisition, and special education services. The school will continue refining communication regarding available resources, intervention programs, counseling services, English learner supports, and services for students with disabilities to ensure families are informed and actively engaged in supporting student success.  In addition, Lake View Charter School will continue expanding opportunities for student engagement, enrichment activities, socialization events, and wellness supports. Educational partner feedback consistently highlighted the importance of maintaining strong relationships between students, families, and staff while providing meaningful opportunities for students to connect with peers and participate in school-sponsored activities.  These focus areas reflect Lake View Charter School's commitment to continuous improvement, equitable access to supports and services, and strong partnerships between families and school staff that contribute to positive academic, social-emotional, and college and career readiness outcomes for all students.|Lake View Charter School recognizes the importance of ensuring that all families have equitable opportunities to engage as partners in supporting student success. Based on educational partner input and local data, the school will continue implementing strategies designed to increase participation and engagement among families who may face barriers to involvement, including English learner families, families of students with disabilities, and families who have historically participated less frequently in school programs and advisory opportunities.  The school will continue expanding outreach efforts through personalized communication from Homeschool Teachers, counselors, administrators, and support staff. Families will be provided with multiple opportunities to participate in school planning and engagement activities through Parent Advisory Committee (PAC) meetings, English Learner Advisory Committee (ELAC) meetings, Special Education parent workshops, family education events, orientation programs, and ongoing opportunities to provide feedback regarding school programs and services.  Lake View Charter School will continue utilizing multiple communication platforms, including newsletters, podcasts, social media, the school website, the parent portal, and direct outreach to ensure families have access to important information and resources. The school will also continue providing support and guidance to families regarding academic programs, intervention services, counseling supports, college and career readiness opportunities, English learner services, and special education programs.  Educational partner feedback will continue to be gathered through surveys, meetings, workshops, and ongoing communication to ensure diverse family perspectives are represented in decision-making and continuous improvement efforts. Through these actions, Lake View Charter School will strengthen partnerships with underrepresented families, increase participation in school programs and advisory groups, and ensure all families feel welcomed, informed, valued, and empowered to support positive student outcomes.|Lake View Charter School values educational partner input as an essential component of continuous improvement and decision-making. Local data and educational partner feedback demonstrate strong progress in creating meaningful opportunities for families, students, and staff to participate in school planning and improvement efforts.  Survey results indicate high levels of family engagement in decision-making processes. Parent survey data showed that 100% of responding parents reported feeling included in school decision-making processes, and 100% participated in providing feedback regarding LCAP goals, actions, and school improvement efforts. These results reflect the school's commitment to creating multiple opportunities for educational partners to share input and contribute to decisions that impact students and families.  Lake View Charter School actively seeks educational partner feedback through annual climate surveys, Parent Advisory Committee (PAC) meetings, English Learner Advisory Committee (ELAC) meetings, board meetings, parent workshops, family events, and ongoing communication with Homeschool Teachers and school staff. These opportunities allow educational partners to provide input on school programs, student supports, academic priorities, family engagement activities, and LCAP development.  The school utilizes multiple communication platforms, including newsletters, podcasts, social media, the school website, and the parent portal, to ensure educational partners have access to important information and opportunities to participate in decision-making processes. Educational partners consistently identify communication and responsiveness as strengths of the school.  Lake View Charter School also promotes transparency by sharing student achievement data, local indicator results, school goals, and program updates through board meetings, advisory committee meetings, and school communications. This collaborative approach helps ensure decisions are informed by educational partner feedback, student needs, and local data.  Overall, local data and educational partner input demonstrate that Lake View Charter School has established a strong culture of collaboration, transparency, and shared decision-making, where families, students, and staff have meaningful opportunities to influence school planning and continuous improvement efforts.|Based on the analysis of educational partner input and local data, Lake View Charter School identified several opportunities to further strengthen educational partner participation in decision-making processes. While parent survey results indicated that 100% of responding parents feel included in school decision-making and 100% participated in providing feedback regarding LCAP goals and actions, the school recognizes the importance of continually expanding opportunities for meaningful engagement and representation.  One area of focus is increasing participation among educational partners who may be underrepresented in advisory groups, surveys, meetings, and school events. The school will continue strengthening outreach efforts to ensure all families are aware of opportunities to provide input and participate in school planning processes. Special attention will be given to increasing participation among English learner families, families of students with disabilities, and families who have historically participated less frequently in school engagement opportunities.  Educational partner feedback also highlighted the importance of maintaining clear communication regarding how input is used to inform decisions. Lake View Charter School will continue sharing survey results, LCAP updates, school goals, program changes, and progress toward improvement efforts through board meetings, PAC and ELAC meetings, newsletters, podcasts, social media, the school website, and the parent portal. These efforts will help strengthen transparency and reinforce the connection between educational partner feedback and school actions.  Additionally, the school will continue refining its processes for collecting, analyzing, and utilizing educational partner feedback to ensure decisions remain responsive to student and family needs. Through these efforts, Lake View Charter School will further strengthen its culture of collaboration, transparency, and shared decision-making while ensuring all educational partners have meaningful opportunities to contribute to continuous improvement efforts.|Lake View Charter School will continue strengthening engagement with underrepresented families as part of its shared decision-making and continuous improvement process. This includes English learner families, families of students with disabilities, and families who may participate less frequently in advisory meetings, surveys, workshops, or school events.  The school will expand outreach through personalized communication from Homeschool Teachers, administrators, counselors, and support staff, as well as through newsletters, podcasts, social media, the school website, and the parent portal. Translation and interpretation supports will be provided when needed to ensure families can access information and participate meaningfully.  Lake View will also continue increasing opportunities for two-way communication through PAC meetings, ELAC meetings, Special Education parent workshops, family education opportunities, orientation events, surveys, board meetings, and public input opportunities. These structures allow families to provide feedback on academic programs, student supports, communication, family engagement, and LCAP priorities.  The school will review participation data and educational partner feedback to identify gaps in representation and refine outreach strategies. Through these efforts, Lake View Charter School will ensure underrepresented families are welcomed, informed, and empowered to contribute to decisions that shape school programs, services, and student outcomes.|4|5|4|4|4|5|5|4|4|4|4|5|Met||2026-06-10|2026
11626380000000|Plaza Elementary|3|Plaza School District teachers has a lot of parent and community involvement where volunteers work in classrooms and for school wide activities.   The Plaza Community Club is very active and supportive all year.|Plaza School District has a strong relationship between school and families. However, we continue to build upon those existing relationships by offering multiple opportunities to provide input for decision making, including School Site Council, Plaza Community Club meetings, LCAP meetings, and Board meetings. Surveys are administered annually. Additionally, the District regularly encourages families to be involved with their child(ren)'s school experience through volunteering in classroom and school wide activities.|The District will continue to reach out to families whose primary language is not English by translating information sent home.|Plaza School District teachers communicate with families regularly regarding student progress via email, text, phone calls, and in person. Plaza uses an online grading program that students and families have access to. Progress reports are sent home every three weeks and require parent signature. Parent teacher conferences are scheduled for all students the first trimester and as needed throughout the rest of the year.|Plaza School District has a strong relationship between school and families that results in many opportunities for families to monitor student progress throughout each trimester.|The District will continue to reach out to underrepresented families, including those whose primary language is not English by translating information sent home.|Stakeholders are offered multiple opportunities to provide input for decision making, including School Site Council, Plaza Community Club meetings, LCAP meetings, and Board meetings. Surveys are administered annually.|The District will continue to encourage families to be involved in the decision making process by participating in board meetings, School Site Council Meetings, Plaza Community Club meetings, LCAP meetings, and utilizing administration's open door policy.|Underrepresented families are offered multiple opportunities to provide input for decision making, including School Site Council, Plaza Community Club meetings, LCAP meetings, and Board meetings. Surveys are administered annually.|5|5|4|5|4|4|4|3|5|5|5|5|Met||2026-06-25|2026
11626460000000|Princeton Joint Unified|3|Princeton is a small community and school events and activities are supported both at school and in the larger community. Because of this integrated support relationships are strong between the school and families.|We need to continue to find ways to communicate in a variety of modalities to ensure the broadest reach.|Using local connections and translators, we are able to support all students and engage with families.|Princeton is a small community and school events and activities are supported both at school and in the larger community. Because of this integrated support relationships are strong between the school and families.|We need to continue to find ways to communicate in a variety of modalities to ensure the broadest reach.|Using local connections and translators we are able to support all students and engage with families.|Princeton is a small community and school events and activities are supported both at school and in the larger community. Because of this integrated support relationships are strong between the school and families.|We need to continue to find ways to communicate in a variety of modalities to ensure the broadest reach.|Using local connections and translators we are able to support all students and engage with families.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-25|2026
11626530000000|Stony Creek Joint Unified|3|SCJUSD continues to demonstrate strength and progress in building relationships between school staff and families through consistent communication, increased family engagement, and more intentional outreach. Educational partner input indicates that families feel more connected to the district than in previous years, and attendance at school events has increased. This suggests that families are feeling more welcomed, informed, and included in school life.  The district continues to use ParentSquare as a primary communication tool to share timely information with families regarding school events, attendance, student progress, celebrations, and important updates. ParentSquare has helped improve transparency and has made communication more accessible for families who may not be able to attend in-person meetings or events. The district also continues to communicate through newsletters, direct outreach, school events, and informal conversations with families.  SCJUSD has also strengthened relationships with families through culturally responsive and wellness-focused partnerships. The district has an MOU with Kno’Qoti Native Wellness, Inc. to better support Native American students and families through culturally responsive services, coordination, and connection to resources. In addition, families have access to ParentGuidance, an online resource that provides parents and caregivers with courses, coaching, and tools related to youth mental health, emotional well-being, and parenting support.  Academic transparency has also improved. Parents now have access to the Aeries Parent Portal, allowing them to monitor student grades and progress more consistently. Staff continue to use assessment data, including iReady and state assessment results, to communicate student needs and provide targeted support. The district’s Reading Intervention Specialist, small class sizes, SPARK afterschool program, and academic counseling supports also provide additional opportunities for staff to work closely with families around student success.  Overall, SCJUSD’s strengths include strong family communication systems, increased family participation, improved access to student progress information, culturally responsive partnerships, and a continued commitment to building trust with families. These efforts support stronger school-family relationships and help create a more connected and supportive school community.|Based on the analysis of educational partner input and local data, SCJUSD’s focus areas for improvement in building relationships between school staff and families include strengthening two-way communication, expanding access to family engagement opportunities, and continuing to address barriers that affect participation and student attendance.  Although family connectedness and participation have increased, the district recognizes the need to make communication more consistent across classrooms, programs, and school sites. SCJUSD will continue to use ParentSquare as a primary communication tool while also supporting staff in using it consistently for academic updates, attendance outreach, event reminders, and timely family communication. The district will also continue supporting families in accessing the Aeries Parent Portal so parents and guardians can monitor student grades, attendance, and progress.  A continued focus area is expanding meaningful opportunities for families to participate in school decision-making and school life. The district will continue to provide family events, cultural celebrations, parent advisory opportunities, and school activities that help families feel welcomed and valued. SCJUSD will also continue seeking input from families through surveys, meetings, advisory groups, and informal outreach so that family voice informs decisions related to attendance, school climate, student support, and LCAP priorities.  The district also recognizes that some families continue to experience barriers to full participation, including transportation, work schedules, connectivity, and access to resources. SCJUSD will continue to explore flexible engagement options, including varied meeting times, digital communication, hybrid opportunities when appropriate, and direct outreach to families who may be less connected to school activities.  Another focus area is strengthening culturally responsive and wellness-focused family support. Through the district’s MOU with Kno’Qoti Native Wellness, Inc., SCJUSD will continue improving coordination and support for Native American students and families. The district will also continue promoting ParentGuidance as a resource for parents and caregivers seeking support with youth mental health, emotional well-being, and parenting strategies.  Finally, SCJUSD will continue to connect family engagement efforts to attendance and student success. While overall attendance has improved, chronic absenteeism remains a concern. The district will use empathy-based attendance practices, family outreach, and educational partner feedback to better understand barriers to attendance and develop responsive supports. The transition to a four-day school week will also be implemented in response to family and community input, with the goal of reducing barriers and improving student attendance.|Based on the analysis of educational partner input and local data, SCJUSD will improve engagement of underrepresented families by continuing to build trust, reducing barriers to participation, and providing more culturally responsive and accessible opportunities for families to connect with school staff.  The district will continue to use ParentSquare as a primary communication tool while strengthening staff consistency in using the platform for timely updates, attendance outreach, event reminders, and direct family communication. SCJUSD will also continue supporting families with access to the Aeries Parent Portal so they can monitor student grades, attendance, and progress. For families who may have limited connectivity or who are less likely to engage through digital platforms, the district will continue using direct phone calls, in-person conversations, mailed communication, and community-based outreach.  SCJUSD will continue to prioritize relationship-building with Native American families and other historically underrepresented groups. Through the district’s MOU with Kno’Qoti Native Wellness, Inc., SCJUSD will strengthen culturally responsive services, coordination, and resource connections for Native American students and families. This partnership will help the district better understand family needs, improve communication, and support student wellness and belonging.  The district will also continue offering inclusive family engagement opportunities, including cultural celebrations, school events, academic activities, advisory meetings, and opportunities for families to provide input into district decisions. Because transportation, work schedules, and family responsibilities can limit participation, SCJUSD will continue exploring flexible meeting times, hybrid or digital options when appropriate, and targeted outreach to families who are not yet consistently participating.  SCJUSD will promote ParentGuidance as an additional resource for underrepresented families and caregivers. ParentGuidance provides online courses, coaching, and tools related to youth mental health, emotional well-being, and parenting support. This allows families to access support outside the school day and in a format that may be more flexible and private.  Finally, the district will connect family engagement efforts directly to attendance and student success. Since chronic absenteeism remains a concern, particularly for some student groups, SCJUSD will continue using empathy-based attendance practices to understand barriers and partner with families on solutions. The transition to a four-day school week is also being implemented in response to family and community input, with the goal of reducing barriers and improving regular student attendance.|SCJUSD continues to demonstrate strength and progress in building partnerships that support student outcomes. Educational partner input and local data show that family connectedness has increased, attendance at school events has improved, and families are more engaged in school activities and communication.  The district continues to provide parent conferences at the K–8 level, including multiple minimum-day opportunities for families to meet with staff and discuss student progress. Parents also have access to the Aeries Parent Portal, which supports ongoing communication about grades, attendance, and academic progress beyond formal conference times.  SCJUSD uses multiple communication tools to keep families and the broader community informed, including ParentSquare, the district website, digital marquees, newsletters, direct outreach, and school-wide announcements. These systems help ensure that families receive timely information about school events, student progress, attendance, and opportunities to participate.  The district also builds partnerships through celebrations and shared school experiences. Families are invited to award celebrations recognizing student achievement in academics, behavior, attendance, and school involvement. Cultural events, school presentations, athletic events, and community gatherings continue to strengthen the connection between schools, families, and the broader community.  SCJUSD has also expanded partnerships that directly support student wellness and success. The district’s MOU with Kno’Qoti Native Wellness, Inc. supports culturally responsive services and resource connections for students and families. ParentGuidance provides families with access to online courses, coaching, and tools related to youth mental health and parenting support. These partnerships help address academic, social-emotional, and attendance-related barriers.  Athletics and extracurricular opportunities continue to serve as important connections between the district and community, including expanded high school and intermediate school sports. In addition, the district continues to make campuses available for community stakeholders to hold meetings and events throughout the year, reinforcing the school district’s role as a central community partner.  Overall, SCJUSD’s strengths include increased family participation, improved communication systems, expanded student recognition, culturally responsive partnerships, wellness supports, and continued collaboration with community stakeholders to support student success.|Based on the analysis of educational partner input and local data, SCJUSD has identified several focus areas for improvement in building partnerships that support student outcomes. These include strengthening communication, expanding meaningful family and community participation, increasing access to student support resources, and continuing to connect partnerships directly to attendance, engagement, and academic success.  SCJUSD will continue improving communication with families and community members through ParentSquare, the district website, digital marquees, newsletters, direct outreach, and school-wide announcements. Although family connectedness has increased, the district will continue working to ensure communication is timely, consistent, and accessible across school sites and programs. Staff will continue to use ParentSquare and Aeries to help families stay informed about academic progress, attendance, school activities, and available supports.  The district will also continue strengthening opportunities for families to engage directly with staff around student outcomes. Parent conferences at the K–8 level will remain an important opportunity for teachers and families to discuss student progress, identify needs, and collaborate on strategies for success. SCJUSD will continue to improve accessibility by offering multiple meeting opportunities, using direct outreach, and providing flexible options when possible.  A continued focus area is expanding partnerships that support attendance, wellness, and student engagement. While overall attendance has improved, chronic absenteeism remains a concern. SCJUSD will continue using empathy-based attendance practices, family outreach, and community partnerships to better understand barriers to attendance and connect families with appropriate supports. The district’s transition to a four-day school week is also being implemented in response to family and community input, with the goal of improving attendance and reducing barriers to regular participation. SCJUSD will continue building partnerships that support student wellness and belonging. The district will strengthen coordination with Kno’Qoti Native Wellness, Inc. to better support Native American students and families through culturally responsive services and resource connections. The district will also continue promoting ParentGuidance as a resource for parents and caregivers seeking support with youth mental health, emotional well-being, and parenting strategies.  The district will also continue expanding opportunities that connect students, families, and the community through athletics, FFA, agricultural education, shop/makerspace opportunities, award celebrations, cultural events, and academic showcases. These programs build school pride, increase student engagement, and provide families and community partners with more ways to participate in student success.|Based on the analysis of educational partner input and local data, SCJUSD will improve engagement of underrepresented families by strengthening communication, increasing culturally responsive outreach, reducing barriers to participation, and connecting families with resources that support student outcomes.  SCJUSD will continue using ParentSquare, Aeries, the district website, digital marquees, newsletters, direct phone calls, and in-person communication to ensure families receive timely information about academics, attendance, school events, and available supports. For underrepresented families who may be less connected through digital platforms, the district will continue using direct outreach and personal contact to build trust and ensure families are informed and included.  The district will continue strengthening its partnership with Kno’Qoti Native Wellness, Inc. to better support Native American students and families. Through this partnership, SCJUSD will improve culturally responsive communication, coordination of services, and connections to resources that support student wellness, attendance, belonging, and academic success.  SCJUSD will also continue offering inclusive events and activities that help underrepresented families feel welcomed and valued, including cultural celebrations, award ceremonies, school presentations, athletic events, FFA and agricultural education activities, academic showcases, and family engagement nights. These opportunities help build relationships between families, staff, students, and the broader community.  To reduce barriers to participation, SCJUSD will continue offering flexible meeting times, multiple parent conference opportunities, and varied formats for communication and engagement when possible. The district will also continue to use empathy-based attendance practices to better understand family needs and address barriers such as transportation, work schedules, connectivity, and access to services.  The district will promote ParentGuidance as an additional support for underrepresented families. ParentGuidance provides online courses, coaching, and tools for parents and caregivers related to youth mental health, emotional well-being, and parenting support. This gives families access to support outside the school day and in a flexible format.  By expanding culturally responsive partnerships, strengthening direct outreach, increasing access to family supports, and creating more opportunities for families to participate in school life, SCJUSD will continue building stronger partnerships with underrepresented families to improve student outcomes.|SCJUSD continues to make progress in seeking input for decision-making by using multiple opportunities for families, students, staff, and community partners to provide feedback. Educational partner input is gathered through surveys, parent conferences, advisory meetings, school events, direct conversations, and ongoing communication with families.  A key strength is the district’s continued relationship with Native American families and the Grindstone Rancheria community. SCJUSD participates in regular meetings with Native American families through the Grindstone Parent Advisory Committee, providing ongoing opportunities to hear family perspectives, discuss student needs, and gather input related to school programs, attendance, engagement, and student support.  The district also uses surveys to gather broader input from families, students, and staff. These surveys help identify strengths, needs, and areas for improvement related to school climate, communication, student support, and family engagement. Parent conferences at the K–8 level also provide structured opportunities for families to share concerns, ask questions, and collaborate with staff regarding student academic progress.  ParentSquare has strengthened the district’s ability to communicate with families and invite participation in decision-making opportunities. Through ParentSquare, families receive updates, reminders, surveys, event information, and opportunities to provide feedback. This has helped improve communication and made it easier for families to stay informed and involved.  SCJUSD also seeks input through school events, informal conversations, staff meetings, student feedback, and community partner collaboration. Increased attendance at school events and stronger family connectedness show that families are more engaged and more willing to participate in school discussions. Overall, the district’s strengths include regular outreach to Native American families, use of surveys and conferences, improved digital communication through ParentSquare, and a continued commitment to listening to educational partners when making decisions that affect students and families.|Based on the analysis of educational partner input and local data, SCJUSD’s focus areas for improvement in seeking input for decision-making include increasing participation from underrepresented families, expanding opportunities for student and family voice, and ensuring educational partners understand how their feedback is used to guide district decisions.  SCJUSD will continue working to increase parent and community participation in key meetings, including LCAP, budget, Title I, advisory, and Board meetings. The district will use ParentSquare, direct outreach, the district website, newsletters, digital marquees, and personal invitations to promote opportunities for input. Flexible meeting times, digital options when appropriate, and direct follow-up will be used to reduce barriers for families who may have work, transportation, connectivity, or scheduling challenges.  The district will continue strengthening communication and engagement with Native American families through the Grindstone Parent Advisory Committee and the district’s partnership with Kno’Qoti Native Wellness, Inc. These opportunities will support more consistent and meaningful dialogue about student needs, attendance, wellness, cultural responsiveness, and school programs.  SCJUSD will also continue diversifying how it gathers input. In addition to surveys, the district will use parent conferences, focus groups, advisory meetings, student feedback, informal conversations, and community forums to better understand educational partner perspectives. These varied methods will help ensure that feedback is not limited to families who are most comfortable completing surveys or attending formal meetings.  Another focus area is improving feedback loops. SCJUSD will work to more clearly communicate how educational partner input influences decisions, including changes related to attendance, school climate, family communication, academic support, and the transition to a four-day school week. By sharing what was heard and what actions were taken, the district can continue building trust and encouraging broader participation.  Through these efforts, SCJUSD will continue developing a more inclusive and responsive decision-making process that values the voices of families, students, staff, and community partners.|Based on the analysis of educational partner input and local data, SCJUSD will improve engagement of underrepresented families in decision-making by reducing barriers to participation, expanding outreach methods, and creating more consistent opportunities for families to share input.  SCJUSD will continue offering flexible opportunities for families to participate in important meetings, including LCAP, budget, Title I, advisory, and Board meetings. The district will use ParentSquare, the district website, newsletters, digital marquees, direct phone calls, and personal invitations to ensure families are aware of opportunities to provide feedback. When appropriate, the district will explore digital or hybrid options to support families who may have work, transportation, connectivity, or scheduling barriers.  The district will continue strengthening engagement with Native American families through the Grindstone Parent Advisory Committee and the partnership with Kno’Qoti Native Wellness, Inc. These efforts will provide more culturally responsive opportunities for families to share input regarding attendance, school climate, student wellness, academic support, and district priorities.  SCJUSD will also use multiple methods to gather input so that participation is not limited to surveys or formal meetings. The district will seek feedback through parent conferences, focus groups, individual conversations, advisory meetings, student feedback, community forums, and informal outreach at school events. Staff will continue to make direct contact with families who may be less represented in traditional feedback processes.  Finally, SCJUSD will improve feedback loops by communicating what input was received and how it influenced district decisions. By clearly sharing how family voice shaped actions such as attendance supports, family engagement strategies, student wellness resources, and the transition to a four-day school week, the district will continue building trust and encouraging broader participation from underrepresented families.|4|4|4|4|4|4|4|4|4|3|4|4|Met||2026-06-25|2026
11626610000000|Willows Unified|3|Willows Unified School District (WUSD) remains deeply committed to fostering strong, trust-based relationships with families as outlined in Goal 3 of our LCAP. Our consistent performance on the Building Relationships Local Indicator—scoring 3 (moderate implementation) in four domains—reflects ongoing areas for growth. Our schools also host numerous inclusive and engaging family events—including Back to School Nights, Open House Nights at all sites, Fall Carnivals, Paint Nights, Crochet Nights, Wellness Walks, Family Voices for English Learners Nights, Student Show and Shine Nights, FAFSA and College Applications Nights, and Freshman Orientations—to strengthen school-home connections and create welcoming environments. Each school site maintains an updated Home-School Compact that outlines shared responsibilities and expectations for parent engagement and communication. To further ensure transparency and accessibility, WUSD regularly communicates with families through multiple platforms, including digital tools, newsletters, and multilingual supports. These efforts help ensure families are well informed and feel like valued partners in their children’s educational journey. While WUSD is proud of its strong performance in building relationships with families, we remain committed to continuous improvement. Deepening family engagement in decision-making and leadership remains a district priority—particularly in light of recent budget constraints that have impacted how we deliver services. Historically, WUSD’s Parent Engagement Team has played a central role in facilitating outreach, supporting school sites, and hosting impactful events such as LCAP and DELAC advisories, Parent Academy nights, and community workshops at the Cedar Hills complex. These efforts, rooted in parent feedback, provided culturally responsive resources and practical strategies for supporting student success. However, due to a significant decrease in funding last year, sustaining this level of centralized support has become unsustainable. In response, the district actively identified strategies to maintain strong family-school partnerships. Actions included expanding the number and role of bilingual instructional aides to support engagement efforts, strengthening site-based advisory councils, and providing more targeted training to meet the needs of our diverse families. Additionally, through the Community Schools Partnership Program (CCSPP) grant, the district was able to hire two Bilingual Community Outreach Liaisons to support expanded community and family engagement efforts aligned to the grant’s goals. Through these adaptive efforts, WUSD will continue to build on its foundation of trust and collaboration to ensure families remain essential partners in their children’s education.|Based on analysis of educational partner input and local data, Willows Unified has identified several key areas for ongoing improvement in building strong school-family relationships. A central priority is to deepen culturally responsive engagement by honoring the values and lived experiences of all families. To support this, the district will continue to emphasize personal outreach from teachers and staff, reinforcing the importance of proactive, respectful, and consistent communication between home and school. Feedback from families also highlighted the need for communication to occur across multiple platforms, including email, text messages, phone calls, and ParentSquare, to ensure accessibility and timely information sharing. Parents expressed a desire for more personal, responsive communication rather than general announcements, noting the importance of two-way interactions that allow them to ask questions and receive support. Families also indicated a need for more frequent updates about what is happening in their child’s classroom, along with clearer guidance to help them understand homework, expectations, and how to support learning at home. Additionally, parents want more information about where their child should be academically and a clearer understanding of graduation requirements and future college and career opportunities.|In response to insights gathered during the self-reflection process, Willows Unified School District (WUSD) is committed to improving engagement with families who have historically been  underrepresented in school decision making and partnership activities. The district is leveraging other resources—most notably our Community Schools program—to sustain and enhance family outreach and engagement efforts. WUSD will continue to host events such as LCAP Advisory meetings, DELAC advisories, and Parent Academy nights, now with increased alignment to the priorities surfaced through educational partner input. These gatherings are supported with accommodations such as child supervision and translation services to reduce access barriers and encourage broader participation. Feedback also indicated that families value opportunities to attend events alongside their students and engage in shared learning experiences. In response, the district is adjusting the format of these meetings to intentionally include students and create structured opportunities for interaction between parents and their children. To address digital communication gaps, especially among socioeconomically disadvantaged families, the district will expand implementation of AERIES and ParentSquare platforms. Parent training sessions, offered in multiple languages, will ensure families can access two-way, real-time updates about their child’s learning experience. This initiative is intended not only to enhance communication but to empower parents with the tools and confidence to engage consistently with schools. The LEA will utilize the Bilingual Community Outreach Liaisons to issue invitations to underrepresented families to events to ensure their voice is heard and relationships are built.  Through the Community Schools program, additional supports such as resource navigation, wraparound services, and site-based family liaisons will help schools proactively connect with underrepresented families and co-create solutions that reflect their voices. In addition, the district is establishing a Student Services Professional Learning Community to strengthen alignment across sites in how student supports are identified and implemented. This collaborative structure will focus on the consistent use of data, root cause analysis, and MTSS and SST practices to ensure a coordinated and effective approach to meeting student needs districtwide. This aligned approach will support more intentional outreach and follow-up with underrepresented families identified through the self-reflection process, strengthening relationships between school staff and families and increasing meaningful engagement. Collectively, these efforts aim to build a more inclusive and responsive family engagement ecosystem—one in which all parents and guardians, regardless of background, feel welcomed, informed, and able to contribute meaningfully to student and school success.|Considering the assessment of input from educational partners and local data analysis, Willows Unified School District (WUSD) is proud of the progress made and the dedication of time and resources towards fostering reliable and respectful partnerships aimed at improving student outcomes. In addition to strong participation from educational partners in categorical programs, Site Councils, and site-based PTOs, significant attention to the implementation and actions of our Parent Engagement Team has yielded impressive results. The Parent Engagement Team, primarily responsible for facilitating outreach efforts and building positive relationships with our families, has provided timely assistance to sites and hosted outreach events throughout the community, including LCAP Advisories, DELAC Advisories, and Parent Academy nights. These events, developed from parent input, offer training and education on a wide range of crucial issues to support and engage parents with strategies for their child’s academic needs. In addition, community-building efforts such as counseling workshops—focused on FAFSA support, college planning, and academic guidance—have equipped parents and guardians with valuable tools to better support student success. The initial implementation of WUSD’s Community Schools program has further strengthened engagement by offering well-received activities throughout the community. These have included both social gatherings and structured opportunities for families to participate in feedback collection, ensuring that their voices help shape services and supports.|Informed by educational partner input and local performance data, Willows Unified School District (WUSD) has identified several key areas for deepening our impact on student outcomes through stronger family-school partnerships. This year, outreach efforts have intentionally prioritized building relational trust with families to address persistent challenges such as chronic absenteeism, behavioral support needs, and disparities in academic performance. Educational partner feedback indicates a need to strengthen family-school partnerships through more consistent and accessible communication, increased opportunities for family learning and engagement, expanded language supports, and intentional relationship-building practices that empower families to support student success. As part of that, WUSD aims to improve the alignment between educational partner feedback and site-level actions by embedding family voices more consistently in school planning and intervention strategies. Leveraging the Community Schools model, the district is working to better coordinate academic, social-emotional, and engagement supports, especially for historically underserved student groups. Together, these improvement areas reflect our ongoing commitment to fostering meaningful partnerships that drive equitable outcomes and sustained academic growth for all students.|Willows Unified School District (WUSD) continues to reflect on and refine its engagement practices through regular review of educational partner input and local data. To strengthen engagement with underrepresented families—particularly those who are socioeconomically disadvantaged or historically less involved in school activities—WUSD is committed to expanding inclusive, culturally responsive outreach strategies that build authentic partnerships for student success. Efforts will include continued hosting of community-based engagement events such as LCAP Advisory meetings, DELAC sessions, and Parent Academy nights. These gatherings are guided by parent-identified priorities and designed to provide families with practical tools to support student learning at home. WUSD also recognizes the critical role of communication in building trust and has prioritized ongoing implementation and training for families in using the AERIES and Parent Square platforms, promoting accessible, timely, two-way communication between home and school. A key catalyst for deeper family engagement in 2026/27 will be the expansion of our California Community Schools Partnership Program (CCSPP). This initiative presents a powerful opportunity to more intentionally connect underrepresented families to wraparound services, community resources, and academic supports. As the CCSPP infrastructure grows, WUSD will focus on integrating family voice into school planning, improving access to site based engagement opportunities, and aligning family engagement practices with broader student support systems. Through these coordinated efforts, WUSD aims to ensure that all families—especially those historically underrepresented—feel welcomed, informed, and empowered to contribute to student outcomes.|Willows Unified School District (WUSD) remains committed to inclusive, transparent decision-making by actively recruiting and supporting educational partners from all student subgroups. A variety of structured opportunities are available for meaningful input, including participation in School Site Councils, Title I Parent Advisory Committees, site-based leadership teams, Community School Advisory Committees, and English Learner Advisory Committees (ELAC) at both site and district levels. The districtwide LCAP Advisory serves as an additional avenue for students, families, staff, and community members to influence academic and policy decisions. Spanish translation services are consistently provided at all major meetings, including LCAP Advisory, DELAC, and Parent Academy sessions, ensuring that language is not a barrier to participation. If requested, translation services are also provided at Parent-Teacher Organization (PTO) meetings and site meetings like back-to-school, senior night, and band concerts. Additionally, WUSD has strengthened its communication infrastructure to foster awareness and involvement. Enhanced use of digital tools like Parent Square, alongside targeted outreach through school social media accounts and newsletters, has improved educational partner responsiveness and increased attendance at advisory forums. The LEA uses a variety of engagement strategies like surveys, meetings, focus groups, and phone calls to seek input for decision-making. Collectively, these efforts reflect a districtwide culture of shared responsibility—where the voices of families, staff, and students are seen as essential to shaping the conditions for student success.|As Willows Unified School District (WUSD) continues to refine its inclusive practices, a central area of focus is strengthening the consistency and accessibility of input opportunities for all educational partners—especially those from underrepresented communities. The district has strong structures in place, but participation is not always representative of all families. Some face transportation and work barriers, while some are unclear on how the input is used; they would like follow-up. The district aims to expand site-based and department-led engagement strategies that promote two-way dialogue and foster a culture where feedback is actively solicited, acknowledged, and incorporated into planning. Specific areas for improvement include: • Increasing the diversity of voices in advisory and leadership groups to better reflect the demographics of our student population. • Developing additional culturally inclusive forums for engagement that prioritize accessibility—such as flexible meeting times, multilingual materials, and hybrid attendance options. • Continuing to align community-building efforts (e.g., multicultural events and wellness initiatives) with structured input collection to bridge relationship-building and decision-making. These efforts are also being supported by the emerging Community Schools framework, which offers a coordinated approach to integrating family voice, service alignment, and academic planning across the district.|Based on the analysis of educational partner input and local data, Willows Unified School District will improve engagement of underrepresented families by expanding and refining how input is gathered to ensure it is more accessible, inclusive, and representative. While the district has established structures such as ELAC, DELAC, LCAP Advisory, and surveys, feedback indicates a need to increase participation from families who face language, scheduling, transportation, and trust-related barriers. To address this, the district will strengthen outreach through bilingual communication, community liaisons, and targeted invitations to underrepresented families. Additional opportunities for input will be provided through flexible formats, including in-person meetings, phone outreach, small group listening sessions, and simplified surveys. The district will also ensure that communication is clear and accessible, and will intentionally close the feedback loop by sharing how family input directly influences decisions. These efforts are designed to build trust, increase participation, and ensure that a broader range of family voices meaningfully informs district and site-level decision making.|3|3|3|3|3|3|3|3|4|4|4|3|Met||2026-06-25|2026
11743850000000|Glenn County ROP|3||||||||||||||||||||||Not Met|||2026
11754810000000|Orland Joint Unified|3|Current strengths include providing families with information and resources, and OUSD's systems for conveying information about student progress. OUSD continues to provide opportunities for parents to be involved in their child's education through many different activities such as parent information nights, Open Houses, Back to School nights, and many other opportunities. We will continue to look at new ways to involve our parents and community. Current strengths include providing families with information and resources, and OUSD's systems for conveying information about student progress. OUSD continues to provide opportunities for parents to be involved in their child's education through many different activities such as parent information nights, Open Houses, Back to School nights, and many other opportunities. Additionally, we have been putting out informational videos on school events to enhance communication and engagement. We will continue to look at new ways to involve our parents and community. Current strengths include providing families with information and resources, and OUSD's systems for conveying information about student progress. OUSD continues to provide opportunities for parents to be involved in their child's education through many different activities, such as parent information nights, Open Houses, Back to School nights, and many other opportunities. Additionally, we have been putting out informational videos on school events to enhance communication and engagement. We will continue to look at new ways to involve our parents and community.|Comprehensive Stakeholder Engagement The Local Education Agency (LEA) has implemented effective strategies to involve a diverse range of stakeholders, including parents, students, teachers, and community members, in the decision-making process. Regular surveys, focus groups, and community meetings are conducted to gather varied perspectives and feedback.  Effective Communication Channels A variety of communication channels, such as newsletters, social media, and dedicated web portals, are utilized to keep stakeholders informed and engaged. Translation services and accessible formats ensure that non-English-speaking individuals and those with disabilities can participate fully.  Data-Driven Decision-Making The LEA systematically collects and analyzes local data, including academic performance, attendance, and behavioral metrics, to guide decision-making. Data transparency is promoted through public dashboards and reports that are easily accessible to stakeholders.  Responsive Feedback Loops The LEA has established clear processes for addressing stakeholder feedback, illustrating how input is used to shape policies and initiatives. Regular updates on progress and changes made based on community input help build trust and accountability.|To enhance the engagement of underrepresented families identified during the self-reflection process regarding Building Relationships Between School Staff and Families, the Local Education Agency (LEA) will adopt a comprehensive approach informed by the input of educational partners and local data. The following strategies will be implemented: 1. Enhancing Communication Channels: Recognizing the importance of effective communication, the LEA will establish multiple channels to engage with underrepresented families. This may involve using technology, such as mobile apps, social media platforms, and multilingual websites, to ensure that information is accessible to all families.  2. Parent Involvement Initiatives: The LEA will create targeted initiatives to actively involve underrepresented families in their children’s education. These initiatives may include organizing workshops, parent-teacher conferences, and support groups specifically designed to address the needs and concerns of these families.To improve the engagement of underrepresented families identified during the self-reflection process in relation to|The district's current strengths include fostering welcoming environments for families and building trusting relationships with them. We prioritize open communication, actively listen to their concerns, and tailor our approaches to meet their unique needs. By creating a supportive atmosphere, we aim to ensure families feel valued and involved in the process. This commitment not only strengthens our connections but also contributes to a positive and collaborative community.|One area for improvement is enhancing staff support in learning about each family's culture. This will be addressed through the LCAP (Local Control and Accountability Plan) planning process, with collaborative actions and goals.  Training and Capacity Building: The Local Education Agency (LEA) offers training for staff and stakeholders on effective communication and engagement strategies to ensure meaningful participation. Workshops and additional resources will be provided to facilitate this training.|To enhance the engagement of underrepresented families identified during the self-reflection process related to Building Partnerships for Student Outcomes, the Local Education Agency (LEA) will implement a comprehensive approach based on input from educational partners and local data analysis. The following strategies will be employed:  1. Enhancing Communication Channels: The LEA recognizes the importance of effective communication and will establish multiple channels to engage with underrepresented families. This may include utilizing technology such as mobile apps, social media platforms, and multilingual websites to ensure that information is accessible to all families.  2. Parent Involvement Initiatives: The LEA will develop targeted initiatives to actively involve underrepresented families in their children's education. These initiatives may include organizing workshops, parent-teacher conferences, and support groups specifically designed to address the needs and concerns of these families|OUSD values inclusion, equity, and transparency. The District understands that all stakeholders play essential roles in ensuring the success of the system, and that every group is important for helping students receive a high-quality education. We can only achieve our vision by listening to and acting on suggestions for improvement that benefit students. We are continuously evaluating our strengths and progress in seeking input for decision-making, based on feedback from educational partners and local data.|Based on an analysis of input from educational partners and local data, the Local Education Agency (LEA) has identified key focus areas for improvement in gathering feedback for decision-making. One crucial area is communication strategies. The analysis emphasizes the need for effective communication to encourage stakeholder input. The LEA will work on enhancing communication channels, both online and offline, to ensure that information is accessible to a diverse audience and that providing feedback is simple and straightforward.|1. Enhancing Communication Channels: Recognizing the importance of effective communication, the LEA will establish multiple channels to engage with underrepresented families. This may involve using technology such as mobile apps, social media platforms, and multilingual websites to ensure that information is accessible to all families.  2. Parent Involvement Initiatives: The LEA will develop targeted initiatives to actively involve underrepresented families in their children’s education. This may include organizing workshops, parent-teacher conferences, and support groups specifically designed to address the needs and concerns of these families.|5|5|5|5|4|4|3|4|4|5|4|4|Met||2026-06-25|2026
11765620000000|Hamilton Unified|3|Hamilton Unified School District continues to demonstrate strong progress in building positive relationships between school staff and families. Results from the District’s 2025–2026 Strategic Planning/LCAP survey show that 81% of parents reported being either “Very Satisfied” or “Satisfied” with how schools involve students and families, reflecting continued growth in family engagement efforts. Parents also reported high levels of satisfaction regarding staff care and concern for children (81%) and quality of instruction (79%), indicating strong trust and communication between families and school personnel. The District has expanded opportunities for stakeholder feedback through regular surveys, family engagement activities, and increased communication efforts across multiple platforms. Additionally, the addition of the Director of Community Schools & Family Engagement position further strengthens the District’s capacity to build meaningful partnerships with families and connect students with needed supports and services.|While survey results indicate strong family relationships overall, Hamilton Unified School District has identified several focus areas for continued improvement in building relationships between school staff and families. Parent feedback reflects a need to strengthen communication and increase timely, consistent sharing of information, as satisfaction with communication regarding school issues and events declined from 79% to 76% compared to the previous year. Additional feedback related to the physical condition of schools (63% satisfaction) and nutrition services (60% satisfaction) suggests opportunities to improve overall family confidence and connectedness to the school environment. Moving forward, the District will focus on enhancing two-way communication, increasing outreach to underrepresented families, and expanding opportunities for meaningful family engagement and feedback across all school sites.|For the 2025–2026 school year, Hamilton Unified School District will continue prioritizing engagement strategies focused on families of English Learners, foster youth, low-income students, and students receiving special education services. Through the continued expansion of the Community Schools framework, the District has strengthened coordination of academic, social-emotional, and family support services to reduce barriers to engagement. Key support roles, including the Social Services Coordinator, Director of Community Schools & Family Engagement, and School Wellness Counselor at HES, will continue to provide outreach through home visits, family resource connections, multilingual communication, and individualized support for students and families. Additionally, the District will expand parent workshops, advisory opportunities, and family engagement activities to ensure historically underrepresented families have meaningful opportunities to provide input and actively participate in shaping the educational experience.|Hamilton Unified School District (HUSD) continues to demonstrate strong progress in building partnerships that support student learning, well-being, and overall student success. Results from the 2025–2026 Strategic Planning/LCAP Survey indicate that 81% of families are satisfied with how schools involve students and families, while 76% report satisfaction with communication regarding school issues and events. These results reflect the District’s continued focus on strengthening trust, collaboration, and family engagement across all school sites.  The District has expanded systems and staffing structures that strengthen family and community partnerships, including the continued support of the Social Services Coordinator, School Wellness Counselor, counseling and intervention staff, and the addition of the Director of Community Schools & Family Engagement. These positions help connect families with academic, behavioral, mental health, and community resources while increasing communication and coordination between schools and families.  In addition, HUSD continues to strengthen partnerships through regular educational partner surveys, community engagement opportunities, and collaboration with local agencies and organizations. The District’s continued implementation of Professional Learning Communities (PLCs), Capturing Kids’ Hearts (CKH), and Community Schools initiatives reinforces a shared responsibility model focused on improving student outcomes through strong family-school-community partnerships.|While Hamilton Unified School District has established a strong foundation for family and community engagement, several focus areas for improvement remain in strengthening partnerships that support student outcomes. Survey data indicate lower satisfaction in areas such as nutrition services (60%) and the physical condition of school facilities (63%), highlighting the need to improve aspects of the school experience that impact family trust, connection, and overall perception of the learning environment.  Additionally, while families report generally positive communication with schools, the District recognizes the need to expand opportunities for families to play a more active role in supporting student academic growth. HUSD will continue working to provide clearer academic expectations, additional parent education opportunities, and more accessible resources that help families support learning at home.  The District also identified the need to further strengthen engagement strategies for families of English Learners, foster youth, low-income students, and students with disabilities. Moving forward, HUSD will focus on increasing multilingual communication, reducing participation barriers, and expanding relationship-based engagement practices through the Community Schools framework and targeted outreach efforts designed to build stronger family-school partnerships centered on shared responsibility for student success.|HUSD will continue strengthening engagement with underrepresented families by expanding its Community Schools framework and increasing coordination across academic, behavioral, mental health, and family support services. The Director of Community Schools & Family Engagement will lead districtwide efforts to build trust-based relationships and improve access to supports for families of English Learners, foster youth, low-income students, and students with disabilities.  The District will enhance outreach through multilingual communication, culturally responsive family engagement activities, parent workshops, and increased opportunities for educational partner input and participation in school decision-making. These efforts are intended to help families feel more connected to schools and better equipped to support student learning and success.  In addition, key support staff—including the Social Services Coordinator, School Wellness Counselor, counselors, and intervention staff—will continue conducting home visits, connecting families with community resources, and providing individualized support to reduce barriers to participation. Through these efforts, HUSD aims to ensure all families have equitable opportunities to engage in meaningful partnerships that support positive student outcomes.|Hamilton Unified School District (HUSD) continues to demonstrate strong progress in seeking educational partner input to guide district and site decision-making. Results from the 2025–2026 Strategic Planning/LCAP Survey indicate that 81% of families are satisfied with how the District involves students and families, reflecting continued efforts to build transparency, trust, and meaningful stakeholder participation. Through annual surveys, School Site Councils, advisory meetings, community forums, and regular communication opportunities, families and staff are provided multiple avenues to share feedback on district priorities, programs, and services.  HUSD has also strengthened systems designed to gather and utilize community voice, including the continued use of Strategic Planning and LCAP surveys, stakeholder meetings, and expanded family engagement efforts through the Director of Community Schools & Family Engagement. Feedback gathered through these processes is used to help inform budget priorities, staffing decisions, program implementation, student support services, and facility improvements.  Additionally, the District has seen increased participation from families and educational partners in planning and engagement activities, reflecting continued progress toward a culture of collaboration, shared leadership, and collective responsibility for student success.|While Hamilton Unified School District has established multiple structures for gathering educational partner input, the District has identified several focus areas for continued improvement in seeking meaningful input for decision-making. Feedback from surveys and stakeholder engagement activities indicates a need to ensure broader and more representative participation from all family groups, particularly English Learners, foster youth, low-income families, and families of students with disabilities.  The District also recognizes the importance of strengthening the feedback loop by more clearly communicating how stakeholder input influences decisions related to programs, services, staffing, budgeting, and school improvement efforts. Families and staff have expressed a desire for increased visibility regarding how their voices contribute to district priorities and outcomes.  Additionally, HUSD will continue expanding opportunities for engagement beyond traditional meetings and surveys by increasing outreach through community events, home visits, family engagement activities, and smaller group discussions. These efforts are intended to create more accessible, relationship-based opportunities for educational partners to provide meaningful input and participate in shared decision-making processes.|To improve engagement of underrepresented families in decision-making processes, Hamilton Unified School District will continue expanding outreach efforts and refining engagement practices to better meet families where they are. The District will strengthen two-way communication by increasing multilingual outreach, providing interpretation services, and creating additional opportunities for families of English Learners, foster youth, low-income students, and students with disabilities to share feedback through surveys, meetings, and small-group discussions.  Through the continued leadership of the Director of Community Schools & Family Engagement, Social Services Coordinator, School Wellness Counselor, and site support staff, HUSD will increase relationship-based outreach through home visits, community events, and individualized family support. These efforts are intended to build trust, reduce barriers to participation, and ensure families feel welcomed and valued in district and site decision-making processes.  Additionally, the District will continue strengthening site-based advisory groups, family engagement activities, and targeted stakeholder feedback opportunities to gather more representative and actionable input from historically underrepresented families. HUSD will also focus on improving communication regarding how educational partner feedback influences district priorities, programs, and services to strengthen transparency and shared ownership in decision-making.|4|4|4|4|4|5|4|4|5|4|4|4|Met||2026-06-24|2026
12101240000000|Humboldt County Office of Education|3|"Our district shows strength in relationship building and connection to individual students and families. While many of the families and students who are referred to our programs have been disengaged from systems we are not only building relationships with families but repairing broken trust with systems at large. As a general trend our programs have increased and improved familiy and studenet engagement despite a larger state-wide trend of diminished educational engagement.  We strive to educate the ""whole child"" and meet students needs by removing barriers yet our at risk population is beset by the life threatening influences of elicit drugs, social intimidation and violence.  We provide a stable, consistent environment that our students may not be able to find in other parts of their lives.  We constantly reevaluate our methods to maximize connectedness.  Our Family Night dinners are heavily attended and our Parent Advisory Committees are drawing more participants.  Our climate Surveys indicate that students and families feel heard at our school.  This is an extreme contrast to reports of previous school experiences.  We have a wellness team that meets students where they are, intervenes, and connects families with great success."|We prioritize strong relationships with students and families, and engagement continues to grow. Our six family nights averaged 83 participants, up from 66, showing increased connection. Additionally, 95% of surveyed students report feeling academically and emotionally supported by their teachers. Most students feel connected to school in ways they have not experienced before, though we continue to work to strengthen that sense of belonging. We have identified that some students are uncertain about their future and may not yet see school as the best path. To address this, we emphasize college and career planning and expand internship opportunities. While students feel safe and respected by staff, some report concerns about safety in public or with peers. In response, we have increased wellness staffing. This expanded support is already improving access to services for students and families and contributing to positive progress.|Increased and diverse staffing has allowed us to expand home visits, particularly for families with low attendance. These personalized supports are helping families feel more connected and supported. While some responses in previous years have indicated transportation as a primary barier to attendance, the current year transportation interventions have not yeilded significant increases in attendance, rather an increase is safety and connection tot school. We continue transportation supports, including bus tickets, gas cards, and a localized student pick up with identified needs. Our Foster and Homeless Youth Liaison and Social Worker continue to play a critical role in supporting students and families experiencing housing and domestic instability. We also provide ongoing basic needs support through CalFresh food distributions and grocery vouchers for families participating in Parent Advisory Committees. These efforts are showing positive results, and we continue to explore and implement new strategies to better support student and family needs.|The LEA’s strengthened staff-to-student ratio is a key asset in building meaningful partnerships that support student outcomes. This capacity allows for more consistent communication with families and enables personalized, solutionfocused supports tailored to each student’s needs. Teachers and classroom staff reach out to students and families on a regular basis. Our strengthened and consistent use of family communication tools including parent square have increased the receipt of in-time communication. Staff provide a broad range of services to address barriers to learning, including transportation assistance, connections to community agencies, food and laundry vouchers, and other basic needs supports. These resources help create more equitable access to school and increase student engagement. Additional staffing has allowed for closer monitoring of student progress and earlier intervention. Teams are able to proactively schedule family meetings,  and Tier 2 meetings, or parent meetings to  address concerns in a timely, collaborative manner. When family engagement is more difficult to establish, the wellness team member conducts home visits to strengthen connections and ensure students and families feel supported. This outreach reflects a strong commitment to partnership and helps remove barriers that might otherwise limit student success.|Building strong partnerships for student outcomes requires a focused, comprehensive approach across academics, wellness, and engagement. We support academic success by increasing staff, expanding summer school offers and referrals, and aligning curriculum to state standards. We also prioritize social-emotional well-being through expanded wellness staffing and ongoing PBIS professional development, strengthening our ability to support students and collaborate with community partners. To increase engagement, we offer CTE programs, extracurricular activities, and partnerships that provide real-world experiences and career exploration. Student feedback highlights opportunities to strengthen this work moving forward. Students expressed interest in more hands-on learning opportunities, such as cooking classes and career pathways in areas like law enforcement. They also requested expanded extracurricular options, including more sports, clubs, and student-led activities, as well as additional events like a second prom and more guest speakers. Feedback also pointed to improvements in school climate and structures, including revisiting bathroom policies, increasing access and fairness. Students emphasized the importance of stronger peer connections.|To improve engagement with underrepresented families, the LEA will continue strengthening inclusive, responsive practices while incorporating student and family voice into program design. This includes using culturally responsive approaches, ensuring access to interpretation services, and creating welcoming opportunities for families to participate in school events and decision-making. Student feedback highlights the importance of making schools more engaging and accessible. In response, the LEA will expand hands-on learning opportunities (such as cooking and career-focused classes), increase extracurricular options and student-led clubs, and provide more events that bring families onto campus. Improvements to school climate—such as fair and accessible systems, age-appropriate structures, and stronger opportunities for student connection—will also help families feel more comfortable and connected.  2026-27 Local Performance Indicator Self-Reflection for Humboldt County Office of Education Page 12 of 19 Additionally, the LEA will continue addressing basic needs barriers identified by families, including food quality and access, as well as transportation and participation opportunities. Through these efforts, the LEA aims to create more inclusive, engaging environments that reflect the needs, interests, and voices of underrepresented students and their families.All students and families, regardless of their backgrounds or circumstances, are welcomed and encouraged to participate in extracurricular activities and community-building events. These inclusive spaces serve as platforms for fostering connections, celebrating diverse perspectives, and strengthening a shared sense of belonging and partnership within the school community.|The LEA has established strong systems for gathering input and engaging a wide range of educational partners in decision-making. Ongoing collaboration with students, families, District Superintendents, DHHS, Two Feathers Native American Services, Children’s & Family Services, the College and Career Department, and SARB Boards ensures that diverse voices are consistently represented in planning and improvement efforts. In addition, the LEA holds bi-monthly meetings with district partners to strengthen systems for student referral and transition, build shared understanding, and refine procedures. These regular touchpoints support more coordinated services and smoother transitions for students and families across programs and districts. Participation in Site Councils has grown, with increased involvement from parents, students, and staff, creating more inclusive and representative decision-making spaces. The LEA has also expanded student and family surveys and improved their accessibility, helping to elevate voices that have not always been well represented, including families from diverse cultural, linguistic, and socioeconomic backgrounds. These efforts are grounded in a commitment to inclusion, equity, and relationship-building. By creating multiple, accessible avenues for input—including partner meetings, Site Council engagement, bi-monthly district collaboration, and expanded survey tools—the LEA is strengthening trust, increasing participation, and ensuring that decisions reflect the experiences, needs, and strengths of the entire community.|The LEA has identified key focus areas for improvement in seeking input for decision-making, with an emphasis on strengthening communication, increasing engagement, and ensuring more inclusive participation. To improve communication, the LEA will expand outreach efforts to ensure students and families are consistently informed about opportunities to provide input. This includes communication during class time for students, along with emails, text messages, and posted flyers for families to increase awareness and accessibility. To increase engagement, the LEA will continue reducing barriers to participation by offering transportation supports, such as rides and gas cards, and scheduling meetings at times that better align with family availability. Incentives such as meals, grocery vouchers, and basic needs supports will continue to be used to create welcoming, accessible spaces that encourage participation. The LEA will also focus on strengthening responsiveness to input by ensuring that student and family feedback is clearly reflected in decisions. Student input highlighted the need for improvements in school policies, access, and engagement opportunities, reinforcing the importance of incorporating voice into planning in visible and meaningful ways. Additionally, expanded participation in Site Council and the Community School Advisory Group will provide more inclusive and representative opportunities for students, families, and community partners to contribute to decisionmaking. Overall, the LEA’s focus is on creating clear, accessible, and responsive systems for input that build trust, increase participation, and ensure that diverse perspectives actively inform decisions.|To improve engagement of underrepresented families in seeking input for decision-making, the LEA has implemented a more comprehensive and inclusive approach focused on increasing communication, access, and meaningful participation. All families, regardless of their background or circumstances, are invited to decision-making and discussion events through multilingual flyers, texts, emails, and announcements. Interpreters are available to ensure effective communication and remove language barriers. The LEA also works to reduce barriers to participation by providing transportation supports such as rides and gas cards, scheduling meetings at convenient times, and offering incentives such as meals, food vouchers, and basic needs supports to create welcoming and accessible environments for families. Additionally, the LEA actively collaborates with cultural organizations representing the diverse communities within the area. These partnerships help build trust, strengthen relationships, and ensure outreach is culturally responsive, encouraging greater participation from underrepresented families. Through these efforts, along with expanded opportunities through Site Council and the Community School Advisory Group, the LEA strives to ensure that all families feel valued, heard, and empowered to contribute to the decisions that shape their children’s educational experiences.|5|5|5|5|4|4|4|4|5|5|5|5|Met||2026-06-10|2026
12101240134163|Northcoast Preparatory and Performing Arts Academy|3|The school offers multiple opportunities to build relationships with families at all grade levels, including a start of school orientation, a welcome back to school night, parent conferences, all-school meetings, parent evenings, opportunities for and strong encouragement of parent involvement and proactive individual communication on the part of staff members. The school also engages in individual outreach to each underrepresented family to ensure that they are fully included in the school's two-way communication processes.|All staff attend professional development workshops addressing these topics. The school evaluates the learning needs of each student on an ongoing basis during weekly faculty meetings and monthly inservice meetings. The school hosts once a semester parent evenings and parent conferences to discuss student progress and to help focus on individual student needs. There is a parent-teacher communication week each semester prior to the release of midterm grades.|The school engages in individual outreach to each underrepresented family to ensure they are fully included in the school’s two-way communication processes described in item #1 above. The results of these efforts are evaluated, and the school follows up with any families needing more communication to ensure that all underrepresented families are benefitting from the school’s two-way communication processes.|NPA seeks input from parents/guardians in school decision making through parent evenings hosted for each grade level once each semester at the high school level and open house parent evenings at the middle school level. During these meetings parents have an opportunity to voice their academic and developmental hopes for their student and share any concerns or suggestions they may have with faculty and administration.|The school records all comments from parents/guardians, and faculty and administration take them into consideration in their decisionmaking processes. During these events parents also receive a questionnaire asking them to rank development priorities and initiatives in the school. The results are incorporated into the school’s LCAP goals and actions.|The parent meetings have a reasonable rate of attendance. It is the intention of the school to increase engagement by providing families with the opportunity to complete a digital survey in the event that they are not able to attend a parent meeting.|The school plans to make sure that any family that is not able to attend our parent meetings is prompted to complete the surveys that are distributed on their own time. The intention is that this will lead to greater participation and more accurate data.|The school makes a special effort to solicit participation from all underrepresented families in its regular outreach. The school administration works to ensure that all underrepresented families are aware that their input is valued and necessary to ensure that the school is including them in the process.|The school will continue to host parent evenings, student-led conferences, and community gatherings. It is the intention of the school to make these events accessible to underrepresented families by setting them at a time that increases accessibility. During these events all families will be asked to complete a survey/questionnaire.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-18|2026
12101240137364|Northern United - Humboldt Charter|3|In the area of building relationships with our families, we see this as a tremendous strength.  With the majority of our participants believing that we are at Full Implementation or Full Implementation and Sustainability, it is clear that we are building trusting respectful relationships in which our families feel connected.|As for area(s) of improvement, we will continue to make extra efforts to reach out to all of our more rural families. Some of our more rural families do not make it to our facilities often and do not participate in our engagement activities. This creates challenges in relationship building between school staff and families.|To enhance engagement with underrepresented families, our school will prioritize diverse representation in all communications and activities, conduct ongoing cultural competency training for staff, forge partnerships with community organizations, offer parent leadership opportunities, ensure accessibility of communication channels, develop culturally relevant programming, and establish regular feedback mechanisms. Through these initiatives, we aim to create a more inclusive and supportive environment where all families feel valued and empowered to actively participate in their children's education.|In the area of building partnerships for student outcomes, the data shows that the majority of our participants believe we have Full Implementation or Full Implementation with Sustainability in all areas.  We noticed that our families are rating us higher in this area than the staff are.|As for an area of improvement in building partnerships for student outcomes, we need to continue to coach parents as they are the often the main educator of the children in an independent study school. Supporting the parents in improving their instructional skills helps to improve student outcomes. We have offered workshops for parents, but they have been poorly attended. We need to partner with parents to better understand what their needs are.|To improve engagement with underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes, our school will implement targeted strategies. This includes actively reaching out to underrepresented families to involve them in decision-making processes regarding their children's education and well-being. Through our Community School, we will establish collaborative partnerships with community organizations that specifically support these families, ensuring that resources and support are readily accessible. Additionally, we will offer tailored workshops and information sessions that address the unique needs and concerns of underrepresented families, fostering a sense of inclusion and empowerment within the school community. Through these efforts, we aim to strengthen partnerships with underrepresented families, ultimately enhancing student outcomes through collaborative engagement and support.|The area of seeking input for decision making was also a strength with the majority of our participants responding that we have Full Implementation or Full Implementation with Sustainability in supporting family members to effectively engage in advisory groups and decision-making.|As for area of improvement, in the areas of supporting principals and staff to effectively engage families in advisory groups and with decision-making was lower than the other practices.  We have been focusing on bringing all educational partners' voices to the table through our Community Engagement Initiative, however we continue to see low involvement by educational partners in whole school events that provide opportunities for input in decision-making. This is true in our survey response rate, our board meeting attendance, our LCAP meetings and our PAC meetings.|Our school will enhance engagement with underrepresented families identified during the self-reflection process by implementing targeted strategies for seeking input in decision-making. This involves proactively reaching out to these families through culturally sensitive communication channels and providing opportunities for meaningful participation in decision-making forums. We will prioritize listening to their perspectives, concerns, and suggestions, ensuring their voices are heard and valued in shaping school policies and practices. By fostering an inclusive and collaborative approach, we aim to build trust, strengthen partnerships, and ultimately improve outcomes for all students.|4|4|4|5|5|4|4|4|4|5|5|5|Met||2026-06-30|2026
12101246008221|Agnes J. Johnson Charter|3||||||||||||||||||||||Not Met|||2026
12626790000000|Arcata Elementary|3|"Relationships between School Staff and Families are critical for ensuring student success. The Arcata School District fosters these relationships in a number of ways. The District has a Wellness Committee, a District Advisory Committee, and a Community Schools Advisory Committee. Involving families in the decision making process helps to build relationships between families and staff. Both Arcata Elementary School (AES) and Sunny Brae Middle School (SBMS) have active School Site Councils. AES also has a Parent-Teacher Organization and SBMS has a Graduation Committee and a Booster Club. Additional opportunities for input occur during intake meetings, conferences, IEP meetings, and family events. The Arcata School District encourages parent classroom volunteers, parent participation in decision-making bodies, and attendance/participation at school events. The schools promote 100% parent attendance at parent teacher conferences and hold trainings/workshops, such as parenting classes. The District provides professional development on promoting parent participation and the Arcata School District provides translation services to allow parents/guardians to participate in educational programs and individual meetings with school staff related to their child’s education. The district offers EL parents the opportunity to have the EL Coordinator or Education Assistant attend parent conferences, along with a translator. By focusing on formal and informal meeting opportunities, professional development on promoting parent participation, and translation services, the District creates an environment that allows for full participation in the school community. The 2025/2026 survey results show that there has been significant improvement in staff responsiveness and in being welcoming of parent participation:    100% of parents/guardians ""agree"" or ""strongly agree"" that ""school staff treat parents with respect."" (2025/2026; up 7%)  91% of parents/guardians ""agree"" or ""strongly agree"" that their school promptly responds to their phone calls, messages, or e-mails. (2025/2026; up 19%)  86% of parents/guardians agree or strongly agree that ""parents feel welcome to participate at this school."" (2025/2026; up 12%)    The district will continue the recent efforts leading to the significant improvement in responsiveness and helping parents feel more welcome to participate at the school. These efforts include AES open campus Mondays, monthly AES Coffee w/ the Principal, and stabilized office staffing at both schools. These measures, and additional efforts for next year, will help to continue improve parent perceptions. An area of strength is the District's weekly updating of its Facebook and webpages in order to engage and communicate with families. This might be one of the reasons such a high percentage of parents/guardians that feel their school ""keeps me well-informed about school activities."""|"As mentioned above, the District continues to see indicators of improved relationships with families:    87% of parents/guardians indicate that the school does ""very well"" or ""okay"" at providing information on the parents expected roll at their child's school. (2025/2026; up 16%)    This metric indicates that the District has made significant strides in seeking and valuing parent/guardian participation. The District has been increasingly creating opportunities to bring parents/guardians on campus and have them more engaged in their student's learning. The District has worked with families to develop, and formalize, a Booster Club at each school site. Further, the District has received a Community Schools Implementation Grant for each school site, which is continue to provide increased staffing to work with families and connect them with appropriate resources - specific successes from this year include Family Learning Walks and Family Villages."|In order to better serve all District students, the ASD continues to implement actions/services related to seeking parent input and promoting parental participation. One ongoing focus area for improvement is increasing outreach to low income families. Oversight of the Arcata Family Resource Center was previously restructured and there is an increased emphasis on connecting low income families with resources and support. Additionally, the district continues to invest in professional development that supports staff in learning about each family’s strengths, cultures, languages, and goals for their children. The District also plans to more purposefully invite and include items related to families of students w/ unique needs (students with IEPs and 504s) into it's various input meetings (school site council, District Advisory Committee, Community Schools Advisory Committee, AES Coffee w/ the Principal). Expanding on the Family Learning Walks and Family Villages for 2026/2027 will further strengthen school and community bonds. The Family Villages program took place in a church near housing that includes a high concentration of socioeconomically disadvantaged students and families. This program was helpful for strengthening connections with families that do not usually show up to other District input meetings - the location removed transportation barriers and the district provided meal and district provided childcare removed additional barriers to participation.|"The Arcata School District recognizes parents as partners and works with parents and families to ensure student success. Parent input is valued during intake meetings, conferences, IEP meetings, and family events. The Arcata School District encourages parent classroom volunteers, parent participation in decision-making bodies, and attendance/participation at school events. The schools promote 100% parent attendance at parent teacher conferences and holds trainings/workshops, such as parenting classes. By focusing on formal and informal meeting opportunities, professional development on promoting parent participation, and translation services, we will create an environment that allows for full participation in the school community. Metrics related to building partnerships with parent/guardians have generally held steady or improved:    93% of parents/guardians agree or strongly agree that their school ""encourages me to be an active partner with the school in educating my child."" (2025/2026; up 11%)  78% of parents/guardians ""agree"" or ""strongly agree"" that their school ""keeps me well-informed about school activities."" (2025/2026; down 1%)  100% of parents/guardians indicate that they ""participated in a regularly scheduled parent-teacher conference with the child's teacher."" (2025/2026; up 3%)   District and school staff are doing a good job of keeping families well informed. The District had a bit of a messy midyear rollout of a new mass communication system (voice calls, texts, and emails), but it is expected that the ability to effectively update families and ensure timely communications will only further improve for next year."|"The District continues to have strong parent/guardian partnerships:    74% of parents/guardians ""agree"" or ""strongly agree"" that “teachers communicate with parents about what students are expected to learn in class.” (2025/2026; no change)    Parents/guardians are regularly on campus and more engaged in their student's learning. Additionally, the District worked with families to develop, and formalize, a Booster Club at each school site. Further, the District's Community Schools Planning Grant provides increased staffing to work with families and connect them with appropriate resources."|In order to better serve all District students, the ASD continues to implement actions/services related to partnering with parents/guardians. One focus area for improvement will continue to be increasing outreach to low income families. Oversight of the Arcata Family Resource Center had been restructured and there is an increased emphasis on connecting low income families with resources and support. Additionally, the district increased emphasis on professional development that supports staff in learning about each family’s strengths, cultures, languages, and goals for their children. The District is also looking to more purposefully invite and include items related to families of students w/ unique needs (students with IEPs and 504s) into it's various input meetings (school site council, District Advisory Committee, Community Schools Advisory Committee, and Coffee w/ the Principal). The District worked with families to build a robust Booster Club at each school site. Further, the District has completed year 3 of a Community Schools Implementation Grant which is providing increased staffing to work with families and connect them with appropriate resources. Community Schools efforts from the 2025/2026 school year were tremendously successful at reaching and engaging families that have not historically engaged in the District's decision making process. Expanding on initiatives like the Family Learning Walks and the Family Villages will only further strengthen school and community bonds for the 2026/2027 school year.|Parent input is an integral part of the ASD decision making process. Annual parent survey results drive district decision making. Parents/Guardians are encouraged to serve on the ASD Board of Trustees, the District Advisors Committee, School Site Councils, the Community School Advisory Committee, and give feedback through surveys and other less formal communications. The CA Healthy Kids Survey (Parent Survey), District Advisory Committee, Community School Advisory Committee, School Site Counsels, Family Learning Walks, and Family Villages all provide excellent mechanisms for connecting with families and engaging them in the decision making process.|"Parent perceptions regarding their involvement in district decision-making have increased significantly according to the most recent CA Healthy Kids Survey:    84% of parents/guardians ""agree"" or ""strongly agree"" that their school ""actively seeks the input of parents before making important decisions."" (2025/2026; up 23%)  91% of parents/guardians ""agree"" or ""strongly agree"" that ""school staff take parent concerns seriously."" (2025/2026; up 14%)  86% of parents/guardians agree or strongly agree that ""parents feel welcome to participate at this school."" (2025/2026; up 12%)    In order to effectively serve all District students, the ASD continues to implement actions/services related to seeking parent input and promoting parental participation. One area for improvement is focusing on ensuring the sustainability of recent efforts to foster meaningful parent involvement in the District's decision making process. Increased formalization of input opportunities and building a history of valuing parent/guardian input will help continue to foster improvement in this area."|In order to better serve all District students, the ASD continues to implement actions/services related to including parents/guardians in the decision making process. One focus area for improvement will be increasing outreach to low income families. The FRC will continue its increased emphasis on connecting low income families with resources and support. Additionally, the district will increase emphasis on professional development that supports staff in learning about each family’s strengths, cultures, languages, and goals for their children. The District is also looking to more purposefully invite and include items related to families of students w/ unique needs (students with IEPs and 504s) into it's various input meetings (school site council, District Advisory Committee, Community Schools Advisory Committee, and Coffee w/ the Principal). The District has restored all of its traditional in-person parent activities and looks forward to the continued expanded impact of Booster Clubs established at each school site.|4|4|4|4|3|4|4|4|4|4|4|4|Met||2026-06-18|2026
12626790109975|Fuente Nueva Charter|3|Fuente Nueva recognizes the importance of building a partnership with families to promote student success, therefore we offer multiple ways for staff and families to connect and foster relationships over time. Friday mornings offer a unique time for families to join together at Café Fuente, a parent-organized offering of coffee, tea and health snacks. The number one word that families and community partners use to describe Fuente Nueva is community. This has been a common them on the past four years of family/community surveys. Additionally, the surveys reveal that the community feels welcome at the school. As a Spanish immersion school who centers social justice as a core value, we are regularly reflecting on how we are doing to each family for their unique culture that they can bring to the school. When provided feedback, we say thank you and take action to demonstrate that families are respected as contributors to the shaping of the program.  The Fuente Nueva Charter Council, our board of directors, offers an opportunity for the community to join via teleconference, allowing for virtual participation in leadership meetings. During the 2025 spring LCAP input season, there were numerous discussions about the feeling that parent engagement has decreased since before the pandemic. In 2026 we had less more families represented at the community partners meeting, and participation on the survey increased to approximately a 80% participation rate.|Next year we will build on this success by finding more low cost (energy and monetary) for the school community to connect. One recent area of improvement is to ensure that translations services are available on our websites and when needed at community meetings. During emergencies we have increased our capacity to provide near real time communication to families. These pre-recorded messages allow staff to remain focused on the demands of the incident while simultaneously keeping families informed of our status. In 2026 we plan to adopt Parent Square, a platform that puts all school to home communication in one location with ample family choice on how they receive the information.|On our 2026 annual Family Partners survey, 91.2% families reported that they feel the school maintains open communication on school wide information and 97.5% said they feel welcomed on campus. With these tremendously successful data points, we recognize that there is always more work to be done to ensure that the voices of those who are least connected to the school are heard. Fuente Nueva just finished our first year with a a Diversity, Equity, Inclusion and Belonging advisory, a space for Global Majority voices are centered. While there are many goals of this committee one strand of their work will be dedicated to building trusting relationships with families, specifically those who are a part of the Global Majority. One area that we are looking to deepen our work is to create family workshops where we can dialogue to build common understanding of the needs present in our community and how we can best meet them.|Every classroom teacher holds a back to school night where families are able to get to know the teacher better and find out what is going to be taught throughout the year. To keep families informed throughout the year, teachers sends weekly newsletters that include posts from the main office, specials teachers and the counseling team. In addition, teachers and holds two teacher-family conferences per year. Volunteers are welcomed to the classroom for a variety of tasks from field trip support to preparing learning materials.|Next year the newly formed Diversity, Equity, Inclusion and Belonging (DEIB) committee will continue to be a space for the school to develop focus goals to support family partnerships that lead to student success. The committee itself provides a means for family voice, which will amplify our capacity to know the needs of our community and be nimble in our response.|Our goal is to create meaningful opportunities for family voices to be in dialogue together to hear one another and create a collective vision to build partnerships and improve student outcomes. When families are actively engaged in the reflection process we will ensure that the voices of underrepresented families are brought forward through the DEIB committee work. Current plans include offering family book clubs, listening sessions, workshops and movie nights.|Fuente Nueva is a grassroots community created school and we have long valued collaboration in the decision making process. The board of directors seeks to make decisions based on consensus and when that is not possible, the leadership team respectfully disagrees. On the annual community survey, 91.3% of Fuente Nueva families reported that they feel that the school maintains clear and open communication about school wide information. 91.2% of respondents reported that they feel they have a chance to participate in the decision making process for the school. This is a huge success and we plan to build upon this feedback by continuing to provide meaningful ways for parents and community partners to provide input into the school's programs and policies.|With 91.2% of our families reporting they feel they are included in the decision making process, we are going to focus our efforts on increasing the means by which families can participate. The recent annual survey demonstrated that 53% of respondents are at minimum somewhat familiar with the Local Control Accountability Plan. The families reported that they are most likely to participate in the decision making process through taking surveys. Therefore, we plan to offer additional surveys through the year. Additionally, we will increase advertisement of the monthly board meetings as well as other opportunities for family engagement in the decision making process.|As a Spanish immersion program, several families prefer or require to communicate in Spanish. We are building our capacity to engage with Spanish speaking families by ensuring that the front office administrative team includes an individual who is bilingual in both Spanish and English. One way that we will continue to improve is to ensure that translation services are available for all community forums. This year our website was updated to include a translate option so that all content can be viewed in Spanish and English and was also the first year that school-wide communications were delivered in both languages.|5|5|4|5|5|4|5|5|5|5|4|5|Met||2026-06-17|2026
12626790111708|Union Street Charter|3|Parents are engaged in the school as volunteers in the classroom and assist with field trips, serve on the board and the LCAP Advisory Council. Several family events that showcase the educational program are held that are meant to engage parents in a sense of community, such as camping, the Fall family fun night, Spring Sing and potluck where all students perform music and sing, the open house which displays student projects, and the end of the year picnic.|A focus for next year will be encouraging parents to attend LCAP, site council and board meeting attendance.|Using information provided in the Family Engagement Framework listed on the CDE website, USC educates teachers, specialized instructional support personnel, the principal, and other staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs. During meetings staff strategize how best to build ties between parents and the school.|Union Street Charter (USC) involves parents in the educational program in several ways. Student progress is communicated through parent conferences twice a year (there is a third teacher-initiated conference when needed). USC provides assistance to parents of children served by the school in understanding such topics as the academic standards, state and local academic assessments, and how to monitor a child’s progress and work with educators to improve the achievement of their children at parent nights in the Fall and at parent conferences. Families are kept informed of their rights in the Annual Notice of Parent Rights.|USC ensures that information related to school and parent programs, meetings, and other activities is sent to the parents of participating children in a format and, to the extent practicable, in a language the parents can understand. This is done by providing all newsletters and documents in print and electronic methods (webpage and email). We have a Spanish speaking translator on staff who can translate any documents. All documents on the webpage are ADA compliant, and other school publications can be provided in print upon request. We could improve getting that message out through parent meetings.|USC provides materials and training that help parents support their children’s academic achievement throughout the school year. Such information is provided at parent nights in the Fall, at parent conferences, and by announcing local workshops in the school newsletter. In addition, workshops are held at the school on internet safety for parents and adolescent growth. While it is our philosophy to provide paper copies of all school publications at the beginning of the year, we will work toward 100%. This will ensure we are not assuming everyone has access to the internet. Parents can make a confidential request for paper copies.|The Union Street Family Engagement policy was developed jointly with and approved by the Site Council and school board on 6/7/17. It is distributed annually to parents and family members of participating students in the school handbook. Families are invited to participate in decision making by giving input about the school in the annual school survey and all grades were well represented. The survey asks for parent comments on many aspects of the school.|Suggestions from surveys are integrated into daily running of the school by staff and the board. A key finding of our survey was that parents feel like they have many opportunities to participate. Several parents participated in school board meetings. A goal for next year is to offer more opportunities for involvement.|In addition, advisory groups and the board meetings are announced in the newsletter. USC aligns parent involvement required in the ESSA Section 1116 with the LCAP stakeholder engagement process by ensuring that families may participate in a survey regarding academics and school climate. Parents are involved in LCAP development during input meetings during the year. Parents serve on the board and the LCAP Advisory Council that meet to discuss the budget and LCAP. A focus for next year will be encouraging parents to attend LCAP, site council and board meeting attendance.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-17|2026
12626790137653|Redwood Coast Montessori|3|"The relationship between school and family is central to the success of RCM students and the development of our school community. RCM staff use a variety of ways to engage with parents/guardians and the larger community. As a starting point, RCM staff host a variety of early year gatherings for students, families, and staff to build relationships and open up lines of communication. Regularly scheduled conferences, IEP meetings, and community events help to promote collaboration and relationship building. In addition, RCM hosts a exhibitions, school performances, and information meetings throughout the school year. At the governance level, parents/guardians are the encouraged to participate as members of the school board and as members of the site council. Both groups are composed of primarily parent/guardians. Friends of Redwood Coast Montessori provides an additional format for to build relationships between families and school. 96% of Parents ""Agree"" or ""Strongly Agree"" that ""Parents feel welcome to participate at this school."" 96% of Parents ""Agree"" or ""Strongly Agree"" that "" School staff treat parents with respect."""|RCM acknowledges that additional outreach needs to be done to promote these opportunities to all families, particularly among students. RCM staff are currently working on curriculum and course structure that will initiate greater participation of students in both of these governing bodies. RCM continues to outreach to families at the beginning of each school year to educate families about the wide range of opportunities for involvement and to promote these opportunities in our weekly newsletters.|RCM will continue to outreach to families through or weekly newsletters and direct communication with all families, particularly those that are underrepresented. The Manila Community Resource Center, operated by RCM, has been undergoing a process of refocusing its resources to better support school families. RCM is also providing additional training opportunities for staff to address the increased need for support of students and families with unique needs.|"Redwood Coast Montessori works hard to actively communicate with families and to build partnerships with the entire community. Through the use of the weekly newsletters and through our ""open door"" approach to connecting with families, RCM staff are largely able to effectively communicate with families regarding student outcomes. 76% of parents ""Agree"" or ""Strongly Agree"" that their school provides instructional materials that ""reflect my child’s culture, ethnicity, and identity."" 96% of parents ""Agree"" or ""Strongly Agree"" that ""Teachers communicate with parents about what students are expected to learn in class.""  Percentage of parents that parents/guardians that ""agree"" or ""strongly agree"" that their school encourages me to be an active partner with educating my child."|Redwood Coast Montessori staff are actively working on building a comprehensive TK-12 strategy for assessing and tracking student performance. Through the use of several key strategies: student portfolios, student-led conferences, student critique and reflection, partnerships between families and school will be strengthened.|In an effort to better serve the needs of underrepresented students and families, RCM pursuing additional staff training and systems to address the needs of students in the classroom. RCM is also partnering with HSU to provide two social worker interns to provide target services for students with unique needs. Expansion of the hours and duration of our programs during the 2025-26 school year and beyond is also designed to help support underrepresented students.|In 2025-2026 a survey was administered to staff, students, and families to elicit feedback. This tool proved to be an excellent source of information from all three target groups. These surveys will continue to be used in future years as an important source of information for how best to engage all members of our community.|"Based on survey feedback: 85% of Parents ""Agree"" or ""Strongly Agree"" that ""School actively seeks the input of parents before making important decisions."" 86% of Parents respond ""Just okay"" or ""Very well"" that school is ""Letting you know how your child is doing in school between report cards."" While these percentages indicate that a majority of parents/guardians are satisfied with the level of input they receive from school and their ability to provide input, our goal is to have a percentage of 90% or more of parents /guardians reporting satisfaction with the levels of input for decision making."|In an effort to better serve the needs of underrepresented families, our community resource center continues to shift the focus of the program to include greater levels of support for children and families in our own community. Staff of the resource center are also working on improving how information is communicated to underrepresented families in order to help identify needs and provide available resources.|4|5|3|4|3|4|4|4|2|3|3|2|Met||2026-06-24|2026
12626796120562|Coastal Grove Charter|3|We have all parent class meetings three times a year where families can gather and build community. We also offer parent/teacher conferences twice yearly, and on a continual as needed basis. We offer a rich festival life, numerous opportunities for volunteering, PTO, and open communication. We have a weekly all school newsletter, and weekly teacher/family updates.|We are working to streamline our communication for greater ease and provide a one-stop place for information.|We will continue to ensure that all families have access to information, provide outreach, offer special school events, and offer hvisits. We also offer guidance and support for accessing local county and state resources for families.|We meet regularly with parents to provide information and resources. Our strength is our festival life and our parent meetings which occur three times each year. These meetings are pivotal to providing information about child development, our programs and curriculum, and other timely topics. We also have volunteer groups who come and assist directly in the classroom.|We want to increase volunteerism in the classroom and offer special workshops for supporting student learners.|We will continue to provide parent opportunities and encourage parent involvement. We will ensure that meetings are accessible and that everyone feels welcome. We will continue to provide dinners and childcare for parents during our parent meeting nights.|We provide yearly surveys, practice rounding with families, and include parents in decision-making through PTO and class meetings.|Encourage higher PTO membership and increase survey participation.|Encourage PTO involvement and survey participation. Provide continuing outreach to families.|5|5|4|4|5|4|5|5|4|4|4|4|Met||2026-06-22|2026
12626870000000|Northern Humboldt Union High|3|"Analysis of the Fall 2025 local survey data highlights several key strengths and stable progress in fostering respectful and approachable environments across the LEA: Sustained Culture of Respect: District-wide, 75.45% of responding parents/guardians agree or strongly agree with the statement, ""I am treated with respect at this school"" (72.61% at AHS and 82.26% at MHS). This represents stable 2026-27 Local Performance Indicator Self-Reflection for Northern Humboldt Union High School District (CDS: 12626870000000) Page 9 of 27  2026-27 Local Performance Indicator Self-Reflection for Northern Humboldt Union High School District (CDS: 12626870000000) Page 10 of 27 continuity from last year's baseline of 75%, showing that school sites maintain a consistently respectful foundation for family relations.  Approachable Leadership: Families express a high degree of comfort interacting with school leadership. Across the district, 68.18% of respondents feel comfortable approaching school administration, with MHS showing notable strength at 75.81% agreement, and AHS at 64.97%.  Genuine Concern for Students: A strong majority of families believe school staff care about their children's wellbeing. District-wide, 64.09% of families agree or strongly agree that ""teachers, staff, and administration demonstrate a genuine concern for my child"" (72.58% at MHS; 60.51% at AHS).  School Pride: Institutional affinity remains high, with 73.64% of surveyed parents across the district indicating they are proud to say they have a child at their school (71.97% at AHS and 79.03% at MHS)."|While foundational metrics of respect are stable, local data highlights critical, systemic communication gaps and engagement barriers that serve as key focus areas for improvement:  Stagnant Survey Participation: Last year, the LEA identified a low participation rate of 220 total responses for a district of approximately 1,600 students as a clear indicator of engagement barriers. Fall 2025 data shows that participation has stagnated at exactly 220 responses, confirming that standard digital outreach methods are failing to increase parent/guardian feedback loops.  Severe Deficit in Proactive, Positive Communication: Across the district, only 28.64% of parents agree or strongly agree that they receive positive phone calls, emails, or notes about their child (28.02% at AHS and 30.64% at MHS). This indicates that the vast majority of direct outreach to families is reactive, disciplinary, or focused on deficiencies, which undermines proactive relationship building.  Insufficient Feedback on Learning: Regular communication regarding student academic progress requires immediate attention. Only 31.82% of district respondents agree or strongly agree that they receive regular feedback on how well their child is learning. This issue is particularly acute at Arcata High School, where 43.31% of parents explicitly disagree or strongly disagree that they receive regular feedback.  Perceptions of Unconscious Bias or Alienation: Qualitative feedback from educational partners indicates that a segment of families experiences friction or feels politically/culturally alienated by classroom environments or administrative policies. Ensuring all families feel their values are partner-centered without ideological polarization is an emerging focus area.|Shifting from Passive to Active Advisory Networks: The district will continue expanding and deepening partnerships with site-based groups such as the English Language Advisory Committee (ELAC) and the Native American Advisory Council (NAAC). Rather than waiting for survey responses, school sites will leverage these established community networks to facilitate in-person focus groups, listening sessions, and localized community dialogues.  Systematizing Proactive Positive Outreach: To combat the identified weakness in positive communication, the LEA will implement structured outreach protocols. Staff will be encouraged or provided dedicated time to conduct positive  2026-27 Local Performance Indicator Self-Reflection for Northern Humboldt Union High School District (CDS: 12626870000000) Page 11 of 27 check-ins (via phone calls or notes) specifically prioritizing families of underrepresented student groups, establishing a baseline of trust before any academic or behavioral issues occur.  Addressing Structural and Material Barriers: Local data revealed that 37 families across the district (23 at AHS, 14 at MHS, and 1 at Mad River) specifically noted that increased access to district transportation would directly improve their child's attendance and reduce tardiness. Recognizing that student attendance barriers directly impact a family’s ability to engage with the school, the LEA should investigate strategic transportation adjustments and coordinate directly with impacted families to improve structural access.  Culturally Responsive, Multi-Modal Communication: The LEA will diversify communication channels by incorporating multi-lingual text-based messaging platforms, and distributing printed materials to a broader base and increased locations. This directly addresses the accessibility gaps that limit feedback from parents who face digital, language, or scheduling barriers.|When we looked at the Fall 2025 parent surveys, we found a few major areas where families feel great about their schools:  Parents feel education is a top priority: Across the school district, about 74% of parents agree that the school treats their child’s learning as a top priority.  Kids have a real chance to succeed: Around 68% of parents district-wide feel their children are given all the opportunities they need to do well. This feeling is especially strong at McKinleyville High School, where nearly 76% of parents feel this way (compared to about 65% at Arcata High).   2026-27 Local Performance Indicator Self-Reflection for Northern Humboldt Union High School District (CDS: 12626870000000) Page 12 of 27 Schools are helping kids grow: About 69% of parents say that the school is having a genuinely positive impact on how their child grows and develops as a person.|While parents generally feel good about our high-level goals, our team is focusing heavily on fixing a major breakdown in day-to-day communication and partnership between teachers and parents. Here are the specific problems we found and the proactive steps we are taking to fix them:  The Challenge—A big drop in regular updates about learning: Across the district, only about 32% of parents say they get regular updates from teachers on how well their child is doing. This is a severe issue at Arcata High School, where more parents explicitly disagree (43%) than agree (28%) that they receive regular feedback. At McKinleyville High, it's slightly better (42%), but still far too low. Our Proactive Fix: We are taking the pressure off parents to check multiple apps. The district is providing clear expectations and concrete training for teachers on how to maximize ParentSquare. We are giving teachers prewritten message templates and standardized language to include in their class syllabi so that sending regular, meaningful updates about schoolwork becomes quick, easy, and a routine part of every classroom. The Challenge—Parents want to understand school choices better: Only 57% of families feel school leaders make decisions with the family's best interests in mind. There is a wide gap here between McKinleyville High (where 73% trust administrative choices) and Arcata High (where only 52% do). Our Proactive Fix: Trust is built when things are transparent. We are creating a single, easy-to-use space on our school websites where all district policies are clearly explained so nothing feels hidden. Furthermore, our staff will run regular public communication campaigns to openly share our goals, data, and school progress with the community. Our Proactive Fix for Technology Barriers: We know that digital tools like ParentSquare only work if parents know how to use them. Instead of expecting parents to figure out the technology on their own, our family outreach teams are going to bring ParentSquare help desks directly to heavily attended community events like sports games, school plays, and family nights to provide hands-on, face-to-face assistance.|For two years in a row, exactly 220 families filled out our survey. Out of roughly 1,600 students in the district, that means we are missing the voices of about 86% of our families—especially those who face language or cultural barriers. To fix this and build real partnerships, we are taking these concrete actions:  Meeting parents where they already are: We know it's incredibly hard for working parents to make it to school meetings during the regular workday. We are going to start setting up informational tables at heavily attended community events, sports games, and school plays. Principals and staff will be there to hand out clear, simple guides about grades, graduation rules, and what kids are learning.  Making special education meetings more about teamwork: Instead of treating IEP and 504 meetings like legal paperwork sessions, we want to use them to build a supportive team around the student. We will train staff to use these meetings to set up easy, ongoing text or email updates so parents know exactly how their child is doing weekto-week.  Helping kids get to school on time: Kids can't succeed if they struggle to get to campus. On the survey, 37 families (23 at Arcata, 14 at McKinleyville, and 1 at Mad River) explicitly stated that having access to a school bus or better transportation would directly fix their child's attendance and lateness issues. We are going to reach out to these exact families directly to bridge those transportation gaps.  2026-27 Local Performance Indicator Self-Reflection for Northern Humboldt Union High School District (CDS: 12626870000000) Page 13 of 27  Providing clear info in multiple languages: We want to expand our successful parent groups, like the English Language Advisory Committee (ELAC) at Arcata High and the Native American Advisory Council (NAAC) at McKinleyville High. We will use these networks to share school information in plain, welcoming language so every family has the tools to speak up and advocate for their child.|Over the past year, we have maintained a strong foundation for listening to our families. Building on last year’s progress—where a majority of responding parents felt the district actively looked for their input—we continue to offer many different ways for parents to share their thoughts. We regularly look for feedback through our annual family surveys, school site councils, and specialized parent groups. In particular, we have active spaces for targeted feedback, such as the English Language Advisory Committee (ELAC) at Arcata High and the Native American Advisory Council (NAAC) at McKinleyville High. These groups give our school community a direct line to share ideas, concerns, and perspectives with school leaders.|"While last year’s survey showed that parents knew we were asking for input, this year's data reveals a major focus area for us: parents want to see how their input actually shapes real school choices. Right now, there is a trust gap regarding school decisions. Across the district, only 57% of families feel that school leaders make decisions with the  2026-27 Local Performance Indicator Self-Reflection for Northern Humboldt Union High School District (CDS: 12626870000000) Page 14 of 27 family's best interests in mind. This look at the data shows a significant divide between our campuses: at McKinleyville High, 73% of parents trust administrative decisions, but at Arcata High, that number drops to 52%.  Our Proactive Fix: Trust is built on transparency, so we are shifting from just ""gathering input"" to actively closing the loop with families. Our LCAP writing team is restructuring how we communicate. We will plan to redesign our school websites so district policies, budgets, and the ""why"" behind major decisions are out in the open and easy to understand. Moving forward, whenever we ask parents for feedback, we will follow up with clear public updates that tell the community: ""Here is what you told us, and here is exactly how your feedback changed our plans."""|Last year, we recognized a major historical roadblock: the vast majority of our families were not participating in advisory councils or filling out surveys. This year's data shows that this remains our biggest challenge. For two years in a row, exactly 220 families filled out our survey. Out of roughly 1,600 students district-wide, this means we are missing the voices and input of 86% of our families. We are especially missing families who face language barriers, cultural differences, or tough work schedules. To fix this, we are changing how we ask for input:  Taking the survey to the sidelines: We know working parents cannot always make it to a school meeting to give feedback. Our outreach teams and principals are going to bring short, interactive input forms and ParentSquare help desks directly to heavily attended community events, sports games, and school plays. We will meet parents where they already are to listen to their ideas face-to-face.  Empowering cultural networks: Instead of relying on formal district-wide meetings, we will deeply invest in our sitebased groups like ELAC and NAAC. We will partner with the families in these groups to design welcoming, comfortable input sessions in multiple languages, making sure the parents who have historically been left out are the ones driving our district's decision-making.|3|4|3|3|3|3|3|3|3|3|3|3|Met||2026-06-16|2026
12626870107110|Six Rivers Charter High|3|"Based on the analysis of the Fall 2025 Experience Surveys, Six Rivers demonstrates several key strengths and consistent progress in building relationships between school staff and families: Respectful and Supportive Environment: A significant majority of families report being treated with respect at their child's school and believe that teachers, staff, and administration demonstrate a genuine concern for their children. Accessibility of Leadership: Families across the district express a high level of comfort in approaching school administration, reflecting a culture of openness and accessibility. Personalized Connections: School staff identify ""knowing students and their families"" as a primary strength that facilitates effective communication and helps create a caring, supportive environment. Student-Centered Focus: Parents describe schools as ""inclusive and student-focused,"" noting that meaningful interactions with staff contribute to a safe and welcoming community for their children. Responsive Communication: While some areas for improvement in feedback frequency were noted, many families highlighted ""clear communication,"" ""responsive staff,"" and ""accessible office personnel"" as current organizational strengths.  Six Rivers should continue to build upon its strengths, such as providing opportunities for gathering student voice in decision-making through our Leadership class, the Educational Partners Advisory Committee, the Indian Education Parent Advisory, annual Student Feedback Sessions, and other means that may be added to the upcoming district strategic plan for engagement. Staff participation in professional development to update curriculum to be more culturally sensitive is also a positive step forward.  To further improve, Six Rivers should focus on developing multiple opportunities for engaging in 2-way communication with families using accessible language. While tools like ParentVUE and Google Classroom allow families to access grades, attendance records, and school work digitally, Six Rivers has implemented the use of Parent Square to facilitate meaningful, two-way communication between educators and families. We will work with families to determine ways to expand and improve this area, including training opportunities for staff and guardians.  We will continue to facilitate outreach to parents on how to use Parent Square."|"We had two low areas when looking at the data: communication between the school site and educators using language that is accessible and understandable to families.  As a site, we will: 1. Continue to improve new parent orientations that focus on how to use our SIS system as well as how to understand Google Classroom. 2. Develop multiple opportunities for engaging in 2-way communication between families and educators using accessible language. Six Rivers should explore various ways to facilitate meaningful, two-way communication that is understandable and accessible to all families. We will work with families to improve and expand in this area, including this as a specific area in the district's strategic plan for engagement. 3. Build upon existing initiatives to gather student voice in decision-making. Six Rivers has made progress in this area through the annual student feedback sessions held at all sites and the creation of a Leadership elective class. 4. Consistency and Frequency of Feedback: While families feel respected, many indicate a desire for more regular and timely updates on their child's academic progress. Only about half of the surveyed families agreed that they ""regularly"" receive feedback on student learning.  We will work to provide staff with more time to improve the frequency of feedback for students."|"To improve the engagement of underrepresented families and strengthen the bond between staff and the community, Six Rivers Charter High School (SRCHS) is leveraging a foundation of caring, high expectations, and data-driven interventions. The LEA’s strategy focuses on transforming traditional involvement into an active partnership through three key pillars: accessible communication, academic collaboration, and targeted support for students facing complex barriers. Fostering a Culture of Inclusion and Accessibility: SRCHS recognizes that building relationships begins with an inviting school culture. The LEA continues to host community-building events, such as the Back-to-School Potluck and Winter Performance, while providing formal avenues for family voice through the Parent Advisory and Educational Partners Advisory Committees. To ensure underrepresented families can stay connected regardless of their schedules, the school utilizes a robust digital ecosystem—including ParentVUE, Google Classroom, and active social media—ensuring that information regarding student progress and school funding remains transparent and accessible.  Empowering Families through Academic Partnership: A critical component of the LEA’s engagement strategy is the integration of families into the long-term planning process. By making the ""four-year plan"" a central part of registration, staff engage in direct conversations with families about A-G eligibility and post-secondary goals. These meetings serve as a bridge, particularly for families who may be less familiar with higher education requirements, ensuring they are empowered partners in improving student outcomes. Furthermore, for students with IEPs and 504 plans, regular collaborative meetings ensure that the most vulnerable learners have a personalized support network.  Data-Driven Interventions and Targeted Outreach: The success of these efforts is reflected in a significant shift in school culture, evidenced by a dramatic 11.3percentage-point decrease in chronic absenteeism (from 29.3% to 18%) over the past year. To reach the families of students still struggling with engagement, specifically those in the Tier 2 category, the LEA is moving beyond one size-fits-all solutions. By implementing flexible modalities, such as hybrid schedules, and expanding a comprehensive resource list for on- and off-campus services, the Student Services department is proactively addressing the root causes of disengagement. Moving forward, the LEA will continue to refine these individualized intervention plans, ensuring that every family has a clear, supported pathway to participating in their student's success."|Our strengths are supporting families to understand and exercise their legal rights and advocate for their own students and all students, and working with diverse racial, ethnic, or cultural groups.|We need to focus on communicating what students are expected to learn in class which we will address by working in PLCs to create curriculum and instruction plans that can be communicated to families and students.|The LCAP actions for 2025-2026 focus on social/emotional behavior instruction for students. Part of the actions are to build relational capacity among staff, families, and students, and to build systems at all levels of the district that create a safe, equitable, and supportive community for every student and staff member. School staff, teachers, and administrators are learning to create more trauma-sensitive, safe, and supportive school environments. This includes reaching out to families to seek their feedback for improvement. Moving forward, our district will provide professional development regarding Tier 1 and Tier 2 supports, including trauma-informed strategies, and will continue to implement Tiered Support for all students.  At Six Rivers, the four-year plan has become part of the registration process, which supports its relevance and helps students with coursework to become A-G eligible upon graduation.  We have a part-time Academic Counselor, who will help guide students throughout their four years for College or Career tracks.  This work includes conversations with families and students to discuss student progress and ways to work together to support improved student outcomes.  Throughout the school year, staff have participated in multiple Professional Learning Communities and mini Professional development in regards to Universal Design for Learning, supporting English Language Development,  and culturally responsive teaching. The implementation of these learnings will allow staff to provide equitable and relevant learning opportunities for all students, including underrepresented families.|Six Rivers provides many opportunities for families to provide input and feedback on school and district levels through focus group meetings, surveys, and LCAP educational partners meetings.  Moving forward, Six Rivers will be working closely with the school's EPAC to help guide the school in writing sitewide plans such as the LCAP and parent and family engagement policies.|Six Rivers will continue to use our LCAP educational partners' meetings to improve seeking input for decisionmaking. Our area of focus for the upcoming year is on increasing participation from our educational partners, as our participation is low.  Furthermore, our EPAC is typically attended by the 8 core members, even though it is open to the public. As our participation is low, our focus area for improvement is participation in our input processes.|Six Rivers already has a robust Social Media presence on Facebook and Instagram. Families are able to access students' grades and attendance records via the parent portal, ParentVUE. Teachers throughout the district are using Google Classroom which allows students and families to access school work digitally. Families who have students with IEPs and 504 Plans meet regularly with staff to discuss learning goals and accommodations. At Six Rivers, the four-year plan has become part of the registration process, which supports the relevancy of the plan, as well as supporting students in coursework to help more students become A-G eligible upon graduation.  This work includes conversations with families and students to discuss student progress and ways to work together to support improved student outcomes.|5|5|5|3|4|4|4|4|4|5|4|5|Met||2026-06-16|2026
12626870124263|Laurel Tree Charter|3|LCAP goals are reviewed and revised at Staff Retreat (the week after school is out) when we do our major planning for the following year. We review LCAP goals and progress on them at the Spring Board meetings. We have multiple community events to build bonds with families and gather input. This year we've have four student performance events, a community fundraiser, a Literacy and STEAM night for parents, and we'll have our traditional end-of-year picnic. We also share information about our LCAP goals|Our focus this year will be about community planning of our outside space: Orchards, gardens, outdoor classrooms and play spaces. This will be an excellent way to engage parents with the school community around an exciting and fun project.|Providing child care at our meetings, offering a variety of times/activities for gatherings, focusing on student performances.|We are completing our fourth year as part of a five-year training through ArtSEL - using Art to facilitate social/emotional learning. This training of the whole staff in improving social emotional learning for all our children will really help us build partnerships with families. Little things like having teachers outside during pick-up time to connect informally with parents, including parents in field trip opportunities, and quick response time to parent communications.|We're focused on SEL and rebuilding community after the pandemic. We're reconnecting with the broader community and getting students back out in that community for swim lessons, on city busses, community performances and potlucks. The high school group is traveling again. We have a new school-wide project around planning our outside spaces at the new site.|Our test scores show that our low income students took the hardest hit during the pandemic. As we are designing for the upcoming year, planning for more supports, more small group instruction, and greater connection with parents of low income and underrepresented students will be important. We've increased our instructional aides, kept our class sizes low, and focused on SEL training for the staff.|As a teacher-run school, we have a lot of staff input into decision-making. Our staff meetings and structure are set up to facilitate that. For the 2024/25 school year, our focus has been on moving the school to a new location and mitigating the financial crisis that has arisen from that move. While we have had a lot of support from families helping with the move, we have not had the time to actively see input for decision-making from families this year. We look forward to engaging families in planning and building in our outdoor areas. This school-wide project has the potential to build a lot of community and ownership.|Our outdoor project and using this project as a means to reengage our Family Inclusion Group.|Using FIG as our vehicle and the ideas in Design for Belonging we will continue to work on reaching our underrepresented families by designing events, projects, and systems that draw them in. Having a student performance where food is served four times during the year is one way that we are making it easy and fun for all families to connect. FIG helped us design a Back-to-School Night around parent needs last fall. 2025/26 we had four student performances, three on-site community events, and two overnight field trips with many parent chaperones. These are great ways to connect parents and staff.|4|4|3|4|3|4|4|4|2|3|3|4|Met||2026-06-25|2026
12626950000000|Big Lagoon Union Elementary|3|Based on the survey data reported above, the District is fully implementing efforts to build relationships between school staff and families. 7/13 families completed. the spring survey rating their feelings about family communication and involvement: The school communicates clearly with families, I feel welcome at the school, I feel comfortable sharing concerns or ideas with school staff. All 7 strongly agree to those statements|Based on the survey data reported above, the District creates a welcoming environment for all families in the community. Big Lagoon School will maintain this by creating more opportunities for families to be on campus, including cultural pressentations, and family nights.|Due to the small size of the school, every family has the opportunity to be engaged with the school and 100% of families are actively engaged based on attendance at school functions. Engagement activities include  Back to School Night, Fall Harvest Celebration Night, bringing in presenters, or being a presenter on special topics. Families are invited to our monthly schoolwide assemblies as well. We will provide food whenever possible at all events.|Based on the survey data reported above, the District is doing well in providing families with information and resources to support student learning and development in the home; and implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. This includes sending home practice suggestions from IXL in all subject areas and regular progress reports.|Based on the survey data reported above, the area in need of improvement is providing professional learning and support to teachers and principals to improve the school’s capacity to partner with families.|The District's small size allows every family the opportunity to be engaged with the school and all families are actively engaged in some capacity, including underrepresented families. Big Lagoon School will continue its efforts to engage all families.|According to the survey data and educational partner input, the District is working on building capacity of and supporting family members to actively engage in advisory groups and decision-making, and the district is successfully providing all families with opportunities to provide input on policies and programs.|Areas for improvment include building the capacity and supporting principals and staff to effectively engage families in advisory groups and with decision-making; and providing opportunities for families, teachers, principals, and administrators to work together to plan, design, implement and evaluate family engagement activities at school and district levels.|The District is pleased to have regular engagement with underrepresented families, and will build on this momentum by offering more parent input meetings online. Online meetings allows for flexibility for families to attend.|5|5|5|4|3|3|4|4|3|3|4|3|Met||2026-06-12|2026
12627030000000|Blue Lake Union Elementary|3|Blue Lake Union Elementary School District continues to value family engagement as an essential part of student success and school improvement. Blue Lake Union Elementary School is a partnership of school, parents, businesses, and the community. Our mission is to prepare children for the future by establishing the knowledge and skills needed to achieve academic excellence, personal growth, and success within a safe and diverse environment.  Over the past two years, the District has worked intentionally to strengthen relationships with families through our participation in the Community Engagement Initiative (CEI). Through this work, we have learned that family engagement is not only about attending meetings or school events. Meaningful engagement happens when families feel welcomed, heard, respected, and connected to the school community.  The District seeks family input in a variety of ways, including the Parent Advisory Board/School Site Council, Parent-Teacher Organization (PTO), Community Schools Task Force meetings, conferences, family events, community dinners, surveys, and LCAP engagement opportunities. We also use tools such as the California Healthy Kids Survey and district-created surveys to better understand the experiences, needs, and priorities of students and families.  As part of our CEI journey, we have continued to reflect on who is participating, who may not yet feel connected, and what helps families feel comfortable sharing their voice. This reflection has helped us move beyond simply offering opportunities for input toward creating more intentional opportunities for two-way communication and relationship-building. Family dinners, student-centered activities, community events, and informal conversations have helped strengthen trust and connection between families, staff, and the school.  One of the District’s strengths is the willingness of staff, teachers, families, and community partners to work together to improve the school experience for students. We are proud of the progress we have made, and we also recognize that family engagement is ongoing work. Our continued focus is to strengthen authentic partnerships, improve communication, and ensure that families feel welcomed, heard, and connected to the school community.|Based on educational partner input, local survey results, participation in family events, and reflection through our Community Engagement Initiative work, Blue Lake Union Elementary School District’s focus is to continue strengthening two-way communication and meaningful relationships between school staff and families.  The District will continue to improve how we communicate with families so information is clear, timely, and accessible. Staff use multiple methods to keep families informed, including phone calls, email, ParentSquare/notification systems, Class Dojo, Google Classroom, newsletters, written notices, the district website, and social media. While these tools help share information, we recognize that strong family engagement requires more than sending messages. Our continued focus is to make communication feel personal, welcoming, and responsive to family needs.  Through our CEI work, we have learned the importance of listening to families, creating opportunities for informal connection, and paying attention to who is participating and who may not yet feel connected. The District will continue to offer opportunities for input through School Site Council/Parent Advisory meetings, PTO, Community Schools Task Force meetings, LCAP input opportunities, family events, conferences, surveys, and Board meetings.  Our focus for improvement is to strengthen trust, increase family voice, and make it easier for families to participate in ways that work for them. We will continue to use educational partner input and local data to reflect on our practices, improve communication, and create more consistent opportunities for families to feel welcomed, heard, and connected to the school community.|Based on educational partner input, local data, and our self-reflection process, Blue Lake Union Elementary School District will continue to improve engagement with families who may be underrepresented or who may experience barriers to participating in school activities, meetings, and decision-making opportunities. This includes families who may not regularly attend school events, families of English Learners, families of students with disabilities, socioeconomically disadvantaged families, families experiencing housing instability, and any family who may need additional support to feel connected to the school community.  Through our Community Engagement Initiative work, we have learned that engagement begins with relationships. Our focus is to move beyond simply sending information home and to continue building trust through personal outreach, listening, and flexible opportunities for families to participate. At the beginning of the school year and throughout the year, staff work to identify families who may need additional communication, support, or connection. The District uses phone calls, texts, email, written communication, translation support, conferences, family events, and personal invitations to help families stay informed and involved.  The District will continue to strengthen outreach by making communication clear, accessible, and responsive to family needs. Parent-teacher conferences are scheduled after the first part of the school year, again in the spring, and as needed throughout the year. Teachers and staff make efforts to connect with every family and provide information about each student’s academic, social, and emotional strengths, as well as areas for growth. When families are unable to come to campus, the District works to provide flexible options for communication and support, which may include phone conferences, virtual meetings, or additional outreach through school support staff and partner agencies.  The District will also continue to use Student Study Team meetings, IEP meetings, family conferences, surveys, School Site Council/Parent Advisory opportunities, Community Schools Task Force meetings, PTO, Board meetings, and family events as ways to hear from families and include their voices in school planning. We will continue to provide translation and interpretation support when needed so families can participate meaningfully in meetings and conversations about their child’s education. The District also benefits from staff who can support Spanish-speaking families and from the availability of Humboldt County Office of Education support for English Learner needs.  Our continued focus is to ensure that underrepresented families are not only informed, but personally welcomed, heard, and included. We will continue to reflect on participation data, survey results, and family feedback to identify who is engaging, who may still be missing, and what we can do differently to build stronger relationships with all families.|Blue Lake Union Elementary School District continues to make strong progress in building partnerships that support student outcomes. As a small district, one of our greatest strengths is the personal connection between staff, students, families, and community partners. These relationships help us respond to student needs in a timely, thoughtful, and student-centered way.  Based on educational partner input, local data, and our Community Engagement Initiative work, the District has continued to strengthen how we partner with families to support student learning and development. Staff work with families through parent-teacher conferences, Student Study Team meetings, IEP meetings, informal check-ins, progress updates, family meetings, and ongoing communication about academic, behavioral, social, and emotional growth. These practices help families and staff work together to understand student progress and identify ways to improve student outcomes.  The District rates itself strongly in implementing policies and practices that support teachers in meeting with families and students to discuss progress and work together toward improved outcomes. We also rate ourselves strongly in supporting families to understand their rights, participate in decision-making, advocate for their students, and access the supports available through the school system. This includes communication during SST and IEP processes, family conferences, school meetings, and individual conversations with staff and administration.  The District has also made progress in providing staff professional learning and support to strengthen family partnerships and improve school capacity. In addition, families receive information and resources through newsletters, conferences, classroom communication, the district website, parent meetings, and direct communication from staff. These resources are intended to help families better support student learning and development at home.  While the District has strong systems in place, we recognize that continued growth is needed in making professional learning and home-based resources even more consistent and accessible for all families. Moving forward, our focus is to continue strengthening two-way communication, helping families feel confident as partners in their child’s education, and ensuring that our partnerships remain centered on improving outcomes for every student.|Blue Lake Union Elementary School District will continue working with families, staff, students, and community partners to better understand how to include them in meaningful ways that strengthen relationships and improve student outcomes. Through educational partner input, local data, and our Community Engagement Initiative work, we have learned that partnerships are strongest when families and partners are not only invited to participate, but are also listened to, valued, and included in decisions that affect students.  Our focus for improvement is to make our partnerships more intentional and more clearly connected to student learning, attendance, behavior, social-emotional wellness, and overall school connectedness. We will continue to provide opportunities for families and partners to participate through conferences, Student Study Team meetings, IEP meetings, School Site Council/Parent Advisory meetings, Community Schools Task Force meetings, PTO, surveys, family events, and LCAP input opportunities.  The District will also continue to improve how we share information and resources with families so they feel prepared to support student learning and development at home. This includes strengthening communication, providing clear information about student progress, and helping families understand available supports, services, and educational rights.  Moving forward, we will use educational partner feedback and local data to identify what is working, where barriers still exist, and how we can better partner with families and community organizations to support improved outcomes for all students.|Based on educational partner input, local data, and our self-reflection process, Blue Lake Union Elementary School District will continue to improve engagement of underrepresented families by reducing barriers that may prevent families from participating in school activities, meetings, and partnership opportunities.  Through our Community Engagement Initiative work and local family feedback, we have learned that families are more likely to participate when events are welcoming, accessible, and responsive to real family needs. Our analysis shows that the time of events, availability of childcare, and providing a meal are important factors in increasing family engagement. We also learned that meals need to be provided at no cost, as even a small cost can create a barrier for some families.  Moving forward, the District will continue to plan family engagement opportunities with these needs in mind. This includes offering events at times that work better for families, providing free meals when possible, considering childcare or student-friendly activities during evening events, and using personal outreach to invite families who may not regularly attend. We will also continue to use surveys, family feedback, participation data, and conversations with educational partners to better understand who is attending, who may still be missing, and what additional supports are needed.  Our goal is to ensure that underrepresented families are not only invited, but are able to participate in meaningful ways. By removing barriers and creating welcoming opportunities for partnership, we can strengthen relationships with families and better support student learning, attendance, wellness, and overall student outcomes.|Blue Lake Union Elementary School District has made progress in seeking input from families and educational partners to support school planning and decision-making. Families have shared that they appreciate the District’s efforts to increase family activities, communication, and opportunities to be connected to the school community. Over the past two years, our participation in the Community Engagement Initiative has helped us reflect more deeply on how we invite, receive, and use family input.  Through CEI, we have learned that meaningful input requires more than offering a meeting or sending out a survey. Families need to feel welcomed, heard, and confident that their voice matters. The District currently seeks input through School Site Council/Parent Advisory meetings, PTO, Community Schools Task Force meetings, LCAP input opportunities, surveys, conferences, Board meetings, family events, and informal conversations with staff and administration.  Our local survey results and educational partner feedback show that while progress has been made, this remains an important area for continued growth. Families have indicated a need for more opportunities to provide input before decisions are made and for clearer communication about how their feedback is used. This reflection has helped the District better understand the difference between informing families and genuinely including them in decision-making.  We rate ourselves as making strong progress in this area, while recognizing that continued improvement is needed. Moving forward, we will continue using what we have learned through CEI to create more intentional, accessible, and relationship-centered opportunities for families and educational partners to provide input that helps shape school decisions and improve student outcomes.|Blue Lake Union Elementary School District’s focus for improvement is to continue working with families, staff, students, and community partners to better understand how to include them more meaningfully in decision-making. While the District provides opportunities for input through surveys, meetings, family events, School Site Council/Parent Advisory meetings, PTO, Community Schools Task Force meetings, LCAP input opportunities, and Board meetings, we recognize that simply offering opportunities is not always enough.  Through our Community Engagement Initiative work and local survey feedback, we have learned that families want to know that their voices are heard before decisions are made and that their input has meaning. Our continued focus is to strengthen two-way communication, provide more accessible opportunities for families to share ideas, and improve how we communicate the connection between family input and district decisions.  Moving forward, we will continue to reflect on who is participating, who may not yet feel comfortable sharing input, and what barriers may prevent families from engaging in the decision-making process. We will work to create more intentional and welcoming opportunities for educational partners to share feedback, ask questions, and help shape decisions that support student learning, school connectedness, and overall student outcomes.|Blue Lake Union Elementary School District will continue to improve engagement of underrepresented families in the decision-making process by reducing barriers and creating more welcoming, accessible, and meaningful opportunities for input.  Through our self-reflection process, local survey feedback, and Community Engagement Initiative work, we have learned that underrepresented families are more likely to participate when the school considers real-life barriers such as event times, transportation, childcare, student supervision, and the cost of attending evening events. We have also learned that providing meals at no cost is important, as even a small cost can prevent some families from participating.  At the same time, we recognize that increasing input is not only about increasing attendance. Families also need to feel personally invited, respected, and confident that their voice will be heard before decisions are made. To support this, the District will continue to use personal outreach, surveys, conferences, phone calls, informal conversations, family events, School Site Council/Parent Advisory meetings, Community Schools Task Force meetings, PTO, LCAP input opportunities, and Board meetings to gather input from families.  Our focus will be to provide more than one way for families to share their voice, including in-person, written, digital, and individual communication options. We will continue to reflect on who is participating, who may be missing, and what we can do differently to make decision-making opportunities feel more accessible and meaningful.  The District will also work to improve how we close the communication loop with families by sharing what we heard, what decisions were made, and how family input helped inform those decisions. Our goal is for underrepresented families to feel not only invited, but genuinely included in shaping decisions that support students, families, and the school community.|4|4|4|4|4|4|5|5|4|4|4|4|Met||2026-06-25|2026
12627290000000|Bridgeville Elementary|3|"Bridgeville School is committed to improving communication between school staff and families. We have implemented ""In Touch"" call services. We continue to encourage families to participate in our parent group and booster club. With an enrollment of 38 students and a teaching staff of four teachers, staff and the administration maintain and will continue to maintain constant contact with families via phone, technology, written notices and in-person interaction. The Bridgeville Community Center monthly newsletter which is sent to every household in the district contains a school news column each month featuring individual staff, special events, and highlights of school culture and education. Our school is truly the center of the community."|Due to the large rural and rugged geographic nature of the district, family involvement at school has historically been limited. The district recognizes the value of parent engagement in their children’s education and is utilizing increased phone, technology based, and in-person methods of communication to improve participation. Special events and meetings often include lunches and dinners to encourage more families to participate. The District continued the Family Dinner and Information Night during the 2025-26 school year that was attended by nearly every family in the district. The Family Dinner and Information Night is an annual event. Due in part to these efforts, public attendance at Board meetings increased during the 2025-26 school year.|All families including underrepresented families are encouraged to be a part of the parent group, attend board meetings, and special meetings and school celebrations and functions. . We also make it a priority for families to know they can communicate with any staff member. In addition, the Bridgeville Community Center is on-site and collaborates with the school in engaging and supporting underrepresented families. Due in part to these efforts, public attendance at Board meetings increased during the 2025-26 school year.|Bridgeville School continues to develop programs and actions which will increase and improve services for unduplicated students. The following actions were identified by multiple stakeholders to be delivered school-wide in support of all students: 1. Maintain small class size and grade spans in multi-grade classrooms to ensure more individualized learning practices (differentiated instruction, tutoring, etc.) to support unduplicated pupils. 2026-27 Local Performance Indicator Self-Reflection for Bridgeville Elementary School District Page 11 of 18 2. Field trips and guest presenters. 3. Providing all students with two nutritious meals daily. 4. Providing unduplicated pupils with increased support to improve their home learning environment, including but not limited to purchasing computers for student checkout for home use, materials and supplies needed to be successful in the home environment (textbooks, calculators, binders, paper, pens, pencils, highlighters, literature books, books on tape, etc.) 5. Providing professional development for teachers who work with students in poverty, foster youth, homeless youth, and students who have experienced trauma or neglect. 6. Offering a music program to increase access to Visual and Performing Arts for all students including students from low-income families. 7. Hiring a 0.4 FTE counselor intern to work with our 0.2 FTE school counselor to facilitate communication among staff, students, and families. Increasing the music teacher's time from 0.2 FTE 0.4 FTE ( from 1 to 2 days per week) These actions have been selected to effectively improve student outcomes in a small school based on past experience and research. The effectiveness of all of the above programs and services will be reviewed annually and reported in the LCAP Annual Update.|The district is striving to promote and increase family and community participation in classroom activities, school events, and opportunities for engagement in school planning and the decision making process. Staff communicate and emphasize the importance of parent participation in their children's education at the Parent/Teacher Conferences three times each year. In addition, staff communicate with parents/guardians regularly regarding student academic progress and well-being. The District has expanded the existing Attendance Team to include members from all stakeholder groups. The Attendance team positively supports families' efforts to get their children to school regularly and on time in addition to continually develop communication with all stakeholder groups. The District is currently engaged in Positive Behavioral Interventions and Supports (PBIS with an outside provider) training for all staff and Professional Learning Communities (PLC with the Humboldt County Office of Education) training for certificated staff.|The above actions have been identified as having the greatest potential for improving ALL student outcomes in a small school based on past experience and research. The effectiveness of all of the above programs and services will be reviewed annually and reported in the LCAP Annual Update.|As mentioned above Bridgeville School will make efforts to increase communication and encourage families to participate in decision making meetings. Bridgeville School has an enrollment approximately 40 students. The small number of families associated with the school allows the district to communicate and interact with all families on a very intimate and effective basis.|The LEA is committed to increase family involvement in the decision making process and to communicate the importance of their participation in the development of their child's education. The LEA will use a variety of methods of communication including, but not limited to, phone, technology, the Community Center Newsletter, notes home with students, and person to person conversation. In addition, dinner/informational meetings are scheduled to facilitate stakeholder input in the decision making process. Due in part to these efforts, public attendance at Board meetings increased during the 2025-26 school year.|Bridgeville School will directly communicate with underrepresented families to inform them of dates and times of decision making meetings, as well as posting agendas and minutes on our website so that they can be easily accessed by all families and community members. It's worth noting that over 80% of families are SED and that the district qualifies for Schedule 2 Free and Reduced Lunch Program. All of the district's efforts to increase stakeholder input and participation are for underrepresented families and families not categorized as underrepresented.|5|5|4|5|5|5|5|5|4|4|5|5|Met||2026-06-17|2026
12627370000000|Cuddeback Union Elementary|3|The small school size and family-like culture at Cuddeback inherently allows for more family/staff interactions. The school promotes frequent teacher/parent communication both informally and formally by way of parent conferences, campus events and activities, and regular parent check-ins regarding student progress. The school has implemented new family engagement activities with noted success from family feedback, including: Lunch on the Lawn, Family Villages, and empathy interviews. With only a single teacher at each grade level, staff is able to build multi-year, long-term relationships with families as each sibling promotes thru the grade levels.|The school needs to support new teachers that have not yet established relationships with families through training and modeling on such interactions. The school needs to make sure to provide opportunities for positive staff/family interactions frequently and early in the relationship to avoid starting on a potentially negative information contact.|The school will continue to prioritize opportunities for these support programs to the underrepresented students and families. The school will be sure to utilize preferred communication methods as noted by underrepresented families in our survey and from personal interactions with members of these groups. School will continue efforts to be responsive to particular expressed or anticipated needs of underrepresented families to aid in building relationships with those families.|The school provides many opportunities for families to meet and interact with teachers and staff to support student outcomes. We utilize formal parent conferences in Fall and Spring and mid-term progress reports regarding academics. We provide a .6 FTE counselor to support SEL needs for students, as well as an active primary intervention program for SEL needs designed especially for TK-4th grades. Our on-site FRC provides family and individual support resources for social/emotional, financial, counseling, food assistance, medical, and many other agency-based programs for students in need. During the last two years, our Community Engagement Team has developed stategies and activities designed explicitly to forge relationships with families, students, and the school.|The school plans to improve and broaden the opportunities for students to explore a wider variety of courses by offering more elective classes in hopes of creating more interest and insights for students as to future career options and interest opportunities.|The school will continue to prioritize opportunities for these support programs to the underrepresented students and families. The school will be sure to utilize preferred communication methods as noted by underrepresented families in our survey and from personal interactions with members of these groups. School will continue efforts to be responsive to particular expressed or anticipated needs of underrepresented families to aid in building relationships with those families.|The district provides many opportunities for seeking input for decision-making for our educational partners. We hold a standing agenda item open for community input related to decision-making for the public. The administration invites all families to attend and participate in open forums geared toward decision-making for the district. The LEA has a parent advisory group that is able to provide input on these matters. A major focus of our Family Village program is to give a voice to educational partners related to decision making at the school.|The district will continue to promote efforts in seeking input in decision-making from partners. The district always seeks new methods to better publicize and increase the number of parent advisory groups meetings and open forum town hall meetings in which we seek decision-making input.|The school will be sure to utilize preferred communication methods as noted by underrepresented families in our survey and from personal interactions with members of these groups. School will continue efforts to be responsive to particular expressed or anticipated needs of underrepresented families to aid in building relationships with those families.|5|5|5|5|5|5|5|5|5|4|5|4|Met||2026-06-24|2026
12627450000000|Cutten Elementary|3|Cutten and Ridgewood Schools are proud of the open, respectful, and supportive relationships we maintain with our families. A hallmark of our success is the exceptionally high level of parent and community involvement in every aspect of our school program. This strong sense of community is reflected in the fact that over 40% of our student body are inter-district transfers—families consistently report they are drawn to our family-friendly environment and the personalized attention their children receive in our small school settings.  We warmly welcome parent involvement throughout the school year. Parents are invited to visit both campuses at any time, and teachers and administrators work hard to create a space where families feel valued and connected. The transition into and through our schools is thoughtfully supported: incoming kindergarten families attend orientation events before the school year begins, and students moving from Ridgewood’s second grade to Cutten’s third grade participate in site visits, student-parent orientation evenings, and ongoing engagement opportunities. By the first day of school, both students and staff feel familiar and prepared.  This strong partnership continues throughout the school year. Our parent-teacher conferences see nearly 90% attendance, and annual events such as Back-to-School Night and Open House Night consistently draw about 80% of our families. Regular communication is maintained through a weekly district newsletter that keeps families informed of important events, reminders, and celebrations.  To foster a culture of trust and collaboration, teachers and administrators are intentional about creating an environment where parents feel welcomed and respected. Families are regularly invited to attend assemblies, school events, and classroom celebrations. Parent volunteers play a key role in student learning, often supporting small group instruction in the classroom. Staff at both school sites—teachers, support personnel, and administrators—contribute to a warm and inclusive atmosphere by keeping their doors open before, during, and after school. Students and parents are greeted daily by the principal, reinforcing our commitment to personal connection and community.|Cutten School District is committed to promoting meaningful parental participation through a variety of opportunities, including classroom volunteering, attendance at school events, and engagement in parent-teacher conferences. We will continue to build on this foundation by implementing several suggestions gathered from recent parent and staff surveys—such as encouraging families to contribute to cultural and career-focused events.  Although our district has a small number of English Learners, we serve a large population of Hispanic students whose families would benefit from expanded translation services. Providing language access will allow more parents and guardians to fully participate in educational programs, school meetings, and decision-making opportunities.  Effective communication remains a key focus of our district. We continue to improve practices to ensure families are well informed of upcoming events and opportunities. Our outreach strategies include targeted phone calls, Remind app messages, and other communication tools that help foster strong school-home connections and keep families updated on student progress.  With support from a Community Engagement Initiative grant awarded for the 2025–26 and 2026-27  school years, we are  examining  the root causes behind barriers to engagement and identifying strategies to further strengthen family-school partnerships across our district.|We have been utilizing the Parent Square communication platform to strengthen connections with our school community. Administrators regularly use REMIND to share important updates and upcoming events with families across the district, while teachers use it daily to communicate directly with parents about classroom activities and student progress.  To further support students and foster stronger relationships with families, we have added several key staff positions: a school principal, a social worker, and an Expanded Learning Community Coordinator. These roles are focused on enhancing student well-being, increasing engagement, and creating additional opportunities for meaningful parent-school connections.  Additionally, through the Community Engagement Initiative grant awarded for the 2025–26 and 2026-27  school years, we have been  examining the root causes behind barriers to engagement and identifying actionable strategies to further strengthen partnerships between families and our schools. This work reflects our district’s ongoing commitment to building a welcoming, inclusive, and collaborative school culture.|The Cutten District seeks input from educational partners in many ways. Five of the ten-member School Site Council are parents that actively participate in developing the Single Plan for Student Achievement and the Comprehensive Safe School Plan. The Site Council also fulfills the role of Parent Advisory Council, responsible for reviewing the LCAP and providing feedback to the district. The District seeks input from students through the recently created Student Council, and the School Climate Survey. Additional opportunities for input are available via parent surveys, community meetings, LCAP advisory and information meetings, Back to School events, TK/Kindergarten Orientations, and a third grade Orientation event. LCAP parent input meetings occur throughout the year, and each Board meeting provides the opportunity for parents to give feedback on student outcomes. Our school social workers reach out to underrepresented families to personally invite them to parent and family events and meetings.|The Cutten Elementary School District focus area for improvement will be centered on improving outcomes for our Hispanic, socio-economically disadvantaged,  and students with disabilities population. We hope to improve outcomes for these populations by adding data driven needs based  social emotional, and academic supports.|We will utilize the Parent Square application in a variety of ways to involve parents in their child's academic achievement- all staff will work hard to communicate with parents through REMIND and personal phone calls when there are upcoming assignments or events, and social workers. Additionally, through the Community Engagement Initiative grant awarded for the 2025–26 and 2026-27  school years, we have been examining the root causes behind barriers to engagement and identifying actionable strategies to further strengthen partnerships to improve student outcomes between families and our schools. This work reflects our district’s ongoing commitment to building a welcoming, inclusive, and collaborative partnerships to improve student outcomes.|As stated previously, the Cutten District seeks input from educational partners in many ways. Five of the ten-member School Site Council are parents that actively participate in developing the Single Plan for Student Achievement and the Comprehensive Safe School Plan. The Site Council also fulfills the role of Parent Advisory Council, responsible for reviewing the LCAP and providing feedback to the district. The District seeks input from students through the recently created Student Council. Additional opportunities for input are available via parent surveys, community meetings, LCAP advisory and information meetings, Back to School events, TK/Kindergarten Orientations, and a third grade Orientation event. LCAP parent input meetings occur throughout the year, and each Board meeting provides the opportunity for parents to give feedback on student outcomes. The Leadership, School Climate, Special Education, and Administrative teams meet frequently to review input, programs and policies to guide district decision making.|The Cutten Elementary School District will focus on  communication, outreach, and access to improve the input we get from our educational partners to guide our decision making.|We will utilize the Parent Square  application, as well as, a weekly newsletter, and social media to invite parents to fill out a survey, attend an LCAP input meeting, or attend one of our Board meetings - all staff will work hard to communicate with parents through Parent Square when there are upcoming assignments or events, and social workers will reach out to our underrepresented families to personally invite them to family events and meetings where their input will be heard and used to guide the Districts' decision making. We will also try to provide child care and a meal when we hold LCAP input events.|4|4|4|4|5|4|5|4|5|5|5|5|Met||2026-06-23|2026
12627940000000|Fieldbrook Elementary|3|The Parent Advisory Committee invites all families to participate to help shape the guiding documents that influence the school routines and culture. The district utilizes surveys at least once every year to determine areas of need as highlighted by our educational partners. The surveys help the board to make informed decisions that affect programs and students. The Student Advisory Committee provides feedback for the staff and board to consider when reviewing and development goals and actions.   Families and community members continue to participate in district Board meetings. Surveys show increased family access to the school and staff. Families appreciate the early Fall conference schedule that allows for parent/staff interactions within the first 6 weeks of school. All families (100%) participated in both Fall and Winter conferences with teachers.|This year, the district once again facilitated Volunteer Orientation, encouraging more families to volunteer in the classroom, fundraising, and school activities. 71% of parents/guardians have completed all mandatory activities to volunteer at the school. The district will continue to produce surveys to assess the level of satisfaction and engagement from families. The school Board continues to allow educational partners to participate in district Board meetings via Google Meet and encourage public comments during the meetings. The district will encourage continued access and volunteering, including by covering the costs of requirements.|The district shares information about programs and opportunities offered on campus through our school's Weekly Update, marquee, website, and messaging system. When possible, the district follows up with emails and phone calls to underrepresented families to help facilitate better engagement and participation.|Educational partner input and local data highlight a district strength in the accessibility of district information. The Weekly Update informs the community on ways to support and interact with our school population. This access also helps support volunteer needs and Booster Club participation. The school utilizes a marquee to share information and important dates with the community.|The district engages with community and business members to maintain our garden space. The Student Leadership Program and Student Advisory Committee share ideas and facilitate projects to create change on the campus. Monday Art Workshops bring guest artists to campus every week as part of our Afterschool enrichment activities. A partnership with our neighbor farm educates students about seasonal changes, local agriculture, and potential careers.|When possible, the district follows up with emails and phone calls to underrepresented families to help facilitate better engagement and participation. Aftercare opportunities for underrepresented families include Monday Art Workshops, Homework Club, and regular visits to our neighbor farm.|The district receives feedback through our parent, staff, and student surveys. 71% of families responded to the January 2026 survey. The survey informed the staff and board of families' priorities for meeting the needs of our students.|We are committed to making participation easy for all educational partners. To encourage greater participation, school Board meetings are conducted using a hybrid model. Volunteer scheduling and communication were previously managed solely by classroom teachers. In response to family feedback, the office has become the primary coordinator for volunteer opportunities.|When possible, the district follows up with emails and phone calls to underrepresented families to help facilitate better engagement and participation.|4|5|5|5|5|5|5|5|4|5|5|5|Met||2026-06-08|2026
12628100000000|Fortuna Union High|3|"Across all three school sites, 2/3 of parents/guardians reported on the California Healthy Kids Parent Survey that they felt ""welcome to participate at their child's school"" and that ""their child's school takes parent concerns seriously."" On the District LCAP survey, an the majority of respondents agreed or strongly agreed that ""the district seeks parent/guardian input"" and the majority of parents either agreed or strongly agreed that the district keeps them ""well informed of activities in the district."""|"Data indicates that across the entire school population there are parents/guardians that rely on all possible forms of communication, confirming the need for the LEA to continue efforts to disseminate information across all modalities even after new ones are adopted. Parent engagement on campus outside of sporting events remains an area for improvement at three school sites. Based on results from the California Healthy Kids Parent Survey, East High was behind the other two school sites in regards to parents/guardians feeling ""welcome to participate at their child's school"" and that ""their child's school takes parent concerns seriously."""|At East High School, the District will use Equity Multiplier funds at East High to fund more after school support which can also provide more opportunities for parent engagement and interfacing in the afternoon. The District will make further efforts to restart the SUN group. The District included a metric in the LCAP (Goal 2, Metric 20) with the goal of increasing direct parent participation in the LCAP from 160 individuals to 250 individuals by 2026-2027. Despite it no longer being a requirement at that school site, the Academy of the Redwoods will continue to run a School Site Council.|The District is committed to continuous improvement in the area of school-to-home communication, and recently adopted the communication tool ParentSquare to relay school site and district wide information as well as make it easier for parents to affirm attendance matters with school site offices. The District provides 1-to-1 Chromebooks for all students and manages a robust Google Apps for Education (GAFE) system that includes Gmail and Google Classroom, allowing for robust communication between teachers, students, and parents/guardians within the contexts of specific courses and assignments. Recently redeveloped websites and strong social media management continue to improve engagement and message saturation.|As indicated previously the Fortuna Union High School District is aware that parents/guardians interface with their child's school in a variety of ways and that multiple modes of communication are critical to maximizing engagement and effectiveness.|With the success of ParentSquare, the District is continuing to research other ways to streamline communication to efficiently disseminate messages across multiple platforms in order to maintain or reduce workloads amongst office staff and teachers during their prep time.|Approximately 180 individual parent/guardians participated in the LCAP development process either by attending a meeting or completing the LCAP survey. All three schools run a School Site Council. Two particular student populations are provided additional engagement opportunities with Indigenous Parent Nights and Latino Parent Nights each scheduled three times per school year. AR runs ARPAC (AR Parent Advisory Committee). In 2024-2025 the District introduced an agenda item for input on the LCAP at each of the stakeholder meetings encouraging parent input into each goal and action. This was changed from previous years away from a District Parent Advisory Committee, because there was far more parent turnout at each individual group meetings thus increasing parent participation in the LCAP process.|The District shall continue to increase input from certain underrepresented or site specific groups that are not experiencing levels of engagement and input-seeking at the standard that the District strives for.|The District will continue to develop and monitor the success and growth of the District Parent Advisory Committee with the goal of increasing attendance and participation in the group in year two of its incarnation.|4|5|4|4|4|4|4|4|4|4|4|4|Met||2026-06-10|2026
12628280000000|Freshwater Elementary|3|1)	Freshwater School continues to devote an LCAP Goal to maintaining and improving a high level of student, parent, and community involvement to keep Freshwater School a safe and welcoming learning environment.  We continue to offer our community many opportunities to be engaged in campus activities to support out students and to engage out families.  Examples would be our sports and music programs, providing after school enrichment and intervention programs, and family events such as picnics, movie nights, and holiday festivals.  A focus area of improvement for Freshwater School is to ensure that all of our families have access to the internet at home and are able to maintain effective home school communication, including access to Jupiter Grades and class websites.  Families that are identified as lacking access to resources at home will meet with school administration and work together to remove any barriers that exist.|2)	Freshwater School has been engaged in professional development training and school-wide implementation of MTSS (Multi Tiered Systems of Support) over the last three years to further support our students and their families.  Professional Development has also been provided to all staff on trauma informed practices to further increase our awareness and improve the quality of services that we can provide to our most challenged students.  Regular parent conferencing and Jupiter Grades are provided to families to keep them informed of student progress or concerns.  Classroom websites are also used to provide additional resources to our families and to maintain regular communication.   A focus area of improvement for Freshwater School is to further develop our district website to provide more resources to our families.|3)	Freshwater School continues to prioritize the promotion of our parent advisory committees to receive feedback and input on our school programs and policies.  We advertise and encourage participation in our stakeholder engagement meetings in our weekly school bulletin and on our school website.  In addition, we continue to survey our parents each year to get input and feedback on our success as a district in reaching all families.   A focus area of improvement for Freshwater School is to more vigorously promote our stakeholder engagement meetings to encourage more families to attend and participate in school decision making opportunities.|The California Healthy Kids Parent Survey is given to parents at Freshwater Elementary annually.  The results from 2024-2025 are as follows and shows that the LEA has been successful engaging with our families: 1 – School seeks input before decisions = 86% agree/strongly agree 2- School encourages parent partners = 98% agree/strongly agree 3 – School welcomes parents to participate at school = 97% agree/strongly agree|In 2024-2025, 81% of Freshwater Elementary students responded that they agree/strongly agree that Freshwater School is a safe place. Our goal is to increase this percentage next year.|This year we hired a Wellness Coach and hope to provide more support and outreach to underrepresented families through this position.|The percentage of Freshwater parents that indicated that FCMS seeks their input before making decisions rose to 86%, showing that our outreach in gaining parent input has been effective this year.|We will continue to make fliers to advertise free food and childcare for our Parent Advisory Committee meetings to encourage more participation.|This year we hired a Wellness Coach and hope to provide more support and outreach to underrepresented families through this position.|4|4|4|4|4|4|4|4|4|4|3|4|Met||2026-06-15|2026
12628286116289|Freshwater Charter Middle|3|Freshwater Charter Middle School continues to devote an LCAP Goal to maintaining and improving a high level of student, parent, and community involvement to keep FCMS a safe and welcoming learning environment.  We continue to offer our community many opportunities to be engaged in campus activities to support out students and to engage out families.  Examples would be our sports and music programs, providing after school enrichment and intervention programs, and family events such as picnics, movie nights, and holiday festivals.  A focus area of improvement for Freshwater Charter Middle School is to ensure that all of our families have access to the internet at home and are able to maintain effective home school communication, including access to Jupiter Grades and class websites.  Families that are identified as lacking access to resources at home will meet with school administration and work together to remove any barriers that exist.|Freshwater Charter Middle School has been engaged in professional development training and school-wide implementation of MTSS (Multi Tiered Systems of Support) over the last three years to further support our students and their families.  Professional Development has also been provided to all staff on trauma informed practices to further increase our awareness and improve the quality of services that we can provide to our most challenged students.  Regular parent conferencing and Jupiter Grades are provided to families to keep them informed of student progress or concerns.  Classroom websites are also used to provide additional resources to our families and to maintain regular communication.   A focus area of improvement for FCMS is to further develop our district website to provide more resources to our families.|Freshwater Charter Middle School continues to prioritize the promotion of our parent advisory committees to receive feedback and input on our school programs and policies.  We advertise and encourage participation in our stakeholder engagement meetings in our weekly school bulletin and on our school website.  In addition, we continue to survey our parents each year to get input and feedback on our success as a district in reaching all families.   A focus area of improvement for Freshwater School is to more vigorously promote our stakeholder engagement meetings to encourage more families to attend and participate in school decision making opportunities.|Freshwater Charter Middle School continues to devote an LCAP Goal to maintaining and improving a high level of student, parent, and community involvement to keep FCMS a safe and welcoming learning environment.  We continue to offer our community many opportunities to be engaged in campus activities to support out students and to engage out families.  Examples would be our sports and music programs, providing after school enrichment and intervention programs, and family events such as picnics, movie nights, and holiday festivals.  A focus area of improvement for Freshwater Charter Middle School is to ensure that all of our families have access to the internet at home and are able to maintain effective home school communication, including access to Jupiter Grades and class websites.  Families that are identified as lacking access to resources at home will meet with school administration and work together to remove any barriers that exist.|Freshwater Charter Middle School has been engaged in professional development training and school-wide implementation of MTSS (Multi Tiered Systems of Support) over the last three years to further support our students and their families.  Professional Development has also been provided to all staff on trauma informed practices to further increase our awareness and improve the quality of services that we can provide to our most challenged students.  Regular parent conferencing and Jupiter Grades are provided to families to keep them informed of student progress or concerns.  Classroom websites are also used to provide additional resources to our families and to maintain regular communication.   A focus area of improvement for FCMS is to further develop our district website to provide more resources to our families.|Freshwater Charter Middle School continues to prioritize the promotion of our parent advisory committees to receive feedback and input on our school programs and policies.  We advertise and encourage participation in our stakeholder engagement meetings in our weekly school bulletin and on our school website.  In addition, we continue to survey our parents each year to get input and feedback on our success as a district in reaching all families.   A focus area of improvement for Freshwater School is to more vigorously promote our stakeholder engagement meetings to encourage more families to attend and participate in school decision making opportunities.|The percentage of parents that indicated that FCMS seeks their input before making decisions rose from 68% to 86%, showing that our outreach in gaining parent input has been effective this year.|We will continue to make fliers to advertise free food and childcare for our Charter Council and Parent Advisory Committee meetings to encourage more participation.|This year we hired a Wellness Coach and hope to provide more support and outreach to underrepresented families through this position.|4|4|4|4|4|3|3|4|4|4|3|3|Met||2026-06-15|2026
12628360000000|Garfield Elementary|3|Garfield school district has a long history of developing and maintaining strong relationships between school staff and families. Garfield School District is currently exploring additional ways that we learn about each family's strengths, culture, language and goals for their children|Garfield School District will continue to work diligently to partner with families, including underrepresented families, to support student outcomes by involving families in Local Control Accountability Plan Advisory Committees, School Board meetings, parent conferences, parent newsletters and individual outreach|Garfield School District will continue to work diligently to partner with families, including underrepresented families, to effectively engage families in decision making by involving families in Local Control Accountability Plan Advisory Committees, School Board meetings, Parent conferences, Parent newsletters and individual outreach|Garfield School District will continue to work diligently to partner with families, including underrepresented families, to support student outcomes by involving families in Local Control Accountability Plan Advisory Committees, School Board meetings, parent conferences, parent newsletters and individual outreach|Garfield School District will continue to work diligently to partner with families to improve student outcomes by sharing resources for student academic and social emotional support|Garfield School District will continue to work diligently to partner with underrepresented families to improve student outcomes by sharing resources for student academic and social emotional support|Garfield School District will continue to partner with families, including underrepresented families, to effectively engage families in decision making|Garfield School District will continue to work diligently by involving families in decision making with our Local Control Accountability Plan Advisory Committees, School Board meetings, parent conferences, parent newsletters and individual outreach.|Garfield School District will continue to work diligently by inviting families who may be underrepresented, in decision making with our ,Local Control Accountability Plan Advisory Committees, School Board meetings, parent conferences, parent newsletters and individual outreach.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-12|2026
12628510000000|Green Point Elementary|3||||||||||||||||||||||Not Met|||2026
12628850000000|Hydesville Elementary|3|Through staff and family surveys, it was indicated that classroom family communication was overall good.|Some of the LEA's area's of focus are to improve communication from the central office, as well as improving and updating the school website to improve communication. The District has begun the process of unifying communication procedures so families won't have to search through multiple apps.|The district will increase communication through the office, as well as increasing recruiting members for all district committees in an effort to increase participation by underrepresented families.|Hydesville Elementary School District promotes parental participation in a variety of ways. The district encourages parent classroom volunteers, parent participation at school events, 100% parent attendance at parent-teacher conferences, etc. Though Hydesville elementary school district has only a small number of English Learners, we will continue to provide translation services to allow parents/guardians to participate in educational programs and individual meetings with school staff related to their child's education.|Some of the LEA's area's of focus are to improve communication from the central office, as well as improving and updating the school website to improve communication. The District is also increasing recruiting efforts for district committee participation.|The district will increase communication through the office, as well as increasing recruiting members for all district committees in an effort to increase participation by underrepresented families.|Hydesville Elementary school district seeks input from parents/guardians in a number of ways. HESD has a Parent Advisory Group, LCAP community input events, a Parent Group, and a booster club which will meet formally throughout the 2025/26 school year. Additional opportunities for input are available during board meetings and family events. HESD also looks for input through the use of online surveys.|Some of the LEA's area's of focus are to improve communication from the central office, as well as improving and updating the school website to improve communication. The District is also increasing recruiting efforts for district committee participation.|The district will increase communication through the office, as well as increasing recruiting members for all district committees in an effort to increase participation by underrepresented families.|4|4|4|3|4|4|4|4|3|3|4|4|Met||2026-06-09|2026
12628930000000|Jacoby Creek Elementary|3|Jacoby Creek School works diligently to connect with our families to create a welcoming environment on campus.  Our school offers many different opportunities to be involved, whether it's through classroom volunteering, evening student/family events, sports and more.  Our school holds parent conferences twice a year where it provides an opportunity for teachers and parents to meet and discuss student success and areas needed for improvement.  More than half of our students come from out of the district boundaries so by making the choice to attend our school they are often more willing to be involved in these activities. The staff will continue to encourage involvement from all groups, especially underrepresented ones, by reaching out to them and promoting their participation.|Continue with current work.|The LEA will work to involve to improve engagement with underrepresented families with personal contact to promote participation.|We have a high percentage of families that express they are very happy with our school and how programs are offered for those students that are struggling or opportunities to challenge students that excel academically.  We are proud of our support for struggling students as we have Student Study Teams that involve school staff and student families to create a cohesive team that works for the best interest for each student for positive behavioral and educational outcomes.|Each family is given a student handbook at the beginning of the school year as well as a parent rights handbook to make sure they are given information on their legal rights to advocate.|A focus area for improvement for all families including the underrepresented is to engage by doing additional outreach and making more personalized contact to help provide information and resources to support student learning and improve student outcomes for struggling students.|The LEA enjoys excellent communication with community partners.  We are fortunate to have an engaged and active community.|The Parent Advisory Council could benefit from increased representation of community members representing economically disadvantaged students.|The LEA will work to involve to improve engagement with underrepresented families with personal contact to promote participation.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-08|2026
12629010000000|Klamath-Trinity Joint Unified|3|District staff have demonstrated a connection with families and families state that there are caring adults in the schools. The LEA provides frequent update on highlights of schools through multiple sources (newspaper, social media). School events encourage family participation.|Improve communication so that it is coordinated and predictable; focus on hosting more family-inclusive events; provide additional training opportunities to district staff, hire the most competent people to fill our district positions.|Improve school site-family contacts; seek engagement of underrepresented families; intentional invitations to families to attend school events, use ELOP funding to improve the quality of after school and parent activities.|Staff have demonstrated desire to improve family partnerships; there are scheduled minimum days for parent contact; expectation that teachers make contact with all students' families during the first week of school and monthly, not just for discipline.|While many staff are active in connecting with families, there is feedback that families seek more outreach and regular contact from teachers. We will continue to use our Outreach Consultants and Tribal Community in Schools Site Leads for maintaining on-going contact with parents and guardians.|Underrepresented families will be contacted first by their child's teacher at the beginning of the school year and monthly to discuss student academic achievement.  The TCIS Coordinators at each site will also make contact with underrepresented families, along with the outreach consultants.  Each family also is contacted via parent square for other school activities and events.|KTJUSD's current strength in seeking educational partner input is holding monthly IPP meetings, holding yearly community engagement dinner/meetings for LCAP input at each school site, monthly site council meetings at each school site, and during the community input/comment portion of each monthly board meeting.|KTJUSD will focus on providing more parents with surveys, newsletters, and more community dinners and events to seek input for decision making.|We will improve engagement of underrepresented families by having our TCIS and Outreach Workers reach out via home visits, phone calls, letters, to our underrepresented families to complete surveys, attend meetings, and to offer rides to school events if no transportation is available.|4|4|4|4|4|3|4|3|5|3|4|3|Met||2026-06-26|2026
12629190000000|Kneeland Elementary|3|The LEA hosts four community based events annually - back to school,  the fall festival, winter performance, open house, and graduation/awards ceremony.  The school sends weekly notices home to update families on school activities and events.  Families are invited to volunteer in the classroom, or to bring a skill set to the the school as a special event.|The LEA focuses on maintaining a positive school climate that welcomes family members to actively participate in the educational progress of their children. The LEA also focuses on maintaining a high staff morale which then helps to create a positive learning environment.|The LEA will ensure effective communication with underrepresented families to increase inclusivity and accessibility for all families.  The LEA will continue to discover methods to provide families with specific needs the support they need to feel welcome and involved in the school.|The LEA has partnered with three outside associations to bring unique learning opportunities to students:  Astronomers of Humboldt, Ferndale Repertory Theater, and California Fire Department.|"The LEA continues to investigate opportunities to ""give back"" to the community including visiting local ecosystems and removing invasive species, or visiting local convalescent homes to bring handcrafted cards and art."|The LEA continues to identify ways through which we can support underrepresented families to ensure their inclusion in all aspects of the educational experience.  Efforts include but are not limited to transportation needs, nutritious foods, and access to parent-teacher meetings or IEPs.|The size of the LEA lends itself to a close-knit community.  All families have staff emails for prompt communication.  Each staff member has a full phone list as well as email list for all families -- not just the families of students in their class, but the whole school.|Motivating families to participate in advisory committees will be a focus for future endeavors.  With a small pool of families to pull from, finding ways to involve families with tight schedules can be challenging.  Continued invitations and notices of decision-making opportunities will continue to go out via email, surveys, and through texts and phone calls.|The LEA directly contacts families with higher need through texts, phone calls, and through email.  Hard copies of flyers and notices are also sent home with every student to increase communication opportunities.|4|5|5|5|5|5|5|5|5|4|5|5|Met||2026-06-18|2026
12629270000000|Loleta Union Elementary|3||||||||||||||||||||||Not Met|||2026
12629350000000|Maple Creek Elementary|3|As a small rural school serving just 10 students, our relationship-building approach is deeply personalized. Our daily practice of personally picking up each student at their home via the school bus creates a unique opportunity for consistent connection with both students and families. This daily touchpoint allows teachers and staff to briefly check in with parents, observe students in their home environment, and ensure a smooth transition to the school day. Beyond this daily connection, we host family three annual events at the school where our students showcase their learning and families share a meal together. These gatherings foster a tight-knit community atmosphere where academic progress, concerns, and celebrations can be discussed in an informal setting. Our small size enables us to provide individualized communication through weekly newsletter notes and phone calls to each family. Teachers maintain an open-door policy, inviting parents to observe or participate in classroom activities whenever possible. These relationship-building strategies have resulted in strong school-community bonds, high attendance rates, and active family involvement in student learning - all critical factors in supporting our students' academic and social-emotional development.|We plan to establish a Family Advisory Committee that meets twice a year to provide input on school decisions and help plan community events. This will ensure family voices are central to our school's operation and direction.|"Although our small rural school serves only 10 students, we recognize that even in small communities, certain families may face barriers to full engagement. While our size makes it challenging to identify clearly defined ""underrepresented"" groups in the traditional sense, our self-reflection process revealed opportunities to strengthen engagement with all families, particularly those who may face unique challenges. Based on our analysis of educational partner input and local data gathered through informal conversations and feedback sessions, we've identified strategies to improve engagement. First, we plan to implement a resource-sharing system where families can request specific support or information about educational topics. This approach allows us to respond to individual family needs rather than making assumptions about which families need what type of support. Secondly, we're creating more opportunities for families to gather through Super Saturday outings through the school year. By implementing these strategies, we aim to ensure that every family in our small school community feels genuinely valued, heard, and engaged in their child's education, regardless of their circumstances or background."|Family teacher conferences are scheduled with flexible meeting times for our families, offering both daytime, evening and virtual call options. This removes barriers for working families with non-traditional schedules. Daily school to home communication allows for families to maintain a high level of knowledge of student success on a daily basis. The small number of students allow these reports to include details on successes and challenges with a chance for the families to respond and support their child at home.|One area of growth is to provide additional learning resources for home learning. The school is pursuing a relationship with organizations that can provide free in home learning materials. In addition we are identifying resources at the school that can be allocated to a lending library for families.|"Although our small rural school serves only 9 students, we recognize that even in small communities, certain families may face barriers to full engagement. While our size makes it challenging to identify clearly defined ""underrepresented"" groups in the traditional sense, our self-reflection process revealed opportunities to strengthen engagement with all families, particularly those who may face unique challenges. One way that we can increase engagement for families is to offer student led conferences mid-way through each semester. The students would share a portfolio of their work with their family, providing a chance for the partnership to strengthen in an effort to increase student outcomes."|Families consistently participate in regular informal conversations, family input events and complete surveys to provide input to decision making. Leveraging the nature of our small rural school we lean on our relationships with families to seek input that directly impacts the decision making process.|Based on analysis of our educational partner input and local data, our school has identified a focus areas to enhance family involvement in the decision-making process. We will create a more structured approach to translate our strong informal family relationships into meaningful participation in governance. While families actively engage in conversations and surveys, we recognize the need to bridge the gap between informal input and formal decision-making structures. To address this, We plan to establish a Family Advisory Committee that meets twice a year to provide input on school decisions and help plan community events. This will ensure family voices are central to our school's operation and direction This focus area will leverage our existing strength in building relationships while addressing our identified challenge of limited family participation in formal governance structures. Our small size gives us the flexibility to implement these changes quickly while providing the personalized follow-up needed to ensure families understand how their voice matters in school decision-making.|"For our small rural school where traditional definitions of ""underrepresented"" may not clearly apply, we'll implement inclusive strategies that ensure every family's voice contributes to decision-making. We plan to adopt an individualized approach to gathering input by creating ""Family Voice Pathway."" Since our small size allows for personalization, we'll work with each family to identify their preferred method of participation. For some, this might be brief conversations during bus pickup; for others, it could be written feedback or phone calls. Each family will have a documented preference that we honor consistently."|5|4|4|5|4|4|5|4|4|4|4|4|Met||2026-06-15|2026
12629500000000|McKinleyville Union Elementary|3|McKinleyville Union School District has engaged in the CCEE sponsored Community Engagement Initiative and one of our sites is a California Community Schools Partnership Program recipient. Through these programs as well as Improvement Science work guided by our partnership with Studer Education, MUSD has worked to gather the input of all educational partners.  After training all teachers, they interview families and caregivers during Fall Conferences to gather input for improvement. The district utilizes Parent Square for all communication, which provide access to materials and announcements in many languages. The district provide translation and interpretation services for families and caregivers as needed.|McKinleyville Union School District will continue to build on our past successes in building relationships with our families and caregivers. We will continue to partner with local organizers to reach out and listen to various groups within the community. Our leadership team continues to monitor and improve the collection of partner input. Through the CEI initiative, our team is developing family/caregiver training in a variety of areas.|MUSD will continue to provide training to teachers and staff on building trusting, culturally responsive relationships. We continue to find avenues for providing cultural and linguistic supports to families related to school events.|Families and caregivers feel included through transparent communication tools, including the use of Parent Square for school-to-home messaging. Strong Positive Behavioral Interventions and Supports (PBIS) cultures and dedicated school counselors build a welcoming environment. MUSD continues to host site councils, and culturally responsive events.|MUSD will prioritize expanding outreach to unrepresented groups, such as foster youth and English Learners. We will review annual California Dashboard data to improve targeted outreach.|With support from our Community Schools team, we will continue to plan family friendly events in spaces and at times that work well for families. We work to provide child care, food, and language translation. MUSD will train teachers in culturally responsive practices. This helps staff connect with families in an inclusive way.|The use of Fall Conference interviews has allowed us to gather thoughtful input from over 60% of our families. We continue to review this process to improve our outcomes annually. The district has worked diligently to improve input for decision making from underrepresented family/caregiver groups. MUSD has expanded multilingual communications, translated materials, and interpretation services to eliminate language barriers|As MUSD completes our school consolidation process, the focus of family/caregiver input will shift to Student Learning and Student Belonging.|MUSD will measure its success by tracking event attendance and participation rates to adjust outreach strategies as needed.|3|3|3|4|3|3|4|4|3|3|3|3|Met||2026-06-08|2026
12629680000000|Orick Elementary|3|The district has developed additional means to communicate with families, including an auto-dial/text/email service to notify families and educational partners of upcoming events, updates, and general information. Families expressed that they like more information sent through paperwork going home regularly and text notifications.|The district is formalizing new assessment tools that will enable a common language for staff and families to discuss academic success and the needs of our students. Regular meetings are scheduled each trimester to meet with families and track how they are doing not only academically but socially and emotionally as well.|The District has hired a staff member to address the academic needs of our unduplicated population. They specialize in differentiated instruction and will support the classroom teachers in all areas of the school day. They will also communicate with families on a regular basis to address concerns and celebrate successes.|We have a new staff with an apptitude to determine student needs. Families have expressed their appreciation through regular feedback on student outcomes, but also expressed a desire to see the growth in the work that comes home. Teachers are developing homework to support the classroom curriculum and allow for practice and sharing success at home.|A focus area of improvement is to inform families how to support students' growth by helping with reading mechanics and number sense. Meetings where the staff demonstrate the processes and routines in the classroom to be carried over at home.|The Community School Liaison will be tasked with outreach when we are unable to engage underrepresented families. This can be with home visits, calls, emails, and face-to-face meetings on campus before and after school.|Being in a small community, we can engage with most families daily during drop-off and pick-up. By creating community dinner nights, we are able to have all educational partners in one space to discuss the current state of the school and upcoming decisions to be made.|We are going to focus on proactive advertising of events, needs and successes at the school. We will ensure staff have time to plan and create informative documents and posts to be shared in the community.|The Community School Liason will be tasked with outreach when we are unable to engage underrepresented families. This can be with home visits, calls, emails, and face-to-face meetings on campus before and after school.|3|4|4|4|3|3|3|3|3|3|3|3|Met||2026-06-11|2026
12629760000000|Pacific Union Elementary|3|"Relationships between School Staff and Families are critical for ensuring student success. The District fosters these relationships in a number of ways. Based on the analysis of educational partner input and local data, the LEA continues to prioritize building relationships between school staff and families. The District maintains several parent/guardian involvement structures including PTO, Site Council/PACT, and DELAC committees that provide opportunities for families to participate in decision-making processes.  In 2025–2026, Connection Conferences continue to deepen family engagement across Pacific Union School District, with survey results reflecting their impact on the sense of community and belonging that defines the school. Of 118 parent and guardian respondents, 97% report feeling welcome at Pacific Union School, and 91% feel connected to the school community, results that align directly with the relational foundation that Connection Conferences are designed to build. The most common theme across open-ended responses is the pride families feel in being part of a school that ""truly feels like a family,"" with 32 of 76 positive responses specifically citing the school's community feel and 17 of those praising the TK–8 structure as something that creates lasting bonds across many years.  The District offers various ways for parents/guardians to engage, such as classroom volunteering, attending school events, and participating in connections conferences and parent/teacher conferences. Staff receive professional development on parent participation, and the District provides translation services to help non-English speaking families participate in meetings and educational programs. English Learner families can request that an EL Technician attend conferences for translations when needed or a translator will be provided.  Communication efforts include weekly updates to the District's PTO Facebook page and website to keep families informed about school events and activities, as well as ParentSquare. Parents/guardians generally report that staff are responsive and treat them respectfully.  The District continues to work on providing both formal and informal opportunities for family engagement while addressing language barriers through translation services. These efforts support the goal of creating an environment where families can participate in their children's education and the broader school community."|One focus area for the District is to Improve Communication and Strengthen Family Engagement. Families ask for more regular and transparent communication about academic progress and curriculum expectations, particularly during the junior high transition. Creating more structured opportunities for staff input, finding the right balance with ParentSquare communications, and providing intentional outreach to non-English-speaking and minority families will strengthen trust and partnership across the community.  The LEA also seeks to improve the effectiveness of its translation and interpretation services to ensure all families can fully participate in their children's education. This includes not only language accessibility but also cultural responsiveness in communications and interactions.  Additionally, the District is working to create more systematic feedback mechanisms to better understand family needs and preferences for engagement, moving beyond traditional surveys to develop ongoing dialogue opportunities that inform continuous improvement in family-school relationships.|Based on the analysis of educational partner input and local data, the District will implement targeted strategies to improve engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families.  The LEA will prioritize cultural competence training for school staff to enhance their understanding and appreciation of diverse cultural backgrounds. This training will help create a more welcoming and inclusive environment where all families feel valued and respected regardless of their cultural or linguistic background.  The District will establish more consistent and meaningful communication channels with underrepresented families, ensuring that information is accessible and language barriers are effectively addressed. This includes the new communication system, ParentSquare, that translates all information immediately for families.  Additionally, the District will work to identify and remove systemic barriers that may prevent underrepresented families from participating in school activities and decision-making processes. This involves examining meeting times, locations, and formats to ensure they accommodate diverse family schedules and needs.  The District will also focus on building trust through consistent outreach efforts and by creating more informal opportunities for relationship-building that respect different cultural approaches to family-school engagement. These strategies aim to ensure that all families have equitable opportunities to participate meaningfully in their children's education.|Relationships between families and school staff are essential for student success. Pacific Union School District fosters collaborative and positive relationships through a variety of approaches. The District maintains several engagement structures including a school-based wellness center, DELAC committee, Site Council/PACT committee, and an active PTO that provide opportunities for meaningful family participation.  Families are invited to volunteer in classrooms and participate in school-sponsored field trips, creating direct connections between home and school. The District ensures that all communication is accessible through multiple channels including the school website, ClassDojo, and email systems. To support our English Learner families, all communications are translated to ensure equitable access to information and participation opportunities.  These varied engagement strategies demonstrate the District's commitment to building strong partnerships with all families in support of student achievement and success.  91% agrees or strongly agrees that they are kept informed about how my child is doing academically in school. 94% agrees or strongly agrees that Pacific Union School staff is approachable and responsive.|To continue building partnerships for student outcomes, the District will focus on providing diverse opportunities, including academic support and enrichment as well as extracurricular activities and community events. Social and emotional support and services will continue to be a focus to build a stronger connection and engagement to our school community. The District will encourage parental/guardian to plan school events and opportunities for students and family to participate in. Staff will focus on Universal Design for Learning (UDL) and Visible Learning to ensure that the unique needs of each student are met, fostering academic achievement, personal growth, and a positive social/emotional awareness.|To continue building partnerships for student outcomes, the District will focus on providing diverse opportunities, including academic support and enrichment as well as extracurricular activities and community events. Social and emotional support and services will continue to be a focus to build stronger connections and engagement within our school community. The District will encourage parents and guardians to help plan school events and opportunities for students and families to participate in together. Staff will focus on Universal Design for Learning (UDL) to ensure that the unique needs of each student are met, fostering academic achievement, personal growth, and positive social-emotional development.  These comprehensive approaches will strengthen family-school partnerships while supporting holistic student development and community engagement.|One of our strengths lies in our commitment to engaging our educational partners in the decision-making process. We have actively sought input from various educational partners, including parents, guardians, students, teachers, and community members. Through surveys, focus groups, and advisory committees, we have provided opportunities for these partners to share their perspectives, voice concerns, and contribute to shaping educational policies and programs.  Our District has demonstrated a willingness to listen and respond to the input received. We have utilized the feedback to inform our decision-making processes and make data-driven choices. This approach has resulted in more inclusive and equitable decision-making, ensuring that the diverse needs and perspectives of our educational partners are considered and valued in our planning and implementation efforts.|Our District will continue to engage our educational partners, but our focus will be on expanding our outreach and engagement efforts to reach a broader range of educational partners. We will improve accessibility and clarity of the LCAP engagement survey. This may involve hosting community forums, conducting targeted outreach campaigns, and utilizing multiple communication channels to ensure all information is received and understood.  Administration will complete Rounding opportunities for staff to share their ideas and concerns.|Our District has embraced transparency and open communication in seeking input from all our families including our underrepresented families. We will continue to provide clear channels for our educational partners to express their opinions and concerns, and we have been proactive in sharing information and updates on decisions made based on the input received. This transparency has fostered trust and collaboration among our educational partners, creating a sense of ownership and shared responsibility for the success of our educational programs.|4|4|3|4|4|3|4|5|4|4|4|4|Met||2026-06-11|2026
12629760115154|Trillium Charter|3|Trillium's staff maintains ongoing communication with families of enrolled students using our school parent portal (ParentSquare) for general announcements, calendar updates, volunteer coordination, and individual messaging. We hold bi-annual teacher conferences in-person or via Zoom to report student progress and address potential parent/guardian concerns. Events are held an average of once per month and are designed for networking among staff and families, showcasing student work, and holding seasonal celebrations.|We noted an increase in volunteerism and attendance at all-school events and this year. It was also noted that a growing number of people are moving away from online communication and often miss emails or ParentSquare messages. We are considering effective ways to maintain continued information access in addition to ParentSquare that also aligns with our waste reduction goals.|Some methods that are used for equitable access include; offering all communications in online and printed formats, holding events at different times of day- both during and after business hours, and making phone calls to interact directly with families when needed|One benefit of a very small school is the opportunity to develop close working relationships with each student and their family members. Parent conferences and SST meetings are held during the year to collaborate with families for student success. Our NCBIS program allows us the flexibility to create personalized programs for students on this track.|We are working to improve communication with families regarding incident reports and student resolutions that take place at school.|Trillium has >85% free/reduced lunch eligibility and is seeking to improve our ability to connect families with local agencies providing essential services, such as the Family Resource Centers and Changing Tides Family Services. We are also working to collaborate with a wider range of community service providers to support student mental health and wellness, including those who are experiencing homelessness or who have exceptional needs.|We have a small but dedicated group of parents/guardians who sit on school committees, are officers on our steering committee, attend parent/family teacher conferences, and participate at every opportunity. This reliable input and energy is an enormous strength to our program and assists in all decision-making.|We have distributed surveys on paper and online but have consistently received responses from >1/3 of our families.  We are working on increasing this stakeholder feedback to help us better meet the needs of our current student population.|Some ideas have been put forth to gather input from all families, including an anonymous suggestion box, phone interviews, and enrollment surveys.|5|5|4|5|4|5|5|5|4|4|5|5|Met||2026-06-05|2026
12629840000000|Peninsula Union|3|Peninsula Union School has been growing relationships actively this school year with monthly family events and multiple options for two-way communication with students, families, and staff.|Following survey results from our educational partners, Peninsula Union will be looking for ways to grow opportunities for families to contribute and lead within school initiatives.|Peninsula Union engaged the tools of rounding and monthly surveys with families to do brief listening sessions with guardians of students experiencing chronic absenteeism. We will continue to use these tools to more deeply understand what works for families to remain engaged with school, and what barriers they are facing.|Peninsula Union School is always striving to build stronger foundational relationships between staff, students, and families, all in service of student growth and success. Our current strengths include creating a community spirit at family nights each month and investing in various forms of listening sessions to be sure we are following our educational partners' lead.|We are working collaboratively with our educational partners to identify barriers and possibilities for removing those barriers to help students better engage with learning and grow academically and socially.|Individualized invitation phone calls and conversations will be used to directly engage all families, especially those who may be underrepresented, especially in times of celebration of student success, and in seeking educational partner input.|In addition to email, all-call invitations, digital surveys, and paper surveys, staff will also reach out with targeted, intentional, short conversations with families to seek input on decisions. All families will always be invited to share their thoughts in multiple ways.|We have just begun to implement the rounding method to host short in-depth listening sessions, and this coming school year we plan to expand the use of this tool to gather meaningful input from all educational partners.|We will continue our implementation of monthly family nights with themes that meet the educational partners' needs and requests In this way we hope to meet underrepresented families where they are most in need and provide support that specifically serves them.|5|5|4|5|5|4|4|4|4|4|4|4|Met||2026-06-09|2026
12630080000000|Rio Dell Elementary|3|We have a school app that has the ability for 2-way communication between staff and families. This is also translatable into any language for families that may not be fluent in English. We also have 96% of families that attended a parent teacher conference this year, over 100 people in attendance at Panther Picnic Events and over 200 people in attendance at our annual Mother's Day Tea. We have built our family engagement opportunities where 98% of families have at least attended one event throughout the year.|We want to continue to build relationships with parents and will continue to employ a culture and climate ambassador next year and continue to build supports and opportunities for families. The district has also created a Community Engagement Team that takes on planning events and connecting with families.|The district will continue to search for bilingual families and offer opportunities that specifically target bringing hispanic families on campus.|The district has a strong partnership with the Rio Dell Community Center as well as Redwood Rural Health, who provided dental services on site for students. The District also works very closely with the Rio Dell Police Department in regards to wellness checks and support for attendance.|With the Community Schools Grant the District hopes to strengthen and develop partnerships with the community and use the people in those roles to connect and support families.|To improve engagement of underrepresented families identified during the self-reflection process, the Local Educational Agency (LEA) will implement targeted strategies focused on Building Partnerships for Student Outcomes:  1. **Climate and Culture Ambassador**: Hiring a community liaison from the underrepresented groups can bridge the gap between the school and families. These liaisons will build trust and act as a direct link, facilitating better communication and understanding.  2. **Family Education Workshops**: Organizing workshops that educate families on how to support their children’s education, understand school processes, and access available resources can empower them to engage more effectively.  3. **Inclusive School Activities**: Planning inclusive events and activities that celebrate the diversity of the student body and their families can create a more welcoming environment and foster a sense of community.  4. **Partnerships with Local Organizations**: Collaborating with local community organizations that already have established relationships with underrepresented families can enhance outreach efforts and provide additional support.  By focusing on these areas, the LEA aims to create a more inclusive and engaging environment for underrepresented families, ultimately improving student outcomes through stronger school-family partnerships.|The LEA offers multiple opportunities for seeking input from educational partners: monthly board meetings, surveys, family engagement nights.|The LEA is going to continue to work on seeking a more diverse representation for educational partners to sit on school committees.|The LEA will improve engagement of underrepresented families during the self reflection process by hosting family engagement nights where space is provided for input and decision making, provide childcare at events that educational partners need to attend. The District is also planning on having empathy interviews with parents in the next school year.|4|5|4|5|5|5|5|4|4|4|5|4|Met||2026-06-25|2026
12630240000000|Scotia Union Elementary|3|"Scotia School keeps relationship building at the forefront of daily interactions with families. According to the local community partner school climate survey, 100% of parent responses agreed with the statement ""I feel welcome at Scotia School"". The school continued its monthly ""Positive Parent Contact"" system where teachers reach out to parents on a regular schedule throughout the school year.  Regularly scheduled parent-teacher conferences twice yearly and regular school to home communication methods were also utilized as building blocks for positive relationships between the school and its families,  Additional school wide family events were regularly held throughout the school year to encourage relationship building between school staff and families. According to staff and family feedback, these events were successful in helping families to feel welcome, supported, and a part of the school community."|Based on data from educational partner input, the LEA increased student supports around engagement, belonging, and attendance. District staff continued with schoolwide Positive Behavior Interventions and Support (PBIS).  PBIS supports school climate improvement.  Data shows a significant decrease in chronic absenteeism and an increase in positive relationship building between staff and families.  Teachers reached out to students who were absent for multiple days.  The school's Wellness Coach met with students who were chronically absent to provide additional social emotional support.  Families were educated on the importance of family engagement in their child's education, and were provided with diverse opportunities for participation in family engagement activities during the school year.|Based on educational partner input, the LEA's Community Schools Program will continue to focus on improving engagement of all families, and especially our underrepresented families.  School staff has been trained in trauma informed practices, and will continue to focus on breaking down barriers to family engagement.  The schoolwide focus is on forming and maintaining relationships with students and parents.  The LEA's participation in the Community Engagement Initiative and California Community Schools Partnership Program are integral to this movement to build relationships between school staff and families.|Based on educational partner input and local data, parents and students agree that they are in a partnership with the school staff in terms of education and student outcomes. The school has a well developed Student Study Team that meets regularly with parents and staff members regarding student outcomes. The school also has  2 intervention teachers and a learning specialist on staff, as well as a highly effective after school program, who work closely with families to improve student outcomes.  The staff has been trained in trauma informed practices and Positive Behavior Interventions and Supports as part of the LEA's multi tiered system of support.|Based on educational partner input and local data, the LEA's focus area for improvement in building partnerships for student outcomes is increasing student supports around engagement, belonging, and sense of safety.  By increasing student and parent engagement, student's sense of belonging, and sense of safety, student outcomes will improve.  The LEA continues to focus on educating families and students on the importance of engagement and attendance in order to keep chronic absenteeism decreasing, as well as providing supports for students and families related to the LEA's focus area.|Based on educational partner input and local data, even though the District did not receive the Community Schools Partnership Program Implementation Grant, the LEA will continue to focus on building relationships in order to improve student outcomes, especially with our underrepresented families.  School staff has been trained in trauma informed practices, and will continue to focus on breaking down barriers to family engagement.  Some of these barriers include language, work schedules, and parents' prior negative experiences with the school system.  The LEA will provide opportunities in families' language of choice, at diverse times, in person and virtual, and will reach out to parents of underrepresented families personally to encourage participation in school events and meetings. The schoolwide focus is on forming and maintaining relationships with students and parents, including underrepresented families.|Based on educational partner input and local data, including a bi-annual survey, parents agree that they are connected and feel welcome at the school.  This is due to the school's strength of seeking educational partner input for decision making. 100% of the staff agree that their ideas are heard and considered. The data showing connection to the school shows that educational partners feel their input is valued as part of the decision making process.|Based on educational partner input and local data, the majority of input for decision making is currently gathered as street data.  The LEA will continue to focus on educational partner input in decision making in more formalized settings, such as meetings.  Previously, successful data collection has been through surveys, 1 on 1 conversations, and input gathered at meetings regarding student achievement, such as parent conferences, IEP meetings, and student study team meetings.  The LEA will continue to focus on seeking input at formalized gatherings and meetings which are intended as community input sessions.|Based on educational partner input and local data, the LEA's School Climate Team will continue to focus on building relationships in order to improve the quantity and quality of input for decision making, especially with our underrepresented families.  School staff has been trained in trauma informed practices, and will continue to focus on breaking down barriers to educational partners providing input.  Some of these barriers include language, work schedules, and parents' prior negative experiences with the school system.  The LEA will provide opportunities in families' language of choice, at diverse times, in person and virtual, as well as in different modalities, and will reach out to parents of underrepresented families personally to encourage participation in school events and meetings in order to gather input for decision making.  The schoolwide focus is on forming and maintaining relationships with students and parents, including underrepresented families.|5|5|5|5|5|4|5|5|5|5|5|5|Met||2026-06-18|2026
12630320000000|South Bay Union Elementary|3|Based on input from our educational partners, our strengths are the relationships our school community builds with our families. Families feel connected and supported by the teachers and staff.|An area of focus for our school district is the delivery of timely feed back on student academic performance on local measures.|We will continue hosting focus group meetings in a variety of settings and times to solicit feedback to improve engagement of underrepresented families.|Parents/Guardians are considered an essential component to improve outcomes for students. At South Bay parents are our educational partners. Surveys and listening sessions have provided input to support the decision of the district.|South Bay will build on our current structure to increase engagement opportunities using focus groups, parent support groups and advisory committees.|Our district will continue to engage with underrepresented families by focusing on direct outreach and personal connections.|Education partners feel connected to our school.|Education partners participation in focus groups and surveys remains lower than we would like to see. Attention will be given to provide a wider variety of opportunities for engagement.|Improvements will be made in increasing the variety of engagement activities offered.|5|5|4|4|3|3|4|4|4|4|4|3|Met||2026-06-18|2026
12630320111203|Alder Grove Charter School 2|3|Alder Grove Charter School is a personalized learning public school based on strong and effective educator, student, family, and community partnerships, and will continue to promote family participation in a variety of ways. The school encourages family participation in all events, field trips, curriculum choices, parent attendance at weekly or semi-weekly meetings with teachers, and advertising LCAP Parent Advisory Committee Leadership Team and Governance Council meeting times for family input.|"Family educational events were better promoted for increased attendance and participation. They were also expanded to be ""festivals"" rather than workshops, and this has been more successful."|Though AGCS has only a small number of English Learners, we will continue to provide translation services to allow families to participate in educational programs and individual meetings with school staff related to their child’s education. The school will encourage staff, teachers, and administrators to continue participating in professional development that addresses cultural competency and creating a welcoming environment for each family's strengths, cultures, languages, and goals for their children.|AGCS offers regular parent/guardian trainings and other family events addressing a variety of interests and subjects chosen to learning and development in the home. Teachers meet with students and families either weekly or semi-weekly to assess progress, assign work, and discuss student progress. Because of the nature of our school, the family is very involved in each student's education.|The school is in the finishing stages of creating more parent/guardian training materials and opportunities to improve instruction at home.|Though AGCS has only a small number of English Learners, we will continue to provide translation services to allow families to participate in educational programs and individual meetings with school staff related to their child’s education. The school will encourage staff, teachers, and administrators to continue participating in professional development that addresses cultural competency and creating a welcoming environment for each family's strengths, cultures, languages, and goals for their children.|Alder Grove Charter School seeks input from families in a number of ways. Our school has a Leadership Team that includes family involvement and input on local decisions, as well as an LCAP Advisory Committee for input on the LCAP. Our Governance Council is also currently made up of all Alder Grove former or current parents. Additional opportunities for input are available by submitting surveys, open communication with the Superintendent/Executive Director, a direct email address to the Governance Council, and during regular trainings s and other family events. An LCAP information session has been offered at many of these events. Additional formal input meetings, including LCAP parent advisory council meetings, will continue to be scheduled during the 25-26 school year.|The school currently has a full school Governance Council and active parent participation in Leadership Team..|Though AGCS has only a small number of English Learners, we will continue to provide translation services to allow families to participate in educational programs and individual meetings with school staff related to their child’s education. The long term goal is to have translation for surveys going home to families who do not speak English.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-30|2026
12630320124289|South Bay Charter|3|Based on input from our educational partners, our strengths are the relationships our school community builds with our families. Families feel connected and supported by the teachers and staff.|An area of focus for our school district is the delivery of timely feed back on student academic performance on local measures.|We will continue hosting focus group meetings in a variety of settings and times to solicit feedback to improve engagement of underrepresented families.|Parents/Guardians are considered an essential component to improve outcomes for students. At South Bay parents are our educational partners. Surveys and listening sessions have provided input to support the decision of the district.|South Bay will build on our current structure to increase engagement opportunities using focus groups, parent support groups and advisory committees.|Our district will continue to engage with underrepresented families by focusing on direct outreach and personal connections.|Education partners feel connected to our school.|Education partners participation in focus groups and surveys remains lower than we would like to see. Attention will be given to provide a wider variety of opportunities for engagement.|Improvements will be made in increasing the variety of engagement activities offered.|4|4|4|4|3|3|4|4|4|4|4|3|Met||2026-06-18|2026
12630400000000|Southern Humboldt Joint Unified|3|Through our Back-to-School Night, Open House, Multicultural Food Fest, sports events, and community events at our site like Touch-A-Truck, we are continuing to connect with families and make our campuses a fun and welcoming place.|Our improvement areas are focused on ensuring that ALL families feel welcomed. We are working with our Wellness Center Secretary to support the Spanish translations and supporting our connections to Spanish speaking families. We are also increasing out Multicultural events on campuses as an effort to increase knowledge and understanding of many cultures for our students.|We work closely with the Family Resource Center who regularly meet with many of our families who may not otherwise engage in school events. Our Community Schools Coordinators are also reaching out and working with families and connecting them with resources and engaging with them to create relationships. Our district Community Schools Coordinator is also our McKinney Vento liaison and works in collaboration with our schools, families and the Family Resource Center to connect with families and crease a sense of belonging for all families.|We are still working to increase our professional learning in building partnerships. Through conferences, IEP's, and 504's, teachers are able to engage with parents about the needs of their students|We are increasing our involvement of our Community Schools Coordinators, Wellness Coach, School Psychologist, and Counselors in parent meetings to ensure that we have all the support at the table that could benefit students and families.|We will continue to work with the Family Resource Center, Community Schools Coordinators, and Wellness Team to connect with families.|We have School Site Council meetings for all schools which have been successful. Casterlin and Whitethorn have very successful Friends of Casterlin Elementary School (FOCS) and Friends of Whitethorn Elementary School (FOWES) meetings to gather input. Our Community Schools Coordinators have also been implementing meetings for their 3 sites which have been able to gather input for our district.|We plan to gather more information throughout the year from each of the groups. We also plan to send out more surveys both digitally and hard copies for parent input in the coming years. Our LCAP community meeting will be better advertised in the future and we will also try to do it on a night where there are already families on campus.|We will include all of our teams when planning community events to ensure the best outreach to families and try to break down the barriers that are built between the district and our underrepresented families.|3|4|3|3|2|3|3|3|3|2|4|3|Met||2026-06-26|2026
12630570000000|Trinidad Union Elementary|3|As part of the educational partner engagement process for the LCAP, the district reached out to staff, families, and community members in the following ways:  + Monthly school board meetings with opportunity for comment from parents and community members  + Weekly staff meetings  + Parent-Teacher conferences in October and March  +Monthly classified staff meetings  + Weekly Support Service Team Meetings  + Student Study Team, IEP, and 504 Meetings - at a minimum, held annually for each student receiving services. + Fall climate surveys for students   Surveys were developed by the PBIS Team and the Site council in order to assess parent involvement and engagement in the school community and how actively involved they felt in the decision making process.  The survey questions were directly related to Trinidad USD’s LCAP Goals.  Educational partners saw Trinidad School as both a physical and cultural hub in our small town. They value the fact that it is one of the largest social components of the community, and that it serves as “a catalyst for community events through fundraisers and other events held on the campus. When asked what they liked most about the school, families said they valued the sense of community on campus. Several highlighted the feeling of being part of a school family.|Based on the spring family survey and the community meetings, praise for the caring environment and extra programs was widespread. Of note were the following themes:  + Most parents feel very positive towards the school, indicating they strongly agree that the staff is welcoming, encourages parent volunteers, is approachable and treats their children with kindness and respect. + The majority of parents strongly agree that their children feel accepted by peers, safe at school (in classrooms, playground, restrooms, after school program), treated fairly by teachers/staff, and that the school fosters the whole child development. + The small community feel + How caring and engaged the staff and employees are with the students + The warm and welcoming environment + All the extra programs offered like gardening, art, and music + The positive atmosphere + Maintaining a robust counseling program, small class sizes, and paraprofessional support is a priority for educational partners.   Areas for growth based on educational partner feedback include the following:  + Updating the website/calendar to know about upcoming events, assignments, grades slipping, etc. + More opportunities to spend time together as a community (evening and weekend events)|In order to better serve all District students, Trinidad USD continues to implement actions/services related to seeking parent input and promoting parental participation. One focus area for improvement will be increasing outreach and support to low income families through increased support from our school social worker. We have learned that many of these families do not have consistent phone contact information, and the district has shifted towards a parent portal and an app-based messaging system to ensure that the families will have consistent access to school information - not text/phone dependent.|Trinidad Union School District recognizes parents/guardians as partners and works with families to ensure student success. Parent input is valued during intake meetings, conferences, IEP meetings, and family events. The District encourages classroom volunteers, parent participation in decision-making bodies, and attendance/participation at school events. The school promotes 100% parent attendance at parent teacher conferences. By focusing on formal and informal meeting opportunities, and professional development on promoting parent participation, we will create an environment that allows for full participation in the school community.   District and school staff are doing a great job of keeping families well informed. ParentSquare (automated voice calls, texts, and emails) is increasingly being used to update families and ensure timely communications, and families of students in grades 5-8 have access to academic progress through the Aeries Parent Portal.|Parent/guardian participation and partnership has continued to increase this year. Our Parent Teacher Organization is growing and they have been an integral part of providing evening and morning opportunities for families to get to know one another and to be more involved in school activities. Site Council's parent membership is steady, and families are more engaged in the school community. Our focus for improvement is to recruit more families into the education foundation and PTO groups, and to continue building on our literacy nights, movie nights, and other family celebrations.|TUSD has changed our fall conference format to be a conversation, with guided questions focusing on getting to know the families and their specific needs and hopes for their children. This will allow for a greater understanding of each family and how to support and involve them.  Administration and the support services team has expanded the home visitation program for students who are experiencing chronic absenteeism and school refusal, and are working to connect families with resources in the community.|Parent input is an integral part of the Trinidad USD decision making process. Annual parent survey results drive district decision making. Families are encouraged to serve on the Board of Trustees and the School Site Council, and give feedback through surveys, parent meetings, and other less formal communications. The Site Council implements an annual parent survey and provides excellent mechanisms for connecting with families and engaging them in the decision making process.|In order to better serve all District students, Trinidad USD continues to implement actions/services related to seeking parent input and promoting parental participation. One area for improvement is focusing on ensuring the sustainability of recent efforts to foster meaningful parent involvement in the District's decision making process. Increased formalization of input opportunities and building a history of valuing parent/guardian input will help foster improvement in this area.|In order to better serve all District students, Trinidad USD continues to implement actions/services related to including parents/guardians in the decision making process. TUSD has hired a full time social worker and increased the number of available internship positions, which has helped to provide outreach to low income families and to connect them with resources and support. The district will continue the emphasis on professional development that supports staff in learning about each family’s strengths, cultures, languages, and goals for their children.|5|5|5|5|5|5|5|5|5|4|4|5|Met||2026-06-22|2026
12743930000000|Humboldt County ROP|3||||||||||||||||||||||Not Met|||2026
12753740000000|Ferndale Unified|3|Our district's strength in engaging educational partner input in local data is exceptional. This year, we've increased our number of Empathy Interviews to over 400 students and families, increased on-campus events to foster inclusivity, and involved 50+ community families and stakeholders in a District Strategic Planning Session.|Educational partner feedback and participation data indicate that most families feel connected to their schools; however, FUSD recognizes that some families remain underrepresented in engagement activities and decision-making processes. During the 2026–27 school year, the district will focus on increasing outreach to families who have not historically participated in school events, surveys, and committees. School staff will continue to build relationships through regular communication using ParentSquare, student recognition, parent conferences, and community events. These actions are intended to strengthen trust, improve communication, and ensure that all families have meaningful opportunities to engage with their child's education.|Educational partner feedback indicates that families generally feel welcomed and supported by school staff. However, FUSD will continue to look for opportunities to improve the consistency of engagement across all family groups, The district's focus area for improvement is expanding family involvement in school and district planning processes while continuing to strengthen positive relationships between families and staff.|FUSD's current strengths are that we seek input regarding needed professional development from staff and stakeholders, engage in professional development, and put our goals into action.|Based on educational partner input and local data, Ferndale Unified School District identified strengthening family partnerships that support attendance, academic achievement, and post-secondary readiness as an area for continued improvement. The district will also seek to expand family participation in school and district planning processes to ensure that educational programs and supports reflect the needs of students and families.|FUSD will continue to Increase our DELAC participation and have our bilingual Attendance Clerk and teachers invite our underrepresented community to school events and provide information about other available opportunities.|FUSD's strength is that it is open to local input and authentically desire to hear feedback.  This is demonstrated by holding Empathy Interviews, its CTE Advisory Committee, and the Strategic Planning Program.|FUSD plans to collect data from more subgroups of students and families.  These subgroups include ELL families, families of students with disabilities, and socioeconomically disadvantaged.|FUSD is going to work with parents during the school conference weeks, academic counseling sessions, open house, DELAC meetings, back to school night, and high school orientation.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-10|2026
12753820000000|Mattole Unified|3|Mattole Unified School District uses several strategies to provide assistance to families in order that they may better their understanding of our academic expectations for their children. At the school site level, Orientations and Meet/Greet events are held at the start of the school year and parent conferences are scheduled for all parents/students with their classroom teachers at the end of every trimester. Targeted assistance meetings are held as school and district community forums throughout the school year. Through the LCAP process and School Site Council meetings, collaboration with educational partners provides valuable information regarding how to best support our families. Technology is used to communicate information and to gather input and feedback about LCAP and school site goals from the community. Information and questionnaires are posted on the district website. Annual surveys for educational partners are given. Requests for feedback and participation is regularly sought through both mass and personalized email communications.|Based on our educational partner input our current focus areas for improvement in building relationships between school staff and families include: - Streamlining and communicating expectations for staff regarding regular/timely communication and messaging with families through a variety of channels such as emails, social media (district and school Facebook pages), use of text messages, phone calls, weekly office hours, and website bulletin boards about school and classroom events and the educational progress of their students, especially when there is a concern about student learning outcomes. - Increasing educational partner knowledge by providing multiple opportunities to learn about critical information that non-educators should/need to know. Mattole USD will continue to focus on improvement of effective communication between schools and families in order that we may continue to build a safe and productive school environment and increase parental/caregiver involvement in their children's schools. We strive to provide an environment where families feel comfortable raising issues with their child's school, and to ensure that issues are addressed promptly.|Educational partner input shows a desire to have more in depth knowledge of the local TK-12 curriculum, instructional strategies and assessments that are utilized to improve and accelerate student learning at Mattole USD. Community forums such as Superintendent Round Tables surrounding these topics are held to discuss the local measures used to ensure that our students are at or above grade level. Mattole USD will continue to develop strategies to improve the engagement of our underrepresented families in these forums by: - including personal invitations to participate - adjusting meeting times and locations, and utilizing virtual options (including video recordings) when applicable.|Our current strengths and progress in building relationships between school staff and families at Mattole USD include:  - Multiple parent/student events and participation in field trips at all schools throughout the school year  - Opportunities to participate in multiple community/public forums at schools  - Membership and Participation in School Site Councils  - Weekly District News communication from administration in various on-line formats (emails, texts, social media postings)  - Classroom News emails to parents from teachers - Parent surveys  - Personal conversations and invitations to participate|Our current focus areas for improvement in building relationships between school staff and families include:  - strengthen relationships with families who rarely or never participate in school meetings and events - identify alternative forms and manners to make 2-way communication more accessible to families|Mattole USD is striving to improve engagement of identified underrepresented families by expanding on forms and manners of communication to families that are accessible and understandable, providing intentional outreach to families at community events and providing more targeted parent workshops.|Mattole USD provides multiple opportunities throughout the school year for seeking family input for decision making at both school site and district levels. District/Site Administration, teachers, other staff members, families, students and community members collaborate and work together to plan, design, implement and evaluate student, family and community engagement activities at all of our schools and at the district level. The District focuses on utilizing a three-phase process for gathering input from stakeholders for plans such as the district LCAP and school SPSAs. The first phase focuses on sharing information about prior plans and the development process for plans, the second phase focuses on gathering input around needs, goals and actions and the third phase focuses on the review and approval of draft documents.|The Mattole Unified School District is committed to maintaining an inclusive climate that encourages input in the decision-making process from all stakeholders. Identified areas for improvement in seeking input for decision-making include:  - increased output of information to families about decision making opportunities at district and site levels - increased outreach to welcome, build capacity, accommodate, and engage all identified unrepresented groups in the decision making process.|Our identified underrepresented groups include families of unduplicated students (homeless, migratory, low income, EL) and special education youth. We will continue to expand on our number and availability of both whole community forums and also individualized group forums. We will continue to engage with and build relationships with individual unrepresented families and provide necessary, personalized supports and accommodations for the academic success, well being and full, positive, equitable school experiences for their children.|5|5|5|4|5|4|4|4|5|4|5|4|Met||2026-06-24|2026
12755150000000|Eureka City Schools|3|"Schools have developed systems at the elementary level to address family involvement, from parent meetings for all students to frequent informational mailers and phone calls that reach out to all families (or select families, depending on the situation). 2025-26 was the third year of Empathy Interviews and data collection at the elementary level. The elementary schools also host events that celebrate parental involvement. Events such as back-to-school nights, open houses, multicultural fairs, and ELAC can be both broad and specific in addressing the needs of parents in the setting.  At the middle school level, many of the same structures for engaging families are present as at the elementary level (mailers, all calls, open houses, back-to-school nights). The middle school employs a different practice for parent meetings, in which the student presents a ""student-led parent conference."" Both middle schools offer athletic programs with many students involved in a variety of extracurricular activities that are open to parents and the community. Both sites have wellness centers to offer support to students and families.  At the high school level, there are similar structures to the rest of the district (mailers, all calls, open house, back-to-school nights). Parent/community booster clubs for athletics, along with music and agriculture, are active and engaged. Three academic counselors address student success over their four-year high school career. The high school also has a Wellness Center that works with students, supports mental health and non-academic support, and refers families to community resources if needed.  All parents are encouraged to use the district-wide student information system, PowerSchool, to further communication between the sites and the home. Each site can post updates and events on the PowerSchool home screen, which is also emailed to the parents' provided emails. ECS has implemented online student registration and E-Collect for enrollment in summer school and after-school programs. Support for parents is available at school site  2026-27 Local Performance Indicator Self-Reflection for Eureka City Schools Page 11 of 17 offices or the district office, with bilingual staff available. Kiosks are set up at each site for parent/guardian access, and site secretaries and after-school leads are trained to assist with enrollment."|An area for improvement in this category is making student progress reports (grades and attendance) and classroom assignments even more accessible to parents and guardians through training and access to PowerSchool. Additional communication through regular updates to district and site websites and social media is also a goal. The district rolled out a completely revised website that includes all departments and school sites.|A district-wide platform for school-to-home communication, Parent Square, was implemented during the 25-26 school year.  Ongoing training and reminders are needed to get all parents/guardians enrolled in the program. Maintaining accurate contacts in PowerSchool remains an issue; the district contracted with PowerSchool to clean up data on the system's backend to ensure correct functionality.|The District’s Strategic Plan and the LCAP outline the goals for building and sustaining positive relationships with our families and the greater community. The District’s LCAP contains the following planned actions and services for parent engagement: a. Outreach communications to families of English Learners, Foster and Homeless Youth, and socio-economically disadvantaged students highlight opportunities to participate in school events and decision-making forums. b. For the fourth year, the district utilized PIQE- Parent Institute for Quality Education- to reach Latino families based on feedback from the District English Learner Advisory Committee on the needs of families. c. The district Indian Education Parent Advisory Committee is active and helped coordinate a week-long celebration of California Native American Day in September, with events at all school sites and a culminating community event held at Eureka High School, featuring performances and local vendors. d. Provide opportunities for input to all families, including targeted students and students with disabilities, through School Site Council meetings, open stakeholder meetings facilitated by Community Schools, Board meetings, and online and paper surveys. ECS staff understand the importance of strengthening positive relationships with our families. To this end, we leverage many tools to make meaningful connections, such as back-to-school nights, open houses, family nights, and parent conferences.|Moving forward, a focus for us is outreach to our EL families to encourage their involvement in ELAC and DELAC committees. ELAC participation has increased this year with the separation of Site Council and ELACs at multiple sites and support from Community Schools reaching out to parents.  The District EL Coordinators meet regularly to discuss ways to increase parent participation.|ECS uses ThoughtExchange to capture the voices of our parent partners as an initial step in building a comprehensive parent engagement plan. Built with equity of voice in mind, ThoughtExchange will capture every perspective, linguistic group, and even the quietest of voices. The district superintendent, accompanied by several board members, held student listening sessions at each school, interviewing over 120 students. Responses were shared with the executive team and reported out at a School Board meeting.|Families meaningfully engage in District decision-making through school site councils, English Learner Advisory Committees, and PTAs, as well as through the parent/guardian version of the California Healthy Kids Survey and Thought Exchange LCAP survey. Community School Liaisons hosted listening sessions at each site to gather input on site-specific needs and priorities. Each site also held a data walk in conjunction with community schools to look at academic, attendance, and behavior data, along with resources available to support learners and families.|An area for improvement is developing a coordinated plan that provides opportunities for families, teachers, principals, and district administrators to work together to plan, design, implement, and evaluate family engagement activities at the school and district levels. Many sites host family nights, such as literacy, STEM, and multicultural events.    The district received funding for Community Schools at three elementary sites for 2022-23 and all other sites for 2023-24. A large Community Schools advisory panel provides input for decision-making. Based on this input, all sites are implementing action plans.|The district conducted data walks at each site through Community Schools. Sites tried different formats to encourage engagement and involvement. The most successful sites held the data walk alongside their open house.|4|4|3|3|3|3|3|4|3|3|3|3|Met||2026-06-25|2026
12755151230150|Pacific View Charter 2.0|3|Based on the analysis of educational partner input and local data, Pacific View Charter demonstrates strength in maintaining consistent and personalized communication between school staff and families. The school has made notable progress in building trusting relationships through regular parent-teacher and empathy conferences, timely outreach from academic coaches, and the use of digital platforms to keep families informed and engaged in student learning.|Based on the analysis of educational partner input and local data, Pacific View Charter has identified a need to deepen authentic parent engagement, particularly in involving families in shaping school policies, events, and decision-making processes. Increasing the number of parents who actively participate in advisory groups, school events, and feedback opportunities remain a focus area for improvement to ensure all voices are represented and valued in the school community.|Based on the analysis of educational partner input and local data, Pacific View Charter School 2.0 is committed to improving engagement of underrepresented families by expanding access and outreach efforts. While the school already fosters parental participation through regular meetings, school events, and cultural activities, it recognizes the need to better connect with families who are unable to engage during traditional school hours. To address this, the LEA is exploring technological and virtual solutions—such as virtual conferences, recorded information sessions, and digital communication platforms—to ensure greater flexibility and accessibility. Additionally, the school is preparing to implement a community school model in the 2025–2026 school year, which will include targeted strategies to build stronger relationships with families who have historically been underrepresented in school decision-making and engagement opportunities.|Based on the analysis of educational partner input and local data, Pacific View Charter School 2.0 has demonstrated strong progress in building partnerships for student outcomes through high levels of parent participation, including consistent classroom volunteering, engagement at school events, and 100% attendance at parent-teacher conferences. The LEA also invests in professional development for staff to strengthen strategies that promote meaningful parent involvement. These efforts reflect a solid foundation of collaboration between families and educators aimed at supporting student success.|Based on the analysis of educational partner input and local data, Pacific View Charter School 2.0 has identified a key focus area for improvement in building partnerships for student outcomes: enhancing the support families receive to foster student learning and development at home. While parent participation in school events and conferences is strong, there is a need to provide more accessible resources, guidance, and tools that empower families to actively support academic growth outside of school. The LEA is exploring updated digital curricula and platforms, including alternatives to APEX, to better engage families and strengthen home-school connections in support of student achievement.|PVCS will continue to make progress on engagement for our underrepresented families and increase partnerships.|Based on the analysis of educational partner input and local data, Pacific View Charter School 2.0 has demonstrated strengths in seeking input for decision-making by maintaining open lines of communication and providing multiple opportunities for stakeholder engagement. The school has made progress through initiatives such as parent-teacher conferences, LCAP surveys, empathy interviews, and family events that encourage feedback and collaboration. 2026-27 Local Performance Indicator Self-Reflection for Pacific View Charter School 2.0 Page 12 of 17 Additionally, the LEA’s participation in the Community Engagement Initiative (CEI) grant has strengthened its efforts to engage the broader community in meaningful dialogue, fostering inclusive decision-making practices that reflect the diverse needs and perspectives of its stakeholders.|Based on the analysis of educational partner input and local data, Pacific View Charter School 2.0 has identified key focus areas for improvement in seeking input for decision-making. These include expanding methods to engage a broader and more diverse group of parents, particularly those who may face barriers to participation. The LEA aims to strengthen parent education efforts to ensure families are well-informed and equipped to contribute meaningfully to school decisions. Additionally, the school is exploring communication tools such as ParentSquare to enhance outreach, streamline feedback collection, and make it easier for families to stay connected and involved in the decision-making process.|Based on the analysis of educational partner input and local data, Pacific View Charter School 2.0 will improve engagement of underrepresented families in decision-making by implementing more accessible and inclusive communication strategies. This includes adopting tools like the possible adoption of ParentSquare to provide timely, translated, and user-friendly messaging that encourages feedback and participation. The LEA also plans to offer parent education opportunities to help families understand school processes and their role in shaping decisions. Additionally, flexible meeting times, virtual input sessions, and targeted outreach efforts will be used to ensure families with limited availability or language barriers have equitable opportunities to engage in the decision-making process|4|4|3|5|5|4|5|4|5|4|4|4|Met||2026-06-09|2026
12768020000000|Fortuna Elementary|3|FESD staff maintain strong connections with families through regular progress reports, annual conferences, Student Study Team (SST) meetings, and IEP reviews. To ensure clear and accessible communication, teachers and administrators utilize Parent Square, which automatically translates school updates into each family’s home language. Additionally, teachers frequently reach out via phone and message to share positive student updates and build trust.  The District actively collaborates with local organizations to support student and family well-being. Key partners include the county’s Department of Health and Human Services, Public Health, Changing Tides, and Remi Vista counseling services. Local service clubs, such as Rotary, Kiwanis, and Soroptimist, provide critical resources, including weekend food backpack programs and general school support. On campus, the Family Resource Center (FRC) at the Walker site serves as a vital hub, offering families direct access to housing assistance, food, and mental health services.  To streamline assistance, the District implemented an online family outreach referral system. When school-site interventions need reinforcement, staff can refer families for additional District-level support. The FRC Coordinator, Community School Coordinator, or Climate/Culture Ambassadors then personally contact the family to assess their needs and connect them with tailored resources.|FESD annually gathers input from parents and guardians to shape its strategic priorities. This feedback is collected through active School Site Councils (SSCs), District English Learner Advisory Committees (DELACs), and regularly scheduled EL parent groups. Additionally, schools distribute annual family surveys and host monthly SSC/LCAP stakeholder meetings, family events, and public Board hearings, all open to the public, to ensure continuous opportunities for community voice. Schools also actively recruit parents for site-based volunteer roles.  Supported by two Community School implementation grants, the District prioritizes strengthening staff-family relationships. The Community School Coordinator has driven targeted outreach, providing families with vital resources on attendance, parenting, the impact of technology on youth, and the value of education. Moving forward, the Coordinator will utilize targeted needs surveys to gather more specific insights from families and community members.|While fostering cultural acceptance remains a priority, the District is actively working to bridge gaps by providing families with empowering information and resources. Moving forward, we will intentionally recruit and encourage underrepresented families to join key parent committees, including the Site Council, PTO, Community School Advisory Council, and ELAC. This proactive engagement will become a sustained, long-term practice.|While over 90% of surveyed families are satisfied with teacher communication and accessibility, engagement gaps exist between school levels. Elementary school parents report feeling highly included in school activities, whereas middle school parents feel less connected. To bridge this gap, the District is committed to creating more collaborative opportunities for families and teachers to discuss student goals and partnership strategies. Data from surveys and focus groups informed the District's five-year strategic plan, which is being used to drive improvement in student achievement and overall student wellness.  Additionally, while Parent Square was heavily utilized to share home-learning resources, expanding these supports remains a priority. FESD continues to leverage its long-standing community partnerships to support families' holistic needs. Notably, our collaboration with the Fortuna Family Resource Center remains vital in delivering essential mental health, physical health, food, and housing assistance to our students and families.|A key priority for improvement is empowering families to understand, exercise, and advocate for their children’s educational rights. While the Community Schools Coordinator has initiated parent outreach via ParentSquare, and both the Student Study Teams (SST) and IEP teams consistently work to build awareness, a sustained, LEA-wide effort is required. Every family has access to Parent Square, our online communication. Additionally, the Family Resource Center (FRC) remains a vital asset for supporting families in these advocacy efforts.|The District continues to seek additional ways to reach out and involve our non-English-speaking parents/guardians to let them know they are valued partners within our schools, even though there are language barriers to overcome. Employing multiple interpreters in the District has helped build bridges between families and the District, and the FRC coordinator is also bilingual, further engaging our underrepresented families.|Based on local data and feedback from educational partners, the District has made significant progress in cultivating a collaborative, inclusive, and transparent decision-making ecosystem. Key areas of strength include:  Strategic Partner Collaboration:    * The District actively engages a diverse coalition of teachers, administrators, parents, and community members. This collective input directly shaped the District's five-year strategic plan, defining its core mission, vision, and values.  Multichannel Communication:    * Utilizing regular meetings, surveys, focus groups, and digital platforms like ParentSquare, the District ensures timely, two-way communication and accessible feedback loops for all stakeholders.  Transparent Governance:    * By proactively sharing information on proposed policies and initiatives, including the Superintendent's monthly report to the community, the District fosters informed stakeholder participation, steadily building trust and credibility across the community.  Data-Driven, Empathetic Interventions:    * FESD pairs traditional educational metrics (performance, attendance, demographics) with qualitative insights. Notably, conducting Empathy Interviews with every student in the fall and again in the spring yielded actionable data, enabling counselors and support staff to deploy highly targeted interventions based on each student's needs.  Commitment to Equity & Inclusion:   * Through surveys and focus groups, the District has purposefully expanded its outreach strategies to elevate the voices of traditionally marginalized and underrepresented groups, ensuring a more equitable and representative decision-making process.|Based on educational partner feedback and local data, FESD has identified five priority areas to improve how community input shapes decision-making:  Deepen Stakeholder Engagement:    * Enhance outreach and communication to ensure all community segments feel heard, valued, and actively involved.  Diversify Input Channels:    * Leverage community school implementation grants to actively engage underrepresented groups, culturally diverse families, and marginalized populations, and move beyond traditional feedback circles.  Simplify Feedback Mechanisms:    * Adopt user-friendly online platforms and structured surveys to make submitting feedback easier, faster, and more accessible.  Strengthen Data-Driven Transparency:   * Improve capacity to collect, analyze, and share data to ensure District decisions are transparent, accurate, and evidence-based.  Foster Trust and Collaboration:    * Build stronger partnerships through open dialogue and clear feedback loops that demonstrate how community input directly impacts final decisions.  By focusing on these strategic areas, the District will cultivate a more inclusive, transparent, and responsive decision-making culture that aligns with the needs of our entire educational community.|FESD is committed to improving engagement with underrepresented families to ensure their voices directly inform our decision-making. To achieve this, the District has developed a targeted plan focusing on five core strategies:  Culturally Responsive Outreach   * The District recognizes that effective engagement requires respect for and understanding of diverse cultural norms, values, and communication preferences. Outreach efforts will be tailored to meet the specific needs of underrepresented communities, ensuring all communication is both accessible and culturally relevant.  Language Accessibility   * To eliminate language barriers that hinder participation, the District prioritizes comprehensive translation and interpretation services. Building on strong existing efforts in this area, the District will continue translating key documents, providing interpreters at meetings, and utilizing multilingual staff and volunteers to facilitate clear, two-way communication.  Targeted Communication Channels   * The District will meet families where they are by leveraging trusted, community-specific communication networks. This includes partnering with local community organizations, places of worship, and popular social media platforms to deliver information directly to underrepresented families through channels they already use and trust.  Inclusive Meeting Formats   * Moving beyond rigid traditional formats, the District uses interactive, accessible meeting structures - such as informal parent circles, small-group discussions, and community gatherings. These formats are designed to create safe, welcoming environments where all families feel comfortable sharing their perspectives.   Dedicated Family and Community Staff   * To build lasting trust and personal connections, the District leverages specialized roles, including a Family Resource Center Coordinator and a grant-funded Community School Coordinator. These professionals serve as vital bridges between families and leadership, providing direct support, fostering open communication, and sustaining long-term community engagement.|4|4|3|4|3|3|4|3|4|3|4|4|Met||2026-06-11|2026
12768020124164|Redwood Preparatory Charter|3|Building relationships between school staff and families is a strength at Redwood Prep. We provide many ways for families to participate in the school community and support students, and we strive for transparency in our processes and communication.  We continue to build relationships with families from the very start. All teachers offer meetings before the start of the school year to get to know their families, and we meet with every family at the trimester one conferences.  We also continue to offer a range of opportunities for families to connect with staff and one another. Each year begins with a Back-to-School Barbecue, providing dinner for all families to build relationships and community. This year, we developed a new Parent Book Club that met monthly to build community between school staff and families, and we continued our monthly Parent Council. e also continued Dad's Day Recess, inviting parents to join us one day each month, and our Grandparents in Action program, which welcomes grandparents into the life of the school. In addition, we brought back State of the Pack, an event that updates families on all the happenings at the school.  We also invite families to take an active role in shaping the school by serving on our various committees. We send out communications about available opportunities, including our facilities, fundraising, gym, and wellness committees.  In addition, we focused on strengthening communication in response to family feedback. In response to that feedback, the director began sending one weekly update to reduce the overall volume of communication families were receiving.|Redwood Prep's educational partner input, gathered from board members, families, and certificated staff in Spring 2026, reflects a school community with a strong relational foundation. While survey results and other input indicated genuine trust and connection, feedback from all three groups identified two focus areas for continued improvement.  Expanding access to family participation. While families feel welcome when they engage, 55% of family respondents cited work-schedule conflicts as the primary barrier to participating in school events and activities. To address this, Redwood Prep will continue to offer Zoom options for school meetings to ensure families can participate regardless of their schedules. We will also continue to gather input through multiple methods, including in-person discussions, meetings, and surveys, recognizing that families differ in how they prefer to share feedback.  Strengthening schoolwide communication and transparency. Board input reflects a commitment to this work. The board is currently engaged in strategic planning to clarify the school's direction and priorities for the broader community. To address staff input around the need for more collaborative time, Redwood Prep has implemented a summer workshop and added a minimum day to the school calendar to provide dedicated collaboration time for certificated staff.|Creating trusting and positive relationships with our families is a core value of Redwood Prep. We seek to engage our families with our community through meaningful communication and multiple opportunities to participate in school life. We work to break down barriers for families by providing childcare, sharing meals, and offering Zoom options for meetings so that participation is accessible to all families.  To gather meaningful feedback from underrepresented families, we began hosting discussions paired with a shared meal. When that approach did not generate the level of participation we needed, we expanded our options to increase accessibility and give families choices. For input on the LCAP, families could attend Parent Council in person or join with a Zoom option, and we also sent out a survey so that families could participate in the way that worked best for them. We plan to continue offering these multiple, flexible avenues for participation going forward.|Building partnerships for student outcomes is a growing strength at Redwood Prep. Educational partner input gathered in Spring 2026 from board members, families, and certificated staff reflects a community that feels genuinely included in efforts to support student success. Families rated highly feeling like a valued partner and having meaningful opportunities to provide input, and staff reported feeling like valued partners and well supported by the administration in their communication with families.  We have worked to strengthen these partnerships in ways that respond directly to partner input. In response to feedback, we brought back State of the Pack, an event that updates families on where the school has been, what we are doing, and where we are headed, which a board member had specifically identified as a way to strengthen the family-school partnership. We continues to offer Parent Council in-person and via Zoom to make participation more accessible. We have also responded to family interest in parent education. After hearing that families wanted more learning opportunities, we developed a new monthly Parent Book Club, building community between staff and families while creating a space for shared learning.  Most importantly, our input process generates feedback that leads to action. Partners offered specific suggestions for strengthening student outcomes, including investments in STEM and the arts, math and reading intervention, counseling, and small-group social-emotional supports, and we have taken concrete steps in response. For the coming school year, we have increased our interventionist position to full-time and added summer school intervention to better support students performing below grade level. We are maintaining our counseling support, and part of our summer workshop will focus on social skills instruction for tier two students. These steps demonstrate that families, staff, and board members are engaged partners whose input directly shapes the school's priorities and investments.|While Redwood Prep has a strong foundation of partnership, educational partner input identified areas for continued growth.  Expanding student voice in decision-making. We want to increase opportunities for students to participate and offer feedback in decisions that affect their experience. We plan to support the growth of student leadership to empower students to gather information from their peers and offer meaningful suggestions for improving our programs and services. As part of this effort, the Director will begin attending student council meetings at least once per trimester to hear the student voice directly.  Strengthening shared planning around student outcomes. Staff input repeatedly indicated a need for more dedicated time for collaboration and data analysis. To begin addressing this, Redwood Prep has implemented a summer workshop and added a minimum day to the school calendar to provide dedicated time for collaboration among certificated staff.  Deepening the parent partnership in school operations. We attempted to launch a grade-level parent representative model, asking for one or more representatives at each grade level to meet monthly with Parent Council. This effort did not generate the level of participation we had hoped for this year, so we plan to reintroduce it at the start of the next school year, using what we learned to build stronger engagement.  Expanding parent education. Families have expressed a strong interest in parent education opportunities. While our initial parent education night drew limited participation, our Parent Book Club has been a successful model for engaging families in shared learning. Our goal for next year is to build on what we have learned by hosting a few parent education nights grounded in the book club's readings.|Redwood Prep is committed to breaking down the barriers that keep underrepresented families from engaging as partners in their children's education. These barriers include language, time, childcare, providing meals for families, and transportation.  The most consistent barrier identified through family input was work and scheduling conflicts, which many families cited as the primary obstacle to attending events or joining planning meetings. To address this, we offer hybrid participation with Zoom options so families can take part regardless of their schedule, and we provide childcare and shared meals to make in-person participation more accessible. We also gather input through multiple methods, including meetings, discussions, and surveys, so that families can engage in the way that works best for them. We will continue to identify and reduce barriers to ensure that all families, including those who have been underrepresented, can participate fully in our school community.|Redwood Prep is learning how to have more meaningful and authentic conversations with our community partners. Over the past year we have focused on building input processes that reach families, students, and staff and that turn their feedback into action.  In Spring 2026 we gathered input from board members, families, and certificated staff, using multiple methods so that partners could share their perspectives in whatever way worked best for them. Families could attend Parent Council in person or join by Zoom, and we offered surveys to make participation more accessible. This range of options reflects what we heard from families about the importance of flexibility, since work and scheduling conflicts are the most common barrier to taking part.  We also act on the input we gather, which is central to building trust in the process. When families told us they were receiving too much communication, we responded by consolidating school updates into one weekly message. The feedback we collected this spring was specific and actionable, touching on facilities, counseling and mental health supports, intervention, and enrichment, and it is directly informing our priorities for the coming year. When partners see their input lead to real change, they are more willing to keep sharing it.|While Redwood Prep has made progress in seeking input, educational partner feedback points to one main area where we can grow: reaching parents and community members who want to be part of the process but cannot attend meetings in person. We already work hard to inform families about when their input is needed and the many ways they can be involved. Many families cited work and scheduling conflicts as the main obstacle to participating, so rather than changing how we communicate these opportunities, our focus is on continuing to offer flexible ways to take part. We will maintain our hybrid in-person and Zoom options, and we will continue to provide survey opportunities, so that families can contribute regardless of their schedule.|Redwood Prep is committed to breaking down the barriers that keep underrepresented families from being engaged in decision-making. These barriers include language, time, childcare, providing meals for families, and transportation.  To reduce these barriers, we offer childcare and shared meals so that families can take part in person, and we provide Zoom options so that families can participate regardless of schedule or transportation needs. We gather input through multiple methods, including meetings, discussions, and surveys, so that families can engage in the way that works best for them. We will continue to identify and remove barriers so that all families, including those who have been underrepresented, can share their voice and help shape decisions at our school.|5|5|5|5|5|4|5|5|5|5|5|5|Met||2026-06-17|2026
13101320000000|Imperial County Office of Education|3|Building strong relationships among students, families, and school staff continues to be a key factor in promoting student motivation, engagement, and academic success. At ICOE, staff maintain ongoing communication with students and families to support attendance, academic progress, and successful pathways toward graduation. Family engagement participation continues to increase as parents take advantage of meaningful opportunities to be involved in their children's education and school community. Regular events such as School Site Council meetings, English Learner Advisory Committee meetings, the Parent and Student Posada, Student Awards Ceremony, financial aid workshops, and parent conferences provide valuable opportunities for collaboration and connection. This year, the school further expanded family engagement efforts by offering LCAP workshops, California Assessment of Student Performance and Progress (CAASPP) testing workshops, and an interactive WASC Jeopardy activity designed to make learning about the accreditation process fun, engaging, and accessible for families. Bilingual communication in English and Spanish remains a priority and occurs consistently through school events, meetings, surveys, and direct outreach to families. Additionally, ICOE Special Education provides an annual Parent Handbook containing important resources and information to strengthen collaboration between families and staff in supporting each student's individual educational needs.|ICOE is committed to strengthening relationships between staff and families. Guided by feedback from educational partners and data, ICOE plans to incorporate non-traditional engagement methods—such as early morning meetings, state and local testing Loteria, and connecting with parents during drop-off—to increase family participation and input. These strategies will complement our existing, more traditional forms of communication. Another key focus is re-engaging parents, families, and the broader community in school events and opportunities that were otherwise limited to our parents. Reviving community gatherings such as the Harvest Festival, Winter Program, Parent and Student Posadas, job training sessions, and Back-to-School nights will help rebuild connections and foster meaningful involvement. An area identified for continued growth is increasing parent participation in the English Learner Advisory Committee (ELAC) and School Site Council (SSC).|To build and improve the engagement of underrepresented families, ICOE commits to inviting families and staff to participate in focus groups and equity data walks. In addition, transportation for parents will be offered to enable them to attend school meetings, training sessions, and parent and community events. All SSC and ELAC meetings are open to the public, and in addition to the non-conventional means of communication noted in prompt 2, ICOE is also utilizing social media such as Facebook and Instagram to assist with communication to improve the engagement of underrepresented families. The addition of the California Community Schools Partnership grant has also supported us in integrating community resources and partnerships that focus on academics and the well-being of our youth and families included our underrepresented families.|ICOE continues to focus on building community partnerships to ensure the success of all students. We continue to partner with the Imperial Valley Regional Occupational Program to offer Career Technical Education (CTE) pathways such as Patient Care, Personal Services, Design, Visual and Media Arts, and Mechanical Systems Installation and Repair. In addition, we partner with Imperial County Social Services, Imperial County Behavioral Health, Imperial Valley Food Bank, and America‘s Job Center. We continue to partner with multiple CTE industry partners such as 25 medical facilities, barber shops, and HVAC businesses to support student internship hours.|ICOE strives to increase parent communication and participation through school and district meetings, parent workshops, and community events. Research shows that increased parent involvement is correlated to increased student success. We are also vested in continuing to build and strengthen partnerships amongst our Imperial County communities and businesses in order to expand support for our students.|ICOE’s Local Indicator reflection demonstrates continued progress in supporting English Learners and other student groups. Our English Learner Progress Indicator (ELPI) showed significant growth, and English Learner reclassification increased by 20%, reflecting the effectiveness of targeted instructional strategies and language acquisition supports. All ICOE programs maintain active English Learner Advisory Committees that continue to support their respective School Site Councils (SSC). These committees provide essential input and feedback to SSCs, staff, and the broader school community regarding the specific academic and linguistic needs of English Learners, helping to inform continuous improvement efforts. In addition, ICOE will continue to strengthen collaboration with the Homeless Liaison and Foster Youth Coordinator to enhance services and supports for these underrepresented student groups. This ongoing partnership is focused on improving access, engagement, and outcomes to ensure increased student success across all identified indicators.|ICOE school staff encourages students and parents to participate in advisory groups such as School Site Council and the Student Ambassador program. Parental involvement is important to promoting student achievement and success in the classroom and community. Instructional staff keep students and parents informed as to student’s progress and attendance by conducting daily phone calls and/or via electronic mail. We also provide surveys and forum meetings throughout the year to provide opportunities for feedback and input on a variety of areas, including LCAP, SPSAs, and Parent Connectedness. ICOE sites have also participated in the continuous improvement process which has allowed an opportunity to create a system of shared decision-making.|ICOE strives to support a process with an embedded structure that systematically checks for feedback and input that indicate opportunities for improvement, and monitoring adjustments on a continual basis.|In order to boost the engagement of our underrepresented families in relation to seeking input for decision-making, ICOE will continue to make a concerted effort to build our understanding of the culture and dynamics of our surrounding communities; as well as value and respect the communities' role in student learning through encouragement and support of participation in school events and school leadership structures. We will leverage our wide and varied relationships to ensure underrepresented families have a voice that is heard.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-22|2026
13101320134379|Imperial Pathways Charter|3|IPCS staff has created a welcoming, professional environment for all of our students. Student and community feedback from surveys and meetings indicate our students feel safe (94%), supported (87%), and develop strong bonds with our staff (92%). Our program is growing mostly by student referrals, with new enrollees entering with positive feelings and a belief that this program will work for them.|IPCS will continue on our current progression of PD focused on Social Emotional Health, Wellness, Happiness and Resiliency. Improving our students social emotional wellness will have a direct effect on our students engagement and production. This PD direction is reflecting on data from assessments and student surveys focused on student support and their feelings of belonging, being heard, and acceptance. Research has proved a student's feelings and attitude towards their school has a direct correlation to their success. We see a direct correlation to their graduation rate and their personal well being. We are teachers, counselors, and life coaches. We are here to serve our students, and to provide the type of environment that changes their notion that a California High School diploma isn't attainable.|Forming educational relationships with our students and families is one of our strengths. We will continue to provide welcoming environments that celebrate our students' and their families' accomplishments and cultures. By offering monthly resource presentations, quarterly award ceremonies, Family Posada Day, Next Step Career Fair, graduation breakfasts, and our graduation ceremonies we celebrate our students, their successes, their families, and their cultures.|An Individual Learning Plan for each student is created with counselor, teacher, and student input. Teachers and staff create supportive relationships to help our students develop into productive, responsible students. Students are active in School Site Council as evident through student and community surveys, this approach is really working for our students. They feel safe, supported, and cared for.|Our focus is to continue with our strategies and procedures with all of our students. As our student population grows, additional staff will be added to accommodate and effectively support our students and their families.|"The faculty at IPCS believes in an underlying principle, ""If you want to make a difference with a student, take an interest in their life"". We will continue the rewarding work."|Through SSC and student/community surveys IPCS staff has received very positive responses from our educational partners about the positive culture that has been created and maintained at the IPCS campuses. Our educational partners have been vocal and responsive to the development and progression of the IPCS. Many of our graduates become champions of our program, encouraging others to enroll at IPCS.|The educational partners for IPCS have identified areas for focus which are to continue to develop and improve our student's ELD, ELA, and Math programs to improve outcomes and make our students better prepared to be proficient and effective components of the work force and/or successful participants in post secondary education.|IPCS has been very successful at engagement of all of our students and families. Strategies, policies, and procedures will continue as they are showing success. Yearly self-reflection tools allow us to evaluate and modify our programs as needed. An independent study program can create a feeling of isolation for our students, so our staff works very hard to keep close contact and continuous student work monitoring. Daily teacher check-ins are conducted via messaging and phone calls.|5|5|4|4|5|4|4|4|4|4|4|4|Met||2026-06-08|2026
13630730000000|Brawley Elementary|3|BESD has made solid progress in building relationships between school staff and families reflected in an average rating of 4.18 out of 5 for this area. Strengths include creating welcoming school environments, building positive relationships with families, and supporting staff in learning about each family’s strengths, cultures, languages, and goals. The data also reflects continued progress in two-way communication efforts to ensure families feel informed, valued, and heard. These efforts support a respectful and inclusive culture across school sites. Ongoing staff support and family engagement initiatives will continue to strengthen authentic connections between school staff and families.|While BESD continues to receive positive feedback in this area, with an average rating of 4.08 out of 5, the district recognizes the need to continue strengthening staff capacity to build trusting and respectful relationships with families. Focus areas include providing staff with additional support around effective family partnerships, culturally responsive communication, and strategies for engaging families from diverse backgrounds. BESD will also continue to strengthen opportunities for teachers and staff to share information with families about student progress and provide resources that support learning at home. Additional emphasis will be placed on helping families understand their rights and how to advocate for their students.|BESD will continue to improve the engagement of underrepresented families by strengthening outreach and reducing barriers to participation. Survey results for this area showed an average rating of 4.10 out of 5, indicating positive feedback while also identifying a need to continue increasing family participation in advisory groups, decision-making, and family engagement activities. BESD will continue to seek input through surveys, focus groups, listening sessions, and advisory committees. Building on the Community Schools model, the district will use parent liaisons, translation and interpretation supports, and culturally relevant communication to ensure families are informed, welcomed, and included as partners in supporting student success.|BESD has made continued progress in building partnerships to support student outcomes, reflected in an average rating of 4.08 out of 5 for this area. Strengths include providing families with information and resources to support learning at home and creating opportunities for teachers, families, and students to discuss student progress. The district’s Community Schools model, parent liaisons, and family engagement initiatives continue to support stronger family inclusion and connection. These efforts help create welcoming environments where families are viewed as partners in supporting student success.|While BESD continues to receive positive feedback in this area, the district recognizes the need to further strengthen partnerships that directly support student outcomes. Focus areas include expanding support for teachers and principals on effective family partnerships, increasing meaningful conversations with families about student progress, and providing more targeted resources to support learning at home. BESD will also continue to support families in understanding their rights and how to advocate for their own students and all students.|BESD will continue to improve engagement of underrepresented families by addressing barriers that may limit participation in programs, meetings, and conversations focused on student outcomes. The district will seek input through surveys, focus groups, listening sessions, and advisory committees to better understand family needs. Building on the Community Schools model, BESD will use parent liaisons, translation and interpretation supports, and culturally relevant communication to ensure families are informed, included, and able to partner with staff in supporting student success.|BESD continues to value the voices of families and provides multiple opportunities for input and participation, reflected in an average rating of 4.10 out of 5 for this area. Families participate in district advisory groups such as LCAP, DELAC, MPAC, GATE, and PAC, and at the site level through SSC, ELAC, PTO, and Community School advisory teams. Surveys and meetings are used to gather feedback from a broad range of educational partners. These structures support inclusive decision-making and help ensure family input continues to inform district and school planning.|While BESD continues to receive positive feedback in this area, the district recognizes the need to further strengthen opportunities for families, teachers, principals, and district leaders to work together in planning, implementing, and evaluating family engagement activities. Focus areas include increasing participation in advisory groups, expanding opportunities for shared decision-making, and strengthening outreach so more families are aware of how to provide input. BESD will continue to support staff in using inclusive engagement strategies that help ensure family voice is embedded throughout key decision-making processes.|BESD will continue to improve the engagement of underrepresented families by identifying barriers to participation and expanding opportunities for families to be included in decision-making processes. Through the Community Schools model, parent liaisons, surveys, listening sessions, and advisory committees, BESD will continue to seek input from families who may be less represented. The district will also use translation and interpretation supports, culturally relevant communication, and targeted outreach to help ensure advisory groups and engagement opportunities reflect the diversity of each school community.|4|4|4|4|4|4|4|3|4|4|4|4|Met||2026-06-30|2026
13630810000000|Brawley Union High|3|It is encouraging that the majority of parents feel welcomed at the school sites. They rated the district a 5 in the area of creating a welcoming environment for families. It is the priority of the district to ensure all families feel comfortable coming to the various campuses of BUHSD.|BUHSD will focus on effectively engaging in 2-way communication between families and educators using language and terminology that is understandable and accessible to families. It is a priority to ensure that families thoroughly understand the information being presented and are able to be active participants in their student's education.|The LEA will take every measure available to them to advertise and notify families of events and meetings being held. When feasible, multiple phone calls, letters and messages will be disseminated multiple times.|Educational partners feel supported in being provided professional learning in skills needed to improve certificated staff's abilities to become educational partners with families. The district is committed to ensuring that staff members have the tools and skills needed to continue to improve upon becoming educational partners with families of students at our school.|The LEA is focused on finding resources, training and support to assist families with being able to support student learning and progress in the home. At various parent meetings, families have asked for assistance in how they help their students be successful and ways in which they can help them at home. It is important that this request is heard and supported.|The LEA will reach out to families regarding participation in parent meetings, school events, and committees. The district will use a variety of communication methods in order to ensure families are receiving the information.|Based on the district survey results, the LEA is being successful in providing opportunities for families to provide input on policies and programs, and implementing strategies to reach and seek input from each and every family in the district.|A focus area for the LEA is building the capacity of and supporting family members to effectively engage in advisory groups and decision-making. The LEA is actively finding strategies to increase their parent participation in advisory committees. The district is seeking to find training that will empower families to feel as though they are able to make informed decisions and provide knowledgeable suggestions when attending parent committees.|The LEA will conduct a needs assessment amongst its families to seek input regarding the various needs of families and the obstacles they may face when attending committee meetings. Gaining as much insight as the reasons why families do not participate will assist the LEA in finding solutions to improving parent attendance.|4|5|4|4|3|3|4|4|4|3|3|4|Met||2026-06-24|2026
13630990000000|Calexico Unified|3|Based on the analysis of educational partner input and local data, the District has demonstrated significant strengths in building relationships between school staff and families. Families and community members have direct access to both school and district staff, fostering open communication, collaboration, and strong, trusting relationships between school staff and families. The District prioritizes communication and engagement, ensuring that educational partners remain informed and aligned with district goals. Results from the 2026 California Parent Survey further reflect these strengths, with 92% of parents strongly agreeing or agreeing that their school encourages them to be active partners in their child's education and that they feel welcome to participate at their school. 92% indicated they feel welcome to participate at school. Additionally, 84% of parents strongly agreed or agreed that the school actively seeks their input. Most family engagement indicators remained at Level 4, reflecting strong implementation and continuous improvement efforts. The District also showed growth in creating welcoming environments and strengthening teacher-family collaboration practices to support student success. Furthermore, the District provides more than 3,000 parent trainings annually, demonstrating its commitment to building family capacity and promoting meaningful engagement to improve student outcomes.|Based on the analysis of educational partner input and local data, most family engagement indicators remained at Level 4, reflecting strong implementation and continuous improvement efforts. To further strengthen relationships between school staff and families, the District will continue to focus on developing the capacity of administrators, teachers, and classified staff to build trusting and respectful relationships with families. The District will also support staff in learning about each family's strengths, cultures, languages, and goals for their children, while expanding opportunities for meaningful two-way communication between families and educators using language and communication methods that are understandable, accessible, and responsive to family needs. The District will continue to offer a variety of workshops at both the school and district level to further support family engagement and build capacity among families and staff.|Based on the analysis of educational partner input and local data, the district will continue to work on engaging underrepresented families identified during the self-reflection process by strengthening relationships and involving parents as active partners in planning school activities. Schools will continue to host inclusive events and actively recruit parent volunteers to foster strong, trusting relationships. To support our underrepresented parents, all information disseminated to parents is available in both English and Spanish. There are personnel at all school sites and district offices who speak Spanish. All school and district meetings and training are offered in both languages. The district prioritizes the participation of underrepresented families in our various parent groups, including parent advisories and the LCAP core committee. During our parent advisory committee meetings, parents have shared that the district ensures representation of parents from various student groups (EL, FY, SED, HL, SWD, Migrant, etc.) in advisory councils such as DELAC, Migrant PAC, and DPAC.|Based on the analysis of educational partner input and local data, the District has demonstrated strengths and continued progress in building partnerships that support student outcomes. According to 2025–26 parent input, results remained largely consistent with the previous year, reflecting sustained implementation of professional learning and support provided to teachers and principals to strengthen school capacity for family engagement. Key areas such as supporting families to understand and exercise their legal rights and to advocate for their own students and all students remained at Level 4, indicating strong performance. Notable progress was also observed, with improvements from Level 3 to Level 4 in the implementation of policies and programs that support teachers in meeting with families and students to discuss student progress and collaboratively identify strategies to improve student outcomes. These gains reflect the District’s continued commitment to strengthening structured opportunities for collaboration between home and school to support student success.  According to the CA Parent Survey, 92% of parents strongly agreed or agreed that the school encourages them to be active partners in their child's education. Additionally, 94% of parents strongly agreed or agreed that the school keeps them well-informed about school activities, 88% indicated that teachers communicate with parents about what students are expected to learn in class, and 92% of parents strongly agreed or agreed that they feel welcome to participate at school.|Based on the analysis of educational partner input and local data, the District recognizes key areas for improvement in building stronger partnerships for student outcomes. One primary area of focus is strengthening the District’s ability to provide families with timely, accessible, and actionable information and resources that support student learning and development at home.  Parent input consistently highlighted the need to expand workshops and training opportunities for families on topics such as academic platforms, technology use, English language development support, student motivation, emotional well-being, and effective strategies to support learning at home. The District will prioritize expanding and enhancing these learning opportunities to ensure families are better equipped to support their students’ academic success and overall development. In addition, the District will incorporate strategies for families to use at home during school and parent engagement activities, such as integrating reading activities during events like family picnic days and providing literacy tools and resources that reinforce and support student reading development.|Based on the analysis of educational partner input and local data, the District will improve the engagement of underrepresented families identified during the self-reflection process in relation to building partnerships for student outcomes. During meetings held with parent advisories to respond to the self-reflection process, participation included families representing a range of student groups, including English learners, reclassified English learners, students with disabilities, socioeconomically disadvantaged students, and migrant students. To ensure equitable representation moving forward, Educational Services programs will continue to promote and expand participation of underrepresented families in advisory groups such as DELAC, SSC, Migrant PAC, DPAC, and LCAP committees. The District will also implement strategies to increase parent attendance and engagement at site- and district-sponsored events, including flexible scheduling options and recognition for family participation. These efforts are intended to strengthen outreach, elevate the voices of underrepresented families in decision-making processes, and foster stronger partnerships that support student outcomes.|Based on the analysis of educational partner input and local data, the District has demonstrated current strengths and continued progress in seeking input for decision-making. The District is committed to strengthening and expanding opportunities for meaningful engagement by actively engaging and supporting families in collaborative decision-making processes. The District maintained a Level 4 on the indicator rating the LEA’s progress in providing opportunities for families, teachers, principals, and district administrators to work together to plan, design, implement, and evaluate family engagement activities at both school and district levels. According to the 2026 CA Parent Survey, 92% of parents agreed or strongly agreed that the school encourages them to be active partners in educating their child, and 84% of parents agreed or strongly agreed that the school actively seeks input from parents before making important decisions. The District has also seen steady growth in parent participation on school committees, increasing from 7% to 16% over the past four years, reflecting improved engagement and expanding opportunities for family voice in decision-making.|Based on the analysis of educational partner input and local data, the District identified several focus areas for improvement in Seeking Input for Decision-Making. Decreases from Level 5 to Level 4 were noted in building the capacity of and supporting principals and staff to effectively engage families in advisory groups and decision-making, building the capacity of family members to effectively engage in advisory groups and decision-making, providing all families with equitable opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from underrepresented groups within the school community. The District aims to further enhance the engagement of underrepresented families by creating more representative committees that include diverse voices from a wide range of student groups. This initiative is intended to ensure that a broad spectrum of perspectives is consistently included in decision-making processes, strengthening inclusivity and equity across the system. Additionally, in response to parent recommendations, the District will collaborate with school sites to provide targeted parent workshops facilitated by site administrators, counselors, and community schools facilitators. These workshops will include skill-building opportunities on various topics to strengthen family capacity. This effort aims to empower parents with the knowledge and resources needed to actively participate in their children's education and advocate effectively within the educational system.|Based on the analysis of educational partner input and local data, the District will improve the engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making. During the Parent Advisory Committee meeting, parents indicated that the District offers a wide variety of workshops to build family capacity and increase involvement in school and district activities. To ensure equitable representation, Educational Services programs will continue to promote participation of underrepresented families (EL, FY, HL, SED, SWD, Migrant, etc.) in advisory groups such as DELAC, SSC, Migrant PAC, DPAC, and LCAP. The District will also implement strategies to increase parent attendance at site- and district-sponsored events, including flexible scheduling and recognition for participation. These efforts aim to elevate engagement among underrepresented families, ensuring their voices are included in decision-making and contributing to stronger partnerships that support student outcomes. In addition, parents recommended expanding more interactive and welcoming engagement opportunities such as STEM nights, Cafecitos, family picnics, and school showcases, along with incentives for participation and volunteerism. These strategies are intended to strengthen relationships, increase accessibility, and build awareness of decision-making opportunities for families. Overall, these efforts will help create stronger, more accessible, and better-supported family engagement systems that improve communication, increase participation, and empower families to actively support student academic success.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-25|2026
13631070000000|Calipatria Unified|3|Calipatria Unified School District’s current strength lies in creating and improving communication with families through information disseminated on district and school websites, social media, and text messaging. District-wide tools to further support regular communication with parents and engagement partners have been implemented through district and site websites to address progress toward graduation, daily attendance, and student outcomes. The district has continued to provide trauma-informed tips through the use of text messaging designed to promote (1) Social and Emotional Competence of Children, (2) Parent Resilience, (3) Knowledge of Parenting and Child Development, (4) Social Connections, and (5) Concrete Support in Times of Need. Each week, parents receive three text messages with fun facts and easy-to-use tips on how they can help their child(ren) learn and grow (no charges are applied to their service provider). Every message is tailored to the student’s developmental stage, based on their age and grade level.    Calipatria Unified School District conducts an annual district LEA and LCAP Parent Survey.   Parent Survey Results (81 Respondents)  This year’s parent survey results reflect both strong progress in family engagement and continued confidence in the district’s work to support students. Last year, 53 parents completed the survey. This year, participation increased to 81 parents, adding 28 more parent voices and representing an increase of approximately 53%. This growth shows that more families are engaging in the feedback process and helping guide district improvement.  The responses also reflect a broad district perspective. Of the 81 parents who completed the survey, 15 reported having only one student in the district. The remaining families represent households with students attending one, two, or three school levels, including elementary, middle, and high school. This provides valuable feedback from families with experiences across the district.  Overall, parent feedback was positive. Families indicated that students are receiving instruction that prepares them to meet state standards and supports college and career readiness. Parents also identified access to instructional materials and technology as a major strength, with more than 82% agreeing or strongly agreeing that their child has the tools needed for academic success.  Another key strength was school climate and safety. More than 82% of respondents agreed or strongly agreed that the school provides a safe and caring learning environment. Parents also responded positively to the condition of school facilities, home-to-school communication, attendance support, and opportunities for parent input in school governance.  Families also recognized the importance of strong relationships among teachers, students, and parents in supporting student engagement. Survey results show that parents value the district’s efforts to communicate with families, encourage regular attendance|The schools and district have taken steps to increase on-site parent activities toward the end of the school year. Parents appreciated the continuation of virtual platforms, both for safety and to expand opportunities for participation in school activities.  The district will continue to focus on strengthening home-to-school communication through its district and school websites. To support this effort, the district will incorporate a social media tool that facilitates two-way communication and allows for more timely responses to families. In addition, the district will continue to promote primary-language communication to strengthen connections between families and educators.  The district will also train website managers to better utilize website design features that promote clear, consistent, and accessible communication. Furthermore, the district plans to conduct additional surveys to explore the reasons behind the percentages reflected in the NEUTRAL response sections. These survey questions will be designed to elicit further elaboration from parents, helping the district identify approaches to strengthen and solidify relationships between school staff and families.|The LEA will improve engagement with underrepresented families identified through the self-reflection process by strengthening trust-based relationships between school staff and families and creating more inclusive, welcoming school environments. District leadership, site administrators, office staff, teachers, and family engagement teams will work collaboratively to identify barriers that may limit participation, including language access, cultural differences, transportation, work schedules, and past experiences that may have affected family trust in schools.  To address these needs, the LEA will implement targeted case management and individualized outreach strategies to support families who have historically been underserved or less connected to school communities. Staff will use culturally responsive communication practices, provide timely follow-up, and connect families with appropriate school and community resources. Outreach will be personalized and proactive, with an emphasis on listening to family perspectives, understanding their needs, and ensuring they feel respected as partners in their children’s education.  The LEA will also provide professional development for district and site committees, school staff, and family-facing personnel on effective strategies for building strong relationships with families. Training will focus on culturally responsive engagement, inclusive communication, relationship-centered practices, and strategies for creating safe spaces where families feel seen, heard, and valued. Office staff will receive additional tools and support to ensure that front-office interactions are welcoming, respectful, and accessible to all families.  Through these efforts, the LEA will continue to build school communities where underrepresented families are actively invited, meaningfully included, and supported as essential partners in student success. This work reflects the LEA’s commitment to reducing barriers, improving two-way communication, and ensuring that all families have equitable opportunities to engage in their children’s educational journey.|The LEA continues to demonstrate strength and progress in building partnerships with families and educational partners to support student outcomes. Educational partners have reported that the district provides valuable opportunities for parent engagement, collaboration, and participation in school decision-making. According to the annual district 2025–2026 LEA and LCAP Parent Survey, 78.3% of parents agreed or strongly agreed that their child’s school seeks parent input and encourages participation in school governance, with 28.3% selecting “Strongly Agree” and 50% selecting “Agree.” Additionally, 0% of respondents selected “Strongly Disagree,” indicating that families generally recognize the district’s efforts to create welcoming opportunities for involvement.  These results reflect the LEA’s ongoing commitment to strengthening relationships between school staff, families, and the broader school community. Current strengths include providing regular opportunities for parent input, encouraging participation in governance structures, and using survey feedback to inform district planning and improvement efforts. The survey results also show progress in maintaining positive family perceptions of school engagement practices and demonstrate that most families feel invited to participate in meaningful ways.  At the same time, the LEA recognizes that 17.4% of parents responded “Neutral,” which presents an opportunity for continued growth. In response, the district plans to conduct additional follow-up surveys to better understand the reasons behind these ratings and gather more detailed feedback from families. This next step will allow the LEA to identify specific barriers to participation, strengthen communication practices, and implement targeted strategies that further build trust and collaboration between families and schools.  Through continued data collection, reflection, and responsive action, the LEA is making progress toward deepening family partnerships and ensuring that parent voices help shape decisions that support improved student outcomes.|The district is deeply committed to strengthening school-family partnerships. This commitment is at the core of our efforts to expand parent access to critical information and engagement opportunities. We are enhancing website resources, written communications, and on-site visual displays to ensure families are well-informed and empowered. Through meaningful activities such as parent-teacher conferences, Back to School Night, district-wide parent events, and participation in school and community events, the district is passionately invested in fostering strong school-family partnerships, recognizing that these connections are vital to our children's success. By enhancing parent access to crucial information and engagement opportunities, we are committed to empowering families in their children’s education.   To achieve this, we are improving our website resources, refining written communications, and creating engaging on-site displays. We are dedicated to providing families with multiple avenues to become actively involved through essential activities such as parent-teacher conferences, Back to School Night, district-wide events, and participation in school and district committees.   To ensure we excel in this mission, the district will implement extensive, district-wide training, equipping our staff with the skills necessary to collaborate effectively with families and elevate parent engagement across all schools. We are not just committed to this mission; we are determined to make a significant and positive impact in our community. district committees, we are creating multiple avenues for families to actively engage in their child’s education. To further support this goal, the district will implement comprehensive, district-wide training to equip staff with the skills and knowledge needed to partner effectively with families and elevate parent engagement across all school sites. You can rest assured that we are committed to this mission and confident in our ability to make a positive impact.|Recognizing the importance of equitable communication, the district will ensure that all outreach efforts are accessible, inclusive, and linguistically appropriate. Given that Spanish is the predominant language spoken in our community, the district will prioritize the timely translation and delivery of key information in Spanish to support meaningful family participation.  To further remove barriers, the district will provide training for district and site-level committees on developing culturally responsive partnerships with underrepresented families. These efforts will strengthen trust, increase family voice, and support more inclusive decision-making.  In addition, the district will continue to support targeted case management services that connect families with the tools, information, and resources they need to support student learning and well-being at home. Together, these actions demonstrate the district’s intentional commitment to inclusion, equity, and authentic family engagement as essential pathways to student success.|Calipatria Unified School District demonstrates continued progress in Parent and Family Engagement by providing multiple opportunities for families and educational partners to participate in school and district decision-making. Engagement structures such as School Site Councils, district-level advisory committees, website communications, and virtual meetings have increased access, flexibility, and two-way communication for families and community members. Feedback from educational partners indicates that School Site Councils and district committees serve as meaningful avenues for input on programs, services, and educational priorities. In addition, coordination between district and site staff has strengthened the planning and implementation of engagement events, helping ensure that family input is gathered and considered in decisions that support student outcomes.  A continued focus area for improvement is increasing the participation of underrepresented families, including families of English learners, low-income students, foster youth, students with disabilities, and other student groups. The district will continue to use participation data, feedback, targeted outreach, accessible meeting formats, translation and interpretation supports, and follow-up communication to ensure that all families have meaningful opportunities to contribute to LCAP, school site, and district-level planning.|To strengthen implementation of the Parent and Family Engagement Local Indicator, the district will expand inclusive, timely, and transparent communication with families and educational partners. The district will increase the use of its website, electronic communication tools, and multilingual notification systems to ensure families receive accessible information about the district, school, School Site Council, English Language Advisory Committee, LCAP, and other stakeholder engagement opportunities. Site staff will receive ongoing training on outreach best practices, including timely posting of meeting notices and agendas, targeted reminders, language access, documentation of participation, and strategies to increase engagement among historically underrepresented families.  In addition, district administrators will participate in training to strengthen their understanding of the structure, membership, purpose, and advisory responsibilities of School Site Councils and English Language Advisory Committees. This will support more meaningful consultation, shared decision-making, and alignment between school-level input and district planning. Through these actions, the district will continue to build relationships with families, support partnerships focused on student outcomes, and seek input from educational partners to inform continuous improvement, LCAP development, and local indicator reporting.|The district recognizes that inclusive governance begins with equitable access and meaningful engagement, especially for underrepresented families. To achieve this, we are increasing coordination between district and school-site leadership to host more family-centered engagement events across all campuses. We will also implement multilingual video resources to motivate and equip parents to participate confidently in advisory roles. By creating welcoming, well-informed pathways for families to engage with School Site Councils and English Language Advisory Committees, we ensure that every parent—not just a few—has the opportunity to contribute to decisions that shape their children’s futures.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-22|2026
13631150000000|Central Union High|3|Currently, our stakeholder input indicates that we have a strength in school staff treating students with respect, keeping families informed about important issues and events, providing translators when needed, and creating welcoming environments.  We do have some feedback that indicates parents would like to have staff available after hours.  Our LCAP includes  a partnership with ARC Education to create a learning hub that will be open after hours 2-3 days a week.  While most feel that campus staff is welcoming, helpful, and responsive, we recognize the need to expand training and conversations regarding relationships and communication across the board. Many family meetings are held throughout the year to inform and support families in many areas: Parent Portal (both access and usage), stress management, internet safety, Career Technical Education, Road to College, dangers of vaping, extracurricular activities, etc. Administrators and counselors have an open door policy; students and parents can be seen in emergencies and when these staff members are available. A variety of modalities for communication are available and used: Parent Square, Parent Portal, email, phone calls, website postings, social media, Parent Teacher Conferences, School Site Council Meetings, Jump Start Meetings, LCAP meetings, etc.|Feedback from educational partners could be found on both ends of the spectrum with data being on the upward trend. Most feel that most staff build trusting and respectful relationships with families, but there are still others who feel marginalized. This marginalization occurred most frequently in certain departments. Survey data with regard to parents feeling like they are a part of decisions about the school is declining. Through LCAP meetings, there were concerns expressed about parent participation in meetings with counselors, class selection, etc. We will work on our procedures to ensure that parents feel like they are part of important processes like those previously mentioned. Customer Service sessions will continue to be held with classified staff. We will share and analyze data from surveys and feedback sessions with staff to ensure that we are aware of the perspectives of our educational partners and work to improve in the areas currently identified as areas of need.|We will continue to ensure that all correspondence sent from the sites and the District Office will be distributed in a language that parents can understand as well as have transloators and/or interpreters available:  English and Spanish.  Specific positions will assist in the improved communication with underrepresented families. Our Counselors on Special Assignment and Family Resource Center Coordinator (also our McKinney Vento and Foster Youth Liaison) work closely with the families of Foster Youth and Low Income families and check in with these students and their families often; this will continue. Additionally, EL Program staff members are working directly with the parents of EL students to share information, collect input for improvement, and make recommendations for improved services and activities. We will owrk with counselors to ensure that procedures and conferences include parents. And, we will work to better advertise parent opportunities on our campuses through various modes and means. We also need to work with our staff to help them see/learn about family's goals, strengths, cultures, and languages as vital work for collaboration to support students through progress and increased achievement.|Our stakeholder input indicates a strength in providing resources.  We need to continue to train staff and work in developing skills necessary to partner with parents in other ways besides Parent Portal, social media, and email.  Parents have asked for personal phone calls and to continue to have meetings in person; this will allow CUHSD to be a stronger partner for student success.  We will investigate the opportunity to hold hybrid meetings and acquire technology that will assist us in this process.|Our focus for improvement in this area will be in ensuring that we provide professional learning opportunities to our staff members to understand our impact and to ensure that we have the mindset and tools to consistently see ourselves as support to students and families. We need to shift our perspective or mnset from involvement with parents to partnerships with parents and more strategically use our communication platforms to increase positive contacts, automate reminders, etc. We will also investigate the idea of Parent Ambassadors to welcome new families, share information, encourage participation, and provide feedback to school outside of SSC, ELAC and DELAC, and LCAP Advisory Committees. We will also investigate opportunities to make engagement flexible through the recording of presentations, meetings, etc. for parents to view at times when they are available (short virtual or recorded engagement opportunities).|We have hired additional staff to a few departments to ensure that we are better able to meet the needs of our students and their families. We hired additional counselors to assist us in lowering the caseload of counselors to allow for more frequent counseling sessions with both students and parents in areas like graduation requirements, a-g requirement completion, CTE pathway availability, Dual Enrollment opportunities, attendance/discipline concerns, etc. We hope to continue to better empower parents with knowledge to coach their students through the learning process and their four years with us. We also hired a Public Information Officer to ensure that communication is clear, transparent, and consistent. We want everyone to know everything that is going on and about opportunities that are available for families to support their students through our high schools.  We will work with our Program Improvement Resource Teachers to identify and organize opportunities for increased parent involvement, and we will use all of the staff mentioned here to support us with the flexible recorded engagement opportunities. We will also work with our staff to ensure that communication home from teachers included positive contacts and more personal contacts for partnership opportunities.|CUHSD offers many opportunities for parents to be part of the decision making process. Several meetings are held with different groups of educational partners at both the site and district level and through both in person and virtual means.|While CUHSD offers many opportunities for parents and other educational partners to be part of the decision making process, often times parents and/or staff do not take advantage of or are unable to take advantage of the opportunity.  CUHSD needs to find a way beyond surveys to seek input from all parents.  We recognize the need to make both virtual and in person meetings available at a variety of times. We are also working with parents to strengthen their knowledge regarding their rights and responsibility to provide feedback.|We need to help parents see that their feedback has led to action, so highlighting changes made as a result of parent input would be advantageous. We can meet families where they are and conduct surveys at athletic and/or extracurricular events. We can shorten our surveys and administer them periodically to make better use of parents' time. We can work to establisg a Parent Ambassador group that may not be as intimidating as an official school group for sharing of ideas. We will make collection of feedback a part of every meeting by providing a few minutes to share their concerns, their appreciation, etc. We will continue to offer an assortment of meeting options and better utilize electronic means for both communication and collection of data.|2|4|1|4|3|3|3|4|3|4|4|3|Met||2026-06-23|2026
13631230000000|El Centro Elementary|3|El Centro Elementary School District continually works to build positive relationships with parents and families. Each school creates a welcoming environment and develops the capacity of their staff to provide positive engagement and communication with families. All communication sent home is provided in English and Spanish to ensure accessibility by all.|The focus areas for improvement are to promote cultural awareness through site-based cultural events and continue a districtwide emphasis on providing the best customer service to our parents and families.|The district will improve engagement with underrepresented families by ensuring all communication is in both English and Spanish and that each school provides a welcoming environment for all parents and guardians and will implement targeted communication strategies to effectively reach underrepresented families.|El Centro Elementary School District, through the LCAP, has provided families and the community with a Parent And Community Engagement (PACE) Center. This Center supports the district’s goal of building partnerships for student success with families by providing trainings and classes to parents and community members. The district LCAP also supports the Community Schools and the Family And Community Together (FACT) Center which provides outside resources and case management to families.|The focus area for improvement is increasing professional learning for teachers and principals to strengthen the school’s capacity to partner with families. The district will continue to create training opportunities for staff in this area with an emphasis on engaging underrepresented families.|The district will continue to develop targeted communication strategies to reach underrepresented families effectively. This may involve utilizing multiple channels such as text messages, phone calls, newsletters, and social media platforms, and delivering information in a clear, concise, and culturally sensitive manner.|The El Centro Elementary School District provides multiple opportunities for parents to provide input for decision making including various parent advisory committees, parent and community trainings at the PACE Center, and parent events at school sites. The district also surveys parents each year including during Parent Conference week.|The focus area for improvement is to build parent capacity to effectively engage in advisory groups and decision making. The district continues to create trainings to support parents and families in this area.|The district will implement targeted outreach strategies to reach underrepresented families and ensure they are aware of opportunities for providing input. Language barriers can hinder meaningful engagement, so the LEA will prioritize providing language access services. This includes offering interpretation and translation services in meetings and written materials, ensuring that underrepresented families can fully understand and contribute to the decision-making process.|4|5|4|5|4|4|4|4|4|4|4|4|Met||2026-06-16|2026
13631230118455|Ballington Academy for the Arts and Sciences|3|Parents and families find a welcoming and accessible environment at Ballington. Teachers and staff encourage  parents to engage in dialogue regarding the academic progress of their students daily. Parents reach out to teachers  and administration via phone call or the remind app whenever needed.|Parents engaged with faculty and staff during formal and informal events including the Open House activity booths, the Project-based Learning Exhibition, Cafecito with the Principal, 5 ELAC meetings, and 5 PAC meetings held throughout the year. Parents communicated their appreciation for having various opportunities to express their feedback and to get to know each other during the different events. Parents also requested edification as a result, the school intends to establish several parent educational events geared to helping our parents get a better understanding of roles they can play at the school and various other ways they can support their child’s education.|Ballington Academy has increased parent communication via our home-to-school coordinator’s phone and in person communication with parents regarding student needs. Funds from our learning loss grant allowed us to hire a part time coordinator. Ballington Academy intends to also use general funds so the position will become full-time and increase opportunities to reach out to more underrepresented families on a scheduled basis. Parents indicated on the survey that they feel students are in a welcoming environment created by teachers and staff.|Parents are comfortable reaching out to teachers readily. They feel the school is welcoming and appreciate the student-centered nature of the school. They expressed the small community as a big strength and feel confident about approaching teachers quickly to handle any questions or concerns.|Creating more opportunities for students to showcase their work for parents and the community. Inviting parents to Project-based learning exhibitions, art galas, astronomy night and other family learning activities will help students to communicate and demonstrate their learning while creating more communication between teachers, staff, and families.   Providing time to meet with families before school starts will also support building stronger partnerships and will allow for students, parents, staff, and teachers to begin meaningful dialogue about student learning plans for academic success.|Providing more outreach to underrepresented families is key to building more engaging relationships. To improve engagement, more time will be added to the attendance/home-to-school staff member to contact families about school success. Consistent outreach to provide referrals, have meetings, and complete check-ins will support more communication and school engagement.|Providing parents various opportunities to provide feedback, both formally and informally, has been a strength in communicating ideas and collecting feedback for more informed decision making.|Parents have requested more advertisements for parent meetings and activities to increase parent participation in this area. An area of improvement is finding an effective system to inform parents of all feedback opportunities and to provide opportunities for feedback during all school events.|Two staff members will be identified as parental conduits to provide communication about opportunities for parent engagement. These communication leads will be the point people to disseminate information to underrepresented families and will use various methods including phone calls and electronic communication to reach out to parents.|5|5|5|5|4|4|4|3|4|4|4|4|Met||2026-05-26|2026
13631230122663|Imperial Valley Home School Academy|3|Imperial Valley Home School Academy specializes in building relationships with families including building staff capacity in this area and continually working with families on their needs. Families meet regularly with teachers during Documentation Days which include in depth two-way communication regarding student and family strengths and needs.|The focus area for improvement is a more structured family networking opportunities.|Organize more structured family networking opportunities.|Imperial Valley Home School Academy specializes in building partnerships for student success with their families. Regular Documentation Days are dedicated to providing families with information and resources to support student learning as well as discussing student progress.|The focus area for improvement is to share outside resources between families.|Provide this information in the weekly digital newsletter sent to all families.|Imperial Valley Home School Academy specializes in building relationships and seeking input for decision making with their families. Families provide continued input in all activities and policies and programs.|The focus area for improvement is to continue to strengthen the LCAP Parent Advisory Committee.|Continue to strengthen the LCAP Parent Advisory Committee.|4|5|4|4|5|5|5|4|4|4|4|5|Met||2026-06-16|2026
13631310000000|Heber Elementary|3|HESD continues to strengthen relationships with families by creating welcoming schools and providing multiple opportunities for meaningful two-way communication throughout the school year. Families are invited to participate through Superintendent Coffee Chats, Coffee with the Principals, School Site Council, ELAC/DELAC, the Migrant Advisory Council, the LCAP Parent Committee, and CCSPP Parent Voice meetings. These opportunities allow families to share feedback, ask questions, and participate in conversations that support continuous improvement. The District also prioritizes communication that is timely, accessible, and available in both English and Spanish, helping families feel informed, respected, and connected to their child's school.|HESD will continue expanding opportunities to strengthen relationships with all families by increasing participation in district and school engagement activities and ensuring every family has meaningful opportunities to share their perspectives. The District will continue building staff capacity in culturally responsive communication and family engagement practices while evaluating participation trends to identify additional outreach strategies that encourage broader representation and sustained involvement.|HESD is committed to ensuring that all families have equitable opportunities to participate in their children's education and in district decision-making. The District will continue providing communication and meetings in both English and Spanish, offering flexible meeting times, and utilizing multiple communication methods to reach families where they are. Staff will continue intentional outreach to families who have traditionally participated at lower rates, reducing barriers to participation and fostering trusting relationships that encourage ongoing engagement and partnership.|HESD continues to strengthen partnerships with families by providing information, resources, and opportunities that support student learning both at school and at home. Families have access to parent education events, advisory committees, student progress information, attendance data, and digital communication platforms that encourage ongoing collaboration between home and school. The District also continues to expand family engagement opportunities through school events, workshops, and community partnerships that reinforce shared responsibility for student success.|HESD will continue building the capacity of educators and families to work together in support of student learning. The District will expand opportunities for family education, strengthen staff knowledge of effective family engagement practices, and continue improving communication tools that help families monitor academic progress, attendance, and student well-being. These efforts will support stronger partnerships that contribute to improved student outcomes.|HESD will continue implementing strategies that reduce barriers to family participation by providing translated materials, multiple communication methods, and flexible opportunities for engagement. The District will continue intentional outreach to families who may not traditionally participate in school activities and will provide resources and support that encourage meaningful involvement in their children's education. These efforts are intended to ensure that all families have equitable opportunities to partner with schools in supporting student success.|HESD values educational partner input as an essential component of continuous improvement and district decision-making. Families, staff, students, and community members are provided multiple opportunities throughout the year to share feedback through advisory committees, surveys, community meetings, and the Local Control and Accountability Plan (LCAP) development process. Feedback gathered through these opportunities helps inform district priorities, strengthen programs and services, and support decisions that reflect the needs of the HESD community.|HESD will continue strengthening its processes for gathering meaningful educational partner input by increasing participation across all stakeholder groups and expanding opportunities for engagement throughout the year. The District will continue reviewing participation data, evaluating outreach efforts, and refining communication strategies to ensure families have accessible and meaningful opportunities to contribute to district and school decision-making.|HESD is committed to ensuring that underrepresented families have meaningful opportunities to participate in district decision-making. The District will continue providing information in both English and Spanish, offering flexible meeting formats and meeting times, utilizing multiple communication methods, and conducting intentional outreach to families whose voices have historically been underrepresented. These efforts are designed to build trust, increase participation, and ensure that district decisions reflect the perspectives of the entire HESD community.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-22|2026
13631490000000|Holtville Unified|3|The LEA demonstrates strong progress in building relationships between school staff and families through consistent, supportive communication and a welcoming, inclusive environment. Families report high levels of trust and satisfaction, noting that teachers, counselors, and office staff are accessible, responsive, and committed to student success. Counseling services are particularly valued for helping students prepare for future pathways, including college and careers. Schools are also recognized for engaging students and families through tutoring, after-school supports, and opportunities such as visual and performing arts, while efforts to recognize and motivate students contribute to a positive school climate. Additionally, bilingual feedback reflects effective outreach and engagement with diverse families, strengthening connections across the community.|Families identified opportunities to further strengthen partnerships by expanding two-way communication tools and increasing guidance around a broader range of postsecondary options, including trade schools and scholarship opportunities. There is also a need for more individualized academic support, such as tutoring, mentoring, and targeted interventions. Families expressed interest in greater collaboration to address concerns related to bullying, student behavior, and homework balance, particularly in early grades. Additionally, increasing family engagement through events, workshops, and recognition programs would help deepen relationships and involvement. Strengthening these areas will enhance responsiveness to family needs and continue to build meaningful, collaborative partnerships.|The LEA will improve engagement of underrepresented families by expanding inclusive, accessible communication and outreach efforts that meet families where they are. This includes increasing bilingual communication, using multiple platforms (such as apps, meetings, and community events), and providing clear, culturally responsive information about academic programs, supports, and postsecondary opportunities. The LEA will also strengthen relationships by offering more family workshops, creating welcoming school environments, and ensuring staff are trained to build trust and meaningful connections with diverse families. Additionally, schools will actively seek and incorporate family feedback, increase opportunities for participation, and provide targeted supports (such as tutoring information and counseling resources) to ensure all families feel informed, valued, and empowered to support their children’s success.|The LEA demonstrates strong progress in building partnerships that support positive student outcomes through collaboration among staff, families, and support services. Families highlight effective counseling programs that guide students in college and career readiness, as well as access to tutoring, after-school programs, and academic supports that reinforce learning. Schools are recognized for fostering teamwork among teachers, counselors, and staff, creating a cohesive support system for students. Additionally, opportunities in areas such as visual and performing arts, along with efforts to motivate and recognize student achievement, contribute to well-rounded development. Overall, these partnerships reflect a coordinated approach focused on academic success, student engagement, and preparation for future pathways.|Based on educational partner input and local data, the LEA’s focus areas for improvement in building partnerships for student outcomes include strengthening individualized academic supports, such as expanded tutoring, mentoring, and targeted interventions for students needing additional assistance. Families also identified the need for more comprehensive college and career guidance that includes a broader range of pathways, such as trade schools, certifications, and scholarship opportunities. Additionally, the LEA will work to enhance coordination among staff, families, and support programs to address concerns related to student behavior, bullying, and engagement, ensuring a more consistent and supportive learning environment. Improving access to information, increasing family awareness of available resources, and expanding enrichment and after-school program quality are also key priorities to ensure all students benefit from strong, collaborative partnerships that promote positive academic and developmental outcomes.|The LEA will improve engagement of underrepresented families by implementing targeted, culturally responsive outreach strategies that strengthen partnerships focused on student outcomes. This includes increasing bilingual and accessible communication across multiple platforms, providing clear information about academic supports, tutoring, and college and career pathways, and offering workshops that help families understand how to support student success. The LEA will also create more inclusive opportunities for family participation through flexible meeting times, school events, and feedback opportunities, while building staff capacity to foster trust and meaningful relationships with diverse communities. By actively listening to family input and connecting families to resources and support services, the LEA aims to ensure all families feel empowered as partners in improving student achievement and long-term success.|The LEA demonstrates strong progress in seeking input for decision-making by actively gathering feedback from families and educational partners and maintaining open lines of communication. Responses reflect that families feel comfortable sharing their perspectives and appreciate opportunities to provide input on areas such as academic supports, school climate, and student programs. The presence of bilingual feedback highlights inclusive outreach efforts that engage a diverse range of families. Additionally, ongoing communication through teachers, counselors, and school staff supports continuous dialogue and responsiveness. Overall, the LEA has established a positive foundation for incorporating stakeholder voice into decision-making, with evidence that feedback is regularly collected and valued as part of improving programs and services.|Based on educational partner input and local data, the LEA’s focus for improving input in decision-making includes increasing intentional outreach to ensure broader and more representative participation, particularly from underrepresented families. While feedback is collected, there is a need to strengthen consistency in how input is gathered across sites and to expand opportunities for two-way engagement beyond surveys, such as forums, workshops, and ongoing dialogue. Families also indicated the importance of clearer communication about how their feedback is used to inform decisions, which will help build trust and transparency. Additionally, improving accessibility through more bilingual resources, flexible meeting options, and user-friendly communication tools will support greater participation and ensure diverse perspectives are meaningfully included in the decision-making process.|The LEA will improve engagement of underrepresented families in seeking input for decision-making by implementing more intentional, inclusive, and accessible outreach strategies. This includes expanding bilingual communication and providing multiple avenues for participation, such as surveys, community forums, small group meetings, and virtual options with flexible scheduling. The LEA will also ensure that communication is clear, user-friendly, and culturally responsive so families better understand how and when to share their input. Additionally, the LEA will build trust by consistently communicating how family feedback is used to inform decisions and by creating ongoing opportunities for dialogue rather than one-time input. Staff will continue to strengthen relationships with families to encourage participation, ensuring that underrepresented voices are heard, valued, and reflected in decision-making processes.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-17|2026
13631640000000|Imperial Unified|3|"Cultivate a welcoming Environment-  The District continues to cultivate a welcoming environment by maintaining ""Lunch on the Lawn"" events at every site multiple times a year, utilizing school marquees and informational banners for transparency, and consistently greeting families at arrival and dismissal.  Effective Communication— Effective communication remains a cornerstone of our progress, supported by high usage of ParentSquare data and the successful integration of the Zoom platform for parent meetings. Furthermore, the District’s implementation of the Capturing Kids’ Hearts (CKH) initiative has fostered a relationship-driven campus culture that promotes social-emotional well-being and student connectedness."|Family Outreach Programs- The District’s primary focus is to demonstrate sustained growth in Family Outreach Programs. While these programs have improved throughout the current school year, the goal is to increase the depth and consistency of these engagements, ensuring outreach efforts are measurable and impactful across all school sites. We will monitor the number of site activities and family participation.|Parent Involvement Opportunities— To improve engagement, the District will leverage site-level administrators, counselors, and support staff to serve as dedicated liaisons for families, ensuring accessible points of contact for all student groups. Engagement will be supported by holding quarterly DELAC, ELAC, and School Site Council (SSC) meetings to gather input.   Celebrating Diversity and Cultural Heritage-  Additionally, the District is expanding programs that celebrate diversity, such as the Dual Immersion program at Cross Elementary, and will actively involve underrepresented families in the planning of inclusive community cultural events, ensuring all promotional materials and presentations are provided in families' home languages to foster deeper engagement and representation.|"Current strengths include the ""Lunch on the Lawn"" events, active Parent Teacher Organizations (PTOs), and Literacy Nights, all of which provide consistent opportunities for partnership. We utilize a formal advisory governance structure—including the School Site Council (SSC), English Learner Advisory Committee (ELAC), and District English Learner Advisory Committee (DELAC)—to facilitate ongoing, direct parent input. Furthermore, we provide robust support through the deployment of Student Support Representatives (SSRs) across TK-12 sites, who serve as a primary link between school and home. Our partnership efforts are bolstered by proactive communication systems that utilize automated notifications in families’ home languages."|Establishing Parent Committees- The District is focusing on the formalization of Parent Committees, ensuring that advisory councils represent diverse backgrounds and grade levels with clear purposes and defined roles.  Conducting Surveys— We are working to refine our annual survey processes; data gleaned from these surveys is used to inform LCAP goals and District decision-making, and we aim to increase both participation and the actionable quality of the feedback received.|The District is committed to increasing engagement through targeted strategies, including continued communication by automated notifications in families’ home languages, and the implementation of parent workshops designed to clarify academic expectations and provide strategies for supporting student learning at home.|A primary strength is the established LCAP advisory process, which includes consistent meetings with parent groups (SSC, ELAC, DELAC) and a comprehensive annual survey. Several key District decisions have been made directly based on the input gathered during these sessions and the needs assessments conducted throughout the year.|The District’s focus is to increase the volume of parent participation in both our surveys and our advisory group meetings. We are seeking to reach a wider cross-section of the parent community to ensure that decision-making processes are informed by a representative and robust data set. One way to improve parent input in decision-making is to request principals’ annual calendars at the beginning of the school year so district administrators can plan to attend key meetings and events.|The District will implement a more proactive communication system.We will improve engagement of underrepresented families by increasing family participation in district and school decision-making processes. We will expand outreach efforts through multiple communication platforms, provide timely and translated information, and offer engagement opportunities at varied times to accommodate family schedules. The district will also increase awareness of advisory committees and other opportunities for stakeholder input through targeted communication and family-friendly engagement strategies. Multiple communications with underrepresented families will include creating groups in our ParentSquare communication platform to send more personalized messages. Another engagement strategy is planning direct outreach practices, such as making direct phone calls to parents that have not been responsive to communication efforts. These actions will help ensure that all families have meaningful opportunities to participate in decision-making and contribute to continuous improvement efforts.|4|4|4|4|4|4|5|4|4|4|4|3|Met||2026-06-25|2026
13631720000000|Magnolia Union Elementary|3|"Both staff and parents have rated the LEA as ""strongly agree"" in building relationships.  The LEA and the families that it serves have a strong relationship and often work together to accomplish goals.  The district has just completed its 2-year cohort with CEI and has implemented the strategies of family engagement that were learned.  This is both fully implemented and sustainable."|Based on survey data, one area that the LEA needs to improve on is communication with families in more diverse ways and giving families opportunities to have more decision-making input.  The LEA is working on making communication with families more efficient and making sure that communication happens on a consistent basis.  The LEA is using the engagement tools learned in CEI to more effectively provide opportunities for families to have more decision making input.|The LEA is working on more efficient and consistent communication with families, specifically underrepresented families.  The LEA is working on various methods to ensure more engagement from underrepresented families and furthering our environment of safety where each family has a voice.|"Based on the analytical data, educational partners of the school ""strongly agree"" that the LEA is supporting both staff and families with the resources needed to ensure student success.  The district has just completed its 2-year cohort with CEI and has implemented the strategies of family engagement that were learned to help build meaningful partnerships."|The main focus area for the LEA in building partnerships for better student outcomes, is to support staff in better understanding student challenges and how to better support students in making progress.  Staff will then take this knowledge and communicate effectively with parents, and students will receive the support they need both at home and in school.|The LEA will provide consistent communication with underrepresented families.  The LEA has seen student outcome increase when communication is consistent between the family and the school. The LEA is working on various methods to ensure more engagement from underrepresented families and furthering our environment of safety where each family has a voice.|Administration, staff, and parents work together throughout the year to make sustainable improvements to the school.  Parents are provided, and take advantage of opportunities throughout the school year to make decisions that affect their students and the LEA.  The LEA has used the tools provided by CEI to help implement decision making strategies for the school community.|Effective, timely, and consentient communication between the school at the community will help to ensure that all partners know and have access to all of the opportunities provided to give input and decision making in the LEA.|The majority of our underrepresented families would benefit from more frequent reminders.  The summary of #2 applies to this.|5|5|4|4|4|5|4|4|5|4|4|5|Met||2026-06-23|2026
13631800000000|McCabe Union Elementary|3|McCabe Union Elementary School District continues to demonstrate strong implementation in building positive relationships between school staff and families. Educational partner survey results indicate that parents value the supportive school environment, caring staff, and ongoing communication between home and school. The district provides multiple opportunities for families to engage in their child's education through parent conferences, Back-to-School Night, Open House, student performances, Career Day, parent workshops, School Site Council (SSC), and District English Learner Advisory Committee (DELAC) meetings.  The district utilizes multiple communication methods, including ParentSquare, phone calls, emails, social media, and personal outreach, to ensure families receive timely and accessible information. Spanish translation services and translated communications are provided to support meaningful participation by English Learner families.  This year, the district expanded opportunities for parent engagement through spring parent conferences with a targeted focus on English Learners and at-risk students. Educational partner input was gathered through surveys, SSC, DELAC, and LCAP engagement activities, allowing families to provide feedback on district priorities, programs, and services. These efforts continue to strengthen trust, communication, and collaboration between families and school staff.|Based on educational partner input and local data, building relationships between school staff and families continues to be an area of strength. Parent survey results indicate high levels of satisfaction with school communication, staff responsiveness, and overall school climate.  While participation in family events and stakeholder surveys increased during the 2025-2026 school year, the district recognizes the need to continue expanding opportunities for family engagement and increasing participation among all family groups. The district will continue to refine communication practices, provide additional opportunities for parent input, and strengthen two-way communication regarding student academic progress, attendance, and social-emotional well-being.  The district will also continue to review participation data and educational partner feedback to identify barriers to engagement and ensure that family engagement opportunities remain accessible, meaningful, and responsive to family needs.|The district recognizes the importance of ensuring that all families, including English Learner families, families of students with disabilities, low-income families, foster youth families, and other underrepresented groups, have meaningful opportunities to participate in school decision-making and engagement activities.  To strengthen engagement, the district will continue to provide translated communications, interpretation services, flexible meeting opportunities, and multiple methods for providing feedback through surveys and advisory committees. Parent conferences, including targeted spring conferences focused on English Learners and at-risk students, will continue to be used to strengthen communication between families and school staff.  The district will continue utilizing educational partner survey data, SSC, DELAC, and LCAP engagement activities to identify barriers to participation and gather feedback from families who may be underrepresented in traditional engagement activities. Information gathered through these efforts will be used to improve outreach strategies, increase participation, and ensure that all families have access to information and opportunities to support student success.|McCabe Union Elementary School District continues to demonstrate strong implementation in building partnerships with families to support student outcomes. The district provides families with timely information regarding student academic progress, attendance, behavior, and social-emotional well-being through ParentSquare, phone calls, emails, report cards, progress reports, parent conferences, and the Aeries Parent Portal.  During the 2025-2026 school year, the district expanded opportunities for family engagement through spring parent conferences focused on English Learners and at-risk students. Families were provided information regarding academic progress, attendance, interventions, and strategies to support learning at home. Additional parent workshops were offered on topics such as Cyber Safety, Managing Stress in the Home, and other student support topics.  The district continues to engage families through School Site Council (SSC), District English Learner Advisory Committee (DELAC), LCAP stakeholder surveys, and public meetings. These opportunities allow parents to participate in decision-making processes and provide meaningful input regarding programs, services, and student outcomes. Educational partner survey results indicate that families value communication, academic support, and the positive relationships established between school staff and families.|Based on educational partner input and local data, building partnerships for student outcomes remains an area of strength for the district. Parent survey results continue to reflect positive perceptions regarding communication, support from school staff, and opportunities to participate in their children's education.  The district will continue to strengthen partnerships that support improved academic achievement, attendance, and social-emotional well-being for all students. Particular attention will be given to increasing family participation in conferences, workshops, and engagement activities that support student learning and attendance.  The district will continue utilizing educational partner feedback, attendance data, and academic performance data to identify opportunities to strengthen collaboration between families and schools. Ongoing efforts will focus on ensuring that families have the information, resources, and support needed to actively participate in their child's educational success.|The district will continue to strengthen engagement efforts with underrepresented families, including English Learner families, families of students with disabilities, low-income families, foster youth families, and other families who may experience barriers to participation.  To improve engagement, the district will continue providing translated communications, interpretation services, flexible meeting opportunities, and multiple methods for obtaining parent input. Parent conferences, including targeted spring conferences focused on English Learners and at-risk students, will continue to be used to strengthen family-school partnerships and improve student outcomes.  The district will continue utilizing SSC, DELAC, stakeholder surveys, counselor outreach, and family engagement activities to gather feedback and identify barriers to participation. Information gathered through these efforts will be used to improve outreach strategies, increase participation in school activities and decision-making processes, and ensure that all families have access to resources and information needed to support student success.|McCabe Union Elementary School District has established strong and sustainable systems for obtaining educational partner input and incorporating feedback into district decision-making processes. Throughout the 2025–2026 school year, the district gathered input from students, parents, certificated staff, classified staff, administrators, management, bargaining unit representatives, School Site Council (SSC), and DELAC through stakeholder surveys, committee meetings, public hearings, and board presentations.  Educational partner input is regularly reviewed and used to inform LCAP goals, actions, expenditures, and district priorities. During the LCAP development process, stakeholders reviewed student achievement, attendance, school climate, and survey data and provided recommendations regarding programs and services. Feedback from educational partners directly influenced district planning, including instructional resources, family engagement opportunities, attendance supports, school safety efforts, and academic interventions.  The district continues to provide multiple opportunities for participation through SSC, DELAC, parent engagement activities, LCAP surveys, and public meetings, ensuring that stakeholder voice remains an integral part of continuous improvement efforts and decision-making processes.|Seeking input for decision-making continues to be an area of strength for the district. Educational partner participation increased during the 2025–2026 school year through expanded stakeholder surveys and ongoing engagement opportunities.  The district will continue to focus on increasing participation from all stakeholder groups and strengthening representation from families who may not traditionally participate in advisory committees or engagement activities. Efforts will continue to ensure that educational partners understand how their feedback influences district decisions and LCAP priorities.  The district will also continue refining survey questions and data collection methods to gather more specific feedback regarding academic achievement, school climate, student safety, attendance, and family engagement. These efforts will support continuous improvement and ensure that future decisions remain responsive to stakeholder needs.|The district is committed to ensuring that all families, including English Learner families, families of students with disabilities, low-income families, foster youth families, and other underrepresented groups, have meaningful opportunities to participate in district decision-making.  To improve engagement, the district will continue providing translated communications, interpretation services, accessible meeting opportunities, and multiple methods for providing input through surveys, SSC, DELAC, conferences, and parent engagement activities. Educational partner surveys will continue to be used to gather feedback from families who may not be able to attend meetings in person.  The district will continue reviewing participation data and educational partner feedback to identify barriers to involvement and strengthen outreach efforts. Information gathered from underrepresented families will be used to inform district planning, improve communication practices, and ensure that programs, services, and resources reflect the needs of all students and families.|5|5|4|5|5|5|5|5|5|5|5|5|Met||2026-06-22|2026
13631980000000|Meadows Union|3|Meadows Union School District continues to prioritize strong, positive relationships between school staff and families as a foundational component of student success. As a small, rural TK–8 school district, Meadows benefits from a close-knit community where staff and families regularly interact and collaborate to support student learning and well-being. Educational partner feedback collected through surveys, parent meetings, School Site Council, English Learner Advisory Committee (ELAC), LCAP engagement sessions, and direct communication opportunities indicates that families value the accessibility of school staff and administration. Parents frequently communicate with teachers and administrators through multiple channels, including in-person meetings, phone calls, email, REMIND, and school events. The district has also maintained an open-door approach that encourages family participation in school activities, parent conferences, recognition ceremonies, and community events. Local data demonstrate continued efforts to strengthen family engagement through increased opportunities for input and participation in district decision-making processes. Families are regularly invited to provide feedback regarding school climate, student achievement, safety, and district priorities. The district also provides bilingual communication and translation services to ensure meaningful access for Spanish-speaking families and to promote inclusive engagement for all educational partners. The district has made progress in creating welcoming environments for families through community-building events, student performances, academic celebrations, parent education opportunities, and recognition programs that highlight student achievement and family involvement. Staff members work collaboratively to foster positive relationships with families and respond to concerns in a timely and respectful manner. While the California Healthy Kids Survey results indicate opportunities for continued growth in strengthening students' perceptions of caring relationships on campus, educational partner feedback reflects confidence in the district's commitment to maintaining open communication and family partnerships. Moving forward, Meadows Union School District will continue to expand opportunities for family engagement, strengthen two-way communication practices, and ensure that all families feel welcomed, valued, and connected to their child's educational experience.|While Meadows Union School District has established positive relationships with families and provides multiple opportunities for engagement, local data and educational partner feedback indicate a need to strengthen connections among students, families, and school staff. California Healthy Kids Survey results revealed a decline in students' perceptions of caring adult relationships on campus, highlighting the importance of continuing to foster meaningful relationships and a strong sense of belonging for all students. The district's primary areas of focus include increasing opportunities for authentic family engagement, strengthening two-way communication between home and school, and ensuring that all families feel welcomed, informed, and valued as partners in their children's education. Additional efforts will focus on expanding parent participation in school and district decision-making processes, increasing attendance at family engagement activities, and providing targeted outreach to families who may be less connected to the school community. The district also recognizes the need to continue supporting staff in developing effective family engagement practices, culturally responsive communication strategies, and relationship-building skills that foster trust and collaboration. Through these efforts, Meadows Union School District aims to strengthen school-family partnerships, improve school connectedness, and create a positive educational environment where students, families, and staff feel supported and engaged.|Meadows Union School District recognizes that some families may face barriers to participation in school activities and decision-making processes due to factors such as language, work schedules, transportation, limited familiarity with educational systems, or previous experiences with schools. Through the self-reflection process and educational partner feedback, the district identified the need to increase engagement among families who have historically participated less frequently in school events, advisory committees, and district planning activities. To improve engagement, the district will continue to provide bilingual communication and translation services to ensure families have equitable access to information and opportunities for involvement. The district will utilize multiple communication platforms, including REMIND, phone calls, text messages, social media, and in-person meetings, to reach families through their preferred methods of communication. The district will also expand outreach efforts by offering flexible meeting times, providing advance notice of events, and creating welcoming environments that encourage participation from all families. Staff will continue to build relationships through personal outreach, parent conferences, home-school communication, and family engagement activities designed to strengthen trust and collaboration. Additionally, the district will continue to gather feedback from underrepresented families through surveys, LCAP engagement sessions, ELAC meetings, School Site Council, and other stakeholder forums to better understand barriers to participation and identify strategies that support meaningful involvement. Information gathered through these efforts will be used to improve services, communication, and opportunities for family engagement. By intentionally reaching out to underrepresented families and removing barriers to participation, Meadows Union School District seeks to ensure that all families have a voice in their children's education and feel connected, respected, and valued as essential partners in student success.|Meadows Union School District continues to demonstrate strength in building partnerships that support positive student outcomes and enhance educational opportunities for all students. Through ongoing collaboration with families, community organizations, county agencies, and educational partners, the district has expanded access to academic, social-emotional, health, and enrichment supports that contribute to student success. The district maintains strong partnerships with the Imperial County Office of Education, Special Education Local Plan Area (SELPA), Migrant Education Program, local service agencies, and community organizations to provide resources and services that address the diverse needs of students and families. These partnerships support academic achievement, student wellness, attendance improvement, mental health services, college and career awareness, and expanded learning opportunities. Educational partner input gathered through School Site Council, English Learner Advisory Committee (ELAC), LCAP engagement activities, parent meetings, and community forums demonstrate continued support for collaborative efforts that benefit students. Families and community members are provided opportunities to participate in decision-making processes and contribute feedback regarding district programs, services, and priorities. The district has also made progress in leveraging partnerships to enhance school safety, environmental improvements, student wellness initiatives, and enrichment programs. Collaborative efforts with county agencies and community partners have increased access to resources that would not otherwise be available to a small rural district. Local data and stakeholder feedback indicate that these partnerships have strengthened the district's ability to respond to student needs, provide comprehensive supports, and create opportunities that promote student engagement and achievement. Meadows Union School District remains committed to strengthening existing partnerships and developing new collaborative relationships that positively impact student outcomes and support the success of all learners.|While Meadows Union School District has established strong relationships with families, community organizations, and educational partners, the district recognizes the need to further strengthen the effectiveness and impact of these partnerships on student outcomes. Educational partner feedback and local data indicate opportunities to increase meaningful participation in collaborative efforts that directly support academic achievement, attendance, student engagement, and school connectedness. The district's primary focus areas include expanding family participation in educational decision-making, increasing awareness and utilization of available student support services, and strengthening communication regarding programs and resources offered through community partnerships. The district also seeks to improve the alignment of partnership activities with identified student needs and LCAP priorities to ensure resources are effectively supporting student success. Additionally, Meadows Union School District will continue to strengthen data collection and evaluation practices to better assess the effectiveness of partnerships and determine their impact on student outcomes. By using educational partner feedback and local data to guide continuous improvement efforts, the district will ensure that partnerships remain responsive to the evolving needs of students and families. Moving forward, the district will focus on expanding collaborative opportunities, increasing family and community engagement, and leveraging partnerships to address academic, social-emotional, attendance, and wellness needs while promoting equitable outcomes for all students.|Meadows Union School District recognizes that some families may face barriers to participating in school programs, advisory committees, and community partnership opportunities due to language differences, work schedules, transportation challenges, or limited familiarity with available resources. Through the self-reflection process and educational partner feedback, the district identified the need to increase engagement among families who have historically participated less frequently in school and district activities. To improve engagement, the district will continue to provide bilingual communication, interpretation, and translation services to ensure equitable access to information and opportunities for involvement. Multiple communication methods, including ParentSquare, phone calls, text messages, social media, and in-person outreach, will be used to connect families with school programs, community resources, and educational opportunities that support student success. The district will work to strengthen participation in advisory groups such as the School Site Council and English Learner Advisory Committee (ELAC) by providing flexible meeting options, sharing information in family-friendly formats, and encouraging representation from diverse family groups. Staff will also continue targeted outreach efforts to families who may be less connected to the school community in order to build trust and increase awareness of available supports and services. In collaboration with community and educational partners, the district will provide opportunities for families to access academic, social-emotional, health, and enrichment resources while actively seeking their input regarding student needs and district priorities. These efforts will help ensure that underrepresented families have meaningful opportunities to participate in decision-making processes and contribute to the development of programs and services that improve student outcomes. By removing barriers to participation and strengthening connections between families, schools, and community partners, Meadows Union School District will continue to promote equitable access to resources and opportunities that support the success of all students.|Meadows Union School District has made significant progress in creating meaningful opportunities for educational partners to provide input and participate in decision-making processes. The district actively seeks feedback from families, staff, students, and community members through a variety of engagement structures, including School Site Council, English Learner Advisory Committee (ELAC), LCAP stakeholder meetings, surveys, parent meetings, community forums, and Board of Trustees meetings. A key strength of the district is its commitment to fostering authentic engagement and ensuring that educational partner voices are considered when developing district goals, programs, and services. Stakeholder feedback is regularly reviewed and used to inform decisions related to student achievement, school climate, family engagement, safety, attendance, and resource allocation. The district's Community Schools Grant has further strengthened its ability to engage families and community members in decision-making processes. Through this initiative, Meadows Union School District has expanded outreach efforts and increased opportunities for collaboration among families, staff, and community partners. An important asset supporting these efforts is the district's Parent Liaison, who serves as a bridge between the school and the community by facilitating communication, increasing family participation, connecting families with available resources, and encouraging engagement in district and school initiatives. Educational partner participation in advisory groups and district planning processes has continued to grow as families are provided with multiple opportunities to share their perspectives and contribute to continuous improvement efforts. The district also ensures that communication and engagement opportunities are accessible through bilingual outreach, translation services, and multiple communication platforms. As a result of these efforts, Meadows Union School District has strengthened relationships with families and community members while building a culture that values collaboration, transparency, and shared responsibility for student success. The district remains committed to expanding opportunities for meaningful stakeholder engagement and ensuring that educational partner input continues to inform district decision-making.|While Meadows Union School District has established multiple avenues for educational partner engagement and input, the district recognizes opportunities to further strengthen participation in decision-making processes and ensure that stakeholder feedback is representative of the entire school community. Educational partner input and local data indicate a need to increase participation among families who may face barriers to engagement, including language differences, work schedules, transportation limitations, and limited availability to attend meetings and events. As a small rural school district experiencing declining enrollment, Meadows faces unique challenges in sustaining active participation from both families and community partners over time. The district recognizes the importance of maintaining meaningful engagement despite a smaller student population and a limited pool of available community resources and organizations. Continued efforts are needed to broaden participation and ensure that diverse perspectives are represented in district planning and decision-making processes. The district's focus areas for improvement include increasing stakeholder participation in advisory committees and LCAP engagement activities, expanding opportunities for two-way communication, and strengthening outreach to families who have historically been underrepresented in decision-making forums. Additionally, the district will continue to leverage its Community Schools Grant and Parent Liaison position to enhance outreach efforts, build relationships with families, and strengthen connections with community organizations. Moving forward, Meadows Union School District will seek innovative strategies to engage families and community partners, increase participation in shared decision-making processes, and ensure that educational partner feedback continues to inform district priorities, programs, and services in ways that support equitable outcomes for all students.|Meadows Union School District recognizes that some families may face barriers to participation in decision-making processes due to language differences, work schedules, transportation challenges, limited access to technology, or unfamiliarity with school governance structures. Through the self-reflection process and stakeholder feedback, the district identified the need to increase participation among families who have historically been underrepresented in advisory committees, surveys, and district planning activities. To improve engagement, the district will continue to leverage its Community Schools Grant and Parent Liaison position to conduct targeted outreach and build relationships with families who may not traditionally participate in school activities. The Parent Liaison will play a key role in connecting with families, sharing information about opportunities for involvement, gathering feedback, and encouraging participation in advisory groups and stakeholder engagement events. The district will continue to provide bilingual communication, translation and interpretation services, and multiple opportunities for input through surveys, focus groups, parent meetings, School Site Council, ELAC, and LCAP engagement sessions. To reduce barriers to participation, the district will offer flexible meeting times, utilize virtual and in-person engagement opportunities, and provide information through a variety of communication platforms, including REMIND, phone calls, text messages, and social media. Additionally, Meadows Union School District will continue to seek feedback regarding the effectiveness of its outreach efforts and use stakeholder input to improve engagement practices. By intentionally reaching out to underrepresented families and creating accessible opportunities for participation, the district aims to ensure that all educational partners have a meaningful voice in decision-making processes that impact students, families, and the school community.|4|4|4|4|4|4|4|3|4|4|4|4|Met||2026-06-23|2026
13632060000000|Mulberry Elementary|3|Mulberry Elementary is a small, rural K-8 school which currently has 70 students. Due to the small size of our district, we are able to have a close working relationship with our students and their families on a regular basis. We are a District of Choice and the majority of our students are from neighboring districts whose parents are seeking a smaller school environment. Mulberry Elementary values the input and involvement from parents/guardians in order to provide the best educational experience for our students. We provide many opportunities in which parents can be a part of decision making and be involved. Mulberry has a very active PTA which holds monthly meetings. School staff and administration attend the meetings where they update and ask for input on LCAP goals and progress we are making toward meeting our goals. We also hold parent forums where parents are able to give input and be involved in the reviewing of the progress on current LCAP goals and the development of new goals. Mulberry also conducts parent surveys in both the fall and the spring in order to gain input towards our LCAP development. We strive to keep our parents informed through many forms of communications including our website, newsletters (printed and emailed), and the use of the Remind app.|The area of focus which we would like to work on improving is providing professional learning and support to staff to improve the school’s capacity to partner with families, especially are underrepresented families.  Particularly we feel as though professional development in the area of social and emotional learning would help staff to better understand and work with students and families.|Based on our analysis from input and local data we will continue to use all current methods of communicating with our families including; emails, Remind app, website, social media, and newsletters. We will strive to improve engagement of underrepresented families by ensuring that we make personal contact with them and invite them to become more involved.  We will also ensure that we send home all communication in both Spanish and English and provide translation services when needed.|The staff at Mulberry believes that in order for our students to be successful in the classroom, we must build a partnership and relationship with our students and families. The small size of our school makes it possible for us to have strong partnerships, because all staff knows each student and family. We make it a priority when new families join our school we get to know them and make them aware of all of the services, programs, and opportunities for our students. The school keeps families informed by providing information through emails, phone calls, our school website, social media, and the Remind App. Families are also given progress reports to keep them informed on how the students are doing academically. Parent conferences are also conducted during the first quarter and as needed through out the year.|The district will use the data received in order to continue to reach out to involve parents on a regular basis.  We will work on providing answers to questions in a timelier manner and making sure our parents feel comfortable asking questions of the teacher and staff.|Based on our analysis from input and local data we will continue to use all current methods of communicating with our families including; emails, Remind app, website, and newsletters. We will strive to improve engagement of underrepresented families by ensuring that we make personal contact with them and invite them to become more involved.  We will also ensure that we send home all communication in both Spanish and English and provide translation services when needed.|Seeking input for decision making is done through several avenues at Mulberry. We utilize parent surveys, parent forums, phone calls, and emails in order to seek information for decisions here at Mulberry concerning programs and policies. Parents and stakeholders are involved in the LCAP development and goal setting. When conducting parents surveys we have over 90% of our parents participate.|Based on our analysis we will be focusing on increasing the number of educational partners that attend advisory meetings and continuing to provide multiple opportunities for all of our educational partners to share their input.|We would like to continue to work on improving and building the capacity of and supporting the staff to effectively engage families and advisory groups, in particular our underrepresented families including our EL families in order to gain their input in decision making.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-10|2026
13632140000000|San Pasqual Valley Unified|3|Our district continues to value relationships between school staff and families. We have made progress in building relationships through improved communication with families by expanding the use of multiple communication tools, including ParentLink, Catapult, ClassDojo, text messages, social media pages, newsletters and phone calls. Through these avenues, we share updates on school events, expectations, testing schedules, and student supports. The district has also worked to create a more welcoming and support environment by increasing opportunities for family engagement. Meetings such as School Site Council (SSC) and District Indian Parenting Committee (DIPAC) provide structured opportunities for families to give input on school programs, student needs, and district policies. These forums have supported greater transparency and shared decision-making. Efforts to build stronger relationships with families have also been made through bilingual outreach, family engagement events, parent-teacher conferences, and increased communication from school staff.|Based on educational partner input and local data, San Pasqual Valley Unified School District has identified several focus areas to strengthen relationships between school staff and families, particularly around consistency, access, and meaningful two-way communication. While communication has improved overall, feedback indicates inconsistency across classrooms in both the frequency and quality of outreach. Some families report strong connections with individual teachers, while others indicate limited communication unless concerns arise. A key area of focus is ensuring that all staff engage in proactive, consistent communication that includes both academic updates and positive student progress. Additionally, educational partner input highlights the need to strengthen two-way communication by creating more opportunities for families to share input, ask questions, and feel heard. While systems are in place to share information, there is a need to ensure communication is not only informative but also interactive and responsive. The school has also identified the need to continue building trust with families, particularly in situations involving student discipline or concerns. Ensuring clear, timely, and transparent communication in these situations is critical to maintaining positive relationships. Moving forward, the LEA will focus on increasing consistency of staff communication practices, expanding access to engagement opportunities, and strengthening systems that promote meaningful family voice and feedback. These efforts will support stronger partnerships between school and home, ultimately improving student outcomes and school climate.|To improve engagement of underrepresented families, the district will use targeted outreach to families of English Learners, Native American students, Students with Disabilities, and students with failing grades or attendance concerns. Outreach will include invitations, bilingual communication, phone calls, and support from the Outreach and Family and Guidance Coordinators. The school will also use participation data, communication platform analytics, and family feedback surveys to identify gaps in engagement and adjust outreach strategies. Family events and forums will be designed to include relevant topics such as academic progress, attendance, graduation requirements, college/career readiness, and available student supports.|Based on educational partner input and local data, San Pasqual Valley Unified School District has made progress in building partnerships that support improved student outcomes through a focus on communication, shared responsibility, and targeted supports. The district has strengthened internal partnerships among staff to improve alignment of instruction, expectations, and intervention practices. Through consistent lesson design expectations and professional development, teachers are increasingly aligning standards, learning objectives, and success criteria to support student learning. Collaboration around data, including formative assessments and interim assessments, has supported more targeted instruction and intervention for students performing below grade level. Partnerships with families have also improved through more consistent communication and increased outreach efforts. Families are receiving more timely information regarding student progress, school expectations, and available supports. Efforts to increase accessibility and responsiveness have contributed to improved trust and communication between home and school. Additionally, the district has continued to build partnerships that support student success through structured systems focused on attendance, behavior, and academic support. Clear expectations, consistent monitoring, and intervention supports are helping to create a more stable and focused learning environment. Educational partner input indicates that these efforts are beginning to have a positive impact on student engagement and overall school climate. While progress is ongoing, the school remains focused on strengthening collaboration among staff, families, and students to ensure all students are supported in meeting academic expectations.|The LEA will continue strengthening the connection between family engagement and measurable student outcomes, including attendance, academic progress, behavior, graduation readiness, and college/career readiness. While opportunities for engagement are available, participation remains inconsistent, particularly among families whose students are earning failing grades or are at risk of not graduating. The school will improve systems for monitoring participation in conferences, workshops, and family events. It will also strengthen teacher communication expectations to ensure families receive consistent monthly updates about student progress and available supports. Additional work is needed to ensure all families understand how to monitor grades, attendance, credits, and graduation progress.|Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families by providing more inclusive and accessible opportunities for families to participate in supporting student learning and achievement. The LEA will continue to strengthen communication with families through translated materials, phone calls, text messages, parent meetings, and community outreach efforts. Families will be provided with additional resources and workshops focused on academic support, attendance, social-emotional wellness, and understanding student progress data. The LEA will also continue building staff capacity to engage families through culturally responsive practices and relationship-building strategies that recognize and honor the diverse backgrounds and experiences of families within the school community. Flexible meeting times, interpretation services, and welcoming school environments will help ensure all families feel empowered to participate as partners in their child’s education.|Based on the analysis of educational partner input and local data, the LEA has made progress in creating opportunities for families, staff, and community members to provide input and participate in decision-making processes. Families are encouraged to share feedback through surveys, advisory committees, parent meetings, and school events. The LEA continues to provide opportunities for collaboration between families, teachers, administrators, and educational partners when planning and evaluating programs and services that support student success. School and district leaders work to maintain open communication and encourage family participation in advisory groups and school improvement efforts. These efforts have helped strengthen relationships between families and schools while increasing family voice and participation in decisions that impact students and the school community.|The district will continue to strengthen systems for collecting. documenting, and using family input in decision-making. While opportunities for input exist, participation is not yet consistent across all family groups. The district needs to improve how it tracks representation from underrepresented families and how feedback is shared back with families after decisions are made.|Based on educational partner input and local data, the district will increase engagement of underrepresented families by implementing targeted outreach, including personalized invitations and follow-up communication. Barriers will be reduced by offering flexible meeting times, virtual options, and clear communication about the purpose of groups such as SSC and DIPAC. Additional input opportunities will be provided through surveys and informal feedback. The school will also build trust by creating a welcoming environment and sharing how family input informs decisions.|4|4|3|4|4|4|4|3|3|3|3|3|Met||2026-06-23|2026
13632220000000|Seeley Union Elementary|3|The district utilizes multiple communication methods, including phone calls, text messaging, social media, school newsletters, parent meetings, and school events to ensure families remain informed and connected to their children's education.  Educational partner feedback indicates that families feel welcomed by school staff and appreciate the district's commitment to maintaining open lines of communication. School events, parent-teacher conferences, family engagement activities, student performances, and recognition ceremonies continue to provide opportunities for positive interactions between families and school personnel. The district has also strengthened relationships through regular outreach efforts, individualized support for students and families, and responsiveness to parent concerns and questions.  Local data, including parent participation rates, attendance at school events, and survey feedback, demonstrate continued progress in fostering trust and collaboration between families and staff. Families report feeling more informed about student progress and school programs, while staff continue to prioritize relationship-building as a key component of student success.  Moving forward, the district will continue to expand opportunities for family involvement, strengthen two-way communication, and ensure all families have equitable access to information and engagement opportunities. These efforts support a strong partnership between home and school and contribute to positive student outcomes.|While communication and family engagement efforts have shown positive results, the district recognizes the need to increase participation among families who have traditionally been underrepresented in school activities and decision-making processes.  Another focus area is increasing family participation in school events, workshops, and educational activities by identifying and addressing barriers to engagement, including scheduling conflicts, transportation challenges, and communication preferences. The district will also work to provide more resources and training opportunities that help families support student learning at home.  Additionally, Seeley Union School District will continue strengthening relationships through proactive outreach, personalized communication, and culturally responsive engagement practices that foster trust and collaboration between families and school staff. By focusing on these areas, the district aims to increase meaningful family involvement and further strengthen the partnership between home and school to support student success.|he district will utilize multiple communication methods, including phone calls, text messages, social media, newsletters, and personal outreach, to ensure families receive timely and accessible information about school programs, events, and opportunities for involvement.  To reduce barriers to participation, the district will offer flexible meeting times, provide translation and interpretation services when needed, and create opportunities for virtual participation. Staff will continue to conduct personalized outreach to families who may be less connected to school activities, encouraging their involvement in parent meetings, advisory committees, and school events.  Additionally, the district will continue to foster a welcoming and inclusive school climate where all families feel respected, valued, and empowered to contribute to their children's educational success.  Through these intentional efforts, Seeley Union School District aims to strengthen relationships with underrepresented families and ensure all educational partners have meaningful opportunities to participate in and support the school community.|The district has established a culture that values shared responsibility for student success and actively seeks input from educational partners when making decisions that impact students.  The district has made progress by strengthening communication between home and school, providing families with regular updates on student academic progress, attendance, and behavior, and offering opportunities for parents to participate in conferences, family nights, and school events. Staff work closely with families to identify student needs and implement appropriate supports and interventions through the district's Multi-Tiered System of Supports (MTSS).  Partnerships with local agencies, community organizations, and educational service providers have expanded opportunities for students through academic support programs, after-school enrichment, counseling services, health and wellness resources, and extracurricular activities. Educational partner feedback indicates that families and community members value the district's efforts to provide comprehensive support services that address both academic and social-emotional needs.  Local data, including student achievement results, attendance rates, family participation data, and stakeholder survey feedback, demonstrate continued progress in fostering collaborative partnerships that contribute to positive student outcomes. The district remains committed to strengthening these partnerships to ensure all students have access to the resources, support, and opportunities needed to succeed academically, socially, and emotionally.|While strong partnerships currently exist among families, staff, and community organizations, the district recognizes the need to further increase meaningful family engagement in supporting student academic achievement and long-term success.  One area of focus is strengthening collaboration with families around student learning by providing additional opportunities for parents to understand academic expectations, monitor student progress, and access resources that support learning at home. The district will continue to expand communication regarding student achievement data, intervention services, and available support programs.  Additionally, the district seeks to strengthen partnerships with community agencies and local organizations to expand academic, social-emotional, and enrichment opportunities for students. By enhancing coordination of services and increasing awareness of available resources, the district aims to provide comprehensive support that addresses the diverse needs of all learners.  Through these improvement efforts, Seeley Union School District will continue to build strong, collaborative partnerships that promote student achievement, engagement, and overall well-being.|The district will expand outreach efforts through personalized communication, family engagement events, and multiple methods of communication to ensure all families receive timely and accessible information regarding student achievement, academic supports, and school programs.  The district will also strengthen partnerships by offering workshops and informational sessions focused on academic expectations, student progress monitoring, college and career awareness, and strategies families can use to support learning at home. Feedback from underrepresented families will be regularly collected through surveys, meetings, and informal conversations to better understand barriers to engagement and identify areas for improvement.  By creating more inclusive opportunities for participation and fostering meaningful collaboration between families, staff, and community partners, Seeley Union School District will strengthen educational partnerships and ensure all families play an active role in supporting positive student outcomes.|The district has made progress in creating transparent decision-making processes by providing stakeholders with information regarding district goals, student achievement data, budget priorities, and program development. Educational partner feedback indicates that stakeholders value the district's efforts to communicate openly and provide opportunities for meaningful participation in discussions that impact students and school programs.  Local data demonstrate increased stakeholder involvement in district planning activities, including the Local Control and Accountability Plan (LCAP) process, school improvement efforts, and program evaluations. Staff collaboration and family input have helped inform decisions related to academic interventions, student support services, enrichment opportunities, and resource allocation.  The district continues to foster a culture of collaboration and shared responsibility by encouraging diverse perspectives and incorporating stakeholder feedback into district initiatives. These efforts have strengthened trust among educational partners and contributed to continuous improvement focused on student success and well-being.|While the district has established multiple structures for gathering stakeholder input, there is a continued need to increase the depth, frequency, and representativeness of that input across all educational partner groups.  A primary focus area is increasing engagement from underrepresented families and community members to ensure decision-making reflects the full diversity of the school community. The district will work to remove barriers to participation and expand outreach efforts so that more voices are included in surveys, advisory groups, and school and district-level committees.  Another focus area is improving the consistency and timing of stakeholder engagement by collecting input earlier and more regularly throughout the decision-making process. This will help ensure feedback is meaningfully integrated into planning, rather than primarily gathered at the end of cycles.  The district also aims to strengthen clarity and accessibility of information shared with educational partners so that stakeholders can more effectively contribute informed input. This includes improving communication about district priorities, student data, and the impact of decisions under consideration.  Through these focus areas, Seeley Union School District will continue working toward a more inclusive, transparent, and continuous improvement process that elevates stakeholder voice in decision-making and strengthens outcomes for all students.|The district will expand multiple avenues for input, including surveys, advisory groups, parent meetings, and community forums, with intentional efforts to reach families who have been less represented in prior engagement processes.  To reduce barriers to participation, the district will provide flexible scheduling options, virtual participation opportunities, and translation/interpretation services as needed. Staff will also conduct proactive, personalized outreach to families who may not typically participate, ensuring they are informed of opportunities to share feedback on district priorities, programs, and student supports.  In addition, the district will strengthen communication about how family input is used in decision-making, helping build trust and demonstrate the impact of stakeholder voice. Feedback will be continuously collected throughout the year, rather than only during formal planning cycles, to ensure more consistent and meaningful engagement.  Through these efforts, Seeley Union School District will increase equitable participation in decision-making processes and ensure that the perspectives of underrepresented families are meaningfully included in shaping district direction and supporting student success.|4|5|4|5|4|4|5|5|4|4|4|4|Met||2026-06-23|2026
13632300000000|Westmorland Union Elementary|3|Analysis of educational partner input and local data indicates that Westmorland Union Elementary School District continues to strengthen relationships between school staff and families through consistent communication, responsiveness, and engagement opportunities. Families report feeling welcomed, respected, and informed, and staff work to maintain positive relationships that support student success.  A key strength is consistent communication. Social media is regularly updated with school news, student accomplishments, events, and reminders. Text messages, phone calls, emails, newsletters, and direct communication from staff ensure families receive timely information about academics, attendance, school activities, and support services. Families value the district’s follow-through and responsiveness to concerns.  The district has expanded family engagement opportunities through a variety of events and programs that connect families with staff and resources. These include Crafts and Conversations, a Health Resource Fair, Autism Awareness Fair, ELPAC Parent Night, and Special Education and IEP Rights of Parents Night. These events provide information, resources, and opportunities for meaningful engagement. Translation and interpretation services are provided at meetings and events to ensure equitable access for all families.  Additional involvement opportunities include Back-to-School Night, Open House, parent-teacher conferences, advisory committees, student performances, and other school activities. Families are encouraged to provide input through surveys and meetings, supporting shared decision-making and continuous improvement.  Another strength is the district’s strong sense of community. Staff know students and families personally and work collaboratively to support student success. Administrators conduct regular classroom walkthroughs to observe instruction as lessons naturally occur, supporting instructional improvement and maintaining strong connections with staff and students.  Overall, local data and educational partner feedback show continued progress in strengthening communication, increasing engagement opportunities, expanding access through translation services, and building positive relationships between school staff and families.|Based on analysis of educational partner input and local data, the LEA has identified several focus areas for continued improvement in strengthening relationships between school staff and families.  While current communication systems are consistent and widely used, there is a need to further improve personalized, student-specific communication. Families and staff identified the importance of receiving more individualized updates that highlight student strengths, progress, and specific needs, in addition to general schoolwide announcements. Expanding positive, strengths-based communication about individual students will help deepen trust and strengthen home-school relationships.  Another focus area is increasing positive and proactive outreach to families, including consistent communication that highlights student success and growth. Building stronger relationships with parents through regular, individualized contact—such as positive phone calls, messages, or conferences—can help reinforce engagement and partnership between home and school.  The district also recognizes a need to expand instructional and academic support options for students outside the regular school day, including additional homework support opportunities. This includes ensuring that students, particularly those who may need extra assistance, have equitable access to help with assignments and learning reinforcement, whether through expanded tutoring, structured support programs, or supervised study opportunities.  Additionally, improving consistency during staff absences is an area of focus. Ensuring that substitute teachers are effectively supported with clear instructional guidance and classroom resources will help maintain continuity of instruction and reduce disruption to student learning, which in turn supports stronger relationships and communication with families.  Overall, these focus areas emphasize strengthening individualized communication, increasing positive outreach to families, expanding student academic supports, and improving consistency in instructional delivery to better support student learning and family engagement.|Based on analysis of educational partner input and local data, the LEA has identified a need to further strengthen engagement with underrepresented families, including families of English learners, students with disabilities, and families who have historically participated less frequently in school activities and decision-making processes.  To address this need, the district will expand accessible and culturally responsive engagement practices. This includes continuing and strengthening translation and interpretation services at all meetings, events, and communications to ensure families can fully participate and understand information in their preferred language. The district will also ensure that written and verbal communications are clear, welcoming, and available in multiple languages.  The LEA will increase targeted outreach and personalized communication to underrepresented families. This includes proactive, positive contact between school staff and families to share student progress, celebrate successes, and address concerns early. Staff will be encouraged to build relationships through regular, individualized communication such as phone calls, messages, and conferences focused on student strengths and needs.  In addition, the district will expand flexible and varied opportunities for family participation, including events such as Crafts and Conversations, resource fairs, and parent education nights scheduled at different times to increase accessibility. Continued offerings such as ELPAC Parent Night and Special Education/IEP Rights Nights will support families in understanding key educational processes and advocating for their students.  The LEA will also strengthen outreach to families who are less frequently engaged by identifying barriers such as work schedules, transportation, or prior negative school experiences. Staff will use multiple communication methods and relationship-building strategies to re-engage these families in positive and supportive ways.  Finally, the district will continue to build a welcoming school climate where all families feel valued as partners. This includes staff training on family engagement practices, cultural responsiveness, and effective communication strategies to ensure equitable access and meaningful participation for all educational partners.|Based on analysis of educational partner input and local data, Westmorland Union Elementary School District demonstrates strong and improving partnerships between school staff and families that support positive student outcomes. A key strength is the district’s consistent use of conference meetings and ongoing communication with families to discuss student academic progress, behavior, and overall development. These meetings provide structured opportunities for staff and families to collaborate, set goals, and identify strategies to support student learning.  Educational partners report that teachers and administrators are accessible and responsive, maintaining regular communication through phone calls, messages, emails, and in-person conferences. These interactions help ensure that families are informed about student performance and are active participants in supporting learning at home and at school.  The district also shows strength in its commitment to collaborative problem-solving. Staff work with families during conferences and other meetings to review student data, discuss interventions, and adjust supports as needed. This shared decision-making approach helps align school and home efforts to improve student achievement and behavior outcomes.  Another strength is the district’s focus on building trust and relationships through consistent engagement. Families report feeling welcomed and included in conversations about their children’s education. Staff efforts to maintain open communication and provide timely updates contribute to stronger partnerships and a shared focus on student success.  Overall, local data and educational partner feedback indicate continued progress in strengthening family engagement through conferences, regular communication, and collaborative planning. These efforts support a strong foundation for improving student outcomes through shared responsibility between school staff and families.|Based on analysis of educational partner input and local data, the LEA has identified several focus areas to strengthen partnerships between school staff and families in support of improved student outcomes.  A key area for improvement is increasing clarity and consistency around home learning resources and supports. Families reported that they are not always clear on what academic resources are available to support learning at home. The district will work to provide more detailed, accessible information about instructional materials, online platforms, tutoring options, and other supports so families can better assist students outside of school.  Another focus area is improving consistency in behavior expectations, consequences, and incentives across settings. Educational partners indicated that there is confusion regarding differing consequences and incentives. The district will work toward clearer, more consistent systems so families and students better understand expectations and how student behavior is supported and reinforced across classrooms and school sites.  The LEA also recognizes the need to strengthen communication about academic and behavioral supports provided at school. This includes ensuring that families receive timely, understandable information about interventions, services, and strategies being used to support student success, as well as how they can reinforce these efforts at home.  Additionally, the district will continue to improve family engagement in goal-setting and progress monitoring during conference meetings and other collaboration opportunities. Strengthening these partnerships will help ensure families are active participants in understanding student progress and supporting learning outcomes.  Overall, these focus areas emphasize improving clarity of communication, strengthening consistency in expectations, and providing families with more accessible information and resources to support student learning at home and at school.|Based on analysis of educational partner input and local data, the LEA has identified the need to improve engagement of underrepresented families, including families with limited availability due to work schedules, such as those with one parent working extended hours or limited home time.  To address this, the district will expand flexible and accessible engagement opportunities by offering multiple meeting formats and times, including early morning, evening, and virtual conference options. This will ensure that working families are still able to participate in conferences, school meetings, and decision-making opportunities related to their child’s education.  The LEA will also strengthen proactive and individualized communication to ensure that families who have limited availability receive timely updates about student progress, behavior, and academic supports. This includes brief, clear communication through phone calls, text messages, and digital platforms that can be accessed at any time.  In addition, the district will continue to enhance conference meetings as a key engagement strategy, ensuring they are structured, efficient, and focused on actionable information so families with limited time can still fully participate in discussions about student outcomes.  The LEA will also provide clear information on available academic resources and supports for home use, making it easier for working families to support student learning even when time at home is limited. This includes simplified guides, translated materials as needed, and accessible online resources.  Finally, the district will continue to build strong relationships through consistent outreach and support, ensuring that all families—regardless of schedule constraints—feel included, informed, and able to actively participate in supporting their child’s academic success.|Based on analysis of educational partner input and local data, Westmorland Union Elementary School District demonstrates strong and ongoing progress in seeking stakeholder input to guide decision-making and continuous improvement efforts.  A key strength is the district’s use of multiple formal advisory groups, including School Site Council (SSC), English Learner Advisory Committee (ELAC), and Citizens’ Bond Oversight Committee (CBOC). These committees provide structured opportunities for families, staff, and community members to review data, discuss district priorities, and contribute input on programs, budgeting, and student support services.  The district also gathers input through LCAP meetings and presentations, where educational partners are engaged in reviewing goals, outcomes, and priorities tied to student achievement and school improvement. These meetings support transparent communication and shared decision-making across stakeholder groups.  In addition, the district uses surveys to collect feedback from families and staff on school climate, academic programs, and engagement practices. This information helps guide planning and ensures that decisions reflect the needs and perspectives of the community.  Informal engagement opportunities such as Crafts and Conversations also serve as a strength, providing families with a welcoming setting to share feedback, ask questions, and engage directly with school staff. These events help broaden participation and ensure input is gathered from a wider range of families.  Overall, local data and educational partner feedback indicate continued progress in building a strong system for stakeholder input through advisory committees, surveys, LCAP engagement, and community-based events. These efforts support transparent decision-making and help ensure that district priorities reflect the needs and voices of families, staff, and community members.|Based on analysis of educational partner input and local data, the LEA has identified several focus areas to strengthen and broaden participation in decision-making processes.  A primary area for improvement is increasing diversity and representation of parent participation in advisory and decision-making structures. Input indicates that the same group of parents tends to consistently participate in committees such as SSC, ELAC, and other advisory meetings, resulting in limited representation of the broader parent community. The district will focus on strategies to engage new and underrepresented families to ensure a wider range of perspectives are included.  Another focus area is improving overall parent involvement in educational and advisory opportunities. Educational partner feedback suggests that many families are not regularly participating in formal input opportunities, which limits the district’s ability to fully capture community needs and perspectives. Increasing awareness of meeting opportunities, simplifying participation processes, and providing flexible engagement options will help address this barrier.  The LEA also recognizes the need to strengthen communication about the purpose and impact of advisory groups and input opportunities. Families will benefit from clearer explanations of how their feedback is used in decision-making and how it directly influences programs, services, and district priorities.  In addition, the district will work to expand outreach efforts to encourage broader participation, including targeted invitations, multiple meeting formats (in-person, virtual, and varied times), and more accessible engagement opportunities for families with time constraints or limited prior involvement.  Overall, these focus areas emphasize increasing inclusivity, broadening participation beyond the same consistent group of parents, and strengthening communication and outreach to ensure all families have meaningful opportunities to contribute to district decision-making.|Based on analysis of educational partner input and local data, the LEA has identified a need to increase engagement of underrepresented families in decision-making processes, including participation in advisory committees such as SSC, ELAC, and other input opportunities.  To address this need, the district will implement targeted outreach strategies to invite families who are not currently participating in advisory groups. This includes personal invitations, direct outreach from school staff, and clear, family-friendly communication explaining the purpose of committees and how input is used to inform district decisions.  The LEA will also expand flexible participation options to reduce barriers for families with limited time or competing responsibilities. This includes offering meetings in multiple formats (in-person and virtual) and at varied times, such as evenings or other accessible timeframes, to increase participation from working families and those with scheduling constraints.  In addition, the district will strengthen communication and education about advisory roles and decision-making processes so families better understand how their input directly impacts programs, services, and student outcomes. This includes simplifying meeting information and clearly connecting feedback to district actions.  The LEA will continue to use community-based engagement opportunities, such as Crafts and Conversations and school events, to build relationships with families who may not typically attend formal meetings and gradually encourage their participation in advisory structures.  Overall, the district’s approach focuses on increasing accessibility, building trust through personal outreach, and creating multiple pathways for families to provide input, ensuring that underrepresented families have meaningful opportunities to participate in decision-making processes.|3|3|3|3|3|3|3|3|3|3|3|3|Met||2026-06-24|2026
13744010000000|Imperial Valley ROP|3||||||||||||||||||||||Not Met|||2026
14101400000000|Inyo County Office of Education|3|Jill Kinmont Boothe School (JKBS) has a small enrollment, which offers us unique opportunities to understand the needs and challenges our families face. We work closely with students and their families to help them overcome obstacles that may hinder their success. Building strong partnerships and fostering trusting relationships are essential for achieving our goals and fulfilling our mission.  The limited number of students at JKBS allows us to focus on the individual needs of each student and their family. We provide personalized support to help students overcome barriers to their success. We prioritize direct communication with parents and guardians weekly to build trusting relationships. Our commitment to open communication and collaboration is a cornerstone of our approach.  All our families are connected through the ParentSquare Communication Platform, which facilitates ongoing communication among teachers, administrators, and families. This platform supports translation between Spanish and English, ensuring clear communication for both parents and teachers. Additionally, we have bilingual staff available to assist our Spanish-speaking community members. Finally, we conduct an annual survey that includes input from all families and educational partners. The information gathered from this survey is critical for developing our Local Control and Accountability Plan (LCAP).|Based on feedback from our educational partners, JKBS will continue to prioritize fostering a positive school climate and enhancing school connectedness. Survey results also indicate a need for us to focus on building trusting relationships with our parents and guardians by improving communication between JKBS teachers, administration, and families.|The JKBS team is committed to enhancing relationships and building trust with our underrepresented families through transparent and consistent communication regarding student progress. We aim to engage with students beyond just attendance and behavior issues, encourage family involvement, and allocate resources for early screening, diagnosis, and timely social-emotional and academic intervention. Additionally, we will work collaboratively with families, treating them as equal partners in our effort to promote student success.|One of the strengths of a small program like JKBS is our ability to offer students a highly individualized experience that addresses their academic and social-emotional needs. Our low student-to-teacher ratio allows for more one-onone support, which is especially beneficial for students whose needs may be overlooked in larger school programs. Both students and parents appreciate the focused attention their children receive, fostering productive partnerships.   2026-27 Local Performance Indicator Self-Reflection for Inyo County Office of Education Page 11 of 19 The intake process at JKBS is a key programmatic strength that enhances engagement with our educational partners and helps to build strong collaborative relationships aimed at achieving positive student outcomes. Establishing successful partnerships is essential for positively impacting student learning and social-emotional growth. Our educational partners frequently express gratitude for the time we invest during the intake process to provide critical program information and to learn about our new students, including their strengths, goals, and the challenges they face in their journey toward success.  We strive for seamless, positive transitions to the community school through an intake process that identifies the necessary academic and behavioral supports to sustain student progress and growth. The ultimate goal is to help students transition back to their district of residence.  Additionally, the intake process clearly outlines the goals, available supports, and overall policies and expectations, ensuring that students and their families understand how to navigate the resources available to achieve their objectives. We have made significant progress in building relationships with parents and guardians, which contributes to positive student outcomes. This progress is reflected in our measurable improvements in parental support for individualized behavioral and academic intervention plans.|An analysis of input from our educational partners and local data highlights specific areas for improvement. We aim to enhance parent engagement through personalized one-on-one meetings and empower parents and guardians to express their opinions through meaningful involvement and representation. Most of our educational partners are parents and guardians of unduplicated students, who are often underrepresented and marginalized in traditional school settings. As noted earlier, we are committed to strengthening their voices and increasing their participation in our program.|We greatly appreciate the valuable feedback we have received from our educational partners. This insight helps us understand our students' unique strengths and needs while guiding us on how to better engage with our community.  We recognize that one-on-one parent meetings have historically been a vital and effective way for our small program to gather important feedback, especially considering our students' high mobility rates. We have observed that parents feel more engaged and collaborative during the intake and entrance meetings, and we are committed to maintaining these personal connections throughout the school year.  One of the advantages of having a smaller enrollment is the opportunity to create more chances for individual engagement with both parents and students. Since these meetings are tailored for each family, we can have meaningful and transparent conversations that foster collaborative partnerships. This approach helps us gain a deeper understanding of the specific challenges each student faces, allowing us to effectively address their unique needs. We understand that many parents seek guidance on the results of our local STAR assessments and how progress monitoring works in our online curriculum, and we are here to support you on that journey.|Due to our small size, the administration and instructional staff at JKBS can communicate individually with students and their families. This enables us to maintain consistent communication throughout the year and offers multiple opportunities for input. However, the frequent mobility of our students, who often come and go during the year, makes it particularly challenging to encourage attendance at PAC meetings and other larger group events where we seek feedback. Because of this mobility, we also have less time to build meaningful relationships with some parents and guardians.|Increasing parent engagement is the primary focus of JKBS, as reflected in our yearly survey data and feedback from our educational partners during in-person meetings. We have struggled with poor attendance at PAC and other informational meetings, so we continue to prioritize individual engagement with families. At the same time, we still aim to successfully hold larger group meetings to gather collaborative feedback and input for decision-making.|All the engagement strategies mentioned aim to build trust and transparency with our educational partners. This approach ensures that they feel comfortable and confident that their voices are heard and that they can make a meaningful impact. It fosters a sense of comfort, confidence, and the ability to advocate for what they believe is best for their children and others. We will continue to seek input from our educational partners and maintain open communication to demonstrate that their feedback truly makes a difference. In response to feedback from educational partners, we have developed numerous programs and experiential learning opportunities for our students. Furthermore, based on surveys and feedback from our educational partners, we have expanded the use of ParentSquare for text and voice messaging, and we will include paper communication for our underrepresented families when necessary.|4|5|5|5|4|5|5|4|5|4|4|3|Met||2026-06-15|2026
14101400117994|YouthBuild Charter School of California|3|YCSC has historically worked on improving its relationship with parents and families. Its Community Schools grant is helping the school make additional positive strides in the right direction. Because the majority of YCSC students are ages 18+, it can sometimes be difficult to get parent engagement.|We are working to get more consistent attendance from parents at school events and activities.|Over 95% of YCSC students are from one supplemental or concentration category. We are working to get more consistent attendance from all parents at school events and activities.|YCSC partners with YouthBuild programs from the very beginning to provide comprehensive and holistic supportive services to improve student outcomes. With community school grant funding, we have been able to build out new and strengthen existing partnership for student outcomes. This includes a recent partnership with Metro to provide students with career exposure.|Given the variety of staffing resources and funding from our school's partner programs, the goal is to create more consistency around services offered at all 18 of our school sites.|Over 95% of YCSC students are from one supplemental or concentration category. Given the variety of staffing resources and funding from our school's partner programs, the goal is to create more consistency around services offered at all 18 of our school sites.|YCSC's strengths are consistently providing surveys as opportunities for interest-holder feedback.|Our focus area is getting a higher rate of response on interest-holder feedback surveys.|Over 95% of YCSC students are from one supplemental or concentration category. Our focus area is getting a higher rate of response on interest-holder feedback surveys, including from underrepresented families.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-16|2026
14101400128447|The Education Corps|3|Our school provides wrap-around services to our students and families that many traditional schools are unable to provide. Through our partnerships with local non-profit organizations, such as local Conservation Corps and other Community Based Organizations, we connect our families to resources and support services. Parent involvement is increasing and we have boosted our parent participation rates at our Back-to-School nights, Open House, and family events. Family engagement events are sent out with the school's monthly calendar and are scheduled at various times to accommodate parent participation and their varying work schedules. We purchased a two way messaging system called Deanslist to strengthen the school-to-home connection for our families and we committed over the last two years to keeping in constant contact with our families through emails, phone calls, and home visits. We also had many families participate in our online needs surveys. For our college bound students, we continue to hold parent education events throughout the year so that families play a greater role in the college application and transition process. Families listed college exposure events, field trips, and support in completing applications as the most impactful activities that assisted students in matriculating to college.|Over the last three years, we have increased our fleet of vehicles which allows us to make home visits and pick up and drop off students that are having issues securing transportation to school. This has helped boost attendance and has also strengthened our school to home connection. We are also part of Metro’s Go Pass program which provides free bus passes across multiple municipalities to our students. We believe this helps to lessen the burden of transportation to and from school for our families. Additionally, as mentioned above, the school is on its third year of using an accountability and behavior/attendance tracking system called DeansList. This system allows parents direct access to teachers and staff through a two way text system. It also shares weekly reports with families about positive behaviors the students are demonstrating in class. This software allows teachers to easily and consistently connect with families using a familiar tool and technology- phones, text, and emails. We want families to see a holistic picture of how their students are behaving and performing in school. Instead of just getting phone calls for discipline incidents, families will get weekly reports that recognize students for admirable behaviors, academic progress, and includes any behavior interventions that are implemented.|Our schools are designed to work with students and families in small learning communities so that individualized student needs can be met. Most of our students come from underserved communities with many educational risk factors.  Our unique model provides students with academic support along with social emotional support and work based learning opportunities (for those interested). Along with our on-site counselors, we expanded our mental health services through a partnership with Hazel Health to provide short term student and family virtual counseling to families in need. Another area of focus has been our ELL population. We have been increasing staffing and services to these youth and will continue to invest in ELD support services this upcoming school year.  Lastly, our population of students experiencing homelessness and housing instability has been growing each year. We have improved our processes for identifying students experiencing homelessness, set aside additional funds to support these students, and formed partnerships with local organizations to assist these students in securing stable housing.|Our schools interact with various community-based organizations to provide resources and services to our students and their families.  Our strongest connections are those that provide work based learning opportunities and stipends to our students that want to gain work experience and earn money while in school.  Through partnerships with Youth Source Centers and local conservation corps, students have the opportunity to participate in programs that offer 10-20 hours of paid work weekly. Our college transition team is very active in forming partnerships with local community colleges and universities (such as the EOPS program) so that students are connected to supportive resources at the postsecondary institutions where they transition after high school. We have increased the number of students that are dual enrolled in both high school and community college courses. Lastly, student wellness and mental health care is a focus at our school. We collaborate with CBO's for health fairs, education around living a healthy lifestyle, and we provide multi-layered counseling options for our students.|While mental health is a focus at our schools, the need for services can overwhelm the resources available. That is why we added an additional layer of virtual mental health support with our Hazel Health partnership. Hazel offers short-term mental health counseling and triage/referral support for students that need longer term care. From our parent and student input surveys, paid work experience was highlighted as something that motivates students to come to school and finish their education. As such, increasing student opportunities for paid work experience and internships is a focus area for our schools.|Our school has increased the avenues of communication for sharing resources and programs to families. As mentioned above, along with sending out our event/program calendars and increasing our monthly parent events, the DeansList system allows us to target particular groups of students and send out additional information to families through text, email, or phone calls. We have also augmented our orientation and intake process so that these services are presented to parents when students first enroll in the school. Lastly, the school has been in the process of revamping our website and social media handles so that all programmatic opportunities and calendars are more readily accessible online.|"For the most part, sending out online surveys has been the most effective way that we have found to get the greatest percentage of parent and student input in decision- making. These surveys have been extremely valuable and have informed our annual goals. We have also had some success with forming committees for targeted improvement and feedback. For instance, we created PLC's such as an ""intervention committee"" of staff people focused on improving our academic intervention classes. We also have Associated Student Body Leadership Councils at many of our schools that provide feedback and guide our student programming and events. During our parent college and financial aid workshops we have parents provide feedback and share any obstacles that have experienced in relation to understanding the postsecondary transition process."|"For the most part, sending out online surveys has been the most effective way that we have found to get the greatest percentage of parent and student input in decision- making. These surveys have been extremely valuable and have informed our annual goals. We have also had some success with forming committees for targeted improvement and feedback. For instance, we created PLC's such as an ""intervention committee"" of staff people focused on improving our academic intervention classes. We also have Associated Student Body Leadership Councils at many of our schools that provide feedback and guide our student programming and events. During our parent college and financial aid workshops we have parents provide feedback and share any obstacles that have experienced in relation to understanding the postsecondary transition process."|Because the majority of students that we serve are 18+, family engagement is different for our school since parents are not required to be involved in all of the decision making for our young adult students. However, last year, we opted to hold traditional parent involvement events and students who were 18+ could choose to bring their parents. The events were successful and we hope to increase attendance this year for those events and add to them. Face to face conversations provide deeper insight that surveys cannot always capture.|4|5|5|4|4|4|4|3|3|3|3|4|Met||2026-06-19|2026
14101400128454|College Bridge Academy|3|Our school provides wrap-around services to our students and families that many traditional schools are unable to provide. Through our partnerships with local non-profit organizations, such as local Conservation Corps and other Community Based Organizations, we connect our families to resources and support services. Parent involvement is increasing and we have boosted our parent participation rates at our Back-to-School nights, Open House, and family events. Family engagement events are sent out with the school's monthly calendar and are scheduled at various times to accommodate parent participation and their varying work schedules. We purchased a two way messaging system called Deanslist to strengthen the school-to-home connection for our families and we committed over the last two years to keeping in constant contact with our families through emails, phone calls, and home visits. We also had many families participate in our online needs surveys. For our college bound students, we continue to hold parent education events throughout the year so that families play a greater role in the college application and transition process. Families listed college exposure events, field trips, and support in completing applications as the most impactful activities that assisted students in matriculating to college.|Over the last three years, we have increased our fleet of vehicles which allows us to make home visits and pick up and drop off students that are having issues securing transportation to school. This has helped boost attendance and has also strengthened our school to home connection. We are also part of Metro’s Go Pass program which provides free bus passes across multiple municipalities to our students. We believe this helps to lessen the burden of transportation to and from school for our families. Additionally, as mentioned above, the school is on its third year of using an accountability and behavior/attendance tracking system called DeansList. This system allows parents direct access to teachers and staff through a two way text system. It also shares weekly reports with families about positive behaviors the students are demonstrating in class. This software allows teachers to easily and consistently connect with families using a familiar tool and technology- phones, text, and emails. We want families to see a holistic picture of how their students are behaving and performing in school. Instead of just getting phone calls for discipline incidents, families will get weekly reports that recognize students for admirable behaviors, academic progress, and includes any behavior interventions that are implemented.|Our schools are designed to work with students and families in small learning communities so that individualized student needs can be met. Most of our students come from underserved communities with many educational risk factors.  Our unique model provides students with academic support along with social emotional support and work based learning opportunities (for those interested). Along with our on-site counselors, we expanded our mental health services through a partnership with Hazel Health to provide short term student and family virtual counseling to families in need. Another area of focus has been our ELL population. We have been increasing staffing and services to these youth and will continue to invest in ELD support services this upcoming school year.  Lastly, our population of students experiencing homelessness and housing instability has been growing each year. We have improved our processes for identifying students experiencing homelessness, set aside additional funds to support these students, and formed partnerships with local organizations to assist these students in securing stable housing.|Our schools interact with various community-based organizations to provide resources and services to our students and their families.  Our strongest connections are those that provide work based learning opportunities and stipends to our students that want to gain work experience and earn money while in school.  Through partnerships with Youth Source Centers and local conservation corps, students have the opportunity to participate in programs that offer 10-20 hours of paid work weekly. Our college transition team is very active in forming partnerships with local community colleges and universities (such as the EOPS program) so that students are connected to supportive resources at the postsecondary institutions where they transition after high school. We have increased the number of students that are dual enrolled in both high school and community college courses. Lastly, student wellness and mental health care is a focus at our school. We collaborate with CBO's for health fairs, education around living a healthy lifestyle, and we provide multi-layered counseling options for our students.|While mental health is a focus at our schools, the need for services can overwhelm the resources available. That is why we added an additional layer of virtual mental health support with our Hazel Health partnership. Hazel offers short-term mental health counseling and triage/referral support for students that need longer term care. From our parent and student input surveys, paid work experience was highlighted as something that motivates students to come to school and finish their education. As such, increasing student opportunities for paid work experience and internships is a focus area for our schools.|Our school has increased the avenues of communication for sharing resources and programs to families. As mentioned above, along with sending out our event/program calendars and increasing our monthly parent events, the DeansList system allows us to target particular groups of students and send out additional information to families through text, email, or phone calls. We have also augmented our orientation and intake process so that these services are presented to parents when students first enroll in the school. Lastly, the school has been in the process of revamping our website and social media handles so that all programmatic opportunities and calendars are more readily accessible online.|"For the most part, sending out online surveys has been the most effective way that we have found to get the greatest percentage of parent and student input in decision- making. These surveys have been extremely valuable and have informed our annual goals. We have also had some success with forming committees for targeted improvement and feedback. For instance, we created PLC's such as an ""intervention committee"" of staff people focused on improving our academic intervention classes. We also have Associated Student Body Leadership Councils at many of our schools that provide feedback and guide our student programming and events. During our parent college and financial aid workshops we have parents provide feedback and share any obstacles that have experienced in relation to understanding the postsecondary transition process"|Creating opportunities for students to be exposed to new experiences and filed trips is a strength of our schools. However, family engagement has been something we have struggled with. We have not gotten as much participation at school events as we would like but it has been increasing. We encourage family involvement through traditional events such as Open House and Back to School Night but have also tried to increase participation in family BBQ's and academic events like the math pentathlon. These events were successful at some sites and we hope to increase attendance this year for those events and add to them. Face to face conversations provide deeper insight that surveys cannot always capture.|Our goal this year is to increase and maintain open and regular communication with parents. We believe more routine communication with parents is the first step in getting more communication back from our underrepresented families. Since the school has had success with online surveys, we are going to take the surveys one-step further by inviting interested parents on the survey to be a part of more in-depth focus groups around some of our annual school goals. Last year, we developed an exit survey for students and families who either graduate from our school or choose to leave our school before graduation. This gave us valuable feedback for improvement and we intend to expand its use this upcoming school year.|4|5|5|4|3|3|4|3|3|3|3|3|Met||2026-06-19|2026
14632480000000|Big Pine Unified|3|Full implementation of the EL Education model.|Improving attendance.|Outreach through new school Assistant Principal position.|Full implementation of the EL Education model.|Improving attendance.|Outreach through new school Assistant Principal position.|Full implementation of the EL Education model.|Parent/Guardian survey completion rates.|Outreach through new school Assistant Principal position.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-01|2026
14632710000000|Death Valley Unified|3|Maintaining the two community liaisons has been a tremendous success, providing in-person communication between school and parents.|Since the faculty largely moved into the district from out of the area, the focus area in building relationships between school staff and families continues to be solidifying staff understanding of local populations and needs.|Due to our small size (current student population is 34 in the TK-12 district), we are able to connect individually with all families in the district.|The current strength lies in the LEA’s community liaisons and the open availability of school administrators to meet with parents.|Teachers regularly develop and maintain direct contact with parents and families through parents preferred means of communication.|Due to our small size (current student population is 34 in the TK-12 district), we are able to connect individually with all families in the district.|The community liaisons and administrators provide opportunities for parents and educational partners to have input on school decisions.|The district will continue to seek input for decision making through 1:1 contact with educational partners.|Due to our small size (current student population is 34 in the TK-12 district), we are able to connect individually with all families in the district.|4|4|4|4|3|4|4|3|3|3|3|3|Met||2026-06-04|2026
14632890000000|Lone Pine Unified|3|Lone Pine Unified School District has made significant progress in strengthening relationships with families by increasing communication, visibility, and accessibility. District and site leaders have intentionally created more opportunities for families to participate in school events, provide input, and celebrate student success. ParentSquare has become an important communication tool, allowing timely updates in both English and Spanish while improving two-way communication between schools and families.  The district has also prioritized transparency through regular site communications, board communications, community events, and recognition of student accomplishments. These efforts have strengthened trust while reinforcing the district's commitment to serving every student.|Moving forward, the district will continue expanding meaningful opportunities for families to participate in decision-making beyond traditional meetings. Increasing participation from historically underrepresented families remains a priority, with an emphasis on reducing barriers to engagement and ensuring all voices are represented during district planning.|The district will continue utilizing multiple communication methods, flexible meeting opportunities, and bilingual communication to increase participation among all families. Staff will continue seeking feedback through surveys, community meetings, and direct outreach while building relationships that encourage long-term family engagement.|The District is working to build connections with community groups, parent groups and the business community. Including the community in discussions regarding student achievement, support and interventions.|The District could improve by consolidating its asks of the community by serving multiple groups in fewer meetings.|We are offering increased intervention opportunities and parent communication by building it into our routines.|The district has established a culture that values stakeholder voice in decision-making. Parents, staff, students, bargaining units, and community members were actively engaged throughout the LCAP development process and provided meaningful input regarding district priorities, programs, and resource allocation. Regular board meetings, advisory groups, ParentSquare communications, and public forums have expanded opportunities for educational partners to participate in shaping district initiatives.|The district will continue improving stakeholder engagement by increasing participation across all educational partner groups and ensuring feedback directly informs district planning and continuous improvement efforts. Future work will focus on strengthening communication regarding how stakeholder input influences district decisions.|The district remains committed to ensuring every family has an opportunity to participate in district decision-making. Through bilingual communication, flexible meeting formats, direct outreach, and partnerships with community organizations, Lone Pine Unified School District will continue removing barriers that may prevent participation.|3|4|4|4|3|3|3|2|3|3|4|4|Met||2026-06-30|2026
14632970000000|Owens Valley Unified|3|Our strength in Building Relationships Between School Staff and Families includes our small size, which allows all staff members to cultivate positive relationships with families.|Our focus area for improvement in Building Relationships Between School Staff and Families is ensuring that our staff members continue to cultivate relationships with our families, especially those who are new to the school district. We are also prioritizing effective, timely communication between the school and our families. In 2024-25, we added a stipend position for a Communications and Social Media Liaison to improve the timeliness and frequency of our communication with families and this position has continued for the 2025-26 school year.|We will improve engagement of underrepresented families in the area of Building Relationships Between School Staff and Families through personal contact with these families to cultivate strong relationships and a comfort level that promotes improved engagement.|Our strengths in Building Partnerships for Student Outcomes is providing information regarding families' legal rights and means for advocating for students, meeting with families to discuss student progress and improce student outcomes, and providing opportunities for staff to partner with families.|Our focus area in Building Partnerships for Student Outcomes is to provide families with more information and resources to support student learning in the home. In addition, teachers will regularly communicate with families to establish strong connections with our parents.|We will improve engagement of underrepresented families in the area of Building Partnerships for Student Outcomes by creating opportunities at school for parents to learn about how they can help and support their students' academic growth.|Our strengths in seeking input for decision-making including making surveys widely available and easily accessible to our educational partners. We are struggling with getting our partners to provide input on the surveys we develop and share but will continue to seek input and send reminders to respond to surveys.|Our focus area for improvement in Seeking Input for Decision-Making is to increase the response rate on all surveys that are shared with educational partners.|We will improve engagement of underrepresented families in the area of Seeking Input for Decision-Making by making personal contact with our underrepresented families, in a language they understand, to ensure that we obtain their input for school decision-making.|5|5|5|5|4|3|4|4|4|3|4|3|Met||2026-06-02|2026
14633050000000|Round Valley Joint Elementary|3|Parents are involved in student outcomes in many ways. Parents have access to the student portal for up-to-date grading and assignments. Parent conferences are held for every parent yearly and repeated when needed. Conferences are held yearly for students with disabilities, for English Language Learners, and for students identified through District testing as being at risk. In order to keep families informed, the school has a new, easy to access website. The school also communicates regularly with families via Parent Square, and special events are celebrated on Instagram. Teachers and parents correspond regularly through emails, text, the Remind App., written notes, and phone calls. Our PTO creates family / community engagement opportunities. With our PTO's support, attendance at our Back to School Breakfast and Open House, Breakfast & Jogathon has increased to 95 - 100% since it was moved to the morning and now includes a full breakfast.|The LEA would like to continue focusing on encouraging families that reside within our school district to attend school at our site.|The LEA would like to work to create and disseminate informative, promotional information about our school to local realtors and offer tours to perspective buyers with children.|Round Valley School is a small rural school that has a rich tradition of parent involvement. Teachers are the front line in parent communication and all teachers make themselves accessible to parents via email, phone, text, the Remind App., or handwritten notes. Additionally, our Parent Square Notification System provides a portal to parents notifying them of all upcoming events and important details. Parents are also able to access their students grades, assignments, missing work and due dates for long term projects via Aeries Our Board Meetings and PTO are open to all parents and community members and meetings are schedulaed monthly to provide opportunities to address new or existing concerns. Board meetings are also shared publicly via Google Meet for those that cannot attend in person. We schedule workshop style meetings to share in a relaxed forum topics such as budget and Superintendent reports, so that parents feel free to participate.|Our focus area continues to be recruiting members for our PTO. It is always necessary to recrutit PTO officers and members. Our PTO provides a tremendous amount of enrichment activities for our students and families and it is vital to the school's culture to have their support.|Communicating PTO meetings to families via Parent Square is vital to participation. Attendance incentives, such as food and beverages, asre provided at meetings. In order to draw attention to and communicate the importance of PTO, the school's yearbook is dedicated to the organization. For the comfort of all families, meetings ar held in our newly revitalized and welcoming library.|We are a small, rural elementary school with a small family base (approximately 60 families total). All families are invited to participate in areas where they feel comfortable including Board Meetings, School Site Council, PTO, STEP Foundation, parent volunteers, field trip chaperones, etc. Correspondences are through email, text, robo calls, Parent Square, website announcements, Instagram, phone calls and written materials. Various apps. such as Remind are utilized by teachers.|We would like to increase parent attendance at monthly board meetings.|In order to increase parent attendance at monthly board meetings, meetings will continue in hybrid form and meetings will be held at 3:30 p.m. to more easily enable parents to attend after parent pick-up. This meeting time will make attending meetings more convenient as families will no longer have to make an additional drive back to our frontier school in order to attend a board meeting.|5|5|5|5|5|5|5|5|4|4|4|4|Met||2026-06-10|2026
14766870000000|Bishop Unified|3|Based on the analysis of educational partner input and local data, the LEA continues to demonstrate strengths in building relationships between school staff and families through consistent opportunities for engagement, communication, and celebration of student success. Back to School Nights are well attended across sites, as are parent/student conferences with teachers, provided biannually in grades TK-8. Additionally, families report that participation in extracurricular events, such as athletics, remains a primary source of school involvement and connection.  The district continues to strengthen partnerships with culturally and linguistically diverse families by providing meaningful opportunities for Spanish-speaking families to come onto campus, engage with staff, and celebrate their students’ achievements in the language spoken and understood at home. Schools have increased efforts to provide translated communication, bilingual support during events, and inclusive family activities that foster stronger connections between home and school.  The Bishop Indian Education Center remains a long-time supporter of the schools and provides daily tutoring support for Native American students of all ages. Professional development workshops have been provided focusing on cultural awareness, historical trauma, and inclusivity. Annually, the November school board meeting is held at the Bishop Paiute Tribal Chambers and focuses on Native American students; their involvement in school, progress, and achievements.|BUSD continues to focus on expanding afterschool program offerings, providing tutoring, enrichment, and supervision for students in grades TK-6 every day after school. The District also continues to build on it's positive relationship with the Bishop Indian Education Center.|The District provides accommodations and incentives for parent involvement and participation in school events by offering food, childcare, and making information available in Spanish. BUSD has introduced several community nights focusing on English Learner family involvement and celebrating EL progress and accomplishments.|The District values and celebrates community involvement and partnerships within our schools. Parent and staff feedback indicate that strong relationships with students are among our greatest strengths. Hispanic Liaisons and Native American Liaisons staffed at each school site. All school offices have a bilingual staff member. ParentSquare communication system provides notices and information to families via their preferred method (i.e. text, call, email) in their home language. Re-establishment of the Parent-Teacher-Community-Organization (PTCO) which helps arrange regular community nights/events at Bishop Elementary School. District Parent Advisory Council (DPAC) reorganized to better reflect and represent the diverse demographics in our community.|The District would like to continue to increase parent involvement and input in various school and district level committees and events such as School Site Council membership, Parent Advisory Council, ELAC and DELAC, and PTCO community building events. BUSD also looks forward to increased parent participation during regular meetings of the local tribal parent advisory council.|The District will utilize the ParentSquare communication platform to reach parents in their home language and will ensure newsletters and flyers are translated and accessible on the school website. Staff will communicate directly with parents via the parent portal on our school information system to communicate student progress, concerns, and celebrations. Signage across all campuses is beginning to reflect the three main dialects in our community. The District plans to continue to hold more community nights and events aimed at celebrating English learner progress and achievements and elicit more input from our Spanish-speaking families.|School Site Councils and ELAC committees are established at each site, to review and provide input on school/district plans such as the school's Single Plan for Student Achievement (SPSA) and the district's Local Control Accountability Plan (LCAP). Families are surveyed periodically throughout the year, via the ParentSquare app, to elicit input and inform various plans.|The District seeks more frequent and less formal feedback on school activities and program offerings from families and students, especially increased participation with the PAC committee which meets monthly at the Bishop Indian Education Center.|BUSD has more resources targeted towards collaborating with Spanish-speaking families. This year, DELAC and ELAC meetings were held concurrently, to connect more parents across the district.|4|4|4|4|3|3|3|3|3|3|3|3|Met||2026-06-11|2026
15101570000000|Kern County Office of Education|3|According to the 2026 LCAP survey, 97.2% of parents/guardians agreed with the statement, “I feel welcome at my student’s school,” and 95.8% of parents/guardian agreed with the statement, “The interactions I have with school staff are pleasant.”  The Alterative Education program believes that building strong relationships with students and their families is foundational to student success.  Program staff regularly connect with parents/guardians through phone calls and make intentional efforts to ensure families feel welcome during each visit to campus.  However, the program faces challenges in fostering long-term, lasting relationships.  Short enrollment periods in Community School can limit opportunities for sustained engagement, and Court School restrictions typically constrain parent/guardian access outside of events such as Back to School Night and scheduled meetings.|The Alternative Education program is committed to continuing to foster positive relationships with families through regular communication and invitations to school events.  A key area of ongoing focus is increasing parent/guardian participation in advisory committees, including Court and Community School Site Councils and the Court and Community English Learner Advisory Committees.|As noted previously, securing parent/guardian involvement in the Alternative Education program is challenging due to students’ short enrollment periods and limited opportunities to engage with many Court School parents/guardians. Through the California Community Schools Partnership Program, the program has expanded the number of events and support services available to parents/guardians and families.  Moving forward, the program aims to further strengthen and broaden family engagement, with a particular focus on increasing participation among underrepresented groups.|According to the 2026 LCAP survey, 94.2% of participating parents/guardians agreed with the statement, “My school values parents/guardians as important partners in their student’s education.”  Each Community School site maintains an open-door policy, encouraging ongoing communication with families to discuss student progress and collaborate on strategies to support both behavioral and academic success.  Administrators also proactively schedule meetings with families of students who are struggling to identify barriers to success and determine how the school can best support both the student and the family.|Through the California Community Schools Partnership Program, the Alternative Education program supports staff in partnering with parents/guardians to enhance the social emotional and academic well-being of their children.  By utilizing surveys, focus groups, and parent workshops, the program identifies the resources and supports families need to effectively assist their children’s academic success.|The Alternative Education program will continue to build on existing efforts to strengthen partnerships that support improved student outcomes, including for families that are traditionally underrepresented.  These efforts include extending invitations to all school events and maintaining consistent communication through Parent Portal and Parent Square.  Additionally, participation in the California Community Schools Partnership Program will further enhance and support these initiatives.|The Alternative Education program encourages parents/guardians to participate in committees to help inform decisions that impact students.  The program actively recruits family members to serve on Court and Community School Site Councils, as well as the Court and Community English Learner Advisory Committees.  Parents/guardians are also invited to attend annual Town Hall meetings, where the Local Control and Accountability Plan (LCAP) survey is shared to gather their input.  Additionally, parents/ guardians of students receiving special education services are encouraged to attend and actively participate in all IEP meetings.  Results from the 2026 LCAP survey indicate that 87.0% of parents/ guardians surveyed agreed with the statement, “My school actively seeks parent/guardian input into decisions related to their student’s education through surveys, IEP meetings, parent conferences, etc.”  Despite these efforts, the high turnover rate in both Court and Community Schools continues to present challenges in maintaining consistent parent/guardian involvement.|Through parent/guardian conferences, IEP meetings, School Site Council meetings, and school-based events, the Alternative Education program will continue to encourage families to engage in the decision-making processes that impact their child’s education.  Outreach efforts supported by the California Community Schools Partnership Program further strengthen and expand these opportunities for meaningful involvement.|All actions undertaken by the Alternative Education program to improve parent/guardian engagement will intentionally include underrepresented families.  Due to the program’s highly transient population and limited access to Court School parents/guardians, ensuring that families understand the critical importance of their involvement in decision-making can be challenging.  However, the program will continue to make every effort to engage parents/guardians in school decision-making processes.|4|5|3|3|3|3|5|5|4|4|4|4|Met||2026-06-09|2026
15101570119669|Wonderful College Prep Academy|3|After reviewing educational partner feedback and local data, families continue to report strong relationships with school staff and a positive sense of connection to Wonderful College Prep Academy (WCPA). Families consistently indicate that students feel safe at school, campuses are welcoming and clean, and communication regarding student progress and school updates is timely and accessible. Families continue to identify ParentSquare as the most effective communication platform for receiving school information, updates, and direct communication from teachers and school leaders. During the 2025–2026 school year, WCPA continued strengthening family engagement efforts through its Community Schools framework by expanding opportunities for meaningful family participation and two-way communication. WCPA provided a wide variety of engagement opportunities focused on supporting student achievement, family wellness, and school connectedness, including WCPA Signature Events, Family Orientations, Math and Literacy Nights, Financial Aid Awareness workshops, student showcases, attendance campaigns, and parent education opportunities. Events were intentionally designed to support families as partners in their child’s academic success while also building stronger relationships between families, staff, and the broader school community. WCPA also continued to expand integrated student and family supports through Community Schools initiatives and Student Support Services teams, including counseling, school social work, wellness supports, attendance outreach, and family resource coordination. These efforts have helped strengthen trust with families and improve collaboration between school staff and educational partners in support of student success.|After reviewing educational partner feedback and local data, families continue to report strong relationships with school staff and a positive sense of connection to Wonderful College Prep Academy (WCPA). Families consistently indicate that students feel safe at school, campuses are welcoming and clean, and communication regarding student progress and school updates is timely and accessible. Families continue to identify ParentSquare as the most effective communication platform for receiving school information, updates, and direct communication from teachers and school leaders. During the 2025–2026 school year, WCPA continued strengthening family engagement efforts through its Community Schools framework by expanding opportunities for meaningful family participation and two-way communication. WCPA provided a wide variety of engagement opportunities focused on supporting student achievement, family wellness, and school connectedness, including WCPA Signature Events, Family Orientations, Math and Literacy Nights, Financial Aid Awareness workshops, student showcases, attendance campaigns, and parent education opportunities. Events were intentionally designed to support families as partners in their child’s academic success while also building stronger relationships between families, staff, and the broader school community. WCPA also continued to expand integrated student and family supports through Community Schools initiatives and Student Support Services teams, including counseling, school social work, wellness supports, attendance outreach, and family resource coordination. These efforts have helped strengthen trust with families and improve collaboration between school staff and educational partners in support of student success.|Based on educational partner feedback, WCPA families expressed appreciation for consistent communication and individualized updates regarding student progress and schoolwide initiatives. During the 2026–2027 school year, WCPA will continue providing customized student progress reports and opportunities for individualized family conferences to ensure families remain informed and actively engaged in their child’s academic growth and overall success. Families will continue receiving updates related to academic performance, attendance, English Learner progress, graduation and A-G completion status, and available student supports. WCPA will continue implementing targeted outreach efforts for underrepresented families, including families of English Learners, Students with Disabilities, foster youth, and families experiencing barriers to participation. School staff will proactively connect with families who are unable to attend school events or conferences by offering flexible meeting opportunities, bilingual communication support, and individualized follow-up from school counselors, family engagement staff, or school leaders. Through its Community Schools framework, WCPA will continue partnering with trusted community organizations and service providers to increase access to family resources, wellness supports, and engagement opportunities. WCPA’s goal is to ensure all families feel welcomed, valued, informed, and empowered as active partners in their child’s education and school community.|Based on educational partner feedback and local data, WCPA continued to strengthen partnerships during the 2025–2026 school year to support positive student academic, behavioral, and social-emotional outcomes. Families shared through surveys, Parent Advisory Committee meetings, English Learner Advisory Committee meetings, and other engagement opportunities that they value the strong relationships between school staff, families, and community partners that help provide wrap-around supports for students. As part of its Community Schools framework, WCPA continued expanding integrated student supports and collaborative partnerships to address both academic and non-academic barriers to student success. WCPA maintained onsite support services including school counselors, school social workers, school psychologists, school nurses, wellness supports, attendance teams, and specialized intervention staff to provide early identification, intervention, and coordinated supports for students and families. WCPA also continued strengthening partnerships with higher education institutions, local agencies, community-based organizations, and service providers to expand opportunities for students and families. These partnerships supported areas such as mental health services, college and career readiness, dual enrollment, family wellness, attendance outreach, and access to community resources. Families and educational partners also expressed appreciation for opportunities to participate in school activities, leadership committees, volunteer opportunities, and student-centered events that strengthen collaboration between home, school, and community.|Based on educational partner feedback and local data, WCPA will continue focusing on strengthening collaborative partnerships that directly support student achievement, attendance, engagement, and social-emotional well-being. WCPA recognizes the importance of ensuring that partnerships are aligned to measurable student outcomes and responsive to the needs identified through data analysis and family feedback. School leaders, staff, families, and educational partners will continue reviewing student performance data, including English Language Arts and Mathematics achievement, chronic absenteeism, A-G completion, English Learner progress, graduation indicators, and local climate data to identify areas requiring additional support and strategic collaboration. WCPA will continue setting ambitious growth targets for all student groups while engaging families and community partners in shared accountability for student success. As part of its Community Schools implementation, WCPA will also continue improving coordination of services and increasing awareness of available student and family supports. WCPA aims to strengthen systems for connecting families with community-based resources, expand opportunities for educational partner collaboration, and continue building sustainable partnerships that address both academic and whole-child needs.|WCPA will continue implementing targeted outreach and partnership strategies to improve engagement with underrepresented families, including families of English Learners, Students with Disabilities, foster youth, migrant students, and families experiencing economic hardship. School leaders and staff regularly review subgroup data with educational partners, including Parent Advisory Committee and English Learner Advisory Committee members, to monitor student progress and identify opportunities for additional supports and engagement. Families will continue receiving customized student progress updates that include academic performance information, attendance data, English Learner progress, graduation and A-G completion status, and available interventions and supports. WCPA will continue offering individualized meetings with teachers, counselors, school leaders, and support staff to ensure families understand student progress and are empowered to actively participate in educational decision-making. Through its Community Schools approach, WCPA will continue partnering with trusted community organizations and agencies to increase access to services and remove barriers that may limit family participation. Outreach efforts will include bilingual communication, flexible meeting opportunities, proactive follow-up with families who are difficult to reach, and expanded family engagement opportunities designed to build trust, strengthen relationships, and increase family voice in school improvement efforts and student success initiatives.|Wonderful College Prep Academy (WCPA) continued to prioritize meaningful educational partner engagement during the 2025–2026 school year by creating multiple opportunities for students, families, staff, and community partners to provide input into schoolwide priorities, programs, and continuous improvement efforts. Through its Community Schools framework, WCPA emphasized shared decision-making and collaboration to ensure educational partner voice informs strategic planning and student support systems. Families participating in the Parent Advisory Committee (PAC), English Learner Advisory Committee (ELAC), Community Schools engagement opportunities, and other family meetings were regularly provided opportunities to review schoolwide data, discuss student needs, and provide feedback regarding academic programs, student supports, attendance initiatives, school culture, and family engagement efforts. Student representatives and student leadership groups also provided consultation and feedback related to school climate, instructional opportunities, interventions, extracurricular programming, and student wellness supports. Staff members participated in collaborative planning and continuous improvement processes through professional learning communities, leadership meetings, committee participation, surveys, and strategic planning discussions. School and Executive Leadership regularly reviewed educational partner feedback alongside local data and state indicators to evaluate progress toward schoolwide goals and determine areas requiring additional support or adjustments to strategy. These structures have helped strengthen transparency, collaboration, and shared ownership in decision-making across the organization.|Based on educational partner feedback and local data, WCPA will continue focusing on increasing authentic family and student participation in decision-making processes and leadership opportunities. While families and staff expressed appreciation for the opportunities provided to share input during the 2025–2026 school year, WCPA recognizes the importance of continuing to strengthen participation from a broader and more representative group of educational partners. WCPA will continue expanding engagement efforts within the Parent Advisory Committee (PAC), English Learner Advisory Committee (ELAC), Community Schools structures, student leadership groups, and family engagement opportunities to ensure educational partner feedback remains central to school improvement planning and implementation. School leaders will continue reviewing local and state data with educational partners, including academic performance, attendance, school climate, and student subgroup data, to support collaborative problem-solving and shared accountability for student outcomes. Additionally, WCPA will continue refining communication and feedback systems to ensure families and staff clearly understand how their input contributes to schoolwide decisions, strategic priorities, and program improvements. These efforts are intended to strengthen trust, transparency, and long-term educational partner engagement throughout the organization.|WCPA will continue implementing targeted outreach strategies to increase participation and engagement from underrepresented families, including families of English Learners, Students with Disabilities, foster youth, migrant students, and families experiencing barriers to participation. School leaders and Student Support Services teams will continue utilizing family surveys, Parent Advisory Committee feedback, English Learner Advisory Committee feedback, attendance outreach, and Community Schools engagement efforts to better understand family needs and remove barriers to participation. WCPA will continue providing bilingual communication and interpretation services in English and Spanish across meetings, events, surveys, and school communications. ParentSquare and other communication platforms will continue to be utilized to provide timely information in families’ preferred languages and create accessible opportunities for families to provide input and engage directly with school staff and leadership. As part of its Community Schools approach, WCPA will continue strengthening relationships with families through personalized outreach, flexible meeting opportunities, and coordinated student and family supports. Student Support Services teams, including counselors, social workers, attendance staff, and family engagement personnel, will continue proactively connecting with families whose students may be experiencing attendance, academic, behavioral, or social-emotional challenges to ensure families remain engaged partners in both decision-making and student success efforts.|5|5|4|4|4|4|5|5|5|5|5|4|Met||2026-06-18|2026
15101570124040|Grow Academy Arvin|3||||||||||||||||||||||Not Met|||2026
15101570135467|Wonderful College Prep Academy - Lost Hills|3|After reviewing educational partner feedback and local data, families continue to report strong relationships with school staff and a positive sense of connection to Wonderful College Prep Academy - Lost Hills (WCPA). Families consistently indicate that students feel safe at school, campuses are welcoming and clean, and communication regarding student progress and school updates is timely and accessible. Families continue to identify ParentSquare as the most effective communication platform for receiving school information, updates, and direct communication from teachers and school leaders. During the 2025–2026 school year, WCPA continued strengthening family engagement efforts through its Community Schools framework by expanding opportunities for meaningful family participation and two-way communication. WCPA provided a wide variety of engagement opportunities focused on supporting student achievement, family wellness, and school connectedness, including WCPA Signature Events, Family Orientations, Math and Literacy Nights, Financial Aid Awareness workshops, student showcases, attendance campaigns, and parent education opportunities. Events were intentionally designed to support families as partners in their child’s academic success while also building stronger relationships between families, staff, and the broader school community. WCPA also continued to expand integrated student and family supports through Community Schools initiatives and Student Support Services teams, including counseling, school social work, wellness supports, attendance outreach, and family resource coordination. These efforts have helped strengthen trust with families and improve collaboration between school staff and educational partners in support of student success.|Based on educational partner feedback and local data, WCPA will continue focusing on increasing meaningful family engagement opportunities that are academically relevant, culturally responsive, and accessible to all families. WCPA recognizes the importance of ensuring that family engagement activities move beyond participation and continue building family capacity to support student learning, attendance, social-emotional wellness, and college and career readiness at home. As part of its Community Schools implementation, WCPA will continue strengthening integrated systems of support that connect families with school-based and community resources. Student Support Services staff, including school counselors, school social workers, school nurses, family engagement staff, and attendance teams, will continue proactive outreach to families to support students identified for academic, attendance, behavioral, or social-emotional interventions. WCPA will also continue improving communication systems by simplifying school messages, expanding bilingual communication efforts in English and Spanish, and utilizing multiple communication methods to ensure families can easily access important information. Additionally, WCPA aims to increase family awareness of available community resources and partnerships that support family well-being, mental health, student engagement, and long-term student success.|Based on educational partner feedback, WCPA families expressed appreciation for consistent communication and individualized updates regarding student progress and schoolwide initiatives. During the 2026–2027 school year, WCPA will continue providing customized student progress reports and opportunities for individualized family conferences to ensure families remain informed and actively engaged in their child’s academic growth and overall success. Families will continue receiving updates related to academic performance, attendance, English Learner progress, graduation and A-G completion status, and available student supports. WCPA will continue implementing targeted outreach efforts for underrepresented families, including families of English Learners, Students with Disabilities, foster youth, and families experiencing barriers to participation. School staff will proactively connect with families who are unable to attend school events or conferences by offering flexible meeting opportunities, bilingual communication support, and individualized follow-up from school counselors, family engagement staff, or school leaders. Through its Community Schools framework, WCPA will continue partnering with trusted community organizations and service providers to increase access to family resources, wellness supports, and engagement opportunities. WCPA’s goal is to ensure all families feel welcomed, valued, informed, and empowered as active partners in their child’s education and school community.|Based on educational partner feedback and local data, WCPA continued to strengthen partnerships during the 2025–2026 school year to support positive student academic, behavioral, and social-emotional outcomes. Families shared through surveys, Parent Advisory Committee meetings, English Learner Advisory Committee meetings, and other engagement opportunities that they value the strong relationships between school staff, families, and community partners that help provide wrap-around supports for students. As part of its Community Schools framework, WCPA continued expanding integrated student supports and collaborative partnerships to address both academic and non-academic barriers to student success. WCPA maintained onsite support services including school counselors, school social workers, school psychologists, school nurses, wellness supports, attendance teams, and specialized intervention staff to provide early identification, intervention, and coordinated supports for students and families. WCPA also continued strengthening partnerships with higher education institutions, local agencies, community-based organizations, and service providers to expand opportunities for students and families. These partnerships supported areas such as mental health services, college and career readiness, dual enrollment, family wellness, attendance outreach, and access to community resources. Families and educational partners also expressed appreciation for opportunities to participate in school activities, leadership committees, volunteer opportunities, and student-centered events that strengthen collaboration between home, school, and community.|Based on educational partner feedback and local data, WCPA will continue focusing on strengthening collaborative partnerships that directly support student achievement, attendance, engagement, and social-emotional well-being. WCPA recognizes the importance of ensuring that partnerships are aligned to measurable student outcomes and responsive to the needs identified through data analysis and family feedback. School leaders, staff, families, and educational partners will continue reviewing student performance data, including English Language Arts and Mathematics achievement, chronic absenteeism, A-G completion, English Learner progress, graduation indicators, and local climate data to identify areas requiring additional support and strategic collaboration. WCPA will continue setting ambitious growth targets for all student groups while engaging families and community partners in shared accountability for student success. As part of its Community Schools implementation, WCPA will also continue improving coordination of services and increasing awareness of available student and family supports. WCPA aims to strengthen systems for connecting families with community-based resources, expand opportunities for educational partner collaboration, and continue building sustainable partnerships that address both academic and whole-child needs.|WCPA will continue implementing targeted outreach and partnership strategies to improve engagement with underrepresented families, including families of English Learners, Students with Disabilities, foster youth, migrant students, and families experiencing economic hardship. School leaders and staff regularly review subgroup data with educational partners, including Parent Advisory Committee and English Learner Advisory Committee members, to monitor student progress and identify opportunities for additional supports and engagement. Families will continue receiving customized student progress updates that include academic performance information, attendance data, English Learner progress, graduation and A-G completion status, and available interventions and supports. WCPA will continue offering individualized meetings with teachers, counselors, school leaders, and support staff to ensure families understand student progress and are empowered to actively participate in educational decision-making. Through its Community Schools approach, WCPA will continue partnering with trusted community organizations and agencies to increase access to services and remove barriers that may limit family participation. Outreach efforts will include bilingual communication, flexible meeting opportunities, proactive follow-up with families who are difficult to reach, and expanded family engagement opportunities designed to build trust, strengthen relationships, and increase family voice in school improvement efforts and student success initiatives.|Wonderful College Prep Academy - Lost Hills (WCPA) continued to prioritize meaningful educational partner engagement during the 2025–2026 school year by creating multiple opportunities for students, families, staff, and community partners to provide input into schoolwide priorities, programs, and continuous improvement efforts. Through its Community Schools framework, WCPA emphasized shared decision-making and collaboration to ensure educational partner voice informs strategic planning and student support systems. Families participating in the Parent Advisory Committee (PAC), English Learner Advisory Committee (ELAC), Community Schools engagement opportunities, and other family meetings were regularly provided opportunities to review schoolwide data, discuss student needs, and provide feedback regarding academic programs, student supports, attendance initiatives, school culture, and family engagement efforts. Student representatives and student leadership groups also provided consultation and feedback related to school climate, instructional opportunities, interventions, extracurricular programming, and student wellness supports. Staff members participated in collaborative planning and continuous improvement processes through professional learning communities, leadership meetings, committee participation, surveys, and strategic planning discussions. School and Executive Leadership regularly reviewed educational partner feedback alongside local data and state indicators to evaluate progress toward schoolwide goals and determine areas requiring additional support or adjustments to strategy. These structures have helped strengthen transparency, collaboration, and shared ownership in decision-making across the organization.|Based on educational partner feedback and local data, WCPA will continue focusing on increasing authentic family and student participation in decision-making processes and leadership opportunities. While families and staff expressed appreciation for the opportunities provided to share input during the 2025–2026 school year, WCPA recognizes the importance of continuing to strengthen participation from a broader and more representative group of educational partners. WCPA will continue expanding engagement efforts within the Parent Advisory Committee (PAC), English Learner Advisory Committee (ELAC), Community Schools structures, student leadership groups, and family engagement opportunities to ensure educational partner feedback remains central to school improvement planning and implementation. School leaders will continue reviewing local and state data with educational partners, including academic performance, attendance, school climate, and student subgroup data, to support collaborative problem-solving and shared accountability for student outcomes. Additionally, WCPA will continue refining communication and feedback systems to ensure families and staff clearly understand how their input contributes to schoolwide decisions, strategic priorities, and program improvements. These efforts are intended to strengthen trust, transparency, and long-term educational partner engagement throughout the organization.|WCPA will continue implementing targeted outreach strategies to increase participation and engagement from underrepresented families, including families of English Learners, Students with Disabilities, foster youth, migrant students, and families experiencing barriers to participation. School leaders and Student Support Services teams will continue utilizing family surveys, Parent Advisory Committee feedback, English Learner Advisory Committee feedback, attendance outreach, and Community Schools engagement efforts to better understand family needs and remove barriers to participation. WCPA will continue providing bilingual communication and interpretation services in English and Spanish across meetings, events, surveys, and school communications. ParentSquare and other communication platforms will continue to be utilized to provide timely information in families’ preferred languages and create accessible opportunities for families to provide input and engage directly with school staff and leadership. As part of its Community Schools approach, WCPA will continue strengthening relationships with families through personalized outreach, flexible meeting opportunities, and coordinated student and family supports. Student Support Services teams, including counselors, social workers, attendance staff, and family engagement personnel, will continue proactively connecting with families whose students may be experiencing attendance, academic, behavioral, or social-emotional challenges to ensure families remain engaged partners in both decision-making and student success efforts.|5|5|4|4|4|4|5|5|5|5|5|4|Met||2026-06-18|2026
15101570142505|Central Academy of Arts and Technology|3|CAAT believes that strong partnerships between families and schools are at the heart of student success. The school intentionally creates multiple opportunities for meaningful family engagement through two-way communication, shared decision-making, and collaborative learning experiences. Families participate through School Site Council, English Learner Advisory Committee, Parent Club, Special Education Advisory Council, surveys, Coffee with the Principal, student exhibitions such as Showcase Night, Preparing for Launch sessions for TK and Kinder, Mutual Promise Nights, family conferences, and ongoing school events. Communication is provided through ParentSquare, Aeries, translated materials, and direct outreach from school staff.|Central Academy of Arts and Technology (CAAT) is committed to strengthening meaningful partnerships between school staff and families through consistent communication, increased engagement opportunities, and responsive support systems. During the coming year, the LEA will focus on expanding family participation in school events, parent education workshops, and advisory groups while providing additional opportunities for two-way communication between families and school staff. CAAT will continue to utilize multiple communication platforms to ensure families receive timely information in their preferred language and will seek regular feedback through surveys and community forums to guide continuous improvement. The school will also emphasize building positive relationships through proactive outreach, celebrating student achievements, and increasing family involvement in academic planning and school decision-making. These efforts are intended to foster trust, improve collaboration, and create a strong partnership that supports student success.|CAAT is committed to increasing engagement with families whose voices have been underrepresented in school decision-making. During the coming year, the LEA will establish additional parent advisory groups, including a Special Education Advisory Committee and an African American Parent Advisory Group. These groups will provide meaningful opportunities for families to share feedback, participate in school planning, and collaborate with staff to address the unique needs of their students. By expanding these engagement opportunities, CAAT will strengthen partnerships with underrepresented families and further its commitment to fostering an inclusive, welcoming, and equitable school community.|CAAT has made significant progress in building strong partnerships that support positive student outcomes. Educational partner feedback reflects high levels of family satisfaction with school communication, staff accessibility, and opportunities for involvement. The school has expanded partnerships with community organizations, local businesses, higher education institutions, and industry partners to provide students with authentic learning experiences, internships, dual enrollment opportunities, and career exploration. CAAT also maintains active parent advisory groups and regularly seeks input through surveys, meetings, and school events to inform continuous improvement. These collaborative efforts have strengthened relationships between families, staff, and community partners while supporting student engagement, academic success, and college and career readiness.|Based on educational partner feedback and local data, CAAT has identified opportunities to further strengthen partnerships that directly support student outcomes. The LEA will focus on expanding participation in parent advisory groups, increasing engagement with families from underrepresented student groups, and developing additional partnerships with local businesses, higher education institutions, and community organizations that align with students' college and career pathways. CAAT will also continue to create meaningful opportunities for families and community partners to contribute to school planning, career-connected learning experiences, and student support initiatives, ensuring that partnerships positively impact student achievement and postsecondary success.|CAAT will intentionally increase opportunities for underrepresented families to participate in partnerships that support student success. Through the establishment of a Special Education Advisory Committee and an African American Parent Advisory Group, the LEA will provide dedicated forums for families to share their perspectives, collaborate on school initiatives, and help shape programs that improve student outcomes. CAAT will also continue targeted outreach, provide accessible communication, and encourage participation in college and career events, workshops, and school planning activities to ensure all families have meaningful opportunities to contribute to their students' educational success.|CAAT has established a culture of collaborative decision-making by actively seeking input from families, students, staff, and community partners. Educational partner feedback is gathered through surveys, advisory committees, public meetings, and school events, and is used to inform the development of the LCAP, school policies, and program improvements. The school has strengthened communication and transparency by providing multiple opportunities for stakeholders to share feedback throughout the year. This ongoing engagement has resulted in increased participation in school planning and has helped ensure that decisions reflect the needs and priorities of the CAAT community.|Based on educational partner input and local data, CAAT has identified opportunities to further broaden participation in the decision-making process. The LEA will focus on increasing engagement from underrepresented families and expanding opportunities for meaningful input through advisory committees, surveys, focus groups, and school events. CAAT will also continue to strengthen communication regarding how stakeholder feedback influences school decisions, ensuring families, students, and staff understand the impact of their participation. These efforts will support more representative decision-making and continuous improvement across all aspects of the educational program.|CAAT will improve engagement of underrepresented families by expanding opportunities for meaningful participation in school decision-making through the creation of a Special Education Advisory Committee and an African American Parent Advisory Group. The LEA will provide targeted outreach, translated communications, flexible meeting options, and multiple avenues for families to share feedback through surveys, advisory committees, and public meetings. CAAT will also communicate how educational partner input informs school decisions, ensuring underrepresented families see the value and impact of their participation while helping shape programs, policies, and priorities that support student success.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-30|2026
15101570156364|Grow Public Schools|3|"Capacity of Staff to Build Trusting and Respectful Relationships with Families  At Grow Public Schools (GPS), we remain committed to our belief that ""Every Parent Can Be Engaged."" Through Parent-Teacher Conferences, ongoing communication, family events, volunteer opportunities, and school-community activities, staff build collaborative relationships with families that support student success. GPS recognizes family involvement through Parent Appreciation Night and opportunities for families to contribute their time, talents, and perspectives. Educational partner feedback indicates that families value opportunities to connect with staff, while local data demonstrate increased family engagement, including growth in parent survey participation and engagement hours.  Creating Welcoming Environments for All Families in the Community  GPS creates welcoming environments through Enrollment and Mutual Promise Nights, Coffee & Conversation meetings, educational family events, cultural celebrations, and Edible Schoolyard Family Cooking Nights. These opportunities foster belonging, strengthen relationships between families and schools, and encourage participation in the school community. Educational partner feedback indicates that families value these opportunities to connect, learn, and build relationships with both staff and other families.  Supporting Staff to Learn About Each Family's Strengths, Cultures, Languages, and Goals for Their Children  GPS values the unique strengths, cultures, languages, experiences, and goals that families bring to the school community. Parent-Teacher Conferences, ongoing communication, family engagement activities, and stakeholder feedback opportunities help staff better understand family priorities, student strengths, and support needs. These insights inform student support efforts while strengthening partnerships between families and educators.  Developing Multiple Opportunities for the School to Engage in Two-Way Communication Between Families and Educators Using Language That Is Understandable and Accessible to Families  GPS provides multiple opportunities for two-way communication through ParentSquare, Parent-Teacher Conferences, Coffee & Conversation meetings, family engagement events, advisory groups, surveys, and LCAP stakeholder engagement activities. These opportunities allow families to receive information, ask questions, share feedback, and participate in school improvement. Local data indicate substantial growth in family participation. California School Parent Survey responses increased from 41 in 2024–25 to 253 in 2025–26. The percentage of unduplicated families completing engagement hours increased from 12.0% to 20.8%, while participation among families of students with disabilities increased from 12.0% to 25.5%, demonstrating expanded family engagement and stronger partnerships between schools and families."|Supporting Staff to Learn About Each Family's Strengths, Culture, Languages, and Goals for Their Children   Analysis of local data, educational partner input, and internal reflection identified an opportunity to strengthen  systems that support staff in learning about family strengths, cultures, languages, and goals for their children. While  Parent-Teacher Conferences, ongoing communication, family engagement activities, and stakeholder feedback  opportunities continued during the year, the LEA determined that some structures intended to support this work were  not implemented as consistently as planned. In particular, GPS identified an opportunity to strengthen systematic  processes that help families share their goals, priorities, and perspectives regarding student success. During the  coming year, GPS will strengthen and relaunch systems designed to support meaningful family-staff collaboration,  including the implementation of Individualized Learning Plans (ILPs), to ensure more consistent opportunities for  families and educators to partner in supporting student outcomes.   Developing Multiple Opportunities for the School to Engage in Two-Way Communication Between Families  and Educators Using Language That Is Understandable and Accessible to Families   Educational partner feedback indicated that families value existing communication systems and engagement opportunities while continuing to seek communication that is clear, accessible, and responsive to family needs.  Feedback from families, including families of English Learners, highlighted a desire for additional opportunities to  better understand educational programs and processes, including English Learner identification, language  proficiency progress, and reclassification requirements.  Analysis of educational partner input also identified an opportunity to strengthen family engagement practices  beyond translation of information. While interpretation and translation supports are available, GPS will continue  building its capacity to facilitate meaningful family engagement activities in families' primary languages so that all  families have equitable opportunities to ask questions, participate in discussions, provide feedback, and contribute to  decision-making processes. The LEA will continue refining communication practices by strengthening language  accessibility, expanding opportunities for two-way engagement, and increasing family understanding of student  programs, services, and educational pathways.  GPS will continue using surveys, advisory groups, ELAC, Coffee & Conversation meetings, conferences, and other  family engagement opportunities to gather input and ensure family perspectives inform school improvement efforts.|Analysis of educational partner input and local data identified opportunities to continue strengthening engagement  among families of English Learners, families of students with disabilities, and families who may experience barriers  to participating in traditional school-based engagement opportunities.  GPS will continue building on existing engagement structures by increasing outreach to families through ELAC,  conferences, surveys, Coffee & Conversation meetings, and other family engagement activities. The LEA will  continue encouraging participation from families whose voices may be underrepresented in school decision-making  processes and will seek input regarding barriers that may limit participation.  Local data indicate increased participation among families of students with disabilities. GPS will continue building on  this progress through targeted outreach, ongoing collaboration regarding student supports and services, and  opportunities for families to provide feedback regarding their experiences and needs.  Educational partner feedback and participation data also suggest that some families may engage in their children's  education in ways that are not always reflected through attendance at school meetings, events, or surveys. During the coming year, GPS will continue examining barriers to participation and exploring strategies that recognize and support multiple forms of family engagement. This work will help the LEA better understand how families support  student learning and identify opportunities to broaden participation among families who have historically been less  represented in school engagement activities.  Through ongoing analysis of participation data and educational partner feedback, GPS will continue refining outreach  and engagement practices to ensure all families have equitable opportunities to contribute to school improvement  efforts and support student success.|Providing Professional Learning and Support to Teachers and Principals to Improve the School's Capacity to Partner with Families  Grow Public Schools (GPS) prioritizes family-school partnerships as an important component of student success. Staff are supported through collaboration with the Family and Community Engagement (FACE) team, implementation of Parent-Teacher Conference structures, and ongoing family engagement expectations that strengthen relationships with families, encourage feedback, and support student success.  Providing Families with Information and Resources to Support Student Learning and Development in the Home  GPS provides families with resources to support learning beyond the school day. Families access the Aeries Parent Portal to monitor grades, attendance, and behavior, while ParentSquare provides timely school communications. Additional supports include Parent Tech Nights, literacy and math workshops, educational family nights, informational meetings, and community resource workshops that equip families with strategies to support student learning. Educational partner feedback indicates that families value access to information about their child's education and school programs.  Implementing Programs and Opportunities for Families and Educators to Discuss Student Progress and Work Together to Support Improved Student Outcomes  GPS provides multiple opportunities for families and educators to discuss student progress and collaborate to improve outcomes. Parent-Teacher Conferences, ongoing communication, attendance outreach, and stakeholder engagement activities support shared problem-solving around student needs. Local data demonstrate increased participation, with California School Parent Survey responses increasing from 41 in 2024–25 to 253 in 2025–26. The percentage of unduplicated families completing engagement hours increased from 12.0% to 20.8%, while participation among families of students with disabilities increased from 12.0% to 25.5%.  Supporting Families to Understand and Exercise Their Legal Rights and Advocate for Their Own Students and All Students  GPS provides families with opportunities to learn about programs, services, and decision-making processes through ELAC, School Site Council, advisory groups, LCAP engagement activities, and other stakeholder input opportunities. These structures enable families to provide feedback and participate in decisions affecting student outcomes. Educational partner feedback highlighted the importance of providing accessible information that supports meaningful participation and informed decision-making.|Providing Families with Information and Resources to Support Student Learning and Development in the Home    Analysis of educational partner input and local data identified an opportunity to strengthen how families access, understand, and utilize information and resources intended to support student learning and development in the home. While families have access to ParentSquare communications, the Aeries Parent Portal, educational workshops, family learning events, and community resources, the LEA will continue improving communication practices to ensure information is clear, accessible, and responsive to family needs. GPS will also continue exploring additional opportunities for families to engage in activities that support student learning both at school and at home, including consideration of family engagement practices that may not be reflected through traditional school-based participation measures.   Supporting Families to Understand and Exercise Their Legal Rights and Advocate for Their Own Students and All  Students    Educational partner feedback identified an opportunity to strengthen family understanding of educational programs, services, and pathways available to students. Feedback from families, including families of English Learners,  highlighted a desire for additional information regarding English Learner identification, language proficiency progress,  available supports, and reclassification requirements. During the coming year, GPS will continue strengthening  opportunities for families to learn about programs and services through ELAC, School Site Council, advisory groups, family meetings, and stakeholder engagement activities. The LEA will also continue building its capacity to facilitate meaningful engagement opportunities in families' primary languages so that all families can fully participate in  discussions, ask questions, provide feedback, and contribute to decision-making processes.|Analysis of educational partner input and local data identified opportunities to continue strengthening engagement  among families of English Learners, families of students with disabilities, and families who may experience barriers  to participation in traditional school-based engagement opportunities.  GPS will continue increasing outreach through ELAC, School Site Council, advisory groups, conferences, surveys, and family engagement activities to ensure families whose voices may be underrepresented have meaningful opportunities to participate in school improvement and decision-making processes.  For families of English Learners, GPS will continue strengthening opportunities to learn about English Learner  identification, language proficiency progress, available supports, and reclassification requirements. The LEA will  continue expanding opportunities for meaningful participation in families' primary languages so that families can ask  questions, engage in discussions, provide feedback, and participate in decision-making processes. GPS will continue building on increased participation among families of students with disabilities through ongoing  collaboration regarding student supports and services, targeted outreach, and opportunities for families to provide  input regarding student needs and educational programs.  The LEA will continue examining barriers that may limit participation for some families and refining outreach and  engagement practices to ensure all families have equitable opportunities to contribute to student success and school improvement efforts.|Building the Capacity of and Supporting Principals and Staff to Effectively Engage Families in Advisory Groups and Decision-Making   Grow Public Schools (GPS) continues to prioritize educational partner engagement as an important component of continuous improvement and decision-making. Staff facilitated multiple opportunities for families to provide input through School Site Council (SSC), ELAC, Parent Advisory Council (PAC), POGA, Coffee & Conversation meetings, Community Schools advisory structures, and LCAP engagement activities. Through these opportunities, staff  gathered, reviewed, and analyzed educational partner feedback to inform school planning and improvement efforts.   Building the Capacity of and Supporting Family Members to Effectively Engage in Advisory Groups and Decision Making   GPS provides families with multiple opportunities to participate in advisory groups, stakeholder engagement activities, surveys, and school improvement discussions. During the 2025–26 school year, participation in the  California School Parent Survey increased from 41 respondents in 2024–25 to 253 respondents in 2025–26. In addition, GPS received 325 family responses through the LCAP survey process. Families provided meaningful feedback regarding academic programs, communication, family engagement opportunities, student supports, assessment information, and school climate. This feedback contributed to the identification of priorities and areas for  continuous improvement.   Providing All Families with Opportunities to Provide Input on Policies and Programs, and Implementing Strategies to Reach and Seek Input from Underrepresented Groups in the School Community   GPS continues to provide multiple opportunities for families to share feedback through surveys, advisory groups,  ELAC, SSC, PAC, Coffee & Conversation meetings, and stakeholder engagement activities. Educational partner input was gathered in both English and Spanish and included feedback from families representing a variety of  student groups and experiences. Analysis of stakeholder feedback from both the California School Parent Survey and the LCAP survey helped identify strengths, areas for growth, and priorities for future planning.   Providing Opportunities for Families, Teachers, Principals, and District Administrators to Work Together to Plan, Design, Implement, and Evaluate Family Engagement Activities   GPS engaged students, families, staff, teachers, site leaders, and district staff in the LCAP development process and other stakeholder engagement opportunities throughout the year. Feedback gathered through surveys, meetings, advisory groups, and engagement activities informed discussions regarding school programs, communication  practices, student supports, family engagement opportunities, and continuous improvement efforts. The LEA's review of educational partner input helped inform planning and decision-making for the 2025–26 LCAP and future improvement efforts.|Building the Capacity of and Supporting Principals and Staff to Effectively Engage Families in Advisory Groups and Decision-Making   Analysis of educational partner input and local data identified an opportunity to strengthen systems that support staff in facilitating meaningful family participation in advisory groups and decision-making processes. GPS will continue  refining structures that support the collection, analysis, and use of educational partner feedback while increasing  consistency in how stakeholder input is communicated, reviewed, and incorporated into planning and improvement efforts.   Building the Capacity of and Supporting Family Members to Effectively Engage in Advisory Groups and Decision-Making   While families actively participate in surveys, advisory groups, and stakeholder engagement opportunities, GPS identified an opportunity to strengthen efforts that help families understand how decisions are made and how their input informs school improvement efforts. Future work will focus on increasing family understanding of advisory group roles, decision-making processes, educational programs, and opportunities for meaningful participation in school improvement discussions.   Providing All Families with Opportunities to Provide Input on Policies and Programs, and Implementing Strategies to Reach and Seek Input from Any Underrepresented Groups in the School Community   Educational partner feedback highlighted the importance of continuing to expand opportunities for participation among families whose voices may be less represented in traditional engagement activities. GPS will continue using  surveys, School Site Council, ELAC, POGA, Coffee & Conversation meetings, LCAP engagement activities, and other stakeholder engagement opportunities to gather input and identify barriers that may limit participation.   Providing Opportunities for Families, Teachers, Principals, and District Administrators to Work Together to  Plan, Design, Implement, and Evaluate Family Engagement Activities at School and District Levels   GPS will continue strengthening opportunities for families, staff, and administrators to review educational partner  feedback, discuss priorities, and inform continuous improvement efforts. Future work will focus on increasing clarity  regarding how stakeholder input influences planning, implementation, and evaluation of family engagement activities  and school improvement initiatives.|Analysis of educational partner input and local data identified opportunities to continue strengthening participation in  decision-making among families of English Learners, families of students with disabilities, and families whose voices may be less represented in traditional school engagement activities.  GPS will continue building on existing engagement structures through ELAC, School Site Council, POGA, Coffee & Conversation meetings, surveys, LCAP engagement activities, and other stakeholder input opportunities. The LEA will continue seeking feedback regarding barriers that may limit participation and will use that information to inform outreach and engagement strategies.  GPS will continue ensuring that surveys, communications, and decision-making opportunities are accessible to  families in their primary language. In addition to translation, the LEA will continue strengthening its capacity to facilitate meaningful participation by families whose primary language is not English so that families have equitable opportunities to ask questions, engage in discussions, provide feedback, and contribute to decision-making processes.  GPS will also continue examining ways to recognize and support multiple forms of family engagement, including engagement that may occur outside of traditional school meetings and events. Through ongoing analysis of participation data and educational partner feedback, the LEA will continue refining outreach and engagement  practices to ensure all families have equitable opportunities to contribute to school improvement efforts and decision making processes.|3|3|3|4|3|3|4|3|3|3|3|3|Met||2026-06-22|2026
15101571530492|Valley Oaks Charter|3|Valley Oaks Charter School (VOCS) was founded on respecting and valuing parent choice, allowing parents to tailor an education to fit their children's individual needs in a homeschool environment. Students at VOCS are educated one child at a time, incorporating various teaching methods. Working closely with VOCS' credentialed teachers, parent educators take the opportunity to teach lessons based on the child's academic ability and style of learning in a homeschool environment. Whether a student is a visual learner, an audio learner, and/or a kinesthetic learner, all students are expected to work to their fullest potential at Valley Oaks Charter School. To assist parent educators with this goal, VOCS provides numerous educational options and opportunities that can be individualized to each student's learning style, skill set, and academic potential. In addition, parent educators may choose to have their students participate in a variety of enrichment activities offered by the school.|Based on educational partner feedback and local data, VOCS continued to focus on maintaining strong relationships between school staff and families by ensuring families felt informed, connected, and supported throughout the school year. Survey results reflected strong communication practices, with 97% of respondents agreeing that staff responded to questions and concerns in a timely manner, demonstrating that communication remains a significant strength.  Throughout the year, VOCS maintained multiple communication channels, including email, ParentSquare, social media, and the school website, to keep families informed about school events, programs, and important updates. The school also provided numerous opportunities for family involvement through enrichment classes, tutoring, workshops, clubs, dances, field trips, and other campus events designed to strengthen school-home connections.  Parent Clubs, ASB, and Jr. ASB continued to play an important role in fostering relationships between families and staff by organizing events that encouraged participation across campuses. These opportunities helped maintain a strong sense of community and allowed families to remain actively involved in their students’ educational experiences.  Feedback from educational partners reinforced that families value consistent communication and meaningful opportunities to engage with the school. Overall, the data reflected that VOCS maintained a welcoming school culture where families felt connected, informed, and supported.|Since VOCS is a parent-choice, parent-participation, independent/homeschool charter school, the school recognizes that consistency throughout the grade levels can vary from family to family and year to year.  VOCS will continue to review data and listen to the needs and wants of our educational partners to offer MTSS, tutoring, enrichment classes and workshops that meet the needs of our students and parents.|Throughout the school year, educational partners had multiple opportunities to participate in decision-making at VOCS through surveys, meetings, committees, and ongoing feedback opportunities. This continued collaboration helped strengthen partnerships between families, students, and staff in support of student outcomes. Results from the 2025–26 Annual Educational Partners Survey reflect continued progress in this area. Eighty-seven percent of educational partners reported feeling valued by VOCS as important partners in the school community. Additionally, 97% agreed or strongly agreed that VOCS staff responded promptly to parent phone calls, Remind texts, and emails, demonstrating strong communication practices. Eighty-eight percent reported feeling connected to VOCS, and 93% shared that the school demonstrates care, concern, and high expectations for students in an environment that honors individual differences and supports learning. Student survey results further reinforce these strengths. Ninety-seven percent of students reported feeling safe on a VOCS campus, 89% reported feeling engaged at school, and 92% shared that their feelings matter to VOCS teachers. Collectively, this feedback demonstrates continued progress in building strong relationships with educational partners and maintaining a school environment where students and families feel supported, connected, and valued.|Based on the analysis of educational partner input and local data, VOCS identified continued collaboration between teachers, students, and families as an important area of focus for improving student outcomes. Throughout the school year, teachers worked closely with students and parents to identify individual academic needs through regular communication, meetings, and ongoing progress monitoring.  Local assessments were administered throughout the year to help identify areas where students needed additional academic support and to better tailor instruction to individual learning needs. In addition, teachers continued developing and implementing Common Formative Assessments (CFAs) aligned to identified priority standards to better monitor student progress, identify learning gaps, and inform instructional decisions.  Feedback gathered through surveys, Professional Learning Communities (PLCs), and parent workshops also helped the school better understand what families need in order to support their children academically at home. This ongoing collaboration continues to strengthen partnerships between school staff and families while ensuring students receive targeted academic support.|Valley Oaks Charter School will continue to build on the work that is already in place to ensure that the program is building partnerships to benefit student outcomes, including those families that are considered underrepresented.  These measures include invitations to all school events and communication through ParentSquare, Remind, and Facebook.|Valley Oaks Charter School encourages parents/guardians to participate in committees to help the program make decisions that impact students.  All educational partners are encouraged to complete surveys throughout the school year.  Parent representatives are on the school governing board.  Parents/guardians are invited to attend annual Town Hall meetings where the Local Control and Accountability Plan (LCAP) survey results are made available for parents/guardians to provide input.  Parents/guardians of students who receive Special Education services attend and actively participate in all IEP meetings.  Results from the 2026 LCAP survey indicate that 95% of parents/guardians agreed with the statement, “VOCS actively seeks parent/guardian input into decisions related to their student’s education through parent meetings, surveys, IEP meetings, etc.|Through regular table meetings, conferences, SST meetings, MTSS meetings, IEP meetings, VOPTAC meetings, VOCS Governing Board meetings, Town Hall Meetings, and school-based events, Valley Oaks Charter School intends to continue to encourage parents/guardians to become involved in the decision-making process for their child’s school and educational journey.|All actions Valley Oaks Charter School takes to improve parent/guardian engagement include the engagement of underrepresented families.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-05-18|2026
15101571530500|Ridgecrest Elementary Academy for Language, Music, and Science|3|As a small school, REALMS is able to focus great effort on building relationships with our families through opportunities such as the Parent Teacher Organization and School Site Council. Although attendance at these two meetings has not been strong, REALMS will continue to look for opportunities to have families participate. There are plans to have more regular opportunities for families to connect with REALMS staff in the form of social functions, events, concerts, and meals on weeknights as well as weekends.|REALMS is focusing on additional social events to gather the staff and families of REALMS together to make parents more comfortable at school and increase opportunities for feedback for greater student engagement, attendance, and satisfaction.|Based upon feedback received, REALMS will improve engagement of underrepresented families by offering a greater variety of opportunities for families to be engaged in as well as providing engagement opportunities on weekends as well as weekdays.|REALMS continuously seeks opportunities to collaborate with community partners to provide resources for students and families. Parent Teacher Organization and School Site Council are two committees where parents can participate. REALMS also has campus beautification days on various Saturdays throughout the year.|REALMS is working toward building more family nights so that each grade level has one family night per month. This will provide a monthly venue for having parents and guardians come alongside their children for food, games, or activities that help foster learning.|REALMS will improve engagement of underrepresented families through targeted meetings and opportunities for input. For example, families will be able to participate in meetings that are offered outside of school hours to better accommodate working families, will be offered via ZOOM, and will offer interpreters as needed.|We had formal opportunities for input and decision making in the creation of the LCAP from teachers, staff, parents in the PTO, and parents on the SSC.|REALMS will continue to engage parents as partners in both the PTO and School Site Council, were participation has been just enough to meet CDE guidelines.|REALMS will be making a fervent effort to recruit more parents into the PTO and SSC committees during the upcoming school year. The focus will be on finding incentives such as meals and small gifts, along with Zoom options and providing childcare.|4|3|4|4|2|4|4|4|3|3|4|3|Met||2026-06-18|2026
15633130000000|Arvin Union|3|Based on the analysis of educational partner input and local data, the Arvin Union School District has continued to make meaningful progress in building stronger relationships between school staff and families, particularly through intentional family engagement efforts aligned to the district mission of “Every Child Learning, Every Day, No Matter What It Takes.” California Healthy Kids Survey data and local feedback indicate positive average growth at the elementary level and, more significantly, at the middle school level, including increased perceptions that schools seek family input and value parents as active educational partners. Educational partners consistently identified family engagement activities such as Coffee with the Principal, family engagement activities including Lunch on the Lawn, Parent Engagement Committees, Parent Teacher Home Visits, and standards-based parent workshops as important strengths that help families feel welcomed, informed, and connected to their child’s education. Governance committees are also very strong and involved.  The district’s Community Resource and Wellness Center and Parent Centers on each campus, encompassing our Family Resource Center and Community Engagement and Community Schools initiatives, are strengthening trust and collaboration with families. These efforts include expanding wraparound supports, case management, attendance outreach, translation services, and connections to community resources, particularly for foster youth, homeless students, English Learners, and socio-economically disadvantaged families. Student advisory opportunities, expanded parent committees, and increased use of communication platforms such as ParentSquare and AERIES have further supported two-way communication and opportunities for educational partner voice.   Overall, the district’s current implementation reflects growing systems and structures for relationship-building, with Community Schools and Community Engagement Initiative (CEI) work helping build knowledge and capacity to establish a stronger foundation for authentic family engagement and collaborative leadership practices across all schools.|Survey results and local feedback demonstrate positive growth in family engagement efforts at the elementary level and significant improvement at the middle school during the past year. Despite this progress, educational partner input and California Healthy Kids Survey data indicate continued focus areas related to strengthening proactive outreach to families, improving timely and consistent two-way communication, and increasing authentic opportunities for families to participate as partners in school improvement and student success. Educational partners consistently emphasized the importance of families feeling heard, respected, informed, and welcomed as valued contributors to the educational process. To address these needs, the LEA continues to prioritize relationship-building through the Local Control and Accountability Plan (LCAP), Community Schools work, and Community Engagement Initiative (CEI). Findings from surveys, listening sessions, advisory groups, and governance committees identified opportunities to improve orientations, parent conferences, committee participation, and other engagement activities to ensure they are more inclusive, accessible, responsive, and relationship-centered. This work also includes ensuring that timely communication refers not only to proactive notifications, but also to responsive follow-up to family questions and concerns. Expanded use of phone calls, ParentSquare, AERIES communication tools, translation services, and home visits will remain a priority to strengthen communication and build stronger partnerships between families and school staff. A major focus area continues to be the expansion of the Parent Teacher Home Visit model and district Parent Engagement Committees (PEC). These efforts are intended to strengthen trust and collaboration by creating meaningful opportunities for conversations centered on students’ strengths, goals, and family aspirations while increasing shared voice, partnership, and collective responsibility for student success.|California Healthy Kids Survey data, attendance data, advisory input, and educational partner feedback identified continued disparities in engagement especially among families of foster youth, homeless students, Students with Disabilities, and families who are not represented by the majority racial group. Families of English Learners and socio-economically disadvantaged students represent large percentages of our population and structures and strategies are better in place to promote engagement. Educational partners emphasized the importance of ensuring all families feel welcomed, respected, informed, and included as valued partners in the educational process. To address these needs, the district and school sites will focus on listening to what educational partners have to share. This means listening through outreach and not simply holding events in a manner which is convenient for the district/site. This begins with strengthening proactive outreach and relationship-building efforts through timely two-way communication, expanded use of phone calls, ParentSquare, AERIES, home visits, translated materials, and in-person conversations with families. Sites will modify orientations, parent conferences, family engagement events, and Parent Engagement Committees to ensure opportunities are inclusive, accessible, welcoming, and responsive to family needs. Staff will continue focusing on culturally responsive practices and ensuring communication includes both proactive notifications and timely responses to family questions and concerns. The LEA will also continue expanding the Parent Teacher Home Visit model, listening sessions, surveys, and advisory opportunities to increase authentic family voice and participation in school decision-making processes. Educational partner feedback will continue to be reviewed and, to the best of our ability, be disaggregated by student groups to help sites better identify barriers to participation, refine outreach strategies, and strengthen connections between families and schools in support of improved student outcomes, attendance, and school connectedness.|Family engagement activities such as AVID, Science, Language Arts, and Math nights continue to strengthen connections between families and strengthen student achievement by helping parents better understand grade-level expectations, instructional strategies, and ways to support learning at home. Educational partner feedback and local academic data reflect that the LEA has made progress in decreasing the Distance from Standard in multiple subject areas, including English Language Arts and Mathematics. At the same time, the data also demonstrates that many students have not yet met academic standards, reinforcing the importance of strong partnerships between schools and families to accelerate student growth. As a result, family engagement events have increasingly focused on helping families understand student achievement data, academic expectations, and practical strategies that can support continued improvement and long-term student success. The LEA’s early learning programs, including Preschool and Transitional Kindergarten (TK) continue to serve as a strong foundation for family partnership and student success. Preschool, TK, and Kindergarten activities emphasize close collaboration with families through the sharing of developmental progress, hands-on family projects, student showcases, and guidance on how parents can support learning and development at home. These early experiences help families better understand their child’s strengths, progress, and learning needs while establishing strong school-home relationships from the beginning of a student’s educational journey. In addition, Expanded Learning Opportunities Program (ELOP) activities provide extended opportunities for students and families to engage in enrichment, academic support, collaborative projects, performances, and student showcases that further strengthen family connection to student learning and school engagement. Butte County responses from staff indicated growth in 6 of 6 areas including welcoming, communicating, supporting, parents speaking up, sharing, and collaborating. This is also reflected in California Healthy Kids results from parents.|While current efforts have strengthened partnerships for student outcomes through events such as AVID, Science, Math, Literacy, Preschool, and ELOP family engagement activities, educational partners continue to express the need for deeper and more consistent academic collaboration focused on student outcomes. Local academic data reflects progress in decreasing the Distance from Standard in multiple subject areas, yet many students have not yet met grade-level standards and families are unaware of grade level expectations and strategies to support their students. As a result, a major focus area will be helping families better understand academic expectations, student progress, and practical ways to support learning at home including revising homework sent home. Through Community Schools work, the Community Engagement Initiative (CEI), listening sessions, advisory group participation, workshops, home visits, and expanded communication systems, sites will focus on hearing the needs of families to be able to meet their needs.   Another focus area is strengthening the purpose and effectiveness of parent-teacher conferences and family engagement events to ensure they are more purposeful, interactive, and connected to student learning outcomes rather than solely event participation. Sites will continue refining conferences to ensure families receive understandable student performance information, meaningful discussion around growth and learning needs, and actionable strategies for home support. Orientations, open houses, student showcases, and academic nights will continue evolving to increase family understanding of grade-level expectations and student achievement data while strengthening school-home collaboration. Preschool, Transitional Kindergarten, and early elementary programs will continue emphasizing strong family partnerships through developmental progress sharing, hands-on family projects, early literacy and numeracy supports, and differentiated communication methods that help families build strong learning habits and meaningful connections to school from the earliest grades.|Based on disparities in student outcomes identified through Dashboard indicators, local assessment data, attendance trends, suspension data, and educational partner feedback, the LEA recognizes the need to more effectively engage underrepresented families in building partnerships for improved student outcomes. The self-reflection process highlighted ongoing gaps in engagement among families of foster youth, homeless students, English Learners, Students with Disabilities, and socio-economically disadvantaged students, particularly among these student groups the greatest needs in academic achievement, chronic absenteeism, suspension rates, and school connectedness were evident.  To address these needs, Wrap-around staff, Community Schools/FRC staff, and the Equity Teacher on Special Assignment (TOSA) will play a central role in coordinating more targeted and data-informed engagement efforts for foster and homeless students.  Community Schools staff will work closely with the Director of Student Services/Special Education Department to ensure families of students with special needs, who are significantly varied in outcomes compared to “all students” are involved in direct conversations regarding family/student needs which may be very different based on student identified disabilities.  Using multiple measures data, including Kern Integrated Data System (KiDS) at Risk reports, attendance trends, academic performance, behavior indicators, and patterns of limited family engagement, school sites will work to proactively identify students and families needing additional support and connection. This work is intended to help the LEA focus outreach and engagement efforts more strategically in order to address disparities in student outcomes while strengthening trust and collaboration with families. This is particularly noteworthy when examining participation, or lack thereof, of racially diverse families.   Through Community Schools structures, the Equity TOSA, Family Resource Center staff, Student Success Facilitators, and administration/teacher teams will continue expanding relationship-centered supports such as home visits, listening sessions, parent workshops, advisory participation, case management, and culturally responsive outreach practices. An expanding wellness center concept will continue supporting the foundational academic, behavioral, social-emotional, and basic needs of students and families in order to improve student outcomes and increase school connectedness.|Progress in seeking input for decision-making through expanded advisory opportunities and more structured engagement practices connected to Community Schools implementation, the Community Engagement Initiative (CEI), and Stanford Principal Institute work has led to changes mid-year and for upcoming year planning. Growth is evident on various surveys and through educational partner input related to growth.   Progress includes the expansion of Parent Engagement Committees, ELAC and School Site Councils (SSC) governance groups participation, student advisory groups, and Community Schools collaborative structures at both the site and district levels. These groups provide ongoing opportunities for educational partners to share input, ask questions, and participate in discussions connected to local data and student outcomes. Participation and engagement within these groups has increased over time, particularly at the middle school level. The LEA has also improved the structure and responsiveness of input gathering processes. Opportunities for educational partner feedback are communicated throughout the year using ParentSquare, surveys, workshops, listening sessions, Coffee with the Principal meetings, and family engagement events held during varied times to support attendance. Through CEI and Community Schools work, sites have increasingly shifted from general feedback collection toward more purposeful discussions connected to Dashboard indicators, attendance, school climate, and academic progress. Follow-up surveys and reflection opportunities after meetings and events have also increased, providing additional information to refine engagement efforts and improve participation over time.|The LEA has demonstrated continued progress in seeking input for decision-making through advisory groups, governance councils, Parent Engagement Committees, surveys, and Community Schools collaborative structures. Educational partner feedback and local survey data reflect increased opportunities for families and students to participate in discussions connected to school improvement, student outcomes, and district planning. The middle school demonstrated significant growth in family perceptions related to input and partnership opportunities during the past year, while elementary survey results identified this area as one of the lower-rated measures, reinforcing the need to continue expanding opportunities for broader participation and representation across all sites. A major focus area moving forward is increasing the percentage and diversity of voices involved in decision-making processes, particularly among underrepresented families and student groups. The LEA recognizes that while engagement opportunities have expanded, participation continues to involve a relatively small percentage of families overall. As a result, the focus will continue shifting from simply offering opportunities for input to intentionally increasing meaningful participation and ensuring families understand how their voices influence decisions and improvement efforts. Surveys, Parent Engagement Committees, ELAC, SSC, governance councils, student advisory groups, listening sessions, and Community Schools meetings will continue serving as key structures for gathering input and strengthening shared decision-making. The LEA will continue utilizing multiple communication methods, including ParentSquare, phone calls, translated materials, workshops, and in-person outreach, to improve awareness of opportunities to participate and reduce barriers related to language, transportation, scheduling, and access. Efforts through the Community Schools Implementation Grant and Equity Teacher on Special Assignment (TOSA) will further support outreach to families whose voices have historically been underrepresented in school and district decision-making processes. Additionally, educational partner input opportunities will continue being connected more directly to local data, Dashboard outcomes, attendance, school climate, and academic progress so families can better understand the connection between their feedback and district actions. Follow-up surveys and ongoing reflection processes will continue helping sites evaluate participation levels, representation, and the effectiveness of engagement efforts in expanding authentic educational partner voice.|Support from the Equity Teacher on Special Assignment (TOSA), Community Schools staff, Family Resource Center staff, Special Education staff, and site leadership teams will help coordinate targeted outreach and analyze participation and student data to better identify gaps in engagement and representation. These efforts are intended to increase the number and diversity of voices involved in school decision-making while strengthening partnerships that support improved student outcomes, attendance, school connectedness, and overall engagement. Of particular focus are parents/guardians of the student groups including homeless, foster, students with disabilities, English learners, smaller racial groups, and socio-economically disadvantaged.|3|3|4|5|4|3|4|3|4|3|3|4|Met||2026-06-23|2026
15633210000000|Bakersfield City|3|The district is committed to cultivating strong school-family partnerships and fostering an inclusive, collaborative environment for all stakeholders by intentionally seeking input from families and guardians throughout the year. Educational partner feedback and local data continue to demonstrate meaningful progress in building positive relationships between school staff and families.  During the past year, the district redesigned its Parent University model by hosting sessions at individual school sites rather than at a central location. This shift has strengthened connections between families and their neighborhood schools while allowing each site to provide learning opportunities and resources that reflect the unique interests and needs of its school community. By bringing Parent University directly to campuses, families have greater access to staff, school programs, and meaningful engagement opportunities.  Each school site is also supported by a dedicated Family and Community Liaison who plays a vital role in strengthening relationships between home and school. Family and Community Liaisons facilitate ongoing communication, coordinate family engagement activities, connect families with community resources, and provide training and support throughout the year. Their work helps ensure that families feel welcomed, informed, and empowered as active partners in their children's education.  These efforts are guided by continuous feedback from parents and guardians through annual self-reflection tools, surveys, and ongoing opportunities for input. The district uses this feedback to evaluate current practices, identify areas for improvement, and ensure that family engagement activities remain responsive to the needs and priorities of the community.  Local survey results reflect the positive impact of these efforts. Among respondents, 92.1% strongly agree or agree that their school provides regular opportunities for parent participation, 90.6% strongly agree or agree that they are invited to participate in decisions that improve student achievement, and 89% strongly agree or agree that their overall experience at BCSD schools is positive. These results demonstrate continued progress toward building trusting relationships with families and reaffirm the district's commitment to partnering with parents and guardians to support student success.|Based on educational partner input and local data, BCSD continues to strengthen partnerships between schools and families by expanding accessible engagement opportunities, improving two-way communication, and increasing family participation in their child's education.  School sites continue to provide meaningful family engagement opportunities that foster relationships between families and staff while supporting student learning. These site-based events have strengthened school-home connections and increased family participation across the district.  BCSD also expanded Parent University by transitioning workshops from centralized district locations to individual school sites. This change has significantly increased parent participation by making learning opportunities more accessible while providing families with resources to support academic achievement, social-emotional development, and an understanding of district programs and services.  The district continues to enhance communication through multiple platforms, including text messages, phone calls, email, and digital communication tools, ensuring families receive timely information and have meaningful opportunities to engage with school staff.  These efforts reflect BCSD's ongoing commitment to fostering welcoming, inclusive school communities where families are valued partners in student success.|BCSD continues to use educational partner feedback, disaggregated Parent and Guardian Survey results, and ongoing input from advisory groups to identify opportunities to strengthen family engagement and build stronger partnerships between schools and families, with particular attention to historically underrepresented student groups. These partnerships provide valuable opportunities for district leaders to listen to family perspectives, identify barriers to engagement, and inform continuous improvement efforts.  To strengthen family engagement, BCSD has expanded outreach through school-based events, enhanced communication using families' preferred methods, and increased opportunities for participation by offering Parent University workshops at individual school sites. Transitioning Parent University to school campuses has significantly increased family participation by making workshops more accessible and relevant to each school community.  The district also continues to strengthen advisory group participation through targeted outreach, multilingual communication, and support from Family and Community Liaisons to ensure diverse family voices are represented.  BCSD will continue to build on these efforts to reduce barriers to engagement, expand opportunities for participation, and strengthen relationships with all families, with a continued focus on reaching and engaging parents and guardians of historically underrepresented student groups. Through these efforts, the district remains committed to ensuring every family feels welcomed, valued, heard, and empowered as a partner in their child's education.|According to our recent self-reflection tool and Parent and Guardian Survey, the district's ongoing support for teachers and principals is making a real difference in how we partner with families. One of our biggest strengths has been placing Family and Community Liaisons at every single school. They are doing a fantastic job keeping families engaged, sharing helpful learning strategies, and connecting parents with great resources. We’ve also seen great success by moving our Parent University from a central district office out to the individual school sites. This shift has led to higher turnout and allows each school to host workshops tailored specifically to their own families' needs. Overall, these steps are bringing our schools and homes closer together, giving parents the tools they need to champion their children's academic and social-emotional growth.|The district's survey results indicate that family engagement in academic decision-making has remained relatively consistent over time. While families continue to report positive experiences with opportunities to participate in decisions that support student achievement, the data also highlights the importance of maintaining and strengthening these efforts. BCSD remains committed to continuously improving how schools' partner with families to support student success.  To strengthen this area, BCSD will continue to focus on:  • Improving the clarity and consistency of communication regarding student progress so families have a clear understanding of their child's academic performance and how to support learning at home.  • Providing ongoing professional learning for school staff on effective family engagement practices, including meaningful academic conversations, the use of assessment data, and collaborative goal-setting.  • Expanding parent education opportunities that help families understand academic data, available supports, and strategies they can use to reinforce learning at home.  Through these continued efforts, BCSD is committed to strengthening meaningful partnerships with families and ensuring students receive consistent, coordinated support both at school and at home.|Based on the analysis of educational partner input and local data, BCSD remains committed to improving engagement with underrepresented families by fostering inclusive partnerships that support student outcomes and ensure all families have meaningful opportunities to participate in their children's education.  Feedback gathered through the LCAP educational partner process, annual parent surveys, and self-reflection tools continues to emphasize the importance of accessible communication, increased opportunities for participation, and greater understanding of the academic programs and supports available to students.  To address these priorities, BCSD will continue collaborating with district and site advisory groups, including the District English Learner Advisory Committee (DELAC), District Advisory Committee (DAC), African American Parent Advisory Committee (AAPAC), School Site Councils, and other educational partner groups to gather input, review student outcome data, and identify barriers that may limit family engagement.  In addition, the district has expanded opportunities for families to engage directly with their neighborhood schools by transitioning Parent University to individual school sites. This site-based approach allows schools to provide learning opportunities and resources that are responsive to the unique needs and interests of their families while strengthening connections between families and school staff. Each school is supported by a dedicated Family and Community Liaison who builds relationships, facilitates ongoing communication, connects families with resources, and encourages participation from families who have historically been underrepresented.  BCSD will continue to use educational partner feedback and local data to refine engagement strategies, strengthen two-way communication, and provide meaningful opportunities for all families to actively participate in supporting student achievement, school improvement, and positive outcomes for every student.|The Bakersfield City School District continues to demonstrate Full Implementation and Sustainability (Level 5) in the area of Seeking Input for Decision-Making. The district has established a comprehensive system for engaging families and educational partners in meaningful ways and remains committed to strengthening these practices through continuous reflection and improvement. Educational partner input is gathered throughout the year using multiple methods, including district and school-site surveys, advisory committees, Parent University sessions hosted at individual school sites, and family engagement activities. Feedback from parents, guardians, staff, students, and community members is used to inform district priorities, evaluate programs, and guide decisions that support student achievement. By maintaining multiple avenues for participation and responding to educational partner feedback, BCSD continues to foster a culture of collaboration, shared responsibility, and continuous improvement that supports positive outcomes for all students.|Based on the analysis of educational partner input and local data, the Bakersfield City School District (BCSD) will continue to strengthen meaningful family participation in school and district decision-making. While BCSD maintains multiple advisory groups, it recognizes the need to build families' understanding of the decision-making process and increase their confidence to actively participate.  BCSD will continue providing training, resources, and leadership opportunities that empower parents and guardians to engage in advisory committees and school governance. The district will also continue fostering welcoming and inclusive environments that encourage participation from all families, particularly those who have been historically underrepresented, ensuring educational partner input continues to inform district priorities and improve student outcomes.|The Bakersfield City School District (BCSD) will continue to strengthen engagement with underrepresented families by reducing barriers to participation and expanding opportunities for meaningful involvement in school and district decision-making.    BCSD will continue to leverage Family and Community Liaisons to conduct personalized outreach, provide accessible and culturally responsive communication, and encourage participation in advisory committees, Parent University, and other family engagement opportunities. Through these ongoing efforts, BCSD will continue to elevate the voices of underrepresented families and ensure their input informs district priorities and continuous improvement.|5|5|5|4|5|5|5|4|5|5|5|5|Met||2026-06-23|2026
15633390000000|Beardsley Elementary|3|"The Beardsley School District continuously seeks opportunities to improve relationships between home and school. Campuses saw an increase in ""in-person"" events such as parent-teacher conferences, awards assemblies, Literacy Luncheon, and the Honor Reception Banquet. Families had opportunities to attend events held on campuses during evening and weekend hours, such as Books 'Til Bedtime, Family Math Nights, Family Reading Nights, Trunk or Treat, Family Dance Night, afterschool activities and sports, as well as Band and Choir concerts.   Additionally, parent enrollment in Parent University is on the rise."|According to the Parent Survey administered in the spring of 2026, 88.2% of respondents agree that school-to-home communication is the primary priority for supporting parent involvement. Parents would like to continue receiving multiple sources of communication, such as more information on the website, automated phone calls home with announcements, text messages, and bulletins and flyers for events.  The BSD would also like to implement Parent Square to improve parent communication and overall event and document accessibility between school and families.|The District's Community Outreach Team, comprising Community Specialists, Homeless and Foster Youth Liaisons, a Parent Volunteer Coordinator, site administrators, and other district support staff will continue to reach out to families to encourage underrepresented groups to participate in opportunities to build relationships.|The Beardsley School District encourages teachers and parents to engage in open communication and for parents to be partners in their child's education. Parents and staff work together to find resources and strategies to increase student outcomes. The District also partnered with Fresno State University to provide a variety of courses through Parent University, free of charge. Some of these courses guide parents in helping their children succeed at school and in life. Several parents attend each four-week session, and the program continues to see increased enrollment with each new session.|"Responses to the Parent Survey administered in the spring of 2026 indicate that parents would like to see more information on their child's hands on support regarding school progress. The District has implemented the ""Parent Portal"" for all enrolled students, providing parents with more real-time data on their child's progress in each academic area. The results of each benchmark assessment and resource will help parents understand and utilize the data, which will be sent during each assessment window. Parent training is available throughout the year to assist parents in reading and interpreting student scores, as well as informational sessions to inform parents of their rights."|Resources and assessment results will also be sent out in Spanish to assist underrepresented families.|According to the parent survey administered in 2026, 94.1% of parents agreed that the District provides opportunities for parents to give input on decision-making, including School Site Council and District Advisory Committee meetings, English Learner and District English Learner Advisory Committees, surveys, Educational Partner meetings, parent/teacher conferences, and School Board Meetings. 52.9% of the parents agreed that the District provides many opportunities, 29.4% agreed that the District offers some opportunities, and 11.8% agreed that the District offers few opportunities. Responses also show that 88.2% feel that the District values their opinion.|The District will continue exploring new opportunities to encourage parents and guardians to participate in school-site and district-wide decision-making.|The District will work through the Homeless and Foster Youth Liaison and the English Learner Committee to determine avenues for encouraging greater participation from these underrepresented families.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-23|2026
15633540000000|Blake Elementary|3|Blake Elementary School District continues to maintain strong relationships between school staff and families through frequent communication, personalized support, and consistent opportunities for family involvement. Due to the district’s small size and close-knit rural community, families and staff interact regularly during daily student drop-off and pick-up, school events, and ongoing informal communication.  The district utilizes newsletters, phone calls, parent-teacher conferences, and school events to maintain two-way communication with families. Parents consistently report feeling welcomed, informed, and connected to the school community.  During the 2025–26 school year, Blake Elementary continued to strengthen family engagement through events such as Back to School Night, the Fall BBQ, Christmas Program, Open House, awards ceremonies, and graduation activities. These events helped build school connectedness and increased opportunities for family and community participation.|Based on stakeholder feedback and local data, the district will continue focusing on increasing family participation in school activities and strengthening communication related to student academic progress and attendance. The district also seeks to expand opportunities for students and families to engage in enrichment activities that strengthen school connectedness and attendance.  Additionally, the district will continue exploring ways to improve communication systems and increase participation from all community members, including families who may have limited availability or transportation challenges due to the district’s rural location.|Because of the district’s small enrollment, staff are able to maintain regular communication with all families and provide individualized outreach when concerns arise. Blake Elementary will continue using multiple communication methods, including in-person conversations, phone calls, newsletters, and electronic messaging, to ensure all families have access to important school information.  The district will continue monitoring participation and engagement levels for English Learners, socioeconomically disadvantaged students, and students experiencing attendance challenges to ensure all families remain connected and supported. Staff will continue providing individualized outreach and support to families as needed to strengthen engagement and improve student outcomes.|Blake Elementary School District continues to maintain strong relationships between school staff and families through frequent communication, personalized support, and consistent opportunities for family involvement. Due to the district’s small size and close-knit rural community, families and staff interact regularly during daily student drop-off and pick-up, school events, and ongoing informal communication.  The district utilizes newsletters, phone calls, parent-teacher conferences, the GroupMe communication platform, and school events to maintain two-way communication with families. Parents consistently report feeling welcomed, informed, and connected to the school community.  During the 2025–26 school year, Blake Elementary continued to strengthen family engagement through events such as Back to School Night, the Fall BBQ, Christmas Program, Open House, awards ceremonies, and graduation activities. These events helped build school connectedness and increased opportunities for family and community participation.|Based on stakeholder feedback and local data, the district will continue focusing on increasing family participation in school activities and strengthening communication related to student academic progress and attendance. The district also seeks to expand opportunities for students and families to engage in enrichment activities that strengthen school connectedness and attendance.  Additionally, the district will continue exploring ways to improve communication systems and increase participation from all community members, including families who may have limited availability or transportation challenges due to the district’s rural location.|Because of the district’s small enrollment, staff are able to maintain regular communication with all families and provide individualized outreach when concerns arise. Blake Elementary will continue using multiple communication methods, including in-person conversations, phone calls, newsletters, and electronic messaging, to ensure all families have access to important school information.  The district will continue monitoring participation and engagement levels for English Learners, socioeconomically disadvantaged students, and students experiencing attendance challenges to ensure all families remain connected and supported. Staff will continue providing individualized outreach and support to families as needed to strengthen engagement and improve student outcomes.|Blake Elementary School District continues to build strong partnerships with families to support student learning and success. Parents and families are actively involved in school events, Parent Advisory Team meetings, conferences, and ongoing discussions regarding student needs and school priorities.  Families consistently communicate with staff regarding student progress, attendance, and behavioral supports. The district’s small school environment allows staff to provide individualized support and timely communication regarding academic and social-emotional needs.  The district also continues to partner with Kern County Superintendent of Schools and community resources to support instructional programs, professional development, and student engagement opportunities.  The district will continue focusing on improving student attendance, strengthening academic performance in English Language Arts and Mathematics, and increasing student engagement through enrichment opportunities and positive school climate initiatives.  Stakeholders also expressed interest in continuing school traditions and activities that strengthen community pride and student connectedness, including family events, extracurricular opportunities, and preservation of the historic Red School House.|Blake Elementary School District actively seeks input from educational partners through Parent Advisory Team meetings, surveys, parent-teacher conferences, community events, and ongoing informal communication throughout the school year.  Due to the district’s small size, families, students, staff, and community members have frequent opportunities to provide feedback regarding student needs, school programs, facility improvements, and district priorities. Feedback gathered from educational partners directly informed the development of the 2026–27 LCAP goals and actions, particularly in the areas of academic support, attendance improvement, school climate, and facility maintenance.  The district will continue using surveys, meetings, and ongoing communication to gather feedback and ensure educational partners remain actively involved in district decision-making processes.|Blake Elementary School District will continue to strengthen engagement with all families by maintaining consistent, personalized communication and creating multiple opportunities for participation in school decision-making. Due to the district’s small size and rural location, staff are able to provide individualized outreach to families who may have limited participation because of transportation challenges, work schedules, language barriers, or attendance concerns.  The district will continue using a variety of communication methods, including in-person conversations during daily drop-off and pick-up, phone calls, newsletters, surveys, Parent Advisory Team meetings, and electronic communication platforms to ensure families have access to information and opportunities to provide feedback. Staff will also continue to encourage participation from families of English Learners, socioeconomically disadvantaged students, and students experiencing attendance or academic challenges by providing flexible opportunities for input and maintaining ongoing two-way communication.  Educational partner feedback gathered throughout the school year will continue to be used to guide decisions related to academic supports, student engagement activities, school climate, and facility improvements to ensure all families feel heard, valued, and connected to the school community.|5|5|4|4|4|4|4|4|4|4|4|4|Met||2026-06-10|2026
15633620000000|Panama-Buena Vista Union|3|The LEA demonstrates several key strengths and notable progress in building relationships between school, staff, and families including: Family Partnership: A strong majority of families (85.1%) indicate the school values parents/guardians as important partners in their child(ren)’s education. This reflects progress in developing trusting and respectful relationships with families and strengthening accessible two-way communication between families and educators.  Increased Family Participation Opportunities: 81.7% of families report that the school provides opportunities for family participation, representing a 6.8% increase from the 2024-25 school year. Bilingual Support and Cultural Responsiveness: The District has made progress in ensuring communication is accessible in families’ home languages and in recognizing and valuing the cultural diversity of the community, further strengthening family-staff connections. Through the implementation of the Dual Language Immersion (DLI) program at Mountain View TK-8 School, the District continues to provide professional learning opportunities focused on culturally and linguistically sustainable instructional practices and materials. In addition, the District offers English as a Second Language (ESL) courses through the P-BVUSD Parent University Program and maintains ParentSquare as a communication platform, which includes integrated translation features to support communication with families in their home languages. The District has also made efforts to provide informational videos in both English and Spanish to increase accessibility and ensure families have access to important district information and resources. These strengths reflect ongoing efforts to foster strong relationships with families and support meaningful family engagement as a key component of student success.|The following focus areas for improvement in building relationships between school staff and families have been identified: Family Communication and Participation: Families expressed a need for more advanced notice regarding opportunities for participation and engagement activities at their school sites. Addressing Barriers to Participation: Families reported challenges attending school events due to scheduling conflicts, indicating barriers to participation that continue to be explored by the District.  Family Engagement Training for Staff: Providing family engagement training opportunities for staff has been identified as an area of growth to further strengthen school-home connections and support meaningful relationships with families. These focus areas highlight opportunities to further strengthen family engagement, communication, and participation across the District.|The LEA will improve engagement of underrepresented families through targeted strategies identified during the self-reflection process. Key efforts include streamlining family resources to improve accessibility and better meet the diverse needs of families. To support participation across varying schedules, Parent University opportunities will continue to be offered at different times and through multiple platforms. In addition, family engagement resources will be developed to support effective family engagement practices and strengthen relationships between schools and families.|The following actions demonstrate several strengths and notable progress in building partnerships including parents, staff and community organizations/agencies for student outcomes: Advisory groups: Advisory councils, including the School Site Council (SSC) and District Advisory Council (DAC), provide educational partners the opportunity to collaborate in reviewing data, identifying needs, and providing input on programs, services, and decisions that support improved student outcomes. These councils strengthen partnerships between schools, families, and the community by promoting shared decision-making, communication, and engagement in the educational process. Family Engagement Events: A significant majority of families continue to report that participating in district-led Family Engagement Events empowered them to better support their child’s academic progress, highlighting the impact of these efforts in fostering meaningful home-school partnerships. These events were strengthened through collaboration with local law enforcement agencies, banking institutions, district departments, school staff, and community organizations, which provide families with access to valuable resources, educational information, and support services designed to promote student success. These collective efforts reflect the District’s commitment to shared responsibility, community engagement, and strategic partnerships that enhance student learning and long-term success.|The following focus areas have been identified for improvement in Building Partnerships for Student Outcomes: Communication with families: The LEA will work with school sites to strengthen timely, consistent, and communication regarding school programs, events, academic supports, and opportunities for involvement to ensure families feel informed and connected to their child’s education. The LEA will strengthen communication with accessibility standards for family communication on all district platforms to ensure inclusion and understanding among families with diverse needs. Family education and academic support opportunities: The LEA will explore different options for families to access workshops, Parent University programs, and resources that build their capacity to support student learning, attendance, and social-emotional well-being at home. Community collaboration and coordinated supports: The LEA will continue strengthening partnerships with community organizations, district departments, and local agencies to provide coordinated services, resources, and supports that address student and family needs and promote positive student outcomes. These focus areas reflect the District’s commitment to continuous improvement and its goal of building stronger, more inclusive partnerships that directly support student success.|The LEA will improve engagement of underrepresented families in Building Partnerships for Student Outcomes by implementing targeted, inclusive strategies that address identified barriers. The District will expand culturally responsive outreach efforts through multilingual communication, ensuring information is accessible and relevant. Family engagement opportunities, such as Parent University, will be offered at flexible times, with translation services and in-person and online options to help. By fostering welcoming school environments and prioritizing relationship-building, the District aims to empower all families to actively support their child’s academic and social-emotional success.|"Strong and consistent practices are demonstrated in seeking input from families and stakeholders to inform decision-making at both the site and district levels. Key strengths and progress include: Site-Level Advisory Involvement: Families are actively invited to participate in school-level advisory bodies, including the School Site Council (SSC), English Learner Advisory Committee (ELAC), School Plan for Student Achievement (SPSA) planning teams, and Parent Clubs. These groups allow parents to collaborate directly with educators in shaping school goals, reviewing data, and making decisions that support student outcomes. District-Level Committees and Input Channels: At the District level, families are engaged through established structures such as the District Advisory Committee (DAC), District English Learner Advisory Committee (DELAC), Community Advisory Committee (CAC), and Parent Council. These platforms ensure ongoing dialogue between families and district leadership about academic achievement and student support. Survey Practices: P-BVUSD regularly deploys surveys, including LCAP surveys, School Connectedness Surveys, Communication surveys, and Community and Family Engagement surveys in multiple languages to gather feedback from a broad range of stakeholders. These tools provide vital data to guide continuous improvement efforts and ensure that family voice is incorporated in key planning processes. Accessible and Inclusive Input Opportunities: Families are provided multiple avenues to share input and feedback regarding district programs, services, and priorities. Opportunities include submitting comments through email, mail, or in person at the District Office, utilizing the year-round ""Contact Us"" feature on the District website, and participating in regularly scheduled Board of Trustees meetings where families and community members may address the Board and contribute to district decision-making processes. To promote transparency and demonstrate how educational partner input informs district priorities, the LEA publishes LCAP informational videos and survey results and summaries on the district website and shares a video overview through ParentSquare explaining key findings, identified needs, and how stakeholder feedback is incorporated into the development of LCAP goals and actions. These efforts reflect P-BVUSD’s commitment to two-way communication, inclusive practices, and the empowerment of families as true partners in shaping the educational experience of all students."|The following focus areas for improvement in seeking input for decision-making include: Building Family Leadership Capacity: Offering leadership development opportunities that build parents' confidence in sharing feedback and participating in discussions. Supporting Informed Participation: Providing resources that define educational terminology, acronyms, and decision-making processes is an opportunity to strengthen families' ability to participate in advisory groups and provide informed input.  These focus areas highlight opportunities to strengthen families’ understanding of educational systems and build their confidence in participating in school and district decision-making processes. By increasing access to information and leadership development opportunities, the District can support meaningful family engagement and ensure a broad range of perspectives are represented in discussions that impact student success.|To improve engagement with underrepresented families, P-BVUSD will create multilingual informational videos with visuals and captions to support families’ understanding of district programs, opportunities, and processes.To strengthen family leadership and informed participation, the District will provide resources and learning opportunities that help families better understand advisory group roles and decision-making processes.  To close the feedback loop, the District continues to share summaries of input and resulting actions through ParentSquare, information sessions, and/or printed materials. In addition, the District has implemented a survey platform with real-time translation capabilities, allowing families to provide feedback in their preferred language while also viewing the perspectives, suggestions, and priorities shared by other community members. These efforts aim to build trust, improve transparency, and ensure all families including underrepresented families, feel valued and heard in decision-making.|4|4|3|5|3|4|5|4|4|2|4|4|Met||2026-06-23|2026
15633700000000|Buttonwillow Union Elementary|3|Based on parent survey results, 96% agreed that the teachers communicated with them, 85% agreed that the school invited them to attend school events (92% of respondents stated they had a students in an unduplicated category). Based on staff survey results, 98% believe that the school/district value parents as important partners in the students education, 86% agree that they are provided adequate training to promote parental involvement and student learning at home, 97% agree that teachers actively seek parental input into decisions that affect students education.|The district has been partnering with Hippy International to providing training for parents of children aged 0 - 4 with activities they can use at home to teach their children the early learning skills they need to be successful when they enter school. Providing more parent activities/training was identified on both parent and teacher survey results. This continues to be a goal in our LCAP.|Based on the analysis of educational partner input and local data, the LEA has identified several strategies to improve engagement of underrepresented families regarding Building Partnerships for Student Outcomes. These strategies include conducting outreach through community events and social media platforms, providing translation services for non-English speaking families, parent engagement committee, and identifying and encouraging parents to participate on decision making committees . By implementing these strategies, the LEA aims to foster stronger relationships between families and school staff and ensure that all families feel valued and supported in their child's education.|Based on parent survey results, 93% agreed that Buttonwillow School is meeting the needs of our students; 100% believe the school's learning environment is improving; and 88% agree the school is preparing their student for success in their college/career.|The Buttonwillow Union School District continually looks for additional ways to continue to build relationships between school staff and families. We continue to offer multiple platforms for Parent Communication including providing current grade and assessment data to our families to keep them engaged in the academic progress of their student(s).|Based on the analysis of educational partner input and local data, the LEA has identified several strategies to improve engagement of underrepresented families regarding Building Relationships Between School Staff and Families. These strategies include conducting outreach through community events and social media platforms, providing translation services for non-English speaking families, parent engagement committees, and offering training for school staff on culturally responsive communication with families. By implementing these strategies, the LEA aims to foster stronger relationships between families and school staff and ensure that all families feel valued and supported in their child's education.|Based on parent survey results, 96% of parents reported that they were given the opportunity to provide input into school programs. Parents are given several opportunities to provide input throughout the school year through the following means: Parent Club, School Site Council/ELAC/DELAC, various surveys, LCAP Taco Night, parent communication app (ParentSquare), two scheduled parent conferences, and parents can visit the school to meet with school staff any time.|The Buttonwillow Union School District continually strives to work with parents for additional ways to collect input. While input opportunities are continually increasing, the feedback received is decreasing. While we could interpret that information to mean that we are meeting all requested needs of families and the community, the Buttonwillow staff continue to analyze the data and feedback received to find ways to increase the amount of feedback received.|Based on the analysis of educational partner input and local data, the LEA has identified several strategies to improve engagement of underrepresented families regarding Seeking Input for Decision Making. These strategies include conducting outreach through community events and social media platforms, providing translation services for non-English speaking families, parent engagement committee, and offering training for school staff on culturally responsive communication with families. By implementing these strategies, the LEA aims to foster stronger relationships between families and school staff and ensure that all families feel valued and supported in their child's education.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-10|2026
15633880000000|Caliente Union Elementary|3|The staff and families come together at community and school functions including Veteran's Day Program, Christmas Program, Talent Show, and Back 2 School Nights. Parent Conferences are held once a quarter. Class Dojo has made correspondence with families seamless. Monthly newsletters are handed to the students and posted on the website so that parents are aware of the school happenings. Staff are encouraged to make positive phone calls home to parents.|Family nights that help parents understand the goals of the teaching standards will help with parents being better able to help their children. Continue with phone calls to parents on positive items so that parents don't cringe at the idea that the school is calling again.|Home visits as well as phone calls home help with the families that find it hard to afford transportation to the school for parent conferences. The phone call/Zoom parent conferences has helped to reach the Socio Economically Disadvantaged families.|The school has partnered with Kern County Superintendent of Schools to help with increased technology for students, math and ELA coaches, PBIS and science are being added next year.|The school district will continue with the partnership with KCSOS to provide coaching for staff and the adopted pacing guides will be followed with accountability measures through lesson plans that are checked we3ekly by the principal. Teachers will continue to connect with families regarding the progress of meeting grade level standards for TK-3rd grade.|The school and district has received the literacy grant. The school has a reading specialist that will work with under represented populations to ensure that they are meeting grade level expectations in the area of reading and writing. Students with disabilities will have priority with the reading specialist  and intervention specialist.|Monthly newsletters, Class Dojo messages, and invitations to participate in PTC/Parent Advisory Committee are avenues to communicate opportunities for decision- making. The monthly calendar invites parents to participate in Board Meetings and seeks input for the Comprehensive Safety Plan, LCAP, and other plans that help with improving the education and educational experience of the students. Parents are also encouraged to join meetings and committees at Back 2 School Night and quarterly awards assemblies.|"Recruiting could be improved through phone calls to parents inviting them to  regular monthly / quarterly ""Coffee with the Superintendent"" . The meetings could also be offered through Zoom for those who could not attend."|"Recruiting could be improved through phone calls to parents of special education, SED, and English Language learners inviting them to  regular monthly / quarterly ""Coffee with the Superintendent"" . The meetings could also be offered through Zoom for those who could not attend."|3|5|3|5|5|3|4|4|3|4|4|4|Met||2026-06-17|2026
15634040000000|Delano Union Elementary|3|Delano Union School District (DUSD) places great importance on the role educational partners play in supporting student success. The district is committed to fostering meaningful partnerships with families and ensuring parents and guardians have opportunities to actively participate in their children's education. Results from the DUSD LCAP Parent Survey demonstrate strong family satisfaction with the district's efforts to engage parents and create positive school environments. Survey results indicate that 91.1% of respondents believe the district provides a safe, healthy, and secure learning environment, while 91.1% reported that the district provides parent involvement activities and services that increase parent engagement. Additionally, 86.7% of respondents indicated that schools work with parents and guardians to help students do their best in school and communicate regularly with them. Communication and engagement efforts continue to be a district strength, with 89.6% of parents reporting they are informed of meetings and opportunities to participate in their school's parent involvement efforts. Our Promise 180: Every School Day Counts initiative is proving to have a significant impact on attendance awareness with 97% of respondents indicating that schools communicate with them when their child is absent from school. Beyond academic communication, DUSD is dedicated to fostering a welcoming and inclusive environment for families. Each school site offers activities such as Lunch with Your Child and Coffee with the Principal to strengthen relationships between school staff and families, reinforcing a sense of connection, trust, and shared responsibility for student achievement. The district also prioritizes identifying and supporting students and families facing hardship, particularly those who may be underrepresented or experiencing significant barriers to success. The Delano Community Connections Center (DCCC), sponsored by DUSD, serves as a comprehensive family resource hub designed to address the social and economic challenges that can impact student learning. Recognizing the strong connection between social determinants of health and educational outcomes, DUSD works to ensure families have access to essential resources such as healthcare, safe housing, food, clothing, and clean water so that students arrive at school ready to learn. The DCCC provides consistent outreach and support to promote family stability and well-being. Through a partnership with the Kern County Food Bank, monthly food distributions are held, and an on-site food pantry is maintained to support students and families in need. During the winter season, at least 100 families receive Holiday Food Baskets containing a turkey or canned ham to help alleviate food insecurity. The DCCC also hosts vaccination clinics and basic health screenings to support student health and wellness.|Based on educational partner feedback and local data, Delano Union School District's focus for improvement in Building Relationships Between School Staff and Families is to further strengthen two-way communication, expand opportunities for meaningful family participation, and increase engagement among families who may face barriers to involvement. While survey results indicate high levels of satisfaction—with 91.1% of parents reporting that the district provides parent involvement activities and services, 89.6% indicating they are informed about opportunities to participate in school activities, and 86.7% reporting that schools work with parents and guardians to support student success—the district recognizes the need to ensure all families are actively connected and engaged in the educational process. To address this focus area, DUSD will continue to expand relationship-building opportunities between school staff and families through site-based activities such as Coffee with the Principal, Lunch with Your Child, parent education workshops, and school-community events. The district will also strengthen communication systems to ensure families receive timely, accessible, and meaningful information regarding their child's academic progress, attendance, social-emotional well-being, and opportunities for involvement. Additionally, the district will continue leveraging the Delano Community Connections Center (DCCC) to engage families who may be underrepresented or experiencing economic hardship. By connecting families to critical resources such as food assistance, healthcare services, housing support, and family advocacy, DUSD seeks to reduce barriers that may prevent parents from participating fully in their children's education. The district will also continue to gather educational partner feedback through surveys, meetings, advisory committees, and community engagement opportunities to better understand family needs and inform continuous improvement efforts. Through these actions, DUSD aims to deepen trust, strengthen partnerships between families and school staff, and ensure all parents and guardians feel welcomed, informed, valued, and empowered as active partners in supporting student achievement and well-being.|Based on the analysis of educational partner input and local data, Delano Union School District (DUSD) has identified continued engagement of underrepresented families as a key area for improvement in Building Relationships Between School Staff and Families. While parent survey results demonstrate strong overall satisfaction with district communication and engagement efforts, the district recognizes that families experiencing poverty, homelessness, housing instability, language barriers, and other socioeconomic challenges may face obstacles that limit their participation in school activities and decision-making processes. Local data also indicate the need to strengthen family engagement efforts that support student connectedness and school climate. Results from the district's local student survey show that 76.7% of students feel safe at school, while the California Healthy Kids Survey (CHKS) indicates that only 64% of students feel connected to their school. Because many of DUSD's students are unduplicated pupils, it is critical that they feel both safe and connected in order to maximize their learning potential and experience a positive learning environment. Educational partner surveys further demonstrate that student safety remains a high priority for families and staff. While 91.1% of parents report that the district provides a safe and secure learning environment, parents have expressed a desire for the district to continue strengthening school climate and learning environments across all school sites to ensure every student feels welcomed, supported, and connected. To improve engagement among underrepresented families, DUSD will continue to expand outreach efforts through the Delano Community Connections Center (DCCC), which serves as a central resource for connecting families to essential supports and services. Family advocates provide personalized assistance to families facing economic hardship, homelessness, or other barriers, helping them access food assistance, healthcare services, housing support, utility assistance, and community resources. By addressing basic needs, the district seeks to remove barriers that may prevent families from engaging fully in their children's education and school communities. The district will also strengthen communication and relationship-building efforts by continuing to provide multiple opportunities for families to connect with school staff through activities such as Coffee with the Principal, Lunch with Your Child, parent workshops, advisory committees, and school events. Efforts will continue to ensure that information is communicated in accessible formats and through multiple channels so that all families are informed of opportunities to participate and contribute to school decision-making. These opportunities will allow families to provide input regarding school safety, student connectedness, and school climate initiatives.|Based on educational partner input and local data, Delano Union School District (DUSD) demonstrates significant strengths in building partnerships among students, families, and school staff to support positive student outcomes. The district's ongoing commitment to communication, family engagement, student support services, and relationship-building efforts has contributed to a strong foundation for student success. Results from the 2026 LCAP Student Survey indicate that 85% of students believe their school works with parents and guardians to help them do their best in school, reflecting strong collaboration between families and school staff. Students also report receiving meaningful academic and personal support, with 87.6% indicating that their instructional needs are being met and 79.4% reporting that they feel supported with social-emotional or mental health needs. These findings demonstrate the district's commitment to addressing the whole child through coordinated academic, behavioral, and wellness supports. Student survey data further highlight positive school experiences and engagement opportunities. 86.8% of students report that their school provides extra activities such as clubs, field trips, and enrichment opportunities, helping students develop connections to their school community beyond the classroom. Additionally, 76.7% of students report feeling safe at school, and 73.4% indicate that they feel connected to their school, reflecting progress toward creating supportive and welcoming learning environments. Parent survey results reinforce these positive outcomes. 91.1% of parents report that the district provides a safe, healthy, and secure learning environment, while 86.7% indicate that schools work with parents and guardians to help students succeed and communicate regularly with them. The district's efforts to engage families through activities such as Coffee with the Principal, Lunch with Your Child, parent workshops, advisory committees, and school events provide valuable opportunities for families and school staff to collaborate in support of student achievement. DUSD's partnership efforts extend beyond traditional family engagement through the work of the Delano Community Connections Center (DCCC). By providing access to food assistance, healthcare resources, housing support, utility assistance, and family advocacy services, the district addresses barriers that may impact student learning and family engagement. These services help ensure that students and families receive the support necessary to remain connected to school and focused on academic success. While the district recognizes opportunities for continued growth, particularly as 50% of students report experiencing challenges completing classwork or homework, current data demonstrate meaningful progress in fostering strong partnerships that support student learning and well-being.|Based on the analysis of educational partner input and local data, Delano Union School District (DUSD) has identified several focus areas for improvement in Building Partnerships for Student Outcomes. While survey results demonstrate strong collaboration between schools, families, and community partners, the district recognizes the need to further strengthen communication systems, student connectedness, academic support structures, and family engagement efforts to ensure all students have the resources and relationships necessary to succeed. DUSD remains deeply committed to building strong, meaningful partnerships that directly contribute to improved student outcomes. Understanding that student success is most effectively achieved through collaborative efforts, the district emphasizes the importance of fostering a cohesive network involving educators, parents, and the broader community. These partnerships are essential to creating an environment where students feel supported and empowered to thrive academically, socially, and emotionally. Student survey data indicate that 85% of students believe their school works with parents and guardians to help them do their best in school, demonstrating a strong foundation for family-school partnerships. Additionally, 87.6% of students report that their instructional needs are being met, and 79.4% indicate they feel supported with their social-emotional or mental health needs. However, 50% of students report experiencing challenges completing their classwork or homework, suggesting a need to strengthen communication and collaboration between families, teachers, and support staff to identify barriers to learning and provide timely interventions. The district will continue expanding academic support opportunities and providing families with resources and strategies to support student learning at home. Student connectedness and school climate have also emerged as important areas for continued growth. While 76.7% of students report feeling safe at school and 73.4% indicate they feel connected to school, the district recognizes the opportunity to further improve students’ sense of belonging and engagement. Educational partner feedback consistently identifies student safety, positive school environments, and strong relationships as priorities. Although 91.1% of parents report that the district provides a safe and secure learning environment, parents have expressed a desire for the district to continue enhancing learning environments and strengthening connections between students, families, and schools across all sites. Educational partner feedback also identified communication as a key area for improvement. Parents and guardians have expressed a need for earlier and clearer communication regarding school events, programs, and opportunities for involvement so they can better accommodate their schedules and more fully engage in their child’s education.|Based on the analysis of educational partner input and local data, Delano Union School District (DUSD) has identified the continued engagement of underrepresented families as a critical focus area in building partnerships that support positive student outcomes. The district recognizes that families experiencing poverty, homelessness, housing instability, language barriers, and other socioeconomic challenges may face obstacles that limit their ability to fully participate in their children's education and school community. DUSD remains committed to ensuring that all families, particularly those who have historically been underrepresented, have meaningful opportunities to engage as partners in supporting student success. Educational partner feedback indicates that families value the district's efforts to provide a safe and supportive learning environment, with 91.1% of parents reporting that the district provides a safe, healthy, and secure learning environment and 86.7% indicating that schools work with parents and guardians to help students do their best in school and communicate regularly with them. However, parents have also expressed a need for earlier and clearer communication regarding school events, programs, and opportunities for involvement so they can better support their children and participate more fully in school activities. To address these needs, DUSD will strengthen communication systems and outreach efforts to ensure underrepresented families receive timely, accessible, and relevant information. The district will utilize multiple communication platforms, including the district website, Aeries Parent Portal, Class Dojo, Seesaw, and ParentSquare, to provide coordinated communication regarding student progress, school events, academic supports, and opportunities for parent involvement. These efforts are intended to reduce communication barriers and ensure families remain informed and connected to their child's educational experience. Student survey data further highlight the importance of strengthening family-school partnerships. While 85% of students report that their school works with parents and guardians to help them do their best in school, 50% of students indicate they experience challenges completing classwork or homework, demonstrating a need for stronger collaboration between families and schools to support academic success. The district will continue expanding parent education opportunities, workshops, and resources that help families support learning at home and better understand available academic interventions and support services. DUSD will also continue leveraging the Delano Community Connections Center (DCCC) as a primary strategy for engaging underrepresented families. Through the DCCC, family advocates provide personalized support to families facing economic hardship and connect them with essential resources, including food assistance, healthcare services, housing support, utility assistance, and social services.|The Delano Union School District (DUSD) values the input of all educational partners for the completion of the LCAP, other key plans, and guidance on a variety of district programs. The district team, which includes the superintendent, assistant superintendents, and directors overseeing curriculum, data analysis, health, special education, safety, and student support services, meets regularly throughout the school year. This team reviews quantitative and qualitative data, progress on goals and action steps, budget and expenditures, and recommendations from educational partner meetings. By continually assessing the effectiveness of each action and service provided through the LCAP, the team determines whether actions should remain the same, be adjusted, or be replaced with new initiatives. They also redirect funds as necessary to address areas of greatest need. From March to May 2026, a series of meetings were held with various groups to gather input for decision-making. These educational partner groups included parents, teachers, students, administrators, principals, school personnel, local bargaining units, and community members. The district also consulted with the local SELPA to review the specific needs of students with exceptional needs. Meetings were held at each individual school site to maximize attendance, with all parents invited to attend. Additionally, virtual meetings were offered for those unable to attend in person. Special group meetings included School Site Councils, the Migrant Parent Advisory Committee, the GATE Parent Advisory Committee, DELAC, bargaining units, and administrators. DELAC parents met every other month throughout the school year, while the GATE Parent Advisory Committee met quarterly and the Migrant Parent Advisory Committee met monthly. School Site Council and administrator meetings were held monthly, as were meetings with bargaining units. Furthermore, an educational partner parent meeting was held to gather additional feedback from parents and community members. Through these extensive and inclusive consultation processes, DUSD demonstrates its commitment to seeking input from all educational partners, ensuring that decisions are well-informed and reflective of the community's diverse needs and perspectives. By fostering a collaborative environment and maintaining open lines of communication, DUSD continues to make significant progress in enhancing educational outcomes and supporting the well-being of all students.|The Delano Union School District is committed to making informed decisions that reflect the needs and aspirations of our entire community. A core element of this commitment is valuing the voices of our educational partners and consistently seeking their input in key decision-making processes. Moving forward, we recognize the need continue to strengthen and broaden our engagement efforts to ensure that a wider, more representative group of parents and community members is involved. In particular, we will prioritize the inclusion of perspectives from traditionally underrepresented groups, including parents of English Learners, socioeconomically disadvantaged families, resource parents, and families experiencing homelessness under the McKinney-Vento Act. These voices bring essential insights that are critical to shaping equitable and effective decisions. By deepening our outreach and collaboration, DUSD aims to foster a more inclusive and responsive decision-making process that truly reflects the diversity of our district.|"The Delano Union School District (DUSD) places high value on the input of all educational partner groups. We will continue to foster relationships on both an informal and formal basis through hosting welcoming events such as ""lunch with your child"" and providing updates on the growth and progress of our students. Our commitment to engagement is reflected in our ongoing efforts to create numerous opportunities for feedback and interaction. We will continue to offer focus groups and surveys to gather diverse perspectives and insights from parents, teachers, and students. Site administrators will actively engage families by being present and approachable during drop-off and pick-up times, helping to maintain open and consistent communication. They will also host events such as college awareness nights, family math nights, and AVID showcases to strengthen parent involvement in students’ educational experiences. These events create opportunities for families to connect with staff, explore academic programs, and learn strategies to support learning at home. Special attention will be given to ensuring that all families—including English learner parents, resource parents, socioeconomically disadvantaged families, and McKinney-Vento parents—receive information and are included in these important opportunities. By consistently prioritizing both informal interactions and structured feedback mechanisms, DUSD aims to build strong, collaborative relationships with all educational partners. This inclusive approach ensures that every voice is heard, and that the district's decisions are informed by the community's needs. Through these efforts, DUSD is dedicated to creating a supportive and engaging environment that fosters the academic and personal growth of every student."|5|5|4|5|5|4|5|4|5|4|5|5|Met||2026-06-10|2026
15634040120139|Nueva Vista Language Academy|3|Nueva Vista Language Academy offers many opportunities for parents and guardians to participate in the education of their children and places a high value on the role educational partners play in student success. According to educational partner feedback 100% of those who took the survey believe the NVLA offers activities and services to increase parent engagement. NVLA offers several parent education nights throughout the year. For example, NVLA’s “Tips and Tricks” event provides parents resources on supporting learning at home with mathematics, reading, technology and behavior. Other activities that strengthen the connection between home and school include, semester awards assemblies, parent volunteer opportunities, Back to School Night, Spring Open House, Culture Day and Late Night Conferences.   Additionally, according to the LCAP Parent Survey 2025, 100% of respondents feel their child’s school communicates regularly with them and collaborates with parents to help students excel. Effective two-way communication channels, including the use of native languages for parent communication, facilitate mutual understanding and engagement. Frequent updates through platforms like Parent Square, social media (e.g., Facebook, ClassDojo) ensure transparent and timely information sharing, fostering a supportive environment that enhances student success through collaborative efforts between educators and families.  The Delano Community Connections Center (DCCC), sponsored by DUSD, serves as a family resource center, recognizing the strong link between social determinants of health and educational outcomes. NVLA works alongside DUSD to ensure that students and families receive these crucial resources so parents can send their children to school ready to learn.|ueva Vista Language Academy remains committed to fostering meaningful partnerships with families and creating a school culture where all students feel safe, supported, and connected. Through ongoing communication, family engagement activities, academic workshops, cultural celebrations, and opportunities for parent leadership, NVLA continues to strengthen the relationship between home and school while promoting student success.  NVLA recognizes that family engagement is a critical component of student achievement. The school will continue to provide academic and culture-building activities that encourage families to actively participate in their children's education and school community. Events such as family literacy nights, cultural celebrations, parent workshops, student showcases, School Site Council meetings, English Learner Advisory Committee meetings, and other engagement opportunities help families better understand instructional programs while strengthening relationships among students, staff, and families.  According to the 2025 LCAP Student Survey, approximately 94% of students reported having access to the instructional materials needed to be successful in school. While this reflects a strong foundation for learning, survey results also indicate that approximately 50% of students experienced challenges completing classwork and homework. To address this need, NVLA will continue to evaluate the rigor, accessibility, and clarity of independent practice assignments to ensure they are appropriately aligned with student needs. Additionally, the school will expand opportunities for academic intervention, tutoring, and targeted support services to help students build confidence and successfully complete assignments independently. Families will be provided with resources and strategies to support learning at home and reinforce academic skills.  Addressing students' social-emotional well-being remains a priority. Survey data indicates that approximately 75% of students feel supported with their social, emotional, and mental health needs. While this demonstrates positive progress, NVLA recognizes the importance of ensuring all students have access to support systems that promote resilience, belonging, and overall wellness. The school will continue to strengthen social-emotional learning opportunities, provide access to counseling and social work services, and increase awareness of available community resources for students and families. Additionally, NVLA will work to better monitor, evaluate, and maximize the utilization of support services to ensure that students and families receive timely and effective assistance.  To further enhance family engagement, NVLA will continue to seek feedback through surveys, meetings, and stakeholder input opportunities to better understand the needs and priorities of its diverse community.|Nueva Vista Language Academy (NVLA) is committed to fostering strong, collaborative partnerships with all families, with a particular focus on engaging those who have been historically underrepresented. The school strives to create meaningful opportunities to understand and respond to the needs, aspirations, values, languages, and cultural experiences of students and their families. Through ongoing communication and relationship-building, NVLA works to cultivate a welcoming, inclusive school environment where all families feel valued as essential partners in their children’s education.  To further support student success and family engagement, NVLA has expanded services through the addition of a school social worker. The social worker collaborates with students to establish behavioral, academic, and attendance goals while providing ongoing mentorship, intervention, and support throughout the school year. Students and families, including Foster Youth and McKinney-Vento families, have access to a variety of support services through a referral process. Available resources include Child Guidance services, the Community Connections Center, Vision Center services, school uniforms, and other school-related supports. In addition, NVLA partners closely with district administrators who coordinate services for Foster Youth, McKinney-Vento, and migrant families to ensure that students and families receive comprehensive and timely assistance.  NVLA staff participate in ongoing professional learning focused on strengthening family engagement and building effective home-school partnerships. Professional development emphasizes culturally responsive practices, effective communication strategies, and the recognition of parents and caregivers as valuable contributors to student learning and school improvement. Training priorities are informed by feedback gathered through School Site Council meetings, Parent Engagement meetings, family surveys, and other educational partner input opportunities.  Additionally, NVLA continues to expand opportunities for meaningful participation and leadership among educational partners, including families of students with disabilities, English learners, Foster Youth, and low-income students. Parents and caregivers are provided with information and training designed to increase their understanding of academic expectations, attendance, student progress, school policies, and available community resources. By equipping families with knowledge and opportunities for involvement, NVLA empowers them to actively collaborate with school staff in supporting their children's academic achievement, social-emotional well-being, and long-term success.|Students and their families have multiple opportunities throughout the school year to communicate and collaborate with teachers and school staff regarding student progress and achievement. Nueva Vista Language Academy recognizes that strong family-school partnerships are essential to student success and is committed to maintaining open, consistent, and meaningful communication with all families.  Parents receive quarterly progress reports and report cards that provide updates on academic performance, growth, and areas needing additional support. Parent-teacher conferences are held annually, with additional meetings scheduled as needed to discuss academic progress, attendance, behavior, interventions, and student goals. These conferences provide opportunities for families and educators to work together to support student success.  Families are also encouraged to participate in Back-to-School Night, Open House, parent workshops, and other school events that help build connections between home and school. Student assessment and growth reports are shared throughout the year to ensure parents are informed of their child's academic progress and understand ways to support learning at home.  To promote ongoing communication, teachers and staff utilize multiple communication platforms, including ClassDojo, ParentSquare, Aeries Parent Portal, phone calls, emails, and in-person meetings. These tools provide families with timely access to information regarding grades, attendance, assignments, school events, and classroom activities. The use of various communication methods helps ensure families remain informed and engaged in their child's education.  At the beginning of each school year, families receive the district Student/Parent Handbook, which outlines school policies, procedures, student expectations, attendance requirements, and available support services. The handbook is also accessible on the district website throughout the year, ensuring families have continued access to important information and resources.  Through these communication systems and engagement opportunities, NVLA strives to foster a welcoming environment where families feel informed, valued, and empowered to actively participate in their child's educational journey.|Partnerships with parents and students are a cornerstone of Nueva Vista Language Academy's commitment to student success. NVLA actively fosters strong home-school connections through regular communication, meaningful engagement opportunities, and shared decision-making processes. The school recognizes that families play a vital role in supporting student achievement and works to ensure that parents feel welcomed, informed, and valued as educational partners.  To gather input and strengthen stakeholder involvement, NVLA regularly administers school surveys, conducts needs assessments, and provides opportunities for participation through School Site Council meetings, English Learner Advisory Committee meetings, Parent Engagement meetings, and other school forums. These opportunities allow families to provide feedback on school programs, student needs, school climate, and academic priorities. Information gathered from educational partners is used to guide continuous improvement efforts and inform schoolwide planning.  NVLA also utilizes multiple communication platforms, including ParentSquare, ClassDojo, Aeries Parent Portal, phone calls, emails, and in-person meetings, to ensure families receive timely information regarding student progress, attendance, school events, and available resources. These communication systems help maintain strong relationships between families and school staff while increasing opportunities for parent participation.  LCAP Goals 1 and 2 outline specific actions and services designed to improve parent participation, engagement, and communication. These actions include providing family engagement activities, parent education opportunities, academic workshops, translation and interpretation services, and resources that help families support student learning at home. The school also focuses on increasing participation among underrepresented families by reducing barriers to involvement and providing multiple avenues for engagement.  Through these ongoing efforts, Nueva Vista Language Academy continues to build a collaborative school community where families and staff work together to support the academic, social-emotional, and overall success of every student.|Educational partner input, family surveys, and local data indicate that Nueva Vista Language Academy continues to make progress in bridging the gap between school and home by fostering strong relationships with students, families, and the broader community. Through ongoing communication, family engagement activities, and opportunities for stakeholder feedback, NVLA strives to ensure that families feel connected, informed, and empowered to support their child's educational journey.  Nueva Vista Language Academy is committed to creating an inclusive, welcoming, and equitable educational environment that actively engages all students and families, particularly those who have been historically underrepresented. The school recognizes that meaningful family engagement is essential to student success and works to ensure that every family has opportunities to participate in school programs, provide input, and access resources that support academic and social-emotional growth.  NVLA values the diversity of its school community and celebrates the unique cultural, linguistic, and personal experiences that students and families bring to the learning environment. Through cultural events, family engagement activities, multilingual communication, and inclusive school practices, the school promotes a sense of belonging and encourages active participation from all educational partners.  To further strengthen family engagement, NVLA will continue to provide parent education opportunities designed to build families' understanding of academic expectations, student achievement data, attendance, social-emotional supports, and available school and community resources. Parent workshops, informational meetings, and family learning events help equip families with the knowledge and tools needed to actively support their children's success both at home and at school.  Additionally, the school will continue to seek feedback from families through surveys, School Site Council meetings, Parent Engagement meetings, and other stakeholder groups to ensure that programs and services remain responsive to the needs of the community. This feedback will be used to guide decision-making, improve communication practices, and strengthen partnerships between families and school staff.  By continuing to prioritize equity, inclusion, and meaningful engagement, Nueva Vista Language Academy aims to cultivate a collaborative school culture where all students and families feel valued, respected, and supported, leading to improved outcomes for students academically, socially, and emotionally.|Nueva Vista Language Academy recognizes that parent involvement is a critical factor in student achievement and overall school success. The school is committed to fostering strong partnerships with families by encouraging parents to take an active role in their child's education and promoting a shared responsibility for student learning. Through ongoing communication, family engagement activities, and opportunities for meaningful participation, NVLA strives to cultivate a sense of ownership and investment among parents in their child's academic and social-emotional growth.  NVLA provides families with multiple opportunities to engage in their child's education through parent conferences, school events, workshops, surveys, and regular communication regarding student progress and school initiatives. These opportunities help families stay informed, build relationships with school staff, and gain the knowledge and resources necessary to support learning at home.  Collaborative decision-making remains an important component of family engagement at NVLA. Committees such as the School Site Council (SSC) and English Learner Advisory Committee (ELAC) provide parents with meaningful opportunities to contribute to school planning, review student achievement data, provide input on school programs, and help guide decisions related to student success. Through participation in these committees, families play an active role in shaping school goals, priorities, and improvement efforts.  NVLA values the diverse perspectives of its families and actively seeks feedback from educational partners through surveys, meetings, and stakeholder engagement activities. Family input is used to inform decision-making and ensure that school programs and services reflect the needs of the community. The school also works to reduce barriers to participation by providing bilingual communication, translation services, and flexible opportunities for involvement.  By continuing to strengthen family engagement and promote collaborative partnerships, Nueva Vista Language Academy aims to build strong connections between school, home, and the community. These efforts help create a supportive learning environment where families feel valued, students are empowered to succeed, and all educational partners work together toward common goals.|Nueva Vista Language Academy will continue to maintain a student-centered focus by actively seeking and incorporating input from educational partners, including students, families, staff, and community members. Through surveys, stakeholder meetings, School Site Council, ELAC, and ongoing communication opportunities, NVLA gathers valuable feedback to better understand the needs, strengths, and priorities of its school community.  This collaborative approach ensures that decisions are informed by the voices of those most directly impacted and remain aligned with the school's mission of supporting the success of every student. When evaluating programs, services, resources, and school initiatives, NVLA prioritizes the academic achievement, social-emotional well-being, safety, and overall development of all students.  The school remains committed to creating equitable opportunities and providing the supports necessary for every student to thrive. By utilizing educational partner feedback and local data to guide continuous improvement efforts, NVLA strives to foster a positive learning environment where students feel valued, connected, and empowered to reach their full potential. Through this ongoing commitment to collaboration and student success, NVLA will continue to make decisions that place the needs of students at the center of all planning and improvement efforts.|Nueva Vista Language Academy will continue to leverage educational partner input and local data analysis to guide decision-making and continuous improvement efforts. Feedback gathered from students, families, staff, School Site Council, ELAC, surveys, and other stakeholder engagement opportunities provides valuable insight into the strengths, needs, and priorities of the school community.  By analyzing multiple sources of data alongside stakeholder feedback, NVLA is able to make informed, context-specific decisions that reflect the unique needs of its students and families. This collaborative process helps ensure that school programs, services, and resources are aligned to support student achievement, well-being, and equitable access to opportunities.  Particular attention is given to the needs of underrepresented student groups and families, including English learners, students with disabilities, Foster Youth, McKinney-Vento students, migrant students, and low-income families. Through intentional outreach, ongoing communication, and meaningful opportunities for participation, NVLA seeks to ensure that all voices are represented in the decision-making process.  By utilizing educational partner feedback and local data to identify areas of strength and opportunities for growth, Nueva Vista Language Academy empowers its school community to work collaboratively toward shared goals and make decisions that positively impact all students. This commitment to continuous improvement helps create an inclusive, equitable, and student-centered learning environment where every student has the opportunity to succeed academically, socially, and emotionally.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-10|2026
15634046009351|Cecil Avenue Math and Science Academy|3|Cecil Avenue Math and Science Academy (CAMSA) values the vital role families play in student success and is deeply committed to building strong relationships between school staff and families. Through welcoming and inclusive engagement opportunities, CAMSA fosters a collaborative school culture where families feel connected, informed, and supported as partners in education. To strengthen the home-school connection, CAMSA offers a variety of events that encourage meaningful interaction between families and staff, including “Lunch with Your Patriot,” family math and paint nights, trimester awards assemblies, field trip chaperone opportunities, back-to-school nights, and STEAM nights. These activities help create positive relationships that support both student achievement and a strong sense of community. The impact of these efforts is reflected in parent feedback, with 90% of responding families expressing confidence in CAMSA’s commitment to family-school partnerships and 97% reporting they feel well-informed about opportunities to engage in the school community. CAMSA remains dedicated to ensuring all families feel welcomed, valued, and empowered in their child’s educational journey.|Cecil Avenue Math and Science Academy (CAMSA) is committed to fostering strong connections between home and school by continuing to promote both academic and culture-building activities. In addition to existing events like family nights, awards assemblies, and STEAM activities, CAMSA plans to continue with support by providing parent workshops on supporting learning at home, cultural heritage celebrations, and family-involved community service projects. A recent survey of 16 parents highlighted the importance of frequent communication, continued incentives for attendance, and stronger parent accountability in supporting student success. Suggestions included offering engaging first-period classes, clear communication about the importance of attendance, home visits, safe routes to school, early drop-off options, and continued outreach to families not yet engaged. Parents also emphasized the need for a positive learning environment, incentives like prizes and rewards for attendance, and helping students understand the why behind coming to school, beyond just rewards. CAMSA remains dedicated to implementing these ideas while continuing to provide meaningful opportunities for families to stay connected, supported, and involved in their child’s education.|Cecil Avenue Math and Science Academy remains committed to continuous improvement through ongoing professional development that equips staff with the tools needed to effectively engage, communicate, and collaborate with parents, guardians, and educational partners. Training opportunities focus on building strong relationships and are informed by feedback gathered through School Site Council meetings, Parent Engagement meetings, and family surveys. CAMSA will continue to expand meaningful opportunities for participation and involvement for families supporting students with diverse needs, including students with disabilities, English learners, foster youth, and students from low-income backgrounds. The school is dedicated to providing families and educational partners with the information, skills, and resources necessary to support student success, including understanding academic progress, attendance expectations, school policies, and available support services. By empowering families and fostering authentic partnerships, CAMSA promotes an inclusive, equitable, and collaborative learning environment where every student has the opportunity to thrive.|At the beginning of the school year, parents were provided access to student performance information, academic goals, grades, and attendance through the Aeries Parent Portal and ParentSquare. Families received information outlining the academic expectations and objectives for the year to support student success. Parents and students are encouraged to schedule meetings with teachers at any time throughout the year to discuss academic progress and individual student needs. Teacher email addresses and phone numbers are available on the school website and are shared directly with families and students to maintain open communication. In addition, the Student/Parent Handbook is distributed at the start of each school year and posted on the school website for easy access to important school policies, procedures, and resources. According to the LCAP parent survey, 90% of parents expressed confidence in the school’s efforts to build strong partnerships focused on improving student outcomes. This high level of positive feedback reflects the school’s success in fostering effective collaboration among staff, families, and the community. Through these partnerships, CAMSA continues to create a supportive and enriching environment that promotes students’ academic achievement, engagement, and overall well-being.|Feedback from educational partners highlights the need to strengthen parent and student partnerships through continued outreach efforts such as surveys, School Site Council meetings, and family involvement activities in support of LCAP Goals 2 and 3. Cecil Avenue Math and Science Academy will also review and improve safety equipment and protocols to enhance campus safety and student well-being. In addition, the school is developing a long-term facilities improvement plan based on parent and student input, with a focus on playgrounds, infrastructure, and family-friendly spaces. With % of students requesting campus upgrades, these efforts aim to create a safer, more engaging, and welcoming environment for all students and families.|Input from educational partners, along with local data, demonstrates that Cecil Avenue Math and Science Academy (CAMSA) is making meaningful progress in strengthening the connection between school and home for students and families. CAMSA remains committed to fostering an inclusive and equitable educational environment where all students feel valued, respected, and supported, particularly those from underrepresented groups. The school continues to promote student engagement by recognizing and celebrating the diverse cultures, backgrounds, and experiences represented within the school community, understanding that diversity enriches learning for all students. To further strengthen family involvement, CAMSA provides a variety of parent education opportunities designed to equip families with the knowledge, resources, and skills needed to actively support their child’s education. Through ongoing communication, collaboration, and meaningful engagement opportunities, the school works to build strong partnerships with families and educational partners. These efforts help create a supportive and connected school community where students are empowered to thrive academically, socially, and emotionally.|Cecil Avenue Math and Science Academy values the voices and contributions of all families, staff, and students. The school is committed to building strong relationships through a variety of both informal and formal opportunities for connection and engagement. Community-building events such as “Lunch with Your Patriot” and the School Carnival help foster a welcoming and inclusive school culture, while events including STEM Night, Family Math Night, and awards assemblies celebrate student learning, achievement, and participation. CAMSA also provides meaningful opportunities for parents and guardians to participate in school decision-making and share their perspectives through the School Site Council (SSC), English Learner Advisory Council (ELAC), parent surveys, and Parent Education Nights. These ongoing efforts demonstrate the school’s commitment to collaboration, open communication, and educational partnership as essential components in supporting the academic, social, and emotional success of every student.|Cecil Avenue Math and Science Academy is committed to fostering a culture of trust, respect, and professionalism through open communication and collaboration with educational partners. Positive feedback from the LCAP parent survey reflects that families feel informed about meetings, programs, and opportunities for involvement. CAMSA supports continuous improvement through regular administrative meetings, monthly staff collaboration, and ongoing professional development. The school also utilizes School Site Council meetings, parent engagement activities, and stakeholder surveys to promote transparency and meaningful participation. Through these efforts, CAMSA continues to strengthen relationships, encourage engagement, and support student success and community involvement.|CAMSA fosters strong, collaborative relationships with families, staff, and students through ongoing communication and meaningful feedback opportunities. By encouraging participation from all educational partners, the school ensures that diverse perspectives are valued and reflected in decision-making. These efforts demonstrate CAMSA’s commitment to creating a supportive and engaging environment where every student can thrive academically, socially, and personally.|5|5|4|5|5|5|5|5|5|5|5|5|Met||2026-06-10|2026
15634046009369|Del Vista Math and Science Academy|3|Del Vista Math and Science Academy places top priority on creating a welcoming and safe environment where all families feel connected and valued. According to the 2025-26 Family Climate Survey (spring window, March 2026), families expressed strong confidence in the school across multiple areas. Families rated feeling welcome at school at 3.84 out of 4.0, and comfort with talking to teachers at 3.82 out of 4.0, reflecting a solid foundation of trust and open communication between home and school. The Teaching and Learning section of the family survey averaged 3.70 out of 4.0, with families indicating that teachers hold high standards for achievement, work hard to support student success, and promote academic achievement for all students. The School Safety section also averaged 3.70 out of 4.0, with families reporting their students feel safe at school (3.71) and going to and from school (3.78). Parent participation in school events and activities increased compared to the prior year. School-wide events including Winter Wonderland, Lunch with Your Love, and Spring Carnival generated strong family attendance and contributed to a welcoming campus culture. DVMSA continues to prioritize relationship-building through multiple communication channels including ParentSquare, the school website, and in-person connections at daily drop-off and pick-up. Areas identified for continued growth include increasing the frequency of active family involvement in school activities and volunteer participation, where survey scores were more moderate. DVMSA will focus on expanding accessible engagement opportunities to build on the strong relational foundation already established with families.|Strengthening social-emotional supports and deepening staff capacity to build trusting relationships with families remain focus areas for DVMSA. In 2025-26, the school implemented its MTSS/PBIS system with greater consistency and fidelity than in prior years, including behavior support assemblies, and professional development in trauma-informed practices, SEL, and classroom management. These efforts contributed to an overall suspension rate below 1% (0.55%) and zero expulsions across all student groups. Despite this progress, two areas signal a continued need for improvement. The percentage of students feeling safe at school declined slightly from 83% in Year 1 to 79% in Year 2. While this still represents a significant gain from the baseline of 71%, the school recognizes the need to reverse this trend through strengthened campus culture initiatives and focused PBIS supports in the primary grades, where infractions contributed to the overall suspension rate increase. Additionally, the 2025-26 Family Climate Survey indicates that staff communication with parents scored 3.61 out of 4.0  the lowest-rated interpersonal item among family respondents and the school climate survey showed only 64% of staff agree that parents are actively involved at the school site. DVMSA will prioritize reducing barriers to family engagement, strengthening two-way communication channels, and ensuring all families feel informed and connected to their student's social-emotional well-being and school experience.|DVMSA serves a student population that is over 91% economically disadvantaged and 93% Hispanic, with significant representation of English Learners, foster youth, and students with disabilities. Improving engagement with these families requires intentional, culturally responsive outreach that goes beyond general communication channels. Building on the strong foundation reflected in the 2025-26 Family Climate Survey — where families rated feeling welcome at school at 3.84 out of 4.0 and comfort with teachers at 3.82 out of 4.0  DVMSA will focus improvement efforts on the areas where underrepresented families are less consistently reached. Specifically, the school will strengthen two-way communication with families of unduplicated pupils through continued ParentSquare outreach, school liaison support, and multilingual communication in accessible formats. Parent Education sessions addressing SEL, ELPAC/SBAC preparation, and academic support strategies will be intentionally designed to reach families who have historically participated at lower rates. As PBIS and campus safety initiatives continue to evolve, families will be kept informed of behavioral support systems and their role in reinforcing the school's positive culture at home. These targeted efforts reflect DVMSA's commitment to ensuring that every family, regardless of background or circumstance, feels genuinely connected to their student's academic and social-emotional experience.|Del Vista Math and Science Academy has built a strong foundation for partnering with families to support student outcomes. In 2025-26, 100% of planned parent involvement activities were attended, with participation from parents of unduplicated pupils documented at every event. Major community events including Winter Wonderland and the Spring Carnival and Dance generated strong family engagement and contributed to a sense of shared investment in student success. Additionally, 100% of parents of students with disabilities attended scheduled IEP and 504 meetings throughout the year, reflecting the school's commitment to ensuring all families are active partners in their student's educational journey. Parent-teacher conferences are scheduled at the start of the year to establish shared goals for each student's academic progress, and families are encouraged to request additional meetings at any time. Teacher contact information is published on the school website, and communication is facilitated through ParentSquare, ClassDojo, Google Classroom, and bilingual teleparents in English and Spanish. The 2025-26 Family Climate Survey supports these strengths, with families rating comfort talking to teachers at 3.82 out of 4.0 and parent-teacher conference attendance among the highest-scoring items on the survey. School liaisons were fully staffed throughout the year, providing consistent family communication support and contributing to these outcomes.|While DVMSA's communication infrastructure is strong, the school recognizes that providing families with tools and resources to actively support student learning at home remains an area for continued growth. The 2025-26 Family Climate Survey indicates that active family involvement in school activities scored approximately 3.31 out of 4.0, and volunteer participation was the lowest-rated item among family respondents. These scores suggest that while families feel informed and welcomed, there is an opportunity to deepen their active role as learning partners beyond the school day. Parent Education sessions offered in 2025-26 addressed Math, ELA, social-emotional learning, and ELPAC/SBAC preparation, providing families with practical strategies to support their students at home. The school will continue to expand this programming and evaluate its reach and effectiveness through parent surveys. Additionally, staff communication with parents scored 3.61 out of 4.0 on the family survey — lower than other relationship items — and only 64% of staff on the school climate survey agreed that parents are actively involved at the school site. Bridging this perception gap will require more intentional efforts to make family involvement visible and meaningful, particularly for families of unduplicated pupils who may face additional barriers to participation.|DVMSA serves a student population that is over 91% economically disadvantaged, 93% Hispanic, with significant representation of English Learners, foster youth, homeless students, and students with disabilities. Ensuring that families from all of these groups are genuine partners in student outcomes requires targeted and sustained outreach. In 2025-26, the school maintained 100% participation from parents of students with disabilities in all scheduled IEP and 504 meetings, achieved through a combination of in-person, virtual, and phone conference options supported by ParentSquare notifications and bilingual communications from teachers and the school nurse. All parent involvement activities had documented participation from parents of unduplicated pupils. School liaisons continued to play a key role in connecting families particularly those who may face language or logistical barriers to school programs and events. Going forward, DVMSA will focus on expanding Parent University sessions and targeted education nights to more directly address the needs of English Learner families and socioeconomically disadvantaged households, including practical guidance on academic support, assessment preparation, and navigating school services. Communication in accessible, multilingual formats will continue to be prioritized to ensure no family is left behind in understanding their role as a partner in their student's education.|Del Vista Math and Science Academy actively seeks family and community input through a well-established network of formal and informal engagement structures. In 2025-26, five School Site Council and five ELAC meetings were held, providing all parents, including parents of unduplicated pupils, structured opportunities to participate in school decision-making. Participation from parents of unduplicated pupils was documented at all planned events. Meetings were made accessible through both in-person and virtual options, with all documents provided in English and Spanish.Beyond formal governance structures, the school created multiple opportunities for community connection and shared input throughout the year. School-wide events including Winter Wonderland and the Spring Carnival and Dance generated strong family participation and contributed to a positive school culture. STEAM Saturdays were a standout success, engaging both students and parents in hands-on learning experiences outside the regular school day. The STEAM Olympiad provided an additional competitive event that deepened family investment in student learning. Families also had opportunities to share input through LCAP surveys, focus groups, and Parent Education Nights, with surveys distributed in English and Spanish and assistance offered to families who needed support completing them. Students in grades 3–5 were surveyed as well, ensuring student voice is included in school planning.|While DVMSA has strong participation from families who are already engaged, a key improvement focus is expanding meaningful input from families who are less consistently reached particularly those facing barriers related to language, work schedules, or home instability. Chronic absenteeism data from 2025-26, which increased slightly to 9.19% largely due to illness and household challenges, highlights that a subset of families face significant logistical barriers to school engagement. These same families are often the most underrepresented in formal decision-making structures. DVMSA's desired outcome is to not only maintain participation in SSC and ELAC meetings but to begin systematically evaluating the effectiveness of engagement activities through post-event surveys and follow-up feedback. Currently, feedback on the quality and usefulness of parent involvement activities is not collected consistently, making it difficult to know whether events are meeting families' actual needs. The school will work toward implementing a more structured feedback loop including surveys following major events and Parent Education sessions so that family input genuinely shapes future programming rather than simply confirming participation occurred. Additionally, expanding the variety of formats through which families can provide input, including virtual participation options and community outreach at informal settings, will help reach those who cannot attend traditional meetings.|During the 2025-26 LCAP development process, DVMSA made deliberate efforts to gather input from historically underrepresented family groups. Educational partner meetings were held at both the site and district levels from January through May 2026 and included dedicated sessions for Migrant families, GATE families, English Learner families through DELAC, Foster Youth, and Special Education families. Special sessions were provided for Spanish-speaking parents, and all materials were available in English and Spanish. Families who could not attend in person were offered virtual participation options, and assistance completing surveys was available to any family who needed it. Going forward, DVMSA will continue to build on these intentional outreach efforts by ensuring that the voices of English Learners, socioeconomically disadvantaged families, foster youth, and families of students with disabilities are not only present at engagement events but are genuinely reflected in school planning decisions. This includes creating feedback mechanisms that capture input from these groups specifically, using ParentSquare and school liaisons to maintain consistent communication, and designing Parent Education Nights and community events that directly address the concerns these families have expressed  including academic support strategies, ELPAC/SBAC preparation, and how to navigate school services on behalf of their students.|4|4|4|4|4|4|5|4|4|4|4|4|Met||2026-06-10|2026
15634120000000|Delano Joint Union High|3|The Delano Joint Union High School District continues to demonstrate strong implementation in building meaningful relationships between school staff and families. A wide range of structured engagement opportunities is offered throughout the year, including registration days, back-to-school nights, parent-teacher conferences, academic and athletic awards programs, performing arts events, and Parent University sessions. These events create meaningful opportunities for connection and dialogue while recognizing student achievement.  To ensure accessibility for all families, translation services are consistently provided, and communication platforms such as ParentSquare, district websites, and social media are actively used to disseminate information. Expanded staff availability has further strengthened timely and personalized interactions with families. Collectively, these efforts have fostered trust, increased transparency, and strengthened partnerships across all school sites.|The district continues to focus on improving the consistency and visibility of school communication. Efforts are underway to ensure school site calendars and electronic marquees are updated regularly and aligned with district messaging. Additionally, the district is expanding its use of social media platforms to improve outreach, particularly for families who may not access traditional school communications. These efforts aim to reduce communication barriers and ensure families remain informed and engaged.|To further strengthen engagement of underrepresented families, the district continues to expand targeted outreach efforts. School staff utilize personalized communication strategies, including phone calls, text messaging, and home visits when appropriate, to ensure families feel welcomed and informed. Materials are made available in multiple languages and formats to increase accessibility. Additionally, school community liaisons play a key role in identifying barriers and supporting culturally responsive engagement strategies for families of English learners, foster youth, and socioeconomically disadvantaged students.|The Delano Joint Union High School District has made significant progress in building strong partnerships between families and educators to support student outcomes. Each school site provides ongoing parent trainings and informational meetings focused on college and career readiness. Counselors provide guidance on financial aid, graduation requirements, and postsecondary planning, equipping families to actively support student success.  Staff schedules have been strategically designed to support after-school engagement opportunities and individualized meetings with families. In the 2026 educational partner survey, 90% of parents agreed that the district provides timely and relevant communication about partnership opportunities, reflecting strong communication systems and consistent outreach.|While the district offers a wide range of partnership opportunities, increasing participation in advisory and decision-making committees remains an area for growth. Some committees continue to experience challenges in maintaining diverse representation and consistent attendance. To address this, the district will expand personalized outreach efforts, including direct invitations and follow-up communication. Additionally, parent interest surveys will be used to better align meeting topics and formats with family needs, ensuring engagement opportunities are relevant and meaningful.|To strengthen engagement with underrepresented families, the district is implementing targeted outreach strategies that prioritize inclusivity. Efforts include direct communication in families’ home languages, flexible meeting formats such as virtual options, and ongoing support from school liaisons. The district is also working to increase representation of English learners, foster youth, students with disabilities, and socioeconomically disadvantaged families on advisory committees. New engagement opportunities, such as topic-specific workshops and informal listening sessions, are being developed to ensure families feel heard and empowered.|The Delano Joint Union High School District continues to foster a strong culture of shared decision-making through active engagement with educational partners. The district regularly collaborates with advisory groups such as the Parent Advisory Committee (PAC), District English Learner Advisory Committee (DELAC), site-based ELACs, School Site Councils, and the Special Education Parent Advisory Committee (SEPAC). These groups provide ongoing input on district and site plans that support student achievement.  The LCAP development process includes multiple opportunities for families to provide feedback on actions and services. In the 2026 educational partner survey, 91% of families reported that their input is valued in school and district decision-making, reflecting the district’s strong commitment to transparency, responsiveness, and meaningful engagement.|The district continues to focus on increasing participation in decision-making processes among families from historically underrepresented groups. While engagement structures are well established, participation does not always fully reflect the diversity of the student population. The district is exploring additional strategies, including orientation sessions for new participants, enhanced outreach efforts, and improved data collection tools to capture more actionable feedback and support continuous improvement.|To expand participation among underrepresented families, the district is implementing targeted strategies to increase accessibility and inclusion. School liaisons provide direct outreach and support to families of English learners, foster youth, and students with disabilities. Meeting materials are translated and shared in multiple formats to ensure understanding. These efforts are designed to create more inclusive participation in advisory groups and strengthen family voice in district decision-making.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-29|2026
15634200000000|Di Giorgio Elementary|3|100% of families are connected with Thrill Share (Formerly used ParentSquare) 96% of parents “feel comfortable communicating with their student’s school” 100% of parents feel it is “very easy” to contact their child’s teacher.  81% of parents are aware of the different resources the school offers to assist families 93% of parents feel welcome when they are on campus.|Based on analysis of local data and educational partner input, Di Giorgio School has identified building stronger relationships between school staff and families as a priority area for improvement. Survey results and stakeholder feedback indicate that, while communication has increased through the use of the school website, Class Dojo, individual phone calls, and the addition of a family liaison, families continue to express a need for more consistent, two-way engagement and clearer access to information regarding student learning and school programs.  In response, the LEA will focus on strengthening family engagement systems by improving the clarity, frequency, and accessibility of communication, as well as expanding opportunities for meaningful participation in school decision-making processes. Efforts will include implementing culturally and linguistically responsive practices, increasing outreach to underrepresented families, and providing staff with targeted professional development on effective family engagement strategies. These actions are intended to build trust, enhance collaboration, and support improved student outcomes.|To address this need, Di Giorgio will prioritize targeted outreach and inclusive engagement strategies to better connect with underrepresented families. This includes leveraging the family liaison to conduct personalized outreach, expanding culturally and linguistically responsive communication, and providing multiple, accessible opportunities for families to participate in school activities and provide input. Di Giorgio will also support staff through professional development focused on building trusting relationships and effectively engaging diverse families. These efforts are designed to reduce barriers to participation, increase family voice, and strengthen partnerships that support student success.|Based on analysis of educational partner input and local data, Di Giorgio School has demonstrated measurable progress in building partnerships that support positive student outcomes. Feedback from families and staff indicates increased opportunities for engagement through the addition of cultural events and expanded time for parent-teacher conferences, which have contributed to stronger connections between home and school.  These efforts have supported improved communication regarding student progress and created more inclusive opportunities for families to participate in their children’s education. As a result, families report feeling more welcomed and informed, and staff have greater opportunities to collaborate with parents to support student learning. Di Giorgio will continue to build on these strengths by sustaining and refining engagement practices that promote shared responsibility for student success.|Based on analysis of educational partner input and local data, Di Giorgio School has identified the need to strengthen partnerships with families by expanding supports that enable parents to actively support student learning at home. While recent efforts such as cultural events and increased time for parent-teacher conferences have improved engagement and communication, feedback indicates that families would benefit from additional guidance and resources to better assist their children academically.  The LEA will focus on increasing opportunities for parent education by offering workshops, training sessions, and accessible resources aligned to grade-level expectations and instructional strategies. In addition, the school will enhance supports for at-home learning by providing practical tools, clear guidance, and ongoing communication to help families reinforce learning outside of the classroom. These efforts aim to build family capacity, strengthen home-school collaboration, and improve student outcomes.|Di Giorgio will focus on increasing opportunities for parent education by offering workshops, training sessions, and accessible resources aligned to grade-level expectations and instructional strategies. Additionally, the school will enhance supports for at-home learning by providing practical tools, clear guidance, and ongoing communication to help families reinforce learning outside of the classroom. A further area of focus will be strengthening consistent two-way communication between staff and families to ensure parents feel informed, heard, and actively involved in their child’s academic progress. These efforts aim to build family capacity, strengthen home-school collaboration, and improve student outcomes.|Based on analysis of educational partner input and local data, Di Giorgio School has demonstrated continued progress in seeking meaningful input to inform decision-making. The LEA utilizes multiple methods to gather feedback, including surveys, individual phone calls, one-on-one meetings, and participation in district and site parent advisory committees.  These varied engagement strategies have increased opportunities for families and stakeholders to share their perspectives and contribute to school planning processes. As a result, the LEA has strengthened its ability to make informed decisions that reflect the needs and priorities of its community. Ongoing efforts to maintain and expand these practices will support inclusive participation and ensure that diverse voices are represented in decision-making.|Based on analysis of educational partner input and local data, Di Giorgio School has demonstrated continued progress in seeking meaningful input to inform decision-making. The LEA utilizes multiple methods to gather feedback, including surveys, individual phone calls, one-on-one meetings, and participation in district and site parent advisory committees.  These varied engagement strategies have increased opportunities for families and stakeholders to share their perspectives and contribute to school planning processes. As a result, the LEA has strengthened its ability to make informed decisions that reflect the needs and priorities of its community.  However, analysis of participation data indicates a need to improve attendance and representation at district and site advisory meetings. The LEA will focus on increasing participation by enhancing outreach efforts, reducing barriers to attendance, and providing more flexible and accessible meeting options. Strengthening participation in these forums will ensure broader representation and more diverse input in the decision-making process.|To improve these practices, the LEA will implement targeted outreach strategies to increase participation among underrepresented families, including personalized communication, expanded use of the family liaison, and culturally and linguistically responsive engagement efforts. The school will also enhance accessibility by offering flexible meeting times, virtual participation options, and additional supports such as childcare when feasible.  In addition, the LEA will refine its feedback systems by ensuring that input opportunities are clearly communicated, easy to access, and responsive to family needs. Staff will be supported through professional development focused on inclusive engagement and relationship-building practices. These efforts are intended to increase equitable participation, elevate diverse perspectives, and ensure that decision-making processes reflect the full school community.|4|4|4|4|4|3|4|4|3|3|3|3|Met||2026-06-24|2026
15634380000000|Edison Elementary|3|Edison Elementary School District's current strengths in building relationships between school staff and families include maintaining multiple opportunities for meaningful family engagement, fostering two-way communication, and actively involving parents in district and school decision-making processes. Throughout the 2025–26 school year, families participated in School Site Council (SSC), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), Parent Advisory Committee (PAC), parent engagement events, community forums, and districtwide stakeholder surveys.  The district has made progress in strengthening communication and partnerships with families through expanded outreach efforts, culturally responsive engagement practices, translation and interpretation services, and increased opportunities for parent participation in school activities and district planning. Feedback gathered from parents has directly influenced district priorities related to academic interventions, student wellness, attendance improvement, English learner supports, and family engagement programs.  The district has also expanded parent education opportunities, including literacy events, family workshops, and trainings designed to help parents support student learning at home, understand academic expectations, monitor student progress, and access community resources. Educational partner feedback indicates that families value these opportunities and appreciate the district's commitment to listening to parent voices and incorporating their input into the Local Control and Accountability Plan (LCAP) and school improvement efforts.  As a result of these ongoing efforts, Edison continues to strengthen trust, communication, and collaboration between families and school staff, creating stronger partnerships that support student success and well-being.|Based on educational partner feedback and local data, Edison Elementary School District's primary focus areas for improvement include expanding family participation in school and district decision-making processes, increasing parent education opportunities, and strengthening communication systems between schools and families. While the district offers multiple avenues for parent involvement through SSC, ELAC, DELAC, PAC, and community engagement events, stakeholder feedback indicates a desire for increased opportunities for meaningful engagement, volunteer participation, and shared leadership.  Parents have also expressed a need for additional workshops and training opportunities focused on supporting student learning at home, understanding academic expectations and assessment results, monitoring student progress, accessing technology resources, and preparing students for college and career pathways. Families of English learners specifically identified the need for expanded language development support and resources that help parents better support literacy and language acquisition at home.  Additionally, the district will continue to improve communication by expanding culturally responsive outreach practices, increasing access to translation and interpretation services, and utilizing multiple communication platforms to ensure families receive timely and accessible information. By strengthening these areas, Edison aims to further enhance trust, collaboration, and meaningful partnerships between school staff and families in support of student success.|Based on educational partner feedback and local data, Edison Elementary School District has identified the need to increase engagement among underrepresented families, including families of English learners, families experiencing homelessness, families of students with disabilities, and families who face barriers related to language, transportation, work schedules, or access to technology. Stakeholder feedback indicates that while many families participate in district engagement opportunities, additional efforts are needed to ensure all families feel welcomed, informed, and empowered to participate in their children's education.  To improve engagement, the district will expand outreach efforts through multiple communication methods, including bilingual communications, translation and interpretation services, phone calls, text messaging, social media, home visits, and community-based events. The district will continue to leverage the Community Center and school sites as accessible locations for family engagement activities and educational workshops.  The district will also increase opportunities for parent leadership and participation through ELAC, DELAC, SSC, PAC, and other advisory groups while offering flexible meeting times and virtual participation options when possible. Parent education workshops will focus on supporting student learning, attendance, literacy, language development, technology access, college and career awareness, and navigating educational systems. These efforts are intended to reduce barriers to participation, strengthen relationships between families and school staff, and ensure that the voices of historically underrepresented families are reflected in district decision-making and continuous improvement efforts.|Edison Elementary School District's current strengths in building partnerships for student outcomes include strong collaboration with families, community organizations, educational partners, and school staff to support student achievement, attendance, wellness, and engagement. The district has established multiple structures for stakeholder participation, including School Site Council (SSC), Parent Advisory Committee (PAC), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), safety and wellness committees, and community engagement events that provide meaningful opportunities for input and shared decision-making.  The district has made significant progress in strengthening partnerships that support student outcomes through expanded family outreach, Community Center services, attendance interventions, mental health and wellness supports, and targeted programs for English learners, students experiencing homelessness, foster youth, and other high-needs student groups. Collaboration between families, teachers, administrators, and community partners has contributed to improvements in English Learner Progress Indicator results, reductions in suspension rates, and decreases in chronic absenteeism.  Educational partner feedback indicates that families value the district's commitment to communication, accessibility, and responsiveness to student and family needs. Through ongoing collaboration with Kern County Superintendent of Schools, SELPA, community agencies, and local organizations, the district continues to strengthen systems of support that address both academic and non-academic barriers to student success. These partnerships have enhanced the district's ability to provide comprehensive services and create a supportive environment where students can thrive academically, socially, and emotionally.|Based on educational partner feedback and local data, Edison Elementary School District's focus areas for improvement include increasing family participation in programs that directly support student achievement, expanding parent education opportunities, and strengthening collaboration between families, schools, and community partners. While strong partnerships exist, stakeholder input indicates a need to engage a broader range of families in academic support efforts and decision-making processes, particularly families of English learners, students with disabilities, homeless youth, and other historically underserved student groups.  Parents expressed interest in additional workshops and training opportunities focused on literacy, mathematics, language development, attendance, social-emotional wellness, technology use, and strategies for supporting student learning at home. Educational partners also identified the need to increase awareness of available district and community resources that help remove barriers to student success.  The district will continue to strengthen partnerships with community agencies, SELPA, Kern County Superintendent of Schools, and local organizations to expand access to academic, behavioral, mental health, and family support services. Additionally, Edison will focus on improving communication regarding student progress and intervention supports so that families can more actively participate in goal setting and academic planning.  By increasing family engagement in student learning, expanding access to support services, and strengthening collaborative partnerships, the district aims to improve student outcomes, attendance, engagement, and overall school success for all students.|Based on educational partner feedback and local data, Edison Elementary School District will improve engagement of underrepresented families by implementing targeted outreach strategies designed to reduce barriers to participation and increase access to educational opportunities and support services. Families of English learners, students with disabilities, homeless youth, foster youth, and families facing language, transportation, scheduling, or technology barriers have been identified as groups requiring additional engagement and support.  The district will continue providing bilingual communication, translation and interpretation services, home visits, phone outreach, text messaging, and community-based engagement opportunities to ensure families receive timely and accessible information. The Community Center will serve as a hub for parent workshops, resource referrals, family engagement activities, and connections to community services that support student success.  Additionally, the district will expand parent leadership opportunities through ELAC, DELAC, SSC, PAC, and other advisory groups while offering flexible meeting times and participation options to increase accessibility. Family workshops will focus on literacy, language development, attendance, technology access, academic expectations, social-emotional wellness, and strategies for supporting learning at home. The district will also strengthen partnerships with community organizations and service providers to connect families with resources that address barriers impacting student achievement and engagement.  These efforts are intended to ensure that underrepresented families are active partners in supporting student outcomes and have meaningful opportunities to contribute to district decision-making and continuous improvement efforts.|Edison Elementary School District's current strengths in seeking input for decision-making include maintaining a comprehensive and inclusive stakeholder engagement process that actively involves parents, students, staff, bargaining units, advisory committees, administrators, and community partners. The district regularly gathers feedback through School Site Council (SSC), Parent Advisory Committee (PAC), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), stakeholder surveys, community forums, staff meetings, student leadership groups, and district committee meetings.  The district has made significant progress in creating multiple opportunities for educational partners to participate in decision-making related to the Local Control and Accountability Plan (LCAP), School Plans for Student Achievement (SPSAs), student support programs, and district priorities. Stakeholder input has directly influenced decisions regarding academic interventions, English learner services, attendance initiatives, mental health supports, family engagement programs, professional development, and resource allocation.  Educational partners consistently report that the district values their feedback and provides meaningful opportunities to contribute to planning and continuous improvement efforts. The district has also expanded communication and outreach efforts to increase participation and ensure that diverse perspectives are represented in decision-making processes. Through these collaborative structures, Edison has strengthened transparency, trust, and shared ownership of student success while ensuring that district decisions are informed by the needs and priorities of students, families, staff, and the broader community.|Based on educational partner feedback and local data, Edison Elementary School District's focus areas for improvement in seeking input for decision-making include increasing participation from underrepresented stakeholder groups, expanding opportunities for ongoing feedback throughout the school year, and strengthening awareness of how stakeholder input influences district decisions. While the district provides numerous opportunities for engagement through advisory committees, surveys, meetings, and community forums, stakeholder feedback indicates that some families continue to experience barriers to participation due to language differences, transportation challenges, work schedules, or limited familiarity with school governance processes.  The district will focus on increasing participation among families of English learners, students with disabilities, homeless youth, foster youth, and other underrepresented groups by expanding outreach efforts, offering flexible meeting formats, and providing translation and interpretation services. Additionally, the district will continue to improve communication regarding district initiatives, budget priorities, and student outcome data to help stakeholders make informed contributions to decision-making processes.  Another area of focus is strengthening feedback loops by consistently sharing how educational partner input has informed district actions, LCAP priorities, and school improvement efforts. By increasing accessibility, transparency, and opportunities for meaningful engagement, Edison aims to ensure that all educational partners have a voice in shaping decisions that impact student success and district continuous improvement.|Based on educational partner feedback and local data, Edison Elementary School District will improve engagement of underrepresented families in decision-making by implementing targeted outreach strategies designed to reduce barriers to participation and increase access to leadership opportunities. Families of English learners, students with disabilities, homeless youth, foster youth, and families who experience language, transportation, scheduling, or technology challenges have been identified as groups requiring additional support to ensure their voices are represented in district decision-making processes.  The district will continue providing bilingual communication, translation and interpretation services, home visits, phone outreach, text messaging, and multiple communication platforms to ensure families receive timely and accessible information regarding meetings, surveys, and opportunities for input. Flexible meeting schedules, virtual participation options, and community-based engagement opportunities will be offered to increase accessibility and participation.  Additionally, the district will strengthen recruitment efforts for participation in School Site Council (SSC), ELAC, DELAC, PAC, and other advisory groups to ensure representation from diverse student populations and family groups. Parent leadership development opportunities and informational workshops will be provided to help families better understand district programs, student data, school governance processes, and how their feedback influences district decisions.  The district will also improve transparency by regularly communicating how stakeholder input has shaped LCAP priorities, school improvement efforts, and resource allocation decisions. These actions are intended to create a more inclusive decision-making process where all families, particularly those who have been historically underrepresented, have meaningful opportunities to contribute to decisions that impact student success.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-22|2026
15634460000000|Elk Hills Elementary|3|Based on educational partner input, local survey data, and ongoing communication with families, Elk Hills Elementary School District continues to demonstrate strong relationships between school staff and families. As a small, single-school district, Elk Hills fosters a welcoming, family-centered culture where staff know students and families personally and communication is frequent, responsive, and meaningful.  The district provides multiple opportunities for families to engage in their children's education through parent-teacher conferences, School Site Council, English Learner Advisory Committee (ELAC), LCAP stakeholder meetings, family events, student performances, athletic activities, and volunteer opportunities. Families also receive regular communication through newsletters, social media, phone calls, emails, text messaging, and the district website, ensuring they remain informed about school programs, student progress, and upcoming events.  Educational partner feedback indicates that families value the district's accessibility, caring staff, and commitment to student success. Parents report feeling welcomed on campus and appreciate the individualized attention their children receive because of the district's small size. Staff members work collaboratively with families to address student academic, behavioral, and social-emotional needs, strengthening partnerships that support the whole child.  During the past year, the district has continued to expand opportunities for family involvement through Community Schools initiatives, literacy and math events, and activities designed to celebrate student learning. These efforts have resulted in increased family participation and strengthened trust between families and school staff.  Elk Hills Elementary School District remains committed to continuously improving family engagement by seeking educational partner input through surveys, meetings, and ongoing communication. Feedback gathered through these processes is used to inform decision-making, strengthen programs and services, and ensure that families remain valued partners in supporting student achievement and well-being.|Based on educational partner feedback and local data, Elk Hills Elementary School District will continue to strengthen family engagement by expanding opportunities for meaningful participation in school programs and district decision-making. While families report positive relationships with school staff and appreciate the personalized communication provided by the district, the district recognizes the need to increase participation among families who are unable to attend meetings or school events due to work schedules or other commitments.  The district will focus on providing additional flexible engagement opportunities, including a combination of in-person and virtual meetings, varied event times, and multiple methods for gathering parent input through surveys and electronic communication. The district will also continue to enhance communication by ensuring families receive timely, accessible information regarding student learning, available supports, and opportunities to become involved in school activities.  As a Community Schools district, Elk Hills will continue to build partnerships that strengthen connections between families, staff, and community resources. Educational partner feedback will remain an essential part of the district's continuous improvement process, and input from families will be used to refine programs, improve communication, and support student academic achievement and overall well-being.|Based on educational partner input and local data, Elk Hills Elementary School District recognizes that some families may face barriers to participating in school activities and decision-making due to work schedules, transportation, language, or other personal circumstances. The district is committed to ensuring that all families have equitable opportunities to engage in their children's education and contribute to district improvement efforts.  To increase participation among underrepresented families, the district will continue to provide multiple avenues for engagement, including flexible meeting times, virtual participation opportunities when appropriate, electronic surveys, phone calls, text messaging, and regular communication through the district website and social media platforms. Staff will continue to build personal relationships with families through individualized outreach and ongoing communication regarding student progress and available supports.  The district will also continue to engage families through LCAP educational partner meetings, parent conferences, and Community Schools activities while actively encouraging participation from families whose voices have historically been less represented. Feedback gathered through these efforts will be used to inform district planning, strengthen family-school partnerships, and ensure that programs and services are responsive to the diverse needs of all students and families.|Based on educational partner input and local data, Elk Hills Elementary School District has continued to strengthen partnerships that support positive student outcomes through collaboration among families, staff, community organizations, and educational partners. The district's small size allows staff to build strong, trusting relationships with students and families, creating a collaborative environment focused on academic achievement, student well-being, and whole-child development.  The district has made significant progress in expanding partnerships through its Community Schools initiative by connecting students and families with academic, behavioral, health, and social-emotional supports. Ongoing collaboration with the Kern County Superintendent of Schools, community agencies, local businesses, and other educational partners has enhanced professional learning opportunities for staff while increasing access to resources and services that support student success.  Educational partner feedback indicates that families value the district's commitment to open communication, individualized support, and opportunities to participate in school activities and district planning. Through LCAP educational partner meetings, parent conferences, and school events, families have meaningful opportunities to collaborate with staff in supporting student learning.  The district has also strengthened instructional partnerships by providing professional development, instructional coaching, and collaborative planning focused on literacy, mathematics, evidence-based instructional practices, and social-emotional learning. These collective efforts have contributed to a positive school climate, increased student engagement, and continuous improvement in teaching and learning. Elk Hills Elementary School District remains committed to maintaining and expanding partnerships that improve educational opportunities and outcomes for every student.|Based on educational partner input and local data, Elk Hills Elementary School District will continue to strengthen partnerships that support improved student outcomes by expanding collaboration with families, community organizations, and educational partners. While the district has established strong relationships with its stakeholders, it recognizes opportunities to further increase family participation in academic initiatives and district planning, particularly among families who may experience barriers to engagement.  The district's focus for continuous improvement includes expanding Community Schools partnerships to provide additional academic, behavioral, mental health, and enrichment supports for students and families. Elk Hills will continue to strengthen collaboration with the Kern County Superintendent of Schools and other community partners to enhance professional learning, student services, and access to resources that support the whole child.  The district will also continue to use educational partner feedback, student performance data, attendance, and school climate information to evaluate the effectiveness of programs and identify areas for improvement. By strengthening communication, increasing opportunities for stakeholder collaboration, and leveraging community partnerships, Elk Hills Elementary School District will continue to improve student achievement, engagement, attendance, and overall well-being while ensuring that all students have access to the supports they need to be successful.|Based on educational partner input and local data, Elk Hills Elementary School District is committed to increasing the engagement of families who have been underrepresented in school activities and decision-making. The district recognizes that barriers such as work schedules, transportation, language, and limited availability can affect participation and is committed to providing equitable opportunities for all families to partner in supporting student success.  To improve engagement, the district will continue to use a variety of communication methods, including phone calls, text messages, emails, social media, and the district website, to share information and gather feedback. Flexible meeting options, including varied meeting times and virtual participation opportunities when appropriate, will help increase access for families who are unable to attend traditional in-person events.  As part of its Community Schools approach, Elk Hills will continue to strengthen partnerships with community organizations and service providers to connect families with academic, behavioral, social-emotional, and wellness resources. Staff will conduct individualized outreach to families who are less engaged, encourage a development of a strong School Site Council, LCAP educational partner meetings, and family engagement activities, and ensure that stakeholder input is reflected in district planning and continuous improvement efforts.  By building stronger relationships with underrepresented families and reducing barriers to participation, the district will continue to strengthen partnerships that support improved academic achievement, student engagement, attendance, and the overall success and well-being of every student.|ased on educational partner input and local data, Elk Hills Elementary School District has established a collaborative decision-making process that values the voices of families, staff, students, and community partners. The district's small size allows for open communication and meaningful relationships, making it possible for educational partners to provide ongoing feedback that directly informs district planning and continuous improvement efforts.  The district regularly seeks input through Local Control and Accountability Plan (LCAP) stakeholder meetings, parent-teacher conferences, surveys, board meetings, and informal conversations with families and staff. Multiple methods of communication, including email, phone calls, text messaging, newsletters, social media, and the district website, help ensure that educational partners remain informed and have opportunities to provide feedback throughout the school year.  Educational partner input has contributed to district decisions related to instructional programs, student supports, professional development, school climate initiatives, and the implementation of Community Schools strategies. Staff routinely review student achievement, attendance, behavior, and school climate data alongside stakeholder feedback to identify priorities and evaluate the effectiveness of district programs.  The district has made continued progress in creating a culture of transparency, collaboration, and shared responsibility for student success. Educational partners report feeling welcomed, respected, and valued in the decision-making process, and the district remains committed to using stakeholder input to guide future planning and improve outcomes for all students.|Based on educational partner input and local data, Elk Hills Elementary School District will continue to strengthen opportunities for meaningful stakeholder participation in district decision-making. While the district has established strong communication and collaborative relationships with families, staff, and community partners, it recognizes the importance of increasing participation from a broader range of educational partners and ensuring that feedback is representative of the entire school community.  The district's focus for improvement includes increasing participation in surveys, LCAP engagement activities,  and other advisory groups by offering flexible meeting times, virtual participation opportunities when appropriate, and multiple methods for providing input. The district will also continue to enhance communication by clearly sharing how educational partner feedback influences district decisions, priorities, and resource allocation.  In addition, the district will strengthen its use of local data by regularly reviewing educational partner feedback alongside student achievement, attendance, behavior, and school climate data to identify emerging needs and evaluate the effectiveness of district initiatives. Through these efforts, Elk Hills Elementary School District will continue to build a transparent, inclusive, and data-informed decision-making process that supports continuous improvement and positive outcomes for all students.|Based on educational partner input and local data, Elk Hills Elementary School District is committed to ensuring that all families have meaningful opportunities to participate in district decision-making. The district recognizes that some families may face barriers to participation due to work schedules, transportation, language, or other personal circumstances and is committed to reducing those barriers through inclusive engagement practices.  To improve participation among underrepresented families, the district will continue to provide multiple opportunities for input through surveys, LCAP educational partner meetings, parent conferences, and other engagement activities using a variety of communication methods, including phone calls, text messages, email, social media, and the district website. Flexible meeting times and virtual participation options, when appropriate, will help increase accessibility for families who are unable to attend traditional in-person meetings.  The district will also continue to conduct personalized outreach to families whose voices have been less represented and will encourage participation in district planning by clearly communicating how educational partner feedback is used to inform decisions, prioritize resources, and improve programs and services. By creating multiple pathways for participation and fostering a welcoming, transparent decision-making process, Elk Hills Elementary School District will continue to strengthen partnerships with all families and ensure that diverse perspectives are reflected in district planning and continuous improvement efforts.|4|5|4|4|5|4|5|5|4|4|4|5|Met||2026-06-18|2026
15634610000000|Fairfax Elementary|3|The Fairfax School District is proud of its strong commitment to building meaningful relationships with families. One of the district’s greatest strengths is its ongoing focus on communication and engagement, ensuring that families are informed, included, and given opportunities to share their voices.  To support this work, the district uses multiple communication tools, including newsletters, email, and social media, to keep families updated on school news, events, programs, and important information. Teachers and staff are also encouraged to maintain regular communication with parents through email, phone calls, and in-person meetings, helping to create a school environment that is accessible, responsive, and welcoming.  A key feature of Fairfax’s approach is its emphasis on two-way communication. In addition to sharing information with families, the district actively seeks parent and community input through public hearings, surveys, and town hall meetings. This feedback helps ensure that district programs, services, and decisions are responsive to the needs and perspectives of the community.  The district also makes intentional efforts to reach families who may face language, cultural, or access barriers. Translation services and home visits are used to strengthen trust, improve access to information, and ensure that all families have meaningful opportunities to participate in the school community.  Fairfax further promotes parent involvement through events such as parent-teacher conferences, open houses, and back-to-school nights. These opportunities help strengthen school-home partnerships and encourage families to take an active role in supporting their children’s education.  Through these combined efforts, the Fairfax School District has created a welcoming and collaborative school culture. By building trust, valuing family input, and ensuring that all voices are heard, the district continues to strengthen family engagement and support positive outcomes for all students.|A primary area of focus for the Fairfax School District is strengthening regular, transparent communication with families. To support this effort, the district uses platforms such as ParentSquare, email, and social media to provide timely updates about school events, academic programs, and districtwide initiatives. These communication tools help ensure that families remain informed, connected, and engaged in the school community.  Equally important is the district’s commitment to improving two-way communication. Teachers and staff are encouraged to maintain open, responsive dialogue with families through a variety of methods, including office hours, phone calls, emails, and in-person meetings. This approach helps families feel heard, supported, and empowered to ask questions or share concerns.  Creating meaningful opportunities for in-person engagement is also a district priority. Fairfax continues to host events such as parent-teacher conferences, open houses, and back-to-school nights, giving families opportunities to visit school campuses, connect directly with educators, and build relationships with school staff.  In addition, Fairfax has identified the need to strengthen relationships with families from underrepresented and linguistically diverse communities. To reduce barriers related to language, culture, and access, the district provides translation services and home visits. These efforts help build trust, improve access to information, and increase meaningful participation from all families.  Through these targeted strategies, Fairfax aims to deepen connections between school staff and families while creating a more inclusive and welcoming environment. By improving communication, expanding opportunities for engagement, and addressing barriers to participation, the district continues to support higher levels of parent involvement, a stronger school culture, and improved outcomes for students.|Based on educational partner input and local data, the Fairfax School District has demonstrated clear strengths in developing partnerships that support student success.  One notable strength is the district’s ongoing engagement with a broad range of educational partners, including parents, students, teachers, administrators, and community organizations. Opportunities for input are built into district practices through town hall meetings, surveys, advisory councils, school site councils, board meetings, and other collaborative forums. These engagement structures provide multiple ways for educational partners to share feedback and help inform decisions that impact students.  Another strength is the district’s commitment to using data to guide improvement efforts. Fairfax regularly reviews student achievement data, attendance trends, behavior data, and other local indicators with staff and families to identify areas of need and determine appropriate supports. This collaborative, data-informed approach helps the district address gaps, refine interventions, and strengthen academic and school climate outcomes.  The district also values partnerships with groups that represent historically underserved students and families, including ELAC, DELAC, Migrant PAC, and Booster Clubs. These partnerships help promote inclusive decision-making and ensure that the needs of English learners, migrant families, and other underrepresented groups are considered in school plans, programs, and services.  Overall, Fairfax’s strengths are reflected in its culture of collaboration, transparent communication, and shared responsibility for student success. Through these practices, the district continues to strengthen family-school connections, increase participation in decision-making, and support improved outcomes for students from diverse backgrounds.|While the Fairfax School District has made significant progress in strengthening partnerships with educational partners, analysis of feedback and local data has identified several areas for continued growth.  First, the district will continue working to broaden engagement with underrepresented families who have historically had fewer opportunities to participate in school activities and decision-making processes. Fairfax recognizes the importance of ensuring that all families, regardless of background or circumstance, have equitable opportunities to share their perspectives and contribute to district and school improvement efforts. Strategies to support this work include increasing access to meetings through virtual options, providing translated materials, and expanding culturally responsive outreach.  Second, the district aims to strengthen collaboration among internal and external partners to better support students. While Fairfax has established a variety of advisory groups and engagement structures, there is an opportunity to create more intentional cross-collaboration among families, staff, and community organizations. To address this need, the district plans to provide additional professional learning for staff focused on family engagement and increase opportunities for families to help co-create site-level plans and priorities.  Finally, Fairfax will work to improve the collection and use of data related to family engagement and student outcomes, particularly in areas such as social-emotional learning, participation in enrichment opportunities, and access to support services. Strengthening this data collection will help the district better identify gaps, monitor progress, and develop targeted strategies to support all learners more effectively.  By addressing these areas for growth, the Fairfax School District aims to build deeper, more inclusive partnerships that strengthen trust, increase participation, and directly contribute to improved outcomes for all students.|While the Fairfax School District has made meaningful progress in building effective partnerships with educational partners, feedback and local data have identified several areas for continued improvement.  First, the district will continue to broaden engagement with underrepresented families who have historically had fewer opportunities to participate in school activities and decision-making processes. Fairfax recognizes the importance of ensuring that all families, regardless of background or circumstance, have equitable opportunities to share their perspectives and contribute to district and school improvement efforts. Strategies to support this work include increasing access to meetings through virtual options, providing translated materials, and expanding culturally responsive outreach.  Second, the district aims to strengthen collaboration among internal and external partners to enhance student support systems. Although Fairfax has established several advisory groups and engagement opportunities, there is an ongoing need for more structured collaboration among families, staff, and community organizations. To address this, the district plans to provide additional professional learning for staff focused on family engagement and increase opportunities for families to participate in co-creating site-level plans and priorities.  Finally, Fairfax will work to improve the collection and use of data related to family engagement and student outcomes, particularly in areas such as social-emotional learning, participation in enrichment opportunities, and access to support services. Strengthening this data collection will help the district better identify gaps, monitor progress, and develop targeted strategies to support all learners more effectively.  By addressing these areas for growth, the Fairfax School District aims to build deeper, more inclusive partnerships that strengthen trust, increase participation, and directly contribute to improved outcomes for all students.|The Fairfax School District is committed to strengthening engagement with underrepresented families in order to better support student success. Input from educational partners, along with findings from the district’s self-reflection process, has highlighted the need for a multi-tiered approach centered on equity, access, and relationship-building.  To support this effort, the district is enhancing outreach and communication strategies that are responsive to the needs of underrepresented families. This includes expanding the use of multilingual communication tools, such as ParentSquare, to support timely, two-way communication in families’ preferred languages. Schools will also receive guidance on simplifying communication and making district and site events more welcoming, accessible, and inclusive.  In addition, Fairfax is investing in staff training focused on cultural competence and inclusive family engagement practices. This professional learning will help teachers and staff build trusting relationships with families who may experience language, cultural, socioeconomic, or other barriers to participation.  The district also plans to strengthen partnerships with local community organizations, including neighborhood nonprofits, faith-based groups, and cultural centers, to provide wraparound support for families and extend engagement beyond the school setting. These partnerships can help connect families with important services such as healthcare, housing support, and adult education, all of which can directly impact a student’s ability to succeed in school.  Through these actions, Fairfax aims to reduce barriers and foster more inclusive and empowering relationships with all families, especially those who have been historically underrepresented. By increasing access, building trust, and creating meaningful opportunities for participation, the district will support families in taking an active role in their children’s academic and social-emotional success.|Based on the analysis of educational partner input and local data, the Fairfax School District has demonstrated clear strengths and continued progress in promoting inclusive, meaningful participation from families and educational partners in decision-making processes.  One of the district’s key strengths is its intentional effort to create a culture in which family and community voices are valued. Fairfax regularly engages parents, students, educators, administrators, and community members through surveys, focus groups, town hall meetings, and advisory groups such as DAC, DELAC, ELAC, and site-level committees. These engagement opportunities provide multiple ways for educational partners to share input and help inform decisions related to programs, policies, and district priorities.  The district has also made progress in building the capacity of principals and staff to involve families more effectively in advisory and leadership roles. Professional learning focused on communication strategies, inclusive meeting practices, and family partnership frameworks has supported stronger engagement at the school site level.  In addition, Fairfax has invested in empowering families to participate more actively in decision-making. Parent leadership workshops and resource nights help families better understand district systems, policy development, and opportunities to contribute to school governance and improvement efforts.  As part of its commitment to equity, Fairfax uses translation and interpretation services, culturally responsive practices, and targeted outreach to support meaningful participation from underrepresented families. Advisory group agendas are shared in home languages when needed, and input is gathered through both in-person and virtual opportunities to better accommodate diverse family needs.  Together, these efforts reflect the district’s commitment to shared decision-making and inclusive engagement. By ensuring that educational partner perspectives are heard, valued, and used to shape programs and initiatives, Fairfax continues to strengthen partnerships that support student success.|Despite meaningful progress, the Fairfax School District has identified several areas for continued improvement in strengthening its input-seeking processes, particularly to ensure equity, inclusivity, and broad representation in decision-making.  A central area for growth is expanding the capacity of site leaders and staff to engage families, especially those from underserved communities, in advisory and leadership roles. To support this effort, Fairfax will provide additional professional learning focused on culturally responsive facilitation, active listening, and inclusive practices that promote authentic collaboration with families.  Another priority is building the confidence and leadership skills of families, particularly those who may be new to the educational system or unfamiliar with school governance structures. Fairfax plans to expand parent training opportunities on topics such as school governance, data literacy, advocacy, and navigating educational policies. These trainings will help families feel more prepared and empowered to participate meaningfully in decision-making spaces.  The district also aims to improve outreach to underrepresented communities through more proactive, personalized, and culturally relevant engagement strategies. This includes holding meetings in community-based settings, using multilingual outreach, and partnering with trusted community organizations to strengthen connections and increase participation.  In addition, Fairfax is exploring the use of digital engagement tools to make feedback processes more accessible. This may include enhancing online surveys, using two-way communication platforms such as ParentSquare, and incorporating digital polls during virtual events to gather more immediate input from families and educational partners.  Together, these focus areas reflect Fairfax’s ongoing commitment to improving inclusive engagement practices and ensuring that all families, particularly those who have been historically underrepresented, are supported in helping shape district policies, programs, and priorities.|Through the self-reflection process and analysis of educational partner input, the Fairfax School District has identified the need to deepen engagement with underrepresented families so that their voices more meaningfully inform decision-making at all levels.  To address this need, Fairfax will prioritize targeted outreach to families who may face barriers related to language, transportation, work schedules, or unfamiliarity with school systems. This includes hosting input sessions in community-centered locations, offering both virtual and in-person participation options, and increasing access to interpretation and translation services during meetings and events.  Second, the district will focus on building trust and strengthening relationships by offering family workshops on topics such as understanding school systems, the role of advisory groups, and how families can participate in decision-making processes. These workshops will include culturally relevant topics and may be co-hosted with community leaders to increase comfort, trust, and participation.  To support sustained involvement, Fairfax will develop family leadership pathways that identify, encourage, and mentor parents from underrepresented groups to participate in ELAC, DELAC, school site councils, and the District Advisory Council. Ongoing mentorship and support will help build continuity and strengthen representation in leadership roles over time.  Finally, Fairfax will partner with community-based organizations that have established relationships with underserved families. These partnerships will support the co-design of engagement events, distribution of information, and collection of feedback from families who may not traditionally participate in district processes.  By implementing these strategies, Fairfax is taking intentional steps to reduce barriers to participation, elevate historically underrepresented voices, and create a more inclusive and representative input process that reflects the full diversity of its school community.|5|4|5|5|5|4|4|4|4|4|4|4|Met||2026-06-25|2026
15634790000000|Fruitvale Elementary|3|The Fruitvale District and each school foster a family-inclusive environment as reflected in District surveys. 2026 Spring Survey Results: Staff surveys reflect that 80% of staff feel they are considered when decisions are made in the District. 81% of students reported their school helps families in need and 97% say their school provides a good education for all students.  96% of parents reported their child's school embraces family diversity by recognizing strengths, cultures, and languages.  92% of parents reported their child feels connected to the staff and school, and looks forward to going to school. In the comment section of the Spring 2026 parent survey, an overwhelmingly large percentage of parents left positive comments specifically complementing the District for communication with families.|Fruitvale continues to experience exceptional attendance at school events and gatherings.  FSD will continue to foster our multicultural diversity with events and education specifically highlighting the many different cultures in our demographics. Endeavour Elementary hosts a Multicultural Celebration at their Open House event in the Spring of each year.  The District has robust DELAC and site ELAC teams to support our ELL families.   Additionally, we host a Family Resource Fair at all sites, connecting our community with school and outside resources connected to food security, housing, medical, dental, and mental health providers, internet safety, sports, clubs, academic supports, parenting resources, district initiatives, and involvement opportunities, as well as connecting high schools and universities. Starting in 2025-26, the FSD LCAP included specific expenditures for community engagement, including increased involvement opportunities and communication. In 25-26 The District added a liaison for School Safety and Engagement.|"The Fruitvale School District subscribes to the motto, ""Fruitvale Family"" in all aspects of school happenings.  The District continues to provide extensive training on relationship building, trauma-informed care, and building relationships.  The District employs two District Social Workers to increase support for staff and the community, build relationships, learn about family strengths, cultures, and languages, and ultimately remove barriers to student engagement and success.  The District maintains full staffing to ensure each school site has a full-time counselor and a full-time psychologist to assist students and families in need.  The primary focus is to remove barriers and find support to assist student success.   Fruitvale is fully invested in the MTSS process, building and refining multi-tiered systems of support throughout the District. The District also increased the part-time reading specialist teachers to full-time intervention teachers on each site in 2024-25. The District has increased the BPD School Resource Officer contract from one day per week to a full-time position in 2025-26 and beyond."|The Fruitvale School District holds communication as an extremely high priority.  The District utilizes a number of communication pathways to ensure families are partners in their student's education, both academically and social-emotionally.  In the LCAP Survey, over 94% of parents reported they believe their school effectively communicates student academic progress by providing families with access to grades, progress, and posting communication through Canvas/Aeries Parent Portals.  Additionally, 90% of families stated they feel students and families are considered when decisions are made in the District.|The district will continue to partner with families in a positive, supportive manner.  The Multi-Tiered System of Supports approach lends itself to removing the punitive aspect of addressing concerns and provides avenues for seeking the root of specific barriers to success.  The District is actively reaching out to families to assist with absenteeism, mental health needs, homelessness, foster youth support, addiction assistance, transportation support, behavioral intervention, health care access, and much more, through every staff member supporting students.  The District is in the fifty year of providing 3 series of 9-week parent courses to support parents seeking assistance with challenges, including behavioral difficulties, home structure, and academic concerns. The District also fosters relationships with many community support organizations to which they can refer families for additional support. The annual Family Resource Fairs are valuable additions to assist families with a host of valuable resources within the District and throughout the community.|"The District continues to build support for our English Language Learners through regular DELAC and ELAC meetings as well as family support events in which parents/guardians are provided education and tools to assist their students while feeling welcomed in the school environment. Our social workers, psychologists, and counselors provide support for staff including education about McKinney-Vento policies and trauma-informed care.  The District is actively participating in the MTSS process in which a consultant leads the district in the self-reflection and improvement process about building partnerships for student outcomes, as well as all systems of support. Response to the survey question: ""Students who are learning the English language have extra support to learn to speak, read, and write in English"" 93% of students agree, 91% of staff agree, and 88% of parents agree.  The District Social Workers, SRO, Director of Safety and Engagement, and support team have developed an extensive network of support for our students with the highest needs, including foster youth, homeless, and low socioeconomic students."|The Fruitvale School District seeks parent, staff, student, and community input in a multitude of ways.  The District has high attendance for town hall meetings, educational partner input meetings, facility needs input meetings, DELAC, ELAC, and LCAP priority meetings.  The flexibility of teleconferencing has opened the door for increased participation and has greatly benefited the planning process for the District.  Throughout the response to COVID, school reopening, and navigating the evolving health regulations, the District partnered with Educational Partners every step of the way.  80% of staff report they are considered in District decisions, and over 98% of parents reported they believe their school effectively communicates.|As the District's demographics have been rapidly changing, with the doubling of unduplicated pupil percentage in the past 15 years, the District has learned and implemented new strategies to reach and seek input from all groups.  Interestingly, the Covid-19 pandemic revealed new avenues, including virtual platforms, which have also enhanced education partner participation in the school community.  The District greatly utilizes translators for our diverse language population, including ASL.  The District holds town-hall meetings for each school site, virtually and in-person.  The District also holds meetings with the District Leadership Team (comprised of teachers and classified staff), Administrative Leadership Teams, DELAC, ELAC, School Site Councils, Parent-teacher Organizations, Community Bond Oversight Committees, and Parent Advisory Committees. We also connect with educational partners at school site events such as Resource Fair Events, Back to School Nights, Open Houses, Family Picnic Days, Parent Training Sessions, and Track Meets.|The District continues to build support for our English Language Learners through regular DELAC and ELAC meetings as well as family support events in which parents/guardians are provided education and tools to assist their students while feeling welcomed in the school environment. Input from families is solicited during meetings to inform decisions throughout the district.  Our social workers, SRO, and support staff provide support for staff including education about McKinney-Vento policies and trauma-informed care.  They also provide input for the students and families they assist.  The District is actively participating in the MTSS process, in which a consultant leads the district in the self-reflection and improvement process about building partnerships for student outcomes, as well as gathering input for district decisions.  The District has dedicated an action item in the LCAP to improve community engagement.|4|4|4|5|4|4|5|5|4|4|4|4|Met||2026-06-11|2026
15634870000000|General Shafter Elementary|3|1|||Parent engagement is a goal of our school district consistently focuses on. We have made progress by the way of communicating to families in regard to school happenings and information. However, we can and to ed to improve in hands on training endangering with family This is address in our current LCAP.|Parent engagement is a goal of our school district consistently focuses on. We have made progress by the way of communicating to families in regard to school happenings and information. However, we can and to ed to improve in hands on training endangering with family This is address in our current LCAP.|Parent engagement is a goal of our school district consistently focuses on. We have made progress by the way of communicating to families in regard to school happenings and information. However, we can and to ed to improve in hands on training endangering with family This is address in our current LCAP.|General Shafter has improved over the years in the area of seeking input for decision making purposes. We advertise and host multiple meeting in different formats for input to be given. We ask for input via email, face to face meeting, group meetings and zoom meetings.|General Shafter has improved over the years in the area of seeking input for decision making purposes. We advertise and host multiple meeting in different formats for input to be given. We ask for input via email, face to face meeting, group meetings and zoom meetings.|General Shafter has improved over the years in the area of seeking input for decision making purposes. We advertise and host multiple meeting in different formats for input to be given. We ask for input via email, face to face meeting, group meetings and zoom meetings.|3|4|3|4|4|4|4|4|4|4|4|4|Met||2026-06-11|2026
15635030000000|Greenfield Union|3|Based on educational partner feedback and local Needs Assessment data, the district identified several areas for continued growth in strengthening school-family partnerships and engagement.  Strengthening Welcoming and Inclusive Practices: While many families described schools as welcoming and supportive, some reported concerns regarding communication responsiveness and consistency of experience across sites. Educational partners emphasized the importance of ensuring all families experience schools as respectful, inclusive, and accessible environments. The district will continue strengthening communication practices, relationship-centered supports, and professional learning focused on family engagement and cultural responsiveness.  Strengthening Two-Way Communication: Families value school communication but expressed a desire for clearer feedback systems when concerns arise regarding academics, behavior, bullying, or school safety. Staff similarly identified a need for stronger communication and collaboration structures. The district will continue participating in the Community Engagement Initiative Cohort 6 through CCEE and CDE to strengthen engagement and communication systems over the next two years.  Deepening Family Partnerships: Families expressed appreciation for school events and activities that foster belonging and connection. However, educational partners emphasized the importance of expanding ongoing opportunities for meaningful family involvement, workshops, and participation in school experiences and decision-making processes.  Addressing Operational Barriers: Parent feedback identified concerns related to traffic flow, parking, event logistics, supervision, and campus safety procedures. While families expressed high trust in teachers and staff, these operational challenges can affect access and overall school experience. The district will continue reviewing systems and procedures to improve safety, accessibility, and family experience.  Supporting Early Relationship-Building: Families and staff emphasized the importance of building strong partnerships during transitional kindergarten and kindergarten. The district will continue strengthening early communication, family supports, and transition practices that establish a foundation for long-term student success.  By responding to these areas for growth, the district will continue strengthening family engagement systems that are increasingly inclusive, responsive, and reflective of the needs of students, families, and school communities.|Based on educational partner feedback and local Needs Assessment data, the district identified several areas for continued growth in strengthening school-family partnerships and engagement.  Strengthening Welcoming and Inclusive Practices: While many families described schools as welcoming and supportive, some reported concerns regarding communication responsiveness and consistency of experience across sites. Educational partners emphasized the importance of ensuring all families experience schools as respectful, inclusive, and accessible environments. The district will continue strengthening communication practices, relationship-centered supports, and professional learning focused on family engagement and cultural responsiveness.  Strengthening Two-Way Communication: Families value school communication but expressed a desire for clearer feedback systems when concerns arise regarding academics, behavior, bullying, or school safety. Staff similarly identified a need for stronger communication and collaboration structures. The district will continue participating in the Community Engagement Initiative Cohort 6 through CCEE and CDE to strengthen engagement and communication systems over the next two years.  Deepening Family Partnerships: Families expressed appreciation for school events and activities that foster belonging and connection. However, educational partners emphasized the importance of expanding ongoing opportunities for meaningful family involvement, workshops, and participation in school experiences and decision-making processes.  Addressing Operational Barriers: Parent feedback identified concerns related to traffic flow, parking, event logistics, supervision, and campus safety procedures. While families expressed high trust in teachers and staff, these operational challenges can affect access and overall school experience. The district will continue reviewing systems and procedures to improve safety, accessibility, and family experience.  Supporting Early Relationship-Building: Families and staff emphasized the importance of building strong partnerships during transitional kindergarten and kindergarten. The district will continue strengthening early communication, family supports, and transition practices that establish a foundation for long-term student success.  By responding to these areas for growth, the district will continue strengthening family engagement systems that are increasingly inclusive, responsive, and reflective of the needs of students, families, and school communities.|Based on the analysis of educational partner input and local Needs Assessment data, the district recognizes that strengthening engagement with underrepresented families, particularly families of English learners, students with disabilities, families experiencing housing instability, and families who may feel less connected to school systems, requires intentional, relationship-centered strategies focused on trust, accessibility, and ongoing partnership.  To strengthen engagement with underrepresented families, the district will take the following actions:  Expand culturally and linguistically responsive communication practices: Educational partner feedback identified communication access, responsiveness, and relationship-building as ongoing priorities. Families expressed interest in clearer academic communication, workshops, and support for learning at home. In response, the district will continue expanding translated communication, interpretation services, culturally responsive outreach practices, and professional learning focused on communication, empathy-driven service, and family engagement.  Increase inclusive outreach through trusted relationships and community-based supports: Educational partner feedback consistently highlighted the importance of trust and personal connection. The district will continue leveraging bilingual staff, school social workers, family support personnel, and other trusted relationships to strengthen outreach efforts. Strategies may include direct communication, home visits when appropriate, increased participation in community events, and proactive support for families navigating attendance, academic, behavioral, or social-emotional concerns.  Strengthen opportunities for meaningful family voice and participation: Families expressed appreciation for existing engagement opportunities while emphasizing the need for deeper participation in decision-making and school improvement efforts. The district will continue encouraging participation in SSC, ELAC, DAC/DELAC, LCAP Advisory meetings, and other planning structures while strengthening two-way feedback systems and opportunities for families to share their experiences and recommendations.  Continue strengthening early relationship-building and family partnership systems: Educational partner feedback reinforced the importance of establishing trust, communication, and engagement during transitional kindergarten and the primary grades. The district will continue strengthening early communication, transition supports, and family partnership practices that help students and families experience schools as welcoming, supportive, and developmentally appropriate learning environments.  These actions reflect the district’s commitment to equity, accessibility, and relationship-centered engagement practices that elevate the voices of underrepresented families and reduce barriers to participation.|The district has continued to demonstrate measurable progress in building meaningful partnerships that support positive student outcomes, as reflected in educational partner input, student connectedness data, and local Needs Assessment feedback from families, students, and staff. Across educational partner groups, feedback reflected a growing sense of shared responsibility for student success, with strong themes centered on communication, relationships, support systems, and collaborative problem-solving.  Families consistently described schools as welcoming, supportive, and communicative environments where students feel cared for and connected. Parent feedback highlighted appreciation for teachers, aides, and school staff who regularly communicate with families, provide academic updates, and create positive relationships with students and families. Many families specifically noted that their children enjoy school, feel safe, and are motivated to attend, while student connectedness data from Fall 2025 to Spring 2026 reflected improvements in students reporting that adults at school care about them, listen to them, and help them feel supported and safe.  One of the district’s continued strengths is its coordinated support system designed to improve student outcomes through academic, behavioral, and social-emotional supports. Educational partner feedback reflected positive perceptions regarding interventions, relationship-centered practices, and systems intended to support student success. Staff survey responses indicated strong favorability regarding communication with families using data-driven tools such as STAR Reading and Math (4.63), opportunities for family engagement (4.41), and the effectiveness of academic support programs and interventions in helping students succeed (4.29). Staff and family feedback additionally highlighted the importance of intervention supports, small-group instruction, mentoring, and targeted assistance for students requiring additional academic or behavioral support.  The district also continued strengthening family access to student information and school communication systems through tools such as ParentSquare, the Parent Portal, progress updates, conferences, workshops, and district and site-level engagement opportunities. Families specifically expressed appreciation for timely communication, updates regarding student progress, and opportunities to remain informed and connected to school activities. Educational partner feedback further reflected that schools are increasingly working to create more accessible, relationship-centered communication systems that strengthen collaboration between home and school.  Additionally, enrichment opportunities such as music, art, physical education, assemblies, family events, and school-community activities were repeatedly identified by families, students, and staff as important contributors to student engagement, belonging, and positive school experiences.|Based on the analysis of educational partner input and local data, the district has identified several focus areas for improvement in building partnerships for student outcomes. While families overwhelmingly expressed feeling welcomed on campus, needs assessment data and advisory group feedback pointed to a desire for deeper involvement in the academic side of schooling. Many parents shared that while they receive general updates, they would like clearer, more timely communication about their child’s academic progress, interventions, and how they can help at home.  In particular, underrepresented families especially those including those of English Learners and students with disabilities called for more culturally responsive communication practices and direct guidance on supporting learning at home. Some parents expressed uncertainty about where to find information on tutoring, IEP services, or extended learning opportunities. Similarly, teachers noted that while structures exist to engage families, additional training is needed to equip staff with the tools to effectively partner with all parents, especially those who may face language, technology, or access barriers.  To address these gaps, the district will focus on improving the clarity and consistency of academic communication, ensuring progress updates are timely, actionable, and accessible to all families. Efforts will also include expanding family workshops aligned to curriculum goals, strengthening the role of academic coaches and intervention teams in engaging parents, and providing targeted outreach for families of students requiring additional academic support.|Based on the analysis of educational partner input and local Needs Assessment data, the district identified several areas for continued improvement in strengthening partnerships that support student outcomes. While families consistently described schools as welcoming and supportive environments, feedback from parents, staff, and advisory groups also reflected a desire for deeper, more consistent engagement in the academic aspects of their child’s educational experience.  Families expressed appreciation for school communication systems and updates regarding student progress; however, many also requested clearer, more timely, and more actionable communication related to academic performance, interventions, attendance concerns, behavioral supports, and available resources. Parent feedback indicated that some families are uncertain about how to access tutoring opportunities, intervention supports, special education services, extended learning opportunities, or strategies to support learning at home. Families additionally expressed interest in workshops and practical learning opportunities that would help them better understand curriculum expectations, academic progress monitoring, and ways to support students outside of school.  Educational partner feedback also highlighted the importance of strengthening communication practices that are culturally responsive, relationship-centered, and accessible for all families, particularly families of English learners, students with disabilities, and families who may experience language, technology, transportation, or scheduling barriers. While many parents described positive experiences with school staff and communication systems, feedback also reflected inconsistency in how communication and responsiveness are experienced across sites and situations. Staff feedback similarly emphasized the need for stronger communication systems, additional collaboration opportunities, and continued professional learning focused on effectively partnering with diverse families and supporting students with varying academic, behavioral, and social-emotional needs.  In response to these identified areas for growth, the district will continue strengthening the clarity, consistency, and accessibility of academic communication systems to ensure families receive timely and understandable information regarding student progress, interventions, supports, and available resources. Efforts will include expanding family workshops connected to curriculum and student learning, increasing opportunities for two-way communication and parent feedback, strengthening the role of intervention teams and support staff in engaging families, and continuing targeted outreach for families of students requiring additional academic, behavioral, or social-emotional support.  Additionally, the district will continue refining engagement systems that strengthen authentic partnerships between schools and families by focusing on relationship-building.|Based on the analysis of educational partner input and local Needs Assessment data, the district demonstrated continued strengths and evidence of growth in seeking educational partner input to support decision-making and continuous improvement efforts. Throughout the 2025-26 school year, students, families, staff, and community members were provided multiple opportunities to share feedback regarding district priorities, student needs, school climate, and LCAP development.  The district maintained a multi-layered engagement structure that included LCAP Advisory Committee meetings, DAC/DELAC meetings, SSC and ELAC meetings, staff meetings, student connectedness surveys, and districtwide Needs Assessment Surveys. Virtual and in-person opportunities, translated materials, and interpretation services helped increase accessibility and participation across the district. Educational partner feedback was gathered through both surveys and discussion-based engagement opportunities, providing insight into stakeholder experiences, perceptions, and priorities.  A continued strength of the district is the intentional inclusion of diverse perspectives within decision-making processes. Student voice was elevated through surveys, connectedness probes, site-level discussions, and middle school student participation in LCAP Advisory meetings. Families representing English learners, students with disabilities, and other unduplicated student groups contributed feedback through DELAC, district surveys, and advisory structures. Staff participation remained strong across certificated, classified, and administrative groups.  Educational partner feedback suggests increasing levels of collaboration, shared ownership, and transparency regarding district priorities and improvement efforts. Families generally described schools as welcoming and communicative, while staff responses reflected broad alignment with district goals and student support efforts. Feedback also identified areas for continued refinement, including communication consistency, operational systems, staffing capacity, intervention supports, and implementation consistency across sites.  The district’s use of recurring engagement opportunities and multiple feedback systems continues to strengthen continuous improvement efforts by informing planning, identifying barriers, validating areas of progress, and guiding future improvement. These structures reflect the district’s commitment to listening, learning, and improving in partnership with students, families, staff, and the broader community.|Based on the analysis of educational partner input and local Needs Assessment data, the district identified several focus areas for continued improvement in seeking educational partner input to support decision-making and continuous improvement efforts. While the district has established multiple engagement opportunities, feedback from students, families, and staff suggests additional work is needed to strengthen communication clarity, participation access, responsiveness, and visibility regarding how feedback informs district actions and decisions.  **Increasing Awareness and Accessibility of Engagement Opportunities:** Educational partner feedback indicated that while many engagement opportunities are available, awareness and accessibility are not always consistent across stakeholder groups. Families and staff expressed a desire for clearer communication regarding meetings, surveys, workshops, and decision-making processes, including additional notice and reminders that allow meaningful participation. Some staff also noted that LCAP planning processes can feel difficult to navigate or disconnected from student outcomes.  **Strengthening Feedback Loops and Transparency:** Educational partners expressed appreciation for opportunities to provide feedback but also requested greater visibility into how survey results, advisory feedback, and engagement discussions influence district priorities and actions. These findings suggest the district should continue strengthening communication practices that not only gather feedback but also communicate resulting actions, adjustments, and areas of focus.  **Expanding Outreach to Underrepresented Families:** Educational partner input highlighted the importance of strengthening outreach and engagement practices for underrepresented families, including families of English learners, students with disabilities, and families facing language, transportation, technology, or scheduling barriers. Families and staff emphasized that relationship-centered outreach, culturally responsive communication, and personalized engagement practices can increase participation and strengthen trust.  **Expanding Student Voice Opportunities:** While the district meaningfully incorporated student feedback through connectedness surveys, student representatives, and district-level engagement opportunities, expanding student voice beyond formal advisory settings and increasing site-level participation opportunities would further strengthen inclusive decision-making practices. Feedback suggests students increasingly value opportunities to feel heard, connected, and involved in shaping their school experience.  In response to these areas for growth, the district will continue refining communication systems, strengthening outreach practices, increasing transparency, and expanding opportunities for meaningful participation across stakeholder groups.|To improve engagement of underrepresented families in seeking input for decision-making, the district will continue implementing targeted strategies designed to strengthen access, inclusion, responsiveness, and relationship-centered engagement practices. Analysis of educational partner feedback and local Needs Assessment data suggests that families of English learners, students with disabilities, foster youth, students experiencing homelessness, socioeconomically disadvantaged students, and families facing language, transportation, technology, scheduling, or communication barriers may still experience challenges participating fully in traditional engagement opportunities.  **Expanding Accessible Communication and Outreach:** The district will continue expanding multilingual and multimodal communication practices to ensure educational partners receive timely, accessible information regarding meetings, surveys, workshops, advisory opportunities, and district decision-making processes. Outreach efforts will utilize phone calls, text messaging, ParentSquare notifications, emails, printed materials, social media, and direct school-community outreach. The district will also continue providing translated materials, interpretation services, and both virtual and in-person engagement opportunities offered at varied times to better accommodate family needs.  **Strengthening Community-Based Engagement Opportunities:** The district will continue leveraging the Greenfield Family Resource Center and community partnerships to strengthen engagement with underrepresented families. These efforts will include listening sessions, workshops, outreach events, and community-based engagement opportunities designed to create welcoming, culturally responsive spaces where educational partners can share experiences, concerns, and recommendations. Educational partner feedback consistently highlighted the importance of trusted relationships, personalized communication, and community-centered engagement approaches in strengthening participation and trust.  **Increasing Inclusive Participation and Student Voice:** Special attention will continue to be given to ensuring engagement opportunities reflect the linguistic and cultural diversity of the district community. The district will strengthen participation from underrepresented educational partners through proactive outreach, trusted messengers, and meaningful opportunities for involvement. Additionally, the district will continue expanding student voice and participation in district and site-level decision-making processes. Student connectedness and Needs Assessment feedback indicate that students value opportunities to share input, participate in discussions, and strengthen connections with adults and school systems.|4|4|4|4|3|4|4|4|4|4|4|4|Met||2026-06-10|2026
15635290000000|Kern High|3|KHSD has demonstrated significant strength and progress in family and community engagement through its commitment to building meaningful relationships with families and creating welcoming school environments. The implementation of ParentSquare has greatly enhanced two-way communication, making it easier for schools and families to stay connected and informed. In addition, Parent Teacher Home Visits (PTHV) have provided valuable opportunities to engage families in positive and personalized ways.  The district has also invested heavily in programs and personnel dedicated to family outreach and support, including Community Family Specialists, Parent Centers, Community Truancy staff, Title I programs, and Migrant Education services. These resources help families feel welcomed, supported, and connected to their schools by providing guidance, resources, and opportunities for involvement.  KHSD has further strengthened engagement through events and programs such as Parent University, Cash for College, and informal gatherings with school leaders. These opportunities help build trust, increase awareness of available resources, and encourage active participation in students’ educational experiences. Collectively, these efforts demonstrate KHSD’s ongoing commitment to fostering strong partnerships with families, expanding communication, and ensuring that all families feel valued members of the school community.|A continued area of focus for KHSD is increasing engagement among families who face barriers to participation, particularly underrepresented families. Common challenges include work schedules, transportation limitations, language differences, and the limited availability of both families and school staff during the school day. These factors can make it difficult for some families to attend school events or maintain consistent engagement with their child’s school.  KHSD could further strengthen family engagement by expanding flexible opportunities for participation, including offering events at varied times, increasing virtual engagement options, and exploring ways to reduce transportation barriers. Additionally, creating more family-centered, culturally responsive events that emphasize relationship-building, student showcases, celebrations, food, and community connections may encourage greater participation from families who may not typically attend traditional informational meetings.  Continuing to make engagement opportunities welcoming, accessible, and relevant to the diverse needs of families will help ensure that all parents feel connected to their schools and empowered to support their students’ success.|Based on educational partner feedback and local data, KHSD will continue to strengthen relationships between school staff and families by expanding outreach efforts and creating more accessible, welcoming opportunities for engagement. The district will build upon existing communication systems, including ParentSquare and Parent Teacher Home Visits, to increase meaningful two-way communication and foster stronger connections with families who may not traditionally engage with schools.  To better support underrepresented families, KHSD will continue leveraging the work of Community Family Specialists, Parent Centers, Title I, Migrant Education, and other support programs to provide personalized outreach, guidance, and resources. The district will also focus on reducing barriers to participation by offering engagement opportunities at varied times, increasing virtual access when appropriate, and exploring ways to address transportation and scheduling challenges.  Additionally, KHSD will continue developing family-centered and culturally responsive events that promote relationship-building, celebrate student success, and create positive school experiences. By prioritizing trust, communication, and accessibility, the district aims to ensure that all families feel welcomed, valued, and connected to their school communities.|Based on educational partner input and local data, KHSD’s strength in Building Partnerships for Student Outcomes is its commitment to fostering collaboration among families, staff, and community partners. The district recognizes that student success is a shared responsibility and has made progress in strengthening communication and engagement opportunities that support meaningful partnerships across all schools.  KHSD has established communication systems that help families access information, connect with school personnel, and stay informed about their students’ educational experiences. Through ongoing outreach and communication efforts, families are provided with information about academic programs, student supports, educational rights, and opportunities that help them actively participate in their children’s education.  The district also provides a variety of opportunities for family and community engagement, including surveys, informational meetings, student performances, athletic events, and other school activities that strengthen connections between families and schools. These efforts help ensure that families have opportunities to provide input and remain engaged in supporting student success.  In addition, KHSD continues to maintain strong partnerships with community organizations and stakeholders that provide resources and support for students and families. The district has also increased awareness of academic and career pathways, including Advanced Placement (AP), Dual Enrollment (DE), and Career Technical Education (CTE) programs, helping families better understand the opportunities available to students.  Overall, educational partner feedback and local data indicate that KHSD has made meaningful progress in building strong partnerships that support student achievement through effective communication, family engagement, and collaboration with the broader community.|Based on educational partner input and local data, a continued area of focus for KHSD is strengthening partnerships with families who are not yet fully engaged in their students’ educational experiences. While communication and engagement opportunities exist, ensuring that all families see the value of participating in school-related activities and decision-making remains an ongoing priority.  KHSD can continue to improve by increasing opportunities for early and consistent engagement with families, particularly during key transition periods such as the move into high school. Strengthening communication about available resources, academic expectations, and support systems can help families feel more informed and connected to their students’ educational journey.  Additional focus is needed on ensuring that all families, especially those from underrepresented groups, have equitable access to information about advanced academic and career pathways, including Advanced Placement (AP), Dual Enrollment (DE), and Career Technical Education (CTE) programs. Expanding outreach efforts, providing translated materials and interpretation services, and offering targeted informational events can help families better understand these opportunities and support student participation.  Educational partner feedback also highlighted the importance of continuing to build staff capacity to develop strong relationships with families and maintain effective communication. Ongoing efforts to create welcoming, inclusive, and accessible engagement opportunities will help strengthen partnerships and ensure that all families feel connected to and invested in their students’ success.|Based on educational partner input and local data, KHSD will improve partnerships for student outcomes by expanding opportunities for meaningful family engagement and strengthening communication between schools and families. The district will continue to provide families with timely information about academic expectations, student supports, educational rights, and available programs through multiple communication platforms and outreach efforts.  KHSD will increase efforts to engage families during critical transition periods, particularly before students enter high school, by providing additional opportunities for families to connect with counselors, learn about graduation requirements, and explore available academic and support resources. The district will also continue to build awareness of Advanced Placement (AP), Dual Enrollment (DE), and Career Technical Education (CTE) opportunities through informational events, family outreach, and translated materials to ensure all families have access to information that supports student success.  To better support underrepresented families, KHSD will continue to offer engagement opportunities that are accessible, welcoming, and responsive to the needs of the community. This includes providing translation and interpretation services, utilizing multiple methods of communication, and offering events at times that accommodate family schedules whenever possible.  Additionally, KHSD will continue to strengthen partnerships with community organizations and stakeholders to connect families with resources and support services. Through ongoing outreach, relationship-building, and collaboration, the district will work to ensure that all families are informed, engaged, and empowered partners in supporting positive student outcomes.|Based on educational partner input and local data, KHSD’s strengths in seeking family input and supporting participation in decision-making include its ongoing commitment to gathering stakeholder feedback and using that input to inform district priorities, programs, and resource allocation. The district has established structures that provide families with opportunities to share feedback, participate in advisory groups, and contribute to discussions that impact students and schools.  Educational partners noted that KHSD continues to emphasize family engagement and is actively seeking ways to ensure parents feel heard and valued as members of the school community. Schools throughout the district are working to strengthen partnerships with families and create opportunities for meaningful dialogue between parents and educators. District and site efforts reflect a recognition that family voice is an important component of continuous improvement and student success.  KHSD has also demonstrated progress in building systems and practices that encourage ongoing communication and collaboration with families. Through consistent outreach and engagement efforts, the district continues to foster relationships with families and the broader community while reinforcing the importance of stakeholder participation in decision-making processes.  Overall, local data and educational partner feedback indicate that KHSD has made meaningful progress in creating opportunities for family involvement, valuing stakeholder perspectives, and incorporating community input into school and district improvement efforts.|Based on educational partner input and local data, a continued area of improvement for KHSD is increasing participation in decision-making processes among families who are not traditionally engaged in school activities or advisory groups. Feedback indicates that schools often receive input from the same group of families, suggesting a need to broaden participation and ensure a wider range of perspectives are represented.  Educational partners emphasized the importance of helping families better understand how their feedback influences school and district decisions. Clearly communicating the purpose of surveys, meetings, and advisory opportunities, as well as sharing how stakeholder input leads to changes in programs, services, and practices, may encourage greater participation and trust.  Additional improvement is needed in reaching underrepresented families and removing barriers that may limit their involvement. This includes expanding access to translated materials, providing interpretation services, offering flexible meeting times, increasing virtual participation options, and conducting targeted outreach through trusted community and school-based relationships.  Feedback also highlighted the need to continue strengthening staff capacity to facilitate meaningful family engagement and shared decision-making. Building consistent practices across school sites and moving beyond compliance-based participation opportunities will help create more authentic partnerships with families.  Overall, KHSD’s focus for improvement is expanding and diversifying family participation, increasing transparency around the impact of stakeholder input, and creating more accessible opportunities for all families to engage in school and district decision-making processes.|Based on educational partner input and local data, KHSD will improve engagement of underrepresented families by expanding outreach efforts and creating more accessible opportunities for participation in school and district decision-making. The district will continue to build awareness of the importance of family voice by clearly communicating how parent and family feedback is used to inform programs, services, and resource allocation decisions.  KHSD will increase efforts to reach families who have historically been underrepresented by providing translated materials, interpretation services, and multiple methods of communication to ensure information is accessible to all families. The district will also continue to offer flexible meeting times and virtual participation options to reduce barriers related to work schedules, transportation, and family commitments.  In addition, KHSD will strengthen relationships with families through targeted outreach conducted by school staff and community-based support programs. By fostering trust and maintaining consistent communication, the district aims to encourage broader participation from families who may not traditionally engage in school activities or advisory groups.  The district will also continue to support schools in creating meaningful opportunities for family input and shared decision-making. Through ongoing outreach, relationship-building, and accessible engagement opportunities, KHSD will work to ensure that underrepresented families feel welcomed, valued, and empowered to contribute to decisions that support student success.|4|4|3|4|3|3|3|2|3|3|3|3|Met||2026-06-22|2026
15635291530435|Kern Workforce 2000 Academy|3|Kern Workforce Academy has strengthened relationships between school staff and families by implementing multiple strategies designed to increase communication, accessibility, and meaningful engagement. As an alternative education program operating across six evening sites, Workforce recognizes the importance of providing flexible opportunities for families to connect with school staff. Parent Engagement Representatives serve each site by providing ongoing outreach, connecting families with school resources, assisting with communication, and encouraging participation in school activities and decision-making.  The school has expanded communication through multiple platforms, including phone calls, email, text messaging, Remind, and virtual and in-person meetings to better accommodate families' schedules. Educational partners have provided valuable feedback through annual parent surveys, ELAC meetings, LCAP input sessions, and school events, helping Workforce identify strengths and areas for continued growth. Parent survey participation continues to increase, with Workforce ranking among the highest in Kern High School District for LCAP parent participation.  Workforce has also strengthened collaboration between instructional staff, student support personnel, and families to ensure students receive coordinated academic and social-emotional supports. The expansion of Tier 1 engagement initiatives, Academic Intervention Coaches, and Tier II/III student supports has increased communication with families regarding student progress and available resources. These efforts have fostered stronger partnerships between families and school staff while reinforcing Workforce's commitment to student success through meaningful relationships and continuous engagement.|While Workforce has established strong systems for family engagement, the school continues to focus on increasing meaningful participation among all families, particularly those who face barriers related to work schedules, transportation, language, or limited familiarity with the educational system. Because Workforce operates as an evening program on comprehensive high school campuses, many families identify more closely with their student's home school than with Workforce, creating unique challenges in building a strong sense of connection to the program.  Workforce will continue expanding opportunities for families to participate in school activities, educational workshops, and decision-making processes while increasing awareness of the academic and intervention supports available to students. Additional efforts will focus on improving communication regarding student progress, graduation requirements, and available resources through multiple communication methods and languages.  The school also continues refining systems that strengthen collaboration among teachers, site coordinators, student support staff, and families to ensure timely communication and coordinated support for students. Ongoing stakeholder feedback and annual surveys will be used to evaluate the effectiveness of these efforts and identify opportunities for continuous improvement.|Workforce will continue implementing targeted strategies to increase engagement among underrepresented families, including English learner families, families of students experiencing academic challenges, and those with limited participation in school activities. Communication will continue to be provided through multiple formats and languages to improve accessibility and ensure families receive timely information regarding student progress, available supports, and opportunities for involvement.  Parent Engagement Representatives will continue providing individualized outreach and connecting families with school and community resources. Workforce will expand family workshops and informational meetings focused on graduation requirements, academic success, literacy, college and career planning, and available intervention services. Flexible meeting options, including virtual opportunities and evening events, will continue to reduce barriers to participation.  The school will use parent surveys, ELAC feedback, LCAP engagement activities, and ongoing communication with families to monitor participation and identify areas requiring additional outreach. Workforce will continue strengthening partnerships with families by creating welcoming, relationship-centered opportunities for engagement that empower parents as active partners in supporting student success.|Kern Workforce Academy has established strong partnerships with families, staff, and community organizations to support positive student outcomes. Parent Engagement Representatives at each site serve as a vital link between home and school by providing outreach, connecting families to resources, and encouraging participation in school events and decision-making opportunities. Workforce also partners with instructional staff, Academic Intervention Coaches, Tier 1 and Tier II/III support teams, and community agencies to provide coordinated academic, behavioral, and social-emotional supports that address the diverse needs of students.  Educational partner input is gathered through parent surveys, ELAC meetings, LCAP engagement activities, and ongoing communication with families. This feedback has informed improvements to communication, student interventions, and family engagement opportunities. Workforce continues to expand partnerships that promote student attendance, credit recovery, graduation, and postsecondary readiness while ensuring families remain active partners in supporting student success.|Workforce's primary area of focus is strengthening family understanding of the services, interventions, and academic supports available to students while increasing meaningful participation in the educational process. Because many students continue to identify with their comprehensive high school rather than Workforce, the school will continue increasing awareness of Workforce's programs, expectations, and available resources. Additional efforts will focus on expanding partnerships with community organizations that provide services supporting student wellness, college and career readiness, workforce development, and family stability.  Workforce also seeks to improve collaboration among staff, families, and community partners through more consistent communication, coordinated support services, and shared responsibility for improving student outcomes. Ongoing educational partner feedback and local data will continue to guide refinement of these partnership efforts.|Workforce will continue implementing targeted outreach strategies to increase participation among underrepresented families, including English learner families, families experiencing socioeconomic challenges, and those who have historically had limited engagement with the school. Parent Engagement Representatives will provide personalized outreach and connect families with academic resources, intervention services, and community supports.  The school will continue offering flexible opportunities for engagement through evening events, virtual meetings, multilingual communication, and workshops focused on graduation requirements, academic success, and postsecondary planning. Feedback collected through parent surveys, ELAC, LCAP engagement activities, and ongoing communication will be used to identify barriers to participation and guide continuous improvement. Workforce remains committed to building strong partnerships that empower all families to actively support student achievement and long-term success.|Kern Workforce Academy has established multiple opportunities for educational partners to provide meaningful input into school planning and decision-making. Feedback is collected through annual LCAP surveys, parent workshops, ELAC meetings, staff collaboration, student input, and ongoing communication with families and community partners. Workforce has consistently increased parent participation in the LCAP process and ranks among the highest in Kern High School District for parent survey participation.  Educational partner feedback is combined with local and state data to guide decisions related to instructional programs, student supports, family engagement, professional learning, and resource allocation. Input from teachers, students, families, site leadership, and district departments has informed the expansion of academic interventions, professional learning, family engagement efforts, and instructional improvements. This collaborative process ensures that decisions reflect the needs of Workforce's unique student population and support continuous improvement.|Workforce will continue strengthening opportunities for educational partners to participate in decision-making by increasing awareness of how stakeholder feedback influences school improvement efforts. Because Workforce operates across six evening sites, gathering consistent input from families can present challenges related to scheduling, transportation, and varying levels of connection to the Workforce program.  The school will continue expanding outreach efforts, increasing participation in surveys and advisory meetings, and providing additional opportunities for families and students to share feedback through flexible formats. Workforce will also continue communicating the outcomes of stakeholder input so educational partners better understand how their perspectives inform planning, resource allocation, and continuous improvement initiatives.|Workforce will continue implementing targeted outreach strategies to ensure underrepresented families have meaningful opportunities to participate in decision-making. Parent Engagement Representatives will provide individualized outreach to English learner families and other families with historically lower participation, encouraging involvement in surveys, ELAC meetings, workshops, and LCAP engagement activities.  To reduce barriers, Workforce will continue offering flexible meeting options, multilingual communication, and multiple methods for providing feedback, including in-person, virtual, and electronic formats. The school will regularly review participation data to identify gaps in representation and adjust outreach efforts accordingly. These strategies will help ensure that the voices of all families are reflected in school planning and decision-making while strengthening partnerships that support student success.|4|4|4|4|4|4|4|4|5|5|5|5|Met||2026-06-02|2026
15635450000000|Kernville Union Elementary|3|The Kernville Union School provides multiple opportunities for school staff to build relationships with families. There are several events throughout the year that provide opportunities for relationship building. Opportunities include: Back to School nights, Laps for Learning, holiday programs, parent-teacher conferences, family nights, science night, literacy night, family picnics, parent education of substance abuse, and open house. KUSD has two Family and Community Engagement Liaisons, Community Schools Administrator, Family Resource Center family advocates and an administrator to support school and family relationships. Further, a Family Connections Center was created to serve as the hub for families to connect with our schools. On a local spring 2026 family survey, 64% of respondent feel they have opportunities to become involved in their children’s school and 83% of respondents said teachers and school staff provide timely assistance to questions and concerns.|Maintaining a welcoming school environment continues to be KUSD’s focus for improvement in building relationships between school and families. KUSD has invested in staff positions, events, and other resources to create a welcoming and helpful school environment.   Bridging home and school and meeting families where they need support continue to be two focus areas for improving relationships between teachers and support staff and families. While KUSD is bridging this divide through family engagement opportunities and home visits, there is still room for improvement.|Maintaining a welcoming school environment continues to be KUSD’s focus for improvement in building relationships between school and families. KUSD has invested in staff positions, events, and other resources to create a welcoming and helpful school environment.   Bridging home and school and meeting families where they need support continue to be two focus areas for improving relationships between teachers and support staff and families. While KUSD is bridging this divide through family engagement opportunities and home visits, there is still room for improvement.|The Kernville Union School District has established and expanded partnerships with district and community groups and organizations to improve student outcomes. These partnerships include Kern Family Healthcare, Riverstone Wellness, First 5, Community Action Partnerships of Kern, Clinica Sierra Vista, Kern Valley Hospital, Children and Youth Behavioral Health Initiative, National Center of Chronic Disease Directors, Telehealthdocs Kern River Valley Family Resource Center, the Boys and Girls Club of Kern County, and the Kern River Valley Collaborative. A majority of our students are low-income, living in poverty, and have experienced trauma. Our community partners assist with providing families with basic needs so our students can learn and develop. KUSD has a track record of outreach and building collaborative partnerships with local, county, state, and national organizations. Through grants, KUSD provides a comprehensive support system to students and families through local partnerships to support student learning.|KUSD has built systems and structures in place to support existing partnerships. Our focus for improvement is focused on regular school attendance to improve student outcomes. KUSD has invested in resources to increase regular student attendance.|The Kernville Union School District will continue to improve engagement of underrepresented families through data analysis and direct outreach. Analyzing data on the Kern Integrated Data System (KiDS), local surveys, and focus groups, KUSD will send identify contact staff members to personally invite underrepresented families to events and decision-making committees.|The Kernville Union School District will continue to improve engagement of underrepresented families through data analysis and direct outreach. Analyzing data on the Kern Integrated Data System (KiDS), local surveys, and focus groups, KUSD will send identify contact staff members to personally invite underrepresented families to events and decision-making committees.|KUSD’s focus is to utilize technology tools and platforms to improve input for local decision- making. It is challenging to attract and retain educational partners to actively and consistently participate in decision-making committees. KUSD has seen an increase two-way communication between our teachers and families through the Parent Square platform. This had increased family engagement in their children’s academics and school events. KUSD utilizes the Parsec Education platform that allows educational partners to their ideas and experiences through qualitative and quantitative questions. Educational partners can submit responses via text, audio, or video allows our families to engage and participate in decision-making opportunities outside of traditional committee meetings.|KUSD will continue to improve engagement of underrepresented families through the Parsec Education platform. Further, we will send personal invitations to underrepresented families to school and district events, including decision making committees such as school site council and the superintendent’s advisory committee.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-30|2026
15635520000000|Lakeside Union|3|A majority of families report that their child is recognized for positive behavior (60%) and motivated by those systems (52%), indicating that schoolwide behavior supports are visible and reinforcing student conduct. Additionally, 76% of families report receiving communication about the importance of regular attendance, and 57% indicate satisfaction with school communication overall, suggesting consistent outreach practices. These results indicate progress in establishing foundational communication systems and a positive school environment that supports student engagement and attendance.|Local data indicates a need to strengthen two-way engagement and academic communication with families. Only 45% of families report being provided opportunities to engage in their child’s learning, and fewer than half believe their child is receiving academic support when struggling in reading (39%) and math (48%). Additionally, only 41% of families report receiving communication on how to manage absences related to health concerns. These results suggest that while general communication is occurring, it is not consistently translating into meaningful engagement or clarity around academic support and student needs.|The LEA will improve engagement of underrepresented families by expanding accessible, targeted, and interactive opportunities for participation, because current data indicates limited perceived opportunities for engagement (45%). The LEA will provide workshops and resources focused on supporting learning at home (e.g., reading and math strategies), increase two-way communication structures (such as small group meetings, feedback sessions, and multilingual outreach), and ensure communication includes clear guidance on academic support and attendance-related needs. These actions increase engagement because they move beyond general communication to provide families with specific tools, opportunities for input, and culturally and linguistically responsive access points. Progress will be monitored through increases in family survey responses related to engagement opportunities and perceptions of academic support.|Based on educational partner input and local data, the LEA demonstrates strengths in instructional alignment, academic support systems, and staff collaboration that contribute to student outcomes. A high percentage of staff report that District benchmarks are aligned to standards (95%) and that students are making progress in both math (90%) and ELA (95%), indicating coherence between curriculum, assessment, and instruction. Additionally, 84% of teachers report effective collaboration in delivering small group instruction, and 84% report progress toward IEP goals, demonstrating coordinated efforts among staff to support diverse learners. Communication with families is also a strength, with 95% of staff reporting communication about student behavior and attendance, which supports shared responsibility for student outcomes.|Local data indicates a need to strengthen consistency and depth of instructional support systems and schoolwide conditions that impact student outcomes. While 58% of staff report RtI and PBIS as effective, this indicates that a significant portion of staff do not yet experience these systems as consistently implemented. Additionally, only 53% of respondents report that the campus is clean, and only 37% of students perceive the campus as well maintained, suggesting that environmental conditions may impact student engagement and sense of belonging. Teacher data also indicates variability in access to coaching support (42% co-teaching; 32% planning support), which may limit consistent instructional improvement across classrooms.|The LEA will improve engagement of underrepresented families by expanding targeted communication and capacity-building opportunities connected to student learning, because current data shows strong general communication but does not indicate consistent family understanding of academic supports or instructional strategies. The LEA will provide workshops focused on supporting reading, writing, and math at home—areas identified by students as needing additional support—and offer multilingual and flexible engagement opportunities. These actions increase engagement because they provide families with specific tools and knowledge to support student learning and create opportunities for two-way interaction. Progress will be measured through increased participation rates and improved family feedback on their ability to support student outcomes.|The LEA demonstrates strengths in gathering input from multiple stakeholder groups and incorporating feedback into instructional and support practices. Teacher feedback reflects high levels of participation in professional learning and collaboration, with 84% reporting effective collaboration in instructional delivery and 95% indicating that trainings are helpful. Student feedback also shows that 96% understand how to improve their schoolwork and 75% report receiving feedback on progress, indicating that student voice is informing instructional practices. Additionally, mentor and new teacher feedback indicates active engagement in feedback loops to improve induction and instructional support systems.|Local data indicates a need to improve the breadth and inclusivity of input, particularly from students and underrepresented groups, and to strengthen how input translates into visible changes. For example, only 58% of students report positive recognition systems, and only 37% believe the campus is clean, suggesting that student input on school climate and environment may not yet be fully reflected in decision-making. Additionally, new teachers identified specific needs (e.g., differentiation, supporting diverse learners), indicating that input is being gathered but may not yet be consistently translated into targeted professional learning and system improvements.|The LEA will improve engagement of underrepresented families by implementing structured, accessible opportunities for input that are responsive to identified needs, because current data indicates variability in how feedback is translated into action and limited evidence of broad participation from all groups. The LEA will expand the use of surveys, focus groups, and advisory meetings with targeted outreach to families of English learners, students with disabilities, and other underrepresented groups. Communication will be provided in multiple languages and formats to reduce access barriers. These actions improve engagement because they create intentional opportunities for diverse voices to inform decisions and ensure feedback is connected to specific changes. Progress will be measured through increased participation rates and improved survey responses related to feeling heard and included in decision-making.|4|5|4|5|4|5|5|5|5|5|5|5|Met||2026-06-16|2026
15635600000000|Lamont Elementary|3|Based on educational partner input and local data, Lamont Elementary School District continues to demonstrate strong progress in building meaningful relationships between school staff and families. Family engagement is a districtwide priority, grounded in the belief that strong school-home partnerships are essential for student success.  The district hosts a variety of interactive family events such as Math, STEAM, and Literacy Nights that provide families with practical tools to support learning at home. These events also create positive, welcoming environments that strengthen the home-school connection. Each school site expands on this effort by organizing its own parent involvement activities such as Literacy Lunches, family dances, paint nights, and student showcases that celebrate learning and build community.  Families are also active participants in school governance. Through School Site Council (SSC), English Learner Advisory Committee (ELAC), and District English Learner Advisory Committee (DELAC) meetings, parents engage in planning and provide input on funding, school priorities, and student supports. These opportunities reflect the district’s commitment to shared decision-making and family voice.  To support consistent and accessible communication, staff across the district are trained to use ParentSquare, a communication platform that allows families to receive real-time updates in multiple languages. This tool helps ensure that families stay informed and are able to maintain open lines of communication with teachers and school staff.  A central pillar of the district’s relationship-building efforts is the Lamont Elementary School District Family Success Center (LESD-FSC). The center is a welcoming, compassionate space that partners with families to strengthen children, youth, and the community through a wide range of programs and services. It serves as a one-stop hub for resources and referrals such as food baskets, utility assistance, translation, and access to health and insurance services. For families in crisis, FSC staff provide one-on-one support until stable connections are made. The center also offers parent education programs, guidance on navigating school systems, and school readiness supports including preschool and parenting workshops to ensure that families are prepared to support their child’s success from the start. These efforts reflect LESD’s deep commitment to fostering a culture where all families feel valued, informed, and supported as essential partners in their children’s education.|Based on educational partner input and local data, Lamont Elementary School District has identified several focus areas to further strengthen relationships between school staff and families. While the district has made strong progress in offering engagement opportunities and improving communication, ongoing feedback highlights the need for deeper outreach to harder-to-reach families, expanded access to family education programs, and continued improvement in two-way communication practices.  One focus area is increasing participation from families who face unique challenges that may limit their engagement. While School Site Council (SSC), ELAC, and DELAC provide valuable avenues for input, some families are unable to attend due to work schedules, limited transportation, or unfamiliarity with school processes. More flexible engagement formats, increased outreach, and personalized invitations are needed to ensure all voices are represented.  Another area of growth is enhancing support for families who speak less common languages or dialects. The district ensures interpretation services in English and Spanish are available at all events and meetings; however, occasionally, families speak a language or dialect for which interpretation services are not readily available. In these cases, communication can be delayed or limited. The district is exploring strategies to better support these families, including community outreach, visual resources, and partnerships with organizations that can assist with specialized interpretation needs.  While the use of ParentSquare has improved communication consistency, educational partner feedback indicates a need for more proactive, personalized outreach from school staff. Additional training and support in culturally responsive practices and relationship-building will continue to be a priority to ensure communication is not only consistent but also meaningful and relationship-based.  The district is also working to increase awareness and access to the Lamont Elementary School District Family Success Center (LESD-FSC), which offers a variety of services, including resource referrals, crisis support, parenting programs, and school readiness services. Although the FSC is a trusted and welcoming hub, some families may not be aware of the full range of available services. The district will continue to promote these offerings more broadly and ensure equitable access for all families.  Finally, expanding parent leadership opportunities is an area of continued focus. The district aims to empower families by involving them in the planning and facilitation of workshops and engagement events, strengthening the sense of ownership and partnership in the school community.  Through these efforts, Lamont ESD remains committed to ensuring all families feel seen, supported, and empowered as partners in their child’s success.|Based on educational partner input and local data, Lamont Elementary School District will take targeted steps to improve the engagement of underrepresented families. The self-reflection process identified barriers for families facing economic hardship, working non-traditional hours, or speaking languages or dialects other than English or Spanish.  To address these challenges, the district will expand flexible engagement opportunities, including varied meeting times, virtual access, and informal events. Staff will continue personalized outreach to build trust with families who may be hesitant to participate in larger settings.  While interpretation is consistently available in English and Spanish, the district will explore additional language support by partnering with community agencies to assist families who speak less common dialects. Visual resources and translated materials will also be expanded.  The Lamont Family Success Center will continue to serve as a key resource, offering referrals, parenting programs, and one-on-one support. Outreach efforts will increase to ensure more families are aware of and feel welcomed to use these services.  The district will also provide ongoing staff training in culturally responsive communication and create more opportunities for underrepresented families to take on leadership roles in school events and advisory groups, strengthening trust and collaboration across the district.|Lamont Elementary School District (LESD) has made steady progress in building meaningful partnerships that support student success. Educational partner input and local data reflect strong efforts across the district to engage families in their children’s academic and social-emotional development.  Schools host a variety of events such as Family Math Nights, Literacy Nights, STEAM Nights, and grade-level academic showcases. These activities help families better understand curriculum expectations and strengthen the connection between home and school. In addition, regular parent workshops, principal coffee times, Back-to-School Nights, and parent-teacher conferences provide families with tools and information aligned to academic standards and school goals.  District-wide community forums and the Local Control and Accountability Plan (LCAP) process also allow families to participate in shaping priorities and programs. Annual surveys and advisory committees such as School Site Council (SSC), English Learner Advisory Committee (ELAC), and DELAC offer additional avenues for family voice and collaboration.  The district’s use of ParentSquare supports ongoing communication by delivering timely, multilingual messages to keep families informed about student progress, upcoming events, and available resources. Technology is also used to collect input and maintain consistent engagement throughout the year.  A major strength is the Lamont Family Success Center (LESD-FSC), which directly supports families by removing barriers to student learning. The center offers parenting classes, school readiness programs, one-on-one case management, and referrals for services such as food assistance, utilities, healthcare, and translation. These supports contribute to student well-being and academic success.  While LESD has expanded engagement efforts, a continued challenge is ensuring consistent participation from all family groups. Barriers such as limited transportation and work conflicts impact attendance at events. In response, the district is exploring flexible scheduling, expanded outreach efforts, and opportunities for families to co-lead events. These strategies aim to build trust, ensure inclusivity, and strengthen family-school partnerships to support positive student outcomes.|Based on educational partner input and local data, Lamont Elementary School District has identified several focus areas for improvement in building stronger partnerships to support student outcomes. While the district regularly offers family engagement events and academic workshops, participation levels vary, and some families, particularly underrepresented groups, continue to experience barriers to full engagement.  One key area for improvement is increasing family attendance and active participation in school events. Although the district hosts Family Math Nights, Literacy Nights, STEAM events, and academic showcases, data and feedback show that attendance can be inconsistent. To address this, the district is working to offer more flexible scheduling, such as morning, evening, and virtual options, to accommodate families’ work and transportation constraints. Additionally, schools are encouraged to provide child care or student activities during events to further support parent attendance.  Another area of focus is deepening families’ understanding of how to support student learning at home. While events are well-received, partners have expressed a desire for more ongoing support in navigating curriculum, assessments, and interventions. The district will expand family education opportunities through the Lamont Family Success Center (LESD-FSC), offering more frequent parent workshops, school readiness sessions, and access to learning resources tied directly to student achievement.  The district also recognizes a need to expand outreach to families who speak less common languages or dialects. While English and Spanish interpretation is provided, communication with families speaking other languages can be delayed or limited. To improve access, the district will develop more visual and translated materials, build partnerships with outside agencies for additional interpretation support, and ensure messaging is clear and accessible.  Lastly, the district seeks to increase shared ownership by encouraging family voice in planning and leading events. Empowering families to co-host workshops or serve as peer mentors builds trust and creates more culturally responsive programming. These strategies aim to move beyond participation to true partnership, ensuring all families, especially those traditionally underrepresented, feel welcomed, informed, and equipped to support their child’s success.|Based on the analysis of educational partner input and local data, Lamont Elementary School District has identified several strategies to improve engagement of underrepresented families, especially those who face barriers related to work schedules, limited transportation, or communication challenges due to language or dialect differences. The district remains committed to ensuring all families, regardless of background, are valued partners in supporting student outcomes.  To improve engagement, the district will increase outreach efforts with more flexible and accessible family events. These include offering workshops and academic nights at varied times, including mornings, evenings, and virtual options, to accommodate working families. Schools are also encouraged to provide child supervision or activities during events to further reduce attendance barriers.  A key strategy is expanding personalized communication and support. Staff will continue outreach efforts through one-on-one communication using ParentSquare, home visits, and informal check-ins. Additional training will be provided to help staff build culturally responsive relationships and better engage families who may not feel connected to the school system.  The district will also expand access to the Lamont Family Success Center (LESD-FSC), which offers parenting workshops, school readiness programs, and referrals to community resources. The FSC provides one-on-one support for families in crisis and serves as a welcoming hub for underrepresented families who may need additional guidance or assistance navigating educational systems.  To address communication gaps, particularly for families who speak dialects or languages other than English and Spanish, the district will strengthen partnerships with community-based organizations to provide interpretation and translation support. Visual materials, simplified messaging, and multi-modal communication tools will also be used to ensure messages are accessible to all.  Finally, the district is focused on increasing opportunities for families to take on leadership roles in school events and parent workshops. By co-creating activities with families and inviting them to serve as peer leaders, the district seeks to build trust and create a stronger sense of shared ownership in student success.  These targeted efforts reflect the district’s ongoing commitment to improving access, inclusion, and equity in all family engagement initiatives.|Lamont Elementary School District (LESD) recognizes that families are their children’s first and most important teachers, and sustained family involvement is essential to student success. In alignment with Board Policy and AR 6020, LESD has established multiple structures to seek and incorporate family and community input into school and district decision-making.  Educational partners participate in a variety of advisory and decision-making bodies, including School Site Councils (SSC), English Learner Advisory Committees (ELAC), the District ELAC (DELAC), the Parent Advisory Committee (PAC), and community forums such as Superintendent Nights and LCAP input sessions. Families are also informed annually about the Parent Involvement Policy, which is shared in the district handbook and at the start of each school year.  To support meaningful participation, LESD provides families with information and guidance on the purpose of advisory committees, how to interpret student achievement data, understand school goals, and provide input on budget and program decisions. Interpretation in English and Spanish is consistently offered, and childcare is provided for in-person meetings. Surveys are used to gather feedback from families who may not be able to attend in person.  Despite these efforts, challenges remain. Some families report not knowing how to engage, feeling uncertain about their role, or being unaware of meeting purposes. Work schedules and transportation barriers also impact participation, especially among underrepresented groups.  In response, the district is working to simplify communications, provide personal invitations, increase informal and peer-led engagement opportunities, and continue expanding the use of surveys to reach more families. LESD remains committed to building trust and ensuring all educational partners feel welcomed, informed, and empowered to shape decisions that support student success.|Lamont Elementary School District has identified several focus areas for improvement in seeking input for decision-making. While SSC, ELAC, DELAC, PAC and community meetings are in place, participation, especially from underrepresented families, remains low.  Many families report feeling unsure about how to participate or uncomfortable speaking up in formal settings. Others are unfamiliar with the purpose of advisory groups or face challenges attending due to late work hours. Even when interpretation and childcare are provided, these barriers persist.  To address this, the district will simplify communication about opportunities for input, offer informal orientations, and increase personal outreach. Meetings will be offered at varied times and formats, including virtual and informal gatherings, to improve accessibility.  The district also plans to expand its use of multilingual surveys and direct input strategies for families unable to attend in person. In addition, efforts will focus on building parent leadership by identifying family representatives who can serve as liaisons and encourage broader participation.  These steps aim to ensure all families feel welcome, informed, and empowered to engage in district decision-making.|Lamont Elementary School District (LESD) is committed to improving engagement of underrepresented families, particularly those of migratory, foster, homeless, and low-income students, in meaningful decision-making processes. Through the self-reflection process and analysis of educational partner input, LESD identified that while structures for involvement exist, barriers such as work schedules, language access, and unfamiliarity with school processes continue to limit participation from many families.  To address these barriers, the district will improve and simplify communication around advisory groups and engagement opportunities. Outreach materials will include clear, multilingual explanations of each group’s purpose, how families can participate, and how their input directly impacts school and district decisions. Informal orientation sessions, personal invitations, and peer-to-peer outreach will be used to help families feel more welcomed and confident in engaging.  LESD will also increase flexibility in how input is gathered by offering a wider range of engagement options, such as rotating meeting times, virtual participation, and informal small group discussions. Multilingual surveys and one-on-one outreach efforts will be expanded to ensure input is gathered from families who cannot attend in person.  The district will continue providing supports such as interpretation, translation, childcare, and scheduling accommodations, as well as conducting home visits when needed to meet families where they are. Proactive communication will also be strengthened, especially for families of migratory, foster, and homeless youth, to ensure consistent connection and awareness of engagement opportunities.  To further build trust and shared leadership, LESD will identify and support parent liaisons who can serve as family advocates and co-facilitators in engagement spaces. These liaisons will help other families navigate school systems and elevate their voices in decision-making.  Through these strategies, LESD aims to foster an inclusive culture where all families feel valued, informed, and empowered to participate in shaping educational priorities and improving outcomes for all students.|4|4|4|5|4|4|4|4|4|4|4|3|Met||2026-06-09|2026
15635780000000|Richland Union Elementary|3|Our district continues to demonstrate progress in building positive relationships between school staff and families through multiple communication pathways, parent engagement opportunities, and inclusive decision-making processes. Educational partners rated the District at the Full Implementation (Level 4) stage in developing staff capacity to build trusting relationships, create welcoming environments, and provide multiple opportunities for two-way communication between families and educators. Families also rated the District at the Full Implementation level for providing information and resources to support student learning, supporting family participation in decision-making, and helping families advocate for their children.  Our District continues to expand family engagement through DELAC, PAC, Student Advisory Committees, LCAP Road Shows, Educational Partner Surveys, climate surveys, and site-based engagement opportunities. During the 2025–26 school year, 487 parents participated in 16 parent workshops, with increased participation from Hispanic, Spanish-speaking, and low-income families. Additionally, 95% of participating families reported that the workshops were beneficial.  The District has also maintained strong communication systems through ParentSquare, text messaging, phone calls, email, websites, and ClassDojo. Family communication rates remained between 99.3% and 99.6%, ensuring families consistently received school and district information in a timely manner.|While educational partners recognized our District’s efforts to engage families, feedback and local data indicate opportunities to strengthen consistent family participation across all school sites and student groups. Parent and Family Engagement Self-Reflection Tool results show that while most indicators were rated at the Full Implementation level, supporting staff in learning about each family’s strengths, cultures, languages, and goals for their children was rated lower than other indicators, indicating an area for continued growth.  Analysis of parent workshop participation and engagement activities also revealed that participation levels vary across school sites, with some events relying heavily on repeat participants. The District identified a need to expand outreach efforts to encourage broader participation from families who may not traditionally engage in school activities.  In addition, educational partner feedback highlighted the importance of strengthening meaningful two-way engagement beyond communication alone. While communication rates remain high, participation in workshops, advisory groups, and school events continues to vary by site and subgroup. The District will continue to focus on increasing family engagement opportunities, strengthening cultural responsiveness, and ensuring families feel connected, welcomed, and valued as partners in student success.|Our District will continue implementing targeted strategies to increase participation among underrepresented families, including English learners, Spanish-speaking families, low-income families, foster youth, and families who have not traditionally participated in school activities. Educational partner feedback and participation data indicate that removing barriers and increasing accessibility are critical to expanding engagement.  We will continue providing multilingual communication through ParentSquare, text messaging, phone calls, websites, and printed materials to ensure families receive information in a language and format they can understand. Parent workshops and family engagement events will continue to be offered at varied times and locations, with topics identified through family feedback and educational partner input.  Additionally, we will continue leveraging DELAC, PAC, LCAP Road Shows, Educational Partner Surveys, and site-based engagement opportunities to gather input from families who may otherwise be underrepresented in decision-making processes. School sites will increase personal outreach efforts and continue partnering with community organizations to connect families with resources and services that support student success. These efforts are intended to strengthen trust, increase participation, and ensure all families have meaningful opportunities to contribute to school and district decision-making.|Our district has made strong progress in building partnerships with families to support positive student outcomes. Educational partner input and local data indicate that we have reached Full Implementation and Sustainability in providing professional learning and support to teachers and administrators to strengthen family-school partnerships, and Full Implementation in providing families with information and resources to support learning at home, supporting family advocacy, and implementing programs that promote collaboration between families and schools.  Our district continues to engage families through DELAC, PAC, Student Advisory Committees, LCAP Road Shows, parent workshops, conferences, and family engagement events. During the 2025–26 school year, 487 parents participated in 16 parent workshops, with increased participation from Hispanic, Spanish-speaking, and low-income families. Additionally, 95% of participating families reported that the workshops were beneficial and helped strengthen their understanding of how to support their children’s education.|While our district has established strong systems for family communication and engagement, and for educational partner input, local data indicate opportunities to strengthen consistent participation across all school sites and family groups. Analysis of workshop attendance, advisory committee participation, and engagement activities shows that participation levels vary among schools and that some activities continue to rely on repeat participants.  Our district will continue to focus on increasing family participation in workshops, advisory groups, and school events, while expanding opportunities for meaningful collaboration among families, teachers, and students on academic progress and student success. Educational partner feedback also highlighted the importance of helping families better understand academic expectations, intervention supports, attendance requirements, and strategies to support learning at home.  Additionally, while our communication rates remain high, we recognize the need to move beyond information sharing and increase opportunities for active family engagement and partnership in decision-making and student support efforts.|Our district will continue implementing targeted strategies to increase participation among underrepresented families, including English learner families, Spanish-speaking families, low-income families, foster families, and families who have not traditionally participated in school activities. Educational partner feedback and participation data indicate that increasing accessibility and reducing barriers are critical to strengthening family partnerships and improving student outcomes.  We will continue providing multilingual communication through ParentSquare, phone calls, text messages, email, websites, and printed materials to ensure families receive information in accessible, understandable formats. Parent workshops, family engagement events, DELAC, PAC, and LCAP engagement opportunities will continue to be offered at varied times and locations to encourage broader participation.  In addition, our schools will continue using personal outreach, targeted invitations, and community partnerships to connect families with resources and services that support student learning, attendance, wellness, and academic achievement. We will continue seeking input from underrepresented families through surveys, advisory groups, and engagement activities to ensure their voices help guide school and district decision-making. Through these efforts, we aim to strengthen family partnerships, increase participation, and ensure all families have meaningful opportunities to support their children’s success.|Our district has established multiple structures that provide educational partners with meaningful opportunities to participate in decision-making and contribute to continuous improvement efforts. Based on the Parent and Family Engagement Self-Reflection Tool, our district is at Full Implementation in building the capacity of staff and family members to engage in advisory groups and decision-making, providing opportunities for families to provide input on policies and programs, and creating opportunities for families, staff, administrators, and community members to work together in planning and evaluating programs and services.  Throughout the year, our district actively seeks input through DELAC, PAC, Student Advisory Committees, Educational Partner Surveys, climate surveys, CHKS surveys, LCAP Road Shows, Parent and Family Engagement Self-Reflection Tools, Board meetings, and consultation with bargaining units and site teams. These engagement opportunities provide families, students, staff, and community members with multiple avenues to share feedback and help shape district priorities, programs, and resource allocation.  A key strength is our commitment to using feedback from our educational partners to inform decision-making. Input gathered through surveys, advisory committees, and engagement meetings is reviewed alongside local and state data to identify needs, evaluate progress, and adjust actions and services. These efforts have strengthened collaboration across stakeholder groups and increased alignment between educational partner priorities and district planning processes.|While our district has developed strong systems for gathering educational partner input, analyzing participation data, and gathering educational partner feedback, analysis of participation data indicates a need to increase consistent participation across all family groups and school sites. Although families have multiple opportunities to provide input, participation levels vary among advisory groups, surveys, workshops, and engagement events. Some activities continue to rely on a small group of highly engaged participants, limiting broader representation.  Our district will continue to focus on increasing participation from families whose voices may be underrepresented in decision-making processes, including English learner families, low-income families, foster families, and families who face barriers related to language, work schedules, transportation, or limited familiarity with school systems.  In addition, we will continue strengthening communication regarding how educational partner feedback is used to inform district decisions. Educational partners have expressed the importance of understanding the connection between their input and resulting actions, programs, and resource allocations. Expanding transparency and feedback loops will help strengthen trust and encourage continued participation in district and school-level decision-making processes.|Our district will continue implementing targeted outreach strategies to increase participation from underrepresented families, including English learner families, Spanish-speaking families, low-income families, foster families, and families who have not traditionally participated in district committees or engagement opportunities. Educational partner feedback and participation data indicate that reducing barriers and increasing accessibility are essential to ensuring all voices are represented in decision-making.  We will continue utilizing DELAC, PAC, LCAP Road Shows, Educational Partner Surveys, climate surveys, site meetings, and community engagement events to gather feedback from a diverse range of families. Multilingual communication through ParentSquare, text messages, phone calls, email, websites, and printed materials will continue to ensure families receive information in a language and format they can understand.  Additionally, our district will continue offering flexible meeting times, personal outreach, and targeted invitations to encourage participation from families who may face barriers to engagement. School and district staff will continue building relationships with families and providing opportunities for meaningful participation in advisory groups, planning processes, and program evaluation activities. Through these efforts, we will strengthen representation, increase participation, and ensure that educational partner input reflects the diverse perspectives of the families and communities we serve.|4|4|3|4|5|4|4|4|4|4|4|4|Met||2026-06-22|2026
15635780135186|Grow Academy Shafter|3||||||||||||||||||||||Not Met|||2026
15635860000000|Linns Valley-Poso Flat Union|3|100% of families communicate through phone calls, texts, emails, or ParentSquare with teachers and staff on a daily or weekly basis.  Staff meet and greet parents each morning and afternoon as families do a drive-through to drop off and pick up their students daily.  Families are also greeted at the bus stops when picking students up or dropping them off by school staff.  We have many school events within our year; inviting staff, families, community members, and students to attend.|We will strive to maintain the progress with 100% of our families' communication through phone calls, texts, emails, or ParentSquare with teachers and staff on a daily or weekly basis.  Staff will continue to meet and greet parents each morning and afternoon as families do a drive-through to drop off and pick up their students daily.  Families will also be greeted at the bus stops, while picking students up or dropping them off, by school staff.  School events will be offered; inviting staff, families, community members, and students to attend.|Linns Valley is committed to providing communication to our parents.  The feedback from parents requested that this would continue to be a focus.  Linns Valley feels that we have incorporated the feedback from parents into Goal #2 even though the actions listed are not contributing to an increase or improvement in service to English Learners, Foster youth, and Low-Income students.  We will continue to provide constant and consistent feedback to our stakeholders by maintaining ParentSquare, Bobcat Newsletter, and Parent Engagement activities to inform them how school attendance is important, encouraging a reduction in Chronic Absenteeism.|Some of the Linns Valley District partnership activities that were offered were Back-To-School Night, Grandparent Picnic, Board Meetings, Oral Language, Winter Program, Parent/Teacher Conferences, Red Ribbon/Halloween Carnival parade, Derby Races, Movie Night, Open House, Science Fair, Spaghetti Dinners, Graduation Planning, Graduations, and the Annual Softball Tournament.  We usually have 96% to 100% in attendance in activities such as Back-To-School night, Winter Program, Teacher Conferences, etc. but our attendance usually drops at stakeholder meetings.  When combining an event with a stakeholder meeting we had 96% parent participation, while our surveys only had 45-50% participation.|To increase attendance at stakeholder meetings, we will continue to combine them with our programs of high attendance such as during Back-To-School Night, Winter Programs and Open House.|Linns Valley feels we have incorporated the feedback from parents into Goal #2 even though the actions listed are not contributing to an increase or improvement in service to English Learners, Foster Youth, and Low-Income students. We will continue to provide stakeholder meetings and surveys by maintaining ParentSquare, BobCat Newsletter, and Parent Engagement activities to build partnerships for student outcomes.|Linns Valley District uses meetings such as stakeholder meetings to help gather parent/guardian feedback across the community. We will also continue to use Surveys to better capture unfiltered feedback regarding seeking parent input and promoting participation in programs during our LCAP process during the 2025-26 year. We are in the beginning stages of implementing a Parent Advisory Team.|We will combine stakeholder meetings with activities of higher attendance to increase our staff, parent, and community member input in decision-making.  We believe the addition of a Parent Advisory Team will increase parent involvement and open the door for more parents to get involved.|Linns Valley feels that we have incorporated the feedback from parents into Goal #2 even though the actions listed are not contributing to an increase or improvement in service to English Learners, Foster Youth, and Low-Income students. We will continue to provide stakeholder meetings and surveys by maintaining ParentSquare, BobCat Newsletter, and Parent Engagement activities to build partnerships for student outcomes.|4|4|4|5|5|5|5|5|5|3|5|5|Met||2026-06-24|2026
15635940000000|Lost Hills Union Elementary|3|Based on educational partner input and local data, the district’s strengths and progress in building relationships between school staff and families are evident in two key areas: (1) creating welcoming and inclusive environments for all families and (2) providing multiple opportunities for meaningful two-way communication between families and educators using language that is understandable and accessible. The district continues to maintain two bilingual School Community Coordinators who serve as a primary link between families and schools. These coordinators support family engagement efforts, facilitate communication between home and school, coordinate school events, and connect families with available resources and services. Educational partner feedback indicates that families value having accessible staff members who can assist them in navigating school programs and addressing questions or concerns. The district also continues to expand communication efforts by providing information about school activities, programs, and events through multiple platforms, including the district website, flyers, phone calls, text messages, and social media. Families are regularly invited to participate in school and district events, and reminders are provided to encourage participation. Translation and interpretation services are available to ensure that information is accessible to all families. In addition, through the district’s Positive Behavioral Interventions and Supports (PBIS) framework, staff receive ongoing training and encouragement to build positive relationships with families through regular communication and collaboration. As a result of these efforts, the district has maintained strong family participation in school events and continues to strengthen trust, communication, and partnerships between school staff and families.|Based on educational partner input and local data, the district has identified the need to further strengthen staff capacity to build meaningful and culturally responsive relationships with families. While families report feeling welcomed and informed, feedback indicates opportunities to increase staff understanding of each family’s unique strengths, cultural backgrounds, home languages, and educational goals for their children. To address this area for improvement, the district will focus on providing professional development, coaching, and ongoing support to staff on culturally responsive family engagement practices and effective relationship-building strategies. These efforts are intended to strengthen partnerships between families and school staff, improve communication, and ensure that family perspectives and aspirations are reflected in students’ educational experiences.|Based on educational partner input and local data, the district identified the need to increase engagement opportunities for families who are underrepresented in school and district decision-making processes, including families who face barriers related to language, transportation, work schedules, or limited connection to the school community. To improve engagement of these families, the district will provide additional opportunities for families to share their perspectives and provide input through surveys, meetings, school events, and other outreach efforts. The district’s School Community Coordinators and School Social Workers will conduct targeted outreach, including home visits and individualized follow-up, to connect with hard-to-reach families, better understand their needs, and encourage participation in school activities and engagement opportunities. These efforts are intended to strengthen relationships, increase family voice, and ensure that the perspectives of underrepresented families are reflected in district programs and services.|Based on educational partner input and local data, the district’s strengths and progress in building partnerships for student outcomes are evident in its efforts to support effective collaboration between families, teachers, and school staff to promote student success. Two areas identified as strengths include: (1) providing professional learning and support to teachers and administrators to strengthen their capacity to partner with families and (2) implementing practices that create ongoing opportunities for families and educators to discuss student progress and collaborate on strategies to improve student outcomes. The district provides professional development and ongoing support to staff on effective family engagement practices, communication strategies, and culturally responsive interactions with families. Translation and interpretation services are also provided as needed to ensure meaningful participation and access for all families. The district continues to offer multiple opportunities for families and educators to engage in discussions about student achievement and progress. These opportunities include parent-teacher conferences, open house events, Student Study Team (SST) meetings, Individualized Education Program (IEP) meetings, and other school-based conferences focused on student learning and support. In addition, families can communicate regularly with teachers through phone calls, email, Thrillshare, and other communication platforms to monitor progress and address academic or social-emotional needs. Educational partner feedback and participation data indicate that families value these opportunities to engage with school staff and remain informed about their children’s progress. As a result, the district has continued to strengthen partnerships between families and schools, fostering shared responsibility for improving student outcomes and supporting student success.|Based on educational partner input and local data, the district has identified opportunities to strengthen its efforts to build partnerships that support improved student outcomes. Focus areas for improvement include: (1) increasing the information, resources, and training available to families to support student learning and development at home and (2) strengthening families’ understanding of their educational rights and their ability to advocate effectively for their own children and for all students. Feedback from families and staff indicates that while communication regarding student progress is strong, additional support is needed to help families understand how to reinforce learning at home, navigate educational systems, access available resources, and participate confidently in decision-making processes that affect student success. To address these areas, the district will expand family education and engagement opportunities by providing training, workshops, and resources focused on academic support strategies, literacy development, and parent leadership. The district will continue its partnership with Parent Institute for Quality Education (PIQE) to offer family engagement and literacy programs designed to build parents’ knowledge, skills, and confidence as partners in their children's education. Through these efforts, the district aims to strengthen family capacity to support student achievement and increase meaningful participation in school and district initiatives.|Based on educational partner input and local data, the district identified the need to increase participation and engagement among families of unduplicated students, students with exceptional needs, and other underrepresented groups who may face barriers to meaningful involvement in their children’s education. To improve engagement, the district will continue to leverage the expertise of School Community Coordinators, School Social Workers, and other support staff to conduct targeted outreach and build relationships with families who are less connected to school programs and activities. These efforts will include individualized communication, home visits, assistance accessing school and community resources, and providing information in families’ home languages. The district will also increase opportunities for underrepresented families to participate in workshops, advisory committees, parent education programs, and school events focused on student learning and achievement. By reducing barriers to participation and providing ongoing support, the district aims to strengthen family capacity to support student success, increase family voice in educational decision-making, and ensure that all families are active partners in improving student outcomes.|Based on educational partner input and local data, the district’s strengths and progress in seeking input for decision-making are reflected in its ongoing commitment to providing meaningful opportunities for families, teachers, administrators, and other educational partners to participate in planning, implementing, and evaluating school and district programs and initiatives. One area identified as a strength is the district’s ability to engage educational partners in collaborative decision-making processes. The district provides multiple opportunities for families and staff to contribute their perspectives through district and site leadership teams, the Parent Advisory Committee (PAC), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), School Site Council (SSC), Local Control and Accountability Plan (LCAP) meetings, surveys, and other stakeholder engagement activities. Input gathered through these forums is reviewed and used to inform the development, implementation, and evaluation of the LCAP, school plans, and other district initiatives. Educational partner feedback indicates that participants value having opportunities to share their perspectives and contribute to decisions that impact students and families. As a result, the district has continued to strengthen collaborative decision-making practices and increase educational partner involvement in shaping programs, services, and priorities that support student success.|The LEA’s focus area(s) for improvement in Seeking input for Decision-making- The district will focus on building the capacity of and supporting family members to effectively engage in advisory groups and decision making. The district believes that by providing high quality training for Families to engage in decision making groups, parents will be more enthusiastic to be part of such groups.|The district will use popular school events to provide underrepresented families with information on the importance of providing input and participating in decision making groups.|5|5|4|5|5|4|5|4|5|4|4|5|Met||2026-06-18|2026
15636100000000|Maple Elementary|3|Maple is engaged in a consortium with education partners in the community through the West Kern Children's cabinet. We meet regularly to discuss strengths as well as areas of need.|Continue to engage all families during the LCAP season and seek feedback on how we can strengthen the partnership between home and school.  Utilize digital means to keep strong communication with families on healthy student/family practices.|Continue to engage all families during the LCAP season and seek feedback on how we can strengthen the partnership between home and school.|Maple values the input of all community partners. During this previous year nearly 65% of all community partners provided feedback through our annual survey. In addition, Maple communicates data and survey findings to all community partners through a district communication letter.. With the help of our Community School Coordinator, we will continue to engage our parents on multiple platforms and expand as needed. With continued use of PD provided by the Principal position, we plan to increase our targeted reading intervention as well as increase our services to our ELLs (English Language Learners). With the support of our Foundation (The Tradition of Excellence Foundation) proposition 2 and community donations, we plan to continue to add to our school grounds through our expansion property to the east. We have also hired our own School Psychologist and Speech Language Pathologist so that we can be certain that they are available when our students need them as well as working in partnership with other District and community organizations to increase services to support our students Social-Emotional Health and Special Needs.|Based on input from educational partners, Maple can improve on the tools utilized to communicate between the school and home.|With the help of our Community School Coordinator, outreach to underrepresented families is done through constant outreach and committee work on important/valuable initiatives.|The District works hard to engage in communication with decision makers as well as all other education partners. This is facilitated through shared meetings, shared events and shared goals for serving students in our small, rural setting.|Continue to build relationships with feeder school districts at the high school level.|Continue to engage all families during the LCAP season and seek feedback on how we can strengthen the partnership between home and school.|5|4|4|4|4|5|4|4|4|4|4|4|Met||2026-06-11|2026
15636280000000|Maricopa Unified|3|One of the strengths of MUSD is the District provides various formats of communication for families such as Automated Calling System, Open Door opportunities with administrators, and a robust SIS.  As the District moves forward in the learning and fully implement of AVID strategies in the middle and high schools, we will apply that learning to relationships with our families to support staff learning about each family's strengths, cultures, languages, and goals for their children.|The MUSD used LCAP surveys and real meeting information to determine that the communication between parents and administration needs to be improved.  A more robust student information system that allows for real time information sharing between the home and the classroom was implemented.  As well, more consistent standard communication is needed between the home and school.  One of the strengths of MUSD is the District provides various formats of communication for families such as Automated Calling System, Open Door opportunities with administrators, and a robust SIS.|As the District moves forward in the learning and fully implementing AVID in the high school, we will apply that learning to relationships with our families to support staff learning about each family's strengths, cultures, languages, and goals for their children.  The District was awarded a Community Schools Grant that will add additional resources to connect the families to the school campus|One of the strengths of MUSD is the District provides various formats of communication for families such as Automated Calling System, Open Door opportunities with administrators, and a robust SIS.  In 24-25 the District opened up a parent/community resource center through the Community Schools grant.  This resource helps provide families information and resources that can assist both at school and at home.   The MUSD used LCAP surveys, the DELAC/SSC committee to determine that additional processes that allow for effective communication between the district and underrepresented families.|As the District moves forward in the learning and the application of a growth mindset and fully implement AVID district wide, we will apply that learning to relationships with our families to support staff learning about each family's strengths, cultures, languages, and goals for their children.  With this focus, the school and home can focus together on student outcomes.  Using the LCAP surveys and real conversation data, the MUSD is focusing on improving our parent's abilities to be real leaders in their student's outcomes.  Implementing a parent resource center and providing additional resources that will allow for parents to better engage with their student(s) is a focus for the MUSD moving forward.|The District will provide more opportunities for families to be trained on resources to support student learning and development in the home.|One strength is the District is open and inviting of input from families and provides multiple avenues for input.|Going forward the District will provide more support for underrepresented groups such as EL families.  Using the LCAP surveys and real conversation data, the MUSD is focusing on improving our parent's abilities to be real leaders in the school decision making process. Actively recruiting for involvement in the SSC/ELAC/DELAC and other school based committees and organizations as well as providing support/training for those individuals so that they are participating in an informed manner and feel capable to provide their input.|The MUSD used LCAP surveys, the DELAC/SSC committee to determine that additional processes that allow for effective decision  making between the district and underrepresented families.  The District will provide more opportunities for families to be trained on resources to support student learning and development in the home.|3|4|3|3|3|3|4|4|3|3|3|3|Met||2026-06-18|2026
15636280127209|Insight School of California|3|Met: Academic Advisors make Cougar Connections with families every month to learn about each family/student and provide any additional supports needed.  The increased attendance rates and satisfaction rates from our students and families are due to the relationships built by the staff at Insight.  Educational Partner meetings are held with students, families, staff, and community members to gather feedback on LCAP actions/data as well as school procedures. Insight values feedback from all members to support our school in addressing concerns or missed opportunities.   Learning Coach University sessions are held monthly with families and each session visits topics that support parents and students.  Insight created a peer support group for new families to be linked with a successful Learning Coach/parent who provides additional support for questions and concerns. Monthly newsletters are sent to families with updates and information from the school, they also include videos on multiple topics throughout the year and student celebrations.|Based on the analysis of educational partner feedback and local data, the LEA has identified strengthening relationships between school staff, students, and families as an ongoing area of focus within the virtual setting. Due to the unique nature of online learning, intentional and consistent relationship-building practices are essential to increasing student engagement, connectedness, and overall school satisfaction. The LEA will continue to prioritize meaningful connections through regular communication, student and family celebrations, committee participation opportunities, virtual and in-person outings, and proactive outreach from staff. These efforts are designed to foster a strong sense of community, increase family engagement, and ensure students and families feel connected, supported, and valued throughout their educational experience.|Based on the analysis of educational partner feedback and local data, the LEA identified a need to strengthen engagement and connection with underrepresented families within the virtual setting. During the 2025–2026 school year, the school created a student recognition program to increase positive and meaningful communication between staff, students, and families. Through weekly digital engagement badges, staff recognize students for attendance, resilience, participation, and growth, while personally connecting with students and learning coaches/guardians through emails, calls, texts, and outreach to celebrate student success. These intentional interactions are designed to build stronger relationships, increase family engagement, and foster a greater sense of connection to the school community.|Based on the analysis of educational partner feedback and local data, the LEA identified strong partnerships between school staff, students, and families as a current strength in supporting student outcomes. During the 2025–2026 school year, Insight created Graduation Coach positions to provide additional support for students experiencing academic challenges. Graduation Coaches work closely with students and families to monitor progress, address barriers, and help keep students on track toward graduation. In addition, counselors meet with students and families each trimester to review credits completed, discuss graduation progress, and identify remaining graduation requirements. These ongoing collaborative partnerships support increased communication, student accountability, and shared planning for student success. The school also utilizes its Academic Advisors, RAISE Team, Family and Student Champion and a Trauma Counselor to support student learning and development in the home as well as address family needs.|Based on the analysis of educational partner feedback and local data, the LEA identified a continued need to strengthen family understanding of educational systems, available supports, and parent rights in order to further improve partnerships for student outcomes. Insight’s focus areas for improvement include increasing opportunities for families to receive information, guidance, and support that help them understand and exercise their legal rights, advocate for their own students, and actively participate in school decision-making processes. The LEA will continue working to strengthen communication, provide accessible resources, and build family capacity to support student success both individually and across the broader school community.  Insight has also teamed with a community partner to provide Dual enrollment opportunities were provided beginning in Trimester 3 of the 2024-2025 school year. Insight has continued to offer dual enrollment options for the 2025-2026 school year and is looking to expand the program for 2026-2027.|Based on the analysis of educational partner feedback and local data, the LEA identified a need to increase engagement and participation of underrepresented families in school partnerships and decision-making processes. To improve engagement, the LEA will continue strengthening communication, increasing outreach efforts, and providing additional resources and supports to ensure equal access for all families. Focus areas include improving access to information, increasing opportunities for participation, and providing families with the tools and support needed to effectively advocate for their students and engage as active partners in student success.|Based on the analysis of educational partner feedback and local data, the LEA identified ongoing stakeholder input and communication as a current strength in seeking input for decision-making. Insight regularly surveys students and families and provides opportunities for parent feedback during parent nights focused on topics such as school connectedness and safety. Survey data reflects that many students feel safe learning within the virtual environment. Educational partner feedback has also helped identify areas for growth, including increasing in-person opportunities and expanding virtual clubs to strengthen student connectedness and socialization.|Based on the analysis of educational partner feedback and local data, the LEA identified increasing participation and engagement in feedback opportunities as an area for improvement in seeking input for decision-making. Although Insight provides parent information nights, hosts educational partner feedback sessions, conducts ELAC meetings, and regularly administers surveys, attendance and survey completion rates remain low. The LEA will continue exploring strategies to increase participation and ensure a broader representation of stakeholder voice in the decision-making process.|Based on the analysis of educational partner feedback and local data, the LEA identified a need to improve participation from underrepresented families in decision-making opportunities. To increase engagement, the LEA will consider hosting events in multiple locations, offering varied meeting times including morning options for greater flexibility, providing communications in families’ home languages, and incorporating attendance incentives such as raffles and prizes. These efforts are intended to reduce barriers to participation and ensure a broader representation of family voice in school decision-making processes.|4|5|4|5|5|5|5|4|4|4|4|4|Met||2026-06-12|2026
15636280128504|Peak to Peak Mountain Charter|3||||||||||||||||||||||Not Met|||2026
15636280134312|Blue Ridge Academy|3|Blue Ridge Academy’s current strength in building relationships between school staff and families is its comprehensive and consistent system of family engagement, communication, and support services. Educational partner feedback and local data demonstrate that the school has successfully created multiple opportunities for meaningful collaboration and two-way communication with families.  The school maintains a variety of engagement opportunities, including parent workshops, Curriculum Connections meetings, Learning Coach Launch Week, E3 Parent Summits, Family Liaison events, office hours, podcasts, advisory committees, and community events. These activities provide families with ongoing access to staff, resources, and information that support student success while strengthening family-school partnerships. The Special Education & Student Services Department has further enhanced engagement through social skills classes, learning centers, weekly communication check-ins, and parent education workshops tailored to student and family needs.  Blue Ridge has also expanded communication systems to improve accessibility and participation. Families receive information through multilingual newsletters, social media outreach, the Parent Information Center, the Blue Ridge mobile application, webinars, and direct communication from school staff. Surveys are distributed in both English and Spanish using direct links and QR codes, ensuring broader access and encouraging family voice in school decision-making.  Overall, Blue Ridge Academy’s strongest asset is its commitment to maintaining strong, collaborative relationships with families through consistent communication, inclusive engagement opportunities, and a demonstrated willingness to listen and respond to educational partner feedback. These efforts have fostered trust, increased participation, and strengthened connections between families and school staff.|Based on educational partner feedback and local data, Blue Ridge Academy has identified several focus areas for continued improvement in building relationships between school staff and families. While family engagement opportunities and communication systems remain strengths, the school recognizes the need to increase participation and engagement among all family groups, particularly those who are underrepresented in school activities, workshops, surveys, and advisory committees.  The school will continue refining outreach strategies to ensure families are aware of available programs, services, and opportunities for involvement. Educational partner feedback highlighted the importance of expanding communication efforts, increasing participation in family engagement events, and providing additional opportunities for two-way communication between families and school staff.  Additionally, Blue Ridge Academy will focus on improving survey participation and feedback collection processes to ensure family voices continue to inform school decision-making. Efforts will include increasing accessibility through multilingual communication, expanding opportunities for in-person and virtual participation, and refining survey tools to gather more meaningful feedback from educational partners.|Based on educational partner feedback and local data, Blue Ridge Academy will continue to strengthen engagement with underrepresented families by expanding accessible communication methods, increasing outreach efforts, and providing additional opportunities for participation in school programs and decision-making processes. Feedback from families emphasized the importance of receiving timely information, having flexible opportunities to engage with school staff, and accessing resources that support student success.  To address these needs, the LEA will continue providing multilingual communication through translated newsletters, digital platforms, social media, the Blue Ridge mobile application, and direct outreach from school staff. The school will also expand family engagement opportunities through parent workshops, E3 Parent Summits, Learning Coach Launch Week activities, Family Liaison events, advisory groups, and virtual and in-person meetings designed to increase participation among diverse family groups.  Additionally, Blue Ridge Academy will continue refining its survey and feedback collection processes by offering multiple participation methods, including bilingual surveys, QR code access, virtual options, and in-person opportunities at school events. These efforts will help ensure that families from all student groups, including English Learners, students with disabilities, foster youth, homeless youth, and low-income families, have meaningful opportunities to provide input and participate in school improvement efforts.  Through these targeted outreach efforts and expanded engagement opportunities, the LEA aims to increase participation, strengthen family-school partnerships, and ensure that all families feel welcomed, informed, and connected to the school community.|Based on educational partner feedback and local data, Blue Ridge Academy’s current strength in Building Partnerships for Student Outcomes is its strong collaboration with families, staff, and community partners to support student academic, behavioral, and social-emotional success. The school has established multiple opportunities for families and staff to work together through parent workshops, Curriculum Connections meetings, Learning Coach Launch Week, E3 Parent Summits, Family Liaison programs, advisory committees, and regular communication from school staff. These efforts have helped families become active partners in their child’s education and have increased awareness of available academic and support services.  Blue Ridge Academy has also made progress by expanding student and family support systems based on educational partner feedback. The school increased access to learning centers, office hours, social skills classes, parent workshops, and weekly communication check-ins. Additional programs such as Positive Action, Student in Crisis supports, Mental Health classes, and High School Leadership classes strengthened partnerships between families, teachers, counselors, and support staff to address student needs and improve outcomes.  Communication and outreach remain significant strengths. Monthly learning period meetings, weekly family updates, newsletters, parent information sessions, and the Parent Information Center helped families stay informed about student progress, available resources, and intervention supports. Educational partner feedback also contributed to ongoing improvements in communication systems and family engagement opportunities.|Based on educational partner feedback and local data, Blue Ridge Academy has identified several focus areas for improvement in Building Partnerships for Student Outcomes. While strong systems of communication and family engagement are in place, the school seeks to increase participation and consistency in academic and intervention support programs, particularly among English Learners, low-income students, foster youth, homeless youth, and other students requiring additional support. Educational partner feedback emphasized the need for continued outreach, increased awareness of available services, and stronger collaboration between families and school staff to ensure students fully utilize academic, behavioral, and social-emotional supports.  Blue Ridge will continue focusing on increasing participation in synchronous instruction, intervention programs, counseling services, and family education opportunities. Local data indicates that while participation has improved in several support programs, additional efforts are needed to engage families and students consistently and ensure equitable access to available resources.  Additionally, Blue Ridge Academy will continue strengthening communication and collaboration among families, teachers, counselors, and support teams to ensure early identification of student needs and timely intervention. The school will refine outreach practices, expand opportunities for family involvement, and continue gathering educational partner feedback to improve the effectiveness of programs and services that support student achievement and well-being.|Based on educational partner feedback and local data, Blue Ridge Academy will improve engagement of underrepresented families by expanding targeted outreach, increasing accessibility to communication and engagement opportunities, and strengthening connections between families and school support teams. Feedback from families highlighted the importance of flexible participation options, timely communication, and increased awareness of available academic, behavioral, and social-emotional supports.  Blue Ridge will continue utilizing multilingual communication tools, translated newsletters, the Parent Information Center, social media platforms, the Blue Ridge mobile application, and direct outreach from teachers, counselors, Family Liaisons, and support staff. The school will also expand opportunities for participation through parent workshops, Curriculum Connections meetings, E3 Parent Summits, Learning Coach Launch Week activities, advisory groups, and virtual and in-person engagement events designed to accommodate diverse family schedules and needs.  BRA will also continue refining its feedback systems by providing bilingual surveys, QR code access, and multiple opportunities for families to share input through advisory groups, workshops, school events, and climate surveys. These efforts will help ensure that underrepresented families have meaningful opportunities to participate in decision-making and collaborate with school staff to improve student outcomes.|Based on educational partner feedback and local data, Blue Ridge Academy’s strength in Seeking Input for Decision-Making is its commitment to providing multiple opportunities for educational partners to share feedback and participate in school improvement efforts. Parents, students, staff, administrators, and community members contribute through climate surveys, advisory committees, DELAC meetings, public meetings, focus groups, and the LCAP development process. These structures ensure stakeholder voices are considered when developing school goals, programs, and services.  The LEA has made progress in increasing access to feedback opportunities through bilingual surveys, QR codes, virtual platforms, and in-person events. Educational partner feedback has directly influenced family engagement activities, communication systems, student support services, and LCAP actions. As a result, Blue Ridge Academy continues to strengthen transparency, collaboration, and shared decision-making to better meet the needs of students and families.|Based on educational partner feedback and local data, Blue Ridge Academy has identified increasing participation from all educational partner groups as a key area for improvement in Seeking Input for Decision-Making. While the school has established multiple opportunities for feedback through surveys, advisory committees, DELAC meetings, and LCAP engagement activities, participation levels vary across stakeholder groups. The LEA will continue working to ensure that all families, particularly those from underrepresented student groups, have meaningful opportunities to provide input and participate in decision-making processes.  Blue Ridge also seeks to improve awareness of engagement opportunities and increase accessibility to feedback processes through expanded communication, multilingual outreach, and additional virtual and in-person participation options. Educational partner feedback indicated the importance of continued transparency, timely communication, and ongoing opportunities to share perspectives on school programs and services.  Additionally, Blue Ridge Academy will continue refining its survey processes to increase participation and gather more meaningful feedback that can be used to inform school improvement efforts. These actions will help strengthen stakeholder involvement, ensure diverse perspectives are represented, and support data-informed decision-making that reflects the needs of students and families.|Based on educational partner feedback and local data, Blue Ridge Academy will improve engagement of underrepresented families by expanding outreach efforts and increasing access to opportunities for participation in decision-making processes. The LEA will continue utilizing multilingual communication tools, translated surveys, newsletters, social media, the Blue Ridge mobile application, and direct outreach from school staff to ensure families are informed about opportunities to provide input.  To increase participation, the school will continue offering multiple methods for engagement, including virtual and in-person meetings, advisory committees, DELAC meetings, parent workshops, community events, and LCAP feedback opportunities. Surveys will remain available in multiple languages and formats, including QR codes and online access, to reduce barriers and encourage broader participation from families.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-23|2026
15636280137687|California Virtual Academy at Maricopa|3|The school is dedicated to cultivating trusting and respectful relationships with families to ensure student success in the virtual learning environment. Upon enrollment, families receive personalized onboarding support from a designated coach, including guidance on program expectations, communication channels, and navigation of online platforms and resources. These intentional connections help establish a strong sense of belonging from the start. Spanish-language onboarding is available for Limited English Proficient (LEP) families, along with translation tools for families who speak other languages. Teachers proactively connect with families through welcome calls, monthly check-ins, academic conferences, and live instruction aligned to California standards. Staff prioritize building strong relationships through consistent, face-to-face interactions and support student and family resilience through intentional social-emotional learning practices. The school emphasizes self-awareness, self-management, and executive functioning skills, while schoolwide behavioral expectations promote positive interactions, guide staff decision-making, and create consistent support systems for students. Beyond the classroom, the school offers in-person and virtual activities, clubs, and support sessions to foster connection and engagement. Year-round support is available, including during the summer months. School leaders regularly gather feedback from families, students, and staff through surveys and direct engagement to inform continuous improvement. Programs such as Compass provide targeted support for students experiencing homelessness, foster youth, and other underrepresented student groups, offering resources, engagement opportunities, and coaching, including bilingual support. Families, students, and staff actively participate in planning and decision-making through Title I meetings, the English Learner Advisory Committee (ELAC), and Partner Engagement Meetings. These forums provide opportunities to review and give input on the Local Control and Accountability Plan (LCAP) goals, actions, and services. The LCAP Advisory Committee ensures that feedback informs decision-making and program adjustments aligned with community needs. The school evaluates data through multiple accountability measures, using insights to refine action plans and enhance family engagement strategies. By prioritizing inclusive practices, strong communication, and meaningful partnerships, the school ensures all families feel welcomed, valued, and supported.|Current Areas of Improvement -Continue to refine the Enduring Connection Calls between teachers and students. -Schoolwide implementation of 3 Signature Practices across all departments -Training and Professional Development for staff based on trauma-informed practices, to support trusting and respectful relationships with families. -Provide additional training for all staff on how to access the primary and preferred language of Limited English Proficient (LEP) families. -Continue to refine the Language Access Plan - a resource that outlines ongoing efforts to improve access for limited English proficient (LEP) individuals – people whose primary language is not English and who have limited ability to read, speak, write, or understand English. -Continue to develop the Newcomer instructional and family support services provided by the English Language Development (ELD) Department to meet the needs of students in kindergarten through grade twelve (K–12) who were born outside the United States (U.S.) who have arrived in the U.S. in the last three years and who also are still learning English.|Solid relationships and research-based support/services improve outcomes for underrepresented students. The school provides engagement, attendance, academic, and SEL support for families, including English Learners, Students with Disabilities, and Socioeconomically Disadvantaged (SED) students. Support includes removing barriers and providing school supplies and resources, as well as academic support, to help them succeed in the virtual learning environment. The school has bilingual engagement staff for Spanish-speaking families to provide support throughout the calendar year to expand opportunities for LEP families and provide an increased level of translation and interpretation support from a school staff member. Additionally, schoolwide forms and documents have been translated into Spanish, and the school’s website includes a language toggle feature so that families can change the presentation of all information on the site to the language of their choice. In addition, the school contracts with an over-the-phone interpreting service, Certified Languages International (CLI), which provides interpreters in over 230 languages, allowing for teachers and other staff to communicate with LEP students and families during real-time phone calls or video conferences in their preferred language. In order for Limited English Proficient (LEP) families who speak a language other than English or Spanish to access school information, resources are included with school communication for seamless translation on demand. All parents and guardians of students may request free language translation services in their preferred language at any time, and staff members can request document translation for LEP families’ preferred languages at any time as well. The school seeks the participation of unduplicated students by offering specific onboarding follow-up for SED families who are not meeting designated engagement metrics, an internet subsidy so families can engage and connect with the school community, and the Compass team reaches out to parents and families when SED students are not engaged. We offer workshops to support resilience, specifically designed to support SED parents and families. This series focuses on skills to manage stress, solve problems, reflect on reactions in different situations and practice new ways to respond when facing challenges. For Students with Disabilities, GE teachers and Education Specialists do targeted outreach and seek their active participation in their child's education. Case Managers ensure families attend Individualized Educational Plan (IEP) meetings, specifically parents/guardians are invited to attend 30-day, annual, and triennial IEPs, evident in Team Meeting Notices. An ongoing area of improvement for the school is to continue analyzing parental engagement data to ensure consistent and significant participation from parents and students in unduplicated groups.|The school fosters strong partnerships with families to ensure student success. Recognizing the critical role parents play in an independent study charter school, the school actively engages families by providing information, resources, training, and opportunities to collaborate with other parents to support their children’s learning. Regular teacher-family conferences inform parents about student progress and expectations, while accessible systems provide visibility into grades, assessments, and online activities. Dedicated engagement and attendance support teams help keep students connected to their learning by supporting families with strategies and clear expectations. To improve outcomes for English Learners, the ELD Department includes a Bilingual Engagement Coach and ELD paraprofessionals who provide targeted outreach and personalized support. These efforts address attendance barriers and guide families in understanding student progress, fostering collaboration to accelerate English proficiency and reclassification. Graduation coaches also support students and families by providing guidance on requirements, progress tracking, and pathways to on-time graduation through meetings, assemblies, and conferences. As a Professional Learning Community (PLC), the school focuses on learning, collaboration, and results. Staff work together to analyze student progress, refine instruction, and strengthen communication with families through onboarding, connection calls, academic conferences, and ongoing support sessions. Programs such as CAVA2College and the Career & College Prep Program provide high school students with opportunities to explore career pathways, earn certifications, and prepare for postsecondary success. Middle school students engage in career exploration and can earn high school credit. The school utilizes multiple communication platforms, including ParentSquare, LC Community, social media, and the school website, to share information and build connections. The Family Teacher Organization (FTO) further strengthens partnerships through regular meetings and shared goals. Social-emotional well-being is also a priority. The SEL team provides student assemblies aligned to SEL benchmarks, crisis support, and access to community-based mental health resources through Care Solace. Monthly, Parenting with Purpose workshops offer families opportunities to build community and learn strategies that support positive parent-child relationships.|Current Areas of Improvements -Additional opportunities for students to engage with SEL assembly topics by incorporating content into the MS/HS ORN courses and supporting the elementary staff with resources to share during Paw Pride sessions. -Provide training and access to Care Solace for administrators, who can support families by initiating a warm handoff when needed. Continue to create understanding with staff around the difference between a “warm handoff” and “anonymous search” and how we can better support resource connection when we start a “warm handoff” for a family or student. -Increase the translation and interpretation services and documents provided in Arabic, an increasing primary language amongst Limited English Proficient (LEP) families at our school.|Ways We Are Improving for Underrepresented Families The school’s Attendance Advocates proactively address student absences daily, working with students and families to identify and overcome barriers to engagement. They assist parents with completing required surveys for offline work and schedule additional meetings when absences persist to ensure students are supported and re-engaged in their learning. To support McKinney-Vento (MKV) students, the school has increased staffing to ensure timely access to dedicated support. Students are provided with essential materials based on individual needs, including backpacks, school supplies, ink, paper, hotspots, and PE clothing. Staff also provide referrals and warm handoffs to community resources such as food, housing, health, and mental health services. All staff participate in ongoing professional development to strengthen their ability to support students and families. New teachers receive comprehensive onboarding and are paired with a dedicated support teacher during their first year to ensure strong alignment with schoolwide expectations and practices. The school continues to strengthen its implementation of a Professional Learning Community (PLC) model focused on collaboration, learning, and results. Key teams include: Leadership Team: Coordinates schoolwide efforts across departments and grade levels. Guiding Coalition: Leads PLC processes and supports a collaborative culture focused on student outcomes. Professional Learning Teams (PLTs): Collaborate on instruction, intervention, and support for shared students. MTSS/Intervention Team: Provides targeted support for at-risk students through data-driven interventions. Student Study Team (SST): Reviews student needs and recommends appropriate academic and social-emotional supports. The school has expanded college and career readiness opportunities through programs such as CAVA2College and Career & College Prep Program, offering dual enrollment, career pathways, and certification opportunities. Middle school students also have access to career exploration and technology courses that build early college and career readiness skills. Families are supported through multiple communication platforms, including ParentSquare, the digital handbook, LC Community, social media, and the CAVA website. These tools ensure families understand their rights, access resources, and stay connected. The Family Teacher Organization (FTO) meets monthly to strengthen partnerships between families and the school community.|The LCAP Needs Assessment Survey provides valuable feedback from families and educational partners to guide continuous improvement efforts and to inform the development and monitoring of LCAP goals, actions, and services. Leadership teams regularly review survey feedback alongside student engagement and achievement data to adjust schoolwide and departmental plans and strengthen family engagement initiatives. Families identified several strengths they value and want continued focus on, including academic supports and interventions, support for multilingual families and students with disabilities, graduation support, A-G completion, and core curriculum alignment , student engagement opportunities, family and community engagement, positive school climate, and strong teacher and staff support. Additional focus areas identified included summer school opportunities, attendance support, teacher communication, new teacher support, internet reimbursement awareness, consistency across schools and programs, and SEL (Social Emotional Learning), including staff training, connections to community-based supports, and strategies that strengthen the home-to-school connection. Areas identified for improvement included platform usability and technology experience, student connection and social opportunities, differentiation for advanced learners and special populations, and teacher training and consistency. Parents, families, students, and staff provide ongoing feedback and guidance to the school through a variety of engagement opportunities, including Title I Meetings, Winter and Spring Partner Engagement Meetings, the LCAP Needs Assessment Survey, ELAC Meetings, the EL Needs Assessment Annual Survey, the LCAP Parent Advisory Committee (PAC), School Climate Surveys, Family Teacher Organization (FTO) meetings, Student Government, parent coffee chats and trainings, and regular student and teacher check-ins. Feedback gathered through these opportunities helps inform schoolwide planning, programs, services, and continuous improvement efforts. The school maintains strong two-way communication with families through ParentSquare, LC Community, emails, Connection Calls, academic conferences, student support sessions, graduation plan reviews, Student Individualized Learning Plans (ILPs), Student Support Team (SST) meetings, Individualized Education Program (IEP) meetings, English Language Development (ELD) program meetings, and Bear Tracks, the weekly community newsletter that highlights school events, resources, and activities.|Based on parent feedback, the school will: -Continue parent engagement initiatives. -Continue to provide regular surveys and host Partner Engagement Meetings to share school goals and actions, gather feedback, and increase family participation in school decision-making. -Implement a new feedback system: a multilingual survey platform that allows anonymous text, audio, or video submissions through QR codes and ParentSquare links. This system identifies key themes and informs targeted interventions. -Improve scheduling and accessibility of board meetings for parents and staff. -Provide on-demand informational videos: short, accessible videos that explain LCFF, the LCAP process, and how to provide meaningful feedback. These can be accessed at any time to accommodate families' schedules. -Continue to provide time management tools, technology and school-platform training, and resources and support to strengthen parent and learning coach capacity. -Enhance onboarding and follow-up support for families, and provide extended targeted support for families needing additional assistance. -Expand and refine attendance and engagement support for families. -Communicate available, student-specific, research-based interventions delivered by specialized staff across multiple tiers of support. -Continue implementing the schoolwide collaborative Social-Emotional Learning (SEL) plan that actively engages teachers, students, staff, and families, with clearly defined, school-specific roles and responsibilities to ensure consistent and meaningful support for all students. -Increase peer-to-peer interaction through Class Connect sessions, clubs, K12 Zone activities, and in-person and virtual events. -Refine and expand support for students experiencing homelessness and housing insecurity. -Enhance communication to increase awareness of the Internet Service Provider (ISP) reimbursement, reduce delays in verification, improve usability, and support. -Proactively reach out to families who have not participated in feedback opportunities to identify and remove barriers, and communicate to all families how their input has led to meaningful school improvements and decisions. -Enhance multilingual supports.|Parents generally express satisfaction with the school, which positively impacts all students. They value the assistance that teachers and staff provide, as well as the school's efficient communication with students and families. Daily prompts regarding class attendance and assignments help students stay focused. Parents appreciate the opportunity to monitor their child's progress and access educational materials in advance to address any academic hurdles. They also value the school's diverse and comprehensive curriculum, which offers a wide range of courses and effective teaching methods. Additionally, parents welcome the various opportunities for high school students and socialization activities available at all grade levels. Furthermore, the staff dedicated to supporting Spanish-speaking parents is highly regarded.|4|5|4|5|5|5|5|5|4|4|4|4|Met||2026-06-11|2026
15636280138131|Heartland Charter|3|Heartland Charter School strives to provide a personalized education to each student.  In doing so, teachers and staff are involved in regular, and frequent two-way communication with parents/learning coaches and family members.  Regular learning period meetings between teacher, parent/learning coach, and student, provide an organized structure for a strong partnership and allow for the building of trusting and respectful relationships with families.  Collaboration and communication between families and staff also occur via school events, field trips, parent advisory committees, and parent education workshops.  In addition, regular communications are shared via email, newsletters, school website, the school app, social media, the school magazine (quarterly) and parent engagement meetings.  Translation of documents and in meetings is made available as often as needed.|A focus area of improvement will be in ensuring translation so that two-way communication between families and staff is possible and so that parent documents pertaining to the student are accessible and understandable to families.  Heartland can also continue to work in building relationships through training/professional development related to establishing and maintaining rapport, professionalism in communication, and inclusion of all, including typically underrepresented students and families.|A focus area of improvement will be in ensuring translation so that two-way communication between families and staff is possible and so that parent documents pertaining to the student are accessible and understandable to all families.  Heartland can also continue to work in building relationships through training/professional development related to establishing and maintaining rapport, professionalism in communication , and inclusion of all, including typically underrepresented students and families.|As a non-classroom based charter school parents are most often the learning coach and are key drivers in education.  Heartland’s independent study model is built upon partnering with parents for providing education at home (and within the community).  As a result of this model and through the partnership of highly qualified, credentialed teachers, parents and students are well supported in and progress learning outside of a classroom environment.  Teachers work with families to select and implement appropriate, grade-level, standards-aligned curriculum that matches the students’ needs and learning style.  The director of curriculum has developed a curriculum catalog outlining curricular options to support both teachers and parents with the tools needed to utilize curriculum.  The inventory coordinator and family liaisons also support with helpful information related to curriculum and learning opportunities, such as field trips. in this area, and identify a focus area for improvement, including how the LEA will improve the engagement of underrepresented families.  With regards to implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes, Heartland has frequent learning period meetings designed to provide time for in-depth conversations regarding student progress as credentialed teachers review student work and update the Assignment Work Record (AWR) to note which state standards have been mastered, which are in progress, and which standards will be addressed in the future, such that progress toward mastery is an ongoing process with frequent monitoring.  For high school students, monthly progress reports are shared with parents to allow families and students the opportunity to discuss student progress and ways to work together to support improved student outcomes.  Lastly, the STAR 360 benchmark assessment reports for grades TK-12 provide valuable data regarding a student’s progress and facilitate conversation and instructional planning.  Via school policies (made public on the school website), information within the Parent Student Handbook, and links and resources on the school website, families are made aware of and understand and exercise their legal rights and advocate for their own students and all students.|One focus area for improvement which is addressed within the LCAP are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.|Heartland will provide professional learning and support to teachers and principals to improve a school’s capacity to partner with all families, including training on best practices to support the engagement of underrepresented families.|While Heartland has great involvement with parents and students in family learning period meetings each month, Heartland is a young school and is actively seeking to build the capacity of and supporting staff to effectively engage families in advisory groups and with decision-making.  Professional development training in 2025-2026 are planned to meet this goal. In addition, Heartland is actively building the capacity of and supporting family members to effectively engage in advisory groups and decision-making.  To that end, Heartland has an established English Learner Advisory Committee (ELAC), which is one and the same as the District English Learner Advisory Committee (DELAC), with several active members and officers who represent EL and RFEP (reclassified fluent English proficient) students.  Furthermore, the Title I, Part A Parent Advisory Committee (PAC) meets annually in the fall to support decision-making.  Efforts will be made to include underrepresented families via outreach communications (emails, newsletters, social media, etc.).|Heartland continues to make progress in providing all families with opportunities to provide input on policies and programs and implementing strategies to reach and seek input from any underrepresented groups in the school community.  School board meetings are public meetings and are held in accordance with the Brown Act.  Parents are invited to attend.  More formally, the ELAC/DELAC and PAC will continue to be important avenues of communication on policies and programs between parents and staff.  The ELAC/DELAC has been in existence for several years and has allowed for representation of English learners.  The further development of the PAC is a focus area for 2025-2026 such that more underrepresented families will be engaged in providing input.  Another focus area is Heartland’s goal to provide opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.  A parent and family engagement action and corresponding strategies are included in the LCAP to assist with planning for family engagement activities, such as parent education workshops and community events that will draw families across backgrounds, ethnicities, and socioeconomic status.|To increase engagement of underrepresented families, Heartland will continue to utilize a parent engagement coordinator to work in conjunction with administrators, coordinators, and family liaisons.  The parent engagement coordinator will further implement efforts to gain input from families, especially underrepresented families, to utilize for decision-making related to policies, programs, and family engagement activities.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-25|2026
15636510000000|McKittrick Elementary|3|Based on educational partner feedback and local data, McKittrick School has made steady progress in building positive relationships between school staff and families. Families report increased access to school information through regular communication, multiple engagement opportunities, and responsive staff. Participation in parent-teacher conferences, family events, and advisory committees has remained stable or increased, reflecting stronger family involvement. Staff continue to prioritize welcoming school environments, timely communication, and meaningful partnerships with families to support student success|Based on educational partner feedback and local data, McKittrick School has identified a need to strengthen communication, trust, and collaboration between school staff and families. Feedback indicates that families would benefit from more consistent opportunities to provide input, receive timely information, and engage in meaningful partnerships that support student success. McKittrick's  focus areas for improvement include increasing family engagement opportunities, improving two-way communication between staff and families, and building stronger relationships through culturally responsive and inclusive practices. McKittrick will continue to develop strategies that create welcoming environments where families feel valued, informed, and connected to their students’ learning.|Based on educational partner input and local data collected during the self-reflection process, McKittrick School identified a need to strengthen engagement with underrepresented families by creating more meaningful and accessible opportunities for connection with school staff. McKittrick School will improve relationships by increasing culturally responsive outreach, providing multiple communication methods in families’ preferred languages, and creating regular opportunities for families to share feedback and participate in decision-making. Staff will receive support and training focused on building trusting relationships, understanding family perspectives, and reducing barriers to engagement. McKittrick School will continue monitoring participation data and family feedback to ensure engagement efforts are effective and responsive to the needs of all families.|Based on educational partner input and local data, McKittrick has demonstrated strength in building meaningful partnerships with students, families, staff, and community organizations to support student success. McKittrick School has established opportunities for stakeholder engagement through advisory groups, family outreach efforts, and collaboration with community partners to better understand and respond to student needs|Based on educational partner feedback and local data analysis, tMcKittrick’s focus areas for improvement in Building Partnerships for Student Outcomes include strengthening communication and engagement with families, increasing opportunities for meaningful community partnerships, and ensuring all stakeholders have a voice in supporting student success. McKittrick School will focus on developing more consistent two-way communication, expanding family and community involvement opportunities, and collaborating with partners to provide resources and supports that address student academic, social, and emotional needs.|Based on educational partner feedback and local data, McKittrick School will improve engagement with underrepresented families by strengthening communication, building trust, and creating more meaningful opportunities for families to participate in student success efforts. McKittrick School will use input from families and community partners to identify barriers to engagement and develop culturally responsive strategies, including increased outreach through multiple communication methods, family engagement events, and partnerships with community organizations. McKittrick School will provide families with accessible resources, opportunities to share feedback, and a stronger voice in decision-making processes. These efforts will support the development of authentic partnerships that promote positive student outcomes and ensure all families feel welcomed, valued, and connected to the school community.|Based on educational partner feedback and local data, McKittrick School has demonstrated strengths in creating multiple opportunities for meaningful stakeholder engagement. McKittrick regularly seeks input from families, students, staff, and community partners through surveys, advisory groups, meetings, focus groups, and other communication platforms. Feedback collected from educational partners has helped inform decisions related to student supports, academic programs, resource allocation, and school improvement efforts.|Based on analysis of educational partner input and local data, tMcKittrick’s focus areas for improvement include strengthening communication and engagement with families, improving student academic achievement, and increasing access to targeted supports for students’ diverse needs. Feedback from educational partners highlighted the importance of having more opportunities for meaningful stakeholder input and transparent communication regarding decisions that impact students. Local data identified areas for growth in student outcomes, including academic performance, attendance, and support systems. McKittrick  will use this input to guide decision-making, prioritize resources, and implement strategies that promote continuous improvement and equitable outcomes for all students.|McKittrick SSchool will increase engagement of underrepresented families by expanding outreach strategies, providing accessible opportunities for input, and removing barriers to participation. McKittrick will use surveys, focus groups, community partnerships, and flexible engagement options to ensure diverse family perspectives are represented and incorporated into decision-making processes. Feedback will be regularly reviewed and used to guide continuous improvement efforts.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-09|2026
15636690000000|Midway Elementary|3|"The results of the annual Midway School District Parent Survey for the 2025-26 school year show that out of 15 completed surveys, 95% of respondents provided positive feedback, selecting either ""Strongly Agree"" or ""Agree."" This feedback reflects parents' experiences, their views on school climate, student achievement, and parent outreach. The survey was distributed to all parents via our ClassDojo app, along with a link to complete it."|We foster a welcoming and engaging environment that encourages open communication among all stakeholders, allowing them to express their needs and celebrate successes. Our school utilizes a variety of communication methods, including a mass messaging system, monthly calendars, the school website, teacher emails, progress reports, and surveys. These tools ensure clear communication with everyone involved.   Throughout the year, we host several events on campus that invite community participation and help build positive relationships. Our overall goal is to be inclusive, ensuring that all stakeholders are heard and actively involved in the process of serving students with equity.|"Continue fostering effective communication and relationships with all families through the current platforms, ""ClassDojo"" and the school website, which provide access to input and school calendars."|"The results of the annual Midway School District Parent Survey for the 2025-26 school year show that out of 15 completed surveys, 95% of respondents provided positive feedback, selecting either ""Strongly Agree"" or ""Agree."" This feedback reflects parents' experiences, their views on school climate, student achievement, and parent outreach. The survey was distributed to all parents via our ClassDojo app, along with a link to complete it."|Teachers accept daily phone calls and emails to keep communication open to student needs and intervention.  We also have web-based cites that support parents with information on student grades and textbook resources.   The school is also working towards having access to Board Policies via school website in the coming year.  Superintendent attends meetings on building partnerships with stakeholders through Kern County Superintendents of Schools monthly meetings.  Parent rights and responsibilities are posted in English and Spanish on School Website.|"We will continue enrolling all families onto our schoolwide communication platform, ""ClassDojo,"" which allows families to communicate with teachers and administrators."|"The results of the annual Midway School District Parent Survey for the 2025-26 school year show that out of 15 completed surveys, 95% of respondents provided positive feedback, selecting either ""Strongly Agree"" or ""Agree."" This feedback reflects parents' experiences, their views on school climate, student achievement, and parent outreach. The survey was distributed to all parents via our ClassDojo app, along with a link to complete it."|The school holds scheduled meetings for parents and the community to discuss LCAP (Local Control Accountability Plan) goals and actions. This provides an opportunity for input from a diverse group of stakeholders. Parents are also encouraged to attend volunteer meetings to help develop and support various events. Announcements about these meetings are shared through text messages, phone calls, and monthly calendars that reach all families. Additionally, parent surveys are administered annually to gather feedback for ongoing improvement.|Continue meeting with parent volunteers to maintain productive and positive relationships that encourage student achievement and intervention.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
15636770000000|Mojave Unified|3|The Mojave Unified School District prioritizes the building of partnerships for student outcomes. Progress in this area is revealed by annual LCAP parent surveys, which show that a majority of parents have indicated that they felt invited to give their input and participate in the decision making process. However, this is still an area in need of continued improvement.|Based on educational partner input and local data, the following areas will be focused on in our LCAP to improve relationships between school staff and families: increasing parent engagement (Action 2.1); increasing parent participation (Action 2.3 and Action 2.4); increasing parent volunteering opportunities (Action 2.5); Increasing parent involvement for students with disabilities (action 2.6); improved cultural awareness (Actions 2.6 and 2.11); identifying needs (action 2.24); and improving educational partnerships (action 2.25).|To further improve in this area, our LCAP has funds dedicated to: providing professional development to employees on involving parents in the educational process; expanding the participation of parent volunteers by exploring methods of reducing cost prohibitive barriers; increasing community outreach efforts; coordinating input opportunities for community groups and organizations in order magnify outcomes; organizing frequent opportunities for community participation in the development of the LCAP; and, utilizing social media, surveys and other communication resources to actively seek stakeholder feedback and organize community outreach activities.|In our most recent parent survey, all responding parents felt encouraged to share their input with school staff, and felt informed about important issues and events. This is an area that the Mojave Unified School District has continued to strengthen with the expansion of community engagement events (back to school bash, literacy nights, etc.).|Our 2nd LCAP goal emphasizes this area: “Increase the level of student engagement and the level of school connectedness among pupils, staff, and families.” This is an area that the Mojave Unified School District will continue to strengthen with the expansion of LCAP stakeholder feedback opportunities, the creation of new advisory councils, and the addition of staffing to assist with educational partnerships.|Focus groups will be established to better understand how we can meet the needs of our students and families. Additionally, we continue to offer multiple opportunities for parents to engage in meaningful communication with educators. This includes traditional methods (parent teacher conferences, meetings, office hours, phone calls, emails, etc.), and also different electronic avenues (Facebook, Parent Portal, websites, Parent Square).|In our most recent LCAP parent survey, all respondents felt encouraged to share their concerns and input with school staff. Although this is an area that has increased in recent years, the Mojave Unified School District acknowledges the critical importance of improving in this area.|To help facilitate this improvement, multiple opportunities are established to engage all student groups: quarterly LCAP community forum meetings are held throughout the school year, both in Mojave and in California City; Multiple advisory meetings are also conducted to engage parents in the planning process and get input for LCAP development; LCAP surveys are available to all parents, as well as students and staff; Quarterly ELAC and School Site Council meetings are held at the site-level; LCAP presentations/updates to the board are delivered with opportunities for input/questions; and PIQE Programs are offered at all levels.|Our 2nd LCAP goal emphasizes this area: “Increase the level of student engagement and the level of school connectedness among pupils, staff, and families.” As part of that goal, the following actions outline essential steps to be taken to improve this area: Action 2.1 (Parent Engagement) Action 2.3 (Increased Parent Participation) Action 2.4 (Increased Parent Participation--Additional Supports) Action 2.5 (Parent Volunteers) Action 2.6 (SPED Parent Involvement) Action 2.11 (Cultural Awareness) Action 2.11 (Cultural Awareness--Additional supports) Action 2.24 (Needs Identification) Action 2.25 (Educational Partnerships)|4|4|4|4|3|4|4|4|4|4|4|4|Met||2026-06-30|2026
15636850000000|Muroc Joint Unified|3|Muroc Joint Unified School District engages parents with surveys and committees at each site and the District Advisory Committee to collect feedback from parents. The data from the surveys were compiled and used to complete the self-reflection tool. Muroc Joint Unified School District will continue to build upon this initiative and push for diverse educational partner feedback.|Based on the recent feedback form parents, communication has improved but continues to be an area that can be better. Muroc JUSD will continue to work with educational partners on different strategies to use to inform parents of district business.|Muroc will continue to utilize social workers and intervention teachers to improve engagement with families of our underepresented families.|Muroc JUSD has provided comprehensive professional development with AVID as a district wide initiative. MJUSD has partnered with AVID and has implemented AVID and AVID strategies at each school site, including professional development during the summer, district professional development days and collaboration. The district has created additional professional development days in the master calendar to implement these changes. Surveys and a needs assessment with each site provided topics teachers would like to learn and will help improve student achievement. This will be a focus for the professional development days and collaboration throughout the year.|An area of focus would be to continue with planning and implementation of a Multi-Tiered Systems of Support, positive Behavioral Interventions and Supports.|Muroc will utilize the social workers and intervention teachers to improve engagement with the families of our underrepresented families.|Muroc JUSD will continue to build upon this initiative to gather input from all educational partners and push for diverse feedback. Muroc JUSD utilizes several committees which include the following educational partners: teachers, Collective Bargaining Units, administrators, classified staff, parents, students, and community members. These committees are used to engage with a diverse group and make decisions as a team.|A focus area would be to increase participation from students. Muroc JUSD will use the Kern County Connectedness survey to be administered to students 2 times a year.|Muroc will utilize our social workers to reach out to our underrepresented families to get feedback and build on the connection tot he school.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-30|2026
15636930000000|Norris Elementary|3|In order for students to be successful, school personnel and families must work as partners to provide a positive learning environment and eliminate barriers. According to the Parent Survey, which was administered in the spring of 2026, 89.6% of parents feel that the district values them as partners in their child's education. The district views parents/guardians as a critical component in student achievement and success. Although student learning primarily takes place within the classroom, it must be reinforced and supported at home for many students to achieve mastery. Parent conferences are conducted for every student, regardless of academic progress, within the first quarter of the school year. This is a time for teachers and parents to connect and discuss areas of strengths and concerns surrounding the whole student, not just academics. Many times, this is not the first contact the parents and teacher have had so it is often an opportunity to revisit things discussed previously. Conferences are a time for offering clarity regarding expectations and goals for each student throughout the remainder of the school year.|Although we believe the district, as well as the individual school sites, effectively establish partnerships with families, we continue to strive for improvement. Our focus is to improve parent access to resources on the district and school websites as well as to improve two-way communication. We serve a community that relies heavily on technology for information and communication. It is important that we keep information current and provide as many resources as possible via the websites. The district and school websites are often the first place the community goes for information so it is critical that they are a reliable resource. In addition to making sure the websites are updated regularly, it is necessary to promote the resources available through the use of newsletters, marquees, and announcements. This process is also made more efficient with the implementation of Parent Square.|We are continuing to utilize Parent Square as a communication platform that makes information more accessible for all families but most specifically for the families of English learners. Through the use of this platform, we hope to further increase parent and family engagement and give families an efficient way to communicate with district staff.|The Norris School District takes pride in the fact that we have a high rate of parent participation. According to the Parent Survey, which was administered in the spring of 2026, 94.3% of parents feel welcome when they visit their child's school. The district and school sites encourage parent participation to the fullest extent. Multiple means of communication are used to solicit parent participation in the day to day activities of the classroom as well as with larger school events. Even parents who work full-time and are unable to volunteer during the regular school day are given opportunities to provide support from home and participate beyond school hours. The strong ties developed between the school and its families are integral to every student's success.|One of the areas we continue to focus on as a district is having teachers initiate positive contacts with parents regarding student achievement and behaviors. It is important that both the challenges and successes of our students are being communicated to parents on a regular basis. By focusing on making positive contacts and establishing trusting relationships with parents, it makes the more difficult conversations easier to have if and when necessary. The ultimate goal is for all of our students to be supported academically and socio-emotionally so they can be successful in every aspect of life.|This is another area where utilizing Parent Square will be beneficial for underrepresented families. Teachers and staff will have the ability to send messages in a student's home language making the information more accessible for families. The platform will allow for quick and easy two-way communication, therefore, increasing the frequency of contact and the opportunity to quickly address any concerns or share successes.|Based on the Parent Survey, which was administered in the spring of 2026, 88.7% of parents/guardians believe the district provides a variety of opportunities to contribute to decisions in our school/district through surveys and advisory groups. The district gathers this information in various different ways through educational partner meetings that are held throughout the year. Each LCAP goal is presented during the educational partner meetings along with a summary of the priorities and actions included within the goal. After these are shared, parents are encouraged to share their input and opinions regarding the goals and actions and whether they perceive them as effective and appropriate or if modifications or changes are needed. The educational partner groups that include parents as participants are Parent Teacher Club, English Language Advisory Committee (site and district), District Advisory Committee, and School Site Councils. All of these avenues provide parents/guardians with opportunities to provide input and feedback. The district and school sites use multiple methods to encourage participation in these committees so we can glean input from a variety of sources.|We will continue to solicit parent participation in decision-making to the fullest extent possible. Parent input is a valuable factor in determining what is best for students. Making parents aware of the simple ways (i.e. Educational Partner Feedback Form) they can provide input and feedback is essential to including families in the process. Transparency and awareness will be a primary focus.|Although we encourage involvement from multiple angles, it is often difficult to get parent participation in these committees and meetings, especially with our underrepresented families. One barrier that we believe affects attendance is that many of these meetings take place during the workday when it is difficult for people to get away. We are focusing on offering more evening opportunities as it is often more feasible for families to attend at that time. In addition, providing activities for children during the meetings so parents do not have to secure child care will increase attendance. There is also potential to offer virtual attendance at these meetings giving families flexibility in how they participate. The district prioritizes involving parents in the decision making process and want to ensure families feel they have ample opportunity to participate in these educational partner meetings.|5|5|5|4|5|5|5|5|5|5|5|5|Met||2026-06-11|2026
15637190000000|Pond Union Elementary|3|Pond Union Elementary School District continues to strengthen relationships between school staff and families through consistent communication, family engagement opportunities, and collaborative student support systems. Educational partner feedback indicates that families value the accessibility of teachers, support staff, and administration and appreciate regular communication regarding student progress, attendance, and school events.  The district has made progress in increasing meaningful family involvement through parent-teacher conferences, Student Success Team (SST) meetings, attendance outreach, intervention planning, and schoolwide events. Families are provided opportunities to participate in surveys, advisory groups, and stakeholder meetings that inform district decision-making and planning processes.  The district's School Social Worker, Multi-Tiered System of Supports (MTSS), and attendance intervention efforts have further strengthened partnerships between families and school staff by increasing communication and collaboration around student needs. These efforts have contributed to positive outcomes, including an increase in attendance from 95.35% to 96.77% and a reduction in chronic absenteeism from 18.3% to 12.1%.  Additionally, student connectedness survey results improved across all measured areas, reflecting a positive school climate and supportive relationships among students, families, and staff. The district will continue building upon these strengths to maintain strong partnerships that support student success.|Based on educational partner feedback and local data, the district's primary area for improvement is increasing meaningful participation from a broader range of families in school activities, surveys, advisory groups, and district planning efforts. While the district receives valuable stakeholder input, participation levels vary among family groups, and additional efforts are needed to ensure all families feel represented and connected to the school community.  The district also seeks to strengthen two-way communication by providing additional opportunities for families to engage with school staff regarding student learning, attendance, social-emotional supports, and intervention services. Educational partners expressed a desire for continued communication regarding academic expectations, available supports, and strategies families can use to support learning at home.  Another focus area is increasing family awareness of district programs and services, particularly intervention and support systems available to students. The district will continue examining participation data and stakeholder feedback to identify barriers to engagement and implement strategies that encourage greater family involvement in educational decision-making and student support processes.|Through its self-reflection process and stakeholder feedback, the district identified English Learner families as groups requiring additional outreach and support. The district will continue implementing targeted engagement strategies designed to reduce barriers and increase meaningful participation in school programs and decision-making opportunities.  To improve engagement, the district will utilize multiple communication methods, including phone calls, text messaging, newsletters, digital platforms, parent meetings, conferences, and personal outreach from teachers, administrators, the School Social Worker, and support staff. Translation and interpretation services will continue to be provided to ensure English Learner families have equitable access to information and opportunities for involvement.  The district will continue using SST meetings, MTSS processes, attendance interventions, and family outreach efforts as opportunities to strengthen relationships and collaborate with families in supporting student success. Family feedback will be collected through surveys, advisory groups, and stakeholder meetings to ensure underrepresented families have opportunities to share their perspectives and contribute to district planning.  These efforts will help build trust, strengthen communication, increase participation, and support stronger partnerships between families and school staff that contribute to improved student outcomes.|Pond Union Elementary School District has established systems that support collaboration between school staff and families to address student academic, attendance, behavioral, and social-emotional needs. Families are included in Student Success Team (SST) meetings, attendance intervention processes, parent-teacher conferences, and other student support discussions that provide opportunities for shared decision-making and goal setting.  Educational partner feedback indicates that families value the support provided by teachers, administration, and support staff and appreciate being informed about their children's progress. The district has continued to strengthen communication regarding student attendance, interventions, and available supports through direct outreach from school staff, including teachers, administrators, and the School Social Worker.  Local data reflects positive outcomes associated with these efforts. Attendance rates increased from 95.35% to 96.77%, and chronic absenteeism decreased from 18.3% to 12.1%. The district's MTSS framework, intervention programs, and attendance supports have increased opportunities for families and school staff to work together to address student needs and remove barriers to success.  While educational partner feedback indicates that additional growth is needed in family engagement and partnership efforts, the district has established a foundation of communication and student support systems that will continue to be strengthened to improve student outcomes.|Based on educational partner feedback and local data, the district's primary area for improvement is increasing meaningful family participation in supporting student learning and student success. Although families are informed about student progress and invited to participate in meetings, workshops, and school activities, the district recognizes the need to strengthen partnerships that actively engage families as partners in improving academic outcomes.  The district currently provides parent education workshops and informational opportunities designed to help families better support student learning, attendance, and overall success. However, attendance at these events has remained low, limiting the district's ability to fully engage families in student learning and school improvement efforts. Educational partner feedback indicates a need for additional outreach and more accessible opportunities for participation.  The district also seeks to increase family understanding of academic expectations, intervention supports, student achievement data, and strategies that can be implemented at home to support learning. In addition, the district aims to increase participation in stakeholder engagement activities, surveys, advisory groups, and district planning processes to ensure family perspectives are represented in decision-making.  To address these challenges, the district expanded outreach efforts during the 2025-26 school year through the purchase of a district van to support increased home visits, attendance outreach, and family engagement efforts. The district recognizes that some families face barriers to participation due to language, scheduling, transportation, or other factors. Continued efforts to strengthen two-way communication, increase outreach, and build stronger family-school partnerships will remain a focus area as the district works to improve outcomes for all students.|The district identified English Learner families and low income families as groups requiring additional support and outreach. To improve engagement, the district will continue implementing strategies designed to reduce barriers and increase meaningful participation in student learning and school improvement efforts.  The district will utilize multiple communication methods, including phone calls, text messages, newsletters, parent meetings, conferences, and digital communication platforms to ensure families receive timely and accessible information. Translation and interpretation services will continue to be provided to support English Learner families and increase access to district programs and services.  The district will continue leveraging SST meetings, attendance interventions, MTSS processes, and family outreach efforts as opportunities to engage families in conversations regarding student achievement, attendance, and support services. Staff will encourage family participation in surveys, advisory committees, and stakeholder engagement opportunities to ensure that underrepresented groups have meaningful opportunities to provide input and participate in decision-making.  Through these efforts, the district aims to strengthen family-school partnerships, increase family engagement in student learning, and improve outcomes for all students.|Pond Union Elementary School District has established structures and processes that provide families, staff, and community members with opportunities to participate in district and school decision-making. The district actively seeks stakeholder input through the School Site Council (SSC), English Learner Advisory Committee (ELAC), LCAP engagement activities, surveys, parent meetings, and other stakeholder feedback opportunities.  Educational partner input is regularly reviewed and used to inform district priorities, goals, and actions. Family, staff, and community feedback has contributed to discussions regarding student achievement, attendance, school climate, social-emotional supports, and resource allocation. The district also provides opportunities for educational partners to review data and provide input regarding programs and services that support student success.  The district continues to strengthen communication and engagement efforts by utilizing multiple methods of outreach, including meetings, surveys, phone calls, digital communication platforms, and direct communication from school staff. Through these efforts, the district has maintained active advisory groups and ongoing stakeholder participation in the development, monitoring, and evaluation of district initiatives. The district's continued implementation of SSC, ELAC, and LCAP stakeholder engagement processes demonstrates a commitment to incorporating educational partner perspectives into decision-making.|Based on educational partner feedback and local data, the district's primary area for improvement is increasing participation and representation among all family groups in advisory committees, surveys, and stakeholder engagement opportunities. While the district has established processes for gathering input through SSC, ELAC, and LCAP engagement activities, participation levels vary and not all families consistently engage in these opportunities.  The district seeks to increase awareness of opportunities for involvement and strengthen communication regarding how stakeholder feedback is used to inform district decisions. Educational partner feedback also indicates a need to continue reducing barriers that may limit participation, including scheduling conflicts, transportation challenges, and competing family responsibilities.  Additionally, the district provides parent education workshops and informational opportunities designed to help families better support student learning and student success. However, attendance at these events has remained relatively low. Increasing participation in these opportunities remains an area of focus as the district works to strengthen family engagement and build capacity for meaningful participation in school and district decision-making.  The district will continue reviewing participation data and stakeholder feedback to identify strategies that encourage broader representation and increase engagement in advisory groups and district planning processes.|Through its self-reflection process, the district identified English Learner families and low income families  as groups requiring additional outreach and support.  To improve engagement, the district will continue utilizing multiple communication methods, including phone calls, text messages, newsletters, digital communication platforms, parent meetings, and direct outreach from teachers, administrators, and support staff. Translation and interpretation services will continue to be provided to ensure English Learner families have equitable access to information and opportunities for participation.  During the 2025-26 school year, the district purchased a van to expand outreach efforts and increase opportunities for family engagement through home visits and direct communication with families who may face barriers to participation. These outreach efforts will help strengthen relationships, improve communication, and increase awareness of opportunities to provide input.  The district will continue leveraging SSC, ELAC, LCAP engagement activities, surveys, and other stakeholder feedback opportunities to encourage participation from underrepresented families and ensure their perspectives are reflected in district decision-making. Through these efforts, the district seeks to increase meaningful stakeholder engagement and strengthen partnerships that support improved outcomes for all students.|4|4|3|4|3|3|3|3|4|4|4|3|Met||2026-06-23|2026
15637500000000|Rosedale Union Elementary|3|Based on the analysis of educational partner input and local data, the Rosedale Union School District's strengths in building relationships between school staff and families are the many opportunities provided to participate, provide input and build partnerships between school and family.  There are ongoing regular communications through a variety of methods to engage and participate with the schools.|Based on the analysis of educational partner input and local data, and area for improvement in building relationships between school staff and families is in engagement and collaboration with underrepresented families.|The Rosedale Union School district plans to improve engagement of underrepresented families through intentional, personal communications from staff members, and hosting meetings with the school site administrators and district staff.|Based on the analysis of educational partner input and local data, the Rosedale Union School District's current strengths and progress in building partnerships for student outcomes are in the regular and consistent communication regarding student academic performance.  These are accomplished through a variety of means including the Parent portal, messaging from the classroom teachers, progress reports, and parent teacher meetings.|Based on the analysis of educational partner input and local data, the Rosedale Union School District's focus area for improvment in building partnerships for student outcomes are in developing stronger partnerships with underrepresented families.|The Rosedale Union School district plans to improve engagement of underrepresented families through intentional, personal communications from staff members, and hosting meetings with the school site administrators and district staff.|Based on the analysis of educational partner input and local data, strengths and progress in seeking input for decision-making of the Rosedale Union School District are in the multiple ways and opportunities partners are invited to provide input.|Based on the analysis of educational partner input and local data, our area for improvement in seeking input for decision-making is with underrepresented families.|The Rosedale Union School district plans to improve engagement of underrepresented families through intentional, personal communications from staff members, and hosting meetings with the school site administrators and district staff.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-09|2026
15637680000000|Semitropic Elementary|3|"We continue to have high levels of trusting and respectful relationships with families through ongoing communication, Back to School Night, schoolwide events, and Parent-Teacher Conferences.   WestEd Parent survey results show that: - 75% agree or strongly agree that “My child(ren) trust their teachers and the school staff.” - 100% agree or strongly agree that “My child(ren) are respected by other students at school.” - 100% stated that they are able to speak with teachers and staff when they need to.    Creating a welcoming environment for all families is a priority for the district.  - 100% agree or strongly agree that ""I feel comfortable participating in school activities for parents."" - 100% agree or strongly agree that “I feel that my school/district values my participation or input.” - 100% agree or strongly agree that ”I feel like I have a say in the decision-making process at my child(ren)'s school.""   We have systems in place to learn about each family’s strengths, cultures, languages, and goals for their children through Parent-Teacher Conferences, Back to School Night, communication systems, etc.  However, it is a priority for the district to continue to grow in this area through collaboration with families.  On the WestEd survey: - 50% reported that the reason for not attending community events is ""scheduling conflicts"".  This data shows that the Semitropic School District has high levels of family relationships in these essential areas; however, we still have an important opportunity to make improvements and put further systems in place to ensure that all families feel that they are respected and valued and are an essential part of the school community.  We are engaging in 2-way communication between families and educators in a language that is understandable and accessible to families by providing: Back to School Night, Parent Conferences, Open House, Cafe con la Directora meetings, ELAC/DELAC, school messaging, robocalls and newsletters. - 100% stated that they are able to speak with teachers and staff when they need to.  - Parent conference attendance is typically between 80% - 90% as teachers make every effort to reach every parent (rescheduling and providing makeup conferences as needed)."|"We will continue to focus on developing multiple opportunities for the LEA and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families based on the following data point: - 50% reported that the reason for not attending community events is ""scheduling conflicts""."|The Semitropic School District will continue to survey families and students using the WestEd Survey as well as conduct DELAC/ELAC meetings, School Site Council meetings, parent coffee meetings, parent-teacher conferences, and the use of ParentSquare and Robocalls.  Next year, we will focus on increasing participation in DELAC/ELAC meetings and attendance at parent club meetings.   The district will partner with teachers to ensure we reach parents with the most important district messages being sent home (such as WestEd survey participation).  Semitropic School District’s strengths for building relationships with parents include but are not limited to: parent coffee meetings, parent conferences, and maintaining warm and welcoming school environments. Next steps for the district are to provide further professional development for staff in order to help honor and strengthen students/families’ cultural identify and to ensure staff members have the tools necessary to support our parents and families.|"We are beginning to provide professional learning and support to staff to improve a school’s capacity to partner with families through professional development days, staff meetings, bilingual Back-to-School Night and Open House. While our families rate relationships positively on the WestEd Survey (90% of parents strongly agree/agree that My child(ren) trust the teachers and school staff), there is still room for improvement.  We are providing families with information and resources to support student learning and development in the home by holding summer orientation,  parent-teacher conferences, parent coffee meetings, and a variety of community events such as the Harvest Festival, Movie Nights, Family Picnic, etc.. - 100% agree or strongly agree that “I feel that my school/district values my participation or input.” - 100% agree or strongly agree that ”I feel like I have a say in the decision-making process at my child(ren)'s school.""   We are implementing policies or programs for teachers to meet with families to discuss student progress and ways to work together to support improved student outcomes by holding parent-teacher conferences and IEP, 504, and SST meetings. - 75% agree or strongly agree that “I understand the types of academic and non-academic supports are available to my child(ren).”   We are supporting families to understand and exercise their legal rights and advocate for their own students and all students through our website, annual notifications (including the Student/Family Handbook), IEP/504 meetings, and DELAC/ELAC meetings."|The focus area for this section will be supporting families to understand and exercise their legal rights and advocate for their own students and all students.|The district will continue to survey families and students using the WestEd Survey as well as conduct DELAC/ELAC meetings,  parent coffee meetings, Parent-Teacher conferences, and the use of the website and robocalls.  The district will also be working on developing parent workshops on identified parent areas of interest/need.|"We are building the capacity of and supporting staff to effectively engage families in advisory groups and with decision-making. Ways in which we seek input for decision making include: - Site Council - ELAC /DELAC - LCAP Process  We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by holding Parent coffee meetings, DELAC/ELAC and site council meetings. - 100% agree or strongly agree that ”I feel like I have a say in the decision-making process at my child(ren)'s school.""   We are providing families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by conducting surveys, ELAC/DELAC meetings, parent coffee meetings, and school site council meetings.  Additionally, families, teachers, site and district administrators work together to plan, design, implement and evaluate family engagement activities at school and the district through parent coffee meetings, school site council meetings, and by conducting surveys.  - 100% agree or strongly agree that “I feel that my school/district values my participation or input.”  We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. - 100% agree or strongly agree that “ I feel comfortable participating in school activities for parents."" - 100% agree or strongly agree that “I feel that my school/district values my participation or input.”"|The focus area for this section will be on building the capacity of and supporting staff to effectively engage families in advisory groups and with decision-making.  Attendance and ELAC and DELAC meetings has been increasing and these meetings provide opportunity to increase parent input in the decision-making process.  The district employs bilingual staff, including a Community Schools Coordinator and Social Worker, to help recruit and engage families in ELAC/DELAC so attendance increases on these important groups.  Additionally, LCAP development presents an important opportunity to engage parents in the decision-making process by identifying needs and helping prioritize actions/services in the budget that will best meet student needs. The district will seek ways to further engage parents in this process beyond surveys and DELAC/PAC by conducting focus group meetings, parent coffee meetings, etc.|The district will continue to survey families and students using the WestEd Survey as well as to conduct DELAC/ELAC meetings, parent coffee meetings, Parent-Teacher conferences, and the use of school messaging systems and robocalls.  A  particular focus area will be on increasing parent participation/attendance at DELAC/ELAC and supporting parent leadership development on these important advisory groups.|3|4|4|4|3|4|3|4|4|4|4|4|Met||2026-06-11|2026
15637760000000|Southern Kern Unified|3|SKUSD has a lot of strengths in communicating with families. The District has a modern website that we keep updated with postings about upcoming events. The District has implemented ParentSquare as its communications platform. The schools and district send out email, app, and text messages regularly.  The schools and district post information to the district Facebook page. Parents and guardians can keep informed of their students’ learning through the Aeries portal. Parents and guardians can engage with their school and with the District through school site council meetings, English Learner Advisory Committee, District English Learner Advisory Committee, District Advisory Committee, and the LCAP Committee.|In spring 2026, the District administered an LCAP survey to the entire school community in English and in Spanish. There were 300 respondents. Suggestions for improving family engagement included: Better, timelier notification for events Better marketing for athletic events Offer school events after work hours and on weekends Give families the option of connecting to family events via Zoom Provide childcare Use a variety of media to communicate with parents, including Facebook  The district will focus on the areas listed above.|To facilitate two way communication with families, the District will be providing a translator at school events. The school sites will increase the number of family nights with topics that are relevant to families. By communicating through ParentSquare, we make sure that all communication is translated to and from the recipient's home language.|The District has many strengths when it comes to building partnerships with families. The District provides families with information and resources to support student learning and development in the home. Every student in grades 4-12 is issued a Chromebook to take home. Students use their Chromebook to engage with digital curriculum in all core subjects. Students use a variety of applications for productivity, research, communication, creativity, personalized academic support, and a digital library.  The District provides professional learning and support to teachers, staff, and administrators to improve a school’s capacity to partner with families. The District has implemented policies and programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. This includes parent teacher conferences, Individual Education Plan (IEP) meetings, Student Study Team (SST) meetings, and 504 meetings.  Families use the Aeries Portal to monitor their students’ academic performance and progress. Teachers and administrators use the ParentSquare communications platform to keep families informed of their students' academic progress, and their upcoming assignments. Academic counselors partner with families to provide support for students, including college counseling.|In 2026, the District administered an LCAP survey to the entire school community in English and in Spanish. There were 300 respondents. There were numerous suggestions for improving family engagement which the District will focus on in order to improve its partnerships with families for student outcomes. These are:  Allow parents to volunteer on campuses Advertising events in multiple ways Provide food at events Give better notice of events Provide Spanish translation Provide child care for parents for afterschool and evening meetings Hold events outside of work hours|To facilitate families attending school events, the District will provide child care at family events. The District will offer parents additional training and learning opportunities, for instance technology training, math and literacy nights, science fair, etc.|The District and its schools have numerous strengths with regards to seeking input for decision making. Each school site regularly holds school site council meetings. The school site council members work with the school site administrators to develop and implement the School Plans for Student Achievement. The District’s LCAP Committee has parents on it. The Committee meets twice monthly to develop the LCAP. The feedback from the LCAP Committee informs the LCAP. The District holds regular DELAC meetings. The District conducts numerous surveys (in English and Spanish) that collect input from the school community. The District uses the data collected from these surveys to plan school programs and to inform the LCAP.|There are areas where the district needs improvement. In the 2024-25 California School Parent Survey, on the question, “School actively seeks the input of parents before making important decisions,” only 48% of parents agreed or strongly agreed. On the same survey, only 6% of parents indicated that they had served on a school committee. This is a focus area for needed growth.|The District is committed to ensuring that families are informed about and engaged in opportunities to provide meaningful input on District programs and services. To strengthen family participation, the District will improve communication about the many available avenues for involvement and feedback.  The District and school sites will actively invite families to participate in committees and engagement activities through multiple communication channels, including phone calls, emails, and text messages. Communications will be provided in English and in families’ home languages to ensure equitable access and participation.|3|3|2|4|3|4|4|3|4|4|3|4|Met||2026-06-17|2026
15637840000000|South Fork Union|3|South Fork Union Elementary School District conducts several events throughout the year to engage with families.  LCAP meetings and School Site Council meetings are held to provide collaborative decision making involving all stakeholders and foster both trust and relationship building.|The average daily attendance rate of 93% is an area of focus.  The goals is to develop relationships with families whose children have lower attendance to determine what services and supports can be provided to increase both attendance and access to academic instruction.|South Fork Union Elementary School District will provide both phone contact and home visits to families of students who have been identified for intervention services. Building relationships with families will be enhanced through increased contact and by utilizing different modes of contact.|Partnerships were developed with a school social worker, phycologist, school nurse and school resource officer.  The role of this assembled team was to increase contact with families and provide student intervention.  This year was the first year and serves as a baseline of our support initiative.|"The focus areas is to create a system of ""wrap-around"" services, tele-health services, and transportation for after school programing."|In looking at the data, the need from families is to have one-point-of-contact and a consistent resource that they can connect with on a daily basis in order to develop deeper relationships through communication and targeted intervention.|South Fork Union Elementary School District utilizes LCAP Committee meetings, School Site Council meetings, and Parent - Teacher Council meetings to explore collaborative decision-making with stakeholders in order to develop the LCAP and District strategic plan.|The District will be conducting a global Needs Assessment to ensure that all voices are heard and to increase involvement from all stakeholders in the collaborative decision-making process.|Personal invitations will be sent to stakeholders, and the needs assessment will be conducted in person and online to increase involvement from busy families.|3|4|3|4|3|3|3|3|3|3|3|3|Met||2026-06-26|2026
15637920000000|Standard Elementary|3|Analysis of parent survey data indicates that Standard School District has established strong and positive relationships between school staff and families. Parents consistently reported feeling welcomed at their schools, receiving effective communication from teachers and staff, and being informed about their child's academic progress. Families expressed high levels of satisfaction with their overall educational experience and noted that school staff are supportive, approachable, and responsive to student and family needs. Parent feedback also demonstrates increased awareness of school programs, resources, and engagement opportunities. While survey responses identified opportunities to further strengthen communication regarding student assignments, academic progress, and family engagement opportunities, the overall data reflects a positive school-family partnership and continued progress in fostering meaningful relationships that support student success.|Based on the analysis of parent survey data and educational partner feedback, Standard School District has identified opportunities to strengthen communication and family engagement practices across all school sites. While many families reported positive relationships with school staff, some parents expressed a desire for more consistent communication regarding student academic progress, classroom expectations, missing assignments, and upcoming school events. Parents also requested additional resources and guidance to support learning at home, including access to instructional materials, tutoring supports, and strategies for helping students academically. Furthermore, families indicated interest in increased opportunities for engagement through more flexible meeting times, parent activities, and expanded communication channels. Feedback from some middle school families highlighted a need for stronger two-way communication between teachers and parents, particularly regarding student performance and concerns. The district will continue to focus on enhancing communication systems, expanding meaningful family engagement opportunities, and strengthening partnerships between home and school to ensure all families feel informed, connected, and empowered to support their children's success.|Based on the analysis of educational partner input and local data, Standard School District recognizes the importance of ensuring that all families have meaningful opportunities to engage with their child’s education and school community. Through the self-reflection process, the district identified opportunities to increase participation and engagement among underrepresented families, including Spanish-speaking families, families of English learners, families of students with disabilities, and families who may face barriers related to work schedules, transportation, or access to technology.  To improve engagement, the district will continue to provide communications, surveys, and engagement opportunities in families’ home languages and utilize multiple communication platforms to ensure information is accessible to all families. Schools will expand flexible opportunities for participation by offering meetings and events at varying times, including virtual options when appropriate. The district will also continue to strengthen outreach efforts through direct communication, parent education opportunities, and partnerships that help families better understand how to support student learning at home. In addition, staff will actively seek feedback from families whose voices have historically been underrepresented and use that input to inform district and site-level decision-making. These efforts are intended to build stronger relationships between schools and families, increase participation in educational programs and events, and ensure that all families feel welcomed, valued, and connected to their child’s educational experience.|Based on the analysis of educational partner input and local data, Standard School District has demonstrated strong progress in building partnerships that support positive student outcomes. Parent survey results indicate that families are highly engaged in their children’s education and share the district’s commitment to student success. Families identified academic support as the district’s highest priority and consistently expressed a desire to partner with schools to help students achieve academically, develop future career opportunities, and build social-emotional skills. Parents reported high levels of satisfaction with their child’s educational experience, noted that teachers keep them informed about academic progress, and indicated that they are aware of programs and resources available to support student learning.  Educational partner feedback also reflects strong alignment between families and the district’s goals for literacy, academic achievement, student well-being, and college and career readiness. Parents expressed aspirations for their children to graduate, attend college, pursue meaningful careers, and develop the skills necessary for future success. Families frequently identified opportunities to support learning at home through reading, homework assistance, tutoring, and communication with school staff. These responses demonstrate that families view themselves as active partners in supporting student achievement and that the district has established positive relationships that contribute to improved student outcomes. The district will continue to build upon these partnerships through ongoing communication, family engagement opportunities, and collaborative decision-making processes that keep student success at the center of all efforts.|Based on the analysis of educational partner input and local data, Standard School District has identified several focus areas for improvement in strengthening partnerships that support student outcomes. Parent survey responses indicated a desire for increased communication regarding student learning, academic progress, and classroom expectations so that families can more effectively support learning at home. Families also expressed interest in receiving additional resources, tutoring opportunities, study materials, and guidance to help reinforce academic skills outside of the school day.  Educational partner feedback further highlighted the need for stronger collaboration between home and school around student achievement, particularly at the middle school level where some families requested more timely information regarding assignments, grades, and academic concerns. Parents also expressed interest in expanded opportunities for involvement, including parent education workshops, family engagement activities, and flexible meeting options that accommodate varying work schedules.  To strengthen partnerships for student outcomes, the district will continue to improve two-way communication between families and schools, provide resources and learning opportunities that help families support academic growth, and expand engagement opportunities that encourage meaningful participation in the educational process. These efforts will help ensure that families are equipped to serve as active partners in supporting student achievement, attendance, well-being, and future readiness.|Based on the analysis of educational partner input and local data, Standard School District recognizes the importance of engaging all families as partners in supporting student success. Through the self-reflection process, the district identified opportunities to increase participation among underrepresented families, including Spanish-speaking families, families of English learners, families of students with disabilities, and families who face barriers related to work schedules, transportation, technology access, or familiarity with the educational system.  To strengthen engagement, the district will continue to provide information, resources, and learning opportunities in families’ home languages and through multiple communication methods to increase accessibility. Schools will expand opportunities for family participation by offering flexible meeting times, virtual engagement options, and targeted outreach to families who may not traditionally participate in school activities or decision-making processes. The district will also provide parent education opportunities focused on supporting academic achievement, understanding student progress, accessing available resources, and preparing students for future success.  Additionally, school and district staff will actively seek input from underrepresented families through surveys, meetings, and advisory groups to ensure their perspectives are reflected in decision-making. By reducing barriers to participation and increasing opportunities for meaningful engagement, the district will strengthen family-school partnerships and support improved academic, social-emotional, and college and career readiness outcomes for all students.|Based on the analysis of educational partner input and local data, Standard School District has demonstrated strong progress in seeking input from educational partners to inform district and school decision-making. The district regularly gathers feedback from parents, staff, and community members through surveys, meetings, advisory committees, and engagement opportunities. Parent survey results indicate that families feel welcomed, informed, and connected to their schools, and many provided thoughtful feedback regarding academic support, student safety, communication, family engagement, extracurricular opportunities, and resources to support learning at home. Parents also shared aspirations for their children's academic success, college and career readiness, and overall well-being, providing valuable information that helps guide district priorities and planning.  Staff feedback similarly reflects active participation in the decision-making process. Employees provided detailed input regarding district goals, student supports, professional development, staffing needs, intervention programs, family engagement, safety, and future opportunities for students. Staff members also offered specific recommendations to strengthen academic intervention systems, increase parent involvement, expand student support services, and improve communication and collaboration across the district. Many staff comments reflected a strong commitment to student success and a willingness to contribute ideas for continuous improvement.  The district's ongoing collection and review of educational partner feedback has resulted in valuable insights that support continuous improvement efforts and align district actions with the needs and priorities of students, families, and staff. These efforts demonstrate a commitment to meaningful stakeholder engagement and collaborative decision-making that supports positive outcomes for all students.|Based on the analysis of educational partner input and local data, Standard School District has identified opportunities to further strengthen its processes for seeking and utilizing stakeholder input in decision-making. Parent feedback indicated a desire for increased communication regarding district initiatives, academic programs, student progress, and opportunities for involvement. Families also expressed interest in additional opportunities to share their perspectives through flexible engagement options, including meetings offered at varying times and formats that better accommodate family schedules. Several parents noted the importance of receiving timely information and having more opportunities for two-way communication with school and district staff.  Staff feedback highlighted a need for increased communication, transparency, and opportunities for collaboration regarding district decisions, program implementation, and instructional initiatives. Some employees expressed a desire for additional opportunities to provide feedback before changes are implemented, greater clarity regarding district priorities and processes, and stronger communication between district leadership, site leadership, and staff. Staff also identified the value of continued collaboration and structured opportunities to share input regarding programs, professional development, student supports, and resource allocation.  To address these areas for growth, the district will continue to expand opportunities for stakeholder participation through surveys, advisory groups, meetings, and other engagement activities. The district will also focus on strengthening two-way communication, increasing transparency regarding how stakeholder feedback informs decisions, and providing multiple avenues for educational partners to contribute their perspectives. These efforts will help ensure that decision-making processes remain inclusive, responsive, and reflective of the needs and priorities of students, families, staff, and the broader community.|Based on the analysis of educational partner input and local data, Standard School District recognizes the importance of ensuring that all families have meaningful opportunities to participate in district and school decision-making processes. Through the self-reflection process, the district identified opportunities to increase engagement among underrepresented families, including Spanish-speaking families, families of English learners, families of students with disabilities, and families who may experience barriers related to work schedules, transportation, technology access, or familiarity with school systems.  To improve participation in decision-making, the district will continue to provide surveys, communications, and engagement opportunities in families’ home languages and utilize multiple communication platforms to increase accessibility. Schools will offer flexible opportunities for participation, including virtual meetings, varied meeting times, and family engagement events designed to gather input from a broader range of stakeholders. The district will also conduct targeted outreach to families who have historically participated at lower rates and actively encourage their involvement in advisory committees, parent groups, surveys, and other feedback opportunities.  Additionally, the district will continue to strengthen communication regarding how educational partner feedback is used to inform district and school decisions. By increasing access, reducing participation barriers, and intentionally seeking input from underrepresented groups, the district will ensure that decision-making processes reflect the diverse perspectives and needs of the students, families, and communities it serves.|3|3|3|4|3|4|4|3|4|4|4|3|Met||2026-06-16|2026
15638000000000|Taft City|3|The Taft City School District's (TCSD) current strengths in building relationships between school staff and families are in the established traditional convening such as Parent Advisory Committee Meetings, District English Learner Advisory Committee Meetings, English Learner Advisory Committee Meetings, Parent Teacher Conferences, Parent Teacher Association Meetings and School Site Councils. TCSD continues to plan ways to involve parents in the implementation of programs and activities that promote learning and provide support for academic achievement.|The Taft City School District (TCSD) believes that a strong parent and school partnership will increase student engagement and achievement. TCSD has formed a Continuous Improvement Process (CIP) focus group on Building Relationships to grow the school-to-home connection. The Building Relationship CIP Committee has established standardized expectations of annual events for parent engagement at all school sites. Implementation of the standardized expectations events is monitored by the school site administrator. A log is kept of the event dates, title, and participation numbers.|The Taft City School District (TCSD) is improving the engagement of underrepresented families and continues to build relationships between school staff and families throughout eight Parent Engagement Nights held at two locations simultaneously. TCSD surveyed parents to find the areas of need for parents to support their child’s success in school. The survey results determine the topics of the 8 parent engagement sessions there were held during the 2023-2024 school year. The Parent Engagement topics presented were as follows. Math Make and Take Night; English Language Arts Night; 3 - Community Resources Nights; Expectations, Routines and Student Behavior Night; Preparing and Understanding State Testing; and Creating Responsible, Independent, Students. TCSD held a Parent Institute for Quality Education (PIQE) in Fall and had over 100 parents participate and complete the course. In addition, TCSD offered Parent Project (Parents of 6th - 8th grade) and Loving Solutions (Parent of TK-5th grades) as part of the School Attendance Review Board (SARB) contract and/or referral from a Principal. Four parents completed the Parent Project / Loving Solutions course.|The Taft City School District continues to strive to build partnerships and has identified a focus area for improvement in the engagement of underrepresented families. This evolved from the Continuous Improvement Process District Self-evaluation facilitated by the Kern County Superintendent of Schools office Differentiated Assistance branch. An Action Plan was created to address the needs. The Action Plan included developing three work groups. Each work group focused on one of the three areas of the Action Plan. 1) Building Relationships 2) Communication and 3) Social Emotional Learning. The action plan is available by request. For paper copies or an electronic link, contact the Taft City School District Office 661-721-1521 or info@taftcity.org.|TCSD focus area for improving and building partnerships for student outcomes revolves around the time and work in the Continuous Improvement Process Action Plan and Committees. Three committees met to analyze data and determine action steps to improve student outcomes in relation to their focus area.|TCSD will improve engagement by providing translators upon prior notice for the underrepresented families in Spanish or Mazatec during informational sessions, and parent engagement/education night with the goal of having a positive impact on student outcomes.|1. Taft City School District (TCSD) seeks input for decision-making through surveys, meetings, public hearings, and equity focus groups. TCSD examines the input data on an ongoing basis and is responsive to this input. The strength of this process is in the ability of the district to evolve based on this input while sustaining the focus on our goals and desired outcomes. The Taft City School District's specific current areas of opportunities for seeking input for decision-making are through family events including Back to School Night, Parent/Teacher Conferences, Book Fairs, Student Study Team meetings, classroom volunteer encounters, English Language Advisory Committees, District English Language Advisory Committee, School Site Council meetings and Board meetings.|2. Taft City School District's (TCSD) focus area for improvement in seeking input for decision-making is on effective communication. TCSD is investing in a multi-media, multi-language communication system to communication with parents and other educational partners.|3. The district has determined that underrepresented populations require accessibility that extends beyond traditional methods of communication. TCSD has invested in a new multi-media platform that translates test, email and phone messages into the parent’s primary language. The new platform is used to send surveys to seek input from parents for decision-making.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-17|2026
15638180000000|Taft Union High|3|Based on local data and educational partner input, the Taft Union High School District (TUHSD) demonstrates significant strength and ongoing progress in cultivating inclusive, communicative, and collaborative relationships between school staff and families across Taft Union High School and Buena Vista High School.   A primary strength of the district is its commitment to inclusive decision-making and active family governance. TUHSD consistently prioritizes family voices by providing meaningful opportunities for parents and stakeholders to guide school improvement efforts. This is achieved through active participation in vital forums such as the School Site Council, the District English Learner Advisory Committee (DELAC), and advisory groups.  Additionally, educational partners consistently identify timely and accessible communication as a major asset. By leveraging platforms like ParentSquare and various social media channels, the district keeps families well-informed about student grades, campus events, and activities. ParentSquare’s automatic translation feature has been particularly impactful, bridging language barriers and fostering genuine, two-way communication with families whose primary language is not English.   TUHSD has also made measurable progress in fostering a welcoming, respectful, and inclusive campus climate. Families report feeling valued when visiting campuses, and the deliberate use of small-group discussions during the LCAP engagement process has successfully deepened community trust and promoted open dialogue. Furthermore, the district leverages informal touchpoints to strengthen these bonds. Because many coaches are also teachers and district staff, athletics serve as a natural bridge for connection. Positive reinforcement initiatives, such as the “Wildcat to Watch” program, allow parents and educators to celebrate student success together, reinforcing a shared investment in student achievement. 2026-27 Local Performance Indicator Self-Reflection for Taft Union High School District Page 10 of 21 Through these sustained and multifaceted efforts, TUHSD continues to advance its commitment to building supportive, deeply rooted partnerships with all families and the broader community.|Based on local data and educational partner feedback, the Taft Union High School District (TUHSD) has identified specific focus areas to enhance communication, accessibility, and trust regarding family engagement. While current communication channels are established, educational partners highlighted a critical need to improve the delivery and visibility of college-readiness and academic planning information, with a particular emphasis on dual and concurrent enrollment opportunities. Families expressed a strong desire for more timely, clear, and comprehensive updates on how students can earn college credit while in high school. Although the district utilizes ParentSquare and school websites to share these updates, feedback indicates that this vital content can be difficult to locate and is not always consistently updated, creating information gaps for families navigating college pathways.   To address these gaps and streamline information sharing, the district recognizes the need to provide clearer guidance on utilizing its primary communication tools. Specifically, partners noted that families would benefit from targeted support on how to access, navigate, and customize ParentSquare settings, such as managing the daily digest and adjusting notification timing. To resolve this, TUHSD aims to implement targeted support sessions and develop user-friendly, step-by-step resources. By equipping families with the skills to optimize these digital tools— while simultaneously improving the consistency and visibility of dual and concurrent enrollment information - the district will ensure equitable access to essential academic resources, strengthen school-to-home communication, and foster deeper trust and collaboration with the community.|To cultivate more inclusive and effective family-school partnerships, the Taft Union High School District (TUHSD) is implementing strategies to strengthen relationships with underrepresented families by expanding communication and increasing access to critical information. The district will continue to leverage ParentSquare and social media to deliver timely, accessible updates, while expanding the scope of college-readiness communications to ensure parents-not just students-are directly and consistently informed. Additionally, TUHSD is committed to continue to update its website to guarantee that all institutional information is current, accurate, and easy for families to navigate.   To lower barriers to participation and foster greater equity in family governance, the district will intentionally schedule future meetings and advisory groups at flexible times that accommodate the schedules of working families. Furthermore, to encourage active engagement and preparation, District English Learner Advisory Committee (DELAC) agendas will be distributed well in advance of meetings. Translation services will also be systemically provided across these initiatives, ensuring all families have equitable access to vital information. Through these synchronized efforts, TUHSD aims to build a more transparent, accessible, and deeply collaborative environment for all community stakeholders.|Based on local data and educational partner input, the Taft Union High School District (TUHSD) demonstrates a strong commitment in building collaborative partnerships with families to support academic achievement and college readiness. A primary strength of the district is its proactive approach to family education, which has successfully expanded parents' understanding of critical academic milestones, including high school graduation requirements, AG college preparatory coursework, and specialized Career Technical Education (CTE) certification pathways. By demystifying these academic tracks, TUHSD empowers families to actively advocate for and guide their students' future career and higher education goals.   To further promote these academic partnerships, the district actively encourages parents to collaborate closely with instructional staff and monitor student progress throughout the academic year. This is facilitated by providing families with continuous, real-time online access to grades, assignments, and individualized performance data, which enables timely and informed interventions at home. Supplementing this data access is the district's consistent utilization of ParentSquare, which ensures a steady flow of communication between school staff and households. Through these integrated efforts, TUHSD successfully fosters a shared responsibility for student success, positioning families as vital, well-informed partners in driving positive long-term student outcomes.|The Taft Union High School District (TUHSD) recognizes that while its tight-knit, small community naturally fosters strong personal connections between school staff and families, specific focus areas must be targeted to build more 2026-27 Local Performance Indicator Self-Reflection for Taft Union High School District Page 12 of 21 inclusive and equitable partnerships for student outcomes. To ensure that every family is fully equipped to support student success, the district is actively focusing its improvement efforts on systematically breaking down remaining cultural and language barriers. Educational partner feedback highlights the necessity of ensuring that all families— regardless of background—feel consistently welcomed, respected, and deeply understood by district personnel.   To achieve this, TUHSD is prioritizing better translation services and more culturally welcoming ways of sharing information. We know that just translating words isn't always enough; we want our communication to feel personal and meaningful to families. TUHSD is working on creating easier, more comfortable opportunities for all parents to get involved in planning for their student's grades, graduation, and life after high school. By focusing on these areas and making events and information easier to access, we will remove the stress of navigating high school. We are committed to building a true partnership with families so that, together, we can help all of our students reach their full potential.|Based on feedback from our community and local data, Taft Union High School District is taking specific steps to make it easier for all families, especially those who have felt left out or underrepresented in the past, to partner with us for student success. We know that busy schedules can make it hard to get involved, so we are committed to planning our school meetings and advisory committees much further in advance. We will also host these events at flexible times that work better for working parents, ensuring your voice is heard when important decisions are being made.   To make sure you can easily contact us, we are going to provide extra training for our staff on how to use ParentSquare more effectively. At the same time, we will offer support sessions to help parents learn how to navigate the ParentSquare app, so they feel confident messaging teachers and checking in on their student. Additionally, we will always provide high-quality translation services. We want to ensure you have equal access to all school updates and can fully participate in school activities. Our ultimate goal is to build a more welcoming, supportive system where every family feels invited to play an active role in their students’ achievements.|Based on the analysis of educational partner input and local data, the Taft Union High School District (TUHSD) demonstrates strong and sustained progress in seeking stakeholder input to guide district decision-making. A primary strength of the district is its commitment to engaging a diverse range of educational partners through multiple, highly accessible formats. To lower barriers to participation for busy families, TUHSD regularly utilizes comprehensive surveys, providing a convenient and flexible mechanism for parents and guardians to share their perspectives on school programs and priorities without requiring in-person attendance.   Simultaneously, the district places a high value on face-to-face engagement, hosting on-campus meetings that foster authentic relationship-building and encourage transparent, open dialogue with families. This balanced approach ensures that input is gathered both broadly through digital means and deeply through personal interaction. Furthermore, the district actively leverages a robust network of established advisory groups and maintains strong, collaborative ties with local community organizations. These strategic partnerships support ongoing, meaningful feedback loops that directly inform district decisions, align resources with community needs, and promote inclusive, equitable participation throughout the educational planning process.|Based on the analysis of educational partner input and local data, the Taft Union High School District (TUHSD) has identified the refinement and expansion of feedback opportunities for underrepresented families as a critical focus area for improvement in seeking input for decision-making. The district recognizes that traditional outreach methods may not fully capture the diverse perspectives of the community. To address this, TUHSD is committed to its engagement strategies by offering multiple participation formats, including flexible digital surveys and face-to-face meetings designed to reach traditionally marginalized groups.  Central to this improvement effort is the removal of language and accessibility barriers that hinder meaningful participation. The district is prioritizing the proactive translation of all written materials in advance of meetings and ensuring that interpretation services are consistently available on-site and virtually. Furthermore, to support families with varying literacy levels or those unfamiliar with complex educational terminology, the district will ensure dedicated staff are available during events to read documents aloud, clarify technical language, and answer questions. By equipping parents with a clear understanding of the information being presented, TUHSD aims to build a more inclusive, accessible, and equitable governance process where all voices are confidently shared, heard, and meaningfully integrated into district decision-making.|Based on the analysis of educational partner input and local data, the Taft Union High School District (TUHSD) will improve the engagement of underrepresented families in the decision-making process by implementing targeted strategies designed to eliminate barriers to accessibility and actively encourage participation. A core focus of this effort involves continuously monitoring and optimizing the effectiveness of primary communication platforms, including social media and district websites, to guarantee that critical institutional updates and governance opportunities reach all households in a timely, transparent, and user-friendly manner. To ensure families are wellprepared to contribute meaningful feedback, the district is committed to translating all relevant materials well in advance and sending out proactive meeting reminders across multiple channels.   Additionally, TUHSD will substantially enhance face-to-face engagement by the restructured District English Learner Advisory Committee (DELAC) meetings to foster a more welcoming, inclusive, and informal atmosphere. These meetings are being intentionally designed to facilitate more interactions between families and school personnel. This collaborative structure will promote open, bidirectional dialogue, allowing parents to comfortably ask questions, receive personalized explanations, and deeply understand complex educational topics in a supportive environment. Through these synchronized actions, the district aims to dismantle systemic barriers, deepen community trust, and ensure that underrepresented voices are actively, equitably included in shaping the district's future direction.|4|5|4|4|4|4|4|4|4|4|4|4|Met||2026-06-08|2026
15638260000000|Tehachapi Unified|3|TUSD provides many opportunities for staff members to work together with families through the use of surveys and committees These opportunities allow for TUSD families to provide input on district and site decisions.|TUSD families provided positive ratings in all areas, however, parents identified that they are not always well informed on why their student(s) are selected to participate in particular programs or are placed in a certain class. Additionally, parents expressed that they would like more information about how to help their student plan for college or a vocational school.|TUSD's schools offered multiple opportunities throughout the school year to have families participate in activities on the school campus to increase the engagement of underrepresented families. Family events included:  math night, parent university nights, Back to School Night, Open House, Family STEAM Night, and training on college and career expectations. Tehachapi High School offers parent workshops on A-G requirements, college planning, and THS programs that include dual enrollment opportunities. Parent resources are provided to assist parents in monitoring their child's progress through AERIES, iReady diagnostic reports, and Canvas (secondary). Educational Partners are invited to give their input by participating in the Superintendent's Parent Advisory Committee, Citizens Task Force, Parent Teacher Organization President's meetings, School Site Council, Sipping with the Supe, Superintendent Dialogue, Facilities Advisory Committee, DELAC, and ELAC.   TUSD will continue to work on developing parent engagement at our Title 1 schools through family academic nights, parent compacts, and parent involvement in Title 1 meetings.|When reviewing parent and staff response data from The California Healthy Kids Survey, parents and staff members have indicated that they have established a positive partnership that supports students. Parents (88%) reported that they feel that they are treated with respect when interacting with staff members.|TUSD will continue to facilitate parent advisory groups allowing parents to ask questions and provide input in district and site decision-making.|TUSD will continue with current practices that provide many opportunities for parents to participate in their child's education. School staff will continue to reach out personally to underrepresented families to invite families to participate in school events. Additionally bilingual support will be provided at school events.|From the LCAP input meetings and from data collected from the California Healthy Kids Survey, Educational Partners indicated that TUSD provides ample opportunities to participate and provide input on the decision-making process at the school site and district. School sites and the District facilitate a variety of Parent and Community Advisory Groups that allow families to provide input and suggestions to the District and schools.|For the past two years, TUSD has implemented, Student Listening Circles (SLC). SLC provides opportunities for students to provide feedback on current programs and identify new areas of need that need to be addressed. Additionally, TUSD has added student surveys to gain feedback on specific district programs that are provided through the LCAP.|The District Social Worker, Intervention Specialists, and site administrators will work closely with underrepresented families. Through existing structures, families will be given the opportunity to provide input in school site and district decision making such as School Site Council, ELAC, DELAC, Citizens Task Force, and Facilities Advisory Committee.|4|4|3|5|4|4|4|4|4|4|5|4|Met||2026-06-18|2026
15638340000000|Vineland Elementary|3|Based on analysis of educational partner input and local engagement data, the Local Educational Agency (LEA) demonstrates strong progress in fostering meaningful relationships between school staff and families. Educational partners consistently report that school sites are welcoming, responsive, and actively engage families as partners in student success. Data indicates high family participation rates in key activities such as parent­teacher conferences, School Site Council meetings, and Migrant Parent Advisory Committee (PAC) gatherings. These high levels of participation reflect a culture of trust and collaboration, supported by consistent communication, culturally responsive practices, and targeted outreach efforts. The LEA continues to build on these strengths through ongoing staff training in family engagement, translation services, and flexible meeting formats to ensure inclusive and accessible involvement for all families.|Analysis of educational partner input and local data indicates that while overall family engagement is strong, there is a need to improve communication and relationship-building with hard-to-reach families, including those with limited English proficiency and families of chronically absent students. The LEA is prioritizing efforts to strengthen two-way communication, expand outreach strategies, and provide additional staff training on culturally responsive practices to ensure all families feel valued, informed, and empowered to support their child's education. inclusive family engagement practices to build stronger, more trusting relationships with all families, particularly those who have historically been underrepresented in school activities and decision-making processes.|Based on the analysis of educational partner input and local data gathered during the self-reflection process, the LEA has identified underrepresented families-including those 14 from non-English-speaking households, migrant communities, and families of students with disabilities-as needing more targeted support. To address this, the LEA will implement culturally and linguistically appropriate outreach strategies, increase access to interpretation and translation services, and provide flexible meeting times and formats. Additionally, staff will receive professional development in inclusive family engagement practices to build stronger, more trusting relationships with all families, particularly those who have historically been underrepresented in school activities and decision-making processes. Parents will be offered transportation to and from the event. And a light snack will be provided for parents who work late and have not eaten.|Based on educational partner input and local data, the LEA has demonstrated significant progress in building effective partnerships that support positive student outcomes. A key strength is the establishment of a fairly new Family Resource Center, funded through a recently awarded grant, which serves as a central hub for connecting families with academic, social­emotional, and community-based supports. The LEA continues to strengthen collaboration with community organizations, expand access to services, and engage families as active partners in their children's education. These efforts have led to increased family participation, improved access to resources, and stronger alignment between school and community in supporting student success. The district will parter and get Social Workers and AmeriCorps for MTSS support at both sites.|Analysis of educational partner input and local data indicates a need to strengthen partnerships that directly support academic achievement and student well-being. While existing collaborations have provided valuable resources, the LEA recognizes the need to deepen alignment between school programs and community services, particularly in areas such as mental health support, college and career readiness, and outreach to underrepresented 16 families. The LEA will focus on building more strategic, data-informed partnerships and improving communication between schools and external agencies to ensure services are effectively coordinated and accessible to all students.|Based on the analysis of educational partner input and local data gathered during the self-reflection process, the LEA has identified underrepresented families-including those from non-English-speaking households, migrant communities, and families of students with disabilities-as needing more targeted support. To address this, the LEA will implement culturally and linguistically appropriate outreach strategies, increase access to interpretation and translation services, and provide flexible meeting times and formats. Additionally, staff will receive professional development on inclusive family engagement practices to build stronger, more trusting relationships with all families, particularly those who have historically been underrepresented in school activities and decision-making processes. The District will offer parental rights and other workshops to help parents become more aware of community and school events. We will offer our center to community based organizations that will help us connect our families to services.|Based on analysis of educational partner input and local data, the LEA has made strong progress in creating inclusive and accessible opportunities for stakeholder engagement in decision-making processes. Strengths include regularly scheduled input sessions, surveys in multiple languages, and active participation from families, students, staff, and community members in forums such as the School Site Council, English Learner Advisory Committee, and LCAP meetings. This ongoing engagement has led to increased transparency, trust, and incorporation of diverse perspectives into LEA planning and resource allocation decisions|Based on analysis of educational partner input and local data, the LEA has made strong progress in creating inclusive and accessible opportunities for stakeholder engagement in decision-making processes. Strengths include regularly scheduled input sessions, surveys in multiple languages, and active participation from families, students, staff, and community members in forums such as the School Site Council, English Learner Advisory Committee, and LCAP meetings. This ongoing engagement has led to increased transparency, trust, and incorporation of diverse perspectives into LEA planning and resource allocation decisions.|Based on the self-reflection process and analysis of educational partner input and local data, the LEA has identified the need to better engage underrepresented families-particularly those of English learners, migrant students, foster youth, and students with disabilities-in decision-making processes. To address this, the LEA will enhance outreach efforts by offering multilingual communication, culturally responsive engagement strategies, and flexible meeting options (in-person, virtual, and hybrid). The LEA will also collaborate with community liaisons and trusted local organizations to build relationships and create safe, welcoming spaces that empower all families to participate meaningfully in shaping school and district decisions.|4|4|4|4|4|4|4|3|4|4|4|3|Met||2026-06-15|2026
15638420000000|Wasco Union Elementary|3|During the 2025–26 school year, WUESD continued to strengthen relationships between school staff and families through consistent communication, increased family engagement opportunities, and a focus on creating welcoming and inclusive school environments. ParentSquare remained the district's primary communication platform, providing families with timely information regarding student progress, school events, and district initiatives. ParentSquare communication data demonstrated the district’s commitment to maintaining strong connections with families, with 75% of parents (3,249 of 4,262) having email addresses on file and 74% (3,214) actively opted in to receive district communications. In addition, 98% of parents (4,259) had phone numbers on file, supporting the district’s ability to deliver important notifications through multiple communication channels. Parent and guardian survey results further indicated positive perceptions of communication and engagement opportunities across the district. The district further enhanced family engagement through the successful implementation of Aeries Online Enrollment and Data Confirmation processes, providing families with improved access to student information and school resources. WUESD’s Local Control and Accountability Plan (LCAP) Goal 3 continued to support strong family-school partnerships through actions and services such as Parent University, school site family liaisons, Title I parent engagement events, Back-to-School Nights, parent-teacher conferences, student recognition activities, and other school-based engagement opportunities. 2026-27 Local Performance Indicator Self-Reflection for Wasco Union Elementary School District Page 11 of 23 Families also participated in advisory and leadership groups, including School Site Councils, the District Advisory Committee (DAC), and the District English Learner Advisory Committee (DELAC), providing valuable input into district programs and decision-making. Parent survey feedback indicated that families generally view school-to-home communication positively and appreciate the efforts made by staff to keep them informed. This feedback will help guide future efforts to expand family engagement opportunities and strengthen partnerships between families and schools. The district also continued to expand the use of digital communication tools. During the 2025–26 school year, 43% of parents (1,858) downloaded the district mobile application, and 33% (1,404) subscribed to receive app notifications. Additionally, 26% of parents (1,150) opted in to receive text message communications. These data provide opportunities for the district to further increase participation in digital communication platforms and expand family access to important school and district information. The district’s continued investment in communication systems, family engagement programs, and opportunities for meaningful parent involvement has strengthened relationships between families and school|Based on educational partner input and local data, WUESD has identified the need to increase engagement and participation among families of targeted student groups, including English Learners, Socioeconomically Disadvantaged students, and Foster Youth. Analysis of survey participation data indicates that these families are often underrepresented in district and school surveys, limiting opportunities to gather meaningful feedback regarding programs, services, and student needs. Additionally, WUESD will increase district and school site funding dedicated to family engagement activities and programs. These investments will support additional parent involvement opportunities, family education events, and school-community partnerships aimed at strengthening relationships between families and school staff. WUESD will also review its current communication practices to identify opportunities to more effectively reach and engage families. As part of this effort, the district will evaluate and expand the use of social media platforms to communicate information regarding school and district programs, activities, events, and opportunities for involvement. By utilizing communication channels that families frequently access, the district aims to increase awareness, participation, and engagement among all families. Educational partner feedback also suggests a need for increased communication regarding ways families can become involved in their children's schools and district programs. The district will work to more effectively promote volunteer opportunities, parent leadership groups, family engagement events, and other involvement opportunities through flyers, newsletters, social media, ParentSquare, and school websites. Increasing awareness of these opportunities is intended to encourage greater family participation and strengthen school-family partnerships. Through these efforts, WUESD seeks to increase meaningful family participation, improve two-way communication, and foster stronger partnerships between families and schools that support student success and well-being.|The district will improve the engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families in the areas of expanded learning. The selfreflection process identified the need to support students and families before and after school. In particular, offering wrap-around services for all students. The District is committed to increasing after-school opportunities for all students, particularly underrepresented families - EL, Homeless, Foster, Low Income. To address this area of improvement, WUESD will implement targeted outreach efforts designed to increase participation from these families and ensure their voices are represented in district decision-making processes. The district will continue to utilize multiple communication methods, provide information in families' home languages, and expand opportunities for input through advisory committees, surveys, family engagement events, and other stakeholder feedback opportunities.|Educational Partners have identified the need to increase partnerships with local community-based organizations, the City of Wasco, and Wasco Parks and Recreation. In addition, Educational Partners have identified the continued need to address students learning loss and social-emotional learning. Current strengths based on Educational Partners include targeted after-school intervention for advancement in student outcomes. Social-emotional learning services have been increased district-wide to address students' mental health needs that will directly impact student outcomes. Online instructional intervention programs have been acquired district-wide to address student learning loss and improve student outcomes.|Based on the analysis of educational partner input and local data, the LEA's focus areas for improvement in Building Partnerships for Student Outcomes will include strengthening partnerships with families, community organizations, and educational agencies while expanding professional development and learning opportunities for both certificated and classified staff. The LEA will continue to enhance collaboration with Kern County Superintendent of Schools, Advanced Collaborative Solutions, California Spectrum Services, the County SELPA Consortium, and other educational partners to support improved student outcomes. These partnerships will provide professional development and learning focused on literacy, high-yield researchbased instructional strategies, Tier 1 instruction, Professional Learning Communities (PLCs), behavior supports, Multi-Tiered System of Supports (MTSS), and social-emotional learning. Through these collaborative efforts, the LEA aims to build staff capacity and improve academic, behavioral, and social-emotional outcomes for all students. Additionally, the LEA will review current communication practices and expand outreach efforts through newsletters, social media, and other communication platforms to ensure families are informed about school activities, events, and opportunities for involvement. Increased efforts will be made to promote parent participation and engagement in school programs and decision-making processes, further strengthening partnerships that support student success.|Based on the analysis of educational partner input and local data, the LEA will improve the engagement of underrepresented families identified during the self-reflection process by increasing opportunities for meaningful participation in school activities, decision-making processes, and student support services. Areas of focus will include parental involvement, attendance interventions, social-emotional learning supports, and behavior supports. Input from underrepresented families and local data identified a need for additional support for students both inside and outside of the classroom. In response, the LEA will strengthen communication with families through newsletters, social media, text messaging, parent meetings, and direct outreach from school staff. The LEA will utilize support staff, including McKinney-Vento, Migrant Education, and English Learner support personnel, to conduct outreach, contact families of unduplicated pupils, and gather input through surveys, meetings, and other engagement opportunities. Feedback collected from families will be used to inform programs, services, and district decisionmaking. The LEA will increase awareness of available wrap-around services and community resources and continue connecting families with academic, behavioral, attendance, and social-emotional supports. To further support family engagement, the LEA will coordinate transportation and registration assistance for parents of students with special needs to attend the Kern County Superintendent of Schools (KCSOS) Parent Conference and other parent engagement events. The LEA will also provide parent education opportunities through Parent University, including workshops focused on parenting skills, supporting student learning at home, social-emotional development, attendance, and strategies to motivate and support at-promise students. Additionally, the LEA will provide opportunities for family engagement through parent workshops, advisory committees, and surveys designed to gather feedback and inform decision-making. Translation and interpretation services will be provided as needed to reduce barriers to participation and ensure all families have access to information and opportunities for involvement. These efforts are intended to strengthen partnerships with underrepresented families and support positive student outcomes.|Based on educational partner input and local data, the LEA's current strengths in seeking input for decision-making include providing multiple opportunities for educational partners to participate in district planning and improvement efforts. The LEA has demonstrated progress in gathering feedback from parents, students, staff, and community members and utilizing that input to inform district priorities, programs, and services. LCAP Parent Nights are held at each school site and provide parents and families with opportunities to learn about the Local Control and Accountability Plan (LCAP), Local Control Funding Formula (LCFF), and district goals. These meetings allow families to provide input regarding district priorities, funding decisions, and actions that support student achievement. The LEA also administers district-wide surveys to students, parents, certificated staff, classified staff, and administrators. Survey results are analyzed and used to monitor progress, identify areas of need, and inform decision-making related to academic programs, school climate, student supports, and family engagement. This school year marked the first implementation of a student survey, providing valuable insight into students' perceptions and experiences. In addition, the LEA utilizes student focus groups to gather direct input from students regarding their educational experiences, school climate, and support needs. Student focus groups provide opportunities for representation from various student groups and help ensure that student voice is included in district decision-making processes. 2026-27 Local Performance Indicator Self-Reflection for Wasco Union Elementary School District Page 15 of 23 The LEA further seeks input through advisory groups, including School Site Councils, ELAC, DELAC, Special Education parent groups, and other stakeholder committees. These structures provide ongoing opportunities for educational partners to participate in planning, program evaluation, and continuous improvement efforts. While the LEA has made progress in collecting student feedback through surveys and focus groups, local data and educational partner input indicate a need to further expand opportunities for student voice in decision-making. Moving forward, the LEA will explore opportunities to include student representatives on middle school School Site Councils and other leadership groups to ensure student perspectives are incorporated into planning and decisionmaking processes. The LEA believes that increasing student participation will strengthen stakeholder engagement and provide valuable insight into the needs of all students.|Based on the analysis of educational partner input and local data, the LEA's focus areas for improvement in Seeking Input for Decision-Making include expanding opportunities for meaningful participation from underrepresented families, students, teachers, and staff. The LEA will strengthen outreach efforts to increase input from underrepresented families through home visits, town hall meetings, focus groups, parent surveys, and opportunities to provide feedback during student drop-off and pickup times (e.g., Parent-Teacher Conferences). Support staff, including McKinney-Vento, Migrant Education, and English Learner personnel, will assist in engaging families who may not traditionally participate in district meetings and surveys. Local data indicate that the majority of parent survey responses are received from families who do not belong to the LEA's targeted unduplicated student groups. As a result, the LEA has identified a need to increase participation from families of English learners, socioeconomically disadvantaged students, foster youth, homeless youth, and migrant students. During the upcoming school year, the LEA will identify families within these student groups and conduct targeted outreach to encourage participation in annual surveys, focus groups, parent meetings, and other opportunities for input. These efforts will help ensure that district decision-making reflects the perspectives and needs of all student populations. The LEA will also expand opportunities for certificated and classified staff to provide input through alternative methods beyond surveys and staff meetings, including focus groups, committee participation, and collaborative planning opportunities. Efforts will be made to increase staff participation in district advisory groups and decisionmaking committees. In addition, local data indicate a need to increase student voice in district and school-level decision-making. Building upon the first year of implementing a student survey, the LEA will explore additional opportunities for student engagement through focus groups, leadership activities, and student representation on middle school School Site Councils. These efforts will help ensure that the perspectives of all educational partners are represented in district planning, program development, and continuous improvement efforts.|Based on the analysis of educational partner input and local data, the LEA will improve the engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for DecisionMaking by increasing targeted outreach and removing barriers to participation. The LEA will provide accessible and user-friendly survey options for families of unduplicated student groups, including English learners, socioeconomically disadvantaged students, foster youth, and homeless youth. Surveys will be made available during student drop-off and pick-up times, as well as through multiple digital and paper formats to increase participation rates. In addition, the LEA will develop focused family engagement opportunities, including structured focus groups for underrepresented families, particularly in the area of Expanded Learning programs. These focus groups will be used to gather direct input on program effectiveness, student needs, and opportunities for improvement. The LEA will also strengthen collaboration with business and community partners to support increased participation of underrepresented families in Parent University workshops, Title I Annual Meetings, and District Advisory Groups. These partnerships will assist in outreach efforts, communication, and removing barriers such as access, transportation, and awareness of available engagement opportunities. Input collected through these strategies will be reviewed and used to inform district planning, program development, and continuous improvement efforts to ensure that the perspectives of underrepresented families are represented in decision-making processes.|4|4|4|4|4|4|4|4|4|4|3|3|Met||2026-06-23|2026
15638590000000|Wasco Union High|3|Wasco Union High School District has strengthened relationships between school staff and families by implementing systems that promote communication, trust, and meaningful family engagement. Serving a predominantly Hispanic, rural community with approximately 89% unduplicated students, the district recognizes that strong family partnerships are essential to student success.  The district uses multiple communication platforms to keep families informed and connected. ParentSquare provides multilingual communication through text, email, phone, and mobile notifications, while the Aeries Parent Portal allows families to monitor attendance, grades, schedules, and graduation progress. District websites, social media, and school events provide additional opportunities for ongoing communication.  Families actively participate in district decision-making through the District English Learner Advisory Committee (DELAC), English Learner Advisory Committee (ELAC), School Site Council, LCAP stakeholder meetings, and annual parent surveys. Feedback gathered through these groups directly informs district priorities, programs, and resource allocation.  School staff work collaboratively with families to support students through parent conferences, Individualized Education Program (IEP) meetings, attendance interventions, and college and career planning activities. The district also offers workshops, student recognition events, and financial aid presentations that encourage family participation throughout the school year.  To reduce barriers to engagement, the district provides bilingual communication, translation and interpretation services, and culturally responsive outreach. Counselors, social workers, administrators, and community partners connect families with food, clothing, school supplies, mental health services, transportation assistance, and other community resources to support student well-being.  Local data indicate positive progress that reflects these strong partnerships. District attendance has improved to 93.88%, chronic absenteeism has declined across all student groups, student connectedness has increased, and the district has maintained a 0% expulsion rate. These outcomes demonstrate the impact of ongoing collaboration between families and school staff to support student success.  The district continues to expand opportunities for two-way engagement and ensure every family has meaningful opportunities to participate in their child's education. These efforts provide a strong foundation for building a community school culture centered on collaboration, equity, and student achievement.|Educational partner feedback and local data indicate that while Wasco Union High School District has established strong communication systems, opportunities exist to strengthen authentic, two-way family engagement and expand partnerships with families who have traditionally been underrepresented. The district's focus is to move beyond informing families to creating meaningful opportunities for collaboration in decision-making and student success.  A primary area for improvement is increasing participation in district and site advisory groups, including LCAP stakeholder meetings, DELAC, ELAC, and School Site Council, by reducing barriers related to work schedules, transportation, childcare, and language access. The district also seeks to increase representation from families of English learners, students with disabilities, foster youth, homeless youth, and families who have been historically less engaged.  The district will continue expanding culturally responsive family engagement by providing bilingual workshops, parent education opportunities, and community forums that address topics identified by families, including academic achievement, college and career readiness, mental health, attendance, and available community resources. Strengthening relationships through more personalized outreach and increased opportunities for informal interactions between families and school staff will also remain a priority.  Educational partner input further identified the need to improve coordination of services across departments and community agencies so families experience a more seamless system of support. As the district implements the Community Schools framework, it will strengthen partnerships with local organizations to increase access to health, mental health, social services, family support, and enrichment opportunities.  Finally, the district will continue using surveys, focus groups, and ongoing stakeholder feedback to evaluate the effectiveness of family engagement efforts and ensure that family voices directly influence district planning, resource allocation, and continuous improvement. By strengthening authentic partnerships with families, the district aims to improve student attendance, connectedness, academic achievement, and overall well-being while fostering a culture where every family feels welcomed, valued, and empowered as a partner in their child's education.|Wasco Union High School District will improve engagement of underrepresented families by implementing intentional outreach strategies that reduce barriers to participation and create meaningful opportunities for families to partner with schools. Based on educational partner feedback and local data, the district identified opportunities to increase engagement among families of English learners, students with disabilities, foster youth, homeless youth, and families who have traditionally participated less frequently in school activities and decision-making.  The district will expand multilingual communication and continue providing translation and interpretation services to ensure families can fully participate in meetings, workshops, and district communications. Flexible meeting options, including evening events, virtual participation opportunities, and varied meeting times, will help accommodate family work schedules and increase accessibility.  Through the Community Schools framework, the district will strengthen the role of school staff as trusted partners by increasing personalized outreach, including phone calls, home visits when appropriate, and regular check-ins by counselors, administrators, social workers, and other support staff. Family engagement activities will be designed around topics identified through surveys and stakeholder feedback, such as academic support, college and career readiness, attendance, mental health, technology, and access to community resources.  The district will also strengthen partnerships with community-based organizations to connect families with health services, behavioral health supports, food assistance, housing resources, clothing, school supplies, and other basic needs that may prevent families from actively engaging in their children's education.  To ensure continuous improvement, the district will regularly collect and analyze participation data, survey responses, and stakeholder feedback to identify gaps in engagement and evaluate the effectiveness of outreach efforts. This continuous improvement process will guide future planning and ensure that all families—particularly those who have been historically underrepresented—have meaningful opportunities to build relationships with school staff, contribute to district decision-making, and support student success.|Wasco Union High School District has established strong partnerships with educational partners, higher education institutions, businesses, community-based organizations, and local agencies to improve student outcomes and provide comprehensive support for students and families. These partnerships are intentionally aligned to the district's mission of empowering all students through educational excellence while addressing the academic, social-emotional, and career readiness needs of its diverse student population.  The district has developed strong collaborative relationships with Bakersfield College, providing students with dual enrollment, concurrent enrollment, articulated coursework, and early college opportunities that increase college access and postsecondary success. Partnerships with employers, including The Wonderful Company and local industry representatives, support Career Technical Education (CTE) pathways through internships, work-based learning, advisory committees, scholarships, guest speakers, and industry-recognized certifications.  Student support services are strengthened through partnerships with Kern Behavioral Health and Recovery Services, Kern County Superintendent of Schools, Kern High School District Regional Occupational Center (ROC), local law enforcement, healthcare providers, and community-based organizations. These partnerships expand access to mental health services, career exploration, special education support, college and career readiness activities, and student wellness resources.  Educational partner input gathered through the Local Control and Accountability Plan (LCAP) process, advisory committees, surveys, and stakeholder meetings has reinforced the importance of coordinated services and collaborative partnerships. As a result, the district has expanded intervention systems, increased access to counseling and social work services, strengthened college and career programming, and improved coordination of resources for students experiencing barriers to success.  Local data demonstrate positive progress resulting from these collaborative efforts. District attendance has improved to 93.88%, chronic absenteeism has declined across all student groups, student connectedness has increased, graduation rates have improved, and Career Technical Education pathway completion and English Learner progress continue to show positive growth. These outcomes reflect the collective impact of school staff, families, higher education, community agencies, and business partners working together to support the whole child.  The district continues to build upon these successful partnerships by expanding coordinated services, increasing access to community resources, and strengthening collaborative systems that improve academic achievement, college and career readiness, student well-being, and long-term success for all students.|Educational partner feedback and local data indicate that Wasco Union High School District has established strong partnerships with higher education, business, and community organizations; however, opportunities remain to strengthen coordination, expand access to services, and increase the impact of these partnerships on student outcomes.  A primary focus area is developing a more integrated system of support that aligns school, family, and community resources to address students' academic, social-emotional, health, and career readiness needs. Through the Community Schools framework, the district will strengthen collaboration among school staff, community-based organizations, higher education partners, healthcare providers, and local agencies to ensure students and families can easily access comprehensive services.  The district also seeks to expand partnerships that provide students with additional work-based learning opportunities, internships, mentoring, dual enrollment experiences, and career exploration aligned with regional workforce needs. Educational partners identified a need to increase opportunities for students to connect classroom learning with postsecondary education and future careers.  Another area of focus is improving coordination and communication among partners to reduce duplication of services, establish clear referral processes, and monitor the effectiveness of collaborative efforts. The district will implement systems to regularly evaluate partnership outcomes using student data, participation rates, and stakeholder feedback to ensure resources are meeting identified needs.  Educational partner input also emphasized the importance of expanding access to mental health services, family supports, and basic needs resources by strengthening relationships with local service providers. These partnerships will help reduce barriers to learning while supporting improved attendance, engagement, and student well-being.  By intentionally strengthening collaboration across education, business, healthcare, and community organizations, Wasco Union High School District will build a sustainable network of partnerships that supports the whole child and improves academic achievement, college and career readiness, and long-term student success.|Wasco Union High School District will strengthen engagement of underrepresented families by ensuring they are active partners in the collaborative systems that support student success. Based on educational partner feedback and local data, the district identified opportunities to increase participation among families of English learners, students with disabilities, foster youth, homeless youth, and families who have historically had limited involvement in school and community partnerships.  Through the Community Schools framework, the district will expand outreach by connecting families with school staff, community-based organizations, higher education institutions, healthcare providers, and local agencies that offer academic, social-emotional, health, and basic needs supports. Bilingual communication, translation and interpretation services, and culturally responsive outreach will ensure families can access available resources and participate fully in partnership activities.  The district will work with community partners to provide family workshops, resource fairs, and informational events focused on topics identified by families, including academic success, college and career readiness, mental health, attendance, technology, and available community services. Flexible scheduling, virtual participation options, and outreach through trusted school staff will help reduce barriers to participation.  To strengthen family voice, the district will intentionally include underrepresented families in advisory committees, focus groups, and planning activities that guide Community Schools implementation and other district initiatives. Families will have opportunities to provide ongoing feedback regarding partnership effectiveness and identify additional services needed to support student success.  The district will also develop clear referral and follow-up processes so families are successfully connected to community resources and receive coordinated support across agencies. By regularly reviewing participation data, service utilization, and stakeholder feedback, the district will continuously improve its partnership efforts to ensure that all families have equitable access to resources, meaningful opportunities to contribute to decision-making, and strong connections with the partners who support student achievement and well-being.|Wasco Union High School District has established a strong culture of shared decision-making by actively engaging students, families, staff, bargaining units, community partners, and educational advisory groups in district planning and continuous improvement. The district values educational partner voice and has implemented multiple structures to ensure stakeholder feedback informs programs, services, and resource allocation.  The Local Control and Accountability Plan (LCAP) serves as the primary framework for gathering input through stakeholder meetings, surveys, focus groups, and advisory committees. Families, students, certificated and classified staff, administrators, and community members participate in annual engagement opportunities that help identify district priorities, evaluate progress, and guide budget decisions. Additional input is gathered through the District English Learner Advisory Committee (DELAC), English Learner Advisory Committee (ELAC), School Site Council, Career Technical Education advisory committees, and special education meetings.  The district has strengthened communication by utilizing ParentSquare, the Aeries Parent Portal, district websites, social media, and multilingual communications to keep educational partners informed and encourage participation. Translation and interpretation services help ensure families have equitable access to meetings and decision-making opportunities.  Educational partner feedback has directly influenced district initiatives, including expanded student mental health supports, increased academic interventions, growth of Career Technical Education pathways, expanded dual enrollment opportunities with Bakersfield College, and investments in arts, technology, and student support services. Stakeholder input has also informed LCAP goals, budget priorities, Equity Multiplier planning, and school improvement efforts.  Local data demonstrate positive progress resulting from this collaborative approach. The district has improved attendance, reduced chronic absenteeism across student groups, increased student connectedness, expanded college and career opportunities, and improved student outcomes in several state and local performance indicators. These improvements reflect the district's commitment to using educational partner input alongside local data to drive continuous improvement.  By maintaining transparent communication, providing multiple opportunities for engagement, and ensuring stakeholder feedback directly influences district decisions, Wasco Union High School District has built a strong foundation for inclusive and collaborative decision-making that supports equitable outcomes for all students.|Educational partner feedback and local data indicate that Wasco Union High School District has established effective structures for stakeholder engagement; however, the district recognizes the need to deepen authentic participation and ensure all educational partners have meaningful opportunities to influence decision-making. The district's focus is to move beyond consultation by strengthening shared leadership and creating ongoing feedback loops that demonstrate how stakeholder input informs district actions.  A primary area for improvement is increasing participation from educational partners whose voices have historically been underrepresented, including families of English learners, students with disabilities, foster youth, homeless youth, and multilingual families. The district will reduce barriers to participation by expanding bilingual outreach, offering translation and interpretation services, providing flexible meeting times, and increasing virtual participation opportunities.  The district will also strengthen student and family leadership by creating additional opportunities for students and parents to participate in advisory groups, focus groups, and planning teams related to the Local Control and Accountability Plan (LCAP), Community Schools implementation, school climate, and other district initiatives. Greater emphasis will be placed on gathering input early in the planning process rather than after decisions have been developed.  Another focus area is improving transparency by consistently communicating how stakeholder feedback influences district priorities, resource allocation, and program development. The district will share outcomes from surveys, advisory meetings, and engagement activities so educational partners understand how their voices contribute to continuous improvement.  Finally, the district will strengthen its use of local data by regularly analyzing participation trends, survey results, and stakeholder feedback to identify gaps in representation and evaluate the effectiveness of engagement strategies. This continuous improvement process will help ensure that decision-making reflects the diverse perspectives and needs of the entire school community while advancing equitable outcomes for all students.|Wasco Union High School District will strengthen engagement of underrepresented families by creating more accessible, inclusive, and meaningful opportunities for participation in district and school decision-making. Based on educational partner feedback and local data, the district identified the need to increase participation among families of English learners, students with disabilities, foster youth, homeless youth, and families who have historically been underrepresented in advisory groups and district planning processes.  The district will expand multilingual communication by providing translation and interpretation services, culturally responsive outreach, and clear, accessible information about opportunities for involvement. ParentSquare, the Aeries Parent Portal, district websites, and direct outreach from school staff will be used to increase awareness and encourage participation.  To reduce barriers, the district will offer flexible meeting times, virtual participation options, and family engagement events scheduled at convenient times. Trusted school staff, including administrators, counselors, teachers, social workers, and family liaisons, will conduct personalized outreach to encourage participation and build lasting relationships with families.  The district will intentionally increase opportunities for underrepresented families to serve on advisory committees, participate in focus groups, complete surveys, and contribute to Community Schools implementation, LCAP development, and other district initiatives. Families will be engaged early in the planning process so their perspectives help shape priorities, programs, and resource allocation rather than simply providing feedback after decisions have been made.  To build trust and strengthen shared leadership, the district will regularly communicate how stakeholder input influenced district decisions and report back on actions taken as a result of family feedback. Participation data, survey results, and stakeholder feedback will be reviewed annually to identify gaps in representation and evaluate the effectiveness of engagement strategies.  By reducing barriers, expanding outreach, and creating authentic opportunities for shared decision-making, Wasco Union High School District will ensure that all families—particularly those who have been historically underrepresented—have a meaningful voice in decisions that support student achievement, well-being, and continuous district improvement.|4|5|4|4|4|4|4|4|4|4|4|4|Met||2026-06-25|2026
15735440000000|Rio Bravo-Greeley Union Elementary|3|RBGUSD maintains a strength of communication and reaches 99% of families through the messaging service Parent Square as well as additional platforms including: Class Dojo, phone calls, emails, and social media. Communication focuses on student academics, social-emotional needs, attendance, events, opportunities for engagement, and updates. Based on educational partner input and local data, RBGUSD families continue to value being on campuses, being part of the RBGUSD community, and involvement. Based on 2026 LCAP survey data, 90.5% of families believe the school and district value parents as important partners in their child's education.|RBGUSD has established the following focus areas for improvement in building relationships between school staff and families: • Family engagement opportunities • Parent engagement nights • Regular communication between staff and the families of students|RBGUSD will continue to improve the engagement of underrepresented families by continuing to engage with topics for parent events and offering various times and dates for engagement. The district will continue to develop staff's level of strategies to share with families' strengths, cultures, languages, and goals for their children.|RBGUSD has continued to provide professional learning and support to teachers and principals to improve a school's capacity to partner with families.|RBGUSD would like to focus on improving parents' and families' access to information and resources to support student learning and development in the home setting. This can be done through parent nights as well, and home communication.|RBGUSD specifically the district would like the above listed focus area to target those families and engagement of underrepresented families.|RBGUSD continues to succeed in offering ample engagement opportunities for decision-making and sharing through the academic school years. Parents are offered to attend and participate in a variety of advisory groups, including but not limited to SSC, DAC, ELAC, and DELAC. The district continues to seek parent input several times each year. The district offers opportunities to educational partners, including parents, teachers, principals, students, and staff.|RBGUSD will focus on continually building the capacity of and supporting principals and staff to effectively engage families in advisory group opportunities.|RBGUSD will improve engagement with underrepresented families by continuing to extend invitations and opportunities to provide input from various educational partners and groups.|5|5|4|5|5|4|4|4|5|5|5|5|Met||2026-06-12|2026
15737420000000|Sierra Sands Unified|3|Areas of strength and progress in building relationships between school staff and families through the implementation of Capturing Kids Hearts, various District Advisory groups, holding Listening Sessions, hosting Coffee with the Superintendent, offering Family Nights at elementary sites, and increased opportunities for secondary families to engage with staff through extracurricular activities.|Focus areas for improvement in building relationships between school staff and families include holding Listening Sessions (Street Data), varying the times offered for engagement and advising such as School Site Council, Family Nights, and district advisory groups and the implementation of Capturing Kids Hearts to build relationships that are meaningful and improve the support of families.|The district will improve the engagement of underrepresented families such as parents of English Learners through increased communication about translation support on campuses and EL office hours.|Areas of strength and progress in building partnerships for student outcomes include an annual training of School Site Council members in understanding educational partnership roles and the implementation of each site’s School Plan for Student Achievement (SPSA). Through the SPSA, student outcomes are identified and addressed. Another area of strength and progress is the site Student Support Team (SST) engagement of educational partners in identifying areas of need and support for improved student outcomes. In addition, there are increased opportunities to provide input into the development of the LCAP through an annual survey and the LCAP Advisory Committee.|Focus areas for improvement in building partnerships for student outcomes include increasing the frequency of School Site Council meetings to monitor the progress of SPSAs. Another area of focus is improving the data culture to regularly assess student outcomes and develop timely responses to student outcome needs.|The district will improve the engagement of underrepresented families such as parents of English Learners in building partnerships for student outcomes through training in site and district English Learner Advisory Committees (D/ELAC) in terms of instruction, assessment, intervention, designated/integrated English Language Development, and supplemental programs.|Areas of strength and progress include providing information and opportunities to engage in dialogue to build background knowledge prior to seeking input for decision-making and various District Advisory groups that informed District Reorganization initiatives. In addition, there are increased opportunities to provide input into the development of the LCAP through an annual survey and the LCAP Advisory Committee.|Focus areas for improvement in seeking input for decision-making include increasing opportunities for educational partner input through additional surveys and the sustained implementation of various District Advisory groups.|The district will improve the engagement of underrepresented families such as parents of English Learners through increased communication about student outcomes/progress monitoring to inform input for decision-making.|5|5|4|5|5|5|5|5|5|5|5|5|Met||2026-06-11|2026
15737420165233|Opportunities for Learning - Ridgecrest|3|OFL-Ridgecrest offers several opportunities for family engagement with the school’s teachers, staff, and administrators.  In the 2025-26 School Climate Survey the LEA achieved a parent/guardian median score of 4.37 in Connection and Belonging.  Family involvement begins at orientation, where new students and their families collaborate with the teacher, various school staff and Assistant Principal.  The orientation is designed to create a strong synergistic relationship where families can provide important information about the student’s strengths, cultural background, language preferences, areas of concern, and academic/personal goals.  The goal is to create a student centered approach to creating a unique academic plan for success where the families needs are understood and respected.  These positive relationships are further fostered with Achievement Chats before the start of each new semester where student goals are reviewed, student academic and social-emotional needs are discussed, and academic strategic planning is conducted.  This ensures the family, student and staff remain in alignment for supporting the student’s post-secondary goals.  Additionally, the LEA provides several resources to maintain strong student engagement including: tutoring services, access to mental health and social services, wellness supplies, student council led events, game nights, field trips, college and career events, and Pathways experiential learning.  School Psychologists are available to provide individual and group social-emotional support when needed.  OFL-Ridgecrest promotes meaningful family engagement by providing multiple opportunities for participation throughout the school year, including Back to School Night, Open House, award ceremonies, and involvement in school committees. To foster welcoming and inclusive school environments for all students and families, the LEA also provides ongoing professional learning for staff focused on LGBTQIA+ awareness, diversity, equity and inclusion, and culturally responsive practices. These efforts strengthen school-family partnerships and support a school culture that values, affirms, and respects diverse identities, experiences, and backgrounds.|While OFL-Ridgecrest provides multiple avenues for parental involvement, increasing parent participation in decision-making groups such as DELAC and PAC is an area for growth. Despite targeted outreach efforts—including extensive advertising and direct invitations—recent meetings have experienced low attendance. This presents a challenge in gathering diverse and representative parent input to inform school improvement planning. The LEA is actively exploring additional strategies to strengthen engagement in these advisory groups and ensure all parent voices are heard in the decision-making process.|OFL-Ridgecrest is committed to fostering meaningful engagement with all families, with a focus on ensuring representation and inclusion of underrepresented groups. In the 25-26 School Climate Survey, the LEA earned a strong median family score of 4.37 in the area of Connection and Belonging and 4.49 in the area of Inclusion.  Family engagement begins with orientation, where new students and their parents/guardians meet key staff members and share valuable information about the student’s strengths, family culture, language preferences, and academic or personal goals. These initial connections set the foundation for ongoing, positive relationships.  One key practice that sustains engagement is the Achievement Chat, held each semester. These structured, two-way conversations between teachers and families promote communication around academic progress and social-emotional needs.   To ensure equitable engagement, targeted support is provided to families of English Learners (ELs), Students with Disabilities, and Foster Youth: English Learner families receive personalized invitations, regular updates, and support at school events from EL Specialists.  Families of Students with Disabilities are supported through direct outreach by Special Education Specialists and Paraprofessionals, who provide consistent communication, event support, and access to special education resources. Foster Youth and their families benefit from School Counselor-led outreach, ensuring access to resources and encouragement to participate in school engagement activities.  These collective efforts underscore the LEA’s commitment to building inclusive, supportive partnerships with all families and strengthening engagement across diverse student populations.|OFL-Ridgecrest is committed to strengthening communication and engagement between staff and families. Teachers regularly communicate with parents regarding student academic performance, attendance, and strategies to support learning both at home and in school. These updates are delivered through multiple channels, including phone calls, emails, the Remind app, School Messenger, flyers, social media, and in-person events such as Back to School Night and Open House. Achievement Chats, conducted at least twice per year, provide structured opportunities for students, parents, and staff to collaboratively discuss academic progress. Additionally, parents are encouraged to schedule one-on-one meetings with school administration and staff or drop in on designated Fridays to review student performance.  The LEA also hosts a variety of family engagement events, including open houses, focus groups, community partnership events, and resource and career fairs. These events offer families the chance to connect with school staff and discuss their student’s academic trajectory and post-secondary goals outside of formal meetings.   To further promote diversity and social inclusion, OFL-Ridgecrest provides student-centered programming. A dedicated diversity team organizes monthly cultural celebrations throughout the school year, while Student Council leads monthly events designed to build community and foster peer relationships. Collectively, these efforts reflect the LEA’s continued commitment to building a supportive, inclusive school environment through strong family partnerships and culturally responsive practices.|OFL-Ridgecrest provides multiple platforms to support ongoing, transparent communication between families and school staff regarding student progress. Families can monitor academic outcomes and progress toward graduation through the student information system and Edmentum Sensei. These tools allow parents to track the amount of time students are engaging with academic units and evaluate their progress toward completion of graduation requirements.  In addition to digital access, teachers regularly communicate with families—especially when students are excelling or need additional support. These check-ins are aligned with personalized academic goals established during Achievement Chats, which take place each semester. During these meetings, families have the opportunity to collaborate with staff, set goals, and discuss strategies for supporting student success at home.  At OFL-Ridgecrest, family partnership is viewed as an ongoing, two-way relationship—not limited to individual events but embedded into the daily fabric of student support. To further facilitate open communication, every staff member has a Google Voice number, allowing families and students to directly call or text teachers, making communication more accessible and responsive.  Recent School Climate Survey data reflects the success of these efforts: 89.1% of students reported that it was easy to get help from an adult and 89.7% felt the teachers really care about them. These findings highlight the LEA’s commitment to ensuring that every student feels supported and that families are empowered to actively participate in their child’s educational journey.|OFL-Ridgecrest is committed to increasing engagement among underrepresented families by providing targeted support for unduplicated students, including English Learners, Students with Disabilities, Foster Youth, and Homeless students. Specialized staff play a critical role in supporting these students' academic, social, and emotional development.  Special Education Specialists and Paraprofessionals work closely with Students with Disabilities to help them achieve individualized academic and personal goals.  English Language Specialists provide direct support for English Learners, focusing on language development and academic achievement.  School staff assist Foster Youth and Homeless students with strategic academic planning, ensuring they have the guidance and resources needed to succeed.  The Career Pathways Coordinator and other school staff offer all students access to college and career exploration opportunities, including events, pathway programs, and life-after-high-school preparation.  To empower families as advocates for their children, OFL-Ridgecrest offers informational sessions and training opportunities through DELAC and PAC meetings. In addition, staff clearly communicate student and parent rights during all IEP and 504 meetings, ensuring that families are well-informed and actively involved in the decision-making process.|OFL-Ridgecrest has established active DELAC and PAC committees to ensure meaningful parent engagement in school planning and decision-making. These groups review and offer feedback on the Local Control and Accountability Plan (LCAP) and participate in data analysis and root cause identification to inform both LCAP and WASC planning.   Parents and students are involved in comprehensive needs assessments and data-driven discussions that shape school improvement strategies and program development. To support effective participation, OFL-Ridgecrest has implemented a structured process for data analysis, identification of focus areas, and the creation of measurable goals—particularly for special populations. The CNA Data Analysis Google Sheet, shared with all educational partners, serves as a collaborative tool that guides the needs assessment process.  In addition, the LEA has invested in professional development to strengthen the capacity of both leadership and parent advisory groups. These trainings focus on compliance, facilitation strategies, and best practices in stakeholder engagement.   Through these structures and supports, OFL-Ridgecrest ensures that educational partners are informed, empowered, and actively involved in shaping the educational experience for all students.|OFL-Ridgerest fosters parent engagement through various events such as open houses, focus group meetings, community partnership events, and resource and career fairs. However, there is still room for growth in increasing overall participation.  Increasing and sustaining parent participation is a key focus for the LEA.  Parent engagement events play a vital role in discussing students' academic progress and gathering valuable feedback on school programs and initiatives. To further enhance participation, OFL-Ridgecrest will focus on increasing recruitment for DELAC and PAC, ensuring that parents are consistently informed and actively involved in the decision-making process. By expanding DELAC and PAC membership, OFL-Ridgecrest aims to strengthen parent involvement in oversight groups, providing them with continued opportunities to influence decisions and advocate for the needs of all students at the charter|To enhance engagement with underrepresented families, OFL-Ridgecrest is committed to increasing their participation in DELAC, PAC, and other parent engagement initiatives. A key strategy identified during our self-reflection process is the implementation of semesterly Achievement Chats. These meetings involve teachers, educational support providers, parents/guardians, and students in collaborative academic planning. The sessions celebrate student achievements, address individual needs, and provide a space to discuss family concerns.  Achievement Chats offer a supportive, low-pressure environment for underrepresented families to engage in discussions about their child’s academic progress and school experience. This approach helps reduce stress and fosters an open, comfortable platform for families to share their insights and concerns. By promoting this kind of two-way communication, we aim to create a stronger connection between families and the school community. Ultimately, our goal is to increase underrepresented family involvement in oversight groups such as PAC and DELAC, strengthening the partnership between home and school.|5|4|4|5|4|4|4|5|3|3|4|4|Met||2026-06-29|2026
15739080000000|McFarland Unified|3|Last year, we have identified several notable strengths within our LEA, particularly in the area of family engagement and communication.  According to data from ParentSquare, 99% of our families are successfully receiving digital communications, with 45% of parents actively interacting with messages.  Given that many families have more than one child or contact listed, this level of engagement likely reflects interaction from as much as 90% of our parent base.  Additionally, over 51% of families have downloaded the ParentSquare app, and 98% receive notifications directly to their cell phones, increasing accessibility and timely communication.  Schools have also reported increased attendance at family night events, indicating a growing sense of connection and participation. Our district further demonstrated community involvement by actively participating in both the Christmas and Cinco de Mayo parades, events that promote school pride and visibility within the broader community.  This year, the % of parents actively using Parent Square is just 99%. We had active participation in many community events, including the Christmas and Cinco de Mayo parades. This year all 3 elementary schools used our student center at the high school for performances and awards ceremonies. The student center seats over 3000 and, in most cases, was close to capacity.|"Our parent surveys came back very positive, but we want to continue to focus on 2 areas: Percent of parents indicating, ""teachers make time to discuss grades, academic successes, or areas for improvement with their students and families."" (83% agree)  Percent of parents indicating, ""my child looks forward to coming to school most days."" (88% agree)"|There are some ways we intend to improve on the school/family connection:  Relational Home Visits: Implementing a structured Parent Teacher Home Visits (PTHV) model to build trust outside the school walls.  Co-Designed Events: Partnering with community leaders to host events in neutral, accessible community spaces rather than just on campus.  Two-Way Communication Channels: Moving away from one-way flyers to interactive platforms (like TalkingPoints) that translate text messages into families' native languages.|We provide a range of parent training and support opportunities through programs such as PIQE and the Parent Project.  Parent groups including DELAC, ELAC, SSC, and others, are regularly engaged to offer meaningful input on how we can strengthen our practices.  We also collect annual feedback to inform both Title I and LCAP planning.  Notably, our District Advisory Committee (DAC) now meets multiple times throughout the year and has expanded to include student representatives from the secondary level an improvement from previous years.|Our goal is to ensure that all parents feel their child’s teachers are approachable and that effective two-way communication is consistently in place.  Teachers serve as the primary point of contact between the school and families, and we recognize the critical role they play in shaping the overall experience for both students and parents.  It is essential that every teacher remains accessible, responsive, and engaged in open dialogue with families.  Encouragingly, our recent survey data shows improvement in this area, reflecting progress in building stronger home-school connections.  However, we remain committed to continuous growth and will persist in our efforts to enhance communication and foster meaningful parent-teacher partnerships.|WE have about 90% unduplicated students, and 100% of our students receive free breakfast and lunch. As a response, we will continue to allocate additional funding specifically for parent engagement efforts.  These funds will be used to provide essential supports such as on-site childcare and meals for attendees, helping to remove obstacles and encourage greater participation in school events.  We also make sure we have bilingual office staff and tablets to assist our families who are unable to to communicate in English.|Our educational partner's response rate to the annual LCAP survey has steadily increased each year, reflecting growing engagement and interest in shaping district priorities.  We also maintain a high connectivity rate through ParentSquare.  This increase in engagement is further supported by the active participation of our DELAC and DAC committees, which continue to provide valuable input and recommendations that inform our decision-making processes.  We also offer PIQE at all three elementary schools, with about 20 parents at each school participating this past year. Demand for PIQE remains high, even after offering for 4 years straight.|A significant percentage of parents do NOT take an active role in their child's education. In response, we will continue to explore and implement diverse, inclusive strategies to ensure all parents, regardless of their level of engagement, feel welcomed, valued, and heard.  Gathering their input consistently, year after year, will help us better understand the needs of our students and families and guide meaningful improvements across our schools.|One of the major barriers faced by families in our community is the reliance on hourly wages, which makes it difficult for parents to take time off work without sacrificing income.  As a result, attending school events or engaging in in-person activities can be a challenge.  To help address this, we have successfully implemented strategies such as providing meals and childcare during school events, two key factors that previously limited participation.  These supports have helped increase attendance and make our events more accessible to working families. We continue to encourage our schools to hold events in the evening so parents can attend without having to take time away from work.  Additionally, our strong connectivity rate on ParentSquare has significantly improved our ability to communicate with families.  By offering forms and required documents digitally through the platform, we’ve made it easier for parents to complete essential tasks without needing to visit the school office during working hours.|4|4|4|5|4|4|5|4|4|4|5|4|Met||2026-06-18|2026
15747650000000|Kern County ROP|3||||||||||||||||||||||Not Met|||2026
15748070000000|Kern High ROC|3||||||||||||||||||||||Not Met|||2026
15751680000000|El Tejon Unified|3|ETUSD currently has developed a Community School at El Tejon Middle School and Frazier Mountain High School.  The community school concept is to establish an area and offerings to meet the needs of not only our students, their families, but all the families of the mountain communities.  We have also developed two positions which sole goal is to work closely with all families to ensure their needs are being met in order to establish regular school attendace and behaviors on a daily basis.|ETUSD's focus areas are to establish more regular communication on an on-going basis between teachers and all families, not just the families of those struggling students. We are focused on providing the necessary environment to both meet the needs of students who need intervention as well as those who are in need of acceleration.|ETUSD's CalPads Data Coordinator runs monthly reports for all sites targeting the attendance of all students from underrepresented families to see where improvements can be made and identify which families may need additional support.  These reports are discussed and analyzed with administration, Student Success Facilitator, and additional staff to communicate and offer support to these families.|ETUSD currently has developed a Community School at El Tejon Middle School and Frazier Mountain High School.  The community school concept is to establish an area and offerings to meet the needs of not only our students, their families, but all the families of the mountain communities.  We have also developed two positions which sole goal is to work closely with all families to ensure their needs are being met in order to establish regular school attendance and behaviors on a daily basis.|ETUSD's focus areas are to establish more regular communication on an on-going basis between teachers and all families, not just the families of those struggling students. We are focused on providing the necessary environment to both meet the needs of students who need intervention as well as those who are in need of acceleration.|ETUSD's CalPads Data Coordinator runs monthly reports for all sites targeting the attendance of all students from underrepresented families to see where improvements can be made and identify which families may need additional support.  These reports are discussed and analyzed with administration, Student Success Facilitator, and additional staff to communicate and offer support to these families.|"ETUSD uses staff, parent, and student surveys in multiple areas to gain input from all stakeholders in making decisions. All school sites have a school site counsel for local decisions, the high school has their WASC team, and the district has both the DAC and DELAC for district level input on various items. Principals also hold ""Donuts with the Principal"" regularly as well as utilizing PTSO and the Booster Club."|ETUSD realizes that as students get older and enter into high school parents start to become less involved in the schooling process. We are using Parent Square to frequently communicate important information and updates to all parents.  Parents receive this information in the form of emails, text messages, and voicemails.|ETUSD's Student Success Facilitators will regularly reach out to underrepresented families via phone calls, text messages, and emails to ensure they are receiving all support needed in all areas including: academics, attendance, and other community services available. Regular events such as Back to School nights, conferences, and sporting events will be utilized to also get necessary information sent home to all families in addition to flyers with available resources mailed home to families.|5|5|4|5|4|5|5|5|5|5|5|5|Met||2026-06-15|2026
16101650000000|Kings County Office of Education|3|An area of strength would be the Title I and Schools Site Council (SSC)/Local Control and Accountability Plan (LCAP) work surrounding the communication we have completed. We have worked diligently to promote parent communication and the opportunity to provide input as we work together to advance student achievement. Parent-teacher conferences are held each quarter to share information about students and to foster relationships. Parent input is collected via phone calls and in-person meetings. Staff were provided professional development around culturally relevant practices, including learning about local cultures. A translator is provided as needed for all meetings with families, and information is provided in English and Spanish.|As an area for improvement, parent education events will be held next year to build understanding and capacity in advocacy and exercising legal rights. The LEA has set a goal for the next five years to increase the engagement of underrepresented families to build capacity among students, families, JCM staff, Probation staff, and community members to foster shared leadership systems, democratic participation, and collaborative decision-making. The site will design leadership development opportunities that are asset-based, culturally relevant, inclusive, and accessible to all.|Based on the analysis of educational partner input and local data, the site has set a goal for the next five years to develop family and community engagement opportunities both on-site and in each town within Kings County. The site plans to include opportunities for parent education based on their input around topics that would be of interest/benefit to them. The site will also identify and curate assets within the community, including opportunities for families to share.|An area of strength where we would like to continue to improve is the LEA’s progress in creating welcoming environments for all families in the community. Parent input is collected individually via phone calls and in-person meetings and is used during the LEA needs assessment process. Parent/teacher conferences are held each quarter. This year, the LEA held IEP, 504, and SST meetings in-person with virtual options for families. In-person graduations were held multiple times throughout the year.|An area of improvement that we would like to continue to focus on is the LEA’s progress in developing staff capacity (i.e., administrators, teachers, and classified staff) to build trusting and respectful relationships with families. To strengthen these relationships, teachers will reach out to parents more regularly. An advisory was formed to foster trusting and respectful relationships with families as part of the community school implementation plan process. Families were invited to attend a Community School Advisory Committee meeting and participated by attending in person.|Based on the analysis of educational partner input and local data, the LEA will improve the engagement of underrepresented families via technology implementation to regularly reach out to families. Reminders will be sent out to families and reinforced via community partners such as probation officers and community-based organizations.|An area of strength where we would like to continue improving is the LEA’s progress in building the capacity of and supporting principals and staff to engage families in advisory groups and decision-making effectively. Parents are invited to participate in regularly scheduled SSC meetings. We continue to provide materials in English and Spanish and have a Zoom option. The site Administrator actively ensures continuous parent participation on the School Site Council, including input from English learners’ parents. Parent surveys are conducted via telephone, with translation services available to ensure most families complete site surveys.|An area of improvement that we would like to continue to focus on is the LEA’s progress in providing all families with opportunities to provide input on policies and programs and implement strategies to reach and seek input from any underrepresented groups in the school community. A student panel was held at the event to gather input from educational partners. Community members were invited to this event as well. We aim to explore other ways to contact parents to attend engagement meetings. Tapping into community groups to better reach out to families would be a way to explore and solicit feedback.|Based on the analysis of educational partner input and local data, the LEA will improve educational partner input in critical decision-making by exploring new ways to gain feedback. Methods include using technology to reach out to educational partners and/or implementing community partnerships to form lasting and meaningful relationships.|4|4|4|4|4|3|4|3|4|4|5|3|Met||2026-06-09|2026
16638750000000|Armona Union Elementary|3|Strengths:   - 76.5% of parents feel welcome to participate in activities at their child’s school  - 100% of parents believe their child’s school is clean, safe, and in good repair|Area of Progress:   - 94.1% of parents believe their student is safe while at school - 82.4% of parents believe the English learner program is helping English learners to learn English as quickly as possible - 50% of staff feel the school is clean, safe, and in good repairArea of Progress:   - 94.1% of parents believe their student is safe while at school - 82.4% of parents believe the English learner program is helping English learners to learn English as quickly as possible - 50% of staff feel the school is clean, safe, and in good repairArea of Progress:   - 94.1% of parents believe their student is safe while at school - 82.4% of parents believe the English learner program is helping English learners to learn English as quickly as possible - 50% of staff feel the school is clean, safe, and in good repair|Area of Progress:   - 94.1% of parents believe their student is safe while at school - 82.4% of parents believe the English learner program is helping English learners to learn English as quickly as possible - 50% of staff feel the school is clean, safe, and in good repair|Strengths:   My child's school offers support that helps my child to be academically successful = 88.2% Twice a year parent-teacher conferences are well advertised and attended. We work to disseminate relevant information to parents in a timely manner.|Area of Progress:   My child's school offers helpful parent education opportunities =  76.5% We are working to develop processes to better support families to understand and exercise their legal rights as they advocate for students and ways to effectively communicate family needs.|Focus areas:   More capacity building in structuring meaningful parent involvement opportunities.|Strength:   - 94.1% of parents feel their child’s school actively seeks parent/community input into decisions related to their child’s education As a district, we will go the extra mile to provide a safe environment to allow for honest and quality parent input. We look for every opportunity to involve parents in all aspects of student-focused decision-making.|Area of Progress:   Parent comments showed requests to increase communication surrounding activities, opportunities to chaperone/ volunteer, and information regarding conflicts in school. We are working to develop processes that would allow more opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.|Focus area:   Our focus is to continue to build capacity to work together for a long-term family engagement program.|3|3|3|3|3|3|4|3|3|4|4|3|Met||2026-06-10|2026
16638750101717|Crossroads Charter Academy|3|Area of Strength: Crossroads effectively uses Parent Square to communicate with parents, students, and staff. This app enables us to post on a message board and send emails or texts. Crossroads also leverages social media via Facebook and Instagram to communicate with educational partners, which has helped keep families informed and highlight activities within our school. Additionally, teachers use in-house email, phone calls, and other communication apps to meet the needs of students and parents effectively.|Area for Improvement: Crossroads Charter Academy collects input through the Parent Advisory Committee (PAC) and an English Learner representative (as we do not have enough English Learners enrolled to form an English Learner Advisory Committee) to better understand the interests of all families, especially those of underrepresented students. We will continue to promote and encourage all parents, particularly those from underrepresented groups, to participate in these councils.|Area of Focus: We will continue re-engaging families and increasing their participation in school functions and activities. The monthly activities have helped to engage families and make lasting connections.|Area of Strength: Building partnerships is a key strength for Crossroads Charter Academy, as our staff forms lasting relationships with students who return year after year. Teachers can remain the student’s teacher of record based on their credential type; for instance, a single-subject teacher might stay with a student from 7th grade through graduation, while a multiple-subject credentialed teacher could be the teacher of record from kindergarten through 8th grade. Our front office staff warmly greets each student and parent daily.|Area for Progress: Engaging families and students more actively in our Parent Advisory Committee (PAC) meetings remains a focus. Our instructional technology employee assists students and families with issues surrounding computer logins or connectivity problems.|Area of Focus: We will continue to better support foster and homeless youth by educating them about their rights and providing opportunities to learn how to advocate for their education.|Area of Strength: Crossroads Charter Academy excels in making families feel welcome and included in their child’s education. Since teachers|Area of Need: A priority is ensuring that all families are included in educational partner decisions. Our Parent Advisory Committee (PAC) is an ideal forum for this involvement. We continue to encourage, provide opportunities, and support our families participating in these meetings. According to WASC, students reported they needed more socialization opportunities. As such, the monthly activities and study trips have helped to foster these connections. We will continue to support these community-building efforts.|Area of Focus: We aim to seek input on policies and programs and implement strategies to reach out to and gather input from underrepresented groups within the school community. These groups include unduplicated pupils, homeless students, students with disabilities, students at risk of abuse, neglect, or exploitation, disengaged students, and at-promise students. These groups have been prioritized throughout our Local Control and Accountability Plan (LCAP) and additional funding sources.|4|4|4|5|4|4|4|4|4|4|4|4|Met||2026-06-10|2026
16638750112698|California Virtual Academy at Kings|3|The school is dedicated to cultivating trusting and respectful relationships with families to ensure student success in the virtual learning environment. Upon enrollment, families receive personalized onboarding support from a designated coach, including guidance on program expectations, communication channels, and navigation of online platforms and resources. These intentional connections help establish a strong sense of belonging from the start. Spanish-language onboarding is available for Limited English Proficient (LEP) families, along with translation tools for families who speak other languages. Teachers proactively connect with families through welcome calls, monthly check-ins, academic conferences, and live instruction aligned to California standards. Staff prioritize building strong relationships through consistent, face-to-face interactions and support student and family resilience through intentional social-emotional learning practices. The school emphasizes self-awareness, self-management, and executive functioning skills, while schoolwide behavioral expectations promote positive interactions, guide staff decision-making, and create consistent support systems for students. Beyond the classroom, the school offers in-person and virtual activities, clubs, and support sessions to foster connection and engagement. Year-round support is available, including during the summer months. School leaders regularly gather feedback from families, students, and staff through surveys and direct engagement to inform continuous improvement. Programs such as Compass provide targeted support for students experiencing homelessness, foster youth, and other underrepresented student groups, offering resources, engagement opportunities, and coaching, including bilingual support. Families, students, and staff actively participate in planning and decision-making through Title I meetings, the English Learner Advisory Committee (ELAC), and Partner Engagement Meetings. These forums provide opportunities to review and give input on the Local Control and Accountability Plan (LCAP) goals, actions, and services. The LCAP Advisory Committee ensures that feedback informs decision-making and program adjustments aligned with community needs. The school evaluates data through multiple accountability measures, using insights to refine action plans and enhance family engagement strategies. By prioritizing inclusive practices, strong communication, and meaningful partnerships, the school ensures all families feel welcomed, valued, and supported.|Based on analysis of educational partner input and local data, the LEA has identified several focus areas for improvement in strengthening relationships between school staff and families. Family survey feedback and engagement data indicate a need for greater consistency and quality in communication between teachers and families, particularly through connection calls and live Class Connect sessions. As a result, the LEA will continue refining expectations and practices for connection calls and implement schoolwide welcoming and engaging strategies across all departments to ensure families feel consistently connected and supported. Educational partner input also highlighted the importance of building staff capacity to foster trusting and respectful relationships with families, particularly those experiencing barriers related to trauma or unique life circumstances. To address this need, the LEA will expand training and professional development in trauma-informed practices to better equip staff to support students and families with empathy and responsiveness. Additionally, local data and feedback from multilingual families identified ongoing challenges related to language access and communication. The LEA will provide additional staff training on how to identify and use families’ primary and preferred languages, while continuing to refine and implement the Language Access Plan to improve access for Limited English Proficient families. Further, the LEA has identified a need to strengthen supports for newcomer students and their families. The English Language Development Department will continue to develop and expand newcomer instructional and family support services to better meet the needs of students in grades K–12 who are new to the United States and learning English. Through these targeted improvements, the LEA aims to create more consistent, inclusive, and responsive systems that strengthen relationships and increase meaningful engagement with all families.|Based on analysis of educational partner input and local data, the school will improve engagement of underrepresented families by strengthening access, communication, and targeted outreach for English Learners, Students with Disabilities, and Socioeconomically Disadvantaged students. Feedback from families and engagement data indicated a need for more consistent, accessible communication and increased opportunities for meaningful participation. To address language barriers, the school will expand multilingual communication supports. Bilingual engagement staff will continue to provide year-round support for Spanish-speaking families, while schoolwide documents and the website remain accessible through translation features. The school will continue utilizing Certified Languages International (CLI) to provide interpretation in over 230 languages during real-time interactions, and will ensure families can request translation and interpretation services in their preferred language at any time. Staff training on identifying and using families’ primary language will further strengthen communication. For Socioeconomically Disadvantaged families, the school will improve engagement by reducing barriers to participation and increasing targeted outreach. Strategies include onboarding follow-up for families not meeting engagement expectations, access to internet subsidies to support connectivity, and proactive outreach from the Compass team when students show signs of disengagement. Workshops focused on resilience and problem-solving will continue to provide families with tools to support student success and strengthen connections with the school. For Students with Disabilities, the school will enhance family engagement through consistent and intentional communication. General education teachers and Education Specialists will conduct targeted outreach, while case managers will ensure families are actively involved in the IEP process, including 30-day, annual, and triennial meetings. These efforts support meaningful collaboration and shared decision-making. Additionally, the school will continue to refine its use of engagement data to monitor participation trends among underrepresented student groups and adjust strategies to ensure more consistent and meaningful family involvement.|The school fosters strong partnerships with families to ensure student success. Recognizing the critical role parents play in an independent study charter school, the school actively engages families by providing information, resources, training, and opportunities to collaborate with other parents to support their children’s learning. Regular teacher-family conferences inform parents about student progress and expectations, while accessible systems provide visibility into grades, assessments, and online activities. Dedicated engagement and attendance support teams help keep students connected to their learning by supporting families with strategies and clear expectations. To improve outcomes for English Learners, the ELD Department includes a Bilingual Engagement Coach and ELD paraprofessionals who provide targeted outreach and personalized support. These efforts address attendance barriers and guide families in understanding student progress, fostering collaboration to accelerate English proficiency and reclassification. Graduation coaches also support students and families by providing guidance on requirements, progress tracking, and pathways to on-time graduation through meetings, assemblies, and conferences. As a Professional Learning Community (PLC), the school focuses on learning, collaboration, and results. Staff work together to analyze student progress, refine instruction, and strengthen communication with families through onboarding, connection calls, academic conferences, and ongoing support sessions. Programs such as CAVA2College and the Career & College Prep Program provide high school students with opportunities to explore career pathways, earn certifications, and prepare for postsecondary success. Middle school students engage in career exploration and can earn high school credit. The school utilizes multiple communication platforms, including ParentSquare, LC Community, social media, and the school website, to share information and build connections. The Family Teacher Organization (FTO) further strengthens partnerships through regular meetings and shared goals. Social-emotional well-being is also a priority. The SEL team provides student assemblies aligned to SEL benchmarks, crisis support, and access to community-based mental health resources through Care Solace. Monthly, Parenting with Purpose workshops offer families opportunities to build community and learn strategies that support positive parent-child relationships.|The school’s focus areas for improvement in building partnerships for student outcomes include strengthening social-emotional learning (SEL) connections with families, improving access to community-based resources, and expanding language access. Based on educational partner input and local data, including family feedback and participation trends, the school identified a need to increase meaningful opportunities for students and families to engage with SEL content. In response, the school will integrate SEL-focused assembly topics into middle and high school ORN courses and provide additional resources to support consistent implementation at the elementary level. Educational partner input also indicated a need for more effective connections to community-based supports. The school will strengthen staff capacity to connect families with resources through Care Solace by providing training on “warm handoff” practices, ensuring families receive timely, personalized, and sustained support. Additionally, local data and feedback from multilingual families identified ongoing barriers related to language access. The school will expand translation and interpretation services, with a focus on increasing Arabic language supports, to better meet the needs of a growing population of families whose primary language is not English. These focus areas are intended to reduce barriers, strengthen family engagement, and improve student outcomes by creating more inclusive, responsive, and connected partnerships between families and the school.|Ways We Are Improving for Underrepresented Families The school’s Attendance Advocates proactively address student absences daily, working with students and families to identify and overcome barriers to engagement. They assist parents with completing required surveys for offline work and schedule additional meetings when absences persist to ensure students are supported and re-engaged in their learning. To support McKinney-Vento (MKV) students, the school has increased staffing to ensure timely access to dedicated support. Students are provided with essential materials based on individual needs, including backpacks, school supplies, ink, paper, hotspots, and PE clothing. Staff also provide referrals and warm handoffs to community resources such as food, housing, health, and mental health services. All staff participate in ongoing professional development to strengthen their ability to support students and families. New teachers receive comprehensive onboarding and are paired with a dedicated support teacher during their first year to ensure strong alignment with schoolwide expectations and practices. The school continues to strengthen its implementation of a Professional Learning Community (PLC) model focused on collaboration, learning, and results. Key teams include: Leadership Team: Coordinates schoolwide efforts across departments and grade levels. Guiding Coalition: Leads PLC processes and supports a collaborative culture focused on student outcomes. Professional Learning Teams (PLTs): Collaborate on instruction, intervention, and support for shared students. MTSS/Intervention Team: Provides targeted support for at-risk students through data-driven interventions. Student Study Team (SST): Reviews student needs and recommends appropriate academic and social-emotional supports. The school has expanded college and career readiness opportunities through programs such as CAVA2College and Career & College Prep Program, offering dual enrollment, career pathways, and certification opportunities. Middle school students also have access to career exploration and technology courses that build early college and career readiness skills. Families are supported through multiple communication platforms, including ParentSquare, the digital handbook, LC Community, social media, and the CAVA website. These tools ensure families understand their rights, access resources, and stay connected. The Family Teacher Organization (FTO) meets monthly to strengthen partnerships between families and the school community.|The LCAP Needs Assessment Survey provides valuable feedback from families and educational partners to guide continuous improvement efforts and to inform the development and monitoring of LCAP goals, actions, and services. Leadership teams regularly review survey feedback alongside student engagement and achievement data to adjust schoolwide and departmental plans and strengthen family engagement initiatives. Families identified several strengths they value and want continued focus on, including academic supports and interventions, support for multilingual families and students with disabilities, graduation support, A-G completion, and core curriculum alignment , student engagement opportunities, family and community engagement, positive school climate, and strong teacher and staff support. Additional focus areas identified included summer school opportunities, attendance support, teacher communication, new teacher support, internet reimbursement awareness, consistency across schools and programs, and SEL (Social Emotional Learning), including staff training, connections to community-based supports, and strategies that strengthen the home-to-school connection. Areas identified for improvement included platform usability and technology experience, student connection and social opportunities, differentiation for advanced learners and special populations, and teacher training and consistency. Parents, families, students, and staff provide ongoing feedback and guidance to the school through a variety of engagement opportunities, including Title I Meetings, Winter and Spring Partner Engagement Meetings, the LCAP Needs Assessment Survey, ELAC Meetings, the EL Needs Assessment Annual Survey, the LCAP Parent Advisory Committee (PAC), School Climate Surveys, Family Teacher Organization (FTO) meetings, Student Government, parent coffee chats and trainings, and regular student and teacher check-ins. Feedback gathered through these opportunities helps inform schoolwide planning, programs, services, and continuous improvement efforts. The school maintains strong two-way communication with families through ParentSquare, LC Community, emails, Connection Calls, academic conferences, student support sessions, graduation plan reviews, Student Individualized Learning Plans (ILPs), Student Support Team (SST) meetings, Individualized Education Program (IEP) meetings, English Language Development (ELD) program meetings, and Bear Tracks, the weekly community newsletter that highlights school events, resources, and activities.|Based on parent feedback, the school will: -Continue parent engagement initiatives. -Continue to provide regular surveys and host Partner Engagement Meetings to share school goals and actions, gather feedback, and increase family participation in school decision-making. -Implement a new feedback system: a multilingual survey platform that allows anonymous text, audio, or video submissions through QR codes and ParentSquare links. This system identifies key themes and informs targeted interventions. -Improve scheduling and accessibility of board meetings for parents and staff. -Provide on-demand informational videos: short, accessible videos that explain LCFF, the LCAP process, and how to provide meaningful feedback. These can be accessed at any time to accommodate families' schedules. -Continue to provide time management tools, technology and school-platform training, and resources and support to strengthen parent and learning coach capacity. -Enhance onboarding and follow-up support for families, and provide extended targeted support for families needing additional assistance. -Expand and refine attendance and engagement support for families. -Communicate available, student-specific, research-based interventions delivered by specialized staff across multiple tiers of support. -Continue implementing the schoolwide collaborative Social-Emotional Learning (SEL) plan that actively engages teachers, students, staff, and families, with clearly defined, school-specific roles and responsibilities to ensure consistent and meaningful support for all students. -Increase peer-to-peer interaction through Class Connect sessions, clubs, K12 Zone activities, and in-person and virtual events. -Refine and expand support for students experiencing homelessness and housing insecurity. -Enhance communication to increase awareness of the Internet Service Provider (ISP) reimbursement, reduce delays in verification, improve usability, and support. -Proactively reach out to families who have not participated in feedback opportunities to identify and remove barriers, and communicate to all families how their input has led to meaningful school improvements and decisions. -Enhance multilingual supports.|Parents generally express satisfaction with the school, which positively impacts all students. They value the assistance that teachers and staff provide, as well as the school's efficient communication with students and families. Daily prompts regarding class attendance and assignments help students stay focused. Parents appreciate the opportunity to monitor their child's progress and access educational materials in advance to address any academic hurdles. They also value the school's diverse and comprehensive curriculum, which offers a wide range of courses and effective teaching methods. Additionally, parents welcome the various opportunities for high school students and socialization activities available at all grade levels. Furthermore, the staff dedicated to supporting Spanish-speaking parents is highly regarded.|4|5|4|5|5|5|5|5|4|4|4|4|Met||2026-06-10|2026
16638830000000|Central Union Elementary|3|Parents are welcomed at the front gate, invited to attend in-person meetings, and provided with weekly updates to stay informed and connected. Our schools offer a variety of family engagement opportunities, including Muffins with Mom, Grandparents’ Day, Doughnuts with Dad, School Site Council, District Advisory Committee, English Language Advisory Committee, Indian Education Committee, SRR Liaisons, and Parent-Teacher Committees. We are committed to fostering a welcoming environment that encourages meaningful two-way communication between families and the school community.|We will strive to increase in-person contact between teachers and parents, focus communication on students’ academic progress rather than behavioral concerns, and provide childcare during parent-teacher meetings to encourage greater family participation. We will also continue to offer family engagement opportunities and training to help parents support their children’s learning at home.|We will prioritize personal phone calls over ParentSquare messages to strengthen direct communication with families, and we will expand community events that are intentionally designed around the interests and needs of specific student subgroups.|The district maintains numerous collaborative partnerships that support students, families, and the broader community, including the Santa Rosa Rancheria Cultural Department, Santa Rosa Rancheria Education Center, Re-Establishing Stratford, Soul Youth, MFLAC Services, Fleet and Family Services, NASL Liaison, SARB Boards, Parent Committees, District Advisory Council, School Site Councils, Indian Education Council, School Resource Officer, Base Security, the KCOE After-school Program, and ongoing site leadership meetings. These partnerships provide academic, social-emotional, cultural, and community-based support that strengthens student success and family engagement.|We will ensure that all School Site Council meetings include a standing agenda item to review student data on attendance, academics, and behavior. Regular data updates, including Title IX information, will be shared through our website to promote transparency and community awareness. Additionally, we will expand professional development (PD) opportunities to include Santa Rosa Rancheria liaisons, the NASL liaison, Fleet and Family Services staff, and the Santa Rosa Rancheria Recreation Department.|We will continue collaborating with Tribal Social Services to strengthen working relationships and improve coordination among outreach programs, foster care services, county social services, and the foster family agency. We will increase communication and engagement with partner agencies to better support students and families, and assist families with enrollment in the KCOE after-school program.|Multiple opportunities for parent involvement are provided through various collaborative organizations, including the English Language Advisory Committee (ELAC), School Site Council (SSC), District Advisory Council (DAC), and Parent-Teacher Club (PTC).|Opportunities for input from parents and community members will be provided during each group meeting, allowing us to gather feedback informally and bring it back to our standing committees for reflection, discussion of areas of concern, and consideration of appropriate actions.|We will increase engagement with foster care and homeless support agencies by maintaining regular contact with social workers and conducting monthly check-ins with foster families and partner agencies.|5|5|4|5|5|4|5|4|5|4|4|5|Met||2026-06-12|2026
16638910000000|Corcoran Joint Unified|3|Staff is available and visible to families before and after school. The district has worked and will continue to work on providing school site offices with training to promote welcoming environments for families and community members. In addition, each site has translators and printed materials in dual languages in order to effectively communicate with parents and to engage in conversations about student progress/concerns/assistance. We communicate with our families in a variety of ways: phone calls home, newsletters, ParentSquare, X, Facebook, Instagram, Seesaw, Gradebook, and personal notes. In surveys conducted in the Spring of 2026, 85% of parents felt the schools are caring and welcoming, while 83% of parents feel they are provided the opportunity to give input on decisions. 86% of parents also felt that the school’s policies and programs reflect and value diversity of families in the community.|An area for improvement in Building Relationships Between School Staff and Families this coming year for Corcoran Joint Unified School District will be creating and offering families options for engagement. This means adding additional activities, volunteering opportunities and education/training opportunities for parents. Surveys were sent out to parents to determine their interests at the beginning of the year. Training opportunities were provided and held in the evenings, however, there was a lack of participation from families. Participation and engagement for events, committees, and other educational opportunities continue to be relatively low. Therefore, parent engagement/involvement is the area that Corcoran Joint Unified School District will continue to work on improving this coming year.|The district will also work on supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. This will help support relationship building between underrepresented families, the school staff, and students.|Every school promotes events such as Back to School Night, Open House, Literacy Nights, Math Nights, Multilingual Learner workshops, and multiple school events including music performances and assemblies. Healthy, Happy Families, Suicide Prevention, Wellness Workshops, Resource Fair, and other events also promote parent participation at the district-level. There is a collective effort by the district and the sites not only to promote the events, but to establish partnerships with parents to improve student outcomes. Each school is implementing or enhancing partnerships with families in the areas of attendance, academics and behavior. They do this through home visits, Student Attendance Review Teams (SART) that work with families to help improve student attendance, Study Support Teams (SST) provide additional academic support, 504 Meetings or Behavior Support meetings where schools and parents identify appropriate behavioral supports for students and develop intervention plans.|An identified focus area for improvement is to provide families with information and resources to support student learning. The LEA would also like to provide training and information sessions to the sites for teachers, administrators, and families to discuss student progress and ways to work together to support improved student outcomes using the District Liaison.|The district and schools will reach out to underrepresented families during parent conferences, parent advisory meetings (i.e. ELAC or SSC), or by using the community contacts to contact and support them. By using these district resources, families will be given a voice. The district will encourage the participation of underrepresented families at DELAC meetings or the district’s Educational Partner Advisory Committee. Training will also be provided in technology use, Aeries, Gradebook, literacy strategies, mathematics strategies to support their children, and other parent education/training opportunities that may be requested during the year through surveys or advisory meetings.|The district seeks to gain input and feedback from parents throughout the school year. Multiple opportunities for this to take place occurs in group settings such as the School Site Council (SSC), English Learner Advisory Council (ELAC), District English Advisory Council (DELAC), and Educational Partner Advisory Committee (EPAC). Additional opportunities occur on an individual basis such as parent-teacher conferences, SARB, SART, IEPs, SSTs, and behavior support meetings. Building partnerships with parents and families is crucial in helping our district reach its goals of supporting students academically, improving student attendance, supporting students behaviorally and increasing participation in music, sports and other extracurricular activities.|An area of improvement is continuing to strengthen family engagement within advisory groups. While opportunities for parent participation exist, additional efforts are needed to ensure families feel empowered to contribute feedback and recommendations. Moving forward, the district will focus on building stronger relationships with families, increasing accessibility to advisory opportunities, and creating structures that encourage meaningful participation. The goal is to cultivate an environment where parents feel comfortable sharing their perspectives and recognize that their input directly informs important decisions that impact students and the broader school community.|The district and school sites will continue to intentionally engage underrepresented families by expanding opportunities for participation in parent advisory committees and councils, school and district surveys, volunteer activities, and school-based events. Efforts will focus on building meaningful partnerships with families and creating inclusive avenues for parents and caregivers to provide valuable feedback on school and district programs, services, and initiatives. In addition, district staff will collaborate with school administrators, advisory groups, and families to refine the questions used in surveys, focus groups, and parent engagement meetings. This work will help ensure that feedback-gathering processes are accessible, relevant, and responsive to the diverse experiences of the school community. Particular attention will be given to elevating the voices of underrepresented families so that their perspectives inform continuous improvement efforts and support equitable decision-making across the district.|4|3|3|4|4|4|4|4|4|4|4|4|Met||2026-06-24|2026
16639170000000|Hanford Elementary|3|"The district continues to expand upon its success in building relationships between school staff and families. The district's 2025-2026 annual LCAP Parent Survey indicates that parents are satisfied with the communication and support they receive from their child's school.    98% of parents agree/strongly agree with the statement: My child is receiving satisfactory instruction in Language Arts and Math. 97% of parents agree/strongly agree with the statement: My child receives adequate support so he/she can make satisfactory progress toward the Standards in Language Arts and/or Math. 92% of parents agree/strongly agree with the statement: I have been given suggestions/ideas to use at home to help my child meet grade level standards in English Language Arts and Math. 98% of parents agree/strongly agree with the statement: There are adequate opportunities for me to become informed about the school’s programs. 98% of parents agree/strongly agree with the statement: When I have questions about my child’s class work, I can ask for clarification and assistance from my child’s school.  The district, school administration, and individual teachers make extensive use of the district's online communication tools, including Parent Square, Zoom, and Teams, to communicate with families.  The district upgraded its online parent communication tools to Parent Square in 2022-2023 and continues to use it in 2025-2026.  Based on the 2025-2026 annual LCAP Parent Survey, 93% of the parents said they ""regularly"" use Parent Square, and 6% ""sometimes"" use Parent Square.  The district plans to expand parent education/training opportunities in the coming school year.  The District (and school site) websites provide information about school operations, our instructional programs, and opportunities for involvement and participation in decision-making. The district maintains a Facebook feed as another layer of communication.   The district surveys parents for feedback and input."|1. In 2026-2027, the district will continue to implement the parent/family communication tool Parent Square.  The district will look to expand opportunities for parent/family engagement and communication on other district-provided platforms.  The district is changing SIS system in 2026-2027 that should continue to support strong communication.  2. The district's Parent Advisory Committee and District English Learner Advisory Committee enthusiastically support the parent support and training programs that are currently being offered.  The district will work to expand these programs in the coming year.|LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families.|The district continues to work on developing partnerships with families to build partnerships for student outcomes.  The 2025-2026 HESD Parent Survey indicates that:  98% of parents strongly agree or agree with the statement, “The Report to Parents helps me to understand what my child is expected to achieve in ELA and math.” 92% of parents strongly agree or agree with the statement, “I have been given suggestions/ideas to use at home to help my child meet grade level standards in ELA and math.” 98% of parents strongly agree or agree with the statement, “When I have questions about my child’s classwork, I can ask for clarification and assistance from my child’s school.” Parent/teacher conferences were attended at a rate of 100%.  The district's parent committees (PAC and DELAC) both recommend the expansion of the popular parent training/education opportunities, including Kinder Counts, along with First and Forward.  There are versions of these popular parent education programs that are focused on the families of English learners as well as on all students.  The committees also recommend expanding parent training opportunities to include those that are targeted to families of Long-Term English Learners and other lower-achieving subgroups. The district plans to expand these programs and offer additional opportunities targeted to the families of subgroups.|The district's parent committees (PAC and DELAC) both recommend the expansion of the popular parent training/education opportunities, including Kinder Counts, along with First and Forward.  There are versions of these popular parent education programs that are focused on the families of English learners and focused on all students.  The committees also recommend expanding parent training opportunities to include those that are targeted to families of Long-Term English Learners and other lower-achieving subgroups.  The district's focus on Building Partnerships for Student Outcomes will look to expand the training and education offerings for parents. The expansion of parent education/training opportunities will necessitate additional outreach, staff, facilities, and materials.  The district's planning will include provisions for these resources.|The district's parent committees (PAC and DELAC) both recommend the expansion of the popular parent training/education opportunities including Kinder Counts along with First and Forward.  There are versions of these popular parent education programs that are focused on the families of English learners and focused on all students.  The committees also recommend expanding parent training opportunities to include those that are targeted to families of Long-Term English Learners and other lower achieving subgroups.  The district plans to expand the offering of parent education and training opportunities to underrepresented families that include families of underachieving student subgroups.  These include families of English learners, Long-Term English Learners, African American, homeless, and foster youth.|The district maintains a Parent Advisory Committee (PAC) that meets regularly throughout the year, providing input into the districts' programs and services for students. Although the primary purpose of the Parent Advisory Committee is to provide input into the development of the district's Local Control Accountability Plan (LCAP), the recommendations made by the PAC go beyond the LCAP, supporting the needs of students across the district, regardless of specific plans or funding sources (although these funds were specifically discussed at these meetings). The PAC is a well-informed group of parents who have received substantial training and support and have participated in analysis of the district's student achievement data, school climate data, and data showing students' social and emotional needs. Members of the PAC are well-informed on the district's programs and services for students, also going beyond programs and services in the LCAP, and are active participants in the district's comprehensive strategic planning.  The District English Learner Advisory Committee (DELAC) is comprised of a majority of parents of students who are English learners. The DELAC meets regularly throughout the school year. Although the primary purpose of the DELAC is to provide input into the development of the district's federal Title I and Title III programs and services for English learners, the recommendations made by the DELAC go beyond these funding sources and plans, supporting the unique needs of students who are English learners across the district, regardless of specific plans or funding sources (although these funds were specifically discussed at these meetings). The DELAC is a well-informed group of parents who have received substantial training and support and have participated in analysis of the district's student achievement data, school climate data, and data showing students' social and emotional needs as they relate to students who are English learners. Members of the DELAC are well-informed on the district's programs and services for all students, with an emphasis on students who are English learners, and are active participants in the district's comprehensive strategic planning.  Based on the 2025-2026 annual LCAP Parent Survey, 98% of parents agree/strongly agree with the statement: I receive adequate information regarding parent meeting/activities such as School Site Council, English Learner Advisory Committee, parent Workshops, Back to School Night, and Parent Education Presentations.|The district will continue to support committee members' understanding of the district's achievement, school climate, and other metrics, along with their knowledge of the district's programs and services for students with the goal of leading them toward providing thoughtful, informed input and recommendations.|The district will continue to include, on its committees, parent representatives of the district's student subgroups.|4|5|4|5|4|4|5|4|4|4|4|4|Met||2026-06-24|2026
16639250000000|Hanford Joint Union High|3|Based on input from educational partners and local data, HJUHSD has made strong progress in fostering meaningful relationships with families through consistent communication, culturally responsive outreach, and increased opportunities for engagement. Bilingual staff and translated materials have improved accessibility, especially for families of English learners. Events such as family nights, student forums, IEP meetings, and college/career workshops have created spaces for collaboration and trust. Our use of surveys and feedback tools—like the YouthTruth Survey—has helped guide improvements, and families report feeling more connected and valued as partners in their students’ education.|Through educational partner input and local data, HJUHSD has identified the need to deepen engagement with families of underserved student groups, including students with disabilities, English learners, and foster youth. Families have expressed a desire for more consistent two-way communication, greater involvement in decision-making processes, and clearer information about academic expectations and support services. In response, HJUHSD is working to strengthen family outreach, expand parent education opportunities, and create more accessible, welcoming spaces for collaboration across all school sites.|Based on educational partner input and self-reflection findings, HJUHSD is prioritizing the engagement of underrepresented families, including those of students with disabilities, English learners, foster youth, and low-income students. The district will expand culturally responsive outreach efforts, increase the availability of bilingual communication, and host targeted family workshops focused on navigating academic supports and student services. Additionally, HJUHSD will strengthen partnerships with community organizations to build trust and provide wraparound resources, while also developing more accessible opportunities for families to participate in site-level and district-level decision-making processes.|Based on the analysis of educational partner input and local data, our LEA has made significant progress in Building Partnerships for Student Outcomes through intentional collaboration with families, students, staff, and community organizations. A key strength is our commitment to inclusive engagement, demonstrated by regular student forums, family nights, and advisory councils that ensure all voices—especially those of English learners, foster youth, and low-income families—are heard and valued. We have increased two-way communication through multilingual outreach and digital tools, helping families stay informed and involved in their student’s progress. Additionally, we’ve expanded partnerships with local businesses and community colleges to support college and career readiness, work-based learning, and mentorship programs. These efforts have resulted in improved attendance rates, stronger student engagement, and more targeted academic supports aligned with student needs and interests.|Based on the analysis of educational partner input and local data, our LEA has identified several focus areas for improvement in Building Partnerships for Student Outcomes. While progress has been made in engaging families and community members, we recognize the need to strengthen consistent two-way communication, particularly with families of English learners, foster youth, and other underserved populations. There is also a need to increase opportunities for authentic collaboration, where educational partners play a more active role in decision-making, program design, and goal setting. Additionally, we aim to improve access to resources and training for families, so they feel more confident supporting their students’ academic and social-emotional development. Expanding school-community partnerships and better aligning them with students' career interests and real-world learning experiences are also priorities moving forward.|Based on analysis of educational partner input and local data, our LEA will improve engagement among underrepresented families, including English learners, foster youth, low-income students, and students with disabilities, by implementing targeted, culturally responsive strategies that remove barriers to participation. This includes expanding translation and interpretation services at all events and in all communications, offering flexible meeting times, and providing childcare and transportation support when possible. We will increase opportunities for underrepresented families to engage in meaningful dialogue through small-group listening sessions, parent advisory committees, and school site councils, ensuring their input directly informs programs and policies. Additionally, we will provide family workshops focused on navigating the school system, supporting student learning at home, and accessing community resources. By building trust and improving access, we aim to create a more inclusive and empowering environment for all families.|Based on the analysis of educational partner input and local data, HJUHSD demonstrates clear strengths and continued progress in Seeking Input for Decision-Making. The district has established strong systems for gathering stakeholder input through multiple channels, including surveys, public forums, and regular meetings with advisory groups such as DELAC, CAC, and SAC. These efforts ensure that diverse voices—parents, students, staff, and community members—are included in key conversations about district priorities.|Based on the analysis of educational partner input and local data, HJUHSD has identified several key focus areas for improvement in Seeking Input for Decision-Making. One area of growth is increasing participation from underrepresented stakeholder groups, particularly families of English learners, foster youth, and low-income students. While the district provides opportunities for engagement, turnout and consistent involvement from these groups remain lower than desired. To address this, the LEA is exploring more targeted outreach strategies, flexible meeting times, and additional language supports to reduce barriers to participation.|Based on the analysis of educational partner input and local data, HJUHSD will improve engagement of underrepresented families—particularly those of English learners, foster youth, and low-income students—through a series of targeted strategies. First, the district will expand outreach efforts by partnering with community organizations, family liaisons, and cultural leaders to build trust and strengthen connections with families who have traditionally been less involved in district decision-making.|4|4|3|3|3|3|3|3|3|3|4|4|Not Met|||2026
16639250137901|Hanford Online Charter|3|At HOC, fostering positive relationships between school staff and families is more than a goal; it is a proven strength, deeply reflected in local data and feedback from educational partners. By prioritizing open communication and inclusive practices, the school has created an environment in which families from all backgrounds are actively involved in their children's education. This foundation of trust and collaboration is sustained through consistent, transparent communication channels, including digital platforms, regular newsletters, and targeted community outreach, all working together to enhance student success.  This collaborative culture comes to life through a series of intentional, structured initiatives. Academic progress is closely tracked through weekly in-person meetings with families, alongside expanded tutoring sessions available both in person and virtually, led by content-area experts and two dedicated instructional aides. To ensure every student’s unique needs are met, the school regularly hosts individualized sessions, including IEP, 504 Plan, Student Support Team (SST), and truancy meetings.  Accessibility and clear communication are central to these efforts. HOC utilizes ParentSquare as its primary communication tool, instantly translating all email and text correspondence into each family’s home language. To accommodate busy schedules, parent and family information nights are offered in hybrid formats, both in person and virtually, while the onboarding process is kept seamless through in-person intake, orientation, and contract meetings held three times a year.  Finally, HOC ensures that both parents and students have a meaningful seat at the table. The School Site Council (SSC) meets five times a year to involve parents directly in decision-making, complemented by ongoing surveys that gather real-time feedback on parents' and students' experiences. Furthermore, newly established student advisory groups give students a platform to share their voices and shape their own community. Together, these efforts create an inclusive, supportive educational environment where family partnership directly drives student achievement and well-being.|on cultural competency and effective family engagement strategies. By refining its feedback mechanisms and actively removing barriers for families with limited time or resources, HOC is committed to ensuring every family can meaningfully participate in their child's education.  1. Leverage Registration Time: Build strong foundations during intake meetings by understanding the unique needs of each student and family to enhance school-family relationships and student performance. 2. Develop Comprehensive Student Information Sheets: Create individualized academic learning plans from family meetings, showing investment in students' success and fostering partnership. 3. Conduct Parent Surveys: Gather feedback through regular surveys to inform program improvements and guide planning for state and federal grants. 4. Host Special Parent Information Events: Offer interactive sessions focusing on post-secondary education transitions to engage families in supporting college and career readiness. 5. Communicate Positive News Regularly: Make positive calls and send referrals to parents to share good news about their children's achievements. 6. Utilize Technology for Enhanced Communication: Use email and text messaging with translations and create family-friendly materials in multiple languages to ensure accessibility. 7. Expand Student Services for Social and Emotional Support: Continue to address social and emotional needs with additional services. Develop a wellness space.  8. Engage in Discussions About Family Engagement: Facilitate discussions to align core beliefs about family engagement among staff and families. 9. Expand the role of Student Specialist: Introduce a liaison who provides additional support and communication between families and the school.  Through these initiatives, HOC is committed to creating a more inclusive environment that promotes family engagement and supports student success.|Drawing on feedback from educational partners and local data, HOC is deeply committed to enhancing the engagement of underrepresented families through focused, equity-driven outreach strategies. To ensure every family feels recognized, valued, and actively involved, the LEA is systematically dismantling barriers to participation by offering flexible meeting times, hybrid options, translated materials, and robust bilingual support. At the core of this effort is a commitment to building long-term trust through culturally responsive programming and continuous staff development.  To realize this vision and build upon our foundational successes, HOC has established five distinct, actionable priorities:  Priority 1: Expanding Multilingual Support Infrastructure: To better serve our diverse community and ensure seamless communication, HOC has expanded its frontline support team. The onboarding of multi-lingual ensures that non-English-speaking families experience immediate, accessible, and welcoming support from their very first point of contact.  Priority 2: Facilitating Higher Education and Post-Secondary Access: Recognizing that navigating higher education can be a barrier for many families, HOC partnered with nearby community colleges to bring counselors directly on-site. This initiative provides families with hands-on, face-to-face assistance with college enrollment, financial aid applications (FAFSA/CADAA), and class registration, demystifying the path to post-secondary success.  Priority 3: Targeted Advocacy for Foster and At-Promise Youth: HOC has intensified its outreach to vulnerable student populations by launching dedicated At-Promise meetings in direct coordination with county social workers. These sessions provide tailored stabilization and resources for Foster Youth and their families, while specialized outreach framework extensions support foster students aged 18 and older as they transition into adulthood.  Priority 4: Enhancing Wraparound Services for Special Education: Through strategic collaborations with the Workability office and the Department of Rehabilitation, HOC has extended comprehensive, long-term support services for Special Education students and their families. This partnership bridges the gap between academic accommodations and real-world vocational training, empowering students for life beyond the classroom.  Priority 5: Continuous Professional Development in Equity and Inclusion: To sustain a culturally responsive environment, HOC maintains a focus on professional development. Educators and staff participate in ongoing training designed to address implicit bias, cultivate an inclusive culture, inspire student agency, and eliminate systemic barriers to academic success.  These priorities build upon a proven framework of successful engagement at HOC. By centering our efforts on trust and cultural responsiveness, we have successfully created a school community where families report feeling welcomed, respected, and heard.|Based on a thorough analysis of input from educational partners and local data, the Local Educational Agency (LEA) has made significant strides in cultivating effective partnerships to enhance student outcomes. One of the key strengths observed is the regularity of weekly meetings involving parents, students, and teachers, which have effectively fostered open lines of communication and collaboration among all stakeholders.  A key area of progress identified by our educational partners is the transformation of our family outreach strategy. By increasing our tiered re-engagement meetings, we have been able to collaborate with families early and often, rather than waiting for attendance issues to escalate. Partners note that this empathetic, tiered approach has successfully removed barriers to enrollment and daily attendance.  Furthermore, the LEA proudly reports a 100% attendance rate at Individualized Education Program (IEP) meetings, showcasing a strong commitment to supporting students with special needs. The implementation of a School-Family Compact serves as a foundational tool for collaboration. At the same time, collecting feedback through surveys from students, staff, parents, and community members is integral to the LEA's strategy for continuous improvement. These initiatives collectively reinforce partnerships and ensure that the focus remains on delivering the best possible outcomes for students.|Based on a thorough analysis of feedback from educational partners and relevant local data, the Local Educational Agency (LEA) has identified several ongoing focus areas to improve partnerships and enhance student outcomes. One primary area for development is expanding social services for students and their families. By assessing and addressing the specific needs of these families, the LEA aims to create a more supportive and effective educational environment.  To further this initiative, a dedicated effort will enhance social-emotional learning (SEL) support within counseling services. This focus underscores the importance of promoting student well-being, recognizing that emotional health is crucial for academic success. By integrating SEL principles into counseling practices, the LEA aims to equip students with the skills they need to navigate challenges, build resilience, and foster positive relationships.  Additionally, the LEA is committed to enhancing family engagement activities. By creating more opportunities for families to participate in school events and initiatives, the LEA seeks to strengthen collaboration between home and school, thereby establishing a supportive network around each student. This vital focus on family engagement not only empowers parents and guardians but also reinforces the idea that student success is a shared responsibility among educators, families, and the community. Through these concerted efforts, the LEA aims to cultivate an inclusive and nurturing educational atmosphere that prioritizes the needs of all students.|To further support family engagement, the LEA is committed to creating a student-centered learning environment that actively encourages and facilitates parental involvement in education. This may include hosting workshops on supporting children's learning at home, providing resources for effective communication with teachers, and organizing family nights that celebrate cultural diversity and foster connections among families and staff.  Additionally, the roles of the Student Specialist and Counseling staff will continue to expand within the Multi-Tiered Systems of Support (MTSS) framework, enabling more comprehensive identification and support for students and families facing educational challenges. For example, the Student Specialist works directly with families to develop personalized strategies that address specific issues, ensuring that support is targeted and sustained over time. The Counseling staff can also offer workshops on topics such as stress management and effective parenting techniques, equipping families with the skills necessary to nurture their children’s educational journeys.|"HOC has organized community engagement initiatives for the 2025-2026 school year to collect feedback for the Local Control Accountability Plan (LCAP). These initiatives aim to involve a diverse range of stakeholders, including students, parents, administrators, teachers, support staff, and families of students facing exceptional circumstances, such as disabilities and homelessness.  To gather meaningful insights, various surveys were conducted for families, students, and staff members. The HJUHSD Assistant Superintendent led community advisory committees, while the Superintendent hosted ""State of the District"" forums. Additionally, meetings focused on analyzing student achievement data were held to identify students in need of academic or social-emotional support.  Furthermore, ParentSquare messages will be sent to collect additional feedback on the LCAP. Other engagement efforts included meetings for the School Site Council (SSC), student advisory groups, Title 1, and ELAC/DELAC.  1. SSC meetings X 5 2. Staff, student, parent surveys, ongoing 3. Title 1 meeting - September/October 2024 4. Community Advisory Committee meetings X 2 5. Student advisory groups X 2 6. ELAC/DELAC meetings, ongoing 7. LCAP advisory meetings, ongoing"|"Based on a review of educational partner feedback and local engagement data, our LEA has identified two primary focus areas for improvement in Seeking Input for Decision-Making:  Diversifying Partner Representation: While overall survey participation has increased across all demographics, local data reveal a slight gap in input from underrepresented groups, including families of English Learners, foster youth, and students with disabilities. Our focus is on expanding targeted outreach to ensure these diverse voices are actively included in district governance and LCAP planning.  Closing the Feedback Loop: Educational partners frequently noted that, while their input is gathered, we want to build greater trust and transparency. Our LEA is focusing on establishing a structured ""feedback loop."" This includes publishing regular, accessible summaries that explicitly demonstrate how partner input shaped specific policy, budget, and program adjustments."|"Based on a review of educational partner feedback and local engagement data, our LEA has demonstrated measurable growth in Seeking Input for Decision-Making, while simultaneously identifying clear next steps to deepen this work:  Growth in Representation & Next Steps for Deeper Inclusion: We have achieved significant growth in overall survey participation, and local data reveals a persistent gap in input from our most vulnerable student demographics. Moving forward, our next step is to transition from broad outreach to highly targeted engagement. We will partner with focus groups specifically tailored for families of English Learners, foster youth, and students with disabilities, ensuring their unique insights directly shape district governance.  Growth in Data Collection & Next Steps for Transparency: Our LEA successfully modernized our data collection tools, making it easier than ever for stakeholders to submit feedback. Our next critical step is to close the loop on that feedback to build long-term trust. We are establishing a structured transparency framework that will publish accessible ""You Said, We Did"" summaries. These updates will explicitly show partners how their input directly influenced specific budget allocations, policy adjustments, and LCAP goals."|5|5|4|5|5|5|5|5|5|5|4|4|Met||2026-06-09|2026
16639330000000|Island Union Elementary|3|Based on our most recent parent surveys, 97% of our parents feel that our school staff treat students with respect and 91% of parents feel that teachers work hard to make sure students do well in school. School staff continue to build relationships with parents through regular communication such as Parent Square, newsletters, and parent/teacher conferences.|This past school year we committed to inviting parents onto campus to share in more classroom learning experiences and events with students. We experienced a lot of success across our grade levels with this and plan on continuing with these practices. Our Parent Square App also allows for fast, convenient communication with out parents and will be continued into the next school year as well.|We have created a welcoming community that provides parents and community members multiple opportunities to get involved in our school and in their child’s education. 96% of our parents surveyed said they feel welcome on campus. We strive to build strong relationships with families and have been successful with most, but we will continue to implement further suggestions and strategies that will encourage all parents to be involved. We are intentionally planning opportunities to welcome families onto campus more often through events held in the classrooms at each grade level along with our regular schoolwide events for families.|We offer multiple opportunities for parents to be involved in their child’s education. Examples of opportunities range from Parent/Teacher Conferences, performances at our Variety Show, Winter Program and Music Program, IEP Meetings, sporting events, and Boosters Parent Club. We recently made changes to our TK-3rd grade report cards to give parents more information on their child's growth and performance measurement towards grade level standards. We continue to have parent conferences at the mid first trimester so that we can be proactive in assisting students and parents, working as a team, to support successful academic performance and progress.|Based on the feedback we received from parents, making sure students have opportunities to be challenged in the curriculum as well as offered tutoring will both be an ongoing focus for the coming school year. We are also focusing on increasing opportunities for parent involvement opportunities within their child's grade level learning experiences.|Based on the feedback we received, in order to have a better representation from underrepresented families, we will work with our ELOP staff to ensure that we gather input from underrepresented families.|The LEA looked for ways to ensure all stakeholders were given opportunities to give input. Staff, students, and parents participated in surveys. Input was also solicited at staff meetings, school site council, Student Advisory Council, and Parent Boosters meeting.|Currently, we receive input from a multitude of parents who are from a variety of backgrounds. Parents were given several opportunities and were reminded to complete the survey. Approximately 30% of students had a parent that participated in the survey. Island has advisory groups, such as Boosters and SSC, who are given opportunities to make suggestions on programs and policies. We will continue to reach out to those parents who do not give input about their concerns and all students' needs.|The LEA will work with ELOP staff to seek input from parents in the decision making process.|5|5|3|5|4|4|5|3|4|4|4|5|Met||2026-06-24|2026
16639336010466|Island Elementary|3|Based on our most recent parent surveys, 97% of our parents feel that our school staff treat students with respect and 91% of parents feel that teachers work hard to make sure students do well in school. School staff continue to build relationships with parents through regular communication such as Parent Square, newsletters, and parent/teacher conferences.|This past school year we committed to inviting parents onto campus to share in more classroom learning experiences and events with students. We experienced a lot of success across our grade levels with this and plan on continuing with these practices. Our Parent Square App also allows for fast, convenient communication with out parents and will be continued into the next school year as well.|We have created a welcoming community that provides parents and community members multiple opportunities to get involved in our school and in their child’s education. 96% of our parents surveyed said they feel welcome on campus. We strive to build strong relationships with families and have been successful with most, but we will continue to implement further suggestions and strategies that will encourage all parents to be involved. We are intentionally planning opportunities to welcome families onto campus more often through events held in the classrooms at each grade level along with our regular schoolwide events for families.|We offer multiple opportunities for parents to be involved in their child’s education. Examples of opportunities range from Parent/Teacher Conferences, performances at our Variety Show, Winter Program and Music Program, IEP Meetings, sporting events, and Boosters Parent Club. We recently made changes to our TK-3rd grade report cards to give parents more information on their child's growth and performance measurement towards grade level standards. We continue to have parent conferences at the mid first trimester so that we can be proactive in assisting students and parents, working as a team, to support successful academic performance and progress.|Based on the feedback we received from parents, making sure students have opportunities to be challenged in the curriculum as well as offered tutoring will both be an ongoing focus for the coming school year. We are also focusing on increasing opportunities for parent involvement opportunities within their child's grade level learning experiences.|Based on the feedback we received, in order to have a better representation from underrepresented families, we will work with our ELOP staff to ensure that we gather input from underrepresented families.|The LEA looked for ways to ensure all stakeholders were given opportunities to give input. Staff, students, and parents participated in surveys. Input was also solicted at staff meetings, school site council, Student Advisory Council, and Parent Boosters meeting.|Currently, we receive input from a multitude of parents who are from a variety of backgrounds. Parents were given several opportunities and were reminded to complete the survey. Approximately 30% of students had a parent that participated in the survey. Island has advisory groups, such as Boosters and SSC, who are given opportunities to make suggestions on programs and policies. We will continue to reach out to those parents who do not give input about their concerns and all students' needs.|The LEA will work with ELOP staff to seek input from parents in the decision making process.|5|5|3|5|4|4|5|3|4|4|4|5|Met||2026-06-24|2026
16639410000000|Kings River-Hardwick Union Elementary|3|The Kings River-Hardwick School District seeks to continually improve upon the partnerships we have with our families in order to support & enhance student learning outcomes in all areas.  Teachers & administrators receive ongoing professional development in effective ways to improve the school's capacity to partner with parents.  At KRH, we are fortunate to have strong family ties to the community we serve, & a parent population that actively seeks opportunities to partner with us.  This level of parent engagement plays a large part in the success our students are able to achieve.  Prior to the first day of school each year, we host our Back to School Night or Meet the Teacher Day for students & their families.  These events provide parents and families the opportunity to become acquainted with the school, their child's teacher, and the rest of the staff.  Teachers provide parents with an overview of grade level standards, class expectations, methods of communication, & ways parents may become involved in supporting their child's education.  During BTSN or MTTD, parents also have the opportunity to sign-up and learn to utilize the class and district communication account, Parent Square.  In order to ensure parents receive the information & resources they need to support their child's learning and development in the home, we meet with 100% of our parents for Parent/Teacher Conferences at the end of the first trimester.  During the conference, teachers share student progress with parents, & their current level of performance on each standard reported on.  In addition, teachers provide parents with resources & information they may utilize to support the specific learning needs of their child at home.  Conferences are an excellent opportunity for parents to see portfolios & artifacts of their child's work, ask questions, and discuss ways they may work together with the school to support improved learning outcomes for their child.  The school also provides parent workshops & information sessions in the areas of ELA, reading & mathematics for parents and family members to enhance parents' ability to support student learning at home.  These workshops help build a common foundation & understanding for parents around the standards their children are learning, & provide them with information and resources they may find useful when working with their children at home.  KRH supports parents in understanding & exercising their legal rights & advocating for their children.  As a charter school district, more than 50% of the student population attend on an inter-district transfer.  Parents who seek admission for their children to our charter district tend to be strong advocates for their children from the onset of their education.  We continue to foster that advocacy through parent engagement & involvement opportunities, providing information in our Student/Parent Handbook, and communication during Parent Advisory, SSC, ELAC & Parent Booster Club.|The Kings River-Hardwick School District will focus on increasing the number of family engagement opportunities provided throughout the school year.  In addition, the district will focus on building its social media presence.|It is the district's goal to focus on improving the engagement of underrepresented families through continued utilization of video conferencing and other virtual media structures that were found to be effective at reaching a wider range of our parents, families, and community throughout the previous 15 months of the pandemic, who have not otherwise been able to participate consistently via our previous in-person formats offered pre-pandemic.  The district will also work with underrepresented families to schedule engagement opportunities at times that are most convenient for families.|The Kings River-Hardwick School District takes pride in the strong relationships we have developed and continue to nurture with out families.  We are truly a team, working together wit hour parents and families, to ensure our children have access to a rich, nurturing, and engaging learning environment.  All staff are committed to building and maintain strong, trusting relationships with our families, and are aware of the important role they play in this endeavor.  We strongly encourage and welcome parent involvement in the education of their children, and have been able to build a community of parent and family volunteers that support and enhance the learning opportunities afforded to our children on a weekly basis.  These volunteers provide help and support in our classrooms, with special activities school-wide, and as chaperons on field trips.  In addition, we offer opportunities for families to engage in special events at school, including events such as Back to School Night, Concert Performances, Winter Programs, Open House, Book Fairs, Awards Ceremonies, etc.  Our Parent Booster Club is also very involved in supporting the educational efforts of the school district and provides parents with hands-on opportunities to be involved and make a difference for their children.  At the beginning of each school year, teachers make personal contact with the parent of each child in their class to get to know more about the student and their family, and open the lines of communication with parents and families.  In addition, the district utilizes Parent Square, an interactive communication platform that allows parents to receive news and information from the district, school, and teachers, as well as engage in two-way communication with school staff.  This platform also enables parents within a class or specified group, to communicate with one another via text or email.  In addition, teachers are able to post pictures of the learning taking place in the classrooms for parents to enjoy and stay connected with what their children are doing in class.  This communication platform is available in multiple  languages, which enables all families to access interactive communication with the school and district.  The Parent Square platform is used in addition to more traditional communication such as phone calls, in person meetings and presentations, etc. where bilingual staff are on hand to ensure all communication is understandable and accessible for all of our families.|It is the goal of the district to focus on expanding our parent volunteer program.  This will provide parents with the opportunity to be more actively involved in the day to day educational experience of their children. In addition, the district has hired a Student Specialist and School Psychologist to help support families support their students to enhance student academic performance and social emotional well-being.|It is our goal to further enhance and extend our outreach to the families of our English learner children.  Although they only comprise approximately 3.5% of our population, their voice is important to us and we are dedicated to building strong, trusting relationships with them.  It is important that we understand the goals they have for their children and are properly equipped to help their children achieve those goals.|The Kings River-Hardwick School District seeks parent and family input in many ways.  Currently, parents and families have the opportunity to provide input and be actively engaged in advisory groups and decision making through School Site Council/Parent Advisory Committee, English Learner Advisory Committee, school board meetings, surveys, and Parent Booster Club.  These advisory groups play a key role in the development of our Local Control Accountability Plan (which also serves as our SPSA since we are a single school district), as well as providing guidance to the school and district regarding family engagement activities.|It is the goal of the Kings River-Hardwick School District to continue to increase opportunities for parents from all student subgroups to engage in advisory groups and decision-making.  This may be achieved through varying meeting times according to parent availability and /or offering and additional meeting attendance options, such as via an online media platform to increase the opportunity for parents to attend either in-person or virtually.|It is the goal of the Kings River-Hardwick School District to continue to increase opportunities for underrepresented families to engage in advisory groups and decision-making.  This may be achieved through varying meeting times according to parent availability and /or offering and additional meeting attendance options, such as via an online media platform to increase the opportunity for parents to attend either in-person or virtually.|5|5|4|5|5|4|5|5|4|4|4|4|Met||2026-06-23|2026
16639416010474|Kings River-Hardwick Elementary|3|The Kings River-Hardwick School District seeks to continually improve upon the partnerships we have with our families in order to support & enhance student learning outcomes in all areas.  Teachers & administrators receive ongoing professional development in effective ways to improve the school's capacity to partner with parents.  At KRH, we are fortunate to have strong family ties to the community we serve, & a parent population that actively seeks opportunities to partner with us.  This level of parent engagement plays a large part in the success our students are able to achieve.  Prior to the first day of school each year, we host our Back to School Night or Meet the Teacher Day for students & their families.  These events provide parents and families the opportunity to become acquainted with the school, their child's teacher, and the rest of the staff.  Teachers provide parents with an overview of grade level standards, class expectations, methods of communication, & ways parents may become involved in supporting their child's education.  During BTSN or MTTD, parents also have the opportunity to sign-up and learn to utilize the class and district communication account, Parent Square.  In order to ensure parents receive the information & resources they need to support their child's learning and development in the home, we meet with 100% of our parents for Parent/Teacher Conferences at the end of the first trimester.  During the conference, teachers share student progress with parents, & their current level of performance on each standard reported on.  In addition, teachers provide parents with resources & information they may utilize to support the specific learning needs of their child at home.  Conferences are an excellent opportunity for parents to see portfolios & artifacts of their child's work, ask questions, and discuss ways they may work together with the school to support improved learning outcomes for their child.  The school also provides parent workshops & information sessions in the areas of ELA, reading & mathematics for parents and family members to enhance parents' ability to support student learning at home.  These workshops help build a common foundation & understanding for parents around the standards their children are learning, & provide them with information and resources they may find useful when working with their children at home.  KRH supports parents in understanding & exercising their legal rights & advocating for their children.  As a charter school district, more than 50% of the student population attend on an inter-district transfer.  Parents who seek admission for their children to our charter district tend to be strong advocates for their children from the onset of their education.  We continue to foster that advocacy through parent engagement & involvement opportunities, providing information in our Student/Parent Handbook, and communication during Parent Advisory, SSC, ELAC & Parent Booster Club.|The Kings River-Hardwick School District will focus on increasing the number of family engagement opportunities provided throughout the school year.  In addition, the district will focus on building its social media presence.|It is the district's goal to focus on improving the engagement of underrepresented families through continued utilization of video conferencing and other virtual media structures that were found to be effective at reaching a wider range of our parents, families, and community throughout the previous 15 months of the pandemic, who have not otherwise been able to participate consistently via our previous in-person formats offered pre-pandemic.  The district will also work with underrepresented families to schedule engagement opportunities at times that are most convenient for families.|The Kings River-Hardwick School District takes pride in the strong relationships we have developed and continue to nurture with out families.  We are truly a team, working together wit hour parents and families, to ensure our children have access to a rich, nurturing, and engaging learning environment.  All staff are committed to building and maintain strong, trusting relationships with our families, and are aware of the important role they play in this endeavor.  We strongly encourage and welcome parent involvement in the education of their children, and have been able to build a community of parent and family volunteers that support and enhance the learning opportunities afforded to our children on a weekly basis.  These volunteers provide help and support in our classrooms, with special activities school-wide, and as chaperons on field trips.  In addition, we offer opportunities for families to engage in special events at school, including events such as Back to School Night, Concert Performances, Winter Programs, Open House, Book Fairs, Awards Ceremonies, etc.  Our Parent Booster Club is also very involved in supporting the educational efforts of the school district and provides parents with hands-on opportunities to be involved and make a difference for their children.  At the beginning of each school year, teachers make personal contact with the parent of each child in their class to get to know more about the student and their family, and open the lines of communication with parents and families.  In addition, the district utilizes Parent Square, an interactive communication platform that allows parents to receive news and information from the district, school, and teachers, as well as engage in two-way communication with school staff.  This platform also enables parents within a class or specified group, to communicate with one another via text or email.  In addition, teachers are able to post pictures of the learning taking place in the classrooms for parents to enjoy and stay connected with what their children are doing in class.  This communication platform is available in multiple  languages, which enables all families to access interactive communication with the school and district.  The Parent Square platform is used in addition to more traditional communication such as phone calls, in person meetings and presentations, etc. where bilingual staff are on hand to ensure all communication is understandable and accessible for all of our families.|It is the goal of the district to focus on expanding our parent volunteer program.  This will provide parents with the opportunity to be more actively involved in the day to day educational experience of their children. In addition, the district has hired a Student Specialist and School Psychologist to help support families support their students to enhance student academic performance and social emotional well-being.|It is our goal to further enhance and extend our outreach to the families of our English learner children.  Although they only comprise approximately 3.5% of our population, their voice is important to us and we are dedicated to building strong, trusting relationships with them.  It is important that we understand the goals they have for their children and are properly equipped to help their children achieve those goals.|The Kings River-Hardwick School District seeks parent and family input in many ways.  Currently, parents and families have the opportunity to provide input and be actively engaged in advisory groups and decision making through School Site Council/Parent Advisory Committee, English Learner Advisory Committee, school board meetings, surveys, and Parent Booster Club.  These advisory groups play a key role in the development of our Local Control Accountability Plan (which also serves as our SPSA since we are a single school district), as well as providing guidance to the school and district regarding family engagement activities.|It is the goal of the Kings River-Hardwick School District to continue to increase opportunities for parents from all student subgroups to engage in advisory groups and decision-making.  This may be achieved through varying meeting times according to parent availability and /or offering and additional meeting attendance options, such as via an online media platform to increase the opportunity for parents to attend either in-person or virtually.|It is the goal of the Kings River-Hardwick School District to continue to increase opportunities for underrepresented families to engage in advisory groups and decision-making.  This may be achieved through varying meeting times according to parent availability and /or offering and additional meeting attendance options, such as via an online media platform to increase the opportunity for parents to attend either in-person or virtually.|5|5|4|5|5|4|5|5|4|4|4|4|Met||2026-06-23|2026
16639580000000|Kit Carson Union Elementary|3|Staff is available and visible to families before/after school, staff attends parent teacher club meetings and annual school carnival, each teacher had 95% or greater attendance at parent conferences, school site council and ELAC has 100% participation. All communication to families is disseminated in English and Spanish. Kit Carson holds many family events including, but not limited to: family art night, pancakes with parents, grandparents day, book fair, Drama play performance, Christmas performance, Spelling Bee, 8th grade graduation ceremony.|The district would like to focus on parenting support for parents and also provide opportunities for learning such as a family game night. Many of our parents work full time (sometimes multiple jobs) and are trying to parent their children. We would like to find opportunities to support our families.|The district believes that our second language parents would appreciate more opportunities to connect. Our EL Specialist will be working with families regarding academic support that is being offered at school and how that connects to families and the work they do at home.|The LEA provides parent conferences each trimester so that families and teachers can keep in contact. Student grades are also available online for families of each 4th-8th grade student. Uniform complaint procedures are disseminated in the student handbook. We have built processes to offer families an onsite opportunity to complete feedback surveys, as necessary.|he LEA would like to implement professional development in the area of teacher support to improve a school’s capacity to partner with families; specifically for our second language population. We would like to improve our practices surrounding obtaining survey feedback.|Parenting resources were provided to help families support their students in the area of academic achievement as well as the ability to address social-emotional stressors. We will continue to provide these classes to learn effective strategies to improve equity for our underrepresented families. We will work to improve practices surrounding supporting families to understand and exercise their legal rights and advocate for their own students and all students.|We were sure to solicit input and feedback from educational partners not only through successful school site council meetings, but offering the opportunity to complete surveys. These opportunities allowed parents and families to have their voices heard whether in person or through written means. The variety of modes allowed underrepresented groups to participate equitably.|An area of growth would be the ability to provide opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. We were pleased to see the large number of families attend and embrace school activities; such as, Back to School Night, Family Art Nights, Science Fair, Spring Carnival, field trips, and Open House. We will continue to send a quarterly newsletter to strengthen connections and allow further opportunities to provide input.|Based on the requests from all educational partners, we will continue offering in-person events and provide more opportunities for input and feedback. This will allow for an increase in collaborative opportunities for educational partners to work together in supporting student learning and engagement. We will continue to provide an EL specialist to help target English Learner language acquisition and would like this person to be a liaison for families to further seek input. A full time psychologist will also continue to help with students and families who are seeking mental health support. This would include support for students with disabilities and their families.|3|4|4|5|3|3|4|4|4|4|4|4|Met||2026-06-18|2026
16639580136556|Kings Valley Academy II|3|Kings Valley Academy II (KVAII) has consistently demonstrated a strong commitment to fostering positive, enduring relationships with families and the broader community. Building connections with educational partners has long been a priority, reflected in initiatives such as the Parent Advisory Committee, English Learner Advisory Committee, Parent-Teacher Conferences, student and family celebrations, and weekly updates through the Data + Design system. These efforts ensure that families feel closely connected to both the school and their child’s academic progress. The effectiveness of these strategies is evident in both engagement and feedback. Annual surveys indicate that 99% of parents feel the school is safe, 96% feel connected to the school and satisfied with their child’s progress, and 98% report that communication from the school is clear and effective. Additional feedback from engagement events reinforces these findings, with parents noting that staff genuinely care about students’ social and academic well-being, value parent input, and provide timely communication and resources to support student success. Families also appreciate that their children are treated with respect and receive a high-quality education that prepares them for life beyond graduation. Through these sustained practices, KVAII demonstrates both progress and strength in cultivating trusting, collaborative relationships between school staff and families.|Participation and engagement from educational partners at KVAII have grown significantly, as reflected in strong attendance at school meetings, events, and activities. However, the school recognizes that some parents are still unable to attend due to scheduling or other challenges. To address this, KVAII has adjusted event schedules throughout the year, offering sessions at different times to ensure accessibility for all families. Survey feedback indicates increased participation at PAC and ELAC meetings, with more parents recognizing the value of effective, two-way communication using accessible language. The school remains committed to continually gathering meaningful feedback, as parent input is essential to ongoing school improvement. While parent involvement in their students’ education has increased, some families still find aspects of the school program complex, including attendance requirements, credit completion, policies, and the roles of parents and students. To address this, KVAII has enhanced the onboarding process for new students and maintains ongoing communication to support the academic and socio-emotional needs of all students. Additionally, the school prioritizes clear, two-way communication and ensures staff availability during school hours, allowing families and students consistent access to support and opportunities to fully engage with all aspects of the program.|KVAII staff recognize the diverse needs of our community, particularly those of underrepresented families, and are committed to ensuring these families are fully included in school activities and decision-making. To enhance engagement, staff provide translation services for all communications and personally reach out to families in their preferred language, helping them feel valued, welcomed, and comfortable within the school community. The school offers multiple participation opportunities, both in-person and virtually, as well as workshops and classes tailored to the interests and needs of educational partners. Targeted outreach, including personal calls to families in special populations, ensures additional avenues for involvement and supports meaningful engagement. By expanding access and implementing these inclusive communication strategies, KVAII aims to strengthen connections with underrepresented families, enabling them to actively participate and positively impact their child’s educational experience.|A key strength of KVAII is our diverse and knowledgeable staff, dedicated to meeting the unique needs of every student. From enrollment, staff assess students’ academic levels and develop individualized programs to support growth, providing access to tutors, counselors, and retention specialists as needed. Staff maintain consistent communication with families through multiple channels including email, text, and social media to keep parents informed and involved in their child’s education. Feedback from educational partners highlights the school’s welcoming environment, flexibility, and responsiveness in supporting both students and families. Students and parents benefit from live instructional support, weekly progress updates, and access to a variety of academic tools and resources. School survey data show that parents greatly appreciate these outreach efforts, especially during periods of academic challenge or disengagement. KVAII will continue to build on these strengths, evolving practices based on ongoing feedback from educational partners to strengthen partnerships that promote student success.|Data analysis and feedback indicate that KVAII aims to increase engagement of underrepresented families and students in small group instruction, counseling sessions, workforce partner workshops, and mental health/social-emotional services. Expanding access and participation in these programs will strengthen relationships between students, families, and the school, while supporting academic growth and overall student success. Targeted outreach, clear communication, and culturally responsive practices will ensure that all families, especially those historically underrepresented, can actively participate and benefit from these opportunities.|A key focus for KVAII is increasing engagement with underrepresented families. While parents consistently express confidence in the services and support provided to students, the school recognizes the need to continually strengthen these partnerships. KVAII is committed to ensuring that all families have equitable access to programs and resources, providing targeted outreach, clear communication, and culturally responsive support to help students thrive academically and socially throughout their educational journey.|KVAII has demonstrated flexibility and responsiveness in engaging educational partners, consistently offering meetings at times that best accommodate parents, which has resulted in increased attendance and engagement. A key strength lies in KVAII’s ongoing efforts to gather input from families and provide opportunities for feedback. While parent participation in meetings and events has been strong, the school recognizes the need to further involve families in the planning and implementation of programs. To address this, staff are participating in professional development focused on effectively connecting with families, eliciting meaningful feedback, and making collaborative decisions. Moving forward, KVAII remains committed to expanding these efforts, identifying topics of interest, and strengthening strategies that encourage family input in decision-making, ensuring all voices are heard and valued.|KVAII is committed to increasing engagement of underrepresented families in school decision-making. Personalized outreach, including phone calls in families’ primary language (such as Spanish), will continue to invite participation in key events like ELAC and LCAP Educational Partner meetings. Relevant documents will be translated, and live translation will be available during meetings to ensure accessibility. Additionally, the school will offer workshops and classes tailored to parents’ interests to further encourage meaningful participation. With the addition of staff, including paraprofessionals, retention specialists, and counselors, KVAII can provide more support and actively engage additional families in the school community. Annual survey data show that parents appreciate opportunities to provide input and participate in school events. Moving forward, KVAII will continue expanding inclusive strategies to ensure all families, especially those underrepresented, have multiple avenues to share feedback and contribute to decision-making.|At KVAII, we recognize that underrepresented families, particularly Spanish-speaking families, require accessible communication and support. To address this, we will hire certified bilingual staff and actively recruit community members to join our team. When staffing capacity is insufficient, we will collaborate with external organizations to ensure families continue to receive high-quality support and opportunities to engage in school decision-making. Recent local survey data indicate that 97% of parents and guardians feel the school encourages their participation and input in activities, events, workshops, and meetings. To build on this, KVAII remains committed to fostering engagement through PAC and ELAC meetings, student recognition events, open houses, back-to-school nights, and parent-teacher-student conferences, providing multiple opportunities for meaningful participation in school decisions.|4|4|4|5|4|4|4|4|4|4|4|4|Met||2026-05-28|2026
16639586113120|Mid Valley Alternative Charter|3|Staff is available and visible to families before/after school, staff attends parent teacher club meetings and annual school carnival, each teacher had 95% or greater attendance at parent conferences, parent advisory committee and ELAC has 100% participation. All communication to families is disseminated in English and Spanish. Mid Valley holds family events including, but not limited to: family art night, pancakes with parents, grandparents day, book fair, 8th grade graduation ceremony.|The district would like to focus on parenting support for parents and also provide opportunities for learning such as an orientation for the curriculum online. Many of our parents work full time (sometimes multiple jobs) and are trying to parent their children. We would like to find opportunities to support our families.|The district believes that our second language parents may be underrepresented. In an effort to improve support the LEA will provide a translator in our office so that parents feel connected and are able to build relationships with staff.|The LEA provides parent conferences each trimester so that families and teachers can keep in contact. Student grades are also available online for families of each 4th-8th grade student. Uniform complaint procedures are disseminated in the student handbook. We have built processes to offer families an onsite opportunity to complete feedback surveys, as necessary.|The LEA would like to implement professional development in the area of teacher support to improve a school’s capacity to partner with families; specifically for our second language population. We would like to improve our practices surrounding obtaining survey feedback.|Parenting resources were provided to help families support their students in the area of academic achievement as well as the ability to address social-emotional stressors. We will continue to provide parent classes to learn effective strategies to improve student expectations and behaviors These classes to learn effective strategies will be especially helpful to improve equity for our underrepresented families. We will work to improve practices surrounding supporting families to understand and exercise their legal rights and advocate for their own students and all students.|We were sure to solicit input and feedback from educational partners not only through successful school site council meetings, but offering the opportunity to complete surveys. These opportunities allowed parents and families to have their voices heard whether in person or through written means. The variety of modes allowed underrepresented groups to participate equitably.|An area of growth would be the ability to provide opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. We were pleased to see the large number of families attend and embrace school activities; such as, Orientation, Field trips, and social interactive activities . We will be implementing quarterly updates on Parentsquare to strengthen connections and allow further opportunities to provide input.|Based on the requests from all educational partners, we will continue offering in-person events and provide more opportunities for input and feedback. This will allow for an increase in collaborative opportunities for educational partners to work together in supporting student learning and engagement. We will be providing an EL specialist to help target English Learner language acquisition and would like this person to be a liaison for families to further seeking input. Partnership with online services for school psychologist will also be able to help with students and families who are seeking mental health support. This would include support for students with disabilities and their families.|3|4|4|5|3|3|4|5|4|4|4|4|Met||2026-06-18|2026
16639660000000|Lakeside Union Elementary|3|Lakeside UESD supports parent involvement school events such as: back to school,  open house , literacy night and school carnival. Parent survey comments for these events were positive as parents appreciated the opportunity to build relationships with the staff and maintain open communication regarding their students progress.|Lakeside UESD continues to focus on increasing parent involvement in relation to our annual school tour where parents are given a tour of the classrooms during instructional time and attend a meeting with the Superintendent/ Principal following the tour to share insights and ask questions. There has been an increase but participation represents less then 10% of our families . We will continue to offer two opportunities for parent-teacher conferences during the school year  to facilitate communication regarding academics as well as goal setting for each student based on staff- parent input.|Lakeside UESD will continue to focus on 2-way communication between the school and families . This is supported through Parent Square, monthly newsletters, website and committee opportunities ( SSC and ELAC) . Lakeside will also identify professional development that focuses on cultural awareness .|Lakeside UESD provides flexible scheduling of parent -teacher conferences as well as Individual Education Plan meetings . Scheduling reflects staff and parent availability to ensure full participation  . During the 2025-26 school year , Lakeside UESD implemented a Resource Night for the areas of Literacy, Mathematics and Social emotional Learning. This resource night provided families an opportunity to participate in a range of activities and receive resources to support skills at home.|Lakeside UESD continues to focus on the sustainability of  professional earning within our internal resources and staff. This includes staff developed and presented parent education .|Lakeside UESD will continue to incorporate professional learning based on family-school communication. Communication throughout the school year in regular intervals between staff and parents will be a focus within the 2025-26 school year.|Lakeside UESD provides opportunities for input through surveys, a parent tour that includes a meeting with the Superintendent/ Principal, committee meetings including SSC and ELAC. At family events this year , surveys were also provided to get immediate feedback regarding the resources and activities included .|Lakeside UESD will continue to seek to identify strategies to engage families for participation through educating all parties about events and what the participation will entail ( time commitment, etc).|Lakeside UESD will continue to utilize Parent Square, newsletter and social media platforms, and the district website to communicate parent and community involvement activities. Lakeside will educate staff in regards to supporting parent participation through various communication and relationship building techniques .|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-16|2026
16639740000000|Lemoore Union Elementary|3|Based on educational partner input and local data, Lemoore Union Elementary School District continues to demonstrate strength in building positive relationships between school staff and families. District efforts focus on creating welcoming school environments, supporting meaningful two-way communication, and providing multiple opportunities for families to participate in the educational process. The district also recognizes the importance of continuing to strengthen staff understanding of each family's strengths, cultures, languages, and educational goals. The district supports family engagement through School Site Councils (SSC), English Learner Advisory Committees (ELAC), the District English Learner Advisory Committee (DELAC), parent conferences, family events, surveys, and ongoing communication from schools and the district. Multiple communication platforms are utilized to ensure families receive timely and accessible information regarding student progress, school activities, and opportunities for involvement. Translation and interpretation services are available to support meaningful participation by all families. Local data indicate continued progress in family engagement efforts. Parent participation in the district survey increased from 251 responses during the 2024–2025 school year to 343 responses during the 2025–2026 school year, representing 425 students. In addition, parent survey results continue to reflect high levels of satisfaction related to school safety, school connectedness, and communication. School sites work intentionally to create welcoming environments where families are encouraged to participate as partners in their children's education. The district will continue to strengthen opportunities for staff to learn about and build upon the unique strengths, cultures, languages, and educational goals of families. Through ongoing professional learning, stakeholder engagement activities, and continued outreach efforts, the district seeks to further strengthen authentic partnerships between families and schools.|Based on educational partner input and local data, the district has identified opportunities to further strengthen family engagement efforts by deepening staff understanding of each family's strengths, cultures, languages, and educational goals for their children. While schools have established positive relationships with families through ongoing communication, advisory committees, parent conferences, and school events, the district recognizes the importance of continuing to build staff capacity to engage families as active partners in the educational process. The district also seeks to further strengthen consistency in family engagement practices across school sites while maintaining the unique programs and opportunities offered at each campus. Continued collaboration among schools will help ensure that families have meaningful opportunities to participate in their children's education and provide input into district and site decision-making processes. Moving forward, the district will continue to expand opportunities for two-way communication, gather feedback from families through surveys and advisory committees, and provide professional learning that supports culturally responsive and inclusive family engagement practices. The district will also continue to utilize communication tools such as ParentSquare, including its translation features, to increase accessibility and support communication with families in their preferred language. These efforts will help strengthen authentic partnerships between schools and families and support positive outcomes for all students.|Based on educational partner input and local data, the district recognizes the importance of continuing to improve engagement with families who may face barriers to participation in school and district activities. These may include families whose primary language is not English, families with limited availability due to work or family commitments, and families who have historically participated at lower rates in surveys, advisory committees, and school events. To address these barriers, the district will continue to implement targeted outreach strategies designed to increase access to meaningful engagement opportunities. These strategies include expanding bilingual communication efforts, providing flexible meeting times and formats when feasible, utilizing multiple communication methods, and increasing direct outreach from school staff. The district will continue to use ParentSquare, including its translation features, to support communication with families in their preferred language and increase accessibility to school and district information. The district will also continue to promote participation in School Site Councils (SSC), English Learner Advisory Committees (ELAC), the District English Learner Advisory Committee (DELAC), parent workshops, and school events. Staff will continue to seek feedback from families regarding barriers to participation and use that information to improve communication and engagement practices. Recent increases in parent survey participation demonstrate progress in these efforts and provide additional opportunities for families to share their perspectives and help inform district decisions. Through these intentional actions, the district seeks to foster trust, strengthen authentic partnerships, and ensure that all families feel welcomed, informed, and valued as partners in their children's education.|Building strong partnerships with families remains a priority for Lemoore Union Elementary School District and is a key component of supporting positive student outcomes. Schools actively promote family engagement through events such as Back to School Night, Open House, literacy, science, art, and family engagement nights, music performances, student showcases, and other activities that provide opportunities for families to connect with staff and the school community. Schools regularly communicate with families regarding student progress through parent-teacher conferences, progress reports, report cards, Student Study Team (SST) meetings, Individualized Education Program (IEP) meetings, phone calls, and ongoing communication through ParentSquare. These opportunities allow families and educators to work collaboratively to identify student strengths, address areas of need, and develop strategies that support student success both at school and at home.  At the district level, School Site Councils (SSC), English Learner Advisory Committees (ELAC), and the District English Learner Advisory Committee (DELAC) provide opportunities for families to participate in decision-making and advocate for students. These groups help ensure that family perspectives are considered when developing school and district programs and services. The district also collaborates with community organizations and service providers to support students and families. Programs and partnerships help address academic, behavioral, health, and social-emotional needs that may impact student success. Schools continue to make intentional efforts to increase participation among families who have traditionally been underrepresented in school activities and advisory groups. Through these coordinated efforts, the district continues to strengthen partnerships between families, schools, and the community to support positive academic, behavioral, and social-emotional outcomes for students.|Based on the analysis of educational partner input and local data, the district has identified opportunities to strengthen staff capacity to partner with families in supporting student learning and to expand the information and resources available to families to support learning at home. While schools provide regular communication regarding student progress and offer multiple opportunities for family participation, the district recognizes the importance of continuing to build meaningful partnerships that directly support improved student outcomes. The district will continue to provide families with information regarding curriculum, academic expectations, assessment practices, intervention supports, and strategies that can be used at home to support student success. As instructional practices continue to evolve, the district will work to ensure that families have a clear understanding of how student learning is measured and how families can partner with schools to support academic growth. In addition, the district will continue to strengthen professional learning and support for teachers, administrators, and staff related to effective family engagement practices. Through ongoing communication, family engagement opportunities, and collaboration with advisory groups, the district will continue to refine its efforts to ensure that families are informed, empowered, and actively engaged as partners in their children's education.|Based on educational partner input and local data, the district recognizes the importance of increasing participation among families who may face barriers to engagement in activities that support student learning and achievement. These may include families whose primary language is not English, families with limited availability due to work or family commitments, and families who have historically participated at lower rates in conferences, advisory committees, workshops, and other school activities. To improve engagement of underrepresented families, the district will continue to expand communication and outreach efforts designed to increase access to information regarding student progress, academic expectations, available supports, and opportunities for involvement. ParentSquare, including its translation features, will continue to be utilized to support communication with families in their preferred language and increase access to school and district information. The district will also continue to provide information and resources that help families support student learning and development at home. The district will continue to encourage participation in School Site Councils (SSC), English Learner Advisory Committees (ELAC), the District English Learner Advisory Committee (DELAC), parent conferences, workshops, and family engagement events. Staff will continue to seek feedback regarding barriers to participation and use that information to improve accessibility and engagement opportunities. Efforts will be made to provide multiple opportunities for participation through a variety of formats, including in-person and virtual meetings when appropriate. Through these intentional actions, the district seeks to strengthen partnerships with underrepresented families, increase meaningful participation in school and district programs, and ensure that all families have opportunities to support and advocate for their children's success.|Based on the analysis of educational partner input and local data, the district has demonstrated continued strength and progress in actively seeking input for decision-making. The district provides multiple opportunities for educational partners, including parents, staff, students, and community members, to share their perspectives and contribute to decisions that impact student learning, school improvement efforts, and district programs. Regular engagement occurs through established groups such as School Site Councils (SSC), English Learner Advisory Committees (ELAC), the District English Learner Advisory Committee (DELAC), the Parent Advisory Committee (PAC), and other district and site-level committees. Additional input is gathered through parent-teacher conferences, Individualized Education Program (IEP) meetings, Student Study Team (SST) meetings, behavior support meetings, surveys, community forums, and Local Control and Accountability Plan (LCAP) educational partner engagement activities. The district has made significant progress in supporting families to effectively participate in advisory groups and decision-making processes. Families participating in PAC, DELAC, SSC, and ELAC meetings are provided opportunities to learn about district programs, student services, school improvement efforts, federal and state funding priorities, and Local Control and Accountability Plan (LCAP) goals and actions, enabling them to provide meaningful input and recommendations. Translation and interpretation services, along with communication tools such as ParentSquare, help ensure that information is accessible to families and support participation from a diverse community of educational partners. These ongoing opportunities for input help ensure that a variety of perspectives are considered when making district and school decisions. The district continues to emphasize collaboration with families and community members, recognizing that strong partnerships are essential to improving academic achievement, attendance, student engagement, behavior, and overall student success.|Based on the analysis of educational partner input and local data, the district has identified opportunities to increase participation and representation in district-level decision-making processes, particularly within advisory groups such as the Parent Advisory Committee (PAC). While the district provides multiple opportunities for families to provide input through advisory committees, surveys, meetings, and educational partner engagement activities, participation levels vary among groups and school sites. The district also recognizes an opportunity to further strengthen collaboration among families, teachers, principals, and district administrators in the planning, implementation, and evaluation of family engagement activities. While families are regularly asked to provide feedback regarding programs and services, the district seeks to expand opportunities for families to actively help shape engagement efforts and identify strategies that best meet the needs of their school communities. To address these areas, the district will continue to expand outreach efforts, utilize multiple communication methods, and leverage tools such as ParentSquare to increase awareness of participation opportunities. The district will also continue to seek feedback regarding barriers to participation and use that information to improve meeting formats, communication practices, and opportunities for meaningful involvement. These efforts are intended to increase participation, strengthen representation from a diverse group of families, and ensure that educational partner input continues to inform district and school decision-making.|Based on the analysis of educational partner input and local data, the district will continue to improve engagement of underrepresented families in decision-making processes through targeted outreach, accessible communication, and intentional efforts to reduce barriers to participation. Particular attention will be given to families whose primary language is not English, families with limited availability due to work or family commitments, and families who have historically participated at lower rates in advisory groups and district engagement activities. The district will continue to communicate opportunities for input through multiple methods, including ParentSquare, email, phone calls, text messages, school websites, and direct outreach from school staff. ParentSquare's translation features, along with translation and interpretation services, will help ensure that families receive information in a language they can understand and are able to participate meaningfully in district and school decision-making processes. The district will also continue to promote participation in School Site Councils (SSC), English Learner Advisory Committees (ELAC), the District English Learner Advisory Committee (DELAC), the Parent Advisory Committee (PAC), surveys, and other educational partner engagement opportunities. Feedback from families will be used to identify barriers to participation and improve communication, meeting formats, and engagement strategies. Through these efforts, the district seeks to create welcoming and accessible opportunities for all families to contribute to decision-making processes and ensure that district programs, services, and priorities reflect the diverse perspectives and needs of the community.|4|4|3|4|3|3|4|4|4|5|4|3|Met||2026-06-16|2026
16639740100156|Lemoore University Elementary Charter|3|A parent survey was conducted by the LEA in February of 2026. Based on this survey, 88% of parents felt the school staff builds trusting and respectful relationships with families, and 100% were satisfied with the communication between the school and parents. We have been working to improve our two-way communication with parents and the community by utilizing increased for increased online communication, including social media, Parent Square and our district/school website.|One of the areas we will focus on to improve relationships between families and school staff is to re-orient parents back onto campus by bringing back such annual events such as Back to School Night, Open House, Family Involvement Nights (reading, math, science, art, etc.), award ceremonies, and student recognition events. We also need to improve in learning about each family's strengths, cultures, languages, and goals for their children in the future.|The primary way that the school will improve engagement of underrepresented families is by implementing Parent Square. This is a communication system that is tied to the school's student information system, that allows two-way communication between the district, school, and/or teacher and the parent/guardian in their home language.|Building parent partnerships is paramount at UCS. We promote such events as Back to School Night, Open House, Family nights (reading, math, science, art), and award/recognition ceremonies on campus. We have recently implemented and/or enhanced partnerships with families in the areas of attendance, academics, and behavior. These include a Student Attendance Review Team (SART) to help improve attendance, Student Support Teams (SST) to work with families to provide additional support and behavior plans that are established with parents to identify appropriate behavioral supports for students. The school reaches out to underrepresented families for parent conferences, participation in Charter Council and PSO.|An area where the school should focus to improve building partnerships for student outcomes is in regards to sharing and involving educational partners in is the introduction/expansion of the CTE opportunities available to us via partnerships with the local high schools and Lemoore College. Creating partnerships with these entities and other local and/or community partners will help build a strong foundation to expand upon for our students in the area of career and college readiness.|The primary way that the school will improve engagement of underrepresented families is by implementing Parent Square. This is a communication system that is tied to the school's student information system, that allows two-way communication between the district, school, and/or teacher and the parent/guardian in their home language.|The school seeks to gain input and feedback from parents throughout the school year through a variety of means, including those noted above. Multiple opportunities for this to take place occur in group settings such as the Charter Council, Parent-Staff Organization (PSO), and grade level parent meetings. Additional opportunities occur on an individual basis such as in parent-teacher conferences, SART, IEPs, SSTs and behavior support meetings. Building partnerships with parents and families is fundamental in helping UCS reach its goals of supporting students academically, emotionally, and behaviorally, improving attendance, and increasing participation in extracurricular activities. The school will continue to reach out to underrepresented families to have them participate in some of the parent advisory groups, as well as having them volunteer at the school.|A focus area for the school in improving input for decision making is to improve the school's survey processes and content. Another area of focus should be on expanding the various educational partner groups to include community and civic members.|The primary way that the school will improve engagement of underrepresented families is by implementing Parent Square. This system can be used to gather information from the educational partners, including the parent/guardian, via electronic surveys, in their home language.|4|4|3|4|4|4|4|4|4|4|4|4|Met||2026-06-16|2026
16639820000000|Lemoore Union High|3|LUHSD utilizes a variety of tools to gather this data for parent engagement. LUHSD has a District Advisory Committee that meets throughout the year. The District Advisory Committee is made up of staff, students, and parents.  Meetings are held regularly with parents of English Learners, Migrant students, and Native American families. LUHSD also has a CTE stakeholder group that meets regularly.  Data from these meetings are combined with survey data from parents and students. Survey data is reflective of our current demographics and is representative of each grade level (e.g., 9 through 12). Parents have an open forum in both meetings and on the survey to provide input on priorities for funding, as well as strengths and weaknesses at each school site. The data collected is used to determine our current levels of implementation, what actions are needed, and to develop or modify current district goals.  Survey data indicates that the district has made significant progress in building positive relationships between school staff and families. A majority of parents feel that their input is valued, they are well-informed about their child’s education, and the school encourages active parental involvement. Many parents report that there are caring adults at the school, and they feel welcome to participate in school activities. This overall positive feedback from parents and staff reflects the district's efforts in fostering parental involvement, communication, and support.  On the 2025-2026 LCAP Survey, 69.2% of the parents at LHS and 73% of the parents at JHS reported feeling connected to the school.  83% of the staff at LHS reported a positive feeling of school connectedness, and 100% of the staff at JHS reported a positive feeling towards school connectedness.  39% of the students at LHS reported a positive feeling towards school connectedness, and 51% of the students at JHS reported a positive feeling towards school connectedness.|he analysis of educational partner input and local data highlights a need for the LUHSD to improve parent participation rates in building relationships between school staff and families. Despite positive feedback from a portion of parents and staff regarding parental involvement and communication, the low number of survey responses indicates that broader engagement efforts are necessary. To address this, LUHSD can implement targeted strategies such as enhancing communication channels, diversifying outreach methods, and providing more opportunities for parent input. The goal is to ensure that all stakeholders' voices are heard, leading to stronger partnerships and more inclusive and effective educational practices throughout the district. At LHS  28% of Parents completed the 2025-2026 LCAP Survey which was an 3% increase from the year before.  71% of Parents Reported Connectedness to the School 85% of SED Parents Reported that they Feel Welcome to Participate in School Activities. 59% of SWD Parents Reported that they Feel Welcome to Participate in School Activities. 100% of EL Parents Responded 100% of Indian Education Parents Reported that they Feel Welcome to Participate in School Activities.  At JHS 17% of parents completed the 2024-2025 LCAP Survey.  82% of Parents Reported Connectedness to the School.  100% of SED Parents Reported that they Feel Welcome to Participate in School Activities. 100% of SWD Parents Reported that they Feel Welcome to Participate in School Activities. 50% of Indian Education Parents Reported that they Feel Welcome to Participate in School Activities.  0% of EL Parents Responded|LUHSD is focused on enhancing the involvement of underrepresented families and fostering connections between school staff and families. Building on the success of cultural celebrations like Native American Month and Mexican Heritage Month, LUHSD plans to expand these initiatives. Through past work with Santa Clara County Office of Education, LUHSD has accessed valuable resources to better address the needs of underrepresented families. This partnership aims to create more inclusive and welcoming environments across campuses, ensuring all families feel valued and engaged. Additionally, LUHSD is committed to fostering inclusivity within the curriculum and school events, continually refining engagement strategies to empower every family within the school community.|The analysis of educational partner input and local data shows that LUHSD has made significant progress in building partnerships to enhance student outcomes, with high levels of parental agreement on academic support and college preparation at both LHS and JHS. At LHS, parents feel that the school provides quality education, necessary academic support, and activities that prepare students for college. Similarly, at JHS, parents agree that the school emphasizes academic success and offers strong support and college preparation activities. Parents also believe their students have access to a challenging curriculum and are taught critical thinking skills. The positive perception of the educational experiences at both schools highlights effective partnership-building efforts between the schools and families. Staff aims to further improve instructional strategies and support for diverse student groups in the upcoming school year, emphasizing the importance of these partnerships in fostering an environment conducive to student success.|LUHSD has identified the need to improve access to social-emotional and additional supports for parents to help their children. Analysis of survey data and feedback reveals disparities in parental awareness and accessibility of these supports between LHS and JHS. Specifically, a smaller proportion of LHS parents are aware of or know how to access social-emotional supports compared to JHS parents. This lack of awareness can negatively impact students' academic achievement and their ability to effectively use educational services. To address this, LUHSD will implement strategies to enhance communication, provide resources and information sessions, and partner with community organizations specializing in mental health and wellness. By focusing on improving access to social-emotional supports, LUHSD aims to strengthen partnerships with parents and create a more supportive environment for student success and well-being.|LUHSD is dedicated to improving the engagement of underrepresented families, focusing on establishing strong partnerships for student outcomes. To achieve this, the district is emphasizing equity and access initiatives, training staff to engage effectively with diverse backgrounds. Regular meetings with groups such as the Indian Education Council and DELAC ensure that the perspectives of underrepresented families are included in decision-making. Additionally, LUHSD has partnered with Fresno State’s Parent University program to offer free courses for parents and family members, covering various support and resource topics. This initiative aims to foster community outreach and strengthen partnerships with underrepresented families. By leveraging these efforts, LUHSD seeks to create an inclusive and supportive environment where all families feel valued and empowered in their children's education. The district's ongoing collaboration and proactive engagement efforts are aimed at building meaningful partnerships that contribute to improved student outcomes for all.|LUHSD has shown significant progress in seeking input for decision-making processes, with active parental engagement in communication and participation opportunities. Parents have responded positively to surveys about updates on student progress, enforcement of rules, and school activities, indicating a strong level of engagement. Parents at both LHS and JHS feel welcome to participate in school activities and are well-informed about school happenings, reflecting effective communication channels.  Parents have responded positively to the addition of the Kelvin survey system.  Parents also appreciate the communication that they receive through Parent Square.  Lemoore Union High School District also has an active District Advisory Committee that allows parents and students from all district schools to meet with staff and offer input. There are areas for improvement, particularly regarding input on rules, policies, and changes at the school sites. Fewer parents felt they had opportunities for input on these matters. To address this, LUHSD will focus on strengthening opportunities for input and feedback, aiming to create a collaborative environment where all stakeholders feel valued and empowered in the decision-making process. This focus on communication and participation initiatives is intended to enhance the overall educational experience for students.|LUHSD has identified key areas for improvement in seeking input for decision-making, focusing on enhancing parent and student involvement in the development of rules, policies, and educational updates across all school sites. A particular emphasis is on engaging Spanish-speaking parents to address language barriers and promote inclusivity. DELAC meetings are used to discuss school rules, policies, and gather parent input, recognizing the importance of stakeholder engagement in decision-making. DELAC meetings have been held at different times during the day to increase involvement. In the past, the district has used Equity and Access training to expand staff capacity to support all students, particularly those from traditionally underserved groups, fostering an inclusive and equitable learning environment. LUHSD implemented a District Advisory Committee during the 2024-2025 school year and continues to use that committee to gain parent input. The Kelvin survey platform has been continuously used. The use of this platform allows LUHSD to look at data broken down by various student groups. This ensures that LUHSD can look at the voice of our staff, students, and families as a whole but also as separate groups when needed. In addition, LUHSD maintains an active CTE Stakeholder Committee comprised of representatives from a variety of agencies, industry partners, educational organizations, parents, staff, and community members. This diverse committee provides valuable feedback regarding Career Technical Education programs, workforce trends, student needs, and program development. Through regular collaboration and discussion, the committee supports informed decision-making and helps ensure that CTE pathways remain relevant, rigorous, and aligned with both student interests and local workforce demands. The input gathered through this committee also assists LUHSD in identifying opportunities for program improvement, industry partnerships, and expanded student opportunities.  LUHSD is committed to ongoing communication and engagement with parents and students through meetings and surveys. Administrators will continue to collaborate on strategies to increase the involvement of traditionally underserved student groups in providing input. LUHSD is committed to ongoing communication and engagement with parents and students through meetings and surveys. Administrators will continue to collaborate on strategies to increase the involvement of traditionally underserved student groups in providing input.|LUHSD is committed to improving the engagement of underrepresented families in decision-making processes. The district uses various tools to gather data and facilitate parent engagement, including regular meetings with parents of English Learners, Migrant students, and Native American families. Principals and the Assistant Superintendent participate in monthly Indian Education Council meetings, showing a targeted effort to engage with these communities. Parent conferences at both LHS and JHS, along with Back to School Night events, provide additional opportunities for seeking input.  LUHSD also sends out surveys to parents and students to gather input on priorities for funding and to identify strengths and weaknesses at each school site. The collected data is used to inform decision-making processes, determine implementation levels, identify necessary actions, and develop or modify district goals. Moving forward, LUHSD will use this data to create new plans aimed at enhancing parent input and involvement across all school sites, fostering a more inclusive and collaborative educational environment.|4|4|4|4|4|4|4|4|4|3|3|4|Met||2026-05-28|2026
16639820110205|Lemoore Middle College High|3|On the LCAP Surveys, parents responded that the environment at the school welcoming, inviting, and office staff are friendly to visitors (93%), and that the schools communicated often about rules, policies and activities (90%). Students are provided a challenging curriculum (92%) and have access to a broad curriculum (83%). The parents responded positively to the schools being an inviting place to learn (100%). Additionally, 100% of parents surveyed felt tha:t LMCHS keeps them well informed about their student's progress at school, and 92% of parents responded that the school promptly responds to their phone calls, messages or emails. A number of parents (23%) felt that the school did not offer enough quality activities that meet their student's interests and talents, such as sports, clubs and music. As a response to this concern, LMCHS now offers access to sports for eligible students, and further addressing the offerings for students at LMCHS will be a focus area moving forward.|100% of parents surveyed felt that LMCHS keeps them well informed about their student’s progress at school, and 92% of parents responded that the school promptly responds to their phone calls, messages or emails.|Students are provided a challenging curriculum (92%) and have access to a broad curriculum (83%). The parents responded positively to the schools being an inviting place to learn (100%). Additionally, 1 A number of parents (23%) felt that the school did not offer enough quality activities that meet their student’s interests and talents, such as sports, clubs and music. As a response to this concern, LMCHS now offers access to sports for eligible students, and further addressing the offerings for students at LMCHS will be a focus area moving forward.|The majority of parents (87%) responded that students have a plan of study connecting their students to a career goal and (62%) felt their students were prepared for a postsecondary career. Parents felt their students have access to a challenging curriculum (92%) and were taught critical thinking skills (100%). This will be an area of focus for the current school year, for all students and parents to feel they have access to curricular materials and technology and for staff to remove any existing barriers.|Parents responded positively that their students did have access to technology (100%) or to adequate curricular materials (84%). This was an area that we work hard to ensure students had appropriate access to.|LMCHS hosts parents for Back to School Night, as well as an in person Orientation and Registration nights annually. Additionally, Parent U informational nights are held 4 times per year, and topics vary based on input from educational partners gathered throughout the school year.|Lemoore Middle College has a reputation for providing a high quality education to all students. As a school of choice, we actively engage our educational partners to ensure that our reputation remains a positive one. This engagement is critical to stabilize our student enrollment, and guarantee the long term success of LMCHS.|Parents responded in a positive manner (ranging from 90 -100%) on multiple questions about the school communicating with parents regarding student progress, enforcement of rules, and updates on school activities and events. The responses ranges dropped (77%) when asked if parents and students had input on rules, policies and changes at the school sites. This is an area of improvement for all sites, and to specifically target Spanish-speaking parents during the current school year. LMCHS is utilizing a Certificated teacher to provide additional tutoring and regular two-way communication for our students classified as English Language Learners. This will allow improved access to resources and opportunities for families to provide meaningful input to LMCHS.|LMCHS hosts parents for Back to School Night, as well as an in person Orientation and Registration nights annually. Additionally, Parent U informational nights are held 4 times per year, and topics vary based on input from educational partners gathered throughout the school year.|4|4|4|4|4|4|5|5|4|4|3|4|Met||2026-06-11|2026
16639820136234|Lemoore Online College Preparatory High|3|"At Lemoore Online, the staff prides itself on our ability to build, bolster and nurture relationships between school staff and families. This process starts at Orientation when each family meets the principal, the counselor and their child's mentor teacher personally. From here, weekly Progress Check Meetings between the teacher and the parent keep the lines of communication open. Parents are encouraged to be active participants in their child's education and the school invites parents to engage with the teacher and the school often by whatever means is most convenient for the family, including: in person/on campus, via phone or via virtual meetings. Lemoore Online also works in collaboration with the Liaisons from Santa Rosa Rancheria who represent the Tachi Yokut Tribe. Our school counselor also maintains on-going communication with many of our students and their families as we work as team to support students academically, behaviorally, and social-emotionally. When staff raises a concern about a student, the first call is to the parents. The LUHSD Student Services team is also a huge part of our success in forming strong, supportive relationships with families. Students in need of intervention are guided by the supportive framework of our MTSS plan. Interventions include: phone calls home, home visits, parent meetings, tutoring, and a ""Tier 2"" Goals Meeting that occurs with the student, parent and the counselor. At this meeting, goals are developed as a team and the parent(s) is a key part of this collaborative process. The end-of-semester awards assembly was a huge hit with parents. At Lemoore Online we believe that the more informed parents are about the expectations of the program and how students can be successful, the more effective parents can be in helping their child succeed. According to our LCAP 2026 Spring Survey data, parents surveyed responded as follows: 98% believe the school ""seeks parent input"" 98% ""feel welcome to participate in school activities"" 97% ""feel well-informed"""|In the future, Lemoore Online will focus on the following areas when it comes to Building Relationships between School Staff and Families: 1) Publish student-created videos and post on our website featuring teachers, students and staff to help all in our community get to know each other. 2) Encourage attendance at Parent Info Nights, Parent University Online Classes and participation in Charter Council. 3) Continued use of a variety of media types to get information to parents, including: Facebook, Parent Square, Emails, Phone calls, Texts, Letter Home, Flyers, etc. 4) Offer Parenting support nights in collaboration with the District|"Lemoore Online builds excellent rapport and support networks for all stakeholders. This takes place primarily within the framework of the ""Weekly Progress Meeting"". Parents and students are active participants in these progress meetings wherein teachers not only report on ""current progress"" but guide parents and students in the necessary/suggested steps for improvement. College and career readiness and graduation preparation are also discussed in these meetings. If further support or intervention is needed, the teacher will also use these Progress Check meetings to connect families with resources. LCAP survey data clearly shows that parents and students feel supported at Lemoore Online."|"At Lemoore Online, the staff prides itself on our ability to build, bolster and nurture relationships between school staff and families. During weekly Progress Check Meetings, the teacher and the parent keep the lines of communication open as they review the student's progress. Parents are encouraged to be active participants in their child's education and the school invites parents to engage with the teacher and the school often by whatever means is most convenient for the family, including: in person/onsite, via phone or via virtual meetings. Lemoore Online also works in collaboration with the Liaisons from Santa Rosa Rancheria from the Tachi Yokut Tribe. Our school counselor also maintains on-going communication with our students and their families as we work as team to support students academically, behaviorally, and social-emotionally. During the 2025-2026 school year the counselor continued to meet with each student to develop and/or refine a 4-year plan and discuss post-high school options. At Lemoore Online we believe that the more informed parents are about the expectations of the program and how students can be successful, the more effective they can be in helping their child succeed. According to our LCAP Survey data, parents surveyed responded as follows: 98% believe the school ""seeks parent input"" 98% ""feel welcome to participate in school activities"" 97% ""feel well-informed"""|"In the future, Lemoore Online will focus on the following areas when it comes to Building Partnerships for Student Outcomes: 1) Communicating support opportunities for parents. Only 60% of parents surveyed were aware of the free online classes offered by the school through Fresno State's ""Parent University"". 2) Offering relevant support opportunities for parents. After the most recent LCAP Survey, 95% of parents surveyed believed the school provides ""useful"" parent workshops. 3) Collaborate with LUHSD to offer Parenting/Support Classes for parents. Oftentimes, parents of our online students report that they struggle with the following: establishing a healthy routine for their teen at home, knowing and enforcing program expectations, homework support, college and career planning, support for graduation, etc."|Lemoore Online plans to improve the engagement of underrepresented families as follows: 1) Offer opportunities for parent involvement such as Parent Nights with targeted topics led by our Counselor and Social Worker. Topics to include: Financial aid/FAFSA, college applications, career readiness, how to support your online student, social emotional learning and support at home, etc. 2) Personally invite parents to events via texts, phone calls, email, Parent Square, etc. 3) Incentivize parent participation for students 4) Host and advertise events put on by our Clubs and Art Enrichment class that represent a diversity of ethnic groups, cultural back grounds, etc. 5) Offer info nights for parents of students in our ELD Class 6) Offer info nights for parents of students on an IEP/504 Plan 7) Encourage more participation in our Charter Council by inviting the parents of students represented by the following minority groups: Special Education, students on a 504, homeless students, foster students, and parents of English Learners.|"Lemoore Online seeks to work in collaboration with our students and their parents/guardians as well as with the unique cultures and community groups our students belong to. Our strengths include the following: 1) Lemoore Online Charter Council - There are currently 2 parents on our Charter Council and 3 students 2) Weekly Progress Check Meetings - These meetings have been noted by staff, students and their parents as a highlight of our program. These weekly meetings offer all involved a regular venue for ""catching up"", expressing concerns, alignment of goals, coordinating supports, etc. 3) Parent Input - When surveyed, 98% of parents agreed that the school ""seeks parent input""."|In the future, Lemoore Online will focus on the following areas when it comes to Seeking Input for Decision Making: 1) Increase the diversity of our Charter Council by inviting the parents of students represented by the following minority groups: Special Education, students on a 504, homeless students, foster students, and parents of English Learners. 2) Develop a Multicultural Club that represent a diversity of ethnic groups, cultural back grounds, etc. 3) Offer Parent Nights for parents of students in our ELD Class 4) Offer Parent Nights for parents of students on an IEP/504 Plan|Lemoore Online plans to improve the engagement of underrepresented families as follows: 1) Offer virtual and in-person Parent Nights with targeted topics led by our Counselor and Social Worker. Topics to include: Financial aid/FAFSA, college applications, career readiness, how to support your online student, social emotional learning and support at home, etc. 2) Personally invite parents to events via texts, phone calls, email, Parent Square, etc. 3) Incentivize parent participation for students 4) Host and advertise events put on by our clubs that represent a diversity of ethnic groups, cultural back grounds, etc. 5) Offer Parent Info Nights for parents of students in our ELD Class 6) Offer Parent Info Nights for parents of students on an IEP/504 Plan 7) Encourage more participation in our Charter Council by inviting the parents of students represented by the following minority groups: Special Education, students on a 504, homeless students, foster students, and parents of English Learners.|5|5|4|5|4|5|5|4|4|4|4|4|Met||2026-06-11|2026
16639900000000|Pioneer Union Elementary|3|"The District analyzed multiple sources of data regarding building relationships between school staff and families. On the 2025-26 parent survey, 100% of parents gave a positive response to the statement, ""My school provides me with progress reports and report cards to inform me about my child's success."" 97.06% of parents responded positively to the statement, ""My child's school seeks parent participation and input."" 97.65% of parents responded positively to the statement, ""I feel welcome to participate in activities at my child's school."" This data demonstrates a significant strength in school/family relationships as well as shows growth over the previous year. On the Parental Involvement and Family Engagement self-assessment for Priority 3, the District rated itself as ""full implementation""  or “full implementation and sustainability” on all four areas based on the input and feedback of the school staff. For families of English Learners the District has a Bilingual Community Liaison who provides outreach to EL families encouraging their participation in providing input for decision-making. For families experiencing homelessness, the District has a Community Support Liaison to support the families in meeting their needs for the education of their students.     Overall, 98.0% of parents and families responded positively to their sense of school connectedness which is an increase over the previous year. 97.5% responded positively that they felt their children were safe while at school, which is also an increase from the previous year. The increase in positive responses to both  a sense of connectedness and safety among students and their families is a clear strength of Pioneer District. The continued growth among parent survey results demonstrate the efforts made by site administration, teachers, and staff to build a sense of community with families."|Based on the self-assessment survey, the District should continue to work to support the building of relationships between school staff and families to build and support sustainability.|Pioneer District has many opportunities for families to be engaged in the schools, provide for meaningful communication, and build relationships between school staff and families. The District is working on supporting staff on learning about each family's strengths, cultures, languages, and goals for their children through its continued work in a multi-tiered system of support (MTSS). Additionally, the District continues to seek out professional learning opportunities for staff to expand their understanding of underrepresented families.|"The District analyzed multiple sources of data regarding building partnerships for student outcomes. On the 2025-26 parent survey, 100% of parents gave a positive response to the question, ""My school provides me with progress reports and report cards to inform me about my child's success."" 95.29% of parents also responded positively to the statement, ""My child's school has teachers that go out of their way to help students."" This demonstrates a strength in building partnership for student outcomes. The District encourages teachers to have frequent communication with families. The District has multiple opportunities for parents to meet with the teacher to discuss student progress including parent/teacher conferences, IEP meetings, 504 meetings, and Student Study Teams as well as informal school to home communication. Additionally, through the student information system, parents have a portal through which they can check their student's grades, assignments, assessment results, and attendance. During various types of parent meetings, information on how to support student learning at home is provided. Meetings such as parent conferences, IEPs, 504s, Student Study Teams, and Title I routinely provide parents with information about what they can do at home to support the learning in school. The District provides all of the required legal notices to families annually and during some district and site level meetings. On the Parental Involvement and Family Engagement self-assessment for Priority 3, the District rated itself as ""full implementation and sustainability"" in three out of the four areas based on the input and feedback of the school staff. For families of English Learners the District has a Bilingual Community Liaison who provides outreach to EL families encouraging their participation in providing input for decision-making. For families experiencing homelessness, the District has a McKinney Vento Liaison to support the families in meeting their needs for the education of their students."|Based on the self-assessment survey, there is an opportunity for growth in the District providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.|Pioneer District has many opportunities for families to be engaged as partners for student outcomes. The District is supporting school sites in building partnerships for student outcomes through its continued work in MTSS. During various types of parent meetings, information on how to support student learning at home is provided. Meetings such as parent conferences, IEPs, 504s, Student Study Teams, Title I, and English Learner Advisory Committee meetings routinely provide parents with information about what they can do at home to support the learning in school. Additionally, the District seeks out professional learning opportunities for staff to expand their understanding of underrepresented families.|"The District analyzed multiple sources of data regarding seeking input for decision-making. Pioneer Union Elementary School District conducts a parent survey each spring. For the 2025-26 survey, 170 responses were received. The survey results are used in decision making and planning for the District. It is also used as a means of assessing and promoting family participation. On the parent survey, 97.06% of parents gave a positive response to the question, ""My school seeks parent participation and input.” On the Parental Involvement and Family Engagement self-assessment for Priority 3, the District rated itself as ""full implementation and sustainability"" in all areas based on the input and feedback of the school staff. The District provides multiple venues for parents and community to participate in providing input decision-making including the District Parent Advisory Council, the English Learner Advisory Committees, and School Site Councils. For families of English Learners the District has a Bilingual Community Liaison who provides outreach to EL families encouraging their participation in providing input for decision-making."|The District will focus on continuing its progress and opportunities for educational partners to provide input for decision-making.|Pioneer District has many opportunities for families to be engaged in the schools and provide meaningful input for decision-making. The District is working on supporting staff on learning about each family's strengths, cultures, languages, and goals for their children through its continued work in MTSS. The District monitors and reflects on ways to increase participation of its underrepresented families in seeking input for decision-making.|4|5|4|4|3|5|5|5|5|5|5|5|Met||2026-06-17|2026
16639900116699|Frontier Elementary|3|"The District analyzed multiple sources of data regarding building relationships between school staff and families. On the 2025-26 parent survey, 100% of parents gave a positive response to the statement, ""My school provides me with progress reports and report cards to inform me about my child's success."" 97.06% of parents responded positively to the statement, ""My child's school seeks parent participation and input."" 97.65% of parents responded positively to the statement, ""I feel welcome to participate in activities at my child's school."" This data demonstrates a significant strength in school/family relationships as well as shows growth over the previous year. On the Parental Involvement and Family Engagement self-assessment for Priority 3, the District rated itself as ""full implementation""  or “full implementation and sustainability” on all four areas based on the input and feedback of the school staff. For families of English Learners the District has a Bilingual Community Liaison who provides outreach to EL families encouraging their participation in providing input for decision-making. For families experiencing homelessness, the District has a Community Support Liaison to support the families in meeting their needs for the education of their students.   Overall, 98.0% of parents and families responded positively to their sense of school connectedness which is an increase over the previous year. 97.5% responded positively that they felt their children were safe while at school, which is also an increase from the previous year. The increase in positive responses to both  a sense of connectedness and safety among students and their families is a clear strength of Pioneer District. The continued growth among parent survey results demonstrate the efforts made by site administration, teachers, and staff to build a sense of community with families."|Based on the self-assessment survey, the District should continue to work to support the building of relationships between school staff and families to build and support sustainability.|Pioneer District has many opportunities for families to be engaged in the schools, provide for meaningful communication, and build relationships between school staff and families. The District is working on supporting staff on learning about each family's strengths, cultures, languages, and goals for their children through its continued work in a multi-tiered system of support (MTSS). Additionally, the District continues to seek out professional learning opportunities for staff to expand their understanding of underrepresented families.|"The District analyzed multiple sources of data regarding building partnerships for student outcomes. On the 2025-26 parent survey, 100% of parents gave a positive response to the question, ""My school provides me with progress reports and report cards to inform me about my child's success."" 95.29% of parents also responded positively to the statement, ""My child's school has teachers that go out of their way to help students."" This demonstrates a strength in building partnership for student outcomes. The District encourages teachers to have frequent communication with families. The District has multiple opportunities for parents to meet with the teacher to discuss student progress including parent/teacher conferences, IEP meetings, 504 meetings, and Student Study Teams as well as informal school to home communication. Additionally, through the student information system, parents have a portal through which they can check their student's grades, assignments, assessment results, and attendance. During various types of parent meetings, information on how to support student learning at home is provided. Meetings such as parent conferences, IEPs, 504s, Student Study Teams, and Title I routinely provide parents with information about what they can do at home to support the learning in school. The District provides all of the required legal notices to families annually and during some district and site level meetings. On the Parental Involvement and Family Engagement self-assessment for Priority 3, the District rated itself as ""full implementation and sustainability"" in three out of the four areas based on the input and feedback of the school staff. For families of English Learners the District has a Bilingual Community Liaison who provides outreach to EL families encouraging their participation in providing input for decision-making. For families experiencing homelessness, the District has a McKinney Vento Liaison to support the families in meeting their needs for the education of their students."|Based on the self-assessment survey, there is an opportunity for growth in the District providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.|Pioneer District has many opportunities for families to be engaged as partners for student outcomes. The District is supporting school sites in building partnerships for student outcomes through its continued work in MTSS. During various types of parent meetings, information on how to support student learning at home is provided. Meetings such as parent conferences, IEPs, 504s, Student Study Teams, Title I, and English Learner Advisory Committee meetings routinely provide parents with information about what they can do at home to support the learning in school. Additionally, the District seeks out professional learning opportunities for staff to expand their understanding of underrepresented families.|"The District analyzed multiple sources of data regarding seeking input for decision-making. Pioneer Union Elementary School District conducts a parent survey each spring. For the 2025-26 survey, 170 responses were received. The survey results are used in decision making and planning for the District. It is also used as a means of assessing and promoting family participation. On the parent survey, 97.06% of parents gave a positive response to the question, ""My school seeks parent participation and input.” On the Parental Involvement and Family Engagement self-assessment for Priority 3, the District rated itself as ""full implementation and sustainability"" in all areas based on the input and feedback of the school staff. The District provides multiple venues for parents and community to participate in providing input decision-making including the District Parent Advisory Council, the English Learner Advisory Committees, and School Site Councils. For families of English Learners the District has a Bilingual Community Liaison who provides outreach to EL families encouraging their participation in providing input for decision-making."|The District will focus on continuing its progress and opportunities for educational partners to provide input for decision-making.|Pioneer District has many opportunities for families to be engaged in the schools and provide meaningful input for decision-making. The District is working on supporting staff on learning about each family's strengths, cultures, languages, and goals for their children through its continued work in MTSS. The District monitors and reflects on ways to increase participation of its underrepresented families in seeking input for decision-making.|4|5|4|4|3|5|5|5|5|5|5|5|Met||2026-06-17|2026
16639906010557|Pioneer Elementary|3|"The District analyzed multiple sources of data regarding building relationships between school staff and families. On the 2025-26 parent survey, 100% of parents gave a positive response to the statement, ""My school provides me with progress reports and report cards to inform me about my child's success."" 97.06% of parents responded positively to the statement, ""My child's school seeks parent participation and input."" 97.65% of parents responded positively to the statement, ""I feel welcome to participate in activities at my child's school."" This data demonstrates a significant strength in school/family relationships as well as shows growth over the previous year. On the Parental Involvement and Family Engagement self-assessment for Priority 3, the District rated itself as ""full implementation""  or “full implementation and sustainability” on all four areas based on the input and feedback of the school staff. For families of English Learners the District has a Bilingual Community Liaison who provides outreach to EL families encouraging their participation in providing input for decision-making. For families experiencing homelessness, the District has a Community Support Liaison to support the families in meeting their needs for the education of their students.     Overall, 98.0% of parents and families responded positively to their sense of school connectedness which is an increase over the previous year. 97.5% responded positively that they felt their children were safe while at school, which is also an increase from the previous year. The increase in positive responses to both  a sense of connectedness and safety among students and their families is a clear strength of Pioneer District. The continued growth among parent survey results demonstrate the efforts made by site administration, teachers, and staff to build a sense of community with families."|Based on the self-assessment survey, the District should continue to work to support the building of relationships between school staff and families to build and support sustainability.|Pioneer District has many opportunities for families to be engaged in the schools, provide for meaningful communication, and build relationships between school staff and families. The District is working on supporting staff on learning about each family's strengths, cultures, languages, and goals for their children through its continued work in a multi-tiered system of support (MTSS). Additionally, the District continues to seek out professional learning opportunities for staff to expand their understanding of underrepresented families.|"The District analyzed multiple sources of data regarding building partnerships for student outcomes. On the 2025-26 parent survey, 100% of parents gave a positive response to the question, ""My school provides me with progress reports and report cards to inform me about my child's success."" 95.29% of parents also responded positively to the statement, ""My child's school has teachers that go out of their way to help students."" This demonstrates a strength in building partnership for student outcomes. The District encourages teachers to have frequent communication with families. The District has multiple opportunities for parents to meet with the teacher to discuss student progress including parent/teacher conferences, IEP meetings, 504 meetings, and Student Study Teams as well as informal school to home communication. Additionally, through the student information system, parents have a portal through which they can check their student's grades, assignments, assessment results, and attendance. During various types of parent meetings, information on how to support student learning at home is provided. Meetings such as parent conferences, IEPs, 504s, Student Study Teams, and Title I routinely provide parents with information about what they can do at home to support the learning in school. The District provides all of the required legal notices to families annually and during some district and site level meetings. On the Parental Involvement and Family Engagement self-assessment for Priority 3, the District rated itself as ""full implementation and sustainability"" in three out of the four areas based on the input and feedback of the school staff. For families of English Learners the District has a Bilingual Community Liaison who provides outreach to EL families encouraging their participation in providing input for decision-making. For families experiencing homelessness, the District has a McKinney Vento Liaison to support the families in meeting their needs for the education of their students."|Based on the self-assessment survey, there is an opportunity for growth in the District providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.|Pioneer District has many opportunities for families to be engaged as partners for student outcomes. The District is supporting school sites in building partnerships for student outcomes through its continued work in MTSS. During various types of parent meetings, information on how to support student learning at home is provided. Meetings such as parent conferences, IEPs, 504s, Student Study Teams, Title I, and English Learner Advisory Committee meetings routinely provide parents with information about what they can do at home to support the learning in school. Additionally, the District seeks out professional learning opportunities for staff to expand their understanding of underrepresented families.|"The District analyzed multiple sources of data regarding seeking input for decision-making. Pioneer Union Elementary School District conducts a parent survey each spring. For the 2025-26 survey, 170 responses were received. The survey results are used in decision making and planning for the District. It is also used as a means of assessing and promoting family participation. On the parent survey, 97.06% of parents gave a positive response to the question, ""My school seeks parent participation and input.” On the Parental Involvement and Family Engagement self-assessment for Priority 3, the District rated itself as ""full implementation and sustainability"" in all areas based on the input and feedback of the school staff. The District provides multiple venues for parents and community to participate in providing input decision-making including the District Parent Advisory Council, the English Learner Advisory Committees, and School Site Councils. For families of English Learners the District has a Bilingual Community Liaison who provides outreach to EL families encouraging their participation in providing input for decision-making."|The District will focus on continuing its progress and opportunities for educational partners to provide input for decision-making.|Pioneer District has many opportunities for families to be engaged in the schools and provide meaningful input for decision-making. The District is working on supporting staff on learning about each family's strengths, cultures, languages, and goals for their children through its continued work in MTSS. The District monitors and reflects on ways to increase participation of its underrepresented families in seeking input for decision-making.|4|5|4|4|3|5|5|5|5|5|5|5|Met||2026-06-17|2026
16639906110233|Pioneer Middle|3|"The District analyzed multiple sources of data regarding building relationships between school staff and families. On the 2025-26 parent survey, 100% of parents gave a positive response to the statement, ""My school provides me with progress reports and report cards to inform me about my child's success."" 97.06% of parents responded positively to the statement, ""My child's school seeks parent participation and input."" 97.65% of parents responded positively to the statement, ""I feel welcome to participate in activities at my child's school."" This data demonstrates a significant strength in school/family relationships as well as shows growth over the previous year. On the Parental Involvement and Family Engagement self-assessment for Priority 3, the District rated itself as ""full implementation""  or “full implementation and sustainability” on all four areas based on the input and feedback of the school staff. For families of English Learners the District has a Bilingual Community Liaison who provides outreach to EL families encouraging their participation in providing input for decision-making. For families experiencing homelessness, the District has a Community Support Liaison to support the families in meeting their needs for the education of their students.     Overall, 98.0% of parents and families responded positively to their sense of school connectedness which is an increase over the previous year. 97.5% responded positively that they felt their children were safe while at school, which is also an increase from the previous year. The increase in positive responses to both  a sense of connectedness and safety among students and their families is a clear strength of Pioneer District. The continued growth among parent survey results demonstrate the efforts made by site administration, teachers, and staff to build a sense of community with families."|Based on the self-assessment survey, the District should continue to work to support the building of relationships between school staff and families to build and support sustainability.|Pioneer District has many opportunities for families to be engaged in the schools, provide for meaningful communication, and build relationships between school staff and families. The District is working on supporting staff on learning about each family's strengths, cultures, languages, and goals for their children through its continued work in a multi-tiered system of support (MTSS). Additionally, the District continues to seek out professional learning opportunities for staff to expand their understanding of underrepresented families.|"The District analyzed multiple sources of data regarding building partnerships for student outcomes. On the 2025-26 parent survey, 100% of parents gave a positive response to the question, ""My school provides me with progress reports and report cards to inform me about my child's success."" 95.29% of parents also responded positively to the statement, ""My child's school has teachers that go out of their way to help students."" This demonstrates a strength in building partnership for student outcomes. The District encourages teachers to have frequent communication with families. The District has multiple opportunities for parents to meet with the teacher to discuss student progress including parent/teacher conferences, IEP meetings, 504 meetings, and Student Study Teams as well as informal school to home communication. Additionally, through the student information system, parents have a portal through which they can check their student's grades, assignments, assessment results, and attendance. During various types of parent meetings, information on how to support student learning at home is provided. Meetings such as parent conferences, IEPs, 504s, Student Study Teams, and Title I routinely provide parents with information about what they can do at home to support the learning in school. The District provides all of the required legal notices to families annually and during some district and site level meetings. On the Parental Involvement and Family Engagement self-assessment for Priority 3, the District rated itself as ""full implementation and sustainability"" in three out of the four areas based on the input and feedback of the school staff. For families of English Learners the District has a Bilingual Community Liaison who provides outreach to EL families encouraging their participation in providing input for decision-making. For families experiencing homelessness, the District has a McKinney Vento Liaison to support the families in meeting their needs for the education of their students."|Based on the self-assessment survey, there is an opportunity for growth in the District providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.|Pioneer District has many opportunities for families to be engaged as partners for student outcomes. The District is supporting school sites in building partnerships for student outcomes through its continued work in MTSS. During various types of parent meetings, information on how to support student learning at home is provided. Meetings such as parent conferences, IEPs, 504s, Student Study Teams, Title I, and English Learner Advisory Committee meetings routinely provide parents with information about what they can do at home to support the learning in school. Additionally, the District seeks out professional learning opportunities for staff to expand their understanding of underrepresented families.|"The District analyzed multiple sources of data regarding seeking input for decision-making. Pioneer Union Elementary School District conducts a parent survey each spring. For the 2025-26 survey, 170 responses were received. The survey results are used in decision making and planning for the District. It is also used as a means of assessing and promoting family participation. On the parent survey, 97.06% of parents gave a positive response to the question, ""My school seeks parent participation and input.” On the Parental Involvement and Family Engagement self-assessment for Priority 3, the District rated itself as ""full implementation and sustainability"" in all areas based on the input and feedback of the school staff. The District provides multiple venues for parents and community to participate in providing input decision-making including the District Parent Advisory Council, the English Learner Advisory Committees, and School Site Councils. For families of English Learners the District has a Bilingual Community Liaison who provides outreach to EL families encouraging their participation in providing input for decision-making."|The District will focus on continuing its progress and opportunities for educational partners to provide input for decision-making.|Pioneer District has many opportunities for families to be engaged in the schools and provide meaningful input for decision-making. The District is working on supporting staff on learning about each family's strengths, cultures, languages, and goals for their children through its continued work in MTSS. The District monitors and reflects on ways to increase participation of its underrepresented families in seeking input for decision-making.|4|5|4|4|3|5|5|5|5|5|5|5|Met||2026-06-17|2026
16739320000000|Reef-Sunset Unified|3|As a community schools district, RSUSD has fully implemented the community schools framework, with family engagement as a central pillar. The district operates a Family Engagement Center at the AHS campus, with a satellite center opened at Kettleman City Elementary, providing districtwide access to resources for families. A Wellness Specialist is funded at each school site, enabling early identification and continuous communication with families. In 2025-26, 86% of educational partners were satisfied and felt connected to the district, maintaining the baseline. Site teams met at least six times per year. The Community School Program Manager leads the District steering committee, bringing together administrators, nursing personnel, Wellness Specialists, teachers, classified staff, parents, and students to coordinate family engagement efforts across all sites. Survey data shows that 80.5% of educational partners are Satisfied or Very Satisfied with school conditions, and 71.1% report feeling informed about issues, events, and opportunities for involvement. The district has administered Crisis Prevention Intervention (CPI) training to administrators and continues to expand trauma-informed practices and restorative approaches districtwide to strengthen school-family relationships. The district has made particular progress in perceived safety across all respondent groups. Student safety rose from 57% (Year 1) to 78% in Year 2, surpassing the Year 3 target of 68%. Parent safety reached 95% in Year 2, exceeding the Year 3 target of 89%. Staff safety reached 90%, far exceeding the three-year target of 50%. These gains reflect the compounding impact of sustained investment in MTSS, PBIS, campus safety infrastructure, and Community Schools supports. Multilingual communication, translation services, and culturally responsive outreach continue to ensure all families, including those of English Learners, Foster Youth, and Homeless students, feel welcomed and connected to their school communities.|RSUSD will focus on strengthening staff-family relationships by deepening implementation of trauma-informed practices and restorative discipline. The District's CIM (Continuous Improvement Monitoring) action plan is being implemented to improve suspension rates, particularly for Students with Disabilities and Foster Youth, two groups where parent satisfaction remains below district averages. Only 64.3% of respondents are satisfied or highly satisfied with special education services, and 57% are satisfied with safety, indicating continued need for improvement. The district will sustain investment in campus safety infrastructure, including surveillance systems and school resource officers, to support the dramatic gains in perceived safety achieved in Year 2 (student safety: 78%, staff safety: 90%, parent safety: 95%). Family event attendance will be examined and formats reconsidered to ensure more families, particularly Foster Youth families, are successfully engaged. Foster Youth families present the district's most urgent relationship-building challenge. Their rating of schools as Highly Informative declined by 50% from Year 1 to Year 2, and Foster Youth suspension rates increased sharply to 25.9% in Year 2, 14.9 percentage points above the three-year target. COST Teams will expand individualized outreach and intervention strategies for this priority subgroup, with intentional coordination between Wellness Specialists, Family Engagement Coordinators, and site administrators to rebuild trust and connection with Foster Youth families. Staff connectedness also requires focused attention. While staff safety perceptions improved dramatically, staff connectedness declined from 83% (Year 1) to 78% in Year 2, falling 2 points below the three-year target of 80%. The district recognizes that staff who feel connected and supported are better positioned to build strong relationships with families. Intentional investment in professional community, collaboration time, and staff belonging will be prioritized in 2026-27 to close this gap and sustain the broader gains in school climate achieved across all respondent groups.|RSUSD will intensify outreach strategies for underrepresented families, especially Foster Youth families, whose survey rating of schools as Highly Informative declined by 50% in 2025-26. The district will prioritize home visits, adjusted meeting schedules, and culturally responsive communication strategies. Trauma-informed training equips staff to recognize the complex barriers many families face, including housing instability, economic stress, and language access, and respond with appropriate support and connection to community resources. The Wellness Specialists and Family Engagement Coordinators will expand outreach to families of students with the highest needs. Multilingual workshops, translation services, and community partnerships will continue and be deepened, with targeted outreach to Homeless families, who also showed elevated absenteeism and engagement challenges. The Family Engagement Center at the AHS campus and the satellite center at Kettleman City Elementary will serve as primary hubs for connecting underrepresented families to district resources, services, and communication channels. These centers provide culturally and linguistically accessible entry points for families who may otherwise face barriers to engagement. Family Engagement Coordinators will conduct intentional follow-up outreach following instances of disengagement, particularly for Foster Youth and Homeless families whose chronic absenteeism rates remain the highest in the district at 35.5% and above. The district will also add Students with Disabilities as a tracked metric in family engagement data, as adopted in 2025-26, recognizing that only 64.3% of respondents are satisfied or highly satisfied with special education services. Resource fairs and parent education opportunities specifically designed for families of students with disabilities will be expanded to improve communication, build trust, and strengthen the home-school partnership for this underrepresented group. Across all underrepresented populations, the district's goal is to ensure every family feels valued, informed, and that their voice is meaningfully reflected in school and district decision-making.|RSUSD is in Year 3 of MTSS framework implementation district-wide. Coordination of Services (COST) Teams and Attendance Teams are established and fully operational at each school site. In 2024-25, chronic absenteeism declined significantly across all student groups and all school sites from the 2023-24 baseline, a direct result of COST and Attendance Team collaboration. District-wide, all students showed a 9.2% positive decrease in chronic absenteeism from baseline, with Kettleman City Elementary showing the most dramatic improvement (down 12.5% from baseline). Suspension rates also declined significantly for most groups: all students showed a 5.7% decrease from baseline, with Hispanic students down 5.8%, EL students down 5.1%, and SWD down 6.7%. COST Teams at each school site, led by the Assistant Principal and Wellness Specialist, are implementing MTSS and PBIS protocols with growing fidelity. Wellness events exceeded the minimum of five districtwide to provide unduplicated family resources. A four-year Chronic Absenteeism goal of 10% is being pursued in partnership with the RAISE Project. The district's Community Schools model has been instrumental in building meaningful partnerships for student outcomes. Each school site has developed its unique community schools approach, with intentional data review cycles driving decisions about resource deployment and partnership priorities. The Family Engagement Center at AHS and satellite center at Kettleman City Elementary provide families with direct access to resources, services, and support that strengthen the home-school partnership and contribute to improved student attendance, behavior, and academic outcomes. Parent and family participation in advisory structures, including SSC, ELAC, DELAC, DAC, and the Community Schools Steering Committee, continues to grow, with educational partner input directly informing LCAP goal development and resource allocation. The district administered the Panorama SEL survey and LCAP needs assessment survey to gather broad family and student feedback, and results are used to drive continuous improvement at both the site and district levels. The combination of data-driven MTSS implementation, robust community partnerships, and accessible family engagement infrastructure positions RSUSD to continue making measurable progress in student outcomes across all groups.|The district will intensify targeted supports for Foster Youth and Homeless students, whose chronic absenteeism rates remain the highest in the district. Foster Youth absenteeism remains at 35.5% in Year 2, well above the Year 3 target of 30%. Foster Youth suspension rates increased sharply in Year 2 to 25.9%, which is 14.9 percentage points above the three-year target, representing the district's most urgent partnership and intervention need. The district will deepen RAISE Project strategies and expand Attendance Team data use from peer districts. Each school site will continue developing its unique community schools model, with intentional data review cycles to drive decisions about resource deployment and partnership priorities. Staff connectedness, the only Metric 2.11 measure not yet meeting its three-year target (78% vs. target of 80%), will also be prioritized through intentional collaboration and professional community investment. COST Teams at each site will expand individualized intervention strategies for Foster Youth, incorporating more frequent check-ins, coordinated case management with county partners, and proactive family outreach before attendance patterns become chronic. The district will reassess family event formats in response to the finding that attendance at family events declined even as the number of events increased, indicating a need to improve the accessibility, timing, and cultural relevance of partnership opportunities for the families who need them most. For Homeless students, who continued to show DA eligibility in ELA, Math, and Chronic Absenteeism, the district will expand coordination with county housing and social services partners to address the instability factors that most directly impact school engagement. Wellness Specialists and Family Engagement Coordinators will prioritize case coordination for Homeless families, ensuring they are connected to both academic supports and community resources. The district will also strengthen its use of the MTSS data infrastructure to identify and prioritize families of chronically absent students earlier in the school year, enabling more timely and targeted intervention. Attendance Teams will continue to refine their early warning systems and expand home visit protocols to reach families who are disengaged from traditional school communication channels.|The district will expand community outreach initiatives targeting underrepresented families, particularly Foster Youth and Homeless families who face the greatest barriers to engagement. These families will be reached through expanded home visits, community events, parent education, and case management coordination with county partners. The district will reassess family event formats in response to the finding that attendance declined even as the number of events increased, indicating a need to improve accessibility and relevance of events. Multilingual workshops, translation services, and culturally responsive outreach will continue, with a particular emphasis on reaching Homeless families who showed continued DA eligibility in ELA, Math, and Chronic Absenteeism. The RAISE Project framework and MTSS data will be used to identify and prioritize families of chronically absent students for targeted engagement and resource connection. The Family Engagement Center at the AHS campus and the satellite center at Kettleman City Elementary will serve as anchors for underrepresented family outreach, providing linguistically and culturally accessible entry points for families to connect with district resources, services, and partnership opportunities. Family Engagement Coordinators and Wellness Specialists will coordinate intentional follow-up outreach for families who disengage, with particular attention to Foster Youth families whose rating of schools as Highly Informative declined by 50% from Year 1 to Year 2. For Students with Disabilities, now added as a tracked metric in family engagement data as adopted in 2025-26, the district will expand resource fairs and parent education opportunities specifically designed to support families in understanding their rights, navigating special education services, and advocating effectively for their students. Only 64.3% of respondents reported satisfaction with special education services, underscoring the need for more intentional and accessible partnership with this family group. The district will also refine its use of the Panorama SEL survey and LCAP needs assessment survey data to disaggregate family engagement outcomes by student group, enabling more precise identification of which underrepresented populations require additional outreach investment. By aligning family engagement strategies with MTSS data and community schools resources, RSUSD aims to ensure that every family, regardless of housing stability, language, or student need, has a meaningful and accessible pathway to partnership with their child's school.|RSUSD maintained DAC sessions at 3 per year and SSC sessions at 4 per year in both 2024-25 and 2025-26, meeting the three-year target. As of 2025-26, 75% of all students rated schools as Highly Informative through the LCAP needs assessment survey, with positive increases across all student groups except Foster Youth: SED up 3%, SWD up 3%, EL up 1%, and all students up 2% from Year 1. Educational partner input informed the development of all three LCAP goals, including the creation of the Goal 3 Equity Multiplier Goal, which was developed by staff, administrators, and community members to address the most intensive student needs. Input platforms include: annual needs assessment surveys, staff PD interest surveys, Panorama SEL surveys, SSC teams, Leadership Teams, ELAC/DELAC/DAC, Community Schools Steering Committee, principals meetings, Differentiated Assistance meetings, and data achievement teams. The breadth and diversity of input platforms reflects the district's commitment to ensuring that all educational partners, including families of unduplicated students, Students with Disabilities, English Learners, Foster Youth, and Homeless students, have meaningful opportunities to shape district priorities and resource allocation. The Community Schools Steering Committee, which brings together administrators, Wellness Specialists, teachers, classified staff, parents, and students, has been particularly effective in surfacing community priorities that directly inform LCAP goal development and continuous improvement planning. Educational partner input has had a demonstrable impact on district decisions. Parent and community feedback gathered through SSC, ELAC, DELAC, and DAC meetings directly influenced the consolidation and refinement of LCAP goals in 2026-27, with Kings County Office of Education supporting the review and development process. Staff PD interest survey data informed the district's professional learning investments, ensuring that teacher voice is reflected in how the district builds instructional capacity. The district has established transparent communication channels to keep educational partners informed about how their input shapes LCAP decisions, with 71.1% of educational partners reporting they feel informed about issues, upcoming events, and opportunities for involvement, reflecting sustained progress in two-way communication across the district.|RSUSD will focus on re-engaging Foster Youth families in the decision-making process, as their rating of schools as Highly Informative declined by 50% from Year 1 to Year 2. The district will also work to improve the accessibility, inclusivity, and cultural responsiveness of all input-seeking processes. New approaches to family event formats and outreach will be explored, ensuring that input opportunities are designed around the schedules, languages, and communication preferences of underrepresented families. Transparent communication channels will be strengthened to keep educational partners informed about how their input shapes LCAP decisions. The district will provide regular updates on how feedback is being used, building accountability and trust with all partners, particularly those from historically underrepresented groups. The district will implement intentional follow-up strategies after advisory meetings and input sessions to ensure that families, especially Foster Youth, Homeless, and SWD families, receive clear communication about how their feedback influenced district decisions. Closing the feedback loop is essential to sustaining trust and encouraging continued participation from families who have historically felt their voices were not reflected in school and district planning. The district will also examine the structure, timing, and format of existing input platforms , including DAC, SSC, ELAC, and DELAC meetings, to ensure they are genuinely accessible to the families who most need to be represented. Flexible scheduling, transportation support, childcare options, and multilingual facilitation will be explored as strategies to reduce participation barriers for underrepresented families. The Community Schools Steering Committee will play a central role in identifying and piloting new engagement formats that better reflect the needs and preferences of the district's most underserved communities. Additionally, the district will expand the use of digital and mobile-friendly survey tools to reach families who cannot attend in-person meetings, ensuring that input-seeking is not limited to those who can participate in traditional advisory structures. Survey data will continue to be disaggregated by student group, including the newly added SWD tracking metric adopted in 2025-26, to enable more precise identification of which family groups require additional outreach and engagement investment in the 2026-27 cycle.|To ensure comprehensive representation across all student demographics, RSUSD will prioritize follow-up outreach after instances of disengagement, particularly for Foster Youth families. Chronic absenteeism data, while showing significant district-wide improvement (down 9.2% from baseline), continues to identify Foster Youth (35.5%) and Homeless students as priority groups. The district will adjust engagement strategies for these families, including increased home visits, flexible meeting formats, and modified outreach, and will add SWD as a tracked metric in family engagement data, as adopted in 2025-26. The district will also expand culturally responsive engagement practices, including providing language access and culturally relevant materials, to ensure every family feels valued and that their voice is reflected in district decision-making. The Family Engagement Center at the AHS campus and the satellite center at Kettleman City Elementary will serve as primary hubs for connecting underrepresented families to input opportunities, providing linguistically and culturally accessible pathways for participation in advisory structures and decision-making processes. Family Engagement Coordinators and Wellness Specialists will conduct intentional outreach to Foster Youth and Homeless families prior to key input events, including DAC, SSC, ELAC, and DELAC meetings, to ensure these families are personally invited, informed of the purpose and value of their participation, and supported in attending. For Foster Youth families specifically, whose rating of schools as Highly Informative declined by 50% from Year 1 to Year 2, the district will develop targeted re-engagement strategies in coordination with county child welfare partners. Regular communication with Foster Youth liaisons will ensure that placement transitions do not result in gaps in family engagement or loss of connection to district input platforms. The district will also work to ensure that foster caregivers and non-traditional family structures are fully included and welcomed in all decision-making processes. For families of Students with Disabilities, now added as a tracked metric in family engagement data, the district will expand resource fairs, IEP parent education opportunities, and Special Education advisory participation to ensure this group has a stronger and more informed voice in district decision-making. Multilingual workshops, translated materials, and interpreter services will continue to be provided at all input-seeking events to ensure language is never a barrier to meaningful family participation in the 2026-27 cycle and beyond.|4|5|4|4|4|4|4|4|4|4|4|4|Met||2026-06-18|2026
16747080000000|Kings County ROP|3||||||||||||||||||||||Not Met|||2026
17101730000000|Lake County Office of Education|3|CCS and Hance staff work with families and students to develop positive relationships to support academic success, behavioral improvement, and social-emotional development. As specialized educational settings, CCS and Hance faculty support students and families who have not typically experienced success in the comprehensive school setting.  With a low student-to-teacher ratio, paraprofessional support in every classroom, dedicated school administration and access to therapeutic services from a licensed clinician, CCS and Hance students are able to work with a dedicated team of adults to address their specific needs so that they may successfully return to their school of residence.|CCS and Hance continue to evaluate and improve their intake procedures when a student joins the school setting. This involves meeting with the parents/guardians to communicate and establish expectations, assessing student academic levels and needs to set appropriate learning goals, and identifying behavioral and social-emotional goals to support student growth. Both campuses continue to work on positive messaging throughout the school year so that communications involving concerns are not the only points of contact.|CCS and Hance are fortunate to have a caring and dedicated team of adults who work with students and families to support student success.  Teachers and school administration monitor student progress and communicate with families on a regular basis.  Small class sizes and low student-to-staff ratios ensure a high level of individualized student attention. Additionally, both Hance and CCS continue to qualify for Equity Multiplier funds.  This funding was designated towards a full-time PPS School Counselor to further support student and family engagement with a deeper emphasis on college and career readiness.|CCS and Hance are schools that address specific student needs. Hance works with the expelled youth of Lake County and CCS is dedicated to working with students with emotional disabilities and/or severe behavioral needs.   CCS is designed after the Diana Browning Wright program of Supporting Students With Intense Social, Emotional and Behavioral Challenges - the NEEDS-SEB Model.  Behavior data is collected and analyzed to track improvement and to establish growth targets.  Hance embraces the Big Picture Learning model.  Through career focused, project-based learning experiences, the Hance students shape their learning by doing.  Students are more engaged in their education and academic path since they are at the helm of designing their work with their teachers.  Students have a stronger sense of belonging because of their direct participation in their educational decisions.  Both schools monitor academic progress and develop individualized learning plans or individualized educational plans (IEP) for all students.|CCS and Hance continue to strive to support positive student behavior and improve student academic outcomes.  During the 2025-26 school year both schools focused on implementing their prescribed programs (Big Picture Learning for Hance and NEEDS-SEB for CCS) with greater fidelity to improve student outcomes and develop stronger relationships between staff and students.  In addition, a greater focus on Restorative Practices processes was emphasized throughout the year to strengthen relationships, repair harm and restore trust when needed.|The CCS and Hance teams leverage small class sizes to build strong student bonds and maintain consistent, proactive communication with families. Because students typically transition back to their resident districts within 12 to 24 months, dedicated faculty attention is vital to their short-term and long-term success. To strengthen these vital family partnerships, staff host various community-building events, from Back-to-School nights and game nights to talent shows and graduation ceremonies.|CCS and Hance hold School Site Council meetings four times annually to establish SPSA goals and actions and to evaluate overall progress toward SPSA goals.  These meetings include input from parents/guardians, students and staff.  Additionally, LCOE staff seeks input from families, students, staff and community members through the LCAP engagement process and to provide greater opportunity for input towards Equity Multiplier funds.  LCAP engagement meetings were held at each school.  These opportunities allowed for an open dialogue to discuss current practices, gather input from student voices, and communicate future goals.|CCS and Hance continue to explore effective options to engage families, students and community members in the decision making process. Both schools invite families to participate in school events and in the governance of their school site councils.  Student voice is included in both the SPSA and LCAP.  Teachers and administrators strive to include parent and student input into all programming decisions at both schools.|CCS and Hance administration endeavor to communicate and to engage all families in their student’s educational journey.  Teachers and school administration actively work to engage families throughout a student’s time in our schools. When students enroll, their first experience is through an intake meeting with the school administration and their family. Individual needs are discussed and the school team begins working with the student and family to transition the student into their new program. Student attendance, academic progress and behavior goals are monitored closely to support a student’s successful return to their district of residence.|5|5|4|5|3|3|4|4|3|3|3|3|Met||2026-06-23|2026
17640140000000|Kelseyville Unified|3|KVUSD is committed to strengthening relationships between school staff and families. We have expanded opportunities for parent and family involvement and continue to actively recruit parents to serve as volunteers and members of our advisory committees.|For the past three years, KVUSD has prioritized increasing family involvement across our schools. While we have expanded opportunities for engagement, participation in events, advisory committee meetings, and volunteer activities remains lower than desired. We will continue to focus our efforts on intentional outreach to better connect with parents and community members, including offering events at times that are more convenient for families. This ongoing goal includes increasing attendance at school events, committee meetings, and volunteer participation districtwide.|KVUSD will continue to strengthen engagement with underrepresented families by providing accessible information, resources, and opportunities that support meaningful family participation in student learning and district decision-making. Our full-time bilingual liaison will continue to attend school events and advisory committee meetings, provide translation services for Spanish-speaking families, and support access to district and school communications. Translation services will also remain available upon request, and school communications will continue to be translated into Spanish.  The district will expand efforts to provide families with information and resources to support student learning and development at home and increase opportunities for families to participate in school and district events, workshops, advisory groups, leadership opportunities, and other engagement activities connected to student success. KVUSD will also continue to provide professional learning and support to teachers, administrators, and staff to strengthen meaningful and culturally responsive family engagement practices across all school sites. Additionally, school site homeless liaisons will maintain active communication with families of students experiencing homelessness and foster youth and collaborate with community partners to connect families with needed resources and support.|KVUSD continues to prioritize time in the school calendar for parent and family conferences. At the elementary level, conferences are held twice a year, while at the middle school level, they take place once annually. In addition to scheduled conferences, it remains our practice to arrange meetings between parents and teachers whenever requested by either party.|KVUSD will continue to dedicate time within the school calendar for parent and family conferences and remain committed to supporting teachers and principals in strengthening meaningful partnerships with families. The district will continue to focus on providing families with information and resources to support student learning and development, particularly in math and reading, at home. KVUSD will also expand opportunities for meaningful collaboration between families and school staff to strengthen family engagement and support student success.|KVUSD will continue to actively recruit underrepresented families to participate in advisory committees and complete school surveys, ensuring that diverse perspectives and voices are represented. This ongoing outreach is supported by our bilingual liaison, district homeless liaison, attendance liaison, and school counselors, who work closely with families to promote inclusive and meaningful engagement.|KVUSD continues to provide multiple opportunities for families to share input and feedback. We maintain a variety of advisory committees—including DELAC, ELAC, NAAC, DAC, and Site Councils at each school site—to ensure diverse family voices are represented. In addition, we regularly distribute surveys in both English and Spanish throughout the year to gather broad community input.|KVUSD has increased outreach efforts to encourage family participation in advisory committees and completion of school and district surveys; however, we continue to face challenges in securing consistent and meaningful participation from parents and families, particularly those from underrepresented groups. Our ongoing goal is to increase the number of parents actively engaged in advisory groups and improve participation in opportunities to provide input and feedback. To support these efforts, we will continue partnering with organizations such as Migrant Education and Healthy Start, while also leveraging the support of our bilingual liaison, district homeless liaison, attendance liaisons, and school counselors to connect with families, reduce barriers to participation, and encourage greater involvement in district and school decision-making processes.|KVUSD will improve engagement of underrepresented families identified during our self-reflection process by leveraging the support of our bilingual liaison, district homeless liaison, attendance liaison, and school counselors, as well as community partners such as Migrant Education and Healthy Start. These staff members and partner organizations will help strengthen outreach to families and encourage greater participation in advisory committees, school and district surveys, and other opportunities to provide input and feedback. By providing culturally responsive support, reducing language and access barriers, and building trusting relationships, KVUSD aims to increase meaningful participation from underrepresented families and ensure that diverse perspectives are represented in school and district decision-making processes.|4|4|4|5|4|4|4|4|4|3|4|4|Met||2026-06-16|2026
17640140141382|Shade Canyon|3|"Shade Canyon School fosters strong, respectful relationships through monthly Community Council meetings, regular classroom-level parent meetings, biannual family conferences, annual festivals, Book Clubs, Community Garden Days, and robust volunteer opportunities. Staff prioritize approachability, small class sizes, and shared values, anchored by weekly teacher newsletters.  Our 2025-26 Spring Family Survey confirms exceptionally high parent satisfaction, with over 91% of families agreeing that the campus is warm, welcoming, and inclusive, and over 95% feeling supported by staff.  Key qualitative strengths identified by our educational partners include:  •Culture of Belonging: Parents describe the school as ""feeling like family,"" noting that personalized morning greetings from staff help students feel safe and uniquely valued. Responsive Social-Emotional Care: Faculty are highly praised for managing student trauma and anxiety with deep compassion, successfully utilizing classroom ""serenity corners"" and peer buddy systems.  •Enriched Learning Partnerships: Families express strong alignment with the school’s creative, holistic values, specifically celebrating the positive impact of the garden program, handwork classes, and community field trips."|Although informal engagement is strong, we recognize a need for more systematic staff development in understanding families’ diverse cultural backgrounds—particularly as our enrollment continues to diversify. This year Shade Canyon added a new student information system which integrates e-mail and text communication to families of important upcoming events and the school created a private Facebook group for families to communicate about upcoming school events and needs.  Analysis of the 2025–26 Spring Family Survey confirmed the success of these tools but highlighted a remaining structural need to better accommodate working parents who face scheduling conflicts during the standard workday. Backed by planned staffing increases for the 2026–27 school year, the LEA’s primary focus areas for improving family engagement include:  • Diversifying Engagement Windows: Utilizing expanded staffing to offer flexible engagement opportunities, such as weekend community events, parent education nights, and virtual/recorded meeting options to ensure working families can equitably participate.  • Systematic Communication & On-Campus Alignment: Transitioning to proactive, advanced monthly digital newsletters to replace localized campus communication, while ensuring school-wide values and communication protocols are consistently maintained by staff across all school environments, including auxiliary and after-care programs.|To ensure equitable partnerships with unduplicated, underrepresented, and working families, Shade Canyon will work to implement the following targeted strategies:  • Balanced Event Scheduling: Maintain a strategic mix of daytime student-centered festivals—which guarantee 100% student equity and participation—and after-hours festivals. Hybrid or virtual options will be offered for parent meetings and educational events where appropriate to accommodate working schedules.  • Consolidated Weekly Communication: Eliminate information gaps for families who do not handle daily on-campus drop-offs or pick-ups and transition to a weekly digital newsletter.  • Bilingual Outreach and Support: Provide essential outreach materials in bilingual formats and intentionally utilize multilingual staff to assist families at school events where language barriers may exist.|"Shade Canyon actively partners with families to support whole-child development through scheduled biannual conferences, narrative progress reports, and events that showcase student work. These practices are embedded within the school’s Multi-Tiered System of Supports (MTSS), which guides proactive academic and social-emotional interventions.  Our 2025–26 Spring Family Survey demonstrates that these partnerships successfully translate into positive student outcomes:  • Academic Engagement: Over 93% of families feel well-informed about their child's learning. Parents report high engagement with academic outcomes, noting that students enthusiastically share their main lesson books, practice drama, and demonstrate growing math skills at home. • Social-Emotional Co-Regulation:91.3% of parents agree that their children feel emotionally and physically safe. Partner input specifically celebrated classroom ""serenity corners,"" noting that this school- based tool successfully helps children seek quiet time and regulate their emotional needs. • Holistic Skill Development: Families express strong alignment with the school’s hands-on curriculum, highlighting the garden program and handwork classes as exceptional collaborative outlets that nurture student curiosity, creativity, and practical life skills."|Baseline survey data shows high overall satisfaction with current academic and social-emotional partnerships. Shade Canyon is focused on institutionalizing and scaling these practices as our enrollment grows.  Under our Multi-Tiered System of Supports (MTSS) framework, our primary focus areas for improvement include:  Infusing Restorative Justice School-Wide: A primary goal for the 2026–27 school year is to deeply embed restorative justice practices into our school culture. To ensure accountability and sustainability, the LEA is bringing on a new staff member whose key responsibilities will include overseeing restorative practices campus-wide and teaching a bi-weekly restorative practices class for our grades students. This dedicated role will also provide targeted training to faculty and auxiliary staff, establishing a consistent, community-centered approach to conflict resolution where families are engaged as active partners in student behavioral outcomes.  Systematizing MTSS Interventions and Tracking: To support our diversifying student population, the LEA will focus on formalizing the data-tracking pipelines within our MTSS framework. This will ensure that academic, behavioral, and social-emotional interventions are systematically documented and seamlessly communicated between classroom teachers, specialists, and families to optimize student well-being.|To ensure equitable partnerships that directly impact student outcomes for unduplicated and underrepresented families, Shade Canyon will leverage its Multi-Tiered System of Supports (MTSS) framework and its new restorative justice initiatives through the following targeted strategies:  •Democratizing Restorative Practices for Families: The introduction of a dedicated restorative practices staff member and bi-weekly student classes will serve as a direct bridge to underrepresented households. The LEA will work to demystify school behavioral expectations by sharing these restorative frameworks with families through accessible summaries. This equips parents with the same community-centered language and conflict- resolution tools taught on campus, enabling an aligned, supportive approach to student behavior at home.  •Proactive MTSS Outreach for Vulnerable Student Groups: To prevent families of unduplicated students or individuals with exceptional needs from having to navigate complex school systems alone, the LEA will utilize formal MTSS tracking pipelines to trigger early, proactive outreach. When academic or social-emotional needs are identified, school staff will initiate collaborative, individualized goal-setting touchpoints with families, positioning them as primary partners in designing student interventions.  •Culturally Sensitive and Accessible Progress Updates: Recognizing that traditional narrative reports or dense educational jargon can create barriers for socioeconomically or linguistically diverse families, the LEA will focus on making student outcome data highly transparent and accessible. Teachers and specialists will prioritize clear, culturally sensitive language during student progress updates and ensure bilingual support is available so all families can confidently understand and advocate for their child's educational milestones.|"Shade Canyon School has established effective structures to actively seek, value, and incorporate educational partner input into school-wide decision-making processes. The primary vehicle for this collaboration is our monthly Community Council, which serves as an open forum for families, faculty, and administration to discuss school operations, upcoming needs, and strategic goals. This is further reinforced by regular classroom-level parent meetings, parent book clubs, and board meetings.  Our 2025–26 Spring Family Survey demonstrates robust progress and strong community validation of these input channels:  • High Investment and Ownership: Survey data highlights that a substantial majority of parents feel a deep sense of connection to the school community. Qualitative feedback explicitly shows that parents feel ""invested in sharing their time and skills"" on campus and feel a true sense of ""ownership in the classroom and larger campus.""  • Responsive, Compassionate Dialogue: Parents highly praise the administration and faculty for their approachability. Multi-paragraph feedback across the survey notes that staff are ""very kind and understanding,"" emphasizing that leadership ""always listens and communicates with compassion and kindness"" when parents bring ideas or concerns forward.  • Actionable Feedback Implementation: The LEA actively treats annual survey data as a core decision- making tool, using parent feedback directly to pivot communication strategies and prioritize funding—such as the upcoming addition of student bathrooms and a dedicated restorative practices staff member for the 2026–27 school year."|While families express a high level of personal ownership and comfort approaching staff, analysis of our governance structures and 2025–26 Spring Family Survey feedback indicates a need to broaden the reach of our decision- making inputs. To ensure that school policies are shaped by our entire community, our primary focus areas for improvement include:  Expanding Governance Access for Working Families: Because our monthly Community Council meetings and core advisory committees historically occur during standard business hours, a segment of working parents face structural barriers to attending. To ensure their voices are represented in decision-making, the LEA will explore utilizing hybrid/virtual meeting links and establishing an asynchronous feedback channel (such as a digital suggestion box or recorded playback options) so working parents can equitably weigh in on school matters.  Diversifying Representation in Advisory Groups: As Shade Canyon’s student body continues to expand and diversify, the LEA will focus on intentional outreach to ensure that unduplicated student groups, families of individuals with exceptional needs, and socioeconomically diverse households are actively recruited into advisory roles.  Closing the Loop on Feedback: To move from simply gathering input to establishing a transparent, continuous improvement loop, the LEA will work to systematize how decision outcomes are communicated back to families. Utilizing our new weekly digital newsletter, the school will explicitly share how parent survey data and Community Council inputs directly shaped subsequent school policies, budget allocations, and staffing additions.|"To ensure that school governance, policy development, and resource allocations are equitably shaped by unduplicated students, underrepresented groups, and working parents, Shade Canyon will implement the following targeted strategies:  • Removing Attendance Barriers to Governance: Recognizing that standard business-hour meetings structurally exclude shift-working and single-parent households from participating in advisory roles, the LEA will introduce flexible, virtual pathways for input. Moving forward, Community Council meetings and strategic planning sessions will feature hybrid attendance options (such as Zoom links) and asynchronous feedback tools. This allows working parents to voice their perspectives on school-wide decisions without needing to be physically present on campus during the workday.  • Proactive, Targeted Recruitment for Advisory Groups: Rather than relying solely on open-call volunteer sign-ups, school leadership will engage in intentional, personalized outreach to recruit parents of unduplicated students and families of individuals with exceptional needs into advisory roles. Staff will leverage established relationships and informal touchpoints to encourage these diverse voices to participate in the decision-making process, ensuring our advisory structures mirror the diversity of our growing enrollment.  • Accessible and Transparent Feedback Loops: To make decision-making culturally accessible, the LEA will use the newly established weekly digital newsletter to clearly communicate how parent input was utilized. By explicitly sharing ""how your feedback shaped this decision,"" the school will build trust and demystify the governance process. Furthermore, the LEA will ensure that all major surveys, feedback forms, and decision notices are provided in bilingual formats and supported by multilingual staff so that language barriers never prevent a family from participating in school leadership."|4|3|3|3|3|3|3|2|3|3|3|3|Met||2026-06-02|2026
17640220000000|Konocti Unified|3|- KUSD is at full implementation of our Multi Tiered System of Supports for students and families in the areas of Academics, Behavioral Supports, and Social and Emotional Support. - KUSD has a fully functioning District English Learner Advisory Committee that meets monthly. - All school sites publish a weekly Principal's Message that includes information regarding parent participation at school. - School staff conduct regularly scheduled parent-teacher conferences to discuss student progress and performance.|- KUSD is in the initial implementation phase of establishing fully functioning English Learner Advisory Committees at each school site. - Continue to expand educational options for students to recover credits to graduate with a high school diploma including Summer School, Intersession, 5th-year Senior, and Edgenuity credit recovery courses. - Continue to provide parent-information nights for topics including FAFSA, Financial Aid, and College application support.|- KUSD will continue to promote participation in School Site Councils and English Learner Advisory Committees at all school sites . - KUSD has established a Native American Advisory Committee (NAAC).|student progress and performance. - Each school site has at least one Bilingual Family Liaison who supports communication between English Learner families and school staff regarding student outcomes. - All school sites have active School Site Councils and increasing participation in English Learner Advisor Committees.|- Continue to develop the capacity of staff (administrators, teachers, and classified staff) to build trusting and respectful relationships with families. - Continue to focus on improved communication between the district, school sites, and families. - Increase opportunities for school staff/family relationship-building activities and participation in decision-making parent advisory groups.|- Continue to provide families with information and resources to support student learning and development in the home. - Continue to provide opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.|- KUSD's District English Learner Advisory Committee meets monthly and satisfies the Title III compliance requirements under ESSA. - Each KUSD school site has a School Site Council that satisfies the Title I compliance requirements under ESSA. - KUSD implements a rigorous Education Partner Group engagement process when seeking input for the Local Control Accountability Plan (LCAP).|- Based on the successful implementation of our DELAC process, KUSD will hold quarterly English Learner Advisory Committee meetings at all school sites. - KUSD will utilize all forms of parent communication to encourage participation in school and district level decision-making groups.|- KUSD will utilize all forms of parent communication to encourage participation in school and district level decision-making groups.|4|3|4|4|4|4|4|4|4|4|4|4|Met||2026-06-24|2026
17640300000000|Lakeport Unified|3|Strengths and Progress: Lakeport Unified School District has expanded opportunities for meaningful communication and relationship-building between schools and families through stakeholder surveys, school site meetings, DELAC, Native American Advisory Committee participation, Site Councils, SELPA Community Advisory Council participation, parent meetings, and direct communication from school sites. Families have multiple opportunities to engage with district leadership and school staff throughout the year. The district’s participation in the Community Engagement Initiative (CEI) has strengthened efforts to improve communication systems and increase family engagement across all schools.|Areas for Improvement: The district continues to improve consistency in communication across schools and programs. Stakeholder feedback indicates a need for additional opportunities for two-way communication, increased awareness of district programs and services, and expanded outreach to families who have historically participated at lower rates.|Engagement of Underrepresented Families: LUSD will continue to expand outreach to English learner families, Native American families, families of students with disabilities, homeless families, and families experiencing economic hardship through targeted communication, translated materials, flexible meeting formats, and partnerships with community organizations. The district will continue implementation of recommendations developed through the Community Engagement Initiative.|Strengths and Progress: Families receive information regarding student progress through parent conferences, progress reports, report cards, Individualized Education Program meetings, English learner meetings, and direct communication with teachers and administrators. Schools provide resources designed to support student learning and attendance, while district initiatives focus on increasing academic achievement, literacy development, college and career readiness, and social-emotional wellbeing.|Areas for Improvement: The district seeks to increase family understanding of academic expectations, state assessment systems, graduation requirements, college and career pathways, and the importance of regular, consistent school attendance. Additional opportunities are needed to help families support learning at home and better understand available intervention and support services.|Engagement of Underrepresented Families: LUSD will expand family workshops, informational sessions, and translated resources designed to support participation by underrepresented groups. Schools will continue to provide flexible scheduling and multiple communication methods to increase access for families unable to participate during traditional meeting times.|Strengths and Progress: The district actively seeks stakeholder input through annual LCAP surveys, focus groups, Site Councils, DELAC, Native American Advisory Committee meetings, SELPA advisory structures, student meetings, staff meetings, and public board meetings. Input gathered through these processes directly informs district goals, actions, and expenditures.|Areas for Improvement: While participation has increased, the district seeks greater representation from underrepresented student groups and families. Additional efforts are needed to increase awareness of advisory opportunities and strengthen stakeholder understanding of how feedback influences district decisions.|Engagement of Underrepresented Families: The district will continue targeted outreach efforts, increase opportunities for virtual participation, provide translated communications, and strengthen partnerships with community organizations serving historically underrepresented populations. Feedback from these groups will remain a priority in the development and annual revision of the LCAP and other district improvement efforts.|3|3|3|3|3|3|3|3|3|3|3|3|Met||2026-06-17|2026
17640480000000|Lucerne Elementary|3|Lucerne Elementary has been very successful at building positive relationships with families. We have also improved in providing multiple avenues for families to engage in two-way communication with our staff.|The school can improve how we integrate other cultural celebrations into our community events.|We will continue to offer multiple parent engagement meetings that are inclusive to all parents and community members.|Lucerne Elementary School is good at providing professional learning for staff around building positive and appropriate relationships with our community.|The focus area for the District is facilitating more meetings with families and school staff to better meet the academic needs of our student population.|The District will improve engagement by offering multiple opportunities for underrepresented families to offer feedback to the District.|Lucerne Elementary’s current strength is in the area of building capacity. We have been holding ELAC meetings and regular Educational Partner meetings that help community members engage in the district’s decision making process.|The area of focus for the District is continuing to offer more opportunities for the community to provide input for decision making.|The District will improve engagement by offering multiple opportunities for underrepresented families to provide input to the District when it comes to decision making.|4|4|3|3|4|4|3|3|4|4|3|2|Met||2026-06-24|2026
17640550000000|Middletown Unified|3|Every school in MUSD communicates regularly with families and invites families to on campus events|We can improve our support for families who are not comfortable coming to large community events.|We can improve our support for families who are not comfortable coming to large community events.|"MUSD schools work closely with parents to support students. This work includes communication regarding student performance at parent teacher conferences and at other times as needed. School employees work to support students in the areas of academics, attendance and behavior. Schools also provide ""content events"" such as Math Night or Literacy Night. Student performances are also a regular focus of school-home partnerships."|MUSD administration and counselors underwent training related to developing and implementing student 504 plans.|Enhancing opportunities for parent engagement continues to be a focus for the district.|Parent groups are active at every campus, including booster organizations, parent-teacher organizations and school site councils. At the district level, parent input is actively sought out for decision making, such as determining our budget reduction strategy and developing the school district calendar and the LCAP.|Enhancing opportunities for parent engagement continues to be a focus for the district.|Enhancing opportunities for parent engagement continues to be a focus for the district.|4|3|3|4|3|3|4|3|3|4|4|4|Met||2026-06-24|2026
17640550108340|Lake County International Charter|3|LCICS has established comprehensive systems to foster and strengthen relationships across our entire school community – students, staff and families. We prioritize consistent, multi-channel communication through newsletters, emails, phone calls, and our school website to ensure all families stay informed and connected. Throughout the academic year, we host various family engagement events, social gatherings, and volunteer opportunities that bring parents together and create meaningful connections within our community. Our commitment to accessibility extends to maintaining an open-door policy, where families are always welcome to visit the office and engage in direct dialogue with the Director and other team members. We believe that strong partnerships between home and school are fundamental to student success, so we actively encourage ongoing communication and feedback from all stakeholders. Additionally, we offer multiple ways for families to stay involved, ensuring that every family has opportunities to contribute to and benefit from our collaborative school environment.|We would like to see even more consistent family participation and engagement with events.|The families who face the greatest barriers to school participation continue to be those experiencing some form of hardships. We remain committed to proactive outreach and to creating inclusive opportunities for all families to engage with our school community.  We schedule events at varying times to accommodate different work schedules whenever possible. We also make personal contact with our families to ensure they feel welcome and have an opportunity to communicate privately. We also offer flexible participation methods, such as virtual meeting options or brief check-ins to accommodate busy schedules. While survey feedback consistently shows that families appreciate additional events and engagement opportunities, we recognize the gap between interest and actual attendance often reflects practical constraints rather than lack of commitment to their children’s education. We continue to attempt to better understand the specific barriers through targeted conversations. Our goal is to meet families where they are and remove obstacles that prevent meaningful participation in their children’s educational journey.|We are fortunate to serve a community that values active engagement in their children’s education, drawing families who seek meaningful involvement in the learning process. However, like many educational institutions, we have observed a notable decline in family participation across all grade levels since 2020, reflecting broader societal shifts and ongoing challenges that families continue to navigate in the post-pandemic landscape.  Despite these participation challenges, we maintain a dedicated teaching staff committed to transparent, ongoing communication with families. Our educators actively share classroom happening through regular updates, provide specific guidance on how families can support their children’s academic and social development at home, and consistently seek input from parents and guardians to ensure we’re meeting each student’s unique needs. We recognize that decreased participation doesn’t necessarily indicate decrease interest, but rather may reflect evolving family priorities, work demands, health concerns, or comfort levels with in-person gatherings. Our staff remains flexible and responsive, utilizing multiple communication channels and adapting our outreach strategies to meet families where they are. We continue to value the partnership between home and school, understanding that family engagement may look different now than it did before 2020, while still maintaining our commitment to keeping every family informed, involved, and supported in their child’s educational journey.|Recognizing that some families may feel hesitant to engage or face barriers that make participation challenging, we continue to implement more individualized approaches to family outreach. Our staff makes personal contact through phone calls, informal conversations, and one-on-one meetings to build relationships with families who may not typically participate in larger group settings. This personalized approach allows us to better understand each family’s unique circumstances, preferences, and needs, while demonstrating our genuine commitment to including every family in our school community regardless of their comfort level or availability for traditional participation methods.|Our staff will continue to make personal contact through phone calls, informal conversations and one-on-one meetings to build relationships with families who may not typically participate in larger group settings.|LCICS benefits from it’s intimate size, which naturally facilitates frequent, meaningful conversations between staff and families on a wide range of topics affecting our school community. This close-knit environment enables us to maintain personal relationships and respond quickly to individual family needs and concerns. We actively encourage families to become integral parts of our daily operations through diverse volunteer opportunities. Our governance structure reflects our commitment to shared decision making, with all families encouraged to attend monthly Council Meetings where they can contribute to discussions about school policies, programs, and future directions. These meetings serve as forums for transparent communication and collaborative problem solving, ensuring that all voices are heard and valued.|Our focus continues to be on bringing more families in to the conversation by offering multiple opportunities for engaging in our community through events, activities, volunteering and open communications.|LCICS makes a concerted effort to engage those families that tend to stay on the sidelines. Creating a warm environment where people feel welcome and supported is paramount. Personal contact from the office and the Director continue to be a priority during the 2026-27 school year.|4|5|4|5|4|4|4|4|4|4|4|4|Met||2026-06-11|2026
17640550129601|California Online Public Schools North Bay|3|We are very proud of our weekly contact rate with our students and their families and the progress we have made to ensure all students are building relationships with our teachers and school.|We will continue to increase our efforts in our contact rate. This is an area we are dedicated to continuing and improving for students and families.|We will continue to find ways to better communicate with our families in their home language through verbal and written communication.|We are pleased with the rate at which we are able to provide families with information and resources to support student learning in the home.|We work hard to partner with caretakers and assist them in taking an active role in their students’ education.|We will continue to seek better ways to include and inform our families in their home languages at all levels of our program and school.|We are a very collaborative organization. This is exemplified in this area by the fact that we rate high for seeking input for decision making.|It is important to us that our staff and families know they have a voice, are heard, and actions are taken as a result of their input. We will continue to seek and encourage families and staff to provide us with input.|We are dedicated to engaging all of our families in our school, including our underrepresented families. We take great care to ensure we are providing all of our families with tools and resources that will encourage them to be heard in our school. We will continue to improve these efforts with all of our families, especially our underrepresented students and families.|5|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-09|2026
17769760000000|Upper Lake Unified|3|All three school sites serve as the hub for our community, offering community and student events throughout the school year. Our communication builds relationships by addresssing communication in the manner that is most effective for the families (phone, paper, text, emails etc.). Our school sites partner with community agencies to address student and community needs through wrap around servces to ensure that we are addressing needs that we see at school and those reported to us through the community. Our district has begun participating in community advisory committees to address community concerns.|The LEA 's focus areas includes transparency and opportunities for community to meet with the board and leadership to learn, listen and partner in decision making.|The LEA will continue to partner with the tribes within our boundaries and their education directors. School sites continue to know each family by name and work to address local needs, historical trauma as well as situational poverty.|Our school sites all share strength in the areas of parent communication and collaboration. Our site leaders eagerly invite parents and community members to participate in decision making. Our sites reach out to share student successes from inside of the classroom as well as campus-wide which is seen and appreciated according to our stakeholder feedback.|The LEA will continue to focus on expanding to underrepresented families through partnerships with our Pupil Personnel Department in the hosting of events for our Students With Disabilities, beyond sharing outcomes through IEP meetings. We will also work to increase behavior supports for students in need both within the school setting and home setting.|This improvement will be refected in the increased success surrounding student outcomes.  Our community partner input shared success in the varied opportunities provided for families to be engaged within the school settings. Our school sites will continue to offer and provide opportunities for the community to gather and celebrate the success of our students- their children.|Our community has provided feedback stating that they appreciate the many ways we provide input to them. This strength has estabilished trusting relationships for great qualitative data in making decisions.|The LEA's focus area is to provide more, varied opportunities for the community to review data and provide input in a community friendly method. Our past input has come through site based advisory commitee meetings, electronic surveys, paper surveys and 1-1 conversations. Our focus area is to expand these opportunities to invite families/underrepresented populations that are not captured based on the data.|We will continue to utilize our varied means of seeking input in decision making and expand to build new relationships with groups from within our community. This will provide varied input during decision making. This will include attending community events, meetings and utilizing student celebrations as an opportunity to gather input and make decisions that will meet their needs and move them from being underrepresented to decision makers.|4|4|5|5|4|4|4|4|4|4|4|3|Met||2026-06-15|2026
18101810000000|Lassen County Office of Education|3|Lassen County Office of Education (LCOE) demonstrates strong progress in building relationships between school staff and families through a collaborative, student-centered approach that prioritizes Foster Youth and expelled students and students with disabilities. Educational partners—including teachers, probation officers, Foster Youth Services Coordinators, parents, and students—are actively engaged in ongoing efforts to address student needs using data-informed strategies. LCOE has fostered meaningful connections by maintaining open communication and aligning supports such as tutoring and student services with school sites. Feedback from Foster Youth surveys indicates that students feel supported, connected, and engaged, reflecting the positive impact of these relationship-building efforts. LCOE continues to strengthen partnerships by identifying new opportunities for collaboration, ensuring that services remain responsive and accessible to families and students.|Lassen County Office of Education (LCOE) has identified several focus areas for improvement in building relationships between school staff and families, particularly in strengthening coordination and expanding access to supports for Foster Youth, expelled students and students with disabilities. While collaboration among educational partners is strong, stakeholders emphasized the need to deepen connections between tutoring programs and school sites to ensure more consistent, integrated support for students and families. Additionally, LCOE aims to increase opportunities for meaningful family engagement by improving communication, outreach, and awareness of available services. Continued refinement of data use will support more targeted interventions and help ensure that partnerships with families remain responsive, inclusive, and aligned to student needs.|Lassen County Office of Education (LCOE) will improve engagement of underrepresented families by expanding targeted outreach and strengthening partnerships that make services more accessible and responsive to family needs. Building on existing collaboration with teachers, probation officers, and Foster Youth Services Coordinators, LCOE will work to connect families more directly to school-based supports, including integrating tutoring programs more intentionally at school sites. The LEA will enhance communication strategies by providing clear, consistent, and culturally responsive information about available resources and opportunities for involvement. Additionally, LCOE will use local data and stakeholder feedback to identify barriers to participation and implement strategies—such as flexible meeting options and individualized support—to increase meaningful family engagement. These efforts will ensure that underrepresented families are better connected, informed, and empowered to support their students’ success.|Lassen County Office of Education (LCOE) demonstrates strong progress in building partnerships for student outcomes through its collaborative, data-driven approach to supporting Foster Youth, expelled students and students with disabilities. The LEA effectively engages a wide range of educational partners—including teachers, probation officers, Foster Youth Services Coordinators, parents, and students—to inform decision-making and align services with identified needs. Stakeholder input and local data reflect a shared commitment to continuous improvement, particularly in expanding collaboration between tutoring programs and school sites. Survey results further indicate that Foster Youth feel supported, connected, and positively impacted by existing services. These strengths highlight LCOE’s ability to leverage partnerships to enhance student outcomes and guide ongoing development of targeted goals, actions, and resource allocation.|While Lassen County Office of Education (LCOE) has established strong collaborative systems, analysis of educational partner input and local data highlights key areas for improvement in building partnerships for student outcomes. A primary focus area is strengthening coordination between tutoring programs and school sites to ensure more seamless, consistent access to academic supports during the school day. Stakeholders also identified the need to expand and formalize collaboration opportunities among partners—particularly by increasing structured communication, shared planning, and clearly defined roles across agencies serving Foster Youth and expelled students. Additionally, LCOE can enhance efforts to engage families and students more directly in partnership development to ensure services are responsive and accessible. By deepening integration of services and broadening engagement, LCOE can further strengthen partnerships to improve outcomes for this vulnerable population.|Lassen County Office of Education will strengthen engagement of underrepresented families by expanding culturally responsive, multilingual, and accessible outreach efforts that meet families where they are. This includes increasing direct communication through trusted messengers such as school staff, Foster Youth Service Coordinators, probation partners, and community-based providers, as well as offering more flexible engagement opportunities (in-person, virtual, and non-traditional hours) to reduce participation barriers.  Building on partner and student feedback, LCOE will also improve coordination of services—particularly tutoring and academic supports—by better connecting programs to school sites and ensuring families are aware of available resources in real time. Data from Foster Youth surveys indicating increased feelings of connection and support will be used to refine engagement strategies and target outreach to families who are not yet fully connected. These efforts will ensure more consistent, meaningful participation of underrepresented families in decisions that impact student outcomes.|Lassen County Office of Education demonstrates strong and growing capacity in seeking input for decision-making through consistent collaboration with educational partners and use of multiple feedback channels. The LEA regularly engages a broad range of stakeholders—including teachers, probation officers, Foster Youth Service Coordinators, parents, and students—to inform program design and continuous improvement efforts focused on Foster Youth and expelled students.  Current strengths include established systems for collecting and analyzing stakeholder feedback, such as surveys and ongoing partner discussions, which directly inform LCOE’s goals, metrics, actions, and expenditures. The LEA has also made progress in using student voice data, particularly from Foster Youth surveys, which indicate improved feelings of connection and support through tutoring and existing services. This feedback loop has strengthened alignment between identified needs and implemented supports.  In addition, LCOE has built effective cross-agency collaboration that enhances input gathering and decision-making, particularly around coordinating academic supports like tutoring more closely with school sites. These practices reflect a data-informed culture that values continuous stakeholder engagement and responsiveness to the needs of its most vulnerable student populations.|Lassen County Office of Education has identified continued improvement in the depth, consistency, and inclusivity of stakeholder input as a key focus area for strengthening decision-making processes. While current engagement systems effectively gather input from key partners serving Foster Youth and expelled students, there is an opportunity to expand participation to a broader and more representative range of families and students, particularly those who are currently less connected to school-based supports.  A primary focus area is improving how input is systematically collected, disaggregated, and used to guide decisions at both the program and site levels. This includes strengthening feedback loops so stakeholders can see how their input directly influences decisions and outcomes, particularly in areas such as tutoring coordination, academic supports, and student engagement strategies.  In addition, LCOE is working to enhance the frequency and accessibility of engagement opportunities, ensuring that families and students can provide input through multiple formats and at various points throughout the school year. Continued refinement of these processes will support more equitable participation and ensure decision-making is increasingly informed by a diverse range of voices across the county.|Lassen County Office of Education will improve engagement of underrepresented families in decision-making by expanding access to input opportunities and ensuring participation is both meaningful and representative. This includes increasing the use of multiple engagement formats—such as in-person meetings, virtual sessions, surveys, and informal listening opportunities—to reduce barriers related to time, transportation, and access.  To strengthen inclusivity, LCOE will intentionally partner with trusted school staff, Foster Youth Service Coordinators, and community partners to reach families who are less connected to existing systems, ensuring their perspectives are actively solicited and included in planning processes. Outreach efforts will be designed to be culturally responsive and, when needed, provided in families’ primary languages.  In addition, LCOE will improve the feedback loop by clearly communicating how family and student input is used in decision-making, particularly in areas such as tutoring coordination, student supports, and program improvement. By making participation more accessible and demonstrating the impact of stakeholder voice, the LEA will strengthen trust and increase sustained engagement from underrepresented families.|4|4|4|5|5|4|5|5|4|4|4|4|Met||2026-06-24|2026
18640890000000|Big Valley Joint Unified|3|Teachers, parents, and the administrator worked jointly to support families with social emotional supports and parent involvement. The addition of the Community School Grant has help facilitate these activities. These numerous opportunities offer staff multiple ways to engage with our parents. Many of these events are centered around information nights such as financial aid, SEL events, and parent-teacher events such as Books for Bingo, Winter Performance, Turkey Bingo, and Mini Track Meet. A new engagement opportunity is the BVES Grandparents Day. Additionally, parents and staff also have opportunities to connect through our co-curricular activities and Booster Club. organizations. As in most districts, more events and connections were made at the elementary school than the JR/SR high. Other examples include sports and FFA/Agriculture events. The Big Valley Educational Foundation has provided another opportunity for the District to build relationships between school staff and families. The small size of the school district allows for school staff to connect with families in personally, meaningful ways.|A focus for improvement will be to continue to encourage more families to participate. Many families live in remote  areas of the District. Transportation, cost of fuel, and distance between home and school have been cited for lack of  participation for low attendance when activities are scheduled for after school or in the evening. These are  challenges that will need to be further investigated.|Our District worked directly with and sought input from the parents of unduplicated students and underrepresented  families through parent engagement events such as Back to School Night, Open House, parent surveys, and with  surveys sent to all homes. Our schools worked with parents and students to develop written family engagement  compacts and included the final product at enrollment packets. As small rural District, we provide professional  development three to four times per month by having a professional development schedule every Wednesday of the  month where students are released early so all staff (teachers, classified staff, and management staff may work on  professional development. A portion of this professional development is dedicated to the value and utility of parents'  contributions and how to reach out to, communicate with, and work with parents as equal partners, implement and  coordinate parent programs, and build ties between parents and the school. Staff reviews state academic standards,  state and local academic assessments, and how to monitor a child's progress and work with educators to improve  their children's achievement during these activities. Parental input is received through discussion and an exit survey  on how funds reserved for parental involvement activities should be utilized. We have increased opportunities for the  informed participation of parents and family members with disabilities. Parents and family members of migratory  children, including providing information and school reports in a format and, to the extent practicable, in a language  such parents understand by translating messages to the home language identified by the parents on our student information system. More information is being translated into  Spanish, i.e. the LCAP survey, Superintendent search survey, etc.|Strengths of the District was provided by increased communication options with parents/guardians. The Remind  app, Catapult Connect program, ongoing phone calls, Parent-Teacher conferences, student led conferences, weekly  grade reports and Social Media messages provided opportunities for Parent Involvement and discussion of student  progress. Additional opportunities for discussion of student progress occurred via transition planning, IEP meetings,  teacher calls to parents and site secretary calls to parents. Parent support, including translation and information, is  provided for IEPs, transition meetings, parent-teacher conferences, student exhibitions of learning and school open  houses. We need to re-establish a needs assessment process which should be driven by our family engagement feedback,  Street Data from students as well as the California Dashboard. It has been very clear to us that our students were  struggling with social and emotional issues. As a result, we have contracted with an outside counseling agency to  provide social and emotional counseling to our students. This only lasted a few months but we are in the process of  bringing those services back through various funding. In addition, we needed to increase access for our low SocioEconomic Status students. We will continue to pursue increasing our A - G completion by offering access to college  prep work to all students. A lot of these efforts need to be re-established as there has been high turn over in key  positions. We will once again push to evaluate the effectiveness of these changes by surveying our students and  parents, by reviewing College Board SAT statistics, on the number of students taking at least one CTE pathway, the  number of students completing the CTE pathways, and by measuring how many of our students are transitioning to  higher education. In 2024, the District received a Community Schools Partnership Program Grant. The 5 year grant  will provide for removing barriers for all students. School staff also worked with individual families to facilitate understanding of student needs and the support  services/programs available to them in the school, such as the student study team process, individualized education  plan/special education process, daily student attendance contact, identification of students as English learners,  reclassification process from “English Learner” to “Re-designated Fully English Proficient”. Specific activities,  workshops, training opportunities, and staff meetings included topics such as: academic success (A-G  Requirements, local and state assessments among others), transition opportunities, attendance, financial aid and  scholarships, restorative practices, drug, tobacc|A focus area will be to increase communication with Parent Involvement activities at both sites. Active recruitment of  the Aeries student information system, knowledge of weekly grade reports, and related training materials will provide  families with the tools to access the parent portal, further increasing accessibility of information on student progress.  Quarterly progress reports and quarterly report cards are sent home via mail. The district needs to designate a  person to ensure this happens.|The District will continue to explore new innovative methods to reach all parents, specifically focusing on  underrepresented families. The Remind App seems to be a successful communication tool between classroom  teachers and families. Feedback from parents will be solicited early in the school year to develop plans that best fit  the needs and ability of parents to be involved in their child's education. The Catapult Connect program makes for  easy, rapid and frequent connections between the school and families.|Parent feedback at outreach events, LCAP community meetings & stakeholder surveys were used to guide the  creation of the 2023/2024 LCAP Goals & actions and services which align with our SPSA goal and WASC action  plan. Hispanic members have been engaged in contributing to the engagement of additional parents. Translations of  documents to Spanish helps in this effort. Information regarding the Parent and Family Engagement Plan (PFEP) is  provided via at parent meetings, surveys & the district website. Parent feedback on LCAP goals is solicited,  encouraged & has been a key element in the development of our LCAP. Parents provided feedback and planning  support for the development of afterschool activities, parent trainings, experiential learning excursions and  educational book clubs via phone interviews, request at district meetings, feedback during meetings and small group  discussion. Primary areas of focus have been supporting families with resources connecting via calls, emails, robo  calls, and social media). We have just started participating in Community Engagement through CEI and CDE. We  hope to learn to better engage all our partners.|An area of continued need is partnerships with parents who do not speak English. Given that all of our non- English  language parents speak Spanish, the District will continue its efforts to recruit proficiently bilingual staff; provide  bilingual parent communications via written, audio, websites, and social media; foster parent leadership and outreach  for school committees; and conducting parent meetings in both languages. The goal is to increase non-English  speaking parents’ connection to schools and increase their participation in school activities, given that research  shows that students fare better academically when they and their parents feel valued and connected to the school.  One goal we need to continue to work on is encourage bi-lingual volunteers who have passed the back ground  checks and help out where ever needed.|The District ensures ALL families receive communications and invitations to participate on committees and in  meetings, through communication accommodations, such as translation, scheduling individual meetings at a  convenient time for individual families, home visits, etc. The District and Lassen County Truancy program closely  monitors student attendance on a daily basis and communicates with families in a timely manner, especially families  of migratory, foster or homeless youth, in order to minimize disruptions to educational services. The District has seen  an increase in student absences from pre-pandemic times and will focus on improving efforts to communicate with and engage students and families.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-24|2026
18641050000000|Janesville Union Elementary|3|Educational partner feedback and local data indicate that Janesville Union School District has continued to strengthen relationships between school staff and families through increased communication, family engagement events, and opportunities for meaningful input. Participation in family nights, parent meetings, and school activities has remained strong, and survey feedback reflects that families feel welcomed, informed, and connected to the school community.|Based on educational partner input and local data, the District's focus for improvement is increasing participation from all families, particularly those who are less engaged in school activities and decision-making processes. The District will continue expanding communication strategies and providing additional opportunities for families to participate in school events, provide feedback, and partner in supporting student success.|The District will improve engagement of underrepresented families by providing multiple opportunities for participation, increasing direct communication and outreach, and offering a variety of ways for families to provide input. Efforts will focus on building relationships, reducing barriers to participation, and ensuring all families feel welcomed, informed, and connected to the school community.|Educational partner feedback and local data indicate that the District has strengthened partnerships that support student outcomes through increased collaboration with families, community organizations, and local agencies. These partnerships have expanded student supports, enhanced family engagement opportunities, and contributed to improved attendance, student well-being, and academic success.|Based on educational partner input and local data, the District's focus for improvement is expanding partnerships that directly support academic achievement, attendance, and student well-being. The District will continue seeking opportunities to strengthen collaboration with families, community organizations, and local agencies to provide additional resources and supports for students.|The District will improve engagement of underrepresented families by increasing outreach, providing additional opportunities for participation in school programs and decision-making, and connecting families with community resources and support services. These efforts will help strengthen partnerships and ensure all families have meaningful opportunities to contribute to student success.|Educational partner feedback and local data indicate that the District has strengthened stakeholder engagement by providing multiple opportunities for input through surveys, School Site Council meetings, Parent Advisory Committee meetings, board meetings, and school events. These efforts have increased participation and helped ensure stakeholder feedback is considered in district planning and decision-making.|Based on educational partner input and local data, the District's focus for improvement is increasing participation from a broader range of stakeholders, particularly families who are traditionally underrepresented in feedback and decision-making processes. The District will continue to expand outreach efforts and provide additional opportunities for meaningful input.|The District will improve engagement of underrepresented families by increasing direct outreach, offering multiple methods for providing feedback, and creating additional opportunities for participation in advisory groups, surveys, and school meetings. These efforts will help ensure that diverse family perspectives are represented in district decision-making.|4|4|3|4|3|4|4|3|3|3|3|3|Met||2026-06-20|2026
18641130000000|Johnstonville Elementary|3|"Johnstonville School has implemented a comprehensive range of strategies to build trusting and collaborative relationships. To ensure feedback is timely and actionable, the district transitioned to shorter, more frequent surveys shared across multiple platforms, such as the school website, ClassDojo, and social media.  These sustained efforts have resulted in a significant shift in the district's self-assessment, moving from ""Initial Implementation"" to ""Full Implementation"" in the area of creating welcoming environments. The established structures ensure that families feel respected and empowered to support their children's education, providing a solid foundation for a supportive and inclusive learning experience."|While the school has made notable progress in creating a welcoming atmosphere, the primary focus area for improvement is increasing overall parental engagement. The district recognizes that there is still a need for deeper and more consistent involvement from parents in the daily educational experience of their children.  To address this, Johnstonville will prioritize clear and consistent communication and strengthen the methods used to invite families into the school community. Future initiatives will emphasize personalized outreach, the provision of timely information, and ensuring that all feedback opportunities and school activities are fully accessible to every family.|To better engage underrepresented families, the district plans to implement more personalized outreach and ensure that all school-related information is provided in a manner that is understandable and accessible. By streamlining these communications, the school aims to remove barriers that may have previously hindered participation from these specific groups.  Additionally, the district will leverage its socio-emotional curriculum to enhance school connectedness for both students and their families. Johnstonville also intends to use surveys and other feedback tools to closely monitor participation levels among underrepresented groups, allowing for strategy adjustments to ensure every family has the opportunity to engage actively.|Johnstonville School continues to strive to provide families with clear, timely, and accessible data regarding their children's academic progress. This transparency has empowered families to take a more active and informed role in supporting their children’s learning journey.  The district has also worked diligently to curate specific resources and strategies for families to use at home, ensuring they align directly with the school’s instructional goals. Furthermore, ongoing communication efforts have ensured that families are well-informed about academic expectations, extracurricular opportunities, and available support services.|Johnstonville School has identified the need for increased professional learning for staff. The district aims to enhance the capacity of teachers and principals to partner with families, specifically by refining communication skills for engaging with families from diverse cultural and socioeconomic backgrounds.  Additionally, Johnstonville recognized the need for a more structured approach to providing home-based resources. The district is working to develop a system that ensures all families, especially those that qualify as our foster youth or homeless students, have access to academic resources and actionable strategies to support student success outside of the classroom.|Johnstonville will implement a variety of targeted strategies designed to foster a deeper and more meaningful connection with our underrepresented families. One of our focuses is to provide families with strategies that allow them to actively support their children’s academic growth outside of the traditional school day. By ensuring these groups have the knowledge and specific tools needed to engage with their children's learning at home, the district seeks to empower families as essential partners in the educational process.  In addition, Johnstonville School will work to integrate with the school’s broader instructional goals. This alignment ensures that the support provided at home directly reinforces the academic concepts being taught in the classroom. Through enhanced communication and a commitment to providing the necessary resources for meaningful engagement, Johnstonville aims to build stronger, more collaborative partnerships with underrepresented families, ultimately resulting in improved educational outcomes for all students.|Johnstonville strives to make progress in fostering a collaborative decision-making environment by implementing strategies that invite families, teachers, and other stakeholders to help shape school policies and programs. An integral component in this effort is the use of surveys and direct communication channels to solicit community feedback on various school initiatives.   The district is also dedicated to ensuring that this community input leads to actionable results, creating a clear and visible link between family voices and school operations. Feedback gathered from families has directly informed tangible changes, such as the adjustment of school schedules and the refinement of the Expanded Learning Opportunities Program (ELOP) to better align with local priorities and needs. Moving forward, Johnstonville intends to continue expanding opportunities for providing input, ensuring the decision-making process remains transparent, responsive, and centered on the shared goal of supporting student success.|The district recognizes the need to expand opportunities for families to contribute meaningfully, particularly for those who have not been active in the past. The goal is to establish clear and consistent pathways for all families to share their input on significant school decisions.  To achieve this, Johnstonville will focus on making the input process more accessible through frequent check-ins and improved communication. A major priority is strengthening the feedback loop so that families can clearly see how their voices influence final decisions, which helps build trust and reinforces the value of their contributions.|To improve the engagement of underrepresented families in the decision-making process, Johnstonville will focus on increasing the accessibility of opportunities for these families to provide their input. This involves streamlining communication to ensure all families are fully aware of the various ways they can participate, whether through surveys, in-person meetings, or other feedback mechanisms. By removing communication barriers and simplifying the outreach process, the district aims to reach families who may not have historically been involved, ensuring their unique perspectives are included in shaping school culture.  Beyond just gathering input, Johnstonville is committed to ensuring the feedback provided by these families is meaningfully incorporated into the final decision-making process. The district plans to provide regular updates to the community regarding how family feedback is directly influencing school policies and programs. By making the process more transparent and responsive, the district seeks to demonstrate that stakeholder input is heard, ultimately fostering a stronger, more collaborative connection between the school and the community we serve.|4|4|4|4|3|3|3|3|3|3|3|3|Met||2026-06-25|2026
18641390000000|Lassen Union High|3|Lassen High has made significant progress in developing a positive and inviting school culture through continual community engagement and student support.|Lassen High continues to implement communication tools and in person family engagement opportunities to strengthen relationships with school staff and families.|Lassen High has created specific strategies including the addition of a full time social worker to engage underrepresented students and families.  Focused MTSS and PBIS systems also connect underrepresented families and students.|Increased involvement by parents in school based activities and informational meetings as reflected by attendance data.  Creation of new opportunities for parents to interact with staff during the school year.  Data supported by added new events.|Addition of the following: Late start collaborative Wednesdays.  90 minutes, three times per month. Improved teacher PLC practice. Implementation of PBIS strategies and student supports. Implementation of data driven MTSS Best Practice. Implementation of MAP testing and MAP growth data review by students and teachers. Introduction of read 180 class to support students reading well below grade level. Math curriculum study and pilot curriculum Fall of 2026. English collaboration and improvement grant participation through Humbolt Unified School District grant.|Continue the implemented strategies from the 2005-2026 school year. Collect student and parent survey data to guide future engagement efforts. Continue the social worker position and at-risk support staffing for 2020-2027.|Participation rates are improving. Formation of a budget advisory committee. Policy review opportunities for input through Board meetings and community engagement.|Formation of Bond campaign committee for 2026. Continuation of newly formed budget advisory committee. Implementation of local participation and feedback surveys through the county office of education. Work with FFA and ASB student advisory meetings. Principal meetings with community members and staff, ongoing.|Create opportunities for engagement based on input from underrepresented families. Continue to host school events that focus on underrepresented families.|5|5|4|5|5|4|4|5|5|5|5|4|Met||2026-07-23|2026
18641620000000|Ravendale-Termo Elementary|3|The LEA has always enjoyed a strong relationship between the educational partners and the school site. The small number of families allows the staff at the school to build personal relationships with each family.|The LEA will focus on increasing opportunities for parental engagement with families that are new to the district and with those that speak a different language in the home setting.|The LEA's current strength is the relationship that the teaching staff have with the individual students. While the LEA can boast strong parental engagement at the school, we recognize that it can always improve. Our focus will remain tied to strategies and activities that improve parent engagement across the school year.|The current strength of the LEA lies in the small number of students and the relationship that is built between the school staff and the parents. With only a few families in the community that have students in the school, communication is very personalized. The school invites parents to the site for a variety of engagements throughout the school year. We will work to develop strategies to increase engagement that will fit the needs of our students and programs.|Our rural setting minimizes our ability to partner with outside entities and create more engagement for our families, but we are seeing improvements in this area. Our remote isolation still hinders our ability to partner with many entities. The LEA will focus generating more opportunities for collaboration in the near future.|Analysis in this area does not show a deficit in the district's ability to improve engagement with underrepresented families. The LEA will continue to engage our families in a manner that provides ample opportunity for all segments of the population to be engaged.|The close, interpersonal relationships that exist between the families and the school employees provides a strong foundation for meaningful input. Our parents provide almost daily interactions with staff and freely share input on a regular basis.|With the small number of families and the intimate setting of the school, the District has continuous interaction with representative members from all groups of stakeholders. We will continue to seek to identify additional parents, guardians, foster family members or other agencies to include in our stakeholder groups to increase engagement to further support decision-making input for parents and family members.|Analysis in this area does not show a deficit in the district's ability to improve engagement with underrepresented families during the self-reflection process in relation to seeking input for decision-making. The LEA will continue to engage our families in a manner that provides ample opportunity for all segments of the population to be engaged.|4|4|4|4|4|4|4|3|3|3|3|4|Met||2026-06-18|2026
18641700000000|Richmond Elementary|3|The small community of Richmond paired with small class sizes allow for families to interact frequently with classroom teachers. Data from the summer climate survey shows parents are looking to improve avenues and frequency of communication with administration.|Results from input, Richmond brought back the Rebel Report, which is a monthly newsletter to parents on school happenings. The student leadership has also held monthly student council meetings, which drive student suggested programs throughout the school year. The district is exploring initiatives to increase attendance.|Richmond unduplicated parent population is very small. The same methods of engagement will be utilized as all other students within the district.|Through weekly newsletters, all calls to families, and consistent updates to the school webpage, the LEA continues to build transparency and partnerships with families.|The LEA intends on providing families with resources for year long access to grade level curriculum and instructional materials closing the academic gap experienced by some students. The focus area will be to explore materials and develop effective ways to communicate strategies for implementation.|Richmond unduplicated parent population is very small. The same methods of engagement will be utilized as all other students within the district.|Richmond has the desire to seek input from stakeholders and increase avenues for decision making. Small steps have been initiated and a plan has started inviting parents to participate in advisory groups. The progress is improving due to increased involvement in RCA.|The LEAs focus will be to fully implement process for families to provide input for making decision in the district. Additionally, to find ways to encourage and communicate scheduled advisory groups. Being new to the district in some years, time is needs for the building process to be in full implementation.|Richmond unduplicated parent population is very small. The same methods of engagement will be utilized as all other students within the district.|5|5|4|4|4|3|4|4|3|4|3|4|Met||2026-06-25|2026
18641880000000|Shaffer Union Elementary|3|Strengthening Communication with Families: The LEA utilizes a variety of communication methods to keep families informed and engaged. In addition to newsletters and phone calls, staff use email, digital communication platforms, and mobile applications to share important updates regarding student progress, school activities, and opportunities for family participation. These tools help maintain clear, consistent, and accessible communication.  Expanding Opportunities for Family Involvement: The LEA encourages meaningful family participation through a variety of engagement opportunities. The Parent Teacher Organization serves as the primary avenue for involvement, providing families with opportunities to share feedback, participate in school initiatives, and contribute to discussions regarding school programs and improvement efforts.  Building Strong Community Connections: The LEA continues to collaborate with local organizations, community partners, and businesses to enhance support for students and families. These partnerships provide valuable resources, services, and enrichment opportunities that extend learning and engagement beyond the school setting.  Using Feedback to Guide Improvement: The LEA regularly seeks input from families through surveys, meetings, and other engagement activities. Feedback gathered from educational partners is used to evaluate current practices, identify areas for growth, and inform future family engagement efforts. This ongoing process helps ensure that programs and initiatives remain responsive to the needs of the school community.|While the LEA has made meaningful strides in strengthening partnerships between school staff and families, opportunities remain to further enhance family engagement efforts. Key areas for continued growth include:  Increasing Participation Among Underrepresented Families: Although family involvement remains a priority, some families continue to face barriers that limit their participation in school activities and events. The LEA will continue working to identify these challenges and implement strategies that promote greater access and involvement. Efforts may include offering flexible meeting schedules, increasing outreach efforts, utilizing community resources, and providing additional supports that help families connect with the school community.  Enhancing Meaningful Family Communication: The LEA recognizes the importance of communication that extends beyond sharing information. Continued efforts will focus on creating opportunities for families to provide feedback, ask questions, and participate in discussions that impact school programs and student success. By encouraging ongoing dialogue and responding to family input, the LEA aims to strengthen trust, collaboration, and shared decision making.  Expanding Cultural Awareness and Responsiveness: As the school community continues to evolve, the LEA remains committed to fostering an environment that values and respects diverse backgrounds and experiences. Ongoing professional learning opportunities will support staff in developing culturally responsive practices and strengthening their understanding of the unique perspectives represented within the school community. Additionally, the LEA will continue to incorporate inclusive materials, resources, and activities that reflect and celebrate the diversity of students and families.  By focusing on these areas, the LEA can continue building strong partnerships with families and creating a supportive educational environment where all students have the opportunity to succeed.|SUESD's educational partners include parents, students, teachers, classified staff, administration, bargaining unit representatives, the Parent Advisory Committee/School Site Council, and the Shaffer Union Elementary School District Board of Trustees.  Input from educational partners was gathered through a variety of methods during the 2025–2026 school year. Surveys included the Lassen County Office of Education-developed parent, student, and staff surveys designed specifically to address the unique needs, priorities, and goals of Shaffer Union Elementary School District. Additional feedback was collected through parent, student, and teacher reflection surveys administered throughout the year. Further input was gathered through Parent Teacher Conferences, Student Study Team (SST) meetings, Individualized Education Program (IEP) meetings, 504 meetings, School Site Council/Parent Advisory Committee meetings, Board of Trustees meetings, staff meetings, Parent Teacher Organization (PTO) meetings, bargaining unit meetings, and Student Council meetings. Teachers also conducted positive parent contacts throughout the year and documented their efforts to strengthen relationships and encourage family involvement in celebrating student success.  SUESD actively promotes family engagement through a variety of communication tools, including a monthly newsletter, the SchoolWise communication system, the district website, and social media platforms. The district also hosts numerous family-centered events that provide opportunities for parents and community members to engage with school programs, celebrate student achievements, and participate in school activities. These events include Back to School Night, Parent Teacher Conferences, the Community Bonfire, Fine Arts Night, the Fall Harvest Carnival, Veterans Day performances, Winter Performances, House Team Assemblies, Shaffer Community PRIDE Night, athletic events, and PTO Field Day activities. Parents are also encouraged to participate in governance and advisory groups, including the PTO, School Board meetings, and School Site Council/Parent Advisory Committee meetings.  To support meaningful participation from English Learner families, the district provides interpretation services during Parent Teacher Conferences, ELPAC meetings, SST meetings, IEP meetings, and other student support meetings. The district website includes translation capabilities to improve access to school information for families whose primary language is not English. While some written communications are currently translated, the district recognizes opportunities to expand and improve translated materials and communications in the future.  Based on survey results and stakeholder feedback, SUESD continues to demonstrate strong implementation and sustainability in family engagement and communication practices. Stakeholders reported that communication systems and outreach efforts have been effective in increasing awareness.|SUESD stakeholders include parents, students, teachers, classified staff, administration, bargaining unit representatives, and members of the Parent Advisory Committee/School Site Council. Additional input is provided by the Shaffer Union Elementary School District Board of Trustees.  Several surveys were distributed to educational partners throughout the 2025–2026 school year, including the Lassen County Office of Education-developed parent, student, and staff surveys designed to gather feedback specific to the needs, priorities, and goals of Shaffer Union Elementary School District. Additional input was collected through parent, student, and teacher reflection surveys administered throughout the year. Feedback was also gathered through Parent Teacher Conferences, Student Study Team (SST) meetings, Individualized Education Program (IEP) meetings, 504 meetings, School Site Council/Parent Advisory Committee meetings, Board of Trustees meetings, staff meetings, Parent Teacher Organization (PTO) meetings, bargaining unit meetings, and Student Council meetings. Teachers also scheduled positive parent contacts and documented their efforts to strengthen family engagement and celebrate student success.  Based on survey results and stakeholder feedback, the district continues to build its capacity to partner effectively with families and provide resources that support student learning and development both at school and at home. Educational partners reported continued growth in communication, collaboration, and family engagement practices. The district received strong feedback regarding efforts to provide families with meaningful information about student progress and opportunities to support learning.  SUESD continues to prioritize opportunities for meaningful collaboration between families, students, and staff. The district hosts an annual Back to School Night to provide parents and students with information regarding classroom expectations, state standards, curriculum, and available resources. Parent Teacher Conferences are scheduled during the first and second trimester to review student performance data, discuss academic progress, and develop collaborative support plans for student success.  In addition, the district utilizes Student Study Team meetings, IEP meetings, and 504 meetings to work collaboratively with students, families, and staff to develop individualized intervention plans and support systems that address student needs. Professional learning opportunities for staff have focused on strengthening instructional practices, data analysis, technology integration, student assessment systems, communication tools, and family engagement strategies. Training has included areas such as CAASPP assessment practices, NWEA MAP data analysis, Google Classroom, Google Workspace applications, SchoolWise SIS, and district communication platforms to further enhance partnerships between home and school.|Strengthening Community Engagement: The LEA aims to enhance its partnerships with community organizations, local businesses, and other stakeholders to expand resources and support for students. By forging stronger connections with external entities, the LEA seeks to provide students with additional learning opportunities, mentorship programs, and access to services that positively impact their educational outcomes.  Increasing Parent and Guardian Involvement: Recognizing the vital role parents and guardians play in students' success, the LEA is dedicated to fostering greater parent and guardian engagement. The focus is on developing strategies to actively involve families in decision-making processes, creating opportunities for meaningful collaboration, and providing resources that empower parents and guardians to support their child's learning both in and outside of the classroom.  Enhancing Collaboration with Educators: The LEA aims to strengthen partnerships and collaboration among educators within the district. This includes fostering a culture of shared learning and best practices, providing professional development opportunities that promote effective teaching strategies, and establishing platforms for educators to collaborate, share insights, and collectively address challenges that impact student outcomes.  Promoting Student Voice and Leadership: The LEA recognizes the importance of amplifying student voice and fostering student leadership within the educational ecosystem. Efforts are directed towards creating spaces and initiatives that allow students to actively participate in decision-making processes, engage in school governance, and contribute to shaping their own educational experiences. This focus area seeks to empower students, promoting a sense of ownership and responsibility for their academic success.|Culturally Responsive Outreach: The LEA will develop culturally responsive outreach initiatives to establish meaningful connections with underrepresented families. This may involve employing bilingual staff or interpreters, providing translated materials, and utilizing culturally sensitive communication channels. By acknowledging and respecting the diverse backgrounds of these families, the LEA aims to build trust and create a welcoming environment that encourages their active participation.  Personalized Family Support: Recognizing that underrepresented families may face specific barriers, the LEA will provide personalized support to address their individual needs. This could include offering assistance with navigating school processes, connecting families to community resources, and providing guidance on accessing academic and social support services. By offering tailored support, the LEA aims to empower underrepresented families and build a strong foundation for their engagement in their child's education.  Collaborative Partnerships: The LEA will forge partnerships with community organizations and stakeholders that have expertise in engaging underrepresented families. These collaborations can provide valuable insights, resources, and guidance to ensure effective outreach and engagement strategies. By leveraging external partnerships, the LEA aims to tap into existing networks and collectively work towards building meaningful relationships with underrepresented families.  Family-Led Initiatives: The LEA will actively involve underrepresented families in the decision-making process and seek their input on key initiatives. This can be achieved through the establishment of advisory committees, focus groups, or regular feedback sessions. By valuing and incorporating the perspectives and voices of underrepresented families, the LEA aims to create a sense of ownership and shared responsibility for student outcomes.  Ongoing Evaluation and Improvement: The LEA will regularly assess the effectiveness of its engagement strategies through data collection, surveys, and feedback mechanisms. This ongoing evaluation will allow the LEA to identify areas of success and areas for improvement, ensuring a continuous learning process. By incorporating the feedback of underrepresented families into their improvement efforts, the LEA aims to refine and enhance its strategies to better meet their needs.|SUESD administration has consistently shared key data with stakeholders through leadership meetings, teacher and staff meetings and in-services, regular meetings with union representatives, student council meetings, back to school night and parent/teacher conferences. The survey results, in addition to,  the State Dashboard results, MAP Data, Schoolwise SIS discipline and attendance data,  and Williams Visit data were discussed with the parents, teachers, staff, students, school leadership and administration,  and representative members of both bargaining units. School Site Council, and SUESD School Board of Trustees.  SUESD provides regular and consistent LCAP updates and two-way feedback through its School Site Council membership, which approved the LCAP as presented. The same processes were followed with parent and student feedback through formal and informal surveys, as well as the staff. SUESD School Site Council was provided with regular updates on the progress of the LCAP plan and was involved in providing feedback and input. The 2024-2027 LCAP and the 2025/26 annual updates have been completed, presented, and submitted for approval by SUESD School Site Council/Parent Advisory. All will be submitted to the SUESD School District Governing Board, SUESD's authorizer, for review in June of 2026. Processes were followed to collect parent, student, and staff feedback through informational meetings, and formal and informal surveys, as well as reviewed by the School Site Council / Advisory Committee. Evidence from the feedback indicates that the goals around student achievement, safe and healthy learning environments, and meaningful partnerships continue to be priorities for all stakeholders. During the planning of the LCAP and the utilization of LCFF funds the specific needs and obstacles of English Learners, foster youth, and low income students has been the driving focus of setting goals and actions.   Data and reflection on responses from all stakeholders suggest that efforts need to continue to be made to provide the students with access to technology, professional development, programs, staffing and curriculum for needed interventions to address learning loss and overall low achievement in mathematics and English Language Arts, access to educational supports, and specifically related social-emotional support related to academic and campus culture.|Shaffer Union Elementary School District (SUESD) actively encourages participation from all educational partners through ongoing School Site Council/Parent Advisory Committee meetings, open houses, Board of Trustees meetings, family engagement events, and an open-door policy that welcomes ideas, questions, concerns, and feedback. The district regularly publicizes LCAP-related meetings and activities and encourages all interested stakeholders to participate in the planning and development process.  SUESD stakeholders include parents, students, teachers, classified staff, administration, bargaining unit representatives, community members, the School Site Council/Parent Advisory Committee, and the Shaffer Union Elementary School District Board of Trustees. Representatives from these groups played an active role in the development, implementation, and annual review of the 2024–2027 Local Control and Accountability Plan (LCAP).  Throughout the 2025–2026 school year, SUESD utilized a variety of communication methods to share information and gather input from educational partners. Communication efforts included School Site Council/Parent Advisory Committee meetings, Board meetings, staff meetings, bargaining unit meetings, parent conferences, Back to School Night, community events, newsletters, SchoolWise communications, the district website, and social media platforms. School Site Council/Parent Advisory Committee meetings continue to serve as a primary forum for open dialogue among parents, staff, and community members, with elected representation from stakeholder groups and opportunities for public participation.  To support the LCAP planning process, the district administered Lassen County Office of Education-developed parent, student, and staff surveys during the 2025–2026 school year. These surveys were designed to gather feedback aligned with the unique needs, priorities, and goals of Shaffer Union Elementary School District. Additional feedback was collected through formal and informal surveys, meetings, conferences, and ongoing stakeholder engagement activities.  District administration regularly shared key data with stakeholders, including California School Dashboard results, NWEA MAP assessment data, SchoolWise student information system attendance and discipline data, local assessment results, and Williams monitoring data. These data points were reviewed and discussed with parents, students, teachers, staff, bargaining unit representatives, School Site Council/Parent Advisory Committee members, school leadership, administration, and the Board of Trustees to inform decision making and guide continuous improvement efforts.  SUESD provides regular LCAP updates and opportunities for two-way communication through School Site Council/Parent Advisory Committee meetings, which reviewed and provided feedback on the LCAP throughout the year. Stakeholder input played a significant role in evaluating progress toward goals and identifying priorities for|Each year, Shaffer Union Elementary School District administers the Lassen County Office of Education stakeholder surveys to students, staff, and parents to gather meaningful feedback regarding school programs, climate, communication, and student supports. Beginning in the 2025–2026 school year, the district worked closely with the Lassen County Office of Education to refine survey practices and data analysis procedures. Through this collaboration, SUESD identified opportunities to disaggregate survey results by student groups, including English Learners, foster youth, and socioeconomically disadvantaged students.  Moving forward, the district will utilize this disaggregated data to better understand the perspectives and engagement levels of families represented within these student groups. This information will help guide decision making, identify areas for improvement, and monitor the effectiveness of family engagement efforts. By analyzing feedback from specific student populations, SUESD will be better positioned to ensure that outreach, communication, and support services meet the unique needs of all families and continue to strengthen meaningful educational partnerships.|4|5|4|4|4|4|3|3|3|4|4|5|Met||2026-06-16|2026
18641960000000|Susanville Elementary|3|District and school staff have worked diligently to improve on our efforts to build better relationships and trust with the families in our district. Overall, our educational partners trust our staff and the work we do on a day-to-day basis. District strengths have always included our ability to work with parents to achieve positive outcomes for our students and this partnership has grown stronger with the multitude of options for communicating with parents regarding the educational setting. The PTO's in the district work well with staff at the schools and continue to see successful events with great participation.|Our schools have grown a great deal with their communication practices over the past several years. More avenues are available to correspond with parents in a meaningful way about our educational programs and opportunities. School site councils are more active and parents have taken a more robust role in programs at each school site. Our SEL programs have helped reshape the way staff works with families for a more individualized approach to learning and participation in the schools.|The current strength of the LEA lies in the relationships between the staff at our schools, the parents and the students. Strong Parent-Teacher Organizations foster trust and build relationships as soon as students enter the District as incoming Kindergarteners. Our DELAC, ELACs and School Site Councils provide parents from a variety of educational partners to participate in educational dialogue with the LEA about student opportunities and programs. The district will continue to work on developing strategies to increase engagement that will fit the needs of our programs.|The LEA’s current strength is the relationship that the teaching staff have with the individual students. While the LEA can boast strong parental engagement in the primary grades, overall participation has traditionally faltered as we reach the middle school. The development of the HOUSES system at the middle school level has helped increase our parent participation for our Junior High students. Our focus will continue to identify strategies and activities to improve parent engagement across all schools, including more learning opportunities for parents to engage with outside agencies while working with our school staff.|The LEA has recently begun working towards expanding our community partnerships for our Expanded Learning Opportunity Program and the After-School offerings. These partnerships are vital to help improve educational outcomes for our students and to improve engagement across all aspects of the educational environment. The District's work with other agencies plays a central part in working towards this goal.|The LEA has improved participation with our English Language Learner families this past year and has doubled participation in parent surveys representing all families in the district. School site personnel have made a focused effort to meaningfully engage with our underrepresented families as we've sought out more input from the homes of our students as we've attempted to improve in this area. The LEA understands that all parties don't receive information in the same manner and schools must work diligently to involve all families.|The LEA has seen improved engagement with our phone app and our online social media platforms as a means to engage families in the decision-making process. The district continues to increase its participation from parents with a local version of the CA Healthy Kids Survey each year and has seen an uptick in participation in school-level events and surveys. Teachers have actively used apps to communicate with parents on a daily basis with a high level of success.|The LEA strengths are that our stakeholder committee, DELAC, ELACs and School Site Councils include representative members from all groups of stakeholders. We will seek to identify additional parents, guardians, foster family members or other agencies to include in our stakeholder groups to increase engagement to further support decision-making input for our parents and family members.|The LEA has improved participation with our English Language Learner families this past year and has doubled participation in parent surveys representing all families in the district. School site personnel have made a focused effort to meaningfully engage with our underrepresented families as we've sought out more input from the homes of our students as we've attempted to improve in this area. The LEA understands that all parties don't receive information in the same manner and schools must work diligently to involve all families.|4|4|4|4|4|4|4|3|4|4|4|4|Met||2026-06-18|2026
18641960135756|Thompson Peak Charter|3|"The LEA has strength in creating welcoming environments. Each location has friendly ""customer service"" attitudes and families are encouraged to participate regularly."|Supporting staff in increasing communication between staff and parents is important.|The school plans to make an additional effort to emphasize two-way communication by providing more frequent small surveys to invite more comments. The LEA plans to increase the use of Parent Square for b communication between school staff and families, allowing families to communicate through their preferred methods, supporting families who need language assistance, and enabling staff to monitor communication reach and engagement.|The LEA works closely with families. In this independent study program, staff meet individually with the students and their families weekly.|An area for growth continues to be supporting families to advocate for their own children.|The school will provide information on legal rights when there are procedural questions.|The LEAs current strength is our school staff and leadership empower parent groups to observe learning and provide input in decision making.|An area of growth continues to be to engage all educational partners in the review of family engagement activities and the impact on input.|The Advisory Committee and PTSA will consider how to improve engagement of families, especially in planning, designing, implementing, and evaluating family engagement activities.|4|4|3|3|4|3|3|3|3|3|3|3|Met||2026-06-17|2026
18642040000000|Westwood Unified|3|Westwood Unified School District  demonstrates a strong, relationship-centered environment with high levels of trust and engagement. Future focus should center on strengthening parent voice, improving communication systems, and addressing student motivation and behavior concerns.  Teachers, School Site Council, parents, students, and the administrator work cooperatively to provide comprehensive support for families, encompassing in-person learning, social-emotional assistance, and active parent involvement. The PTA hosts numerous events, including information nights, Book Fair Week, and various parent-teacher activities like Ornament Decorating Night, Halloween Carnival, and Color Run, fostering regular interaction and mutual understanding. Moreover, co-curricular activities further strengthen these bonds, with events like sports and FFA/Agriculture activities serving as additional avenues for connection. The district's small size facilitates personalized engagement, allowing staff to connect with families in meaningful ways. The open and inviting campus atmosphere encourages all stakeholders to participate actively in the educational process, promoting a cohesive and supportive school community.|Westwood Unified School District recognizes the importance of enhancing communication and participation with our educational partners in the community.  While efforts have been made to foster relationships between school staff and families, there's a clear focus on improving involvement further.  Areas for Growth • Parent voice in decision-making remains limited • Communication consistency and clarity vary • Ongoing concerns around bullying, behavior, and vaping • Student motivation and confidence show mixed results|Westwood Unified School District has taken proactive steps to engage underrepresented families, collaborating directly with parents through various events and surveys to gather input and feedback. To further enhance engagement, the District aims to improve its presence on social media platforms, recognizing the importance of utilizing multiple communication channels to reach diverse audiences. Additionally, teachers, parents, and administrators work together to provide support for families, including distance learning, social-emotional assistance, and virtual parent involvement. Parent involvement is a recurring agenda item in board meetings, professional development sessions, and monthly site council meetings, emphasizing its significance in the educational process. Furthermore, staff members receive training on the value of parental contributions and effective strategies for reaching out to and collaborating with parents as equal partners. These efforts extend to reviewing academic standards, assessments, and monitoring students' progress collaboratively with parents. Importantly, the District ensures that parents of students with disabilities have increased opportunities for informed participation, fostering inclusivity and equity in family engagement initiatives.|Westwood Unified School District has made significant progress in building partnerships for student outcomes by prioritizing increased communication options with parents and guardians. Through ongoing phone calls, Parent-Teacher conferences, weekly grade reports, and social media messages, the district has created multiple avenues for parent involvement and discussions regarding student progress. Moreover, additional opportunities for dialogue are provided through IEP meetings, teacher calls, and site secretary outreach. The district ensures parent support, including translation services, for various events such as IEP meetings, transition meetings, parent-teacher conferences, student exhibitions of learning, and school Open House/Gallery Night. Specific activities and meetings are tailored to address key topics like academic success (A-G Requirements) Financial Aid Workshop and Career and Technical Education (CTE). Moving forward, the District aims to further enhance communication regarding parent involvement activities, independent study opportunities, and access to tools on the parent portal, thus improving the accessibility of information on student progress for all stakeholders.|Westwood Unified School District's focus areas for improvement in building partnerships for student outcomes stem from a needs assessment driven by family engagement feedback and insights from the California Dashboard. Recognizing the prevalence of social and emotional issues among students, the District has implemented social and emotional counseling services through Presence Learning to address these challenges. Additionally, efforts are underway to increase access for Low Income students, particularly in terms of participating in dual enrollment and completing the A-G requirements necessary for college readiness. To evaluate the effectiveness of these changes, the District plans to survey students and parents, review College Board SAT statistics on CTE pathway participation and completion rates, and track the number of students transitioning to higher education post-graduation. This data-driven approach ensures ongoing assessment and adjustment to initiatives aimed at improving student outcomes.|To improve the engagement of underrepresented families in building partnerships for student outcomes, Westwood Unified School District will continue to prioritize relationship-building through personalized interactions such as one-on-one conferences and calls. These efforts are essential for fostering trust and promoting collaboration between school staff and families. Additionally, the District will work closely with individual families to ensure they understand the support services and programs available to them within the school, including processes such as the student study team, individualized education plans (IEPs), and English learner support services.  Specific activities, workshops, training opportunities, and PLC meetings will be tailored to address the needs and concerns of underrepresented families. Topics covered will include academic success, transition opportunities, attendance, financial aid and scholarships, restorative practices, substance use prevention, technology usage, and Career Readiness and Technical Education (CRTE). By providing targeted support and resources, the District aims to empower underrepresented families to actively participate in their children's education and support their academic success.|Westwood Unified School District has demonstrated current strengths and progress in seeking input for decision-making by fostering an open and inviting campus environment that encourages educational partners to actively participate in the decision-making process. This inclusive approach creates opportunities for collaboration and engagement, allowing educational partners to contribute their perspectives and insights to inform decision-making processes. By prioritizing transparency and accessibility, the District ensures that diverse voices are heard and valued, ultimately leading to more informed and equitable decisions that reflect the needs and priorities of the entire school community.|Westwood Unified School District's focus areas for improvement in seeking input for decision-making center on enhancing the accessibility and effectiveness of parent engagement channels. While parent surveys are currently provided in a virtual format, efforts will be made to expand and diversify these platforms to reach a broader range of stakeholders. Additionally, soliciting parent feedback at Board meetings, LCAP discussions, and stakeholder surveys will continue, with a focus on increasing participation and ensuring that voices are heard in shaping key district initiatives and plans.  To further improve parent engagement, the District aims to provide clear and accessible information about the Parent and Family Engagement Plan (PFEP) through various channels, including parent meetings and the district website. Encouraging and soliciting parent feedback on School Plans for Student Achievement (SPSA) and LCAP goals will remain a priority, as this input is integral to the development of these plans.  Moreover, the District recognizes the importance of supporting families with essential resources such as food, school supplies, devices, and internet access. Efforts to connect with families through calls and emails will be strengthened to ensure that their needs are addressed effectively, thereby fostering a more collaborative and responsive decision-making process.  Parent surveys are provided through a virtual and paper-based formats.  Parent feedback at School Site Council and Board meetings, LCAP & stakeholder surveys were used to guide us in forming the 2026-2027 LCAP Goals & Actions and Services which aligns with our SPSA and WASC action plans.  Information for the Parent and Family Engagement Plan (PFEP) is provided at parent meetings and on the district website.  Parent feedback on SPSA and LCAP goals is solicited, encouraged and has been a key element in the development of our LCAP.  Primary areas of focus have been supporting families with resources (food, school supplies, devices, and Hot spots) by connecting through calls and emails.|To improve engagement of underrepresented families in seeking input for decision-making, Westwood Unified School District will employ a multifaceted approach that ensures all families are included and accommodated. The District will continue to prioritize communication accessibility by providing translation services, scheduling meetings at convenient times, partnering with Lassen Truancy program, and offering individualized support as needed. Special attention will be given to families of Low Income, foster, or homeless youth, with close monitoring of student attendance and timely communication to minimize disruptions to educational services.  Recognizing the importance of addressing language barriers, the District will utilize liaisons and work closely with advocates for underrepresented families to facilitate effective communication and engagement. Additionally, efforts will be made to collaborate with community organizations and support networks to further amplify outreach and engagement initiatives.  The Community School grant presents an invaluable opportunity to further support underrepresented families by connecting them with essential resources and support services. By leveraging this grant, the District can effectively address the needs of low-income families and promote regular school attendance among students. This holistic approach not only enhances student well-being but also strengthens the school community by fostering meaningful partnerships with local organizations and stakeholders.  Given the observed increase in student absences compared to pre-pandemic times, the District will focus on enhancing efforts to communicate with and engage students and families more effectively. This proactive approach aims to ensure that underrepresented families have meaningful opportunities to provide input and participate in decision-making processes that impact their children's education.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-18|2026
18747400000000|Lassen ROP|3||||||||||||||||||||||Not Met|||2026
18750360000000|Fort Sage Unified|3|Fort Sage has improved in the area of building and sustaining relationships with staff and parents through hiring a counselor, wellness coach  and community services director. Even with quite a few new staff members to the area the district's focus has been on building relationships with students, provide a quality classroom experience, engage in 2-way communication with parents and attend extra-curricular activities through out the community as much as possible.  In the school year 2024 FSUSD hired a full time Counselor, a Wellness coach and a Full time Community Schools coordinator.  The Counselors position as well as the Community School coordinator are grant funded 5 year positions.|FSUSD will focus on systems for improvement in building relationships between school staff and families. Systems will be in place and organized ahead of time for basic communication from staff, website managing, gradebooks updated weekly and other communications on a scheduled calendar.  Also, the district will be implementing restorative practices, MTSS programs and the community school model to help on creating positive environments for all.|FSUSD will focus on systems for improvement in building relationships between school staff and families. Systems will be in place and organized ahead of time for basic communication from staff, website managing, gradebooks updated weekly and other communications on a scheduled calendar.  Also, the district will be implementing restorative practices, MTSS programs and the community school model to help on creating positive environments for all. These strategies are specifically designed and proven to be effective for those under represented families in our district.|Our strength and continued progress in this area is our dedicated efforts in trauma informed practices, restorative practices  and our continued Community School model. These all have a parent involvement piece and simply by doing a better job at meeting the needs of all students through a whole child approach will give parents a positive feeling about their child's and theirs experience.|Our continued progress in this area is because of our dedicated efforts in trauma informed practices, restorative practices, MTSS and our continuing Community School model. By removing as many barriers as possible, like ensuring students are not hungry and feel safe at school, will improve student outcomes.|The previous strategies describes in this section are specifically designed and proven to be effective for those under represented families in our district.|FSUSD has had continued success engaging in our local community through our WASC accreditation process, site councils, athletic  participation and boosters involvement and the Sierra Alliance meetings.|FSUSD has had continued success engaging in our local community through our WASC accreditation process, site councils, athletic  participation and boosters involvement and the Sierra Alliance meetings. We are setting up our five year facilities plan as well as our modernization plan with community support.|FSUSD will be improving and ensuring attendance at all local meetings giving updates and challenges to all previously mentioned groups.|3|3|3|3|4|4|3|3|4|4|4|4|Met||2026-06-25|2026
18750360121657|Mt. Lassen Charter|3|Based on educational partner input and local data, the LEA has continued to strengthen relationships between school staff and families through consistent communication, responsive support, and meaningful opportunities for engagement. Families report that staff are approachable, accessible, and committed to meeting student needs through regular teacher contact, parent conferences, and individualized support. Participation in school events, surveys, and educational partner meetings demonstrates continued family involvement, while feedback indicates that families value the positive relationships they have with school staff. The LEA has made progress in expanding communication methods, increasing responsiveness to family concerns, and fostering a welcoming school culture that promotes collaboration and shared responsibility for student success.|Based on educational partner input and local data, the LEA will continue to strengthen relationships between school staff and families by increasing opportunities for meaningful family engagement and improving two-way communication. Focus areas include increasing participation in surveys, workshops, and school events, expanding outreach to families who are less engaged, and ensuring timely, consistent communication across multiple platforms. The LEA will continue to seek educational partner feedback to guide improvements and strengthen collaboration in support of student success.|The LEA will improve engagement of underrepresented families by providing targeted outreach and increasing opportunities for meaningful participation in school decision-making. Staff will use multiple communication methods, offer flexible meeting options, and provide individualized support to reduce barriers to participation. The LEA will continue to gather feedback from underrepresented families through surveys, conferences, and direct communication to better understand their needs and use that input to strengthen family-school partnerships and improve student outcomes.|Based on educational partner input and local data, the LEA has continued to strengthen partnerships that support positive student outcomes through collaborative relationships among families, staff, and community partners. Regular communication, individualized student support, and ongoing progress monitoring have helped ensure that students receive the academic and social-emotional resources they need to be successful. Educational partner feedback indicates that families value the collaborative approach, while local data reflects continued progress in connecting students with appropriate interventions, support services, and enrichment opportunities that promote student achievement and well-being.|Based on educational partner input and local data, the LEA will continue to strengthen partnerships that support student success by increasing family participation in academic planning and decision-making, expanding collaboration with community organizations, and enhancing communication regarding student progress and available supports. The LEA will focus on using student performance and engagement data to identify needs, provide timely interventions, and ensure all students and families have equitable access to academic, social-emotional, and enrichment resources that promote positive outcomes.|The LEA will improve engagement of underrepresented families by implementing targeted outreach and creating additional opportunities for meaningful participation in their students’ educational planning and progress. Staff will use multiple communication methods, offer flexible meeting formats and times, and provide individualized support to address barriers to engagement. The LEA will actively seek feedback from underrepresented families to better understand their needs and use that input to strengthen partnerships, increase access to available resources and services, and improve academic and social-emotional outcomes for all students.|Based on educational partner input and local data, the LEA has continued to strengthen its decision-making processes by providing multiple opportunities for families, students, staff, and community partners to share feedback through surveys, advisory meetings, public meetings, and direct communication. Educational partner input is regularly reviewed and considered when developing goals, allocating resources, and refining programs and services. The LEA has made progress in fostering a culture of collaboration and transparency, with local data indicating increased opportunities for stakeholder participation and meaningful engagement in school improvement efforts.|Based on educational partner input and local data, the LEA will continue to improve its decision-making processes by increasing participation from families, students, staff, and community partners, particularly those who have been historically underrepresented. Focus areas include expanding outreach efforts, increasing survey participation, improving communication about opportunities to provide input, and demonstrating how educational partner feedback influences decisions. The LEA will continue to use stakeholder input and local data to inform planning, prioritize resources, and support continuous improvement.|The LEA will improve engagement of underrepresented families by implementing targeted outreach and providing multiple, accessible opportunities to participate in the decision-making process. Staff will use a variety of communication methods, offer flexible meeting options, and encourage participation through surveys, advisory groups, and individual outreach. The LEA will actively seek input from underrepresented families, reduce barriers to participation, and communicate how stakeholder feedback is used to inform decisions, ensuring all voices are represented in continuous improvement efforts.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-25|2026
18750366010763|Long Valley|3|"The LEA has strength in creating welcoming environments. Each location has friendly ""customer service"" attitudes, and families are encouraged to participate regularly."|Supporting staff in learning about each family’s cultures and goals for their children continues to be an area of focus for the school.|To continue to strengthen relationships with families, the staff will continue to offer relevant family programing that encourages family engagement. The school plans to make an additional effort to emphasize two-way communication by providing more frequent small surveys to invite more comments. The LEA plans to increase the use of Parent Square for b communication between school staff and families, allowing families to communicate through their preferred methods, supporting families who need language assistance, and enabling staff to monitor communication reach and engagement.|The LEA works closely with families. In the independent study program, staff meet individually with the students and their families weekly.  In the classroom-based program, teachers communicate ways to support student learning during student-led conferences between grading periods.|An area for growth continues to support families to advocate for their own children.|The school will focus on creating and disseminating literature for families on how to advocate for their own children.|A current strength is that our school staff and leadership empower parent groups to observe learning and provide input in decision making.|An area of growth continues to be to engage all educational partners in the review of family engagement activities and the impact on input|The school will continue to administer surveys to families to gather input and encourage meaningful conversations during parent/student conferences.|4|4|3|4|4|3|3|3|3|4|4|3|Met||2026-06-17|2026
19101990000000|Los Angeles County Office of Education|3|The Parent & Family Education and Consultation Program (PFECP) builds strong relationships between school staff and families through consistent, multi-modal communication and engagement. PFECP staff at all school sites and the central office connect with parents in person at school events and visitations, through phone calls and text messages, via Aeries Communications, and virtually through Zoom.  Families are invited to attend monthly town hall meetings where they engage in dialogue with educators about academic programs, student services, and updates from local agencies that support student wellbeing and help families navigate complex systems. In addition to town halls, families participate in a wide variety of workshops, parenting classes, and engagement activities that are scheduled at times convenient to families and offered in both English and Spanish to ensure accessibility.  During the 2024–2025 school year, a total of 2,427 parents and guardians participated in engagement activities. In 2025–2026, participation increased to 2,505, reflecting the success of PFECP’s outreach and programming efforts. Bimonthly Parent Advisory Committee (PAC) meetings provide additional opportunities for families to share feedback on budgets, programs, and student services.  According to the 2025–2026 California School Parent Survey, 86% of respondents indicated that the school encourages them to be active partners in their child’s education, an increase of 4% compared to the 2024-25 school year. To support these efforts, school and district staff engage in ongoing professional development focused on cultural responsiveness, trauma-informed practices, and effective strategies for family engagement. PFECP continues to analyze participation data and feedback to tailor programming that meets families’ evolving needs and preferences|Underrepresented families are identified using a combination of data sources, including the California School Dashboard, the California School Parent Survey, and program attendance records collected from sign-in sheets at workshops and events.  For the 2025–2026 school year, demographic data indicates that parent participation consisted of 67 percent Hispanic, 10 percent African American/Black, 6 percent White, 3 percent Asian, 3 percent American Indian or Alaska Native, 9 percent Biracial or Multicultural, and 2 percent who declined to state. While Hispanic families represent the majority of engagement, the data highlights the need for increased outreach to African American families, families of English Learners, and families of students in Special Education.  To support these groups, PFECP conducts intentional outreach using culturally responsive communication, multilingual messaging, and direct contact by site-based parent liaisons. In the 2025–2026 school year, PFECP hosted separate key informant interviews and focus groups for parents of African American students and students with disabilities. These sessions provided a space to build relationships, gather input, identify barriers to participation, and co-develop strategies for more inclusive engagement.  PFECP continues to apply the principles from Supporting the African American Learner (STAAL) and partners with the Wellbeing and Support Services Division to offer staff professional development focused on cultural responsiveness, equity and trauma-informed family engagement. These efforts help ensure that all families feel welcomed, valued, and equipped to support their child’s educational experience.|Underrepresented families are identified using data from California Dashboard, the California School Parent Survey and program attendance data. Based on this, PFECP is intentional in outreaching to underrepresented families, including families of African American students, families of English Learners and families of students in Special Education. Focus groups for these specific groups will continue to be conducted. Focus groups provide opportunities to build relationships with underrepresented families, to receive feedback, guidance to increase engagement and recommendations for targeted programming.|The Parent & Family Education and Consultation Program (PFECP) provides families with information, resources, and learning opportunities to support student academic achievement. Parent Liaisons at each school site host monthly town hall meetings to update families on student progress and connect them with services and community partners that promote academic success.  Parents and caregivers are also informed about their legal rights through events such as town hall meetings, School Site Council (SSC) meetings, the Parent Advisory Committee (PAC) and District English Learner Advisory Committee (DELAC) meetings. All events are offered in English and Spanish, with interpretation in additional languages as needed to ensure equitable access for all families.  During the 2025–2026 school year, PFECP conducted 198 family engagement events, including workshops such as the Parent Project 10-Week Parenting Course, Special Education Information Sessions, Title I Program Overviews, Stress Management, College and Career, Drug Awareness, Social Emotional Learning, Motivation and Empowerment, Positive Behavioral Supports and Parent Advisory Committee trainings.  According to data from the 2025-2026 California School Parent Survey (CSPS), 88 percent of families reported feeling well-informed about how to support their child’s learning at home. Resources shared through PFECP events include grade-level content standards, practical strategies to support literacy and numeracy development, and guidance on navigating the IEP process and English Learner services. These efforts are designed to empower families to support student learning and strengthen school-home partnerships.|Focus areas for improvement include conducting regular reviews of multiple data sources to better understand the needs and interests of families and to ensure that programming remains relevant, responsive and engaging. Data sources reviewed include parent evaluations collected at the conclusion of workshops, feedback gathered through the California Healthy Kids Survey (CHKS), California School Parent Survey results, and qualitative input submitted by families via email and parent suggestion boxes.  This ongoing data analysis informs the design of workshops and engagement activities tailored to family priorities and student learning needs. Parents and caregivers will continue to be invited to participate in Road to Success Academy Exhibitions, which provide classroom walkthrough opportunities with principals and central office staff to observe student learning and projects in action.  Additionally, PFECP will continue offering workshops that focus on building school-home partnerships and supporting academic outcomes. These sessions aim to deepen families’ understanding of instructional goals, equip them with strategies to support student learning at home and strengthen their ability to advocate for their child’s academic success. By aligning programming with data-informed needs, the district seeks to enhance the effectiveness and reach of its family engagement efforts.|Improved engagement of underrepresented families includes conducting targeted outreach, conducting focus groups and interviews to gather feedback on how to effectively engage families and identifying strategies to connect with parents/caregivers. Underrepresented families will be identified using data from the California Dashboard, School Parent Survey and an analysis of attendance to PFECP events. PFECP will continue to explicitly seek to partner with underrepresented families, including African American families, families of English Learners and families of students in the Special Education program, by inviting them to participate in the learning and consultation opportunities.|Parents are invited to attend district-level meetings such as the Parent Advisory Committee (PAC) and District English Learners Advisory Committee (DELAC) to provide comments, input and feedback on the LCAP, budgets, programs and services offered to students and other related matters. Parents are invited at the school-level to attend meetings, based on the school, such as town hall meetings, School Site Council meetings and Shared Decision-Making Committee meetings to provide input and feedback. Parents can also provide input for decision making through informal communications with staff, evaluations, feedback forms, focus groups and surveys. Parents elected as representatives for committees receive training to equip them to participate in an informed manner in those meetings. In the year 2024-2025, 180 participants attended 9 consultation meetings (PAC & DELAC) hosted by the central office and parents participated in consultation meetings at school sites. The California School Parent Survey was completed by 424 parents. 72% of parents/caregivers surveyed indicated that they agree or strongly agree that the school encourages them to be an active partner. 68% agree or strongly agree that the school actively seeks the input of parents before making important decisions.  In the 2025-2026 school year, 107 participants attended 10 consultation meetings (PAC and DELAC) hosted by the central office as well as consultation meetings hosted by school sites. The California School Parent Survey was completed by 355 parents. 86% of parents/caregivers surveyed strongly agreed or agreed that the school encourages them to be active partners. 68% agreed or strongly agreed that the school actively seeks the input of parents before making important decisions.|Areas for improvement include building capacity with parents at a deeper level to understand processes and procedures. PFECP will continue to host consultation meetings, including PAC and DELAC, and support school site advisory and consultation meetings. PFECP will continue to provide programming to offer opportunities for parents to provide input for decision-making. PFECP will continue to expand training for parents on advisory roles, governance structures, and how to interpret data and policy documents to support informed participation in decision-making.|To address systemic inequities in participation and move toward a fully implemented and sustainable stage on the family engagement continuum, PFECP will prioritize shared leadership structures that bring families, teachers, principals, and district administrators together to co-plan, co-design, implement, and evaluate family engagement strategies. These efforts reflect a highly effective level of practice by embedding parent voice particularly from underrepresented families into the core of school and district decision-making.  To expand access and representation, PFECP will continue to implement culturally responsive outreach strategies. These include coordinated multilingual campaigns, personalized phone calls and community-based messaging delivered by trusted messengers such as community liaisons and parent leaders. These approaches ensure that families who may not traditionally engage in formal systems such as families of English Learners, African American students, students with disabilities, foster youth, migrant families and newcomers are welcomed and supported in contributing their perspectives.  Beyond formal meetings, PFECP will host structured focus groups, empathy interviews, and listening sessions that are inclusive, trauma-informed, and designed to elevate the voices of families historically excluded from school decision-making. The input gathered will directly inform district plans, including the development and revision of the Local Control and Accountability Plan (LCAP), helping ensure that programs, services and budgets are responsive to the community’s needs.  At the school level, PFECP will support the implementation of inclusive and effective School Site Councils (SSC) by providing guidance on transparent election processes, outreach strategies that reflect the diversity of the school community, and leadership development opportunities for parents. Real-time interpretation and translated materials will be provided to ensure full participation by multilingual families.  Drawing from models used in Specialized High Schools, PFECP will work with sites to develop peer mentorship structures in which experienced parent leaders support new participants in learning their roles, understanding governance documents, and contributing meaningfully to school-level decision-making. Schools will also receive guidance on co-hosting advisory sessions where families and staff review data and policy together, fostering a shared sense of ownership.  These combined efforts will promote inclusive participation in SSCs, ELACs, PACs, and DELAC, strengthen the parent pipeline for advisory leadership, and establish a governance culture that values equity, transparency and authentic collaboration. Through this work, the district is committed to removing barriers to participation and ensuring that underrepresented voices are present, heard and influential at all levels of decision-making.|4|4|4|4|4|4|4|4|3|3|4|3|Met||2026-06-16|2026
19101990106880|Jardin de la Infancia|3|Jardin de la Infancia continues to demonstrate strong relationships between school staff and families. As a small TK–1 school, we maintain frequent and meaningful communication with families through daily interactions, ClassDojo messaging, parent conferences, phone calls, and school events. Family participation remains high, with strong attendance at school activities, including parent-teacher conferences, student showcases, awards assemblies, and community-building events. Educational partner feedback indicates that families feel welcomed, informed, and valued as partners in their children’s education. The school’s small size allows staff to build personal relationships with families, respond quickly to concerns, and provide individualized support. These efforts have contributed to a positive school climate and continued family engagement in the educational program.|While Jardin de la Infancia maintains strong relationships with families, the school will continue to focus on strengthening family engagement and participation in school activities and decision-making processes. Areas for improvement include expanding opportunities for parent leadership, and providing additional resources that support learning at home. The school will continue to gather family feedback through surveys and direct communication to better understand family needs and ensure that all families feel connected, informed, and supported as partners in their children’s education.|While Jardin de la Infancia maintains strong relationships with families, the school continues to focus on increasing opportunities for meaningful family engagement and shared decision-making. Areas for improvement include expanding parent participation in advisory groups  and providing additional opportunities for families to support learning at home. The school will continue to seek feedback from families through surveys, meetings, and informal communication to better understand their needs and strengthen partnerships that support student success.|Jardin de la Infancia has established strong partnerships that support positive student outcomes. The school collaborates with families, special education providers, community-based organizations, and educational partners to address students’ academic, social-emotional, and developmental needs. These partnerships provide students with access to intervention services, enrichment opportunities, mental health supports, and family resources. Educational partner feedback and local data indicate that collaboration among staff, families, and external partners contributes to student growth, engagement, and overall well-being. The school’s small size allows for individualized support and timely communication, ensuring that student needs are identified and addressed effectively.|Jardin de la Infancia will continue to strengthen partnerships that support student outcomes by expanding collaboration with families, community organizations, and service providers. Focus areas for improvement include increasing family participation in activities that support student learning, identifying additional community resources to address academic and social-emotional needs, and enhancing communication regarding available supports and services. The school will continue to seek educational partner feedback to ensure partnerships remain responsive to student needs and contribute to positive academic, behavioral, and developmental outcomes.|Jardin de la Infancia will continue to strengthen partnerships that support student outcomes by expanding opportunities for family involvement, increasing collaboration with community organizations, and enhancing access to resources that address students’ academic and social-emotional needs. The school seeks to further engage educational partners in supporting literacy development, school readiness, attendance, and student well-being. Ongoing efforts will focus on gathering stakeholder feedback, identifying additional community resources, and developing sustainable partnerships that enhance learning opportunities and support positive outcomes for all students.|Jardin de la Infancia demonstrates a strong commitment to seeking educational partner input to inform school decision-making. Families, staff, and governing board members are provided with multiple opportunities to share feedback and ongoing communication with school leadership. Due to the school’s small size, educational partners have direct access to staff and administration, allowing concerns, ideas, and suggestions to be addressed promptly. Feedback gathered from educational partners has been used to inform school programs, parent engagement activities, student supports, and planning efforts. This collaborative approach helps ensure that decisions reflect the needs and priorities of the school community.|While Jardin de la Infancia actively seeks input from educational partners, the school will continue to expand opportunities for participation in decision-making processes. Areas for improvement include increasing participation in SSC meetings, and other stakeholder engagement activities to ensure that a broad range of perspectives is represented. T|Jardin de la Infancia will continue to improve engagement of underrepresented families by providing multiple opportunities and methods for participation, including surveys, individual outreach, flexible meeting formats, and communication through platforms such as ClassDojo, phone calls, and in-person meetings. As a small school community, staff will continue to build personal relationships with families and proactively seek input from those who may be less likely to participate in traditional engagement activities. The school will also provide information in families’ primary language and work to reduce barriers to participation by offering varied meeting times and accessible communication methods. These efforts are intended to ensure that all families have meaningful opportunities to contribute to school decision-making and continuous improvement efforts.|5|5|5|5|5|4|4|4|4|4|4|4|Met||2026-06-25|2026
19101990109660|Aspire Antonio Maria Lugo Academy|3|Across Aspire Maria Lugo Academy, a priority is proactively building strong, trusting relationships between school staff and families, recognizing that meaningful connection and open communication are critical for student success. This is evident in our LEA's regular and structured engagement with families through platforms like annual surveys and quarterly meetings, fostering open communication and trust. These interactions ensure families feel connected and supported, and the resulting feedback directly informs school policies and practices, aligning with Aspire's commitment to a supportive and inclusive school culture.|Recognizing the potential to further strengthen established staff-family connections within Aspire Maria Lugo Academy, our future efforts will concentrate on more personalized and culturally responsive engagement to ensure inclusivity and comprehensiveness. We are dedicated to increasing participation among all families by proactively addressing barriers related to language, work schedules, or prior school interactions, and actively refining our systems to ensure that family feedback leads to clear and demonstrable changes that meet the diverse needs of our LEA community.|To better support underrepresented families at Aspire Maria Lugo Academy, we are dedicated to continuously improving engagement strategies by enhancing communication and outreach through translation services, flexible meeting times, and diverse feedback options like surveys and discussions. We are also strengthening family/staff connections, cultural events, and community partnerships as part of a broader, ongoing commitment to deepen and enrich relationships with all family groups, ensuring every family feels seen, valued, and empowered to be an active part of our school community through consistent listening and adaptation.|Aspire Maria Lugo Academy continues to develop strong partnerships between families and educators as a key part of student success. This multi-faceted approach includes sharing timely academic updates, hosting enriching family events, and offering practical resources to support parents in the home learning environment. Educators regularly connect with families through student-led conferences, informative newsletters, and user-friendly online platforms. Moreover, Aspire Public Schools invests in professional development for staff, enhancing their capacity to collaborate effectively with families and understand the diverse needs of their students. These comprehensive efforts have cultivated a shared sense of purpose and a more robust learning community.|To deepen our family partnerships, we are committed to more consistent and comprehensive information sharing and feedback processes. A key goal is to move beyond simply providing updates to actively involving families in developing and sharing learning support strategies for their children. We also aim to increase families' understanding of academic expectations and student progress and empower them to advocate effectively for their students at all levels.|To enhance our connection with families underrepresented families, we are implementing more targeted and accessible strategies, including multilingual resources, evening events, and diverse communication methods. Simultaneously, we are focused on building trust with underrepresented families through consistent outreach, inclusive programming that reflects their experiences, and leadership opportunities that authentically value the voices and strengths of our diverse community.|Aspire Public Schools recognizes families as key partners in shaping our schools' vision and priorities. The school regularly invites family input through surveys, the School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. This feedback is then used by principals and teachers to inform key decisions about academics, student support, and community building, ensuring our schools reflect the needs and hopes of the communities we serve within the Aspire network.|Our ongoing dedication is to perfect these processes, guaranteeing their continued effectiveness and inclusivity. We will be prioritizing a more in-depth engagement strategy to ensure that the perspectives of all, with a particular focus on underrepresented and unduplicated student groups, are not just heard but are truly integral to our decision-making.|To deepen the involvement of underrepresented families in shaping our decisions, we are dedicated to expanding and improving how we gather interactive feedback. This proactive step aligns with our broader commitment to continuous improvement, where we consistently adapt our engagement methods based on current feedback and evolving community needs, ultimately strengthening our LCAP development and other key educational strategies.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-18|2026
19101990112128|Aspire Ollin University Preparatory Academy|3|Across Aspire Ollin Preparatory University Academy, a priority is proactively building strong, trusting relationships between school staff and families, recognizing that meaningful connection and open communication are critical for student success. This is evident in our LEA's regular and structured engagement with families through platforms like annual surveys and quarterly meetings, fostering open communication and trust. These interactions ensure families feel connected and supported, and the resulting feedback directly informs school policies and practices, aligning with Aspire's commitment to a supportive and inclusive school culture.|Recognizing the potential to further strengthen established staff-family connections within Aspire Ollin Preparatory University Academy, our future efforts will concentrate on more personalized and culturally responsive engagement to ensure inclusivity and comprehensiveness. We are dedicated to increasing participation among all families by proactively addressing barriers related to language, work schedules, or prior school interactions, and actively refining our systems to ensure that family feedback leads to clear and demonstrable changes that meet the diverse needs of our LEA community.|To better support underrepresented families at Aspire Ollin Preparatory University Academy, we are dedicated to continuously improving engagement strategies by enhancing communication and outreach through translation services, flexible meeting times, and diverse feedback options like surveys and discussions. We are also strengthening family/staff connections, cultural events, and community partnerships as part of a broader, ongoing commitment to deepen and enrich relationships with all family groups, ensuring every family feels seen, valued, and empowered to be an active part of our school community through consistent listening and adaptation.|Aspire Ollin Preparatory University Academy continues to develop strong partnerships between families and educators as a key part of student success. This multi-faceted approach includes sharing timely academic updates, hosting enriching family events, and offering practical resources to support parents in the home learning environment. Educators regularly connect with families through student-led conferences, informative newsletters, and user-friendly online platforms. Moreover, Aspire Public Schools invests in professional development for staff, enhancing their capacity to collaborate effectively with families and understand the diverse needs of their students. These comprehensive efforts have cultivated a shared sense of purpose and a more robust learning community.|To deepen our family partnerships, we are committed to more consistent and comprehensive information sharing and feedback processes. A key goal is to move beyond simply providing updates to actively involving families in developing and sharing learning support strategies for their children. We also aim to increase families' understanding of academic expectations and student progress and empower them to advocate effectively for their students at all levels.|To enhance our connection with families underrepresented families, we are implementing more targeted and accessible strategies, including multilingual resources, evening events, and diverse communication methods. Simultaneously, we are focused on building trust with underrepresented families through consistent outreach, inclusive programming that reflects their experiences, and leadership opportunities that authentically value the voices and strengths of our diverse community.|Aspire Public Schools recognizes families as key partners in shaping our schools' vision and priorities. The school regularly invites family input through surveys, the School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. This feedback is then used by principals and teachers to inform key decisions about academics, student support, and community building, ensuring our schools reflect the needs and hopes of the communities we serve within the Aspire network.|Our ongoing dedication is to perfect these processes, guaranteeing their continued effectiveness and inclusivity. We will be prioritizing a more in-depth engagement strategy to ensure that the perspectives of all, with a particular focus on underrepresented and unduplicated student groups, are not just heard but are truly integral to our decision-making.|To deepen the involvement of underrepresented families in shaping our decisions, we are dedicated to expanding and improving how we gather interactive feedback. This proactive step aligns with our broader commitment to continuous improvement, where we consistently adapt our engagement methods based on current feedback and evolving community needs, ultimately strengthening our LCAP development and other key educational strategies.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-18|2026
19101990115030|Magnolia Science Academy 3|3|MSA-3 continues to demonstrate strong progress in building relationships between school staff and families. The school provides multiple opportunities for families to connect with staff, receive information, and participate in the school community. These include Back-to-School Night, student orientation, parent-teacher conferences, honor roll assemblies, Open House, Coffee with Admin, parent workshops, family nights, and community resource events.  MSA-3 also uses ParentSquare, phone calls, in-person meetings, social media, and school events to maintain consistent two-way communication with families. These communication systems help families stay informed about academics, attendance, student supports, upcoming events, and schoolwide initiatives.  A major strength is the school’s use of community partnerships and family engagement activities. The school documented a high number of family and community engagement opportunities, including workshops on mental health, drug prevention, financial literacy, healthy relationships, FAFSA, Department of Rehabilitation resources, and student wellness. These events help families feel welcomed, informed, and connected to the school.  MSA-3 also benefits from the support of a Family Success Coordinator, who helps strengthen communication with families, connects families to resources, and supports participation in school events and decision-making opportunities. Overall, MSA-3 has created a welcoming environment and continues to prioritize strong relationships with families.|MSA-3 will continue strengthening its efforts to ensure that all families feel connected, informed, and included in the school community. While the school has many communication systems and engagement opportunities in place, a continued focus area is increasing consistent participation from families who may not regularly attend meetings or events.  MSA-3 will continue to improve outreach by using ParentSquare, phone calls, translated communication when needed, social media, and personal invitations to encourage greater family participation. The school will also continue developing the Parent Task Force to provide families with a more structured way to support school events, fundraising, Fun Fridays, and schoolwide improvement efforts.  Another focus area is continuing to learn more about each family’s strengths, cultures, languages, and goals for their children. MSA-3 serves a diverse school community, and staff will continue to build culturally responsive communication practices that help families feel respected and valued.  The Family Success Coordinator will continue to play an important role in supporting these efforts by connecting families to resources, assisting during school events, and helping families navigate school systems. Through these next steps, MSA-3 will continue building a more inclusive and supportive school community.|MSA-3 will continue to improve engagement of underrepresented families by using targeted outreach, multilingual communication, and flexible opportunities for participation. The school serves a diverse student population, including a large number of Latino and African American students, as well as families of English Learners, foster youth, homeless youth, and students with disabilities.  To strengthen engagement, MSA-3 will continue using ParentSquare, translated materials when needed, phone calls, personal outreach, and in-person meetings to ensure families can access information in a way that is understandable and convenient. Coffee with Admin, parent workshops, PAC, ELAC, family nights, and community events will continue to provide opportunities for families to ask questions, share concerns, and provide input.  MSA-3 will also continue using the Family Success Coordinator and the Homeless and Foster Youth Liaison to connect families with academic, social-emotional, mental health, and community resources. These roles are especially important for families who may face barriers to participation.  The school will continue to increase awareness of volunteer opportunities, strengthen the Parent Task Force, and gather parent feedback through surveys and meetings. MSA-3 will also continue sharing academic, attendance, and behavioral data with families so that conversations are student-centered and focused on support. These efforts will help ensure that underrepresented families have a stronger voice in the school community.|MSA-3 demonstrates strong progress in building partnerships with families to support student outcomes. The school provides families with information and resources related to academic progress, attendance, college readiness, intervention opportunities, social-emotional support, and student wellness.  MSA-3 has expanded family and community engagement through workshops and events focused on mental health, drug prevention, healthy relationships, FAFSA, financial literacy, Department of Rehabilitation resources, community resources, and college/career readiness. These activities help families better understand how to support their children academically, socially, and emotionally.  The school also supports student outcomes through parent-teacher conferences, progress monitoring, tutoring, Saturday Academy, college counseling, dual enrollment opportunities, and targeted student workshops. Local data shows strong engagement efforts, including PAC meetings, ELAC meetings, and a high number of family engagement activities/events during the year.  MSA-3’s community partnerships also support student learning and development. Events such as the College Fair, Resource Fair, PIQ workshops, student wellness workshops, and community resource events provide students and families with access to important academic and social-emotional supports.  Overall, MSA-3 continues to build strong school-family partnerships that help families understand student progress and participate in supporting improved student outcomes.|MSA-3 will continue strengthening family-school partnerships by improving communication, expanding family participation, and ensuring families have timely information about student progress and available supports.  Based on educational partner feedback and local data, MSA-3 will focus on the following areas:  Continue providing timely updates through ParentSquare, phone calls, meetings, and schoolwide communication. Increase family awareness of tutoring, Saturday Academy, intervention supports, and college/career readiness opportunities. Strengthen participation in PAC, ELAC, parent workshops, and family engagement events. Continue offering workshops that respond to family and student needs, including mental health, drug prevention, financial literacy, college readiness, and community resources. Improve feedback loops so families understand how their input is used to guide school decisions. Continue supporting a welcoming environment where families feel comfortable reaching out to staff and school leadership.  MSA-3 will also continue to promote positive relationships between teachers and families by encouraging regular communication about grades, attendance, missing assignments, intervention needs, and student progress.|MSA-3 will improve engagement of underrepresented families by continuing to provide accessible, relevant, and culturally responsive opportunities for families to participate in their child’s education. The school will continue prioritizing outreach to families of English Learners, foster youth, homeless youth, students with disabilities, and families who may not regularly attend school meetings or events.  MSA-3 will use ParentSquare, translated communication when needed, phone calls, individual outreach, and flexible meeting formats to reduce barriers to participation. The school will continue offering workshops and family events that address real family needs, including mental health resources, drug prevention, financial literacy, FAFSA, student safety, healthy relationships, and community resources.  The Family Success Coordinator will continue serving as a bridge between families and the school by connecting families to resources, encouraging participation, and supporting communication with staff. MSA-3 will also continue promoting PAC, ELAC, Coffee with Admin, and the developing Parent Task Force as opportunities for families to share input and collaborate with school leadership.  To strengthen equity, MSA-3 will continue reviewing participation data and parent feedback to identify which families are not being reached and adjust outreach strategies accordingly. These efforts will help ensure that underrepresented families have meaningful access to information, resources, and decision-making opportunities that support improved student outcomes.|MSA-3 demonstrates strong progress in seeking input from families, students, staff, and community partners to inform school decision-making. The school provides multiple opportunities for families to share feedback through PAC, ELAC, Coffee with Admin, parent-teacher conferences, surveys, parent workshops, and family/community engagement events.  Local data shows that MSA-3 has continued to provide formal and informal opportunities for stakeholder input. PAC meetings allow families to review school goals, actions, and data and provide feedback connected to the LCAP. ELAC meetings provide an additional space for families of English Learners to discuss student needs and provide input. Family engagement events and workshops also provide informal opportunities for families to ask questions, share concerns, and identify areas where additional support is needed.  MSA-3 also uses community partnerships and school events to gather feedback and respond to student and family needs. Events focused on mental health, safety, financial literacy, drug prevention, college readiness, and community resources show that the school is responsive to the needs of families and students.  The Family Success Coordinator supports this work by helping families stay connected, access resources, and participate in school activities. Overall, MSA-3 has built strong systems for gathering input and using that input to support school planning and improvement.|MSA-3 will continue improving how family and educational partner input is collected, used, and communicated back to the school community. A major focus area is increasing participation from families who may not regularly attend meetings, complete surveys, or participate in advisory groups.  MSA-3 will focus on the following next steps:  Increase participation of underrepresented families in PAC, ELAC, surveys, workshops, and decision-making groups. Strengthen communication about meeting dates, topics, and ways families can participate. Continue developing the Parent Task Force as a structured way for families to support schoolwide initiatives and provide input. Offer flexible participation options, including virtual meetings, small-group discussions, personal outreach, and informal opportunities such as Coffee with Admin. Improve feedback loops by sharing how family input influenced school decisions, programs, and LCAP actions. Continue building staff capacity around culturally responsive communication and family engagement.  These focus areas will help MSA-3 ensure that family input is not only collected, but also used meaningfully to guide decisions and improve outcomes for students.|MSA-3 will improve engagement of underrepresented families in decision-making by providing more intentional, accessible, and consistent opportunities for input. The school will continue prioritizing outreach to families of English Learners, foster youth, homeless youth, students with disabilities, and families from historically underrepresented backgrounds.  To support this work, MSA-3 will continue using PAC, ELAC, Coffee with Admin, parent workshops, surveys, and the developing Parent Task Force as key structures for family voice. The school will also use ParentSquare, phone calls, translated materials when needed, and personal invitations to ensure families know about opportunities to participate.  MSA-3 will expand flexible engagement options such as virtual meetings, small-group conversations, home outreach when appropriate, and informal gatherings. These options will help reduce barriers related to work schedules, transportation, language, and comfort level with formal meetings.  The Family Success Coordinator will continue supporting underrepresented families by connecting them to resources, encouraging participation, and helping communicate family needs to school leadership. MSA-3 will also increase transparency by sharing updates on how family feedback is used in school planning, LCAP development, academic supports, safety efforts, and community engagement activities.  Through these actions, MSA-3 will continue building a more inclusive decision-making process where all families have meaningful opportunities to contribute.|5|5|4|5|5|5|5|5|5|5|5|5|Met||2026-06-17|2026
19101990115212|Magnolia Science Academy 2|3|MSA-2 has made meaningful progress in building strong, trusting relationships between school staff and families by fostering a welcoming and inclusive school environment. Family survey results reflect this strength, with particularly high levels of connectedness, including 89% favorable responses in sense of belonging and 80% in safety, demonstrating that families feel valued and supported. Students also report increased feelings of belonging and academic support, indicating continued growth in school climate and relationships. Through consistent communication, family engagement opportunities, and advisory structures, MSA-2 has established a strong foundation for sustained partnership with families.|While family perceptions of the school experience remain strong, including 89% favorable in sense of belonging, 80% in safety, and 76% in academic support, MSA-2 recognizes the importance of continuing to strengthen and sustain high levels of engagement and satisfaction. To support this, MSA-2 is committed to expanding opportunities for families to engage in meaningful dialogue around school practices, including discipline, rules, and norms, through continued participation in the ELAC, Community Advisory Committee (CAC), and Parent Task Force (PTF). These structures will ensure that families have consistent opportunities to provide input and remain active partners in decision-making processes. MSA-2 will also build on its strong sense of belonging by increasing opportunities for student, staff, and family leadership in schoolwide events, assemblies, celebrations, and community-building activities. The school will continue to enhance engagement through events, workshops, and resource fairs, prioritizing inclusive participation and strengthening connections across the school community. Additionally, MSA-2 will continue refining practices related to discipline, rules, and norms to ensure clarity, consistency, and shared understanding among all educational partners. Through these ongoing efforts, MSA-2 remains committed to continuous improvement by strengthening communication, deepening engagement, and ensuring that all families feel supported, informed, and connected to the school community.|MSA-2 is committed to improving engagement of underrepresented families by expanding inclusive, accessible, and relationship-centered practices, aligned with its community school approach. The school continues to build strong partnerships through consistent opportunities for engagement, includingCommunity Advisory Committee (CAC), ELAC, and Parent Task Force (PTF) meetings, as well as workshops, Coffee with the Admin sessions, and schoolwide events. These structures provide families with multiple avenues for meaningful two-way communication, input in decision-making, and active participation in the school community. As a community school, MSA-2 leverages needs assessments and educational partner input to provide targeted supports and services that respond to family needs. The school will further strengthen outreach through multilingual communication, flexible meeting options (including virtual access), and expanded family-centered events such as cultural celebrations, assemblies, and community resource fairs. Relationship-building strategies, including home visits and partnerships with community organizations, will continue to be prioritized to deepen trust and connection. Through these efforts, MSA-2 aims to ensure that all families, especially those who have been historically underrepresented, feel welcomed, supported, and empowered to engage meaningfully in their child’s education and the broader school community.|MSA-2 continues to demonstrate strong progress in building meaningful partnerships with families to support student outcomes. The school has maintained high levels of academic success, including a 100% graduation rate for seniors, while serving a student population that is 76% socioeconomically disadvantaged, reflecting a strong commitment to equity and access. Additionally, MSA-2 earned Gold PBIS recognition, highlighting the effectiveness of its positive school climate and student support systems.  MSA-2 provides families with consistent access to information and resources that support student learning at home through workshops, parent conferences, and ongoing communication. Platforms such as ParentSquare and Infinite Campus continue to play a critical role in maintaining clear, accessible, and multilingual communication, allowing families to monitor student progress, attendance, and academic performance in real time. Daily communication practices and regular outreach further strengthen the connection between school and home.  The school also prioritizes family voice and leadership through active participation in governance and decision-making structures. MSA-2 families are encouraged to attend MPS Board meetings, and a parent representative continues to serve on the Board, contributing to decisions that impact the broader school community. In addition, the Family Success Coordinator (FSC) and Community School Coordinator (CSC) provide targeted support through workshops, community partnerships, and access to resources, ensuring families are equipped to advocate for their students and actively engage in their educational journey.|MSA-2 will continue to strengthen partnerships with families and educational partners by expanding opportunities for collaboration, communication, and shared responsibility for student success. A key focus area is enhancing college and career readiness pathways, including continued development of CTE opportunities through partnerships with local community colleges, where students can access certification programs, as well as increasing access to dual enrollment and college coursework. The school also aims to further strengthen academic programming through the expansion of Honors opportunities and continued alignment of instructional supports to meet the needs of all learners.  MSA-2 remains committed to supporting the whole child through a comprehensive system of social-emotional and academic supports. The school will continue to build on its Gold PBIS recognition by strengthening implementation with the goal of achieving Platinum status, while also maintaining strong SEL supports through counseling services, a school psychologist, and life skills classes for middle school students. These efforts are designed to ensure students are supported academically, socially, and emotionally.  Additionally, MSA-2 will continue to focus on improving outcomes for all student groups, including English Learners, students with disabilities, socioeconomically disadvantaged students, and foster/homeless youth. By leveraging data, strengthening family partnerships, and expanding targeted supports, the school aims to ensure equitable access to high-quality educational opportunities and improved outcomes for all students.|MSA-2 will continue to strengthen partnerships with families and educational partners by expanding opportunities for collaboration, communication, and shared responsibility for student success. A key focus area is enhancing college and career readiness pathways, including continued development of CTE opportunities through partnerships with local community colleges, where students can access certification programs, as well as increasing access to dual enrollment and college coursework. The school also aims to further strengthen academic programming through the expansion of Honors opportunities and continued alignment of instructional supports to meet the needs of all learners.  MSA-2 remains committed to supporting the whole child through a comprehensive system of social-emotional and academic supports. The school will continue to build on its Gold PBIS recognition by strengthening implementation with the goal of achieving Platinum status, while also maintaining strong SEL supports through counseling services, a school psychologist, and life skills classes for middle school students. These efforts are designed to ensure students are supported academically, socially, and emotionally.  Additionally, MSA-2 will continue to focus on improving outcomes for all student groups, including English Learners, students with disabilities, socioeconomically disadvantaged students, and foster/homeless youth. By leveraging data, strengthening family partnerships, and expanding targeted supports, the school aims to ensure equitable access to high-quality educational opportunities and improved outcomes for all students.|MSA-2 demonstrates strong progress in seeking input for decision-making by providing multiple, consistent opportunities for educational partners to engage and contribute. The school continues to host weekly Coffee with the Admin meetings, as well as regular CAC, PTF, ELAC, and Title I meetings, where families and staff provide meaningful input on school programs and policies. These structures ensure that diverse perspectives, including elected representatives from various stakeholder groups, are incorporated into decision-making processes.  MSA-2 further strengthens this work through the support of the Family Success Coordinator (FSC) and Community School Coordinator (CSC), who actively engage families and gather feedback to inform school improvement efforts. Students also play an active role through student government and PBIS leadership, contributing ideas and feedback that shape school culture and initiatives. Additionally, staff input is regularly collected through surveys and committee participation, ensuring collaboration across all educational partner groups.  Overall, these systems reflect MSA-2’s commitment to inclusive, collaborative decision-making and provide a strong foundation for continued growth in educational partner engagement.|MSA-2 will continue to strengthen its systems for seeking input by expanding the consistency and accessibility of engagement opportunities for all families. While the school provides multiple avenues for input through CAC, PTF, ELAC, Title I meetings, and surveys, a focus area moving forward is increasing participation and ensuring that all families, including underrepresented groups, are consistently engaged in decision-making processes. The school will enhance outreach efforts through multilingual communication, flexible meeting formats, and targeted invitations to encourage broader participation.  MSA-2 will also continue to refine how feedback is collected, analyzed, and used to inform decisions related to school programs, climate, and student outcomes. By leveraging educational partner surveys, needs assessments, and committee input, the school will strengthen the connection between stakeholder feedback and actionable improvements. These efforts will support a more inclusive and responsive decision-making process that reflects the voices of the entire school community.|MSA-2 will continue to improve engagement of underrepresented families by strengthening inclusive, accessible opportunities for input aligned with its community school approach. The school will build upon existing structures such as CAC, PTF, ELAC, weekly Coffee with the Admin meetings, and family workshops to ensure all families have meaningful opportunities to share input on school programs and decisions. These opportunities will be supported through multilingual communication, hybrid meeting options, and targeted outreach to increase participation from families who have been historically underrepresented.  MSA-2 will also prioritize relationship-building strategies, including the consistent implementation of home visits and a renewed focus on maintaining a visible and welcoming school presence for families. Family engagement will continue to be integrated into school events, assemblies, PBIS activities, and cultural celebrations, creating multiple entry points for families to participate and contribute their perspectives. Additionally, families will continue to serve on committees and collaborate with staff and students in planning school activities and initiatives.  Through the continued efforts of the Family Success Coordinator (FSC), Community School Coordinator (CSC), and school leadership, MSA-2 will use survey data, needs assessments, and ongoing feedback to refine engagement strategies. These efforts aim to ensure that all families feel welcomed, represented, and empowered to actively participate in decision-making processes that impact student outcomes and the overall school community.|5|5|5|5|5|4|5|5|4|5|4|5|Met||2026-06-17|2026
19101990121772|Environmental Charter Middle - Gardena|3|ECMS - Gardena works to create a strong sense of community with our families. We prioritize face-to-face communication when possible, and seek to provide parents with up-to-date information regularly. We encourage and invite parent participation in curricular endeavors and classroom events, and seek their input in decision-making.  We host a coffee with teachers event the Friday before the school year starts to allow families to meet teachers, sign up for the after school program and get parent orientation. Additionally we host a high school fair to support 8th grade families in their transition to high school. We also have a back to school night.  We communicate via a weekly school newsletter in both English and Spanish, and grades are updated weekly on our PowerSchool platform. Parents and students are trained and supported to navigate the information system which houses grades and parents use our Talking Points platform when seeking technical support with this system. We provide prompt communication and responses pertaining to school behavior and use restorative discipline processes to help students repair any harm caused to the community. Parents receive weekly discipline and grade reports produced by the DeansList platform.  We send out family surveys to measure connection, perception of communication, perception of academic rigor and to solicit general feedback.  We provide digital opportunities for communication between families and school, and consistently see higher participation when virtual options are available. These opportunities included:  - Coffee with the Principal: Monthly events provided an opportunity for families to interface with administration regarding site issues, curriculum, school culture, or other topics on parents minds. - Parent Workshops: We held workshops when vendor partnerships and relevant topics made them possible, hosting approximately 3 sessions this year focused on college preparation and vaping prevention. - English Learners: Four ELAC meetings were held both in person and virtually throughout the year. Meetings are open to all families, with targeted invitations extended to families of English Learners. - Talking Points: A platform to facilitate two-way communication between our school and families. Talking Points automatically translates messages into Spanish for our Spanish speaking families. - Twice-yearly Parent Teacher Conferences: We hosted 2 Parent Teacher Conferences and 1 round of Priority Conferences for families of students who were struggling academically or behaviorally.|Analysis of data and stakeholder input indicates a need to focus on strengthening two-way communication and collaboration with families. Family survey data and ongoing feedback reflect that families feel heard and valued, and we continue to build on this foundation.  Here is how we addressed this focus area:  - Parent Advisory Council: We hold quarterly Parent Advisory Council meetings to gather comprehensive and nuanced feedback from stakeholders. - Parent Partnership Group: Our Parent Partnership Group meets monthly and has grown significantly, with parents now leading meetings and an increased volume of parent volunteers contributing to school initiatives. - Improved Communication - Family Handbook: We revised the family handbook to be more user-friendly with summaries and key information presented clearly, and continue to improve accessibility. - Monitoring Responses: We are continuing to build systems to monitor parent responses to communications and ensure two-way communication is maintained. - Positive Reinforcement: Weekly positive behavior notes sent home both digitally and on paper highlight student achievements and strengthen our relationship with families.  These efforts have created a more open and collaborative environment where families feel valued and empowered to contribute to their child's education, and we will continue deepening these partnerships in the year ahead.|Family survey data across all subgroups, including Hispanic families, Black families, English Learners, and families of students with disabilities, reflects consistently high levels of satisfaction and engagement with ECMSG. Across three years of data, families report feeling welcomed, respected, and informed at rates of 94% or above on nearly every item. Notably, 100% of Hispanic families in 25-26 reported that the school motivates students to learn and promotes academic success for all students, and 99% reported feeling welcomed when they visit.  Building on this strong foundation, our self-reflection identified the following relative growth areas to move from strong to even stronger:  - Teachers providing consistent academic progress updates to families of students with disabilities and 504s scored 88% in 25-26, the lowest communication item across any subgroup, and represents our clearest opportunity to strengthen home-school connection for this group - Black families rated the school's communication of respect for cultural beliefs and practices at 87% in 25-26, which while strong, is lower than other subgroups and warrants continued intentional outreach - Families across subgroups rated the school actively seeking parent input before important decisions at 88-96%, an area where we can deepen authentic partnership  To address these growth areas, ECMSG will strengthen advisory as the primary relationship structure between staff and families, ensure advisors make proactive outreach to families of students with IEPs and 504s around academic progress, and continue building culturally responsive engagement practices that reflect the full diversity of our community.|ECMSG's family survey data across three years reflects a school that has built genuinely strong partnerships with its community. In 25-26, families across all subgroups, including Hispanic families, Black families, English Learners, and families of students with disabilities, reported high levels of trust, welcome, and partnership at rates that place ECMSG well above typical expectations for a school serving a predominantly socioeconomically disadvantaged population.  Specific strengths the data confirms:  - 100% of Hispanic families and 100% of Black families in 25-26 reported that the school encourages them to be an active partner in educating their child - 99% of families overall reported feeling welcomed when they visit, and 97% reported receiving regular communication about their child's progress - 97% of families overall reported that school staff take parent concerns seriously and treat parents with respect - 99% of families reported that school communications are clear about academic goals and expectations, up from 98% the prior year - Families of students with disabilities reported 98% agreement that they understand how support programs align with classroom instruction, reflecting strong IEP-related communication - The school's NPS among families, at 97-99% likelihood to recommend across subgroups, reflects deep community trust built over multiple years  These results are grounded in concrete structures: advisory as a relationship vehicle between staff and families, proactive outreach around academic and behavioral concerns, multilingual communication with Spanish-speaking families, and consistent use of family survey data to inform school decisions. The strength of these numbers across every subgroup, not just the overall average, reflects that this partnership is not concentrated among the most engaged families but is broadly felt across the community.|"Strengthening communication with families of students with disabilities and 504s: Families of students with disabilities rated ""teachers provide consistent updates about my child's academic progress"" at 88% in 25-26, the lowest communication item across any subgroup. In response, ECMSG will:  - Pilot student-led IEPs where feasible, giving students an active voice in communicating their own goals and progress to their families - Pilot quarterly holistic progress updates across all grade levels, modeled on the culmination progress reports currently provided to 8th grade families, so families have a consistent structured touchpoint throughout the year - Have our Ed Specialist and Ed Coordinator review IEP meeting feedback with families to ensure they feel like genuine partners in the process, not just recipients of information  Deepening partnership with Black families: Black families rated the school's communication of respect for cultural beliefs and practices at 87% in 25-26, lower than any other subgroup on that item. ECMSG will:  - Conduct intentional outreach to Black families and students throughout the year - Monitor survey responses from this group on an ongoing basis - Respond proactively when data signals a disproportionately negative experience relative to other groups  Increasing parent input for families of students with the most complex needs: Families of students with disabilities reported a drop from 95% to 88% on whether the school actively seeks parent input before important decisions. The student-led IEP pilot and quarterly progress updates directly address this by creating more structured two-way communication that positions families as active partners rather than passive participants."|"Identified group: Black and African American families and students  Our family survey data shows that Black families rate ECMSG highly across nearly all partnership items. However, ""this school communicates the importance of respecting all cultural beliefs and practices"" scored 87% among Black families in 25-26, the lowest of any subgroup on that item, and represents a meaningful signal that we are not yet fully there for this community.  To improve engagement with Black families specifically, ECMSG will:  - Conduct proactive, targeted outreach to Black families and students throughout the year rather than waiting for concerns to surface, building relationships before problems arise - Monitor survey data by subgroup on an ongoing basis so that shifts in Black family experience are identified and responded to during the school year, not just at the end of it - Use advisory as the primary relationship structure for connecting with Black families, ensuring advisors are equipped to have culturally responsive conversations and are not defaulting to contact only when there is an academic or behavioral concern - Review year-over-year trend data with school leadership to assess whether Black family and student experience is improving relative to other subgroups, and adjust strategies accordingly - Engage Black families directly in conversations about what culturally responsive partnership looks like to them, rather than defining it for them  These actions build on a foundation of strong overall family trust and move toward ensuring that trust is equally distributed across every family in our community."|ECMSG has built multiple, layered structures for seeking and acting on input from educational partners, and family survey data confirms that these efforts are landing. In 25-26, 94-97% of families across all subgroups reported that the school actively seeks their input before making important decisions, and 99% reported that the school allows input and welcomes family contributions.  Specific strengths include:  - Parent Advisory Council (PAC) and Parent Partnership Group: ECMSG maintains both a PAC and a newly established Parent Partnership Group that meets monthly, giving families a consistent, structured venue to share ideas, shape school culture, and volunteer for school-based events. This two-body structure ensures both formal governance input and grassroots community involvement - TalkingPoints: This two-way translation platform allows families to communicate directly with teachers, administrators, and the principal regardless of language, removing a significant barrier for Spanish-speaking families who make up the majority of our community - Regular surveys across all stakeholder groups: ECMSG collects feedback from students, families, and staff on a regular basis and uses that data to inform school decisions, as reflected in this LCAP response itself - Multilingual communication: Weekly newsletters, translated materials, and ELAC meetings held in person and online ensure Spanish-speaking families are informed and included - ELAC: Provides English Learner families with a formal structure for input on programs and services that affect their children  Together these structures reflect a school where input-seeking is not a single annual event but an ongoing practice embedded in how the school operates.|ECMSG's family survey data reflects high levels of satisfaction with how the school seeks input, with 94-99% of families across all subgroups reporting that the school welcomes their contributions and seeks their input before important decisions. However, our self-reflection identified three areas where we can strengthen this practice:  Expanding access beyond in-person attendance: Current input structures like Coffee with the Principal and PAC meetings are valuable but reach a limited number of families. In 26-27 ECMSG will explore building an asynchronous digital space where families can review materials, share feedback, and stay informed on their own schedule without needing to attend a meeting. Advances in AI-assisted tools make this more feasible than in prior years.  Closing the loop with families: While leadership shares input and decisions within PAC meetings, this feedback loop does not reach most families. In 26-27 we will develop a more consistent practice of communicating back to families what we heard from them and what decisions or adjustments were made as a result, through newsletters, TalkingPoints, and other existing communication channels.  Publicizing our own data: ECMSG collects strong family satisfaction data annually but that data has remained largely internal. Families who gave us 97-99% satisfaction ratings deserve to know what their community said. In 26-27 we will share survey results with families in an accessible, translated format so that data becomes a tool for community pride and continued engagement rather than an internal document.|Our self-reflection identified three groups whose engagement in decision-making we are actively working to strengthen: Black and African American families, English Learner families, and families of students with disabilities.  Black and African American families:  Dedicated outreach meetings for Black families were identified as a goal in the prior year but were not implemented. This remains a priority for 26-27. ECMSG will:  - Establish at least one dedicated touchpoint per semester specifically for Black families to share input on school decisions and culture - Ensure Black family survey data is reviewed regularly by leadership and that families hear back about what was done with their feedback - Monitor whether Black family representation in PAC and Parent Partnership Group reflects their proportion of the school community  English Learner families:  ELAC meetings provide a formal structure for EL family input, but attendance and reach remain a growth area. In 26-27 ECMSG will:  - Use TalkingPoints to conduct asynchronous outreach to EL families who do not attend in-person meetings, giving them a way to share input on their own schedule - Share survey results back to EL families in Spanish so they can see that their feedback is being collected, heard, and acted on  Families of students with disabilities:  Survey data showed a drop from 95% to 88% among this group on whether the school actively seeks their input before important decisions. In 26-27 ECMSG will:  - Use the student-led IEP pilot as a vehicle for deeper family input, positioning families as active decision-makers rather than meeting attendees - Collect and review feedback from IEP meetings with our Ed Specialist and Ed Coordinator to identify patterns and respond to concerns - Ensure this group is represented in the asynchronous digital feedback space being developed for 26-27|5|5|4|5|4|4|5|5|4|4|4|4|Met||2026-06-22|2026
19101990125641|KIPP Sol Academy|3|At our school, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive. Additionally, KIPP SoCal has been awarded the Community Schools grant, enabling us to hire a dedicated Community School Manager for our school. This role has been instrumental in leading the Community School Advisory Council (“Community Coalition”), engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness. While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.|We provide region-wide family leadership opportunities such as our Family Ambassador program. At each school site, our staff and family members lead a Community Coalition (School Site Council) where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.  By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Ambassador and Community Coalition (School Site Council) participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.|At our school, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families. By offering a variety of engagement opportunities such as leadership roles, Community Coalition (School Site Council) meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.   Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.|We recognise the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.  In addition, our school has implemented a Family Ambassador program in collaboration with our Community Coalition (School Site Council) to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly meetings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events. Looking forward, we are actively exploring ways to expand and integrate the Community School Coalition program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.   Furthermore, our school educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and Community Coalition (School Site Council) meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.   We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.|The Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.  In addition to our advocacy efforts, our schools Community School Manager has continued to play a crucial role in supporting our students' holistic well-being. They have collaborated closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students. Our Community School Manager (CSM) monitors student progress closely and adjusts support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally. Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey. Our goal is to continue partnering with new organization to continue bringing resources to every school with the support of the Community School Manager.|Our school remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, Community Coalition (School Site Council), and Coffee with the Admin are offered in languages accessible to all school families.|At our school, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and School Site Council, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public. Our Community Coalition (School Site Council) empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability.  Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they have learned. To ensure the highest quality of engagement, we provide comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.|To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at our school. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.|We are dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates, as well as adaptable meeting formats (such as recordings and zoom options) and materials to accommodate diverse needs of our families. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.|4|4|4|4|4|4|5|5|4|4|4|4|Met||2026-06-11|2026
19101990127498|Environmental Charter Middle - Inglewood|3|ECMS - Inglewood works to create a strong sense of community with our families. We prioritize face-to face communication when possible, and seek to provide parents with up-to-date information regularly. We encourage and invite parent participation in curricular endeavors and classroom events. We enact these goals through a variety of regular meetings, including Site Council/ Parent Committee and ELAC.  We communicate via a weekly school newsletter in both English and Spanish and weekly progress reports are also sent home with students. We interface directly with parents in parent-student conferences held 2 times a year and we maintain active parent attendance at those meetings as well as award assemblies. We provide prompt responses pertaining to school behavior and use restorative processes when discipline issues arise.  We provided many opportunities for communication between families and school. These opportunities included: - Coffee with the principal: In these meetings, parents have a free-flowing conversation with administration regarding site issues, curriculum, school culture, or other issues that are on parents’ minds. - Parent Town Halls: We used town halls to communicate changes and solicit feedback about school decisions. - School-site Council/ Parent Meeting: Lead by administrators and to review data, student climate and academic data and fundraisers. - English Learners: We held a “meet and greet” for families of ELs before the start of the school year. Multiple ELAC meetings were held throughout the year and reclassification ceremony at the end of the year  - Back to School Night and Open House: Were opportunities for parents to visit their students' classroom and interact with teachers and staff. - Harvest Festival and Earth Day: Are community events for the parents, students and families to attend and learn more about our school, and celebrate the earth and environmentalism. - Talking Points: A platform to facilitate two-way communication between our school and families. Talking Points automatically translates communications into Spanish for our Spanish speaking families. - Parent Teacher Conferences: As in prior years, this year we hosted a Parent Teacher Conference, two Priority Teacher Conferences. - Additional opportunities include: Turkey Baskets, High School Fair. SST and 504 Meetings, In School/ Outside Counseling, Parent Workshops, Home Visits|We reinstated our African American Partnership Meetings to strengthen connections with our Black/African American families and create opportunities for collaboration and community building. In addition, we celebrated the diverse cultures and languages represented within our school community through multicultural events that highlighted family traditions, including food tastings and appetizers shared by families from various cultural backgrounds.  Analysis of data and stakeholder input indicates a need to focus on strengthening two-way communication and collaboration with families. While we have initiatives in place to increase family engagement, there are opportunities to deepen relationships and create a more collaborative environment. - Increasing positive and celebratory communications home to continue to build trust and rapport with our families. - Family Handbook: Revised the family handbook to be more user-friendly with summaries and key information presented clearly, and continue to improve accessibility. - Increased training for our educators and our families on accessing and the use of our two way communication platform Talking Points and phone calls|ECMSI will continue to improve engagement with underrepresented families by strengthening our advisory program, a Tier 1 support that helps students build strong connections with a trusted adult on campus and develop meaningful peer relationships.  Additionally, we are focused on increasing the capacity of our general education teachers and specialists to identify student needs and ensure that every student receives appropriate supports and interventions. We will continue to invest in Tier 3 supports by maintaining a full-time social worker who can provide targeted support to students and families with the greatest needs and connect them with community resources.  We have also developed ongoing attendance incentives and community partnerships to promote strong school attendance while building stronger relationships with our underrepresented families. Finally, we will apply the lessons learned regarding family communication by continuing to offer both in-person and virtual engagement opportunities, along with multilingual access, to ensure all families can meaningfully participate in our school community.|Environmental Charter Middle School - Inglewood’s current strengths in building partnerships for student outcomes include providing several opportunities for parents to engage with staff, teachers and school administrators to discuss their student’s progress and receive important resources to support student learning at home. Regular administrative support and yearly professional developments are provided to teachers. Family partnership opportunities include  - Parent conferences 2x a year  - Weekly progress reports - Regular online access to student grades and assignments - Google classroom - Weekly tutoring for every class - Coffee with the Principal 3x a year - Well-staff  wellness department with a full time social worker, school counselor and dean - Solicit regular feedback from students, staff and parents|We are actively working to build the capacity of families to support their students at home and serve as true educational partners beyond simply having access to gradebooks. We regularly seek family feedback and monitor school connectedness through school climate surveys, listening sessions, and ongoing conversations with families.  Strengthening Tier 1 Partnerships for Student Success  Data analysis highlights the need to strengthen Tier 1 partnership practices to create a universally supportive environment for all students and families. To support this work, we will continue to:  - Have advisory teachers make regular positive contacts home. - Provide translation and interpretation for major school events and communications. - Gather feedback through family surveys, listening sessions, and school climate surveys. - Engage families through ELAC, EFC, and affinity groups such as our African American Family Partnership meetings. - Share regular attendance, behavior, and academic updates through weekly family communications and our school website. - Conduct early outreach and provide support when concerns arise rather than waiting for a crisis.  Enhanced Communication  We will continue expanding translated materials and utilizing multiple communication platforms to ensure families receive timely and accessible information. This includes text messages, email, phone calls, social media, our weekly family letter, and the school website. We will also continue using culturally responsive outreach practices that honor and reflect the diverse backgrounds of our families.  Teacher-Family Collaboration  We will strengthen two-way communication through tools such as TalkingPoints, which allow for ongoing dialogue, feedback, and relationship building between families and staff. Family conferences and student support meetings will focus on shared goal setting, problem solving, and identifying strategies that support student success both at school and at home.  By strengthening Tier 1 partnerships, we aim to build a strong foundation of trust, communication, and collaboration with all families, ensuring every student feels supported, connected, and empowered to succeed.|We are continuing to incorporate our Special Education Coordinator, English Language Development Coordinator, and Parent Coordinator into parent workshops, programs, and affinity spaces. We will also provide targeted workshops, increase accessibility, and create additional opportunities for families to advocate for and support their students' educational success.  In addition, we will continue creating opportunities for students to build meaningful connections on campus through student clubs, Student Council, after-school programs, leadership opportunities, and schoolwide activities. Student focus groups will provide valuable insight into students' experiences and help inform schoolwide improvement efforts. As part of this work, we will maintain a deliberate focus on the experiences and outcomes of Black students and Students with Disabilities to better understand their needs and remove barriers to success.  To support these efforts, we will continue implementing culturally responsive practices in classrooms and advisory programs while strengthening partnerships with families and community organizations. These collaborations will help ensure students have access to the resources, support, and opportunities needed to thrive.  By focusing on these areas, we aim to create a more equitable learning environment where Black students and Students with Disabilities achieve at high levels, feel a strong sense of belonging, and are fully engaged members of our school community.|Environmental Charter Middle School - Inglewood’s current strength lies in the consistent opportunities for parents to provide input and elicit feedback for decisions at our school. We host regular meetings that include ELAC, EFC/Site Council, and our revamped African American Parent Partnership. These meetings allow families to discuss, plan, and evaluate school policies and programs, including our annual LCAP.  With the larger community, we have collaboratively hosted families at our Annual Harvest event, Earth Festival, Back to School Night, OpenHouse Book Fairs, and 8th-grade Culmination. Parent feedback is collected annually via a survey to keep an active grasp on the perception regarding school climate, student behavior, and family involvement. According to the survey, 98% of parents believe that the school allows input and welcomes parents’ contributions, and 98% believe that the school actively seeks the input of parents before making important decisions.|ECMSI is currently working to fortify and expand existing structures that are intended to represent and solicit both the general school population, as well as traditionally underrepresented families.   - Increased Input Frequency: We'll move towards gathering stakeholder input more frequently through surveys, focus groups, or other methods identified through data analysis. - Systematic Data Review: We will better allot time in professional development and scheduled meetings for team members to review and create action steps based on data. - Further Develop Transparent Share Outs For Decision Making: Ensure accessible information both through in person, virtual, and written communication regarding decision making based on data.  By implementing these strategies, we aim to create a more systematic and comprehensive approach to seeking input.Regularly shared, actionable feedback will further strengthen our collaborative decision-making processes.|Our primary area of focus this year is to strengthen the roles and capacities of our English Language Development Coordinator, Special Education Coordinator, Parent Coordinator, and African American Parent Partnership Coordinator. By doing so, we aim to establish sustainable practices that effectively engage our diverse family groups.  To achieve this, we will: 1. Expand Training and Professional Development: Provide targeted training and professional development opportunities for these coordinators. This will ensure they are well-equipped with the latest strategies and tools for family engagement, cultural competency, and effective communication. 2. Implement Regular Communication Channels: Establish consistent and accessible communication channels tailored to the needs of underrepresented families. This includes multilingual newsletters, regular virtual and in-person meetings,  3. Strengthen Community Partnerships: Collaborate with local community organizations and resources that serve underrepresented groups. These partnerships will help us reach families who might otherwise be disconnected from school activities and decision-making processes. 4. Enhance Accessibility: Ensure all engagement efforts are accessible to families with varying needs. This includes providing translation services, childcare during meetings, and flexible meeting times to accommodate different schedules.  By focusing on these areas, we aim to create a more inclusive and participatory environment where underrepresented families feel valued and empowered to contribute to the educational decision-making process. This strategic approach will not only improve engagement but also foster a stronger, more connected school community.|5|5|4|5|4|4|5|4|4|4|4|4|Met||2026-06-22|2026
19101990128025|Lashon Academy|3|To foster ongoing family involvement, Lashon Academy offers a comprehensive range of participation opportunities, including volunteer activities, parent workshops, school-wide events, and regular stakeholder meetings. We ensure robust engagement by focusing on three key areas: Multichannel Communication: Opportunities and school updates are communicated via our school website, social media, annual calendar, and physical postings around campus. Breaking Barriers to Access: Our school-home communication platform remains a core strength. To overcome barriers related to schedules and busy families, it facilitates asynchronous, direct communication with teachers and administrators. Furthermore, to support our diverse community and bridge language gaps, key communications are provided in multiple languages (such as Hebrew and Spanish), ensuring all families can equitably participate. Acting on Partner Feedback: Feedback from our educational partners consistently highlights the accessibility and warmth of our staff. Families report feeling welcomed, supported, and valued. We actively use this feedback to shape school policies, prioritize student well-being, and ensure that family voices directly impact our decision-making processes.|Lashon Academy prioritized strengthening communication and fostering meaningful partnerships between staff and families. Guided directly by educational partner input, our efforts focused on improving accessibility, inclusivity, and equitable engagement through the following targeted actions: Flexible & Accessible Programming: To accommodate diverse family schedules, we strategically varied the timing of school meetings and events. Additionally, we expanded our digital library of recorded workshops and informational sessions, allowing families to access vital school resources asynchronously. Enhanced Translation & Inclusivity: We continued to leverage advanced technology and bilingual staff to provide reliable translation and interpretation services, ensuring all institutional communication was accessible to our multilingual community. Culturally Responsive Collaboration: We actively expanded volunteer opportunities and designed culturally responsive parent education programs. These initiatives successfully broadened family collaboration and deepened community connections. By removing systemic barriers to attendance and language, Lashon Academy has ensured that all families are welcomed, informed, and fully empowered to actively shape their child’s educational experience.|Lashon Academy is deeply committed to deepening engagement with underrepresented families by systematically fostering cultural competence, inclusivity, and trust. To ensure equitable access and remove systemic barriers, we execute the following targeted strategies: Multilingual & Accessible Communication: We prioritize cultural sensitivity and respect for our diverse community by providing robust translation services and multilingual materials. This bridges communication gaps and ensures all families have full access to school data, resources, and opportunities. Community-Led Outreach: Our Community Outreach Coordinator—a trusted member of the local community—serves as a vital liaison. This role is instrumental in building personal relationships, conducting direct outreach, and connecting underrepresented families closely with school administration. Culturally Responsive Programming: We continually expand events and activities that genuinely reflect and celebrate the values, traditions, and voices of our diverse student body, particularly our English Learners and historically underserved subgroups. Empowerment & Decision-Making: Beyond general attendance, we actively recruit underrepresented families for targeted parent workshops, school resources, and institutional leadership roles (such as SSC/ELAC). This empowers families to have a direct voice in school governance and decision-making. Through these intentional practices, Lashon Academy has sustained a school culture where all families are respected, their identities are validated, and they are fully engaged as partners in their children's education.|Lashon Academy operates on the foundational principle that meaningful partnerships between families and educators are vital to student success. Our key strengths in building these partnerships to drive student outcomes included: Transparent, Consistent Communication: We maintained strong home-school connections through predictable, multi-channel communication, including weekly newsletters, direct emails, and regular parent-teacher conferences. Shared Governance & Decision-Making: We actively engaged families in school leadership and accountability by recruiting participants for the Parent Teacher Organization (PTO), the School Site Council (SSC), and the District English Learner Advisory Committee (DELAC), ensuring shared responsibility for student achievement. Collaborative Student Support: To ensure personalized academic and behavioral support, we partnered closely with families to develop thoughtful, data-driven Individualized Education Plans that precisely aligned services with student needs. Student-Led Conferences: A cornerstone of our partnership model, student-led conferences empowered students to directly share their academic portfolios with their families. This practice strengthened the home-school connection while fostering high levels of student agency, self-reflection, and accountability. By sustaining these authentic, collaborative partnerships, Lashon Academy ensures that education is a shared journey, aligning school staff and families to promote comprehensive academic, social, and emotional growth.|To continuously deepen partnerships that drive student outcomes, Lashon Academy focused on strengthening several key areas: Optimizing the Feedback Loop: We actively refined communication channels to ensure families have safe, accessible, and convenient ways to share input, ask questions, and voice concerns. By closing the feedback loop more efficiently, we have increased transparency and responsiveness between home and school. Celebrating Joint Success: We expanded institutional opportunities to celebrate not only student milestones but also the vital contributions of our families and educational partners, reinforcing a deeply shared culture of collaboration and achievement. Targeted, Inclusive Family Support: Moving beyond a one-size-fits-all approach, we deepened our commitment to empathy and inclusivity by tailoring resources to the specific cultural and socioeconomic backgrounds of our families. We focused heavily on providing targeted, individualized support to families facing unique external challenges to ensure their students' learning remained uninterrupted. By remaining highly responsive to community input and centering equity, Lashon Academy continues to convert feedback into actionable school improvements, building the deep institutional trust necessary to maximize student success.|Lashon Academy remains deeply committed to ensuring the active engagement of all families, particularly those from historically underrepresented backgrounds, as a vital component of student success. We proactively recognize that systemic barriers—such as language differences, cultural disconnects, socioeconomic challenges, and prior negative institutional experiences with schooling—can limit family engagement. In response, we execute targeted strategies to listen to, learn from, and uplift these communities: Eliminating Language Barriers: Throughout the 2024–2025 school year, we maintained our practice of translating all key institutional communications into the primary languages spoken by our community, drastically increasing accessibility to vital school data and resources. Cultivating Trust via Local Leadership: Our dedicated Community Liaison continues to play a critical role in fostering deep institutional trust, serving as a consistent, culturally competent point of contact and advocate for underrepresented families. Diversifying Shared Governance: We actively increased representation and participation within our core decision-making bodies, including the School Site Council (SSC) and the District English Learner Advisory Committee (DELAC). This intentional recruitment ensures that diverse perspectives directly shape our school planning, budgeting, and academic priorities. By expanding localized outreach, strengthening targeted support systems, and elevating family voice, Lashon Academy has fostered an inclusive, welcoming environment that empowers every family to play an active role in their child’s education, ultimately driving stronger student outcomes across all demographic groups.|Lashon Academy demonstrates consistent strength in seeking educational partner input for institutional decision-making through a diverse array of intentional, inclusive, and systematic strategies: Strategic Staff Engagement: Regularly scheduled department-specific and schoolwide staff meetings provide critical forums for educators to drive decisions regarding instruction, school climate, and operations. To ensure psychological safety and continuous feedback, anonymous physical and digital suggestion boxes remain accessible campus-wide for staff to securely share ideas or concerns. Two-Way Family Dialogue: Parent-teacher conferences are conducted at least twice annually, establishing dedicated, structured opportunities for two-way dialogue regarding student progress and shared academic goals. Additionally, targeted parent focus groups are periodically convened to allow families to directly weigh in on school initiatives, curriculum adoption, campus policies, and enrichment programming. Data-Driven Feedback Systems: We utilize comprehensive online surveys to gather broad, quantifiable feedback from our community on vital topics, including school climate, safety, and program effectiveness. These survey metrics directly inform our school improvement planning and Local Control and Accountability Plan (LCAP) development. Shared Governance Committees: Our formal advisory committees—comprising both staff and elected parent representatives—meet consistently to review schoolwide data, evaluate targeted programs, and align resources with our evolving community needs. Through these robust structures, Lashon Academy ensures that diverse perspectives directly inform our executive decision-making, reinforcing our deep commitment to institutional transparency, inclusion, and shared responsibility for student success.|Based on a continuous analysis of educational partner input and local data, Lashon Academy executed targeted improvements across several key focus areas to systematically strengthen how we gather input for institutional decision-making: Co-Developing Strategies via Joint Forums: We increased the frequency and intentionality of integrated workshops and forums. These interactive spaces bring staff and families together to review school data, provide immediate feedback, and directly co-develop strategies that optimize the day-to-day student experience. Diversifying Specialized Leadership Committees: To ensure diverse perspectives shape our core school systems, we actively expanded staff and family representation on targeted advisory groups, including our Positive Behavioral Interventions and Supports (PBIS) team. This inclusive leadership structure ensures that grassroots stakeholder voices directly guide our schoolwide vision, behavioral expectations, and strategic culture goals. Transparent, Action-Oriented Responsiveness: Lashon Academy remains dedicated to closing the feedback loop by translating community input into visible, concrete institutional actions. By strengthening these collaborative structures and expanding avenues for authentic, two-way engagement, Lashon Academy has ensured that all educational partners are heard, valued, and structurally empowered to drive the school's ongoing growth and equitable student outcomes.|Lashon Academy is deeply committed to elevating the engagement of historically underrepresented families in institutional decision-making to cultivate an inclusive, equitable, and welcoming school environment. Throughout the 2024–2025 school year, we executed a multifaceted strategy to support and amplify these vital voices: Staff Cultural Competence Training: We prioritized continuous professional development in cultural competence for all educators and staff. This training deepened staff awareness of our community's diverse backgrounds and lived experiences, directly fostering more empathetic, respectful, and meaningful home-school partnerships. Removing Structural Barriers to Participation: We institutionalized flexible scheduling for all governance meetings, conferences, and school events, pairing them with robust virtual attendance options. This directly accommodated working parents and mitigated transportation or childcare challenges. Holistic & Multilingual Family Support: We ensured equitable access by pairing consistent, multilingual communication with critical wraparound resources—including academic navigation tools, scholarships, and direct connections to local community services. Through these intentional, equity-driven efforts, Lashon Academy has successfully empowered underrepresented families, promoted shared institutional leadership, and enriched the collective educational experience for our entire school community.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-10|2026
19101990134346|Intellectual Virtues Academy|3|100% of our families are satisfied with IVA High, including 100% satisfied with our communications, and 100% believe that their feedback is valued. One of our strengths as a school is building relationships with our families.|This is one of our strengths. As a public high school serving urban families, parent participation is not as high as we would like, so continuing to find ways to engage our families as more robust partners is an area of growth.|This is one of our strengths. Engagement with underrepresented families is not as high as we would like, so continuing to find ways to engage our families as more robust partners is an area of growth. The strategies are varied, from identifying times that working families can meet on campus to building strategic partnerships one family at a time.|100% of our families are satisfied with IVA High, including 100% satisfaction with our student-led conferences. 96% of parents/guardians participated in student-led conferences, and were otherwise: 100% satisfied with our communications, and 100% believe that their feedback is valued. This is strength of ours.|We do not do enough supporting of families for students to continue their learning at home. We provide a robust learning environment at school, provide good communications home regarding student progress, but do not link the two as well as we could and provide resources on how students can partner with their families to complete, edit, and follow up on their work at home.|This is a strength of ours. While we do not have as many underrepresented families engage with the learning and staff and otherwise are present at school events, 97% participation at student conferences is excellent.|100% of our families state that they feel their feedback is valued.|While family input is valued, we could do better is organizing and soliciting feedback more robustly. Advisory and decision-making groups could be better organized, meet more visibly, etc.|We could have more engagement of underrepresented families at our advisory and decision-making groups. More communication, and pro-active invitations, to help encourage and recruit participation are key to our forward looking efforts.|5|5|5|5|4|4|5|5|4|4|5|4|Met||2026-06-03|2026
19101990135368|Alma Fuerte Public|3|Alma Fuerte Public School has established strong and meaningful relationships with families through a culture of trust, accessibility, and collaboration. Staff maintain ongoing two-way communication with families through ParentSquare, ClassDojo, phone calls, conferences, home-school communication, and community events. Educational partner feedback indicates that families value the school's welcoming environment, responsive staff, and commitment to addressing both academic and social-emotional needs.  During the 2025–26 school year, Alma Fuerte strengthened family partnerships by providing consistent communication and support throughout significant community challenges, including the Eaton Fire and community concerns related to immigration enforcement activities. The school served as a trusted resource for families by connecting them with information, services, and supports while maintaining open communication regarding student learning and well-being.  Local data, family participation, and continued enrollment growth demonstrate increased family trust and engagement. Families regularly participate in school events, student performances, workshops, volunteer opportunities, and decision-making processes. These efforts have contributed to a strong sense of belonging and shared responsibility for student success among staff, students, and families.|Through analysis of educational partner feedback and local data, Alma Fuerte has identified opportunities to further strengthen family engagement and participation. While communication systems are effective, Alma Fuerte seeks to increase participation among families who face barriers related to work schedules, transportation, language, or other personal circumstances.  Alma Fuerte will continue expanding opportunities for meaningful family involvement through flexible meeting times, increased workshop offerings, additional volunteer opportunities, and enhanced communication regarding academic expectations and student progress. Alma Fuerte will also continue refining systems for collecting and responding to family feedback to ensure all voices are represented in school improvement efforts. Additionally, Alma Fuerte continues to focus on increasing family understanding of academic programs, assessment data, college and career readiness initiatives, and available student support services. These efforts will strengthen the partnership between families and school staff and support improved student outcomes.|Alma Fuerte remains committed to ensuring that all families, particularly those who have been historically underrepresented, have meaningful opportunities to participate in their children's educational experience. Based on educational partner input and self-reflection, the school will continue to expand targeted outreach to English Learner families, families of students with disabilities, families experiencing housing instability, and families facing socioeconomic challenges.  The school will provide translated communications, interpretation services, culturally responsive engagement opportunities, and personalized outreach designed to reduce barriers to participation. Staff will continue utilizing multiple communication methods to ensure families receive timely information in their preferred language and format.  Alma Fuerte will also continue leveraging community partnerships and family support services to connect families with resources and supports that address both educational and non-academic needs. By fostering trusting relationships, increasing accessibility, and intentionally seeking input from underrepresented groups, the school will continue strengthening family engagement and ensuring all families have a voice in the educational process.|Alma Fuerte Public School has established strong partnerships with families, community organizations, educational agencies, and local service providers to support student success. Through its Community School model, the school integrates academic, social-emotional, enrichment, and family support services designed to meet the diverse needs of its students. Partnerships provide students with access to entrepreneurship education, athletics, visual and performing arts, after-school enrichment, counseling services, community resources, and service-learning opportunities.  Educational partner feedback and local data indicate that these partnerships have contributed to improved student engagement, increased family participation, and positive academic outcomes. During the 2025–26 school year, community partnerships were especially important in supporting families impacted by the Eaton Fire and other community challenges. The school's ability to mobilize resources, maintain communication, and connect families with support services strengthened trust and reinforced the school's role as a community hub.  These collaborative efforts have supported Alma Fuerte's continued growth and contributed to the school's progression from low-performing to middle-performing status, demonstrating the positive impact of strong partnerships on student outcomes.|Analysis of educational partner input and local data identified opportunities to further expand and deepen partnerships that directly support academic achievement, college and career readiness, and student well-being. Alma Fuerte seeks to increase collaboration with higher education institutions, workforce development organizations, business leaders, and community-based organizations that can provide students with expanded learning opportunities and real-world experiences.  The school will also continue strengthening partnerships that support English Learners, students with disabilities, and students experiencing social-emotional or economic challenges. Future efforts will focus on increasing access to mentorship opportunities, career exploration experiences, academic interventions, and family support services.  As enrollment continues to grow, Alma Fuerte will work to ensure partnerships remain strategically aligned to student needs and measurable outcomes while expanding opportunities for students to develop leadership, entrepreneurship, and college and career readiness skills.|Alma Fuerte is committed to ensuring that all families have meaningful opportunities to engage in partnerships that support student success. Through its self-reflection process, the school identified the need to further increase participation among English Learner families, families of students with disabilities, families experiencing economic hardship, and families facing barriers related to language, transportation, or work schedules.  To address these needs, the school will continue providing translated communications, interpretation services, flexible meeting opportunities, and targeted outreach efforts designed to increase accessibility and participation. Staff will actively seek input from underrepresented families through surveys, advisory groups, family meetings, and community events to ensure that their voices inform decision-making and program development.  Alma Fuerte will also leverage community partnerships to connect families with educational, social-emotional, health, and community resources that support student success. By reducing barriers and creating multiple pathways for engagement, the school will continue strengthening partnerships that empower families as essential contributors to student achievement and school improvement.|Alma Fuerte Public School values meaningful stakeholder engagement and actively seeks input from families, students, staff, community partners, and the Board of Directors to inform decision-making. Educational partner feedback is gathered through surveys, meetings, advisory groups, LCAP engagement activities, public board meetings, community events, and ongoing two-way communication. The school utilizes multiple communication platforms and provides opportunities for participation in both formal and informal decision-making processes.  During the 2025–26 school year, educational partner input played an important role in guiding school improvement efforts, charter renewal planning, program development, safety planning, and allocation of resources. Feedback from families and staff helped shape academic priorities, student support services, enrichment opportunities, and community engagement initiatives.  The school's response to the Eaton Fire further demonstrated the strength of these engagement practices. Through ongoing communication and collaboration with families and community partners, Alma Fuerte was able to respond quickly to emerging needs and maintain strong relationships during a period of significant disruption. Educational partner feedback continues to inform continuous improvement efforts and supports the school's commitment to transparency, shared leadership, and student success.|Analysis of educational partner input and local data indicates opportunities to increase participation among stakeholder groups whose voices may be underrepresented in decision-making processes. While the school has established multiple avenues for gathering feedback, Alma Fuerte seeks to further increase engagement from English Learner families, families of students with disabilities, working families, and those facing barriers related to language, transportation, or scheduling.  The school will continue refining its stakeholder engagement systems by expanding survey participation, increasing attendance at advisory and planning meetings, and creating additional opportunities for educational partners to provide feedback throughout the school year rather than during designated planning periods alone.  Future efforts will also focus on strengthening stakeholder understanding of student achievement data, school priorities, and continuous improvement processes so that feedback is informed, meaningful, and connected to student outcomes. These efforts will support a more inclusive and representative decision-making process.|Alma Fuerte is committed to ensuring that all families have equitable opportunities to participate in school decision-making. Based on educational partner feedback and the self-reflection process, the school will continue expanding outreach efforts to engage families who have historically been underrepresented, including English Learner families, families of students with disabilities, families experiencing economic hardship, and families impacted by housing instability or other significant life challenges.  The school will provide translated materials, interpretation services, flexible meeting formats, virtual participation options, and personalized outreach to increase accessibility and reduce barriers to participation. Staff will continue building relationships with families through regular communication, family support services, and community events that foster trust and collaboration.  In addition, Alma Fuerte will actively seek feedback through surveys, focus groups, advisory committees, and individual outreach efforts to ensure diverse perspectives are represented in school planning and decision-making. By creating multiple pathways for engagement and prioritizing relationship-building, the school will continue strengthening stakeholder voice and ensuring decisions reflect the needs and priorities of the entire school community.|4|5|4|4|4|3|3|4|4|4|4|4|Met||2026-06-23|2026
19101990135582|Westbrook Academy|3|Westbrook Academy has built a strong foundation of positive relationships between families and school staff to support both middle and high school students. Student–Parent–Team conferences are held every five weeks to align with progress reporting periods and are also available upon request. These conferences help ensure that families stay informed about their student’s academic progress, including their path toward meeting A-G requirements for UC/CSU eligibility in high school. Westbrook Academy also hosts monthly events, such as  Coffee with the Principal to keep families informed and involved. A variety of workshops are offered throughout the year, covering topics such as mental health, social-emotional learning, college and career planning, financial aid, and academic achievement. To further strengthen family engagement, Westbrook Academy launched and has successfully completed year three of the Black Family Committee, which focuses on sharing academic and attendance data, building community, and promoting a sense of inclusion and belonging for all families. Westbrook Academy hosts a biannual Academic Awards Ceremony to celebrate and recognize the hard work, academic achievement, perseverance, and outstanding attendance of our students. Families are invited to attend and share in this special celebration of student success.|Looking ahead to the 2026-27 school year, Westbrook Academy plans to expand parent involvement through its Parent Hub, partnership with ELAC, and volunteer opportunities. The front office remains a welcoming space with Spanish language support, and families continue to have direct access to school leadership and community resources.|Areas for growth continue to include increasing family participation at school events and reaching out to parents who have not yet engaged in school activities. To support this, the Parent Coordinator and our Academic Counselor, will lead targeted outreach efforts, including personal phone calls. Another key focus is creating more opportunities for parents and caregivers to share feedback on the instructional program and school climate and continue to build on that momentum through consistent communication and outreach.|The LEA has made steady progress in building partnerships that support student outcomes. Teachers and principals receive ongoing professional development focused on effective family engagement strategies, through our Parent Engagement team and partnership with LAIRP (Los Angeles Institution for Restorative Practices). Families are regularly provided with resources to support learning at home and are invited to participate in meetings focused on student progress and goal-setting. Additionally, the LEA has expanded efforts to ensure families understand their legal rights and can advocate for their children, particularly through workshops, multilingual resources, and personalized support.|While the LEA has made progress in several areas, a key focus for improvement is expanding professional learning for teachers and principals to strengthen their ability to build authentic partnerships with families. Feedback from educational partners highlights the need for more training on culturally responsive communication, family engagement strategies, and collaborative problem-solving. Strengthening staff capacity in these areas will help deepen trust, improve alignment between home and school, and support better outcomes for all students.|Based on the self-reflection process and input from educational partners, the LEA will strengthen engagement with underrepresented families by increasing culturally responsive outreach and ensuring more equitable access to engagement opportunities. Specific strategies include: offering workshops in families’ home languages, providing flexible meeting times, expanding access to technology and interpretation services, and partnering with community-based organizations to build trust. Additionally, the LEA will gather regular feedback from underrepresented families to inform and adjust engagement practices, ensuring their voices are reflected in decisions that impact student success.|The LEA is in the early stages of implementing systems to consistently seek and incorporate family input in decision-making. Initial structures are in place to engage staff and families in advisory groups, but efforts are still developing to build capacity and ensure consistent participation, especially from underrepresented groups. Opportunities for families to provide feedback—such as surveys, meetings, and informal outreach—have increased, and staff are beginning to implement strategies to act on that input. While collaboration across families, educators, and administrators is emerging, the LEA recognizes the need for more structured, intentional approaches to strengthen these partnerships and ensure they meaningfully influence school and district decisions.|Based on educational partner input and local data, the LEA’s primary focus for improvement is strengthening systems that build the capacity of both staff and families to engage meaningfully in decision-making. This includes providing targeted training for all staff on how to facilitate inclusive advisory groups, increasing outreach to underrepresented families, and creating more accessible and consistent channels for gathering input. Additionally, the LEA will focus on ensuring that family feedback is not only collected but visibly used to inform policies, programs, and school improvement efforts—building trust and shared ownership in the process.|The staff plans to increase the number of in-person events and activities, and to elicit increased family input related to the instructional program, safety, and learning conditions. The school will increase the number of offerings and restructure the way families are engaged through the following strategies; more frequent, school to home communication, provide more technology accessibility, shared accountability, share data with families, have parents select workshop topics, share positives as well as areas of growth.|3|3|3|3|4|4|4|4|3|3|3|3|Met||2026-06-25|2026
19101990136119|Animo City of Champions Charter High|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training.								|"The school equips parents with the skills necessary for active civic engagement. The School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).  The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.""								"|The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach. Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families. The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.								|The school offers parent workshops which provide free adult education sessions designed to provide parents with a core understanding of the issues that most affect their students. A schedule of opportunities tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. The parent workshops directly develop the core skills of parents and strengthens student pathways to college and career readiness. Sessions are designed and led by our regional support staff in collaboration with local community service partners.								|The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Workshops, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. As a community school we are focused on establishing partnerships with educational partners that focus on empowering the whole-child by providing vital resources and programs that serve their needs. These needs are identified by having a local Community School Coordinator who acts as a liaison between the school and external community educational partners.								|Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and Community Appreciation Days focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides a workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.								|"The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (""SAC"") and the District English Learner Advisory Council (""DELAC""), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.											"|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.											|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.											|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-26|2026
19101990137166|Soleil Academy Charter|3|Soleil Academy continues to strengthen relationships between school staff and families through intentional communication, shared decision-making, and authentic opportunities for engagement. The school has maintained strong implementation of practices that create welcoming environments, build trust, and ensure families are valued as partners in their children's education. A continued strength is our commitment to accessible communication and relationship-building. Families regularly connect with school leaders through monthly Cafecito (Coffee with the Principal) meetings offered in both English and Spanish and rotated between campuses. These gatherings provide opportunities for families to receive updates, ask questions, share concerns, and build community with staff and one another. ParentSquare remains a key communication tool, allowing for two-way communication between families and staff in their preferred language and ensuring timely, accessible engagement throughout the year. Teachers and families continue to partner through trimester parent-teacher conferences, family engagement nights focused on literacy, mathematics, and physical education, and a variety of volunteer opportunities both on and off campus. These efforts help families feel connected to the school community while providing tools and resources to support student success at home. As part of our second year of Community Schools implementation, Soleil Academy has continued to expand opportunities for meaningful family engagement and collaborative problem-solving. Educational partner feedback highlighted the importance of creating structures where families, staff, students, and community members can work together to address schoolwide needs and priorities. In response, the school deepened its community engagement efforts through regular listening sessions, workshops, and collaborative planning opportunities. This year also marked the launch of the Community Engagement Initiative (CEI), which established a representative cohort of families, staff, students, and community partners dedicated to strengthening collaboration and shared leadership. Through CEI, stakeholders engage in ongoing dialogue about school challenges, analyze community needs, and work collectively to develop solutions. This process has helped shift engagement from simply gathering feedback to fostering authentic partnership and co-creation, ensuring that educational partners have a meaningful voice in shaping school programs, services, and priorities. These efforts demonstrate Soleil Academy’s continued progress toward building strong, trusting relationships between families and school staff while advancing the Community Schools vision of shared responsibility, collaboration, and inclusive decision-making.|While Soleil Academy has continued to strengthen relationships between school staff and families, educational partner input and local data indicate opportunities to further expand family leadership, ownership, and peer-to-peer engagement within the school community. Over the past year, the school has made progress in creating structures for collaborative engagement through the Community Schools framework, including the continued development of the School Culture Committee (formerly the Community Schools Steering Committee) and the launch of the Community Engagement Initiative (CEI). These groups have increased opportunities for families, staff, students, and community partners to engage in meaningful dialogue, identify schoolwide priorities, and contribute to solution-oriented planning. As participation has grown, educational partners have expressed interest in expanding family leadership roles beyond consultation and into the design, implementation, and facilitation of school activities and initiatives. A key focus area moving forward is increasing opportunities for family-led events and community-building experiences. While families continue to value school-sponsored engagement activities, feedback suggests a desire for more opportunities for parents and caregivers to connect with one another, share their talents and experiences, and help shape the culture of the school community. To support this goal, Soleil Academy is exploring the establishment of a Parent Teacher Association (PTA) that will provide families with a formal structure to organize events, support school initiatives, and strengthen partnerships between home and school. Educational partner feedback has also informed a shift in the school's approach to cultural celebrations. Rather than hosting multiple separate cultural events throughout the year, the school plans to develop a comprehensive multicultural celebration that brings together the diverse backgrounds, traditions, and experiences represented within the Soleil community. This approach is intended to create greater opportunities for family leadership, encourage cross-cultural connections, and foster a stronger sense of unity and belonging among students, families, and staff. Additionally, the school will continue to strengthen pathways for family voice and participation through CEI, the School Culture Committee, and other engagement structures. Future efforts will focus on ensuring that families have meaningful opportunities to influence school decisions, contribute to improvement efforts, and serve as partners in shaping the educational experience for all students. Overall, Soleil Academy's focus for improvement is to move from engagement opportunities that are primarily school-led toward a more collaborative model in which families play an active role in leading events, building community, and contributing to school culture and decision-making.|Soleil Academy continues to focus on reducing barriers that may prevent underrepresented families from fully participating in school activities, decision-making processes, and relationship-building opportunities. Through reflection and ongoing engagement efforts, the school has identified accessibility, scheduling constraints, language barriers, and volunteer requirements as areas requiring continued attention. To increase access and participation, Soleil Academy will begin piloting hybrid family meetings during the upcoming school year. This approach will allow families to participate either in person or virtually, providing greater flexibility for working parents, caregivers with transportation challenges, and families who may otherwise be unable to attend school events. By offering multiple avenues for participation, the school aims to ensure that more families can engage in important conversations and remain connected to the school community. The school is also strengthening language access during family meetings and events through the implementation of simultaneous interpretation technology. Using newly acquired interpretation equipment, families will be able to receive real-time translation services during meetings, reducing language barriers and creating more equitable opportunities for participation and engagement. This investment reflects Soleil Academy’s commitment to ensuring that all families can access information, ask questions, and contribute their perspectives regardless of their primary language. Additionally, Soleil Academy will continue providing on-site Livescan fingerprinting opportunities throughout the school year. Educational partner feedback has consistently identified this service as a valuable support that removes financial and logistical barriers for families interested in volunteering. By continuing to offer accessible fingerprinting opportunities, the school seeks to increase volunteer participation and create more pathways for families to become actively involved in school life.|Soleil Academy continues to strengthen partnerships between families and school staff to support positive student outcomes. The school has made ongoing progress in creating systems, structures, and supports that ensure families are active partners in their children's academic success. A significant strength is the continued investment in a dedicated Community and Family Engagement Coordinator position. This role serves as a key liaison between families and the school by supporting communication, connecting families with resources, facilitating engagement opportunities, and helping advance the school's vision for meaningful family partnership. Through this position, the school is able to provide consistent outreach and individualized support to families while ensuring that family perspectives remain central to school improvement efforts. Soleil Academy has also expanded professional development opportunities focused on family engagement and partnership-building. Additional staff development time has been dedicated to aligning staff around a shared vision for parent engagement and reinforcing the critical role that families play in student achievement. These professional learning opportunities help staff develop strategies for effective communication, relationship-building, and collaboration with families in support of student learning goals. To further strengthen communication and engagement, the school continues to leverage ParentSquare as a primary communication platform and has invested in enhanced features that support more effective outreach to families. These tools allow teachers and staff to communicate through multiple formats, provide timely updates, monitor engagement, and increase accessibility for families through language translation and two-way communication. Educational partner feedback has consistently highlighted the importance of clear, responsive communication in building trust and supporting student success. The school also maintains strong instructional systems that connect academic planning with family partnership. During the annual summer professional development program, teachers engage in comprehensive curriculum planning, instructional preparation, and student data analysis to identify academic needs and intervention strategies before the school year begins. Throughout the year, staff participate in dedicated Data Days to analyze student performance, monitor progress, and adjust supports as needed. These processes provide opportunities for meaningful communication with families regarding student growth, academic goals, and intervention plans. By investing in staff capacity, strengthening communication systems, and creating dedicated family engagement supports, the school continues to foster collaborative relationships that contribute to positive outcomes for all students.|Soleil Academy has identified several focus areas for improvement in strengthening partnerships that support student outcomes. Families consistently highlighted the need for stronger communication and collaboration around academic interventions, behavioral supports, special education services, English learner achievement, and opportunities to engage in their children's educational journey. One area of focus is strengthening support systems for students experiencing academic gaps. Families expressed a desire for clearer communication regarding intervention services, student progress, and available supports. In response, the school will continue refining its Student Success Team (SST) processes to ensure that concerns are identified early, interventions are implemented consistently, and families are active participants in the problem-solving process. These improvements will help create greater alignment between school-based supports and family involvement in student success. Educational partner feedback also emphasized concerns related to student behavior and emotional regulation. To address these needs, Soleil Academy has invested in additional leadership capacity through the hiring of a dedicated Special Education Administrator who will support special education systems, behavioral interventions, and coordination of services for students requiring additional support. This expanded capacity will help strengthen communication with families, improve responsiveness to concerns, and ensure that behavioral and social-emotional supports are effectively coordinated across the school. Supporting English Learners remains another important area of focus. While the school continues to maintain a dedicated English Learner and Intervention Coordinator, feedback highlighted opportunities to further strengthen instructional practices and family understanding of language acquisition and student progress. To address this need, school administrators and teacher leaders will participate in Guided Language Acquisition Design (GLAD) training and will subsequently lead professional learning for instructional staff. This investment is intended to strengthen classroom supports for English Learners while improving communication with families regarding language development goals and instructional strategies. Overall, Soleil Academy's focus for improvement is to strengthen collaboration between families and school staff around academic achievement, behavioral supports, special education services, and English learner success. By investing in staff capacity, refining intervention systems, and increasing opportunities for meaningful family engagement, the school aims to build stronger partnerships that contribute to positive outcomes for all students.|Soleil Academy will continue strengthening engagement of underrepresented families by reducing barriers, expanding access to academic and community resources, and creating more consistent opportunities for families to partner with the school in support of student outcomes. The school will continue the work previously established through the Community and Family Engagement Coordinator role, which supports intentional outreach, resource sharing, family communication, and engagement opportunities. This role remains especially important in connecting with families who may be less engaged or who face barriers related to language, work schedules, transportation, or familiarity with school systems. Through personalized outreach, flexible communication, and home-language support, the school will continue building trust and encouraging participation from underrepresented families. Soleil Academy will also continue providing family-facing academic resources aligned to classroom learning and student intervention needs. These resources are intended to help families better understand academic expectations, reinforce learning at home, and participate more fully in conversations about student progress. In addition to trimester parent conferences, the school will continue exploring more informal and flexible touchpoints between teachers and families so that families receive timely information about student growth, academic needs, and available supports. A significant area of growth this year has been the development of community resource Memoranda of Understanding (MOUs) with various partner organizations. These partnerships allow Soleil Academy to more consistently invite organizations into school spaces to present to families, share resources, and connect families with services that support student and family well-being. By bringing resources directly to families, the school reduces access barriers and helps ensure that underrepresented families are better connected to supports related to academics, health, wellness, social services, and other community needs. Moving forward, Soleil Academy will continue leveraging these community partnerships to strengthen family engagement and student outcomes. Partner presentations, resource fairs, workshops, and direct referrals will help families access information and services in a familiar and trusted school environment. This approach reflects the school’s commitment to serving as a hub of support and ensuring that families are not only invited to participate but are also equipped with the tools and resources needed to support their children’s success. Overall, Soleil Academy’s strategy centers on building relational trust, increasing access to resources, strengthening school-family communication, and ensuring that underrepresented families have meaningful opportunities to engage as partners in student learning and development.|Soleil Academy has continued to strengthen its systems for seeking, analyzing, and acting upon stakeholder feedback. A significant area of growth has been the school's ability to move beyond collecting input and toward creating meaningful structures for shared decision-making, continuous improvement, and collaborative problem-solving. A key strength is the continued implementation of the Community Schools framework, including the work of the Community Schools Steering Committee and the Community Engagement Initiative (CEI). Through these structures, families, staff, students, and community partners have regular opportunities to participate in discussions regarding school priorities, identify challenges, analyze data, and contribute to the development of solutions. These collaborative spaces have helped foster a stronger culture of shared leadership and collective responsibility for school improvement. The launch of the Community Engagement Initiative (CEI) this year further expanded opportunities for educational partners to engage in decision-making processes. Through the CEI cohort, stakeholders worked alongside school staff to examine schoolwide issues, provide feedback on proposed initiatives, and help identify strategies to address barriers impacting students and families. This work has strengthened trust, increased transparency, and provided educational partners with more meaningful opportunities to influence school decisions. Another area of progress has been the school's increased use of data to inform decision-making. Feedback gathered through committees, surveys, meetings, and engagement activities is regularly reviewed and analyzed to identify trends, prioritize needs, and evaluate the effectiveness of current practices. This intentional process allows school leaders and stakeholders to make informed adjustments throughout the year and respond proactively to emerging concerns. Educational partner feedback also highlighted appreciation for the school's responsiveness and follow-through. Soleil Academy has strengthened its communication regarding how feedback is used by sharing updates on actions taken, explaining decisions, and providing transparency when suggestions cannot be implemented. This feedback-to-action cycle has helped build confidence that stakeholder input is valued and has a meaningful impact on school improvement efforts. Together, these practices demonstrate Soleil Academy's continued progress in creating a culture where educational partners are actively engaged in decision-making. Through collaborative leadership structures, data-informed reflection, and strong follow-through on stakeholder feedback, the school continues to strengthen shared ownership and ensure that the voices of families, staff, students, and community partners contribute to shaping the future of the organization.|Soleil Academy has identified several focus areas for improvement in its decision-making processes, particularly around ensuring that stakeholder feedback continues to drive timely, responsive, and effective actions that improve student outcomes. Feedback from families, staff, and community partners consistently highlighted concerns related to academic gaps and intervention needs, student behavior and emotional regulation, special education and English learner supports, and missed opportunities for family engagement. Educational partners expressed a desire for more proactive support for students who may be struggling academically. In response, the school is refining its Student Success Team (SST) processes to allow for earlier identification of student needs, implementing tutoring and intervention opportunities throughout the fall, winter, and spring, and strengthening academic data systems to better monitor the progress of Tier II and Tier III students. These improvements will allow school teams and families to engage in more timely, data-informed conversations about student support. Stakeholder feedback also identified student behavior and emotional regulation as an area requiring additional attention. To address these concerns, Soleil Academy has expanded support structures through the addition of a dedicated Special Education Administrator and the development of a Special Education Support Professional Development Plan. This plan includes ongoing training related to behavior intervention, escalation prevention, Crisis Prevention Institute (CPI) practices, and Registered Behavior Technician (RBT)-aligned strategies. These efforts are intended to strengthen staff capacity while ensuring that family concerns regarding student behavior are addressed through consistent and collaborative problem-solving. Improving support for English Learners and students with disabilities also emerged as a priority area through the feedback process. In response, the school will continue implementing a dedicated English Language Development (ELD) block, provide specialized tutoring opportunities for English Learners, and invest in GLAD (Guided Language Acquisition Design) training for administrators and teacher leaders. These efforts will strengthen instructional practices while ensuring that educational partners remain informed and engaged in discussions regarding student progress and support services. Feedback also revealed opportunities to strengthen family participation in school decision-making and engagement opportunities. To address this need, the school plans to expand hybrid and virtual meeting options for Cafecitos, and create more intentional parent networking and community-building groups. These structures are designed to increase participation, reduce barriers to involvement, and ensure that a broader range of family voices are represented in school planning and improvement efforts.|Soleil Academy will continue building upon the outreach strategies implemented in recent years to ensure that underrepresented families have meaningful opportunities to participate in school decision-making. Through ongoing reflection, the school recognizes that while formal engagement structures such as advisory committees, Cafecitos, surveys, and community meetings remain valuable, some families are more likely to share their perspectives in informal, relationship-centered settings. To address this need, Soleil Academy will continue leveraging the Community and Family Engagement Coordinator role to conduct targeted outreach and build connections with families who have historically been underrepresented in engagement and decision-making opportunities. This work will include personalized communication, relationship-building efforts, and ongoing support to help families understand how their voices contribute to school improvement and student success. A key area of focus moving forward is expanding opportunities to gather input in settings that families already find engaging and accessible. Rather than relying solely on formal meetings and surveys, the school will intentionally incorporate feedback opportunities into family events, community gatherings, workshops, celebrations, and other engagement activities. By meeting families where they are and creating opportunities for dialogue within existing community spaces, the school aims to capture a broader range of perspectives and reduce barriers to participation. Soleil Academy also plans to strengthen family leadership and participation through strengthening our Parent Advisory Committee (PAC). The PAC will serve as an additional avenue for outreach, relationship-building, and information gathering while helping connect families who may not traditionally participate in school committees or advisory groups. Through PAC-led activities and community-building efforts, the school hopes to expand its network of engaged families and create additional pathways for underrepresented voices to be heard. Additionally, the school will continue utilizing multiple formats for participation, including in-person meetings, hybrid engagement opportunities, surveys, and small-group discussions. These varied approaches help ensure that families with different schedules, language needs, and comfort levels have equitable access to decision-making processes. Overall, Soleil Academy's strategy is to move beyond traditional feedback structures and create more authentic, relationship-based opportunities for underrepresented families to contribute their perspectives. By embedding feedback collection into community-building experiences, expanding family leadership opportunities, and maintaining intentional outreach efforts, the school seeks to ensure that all families have meaningful opportunities to influence decisions that impact their children and the broader school community.|5|5|4|5|4|4|4|4|4|4|4|4|Met||2026-06-27|2026
19101990137679|Magnolia Science Academy 5|3|MSA-5 continues to demonstrate strong progress in building trusting and respectful relationships with families. Spring 2026 educational partner survey results show that family satisfaction remains very strong at 94%, and family average approval is 96%, reflecting continued confidence in the school’s communication, climate, and support for students. Families rated the school especially high in Climate of Support for Academic Learning and Sense of Belonging, both at 99%, indicating that families experience MSA-5 as a welcoming, supportive, and relationship-centered school community.  Qualitative feedback reinforces these results. Families consistently highlighted staff warmth, accessibility, personalized attention, strong leadership, academic quality, and the school’s family-oriented culture. Students also identified caring teachers and staff, positive friendships, and the close-knit environment as major strengths. These results show that MSA-5 has maintained a culture where students are known, families feel connected, and staff members make consistent efforts to communicate responsively and respectfully.  The school’s continued use of multilingual communication, family engagement events, parent meetings, home-school communication systems, and inclusive practices supports two-way communication between families and staff. As MSA-5 prepares for the transition to a new campus and an anticipated increase in enrollment, preserving this strong relational culture will remain a priority. The school will continue building on its strengths through consistent communication, relationship-centered practices, PBIS systems, student support structures, and opportunities for families to remain informed and connected.|Although family trust remains strong, survey results and free-response feedback identify several areas for continued improvement. Student safety was 65% favorable, and family safety decreased to 86%, indicating the need for continued attention to supervision, shared spaces, and students’ daily experience on campus. Families and students also identified facility limitations, food quality, lunch procedures, bathroom access, and the need for more activities, athletics, field trips, electives, and enrichment opportunities as recurring themes.  A major focus area for the upcoming year will be maintaining strong relationships and school culture during the transition to a new campus and a larger student body. Because enrollment is expected to grow significantly, MSA-5 will need to intentionally reestablish schoolwide expectations, communication routines, supervision systems, and relationship-building structures so that both returning and new families feel welcomed, informed, and included.  Another area for improvement is ensuring that all student and family groups experience the school’s culture consistently. While overall family feedback is highly positive, student responses show that the school should continue strengthening student voice, adult-student responsiveness, fairness, and consistency in behavior expectations. These areas will require ongoing staff calibration, communication with families, and feedback loops that allow concerns to be addressed early and collaboratively.|MSA-5 will improve engagement of underrepresented families by strengthening communication, access, and relationship-building during the transition to the new campus. The school will continue using multilingual communication and translation supports so that families receive important information in language that is understandable and accessible. ParentSquare, direct outreach, paper notices when needed, parent meetings, and family events will be used to ensure that families who may not regularly attend school events still receive timely information and opportunities to participate.  The school will also prioritize family orientation and onboarding supports for the new campus. These efforts will include clear information about school expectations, safety procedures, academic supports, communication platforms, and ways families can participate in advisory groups and school activities. The Family Success Coordinator and school support staff will continue helping families navigate digital platforms, access school resources, and connect with staff when they need assistance.  To increase participation among families who have been historically less represented, MSA-5 will offer flexible opportunities for input, including surveys, parent meetings, conferences, informal check-ins, and community-building events. The school will continue building trust by listening to families’ concerns about safety, facilities, student belonging, and enrichment, and by communicating how their feedback informs school planning. These steps are intended to reduce barriers, strengthen home-school partnerships, and ensure that all families feel respected, included, and empowered to contribute to student success.|MSA-5 has made strong progress in partnering with families to support student outcomes. Survey results show that families continue to report high levels of confidence in the school, with 94% overall satisfaction and 96% average approval. Families rated Climate of Support for Academic Learning at 99%, demonstrating that families believe the school provides strong academic expectations, support, and preparation for students. Family feedback also highlighted strong instruction, academic quality, college preparation, staff accessibility, and personalized attention as key strengths.  The school’s partnership efforts include parent conferences, regular communication about student progress, academic updates, family meetings, and opportunities for families to understand how to support learning at home. MSA-5’s relationship-centered culture helps families feel comfortable communicating with staff and seeking support when concerns arise. Students also identified supportive teachers and staff, friendships, and a connected school environment as positive factors that contribute to their success.  MSA-5 will continue building partnerships through consistent communication, student support systems, academic interventions, PBIS structures, college and career readiness supports, and family engagement opportunities. As the school prepares for growth and relocation, maintaining strong family partnerships will be essential to ensuring that students continue to experience a safe, supportive, and academically focused environment.|The primary focus area for improvement is strengthening the overall student experience while maintaining strong family partnerships. Survey data show that student safety, student experience, and consistency in school climate require continued attention. Students and families requested better food quality, improved facilities, stronger supervision in shared spaces, more sports and extracurricular activities, additional field trips, expanded electives, and broader academic opportunities. Families also asked for more parent connection opportunities and greater responsiveness to student voice.  The transition to a new campus creates both an opportunity and a responsibility. While the new facility may address concerns related to space and access, MSA-5 must intentionally establish strong systems for culture, safety, supervision, academic expectations, and student support from the beginning of the year. With enrollment expected to grow, the school will need clear onboarding systems for new students and families, consistent communication with returning families, and staff calibration around expectations and support.  MSA-5 will also focus on improving student voice and belonging. Although families continue to report strong trust in the school, student feedback indicates the need for more engaging activities, clearer expectations, and consistent adult-student interactions. These priorities will guide planning for student supports, enrichment, family communication, and LCAP-aligned actions for the coming year.|To improve engagement of underrepresented families in support of student outcomes, MSA-5 will expand access to information, resources, and family learning opportunities. The school will continue providing academic updates, conferences, workshops, and communication in families’ preferred languages so that all families can understand student progress and available supports. The Family Success Coordinator, Social Worker, teachers, and school leaders will help connect families to resources related to academic progress, attendance, behavior expectations, college readiness, and social-emotional support.  MSA-5 will also provide flexible opportunities for families to participate in conversations about student learning. These may include parent conferences, family workshops, phone calls, surveys, advisory group meetings, and informal check-ins. The school will use these opportunities to help families understand school systems, digital platforms, student expectations, and ways to support learning at home.  As the school transitions to a larger campus, particular attention will be given to families of new students, English learners, students with disabilities, socioeconomically disadvantaged students, and families who may face barriers to participation. Orientation sessions, multilingual materials, direct outreach, and ongoing feedback opportunities will help families feel prepared and connected. By strengthening access, communication, and trust, MSA-5 will ensure that underrepresented families are active partners in supporting improved student outcomes.|MSA-5 has established multiple structures for families and educational partners to provide input into school planning and decision-making. The school uses surveys, parent advisory opportunities, ELAC/PAC-style meetings, staff input, student feedback, and family communication platforms to gather perspectives on school climate, student supports, facilities, programs, and LCAP priorities. The 2025-26 educational partner survey process included students, families, and staff, and the results were used to identify glows, grows, suggestions, and next steps for the school.  Survey participation shows that families remain engaged and willing to provide feedback. Spring 2026 family participation exceeded the target at 79.8% in the revised data, and family feedback continued to reflect strong trust in the school. Families identified clear strengths, including staff warmth, strong leadership, academic quality, and a family-oriented culture, while also providing actionable suggestions related to facilities, safety, enrichment, student voice, and parent connection.  These input structures have helped MSA-5 identify priorities for the upcoming year, including transition planning for the new campus, stronger supervision systems, improved student experience, expanded enrichment opportunities, and continued family engagement. The school will continue using educational partner feedback to inform planning, implementation, and evaluation of school programs.|A key focus area is increasing the participation of families who may not regularly attend meetings or advisory groups. While survey participation and family satisfaction remain strong, the school recognizes the need to expand opportunities for input beyond traditional meeting formats. Some families may face barriers related to work schedules, transportation, language, technology access, or comfort participating in formal settings.  MSA-5 will also focus on strengthening feedback loops so families can clearly see how their input influences decisions. Survey feedback identified priorities such as facilities, food, safety, supervision, athletics, extracurricular activities, electives, and parent community-building. As the school moves to a new campus and prepares for growth, families will need ongoing updates about how these priorities are being addressed and how they can continue to participate in decision-making.  Another area for improvement is ensuring that student and family input remains central during the transition year. The school will need to gather feedback throughout the year, not only during annual survey windows, so that adjustments can be made in real time. This will help MSA-5 preserve its close-knit culture while growing into a larger setting.|MSA-5 will improve engagement of underrepresented families in decision-making by using multiple outreach methods and reducing barriers to participation. The school will continue combining digital communication, paper notices, direct phone calls, translation support, and in-person outreach to ensure families receive information and invitations to participate. ParentSquare and other communication tools will be used alongside personal outreach so that families who may not consistently access digital platforms are still included.  The Family Success Coordinator will play an important role in helping families access parent portals, understand school updates, attend meetings, and share feedback. The school will also offer flexible input opportunities, including surveys, advisory meetings, family events, conferences, and informal listening opportunities. These structures will help gather input from families of English learners, students with disabilities, socioeconomically disadvantaged students, new families, and families who have historically been less represented in decision-making spaces.  MSA-5 will also strengthen communication about how family feedback informs school actions. For example, family and student input regarding facilities, safety, supervision, enrichment, and parent connection will be used to guide new-campus transition planning, student orientation, PBIS expectations, supervision routines, and family engagement activities. By making decision-making more accessible, transparent, and responsive, MSA-5 will ensure that underrepresented families have meaningful opportunities to shape school priorities.|5|5|5|5|4|5|4|4|5|4|5|5|Met||2026-06-17|2026
19101990138669|Da Vinci RISE High|3||||||||||||||||||||||Not Met|||2026
19101990139170|Lashon Academy City|3|To foster ongoing family involvement, Lashon Academy City offers a comprehensive range of participation opportunities, including volunteer activities, parent workshops, school-wide events, and regular stakeholder meetings. We ensure robust engagement by focusing on three key areas: Multichannel Communication: Opportunities and school updates are communicated via our school website, social media, annual calendar, and physical postings around campus. Breaking Barriers to Access: Our school-home communication platform remains a core strength. To overcome barriers related to schedules and busy families, it facilitates asynchronous, direct communication with teachers and administrators. Furthermore, to support our diverse community and bridge language gaps, key communications are provided in multiple languages (such as Hebrew and Spanish), ensuring all families can equitably participate. Acting on Partner Feedback: Feedback from our educational partners consistently highlights the accessibility and warmth of our staff. Families report feeling welcomed, supported, and valued. We actively use this feedback to shape school policies, prioritize student well-being, and ensure that family voices directly impact our decision-making processes.|Lashon Academy City prioritized strengthening communication and fostering meaningful partnerships between staff and families. Guided directly by educational partner input, our efforts focused on improving accessibility, inclusivity, and equitable engagement through the following targeted actions: Flexible & Accessible Programming: To accommodate diverse family schedules, we strategically varied the timing of school meetings and events. Additionally, we expanded our digital library of recorded workshops and informational sessions, allowing families to access vital school resources asynchronously. Enhanced Translation & Inclusivity: We continued to leverage advanced technology and bilingual staff to provide reliable translation and interpretation services, ensuring all institutional communication was accessible to our multilingual community. Culturally Responsive Collaboration: We actively expanded volunteer opportunities and designed culturally responsive parent education programs. These initiatives successfully broadened family collaboration and deepened community connections. By removing systemic barriers to attendance and language, Lashon Academy City has ensured that all families are welcomed, informed, and fully empowered to actively shape their child’s educational experience.|Lashon Academy City is deeply committed to deepening engagement with underrepresented families by systematically fostering cultural competence, inclusivity, and trust. To ensure equitable access and remove systemic barriers, we execute the following targeted strategies: Multilingual & Accessible Communication: We prioritize cultural sensitivity and respect for our diverse community by providing robust translation services and multilingual materials. This bridges communication gaps and ensures all families have full access to school data, resources, and opportunities. Community-Led Outreach: Our Community Outreach Coordinator—a trusted member of the local community—serves as a vital liaison. This role is instrumental in building personal relationships, conducting direct outreach, and connecting underrepresented families closely with school administration. Culturally Responsive Programming: We continually expand events and activities that genuinely reflect and celebrate the values, traditions, and voices of our diverse student body, particularly our English Learners and historically underserved subgroups. Empowerment & Decision-Making: Beyond general attendance, we actively recruit underrepresented families for targeted parent workshops, school resources, and institutional leadership roles (such as SSC/ELAC). This empowers families to have a direct voice in school governance and decision-making. Through these intentional practices, Lashon Academy City has sustained a school culture where all families are respected, their identities are validated, and they are fully engaged as partners in their children's education.|Lashon Academy City operates on the foundational principle that meaningful partnerships between families and educators are vital to student success. Our key strengths in building these partnerships to drive student outcomes included: Transparent, Consistent Communication: We maintained strong home-school connections through predictable, multi-channel communication, including weekly newsletters, direct emails, and regular parent-teacher conferences. Shared Governance & Decision-Making: We actively engaged families in school leadership and accountability by recruiting participants for the Parent Teacher Organization (PTO), the School Site Council (SSC), and the District English Learner Advisory Committee (DELAC), ensuring shared responsibility for student achievement. Collaborative Student Support: To ensure personalized academic and behavioral support, we partnered closely with families to develop thoughtful, data-driven Individualized Education Plans (IEPs) that precisely aligned services with student needs. Student-Led Conferences: A cornerstone of our partnership model, student-led conferences empowered students to directly share their academic portfolios with their families. This practice strengthened the home-school connection while fostering high levels of student agency, self-reflection, and accountability. By sustaining these authentic, collaborative partnerships, Lashon Academy City ensures that education is a shared journey, aligning school staff and families to promote comprehensive academic, social, and emotional growth.|To continuously deepen partnerships that drive student outcomes, Lashon Academy City focused on strengthening several key areas: Optimizing the Feedback Loop: We actively refined communication channels to ensure families have safe, accessible, and convenient ways to share input, ask questions, and voice concerns. By closing the feedback loop more efficiently, we have increased transparency and responsiveness between home and school. Celebrating Joint Success: We expanded institutional opportunities to celebrate not only student milestones but also the vital contributions of our families and educational partners, reinforcing a deeply shared culture of collaboration and achievement. Targeted, Inclusive Family Support: Moving beyond a one-size-fits-all approach, we deepened our commitment to empathy and inclusivity by tailoring resources to the specific cultural and socioeconomic backgrounds of our families. We focused heavily on providing targeted, individualized support to families facing unique external challenges to ensure their students' learning remained uninterrupted. By remaining highly responsive to community input and centering equity, Lashon Academy City continues to convert feedback into actionable school improvements, building the deep institutional trust necessary to maximize student success.|Lashon Academy City remains deeply committed to ensuring the active engagement of all families, particularly those from historically underrepresented backgrounds, as a vital component of student success. We proactively recognize that systemic barriers—such as language differences, cultural disconnects, socioeconomic challenges, and prior negative institutional experiences with schooling—can limit family engagement. In response, we execute targeted strategies to listen to, learn from, and uplift these communities: Eliminating Language Barriers: We maintained our practice of translating all key institutional communications into the primary languages spoken by our community, drastically increasing accessibility to vital school data and resources. Cultivating Trust via Local Leadership: Our dedicated Community Liaison continues to play a critical role in fostering deep institutional trust, serving as a consistent, culturally competent point of contact and advocate for underrepresented families. Diversifying Shared Governance: We actively increased representation and participation within our core decision-making bodies, including the School Site Council (SSC) and the District English Learner Advisory Committee (DELAC). This intentional recruitment ensures that diverse perspectives directly shape our school planning, budgeting, and academic priorities. By expanding localized outreach, strengthening targeted support systems, and elevating family voice, Lashon Academy City has fostered an inclusive, welcoming environment that empowers every family to play an active role in their child’s education, ultimately driving stronger student outcomes across all demographic groups.|Lashon Academy City demonstrates consistent strength in seeking educational partner input for institutional decision-making through a diverse array of intentional, inclusive, and systematic strategies: Strategic Staff Engagement: Regularly scheduled department-specific and schoolwide staff meetings provide critical forums for educators to drive decisions regarding instruction, school climate, and operations. To ensure psychological safety and continuous feedback, anonymous physical and digital suggestion boxes remain accessible campus-wide for staff to securely share ideas or concerns. Two-Way Family Dialogue: Parent-teacher conferences are conducted at least twice annually, establishing dedicated, structured opportunities for two-way dialogue regarding student progress and shared academic goals. Additionally, targeted parent focus groups are periodically convened to allow families to directly weigh in on school initiatives, curriculum adoption, campus policies, and enrichment programming. Data-Driven Feedback Systems: We utilize comprehensive online surveys to gather broad, quantifiable feedback from our community on vital topics, including school climate, safety, and program effectiveness. These survey metrics directly inform our school improvement planning and Local Control and Accountability Plan (LCAP) development. Shared Governance Committees: Our formal advisory committees—comprising both staff and elected parent representatives—meet consistently to review schoolwide data, evaluate targeted programs, and align resources with our evolving community needs. Through these robust structures, Lashon Academy City ensures that diverse perspectives directly inform our executive decision-making, reinforcing our deep commitment to institutional transparency, inclusion, and shared responsibility for student success.|Based on a continuous analysis of educational partner input and local data, Lashon Academy City executed targeted improvements across several key focus areas to systematically strengthen how we gather input for institutional decision-making: Co-Developing Strategies via Joint Forums: We increased the frequency and intentionality of integrated workshops and forums. These interactive spaces bring staff and families together to review school data, provide immediate feedback, and directly co-develop strategies that optimize the day-to-day student experience. Diversifying Specialized Leadership Committees: To ensure diverse perspectives shape our core school systems, we actively expanded staff and family representation on targeted advisory groups, including our Positive Behavioral Interventions and Supports (PBIS) team. This inclusive leadership structure ensures that grassroots stakeholder voices directly guide our schoolwide vision, behavioral expectations, and strategic culture goals. Transparent, Action-Oriented Responsiveness: Lashon Academy City remains dedicated to closing the feedback loop by translating community input into visible, concrete institutional actions. By strengthening these collaborative structures and expanding avenues for authentic, two-way engagement, Lashon Academy City has ensured that all educational partners are heard, valued, and structurally empowered to drive the school's ongoing growth and equitable student outcomes.|Lashon Academy City is deeply committed to elevating the engagement of historically underrepresented families in institutional decision-making to cultivate an inclusive, equitable, and welcoming school environment. We executed a multifaceted strategy to support and amplify these vital voices: Staff Cultural Competence Training: We prioritized continuous professional development in cultural competence for all educators and staff. This training deepened staff awareness of our community's diverse backgrounds and lived experiences, directly fostering more empathetic, respectful, and meaningful home-school partnerships. Removing Structural Barriers to Participation: We institutionalized flexible scheduling for all governance meetings, conferences, and school events, pairing them with robust virtual attendance options. This directly accommodated working parents and mitigated transportation or childcare challenges. Holistic & Multilingual Family Support: We ensured equitable access by pairing consistent, multilingual communication with critical wraparound resources—including academic navigation tools, scholarships, and direct connections to local community services. Through these intentional, equity-driven efforts, Lashon Academy City has successfully empowered underrepresented families, promoted shared institutional leadership, and enriched the collective educational experience for our entire school community.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-10|2026
19101990140681|Environmental Charter High - Gardena|3|Environmental Charter High School - Gardena focuses on positive school-student relationships from the outset. During our hiring process, we screen for and prioritize candidates that view students and their families as assets. We also seek candidates who are mission-aligned and driven by a desire to achieve social justice. Our classified staff goes through an annual customer service-focused training at the beginning of the year and there are also ongoing professional development opportunities to continue to refine our customer service to best meet the needs of our families.  Once hired, all staff members undergo a rigorous onboarding process meant to orient and prepare them to work with the community. We understand that accurate and timely information is crucial for families to be effective stakeholders and we provide relevant information to our families through:  - Annual orientation meetings - Enrollment meetings - Family newsletters - Student bulletins - Parent Conferences - Back to School Night/Outdoor Education meetings - College access and financial aid support meetings  We solicit information from our community of stakeholders through a variety of methods that include:  - Coffee with administration - Digital feedback surveys - Virtual Town Halls - Black Parent Groups - Confronting Anti-Blackness & Racism workshop - Advisory feedback circles - ELAC - School Site Council - Open door policy - Access to administration via email, phone, and in person.  Our parent responses on the Healthy Kids Survey indicate very positive perceptions regarding the open and welcoming environment we foster. When we last surveyed parents in Spring 2026…  92% reported feeling welcomed to participate in the school 96% felt that we allow parent input and welcome their contributions 97% feel the school encourages them to be an active partner in their child’s education  ECHSG has also adopted TalkingPoints as a means for two-way communication with families. ECHSG has provided consistent translation services for students and their families during conferences, phone calls, and specialized meetings for IEPs. ECHSG has created space in the budget to sustain the TalkingPoints platform and continue to provide interpretation and translation services.|As ECHS Gardena prepares for its sixth year of operation, the administration team will continue to work with teachers and office staff to refine practices, and collaborate with current and prospective families to identify other means of communication that are effective, timely, and accessible to all. In addition, we plan to:  - Create a robust Parent Advisory Committee - Provide families information that responds to their needs - Plan parent-oriented school events showcasing student learning - Continue to communicate with families regularly|ECHSG will continue to improve the engagement of underrepresented families by strengthening our advisory program, a Tier 1 support, to build strong connections with a trusted adult on campus and meaningful peer relationships. Additionally, we are working to improve the ability of our general education teachers and specialists to identify needs of and ensure appropriate supports or interventions for every student. Finally, we will integrate the lessons we learned about communication in 24-25 to improve the engagement of underrepresented families.|Environmental Charter High School - Gardena prioritizes the building of partnerships with the explicit goal of improving student achievement. We believe that in order for student outcomes to be maximized we need to ensure the school provides the following: - Relevant and engaging instruction - Culturally relevant pedagogy and curriculum - Well trained and supported teaching staff - Accurate and timely information to empower family units as partners - Opportunities for self-assessment and reflection  ECHSG believes that our areas of strength include a structured weekly advisory program that allows students to build positive relationships with each other, as well as their advisory teacher, who is a trusted adult on campus. Advisory also serves as an opportunity for students to engage in guided self-assessments and construct personal portfolios that will become a part of their senior project. Every 5 weeks, parents receive printed progress reports in addition to having access to the PowerSchool digital platform and the mobile app. We have held multiple PowerSchool training sessions for parents and will continue to do so. Our student usage on the app is remarkable.  ECHSG hosts initial orientation meetings for all new families in addition to annual re-orientation meetings on the first day of school. Every year, families receive a welcome back presentation where they learn about changes to our schedule, staff updates or new school programs. Finally, new families receive our Parent/Student Handbook.   ECHSG has a 115-1 student to counselor ratio. This allows our counseling staff to have a powerful and holistic impact on social-emotional wellness, student outcomes and ensure that all learners are on track to graduate having completed their  A-G requirements. Counselors provide families with additional support through our extensive partnerships with external agencies, and assist  with the college application and financial aid processes. At ECHSG, we are focused on getting students into college and ensuring they are set up to graduate from a 2 or 4-year institution.|We are actively working to build the capacity of our parents to support their students in the home and act as an educational partner beyond just having access to the gradebooks. We also regularly solicit feedback and work to improve feelings of school connectedness through regular review of focus questions on our school climate surveys.  Enhanced Communication: We'll expand translated documents (primary languages) and explore alternative communication channels (text messages, social media) to reach all families. Culturally responsive outreach methods will resonate with diverse backgrounds.  Teacher-Family Collaboration: TalkingPoints encourages ongoing communication and feedback, fostering a collaborative environment. Interactive conferences promote shared goal setting and success strategies. By strengthening Tier 1 partnerships, we aim to build a foundation for collaboration with all families, ensuring every student feels supported and empowered to succeed.|ECHSG will improve the engagement of underrepresented families by strengthening our advisory program, a Tier 1 support,to build strong connections with each other, identify academic and emotional needs, and ensure appropriate support or interventions for every learner. We are also expanding our resources for Tier 3 support by retaining a full-time social worker who can focus on students and families with the highest needs. Finally, we will integrate the lessons we learned about communication during school closure to improve the engagement of underrepresented families.|For the past 8 years, Environmental Charter Schools’ mission statement is to reimagine public education in low-income communities of color to prepare conscious, critical thinkers who are equipped to graduate from college and create a more equitable and sustainable world. We have a strong English Learner Advisory Committee and a strong School Site Council, and we regularly administer surveys to our students and their families which influence our decision making.|ECHSG is currently working to fortify and expand existing structures that are intended to represent and solicit both the general school population, as well as traditionally underrepresented families. Publicizing our own data: ECHSG collects strong family satisfaction data annually but that data has remained largely internal. Families who gave us 97-99% satisfaction ratings deserve to know what their community said. In 26-27 we will share survey results with families in an accessible, translated format so that data becomes a tool for community pride and continued engagement rather than an internal document.|In our regularly planned ELAC, Coffees with Admin, Special Education Parent Meetings, and other targeted meetings, we actively collect input regarding academic and socioemotional support needed for their students. We are also actively seeking out our most underrepresented families. Our social worker, Special Education Coordinator, ELD Coordinator, and Black Student Union Advisor also actively invite our underrepresented families to campus to ensure they have personal invitations to events and regular communication with a point person on campus.  Targeted Outreach and Feedback Mechanisms: - ELAC Meetings: We'll leverage ELAC meetings for families to share concerns and provide feedback on decisions affecting their children. - IEP Meetings: We'll also explore additional input mechanisms beyond the IEP meeting format and provide questionnaires for families to complete. - Black/AA Parent Opportunities: We will continue to deepen our work to engage our Black and African American families through targeted parent meetings, HBCU Day, Family Cookout, and Unity Fest Celebrations.   Building Trust and Transparency: - Feedback Sharing: We will share feedback received from underrepresented families, demonstrating the value placed on their input. - Actionable Outcomes: We will track how feedback from underrepresented families informs decision-making and share these concrete examples to build trust and encourage continued participation.|3|4|3|5|4|3|4|4|4|3|3|3|Met||2026-06-22|2026
19101990140798|Bridges Preparatory Academy|3|BPA is showing strong progress in building positive relationships between school staff and families. Staff are making a consistent effort to stay connected and support families in meaningful ways. Our school social worker and family liaison make daily phone calls to check in with students and families, especially when students are absent, to see how they are doing and if they need any support or resources. This helps us stay proactive and responsive to family needs. We also provide several opportunities for family engagement throughout the year, including PTO meetings, parent-teacher conferences, school events, family breakfasts, and volunteer opportunities. These spaces help families feel welcomed, involved, and connected to the school community.|Focus areas for improvement include continuing to strengthen two-way communication with families so they feel comfortable sharing feedback, concerns, and ideas in addition to receiving updates from the school. While daily check-ins and outreach are happening, we can be more intentional about capturing family input and using it to guide decisions and support. Another area of growth is increasing engagement with families who are harder to reach or less involved in school activities. We can continue exploring flexible options such as different meeting times, virtual participation, and more personalized outreach to help reduce barriers. We can also work on administering even more opportunities for families to have a stronger voice in school decision-making, such as through more surveys, focus groups, or family advisory groups.|BPA will work on improving engagement with underrepresented families by being more intentional and consistent in outreach and relationship-building efforts. The school social worker will continue making regular check-in calls, with a specific focus on families who are less engaged or harder to reach, to make sure they feel supported and connected to the school. We also plan to reduce barriers to participation by offering more flexible ways for families to get involved, such as different meeting times, virtual options when possible, and continued translation support. School events, PTO meetings, parent-teacher conferences, family breakfasts, and volunteer opportunities will continue to be welcoming, accessible, and inclusive for all families. In addition, we want to strengthen how we gather family voices by using surveys, informal check-ins, and small group conversations so underrepresented families have more opportunities to share their feedback and experiences.|BPA is showing strong progress in building partnerships that support student outcomes through ongoing collaboration between staff, families, and other educational partners. This includes MTSS, English Learner supports, and Social Emotional Learning practices that help us support the whole child academically, behaviorally, and emotionally. We use ParentSquare as our main communication tool to keep families informed and connected, and we also use Instagram to share school events, celebrate students, and highlight what is happening in our school community. These platforms help strengthen communication and build positive relationships between home and school. Our school social worker also leads monthly community circles with teachers to support collaboration, reflect on student needs, and strengthen our school community. We take a whole-child approach by offering pull out groups where students receive extra support, skill building, and coaching in a small group setting. The school social worker/counselor also meets with students individually or in groups, and teachers regularly refer Tier 2 and Tier 3 students for additional support. Staff work together to identify student needs early so we can respond in a proactive and supportive way. We also have a full-time family liaison who connects with families on a regular basis to help support needs like communication barriers, transportation, and work schedule conflicts. This helps families stay engaged and connected to the school. The LEA also provides professional learning for staff to help strengthen family-school partnerships and better support the needs of students and families. Families are engaged through a yearly calendar that includes monthly parent meetings, student-led parent-teacher conferences, and school events that provide ongoing opportunities to get involved. Teachers meet with families at least twice a year through student-led conferences and also maintain communication throughout the year about student progress and well-being. We also host Coffee with the Principal and monthly parent meetings where families can share feedback, ask questions, and advocate for their children. BPA has also built partnerships with local community organizations to provide after-school academic support, enrichment, and wellness services for students. Student voice is included through student council, which gives students a chance to share input and help shape the school community.|Focus areas for improvement in Building Partnerships for Student Outcomes include making sure collaboration systems are used consistently across all staff so that student supports are more aligned, timely, and well coordinated. While we already use tools like ParentSquare and have team communication in place, we want to make sure information is always clearly shared, followed up on, and used to guide interventions in a consistent way.  Another area of growth is increasing family understanding and involvement in Tier 2 and Tier 3 supports. We want families to feel more informed and included when their student is receiving additional interventions so there is stronger communication and shared decision-making between home and school. We also want to continue building on our collaboration as a staff by expanding structured time during meetings or community circles to review student data, reflect on progress, and adjust supports as needed. This will help us stay more intentional and responsive to student needs.|BPA will improve engagement of underrepresented families in Building Partnerships for Student Outcomes by being more intentional and consistent with outreach and relationship building. The school social worker and family liaison will continue making regular check in calls and follow ups, with a focus on families who are less engaged or harder to reach, so they feel supported, informed, and connected to the school community. We also want to reduce barriers to participation by offering more flexible options for families, such as different meeting times, virtual participation when possible, and continued translation and communication support through ParentSquare. School events, PTO meetings, parent-teacher conferences, family breakfasts, and volunteer opportunities will continue, but with a focus on making them more welcoming and accessible for all families. In addition, we want to strengthen and administer more how we collect family input by using surveys, informal check-ins, and small group conversations so underrepresented families have more chances to share their voice and experiences.|BPA shows strong progress in seeking input for decision-making by creating multiple opportunities for students, families, staff, and community partners to share their perspectives. BPA regularly seeks out and compiles input from stakeholders through meetings and surveys to ensure all voices are heard. PAC, ELAC, PTO, and Coffee with the Principal meetings are calendared for the school year and posted on the school website and sent out on parent square making them accessible and transparent for families and staff. In addition, internal meetings such as staff leadership and student council are held throughout the year to collect, discuss, review feedback and plan for school events. During these opportunities, educational partners review progress, share input, make recommendations for improvement, and are actively involved in the decision-making process. Families are also encouraged to participate in school events, student-led conferences, and PTO meetings where they can ask questions and provide feedback to support school improvement. Student voice is included through student council and student surveys, which provides students with a structured way to share input and help shape school culture and activities. Communication tools like ParentSquare and social media also support ongoing engagement and feedback.|Focus areas for improvement in Seeking Input for Decision-Making include increasing participation and engagement from underrepresented families and stakeholders to ensure a wider range of voices are consistently included in the decision-making process. While the LEA provides multiple opportunities for feedback through meetings, surveys, and school events, participation levels can continue to grow. Another area of growth is improving follow up communication so stakeholders better understand how their feedback is being used to guide decisions and school improvement efforts. Strengthening this feedback loop can help build trust, transparency, and continued engagement from families and staff. The LEA also recognizes the need to continue improving newly implemented systems of communication and family involvement. By utilizing feedback and data collected from educational partners, the LEA will continue expanding its vision for involving all families and stakeholders in community building activities through campus events, outreach programs, and school initiatives. BPA can also continue improving accessibility to meetings and surveys by offering flexible meeting times, virtual participation options when possible, and continued translation and communication supports.|BPA will improve engagement of underrepresented families in Seeking Input for Decision-Making by continuing to strengthen communication, relationship-building, and accessibility for all families. The LEA will continue the use of ParentSquare, phone calls, surveys, social media platforms, and direct outreach from the family liaison and school staff to ensure families are informed about opportunities to participate and share feedback. BPA recognizes there is an opportunity to build on current efforts to more fully engage underrepresented families in decision-making. To improve this, the LEA plans to expand  and strengthen outreach efforts to ensure these families are invited to planning meetings, focus groups, and advisory committees. BPA will continue reducing barriers to participation by offering accessible meeting times and locations, virtual participation opportunities when possible, and interpretation and communication supports for families. Staff will also continue strengthening teacher-family relationships through ongoing communication, outreach efforts, and home visits when appropriate. Meetings such as PAC, ELAC, PTO, and Coffee with the Principal will continue to provide families with opportunities to share feedback, ask questions, and participate in school decisions. We will advertise these meetings multiple times and far in advance.|5|5|5|5|4|4|5|5|5|5|5|4|Met||2026-06-22|2026
19101990140962|The SEED School of Los Angeles County|3|The SEED School of Los Angeles County has intentionally built and fostered relationships between school staff and families. The school has facilitated town hall meetings to deepen the partnership and gratitude, as well as dinners to celebrate the cultural strengths within our community. Parent University is also a cornerstone of our program that brings parents and staff to visit SEED-endorsed colleges and universities. This year, we have strengthened our overall family engagement efforts through the Family and Community Engagement Department, and parent survey results have shown increased satisfaction, although we are continuing to work to improve those results.|The SEED LA initiative focuses on enhancing the relationships between school staff and families by implementing strategies that foster effective communication, trust, and collaboration. Key areas for continued attention include:  - Communication: Ensuring that we are inclusive of all languages spoken at school.  - Trust-Building: Allow parents to help craft policies and practices with the school.  - Cultural Competence: Training staff to understand and respect diverse family backgrounds and needs to ensure inclusive and equitable interactions.  - Family Engagement: Increasing opportunities for families to participate in school events, workshops, and activities to boost their involvement in the educational process.  Input that parents have provided includes requests for stronger communication, including transparency in school culture policies and protocols to better understand how concerns are being addressed, a school newsletter to share what’s happening in school academics and student life, and a monthly school calendar of student activities.|SEED LA aims to continue to improve the engagement of underrepresented families, particularly those of English Learners (EL), through several targeted strategies: 1. Bilingual Communication: Providing bilingual resources and translation services ensures that non-English-speaking families receive all communications in their preferred language. 2. Cultural Sensitivity Training: This program offers professional development for school staff to understand and respect the cultural backgrounds and unique needs of EL families. 3. Inclusive Family Events: Organizing culturally relevant and inclusive events that encourage participation from diverse families and create a sense of belonging and community. 4. Accessible Information: Ensuring all school information, including events, programs, and resources, is easily accessible to EL families through various formats and platforms.|SEED LA has demonstrated significant strengths and progress in building partnerships that enhance student outcomes through its collaborations with various organizations. Key strengths and developments include:  1. UnBoundED Standards Institute: SEED LA leverages this partnership to provide professional development and resources that align with rigorous academic standards, enhancing instructional quality and student achievement. 2. College Board: Through this collaboration, SEED LA offers students access to Advanced Placement (AP) courses and college readiness programs, supporting higher education aspirations and academic excellence. 3. NAF Academies: SEED LA's involvement with NAF Academies offers students career-themed academies that integrate industry-specific curricula, work-based learning experiences, and professional skills development. 4. LA Metro and Aviation Mentoring: These partnerships provide students with unique mentorship opportunities and exposure to careers in transportation and aviation, broadening their career horizons and practical learning experiences. 5. YMCA Youth In Government: This program encourages civic engagement and leadership skills among students, empowering them to participate in government simulations and develop a deeper understanding of democratic processes. 6. Tumaini DC: Collaboration with Tumaini DC supports students' social-emotional learning and well-being, offering programs that address mental health and personal development. 7. Harvard Model Congress: Participation in this program allows SEED LA students to engage in simulated congressional activities, enhancing their understanding of government, policy-making, and public speaking skills. 8. Shakespeare Theatre: Students are able to be compensated for their roles (on and off-stage) in producing two quality theatre productions annually.  9. Educating Students Together College Access Program (ESTCAP): ESTCAP increases access, retention, and the graduation of foster and low-income youth at four-year colleges, putting them on the pathway to successful careers and ending the generational cycle of poverty. The program is culturally competent and designed to address the equity gaps that disadvantaged people of color face, especially those in foster care, via three components: College Counseling and Preparation; Mentoring and Networks of Support; and Financial Education and Support.  Overall, SEED LA's strategic partnerships contribute to a well-rounded educational experience, providing students with academic, career, and personal development opportunities that prepare them for future success.|SEED LA's continued focus areas for improvement in building partnerships for student outcomes include: 1. Dual Enrollment: Expanding dual enrollment opportunities to allow more students to earn college credits while still in high school, thus accelerating their educational progress and reducing the time and cost required to complete a college degree. 2. Internships: Developing and strengthening partnerships with businesses and organizations to offer a wider range of internship opportunities, providing students with hands-on, practical experience in their fields of interest. 3. Summer College Programs: Increasing participation in summer college programs like Upward Bound, which offer academic enrichment, college preparation, and exposure to college life, particularly for first-generation and low-income students. By focusing on these areas, SEED LA aims to enhance students' academic and career readiness by providing valuable experiences and opportunities that support their long-term success.  In addition, parents made the following recommendations for future workshops, and suggested that parents may be able to host some workshops for families/students:  - Strengthened Social-Emotional Learning  - Alcohol and Drug Awareness  - College and Career Readiness  - Mental Health  - CalFresh and Medi-Cal Enrollment  - Financial Literacy  - Parenting Skills  - Technology Support|SEED LA plans to continue to improve the engagement of underrepresented families, particularly those of English Language Learners (EL), in building partnerships for student outcomes and reclassification through several key strategies:  - Family Workshops: Conducting workshops and informational sessions specifically designed for EL families to educate them about dual enrollment, internships, and summer college programs, as well as the reclassification process.  - Parent Liaison Support: Employing bilingual parent liaisons who can bridge the communication gap, provide personalized assistance, and help families navigate the educational system and partnership opportunities.  - Collaborative Meetings: Hosting regular meetings with EL families to discuss their needs, gather feedback, and involve them in decision-making processes related to partnerships and student outcomes.  - Resource Accessibility: Providing easily accessible resources and materials, both online and offline, to help EL families understand and engage with partnership opportunities and the reclassification process.|SEED LA has continued to demonstrate several strengths and progress in seeking input for decision-making from families, including: 1. Townhall Meetings: Regularly hosting town hall meetings provides a platform for families to voice their opinions, ask questions, and engage in open dialogue with school leaders. 2. Parent Advisory Committee (PAC): Involving families in the Parent Advisory Committee, where they can actively participate in discussions, provide feedback, and contribute to school policies and initiatives. 3. Parent Teacher Organization (PTO): Supporting an active Parent Teacher Organization that fosters collaboration between parents and teachers, enhancing community involvement and shared decision-making. 4. Surveys: Conducting surveys to gather broad and diverse input from families on various topics, ensuring that the school's decisions reflect the community's needs and preferences. 5. Direct Meetings: Provide opportunities for direct meetings between families and school staff, facilitate personalized communication, and ensure that individual concerns and suggestions are addressed. 6. Coffee with Executive Leadership: These meetings are held monthly and open to the community. All members of the Executive Leadership team are present to provide updates and allow attendees to provide input on key decisions and policies.  These efforts reflect SEED LA's commitment to inclusive and participatory decision-making, strengthening the partnership between families and the school for better student outcomes.  This year, we have strengthened our Parent Advisory Committee and overall family engagement efforts through the Family and Community Engagement Department.  Input that parents have provided includes continued investment in committees for parents (PAC, ELAC, Grizzly Den monthly parent meetings, and parent ambassadors), the suggestion to have a parent representative at board meetings, to use Back-to-School Night to strengthen parent/student/teacher connections.|SEED LA's focus areas for improvement in seeking input for decision-making continue to include: 1. Accessible Board Meetings: Scheduling board meetings at times that are more convenient for families, such as evenings or weekends, and holding them at locations within the community to increase accessibility and participation. 2. Enhanced Communication Channels: Developing additional communication channels, such as virtual meetings or live-streamed sessions, to allow more families to participate and provide input, regardless of their location or schedule constraints. 3. Proactive Outreach: Increasing proactive outreach efforts to engage a broader range of families, especially those who may not have participated in the past, ensuring that all voices are heard and considered in the decision-making process. 4. Diverse Feedback Mechanisms: Implementing various feedback mechanisms, such as focus groups, suggestion boxes, and digital platforms, to gather more comprehensive and diverse input from the school community. 5. Follow-Up and Transparency: Ensuring transparency by providing clear follow-up communications on how family input is used in decision-making processes, demonstrating that their contributions are valued and impactful.  By focusing on these areas, SEED LA aims to enhance family engagement in decision-making and foster a more inclusive and collaborative school environment.|SEED LA will improve the engagement of underrepresented families, particularly those of English Language Learners (EL), in seeking input for decision-making through several targeted strategies: 1. Bilingual Resources and Meetings: Providing translation services and bilingual resources at meetings, including board meetings, town halls, and Parent Advisory Committee (PAC) sessions, to ensure EL families can fully participate and understand the discussions. 2. Convenient Meeting Times and Locations: To increase accessibility and attendance, meetings should be scheduled at times and places that are convenient for EL families, such as evenings or weekends and community-based locations. 3. Targeted Outreach: Conduct targeted outreach to EL families through culturally relevant communication channels and trusted community members, encouraging their involvement and ensuring they are aware of opportunities to provide input. 4. Dedicated EL Liaisons: Employing dedicated EL liaisons who can facilitate communication, assist with navigating school processes, and personally invite and support EL families in decision-making activities. 5. Multifaceted Feedback Collection: This involves utilizing various feedback collection methods, such as surveys, focus groups, and suggestion boxes, that are available in multiple languages and formats, making it easier for EL families to share their perspectives.  By implementing these strategies, SEED LA aims to foster greater involvement of EL families in decision-making processes, ensuring their voices are heard and considered in shaping the school's policies and practices.|4|3|4|4|3|3|3|4|4|4|4|3|Met||2026-06-25|2026
19101991996610|Los Angeles Leadership Academy|3|Los Angeles Leadership Academy provides multiple opportunities to build partnerships with families and guardians. Some traditional methods of communicating about the classroom and building relationships include Back to 2026 Local Indicators Report 6 School Night, Family/School conferences twice a year, and Open House events. Parents are also welcome at school dances, volunteering on campus, the Fall and Thanksgiving festivals, and Spring events, as well as Coffee with the Principals meetings. Alongside the printed monthly newsletter, parents and guardians are also given updates via the digital platform Parent Square. Updates are sent out on a weekly basis, and as news becomes available to be shared with the public.|Fewer families attended on campus events this year than in previous years, so we would like to see attendance at these events increase to previous levels.|LALA will consider which virtual events were beneficial for the participation of underrepresented families and continue to provide those virtually as an option. We will provide Coffee with the Principal through Zoom to provide opportunities for additional parents to attend. Parent Conferences and IEP meetings are available through Zoom. 2026|LALA has developed multiple practices that foster partnerships between families and staff in support of student growth. LALA hosts parent conferences twice a year with all its families to not only inform families of student progress but to also have them be partners in the work. The school sends home monthly newsletters informing families of the current instructional focus. LALA has also held Math and Literacy Nights, as well as a STEM fair to provide parents with information about what students are learning and how they can support that learning at home.|The focus area for the coming year will be building relationships that support regular student attendance. This year we made a lot of progress, but attendance rates are still lower than our target, so we will continue to build this partnership with parents next year.|Saturday meetings will be held to help parents who work during the week and meetings will be available on Zoom.|LALA values family input into decision-making about policies, programs, and events. The School Site Council is composed of parents, teachers, administrators, and students. The school hosts chats with the principal or as a forum for two-way communication so parents can feel comfortable sharing their perspectives. This two-way communication helps the school better understand the perspectives of the parents. Our families have responded 2026 Local Indicators Report 9 favorably to this improvement. The school hosts chats approximately six times each year to solicit parent input.|The school will work to encourage more families to participate in the annual family survey to ensure the data adequately represents the perspectives of the majority of our families.|Increase communication about meetings and the importance of participating in the annual school survey. 2026|4|5|4|4|5|5|5|5|5|4|5|5|Met||2026-06-16|2026
19101996116883|Odyssey Charter|3|Odyssey Charter School continues to view relationship-building as a foundational component of its educational program. Through its looping philosophy, students, families, and staff develop multi-year relationships that foster trust, communication, and a deeper understanding of each student’s academic, social, and emotional needs. These longstanding connections were particularly  important in helping maintain a strong sense of community and support as the school continued its recovery and stabilization efforts following the disruption caused by the Eaton Fire.  Educational partner feedback demonstrates that relationships between school staff and families remain a significant strength. Family survey results showed exceptionally high levels of satisfaction, with favorable responses ranging from 96% to 99% across measures of engagement, school climate, and school safety. Families reported feeling welcomed and encouraged to be active partners in their child’s education, with 97% indicating the school encourages parent partnership. Additionally, 98% of families reported that the school is a safe place for their child, while 99% reported being well informed about school activities and 92% indicated the school actively seeks parent input before making important decisions. Family engagement also improved by three percentage points from the prior year, reflecting continued growth in communication and collaboration between home and school.  Staff survey results further support these findings, with 99% of staff reporting a positive school climate and 92% reporting strong engagement. Together, these results demonstrate Odyssey’s continued success in creating a welcoming environment, fostering meaningful two-way communication, and strengthening partnerships between families and school staff in support of student success.|While educational partner feedback reflects strong relationships between school staff and families, Odyssey Charter School continues to focus on expanding opportunities for meaningful family engagement and input. Family survey results indicate that 92% of families believe the school actively seeks parent input before making important decisions. While this represents a six percentage point improvement from the prior year and remains a strong result, it was the lowest- rated area on the family survey and highlights an opportunity to further strengthen family voice in school decision-making.  As the school continues its recovery and prepares for a return to a unified campus community, maintaining consistent, transparent, and responsive communication with families will remain a priority. The school recognizes the importance of ensuring that all families feel informed, heard, and connected to the educational program, particularly during periods of transition and change. To support continued growth in this area, Odyssey will continue to strengthen two-way communication opportunities, expand family participation in school activities and planning processes, and provide multiple avenues for families to share feedback and perspectives. These efforts will help deepen trust, strengthen partnerships between home and school, and ensure that family input continues to inform decisions that support student success.|Odyssey Charter School will continue to strengthen relationships with underrepresented families by expanding opportunities for meaningful engagement, increasing access to information, and reducing barriers to participation. Through the self-reflection process, the school identified the importance of ensuring that all families have multiple opportunities to share feedback, participate in school activities, and engage in decision-making processes.  To support these efforts, the school will continue to utilize a variety of communication methods, including email, phone calls, newsletters, conferences, and school events, to ensure families receive timely and accessible information. The Family and Community Engagement Specialist will continue to play a key role in outreach efforts by building relationships with families, connecting them to available resources, and encouraging participation in school activities and educational partner engagement opportunities.  As the school community continues to recover from the impacts of the Eaton Fire and transitions back to a unified campus, Odyssey will prioritize creating welcoming opportunities for families to reconnect with the school community. Parent workshops, community-building events, volunteer opportunities, and educational partner meetings will provide families with multiple pathways to engage with staff and contribute to school improvement efforts. These actions are intended to strengthen trust, increase participation, and ensure that all families feel valued, connected, and represented in the school community.|A hallmark of Odyssey Charter School’s educational program is its commitment to partnering with families to support student success. Through its School-Family Partnership model and looping philosophy, families and educators develop strong, long-term relationships that create a shared responsibility for each student’s academic, social, and emotional growth. These partnerships provide meaningful opportunities for families and staff to collaborate, discuss student progress, and identify strategies to support learning both at school and at home.  Educational partner feedback indicates that family-school partnerships remain a significant strength. Family survey results showed that 97% of families feel encouraged to be active partners in their child’s education, while 98% believe the school promotes academic success for all students. Additionally, 99% of families reported that they are kept informed about school activities, reflecting the school’s continued commitment to maintaining open communication and providing families with information needed to support student learning.  Staff survey results further reinforce these findings, with 100% of staff reporting that the school maintains high expectations for all students and 92% reporting strong engagement in the school community. Throughout the continued recovery from the Eaton Fire, collaboration between families and staff remained essential in supporting student learning, well-being, and continuity of services. Together, these efforts demonstrate Odyssey’s continued success in building strong partnerships with families that contribute positively to student outcomes and overall school success.|While educational partner feedback reflects strong partnerships between families and school staff, Odyssey Charter School continues to focus on expanding opportunities for families to actively engage in supporting student outcomes. Family survey results indicate that 92% of families believe the school actively seeks parent input before making important decisions. Although this represents a strong level of satisfaction and improvement from the prior year, it remains an area where the school can further strengthen family involvement and shared ownership of student success.  As the school community continues to recover from the disruption caused by the Eaton Fire and transitions back to a unified campus, Odyssey recognizes the importance of providing families with meaningful opportunities to participate in their child’s educational experience. Strengthening family understanding of academic expectations, student progress, and available supports will remain a priority to ensure that families are equipped to support learning both at home and at school.  To continue improving partnerships for student outcomes, the school will focus on increasing opportunities for family education, engagement, and feedback through conferences, workshops, educational partner meetings, and ongoing communication regarding student progress. These efforts will help strengthen collaboration between families and staff, support student achievement, and ensure that family perspectives continue to inform programs and services designed to meet student needs.|Odyssey Charter School is committed to ensuring that all families have equitable opportunities to participate in partnerships that support student success. Through the self-reflection process, the school identified the importance of continuing to engage families who may experience barriers to participation, including those who are less connected to school activities, educational partner groups, and opportunities to provide feedback.  To strengthen engagement with underrepresented families, the school will continue to provide multiple opportunities for participation through conferences, workshops, community events, volunteer opportunities, and educational partner meetings. Communication will be provided through a variety of platforms to ensure families receive timely and accessible information regarding student progress, available resources, and opportunities to support learning at home.  The Family and Community Engagement Specialist will continue to play a key role in outreach efforts by building relationships with families, connecting them to school resources, and encouraging participation in school programs and decision-making opportunities. As the school community transitions back to a unified campus, additional community-building events and family engagement activities will provide opportunities for families to reconnect with staff and other families while strengthening their partnership in support of student achievement. Through these efforts, Odyssey will continue to build an inclusive school community where all families feel welcomed, valued, and empowered to contribute to student success.|The strength of Odyssey Charter School’s Governing Board remains a cornerstone of our stability, success, and reputation as a high-quality public choice school. Composed of diverse community members and parents, our board brings a range of skills and perspectives essential for fulfilling its oversight and fiduciary responsibilities in alignment with school policies and local, state, and federal regulations. Their leadership ensures ongoing support for our school’s mission, unique educational design, and organizational goals.  Odyssey Charter School values educational partner input as an essential component of continuous improvement and decision-making. The school actively seeks feedback from families, staff, and students through surveys, conferences, educational partner meetings, and ongoing communication opportunities. These processes help ensure that school programs, priorities, and services reflect the needs and perspectives of the school community.  Educational partner feedback indicates continued progress in creating meaningful opportunities for participation in decision-making. Family survey results showed that 92% of families believe the school actively seeks parent input before making important decisions, representing a six- percentage point increase from the prior year. Additionally, overall family engagement increased to 96%, reflecting strong participation and partnership between families and the school. Staff survey results further support these findings, with 92% of staff reporting positive engagement and increased opportunities to contribute ideas for school improvement.  Throughout the continued recovery from the Eaton Fire, educational partner input played an important role in informing school priorities and supporting the needs of students and families. The school remains committed to maintaining transparent communication and providing multiple opportunities for educational partners to share feedback that informs decision-making and supports student success.|While educational partner feedback reflects strong levels of engagement and participation in school decision-making, Odyssey Charter School continues to focus on expanding opportunities for educational partners to provide meaningful input and feedback. Family survey results indicate that 92% of families believe the school actively seeks parent input before making important decisions. Although this reflects strong performance and improvement from the prior year, it remains the lowest-rated area within the family engagement survey and suggests an opportunity to further strengthen participation and representation in decision-making processes.  The school also recognizes the importance of ensuring that a broad range of educational partner perspectives are reflected in school planning and improvement efforts. As the school community continues its recovery and transition back to a unified campus, maintaining consistent opportunities for families, staff, and students to share their experiences, priorities, and concerns will remain essential.  To support continued growth in this area, Odyssey will focus on increasing participation in surveys, educational partner meetings, committees, and other feedback opportunities. The school will continue to strengthen communication regarding how educational partner input is used to inform decisions and will seek to increase awareness of the many ways families can contribute to school improvement efforts. These actions will help ensure that decision-making remains collaborative, transparent, and responsive to the needs of the school community.|Odyssey Charter School is committed to ensuring that all families have meaningful opportunities to participate in school decision-making processes. Through the self-reflection process, the school identified the importance of continuing to engage families who may be less represented in surveys, educational partner meetings, committees, and other opportunities to provide input on school programs and priorities.  To improve engagement, the school will continue to expand outreach efforts and provide multiple opportunities for families to share feedback through surveys, meetings, conferences, community events, and other engagement activities. Communication regarding opportunities for participation will be provided through a variety of platforms to help ensure families are aware of opportunities to contribute their perspectives and experiences.  The Family and Community Engagement Specialist will continue to support outreach efforts by building relationships with families, encouraging participation, and helping connect families to school resources and leadership opportunities. As the school community continues its transition back to a unified campus, Odyssey will prioritize creating welcoming and accessible opportunities for families to engage in school planning and improvement efforts. These actions will help ensure that a broad range of family perspectives are represented in decision-making and that all families feel valued as partners in shaping the future of the school.|5|4|3|4|3|3|3|4|4|3|3|4|Met||2026-06-23|2026
19101996119945|Magnolia Science Academy|3|MSA-1 builds trusting and respectful relationships with parents through activities/events, including Student/Parent Orientation, Back to School Night, festivals, and parent/teacher conferences to promote parental participation in programs. We use ParentSquare to communicate with students and parents, which has supported our improved communication with all educational partners. Staff greet students and parents in the mornings during student drop-off and have an open-door policy welcoming all parents. Also, our team connects with families through in-person and virtual home visits. Home visits help us learn about students’ outside interests, families, and home routines, and then use that information to connect in meaningful, individualized ways that can have considerable rewards in helping to create happier, healthier, and engaged students. The school uses home visits as an essential feature of its education program to improve student and school performance.|The LEA's focus areas for improvement in building relationships between school staff and families are having more parent involvement on the campus, more social events (i.e., cultural), and more workshops for the families during school hours, after school, and on Saturdays.|The LEA will improve the engagement of underrepresented families to build relationships between staff and families by providing more opportunities for both groups to connect.  These opportunites will include in-person and virtual home visits and having events for families during the instructional day, after school, and on Saturdays.|MSA-1  provides resources to support student learning at home through multiple workshops such as parent college and feedback given to parents during parent conferences. We have also helped equip parents with the knowledge and tools to advocate for their students and school.   MSA-1’s communication system, ParentSquare, keeps parents and staff in constant communication through multiple mediums, such as texts, private messages, and voicemails. ParentSquare has also broken language barriers between staff and families through automatic translation.|MSA-1's focus areas for improvement in building partnerships for student outcomes is to continue to build a bridge between the educational partner and school-site to collaboratively support the student's growth through multiple modalities (i.e., trainings, meetings, conferences).|MSA-1 will improve engagement of underrepresented families in relation to building partnerships for student outcomes by providing more opportunities for these families to engage with the school-site.  These opportunities will include workshops and meetings and home visits and parent classes.|MSA-1 holds periodic meetings to gather input from our families. These meetings include PTF meetings, Coffee with Admin, PAC meetings, and ELAC meetings. During these meetings, parents can review the school's LCAP and SARC reports and provide input for our administration team. The school also conducts an educational partner survey (families, students, staff) with specific questions on the sense of safety and school connectedness, school culture and climate, and other areas of school improvement.|MSA-1's focus area(s) for improvement in Seeking Input for Decision-Making is to get more educational partner involvement in the mentioned meetings and provide more opportunities for them to be involved.|MSA-1's will improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by providing more opportunities for these families to engage with the school-site.|4|4|3|5|4|4|5|4|4|4|4|4|Met||2026-06-17|2026
19642120000000|ABC Unified|3|ABC Unified continued strengthening relationships between families and schools through advisory committees, parent leadership opportunities, and school-based engagement activities.  Families participated in district and site-level groups, including DELAC, EL LCAP PAC, LCAP PAC, Title I PAC, Migrant Education Parent Committees, Community Advisory Council (CAC), PTA meetings, School Site Councils, and Parent Cafés. These groups provided opportunities for families to share input on district priorities, programs, and services.  District survey results reflected strong family perceptions regarding welcoming environments, respectful interactions, and communication with school staff. The district also expanded opportunities for participation through in-person meetings, virtual platforms, and multilingual surveys to improve accessibility for families.|Educational partner feedback identified a need for more consistent, year-round family engagement opportunities, particularly for underrepresented families who may face barriers related to transportation, scheduling, or language access.  The District also identified a need to strengthen outreach efforts and increase family participation in advisory groups and district decision-making processes. Adding more opportunities for childcare, flexible scheduling, and alternating locations are some of the strategies that will be utilized to bridge that gap.|The District will expand family workshops and engagement opportunities throughout the school year, with a focus on student achievement, school safety, social-emotional supports, and available community resources.  ABC Unified will continue strengthening culturally responsive engagement opportunities through groups such as the Black Family Circle and Hispanic/Latino Family Circle, while increasing multilingual communication and outreach supports.  Specialized Support Counselors and community liaisons will continue targeted outreach efforts to English learners, foster youth, and low-income families. Progress will be monitored through participation rates, survey feedback, advisory committee engagement, and evidence of family input reflected in district and site plans.|ABC Unified continued providing opportunities for families and educators to partner in support of student learning and academic success.  Schools offered grade-level appropriate engagement opportunities, including elementary parent-teacher conferences, student-led conferences, report card nights, Back-to-School events, and parent orientation meetings. These opportunities supported communication between families and school staff regarding academic expectations, student progress, and available supports.  Families also received information regarding school policies, procedures, legal rights, and available resources through student handbooks, workshops, and district communications.|Based on the analysis of educational partner input and local data, ABC Unified has identified the need to improve clarity and accessibility of academic information, particularly related to grading practices and postsecondary readiness, as key focus areas for strengthening partnerships for student outcomes.  While the District has reintroduced events such as the District College and Career Fair in conjunction with the ABC District Showcase, feedback indicates that families need more consistent and accessible information to support student planning beyond single events. To address this, the district will expand communication about college and career pathways earlier and more consistently throughout the school year.  Additionally, families—particularly at the secondary level—have expressed a need for a clearer understanding of grading practices and policies. The district will address this need by providing informational materials and guidance on grading policies, board policies, and parent rights. This increased clarity is expected to strengthen partnerships because families will better understand how student performance is measured and how to support academic progress. Progress will be monitored through family feedback, participation in college and career events, and survey data reflecting increased understanding of grading practices and academic expectations.|The District will expand family information sessions related to college and career pathways, graduation requirements, grading practices, and parent rights.  Professional learning for administrators and school leaders will continue through the Leadership Enrichment Academy and Summer Leadership Institute to strengthen family engagement practices and inclusive communication strategies.  Community liaisons will continue supporting translation services, outreach efforts, and two-way communication. We will continue to work through the Community Engagement Initiative to serve as a model for work to be accomplished across the district. In addition, the district Equity Office and Department of Special Programs will continue to expand the partnership with the Black Family Circle, Hispanic Latino Family Circle, District English Learner Advisory Committee, and LCAP Parent Advisory Committee. Progress will be monitored through family survey results, participation in school events and conferences, attendance data, and feedback from underrepresented families.|ABC Unified maintained multiple opportunities for families, students, staff, and community members to participate in district and school decision-making processes.  Families participated in advisory committees, including DELAC, LCAP PAC, Title I PAC, Migrant Education Parent Committees, and Board-appointed committees. Student voice forums and district engagement events also provided opportunities for students and families to share input regarding district priorities and school experiences.  Expanded outreach efforts through the Migrant Education Center and community-based engagement activities increased participation from families who have historically been underrepresented in district decision-making processes.|The District identified a need to strengthen support for families and staff participating in advisory groups and decision-making structures. Specifically, families in specialized programs at school sites to be included as part of LCAP-PAC structures and School Site Council meetings.  Feedback also indicated a need to improve accessibility for meetings and trainings by reducing barriers related to transportation, scheduling, and communication. Most meetings have been held in centralized locations closer to families with greater access and a need to be able to walk to meeting locations.|ABC Unified will continue expanding parent leadership and capacity-building opportunities, including Parent Institutes and leadership development programs designed to support family participation in district decision-making.  The District will expand community-based engagement opportunities and continue strengthening partnerships with organizations such as the Fedde Community Center to increase access for families.  The Language Assessment Center will continue transitioning into a centralized Parent Education and Enrollment Center to provide additional support for families navigating district systems and engagement opportunities. Progress will be monitored through participation rates, advisory committee attendance, survey feedback, and evidence of educational partner input reflected in district planning and decision-making processes.|5|4|5|4|4|5|5|5|5|5|4|5|Met||2026-06-16|2026
19642460000000|Antelope Valley Union High|3|Based on the analysis of educational partner input and local data, Antelope Valley Union High School District (AVUHSD) has made significant strides in fostering strong relationships between school staff and families. The district prioritizes consistent communication through newsletters, conferences, and digital platforms, ensuring families stay informed and connected. Family events, workshops, and advisory committees further promote collaboration and shared decision-making, resulting in increased engagement and a supportive environment that contributes to student success.|Based on the analysis of educational partner input and local data, AVUHSD has identified the need to improve how relationships are built between school staff and families. Efforts will focus on strengthening communication and engagement strategies to better reach and include families from diverse and historically underrepresented backgrounds. This includes non-English speaking families, families of students with disabilities, and those from underserved communities. The district is committed to implementing culturally responsive practices, expanding access to resources, and creating more meaningful opportunities for collaboration and dialogue to build trust, ensure all voices are heard, and support student success and well-being.|Based on the analysis of educational partner input and local data, AVUHSD will enhance engagement with underrepresented families by implementing targeted strategies that strengthen relationships between school staff and families. These efforts include developing culturally responsive communication and outreach to ensure inclusivity and accessibility. The district will provide expanded support such as translation services, interpreters, and culturally relevant workshops to meet diverse needs. AVUHSD will also partner with community organizations and leaders to build trust, foster meaningful connections, and increase opportunities for family involvement in decision-making. These initiatives aim to uplift underrepresented voices, deepen family-school partnerships, and support student success and well-being.|Based on the analysis of educational partner input and local data, AVUHSD has shown significant strengths and progress in building partnerships that support student outcomes. The district collaborates with community organizations, businesses, and higher education institutions to offer students enriched learning experiences, internships, and career pathways. AVUHSD also engages in professional development partnerships to strengthen teaching and learning. Prioritizing family involvement further supports student success and enhances the overall educational experience.|Based on the analysis of educational partner input and local data, AVUHSD has identified a need to strengthen partnerships that support student outcomes. This includes deepening collaboration with community organizations, businesses, and higher education to expand access to internships, mentorships, and career exploration. The district also aims to enhance family partnerships by increasing outreach, improving communication, and offering more resources to support meaningful engagement in students’ academic success.|Based on the analysis of educational partner input and local data, AVUHSD will strengthen engagement with underrepresented families in building partnerships for student outcomes through targeted strategies. This includes developing culturally responsive outreach and communication to ensure inclusivity and accessibility. The district will host community-specific events, collaborate with local leaders, and gather feedback through surveys, focus groups, and advisory committees. These efforts aim to empower families, elevate their voices, and promote equitable student success.|Based on the analysis of educational partner input and local data, AVUHSD has demonstrated significant strengths in gathering input for decision-making. The district regularly uses surveys, focus groups, and advisory committees to engage parents, teachers, students, and community members. AVUHSD values this feedback and integrates it into decisions, fostering a culture of collaboration and transparency. These efforts support inclusive, informed decision-making that promotes student success.|Based on the analysis of educational partner input and local data, AVUHSD has identified a focus area for improvement in seeking input for decision-making. This includes enhancing the diversity and representation of voices in decision-making processes by actively engaging underrepresented educational partners, such as parents from diverse backgrounds, students with disabilities, and community members from underserved areas. AVUHSD aims to implement more inclusive and accessible feedback mechanisms, such as multilingual surveys, community forums, and virtual platforms, to ensure equitable participation and representation. Additionally, the district seeks to strengthen partnerships with organizations that represent underrepresented communities to amplify their voices and perspectives in decision-making processes, leading to more informed and equitable outcomes for all educational partners.|Based on the analysis of educational partner input and local data, AVUHSD will strengthen engagement with underrepresented families in decision-making by implementing targeted strategies. These include culturally responsive communication and outreach to ensure inclusivity, as well as providing translation services, interpreters, and relevant workshops. The district will also partner with community leaders to build trust and create meaningful opportunities for families to share input, helping to inform more equitable and effective decisions that support student success.|4|4|4|4|3|3|3|4|3|4|4|3|Met||2026-06-09|2026
19642460126003|Academies of the Antelope Valley|3|Based on the analysis of educational partner input and local data, the Academies of the Antelope Valley (AAV) has shown strong progress in building relationships between school staff and families. Strengths include consistent communication through newsletters, conferences, and online platforms, along with family-focused events and workshops that promote collaboration. Parent advisory committees also play an active role in decision-making. These efforts have strengthened family engagement and supported student success and well-being.|Based on the analysis of educational partner input and local data, the LEA has achieved notable success in building strong relationships with families with a PAC and ELAC. These committees have served as effective platforms for fostering family engagement, encouraging meaningful collaboration, and supporting the success and well-being of English learner students.|Based on the analysis of educational partner input and local data, AAV will enhance engagement with underrepresented families through targeted outreach strategies. This includes offering translation services, bilingual materials, and staff training on cultural awareness. Meetings and events will be scheduled at varied times to accommodate families’ needs, and more accessible feedback channels will be created. These efforts aim to build stronger relationships and ensure all families feel heard, valued, and included.|Based on the analysis of educational partner input and local data, the Academies of the Antelope Valley (AAV) has demonstrated strong progress in building partnerships that support student outcomes. The LEA collaborates with community organizations, businesses, and higher education institutions to provide students with internships, career pathways, and diverse learning experiences. AAV also prioritizes professional development partnerships and family engagement, contributing to a well-rounded and enriching educational experience.|Based on the analysis of educational partner input and local data, AAV has identified a need to strengthen partnerships to better support student outcomes. This includes expanding collaboration with community organizations, businesses, and higher education to increase access to internships, mentorships, and career exploration. AAV also plans to enhance family partnerships through increased outreach, improved communication, and additional resources to promote meaningful engagement in students’ education and success.|Based on the analysis of educational partner input and local data, AAV will strengthen engagement with underrepresented families in building partnerships for student outcomes through targeted strategies. These include culturally responsive outreach materials, accessible communication, and tailored events for diverse communities. AAV will also collaborate with community leaders and gather family feedback to ensure their voices shape partnership efforts, leading to stronger connections and improved student outcomes.|Based on the analysis of educational partner input and local data, AAV has shown strong progress in gathering input for decision-making. The district regularly engages parents, teachers, students, and community members through surveys, focus groups, and advisory committees. AAV values this feedback and incorporates it into its decision-making processes, fostering a culture of transparency and collaboration. These efforts support informed decisions and a positive environment for student success.|Based on the analysis of educational partner input and local data, AAV has identified a need to improve the inclusivity of its decision-making processes. This includes actively engaging underrepresented voices - such as parents from diverse backgrounds, students with disabilities, and community members from underserved areas. AAV will implement accessible feedback tools like multilingual surveys, community forums, and virtual platforms, while partnering with advocacy groups to ensure more equitable and representative input that informs decisions and promotes fair outcomes for all.|Based on the analysis of educational partner input and local data, AAV will enhance engagement with underrepresented families in decision-making through targeted strategies. These include developing culturally responsive outreach and communication to ensure inclusivity, hosting community-specific events, and partnering with local organizations to build trust. AAV will also gather feedback through surveys, focus groups, and advisory committees to ensure family voices are heard and reflected in decisions, leading to more equitable outcomes and stronger support for student success.|4|4|3|3|3|4|3|3|3|3|4|3|Met||2026-06-09|2026
19642461996537|Desert Sands Charter|3|"Desert Sands (DS) demonstrates strong progress in building and sustaining meaningful relationships between school staff and families. Families report feeling informed, connected, and supported through consistent communication and multiple engagement opportunities. One parent is quoted as saying ""I feel I talk to my daughters teacher every day."" DS provides a variety of structured opportunities for relationship-building, including participation in the Parent Advisory Committee (PAC), English Learner Advisory Committee (ELAC), Back to School Night, and Parent-Teacher Conferences. These forums promote two-way communication and foster collaboration between families and school staff. To ensure consistent and timely communication, DS utilizes multiple platforms, including Data+Design, L4L Connect, and RingCentral, to share updates on student progress and school-wide information. Educational partner feedback highlights the effectiveness of these systems, with families noting clear and accessible communication through multiple channels. Additionally, DS strengthens connections with families by partnering with community organizations and inviting them to engage with students and families on campus. Through these coordinated efforts, Desert Sands continues to build trust, increase family engagement, and foster a supportive and inclusive school community."|"Based on analysis of educational partner input and local data, Desert Sands (DS) has identified opportunities to strengthen and deepen relationships between school staff and families by increasing consistent and meaningful participation across all family groups. While feedback indicates that communication between school and home is strong, participation data suggests a need to expand engagement in key relationship-building activities. DS will focus on increasing attendance and engagement in Parent-Teacher Conferences, Parent Advisory Committee (PAC), and English Learner Advisory Committee (ELAC) meetings, as well as other school-sponsored events. Efforts will include enhancing outreach, improving accessibility, and ensuring that engagement opportunities are relevant and responsive to family needs. During a recent DS event a parent stated that ""this is the first event I've been to. It’s hard for me to be here because I'm busy."" Additionally, DS aims to strengthen support for incoming students and families by continuing to refine and expand orientation and transition activities. The school will also explore additional opportunities for families to engage on campus with staff and community partners, with an emphasis on fostering two-way communication and building stronger connections. Through these efforts, DS seeks to ensure that all families feel welcomed, valued, and empowered to actively participate in their student’s educational experience."|Desert Sands (DS) has identified that families of English Learners, Foster Youth, and students experiencing homelessness are underrepresented in relationship-building efforts between school staff and families. To address this need, DS will implement targeted strategies to increase inclusive and meaningful engagement. DS will expand access to engagement opportunities by offering meetings and events at varied times and through multiple platforms (in-person and virtual) to reduce barriers to participation. The school will also strengthen targeted outreach efforts, including personalized communication and increased use of bilingual messaging, to ensure all families are informed of opportunities to engage. In addition, DS will intentionally design and promote culturally responsive events and activities that foster a sense of belonging and connection to the school community. The school will continue to collaborate with advocacy groups and leverage bilingual staff to support inclusive communication and relationship-building. Through these actions, Desert Sands aims to increase participation among underrepresented families and strengthen relationships, ensuring all families feel welcomed, valued, and connected to the school community.|"Based on analysis of educational partner input and local data, Desert Sands (DS) demonstrates strong progress in building and sustaining partnerships that support improved student outcomes. The school has developed a comprehensive and expanding network of community partners that provide academic, social-emotional, and basic needs support for students and families. An adult student said ""the activities here are okay. I've been to a few of them."" DS has strengthened its partnership infrastructure through the coordinated efforts of the Community Liaison and Community Schools Manager, resulting in increased access to services and resources. These partnerships provide students with opportunities such as dual enrollment and college access programs, mental health services, nutritional support, housing assistance, and experiential learning opportunities. In response to identified needs and educational partner input, DS actively seeks and establishes new partnerships to address service gaps and ensure alignment with student and family needs. Through these efforts, Desert Sands continues to expand access to integrated supports, contributing to improved student engagement, well-being, and academic success."|"Desert Sands (DS) has identified increasing awareness, access, and utilization of community partnerships as a key focus area for improvement in supporting student outcomes. While DS has established a strong network of partners, feedback indicates that not all students and families are aware of or accessing available resources. One parent said she ""didn't know"" DS had community partners that can help families. DS will focus on strengthening communication and outreach to ensure that students, families, and staff are informed of available partnerships and services. This includes improving internal systems so staff can consistently promote resources and connect families to appropriate supports.  Additionally, DS aims to increase participation in partnership-related events by expanding on-campus workshops and engagement opportunities where students and families can directly connect with community partners. The school will also leverage high-attendance events to increase visibility and access to these resources. DS will continue to build staff capacity by ensuring all team members are informed of upcoming events and have adequate time and tools to promote them. Furthermore, the Community Liaison and Community Schools Manager will expand and refine partnerships, including developing relationships with organizations and businesses that support student engagement, attendance, and academic achievement. Through these efforts, Desert Sands seeks to improve access to and utilization of partnerships, ensuring that resources effectively contribute to positive student outcomes."|Desert Sands (DS) has identified that families of English Learners and Foster Youth are underrepresented in partnership-related opportunities that support student outcomes. To address this need, DS will implement targeted strategies to increase awareness, access, and meaningful participation for these families. DS will strengthen outreach and communication by utilizing multiple platforms, including bilingual messaging and personalized communication, to ensure families are informed of available partnerships and services. The school will also provide flexible engagement opportunities, including varied meeting times and formats, to reduce barriers to participation. In addition, DS will intentionally design events and workshops that are relevant and accessible to underrepresented families, ensuring that community partners are present and actively engaged. The Community Schools Manager and Community Liaison will continue to expand partnerships to address identified resource gaps and better align services with student and family needs. DS will also leverage its counseling team and support staff to connect families directly to available resources and services, ensuring a coordinated and responsive approach. Through these efforts, Desert Sands aims to increase participation and utilization of partnerships among underrepresented families, resulting in improved access to supports and enhanced student outcomes.|"Desert Sands (DS) demonstrates strong progress in seeking input for decision-making through consistent, multi-channel communication and structured engagement opportunities. The school has established systems that support ongoing two-way communication between staff, students, and families. DS utilizes platforms such as Data+Design, RingCentral, and L4L Connect to regularly communicate with families and students regarding academic progress, school updates, and opportunities for engagement. Educational partner feedback indicates that these systems promote transparency and create meaningful opportunities for families to share input related to student needs and supports. When a parent was asked if they liked the questions the Annual Survey was asking, they said they ""yes, these are good questions."" In addition, DS provides multiple formal opportunities for input, including Parent-Teacher Conferences, IEP meetings, Parent Advisory Committee (PAC), and English Learner Advisory Committee (ELAC) meetings, as well as surveys and school events. These structures ensure that educational partners have ongoing opportunities to contribute feedback that informs school programs and decision-making processes. Local survey data reflects a high level of satisfaction with communication and engagement, with 98% of parents reporting positively on the school’s clear and effective communication between home and school. Through these efforts, Desert Sands continues to strengthen a culture of collaboration and continuous improvement grounded in educational partner input."|Based on analysis of educational partner input and local data, Desert Sands (DS) has identified increasing participation in input opportunities as a key focus area for improvement in seeking input for decision-making. While communication systems are strong and awareness of school events is high, participation data indicates that attendance at meetings and engagement opportunities does not yet reflect the full school community. DS will focus on increasing attendance and meaningful participation in key input structures, including Parent Advisory Committee (PAC), English Learner Advisory Committee (ELAC), school events, and surveys. Although 98% of students report feeling encouraged to participate, turnout data suggests a need to better align engagement opportunities with the interests and needs of students and families. To address this, DS will prioritize gathering targeted feedback from students and families to inform the design of events, activities, and workshops. Staff will be encouraged to engage in intentional conversations with students and families to better understand preferences and barriers to participation. Additionally, DS will implement strategies to increase completion rates for the annual survey to ensure broader representation of educational partner voice in decision-making. Through these efforts, Desert Sands aims to strengthen inclusive participation and ensure that input reflects the diverse perspectives of the school community.|Desert Sands (DS) is focused on increasing the engagement of underrepresented families. To address this need, DS will implement targeted strategies to improve access, participation, and representation. DS will expand and diversify engagement opportunities by offering workshops, meetings, and events at varied times and through multiple platforms (in-person and virtual) to reduce barriers to participation. The school will also strengthen outreach efforts through multiple communication channels, including social media and direct communication, to ensure underrepresented families are informed of opportunities to provide input. In addition, DS will intentionally design engagement opportunities that reflect the interests and needs of diverse student and family groups, using feedback gathered from surveys, advisory meetings, and direct conversations to guide planning. The school will continue to build staff capacity to foster strong relationships with families, ensuring that all educational partners feel welcomed and encouraged to share their perspectives. Through these actions, Desert Sands aims to increase participation from underrepresented families and ensure their voices are meaningfully included in school decision-making processes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-04|2026
19642610000000|Arcadia Unified|3|Building relationships with families is a priority among all school sites, the Arcadia Education Center, and the community. The Superintendent’s Welcome remains a well-attended event for all new families. Our Board of Education continues to stay well informed with board walks and attending events such as our Back to School Nights, Open House, and the many other after-school activities that occur during the school year. Principals utilize tools such as Peachjar and School Messenger to communicate with families, sending both phone and email blasts to inform parents of events or how to access information. This year, a District Showcase was held to highlight our students' various talents, inviting students to participate and perform for their families and the community. Social Media outlets are used to highlight events and activities throughout the school year, encouraging all families and staff to participate.|Communication and Engagement continue to be focus areas for maintaining relationships between school staff and families. Informational emails and videos that provide guidance on how best to seek support and obtain information are sent to families as resources and posted on our district website. Important messages are highlighted on the website.|Underrepresented families are invited to attend committees and events. They participate in LCAP advisory meetings, our district English Advisory meetings, and all other meetings and events available to families. Continued use of various communication systems like School Messenger, Peachjar, and social media, is used to communicate with families. Translation and interpretation services help break down language barriers for families needing support. We continuously evaluate parent engagement to create a warm and welcoming environment for all families.|There are various ways Arcadia Unified School District (AUSD) offers opportunities for staff and families to build partnerships that support successful student outcomes. Student-led conferences have been a staple in grades TK - 5, providing an opportunity for students and teachers to share a student's progress in school with parents/guardians in attendance. PowerSchool is an important access point for all families and in secondary schools where parents can see their child’s progress in their classes. Students at every level have access to state scores through our student information system, PowerSchool. AUSD leadership continues to meet regularly with our bargaining units to evaluate staff needs, successes, and support through interest-based bargaining. AUSD also continues to work with several organizations within the community such as the Arcadia Educational Foundation, Arcadia Rotary, Lions Club, and Arcadia Public Library, to support families and staff in offering resources to improve student outcomes. Schools also have partnerships with the Arcadia Fire Department to work with students on home and school safety.|Arcadia Unified continues to evaluate programs to support our underrepresented families. Students with social-emotional needs have on-site resources as well as access to Care Solace and Hazel Health. The Absence Recovery program is in its first full year of implementation, providing an option for families with unique needs by allowing them to access school assignments during absences. The ELOP program continues its partnership with Right at School to allow for after-school programs.|Arcadia Unified will continue to gather data to learn how we can further improve engagement. Through various committees and meetings, we continue to collect feedback to improve parent engagement for our underrepresented families. We are continuing to work with our translators in providing additional training for language translation with IEP’s and parent conferences. Families continue to be invited to participate in committees such as the School Site Council, the English Language Advisory Committee, or the Parent-Teacher-Student Association meetings. In addition, parents are invited to coffee with our director of Special Education, creating a welcoming environment to build relationships with families.|There are several avenues for families and staff to participate in local decision-making and advisory roles in the Arcadia Unified School District (AUSD). Our current educational partner involvement is an area that we continue to focus and build upon. It is evident through our advisory committees for English Learners, the Local Control Accountability Plan, Special Education, Parent-Teacher Student Associations, and School Site Councils that educational partners have multiple opportunities and areas of focus to participate in. In data collected this year, 89% of families indicated that they agree or strongly agree that they feel welcome and are invited to participate in school activities. This data was collected from students, parents and staff to measure engagement. Principals work closely with PTSA and other community organizations to recognize teachers and create after-school events welcoming parents to the school to build relationships among staff and families.|Arcadia will continue to collect data to inform engagement. Data will continue to be collected to analyze how input is sought out and collected from various educational partners. There will continue to be a focus on how we welcome and engage families through various events and activities. Monthly Arcadia Council PTSA community meetings are held in the district for community partners to share information about events in the community. Communication plays a significant role in helping our community stay connected and engaged. There are magazines, social media postings, and phone blasts that continue to be pushed out through various outlets.|For the last few years, underrepresented families have been targeted and invited to participate in advisory committee meetings. They are asked to share about their experiences and are encouraged to share feedback to improve our practices. More translation support and training have been provided to ensure translation accuracy and serve as a bridge for communication. Principals and staff reach out to families who need extra support and are invited to participate in school events to learn more about their school community.|5|5|5|5|4|4|4|4|4|4|4|4|Met||2026-06-23|2026
19642790000000|Azusa Unified|3|AUSD takes great pride in the family partnerships that serve as a foundational pillar of our school communities. Parent survey results and consistent feedback from educational partners confirm that families feel genuinely welcome and heard at both the District and school-site levels. A primary strength is the robust multilingual infrastructure across our District and school sites, ensuring that language is never a barrier to relationship-building. To support this, all formal meetings provide simultaneous translation, a large percentage of AUSD teachers and staff are bilingual, and school sites are staffed with a dedicated Bilingual Community Liaison to provide immediate translation and interpretation support. Furthermore, through the strategic growth of the District's Dual Language Immersion program, AUSD has expanded cultural access and communication capabilities to include Mandarin translation at numerous school events and meetings alongside our robust Spanish-language systems. Additionally, District committees and site meetings intentionally use facilitated small-group discussions rather than passive, one-way presentations to encourage genuine dialogue between educators and families, thereby enabling two-way communication. To bridge the home and school environments and make digital connections more accessible, the District uses ParentSquare for real-time, two-way mobile communication, alongside the Aeries Parent Portal, which allows secondary families to monitor student attendance, grades, and academic progress actively. Ultimately, as an established Community Schools District, there is an ongoing, intentional focus across all campuses on cultivating a deep sense of belonging and a welcoming environment for all educational partners.|AUSD will continue to support staff through professional learning that targets engagement strategies. Additionally, the District will provide opportunities for two-way communication to foster collaboration with families. This could include a focus on increasing participation in committees and meetings where parents are engaged in decision-making or in learning to support student progress. Furthermore, there will be an emphasis on expanding understanding of different cultures through culturally relevant teaching.|To better serve all populations in the AUSD community, the District will continue to explore opportunities to increase formal staff training in parent engagement strategies and to expand their understanding and appreciation of the diverse cultures, languages, and backgrounds of our students and families, especially those underrepresented in AUSD. In addition, AUSD will strengthen relationships by expanding partnerships with community-based organizations that serve underrepresented groups, offering more multilingual communication and interpretation services, and increasing outreach through culturally responsive events and activities. The District will also refine feedback mechanisms to ensure underrepresented families have authentic opportunities to share their perspectives and influence school and district decision-making.|AUSD strongly supports parents in learning about District-adopted curriculum, academic standards, and instructional strategies, ensuring that when new frameworks or materials are introduced, families are provided meaningful opportunities to preview resources and offer input. Key strengths include interactive academic partnerships through programs like Math Game Day at the elementary sites. These opportunities enable parents to work directly with teachers during the school day to learn mathematical educational games, engage in learning alongside their children, and receive resources to replicate these activities at home, enhancing student achievement. Similarly, elementary classrooms host interactive Gallery Walks at the conclusion of thematic instructional units, during which students serve as presenters to showcase their work, creating an empowering space that effectively bridges the gap between home and school. Furthermore, through a strong partnership with the California Association for Bilingual Education (CABE), the District offers Project 2INSPIRE workshops. This initiative is highly successful in building parents' leadership capacity and increasing families' understanding of how to collaborate effectively with school teams. To reinforce this work, the District utilizes specialized content-area Teachers on Special Assignment (TOSAs) and Sobrato Early Academic Language (SEAL) coaches to lead workshops during site-based Principal Coffees. These opportunities equip parents with tangible strategies to support their children’s academic and social-emotional growth. Finally, in collaboration with the Los Angeles County Department of Mental Health, school sites provide bilingual workshops in English and Spanish that empower parents by addressing holistic factors impacting attendance and learning, such as immigration-related stress, mental health stigma, anxiety, and neurodevelopmental disorders.|Through the implementation of Community Schools, AUSD will focus on fostering collaborative environments where families are valued as partners in their children's education. The District will strengthen staff strategies to maintain open, two-way communication with families, provide academic resources aligned to student learning goals, and create inclusive, culturally responsive school climates. Efforts will also focus on increasing family participation in school events and decision-making bodies such as site councils and advisory committees. By actively seeking feedback and using it to guide improvement, these partnerships will directly support students' academic and social-emotional outcomes, ensuring that families are engaged as key contributors to student success.|Our District will work to identify barriers for underrepresented families through surveys and ongoing feedback opportunities. Staff will receive continued training on cultural responsiveness and implicit bias to strengthen their ability to build meaningful relationships with diverse families. Language access remains a priority, with translation and interpretation services provided to ensure full participation of non-English-speaking parents. The District will also expand flexible communication methods, including phone calls, text messages, emails, and social media, to reach a wide range of families. Through Community Schools work, we will deepen trust by offering inclusive, needs-based events, consistent outreach, and partnerships with community organizations. These efforts will build authentic partnerships that empower families to support student learning and shared success.|AUSD has a long and proud history of cultivating collaborative, positive relationships between schools and families, with parents consistently reporting high levels of engagement year after year. Key structural strengths within this domain include incorporating family input into all levels of District governance through multiple formal, ongoing avenues for shared decision-making, such as School Site Councils (SSC) and English Learner Advisory Councils (ELAC) at the site level, the District Parent Advisory Committee Plus (PAC+) and the District English Learner Advisory Council (DELAC) at the District level, as well as the Superintendent’s Roundtable and various local school-parent organizations. These committees intentionally utilize facilitated models to promote diversity and incorporate the authentic voices of students, staff, families, and the broader community into our continuous cycle of improvement. Our teams will implement data-driven systems to track the specific student populations represented in our advisory groups, ensuring that our committees accurately mirror District-wide demographics. Additionally, AUSD will proactively design targeted outreach strategies to guarantee that families from historically underrepresented or high-need student groups have clear, accessible paths to leadership positions, ensuring all voices are equitably heard in District decision-making. Finally, the District will focus on developing and adding additional qualitative and quantitative measures to more precisely evaluate the depth and impact of family engagement activities over time.|Through participation in the Professional Leading and Learning Network, AUSD will strengthen its efforts to seek input from a broader, more representative range of families, especially those historically underrepresented. The District will expand its measures of family engagement to include both qualitative and quantitative indicators that reflect authentic participation. One of AUSD’s greatest strengths is the integration of families and community members into decision-making at all levels, from district initiatives to site-based planning. To build on this, AUSD will ensure committee membership reflects school and district demographics, allowing all voices to be heard and valued. Meetings will be scheduled at family-friendly times, with hybrid and multilingual access to remove barriers to participation. Additionally, workshops and leadership development opportunities will empower families to actively participate in and contribute to school improvement efforts. Ongoing feedback mechanisms, such as surveys, listening circles, and advisory input, will inform district planning and budgeting processes, ensuring that decisions are grounded in the lived experiences and needs of our diverse community.|Future growth will focus on increasing the diversity and inclusiveness of family voices in decision-making by monitoring student demographic data and ensuring representative participation across all advisory and decision-making groups. The District will implement targeted outreach and recruitment strategies to engage underrepresented families, including personalized invitations, community liaison support, and collaboration with trusted local organizations. The implementation of Community Schools will further support these efforts by fostering welcoming school environments and offering culturally responsive engagement opportunities. AUSD will also improve input-gathering processes through multilingual feedback tools, surveys, and listening sessions, ensuring families can meaningfully contribute to shaping policies, programs, and resource allocation. These strategies will amplify the voices of families who have traditionally been underrepresented in decision-making, resulting in more equitable and responsive district practices.|4|5|4|5|4|5|4|3|4|5|5|4|Met||2026-06-23|2026
19642870000000|Baldwin Park Unified|3|Baldwin Park Unified School District has demonstrated strong and sustained progress in building trusting and respectful relationships with families by strengthening the capacity of administrators, teachers, and classified staff to engage families in meaningful ways. The District has also fully implemented systems for communication that are accessible, understandable, and inclusive, supporting consistent engagement practices across school sites.  Recent partner survey results reflect the positive impact of these efforts. Eighty-six percent (86%) of respondents indicated that they strongly agreed or agreed with the statement, “I am satisfied with communication between the District, schools, and the community,” demonstrating broad satisfaction with current communication practices. At the same time, fourteen percent (14%) of respondents indicated they disagreed or strongly disagreed, highlighting an opportunity for continued improvement. The District remains committed to refining communication strategies, expanding outreach efforts, and strengthening feedback mechanisms to ensure all families feel informed, connected, and engaged in their students’ educational experience.|Based on the analysis of educational partner input and local data, the District will continue to refine parent engagement opportunities by redesigning events such as the districtwide College and Career Fair to increase attendance and improve access to resources, while measuring participant satisfaction through post-event surveys. The District will expand efforts to strengthen relationships between school staff and families by intentionally building more consistent, meaningful opportunities for engagement across all school sites. This includes enhancing welcoming school environments and ensuring that family engagement practices are implemented with fidelity, so that all families—particularly those from underrepresented communities—feel connected, valued, and actively included in school decision-making and student success efforts. Continue ongoing training will also include trauma-informed practices, foster youth educational rights, and strategies to improve student attendance, engagement, and school connectedness.|Schools and the district will continue to strengthen meaningful engagement of under-represented families by expanding and systematizing practices that promote access and truck in alignment with LCAP goals and priorities.  The district will improve equitable access to engagement opportunities by ensuring consistent implementation of barrier-reducing supports across all school sites. This includes expanding flexible scheduling for family workshops and events, strengthening translation and interpretation services, and increasing access to childcare and resources during key engagement activities. These practices will be embedded as standard expectations to ensure all families can participate fully regardless of circumstance.  The district will also enhance two-way communication structures to ensure family voice directly informs decision-making at both the school and district levels. This includes strengthening advisory groups, expanding listening sessions like “coffee with the principal,”  and improving survey systems to ensure broad representation.   Finally, the district will strengthen relationship-based engagement practices by expanding proactive outreach efforts, increasing the use of trusted messengers such as school community liaisons and encouraging early and consistent positive communication with families. These efforts will prioritize relationship-building as the foundation for sustained engagement and long-term partnership.|Baldwin Park Unified School District demonstrates strong progress in Building Partnerships for Student Outcomes through intentional systems that support meaningful family engagement and shared responsibility for student success. Utilizing the California Department of Education’s Parent Engagement Self-Reflection Tool, the District achieved full implementation (rated 4) in providing professional learning and support to teachers and principals to strengthen school-family partnerships, reflecting established practices that build staff capacity to engage families effectively and foster welcoming school environments.  The District also demonstrated full implementation (rated 4) in several key areas, including equipping families with resources and strategies to support learning at home, facilitating structured opportunities for families and teachers to discuss student progress and growth, and empowering families to understand and advocate for their educational rights. These efforts contribute to stronger communication, increased family confidence, and more active participation in student learning.  Educational partner feedback further reflects positive progress. In the District’s partner survey, 92% of respondents strongly agreed or agreed with the statement, “I am informed about my child’s academic progress and school performance,” while only 8% disagreed or strongly disagreed. These results indicate that families generally feel informed and connected to their child’s educational experience and suggest that district and school communication practices are effectively supporting family engagement and student outcomes.|Based on analysis of educational partner input and local data, the District identified opportunities to strengthen and deepen implementation of family engagement practices to ensure greater consistency and sustainability across all schools. While ratings of 4 across multiple indicators reflect full implementation, continued improvement efforts will focus on embedding these practices more systematically and expanding their impact across sites.  Priority areas for improvement include strengthening family-facing supports by enhancing communication regarding student learning and progress, increasing access to resources that support learning at home. The District will also focus on ensuring engagement practices are designed to increase participation from families who have been historically underrepresented. These efforts are intended to strengthen partnerships between families and schools and further support positive student outcomes.|Based on analysis of educational partner input and local data, the District will improve engagement of underrepresented families by strengthening consistent, inclusive, and accessible family engagement practices across all school sites. Improvement efforts will focus on standardizing outreach strategies and expanding regular, multilingual communication related to academic progress, available supports, and opportunities for participation in school decision-making.  The District will also increase opportunities for underrepresented families to engage through targeted workshops, advisory groups, family learning opportunities, and trainings.  Additionally, the District will continue gathering feedback through surveys, focus groups, and other engagement activities to better understand barriers to participation and refine practices to improve access, representation, and meaningful family-school partnerships that support positive student outcomes.|Based on educational partner input and local data, Baldwin Park Unified School District demonstrates strong progress in seeking input for decision-making and creating meaningful opportunities for family participation. Ratings of 4 in building the capacity of principals and staff to engage families, supporting family members to participate in advisory groups and decision-making, and providing opportunities for families to share input on policies and programs reflect full implementation of these practices across the district.  Recent educational partner survey results further support this progress, with 89% of families reporting that their child’s school provides meaningful opportunities to participate and provide input. The district continues to strengthen engagement through advisory committees, school and district meetings, family workshops, surveys, and multiple communication methods that increase access and participation. Efforts to provide multilingual communication and intentionally seek feedback from underrepresented groups have expanded opportunities for families to contribute to decisions that impact student outcomes.|The District’s rating of 3 in creating opportunities for families, teachers, principals, and district administrators to collaboratively plan, design, implement, and evaluate family engagement activities indicates that systems are established and progressing toward full implementation. Continued focus on increasing consistency across school sites and expanding collaborative planning opportunities will support sustained and meaningful educational partner engagement in district and school decision-making.|To strengthen and sustain progress, the District can regularly assess the effectiveness of advisory groups through participant feedback and monitor participation trends to ensure ongoing representation. Providing leadership development opportunities for families—particularly those from underrepresented backgrounds—can deepen engagement. Additionally, sharing outcomes and decisions that result from family input fosters transparency and builds trust, further reinforcing meaningful partnerships across the system.|4|4|4|4|4|4|4|4|4|4|4|3|Not Met|||2026
19642871996479|Opportunities for Learning - Baldwin Park|3|Based on educational partner feedback and local data, OFL-BP continues to strengthen family engagement and school connectedness through consistent communication, relationship-building, and collaborative support systems. Survey results reflected strong levels of satisfaction among students, families, and staff in areas such as school safety, academic support, communication, and overall school climate.  In addition to traditional surveys, the school implemented “Empathy Interviews” between staff, students, and families, which created more meaningful dialogue and deeper understanding of individual experiences and needs.  The school continues to prioritize regular academic progress meetings with students and families to review benchmark data, graduation progress, college and career readiness, and individualized support plans. Communication efforts remain ongoing through phone calls, text messages, email, virtual meetings, newsletters, and social media updates highlighting student accomplishments and school events. Family participation opportunities continue through Parent Advisory Committee recruitment, Back-to-School events, workshops, award ceremonies, bilingual celebrations, field trips, and college and career readiness activities. These efforts reflect OFL-BP’s continued commitment to building an inclusive and welcoming school community where families are valued as active partners in student success.|Based on educational partner feedback and review of local data, OFL-BP has identified increasing meaningful family engagement and participation in school decision-making as continued areas of focus. School climate and survey feedback continue to reflect positive relationships between families and the school community, particularly in areas related to communication, student support, and school connectedness. However, participation levels within the Parent Advisory Committee (PAC) and District English Learner Advisory Committee (DELAC) indicate a need for continued outreach and stronger engagement strategies to ensure broader representation and collaboration among families.  To strengthen these partnerships, the school is continuing efforts to create more accessible and relationship-centered opportunities for involvement. Focus areas include expanding multilingual communication, increasing individualized outreach to families of English Learners and underserved student groups, offering flexible meeting formats, and providing clearer communication regarding the role and impact of advisory committees. Additionally, the implementation of “Empathy Interviews” with students, families, and staff has provided more meaningful dialogue and deeper insight into family experiences, helping the school better understand barriers to participation and improve trust, communication, and shared decision-making across the school community.|OFL-BP will continue implementing targeted strategies to strengthen engagement with underrepresented families identified through the self-reflection process, particularly families of English Learners, students with disabilities, foster youth, homeless youth, and socioeconomically disadvantaged students. Feedback gathered through surveys, academic meetings, and “Empathy Interviews” emphasized the importance of personalized communication, accessible participation opportunities, and stronger relationships between families and school staff.  To increase participation and collaboration, the school will continue expanding multilingual communication, individualized outreach, and flexible engagement opportunities, including virtual and hybrid meeting formats. Staff will maintain direct outreach through phone calls, text messages, academic conferences, and counselor-led meetings to ensure families receive timely information regarding graduation progress, interventions, dual enrollment opportunities, CTE pathways, and student support.  OFL-BP will also continue offering workshops, advisory committees, recognition events, and college and career readiness activities designed to strengthen family connection and participation. These efforts aim to ensure all families feel welcomed, informed, and empowered to support their student’s educational journey.|The LEA continues to strengthen partnerships that support positive student outcomes through collaboration with families, community organizations, colleges, and support agencies. During the 2025–2026 school year, Back-to-School Night was redesigned as a “Community Connection Event,” bringing together partners such as Pacific Clinics, Mt. SAC, Parks and Recreation, Foothill Unity Center, City of Hope, the public library, Rize Credit Union, and local businesses. The event also featured booths highlighting school engagement opportunities, including sports, Art Club, student activities, and staff introductions, helping students and families build stronger connections to the school community while accessing academic, wellness, career, and community resources.  The LEA also continues to prioritize communication and collaborative support through meetings involving families, students, Postsecondary Counselors (PSCs), ELD staff, Special Education Specialists, and Independent Study teachers. Achievement Chats, academic planning meetings, and “Empathy Interviews” have created additional opportunities for individualized goal-setting, relationship-building, and meaningful dialogue around student needs and progress.  Professional collaboration remains a strength through quarterly PLCs and targeted professional development focused on instructional practices, student engagement, social-emotional learning, and equitable support systems.|Based on educational partner feedback and local data, the LEA has identified increasing family participation and strengthening awareness of available student supports as continued areas for growth in Building Partnerships for Student Outcomes. While families reported positive perceptions of school communication and support systems, the school recognizes the need to expand meaningful engagement opportunities and increase participation in advisory groups, workshops, and college and career readiness activities.  The LEA will continue focusing on improving outreach efforts through more personalized communication, multilingual resources, flexible meeting formats, and relationship-centered engagement strategies. Additional emphasis will be placed on increasing family awareness and utilization of supports such as Postsecondary Counselors (PSCs), dual enrollment opportunities, CTE pathways, intervention services, and community partnerships. The school also aims to strengthen collaboration with families through continued use of Achievement Chats, academic planning meetings, and “Empathy Interviews” to better understand family needs, gather feedback, and support shared decision-making that promotes positive student outcomes.|OFL-BP will continue strengthening engagement with underrepresented families by creating inclusive, relationship-centered opportunities that encourage participation and connection within the school community. Through events such as Community Connection Night, bilingual recognition celebrations, workshops, field trips, and family-centered activities, the school aims to ensure families of English Learners, students with disabilities, foster youth, homeless youth, and socioeconomically disadvantaged students feel welcomed, represented, and valued.  The LEA will also continue expanding multilingual communication, flexible meeting options, and individualized outreach to increase access to school resources and participation in academic planning, college and career readiness activities, and advisory groups. “Empathy Interviews” with students, families, and staff will continue to guide outreach efforts by providing deeper insight into family experiences and barriers to engagement. In addition, the school will continue recognizing student growth, perseverance, and achievement through awards, celebrations, and public recognition opportunities that reinforce a strong sense of belonging and partnership between families and the school community.|OFL-BP continues to demonstrate strong practices in seeking educational partner input to guide decision-making and improve student outcomes. Feedback from students, families, and staff is regularly gathered through surveys, Achievement Chats, academic planning meetings, advisory committees, and school engagement events. The 2025–2026 LCAP surveys reflected positive perceptions regarding communication, school climate, academic support, and overall student experience, while also identifying areas for continued growth and expanded opportunities.  This year, the LEA expanded its efforts by implementing “Empathy Interviews” among staff, students, and families, creating more meaningful dialogue and deeper insight into the experiences and needs of the school community. Additional opportunities for feedback and collaboration were provided through events such as Back-to-School Night, Parent Advisory Committee (PAC), DELAC meetings, workshops, family engagement activities, and college and career readiness events. Input gathered through these efforts has directly informed improvements related to student engagement opportunities, intervention supports, communication practices, enrichment activities, and postsecondary readiness programming.|The LEA continues to identify increasing family participation and strengthening consistent educational partner feedback as areas for continued growth in seeking input for decision-making. While the school has expanded opportunities for involvement through PAC, DELAC, Community Connection events, workshops, and family engagement activities, participation levels among some underrepresented groups and overall survey response rates remain lower than desired.  To address this need, the LEA will continue refining outreach and engagement practices by increasing personalized communication, expanding multilingual resources, and offering more flexible opportunities for participation through virtual, hybrid, and in-person formats. The school will also continue utilizing “Empathy Interviews” to gather more meaningful qualitative feedback from students, families, and staff and to better understand barriers to participation. These efforts are intended to strengthen trust, increase representation in decision-making processes, and ensure educational partner input continues to guide school programs, supports, and future planning.|The LEA remains committed to increasing engagement among underrepresented families by continuing to provide inclusive and relationship-centered opportunities for participation and feedback. Events such as Community Connection Night, family workshops, Parent Nights, recognition ceremonies, and college and career readiness activities will continue to create welcoming spaces where families can engage with staff, access resources, and share input in a variety of settings.  The LEA will also continue targeted outreach efforts for families of English Learners, students with disabilities, foster youth, homeless youth, and socioeconomically disadvantaged students through multilingual communication, virtual and hybrid meeting options, and individualized contact from school staff. Family Liaison support, counselor outreach, and home visits will continue to connect families with academic, social-emotional, and community resources while encouraging participation in school decision-making opportunities such as PAC and DELAC.  Additionally, the school will continue using “Empathy Interviews” to gather more meaningful feedback and better understand barriers that may limit participation. These efforts are intended to strengthen trust, increase representation, and ensure all families have meaningful opportunities to contribute to school planning and student success.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-22|2026
19642950000000|Bassett Unified|3|Bassett Unified School District continues to strengthen relationships between school staff and families by fostering welcoming school environments, increasing opportunities for meaningful family engagement, and expanding two-way communication. The district actively seeks educational partner input through annual LCAP surveys, parent advisory committees (DELAC, DAC, and SSCs), community meetings, and site-based events, ensuring that family voices inform district priorities and decision-making. Schools provide multiple opportunities for families to participate in student learning through parent workshops, family engagement nights, student showcases, and college and career events. Communication with families is provided through multiple platforms and in families' home languages to increase accessibility and participation. As a result of these intentional efforts, Bassett Unified has strengthened trust with families, increased participation in district and school activities, and continues to build collaborative partnerships that support student achievement, well-being, and a positive school climate.|Based on educational partner feedback and local participation data, Bassett Unified recognizes the need to increase meaningful family participation across all schools and district events. While multiple opportunities for engagement are offered, participation rates vary by site and demographic group, indicating a need to reduce barriers such as scheduling, childcare, transportation, and awareness of opportunities. The district will continue to strengthen two-way communication, expand outreach strategies, and provide flexible engagement opportunities that encourage greater family involvement in decision-making and student learning. Increasing parent attendance at workshops, advisory committees, and school events remains a key focus area as the district works to build stronger partnerships between families and school staff.|Bassett Unified School District will continue to strengthen engagement with underrepresented families by expanding opportunities for meaningful participation through family events, student celebrations, and community resource fairs that foster welcoming and inclusive school environments. The district will provide outreach through multiple communication platforms and in families' home languages to increase awareness and participation. Schools will partner with community organizations to connect families with valuable resources and supports while offering flexible meeting times and engagement opportunities that reduce barriers to participation. Through these efforts, the district aims to increase family attendance, strengthen relationships between school staff and families, and ensure that all families feel valued, connected, and empowered to support their children's success.|Bassett Unified School District has made meaningful progress in building partnerships that support positive student outcomes by collaborating with families, community organizations, higher education partners, and local agencies. These partnerships have expanded access to academic supports, college and career readiness opportunities, mental health services, after-school programs, and family resources that contribute to student success. Educational partner feedback indicates that families value opportunities to engage with schools and connect with available supports. Through continued collaboration and coordinated services, the district has strengthened its ability to meet the academic, social-emotional, and wellness needs of students while fostering a shared commitment to student achievement.|Based on educational partner feedback and local data, Bassett Unified will continue to strengthen partnerships that directly support student outcomes by expanding collaboration with families, community organizations, businesses, and higher education institutions. The district's focus is on increasing awareness and participation in available academic, wellness, and college and career readiness opportunities while ensuring equitable access for all students and families. Efforts will also center on developing additional partnerships that provide mentoring, enrichment, internships, and wraparound services to address the diverse needs of students. By strengthening these collaborative relationships, the district will enhance student engagement, improve academic achievement, and support the overall well-being of every learner.|Bassett Unified School District will improve engagement of underrepresented families by intentionally connecting them to programs, services, and partnerships that support student success. The district will increase outreach through multilingual communication, targeted invitations, family resource fairs, school and community events, and partnerships with local organizations that provide academic, health, and social-emotional supports. Schools will offer flexible opportunities for families to participate in college and career readiness activities, workshops, and student celebrations while reducing barriers to participation. These efforts will strengthen relationships with families, increase access to valuable resources, and ensure that all families have meaningful opportunities to contribute to positive student outcomes.|Bassett Unified School District has established multiple avenues for educational partners to provide input and participate in district decision-making. Families, staff, students, and community members contribute feedback through annual LCAP surveys, advisory committees such as DELAC, DAC, and School Site Councils, public meetings, and site- and district-level engagement opportunities. The district uses this feedback, along with local student outcome data, to inform priorities, allocate resources, and guide continuous improvement efforts. These collaborative practices have strengthened transparency, increased educational partner involvement, and ensured that district decisions reflect the needs and perspectives of the Bassett Unified community.|Based on educational partner feedback and local data, Bassett Unified's focus is to increase participation and representation in district and school decision-making processes. The district seeks to engage a broader and more diverse group of families, particularly those who have been historically underrepresented, by expanding outreach, improving communication, and offering more flexible opportunities to provide input. Efforts will include increasing participation in LCAP surveys, advisory committees, and school engagement activities while clearly communicating how educational partner feedback influences district decisions. These actions will strengthen shared decision-making, promote transparency, and ensure that district priorities reflect the voices and needs of the entire Bassett Unified community.|Bassett Unified School District will improve engagement of underrepresented families by providing intentional outreach and creating multiple opportunities for meaningful participation in district and school decision-making. The district will communicate through multilingual messaging, targeted invitations, and a variety of platforms to ensure families are informed about opportunities to provide input. Schools will offer flexible meeting times, virtual participation options when appropriate, and family-friendly events to reduce barriers to involvement. Feedback gathered through LCAP surveys, advisory committees, School Site Councils, and community forums will continue to inform district decisions, ensuring that the perspectives of all families are represented in planning and continuous improvement efforts.|4|4|4|5|4|5|4|4|4|5|4|4|Met||2026-06-23|2026
19643030000000|Bellflower Unified|3|The district LCAP survey is administered annually in March, and all educational partners were invited to participate. This year, there were 5,196 responses. Based on the survey data, communication with families, providing a welcoming environment, and treating parents with respect were strengths in the area of building relationships between school staff and families. We saw significant gains in the percent of parents who strongly agree or agree they feel welcome to participate (78% to 88%). The percentage of parents who agreed or strongly agreed that they are treated with respect at their child's school increased by 10 percentage points, from 83% to 93%.|In comparison to the 2024-2025 survey, prioritizing learning about the strengths, cultures, languages, and goals of the families declined from 59% to 50%. This area was rated relatively low during the previous LCAP Survey and continues to be a need in the area of building relationships. Site administrators will continue to work to improve relationships with families by hosting regular and informal meetings in open ended forums such as Coffee with the Principal. We will increase awareness and highlight multicultural experiences and activities at the schools.|Goal 3 in the LCAP addresses ongoing communication and opportunities for educational partners to advocate for the success of all students. To engage families, they must have the tools necessary to make informed decisions to support their students’ education. A variety of parent workshops are provided throughout the year by the school and district. Workshop topics are wide ranging from social emotional learning to strategies to support learning in the home and to college and career opportunities. The workshops are provided in-person and virtually. Translation and interpretation are also provided to ensure that the language needs of our families are also met. We will continue our efforts to increase communication and involvement with the parents of multilingual learners and foster youth through programs such as the Parent Institute for Quality Education, Disciplina Positiva, and the Latino Family Literacy Project. We will also continue to provide parent engagement opportunities through Families Acting Towards Results (FACTOR) which allows for parents to engage virtually.|Data from the LCAP survey indicates that 74% of parents strongly agree or agree that administrators, teachers, and school staff partner with families to support student success. 83% of parents also responded they strongly agree or agree that they know how to advocate for their student’s success. This was maintained from the previous year and an area of strength for BUSD. An area of progress is in providing families with information and resources to support student learning and development in the home. In the previous year, 65% of parents strongly agreed or agreed they were provided with resources. During this year’s administration of the LCAP Survey, 71% of parents strongly agreed or agreed with this statement. This 6 percent point growth can be attributed to weekly communication of school and community resources and workshops via the BUSD News digital newsletter and communication via ParentSquare messaging. We also held districtwide events such as the Elementary Showcase, College and Career Fair, and the Special Education Resource Fair. Additionally, schools have provided various workshops via school administrators, school counselors, community service workers, and parent engagement specialists.|BUSD will continue to work with parents to improve student outcomes by continuing to offer parent workshops on pertinent programs and topics, providing family reports on local assessments so parents understand their students' progress, and communicating student progress. Student progress is communicated via progress reports, Academic Intervention Plans, Individual Learning Plans, and report cards throughout the school year. Site community service workers reach out to our underrepresented families to ensure they understand the resources available at the school and the opportunities for parents to become involved in their child's education. Interpreters are offered and are present at important academic meetings, so parents understand the progress of their student. Sites communicate upcoming events and parent education offerings via email, text, phone calls, and social media.|Engagement of underrepresented families is a high priority and is achieved by ensuring parents have information that is communicated in a language that is accessible. On the LCAP Survey, 88% of parents strongly agree or agree that the district is providing this service. This is an area where we continue to improve from the previous year. Resources for parents regarding the standards students learn by grade level are posted to the BUSD website. During the 2025-2026 school year, the elementary report card was reviewed and revised. A committee consisting of elementary teachers from all grade levels, general and special educators, and dual immersion teachers came together to ensure the report card is focused on standards-based grading, contains parent-friendly language, and is vertically aligned. A Parents’ Guide to Understanding was also developed at every grade level to explain the key skills and concepts of each grade level and strategies to support learning in the home. Schools will continue to provide a variety of workshops and opportunities for parents to develop skills and strategies to support social emotional learning and how to support academic improvement.|Parents have many opportunities to engage in the decision-making process in BUSD. At the district level, parents participate in the District English Learner Advisory Committee (DELAC) and the Parent Advisory Committee (PAC). At the meetings, parents review data and provide input on LCAP goals and actions. Each site has parent representation on their School Site Council (SSC) and English Learner Advisory Committee (ELAC). There has been steady improvement in seeking parent input on the LCAP Survey and the California Healthy Kids Survey. On the California Healthy Kids Survey data, 91% of parents responded they strongly agree or agree that school encourages them to be an active partner in educating their child. This was a 4% increase from the previous year. 78% of parents strongly agree or agree that their child’s school actively seeks the input of parents before making important decisions. This was an increase of 5% from the previous year. Additionally, 72% of parents strongly agree or agree that they are invited to participate on school committees that provide input such as School Site Council or English Learner Advisory Committee. This is an 11% point increase from 61% in the previous year.|Every year, school staff are trained on the composition of committees such as SSC and ELAC and the legal requirements for parent representation. This practice will continue as well as providing parents with timely information on their role within these committees and how they can participate. Parent workshops will continue to be offered, and principals will continue to host informal meetings such as Coffee with the Principal to hear parents’ views on a variety of topics.|The district and school sites implement multiple measures to ensure all families are represented in the decision-making process. The district will continue to offer flexible meeting formats, hold events in welcoming spaces, and use tools like the digital BUSD newsletter and ParentSquare to keep families informed and involved. Efforts will be made to connect with families of multilingual learners to invite and encourage them to participate in site committees to provide input and suggestions as part of the site decision making process. Community service workers will also reach out to underrepresented families to ensure they are availing of all resources the school has to offer and may conduct home visits if needed.|5|5|3|5|4|3|3|4|4|3|3|4|Met||2026-06-18|2026
19643110000000|Beverly Hills Unified|3|For the 2025–2026 school year, BHUSD continued to strengthen relationships between school staff and families by fostering a welcoming, inclusive, and collaborative culture across all five schools. Educational partner feedback, participation in district and site committees, and community engagement data demonstrate that families value regular communication, opportunities for involvement, and strong partnerships with school staff.  Throughout the year, BHUSD provided numerous opportunities for family engagement, including Back-to-School Nights, Open Houses, parent-teacher-student conferences, music and arts performances, PTA-sponsored events, Principal Advisory Committees, English Learner Advisory Committees (ELAC), District English Learner Advisory Committee (DELAC), Special Education parent meetings, LCAP engagement sessions, and parent education workshops. The district also expanded opportunities for community input through Strategic Plan implementation meetings, curriculum information nights, and program-specific forums.  District and site administrators maintained consistent communication with families through newsletters, email updates, ParentSquare, district and school websites, and social media, ensuring families remained informed about student learning, district initiatives, and opportunities to provide feedback. BHUSD also increased family engagement through expanded summer programming, after-school opportunities, and community events designed to strengthen connections between schools and families.  The district's continued implementation of its Strategic Plan reinforces a shared commitment to transparency, equity, collaboration, and student success. By actively seeking educational partner feedback and responding to community needs, BHUSD continues to build trusting relationships that support positive school climates and improved outcomes for all students.|Based on educational partner feedback and local data, BHUSD remains focused on strengthening communication, accessibility, and meaningful family engagement. Families continue to express a desire for flexible opportunities to participate in school events, including virtual attendance options and access to recorded parent education sessions. The district will continue to expand these offerings to increase participation among working families and those unable to attend in person.  BHUSD also recognizes the importance of providing clear, timely, and multilingual communications to ensure all families have equitable access to district information and opportunities for involvement. In addition, the district will continue to enhance two-way communication by expanding opportunities for family feedback through surveys, advisory committees, LCAP engagement sessions, and community forums. BHUSD will further strengthen relationships by utilizing ParentSquare, social media, and other digital communication platforms to celebrate student and staff accomplishments, share district initiatives, and foster greater transparency and engagement with the school community.|Based on educational partner feedback and local data, BHUSD will continue to strengthen engagement with underrepresented families by expanding access to multilingual communication, translation services, and culturally responsive family outreach. Through ongoing collaboration with the English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), Special Education parent groups, and LCAP engagement sessions, the district will continue to identify barriers to participation and implement targeted strategies to increase family involvement.  BHUSD will continue providing translated communications, interpretation services at meetings, and flexible in-person and virtual engagement opportunities to ensure all families can participate meaningfully. The district will also continue offering academic supports, including multilingual tutoring through AirTutors, parent education workshops, and resources that help families navigate the educational system and support student learning at home. These actions, embedded in the district's LCAP and Strategic Plan, reflect BHUSD's ongoing commitment to fostering equitable partnerships with all families and ensuring every educational partner has a voice in student success.|Based on educational partner feedback and local data, BHUSD continues to demonstrate strong progress in building partnerships that positively impact student outcomes. Families, staff, students, and community partners identified the district's collaborative culture as a key strength, highlighting opportunities to engage in shared decision-making through Principal Advisory Committees, Instructional Leadership Teams, PTA/PTSA, ELAC, DELAC, Special Education parent groups, LCAP engagement sessions, and the Superintendent's Strategic Plan committees. These partnerships ensure that educational partner input directly informs district priorities and continuous improvement efforts.  Educational partners also recognized the district's commitment to transparent and consistent communication. Principals and district leaders regularly connect with families through ParentSquare, newsletters, social media, community forums, parent education nights, and school events, creating multiple avenues for meaningful engagement. Families continue to report positive relationships with teachers and administrators and feel supported in collaborating to meet their children's academic, social-emotional, and behavioral needs.  BHUSD has expanded partnerships that directly support student success through High Impact Tutoring, expanded learning opportunities, mental health services, college and career readiness initiatives, and community partnerships that enhance instructional programs. Teachers regularly meet with families to discuss student progress, set learning goals, and identify appropriate academic and social-emotional supports.  The district's Strategic Plan and LCAP continue to serve as the foundation for these collaborative efforts, ensuring educational partner feedback remains central to decision-making. Through strong partnerships with families, staff, students, and the broader community, BHUSD continues to create a shared commitment to improving student achievement and ensuring every student has the support needed to succeed.|Based on educational partner feedback and local data, BHUSD's primary focus for improvement is expanding meaningful family participation in programs and resources that support student achievement. While the district offers numerous parent education events, curriculum nights, academic pathway presentations, and informational forums, participation varies. To increase accessibility, BHUSD will continue to provide virtual attendance options, record parent education sessions, and make presentations and resources available on the district website for families to access at their convenience.  The district will also strengthen communication regarding the academic supports available to students and families, including High Impact Tutoring, intervention programs, college and career planning resources, assessment preparation for CAASPP, SAT, and Advanced Placement courses, and grade-level learning expectations. Additionally, BHUSD will expand opportunities for two-way communication by increasing family feedback through surveys, advisory committees, and community engagement sessions. By providing families with timely information, accessible resources, and multiple opportunities to engage in their child's education, BHUSD will continue to strengthen partnerships that improve student outcomes and support the goals of the district's Strategic Plan and LCAP.|Based on educational partner feedback and local data, BHUSD will continue to strengthen partnerships with underrepresented families by providing multiple, accessible avenues for communication and engagement. The district will communicate through ParentSquare, district and school websites, translated communications, newsletters, social media, and outreach through ELAC, DELAC, Special Education parent groups, PTA/PTSA, LCAP engagement sessions, and other advisory committees. Translation and interpretation services will continue to be provided to ensure equitable access to information and participation.  BHUSD will also expand opportunities for underrepresented families to provide input through surveys, community forums, and committee participation, ensuring their voices help shape district priorities and continuous improvement efforts. Educational partner feedback and local data continue to inform the implementation of the district's Strategic Plan and LCAP, reinforcing BHUSD's commitment to building authentic partnerships that improve student outcomes and ensure all families have meaningful opportunities to engage in their children's education.|Based on educational partner feedback and local data, BHUSD continues to demonstrate strong progress in seeking meaningful input for decision-making. The district has established multiple opportunities for families, students, staff, and community members to participate in shaping district priorities through Principal Advisory Committees, PTA/PTSA, ELAC, DELAC, Special Education parent groups, LCAP engagement sessions, Strategic Plan committees, and the Superintendent's advisory meetings.  Additional opportunities for stakeholder engagement include the Budget Advisory Committee, Facilities Advisory Committee, Citizens' Oversight Committee (COC), Wellness Committee, and Board of Education meetings. Educational partner feedback gathered through surveys, committee meetings, community forums, and public presentations directly informs district initiatives, including the implementation of the Strategic Plan, Local Control and Accountability Plan (LCAP), curriculum adoptions, budget priorities, and expanded student programs.  To maximize participation, BHUSD continues to provide hybrid and virtual meeting options, translated materials, interpretation services, and multiple communication platforms, including ParentSquare, district websites, newsletters, and social media. These efforts have increased accessibility and transparency while ensuring a broader representation of voices in district decision-making. Through a culture of collaboration and continuous engagement, BHUSD remains committed to making educational partner input an integral part of improving student outcomes and advancing district goals.|Based on educational partner feedback and local data, BHUSD will continue to focus on expanding participation in district and site decision-making by increasing engagement among families who have been historically underrepresented or are not yet actively involved in advisory groups. The district will continue to partner with parent leaders, PTA/PTSA representatives, ELAC, DELAC, and other advisory committee members to recruit and encourage broader family participation in district committees, community forums, and LCAP engagement opportunities.  Another area of focus is building the capacity of school leaders and staff to effectively facilitate meaningful educational partner engagement. Through ongoing leadership development, principal collaboration meetings, and professional learning, BHUSD will strengthen strategies for gathering, analyzing, and incorporating stakeholder feedback into school and district decision-making. District and Board of Education leaders will continue to maintain a visible presence at school and community events to foster open communication, strengthen relationships, and ensure educational partners have meaningful opportunities to inform district priorities and continuous improvement efforts.|Based on educational partner feedback and local data, BHUSD will continue to improve engagement with underrepresented families by intentionally seeking input from families whose voices have historically been underrepresented in district decision-making. The district will monitor participation in surveys, advisory committees, LCAP engagement sessions, ELAC, DELAC, Special Education parent groups, and community forums to identify gaps in representation and implement targeted outreach strategies.  To reduce barriers to participation, BHUSD will continue providing translated communications, interpretation services, flexible in-person and virtual meeting options, and multiple opportunities for families to share feedback through ParentSquare, surveys, and community meetings. The district will also partner with school leaders and parent organizations to encourage participation from diverse family groups and ensure educational partner input reflects the needs of the entire school community. These efforts will help ensure that all families have meaningful opportunities to inform district priorities, the Strategic Plan, and the Local Control and Accountability Plan (LCAP).|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-23|2026
19643290000000|Bonita Unified|3|Using WestEd survey data and stakeholder input, Bonita USD has identified several strengths in building relationships between school staff and families. According to the West Ed Parent Survey, 85% of parents strongly agreed or agreed that they feel welcome to participate in their child's school activities, indicating a supportive environment for parental engagement. Additionally, 79% of parents strongly agreed or agreed that the school communicates the importance of respecting different cultural beliefs and practices across all grade levels.  All school sites use ParentSquare to communicate important information to parents, including attendance notifications, school activities, and teacher updates. The district has added features to the available communication tools, including sign-ups for teacher conferences, polls, and permission slips. Communicating important information between parents and staff is critical to Bonita Unified's success.  Sites will continue to provide opportunities for parents to engage with student progress and success through site-based events. Elementary schools have found that Reading and STEM nights are vital to sharing the importance of foundational learning.  The arts are also a focus in Bonita USD, providing families with opportunities to engage with the district and schools. The Bonita Center for the Arts is a premier venue for families to see their students excel in choirs, band, and drama events on a professional stage. These performing arts programs will continue to be promoted to engage students and families.|"Based on the analysis of educational partner input and local data, briefly describe the LEA’s focus area(s) for improvement in Building Relationships Between School Staff and Families.* Bonita Unified will continue to provide opportunities for families to engage with our school sites. Families are encouraged to participate in activities and to volunteer in a variety of ways with our school programs.  In the data from the West Ed Parent survey, two areas of focus for improvement stood out:  82% of parents answered ""very well"" or “just ok” in providing information to parents about their expected roles. This rating continues to show room for growth; each school site should reflect on its families' needs in addressing this topic. Finding specific resources to help parents support their students for the appropriate grade span, and providing resources that specifically address underrepresented families.  90% of parents answered ""very well"" or “just ok” to sites letting parents know how their child is doing between report cards. This response can be improved by sites improving how parents access resources like grade books to understand student progress. Sites will continue to identify additional ways to support families accessing resources such as Canvas, Google Classroom, and grade books."|Bonita USD will continue to prioritize the involvement of underrepresented families. The addition of the Expanded Learning Opportunities Program (ELOP) to our unduplicated students (English Language Learners, Free & Reduced Program students, and Foster students) allowed Bonita USD to add additional space in the after-school program to support families that qualified for no-cost to these families. This opportunity creates a safe space for families with students from Transitional Kindergarten to grade 6. The program provides homework help and a safe place to be with peers in an after-school setting.|Bonita Unified School District offers its families a variety of opportunities to support their students. The District and school sites host parent education workshops to provide parents with resources to better support their students. Topics include reading intervention, assistive technology, support for students with anxiety, support for addressing student behavior concerns, and more parenting topics.  Parent involvement in workshops supporting student supports remains a focus.  Sites have engaged with Bithia Family Services for focused professional development focused on trauma-informed practices.  Elementary schools host family reading nights and STEM nights to connect families with the content that students engage in. Additionally, middle schools host transition-to-middle school events for parents of incoming 6th graders. High schools offer transition-to-high school meetings for parents and college-preparedness evenings.  A CTE (Career Tech Ed) Counselor position develops partnerships with local industries and connects students and their parents to career pathways. Several Community Resource Fairs are held with tradespeople, university departments, local businesses, and volunteer organizations in attendance.  Teachers provide multiple ways for students to engage with the content they are learning through the Aeries gradebook, the Canvas Learning Management System, and Google Classroom.|"85% of parents (for elementary/middle) rated the District ""very well"" or “just ok” in providing information to help children with homework. Sites continue to explore solutions to identify resources that parents can be directed to for supporting their students' homework.   58% of High School parents rated schools ""very well"" or “just ok” in providing information on college/vocational planning. 2023-24 was the first year with a District CTE Counselor in place; the Bonita program continues to build with the additional resource. The creation of this role is to support school sites in informing students and parents about career pathways available in our community. CCGI (California College Guidance Initiative) was implemented at both comprehensive high schools this year. This system allows students to review their progress towards earning credit to meet state and UC requirements for college entry. High School counselors are training students to use tools to improve their understanding of the requirements for qualifying for college opportunities."|As the district identifies ways to build partnerships to improve student outcomes, it will intentionally address the needs of underrepresented families. Schools and the district continue to look for ways to serve students in the unduplicated subgroups. Removing the barriers associated with free and reduced lunch programs also places additional burdens on these students to succeed academically. Expanding opportunities, including free busing and free and reduced school-age care, are priorities in supporting our families.  Each school site prioritizes students at their site, focuses on the individual needs of families, and creates opportunities to partner with families to address their needs. Each site's ability to design solutions for underrepresented students on its campus will provide Bonita USD with the opportunity to improve outcomes for all students.  Students are transported to field trips, college fairs, and career fairs to remove barriers to attending.|In analyzing our district survey, two positives emerge regarding input in decision-making: the first positive result deals with feelings of respect. Eighty-nine percent of respondents stated that they are respected by school staff. Additionally, 83% state that the schools take concerns seriously. These results indicate that educational partners feel they have a voice in the workings of the school and that this voice is respected and valued. Both variables are critical to developing a positive culture in which parents feel empowered to give input.  Our district survey data demonstrates that the majority of parents feel that their input is valued in the decision-making process. 66% of parents across all grade levels strongly agreed or agreed that the school actively seeks parent input before making important decisions. However, we are concerned that the same proportion of families from unduplicated populations do not engage in existing processes. We strive to actively build relationships that can provide safe communication with all educational partners while still protecting individual anonymity.|Working groups have determined that families of unduplicated students are most engaged at the teacher level, so we are striving to communicate with families through teachers while avoiding overburdening teachers. In the coming year, we will provide multiple modalities for families that can originate from safe relationships but inform the wider decision-making process.|We are prioritizing underrepresented families, as we know that our general population does feel their input is sought and valued. We know that families of unduplicated students also want to be involved, but they face competing responsibilities. They might also feel less engaged in the school environment, based on their experiences in school settings. Anecdotal data indicate that families of unduplicated students are most engaged at the teacher level, so we are striving to communicate with families through teachers in a way that does not overburden teachers. In the coming year, we will provide multiple modalities for families that can originate from safe relationships but inform the wider decision-making process.|4|4|4|3|4|4|5|5|4|4|3|3|Met||2026-06-24|2026
19643370000000|Burbank Unified|3|The District Parent Involvement Policy is distributed annually to all staff, parents, and guardians as part of our Annual Notice to Parents at the beginning of each new school year. The Parent Involvement Policy complies with both Federal and State regulations. Title I schools, as well as non-Title I schools, review the Parent Involvement Policy annually at regularly scheduled School Site Council meetings.  Annually, the Policy is reviewed by parents at a Title I School meeting. Additionally, at the annual Title I parent meeting, the elementary and middle school State Standards and grade-level curricula are reviewed to increase parents’ understanding of elementary and middle school student expectations and requirements. Non-Title I schools also review State Standards and the grade-level/subject area curricula.  High schools provide this information through teachers and at parent meetings.    Parents and guardians are provided information on their child's progress through failure notices, progress reports, and report cards. At elementary schools, parent conferences are held at the end of the first and second trimesters, allowing parents/guardians to meet individually with teachers to discuss student progress toward proficiency on grade-level standards. Middle school and high schools do have parent conference days; however, parents are advised to contact teachers to contact teachers on grades, etc. at any time.  In addition, parents have access to an online Aeries Parent Portal through which they can learn about their students’ daily attendance, grades, test scores, and additional information. Teachers are available beyond those two designated windows for conferences, too.  For State assessments like CAASPP (California Assessment of Student Performance and Progress), parents receive an explanation of their child’s performance on CAASPP as compared to State proficiency expectations each year that their child is tested. Parent involvement in the LCAP process through scheduled meetings provides another venue for parents to ask questions and for the district to give parents information about the resources identified in the LCAP and how they will prepare their children for success. BUSD provides materials and training through several avenues in our Title I school and non-Title I schools. Parents of incoming Transitional Kindergarten and Kindergarten students are provided with information that they can work with their children at home.   Materials and resources are provided to give concrete information on helping children at home.   Information on State Frameworks, State Standards, curriculum, instruction, grading, testing, etc., is imparted to parents and guardians.  BUSD’s approach is that economic status does not affect parents' opportunity to support their child’s learning.  Principals, support staff, and teachers at all grade levels, from Transitional Kindergarten through high school, provide individual and group training to parents about how to use|Feedback from BUSD parents through our annual school satisfaction survey indicates that parents want to continue to be able to access school information in a variety of ways. The majority of families still prefer getting information via email from school staff and Principals. BUSD is focused on providing timely updates and information to parents and families when emergencies occur on campus. Information about our processes and communication plans has been shared with families so they are more familiar with our patterns of communication and what to expect in emergencies. Lastly, discussions, training, and professional development regarding Diversity, Equity, and Inclusion have brought increased attention to how we interact and respond to parents and families with diverse backgrounds or unique needs.|Multiple modes of communication between families and District staff address families’ diverse needs and interests. Information is provided through phone contact, text messaging, emails, Facebook, Instagram, website postings, and newsletters. Notices are also mailed home in a timely fashion.  Communication is translated into the required languages, primarily Armenian and Spanish, per the Education Code in a format that communicates well to parents. Families receive text messages if they opt in, and/or phone calls providing them with critical school information. In addition, parents have access to an online Aeries Parent Portal through which they can learn about their students’ daily attendance, grades, test scores, Individualized Education Plan, English Learner status, graduation requirements, discipline records, transportation schedule, lunch application, health records, and contact information.|BUSD gathers input from parents, especially those whose children are eligible for Socio-economic Disadvantaged, English Learners, Foster Youth, and Students Experiencing Homelessness services, in multiple ways including surveys, school site meetings, English Learner Advisory Committee (ELAC) meetings, District English Learner Advisory Committee (DELAC) meetings, Title I Advisory meetings, School Site Council (SSC), and other parent meetings. Staff and Principals are always available to work with families and guardians.  District and school-level parent involvement policies are annually evaluated and reviewed for revision to ensure that the policy is up-to-date and is being carried out. The Board of Education approves changes to Board Policy and Administrative Regulations annually as needed. School and district policies are distributed through the annual notification. The District and school sites regularly send communications to families and staff about safety updates, operational updates, curricular updates, and special events. The District and schools also maintain websites with information on demand.  The key findings of commendation from the school satisfaction survey were the following: ?	School Environment - Overall, respondents in 2026 continue to express favorable opinions about the school environments at BUSD.  ?	Principal Evaluation - In line with prior results, respondents this year express generally positive opinions about school principals. ?	Parent Participation - Measures of parent participation continue to be largely positive. ?	Bullying - Overall, perceptions of bullying have continued to improve, but respondents still express concern in some areas. ?	Career and Technical Education (CTE), Plans After High School, and Overall Satisfaction - Student participation in CTE courses increased somewhat from 30% in 2025 to 37% this year, while involvement with NAF Academies decreased slightly from 15% last year to 9% this year. Perceptions of both of these programs remain steady and mostly positive.|Based on national and local trends, a primary focus of improvement for BUSD has been creating a more inclusive and diverse school community and culture. For the past three years, BUSD has been building partnerships around Diversity, Equity, and Inclusion (DEI). Parents, staff, and administration have participated in discussions, in-services, and implementation of new practices and supports for students. The work in DEI will continue with an advisory group of teachers. The work includes consultants, site leaders, and administrators. This is an area of improvement to ensure practices become part of our school culture and foundational beliefs with an impact on classroom and student outcomes. Parents will be encouraged to participate in governance at the school and District levels. Parents will be encouraged to participate in the SSCs, ELACs, DELACs, the PTAs, and Fundraising Committees at schools. The District will utilize a robust parent volunteer program to continue to provide parents opportunities to be involved in their child(ren)’s school by providing a variety of volunteer activities.  The key findings of commendation from the school satisfaction survey were the following: ?	LCAP - As in prior years, staff respondents are more familiar with BUSD's LCAP than parent respondents are. Close to half of parents (46%) are not at all familiar with BUSD's LCAP, compared to about a quarter of staff members (23%). ?	District Leadership - In contrast, parents and staff members do not have high opinions of district office administrators, and respondents in 2026 have less favorable perceptions than earlier respondents. ?	Professional Development - Professional development (PD) provided by district schools remains a potential area for growth. ?	Positive Behavioral Interventions and Supports (PBIS) - As in prior years, school staff are knowledgeable about and relatively comfortable with PBIS but are less likely to think it is effective. ?	Mental Health - In 2026, agreement on items regarding resources related to student mental health stayed consistent or decreased.|BUSD will leverage the existing committees and structures to improve engagement for these families. BUSD has committed resources to ensuring that translation is available and provided for district communications. Advisory panels and new committees have been prescriptive in requiring students and parent members. The LCAP advisory group includes English-learner parents and students as part of the core members attending meetings.  Schools also have English learner point persons and Special Education point persons who make it a priority to reach out and involve underrepresented families. The district is also looking to create new positions to improve school-to-home communication through a Public Information Officer and support staff to manage the school's website and communication platforms.|All school sites and the District hold the required number of meetings for the English Learner Advisory Committee (ELAC), District English Learner Advisory Council (DELAC), and School Site Council (SSC). Agendas are posted. Minutes are taken. Recent Federal Program Monitoring (FPM) reviews had not found any issues with governance and decision-making procedures.  The District's LCAP is updated annually and goes through a rigorous process to share information and gather input from educational partners. This includes seeking input from teachers, Principals, District Office administrators, classified personnel, the Burbank Teachers Association, the California State Employees Association, parents, and students. The District's website advertises the dates of the meetings and the presentations that contain the content of the meetings, including metrics, action items, and the budgeted expenditures. Electronic invitations are sent to the entire Burbank school community or school communities, including administrators and staff, parents/guardians, and high school students. The general public had access to information from the BUSD website and BUSD eNEWS, which is sent to the general public. All materials presented at the LCAP committee meetings were translated into Spanish and Armenian, including presentations, the budget, and all handouts. Additionally, every General Parent/Community Committee meeting was live-streamed on Zoom. The videos for each meeting were then posted on the district website, along with all the materials (presentations, budget, and handouts). Lastly, the district re-established a Superintendent’s Budget Advisory Committee for the 2026-2027 school year with multiple meetings throughout the spring semester to include representation from all educational partners and constituencies.|Annual surveys are distributed to all parents, students, and families. BUSD staff review the survey results for decision-making.  Data is also collected and shared with our educational partners. Parents/ guardians and students who participate in advisory groups serve as a focus group for gathering and soliciting qualitative data about programs and initiatives. Areas of focus are educational technology, emergency communications, bullying, social-emotional learning, and Diversity, Equity, Inclusion, and Belonging.|Parents and District staff partner with one another to build capacity. Schools offer training to parents to understand District and school academic initiatives and to provide parents with opportunities to learn how to support learning in the home, the California School Dashboard, and graduation requirements. The engagement of underrepresented families is addressed in multiple ways.  These ways include specific outreach to families by designated personnel in areas where underrepresented families are concentrated, through surveys at the district, school, and program levels, governance committees, and through site parent meetings.|4|4|4|4|3|4|4|4|4|4|4|4|Met||2026-06-25|2026
19643450000000|Castaic Union|3|Castaic Union School District continues to demonstrate strong progress in building positive relationships between  school staff and families through consistent communication, meaningful engagement opportunities, and responsive  support systems. Educational partner input and local survey data reflect that families feel connected to schools and  value the supportive culture across the district. In the 2026 Family Survey, 81% of families agreed that “teachers and  students care about each other,” 87% agreed that their child’s learning environment is safe, and 71% agreed that  they feel empowered to play a meaningful role in decision-making at their school, representing a significant 27%  increase from the previous year in family empowerment and engagement. These results reflect the district’s  continued efforts to create welcoming schools where families feel informed, valued, and included in the educational  process. The district provided multiple opportunities for families, staff, and community members to engage throughout the  school year. Three district-level Educational Partner Meetings were held to gather feedback and input regarding  district goals and priorities. In addition, three well-attended DELAC meetings provided resources and support for  families of English Learners while also offering engaging activities for students. Each month, Board of Trustees  meetings highlighted a different school site and recognized outstanding students, staff members, and volunteers,  helping strengthen connections between schools and the broader community. School sites also hosted numerous  family engagement activities, including literacy nights, STEM nights, Back-to-School Night, Open House,  conferences, PTA-sponsored events, and School Site Council meetings. The district continues to prioritize clear and accessible communication with families. Parent Square has been an effective communication platform, allowing schools and the district to share timely information while automatically translating messages into families’ preferred languages. In addition, the district Family Liaison provides direct support to families through translation services, enrollment assistance, communication support, and resources for struggling learners. Teachers also partner closely with families by meeting with parents and students each fall to  review progress toward state standards and set learning goals. Progress reports, report cards, and districtwide  assessment results are shared regularly throughout the year to keep families informed of student progress. Overall,  educational partner feedback and local data indicate that the district has made meaningful progress in fostering  trusting relationships, increasing family engagement, and creating a collaborative partnership between schools and  families.|Based on the analysis of educational partner input and local data, Castaic Union School District has identified  increasing meaningful family engagement and participation in school decision-making as an area of continued focus.  While the 2026 Family Survey showed significant growth, with 71% of families agreeing that they feel empowered to  play a meaningful role in decision-making at their school, representing a 27% increase from the previous year, the  district recognizes the need to further strengthen opportunities for all families to feel connected, heard, and actively  involved in the school community. The district’s goal is to ensure that all families, including underrepresented groups,  feel welcomed and empowered to participate in school and district-level discussions and decision-making processes.    The district has also identified the need to increase participation at family engagement events across all school sites.  Current attendance at parent nights and family events averages approximately 25 parents per event across the  district’s four schools. Educational partner feedback indicates that families may face barriers such as scheduling  conflicts, childcare needs, transportation, or uncertainty about the purpose and value of the events. To improve  participation and strengthen relationships between families and schools, the district plans to expand outreach efforts  beyond ParentSquare messaging, such as making personal phone calls home, hard copies of flyers, posts on social  media, etc. The district will also make translation and childcare support available when possible, and offer a wider  variety of events that align with family interests and student learning. The district will also explore flexible meeting  formats, including virtual participation opportunities, to make engagement more accessible for all families.|The district plans to continue to reach out personally to our underrepresented families and offer opportunities to build  partnerships and improve student outcomes.  We plan to host events in our most remote communities to give better  access to our underrepresented families.  In addition, we are continuing to provide after school tutoring in the  communities that serve these students. We are also providing a variety of after school learning opportunities free of  charge to all students, but giving priority registration to our underrepresented families.  A continued focus will be  educating parents on ways they can help support their child at home and reinforce what is being learned in school  both academically and social-emotionally. Whenever possible, we want to provide support for in home learning, such  as books, manipulatives and access to technology when appropriate.|Based on the analysis of educational partner input and local data, Castaic Union School District continues to  demonstrate strong progress in building partnerships that support positive student outcomes through consistent  communication, collaboration, and shared responsibility between schools and families. The district prioritizes keeping  families informed about student learning and progress through three progress reporting periods, three report card  reporting periods, and annual fall parent-teacher conferences. These opportunities allow teachers and families to  engage in meaningful discussions regarding student achievement, progress toward grade-level standards, and areas  where additional support may be needed.    In addition, students participate in district diagnostic assessments in reading and mathematics three times per year.  Family reports are sent home following each assessment window to provide parents with clear information regarding  student growth and academic progress over time. The district also supports strong internal collaboration to improve  student outcomes. District administrators meet with school site administrators twice monthly to review student needs,  discuss strategies to support staff and families, and strengthen systems of academic, behavioral, and social emotional support. Educational partner feedback indicates that families value ongoing communication regarding  student progress and appreciate the district’s efforts to create collaborative partnerships focused on student success.|Based on the analysis of educational partner input and local data, Castaic Union School District has identified parent  education and family capacity-building as an area of continued focus for improvement in building partnerships for student outcomes. While the district provides families with regular communication regarding student progress  through conferences, report cards, progress reports, and assessment data, educational partner feedback indicates  that some families would benefit from additional support in understanding academic expectations, assessment  results, intervention supports, and strategies to help students at home.    To strengthen family partnerships and improve student outcomes, the district plans to expand parent education  opportunities during the 2026–2027 school year. Areas of focus may include understanding grade-level standards,  interpreting assessment data, supporting literacy and mathematics at home, navigating digital learning platforms,  attendance awareness, and social-emotional supports for students. The district also plans to continue increasing  accessibility for families by providing translated materials, flexible meeting formats, and additional outreach  opportunities to encourage greater participation from all educational partners.|Based on the analysis of educational partner input and local data, Castaic Union School District will continue working  to improve engagement and participation of underrepresented families in order to strengthen partnerships that  support positive student outcomes. Although the district provided a variety of parent engagement opportunities,  attendance at these events remained low, indicating a need to better understand and address barriers that may  prevent families from participating.    To improve engagement of underrepresented families, the district plans to survey parents at the end of the school  year to gather feedback regarding meeting times, topics of interest, communication methods, accessibility needs,  and barriers to participation. The district will use this feedback to improve future family engagement opportunities and  create more responsive and accessible parent education programs. Through these efforts, the district aims to build  stronger partnerships with all families and increase meaningful participation in supporting student success.|The district provides multiple opportunities throughout the year for parents to give input and help with decision  making. Parents can participate at the site level in school surveys, School Site Council, PTA, PAC, ELAC and  opportunities to ask questions and give input directly to the site administrator. At the district level, parents can  participate in district surveys, DELAC Meetings, LCAP Stakeholder Meetings, Parent Advisory Committee Meetings  and district board meetings.  Our LCAP stakeholder meeting were very well attended this year by all stakeholder  groups.|While survey results indicate increased family empowerment and participation, the district recognizes that additional  efforts are needed to ensure all families feel their voices are heard and valued. Educational partner feedback  supports the importance of providing multiple avenues for parents to share input in both formal and informal settings.    During the current school year, several school sites implemented “Coffee with the Principal” meetings, which  provided families with an opportunity to ask questions, share feedback, and engage in small-group, low-stakes  conversations with school leadership. Feedback from these meetings indicated that families appreciated the more  personal and informal environment. As a result, the district plans to encourage all school sites to implement this  practice during the upcoming school year as part of ongoing efforts to strengthen family engagement and input. In  addition, all school sites shared survey results and feedback summaries with families to demonstrate that parent  input is reviewed and considered in decision-making processes. Moving forward, the district will continue working to  increase participation through improved communication, varied meeting formats, translation support, and intentional  outreach to underrepresented families.|Based on the analysis of educational partner input and local data, Castaic Union School District has identified the  need to improve engagement and participation of underrepresented families, particularly families of English  Learners, in district and school decision-making processes. Over the past several years, the district combined ELAC  and DELAC meetings in an effort to increase participation and improve communication between school sites and the  district. During these meetings, the DELAC portion was held first, followed by school-site breakout sessions led by  principals to discuss English Learner supports and answer site-specific questions. However, participation data and  educational partner feedback indicate that this structure has not been as effective as intended in increasing family  involvement.    In response, the district plans to separate ELAC and DELAC meetings during the upcoming school year in order to  create more accessible and meaningful opportunities for families to participate at their individual school sites. The  district believes families may be more likely to attend meetings that are connected directly to their child’s school  community and facilitated by familiar staff members. School principals will coordinate ELAC meetings to align with  other well-attended site events, such as PTA meetings, family nights, or student performances, to encourage greater participation and reduce barriers for families. The district will also continue using translated communication,  ParentSquare outreach, and personal invitations to encourage participation from underrepresented groups and  strengthen family voice in school and district decision-making.|5|5|4|5|5|4|5|4|4|4|5|4|Met||2026-06-25|2026
19643520000000|Centinela Valley Union High|3|During the 2025-26 school year, CVUHSD continued to demonstrate strength and progress in building relationships between school staff and families through fully staffed Parent Centers, Community Schools implementation, and expanded family engagement opportunities. According to the 2025-26 California School Parent Survey (CSPS), 94% of parent respondents agree or strongly agree that CVUHSD staff treat parents with respect, an increase from 93% in 2024-25 and 89% in 2023-24. Additionally, 92% of parent respondents agree or strongly agree that schools encourage parents to be active partners in educating their children, an increase from 90% in both 2024-25 and 2023-24, and 92% report that they feel welcome to participate at CVUHSD schools. Parent Centers and Community School Coordinators played a central role in sustaining and expanding this work by offering opportunities such as Coffee with Staff, Back-to-School Nights, grade-level parent meetings, AVID and Academy informational sessions, parent education workshops, resource fairs, and distributions of produce and essential items. These efforts strengthened two-way communication by helping families better understand academic expectations, student progress, college and career readiness, and available school and community supports, while also helping staff better understand the strengths, needs, cultures, languages, and aspirations of the families they serve. While actual parent participation remains an area for continued growth, the District has made meaningful progress in creating welcoming, respectful, and supportive structures that strengthen school-home partnerships in direct service of student outcomes.|Although parent survey results show that families feel welcomed, respected, and encouraged to be active partners, actual parent participation remains lower than desired. In 2025-26, 92% of parents reported feeling welcome to participate at CVUHSD schools, while 41% reported actually participating in opportunities at their child’s school. This indicates that the District has built strong conditions for engagement, but continued work is needed to convert positive perceptions into more consistent participation. To address this need, the District will continue refining its coordinated approach to family engagement through Parent Centers, Community Schools, and CV Family Academy. A continued focus will be improving outreach, visibility, and consistency of parent education opportunities, particularly those that help families support student learning at home, understand academic expectations, monitor student progress, and prepare students for college and career. The District will also continue strengthening data collection systems by more clearly defining and consistently tracking family engagement and education activities across sites, allowing for better year-to-year comparisons and more meaningful analysis of participation patterns. Equity will remain central to this work. CVUHSD will continue expanding site-level engagement opportunities through AAPAC, ELAC, SSC, parent workshops, resource fairs, student achievement celebrations, and culturally responsive family events. Special attention will be given to increasing participation among families who have been historically underrepresented in school and district engagement opportunities. Ultimately, the District’s focus is to ensure that all families, regardless of background, feel welcomed, informed, empowered, and meaningfully connected to their students’ educational experiences.|To improve engagement of underrepresented families identified through the self-reflection process, CVUHSD will continue leveraging the Community Schools model, Parent Centers, and site-based family engagement structures to build stronger and more meaningful relationships between school staff and families. Community School Coordinators will continue collaborating with Family Engagement Liaisons to assess school community needs and assets, coordinate student and family support services, connect families to resources, and develop partnerships that reduce barriers to participation. These efforts will help ensure that families who may not traditionally participate in school activities have more accessible entry points for engagement, support, and two-way communication. The District will also continue expanding culturally responsive and representative engagement opportunities, including the districtwide African American Parent Advisory Council (AAPAC), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), School Site Council (SSC), parent education workshops, resource fairs, and Community Schools events. To increase participation and relevance, DELAC parents will continue to be included in the development of DELAC and ELAC agendas so that meetings reflect high-interest topics and family priorities. The District will also continue encouraging participation in opportunities such as the California Association for Bilingual Education (CABE) Conference to strengthen parent leadership, advocacy, and engagement. Moving forward, CVUHSD will further refine outreach, parent survey practices, and participation tracking to better understand which families are engaging, which families remain underrepresented, and what additional supports are needed to ensure all families feel welcomed, valued, and empowered as partners in their students’ education.|CVUHSD’s strength in building partnerships for student outcomes is reflected in its continued use of Parent Centers, Community Schools, and community-based partnerships to connect families with information, resources, and supports that contribute to student success. During the 2025-26 school year, schools offered multiple opportunities for families to engage with staff and learn how to support student learning, including Coffee with Staff, PowerSchool and parent portal support, grade-level parent meetings, college and financial aid workshops, AVID and Academy informational sessions, referrals to community services, and parent education workshops. Families were also invited to participate in districtwide engagement opportunities such as DPAC, DELAC, LCAP and Budget Community Forums, and other advisory groups. The District also strengthened coordinated partnerships through the Community Schools model. Community School Coordinators and Family Engagement Liaisons connected families to basic needs resources, resource fairs, produce and essential item distributions, workshops, and community partner services. These efforts support student outcomes by reducing barriers to learning, increasing access to resources, and helping parents better understand academic expectations, student progress, and college and career readiness opportunities. Parent survey data also show continued progress, with families reporting high levels of respect, welcome, and encouragement to serve as active partners. Another strength is the District’s focus on helping families support learning at home. In 2025-26, 78% of parents agreed or strongly agreed that teachers communicate what students are expected to learn in class, up from 76% in 2024-25. In addition, 70% of parents reported that the school does “very well” in providing information about how to help their child with homework. Continued engagement with parent education organizations such as Grupo Crecer and Factor, both identified as highly valuable by parent participants, further supports families with tools and resources to help students succeed at home and at school. Finally, CVUHSD continued leveraging relationships with partner districts to increase awareness among elementary and middle school families. The District hosted the Class of 2030 Rush Day event, bringing 8th grade students from all three partner districts to all three comprehensive high schools for interactive campus tours. Students explored academic programs, CTE pathways, academies, athletics, clubs, and other school offerings. This was followed by the evening Winter Wonderland event, which showcased CVUHSD programs, helped families connect with staff, and provided enrollment support for incoming students and families.|In order to increase the District’s focus on building partnerships with families in direct service of student outcomes, CVUHSD has revised two actions within the Local Control and Accountability Plan (LCAP) that are directly tied to family and community engagement. Both Action 2003: Family Engagement and Action 2005: Community Schools Transformation include language that explicitly identifies coordinated efforts to improve and increase family partnerships in support of student success. The District will continue focusing on parent education workshops that provide families with critical information to support students’ preparation for college and/or career. This is in direct response to the continued need to increase the percentage of parent respondents who indicate that their child’s school is providing information on how to help their child plan for college or vocational school. In 2025-26, 54% of parent respondents reported that their child’s school does this “very well,” an increase from 52% in 2024-25. Additionally, the District will continue partnering with parent education organizations, including Grupo Crecer and Factor, to provide families with multiple opportunities to participate in workshop series that support a wide range of parenting resources, skills, and strategies.|To improve engagement of underrepresented families in building partnerships for student outcomes, CVUHSD will continue aligning this work with LCAP Action 2003: Family Engagement and Action 2005: Community Schools Transformation. The District will prioritize meaningful, culturally responsive engagement opportunities that help families better understand academic expectations, student progress, college and career readiness, and available school and community supports. Through the CV Family Academy, Parent Centers, and Community Schools, the District will continue offering parent education workshops, resource fairs, advisory meetings, and family events designed to support both academic success and student well-being. The District will also continue strengthening outreach to underrepresented families through the districtwide African American Parent Advisory Council (AAPAC), site-based AAPAC meetings, ELAC, DELAC, SSC, and Community Schools engagement opportunities. These structures provide families with opportunities to share input, identify barriers, and help shape the supports and partnerships that are most relevant to their students’ success. In addition, CVUHSD will use Community Schools focus groups, parent survey feedback, and site-level engagement data to better understand the needs of underrepresented families and develop partnerships that provide workshops, resources, and services for both students and parents. These efforts are intended to strengthen family-school connections, increase authentic participation, and ensure that all families are meaningfully included as partners in improving student outcomes.|Although the number of parents responding to the California School Parent Survey continues to remain lower than the District would like, our effort to ensure as close to 100% of families as possible engage in the Community Schools Survey (which serves as our annual needs assessment for our Community Schools initiative) has been very successful due to embedding the survey questions in our InfoSnap enrollment system. This has ensured that as new families enroll and returning families confirm their continued enrollment and make updates to their information, they respond to this survey which is critical to District decision-making.  In relation to seeking input from parents and guardians in school and district decision-making, the 2025-26 California School Parent Survey (CSPS) reflects continued strength in family engagement and parent-school partnerships. In 2025-26, 81% of parent respondents agreed or strongly agreed that CVUHSD schools actively seek the input of parents before making important decisions, an increase from 80% in 2024-25. Additionally, 92% of parent respondents agreed or strongly agreed that they feel welcome to participate at our schools, an increase from 88% in the prior year, and 92% agreed or strongly agreed that they are encouraged to be active partners with CVUHSD schools in educating their children, an increase from 90% in 2024-25. These results demonstrate continued progress in creating welcoming school environments and strengthening meaningful opportunities for parent participation and input.|According to the 2025-26 California School Parent Survey (CSPS), 92% of parents agree or strongly agree that they feel welcome to participate at CVUHSD schools, an increase from 88% in 2024-25 and 87% in 2023-24. However, actual parent participation remains an area for continued growth, with 41% of parents reporting that they participated in opportunities at their child’s school, a slight increase from 40% in 2024-25 but consistent with the 41% reported in 2023-24. This gap between families feeling welcome and families actively participating continues to be a key focus area for improvement. Although the District has encouraged the development of Parent Teacher Organizations or Parent Teacher Student Organizations as one way to strengthen parent voice, this structure has not been sustained consistently across sites. Currently, Hawthorne High School is the only site with an active PTSO, and that group may not continue beyond this year. As a result, the District will continue to rely on and strengthen more sustainable engagement structures, including Parent Centers, Family Engagement Liaisons, Community Schools, DPAC, DELAC, ELAC, SSC, AAPAC, LCAP and Budget Community Forums, and site-based parent education and input opportunities. The District will also continue expanding outreach to families before students transition to high school through events such as the Class of 2030 Rush Day, high school information nights, campus tours, and family-friendly enrollment events. These efforts are intended to increase authentic parent participation, broaden representation in decision-making, and ensure that families have multiple accessible ways to provide input and remain connected to their students’ educational experience.|Based on the self-reflection process and analysis of local data, CVUHSD has identified the need to continue improving engagement of underrepresented families in Seeking Input for Decision-Making, particularly families of African American students, English Learners, Foster Youth, Homeless Youth, and other families who may not regularly participate in traditional school meetings. While parent survey data show that families feel welcomed and encouraged to participate, actual participation remains lower than desired. As a result, the District will focus on creating more accessible, culturally responsive, and meaningful opportunities for families to provide input on decisions that affect student learning, school climate, and student support services. To support this work, the District will continue strengthening both districtwide and site-based engagement structures, including AAPAC, ELAC, DELAC, SSC, DPAC, LCAP and Budget Community Forums, and Community Schools focus groups. Family Engagement Liaisons and Community School Coordinators will play a proactive role in conducting personalized outreach, reducing barriers to participation, and ensuring families understand how their feedback is used in school and district planning. Virtual meeting options will continue to be offered when possible to support participation for working families and those facing transportation or scheduling challenges. The District will also continue gathering input through multiple venues, including parent education workshops, school events, advisory meetings, surveys, resource fairs, and Community Schools activities. Feedback from these opportunities will be reviewed to identify common concerns, priorities, and barriers among underrepresented families and will be used to inform LCAP development, site planning, family engagement strategies, and student support initiatives. Overall, CVUHSD’s goal is to ensure that families from all backgrounds have authentic and equitable opportunities to help shape decisions that support their students’ educational experiences and outcomes.|5|5|5|5|5|5|4|5|5|5|4|4|Met||2026-06-25|2026
19643520128488|Family First Charter|3|Our school provides a full in-depth student support and holistic approach to educational services that focuses on the whole student.  We provide MTSS tiered intervention in key areas like attendance, behavior, academic supports, and socio-emotional learning. We offer academic counseling, CTE pathway, college/career exploration mini fairs and health based services workshops.  We continue our strategic partnerships with multiple agencies that support school to job placement like the America's Job Centers of California, the EDD, and the South Bay Workfore Investment Board.  Our stakeholder data and key findings demonstrate that over 90% of our staff is committed to providing a safe and welcoming environment for all students and families.   Also our students respond with over an 90% benchmark that they feel the school is overwhelmingly welcoming to students and families alike.|Where our school can improve is to have additional engagement opportunities for families with school staff.  We want to increase our survey implementation to provide ample opportunities for our families to have a clear voice.  We have created leadership council groups of students to receive that critical input.  We have also implemented the coffee with the Principal model and we look forward to engaging students and families in their native languages. We want to have all practices implemented equally at all sites thus ensuring student equity.   We are planning to have these opportunities for students to share their experiences twice a semester each year or quarterly.  We also want to engage all of our ethnic groups to provide an inclusive and safe environment for all.|s a school we are constantly in a state of improvement.  We will continually utilize data collection to identify the needs of underrepresented groups and families.  Resources and strategic partnerships will enable us to better serve the needs of the targeted groups.  We will increase our utilization of coffee with the Principal meetings and increase the frequency of our staff availability throughout the day and evenings to meet with underrepresented groups. We will also provide more frequent information about the school and community events in primary languages like Spanish, Arabic, Farsi, Urdu in our future survey collection cycles.  We also want to make communication more accessible in primary languages and have bulletins include the above mentioned languages as well as others.  We will increase the number of opportunities for underrepresented families to have a voice in the decision making processes for school improvement thus providing equity for all students.|Our school is continually committed to a self-reflective process whereby we analyze data through surveys and student focus groups.  Our current survey data reveals that over 90% of the students feel connected to the school and that the staff is invested in creating positive student outcomes.  We have strengthened our partnerships with students by providing more ways in which they directly participate and inform us on our strengths and areas where we can improve.  Our community partnerships continue to grow as we seek to provide resources based on academic, job placement, career advancement, wellness, and financial literacy. We will also deploy a new MTSS based analytics and insight tool within our SIS system which will carefully provide information to guide our educational services supports for student friendly outcomes.|To better serve the needs of our students we would like to continue to increase the opportunities for our staff to engage them. The increased Coffee with the Principal and Student Leadership focus groups will continue. In the 25-25 school year we partnered with local community colleges and trade school organizations to provide further educational, vocational and employment opportunities for our students.  Our goal is to have these college fairs on a bi-annual timetable.  We also would want to increase to increase workshops by creating partnerships with the local community.  As our school is constantly engaged in an improvement of services cycle our student services team plays an integral part to build lasting partnerships based on data we've acquired from student needs.  Our local data reveals to us that students would also like additional CTE pathways thus we are strengthening our partnerships with the local community college districts and the colleges will begin presenting to students on additional pathways via their schools.|In relation to building partnerships to improve the engagement of underrepresented student groups the school is committed to providing whole student support through our student services team.  We also would like to engage underrepresented groups at all the campuses by creating unique focus groups to meet the needs of our students and improve our two way communication efforts with support in their primary language.  Another initiative is to provide daily reminders via remind or parent-squared about information on events happening at the school.|Our strengths to report in our decision-making and partner input is the continued use of surveys and our student leadership or focus groups.  We were able to increase the frequency to bi-annual surveys thus capturing more student voices.  We also hosted informal meetings with students at each campus in the form of coffee with the Principal.  We provided primary language translation of the surveys in Spanish and provided different means for students to access the surveys whether online or paper-based.  We also surveyed our support staff and Teachers for their input on decision-making.  We will continue to provide opportunities for voices and input in our professional learning community and our professional development offerings.   We have also included a student member to our data team meetings.|Continue the use of our data collection efforts and continue to refine our practices.  The school will increase survey collection to quarterly or bi-semester for additional stakeholder participation throughout the school year.  Also increase our Student Leadership meetings to monthly via Coffee with the Principal.   We have also added translation surveys for ease of use and primary language support.  We would like to have a translator at events in other languages besides Spanish to ease the anxiety of students when trying to support them in the decision making process.|To continue to improve the participation and engagement of underrepresented families our school needs to deploy multiple pathways to receive their valuable input.  We plan to have specific focus groups targeting underrepresented families.  While some of our surveys are conducted anonymously we also need to collect specific demographic information to make key educational decisions to provide the best service and support for underrepresented groups and families.  We must also have different leadership groups focusing on even more aspects of school improvement and the school improvement processes.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-24|2026
19643520128496|New Opportunities Charter|3|Our school provides a full in-depth student support and holistic approach to educational services that focuses on the whole student.  We provide MTSS tiered intervention in key areas like attendance, behavior, academic supports, and socio-emotional learning. We offer academic counseling, CTE pathway, college/career exploration mini fairs and health based services workshops.  We continue our strategic partnerships with multiple agencies that support school to job placement like the America's Job Centers of California, the EDD, and the South Bay Workfore Investment Board.  Our stakeholder data and key findings demonstrate that over 90% of our staff is committed to providing a safe and welcoming environment for all students and families.   Also our students respond with over an 90% benchmark that they feel the school is overwhelmingly welcoming to students and families alike.|Where our school can improve is to have additional engagement opportunities for families with school staff.  We want to increase our survey implementation to provide ample opportunities for our families to have a clear voice.  We have created leadership council groups of students to receive that critical input.  We have also implemented the coffee with the Principal model and we look forward to engaging students and families in their native languages. We want to have all practices implemented equally at all sites thus ensuring student equity.   We are planning to have these opportunities for students to share their experiences twice a semester each year or quarterly.  We also want to engage all of our ethnic groups to provide an inclusive and safe environment for all.|As a school we are constantly in a state of improvement.  We will continually utilize data collection to identify the needs of underrepresented groups and families.  Resources and strategic partnerships will enable us to better serve the needs of the targeted groups.  We will increase our utilization of coffee with the Principal meetings and increase the frequency of our staff availability throughout the day and evenings to meet with underrepresented groups. We will also provide more frequent information about the school and community events in primary languages like Spanish, Arabic, Farsi, Urdu in our future survey collection cycles.  We also want to make communication more accessible in primary languages and have bulletins include the above mentioned languages as well as others.  We will increase the number of opportunities for underrepresented families to have a voice in the decision making processes for school improvement thus providing equity for all students.|Our school is continually committed to a self-reflective process whereby we analyze data through surveys and student focus groups.  Our current survey data reveals that over 90% of the students feel connected to the school and that the staff is invested in creating positive student outcomes.  We have strengthened our partnerships with students by providing more ways in which they directly participate and inform us on our strengths and areas where we can improve.  Our community partnerships continue to grow as we seek to provide resources based on academic, job placement, career advancement, wellness, and financial literacy. We will also deploy a new MTSS based analytics and insight tool within our SIS system which will carefully provide information to guide our educational services supports for student friendly outcomes.|o better serve the needs of our students we would like to continue to increase the opportunities for our staff to engage them. The increased Coffee with the Principal and Student Leadership focus groups will continue. In the 25-25 school year we partnered with local community colleges and trade school organizations to provide further educational, vocational and employment opportunities for our students.  Our goal is to have these college fairs on a bi-annual timetable.  We also would want to increase to increase workshops by creating partnerships with the local community.  As our school is constantly engaged in an improvement of services cycle our student services team plays an integral part to build lasting partnerships based on data we've acquired from student needs.  Our local data reveals to us that students would also like additional CTE pathways thus we are strengthening our partnerships with the local community college districts and the colleges will begin presenting to students on additional pathways via their schools.|In relation to building partnerships to improve the engagement of underrepresented student groups the school is committed to providing whole student support through our student services team.  We also would like to engage underrepresented groups at all the campuses by creating unique focus groups to meet the needs of our students and improve our two way communication efforts with support in their primary language.  Another initiative is to provide daily reminders via remind or parent-squared about information on events happening at the school.|Our strengths to report in our decision-making and partner input is the continued use of surveys and our student leadership or focus groups.  We were able to increase the frequency to bi-annual surveys thus capturing more student voices.  We also hosted informal meetings with students at each campus in the form of coffee with the Principal.  We provided primary language translation of the surveys in Spanish and provided different means for students to access the surveys whether online or paper-based.  We also surveyed our support staff and Teachers for their input on decision-making.  We will continue to provide opportunities for voices and input in our professional learning community and our professional development offerings.   We have also included a student member to our data team meetings.|Continue the use of our data collection efforts and continue to refine our practices.  The school will increase survey collection to quarterly or bi-semester for additional stakeholder participation throughout the school year.  Also increase our Student Leadership meetings to monthly via Coffee with the Principal.   We have also added translation surveys for ease of use and primary language support.  We would like to have a translator at events in other languages besides Spanish to ease the anxiety of students when trying to support them in the decision making process.|o continue to improve the participation and engagement of underrepresented families our school needs to deploy multiple pathways to receive their valuable input.  We plan to have specific focus groups targeting underrepresented families.  While some of our surveys are conducted anonymously we also need to collect specific demographic information to make key educational decisions to provide the best service and support for underrepresented groups and families.  We must also have different leadership groups focusing on even more aspects of school improvement and the school improvement processes.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-24|2026
19643780000000|Charter Oak Unified|3|Based on the analysis of educational partner input and local data, the district continues to demonstrate strong progress in fostering meaningful partnerships between school staff and families. Over the past two years, the district has shifted from implementing foundational practices to refining and strengthening systems that promote authentic family engagement. These ongoing efforts have resulted in stronger relationships, increased trust, and greater collaboration between schools and the families they serve.  The district has sustained its commitment to building the capacity of administrators, teachers, and classified staff to cultivate trusting and respectful relationships with families. Professional learning continues to focus on effective communication, culturally responsive practices, and strategies for engaging families as valued partners in student success. As a result, staff are better equipped to foster positive interactions that honor the diverse backgrounds, experiences, and perspectives of the district's families.  The district has also continued to enhance welcoming and inclusive environments across all school sites. Schools have expanded opportunities for families to connect with staff through family engagement events, informational workshops, and school-based activities that encourage participation and collaboration. Multilingual communication, accessible resources, and responsive support systems ensure that families have equitable access to information and opportunities to engage in their children's education. These efforts have strengthened families' sense of belonging and connection to their school communities.  Additionally, the district has further strengthened two-way communication by expanding the use of multiple communication platforms and increasing opportunities for meaningful dialogue between families and educators. Regular updates through newsletters, school messaging systems, social media, parent conferences, surveys, and advisory groups provide families with timely information while also creating avenues for feedback and shared decision-making. Educational partner input continues to inform district and site-level planning, reinforcing a culture of collaboration and continuous improvement that supports positive outcomes for all students.|While the district has made significant progress in strengthening family-school partnerships, educational partner feedback and local data continue to identify opportunities for growth. A continued area of focus is expanding staff capacity to develop a deeper understanding of each family's unique strengths, cultures, languages, experiences, and aspirations for their children. Building on existing professional learning, the district will continue to strengthen culturally responsive practices and provide opportunities for meaningful engagement with families that foster trust, empathy, and stronger relationships.  The district also recognizes the importance of increasing participation among families whose voices have historically been underrepresented in school activities and decision-making processes. Although participation has increased through expanded outreach efforts and multiple engagement opportunities, the district will continue to identify and reduce barriers that may limit involvement. This includes enhancing multilingual communication, offering flexible meeting formats and schedules, providing targeted outreach, and creating additional opportunities for families to share their perspectives and help shape district and school initiatives.  Moving forward, the district remains committed to using educational partner feedback to continuously improve family engagement practices and ensure that every family feels welcomed, valued, and empowered as an essential partner in supporting student success.|The district will continue to implement and refine targeted strategies designed to strengthen engagement with families whose voices have been historically underrepresented. Building on existing outreach efforts, the district will enhance communication by using multiple platforms and personalized approaches that reflect the diverse needs, languages, and preferences of families. Schools will continue to expand opportunities for meaningful engagement through community events, school activities, and direct outreach that fosters stronger connections between families and staff.  The district will also continue to increase the availability and accessibility of resources that support student learning and family engagement. This includes providing multilingual communications and materials, offering culturally responsive resources, and scheduling workshops and engagement opportunities at a variety of times and formats to accommodate the needs of working families. These efforts are intended to reduce barriers to participation while empowering families to actively support their children's academic and social-emotional growth.  Additionally, the district will strengthen opportunities for ongoing feedback and shared decision-making by continuing to engage families through advisory committees, surveys, focus groups, and school and district engagement events. Educational partner input will be regularly reviewed and used to inform district priorities, improve family engagement practices, and ensure that programs and services are responsive to the needs of the community.  Through these continuous improvement efforts, the district will further strengthen authentic partnerships with families, increase participation among historically underrepresented groups, and foster an inclusive culture where all families feel welcomed, valued, and empowered as essential partners in supporting student success.|Based on the analysis of educational partner input and local data, the district continues to strengthen partnerships that support positive student outcomes through sustained collaboration between schools, families, and the broader community. Over the past two years, the district has built upon established systems by refining practices that promote meaningful family engagement and shared responsibility for student success.  The district has maintained its commitment to providing ongoing professional learning and support for administrators, teachers, and staff to strengthen their capacity to engage families as valued partners. Professional learning continues to emphasize effective communication, culturally responsive practices, relationship-building, and strategies that promote collaborative partnerships focused on improving student achievement and well-being. These efforts have further enhanced the ability of school teams to foster trusting relationships with families.  The district has also continued to strengthen opportunities for regular collaboration between educators, students, and families to discuss academic progress, social-emotional development, and strategies for student success. Parent-teacher conferences, Student Success Team meetings, Individualized Education Program (IEP) meetings, family engagement events, and ongoing communication through multiple platforms provide families with meaningful opportunities to participate in educational planning and decision-making. These collaborative practices reinforce the district's commitment to shared accountability for student outcomes.  In addition, the district has expanded access to information and resources that help families effectively support their children's education. Through multilingual communications, family workshops, digital resources, and informational sessions, families continue to receive timely information about academic programs, available services, and opportunities to engage in their child's learning. The district remains committed to continuously improving the accessibility and relevance of these resources to ensure all families are equipped to advocate for and support student success.|While the district has made significant progress in strengthening partnerships that support student outcomes, educational partner feedback and local data continue to identify opportunities for continued growth. A key area of focus is expanding the resources and supports available to families so they are equipped to reinforce student learning and development beyond the school day. The district will continue to enhance family learning opportunities by providing relevant workshops, practical resources, and timely information that align with students' academic and social-emotional needs.  The district also recognizes the importance of ensuring these resources are accessible and responsive to the diverse needs of its families. Ongoing efforts will focus on expanding multilingual materials, increasing the availability of digital and in-person learning opportunities, and providing flexible scheduling to maximize participation. Additionally, schools will continue to strengthen personalized outreach and support for families who may benefit from additional guidance in navigating educational programs and services.  Moving forward, the district will continue to use educational partner feedback to refine its family engagement practices, ensuring that all families have meaningful opportunities to collaborate with schools, access resources, and actively support their children's success. Through these continuous improvement efforts, the district will further strengthen partnerships that contribute to positive academic, social-emotional, and postsecondary outcomes for every student.|The district will continue to implement and refine targeted strategies to strengthen partnerships with families whose voices have been historically underrepresented. Building on existing family engagement efforts, the district will enhance communication through multiple platforms and personalized outreach that reflects the diverse languages, cultures, and preferences of families. Schools will continue to provide meaningful opportunities for families to connect with staff through community events, school activities, and ongoing communication that supports student learning and well-being.  The district will also expand access to resources that empower families to support learning at home and actively participate in their children's educational journey. This includes providing multilingual communications and learning materials, offering culturally responsive workshops and resources, and scheduling engagement opportunities at a variety of times and in multiple formats to reduce barriers to participation. These efforts are designed to ensure all families have equitable access to the information and tools needed to support student success.  In addition, the district will continue to strengthen opportunities for family voice through advisory committees, surveys, focus groups, and other educational partner engagement activities. Feedback gathered from families will be used to inform district and site-level planning, evaluate the effectiveness of engagement strategies, and identify opportunities for continuous improvement. Special attention will be given to increasing participation from historically underrepresented groups to ensure that diverse perspectives help shape district priorities and decisions.  Through these ongoing efforts, the district will continue to foster authentic partnerships with families, strengthen collaboration between home and school, and create an inclusive environment where every family feels welcomed, valued, and empowered as an essential partner in supporting students' academic, social-emotional, and long-term success.|Based on the analysis of educational partner input and local data, the district continues to demonstrate a strong commitment to engaging families and educational partners in meaningful decision-making processes. Over the past two years, the district has strengthened systems that promote collaboration, transparency, and shared leadership, ensuring that family voice remains an integral part of district and school improvement efforts.  The district has sustained its investment in building the capacity of administrators, teachers, and staff to effectively engage families in advisory groups and shared decision-making. Ongoing professional learning and leadership support have strengthened schools' ability to facilitate authentic engagement opportunities where families are informed, empowered, and encouraged to contribute to decisions that impact student learning and school improvement.  The district continues to provide multiple opportunities for families to offer input on district initiatives, policies, and programs through a variety of educational partner engagement activities. School Site Councils (SSC), English Learner Advisory Committees (ELAC), District English Learner Advisory Committee (DELAC), the District Advisory Committee (DAC), Local Control and Accountability Plan (LCAP) engagement meetings, parent surveys, and community forums provide valuable opportunities for families to share feedback and help shape district priorities. Targeted outreach, multilingual communication, and flexible participation options continue to increase access and encourage participation from families representing the district's diverse communities.  Collaboration among families, educators, school leaders, and district administrators remains a cornerstone of the district's continuous improvement efforts. Educational partner feedback is regularly reviewed to inform planning, implementation, and evaluation of district initiatives, ensuring that decisions reflect the needs and priorities of the community. Through these established structures and ongoing engagement opportunities, the district continues to foster a culture of partnership, transparency, and shared responsibility in support of positive outcomes for all students.|While the district has established strong systems for engaging families and educational partners in decision-making, educational partner feedback and local data continue to identify opportunities to strengthen participation and representation. A continued area of focus is increasing meaningful engagement among families whose voices have historically been underrepresented. The district will continue to expand outreach efforts and reduce barriers to participation by providing multilingual communications, flexible meeting options, and a variety of engagement opportunities that accommodate the diverse needs of families.  The district also recognizes the importance of strengthening the capacity of family members to serve as active partners and leaders in advisory committees and district initiatives. Ongoing efforts will focus on providing families with clear information about the purpose of advisory groups, increasing awareness of opportunities to participate, and equipping family leaders with the knowledge and resources needed to contribute confidently to school and district decision-making processes.  Additionally, the district will continue to evaluate the effectiveness of its family engagement strategies by regularly reviewing participation data and educational partner feedback. This continuous improvement process will help identify opportunities to increase representation, strengthen two-way communication, and ensure that decision-making reflects the diverse perspectives and experiences of the district's community.  By sustaining these efforts, the district aims to deepen authentic family engagement, expand shared leadership opportunities, and ensure that all families have meaningful opportunities to influence decisions that support student success and continuous district improvement.|The district will continue to refine and expand strategies that strengthen engagement with families whose voices have been historically underrepresented in school and district decision-making. Building on established family engagement practices, the district will enhance outreach through multilingual communication, flexible meeting formats, and culturally responsive engagement opportunities designed to reduce barriers to participation and ensure all families have meaningful access to district initiatives and leadership opportunities.  The district will continue to strengthen partnerships with community organizations and local agencies that serve the diverse populations within the community. These collaborative partnerships will help increase awareness of district programs and services, extend outreach efforts, and create additional pathways for families to engage with schools in ways that are accessible, relevant, and responsive to their needs.  To ensure family engagement efforts remain effective and responsive, the district will continue to gather educational partner feedback through surveys, advisory committees, community forums, focus groups, and other engagement opportunities. Feedback from families will be regularly reviewed to identify emerging needs, evaluate the effectiveness of current practices, and inform continuous improvement efforts at both the district and school levels.  Additionally, the district will sustain ongoing professional learning for administrators, teachers, and staff focused on culturally responsive practices, effective communication, and strategies for fostering authentic family partnerships. By strengthening the capacity of both school staff and family leaders, the district will continue to build an inclusive culture of shared leadership and collaboration where all families are empowered to participate in decisions that support student achievement, well-being, and long-term success.|4|4|4|4|4|4|4|4|5|5|5|4|Met||2026-06-18|2026
19643940000000|Claremont Unified|3|Claremont Unified’s educational partners continue to feel that our schools, as well as the District Office, are welcoming, which is crucial in building relationships between school staff and families. The district office and school sites offer trainings, committee opportunities, family nights, and provide resources on building trusting and respectful relationships with families. CUSD offers a wide variety of workshops throughout to engage families and provides opportunities for parents to attend Parent Leadership Conferences. Claremont Unified continues to partner with the Claremont Educational Foundation, Tri-City Mental Health, and other local organizations to support parent engagement. The school district also utilizes many tools to provide home language communication with its educational partners with numerous ways for families to receive information such as email, text, phone, or flyers. The district also offers opportunities for the public to express needs and concerns as well as offer suggestions for any changes or adaptations that need to be made.|There are some areas CUSD has identified as areas of improvement for building relationships between school staff and families. While the district offers many options for educational partners to receive information, families can be overwhelmed with information and sometimes have difficulty separating the site information from district and community information. CUSD continues to work on improving the processes for ensuring families receive and engage with the opportunities and information that would be beneficial for them. CUSD continues to focus on two-way communication as an area for improvement as educational partners also felt that communication can often be one-sided and many times there are insufficient opportunities to respond. Partners would like more communication from teachers, school sites, and the district proactively contacting them regarding academic and behavior concerns and soliciting their involvement in a two-way process.|Based on the analysis of the feedback received from educational partners, CUSD is working closely with school sites to improve engagement of our underrepresented families with respect to building relationships between school staff and families in the following ways. CUSD will create personal connections and provide direct outreach to families as key strategies to engage underrepresented families, ensuring their voices are heard and needs are addresses. Efforts are underway to improve relationships by providing essential services like childcare, transportation, translation, and food to accommodate families’ diverse needs and schedules. CUSD’s Senior Liaison of Youth and Family Services and Liaison for Youth and Family Services are instrumental in reaching out personally to underrepresented families regarding these opportunities. Additionally, the Educational Services Department will continue to offer workshops to certificated and classified staff on culturally responsive teaching and restorative practices, along with other topics based on input from the District Equity Advisory Council (EAC). Feedback from educational partners continues to lead CUSD to address the needs of families of foster youth, LGBTQ+ students and families, and Black students and families.|Educational partners feel that both the district and school sites work hard at building partnerships for student outcomes. This is demonstrated with additional communication tools as well as the numerous workshops and trainings offered at both the district office and school sites. Families have opportunities to partner on committees such as LCAP, ELAC, SSC, DELAC, PFA, CPFA, and EAC. CUSD also has strong partnerships with the Claremont After-School Program (CLASP) and the Claremont Educational Foundation (CEF) as well as other community partnerships to support student outcomes. Educational partners feel that CUSD is very accommodating to families, and that a huge strength in building partnerships for student outcomes is the Senior Liaison of Youth and Family Services and the Liaison for Youth and Family Services who together, work tirelessly to reach out and engage families.|An area of focus for improvement in building partnerships for student outcomes continues to be working to engage underrepresented families. CUSD appreciates feedback and realizes that if a family is disengaged, the district does not receive their feedback. The site administrators focus on reaching out to all families in multiple languages via various communication tools and site activities. The Senior Liaison of Youth and Family Services and Youth and Family Services Liaison will continue to personally reach out to underrepresented families to increase their comfort level with the district and in turn, site personnel. These two people serve as liaisons for students identified as foster youth and/or homeless youth attending school in the Claremont Unified School District and act as liaisons between the school district, parents, schools and the community. In addition, educational partners mentioned the continued development of partnerships with the local colleges and community organizations in providing resources and opportunities that enhance educational experiences for students.|Based on the input from educational partners, several recommendations emerged to improve engagement or our underrepresented families with respect to building partnerships for student outcomes. These include providing families with connections to mental health resources that they can access for their family, expanding opportunities for career and technical education, and reaching out to leaders of underrepresented communities to plan activities with them. The Equity Advisory Council is a forum with the structure to address the suggestions of educational partners about improving engagement with underrepresented families.|Educational partners feel that both CUSD and school sites work hard at building partnerships with families with respect to seeking input for decision-making. Although most committees are advisory in nature, the feeling among educational partners is that most of these committees such as LCAP, ELAC, SSC, DELAC, PFA, CPFA, and EAC, are decision making committees and play an important role in the decision-making process. In addition, the District Senior Liaison of Youth and Family Services and Liaison for Youth and Family Services started a Foster Youth Advisory Committee, and the Equity Advisory Council expanded to include a Black Affinity Group this year to better meet the needs of Black students and families. Students were engaged in decision-making this year, especially through the Superintendent’s High School Advisory Committee.|Based on input from educational partners, an area of focus for improvement in seeking input for decision-making will be to engage more underrepresented families, including foster parent leaders, LGBTQ+ families, Black families, and families from working-class backgrounds. The District Senior Liaison of Youth and Family Services and Liaison for Youth and Family Services have worked hard to provide more parent workshops and activities to involve more schools in some of the activities that are happening at other sites. In 2025-2026, CUSD offered workshops on topics such as UC/CSU A-G requirements, college and career readiness, social emotional and mental health, anti-drug/vaping, school attendance, parenting, IB Middle Years Information, suicide prevention, and STEAM Family Engagement Nights.|The ways CUSD will work to improve the engagement of underrepresented families with respect to seeking input for decision-making are much the same as with the previous two areas. The site administrators focus on reaching out to all families via various communication tools and site activities and offering the opportunity to attend virtually. The Senior Liaison of Youth and Family Services and Liaison for Youth and Family Services continue to personally reach out to underrepresented families to increase their comfort level with the district and in turn, site personnel. CUSD will continue to find ways to improve language access, provide flexible meeting times and locations, and investigate the feasibility of providing a dedicated email address for feedback. These methods of outreach are good protocols for increasing parent engagement in general.|4|4|4|4|4|4|4|4|5|4|4|4|Met||2026-06-22|2026
19644360000000|Covina-Valley Unified|3|Covina-Valley Unified School District continues to demonstrate significant progress in building meaningful, trust-based relationships between school staff and families. The District maintains a deep commitment to creating welcoming school environments and ensuring two-way communication that is clear, accessible, and inclusive for all educational partners. This commitment is reflected in the implementation of sustainable family engagement practices across the district.  Educational partners consistently highlight the district’s success in fostering a culture of collaboration. Families have numerous avenues to engage with schools, including advisory committees, Parent-Teacher Associations (PTAs), booster clubs, family nights, special events, co-curricular activities, and parent-teacher conferences. By actively encouraging parents and guardians to volunteer and participate in their children's education, the district reinforces its inclusive, community-centered culture.  C-VUSD prioritizes consistent and respectful communication. The visibility of school leaders and informal, daily interactions contribute to a welcoming atmosphere. According to a recent local survey, 96% of parents and community members report feeling welcome and treated with respect when visiting schools. Additionally, districtwide communication strategies such as monthly Superintendent update videos, Town Hall meetings, a community newsletter, and regular messaging ensure that families remain informed and connected. This is supported by the same local survey, which found that 97% of respondents agreed that the district keeps them well informed about important issues and events.  C-VUSD’s collaboration with advisory groups is well-established, utilizing a varied approach to gather diverse input from our educational partners. The district prioritizes accessibility by hosting both in-person and virtual meetings, ensuring that all voices can participate regardless of their schedules or locations. The district actively leverages surveys, targeted digital communications, and direct outreach to solicit feedback on district initiatives. Platforms like ParentSquare facilitate communication in families' primary languages, reflecting the district’s dedication to accessibility. Additionally, families have user-friendly access to information through the district website, mobile app, and various social media channels.  These collective efforts reflect C-VUSD’s ongoing success in fostering trust, enhancing transparency, and building strong, inclusive relationships with families and the broader community.|Based on input from educational partners and local data, Covina-Valley Unified has identified targeted outreach to underrepresented student and family groups, along with improved communication, as key focus areas to strengthen relationships between school staff and families. While overall family engagement remains strong, feedback shows a need to ensure that all families, particularly those from historically underserved communities, have meaningful opportunities to participate, provide input, and feel connected to their school community.  Educational partner responses also highlighted the need for earlier, clearer, and more consistent communication about school events, safety updates, program opportunities, and district- or site-level changes. To address these needs, the district will continue to expand parent education opportunities, increase access to school-based support services, and improve communication practices to better inform families and community members about available resources, programs, and ways to engage. These efforts are intended to build trust, strengthen two-way communication, and promote more equitable family and community involvement across all schools.|Based on input from educational partners and local data, Covina-Valley Unified will improve engagement with underrepresented families by expanding intentional outreach and strengthening communication between school staff and families. The district will continue to provide parent education opportunities, workshops, and informational sessions that are responsive to the needs of families who may face barriers to participation. These sessions will focus on helping families understand school programs, available resources, academic expectations, and ways to support their child’s success.  The district will also work to create more welcoming and inclusive school environments by increasing family voice and representation in school and district decision-making. This includes targeted invitations to participate in advisory groups, parent meetings, and engagement events, as well as continued translation and interpretation support to improve access for multilingual families.  In addition, Covina-Valley will focus on clearer, earlier, and more consistent communication about school events, safety information, program opportunities, and district updates so families and community members have the information they need to participate meaningfully. Through these efforts, the district aims to build trust, strengthen two-way communication, and ensure that underrepresented families feel valued, informed, and empowered to support their students’ learning and success.|Based on input from educational partners and local data, Covina-Valley Unified has made strong progress in building partnerships with families to support student outcomes. The district continues to focus on strengthening collaboration between families, educators, and community partners so that students receive support both at school and at home.  Local survey results show that 94% of parents agree that the district provides helpful resources and ideas to support student learning at home. In addition, 92% of parents agree that they are regularly informed about their student’s academic progress. These results reflect ongoing efforts to equip families with tools, information, and resources that help reinforce learning beyond the classroom and stay connected to their child’s progress. These efforts are supported through parent workshops, supplemental learning resources, school-based communication, and opportunities for families to learn more about academic programs and student supports.  The district also continues to prioritize communication between home and school. 96% of parents reported that C-VUSD and its schools keep families and the community informed about important issues and events. This demonstrates progress in maintaining consistent communication and building trust with families and educational partners. In addition, families have regular opportunities to meet with teachers and school staff to discuss student progress, attendance, academic needs, and postsecondary planning.  C-VUSD also provides structured opportunities for family voice and participation through School Site Councils, English Learner Advisory Committees, District Advisory Committee, District English Learner Advisory Committee, and LCAP Advisory meetings. These forums allow families and educational partners to provide input, review programs and data, and help inform decisions that impact student learning and success.  To further strengthen partnerships, the district has expanded parent education opportunities, including site-based parent academies and workshops that help families understand the school system, support academic success, and advocate for their children. Overall, Covina-Valley Unified’s efforts reflect a districtwide commitment to collaboration, transparency, and shared responsibility for improving student outcomes.|Based on educational partner input and local data, Covina-Valley Unified has identified targeted outreach to underrepresented student and family groups as a key focus area for improving partnerships to advance student outcomes. While the district continues to offer strong opportunities for family engagement, it is necessary to ensure that all families, particularly those who have been historically underrepresented, are meaningfully included in school and district decision-making.  The district will focus on elevating family voice, expanding parent education opportunities, and increasing access to resources and supports that help families partner with schools to support student learning. This includes providing information in accessible ways, strengthening two-way communication, and offering opportunities for families to better understand academic expectations, student progress, available programs, and ways to advocate for their children.  By creating more inclusive and welcoming opportunities for engagement, C-VUSD aims to build stronger partnerships between families and school staff, increase trust, and promote more equitable outcomes for all students.|Covina-Valley Unified will use feedback from its educational partners and local data to strengthen how underrepresented families are invited, informed, and included in partnership opportunities. The district will continue reviewing survey results and participation data to identify gaps in engagement and better align outreach with family needs.  To support this work, C-VUSD will offer parent learning opportunities focused on practical topics, including understanding student progress, accessing school resources, supporting academic success at home, and navigating school programs. Schools will also use a variety of communication methods, translation and interpretation services, and direct outreach to help ensure families are aware of opportunities to participate.  By removing barriers, increasing access to information, and creating more consistent opportunities for family voice, the district will strengthen partnerships with underrepresented families and support improved student outcomes.|Covina-Valley Unified demonstrates strong progress in seeking input for decision-making through multiple opportunities for families, staff, students, and community members to provide feedback and participate in planning. Each school maintains a School Site Council (SSC) and English Learner Advisory Committee (ELAC), allowing families to help shape site-level priorities and provide input on programs and services. At the district level, the District English Learner Advisory Committee (DELAC), District Advisory Committee (DAC), and LCAP Advisory meetings provide additional opportunities for educational partners to review data, discuss needs, and share recommendations.  The District also works to make engagement accessible by providing translation and interpretation support, offering surveys in multiple languages, and using a variety of communication tools to invite participation. Educational partner surveys are administered throughout the year to gather feedback on district programs, priorities, and areas for improvement.  Through these structures, C-VUSD has created consistent systems for collecting input and using feedback to inform school and district planning. These efforts reflect the District’s commitment to transparency, collaboration, and shared decision-making.|Covina-Valley Unified has identified the need to continue strengthening representation in decision-making opportunities. While the district provides multiple ways for families and community members to share input, continued efforts are needed to ensure that underrepresented families are consistently included in advisory groups, surveys, meetings, and planning processes.  A key focus area is increasing participation from families who may face barriers related to language, work schedules, transportation, access to technology, or limited familiarity with school and district decision-making structures. The district will continue working to ensure feedback more fully reflects the diversity, needs, and priorities of the entire school community.  By expanding outreach and reducing barriers to participation, C-VUSD aims to make input processes more inclusive, meaningful, and representative of all educational partners.|Covina-Valley Unified will improve engagement of underrepresented families by using more intentional outreach strategies and making decision-making opportunities easier to access. The district will continue to use multiple communication methods, including email, text messages, phone calls, ParentSquare, school websites, and social media, to ensure families are informed about opportunities to provide input.  To reduce barriers, C-VUSD will provide translation and interpretation support, offer materials in accessible formats, and explore flexible meeting options, including varied meeting times, virtual participation, and online feedback tools. Schools and district staff will also continue to personally invite families to participate in advisory groups, surveys, LCAP input sessions, and other engagement opportunities.  In addition, the district will provide information and support to help families better understand the purpose of advisory groups, how decisions are made, and how their input can influence school and district planning. These efforts are intended to increase family voice, strengthen trust, and ensure that underrepresented families have meaningful opportunities to participate in decisions that impact student outcomes.|4|5|4|5|4|4|5|4|5|5|5|4|Met||2026-06-29|2026
19644440000000|Culver City Unified|3|Survey results continue to reflect strong relationships between staff and students, with 89% of respondents districtwide agreeing or strongly agreeing that teachers and staff genuinely care about every student. We also continue to engage families through training opportunities connected to instructional tools and student learning supports.|To strengthen school climate, belonging, and student well-being, educational partners suggested additional training for school counselors and mental health counselors on supporting students with disabilities, including strategies for accessible counseling practices, disability-informed social-emotional support, and collaboration with IEP teams and families.|CCUSD was moderately effective in supporting safer and more inclusive school environments through PBIS, restorative practices, and related school-climate supports. however, Foster Youth suspension data were not available for the two most recent years in California School Dashboard. However, the relatively high baseline suspension rate for underrepresented student groups demonstrates the importance of continuing to monitor discipline outcomes and ensuring that PBIS, restorative practices, and individualized supports are consistently available.|CCUSD’s strengths in Building Partnerships for Student Outcomes include expanding opportunities for families, students, staff, and community partners to provide input and strengthening the use of that input to guide planning and improvement. Educational partners participated through the LCAP Parent Advisory Committee, DELAC, SEDAC, school-site advisory groups, family surveys, YouthTruth, the California Healthy Kids Survey, and targeted community engagement efforts. These structures provided feedback regarding academic support, school climate, inclusion, attendance, mental health, family communication, and access to programs.|CCUSD has built a broad foundation for partnership through multiple advisory, survey, and communication structures. Continued work will focus on increasing participation across schools and student groups, improving documentation of how input influences decisions, and ensuring that engagement contributes to measurable improvements in student access, experience, and outcomes.|Educational Partners have identified continued and sustained outreach to underrepresented families by reaching out to other parent partners to help get feedback and information needed to improve school community and climate for underrepresented families.|CCUSD’s current strengths in Seeking Input for Decision-Making include providing multiple ways for students, families, staff, and community members to share their perspectives. Input is gathered through the LCAP Parent Advisory Committee, DELAC, SEDAC, school-site councils and advisory groups, the Black Family Council, YouthTruth, the California Healthy Kids Survey, community surveys, and targeted meetings with families and educational partners. These structures have helped the District gather feedback on academic support, school climate, inclusion, attendance, mental health, family communication, and access to programs.|Areas for improvement include uneven participation across school sites and student groups, lower family engagement at the high school level, and inconsistent documentation of participation. Traditional meetings and surveys may not fully reach families who face language, work-schedule, transportation, childcare, technology, or trust barriers.|The District can strengthen engagement by offering multilingual and culturally responsive outreach, providing virtual and in-person options at varied times, partnering with trusted community leaders, and using smaller focus groups or listening sessions to hear directly from underrepresented families. The District should also consistently communicate how educational partner input influenced decisions so families can see the impact of their participation.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-23|2026
19644510000000|Downey Unified|3|Downey Unified School District continues to make strong progress in building positive, trusting relationships with families. Every school is committed to creating a welcoming and inclusive environment where families feel valued, respected, and supported. School staff and administrators prioritize open communication and work to ensure that families feel comfortable, heard, and connected to their child’s school.  Families are invited to participate in a variety of events throughout the year, such as Back-to-School Night, Open House, PTA activities, and student recognition celebrations. These events provide important opportunities for families and staff to connect, strengthen relationships, and stay informed about student learning.  The district also offers workshops, meetings, and parent academies designed to help families better understand the school system and learn ways to support their child’s success at home and at school.  Family voice plays an important role in district decision-making. Through the Annual LCAP Parent Survey, families across all grade levels (TK–12) are invited to share their feedback. For the 2025–2026 school year, 6,715 responses were collected. This valuable input helps guide planning across key areas, including student achievement, student well-being, services for foster and homeless youth, staff support, family engagement, and school facilities. Survey results show that families feel positive about communication and access to school staff, reflecting the district’s continued success in building strong partnerships with families.|The Downey Unified School District has established positive relationships with parents and families. Our LCAP Goal #5 targets parent and family engagement to provide timely and transparent communication where parents are well-informed of the district and school events. An analysis of the free-response questions in our Annual Partner Engagement Survey indicates a need to strengthen our efforts in the following:  Provide Spanish language interpretation during school site meetings and workshops. Though the district does provide interpretation at all Board Meetings, PAC, DELAC, and District sponsored meetings and parent academies, there is a need to provide consistent interpretation during school meetings and events.   Timely notice for events: The District and all school sites make efforts to provide efficient and timely communication to parents about upcoming events, meetings, and workshops. There is a need for schools to provide advance communication and invitations to families, more than 24-48 hours before an event.   The time of the event. Due to work or other commitments, some parents are unable to attend events.|Downey Unified School District is committed to creating welcoming and inclusive school environments where all families feel comfortable asking questions, seeking support, and actively participating in their child’s education. We want every family to feel respected, informed, and connected to their school community.  Through our self-reflection process, Spanish-speaking families shared a need for more consistent interpretation services and increased opportunities for leadership development. In response, the district has hired a Family and Community Engagement (FACE) Specialist through the California Community Schools Partnership Program (CCSPP). This role is focused on expanding access to parent leadership training and creating more opportunities for families to get involved and build their skills as advocates for their children.  To strengthen communication and engagement, each school develops an action plan based on its own LCAP survey results, with a focus on improving family involvement. At the district level, DUSD is also increasing outreach and support for families of students receiving Special Education services, as well as Foster Youth, Homeless Youth, and English Learners. This work is supported through committees such as the Parent Advisory Committee (PAC) and District English Learner Advisory Committee (DELAC).  Our ongoing goal is to ensure that all families feel informed, valued, and empowered to actively participate in their child’s education and school community.|Downey Unified School District values family voice and actively seeks input through the annual LCAP Parent Survey. In Spring 2025, 6,715 parents participated, reflecting strong engagement across the district. Results show a very positive connection between families and schools, with 93% of parents agreeing that their child’s school encourages them to be involved in their education.  Recognizing that strong family partnerships are key to student success, the district offers a variety of opportunities throughout the year for families to stay connected and involved. These include parent workshops, school events, and activities designed to build confidence, share helpful resources, and strengthen collaboration between families and school staff. Together, these efforts support meaningful relationships and contribute to improved outcomes for all students.|Downey Unified School District has built strong relationships with parents and families, with LCAP Goal #5 focused on meaningful engagement through clear, timely, and transparent communication. The district strives to keep families informed and connected to school and district events.  Feedback from the Annual LCAP Parent Survey highlights the continued need for interpretation services at school events. Removing language barriers helps families participate more fully, ask questions, and build stronger connections with school staff—leading to improved partnerships that support student success. In response to this feedback, Downey Unified remains committed to creating welcoming and inclusive environments for all families. Each school site reviews survey results and develops an action plan to strengthen family engagement.|A key priority is reducing barriers for Spanish-speaking and underrepresented families. Planned strategies include providing interpreters at key meetings and events, offering earlier notice so families can plan ahead, and expanding communication through multilingual messages and reminders. Schools are also exploring additional supports, such as childcare and family-friendly incentives, to increase participation.  Through these efforts, the district aims to ensure all families feel informed, valued, and empowered to engage in their child’s education.|Downey Unified values the input of families and gathers feedback each year through the LCAP Parent Survey. In Spring 2026, 6,715 parents participated, showing strong engagement across the district. Results indicate that families feel welcomed and believe schools provide meaningful opportunities to be involved in their child’s learning and school activities.  Ninety percent of parents shared that their child’s school makes it easy to attend meetings and workshops, creating more opportunities for families to stay informed and participate in decision-making. Additionally, 87% of parents agreed that their child’s school actively involves them in decisions about school programs.  These results reflect the district’s continued commitment to building strong partnerships with families and ensuring their voices help guide school improvement efforts.|Downey Unified uses an annual survey to gather meaningful feedback from a diverse group of families to monitor and improve LCAP programs and services. This input supports the district’s vision of ensuring all students graduate prepared for college, career, and responsible citizenship. Survey results show that families view district programs positively and believe their children are receiving a high-quality education.  An ongoing priority is increasing opportunities for Spanish-speaking families to fully participate in school and district meetings and events. Expanding access and removing language barriers will help ensure all families feel included and have a voice in supporting student success.|Downey Unified is committed to building the capacity of our families and educational partners. Each year, the district gathers feedback through the Annual Partner Engagement Survey, which includes input from families and stakeholders across all schools. Results are reviewed at both the school and district levels, and each site uses this feedback to develop action plans that address the specific needs of their community.  The district values the advisory committee process and provides support to ensure meaningful participation at all sites. The Parent Advisory Committee (PAC), which includes representatives from English Learners, Foster and Homeless Youth, Special Education, and low-income families, meets regularly to review data and provide input on programs serving students with the greatest needs. The District English Learner Advisory Committee (DELAC) also plays an important role by offering input on programs and services for English Learners.  Downey Unified continues to prioritize strong family partnerships and shared decision-making. Based on parent feedback, the district offers workshops and resources designed to meet family needs, with an emphasis on supporting students’ social-emotional well-being. Funding is dedicated to ensure families have access to meaningful opportunities for learning, engagement, and support.|5|4|5|5|4|5|4|5|5|5|4|4|Met||2026-06-23|2026
19644690000000|Duarte Unified|3|Based on educational partner input and local data, Duarte Unified School District demonstrates strengths in building relationships between school staff and families through consistent communication, meaningful engagement, and responsive supports. Families receive timely information through the district website, digital marquees, social media, newsletters, meetings, and ParentSquare, which supports bilingual communication. The district also promotes the Aeries Parent Portal so families can monitor student progress and remain engaged in their child’s education. Duarte Unified has strengthened family engagement through parent workshops that help families navigate school systems, access resources, and support learning at home. Family and Community Liaisons at each site serve as key connections between home and school by helping families access information, participate in activities, and communicate with staff. In partnership with Duarte’s Integrated Wellness Support System, liaisons help connect families with essential resources such as food, clothing, and school supplies. Families value opportunities to engage through Back-to-School Night, STEAM Nights, International Fairs, IB Night, and school-based events. While survey results show continued need to increase the percentage of families who feel welcome and engaged in decision-making, the district has established a strong foundation of communication, support, and partnership to strengthen trust and support student success.|Based on the analysis of educational partner input and local data, Duarte Unified School District has identified increasing parent participation in formal advisory and decision-making groups as a key area for improvement in building relationships between school staff and families. Participation in the District English Learner Advisory Committee (DELAC), School Site Councils (SSC), Community Engagement Council meetings, and other leadership opportunities remains lower than desired, limiting opportunities for families to provide input on programs, services, and District initiatives. Educational partner feedback indicates that while families value communication from schools, many would like additional opportunities for meaningful engagement and greater understanding of how their input influences decision-making. To address this need, the District is implementing strategies designed to make participation more accessible, welcoming, and culturally responsive. These strategies include offering flexible meeting times, providing interpretation and childcare when feasible, and connecting advisory meetings with family events to increase visibility, convenience, and participation. The addition of Family and Community Liaisons at each school site, along with the District Coordinator of Family and Community Engagement, will further strengthen relationships between families and schools by improving outreach, communication, and follow-up. The District will also enhance communication regarding the important role families play in shaping District and school decisions through ParentSquare, social media, newsletters, and direct outreach.  In addition, Duarte Unified will provide training and support for parent leaders so families feel prepared to participate meaningfully in meetings, ask questions, and contribute to decisions that impact students. By reducing barriers to participation, strengthening parent leadership capacity, and creating more welcoming opportunities for engagement, Duarte Unified aims to foster authentic partnerships in which all families feel valued, informed, connected, and empowered to support student success.|Based on the analysis of educational partner input and local data, Duarte Unified School District will improve engagement of underrepresented families by expanding opportunities for meaningful participation and ensuring that all families feel welcomed, valued, and connected to their schools. Feedback from families indicated a desire for more authentic engagement opportunities and stronger relationships with school staff. To address this need, the District will build the capacity of school leaders and staff to create welcoming, inclusive, and culturally responsive environments where all families feel a sense of belonging. Parent and family engagement activities will be collaboratively developed with families and embedded within each school’s School Plan for Student Achievement (SPSA) to ensure that engagement efforts reflect the unique needs and priorities of the school community. The District will also place Family and Community Liaisons on each school site to strengthen outreach and engagement with families who have historically been underrepresented in school activities and decision-making processes. These liaisons will help remove barriers to participation, facilitate two-way communication, connect families with resources, and create additional opportunities for authentic involvement in school life. A District Coordinator of Engagement and Communication will ensure that consistent, reliable information is messaged through different media formats throughout the District, effectively reaching all groups.  In addition, Duarte Unified will offer parent education workshops designed to increase families’ understanding of the educational system, student expectations, available resources, and opportunities for involvement. These workshops will empower families with the knowledge, skills, and confidence needed to actively participate in advisory committees, leadership groups, and other decision-making processes. Through these efforts, the District seeks to strengthen partnerships with underrepresented families and ensure that their voices are reflected in school and District decisions.|Based on the analysis of educational partner input and local data, Duarte Unified School District’s strengths in building partnerships for student outcomes include strong communication systems, meaningful family engagement opportunities, and a commitment to connecting students and families with academic, social-emotional, and community resources. The District has made progress in strengthening partnerships through multiple communication platforms, including ParentSquare, school websites, social media, newsletters, and family meetings, which help ensure families have timely access to important information and opportunities to engage in their child’s education. Educational partners have identified school-based events, parent workshops, and family engagement activities as valuable opportunities to strengthen relationships between schools and families. Events such as Back-to-School Night, STEAM Nights, International Fairs, IB Night, and other school-based activities provide families with meaningful opportunities to connect with staff, learn about student programs, and support student success. The District has also expanded partnerships that provide direct support to students and families. Through collaboration with the Los Angeles County Office of Education’s Community Schools Initiative, City of Hope, Citrus College, California School of the Arts, and other community organizations, students have access to academic enrichment, college and career opportunities, internships, health and wellness resources, and family support services. Family and Community Liaisons have further strengthened connections between schools and families by improving communication, increasing access to resources, and helping families navigate educational systems and services. Attendance and participation at District  Community Engagement Council meetings has increased recently, with greater gains expected at other parent leadership events in the future.  Educational partner feedback indicates that families value the District’s efforts to communicate, provide support, and create welcoming environments. While opportunities remain to increase participation in advisory groups and decision-making processes, Duarte Unified has established a strong foundation of collaboration and partnership that supports improved student outcomes and family engagement.|Based on the analysis of educational partner input and local data, Duarte Unified School District demonstrates strengths in building partnerships that support positive student outcomes through comprehensive communication, family engagement, and coordinated support services. The District provides families with timely information and resources through monthly newsletters, District and school websites, School Site Council meetings, PTA meetings, English Learner Advisory Committee meetings, and home-school communication. Parent-teacher conferences, Student Study Team meetings, and Individualized Education Program (IEP) meetings provide additional opportunities for families to collaborate with staff, participate in decision-making, and access support aligned to their child’s needs. Family and School Liaisons also provide a bridge between school and home, facilitating communication and understanding particularly when a students’ home language is not English.  Duarte Unified has also established valuable community and educational partnerships that contribute to student success. Through its partnership with the USC College Advising Corps, Duarte High School benefits from a full-time college advisor who supports students and families with college planning, financial aid applications, and FAFSA completion. The District also partners with local agencies and organizations to provide mental health services, wellness supports, and access to community resources for students and families. In addition, school counseling services, Positive Behavioral Interventions and Supports (PBIS), student clubs and organizations, and staff-led interventions help create a connected and supportive school environment. Partnerships with families, community organizations, and educational institutions further enhance students’ access to academic, social-emotional, college, and career readiness opportunities. Educational partner feedback indicates that families value these supports and appreciate the District’s efforts to provide resources and opportunities that contribute to student success. Together, these partnerships help ensure students receive the comprehensive support necessary to thrive academically, socially, and emotionally.|Based on the analysis of educational partner input and local data, Duarte Unified School District has identified increasing family engagement in support of student outcomes as a key area for improvement. While communication with families is strong and engagement is often robust at the elementary level, participation and involvement tend to decrease as students transition to middle and high school. Educational partners expressed a desire for additional opportunities to remain informed, connected, and engaged in their child’s educational experience. To address this need, the District will expand meaningful parent education opportunities designed to help families support student learning, monitor academic progress, and better understand pathways to college and career readiness. Workshops will focus on topics such as graduation requirements, A–G eligibility, attendance expectations, academic and social-emotional supports, and strategies families can use to support learning at home. In addition to the Family and Community Liaison, additional counselors were also added so parents can more easily meet with someone to discuss their child’s unique situation.  The District will also strengthen efforts to help families understand District goals and priorities, including the Local Control and Accountability Plan (LCAP), state academic standards, and available programs and services. By providing families with clear information, practical tools, and opportunities to engage directly with school staff, Duarte Unified aims to increase family participation, strengthen home-school partnerships, and enhance the collective efforts that support positive student outcomes. Through these efforts, the District seeks to build the capacity of families to serve as active partners in their child’s education and to ensure that all students benefit from strong connections between home, school, and community.|Based on the analysis of educational partner input and local data, Duarte Unified School District demonstrates strengths in building partnerships that support positive student outcomes through comprehensive communication, family engagement, and coordinated support services. The District provides families with timely information and resources through monthly newsletters, District and school websites, School Site Council meetings, PTA meetings, English Learner Advisory Committee meetings, and home-school communication. Parent-teacher conferences, Student Study Team meetings, and Individualized Education Program (IEP) meetings provide additional opportunities for families to collaborate with staff, participate in decision-making, and access support aligned to their child’s needs. Family and School Liaisons also provide a bridge between school and home, facilitating communication and understanding particularly when a students’ home language is not English.  Duarte Unified has also established valuable community and educational partnerships that contribute to student success. Through its partnership with the USC College Advising Corps, Duarte High School benefits from a full-time college advisor who supports students and families with college planning, financial aid applications, and FAFSA completion. The District also partners with local agencies and organizations to provide mental health services, wellness supports, and access to community resources for students and families. In addition, school counseling services, Positive Behavioral Interventions and Supports (PBIS), student clubs and organizations, and staff-led interventions help create a connected and supportive school environment. Partnerships with families, community organizations, and educational institutions further enhance students’ access to academic, social-emotional, college, and career readiness opportunities. Educational partner feedback indicates that families value these supports and appreciate the District’s efforts to provide resources and opportunities that contribute to student success. Together, these partnerships help ensure students receive the comprehensive support necessary to thrive academically, socially, and emotionally.|Based on the analysis of educational partner input and local data, Duarte Unified School District has identified increasing family engagement in support of student outcomes as a key area for improvement. While communication with families is strong and engagement is often robust at the elementary level, participation and involvement tend to decrease as students transition to middle and high school. Educational partners expressed a desire for additional opportunities to remain informed, connected, and engaged in their child’s educational experience. To address this need, the District will expand meaningful parent education opportunities designed to help families support student learning, monitor academic progress, and better understand pathways to college and career readiness. Workshops will focus on topics such as graduation requirements, A–G eligibility, attendance expectations, academic and social-emotional supports, and strategies families can use to support learning at home. In addition to the Family and Community Liaison, additional counselors were also added so parents can more easily meet with someone to discuss their child’s unique situation.  The District will also strengthen efforts to help families understand District goals and priorities, including the Local Control and Accountability Plan (LCAP), state academic standards, and available programs and services. By providing families with clear information, practical tools, and opportunities to engage directly with school staff, Duarte Unified aims to increase family participation, strengthen home-school partnerships, and enhance the collective efforts that support positive student outcomes. Through these efforts, the District seeks to build the capacity of families to serve as active partners in their child’s education and to ensure that all students benefit from strong connections between home, school, and community.|Based on the analysis of educational partner input and local data, Duarte Unified School District demonstrates strengths in seeking input for decision-making through multiple opportunities for families, staff, students, and community members to provide feedback on District and school priorities. The District uses a variety of formal and informal engagement structures, including School Site Councils, English Learner Advisory Committees, District English Learner Advisory Committee meetings, Community Engagement Council meetings, parent meetings, surveys, ThoughtExchange, and school-based engagement opportunities to gather input from educational partners. Duarte Unified has made progress in using educational partner feedback to inform planning and improvement efforts, including the development of the Local Control and Accountability Plan, School Plans for Student Achievement, family engagement activities, communication strategies, and student support services. Feedback from families has helped identify the need for stronger two-way communication, increased parent participation, expanded family workshops, and more welcoming opportunities for involvement at school sites. The District also uses multiple communication tools to invite participation and share opportunities for input, including ParentSquare, newsletters, school and District websites, social media, and direct outreach from school staff. These efforts have helped expand awareness of opportunities for families and educational partners to participate in decision-making processes. While the District continues to work toward increasing participation among underrepresented families, current engagement structures provide a foundation for inclusive input and shared decision-making. Duarte Unified remains committed to strengthening systems that ensure educational partner voices are heard, valued, and reflected in District and school decisions that support student learning and success.|3|3|3|3|3|4|3|3|3|3|3|3|Met||2026-06-25|2026
19644690128736|Opportunities for Learning - Duarte|3|Based on analysis of educational partner feedback and local data, the LEA continues to demonstrate strengths in building strong, supportive relationships between staff and families. Our independent study model allows for individualized attention and flexible communication, fostering trust and meaningful connections. Regular student-parent-teacher meetings, consistent progress monitoring, and personalized outreach contribute to increased family engagement and a shared commitment to student success.  Feedback from surveys and partners indicates that families value the consistent communication from teachers and support staff, as well as the responsiveness of school teams in addressing questions and concerns. Staff maintain regular communication through phone calls, both in person and virtual meetings, and digital platforms such as SchoolPathways and Edmentum, ensuring families remain informed and engaged in their students’ academic progress. This year, we expanded parent access to digital tools that provide real-time visibility into attendance and course completion, strengthening transparency and accountability.  We have also continued to strengthen culturally responsive engagement by providing materials in families’ home languages and ensuring that school events and resources are inclusive and accessible. Parent feedback reflects appreciation for the welcoming environment and individualized support, particularly for students needing additional academic or social-emotional assistance.  These efforts reflect our commitment to fostering meaningful, two-way communication with families as essential partners in student learning. Moving forward, we will expand opportunities for feedback, increase awareness of available resources, and continue strengthening the connection between home and school to support every student’s success.|While the LEA has strengthened communication practices with families, educational partner feedback and local data continue to identify areas for growth. One priority area is improving consistent engagement with families of students who are chronically absent or experiencing academic difficulties. Although staff maintain regular outreach efforts, challenges such as outdated contact information, limited family availability, and low response rates can impact the effectiveness of communication.  An additional area for improvement is increasing opportunities for in-person and community-based engagement. While virtual communication remains valuable and convenient, feedback from families suggests that more face-to-face interactions would help strengthen relationships and foster stronger connections with school staff. Educational partners have also expressed a need for additional guidance and resources to help families support student learning at home, particularly in foundational subjects such as math and reading.  Families of English Learners and students with unique needs have also identified the importance of more culturally and linguistically responsive outreach. Although translation services are available, The LEA continues to work toward more proactive communication practices that reflect the diverse backgrounds of our families and promote equitable access to support services and school resources.  To address these needs, the LEA will continue strengthening personalized outreach efforts, providing staff training focused on effective family engagement strategies, and expanding structured opportunities for families to connect with the school community through workshops, events, and regular check-ins. These efforts are intended to build stronger collaborative partnerships with families that support student achievement and overall success.|Based on self-reflection and educational partner input, the LEA  identified underrepresented families—including families of English Learners, foster youth, and those experiencing housing or economic instability—as needing more intentional engagement. Barriers such as language differences, limited technology access, transportation issues, and competing responsibilities can make consistent school connections difficult.   To address these challenges, the LEA is strengthening personalized outreach through bilingual staff, expanded translated communication, and flexible meeting options, including virtual and after-hours meetings. The school will also continue increasing participation in the Parent Advisory Committee and building partnerships with community-based organizations to strengthen trust and family connections. Ongoing staff professional development in culturally responsive practices, inclusive communication, and relationship-building will support these efforts and help ensure all families feel valued, supported, and included.   The LEA will also use family feedback and participation data to guide future engagement strategies and identify areas for improvement. The school is committed to creating welcoming opportunities for families to share input and collaborate in decision-making processes. Through these ongoing efforts, the LEA aims to build stronger partnerships that support student success and strengthen the overall school community.|The LEA continues to foster strong partnerships with families and educational partners through its active Parent Advisory Committee, which includes staff, students, and parents who provide input on schoolwide initiatives and the Local Control and Accountability Plan (LCAP). This collaborative structure helps ensure that family and educational partner perspectives are incorporated into school decision-making processes.  At the instructional level, staff participate in weekly professional learning community (PLC) meetings to review benchmark data in English Language Arts, Mathematics, and other academic indicators. These meetings support ongoing monitoring of student progress and guide instructional planning and intervention strategies to better meet student needs.  The LEA also maintains ongoing support systems for student groups with unique needs. Students with disabilities and their families receive regular updates regarding progress toward Individualized Education Program (IEP) goals each semester. Foster youth and students experiencing homelessness receive targeted support and individualized guidance through regular meetings with the Post-Secondary Counselor and support staff.  In addition, the school continues to prioritize student well-being through social-emotional learning opportunities and experiential activities designed to support mental health, strengthen student engagement, and reduce barriers to participation in the general education program. These efforts reflect the LEA’s commitment to providing comprehensive support that promotes academic success and overall student wellness.|Based on educational partner feedback and internal data, the LEA has identified increasing students’ sense of belonging as an important area for continued growth in strengthening partnerships that support student outcomes. While current efforts—including orientation meetings, achievement discussions, and wellness supports—have established a positive foundation, feedback suggests that additional opportunities for consistent, culturally responsive, and student-centered engagement are needed.  In response, the LEA is focused on strengthening school-family partnerships that promote student connection, inclusion, and engagement, particularly for historically underserved student groups such as English Learners, Foster Youth, and students with disabilities. Planned efforts include expanding extracurricular and enrichment opportunities, increasing staff training in culturally sustaining and inclusive practices, and creating additional opportunities for student voice, leadership, and participation in school planning and decision-making processes.  Through these efforts, the LEA aims to foster a more inclusive school environment where all students feel connected, valued, and supported in their academic and personal growth.|Based on educational partner feedback and local self-reflection data, the LEA identified a need to strengthen engagement with underrepresented families, including those of English Learners (ELs), Long-Term English Learners (LTELs), foster youth, students experiencing homelessness, and students with disabilities. Families may face barriers such as language differences, limited access to technology or resources, and scheduling challenges that affect participation in school communication and activities. While structures such as the Parent Advisory Committee, Achievement Chats, ALP meetings, and IEPs provide opportunities for collaboration, the LEA recognizes the need to expand outreach efforts further.  To address these needs, the LEA is increasing translated materials, interpretation services, and flexible meeting options, including virtual, in-person, and phone-based formats. The school is also strengthening partnerships with community organizations to better connect families with resources and support services. Staff continue participating in professional development focused on culturally responsive practices and inclusive family engagement strategies to create welcoming environments for all families.  In addition, the LEA prioritizes consistent communication regarding supports available to ELs, foster youth, and students experiencing homelessness. English Language Specialists continue professional development to strengthen individualized support for students and families, while the Post-Secondary Counselor provides regular mentorship and guidance related to educational rights, academic planning, and post-secondary opportunities. Through these efforts, the LEA aims to build stronger, more equitable family partnerships that support student engagement, academic achievement, and long-term success.|The LEA demonstrates a strong commitment to inclusive decision-making by actively involving a diverse range of educational partners in planning, reflection, and evaluation processes. Established structures such as the Parent Advisory Committee, student focus groups, staff professional learning communities, and regular stakeholder surveys provide multiple opportunities for meaningful participation and feedback. These engagement practices promote transparent communication, collaboration, and shared problem-solving, helping ensure that school decisions reflect the perspectives and needs of students, families, and staff.  Local data and educational partner feedback indicate consistent participation and positive perceptions of these opportunities, demonstrating the LEA’s continued progress in fostering a culture of collaboration, responsiveness, and shared responsibility. Through ongoing communication and engagement, the LEA is able to make more informed and equitable decisions that support the success and well-being of the entire school community.|While the LEA has established multiple opportunities for educational partners to provide input, analysis of local data and stakeholder feedback identifies areas for continued growth in expanding and strengthening engagement, particularly among underrepresented families and students. Ongoing challenges include increasing consistent participation across all demographic groups and improving awareness of available opportunities to participate in school planning and decision-making processes.  Educational partner feedback also indicates a need for more timely communication and greater clarity regarding how educational partner  input is considered and reflected in school decisions. To address these areas, the LEA will continue enhancing outreach efforts through the use of translated materials, flexible meeting times and formats, and more intentional follow-up communication that shares outcomes, actions, and next steps resulting from stakeholder feedback.  These efforts are intended to strengthen transparency, increase accessibility, and create a more inclusive decision-making process that encourages meaningful participation from all educational partners.|To strengthen the engagement of underrepresented families in decision-making processes, the LEA will continue implementing targeted outreach strategies designed to reduce barriers related to language, scheduling, and access to technology. Planned efforts include providing translated materials and interpretation services during meetings, offering flexible meeting options such as virtual and after-hours sessions, and increasing outreach through trusted staff members and community partnerships.  The LEA will also continue improving communication practices by clearly explaining how family feedback contributes to school decisions and by providing follow-up updates regarding outcomes, actions, and next steps. Through these efforts, the LEA aims to create more accessible, culturally responsive, and transparent opportunities for engagement that encourage underrepresented families to participate meaningfully and confidently in shaping school programs, policies, and practices.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-25|2026
19644690134858|California School of the Arts - San Gabriel Valley|3|We have greatly improved in this regard with the full implementation, starting in 2022 with Parent Square. This facilitated better communication, rather than just email, to all families and allowed for materials to be easily translated into a family's preferred language. Additionally, the continued expansion of various parent engagement organizations has improved relationships. These include our FAN group similar to a PTA, our various PAC groups per conservatory, our school committee members, and many volunteers. Our counselors also meet with every single junior family to plan for college and career. Additionally, several orientations and onboarding events at the start of the year provide informational and social opportunities for parents and staff to engage. All of this culminates in Welcome Week. Additionally, the over 80 performances throughout the year connect parents and staff in celebratory moments as they get to witness students' creativity unfold. In general, in all schoolwide surveys we conduct, parents are very satisfied with our school.|Continue to explore ways to engage parents who have not yet engaged in a more meaningful way with the school. Finding ways to defer costs for show performances and other opportunities would help. Additionally, building more robust relationships with parents of various subgroups such as our EL students, foster, homeless youth, and those from low socioeconomic situations is a priority.|More opportunities, such as coffee with the principal and other such types of low-stakes gatherings with administration and staff are essential. We've recently hired a Middle School Coordinator, who will focus on further engaging our middle school families. These students, while attending DUSD middle schools, continue their education in the afternoons with us in the arts. These families can easily feel on the outskirts of our family population and they are split between schools. Our goal is to further integrate them in our community through socializing events, more community gatherings, and more middle school specific performances. This year we also contracted with a company that provides real-time translation and transcription services for two big parent events on campus. This was a helpful tool that we want to expand access to. We have also hired a Senior Coordinator and a FAN Coordinator (as TOSAs) to help with parent engagement at all grade levels.|Teachers, school counselors, administrators, and support providers are readily available and willing to meet with families and community members in our collective work toward improving student outcomes. Committees meet regularly to establish goals and make school improvements. The WASC improvement model is regularly utilized in this regard. Our Academic Intervention systems and behavior and attendance tiered intervention and reflection systems build a structure to facilitate this as well. Our school counselors utilize the ASCA goal-setting model to focus on groups of students dealing with chronic absenteeism and meets with families to track goals and offer incentives for improvement. Our Learning Specialist holds SST meetings with teachers and families to make sure intervention starts early for struggling learners.|While we have a robust onboarding system for new families, we could better improve partnerships by continuing to offer more robust parent education opportunities throughout the year. College Fair does this with regards to college going, but other opportunities could expand to topics such as community health, drug education, mental health, and social and emotional wellness. We also could do more to recruit parents and teachers to our LCAP committee to have more consensus making around shared goals, interventions, and strategies. We also, in general, need more investment into teacher professional development.|We need more parent involvement in our various committees that work towards improvement student outcomes. While we have some really involved parents, they do not represent enough of our underrepresented families. Reaching out directly to those groups, meeting them where they are at when it works for them, may be a way to further bring them into the conversation. Parent education opportunities would also be helpful.|There are many ways in which input is gathered. The main ways are through regular surveys, various committee meetings (LCAP, WASC, Safety, Operations, Equity, Restorative Practices, Professional Development), and through various parent engagement groups such as FAN, PAC, Encore, and other various boards. Board meetings are also open to public comment. Additionally, administration has close working relationship with our teachers' union. This year, groups met regularly in three strategic planning sessions to review the current plans areas of strength and weaknesses.|While parents and students are invited to the various school committees, sustained partnership has been a challenge. As a commuter school it has been challenging to find the right time for all stakeholders to successfully meet. We are continuing to tackle this challenge and creatively brainstorm solutions. Additionally, we are always seeking ways to further encourage all types of parents from various subgroups to participate in parent engagement groups such as FAN. This coming year we will move committee meetings to evening hours to see if that boosts student and parent commitment.|We need more active recruitment efforts so that underrepresented families know that their feedback is sought and important. We need a more low-stakes way to further engage and involve these families so they feel comfortable participating. We also need to navigate more thorough ways of utilizing translation services for these kinds of gatherings. Hopefully our efforts in these areas this past year will galvanize efforts this year as we continue to recruit. Parent education events should help with these efforts.|5|4|5|4|4|5|4|5|4|4|4|5|Met||2026-06-22|2026
19644690139535|Options For Youth - Duarte, Inc|3|OFY-Duarte remains committed to fostering an inclusive school community culture that honors the diversity of its staff, students, families and local community. Developing and strengthening meaningful relationships with our educational partners provides an essential foundation for student success.   The charter provides staff and educational partners with access to communication platforms, including ParentSquare, Remind and DeepL, to bolster two-way communication in multiple languages. Additionally, a dedicated Parent Portal housed in the charter’s custom Student Information System, “studenttrac.com”,  provides real-time access to students’ academic progress.  Regular updates from teachers ensure that behavior and academic progress are addressed in a timely manner and instructional time is not lost. When challenges arise, staff initiate parent conferences to revise, with input from parents and students, the student’s educational plan and to keep students on track to graduate in their 4/5-year cohort. These efforts are supported by the work of support staff, as funded through LCAP Goal 5 Action 4, who re-engage families and seek to remove barriers to student success. Additionally, biannual formal Achievement Chats review students’ progress toward graduation and their personalized learning plan to ensure students are making meaningful progress through the program.  OFY-Duarte empowers families to shape school improvement by participating in advisory groups: the Parent Advisory Committee (PAC) and the District English Learner Advisory Committee (DELAC), which meet regularly to provide charter updates and seek input. Advisory committees are supported through funding in LCAP Goal 5, Action 6.  Developing and sustaining meaningful educational partner engagement is further supported through events such as Back-to-School Night, Open House, LCAP Nights, Parent Information Nights and the annual Spring School Climate survey. Recent survey results indicate: 79% positive Teacher-Student Relationships, 90% positive School Safety and 75% positive Rigorous Expectations.|Through LCAP Goal 5 Action 4: Educational Partner Liaison and Goal 5 Action 6: Parent and Family Engagement, the charter acknowledges the vital role educational partners have in supporting successful student learning outcomes. Actions 5 and 6 ensure families feel connected, welcomed and valued in the charter school community.  The charter offers meaningful opportunities to connect with educational partners, building trust, strengthening essential bonds of collaboration and support and promoting an inclusive school culture that recognizes and uplifts each member of the school community.   OFY-Duarte recognizes the importance of removing language barriers that may limit or hamper educational partner engagement and strives to ensure equitable access to key resources and updates on the school website and the Parent Portal of studenttrac.com. Both platforms have translation capabilities with a simple click, reinforcing the charter’s commitment to inclusivity and belonging. Additionally, the charter offers varied schedules and virtual engagement opportunities for educational partners at their preferred times, ensuring broader participation in school events and decision-making processes and fostering a stronger sense of community and partnership.|OFY-Duarte’s ongoing commitment to increasing family engagement is reflected in the charter’s efforts to provide translated materials, translation services at PAC and DELAC, IEP and progress review meetings, so that families can meaningfully connect with school staff.   The charter’s commitment is anchored in LCAP Goal 5, Action 6: Parent and Family Engagement, and through related actions: Goal 2, Action 2: Academic and Postsecondary Planning; Goal 4, Action 2: Enhancing School Climate and Safety; and Goal 5, Action 8: Threat Assessment Training. Collectively, these efforts create multiple entry points for families to meaningfully engage and contribute to a safe, welcoming environment—whether in person or through online platforms.  To elevate parent voice, OFY-D continues to nurture the development of a robust Parent Advisory Committee (PAC) and District English Learner Advisory Committee (DELAC). The charter believes these two advisory bodies are critical to gathering input and collaboration on school improvement. Additionally, English Learner (EL) students and Students with Disabilities (SWD) have opportunities to meet with charter staff during Open House events, which supports greater understanding of individual needs and fosters an inclusive school culture.  Through all these actions, OFY-Duarte remains positively committed to meeting the diverse needs of our school community. By expanding engagement efforts, the charter strives to create a learning environment in which all educational partners are uplifted, and students are set on the path to long-term success.|Analysis of OFY-Duarte’s Spring 2026 School Climate Survey results indicates that ongoing efforts to foster a student-centered learning environment built on trust, collaboration, and meaningful engagement with all educational partners have been well received.  Family members reported: School Climate - 87% favorable, School Safety - 88% favorable, Family Engagement - 83% favorable Students reported: School Safety - 88% favorable, Teacher-Student Relationships - 79% favorable, School Climate - 72% favorable Staff reported: Staff Leadership Relationships - 83% favorable, School Safety - 83% favorable  Families have expressed appreciation for the inclusive, welcoming school environment and efforts to build a strong school community in which advocacy and celebration are pillars of collective success.|Charter staff remains a cornerstone of OFY- Duarte’s efforts to improve building partnerships for student success. Through Goal 1 Action 1, the charter has provided a comprehensive strategy focused on recruiting, training and empowering highly qualified educators   Dedicated, highly qualified instructional staff are foundational to the successful delivery of the charter’s educational program, adherence to rigorous academic expectations, equitable learning and strong collaborative connections with students and families. Retaining experienced educators in a highly competitive labor market reduces staff turnover, deepens school connectedness and reduces staff burnout. Effective educators attract new enrollment as positive family experiences often lead to referrals and enrollment of siblings and extended family members.  Educators have access to Professional Learning Communities, which provide opportunities to connect and collaborate on:  Data-driven Professional Learning Communities (PLCs) Center-level shared decision-making Content-specific trainings and conferences Instructional initiatives in areas such as curriculum, technology integration, instructional strategies, and best practices  Aligned with Goal 1 Action 1 are:  Goal 4, Action 3: Supporting staff social-emotional learning, which promotes staff well-being and resilience Goal 5, Action 2: Leadership development through tuition reimbursement, supporting school leaders in guiding instructional staff and fostering a positive school climate that encourages long-term retention  These actions collectively strengthen staff capacity and promote an inclusive, thriving school community.|To improve engagement among underrepresented families, OFY-Duarte uses a comprehensive strategy that supports learning at home, strengthens teacher-family collaboration, and empowers families to advocate for their children’s education by equipping them with knowledge of their legal rights.  Engagement begins at enrollment with personalized orientation meetings reviewing school policies, procedures, and expectations. Families are introduced to mentor teachers and support staff aligned to each student’s needs. Students have access to the online Student Handbook, and those needing additional support—including English Learners, students with disabilities, and foster or homeless youth—are connected with designated specialists such as ELD staff, Special Education staff, and Foster/Homeless Liaisons.  Career Pathways Coordinators partner with local community organizations and WIOA providers to connect students and families with relevant post-secondary resources.  The charter promotes parent involvement by encouraging participation in the Parent Advisory Committee (PAC), the District English Learner Advisory Committee (DELAC), and school board meetings, providing families with opportunities to share feedback and help shape school programs. Additional engagement opportunities include Open House, Back-to-School events, and biannual parent- teacher conferences and progress reviews.  Special Education Specialists (SES) ensure compliance with state and federal laws and provide education rights holders and/or adult students with clear explanations of their rights during IEP meetings.   School staff and leadership maintain regular communication with families to promote transparency and provide timely updates on student progress, while charter leadership establishes clear expectations for implementing board-approved policies, procedures, and best practices that support meaningful family engagement and student success.|The charter remains committed to inclusive, transparent shared school decision-making. To this end, OFY-Duarte has established and promoted collaboration through the Parent Advisory Committee (PAC), the District English Learner Advisory Committee (DELAC), and School Board meetings. These forums serve as platforms to garner actionable feedback, strengthen engagement with families and disseminate information.  Based on analysis of educational partner input and local data, the charter’s efforts to invest in building meaningful relationships with students and families have been well-received. To ensure families are well-informed about opportunities to share in decision-making, the charter uses multi-channel communication, including Parent Square, social media, Google Meet, the school website, email, site-based flyers, and phone calls/text messaging.  Charter staff personalizes their communication with families to ensure that timely interventions and regular updates, which support ongoing student progress monitoring, are accessible and meaningful and to promote shared decision-making for student success.  For 2025-26, the charter expanded to include student voice in PAC meetings, providing the student body with a direct role in shaping school initiatives and school improvement efforts.|PAC and DELAC remain central to the charter’s efforts to engage families in shared decision-making, re-engaging students and improving students’ sense of belonging and engagement. Research positively affirms that educational partner engagement is a critical driver of student success. LCAP Goal 5 Action 6: Parent and Family Engagement was designed to increase participation in the collaboration decision-making process and improve school climate.  The charter serves at-promise students and will continue to offer individualized academic support and access to socio-emotional support, and will develop, under Goal 4 Action 1, a Multi-Tiered System of Supports (MTSS) that seeks to re-engage and uplift students at risk of dropping out of school.  To address disparities in attendance among 7th- and 8th-grade students, the charter will implement additional supports and attendance monitoring to ensure students are not deemed “Chronically Absent”.   Through these efforts, the charter aims to elevate the voices of educational partners and promote shared responsibility and decision-making.|Based on input from educational partners and local data analysis, OFY-Duarte identified a need to strengthen engagement with underrepresented families in school decision-making. In response, the charter developed two targeted actions under Goal 4.  Goal 4 Action 1: MTSS and Experiential Learning implements a tailored Multi-Tiered System of Supports (MTSS) that integrates social-emotional and experiential learning for at-promise students, providing personalized resources in a safe, supportive environment.  Goal 4 Action 2: Enhancing School Climate and Safety uses LCAP resources to improve perceptions of school safety and climate through strategic investments that foster trust, connection, and belonging.  Family survey feedback highlighted the importance of reducing barriers to participation. To increase engagement, the charter continues to offer flexible in-person and virtual opportunities, as well as wellness-focused events designed to strengthen family connections.  To ensure all voices are represented, OFY-Duarte will continue multilingual outreach efforts and provide translation services at meetings, encouraging unduplicated families to participate in PAC and DELAC. These efforts support inclusive, data-informed decision-making and meaningful family involvement.  OFY-Duarte remains committed, through these actions, to fostering a welcoming school culture where all families feel valued, supported, and connected.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-29|2026
19644770000000|Eastside Union Elementary|3|Based on the analysis of educational partner input and local data, Eastside Union School District demonstrates meaningful progress in building trusting and respectful relationships between school staff and families. According to the 2025–2026 Panorama Family-School Relationships Survey (338 responses), 84% of families reported minimal barriers to engagement, placing the district in the 60th–79th percentile nationally. Notably, 88% of families indicated that the school is welcoming, 90% reported that the school communicates well across cultures, and 88% reported feeling a sense of belonging within the school community. Additionally, 82% of families indicated they do not feel unsure about how to communicate with the school, reflecting established communication structures and accessible outreach practices. Family Support data further underscores the strength of home-school relationships. Seventy-three percent of families reported strong academic and social support at home, with 86% frequently discussing classroom learning with their child and 78% regularly helping their child understand school content. These indicators suggest a solid relational foundation and shared responsibility for student success.  Local indicator self-reflection data aligns with these findings. Respondents most frequently rated the district as “Doing it” or “Doing it really well each year” in areas related to creating welcoming environments and developing two-way communication systems. However, responses also reflected variability across sites, particularly in consistently building staff capacity to deepen culturally responsive engagement practices.  While relational trust and communication systems are clear strengths, engagement data indicates an opportunity for growth in active participation. Only 25% of families reported high levels of engagement in school-based activities such as parent groups or volunteering. Additionally, 58% of families identified busy schedules as at least a small barrier to involvement. These findings suggest that although families feel welcomed and informed, the district’s next phase of growth involves strengthening flexible, culturally responsive engagement structures that convert positive perceptions into sustained, active partnership.  Overall, EUSD demonstrates strong foundational relationship-building practices characterized by welcoming environments, accessible communication, and high levels of family support at home, with continued work needed to deepen and systematize meaningful participation opportunities across all school sites.|Based on the analysis of educational partner input and local data, Eastside Union School District has identified several focused areas for improvement in Building Relationships Between School Staff and Families.  Although most families report feeling welcomed, informed, and able to communicate with school staff, active participation in school-based activities remains limited. A relatively small percentage of families report regular involvement in parent groups, volunteering, or fundraising efforts. Additionally, many families identify busy schedules as a barrier to deeper engagement. This suggests that while relational trust and communication structures are in place, engagement is often passive rather than participatory.  Local indicator self-reflection data also reflects variability across school sites in the consistency and depth of implementation. While welcoming environments and communication systems are established in many areas, there is less consistency in building staff capacity for culturally responsive engagement and in intentionally elevating family voice in advisory groups and shared decision-making structures.  As a result, the LEA’s focus areas for improvement include:  Expanding flexible and meaningful opportunities for families to actively participate in school life.  Strengthening staff capacity in culturally and linguistically responsive family engagement practices.  Enhancing structured two-way communication systems that promote shared decision-making.  Reducing practical barriers to participation through more accessible engagement formats.  These focus areas will support the district’s continued movement from positive perceptions of welcome and communication toward sustained, collaborative partnerships with families across all sites.|Based on the analysis of educational partner input and local data, Eastside Union School District identified underrepresented families—particularly families with limited time availability, families whose primary language is not English, and families not currently participating in advisory groups or school-based activities—as a priority for targeted engagement efforts.  To improve engagement of underrepresented families, the LEA will implement several focused strategies:  Increase flexible and accessible engagement formats: The district will expand virtual meeting options, offer varied meeting times (morning, evening, and hybrid formats), and provide childcare and transportation support when feasible. This directly addresses scheduling barriers identified through survey feedback.  Strengthen multilingual and culturally responsive outreach: Communication will continue to be provided in families’ primary languages through translated materials, text messaging platforms, and live interpretation at meetings. Schools will intentionally partner with bilingual staff and community liaisons to build trust with Spanish-speaking and other linguistically diverse families.  Proactive outreach to families not currently engaged: Rather than relying solely on open invitations, sites will conduct targeted outreach through phone calls, personalized invitations, and relationship-based strategies to invite participation in advisory groups, School Site Councils, DELAC, and family workshops.  Build staff capacity in inclusive engagement practices: Professional learning will focus on culturally responsive communication, relationship-building strategies, and facilitation skills that create welcoming spaces where all families feel their input is valued.  Elevate family voice in decision-making: The district will intentionally structure advisory meetings to ensure two-way dialogue, use accessible language when discussing data or policies, and follow up with families to demonstrate how their feedback informed decisions.  Through these actions, the LEA will move beyond general communication toward more intentional, equity-centered engagement strategies that remove barriers, build trust, and expand meaningful participation among families who have historically been underrepresented in school decision-making processes.|Based on the analysis of educational partner input and local data, Eastside Union School District demonstrates clear strengths and measurable progress in Building Partnerships for Student Outcomes.  Current survey data indicates that families are highly engaged in supporting student learning and well-being at home. Seventy-three percent of families report strong overall academic and social support outside of school. Eighty-six percent report regularly discussing classroom learning with their child, and 78% indicate they frequently help their child understand academic content. In addition, 86% report consistently talking with their child when facing social or emotional challenges, and 71% indicate they know how their child is doing socially at school. These results reflect a strong home foundation that supports student success.  Local data further highlights the district’s progress in maintaining consistent and accessible communication systems. Families report minimal barriers to engagement, and the majority identify email, phone calls, and text messaging as effective communication channels. The district’s use of progress reports, parent-teacher conferences, and digital communication platforms supports transparency around academic performance and creates structured opportunities for collaboration between families and educators.  Collectively, these findings demonstrate that Eastside Union has established a solid partnership framework characterized by strong family support at home, accessible communication systems, and ongoing opportunities for families to monitor and support student outcomes.|Based on the analysis of educational partner input and local data, Eastside Union School District has identified a key focus area for improvement in deepening family involvement in structured academic partnerships to strengthen student outcomes.  While families report high levels of support at home—including frequent conversations about learning, assistance with understanding academic content, and strong social-emotional support—participation in school-based engagement structures remains limited. Data reflects low involvement in parent groups, fundraising efforts, and volunteer activities, as well as infrequent in-person meetings with teachers beyond traditional conference cycles. These patterns suggest that while families are committed to supporting their children, opportunities for sustained, school-connected academic collaboration are not yet fully realized.  Additionally, survey feedback indicates that scheduling constraints present a consistent barrier for many families. Although most families report that communication is accessible and schools are welcoming, active engagement remains uneven. Underrepresented families—including those balancing work schedules and those from multilingual backgrounds—may not consistently access academic workshops, advisory groups, or curriculum-focused events.  To address these gaps, the district will prioritize expanding flexible and inclusive engagement opportunities directly tied to academic outcomes. This includes increasing structured opportunities for ongoing academic dialogue between families and teachers, strengthening bilingual and culturally responsive communication regarding student progress and instructional priorities, and offering varied engagement formats such as virtual workshops, alternative meeting times, and interactive family learning events. These efforts are designed to move beyond general communication toward sustained, collaborative academic partnerships that directly support student achievement and well-being.|Based on the analysis of educational partner input and local data, Eastside Union School District will strengthen engagement of underrepresented families—particularly Hispanic, Black, working-class, and multilingual households—by implementing intentional, culturally responsive strategies that expand equitable access to academic partnership opportunities.  The self-reflection process and survey data indicate that while families across demographic groups provide strong academic and social-emotional support at home, participation in structured, school-based academic activities remains lower among families balancing work schedules, language differences, or limited familiarity with school systems. Scheduling constraints were identified as a consistent barrier, and engagement in parent groups, workshops, and volunteer activities remains limited. These patterns suggest that access—not interest—is the primary challenge.  To address these gaps, the district will enhance structured two-way academic communication by increasing the use of bilingual staff, strengthening translation systems across all academic materials, and building the capacity of site-based family liaisons to conduct proactive outreach. Schools will implement personalized invitations to conferences, workshops, and advisory groups rather than relying solely on general announcements.  Additionally, the district will expand flexible engagement formats, including virtual academic sessions, hybrid meetings, alternative conference times, and weekend or community-based workshops to accommodate working families. Academic outreach will intentionally incorporate culturally relevant examples and accessible explanations of assessment data, intervention systems, and instructional priorities to ensure families can meaningfully engage in conversations about student progress.  Through these targeted strategies, the LEA will reduce structural barriers, increase equitable participation, and move toward sustained, collaborative partnerships that directly support improved student outcomes across all student groups.|The district has institutionalized multiple feedback mechanisms, including annual family surveys, School Site Councils, DELAC, LCAP stakeholder engagement sessions, and advisory committees that provide structured opportunities for families, staff, and community members to inform district priorities. These input structures are embedded within the district’s annual planning cycle and directly inform LCAP development, resource allocation, and site-level improvement planning.  Educational partner data reflects that families generally feel informed and experience schools as welcoming and communicative. Minimal reported barriers to engagement, along with high rates of families indicating they understand how to communicate with schools, suggest that foundational trust and access to communication channels are in place. The district’s consistent use of email, phone calls, and text messaging—along with translated materials and interpretation services—has expanded outreach and reduced linguistic barriers for multilingual households.  Local indicator self-reflection data further indicates that many respondents perceive the district as “Doing it” or “Doing it really well each year” in providing opportunities for input. Advisory meetings are held regularly, agendas are publicly shared, and families are invited to provide feedback on policies, programs, and budget priorities. These systems reflect a structured and transparent approach to gathering stakeholder voice.  Overall, the district’s strengths in Seeking Input for Decision-Making include established advisory structures, integrated survey feedback systems, multilingual outreach practices, and alignment of stakeholder input to planning and budgeting processes. These efforts demonstrate a commitment to inclusive engagement and continuous improvement through shared leadership and community voice.|Current data shows that families report minimal barriers to engagement and generally feel welcomed and able to communicate with schools. However, active participation in formal input structures remains limited. The Family Engagement average remains at 25%, with over half of families reporting they are not involved in parent groups and a majority indicating they almost never volunteer at school. While 50% of families report visiting the school at least monthly or more, fewer report consistent participation in advisory or decision-making forums.  Additionally, although families prefer communication through email, phone calls, and text messaging, participation data suggests that access to information does not consistently translate into active voice in policy, program, or budget discussions. Scheduling constraints continue to surface as a notable barrier, reinforcing that traditional meeting formats may not effectively reach all families—particularly working and multilingual households.  These findings indicate that while communication systems and welcoming environments are strengths, structured and representative participation in shared decision-making is not yet fully realized. The district’s focus moving forward will be to increase authentic, accessible, and equity-centered opportunities for families to contribute to school and district decisions, ensuring that stakeholder input meaningfully informs planning, resource allocation, and continuous improvement efforts.|Based on the most recent Panorama Family Survey and local indicator data, Eastside Union School District will strengthen engagement of underrepresented families—particularly Hispanic/Latino, Black, multilingual, and working-class households—by implementing more intentional and accessible pathways into school and district decision-making processes.  Current survey data reflects that 56% of respondents identify as Hispanic or Latino, 20% identify as Black or African American, and 25% report Spanish as the primary language spoken in their childhood home, with 21% currently speaking Spanish with their child. While families report feeling welcomed and experiencing minimal barriers to communication, participation in formal engagement structures remains limited. Over half of families report no involvement in parent groups, and a majority indicate they almost never volunteer or participate in fundraising activities. Scheduling constraints continue to surface as a consistent barrier to engagement, even when communication systems are accessible.  To address these gaps, EUSD will strengthen proactive, relationship-based outreach through its bilingual staff and site-based family engagement supports. These staff members will expand personalized invitations to School Site Councils, DELAC, LCAP meetings, and other advisory forums, rather than relying solely on general announcements. Translation and interpretation services will continue to be embedded across all academic and decision-making communications to ensure equitable access.  The district will also diversify engagement formats by offering hybrid and virtual meetings, alternative meeting times (including evenings and weekends), and community-based sessions held in trusted neighborhood spaces. Communication strategies will increasingly leverage preferred channels—such as phone calls and text messaging—to reach families more effectively.  Additionally, the district will ensure that advisory structures clearly demonstrate how family input influences policy, budgeting, and program decisions, reinforcing the value of participation. Through these targeted, equity-centered strategies, EUSD aims to increase representative voice in decision-making and ensure that underrepresented families are meaningfully included in shaping student outcomes and district priorities.|3|4|3|4|4|4|4|3|4|4|4|4|Met||2026-06-24|2026
19644850000000|East Whittier City Elementary|3|Throughout the 2024-2025 school year, EWCSD and its 10 elementary schools and three middle Schools provided ongoing opportunities for parents to engage in meaningful conversations with school site staff and District staff.  EWCSD and its school sites provide various parent engagement activities such as parent education opportunities, family nights, school celebrations, and PTA-sponsored events that enhance the opportunities to build relationships with school staff and families. EWCSD continues to outreach to all families and build positive relationships through Coffee with the Principal meetings, District and Site PTA meetings and events, DELAC/ELAC meetings, and participating in community-sponsored events. In the 2024-2025 LCAP survey, 90.6% of our parents indicated they feel comfortable attending school events which indicates that our efforts to build relationships with families and staff are a strength.|EWCSD is committed to strengthening family engagement by improving access to school staff and ensuring primary language support for our multilingual families. These efforts are key to fostering meaningful, trusting relationships between families and school personnel. Our Bilingual Parent and Community Facilitators will continue to play a vital role in connecting families to academic, social-emotional, and community resources and serving as a bridge between classroom teachers and school staff. Additionally, EWCSD has enhanced outreach and communication strategies to ensure all language needs are met. As the number of families speaking languages other than English continues to grow, the district is adopting a more targeted, culturally responsive approach to effectively engage and support all families.|EWCSD has identified building relationships with our English Learners and Special Education families as an area for improvement. While our English Learner parents participate and are involved in the District English Learner Advisory Committee and their site English Learner Advisory Committee, they are still not significantly represented at the district-level committees, but progress has been made as evidenced by their representation during our LCAP Community Meetings. Our Bilingual Parent Liaisons will continue to support by removing language and cultural barriers that might hinder their participation.  Special Education families continue to be involved in the education of their children.  This year, EWCSD included an Access & Inclusion Committee comprised of staff and parents interested in supporting the District’s efforts to provide equitable opportunities to all students.  Together, the committee studied historical educational research, analyzed data, determined equity gaps, and developed action plans for the District to better address student needs and provide all students with what they need when they need it.  However, it remains a priority for EWCSD to improve participation in all committees and school events. EWCSD will continue to promote and reach out to EL and Special Education families to ensure that families and school staff continue to build strong relationships. We will work in collaboration with WACSEP (Whittier Area Cooperative Special Education Program) to find ways to engage Special Education families. We will also work in collaboration with our DELAC parents to find ways to engage our families in committees.|EWCSD is invested in building partnerships with families to enhance student outcomes. EWCSD works with the local community, including parents, caregivers, businesses, and community organizations. Building stronger relationships with these partners can lead to increased support and resources for students. EWCSD is proud of the strong and collaborative partnerships with community agencies. Our Parent and Community Liaisons play a vital role in seeking partnerships and attending community resource meetings. As a result of these partnerships, EWCSD connects families, especially underrepresented families, with resources to support academic, social-emotional, and health needs.  This year, EWCSD hosted the annual Hispanic Outreach Taskforce (HOT) Parent Conference, in which families from all local Districts in Whittier attended workshops designed to support their child’s learning and success in all current and future educational opportunities.  As the District continues to expand TK, EWCSD will prioritize outreach to the families of these young learners to ensure we begin to build positive relationships and orient new families to our District.    EWCSD will continue to seek partnerships with organizations and local businesses who can provide additional resources, mentoring, tutoring, or other support services to students in need.  Addressing equity gaps in education is a priority for EWCSD. EWCSD will work on building partnerships that promote inclusivity and address disparities in resources and opportunities for underrepresented students.|Based on educational partner input and local data, EWCSD has identified the need to strengthen engagement with families of underrepresented students—specifically Foster Youth, English Learners, Low-Income, and Homeless Youth—as a key area for improvement in building partnerships for student outcomes.  Survey results show that while English Learner parent participation increased, they comprised only 10% of responses, and 1% of the responses were from our Homeless and Foster Youth families, indicating the need for more inclusive engagement strategies. To address this, the District will continue to prioritize communication and outreach efforts between school sites, District Parent Liaisons, and Social Workers to ensure families are aware of and can access academic, enrichment, and social-emotional resources.   A continued focus will be placed on supporting Homeless and Foster Youth families through targeted outreach and wraparound services. EWCSD recognizes that improving family participation, especially among underrepresented groups, is essential to student success and will remain a priority in its continuous improvement efforts.|EWCSD is dedicated to improving the engagement of underrepresented families. In addressing barriers to ensure greater participation of Spanish-speaking families.  Our District Parent Liaison, along with our school-based parent liaisons, will meet with families and make themselves visible at all school events and in the front office to be accessible to families.  EWCSD will provide training focused on outreach and best practices to our liaisons.  Liaisons will collaborate with our District Parent Liaison to secure resources for families, to ensure students come to school and are ready to learn. Parent Liaisons will collaborate with our School Social Workers to provide resources to families around wellness, mental health, and building strong relationships at school. The District will continue to work with school sites to ensure families know how to access resources and provide needed support to students and families through our Parent Connections, DELAC Meetings, and School Site Parent Education Nights. Another group of families EWCSD will continue to support and conduct outreach to is our Homeless and Foster Youth families. Through the support of the Student Services Department and Parent Liaisons, EWCSD will provide targeted outreach and communicate with families about academic, social-emotional, health, and other resources. EWCSD’s District Parent Liaison attends the Los Angeles County Office of Education (LACOE) Homeless Education Program meetings and the Community Service Providers Meeting, where she is provided resources and ideas to engage our Homeless and Foster Youth Families.  Ensuring the participation of our underrepresented families continues to be a focus for EWCSD. This year, EWCSD partnered with local legal entities to provide families with information about immigration rights.|East Whittier City School District values families as partners and seeks their participation in the decision-making process.  In the 2024-2025 school year, the East Whittier City School District continuously sought input from families and informed and involved parents about decision-making processes. The District provided guidance to support school site advisory committees.  At the school level, the School Site Council (SSC), English Learner Advisory Committee (ELAC), and other outlets (e.g. Annual Title I meeting, PTA, surveys) met throughout the year and provided input on the school plan for student achievement, the school’s parent and family engagement policy, broad course of study, and safety plan.    At the District level, there were ample opportunities for parents to voice their concerns and provide input. Throughout the 2024-2025 school year, the District provides public presentations to the Board of Education regarding a variety of topics, including school finance, accountability, academic achievement, enrichment programs, safety, and academic supports.  District English Learner Advisory Committee ( DELAC) meetings, Parent Advisory Committee meetings, and PTA Presidents’ meetings are held to allow for input and collaboration into District decision-making, including the English Learner Master Plan and the LCAP.    EWCSD successfully uses digital communication such as Parent Square, Google Surveys, parent bulletins on the website, and social media to communicate with families on current events and district initiatives.|East Whittier City School District will focus on seeking input for decision-making in the area of Special Education and English Learner programs. These two student groups are of the highest priority in our District, and it is important that we seek input from parents of English Learners and students in Special Education. As we reviewed student achievement data, we recognize there is significant academic underperformance among both of these groups.  This year, the East Whittier City School District will ensure that we seek input and ensure there is representation among these groups during parent advisory committee meetings, strategic planning meetings, and all school and District-level advisory meetings.|The District will focus on intentionally including parents, but principally targeting our English Learners and Special Education families in the decision-making process of our programs. The District and sites will prioritize gathering responses from these parent groups in District and site-level surveys. In order to ensure that our English Learner families are engaged in the decision-making process, our Bilingual Parent Liaisons will provide materials and valuable learning resources in the parents’ primary language.  Translation services will be offered and provided for languages that our staff are not able to provide. In addition, in every meeting, whether in person or virtually, interpreters and childcare are provided to ensure clear communication and encourage engagement and participation. With the support of our WACSEP (Whittier Area Cooperative Special Education Program) school social workers, Special Education Program Specialists, and Special Education Coordinator, we will offer workshops around targeted topics that meet the needs of our Special Education families. Based on parent surveys and input, childcare will be offered at parent meetings for our parents to be fully engaged in parent education opportunities, conferences, and meetings.|5|5|4|5|5|5|4|4|5|5|4|5|Not Met|||2026
19645010000000|El Monte City|3|Based on input from educational partners and local data, the El Monte City School District (EMCSD) demonstrates significant strengths and steady progress in building strong, collaborative relationships between school staff and families. Feedback collected through parent surveys, School Site Council (SSC) meetings, and Local Control and Accountability Plan (LCAP) engagement sessions reflects a high level of trust in school personnel, appreciation for consistent communication, and increased opportunities for families to participate in their children’s education. One of EMCSD’s strengths lies in its commitment to two-way communication. The district ensures families are well-informed through multilingual outreach, weekly school-to-home communication, digital platforms (such as ParentSquare and Google Classroom), and in-person engagement opportunities. Family surveys indicate that parents perceive school staff as accessible, responsive, and respectful, which fosters a sense of partnership and shared responsibility. Professional learning for educators places a strong emphasis on equity, cultural responsiveness, and family engagement. Teachers and administrators are supported in developing inclusive communication strategies that honor family perspectives and build trust. This is further reinforced through collaboration and coaching structures, including Teachers on Special Assignment (TOSAs), who model and support best practices in engaging diverse families. The district also incorporates family voice into instructional and school improvement decisions. Input gathered directly from families influences planning for curriculum, student supports, and site-level initiatives. For example, data from parent input helped inform the district’s literacy and math implementation plans and the expansion of social-emotional learning supports. This responsiveness demonstrates EMCSD’s ongoing effort to elevate family perspectives in shaping the educational experience. Additionally, EMCSD hosts family-focused events, including literacy nights, parent education workshops, and community forums, to strengthen the home-school connection. Schools provide regular opportunities for families to engage in learning about curriculum, standards, and how to support student learning at home. Overall, EMCSD’s strategic alignment of professional learning, instructional leadership, and community engagement fosters a culture of partnership with families. Continued investment in building staff capacity to engage families in meaningful ways remains central to the district’s equity-driven mission.|Based on analysis of educational partner input and local data, El Monte City School District (EMCSD) has identified key areas for improvement in building and strengthening relationships between school staff and families. While the district has made meaningful progress in communication and engagement, input from LCAP sessions, School Site Councils, and parent/family surveys highlights opportunities to deepen trust, increase participation among historically underrepresented families, and enhance two-way communication. A primary focus is expanding culturally responsive outreach. While EMCSD communicates in multiple languages and uses digital platforms to reach families, data show that some families—particularly those of English Learners, students with disabilities, and socioeconomically disadvantaged students—still face barriers to full participation in school-based decision-making. The district is working to move beyond information sharing by offering more accessible, culturally relevant opportunities and reducing logistical challenges, such as timing, transportation, and childcare. Another area for growth is increasing staff capacity to engage families in ongoing, meaningful dialogue about academic progress. While equity and family engagement are included in professional learning, partners express a need for more consistent collaboration between teachers and families, especially around standards-based instruction, assessments, and home support strategies. EMCSD is exploring ways to strengthen these connections through enhanced training, tools, and time for student-led conferences, goal setting, and progress updates. The district also aims to enhance its approach to capturing and responding to ongoing family feedback. While surveys are administered regularly, EMCSD plans to increase informal, real-time opportunities—such as listening circles, town halls, and site-based input sessions—to ensure responsiveness to evolving needs. Closing the feedback loop so families see their input reflected in decisions is essential for building trust and strengthening partnerships. To support these goals, EMCSD will embed family engagement more intentionally into professional development, school site plans, and leadership coaching. By treating family engagement as a shared responsibility—not limited to administrators or liaisons—the district will foster stronger, more authentic relationships with families as partners in student success. In summary, EMCSD is committed to deepening trust, improving access, and building staff capacity to engage all families in meaningful, empowering ways that reflect the diversity and strengths of the school community.|Based on self-reflection data and input from educational partners, El Monte City School District (EMCSD) recognizes the need to deepen engagement with underrepresented families, particularly those from linguistically and culturally diverse backgrounds. While the 2024–25 CalSCHLS data show strong parent satisfaction—96% of parents affirm their child’s school is safe and 96% feel welcome—EMCSD remains focused on building more equitable, inclusive partnerships with families who have historically faced barriers to engagement. A key strategy is the continued use and refinement of culturally and linguistically responsive communication. EMCSD’s use of ParentSquare enables real-time two-way communication with automatic translation, significantly reducing language barriers. The district will continue to leverage this platform while expanding staff training in inclusive digital communication practices to ensure consistency and accessibility. To support underrepresented communities, EMCSD assigns community liaisons at each school and a district-level liaison to coordinate efforts. These liaisons serve as trusted cultural brokers who connect families to school resources, clarify school processes, and help create welcoming environments. EMCSD will enhance this model by offering additional training focused on equity, trauma-informed communication, and culturally relevant outreach strategies. The district will also expand multilingual family workshops to empower parents as co-educators. Topics will include understanding standards-based report cards, navigating assessments, supporting learning at home, and accessing academic and wellness resources. EMCSD will collaborate with community-based organizations to host events in accessible formats and familiar community spaces. In support of Asian American and Pacific Islander (AAPI) families, EMCSD will continue targeted outreach through Chinese and Vietnamese-speaking liaisons. These liaisons foster trust through culturally affirming practices. The district will expand resources and engagement materials that reflect AAPI cultural values to bridge home-school connections. To promote consistency across schools, the district-level community liaison will provide coaching, model inclusive practices, and coordinate equity walks to identify opportunities to improve engagement with underrepresented families. EMCSD will also increase opportunities for family input through listening circles, focus groups, and inclusive advisory councils. Ensuring families see how their voices influence decisions will strengthen trust and reinforce the message that all families are valued partners in student success. Through these actions, EMCSD continues its commitment to authentic, equity-centered engagement where every family feels seen, heard, and connected to their child’s education.|El Monte City School District (EMCSD) demonstrates strong progress in building effective partnerships with families to support student outcomes. Analysis of 2025–26 CalSCHLS data reflects high levels of engagement: 94% of families feel encouraged to partner in their child’s education, 95% feel informed between report cards, 90% receive tips for supporting learning at home, and 89% report access to wellness-related resources. These indicators affirm EMCSD’s commitment to authentic, two-way partnerships that bridge home and school. A core strength is the district’s use of structured events to promote collaboration and goal-setting. Student-led conferences, Back-to-School Night, and Open House events are held at every site to foster relationships, align expectations, and engage families in academic growth. Additionally, events like Family Art Night, Math Night, and Literacy Night offer joyful, hands-on opportunities for families to connect with their child’s learning. EMCSD also supports families with targeted workshops led by counselors, social workers, and community liaisons. These sessions respond to family interests and cover topics such as mental health, artificial intelligence, digital safety, and substance use prevention. These offerings empower families and validate their cultural knowledge and lived experiences. The district cultivates parent leadership through School Site Councils (SSCs), English Learner Advisory Committee (ELAC), Community Schools Committees, District English Advisory Committee (DELAC), and PTAs. Parents contribute to the development of School Plans for Student Achievement (SPSA) and the LCAP through training in data analysis, goal setting, and decision-making, reinforcing EMCSD’s belief that families are essential partners in student success. To enhance inclusivity, EMCSD ensures multilingual communication and promotes culturally responsive engagement through school-based liaisons. These liaisons support families in navigating school systems, accessing resources, and connecting with leadership opportunities. Although only 49% of families report being actively involved at school, EMCSD is expanding participation by offering flexible engagement options, including virtual formats, alternative scheduling, and targeted outreach through trusted messengers. Recognizing that 10% of staff report needing more support in cross-cultural engagement, EMCSD will continue professional learning focused on asset-based mindsets, relationship-building, and inclusive practices. These efforts will increase educator capacity to engage all families meaningfully and equitably. By honoring family voice, broadening leadership pathways, and investing in staff development, EMCSD is strengthening equity-centered partnerships that support the academic and social-emotional success of every student.|El Monte City School District (EMCSD) has made meaningful progress in building strong partnerships with families, as reflected in 2025–26 CalSCHLS data: 94% of families feel encouraged to participate in their child’s education, 90% receive tips for learning at home, and 89% report access to resources that support their child’s well-being. However, analysis of local data and input from educational partners highlights focus areas for improvement to strengthen these partnerships and ensure equitable participation for all families. A key area for growth is increasing active family involvement. While communication and support are strong, only 49% of families report being actively involved in school-based activities. EMCSD recognizes that traditional formats may not meet the needs of all families. To address this, the district will expand flexible, culturally responsive engagement opportunities—including virtual options, varied scheduling, and alternative formats—to reduce logistical and cultural barriers. Another focus is improving staff capacity in culturally responsive engagement. While professional learning on equity and inclusion is available, 10% of staff report needing more support to engage across cultural and linguistic differences. EMCSD will strengthen professional development in asset-based mindsets, cross-cultural communication, and strategies for honoring the lived experiences of families. These efforts aim to build trust and deepen relationships with underrepresented communities. EMCSD also seeks to broaden leadership opportunities and representation. Although School Site Councils, ELACs, and Community Schools Committees offer decision-making roles, voices of immigrant families, English Learners, and working families remain underrepresented. The district will use targeted outreach, multilingual communication, and partnerships with trusted organizations to encourage broader participation in leadership. To better align home and school, EMCSD will increase efforts to connect families with academic tools and monitoring systems. While many families receive tips for learning at home, partners have requested more training on standards-based grading, digital platforms, and academic support strategies. The district will expand workshops and resource guides to help families understand and contribute to student progress. In summary, EMCSD’s focus areas include: expanding flexible engagement, building staff capacity for inclusive practices, increasing representation in leadership, and enhancing family understanding of academic tools. These priorities reflect EMCSD’s commitment to ensuring all families can meaningfully support student success.|Based on self-reflection and input from educational partners, El Monte City School District (EMCSD) remains committed to strengthening partnerships with underrepresented families, particularly those facing barriers related to language, work schedules, or cultural differences. While 2025–26 CalSCHLS data shows most families feel welcomed and informed, only 49% report being actively involved at school. To address this gap, EMCSD will expand multilingual communication and culturally responsive outreach. The district will continue using ParentSquare’s translation features and provide staff training to ensure respectful and accessible communication. EMCSD will also collaborate with trusted community-based organizations to co-host events in welcoming spaces that reflect families’ cultures. To reduce barriers such as time, transportation, and childcare, EMCSD will offer flexible engagement options like virtual meetings, on-demand recordings, and events held at various times. These efforts aim to support greater participation from working families. To elevate underrepresented voices, EMCSD will expand inclusive leadership opportunities through targeted outreach and mentorship. Community liaisons will help families engage in School Site Councils, ELACs, and Community Schools Committees by guiding them through school systems and governance processes. The district will also expand workshops addressing community-identified needs, including grading practices, digital tools, mental health, and home-based learning. These will be offered in multiple languages and formats. Internally, EMCSD will enhance professional development focused on asset-based, culturally responsive engagement. These efforts reflect EMCSD’s commitment to equity and ensure all families feel valued, empowered, and connected to student success.|El Monte City School District (EMCSD) has made consistent progress in fostering inclusive, collaborative decision-making processes that elevate family and community voice. According to the 2025–26 California Healthy Kids Survey (CalSCHLS), 87% of families agreed that schools actively seek their input before making important decisions—an increase from the previous year. This positive trend reflects EMCSD’s commitment to shared governance, transparency, and meaningful stakeholder engagement. A key strength of EMCSD’s approach is its emphasis on empowerment through capacity-building. Families serve on School Site Councils (SSC), English Learner Advisory Committees (ELAC), and the LCAP Advisory Committee, where they help shape academic goals, review budget priorities, and influence the School Plan for Student Achievement (SPSA). Parents receive annual training in data analysis, goal setting, and the legal responsibilities of advisory roles, equipping them to participate as informed partners in school and district-level planning. The District English Learner Advisory Committee (DELAC) plays a vital role in ensuring that English Learner families have structured, meaningful opportunities to inform district policies. DELAC members review student achievement data, support services, and Title III programs for multilingual learners, providing input that directly informs the district’s language development efforts. EMCSD also uses a variety of input tools to reach a broader cross-section of the community. In the most recent LCAP engagement cycle, nearly 300 parents and guardians submitted feedback through surveys, written forms, and site-based discussions. This broad participation demonstrates growing trust in the district’s systems for listening and responding to family voice. To sustain and expand this progress, EMCSD is refining its outreach to ensure families from historically underrepresented groups feel welcomed and included. This includes providing multilingual materials, culturally responsive facilitation, and flexible meeting formats—such as virtual options and alternative times—to meet families’ diverse needs. Community liaisons at both school and district levels serve as essential connectors, conducting personal outreach and building bridges between families and decision-making spaces. In addition, EMCSD is launching equity-focused family workshops and offering targeted training to advisory group participants to increase representation and confidence among underrepresented families. The district is also deepening partnerships with community-based organizations that reflect the linguistic and cultural identities of its families to strengthen trust and engagement. Through these intentional strategies, EMCSD ensures that its decisions reflect the voices, priorities, and lived experiences of the families it serves, reinforcing the belief that families are essential partners in student success and district improvement.|El Monte City School District (EMCSD) has made meaningful strides in engaging families in decision-making processes, with 87% of families surveyed in the 2025–26 CalSCHLS indicating that schools seek their input, a slight increase from the previous year. While this data reflects progress, input from educational partners and local data reveal key areas for growth to ensure that all families, particularly those from underrepresented communities, are meaningfully included. A primary focus is broadening representation and participation in formal advisory groups such as School Site Councils (SSC), English Learner Advisory Committees (ELAC), and the LCAP Advisory Committee. While these groups provide valuable platforms for parent voice, participation does not yet fully reflect the diversity of EMCSD’s student population. Immigrant families, non-English speakers, and working parents may face barriers such as limited time, language access, or unfamiliarity with district processes. EMCSD will strengthen outreach, provide leadership development, and create welcoming pathways to help more families feel informed, supported, and confident in contributing. Improving accessibility and flexibility in how input is gathered is another area of focus. While EMCSD regularly collects input through surveys and meetings, not all families can engage in traditional, in-person formats. To address this, the district will expand virtual meeting options, offer asynchronous feedback, and provide flexible scheduling to better accommodate families with varying availability. These approaches aim to improve response rates and expand the diversity of voices contributing to district decisions. Cultural responsiveness also remains a priority. While multilingual materials and interpretation services are available, some families still feel uncertain about how to engage or whether their voices are valued. EMCSD will expand staff training in inclusive facilitation, ensuring that all families—especially those historically underrepresented—experience respectful, welcoming environments when invited to share input. Community liaisons play a key role by serving as cultural bridges, building trust and supporting ongoing family engagement. To further support inclusive input, EMCSD will expand equity-centered family workshops and training for parent leaders. These sessions will focus on advocacy, data use, and shared decision-making. The district will also deepen partnerships with community-based organizations that reflect the identities and values of EMCSD families, offering additional spaces for connection and feedback. In summary, EMCSD is focused on increasing representative participation, enhancing flexible and accessible engagement, strengthening culturally responsive practices, and deepening collaboration with trusted community partners. These efforts reflect the district’s commitment to inclusive systems where all families have a voice in shaping student outcomes.|Based on self-reflection and analysis of input from educational partners and local data, El Monte City School District (EMCSD) has identified key actions to improve the engagement of underrepresented families in decision-making. While 87% of families reported through the 2025–26 CalSCHLS survey that schools actively seek their input, the district recognizes that not all groups are equitably represented in formal advisory structures. In response, EMCSD is implementing targeted strategies to ensure every family—especially those historically underrepresented—has the opportunity to share their voice and influence school and district decisions. To improve engagement, EMCSD will expand personalized, culturally responsive outreach. Community liaisons at both the school and district levels will continue to serve as trusted messengers who build relationships, provide translation and interpretation, and support families in navigating systems such as School Site Councils (SSC), English Learner Advisory Committees (ELAC), and the LCAP Advisory Committee. These liaisons are critical in helping underrepresented families understand how to get involved and feel confident participating in planning and governance. The district will also provide targeted training to help families effectively engage in leadership roles. EMCSD will offer workshops in families’ home languages focused on data analysis, goal setting, and understanding school systems. Sessions will be available in multiple formats—virtual, in-person, and recorded—to meet different access needs and family schedules. EMCSD will host equity-focused family workshops to build leadership capacity and elevate underrepresented voices in spaces where they have traditionally been absent. These workshops will focus on identity, advocacy, and collaboration between schools and families. By equipping families with tools and support, EMCSD aims to foster stronger, more inclusive participation across all communities. In addition, EMCSD is strengthening partnerships with community-based organizations that reflect the cultural and linguistic identities of its families. These partnerships will help the district reach families less connected to school-based systems by providing familiar, welcoming spaces for engagement. To reduce barriers, EMCSD will continue to offer flexible engagement options such as virtual meetings, flexible scheduling, and multilingual materials. These efforts ensure families facing time, childcare, or language challenges can still contribute meaningfully. Through these intentional actions—outreach, leadership development, equity-centered training, and trusted partnerships—EMCSD is building inclusive pathways for all families to help shape student outcomes.|4|4|4|5|4|4|4|4|4|4|4|4|Met||2026-06-15|2026
19645190000000|El Monte Union High|3|Based on educational partner feedback, survey results, and participation data, the district has made significant progress in building positive relationships between school staff and families. Families continue to report feeling welcomed and informed through regular communication using ParentSquare, school websites, phone calls, and in-person engagement opportunities. The district has expanded family engagement efforts through programs such as the Parent Involvement Academy, College and Career Family Conference, DELAC, ELAC, School Site Councils, and various site-based events. Additionally, translation and interpretation services have increased accessibility for multilingual families.  Stakeholder feedback indicates that families value the district's efforts to provide meaningful opportunities for engagement and communication. Participation in district and school-level committees remains strong, and outreach efforts have helped engage new families whose backgrounds reflect the diversity of the district. While these efforts demonstrate full implementation, the district recognizes the need to continue strengthening relationships with families who have traditionally been less engaged and to expand opportunities for two-way communication and leadership development. As a result, the district rates itself at a level 4, reflecting strong implementation with ongoing opportunities for growth and sustainability.|Analysis of educational partner feedback, participation data, and district survey results indicates that the district should continue strengthening efforts to engage families who have historically participated at lower rates in school and district activities. While communication systems and engagement opportunities are well established, feedback suggests a need to further expand two-way communication, increase family leadership opportunities, and reduce barriers to participation such as scheduling, childcare, transportation, and language access.  The district will continue to focus on recruiting and engaging families whose voices are underrepresented and whose backgrounds reflect the diverse demographics of the district. Additionally, the district will strengthen site-level strategies for relationship-building and continue providing staff with resources and training to support meaningful family partnerships. These efforts will help move the district toward greater sustainability and consistency in family engagement practices across all schools.|The district will improve engagement of underrepresented families by expanding targeted outreach efforts and increasing opportunities for meaningful participation in school and district decision-making processes. Based on educational partner feedback, the district will continue leveraging Community Liaisons, EL Counselors, DELAC, ELAC, School Site Councils, and ParentSquare to connect with families who have historically participated at lower rates.  The district will provide engagement opportunities in multiple languages, offer flexible meeting formats including virtual and in-person options, and continue reducing barriers related to transportation, childcare, and scheduling when feasible. Additionally, the district will focus on recruiting new families whose backgrounds and experiences reflect the diversity of the district and provide leadership development opportunities that empower families to serve as active partners in supporting student success.  Through these efforts, the district aims to strengthen relationships, increase representation in stakeholder groups, and ensure that all families have meaningful opportunities to contribute to school and district improvement efforts.|Analysis of educational partner feedback, participation data, and local measures indicates that the district has established sustainable systems that foster meaningful partnerships between families, schools, and the district in support of student success. Families are actively engaged through DELAC, ELAC, School Site Councils, the LCAP Committee, Parent Involvement Academy, College and Career Family Conference, and other district and site-based engagement opportunities. These structures provide families with ongoing opportunities to contribute to decision-making, provide input on programs and services, and support student learning.  The district has made significant progress in creating multiple pathways for family engagement through meetings, multilingual communication, leadership development opportunities, and targeted outreach efforts. Educational partner feedback demonstrates that families feel their voices are valued and that their input influences district priorities, including LCAP development, English Learner programs, and student support services.  Participation data reflects continued growth in family involvement, including increased recruitment of new families whose backgrounds and experiences reflect the diversity of the district. These partnerships have strengthened communication, improved access to resources, and enhanced collaboration between families and school staff to support positive academic, social-emotional, and college and career outcomes for students. As a result, the district rates itself at a level 5, reflecting full implementation and sustainable practices that consistently promote strong family-school partnerships focused on student success|Analysis of educational partner feedback and local data indicates that the district has established strong and sustainable partnerships that support positive student outcomes. As part of its continuous improvement efforts, the district will focus on further strengthening the connection between family engagement activities and student academic, attendance, college and career readiness, and social-emotional outcomes. The district will continue refining strategies to ensure families have the knowledge, resources, and opportunities needed to support learning both at school and at home.  Additionally, the district will expand efforts to engage families whose participation may not yet fully reflect the diversity of the student population and continue developing family leadership opportunities that empower parents to serve as partners in school improvement efforts. The district will also strengthen the use of engagement and participation data to evaluate the effectiveness of family partnership initiatives and identify successful practices that can be replicated across schools.  These focus areas reflect the district's commitment to sustaining high-quality family partnerships while continuously enhancing their impact on student success.|The district will continue to strengthen engagement of underrepresented families by leveraging established and sustainable outreach systems that promote meaningful participation in student learning and decision-making. Based on educational partner feedback and participation data, the district will continue partnering with Community Liaisons, ELACs, DELAC, School Site Councils, the LCAP Committee, and other parent leadership groups to identify and engage families whose voices may be underrepresented in district processes.  The district will expand targeted outreach efforts, provide multilingual communication and resources, and continue offering flexible opportunities for participation through both virtual and in-person formats. Additionally, the district will focus on recruiting and developing family leaders whose backgrounds and experiences reflect the diverse demographics of the district, ensuring that stakeholder groups are representative of the students and families served.  The district will also continue monitoring participation and engagement data to identify trends, evaluate the effectiveness of outreach efforts, and adjust strategies as needed. Through these sustainable practices, the district seeks to ensure that all families have equitable opportunities to contribute to decision-making, access resources, and partner with schools to support positive academic, social-emotional, and college and career outcomes for students.|Analysis of educational partner feedback, participation data, and local measures indicates that the district has established comprehensive and sustainable systems for seeking input from students, families, staff, bargaining unit partners, and community members. Educational partners are provided multiple opportunities throughout the year to share feedback through surveys, focus groups, advisory committees, School Site Councils, ELACs, DELAC, StudentPAC, SuperPAC, the LCAP Committee, and public meetings.  The district has demonstrated a strong commitment to ensuring stakeholder voice informs decision-making by incorporating feedback into the development of the Local Control and Accountability Plan (LCAP), budget priorities, instructional initiatives, family engagement programs, and student support services. Educational partner input is routinely reviewed alongside local data to identify needs, prioritize resources, and evaluate the effectiveness of programs and services.  Participation data reflects strong engagement across stakeholder groups, including growth in the recruitment and involvement of families whose backgrounds and experiences reflect the diversity of the district. Stakeholders consistently report that they have opportunities to provide input and that their perspectives are valued in district decision-making processes.  As a result of these established structures and practices, the district has created a culture of shared responsibility and continuous improvement in which stakeholder feedback is an integral and sustainable component of planning and decision-making. Therefore, the district rates itself at a level 5, reflecting full implementation and sustainability in seeking input for decision-making.|Analysis of educational partner feedback and local data indicates that the district has established strong and sustainable processes for gathering and utilizing stakeholder input in decision-making. As part of its commitment to continuous improvement, the district will focus on further increasing participation from stakeholder groups whose representation may not yet fully reflect the diversity of the district's student population. Particular attention will be given to engaging families, students, and community members who have historically participated at lower rates in advisory groups, surveys, and decision-making processes.  The district will continue refining outreach and engagement strategies by expanding multilingual communication, increasing opportunities for participation through flexible meeting formats, and strengthening the use of targeted outreach to ensure broad representation. Additionally, the district will enhance processes for communicating how stakeholder feedback influences district decisions, helping educational partners better understand the impact of their participation.  The district will also continue using participation and feedback data to evaluate engagement efforts, identify emerging needs, and ensure that decision-making processes remain inclusive, transparent, and responsive. These focus areas support the district's goal of sustaining a strong culture of shared leadership and continuous improvement.|LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making.* The district will continue strengthening engagement of underrepresented families by building upon established systems that promote meaningful participation in district and school decision-making processes. Based on educational partner feedback and participation data, the district will continue utilizing Community Liaisons, DELAC, ELACs, School Site Councils, the LCAP Committee, StudentPAC, and other advisory groups to identify and engage families whose voices may be underrepresented.  The district will expand targeted outreach efforts through multilingual communications, personalized invitations, and flexible participation options, including virtual and in-person meetings. Additionally, the district will continue recruiting and supporting family leaders whose backgrounds and experiences reflect the diversity of the district, ensuring that advisory groups and stakeholder committees are representative of the students and families served.  To further strengthen engagement, the district will continue sharing how stakeholder input influences decisions related to the LCAP, educational programs, student supports, and district initiatives. Participation and feedback data will be regularly reviewed to monitor representation, identify barriers to engagement, and refine outreach strategies as needed.  Through these sustainable practices, the district will ensure that underrepresented families have equitable opportunities to contribute their perspectives, inform district priorities, and serve as active partners in continuous improvement and student success.|4|4|4|4|5|5|5|5|5|5|5|5|Met||2026-06-17|2026
19645270000000|El Rancho Unified|3|Based on the analysis of educational partner input and local data, ERUSD demonstrates strong and continuing progress in building positive relationships between school staff and families. A key strength is the district’s multi-tiered approach to communication and engagement, which includes regular monthly meetings at school sites, weekly newsletters in English and Spanish, phone calls, text messaging, emails, and social media platforms. These consistent communication systems ensure that families remain informed and connected to their child’s school experience.  ERUSD has also expanded opportunities for family engagement through both in-person and virtual formats, allowing increased accessibility for parents who may not be able to attend on-site meetings. The use of virtual platforms such as Zoom and Google Meet has broadened participation and strengthened family voice in school and district decision-making processes.  In addition, the district continues to strengthen relationships through the use of Community and Parent Liaisons at school sites. These staff members help build trust, support communication, and increase engagement, particularly among underrepresented families by providing culturally and linguistically responsive outreach.  School and district-level advisory groups, including School Site Councils (SSC), English Learner Advisory Committees (ELAC), and district-level parent advisory meetings, further support ongoing collaboration with families and ensure meaningful input into the Local Control and Accountability Plan (LCAP) and school programs.  Overall, ERUSD’s strengths lie in its consistent communication practices, expanded access to engagement opportunities, and intentional efforts to build trust and relationships with families across the district.|Based on the analysis of educational partner input and local data, ERUSD has identified several areas for continued growth in building relationships between school staff and families. While the district offers multiple opportunities for engagement, increasing participation among underrepresented families and families who face barriers related to work schedules,  language, or access to technology remains a priority.  The district will continue to strengthen two-way communication by ensuring families are informed not only about school and district events, but also about how their feedback is used to inform decision-making and improve programs and services. ERUSD will also focus on increasing awareness of available resources, educational opportunities, and engagement activities through a variety of communication platforms and in multiple languages.  Additionally, the district will continue to expand flexible engagement opportunities, including virtual participation options, evening and weekend meetings, and targeted outreach efforts led by Community and Parent Liaisons. These efforts will help foster stronger relationships, increase family participation, and ensure that all families feel welcomed, valued, and connected to their children's education.|Based on the analysis of educational partner input and local data, ERUSD will continue to improve engagement among underrepresented families by implementing targeted outreach strategies and increasing access to meaningful engagement opportunities. The district will utilize multiple communication methods, including ParentSquare, text messages, emails, social media, newsletters, and school and district websites, to ensure information is accessible and reaches families through their preferred channels.  To reduce barriers to participation, ERUSD will continue to offer meetings, workshops, and input sessions in a variety of formats, including in-person and virtual options, as well as at different times of the day, including evenings and weekends. Translation and interpretation services will be provided when needed to ensure all families can fully participate and engage in school and district activities.  Community and Parent Liaisons will play a critical role in building trust and strengthening relationships with families by conducting personalized outreach, connecting families with resources, and encouraging participation in school and district decision-making processes. The district will also continue to work with parent advisory groups, including SSC, ELAC, DELAC, and Parent Advisory Committees, to ensure that diverse family perspectives are represented and valued.  Through these efforts, ERUSD aims to create a more inclusive and welcoming environment where all families feel informed, connected, and empowered to support their children's educational success.|Based on the analysis of educational partner input and local data, ERUSD has demonstrated continued progress in building partnerships that support positive student outcomes. A key strength of the district is its commitment to collaboration with families, community organizations, higher education institutions, and local agencies to provide students with comprehensive academic, social-emotional, and college and career readiness supports.  The district has expanded opportunities for family engagement through workshops, advisory committees, the Annual ERUSD Family Connect, the Community Resource Fair, and both in-person and virtual meetings. These opportunities have increased access for families and strengthened their ability to support student learning and achievement. ERUSD also continues to utilize Community and Parent Liaisons to connect families with school programs, resources, and services.  In addition, partnerships with community organizations, colleges, and career-focused programs have increased student access to dual enrollment opportunities, Career Technical Education (CTE) pathways, college and career readiness activities, and enrichment programs. Through ongoing collaboration with educational partners, the district continues to gather input that informs decision-making and supports the development of programs and services aligned with student needs.  Overall, ERUSD’s strengths include strong family and community partnerships, expanded engagement opportunities, and a shared commitment among educational partners to support student success and improve outcomes for all students.|Based on the analysis of educational partner input and local data, ERUSD has identified opportunities to further strengthen partnerships that support positive student outcomes. A primary focus area is increasing awareness and participation in available academic, college, and career readiness, and family engagement programs, particularly among underrepresented student groups and families.  The district will continue to improve communication regarding educational opportunities, graduation requirements, A–G coursework, dual enrollment, Career Technical Education (CTE) pathways, Advanced Placement (AP) and International Baccalaureate (IB) courses, and available student support services. ERUSD will also focus on increasing family participation in workshops, advisory committees, and decision-making processes to ensure that educational partners have meaningful opportunities to contribute to student success.  Additionally, the district will continue to strengthen partnerships with community organizations, higher education institutions, and local agencies to expand access to resources, enrichment opportunities, college and career pathways, and support services that address students’ academic, behavioral, and social-emotional needs. Through these efforts, ERUSD seeks to build stronger collaborative partnerships that promote equitable access, increase student engagement, and improve outcomes for all students.|Based on the analysis of educational partner input and local data, ERUSD will continue to improve engagement among underrepresented families by expanding outreach efforts, increasing access to information, and creating meaningful opportunities for participation in programs and initiatives that support student outcomes. The district will utilize multiple communication methods, including ParentSquare, text messages, email, social media, newsletters, and school and district websites, to ensure families receive timely and accessible information about educational opportunities, student supports, and school events.  To reduce barriers to participation, ERUSD will continue to offer workshops, meetings, and engagement activities in both in-person and virtual formats, with scheduling options that accommodate the diverse needs of families. Translation and interpretation services will be provided when needed to ensure all families can fully participate in school and district activities.  Community and Parent Liaisons will continue to play a key role in building trust and strengthening relationships with underrepresented families by providing personalized outreach, connecting families to available resources, and encouraging participation in school and district decision-making processes. The district will also continue to collaborate with parent advisory groups, community organizations, and educational partners to ensure that family voices are represented and that programs and services reflect the needs of the students and families they serve.  Through these targeted efforts, ERUSD aims to create stronger partnerships with underrepresented families, increase family engagement in supporting student learning, and improve equitable access to opportunities that promote positive student outcomes.|Based on the analysis of educational partner input and local data, ERUSD has demonstrated continued progress in seeking meaningful input from educational partners to inform district and school decision-making. A key strength of the district is the variety of opportunities provided for parents, students, staff, and community members to share feedback and participate in advisory and decision-making processes.  ERUSD regularly gathers input through School Site Councils (SSC), English Learner Advisory Committees (ELAC), the District English Learner Advisory Committee (DELAC), Parent Advisory Committee meetings, surveys, focus groups, public meetings, and LCAP engagement activities. The district has also expanded opportunities for participation by offering both in-person and virtual meeting options, increasing accessibility and engagement among families and community members.  Community and Parent Liaisons support outreach efforts and help ensure that families from diverse cultural and linguistic backgrounds are informed of opportunities to provide input. Translation and interpretation services further enhance access and participation for multilingual families.  Feedback gathered from educational partners is reviewed and considered when developing and refining district programs, services, school plans, and the Local Control and Accountability Plan (LCAP). Through these efforts, ERUSD has strengthened stakeholder engagement and established processes that support collaborative decision-making and continuous improvement across the district.|Based on the analysis of educational partner input and local data, ERUSD has identified opportunities to further strengthen stakeholder participation in decision-making processes, particularly among underrepresented families and groups whose voices may not be consistently represented. While the district provides multiple opportunities for engagement, increasing participation rates and ensuring that all educational partners feel informed, welcomed, and empowered to contribute remains a focus area for improvement.  The district will continue to enhance communication regarding opportunities for input by clearly communicating the purpose of meetings, surveys, and engagement activities, as well as how stakeholder feedback is used to inform decisions. ERUSD will also focus on increasing awareness of advisory committees and engagement opportunities through targeted outreach, multilingual communications, and multiple communication platforms.  Additionally, the district will continue to expand flexible participation options, including virtual meetings, evening and weekend events, and other strategies designed to reduce barriers to engagement. By strengthening outreach efforts and increasing transparency around decision-making processes, ERUSD seeks to ensure that all educational partners have meaningful opportunities to provide input and help shape district programs, services, and priorities.|Based on the analysis of educational partner input and local data, ERUSD will continue to improve engagement among underrepresented families by implementing targeted outreach strategies and reducing barriers that may limit participation in decision-making processes. The district will utilize multiple communication methods, including ParentSquare, text messages, emails, social media, newsletters, and school and district websites, to ensure families are informed about opportunities to provide input and participate in advisory groups and district initiatives.  To increase accessibility, ERUSD will continue to offer meetings, surveys, workshops, and engagement opportunities in both in-person and virtual formats, as well as at varying times, including evenings and weekends. Translation and interpretation services will be provided to support multilingual families and ensure meaningful participation for all educational partners.  Community and Parent Liaisons will continue to play an important role in building relationships with underrepresented families, conducting personalized outreach, and encouraging participation in School Site Councils (SSC), English Learner Advisory Committees (ELAC), the District English Learner Advisory Committee (DELAC), Parent Advisory Committees, and other stakeholder groups. The district will also communicate how family feedback influences district and school decisions to increase transparency and demonstrate the value of stakeholder input.  Through these efforts, ERUSD aims to create a more inclusive decision-making process where all families feel welcomed, respected, and empowered to contribute to the development of programs, services, and initiatives that support student success.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-29|2026
19645350000000|El Segundo Unified|3|Based on analysis of educational partner input and local data, El Segundo Unified School District (ESUSD) demonstrates strong progress in building relationships between school staff and families through increasingly systematized engagement structures, consistent communication, and expanded feedback mechanisms. This year, the district strengthened alignment across schools by developing a districtwide parent engagement framework, including an inventory of engagement opportunities and the creation of a centralized parent engagement calendar. Collaboration with PTA and the Education Foundation has been formalized to align parent education efforts, communication, and community events, resulting in greater coherence and shared ownership of engagement strategies.  ESUSD has also expanded two-way communication systems. Families engage through multiple avenues, including the LCAP Advisory Committee, DELAC, School Site Councils, PTA meetings, and district and site communications. The implementation of standardized feedback tools, such as QR codes and event-based surveys, has improved the district’s ability to gather real-time input and begin establishing baseline data to inform future improvements.  Educational partner feedback highlights strengths in accessibility, responsiveness, and transparency, with families reporting positive relationships with school staff and leadership. Additionally, relationship-building is reinforced through counseling services, social-emotional learning, and MTSS structures that support strong connections between schools and families.  Overall, ESUSD has made meaningful progress in transitioning from site-based engagement efforts to a more coherent, data-informed system, establishing a strong foundation for continued growth in family partnerships.|Based on analysis of educational partner input and local data, ESUSD has identified key areas for improvement in consistency, accessibility, and measurement of family engagement practices.  While strong relationships exist, engagement efforts have historically varied across sites. The district identified the need to further develop a coherent, systemwide approach, ensuring all schools implement aligned practices, expectations, and communication strategies. Additionally, while multiple engagement opportunities are available, participation data indicates that some families—particularly those from underrepresented groups—are not consistently reached.  The district also identified a need to strengthen two-way communication systems. Although new feedback tools have been implemented, further work is needed to refine data collection, establish baseline metrics, and consistently use feedback to inform decision-making and improve practices.  Finally, ESUSD will focus on building staff capacity to engage families in more meaningful ways, including improving culturally responsive practices and strengthening communication around student learning, supports, and pathways. Moving forward, the district will prioritize system alignment, improved accessibility, and clearer metrics for engagement effectiveness to ensure continuous improvement.|ESUSD will improve engagement of underrepresented families by implementing targeted, inclusive, and systematized strategies designed to increase access and meaningful participation.  The district will expand differentiated communication methods, including varied communication platforms and flexible engagement opportunities, to ensure accessibility for all families. Building on this year’s work, ESUSD will continue to implement a districtwide parent engagement system, including a centralized calendar, standardized outreach practices, and consistent feedback tools to create multiple entry points for involvement.  To better engage underrepresented families, including English Learners, Students with Disabilities, and low-income families, the district will leverage targeted structures such as DELAC, LCAP Advisory Committee, CAC, SEPAC, and site-based outreach efforts to ensure these voices are actively included in planning and decision-making processes.  Parent education opportunities will be expanded and aligned to district priorities, helping families better understand academic expectations, available supports, and college and career pathways. Staff will continue proactive outreach efforts, including personalized communication and collaboration with counselors and support teams. The district will also use survey and participation data to identify engagement gaps and adjust strategies accordingly. Through these actions, ESUSD is strengthening a more equitable, data-informed system of family engagement, ensuring all families are connected, supported, and empowered as partners in their child’s education.|Based on analysis of educational partner input and local data, ESUSD demonstrates strong progress in building partnerships with families to support student outcomes through aligned systems of communication, counseling, academic support, and parent education.  The district has established multiple structures that connect families to student learning and progress, including counseling services, MTSS supports, and site-based outreach. Counselors and staff provide ongoing communication with families regarding academic progress, course selection, and college and career pathways, ensuring families are informed and able to support student success. Parent education efforts, developed in collaboration with PTA and the Education Foundation, have become more aligned to district priorities and focused on supporting student achievement and well-being.  This year, ESUSD made progress in systematizing partnership efforts by developing a districtwide parent engagement framework, aligning parent education opportunities, and beginning to implement consistent feedback tools to evaluate effectiveness. Additionally, the district continues to expand opportunities for families to engage in discussions related to student outcomes through LCAP Advisory Committee meetings, DELAC, and School Site Councils.  Educational partner input reflects that families value the district’s efforts to provide accessible information, responsive support, and opportunities to engage in their child’s academic journey. These efforts, combined with strong instructional systems such as PLCs, intervention programs, and expanded college and career pathways, have strengthened the connection between family engagement and student outcomes. Overall, ESUSD is progressing toward a more coherent and aligned system of family partnership, where communication, academic support, and engagement structures work together to support student success.|Based on analysis of educational partner input and local data, ESUSD has identified the need to strengthen the depth, consistency, and impact of family partnerships on student outcomes.  While communication with families is strong, the district identified a need to deepen engagement beyond information-sharing to more meaningful partnerships focused on student learning. This includes increasing opportunities for families to better understand academic data, intervention supports, and pathways so they can actively contribute to their child’s progress.  Additionally, practices for engaging families in academic conversations vary across sites, and the district has identified the need to establish more consistent expectations and structures for family-teacher communication related to student performance and support strategies.  The district also identified a need to strengthen systems for monitoring the effectiveness of family partnerships. While new feedback tools have been introduced, further work is needed to establish baseline metrics and evaluate how engagement efforts impact student outcomes, particularly for English Learners, Students with Disabilities, and low-income students.  Moving forward, ESUSD will focus on building staff capacity, improving access to student learning information, and strengthening alignment between family engagement efforts and measurable student outcomes.|ESUSD will improve engagement of underrepresented families in building partnerships for student outcomes by implementing targeted strategies that increase access to information, strengthen relationships, and connect families directly to student learning supports.  The district will expand parent education opportunities focused on helping families understand academic expectations, assessment data, intervention programs, and college and career pathways. These efforts will be aligned with district priorities and delivered through multiple formats to ensure accessibility.  To better support underrepresented families, including English Learners, Students with Disabilities, and low-income families, ESUSD will leverage targeted structures such as DELAC and counseling services to provide more personalized outreach and support. Staff will increase proactive communication, including individualized check-ins and guidance on how families can support learning at home.  The district will also strengthen systems that connect families to student progress, including clearer communication around academic data, intervention supports, and course pathways. Consistent use of feedback tools and participation data will allow the district to identify gaps in engagement and adjust strategies accordingly.  Through these actions, ESUSD is working to build more equitable and meaningful partnerships, ensuring all families are equipped, informed, and empowered to actively support their child’s academic success.|Based on analysis of educational partner input and local data, ESUSD demonstrates strong progress in seeking input for decision-making through the development of structured, inclusive systems that elevate stakeholder voice and inform district planning.  The district has established multiple formal avenues for input, including the LCAP Advisory Committee, DELAC, School Site Councils, GATE advisory, CAC, SEPAC, PTA collaboration, and student leadership structures such as the Superintendent’s Student Advisory Council. These groups meet regularly and provide input on goals, actions, and resource allocation, ensuring diverse perspectives are considered in decision-making processes.  This year, the district strengthened systems for gathering and using feedback by implementing standardized tools such as surveys and event-based feedback mechanisms, including QR codes. These tools have improved the district’s ability to collect real-time input and begin establishing baseline data to guide continuous improvement.  Additionally, the district has increased alignment between stakeholder input and planning processes. Feedback from educational partners directly informed refinements to LCAP actions, parent engagement strategies, and professional learning priorities. Student voice has also been elevated through structured opportunities to provide input on school climate, programs, and district initiatives.  Overall, ESUSD has made meaningful progress in transitioning from informal feedback collection to a more intentional, systematized approach, ensuring stakeholder input is consistently gathered and used to inform decision-making.|Based on analysis of educational partner input and local data, ESUSD has identified the need to strengthen the consistency, representativeness, and impact of stakeholder input in decision-making processes in DELAC and LCAP Advisory.  While multiple structures exist, participation varies across stakeholder groups, and some underrepresented families are not consistently engaged. The district identified the need to ensure input processes are more inclusive and accessible so that all voices, particularly those of English Learners, Students with Disabilities, and low-income families, are meaningfully represented.  The district also identified a need to strengthen systems for analyzing and communicating how input is used. While feedback is collected, there is an opportunity to improve transparency by more clearly demonstrating how stakeholder input informs decisions and leads to specific actions.  Additionally, the district is working to further align input systems across sites and departments to ensure consistency in how feedback is gathered, reviewed, and incorporated into planning processes.  Moving forward, ESUSD will focus on improving participation, strengthening feedback loops, and ensuring stakeholder input is systematically integrated into decision-making at all levels.|ESUSD will improve engagement of underrepresented families in decision-making by implementing targeted strategies that increase access, participation, and meaningful involvement.  The district will expand outreach to underrepresented families through differentiated communication methods, including translated materials, varied platforms, and flexible meeting opportunities. Existing structures such as DELAC, CAC, LCAP Advisory Committee, and School Site Councils will be leveraged and strengthened to ensure these families have consistent opportunities to provide input.  The district will also continue to refine feedback systems by expanding the use of surveys and standardized tools to gather input from a broader range of participants. Data from these tools will be analyzed to identify gaps in participation and guide targeted outreach efforts.  To ensure input leads to action, the district will strengthen feedback loops by clearly communicating how stakeholder input influences decisions, including LCAP development, program planning, and resource allocation. Staff will also continue to build capacity to engage families effectively and facilitate meaningful dialogue. Through these actions, ESUSD is working to ensure that all families, particularly those who have been historically underrepresented, have equitable opportunities to contribute to decision-making processes and shape the direction of the district.|4|5|4|5|4|5|5|4|4|4|3|4|Met||2026-06-23|2026
19645500000000|Garvey Elementary|3|The District continued to promote a welcoming environment and provide multiple opportunities for 2-way communication between the district/school staff and families, by using multiple forms of communication (e.g., ParentSquare, Class Dojo, text and voice messages, newsletters, and parent focus groups), and by having bilingual School Community Coordinators housed at each school to conduct target parent outreach in different languages.|The focus area for improvement is to strengthen the District’s efforts in providing ongoing training and support for all staff, including office staff and teachers, in learning about each family’s strengths, cultures, languages, and goals for their children.|The District will improve engagement of underrepresented families by providing professional development for all school staff on culturally responsive practices and the strategies to serve high-need families and targeted outreach, support, and training for high priority students and families.|The District continued to provide district- and school-level parent education opportunities, including community resources fair, districtwide parent institutes, monthly meetings with the Principal, parent training events, with translations/interpretations provided at all events. Resources and information that support student learning at home were shared in an ongoing manner by principals, counselors, and bilingual School Community Coordinators.|The focus areas for improvement include: 1) developing the capacity of staff in partnering with families with diverse backgrounds, particularly in addressing the mental, social-emotional, and academic needs of high-priority students, 2) providing more training for parents on the identified areas of need (e.g., bullying, truancy, and ParentSquare), and 3) providing more progress reports, support, and resources for parents of struggling students.|The District will continue to improve engagement of underrepresented families by providing professional development and for staff to partner with families, in addressing the mental health and social-emotional needs of students, and by providing families with timely information on student progress, and resources on intervention and enrichment programs to meet the diverse needs of students.|The District continued to provide all families, including underrepresented groups (e.g., English learners) with opportunities to provide input and opportunities to have families and staff work together to plan and implement family engagement activities, through regularly-scheduled district- and school-level parent participation and education meetings, a variety of parent engagement activities, and the parent outreach programs facilitated by district- and site-based bilingual parent support staff.|The focus area for improvement is to build the capacity of and supporting principals and staff to effectively engage families, particularly underrepresented families, in advisory groups and with decision-making.|The District will improve engagement of underrepresented families by providing training and support for both the staff and the underrepresented families, including working parents, new immigrants, and low-income families, in effectively engaging in advisory groups and decision-making, through access to district/school parent events via district website, ongoing parent training, target outreach from bilingual School Community Coordinators, support services (e.g., translation, childcare services), and meeting schedule accommodations.|3|4|3|4|3|4|3|4|3|4|4|4|Met||2026-06-25|2026
19645680000000|Glendale Unified|3|GUSD recognizes that parent/guardian involvement in their child’s education contributes greatly to student achievement and a positive school environment. On the 2025-2026 Annual School Plan Survey, 57.7% parents/guardians responded that they agree or strongly agree that their child is academically challenged at school, and 79.9% stated that their school keeps them well informed of their student’s academic progress. This partnership between home and school is important to achieving positive outcomes for students. 65.1% of parent/guardian responses agreed or strongly agreed with the statement that they know how to access mental health supports through their school. Maintaining this strong sense of connection to the school has emerged as a top priority in order to link families to resources. Also, schools encourage families to participate in groups such as the PTA, school foundations, School Site Council, etc. The Superintendent works directly with the Superintendent’s Parent Advisory Committee and Glendale Council PTA, both composed of parents/guardians and community members, to meaningfully involve parents/guardians and family members in District and school activities; advisory, decision-making, and advocacy roles; and activities to support learning at home. Title I schools have a Student-Parent-School Compact signed by each student’s parent/guardian that outlines the commitment students, families and teachers have to each other. In order to foster a positive culture of learning that maximizes student achievement, GUSD partners with families to accelerate student learning, support physical, social and emotional wellbeing, and increase school connectedness. The Teaching, Learning and Family Engagement Department uses survey results to strategize efforts and coordinates family engagement sessions. In 2025-2026, the number of Family Academies doubled from the prior year to a total of 14.  GUSD offers outreach and education efforts to help families understand and access resources for state assessments such as CAASPP and ELPAC. Site-specific achievement data is shared with families and next steps are discussed to address areas of focus. Resources for support and learning at home are shared. Staff meet with families to review academic progress and engage them in learning experiences at events for building a joy in and partnership for learning. Families take part in ELAC and DELAC meetings. Families are offered training and support for students who have special needs, are gifted, enrolled in dual immersion programs, interested in college and career guidance, are new to the country, are English Learners and receive foster/homeless support. In 2025-2026, GUSD expanded its efforts to connect with Black/African American families, which comprise 1% of the student body in GUSD.  As a direct result of feedback during the LCAP development process, these efforts are designed to engage families, connect them with resources, network with each other and have a voice|Based on the results of the Annual Plan Survey, GUSD staff will focus on increasing family engagement to improve all areas addressed by the survey. Particular focus will be placed on increasing the effectiveness of communication in order to improve the perception of parents/guardians about their student’s safety at school as this is one of the areas that saw a decrease from the prior year (86.3% favorable responses to 84.3%). The other area that saw a minor decrease was in parent/guardian awareness of the Parent/Family Engagement policy (decrease of 0.3% to 65.4% favorable responses).  There is still work to do in this area. School principals, Glendale Council PTA, and the Teaching, Learning and Family Engagement department will need to focus on implementing effective communication strategies that will result in increased participation of families in organized school events. GUSD uses ParentSquare, which integrates with the student information system to better inform parents/guardians about school events using a variety of communication strategies such as targeted emails, texts, phone calls, push notifications, newsletters and social media posts. ParentSquare provides direct messaging and mass notifications.  It also has a highly effective translation tool embedded for parent/guardian use. It provides a centralized, app-based portal for parents to complete forms and permission slips, to calendar and RSVP to events, to take polls and surveys, and to participate in community groups. ParentSquare also provides analytics to identify which groups are actively engaged with these tools and which might need more support or an alternative approach to fully accessing information. District and school site leadership will know who is not being reached and can use tools to improve contactability, communications equity and oversight, while maintaining privacy and security. GUSD will train new staff and provide follow-up to existing users to maximize this communication tool.|ParentSquare metrics will assist District staff in identifying parents/guardians that have not yet fully engaged is important for understanding the effectiveness of GUSD’s family engagement efforts. Staff will identify which groups of families might need more personalized outreach and brainstorm alternative efforts to inform and engage these families. Another area of focus will be enhancing the impact that the Community Schools initiative has on the populations it serves. Currently, the Community Schools which have the highest percentage of unduplicated students among the District’s elementary schools are: Marshall Elementary School (92%), Mann Elementary School (92%), Cerritos Elementary School (89%), Columbus Elementary School (87%) and Thomas Jefferson Elementary School (86%). The Annual Plan and English Learner Parent Surveys will be updated based on educational partner feedback so they can then be utilized across the District to identify untapped assets and develop plans to transform all schools into highly effective and impactful community schools. GUSD endeavors to partner with community agencies to align resources to improve student outcomes and address barriers to learning.|GUSD utilizes a multipronged, multilingual outreach campaign to increase family engagement and opportunities for schools to build strong relationships with families. The use of ParentSquare has transformed District communication. With a “contactability rate” of 100%, families choose the most effective way to receive information: text, email or push notification. Multiple surveys provide insight into school needs in addressing community questions and concerns. This year, 33.3% of households completed the Annual School Plan Survey—a record number of responses. Parent Academies, Coffees with Principal and Superintendent, along with initial orientations and intakes at the GUSD Welcome Center and Student Wellness Services provide information and resources necessary for successful school experiences. Data and input opportunities are offered to families through the Superintendent’s Parent Advisory Committee (SPAC), School Site Council (SSC), ELAC (English Learner Advisory Committee), and DELAC (District English Learner Advisory Committee). The Dual Immersion Parent Advisory Committee provides input on this program. The parent/guardian instructional materials review committees added within the past year have strengthened adoption processes and garnered new feedback when it comes to materials used in our classrooms. GUSD engages community partners to improve school climate, address students’ academic and social-emotional needs and improve school facilities. The recent Facilities Master Plan sessions engaged educational partners in-person, online and in hybrid formats.  Students participated in internships and hands-on experiences through Glendale Memorial Hospital. The Community Schools grant has been effectively implemented across GUSD to enhance the experiences at five elementary schools. The College and Career Division receives many grants to strengthen CTE programs. With the support of community partners, including the City of Glendale Parks and Recreation, Glendale YMCA, YMCA of the Foothills and Homenetmen Glendale Ararat, the District expanded child care and extracurricular opportunities for students and families.|GUSD schools continue to focus on equity, access and family engagement and put into practice basic tools to support anti-bias education, including improving staff capacity in asset-based youth development modalities. Schools continue their work to understand the correlation between mental health and wellbeing and academic outcomes for students.  In addition, training in 2025-2026 focused on student safety and ensuring that all staff were trained in boundary blurring behavior and how to maintain positive relationships. Annual refreshers and support will be part of the professional learning process moving forward.  During the 2025-2026 school year, professional growth for school leadership focused on the first three academic goals enumerated in the LCAP: “Literacy by 3rd Grade, Math Literacy by 6th Grade and College and Career Ready by 12th Grade”. There was unified instructional focus that was complemented by walkthroughs and collaborative inquiry cycles.  There continues to be a need to articulate clearly the shared vision for equity and academic support for students. Collective improvement across all sites will require administrators, teachers, counselors, teacher specialists, parents/guardians, students and community partners to build a shared understanding of the changes needed, then being able to align resources towards a plan of action.  GUSD believes that a key to improving the engagement of underrepresented families is by engaging students. GUSD has used Student Voice panels and the Student Advisory Council to get input from student leaders on how to increase their personal engagement and the engagement of their families. Capturing student voice and continued focus on instructional best practices and interventions are the priorities going forward.|The District has taken several steps to advance equity work. The Ethnic Studies curriculum has moved beyond a pilot and is in place, using GUSD teacher-developed lessons that emphasize social justice and resources from Learning for Justice. While this initiative is new, it has been important to codify this commitment to equity and inclusion. Work on addressing disproportionality in special education will include an emphasis on formalized MTSS structures going forward along with implicit bias training for focus school sites. There is a desire to engage the entire community, not just educators, in the work against bias and racism, and move toward more culturally inclusive pedagogy and practices. Through continued reflection, GUSD will look for improved metrics on the Annual Plan and Employ Culture Surveys, the Panorama survey, and the CA Healthy Kids Survey. The goal is to reduce the total number of behavior incidents, improve attendance and chronic absenteeism rates, along with English and Math achievement. Since the issues are both school- and community-based, programs like the Community Schools initiative are linking families to resources. Improving health and wellness is key, so engaging community partners like CASPS and leveraging internal services providers is critical moving forward.  Partnering with Comprehensive Community Health Centers for mobile health clinics help connect students and families experiencing the highest degree of poverty with support and tools to keep them healthy and more engaged at school.  In addition, paying close attention to our newcomer families, including refugees and foster/homeless youth, along with our Long-Term English Learners and their unique needs is imperative as we embrace them into the broader school community.|In 2025-2026, the Annual School Plan Survey was administered at each school to determine parent/guardian perception of decision-making opportunities. Overall, 62% of parents/guardians said their school actively seeks input from them before making important decisions. 65% of parents/guardians stated that they are familiar with their school’s Parent and Family Engagement Policy and 50% agreed or strongly agreed that their school provides training for parents to help support student learning. Each of these three metrics achieved an average of 1% increase from the prior year, indicating improved perceptions of engagement. GUSD encourages participation in school- and District-level advisory committees to seek input and engage parents/guardians in decision-making processes regarding program and curriculum development and implementation. Parent involvement at GUSD schools include the PTA, foundations, and School Site Council. Messaging regarding events and requests for participation are provided in English and the home languages of Armenian, Spanish, and Korean. ParentSquare offers delivery of messages in additional languages and the basic website features are fully accessible and translatable. Meetings are held throughout the year to allow for increased participation, feedback regarding programs and services and opportunities for families, teachers, principals and district administrators to work together to develop effective family engagement activities. Translation and child care services are provided, as needed, to address potential barriers to full participation. Student Voice Panels are Special Board Meetings to allow all Board members to hear directly from students representing all five high schools and to address questions generated by the GUSD Student Advisory Council which selects the student moderator and student participants. Topics addressed: student belonging and engagement; academic and career opportunities; support, and safety and accessibility. Student Voice Panels are livestreamed and archived on the District website to engage the community. The Superintendent meets regularly with leaders of the GUSD Council PTA. These meetings afford leadership the opportunity to hear from parents/guardians regarding events and practices throughout the school year. The Superintendent also meets regularly with representatives from the City of Glendale, Crescenta Valley Town Council and Glendale Community College to provide updates and seek feedback on District efforts.|Based on the analysis of the Annual Plan Survey to determine parent/guardian access to decision-making opportunities, GUSD schools will focus on increasing efforts to seek input from all community partners. 62% of parents/guardians agreed or strongly agreed that their school actively seeks input from them before making important decisions, which is a 5% increase over the past two years. The goals for seeking greater levels of input from community partners are to increase parent/guardian involvement, increase transparency with the decision-making process, and ensure access and equitable voice. A major focus needs to be on increasing the perception around student safety at school.  Training and support to staff along with focused communications will be used to address this concern in the survey.  Our five Community Schools have engaged in a comprehensive community needs assessment process in order to engage as many parent/guardian partners as possible in order to design school services to meet their needs. This process intentionally engages a large number of parents/guardians, staff, students, and community partners to redesign support services at the school level in order to best meet their unique needs and interests. The lessons learned, processes that are developed, and tools that are created will be shared across all schools.|To achieve these goals, GUSD will use ParentSquare to identify parents/guardians who have not received messages about opportunities to share input and will contact them using other outreach methods such as phone calls, text messages and emails to ensure they are aware of the opportunities. ParentSquare has integrated translation tools and direct messaging capability which allows families of English Learners an opportunity for two-way communication GUSD staff members. Opportunities to provide feedback to inform decision-making will be made available both in-person and virtually. Whenever possible, the video or notes from the meeting will be made available for viewing asynchronously. The Community Schools initiative along with Student Wellness Services and the Teaching, Learning and Family Engagement department regularly interact with families of our unduplicated students (English Learners, socioeconomically disadvantaged and foster youth) and have many successes to share.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-23|2026
19645760000000|Glendora Unified|3|Through analysis of local data and educational partner input, Glendora Unified School District continues to demonstrate strong progress in building meaningful relationships between school staff and families. The district has sustained a high level of family engagement and continues to expand systems that support communication, access, and partnership. Strengths in 2025–26 include increased access to family support services and intentional efforts to improve two-way communication. The district has continued to expand its Family Resource Center (Glendora Gives), parent education opportunities, and access to mental health professionals through grant-funded supports and site-based services. Schools have also maintained a strong system of academic and social-emotional interventions, ensuring families are connected to timely supports for their students. The district has prioritized clear, accessible, and responsive communication. Improvements to the district and school websites ensure that critical information is accessible within three clicks, and the continued implementation of the “Let’s Talk” platform provides families with multiple avenues to ask questions, share concerns, and receive timely responses 24/7. These efforts have contributed to measurable growth in family perceptions of communication, as reflected in the 2025–26 LCAP survey results, which showed an increase of approximately 2% in positive responses related to communication. Overall, Glendora Unified maintains a highly engaged community and continues to strengthen relationships with families through increased transparency, responsiveness, and access to supports. These efforts contribute to a positive, collaborative environment focused on improving student outcomes and ensuring all families feel connected and supported.|Based on the analysis of educational partner input and local data, Glendora Unified School District continues to identify opportunities to strengthen two-way communication and deepen meaningful family engagement across all schools. While the district has seen growth in positive perceptions of communication, including a 2% increase in LCAP survey responses, ongoing efforts are focused on ensuring consistency, accessibility, and responsiveness for all families. During the 2025–26 school year, the district’s focus has been on supporting every student’s journey by strengthening connections among staff, students, families, and the broader community. The district has continued to expand opportunities for input through platforms such as Let’s Talk, parent advisory committees, parent education nights, and open forums. These structures support ongoing dialogue and provide valuable feedback to guide continuous improvement. Looking ahead to 2026–27, the district’s focus will be on empowering every student for success by continuing to strengthen authentic partnerships with families. Emphasis will be placed on increasing engagement with underrepresented families, enhancing the effectiveness of communication across multiple platforms, and ensuring all families feel connected, informed, and empowered to support their child’s academic and social-emotional success.|Based on educational partner input and local data, Glendora Unified School District will continue to strengthen engagement of underrepresented families by improving access, inclusivity, and responsiveness in communication and outreach efforts. The district recognizes the importance of reducing barriers to participation and ensuring all families feel welcomed, informed, and empowered as partners in their child’s education. For 2026–27, the district will build on existing systems by continuing to streamline communication and expand multilingual access. Families who speak languages other than English will be supported through the use of translation services, including Language Line, and through ParentSquare, which provides translated communication and flexible delivery options such as text, email, and app-based messaging. These tools ensure families can access information in their preferred language and format. In addition, the district will focus on increasing intentional outreach to underrepresented families through targeted engagement strategies, including culturally responsive parent education opportunities, expanded use of family feedback platforms and increased opportunities for participation in advisory committees and school events. Schools will continue to build relationships through inclusive practices, ensuring that family voice is elevated in decision-making processes. Through these efforts, Glendora Unified aims to create more equitable and meaningful opportunities for all families to engage, strengthening partnerships that support student success and align with the district’s focus on empowering every student for success.|Based on the analysis of educational partner input and local data, Glendora Unified School District continues to demonstrate strong progress in building partnerships for student outcomes through intentional collaboration with families and a commitment to shared responsibility for student success. Strengths in 2025–26 include expanded parent education opportunities, active engagement through advisory committees, and ongoing parent meetings that provide meaningful opportunities for input and collaboration. These structures support two-way communication and ensure that families are informed, involved, and able to contribute to decision-making processes that impact student learning. The district continues to invest in professional learning, including instructional rounds and targeted training, to strengthen staff capacity in partnering with families to support student achievement. GUSD also provides resources such as curriculum guides, workshops, and online platforms to support learning at home. Systems such as parent-teacher conferences, IEP meetings, and intervention support structures provide consistent opportunities for collaboration focused on individual student needs. Additionally, the district’s continued implementation of Multi-Tiered Systems of Support (MTSS) reflects a strong commitment to collaborative problem-solving and coordinated support for all students. Glendora Unified remains aligned with state and federal requirements for family engagement, including special education processes and Title I family engagement activities, ensuring that families are active partners in supporting positive student outcomes.|Based on the analysis of educational partner input and local data, Glendora Unified School District will continue to refine its approach to strengthening partnerships for student outcomes through more inclusive, responsive, and collaborative practices. A key focus area for 2026–27 is ensuring that all learners’ needs are met through differentiated instruction, tiered levels of support, and continued attention to students’ social-emotional well-being. The district will prioritize strengthening timely and consistent two-way communication so families have meaningful access to student data and can actively partner with school staff in supporting student progress. Enhancing communication systems will support greater transparency and shared responsibility for student success. In alignment with the district’s focus on empowering every student for success, Glendora Unified will expand engagement opportunities beyond traditional structures by increasing access to parent education, family learning opportunities, and site-based engagement. The district will also continue to strengthen outreach and support for families navigating systems such as special education and English learner programs, ensuring families are informed, empowered, and equipped to advocate for their students. Through these efforts, the district aims to deepen authentic partnerships with families and ensure equitable access to the resources and supports necessary for all students to thrive.|Based on the analysis of educational partner input and local data, Glendora Unified School District will continue to strengthen engagement of underrepresented families by expanding inclusive outreach, improving access to resources, and building staff capacity to support meaningful family partnerships. For 2026–27, the district will enhance community outreach efforts through the continued expansion of the Family Resource Center (Glendora Gives), providing families with increased access to services, information, and support. In addition, the district will leverage systems of support through the Director of Student Supports, MTSS structures, and collaboration with LACOE attendance supports to ensure families are connected to interventions and resources that promote student success. The district will also prioritize strengthening staff capacity through more structured professional learning focused on effective family engagement strategies, including culturally responsive practices and effective parent-teacher communication. These efforts aim to ensure that all staff are equipped to build trusting relationships with families, particularly those who have been historically underrepresented. In alignment with the district’s focus on empowering every student for success, Glendora Unified will continue to improve equitable access to information by refining communication systems, expanding multilingual supports, and increasing targeted outreach to ensure all families feel informed, valued, and empowered to actively participate in their child’s education.|Based on the analysis of educational partner input and local data, Glendora Unified School District continues to demonstrate strong systems for seeking input to inform decision-making. The district maintains multiple structures for engagement, including School Site Councils (SSC), English Learner Advisory Committees (ELAC), district advisory groups, and the Superintendent’s Parent Advisory Committee, all of which provide meaningful opportunities for families to share input and collaborate with school and district leaders. The district continues to prioritize building, maintaining, and enhancing relationships with educational partners. Results from the LCAP parent survey indicate strengths in overall school fit and minimal reported barriers to engagement, with approximately 81% of families indicating few or no challenges related to participation. While families report positive perceptions of access and connection, the most common barrier continues to be competing schedules. Glendora Unified has also strengthened its use of data to inform decision-making through the continued implementation of the Panorama platform. This has allowed the district to refine survey questions, disaggregate results, and compare data to national benchmarks, ensuring that input is meaningful and actionable. While systems for gathering input are strong, the district continues to focus on increasing the frequency of ongoing engagement. Current data indicates that approximately 23% of families report being involved on a weekly basis, compared to approximately 60% nationally. This highlights an opportunity to expand regular participation and deepen engagement across all family groups. Overall, Glendora Unified continues to expand opportunities for input and is committed to using data and feedback to inform continuous improvement and decision-making processes.|Based on the analysis of educational partner input and local data, Glendora Unified School District continues to identify opportunities to strengthen the quality and representativeness of input used for decision-making. While the district offers multiple avenues for engagement, a key focus area is ensuring that all families—especially those from historically underrepresented groups—have the knowledge, confidence, and access needed to participate meaningfully in decision-making processes. The district will continue to improve the effectiveness of its engagement structures by expanding targeted outreach and support for families, including multilingual communication, increased access to meetings, and opportunities for parent education and leadership development. These efforts are intended to build capacity among families so they can actively contribute to discussions that impact student outcomes. Additionally, the district is focused on ensuring that feedback collected through surveys and meetings is representative of all student groups. Continued refinement of survey tools and outreach strategies, including the use of multiple platforms and engagement opportunities, will support more inclusive and comprehensive input. Expanding strategies such as focus groups, community partnerships, and site-based outreach will further help amplify diverse perspectives. Through these efforts, Glendora Unified aims to strengthen inclusive decision-making processes and ensure that all voices are reflected in district planning and continuous improvement.|Based on the analysis of educational partner input and local data, Glendora Unified School District will continue to strengthen engagement of underrepresented families in decision-making by expanding inclusive, accessible, and responsive opportunities for input. For 2026–27, the district will increase flexibility in how families can participate by offering varied meeting formats, including in-person and virtual options, and providing multiple ways to share feedback through platforms such as surveys, Let’s Talk, and advisory committees. Communication will continue to be timely, transparent, and accessible, with expanded multilingual supports to ensure all families can fully engage. The district will also enhance family capacity to participate meaningfully in decision-making through parent education opportunities, workshops, and targeted outreach efforts. Schools will continue to build relationships with families through site-based engagement and, when appropriate, increased connection through liaisons and personalized outreach. Additionally, Glendora Unified will continue to refine its practices through ongoing reflection and analysis of participation data to ensure that input is representative of all student groups. These efforts will support more inclusive decision-making processes and align with the district’s focus on empowering every student for success. Glendora Unified is continuing to streamline and focus on communication. We have opportunities to communicate with parents who speak another language other than English through our use of Language Line. Our communication tool, Parent Square, can be translated into various languages for accessibility. Further parents can choose to receive emails or text messages of the information at a convenient time for them.  Further, district-wide Professional Development for the current school year focuses on meeting the needs of all learners with instruction, climate, and social emotional.|4|4|4|4|4|4|4|4|4|4|3|4|Met||2026-06-25|2026
19645840000000|Gorman Joint|3|Gorman is dedicated to constantly addressing and improving our relationships between school staff and families. We provide information to families regularly via Parentsquare and social media. We provide many opportunities for parent involvement and input via many engaging social events throughout the year, our Gorman Advisory Committee, monthly 'Nibbles with Knight,' PTSO, LCAP meetings, and volunteer opportunities. Our greatest strength is the friendly, sincere, and welcoming atmosphere that visitors always comment on. We also conduct a yearly parent, staff, and student survey to assess areas that need to be addressed.|Based on our last parent survey, conducted in January 2026, an overwhelming majority of our parents are happy with the school, but a few did mention improving timeliness in communications, especially regarding any cancellations.|We have a dedicated staff member to communicate with our Spanish speaking parents. Parentsquare messages, and the LCAP is translated for our Spanish speaking families. Our students with IEPs have a Learning Center to work on IEP goals. This learning center also serves as a quiet space for students under stress, and is used to work with students who are behind their peers academically (who are quite often also socioeconomically disadvantaged).|We are a school of choice, and often receive students who have not had the most positive school experiences. Our supportive environment often results in strong social emotional and academic growth. This growth is reflected in our steadily improving state test scores, IEP goal progress, and local academic data.|We are dedicated to making Gorman a safe learning environment for all. Our community believes it is important to be safe, and feel safe at school, in order to learn. We are a PBIS (positive behavior intervention and support) school, have implemented the Olweus anti-bullying program, and will be adding Classroom WISE in the 2026-27 school year, which assists educators and staff in supporting the mental health of students.  We also offer after school tutoring by a teacher two days a week, and our after school program offers daily homework help. We continue to strive to improve our student's academics by utilizing extra enrichment and support via our Learning Center, and educational tools in and/or out of school like ST Math, ixl, and KidsA-Z.|To improve engagement of underrepresented families, Gorman will continue to offer fun extended learning opportunities like our summer 'Food & Fun' series, which pairs a fun meal and project, and we will be having our educational family activities like Family Math and Family Literacy on a Saturday this year, instead of a weeknight. We will also have our 3rd annual Dia de los Muertos celebration, which has really made our EL families feel seen and honored, and has brought the entire school together in a fun and culturally enlightening way.|Gorman's strength and progress in seeking input for decision-making is excellent. We provide myriad opportunities to our families and community partners. We have a vigorous social media presence, have monthly 'Nibbles with Knight' meetings with parents so they can give input and tour the classrooms, and provide many other opportunities for having a voice, like the Parent Survey, LCAP meetings, PTSO meetings, Back to School Night, School Board Meetings, and Parent Conferences.|Gorman's focus are for improvement in seeking input for decision-making is a common one for all schools: getting people to attend.  It is a challenge we are constantly trying to address creatively. Our parents like to attend the 'fun' days, but avoid 'serious' subjects. This year we will be pairing some well-attended events with LCAP meetings.|To improve engagement of underrepresented families in relation to seeking input for decision-making, we will offer some meetings with a live Spanish translator this year.|4|4|4|4|4|4|4|5|4|4|4|4|Met||2026-06-29|2026
19645841996305|Gorman Learning Center|3|According to the GLCN Satisfaction Survey, 93.2% of parents state that Gorman provides a welcoming environment for all parents. In addition to this, 93.2% state that the concerns they share with their students’ teacher are heard and receive an appropriate response.|The focus area of improvement is to increase opportunities for parent engagement by offering a greater number of parent seminars and trainings throughout the school year. To better meet the needs of families with varying work schedules, sessions will be provided both virtually and in person at different times of the day, including morning, afternoon, and evening options. This approach aims to improve accessibility, increase participation, and strengthen partnerships.|The LEA will strengthen engagement with underrepresented families by providing ongoing, accessible support and communication throughout the school year. The Homeless and Foster Youth Liaison will offer weekly check-in opportunities for students, parents, and teachers to discuss academic progress, address concerns, and connect families with available resources. Essential school supplies and resource materials will be provided during in-person parent meetings and family engagement events to help remove barriers to student success.  The English Learner (EL) Coordinator and Special Education (SPED) team will facilitate monthly parent seminars to inform families about available programs, services, and supports while providing opportunities for parents to ask questions and receive guidance. Additionally, the SPED team will continue to provide Inclusion Specialist support to collaborate with teachers, ensure appropriate curriculum and accommodations are implemented, and help students receive the individualized support needed to achieve academic success.|Based on educational partner feedback and local data, the LEA continues to demonstrate strong partnerships with families. According to the Parent Satisfaction Survey, 98% of parents reported that Gorman offers a personalized program of study that focuses on rigorous academic standards while fostering strong partnerships between dedicated educators and families. The LEA's commitment to individualized student learning plans, driven by student interests, innovation, and flexibility, has strengthened family engagement and collaboration. These partnerships support shared decision-making and contribute to positive student outcomes by ensuring students receive personalized academic support that meets their unique needs.|Based on educational partner input and local data, the LEA's focus is to expand meaningful family engagement opportunities and strengthen partnerships with families throughout the school year. To support this effort, the LEA will utilize two Family and Community Engagement Specialists (FACES) to coordinate family events in multiple geographic locations, increasing accessibility and opportunities for families to connect with Gorman staff and one another. Additionally, the Multi-Tiered System of Supports (MTSS) team will provide weekly workshops that equip families with strategies, resources, and supports to address students' academic, behavioral, and social-emotional needs. These efforts are intended to increase family partnerships and improve student outcomes.|The LEA will strengthen engagement with underrepresented families by providing targeted supports and increasing opportunities for meaningful participation. The Homeless and Foster Youth Liaison will attend family engagement events to distribute essential school supplies and resource materials and connect families with available services. The liaison will also provide monthly updates and guidance to Gorman staff on effective strategies for supporting students experiencing homelessness and those in foster care.  To increase engagement among English Learner (EL) and Special Education (SPED) families, the LEA will administer surveys during monthly parent seminars to gather feedback on topics, resources, and supports families would like addressed in future sessions. By actively seeking and incorporating parent input, the LEA will strengthen partnerships, ensure family voices are reflected in planning, and provide resources that are responsive to the needs of underrepresented student groups.|The LEA has established multiple opportunities for educational partners to provide meaningful input that informs decision-making. Teachers conduct monthly one-on-one meetings with each student and their parent or guardian to discuss student progress, gather feedback on what is working well, and identify areas where additional support or improvements are needed. Teachers bring this feedback to monthly teacher meetings, where staff collaborate to identify ways to incorporate family input into instructional practices and program improvements.  Additionally, Gorman has established a Teacher Advisory Committee that meets directly with the Superintendent to provide staff perspectives and recommendations. This collaborative approach ensures that both family and teacher feedback are considered in the LEA's continuous improvement efforts and decision-making processes.|Based on educational partner input and local data, the LEA's focus is to expand opportunities for staff voice by increasing engagement with non-certificated employees. Monthly meetings will be established to provide non-certificated staff with a structured opportunity to share feedback on current practices, identify areas of success, and recommend improvements. Department supervisors will review and collaborate on the feedback received to identify common themes, determine areas for growth, and inform decisions that support continuous improvement across the LEA. This process will ensure that the perspectives of all staff members are considered in organizational planning and decision-making.|The LEA will increase opportunities for underrepresented families to provide meaningful input by expanding communication and feedback processes. Inclusion Specialists will continue to regularly connect with students receiving special education services and their families to gather feedback regarding supports and services. In addition, students will complete a monthly Google Form to reflect on what went well, identify challenges, and share suggestions for improvement. This feedback will be analyzed collaboratively to identify trends and inform program improvements.  To better engage families experiencing homelessness and those in foster care, the Homeless and Foster Youth Liaison will offer additional evening meeting opportunities to accommodate parents and guardians with nontraditional work schedules. Providing flexible meeting times and multiple avenues for feedback will help ensure these families have equitable opportunities to participate in decision-making and contribute to the continuous improvement of LEA programs and services.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-18|2026
19645920000000|Hawthorne|3|Based on the analysis of educational partner input, the Hawthorne School District funds a robust community school initiative and allocates resources to implement and sustain areas of strength that foster meaningful relationships between school staff and families. These efforts are designed to support student achievement, improve attendance, and promote a positive school climate. Key actions include:   Developing, coordinating, and conducting programs and activities to engage families and the community in support of student success.  Enhancing communication between families and school staff by utilizing social media, PeachJar, school website, email blast, and text messaging features to communicate with our families demonstrated success, evidenced by the positive feedback in our 2026 LCAP parent surveys.  Collaborating with District staff and school leadership teams to plan and implement community school partnership plans and cultivate family- and community-friendly school climates (e.g., developing customer service protocols for welcoming parents and community partners and creating inviting physical environments).  Maintaining and enhancing Family Resource Centers at school sites, providing academic and social-emotional resources, teacher communication tools, technology access, ESL and Adult Education courses, and information about community services.  Strengthening relationships with staff, families, volunteers, and community partners, including local faith-based organizations, public agencies, and service providers.  Supporting schools in collecting accurate parent participation data, implementing community programs, and sustaining family engagement initiatives.  Building school capacity to engage families meaningfully and equipping staff with tools to design, implement, and evaluate family and community involvement activities.  Assisting schools in recruiting and training volunteers, improving student attendance, and addressing at-risk behaviors collaboratively with families.  The District also continues to expand the Parent Arts Docent initiative, where parents/guardians participate in training and professional development to deliver art lessons directly in classrooms, fostering both family engagement and arts education. Throughout the 2025-26 school year, numerous family engagement events were held across all school sites, including math nights, literacy nights, parent workshops, and other site-specific activities. Family participation was tracked using the District’s internal Family Event Attendance Tracking Form, which documented 69,128 instances of family involvement. In addition, the Hawthorne School District entered its third year of the California Community School Partnership Program, enabling the continued growth of services and opportunities to strengthen school-family relationships and transform school sites into thriving Community Schools.|Based on the feedback gathered from our parent surveys, the Hawthorne School District will continue to offer and enhance the services and supports outlined above to strengthen and expand relationships between staff and families. The District remains committed to providing both in-person and virtual events to ensure flexibility and increase accessibility for family participation. This approach reflects the preferences expressed by families, who have shared their appreciation for the convenience and inclusivity these options provide.  Furthermore, through the California Community Schools Partnership Program (CCSPP), the District will expand offerings and activities designed to engage both staff and families. The CCSPP Teachers on Special Assignment (TOSAs) will continue to play a vital role in increasing access to resources and creating additional opportunities for parents and families to engage in meaningful two-way communication. These efforts are integral to our vision of transforming Hawthorne School District campuses into thriving Community Schools.|The District’s evaluation results from our parent workshops and the completion of a Parent Needs Assessment at the end of each school year are examined through the lens of our underrepresented families. This data was utilized to refine the parent engagement opportunities for the upcoming year.|"The Hawthorne School District employs a full-time Teacher on Special Assignment (TOSA) through the California Community Schools Partnership Program (CCSPP) to strengthen family engagement and build the capacity of school sites to engage parents and guardians as active partners in their children's education. The CCSPP TOSA collaborates with school sites and community partners to coordinate workshops, events, and resources that support student success and meaningful family involvement.  In addition to CCSPP-sponsored workshops and community partner presentations, school principals host regular Coffee with the Principal meetings to strengthen communication and collaboration with families. Instructional coaches also facilitate parent workshops focused on academic achievement and provide families with strategies to support learning at home.  All school sites also implement the Hawthorne Parent Academy (HPA), a districtwide initiative designed to support parents and guardians of students in key transitional grades, including kindergarten, sixth grade, and ninth grade. Through monthly workshops, HPA addresses academic, social-emotional, and behavioral topics that help families support their children's success at school and at home.  As part of the California Community Schools Initiative, each school site conducts a comprehensive needs assessment that includes gathering parent input on the types of workshops and resources they would like the District to provide. Based on this feedback, schools have expanded learning opportunities to include topics such as résumé writing, cover letter development, letters of recommendation, financial literacy, and college and career readiness. Families also requested interactive enrichment opportunities, including scrapbooking, STEAM activities, and family learning experiences that encourage parents and children to learn together.  To provide these opportunities, the District partners with El Camino College, California State University, Dominguez Hills, and other community organizations to deliver workshops that directly respond to the interests and needs identified by families.  To recognize and celebrate family engagement, each school site hosts a recognition ceremony honoring parents and guardians who complete their HPA ""passport"" through consistent participation in academy sessions. These efforts reflect the District's ongoing commitment to fostering meaningful school-family partnerships and ensuring that family engagement opportunities are responsive, relevant, and aligned with the needs of the Hawthorne community."|The Hawthorne School District remains committed to strengthening parent partnerships by continuing to offer and expanding the number of family engagement opportunities, programs, and activities outlined above. These efforts are designed to foster meaningful connections between families and schools. Feedback gathered from multiple sources, including LCAP survey responses, parent evaluations, LCAP parent consultation meetings, parent needs assessments, School Site Council (SSC) meetings, CCSPP advisory council meetings, and other communication channels, reflects a strong interest in reinstating parent volunteer opportunities and maintaining virtual options for parent involvement through Zoom. In response, the District will continue to provide both in-person and virtual events to enhance flexibility and accessibility, ensuring that all families have equitable opportunities to participate in and contribute to their children’s educational experiences.|The survey results, evaluation results from parent workshops, and Parent Needs Assessment at the end of each year provide data from our educational partners that we utilize to refine the parent engagement opportunities for the following year. This will increase access to strong participation in our current programs and activities. We are a district with a student population of 90.2% low-income, 26.7% English learners, and 0.5% Foster Youth. Therefore, we will continue to examine and seek input and feedback from our families that have historically been underrepresented. We will utilize this feedback data to refine the parent engagement opportunities each school year.  ( examples: more home visits, direct calls from the CCSPP TOSAs, and home connections from the liaisons.)|Based on analysis of educational partner input and local data, Hawthorne School District (HSD) demonstrates strong progress in seeking meaningful input for decision-making. The school sites have established multiple inclusive platforms, such as the School Site Council (SSC), English Learner Advisory Committee (ELAC), Expanded Learning Program (ELP) parent meetings, and Community School Advisory Council, ensuring diverse family voices are heard and valued.  HSD is strong in encouraging parents and community members to be active members of the school community. Our intimate school size allows for immediate attention to areas needing improvement and to highlight areas of success. HSD families vocalize needs, concerns, and even strengths through a variety of platforms ( ThoughtExchange and Google Forms), allowing the school leadership team to act accordingly, assess requests, and make changes where necessary.  HSD actively uses parent surveys, student feedback, and staff input to guide planning and improvements. Increased attendance at events and advisory meetings, along with enhanced communication efforts, reflect a growing culture of trust and collaboration. Continued efforts to expand access and remove barriers have strengthened family and educational partner engagement across the school community.|"The Hawthorne School District (HSD) is committed to strengthening its decision-making processes by ensuring all families have meaningful opportunities to share their voices, experiences, and perspectives. Through stakeholder feedback and needs assessments, families have consistently identified challenges related to school communication, particularly navigating multiple digital platforms and managing the high volume of information distributed through various communication channels. Many parents report experiencing ""information overload,"" making it difficult to identify and respond to important school announcements.  Families have also expressed a need for additional support in developing digital literacy skills. In response, HSD provides hands-on digital literacy workshops, facilitated in partnership with the Los Angeles County Office of Education (LACOE), to increase parents' confidence and proficiency in using school communication and educational platforms. The District also offers on-campus technology access and staff assistance to help families complete important tasks, such as surveys, enrollment forms, and other school-related documents, in a welcoming and supportive environment.  Recognizing that digital communication does not meet the needs of every family, HSD continues to expand its communication strategies by utilizing printed materials, personalized phone calls, home visits, and in-person meetings. By offering multiple avenues for engagement, the District strives to remove barriers to participation and ensure that every family has equitable access to information and opportunities to contribute to school decision-making.  Through these efforts, HSD is strengthening inclusive family partnerships, increasing engagement, and ensuring that the voices of all families help shape decisions that support student success."|During the self-reflection process regarding Seeking Input for Decision-Making, HSD has identified key strategies to strengthen family engagement and address concerns raised by our school sites.  To enhance communication and build stronger connections with underrepresented families, HSD will work closely with the Community School and Community Engagement TOSA. This collaboration will support efforts to address the unique challenges many families experience and ensure engagement practices are consistent, accessible, and culturally responsive.  In partnership with the Community School Parent Liaison, we will also develop an updated Family Engagement Calendar that outlines all key events for the school year. Providing this information in advance will empower families to plan and encourage greater participation in school activities.  Furthermore, HSD will continue fostering partnerships with local organizations to connect families with essential resources, including mental health services and healthcare support. These initiatives are designed to remove barriers, improve accessibility, and cultivate a more inclusive and supportive school environment for all families.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-24|2026
19645920100354|Hawthorne Math and Science Academy|3|At Hawthorne Math and Science Academy (HMSA), building strong relationships with students, families, staff, and community partners remains a cornerstone of the school's commitment to improving student outcomes. Throughout the 2025–26 school year, HMSA continued to strengthen two-way communication through weekly newsletters, parent notifications, social media, School Messenger, individual outreach by teachers and counselors, and regular academic and behavioral updates. These communication efforts ensure families remain informed, connected, and actively engaged in supporting student success. HMSA expanded meaningful opportunities for family involvement through Back-to-School Night, parent workshops, financial aid and college planning events, grade-level informational meetings, multicultural celebrations, student showcases, and Community School events. As a designated Community School, HMSA further strengthened partnerships with local organizations to provide wraparound support, family resources, and expanded opportunities that address students' academic, social-emotional, and college and career readiness needs. Families continue to play an active role in school governance through participation in the School Site Council, Community School Advisory Council, English Learner Advisory Committee (ELAC), Parent Booster Club, and other stakeholder groups that provide valuable input into schoolwide planning and continuous improvement. Student voice also remains a priority. HMSA regularly gathers feedback through school climate and LCAP surveys, student leadership groups, and advisory opportunities to better understand student needs and strengthen school culture. Educational partner feedback is reviewed alongside local data to guide decisions related to academic programs, student supports, school safety, and family engagement initiatives. The school remains committed to ensuring equitable access for all families. Translation services are provided for meetings, communications, and Individualized Education Program (IEP) meetings, allowing families to actively participate in educational planning and decision-making. Staff maintain an open-door approach, encouraging ongoing communication and collaboration with families throughout the year. Survey results continue to reflect the positive relationships cultivated across the HMSA community. Parent feedback indicated high levels of satisfaction with school communication and engagement opportunities, while student survey data demonstrated that the majority of students feel supported by caring adults on campus. These results, combined with strong participation in school events and advisory groups, demonstrate HMSA's continued progress in fostering trusting relationships, strengthening educational partnerships, and creating a welcoming, inclusive environment where all students can thrive.|Based on educational partner feedback and local data collected during the 2025–26 school year, Hawthorne Math and Science Academy (HMSA) has identified several focus areas to further strengthen relationships between school staff and families. While parent survey results continue to reflect high levels of satisfaction with school communication and engagement opportunities, HMSA remains committed to increasing participation from families representing all student groups and ensuring that every family has meaningful opportunities to engage in their child's education. Educational partner feedback reinforced the importance of expanding family education opportunities related to college and career readiness, academic planning, student wellness, social-emotional learning, and responsible technology use. In response, HMSA will continue to strengthen its Parent Academy and Community School programming by offering workshops that address these topics while responding to the evolving needs identified through parent surveys and stakeholder input. HMSA will also continue to strengthen two-way communication by providing timely updates through multiple communication platforms, increasing opportunities for families to provide feedback, and offering meetings and events at varied times to improve accessibility for working families. Translation services, bilingual communications, and individualized outreach by teachers, counselors, and administrators will remain priorities to ensure all families can actively participate in school decision-making and student success. The school will continue to encourage family leadership and participation through the School Site Council, English Learner Advisory Committee (ELAC), Community School Advisory Council, Parent Booster Club, and other engagement opportunities. By continuing to strengthen inclusive partnerships, expand family learning opportunities, and respond to stakeholder feedback, HMSA remains committed to building trusting relationships that support student achievement, well-being, and long-term success.|Based on educational partner feedback and local data, Hawthorne Math and Science Academy (HMSA) will continue to strengthen engagement with underrepresented families by expanding equitable access to communication, leadership opportunities, and school programs. While parent survey results indicate high levels of satisfaction with school communication and engagement, HMSA recognizes the importance of increasing participation among families representing all student groups and ensuring every family feels welcomed, valued, and connected to the school community. As a designated Community School, HMSA will continue to provide targeted outreach through bilingual communications, translation services, individualized support from counselors and administrators, and workshops that address topics identified through stakeholder feedback, including college and career readiness, academic success, student wellness, and social-emotional learning. Parent feedback will continue to guide the planning of workshops and family engagement activities to ensure they remain relevant and responsive to community needs. To improve accessibility, HMSA will offer meetings, workshops, and school events at varied times and through multiple formats whenever possible, allowing families with different work schedules and responsibilities to participate. The school will also continue to encourage underrepresented families to engage in leadership and decision-making through the School Site Council, English Learner Advisory Committee (ELAC), Community School Advisory Council, Parent Booster Club, and other stakeholder groups. HMSA will continue to use educational partner surveys, participation data, and ongoing feedback to evaluate the effectiveness of its family engagement efforts and identify opportunities for continuous improvement. Through intentional outreach, responsive programming, and inclusive decision-making, HMSA remains committed to strengthening meaningful partnerships with all families in support of student success and well-being.|Hawthorne Math and Science Academy (HMSA) continues to strengthen partnerships that support student achievement, well-being, and college and career readiness. Educational partner feedback and local data indicate that strong communication, collaborative relationships, and meaningful engagement opportunities remain key strengths. Parent survey results continue to demonstrate high levels of satisfaction with school communication and opportunities for family involvement. HMSA maintains consistent communication through ParentSquare, weekly newsletters, social media, phone calls, emails, parent conferences, and academic progress updates. Staff are committed to building trusting relationships with families through proactive outreach, culturally responsive communication, and timely support for students' academic and social-emotional needs. As a designated Community School, HMSA has expanded partnerships that provide wraparound services, family resources, and enrichment opportunities. Families actively participate in the School Site Council, English Learner Advisory Committee (ELAC), Community School Advisory Council, Parent Booster Club, and Parent Academy, where their feedback helps guide school improvement efforts and family programming. HMSA also continues to strengthen partnerships with higher education and industry to expand opportunities for students. Collaborations with California State University, Dominguez Hills, El Camino College, USC, SpaceX, Cisco, and other community partners provide students with dual enrollment, college access programs, STEM experiences, career exploration, scholarships, internships, and mentorship opportunities that reinforce college and career readiness. These collaborative partnerships, combined with strong family engagement and ongoing stakeholder input, have helped create a supportive school community focused on student success. HMSA remains committed to continuously strengthening relationships with families and community partners to ensure every student has the resources, opportunities, and support needed to thrive.|000 characters or less  Based on educational partner feedback and local data, Hawthorne Math and Science Academy (HMSA) has identified several focus areas to further strengthen partnerships that support positive student outcomes. While families continue to report high levels of satisfaction with school communication and engagement opportunities, HMSA is committed to expanding participation among all families and increasing opportunities for meaningful collaboration between home, school, and community partners. A primary focus is increasing family participation in workshops, advisory groups, and school events by offering a broader range of topics, flexible meeting times, bilingual resources, and multiple formats to better meet the needs of diverse families. Parent feedback has emphasized continued interest in college and career readiness, academic planning, student wellness, and social-emotional learning, and these priorities will continue to shape Parent Academy and Community School programming. HMSA will also continue expanding partnerships with higher education institutions, community organizations, and industry leaders to provide students with additional opportunities for college access, career exploration, internships, mentorship, and real-world learning experiences. These partnerships will strengthen connections between classroom learning and postsecondary success while increasing family awareness of available opportunities. The school will continue using educational partner surveys, participation data, and local indicators to evaluate the effectiveness of family engagement and partnership efforts. Stakeholder feedback will guide continuous improvement and ensure that programs, services, and communication strategies remain responsive to the evolving needs of students and families. Through these efforts, HMSA will continue strengthening collaborative partnerships that enhance student achievement, support student well-being, and prepare all students for success in college, career, and life.|Based on educational partner feedback and local data, Hawthorne Math and Science Academy (HMSA) will continue strengthening engagement with underrepresented families by reducing barriers to participation and expanding opportunities for meaningful involvement in their students' education. While parent survey results indicate strong overall satisfaction with school communication and engagement, HMSA remains committed to increasing participation among families who have historically been less represented in school activities and decision-making. As a designated Community School, HMSA will continue providing targeted outreach through bilingual communications, translation and interpretation services, ParentSquare, phone calls, emails, and individualized support from teachers, counselors, and administrators. Parent feedback will continue to guide the development of Parent Academy workshops and family engagement activities focused on college and career readiness, academic success, student wellness, and social-emotional learning. To improve accessibility, HMSA will continue offering meetings, workshops, and family events at varied times and, when appropriate, through multiple formats to accommodate diverse schedules. The school will also continue encouraging participation in leadership and advisory groups, including the School Site Council, English Learner Advisory Committee (ELAC), Community School Advisory Council, and Parent Booster Club, ensuring families have meaningful opportunities to contribute to school improvement efforts. HMSA will use educational partner surveys, participation data, and ongoing stakeholder feedback to evaluate engagement efforts and refine outreach strategies. These continuous improvement efforts will strengthen partnerships with underrepresented families and ensure every family has the opportunity to actively support student achievement, well-being, and long-term success.|Hawthorne Math and Science Academy (HMSA) continues to strengthen its culture of shared decision-making by actively seeking input from students, families, staff, and community partners. During the 2025–26 school year, stakeholder feedback was gathered through LCAP surveys, school climate surveys, Parent Academy workshops, and advisory groups including the School Site Council, English Learner Advisory Committee (ELAC), Community School Advisory Council, Parent Booster Club, and staff leadership teams. HMSA provides bilingual communication, translation services, and multiple opportunities for participation to ensure diverse voices are represented. Educational partner input is regularly reviewed alongside local data to guide decisions related to academics, student support, family engagement, and continuous school improvement.|Hawthorne Math and Science Academy (HMSA) remains dedicated to refining its collaborative decision-making model by prioritizing participation from all educational partners, with a particular focus on families from historically underrepresented groups. Moving forward, HMSA will continue to leverage diverse feedback mechanisms, including LCAP and school climate surveys, advisory committees, and Community School events, while providing essential supports such as bilingual communications and flexible meeting formats to ensure equitable access. Partner input will be analyzed alongside local achievement data to inform schoolwide planning and student support initiatives. By fostering inclusive dialogue and reducing barriers to engagement, HMSA ensures that its strategic decisions are responsive to the unique voices and evolving needs of the entire school community.|Hawthorne Math and Science Academy (HMSA) remains committed to strengthening relationships with underrepresented families by fostering an inclusive, welcoming environment rooted in trust and collaboration. Building meaningful partnerships with all families is essential to supporting student well-being and academic achievement.  As a result of thoughtful input from educational partners and local data review, HMSA recognizes a clear desire among families—particularly those from historically underrepresented groups—for stronger reassurance that their children are seen, supported, and connected. In response, HMSA will work to increase meaningful interactions between students and trusted adults on campus, including mentors, advisors, and faculty members, to help deepen students’ sense of belonging and emotional safety.  To improve access and participation, the school will take a more intentional approach to scheduling events, workshops, and meetings. Consideration will be given to the timing, format, and accessibility of all engagement opportunities so that families have the flexibility and support needed to attend and participate fully.  These efforts are part of a broader strategy to elevate parent voice, enhance transparency, and strengthen the home-school connection. HMSA will continue to listen to and act upon the perspectives of its families, ensuring that all stakeholders feel empowered and included in shaping the educational experience for their children.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-24|2026
19646000000000|Hermosa Beach City Elementary|3|The Hermosa Beach City School District values the strong partnerships it has built with families, staff, and the broader community, recognizing collaboration as an essential part of student success. The district has intentionally created numerous opportunities for educational partners to engage in meaningful dialogue and contribute to decision-making processes. Through advisory groups such as the LCAP Advisory Council, SEED Advisory Council, Wellness Advisory Group, and Principal Advisory Council, students, families, teachers, administrators, and community members work together to review school climate data, evaluate programs and practices, and provide thoughtful recommendations to strengthen student supports and services. These collaborative efforts have resulted in meaningful improvements across the district while also fostering stronger communication and trust between schools and the community they serve.  A defining characteristic of the district is the exceptional level of family involvement throughout school life. District and site leaders, alongside teachers and staff, prioritize creating welcoming and inclusive environments where families feel connected and empowered to participate. Partnerships with organizations including the PTO, the Hermosa Beach Education Foundation, and the Beach Cities Health District further enrich the educational experience and strengthen school-community connections. Families actively contribute to school planning and district initiatives through groups such as Principal Advisory Councils and DELAC, while also participating in a wide range of events and activities including Open House, Back to School Night, parent education programs, conferences, Career Day, Science Night, Multi-Cultural Night, musical performances, speaker events, and PTO-sponsored gatherings. These opportunities help cultivate strong relationships between home and school and reinforce a shared commitment to student learning and well-being.  The district also places significant emphasis on maintaining transparent, timely, and consistent communication with students, families, and staff. A variety of communication platforms are used to keep the community informed and engaged, including social media, monthly Superintendent updates, the annual parent-student handbook, Constant Contact emails, the PowerSchool Parent Portal, and the weekly “Wave Watch” newsletter. School principals and teachers regularly communicate through newsletters and classroom updates, while parent-teacher conferences and public meetings provide additional opportunities for dialogue and feedback. Educational partners frequently identify communication as one of the district’s greatest strengths, reflecting the district’s ongoing commitment to openness, collaboration, and strong community engagement in support of all students.|HBCSD remains committed to strengthening the connection between school staff and families. Educational partners have highlighted the value of offering Zoom access and recording events when feasible, acknowledging that in-person attendance isn’t always possible for every parent.  The District is shifting to family engagement events, as we have recognized a notable increase in attendance.|Building family partnerships and maintaining open communication are essential to inclusive school environments, especially for historically underrepresented families. Hermosa Schools remains committed to increasing involvement among parents and guardians of unduplicated student groups, including English Learners, foster youth, and economically disadvantaged students. The district will continue using strategies that promote accessibility, collaboration, and engagement.  Multicultural Week and Multicultural Night allow families to celebrate and share their cultural backgrounds with the school community. These events promote understanding, appreciation of diversity, global awareness, empathy, language development, and student leadership while strengthening school-family relationships.  Parent-Teacher Conferences will continue to focus on students’ academic achievement, social-emotional growth, and well-being. These individualized conversations support collaboration, strengthen trust, and reinforce shared responsibility for student success.  To improve accessibility, Back to School Night, Open House, and similar events will be scheduled at times that better accommodate working families, including evenings and nontraditional hours. These efforts help reduce barriers and encourage greater family participation.  Student Study Team (SST) and Individualized Education Program (IEP) meetings will continue to emphasize collaboration, transparency, and family partnership so parents and guardians feel informed, supported, and involved in decisions about their child’s academic and social-emotional needs.  Families of English Learners will have ongoing opportunities to engage with the district’s English Learner Coordinator through the English Learner Advisory Committee (ELAC). These meetings provide a setting to discuss student progress, English language development, educational goals, and communication with school staff.  The district will also continue expanding participation in advisory groups, including the Principal Advisory Council, LCAP Advisory Committee, Social Emotional Wellness Committee, and Equity and Inclusion Committee. These groups elevate diverse perspectives and allow educational partners to contribute to district planning and improvement.  English Learners represent the district’s largest unduplicated student group at 2.2% of enrollment. Hermosa Schools maintains a dedicated English Learner Coordinator to strengthen school-family relationships, support student advocacy, and foster collaboration among educators, students, and parents. The District English Learner Advisory Committee (DELAC) meets once each trimester to promote family engagement and gather input related to the Local Control and Accountability Plan (LCAP).  Through these efforts, Hermosa Schools seeks to cultivate an inclusive, welcoming environment where all families feel valued, connected, and empowered to participate in their child’s education and the broader school community.|Family engagement and strong school-community partnerships are essential to creating supportive learning environments and promoting student success. As part of its commitment to strengthening communication and collaboration, HBCSD administered the Strategic Plan/LCAP Survey to families of students in grades K–8 for the second consecutive year. In addition to parent forums and advisory committees, the district uses student, staff, and family surveys to better understand school climate and educational experiences.  These tools include the Beach Cities Health District (BCHD) Tri-City Survey, which measures students’ sense of belonging; the California Healthy Kids Survey, which examines school connectedness, safety, mental health, and substance use; the LCAP/Strategic Plan Survey, which gathers perceptions of inclusion, community, and academic excellence; and the California School Staff Survey, which captures staff perspectives on safety, inclusion, connectedness, and professional development. Findings are shared with the community and used to guide goal-setting, monitor progress, and support continuous improvement through the Local Control and Accountability Plan (LCAP).  One of HBCSD’s greatest strengths is its collaboration with families and community organizations. The district maintains close partnerships with the Hermosa Beach Parent Teacher Organization (PTO) and the Hermosa Beach Education Foundation, both of which support programs that enhance family engagement and expand student opportunities. HBCSD also benefits from partnerships with the Hermosa Beach Police Department, which supports safe and positive school environments, and the Beach Cities Health District, which promotes student physical health, mental wellness, and social-emotional support.  Educational partners consistently identify communication as one of the district’s strongest qualities. Schools provide families with timely updates and important information, while PowerSchool gives parents ongoing access to academic records and progress. Counseling staff support students and families with academic planning, social-emotional needs, and overall well-being.|HBCSD remains committed to creating meaningful opportunities for families to connect with schools and engage in their child’s educational experience through Family Engagement Nights. During the current school year, the district introduced both a TK–8 Multi-Cultural Night and a TK–4 Science Night, each of which was highly attended and positively received by the school community, with more than 150 families participating. These events provided opportunities for students, families, and staff to come together in engaging and collaborative settings that promoted learning, inclusion, and school connectedness. Building on the success of these programs, the district plans to continue expanding family engagement opportunities by introducing additional events designed to strengthen partnerships between schools and families.|HBCSD has prioritized allocating resources toward staffing positions dedicated to supporting underrepresented student populations and strengthening connections with their families. These staff members provide focused academic assistance while also conducting individualized outreach to encourage greater family involvement in school and district programs. Through these efforts, the district aims to enhance inclusivity, strengthen relationships with families, and create a school community where all students and caregivers feel welcomed, supported, and actively engaged.|HBCSD takes a comprehensive and inclusive approach to engaging educational partners by prioritizing ongoing, meaningful opportunities for stakeholder participation and feedback. One of the district’s notable strengths is the wide range of engagement opportunities available, along with the strong participation from families and community members across these platforms. Educational partners are actively involved through advisory groups such as Principal Advisory Councils, the Wellness Council, the District English Learner Advisory Committee (DELAC), LCAP Advisory Group, and the SEED Advisory Council. The district also partners with the Beach Cities Health District (BCHD), providing additional opportunities for parents and community members to support school wellness initiatives and student well-being.  To ensure broad access and responsiveness, HBCSD utilizes multiple engagement platforms, including both online opportunities and in-person participation, allowing educational partners to provide input in ways that are accessible and convenient. The district regularly administers surveys and gathers feedback through a variety of communication channels to ensure stakeholder perspectives continue to shape district priorities, planning, and decision-making processes.  In support of effective stakeholder engagement at the school level, the district facilitates monthly principal meetings that serve as ongoing professional learning opportunities for site leaders. These meetings focus on topics such as school improvement planning, data analysis, and aligning instructional goals with identified student and community needs. Through this intentional capacity-building, administrators are equipped to lead collaborative, transparent, and inclusive decision-making practices that strengthen partnerships across all school communities.|An identified area for continued improvement is increasing educational partner participation in district and school surveys. Although committee involvement and in-person participation remain strong, attendance at community feedback meetings and completion rates for surveys are comparatively lower. For instance, the district’s annual Strategic Plan/LCAP survey received responses from only 158 of 1,447 families, indicating an opportunity to strengthen communication efforts and expand outreach strategies to encourage broader participation and input.  Additionally, the district is focused on increasing representation from underrepresented families within advisory groups and leadership opportunities. Ensuring that committees reflect the diversity of the school community is an important priority, and HBCSD is committed to implementing more targeted and inclusive outreach practices to support this goal. While engagement among families of unduplicated students has shown modest growth, the district recognizes the importance of continuing to build meaningful connections with these families.  In the upcoming school year, HBCSD plans to expand participation in school and district events designed to support family involvement, including Family Engagement Nights and the District English Learner Advisory Committee. By creating more accessible opportunities for involvement and encouraging participation through both in-person and online platforms, the district aims to strengthen relationships with families and ensure their perspectives are actively included in district and school decision-making processes.|Hermosa Schools will continue to recruit unduplicated families to participate in advisory groups, working committees and soliciting input through our EL Coordinator, communication through site principals and classroom teachers.|4|4|5|4|4|4|4|4|4|5|5|4|Met||2026-06-24|2026
19646260000000|Hughes-Elizabeth Lakes Union Elementary|3|There have been several engagement opportunities for educational partners this year, including 4 town hall meetings, an open door with the superintendent/principal, and regular communication to families. With significant transition in leadership and staff, this is just the beginning and we will continue building on the initial relationship building successes with more opportunities to connect in coming years.|The local data and educational partner data indicated that the school needs to encourage more engagement between school staff and families. More communication and more opportunities for families to connect to the school will be offered going forward.|All families need more opportunities for engagement and input with the school, including the underrepresented families. This will be accomplished through Town Halls, more frequent communication and opportunities to provide meaningful feedback and input for decision making.|The school has a committed group of teachers determined to build partnerships to promote student outcomes. The school will increase engagement with community and other partners to provide student access to opportunities designed to enhance outcomes and preparedness for college or career.|The area of improvement is renewing partnerships with external community agencies to enhance student experience.|Inclusive of all families, the school will seek ways to connect to the community through partnerships, specifically related to art and enrichment experiences, CTE opportunities and emergency preparedness.|The strength is that the school has sought input through surveys and opportunities to join the SSC and other committees.|The school will offer more opportunities for staff, families and the community to provide feedback to contribute to improvement.|The school will actively pursue input from all families, especially making personal contact with underrepresented families, including translation or other accommodations when necessary, to improve engagement and input for decision making.|3|3|3|3|3|3|3|3|3|3|3|3|Met||2026-06-18|2026
19646340000000|Inglewood Unified|3|Based on educational partner input and local data, Inglewood Unified School District (IUSD) continues to strengthen relationships between schools and families. The District earned a rating of 3 out of 5 in key areas, including building staff capacity to develop trusting relationships, creating welcoming environments, supporting staff understanding of families’ cultures and strengths, and facilitating two-way communication. These results demonstrate steady progress while identifying opportunities for continued growth.  Professional learning has been a key strategy, with training provided to classified and certificated staff on family engagement, inclusive practices, and customer service. Community Liaisons further support these efforts by organizing family engagement activities and connecting families with schools and resources. Advisory groups, including the District Parent Advisory Council (DPAC), DELAC, DSAC, and the LCAP Educational Partners Committee, provide meaningful opportunities for families to contribute to district decision-making.  The District has expanded communication through ParentSquare, monthly updates, phone notifications, and social media outreach. While implementation and adoption continue to grow, IUSD remains committed to increasing staff and family training to strengthen communication, engagement, and transparency. Through ongoing professional development, family partnerships, and improved communication systems, IUSD continues to build more inclusive, welcoming, and collaborative school communities.|Based on the analysis of educational partner feedback and local data, Inglewood Unified School District (IUSD) has identified strengthening consistent, meaningful two-way communication between schools and families as a key area for continuous improvement. While the District has demonstrated progress in building staff capacity to foster respectful relationships, creating welcoming school environments, and helping staff understand the cultures, strengths, and aspirations of families, educational partner feedback indicates that communication practices vary across school sites and can be strengthened to ensure all families remain informed and engaged.  To improve communication and family engagement, IUSD has expanded the use of ParentSquare, a multilingual communication platform designed to provide families with timely information through multiple formats. However, feedback from parents and staff indicates that continued training and support are needed to maximize the effectiveness of the platform and ensure consistent implementation across all schools. Some families continue to experience challenges related to accessing information, understanding messages, or navigating communication tools, which can impact their ability to fully participate in their child’s educational experience.  In response, the District will continue to provide professional development for principals, teachers, classified staff, and Community Liaisons focused on effective communication practices, family engagement strategies, and culturally responsive outreach. Additional training and support will also be provided to families to increase awareness and utilization of ParentSquare and other communication resources.  Through these efforts, IUSD seeks to strengthen partnerships between schools and families, increase engagement in district and school decision-making processes, and ensure that all families receive timely, accessible, and meaningful communication that supports student success.|Based on the analysis of educational partner feedback and local data, Inglewood Unified School District (IUSD) has identified increasing the engagement of underrepresented families as a key area for continuous improvement. While the District maintains multiple advisory groups, including the District Parent Advisory Council (DPAC), District English Learner Advisory Committee (DELAC), Special Education Advisory Committee (SEAC), African American Parent Advisory Committee (AAPAC), District Student Advisory Committee (DSAC), and the LCAP Educational Partners Committee, feedback indicates that some families would benefit from earlier and more meaningful opportunities to participate in district and school decision-making processes.  To address this need, IUSD will continue implementing culturally responsive and accessible family engagement practices designed to strengthen trust, increase participation, and remove barriers to involvement. Community Liaisons and school staff will receive ongoing professional development focused on family engagement, relationship building, and effective outreach strategies. The District will continue offering meetings in multiple formats, providing interpretation and translation services, and expanding communication efforts to ensure families have access to information and opportunities to share feedback.  The District will also continue strengthening student and family voice through the Elementary/Middle and Secondary District Student Advisory Committees, creating opportunities for students and families to contribute perspectives that inform district priorities and initiatives. In addition, ParentSquare will remain a primary communication tool to support multilingual, two-way communication between schools and families. Ongoing training and technical support will be provided to staff and families to increase utilization and effectiveness.  Through these efforts, IUSD seeks to strengthen family engagement, improve transparency, and ensure that all families, particularly those who have been historically underrepresented, feel welcomed, informed, and empowered as partners in supporting student success.|Based on the analysis of educational partner feedback and local data, Inglewood Unified School District (IUSD) continues to strengthen partnerships between families and schools to support positive student outcomes. The District earned a rating of 3 in all four areas of the Building Partnerships for Student Outcomes construct, including providing professional learning for educators on family engagement, equipping families with tools to support learning at home, facilitating teacher-family discussions about student progress, and helping families understand their rights and advocacy roles. These ratings reflect that implementation is established across the District and that meaningful systems are in place to support family involvement in student success.  A key strategy supporting this work is the District’s ongoing “20-20-95” initiative, which promotes a shared commitment to improving student achievement. The initiative aims to increase the percentage of students meeting or exceeding standards by 20%, reduce the percentage of students performing below standard by 20%, and maintain at least 95% participation in state and local assessments. To support transparency and family engagement, parents receive student achievement data and assessment reports that help them monitor progress and participate in discussions about their child’s academic growth.  The District Parent Center, School Site Program Support Specialists (SSPSS), Community Liaisons, and school staff continue to provide workshops, training opportunities, and individualized support to help families understand student data, navigate educational programs, and advocate for their children. Community Liaisons also facilitate parent engagement activities and ensure Parent Centers serve as welcoming spaces for learning and collaboration.  In addition, families actively participate in advisory groups such as DPAC, DELAC, SEAC, AAPAC, DSAC, and the LCAP Educational Partners Committee, where they provide input on district goals, student outcomes, and improvement efforts. Through professional learning, expanded access to student data, family engagement opportunities, and shared accountability for student success, IUSD continues to strengthen meaningful partnerships that support improved outcomes for all students.|Based on educational partner feedback and local data, Inglewood Unified School District (IUSD) has identified several areas for continuous improvement in strengthening partnerships that support student outcomes. While the District earned a rating of 3 in all four areas of the Building Partnerships for Student Outcomes construct, professional learning, family resources, family-teacher engagement, and parent advocacy, opportunities remain to improve consistency and effectiveness across all school sites.  A primary area of focus is strengthening school-to-home communication. Although ParentSquare and Aeries provide families with access to important information regarding student progress, attendance, and school events, additional training and support are needed to ensure that staff and families fully utilize these tools. Increasing proactive, positive communication and expanding opportunities for families to engage in meaningful conversations about student learning will continue to be a district priority.  The District also recognizes the need to strengthen family understanding of the Multi-Tiered System of Supports (MTSS) and the interventions available to support student success. Ongoing professional development for staff and informational workshops for families will help build a shared understanding of how academic, behavioral, and social-emotional supports are provided.  Additionally, while district-level advisory committees demonstrate strong participation, engagement at some school-based advisory groups remains inconsistent. To address this need, the District will continue providing School Site Council training and support to increase participation and ensure that diverse family voices are represented in school improvement efforts. School Site Program Support Specialists (SSPSS) and Community Liaisons will also continue educating families about the Single Plan for Student Achievement (SPSA) and opportunities to contribute to school planning and decision-making. Through these efforts, IUSD will continue strengthening communication, family engagement, advisory participation, and understanding of student support systems to build stronger partnerships that promote positive student outcomes.|Based on the analysis of educational partner feedback and local data, Inglewood Unified School District (IUSD) recognizes the importance of increasing engagement with underrepresented families to strengthen partnerships that support positive student outcomes. Feedback gathered through district and site-level advisory groups, including DPAC, DELAC, SEAC, AAPAC, DSAC, and the LCAP Educational Partners Committee, highlighted the need to expand opportunities for meaningful family participation and strengthen staff capacity to engage families as active partners in student success.  During the 2026–2027 school year, IUSD will continue investing in professional learning for teachers, administrators, classified staff, Community Liaisons, and School Site Program Support Specialists (SSPSS). Professional development will focus on family engagement practices, academic achievement, Multi-Tiered System of Supports (MTSS), college and career readiness, social-emotional wellness, and culturally responsive communication strategies. These efforts are designed to help staff build stronger relationships with families, better understand the diverse strengths and needs of the community, and create more welcoming and inclusive school environments.  The District will also continue expanding communication and engagement opportunities through ParentSquare, Parent Centers, family workshops, advisory committees, and school-based events. Translation, interpretation, and multiple meeting formats will be provided to reduce barriers to participation and ensure all families have access to important information and opportunities to contribute to decision-making. Additionally, families will receive resources and training to better understand student achievement data, available support services, educational rights, and ways to advocate for their children.  Through ongoing collaboration with families and educational partners, IUSD will continue refining its family engagement practices to ensure that all families, particularly those who have been historically underrepresented, feel welcomed, informed, and empowered as partners in supporting student achievement and well-being.|Inglewood Unified School District (IUSD) shows strong progress in seeking input for decision-making, with ratings of 3 in all key areas, reflecting solid engagement of families, students, staff, and community members in advisory roles that influence policies and programs. A major strength is the district’s inclusive approach, involving diverse educational partners, students, parents, school and district staff, and community members, across many advisory groups. These include School Site Councils, English Language Advisory Committees, Student Advisory Committees at elementary and secondary levels, District Parent Advisory Committee, District English Language Advisory Committee, District Budget Advisory Committee, and collaboration with labor unions and advocacy groups like SEPAC, SELPA, and PTA. IUSD uses multiple feedback methods such as surveys, virtual forums, committee meetings, and focus groups to gather input on district plans, policies, and student achievement. This ensures diverse voices inform decision-making at both site and district levels. However, challenges remain in consistently engaging parents and staff, especially at the school site level. Parents want earlier involvement in critical decisions affecting their children, highlighting a need for improved outreach and communication before decisions are finalized.|Based on the analysis of educational partner feedback and local data, Inglewood Unified School District (IUSD) has identified opportunities to strengthen engagement in decision-making processes, particularly at the school site level. While the District earned a rating of 3 across all indicators, demonstrating established systems for gathering input from families, students, staff, and community members, educational partner feedback indicates a need to increase participation and ensure broader representation in site-based decision-making.  A key area of focus is expanding parent involvement in school-level advisory groups and planning processes. Although district advisory committees such as the District Parent Advisory Committee (DPAC), District English Learner Advisory Committee (DELAC), District Student Advisory Committees (DSAC), African American Parent Advisory Committee (AAPAC), and Special Education Advisory Committee (SEAC) remain active and engaged, participation at some school sites continues to vary. To address this need, Community Liaisons will continue supporting outreach efforts, building relationships with families, and increasing awareness of opportunities for engagement in school improvement efforts.  The District also recognizes the importance of strengthening teacher participation in decision-making processes. School Site Program Support Specialists (SSPSS) will continue supporting collaboration between teachers, administrators, and advisory groups to ensure instructional perspectives are reflected in school planning and improvement efforts. Additional training and support will be provided to staff, students, and families regarding advisory roles, School Site Council responsibilities, and opportunities for meaningful participation.  Moving forward, IUSD will continue leveraging communication tools such as ParentSquare, expanding outreach efforts, and providing ongoing training to ensure educational partners are informed and engaged early in decision-making processes. These efforts will help strengthen transparency, increase participation, and ensure that school and district decisions reflect the diverse perspectives of the communities they serve.|Based on the analysis of educational partner feedback and local data, Inglewood Unified School District (IUSD) has identified the need to increase the engagement of underrepresented families in decision-making processes. While the District earned a rating of 3 across all areas related to seeking educational partner input, opportunities remain to strengthen participation among families whose voices have historically been less represented in advisory groups and district planning efforts, including families of students participating in Gifted and Talented Education (GATE), foster youth, students experiencing homelessness, and other underserved populations.  To address this need, IUSD will continue expanding outreach efforts through multiple communication channels, including ParentSquare, social media, email, phone notifications, school websites, and multilingual communications. These efforts are intended to increase awareness of advisory committees, engagement opportunities, and district initiatives while ensuring that families receive timely and accessible information.  Community Liaisons and School Site Program Support Specialists (SSPSS) will play a critical role in strengthening relationships with families and increasing participation in school and district decision-making. Through targeted outreach, family engagement activities, and personalized support, these staff members will help families better understand the purpose of advisory groups, opportunities for involvement, and the impact their input has on school improvement efforts.  In addition, the District will continue providing training and support for families and staff regarding advisory committee participation, educational programs, and family advocacy. Site-based engagement opportunities, family forums, and listening sessions will be utilized to gather feedback from families who may not be able to participate in formal advisory groups. Through these efforts, IUSD aims to ensure that all families feel welcomed, informed, and empowered to contribute to decisions that support equitable outcomes and student success.|3|3|3|3|3|3|3|3|3|3|3|3|Met||2026-06-24|2026
19646340101667|Wilder's Preparatory Academy Charter|3|Our school's relationship building benefits lie in our ability to provide our families with continued access to their child’s teachers and staff. We have cultivated a culture of healthy communication and understanding by leveraging the multiple points of contact for our families. Additionally, we make it a priority to create various opportunities throughout the school year for families to engage in their child’s achievements and learning environment.|Our efforts in continuing to grow our communication channels focuses on maximizing our social media platforms. Last year we significantly increased posting and engagement, as well as expanded our outreach on new platforms. We plan to also continue encouraging smaller group relationships through parent engagement with school wide activities and events with open campus plans.|Our plans of improvement to include underrepresented groups on campus begins with leveraging our Parent Liaison who works closely with our parents to intentionally bridge communication efforts and opportunities to be involved in the decision making within our school community.|During August, all staff participate in a professional development In-Service. This is an annual week-long intensive meeting time that includes a focus on student and parent engagement. We use this time to build partnerships that directly and indirectly impact student outcomes. Each year parents are invited twice a year to attend Parent Teacher Conferences and to meet with their child’s teacher to review their work and progress towards learning. These are opportunities for staff to help parents understand how to support their kids at home.Continual communication across progress and grade reporting periods is vital to parent teacher communication and opportunities for parents to advocate on behalf of their students' learning.|By providing the three following resources we believe it will aid us in building partnerships with parents and students to continue improving the success of student outcomes. Those efforts include: School-Wide Student Support and Progress Team (SSPT) Meetings will continue to be an ongoing effort to identify students who, based on local assessment data, need further support in English and Math. Those students are supported through Intervention and time with tutors throughout the school day. After school tutoring and Saturday Academy- students who were performing far below levels of proficiency in English and Math were invited to a Saturday Academy 11 week series where more individualized support and coaching could be offered. Students who attended did see significant increases in benchmark assessments.|Our primary focus will continue to be the acquisition of resources to provide staff and teachers with training and guidance on how to help meet the needs of our underrepresented students. By gathering feedback from within our school community we can identify and target students. Then by partnering with their families we believe that we can directly impact the whole child’s growth and outcomes. Continual reevaluation of our current practices and supports is essential in continuing to support our underrepresented students and their families. Their representation on our school community committees and councils are important to account for their feedback and input.|We are invested in the inclusion of all school community stakeholders because we understand the importance of decision making and the impact it has on everyone. We fully support the representation of all students and families on our local councils as a priority. Offering continued opportunities to engage and provide input to school related policies and programs is the key component to strengthening the decision making process.|To continue our efforts in strengthening our areas of improvement we will continue seeking early input from all educational partners. We believe that by executing our Stakeholders Engagement Plan from the beginning of the school year we can adequately and efficiently gather input and feedback efficiently. Giving us ample time for planning and construction of all ideas and suggestions.|Continual reevaluation of our current practices is essential in continuing to support our underrepresented students and their families and their roles in our decision making process. Their representation in our school community committees and councils are vital. We will continue to seek and find that all underrepresented groups are included and heard.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-24|2026
19646340116822|Wilder's Preparatory Academy Charter Middle|3|Our school's relationship building benefits lie in our ability to provide our families with continued access to their child’s teachers and staff. We have cultivated a culture of healthy communication and understanding by leveraging the multiple points of contact for our families. Additionally, we make it a priority to create various opportunities throughout the school year for families to engage in their child’s achievements and learning environment.|Our efforts in continuing to grow our communication channels focuses on maximizing our social media platforms. Last year we significantly increased posting and engagement, as well as expanded our outreach on new platforms. We plan to also continue encouraging smaller group relationships through parent engagement with school wide activities and events with open campus plans.|Our plans of improvement to include underrepresented groups on campus begins with leveraging our Parent Liaison who works closely with our parents to intentionally bridge communication efforts and opportunities to be involved in the decision making within our school community.|During August, all staff participate in a professional development In-Service. This is an annual week-long intensive meeting time that includes a focus on student and parent engagement. We use this time to build partnerships that directly and indirectly impact student outcomes. Each year parents are invited twice a year to attend Parent Teacher Conferences and to meet with their child’s teacher to review their work and progress towards learning. These are opportunities for staff to help parents understand how to support their kids at home.Continual communication across progress and grade reporting periods is vital to parent teacher communication and opportunities for parents to advocate on behalf of their students' learning.|By providing the three following resources we believe it will aid us in building partnerships with parents and students to continue improving the success of student outcomes. Those efforts include: School-Wide Student Support and Progress Team (SSPT) Meetings will continue to be an ongoing effort to identify students who, based on local assessment data, need further support in English and Math. Those students are supported through Intervention and time with tutors throughout the school day. After school tutoring and Saturday Academy- students who were performing far below levels of proficiency in English and Math were invited to a Saturday Academy 11 week series where more individualized support and coaching could be offered. Students who attended did see significant increases in benchmark assessments.|Our primary focus will continue to be the acquisition of resources to provide staff and teachers with training and guidance on how to help meet the needs of our underrepresented students. By gathering feedback from within our school community we can identify and target students. Then by partnering with their families we believe that we can directly impact the whole child’s growth and outcomes. Continual reevaluation of our current practices and supports is essential in continuing to support our underrepresented students and their families. Their representation on our school community committees and councils are important to account for their feedback and input.|We are invested in the inclusion of all school community stakeholders because we understand the importance of decision making and the impact it has on everyone. We fully support the representation of all students and families on our local councils as a priority. Offering continued opportunities to engage and provide input to school related policies and programs is the key component to strengthening the decision making process.|To continue our efforts in strengthening our areas of improvement we will continue seeking early input from all educational partners. We believe that by executing our Stakeholders Engagement Plan from the beginning of the school year we can adequately and efficiently gather input and feedback efficiently. Giving us ample time for planning and construction of all ideas and suggestions.|Continual reevaluation of our current practices is essential in continuing to support our underrepresented students and their families and their roles in our decision making process. Their representation in our school community committees and councils are vital. We will continue to seek and find that all underrepresented groups are included and heard.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-24|2026
19646340120303|ICEF Inglewood Elementary Charter Academy|3|We create many opportunities for healthy, strong relationships between school staff and families. At the beginning of the year each teacher sends a Welcome Letter home to families introducing themselves, their excitement, and expectations for the year. This is followed by Back to School night in which the purpose is to have more opportunities for staff and family interactions while reviewing expectations and best contact methods for both parents and staff. Throughout the year, the teachers and school utilize apps such as ClassDojo and ParentSquare to communicate with parents. ClassDojo is further utilized as a behavior tracking system, instant messaging, and real time access to what is occurring in the classroom with images and videos.  Throughout the year we foster a welcoming environment by having staff at various levels(administrators, classified, certificated) out at the Morning Valet Drop-Off, Dismissal Pick-Up, and supervision. This creates an informal opportunity for parents to chat with staff and put a name to the different faces they will encounter on campus. We have a strong sense of community by providing a customer service attitude. Two positions that help support our families are our Community Schools Coordinator and ICEF Social Worker. These roles have been essential in helping our families find resources whether it is food, clothing, shelter, services, or help getting their child to school.  We have a dedicated staff that values and sees the benefits of having strong family and staff relationships. It truly takes a village to help raise children . All staff members respond to emails and messages within 48 hours.|Based on survey feedback collected by the Community Schools Coordinator, we will improve our relationships between staff and families by providing more opportunities to volunteer on campus. We will also work on preparing and launching mini workshops during family engagement nights that will support parents in the needs they have communicated in the survey. Our school will also plan and engage parents in activities that require more staff and family involvement such as staff vs. parents fun games or team games that mix teams with staff, parents, and students.|We are always looking for ways to improve our family engagement. One idea we have is to pre-set a variety of times when meetings are offered in various languages. This way, parents feel like home language is valued. Also, it takes the uncertainty away wondering if there is going to be a translator at the event.  We also thought we could start to incentivize some of our school events. Maybe if they come to Yoga-at-Night they could walk away with a yoga mat or if they come to Paint-at-Night, they could go home with a set of watercolors. This way they can continue what they learned at home. They also might be more motivated to come to events for free giveaways.  We have also discussed creating various parent clubs based on interest. One idea is creating a “Mommy and Me” club for new mothers. We would host meetings where they could bring their little one and share parenting tips and get strategies for early literacy. Another club that was mentioned was “Monday Night Football” where we could air the national televised game and come watch as families. By creating these interactions with families, they will feel more connected with the school and start to come to more school events.|Our teachers play a key role in building partnerships for student outcomes. They are comfortable messaging and communicating with families with updates on their child's progress. They do this in a number of ways: messages via email, text, apps; sending home progress reports, classwork, assessments; giving virtual access to gradebooks; and setting up parent conferences.  Our staff also meets during the year on specific days completely dedicated to looking and analyzing data. We call these out “Data Days.” During these days we collaborate on student's current work and assessment results while determining next steps in instruction and intervention. These plans are shared not only with students, but their families as well.  If we see students struggling in attendance, academics, and/or behavior we begin our Student Support and Progress Team. This team meets collectively with the teacher, parent, interventionist(s), and school administrator to determine appropriate next steps. This is a collaborative effort with multiple people involved for the ultimate goal of student success.  We have a strong Intervention Team that works collaboratively and communicates well with families. First, good instruction begins in the classroom with the teacher. Each teacher has an instructional aide to help support a workshop model and small group instruction. Beyond that, we have Language and Literacy Specialists who do small group pull-out interventions as well as support and train teachers in English Language Arts instruction. We also have a Math Intervention Teacher that supports our upper grades with math. We have a school counselor that supports DIS caseload students as well and general education counseling.|Based on parent feedback, we find a need to teach parents how to read and interpret their child’s data. Parents admit they receive communications, but they do not necessarily know what they are looking at or what the report is exactly telling them. As an admin team, we would like to have more opportunities to schedule regular data conferences with teachers. As mentioned above, we do have 3 Data days scheduled throughout the year, but in between those Data Days, we see a need to check in to make sure plans are not forgotten or plans are consistently being implemented. Regular data check-ins would also give administrators a clue to what data inputs teachers are valuing and what they need more training in.  One last area of improvement is to create Professional Learning Communities centered around lesson planning. As we dig deeper into our curriculum guides, teachers can center their lesson planning based on the 4 guiding questions of a PLC: What do we want all students to know and be able to do? How will we respond when students do not learn? How will we extend the learning for the students who are already proficient? Right now, our staff does a great job with questions 1 and 2, but can further their discovery in questions 3 and 4. This will be done collaboratively with teacher teams and cohorts.|As mentioned above, we have 3 Data Days scheduled during the year for staff and students to analyze data and next steps. We have shared data with parents after our analysis. It would be really awesome if we can find ways to include parents in the data analysis portion so that there's more buy-in.  We would also like to create more consistent habits of sending resources home that would benefit our various subgroups. This came up as feedback from our ELAC committee. Some of these resources could include Mirroring Folders with planned activities that families could do that mirror what the teacher and instructional aide are doing in the classroom. Another resource could be questions/pictures for English Learners to discuss with members at their home.  Our SPED department would like to host parent workshops informing families how to read their child’s IEP.  We would also like to be able to provide tutoring for our students after school as parents are still asking for this service.  One last thing that came up with our various stakeholders is the idea of a Black Males Group/Club on campus. We currently have 3 groups that meet for 6 weeks, but we would like to offer this club year round.|We actively seek and listen to all stakeholders. We do this by offering formal and informal surveys throughout the year. We host a variety of meetings to collect data and input before making schoolwide decisions. Our school also has a OParent Advisory Council and ELPAC that meets during the school year. We have also centered our work around the Community Schools Framework.  We have a Student Council that meets regularly to give student input, suggestions, and action plans attention. They create school goals and projects that they work on during the year. They report back to their homeroom classes to monitor progress and collect feedback. It has been a great way to collect student voices on campus.  We collect teacher feedback to inform Professional Development needs. This is monitored by focus groups, survey data collected, and teacher scores on our Teacher Effectiveness Framework.  We also use a distributive leadership style when meeting with teachers. Each teacher on the grade level attends a focus group: Academic, Intervention, and Events. Members of the focus groups share concerns, strengths, and ideas pertaining to the group. The group members then go back to the grade-level co-workers to share information.|We do a great job at sending surveys, but a way we could take that to the next level is to actually interview different stakeholders to collect anecdotal data. We could ask further questions and dig deeper into what stakeholders are really trying to say that can’t be captured in a survey.  Another thing we could do is to share various data points with all stakeholders more regularly. We’ve done this with academic data with their individual child, but how is the whole school doing? We also share data points with certain committees and parent groups, but what can we share more and on a regular basis? Sharing data more broadly will create more questions and comments from different stakeholders and push us to create a better program overall for students.|In order to get more underrepresented families to attend our events, thus being able to give more input to aid in our decision making, we thought we could incentivize school meetings. Another could be to provide food (dinner, breakfast) during meetings. Another could be to provide child care so parents can attend meetings and focus on the content. One other idea is that we reach out and personally call and invite different families to the meetings/events, parents might feel more welcomed and attend the event. We also thought we could involve guest speakers depending on the topic so parents are educated and can give thoughtful input.|5|5|5|5|5|4|5|4|4|5|5|4|Met||2026-06-18|2026
19646340128991|Grace Hopper STEM Academy|3||||||||||||||||||||||Not Met For Two or More Years|||2026
19646341996529|City Honors International Preparatory High|3|City Honors has built a strong foundation of trusting, respectful relationships between staff and families. Multilingual communication—through ParentSquare, translated materials, and bilingual front-office and counseling support—ensures families can engage in their preferred language. Regular touchpoints including Back-to-School Night, parent conferences, counselor outreach, and consistent newsletters create a welcoming, accessible environment. As a small school community, City Honors staff know students and most families personally, allowing for individualized relationship-building and timely two-way communication about student progress and well-being.|City Honors aims to formalize and broaden staff professional learning on culturally responsive family engagement, moving beyond individual relationships toward consistent schoolwide practice. A specific focus is strengthening structured opportunities for staff to learn about each family's strengths, languages, and goals at the point of enrollment and throughout the year, so that relationship-building is systematic rather than dependent on individual staff initiative.|City Honors will target outreach to families of unduplicated students, English learners, and students with disabilities through translated communications, flexible meeting times, and direct personal contact from counselors and the community liaison. The school will use enrollment and survey data to identify families who are less engaged and proactively connect them to school activities, ensuring relationship-building reaches every family group rather than only those already active in the school community.|City Honors actively partners with families to support student outcomes. Families receive regular information on academic progress through grade portals, progress reports, and direct teacher and counselor communication. The school's college- and career-readiness focus—reflected in a Blue College/Career Indicator at 78.1%—is reinforced through family-facing events on A–G requirements, financial aid, and postsecondary planning. Teacher–family conferences and counselor check-ins give families concrete tools to support learning at home and partner in their student's success.|City Honors will strengthen structured professional learning that builds teacher and administrator capacity to partner with families as equal contributors to student outcomes. A focus area is expanding consistent, schoolwide practices for teacher-family-student conferencing beyond report-card periods, and providing families with clearer, more actionable resources to support learning at home across all content areas.|City Honors will ensure families of unduplicated students, English learners, and students with disabilities receive targeted information and resources—translated, accessible, and delivered through multiple channels. The school will partner with the RSP team and community liaison to support families in understanding their legal rights, IEP processes, and advocacy options, closing gaps in access to information for families who may face language or systemic barriers.|City Honors seeks family input through established advisory structures including the School Site Council (SSC), English Learner Advisory Committee (ELAC), and LCAP feedback processes. Families contribute to decisions on programs, spending, and school priorities, and input gathered through surveys and meetings directly informs the SPSA and LCAP. The school provides multiple opportunities for families to give voice to their priorities and engage in continuous-improvement planning.|City Honors will build the capacity of family members to participate more fully and confidently in advisory and decision-making roles, including providing orientation and support so that participation is meaningful rather than procedural. A focus area is creating more consistent opportunities for families, staff, and district administrators to co-plan and evaluate engagement activities together, deepening shared ownership of school improvement.|City Honors will implement deliberate strategies to recruit and support underrepresented families—including families of unduplicated students, English learners, and students with disabilities—in advisory groups such as SSC and ELAC. This includes personal outreach, translation and interpretation at all meetings, flexible scheduling, and removing logistical barriers to participation, ensuring decision-making bodies reflect the full diversity of the City Honors community.|4|4|3|3|3|4|3|3|3|3|3|3|Met||2026-06-24|2026
19646341996586|Animo Inglewood Charter High|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training.								|"""The school equips parents with the skills necessary for active civic engagement. The School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).  The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.""								"|The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach. Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families. The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.								|The school offers parent workshops which provide free adult education sessions designed to provide parents with a core understanding of the issues that most affect their students. A schedule of opportunities tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. The parent workshops directly develop the core skills of parents and strengthens student pathways to college and career readiness. Sessions are designed and led by our regional support staff in collaboration with local community service partners.								|The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Workshops, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. As a community school we are focused on establishing partnerships with educational partners that focus on empowering the whole-child by providing vital resources and programs that serve their needs. These needs are identified by having a local Community School Coordinator who acts as a liaison between the school and external community educational partners.								|Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and Community Appreciation Days focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides a workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.								|"The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (""SAC"") and the District English Learner Advisory Council (""DELAC""), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.											"|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.											|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.											|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-26|2026
19646346014518|La Tijera Academy of Excellence Charter|3|A strength in our school is the willingness to include all Educational Partners in the Decision- Making process. The Educational partners consisted of students, parents/guardians, school and district administrators, teachers, support staff, our site English Language Advisory Committee and our School Site Council. Our site representatives participate in the District Parent Advisory Committee (DPAC), District English Language Advisory Committee (DELAC), Special Education Parent Advisory Committee (SEPAC), Southwest-Special Education Local Plan Area (SELPA), and Parent Teacher Associations (PTA). The platforms used to solicit meaningful feedback from the La Tijera school community included: parent, student, staff and community surveys via Google form for each funding source, virtual community forums, in-person/virtual committee meetings and focus groups. Our Educational partners participated in a highly collaborative process. La Tijera partners participate in the district’s LCAP committee meetings which are open to the IUSD Community. The committee consisted of representatives of all of the Educational partners listed above. The LCAP committee meetings were designed to allow Educational partners to be a part of the planning and discussion. Each participant brought their own level of expertise and experiences in or with the Inglewood Unified School District. Each meeting began with a problem of practice (focus). The participants were provided with district data from state and local indicators, as well as status reports on the state of the district. The discussion process involved the participants working in breakout groups (virtual meetings). The meetings were progressive, and the focus was to walk the committee through each part of the plans, from data collection to completion. Knowing the strength of working together with families, guardians, and parents, La Tijera is very committed to building strong relationships as partners. Through our site Community Liaison outreach activities, Tea with Tate, Parent meetings, and parent center at the district office, district office we are able to provide several avenues for parents to become engaged in their students’ learning and socio emotional wellbeing.|There continues to be a need to improve on getting more parent engagement in the decision making process at the site level. Our Community Liaison continues to support and has been deployed to encourage parent engagement. It is equally a challenge to get teachers involved in the decision-making process. La Tijera will continue to include teachers to become more active through transparency and accountability.|We also recognize the need to even engage more families in our efforts, so we are using multiple means of media and incentives to recruit more involvement. We know we cannot do it alone. There continues to be an effort to engage our families experiencing Homelessness and guardians who support foster youth. La Tijera in collaboration with the district will continue to reach out to worked with agencies that can help meet the families’ needs.|Our Educational partners participated in a highly collaborative process. La Tijera partners participate in the district’s LCAP committee meetings which are open to the IUSD Community. The committee consisted of representatives of all of the Educational partners listed above. The LCAP committee meetings were designed to allow Educational partners to be a part of the planning and discussion. Each participant brought their own level of expertise and experiences in or with the Inglewood Unified School District. Each meeting began with a problem of practice (focus). The participants were provided with district data from state and local indicators, as well as status reports on the state of the district. The discussion process involved the participants working in breakout groups (virtual meetings). The meetings were progressive, and the focus was to walk the committee through each part of the plans, from data collection to completion.|There continues to be a need to improve on getting more parent engagement in the decision making process at the site level. Our Community Liaison continues to support and has been deployed to encourage parent engagement. It is equally a challenge to get teachers involved in the decision-making process. La Tijera will continue to include teachers to become more active through transparency and accountability. Our intent is to improve in our offerings of more learning opportunities for parents in understanding how to be partners to improve student outcomes.|We also recognize the need to even engage more families in our efforts, so we are using multiple means of media and incentives to recruit more involvement. We know we cannot do it alone. There continues to be an effort to engage our families experiencing Homelessness and guardians who support foster youth. La Tijera in collaboration with the district will continue to reach out to worked with agencies that can help meet the families’ needs. Our community liaison in conjunction with our community schools coordinator serve as direct outreach to all parents particularly those hard to reach families and parents.|Our Educational partners participated in a highly collaborative process. La Tijera partners participate in the district’s LCAP committee meetings which are open to the IUSD Community. The committee consisted of representatives of all of the Educational partners listed above. The LCAP committee meetings were designed to allow Educational partners to be a part of the planning and discussion. Each participant brought their own level of expertise and experiences in or with the Inglewood Unified School District. Each meeting began with a problem of practice (focus). The participants were provided with district data from state and local indicators, as well as status reports on the state of the district. The discussion process involved the participants working in breakout groups (virtual meetings). The meetings were progressive, and the focus was to walk the committee through each part of the plans, from data collection to completion.|There continues to be a need to improve on getting more parent engagement in the decision making process at the site level. Our Community Liaison continues to support and has been deployed to encourage parent engagement. It is equally a challenge to get teachers involved in the decision-making process. La Tijera will continue to include teachers to become more active through transparency and accountability. Including parents in decision making is a priority at la Tijera because of the variety of programs we offer as a charter school. Including parents in decision making making allows us to select the best academic and non academic enrichment programs.|We also recognize the need to even engage more families in our efforts, so we are using multiple means of media and incentives to recruit more involvement. We know we cannot do it alone. There continues to be an effort to engage our families experiencing Homelessness and guardians who support foster youth. La Tijera in collaboration with the district will continue to reach out to worked with agencies that can help meet the families’ needs. Our community liaison in conjunction with our community schools coordinator serve as direct outreach to all parents particularly those hard to reach families and parents.|4|4|4|4|3|4|4|3|3|3|4|3|Met||2026-06-24|2026
19646420000000|Keppel Union Elementary|3|Keppel Union School District has made significant progress in strengthening relationships between school staff and families by creating welcoming school environments and expanding opportunities for meaningful communication. The district utilizes multiple communication platforms, translated materials, family workshops, community events, and advisory committee meetings to ensure families have access to information and opportunities to participate. Staff members prioritize responsive communication and relationship building, while school sites continue to foster positive connections through family events, parent conferences, and ongoing outreach. Increased participation in district surveys and advisory committees demonstrates growing trust and engagement among families.|The district will continue expanding engagement efforts to reach families who have historically participated at lower rates, including families of English learners, students with disabilities, foster youth, and students experiencing homelessness. Additional emphasis will be placed on increasing two-way communication, improving consistency across school sites, and providing additional opportunities for families to engage in learning and school activities through flexible meeting formats, translated resources, and expanded outreach.|The district will continue partnering with school sites and community organizations to provide targeted outreach to underrepresented families through multilingual communication, personalized invitations, flexible meeting times, childcare when appropriate, and virtual participation options. Staff will continue building relationships through direct outreach and home-school connections while using educational partner feedback to remove barriers and improve participation in district committees, workshops, and school events.|The district has strengthened partnerships with families by providing resources that support learning both at school and at home. Families receive regular information regarding student progress, assessment results, attendance, and available academic supports. Parent workshops, literacy initiatives, extended learning opportunities, and advisory committee meetings provide families with meaningful opportunities to support student success. Teachers and administrators maintain ongoing communication with families and encourage collaborative problem solving to improve student outcomes.|The district will continue increasing family participation in academic workshops and expand resources that help families support learning at home. Additional efforts will focus on helping families better understand assessment data, instructional programs, and intervention supports while strengthening consistency in communication across school sites.|The district will continue identifying barriers that limit participation and will provide additional supports such as translated materials, accessible meeting formats, flexible scheduling, and targeted outreach. School staff will intentionally engage families through trusted relationships and encourage participation in programs designed to support student learning, particularly for families representing historically underrepresented student groups.|The district has expanded opportunities for families to provide meaningful input through advisory committees, the Local Control and Accountability Plan (LCAP) process, YouthTruth surveys, school climate surveys, and community meetings. Educational partner feedback directly informs district priorities, resource allocation, and continuous improvement efforts. Increased participation in surveys and advisory groups reflects growing family engagement and confidence that their voices contribute to district decision-making.|The district will continue increasing participation from families representing all student groups, particularly those whose voices have historically been underrepresented. Future efforts will focus on improving communication about how family feedback influences district decisions while expanding opportunities for participation through multiple engagement methods.|The district will continue implementing targeted outreach strategies designed to reduce barriers to participation and ensure all educational partners have meaningful opportunities to contribute. This includes multilingual communication, expanded virtual and in-person participation options, collaboration with school staff and community partners, and ongoing review of participation data to ensure all student groups are represented in district decision-making processes.  These responses are aligned to California's Priority 3 Parent and Family Engagement self-reflection tool and reflect the types of family engagement work your district has documented through its LCAP process, advisory committees, and expanded educational partner outreach.|5|5|4|5|5|5|5|3|3|4|4|3|Met||2026-06-25|2026
19646420136127|Sage Oak Charter School- Keppel|3|Sage Oak Charter School excels in fostering strong relationships between staff and families through consistent communication, meaningful engagement opportunities, and collaborative partnerships. Regular virtual and in-person communication keeps families informed and connected to school goals and student progress. Families actively participate in the Parent Advisory Committee (PAC), Student Advisory Committee (STAC), and monthly board meetings, all of which promote two-way communication and transparency in decision-making. The school also hosts Fall and Spring Parent Summits that provide workshops focused on academic achievement, college and career readiness, technology, and social-emotional support, with the Fall Summit including the annual Title 1 Parent/Guardian information meeting. Educational partner feedback gathered through surveys, committees, and events directly informs school planning and continuous improvement efforts, reflecting Sage Oak’s commitment to family engagement and shared responsibility for student success.|Based on educational partner input and local data, Sage Oak seeks to increase awareness and participation in family engagement opportunities. Some families may not fully understand the purpose of advisory committees, available support services, or ways to become involved in school decision-making. The school recently launched the Sage Connections Committee (SCC) to expand opportunities for family involvement and collaboration; however, participation has been limited and will continue to be promoted through targeted outreach and communication efforts. Additional focus areas include increasing participation in PAC, STAC, Parent Summits, and school events while improving communication regarding academic, social-emotional, and college and career readiness resources. Sage Oak will continue evaluating participation trends and educational partner feedback to identify barriers and improve accessibility for all families.|To strengthen engagement among underrepresented families, Sage Oak will increase targeted outreach efforts to recruit diverse voices for advisory groups, including PAC and the Sage Connections Committee (SCC). The school will continue promoting SCC participation to strengthen family connections and collaboration across the school community. Fall and Spring Parent Summits and other family engagement events will include sessions tailored to the needs of English learner families, socioeconomically disadvantaged families, and families of students with disabilities. Sage Oak will provide flexible participation options, translated communication, and culturally responsive outreach practices to reduce barriers to engagement. These efforts reflect the school’s ongoing commitment to equity, inclusion, and ensuring all families have meaningful opportunities to contribute to school programs, planning, and decision-making.|Sage Oak Charter School has made consistent progress in cultivating strong family-school partnerships that support student success. Bi-monthly teacher PLC meetings provide training in effective communication, learning period facilitation, and collaborative parent engagement strategies. Families benefit from regular learning period meetings, parent-teacher conferences, and ongoing communication that support student progress monitoring, resource sharing, and individualized learning goals. The school also promotes transparency through its website and handbooks, which include Title IX contacts, student rights, and uniform complaint procedures. Parents of students with IEPs receive Procedural Safeguards annually, and translation services are available during IEP meetings to support non-English-speaking families. These practices reflect Sage Oak’s commitment to accessible, informed, and meaningful partnerships.|Based on educational partner feedback and local data, Sage Oak seeks to expand access to engaging instructional opportunities and targeted academic supports. The school has established a goal to offer 200 synchronous classes by 2026–27 to increase student engagement through interactive instruction and equitable access to learning opportunities. A key focus area is increasing participation in math intervention programs for Students with Disabilities (SWD), Socioeconomically Disadvantaged students (SED), and English Learners (EL) to address achievement gaps and improve outcomes. The school is also working to increase EL student participation in core synchronous classes to support language development and academic growth. These priorities were identified through educational partner feedback and data analysis as areas where stronger family-school partnerships can improve student outcomes.|Sage Oak is committed to strengthening engagement with underrepresented families through targeted outreach and increased access to resources and support. Teacher professional development will continue to strengthen live instruction practices, making synchronous learning more accessible and effective for diverse learners. School counselors will provide additional live sessions to address the unique academic and social-emotional needs of families requiring additional support. The school will continue promoting available resources and opportunities through weekly newsletters, social media, advisory committees, and direct teacher communication. Translation services, flexible virtual participation opportunities, and culturally responsive communication practices will help reduce barriers to engagement. These efforts aim to build trust, strengthen partnerships, and empower all families to actively participate in their student’s educational journey.|Sage Oak Charter School continues to strengthen its decision-making process by actively engaging educational partners through multiple platforms. During the 2025–26 school year, the school operated the Parent Advisory Committee (PAC) and Student Advisory Committee (STAC), all of which met regularly to reflect on student needs and school priorities. The school also launched the Sage Connections Committee (SCC) to expand opportunities for family involvement and collaboration. Additional input is gathered through annual and mid-year surveys, Parent Summits, live and recorded trainings, and ongoing communication between families and teachers. Events such as field trips, socials, college tours, and graduation ceremonies further promote communication and educational partner involvement. This multifaceted approach ensures families, students, and staff remain informed, included, and heard throughout the year.|For 2026–27, Sage Oak is focused on increasing participation in decision-making opportunities and expanding educational partner representation. While the Sage Connections Committee (SCC) was launched to strengthen family voice and collaboration, participation remains limited and will continue to be promoted through targeted outreach and communication efforts. The school also plans to launch a Teacher Advisory Committee (TAC) to provide additional opportunities for staff voice and collaboration in school planning and improvement efforts. Sage Oak will continue strengthening recruitment efforts for PAC, STAC, SCC, and future TAC participation to ensure broader representation and increased engagement in school decision-making processes.|To improve participation among underrepresented families, Sage Oak will continue implementing targeted strategies focused on accessibility, inclusion, and outreach. The school will use multiple communication methods, including email, social media, website updates, newsletters, and direct teacher-family communication, to promote surveys, advisory meetings, Parent Summits, and public board sessions. Staff will proactively invite families from diverse backgrounds to participate in PAC, STAC, and SCC. Presentations during school events and onboarding opportunities will also help families understand how they can contribute to school planning and decision-making. These efforts aim to strengthen belonging, reduce barriers to participation, and ensure a broader range of family voices help guide the school’s direction.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-18|2026
19646590000000|La Canada Unified|3|LCUSD is committed to fostering meaningful engagement by strengthening connections between staff and families through committees, programs, and events. Parents/Guardians are encouraged to participate in decision-making through the PTA, School Site Council, English Language Advisory Committee, District English Language Advisory Committee, GATE Advisory Committee, and the District Local Control and Accountability Plan/Parent Advisory Committee. Engagement extends beyond formal structures with events like school carnivals, multicultural events, Learning Differences Day, science fairs, Math competitions, and Wellness/College and Career Center workshops. Additional opportunities include student performances, athletic events, and feedback through various surveys. Communication is strengthened through town hall meetings, orientation meetings, and ParentSquare, which supports multilingual messaging. Survey results reflect strong outcomes, with high levels of family inclusion, respect, and clear communication.|LCUSD’s focus area for improvement in building relationships between school staff and families is continuing to strengthen communication and meaningful two-way engagement. Educational partners expressed a need for clearer, more consistent, and more accessible communication regarding decision-making, scheduling, program development, and student expectations, especially for multilingual families. Feedback also highlighted the importance of creating more opportunities for families to participate in discussions, share input, and collaborate with staff through advisory committees and site-based meetings. In addition, educational partners emphasized the value of recognizing staff successes, supporting new and existing employees, and ensuring consistent follow-up and responsiveness across school sites. Together, these priorities reflect a commitment to deepening trust, improving transparency, and fostering stronger partnerships between families and school staff.|LCUSD will improve engagement of underrepresented families by removing language and access barriers that may limit participation. Based on educational partner input, staff will continue providing translation and interpretation services during meetings and family-facing opportunities so that all families can access information and participate meaningfully. The district will also continue using ParentSquare, which allows parents to select the language of their choice when sending and receiving messages from the district and school sites, helping ensure that non-English-speaking families receive timely, clear, and understandable updates. In addition, site administrators will strengthen two-way communication by making outreach more consistent, responsive, and accessible across multiple platforms. By expanding language access and improving communication practices, LCUSD aims to increase trust, participation, and a stronger sense of belonging for underrepresented families across schools.|LCUSD demonstrates strong progress in building partnerships for student outcomes through a consistent, inclusive engagement process and a clear commitment to responsiveness. The district actively gathers input from students, families, staff, and community members through the annual LCAP survey and input from more than 25 educational partner groups. This approach ensures that a broad range of perspectives informs district priorities, strengthens transparency, and fosters trust across the school community.  Educational partner feedback this year reflects high levels of confidence in LCUSD’s educators, instructional programs, and student supports. Families and students value the district’s rigorous academics, diverse enrichment opportunities, and strong relationships with teachers and staff. Programs supporting wellness, such as Wellness Centers and counseling services, as well as extensive extracurricular offerings, contribute to a sense of belonging and connection for students. Partnerships with organizations such as LCFEF, PTA groups, and community agencies further enhance resources and opportunities for students.  The district shows progress in aligning actions with feedback by using both qualitative and quantitative data to refine programs, improve communication, and address areas of need. LCUSD continues to strengthen communication systems, consistency in instructional practices, and access to resources.  Overall, LCUSD’s efforts are characterized by a shared commitment to inclusive, respectful, and supportive school-family partnerships to support and encourage positive student outcomes.|LCUSD is proud of its ongoing efforts to build and strengthen relationships between families and schools, recognizing the strong connection between these partnerships and student success. In the spirit of continuous improvement, LCUSD has identified several focus areas based on educational partner input and local data. Key priorities include improving communication systems to ensure greater clarity, transparency, and consistency across schools and programs. The district is also focused on enhancing consistency in instructional practices and expectations, while maintaining teacher autonomy. Additional areas for improvement include expanding support for staff through manageable workloads, professional development, and wellness initiatives, as well as strengthening systems for family engagement and access to information. LCUSD will continue refining these areas to deepen trust, collaboration, and shared responsibility for student success.|LCUSD values its ongoing efforts to strengthen engagement with underrepresented families and remains committed to building inclusive school-family partnerships. Based on educational partner input and local data, the district will continue targeted outreach, including personalized invitations to parent workshops through Wellness Centers, the College and Career Center, and site ELACs to further support student outcomes.|LCUSD continues to advance its commitment to shared governance by systematically embedding educational partner voices into district and site-level decision-making. At the school level, collaborative input is driven by active advisory committees, including the School Site Council, English Learner Advisory Committee (ELAC), and the Parent Teacher Association (PTA). At the district level, outreach occurs through Governing Board sessions, Curriculum Adoption Committees, School Site Design Teams, and district-level advisory councils like the LCAP/Parent Advisory Committee (PAC) and District English Language Advisory Committee (DELAC).   LCUSD intentionally solicits feedback regarding safety, student well-being, and strategic LCAP goals. By utilizing comprehensive feedback tools, such as the Panorama Education survey, Challenge Success, and the LCAP survey, the district ensures that community voices directly inform administrative actions. By utilizing ParentSquare, Aeries, social media, and consistent Superintendent updates, LCUSD ensures that families remain informed, connected, and equipped to partner in the decision-making process.|The District’s LCAP/PAC, made up largely of parents, reviewed and discussed the goals identified in the 2025-26 Local Control and Accountability Plan (LCAP) as part of its ongoing efforts to strengthen shared decision-making. To inform the development of the 2026-27 LCAP, an LCAP Educational Partner Survey was distributed to all families, staff, and 7-12 students, inviting them to prioritize district initiatives and comment on progress toward goals.  Beyond the survey, LCAP/PAC members connected with more than 25 educational partner groups to gather additional perspectives. Results from the 2026 Panorama Education survey, indicated that 88% of responding families felt their school actively uses parent input in decision-making, reflecting a 2% increase from the previous year.  LCUSD also sought and incorporated parent feedback as part of the math adoption process during the 2025-26 school year, ensuring that family perspectives helped shape instructional material selection. In addition, educational partners have opportunities to provide input on campus facilities through participation on site construction design teams.  LCUSD will continue to expand personalized outreach and targeted engagement strategies utilizing ParentSquare, Principal newsletters, social media, and personal phone calls to increase participation among underrepresented families.|Based on the analysis of feedback from educational partners and local data, LCUSD will enhance engagement of underrepresented families by increasing personalized outreach, such as direct invitations, follow-up contacts, and targeted communication, to encourage participation in school and district committees. The District will continue to provide translation and interpretation services so that families can more fully understand, contribute to, and influence discussions about school and district priorities.|5|5|5|5|5|5|5|4|5|5|4|5|Met||2026-06-23|2026
19646670000000|Lancaster Elementary|3|Based on educational partner feedback and local measures, Lancaster School District has demonstrated continued progress in building positive relationships between school staff and families. Family survey results indicate that families report strong relationships with schools, with 82% of elementary families reporting positive perceptions of relationships and 69% reporting positive perceptions of school culture. Communication and feedback also remained strong, with 78% of families responding positively. These results reflect families’ perceptions that school staff are approachable, respectful, and committed to supporting students and maintaining ongoing communication.   The district has expanded opportunities for family engagement through School Site Councils, English Learner Advisory Committees (ELAC), the District English Learner Advisory Committee (DELAC), African American Advisory Council (AAAC), Superintendent Advisory Committee, Town Hall meetings, Community Schools initiatives, and strategic planning activities. Educational partner feedback collected through ThoughtExchange identified parental and community engagement as a district strength and emphasized the importance of strong school-family partnerships, regular communication, and opportunities for meaningful involvement in decision-making.  The district has also increased communication with families through multiple formats, including school events, workshops, surveys, electronic communication platforms, and community outreach efforts. These efforts have supported greater family participation in district planning processes, including the LCAP and Strategic Plan development. As a result, Lancaster School District continues to strengthen trust, collaboration, and shared responsibility between families and school staff while maintaining a focus on continuous improvement in family engagement and partnership.|Based on educational partner feedback and local data, Lancaster School District has identified opportunities to strengthen relationships between school staff and families through increased two-way communication, expanded family engagement opportunities, and greater consistency across school sites. While family survey results indicate generally positive perceptions of relationships and communication, educational partners expressed a desire for more frequent communication regarding student academic progress, behavior, available supports, and opportunities to participate in school decision-making.  Feedback gathered through ThoughtExchange, Town Hall meetings, School Site Councils, ELAC, DELAC, AAAC, and other engagement activities highlighted the importance of strengthening partnerships between families and schools. Families expressed interest in additional workshops, parent education opportunities, and increased access to information that supports learning at home. Educational partners also identified a need to reduce barriers to participation by providing multiple opportunities for engagement, utilizing a variety of communication methods, and ensuring information is accessible to all families.  To address these needs, the district will continue expanding family engagement opportunities, strengthening communication systems, increasing outreach efforts, and providing meaningful opportunities for families to participate in district and school planning processes. The district will also continue to gather feedback through surveys and educational partner engagement activities to ensure family voices inform continuous improvement efforts. These actions are intended to strengthen trust, collaboration, and shared responsibility between families and schools to support improved student outcomes.|Based on educational partner input and local data, Lancaster School District identified the need to increase participation and engagement among underrepresented families, including families of English learners, foster youth, students with disabilities, and families who have historically participated at lower rates in district engagement opportunities. Educational partners identified barriers such as work schedules, transportation, language differences, limited awareness of engagement opportunities, and uncertainty about how to participate in school decision-making processes.  To improve engagement, the district will continue providing multiple opportunities for participation through School Site Councils, English Learner Advisory Committees (ELAC), District English Learner Advisory Committee (DELAC), African American Advisory Council (AAAC), Superintendent Advisory Committee, Town Hall meetings, surveys, and community engagement events. The district will expand outreach efforts through multilingual communication, electronic communication platforms, phone calls, text messaging, social media, and school-based family events to increase awareness and accessibility.  The district will also continue offering translation and interpretation services, family workshops, and opportunities for families to provide input on district and school initiatives, including the LCAP, Strategic Plan, and school improvement efforts. Community Schools initiatives and family engagement staff will support outreach to families who may face barriers to participation and help connect families with available resources and services.  Through these efforts, Lancaster School District will strengthen relationships with underrepresented families, increase participation in decision-making processes, and ensure that family voices are reflected in district programs, services, and continuous improvement efforts.|Based on educational partner input and local data, Lancaster School District has demonstrated continued progress in building partnerships that support positive student outcomes. The district maintains multiple structures for engaging families, students, staff, and community members in decision-making and continuous improvement efforts. These partnerships include School Site Councils, English Learner Advisory Committees (ELAC), District English Learner Advisory Committee (DELAC), African American Advisory Council (AAAC), Superintendent Advisory Committee, Town Hall meetings, Community Schools initiatives, and strategic planning activities.  Family survey results indicate that families report positive relationships with schools and staff, with strong ratings in communication, feedback, and overall relationships. Educational partner feedback also reflects a shared commitment to supporting student learning, attendance, safety, and well-being through collaboration between families, schools, and the community. Families and community members continue to participate in district surveys, LCAP development, strategic planning processes, and school improvement discussions, providing valuable input that informs district priorities and actions.  The district has expanded opportunities for engagement through multiple communication methods, including in-person meetings, electronic communication platforms, surveys, social media, family workshops, and school events. These efforts have increased access to information and opportunities for families to participate in their children's education and district decision-making processes.  Educational partner input gathered through surveys and ThoughtExchange identified strong support for increased academic assistance, safe learning environments, family engagement opportunities, and access to student supports. The district has responded by strengthening partnerships through Community Schools services, Expanded Learning Opportunities Program (ELOP), academic intervention programs, student wellness supports, and family engagement activities designed to improve student achievement, attendance, and school connectedness.  Through these collaborative efforts, Lancaster School District has strengthened relationships among families, schools, and community partners, resulting in increased opportunities for educational partners to contribute to decisions that support student success and positive outcomes.|Based on educational partner input and local data, Lancaster School District has identified several focus areas for improvement in building partnerships that support student outcomes. Educational partners consistently emphasized the need for stronger collaboration between families, schools, and community organizations to improve academic achievement, attendance, behavior, and overall student well-being. Families expressed a desire for increased communication regarding student progress, intervention supports, available programs, and strategies to support learning at home.  Feedback from surveys, ThoughtExchange, Town Hall meetings, and advisory committees also identified the need to increase family participation in decision-making processes and school activities. Educational partners noted that barriers such as work schedules, transportation challenges, language differences, and limited awareness of engagement opportunities may prevent some families from fully participating in school and district initiatives. Additionally, stakeholders emphasized the importance of ensuring that engagement opportunities are meaningful, accessible, and representative of the district’s diverse student population.  The district also identified a need to strengthen partnerships with community organizations and agencies that provide academic, health, mental health, and social-emotional supports for students and families. Expanding coordinated services and improving awareness of available resources will help reduce barriers to learning and increase access to supports for students with the greatest needs.  To address these areas, the district will continue expanding family engagement opportunities, strengthening two-way communication systems, increasing outreach to underrepresented families, and enhancing collaboration with community partners. The district will also continue to use educational partner feedback and local data to evaluate the effectiveness of partnership efforts and ensure that engagement activities contribute to improved student achievement, attendance, school climate, and overall student success.|Based on educational partner input and local data, Lancaster School District identified the need to increase engagement among underrepresented families, including families of English learners, foster youth, students with disabilities, socioeconomically disadvantaged students, and families who have historically participated at lower rates in district and school engagement activities. Educational partners identified barriers such as language differences, transportation challenges, work schedules, childcare needs, limited access to technology, and lack of awareness regarding available opportunities for involvement.  To improve engagement, the district will continue providing multiple avenues for participation through School Site Councils, English Learner Advisory Committees (ELAC), District English Learner Advisory Committee (DELAC), African American Advisory Council (AAAC), Superintendent Advisory Committee, Town Hall meetings, Community Schools initiatives, and school-based engagement events. The district will expand outreach efforts through multilingual communication, interpretation and translation services, text messaging, electronic communication platforms, social media, and direct outreach from school and district staff.  The district will also increase opportunities for families to participate in workshops, parent education programs, and planning processes related to the LCAP, school improvement efforts, attendance initiatives, academic supports, and student wellness programs. Community Schools staff and family engagement personnel will continue to connect families with resources and services that support student success while reducing barriers to participation.  Additionally, the district will continue to gather feedback from underrepresented families through surveys, focus groups, advisory committees, and community engagement activities to ensure their perspectives inform district decision-making. These efforts are intended to strengthen partnerships between families, schools, and the community, increase meaningful participation, and improve student outcomes through shared responsibility and collaboration.|Based on educational partner input and local data, Lancaster School District has established multiple structures and processes to actively seek input from students, families, staff, bargaining units, community members, and advisory groups to inform district decision-making. The district regularly engages educational partners through School Site Councils, English Learner Advisory Committees (ELAC), District English Learner Advisory Committee (DELAC), African American Advisory Council (AAAC), Superintendent Advisory Committee, student leadership groups, Town Hall meetings, Community Schools activities, and Local Control and Accountability Plan (LCAP) engagement opportunities.  The district has expanded opportunities for educational partners to provide feedback through surveys, including the YouthTruth Climate Survey and ThoughtExchange, which allow stakeholders to identify priorities, concerns, and recommendations related to academics, attendance, school climate, safety, family engagement, and student supports. Educational partner feedback has directly informed district priorities, strategic planning efforts, school improvement initiatives, and the development and revision of LCAP goals, actions, and services.  The district has also increased communication regarding engagement opportunities through electronic communication platforms, social media, district websites, newsletters, text messaging, and school-based outreach efforts. These practices have expanded participation and increased opportunities for educational partners to contribute their perspectives and experiences.  As a result of these efforts, Lancaster School District has strengthened its continuous improvement process by using educational partner feedback alongside local and state data to guide decision-making. The district continues to demonstrate a commitment to transparency, collaboration, and shared responsibility by ensuring that stakeholder input plays a meaningful role in shaping programs, services, and priorities that support student success.|Based on educational partner input and local data, Lancaster School District has identified opportunities to strengthen the breadth, consistency, and representativeness of stakeholder participation in decision-making processes. While the district provides multiple opportunities for engagement, feedback from surveys, advisory committees, Town Hall meetings, and community engagement activities indicates a need to increase participation among families, students, and community members whose voices have historically been underrepresented.  Educational partners identified barriers to participation, including work schedules, transportation, childcare needs, language differences, limited access to technology, and lack of awareness regarding opportunities to provide input. Stakeholders also expressed a desire for clearer communication regarding how feedback is used to inform district decisions and how educational partner recommendations influence programs, services, and resource allocation.  The district has also identified a need to increase student voice in decision-making processes. Students have expressed interest in having greater opportunities to provide input regarding school climate, safety, engagement activities, extracurricular opportunities, and programs that affect their educational experience. Additionally, educational partners emphasized the importance of ensuring that engagement opportunities are accessible, inclusive, and reflective of the diverse populations served throughout the district.  To address these areas, the district will continue expanding outreach efforts, increasing opportunities for stakeholder participation, and utilizing multiple methods to gather feedback, including surveys, advisory committees, focus groups, community meetings, and student engagement activities. The district will also strengthen communication regarding how stakeholder input informs decisions and continue using educational partner feedback alongside local and state data to guide continuous improvement efforts. These actions are intended to ensure that decision-making reflects the perspectives and needs of the students, families, staff, and community members served by Lancaster School District.|Based on educational partner input and local data, Lancaster School District identified the need to increase participation in decision-making processes among underrepresented families, including families of English learners, foster youth, students with disabilities, socioeconomically disadvantaged students, and families who have historically participated at lower rates in district and school engagement activities. Educational partners identified barriers such as language differences, work schedules, transportation challenges, childcare needs, limited access to technology, and a lack of awareness regarding opportunities to provide input.  To improve engagement, the district will continue expanding opportunities for families to participate in advisory groups and decision-making bodies, including School Site Councils, English Learner Advisory Committees (ELAC), District English Learner Advisory Committee (DELAC), African American Advisory Council (AAAC), Superintendent Advisory Committee, Community Schools activities, and LCAP engagement opportunities. The district will utilize multiple communication methods, including translated materials, interpretation services, text messaging, social media, electronic communication platforms, phone calls, and direct outreach to ensure families are informed about opportunities to provide feedback.  The district will also increase the use of surveys, focus groups, community meetings, and school-based engagement events to gather input from families who may not traditionally participate in formal committee structures. Flexible meeting formats, including virtual and in-person opportunities, will continue to be provided to reduce barriers and increase accessibility.  Additionally, the district will strengthen communication regarding how educational partner feedback is used to inform district decisions, ensuring families understand the impact of their participation. By expanding outreach, reducing barriers, and creating multiple pathways for engagement, Lancaster School District will increase representation in decision-making processes and ensure that the perspectives of underrepresented families help guide district priorities, programs, and services that support student success.|4|4|4|5|4|4|5|5|4|4|5|5|Met||2026-06-16|2026
19646670123174|Life Source International Charter|3||||||||||||||||||||||Not Met For Two or More Years|||2026
19646670125559|iLEAD Lancaster Charter|3|iLEAD Lancaster remains deeply committed to integrating meaningful partner feedback into the annual LCAP update. By aggregating and analyzing insights from families, learners, community partners, board trustees, and staff, the leadership team carefully evaluated program efficacy against state priorities. This comprehensive review prompted the school to maintain, expand, or modify specific action steps within its three established goals, directly targeting enhanced learner achievement and the continuous evolution of our educational offerings.   Engagement throughout the 2025-26 school year featured a consistent schedule of collaborative events designed to connect school staff and families. Monthly iSUPPORT meetings, Parent Universities, and Coffees with the Director gave families regular access to discuss programmatic updates, which was complemented by casual feedback collected during schoolwide events.  Dedicated advisory committees also played a critical role in shaping the school's direction. The English Learner Advisory Committee (ELAC) assembled in both the spring and fall to evaluate English learner programming, while the School Site Council (SSC) lines met twice to analyze performance data, review campus safety, and ultimately approve the Single Plan for Student Achievement. Both the ELAC and SSC directly influenced the LCAP development process. Furthermore, monthly collaborations among EL coordinators across the broader iLEAD Schools network allowed staff to exchange best practices rooted in facilitator and family feedback to continually optimize the English learner program.					|iLEAD Lancaster will continue engaging educational partners in its continuous cycle of improvement and strategic planning. A focus on improving the school-home connection around literacy as well as increasing engagement and attendance with educational activities and relationship building will occur in 2026-2027.					|Cultivating meaningful school-family partnerships requires a deep, data-informed understanding of our student body. By examining NWEA MAP achievements, SST interventions, and demographic-specific attendance patterns, leadership ensured that every student group was intentionally considered, pairing this data review with community feedback on campus safety, school activities, and diversity, equity, and inclusion to shape a well-rounded action plan. By merging academic benchmarks, socio-emotional data, and direct parent feedback, this multi-dimensional strategy addresses the whole child and provides essential support for all students, with a concentrated focus on uplifting foster and homeless youth, English learners, and low-income families. Professional development lies at the heart of this work, providing teachers with advanced training in MTSS and inclusive best practices to track student progress from all angles. On a more direct level, the school is prioritizing one-on-one academic and emotional guidance for our English learners, low-income students, and youth experiencing foster care or homelessness. Through the collaborative efforts of our English Learner Liaison and Foster/Homeless Liaison, families will be directly matched with tailored community resources based on their specific situations, while the school continues to scale up local partnerships, host more on-campus, in-person services, and diversify communication methods to strengthen the school-home bond.					|iLEAD Lancaster's strength is utilizing SEL and PBL to increase student outcomes at school and home. Our area of improvement would be providing consistent and timely progress toward academic and social emotional goals. We will continue to communicate regularly with weekly facilitator updates, quarterly check ins, use of the Student information System to track progress toward learner outcomes, and assessments data (MAP, MAP Reading Fluency).					|The school ensured a comprehensive approach by analyzing CA School Dashboard metrics, NWEA MAP outcomes, SST information, community partner survey data, and attendance trends across various sub-populations. To create a balanced plan that addresses the requirements of every learner, the school also integrated community partner input concerning school activities, safety, and diversity, equity, and inclusion (DEI). Some focus areas for improvement include an emphasis on supporting the SEL of learners, further implementation of restorative practices, and improved structure in the classroom environment to improve both school culture and academic learning. 					|The actions developed are important for all learners, especially foster youth, English learners and low-income students. The action steps include growth for educators (professional development in DEI, best practices, and SEL) and all students to monitor academic, social-emotional and school offerings for all sub-populations. It is a comprehensive plan that considers the data from many angles including stakeholder feedback, parent meetings, academic, SST, and social-emotional data. The school's ELAC meets in fall and spring. Additionally, the counseling team sends out regular surveys to homeless/foster youth to determine current needs and work to provide resources in response. The school's social worker also works to engage underrepresented families.					|Twice a year, iLEAD Lancaster learners and staff collaborated to completed the iLEAD Learner Outcome Reflection Survey, a measure of learner growth in the Schoolwide Learner Outcomes, as well as their progress towards academic and social-emotional goals. Additionally, staff and leadership meetings were held monthly to discuss the program, learner progress, and gather/reflect on suggestions for improvements. Parent, staff, and learner surveys regarding aspects of the program were sent in the spring of 2026 to solicit feedback. These surveys addressed specific aspects of the LCAP (the eight state priorities for the creation of potential action steps). Monthly board meetings were held with the opportunity for anyone from the public to attend (including staff, parents and learners). During the 2025-26 school year, monthly iSUPPORT meetings, Parent Universities, and Coffees with the Director were held to allow opportunity for school staff and families to connect regarding the school program. Informal feedback was also received by families through family involvement at schoolwide events. ELAC meetings were held in spring and fall for families of EL learners to provide program feedback. School Site Council was held twice to review data and safety and prepare and approve the school's Single Plan for Student Achievement. Both ELAC and SSC had input on the school's LCAP. Additionally, monthly EL collaborations with the EL coordinators across iLEAD Schools provided the opportunity for sharing ideas gathered from facilitator and family feedback on how to improve the English learner program.					|iLEAD Lancaster will continue its educational partner engagement strategy as described above. 					|iLEAD Lancaster will continue its educational partner engagement strategy as described above. iLEAD Lancaster ensures that translation services are available to families. Survey data is disaggregated by population to ensure that the surveys of underrepresented families are being analyzed and responded to. 					|5|5|4|4|5|5|5|5|5|5|5|5|Met||2026-06-18|2026
19646830000000|Las Virgenes Unified|3|LVUSD has developed communication systems, including newsletters, emails, school web pages, and social media platforms to keep families informed and engaged. LVUSD organizes various family engagement events, such as back-to-school nights, open houses, college nights, and cultural celebrations, that encourage families to participate in the school community and interact with staff. Every effort is made to create a welcoming and inclusive school climate, where families feel respected and appreciated.|LVUSD continually seeks more opportunities for families to engage with schools through events, volunteer programs, and advisory committees, especially targeting families who are currently less involved. LVUSD provides ongoing professional development for school staff on cultural awareness and sensitivity, helping them to better understand and respect the diverse backgrounds of the families they serve.|As the needs of our community evolves, LVUSD will ensure all communications are provided in multiple languages to accommodate non-English speaking families, including newsletters, websites, and meeting notices. LVUSD will continue to offer meetings and engagement opportunities at various times and formats, including virtual options, to accommodate the diverse schedules and preferences of underrepresented families.|LVUSD encourages active participation of parent-teacher associations (PTAs/PFCs) that collaborate with LVUSD on various programs and initiatives aimed at enhancing student outcomes. LVUSD provides robust counseling support offering comprehensive health and wellness services, including mental health support, to address students’ holistic needs.|LVUSD is committed on building partnerships with families of underrepresented and marginalized communities to ensure equitable access to resources and opportunities for all students. LVUSD has Identified and allocated resources more effectively to support and sustain partnerships that have a direct impact on student learning and well-being.|LVUSD engages parents in parent groups, advisory boards and committees to seek parent input for decision making. Each school has an active PFA (Parent Faculty Association) or PFC (Parent Faculty Club) as well as School Site Council that allow parents to share input on school goals and strategies actions. Additionally, we have an SDC (PFA/PFC Presidents), Pathways Committee/Curriculum Council (with multiple stakeholders to evaluate instructional programs), Curriculum Council (review curriculum adoptions), Safety/Wellness Committee (multiple stakeholders to ensure the education of the whole child), LCAP PAC (majority unduplicated), and DELAC (District English Learner Advisory Committee).|LVUSD has developed and maintained various communication channels, such as newsletters, emails, websites, and social media platforms, to keep stakeholders informed and facilitate the collection of feedback. In addition, LVUSD has formed multiple advisory committees, including parent, student, and community advisory groups, which meet regularly to discuss important issues and provide input on school policies and initiatives.|LVUSD is increasing efforts to reach underrepresented and marginalized groups to ensure their voices are heard in the decision-making process. This includes providing language support, holding meetings at various times, and using accessible venues. LVUSD utilizes technology to facilitate broader and more efficient stakeholder engagement. This includes creating online platforms for surveys, virtual meetings, and interactive forums for real-time feedback.|Parent engagement is a top priority in the districts' Local Control and Accountability Plan. Our LCAP Committee consists of majority unduplicated families. We have a robust DELAC to help reach our EL network.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-23|2026
19646910000000|Lawndale Elementary|3|The efforts of our Community Schools team have made a real difference in building relationships between school staff and families. Monthly food distributions, a November Grateful Gathering where school supplies, food, clothes, and community resources were provided; and a planned Back to School Kickoff where similar giveaways will be provided is demonstrating the care that the district has for our families. Community liaisons at each site are the first point of contact for all families, and they work tirelessly to connect them to each other, to resources, and to all of the programs offered at the school.|The area of need identified by our families is the elimination of hate speech on our school campuses. The bulk of this work is taking place in our African-American Parent Advisory Committee, which is focusing on creating a sense of belonging for our students and teaching our students the damage caused by hate speech.|LESD has ample staff to meet the language and cultural needs of our Spanish speaking community, but we need to improve support for our Vietnamese and Arabic speaking families. To this end, we sent a team to the Vietnamese American Experiences Model Curriculum (VAEMC) conference to learn about the histories, cultures, and traditions of Vietnamese Americans. The team that attended brought back information and strategies that we can use to help our Vietnamese families feel more welcome and included. A team also attended the CA Association of African American Superintendents and Administrators Parent Equity Conference with our AAPAC parents as a way to start building relationships. The one group of underrepresented families that remains in need of more supports are our Arabic speaking families.|Based on increasing referral data for RBT support and/or modified day for Preschool, TK, and Kindergarten students between 2022-23 and 2024-25, we realized that we had a problem that we needed to address to help our youngest students be successful in school.  After some research, we created the Parent Empowerment Program (PEP), modeled after the La Mesa Spring Valley School District’s Parent Empowerment Program, which is based on the Regional Intervention Program developed by Vanderbilt University.  PEP is an evidence-based, early intervention program for PreK, TK, and kinder families with children experiencing behavioral difficulties at school, home, or in the community. It provides a support system and a safe environment for families to learn new strategies and skills to effectively address challenging behaviors, and creates a bridge between home and school, ensuring partnership and parent ownership in being an active participant in their child’s behavioral and social emotional growth. The child attends the PEP classroom 2 days a week for 2 hours per session (in lieu of school site class) to receive targeted instruction on skills needed (frustration tolerance, emotional regulation, delayed gratification, and social skills), and the parent/caregiver attends with the child and receives training, targeted skills sessions, and behavior plans to support their child.   In addition to PEP, TK teachers have received extensive professional development in purposeful play, developmentally appropriate curriculum, and behavior management to ensure that we are meeting our students where they are and not trying to use a kindergarten curriculum with 4-year olds.  This capacity building for teachers helps all students succeed while PEP supports our neediest students and their families.|Our goal for improvement is to expand the resources and strategies of PEP to more families with preschool, TK and kindergarten students. To this end we are offering our first series of Positive Solutions for Families workshops this spring that are based on the same foundations as PEP, but are offered in a less intensive setting.  All parents of our youngest learners will be invited, and school leaders are also using their MTSS process to identify families for referral to the PSF training and/or PEP.|We have learned from this project that many of our struggling families have additional needs that we can address through our Community Schools programs, such as food scarcity, housing, counseling, etc. Including our community schools coordinators, community liaisons, and social workers in our network of care ensures that we  provide wrap-around supports.  Additionally, the training that our parents receive through PEP makes them highly sought after as Student Supervision Aides and instructional aides, creating a potential career ladder for those in need of employment.|LESD has had a very strong District Advisory Committee/School Site Council and District English Learner Advisory Committee/ELAC, but there was a definite desire for more opportunities and involvement for our parents of students with special needs and our African-American families.  This year our Special Needs Family Support Group is in its second year of hosting regular meetings to help families understand the IEP process, access resources, and connect with each other.  Our African American Parent Advisory Committee has gathered momentum this year, with parents actively seeking to eliminate hate speech in our schools and create spaces of belonging for our black students. Parents have attended the California Association of African American Superintendents and Administrators (CAAASA) Parent Equity Summit and visited LBUSD’s Center for Black Student Excellence in search of solutions. They also participate in Affinity Space meetings with our community partner, Trajectory of Hope, and engage with the sponsor of our students’ RISE program with 100 Black Men.|Our goal in LESD in seeking input for decision-making is to ensure that all parents are informed of the many opportunities available to participate, from our required committees (DPAC/DELAC/Community Schools) to our self-initiated groups such as AAPAC, our Special Needs Family Support Group, and our newly started Gifted and Talented Parent Support Group.  We also want to be sure that the membership of our different committees is reflective of our school communities, so that all voices are at the table.|We have learned that the best way to improve engagement of underrepresented families is to make personal connections one by one. Many of our newcomer families do not use electronic communications, and many of our African-American parents have expressed dislike for being the “only one” at a school or on a committee.  Thus creating spaces for families to connect, such as the Affinity Spaces or one of our support groups gives parents the opportunity to meet in a less structured and formal way to learn about how the school or district works and then can step in where they feel comfortable. Our community liaisons and community schools site coordinators are also great resources for bringing parents together at the school site for volunteer opportunities where they can also connect|2|4|3|3|3|3|3|4|3|4|4|3|Met||2026-06-25|2026
19646911996438|Environmental Charter High - Lawndale|3|Environmental Charter High School - Lawndale focuses on positive school-student relationships from the outset. During our hiring process, we screen for and prioritize candidates that view students and their families as assets. We also seek candidates who are mission-aligned and driven by a desire to achieve social justice. Our classified staff goes through an annual customer service-focused training at the beginning of the year.  Once hired, all staff members undergo a rigorous onboarding process meant to orient and prepare them to work with the community. We understand that accurate and timely information is crucial for families to be effective stakeholders. We provide relevant information to our families through:   - Annual orientation meetings  - Enrollment meetings - Family newsletters - Student bulletins - Parent Conferences  - Back to School Night/Outdoor Education meetings - College access and financial aid support meetings - Specialized Senior and Junior Parent Nights  We solicit information from our community of stakeholders through a variety of methods that include:  - Pupusas with the Principal - Digital feedback surveys - Virtual Town Halls - Black Parent Groups - Annual Feedback Surveys - Course Evaluation Surveys - Advisory feedback circles - ELAC - School Site Council - Focus groups - Open door policy - Access to administration via email, phone, and in person.  Our parent responses on the Healthy Kids Survey indicate very positive perceptions regarding the open and welcoming environment we foster. When we last surveyed parents in Spring 2026…  94% reported feeling welcomed to participate in the school 94% felt that we allow parent input and welcome their contributions 94% feel the school encourages them to be an active partner in their child’s education  ECHSL has also adopted TalkingPoints as a means for two-way communication with families. ECHSL has provided consistent translation services for students and their families during conferences, phone calls, and specialized meetings for IEPs. ECHSL has created space in the budget to sustain the TalkingPoints platform and continue to provide interpretation and translation services.|Analysis of data and stakeholder input indicates a need to focus on strengthening two-way communication and collaboration with families. While we have initiatives in place to increase family engagement, there are opportunities to deepen relationships and create a more collaborative environment.  Here's how we'll address this focus area: - Enhanced Stakeholder Feedback: We're increasing the frequency of School Site Council meetings to gather more comprehensive and nuanced feedback. - Allowing for both in person and online virtual options to attend family and School Site Council meetings. - Increased training for our educators and our families on accessing and the use of our two way communication platform Talking Points. - Increasing positive and celebratory communications home to continue to build trust and rapport with our families.  - Develop and lean into our parent volunteer network with a goal of initiating a Parent Organization similar to that of a PTA.|ECHSL will continue to improve the engagement of underrepresented families by strengthening our advisory program, a Tier 1 support, to build strong connections with a trusted adult on campus and meaningful peer relationships. Additionally, we are working to improve the ability of our general education teachers and specialists to identify needs of and ensure appropriate supports or interventions for every student. We are also expanding our resources for Tier 3 support by adding a full time social worker who will focus on students and families with the highest needs. We have also developed a targeted family conference model, where our highest need families are actively invited to come to campus with their students to meet with their grade level teachers, counselor, and administrators. We have also developed ongoing incentives and partnerships to support strong school attendance and work to build stronger relationships with our underrepresented families. Finally, we will integrate the lessons we learned about communication, such as both in person and zoom options with multilingual access, to improve the engagement of underrepresented families.|Environmental Charter High School - Lawndale prioritizes the building of partnerships with the explicit goal of improving student outcomes. We believe that in order for student outcomes to be maximized we need to ensure the school provides the following: - Relevant and engaging instruction - Culturally relevant pedagogy and curriculum - Well trained and supported teaching staff - Accurate and timely information to empower family units as partners - Opportunities for self-assessment and reflection  ECHSL believes that our areas of strength include a structured weekly advisory program that allows for students to build positive relationships with each other, as well as their advisory teacher, a trusted adult on campus. Advisory also serves as an opportunity for students to engage in guided self-assessments and construct personal action plans. Each month, parents receive printed progress reports and have access to both the PowerSchool digital platform and the mobile app. We have held multiple PowerSchool training sessions for parents and will continue to do so. Our student usage on the app is remarkable with an average of 910 logins per day. Our students are clearly engaged and regularly monitor their progress because their future matters to them.  ECHSL hosts initial orientation meetings for all new families in addition to annual re-orientation meetings the week before school starts. Every year families receive a welcome back presentation from Administrators and counselors where they learn about any major changes to our schedule, staff or school program. New families receive our Parent/Student Handbook, returning families also receive a summary of any changes to our handbook. Throughout the year ECHSL hosts culturally relevant family nights in addition to back to school events and parent/teacher conferences.   ECHSL has a 120-1 student to counselor ratio. This low ratio allows our counseling staff to have a powerful and holistic impact on student outcomes. Counselors ensure that students are on track to graduate having fulfilled A-G requirements. They support families with not only social-emotional support in school, and through our extensive partnerships with external agencies, but also with the college and financial aid processes. At ECHS, we are focused on not only getting students into college but also ensuring they are set up to graduate from college. Our community liaison and lead counselor are working to fortify our alumni network and support system for our students presently in college.  The feedback received during our efforts to Confront Anti-Blackness and Racism influenced the centering of student wellness in our LCAP by reimagining our advisory program, improving multi-tiered systems of support, and providing professional development to ensure we meet the needs of student groups whose achievement outcomes indicate equity gaps.|We are actively working to build the capacity of our parents to support their students in the home and act as an educational partner beyond just having access to the gradebooks. We also regularly solicit feedback and work to improve feelings of school connectedness through regular review of focus questions on our school climate surveys.  Enhanced Communication: We'll expand translated documents (primary languages) and explore alternative communication channels (text messages, social media) to reach all families. Culturally responsive outreach methods will resonate with diverse backgrounds.  Teacher-Family Collaboration: TalkingPoints encourages ongoing communication and feedback, fostering a collaborative environment. Interactive conferences promote shared goal setting and success strategies. By strengthening Tier 1 partnerships, we aim to build a foundation for collaboration with all families, ensuring every student feels supported and empowered to succeed.|ECHSL will improve the engagement of underrepresented families by strengthening our advisory program to build strong connections with, identify needs of and ensure appropriate support for every student. In advisory, relationships act as a Tier 1 support for social emotional & academic needs. We are also expanding our resources for Tier 3 support by retaining a full time social worker, who can focus on students and families with the highest needs, including chronically absent students. We will also integrate the lessons we learned about communication during school closure to improve the engagement of underrepresented families. We also use a twice yearly targeted conference model where we actively invite our tier 3 and underrepresented families to campus to meet with their grade level team of teachers in order to determine needs and next steps as a team. We have expanded multilingual access and are providing both in person and zoom options for family meetings.|For the past 8 years, Environmental Charter Schools’ mission statement is to reimagine public education in low-income communities of color to prepare conscious, critical thinkers who are equipped to graduate from college and create a more equitable and sustainable world. We have a strong English Learner Advisory Committee and School Site Council. We regularly look at the data from our annual climate surveys, hold family town halls and have an open door policy for our administrators where feedback and suggestions are welcomed.|ECHSL is currently working to fortify and expand existing structures that are intended to represent and solicit both the general school population, as well as traditionally underrepresented families.  - Increased Input Frequency: We'll move towards gathering stakeholder input more frequently through surveys, focus groups, or other methods identified through data analysis. - Systematic Data Review: We will better allot time in professional development and scheduled meetings for team members to review and create action steps based on data. - Further Develop Transparent Share Outs For Decision Making: Ensure accessible information both through in person, virtual, and written communication regarding decision making based on data. By implementing these strategies, we aim to create a more systematic and comprehensive approach to seeking input.Regularly shared, actionable feedback will further strengthen our collaborative decision-making processes.|In our regularly planned ELAC, School Site Council, Special Education Parent Meetings, and Pupusas with the Principal meetings we actively collect input regarding academic and socioemotional support needed for their students. We are also actively seeking out our most underrepresented families. Our social worker, Special Education Coordinator, ELD Coordinator, and Black Student Union Advisor also actively invite our underrepresented families to campus to ensure they have personal invitations to events and regular communication with a point person on campus.  Targeted Outreach and Feedback Mechanisms: - ELAC Meetings: We'll leverage ELAC meetings for families to share concerns and provide feedback on decisions affecting their children. - IEP Meetings: We'll also explore additional input mechanisms beyond the IEP meeting format and provide questionnaires for families to complete. - Black/AA Parent Opportunities: We'll continue and deepen our work to engage our Black and African American families through targeted parent meetings, HBCU Day, Family Cookout, and Kwanzaa Celebrations.   Building Trust and Transparency: - Feedback Sharing: We'll share feedback received from underrepresented families, demonstrating the value placed on their input. - Actionable Outcomes: We'll track how feedback from underrepresented families informs decision-making and share these concrete examples to build trust and encourage continued participation.|4|4|3|5|4|3|4|4|4|4|3|3|Met||2026-06-22|2026
19647090000000|Lennox|3|In the Lennox School District, we remain committed to fostering strong partnerships with families, recognizing that meaningful and consistent communication between home and school is essential to student success. To support families as active partners in their children's education, we have expanded a variety of parent workshops and family engagement opportunities across all school sites.  Our District Teachers on Special Assignment lead informative workshops for parents and guardians on topics such as English learner reclassification, state assessments, digital citizenship, and services available for students with disabilities. Last year, our Teachers on Special Assignment also introduced Leader in Me parent workshops, equipping families with practical strategies for incorporating the 7 Habits of Highly Effective Families into their daily lives. Through this districtwide effort, school sites built the capacity to continue facilitating these workshops and expanding family learning opportunities.  Throughout the district, schools offer a wide range of family engagement events, including Family Literacy Nights, Math Nights, and Health and Wellness activities. Districtwide events such as Back-to-School Nights, Parent-Teacher Conferences, and Open Houses further strengthen the partnership between families and schools while creating meaningful opportunities for connection and collaboration.  Family input continues to play an important role in our decision-making process. Each school regularly convenes English Learner Advisory Committee (ELAC) and School Site Council meetings, while the district supports active participation through the District English Learner Advisory Committee (DELAC). In addition, our annual parent survey consistently receives strong participation and provides valuable feedback that helps guide continuous improvement across the district.|The Lennox School District remains committed to strengthening partnerships with families by expanding parent workshops, increasing family engagement opportunities, and providing meaningful pathways for parents to become active participants and volunteers in their school communities. Guided by feedback from our educational partners, the district will continue to prioritize mental health services and social-emotional supports that promote the well-being of students and their families.  Looking ahead, we recognize the importance of continuing to strengthen relationships between school staff and families. We will build on our current efforts by increasing opportunities for two-way communication, creating more welcoming and inclusive family engagement experiences, and expanding opportunities for families and staff to collaborate as partners in student learning. By fostering trust, encouraging ongoing dialogue, and ensuring families feel heard and valued, we aim to deepen the connections that support student success.  Across all school sites, we remain committed to maintaining safe, welcoming learning environments while promoting student health and well-being. Together, these efforts reflect our ongoing commitment to cultivating a connected, supportive, and collaborative school community where every student and family can thrive.|Based on educational partner feedback and an analysis of local data, the Lennox School District is implementing targeted strategies to strengthen relationships with and increase engagement among underrepresented families.  Focused Outreach and Inclusive Communication: We are committed to improving communication with underrepresented families by providing timely, accessible information through multilingual platforms and culturally responsive messaging. School staff will conduct personalized outreach and extend direct invitations to events, workshops, and leadership opportunities to ensure all families feel welcomed, informed, and connected to their school community.  Culturally Responsive Family Learning Opportunities: Parent workshops and family engagement activities will continue to reflect the diverse needs, experiences, and interests of our school community. Topics will include navigating the school system, understanding academic expectations, supporting learning at home, and accessing available school and community resources. All sessions will be delivered in a culturally responsive and inclusive manner that values families' perspectives and experiences.  Flexible and Accessible Engagement Opportunities: To reduce barriers to participation, the district will continue offering multiple opportunities for family involvement, including virtual and in-person meetings, events scheduled at varying times, interpretation and translation services, and childcare during selected family engagement activities.  Strengthening Relationships Through Two-Way Communication: School staff will continue to build trusting relationships with families by creating meaningful opportunities for dialogue and collaboration. Through regular check-ins, family feedback opportunities, advisory committees, and shared decision-making processes, we will ensure families have a voice in their children's education and in shaping school programs and services.  Through these efforts, the Lennox School District is committed to building strong, trusting partnerships with all families, particularly those who have been historically underrepresented. By fostering meaningful relationships, removing barriers to participation, and creating inclusive opportunities for engagement, we aim to ensure every family feels valued, connected, and empowered to support student success.|Educational partner feedback and local data indicate that the Lennox School District has made significant progress in building strong partnerships with families that support student success. Schools foster welcoming and inclusive environments through caring front office staff, approachable administrators, dedicated parent liaisons, and educators who prioritize positive relationships with families. The district uses multiple communication methods—including email, newsletters, text messages, social media, and multilingual communication platforms—to keep families informed about student learning, school events, and available resources.  Families are encouraged to actively participate in their children's education through parent workshops, family engagement events, and leadership opportunities such as School Site Council (SSC), English Learner Advisory Committee (ELAC), and District English Learner Advisory Committee (DELAC) meetings. Survey results indicate that parents feel welcomed at their schools, believe staff genuinely care about their children, and report that questions and concerns are addressed in a timely and respectful manner. These collaborative partnerships have strengthened trust between schools and families and contributed to improved support for student learning and well-being.|Based on educational partner feedback and local data, the Lennox School District has identified several opportunities to strengthen partnerships that promote positive student outcomes. The district will continue to increase meaningful engagement with underrepresented families, strengthen two-way communication between schools and families, and expand opportunities for parents to actively participate in their children's learning and school decision-making. Additionally, the district will continue to enhance culturally responsive family engagement practices and provide workshops and resources that build families' capacity to support academic achievement, attendance, and social-emotional well-being. By strengthening these partnerships, the district seeks to ensure every family feels informed, connected, and empowered to contribute to their child's success.|The Lennox School District serves a diverse community that includes many multilingual families, English learners, and families experiencing socioeconomic challenges. To ensure equitable access and meaningful participation, the district is committed to strengthening partnerships with historically underrepresented families by reducing barriers to engagement and creating welcoming, inclusive opportunities for involvement.  Each school site provides a Parent Center staffed by bilingual parent liaisons who assist families in accessing school resources, understanding academic expectations, and connecting with school staff. District and school communications are provided in both English and Spanish, with interpretation and translation services available to ensure families can fully participate in school activities and decision-making.  The district offers a variety of family engagement opportunities—including family literacy and math nights, parent workshops, open houses, Back-to-School Nights, Cafecitos with school administrators, and other family events—that help families build connections with school staff while learning strategies to support student success at home. Flexible meeting formats, including virtual options and events scheduled at different times, help reduce participation barriers for families with varying work schedules.  Families are also encouraged to serve as active partners in school governance through School Site Council (SSC), English Learner Advisory Committee (ELAC), and District English Learner Advisory Committee (DELAC) meetings. Parent surveys, regular feedback opportunities, and ongoing communication between school staff and families ensure that family perspectives continue to inform district decisions and improvement efforts. Through these strategies, the Lennox School District will continue building trusting relationships with underrepresented families and strengthening partnerships that promote positive academic, social-emotional, and behavioral outcomes for all students.|Educational partner feedback and local data indicate that the Lennox School District has established meaningful structures for gathering stakeholder input and incorporating feedback into district and school decision-making. The district values collaboration and actively seeks input from parents, students, staff, bargaining units, and community members through surveys, focus groups, public meetings, and advisory committees.  Parents and family representatives play an active role on the District School Leadership Team, which meets throughout the year to review data, evaluate progress toward Local Control and Accountability Plan (LCAP) goals, and provide recommendations that help guide district priorities. Families also participate in School Site Councils (SSC), English Learner Advisory Committees (ELAC), and the District English Learner Advisory Committee (DELAC), ensuring that a variety of perspectives are represented in school and district planning.  The district maintains transparent communication by sharing information through newsletters, school websites, social media, parent meetings, Board of Education meetings, and multilingual communications. Feedback collected from annual parent surveys and stakeholder engagement activities is reviewed and used to inform continuous improvement efforts, reinforcing a culture of shared decision-making and accountability.|Based on educational partner feedback and local data, the Lennox School District has identified opportunities to strengthen stakeholder participation by increasing engagement among families who have traditionally been underrepresented in district decision-making. The district will continue expanding opportunities for meaningful two-way communication, increasing participation in surveys, advisory committees, and public meetings, and ensuring that families understand how their feedback informs district decisions.  The district also seeks to strengthen the effectiveness of advisory groups by providing ongoing training and support for parent leaders and committee members, enabling them to participate confidently in discussions related to student achievement, school improvement, and district priorities. Additionally, the district will continue improving transparency by communicating district initiatives, budget priorities, and decision-making processes in clear, accessible, and multilingual formats.|The Lennox School District is committed to ensuring that all families, particularly those who have been historically underrepresented, have meaningful opportunities to participate in district and school decision-making. To reduce barriers to engagement, the district will continue providing multilingual communications, interpretation and translation services, and culturally responsive outreach that reflects the needs of our diverse community.  The district will expand outreach through bilingual parent liaisons, Parent Centers, community partnerships, and personalized invitations to encourage participation in School Site Council (SSC), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), District School Leadership Team meetings, parent workshops, and other engagement opportunities. Flexible meeting options, including virtual participation, varied meeting times, and childcare during selected events, will help increase accessibility for families with different schedules and responsibilities.  In addition, the district will continue creating welcoming environments where families feel comfortable sharing their perspectives through surveys, focus groups, Cafecitos with school and district leaders, and other structured feedback opportunities. By intentionally seeking input from a broad range of educational partners and demonstrating how stakeholder feedback informs district decisions, the Lennox School District will strengthen trust, increase participation, and ensure that decision-making reflects the voices and needs of the entire school community.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
19647090100602|Lennox Mathematics, Science and Technology Academy|3|Formal parent conferences are held each fall with identified students, and all families have the option to request meetings with teachers at any time throughout the year, promoting ongoing access and communication. The school effectively uses ParentSquare to communicate with families in their preferred language, ensuring inclusivity and accessibility. Parents receive timely alerts via text and email, including direct messages from staff and important school-wide updates. The principal also shares a weekly bilingual memo outlining the weekly schedule, key events, and announcements. Survey data further reflects these efforts: 98% of families agree that Lennox Academy is a safe environment for their child, and 94% agree that teachers are responsive to their child's social and emotional needs. These indicators show meaningful progress in fostering trust, safety, and responsive communication with families.|While approximately thirty families per grade level are invited to participate in fall parent conferences, the school recognizes the need to expand these efforts to ensure that all families have the opportunity to engage with their child’s teachers at least once during the academic year. Increasing consistent and meaningful touchpoints with all families remains a central goal to support student success. Additionally, Lennox Academy is working to strengthen family engagement beyond conferences by encouraging parent volunteers to support school activities, such as lunchtime supervision and campus events. The school is also expanding the number and variety of family-inclusive events, including a Holiday celebration, Cinco de Mayo Celebration, and Engineering Day. These efforts aim to create more welcoming, culturally responsive, and participatory opportunities for families to connect with the school community.|Lennox Academy will improve engagement of underrepresented families by offering targeted parent grade-level meetings that address topics identified as high-interest per parent and student feedback. These topics include A-G requirements, the college admission process, English Learner reclassification criteria, and financial aid. To ensure accessibility and inclusivity, all meetings will be offered in both English and Spanish, with the goal of providing families the information and support needed to actively engage in their child’s educational journey.|Lennox Academy actively fosters a welcoming and inclusive environment for all parents and guardians. Monthly Cafecitos (parent workshops) provide families with valuable information on how to support students academically and emotionally, including topics related to mental health, study habits, and school resources. Ninth-grade families attend a mandatory orientation before the academic year begins, where they are introduced to Lennox Academy’s educational philosophy, academic expectations, and support services. In the spring, families are invited to attend their child’s Presentation of Learning (POL), a capstone event where students reflect on their academic and personal growth throughout the year. These ongoing efforts reflect Lennox Academy’s commitment to building strong partnerships that promote transparency, shared responsibility, and improved student outcomes.|One area for growth is expanding access to workshops that equip families with the tools to navigate school-based online platforms (such as PowerSchool, Hero, and ParentSquare) and enhance their ability to effectively communicate concerns and advocate for their children. While some families currently meet with staff during the fall, the school recognizes the need to engage all families at least once throughout the school year to foster stronger two-way communication. Lennox Academy has reinstated grade-level parent meetings  which are led by the College & Career counseling team and provide academic and postsecondary planning information. Moving forward, the school aims to expand these efforts by offering more frequent  and topic-specific sessions that empower families to actively support their child’s academic and personal development.|Lennox Academy will improve engagement of underrepresented families by strengthening communication efforts and expanding opportunities for meaningful involvement in student learning. The school will continue to use multiple modes of communication—including electronic messages, phone calls, and in-person meetings—to ensure that all families, regardless of language or access barriers, receive timely and relevant information about school programs, resources, and student progress. To further support underrepresented families, Lennox Academy will increase the frequency and variety of parent events, workshops, and grade-level meetings that are responsive to family interests and needs. Special emphasis will be placed on topics such as college and career readiness, supporting student mental health, navigating school  platforms, and understanding academic requirements. The school aims to build stronger, more equitable partnerships with families that positively impact student outcomes.|Lennox Academy regularly informs families about opportunities to engage in school decisions through ParentSquare and during parent meetings. Although parent engagement in decision-making continues to grow, it remains an area for further development. While ad-hoc parent committees have provided meaningful input during the Local Control and Accountability Plan (LCAP) process, a consistent structure—such as a PTA or school site council—has yet to be established. In the past, sustaining a PTA proved difficult due to administrative staff taking on financial and clerical responsibilities, underscoring the need for more sustainable family leadership structures.Despite these challenges, survey results indicate strong foundational support: Over 90% of parents agree that the school seeks their input before making decisions, and that the school encourages them to be active participants in their child’s education. These data points reflect the school’s commitment to including families in the decision-making process and serve as a foundation for continued growth in formalizing and expanding parent leadership opportunities.|While parents currently support the school through volunteer roles—such as supervising events and contributing to fundraising efforts for senior activities—there is a need to move beyond task-based involvement and cultivate more consistent, structured opportunities for shared decision-making. A key area for improvement is the development of a sustainable parent advisory group or formal parent leadership body that can meet regularly, contribute input on school policies and programs, and collaborate with staff on initiatives such as the Local Control and Accountability Plan (LCAP).|Lennox Academy is committed to improving engagement of underrepresented families by expanding access to flexible opportunities for providing input into school decision-making. To address barriers such as scheduling conflicts, language accessibility, and limited familiarity with school systems, the school will explore implementing a variety of engagement strategies aimed at increasing participation among all families. Additionally, the school will explore creating a standing parent advisory group to ensure that family input is consistently gathered and incorporated into school planning, including the development of the Local Control and Accountability Plan (LCAP). By offering more accessible entry points for involvement, Lennox Academy seeks to build trust, amplify diverse voices, and ensure all families are engaged partners in shaping student success.|4|3|4|4|4|4|3|4|3|3|3|3|Met||2026-05-28|2026
19647090107508|Century Community Charter|3|Century Community Charter School (CCCS) prides itself in building positive relationships not only with our students but with our families; All families are welcomed and respected. We currently provide opportunities for our families to meet staff and other families through potlucks, workshops, meetings, family nights and conferences. These events along with various forms of communication also provide two-way communication encouraging collaboration and learning experiences for all in order to support families. All forms of communication and meetings are provided using language that is understandable and accessible to families. CCCS will continue to provide opportunities to foster positive relationships and communicate with families that are not able to personally attend events due to things such as work schedules, health related issues, or transportation. Our website will also provide important information provided at our workshops meetings for parents that need to access it remotely. We continue programming via zoom and on campus. All information is readily available on our website.|The primary focus areas include: ? Increasing consistent, two-way communication between families and school staff to ensure families feel informed, heard, and valued as partners in their child’s education. ? Expanding family engagement opportunities that are accessible, culturally responsive, and aligned with the needs and schedules of working families. ? Strengthening trust and relationship-building practices, particularly with families who have historically been less connected to the school community. ? Improving coordination between the instructional day and expanded learning program, so families experience a seamless and supportive school environment.|Based on educational partner input and analysis of local data, the LEA has identified that certain families—particularly those facing barriers related to work schedules, language, transportation, and prior school experiences—are underrepresented in school engagement opportunities. To address this, the LEA will implement targeted strategies to ensure all families feel welcomed, valued, and connected.|Century Community Charter School (CCCS) continuously forms partnerships with community organizations to engage and assist students, staff and families. These partnerships provide resources that can assist stakeholders in gaining knowledge and support. Examples of these resources are mental health promotion, parks and recreation, substance abuse prevention, mental 2. health services, vision and dental screenings, and tutoring, among others. CCCS also holds an annual wellness fair in which the community has the opportunity to speak to community partners in a single safe environment.|We provide families information about their legal rights and how to advocate for their students. We want to continue to progress in providing support to families of students with disabilities and English Learners, so that we can best meet the needs of all Century families.|Century Community Charter plans to improve communication with underrepresented families by continuing to strengthen its outreach to those who are not able to attend the parent conferences. We have a rideshare program that we instituted where we pick up students who struggle to make it to school. We are serving about ten students at this time.|Century Community Charter School (CCCS) values all stakeholders and believes that seeking input for decision-making is key to its success. CCCS uses surveys to better understand our community needs and shares findings with parents to develop a plan and implement programs to assist families. Some of the advisory groups include Parents as Leaders (PALs), English Learner Committee and our wellness group. Evaluation of different programs takes place to determine its effectiveness and changes that need to occur to better assist our families. These advisory group meetings are always translated providing the opportunity for all parents to feel welcomed and participate. CCCS will continue to use surveys to evaluate its policies and programs in order to maintain our community needs in mind as we develop the appropriate programs to meet those needs.|Century Community Charter will continue to focus on finding diverse ways to obtain more family input. We want to ensure that all families have a voice in the process.|To meet the needs of parents who are not as vocal, we take measures such as providing meeting opportunities via Zoom and on campus. We are also exploring providing meetings at alternate times to meet all family needs. We are also going to record our meetings and post them in order to allow more families to engage and make comments.|4|5|4|5|4|4|4|4|4|5|4|5|Met||2026-06-01|2026
19647091996313|Animo Leadership High|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training.								|The school equips parents with the skills necessary for active civic engagement. The School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).  The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.							|The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach. Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families. The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.								|The school offers parent workshops which provide free adult education sessions designed to provide parents with a core understanding of the issues that most affect their students. A schedule of opportunities tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. The parent workshops directly develop the core skills of parents and strengthens student pathways to college and career readiness. Sessions are designed and led by our regional support staff in collaboration with local community service partners.								|The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Workshops, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. As a community school we are focused on establishing partnerships with educational partners that focus on empowering the whole-child by providing vital resources and programs that serve their needs. These needs are identified by having a local Community School Coordinator who acts as a liaison between the school and external community educational partners.								|Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and Community Appreciation Days focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides a workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.								|"The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (""SAC"") and the District English Learner Advisory Council (""DELAC""), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.											"|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.											|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.											|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-26|2026
19647170000000|Little Lake City Elementary|3|"Little Lake City School District schools are strong in building relationships between staff and families. This has been a focus over the past several years and reinforced by principals throughout the school year. These solid foundations are reflected in our Parent Satisfaction survey results where 96% of parents agreed that they are satisfied overall with their child's school. Parents agree with the statement, ""I have a positive relationship with staff at my child's school"" - 97%. We dedicate time for staff members to learn about family's goals for students during parent-teacher conference week. Beyond those dedicated weeks, teachers are always available to meet or speak with parents who have concerns or questions regarding their children."|Our schools work hard to continually increase two-way parent communication by providing multiple means of communication through email, phone calls, and text messages in each family's home language. A focus area for our schools is to continue to ensure that all families receive pertinent and timely information through our Parent Square communication system and to expand our text messaging service. It is important that all families, including those who may not have access to social media and other tech services, receive information that is timely and in their home language. Parent Square was widely used over the past several school years. In addition, video conference platforms such as Google Meet continued to be used to engage parents and families throughout the year.|Our schools are committed to improving engagement of underrepresented families in order to build relationships between school staff and families. Family Outreach Liaisons are utilized at each site to reach out to those families, ensure communication happens through the best method for each family (whether by phone, text, or email), and to develop events and programs that keep families engaged and involved in their children's education.|The Little Lake City School District recognizes the importance of schools and families partnering together to ensure positive student outcomes. Funds are set aside through LCAP and Title I to directly support a wide variety of parent engagement opportunities including Literacy Night and Family Science Days. These site-specific events assist in building and strengthening school and parent partnerships. The District provides parent education opportunities and direct support through parent training focused on how parents can support their children at home. Teachers share information with parents at conferences regarding the best way to support their child at home. The District notifies all parents of their rights and responsibilities annually. In addition, specific information on parents' rights is provided to our homeless population and special education parents. Google Meet has continued to make it possible to offer training remotely and at alternate times, allowing families more convenience to engage with their school.|While the District remains committed to fostering strong partnerships for student outcomes, we acknowledge that some areas of progress have declined and require renewed focus. We continue to look for new and engaging ways to maximize and strengthen the relationship between the District and families. In addition to our annual parent conferences for all students and annual at-risk conferences for at-risk students, the District will also meet with families of English Learner students. This will provide an opportunity to ensure parents are aware of reclassification criteria and the ways the District and families can work together to help students achieve reclassification.|Based on the analysis of data, the District is committed to improving engagement of underrepresented families for student outcomes. We recognize that progress in professional learning, family resources, and advocacy support has not advanced at the level we aim for, and we will use this data to guide our planning going forward. One-on-one phone calls will be made to families that do not typically attend parent conferences. We will ensure that families are aware of the flexibilities offered for conferences, including in-person, Google Meet, and phone call options, and that translation is available as needed. It is our goal to meet with all families of at-risk students to share ideas and best practices for supporting their child at home.|The Little Lake City School District seeks input from parents through a variety of ways including parent surveys and parent advisory groups. Principals are trained on how to effectively hold SSC and ELAC meetings and how to engage parents in the decision-making process that comes with those roles. Each site has a SSC and ELAC who are trained in their roles and responsibilities and make important decisions regarding School Plans. In addition, each site has a PTA/PTO who make decisions regarding school and family events. The District has a DAC/DELAC who advise the District on the Consolidated Application for federal funds and other policies, including the Family Engagement Policy. Parent input is also solicited annually through the Parent LCAP Survey, with data collected from each school site and across grade levels to provide feedback to school and district administrators. The District has created SSC and ELAC presentations for each of the 5 required meetings that adhere to legal compliance, which has helped streamline our process across sites. While Engagement Policies are acknowledged during registration, it is important to ensure they remain easily accessible to all parents throughout the school year. Video conferencing platforms such as Google Meet were utilized for parent meetings, allowing many parents to access meetings more conveniently.|Despite these structures, data and partner feedback indicate a slight decline in progress and a need to expand the ways families are engaged in district-level decision-making. The District recognizes that providing consistent meeting structures is not enough and that we must be more intentional about creating meaningful opportunities for parents, particularly underrepresented families, to have a voice in shaping district policies and programs.|To that end, the District will continue using Parent Square to distribute surveys such as the LCAP survey, following up with families who have not yet responded via email and text. Schools will continue to incentivize survey completion to support our goal of an 85% response rate. The Family Resource Center will remain available with Chromebooks and hotspots to assist families in completing surveys, and hard copies will be provided to families during grocery and produce distributions to ensure all families have an opportunity to share their input. The District will also explore additional avenues for engaging families in decision-making beyond traditional advisory group structures.|4|4|3|4|3|3|4|3|3|3|3|3|Met||2026-06-23|2026
19647250000000|Long Beach Unified|3|LBUSD's family engagement work is grounded in Vision 2035 and Goal 6, where authentic engagement is treated as part of how the district improves outcomes for students. The Community Engagement Framework gives schools and departments a common way to build trust, welcome families, form partnerships, and connect families with school and community supports. In 2025-26, 11,862 parents and guardians participated in engagement opportunities and contributed more than 10,300 pieces of feedback, reaching about 16.8% of families. CORE parent results also remained strong, with favorable responses of 93.4% for participation, 89.4% for academic learning climate, 92.6% for belonging, and 90.4% for safety.|The next phase of work is to sustain strong relationships while adapting to fiscal realities. Budget stabilization and staffing constraints mean LBUSD must restructure the delivery model for Parent Involvement and Engagement without losing the access families have come to expect. The district will focus on multilingual access, flexible participation options, clearer feedback loops, and the use of family and CORE survey data to refine Parent University/C.A.F.E. topics, communication, and site engagement plans.|LBUSD will strengthen relationships with underrepresented families by reducing the barriers that most often limit participation. Action 6.2 emphasizes outreach to low-income families, English learner families, foster and homeless youth families, and families needing language access through simultaneous translation, multilingual communication, site-based workshops, newsletters, and technology-based supports. Parent University and C.A.F.E. workshops will continue helping families navigate school systems, understand available supports, and advocate for their children. The Multilingual Office, Equity, Engagement and Partnerships team, Center of Black Student Excellence, Sankofa Parent Village, and other culturally affirming spaces will also help deepen trust and connection.|LBUSD approaches family engagement as a partnership in which families and educators communicate, solve problems, and share responsibility for student success. Goal 6 expanded Parent University workshops across school sites and continued monthly daytime C.A.F.E. workshops so more families could participate. Topics and presenters were shaped by parent and community input, making the sessions more responsive to what families said they needed to support learning at home. Families also connect with schools through Canvas, School Messenger, newsletters, advisory groups, athletics, and community events. Their feedback helped shape LCAP priorities such as mental health supports, academic acceleration, tutoring, arts, career pathways, parent engagement, English learner support, Black Student Achievement, restorative justice, and foster/homeless youth services.|LBUSD's improvement focus for Building Partnerships is to make engagement more coherent, sustainable, and equitable across schools. As family engagement supports are realigned because of budget and staffing constraints, the Community Engagement Framework will help maintain shared expectations for planning, customer service, inclusive language, feedback, community collaboration, and student-led engagement. Schools and departments will use family feedback, CORE data, and LCAP engagement results to refine workshops, communication, and resources. Particular attention will be given to families who are less likely to participate through traditional formats and to closing perception gaps between parents and students around safety and connectedness.|LBUSD will continue designing partnership opportunities with families who have been less represented in traditional engagement spaces, including Black families, English learner and newcomer families, foster and homeless families, low-income families, and families of students with disabilities. The district will use translation and interpretation, multilingual and virtual options, targeted Parent University workshops, community-based events, and parent leadership supports to make participation more accessible. These strategies will be reinforced through SSC and ELAC engagement in the SPSA process and through Action 3.1, which strengthens translation, interpretation, and EL educational partner support through the Multilingual Office. The goal is for families to have the information, relationships, and access needed to advocate for students and partner with schools on academic and wellness outcomes.|LBUSD used a multi-phase 2025-26 LCAP engagement process that invited input before, during, and after draft development. Advisory groups received budget and LCAP presentations beginning in December, DELAC/DCAC and community groups participated in LCAP 101 and budget discussions in January and February, and ThoughtExchange remained open from February 19 through March 31. That online process drew 2,860 participants, 1,801 thoughts, and 43,337 ratings. Draft review and feedback continued in May and June, including DELAC and DCAC review on June 2 and June 4, a public hearing on June 3, feedback through June 13, a final community report on June 16, and Board approval on June 17, 2026. Across the year, 11,862 parents and guardians participated in engagement opportunities and provided more than 10,300 pieces of feedback that informed district initiatives and decisions.|The main improvement area is to make participation more representative and to make the feedback loop more visible. Educational partners asked for consistent multilingual access, flexible ways to participate, and clearer communication about how input is used. LBUSD will continue gathering input from students, families, staff, and community partners while strengthening direct outreach to families from historically underserved student groups. The feedback already shaped LCAP priorities, including school-site allocations, literacy intervention, Wellness Centers, pupil support services, QCI, English learner support, Black Student Achievement, CTE and college/career pathways, restorative justice, culturally affirming education, foster and homeless youth support, parent engagement, special education, arts, technology, and after-school programs.|LBUSD will improve decision-making engagement by using the Community Engagement Framework and Vision 2035's value of authentic community engagement and collaboration. Families will continue to participate through DELAC, DCAC, CAC, EONA Parent/Student Group, Sankofa Parent Village, SSCs, ELACs, student advisory groups, ThoughtExchange, and site-based Equity Multiplier meetings. Translation and interpretation, flexible formats, newsletters, and community-based outreach will reduce barriers, while follow-up communication will show what was heard and how feedback influenced LCAP actions and budget priorities.|4|4|4|4|4|5|4|4|5|5|4|4|Met||2026-06-17|2026
19647250127506|Intellectual Virtues Academy of Long Beach|3|IVA works closely with our PTO (parent-teacher organization) to organize multiple opportunities for families to connect with staff and each other and to become comfortable with our school's mission and how families can receive support and give support to their students. Our school hosted family events include family orientation and multiple Parent Academies scheduled throughout the fall especially to support onboarding new families. In addition, our Parent-Student-Teacher Character Conferences scheduled throughout the year support close connections between families and teachers. IVA utilizes our two way communication platform, ParentSquare, to provide weekly newsletters, updates from teachers, and opportunities to connect. Our office works carefully at the beginning of the year to ensure that 100% of our families are connected on ParentSquare to connect with the school.|As we head into next school year, school staff are already working alongside our PTO leaders to plan and implement various events that will provide ample opportunity and encouragement for students and families to engage with the school community.|"IVA will continue to implement several student affinity groups and student clubs, including a chance to participate in the ""Business of Student Success (BOSS)"" program at a local university."|All of IVA's professional development focuses on intellectual character development for faculty and staff. This allows the adults on campus to be the first to practice the values of the school before implementing with students.|We have hired a new full-time social worker for the upcoming school year to implement and are eager to continually improve the tools and resources we are able to provide, especially to our students and families with high need.|Using continued ELO-P and Prop 28 funds, IVA will continue to offer both before and after school support and enrichment opportunities for all students, and give specific and priority access to underrepresented families.|IVA is a small and personalized school that is able to be highly responsive to parent needs through multiple methods of collecting feedback and encouraging parents to be decision-makers in their child's education journey. IVA continues to host regular Parent Academy education nights based on feedback requests families and students. In addition, IVA has implemented restorative circle round table discussions with parents related to timely topics of concern. These responsive events are well publicized in the weekly parent newsletter, school messenger, contacts by phone, text, and email.|IVA informally gathers parent/guardian feedback throughout the year in a variety of settings (see above). In many ways, this less formal feedback feels the most genuine, practical, and actionable. We also collect more formalized feedback for specific purposes such as LCAP development. We continually work to improve how we balance and merge these formal and informal feedback opportunities.|"IVA has implemented several ""listening sessions"" throughout this school year specifically designed to provide a safe and open forum for specific underrepresented groups to give feedback."|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-03|2026
19647250131938|Clear Passage Educational Center|3|Stakeholder engagement is facilitated via parent/student/teacher conferences, goal setting meetings and student success team meetings. Regular touch points are facilitated with CPEC's parent advisory process. Touch points are facilitated in person, via the Internet and phone. Additional touchpoints include virtual planning sessions with community partners to discuss on-track, at-risk, probation and foster youth needs and virtual community forums to discuss targeted areas of school-wide development.|Based on the analysis of educational partner input and local data, continued professional development has been identified as the focus area for improvement. Professional development activities conducted during the school year cover topics and strategies related to the educational and socio-emotional needs of students, teaching staff and parents. A trainer-of-trainers model is used whenever possible to make the most effective use of resources with lead teachers serving as the trainers and mentors.|Suggestions on ways to further build relationships and improve engagement include increased opportunities for parents/guardians, community based agencies and staff to engage in information sessions, additional opportunities for parents to become acclimated with the school's curriculum and required assessments, additional opportunities for families to access tutorial services for their children that support course completion and continued expansion of services that address the social-emotional well-being of all students.|Stakeholder engagement is facilitated via parent/student/teacher conferences, goal setting meetings and student success team meetings. Regular touch points are facilitated with CPEC's parent advisory process. Touch points are facilitated in person, via the Internet, REMIND and phone. Additional touchpoints include virtual planning sessions with community partners to discuss on-track, at-risk, probation and foster youth needs, and virtual community forums to discuss targeted areas of school-wide development.|Throughout the school year, Clear Passage Educational Center facilitates professional development for all teachers, administrators and classified staff, focused on developing, increasing and monitoring academic instructional expectations. The administrative team at CPEC uses multiple tools such as the school plan and data gathered during cross-functional meetings to identify professional development opportunities which are then discussed with stakeholders during planning meetings and articulation sessions. Also, stakeholders are encouraged to attend external professional development opportunities (facilitated by local/allied agencies) to strengthen their knowledge and ability.|Data is collected annually to secure feedback from parents and students via CPEC’s school survey. The data is reviewed by teachers, site leadership, and by parents and students during parent advisory sessions and Goal Setting meetings. In addition, CPEC leadership continues to refine the process used in evaluating resources that are allocated toward parental and community touch points and introducing new initiatives to increase parental participation. In addition, the data is used in evaluating the school’s Tier I intervention resources, such as its PBIS (Positive Behavioral Interventions & Supports) platform, and its “SEL Check” function (in PBIS) that monitors and tracks the emotional status of CPEC students and makes referrals to allied agencies.|Stakeholder engagement is facilitated via parent/student/teacher conferences, goal setting meetings and student success team meetings. Regular touch points are facilitated with CPEC's parent advisory process. Touch points are facilitated in person, via the Internet, REMIND and phone. Additional touchpoints include virtual planning sessions with community partners to discuss at-risk, probation and foster youth needs and virtual community forums to discuss targeted areas of school-wide development.|Throughout the school year, Clear Passage Educational Center focuses on facilitating professional development for all teachers, administrators and classified staff, focused on developing, increasing and monitoring academic instructional expectations and meeting school-wide learner outcomes, while also exploring strategies for increasing and expanding collaborative practices employed by all stakeholders. Professional development activities conducted during the school year cover topics and strategies related to parent/school engagement and educational needs of students and teaching staff. Also, stakeholders are encouraged to attend external professional development opportunities (facilitated by local/allied agencies) to strengthen their knowledge and ability.|Data is collected annually to secure feedback from parents, students, and community based agencies/partners via CPEC’s school survey. The data is reviewed by teachers, site leadership, and by parents and students during parent advisory sessions and Goal Setting meetings. In addition, CPEC leadership continues to refine the process used in evaluating resources that are allocated toward parental and community touch points and introducing new initiatives to increase parental participation.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-28|2026
19647330000000|Los Angeles Unified|3|Ongoing training for school personnel on creating welcoming environments and using research-based family engagement practices is provided through annual Region Family Engagement Professional Development Summits for site teams. Additional professional learning includes the nation’s first District-led Family Engagement Micro-Credential, monthly trainings for Parent and Family Center staff, and cross-department collaboration with Federal and State Education Programs, Multilingual and Multicultural Education, Human Resources, and other offices. The District also uses tools like the Los Angeles Unified Family Empowerment Rubric to strengthen relationships between schools and families. Additional strengths include a Family Hotline providing timely assistance, as well as Regional Family and Community Engagement teams that partner with schools to strengthen family connections through training and support. Schools host monthly family engagement events focused on literacy, numeracy, joy, and wellness, while connecting families to resources on immigration, health, housing, and education. Family perception regarding access to instructional resources, measured by the School Experience Survey, increased from 89% in 2023-24 to 90% in 2024-25, reflecting more families finding school resources valuable for supporting their child’s education. The School Volunteer Program grew from 5,000 volunteers in 2021 to over 42,000 in 2026, expanding family engagement with school staff. Family education sessions are fully implemented through the District’s Strategic Plan, with surveys showing increased participation and satisfaction.|Los Angeles Unified continues to lead the nation in building the capacity of school staff to partner effectively with families. Through the nation's first Family Engagement Micro-Credential, Family Engagement Professional Development Summits, aspiring leader programs, and ongoing professional learning for certificated and classified staff, the District provides systemic opportunities to strengthen relational trust and family-school partnerships that support student success. Monthly Region meetings further build the capacity of Parent and Family Center staff to promote District initiatives and connect families with resources. This year, the District expanded its investment in Parent and Family Center staff and is partnering with the Personnel Commission to further strengthen staff capacity to create welcoming, inclusive environments for all families.|Family engagement initiatives will continue aligning with school and District plans, goals and support teaching and learning. Family engagement personnel in schools and in District offices will continue collaborating with the Black Student Achievement Plan, Division of Instruction, Chief Medical Director, Division of Special Education, Student Support and Attendance Services, and the Multilingual Multicultural Education Department to provide targeted training and strengthen home-school partnerships with a focus on underrepresented families. Region and Central Office efforts will continue through the Ambassador engagement strands for Special Education, English Learners, and LCAP, through the Family Academy. The District will continue to partner with the Division of Adult and Career Education to enlist families in career preparation programs that provide generational impact on the diverse families of LAUSD. Additionally, EL Delegates will deliver DELAC-mandated topic presentations at school-site ELAC meetings and provide guidance on information shared by Multilingual Multicultural Education Department, Federal State Education Programs, and Strategic Initiatives Office.|Building partnerships to improve student outcomes is central to the District’s Strategic Plan. School site and District engagement data show that families value opportunities through schools, Regions, and the Family Academy that strengthen collaboration with staff and reinforce shared responsibility for student success. The Family Academy offers courses at the school, Region, and District office levels, and a new platform now provides recorded content in multiple languages for flexible, self-paced family learning. The District’s Strategic Plan has expanded hybrid engagement options at the school, Region, and District office levels as well. This means family's have options to engage in-person and online. Technology use has grown, with 91% of parents having a Parent Portal account. New resources were added to the web-based Parent Portal and App, helping families track student progress, review Individualized Education Plans, understand reclassification, view assignments, and access digital learning tools. Enhancements include a Family Academy Channel where families can watch prerecorded content when it is most convenient for them to engage.|Areas for improvement include increasing Family Academy participation among diverse families through both in-person and virtual opportunities, as well as continuing to develop curated family engagement resources that support families in monitoring and advancing their students' academic progress.  The Family Engagement Professional Development Summit will also utilize the District's Family Empowerment Rubric to help school sites establish campus-based systems that foster family-informed engagement and provide opportunities at times that are accessible and convenient for families. Collaboration with the Community Schools Initiative will also equip school sites with new tools and strategies to deliver family engagement aligned with the District's Strategic Plan, strengthen parent knowledge, and connect families with essential community and civic resources.  Additionally, the District is partnering with the California Collaborative for Educational Excellence to inform how school sites can be supported through continuous improvement cycles grounded in improvement science. These practices will continue to strengthen school teams' capacity to organize meaningful learning opportunities and coordinated services for families.|To increase in-person engagement, the District is partnering with schools on a new outreach framework, including hosting viewing sessions in Parent and Family Centers, a strategy that will continue next year. Continuous improvement strategies will include a new campus visit model to help families understand school instructional foci and identify effective ways to engage underrepresented groups. Efforts include coordinated course catalogues aligned with the Black Student Achievement Plan, targeted messaging on Region Ambassador workshops, and encouraging families to serve as “Promotoras” to engage others in learning opportunities for diverse student groups. The District will continue promoting Equity Course Pathways with Adult and Career Education, engaging families in addressing their child’s needs, and supporting parents’ enrollment in career programs to boost family stability and student success.|LAUSD supports school councils, advisory committees, and Title I family engagement requirements with structured training that promotes shared decision-making. School Site Council (SSC) and English Learner Advisory Committee (ELAC) members receive two virtual and two in-person sessions covering procedures, School Plan for Student Achievement planning, budget transparency tool review and budget data analysis, and the Strategic Plan. At the central office level, the District supports the formation and functioning of the Community Advisory Committee, District English Learner Advisory Committee, and Parent Advisory Committee, which hold monthly meetings, subcommittee meetings, and agenda planning sessions. Members are invited to join the Parent Leader Training Series covering parliamentary procedures, data analysis, and SMART comment writing. District committee training exceeds compliance, with families and staff co-designing year-long syllabi, agendas, and meetings to ensure meaningful engagement and shared leadership.|Areas for growth include expanding family participation through the Region Ambassador initiative, which focuses on the Local Control and Accountability Plan, English Learners, and Special Education. Launched in 2023-24, the model promotes broader engagement, with participation increasing from 3,400 in 2024-25 to over 4,400 participants this year. LAUSD will continue outreach to boost representation and will identify instruments to help parents learn about District plans and funding applying the knowledge to a school site point of view. Another key improvement area is training school staff to engage families in continuous improvement. By facilitating meaningful conversations about school data related to student achievement and wellness, families can serve as informed and active partners in the decision-making process, with ongoing professional learning reinforcing shared understanding and collective responsibility.|Federal policy requires Title I schools to have a Parent and Family Engagement Policy outlining resources and workshops that foster two-way communication between home and school. LAUSD has invested in communication platforms enabling schools to email, text, and send targeted event notifications and updates to families. An area for growth is enhancing two-way communication with high-need families through professional development, module-based courses, and sharing best practices across schools. Families learn District policies, legal rights, and advocacy for students through SSC and ELAC participation, with 100% of required schools forming these councils and committees annually. Future training will target broader demographic and multilingual representation to promote more inclusive participation.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-23|2026
19647330100289|N.E.W. Academy of Science and Arts|3|At N.E.W. Academy of Science and Arts (NASA), we communicate with our families through newsletters, phone calls, meetings, and platforms such as ParentSquare and ClassDojo. All communications are in both English and Spanish. We have parent representation in our ELAC and School Site Council meetings that are held every month. There is opportunity for 2 way communications through regular committee meetings, conferences, workshops, coffee with the principal, and monthly parent meetings. NASA also has a parent liaison who is available to parents and communicates family needs to administration.|NASA has very strong relationships between staff and families.  We will continue to focus on building capacity with staff regarding online platforms, assessments and curriculum.  We are working closely with families to help them understand educational systems within the United States.  We want to help families to understand dual language programs and the importance of their heritage.  We are also incorporating our parents into our safety plan.|NASA staff will actively reach out to families who are not able to participate in on-campus events in order to build relationships.  We hired an attendance clerk who is engaging actively with families in order to improve outcomes.  We continue to hold events through Zoom for families who cannot make it to campus.|N.E.W. Academy of Science and Arts provides professional development in a variety of subjects related to improving student outcomes. Our parent liaison and administration work together to provide parents with workshops on a variety of topics that support student learning at home. Subjects also include legal subjects and ways in which parents can advocate for children. Teachers have opportunities to meet with parents during trimester conferences as well as monthly parent meetings. NASA has a support staff called the Student Academic Support Team. The team meets regularly to address student needs and how to improve student outcomes.|We will continue to focus on school security, as it is a priority for our families and community members.  We will also work on providing more playground equipment for students.|NASA plans to improve communication with underrepresented families by seeking interpreters of Indigenous languages so that we can engage those families better.  We also want to continue to identify homeless families through the work of our Parent Advocate and Attendance Clerk.  We have been regularly reaching out to families with students who struggle with attendance.|N.E.W. Academy of Science and Arts (NASA) works at building the capacity of all educational partners in supporting engagement of families in advisory groups and with decision-making. NASA does this through school based committees such as the School Site Council (SSC) and English Language Advisory Committee (ELAC). Additionally, all educational partners have the opportunity to engage in these processes and work together to plan, design, implement and increase active participation in meetings related to developing the Local Control Accountability Plan (LCAP).|NASA will continue to focus on creating hybrid meetings for working parents.  Many come on campus for meetings, and others prefer to meet via Zoom.  Also we will continue to provide both online and hard copy options for family surveys.|To meet the needs of parents who are not as vocal, we take measures such as individual meeting time during Coffee with the principal.  We also give families many opportunities to complete surveys or discuss issues via online messaging.  In addition, we have an open door policy with our parents.  We are also transitioning to an online system for phones that will give families more access.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-23|2026
19647330100669|Stella Middle Charter Academy|3|The school community understands that the success of our students depends on the trust and communication between staff, families and students. With this awareness, the school sends out Parent and Family Surveys to assess areas of strength and improvement. Our families know we value their opinion which is why 57% of parents returned surveys addressing family efficacy, school fit, school climate, and school safety. We know that our families are confident in their relationships with staff because our Family survey reflects that 96% of parents rate the school positively.  One of the school’s biggest strengths is the welcoming environment we’ve built with families through events including but not limited to: Coffee with the Principal, Conferences, Parent Education Seminars, Back to School Night, and Family Nights. We have had successful family engagement for years. Last year we tracked 78% of families who attended at least one event. This year we're also tracking families who attended 2 events at 50%. We know that families who are engaged with our schools can better support their student achievement. We hope that we will continue to grow the rate of engaged families in the next few years. Through events that highlight the cultures of students, implementation of Council in Schools, and connection via phone and ParentSquare our staff and families have learned more about each other and the school has increased two-way communication between families and staff.|The school has identified the percent of parents who attend Back to School Night as a focus area of improvement, as 40% attended this year.|The school will improve the engagement of underrepresented families in this area by leaning on the support of the Community School Manager, particularly their ability to translate for non-English speaking families, and to connect with families about school events that encourage relationship building. In addition, the school will continue to work on proactive communication so that the number of families feeling heard and validated increases as our students succeed.|We are very proud that 100% of students who have access to standards aligned materials at home as appropriate for a given lesson. We also see strength in having 64% participation in our Teacher-Parent Conferences. Our Community School Manager also distributes a monthly resource newsletter to share local resources and partnerships available for families with services including medical, legal, recreational, academic, and social.|The school has identified a focus area for improvement in attendance at our Parent Education seminars, currently standing at 21%. We believe these seminars are a strong tool in supporting families and building partnerships for student outcomes.|The school provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school.   The LEA will also improve the engagement of underrepresented families in this area by leaning on the support of the Community School Manager, who conducted focus group and empathy interviews which included underrepresented families and surfaced areas of strength and need.  With the support of the Community School Manager we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.|One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Community School Manager. Every year, school administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school.  We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Program changes are communicated to families in newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor.|We are proud to have 57% of parents returning surveys, and we will continually strive to increase the number of parents attending two or more events, currently at 50%. We recognize that the more parents returning surveys and attending events, the more input we are receiving from our students and families to improve our school in ways that best meets their needs. In addition, our Community School Manager works every year to identify, train and support family leaders who actively participate in the Community School Advisory Council, School Site Council, English Learner Advisory Committee and other advisory groups. Last year, our Community School Manager launched a Community School Advisory Council that provides input on key school decisions.|The annual Family survey administered asks questions in relation to school environment, parent satisfaction, family access to staff, programming for parents, and parent self-efficacy. The questions were created by a team of the Lead Executive Officer,  the Senior Vice Principal of Student and Family Services, and the Community Schools Chair and were reviewed by the principals. We use similar questions annually, to obtain Longitudinal and Latitudinal data, which we then review to identify how we can improve engagement. After each survey administration, collaborative teams meet to analyze the results, reflect on the school practices that brought on the outcomes and plan for the following school year. In addition, families are constantly invited to participate in multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-23|2026
19647330100677|High Tech LA|3|HTLA has great strengths in seeking input from parents/guardians in school decision-making our school hosts regular Parent Association Meetings, SSC, and ELAC meetings.  In addition, HTLA also sends regular emails to parents to keep them abreast of school wide events. Parents and teachers regularly community through Parent Square.|HTLA would like to improve upon supporting parents to be able to access and understand student progress using our SIS which updates student grades and progress live.  HTLA will continue to regularly remind parents how to log into the SIS system in the principal’s update emails to families.|HTLA will continue to provide translation into parents' preferred language.  HTLA hires staff members who speak multiple languages, especially those that are reflective of our community.  When a parent needs translation services, it is one of our own staff who can provide that, which helps parents build a stronger connection to the school.  We also provide extended support with our two counselors, our college counselor provides support with post high school placement and services, and our school counselor provides parents and students with socio-emotional support.|Our teachers and staff receive training on recognizing symptoms and behaviors indicative of a child‘s need for additional supports, including issues relating to hunger, extreme poverty, and individual families’ challenges to meet their child‘s needs. Our Student Success Team is responsible for identifying students and families who might need additional resources or supports, including referrals to community service organizations. School is open for students at 7:00 am and after school tutoring is until 5:00pm, both to best serve our students’ needs and accommodate working families.  In addition to ensuring socioeconomically disadvantaged students are academically prepared, we also assist with families in need of uniforms or school supplies.  In addition, we connect with local non-profit agencies for referrals for social services if needed by our families.  We make our SIS and Google Classroom available to all parents through an app, so grades and progress are updated regularly.  We also send progress reports home every 5 weeks, and host parent/teacher conferences twice per year and hold conferences in the native language of our parents.  Our students participate in the conferences as well.|We would like to continue to create more opportunities for parents to support their children's learning environment at home and support parent education.|HTLA will improve engagement of underrepresented families by opening quarterly parent workshops throughout the school year.  Topics include but are not limited to - parents rights, accessing your child’s education, pathways to college and beyond.|In order to accurately measure parent input in school decision-making, satisfaction and the requirements of Priority 3, the Principal distributed a survey in Spring 2026 to parents to ensure accurate survey reporting and input from parents/guardians which is a part of the school’ LCAP process and adherence to Priority 3.  Our focus area for improvement is to get more families to respond to the survey.  One of the ways that we are working on this is to have all of our correspondences to families go out in English and in Spanish.  We also have a number of families that are Armenian, and we have Armenian translation as needed as well.|HTLA would like to increase participation in the family survey.|HTLA will announce surveys at each parent event and promote engagement in parent communications, counselors will also reach out to families individually to obtain participation either on the internet or in direct conversation.|5|5|4|4|5|4|5|4|4|4|4|4|Met||2026-06-16|2026
19647330100743|Accelerated Charter Elementary|3|Based on the analysis of Spring 2026 LCAP Educational Partner Survey data and local measures, ACES demonstrates strong progress in building positive relationships between staff and families. A key strength is the positive internal culture among staff, which supports family engagement. Staff to leadership relationships ranked above the 90th national percentile, with 100% of teachers reporting leaders are friendly and 93% indicating they care about them as individuals. Staff also report a strong sense of community, often described as a “family feel.” Staff belonging continues to strengthen, increasing from 87% in 2024–25 to 94% in 2025–26. Family data reflect similarly positive perceptions, with 88% indicating a strong cultural fit and 88% reporting that teachers treat students with respect, with School Fit ranking at the 80th national percentile. In addition, 92% of teachers and 100% of classified staff would recommend ACES as a place to work, reinforcing a positive and welcoming environment for families.|Based on the analysis of Spring 2026 LCAP Educational Partner Survey data and local measures, ACES has identified key areas to strengthen consistency in staff-family relationships. A primary focus is improving communication systems between staff and families. Survey feedback indicates that communication is not yet consistent, particularly regarding behavioral expectations and follow-up. While improving, 47% of teachers reported clarity in communicating expectations to families, indicating an opportunity to strengthen alignment between school and home. Survey data also suggest an opportunity to strengthen student to staff relationships as a component of family trust. Families reported that 58% of students feel comfortable approaching school staff for support, indicating that stronger connections with adults on campus will further support family confidence. In addition, classified staff reported lower levels of belonging compared to certificated staff, highlighting an opportunity to strengthen inclusion and connection across all staff groups to support consistent relationship-building with families.|Based on the analysis of Spring 2026 LCAP Educational Partner Survey data and local measures, ACES will strengthen engagement with underrepresented families by increasing access, clarity, and consistency in relationship-building. A key priority is strengthening culturally responsive communication. While 88% of families report that the school values diversity, survey data indicate an opportunity to deepen connection, with 58% reporting that their child feels comfortable approaching staff. ACES will expand proactive, two-way communication to ensure families feel heard and connected. 9 The school will also improve the clarity and accessibility of communication related to behavioral expectations. With fewer than half of teachers indicating expectations are clearly communicated, ACES will strengthen systems through clearer guidance and translated materials to support alignment between school and home. In addition, ACES will strengthen the role of classified staff as key connectors to families. By increasing support and inclusion, the school will expand culturally responsive outreach and improve engagement with families who may be less connected through traditional channels.|Based on the analysis of Spring 2026 LCAP Educational Partner Survey data and local measures, ACES demonstrates meaningful progress in building partnerships among staff, families, and students that support positive student outcomes. Families report strong confidence in the school’s ability to support student learning and growth. 85% of families indicated that the school is effectively preparing their child for the next academic year, and an equal percentage reported that their child experiences a strong sense of belonging, with results ranking at the 80th national percentile. In addition, 84% of families reported that administrators create a supportive learning environment, and 88% indicated that teachers treat students with respect. These results reflect a high level of family trust in the school’s academic program and its commitment to student success. Staff collaboration is another key strength that continues to develop. 93% of teachers reported that colleagues’ ideas help improve their teaching, and 71% indicated that the school values collaboration, an increase from 48% in the prior year. This growth reflects a strengthening professional culture in which collaboration is increasingly embedded as a driver of instructional improvement. Teachers also rated professional learning above the 90th national percentile, indicating that staff development is both meaningful and aligned to improving student outcomes. School leadership continues to reinforce a strong, student centered culture. Teachers rated leadership’s influence on school culture at the 80th national percentile, with 93% reporting that leaders set a positive tone. In addition, staff reported high levels of satisfaction with academic support structures, including 100% favorable responses related to support from the Academics Team. These results indicate strong internal alignment around shared responsibility for student success. At the classroom level, students are experiencing rigorous and engaging academic expectations, particularly in the middle school grades. Among sixth grade students, the Rigorous Expectations category ranked at the 80th national percentile, with 91% reporting that teachers regularly ask them to explain their thinking. This reflects strong instructional practices that promote deeper learning and active student engagement.|Based on the analysis of Spring 2026 LCAP Educational Partner Survey data and local measures, ACES has identified key areas for growth in strengthening partnerships that support student outcomes. Student engagement and belonging represent important areas for continued focus. Survey data show that 27% of students in grades 3 through 5 reported being excited about going to class, with grade 6 students reporting similar levels of engagement. A similar pattern is reflected in belonging, where results indicate that not all students consistently experience a strong sense of connection to the school community. These findings suggest an opportunity to further strengthen engagement and connection across upper elementary and middle grade levels. Teacher to student relationships also present an area for growth. Survey data indicate that 37% of students in grades 3 through 5 reported that their teacher would be concerned if they arrived upset, and 38% reported that teachers want to understand how they are doing. In addition, 47% of teachers reported that behavioral expectations are clearly communicated to families, indicating a need to strengthen consistency and clarity in communication. Together, these findings highlight an opportunity to deepen relationships and strengthen alignment between school and home in support of student success.|Based on the analysis of Spring 2026 LCAP Educational Partner Survey data and local measures, ACES will strengthen engagement with underrepresented families by expanding access, increasing representation, and strengthening connections between home and school. A key priority is increasing opportunities for underrepresented families to participate in school feedback and decision-making. While 85% of families expressed confidence in academic preparation, participation levels indicate an opportunity to broaden engagement. ACES will expand outreach through translated materials, flexible meeting options, and community-based strategies to ensure all families have meaningful opportunities to contribute. ACES will also strengthen partnerships to support student engagement and belonging by providing more consistent communication about academic progress and social emotional development, and by engaging families as partners in reinforcing student connection to school|Based on the analysis of Spring 2026 LCAP Educational Partner Survey data and local measures, ACES demonstrates progress in building structures and a culture that support educational partner input in decision- making. A key strength is the LEA’s systematic approach to gathering input across stakeholder groups, including teachers, classified staff, students, and families. This reflects a commitment to providing multiple opportunities for feedback and establishing consistent structures to inform school planning. Staff responses indicate confidence in leadership’s communication and responsiveness, with 73% reporting effective communication and 76% indicating leaders are responsive to input. In addition, 87% of teachers report clarity around school goals, suggesting staff feel informed and included in decision-making processes. Family data reflect a strong foundation of trust, with 84% reporting a supportive learning environment and 88% indicating the school values student diversity. Staff stability further supports sustained engagement, with many staff indicating long-term commitment to the school.|Based on the analysis of Spring 2026 LCAP Educational Partner Survey data and local measures, ACES has identified key areas for growth in strengthening how educational partner input informs decision-making. A primary focus is increasing staff voice in school decisions. Survey data indicate that 47% of teachers and 35% of classified staff feel they have input into important decisions, suggesting an opportunity to strengthen structures that support consistent inclusion of staff perspectives. Family participation also represents an area for continued development. While overall perceptions are positive, participation levels indicate an opportunity to expand engagement and ensure more representative family input through accessible and ongoing opportunities beyond surveys. In addition, staff input into professional learning remains an area for growth. With 47% of teachers reporting input into their professional development, there is an opportunity to further align professional learning with staff needs and priorities.|Based on the analysis of Spring 2026 LCAP Educational Partner Survey data and local measures, ACES will strengthen engagement of underrepresented families by expanding access to input opportunities and increasing transparency in how feedback informs decision-making. A key priority is diversifying how the school gathers input from families. While current survey data provide valuable insight, participation levels indicate an opportunity to broaden engagement and ensure more representative input. ACES will expand outreach through in-person conversations, small group discussions, and engagement opportunities embedded in existing school events. These efforts will include translated materials and multilingual supports to ensure families can participate in ways that are accessible and meaningful. ACES will also strengthen feedback loops and formal structures for family voice. The school will implement consistent practices for communicating how family input informs decisions, ensuring families can see the impact of their participation. In addition, ACES will explore the development of a representative family advisory structure to provide ongoing opportunities for underrepresented families to engage in school planning. The school will further extend outreach through trusted community members and partnerships to build stronger connections with families who may be less engaged through traditional channels.|4|4|4|4|4|4|4|4|4|4|4|3|Met||2026-06-10|2026
19647330100750|Wallis Annenberg High|3|Based on the analysis of educational partner input and local data, WAHS demonstrates meaningful progress in building positive relationships between school staff and families. Family survey data reflect strong perceptions of respect, belonging, and inclusivity within the school community. 76% percent of families reported that teachers show respect toward students, while 79% indicated that the school values the diversity of students’ backgrounds. These results reflect a school culture that families view as supportive and welcoming. Families also report a positive sense of connection to the school community. 75% percent of families indicated that their child feels a sense of belonging at school, and 70% reported confidence that the school is preparing their child well for the next academic year. In addition, 66% of families expressed satisfaction with the school’s approach to discipline as it relates to their child. School safety data further support strong relationships between families and staff. 82% percent of families reported that their child does not feel unsafe at school, and 78% indicated that students would be able to access adult support if needed. These results reflect family confidence in the accessibility and responsiveness of school staff. WAHS has also demonstrated growth in communication practices. Teacher reported communication with families regarding student behavior expectations increased from 25% favorable in 2024–25 to 50% favorable in Spring 2026, reflecting strengthened efforts to engage families as partners in supporting student success. Staff feedback further reinforces this commitment, with multiple staff members identifying strong connections with students and families as a key strength of the school community.|Based on the analysis of educational partner input and local data, WAHS has identified several opportunities to strengthen relationships between school staff and families. An important area for growth is increasing family engagement and participation, as survey response rates indicate an opportunity to strengthen outreach and expand family voice. Family perceptions of school climate also suggest a need to continue building confidence in school conditions, student engagement, and the overall learning environment. Communication with families regarding student behavior and expectations remains an area for improvement, with staff feedback indicating a need for more consistent and transparent communication practices. In addition, student survey results reflect lower levels of belonging and connection to school adults at the high school level, highlighting an opportunity to strengthen student-staff relationships that support both student engagement and family trust.|Based on the analysis of educational partner input and local data, WAHS will strengthen engagement with underrepresented families by expanding outreach, increasing accessibility, and strengthening two-way communication. The school will continue to implement culturally and linguistically responsive communication strategies to ensure all families feel informed, welcomed, and connected to the school community. WAHS will also strengthen regular communication regarding student progress, behavior expectations, and available supports to increase transparency and family partnership. In addition, the school will expand opportunities for family voice through surveys in home languages, family forums, and community listening sessions designed to increase participation from families who are less represented in school feedback processes. WAHS will also continue to strengthen staff-student relationships and student belonging, recognizing that stronger student connections to school support increased family trust and engagement.|Based on the analysis of educational partner input and local data, WAHS demonstrates progress in building partnerships that support student outcomes. Staff survey results reflect strong internal systems of support and collaboration. Teachers reported high levels of satisfaction with organizational support teams, including 93% favorable for the Academics Team, 89% for Finance and Accounting, and 85% for executive leadership, indicating a strong infrastructure that supports staff in serving students and families. WAHS has also continued to strengthen a data-informed culture. 71% of teachers and 67% of classified staff reported that the school’s use of data supports their professional work, reflecting growing alignment around evidence-based practices that support student learning and continuous improvement. Staff commitment to students and the school mission further supports these partnerships. 87% of teachers identified impact on students as a primary reason for remaining at WAHS, reinforcing a strong culture centered on student success. Emerging collaborative structures, including department meetings and grade-level collaboration, have also strengthened staff alignment and communication in support of student outcomes. Family survey data further reflect positive partnership efforts, with 70% of family respondents indicating that the school is preparing their child well for the next academic year, demonstrating family confidence in the school’s support of student learning and growth.|Based on the analysis of educational partner input and local data, WAHS has identified several areas to strengthen partnerships that support student outcomes. Student engagement represents a significant area for continued focus. Student Engagement averaged 20% favorable and ranked below the 10th national percentile, and 11% of students reported excitement about going to class. These results indicate an opportunity to strengthen how students connect to learning and the school community. Access to student support services also remains an area for growth. Fifty-five percent of teachers indicated that students can easily access additional academic or social-emotional support when needed. In addition, 39% of teachers reported needing additional resources to support student learning. Teacher collaboration and professional learning also represent opportunities for improvement. Teacher Collaboration averaged 42% favorable, and 35% of teachers reported adequate collaboration opportunities. Professional Learning averaged 43% favorable, suggesting a need to strengthen collaborative structures and professional development that support coordinated approaches to improving student outcomes. Expanding family and staff voice in decision-making also remains an area for continued attention. Family survey participation remained limited, and 23% of teachers reported having meaningful input into school decisions, highlighting an opportunity to strengthen shared ownership and partnership across the school community.|Based on the analysis of educational partner input and local data, WAHS will strengthen engagement with underrepresented families by increasing access to supports, expanding opportunities for family voice, and strengthening communication around student outcomes. WAHS will implement culturally and linguistically responsive outreach to ensure families are informed about available academic, behavioral, and social-emotional supports, particularly as 55% of teachers reported that students can easily access additional support services when needed. The school will also expand opportunities for family participation through multilingual surveys, family advisory groups, community forums, and accessible feedback structures designed to increase representation from underrepresented families, as family survey participation remained limited. In addition, WAHS will strengthen partnerships with families of disengaged students, as Student Engagement averaged 20% favorable and ranked below the 10th national percentile. The school will increase communication related to student engagement, attendance, and academic progress while creating more collaborative opportunities for problem-solving and support. WAHS will continue to build on its mission-driven culture and staff commitment to students, with 87% of teachers identifying student impact as a primary reason for remaining at the school.|Based on the analysis of educational partner input and local data, WAHS demonstrates progress in strengthening systems for seeking input and engaging educational partners in decision-making. Staff survey results reflect positive perceptions of responsiveness from central support teams, including 89% favorable for the Academics Team, 81% for the CEO Team, and 75% for the Operations Team. These results indicate that staff feel supported and heard at the organizational level. WAHS also demonstrated growth in feedback and coaching practices. The Feedback and Coaching composite increased to 57% favorable in Spring 2026, improving 26 percentage points from 2024– 25 and ranking near the 70th national percentile. Teachers reported that feedback was becoming more frequent, useful, and supportive of professional growth. Staff input into decision-making also showed meaningful improvement during the school year. Teacher reported input into school decisions increased from 21% favorable in 2024–25 to 46% favorable in Fall 2025, while staff input into student behavior decisions increased from 13% to 38% favorable. These trends reflect intentional efforts to strengthen inclusive decision-making structures and staff voice. In addition, WAHS continued to utilize structured educational partner surveys across staff, students, and families to gather input and inform continuous improvement efforts, demonstrating a commitment to incorporating multiple perspectives into school planning and decision-making.|Based on the analysis of educational partner input and local data, WAHS has identified opportunities to strengthen how educational partner input is incorporated into decision-making. Staff voice in school decisions remains an important area for growth. In Spring 2026, 23% of teachers reported having meaningful input into important school decisions, while 16% reported input into student behavior decisions. These results indicate an opportunity to strengthen consistent and sustainable structures for staff participation and shared decision-making. Professional learning input also represents an area for continued focus. 19% of teachers reported having input into individualizing their own professional development, suggesting a need to strengthen opportunities for staff voice in shaping professional growth and support systems. Student voice and belonging also remain important priorities. Student survey results reflected School Belonging at 35% favorable and Teacher-Student Relationships at 41% favorable, both below the 10th national percentile. These results highlight an opportunity to expand structures that allow students to provide meaningful input into school culture and learning experiences. Family participation in feedback processes also remains limited, with low family survey participation indicating a need to strengthen outreach and increase opportunities for family engagement in school planning and decision-making. In addition, 52% of teachers reported that school leaders are responsive to feedback, highlighting an opportunity to continue strengthening trust and communication between staff and leadership.|Based on the analysis of educational partner input and local data, WAHS will strengthen engagement with underrepresented families by expanding accessible opportunities for input and increasing transparency in decision-making processes. WAHS will diversify how feedback is collected through multilingual surveys, family listening sessions, community forums, and accessible digital communication tools to increase participation from families who are less represented in school feedback processes. The school will also strengthen formal opportunities for family participation through advisory groups and other structures that support meaningful family involvement in school planning and decision-making. In addition, WAHS will improve communication regarding how educational partner feedback informs school decisions in order to strengthen trust and encourage continued participation. The school will also continue to engage families in conversations related to school climate, student belonging, and student supports, particularly as School Belonging averaged 35% favorable and Student Engagement ranked below the 10th national percentile. These efforts are intended to ensure that school decisions reflect the experiences and perspectives of the full school community.|3|3|3|4|3|3|4|4|3|3|3|3|Met||2026-06-10|2026
19647330100800|Central City Value|3|Central City Value High School demonstrates strong implementation in building relationships between school staff and families. Local reflection results indicate sustained strengths in developing trusting and respectful relationships and creating a welcoming environment. Families also reported strong implementation in staff efforts to learn about family strengths, cultures, languages, and goals and in providing understandable and accessible two-way communication. These practices support continued trust, access, and school-family partnership.|Central City Value High School will focus on maintaining consistent family engagement practices across classrooms, offices, events, and other family-facing interactions. The school will continue reinforcing shared expectations for timely communication, responsive service, and culturally respectful engagement so families experience consistent access and support throughout the school.|Central City Value High School will continue outreach to families who are less represented in formal engagement activities or who may experience language, scheduling, accessibility, transportation, technology, or system-navigation barriers. Strategies will include translated communication, flexible meeting options, family workshops, Coffee with the Principal, School Site Council, English Learner Advisory Committee meetings, surveys, direct outreach, and informal opportunities to provide feedback.|Central City Value High School provides families with multiple opportunities to communicate with teachers and staff about student academic progress and shared strategies for improved outcomes. Local reflection results indicate strong implementation in staff support for family partnerships, family access to academic-progress information, programs for teachers and families to discuss student progress, and support for families to understand available rights and advocacy pathways.|Central City Value High School will continue moving from information-sharing toward sustained partnership. The school will coordinate family workshops, academic-progress meetings, attendance interventions, counseling supports, and information about legal rights so these resources are clear, understandable, and accessible. The school will also continue making information about student services, special education, Section 504, English Learner supports, and advocacy pathways visible to families.|Central City Value High School will provide translated materials, flexible participation formats, family workshops, individualized academic-progress conversations, and direct phone, text, or other outreach when appropriate. Teachers, counselors, operations staff, support staff, and administrators will continue coordinating follow-up for families who may need additional assistance accessing academic information, student services, legal-rights information, or school support processes.|Central City Value High School provides families with multiple opportunities to participate in school decision-making through School Site Council, English Learner Advisory Committee meetings, Coffee with the Principal, family surveys, listening opportunities, parent meetings, and other engagement activities. Local reflection results indicate full implementation in supporting staff and family participation, providing opportunities for input on policies and programs, and involving families in planning and evaluating engagement activities.|Central City Value High School will strengthen feedback loops so families can more clearly understand how their input is reviewed and used in school planning, program decisions, LCAP priorities, student-support systems, and family engagement activities. The school will continue seeking input before major decisions are finalized and will provide follow-up on significant themes, decisions, and resulting actions when appropriate.|Central City Value High School will continue using translated communication, interpretation, flexible meeting times, advisory-group orientation, brief surveys, listening sessions, and direct outreach to provide accessible participation options. The school will review participation patterns and create additional entry points for families whose voices may not be represented in formal meetings or advisory structures.|5|5|4|4|4|5|4|4|4|4|4|4|Met||2026-06-05|2026
19647330100867|KIPP Los Angeles College Preparatory|3|At our school, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive. Additionally, KIPP SoCal has been awarded the Community Schools grant, enabling us to hire a dedicated Community School Manager for our school. This role has been instrumental in leading the Community School Advisory Council (“Community Coalition”), engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness.  While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.|We provide region-wide family leadership opportunities such as our Family Ambassador program. At each school site, our staff and family members lead a Community Coalition (School Site Council) where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.   By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Ambassador and Community Coalition (School Site Council) participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.|At our school, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families. By offering a variety of engagement opportunities such as leadership roles, Community Coalition (School Site Council) meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.   Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.|We recognise the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.  In addition, our school has implemented a Family Ambassador program in collaboration with our Community Coalition (School Site Council) to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly meetings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events. Looking forward, we are actively exploring ways to expand and integrate the Community School Coalition program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.   Furthermore, our school educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and Community Coalition (School Site Council) meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.   We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.|The Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.   In addition to our advocacy efforts, our schools Community School Manager has continued to play a crucial role in supporting our students' holistic well-being. They have collaborated closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students.  Our Community School Manager (CSM) monitors student progress closely and adjusts support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally. Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey. Our goal is to continue partnering with new organization to continue bringing resources to every school with the support of the Community School Manager.|Our school remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, Community Coalition (School Site Council), and Coffee with the Admin are offered in languages accessible to all school families.|At our school, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and School Site Council, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public.  Our Community Coalition (School Site Council) empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability.   Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they have learned.  To ensure the highest quality of engagement, we provide comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.|To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at our school. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.|We are dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates, as well as adaptable meeting formats (such as recordings and zoom options) and materials to accommodate diverse needs of our families. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.|4|4|4|4|4|4|5|5|4|4|4|4|Met||2026-06-11|2026
19647330101196|ICEF View Park Preparatory High|3|ICEF VPPHS initiates communication to families during the summer. Teachers and staff reach out to families to introduce themselves by advisory. Our counseling department communicates with families to introduce themselves and introduce new course offerings as  well  as  discuss  expectations  for  student  academic  success  during  the  upcoming school year.  Our administration facilitates a parent orientation to provide information to  families  about  school  plans,  policies,  initiatives,  for  the  school  year.   Building connection is continued in our student success conferences.  Parents have multiple opportunities to interact with staff during PEM meetings, Teacher and  Student  Led  conferences, Coffee  w/  the  principal,  as  well  as  Family  Nights.  All events are offered both in person and online to meet the needs of all families. Parents are welcomed to participate in Parent Advisory Council meetings and serve as grade level representatives to help inform grade level specific opportunities for students.|We have identified the following areas of improvement which will be our focus for the next and upcoming school years.  View Park High will increase parent participation in engagement opportunities.  Our meetings are mostly informative, so we want to give parents an opportunity to engage with our school community  on  issues  that  support students both on and off campus. We will improve response favorability as it relates to families feeling that our school meets the needs of each student and supports their academic and social development as measured by regular survey data. View Park High will also leverage our Community Schools initiative to seek out and establish community partnerships and provide education and access to vital community resources to support families.|For the upcoming school year, our Community School Coordinator will be instrumental in developing systems to engage our families. The first step will be to establish a committee of school staff, parents, and students to specifically address ways to come together as a school community. We will connect with the community “Destination Crenshaw” initiative that is raising awareness of community transit, arts, vendors, and health services in our backyard.  In our previous indicator report we wanted to begin a series of town hall styled events (Quarterly) called S.O.S. which stands for the Solution Oriented Series. This didn’t take form as we focused energy in our community schools implementation, but we  are planning to introduce the concept in order to allow parents to be collaborative and solution oriented in challenges that affect our community.|ICEF Public Schools provides extensive development to our administrators on supporting students and families in a variety of areas. Another strength is parent access to platforms such as parent square and Google Classroom and PowerSchool Parent Portal that keeps them abreast of student progress. We also provide regular cycles of digital and hard copy progress reports for all students as well as parent and student led conferencing each quarter. Additionally, this year our planning in our community schools initiative gave us multiple opportunities to engage with parents and students and give them a voice in the direction of the school as it relates to Academic performance and students’ social emotional well being.|Areas of improvement for View Park High in building partnership for student outcomes is our continued learning and work in the community schools initiative to develop systems to gather and analyze feedback from multiple contributors and respond in ways that lead to stronger student outcomes. We will also strengthen PLC teams to leverage staff expertise in ensuring proper interventions and response to student data.  Our academic counseling department has been expanded, which will result in increased access to counselors for students to monitor grad plans and current academic progress. The expansion of the counseling department will also support consistent use of SEL programs to support non academic challenges.|Most of our school demographics align with common underrepresented populations so Universal engagement opportunities would benefit our entire school.  Although we don't have a significant Spanish speaking population, we have an emerging one. We will ensure that we have Spanish speaking staff support with communication with latinx families so they are not disconnected with school. We will also ensure that we provide direction or access to accelerated programming for students who are academically gifted and require appropriate differentiation.  Additionally, our Community Schools Coordinator will reach out personally to the parents of underrepresented students to ask them to attend, support with transportation, answer questions, etc. Through this regular communication, our Community Schools Coordinator will also provide resources to families through partnerships with local community groups/organizations focused on supporting our underrepresented population.|View Park High School actively engages parents through Parent Advisory Council, Parent Grade level Representatives, and Coffee with the Principal. Parents are encouraged to provide feedback on LCAP development and school policies as well as other activities for the school. Parents can also provide feedback using survey instruments such as Panorama or Google (for immediate feedback).|View Park High is working to increase our social media presence as a means of communicating positive aspects of student/staff culture, and celebrating success. View Park High is developing a parent focus group process designed to to have conversations with a diverse group of parents to discuss topics which concern them. During our regularly held meetings, we want to share more data with parents so that they understand where the school stands both qualitatively and quantitatively. This will help all parties make more data informed decisions.|View Park High will improve engagement by designing events that welcome underrepresented families such as our Latino, Special Education and Homeless/Foster populations by providing programs that are equitably marketed and cater to their unique needs. The school will use surveys, parent feedback, person calls and other data contacts to assess the needs of our underrepresented families and gain valuable input for decision making.|4|4|4|4|5|4|5|5|4|4|4|5|Met||2026-06-18|2026
19647330101444|KIPP Academy of Opportunity|3|At our school, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive. Additionally, KIPP SoCal has been awarded the Community Schools grant, enabling us to hire a dedicated Community School Manager for our school. This role has been instrumental in leading the Community School Advisory Council (“Community Coalition”), engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness. While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.|We provide region-wide family leadership opportunities such as our Family Ambassador program. At each school site, our staff and family members lead a Community Coalition (School Site Council) where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.  By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Ambassador and Community Coalition (School Site Council) participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.|At our school, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families. By offering a variety of engagement opportunities such as leadership roles, Community Coalition (School Site Council) meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.   Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.|We recognize the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.  In addition, our school has implemented a Family Ambassador program in collaboration with our Community Coalition (School Site Council) to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly meetings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events.  Looking forward, we are actively exploring ways to expand and integrate the Community School Coalition program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.   Furthermore, our school educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and Community Coalition (School Site Council) meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.   We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.|The Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.  In addition to our advocacy efforts, our schools Community School Manager has continued to play a crucial role in supporting our students' holistic well-being. They have collaborated closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students. Our Community School Manager (CSM) monitors student progress closely and adjusts support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally. Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey. Our goal is to continue partnering with new organization to continue bringing resources to every school with the support of the Community School Manager.|Our school remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, Community Coalition (School Site Council), and Coffee with the Admin are offered in languages accessible to all school families.|At our school, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and School Site Council, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public.  Our Community Coalition (School Site Council) empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability.   Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they have learned.  To ensure the highest quality of engagement, we provide comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.|To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at our school. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.|We are dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates, as well as adaptable meeting formats (such as recordings and zoom options) and materials to accommodate diverse needs of our families. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.|4|4|4|4|4|4|5|5|4|4|4|4|Met||2026-06-11|2026
19647330101659|CATCH Prep Charter High, Inc.|3|CATCH Prep Charter High School continues to demonstrate strong relationships between school staff and families through consistent communication, personalized outreach, and meaningful opportunities for engagement. Families receive regular updates through PowerSchool, phone calls, text messages, email, the school website, and social media platforms. Information is provided in English and Spanish, and translation services are available to ensure accessibility for all families.  Staff members maintain ongoing communication with families regarding academic progress, attendance, social-emotional well-being, and college and career planning. Parents are encouraged to participate in conferences, school events, surveys, advisory meetings, and student celebrations. Family engagement is further strengthened through graduation events, college and career activities, student exhibitions, cultural celebrations, and community-building opportunities.  Educational partner feedback indicates that families value the school's welcoming environment, responsiveness, and commitment to individualized support. As a small school community, CATCH fosters strong partnerships built on trust, mutual respect, and shared responsibility for student success. These efforts continue to strengthen family engagement and support positive outcomes for students.|Based on educational partner feedback and local data, CATCH Prep's primary focus for improvement is increasing meaningful family participation in school decision-making and engagement opportunities. While families report positive relationships with staff and appreciate the school's personalized approach, the school seeks to increase participation rates in surveys, meetings, workshops, and school events to ensure a broader range of family voices are represented.  CATCH will continue expanding opportunities for two-way communication through family forums, parent meetings, and feedback surveys. The school will also focus on increasing engagement among families of English Learners, students with disabilities, foster youth, and other historically underrepresented groups by providing accessible communication, translation services, and flexible participation options, including virtual opportunities.  Additionally, CATCH will strengthen family understanding of academic progress, intervention supports, graduation requirements, and college and career readiness pathways through targeted workshops and informational sessions. Family participation data and educational partner feedback will be reviewed regularly to identify barriers to engagement and inform continuous improvement efforts. These actions will help strengthen partnerships between families and school staff while supporting positive outcomes for all students.|CATCH Prep will improve engagement of underrepresented families by expanding outreach efforts and providing multiple opportunities for participation that are accessible, flexible, and responsive to family needs. Based on educational partner feedback and local data, the school has identified families of English Learners, students with disabilities, foster youth, and families with limited availability due to work or other commitments as groups that may benefit from additional engagement supports.  To address these needs, CATCH will continue providing communication in English and Spanish, offer translation and interpretation services, and utilize multiple communication platforms including phone calls, text messages, email, PowerSchool, and virtual meeting options. The school will expand family forums, surveys, workshops, and informational sessions focused on academic progress, intervention supports, graduation requirements, and college and career readiness.  School staff will conduct personalized outreach to encourage participation in school events, conferences, and decision-making opportunities. Family participation data and educational partner feedback will be reviewed regularly to identify barriers to engagement and guide continuous improvement efforts. Through these strategies, CATCH aims to ensure all families feel welcomed, informed, and empowered to actively participate in their student's educational experience.|CATCH Prep Charter High School continues to strengthen partnerships that support positive student outcomes through collaboration with families, community organizations, colleges, universities, and service providers. Educational partner feedback and local data indicate that these partnerships play a critical role in advancing academic achievement, college and career readiness, student wellness, and equitable access to opportunities.  CATCH maintains strong partnerships with local colleges to provide dual enrollment opportunities, college awareness activities, and postsecondary planning support. Community partners contribute to student success through mentoring, guest speakers, career exploration experiences, mental health services, and enrichment opportunities that extend learning beyond the classroom.  The school also collaborates closely with families to support student attendance, academic progress, graduation planning, and social-emotional development. Regular communication, student support meetings, and intervention planning help ensure that students receive coordinated support both at school and at home.  Through ongoing collaboration with educational partners, CATCH continues to expand opportunities that promote college readiness, career preparation, student well-being, and successful postsecondary outcomes. These partnerships strengthen the school's ability to provide a comprehensive educational experience that prepares students for success in college, career, and life.|CATCH Prep Charter High School has established a strong foundation in building partnerships that support student outcomes, drawing upon deep-rooted community ties, a collaborative leadership approach, and intentional structures that prioritize transparency, shared responsibility, and equity. Guided by our mission to prepare all students for success in college, career, and life, the school consistently engages educational partners including families, students, staff, the governing board, and local organizations in shaping and supporting student achievement. One of CATCH Prep’s key strengths is its consistent effort to involve all stakeholders in the development and review of school-wide goals and instructional priorities. Each year, families, students, and staff are invited to participate in LCAP development sessions that provide meaningful opportunities to reflect on school progress and propose new supports for academic growth. The School Site Council, Instructional Leadership Team, and governing board all engage in data-informed discussions about how best to improve student outcomes through instructional strategies, staffing decisions, and budgetary priorities. The school regularly reviews academic performance data, social-emotional learning progress, attendance trends, and school climate indicators with all partners to foster a shared understanding of both strengths and areas for growth. This collaborative reflection leads to responsive actions, including targeted professional development, student interventions, and family engagement strategies that address the whole child. The integration of student voice in these processes further ensures that plans reflect the lived experiences and needs of the student body. CATCH also partners directly with families to support students’ postsecondary goals. Through events such as College and Career Days, financial aid workshops, and individualized advising meetings, families are equipped with knowledge and tools to guide their children through the college application and selection process. Feedback from the annual Parent Satisfaction Survey highlights strong family confidence in the school’s college readiness programming, with nearly all families reporting that their students feel safe, supported, and academically challenged. The school’s small size and inclusive culture foster close relationships between students, staff, and families. Personalized communication, ongoing outreach, and a welcoming campus environment encourage frequent interaction and trust-building. Teachers and administrators make themselves accessible and responsive to parent inquiries, which contributes to a strong sense of partnership in support of academic and behavioral success. In addition, CATCH partners with local organizations, colleges, and community leaders to expand students’ access to dual enrollment, internship opportunities, and mentorship programs. These partnerships directly enhance college and career readiness and provide|Based on educational partner feedback and local data, CATCH Prep's primary focus for improvement is expanding partnerships that increase student access to college, career, and enrichment opportunities. While the school has established strong relationships with families, community organizations, and postsecondary institutions, CATCH seeks to broaden these partnerships to provide students with additional dual enrollment opportunities, career exploration experiences, internships, mentorship programs, and workforce development pathways.  The school will continue strengthening collaboration with local colleges, universities, businesses, and community-based organizations to increase access to academic support, mental health resources, and college and career readiness programs. CATCH also aims to increase educational partner participation in school planning and continuous improvement efforts by expanding opportunities for feedback through surveys, meetings, and advisory groups.  Additionally, the school will improve its collection and analysis of partnership data to evaluate the impact of programs and services on student outcomes. Educational partner feedback and student outcome data will be reviewed regularly to identify gaps, strengthen existing partnerships, and develop new collaborations that support academic achievement, student well-being, and postsecondary success. These efforts will help ensure all students have equitable access to the resources and opportunities needed to thrive.|While CATCH Prep has made strong progress in building partnerships that support student success, educational partner input and analysis of local data have identified several important focus areas for improvement. These include strengthening data transparency with families, expanding academic collaboration beyond core subjects, and ensuring all parents—especially those of underserved students—are consistently informed and engaged in their child’s academic progress and postsecondary planning. One focus area is improving the frequency and clarity of communication regarding student progress. While parents report satisfaction with the school climate and trust school staff, feedback indicates a need for more timely and accessible academic updates. To address this, the school is exploring expanded use of platforms such as PowerSchool and Google Classroom to allow families real-time access to grades, assignments, and teacher feedback. CATCH also plans to increase personalized outreach to families when students are identified for interventions, so that parents can actively support academic improvement at home. Another area for growth is increasing structured opportunities for families to collaborate directly with teachers and staff around college and career readiness. Although CATCH hosts events such as College and Career Day and financial aid nights, families have expressed interest in more ongoing support and touchpoints throughout the school year. As a result, the school is designing a college and career advising calendar that includes quarterly checkpoints for students and families, with clear guidance on transcripts, A-G requirements, financial aid, and application planning. CATCH also aims to improve the representation and engagement of families from historically marginalized backgrounds in academic decision-making bodies such as the School Site Council and Instructional Leadership Team. The school will launch a recruitment and orientation process to encourage broader parent participation and ensure families are equipped with the knowledge and confidence to contribute meaningfully to student outcome strategies. Finally, the school will expand its partnership development strategy with local colleges, workforce programs, and community organizations. These partnerships will support dual enrollment, internships, and career exposure, with an emphasis on building culturally relevant and accessible pathways for all students. Through these improvement efforts, CATCH Prep seeks to foster a more inclusive, data-informed, and action-oriented partnership with families to support long-term student achievement.|Based on educational partner feedback and local data, CATCH Prep seeks to increase participation in decision-making processes by expanding opportunities for meaningful stakeholder input and ensuring that a broader range of voices are represented. While families, students, and staff regularly participate in surveys, LCAP engagement activities, School Site Council meetings, and other feedback opportunities, the school continues to focus on increasing participation among families of English Learners, students with disabilities, foster youth, and other historically underrepresented groups. To support this goal, CATCH will continue providing accessible communication, translation and interpretation services, flexible meeting options, and multiple opportunities for stakeholders to provide feedback throughout the year. The school will expand outreach efforts to encourage participation in surveys, advisory groups, family meetings, and school planning activities.  CATCH will also strengthen transparency by regularly communicating how stakeholder feedback informs school goals, programs, services, and resource allocation. Participation data and educational partner feedback will be reviewed to identify barriers to engagement and guide continuous improvement efforts. Through these actions, CATCH aims to strengthen stakeholder voice, increase participation in shared decision-making, and ensure that school improvement efforts reflect the needs and priorities of the entire school community.|Based on educational partner feedback and local data, CATCH Prep's primary focus for improvement is increasing participation from a broader range of stakeholders in school decision-making processes. While the school regularly gathers input through surveys, meetings, and stakeholder groups, CATCH seeks to increase engagement among families of English Learners, students with disabilities, foster youth, and other historically underrepresented populations to ensure that decisions reflect the diverse perspectives of the school community.  To support this goal, the school will expand opportunities for stakeholder feedback through family forums, surveys, School Site Council meetings, LCAP engagement activities, and virtual participation options. Communication will continue to be provided in multiple languages, and translation and interpretation services will be available to reduce barriers to participation.  CATCH will also strengthen transparency by regularly sharing how stakeholder input influences school programs, services, and resource allocation. Participation data and educational partner feedback will be reviewed to identify gaps in engagement and inform outreach efforts. Through these strategies, CATCH aims to increase stakeholder voice, strengthen shared decision-making, and ensure that school improvement efforts are responsive to the needs of all students and families.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-29|2026
19647330101675|Oscar De La Hoya Animo Charter High|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training.								|The school equips parents with the skills necessary for active civic engagement. The School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).  The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.								|The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach. Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families. The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.								|The school offers parent workshops which provide free adult education sessions designed to provide parents with a core understanding of the issues that most affect their students. A schedule of opportunities tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. The parent workshops directly develop the core skills of parents and strengthens student pathways to college and career readiness. Sessions are designed and led by our regional support staff in collaboration with local community service partners.								|The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Workshops, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. As a community school we are focused on establishing partnerships with educational partners that focus on empowering the whole-child by providing vital resources and programs that serve their needs. These needs are identified by having a local Community School Coordinator who acts as a liaison between the school and external community educational partners.								|Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and Community Appreciation Days focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides a workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.								|"The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (""SAC"") and the District English Learner Advisory Council (""DELAC""), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.											"|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.											|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.											|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-26|2026
19647330101683|Renaissance Arts Academy|3|RenArts has multiple mechanisms for actively involving parents, both individually and communally, in their children’s artistic and academic development including: a.	100% of faculty have participated in Parent/Student Compact Meetings, student-led conferences, and symposia on curricula-related topics. b.	100% of parents have access and are invited to meetings linked to student learning and social-emotional development and growth. c.	100% of faculty participate in professional development aimed at supporting families to promote 100% graduation rate and 100% college acceptance.  d.	100% of 12th grade students had conferences aimed at college preparation. e.	The RenArts community is organized around cohesive strategic principles focused on student learning and includes the maximum number of individual stakeholders in a model of fair, effective and responsible participation.|RenArts is rated as “Full Implementation and Sustainability” for each category in Building Relationships Priority 3 reflection tool. RenArts will maintain and deepen its commitment to the practices that foster this high level of family engagement.|RenArts is rated as “Full Implementation and Sustainability” for each category in Building Relationships Priority 3 reflection tool, across all subgroups. RenArts will maintain and deepen its commitment to ensuring all underrepresented groups remain fully and equitably engaged.|RenArts has multiple mechanisms for actively building relationships with parents, including: a.	100% of faculty have participated in conferences collaboratively with parents. b.	100% of parents have translation needs met for individual conferences and school information meetings. c.	100% of faculty participate in professional development focused on the priorities of the Title I / LCAP council. d.	100% of faculty are involved in producing student performances for families and the community. e.	Over 4200 family and friends of students attended biannual schoolwide performances. f.	RenArts’ governance process involves the entire school community in active and ongoing support of the mission and goals that are the underlying purpose of the organization.|RenArts is rated as “Full Implementation and Sustainability” for each category in Building Partnerships for Student Outcomes Priority 3 reflection tool. RenArts will maintain and deepen its commitment to the practices that foster this high level of family engagement.|RenArts is rated as “Full Implementation and Sustainability” for each category in Building Partnerships for Student Outcomes Priority 3 reflection tool, across all subgroups. RenArts will maintain and deepen its commitment to ensuring all underrepresented groups remain fully and equitably engaged.|RenArts has multiple mechanisms for actively seeking input from parents, including: a.	100% of parents participate in an annual survey focused on their child’s academic and artistic skills and growth. b.	100% of parents participate in an annual survey focused on their child’s personal growth, including cooperation, responsibility, character, and study habits. c.	100% of parents participate in an annual survey focused on their involvement with their child’s academic and artistic work. d.	100% of staff participated in professional development focused on parent input and results of parent surveys. e.	RenArts provides multiple communal (advisory committees) and individual opportunities for parent, student and community involvement, including Title I / LCAP Consolidated School Council and Parent Volunteer Committee.|RenArts is rated as “Full Implementation and Sustainability” for each category in Seeking Input for Decision-Making Priority 3 reflection tool. RenArts will maintain and deepen its commitment to the practices that foster this high level of family engagement.|RenArts is rated as “Full Implementation and Sustainability” for each category in Seeking Input for Decision-Making Priority 3 reflection tool, across all subgroups. RenArts will maintain and deepen its commitment to ensuring all underrepresented groups remain fully and equitably engaged.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-23|2026
19647330102335|Ocean Charter|3|Strengths in building relationships between school staff and families include high parent involvement in school events from festivals to performances to class meetings and parent-teacher conferences. Strength is also evident in high parent participation at all levels of school life from the Parent Collective to the Board of Trustees to Room Representatives to field trip volunteers and more.  Progress is ongoing in parents feeling their input is being actively solicited.|The focus area for improvement in building relationships between school staff and families is in promoting a stronger sense of seeking parental input.|OCS will continue to improve engagement of underrepresented families identified during the self-reflection process in relation to building relationships between school staff and families by continuing to expand the scope and reach of the Diversity, Equity, Inclusion and Belonging Committee; by increasing efforts to center underrepresented groups is school festivals; and by using an equity lens in decision making at all levels.|OCS is built on an understanding that a strong connection between school and families is critical to student outcomes. Professional development annually includes best practices to engage parents in support of their children as well as ways to empower parents to work with their children and share with teachers any concerns and celebrations they have. In addition, school resources are targeted to support all families especially those with social-emotional needs through our CARE team that includes extensive informal counseling and a strong Student Success and Progress Team process.|The focus area is on increasing participation in school surveys, by promoting equity across all areas of school life, by continuing to provide language support in Spanish and Japanese to families, and by supporting teachers consistently asking families for their input during conferences.|Outreach efforts through the school’s Diversity, Equity, Inclusion and Belonging Committee will continue to target underrepresented groups in the application process and in the support offered once families join the school. Targeted outreach to engage underrepresented families will also help via meetings focusing on listening to these families needs, questions and concerns.  In addition, providing language support to Spanish and Japanese speaking families will improve engagement.|OCS has large parent representation on our Board and a strong parent leadership group (Parent Collective). Parent engagement and input is high at all levels of the school. Families are regularly asked for input on decisions that affect their child and their child's experience at school, as well as on school wide events and procedures.|OCS' focus area for improvement in seeking input continues to be to better engage underrepresented families in decision-making by ensuring active questioning and listening occurs during parent-teacher meetings and to increase participation in school surveys.|OCS will improve engagement of underrepresented families by providing primary language support, hosting targeted input meetings, and actively recruiting underrepresented parents to positions of leadership.|5|5|4|4|5|4|4|5|5|4|5|5|Met||2026-06-25|2026
19647330102426|PUC Milagro Charter|3|Families are essential partners in their children's education program at PUC Milagro. The school ensures communication is inclusive through a bilingual office and teaching staff in both English and Spanish. Online communication tools utilized by the school allow families to both access information and communicate with teachers and staff during the hours that best meet each family’s needs. Video conferencing and meetings allow families to participate from home, work, or whatever location best fits their schedule. The return of in-person events has allowed the school to once again feel like a family by celebrating the students and re-energizing the school-family partnership.|PUC Milagro will continue to work on strengthening relationships with families whose children continue to be chronically absent. The school has continued its commitment to reach out to each family personally to understand the reasons and possible needs of the family, preventing regular school attendance. Based on the high number of chronically absent students, the school will continue to invest in staff to provide family support.|Moving forward PUC Milagro will continue to use technology as a means of connecting with all families. The current Family Support Team will stay in place to support all students and families who struggle to engage in the school community on a consistent basis. PUC Milagro looks forward to continuing to redefine family engagement on campus with all stakeholders using lessons learned and feedback from stakeholders.|PUC Milagro believes that a child’s family is their first and most important teacher. For a child to succeed in school, they must be surrounded by people inside and outside of school who believe learning is important. Each family engages with their child's teacher in personalized conferences twice a year and as needed. The purpose of these meetings is to learn more about the family, receive insight from the family about the student’s passions, interests, and social-emotional needs, and for the family to learn about their child’s strengths and areas for growth.  In addition to family conferences, families also receive three academic reports a year. These reports included students' progress in meeting grade-level standards and benchmark testing results. The reports are written in a way that families can review them with their children’s goals, and the next steps are known to all.|The school’s area of improvement is to find ways to increase family participation in the two student-led conferences twice a year. Student-led conferences allow families to experience how and what the students are learning within the classroom setting. Students showcase their knowledge, use of classroom tools, and growth. These events help to strengthen a family’s understanding of their child’s strengths and needs.|The school's area of improvement is to work toward 100% participation in family conferences and have families use the report card as a tool for celebrating and supporting their child at home. We want all families to work in partnership to ensure the success of all students. PUC Milagro will continue to develop systems to track, reach out to, and support those families who are not active partners and develop alternative ways for participation and engagement.|It is essential for student achievement that the worlds of school and home see, know, respect, and learn from each other. The school utilizes family meetings, the PAC and ELAC councils, Title 1 meeting, and LCAP development meetings to engage all stakeholders. Participating members are provided information, training, and the opportunity to actively participate in the school's decision-making process. The PUC organization also informs and utilizes our organization-wide Uniform Complaint Policy to inform families of their rights and provide them with support to resolve issues or concerns.|The school's improvement goal is to increase the number of families who participate in these opportunities and systems that allow for their voices to be heard and have an impact on the school's decision-making.|Staff and participating family members are continuously developing recruitment plans and reaching out to all families in person and via the school's multiple communication systems. Surveys are sent home to determine how each family would like to engage, and the councils and staff use this information to revise recruitment plans.|5|4|5|5|5|4|5|5|5|5|4|4|Met||2026-06-10|2026
19647330102434|Animo South Los Angeles Charter|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training.								|The school equips parents with the skills necessary for active civic engagement. The School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).  The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.								|The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach. Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families. The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.								|The school offers parent workshops which provide free adult education sessions designed to provide parents with a core understanding of the issues that most affect their students. A schedule of opportunities tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. The parent workshops directly develop the core skills of parents and strengthens student pathways to college and career readiness. Sessions are designed and led by our regional support staff in collaboration with local community service partners.								|The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Workshops, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. As a community school we are focused on establishing partnerships with educational partners that focus on empowering the whole-child by providing vital resources and programs that serve their needs. These needs are identified by having a local Community School Coordinator who acts as a liaison between the school and external community educational partners.								|Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and Community Appreciation Days focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides a workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.								|"The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (""SAC"") and the District English Learner Advisory Council (""DELAC""), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.											"|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.											|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.											|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-26|2026
19647330102442|PUC Lakeview Charter Academy|3|PUC LCA offers multiple opportunities for families to connect with all stakeholders in an effort to build strong relationships that supports students' emotional and academic growth. PUC LCA offers monthly family nights, ARTS showcases and performances, Student-Led conferences, graduate success meetings, and individual family support meetings to meet specific student needs. PUC LCA also employs an open door policy coordinating times for parents to come into classrooms and observe as well as ensuring that parents' voices are heard via parent surveys around culture and academics. All verbal and written communication is offered in both Spanish and English. In an effort to keep the lines of communication open at all times, PUC LCA shares events and school news via mass texts/calls, emails, social media, and home visits.|An area of growth would be for PUC LCA to continue to provide more opportunities to connect with families. Including monthly Coffee with the Administrators.|We will improve engagement of underrepresented families, such as our English Learners, Students with Special Needs, and our Immigrant and Homeless students by providing additional opportunities to connect with families.|PUC LCA is in constant communication with families around specific student goals and needs via student-led conferences, one to one conferences, and family nights. During these times student data is shared with families. The data is used to create actionable steps that families can work with teachers around to target specific needs. Whole group sessions (in both Spanish and English) walk stakeholders through the data ensuring understanding and building investment around a culture of continual growth and improvement.|Continue to hear parent’s voice to support student outcomes.|To improve engagement of underrepresented families the school will provide parent classes that will dive deeper into having parents understand those rights and how to best advocate for their children, especially to our English Learners and Immigrant parents.|PUC LCA has both a PAC/ELAC committee and meets at least 4 times yearly. During these meetings the LCAP and its goals are discussed and plans/ actionable steps are created to ensure that funds are spent appropriately. Parents are also given the opportunity to provide input around how to best target subgroup needs.|A growth area would be finding more opportunities for families (especially our Continue to invite our families to our monthly Coffee with the Administrators and family nights.|The school will improve engagement of underrepresented families by inviting underrepresented families to our PAC and ELAC meetings. In addition, encouraging families of students with special needs to attend the PUC Special Education Parent Advisory Committee quarterly meeting.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-10|2026
19647330102483|N.E.W. Academy Canoga Park|3||||||||||||||||||||||Not Met|||2026
19647330102491|Dr. Theodore T. Alexander Jr. Science Center|3|Ongoing training for school personnel on creating welcoming environments and using research- based family engagement practices is provided through annual Region Family Engagement Professional Development Summits for site teams. Additional professional learning includes the nation’s first District-led Family Engagement Micro-Credential, monthly trainings for Parent and Family Center staff, and cross-department collaboration with Federal and State Education Programs, Multilingual and Multicultural Education, Human Resources, and other offices. The District also uses tools like the Los Angeles Unified Family Empowerment Rubric to strengthen relationships between schools and families.  Additional strengths include a Family Hotline providing timely assistance, as well as Regional Family and Community Engagement teams that partner with schools to strengthen family connections through training and support. Schools host monthly family engagement events focused on literacy, numeracy, joy, and wellness, while connecting families to resources on immigration, health, housing, and education. Family perception regarding access to instructional resources, measured by the School Experience Survey, increased from 89% in 2023-24 to 90% in 2024-25, reflecting more families finding school resources valuable for supporting their child’s education. The School Volunteer Program grew from 5,000 volunteers in 2021 to over 40,000 in 2026, expanding family engagement with school staff. Family education sessions are fully implemented through the District’s Strategic Plan, with surveys showing increased participation and satisfaction. As an Affiliated Charter in Los Angeles Unified, Dr. Alexander Science Center School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Dr. Alexander Science Center School will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Building partnerships to improve student outcomes is central to the District’s Strategic Plan. School site and District engagement data show that families value opportunities through schools, Regions, and the Family Academy that strengthen collaboration with staff and reinforce shared responsibility for student success. The Family Academy offers courses at the school, Region, and District office levels, and a new platform now provides recorded content in multiple languages for flexible, self-paced family learning. The District’s Strategic Plan has expanded hybrid engagement options at the school, Region, and District office levels as well. Technology use has grown, with 91% of parents having a Parent Portal account. New resources were added to the web-based Parent Portal and App, helping families track student progress, review Individualized Education Plans, understand reclassification, view assignments, and access digital learning tools. Areas for improvement include boosting Family Academy participation among diverse families both in person and online. To increase in-person engagement, the District is partnering with schools on a new outreach framework, including hosting viewing sessions in Parent and Family Centers, a strategy that will continue next year. Continuous improvement strategies will include a new Learning Walks model to help families understand school instructional foci and identify effective ways to engage underrepresented groups. Efforts include coordinated course catalogues aligned with the Black Student Achievement Plan, targeted messaging on Region Ambassador workshops, and encouraging families to serve as “Promotoras” to engage others in learning opportunities for diverse student groups. The District will continue promoting Equity Course Pathways with Adult and Career Education, engaging families in addressing their child’s needs, and supporting parents’ enrollment in career programs to boost family stability and student success. As an Affiliated Charter in Los Angeles Unified, Dr. Alexander Science Center School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Dr. Alexander Science Center School will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|LAUSD supports school councils, advisory committees, and Title I family engagement requirements with structured training that promotes shared decision-making. School Site Council (SSC) and English Learner Advisory Committee (ELAC) members receive two virtual and two in-person sessions covering procedures, School Plan for Student Achievement planning, budget data analysis, and the Strategic Plan. At the central office level, the District supports the formation and functioning of the Community Advisory Committee, District English Learner Advisory Committee, and Parent Advisory Committee, which hold monthly meetings, subcommittee meetings, and agenda planning sessions. Members are invited to join the Parent Leader Training Series covering parliamentary procedures, data analysis, and SMART comment writing. District committee training exceeds compliance, with families and staff co-designing year-long syllabi, agendas, and meetings to ensure meaningful engagement and shared leadership. Areas for growth include expanding family participation through the Region Ambassador initiative, which focuses on the Local Control and Accountability Plan, English Learners, and Special Education. Launched in 2023-24, the model promotes broader engagement, with participation increasing from 3,400 in 2024-25 to over 4,400 participants this year. LAUSD will continue outreach to boost representation. Another key improvement area is training school staff to engage families in continuous improvement. By facilitating meaningful conversations about school data related to student achievement and wellness, families can serve as informed and active partners in the decision-making process, with ongoing professional learning reinforcing shared understanding and collective responsibility.  Federal policy requires Title I schools to have a Parent and Family Engagement Policy outlining resources and workshops that foster two-way communication between home and school. LAUSD has invested in communication platforms enabling schools to email, text, and send targeted event notifications and updates to families. An area for growth is enhancing two-way communication with high-need families through professional development, module-based courses, and sharing best practices across schools. Families learn District policies, legal rights, and advocacy for students through SSC and ELAC participation, with 100% of required schools forming these councils and committees annually. Future training will target broader demographic and multilingual representation to promote more inclusive participation. As an Affiliated Charter in Los Angeles Unified, Dr. Alexander Science Center is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2026-2027 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Dr. Alexander Science Center School is included in these engagement policies and processes.|4|4|4|4|3|4|4|4|5|5|5|5|Met||2026-06-16|2026
19647330102541|New Designs Charter|3|New Designs Charter staff have built positive relationships with families and the community using multiple methods and opportunities to engage in two-way communication including but not limited to schoolwide events, parent-teacher conferences, Coffee with the Principal, Parent Orientation, ELAC, School Site Council and Parent Workshops. The school has adapted, improved and established communication and messaging systems and infrastructure acquired and established during the COVID period to fit and work in the post-COVID era. The school also continues to develop the capacity of staff to build trusting and respectful relationships with families through professional development that emphasizes the importance of parents in the education process.|New Designs is focused on learning more about their families, their strengths, needs, cultures, languages and goals with the aim of enhancing connectedness amongst the families. Our survey data also indicated that our educational partners wanted to grow a stronger sense of belonging and community within the school community. The school intends to increase opportunities for participation for all parents in all the spheres of the school’s activities from the academic to the sporting and the social.|The school intends to ensure inclusiveness, access and equity in its communications, contacts, and provision of services to all families. This guarantees that those families on the margins due to their economic, social and cultural situations are not left out but have access and are full participants in all activities of the school. Where possible, the school will provide incentives and support that encourage participation.|New Designs’ strength is in building partnerships for positive student and family outcomes. Our LCAP goal # 3 focuses on not only showing growth toward meeting or exceeding standards but also preparing them to pursue their college and/or career goals. The school has recognized the importance of social emotional health as a critical equation in academic performance and has added counsellors who have created an effective and supportive educational environment as well as boosted timeliness of interventions. Professional development in core curriculum and English Learner Development continues to foster improvement-oriented mindsets among staff.  Our school meets with all families prior to the start of the school year during parent/student orientation, and during the school in parent/teacher conferences and back-to-school nights. These meetings are critical to discussions of student progress and methods by which the school and families can support improved student outcomes.|A focus area for improvement is providing professional learning and support to teachers and school leadership to improve the school’s capacity to partner with families and to support families to understand and exercise their legal rights and advocate for their children. Our experience has shown participation in school-wide meetings (forums) and surveys tapering from the high levels achieved during the pandemic. We see a need to boost parent participation in all activities open to parents. We have also gathered from our data a need to improve the liaison and prominence of our partnerships with local colleges with ultimate goals of expanding enrollment and choices of college credit classes for our students.|The school will ensure inclusiveness and equity in its communications, contacts and provision of services so that those families on the margins have access and are full participants in all activities of the school. This will come in the form of incentives and support that remove barriers to participation. Survey inputs from marginalized families will direct the creation of strategies to enhance their engagement.|New Designs seeks and promotes meaningful partnerships with parents and other stakeholders using a variety of platforms and means. General zoom meetings (town halls), surveys, newsletters, School Site Council meetings, ELAC, LCAP related meetings, Coffees with the principal, Open Board meetings and school updates via the school webpage, newsletters and BlackBoard are all used to engage, receive, and provide updates to parents and other stakeholders.|To improve partner input in decision-making, New Designs utilizes an array of strategies learned over time and that have proved to be successful. The LCAP provides a broad frame for areas of focus for inputs by parents and stakeholders. However, the LCAP information can be dense and technical, and we have learned to keep the information simple, digestible and communicable to increase responses and participation. One such specific area within the LCAP process is participation in the Budget Overview for Parents and the general partner engagement sessions focused on progress on the LCAP goals.  Our data has also pointed to a need for increasing staff and student voices in the decision-making process.|To enhance family engagement and participation of underrepresented families the school will engage in outreach to provide incentives and remove or ease barriers that usually prevent such families from participating in the school’s decision-making process. The school will focus on such areas as providing translations, designating staff to work with families in need and encouraging such families to fully participate in school activities including ELAC, School Site Councils and any other school improvement bodies or forums.  We realize the importance of the social-emotional/mental health component in the lives of our students and their families, and we have accordingly started providing services to students and parents through such organizations as Shields for Families which now have an office and counselors at each of our campuses.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-13|2026
19647330106351|Ivy Academia|3|Ivy Academia believes in community and connection between families and staff.  Parents and caregivers are encouraged to stay engaged by regularly checking in with teachers about their child's progress.  The school fosters parent involvment through multiple avenues, including School Site Council meetings and ELAC meetings which provide opportunities for collaboration and input.|Our area of focus was to increase parent and guardian participation in educational partner input opportunities by expanding on-site educational opportunities.  While nearly 90% of families attend student performances, there was still a need to boost involvement in key decision-making forums such as SSC and LCAP meetings.  To address this, we strengthened outreach efforts and created more accessible opportunities for families to contribute meaningfully to the school's planning and improvement processes.|Due to the school closing in June of 2026, we do not have plans in effect for the following school year.|While several families indicated an awareness of our Parent/Guardian Association group, few attend.  We have a small group of very active members.|Due to the closing of the school in June of 2026, we do not have plans for the 26/27 school year to improve.|Due to the closing of the school on June 30, 2026, we do not have plans for the 26/7 school year to improve.|Our feedback shows that teachers are highly responsive to students' social and emotional needs, and the large majority felt that school staff demonstrate a strong sense of students' needs.  67% of parents surveyed felt the school promotes academic success for all students.  72% feel the school keeps parents well-informed about school activities. 78% feel that the school takes parent concerns seriously.  72% feel the school is a safe place for students.|Due to the school closing on June 30, 2026, we do not have improvement plans.|Due to the fact that the school is closing on June 30, 2026, we do not have improvment plans.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-12|2026
19647330106427|Synergy Charter Academy|3|Synergy Charter Academy prioritizes building strong relationships with families and fostering a welcoming and inclusive school environment. Results from the 2025–26 California School Parent Survey (CSPS) indicate that 99% of parents agree or strongly agree that they feel welcome to participate at the school, and 99% agree or strongly agree that school staff treat parents with respect. The school-wide use of Class Dojo is the most frequently used and farthest-reaching communication tool that helps Synergy Charter Academy build and maintain strong relationships with its families. Parents also engage with administration and other staff members before morning assembly and at afternoon dismissal, and parent come on campus twice per year for Parent/Teacher Conferences, which parents have noted as a highlight.|The school continues to maintain strong communication practices, with 99% of parents reporting that the school promptly responds to phone calls, messages, or emails, and 98% agreeing or strongly agreeing that the school encourages them to be active partners in their child’s education. These practices reflect ongoing efforts to build strong, positive relationships between families and staff. SCA will continue to provide multiple opportunities for parents and families to build relationships with the school through regular communication, parent conferences, and family events. Over the past year, parent meetings took place both virtually and in-person. However, families were also welcomed on campus for events, such as Coffee with the Principal, a Winter performance, the “Synergy Sweethearts’ Dance”, the “Synergy Super Heroes’ Dance,” and Family Art Night.|Synergy will review parent engagement data and intentionally work to engage underrepresented families as needed. This may include direct outreach and increasing opportunities for families to participate in meetings and events on campus, including parent conferences. Additionally, 98% of parents agree or strongly agree that school staff take parent concerns seriously, demonstrating a high level of trust between families and the school. These results indicate that the school’s efforts to build relationships are effective and continue to foster a positive school climate.|Synergy Charter Academy actively builds partnerships with families by providing multiple opportunities for engagement and participation in the school community. According to the 2025–26 CSPS results, 93% of parents agree or strongly agree that the school actively seeks parent input before making important decisions, reinforcing the school’s commitment to collaboration.|Parent participation data indicates that 55% of families reported involvement in school activities overall, with strong participation in school events (81%) and general school meetings (92%). These opportunities support meaningful family engagement and strengthen the connection between home and school. Synergy will continue to focus on providing professional learning to administrators and teachers to further the school’s capacity to partner with families and expand opportunities for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Synergy will continue to seek out and provide parent education workshops, such as Padres Comprometidos, to provide parents with training regarding educational rights and advocacy for their students and all students. Another opportunity for next year is hosting informational, hands-on sessions where we teach parents the way students are taught math. Parents have expressed interest so they can better support their children with homework.|The school continues to review participation data and survey results to assess the effectiveness of its partnership efforts and identify opportunities to expand engagement, including increasing access to volunteering and leadership opportunities for families. Synergy will continue to seek input and provide parent education workshops that through content, format, or scheduling, support greater engagement of underrepresented families.|Synergy Charter Academy values family voice and incorporates parent input into school decision-making processes. CSPS data shows that 93% of parents agree or strongly agree that the school seeks their input before making important decisions, indicating strong systems for gathering feedback. While this is a strength, along with providing a structure for parents and community members to engage in school-based committees, including the School Operations Committee and English Learner Advisory Committee, Synergy plans to continue to focus on implementing strategies to reach and seek input from any underrepresented groups in the school community, as well as provide opportunities for families, teachers, principals, and central office administrators to work together to plan, design, implement, and evaluate family engagement activities at the school and organizational levels.  Parents are given opportunities to be elected members of our School Operations and English Language Advisory Committees. They can also attend any of these meetings as a member of the public. There are also informational meetings throughout the year that parents may attend, which will help them in the decision-making process. Some of the meeting topics may include: Title I, Attendance, State Testing (Upper Grades), iReady Usage & Diagnostic Reports, Reading Counts, After School All-Stars’ care as well as Summer and school year ELOP enrichment opportunities.|Parent survey data indicated that over 90% of parents felt that the school actively seeks the input of parents before making important decisions. While this is a strength, along with providing a structure for parents and community members to engage in school-based committees, including the School Operations Committee and English Learner Advisory Committee, Synergy plans to continue to focus on implementing strategies to reach and seek input from any underrepresented groups in the school community, as well as provide opportunities for families, teachers, principals, and central office administrators to work together to plan, design, implement and evaluate family engagement activities at the school and organizational levels.|The school uses survey data and feedback collected throughout the year to inform planning and continuous improvement efforts. These results demonstrate that systems for gathering and using parent input are effective, and the school will continue refining these practices to ensure broad and representative participation. While Synergy plans to continue to focus on implementing strategies to reach and seek input from any underrepresented groups in the school community, the school will also work to continue to provide opportunities for families, teachers, principals, and central office administrators to work together to plan, design, implement, and evaluate family engagement opportunities at the school and organizational levels.|5|5|5|5|4|5|4|4|5|5|4|5|Met||2026-06-13|2026
19647330106831|Animo Venice Charter High|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training.								|The school equips parents with the skills necessary for active civic engagement. The School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).  The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.								|The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach. Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families. The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.								|The school offers parent workshops which provide free adult education sessions designed to provide parents with a core understanding of the issues that most affect their students. A schedule of opportunities tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. The parent workshops directly develop the core skills of parents and strengthens student pathways to college and career readiness. Sessions are designed and led by our regional support staff in collaboration with local community service partners.								|The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Workshops, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. As a community school we are focused on establishing partnerships with educational partners that focus on empowering the whole-child by providing vital resources and programs that serve their needs. These needs are identified by having a local Community School Coordinator who acts as a liaison between the school and external community educational partners.								|Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and Community Appreciation Days focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides a workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.								|"The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (""SAC"") and the District English Learner Advisory Council (""DELAC""), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.											"|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.											|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.											|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-26|2026
19647330106849|Animo Pat Brown|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training.								|The school equips parents with the skills necessary for active civic engagement. The School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).  The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.							|The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach. Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families. The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.								|The school offers parent workshops which provide free adult education sessions designed to provide parents with a core understanding of the issues that most affect their students. A schedule of opportunities tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. The parent workshops directly develop the core skills of parents and strengthens student pathways to college and career readiness. Sessions are designed and led by our regional support staff in collaboration with local community service partners.								|The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Workshops, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. As a community school we are focused on establishing partnerships with educational partners that focus on empowering the whole-child by providing vital resources and programs that serve their needs. These needs are identified by having a local Community School Coordinator who acts as a liaison between the school and external community educational partners.								|Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and Community Appreciation Days focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides a workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.								|"The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (""SAC"") and the District English Learner Advisory Council (""DELAC""), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.											"|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.											|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.											|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-26|2026
19647330106864|Alliance Gertz-Ressler Richard Merkin 6-12 Complex|3|At Alliance Gertz-Ressler Richard Merkin 6-12 Complex, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole. To support this goal, our school has held 42 parent engagement events this year. To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach. As a result of this, 21.32% of our scholars' families attended two or more parent engagement events this year. In addition, 99% of our families responded postively in questions regarding Family Engagement at the school, and 98.5% of our families responded postively in questions regarding Teacher Relations at the school. Finally, 99% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someone else they care about. These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share. This comes as a result of our efforts to build relationships between our school and all educational partners.|Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars. To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data. These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.|Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community. Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families. We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.|At Alliance Gertz-Ressler Richard Merkin 6-12 Complex, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars. As a result of this outreach, as well as our school's strong academic focus, 99.5% of Parents responded positively in questions regarding College Success at our school. Our school also prioritizes outreach to families by organizing and planning workshops. When asked about this, 99% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school. In addition, 99% of Parents responded positively in questions regarding Teaching and Learning at our school. All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.|Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops. We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.|Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child. In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.|In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups. During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide. In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others. As a result of this input, 99% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions. This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.|Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback. We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.|Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process. In addition, we have continued to expand targeted outreach for these families, to ensure that our all educational partners have equitable voice in decision making at their child's school.|5|5|3|5|3|5|5|3|3|3|3|3|Met||2026-06-10|2026
19647330106872|Bert Corona Charter|3|"Building positive relationships with students and families is a cornerstone of our LAUSD-approved charter petition. As a small charter school, we believe strong school-home partnerships are essential to students' academic, social, and emotional success.  With class sizes of up to 27 students, teachers build meaningful relationships through regular communication based on trust and respect. Since 2019, BCCS has also provided coordinated services for unhoused students and families, recognizing the significant impact housing instability has on student well-being and achievement.  Our administrative structure consists of four dedicated teams—Instruction, School Climate & Culture, Community Schools, and Operations—each committed to strengthening family engagement and supporting the whole child. Representatives from each team also serve on the MTSS team and assist with McKinney-Vento services.  The Coordinator of Instruction supports teachers in communicating academic progress with families. The School Climate & Culture Coordinator reinforces behavioral expectations and helps foster a safe, supportive environment. The Community Schools Coordinator connects families with community resources, counseling, mental health services, and Tier II and III interventions. The Operations Team, often families' first point of contact, builds positive relationships through enrollment and school events.  Parents are encouraged to communicate regularly with teachers and administrators regarding their child's progress. Twice each year, BCCS holds six days of in-person parent-teacher conferences to review student growth and strengthen school-home collaboration.  BCCS celebrates the diverse cultural backgrounds of its learning community through annual events that promote inclusion, respect, and global awareness. These traditions foster belonging among students, families, and staff.  Parent involvement is highly valued because it reinforces the importance of education, strengthens family-school connections, and builds community. Family engagement has also supported new immigrant families in developing relationships with one another. Parents actively participate in the School Advisory Council (SAC), English Learner Advisory Committee (ELAC), and English Learner Parent Advisory Committee (EL-PAC), providing valuable input on the Local Control and Accountability Plan (LCAP). Their advocacy has been instrumental in promoting BCCS as a welcoming school that values parent voice and partnership. OUR SURVEY DATA STRENGTHS: Families: Relationships (93% positive); Communications & Feedback (93% positive); Resources (89% positive) Staff: The highest-rated core survey question was ""I feel comfortable speaking honestly to families about their child's progress."" This question is part of the Relationships measure which overall was 82% positive."|"The Youth Truth Survey “Relationships” Theme questions aligned to building relationships seek to gauge different aspects based on the stakeholder group. For the coming academic year, we will prioritize actions/activities directed to the following Youth Truth Survey ""Relationships"" items: • Families: Engagement, School Safety • Teachers/Staff: Engagement, Culture, School Safety"|The LEA continues to have strong relationships with families, as evidence, in parent participation rates in student-led parent conferences, parent workshops, Coffee with the Administrators, and parent surveys. In addressing the needs of the whole child and engaging parents and our school community to support each other the LEA has responded and addressed social emotional, cultural needs, for our school community. The school should continue to provide access and communication between all educational partners.|The pre-service professional development in Summer 2025 included multiple sessions on building relationships with students/families using resources from Relay Graduate School of Education. Two sessions were specific to building relationships: “Harnessing Identity to Build Trust” and “Deepening Connections with Families & Students.”  Teachers are supported throughout the year through professional development building from the regular instructional coaching they receive from the Coordinator of Instruction. The Coordinators of Culture & Climate as well as the Community Schools Teams, regularly collaborate with administration to design relevant professional development for teachers to address PBIS implementation and MTSS. The school also has six days dedicated to individual teacher conferencing with parents (3 fall/3 spring). The average parent attendance for the school for the dedicated parent conferences over the current year exceeded 70%. BCCS maintains a section on the school website with resources for parents to assist the continuity of student learning at home, including direct links to various digital platforms. All of our curricula are digital and posted in Google Classroom for ease of student access at home, and available for parents to monitor at home. Parents also receive regular communications from teachers about the academic progress of their child; and parents receive a login to Infinite Campus so they can view student academic marks at any time. Teachers are available for conferencing by appointment throughout the year. For special student populations, BCCS has events and committees targeted to their needs. For example, this year we initiated SpEd Meet ‘n Greets for both fall and spring semesters to better engage the parents of these students who may have gone “unseen” in their prior educational setting. This is aimed at ensuring parents that we are here to partner with them for their child’s success in alignment with their IEPs. Additionally, our ELAC/EL-PAC holds meetings aligned to data timelines to discuss the specific needs of the English learner population (e.g., CA Dashboard, state-verified data platform BOY-MOY-EOY; English Language Proficiency Assessments for California, reclassification consultation, etc. ) Our Board of Directors annually evaluates our parent involvement policy as a Title I school, and makes revisions accordingly. The SAC/PAC maintains the responsibilities of monitoring our Title I interventions. All parents are welcome to attend the meetings during the academic year and provide input on the program as it pertains to the performance of both our socioeconomically disadvantaged students and those in danger of not meeting standards. OUR SURVEY DATA STRENGTHS Youth Truth Engagement Theme • Families: Resources overall theme was 93% positive|The Youth Truth Survey Engagement Theme questions aligned to building partnerships for student outcomes seek to gauge different aspects based on the educational partner group. • Families: Engagement • Teachers/Staff: Culture, Professional Development & Support|"Continue Parent Conference Days (6 days/year); increase parent engagement/attendance at schoolwide events; hold Fall & Spring SpEd events; set expectations for teacher communication ""touch-points"" about student progress; MTSS process."|As a small charter school, BCCS seeks to involve parents and other community members in providing input for decisions that impact the school. The current charter petition describes the formal governance structure of the organization. Our Board encourages and expects the leadership to provide multiple opportunities to families and staff to engage in discussions to inform site-level decision making, and feedback to the Board on issues faced by the school. All families and staff have opportunities to provide input on plans for school improvement, such as the LCAP and event planning. While families are encouraged to participate in local governing board meetings and site-based committees, we know that these opportunities may be at inconvenient times. To address this, we hold monthly Café con los directores (Coffee with the Principal) as an informal setting for parents/families to share their thoughts on a wide range of issues and to raise concerns that require addressing by the administration. Throughout the year, the school holds workshops geared to parents on supporting their child’s learning, emotional well-being and wellness, bullying prevention, social media, college awareness, and readiness, among other topics. We maintain an “open door” policy for parents and staff to speak with the Executive Administrator about any concerns they may have related to the school and/or their child. Parents often use the open-door policy to meet with the executive administrator and other members of the administrative team. 2025-26 Youth Truth Survey of Families questions on engagement: Overall Engagement Summary Measure is 4.19 which describes the degree to which families are engaged in their school and empowered to influence decision making. • Parents/family members are included in planning school activities (Overall 78% positive, 4.20 rating) • I feel engaged with my school. (Overall 79% positive, 4.13 rating) • I feel represented by parent/family groups at my school. (Overall 83% positive, 4.17 rating) • I feel empowered to play a meaningful role in decision-making at my school. (Overall 73% positive. 4.09 rating) • I feel informed about important decisions regarding my school (Overall 83% positive, 4.32 rating)|While the data analysis from families and staff do not demonstrate a “need,” we continue to develop the capacity of our families and staff in participating in the various committees and engaging with our Board of Directors on policies/procedures and strategic planning that impact students, families and staff.|Maintain accurate engagement activity calendar on the website; upcoming events/reminder SIS-programmed calls, emails and text messages; backpack letters|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-29|2026
19647330107755|Port of Los Angeles High|3|POLAHS Qualtrics yearly Educational Partner surveys were launched in January 2025 and garnered the following response rates: Student Survey: 858 participants (96%) Staff Survey: 87 participants Parent Survey: 170 participants (21%) Survey incentives were successfully implemented to increase student and parent survey participation, which provided a more in depth understanding of student and family needs and attitudes regarding the school. Surveys were also provided in families ´ preferred language. POLAHS continues to innovate opportunities to build robust partnerships between staff and families, and connection between students, in order to improve student engagement and outcomes. In an effort to provide a welcoming environment for all families, POLAHS utilizes multiple methods of communication and technology for parent engagement that engage in each family ´s preferred language of communication. These methods include in-person meetings and committees like Freshmen Welcoming meetings for new families, Back to School Night and Parent Teacher Conferences with translators, Cafe and Charla meetings presented in Spanish and covering topics on student academic planning and school decision making. Additionally the use of technology like Parent Square, which translates messaging and information shared to the family ´s preferred language for communication, allows for timely connection between families and faculty. Parent Square connects over 90% of our school community to faculty and staff; this ensures that families are kept involved and aware of school matters. 2026-27 Local Performance Indicator Self-Reflection for Port of Los Angeles High School Page 9 of 20 In an effort to improve family engagement, the Parent Advisory Committee (PAC) has provided feedback and review of school policies, LCAP goals, accountability reports. Additional committees like the English Learner Advisory Committee, Student Well-Being Committee have also offered opportunities for families and students to engage in shared decision making and feedback on school planning and policies.|POLAHS actively seeks new ways to improve parent participation throughout the school community. POLAHS will provide opportunities for parent engagement through Coffee with the Principal and Cafe y Charla events. Cafe y Charla events are designed for spanish-speaking families. We will continue to focus on ways to increase parent participation and foster a stronger relationship between school staff and families. We strive to look at different ways to increase the effectiveness of our parent/teacher communication. Collaboration meetings continued to focus on increasing outreach to parents regarding student progress, and dialogue with parents/guardians regarding academic planning and post-secondary goals. Teachers continue with phone calls home not only to inform families about missing assignments and grades, but also to give praise when students are doing well.|POLAHS continues use of translation services and translated materials when communicating with parents/guardians. The English Learner Coordinator and SpEd Department provide professional development for teachers to better support EL and SpEd students, while also connecting with their families. POLAHS full -time Social Emotional Counselor provides Tier I social emotional wellness workshops and information for our students as well as providing much needed resources to our families through community resources provided in home languages. POLAHS has also partnered with Care Solace, who provides assistance to families who need health services. The Behavior Intervention Specialist and Attendance Clerk provide Tier III emotional wellness support, communication to parents regarding student behavior and attendance for students who have disciplinary issues or have been identified as chronically absent.|POLAHS continues to implement various ways to build partnerships and provide avenues for feedback with our families in order to support student outcomes. POLAHS ´s accountability newsletter Bear Tracks, Coffee with the Principal, and Cafe and Charla, are utilized to disseminate information and offer a place for families to engage with school staff on school issues and decision making. POLAHS ´s Parent Liaison and monthly school calendar, posted through parent square and printed shared with students to take home, help disseminate information about upcoming academic, social, and sporting events on and off campus. Parents are invited to participate in Parents of POLAHS Students (POPS), school committees and stakeholder groups to provide feedback. Because of this 92% of parents reported they are kept well-informed about school activities in the yearly survey. POLAHS Counseling Department including four Academic Counselors, a CTE and Career Counselor, and a Social Emotional Counselor, provides oning academic guidance and postsecondary planning for students and families, along with information on student mental health. Partnerships with Boys and Girls Club’s College Bound program offers students the opportunity to receive additional academic mentoring and college planning. Use of technology like Parent Square allows teachers and counselors to quickly communicate with parents in their preferred language, and the four year Academic Plans on Aeries allow parents to engage with their student and the school in planning for their student ´s postsecondary goals. These tools have helped families to feel engaged; when surveyed, 82% of parents report POLAHS encourages them to be an active partner with the school in educating their child and 84% of parents feel teachers communicate with parents about what students are expected to learn. Additionally, POLAHS offers events like First Thursday at Pixels, the annual CTE Showcase, and VAPA Senior Showcase for parents and the community to connect socially while also offering students the ability to highlight what they are learning in their the visual and performing art classes, including Graphic Design, Photography, Advanced Art, Drama, and Film courses. These showcases give students the opportunity to show what they have learned to their families and provide them the opportunity to cultivate pride in what they have accomplished.|Based on Educational Partner input, POLAHS launched one-week summer enrichment courses that provide opportunities for students to collaborate with their peers in high interest, low stakes programming involving topics like: robotics, acting, and fashion. These courses will continue through summer 2026-2027.|POLAHS uses multiple platforms including Parent Square to provide direct messaging posting on the school ´s website, and social media to share the monthly accountability newsletter, Bear Tracks.Throughout the year POLAHS offers multiple Cafe and Charla meetings for families with EL students and Spanish speaking families. These meetings offer families the ability to connect with each other and various school personnel as they learn skills and information to help them support their students. Meetings have covered topics from student mental health and wellness, college exploration and application process, and sharing student outcome data from State and local reports. Feedback from the English Learner Advisory Committee identified a Spanish speaking Math tutor as a potential need that would help improve student learning. The SpEd Department offers parent meetings by student grade level where families can support their students academically in the upcoming year along with how to support their student. These meetings provide families the ability to help build skills and knowledge that will help them provide support for their student at home.|POLAHS values educational partner feedback as a way to build stronger relationships within the school community. POLAHS continues to offer various committee meetings for seeking input for decision making including: Educational Partner Surveying, Coffee with the Principal, Parent Advisory Committee, Student Well-being Committee, and Finance Committee meetings.|POLAHS ´s yearly parent survey, provided in both English and Spanish, was shared electronically through Parent Square. Parent engagement in surveys continues to be identified as a need. POLAHS will continue recruitment efforts to increase parent participation in the various committees on campus including: Parent Advisory Committee, Parents of POLAHS Students (POPS) and ELAC, as well as improve attendance at the meetings.|POLAHS will continue to seek ways to engage underrepresented families through offering ELAC meetings, involvement in committee meetings like School Site Council, SpEd meeting, and Parents of POLAHS Students (POPS) to provide avenues for families to offer feedback and participate in building skills and knowledge that support student success, shared decision making. POLAHs will continue to examine unique and varied opportunities to communicate and engage parents, especially underrepresented families in order to strengthen relationships that support student engagement.|4|5|4|5|4|4|4|5|4|4|5|4|Met||2026-06-10|2026
19647330108878|CHAMPS - Charter HS of Arts-Multimedia & Performing|3|Maintaining clear school-home communication by utilizing easily accessible, translated information distribution systems including ParentSquare, the school website, informational meetings, and social media. Providing opportunities for parents to engage through SSC, ELAC and ample student performances and events open to whole families as guests and as volunteers. The school also sends out a weekly community newsletter that is presented in both English and Spanish.|Focus areas for growth include establishing consistent, additional regular points of engagement with school leadership including quarterly Coffee with the Executive Director and monthly Coffee with the Principal; translation will continue to be provided. CHAMPS will continue its work to ensure that all materials and information are translated and accessible. Teachers will continued to be coached to engage with parents regularly and translation will be provided whenever faculty need assistance.|CHAMPS prides itself on being an inclusive welcoming environment. This is seen in staff interactions with our families, when walking our campus, and in our communication with stakeholders. Communication has been enhanced with the addition of Q Communication, a platform that translates tests, emails, and phone calls into the families' home language. We have also continued to add additional bilingual support personnel, including a Dean of Students, to support student and family engagement with the school. An area of need is to continue to support staff in learning about each family since at the secondary level each teacher may have upwards of 100 students on their caseload.|"CHAMPS believes that families are a crucial partner. We meet with families at Back to School Night, New to CHAMPS welcome meetings, and semi-monthly ""Coffee with the Principal"" meetings. Our Special Education team meets with new families in the summer and continues to meet the families of students with IEP's. Counselors are available anytime parents want to discuss a student's academic needs. Additionally, we host Family Support Meetings whereby parents come to school and meet with a team to discuss challenges that their student is facing. We also have SART meetings where parents come to school and meet with our attendance counselor and an administrator to support their child's increased attendance."|Focus areas include structuring additional available meeting times on campus so parents and families are more readily able to engage with counselors and school faculty (beyond Back to School Night).|Parent engagement in ELAC and attendance at school events provides an opportunity for outreach that can be strengthened. CHAMPS will work to harness those opportunities to encourage and welcome additional engagement on the part of families of underrepresented students.|Families were informed of opportunities, and invited to participate in, school decision-making, including budget development, participation in SSC, and attendance at Board meetings.|PTSA and School Site Council (SSC) both ensure families participated in school decision-making. These organizations can be leveraged to encourage educational partners' leadership in framing goal setting for CHAMPS. PTSA offers leadership training for those interested in serving in an officer position. Monthly SSC meetings allow parents to work in conjunction with staff, administrators, and students to participate in policy decision-making.|Ensure that surveys, meeting invites and information are translated and distributed across multiple platforms. In addition, ensure they are posted and available in hard copy. Counselors and administration should provide outreach to underrepresented families as part of their regular daily practice.|4|4|4|4|4|3|4|4|4|4|3|3|Met||2026-06-22|2026
19647330108886|Gabriella Charter|3|Our school is deeply invested in building relationships between school staff and families. We have a strong school-family communication platform, Parent Square, that helps facilitate regular updates, messaging, and schoolwide news. We have high attendance at our family conferences, back to school nights, classroom meeting nights, and more. Our staff gets to know students and families well.|One of our overarching goals is to have our curricula better reflect the experiences and backgrounds of our students. To that end, we are working to grow in our partnership with students and families so that we can bring their experiences and backgrounds into classrooms. We have made some strides in the 25-26 school year in bringing more families to campus more frequently to join in classroom learning experiences.|We are working this summer to further engage and connect with underrepresented families. We are also continuing to offer a variety of times to engage in conferences and other events. We use all forms of communication, determined to figure out the best way to engage with all families, from Parent Square to calling to texting.|We view families and caregivers as our partners in educating and supporting their children. As such, we have many family-based events to share tools and strategies for learning. We communicate regularly with families in conferences, in other meetings, and via our Parent Square communication tool to provide schoolwide, classwide, and individual supports for students.|Our major focus area will be on building out specific strategies for families to use to support their scholars at home. As we build towards standards-based grading, we believe that caregivers will also understand grade-level expectations more specifically, and that understanding will also help all of us work together to support their students.|Again, we need to find new and thoughtful ways to enlist families who do not engage as frequently with us. By communicating student outcomes and grade-level expectations, we are hopeful that families will feel more empowered to support their scholars.|We use a variety of surveys, Coffee with the Principal, and Platica con el Liderazgo as spaces for families to give us feedback, share input, and otherwise help us adjust and make decisions for our school community. Families are also able to schedule time with administrators to share additional insight.|We are looking to improve in the breadth of families that we are able to reach in these ways; while many families consistently engage, we have some that rarely do or have not yet.|As we continue to refine our programming, we can use opportunities like classroom meeting night, conferences, and other broader touchpoints with families to try to enlist underrepresented families more frequently in giving input into decisions we make as a campus.  Our Equity Roadmap includes a Parent Empowerment Protocol that we are designed to uplift family voice in making decisions at our campus. Our shared parent coordinator will be a key player in supporting our growth in this area.  GCS is strongest in providing opportunities for stakeholders to work together to plan, design, implement, and evaluate family engagement activities at school. The GCS School Site Council reviews and approves the Parent Involvement Policy on a yearly basis, and this includes opportunities for stakeholders to engage at the school. Additionally, the GCS ELAC reviews English learner programming and other relevant student and school data to recommend student supports at the school.|4|4|2|5|3|3|3|3|3|3|3|3|Met||2026-06-22|2026
19647330108894|Alliance Judy Ivie Burton Technology Academy High|3|At Alliance Judy Ivie Burton Technology Academy High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole. To support this goal, our school has held 7 parent engagement events this year. To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach. As a result of this, 11.18% of our scholars' families attended two or more parent engagement events this year. In addition, 96% of our families responded postively in questions regarding Family Engagement at the school, and 93% of our families responded postively in questions regarding Teacher Relations at the school. Finally, 96% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someone else they care about. These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share. This comes as a result of our efforts to build relationships between our school and all educational partners.|Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars. To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data. These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.|Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community. Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families. We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.|At Alliance Judy Ivie Burton Technology Academy High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars. As a result of this outreach, as well as our school's strong academic focus, 97% of Parents responded positively in questions regarding College Success at our school. Our school also prioritizes outreach to families by organizing and planning workshops. When asked about this, 96% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school. In addition, 97% of Parents responded positively in questions regarding Teaching and Learning at our school. All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.|Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops. We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.|Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child. In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.|In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups. During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide. In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others. As a result of this input, 96% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions. This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.|Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback. We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.|Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process. In addition, we have continued to expand targeted outreach for these families, to ensure that our all educational partners have equitable voice in decision making at their child's school.|5|5|3|5|3|5|5|3|3|3|3|3|Met||2026-06-10|2026
19647330108910|ISANA Nascent Academy|3|ISANA believes that successful collaborative relationships with families have a positive impact on student learning and achievement. School-Family partnerships are a focus from the beginning of the year. Teachers reach out to all parents and families before the start of the school year to welcome them back or to welcome them for the first time. The school holds a Meet and Greet so that families and students can visit the school and classrooms and students can meet their new teachers. We have parent-teacher meetings within the first few weeks of school during which teachers met with families to provide them with the space and time to share about themselves and their child(ren) and to set goals together. Throughout the year, the school hosts several other events, including workshops focused on academic and social-emotional learning as well as Performing Arts Showcases. Throughout the year, families have several opportunities to engage in conversations with teachers regarding their child’s progress, strengths, and areas of need. Meetings with families and parents are translated when needed, as is written communication.|One area for improvement is to continue to work to increase attendance at parent meetings so that all parents and families receive key information. We continue to speak with and survey families to find the days and times that work best for them so that families can participate as much as possible in the decision-making process. Additionally, parents expressed a desire to be able to access workshops on-demand and so, whenever possible, we will record workshops on make them available via, for example, YouTube.|Through our self-reflection process, we identified that while our overall family engagement survey results are strong, participation in workshops and school events tends to be concentrated among a core group of families, with underrepresented families including those of English Learners, Socioeconomically Disadvantaged students, Foster Youth, and chronically absent students remaining harder to consistently reach. To improve engagement with these families, we will strengthen and expand the capacity of our Student Family Services Coordinators through targeted professional development focused on culturally responsive outreach, engagement of underrepresented families, and community partnership development. We will also diversify the format, timing, and delivery of family engagement opportunities including expanding virtual options and recording workshops for on demand access to reduce barriers related to transportation, work schedules, and childcare. Additionally, we will build more intentional and systematic community partnerships to connect underrepresented families to resources and services that address the broader barriers impacting their ability to engage with our schools. Together, these efforts reflect our commitment to ensuring that family engagement at ISANA is equitable, inclusive, and reaching every family not just those who are already consistently connected.|Families have several opportunities in the school year to meet with teachers and discuss student progress. Parent conferences, at which teachers discuss individual student performance and goals, are now scheduled for three times a year but parents and families are welcome to schedule a meeting with their child’s teacher at any time in the year. Additionally, teacher email and phone contact information are shared at the beginning of the year; parents and families are also welcome to visit the school and classroom. Throughout the year, the school hosts parent workshops on both social-emotional and academic topics at which they receive knowledge and resources to help them support student learning at home. With regards to supporting families in understanding and exercising their legal rights and advocating for their own students and all students, IEP rights are provided to parents at the beginning of the school year and with every IEP meeting invitation. Also, at the beginning of every IEP meeting, the IEP team facilitator confirms if the IEP rights were received. In addition, the Parent Handbook with communication rights are provided at the beginning of the school year and are made available at the front office to all parents in both English and Spanish.|We are continually working on providing professional learning and support to teachers and school leaders to enhance their ability to partner with families. Our focus is on increasing the staff’s understanding of families' backgrounds and cultures to ensure effective communication and establish genuine connections with each family. To this end, we introduced a parent conference week at the beginning of the school year in 24-25. The primary purpose of this week is to help teachers get to know the families and help families feel comfortable and welcome within the school community.|We will continue to reach out to families through meetings, surveys and other methods to identify the most prominent needs of our parents and students. The school leadership team will use the data and information gathered to work on coordinating resources and services for families and students with community groups including businesses, agencies, high schools and colleges/universities.|The school works with leadership and staff to discuss the purpose of advisory groups and committees, topics to cover and ways to empower families to be active participants in advisory groups and decision making. Opportunities to provide input on policies and programs are provided to all families through meetings such as general parent meetings, school councils and committees.|We continue to work on collaborating with parents and families directly to understand their role in decision making and school governance as well as to increase the quantity of families that engage in decision making and input giving opportunities.|As mentioned in the previous section, we will continue to offer the opportunity for parents and families to participate virtually in advisory, committee and other parent meetings.|4|5|4|5|4|4|5|4|4|4|5|4|Met||2026-06-12|2026
19647330108928|Larchmont Charter|3|Larchmont Charter School conducts stakeholder surveys twice a year. Surveys from families indicate a high level of satisfaction with the school’s efforts to build strong relationships. Families appreciate the school’s transparency, responsiveness, and the genuine care shown by the staff. There were areas that were highlighted as Larchmont’s strengths in Building Relationships Between School Staff and Families. One of these areas is family communication. Larchmont has established robust communication channels, including regular newsletters, emails, and an active online presence through its website and social media platforms. This ensures that families are consistently informed about school events, policies, and student progress. Larchmont also has the expectation of all its staff to respond to any family communication within 48 hours. Another area is the family engagement initiatives. The school organizes various events and activities aimed at engaging families, such as weekly assemblies that families can attend, back-to-school nights, parent-teacher conferences, community events such as the World Fair, and family workshops like Math Night. These events provide opportunities for families to connect with teachers and administrators. There were areas that we also continue to progress in. There has been a notable increase in parent participation in school events and decision-making processes. Larchmont actively involves parents in advisory councils and committees, giving them a voice in school governance and policy development. The school has made progress in creating a culturally responsive environment that respects and values the diverse backgrounds of its students and families. Efforts to celebrate cultural diversity and include all families in school activities have strengthened community bonds. Larchmont has improved support services for families, including providing resources for those facing challenges such as mental health needs. Through the launching of Care Solace services, families feel more supported by the school. In summary, Larchmont Charter School's stakeholder surveys highlight its strengths in maintaining active communication and engaging families through various initiatives. Progress has been made in increasing parent participation, fostering cultural inclusivity, enhancing support services, and receiving positive feedback from families. These efforts collectively contribute to stronger relationships between school staff and families.|Larchmont Charter School is committed to continuously monitoring and evaluating its efforts to improve family engagement. This involves setting clear goals, tracking progress, and making data-driven adjustments to strategies and programs. The school aims to establish more robust mechanisms for collecting and acting on feedback from families. This includes surveys, focus groups, and advisory councils that provide parents with a voice in school governance and decision-making. Larchmont is also focused on continuous training of staff to be culturally competent and responsive. This involves understanding and respecting the diverse cultural backgrounds of students and their families, which helps in building trust and fostering stronger relationships.|Larchmont aims to improve the engagement of underrepresented families by focusing on building strong, positive relationships between school staff and families. Larchmont Charter School continues to enhance communication efforts to ensure that information is accessible and comprehensible to all families. This includes providing translations of all school communications and holding multilingual meetings, as applicable, to reach a wider audience. The school will increase outreach efforts to connect with underrepresented families. This includes hosting community events, workshops, and informational sessions to build trust and rapport. The school will build on organizing more culturally relevant activities and events that celebrate the diverse backgrounds of its student body. These events will provide opportunities for families to connect with the school community and with each other, fostering a sense of belonging and inclusion. Larchmont will offer workshops and training sessions for parents to help them support their children’s education at home. Topics may include understanding the curriculum, effective communication with teachers, and strategies for supporting academic success. These sessions will be designed to be accessible and relevant to the needs of underrepresented families. The school will implement feedback mechanisms to ensure that the voices of underrepresented families are heard and valued. This includes regular surveys, focus groups, and forums where families can share their experiences, concerns, and suggestions. The feedback gathered will be used to inform and improve school policies and practices. By implementing these strategies, Larchmont Charter School aims to create a more inclusive and supportive environment for all families, with a particular focus on engaging those who have been historically underrepresented.|Larchmont has successfully engaged a diverse range of educational partners, including parents, local organizations, and community stakeholders. This engagement has fostered a collaborative environment where all parties are invested in the success of students. The partnerships have led to a stronger focus on student-centered practices. Educational partners have contributed to the development and implementation of programs that address the holistic needs of students, including academic support, mental health services, and extracurricular activities. Collaboration with educational partners has enhanced professional development opportunities for teachers. Partners have provided resources, training, and support that help educators implement innovative teaching strategies and improve student outcomes. Larchmont's efforts in building partnerships have contributed to a positive school climate. Strong relationships between staff, students, and families have created an inclusive and supportive environment that promotes student well-being and academic success. Input from educational partners has informed more effective allocation of resources. This has resulted in targeted interventions and support services that address the specific needs of students, particularly those from underrepresented and underserved communities. Throughout the school year, Larchmont has organized targeted events such as schoolwide literacy and math nights, back-to-school nights, open houses, coffee with the principal, and Site Council gatherings.|Larchmont will continue strengthening partnerships that directly support student achievement and engagement. Feedback gathered through stakeholder surveys, Site Council meetings, parent coffees, student leadership groups, Employee Advisory Group meetings, and Board discussions highlighted a desire for increased academic alignment across campuses and greater support for diverse learners. As a result, the school is focusing on strengthening Professional Learning Communities (PLCs), enhancing instructional consistency TK-12, expanding support for multilingual learners, and increasing opportunities for families to understand student progress and learning expectations. Additional focus areas include improving attendance partnerships with families, increasing family participation among underrepresented groups, and providing resources that help families support learning at home. The school will continue evaluating the effectiveness of family engagement efforts and making adjustments based on stakeholder feedback and student outcome data.|Larchmont Charter will ensure targeted messaging to underrepresented families to foster more active engagement. Information and resources on student outcomes will be available for families to access. Larchmont continues to increase the utilization of ParentSquare and provide alternative documentation to families who don’t have digital access. Larchmont continues to enhance its outreach efforts to underrepresented families by using targeted communication strategies. This includes providing information in multiple languages, utilizing various communication platforms such as ParentSquare, and ensuring that all materials are culturally relevant and accessible. The school will leverage technology to improve engagement with underrepresented families. This includes using online platforms for virtual meetings, creating digital newsletters, and developing a user-friendly website with resources and information in multiple languages, as applicable|Larchmont has established inclusive and transparent decision-making processes that actively involve educational partners, including parents, teachers, students, and community members. This ensures diverse perspectives are considered, fostering a sense of shared ownership and commitment to the school’s goals. The school has implemented regular and structured feedback mechanisms such as surveys and focus groups. These platforms provide stakeholders with consistent opportunities to share their views and contribute to the decision-making process. Larchmont has established strong advisory committees, such as the School Site Council that include representatives from various stakeholder groups. This committee plays a crucial role in guiding school policies, programs, and initiatives, ensuring that decisions are informed by a broad range of insights and expertise. The school effectively uses local data to inform its decision-making processes. This data is presented to the Larchmont Board and all stakeholders. By analyzing academic performance, attendance rates, and other key metrics, Larchmont ensures that decisions are based on accurate and relevant information, addressing the specific needs of the school community. Also, the leadership at Larchmont demonstrates responsiveness and adaptability in addressing feedback from educational partners. This includes being open to new ideas, making adjustments based on stakeholder input, and continuously seeking ways to improve the decision-making process.|Larchmont is committed to continuously improving how educational partners participate in decision-making. Stakeholder feedback indicates a desire for increased opportunities to provide meaningful input on instructional priorities, student support systems, attendance initiatives, and school climate efforts. The school will continue refining survey processes, expanding participation in Site Council and advisory groups, and increasing opportunities for dialogue across all campuses. Particular attention will be given to elevating the voices of families of English Learners, Students with Disabilities, Black/African American students, and other historically underrepresented groups. Feedback collected through stakeholder engagement activities will continue to directly inform the LCAP, budgeting process, school improvement planning, and implementation of key initiatives.|Larchmont continues to enhance its communication strategies to ensure underrepresented families are well-informed and able to participate in decision-making. This includes providing information in multiple languages, using various communication platforms (emails, texts, phone calls), and ensuring that materials are culturally relevant and accessible. The school will ensure that underrepresented families are represented on advisory committees and councils. By actively recruiting and involving these families, Larchmont can ensure their perspectives are included in shaping school policies and programs. To accommodate the schedules and needs of underrepresented families, Larchmont will offer flexible meeting times and locations. This may include virtual meetings and evening sessions. Larchmont will provide workshops and training sessions for underrepresented families to empower them with the knowledge and skills needed to engage in decision-making. Topics may include understanding the school’s governance structure, effective communication strategies, and how to advocate for their children’s needs. The school will use personalized invitations and follow-up communications to encourage participation from underrepresented families. This personal touch can help families feel valued and more willing to engage in the decision-making process.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-02|2026
19647330108936|Alliance Collins Family College-Ready High|3|At Alliance Collins Family College-Ready High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole. To support this goal, our school has held 39 parent engagement events this year. To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach. As a result of this, 19.77% of our scholars' families attended two or more parent engagement events this year. In addition, 99% of our families responded postively in questions regarding Family Engagement at the school, and 99% of our families responded postively in questions regarding Teacher Relations at the school. Finally, 99% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someone else they care about. These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share. This comes as a result of our efforts to build relationships between our school and all educational partners.|Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars. To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data. These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.|Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community. Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families. We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.|At Alliance Collins Family College-Ready High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars. As a result of this outreach, as well as our school's strong academic focus, 100% of Parents responded positively in questions regarding College Success at our school. Our school also prioritizes outreach to families by organizing and planning workshops. When asked about this, 99% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school. In addition, 99% of Parents responded positively in questions regarding Teaching and Learning at our school. All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.|Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops. We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.|Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child. In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.|In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups. During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide. In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others. As a result of this input, 99% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions. This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.|Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback. We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.|Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process. In addition, we have continued to expand targeted outreach for these families, to ensure that our all educational partners have equitable voice in decision making at their child's school.|5|5|3|5|3|5|5|3|3|3|3|3|Met||2026-06-10|2026
19647330109884|James Jordan Middle|3|Our staff has intentionally built strong relationships with students and families, and in the most recent year, 100% of our students received positive, public recognition from our staff. Teachers are supportive of students and our community recognizes that. We are proud that our yearly surveys this year reveal how strong those relationships are. This year, 98.9% of families said that teachers want students to do well. Our school also regularly communicates with families when students are struggling academically, and those outreach efforts have been important for building relationships. This year, 100% of students with an NC quarter grade either had a parent conference with a teacher or administrator at our school or had at least three attempts to set that conference up. Our environment is a welcoming one as evidenced by 57% of our families attending our Welcome Breakfast this year and more than 200 parents attending our general parent meetings monthly. Our quarterly Coffee with the Administrators events and Parent Nights have been especially well-received, and those informal opportunities to build relationships with families have been some of the most successful staff-family events we’ve enjoyed this year. Our families appreciate being involved in the school community and often share how much they value our ability to attract and seek input from families.|Our families want us to stay in regular communication with them, especially when their child might begin to slip through the cracks, and since they’ve asked us to prioritize communication, they’ve asked us to keep them better informed, especially about academic performance and attendance issues. We are focusing on reaching out via text and phone messages when students are missing homework assignments, offering a Work Habits Advisory for teachers to support students who are struggling in their classes, and contacting families with attendance concerns. We want to be able to share specific data with families, so our attendance tracking spreadsheet has been revised so we can share how many instructional minutes students are missing, regardless of if they miss full days or simply leave school early.|We want our school to be safe for all students, and our parent survey results show we have created a space that 96% of parents agree is as safe as or safer than other schools. Other families have asked for assistance with parenting strategies, so we offered Parent and Student Workshops. One important workshop that was particularly well-received because it was focused on supporting students and encouraging their success was one that taught how to access their child’s grades, communicate with teachers, and how to prepare their student to meet the requirements of our promotion policy. We’ve also intentionally built relationships with community organizations who can offer mental health service opportunities for families in off-campus settings. We know how important mental health services are for our families, but we also know that accessing services is not always easy or affordable, so we participate in the Children Youth and Behavioral Health Initiative, a grant program that provides reimbursement for providing mental health services for non-IEP students as well as for helping us improve our counseling center on the campus.|On this year’s student survey, 93.4% of students said that teachers want students to do well, and those strong relationships strengthen our staff’s ability to positively support students who are struggling academically or behaviorally. Our students know that our staff cares about their success, so the systems and incentives we’ve put in place to positively reward academic and behavioral progress have been especially effective. The Dean’s List as well as rewards that celebrate attendance, homework completion, demonstrating prosocial behavior in peer interactions, tutoring attendance (asking and getting help), and accruing merits for academic/social behaviors have all been effective supporting and encouraging students to be successful. Our students know we look to celebrate them often, and 100% of students received positive, public recognition this year. Our partnerships with students are so strong and our students feel so successful that 100% of students indicated, for the third year in a row, they plan to return to our school next year.|Students and staff agree that additional mental health supports are needed to help students with anxiety, depression, and drug use. We commit resources to supporting the mental health of our students because we know those supports will help us build partnerships and ultimately improve student outcomes. Next year, we will offer an advisory for students who have experienced trauma, and that advisory will be led by our mental health staff. We have also bolstered our partnerships with community agencies who can help us meet our students’ needs both via in-school services and by accessing services for themselves or their families in the community.|The school continues to actively work toward eliminating racism on campus to address the needs of the small percentage of African American families who feel uncomfortable with the racism their students encounter. The school’s principal has had individual meetings with the few families who have encountered that racism, and we’ve addressed hate language and bullying in parent workshops. Our families took those messages seriously and we’ve noticed a significant drop in the reported use of hate language on campus and online bullying on and off campus. We actively encourage families to access mental health supports off campus when they can, pointing them to community partners who can provide services.|Families know we actively encourage them to share their ideas and perspectives with the school, and more than 200 parents show up to our monthly general meetings. We use those meetings to seek input from our community, but we also host informal Coffee with the Administrators meetings where, for up to 90 minutes, parents meet with school leaders and share input about the school.|Our monthly parent meetings have been powerful opportunities for families to hear about our school’s efforts, but they can be intimidating, large meetings where some parents might feel uncomfortable sharing ideas, so our Parent Nights and Coffee with the Administrator gatherings exist to create space for families to meet with staff and leaders to share input and feedback in a smaller, more informal setting. Our parents have asked us to continue offering these events, perhaps even more often, so we are focused on providing informal, small-group events for families to meet and share input with us regularly.|The strengths and needs apply to all the families.|5|5|4|5|5|5|5|5|5|5|5|5|Met||2026-06-02|2026
19647330109934|Our Community|3|Our Community School provides several opportunities to parents to ensure that they feel connected and can work collaboratively towards the success of their child's education.  We offer several parent tours, we connect with families after they have been selected in the lottery to assist with enrollment and then our parent organization schedules play dates over the summer in each grade level to ensure families have connection and feel welcome.  Prior to the first day of school, the school hosts a meet and greet where parents come to school to meet the teacher.  Our teachers will write letters to students welcoming them to their classroom prior to the meet and greet.  We utilize Parent Square with two way communication to support parent questions.  We encourage parent volunteers in the classroom and with school events.  We also prioritize stakeholder input in a variety of ways.|In the 2026-2027 school year we will have a full time Parent Engagement Coordinator.  This year she has participated in all of our tours and built relationships with our new families. We will continue to work with new and existing families to strengthen parent engagement.  We also will work with our Equity Task Force to plan a welcoming event at our Meet & Greet school kick-off that welcomes everyone to work together to support diversity and inclusion.|Our Parent Engagement Coordinator will create opportunities to connect with families to identify barriers that our school should consider and work towards removing barriers for student success.|Our Community School has a variety of task forces, committees, and councils to ensure that there is an active voice advocating for students.  We also invite our parents to participate in two conferences in the school year with the classroom teacher. We have family conferences in the fall and then we have student led conferences in the spring.   We also have a Cluster Coordinator Committee which consists of a representative from each grade span (TK-2, 3-5, 6-8) that works collaboratively to identify and continuously strive towards positive student outcomes.|In 2026-2027 Our Community School will work on providing information in the school communications to further strengthen the understanding of all the things we offer, so that we can continue to achieve active parent engagement for all students.  Our Parent Engagement Coordinator will also work to build strong relationships, so all families feel welcome.|We will work to build relationships with our underrepresented families, so that they can continue to feel supported through the mission and vision of OCS.|Our Community School has a variety of task forces, committees, and councils to ensure that there is an active voice advocating for students.|We will strive for committees have diverse representation and work to empower our parent community to become actively involved in their child's education.  This will be done through the work of the Executive Director, Assistant Executive Director and our Parent Engagement Coordinator.|During the first six weeks we will work to ensure that parents have a true understanding of thier ability to provide input on policies and program development, so we may ensure the needs and or barriers are appropriately addressed.|4|5|4|5|5|4|5|5|5|5|5|5|Met||2026-06-24|2026
19647330110304|Los Angeles Academy of Arts and Enterprise|3|LAAAE is strengthening partnerships with families to improve student outcomes through progress monitoring, parent communication, attendance outreach, college and career readiness activities, English Learner supports, and wellness/referral systems. The school’s framework includes FACE strategies, academic and wellness teams, parent workshops, live dashboards for A-G/CCI tracking, EL reclassification monitoring, and attendance engagement tracking. These structures help families better understand student progress and connect them to school supports.|LAAAE’s primary focus area for improvement is increasing parent and family participation in school engagement opportunities. While the school has strengthened communication through multiple channels, including monthly mailers, live phone calls, ParentSquare, social media platforms, and classroom presentations, recent ICE raids and immigration enforcement activity in the community have made it more difficult for some parents and guardians to participate in person and, in some cases, even virtually. This has especially impacted families who may feel unsafe, uncertain, or reluctant to engage with formal school meetings.  To address this, LAAAE will continue to expand trusted, multilingual, and flexible family engagement opportunities that meet families where they are. The school will strengthen personal outreach, provide multiple ways to participate, offer clear and accessible information, and follow up with families directly to ensure they are informed, heard, and included. The goal is to move beyond simply sending information and ensure that families feel safe, welcomed, and empowered to participate in school programs, student supports, and decision-making.|LAAAE will improve engagement of underrepresented families by strengthening relationship-based outreach and creating more flexible, trusted, and accessible ways for families to connect with school staff. Educational partner input and local participation data show that some families, especially those impacted by recent ICE raids and immigration enforcement activity in the community, may feel unsafe or hesitant to participate in school meetings in person or virtually. To address this, LAAAE will continue using multiple communication channels, including monthly mailers, live phone calls, ParentSquare, social media platforms, and classroom presentations, to ensure families receive clear and consistent information.  The LEA will also prioritize personal outreach from trusted school staff, bilingual communication, flexible meeting options, and follow-up calls to families who are less likely to attend school events. These efforts are intended to build trust, reduce barriers to participation, and ensure underrepresented families feel welcomed, safe, respected, and connected to the school community.|LAAAE’s current strength in building partnerships for student outcomes is the development of monthly Family and Community Engagement calendars that create consistent spaces for families to learn, connect, and partner with the school. The FACE calendars are organized around student-centered themes such as College Empowerment, Financial Aid Empowerment, the California College System and Advanced Placement, and 100% Learning Proficiency and Testing. These monthly calendars demonstrate that LAAAE is intentionally connecting family engagement to academic progress, college and career readiness, wellness, student support, and schoolwide improvement.  Examples include college workshops, financial aid information, Learning with the Principal sessions, SARC/LCAP information, Comprehensive Needs Assessment engagement, trauma-informed parent workshops, Know Your Rights workshops, family nights, self-care workshops with community partners, and job training opportunities. These activities show progress in moving family engagement beyond general communication and toward meaningful partnerships that help families understand student progress, support learning at home, access resources, and participate in the school’s academic and wellness priorities.|LAAAE’s focus area for improvement is to strengthen the connection between family engagement activities and measurable student outcomes. While the LEA has established monthly FACE events and workshops connected to academics, wellness, community partnerships, college and career readiness, VAPA, and business, the next step is to more consistently track participation, gather parent feedback, and use that information to adjust future workshops and supports.  In addition to monthly FACE events, the FACE team will meet quarterly to review participation, evaluate the effectiveness of workshops, identify barriers to family engagement, and ensure the sustainability of the program. The LEA will also continue strengthening communication through mailed FACE calendars, ParentSquare, live phone calls, social media, advisory/classroom presentations, and direct outreach. These efforts will help ensure that family engagement is not only consistent, but also directly connected to improved attendance, academic progress, student wellness, college and career readiness, and stronger school-family partnerships.|LAAAE will improve engagement of underrepresented families by providing more targeted, accessible, and relationship-based opportunities for families to partner with the school around student outcomes. Families of English Learners, Students with Disabilities, socioeconomically disadvantaged students, first-generation college-going students, and families impacted by immigration enforcement activity will be intentionally invited to participate in workshops and conversations connected to attendance, academic progress, ELPAC/reclassification, IEP/504 supports, college and career readiness, wellness, and intervention.  To reduce barriers to participation, LAAAE will continue using bilingual communication, monthly FACE calendars, ParentSquare, live phone calls, social media, classroom/advisory presentations, and personal outreach from trusted staff. The FACE team will also review participation quarterly to identify which families are not being reached and adjust outreach accordingly. Through this process, LAAAE will strengthen family partnerships so that underrepresented families are not only informed about school programs, but actively supported in helping students improve academically, socially, and emotionally.|LAAAE’s current strength and progress in Seeking Input for Decision-Making is the development of formal advisory structures and documented opportunities for families to participate in school planning. During the 2025–2026 school year, LAAAE established and strengthened its ELAC and PAC structures, including parent representatives and officer roles, to support family voice in decisions connected to the LCAP, English Learner programs, attendance, schoolwide needs, and student outcomes.  Families were provided opportunities to participate in meetings that included public comment, review of the School Accountability Report Card, LCAP review, mid-year attendance data, English Learner data, Comprehensive Needs Assessment findings, and discussion of schoolwide priorities for 2026–2027. The LEA also used bilingual agendas and meeting materials to make the process more accessible for families.  These efforts show progress in moving parent engagement from general communication to shared decision-making. LAAAE is building a clearer system where families can review data, ask questions, identify needs, make recommendations, and help guide school planning. While parent participation must continue to increase, the LEA has established the foundation for meaningful family input through ELAC, PAC, FACE meetings, surveys, and Board-connected recommendations.|LAAAE’s focus area for improvement in Seeking Input for Decision-Making is to increase parent and family participation and strengthen the feedback loop between family input and school decisions. While the LEA has established ELAC, PAC, FACE meetings, surveys, and opportunities for public comment, local participation data shows that family participation must become broader, more consistent, and more representative of the full school community.  LAAAE will improve by intentionally recruiting more parents and guardians to participate in advisory groups, surveys, learning with the principal, and school planning meetings. The LEA will also strengthen documentation of family input, monitor which families and student groups are represented, and identify which voices are missing, including families of English Learners, Students with Disabilities, socioeconomically disadvantaged students, and families impacted by barriers such as work schedules, transportation, language access, and immigration-related concerns.  The next step is to make the decision-making process more transparent by clearly communicating how parent and family feedback influences the LCAP, Comprehensive Needs Assessment, attendance supports, academic interventions, English Learner supports, wellness services, and schoolwide priorities. This will help families see that their participation matters and that their input directly shapes school planning and student supports.|LAAAE will improve engagement of underrepresented families in decision-making by expanding how families are invited, supported, and included in advisory and planning processes. The LEA will intentionally reach out to families of English Learners, Students with Disabilities, socioeconomically disadvantaged students, first-generation college-going students, and families impacted by immigration enforcement activity, work schedules, transportation, language access, or limited technology access.  To increase participation, LAAAE will provide multiple ways for families to give input, including ELAC, PAC, FACE meetings, surveys, listening sessions, phone calls, ParentSquare, mailed information, classroom/advisory outreach, and flexible in-person or virtual options. The school will also use bilingual communication and trusted staff outreach so families feel safe, respected, and clear about how to participate.  LAAAE will strengthen the feedback loop by tracking which families are participating, identifying which voices are missing, and clearly communicating how family input influences school decisions such as the LCAP, Comprehensive Needs Assessment, English Learner supports, attendance strategies, academic intervention, wellness services, and schoolwide priorities. The goal is to ensure underrepresented families are not only invited to participate, but meaningfully represented in decisions that impact student outcomes.|4|4|3|3|3|3|3|3|4|4|4|4|Met||2026-06-24|2026
19647330111211|New Heights Charter|3|New Heights Charter School builds strong relationships with parents, guardians, and families by making the school a welcoming place, providing translation services and translated materials in all parent communications, and celebrating the diverse family cultures that are represented in our student population. For the past three years, the school conduced an asset and needs assessment process as part of our Community Schools initiative which provided opportunities for school staff and families to engage in new ways through multi-stakeholder team-building events and outdoor hikes. In addition, each year, the school conducts a survey to get parent feedback on how we are doing in building relationships.  The following questions were asked as part of an end-year parent survey. The percentages of parents who replied with positive and strongly positive feedback are listed here:  •	I feel a sense of belonging with my child's school community: 86% •	The school is welcoming to parents: 93% •	The school communicates well with people from my culture: 93% •	I am sure about the ways I can communicate with the school: 90% •	I believe the teachers respect the children at the school: 87%|One focus area for improvement is to increase the number of parents who value daily attendance at school. Our LCAP goal tracks chronic attendance data and the number of unexcused absences has not significantly decreased since our return from the pandemic. Through our data analysis we are able to disaggregate to track student attendance, student performance, and social-emotional needs. In addition, 66% of parents surveyed responded that their busy schedules get in the way of becoming more involved in their child's school--this is an increase of 1% from last year.  In addition, 93% have concerns about getting to school safely, this is an increase of 8% from last year and based on parents’ comments their concerns seem to be related to the immigration raids in our city. To address this issues, the school initiated home visits to support increased attendance, kept track of attendance data on a daily basis and conducted outreach to families, and met with parent leaders to problem-solve and design alternative approaches, including adding an attendance celebration to the 8th grade graduation ceremony as a way of signaling to parents the importance of daily attendance at school.|We plan to continue all the strategies we have used to build engagement of underrepresented families including regular communication in multiple languages, newcomer family meetings, parent participation in Student-Led Conferences twice a year, joyful family events, and regular parent meetings. We also plan to increase teacher-parent communication to support underrepresented families. We will continue to support parent understanding of the importance of school as well as expand our communication regarding the content students are learning. We have identified Student-Led Conferences as our main strategy to reach 100% of our parents twice a year -- one way we are engaging parents who might otherwise be too busy to participate in school-related activities.|New Heights Charter School builds strong partnership with parents to support positive student outcomes by making the school a comfortable place for parents to ask questions and seek information, providing oral translation and translated materials for all report cards and reports of student progress, and inviting parents into the classroom. The school's special education program does an excellent job at informing parents of their rights, helping parents advocate for their children and ensuring that plans for students are a collaborative efforts between the school and the family. Teachers and the administration receive support to build their capacity to work with parents and the school's structure facilitates these relationships. Parents receive reports on student progress four times during the school year, with two of those times being face-to-face meetings. Parents are invited to attend Parent Tea's with the school administration which occur twice a month and provide a forum for discussion of school academic progress and a chance to ask questions about individual student needs.  Each year, the school conducts a survey to get parent feedback on how we are doing in this area. The following questions were asked as part of a parent survey and the percentages of parents who replied with positive and strongly positive feedback are listed here:  1. Do you feel a sense of belonging with your child’s school community? 86% responded positively 2. How well does the school communicate with people from your culture?  93% responded positively 3. I believe the teachers respect the children at the school: 87%  Based on our parent data, 55% of our students do not read for fun at home (this is a decrease of 10% from last year), 76% do not struggle to get organized for school each day (this is a 29 point increase in favorable responses from last year), 46% of students get easily distracted when working on school activities at home, and 48% have trouble motivating themselves when tackling tasks to help them reach their goals.|One focus area for improvement is to increase the number of Upper Campus parents who come to learning events and celebrations, including the engagement of underrepresented families. And for students the focus area will be increasing students' self-management strategies.|Based on the analysis of the parent survey date and interviews with teachers and staff, New Heights is increasing use of the robo-text feature to alert parents (in multiple languages) of classroom events such as unit-end Writing Celebrations, student presentations, and other opportunities for parents to learn more about what students are learning in school. In addition, we plan to focus on developing students' executive functioning skills to build motivation for attempting difficult learning tasks and organizing themselves to facilitate learning.|New Heights staff and parents work together well to help make decisions for the school, plan for the future, and address issues of concern. There are many structures in place to gather parent input and have parents part of the decision-making process including Parent Tea's (twice a month), Parent Advisory Committee, ELAC, Health Advisory Team, and the ad hoc groups that form around each Family Event scheduled throughout the school year. As a result, overall parent involvement has increased each year we've had the LCAP plan in place. This year, we had especially robust discussions about our chronic absence issues and gathered many great ideas for making attendance a central theme in all our family gatherings.|One focus area for improvement is to continue to build the capacity of families to effectively engage in decision-making and advisory groups by expanding their knowledge of our school's core vision, education policies that impact the school, and issues of teaching and learning.|Through our Community Schools implementation work, we plan to improve engagement of underrepresented families. By engaging families in our Community School Advisory Team and continuing to seek parent engagement in our ongoing assets and needs assessments and cycle of improvement, we will improve the engagement in decision-making.|4|4|4|3|3|4|4|4|4|3|3|3|Met||2026-06-17|2026
19647330111484|New Village Girls Academy|3|As a community school, New Village Girls Academy prioritizes relationship-building and meaningful family engagement as a core part of its educational model. School leadership actively participates in local collaboratives, community councils, and partnership networks to strengthen connections between the school and the broader community. For example, our Principal is part of the Rampart Neighborhood Council. The school’s Outreach and Enrollment Coordinator maintains a strong presence at community events and regularly collaborates with local law enforcement agencies, community-based organizations, service providers, and elected officials to increase awareness of school resources and student supports. The school also demonstrates a strong commitment to bringing community resources directly to families by opening the campus for outside providers to offer services and programs on site. This approach helps reduce barriers to access and creates a welcoming environment where students and families can receive support in a familiar setting. The school’s ongoing focus is to both be present in the community and bring the community into the school in ways that support student success and family connection.|New Village Girls Academy has identified the need for more individualized outreach and stronger personal connections with families in order to increase participation and engagement rates. While the school currently uses multiple communication methods, including text messages, phone calls, mailed notices, and flyers sent home with students, participation in school events and engagement opportunities remains inconsistent for some families. We clearly see a higher participation rate in exhibitions, due to a personalized phone call to each family. The school recognizes that families are more likely to engage when communication is relationship-based and personal. In response, the school plans to strengthen direct outreach efforts during the 2026–2027 school year by increasing personalized communication from Advisors and school staff. Advisors will play a larger role in making direct phone calls and building stronger ongoing relationships with families to better understand family needs, encourage participation, and increase trust and connection between home and school. The school will continue evaluating engagement strategies to identify approaches that are most effective for supporting family involvement and partnership.|New Village Girls Academy serves a small student population, which allows the school to take a highly personalized approach to family engagement. As a result, the school recognizes that all student groups require intentional outreach and individualized engagement strategies to ensure families feel connected, informed, and supported. During the 2026–2027 school year, the school will focus on increasing opportunities for underrepresented families to share feedback and participate in school decision-making processes. The school plans to gather more direct input from families through conversations, surveys, meetings, and personalized outreach in order to better understand barriers to participation and identify strategies that strengthen relationships with families from all student groups. As a new Principal is introduced to families, this will be critical. The school will continue using multiple communication methods while also expanding personalized outreach efforts through Advisors and support staff. By listening directly to families and responding to their identified needs, the school aims to create more inclusive engagement opportunities and strengthen trust, communication, and collaboration between families and school staff.|New Village Girls Academy has developed strong and longstanding community partnerships that enhance student learning, wellness, and engagement. The school works closely with partners that provide students with diverse educational experiences that extend beyond the traditional classroom. Through partnerships such as The Advot Project, students receive socio-emotional learning opportunities through arts-based programming that supports self-expression, confidence, and community building. The school also partners with organizations such as California Science Center to provide STEAM education and hands-on learning experiences that increase student exposure to science, technology, engineering, arts, and mathematics. In addition, internship partners and mentors help connect students to real-world learning opportunities, career exploration, and workforce readiness experiences that support college and career pathways. The school’s partnership model is centered on creating a diverse, enriching, and hands-on learning experience that supports the whole child and expands opportunities for students both inside and outside of the classroom.|New Village Girls Academy has identified the need to evaluate current partnerships and identify gaps in services and supports available to students. While the school currently has strong partnerships focused on socio-emotional learning, arts-based programming, internships, mentoring, and hands-on learning opportunities, the school recognizes the importance of expanding partnerships that directly support academic achievement and intervention. During the 2026–2027 school year, the school plans to assess existing partnerships to determine areas of strength, overlap, and unmet student needs. One identified area for growth is increasing access to academic tutoring and intervention supports through community partnerships. The school will explore opportunities to partner with organizations, colleges, volunteers, and service providers that can offer academic tutoring, credit recovery support, literacy intervention, and additional academic enrichment opportunities for students. The goal is to ensure partnerships continue to evolve in ways that support both student wellness and academic success.|New Village Girls Academy serves a small student population, which allows the school to take a highly personalized approach to family engagement. As a result, the school recognizes that all student groups require intentional outreach and individualized engagement strategies to ensure families feel connected, informed, and supported. During the 2026–2027 school year, the school will focus on increasing opportunities for underrepresented families to share feedback and participate in school decision-making processes. The school plans to gather more direct input from families through conversations, surveys, meetings, and personalized outreach in order to better understand barriers to participation and identify strategies that strengthen relationships with families from all student groups. As a new Principal is introduced to families, this will be critical. The school will continue using multiple communication methods while also expanding personalized outreach efforts through Advisors and support staff. By listening directly to families and responding to their identified needs, the school aims to create more inclusive engagement opportunities and strengthen trust, communication, and collaboration between families and school staff.|New Village Girls Academy values collaboration and relationship-centered communication as an important part of its decision-making process. The school’s leadership team, including the Principal, maintains an open-door policy that encourages students, families, and staff to share feedback, concerns, and ideas throughout the school year. Families have multiple ways to connect with school administration, including phone calls, meetings, emails, school events, home visits, and direct communication with Advisors and support staff. A key strength of the school’s model is the strong relationship between Advisors and families. Advisors serve as a consistent point of contact and are intended to function as a direct link between families and the school. Through ongoing communication and relationship-building, Advisors help families stay informed, connected, and engaged in school processes and decisions.|New Village Girls Academy has identified increasing participation and engagement in decision-making opportunities as an area for growth. While the school offers multiple opportunities for families to provide input through meetings, surveys, and school events, participation levels remain inconsistent. During the 2026–2027 school year, the school plans to explore more creative and responsive strategies for family engagement that better align with the priorities, schedules, and interests of families. The school recognizes the importance of making participation opportunities feel valuable, accessible, and relevant to families’ lived experiences and needs. Staff will continue evaluating engagement practices to determine how meetings, workshops, and input opportunities can become more appealing and meaningful for families in order to strengthen participation in school decision-making processes.|Additional exploration and evaluation in this area is needed to better understand barriers to participation and engagement. During the 2026–2027 school year, the school plans to continue gathering feedback from families through conversations, surveys, and direct outreach in order to better understand how underrepresented families prefer to engage with the school and participate in decision-making opportunities. The school will work to identify strategies that increase accessibility, responsiveness, and trust, while continuing to build strong relationships between families, Advisors, and school leadership. As a small school community, the school will continue using personalized outreach and relationship-based communication to ensure families feel heard, valued, and connected to school processes and decisions.|4|5|4|5|5|5|5|5|4|3|4|5|Met||2026-06-24|2026
19647330111492|Alliance Patti And Peter Neuwirth Leadership Academy|3|At Alliance Patti & Peter Neuwirth Leadership Academy, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole. To support this goal, our school has held 24 parent engagement events this year. To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach. As a result of this, 26.43% of our scholars' families attended two or more parent engagement events this year. In addition, 98% of our families responded postively in questions regarding Family Engagement at the school, and 97% of our families responded postively in questions regarding Teacher Relations at the school. Finally, 98% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someone else they care about. These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share. This comes as a result of our efforts to build relationships between our school and all educational partners.|Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars. To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data. These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.|Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community. Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families. We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.|At Alliance Patti & Peter Neuwirth Leadership Academy, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars. As a result of this outreach, as well as our school's strong academic focus, 99% of Parents responded positively in questions regarding College Success at our school. Our school also prioritizes outreach to families by organizing and planning workshops. When asked about this, 99% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school. In addition, 99% of Parents responded positively in questions regarding Teaching and Learning at our school. All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.|Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops. We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.|Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child. In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.|In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups. During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide. In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others. As a result of this input, 98% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions. This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.|Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback. We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.|Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process. In addition, we have continued to expand targeted outreach for these families, to ensure that our all educational partners have equitable voice in decision making at their child's school.|5|5|3|5|3|5|5|3|3|3|3|3|Met||2026-06-10|2026
19647330111500|Alliance Dr. Olga Mohan High|3|At Alliance Dr. Olga Mohan High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole. To support this goal, our school has held 31 parent engagement events this year. To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach. As a result of this, 29.34% of our scholars' families attended two or more parent engagement events this year. In addition, 98% of our families responded postively in questions regarding Family Engagement at the school, and 98% of our families responded postively in questions regarding Teacher Relations at the school. Finally, 98% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someone else they care about. These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share. This comes as a result of our efforts to build relationships between our school and all educational partners.|Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars. To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data. These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.|Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community. Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families. We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.|At Alliance Dr. Olga Mohan High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars. As a result of this outreach, as well as our school's strong academic focus, 98% of Parents responded positively in questions regarding College Success at our school. Our school also prioritizes outreach to families by organizing and planning workshops. When asked about this, 97% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school. In addition, 99% of Parents responded positively in questions regarding Teaching and Learning at our school. All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.|Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops. We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.|Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child. In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.|In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups. During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide. In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others. As a result of this input, 98% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions. This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.|Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback. We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.|Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process. In addition, we have continued to expand targeted outreach for these families, to ensure that our all educational partners have equitable voice in decision making at their child's school.|5|5|3|5|3|5|5|3|3|3|3|3|Met||2026-06-10|2026
19647330111518|Alliance Jack H. Skirball Middle|3|At Alliance Jack H. Skirball Middle School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole. To support this goal, our school has held 8 parent engagement events this year. To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach. As a result of this, 14.36% of our scholars' families attended two or more parent engagement events this year. In addition, 97% of our families responded postively in questions regarding Family Engagement at the school, and 96% of our families responded postively in questions regarding Teacher Relations at the school. Finally, 97% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someone else they care about. These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share. This comes as a result of our efforts to build relationships between our school and all educational partners.|Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars. To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data. These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.|Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community. Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families. We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.|At Alliance Jack H. Skirball Middle School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars. As a result of this outreach, as well as our school's strong academic focus, 99% of Parents responded positively in questions regarding College Success at our school. Our school also prioritizes outreach to families by organizing and planning workshops. When asked about this, 97% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school. In addition, 97% of Parents responded positively in questions regarding Teaching and Learning at our school. All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.|Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops. We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.|Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child. In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.|In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups. During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide. In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others. As a result of this input, 97% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions. This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.|Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback. We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.|Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process. In addition, we have continued to expand targeted outreach for these families, to ensure that our all educational partners have equitable voice in decision making at their child's school.|5|5|3|5|3|5|5|3|3|3|3|3|Met||2026-06-10|2026
19647330111575|Animo Ralph Bunche Charter High|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training.								|The school equips parents with the skills necessary for active civic engagement. The School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).  The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.								|The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach. Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families. The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.								|The school offers parent workshops which provide free adult education sessions designed to provide parents with a core understanding of the issues that most affect their students. A schedule of opportunities tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. The parent workshops directly develop the core skills of parents and strengthens student pathways to college and career readiness. Sessions are designed and led by our regional support staff in collaboration with local community service partners.								|The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Workshops, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. As a community school we are focused on establishing partnerships with educational partners that focus on empowering the whole-child by providing vital resources and programs that serve their needs. These needs are identified by having a local Community School Coordinator who acts as a liaison between the school and external community educational partners.								|Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and Community Appreciation Days focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides a workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.								|"The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (""SAC"") and the District English Learner Advisory Council (""DELAC""), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.											"|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.											|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.											|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-26|2026
19647330111583|Animo Jackie Robinson High|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training.								|The school equips parents with the skills necessary for active civic engagement. The School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).  The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.								|The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach. Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families. The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.								|The school offers parent workshops which provide free adult education sessions designed to provide parents with a core understanding of the issues that most affect their students. A schedule of opportunities tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. The parent workshops directly develop the core skills of parents and strengthens student pathways to college and career readiness. Sessions are designed and led by our regional support staff in collaboration with local community service partners.								|The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Workshops, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. As a community school we are focused on establishing partnerships with educational partners that focus on empowering the whole-child by providing vital resources and programs that serve their needs. These needs are identified by having a local Community School Coordinator who acts as a liaison between the school and external community educational partners.								|Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and Community Appreciation Days focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides a workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.								|"The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (""SAC"") and the District English Learner Advisory Council (""DELAC""), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.											"|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.											|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.											|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-26|2026
19647330111625|Animo Watts College Preparatory Academy|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training.								|The school equips parents with the skills necessary for active civic engagement. The School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).  The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.								|The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach. Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families. The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.								|The school offers parent workshops which provide free adult education sessions designed to provide parents with a core understanding of the issues that most affect their students. A schedule of opportunities tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. The parent workshops directly develop the core skills of parents and strengthens student pathways to college and career readiness. Sessions are designed and led by our regional support staff in collaboration with local community service partners.								|The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Workshops, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. As a community school we are focused on establishing partnerships with educational partners that focus on empowering the whole-child by providing vital resources and programs that serve their needs. These needs are identified by having a local Community School Coordinator who acts as a liaison between the school and external community educational partners.								|Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and Community Appreciation Days focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides a workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.								|"The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (""SAC"") and the District English Learner Advisory Council (""DELAC""), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.											"|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.											|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.											|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-26|2026
19647330111641|Alliance Ouchi-O'Donovan 6-12 Complex|3|At Alliance Ouchi-O'Donovan 6-12 Complex, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole. To support this goal, our school has held 68 parent engagement events this year. To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach. As a result of this, 47.84% of our scholars' families attended two or more parent engagement events this year. In addition, 95.5% of our families responded postively in questions regarding Family Engagement at the school, and 94.5% of our families responded postively in questions regarding Teacher Relations at the school. Finally, 95.5% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someone else they care about. These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share. This comes as a result of our efforts to build relationships between our school and all educational partners.|Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars. To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data. These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.|Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community. Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families. We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.|At Alliance Ouchi-O'Donovan 6-12 Complex, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars. As a result of this outreach, as well as our school's strong academic focus, 97% of Parents responded positively in questions regarding College Success at our school. Our school also prioritizes outreach to families by organizing and planning workshops. When asked about this, 95.5% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school. In addition, 98% of Parents responded positively in questions regarding Teaching and Learning at our school. All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.|Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops. We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.|Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child. In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.|In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups. During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide. In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others. As a result of this input, 95.5% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions. This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.|Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback. We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.|Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process. In addition, we have continued to expand targeted outreach for these families, to ensure that our all educational partners have equitable voice in decision making at their child's school.|5|5|3|5|3|5|5|3|3|3|3|3|Met||2026-06-10|2026
19647330111658|Alliance Marc & Eva Stern Math and Science|3|At Alliance Marc and Eva Stern Math and Science School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole. To support this goal, our school has held 25 parent engagement events this year. To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach. As a result of this, 21.4% of our scholars' families attended two or more parent engagement events this year. In addition, 96% of our families responded postively in questions regarding Family Engagement at the school, and 92% of our families responded postively in questions regarding Teacher Relations at the school. Finally, 96% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someone else they care about. These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share. This comes as a result of our efforts to build relationships between our school and all educational partners.|Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars. To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data. These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.|Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community. Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families. We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.|At Alliance Marc and Eva Stern Math and Science School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars. As a result of this outreach, as well as our school's strong academic focus, 98% of Parents responded positively in questions regarding College Success at our school. Our school also prioritizes outreach to families by organizing and planning workshops. When asked about this, 96% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school. In addition, 97% of Parents responded positively in questions regarding Teaching and Learning at our school. All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.|Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops. We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.|Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child. In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.|In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups. During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide. In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others. As a result of this input, 96% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions. This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.|Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback. We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.|Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process. In addition, we have continued to expand targeted outreach for these families, to ensure that our all educational partners have equitable voice in decision making at their child's school.|5|5|3|5|3|5|5|3|3|3|3|3|Met||2026-06-10|2026
19647330112060|Hesby Oaks Leadership Academy|3|Ongoing training for school personnel on creating welcoming environments and using research- based family engagement practices is provided through annual Region Family Engagement Professional Development Summits for site teams. Additional professional learning includes the nation’s first District-led Family Engagement Micro-Credential, monthly trainings for Parent and Family Center staff, and cross-department collaboration with Federal and State Education Programs, Multilingual and Multicultural Education, Human Resources, and other offices. The District also uses tools like the Los Angeles Unified Family Empowerment Rubric to strengthen relationships between schools and families.  Additional strengths include a Family Hotline providing timely assistance, as well as Regional Family and Community Engagement teams that partner with schools to strengthen family connections through training and support. Schools host monthly family engagement events focused on literacy, numeracy, joy, and wellness, while connecting families to resources on immigration, health, housing, and education. Family perception regarding access to instructional resources, measured by the School Experience Survey, increased from 89% in 2023-24 to 90% in 2024-25, reflecting more families finding school resources valuable for supporting their child’s education. The School Volunteer Program grew from 5,000 volunteers in 2021 to over 40,000 in 2026, expanding family engagement with school staff. Family education sessions are fully implemented through the District’s Strategic Plan, with surveys showing increased participation and satisfaction. As an Affiliated Charter in Los Angeles Unified, Hesby Oaks Leadership Academy is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Hesby Oaks Leadership Academy will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Building partnerships to improve student outcomes is central to the District’s Strategic Plan. School site and District engagement data show that families value opportunities through schools, Regions, and the Family Academy that strengthen collaboration with staff and reinforce shared responsibility for student success. The Family Academy offers courses at the school, Region, and District office levels, and a new platform now provides recorded content in multiple languages for flexible, self-paced family learning. The District’s Strategic Plan has expanded hybrid engagement options at the school, Region, and District office levels as well. Technology use has grown, with 91% of parents having a Parent Portal account. New resources were added to the web-based Parent Portal and App, helping families track student progress, review Individualized Education Plans, understand reclassification, view assignments, and access digital learning tools. Areas for improvement include boosting Family Academy participation among diverse families both in person and online. To increase in-person engagement, the District is partnering with schools on a new outreach framework, including hosting viewing sessions in Parent and Family Centers, a strategy that will continue next year. Continuous improvement strategies will include a new Learning Walks model to help families understand school instructional foci and identify effective ways to engage underrepresented groups. Efforts include coordinated course catalogues aligned with the Black Student Achievement Plan, targeted messaging on Region Ambassador workshops, and encouraging families to serve as “Promotoras” to engage others in learning opportunities for diverse student groups. The District will continue promoting Equity Course Pathways with Adult and Career Education, engaging families in addressing their child’s needs, and supporting parents’ enrollment in career programs to boost family stability and student success. As an Affiliated Charter in Los Angeles Unified, Hesby Oaks Leadership Academy is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Hesby Oaks Leadership Academy will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|LAUSD supports school councils, advisory committees, and Title I family engagement requirements with structured training that promotes shared decision-making. School Site Council (SSC) and English Learner Advisory Committee (ELAC) members receive two virtual and two in-person sessions covering procedures, School Plan for Student Achievement planning, budget data analysis, and the Strategic Plan. At the central office level, the District supports the formation and functioning of the Community Advisory Committee, District English Learner Advisory Committee, and Parent Advisory Committee, which hold monthly meetings, subcommittee meetings, and agenda planning sessions. Members are invited to join the Parent Leader Training Series covering parliamentary procedures, data analysis, and SMART comment writing. District committee training exceeds compliance, with families and staff co-designing year-long syllabi, agendas, and meetings to ensure meaningful engagement and shared leadership. Areas for growth include expanding family participation through the Region Ambassador initiative, which focuses on the Local Control and Accountability Plan, English Learners, and Special Education. Launched in 2023-24, the model promotes broader engagement, with participation increasing from 3,400 in 2024-25 to over 4,400 participants this year. LAUSD will continue outreach to boost representation. Another key improvement area is training school staff to engage families in continuous improvement. By facilitating meaningful conversations about school data related to student achievement and wellness, families can serve as informed and active partners in the decision-making process, with ongoing professional learning reinforcing shared understanding and collective responsibility.  Federal policy requires Title I schools to have a Parent and Family Engagement Policy outlining resources and workshops that foster two-way communication between home and school. LAUSD has invested in communication platforms enabling schools to email, text, and send targeted event notifications and updates to families. An area for growth is enhancing two-way communication with high-need families through professional development, module-based courses, and sharing best practices across schools. Families learn District policies, legal rights, and advocacy for students through SSC and ELAC participation, with 100% of required schools forming these councils and committees annually. Future training will target broader demographic and multilingual representation to promote more inclusive participation. As an Affiliated Charter in Los Angeles Unified, Hesby Oaks Leadership Academy is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2026-2027 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Hesby Oaks Leadership Academy is included in these engagement policies and processes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
19647330112201|PUC Excel Charter Academy|3||||||||||||||||||||||Not Met|||2026
19647330112235|California Creative Learning Academy|3|Families are offered multiple pathways to learn about and discuss student progress to help build relationships between school staff and families. There are a variety of ways the families and school collaborate on supporting student progress: weekly class newsletters, parent conferences, Student Success and Progress Team meetings, social emotional learning supports, topical meetings for parents on curricular content, classroom learning celebrations events, participation in school committees and governance. A focus area for the school is to find additional ways to accommodate the needs of underrepresented families.  Strengths identified by the families include:  The teachers and staff have a high level of commitment to CalCreative's mission and vision. They feel welcomed in the school CalCreative creates an environment where children feel encouraged to ask questions. They believe in the school’s interdisciplinary approach. They believe in the school's arts integration approach. They believe in the school's Interdisciplinary (e.g. Storyline, Project-based learning) approach.|As mentioned above, the focus areas for growth identified from the different stakeholder groups mainly revolve around feeling connected at school along with actions related to academic expectations and success.  Areas of growth include:  Parents are involved in decision making at the school. Students expect they will have a say in the decisions that effect them. CalCreative communicates well about programs, volunteer opportunities and school progress. It is evident from student behavior that there are clear expectations and consistency in the discipline policy. Teachers set high expectations for learning|We are continually strengthening efforts to engage underrepresented families. We currently provide translation, meetings at various times of the day with important feedback meetings in the evenings, ensuring information is communicated regularly in our weekly newsletter, and having teachers send weekly communications regarding classroom learning. We will work on strengthening student-student, student-staff, and staff-family relationships through more in-person activities and solicit ongoing feedback during the year. The actions are to help our diverse community both engage with and support one another.|CalCreative has a process that engages and educates stakeholders on the LCAP. This engagement took place throughout the year in a variety of forums. Regularly scheduled Leadership meetings, School Site Council, PTSA meetings, parent workshops, school committees, as well as the Annual Stakeholder Survey which included parents, students, and staff. Regular open meetings of the School Site Council and presentations to the Governing Board along with website postings, messaging software, and an LCAP infographic provided opportunities for public review and reporting about the LCAP and its development. The School Site Council (SSC) was involved with the monitoring and revision of the LCAP throughout the year, and the development of the Mid-year LCAP Update. The SSC began with reviewing the current year LCAP followed by an all-day retreat to conduct classroom observations, create subcommittees to monitor specific initiatives (e.g. behavior), and discuss the process of monitoring the actions in the school year. The SSC regularly engaged with current school data and prioritized feedback from other stakeholder groups, parents, Curriculum Committee, teacher teams, PTSA, the Annual Stakeholder Survey, etc. A focus area for the school will be concentrating our efforts on ways to accommodate needs so that we can have stronger relationships and engagement with particular subgroup populations.|We are focusing on engagement, both student and family. With student engagement, we are incorporating more student-decision making into our systems, along with more parent education support, and opportunities for families to engage with one another.|We will at the start of each school year, ask families to sign up for engagement groups. These groups can be learning groups, affinity groups, support groups, etc. We are reducing the number of activities that are children-event centered, to activities that are adult facing. We continue to need to ensure relevant supports to strengthen parent engagement. This year's book study on The Anxious Generation was one example that demonstrated strong engagement and dialogue that is influencing how the school reviews the use of screens in school.|CalCreative has demonstrated strong work in creating a welcoming and collaborative environment with families. Our School Site Council is actively engaged in the monitoring of our LCAP, and meets regularly to review data, processes, and feedback. We survey our stakeholders frequently. We have many committees that also request the participation of educational partners and they are part of decision-making (e.g. green team, development, Site Council, Board of Directors). We have a strong core of families that do engage and support the vision work of the school.|We have a good system of engaging educational partners authentically and are reaching families who are able to participate. We need to focus on finding ways to engage less resourced families, as they may not have the privilege to participate in the same way more resourced families can. In addition, from our Culture and Climate survey, they have indicated wanting to understand more about the school’s program, which is understandable given the many shifts that have occurred post-pandemic.  We continue to have the need to support the large number of new families who need more induction about our program. We are creating a stakeholder induction program to help partners have a better understanding of how the educational philosophy and program are applied in action, along with more authentic opportunities for families to participate and share their histories/stories.|We continue to improve in this area. We offer communications in English and Spanish and have hired bilingual Spanish staff in our Office team to support parents' needs.|4|4|4|4|4|4|4|4|5|5|5|5|Met||2026-05-18|2026
19647330112508|Stella High Charter Academy|3|The school community understands that the success of our students depends on the trust and communication between staff, families and students. With this awareness, the school sends out Parent and Family Surveys to assess areas of strength and improvement. Our families know we value their opinion which is why 63% of parents returned surveys addressing family efficacy, school fit, school climate, and school safety. We know that our families are confident in their relationships with staff because our Family survey reflects that 94% of parents rate the school positively.  One of the school’s biggest strengths is the welcoming environment we’ve built with families. 50% of families attend at least one school event including, but not limited to: Coffee with the Principal, Conferences, Parent Education Seminars, Back to School Night, and Family Nights.  Through events that highlight the cultures of students, implementation of Council in Schools, and connection via phone and ParentSquare our staff and families have learned more about each other and the school has increased two-way communication between families and staff.|The school has identified the percent of parents who attend Back to School Night as a focus area of improvement, as 18% attended this year. Additionally, we'd like to increase the percent of families who have a yearly counselor meeting which was at 27% this year.|The school will improve the engagement of underrepresented families in this area by leaning on the support of the Community School Manager, particularly their ability to translate for non-English speaking families, and to connect with families about school events that encourage relationship building. In addition, the school will continue to work on proactive communication so that the number of families feeling heard and validated increases as our students succeed.|We are very proud that 100% of students who have access to standards aligned materials at home as appropriate for a given lesson. Our Community School Manager also distributes a monthly resource newsletter to share local resources and partnerships available for families with services including medical, legal, recreational, academic, and social.|The school has identified a focus area for improvement in attendance at our Parent Education seminars, currently standing at 13%. We believe these seminars are a strong tool in supporting families and building partnerships for student outcomes.|The school provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school.   The LEA will also improve the engagement of underrepresented families in this area by leaning on the support of the Community School Manager, who conducted focus group and empathy interviews which included underrepresented families and surfaced areas of strength and need.  With the support of the Community School Manager we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.|One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Community School Manager. Every year, school administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school.  We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Program changes are communicated to families in newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor.|Though we are proud to have 63% of parents returning surveys, and 81.92% of parents attending a meeting with the school counselor, we continually strive to increase these numbers to reach 100%. We recognize that the more parents returning surveys and attending events, the more input we are receiving from our students and families to improve our school in ways that best meets their needs. In addition, our Family and Community Engagement Team works every year to identify, train and support family leaders who actively participate in the School Site Council, English Learner Advisory Committee and other advisory groups. Last year, our Community School Manager launched a Community School Advisory Council that provides input on key school decisions.|The annual Family survey administered asks questions in relation to school environment, parent satisfaction, family access to staff, programming for parents, and parent self-efficacy. The questions were created by a team of the Lead Executive Officer,  the Senior Vice Principal of Student and Family Services, and the Community Schools Chair and were reviewed by the principals. We use similar questions annually, to obtain Longitudinal and Latitudinal data, which we then review to identify how we can improve engagement. After each survey administration, collaborative teams meet to analyze the results, reflect on the school practices that brought on the outcomes and plan for the following school year. In addition, families are constantly invited to participate in multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-23|2026
19647330114884|Aspire Junior Collegiate Academy|3|Across Aspire Junior Collegiate Academy, a priority is proactively building strong, trusting relationships between school staff and families, recognizing that meaningful connection and open communication are critical for student success. This is evident in our LEA's regular and structured engagement with families through platforms like annual surveys and quarterly meetings, fostering open communication and trust. These interactions ensure families feel connected and supported, and the resulting feedback directly informs school policies and practices, aligning with Aspire's commitment to a supportive and inclusive school culture.|Recognizing the potential to further strengthen established staff-family connections within Aspire Junior Collegiate Academy,, our future efforts will concentrate on more personalized and culturally responsive engagement to ensure inclusivity and comprehensiveness. We are dedicated to increasing participation among all families by proactively addressing barriers related to language, work schedules, or prior school interactions, and actively refining our systems to ensure that family feedback leads to clear and demonstrable changes that meet the diverse needs of our LEA community.|To better support underrepresented families at Aspire Junior Collegiate Academy, we are dedicated to continuously improving engagement strategies by enhancing communication and outreach through translation services, flexible meeting times, and diverse feedback options like surveys and discussions. We are also strengthening family/staff connections, cultural events, and community partnerships as part of a broader, ongoing commitment to deepen and enrich relationships with all family groups, ensuring every family feels seen, valued, and empowered to be an active part of our school community through consistent listening and adaptation.|Aspire Junior Collegiate Academy continues to develop strong partnerships between families and educators as a key part of student success. This multi-faceted approach includes sharing timely academic updates, hosting enriching family events, and offering practical resources to support parents in the home learning environment. Educators regularly connect with families through student-led conferences, informative newsletters, and user-friendly online platforms. Moreover, Aspire Public Schools invests in professional development for staff, enhancing their capacity to collaborate effectively with families and understand the diverse needs of their students. These comprehensive efforts have cultivated a shared sense of purpose and a more robust learning community.|To deepen our family partnerships, we are committed to more consistent and comprehensive information sharing and feedback processes. A key goal is to move beyond simply providing updates to actively involving families in developing and sharing learning support strategies for their children. We also aim to increase families' understanding of academic expectations and student progress and empower them to advocate effectively for their students at all levels.|To enhance our connection with families underrepresented families, we are implementing more targeted and accessible strategies, including multilingual resources, evening events, and diverse communication methods. Simultaneously, we are focused on building trust with underrepresented families through consistent outreach, inclusive programming that reflects their experiences, and leadership opportunities that authentically value the voices and strengths of our diverse community.|Aspire Public Schools recognizes families as key partners in shaping our schools' vision and priorities. The school regularly invites family input through surveys, the School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. This feedback is then used by principals and teachers to inform key decisions about academics, student support, and community building, ensuring our schools reflect the needs and hopes of the communities we serve within the Aspire network.|Our ongoing dedication is to perfect these processes, guaranteeing their continued effectiveness and inclusivity. We will be prioritizing a more in-depth engagement strategy to ensure that the perspectives of all, with a particular focus on underrepresented and unduplicated student groups, are not just heard but are truly integral to our decision-making.|To deepen the involvement of underrepresented families in shaping our decisions, we are dedicated to expanding and improving how we gather interactive feedback. This proactive step aligns with our broader commitment to continuous improvement, where we consistently adapt our engagement methods based on current feedback and evolving community needs, ultimately strengthening our LCAP development and other key educational strategies.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-18|2026
19647330114959|Monsenor Oscar Romero Charter Middle|3|Building positive relationships with students and families is a pillar of our LAUSD-approved charter petition. As a charter school intentionally designed to be small, we view the relationship between the school and home as essential to student success academically, socially, and emotionally during the most challenging time in a person’s development.  With class sizes of up to 27 students, teachers are expected to develop positive relationships with students and families. Through regular communication with parents/guardians, our teachers seek to partner with families and create a bond based on mutual trust and respect. The school’s administrative structure - four teams, each with a dedicated administrator - instruction, school climate & culture, community schools, and operations, has been crucial to our learning community’s connection with our families. While the focus of each team is distinct, each has a responsibility to support teachers with family relationships in order to support the whole student. Additionally, members from each team serve on the MTSS and have roles in the McKinney-Vento support for students. Instruction: The Coordinator of Instruction provides on-going oversight of the academic program and serves as a resource to teachers in communicating with parents/guardians about students’ academic progress. School Culture and Climate: The Coordinator of SCC is responsible for communicating and monitoring behavioral expectations of students. We have found that the involvement of the SCC Coordinator in the day-to-day activities of the school has contributed to students' sense of safety and having an administrator to support with social and behavior expectations. Community Schools (CS): The Coordinator of Community Schools manages relationships with external agencies that provide support to our families in various areas. The CS Team works with other members of the administrative team and classroom teachers to ensure appropriate resources can be directed to students/families through our Tier II and III interventions, as well as counseling and mental health services, as needed. Operations: The Operations Team is usually the first relationship parents establish with the school upon enrollment. The enrollment process along with grade-level events, allows for the development of a strong relationship with families. Parents are welcome to contact teachers regarding their child’s progress. The administrative teams described above are often involved with families to create a system of support for the student. Additionally, twice per year, we hold six days of in-person parent conferencing with teachers to discuss student progress. Annually, the school holds a variety of cultural events representative of the ethnic and cultural backgrounds of our entire learning community. These events are intentionally integrated into our planning calendar each year to demonstrate respect for the various backgrounds of students, families, and staff. Over the years,|The Youth Truth Survey questions aligned to building relationships seek to gauge different aspects based on the partner group. For the coming academic year, we will prioritize actions/activities directed to the following Youth Truth Survey areas: •Families: Culture •Teachers/Staff: Culture, Engagement|The LEA continues to have strong relationships with families, as evidenced in parent participation rates in student-led parent conferences, parent workshops, Coffee with the Administrators, and parent surveys. In addressing the needs of the whole child and engaging parents and our school community to support each other the LEA has responded and addressed social, emotional, cultural needs, for our school community. The school should continue to provide access and communication between all educational partners.|The pre-service professional development in Summer 2024 included multiple sessions on building relationships with students/families using resources from Relay Graduate School of Education. Two sessions were specific to building relationships: “Harnessing Identity to Build Trust” and “Deepening Connections with Families & Students.” Teachers are supported throughout the year through professional development building from the regular instructional coaching they receive from the Coordinator of Instruction. The Coordinators of Culture & Climate as well as the Community Schools Teams, regularly collaborate with administration to design relevant professional development for teachers to address PBIS implementation and MTSS. The school also has six days dedicated to individual teacher conferencing with parents (3 fall/3 spring). The average parent attendance for the school for the dedicated parent conferences over the current year exceeded 70%. We maintain a section on the school website with resources for parents to assist the continuity of student learning at home, including direct links to various digital platforms. All of our curricula are digital and posted in Google Classroom for ease of student access at home, and available for parents to monitor at home. Parents also receive regular communications from teachers about the academic progress of their child; and parents receive a login to Infinite Campus so they can view student academic marks at any time. Teachers are available for conferencing by appointment throughout the year. For special student populations, we have events and committees targeted to their needs. For example, this year we initiated SpEd Meet ‘n Greets for both fall and spring semesters to better engage the parents of these students who may have gone “unseen” in their prior educational setting. This is aimed at ensuring parents that we are here to partner with them for their child’s success in alignment with their IEPs. Additionally, our ELAC/EL-PAC holds meetings aligned to data timelines to discuss the specific needs of the English learner population (e.g., CA Dashboard, state-verified data platform BOY-MOY-EOY; English Language Proficiency Assessments for California, reclassification consultation, etc. ) Our Board of Directors annually evaluates our parent involvement policy as a Title I school, and makes revisions accordingly. The SAC/PAC maintains the responsibilities of monitoring our Title I interventions. All parents are welcome to attend the meetings during the academic year and provide input on the program as it pertains to the performance of both our socioeconomically disadvantaged students and those in danger of not meeting standards. OUR SURVEY DATA Youth Truth Themes: Families: Resources overall 84% positive, Engagement overall 75% positive Staff/Teachers: Engagement overall 50% positive, Professional Development & Support 41% positive|The Youth Truth Survey Engagement Theme questions aligned to building partnerships for student outcomes seek to gauge different aspects based on the partner group. Families: Engagement, Culture Staff: Engagement, Professional Development & Support|"Continue Parent Conference Days (6 days/year); increase parent engagement/attendance at schoolwide events; hold Fall & Spring SpEd events; set expectations for teacher communication ""touch-points"" about student progress; MTSS process"|As a small charter school, we seek to involve parents and other community members in providing input for decisions that impact the school. The current charter petition describes the formal governance structure of the organization. Our Board encourages and expects the leadership to provide multiple opportunities to families and staff to engage in discussions to inform site-level decision making, and feedback to the Board on issues faced by the school. All families and staff have opportunities to provide input on plans for school improvement, such as the LCAP and event planning. While families are encouraged to participate in local governing board meetings and site-based committees, we know that these opportunities may be at inconvenient times. To address this, we hold monthly Café con los directores (Coffee with the Principal) as an informal setting for parents/families to share their thoughts on a wide range of issues and to raise concerns that require addressing by the administration. Throughout the year, the school holds workshops geared to parents on supporting their child’s learning, emotional well-being and wellness, bullying prevention, social media, college awareness, and readiness, among other topics. We maintain an “open door” policy for parents and staff to speak with the Executive Administrator about any concerns they may have related to the school and/or their child. Parents often use the open-door policy to meet with the executive administrator and other members of the administrative team. 2025 Youth Truth Survey of Families questions on engagement: Overall Engagement Summary Measure is 4.12 which describes the degree to which families are engaged in their school and empowered to influence decision making. •Parents/family members are included in planning school activities (Overall 75% positive, 3.75 rating) •I feel engaged with my school. (Overall 84% positive, 4.16 rating) •I feel represented by parent/family groups at my school. (Overall 82% positive, 4.07 rating) •I feel empowered to play a meaningful role in decision-making at my school. (Overall 72% positive. 3.93 rating) •I feel informed about important decisions regarding my school (Overall 85% positive, 4.13 rating)|While the data analysis from families and staff do not demonstrate a glaring “need,” the survey response to being empowered to play a meaningful role in decision-making is an area we plan to focus on for the 2025-26 academic year. Additionally, we will continue to develop the capacity of our families and staff in participating in the various committees and engaging with our Board of Directors on policies/procedures and strategic planning that impact students, families and staff.|Maintain accurate engagement activity calendar on the website; upcoming events/reminder SIS-programmed calls, emails and text messages; backpack letters, etc. in order for parents to be aware of events and opportunities for providing input.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-29|2026
19647330114967|Global Education Academy|3|At Global Education Academy, we understand that the home-school connection is vital to our students' success. We have sustainable systems that ensure teachers, staff, and administrators can communicate with parents.  All of our teachers use an app called Class Dojo, which allows them to connect with parents and message them directly, share student work, post class announcements, and use built-in app tools like a point system to aid in classroom management--all of which is available for parents to see. The principal sends home weekly newsletters that contain information about school events as well as issues or celebrations the school wants to address.  The principal also holds various monthly meetings such as Coffee with the Principal, Booster Club Meeting, School Site Council Meetings, and Parent Workshops. If parents would like to meet with the principal individually, they schedule a meeting or just drop-in based on the availability of the principal.  The front office staff is also the main point of contact for parents if they have any issues or concerns. The office staff is knowledgeable in who to direct the parents to, and in relaying information to the appropriate staff member. Parents also receive text messages for reminders and announcements from the school so that they are aware of the various activities that are happening at the school. All forms of in-person, online, and paper communication go out in both English and Spanish in order to meet the needs of our community so that all of the information is accessible to our parents. The majority of our staff is bilingual in English and Spanish. For our staff who do not speak Spanish, a translator is assigned to them so that there is no communication barrier between our parents and staff.|An area of improvement in building relationships between school staff and families is making sure all families are receiving our communication. We have a few families that are not responsive to our various methods of communication, so we need to reach out to them personally via phone calls, text messages, and even home visits.|In order to improve engagement of underrepresented families, we will do our best to try to reach out to these families using multiple modes of communication. We will make phone calls home, message them through our OneCall text messaging app, message them through Class Dojo, an app we use to communicate with families and update them on school/class events, engage them when they are dropping off or picking up their children from school, and if all of these methods don't work, then we will even make visits home.|Global Education Academy works with parents to better support their children at home. Teachers reach out to parents about their child's progress as deemed necessary throughout the school year. In addition, teachers communicate with parents about their child's progress at Back to School Night, two parent conferences throughout the year, and Open House. GEA also holds parent workshops in areas they have identified as being a need. Topics such as cybersafety, information on substance abuse, supporting children with schoolwork at home, ESL classes, and how to help students prepare for the CAASPP test are some examples that we have addressed.  Another area of strength for us is in informing parents of students with special needs of their rights by explaining it to them at individualized education plan (IEP) meetings, providing them with written information of meetings, their rights, etc. as well as holding parent workshops explaining various topics in special education.|An area for improvement in building partnerships for student outcomes is supporting our families with how they can support their children and get involved with their education. Many of our families do not speak English nor were they educated in the States. During parent conferences, many comments are made about how parents/guardians are unsure about how to best help support their children because they did not learn what their students are learning.|In order to address our area of need, we plan to provide parent workshops on the topic of supporting children with their education, even if the home language is not English. We will also provide workshops on technology in general as well as on the specific programs that our school uses, like Google Suite. We have also implemented a survey for our families at the beginning of the school year so that they could provide additional input on the areas in which they need support, as well as finding optimal times for meetings and workshops so that the majority of our families are able to participate.|Our strength in seeking input for decision-making is getting our families involved in our School Site Council (SSC) and District English Language Advisory Council (DELAC) meetings throughout the school year. Following the Pandemic, we have kept our parent meetings on Zoom because we saw a sharp increase in parent participation and input during online meetings. We also send home surveys periodically seeking families' input when needed.  Meetings and surveys are all translated into Spanish, which is the primary language of the majority of our families.|An area of improvement in seeking input for decision-making is reaching those families who do not participate in our SSC and DELAC meetings or surveys.  Some families are unresponsive to our communication though we make phone calls, send messages, and reach out to them via our school communication apps.. We are continually trying to find an optimal time for decision-making meetings. Many of our families prefer to meet in the mornings, but some are not able to participate due to work, or their personal schedules. We seek regular feedback regarding the most optimal time for the majority of our families to join meetings and workshops. Thankfully, we have families who regularly join our meetings and they do their best to reach out to other families who are unable to join to fill them in on information provided.|In order to improve seeking input for decision-making, we will do our best to try to reach out to these families using multiple modes of communication. We will make phone calls home, message them through our OneCall text messaging app, message them through Class Dojo, an app we use to communicate with families and update them on school/class events, engage them when they are dropping off or picking up their children from school, and if all of these methods don't work, then we will even make visits home.|5|5|5|5|4|4|4|4|4|4|4|4|Met||2026-06-23|2026
19647330115048|Fenton Primary Center|3|The Charter School strives to create a welcoming, engaging, and nurturing learning environment for all stakeholders. The school provides multiple opportunities for building relationships through community events such as the Summer Meet and Greet, Fall and Spring Back to School Night Meetings, Open House, and ongoing School Site Council, Advisory Committees, and Fenton Charter Public Schools Board Meetings.|The Charter School utilizes a comprehensive system of formative and summative assessments to analyze student achievement, stakeholder feedback, and school culture. Student performance data are collected and monitored through Renaissance and i-Ready, the school's primary assessment and data management platforms. These systems include classroom-based assessments as well as state assessment results, including the California Assessment of Student Performance and Progress (CAASPP) and the English Language Proficiency Assessments for California (ELPAC).  The assessment platforms provide educators with robust reporting tools that support data-driven decision-making. Staff analyze performance data at the individual student, classroom, grade-level, subgroup, and schoolwide levels, as well as longitudinal trends over time. Common analyses include monitoring the progress of significant student groups, evaluating proficiency levels, and informing Multi-Tiered System of Supports (MTSS) decisions. Findings guide instructional planning, intervention strategies, resource allocation, and continuous improvement efforts.  The Charter School also prioritizes strong communication and partnerships with families. The Director publishes a weekly newsletter and regularly communicates with families through phone calls and text messages to provide timely updates regarding school programs, student learning, and upcoming events.  At the beginning of each school year, grade-level parent orientation meetings provide families with information about academic expectations, behavioral standards, and school procedures. These meetings establish strong home-school partnerships and clear communication channels.  Families participate in parent-teacher conferences twice each year and may meet with teachers as needed to discuss student progress. Parents and guardians are encouraged to engage in the school community through field trips, classroom activities, celebrations, and home visits when appropriate. In addition, families are invited to monthly student recognition assemblies that celebrate academic achievement, positive character development, and other student accomplishments.  Through ongoing data analysis, stakeholder engagement, and strong family partnerships, the Charter School maintains a culture of continuous improvement focused on student success and schoolwide excellence.|Based on educational partner feedback and local data, the Charter School has identified the need to strengthen relationships with underrepresented families and expand opportunities for meaningful engagement. Families currently participate in school decision-making and communication through Parent Advocacy Nights, School Site Council meetings, and monthly Board meetings. These forums provide opportunities for families to share input, celebrate successes, and contribute to school improvement efforts.  To increase engagement among underrepresented families, the Charter School will expand outreach through targeted communication, personalized invitations to events, and additional opportunities for two-way dialogue between families and staff. Weekly newsletters and other communication platforms will continue to provide information about instructional programs and strategies families can use to support learning at home.  The school will also seek feedback regarding barriers to participation and use this information to develop more accessible and inclusive engagement opportunities. By understanding and addressing family needs, the Charter School can strengthen connections and increase participation across all stakeholder groups.  Recognizing that strong family-school partnerships are essential to student success, the Charter School remains committed to fostering welcoming, responsive, and collaborative relationships with all families. The school will continue exploring innovative strategies to ensure underrepresented families feel valued, connected, and actively engaged in their children's educational experience.|Based on educational partner input and local data, the Charter School's current strength in building partnerships for student outcomes is its collaborative approach to professional learning and shared decision making across the Fenton Charter Public Schools network. Professional development priorities are identified through advisory committees and are informed by student assessment data, the implementation of new state and federal initiatives, and the specific academic and social emotional needs of students. The Charter School works closely with other schools within the FCPS organization to provide targeted and responsive professional learning opportunities. When specialized training is needed, staff members from multiple sites come together to participate in sessions that address common areas of focus, including support for new teachers, curriculum implementation, and instructional best practices. This collaborative model promotes the sharing of expertise, resources, and successful strategies across schools. Lead Teachers and instructional staff regularly engage with colleagues from other campuses to strengthen instructional practices and improve student outcomes. These partnerships foster professional collaboration, build organizational capacity, and ensure that educators have access to high quality training aligned with student needs. As a result, the Charter School has been able to leverage collective knowledge and resources to support continuous improvement and enhance student achievement.|Based on educational partner input and local data, the Charter School's primary focus for improvement in building partnerships for student outcomes is increasing meaningful family engagement and strengthening communication between home and school. While the school has established systems for monitoring student progress and sharing information with families, opportunities exist to further expand family participation in the educational process. The Charter School will continue to strengthen partnerships by increasing awareness of student achievement data and providing families with additional resources to support learning at home. Efforts will focus on encouraging greater participation in parent orientation meetings, parent teacher conferences, student progress reviews, and school governance activities. The school will also seek additional feedback from families regarding the effectiveness of current communication practices and identify barriers that may limit participation. To support student success, the Charter School will continue to promote collaboration among families, teachers, administrators, and the governing board through regular communication and shared decision making. Student achievement data, attendance trends, and school climate information will be used to guide discussions and inform improvement efforts. By expanding opportunities for family involvement and strengthening partnerships among all educational partners, the Charter School aims to increase student engagement, improve academic outcomes, and foster a stronger sense of shared responsibility for student success.|Based on educational partner input and local data, the Charter School recognizes the importance of strengthening engagement with underrepresented families to ensure all students have access to meaningful support and advocacy. The school provides ongoing training, resources, and informational opportunities that help families understand their rights, navigate educational systems, and effectively advocate for their children. To improve engagement, the Charter School will expand outreach efforts through targeted communication, flexible meeting opportunities, and family education workshops designed to address the specific needs of underrepresented groups. School staff will actively seek feedback from families to better understand barriers to participation and identify strategies that promote greater involvement in school programs, decision making processes, and student support initiatives. The Charter School will continue to foster a welcoming and inclusive environment where all families feel valued as partners in their children's education. By strengthening relationships, increasing access to information and resources, and creating additional opportunities for participation, the school aims to build stronger partnerships that support positive student outcomes and increase engagement among underrepresented families.|Based on educational partner input and local data, the Charter School's current strength in seeking input for decision making is the strong level of family engagement and participation across a variety of school initiatives. Families are recognized as valued educational partners and are provided with meaningful opportunities to contribute feedback, share perspectives, and participate in school improvement efforts. Prior to the start of each school year, families are invited to attend a Meet and Greet event that introduces them to their child's classroom, school staff, and campus environment. This event helps establish positive relationships, communicate school expectations, and foster a sense of connection between families and the school community from the outset. The Charter School has also experienced increased family participation in decision making processes through involvement in parent advocacy activities, school committees, and leadership opportunities. Families have played an active role in connecting the school with community partners and resources that support student learning and well being. In addition, parents have assumed leadership roles within key decision making groups, including the School Site Council, where they collaborate with staff and administrators to review data, discuss school priorities, and provide input on programs and services. Through ongoing communication, stakeholder meetings, surveys, and governance opportunities, the Charter School continues to strengthen its culture of collaboration and shared responsibility. These efforts have contributed to stronger partnerships between families and school staff and have enhanced the school's ability to make informed decisions that support positive student outcomes.|Based on educational partner input and local data, the Charter School's focus for improvement in seeking input for decision making is to expand meaningful family engagement and increase opportunities for parents to serve as active partners and leaders within the school community. The school will continue to explore alternative communication strategies, including increased use of text messaging, social media platforms, and other outreach methods to ensure families have accessible opportunities to share feedback and participate in school initiatives. In addition, the Charter School will prioritize efforts to empower parents to engage more deeply in instructional opportunities, support student learning, and contribute to school improvement efforts. Families will be encouraged to take on leadership roles by mentoring and supporting other parents, participating in advisory and decision making groups, and helping to strengthen connections between the school and the broader community. The Charter School seeks to foster a culture in which parents view themselves as essential partners in student success and critical contributors to school operations. Through leadership development opportunities, collaborative planning, and ongoing communication, the school will continue to build family capacity and ensure that parent voices are represented in decisions that impact students, programs, and schoolwide priorities.|Based on educational partner input and local data, the Charter School is committed to increasing the engagement of underrepresented families by creating multiple pathways for participation in school decision making and leadership opportunities. Parent information nights are held throughout the year to provide families with important information regarding the school's mission, goals, instructional programs, and student outcomes. These meetings also provide opportunities for families to share feedback and participate in discussions that inform school improvement efforts. To further strengthen engagement, the Charter School will expand outreach through personalized communication, multilingual resources when needed, flexible meeting formats, and targeted invitations to families who may be underrepresented in traditional school activities. Staff members will actively seek input from families through surveys, focus groups, individual conversations, parent conferences, and community events to better understand barriers to participation and identify effective strategies for engagement. The Charter School will also encourage underrepresented families to participate in leadership and decision making opportunities, including the School Site Council, parent advisory groups, volunteer activities, and school committees. Families will be provided with resources, training, and support to build confidence in advocating for their children and contributing to schoolwide initiatives. By fostering welcoming relationships, increasing access to information, and creating meaningful opportunities for participation, the Charter School will continue to strengthen partnerships with underrepresented families and ensure that all voices are represented in decisions that support student success.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-11|2026
19647330115113|Ivy Bound Academy of Math, Science, and Technology Charter Middle|3||||||||||||||||||||||Not Met For Two or More Years|||2026
19647330115139|Center for Advanced Learning|3|CAL was able to elect and sustain and ELAC and SSC Committee for 25-26. CAL has surveyed parents on the committees to identify the best day for meetings to maximize attendance.|With the goal of increasing parent involvement, CAL will be surveying all parents to identify the best day and time for ELAC and SSC meetings. CAL will also be focusing on collaboration goals for both committees.|CAL has a translator present at all meetings to ensure that al parents are able to participate and share input and feedback. CAL's goal is to increase parent involvment in these meetings and is planning to offer incentives to students of parents who attend.|CAL teachers, staff and administrators work diligently to keep parents informed on their child’s progress. When deficiencies are identified, the Student Support Team begins tier 2 intervention to remediate the gaps and parents are an active participant in this process. The teacher and parent are given specific differentiated resources to help each particular student. More often than not, this helps bridge the gap and improvement is seen.|Going forward, CAL will be doing parent education sessions during Coffee with the Principal to help all parents better understand how to help their child. This could include topics like the importance of attending school daily and on time, how to foster good reading habits, how to help your child with homework, etc.|Parent surveys will continue to be done annually, and CAL will provide multiple opportunities for parents to complete the survey. Translation support will be provided. This will ensure that we can have the majority of our families complete the survey, thereby getting a clearer picture of the needs of our CAL community.|Due to the abrupt resignation of the former Principal in November, 2025, the lack of leadership led to disruption to both ELAC and SSC parent committees. A new Interim Principal was hired in March 2026, and CAL has since held ELAC and SSC meetings monthly and elected positions for both committees.|For the 26-27 school year, CAL will be scheduling ELAC and SSC meetings as well as other parent education sessions well in advance to give parents ample time to adjust work schedules. CAL will also be offering incentives for raffle drawings to students whose parents attend these sessions.|Going forward, CAL will provide multiple events for parents to complete the annual Parent Survey, and translation support will be provided. CAL will also be hosting parent meeting in person and online so parents can join virtually if it's easier for them.|4|4|3|4|4|3|4|4|4|3|3|3|Met||2026-06-13|2026
19647330115253|Discovery Charter Preparatory #2|3|82% of families recorded on the parent survey that the school cultivates a culture of collaboration with familes, translations services for communications, meetings to support two-way communication. Based on the analysis of educational partner input and local data, current strengths in building relationships between school staff and families include its strong personalized school culture, consistent communication systems, and multiple opportunities for family participation and input. As a small school community, staff are able to build meaningful connections with families through direct outreach, regular phone calls, parent meetings, advisory support, college and academic workshops, and ongoing communication about student progress, attendance, and school events. Families are also given opportunities to share feedback through surveys, Parent Advisory Committee meetings, LCAP engagement sessions, and other schoolwide meetings. Local data and educational partner input show progress in this area, as families continue to report feeling welcomed, informed, and connected to the school. Participation in family meetings, school events, and feedback opportunities reflects growing trust and collaboration between home and school. The LEA has made progress by increasing communication efforts, creating more structured opportunities for parent voice, and maintaining a supportive environment where families feel their input is valued. These efforts have helped strengthen relationships between staff and families and support a more connected school community. The LEA has demonstrated meaningful progress in building strong relationships between school staff and families. As a result, participation in family engagement activities and overall family trust and satisfaction have continued to improve, reflecting the LEA’s commitment to fostering collaborative relationships that support student success.|61% of families report feeling connected to the school community. This percent increased from 56% for biracial families to 100%, and decreased by 20% from 100% for English Learner families, suggesting that more can be done to build relationships across different groups of families. The school plans to implement professional development for teachers, staff, and administration on creating welcoming environments for all families in the community in order to encourage more families to participate in school activities and communicate their needs and perspectives freely. 2. Based on the analysis of educational partner input and local data, briefly describe the LEA’s focus area(s) for improvement in Building Relationships Between School Staff and Families. Based on analysis of educational partner input (PAC feedback, family surveys, and stakeholder meetings) and local data (attendance, engagement logs, and participation rates), the LEA has identified the following focus areas for improvement in building relationships between school staff and families: The LEA will strengthen consistent two-way communication systems between staff and families. While families report appreciation for staff accessibility, survey and participation data indicate a need for more timely, proactive, and multilingual communication. The LEA will implement structured communication protocols, including regular outreach cycles, use of digital platforms, and increased Spanish-language communication to ensure all families receive clear, consistent information. The LEA will improve family participation and engagement in decision-making processes. Although opportunities such as Parent Advisory Committee (PAC) meetings and LCAP input sessions are provided, attendance data shows uneven participation across student groups. The LEA will expand outreach efforts, provide flexible meeting formats (in-person and virtual), and offer targeted engagement strategies to increase meaningful participation, particularly among underrepresented families. The LEA will enhance relationship-building through personalized connections and trust development. Feedback indicates that families value strong relationships with individual staff members but desire more consistent connection points across the school. The LEA will strengthen advisory systems, increase staff-led family outreach, and implement structured check-ins to ensure every family has an ongoing, trusted point of contact. The LEA will increase family awareness of academic expectations, student progress, and available supports. Local data suggests that some families need clearer understanding of graduation requirements, college readiness pathways, and intervention supports. The LEA will expand workshops, improve clarity of progress monitoring tools, and provide training for families on how to support student success at home. Collectively, these focus areas aim to build a more inclusive, responsive, and partnership-driven school culture|The school will personally invite underrepresented families to our school events so that they feel welcomed and valued for what they contribute. The school will provide interpreters to ensure that everyone's voice can be heard. Based on the analysis of educational partner input (including PAC feedback, family surveys, and advisory discussions) and local data (attendance at school events, communication logs, and subgroup participation trends),the LEA has identified that underrepresented families—particularly Spanish-speaking households, families of English Learners, and families of students with lower academic engagement—participate at lower rates in school activities and decision-making processes. To improve engagement, the LEA will implement a targeted, equity-driven family outreach strategy focused on access, communication, and relationship-building. This includes expanding bilingual communication systems (calls,texts, and emails), ensuring all materials and meetings are available in Spanish, and increasing the use of parent friendly platforms such as Google-based communication and automated messaging systems. The school will also establish a structured family outreach cycle, where advisors and staff conduct regular, personalized check-ins with families of identified students, particularly those who are chronically absent or academically at risk. Additionally, the LEA will increase flexible engagement opportunities by offering meetings and workshops at varied times (morning, evening, and virtual options) and providing childcare or incentives when feasible. Parent Advisory Committee (PAC) meetings will be redesigned to be more interactive, data-informed, and accessible, with clear connections to the LCAP and student outcomes. The LEA will also implement a Family Engagement Tracker to monitor participation by subgroup and adjust outreach strategies in real time. Finally, the LEA will build staff capacity through professional development focused on culturally responsive family engagement, ensuring that all staff are equipped to build trust, communicate effectively, and partner with families as key contributors to student success. These actions are designed to create more inclusive, consistent, and meaningful opportunities for all families to engage with the school community|The school hosts schoolwide events such as Back-to-School Night and monthly activities that provide information about student learning. The Parent Liaison organizes monthly events for parents, as well as Academic Acknowledgment Awards each semester. School staff meets with ninth grade parents on several occasions offering information about college readiness. Based on analysis of educational partner input and local data, the LEA demonstrates strong and growing capacity in building meaningful partnerships that directly support student outcomes. The school has established a college-going culture through strategic partnerships with institutions such as Los Angeles Mission College, providing dual enrollment opportunities both on campus and after school. This partnership expands access to college-level coursework, increases college credit accumulation, and strengthens College and Career Indicator (CCI) outcomes. Local data shows increased student participation in dual enrollment and improved postsecondary readiness. The LEA also demonstrates strength in family engagement systems that support student success. Parent Advisory Committee (PAC) meetings, workshops (e.g., FAFSA, college applications), and bilingual communication structures ensure families are actively involved in academic planning. Educational partner feedback indicates that families feel welcomed, informed, and increasingly empowered to support student progress, with survey data showing growth in family-school connection and participation rates. In addition, the school has built effective internal partnerships among staff to support student outcomes. Through structures such as advisory, interdisciplinary collaboration, and data review cycles, teachers, counselors, and support staff work collectively to monitor student progress, address learning needs, and provide targeted interventions. Programs such as advisory and credit recovery reflect coordinated efforts to improve graduation rates and college readiness. The LEA further strengthens partnerships through community and student support services, including counseling, social-emotional supports, and extracurricular programs. These efforts contribute to a positive school climate and increased student engagement, as reflected in attendance trends and perception data. Overall, the LEA’s partnerships—with families, higher education institutions, staff, and the broader community—are aligned to its mission of preparing all students for college. Continued progress is evident through increased student access to opportunities, stronger family engagement, and improved college and career readiness outcomes.|The school implements professional development for teachers, staff, and administration on creating welcoming environments for all families in the community in order to increase parent participation, especially as it relates to supporting their children's progress and success Based on the analysis of educational partner input (parent surveys, PAC feedback, staff input) and local data (attendance, college readiness indicators, and family participation metrics), the LEA has identified the following focus areas for improvement in Building Partnerships for Student Outcomes: The LEA will strengthen consistent, two-way communication systems with families, particularly for underrepresented groups, to ensure timely access to information about academic progress, interventions, and college readiness opportunities. While multiple communication platforms exist, feedback indicates a need for more streamlined, bilingual, and personalized outreach that clearly connects family engagement to student outcomes. Additionally, the LEA will improve family participation in academic decision-making processes, including LCAP development, college and career planning, and intervention supports. Data shows that while attendance at events is moderate, deeper engagement—such as active input and ongoing collaboration—remains limited, particularly among English Learner and socioeconomically disadvantaged families. The LEA also recognizes the need to expand and formalize partnerships with community organizations and postsecondary institutions to better align supports with student needs. Although partnerships such as dual enrollment exist, there is an opportunity to increase awareness, access, and participation, particularly for students who are underrepresented in advanced coursework and college pathways. Finally, the LEA will focus on building staff capacity to effectively engage families as partners in improving student outcomes. This includes professional development on culturally responsive practices, data-sharing strategies, and consistent use of systems that connect family engagement efforts to measurable academic indicators such as attendance, CAASPP performance, and college/career readiness metrics. These focus areas are designed to move beyond participation toward meaningful partnership, ensuring that family and community engagement directly contributes to improved student achievement and long-term success.|One of the strategies is to offer some meetings in person and some via Zoom, when possible. The fact that we are a high school adds to the difficulty of involving parents for committees. However, when the concern is academic or behavioral, it is much easier to get them to attend in person.  Based on the analysis of educational partner input (PAC meetings, family surveys, and direct outreach logs) and local data (attendance at events, subgroup participation rates, and communication response trends), the LEA has identified that underrepresented families—including families of English Learners, socioeconomically disadvantaged students, and families with historically low participation—require more targeted, accessible, and relationship-centered engagement strategies. To improve engagement in Building Partnerships for Student Outcomes, the LEA will implement the following actions: • Targeted Outreach and Personalization: Develop a structured family outreach system that includes phone calls, text messaging, and home-language communication to directly invite underrepresented families to participate in school decision-making and academic support opportunities. Outreach will be tracked through a centralized system to ensure follow-up and relationship continuity. • Expanded Access and Flexible Engagement Opportunities: Offer multiple entry points for participation, including in-person, virtual, and asynchronous options (recorded meetings, surveys, and feedback forms). Meetings such as PAC and LCAP sessions will be scheduled at varied times and include childcare and light refreshments to reduce participation barriers. • Language Access and Cultural Responsiveness: Provide consistent translation and interpretation services (primarily Spanish) for all meetings, documents, and communications. Materials will be simplified and culturally responsive to ensure families clearly understand student data, graduation requirements, and college pathways. • Family Education and Capacity Building: Launch a series of workshops focused on student achievement (CAASPP, grades, attendance), college readiness (A-G requirements, financial aid), and social-emotional supports. These sessions will empower families to actively support student outcomes and make informed decisions. • Strengthened School-to-Home Connections: Utilize advisory structures and student success teams to build ongoing relationships with families. Advisors will serve as primary points of contact, providing regular academic updates and facilitating goal-setting conversations aligned with Schoolwide Learner Outcomes. • Data Monitoring and Continuous Improvement: The LEA will disaggregate family engagement data by student group and monitor participation trends.  Through these actions, the LEA aims to increase meaningful participation from underrepresented families, strengthen trust, and ensure all families are active partners in supporting improved student outcomes.|The school holds Parent Advisory Meetings to address the school’s Title I program and the academic support programs to increase student academic achievement in ELA & Math. The school also hosts monthly parent meetings in person or via zoom. The committee is composed of a majority of parents, including parents of low-income students, English learners, foster youth, and students with disabilities and classified and certificated staff. Based on analysis of educational partner input and local data, the LEA has identified several key focus areas for improvement in Seeking Input for Decision-Making: The LEA will strengthen the consistency and inclusivity of stakeholder engagement structures, particularly to ensure that underrepresented families (including English Learner, socioeconomically disadvantaged, and Spanish-speaking households) are more consistently involved in decision-making processes. While opportunities such as Parent Advisory Committee (PAC) meetings and surveys exist, participation data indicates uneven engagement across student groups. Additionally, the LEA will improve the timeliness and accessibility of input opportunities by expanding communication methods (e.g., bilingual outreach, text messaging, and flexible meeting formats) to ensure families can provide input before key decisions are finalized, rather than after implementation. The LEA will also focus on increasing the transparency of how feedback is used, as stakeholder survey results indicate that families and students are not always aware of how their input influences school decisions. Clearer feedback loops—including sharing outcomes, decisions, and next steps—will be implemented to build trust and strengthen ongoing participation. Finally, the LEA will enhance student voice systems, ensuring that student input is systematically collected and incorporated into decisions related to school climate, instructional programs, and college/career readiness supports. These focus areas aim to create a more responsive, inclusive, and data-driven decision-making process aligned with the LEA’s commitment to continuous improvement.|While the school offers many opportunities for shared decision-making, it remains difficult to convince parents to come to school to participate in these events. The school plans to implement professional development for teachers, staff, and administration on effectively engaging families in advisory groups and other decision-making. The LEA will strengthen the consistency, accessibility, and representativeness of its input-gathering systems. While current structures such as Parent Advisory Committee (PAC) meetings, surveys, and informal outreach provide opportunities for engagement, participation data indicates that underrepresented families—including English Learner families, families of students with disabilities, and those with limited availability due to work schedules—are not consistently engaged in decision-making processes. Additionally, the LEA has identified a need to improve the clarity and transparency of feedback loops. Educational partners reported that while opportunities to provide input exist, there is limited visibility into how that input directly informs decisions related to programs, budgeting, and school initiatives. To address these needs, the LEA will focus on: • Expanding targeted outreach strategies (e.g., bilingual communication, flexible meeting formats, and direct outreach campaigns) to increase participation from underrepresented groups • Implementing more frequent and structured input cycles, including aligned survey windows tied to key decision points such as LCAP development and program evaluation • Strengthening data tracking systems to disaggregate participation and feedback trends by student group • Establishing clear “you said, we did” communication practices to ensure stakeholders understand how their input influences decisions Through these improvements, the LEA aims to build a more inclusive, data-driven, and transparent decision-making process that better reflects the needs and perspectives of its entire school community|The school will establish protocols for recruiting parents from underrepresented groups in the school community for participation in advisory groups, including maintaining records of participation so the school can measure its success. Based on analysis of educational partner input (PAC meetings, surveys, and advisory feedback) and local data (family participation rates, attendance at events, and subgroup engagement trends), the LEA has identified that underrepresented families—particularly families of English Learners, socioeconomically disadvantaged students, and families with limited school connectivity—participate at lower rates in school decision-making and student support structures. To improve engagement and strengthen partnerships for student outcomes, the LEA will implement a targeted, equity-driven family engagement strategy that removes barriers and increases meaningful participation: 1. Targeted Outreach and Communication The LEA will expand bilingual and culturally responsive communication through multiple platforms (text messaging, phone calls, email, and in-person outreach). Outreach will be personalized using student data to ensure families of underrepresented groups receive direct invitations to participate in school events, academic workshops, and decision-making bodies such as PAC. 2. Flexible and Accessible Engagement Opportunities The school will offer meetings and workshops at varied times (morning, evening, and virtual options) to accommodate working families. Transportation support, childcare during meetings, and hybrid participation options will be provided to reduce participation barriers. 3. Capacity-Building for Families The LEA will increase the number of workshops focused on helping families support student achievement, including understanding graduation requirements (A-G), college readiness, financial aid (FAFSA), and academic data (CAASPP, grades, attendance). These workshops will be scaffolded and offered in families’ home languages. 4. Strengthening Relationships Through Advisory and Direct Contact Through the advisory model, staff will conduct regular one-on-one outreach to families, particularly those identified as underrepresented, to build trust and maintain consistent communication regarding student progress, attendance, and college readiness. 5. Data Monitoring and Continuous Improvement The LEA will track participation rates by student subgroup (e.g., EL, low-income) and use this data to refine outreach strategies. Feedback will be collected after events to assess effectiveness and ensure continuous improvement in engagement practices. 6. Leadership Opportunities for Underrepresented Families The LEA will intentionally recruit and support parents from underrepresented groups to take on leadership roles in PAC and other committees, ensuring their voices directly inform school decisions and LCAP development. Through these actions, the LEA aims to build stronger, more inclusive partnerships with families,|4|5|5|4|5|5|4|5|4|3|5|4|Met||2026-06-17|2026
19647330115287|ICEF Vista Middle Academy|3|Based on input and local data, our school has many strengths in building relationships between school staff and families. IVEA has several systems in place to support this endeavor. To begin, we use Class Dojo as our main form of two- way communication between staff and families. All staff and families are signed up for the program, and the program translates messages from English to Spanish to support those with translating messages. Additionally, the school uses a Parent Square portal that allows IVEA to send messages in email and text form to families. Finally, the school uses email and phone calls to communicate. Teachers build relationships with families through consistent communication using the systems mentioned above. Additionally, the school plans Parent Information Meetings once a month. These meetings are teacher-led and are used to keep families informed about classroom activities and give them an opportunity to ask questions.|Proactive communication: While we communicate often, we want to begin practicing proactive communication with families. This means not communicating before issues arise but rather aligning our messages to our proactive PBIS system so families are included in this effort!  Room Leads: We would like to include families in helping grow partnerships. To do this, we are going to ask for volunteer lead parents in each class. Their responsibility will be to work with other families and the teacher to help build a strong classroom culture and community.  More parent and staff training: Through a grant by Great Public Schools Now, we are partnering with Families in Schools to provide workshops for teachers and families on building relationships and staying involved. We also partnered with Cyber Safety Cop to host 2 parent workshops on Cybersafety.|The school will improve the engagement of underrepresented families by:  -Ensuring 100% of families are connected to Class Dojo and know how to use the program. -Providing events at alternate times that make it easier for families to attend. -Providing meetings in a hybrid format so families can choose to log in online or attend in person. -Ensuring that our hiring practices take into account staff and team members who are able to speak Spanish to help bridge the language barrier.|Current strengths for building partnerships for student outcomes include:  -Regular parent conferences for families at each trimester break. -Parent access to online grade portal (PowerSchool) to regularly check student grades. -Parent workshops through Families in Schools. -Student success conferences for 100% of students to discuss grading/school policies.|Current areas of improvement for building partnerships for student outcomes include:  -Earlier referral for students into the student success program. -Additional counseling resources for students. -Wrap-around support for families through community partnerships. -Identifying hard-to-reach families and agreeing upon best ways to communicate.|Our school will improve the engagement of underrepresented families by:  -Ensuring 100% of families are connected to Class Dojo and know how to use the program. -Providing events at alternate times that make it easier for families to attend. -Providing meetings in a hybrid format so families can choose to log in online or attend in person. -Ensuring that our hiring practices take into account staff and team members who are able to speak Spanish to help bridge the language barrier.|Our current strengths in seeking input for decision-making include:  -The use of Panorama Survey during Winter and Spring -Regular coffee with the principal meetings to get feedback -The use of surveys after events/meetings -Parent Advisory Committee and ELAC/DELAC|The following areas of improvement in seeking input for decision-making include:  -Higher response rate for Panorama Survey -A wider range of families attending events (Same families) -Events held at different times to make sure families can join -Events held in a hybrid format|Our school will improve the engagement of our underrepresented families in decision-making by:  -Offering alternate times for events (later and earlier in the day) -Offering events/meetings in a hybrid format -Reaching out personally to families who are underrepresented to ask them to attend -Partnering with community groups to provide resources to families|4|4|4|5|4|4|5|4|4|4|5|4|Met||2026-06-18|2026
19647330116509|Alliance Morgan McKinzie High|3|At Alliance Morgan McKinzie High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole. To support this goal, our school has held 18 parent engagement events this year. To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach. As a result of this, 7.32% of our scholars' families attended two or more parent engagement events this year. In addition, 99% of our families responded postively in questions regarding Family Engagement at the school, and 97% of our families responded postively in questions regarding Teacher Relations at the school. Finally, 99% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someone else they care about. These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share. This comes as a result of our efforts to build relationships between our school and all educational partners.|Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars. To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data. These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.|Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community. Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families. We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.|At Alliance Morgan McKinzie High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars. As a result of this outreach, as well as our school's strong academic focus, 99% of Parents responded positively in questions regarding College Success at our school. Our school also prioritizes outreach to families by organizing and planning workshops. When asked about this, 99% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school. In addition, 99% of Parents responded positively in questions regarding Teaching and Learning at our school. All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.|Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops. We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.|Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child. In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.|In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups. During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide. In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others. As a result of this input, 99% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions. This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.|Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback. We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.|Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process. In addition, we have continued to expand targeted outreach for these families, to ensure that our all educational partners have equitable voice in decision making at their child's school.|5|5|3|5|3|5|5|3|3|3|3|3|Met||2026-06-10|2026
19647330117036|Enadia Way Technology Charter|3|Ongoing training for school personnel on creating welcoming environments and using research- based family engagement practices is provided through annual Region Family Engagement Professional Development Summits for site teams. Additional professional learning includes the nation’s first District-led Family Engagement Micro-Credential, monthly trainings for Parent and Family Center staff, and cross-department collaboration with Federal and State Education Programs, Multilingual and Multicultural Education, Human Resources, and other offices. The District also uses tools like the Los Angeles Unified Family Empowerment Rubric to strengthen relationships between schools and families.  Additional strengths include a Family Hotline providing timely assistance, as well as Regional Family and Community Engagement teams that partner with schools to strengthen family connections through training and support. Schools host monthly family engagement events focused on literacy, numeracy, joy, and wellness, while connecting families to resources on immigration, health, housing, and education. Family perception regarding access to instructional resources, measured by the School Experience Survey, increased from 89% in 2023-24 to 90% in 2024-25, reflecting more families finding school resources valuable for supporting their child’s education. The School Volunteer Program grew from 5,000 volunteers in 2021 to over 40,000 in 2026, expanding family engagement with school staff. Family education sessions are fully implemented through the District’s Strategic Plan, with surveys showing increased participation and satisfaction. As an Affiliated Charter in Los Angeles Unified, Enadia Way Technology Charter is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Enadia Way Technology Charter will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Building partnerships to improve student outcomes is central to the District’s Strategic Plan. School site and District engagement data show that families value opportunities through schools, Regions, and the Family Academy that strengthen collaboration with staff and reinforce shared responsibility for student success. The Family Academy offers courses at the school, Region, and District office levels, and a new platform now provides recorded content in multiple languages for flexible, self-paced family learning. The District’s Strategic Plan has expanded hybrid engagement options at the school, Region, and District office levels as well. Technology use has grown, with 91% of parents having a Parent Portal account. New resources were added to the web-based Parent Portal and App, helping families track student progress, review Individualized Education Plans, understand reclassification, view assignments, and access digital learning tools. Areas for improvement include boosting Family Academy participation among diverse families both in person and online. To increase in-person engagement, the District is partnering with schools on a new outreach framework, including hosting viewing sessions in Parent and Family Centers, a strategy that will continue next year. Continuous improvement strategies will include a new Learning Walks model to help families understand school instructional foci and identify effective ways to engage underrepresented groups. Efforts include coordinated course catalogues aligned with the Black Student Achievement Plan, targeted messaging on Region Ambassador workshops, and encouraging families to serve as “Promotoras” to engage others in learning opportunities for diverse student groups. The District will continue promoting Equity Course Pathways with Adult and Career Education, engaging families in addressing their child’s needs, and supporting parents’ enrollment in career programs to boost family stability and student success. As an Affiliated Charter in Los Angeles Unified, Enadia Way Technology Charter is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Enadia Way Technology Charter will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|LAUSD supports school councils, advisory committees, and Title I family engagement requirements with structured training that promotes shared decision-making. School Site Council (SSC) and English Learner Advisory Committee (ELAC) members receive two virtual and two in-person sessions covering procedures, School Plan for Student Achievement planning, budget data analysis, and the Strategic Plan. At the central office level, the District supports the formation and functioning of the Community Advisory Committee, District English Learner Advisory Committee, and Parent Advisory Committee, which hold monthly meetings, subcommittee meetings, and agenda planning sessions. Members are invited to join the Parent Leader Training Series covering parliamentary procedures, data analysis, and SMART comment writing. District committee training exceeds compliance, with families and staff co-designing year-long syllabi, agendas, and meetings to ensure meaningful engagement and shared leadership. Areas for growth include expanding family participation through the Region Ambassador initiative, which focuses on the Local Control and Accountability Plan, English Learners, and Special Education. Launched in 2023-24, the model promotes broader engagement, with participation increasing from 3,400 in 2024-25 to over 4,400 participants this year. LAUSD will continue outreach to boost representation. Another key improvement area is training school staff to engage families in continuous improvement. By facilitating meaningful conversations about school data related to student achievement and wellness, families can serve as informed and active partners in the decision-making process, with ongoing professional learning reinforcing shared understanding and collective responsibility.  Federal policy requires Title I schools to have a Parent and Family Engagement Policy outlining resources and workshops that foster two-way communication between home and school. LAUSD has invested in communication platforms enabling schools to email, text, and send targeted event notifications and updates to families. An area for growth is enhancing two-way communication with high-need families through professional development, module-based courses, and sharing best practices across schools. Families learn District policies, legal rights, and advocacy for students through SSC and ELAC participation, with 100% of required schools forming these councils and committees annually. Future training will target broader demographic and multilingual representation to promote more inclusive participation. As an Affiliated Charter in Los Angeles Unified, Enadia Way Technology Charter is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2026-2027 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Enadia Way Technology Charter is included in these engagement policies and processes.|4|5|5|5|5|4|5|4|5|5|5|5|Met||2026-06-16|2026
19647330117598|Alliance Piera Barbaglia Shaheen Health Services Academy|3|At Alliance Piera Barbaglia Shaheen Health Services Academy, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole. To support this goal, our school has held 8 parent engagement events this year. To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach. As a result of this, 9.54% of our scholars' families attended two or more parent engagement events this year. In addition, 92% of our families responded postively in questions regarding Family Engagement at the school, and 94% of our families responded postively in questions regarding Teacher Relations at the school. Finally, 92% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someone else they care about. These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share. This comes as a result of our efforts to build relationships between our school and all educational partners.|Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars. To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data. These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.|Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community. Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families. We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.|At Alliance Piera Barbaglia Shaheen Health Services Academy, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars. As a result of this outreach, as well as our school's strong academic focus, 95% of Parents responded positively in questions regarding College Success at our school. Our school also prioritizes outreach to families by organizing and planning workshops. When asked about this, 92% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school. In addition, 94% of Parents responded positively in questions regarding Teaching and Learning at our school. All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.|Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops. We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.|Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child. In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.|In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups. During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide. In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others. As a result of this input, 92% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions. This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.|Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback. We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.|Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process. In addition, we have continued to expand targeted outreach for these families, to ensure that our all educational partners have equitable voice in decision making at their child's school.|5|5|3|5|3|5|5|3|3|3|3|3|Met||2026-06-10|2026
19647330117606|Alliance Leichtman-Levine FF High|3|At Alliance Leichtman-Levine Family Foundation Environmental Science High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole. To support this goal, our school has held 17 parent engagement events this year. To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach. As a result of this, 17.89% of our scholars' families attended two or more parent engagement events this year. In addition, 97% of our families responded postively in questions regarding Family Engagement at the school, and 96% of our families responded postively in questions regarding Teacher Relations at the school. Finally, 97% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someone else they care about. These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share. This comes as a result of our efforts to build relationships between our school and all educational partners.|Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars. To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data. These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.|Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community. Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families. We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.|At Alliance Leichtman-Levine Family Foundation Environmental Science High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars. As a result of this outreach, as well as our school's strong academic focus, 98% of Parents responded positively in questions regarding College Success at our school. Our school also prioritizes outreach to families by organizing and planning workshops. When asked about this, 97% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school. In addition, 99% of Parents responded positively in questions regarding Teaching and Learning at our school. All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.|Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops. We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.|Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child. In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.|In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups. During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide. In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others. As a result of this input, 97% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions. This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.|Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback. We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.|Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process. In addition, we have continued to expand targeted outreach for these families, to ensure that our all educational partners have equitable voice in decision making at their child's school.|5|5|3|5|3|5|5|3|3|3|3|3|Met||2026-06-10|2026
19647330117614|New Los Angeles Charter|3|Our Spring 2026 caregiver survey data shows an increase favorability rating for all questions. Our biggest gains were 7 pt increase for School Climate and Family Engagement. We also have a 6 pt in increase for school safety. We continue to use the DeansList software as the main means for all staff to communicate with families, including the two-way text feature. The DeansList message center syncs with PowerSchool so all caregivers listed in PowerSchool are available to be contacted through either email or text and those messages are automatically translated into that caregivers’ home language setting. The two-way text feature allows staff to directly message caregivers in one-on-one chats which has allowed teachers, administrators, and office staff to create and maintain ongoing conversations with caregivers as situations arise for their child throughout the year (i.e. attendance check-ins, behavior check-ins, positive messages home, updates on child's academic progress). The principal sends home a weekly Friday Email through Mailchimp to all families in both English and Spanish that includes important information that caregivers need to know. A link to this email is always texted to families through the DeansList message center. Our monthly virtual Coffee with the Principals allow caregivers to directly interact with administrators and each other, while having an opportunity to provide feedback directly to administrators. Our school counselor and family engagement manager present resources and tips to families at each meeting as well. We continue to have student-led conferences twice a year (over 98% of students & caregivers completed both conferences).|Even though we had an increase in favorability for Family Engagement we are only at 17% making it our lowest category. Next year we are changing our communication platform to Parent Square instead of using Deanslist. We hope that this more engaging platform will allow staff to connect with families in more meaningful ways (i.e. classroom newsletters, sharing of more photos, easier to share forms, etc.).|We continued to provide more opportunities for families to engage with each other in meaningful ways, including underrepresented groups. A new event for this year was our Family Game Night in February. We also had a partnership with Planned Parenthood to provide Spanish-only workshops around supporting pre-teens.|This year we had two student leadership groups. The WEB (Where Everyone Belongs) 8th grade group serve as our student leadership council. They plan events, teach lessons to and partner with 6th grade students, and interact with families at after school events. We also now have our Student Advisory Committee (alongside our ELAC and PAC committees) who provides feedback relating LCAP. We are in year four of our partnership with LACOE’s PBIS cohort. Our PBIS committee comprised of the assistant principal, school counselor, classified staff, and certificated staff, meet multiple times per year with a PBIS liaison. Members are implementing a multi-year plan that includes providing staff development schoolwide multiple times per year. We structure intentional opportunities for families to be partners in their child’s education. Student-led Conferences are held twice a year. Students spend multiple weeks preparing their reflections about their academic and social-emotional growth and actionable goals to present to their families and advisor. This information is the foundation for the rich dialogue that occurs during these meetings between the caregiver, advisor, and student. Our MTSS process involves parents and teachers at all tiers of implementation. Parents are active participants at in-person meetings like an SSPT (Student Support and Progress Team), where they meet with the assistant principal, and their child’s advisor to create and implement a plan for growth over a six-week cycle. Parents are aware of their rights to request an assessment for services, to continue with the SSPT, or to stop the SSPT cycle. All caregiver resource materials are available in English and Spanish. 8th grade students and families receive robust support with high school applications. We host an in-person high school fair in September where 15-20 schools (charter, public, and private) meet and greet students and provide resources about their schools. In October all 8th grade students and families meet with either the principal or the school counselor for a high school meeting. Caregivers and students discuss student’s passions, academic performance, and future goals to apply to high schools that are best for them individually. Families receive support applying to various types of high schools at the meeting. We follow up with families and students in the spring once acceptances are sent out. 8th grade families have expressed their appreciation for this process as it is very difficult to navigate the application process for many of our families. Partners like More Than Sex Ed, Prevention Solutions (Drug, Nicotine, and Alcohol prevention), and Share and Care hold caregiver meetings prior to student programming. Caregivers appreciated hearing what their student will be learning in the sessions and had opportunities to ask clarifying questions of the presenters and principals.|This year we began using the Close Gap SEL check in program for all students. The program allows students do a quick daily check in online about how they’re feeling and to select a staff member they’d like to check in with if so desired. We will expand implementation of the Close Gap platform next year.|There are opportunities to better support families of English Learners, Students with Disabilities and Black students in the areas our data shows them having challenges (i.e. attendance and academics). Administration (particularly assistant principal) will intentionally target these families early in the school year for attendance concerns.|Caregivers have opportunities to participate in developing our program at various meetings, including Coffee with the Principals, PAC, ELAC, and board meetings. Along with site principals, teacher and parent representatives can attend board meetings and provide input on various ideas for consideration. Annually all staff (certificated and classified) are given a survey (Panorama Education) that covers a wide array of topics relating to our school’s programming and culture. Families are also given an annual survey through Panorama as well.|We routinely have about 40-50 caregivers who attend meetings like Coffee with the Principals, but most do not ask questions or provide feedback when asked. We receive most feedback from our in-person caregiver meetings, so we will continue to provide more of those opportunities.|We will intentionally invite caregivers from underrepresented groups to be part of our committee offerings.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-22|2026
19647330117622|Magnolia Science Academy 4|3|At Magnolia Science Academy-4, family engagement is central to our mission. We believe students are most successful when schools and families work together, so we have expanded outreach, supports, and communication to help all families feel seen, heard, and connected.  Our Community School Coordinator and Family Success Coordinator play key roles in this work by connecting families, especially those from underserved communities, with valuable services, resources, and learning opportunities. They also help equip families with tools to support their children’s academic and social-emotional growth.  MSA-4 uses multiple communication channels to promote transparency and connection. ParentSquare remains our primary platform for announcements, while Instagram and school newsletters provide additional ways for families to receive updates in formats that work best for them. These tools help keep families informed about classroom activities, school programs, and events.  To better understand and respond to family needs, we conduct annual family surveys and home visits. These personal touchpoints give staff meaningful insight into students’ home environments and help guide school decisions and support strategies. During the 2025–26 school year, this engagement has been especially intentional and impactful.  Family participation is also supported through regular opportunities such as Coffee with the Admin, Parent Advisory Committee and Parent Task Force meetings, ELAC meetings, Open Houses, Back to School Nights, and Parent/Teacher Conferences. We also offer virtual parent information sessions to provide flexible access for families. These events serve as important spaces for information sharing, feedback, collaboration, and shared decision-making.  MSA-4 also hosts annual resource fairs that bring together community partners and nonprofit organizations. These events connect families with services such as mental health resources, educational workshops, and social service referrals.  Together, these efforts reflect MSA-4’s commitment to making families active partners in their children’s education. By communicating intentionally, listening with care, and creating meaningful opportunities for connection, we strive to ensure families feel valued, supported, and equipped to thrive alongside their students.|Based on a thoughtful review of educational partner feedback and school-level data, MSA-4 has identified key areas of focus to strengthen relationships between school staff and families. Our efforts are centered on deepening trust, communication, and collaboration with our parent community in ways that are both culturally responsive and logistically accessible.  One major area of focus is the increased involvement of families in school life. Input from families and staff emphasized the importance of creating more consistent and meaningful opportunities for parents to engage with educators. In response, MSA-4 is actively working to expand family participation in both instructional and governance-related settings, including classroom visits, committee involvement, and school-based leadership opportunities.  Additionally, we are broadening the scope of our social and cultural events to reflect and celebrate the diverse backgrounds represented in our school community. These events, which are designed to be inclusive and community-driven, serve as a bridge between staff and families, helping to build connection and shared understanding through positive, culturally relevant experiences.  A third targeted improvement area involves expanding access to parent education workshops. Many families expressed a need for flexible scheduling and more opportunities to learn about topics that impact student well-being and achievement. In response, MSA-4 is offering workshops during after-school hours and weekends, covering topics such as academic support strategies, mental health awareness, and family wellness. These sessions are designed to equip families with practical tools while opening new pathways for collaboration between home and school.  Through these coordinated initiatives, MSA-4 is committed to cultivating a school environment where families feel welcomed, informed, and empowered, and where staff-family relationships are grounded in mutual respect, open communication, and a shared investment in student success.|In response to insights gathered during our self-reflection process and informed by local engagement data, MSA-4 has developed a focused plan to increase the engagement of underrepresented families by strengthening the relationships between school staff and those whose voices are less often heard. Our approach is rooted in empathy, flexibility, and inclusivity, and is guided by the belief that all families—regardless of background—deserve equitable access to meaningful school connections.  A core element of this strategy involves the expansion of home visits, both in-person and virtual. These visits serve as a valuable tool for building trust and understanding, especially with families who may feel disconnected from traditional school outreach efforts. By meeting families where they are, we are able to better understand their unique circumstances and create stronger, more personalized relationships between staff and caregivers.  Additionally, MSA-4 is committed to offering flexible, culturally responsive family engagement opportunities. We recognize that many underrepresented families face scheduling barriers that prevent them from attending events held during standard school hours. To address this, we are designing a calendar of family-friendly activities offered at varied times—including during the school day, after school, and on Saturdays—so that all families have an opportunity to participate meaningfully in school life.  Our engagement efforts also include a renewed focus on inclusive programming that reflects the needs and interests of our diverse school community. These events and workshops are designed to be both relevant and welcoming, covering topics such as academic support, social-emotional wellness, cultural celebrations, and parenting resources. Special attention is given to creating spaces where families from historically marginalized backgrounds feel seen, respected, and empowered.  Through these intentional actions, MSA-4 is committed to eliminating barriers to participation and strengthening bonds of partnership between school staff and underrepresented families. This work not only enriches the educational experience of our students but also supports the creation of a school culture where all families are valued contributors to our collective success.|Through ongoing engagement with educational partners and analysis of school-level data, MSA-4 has identified several key strengths that reflect meaningful progress in building strong partnerships to support student outcomes. At the heart of this work is our commitment to empowering families with the knowledge, tools, and confidence to actively participate in their children’s educational journey.  A central component of our efforts is the Parent College program, a cornerstone initiative designed to support families in navigating college and career readiness pathways. This program not only provides families with critical information about postsecondary opportunities, but also cultivates advocacy skills—ensuring that parents and guardians understand their rights and are equipped to advocate for their children's academic success.  Our school leadership consistently prioritizes parent voice and empowerment. MSA-4’s administration engages families in discussions about school services, educational rights, and student supports through regularly scheduled Parent Advisory Committee (PAC) and Parent Task Force (PTF) meetings. These forums provide structured opportunities for families to learn, ask questions, and collaborate with school staff on shared goals.  Communication has also been a significant area of strength. We utilize ParentSquare as a dynamic tool to maintain regular, accessible communication with families. Through text messages, private messages, email, and voicemail, we ensure families stay informed and engaged. This multi-channel approach has proven effective in reaching families across various linguistic and technological backgrounds.  In response to input gathered during the 2025–26 school year, MSA-4 has committed to broadening parent engagement opportunities even further. Families expressed a desire for more tailored, interest-based events and workshops. As a result, we are actively planning new activities that align with family preferences, schedules, and cultural values, with the goal of fostering a more inclusive and connected school community.  Taken together, these efforts reflect MSA-4’s ongoing progress in building meaningful partnerships with families—partnerships that not only support student achievement but also strengthen the entire school community.|Based on educational partner input and findings from local engagement data, MSA-4 has identified two key focus areas for improving partnerships that directly support student success: increasing meaningful parent participation and enhancing staff capacity to address students’ social-emotional needs through collaborative family engagement.  First, MSA-4 recognizes that increasing parent engagement remains an essential step toward strengthening student outcomes. Through surveys, feedback sessions, and PAC/PTF meetings, families have expressed a desire for more relevant, interest-driven opportunities to connect with the school. In response, we are developing a broader range of parent-centered activities that are responsive to the lived experiences, cultural identities, and time constraints of our families. By aligning engagement strategies with what families value most, we aim to foster deeper and more consistent involvement in their children’s academic journey.  Second, MSA-4 is expanding its implementation of the Multi-Tiered System of Supports (MTSS) to more effectively meet the social-emotional learning (SEL) needs of students. Local data highlights a growing demand for emotionally supportive learning environments—an area where strong school-home partnerships are especially critical. To address this, we will continue investing in ongoing professional development for teachers and support staff, equipping them with tools to better understand and respond to the SEL needs of students. These trainings also include strategies for engaging families as partners in supporting student well-being, ensuring that communication and collaboration extend beyond the classroom.  Together, these targeted efforts reflect MSA-4’s commitment to cultivating a school culture where families are active contributors to student success and where school staff are empowered to work in tandem with families to support the academic, emotional, and social growth of every learner.|Guided by reflections from our self-assessment and feedback from educational partners, MSA-4 is committed to strengthening engagement with underrepresented families as a key lever in building partnerships that directly support student achievement. Our approach is rooted in equity, responsiveness, and relationship-building, with an emphasis on reaching those families who have historically faced barriers to consistent school involvement.  We recognize that strong partnerships with families—particularly those from marginalized or underserved groups—are essential to student success. To that end, MSA-4 is adopting a multifaceted strategy tailored to meet the unique needs of underrepresented communities. This includes students who are homeless or in foster care, English Learners, students with disabilities, socioeconomically disadvantaged youth, and families representing diverse racial and ethnic backgrounds. Our initiatives are designed to foster greater trust, access, and participation, ensuring that every family feels welcomed and empowered to contribute to their child's educational journey.  One critical area of focus will be the enhancement of our home visit program. By expanding the frequency and scope of these visits, we aim to deepen our understanding of students’ home lives and create a more personal bridge between school staff and families. These visits are not simply informational—they are an opportunity to listen, connect, and collaborate with families in a setting that feels safe and familiar. This outreach helps inform how we tailor our support services and engagement strategies for each student.  In addition, we will continue to forge targeted partnerships and support systems that respond to the needs of underrepresented families. This includes leveraging community-based resources, designing culturally relevant parent workshops, and offering engagement opportunities that align with families’ availability and interests. Our goal is to reduce barriers to participation—whether logistical, linguistic, or cultural—and create an environment where every family feels that their voice matters and their involvement makes a difference.  By embedding these practices into our everyday operations, MSA-4 affirms its commitment to inclusive, outcomes-driven family engagement, ensuring that all students—regardless of background—have the support they need to thrive academically, socially, and emotionally.|At Magnolia Science Academy-4, seeking and valuing stakeholder input is foundational to our decision-making process. We recognize that meaningful family, student, and staff participation leads to better outcomes and a stronger, more inclusive school culture. To that end, MSA-4 has established a multi-tiered system that provides consistent, structured opportunities for stakeholders to contribute to the direction of our school.  Our English Learner Advisory Committee (ELAC), and Parent Advisory Committee (PAC)/Parent Task Force (PTF) serve as critical platforms for family engagement in policy and planning. These bodies are not symbolic—they are decision-making spaces where parent and community voices directly shape school initiatives, budget priorities, and academic program strategies. Meeting agendas are designed to be collaborative and transparent, and we actively encourage open dialogue, ensuring that our families—particularly those representing English Learners and other student groups—have a say in the issues that impact them most.  To ensure that decision-making is informed by a broad range of voices, MSA-4 also administers the ANA (Annual Needs Assessment) Survey annually. This comprehensive survey captures perspectives from students, families, and staff on a variety of factors, including school climate, engagement, and instructional quality. The data is analyzed closely by school leadership and then shared in stakeholder meetings, allowing the community to reflect on strengths, raise concerns, and co-create solutions.  Our school culture emphasizes responsiveness to stakeholder input. For example, feedback gathered from the ANA Survey and family forums has led to increased offerings of culturally relevant events, expansion of social-emotional support programs, and the implementation of more accessible communication tools such as ParentSquare and Instagram. In this way, feedback is not only collected—it is visibly and meaningfully acted upon.  Additionally, school leadership maintains an open-door policy and actively participates in informal and formal engagement opportunities, including “Coffee with the Admin” sessions and community resource events, where families can voice ideas and concerns in a welcoming environment.  Through these collective efforts, MSA-4 has cultivated a climate of shared responsibility and continuous reflection, ensuring that our policies and practices are grounded in the lived experiences of our school community. We are proud of the trust and collaboration we’ve built with our stakeholders and remain committed to sustaining and expanding these inclusive pathways for participation.|As part of our continuous improvement process and in direct response to feedback from our educational partners, MSA-4 has identified a need to deepen stakeholder understanding of the systems that inform school accountability and performance. While we have established strong structures for gathering input, such as PAC and ELAC meetings, our next step is to ensure that these conversations are grounded in shared knowledge, particularly around the California School Accountability System.  To achieve this, we are focusing on empowering parents, staff, and community members through targeted educational opportunities. Many stakeholders have expressed a desire to be more informed about how school performance is measured, how data informs funding and planning, and how their feedback fits into that broader context. By offering clear, accessible training sessions—both in-person and virtual—we aim to demystify key elements such as the California School Dashboard, Local Control Funding Formula (LCFF), and Local Control and Accountability Plan (LCAP) metrics.  This focus on education and capacity-building is more than just informational—it is an equity-driven approach to engagement. When stakeholders understand the “why” and “how” behind decisions, they are better positioned to offer meaningful, data-informed feedback that helps drive school improvement efforts. This not only strengthens the quality of the input we receive but also reinforces a culture of shared leadership and trust.  Ultimately, this initiative reflects MSA-4’s commitment to building a community where all voices are not only heard but also informed, respected, and valued in the decision-making process. Through deeper collaboration and shared understanding, we are laying the foundation for more strategic, inclusive, and impactful decisions that benefit every student.|Informed by our self-reflection process and stakeholder feedback, MSA-4 has identified a key area of improvement: increasing the meaningful participation of underrepresented families in decision-making processes. We understand that equitable engagement requires more than simply inviting families to meetings—it requires intentional support, education, and culturally responsive outreach that empowers families to participate with confidence and clarity.  To address this, MSA-4 will continue and expand our opportunities for parent engagement, which are designed to equip families with the knowledge and tools they need to navigate the educational system and become informed advocates for their children. Through Coffee with the Admin, Parent Advisory Committees, community events, open houses, home visits, and our open-door policy, MSA 4 aims to provide guidance on understanding academic standards, accessing school resources, and interpreting school performance data. By breaking down complex systems into clear, practical knowledge, we aim to make school governance and decision-making more accessible to all families, particularly those historically underrepresented in such spaces.  In addition to academic support, we recognize that student well-being and family engagement are deeply interconnected. To that end, MSA-4 is launching a series of mental health workshops for parents, facilitated by The Los Angeles Department of Mental Health  These sessions will offer parents valuable insights into youth mental health, including how to recognize signs of distress and how to support their children through challenges. This initiative reflects our commitment to holistic student support and positions families as proactive partners in both academic and emotional development.  By providing these opportunities and supports, MSA-4 seeks to remove barriers to participation for families who have traditionally been underrepresented, including those from diverse linguistic, socioeconomic, or cultural backgrounds. We are building a culture where all parents—regardless of prior experience or familiarity with the school system—feel prepared, welcomed, and empowered to engage in meaningful dialogue and decision-making with school staff.  These efforts reinforce our belief that inclusive decision-making leads to stronger outcomes for all students. By investing in the capacity and confidence of our families, MSA-4 is fostering a more collaborative, informed, and equitable educational community.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-17|2026
19647330117648|Magnolia Science Academy 6|3|Magnolia Science Academy 6 has been focused on building relationships between the school, it's staff, and their families.  This year, we were able to conduct many meetings throughout the year in order to make sure that we have opportunities for our parents to be involved with our staff and our school.    On a monthly basis, the principal will host a PAC/Coffee with the Admin meeting with students and with parents in order to keep our families up to date with the latest news about our school.  Most of our meetings are in person with the option to zoom.  Through these options, we still have all of our parents zooming rather than being in-person.  We believe that this is the convenient option for our parents and it has yielded high participation rates throughout the year.  We had one in-person ptf/pac meeting, with no online option, and it was a success, with nearly a fourth of our parents coming for this meeting.    Lastly, we have had other opportunities for our families to be connected with our school through our ELAC meetings, which is held 4 times per year, and through our Parent College Program, which was held 5 times this year.|Although there are many ways to communicate with the school; including PAC meetings, ELAC meetings, and the Parent Task Force, we would still like to have other opportunities to build Relationships with our families.  We are currently brainstorming other ways that we can get families to become a part of our Magnolia family by thinking of ideas like; Bingo night, Family movie night, and any other event that might interest our families to come to our school and to meet the school team.  Like last year, this year we hosted one all in-person meeting with no zoom option and we were able to get about 1/3rd of our families to come in-person.  We had a book that the parents were given in order to give to their students, the 7 Habits of Highly Successful Teens.  The parents seemed to have a good time and it was a good time to connect with them.|Here at Magnolia Science Academy-6, we do our best to build positive relationships with staff members, the families, the students, and any other support members within our community.   Furthermore, we have opened up as many communication lines as possible for our parents and families to contact our school. Beyond our typical email and phone system we have also implemented other technological apps that build bridges between the school and its families. Some of the apps that we use are: Parent square, Class Dojo, Instagram, and Infinite Campus (our SIS system).  Also, our school website is always up to date to keep all stakeholders posted.  For face to face meetings, we have an open door policy where parents are able to join our /Parent Task Force (PTF), English Language Advisory Committee (ELAC), our Parent Advisory Committee (PAC) meetings, Title I meetings, and our Cafecito with the Admin. All of these face to face meetings occur multiple times (min 4 times for each meeting) throughout the year at various days of the week and at various times of the day in order to help maximize participation from all parent/culture groups. We always have one bilingual staff member who provides translation in these meetings. As an added way of building relationships with families, we have fun activities like; our, back to school night, and the Multicultural Food Festival to help bridge the gap between families and the school and orientation meetings in order to meet and greet parents and students before the year begins.   Magnolia Science Academy 6 will do it's best to help improve all families, including engagement from underrepresented families, by making sure that we do our Home Visit, which is a staple of all Magnolia Science Academy schools.  This year, our target was to hit 15% of our students.  We were able to hit that target by the end of the second semester.  With that in mind, we want to be strategic about who we do Home Visits for.  We would like to make sure that we are targeting students who are in need of a Home Visit or underrepresented families who may benefit from a Home Visit as well.    This year,  we will have a new Community Schools Coordinator (CSC), who has gathered resources from all of our partners, to share with our parents during our Coffee with the Principal Meetings and PAC meetings. We will be continuing with this CSC position in order for us to find and provide more resources for our community.  In addition, we will also have another teacher who will be the Family and Outreach coordinator in order to assist and take lead with meeting families in our community and outside our community.|MSA-6 feels that building partnerships for student outcomes is an important aspect of achieving higher results. Our teachers are given opportunities to grow professionally with our tuition reimbursement policy. The teachers are encouraged to take advantage of the tuition reimbursement policy in order to help with their own development but also to help with student outcomes as well. Some of the professional development opportunities that our teachers have taken are the: LACOE Admin program, Conditioning and Strengthening for Physical Education, and teaching credentialing degrees. As a result of these professional development growth opportunities, teachers become more adept in their content knowledge and teaching pedagogy. This then helps students in class, during after-school tutoring clubs, and even during Saturday school.|Magnolia Science Academy 6 looks at its own data and does an analysis of its data to make sure that we are familiar with our overall data and our detailed data as well.  Aside from the overall score, we look at the data from an ethnic standpoint, and from a special programs standpoint.  One of the areas that we want to improve on will be to increase our scores for the special programs group; English language learners and our Students with Disabilities group.  The students in these two groups have not shown significant improvement from last year's MAP results (Measures of Academic Progress) and we would like to make sure we have improvement and a focus on these two groups.|Last year, we will have a FSC and CSC coordinator, the Family Success Coordinator from the beginning of the school year, and the Family and Outreach Engagement coordinator.  I am hoping that with these two positions filled at the beginning of the school year, we will be able to connect with families more than ever before.  This will then help strengthen our partnership with the families and which we hope will help with our academics.  The PACE coordinator and the Family and Community will help us be able to bring in more families to our afterschool programs, to our Saturday school programs, and to our online tutoring service, Tutorme.   This year, we have also partnered with Think Together, who is an after-school program until 6 pm.  We hope that with the added academic support we can see growth from all of our students who are involved.|Last year, we had a Family Success Coordinator, and we have had a Community School Coordinator for the past three years. During this time, we have made significant progress in strengthening our connections with families. This has been especially helpful as our enrollment has continued to increase.  Our Family Success Coordinator has supported communication between the school and our families, helping ensure that families stay informed, connected, and engaged. At the same time, our Community School Coordinator has helped connect families with valuable resources, such as the weekly food pantry pickup, as well as student resources like partnerships with the local public library.  Together, these roles have helped us build stronger partnerships with our families and provide additional support for our students. We believe that continuing to strengthen family engagement will have a positive impact on student success, including academic growth.|Magnolia Science Academy 6's is always looking for further improving our decision making process by gathering as much data as possible, analyzing that data, and then making an informed decision with that data.  One of the best ways to gather more data, is to use surveys/polls from our ed partner surveys.  Lastly, our parentsquare app, has helped us make sure that we communicate with all of our families about the important decisions that we are making and to share the news with them.  The parentsquare app also has features similar to Zoom and google forms, if needed.|We currently have a Family Success Coordinator.  We are hoping that with this position along with the Community schools coordinator, will be able to reach all families, especially underrepresented families, to help us with the decision making process.  These two positions will help the school with Home Visits, phone calls, zoom calls, emails...etc. to make contact with them to become more engaged and to be a part of our school.  Through making these connections, we plan to have these underrepresented families come to important meetings where they can listen, learn, and make informed choices/comments/questions about any decision that the school would like to make.|4|5|3|5|4|4|5|4|4|4|4|4|Met||2026-06-17|2026
19647330117655|Magnolia Science Academy 7|3|Based on the analysis of educational partner feedback and local data, MSA-7 has demonstrated strong progress in building positive relationships between school staff and families. Family survey results continue to reflect high levels of trust and connection, with 97% favorable ratings in both Climate of Support for Academic Learning and Sense of Belonging. Families consistently described the school environment as welcoming, supportive, and family-oriented.  A significant strength has been the collaborative work of staff in maintaining strong communication and personalized support for families. The school’s small-school environment allows staff to build meaningful relationships and provide individualized attention to students and families. Additionally, family engagement increased throughout the year, supported by consistent outreach efforts, school events, and home visits, which helped strengthen partnerships between families and the school community.  The survey data also indicates that families value the school’s supportive culture, responsiveness, and commitment to student success. These strong relationships continue to serve as a foundation for maintaining a positive and community-centered learning environment at MSA-7.|Based on the analysis of educational partner feedback and local data, MSA-7 identified several focus areas for continued improvement in strengthening relationships between school staff and families. Although family satisfaction and sense of belonging remain high, survey feedback highlighted the need for more timely, consistent, and transparent communication, particularly regarding student incidents and school updates. Families also expressed concerns related to student supervision and safety during recess and lunch periods.  In response, the school plans to strengthen communication systems by developing clearer communication protocols, increasing the consistency of outreach through ParentSquare and other platforms, and ensuring timely follow-up with families. MSA-7 will also continue improving supervision systems and campus safety practices to address family concerns and maintain trust within the school community. Additionally, the school will continue expanding family engagement opportunities and personalized outreach efforts to further strengthen collaboration and partnerships between families and staff.|Based on the analysis of educational partner feedback and local data, MSA-7 recognizes the importance of continuing to strengthen engagement with underrepresented families by increasing personalized outreach, improving communication accessibility, and expanding opportunities for meaningful participation in the school community. Survey reflections and participation data highlighted the need to ensure all families feel informed, connected, and represented in school decision-making processes.  To improve engagement, the school will continue utilizing multiple communication platforms and provide timely updates in family-friendly formats and home languages when needed. Staff will increase individualized outreach efforts through phone calls, meetings, home visits, and family support services to build stronger relationships with families who may face barriers to participation. MSA-7 will also continue creating welcoming school events, workshops, and engagement opportunities designed to increase family involvement and strengthen trust between families and school staff.|MSA-7 has continued to strengthen strategic partnerships and family engagement efforts to support student success and build a strong school community. The school partnered with several community organizations to provide engaging after-school enrichment opportunities focused on STEAM, arts, creativity, and student engagement beyond the classroom. These programs served approximately 80 students during the school year and expanded access to meaningful extracurricular experiences.  MSA-7 also strengthened community partnerships through outreach events and support services for families. During the fall semester, the school hosted several community events, including backpack and school supply giveaways, hygiene product distributions, fresh produce and food giveaways, and a community resource fair featuring 23 local organizations. In addition, the school conducted home visits to strengthen relationships with families and provide individualized support for students.  To further build family engagement and school connectedness, MSA-7 organized family-centered events, including a Saturday Field Day where families came to campus to participate in fun activities and community-building experiences with their students. The school also continued facilitating SSPT meetings, Academic Support Meetings, ELD meetings, and IEP meetings to ensure families remained active partners in student learning and decision-making.  Through these efforts, MSA-7 continues to foster a supportive, inclusive, and community-centered environment that promotes strong relationships between students, families, staff, and community partners.|Based on the analysis of educational partner feedback and local data, MSA-7 identified several focus areas for continued improvement in building partnerships that support positive student outcomes. Educational partners expressed interest in expanding enrichment opportunities, including additional STEAM programs, clubs, sports, field trips, and culturally responsive activities that increase student engagement and connectedness. Families and students also identified the need for continued improvements to student supervision, campus safety, and school facilities to enhance the overall student experience.  In response, MSA-7 plans to strengthen and expand partnerships with community organizations to provide additional enrichment opportunities and student support services. The school will also continue improving communication and collaboration with families to ensure timely outreach and stronger participation in school programs and decision-making processes. Additionally, MSA-7 will focus on increasing family-centered events, expanding access to community resources, and strengthening systems that support student safety, wellness, and engagement.|Based on the analysis of educational partner feedback and local data, MSA-7 will continue strengthening engagement with underrepresented families by expanding access to community resources, increasing personalized outreach, and creating more inclusive opportunities for participation in school programs and partnerships. The school recognizes that strong family partnerships are essential to improving student outcomes and ensuring all families feel connected, informed, and supported.  To improve engagement, MSA-7 will continue conducting home visits, providing family-centered events, and connecting families with community organizations and support services through resource fairs, workshops, and outreach events. The school will also continue utilizing multiple communication platforms and providing timely information in accessible formats to reduce barriers to participation. Additionally, MSA-7 will expand enrichment opportunities and family engagement activities that reflect the diverse interests and needs of students and families, helping strengthen trust, collaboration, and shared responsibility for student success.|One of MSA-7’s key strengths in shared decision-making is its commitment to gathering meaningful input from all educational partners. The school regularly collects feedback from families, students, and staff through surveys, meetings, and collaborative engagement opportunities, including PAC, ELAC, Coffee with the Admin sessions, and staff meetings. During the current school year, MSA-7 also implemented a comprehensive Asset and Needs Assessment to strengthen data collection and better understand community needs.  MSA-7 is intentional about not only gathering feedback, but also communicating how input is used to guide decisions and improvements. The school shares updates and action steps through ParentSquare, the school website, social media, and community meetings to ensure transparency and accountability.  Another important strength is the accessibility and responsiveness of school staff and leadership. Families consistently describe staff as approachable, supportive, and welcoming. Through ongoing communication, personalized outreach, and timely support, MSA-7 continues to build strong relationships and foster an inclusive school culture grounded in collaboration and trust.|While MSA-7 typically receives strong response rates to surveys, a key area for growth has been increasing attendance at in-person meetings, particularly for the Parent Advisory Council (PAC) and the English Learner Parent Advisory Council (EL-PAC). Despite consistent efforts to organize and promote these gatherings, participation has historically been lower than anticipated.  To address this challenge, MSA-7 implemented a hybrid meeting format during the spring semester, allowing families to join either in person or virtually. This flexible approach was designed to accommodate varying schedules, accessibility needs, and comfort levels. As a result, the school has observed a notable increase in engagement, with more families actively participating in discussions and contributing valuable input.  Looking ahead, MSA-7 remains committed to refining its stakeholder engagement strategies, with the goal of creating inclusive, responsive opportunities for all community members to share their voices and play a meaningful role in the school’s decision-making processes.|MSA-7 is committed to ensuring that all families—regardless of language background—have equitable access to communication and participation. One important step toward this goal has been the enhancement of translation services for languages beyond English and Spanish. The school has invested in a real-time translation device, designed to support families with diverse language needs during meetings and school interactions, removing barriers to meaningful engagement.  Recognizing the unique needs of Newcomer families, our English Language Development (ELD) Coordinator is working in close collaboration with the Family Success Coordinator (FSC) and the Community School Coordinator (CSC) to strengthen systems of support. These efforts include improving access to resources, information, and culturally sensitive programming to help Newcomer families navigate and thrive in the school community.  In addition, MSA-7 is focused on fostering a welcoming and inclusive environment where all families feel encouraged to participate in meetings, school committees, and events. By prioritizing the development of culturally responsive programs, the school aims to celebrate diversity and ensure that every family’s voice is both heard and valued in the decision-making process.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-17|2026
19647330117846|Para Los Niños Middle|3|"Based on input from educational partners and data from the Spring 2026 School Climate Surveys, PLN Charter Middle School (CMS) continues to demonstrate meaningful strengths in staff-family relationships. Across both the Teacher and School Staff surveys, Staff-Family Relationships emerged as the highest-rated domain, with teachers scoring the category at 55% favorable, matching the district (Para Los Niños) average and non- teaching staff scoring it at 64% favorable, just one point below the district average of 65%.  Family warmth and mutual respect stand out as consistent strengths. Across both staff groups, 75% of respondents rated families as ""quite friendly"" or better, and 75% described families as ""quite caring"" or better in their communications. Trust also remains a notable asset: 75–83% of staff indicated they trust that parents will treat them fairly, and 75–100% described parents as respectful toward them. These results suggest that families continue to approach the school as a welcoming partner.   Teachers reported strong confidence in navigating family communication, with 92% indicating they would be able to have a productive conversation with an upset parent, a reflection of CMS staff's commitment to maintaining constructive relationships even in challenging moments. While in-person meeting frequency remains an area of growth, 75% of non-teaching staff reported meeting with families ""frequently"" or ""almost all the time,"" suggesting meaningful contact is occurring across roles.   Students also affirm a culture where adults are seen as caring and invested: 74% of students in grades 6–12 said adults treat them with respect, and 79% reported that adults hold high expectations for their success which is a foundational element of the trust that supports healthy family-school partnerships."|"Based on educational partner input and data from the Spring 2026 School Climate Surveys, PLN Charter Middle School has identified several priority areas for strengthening relationships between school staff and families in the coming year. While staff-family relationships remain the highest-rated domain across both the Teacher and School Staff surveys, the data reveal opportunities to strengthen direct family engagement. Survey results show that 8% of teachers reported meeting with families in person ""frequently,"" compared to 75% of non-teaching staff, suggesting differences in how family communication occurs across staff roles. Additionally, 75% of respondents across both groups indicated that communicating with families is ""somewhat"" or ""quite"" challenging. These findings point to the importance of strengthening communication systems, supporting staff outreach efforts, and creating additional opportunities for meaningful family engagement. Moving forward, the school will focus on strengthening family engagement by creating more consistent opportunities for communication and partnership between school staff and families. Efforts will include expanding meaningful two-way communication, enhancing outreach practices, and reducing potential barriers that may limit family participation. The school will also continue building staff capacity to engage families effectively and foster stronger collaboration in support of student success. By leveraging the positive relationships that already exist between staff and families, the school aims to deepen engagement and ensure that all families have opportunities to participate as valued partners in the educational process. These focus areas reflect CMS's commitment to ensuring that the strong foundation of mutual respect visible in the data translates into deeper, more consistent collaboration between school staff and the families they serve."|Based on educational partner input and data from the Spring 2026 School Climate Surveys, PLN Charter Middle School recognizes the importance of ensuring that all families, particularly those who may face additional barriers to engagement, feel genuinely welcomed, informed, and included in the school community.  The survey data suggests opportunities to strengthen connections and foster a greater sense of belonging for all students and families. While 43% of students agreed that adults at the school treat all students fairly and 35% reported that students help each other out, these results indicate room to further strengthen inclusive practices and peer relationships. In addition, teacher-family engagement appears to be an area for growth, with 8% of teachers reporting that they meet with families in person frequently. These findings highlight the importance of continuing to expand outreach strategies and reducing potential barriers to engagement so that all families, particularly those facing language, cultural, or scheduling challenges, have meaningful opportunities to connect with the school community.  To strengthen engagement with all families, PLN CMS will continue to focus on creating accessible, welcoming, and meaningful opportunities for participation in the school community. Efforts will include enhancing communication practices, increasing access to family-facing resources and supports, and providing multiple avenues for families to engage with the school. The school will also continue refining its family engagement strategies to ensure that outreach efforts are responsive to the diverse needs of the community and foster strong, trusting relationships between families and school staff. Through these efforts, PLN CMS aims to promote inclusive participation and strengthen partnerships that support student success  These efforts reflect CMS's commitment to moving beyond general accessibility toward equity-centered engagement — ensuring that the families who are hardest to reach receive the most intentional and sustained outreach.|Based on educational partner input and data from the Spring 2026 School Climate Surveys, PLN Charter Middle School demonstrates meaningful strengths in building partnerships that support student outcomes. Established structures such as Family Conference windows, the School Support Services Team (MTSS), and the Student Support and Progress Team (SSPT) process continue to provide regular, structured opportunities for families to engage with staff around student progress and shared planning, reflecting the LEA's sustained commitment to collaborative, outcome-focused partnerships. Teacher survey results reinforce this foundation. A full 100% of teachers reported that they provide assignments connected to students' lives and encourage students to challenge themselves and try new things—practices that help strengthen connections among students, families, and the school. Additionally, 92% of teachers reported that students feel comfortable asking them for help, suggesting classroom environments where students feel supported and families can trust that their children's needs are being addressed. Staff capacity to build and maintain strong relationships is also evident in the survey results. Teaching Efficacy was rated favorably by 70% of respondents, exceeding the district average of 67%, indicating that staff feel confident in their ability to support student learning and success. Furthermore, 92% of teachers reported that they could have a productive conversation with an upset parent, reflecting a strong foundation for effective communication and partnership with families. Student responses further reinforce the school's relational strengths. Teachers reported that 69% of students feel comfortable seeking help when needed, while 58% of students agreed that adults at the school know them well as a person. Together, these results suggest that CMS continues to foster a supportive environment where positive relationships among students, staff, and families contribute to student engagement, well- being, and academic success.|"Based on educational partner input and data from the Spring 2026 School Climate Surveys, PLN Charter Middle School has identified several opportunities to further strengthen partnerships that support student outcomes.  While teachers express strong confidence in their instructional practices, survey results suggest an opportunity to better align student experiences with teacher intentions. For example, 39% of students reported that their teachers make learning fun, and 50% felt their teachers provide assignments that demonstrate real-life connections, compared to 100% of teachers who reported incorporating these practices. These findings suggest a need to continue strengthening student engagement and ensuring that instructional practices are experienced by students in the ways intended.  Teacher-family communication also remains an area for growth. While systems and structures for family engagement are in place, 8% of teachers reported meeting with families frequently, a pattern consistent with prior results. In addition, 17% of teachers reported that families are ""quite supportive"" when addressing challenges with particular students. These findings highlight an opportunity to strengthen communication, increase meaningful engagement between teachers and families, and continue building collaborative partnerships that support student success.  To address these areas for growth, PLN CMS will continue strengthening family engagement through intentional communication and partnership-building efforts. The school will focus on increasing opportunities for meaningful teacher-family interaction, expanding proactive outreach practices, and ensuring that communication occurs regularly throughout the school year. PLN CMS will also work to strengthen connections between classroom learning and family engagement by helping families better understand how academic experiences support real-world skills and student success. Additionally, the school will continue providing opportunities for families to engage in their children's learning and will build staff capacity to foster collaborative, solution-orientedcommunication that supports students academically, socially, and emotionally. Through these efforts, PLN CMS aims to strengthen partnerships that promote student engagement, well-being, and achievement.  These focus areas reflect CMS's commitment to transforming existing structures into more frequent, substantive, and mutually empowering partnerships — ones where families have the information, relationships, and confidence to be active contributors to their children's success."|Based on educational partner input and data from the Spring 2026 School Climate Surveys, PLN Charter Middle School recognizes the importance of continuing to strengthen equitable and inclusive family engagement practices. Student survey results indicate opportunities to further foster a sense of belonging and connectedness across the school community. For example, 43% of students agreed that adults at the school treat all students fairly, while 35% reported that students help each other out. These findings suggest opportunities to continue strengthening relationships, inclusivity, and school connectedness for all students and families.  Teacher-family engagement also remains an area for growth. While structures exist to support communication and partnership, 8% of teachers reported meeting with families frequently. These results highlight an opportunity to expand meaningful engagement opportunities, strengthen communication practices, and ensure that all families have access to information, resources, and opportunities to participate as partners in supporting student success.  To strengthen engagement with families who may face barriers to participation, PLN CMS will continue implementing inclusive and accessible family engagement practices that promote meaningful partnerships in support of student success. The school will expand opportunities for families to access academic resources and learning supports, strengthen proactive outreach efforts through its student support and community-based teams, and increase opportunities for two-way communication focused on student progress and well-being. PLN CMS will also continue ensuring that key student support processes and school communications are accessible to all families through language supports, clear communication, and multiple avenues for participation. Through these efforts, the school aims to foster stronger relationships with families and increase engagement in ways that support positive academic, social-emotional, and attendance outcomes for students.  These strategies reflect CMS's understanding that equitable partnership is not achieved by offering the same opportunities to all families, but by removing the specific barriers that prevent underrepresented families from engaging as fully informed and empowered partners in their children's academic success.|Based on educational partner input and data from the Spring 2026 School Climate Surveys, PLN Charter Middle School has established structures to support input and participation from educational partners. Groups such as the School Site Council, English Learner Advisory Council, and Community School teams provide opportunities for stakeholders to engage in discussions related to school programs, priorities, and continuous improvement efforts, reflecting the LEA's commitment to inclusive decision- making processes.  Staff survey results suggest that opportunities for input are available across employee groups. Among non-teaching staff, 75% reported that school leaders provide some opportunity for input on important decisions, and teachers similarly indicated access to avenues for sharing feedback and perspectives. These results point to ongoing efforts to engage staff in school planning and decision-making.  Student survey results further reflect a positive school climate that can support engagement and participation. Seventy-four percent of students reported that adults treat them with respect, while 79% agreed that adults hold high expectations for their success. Together, these findings suggest that CMS has established conditions that support continued collaboration and engagement among educational partners as part of its ongoing improvement efforts.|"Based on educational partner input and data from the Spring 2026 School Climate Surveys, PLN Charter Middle School has identified opportunities to strengthen communication and increase meaningful participation in decision-making processes. Staff survey results indicate that School Leadership was the lowest-rated domain across both the Teacher and School Staff surveys, receiving favorable ratings of 15% and 13%, respectively, compared to district averages of 38% and 33%. In addition, no respondents reported that leaders communicate important information ""quite"" or ""extremely"" effectively, suggesting an opportunity to improve communication, transparency, and shared understanding around school priorities and decisions.  Survey results also indicate opportunities to strengthen staff voice in decision-making processes. While 75% of non-teaching staff reported having some opportunity to provide input on important decisions, 25% indicated they have almost no input. Similarly, 50% of teachers reported having only a little bit of input on important decisions. These findings suggest an opportunity to build upon existing structures and processes to ensure that staff feel informed, engaged, and able to contribute meaningfully to school improvement efforts.  These focus areas reflect an understanding that seeking input is only meaningful when educational partners trust that their voices are genuinely welcomed, carefully considered, and visibly reflected in the decisions that follow."|Based on educational partner input and data from the Spring 2026 School Climate Surveys, PLN Charter Middle School recognizes the importance of ensuring that all families have meaningful opportunities to participate in school decision-making processes. To strengthen engagement, the school will continue to expand awareness of and access to existing leadership and advisory structures, including the School Site Council, English Learner Advisory Council, and Community School teams. PLN CMS will also continue providing language supports, clear communication, and multiple opportunities for families to share feedback through a variety of formats and engagement activities. In addition, the school will work to strengthen communication regarding how educational partner input informs planning and decision-making, helping to foster transparency and encourage continued participation. Through these efforts, PLN CMS aims to create inclusive opportunities for engagement and ensure that family perspectives help inform school improvement efforts and student outcomes.|3|3|3|3|4|3|4|3|3|3|3|3|Met||2026-06-11|2026
19647330117895|Synergy Kinetic Academy|3|Synergy Kinetic Academy prioritizes building strong relationships with families and fostering a welcoming and inclusive school environment. Results from the 2025–26 California School Parent Survey (CSPS) indicate that 100% of parents agree or strongly agree that they feel welcome to participate at the school, and 95% agree or strongly agree that school staff treat parents with respect.|The school continues to maintain strong communication practices, with 91% of parents agreeing or strongly agreeing that the school promptly responds to phone calls, messages, or emails, and 98% agreeing or strongly agreeing that the school encourages them to be active partners in their child’s education. These practices reflect ongoing efforts to build strong, positive relationships between families and staff. SKA will continue to provide multiple opportunities for parents and families to build relationships with the school through regular communication, parent conferences, and family events. Over the past year, parent meetings took place both virtually and in-person. However, families were also welcomed on campus for events.|Recent survey data indicates that 91% of parents agree or strongly agree that school staff take parent concerns seriously, demonstrating a strong level of trust between families and the school. These results indicate that the school’s efforts to build relationships are effective and continue to foster a positive school climate. Synergy will review parent engagement data and intentionally work to engage underrepresented families as needed. This may include direct outreach and increasing opportunities for families to participate in meetings and events on campus. SKA intends to identify a staff member who can serve as a parent liaison to facilitate the recruitment and training of a core group of parent volunteers. Having a regular, visible group of parents on campus will foster parents’ identity as school partners, and, as the group grows, will result in more parents feeling welcome and part of our campus community.|Synergy Kinetic Academy actively builds partnerships with families by providing multiple opportunities for engagement and participation in the school community. According to the 2025–26 CSPS results, 91% of parents agree or strongly agree that the school actively seeks parent input before making important decisions, reinforcing the school’s commitment to collaboration.|Parent participation data indicates that 47% of families reported overall involvement in school activities, with participation in school events (52%), general school meetings (88%), and other parent meetings (64%). These opportunities support meaningful family engagement and strengthen the connection between home and school. Synergy will continue to focus on providing professional learning to administrators and teachers to further the school’s capacity to partner with families and expand opportunities for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Synergy will continue to keep parents informed about their child’s progress at school by conducting parent conferences, sending home report cards and iReady growth reports, ensuring all parents have access to the Infinite Campus parent portal to monitor grades and attendance, encouraging parent-teacher communication through apps, email, phone calls, and/or text messages, and inviting parents to volunteer. Synergy will continue to seek out and provide parent education workshops and events that promote parents’ active involvement in their child’s education, such as Padres Comprometidos.|The school continues to review participation data and survey results to assess the effectiveness of its partnership efforts and identify opportunities to expand engagement, including increasing access to volunteering and leadership opportunities for families. Synergy will continue to seek out and provide parent education workshops that through content, format, or scheduling, support greater engagement of underrepresented families.|Synergy Kinetic Academy values family voice and incorporates parent input into school decision-making processes. CSPS data shows that 91% of parents agree or strongly agree that the school seeks their input before making important decisions, indicating strong systems for gathering feedback. While this is a strength, Synergy strives to actively recruit and retain parents to serve on school-based committees, including the School Operations Committee and English Learner Advisory Committee, so that parent consultation about decision-making is formalized and reaches a broader audience.|The school gathers input through surveys, meetings, and ongoing communication with families. In addition, 98% of parents agree or strongly agree that they are encouraged to be active partners in their child’s education, and 100% feel welcome at the school, suggesting that families feel comfortable sharing their perspectives. While this is a strength, along with providing a structure for parents and community members to engage in school-based committees, including the School Operations Committee and English Learner Advisory Committee, Synergy plans to continue to focus on implementing strategies to reach and seek input from any underrepresented groups in the school community, as well as provide opportunities for families, teachers, principals, and central office administrators to work together to plan, design, implement and evaluate family engagement activities at the school and organizational levels.|The school uses survey data and feedback collected throughout the year to inform planning and continuous improvement efforts. These results demonstrate that systems for gathering and using parent input are effective, and the school will continue refining these practices to ensure broad and representative participation. Our current goal is to increase our publicity and outreach to all parents about these opportunities, with the aim of increasing attendance at these gatherings and gaining input from a larger group.|4|5|3|5|3|4|4|4|4|4|4|4|Met||2026-06-13|2026
19647330117903|KIPP Raices Academy|3|At our school, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive. Additionally, KIPP SoCal has been awarded the Community Schools grant, enabling us to hire a dedicated Community School Manager for our school. This role has been instrumental in leading the Community School Advisory Council (“Community Coalition”), engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness.  While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.|We provide region-wide family leadership opportunities such as our Family Ambassador program. At each school site, our staff and family members lead a Community Coalition (School Site Council) where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.   By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Ambassador and Community Coalition (School Site Council) participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.|At our school, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families. By offering a variety of engagement opportunities such as leadership roles, Community Coalition (School Site Council) meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.   Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.|We recognise the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.  In addition, our school has implemented a Family Ambassador program in collaboration with our Community Coalition (School Site Council) to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly meetings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events. Looking forward, we are actively exploring ways to expand and integrate the Community School Coalition program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.   Furthermore, our school educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and Community Coalition (School Site Council) meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.   We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.|The Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.   In addition to our advocacy efforts, our schools Community School Manager has continued to play a crucial role in supporting our students' holistic well-being. They have collaborated closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students.  Our Community School Manager (CSM) monitors student progress closely and adjusts support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally.  Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey. Our goal is to continue partnering with new organization to continue bringing resources to every school with the support of the Community School Manager.|Our school remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, Community Coalition (School Site Council), and Coffee with the Admin are offered in languages accessible to all school families.|At our school, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and School Site Council, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public.  Our Community Coalition (School Site Council) empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability.   Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they have learned.  To ensure the highest quality of engagement, we provide comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.|To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at our school. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.|We are dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates, as well as adaptable meeting formats (such as recordings and zoom options) and materials to accommodate diverse needs of our families. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.|4|4|4|4|4|4|5|5|4|4|4|4|Met||2026-06-11|2026
19647330117911|New Millennium Secondary|3||||||||||||||||||||||Not Met|||2026
19647330117937|ICEF Vista Elementary Academy|3|Based on input and local data, our school has many strengths in building relationships between school staff and families. IVEA has several systems in place to support this endeavor. To begin, we use Class Dojo as our main form of two- way communication between staff and families. All staff and families are signed up for the program, and the program translates messages from English to Spanish to support those with translating messages. Additionally, the school uses a Parent Square portal that allows IVEA to send messages in email and text form to families. Finally, the school uses email and phone calls to communicate. Teachers build relationships with families through consistent communication using the systems mentioned above. Additionally, the school plans Parent Information Meetings once a month. These meetings are teacher-led and are used to keep families informed about classroom activities and give them an opportunity to ask questions.|Proactive communication: While we communicate often, we want to begin practicing proactive communication with families. This means not communicating before issues arise but rather aligning our messages to our proactive PBIS system so families are included in this effort!  Room Leads: We would like to include families in helping grow partnerships. To do this, we are going to ask for volunteer lead parents in each class. Their responsibility will be to work with other families and the teacher to help build a strong classroom culture and community.  More parent and staff training: Through a grant by Great Public Schools Now, we are partnering with Families in Schools to provide workshops for teachers and families on building relationships and staying involved. We also partnered with Cyber Safety Cop to host 2 parent workshops on Cybersafety.|The school will improve the engagement of underrepresented families by:  -Ensuring 100% of families are connected to Class Dojo and know how to use the program. -Providing events at alternate times that make it easier for families to attend. -Providing meetings in a hybrid format so families can choose to log in online or attend in person. -Ensuring that our hiring practices take into account staff and team members who are able to speak Spanish to help bridge the language barrier.|Current strengths for building partnerships for student outcomes include:  -Regular parent conferences for families at each trimester break -Parent access to online grade portal (PowerSchool) to regularly check student grades -Parent workshops through Families in Schools -Student success conferences for 100% of students to discuss grading/school policies|Current areas of improvement for building partnerships for student outcomes include:  -Earlier referral for students into the student success program -Additional counseling resources for students -Wrap-around support for families through community partnerships -Identifying hard-to-reach families and agreeing upon best ways to communicate.|Our school will improve the engagement of underrepresented families by:  -Ensuring 100% of families are connected to Class Dojo and know how to use the program. -Providing events at alternate times that make it easier for families to attend. -Providing meetings in a hybrid format so families can choose to log in online or attend in person. -Ensuring that our hiring practices take into account staff and team members who are able to speak Spanish to help bridge the language barrier.|Our current strengths in seeking input for decision-making include:  -The use of Panorama Survey during Winter and Spring -Regular coffee with the principal meetings to get feedback -The use of surveys after events/meetings -Parent Advisory Committee and ELAC/DELAC|The following areas of improvement in seeking input for decision-making include:  -Higher response rate for Panorama Survey -A wider range of families attending events (Same families) -Events held at different times to make sure families can join -Events held in a hybrid format|Our school will improve the engagement of our underrepresented families in decision-making by:  -Offering alternate times for events (later and earlier in the day) -Offering events/meetings in a hybrid format -Reaching out personally to families who are underrepresented to ask them to attend -Partnering with community groups to provide resources to families|4|4|4|5|4|4|5|4|4|4|5|4|Met||2026-06-18|2026
19647330117952|ICEF Innovation Los Angeles Charter|3|At the beginning of the year, teachers (& other staff) are encouraged to connect with families to begin creating strong relationships that motivate student learning and increase parent engagement. Through Student Success and Academic Snapshot Conferences, teachers, families, and students meet to ensure families know how to access the learning and are aware of the beginning of the year student progress. We make sure to address the multi-cultures that exist in our school community and encourage families to come out and share in this celebration with us. These relationships are further developed through school-wide activities and events, to include our annual Holiday Program, Hispanic Heritage Celebration, Career Day, Black History Program, Science Fair, Read Across America Week, Mother/Son & Father/Daughter Dances, Arts Night, STEM Night, and more. This year we were once again able to invite families to share in and celebrate our students and their excellence. Finally, we make sure we communicate with our families on a regular basis. We feel that open and honest communication is the best way to integrate families into the school community. Families receive communication in a number of ways, to include via our website, a weekly newsletter via Smore, Parent Square (email & text mass messaging system), and direct or phone contact, all of which are translated into Spanish for accessibility. We encourage families to be engaged in the school community as much as possible. This allows them to get to know us, us to get to know them, and everyone to learn how to work together to ensure student achievement.|We applied for a grant to become a Community Schools partner, and began implementation this year. Through this grant, we will be able to create more opportunities to engage families and build quality relationships within our school community. IILA would like to continue to focus on improving parent engagement by offering targeted workshops around how families can be more actively engaged in their students' educational journey. To increase student attendance, workshops about attendance and its long-term effect on student learning, would benefit the students as well. We currently hold bi- monthly Family Nights, which provides an opportunity for families and staff to come together and bond over like focuses. We plan to hold a Meet and Greet, before school begins, so that staff and families can come together on the school campus, and interact through games, and activities geared toward strengthening relationships.|We feel it is important to engage our underrepresented families. We have an  increasing population of English Language Learners, which includes members of our “Newcomers” group. We have partnered with Ensemble Learning, an organization that works to make education more equitable for multicultural learners. Our goal focuses on incorporating the cultures of our represented families. We also offer Study Smart Tutors, a tutoring group that helps support emergent bilingual development. Community Schools Coordinator is our Homeless and Foster Youth liaison. She attends professional development opportunities throughout the year to find out about and offer more resources. We recognize that our varying groups have a variety of needs. Knowing that, it is our goal to find out what these needs are, how to best meet these needs, and address these needs to the best of our ability.|Our school has created partnerships with a number of organizations to increase student outcomes. We have organizations that focus on professional development for staff around the achievement of English Language Learners; Ensemble Learning. We have partnered with 3 tutoring organizations to address the individual needs; Tutors of America, Study Smart Tutors, and AirTutors. We have 3 partners that focus on the social and emotional health of our students, through mentoring and leadership, and counseling; Imagine Etiquette, South Central Training Consortium, and Care Solace. One of our biggest partnerships is with Challengers Boys and Girls Club. Students participate in an after-school program that supports the learning taking place during the school day, as well as offer enrichment and support programming to students and families. Through all of these partnerships, we are able to cultivate relationships with the community, which work to improve student outcomes.  Our in-house social workers and counselor, along with the support of our Community Schools Coordinator work continuously to look for and share resources with staff and families, to help influence student outcomes.|We are constantly looking for new partnerships to meet the needs of our students and families. We are currently seeking resources that can support families in supporting their children as students. We also want to bring more awareness around the social emotional needs of our students. This is inclusive of monitoring students on social media to prevent cyber bullying, which can lead to suicidal idealogies.|As mentioned in Section 3, we are aware that the influx of additional English Language Learners and Newcomers brings about the need for more focus on their needs and what will help them to be successful students. We also see the need, with our increasing number of Special Education students, to build partnerships with organizations that focus on their individual needs. We are in the beginning stages of this and have already brought on some partners to include Ensemble Learning, who we have worked with for the past 3 years, Study Smart Tutors, and Rosetta Stone. We have also dedicated 10% of one of our counselor’s time to working with our Newcomer students, in an effort to help them to acclimate to their new environment. We will continue to get feedback from this demographic through our ELAC committee, Coffee with the Principal gatherings, and family surveys.|Each year we look to engage families in our school-based committees. We hold quarterly Parent Advisory Committee (also EL-PAC) and ELAC (also DELAC) meetings where parents get a firsthand look at the inner workings of our school. Families who are a part of the committees get the opportunity to inform decisions made by the Principal and other school administrators that directly affect their child’s growth and progress. Family interaction has been helpful in establishing trust and confidence with ICEF Innovation families. Our committees inform us of Family interest in educating the children at IILA. Both committees have parents who are actively involved and want to participate in helping the school reach its goals. Another way we seek input for decision-making from our families is through Coffee with the Principal meetings, which are also held quarterly. The is a more informal setting, situated over a light snack and coffee, where family members can express their concerns and give suggestions on the school’s operations and program offerings.|While we feel like our offerings for ways to seek input for decision-making are substantial, our next step is to grow a more consistent base of families who attend these regularly scheduled meetings, as well as strengthen our parent/guardian led grade level committees, which take place during our Family Nights. Doing this would be an opportunity for all stakeholders to get involved on a larger level, and have more say, so that all students serviced by our school can benefit.|We have a strong group of English Language Learner (ELL) families that attend our school-based committee meetings, however we want to make their experiences more genuine, which requires us to have a deeper understanding of their needs and create an environment where they feel welcomed and heard. We plan to survey our ELL, Newcomer, and Homeless and Foster Youth families to determine the best times to hold our committee meetings, as well as ask about incentives that will encourage them to participate on a larger scale.|5|5|3|4|4|4|5|4|3|3|4|4|Met||2026-06-18|2026
19647330117978|Goethe International Charter|3|GICS’ educational model emphasizes collaboration between teachers and students, fostering strong relationships across the school community. Staff engage in weekly collaborative meetings, both by grade level and schoolwide, to assess strengths, identify areas for growth, and plan next steps. Each school year begins with a week-long professional development session, allowing staff to build rapport and alignment.  GICS also partners with the Goethe Parent Association to facilitate ongoing engagement between staff and families through events such as Back to School Night, student conferences, International Flair, Lantern Festival, and movie nights. Weekly classroom meetings (TK–5) through the Caring School Community and Be Good People curriculum, and Sanford Harmony/Be Good People lessons and Common Sense (grades 6–8) support student-teacher relationship-building and cultural exchange.  Regular communication between teachers and families is maintained via student conferences, progress reports, report cards, newsletters, emails, and meetings.  Additionally, grade level newsletters in the PYP and a middle school Academic Newsletter in the MYP are sent at regular intervals to keep families informed about learning in the classrooms.  To strengthen community ties, GICS encourages family presence on campus. Volunteer opportunities include classroom support, garden classes, and field trips. Families are also invited to participate in monthly GPA meetings and Coffee Chats with the Principals as well as daily Family Fun Running Club, fostering informal interactions before the school day begins. The number of families volunteering has continued to grow with volunteers representing a broader spectrum of the school demographics and the breadth of grade levels.   Based on End of Year family surveys, 89% of families indicated that GICS values the diversity of students’ backgrounds.|Based on educational partner feedback and local survey data, GICS identified streamlining communication between school staff and families as a key area for improvement. Families expressed a desire for more streamlined, timely, and centralized communication regarding school events, volunteer opportunities, and important updates. The LEA will focus on strengthening communication systems and practices to ensure families receive clear, accessible information and have meaningful opportunities to engage with school staff and support their students' success.|GICS will continue to strengthen engagement with underrepresented families through improving access to information, expanding opportunities for participation, and reducing barriers to involvement. Efforts will include providing clear and consistent communication through multiple platforms, offering translation and interpretation services as needed, providing multiple opportunities to become cleared volunteers, and creating meaningful opportunities for families to provide input and engage in school decision-making. GICS will also continue targeted outreach to families who have been less represented in school events, committees, and surveys to ensure their voices are included and valued.|GICS places a strong emphasis on ongoing professional development for both teachers and support staff, including Instructional Assistants and Behavior Intervention Specialists. The school year begins with a full week of dedicated training before students return, followed by weekly professional development sessions throughout the year. Additionally, Behavior Intervention Specialists receive targeted support through weekly meetings with their Behavior Intervention Developer (BID) and monthly check-ins with the Special Populations Services Administrator. Instructional Assistants also meet with their supervising Principal to discuss and finetune the social emotional and academic support they provide both inside and outside the classroom. To support student learning and development at home, GICS ensures that families have access to a variety of digital and print resources. Grade level newsletters (PYP) and a middle school newsletter (MYP), Google Classroom, and the PowerSchool Parent Portal all serve as essential tools for families to stay informed about academic progress and classroom activities. GICS offers regular Parent Conferences & Progress Meetings: two conferences throughout the school year (one Parent-Teacher in the fall and one Student-Led in the spring) for families and teachers to discuss student progress and support. Teachers also communicate regularly with families through emails, phone calls, and in-person meetings as needed throughout the year. In addition to regular report cards, students with IEPs receive progress reports on their IEP specific goals.  Special Education Inclusion: Families participate in IEP and 504 Plan meetings, and SSPTs, and receive communications in languages they understand. The Special Populations Administrator and Resource Specialists regularly support families in understanding their students' educational rights—particularly in relation to IEPs, accommodations, and other legal protections. The school also holds monthly Coffee Chats with the Principals, which offer informal opportunities for parents to ask questions, share concerns, and stay up to date on school initiatives. Additionally, Community University events are held throughout the year to keep families informed about key aspects of their children's education and development, while also offering valuable resources and support. Both the Parent Advisory Committee and the English Learner Advisory Committee play an active role in guiding the administration by providing input on topics that matter most to families, such as student achievement and well-being.|GICS is continuing to focus on the diversity of the families on the various school committees.. The committees review school policies, procedures, and resources as well as analyze schoolwide academic data throughout the year. GICS thrives to include parent representatives of all cultural backgrounds. To strengthen inclusivity, the school will implement targeted outreach efforts to raise awareness about the purpose and impact of these committees, as well as the roles and responsibilities of parent representatives.  Major communications are also translated into Spanish, but we have growing populations of families from other linguistic backgrounds, such as Amharic speakers, with limited English proficiency.  Working to provide resources for these families, such as parent representatives for different languages as well as translation services continues to be a goal. Another goal for improvement is to refine the PD and training for the IAs; setting a regular meeting schedule for the entire year and focusing on strategies to support student behavior, a need identified by staff in the spring 2026 surveys.|GICS will continue to provide translations of school messaging and important information to families as well as translation services throughout the school year. Once parent representatives from all cultural backgrounds have been selected, these representatives can then do targeted outreach within their communities to encourage them to attend school meetings with teachers and to participate in school committees. GICS will collect data, by using digital sign-in and attendance sheets to easily track which families are participating in school meetings. This will aide in identifying what groups are underrepresented.|GICS offers a variety of opportunities for families to engage in advisory roles and contribute to school decision-making through participation in both Board of Trustee and school-based committees, as well as parent engagement evenings. Committees such as the Finance Committee, Safety Committee, Parent Advisory Committee, and English Learner Advisory Committee include both staff and parent representatives. To build capacity and ensure meaningful participation, all committee members receive training at the start of each school year to clarify their roles and responsibilities. GICS actively encourages members to serve for multiple years while also working to recruit new participants, ensuring continuity as well as fresh perspectives. To keep families informed and create meaningful opportunities for input, GICS hosts a variety of events throughout the year. These include New Family Orientations, Back to School Night at the start of the academic year, ongoing Community University sessions that focus on key topics in student learning and development, and monthly Coffee Chats with the Principals to offer opportunities to ask questions and share concerns. In addition, the Goethe Parent Association collaborates with school administration to hold monthly meetings where updates are shared, and parents are encouraged to ask questions and provide feedback.|GICS continues to focus on fostering meaningful family engagement by providing structured opportunities for families and staff to assess engagement activities. While collaboration between staff and families informs the planning, design, and implementation of these efforts, greater emphasis is needed on evaluating their impact—particularly in terms of inclusivity and outreach to underrepresented groups within the school community. Annual family surveys offer additional insights by identifying both areas of success and opportunities for improvement.|GICS continues to focus on strengthening engagement with underrepresented families through targeted outreach and inclusive representation. Parent leaders who reflect the diverse demographics of the school community are recruited to help foster a stronger sense of belonging, encourage participation in school activities, and increase family voice in school decision-making. In addition, dedicated GPA members build strong relationships with both elementary and middle school families and continue to engage and connect families with school events, resources, and opportunities for involvement.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-22|2026
19647330118588|Alain Leroy Locke College Preparatory Academy|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training.								|"""The school equips parents with the skills necessary for active civic engagement. The School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).  The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.""								"|The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach. Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families. The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.								|The school offers parent workshops which provide free adult education sessions designed to provide parents with a core understanding of the issues that most affect their students. A schedule of opportunities tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. The parent workshops directly develop the core skills of parents and strengthens student pathways to college and career readiness. Sessions are designed and led by our regional support staff in collaboration with local community service partners.								|The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Workshops, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. As a community school we are focused on establishing partnerships with educational partners that focus on empowering the whole-child by providing vital resources and programs that serve their needs. These needs are identified by having a local Community School Coordinator who acts as a liaison between the school and external community educational partners.								|Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and Community Appreciation Days focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides a workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.								|"The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (""SAC"") and the District English Learner Advisory Council (""DELAC""), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.											"|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.											|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.											|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-26|2026
19647330119982|Equitas Academy Charter|3|Creating a warm and welcoming experience for all families is at the forefront of building partnerships.  Families are an asset to the school community and a relational approach is part of family engagement at Equitas.  Two-way communication between school and home is key and staff consistently communicate with families to support student outcomes.  Spanish translation is offered in both written and verbal communication.|There has been an explicit focus on redesigning the spaces where families have the opportunity to join and be part of shared decision making - SSC, ELAC, and CS Advisory Committees. The redesign supports in building and strengthening relationships between school staff and families by collaborating, co-constructing experiences and making decisions together in support of student success.|Providing opportunities for underrepresented families to engage with school staff through workshops and councils that support diverse learners.  DEIA organizational priorities were developed with goals to improve outcomes in support of underrepresented families. A direct outreach approach will also serve as a strategy to to improve engagement.|Strong relationships with families are crucial to student success. Families are provided with touch-points such as summer orientation, monthly Cafecitos, ,monthly family nights, family-teacher conferences two times per year, network wide family workshops and ongoing communication between teachers and families.  Events and communication are grounded on a relational approach.  Year 1 of Community Schools Implementation has also supported in building partnerships between schools and families to support student outcomes.|Schools will continue to provide all families learning experiences where student data is shared and analyzed.  Families will receive the tools to understand how their child is progressing through multiple data points and gage progress in meeting standards in language arts, math and other core subjects.  Student data is shared at different touch points with families throughout the school year. These opportunities will support the school staff and families to progress monitor and work together to support student achievement.|Collaboration of staff and schools to support diverse learners with a focus on engaging families of underrepresented families. Holding spaces where families can gain knowledge and tools to support at home and bridge the connection to school in support of student outcomes.|Families voices are important and necessary to ensure progress monitoring and student success.  Families are afforded the opportunity to provide feedback through a yearly family survey given two times per school year.  Family input is sought for decisions that will greatly impact them and their children. Families are able to provide feedback at monthly Cafecitos.  School Site Council, ELAC, Community Schools Advisory Council and Parent Action Team are also spaces where families can provide feedback and have direct access to decision-making spaces.|Equitas strives to foster opportunities for all families to provide input and take part in decision-making.  An area of focus is to increase the number of families and diversity of voices to be representative of all our families.|Equitas Academy is in development to refine and enhance the opportunities to engage with families, especially underrepresented families.  Seeking direct feedback from families through a needs assessment to gather information on their preferences for learning and connecting opportunities to ensure topics and events are relevant to their needs.|4|4|4|4|4|3|4|3|3|3|4|3|Met||2026-06-25|2026
19647330120014|KIPP Endeavor College Preparatory Charter|3|At our school, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive. Additionally, KIPP SoCal has been awarded the Community Schools grant, enabling us to hire a dedicated Community School Manager for our school. This role has been instrumental in leading the Community School Advisory Council (“Community Coalition”), engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness.  While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.|We provide region-wide family leadership opportunities such as our Family Ambassador program. At each school site, our staff and family members lead a Community Coalition (School Site Council) where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.   By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Ambassador and Community Coalition (School Site Council) participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.|At our school, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families. By offering a variety of engagement opportunities such as leadership roles, Community Coalition (School Site Council) meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.   Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.|We recognize the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.  In addition, our school has implemented a Family Ambassador program in collaboration with our Community Coalition (School Site Council) to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly meetings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events.  Looking forward, we are actively exploring ways to expand and integrate the Community School Coalition program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.   Furthermore, our school educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and Community Coalition (School Site Council) meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.   We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.|The Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.   In addition to our advocacy efforts, our schools Community School Manager has continued to play a crucial role in supporting our students' holistic well-being. They have collaborated closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students.  Our Community School Manager (CSM) monitors student progress closely and adjusts support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally. Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey. Our goal is to continue partnering with new organization to continue bringing resources to every school with the support of the Community School Manager.|Our school remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, Community Coalition (School Site Council), and Coffee with the Admin are offered in languages accessible to all school families.|At our school, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and School Site Council, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public.  Our Community Coalition (School Site Council) empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability.   Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they have learned.  To ensure the highest quality of engagement, we provide comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.|To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at our school. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.|We are dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates, as well as adaptable meeting formats (such as recordings and zoom options) and materials to accommodate diverse needs of our families. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.|4|4|4|4|4|4|5|5|4|4|4|4|Met||2026-06-11|2026
19647330120022|Valor Academy Middle|3|The school community understands that the success of our students depends on the trust and communication between staff, families and students. With this awareness, the school sends out Parent and Family Surveys to assess areas of strength and improvement. Our families know we value their opinion which is why 91% of parents returned surveys addressing family efficacy, school fit, school climate, and school safety. We know that our families are confident in their relationships with staff because our Family survey reflects that 98% of parents rate the school positively.  One of the school’s biggest strengths is the welcoming environment we’ve built with families through events including but not limited to: Coffee with the Principal, Conferences, Parent Education Seminars, Back to School Night, and Family Nights. We have had successful family engagement for years. Last year we tracked 93% of families who attended at least one event. This year we're also tracking families who attended 2 events at 79%. Additionally, 100% of families attended a yearly counselor meeting. We know that families who are engaged with our schools can better support their student achievement. We hope that we will continue to grow the rate of engaged families in the next few years. Through events that highlight the cultures of students, implementation of Council in Schools, and connection via phone and ParentSquare our staff and families have learned more about each other and the school has increased two-way communication between families and staff.|The school has identified the percent of parents who attend at least one Parent Education Seminar as a focus area of improvement, as 10% attended this year.|The school will improve the engagement of underrepresented families in this area by leaning on the support of the Community School Manager, particularly their ability to translate for non-English speaking families, and to connect with families about school events that encourage relationship building. In addition, the school will continue to work on proactive communication so that the number of families feeling heard and validated increases as our students succeed.|We are very proud that 100% of students who have access to standards aligned materials at home as appropriate for a given lesson. We also see strength in having 86% participation in our Teacher-Parent Conferences. Our Community School Manager also distributes a monthly resource newsletter to share local resources and partnerships available for families with services including medical, legal, recreational, academic, and social.|The school has identified a focus area for improvement in attendance at our Parent Education seminars, currently standing at 10%. We believe these seminars are a strong tool in supporting families and building partnerships for student outcomes.|The school provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school.   The LEA will also improve the engagement of underrepresented families in this area by leaning on the support of the Community School Manager, who conducted focus group and empathy interviews which included underrepresented families and surfaced areas of strength and need.  With the support of the Community School Manager we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.|One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Community School Manager. Every year, school administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school.  We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Program changes are communicated to families in newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor.|We are proud to have 91% of parents returning surveys, and we will continually strive to increase the number of parents attending two or more events, currently at 79%. We recognize that the more parents returning surveys and attending events, the more input we are receiving from our students and families to improve our school in ways that best meets their needs. In addition, our Community School Manager works every year to identify, train and support family leaders who actively participate in the Community School Advisory Council, School Site Council, English Learner Advisory Committee and other advisory groups. Last year, our Community School Manager launched a Community School Advisory Council that provides input on key school decisions.|The annual Family survey administered asks questions in relation to school environment, parent satisfaction, family access to staff, programming for parents, and parent self-efficacy. The questions were created by a team of the Lead Executive Officer,  the Senior Vice Principal of Student and Family Services, and the Community Schools Chair and were reviewed by the principals. We use similar questions annually, to obtain Longitudinal and Latitudinal data, which we then review to identify how we can improve engagement. After each survey administration, collaborative teams meet to analyze the results, reflect on the school practices that brought on the outcomes and plan for the following school year.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-23|2026
19647330120030|Alliance College-Ready Middle Academy 4|3|At Alliance College-Ready Middle Academy 4, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole. To support this goal, our school has held 42 parent engagement events this year. To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach. As a result of this, 53% of our scholars' families attended two or more parent engagement events this year. In addition, 96% of our families responded postively in questions regarding Family Engagement at the school, and 93% of our families responded postively in questions regarding Teacher Relations at the school. Finally, 96% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someoneelse they care about. These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share. This comes as a result of our efforts to build relationships between our school and all educational partners.|Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars. To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data. These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.|Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community. Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families. We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.|At Alliance College-Ready Middle Academy 4, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars. As a result of this outreach, as well as our school's strong academic focus, 96% of Parents responded positively in questions regarding College Success at our school. Our school also prioritizes outreach to families by organizing and planning workshops. When asked about this, 97% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school. In addition, 94% of Parents responded positively in questions regarding Teaching and Learning at our school. All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.|Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops. We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.|Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child. In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.|In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups. During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide. In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others. As a result of this input, 96% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions. This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.|Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback. We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.|Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process. In addition, we have continued to expand targeted outreach for these familes, to ensure that our all educational partners have equitable voice in decision making at their child's school.|5|5|3|5|3|5|5|3|3|3|3|3|Met||2026-06-10|2026
19647330120071|New Designs Charter School-Watts|3|New Designs Charter-Watts’ staff have built positive relationships with families and the community using multiple methods and opportunities to engage in two-way communication including but not limited to schoolwide events, parent-teacher conferences, Coffee with the Principal, Parent Orientation, ELAC, School Site Council and Parent Workshops. The school has adapted, improved and established communication and messaging systems and infrastructure acquired and established during the COVID period to fit and work in the post-COVID era. The school also continues to develop the capacity of staff to build trusting and respectful relationships with families through professional development that emphasizes the importance of parents in the education process.|New Designs Charter-Watts is focused on learning more about their families, their strengths, needs, cultures, languages and goals with the aim of enhancing connectedness amongst the families. Our survey data also indicated that our educational partners wanted to grow a stronger sense of belonging and community within the school community. The school intends to increase opportunities for participation for all parents in all the spheres of the school’s activities from the academic to the sporting and the social.|The school intends to ensure inclusiveness, access and equity in its communications, contacts, and provision of services to all families. This guarantees that those families on the margins due to their economic, social and cultural situations are not left out but have access and are full participants in all activities of the school. Where possible, the school will provide incentives and support that encourage participation.|New Designs Charter-Watts’ strength is in building partnerships for positive student and family outcomes. Our LCAP goal # 3 focuses on not only showing growth toward meeting or exceeding standards but also preparing them to pursue their college and/or career goals. The school has recognized the importance of social emotional health as a critical equation in academic performance and has added counsellors who have created an effective and supportive educational environment as well as boosted timeliness of interventions. Professional development in core curriculum and English Learner Development continues to foster improvement-oriented mindsets among staff.  Our school meets with all families prior to the start of the school year during parent/student orientation, and during the school in parent/teacher conferences and back-to-school nights. These meetings are critical to discussions of student progress and methods by which the school and families can support improved student outcomes.|A focus area for improvement is providing professional learning and support to teachers and school leadership to improve the school’s capacity to partner with families and to support families to understand and exercise their legal rights and advocate for their children. Our experience has shown participation in school-wide meetings (forums) and surveys tapering from the high levels achieved during the pandemic. We see a need to boost parent participation in all activities open to parents. We have also gathered from our data a need to improve the liaison and prominence of our partnerships with local colleges with ultimate goals of expanding enrollment and choices of college credit classes for our students.|The school will ensure inclusiveness and equity in its communications, contacts and provision of services so that those families on the margins have access and are full participants in all activities of the school. This will come in the form of incentives and support that remove barriers to participation. Survey inputs from marginalized families will direct the creation of strategies to enhance their engagement.|New Designs Charter-Watts seeks and promotes meaningful partnerships with parents and other stakeholders using a variety of platforms and means. General zoom meetings (town halls), surveys, newsletters, School Site Council meetings, ELAC, LCAP related meetings, Coffees with the principal, Open Board meetings and school updates via the school webpage, newsletters and BlackBoard are all used to engage, receive, and provide updates to parents and other stakeholders.|To improve partner input in decision-making, New Designs utilizes an array of strategies learned over time and that have proved to be successful. The LCAP provides a broad frame for areas of focus for inputs by parents and stakeholders. However, the LCAP information can be dense and technical, and we have learned to keep the information simple, digestible and communicable to increase responses and participation. One such specific area within the LCAP process is participation in the Budget Overview for Parents and the general partner engagement sessions focused on progress on the LCAP goals.  Our data has also pointed to a need for increasing staff and student voices in the decision-making process.|To enhance family engagement and participation of underrepresented families the school will engage in outreach to provide incentives and remove or ease barriers that usually prevent such families from participating in the school’s decision-making process. The school will focus on such areas as providing translations, designating staff to work with families in need and encouraging such families to fully participate in school activities including ELAC, School Site Councils and any other school improvement bodies or forums.|5|5|5|5|5|4|5|4|4|4|4|4|Met||2026-06-13|2026
19647330120097|Academia Moderna|3|Academia Moderna strives to build strong relationships between school staff and families. They are typically built through consistent communication, family involvement, and a welcoming school culture by practicing the following: Open and Regular Communication Teachers and administrators keep families informed about student progress, school events, and important announcements through emails, phone calls, parent portals, newsletters, or messaging apps. Families are encouraged to ask questions and share concerns, creating two-way communication. Family Engagement Opportunities Parents and guardians are invited to participate in school events, workshops, celebrations, volunteer activities, be part of committees, and parent-teacher conferences. These opportunities help families feel like active partners in their children's education. Respect for Cultural Diversity The school recognizes and values the diverse cultural and linguistic backgrounds of its families. Information is always provided in multiple languages, and cultural traditions are celebrated to foster an inclusive environment. Collaborative Problem-Solving When academic, behavioral, or social concerns arise, teachers, counselors, and families work together to develop strategies that support the student's success. This collaborative approach builds trust and shared responsibility. Accessible Staff Administrators, teachers, and support staff strive to be approachable and responsive. Families know who to contact for assistance and receive timely responses to their questions. Focus on Student Well-Being Staff work closely with families to support students' academic achievement as well as their social and emotional development. Regular check-ins help ensure students receive the support they need both at school and at home. Positive School Climate By fostering respect, kindness, and collaboration, the school creates an environment where families feel welcomed, valued, and included in the educational process and implementation of PBIS, school-wide behavior plan. Overall, Academia Moderna's relationship-building efforts are centered on viewing families as essential partners in education. Through open communication, mutual respect, and meaningful involvement, the school and families work together to support each student's growth and success.|Academia Moderna is working on improving relationship between the school staff and families in areas such as parent development. We are working towards developing parent workshops where they are able to attend workshops that are beneficial to their educational partnership position.|How Academia plans to improve underrepresented families is to provide them with resources ongoing throughout the year and provide space and resources through networks that will benefit them per their needs.|The current strengths are shown in the following: attendance increase, academic increase, and decrease in suspensions.|We are working to build a higher attendance rate, increase in academics and self advocacy. We plan to increase attendance rate by strengthening family partnerships, implemet an early warning system, sustain a positive school climate, address barriers in attendance. Academic growth is maximized when instruction is data-driven, differentiated, and supported by strong relationships with students and families. We will continue to provide high-quality instruction, use datat to drive instruction, expand academic support systems, increase family engagement in learning, and continue to set high expectations. Self-advocacy empowers students to understand their strengths, communicate their needs, and become active participants in their education. We will teach our students sel-advocacy skills explicitly, increase student voice, promote student owneryship, build on social-emotional learning skills, and continue to provide individual support.|Strategies to Improve Academic Achievement  Academic growth is maximized when instruction is data-driven, differentiated, and supported by strong relationships with students and families.  Provide High-Quality Instruction  Utilize evidence-based instructional practices that actively engage students. Differentiate instruction to meet diverse learning needs and learning styles. Integrate technology and hands-on learning experiences to increase student engagement.  Use Data to Drive Instruction  Regularly analyze assessment data to identify learning gaps. Develop targeted intervention plans for students requiring additional support. Monitor progress frequently and adjust instruction based on student performance.  Expand Academic Support Systems  Offer before-school, after-school, and small-group tutoring. Implement intervention periods during the school day for individualized instruction. Utilize peer tutoring and collaborative learning opportunities.  Strengthen Family Engagement in Learning  Provide families with practical strategies to support learning at home. Share academic goals and student progress regularly. Host family literacy, math, and college-readiness workshops.  Set High Expectations  Establish clear academic expectations and learning objectives. Celebrate academic growth as well as achievement. Encourage a growth mindset by recognizing perseverance and continuous improvement. Strategies to Increase Student Attendance  Consistent attendance is the foundation for academic success. Schools can improve attendance by creating a supportive environment that identifies and addresses barriers before they become chronic.  Strengthen Family Partnerships  Establish regular communication with families regarding attendance expectations and student progress. Conduct attendance conferences with families when attendance concerns first emerge. Provide multilingual communication and resources to ensure all families remain informed and engaged.  Implement an Early Warning System  Monitor attendance data weekly to identify students at risk of chronic absenteeism. Assign counselors or intervention teams to contact families after multiple absences. Develop individualized attendance improvement plans for students with ongoing attendance concerns.  Create a Positive School Climate  Foster an environment where students feel safe, respected, and connected. Celebrate improved attendance through classroom and school-wide recognition programs. Encourage participation in extracurricular activities, clubs, leadership opportunities, and mentoring programs that increase students' sense of belonging.  Address Barriers to Attendance  Connect families with community resources for transportation, healthcare, counseling, or housing assistance when needed. Collaborate with social workers and community organizations to provide wraparound services. Offer flexible support for students experiencing personal or family challenges.|Academia Moderna recognizes that parents and families are essential partners in the educational process. The school fosters a collaborative culture in which parents are viewed as valued stakeholders whose perspectives, experiences, and input contribute to student success and continuous school improvement. Through open communication, shared responsibility, and meaningful opportunities for involvement, Academia Moderna builds strong partnerships that support informed decision-making at both the individual student and school-wide levels. Our strengths are the following: Open and Transparent Communication, Collaborative Student-Centered Decision-Making, Parent Leadership and School Governance, Family Engagement in Academic Planning, Inclusive Decision-Making Practices, Responsiveness to Family Feedback, Building Trust Through Relationships, and Commitment to Continuous Partnership.|We are looking to have a higher percentage in parent participation. Academia Moderna will evaluate the effectiveness of its family engagement efforts by monitoring:  Parent participation rates at school events and conferences Attendance at workshops and informational sessions Volunteer participation Parent survey results Family satisfaction with communication and engagement opportunities Student attendance, academic achievement, and behavior trends associated with increased family involvement The school leadership team will review this data regularly and use it to refine family engagement strategies, ensuring continuous improvement and stronger partnerships between home and school.|Academia Moderna is committed to creating an equitable and inclusive school community where all families—particularly those who have been historically underrepresented due to language, culture, socioeconomic status, disability, immigration status, work schedules, or limited access to resources—have meaningful opportunities to participate in their children's education. The school recognizes that increasing family engagement requires more than offering events; it requires intentionally removing barriers, building trust, and creating authentic partnerships that value every family's voice.|4|5|4|5|4|3|5|5|5|5|4|4|Met||2026-06-30|2026
19647330120477|Aspire Titan Academy|3|Across Aspire Titan Academy, a priority is proactively building strong, trusting relationships between school staff and families, recognizing that meaningful connection and open communication are critical for student success. This is evident in our LEA's regular and structured engagement with families through platforms like annual surveys and quarterly meetings, fostering open communication and trust. These interactions ensure families feel connected and supported, and the resulting feedback directly informs school policies and practices, aligning with Aspire's commitment to a supportive and inclusive school culture.|Recognizing the potential to further strengthen established staff-family connections within Aspire Titan Academy,, our future efforts will concentrate on more personalized and culturally responsive engagement to ensure inclusivity and comprehensiveness. We are dedicated to increasing participation among all families by proactively addressing barriers related to language, work schedules, or prior school interactions, and actively refining our systems to ensure that family feedback leads to clear and demonstrable changes that meet the diverse needs of our LEA community.|To better support underrepresented families at Aspire Titan Academy, we are dedicated to continuously improving engagement strategies by enhancing communication and outreach through translation services, flexible meeting times, and diverse feedback options like surveys and discussions. We are also strengthening family/staff connections, cultural events, and community partnerships as part of a broader, ongoing commitment to deepen and enrich relationships with all family groups, ensuring every family feels seen, valued, and empowered to be an active part of our school community through consistent listening and adaptation.|Aspire Titan Academy, continues to develop strong partnerships between families and educators as a key part of student success. This multi-faceted approach includes sharing timely academic updates, hosting enriching family events, and offering practical resources to support parents in the home learning environment. Educators regularly connect with families through student-led conferences, informative newsletters, and user-friendly online platforms. Moreover, Aspire Public Schools invests in professional development for staff, enhancing their capacity to collaborate effectively with families and understand the diverse needs of their students. These comprehensive efforts have cultivated a shared sense of purpose and a more robust learning community.|To deepen our family partnerships, we are committed to more consistent and comprehensive information sharing and feedback processes. A key goal is to move beyond simply providing updates to actively involving families in developing and sharing learning support strategies for their children. We also aim to increase families' understanding of academic expectations and student progress and empower them to advocate effectively for their students at all levels.|To enhance our connection with families underrepresented families, we are implementing more targeted and accessible strategies, including multilingual resources, evening events, and diverse communication methods. Simultaneously, we are focused on building trust with underrepresented families through consistent outreach, inclusive programming that reflects their experiences, and leadership opportunities that authentically value the voices and strengths of our diverse community.|Aspire Public Schools recognizes families as key partners in shaping our schools' vision and priorities. The school regularly invites family input through surveys, the School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. This feedback is then used by principals and teachers to inform key decisions about academics, student support, and community building, ensuring our schools reflect the needs and hopes of the communities we serve within the Aspire network.|Our ongoing dedication is to perfect these processes, guaranteeing their continued effectiveness and inclusivity. We will be prioritizing a more in-depth engagement strategy to ensure that the perspectives of all, with a particular focus on underrepresented and unduplicated student groups, are not just heard but are truly integral to our decision-making.|To deepen the involvement of underrepresented families in shaping our decisions, we are dedicated to expanding and improving how we gather interactive feedback. This proactive step aligns with our broader commitment to continuous improvement, where we consistently adapt our engagement methods based on current feedback and evolving community needs, ultimately strengthening our LCAP development and other key educational strategies.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-18|2026
19647330120527|Watts Learning Center Charter Middle|3|Based on educational partner input and local data, Watts Learning Center Charter Middle School (WLCCMS) continues to strengthen relationships between school staff and families through consistent communication, meaningful engagement opportunities, and intentional outreach efforts. Families are provided multiple opportunities throughout the school year to engage with the school community, including monthly Coffee with the Principal/Director meetings, Parent Advisory Committee (PAC) meetings, LCAP engagement sessions, EL-PAC meetings, Back-to-School Night, Open House, the annual Book Fair, student Art Show, PAC Award Night, family SBAC Test Preparation Night, Saturday academic support sessions, awards ceremonies, and culmination activities. These opportunities allow families to remain informed while providing valuable feedback on school programs and priorities. WLCCMS maintains regular communication with families through ParentSquare, phone calls, emails, and in-person meetings. School leaders, teachers, and support staff collaborate to communicate regarding student attendance, academics, behavior, and available support services. The Parent Coordinator plays a critical role in fostering strong family partnerships through outreach related to attendance, enrollment, interventions, and student support. Increased attendance contracts and proactive family communication have strengthened partnerships while reducing the need for home visits. Family voice continues to inform school decision-making through PAC meetings, annual surveys, and LCAP stakeholder engagement. Parent feedback has emphasized maintaining a positive school culture, continuing academic and intervention supports, and providing meaningful opportunities for family involvement. Parent survey results indicate continued strengths in Family Support (69%), Learning Recovery (77%), School Safety (74%), and School Fit (73%), demonstrating that families feel supported, connected, and confident in the school's ability to serve students. WLCCMS recognizes that increasing in-person family participation and strengthening partnerships around student attendance remain areas for continued growth. The school will continue expanding engagement opportunities and collaborating with families to support student success and regular attendance.|During the 2025-26 school year, WLCCMS continued to identify family engagement and communication as areas for growth. While the school made progress in increasing family participation in attendance meetings, behavior conferences, SST meetings, IEP meetings, and other student support meetings, staff survey data indicates that additional work is needed to strengthen relationships and partnerships between families and school staff. A continued area for improvement is increasing opportunities for meaningful face-to-face engagement with families. Although parent conferences are offered twice annually and participation in student support meetings increased this year, many families remain difficult to engage consistently. WLCCMS will continue exploring additional opportunities and strategies to increase family participation in school meetings, events, and conferences. Strengthening family partnerships when students experience academic, behavioral, or attendance challenges also remains a priority. Parent participation is required for attendance and behavior contract meetings, and families are regularly included in intervention discussions; however, attendance continues to be a significant challenge for the school. WLCCMS will continue working to ensure families are active partners in addressing attendance concerns and supporting student success. Communication between families and school staff remains an area of focus. While ParentSquare, phone calls, emails, meetings, and bilingual translation support have increased outreach efforts, staff continue to identify challenges in establishing consistent two-way communication with some families. Increasing family response rates and strengthening ongoing communication between home and school will remain priorities during the 2026-27 school year.|Based on educational partner feedback and local data, WLCCMS has identified families of chronically absent students and African American students as groups that are underrepresented in school meetings and engagement opportunities. While participation in Special Education meetings remains strong due to the IEP process and established communication structures, additional efforts are needed to engage families who do not regularly participate in school events, conferences, and stakeholder meetings. WLCCMS recognizes that work schedules, transportation challenges, and competing family responsibilities can create barriers to participation. To address these barriers, the school offers virtual participation options for many meetings and utilizes multiple communication methods, including ParentSquare, phone calls, emails, and bilingual communication support. The school has also found success with direct outreach that includes the student in the communication process and immediate contact with families regarding attendance and academic support opportunities. During the 2026-27 school year, WLCCMS will increase targeted outreach to families of chronically absent students through additional attendance meetings and intervention planning. The school will also implement student-led conferences to ensure every family has at least two structured opportunities each year to meet with school staff and discuss student progress. Additional family workshops and resource-based events will be provided to strengthen family connections to the school and community supports. WLCCMS will continue gathering feedback from families through surveys, stakeholder meetings, and engagement activities to better understand barriers to participation and identify strategies that increase involvement. Through these efforts, the school aims to increase participation among underrepresented families and strengthen partnerships that support student attendance, engagement, and academic success.|Based on educational partner input and local data, WLCCMS continues to strengthen partnerships that support positive student outcomes. The school actively engages families, staff, students, and community partners in identifying needs, evaluating programs, and informing decision-making through the LCAP development process, stakeholder meetings, surveys, and advisory groups. Feedback gathered from educational partners has directly influenced school improvement efforts and strengthened partnerships focused on academic achievement, attendance, and student engagement. WLCCMS maintains strong partnerships with community organizations that provide both academic intervention and enrichment opportunities for students. Through partnerships with Mathnasium and ARC, students have access to additional academic support, targeted intervention, enrichment activities, and extended learning opportunities beyond the regular school day. These partnerships help provide individualized support while expanding opportunities for student engagement and success. Stakeholder feedback and ongoing collaboration have helped guide schoolwide efforts to improve student outcomes. Families and educational partners regularly review student achievement data, attendance data, and schoolwide priorities through LCAP engagement activities and advisory meetings. This collaborative approach ensures that school initiatives align with student needs and community priorities. As a result of these partnerships and collaborative efforts, WLCCMS demonstrated strong academic growth during the 2025-26 school year, including continued growth on i-Ready assessments, expanded intervention supports for students, and improvements in student attendance. These outcomes reflect the value of maintaining strong partnerships between families, staff, community organizations, and educational partners in support of student success.|During the 2025-26 school year, WLCCMS continued to strengthen partnerships that support student achievement, intervention, enrichment, and attendance. While these partnerships contributed to positive student outcomes, including academic growth, improved attendance, and expanded intervention supports, the school identified a need to increase student participation in available programs and services. A primary area for improvement is ensuring that more students have access to and take advantage of the academic and enrichment opportunities available through school and community partnerships. Although programs such as Mathnasium and ARC provide valuable support for students, participation is often limited by attendance challenges, competing commitments, transportation barriers, and inconsistent family engagement. WLCCMS will continue working with students and families to increase awareness of available opportunities and remove barriers that prevent participation. Additionally, the school will continue strengthening partnerships with families to increase student participation in intervention and enrichment programs. Through increased communication, attendance-focused meetings, student-led conferences, and family workshops, WLCCMS aims to improve awareness of available supports and encourage greater utilization of partnership-based services. During the 2026-27 school year, WLCCMS will focus on expanding student access to existing resources, increasing participation in intervention and enrichment opportunities, and monitoring participation data to ensure that students most in need of support are connected to available programs and services.|Based on educational partner feedback and local data, WLCCMS has identified families of chronically absent students and African American students as groups that are underrepresented in opportunities designed to support student outcomes. While these families are represented in the school community, they are less likely to participate in intervention programs, enrichment opportunities, stakeholder groups, and other partnership activities that provide additional support for students. During the 2026-27 school year, WLCCMS will focus on increasing awareness of and participation in available academic intervention, attendance support, enrichment, and extended learning opportunities. The school will utilize student-led conferences, attendance meetings, and family workshops to ensure families better understand the resources available to support student success. Staff will also continue using direct outreach strategies to connect families with programs and services that align with their students' individual needs. Additionally, WLCCMS will seek greater representation from underrepresented families in LCAP stakeholder engagement activities, Parent Advisory Committee meetings, and other opportunities where families can provide input regarding programs and services. By increasing participation in both support programs and decision-making processes, the school aims to strengthen partnerships that contribute to improved attendance, academic achievement, and overall student success.|Based on educational partner input and local data, WLCCMS continues to demonstrate strength in seeking and utilizing stakeholder feedback to inform school decision-making. The school regularly gathers input from students, families, staff, the Parent Advisory Committee (PAC), English Learner Parent Advisory Committee (EL-PAC), SELPA representatives, and the Board of Directors through surveys, meetings, stakeholder engagement sessions, and the annual LCAP development process. WLCCMS has established multiple opportunities for educational partners to provide meaningful feedback regarding school programs, student supports, school climate, academic priorities, and resource allocation. Stakeholder input is reviewed throughout the year and used to guide decisions that support student achievement, engagement, and well-being. During the 2025-26 school year, educational partner feedback directly influenced decisions related to student enrichment opportunities, academic supports, attendance initiatives, and student recognition programs. Feedback from students, families, and staff contributed to the continuation and expansion of opportunities such as educational field trips, Field Day activities, attendance incentives, academic growth recognition, and other programs designed to increase student engagement and promote positive outcomes. Survey results indicate continued growth in several key areas. Student survey results improved in Sense of Safety (62%), School Climate (36%), and Sense of Belonging (39%). Parent survey results remained strong in Family Support (69%), Learning Recovery (77%), School Fit (73%), and School Safety (74%). Staff survey results demonstrated continued growth in School Climate (66%) and Staff-Family Relationships (56%). These results reflect the value of maintaining strong stakeholder engagement practices and ensuring educational partner voices remain an important part of the decision-making process at WLCCMS.|During the 2025-26 school year, WLCCMS continued to gather meaningful input from students, families, staff, advisory committees, and community partners. While multiple opportunities for stakeholder engagement were provided, the school identified a need to increase participation from underrepresented groups to ensure decision-making reflects the perspectives of the entire school community. A primary area for improvement is increasing participation in surveys, stakeholder meetings, and advisory groups, particularly among African American families and families of chronically absent students. Increasing representation from these groups will help ensure that school decisions are informed by a broader range of experiences and perspectives. WLCCMS also identified a need to increase overall participation in stakeholder surveys and engagement opportunities. Expanding participation will provide a more comprehensive understanding of stakeholder needs, priorities, and experiences, allowing the school to make more informed decisions and better align programs and services with the needs of the school community.\ During the 2026-27 school year, WLCCMS will focus on increasing stakeholder participation, improving representation among underrepresented groups, and strengthening opportunities for educational partners to provide input that informs school decisions and priorities.|Based on educational partner feedback and local data, WLCCMS has identified African American families and families of chronically absent students as groups that are underrepresented in surveys, stakeholder meetings, and other decision-making opportunities. Increasing participation from these families will help ensure that school decisions reflect the experiences and needs of all students and families. During the 2026-27 school year, WLCCMS will implement targeted outreach to underrepresented families to encourage participation in surveys, Parent Advisory Committee (PAC) meetings, LCAP engagement activities, and other stakeholder input opportunities. The school will utilize multiple communication methods, including ParentSquare, phone calls, virtual meeting options, and direct outreach from staff, to reduce barriers to participation and increase engagement. WLCCMS will also continue gathering stakeholder feedback throughout the year rather than solely during the annual LCAP process. By increasing participation in surveys and stakeholder meetings and seeking input from families who have traditionally been underrepresented, the school aims to strengthen its decision-making process and ensure that educational partner feedback continues to inform school priorities, programs, and services.|5|5|4|5|4|4|4|4|4|5|4|4|Met||2026-06-24|2026
19647330121079|Ararat Charter|3|Ararat Charter School has built a strong foundation of trust with families through consistent, culturally responsive communication and community engagement. As a school serving a multilingual community, we prioritize relationship-building through bilingual outreach in Armenian, Spanish, and English. Our Family Engagement Nights, parent Cappuccino with the Principal, and regular school communications have fostered a school culture where families feel known and welcomed. Staff are supported in developing warm, proactive communication practices, and our front office team receives families with dignity and responsiveness. Survey data and informal feedback consistently reflect that Ararat families feel the school genuinely cares about their children.|While our relational foundation is strong, we recognize the need to deepen engagement with families who remain harder to reach, including recently arrived immigrant families, those facing instability, and parents working multiple jobs. We are focusing on creating a Parent Advisory Committee (PAC) made up of parents from each grade level, so families can engage with the school and have parent liaisons supporting them. The PAC can also serve as a more structured two-way feedback channel, so family voice meaningfully informs school decisions rather than serving only an informational function.|Through our self-reflection process, we identified Armenian-speaking families with limited English proficiency and Spanish-speaking families as groups whose engagement has been inconsistent. To better support these families, Ararat has expanded interpretation services by leveraging our multilingual staff, who collectively speak many of the languages represented within our community, including Armenian, Spanish, Russian, Tagalog, and others. This has helped improve accessibility and strengthen family engagement across diverse linguistic groups.|Ararat Charter School approaches partnerships for student outcomes as a shared responsibility between school and home. We have established consistent structures for communicating student progress, including parent-teacher conferences, progress reports, and informal check-ins initiated by classroom teachers and instructional coaches. Our culturally grounded model means families are not treated as passive recipients of information and, in fact, they are invited into the academic story of their children. Staff have been trained to communicate learning goals in accessible, non-jargon and simple language across English, Armenian, and Spanish. Family attendance at academic events and conferences has remained strong, reflecting the trust we have built over more than a decade of community-centered schooling.|We are working to move beyond informational partnerships toward true academic co-ownership with families. A key focus area is helping families understand and support grade-level literacy and math expectations at home, particularly in our transitional grade levels (K-1 and 4-5). We also recognize that some families, especially those new to the U.S. school system, may feel uncertain about how to advocate for their children academically. We are developing more intentional parent education programming, not just reporting outcomes, but building family capacity to understand data, support learning, and engage meaningfully in their child’s academic progress.|Our self-reflection process identified that families of English Learners, particularly Spanish-speaking families newer to our community, have had less consistent access to partnerships that support student outcomes. To address this, Ararat will implement structured family learning workshops offered in Spanish, pair families new to the school with more experienced Ararat families through our Parent Advisory Committee, and ensure that all academic communications,  including data letters and progress reports, are provided in a timely manner and with the option of the student's home language.|Ararat Charter School has developed meaningful structures for gathering educational partner input as part of our decision-making process. Our School Leadership Council and English Learner Advisory Committee (ELAC) meet regularly and include parent representatives who participate in reviewing data, approving plans, and shaping school priorities. Leadership maintains an open-door culture where families, staff, and community members are encouraged to share feedback directly with the principal. Annual surveys are administered to families and staff, and results are analyzed and shared back with the community. Our small school size is a genuine asset here, it allows for authentic dialogue rather than performative input-gathering, and families regularly report feeling that their voices are heard and valued at Ararat.|While formal input structures are in place, we recognize that participation in governance bodies like SLC and ELAC skews toward families who are already highly engaged. We want to expand the circle of who contributes to school decision-making by creating lower-barrier input opportunities, informal listening sessions, brief pulse surveys in multiple languages, and structured opportunities for staff to contribute feedback on instructional and operational decisions. We are also working to close the feedback loop more visibly, so that families and staff can clearly see how their input shaped specific decisions. Without that transparency, input-seeking can feel performative rather than genuinely participatory.|Our self-reflection process identified that Armenian-speaking families with limited English proficiency and newer Spanish-speaking families are underrepresented in our formal decision-making structures. To address this, Ararat will provide targeted personal outreach to invite underrepresented families into these spaces. We will also explore whether meeting times, formats, or locations are creating barriers, and adjust accordingly. Representation in decision-making is not just a compliance goal for us, it reflects our founding commitment to building a school with and for our community, not simply on behalf of it.|5|5|5|5|4|4|4|4|4|4|4|4|Met||2026-06-18|2026
19647330121137|Ingenium Charter|3|The analysis of the LCAP Parent Survey data indicates several strengths and progress in building relationships between school staff and families. One of the key strengths is the increase on the perception of school safety from parents, with parents agreeing or strongly agreeing that school is safe. Overall we also had an increase in parents identifying ICS as a school fit. Overall, the survey data reflects that ICS' efforts in fostering respectful interactions, effective communication, and accessibility are paying off, resulting in stronger relationships between school staff and families. Continuous efforts to engage families, address their concerns, and provide timely information will further enhance these relationships and support student success.|There continues to be a desire to support students with resources and a desire to understand trauma-informed care as it relates to our staff and working with students and families along with additional strategies for behavioral issues in the classroom. This will be an area of focus as ICS continues to add to overall supports around Social Emotional Learning and mental health.|Other than English, ICS has increased the population of families who speak Spanish, so we are exploring tools to better survey families in their native language where possible to determine strategies to increase overall engagement for our non or limited English families. Our parent communication platform is able to translate all communication from English to Spanish.|A key strength is the student-teacher relationships. Families responded favorably to a  positive school climate. This is essential for addressing student needs effectively and ensuring that parents are partners in the educational process. Teachers hold regular parent-teacher conferences, but also go above what is asked to keep consistent communication with families. This includes timely updates about student academic progress, school events, and other important information. Consistent and transparent communication ensures that parents are well-informed and can actively support their children's learning at home.|An area for continued growth, confirmed by both survey data and in input meetings, is developing and implementing enrichment as well as offer a variety of activities that interest our students.  As teachers increase focus on depth and complexity in the classroom, additional enrichment opportunities are being developed to address this need. This includes after school activities and programs for students.|Working with different vendors and partnering with community members to support enrichment and after school programs will help us create a dynamic program that interest all students. Additionally, holding town hall meetings and continue to survey families as well as making personal phone calls to communicate with all families will support these efforts.|Each year, a parent survey and meeting is held in the spring to monitor parent engagement and obtain feedback from parents related to state priorities and local indicators as they align with school goals within the Local Control Accountability Plan (LCAP). The survey was created to align with state and local priorities in six areas:  Student Engagement, School Climate, School Fit, School Safety and Parent and Family Engagement. While it is sent electronically, personal phone calls are made to all families to encourage participation in the survey. Additionally, we offer iPads in our offices so that parents can come in and take the survey on campus if they choose to. At the May/June School Site Council meeting, parents are asked for input on goals and determining actions.|As we have added elements to the LCAP around increased parent engagement, a piece of this will be to continue to solicit input during School Site Council meetings where we may have parents or guardians present.  The goal is to continue to foster relationships with parents to encourage them to participate in the decision-making process.|As mentioned above, ICS has focused on reaching out to families above and beyond the general lines of communication to ensure input in the decision-making process. The goal continues to be to work collaboratively with engaged parents and staff members to identify ways to increase involvement and encourage partnership with our underrepresented families. For example, many families speak Spanish only,  so we are working on ways to survey families in their native language where possible to determine strategies to increase overall engagement for our English learners. The increased offerings for before and after school provide additional avenues to connect with parents around family needs that can support decisions about programming.|3|4|3|4|3|3|4|3|3|3|3|3|Met||2026-06-08|2026
19647330121285|Alliance Cindy and Bill Simon Technology Academy High|3|At Alliance Cindy and Bill Simon Technology Academy High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole. To support this goal, our school has held 26 parent engagement events this year. To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach. As a result of this, 19.72% of our scholars' families attended two or more parent engagement events this year. In addition, 94% of our families responded postively in questions regarding Family Engagement at the school, and 94% of our families responded postively in questions regarding Teacher Relations at the school. Finally, 94% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someone else they care about. These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share. This comes as a result of our efforts to build relationships between our school and all educational partners.|Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars. To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data. These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.|Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community. Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families. We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.|At Alliance Cindy and Bill Simon Technology Academy High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars. As a result of this outreach, as well as our school's strong academic focus, 97% of Parents responded positively in questions regarding College Success at our school. Our school also prioritizes outreach to families by organizing and planning workshops. When asked about this, 95% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school. In addition, 93% of Parents responded positively in questions regarding Teaching and Learning at our school. All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.|Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops. We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.|Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child. In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.|In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups. During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide. In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others. As a result of this input, 94% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions. This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.|Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback. We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.|Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process. In addition, we have continued to expand targeted outreach for these families, to ensure that our all educational partners have equitable voice in decision making at their child's school.|5|5|3|5|3|5|5|3|3|3|3|3|Met||2026-06-10|2026
19647330121293|Alliance Tennenbaum Family Technology High|3||||||||||||||||||||||Not Met|||2026
19647330121699|KIPP Empower Academy|3|At our school, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive. Additionally, KIPP SoCal has been awarded the Community Schools grant, enabling us to hire a dedicated Community School Manager for our school. This role has been instrumental in leading the Community School Advisory Council (“Community Coalition”), engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness.  While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.|We provide region-wide family leadership opportunities such as our Family Ambassador program. At each school site, our staff and family members lead a Community Coalition (School Site Council) where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.   By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Ambassador and Community Coalition (School Site Council) participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.|At our school, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families. By offering a variety of engagement opportunities such as leadership roles, Community Coalition (School Site Council) meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.   Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.|We recognize the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.  In addition, our school has implemented a Family Ambassador program in collaboration with our Community Coalition (School Site Council) to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly meetings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events.  Looking forward, we are actively exploring ways to expand and integrate the Community School Coalition program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.   Furthermore, our school educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and Community Coalition (School Site Council) meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.   We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.|The Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.   In addition to our advocacy efforts, our schools Community School Manager has continued to play a crucial role in supporting our students' holistic well-being. They have collaborated closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students.  Our Community School Manager (CSM) monitors student progress closely and adjusts support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally. Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey. Our goal is to continue partnering with new organization to continue bringing resources to every school with the support of the Community School Manager.|Our school remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, Community Coalition (School Site Council), and Coffee with the Admin are offered in languages accessible to all school families.|At our school, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and School Site Council, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public.  Our Community Coalition (School Site Council) empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability.   Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they have learned.  To ensure the highest quality of engagement, we provide comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.|To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at our school. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.|We are dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates, as well as adaptable meeting formats (such as recordings and zoom options) and materials to accommodate diverse needs of our families. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.|4|4|4|4|4|4|5|5|4|4|4|4|Met||2026-06-11|2026
19647330121707|KIPP Comienza Community Prep|3|At our school, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive. Additionally, KIPP SoCal has been awarded the Community Schools grant, enabling us to hire a dedicated Community School Manager for our school. This role has been instrumental in leading the Community School Advisory Council (“Community Coalition”), engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness. While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.|We provide region-wide family leadership opportunities such as our Family Ambassador program. At each school site, our staff and family members lead a Community Coalition (School Site Council) where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.  By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Ambassador and Community Coalition (School Site Council) participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.|At our school, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families. By offering a variety of engagement opportunities such as leadership roles, Community Coalition (School Site Council) meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.   Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.|We recognize the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.  In addition, our school has implemented a Family Ambassador program in collaboration with our Community Coalition (School Site Council) to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly meetings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events.  Looking forward, we are actively exploring ways to expand and integrate the Community School Coalition program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.   Furthermore, our school educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and Community Coalition (School Site Council) meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.   We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.|The Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.  In addition to our advocacy efforts, our schools Community School Manager has continued to play a crucial role in supporting our students' holistic well-being. They have collaborated closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students. Our Community School Manager (CSM) monitors student progress closely and adjusts support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally. Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey. Our goal is to continue partnering with new organization to continue bringing resources to every school with the support of the Community School Manager.|Our school remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, Community Coalition (School Site Council), and Coffee with the Admin are offered in languages accessible to all school families.|At our school, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and School Site Council, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public.  Our Community Coalition (School Site Council) empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability.   Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they have learned.  To ensure the highest quality of engagement, we provide comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.|To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at our school. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.|We are dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates, as well as adaptable meeting formats (such as recordings and zoom options) and materials to accommodate diverse needs of our families. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.|4|4|4|4|4|4|5|5|4|4|4|4|Met||2026-06-11|2026
19647330121848|Crown Preparatory Academy|3|Crown Prep Academy regularly asks family members for input on which workshops and additional offerings would be beneficial through regular feedback and surveys. An area we continue to develop include partnerships with families to enhance their engagement in school wide committees, academic workshops, SEL workshops and other that inform how to support student success at home and parent networking across sites.At Crown Prep Academy we believe that parent engagement is critical for student success. To meet the needs of our students, we aim to engage our parent community as partners in their students' success. In order to best do so, we provide interpretation and translation services for 100% of meetings and events with parents/guardians, individual meetings with school staff related to their child’s education including parent conferences and IEP meetings, SSC meetings, open house, school tours, and Coffee with the Principal. We also have our Multilingual Family Committee which focuses on engaging with families of our multilingual learners in order to help them support the success of their student, prepare for ELPAC and understand the assessments that are given.  Our Parent Center is hosted and led by our Parent Liaison who supports in creating a welcoming environment, leads various workshops throughout the year, and also leads our parent volunteer program. We aim to work with our Parent Liason in order to create and offer more robust volunteer opportunities.   In addition, to support our staff with parent engagement, we hold professional development on how to increase parent/guardian engagement, particularly in cases when a student is at risk of failing or having behavioral challenges. We've provided our staff with a reliable commincation platform that also translates communication to families. Teachers are regularly encouraged to continuously grow their relationships with families throughout the year.   Lastly, we are further incorporating our parent community into this year's student achievement goals by providing workshops that will empower them to support their student when practicing standards-based instruction at home.|Crown Prep Academy regularly asks family members for input on which workshops and additional offerings would be beneficial through regular feedback and surveys. An area we continue to develop include partnerships with families to enhance their engagement in school wide committees, academic workshops, SEL workshops and other that inform how to support student success at home and parent networking across sites.|STEM Preparatory Schools has maintained a mission to disrupt the status quo by getting students of color into STEM fields. One of the ways we do this is through providing families opportunities to be involved in STEM events, such as Family STEM Night and our annual STEM Competition, which allows for them to engage in enrichment activities with their students and STEM Prep staff. Families are also invited to represent through their participation in the School Site Council, English Language Advisory Committees, individual student meetings and participation in school surveys. Upcoming, we plan to expand family partnerships through workshops to support student learning at home.   Additionally, family communication is sent out regularly. Weekly reminders and updates are sent via Parent Square. At family touchpoints, families are invited to provide feedback for workshops and other school-related offerings.|One of our monthly family touchpoints, Coffee with the Principal, provides training for parents/guardians on how to support their students academically, emotionally and in college and career readiness. For example, we have held workshops to educate parents/guardians about the CAASPP and its importance as well as our philosophy on continuous learning. Families have also participated in mental health workshops as well as how to navigate our school portal. Furthermore, the school holds parent conferences that offer additional time for families and students to discuss student progress and collaborate on strategies to improve student outcomes.  We are continuing with the use of the i-Ready curriculum and will conitnue to support families with implmentation of individualized instruction for students both at school and at home. Maximizing the features of i-Ready, including utilizing parent resources and structuring regular data chats will allow for us to target and address the individual learning needs of students in addtion to empowering parents to support at home.|Crown Prep Academy continues to strive for student success in a variety of measures such as the CAASPP, ELPAC and the Expanded Learning Program. Throughout the year, students participate in Benchmark exams that will periodically measure their prioficiency in ELA and Math. In addition to Benchmarks, students participate in a targeted reviews prior to the CAASPP as well as targeted tutoring, motivation building, and celebrating progress.  For the ELPAC, students prepare in both ELD classes as well as their gen ed courses through integrated ELD and language learning targets. Leading up to the exam, students participate in targeted tutoring, building motivation, as well as celebrating progress.   Additional support and enrichment through our Expanded Learning Program, Think Together, has also allowed for students to fully engage in STEM activities outside of the classroom. They also provide extra tutoring support.|Crown Prep Academy Expanded Learning Opportunities Program focuses on creating enriching, engaging opportunities for STEM Prep students outside of the regular school day and increasing student achievement. Through our partnership with Think Together our goal is to implement high-quality, student-centered before school, after school, summer and intersession programs that comply with all state and/or federal grant funding requirements.   As part of our commitment to data-driven instruction, we will continue to use data to guide our decision. We will be continuing with thw implementation of the iReady platform which will allow for accessing actionable data and in order  to better address learning gaps through targeted classroom instruction. To ensure successful implementation, we continue to involve all staff in the process to build buy-in and collective ownership. We’ve also updated and communicated the changes of our plan to all stakeholders, including parents and families, so that everyone understands the purpose behind the shift and how it will benefit students’ academic growth.|Crown Prep Academy aims to involve all stakeholders in decision making. For staff, surveys are given so that leadership can identify and respond to their needs either in PD, in departments, grade levels or across the site. This feedback is taken into consideration when planning for future PDs and meetings.   Additionally, teachers and staff have the opportunity to be a part of committees, whether they're official (School SIte Council), or as part of a year's priority. Parents are also encouraged to be involed through the School Site Council and English Learner Advisory Council, which serve the school through providing feedback on our LCAP, English Learner Master Plan, and SPSA, which then is brought up to our Board of Directors. They are invited to Coffee with the Principal and the Parent Club as well.|Crown Prep understands that in order to meet the needs of our school community, we must maintain close connections between staff, students and parents. In order to obtain the data needed to make appropriate decisions within committee meetings, which result in LCAP decisions, all parents are asked to complete an annual parent survey. The data collected will help us understand our parents' perspectives and respond to their needs and expectations. Additionally, CPA will continue to leverage other feedback opportunities in place such as the SSC and ELAC.   For staff and students, CPA provides 3 surveys each year that solicits feedback on climate, safety and satisfaction. This data that is collected throughout the school year informs decision making in order to determine if we continue with best practices, or adjust based on what was communicated on the feedback forms.|Crown Prep Academy has developed a range of supports for students with additional needs, as recommended by various surveys, task groups, and parent advisory groups to support students with exceptional needs, who are in foster care, are linguistically diverse, and those experiencing homelessness. Our Restorative Justice Coordinator helps monitor the needs of students and families to overcome barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports.   Additionally, Crown Prep Academy follows a tiered attendance plan that allows for parent touchpoints  after a certain number of thresholds. This allows for Crown Prep Academy to intervene, and if necessary, provide further support for students who are struggling with attendance.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-24|2026
19647330122242|TEACH Academy of Technologies|3|Based on the analysis of educational partner input and local data, TEACH continues to demonstrate strong performance in building relationships between school staff and families, achieving a Level 4 (Full Implementation) rating. Multiple strategies have been employed across school sites to ensure consistent, authentic engagement. These include Coffee with the Principal, ELAC, School Site Council (SSC) meetings, and celebratory events that bring families into the school community.  A major highlight from this academic year is the parent-led educational workshops. Through a partnership with the Los Angeles County Department of Mental Health under the PALs Program, TEACH trained parents who then led workshops for other families, significantly deepening peer-to-peer engagement. Additionally, the Department of Mental Health offered Wellness classes in both English and Spanish, providing targeted parenting strategies that supported families throughout the year. These efforts reflect a model of shared leadership and culturally responsive engagement that strengthens trust and collaboration between home and school.|While TEACH is fully implementing strong relationship-building practices, a key focus area is the deepening of family engagement in collaborative decision-making, especially in wellness and mental health initiatives. This year, TEACH launched a Leadership Committee that includes parents as active participants in shaping school priorities. This structure provides families with a formal avenue to contribute insights—particularly on wellness programming—and lays a foundation for growing this role in the upcoming academic year.  Additionally, TEACH aims to expand outreach to families less represented in school events through personalized engagement (e.g., home visits), and to build on existing success by enhancing leadership training and peer facilitation models for parent engagement.|To improve engagement of underrepresented families, TEACH is taking intentional steps that include: 	•	Home Visits to reach families who may face barriers to attending school-based events. 	•	Parent-Led Workshops supported by external partners like the Los Angeles County Department of Mental Health, allowing families to receive support from peers in a culturally affirming and accessible setting. 	•	Ongoing Wellness Workshops delivered in English and Spanish, making mental health resources and parenting strategies more inclusive and practical. 	•	Growth of the TEACH Leadership Committee, ensuring underrepresented voices shape decisions—especially around school climate and student wellness.  These strategies ensure that family engagement is not only frequent but inclusive and equitable.|Based on educational partner input and local data, TEACH has made significant progress in building partnerships that support student outcomes and is currently rated at Level 3 (Initial Implementation) in this domain. Key strengths include the establishment of family-facing academic supports and the inclusion of families in grade-level planning and academic goal-setting.  One highlight this academic year is TEACH’s partnership with the Los Angeles County Department of Mental Health, which, through the PALs Program, supported families not just in wellness but also in parenting strategies that positively influence student success. Additionally, workshops focused on mental health and wellness—delivered in English and Spanish—created an environment where families could better support students’ emotional and academic development at home. These programs reflect TEACH’s commitment to equipping families with practical tools and knowledge that influence positive student outcomes.  Moreover, TEACH has built a Leadership Committee that integrates family voice into broader conversations about student achievement and school priorities. These structures represent foundational progress in creating sustained, two-way partnerships between families and staff.|While strong steps have been taken, TEACH recognizes the need to build educator capacity for family partnership and to further institutionalize systems that link family engagement directly to academic growth. A priority focus is to provide professional development for staff on best practices for partnering with families—especially in ways that are culturally affirming and strength-based.  TEACH also aims to strengthen family access to academic data and student performance insights, ensuring that parents and guardians can understand and act on key indicators of student success. In particular, the goal is to expand workshops and parent engagement activities beyond wellness topics to include literacy, math support, and college/career readiness, tailored to different grade spans.  Another important growth area is to embed family engagement into MTSS (Multi-Tiered Systems of Support) frameworks so that families are recognized as essential partners in both academic intervention and enrichment.|To improve the engagement of underrepresented families specifically in support of student outcomes, TEACH will continue to implement several strategies in 2026–2027 	•	Targeted Outreach and Home Visits for families not currently participating in school-based academic events. 	•	Expansion of parent education workshops to include academic support topics (e.g., literacy development at home, navigating high school graduation requirements, college access). 	•	Continued development of the TEACH Leadership Committee to include families from underrepresented groups and ensure their input helps shape instructional and intervention strategies. 	•	Use of bilingual communication tools and translated materials to make academic data and guidance more accessible to families whose primary language is not English.  By integrating these strategies, TEACH aims to foster deeper partnerships that go beyond communication and extend into collaborative planning for student growth, particularly among families who have historically been less represented in academic conversations.|Based on the analysis of educational partner input and local data, TEACH has demonstrated early early implementation integrating family input into school and district decision-making. Currently rated at Level 3 (Initial Implementation) in this area, TEACH has shown strength in expanding participation in advisory structures such as ELAC (English Learner Advisory Committee) and the School Site Council (SSC). These groups have begun playing a more active role in shaping school priorities, reviewing budgets, and advising on instructional programs. New Leadership has developed positive relationships with families and communicates weekly with a newsletter that highlights student activities, celebrations and opportunities for families.  A notable step forward this year was the creation of the TEACH Leadership Committee, which has increased opportunities for families to contribute to decisions—particularly around school wellness initiatives. By creating structured spaces for dialogue, TEACH is beginning to shift from one-way communication to more collaborative planning with families.|The primary focus area for growth lies in broadening and diversifying family participation in decision-making processes, especially for underrepresented and historically marginalized families. TEACH recognizes the need to move beyond formal advisory groups and explore less formal, more culturally responsive formats—such as community circles, focus groups, and facilitated dialogues—that allow a wider range of families to share feedback.  Another key area for improvement is to close the feedback loop. Families need to see clearly how their input has influenced policy, programming, or resource allocation. TEACH also aims to improve staff capacity to facilitate participatory processes through training in inclusive facilitation and shared leadership models.  Additionally, there is an opportunity to integrate parent input more directly into instructional decision-making and strategic planning, not just in compliance-oriented committees.|To better engage underrepresented families in decision-making, TEACH is committed to implementing the following strategies in the upcoming academic year: 	•	Expanding outreach efforts (e.g., personalized invitations, language-accessible materials, and child care at meetings) to ensure broader parent representation in key decision-making bodies. 	•	Building out the TEACH Leadership Committee to serve as a more inclusive, representative platform for family voice, with intentional recruitment of families from underrepresented communities. 	•	Partnering with community-based organizations to host co-facilitated listening sessions and feedback forums in families’ home languages, focusing on school climate, academic priorities, and student supports. 	•	Offering parent leadership development opportunities to empower underrepresented families with the tools and confidence to participate meaningfully in school governance and planning.  These approaches aim to embed equity in the decision-making process by ensuring that all families—not just the most involved—have a voice in shaping the educational experience at TEACH.|4|4|4|4|4|4|4|4|3|3|3|3|Met||2026-05-26|2026
19647330122481|Animo Jefferson Charter Middle|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training.								|"""The school equips parents with the skills necessary for active civic engagement. The School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).  The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.""								"|The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach. Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families. The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.								|The school offers parent workshops which provide free adult education sessions designed to provide parents with a core understanding of the issues that most affect their students. A schedule of opportunities tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. The parent workshops directly develop the core skills of parents and strengthens student pathways to college and career readiness. Sessions are designed and led by our regional support staff in collaboration with local community service partners.								|The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Workshops, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. As a community school we are focused on establishing partnerships with educational partners that focus on empowering the whole-child by providing vital resources and programs that serve their needs. These needs are identified by having a local Community School Coordinator who acts as a liaison between the school and external community educational partners.								|Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and Community Appreciation Days focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides a workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.								|"The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (""SAC"") and the District English Learner Advisory Council (""DELAC""), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.											"|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.											|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.											|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-26|2026
19647330122556|Citizens of the World Charter School Hollywood|3|The strength of our Building Relationships Between School Staff and Families is our structured opportunities for communication between school staff and families. At the beginning of the year, staff is asked to reach out to each student’s family in their classroom via ParentSquare 9  to introduce themselves, provide their vision for the school year, and start the building blocks for a close relationship. The first in-person structured opportunity for caregivers and staff to connect is Back to School Night. Additional opportunities to build partnerships are through Caregiver Conferences which are held twice per school year. These are meaningful opportunities for staff to communicate student progress and come up with plans for growth. Other opportunities to build relationships are through various volunteer opportunities such as community champions, classroom Mystery Reader, field trip chaperones, classroom events, etc. The school also offers many less structured opportunities for families to visit the school to build community through cultural and academic events. These include our caregiver workshops, Open House, Starnival, Winter and Spring Concerts, our annual Drama Production, Night, our heritage festivals throughout the year, monthly whole school assemblies, Movie and Music Nights and Coffee Socials. ICWC-Hollywood has continued to deepen its work with the Diversity, Equity, Inclusion, and Belonging (DEIB) Leaders Council, which has grown in both membership and influence since its founding. The council is composed of staff members and caregivers representing the school's diverse community and has continued to serve as a thought and accountability partner for school leadership, with a focus on ensuring that underrepresented families have meaningful access to school decision-making and engagement opportunities. While still a work in progress, it represents the strengths of intentionality in serving all families and their students.  Additionally, we remove language barriers by ensuring that school announcements and communications are translated into the multiple languages that our families represent. This is possible through ParentSquare. This is especially important for our student-led conferences and caregiver conferences. We are also fortunate to have a number of bilingual Spanish-speaking staff members on our team, which means that in-person language support is frequently available on an informal basis when families need it. We ask our staff if 10  they need a translator, and we aim to ensure a translator is available for those meetings. The same is true for IEP and Student Success Team meetings.|CWC-Hollywood’s focus for continued improvement is expanding the accessibility and reach of family engagement opportunities so that all caregivers — regardless of schedule, language, or availability — can meaningfully participate in their child's education. While the school has built strong in-person programming, we recognize that some families face barriers to physical presence and are committed to offering flexible alternatives, including digital resources, recordings of workshops and webinars, and asynchronous communication through ParentSquare. The school's proactive communication infrastructure — including translated announcements, regular newsletters, and consistent outreach from multiple school team members — provides a strong foundation for deepening these connections. Building on this, CWC-Hollywood will continue to strengthen outreach to unduplicated student groups, particularly socioeconomically disadvantaged families and families of Students with Disabilities, through targeted home visits, direct family contact, and interpreter services at all key school events and meetings. The continued development of the English Learner Advisory Committee (ELAC) remains a priority, with focused efforts to increase active participation and ensure EL families have a meaningful voice in school decision-making.|A focus area of improvement for building relationships between school staff and families is ensuring that ALL of our families have equitable opportunities to meaningfully participate and engage in and with the school. This includes creating a campus environment that feels safe and trusted for all families, including our immigrant families. To support  11  this, we make Know Your Rights information accessible in multiple languages as needed, on campus, on our school website, and regional website, so families can find it on their own terms. Some of the ways we plan to improve engagement of underrepresented families is by offering events and workshops in a variety of home languages and to offer workshops and social gatherings for families with other parents of similar identities so as to build community. Some ideas we have include: holding a Coffee Social for caregivers of students who have disabilities, providing a safe space where caregivers can connect because of shared experiences. We’d also like to present caregiver workshops in different languages, so families of a particular culture can come together to learn in their native language. It will also require leadership support of staff and teachers to ensure all are creating and maintaining relationships with caregivers and families who may not be present at all the things and making intentional efforts to reach out to them specifically. CWC-Hollywood will continue to strengthen the English Learner Advisory Committee (ELAC) to ensure EL families have an active and meaningful voice in school decision-making, with targeted recruitment and outreach to increase participation. Additionally, the school will maintain individualized outreach to families of foster and homeless youth to ensure these students and their caregivers feel supported and connected to the school community.|CWCH has worked hard to foster and maintain partnerships with families and caretakers. We recognize that this is key for the success of the school and the students. We strive to ensure families are informed by providing school newsletters that overview current events, school highlights, upcoming events, learning opportunities for families, and ways to connect with the school community. Classroom teachers also keep families informed by sending out weekly classroom updates of what has and will be taught along with ways they can support student learning at home. Additionally, CWCH holds several community events that help bridge the school to home gap. For example, events like Exhibition Night or Math Night invite families to our school to learn program and philosophy in fun and engaging ways.  13  To support our CWCH staff, we provide teachers with professional development that focuses on communication with families in our Wayfinding series. Wayfinding is a targeted professional development for our new to the field teachers that supports them with topics like engaging families and proper lines of communication for a successful partnership. To ensure families and caregivers know our school program and their role and rights, each year we start the year off with a Back to School Night Presentation. In this presentation, we cover many things from suggested ways to reach out to teachers to how they can share their concerns through the Uniform Complaint Procedure (UCP). When issues arise we often direct families to our Handbook which is also provided for parents annually. We put intentionality in building connections with families and are proud of the work that we have done to ensure that they are informed and connected.|Although we have lots to be proud of there is still work for us to improve in building partnerships with families. We continue to strive to ensure all communication is translated for families into their native language. Many of our key communication is already translated, but there are times where some emails or updates may not be translated. We hope to improve to allow access to written info for all families at all times. Another area we are focusing on is increasing participation of families that may be more challenging to communicate with. This group has diverse needs and it’s not a one size fits all approach to engaging families. This group could be caused by availability of time due to work, family make up, language barriers, personal capacity, and more. To combat that, we try to offer a variety of meeting times, record meetings when possible, share communication with notice in multiple languages, and make personal connections when possible. Although we have dedicated professional development for teachers with our Wayfinding program, we still see opportunities for improvement. We aim to build much of teacher support around the an 14  Arc of the Year (AOTY) framework to support teachers with the highest leverage areas of need in different times of the year based on observation. The Arc of the Year framework supports not only coaching but professional development as well as school leaders identify most important and patterned areas of development needed for their instructional staff to improve student outcomes.|In Year 2, CWC-Hollywood has continued to deepen its work with the Diversity, Equity, Inclusion, and Belonging (DEIB) Leaders Council, which has grown in both membership and influence since its founding. The council is composed of staff members and caregivers representing the school's diverse community and has continued to serve as a thought and accountability partner for school leadership, with a focus on ensuring that underrepresented families have meaningful access to school decision-making and engagement opportunities. Building on the Equity Action Plan launched in Year 1, the Council is now focused on implementation and ongoing refinement of equity-centered strategies, including expanding outreach to families who have been harder to reach through traditional channels. This has included increased use of multilingual communication, expanded interpreter services at school events, and intentional recruitment of caregivers from unduplicated student groups — including English Learners, socioeconomically disadvantaged families, and families of students with disabilities — into advisory and leadership roles. Supporting this work, CWC's Senior Manager of DEIB, in partnership with the data team, reviews all student survey data disaggregated by subgroup and grade level at each school. Findings are shared through one-on-one meetings with school administrators and presented at monthly meetings, ensuring that leadership has timely, actionable insight into the experiences of all student groups. The data team also maintains robust monitoring systems, including Tableau, which allow CWC to track and monitor student performance trends across all subgroups in real time. We will continue to grow the DEIB Leaders Council and hope to see its positive influence over the upcoming years.|Comprehensive Stakeholder Engagement: CWC Hollywood engages a diverse range of stakeholders through annual surveys, regular Principal’s Council meetings, Cafecitos, Town Hall meetings, and focus groups, ensuring multiple perspectives are considered. Transparent Communication: CWC Hollywood maintains transparency with caregivers by regularly communicating updates via a school weekly newsletter, weekly updates from classroom teachers, parent-teacher conferences, and report cards for students. and outcomes from stakeholder meetings, building trust and encouraging participation. Data-Driven Approach: Decisions are informed by both qualitative and quantitative data, utilizing local data such as academic performance and attendance rates to identify needs and track policy impacts. Responsiveness: CWC Hollywood promptly addresses concerns raised by stakeholders, demonstrating accountability and strives to close the feedback loop by communicating actions taken based on feedback.|In 2025-26, CWC-Hollywood has focused its improvement efforts in three areas informed by educational partner feedback and 24-25 outcome data. First, the school has worked to strengthen the feedback loop between stakeholder input and visible decision-making. Parent and staff survey results are now shared back with the communities that generated them — including through Coffee with the Principal and Cafecito sessions — so families can see how their input shaped LCAP goals, actions, and budget priorities. Second, the school has continued to improve access and participation for families who face barriers to traditional in-person engagement. This has included expanded use of ParentSquare for multilingual outreach, interpreter services at all school events and committee meetings, and efforts to schedule workshops at times accessible to working families. Third, consistent caregiver participation in formal advisory structures — particularly ELAC and PAC — remains an active area of focus. The school is piloting clearer onboarding for new committee members and exploring asynchronous options for families who cannot attend scheduled meetings.|In 2025-26, CWC-Hollywood has continued to prioritize reducing barriers to participation for underrepresented families, with particular attention to English Learner families, socioeconomically disadvantaged caregivers, and families of students with disabilities. Translation and interpretation services remain available at all school events and committee meetings, and all family communications are provided in English and home languages as identified through the primary language survey. The school has continued to use ParentSquare as its primary communication platform, which supports multilingual messaging and mobile access for families who may not engage through traditional channels. To strengthen the quality of engagement — not just access to it — school staff have participated in professional development on culturally responsive communication and inclusive family engagement practices. This has been integrated into broader staff development through the DEIB Leaders Council's ongoing work, which holds the school accountable to equitable outreach and representation in decision-making structures. The school recognizes that participation in formal advisory committees (ELAC, PAC) by underrepresented families remains an area for continued growth. Targeted outreach to families of unduplicated students — including direct invitations, onboarding support for new committee members, and relationship-building through informal touchpoints like Cafecito — is ongoing. Input gathered through annual parent surveys is disaggregated by student group to identify whether specific communities are underrepresented in feedback, and results inform adjustments to outreach strategies for the following year. As part of the 2026-27 LCAP development process, school leadership presented LCAP performance reflections at a PAC meeting to ensure families were informed of progress and had an opportunity to weigh in on priorities. While feedback was limited, the process helped build awareness among caregivers that the LCAP exists, what it tracks, and how it connects to school decisions — a foundation the school intends to build on in future cycles to generate more substantive family input.|5|4|3|5|3|3|4|4|3|3|4|5|Met||2026-06-17|2026
19647330122564|Camino Nuevo Elementary #3|3|CNCA has full-time and bilingual Student and Family Services Coordinators at each school that are guided and supported by the Director of Family Engagement and Advocacy at the Home Support Office for alignment and consistency across the program.  A fully implemented common communication platform called Parent Square is used to allow for two-way communication between staff and families. The platform has a variety of features, which includes the capability for posting information, collecting survey/poll responses, sending messages to a targeted audience, and allowing direct messages. Our communication platform can automatically translate information into more than one hundred languages to support efficient communication. Schools can choose a default second language so that the majority of the second language population does not have to explicitly make that choice. Families who desire a language different from English or the school’s default second language can select their own language from their accounts page.  Professional development sessions are held for staff on how to build meaningful relationships with families.  Coaching sessions are held with teachers on how to communicate with families and work alongside them to support student achievement.   Case management and referrals are done for families in need of social services, mental health, medical services, housing resources, etc.  Families have an array of volunteer opportunities to choose from to support the classroom/teacher and/or the school.  Sites host school events and classroom activities where families can attend and interact with staff.  Schools ensure an inclusive and friendly environment where all families feel comfortable, heard and welcome.|It is necessary for schools to create more opportunities for teachers, school leaders, classified staff, and families to collaborate and get to know each other. Professional development for teachers and classified staff continues to be a priority to emphasize that family engagement is everyone's responsibility.|To improve engagement of underrepresented families, schools will have readily available translators, when in need, for meetings. They will also reach out to families who are underrepresented through home visits. Home visits are encouraged as a tool to establish a connection with families and offer support when engaging with the school becomes difficult. Schools will also always seek to host social events where all family’s cultures are represented and valued.|Schools build capacity in families to support their children at home by offering academic family workshops. Some examples include: -Prepping families/students for SBAC/ELPAC -Understanding SBAC/ELPAC results/reports -Our Special Education Program -How to have Successful Parent-Teacher Conferences -Getting Familiar with our Math and ELA Curriculums and Assessments -I-Ready Math -Understanding our Mental Health Program  Schools conduct parent-teacher conferences in October, January and April. During these conferences, families have the opportunity to talk to teachers about their child’s academic progress and learn about how they can support their child at home.  Schools share academic data, school goals, updates, and helpful tips during their monthly family meetings with the leadership team.  Families and teachers communicate via Parent Square to celebrate successes, plan events, collect information, and share quick academic updates.|To strengthen the school and home partnership to support  student outcomes, schools must continue to encourage teachers to connect with families consistently regarding their student’s academic progress. Updates on student progress must not be limited to parent-teacher conferences. Schools must create more opportunities for families to learn the curriculum, assessments, and how they can support their students with homework and create positive learning environments. More professional development is also needed to guide teachers on best practices for how to present data in a family friendly way.|To improve engagement of underrepresented families, schools are encouraged to create more learning opportunities for families to better understand the education system and how their support is crucial for student achievement. A partnership must exist where teachers and families are learning from each other about how to better support the student.|Parent leaders on the School Site Council provide input on the LCAP goals, Consolidated App., School Safety Plan, Wellness Policy,   Parent Involvement Policy, as well as on school practices/changes that affect their children.  All families are invited to the Annual Title I Meeting where they can provide feedback on the Parent Involvement Policy. The policy is also shared via Parent Square to allow for families who couldn’t attend the meeting to read through it and provide feedback. This allows all families an opportunity to provide input.  Families receive an annual survey which allows them to anonymously provide feedback regarding their experience with our schools as well as what they think the schools are doing well and what the schools can improve in. Results are shared with all stakeholders which then allows us to track trends and progress and make any adjustments needed to improve families’ experiences at our schools.    During our monthly family meetings with the leadership team, families have ample time to ask questions, share concerns and offer solutions about any updates discussed.    Families can reach out to school leaders, teachers, and other staff via Parent Square, in-person, or by stopping by the office to request a meeting to share concerns, provide feedback, or inquire about an issue.|Schools need to strengthen their efforts in recruiting and training families, teachers, and staff to participate in leadership committees like SBC and ELAC. The training should include guidelines on best practices to provide constructive feedback and input.|Schools need to encourage underrepresented families to join leadership committees and use their voice to reach out to teachers, staff, and leaders. Schools are asked to provide the conditions necessary for all families to be able to attend and to feel comfortable in sharing their concerns, ideas, and suggestions to provoke change.|3|4|3|5|3|5|5|3|3|3|3|2|Met||2026-06-16|2026
19647330122606|PUC Lakeview Charter High|3|PUC Lakeview Charter High School prides itself in building relationships between school staff and families. In order to accomplish this, the school develops a family scope and sequence in order to ensure that there is an ongoing plan to connect with families throughout the year. Aside from recurring monthly events, the school also hosts quarterly PAC and ELAC meetings so that families are able to have direct communication with administration.|While PUC Lakeview HS has a strong group of parents who are involved, the school would like to improve the involvement of the parents of students who are English Language Learners.|We will improve participation of EL parents through targeted outreach efforts. This includes calling these parents directly and hosting an EL luncheon to discuss what it means and how to support your child at home.|PUC Lakeview Charter High School has continued to refine practices that foster partnerships between families and staff in support of student growth. Lakeview hosts mandatory parent conferences with all of its families in the fall and spring in order to not only inform families of student progress, but to also have them be partners in the work.|A focus area for improvement in Building Partnerships for Student Outcomes is refining practices that foster partnerships between families and staff in support of student growth.|PUC Lakeview Charter High School has continued to refine practices that foster partnerships between families and staff in support of student growth. Lakeview hosts mandatory parent conferences with all of its families in the fall and spring in order to not only inform families of student progress, but to also have them be partners in the work.|PUC Lakeview Charter High School has various groups that serve as an avenue for different stakeholders to provide input and provide feedback. Lakeview has a Parent Advisory Committee that is composed of parents, teachers, students, and community members. This committee meets quarterly to review and give feedback on several school practices.|A focus area for improvement in Seeking Input for Decision-Making is to increase underrepresented families’ engagement.|Lakeview hopes to increase the engagement of various underrepresented families through various outreach efforts and through incentivizing the involvement as well.|5|5|5|5|4|4|4|4|4|4|4|4|Met||2026-06-10|2026
19647330122614|Aspire Gateway Academy Charter|3|Across Aspire Gateway Academy, a priority is proactively building strong, trusting relationships between school staff and families, recognizing that meaningful connection and open communication are critical for student success. This is evident in our LEA's regular and structured engagement with families through platforms like annual surveys and quarterly meetings, fostering open communication and trust. These interactions ensure families feel connected and supported, and the resulting feedback directly informs school policies and practices, aligning with Aspire's commitment to a supportive and inclusive school culture.|Recognizing the potential to further strengthen established staff-family connections within Aspire Gateway Academy, our future efforts will concentrate on more personalized and culturally responsive engagement to ensure inclusivity and comprehensiveness. We are dedicated to increasing participation among all families by proactively addressing barriers related to language, work schedules, or prior school interactions, and actively refining our systems to ensure that family feedback leads to clear and demonstrable changes that meet the diverse needs of our LEA community.|To better support underrepresented families at Aspire Gateway Academy, we are dedicated to continuously improving engagement strategies by enhancing communication and outreach through translation services, flexible meeting times, and diverse feedback options like surveys and discussions. We are also strengthening family/staff connections, cultural events, and community partnerships as part of a broader, ongoing commitment to deepen and enrich relationships with all family groups, ensuring every family feels seen, valued, and empowered to be an active part of our school community through consistent listening and adaptation.|Aspire Gateway Academy continues to develop strong partnerships between families and educators as a key part of student success. This multi-faceted approach includes sharing timely academic updates, hosting enriching family events, and offering practical resources to support parents in the home learning environment. Educators regularly connect with families through student-led conferences, informative newsletters, and user-friendly online platforms. Moreover, Aspire Public Schools invests in professional development for staff, enhancing their capacity to collaborate effectively with families and understand the diverse needs of their students. These comprehensive efforts have cultivated a shared sense of purpose and a more robust learning community.|To deepen our family partnerships, we are committed to more consistent and comprehensive information sharing and feedback processes. A key goal is to move beyond simply providing updates to actively involving families in developing and sharing learning support strategies for their children. We also aim to increase families' understanding of academic expectations and student progress and empower them to advocate effectively for their students at all levels.|To enhance our connection with families underrepresented families, we are implementing more targeted and accessible strategies, including multilingual resources, evening events, and diverse communication methods. Simultaneously, we are focused on building trust with underrepresented families through consistent outreach, inclusive programming that reflects their experiences, and leadership opportunities that authentically value the voices and strengths of our diverse community.|Aspire Public Schools recognizes families as key partners in shaping our schools' vision and priorities. The school regularly invites family input through surveys, the School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. This feedback is then used by principals and teachers to inform key decisions about academics, student support, and community building, ensuring our schools reflect the needs and hopes of the communities we serve within the Aspire network.|Our ongoing dedication is to perfect these processes, guaranteeing their continued effectiveness and inclusivity. We will be prioritizing a more in-depth engagement strategy to ensure that the perspectives of all, with a particular focus on underrepresented and unduplicated student groups, are not just heard but are truly integral to our decision-making.|To deepen the involvement of underrepresented families in shaping our decisions, we are dedicated to expanding and improving how we gather interactive feedback. This proactive step aligns with our broader commitment to continuous improvement, where we consistently adapt our engagement methods based on current feedback and evolving community needs, ultimately strengthening our LCAP development and other key educational strategies.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-18|2026
19647330122622|Aspire Firestone Academy Charter|3|Across Aspire Firestone Academy, a priority is proactively building strong, trusting relationships between school staff and families, recognizing that meaningful connection and open communication are critical for student success. This is evident in our LEA's regular and structured engagement with families through platforms like annual surveys and quarterly meetings, fostering open communication and trust. These interactions ensure families feel connected and supported, and the resulting feedback directly informs school policies and practices, aligning with Aspire's commitment to a supportive and inclusive school culture.|Recognizing the potential to further strengthen established staff-family connections within Aspire Firestone Academy our future efforts will concentrate on more personalized and culturally responsive engagement to ensure inclusivity and comprehensiveness. We are dedicated to increasing participation among all families by proactively addressing barriers related to language, work schedules, or prior school interactions, and actively refining our systems to ensure that family feedback leads to clear and demonstrable changes that meet the diverse needs of our LEA community.|To better support underrepresented families at Aspire Firestone Academy, we are dedicated to continuously improving engagement strategies by enhancing communication and outreach through translation services, flexible meeting times, and diverse feedback options like surveys and discussions. We are also strengthening family/staff connections, cultural events, and community partnerships as part of a broader, ongoing commitment to deepen and enrich relationships with all family groups, ensuring every family feels seen, valued, and empowered to be an active part of our school community through consistent listening and adaptation.|Aspire Firestone Academy continues to develop strong partnerships between families and educators as a key part of student success. This multi-faceted approach includes sharing timely academic updates, hosting enriching family events, and offering practical resources to support parents in the home learning environment. Educators regularly connect with families through student-led conferences, informative newsletters, and user-friendly online platforms. Moreover, Aspire Public Schools invests in professional development for staff, enhancing their capacity to collaborate effectively with families and understand the diverse needs of their students. These comprehensive efforts have cultivated a shared sense of purpose and a more robust learning community.|To deepen our family partnerships, we are committed to more consistent and comprehensive information sharing and feedback processes. A key goal is to move beyond simply providing updates to actively involving families in developing and sharing learning support strategies for their children. We also aim to increase families' understanding of academic expectations and student progress and empower them to advocate effectively for their students at all levels.|To enhance our connection with families underrepresented families, we are implementing more targeted and accessible strategies, including multilingual resources, evening events, and diverse communication methods. Simultaneously, we are focused on building trust with underrepresented families through consistent outreach, inclusive programming that reflects their experiences, and leadership opportunities that authentically value the voices and strengths of our diverse community.|Aspire Public Schools recognizes families as key partners in shaping our schools' vision and priorities. The school regularly invites family input through surveys, the School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. This feedback is then used by principals and teachers to inform key decisions about academics, student support, and community building, ensuring our schools reflect the needs and hopes of the communities we serve within the Aspire network.|Our ongoing dedication is to perfect these processes, guaranteeing their continued effectiveness and inclusivity. We will be prioritizing a more in-depth engagement strategy to ensure that the perspectives of all, with a particular focus on underrepresented and unduplicated student groups, are not just heard but are truly integral to our decision-making.|To deepen the involvement of underrepresented families in shaping our decisions, we are dedicated to expanding and improving how we gather interactive feedback. This proactive step aligns with our broader commitment to continuous improvement, where we consistently adapt our engagement methods based on current feedback and evolving community needs, ultimately strengthening our LCAP development and other key educational strategies.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-18|2026
19647330122655|ISANA Octavia Academy|3|ISANA believes that successful collaborative relationships with families have a positive impact on student learning and achievement. School-Family partnerships are a focus from the beginning of the year. Teachers reach out to all parents and families before the start of the school year to welcome them back or to welcome them for the first time. The school holds a Meet and Greet so that families and students can visit the school and classrooms and students can meet their new teachers. We have parent-teacher meetings within the first few weeks of school during which teachers met with families to provide them with the space and time to share about themselves and their child(ren) and to set goals together. Throughout the year, the school hosts several other events, including workshops focused on academic and social-emotional learning as well as Performing Arts Showcases. Throughout the year, families have several opportunities to engage in conversations with teachers regarding their child’s progress, strengths, and areas of need. Meetings with families and parents are translated when needed, as is written communication.|One area for improvement is to continue to work to increase attendance at parent meetings so that all parents and families receive key information. We continue to speak with and survey families to find the days and times that work best for them so that families can participate as much as possible in the decision-making process. Additionally, parents expressed a desire to be able to access workshops on-demand and so, whenever possible, we will record workshops on make them available via, for example, YouTube.|Through our self-reflection process, we identified that while our overall family engagement survey results are strong, participation in workshops and school events tends to be concentrated among a core group of families, with underrepresented families including those of English Learners, Socioeconomically Disadvantaged students, Foster Youth, and chronically absent students remaining harder to consistently reach. To improve engagement with these families, we will strengthen and expand the capacity of our Student Family Services Coordinators through targeted professional development focused on culturally responsive outreach, engagement of underrepresented families, and community partnership development. We will also diversify the format, timing, and delivery of family engagement opportunities including expanding virtual options and recording workshops for on demand access to reduce barriers related to transportation, work schedules, and childcare. Additionally, we will build more intentional and systematic community partnerships to connect underrepresented families to resources and services that address the broader barriers impacting their ability to engage with our schools. Together, these efforts reflect our commitment to ensuring that family engagement at ISANA is equitable, inclusive, and reaching every family not just those who are already consistently connected.|Families have several opportunities in the school year to meet with teachers and discuss student progress. Parent conferences, at which teachers discuss individual student performance and goals, are now scheduled for three times a year but parents and families are welcome to schedule a meeting with their child’s teacher at any time in the year. Additionally, teacher email and phone contact information are shared at the beginning of the year; parents and families are also welcome to visit the school and classroom. Throughout the year, the school hosts parent workshops on both social-emotional and academic topics at which they receive knowledge and resources to help them support student learning at home. With regards to supporting families in understanding and exercising their legal rights and advocating for their own students and all students, IEP rights are provided to parents at the beginning of the school year and with every IEP meeting invitation. Also, at the beginning of every IEP meeting, the IEP team facilitator confirms if the IEP rights were received. In addition, the Parent Handbook with communication rights are provided at the beginning of the school year and are made available at the front office to all parents in both English and Spanish.|We are continually working on providing professional learning and support to teachers and school leaders to enhance their ability to partner with families. Our focus is on increasing the staff’s understanding of families' backgrounds and cultures to ensure effective communication and establish genuine connections with each family. To this end, we introduced a parent conference week at the beginning of the school year in 24-25. The primary purpose of this week is to help teachers get to know the families and help families feel comfortable and welcome within the school community.|We will continue to reach out to families through meetings, surveys and other methods to identify the most prominent needs of our parents and students. The school leadership team will use the data and information gathered to work on coordinating resources and services for families and students with community groups including businesses, agencies, high schools and colleges/universities.|The school works with leadership and staff to discuss the purpose of advisory groups and committees, topics to cover and ways to empower families to be active participants in advisory groups and decision making. Opportunities to provide input on policies and programs are provided to all families through meetings such as general parent meetings, school councils and committees.|We continue to work on collaborating with parents and families directly to understand their role in decision making and school governance as well as to increase the quantity of families that engage in decision making and input giving opportunities.|As mentioned in the previous section, we will continue to offer the opportunity for parents and families to participate virtually in advisory, committee and other parent meetings.|4|5|4|5|4|4|5|4|4|4|5|4|Met||2026-06-12|2026
19647330122721|Aspire Pacific Academy|3|Across Aspire Pacific Academy, a priority is proactively building strong, trusting relationships between school staff and families, recognizing that meaningful connection and open communication are critical for student success. This is evident in our LEA's regular and structured engagement with families through platforms like annual surveys and quarterly meetings, fostering open communication and trust. These interactions ensure families feel connected and supported, and the resulting feedback directly informs school policies and practices, aligning with Aspire's commitment to a supportive and inclusive school culture.|Recognizing the potential to further strengthen established staff-family connections within Aspire Pacific Academy, our future efforts will concentrate on more personalized and culturally responsive engagement to ensure inclusivity and comprehensiveness. We are dedicated to increasing participation among all families by proactively addressing barriers related to language, work schedules, or prior school interactions, and actively refining our systems to ensure that family feedback leads to clear and demonstrable changes that meet the diverse needs of our LEA community.|To better support underrepresented families at Aspire Pacific Academy, we are dedicated to continuously improving engagement strategies by enhancing communication and outreach through translation services, flexible meeting times, and diverse feedback options like surveys and discussions. We are also strengthening family/staff connections, cultural events, and community partnerships as part of a broader, ongoing commitment to deepen and enrich relationships with all family groups, ensuring every family feels seen, valued, and empowered to be an active part of our school community through consistent listening and adaptation.|Aspire Pacific Academy continues to develop strong partnerships between families and educators as a key part of student success. This multi-faceted approach includes sharing timely academic updates, hosting enriching family events, and offering practical resources to support parents in the home learning environment. Educators regularly connect with families through student-led conferences, informative newsletters, and user-friendly online platforms. Moreover, Aspire Public Schools invests in professional development for staff, enhancing their capacity to collaborate effectively with families and understand the diverse needs of their students. These comprehensive efforts have cultivated a shared sense of purpose and a more robust learning community.|To deepen our family partnerships, Aspire Pacific Academy is committed to more consistent and comprehensive information sharing and feedback processes. A key goal is to move beyond simply providing updates to actively involving families in developing and sharing learning support strategies for their children. We also aim to increase families' understanding of academic expectations and student progress and empower them to advocate effectively for their students at all levels.|To enhance our connection with families underrepresented families, Aspire Pacific Academy is implementing more targeted and accessible strategies, including multilingual resources, evening events, and diverse communication methods. Simultaneously, we are focused on building trust with underrepresented families through consistent outreach, inclusive programming that reflects their experiences, and leadership opportunities that authentically value the voices and strengths of our diverse community.|Aspire Pacific Academy recognizes families as key partners in shaping our schools' vision and priorities. The school regularly invites family input through surveys, the School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. This feedback is then used by principals and teachers to inform key decisions about academics, student support, and community building, ensuring our schools reflect the needs and hopes of the communities we serve within the Aspire network.|Aspire Pacific Academy's ongoing dedication is to perfect these processes, guaranteeing their continued effectiveness and inclusivity. We will be prioritizing a more in-depth engagement strategy to ensure that the perspectives of all, with a particular focus on underrepresented and unduplicated student groups, are not just heard but are truly integral to our decision-making.|To deepen the involvement of underrepresented families in shaping our decisions, Aspire Pacific Academy is dedicated to expanding and improving how we gather interactive feedback. This proactive step aligns with our broader commitment to continuous improvement, where we consistently adapt our engagement methods based on current feedback and evolving community needs, ultimately strengthening our LCAP development and other key educational strategies.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-18|2026
19647330122739|Vista Charter Middle|3|"Based on the analysis of educational partner input and local data, VCMS has made steady progress in strengthening relationships between school staff and families. One of the VCMS’s key strengths is the consistent offering of weekly parent workshops that address various topics relevant to family life and child development. These sessions—covering healthy habits, emotional intelligence, effective communication, digital wellness, and parenting strategies—have helped build parent capacity while creating regular opportunities for connection with school staff.  In addition to the workshops, the VCMS hosts monthly ""Coffee with the Principal"" meetings, quarterly family events, and regular parent conferences. These touchpoints provide families with multiple entryways to engage with school leadership and staff in both formal and informal settings. Together, these efforts reflect a comprehensive and intentional approach to building trust, promoting open communication, and fostering a shared responsibility for student success."|Based on the analysis of educational partner input and local data, VCMS has identified expanding access to family engagement opportunities as a key area for improvement in building relationships between school staff and families. While VCMS currently offers weekly parent workshops that address a wide range of relevant topics—such as emotional intelligence, positive parenting, digital wellness, and effective communication—these sessions are typically held during school hours. Feedback from families and staff indicates that this schedule limits participation for parents and guardians who work during the day. To address this gap, VCMS is committed to offering workshops during after-school hours and on weekends. The goal is to create more flexible, inclusive opportunities for working families to engage with school staff and access the same valuable content and support offered during daytime sessions. By broadening the schedule, VCMS aims to increase attendance, strengthen trust, and foster deeper connections with a more diverse cross-section of the school community.|This shift is informed not only by direct feedback from families but also by attendance data showing underrepresentation of working parents in current engagement opportunities. Expanding workshops to evenings and weekends aligns with VCMS’s broader vision of equity and access, ensuring that all families have meaningful ways to connect with the school and support their children's development. VCMS sees this as a critical step in strengthening school-home partnerships and creating a more responsive and inclusive educational environment.|Based on the analysis of educational partner input and local data, one of VCMS’s current strengths in building partnerships for student outcomes is the strong and growing network of relationships with community partners. These partnerships provide students and families with access to additional resources, services, and learning opportunities that support academic success and overall well-being. Through collaboration with local organizations, VCMS is able to extend learning beyond the classroom and create a more supportive environment that addresses the diverse needs of its students.|Based on the analysis of educational partner input and local data, VCMS has identified the need to strengthen parent education as a focus area for improvement in building partnerships for student outcomes. In particular, there is a need to offer more parent classes that equip families with tools to support learning at home. This includes targeted support for families of English Learners, such as strategies to develop language skills outside of school and promote academic growth. By expanding these offerings, VCMS aims to empower parents as active partners in their children’s education and reinforce learning beyond the classroom.|Based on the analysis of educational partner input and local data, VCMS plans to improve the engagement of underrepresented families by creating a dedicated Parent Resource Center. This center will serve as a hub for family engagement, offering expanded access to workshops, information, and support services. By providing a welcoming and accessible space, VCMS aims to better meet the diverse needs of its families—particularly those who have been historically underrepresented—and strengthen their role as partners in supporting student outcomes. The Parent Resource Center will help bridge gaps in communication, increase family participation, and foster a stronger connection between home and school.|Based on the analysis of educational partner input and local data, VCMS has established several strong practices to support ongoing input for decision-making. One key strength is the presence of both a School Site Council and a School Advisory Council, which provide structured opportunities for parents, staff, and students to contribute to school planning and improvement efforts. In addition, VCMS regularly distributes surveys to parents, students, and staff throughout the year. These surveys help gather diverse perspectives on school climate, academic programs, and community needs, allowing the school to make more informed and inclusive decisions that reflect the voices of its stakeholders.|Based on the analysis of educational partner input and local data, VCMS has identified the need to improve how it tracks and responds to stakeholder input, particularly from parents. While feedback is regularly collected through surveys and advisory groups, an area for growth is documenting and communicating how that input is used in decision-making. VCMS is focused on creating a more transparent process that highlights specific suggestions from families and clearly shows how those suggestions inform school policies, programs, and improvements. This will help strengthen trust, validate stakeholder voices, and encourage continued participation in the decision-making process.|Based on the analysis of educational partner input and local data, VCMS will improve engagement of underrepresented families in the decision-making process by implementing a system to track input data by subgroup. This will allow VCMS to better understand which voices are being represented and identify gaps in participation. By monitoring engagement levels across different family groups, VCMS can develop more targeted outreach strategies to ensure all communities—especially those historically underrepresented—have equitable opportunities to share input and be involved in school decisions. This approach aims to create a more inclusive and responsive decision-making process.|5|5|5|5|5|4|5|4|5|5|5|5|Met||2026-06-15|2026
19647330122747|Magnolia Science Academy Bell|3|This year, the school has increased parent engagement by continuing our signature parent engagement activities such as Parent College (8 sessions), Parent workshops (Schools First, and other Partners), and Parent Advisory Committee (PAC). The events were offered both in person and virtually so that we could increase our participation.|Our goal is to increase parent participation, ownership and training our families to engage in advocacy work for their students. into motion the goal is to continue to increase the number of events and participants. Furthermore, since we are in the year 3 of the community school's implementation grant, we plan to increase parent engagement and ownership. We will continue Coffee with the admin meetings as well as Parent Advisory Committees.|Currently we have visited 156 families this year and we want to at least double that number next school year. We increased the percent of parent participation in our annual parent survey to over 60% this year. We strongly believe that if we increase the feedback we receive from parents and we connect with families via our home visit model, we will strengthen our relationship and families will feel more comfortable engaging with our school, as partners.|The following are strengths as identified by each educational partner group:  Students- Friends and Social Connections: Students consistently mentioned “my friends,” “being with friends,” and socializing as their favorite part of school. Programs, Activities, Electives: Students repeatedly highlighted enjoyment of school programs, clubs, extracurriculars, music and other elective classes.  Positive and Safe School Environment: Many students expressed that they value feeling safe and the school has a supportive atmosphere.  Schedule/Early Release Days: Multiple student responses referenced early and short days as what they like best about the school.  General Enjoyment and School Experience: Many student responses were more broad but reflected an overall satisfaction of their school experience and said things such as, “everything” and “the environment” as what they like best.   Families- •Staff & teacher support for students: Families consistently staff being caring, helpful, and personally invested in each child's success, including students with IEPs.  •Communication with families: Many parents highlighted strong communication, live grade access, emails, ParentSquare, and responsive staff, as a top strength.   •Academic support & extra help: Parents valued office hours, Saturday school, and tutoring as meaningful opportunities for students to catch up and grow academically.   •Welcoming & community-oriented environment: Families described the school as warm, inclusive, and safe. A place where their children feel comfortable and want to attend.  •High expectations & academic growth: Several families noted visible academic improvement in their children and appreciated the school's commitment to high standards.   Staff- Our staff identified that working with our students makes them feel satisfied and fulfilled. The teachers and staff identified our caring environment as a highlight and the supportive admin and staff too.|The following are needs  as identified by each educational partner group:  Students- Food Quality and Lunch Options: The most common student response was asking for better tasting food, more variety in food choices, and larger portions.  School Facilities and Cleanliness: Frequent mentions of the need for cleaner bathrooms, improved campus maintenance, and better overall facilities.  Schedule and Instructional Time: Students suggested shorter school days, more breaks throughout the day, and adjustments to the length of class time.  Student Behavior and Discipline: Several students mentioned concerns of disruptive students, bullying or disrespect. There were requests for stronger or more consistent discipline.  More Activities, Clubs, and Events: Students want more extracurricular options, more fun events and school activities, and increased opportunities for engagement.  Family- •Campus safety, supervision & bullying prevention: This was a recurring theme. Families raised concerns about fights, vaping in restrooms, unsafe crosswalk behavior, and a need for more adults monitoring students before, during, and after school.   •Traffic flow & arrival/dismissal safety  •Student enrichment/ clubs & extracurricular access: Families want more for their kids beyond the school day, afterschool programs, robotics, coding, sports equipment and sponsorships, and more clubs where students can discover and develop their talents.   Staff- Our staff indicated that our school needs to build staff culture and also increase compensation.|Next Steps:  We are looking to expand and improve our extracurricular program offerings. We want to ensure these opportunities are both student-friendly and engaging, encouraging students to explore new interests and develop valuable skills outside the classroom. Additionally, we are working to foster a positive and supportive staff culture that aligns with our school’s mission. We believe that a strong, mission-driven staff community will directly benefit our students and enhance their overall school experience.  By end of August 2026, the school will expand student engagement by introducing at least three  new extracurricular programs (Robotics, art, and music)  informed by student interest survey data and increasing overall student participation in extracurricular activities by 20%, as measured by participation records and student feedback surveys.|MSA Bell provides various opportunities for parent involvement and education. Involvement is facilitated through avenues such as PAC meetings, English Language Advisory Committee (ELAC) meetings, and family workshops/conferences with a focus on the whole child development. Furthermore, the administration and support staff are visible and approachable. This ensures safety is a priority and concerns are addressed in a timely manner.|We are committed to continuously improving how we seek input from our families and community in our decision-making processes. Based on feedback from our educational partners and a review of local data, we have identified increasing family participation as a key area of focus this year.  While events like Coffee with Admin have helped us connect with some of you, we recognize the need to engage even more families. One successful approach we plan to build upon is hosting family theme nights. These events are designed to bring parents, students, and the community together in a welcoming and interactive environment, making it easier for everyone to share their ideas and feedback.|The LEA continues to conduct home visits which give parents an opportunity to provide feedback more frequently.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-17|2026
19647330122754|Valley Charter Elementary|3|Valley Charter Elementary’s strength in this area includes building trusting relationships with families at every level of the organization (e.g., between families and the Executive Director, school leader, teachers, teaching assistants, office staff, etc.) and creating a welcoming environment for our families and students. As a community we also excel at knowing each child well and building appropriate and rigorous goals for each student. Our family survey data supports the above assessment, as VCES received consistently favorable ratings in areas related to sense of belonging and communication about individual children. We also consistently have high attendance at school events and family conferences.|While VCES has a strong and sustained focus on ensuring that we creating a welcoming environment for families and students of all cultures and providing a variety of ways for families to partner with us in ways that can work for each family, these are two key areas, based on our family survey results, where we would like to elevate our practice. A key area of feedback that we received through our survey data was that families crave more opportunities to connect with one another both within their grade level and across their grade level. Families also desire additional opportunities to visit and support activities inside their child’s classroom. We have focused on these areas in the past few years through implementing monthly stay and plays and parent mingles and plan to identify further opportunities in the upcoming year for parent volunteerism in classrooms during the school day.|"Valley Charter Elementary has strong structures in place for teachers to meet with families and students to discuss student progress towards improved student outcomes, most notably our student-led conferences in grades 3-5. VCES is also exemplary in helping families to understand and exercise their legal rights as advocates for their children. While VCES has strong practices in place to help parents understand our unique curricula and provide support at home, specifically with reading and writing workshop and Singapore math, this is an area we would like to continue to focus on so that each of our families, regardless of educational background, understand the what and the why of our carefully selected curriculum and our program and are able to fully support their children at home as needed. We would also like to continue to focus in the upcoming year on helping our families understand the importance of our focus on an anti-bias curriculum as it relates to our mission and vision. In the past year we implemented a parent engagement framework and in the upcoming year we plan on spotlighting each aspect of the parent engagement framework over the course of the year to upcoming year to support parent understanding of and engagement with the ""key actions"" outlined in each category of the framework."|Valley Charter Elementary has strong structures in place for teachers to meet with families and students to discuss student progress towards improved student outcomes, most notably our student-led conferences in grades 3-5. These structures yield high quality information for families to understand student progress, concrete suggestions for supporting student outcomes from home, and high attendance at family conferences and academic showcase events.|Valley Charter Elementary has strong structures for the communication of student progress towards improved student outcomes and we have used “coffee with the principal” as a venue to inform parents about some of the key aspects of our educational model. An area for improvement regarding building partnerships for student outcomes is integrating additional learning opportunities for families to better understand our approach to balanced literacy (phonics, reading workshop, and writing workshop) as well our approach to mathematics so that parents can better support their children at home.|Valley Charter Elementary has strong participation from all of our families, including our underrepresented families, in structures such as family conferences, open school night, individualized phone calls and parent/teacher meetings. We will continue out targeted outreach to families who need more support in understanding their child’s progress and ways to support that progress at home.|Valley Charter Elementary has well-developed structures in place, such as Parent Faculty Council, English Learner Advisory Commitee, and numerous family-driven school committees (e.g., fundraising, beautification, outreach, etc.) to support family involvement in decisions that affect the community and to plan activities to create a sense of community that positively impact the student experience. VCES also has structures in place to share data with families, share updates on LCAP implementation, seek input from parents for the next year’s LCAP cycle, and share feedback on the draft LCAP. The director of family and student engagement has created systematic structures to gather input on increasing family engagement and participation.|An area of focus related to seeking input for decision-making continues to be increasing attendance/participation in the meetings and venues where family members have an opportunity to provide input. Specifically, we would like to increase attendance at PFC, ELAC, and focus groups held by the director of family and student engagement.|Valley Charter Elementary School seeks to improve engagement of underrepresented families in relation to seeking input for decision making by increasing attendance of historically underrepresented families at venues such as PFC, ELAC, and focus groups held by the director of family and student engagement.|5|4|5|5|4|5|5|5|4|4|5|4|Met||2026-06-26|2026
19647330122838|Valley Charter Middle|3|VCMS' strength in this area includes building trusting relationships with families at every level of the organization, through regular communication, systematic opportunities for input, and by creating a welcoming and safe environment for all of our families and students through our emphasis on student and family sense belonging within a diverse by design organization. We are intentionally small and as a result we excel at knowing each child and family well, which we leverage for student belonging, progress, and achievement.|An area for improvement is in developing additional opportunities for families to be welcomed into classrooms and see student work. Another area for improvement is by ensuring we are providing clear and easily accessible ways for families to be involved in supporting all different types of school efforts and initiatives.|VCMS will improvement engagement of underrepresented families by socializing a parent engagement framework that clearly identifies various ways for each family to support their own child's growth as well as the school's efforts. The goal of this framework is to help each family find a way that works for them to be involved. In addition, we will continue our robust outreach efforts to all of our families, including those who have been historically underrepresented. WE also seek to connect more underrepresented families to VCMS as participants in our PFC and ELAC advisory groups.|Valley Charter Middle has strong structures in place for teachers to meet with families and students to discuss student progress towards improved student outcomes, most notably our student-led conferences that occur twice a year. Other strong structures that VCMS has in place include using the student planners as a home-school communication tool, access to PowerSchool so that students and parents can see grades in real-time, and a monthly newsletter that shares what’s happening, what’s coming up, and ways to support students at home. VCMS is also exemplary in helping families to understand and exercise their legal rights as advocates for their children.|While VCMS has strong practices in place to help parents understand student progress, areas of focus include developing more systematic structures between progress reports to communicate progress to families and articulate support needed from home for maximum student success. Additional areas of focus for the upcoming year include refining the use of the student planner for home-school communication and adding detail to the content of the monthly newsletters. We would also like to continue to focus in the upcoming year on helping our families understand the importance of our focus on an anti-bias curriculum as it relates to our mission and vision.|Valley Charter Middle School has strong participation from all of our families, including our underrepresented families, in structures such as student-led conferences, back to school night, and the various subject-specific nights we put on over the course of the year (e.g., math night, science fair). In the form of individualized phone calls and meetings, we will continue our targeted outreach to families who need more support in understanding their child’s progress and ways to support that progress at home. In addition, VCMS has utilized a community coordinator to suppport attendance in SY 25/26 and this structure has positively impacted ADA by an additional 1-2% percent this year.|Valley Charter Middle has strong structures in place, such as Parent Faculty Council, English Learner Advisory Committee and numerous family-driven school committees (e.g., fundraising, beautification, outreach, etc.) to support family involvement in decisions that affect the community and to plan activities to create a sense of community and positively impact the student experience. VCMS also has structures in place to share data with students and families, share updates on LCAP implementation, seek input from parents for the next year’s LCAP cycle, and share feedback on the draft LCAP. The director of family and student engagement has created systematic structures to gather input on increasing family engagement and participation.|An area of continued focus is to seek out voices and input from underrepresented groups in the community to ensure a diversity of families are represented on such committees and in school-wide decisions and activities. Specifically, we would like to increase attendance at PFC, ELAC, and focus groups held by the director of family and student engagement.|Valley Charter Middle School seeks to improve engagement of underrepresented families in relation to seeking input for decision making by increasing attendance of historically underrepresented families at venues such as PFC and ELAC, and focus groups held by the director of family and student engagement.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-25|2026
19647330122861|Camino Nuevo Charter Academy #2|3|CNCA has full-time and bilingual Student and Family Services Coordinators at each school that are guided and supported by the Director of Family Engagement and Advocacy at the Home Support Office for alignment and consistency across the program.  A fully implemented common communication platform called Parent Square is used to allow for two-way communication between staff and families. The platform has a variety of features, which includes the capability for posting information, collecting survey/poll responses, sending messages to a targeted audience, and allowing direct messages. Our communication platform can automatically translate information into more than one hundred languages to support efficient communication. Schools can choose a default second language so that the majority of the second language population does not have to explicitly make that choice. Families who desire a language different from English or the school’s default second language can select their own language from their accounts page.  Professional development sessions are held for staff on how to build meaningful relationships with families.  Coaching sessions are held with teachers on how to communicate with families and work alongside them to support student achievement.  Case management and referrals are done for families in need of social services, mental health, medical services, housing resources, etc.  Families have an array of volunteer opportunities to choose from to support the classroom/teacher and/or the school.  Sites host school events and classroom activities where families can attend and interact with staff.  Schools ensure an inclusive and friendly environment where all families feel comfortable, heard and welcome.|It is necessary for schools to create more opportunities for teachers, school leaders, classified staff, and families to collaborate and get to know each other. Professional development for teachers and classified staff continues to be a priority to emphasize that family engagement is everyone's responsibility.|To improve engagement of underrepresented families, schools will have readily available translators, when in need, for meetings. They will also reach out to families who are underrepresented through home visits. Home visits are encouraged as a tool to establish a connection with families and offer support when engaging with the school becomes difficult. Schools will also always seek to host social events where all family’s cultures are represented and valued.|Schools build capacity in families to support their children at home by offering academic family workshops. Some examples include: -Prepping families/students for SBAC/ELPAC -Understanding SBAC/ELPAC results/reports -Our Special Education Program -How to have Successful Parent-Teacher Conferences -Getting Familiar with our Math and ELA Curriculums and Assessments -I-Ready Math -Understanding our Mental Health Program  Schools conduct parent-teacher conferences in October, January and April. During these conferences, families have the opportunity to talk to teachers about their child’s academic progress and learn about how they can support their child at home.  Schools share academic data, school goals, updates, and helpful tips during their monthly family meetings with the leadership team.  Families and teachers communicate via Parent Square to celebrate successes, plan events, collect information, and share quick academic updates.|To strengthen the school and home partnership to support  student outcomes, schools must continue to encourage teachers to connect with families consistently regarding their student’s academic progress. Updates on student progress must not be limited to parent-teacher conferences. Schools must create more opportunities for families to learn the curriculum, assessments, and how they can support their students with homework and create positive learning environments. More professional development is also needed to guide teachers on best practices for how to present data in a family friendly way.|To improve engagement of underrepresented families, schools are encouraged to create more learning opportunities for families to better understand the education system and how their support is crucial for student achievement. A partnership must exist where teachers and families are learning from each other about how to better support the student.|Parent leaders on the School Site Council provide input on the LCAP goals, Consolidated App., School Safety Plan, Wellness Policy,   Parent Involvement Policy, as well as on school practices/changes that affect their children.  All families are invited to the Annual Title I Meeting where they can provide feedback on the Parent Involvement Policy. The policy is also shared via Parent Square to allow for families who couldn’t attend the meeting to read through it and provide feedback. This allows all families an opportunity to provide input.  Families receive an annual survey which allows them to anonymously provide feedback regarding their experience with our schools as well as what they think the schools are doing well and what the schools can improve in. Results are shared with all stakeholders which then allows us to track trends and progress and make any adjustments needed to improve families’ experiences at our schools.    During our monthly family meetings with the leadership team, families have ample time to ask questions, share concerns and offer solutions about any updates discussed.    Families can reach out to school leaders, teachers, and other staff via Parent Square, in-person, or by stopping by the office to request a meeting to share concerns, provide feedback, or inquire about an issue.|Schools need to strengthen their efforts in recruiting and training families, teachers, and staff to participate in leadership committees like SBC and ELAC. The training should include guidelines on best practices to provide constructive feedback and input.|Schools need to encourage underrepresented families to join leadership committees and use their voice to reach out to teachers, staff, and leaders. Schools are asked to provide the conditions necessary for all families to be able to attend and to feel comfortable in sharing their concerns, ideas, and suggestions to provoke change.|3|4|3|5|3|5|5|3|3|3|3|2|Met||2026-06-16|2026
19647330123133|Alliance Susan and Eric Smidt Technology High|3|At Alliance Susan and Eric Smidt Technology High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole. To support this goal, our school has held 28 parent engagement events this year. To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach. As a result of this, 55.56% of our scholars' families attended two or more parent engagement events this year. In addition, 92% of our families responded postively in questions regarding Family Engagement at the school, and 89% of our families responded postively in questions regarding Teacher Relations at the school. Finally, 92% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someone else they care about. These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share. This comes as a result of our efforts to build relationships between our school and all educational partners.|Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars. To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data. These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.|Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community. Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families. We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.|At Alliance Susan and Eric Smidt Technology High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars. As a result of this outreach, as well as our school's strong academic focus, 96% of Parents responded positively in questions regarding College Success at our school. Our school also prioritizes outreach to families by organizing and planning workshops. When asked about this, 96% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school. In addition, 98% of Parents responded positively in questions regarding Teaching and Learning at our school. All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.|Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops. We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.|Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child. In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.|In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups. During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide. In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others. As a result of this input, 92% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions. This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.|Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback. We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.|Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process. In addition, we have continued to expand targeted outreach for these families, to ensure that our all educational partners have equitable voice in decision making at their child's school.|5|5|3|5|3|5|5|3|3|3|3|3|Met||2026-06-10|2026
19647330123141|Alliance Ted K. Tajima High|3|At Alliance Ted K. Tajima High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole. To support this goal, our school has held 42 parent engagement events this year. To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach. As a result of this, 59.13% of our scholars' families attended two or more parent engagement events this year. In addition, 97% of our families responded postively in questions regarding Family Engagement at the school, and 96% of our families responded postively in questions regarding Teacher Relations at the school. Finally, 97% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someone else they care about. These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share. This comes as a result of our efforts to build relationships between our school and all educational partners.|Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars. To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data. These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.|Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community. Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families. We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.|At Alliance Ted K. Tajima High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars. As a result of this outreach, as well as our school's strong academic focus, 98% of Parents responded positively in questions regarding College Success at our school. Our school also prioritizes outreach to families by organizing and planning workshops. When asked about this, 98% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school. In addition, 98% of Parents responded positively in questions regarding Teaching and Learning at our school. All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.|Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops. We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.|Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child. In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.|In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups. During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide. In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others. As a result of this input, 97% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions. This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.|Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback. We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.|Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process. In addition, we have continued to expand targeted outreach for these families, to ensure that our all educational partners have equitable voice in decision making at their child's school.|5|5|3|5|3|5|5|3|3|3|3|3|Met||2026-06-10|2026
19647330123158|Arts In Action Community Charter|3|As a Community School that was awarded the Community Schools Implementation Grant, Arts in Action has many strengths in building relationships and collaborating with families.  Families have many opportunities to be actively engaged on campus, including parent workshops, conferences, school events & performances, school volunteer opportunities, beginning of the year orientation sessions and a vibrant Community Engagement Center and team which spearhead family engagement. The school sends out a monthly newsletter with comprehensive information on school events, activities and opportunities for family engagement.  On the leadership side, the school has a School Site Council comprised of staff and families, as well as a English Language Advisory Committee and a United Parent Committee.  The school also sends out a comprehensive family survey twice yearly to collect data on the efficacy of school initiatives, including building relationships between school staff and families.  Lastly, more than half of the school board are parents of current or former AIA students.|The LEA's focus areas for improvement in building relationships between school staff and families include: -Continuing to increase volunteer opportunities and improving the opportunities for participation and leadership in school-based events -Increasing participation in the United Parent Committee -Continuing to increase family participation in workshops, school events and conferences.  -Increasing our ability to effectively share family survey results with families|Based on a comprehensive analysis of educational partner input and local data, inclusive of the family survey results, analysis of participation in school events, and planning meetings with the Community Engagement team, there are no underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families. The school has done a phenomenal job of creating equitable opportunities for all families, including those from historically marginalized groups.|Based on the analysis of educational partner input and local data, the LEA has many current strengths and has made year to year progress in building partnerships for student outcomes.  Based on family survey data, 98.12% of families feel that the school has been supportive of their child's academic and social-emotional needs.  Some successes from the past year include increasing family participation in school events, increasing family volunteer participation and opportunities, and opening our Community Engagement Center, which has provided a space for families to connect with school staff and each other.|Based on an analysis of educational partner input and local data, the LEA's focus areas for improvement in building partnerships for student outcomes is increasing and improving workshops on academic standards, curriculum, and best practices for supporting children at home.|Based on the data collected through educational partner input and other local data sources (parent, student, staff surveys, feedback from ELAC, School Site Council, and the United Parent Committee), the school is providing equitable opportunities for families and there are no underrepresented families from historically marginalized groups in relation to building partnerships for student outcomes. In fact, an area of notable success is the outreach and engagement of families of students who are English Language Learners and the families of students with disabilities through our Accessible Education programming and services.|The LEA has many strengths in seeking input for decision-making. The school provides twice yearly family surveys, has a United Parent Committee, English Language Advisory Committee, and a School Site Council, and the school board is comprised of over 2/3s parents of current & former AIA students.  In addition, Arts in Action provides public hearings for the LCAP, and a multitude of parent workshop and family conference/event opportunities in which feedback is solicited. For example, during the annual org-wide Unity Through the Arts event, feedback is requested by the school board through a tabling session, and the LCAP priorities are outlined for input/suggestions.|The LEA will continue focusing on building the capacity of the United Parent Committee, as well as continuing to build the leadership capacity of School Site Council and English Language Advisory Committee.|The LEA has been fortunate in having equitable representation of historically marginalized families, with our services for students & families who are homeless, students with disabilities, and students who are English Language Learners being notable areas of strength.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-13|2026
19647330123166|ISANA Palmati Academy|3|ISANA believes that successful collaborative relationships with families have a positive impact on student learning and achievement. School-Family partnerships are a focus from the beginning of the year. Teachers reach out to all parents and families before the start of the school year to welcome them back or to welcome them for the first time. The school holds a Meet and Greet so that families and students can visit the school and classrooms and students can meet their new teachers. We have parent-teacher meetings within the first few weeks of school during which teachers met with families to provide them with the space and time to share about themselves and their child(ren) and to set goals together. Throughout the year, the school hosts several other events, including workshops focused on academic and social-emotional learning as well as Performing Arts Showcases. Throughout the year, families have several opportunities to engage in conversations with teachers regarding their child’s progress, strengths, and areas of need. Meetings with families and parents are translated when needed, as is written communication.|One area for improvement is to continue to work to increase attendance at parent meetings so that all parents and families receive key information. We continue to speak with and survey families to find the days and times that work best for them so that families can participate as much as possible in the decision-making process. Additionally, parents expressed a desire to be able to access workshops on-demand and so, whenever possible, we will record workshops on make them available via, for example, YouTube.|Through our self-reflection process, we identified that while our overall family engagement survey results are strong, participation in workshops and school events tends to be concentrated among a core group of families, with underrepresented families including those of English Learners, Socioeconomically Disadvantaged students, Foster Youth, and chronically absent students remaining harder to consistently reach. To improve engagement with these families, we will strengthen and expand the capacity of our Student Family Services Coordinators through targeted professional development focused on culturally responsive outreach, engagement of underrepresented families, and community partnership development. We will also diversify the format, timing, and delivery of family engagement opportunities including expanding virtual options and recording workshops for on demand access to reduce barriers related to transportation, work schedules, and childcare. Additionally, we will build more intentional and systematic community partnerships to connect underrepresented families to resources and services that address the broader barriers impacting their ability to engage with our schools. Together, these efforts reflect our commitment to ensuring that family engagement at ISANA is equitable, inclusive, and reaching every family not just those who are already consistently connected.|Families have several opportunities in the school year to meet with teachers and discuss student progress. Parent conferences, at which teachers discuss individual student performance and goals, are now scheduled for three times a year but parents and families are welcome to schedule a meeting with their child’s teacher at any time in the year. Additionally, teacher email and phone contact information are shared at the beginning of the year; parents and families are also welcome to visit the school and classroom. Throughout the year, the school hosts parent workshops on both social-emotional and academic topics at which they receive knowledge and resources to help them support student learning at home. With regards to supporting families in understanding and exercising their legal rights and advocating for their own students and all students, IEP rights are provided to parents at the beginning of the school year and with every IEP meeting invitation. Also, at the beginning of every IEP meeting, the IEP team facilitator confirms if the IEP rights were received. In addition, the Parent Handbook with communication rights are provided at the beginning of the school year and are made available at the front office to all parents in both English and Spanish.|We are continually working on providing professional learning and support to teachers and school leaders to enhance their ability to partner with families. Our focus is on increasing the staff’s understanding of families' backgrounds and cultures to ensure effective communication and establish genuine connections with each family. To this end, we introduced a parent conference week at the beginning of the school year in 24-25. The primary purpose of this week is to help teachers get to know the families and help families feel comfortable and welcome within the school community.|We will continue to reach out to families through meetings, surveys and other methods to identify the most prominent needs of our parents and students. The school leadership team will use the data and information gathered to work on coordinating resources and services for families and students with community groups including businesses, agencies, high schools and colleges/universities.|The school works with leadership and staff to discuss the purpose of advisory groups and committees, topics to cover and ways to empower families to be active participants in advisory groups and decision making. Opportunities to provide input on policies and programs are provided to all families through meetings such as general parent meetings, school councils and committees.|We continue to work on collaborating with parents and families directly to understand their role in decision making and school governance as well as to increase the quantity of families that engage in decision making and input giving opportunities.|As mentioned in the previous section, we will continue to offer the opportunity for parents and families to participate virtually in advisory, committee and other parent meetings.|4|5|4|5|4|4|5|4|4|4|5|4|Met||2026-06-12|2026
19647330123984|ISANA Cardinal Academy|3|ISANA believes that successful collaborative relationships with families have a positive impact on student learning and achievement. School-Family partnerships are a focus from the beginning of the year. Teachers reach out to all parents and families before the start of the school year to welcome them back or to welcome them for the first time. The school holds a Meet and Greet so that families and students can visit the school and classrooms and students can meet their new teachers. We have parent-teacher meetings within the first few weeks of school during which teachers met with families to provide them with the space and time to share about themselves and their child(ren) and to set goals together. Throughout the year, the school hosts several other events, including workshops focused on academic and social-emotional learning as well as Performing Arts Showcases. Throughout the year, families have several opportunities to engage in conversations with teachers regarding their child’s progress, strengths, and areas of need. Meetings with families and parents are translated when needed, as is written communication.|One area for improvement is to continue to work to increase attendance at parent meetings so that all parents and families receive key information. We continue to speak with and survey families to find the days and times that work best for them so that families can participate as much as possible in the decision-making process. Additionally, parents expressed a desire to be able to access workshops on-demand and so, whenever possible, we will record workshops on make them available via, for example, YouTube.|Through our self-reflection process, we identified that while our overall family engagement survey results are strong, participation in workshops and school events tends to be concentrated among a core group of families, with underrepresented families including those of English Learners, Socioeconomically Disadvantaged students, Foster Youth, and chronically absent students remaining harder to consistently reach. To improve engagement with these families, we will strengthen and expand the capacity of our Student Family Services Coordinators through targeted professional development focused on culturally responsive outreach, engagement of underrepresented families, and community partnership development. We will also diversify the format, timing, and delivery of family engagement opportunities including expanding virtual options and recording workshops for on demand access to reduce barriers related to transportation, work schedules, and childcare. Additionally, we will build more intentional and systematic community partnerships to connect underrepresented families to resources and services that address the broader barriers impacting their ability to engage with our schools. Together, these efforts reflect our commitment to ensuring that family engagement at ISANA is equitable, inclusive, and reaching every family not just those who are already consistently connected.|Families have several opportunities in the school year to meet with teachers and discuss student progress. Parent conferences, at which teachers discuss individual student performance and goals, are now scheduled for three times a year but parents and families are welcome to schedule a meeting with their child’s teacher at any time in the year. Additionally, teacher email and phone contact information are shared at the beginning of the year; parents and families are also welcome to visit the school and classroom. Throughout the year, the school hosts parent workshops on both social-emotional and academic topics at which they receive knowledge and resources to help them support student learning at home. With regards to supporting families in understanding and exercising their legal rights and advocating for their own students and all students, IEP rights are provided to parents at the beginning of the school year and with every IEP meeting invitation. Also, at the beginning of every IEP meeting, the IEP team facilitator confirms if the IEP rights were received. In addition, the Parent Handbook with communication rights are provided at the beginning of the school year and are made available at the front office to all parents in both English and Spanish.|We are continually working on providing professional learning and support to teachers and school leaders to enhance their ability to partner with families. Our focus is on increasing the staff’s understanding of families' backgrounds and cultures to ensure effective communication and establish genuine connections with each family. To this end, we introduced a parent conference week at the beginning of the school year in 24-25. The primary purpose of this week is to help teachers get to know the families and help families feel comfortable and welcome within the school community.|We will continue to reach out to families through meetings, surveys and other methods to identify the most prominent needs of our parents and students. The school leadership team will use the data and information gathered to work on coordinating resources and services for families and students with community groups including businesses, agencies, high schools and colleges/universities.|The school works with leadership and staff to discuss the purpose of advisory groups and committees, topics to cover and ways to empower families to be active participants in advisory groups and decision making. Opportunities to provide input on policies and programs are provided to all families through meetings such as general parent meetings, school councils and committees.|We continue to work on collaborating with parents and families directly to understand their role in decision making and school governance as well as to increase the quantity of families that engage in decision making and input giving opportunities.|As mentioned in the previous section, we will continue to offer the opportunity for parents and families to participate virtually in advisory, committee and other parent meetings.|4|5|4|5|4|4|5|4|4|4|5|4|Met||2026-06-12|2026
19647330123992|Animo Ellen Ochoa Charter Middle|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training.								|The school equips parents with the skills necessary for active civic engagement. The School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).  The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.								|The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach. Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families. The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.								|The school offers parent workshops which provide free adult education sessions designed to provide parents with a core understanding of the issues that most affect their students. A schedule of opportunities tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. The parent workshops directly develop the core skills of parents and strengthens student pathways to college and career readiness. Sessions are designed and led by our regional support staff in collaboration with local community service partners.								|The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Workshops, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. As a community school we are focused on establishing partnerships with educational partners that focus on empowering the whole-child by providing vital resources and programs that serve their needs. These needs are identified by having a local Community School Coordinator who acts as a liaison between the school and external community educational partners.								|Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and Community Appreciation Days focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides a workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.								|"The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (""SAC"") and the District English Learner Advisory Council (""DELAC""), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.											"|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.											|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.											|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-26|2026
19647330124008|Animo James B. Taylor Charter Middle|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training.								|The school equips parents with the skills necessary for active civic engagement. The School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).  The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.					|The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach. Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families. The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.								|The school offers parent workshops which provide free adult education sessions designed to provide parents with a core understanding of the issues that most affect their students. A schedule of opportunities tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. The parent workshops directly develop the core skills of parents and strengthens student pathways to college and career readiness. Sessions are designed and led by our regional support staff in collaboration with local community service partners.								|The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Workshops, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. As a community school we are focused on establishing partnerships with educational partners that focus on empowering the whole-child by providing vital resources and programs that serve their needs. These needs are identified by having a local Community School Coordinator who acts as a liaison between the school and external community educational partners.								|Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and Community Appreciation Days focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides a workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.								|"The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (""SAC"") and the District English Learner Advisory Council (""DELAC""), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.											"|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.											|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.											|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-26|2026
19647330124016|Animo Legacy Charter Middle|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training.								|The school equips parents with the skills necessary for active civic engagement. The School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).  The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.							|The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach. Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families. The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.								|The school offers parent workshops which provide free adult education sessions designed to provide parents with a core understanding of the issues that most affect their students. A schedule of opportunities tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. The parent workshops directly develop the core skills of parents and strengthens student pathways to college and career readiness. Sessions are designed and led by our regional support staff in collaboration with local community service partners.								|The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Workshops, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. As a community school we are focused on establishing partnerships with educational partners that focus on empowering the whole-child by providing vital resources and programs that serve their needs. These needs are identified by having a local Community School Coordinator who acts as a liaison between the school and external community educational partners.								|Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and Community Appreciation Days focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides a workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.								|"The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (""SAC"") and the District English Learner Advisory Council (""DELAC""), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.											"|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.											|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.											|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-26|2026
19647330124198|Extera Public|3|Extera currently hosts regular opportunities for parents and staff to collaborate and build relationships with school staff. These include regular school events to educate parents about our program such as Back to School Night, Open House, Literacy Night, Student Showcases, Spelling Bees, Latino Heritage celebration, etc. Extera also hosts Parent University workshops, which are interactive workshops focusing on topics selected by parents and staff during the prior school year. Extera has a parent coordinator whose role is to support family connections with the school. The parent coordinator supports family outreach, including the new student intake process, and the specialized newcomer intake process of interviewing newcomer’s families to identify resources to support within the school day and community resources. In addition to events, Extera uses many methods to communicate with parents. This includes school newsletters, emails, text messages, and robo calls. Teachers communicate with families via Class Dojo and Remind for Middle School. Parents also have live access to student gradebooks via the In?nite Campus parent portal, to be able to see in the moment grades. Parent University did a session on Infinite Campus and how to best utilize the parent portal. Extera provides all information in English and Spanish, including translation at parent meetings, student led conferences and other events.|This is a close-out local indicators report. Areas of improvement from the 2025-2026 school year would include increasing opportunities for parents to meaningfully engage in academics and increasing teacher and staff training on building relationships with families.|N/A - this is a close-out report.|Extera Public School  has built relationships with families by including them in their child’s learning throughout the year. This includes student led conferences twice annually, student showcases, academic competitions and events, and enrichment opportunities for students and parents together. ELAC and PAC have also been positive ways for families to build relationships with school staff and the community. We also had over 10 sessions in Parent University on a variety of topics that involved different presenters bringing important information to our families such as how to support literacy at home, college preparation from kindergarten, key math concepts covered at your child’s grade level, and the importance of attendance. We also have a strong PEEPs (Parents of Extera Engagement Point System) that brings parents on campus more.|This is a close-out local indicators report.  Extera would like to increase the opportunities that families have to be involved in student learning, increase evening events and workshops, and increase parent-led events. This would include opportunities to support learning events, academic showcases and competitions, or other ways for families to engage during the school day. Extera Public School No. 2 would like to increase opportunities for families to be involved in their child' s learning from home or the school setting.|N/A - this is a close-out report.|Extera offers many platforms for families to provide input into their child’s learning. This includes monthly pláticas (Coffee with the Principal), six ELAC/DELAC meetings, parent advisory council meetings, and opportunities for the public at all board meetings. In addition, Extera administers an anonymous parent survey via Panorama annually to collect parent input regarding priorities, school performance and next steps.|This is a close-out indicators report. Based on the 2025-2026 school year, areas of growth would include increased parent presence and involvement on campus. This would allow parents to provide additional input into student experience and learning goals. Teacher PD in the spring of 2024 focused on the importance of building teacher relationships with the parents, how to create a welcoming environment for families, and sparking increased parent engagement in academics through the re-launch of classroom parents during the fall of 2025. The relaunch included a class-parent training, and having class parents organize a class bonding event prior to the start of the school year. In addition, Extera PS would like to increase the percentage of parents that complete the annual survey, to ensure a more robust pool of parents provide input regarding decision making.|N/A - this is a close-out report.|3|4|3|5|4|3|4|4|4|4|4|3|Met||2026-06-16|2026
19647330124222|Rise Kohyang Middle|3|The school community understands that the success of our students depends on the trust and communication between staff, families and students. With this awareness, the school sends out Parent and Family Surveys to assess areas of strength and improvement. Our families know we value their opinion which is why 81% of parents returned surveys addressing family efficacy, school fit, school climate, and school safety. We know that our families are confident in their relationships with staff because our Family survey reflects that 95% of parents rate the school positively.  One of the school’s biggest strengths is the welcoming environment we’ve built with families through events including but not limited to: Coffee with the Principal, Conferences, Parent Education Seminars, Back to School Night, and Family Nights. This year, 86% of families attended a parent-teacher conference. We know that families who are engaged with our schools can better support their student achievement. We hope that we will continue to grow the rate of engaged families in the next few years. Through events that highlight the cultures of students, implementation of Council in Schools, and connection via phone and ParentSquare our staff and families have learned more about each other and the school has increased two-way communication between families and staff.|The school has identified the percent of parents who attend Back to School Night as a focus area of improvement, as 27% attended this year.|The school will improve the engagement of underrepresented families in this area by leaning on the support of the Community School Manager, particularly their ability to translate for non-English speaking families, and to connect with families about school events that encourage relationship building. In addition, the school will continue to work on proactive communication so that the number of families feeling heard and validated increases as our students succeed.|We are very proud that 100% of students who have access to standards aligned materials at home as appropriate for a given lesson. We also see strength in having 86% participation in our Teacher-Parent Conferences. Our Community School Manager also distributes a monthly resource newsletter to share local resources and partnerships available for families with services including medical, legal, recreational, academic, and social.|The school has identified a focus area for improvement in attendance at our Parent Education seminars, currently standing at 7%. We believe these seminars are a strong tool in supporting families and building partnerships for student outcomes.|The school provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school.   The LEA will also improve the engagement of underrepresented families in this area by leaning on the support of the Community School Manager, who conducted focus group and empathy interviews which included underrepresented families and surfaced areas of strength and need.  With the support of the Community School Manager we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.|One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Community School Manager. Every year, school administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school.  We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Program changes are communicated to families in newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor.|We are proud to have 81% of parents returning surveys, and we will continually strive to increase the number of parents attending two or more events, currently at 36%. We recognize that the more parents returning surveys and attending events, the more input we are receiving from our students and families to improve our school in ways that best meets their needs. In addition, our Community School Manager works every year to identify, train and support family leaders who actively participate in the Community School Advisory Council, School Site Council, English Learner Advisory Committee and other advisory groups. Last year, our Community School Manager launched a Community School Advisory Council that provides input on key school decisions.|The annual Family survey administered asks questions in relation to school environment, parent satisfaction, family access to staff, programming for parents, and parent self-efficacy. The questions were created by a team of the Lead Executive Officer,  the Senior Vice Principal of Student and Family Services, and the Community Schools Chair and were reviewed by the principals. We use similar questions annually, to obtain Longitudinal and Latitudinal data, which we then review to identify how we can improve engagement. After each survey administration, collaborative teams meet to analyze the results, reflect on the school practices that brought on the outcomes and plan for the following school year. In addition, families are constantly invited to participate in multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-23|2026
19647330124560|Synergy Quantum Academy|3|Synergy Quantum Academy demonstrates full implementation in building relationships with families by fostering a welcoming and respectful school environment. Based on the 2025–26 California School Parent Survey, 95% of parents agree or strongly agree that they feel welcome to participate at the school (59% strongly agree, 36% agree), and 97% agree or strongly agree that school staff treat parents with respect (65% strongly agree, 32% agree). Additionally, 91% agree or strongly agree that school staff take parent concerns seriously (61% strongly agree, 30% agree), indicating that the school continues to build trust and positive relationships with families. The school continues to prioritize strong communication and responsiveness, with 99% of parents agreeing or strongly agreeing that the school promptly responds to calls, messages, or emails (67% strongly agree, 32% agree). These practices support a culture where families feel valued and respected as partners in their child’s education.|The school continues to maintain strong communication practices, with 99% of parents agreeing or strongly agreeing that the school promptly responds to phone calls, messages, or emails (67% strongly agree, 32% agree), and 95% agreeing or strongly agreeing that the school encourages them to be active partners in their child’s education (61% strongly agree, 34% agree). These practices reflect ongoing efforts to build strong, positive relationships between families and staff. SQA prides itself in offering various opportunities for parent and family engagement via our monthly counselor-led parent workshops, monthly Coffee with the Principal meetings, as well as a variety of other parent workshops and family events like Open House and Family Science Night. SQA also offers three days of Parent Conferences each semester. SQA holds individual parent informational meetings for all incoming 9th grade families to allow families the opportunity to meet staff, learn about our school programs, and build relationships. A summer bridge program is also offered to all incoming 9th grade students. Weekly announcements are sent home every Sunday evening to inform families of upcoming events. SQA's Dean of School Culture along with the counseling team conduct home visits throughout the year to learn how we can best support each family.|Synergy will review parent engagement data and intentionally work to engage underrepresented families as needed. This may include direct outreach and increasing opportunities for families to participate in meetings and events on campus. We will continue to provide multiple opportunities for parents and families to build relationships with the school through regular communication and the variety of meetings, workshops, and events detailed above. Additionally, 91% of parents agree or strongly agree that school staff take parent concerns seriously (61% strongly agree, 30% agree), demonstrating a high level of trust between families and the school. These results indicate that the school’s efforts to build relationships are effective and continue to foster a positive school climate.|Synergy Quantum Academy actively builds partnerships with families by providing multiple opportunities for engagement and participation in the school community. According to the 2025–26 CSPS results, 95% of parents agree or strongly agree that the school encourages them to be active partners (61% strongly agree, 34% agree), and 89% agree or strongly agree that the school actively seeks parent input before making important decisions (50% strongly agree, 39% agree).|SQA actively encourages parents and families to participate in all school meetings, including our school committee meetings, to share their feedback, concerns, and suggestions. Parent participation data indicates that 70% of families attended a general school meeting and 52% attended a school or class event, demonstrating active engagement in school-based opportunities. These opportunities support meaningful family engagement and strengthen the connection between home and school. Synergy will continue to focus on providing professional learning to administrators and teachers to further the school's capacity to partner with families and expand opportunities for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Synergy will continue to keep parents informed about their child's progress at school by conducting parent conferences, sending home report cards, ensuring all parents have access to the Infinite Campus parent portal to monitor grades and attendance, and encouraging parent-teacher communication through apps, email, phone calls, and/or text messages. Synergy will continue to seek out and provide parent education workshops and events that promote parents' active involvement in their child's education.|The school continues to review participation data and survey results to assess the effectiveness of its partnership efforts and identify opportunities to expand engagement, including increasing access to volunteering and leadership opportunities for families. Synergy will continue to seek out and provide parent education workshops that through content, format, or scheduling, support greater engagement of underrepresented families.|Synergy Quantum Academy values family voice and incorporates parent input into school decision-making processes. CSPS data shows that 89% of parents agree or strongly agree that the school seeks their input before making important decisions (50% strongly agree, 39% agree), indicating strong systems for gathering feedback. While this is a strength, Synergy strives to actively recruit and retain parents to serve on school-based committees, including the School Operations Committee and English Learner Advisory Committee, so that parent consultation about decision-making is formalized and reaches a broader audience. Informal input from parents is gathered through regular Coffee with the Principal meetings, and every year, parents are encouraged to provide feedback via the CHKS-Parent Survey. The survey is shared during parent meetings and several reminders are sent out to encourage participation. Another initiative implemented in recent years to improve teacher-parent relationships was to dedicate grade-level meeting time to conduct parent outreach phone calls.|The school gathers input through surveys, meetings, and ongoing communication with families. In addition, 95% of parents agree or strongly agree that they are encouraged to be active partners in their child’s education (61% strongly agree, 34% agree), suggesting that families feel comfortable sharing their perspectives. CSPS data shows that 89% of parents agree or strongly agree that the school seeks their input before making important decisions (50% strongly agree, 39% agree), indicating strong systems for gathering feedback. While this is a strength, Synergy strives to actively recruit and retain parents to serve on school-based committees, including the School Operations Committee and English Learner Advisory Committee. Synergy plans to continue to focus on implementing strategies to reach out to and seek input from any underrepresented groups in the school community, as well as provide opportunities for families, teachers, principals, and central office administrators to work together to plan, design, implement, and evaluate family engagement activities at the school and organizational levels.|The school uses survey data and feedback collected throughout the year to inform planning and continuous improvement efforts. These results demonstrate that systems for gathering and using parent input are effective, and the school will continue refining these practices to ensure broad and representative participation. While Synergy plans to continue to focus on implementing strategies to reach out to and seek input from any underrepresented groups in the school community, the school will also work to continue to provide opportunities for families, teachers, principals, and central office administrators to work together to plan, design, implement, and evaluate family engagement opportunities at the school and organizational levels. Our current goal is to increase our publicity and outreach to all parents about these opportunities, with the aim of increasing attendance at these gatherings and gaining input from a larger group of constituents.|5|5|4|5|3|5|5|5|4|5|4|4|Met||2026-06-13|2026
19647330124784|Aspire Slauson Academy Charter|3|Across Aspire Slauson Academy, a priority is proactively building strong, trusting relationships between school staff and families, recognizing that meaningful connection and open communication are critical for student success. This is evident in our LEA's regular and structured engagement with families through platforms like annual surveys and quarterly meetings, fostering open communication and trust. These interactions ensure families feel connected and supported, and the resulting feedback directly informs school policies and practices, aligning with Aspire's commitment to a supportive and inclusive school culture.|Recognizing the potential to further strengthen established staff-family connections within Aspire Slauson Academy, our future efforts will concentrate on more personalized and culturally responsive engagement to ensure inclusivity and comprehensiveness. We are dedicated to increasing participation among all families by proactively addressing barriers related to language, work schedules, or prior school interactions, and actively refining our systems to ensure that family feedback leads to clear and demonstrable changes that meet the diverse needs of our LEA community.|To better support underrepresented families at Aspire Slauson Academy, we are dedicated to continuously improving engagement strategies by enhancing communication and outreach through translation services, flexible meeting times, and diverse feedback options like surveys and discussions. We are also strengthening family/staff connections, cultural events, and community partnerships as part of a broader, ongoing commitment to deepen and enrich relationships with all family groups, ensuring every family feels seen, valued, and empowered to be an active part of our school community through consistent listening and adaptation.|Aspire Slauson Academy continues to develop strong partnerships between families and educators as a key part of student success. This multi-faceted approach includes sharing timely academic updates, hosting enriching family events, and offering practical resources to support parents in the home learning environment. Educators regularly connect with families through student-led conferences, informative newsletters, and user-friendly online platforms. Moreover, Aspire Public Schools invests in professional development for staff, enhancing their capacity to collaborate effectively with families and understand the diverse needs of their students. These comprehensive efforts have cultivated a shared sense of purpose and a more robust learning community.|To deepen our family partnerships, we are committed to more consistent and comprehensive information sharing and feedback processes. A key goal is to move beyond simply providing updates to actively involving families in developing and sharing learning support strategies for their children. We also aim to increase families' understanding of academic expectations and student progress and empower them to advocate effectively for their students at all levels.|To enhance our connection with families underrepresented families, we are implementing more targeted and accessible strategies, including multilingual resources, evening events, and diverse communication methods. Simultaneously, we are focused on building trust with underrepresented families through consistent outreach, inclusive programming that reflects their experiences, and leadership opportunities that authentically value the voices and strengths of our diverse community.|Aspire Public Schools recognizes families as key partners in shaping our schools' vision and priorities. The school regularly invites family input through surveys, the School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. This feedback is then used by principals and teachers to inform key decisions about academics, student support, and community building, ensuring our schools reflect the needs and hopes of the communities we serve within the Aspire network.|Our ongoing dedication is to perfect these processes, guaranteeing their continued effectiveness and inclusivity. We will be prioritizing a more in-depth engagement strategy to ensure that the perspectives of all, with a particular focus on underrepresented and unduplicated student groups, are not just heard but are truly integral to our decision-making.|To deepen the involvement of underrepresented families in shaping our decisions, we are dedicated to expanding and improving how we gather interactive feedback. This proactive step aligns with our broader commitment to continuous improvement, where we consistently adapt our engagement methods based on current feedback and evolving community needs, ultimately strengthening our LCAP development and other key educational strategies.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-18|2026
19647330124792|Aspire Juanita Tate Academy Charter|3|Across Aspire Tate Academy,  a priority is proactively building strong, trusting relationships between school staff and families, recognizing that meaningful connection and open communication are critical for student success. This is evident in our LEA's regular and structured engagement with families through platforms like annual surveys and quarterly meetings, fostering open communication and trust. These interactions ensure families feel connected and supported, and the resulting feedback directly informs school policies and practices, aligning with Aspire's commitment to a supportive and inclusive school culture.|Recognizing the potential to further strengthen established staff-family connections within Aspire Tate Academy, our future efforts will concentrate on more personalized and culturally responsive engagement to ensure inclusivity and comprehensiveness. We are dedicated to increasing participation among all families by proactively addressing barriers related to language, work schedules, or prior school interactions, and actively refining our systems to ensure that family feedback leads to clear and demonstrable changes that meet the diverse needs of our LEA community.|To better support underrepresented families at Aspire Tate Academy, we are dedicated to continuously improving engagement strategies by enhancing communication and outreach through translation services, flexible meeting times, and diverse feedback options like surveys and discussions. We are also strengthening family/staff connections, cultural events, and community partnerships as part of a broader, ongoing commitment to deepen and enrich relationships with all family groups, ensuring every family feels seen, valued, and empowered to be an active part of our school community through consistent listening and adaptation.|Aspire Tate Academy continues to develop strong partnerships between families and educators as a key part of student success. This multi-faceted approach includes sharing timely academic updates, hosting enriching family events, and offering practical resources to support parents in the home learning environment. Educators regularly connect with families through student-led conferences, informative newsletters, and user-friendly online platforms. Moreover, Aspire Public Schools invests in professional development for staff, enhancing their capacity to collaborate effectively with families and understand the diverse needs of their students. These comprehensive efforts have cultivated a shared sense of purpose and a more robust learning community.|To deepen our family partnerships, we are committed to more consistent and comprehensive information sharing and feedback processes. A key goal is to move beyond simply providing updates to actively involving families in developing and sharing learning support strategies for their children. We also aim to increase families' understanding of academic expectations and student progress and empower them to advocate effectively for their students at all levels.|To enhance our connection with families underrepresented families, we are implementing more targeted and accessible strategies, including multilingual resources, evening events, and diverse communication methods. Simultaneously, we are focused on building trust with underrepresented families through consistent outreach, inclusive programming that reflects their experiences, and leadership opportunities that authentically value the voices and strengths of our diverse community.|Aspire Public Schools recognizes families as key partners in shaping our schools' vision and priorities. The school regularly invites family input through surveys, the School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. This feedback is then used by principals and teachers to inform key decisions about academics, student support, and community building, ensuring our schools reflect the needs and hopes of the communities we serve within the Aspire network.|Our ongoing dedication is to perfect these processes, guaranteeing their continued effectiveness and inclusivity. We will be prioritizing a more in-depth engagement strategy to ensure that the perspectives of all, with a particular focus on underrepresented and unduplicated student groups, are not just heard but are truly integral to our decision-making.|To deepen the involvement of underrepresented families in shaping our decisions, we are dedicated to expanding and improving how we gather interactive feedback. This proactive step aligns with our broader commitment to continuous improvement, where we consistently adapt our engagement methods based on current feedback and evolving community needs, ultimately strengthening our LCAP development and other key educational strategies.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-18|2026
19647330124800|Aspire Inskeep Academy Charter|3|Across Aspire Inskeep Academy, a priority is proactively building strong, trusting relationships between school staff and families, recognizing that meaningful connection and open communication are critical for student success. This is evident in our LEA's regular and structured engagement with families through platforms like annual surveys and quarterly meetings, fostering open communication and trust. These interactions ensure families feel connected and supported, and the resulting feedback directly informs school policies and practices, aligning with Aspire's commitment to a supportive and inclusive school culture.|Recognizing the potential to further strengthen established staff-family connections within Aspire Inskeep Academy, our future efforts will concentrate on more personalized and culturally responsive engagement to ensure inclusivity and comprehensiveness. We are dedicated to increasing participation among all families by proactively addressing barriers related to language, work schedules, or prior school interactions, and actively refining our systems to ensure that family feedback leads to clear and demonstrable changes that meet the diverse needs of our LEA community.|To better support underrepresented families at Aspire Inskeep Academy, we are dedicated to continuously improving engagement strategies by enhancing communication and outreach through translation services, flexible meeting times, and diverse feedback options like surveys and discussions. We are also strengthening family/staff connections, cultural events, and community partnerships as part of a broader, ongoing commitment to deepen and enrich relationships with all family groups, ensuring every family feels seen, valued, and empowered to be an active part of our school community through consistent listening and adaptation.|Aspire Inskeep Academy continues to develop strong partnerships between families and educators as a key part of student success. This multi-faceted approach includes sharing timely academic updates, hosting enriching family events, and offering practical resources to support parents in the home learning environment. Educators regularly connect with families through student-led conferences, informative newsletters, and user-friendly online platforms. Moreover, Aspire Public Schools invests in professional development for staff, enhancing their capacity to collaborate effectively with families and understand the diverse needs of their students. These comprehensive efforts have cultivated a shared sense of purpose and a more robust learning community.|To deepen our family partnerships, we are committed to more consistent and comprehensive information sharing and feedback processes. A key goal is to move beyond simply providing updates to actively involving families in developing and sharing learning support strategies for their children. We also aim to increase families' understanding of academic expectations and student progress and empower them to advocate effectively for their students at all levels.|To enhance our connection with families underrepresented families, we are implementing more targeted and accessible strategies, including multilingual resources, evening events, and diverse communication methods. Simultaneously, we are focused on building trust with underrepresented families through consistent outreach, inclusive programming that reflects their experiences, and leadership opportunities that authentically value the voices and strengths of our diverse community.|Aspire Public Schools recognizes families as key partners in shaping our schools' vision and priorities. The school regularly invites family input through surveys, the School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. This feedback is then used by principals and teachers to inform key decisions about academics, student support, and community building, ensuring our schools reflect the needs and hopes of the communities we serve within the Aspire network.|Our ongoing dedication is to perfect these processes, guaranteeing their continued effectiveness and inclusivity. We will be prioritizing a more in-depth engagement strategy to ensure that the perspectives of all, with a particular focus on underrepresented and unduplicated student groups, are not just heard but are truly integral to our decision-making.|To deepen the involvement of underrepresented families in shaping our decisions, we are dedicated to expanding and improving how we gather interactive feedback. This proactive step aligns with our broader commitment to continuous improvement, where we consistently adapt our engagement methods based on current feedback and evolving community needs, ultimately strengthening our LCAP development and other key educational strategies.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-18|2026
19647330124818|Los Angeles Leadership Primary Academy|3|Los Angeles Leadership Academy provides multiple opportunities to build partnerships with families and guardians. Some traditional methods of 2026 Local Indicators Report 6 communicating about the classroom and building relationships include Back to School Night, Family/School conferences twice a year, and Open House events. Parents are also welcome at school dances, volunteering on campus, the Fall and Thanksgiving festivals, and Spring events, as well as Coffee with the Principals meetings. Alongside the printed monthly newsletter, parents and guardians are also given updates via the digital platform Parent Square. Updates are sent out on a weekly basis, and as news becomes available to be shared with the public.|Fewer families attended on campus events this year than in previous years, so we would like to see attendance at these events increase to previous levels.|LALPA will consider which virtual events were beneficial for the participation of underrepresented families and continue to provide those virtually as an option. We will provide Coffee with the Principal through Zoom to provide opportunities for additional parents to attend. Parent Conferences and IEP meetings are available through Zoom.|LALPA has developed multiple practices that foster partnerships between families and staff in support of student growth. LALPA hosts parent conferences twice a year with all its families to not only inform families of student progress but to also have them be partners in the work. The school sends home monthly newsletters informing families of the current instructional focus. LALPA has also held Math and Literacy Nights, as well as a STEM fair to provide parents with information about what students are learning and how they can support that learning at home.|The focus area for the coming year will be building relationships that support regular student attendance. This year we made a lot of progress, but 2026 Local Indicators Report 8 attendance rates are still lower than our target, so we will continue to build this partnership with parents next year.|Saturday meetings will be held to help parents who work during the week and meetings will be available on Zoom.|LALPA values family input into decision-making about policies, programs, and events. The School Site Council is composed of parents, teachers, administrators, and students. The school hosts chats with the principal or as a 2026 Local Indicators Report 9 forum for two-way communication so parents can feel comfortable sharing their perspectives. This two-way communication helps the school better understand the perspectives of the parents. Our families have responded favorably to this improvement. The|The school will work to encourage more families to participate in the annual family survey to ensure the data adequately represents the perspectives of the majority of our families. This year only 27% of families participated in the survey.|Increase communication about meetings and the importance of participating in the annual school survey.|5|5|4|5|4|5|5|5|5|4|5|5|Met||2026-06-16|2026
19647330124826|Camino Nuevo Charter Academy #4|3|CNCA has full-time and bilingual Student and Family Services Coordinators at each school that are guided and supported by the Director of Family Engagement and Advocacy at the Home Support Office for alignment and consistency across the program.  A fully implemented common communication platform called Parent Square is used to allow for two-way communication between staff and families. The platform has a variety of features, which includes the capability for posting information, collecting survey/poll responses, sending messages to a targeted audience, and allowing direct messages. Our communication platform can automatically translate information into more than one hundred languages to support efficient communication. Schools can choose a default second language so that the majority of the second language population does not have to explicitly make that choice. Families who desire a language different from English or the school’s default second language can select their own language from their accounts page.  Professional development sessions are held for staff on how to build meaningful relationships with families.  Coaching sessions are held with teachers on how to communicate with families and work alongside them to support student achievement.   Case management and referrals are done for families in need of social services, mental health, medical services, housing resources, etc.  Families have an array of volunteer opportunities to choose from to support the classroom/teacher and/or the school.  Sites host school events and classroom activities where families can attend and interact with staff.  Schools ensure an inclusive and friendly environment where all families feel comfortable, heard and welcome.|It is necessary for schools to create more opportunities for teachers, school leaders, classified staff, and families to collaborate and get to know each other. Professional development for teachers and classified staff continues to be a priority to emphasize that family engagement is everyone's responsibility.|To improve engagement of underrepresented families, schools will have readily available translators, when in need, for meetings. They will also reach out to families who are underrepresented through home visits. Home visits are encouraged as a tool to establish a connection with families and offer support when engaging with the school becomes difficult. Schools will also always seek to host social events where all family’s cultures are represented and valued.|Schools build capacity in families to support their children at home by offering academic family workshops. Some examples include: -Prepping families/students for SBAC/ELPAC -Understanding SBAC/ELPAC results/reports -Our Special Education Program -How to have Successful Parent-Teacher Conferences -Getting Familiar with our Math and ELA Curriculums and Assessments -I-Ready Math -Understanding our Mental Health Program  Schools conduct parent-teacher conferences in October, January and April. During these conferences, families have the opportunity to talk to teachers about their child’s academic progress and learn about how they can support their child at home.  Schools share academic data, school goals, updates, and helpful tips during their monthly family meetings with the leadership team.  Families and teachers communicate via Parent Square to celebrate successes, plan events, collect information, and share quick academic updates.|To strengthen the school and home partnership to support  student outcomes, schools must continue to encourage teachers to connect with families consistently regarding their student’s academic progress. Updates on student progress must not be limited to parent-teacher conferences. Schools must create more opportunities for families to learn the curriculum, assessments, and how they can support their students with homework and create positive learning environments. More professional development is also needed to guide teachers on best practices for how to present data in a family friendly way.|To improve engagement of underrepresented families, schools are encouraged to create more learning opportunities for families to better understand the education system and how their support is crucial for student achievement. A partnership must exist where teachers and families are learning from each other about how to better support the student.|Parent leaders on the School Site Council provide input on the LCAP goals, Consolidated App., School Safety Plan, Wellness Policy,   Parent Involvement Policy, as well as on school practices/changes that affect their children.  All families are invited to the Annual Title I Meeting where they can provide feedback on the Parent Involvement Policy. The policy is also shared via Parent Square to allow for families who couldn’t attend the meeting to read through it and provide feedback. This allows all families an opportunity to provide input.  Families receive an annual survey which allows them to anonymously provide feedback regarding their experience with our schools as well as what they think the schools are doing well and what the schools can improve in. Results are shared with all stakeholders which then allows us to track trends and progress and make any adjustments needed to improve families’ experiences at our schools.    During our monthly family meetings with the leadership team, families have ample time to ask questions, share concerns and offer solutions about any updates discussed.    Families can reach out to school leaders, teachers, and other staff via Parent Square, in-person, or by stopping by the office to request a meeting to share concerns, provide feedback, or inquire about an issue.|Schools need to strengthen their efforts in recruiting and training families, teachers, and staff to participate in leadership committees like SBC and ELAC. The training should include guidelines on best practices to provide constructive feedback and input.|Schools need to encourage underrepresented families to join leadership committees and use their voice to reach out to teachers, staff, and leaders. Schools are asked to provide the conditions necessary for all families to be able to attend and to feel comfortable in sharing their concerns, ideas, and suggestions to provoke change.|3|4|3|5|3|5|5|3|3|3|3|2|Met||2026-06-16|2026
19647330124891|Alliance Renee and Meyer Luskin Academy High|3|At Alliance Renee & Meyer Luskin Academy High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole. To support this goal, our school has held 39 parent engagement events this year. To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach. As a result of this, 43.11% of our scholars' families attended two or more parent engagement events this year. In addition, 96% of our families responded postively in questions regarding Family Engagement at the school, and 96% of our families responded postively in questions regarding Teacher Relations at the school. Finally, 96% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someone else they care about. These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share. This comes as a result of our efforts to build relationships between our school and all educational partners.|Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars. To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data. These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.|Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community. Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families. We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.|At Alliance Renee & Meyer Luskin Academy High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars. As a result of this outreach, as well as our school's strong academic focus, 98% of Parents responded positively in questions regarding College Success at our school. Our school also prioritizes outreach to families by organizing and planning workshops. When asked about this, 95% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school. In addition, 97% of Parents responded positively in questions regarding Teaching and Learning at our school. All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.|Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops. We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.|Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child. In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.|In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups. During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide. In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others. As a result of this input, 96% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions. This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.|Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback. We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.|Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process. In addition, we have continued to expand targeted outreach for these families, to ensure that our all educational partners have equitable voice in decision making at their child's school.|5|5|3|5|3|5|5|3|3|3|3|3|Met||2026-06-10|2026
19647330124933|PUC Early College Academy for Leaders and Scholars (ECALS)|3||||||||||||||||||||||Not Met|||2026
19647330124941|Alliance Margaret M. Bloomfield Technology Academy High|3|At Alliance Margaret M. Bloomfield Technology Academy High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole. To support this goal, our school has held 42 parent engagement events this year. To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach. As a result of this, 8.77% of our scholars' families attended two or more parent engagement events this year. In addition, 97% of our families responded postively in questions regarding Family Engagement at the school, and 95% of our families responded postively in questions regarding Teacher Relations at the school. Finally, 97% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someone else they care about. These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share. This comes as a result of our efforts to build relationships between our school and all educational partners.|Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars. To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data. These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.|Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community. Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families. We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.|At Alliance Margaret M. Bloomfield Technology Academy High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars. As a result of this outreach, as well as our school's strong academic focus, 98% of Parents responded positively in questions regarding College Success at our school. Our school also prioritizes outreach to families by organizing and planning workshops. When asked about this, 96% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school. In addition, 97% of Parents responded positively in questions regarding Teaching and Learning at our school. All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.|Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops. We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.|Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child. In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.|In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups. During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide. In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others. As a result of this input, 97% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions. This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.|Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback. We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.|Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process. In addition, we have continued to expand targeted outreach for these families, to ensure that our all educational partners have equitable voice in decision making at their child's school.|5|5|3|5|3|5|5|3|3|3|3|3|Met||2026-06-10|2026
19647330125609|KIPP Philosophers Academy|3|At our school, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive. Additionally, KIPP SoCal has been awarded the Community Schools grant, enabling us to hire a dedicated Community School Manager for our school. This role has been instrumental in leading the Community School Advisory Council (“Community Coalition”), engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness.  While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.|We provide region-wide family leadership opportunities such as our Family Ambassador program. At each school site, our staff and family members lead a Community Coalition (School Site Council) where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.   By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Ambassador and Community Coalition (School Site Council) participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.|At our school, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families. By offering a variety of engagement opportunities such as leadership roles, Community Coalition (School Site Council) meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.   Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.|We recognise the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.  In addition, our school has implemented a Family Ambassador program in collaboration with our Community Coalition (School Site Council) to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly meetings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events. Looking forward, we are actively exploring ways to expand and integrate the Community School Coalition program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.   Furthermore, our school educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and Community Coalition (School Site Council) meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.   We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.|The Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.   In addition to our advocacy efforts, our schools Community School Manager has continued to play a crucial role in supporting our students' holistic well-being. They have collaborated closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students.  Our Community School Manager (CSM) monitors student progress closely and adjusts support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally.  Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey. Our goal is to continue partnering with new organization to continue bringing resources to every school with the support of the Community School Manager.|Our school remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, Community Coalition (School Site Council), and Coffee with the Admin are offered in languages accessible to all school families.|At our school, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and School Site Council, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public.  Our Community Coalition (School Site Council) empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability.   Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they have learned.  To ensure the highest quality of engagement, we provide comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.|To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at our school. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.|We are dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates, as well as adaptable meeting formats (such as recordings and zoom options) and materials to accommodate diverse needs of our families. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.|4|4|4|4|4|4|5|5|4|4|4|4|Met||2026-06-11|2026
19647330125625|KIPP Scholar Academy|3|At our school, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive. Additionally, KIPP SoCal has been awarded the Community Schools grant, enabling us to hire a dedicated Community School Manager for our school. This role has been instrumental in leading the Community School Advisory Council (“Community Coalition”), engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness.  While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community|We provide region-wide family leadership opportunities such as our Family Ambassador program. At each school site, our staff and family members lead a Community Coalition (School Site Council) where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.   By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Ambassador and Community Coalition (School Site Council) participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.|At our school, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families. By offering a variety of engagement opportunities such as leadership roles, Community Coalition (School Site Council) meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.   Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.|We recognise the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.  In addition, our school has implemented a Family Ambassador program in collaboration with our Community Coalition (School Site Council) to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly meetings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events. Looking forward, we are actively exploring ways to expand and integrate the Community School Coalition program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.   Furthermore, our school educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and Community Coalition (School Site Council) meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.   We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.|The Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.   In addition to our advocacy efforts, our schools Community School Manager has continued to play a crucial role in supporting our students' holistic well-being. They have collaborated closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students.  Our Community School Manager (CSM) monitors student progress closely and adjusts support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally.  Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey. Our goal is to continue partnering with new organization to continue bringing resources to every school with the support of the Community School Manager.|Our school remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, Community Coalition (School Site Council), and Coffee with the Admin are offered in languages accessible to all school families.|At our school, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and School Site Council, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public.  Our Community Coalition (School Site Council) empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability.   Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they have learned.  To ensure the highest quality of engagement, we provide comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.|To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at our school. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.|We are dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates, as well as adaptable meeting formats (such as recordings and zoom options) and materials to accommodate diverse needs of our families. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.|4|4|4|4|4|4|5|5|4|4|4|4|Met||2026-06-11|2026
19647330125641|KIPP Sol Academy|3|At our school, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive. Additionally, KIPP SoCal has been awarded the Community Schools grant, enabling us to hire a dedicated Community School Manager for our school. This role has been instrumental in leading the Community School Advisory Council (“Community Coalition”), engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness.  While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.|We provide region-wide family leadership opportunities such as our Family Ambassador program. At each school site, our staff and family members lead a Community Coalition (School Site Council) where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.   By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Ambassador and Community Coalition (School Site Council) participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.|At our school, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families. By offering a variety of engagement opportunities such as leadership roles, Community Coalition (School Site Council) meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.   Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.|We recognise the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.  In addition, our school has implemented a Family Ambassador program in collaboration with our Community Coalition (School Site Council) to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly meetings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events. Looking forward, we are actively exploring ways to expand and integrate the Community School Coalition program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.   Furthermore, our school educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and Community Coalition (School Site Council) meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.   We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.|The Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.   In addition to our advocacy efforts, our schools Community School Manager has continued to play a crucial role in supporting our students' holistic well-being. They have collaborated closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students.  Our Community School Manager (CSM) monitors student progress closely and adjusts support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally.  Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey. Our goal is to continue partnering with new organization to continue bringing resources to every school with the support of the Community School Manager.|Our school remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, Community Coalition (School Site Council), and Coffee with the Admin are offered in languages accessible to all school families.|At our school, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and School Site Council, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public.  Our Community Coalition (School Site Council) empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability.   Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they have learned.  To ensure the highest quality of engagement, we provide comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.|To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at our school. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.|We are dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates, as well as adaptable meeting formats (such as recordings and zoom options) and materials to accommodate diverse needs of our families. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.|4|4|4|4|4|4|5|5|4|4|4|4|Met||2026-06-11|2026
19647330125864|Ednovate - USC Hybrid High College Prep|3|USC Hybrid High College Prep has continued to leverage its now Parent Advisory Committee (PAC),English Language Advisory (ELAC),Community School Council (CSC) and Coffee with the Principal to engage our parents as partners this year. Elected members and involved parents meet quarterly and formally to provide important input and feedback on the governance and operation of USC Hybrid College Prep and participate in school decisions through the PAC,ELAC and CSC. These councils' agenda consists of analyzing data (academics,attendance,school budget implementation,English learner support and student wellness)and making recommendations to the school’s leadership for improving school-wide performance in the key indicators. In addition to these formal structures,all families continue to engage through monthly Coffee with the Principal meetings and provide their input at least quarterly, through our parent surveys. These councils provide an ongoing opportunity for two-way communication,engaging our parents as partners and consistent feedback between families and the school,including processes for parents to initiate desired activities,plan events and provide input to the school’s leadership. This year,USC Hybrid officially launched its Community School Council (CSC) as part of the school’s continued Community Schools implementation efforts through the CCSPP grant. Through CSC, families have worked collaboratively with school leadership to review schoolwide data, discuss community needs, identify areas of growth, and help shape priorities and initiatives to strengthen student and family support systems. Throughout the year, families engaged in discussions around student wellness, school culture and climate, attendance supports, community partnerships, and family engagement opportunities. As the school closes out the year, CSC families have continued working together to help identify and support new initiatives and programs to launch next school year in support of students, families, and the broader school community.USC Hybrid’s English Learner Advisory Committee (“ELAC”) continues to provide input in advising Hybrid and collaborating with the PAC on programs and services for English learners. The ELAC acts in an advisory capacity to advocate and ensure our ELL students' needs are met and supported. This year our ELAC has provided feedback thus far on ELPAC data, our EL Needs assessment,Student Performance data and LCAP.Parents continue to be eager to engage and discuss the topics and information in our PAC/ELAC agendas and use this space to build their community,foster connections and share their ideas and feedback with our school to make decisions. As part of the school’s continued Community Schools work through the CCSPP grant,USC Hybrid expanded its support structures this year through the addition of the Family Engagement Coordinator and Community Schools Coordinator roles to further strengthen family engagement,community partnership and student support|USC Hybrid High has made significant strides in building relationships between school staff and families. Hybrid is constantly working to improve and continuously grow. Some of the areas to improve are parent engagement and attendance. Parents are eager to engage in discussions and share their ideas and feedback with the school. Programs like the Parent Advisory Committee ( PAC),English Language Advisory (ELAC), and Community Schools Council (CSC) have encouraged parents to build community, foster connections, and learn more about relevant topics.  USC Hybrid aims to provide more specific details on the topics covered during Parent Workshops to entice more parents to attend these informative workshops, these workshops have now been recorded and available online to watch. Lastly, we look to continue to expand the Parent Ambassadors Group to learn, and participate in community as well as civic engagement in the coming year as well as educate them to empower their voices.|At USC Hybrid High, we are committed to creating a supportive and inclusive environment where everyone feels respected and valued. To achieve this goal, we always seek ways to engage with underrepresented families and make them feel like they are an integral part of our community. For instance, we offer a range of options to ensure that all families have equal access to our resources and services, such as resource/community fairs, wellness fairs, and easy accessibility to resources via text, email, or phone. Effective communication is vital to fostering stronger family-school partnerships, which, in turn, can lead to improved student outcomes. By prioritizing communication and taking extra steps to engage underrepresented families, we are working towards building a more inclusive and welcoming school community. We continue to grow in looking for consistent translation services for all meeting spaces, and continue to provide parent workshops in topics such as ELPAC testing, Financial Aid, College 101, and Mental Health Topics.|At USC Hybrid High we have created a school culture where parents and families are embraced as partners in the education of their children. Hybrid holds mandatory parent-teacher conferences every quarter. Hybrid High communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of Hybrid’s student information system, powerschool, and behavior information through Dean’s List. Additionally, we solicit regular feedback from families and students through bi-weekly network-wide check-in and satisfaction surveys.  Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of the Student/Parent Handbook: Guide to Thrive, indicating that they understand the Hybrid High philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”: Attend parent-teacher conferences every ten weeks Monitor homework assignments daily.  Provide time and space for their child to do homework each night Talk with their child about school Support the code of conduct, the dress code, and the homework policy of USC Hybrid High School Treat USC Hybrid High School faculty and staff with respect|At USC Hybrid High, the school is working hard to ensure that students have the support and services they need to succeed. These resources include counseling, and mentoring programs for students needing extra help. Through the 1:1 Chromebook program, students can also benefit from additional support, such as instructional aides, credit recovery and summer programs. Students can achieve their outcomes with these resources. Hybrid continues to grow in providing diverse opportunities through clubs, sports, and events for each student. Hybrid continues to expand its community partnerships to expand services, resources, and opportunities to achieve a wraparound approach for each student.|Through USC Hybrid High self-reflection, we have identified areas to better support underrepresented families and significantly impact student outcomes, particularly our low-income English learners and foster youth. To this end, Hybrid has developed a culture team to provide additional assistance and mental health support for all students experiencing trauma, grief, or other mental health challenges. We recognize the importance of increasing student services and building awareness among our community. To achieve this, Hybrid plans to continue hosting student and parent workshops, events, and resource and wellness fairs to promote services and programs available to our families. Our teachers also focus on strengthening social-emotional support strategies to ensure students have the safest and most supportive environment possible. Additionally, all Ednovate schools utilize what we call the Whole Child Report Card (WCRC), a platform designed to monitor and support student growth beyond academics. Through the WCRC, we track areas such as mastery, college rigor, critical thinking, purpose, self-regulation, presence, and wellness, allowing staff to better understand each student’s individual needs, engage families in conversations around student progress and well-being, and provide targeted support and interventions when needed.|USC Hybrid High School encourages parents to participate in school decisions through the Parent Advisory Council (PAC) , the English Language Advisory Committee (ELAC), and Community Schools Council (CSC). Both groups offer continuous two-way communication and feedback opportunities between parents and the school to improve school-wide performance. The PAC, ELAC and CSC analyze dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership. For example, the PAC and CSC allows parents to initiate desired activities and plan events. Parents need to stay informed about ELAC and PAC meetings and processes, and Hybrid High staff ensures timely communication in both English and Spanish to maximize participation and involvement from parents.   Parents are also encouraged to: Attend parent workshops. Serve as volunteers. Assist in planning school events, and attending community events on behalf of the school. Meet with teachers as questions and concerns arise and attend student parent conferences. Attend monthly Coffee with the Principal meetings. Participate in our quarterly surveys Participate in our annual wellness survey Participate in our LCAP Public Hearing Participate in our English Learner Survey|USC Hybrid High believes that it is important to consider the areas where students may need continuous intervention or face unique circumstances impacting their academic performance. Hybrid strongly believes in a collaborative approach that involves students, parents, teachers and school administrators to ensure everyone in the school community is involved in the school decision-making process. By working together in spaces like the Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), Community Schools Council (CSC) and Coffee with principals we can determine the best ways to support and help students achieve their goals. We are looking to expand on our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.|As USC Hybrid High student population is mostly English Learners, Low Income, Foster Youth, and underrepresented communities our aspired improvements of working together in spaces of Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), Community Schools Council (CSC) and Coffee with principals determine the best ways to support our students achieve their goals. We look to expand our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-04|2026
19647330126136|Math and Science College Preparatory|3|At Math and Science College Preparatory we believe that parent engagement is critical for student success. We seek to involve parents and families in creating and upholding school culture, including learning and teaching processes, as much as we can. Examples include monthly Coffee with the Principal, Back To School Night, Parent Conferences each semester, Family STEM Nights, Parent Workshops from Counselors, Official Committees (SSC, ELAC), and yearly family surveys.  Through our continued partnership with ParentSquare we strive to maintain consistent communication with families. Use of the platform has already contributed to a significant increase in parent engagement and has received consistently positive feedback from our school community. Our SSC will take the lead on ensuring parents receive communication about any upcoming events, celebrations, or school-wide assessments. We look forward to building on this progress as we further strengthen communication and collaboration with families.  In addition, to support our staff with parent engagement, we have had professional development on how to increase parent/guardian engagement, particularly in cases when a student is at risk of failing or having behavioral difficulties. We have planned time for teachers to reflect on students' mastery, and plan and complete necessary action steps, like parent communication. We continue to encourage teachers and counselors to initiate a line of communication with families so that they can be looped in on student progress throughout the year.  To meet the needs of our parent community we provide interpretation and translation services for 100% of meetings and events with parents/guardians to ensure they can participate fully in educational programs and individual meetings with school staff related to their child’s education.|Throughout the school year our school site coordinator hosts family engagement workshops to support parents. We are working to improve the number of workshops and the topics we cover. Our SSC will collect data around the topics famlies are most interested in learning about. Our school counselors also host family workshops to support parents in understanding more about academic requirements and how to support their student. Throughout the year, counselors will also assess the need for additional workshops.  We have also commiteed to expanding our family engagement efforts and our community partnerships. We have already strengthened our connections with community organizations, inviting many of them to hold information tables at school-wide events like parent orientation, back to school night, and parent-teacher conferences. Most recently, USC Dental attended our summer parent orientation  to provide families with free dental kits,  information regarding dental care and other related resources. We will continue to partner with community organizations to provide our families with information and resources.   We are working to continue increasing family engagement and expand the number on-campus volunteer opportunities. We saw meaningful increases in parent engagement at our events last year, and we’re committed to continuing that momentum by fostering even stronger connections through community involvement.|MSCP recognizes the importance of building authentic partnerships with families and creating meaningful opportunities for stakeholder to contribute. Based on feedback and participation data, the school will continue expanding efforts to engage families through multiple avenues of communication, including ParentSquare, email, phone calls, text messaging, and in-person meetings, to ensure families receive timely information in ways that are accessible to them.  To strengthen relationships between school staff and families, MSCP will increase opportunities for two-way communication by actively seeking family input through workshops, listening sessions, surveys, and school events throughout the year. Rather than relying solely on broad announcements, school staff and School Site Council (SSC) members will personally invite families, particularly those whose voices have been underrepresented, to participate in committees, school decision-making processes, and other events and celebrations.  This year, our School Site Coordinator will conduct targeted outreach to encourage greater participation in the annual family survey, helping ensure feedback reflects the perspectives of the broader school community. Leaders will also continue engaging families throughout the year by inviting them to school events and opportunities to support student learning. These efforts are intended to build stronger relationships, increase family participation, and ensure family voice continues to inform school improvement.|At MSCP we are deeply committed to using data to improve student outcomes and engaging our school community in that work. We communicate regularly with stakeholders through digital platforms, monthly newsletters, Coffee with the Principal monthly, Parent-Teacher Conferences, Back to School Night and Powerschool. discussion forums. Many of our workshops focus on ways families can support student success, including topics such as attendance, college and career readiness, CAASPP, AP Testing, and ELPAC.  Staff regularly meet as a site and in Grade-Level teams to review student data and develop action plans.  quarterly data meetings provide opportunities for team members to analyze schoolwide trends and make recommendations. We also host two family conference cycles each year, during which teachers review student progress in detail and partner with families to identify both school- and home-based supports.  Beyond academics, we provide students with additional supports through before- and after-school programs through Think Together,  counseling (in-house and through community partnerships), and mentorship opportunities. Our professional development has focused on the three dimensions of active engagement: emotional, behavioral, and cognitive, to ensure teachers implement evidence-based practices that improve student outcomes.|At Math and Science College Prep, we remain committed to regularly reviewing data related to student outcomes and actively engaging our school community in making meaningful progress. Communication with stakeholders continues to be a priority through consistent updates on digital platforms, monthly newsletters, and family workshops. These workshops cover a variety of topics designed to empower families in positively impacting their students’ outcomes, including attendance, math strategies, college and career readiness, CAASPP, and ELPAC.  Admin/Counselor meetings exist to review student and grade-level data such as academics, behavior, attendance, SEL, etc. This allows us to comprehensively discuss and provide supports for students in multiple areas. We are able to provide supports such as counseling referrals, tutoring contracts, or additional wrap-around services.   Professional development continue to focus on Emotional, Behavioral, and Cognitive Engagement. These look-fors are measured monthly through Learning Walks that are scored using a rubric designed to give teachers actionable feedback for implementation in their classrooms moving forward. There is also a Committee that allows teachers to participate in Learning Walks, share best practices, and share meaningful feedback with the Admin team.|This year, our schoolwide priority is centered upon cognitive, behavioral, and emotional engagement. As a staff, we will be reading a guiding text, participating in a book club, structured discussions, and will participate in consistent reflection on engagement data.   As part of our commitment to data-driven instruction, we will utilize the strategies from the book to improve our outcomes on student engagement, staff collaboration, and overall rigor. This text specifically focuses on creating equitable spaces for all learners through the development of high cognitive lift and independent learning strategies.   Additionally, we will provide expanded learning opportunities for students after school to help enrich their Engish and Math proficiency.|MSCP is committed to meaningfully involving all stakeholders in decision-making.  We provide multiple opportunities for families, staff, and administrators to collaborate and contribute to school planning through established structures.  Families have the opportunity to be invovled through School Site Council and the English Learner Advisory Council, which are bodies that serve the school through providing feedback on our LCAP, English Learner Master Plan, and SPSA, which then is brought up to our Board of Directors.   Additionally, families can regularly engage with school Admin through our monthly Coffee with the Principal meetings, where they can share feedback and ideas in an open, ongoing dialogue. Updates and information is also regularly provided to families through ParentSquare, which allows families to communicate back and forth with staff. We ensure these materials are accessible to all families by recording meetings and sharing materials to all families.  Students, staff, and families are given surveys that further guide school planning.These surveys provide valuable insights and help shape our goals for school improvement. Through these efforts, we maintain strong connections with all stakeholders and ensure their voices are central to our school’s growth.|MSCP understands that in order to meet the needs of our school community, we must maintain close connections between staff, students and families. In order to obtain the data needed to make appropriate decisions within committee meetings, which result in LCAP decisions, all parents are asked to complete an annual parent survey. This year we saw a 20% increase in participation. The data collected will help us understand our parents' perspectives and respond to their needs and expectations. We hope to continue to increase that particpation moving forward.|MSCP has developed a range of supports for students with additional needs, informed by surveys, task groups, and family advisory groups. These supports serve students with exceptional needs, foster youth, linguistically diverse students, and students experiencing homelessness.   Our Restorative Justice Coordinator works closely with students and families to identify needs, remove barriers to learning, and connect families with resources through individual support, social-emotional learning, behavioral interventions, and community partnerships. Many of our homeroom lessons support in social-emotional learning.  To improve engagement with underrepresented families in decision-making, MSCP continues to expand opportunities for meaningful participation and feedback. We have maintained hybrid options for family meetings, including Coffee with the Principals, which has significantly increased participation by providing greater flexibility for working families. We also continue to gather input through family surveys, advisory groups, and individual outreach to ensure families from historically underrepresented groups have multiple avenues to share their perspectives and help inform school decisions. We have a plan to reach out to families individually to support with increasing our survey participation.  We also plan to strengthen our focus on elevating student voice through student leadership groups, providing additional insight into school climate, belonging, and student needs. Feedback from both students and families is used alongside local data to guide continuous improvement efforts and ensure that decisions reflect the diverse perspectives of our school community.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-24|2026
19647330126169|Equitas Academy #2|3|Creating a warm and welcoming experience for all families is at the forefront of building partnerships.  Families are an asset to the school community and a relational approach is part of family engagement at Equitas.  Two-way communication between school and home is key and staff consistently communicate with families to support student outcomes.  Spanish translation is offered in both written and verbal communication.|There has been an explicit focus on redesigning the spaces where families have the opportunity to join and be part of shared decision making - SSC, ELAC, and CS Advisory Committees. The redesign supports in building and strengthening relationships between school staff and families by collaborating, co-constructing experiences and making decisions together in support of student success.|Providing opportunities for underrepresented families to engage with school staff through workshops and councils that support diverse learners.  Organizational priorities were developed with goals to improve outcomes in support of underrepresented families. A direct outreach approach will also serve as a strategy to to improve engagement.|Strong relationships with families are crucial to student success. Families are provided with touch-points such as summer orientation, monthly Cafecitos, ,monthly family nights, family-teacher conferences two times per year, network wide family workshops and ongoing communication between teachers and families.  Events and communication are grounded on a relational approach.  Year 1 of Community Schools Implementation has also supported in building partnerships between schools and families to support student outcomes.|Schools will continue to provide all families learning experiences where student data is shared and analyzed.  Families will receive the tools to understand how their child is progressing through multiple data points and gage progress in meeting standards in language arts, math and other core subjects.  Student data is shared at different touch points with families throughout the school year. These opportunities will support the school staff and families to progress monitor and work together to support student achievement.|Collaboration of staff and schools to support diverse learners with a focus on engaging families of underrepresented families. Holding spaces where families can gain knowledge and tools to support at home and bridge the connection to school in support of student outcomes.|Families voices are important and necessary to ensure progress monitoring and student success.  Families are afforded the opportunity to provide feedback through a yearly family survey given two times per school year.  Family input is sought for decisions that will greatly impact them and their children. Families are able to provide feedback at monthly Cafecitos.  School Site Council, ELAC, Community Schools Advisory Council and Parent Action Team are also spaces where families can provide feedback and have direct access to decision-making spaces.|Equitas strives to foster opportunities for all families to provide input and take part in decision-making.  An area of focus is to increase the number of families and diversity of voices to be representative of all our families.|Equitas Academy is in development to refine and enhance the opportunities to engage with families, especially underrepresented families.  Seeking direct feedback from families through a needs assessment to gather information on their preferences for learning and connecting opportunities to ensure topics and events are relevant to their needs.|4|4|4|4|4|3|4|3|3|3|4|3|Met||2026-06-25|2026
19647330126177|Citizens of the World Charter School Silver Lake|3|The strength of our Building Relationships Between School Staff and Families is our structured opportunities for communication between the two stakeholders. At the beginning of the year, staff is asked to reach out to each student’s family in their homeroom via ParentSquare to introduce themselves, provide their vision for the school year, and start the building blocks for a close relationship. The first in-person structured opportunity for caregivers and staff to connect is Back to School Night. Additional opportunities to build partnerships are through Caregiver Conferences which are held twice per school year and student-led conferences which take place at the middle school. These are meaningful opportunities for staff (and in the case of middle school – students) to communicate student progress and come up with plans for growth. Other opportunities to build relationships are through various volunteer opportunities such as library, classroom Mystery Reader, field trip chaperone, etc.  The school also offers many less structured opportunities for families to visit the school to build community through cultural and academic events. These include our AANHPI Night Market, Hispanic Food Festival, Math Night, Science Night, and Humanities Night, the Latina/o/x Heritage Month Festival, the Black History Month celebration, and Coffee Socials.  Additionally, we remove language barriers by ensuring that school announcements and communications are translated into the multiple languages that our families represent. This is possible through ParentSquare. This is especially important for our student-led conferences and caregiver conferences. We are also fortunate to have a number of bilingual Spanish-speaking staff members on our team, which means that in-person language support is frequently available on an informal basis when families need it. We ask our staff if they need a translator, and we aim to ensure a translator is available for those meetings. The same is true for IEP and Student Success Team meetings.|We would like to offer our families diverse ways of engaging with the school in ways that are meaningful for them. Some of our families cannot be physically present at school for in person volunteer opportunities so ensuring we have ways to help all parents feel they are a part of the community is a next step. This could mean that for workshops and meetings we send out resources or recordings of webinars.|A focus area of improvement for building relationships between school staff and families is ensuring that ALL of our families have equitable opportunities to meaningfully participate and engage in and with the school. This includes creating a campus environment that feels safe and trusted for all families, including our immigrant families. To support this, we make Know Your Rights information accessible in multiple languages as needed, on campus, on our school website, and regional website, so families can find it on their own terms. More ways we regularly seek to improve engagement of underrepresented families is by offering events and workshops in a variety of home languages and to offer workshops and social gatherings for families with other parents of similar identities so as to build community. For example, last school year we noticed many Spanish-speaking families attend workshops when the workshop is presented in Spanish vs. in English and then translated into Spanish. We also held a Coffee Social for caregivers of students who have disabilities and that safe space where caregivers can connect because of shared experiences is something we need and want to continue in the coming school year.  Leadership will also support staff in maintaining intentional, proactive communication with families who may not be regularly present at school events. CWC-Silver Lake will continue to strengthen the English Learner Advisory Committee (ELAC) to ensure EL families have an active and meaningful voice in school decision-making, with targeted recruitment and outreach to increase participation. Additionally, the school will maintain individualized outreach to families of foster and homeless youth to ensure these students and their caregivers feel supported and connected to the school community.|CWC Silver Lake has worked hard to foster and maintain partnerships with families and caretakers. We recognize that this is key for the success of the school and the students. We strive to ensure families are informed by providing weekly newsletters that overview current events, school highlights, upcoming events, learning opportunities for families, and ways to connect with the school community. Classroom teachers also keep families informed by sending out classroom updates of what has and will be taught along with ways they can support student learning at home. Additionally CWC Silver Lake holds several community events that help bridge the school to home gap. For example, Math Night invites families to our school to learn about our math program and philosophy in fun and engaging ways. To support our staff CWC Silver Lake also provides, especially for our new teachers, with professional development that focuses on communication with families in our Wayfinding series. Wayfinding is a targeted professional development for our new to the field teacher that supports them with topics like engaging families and proper lines of communication for a successful partnership.  To ensure families and caregivers know our school program and their role and rights, each year we start the year off with a Back to School Night. In this presentation we cover many things from suggested ways to reach out to teachers to how they can share their concerns through the Uniform Complaint Procedure (UCP). When issues arise we often direct families to our Handbook which is also provided for parents.  We put intentionality in building connections with families and are proud of the work that we have done to ensure that they are informed and connected.|Although we have lots to be proud of there is still work for us to improve in building partnerships with families. We continue to strive to ensure all communication is translated for families. Many of our key communication is already translated but there are times where some emails or updates may not be translated. We hope to increase that.  Another area we are focusing on is increasing participation of families that may be more challenging to communicate with. This group has diverse needs and not a one size fits all approach to engaging families. This group could be caused by availability of time due to work, family make up, language barriers, personal capacity, and more. To combat that we try to offer a variety of meeting times, record meetings when possible, share communication with notice in multiple languages, and make personal connections when possible. Although we have dedicated professional development for teachers with our Wayfinding program, we still see opportunities for improvement. We aim to build much of teacher support around an Arc of the Year (AOTY) framework to support teachers with the highest leverage areas of need in different times of the year based on observation. The Arc of the Year framework supports not only coaching but professional development as well as school leaders identify most important and patterned areas of development needed for their instructional staff to improve student outcomes.|CWC Silver Lake recognizes the importance of engagement for all families, especially those that are underrepresented. To combat that we recently have been focusing on building our Diversity Equity Inclusion and Belonging (DEIB) Leaders Council. The DEIB Leaders Council has been put together to ensure that authentic and meaningful partnerships are forged. The DEIB Leaders Council is comprised of a dedicated group of staff members and caregivers. The DEIB Leaders Council will help be a thought partner and an accountability partner for how our school operates when considering and including all of our community members. Together with the school site leadership team, they will work on implementing an Equity Action Plan which includes specific equity centered goals. Supporting this work, CWC's Senior Manager of DEIB, in partnership with the data team, reviews all student survey data disaggregated by subgroup and grade level at each school. Findings are shared through one-on-one meetings with school administrators and presented at monthly meetings, ensuring that leadership has timely, actionable insight into the experiences of all student groups. The data team also maintains robust monitoring systems, including Tableau, which allow CWC to track and monitor student performance trends across all subgroups in real time. We will continue to grow the DEIB Leaders Council and hope to see its positive influence over the upcoming years.|Comprehensive Stakeholder Engagement: CWC Silver Lake engages a diverse range of stakeholders through annual surveys, regular Principal’s Council meetings, Coffee Socials, and focus groups, ensuring multiple perspectives are considered. Transparent Communication: CWC Silver Lake maintains transparency with caregivers by regularly communicating updates via a school weekly newsletter, weekly updates from classroom teachers, parent-teacher conferences, and report cards for students. and outcomes from stakeholder meetings, building trust and encouraging participation. Data-Driven Approach: Decisions are informed by both qualitative and quantitative data, utilizing local data such as academic performance and attendance rates to identify needs and track policy impacts. Responsiveness: CWC Silver Lake promptly addresses concerns raised by stakeholders, demonstrating accountability and strives to close the feedback loop by communicating actions taken based on feedback.|Enhance Digital Engagement Platforms: Despite having various in-person engagement methods, improving digital engagement platforms could further enhance participation. Developing more interactive online forums, social media engagement, and mobile-friendly surveys can make it easier for stakeholders to provide input, especially for those unable to attend in-person meetings. Strengthen Feedback Mechanisms: To build on the transparent communication strength, CWC Silver Lake could implement more structured feedback mechanisms that help stakeholders understand how and when their feedback is being utilized. Regularly scheduled feedback sessions where stakeholders can see the direct impact of their input on decision-making processes would reinforce trust and demonstrate the value of their contributions.  Develop Continuous Improvement Plans: To ensure ongoing progress, CWC Silver Lake can implement continuous improvement plans that include regular evaluations of engagement strategies. This involves setting specific, measurable goals for stakeholder engagement, regularly reviewing performance against these goals, and making necessary adjustments based on stakeholder feedback and data analysis.|Inclusive Participation: Efforts to include underrepresented groups have been strengthened through translation services, childcare during meetings, and flexible scheduling. Increase Professional Development Focused on Stakeholder Engagement: While CWC Silver Lake addresses stakeholder concerns promptly, enhancing staff training specifically in stakeholder engagement strategies for underrepresented families can further improve the quality of interactions. Training should focus on advanced communication techniques, conflict resolution, and inclusive practices to ensure all voices are heard and respected. Expand Data Utilization for Personalized Communication: CWC Silver Lake’s data-driven approach could be expanded to personalize communication with stakeholders. By analyzing data on stakeholder preferences and engagement patterns, CWC Silver Lake can tailor communications to better meet the needs and interests of different groups, thereby improving the relevance and impact of their messages.|4|4|5|5|4|4|4|4|3|3|3|4|Met||2026-06-17|2026
19647330126193|Citizens of the World Charter School Mar Vista|3|The strength of our Building Relationships Between School Staff and Families is our structured opportunities for communication between the two stakeholders. At the beginning of the year, staff is asked to reach out to each student’s family in their homeroom via ParentSquare to introduce themselves, provide their vision for the school year, and start the building blocks for a close relationship. The first in person structured opportunity for caregivers and staff to connect is Back to School Night. Additional opportunities to build partnerships are through Caregiver Conferences which are held twice per school year and student-led conferences which take place at the middle school. These are meaningful opportunities for staff (and in the case of middle school – students) to communicate student progress and come up with plans for growth. Other opportunities to build relationships are through various volunteer opportunities such as library, classroom Mystery Reader, field trip chaperone, etc.   The school also offers many less structured opportunities for families to visit the school to build community through cultural and academic events. These include our Lunar New Year, Latina/o/x Heritage Month Festival, the Black Excellence celebration, Be You celebration, and Coffee Socials.   Additionally, we remove language barriers by ensuring that school announcements and communications are translated into the multiple languages that our families represent. This is possible through ParentSquare. This is especially important for our student-led conferences and caregiver conferences. We are also fortunate to have a number of bilingual Spanish-speaking staff members on our team, which means that in-person language support is frequently available on an informal basis when families need it. We ask our staff if they need a translator, and we aim to ensure a translator is available for those meetings. The same is true for IEP and Student Success Team meetings.|We would like to offer our families diverse ways of engaging with the school in ways that are meaningful for them. Some of our families cannot be physically present at school for in person volunteer opportunities so ensuring we have ways to help all parents feel they are a part of the community is a next step. This could mean that for workshops and meetings we send out resources or recordings of webinars.|A focus area of improvement for building relationships between school staff and families is ensuring that ALL of our families have equitable opportunities to meaningfully participate and engage in and with the school. This includes creating a campus environment that feels safe and trusted for all families, including our immigrant families. To support this, we offer Know Your Rights workshops in multiple languages as needed, and we make this information accessible on our school website so families can find it on their own terms. Some of the ways we plan to improve engagement of underrepresented families is by offering events and workshops in a variety of home languages and to offer workshops and social gatherings for families with other parents of similar identities so as to build community. For example, last school year we noticed many Spanish speaking families attend workshops when the workshop is presented in Spanish vs. in English and then translated into Spanish. We also held a Coffee Social for caregivers of students who have disabilities and that safe space where caregivers can connect because of shared experiences is something we need and want to continue in the coming school year.  It will also require leadership support of staff and teachers to ensure all are creating and maintaining relationships with caregivers and families who may not be present at all the things and making intentional efforts to reach out to them specifically.|CWC Mar Vista has worked hard to foster and maintain partnerships with families and caretakers.  We recognize that this is key for the success of the school and the students.  We strive to ensure families are informed by providing weekly newsletters that overview current events, school highlights, upcoming events, learning opportunities for families, and ways to connect with the school community.  Classroom teachers also keep families informed by sending out classroom updates of what has and will be taught along  with ways they can support student learning at home. Additionally CWC Mar Vista holds several community events that help bridge the school to home gap.  For example, Math Night invites families to our school to learn about our math program and philosophy in fun and engaging ways.   To support our staff CWC Mar Vista also provides, especially for our new teachers, with professional development that focuses on communication with families in our Wayfinding series.  Wayfinding is a targeted professional development for our new to the field teacher that supports them with topics like engaging families and proper lines of communication for a successful partnership.  To ensure families and caregivers know our school program and their role and rights, each year we start the year off with a Back to School Night.  In this presentation we cover many things from suggested ways to reach out to teachers to how they can share their concerns through the Uniform Complaint Procedure (UCP). When issues arise we often direct families to our Handbook which is also provided for parents.   We put intentionality in building connections with families and are proud of the work that we have done to ensure that they are informed and connected.|Although we have lots to be proud of there is still work for us to improve in building partnerships with families.  We continue to strive to ensure all communication is translated for families. Many of our key communication is already translated but there are times where some emails or updates may not be translated.  We hope to increase that.    Another area we are focusing on is increasing participation of families that may be more challenging to communicate with.  This group has diverse needs and not a one size fits all approach to engaging families.  This group could be caused by availability of time due to work, family make up, language barriers, personal capacity, and more.  To combat that we try to offer a variety of meeting times, record meetings when possible, share communication with notice in multiple languages, and make personal connections when possible.   Although we have dedicated professional development for teachers with our Wayfinding program.  We still see opportunities for improvement.  We aim to build much of teacher support around an Arc of the Year (AOTY) framework to support teachers with the highest leverage areas of need in different times of the year based on observation.  The Arc of the Year framework supports not only coaching but professional development as well as school leaders identify most important and patterned areas of development needed for their instructional staff to improve student outcomes.|CWC Mar Vista recognizes the importance of engagement for all families, especially those that are underrepresented.  To combat that we recently have been focusing on Diversity Equity Inclusion and Belonging (DEIB) council.  The council has been put together to ensure that authentic and meaningful partnerships are forged.  We currently meet with staff and community partners.  The DEIB council will help be a thought partner for how our school operates when considering all of our community members.  We will continue to grow this council and hope to see its positive influence over the upcoming years.|Stakeholder Engagement: CWC Mar Vista engage a diverse range of stakeholders through annual surveys, regular Principal’s Council meetings, Cafecitos, Town Hall meetings, and focus groups, ensuring multiple perspectives are considered.  Transparent Communication: CWC Mar Vista  maintains transparency with caregivers by regularly communicating updates via a school weekly newsletter, weekly updates from classroom teachers, parent-teacher conferences, and report cards for students. and outcomes from stakeholder meetings, building trust and encouraging participation.   Data Driven Approach: Decisions are informed by both qualitative and quantitative data, utilizing local data such as academic performance and attendance rates to identify needs and track policy impacts.  Responsiveness: CWC Mar Vista promptly addresses concerns raised by stakeholders, demonstrating accountability and strives to close the feedback loop by communicating actions taken based on feedback.|Enhance Digital Engagement:Despite having various in-person engagement methods, improving digital engagement platforms could further enhance participation. Developing more interactive online forums, social media engagement, and mobile-friendly surveys can make it easier for stakeholders to provide input, especially for those unable to attend in-person meetings.   Strengthen Feedback Mechanisms: To build on the transparent communication strength, CWC Mar Vista could implement more structured feedback mechanisms that help stakeholders understand how and when their feedback is being utilized. Regularly scheduled feedback sessions where stakeholders can see the direct impact of their input on decision-making processes would reinforce trust and demonstrate the value of their contributions.   Develop Continuous Improvement Plan: To ensure ongoing progress, CWC Mar Vista can implement continuous improvement plans that include regular evaluations of engagement strategies. This involves setting specific, measurable goals for stakeholder engagement, regularly reviewing performance against these goals, and making necessary adjustments based on stakeholder feedback and data analysis.|Inclusive Participation: Efforts to include underrepresented groups have been strengthened through translation services, childcare during meetings, and flexible scheduling.   Increase Professional Development Focused on Stakeholder Engagement: While CWC Mar Vista addresses stakeholder concerns promptly, enhancing staff training specifically in stakeholder engagement strategies for underrepresented families can further improve the quality of interactions. Training should focus on advanced communication techniques, conflict resolution, and inclusive practices to ensure all voices are heard and respected.   Expand Data Utilization for Personalized Communication: CWC Mar Vista’s data-driven approach could be expanded to personalize communication with stakeholders. By analyzing data on stakeholder preferences and engagement patterns, CWC Mar Vista can tailor communications to better meet the needs and interests of different groups, thereby improving the relevance and impact of their messages.|4|4|4|3|3|4|4|3|3|4|3|4|Met||2026-06-17|2026
19647330126797|Aspire Centennial College Preparatory Academy|3|Across Aspire Centennial College Preparatory Academy, a priority is proactively building strong, trusting relationships between school staff and families, recognizing that meaningful connection and open communication are critical for student success. This is evident in our LEA's regular and structured engagement with families through platforms like annual surveys and quarterly meetings, fostering open communication and trust. These interactions ensure families feel connected and supported, and the resulting feedback directly informs school policies and practices, aligning with Aspire's commitment to a supportive and inclusive school culture.|Recognizing the potential to further strengthen established staff-family connections within Aspire Centennial College Preparatory Academy, our future efforts will concentrate on more personalized and culturally responsive engagement to ensure inclusivity and comprehensiveness. We are dedicated to increasing participation among all families by proactively addressing barriers related to language, work schedules, or prior school interactions, and actively refining our systems to ensure that family feedback leads to clear and demonstrable changes that meet the diverse needs of our LEA community.|To better support underrepresented families at Aspire Centennial College Preparatory Academy, we are dedicated to continuously improving engagement strategies by enhancing communication and outreach through translation services, flexible meeting times, and diverse feedback options like surveys and discussions. We are also strengthening family/staff connections, cultural events, and community partnerships as part of a broader, ongoing commitment to deepen and enrich relationships with all family groups, ensuring every family feels seen, valued, and empowered to be an active part of our school community through consistent listening and adaptation.|Aspire Centennial College Preparatory Academy continues to develop strong partnerships between families and educators as a key part of student success. This multi-faceted approach includes sharing timely academic updates, hosting enriching family events, and offering practical resources to support parents in the home learning environment. Educators regularly connect with families through student-led conferences, informative newsletters, and user-friendly online platforms. Moreover, Aspire Public Schools invests in professional development for staff, enhancing their capacity to collaborate effectively with families and understand the diverse needs of their students. These comprehensive efforts have cultivated a shared sense of purpose and a more robust learning community.|To deepen our family partnerships, we are committed to more consistent and comprehensive information sharing and feedback processes. A key goal is to move beyond simply providing updates to actively involving families in developing and sharing learning support strategies for their children. We also aim to increase families' understanding of academic expectations and student progress and empower them to advocate effectively for their students at all levels.|To enhance our connection with families underrepresented families, we are implementing more targeted and accessible strategies, including multilingual resources, evening events, and diverse communication methods. Simultaneously, we are focused on building trust with underrepresented families through consistent outreach, inclusive programming that reflects their experiences, and leadership opportunities that authentically value the voices and strengths of our diverse community.|Aspire Public Schools recognizes families as key partners in shaping our schools' vision and priorities. The school regularly invites family input through surveys, the School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. This feedback is then used by principals and teachers to inform key decisions about academics, student support, and community building, ensuring our schools reflect the needs and hopes of the communities we serve within the Aspire network.|Our ongoing dedication is to perfect these processes, guaranteeing their continued effectiveness and inclusivity. We will be prioritizing a more in-depth engagement strategy to ensure that the perspectives of all, with a particular focus on underrepresented and unduplicated student groups, are not just heard but are truly integral to our decision-making.|To deepen the involvement of underrepresented families in shaping our decisions, we are dedicated to expanding and improving how we gather interactive feedback. This proactive step aligns with our broader commitment to continuous improvement, where we consistently adapt our engagement methods based on current feedback and evolving community needs, ultimately strengthening our LCAP development and other key educational strategies.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-18|2026
19647330127670|KIPP Iluminar Academy|3|At our school, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive. Additionally, KIPP SoCal has been awarded the Community Schools grant, enabling us to hire a dedicated Community School Manager for our school. This role has been instrumental in leading the Community School Advisory Council (“Community Coalition”), engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness.  While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.|We provide region-wide family leadership opportunities such as our Family Ambassador program. At each school site, our staff and family members lead a Community Coalition (School Site Council) where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.   By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Ambassador and Community Coalition (School Site Council) participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.|At our school, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families. By offering a variety of engagement opportunities such as leadership roles, Community Coalition (School Site Council) meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.   Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.|We recognise the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.  In addition, our school has implemented a Family Ambassador program in collaboration with our Community Coalition (School Site Council) to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly meetings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events.  Looking forward, we are actively exploring ways to expand and integrate the Community School Coalition program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.   Furthermore, our school educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and Community Coalition (School Site Council) meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.   We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.|The Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.   In addition to our advocacy efforts, our schools Community School Manager has continued to play a crucial role in supporting our students' holistic well-being. They have collaborated closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students.  Our Community School Manager (CSM) monitors student progress closely and adjusts support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally.  Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey. Our goal is to continue partnering with new organization to continue bringing resources to every school with the support of the Community School Manager.|Our school remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, Community Coalition (School Site Council), and Coffee with the Admin are offered in languages accessible to all school families.|At our school, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and School Site Council, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public.  Our Community Coalition (School Site Council) empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability. Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they have learned.  To ensure the highest quality of engagement, we provide comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.|To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at our school. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.|We are dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates, as well as adaptable meeting formats (such as recordings and zoom options) and materials to accommodate diverse needs of our families. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.|4|4|4|4|4|4|5|5|4|4|4|4|Met||2026-06-11|2026
19647330127886|City Language Immersion Charter|3|Based on the Panorama Survey, there has been an increase in parent engagement from 29% in 2025 to 33% in 2026. Families have been meeting their teachers more in person, an increase of 11% since 2025. The biggest increase, 15%, was in how often families visit the school, 65%.  Our Family Engagement Manager has been instrumental in helping CLIC leadership organize and incentivize parent engagement at the school.  School teaching staff saw a 2% increase in Staff-Family Relationships. This is mostly due to families in TK-2 being able to enter the building to drop off and pick up their children from school. CLIC plans to improve relationships between classroom teachers and families by incorporating time for positive calls home into the weekly staff development meetings, intake conferences with families at the beginning of the year and home visits.|The response rate for the Panorama Family Survey was 15%. One area of improvement is to increase response rates for this survey so that we have a more complete picture of family perspectives on the school experience. We would like to increase participation to 30%.|To increase response rates to the family survey CLIC will provide families support on filling out the survey through volunteers. We will have volunteers out during drop-off and pick-up to support families in filling out the survey.  CLIC will improve engagement of underrepresented families by increasing the frequency of social events and making them affordable and family friendly. These events include movie nights, park play dates, and level family get-togethers.|CLIC continues to have a progressive and constructivist school philosophy that allows educational partners to collaborate and create lessons that follow student interests and learning needs. Feedback from teachers has expressed an appreciation for the freedom and flexibility of being able to create lessons that are culturally responsive and relevant to the lives of students. In the Panorama Survey, the greatest increase was in professional learning, a 17% increase from 2025. 50% responded favorably that the school had been supportive of the teacher's professional growth. That was an increase of 37% from 2025. There was a 38% increase in feeling that the staff development helped them explore new ideas and a 25% increase in favorable response of learning and applying new strategies to teaching. School leadership saw the greatest increase of 9% from 2025. 58% of teachers responded favorably to a positive influence from leadership on the quality of their teaching, an increase by 26% from the last school year. 53% of teachers responded favorably to the importance of teacher satisfaction to leaders. An increase from last year of 15 percentage points. Teachers also felt that school leader goals were clearly identified (40%), and they saw themselves represented in a leadership position (65%). The tone of leadership to encourage collaboration and creativity is a strength and the availability of professional development opportunities to support teachers. This same positive tone allows for teachers to find creative ways to demonstrate student knowledge. We have several days allocated in the year where parents are invited to come and observe and share in student learning. These days include Cultural Celebration Day, Winter Celebration, Inquiry Day, and Festival de las Américas. These days are important ways that parents can see how their children are growing. We will continue to provide these opportunities as well as increase the number of Family Learning Nights, where teachers will lead activities in Math and Literacy for families to learn together.|33% of staff and 19% of teachers responded favorably to coaching and feedback. This is an area of focus for improvement. Coaching and feedback are important in the development of a teacher's quality of instruction. The feedback for teachers will be thorough and will cover all aspects of their roles as teachers. Teachers responded that each time they get feedback and go through a coaching cycle, they learn and their teaching improves. This leads to improved student performance. We will be introducing a new literacy curriculum for multilingual learners and providing teachers professional development in the curriculum as well as in the math curriculum. There continues to be a need for resources that help families meet the language development needs of their children at home. We have increased the number of books available to students by building our classroom libraries and participating in book fairs and providing a Free Little Library at the entrance of our school. The increase in books provides students the opportunity to take home books to practice their reading skills. We continue to provide after-school tutoring focused on language development and literacy. An area of focus for improvement is providing families with training to support their students at home through read- alouds and language practice. Caregivers have been invited to read to students at school, and we plan to continue to invite caregivers to read out loud to students at school to promote literacy development.|Our English Learners are a student population that benefits from focused planning and attention. Working with our outside consultants, using the new curriculum, and through professional training, teachers will identify teaching goals and strategies that focus on language development and target that student population. Providing ongoing focus on oral language development, math, literacy, and project-based learning will continue to strengthen teachers and provide them with the knowledge and skills to reach all learners. Inviting caregivers on campus for volunteer opportunities such as read-alouds and small group help will provide parental models for our students to emulate. We want to create a culture of reading and literacy; by including caregivers in the learning process, students will be able to see themselves as readers and writers. Parents will be given opportunities to orally share and read in their home language and to share in their home language. This will celebrate the diversity of our school community as well as promote language and literacy development in our students.|CLIC uses a variety of methods for gathering input for decision making. We use the Panorama survey, focus groups, regular meetings, and the communication platform: ParentSquare. This year we had a 15% participation rate in the Panorama Survey from parents. We held parent meetings throughout the school year and requested feedback from families.|One focus area for improvement is to continue to increase the participation rate of parents in taking the survey. There was a decrease in parent participation this year. Participation rate is improved with more communication, regular reminders, and emphasis on the importance of the input in decision making. An important piece in the communication is to connect decisions to the input that was given. Clearly articulating to all stakeholders that their input was valuable and used in the making of important decisions will inspire continued parental input.|When sharing the survey results with parent groups, there was disappointment in the response rate. Their feedback was to present survey results to parents in the fall so that they understand how we are using the information as a school. When we were gathering data, there were many caregivers that needed guidance on how to fill out the survey and had lost the email that was sent home with their code. The school will provide families with access to codes, devices for taking the Panorama survey in the future and more opportunities such as during drop-off or pick-up time. We will make use of our classroom ambassadors, parents who are designated to each classroom to support the teacher and family communication, to disseminate information to parents to increase participation in feedback and focus groups.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-22|2026
19647330127894|Valor Academy High|3|The school community understands that the success of our students depends on the trust and communication between staff, families and students. With this awareness, the school sends out Parent and Family Surveys to assess areas of strength and improvement. Our families know we value their opinion which is why 46% of parents returned surveys addressing family efficacy, school fit, school climate, and school safety. We know that our families are confident in their relationships with staff because our Family survey reflects that 98% of parents rate the school positively.  One of the school’s biggest strengths is the welcoming environment we’ve built with families through events including but not limited to: Coffee with the Principal, Conferences, Parent Education Seminars, Back to School Night, and Family Nights. Last year we tracked 57% of families who attended at least one event. This year we're also tracking families who attended 2 events at 34%. We know that families who are engaged with our schools can better support their student achievement. We hope that we will continue to grow the rate of engaged families in the next few years. Through events that highlight the cultures of students, implementation of Council in Schools, and connection via phone and ParentSquare our staff and families have learned more about each other and the school has increased two-way communication between families and staff.|The school has identified the percent of parents who attend Back to School Night as a focus area of improvement, as 24% attended this year. Additionally, we'd like to increase the percent of families who have a yearly counselor meeting which was at 42% this year.|The school will improve the engagement of underrepresented families in this area by leaning on the support of the Community School Manager, particularly their ability to translate for non-English speaking families, and to connect with families about school events that encourage relationship building. In addition, the school will continue to work on proactive communication so that the number of families feeling heard and validated increases as our students succeed.|We are very proud that 100% of students who have access to standards aligned materials at home as appropriate for a given lesson. Our Community School Manager also shares local resources and partnerships with families including medical, legal, recreational, academic, and social services.|The school has identified a focus are for the percent of parents who attend a Education Seminar. This year we reached 16%.|The school provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school.   The LEA will also improve the engagement of underrepresented families in this area by leaning on the support of the Community School Manager, who conducted focus group and empathy interviews which included underrepresented families and surfaced areas of strength and need.  With the support of the Community School Manager we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.|One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Community School Manager. Every year, school administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school.  We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Program changes are communicated to families in newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor.|Though we are proud to have 46% of parents returning surveys, and 83.33% of parents attending a school counselor meeting, we continually strive to increase these numbers to reach 100%. We recognize that the more parents returning surveys and attending events, the more input we are receiving from our students and families to improve our school in ways that best meets their needs. In addition, our Family and Community Engagement Team works every year to identify, train and support family leaders who actively participate in the School Site Council, English Learner Advisory Committee and other advisory groups. Last year, our Community School Manager launched a Community School Advisory Council that provides input on key school decisions.|The annual Family survey administered asks questions in relation to school environment, parent satisfaction, family access to staff, programming for parents, and parent self-efficacy. The questions were created by a team of the Lead Executive Officer,  the Senior Vice Principal of Student and Family Services, and the Community Schools Chair and were reviewed by the principals. We use similar questions annually, to obtain Longitudinal and Latitudinal data, which we then review to identify how we can improve engagement. After each survey administration, collaborative teams meet to analyze the results, reflect on the school practices that brought on the outcomes and plan for the following school year. In addition, families are constantly invited to participate in multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-23|2026
19647330127910|Camino Nuevo High #2|3|CNCA has full-time and bilingual Student and Family Services Coordinators at each school that are guided and supported by the Director of Family Engagement and Advocacy at the Home Support Office for alignment and consistency across the program.  A fully implemented common communication platform called Parent Square is used to allow for two-way communication between staff and families. The platform has a variety of features, which includes the capability for posting information, collecting survey/poll responses, sending messages to a targeted audience, and allowing direct messages. Our communication platform can automatically translate information into more than one hundred languages to support efficient communication. Schools can choose a default second language so that the majority of the second language population does not have to explicitly make that choice. Families who desire a language different from English or the school’s default second language can select their own language from their accounts page.  Professional development sessions are held for staff on how to build meaningful relationships with families.  Coaching sessions are held with teachers on how to communicate with families and work alongside them to support student achievement.   Case management and referrals are done for families in need of social services, mental health, medical services, housing resources, etc.  Families have an array of volunteer opportunities to choose from to support the classroom/teacher and/or the school.  Sites host school events and classroom activities where families can attend and interact with staff.  Schools ensure an inclusive and friendly environment where all families feel comfortable, heard and welcome.|It is necessary for schools to create more opportunities for teachers, school leaders, classified staff, and families to collaborate and get to know each other. Professional development for teachers and classified staff continues to be a priority to emphasize that family engagement is everyone's responsibility.|To improve engagement of underrepresented families, schools will have readily available translators, when in need, for meetings. They will also reach out to families who are underrepresented through home visits. Home visits are encouraged as a tool to establish a connection with families and offer support when engaging with the school becomes difficult. Schools will also always seek to host social events where all family’s cultures are represented and valued.|Schools build capacity in families to support their children at home by offering academic family workshops. Some examples include: -Prepping families/students for SBAC/ELPAC -Understanding SBAC/ELPAC results/reports -Our Special Education Program -How to have Successful Parent-Teacher Conferences -Getting Familiar with our Math and ELA Curriculums and Assessments -I-Ready Math -Understanding our Mental Health Program  Schools conduct parent-teacher conferences in October, January and April. During these conferences, families have the opportunity to talk to teachers about their child’s academic progress and learn about how they can support their child at home.  Schools share academic data, school goals, updates, and helpful tips during their monthly family meetings with the leadership team.  Families and teachers communicate via Parent Square to celebrate successes, plan events, collect information, and share quick academic updates.|To strengthen the school and home partnership to support  student outcomes, schools must continue to encourage teachers to connect with families consistently regarding their student’s academic progress. Updates on student progress must not be limited to parent-teacher conferences. Schools must create more opportunities for families to learn the curriculum, assessments, and how they can support their students with homework and create positive learning environments. More professional development is also needed to guide teachers on best practices for how to present data in a family friendly way.|To improve engagement of underrepresented families, schools are encouraged to create more learning opportunities for families to better understand the education system and how their support is crucial for student achievement. A partnership must exist where teachers and families are learning from each other about how to better support the student.|Parent leaders on the School Site Council provide input on the LCAP goals, Consolidated App., School Safety Plan, Wellness Policy,   Parent Involvement Policy, as well as on school practices/changes that affect their children.  All families are invited to the Annual Title I Meeting where they can provide feedback on the Parent Involvement Policy. The policy is also shared via Parent Square to allow for families who couldn’t attend the meeting to read through it and provide feedback. This allows all families an opportunity to provide input.  Families receive an annual survey which allows them to anonymously provide feedback regarding their experience with our schools as well as what they think the schools are doing well and what the schools can improve in. Results are shared with all stakeholders which then allows us to track trends and progress and make any adjustments needed to improve families’ experiences at our schools.    During our monthly family meetings with the leadership team, families have ample time to ask questions, share concerns and offer solutions about any updates discussed.    Families can reach out to school leaders, teachers, and other staff via Parent Square, in-person, or by stopping by the office to request a meeting to share concerns, provide feedback, or inquire about an issue.|Schools need to strengthen their efforts in recruiting and training families, teachers, and staff to participate in leadership committees like SBC and ELAC. The training should include guidelines on best practices to provide constructive feedback and input.|Schools need to encourage underrepresented families to join leadership committees and use their voice to reach out to teachers, staff, and leaders. Schools are asked to provide the conditions necessary for all families to be able to attend and to feel comfortable in sharing their concerns, ideas, and suggestions to provoke change.|3|4|3|5|3|5|5|3|3|3|3|2|Met||2026-06-16|2026
19647330127936|PREPA TEC - Los Angeles|3|We hold Coffee with the Principal meetings once a month where the principal provides school business, updates and parent opportunity to provide feedback, input, and ask questions/clarifications. We hold Board meetings once a month as well. There are text messages that get sent to parents with updates and school business and they are able to reply to the messages in a conversational style. There are other member seat meetings like the DELAC/ELAC and SSC that we get parents to vote for the members. We also send out weekly newsletters to families. We hold weekly professional development for staff and monthly development for parents.|We are working on getting our parents of students with disabilities to participate in the SELPA parent meetings in addition to the meetings we hold at the school site level.|Encouraging the underrepresented families to attend our meetings while the school meets them where we provide child care, snacks and translation. We also encourage the families to hold office. The meetings are held twice to accommodate those who can attend in the morning and then in the evening.|PREPA TEC - Los Angeles strives to build strong relationships between school staff and families. They are typically built through consistent communication, family involvement, and a welcoming school culture by practicing the following: Open and Regular Communication Teachers and administrators keep families informed about student progress, school events, and important announcements through emails, phone calls, parent portals, newsletters, or messaging apps. Families are encouraged to ask questions and share concerns, creating two-way communication. Family Engagement Opportunities Parents and guardians are invited to participate in school events, workshops, celebrations, volunteer activities, be part of committees, and parent-teacher conferences. These opportunities help families feel like active partners in their children's education. Respect for Cultural Diversity The school recognizes and values the diverse cultural and linguistic backgrounds of its families. Information is always provided in multiple languages, and cultural traditions are celebrated to foster an inclusive environment. Collaborative Problem-Solving When academic, behavioral, or social concerns arise, teachers, counselors, and families work together to develop strategies that support the student's success. This collaborative approach builds trust and shared responsibility. Accessible Staff Administrators, teachers, and support staff strive to be approachable and responsive. Families know who to contact for assistance and receive timely responses to their questions. Focus on Student Well-Being Staff work closely with families to support students' academic achievement as well as their social and emotional development. Regular check-ins help ensure students receive the support they need both at school and at home. Positive School Climate By fostering respect, kindness, and collaboration, the school creates an environment where families feel welcomed, valued, and included in the educational process and implementation of PBIS, school-wide behavior plan. Overall, PREPA TEC - Los Angeles' relationship-building efforts are centered on viewing families as essential partners in education. Through open communication, mutual respect, and meaningful involvement, the school and families work together to support each student's growth and success.|PREPA TEC - Los Angeles is working on improving relationship between the school staff and families in areas such as parent development. We are working towards developing parent workshops where they are able to attend workshops that are beneficial to their educational partnership position.|How PREPA TEC - Los Angeles plans to improve underrepresented families is to provide them with resources ongoing throughout the year and provide space and resources through networks that will benefit them per their needs.|The current strengths are shown in the following: attendance increase, academic increase, and decrease in suspensions.|We are working to build a higher attendance rate, increase in academics and self advocacy. We plan to increase attendance rate by strengthening family partnerships, implemet an early warning system, sustain a positive school climate, address barriers in attendance. Academic growth is maximized when instruction is data-driven, differentiated, and supported by strong relationships with students and families. We will continue to provide high-quality instruction, use datat to drive instruction, expand academic support systems, increase family engagement in learning, and continue to set high expectations. Self-advocacy empowers students to understand their strengths, communicate their needs, and become active participants in their education. We will teach our students sel-advocacy skills explicitly, increase student voice, promote student owneryship, build on social-emotional learning skills, and continue to provide individual support.|Strategies to Improve Academic Achievement  Academic growth is maximized when instruction is data-driven, differentiated, and supported by strong relationships with students and families.  Provide High-Quality Instruction  Utilize evidence-based instructional practices that actively engage students. Differentiate instruction to meet diverse learning needs and learning styles. Integrate technology and hands-on learning experiences to increase student engagement.  Use Data to Drive Instruction  Regularly analyze assessment data to identify learning gaps. Develop targeted intervention plans for students requiring additional support. Monitor progress frequently and adjust instruction based on student performance.  Expand Academic Support Systems  Offer before-school, after-school, and small-group tutoring. Implement intervention periods during the school day for individualized instruction. Utilize peer tutoring and collaborative learning opportunities.  Strengthen Family Engagement in Learning  Provide families with practical strategies to support learning at home. Share academic goals and student progress regularly. Host family literacy, math, and college-readiness workshops.  Set High Expectations  Establish clear academic expectations and learning objectives. Celebrate academic growth as well as achievement. Encourage a growth mindset by recognizing perseverance and continuous improvement. Strategies to Increase Student Attendance  Consistent attendance is the foundation for academic success. Schools can improve attendance by creating a supportive environment that identifies and addresses barriers before they become chronic.  Strengthen Family Partnerships  Establish regular communication with families regarding attendance expectations and student progress. Conduct attendance conferences with families when attendance concerns first emerge. Provide multilingual communication and resources to ensure all families remain informed and engaged.  Implement an Early Warning System  Monitor attendance data weekly to identify students at risk of chronic absenteeism. Assign counselors or intervention teams to contact families after multiple absences. Develop individualized attendance improvement plans for students with ongoing attendance concerns.  Create a Positive School Climate  Foster an environment where students feel safe, respected, and connected. Celebrate improved attendance through classroom and school-wide recognition programs. Encourage participation in extracurricular activities, clubs, leadership opportunities, and mentoring programs that increase students' sense of belonging.  Address Barriers to Attendance  Connect families with community resources for transportation, healthcare, counseling, or housing assistance when needed. Collaborate with social workers and community organizations to provide wraparound services. Offer flexible support for students experiencing personal or family challenges.|4|4|4|4|5|4|5|4|4|3|4|4|Met||2026-06-30|2026
19647330127985|Ingenium Charter Middle|3|The analysis of the LCAP Parent Survey data indicates several strengths and progress in building relationships between school staff and families. One of the key strengths is the increase on the perception of school safety from parents, with parents agreeing or strongly agreeing that school is safe.  Engagement overall has increased. Overall, the survey data reflects that ICMS' efforts in fostering respectful interactions, effective communication, and accessibility are paying off, resulting in stronger relationships between school staff and families. Continuous efforts to engage families, address their concerns, and provide timely information will further enhance these relationships and support student success.|There continues to be a desire to support students with resources and a desire to understand trauma-informed care as it relates to our staff and working with students and families along with additional strategies for behavioral issues in the classroom.|Other than English, ICMS has increased the population of families who speak Spanish, so we are exploring tools to better survey families in their native language where possible to determine strategies to increase overall engagement for our non or limited English families. Our parent communication platform is able to translate all communication from English to Spanish. Additionally, we provide an interpreter to all family engagement events.|A key strength is the parent-teacher relationships. We had an increase of families who visited the school. This is essential for addressing student needs effectively and ensuring that parents are partners in the educational process. Teachers hold regular parent-teacher conferences, but also go above what is asked to keep consistent communication with families. This includes timely updates about student academic progress, school events, and other important information. Consistent and transparent communication ensures that parents are well-informed and can actively support their children's learning at home.|As teachers increase focus on depth and complexity in the classroom, additional enrichment opportunities were developed to address this need. This includes after school activities and programs for students.|Working with different vendors and partnering with community members to support enrichment and after school programs will help us create a dynamic program that interest all students. Additionally, holding town hall meetings and continue to survey families as well as making personal phone calls to communicate with all families support these efforts.|Each year, a parent survey and meeting is held in the spring to monitor parent engagement and obtain feedback from parents related to state priorities and local indicators as they align with school goals within the LocalControl Accountability Plan (LCAP). The survey was created to align with state and local priorities in six areas:  Student Engagement, School Climate, School Fit, School Safety and Parent and Family Engagement. While it is sent electronically, personal phone calls are made to all families to encourage participation in the survey. Additionally, we offer iPads in our offices so that parents can come in and take the survey on campus if they choose to. At the May/June School Site Council meeting, parents are asked for input on goals and determining actions.|The goal is to continue to foster relationships with parents to encourage them to participate in the decision-making process.|ICMS has focused on reaching out to families above and beyond the general lines of communication to ensure input in the decision-making process.|4|3|3|4|3|3|4|4|3|3|3|3|Met||2026-06-08|2026
19647330128009|Alliance Virgil Roberts Leadership Academy|3|At Alliance Virgil Roberts Leadership Academy, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole. To support this goal, our school has held 10 parent engagement events this year. To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach. As a result of this, 5.07% of our scholars' families attended two or more parent engagement events this year. In addition, 95% of our families responded postively in questions regarding Family Engagement at the school, and 92% of our families responded postively in questions regarding Teacher Relations at the school. Finally, 95% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someone else they care about. These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share. This comes as a result of our efforts to build relationships between our school and all educational partners.|Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars. To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data. These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.|Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community. Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families. We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.|At Alliance Virgil Roberts Leadership Academy, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars. As a result of this outreach, as well as our school's strong academic focus, 97% of Parents responded positively in questions regarding College Success at our school. Our school also prioritizes outreach to families by organizing and planning workshops. When asked about this, 94% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school. In addition, 97% of Parents responded positively in questions regarding Teaching and Learning at our school. All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.|Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops. We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.|Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child. In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.|In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups. During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide. In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others. As a result of this input, 95% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions. This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.|Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback. We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.|Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process. In addition, we have continued to expand targeted outreach for these families, to ensure that our all educational partners have equitable voice in decision making at their child's school.|5|5|3|5|3|5|5|3|3|3|3|3|Met||2026-06-10|2026
19647330128033|Alliance College-Ready Middle Academy 8|3|At Alliance College-Ready Middle Academy 8, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole. To support this goal, our school has held 42 parent engagement events this year. To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach. As a result of this, 27.49% of our scholars' families attended two or more parent engagement events this year. In addition, 98% of our families responded postively in questions regarding Family Engagement at the school, and 98% of our families responded postively in questions regarding Teacher Relations at the school. Finally, 98% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someoneelse they care about. These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share. This comes as a result of our efforts to build relationships between our school and all educational partners.|Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars. To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data. These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.|Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community. Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families. We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.|At Alliance College-Ready Middle Academy 8, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars. As a result of this outreach, as well as our school's strong academic focus, 99% of Parents responded positively in questions regarding College Success at our school. Our school also prioritizes outreach to families by organizing and planning workshops. When asked about this, 99% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school. In addition, 99% of Parents responded positively in questions regarding Teaching and Learning at our school. All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.|Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops. We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.|Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child. In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.|In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups. During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide. In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others. As a result of this input, 98% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions. This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.|Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback. We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.|Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process. In addition, we have continued to expand targeted outreach for these families, to ensure that our all educational partners have equitable voice in decision making at their child's school.|5|5|3|5|3|5|5|3|3|3|3|3|Met||2026-06-10|2026
19647330128041|Alliance Kory Hunter Middle|3|At Alliance Kory Hunter Middle School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole. To support this goal, our school has held 36 parent engagement events this year. To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach. As a result of this, 63.29% of our scholars' families attended two or more parent engagement events this year. In addition, 99% of our families responded postively in questions regarding Family Engagement at the school, and 98% of our families responded postively in questions regarding Teacher Relations at the school. Finally, 99% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someone else they care about. These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share. This comes as a result of our efforts to build relationships between our school and all educational partners.|Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars. To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data. These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.|Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community. Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families. We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.|At Alliance Kory Hunter Middle School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars. As a result of this outreach, as well as our school's strong academic focus, 99% of Parents responded positively in questions regarding College Success at our school. Our school also prioritizes outreach to families by organizing and planning workshops. When asked about this, 98% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school. In addition, 99% of Parents responded positively in questions regarding Teaching and Learning at our school. All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.|Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops. We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.|Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child. In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.|In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups. During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide. In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others. As a result of this input, 99% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions. This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.|Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback. We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.|Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process. In addition, we have continued to expand targeted outreach for these families, to ensure that our all educational partners have equitable voice in decision making at their child's school.|5|5|3|5|3|5|5|3|3|3|3|3|Met||2026-06-10|2026
19647330128058|Alliance College-Ready Middle Academy 12|3|At Alliance College-Ready Middle Academy 12, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole. To support this goal, our school has held 34 parent engagement events this year. To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach. As a result of this, 23.64% of our scholars' families attended two or more parent engagement events this year. In addition, 97% of our families responded postively in questions regarding Family Engagement at the school, and 93% of our families responded postively in questions regarding Teacher Relations at the school. Finally, 97% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someoneelse they care about. These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share. This comes as a result of our efforts to build relationships between our school and all educational partners.|Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars. To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data. These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.|Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community. Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families. We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.|At Alliance College-Ready Middle Academy 12, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars. As a result of this outreach, as well as our school's strong academic focus, 99% of Parents responded positively in questions regarding College Success at our school. Our school also prioritizes outreach to families by organizing and planning workshops. When asked about this, 96% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school. In addition, 98% of Parents responded positively in questions regarding Teaching and Learning at our school. All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.|Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops. We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.|Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child. In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.|In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups. During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide. In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others. As a result of this input, 97% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions. This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.|Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback. We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.|Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process. In addition, we have continued to expand targeted outreach for these families, to ensure that our all educational partners have equitable voice in decision making at their child's school.|5|5|3|5|3|5|5|3|3|3|3|3|Met||2026-06-10|2026
19647330128132|Extera Public School No. 2|3|Extera PS #2 currently hosts regular opportunities for parents and staff to collaborate and build relationships. These include regular school events to educate parents about our program such as Back to School Night, Open House, Student Showcases, the Annual Art Walk, etc. EPS #2 also hosts Parent University workshops, which are interactive workshops focusing on topics selected by parents and staff during the prior school year. Extera PS #2 has a parent coordinator whose role is to support family connections with the school. The parent coordinator supports family outreach, including the new student intake process, and the specialized newcomer intake process of interviewing newcomer’s families to identify resources to support within the school day and community resources. This year, Extera relaunched the room parent initiative and the parent ambassador programs. In addition to events, Extera PS #2 uses many methods to communicate with parents. This includes school newsletters, emails, text messages, and robo calls. Teachers communicate with families via Class Dojo. Parents also have live access to student gradebooks via the Infinite Campus parent portal, to be able to see in the moment grades. Parent University did a session on Infinite Campus and how to best utilize the parent portal. Extera PS #2 provides all information in English and Spanish, including translation at parent meetings, student-led conferences and other events.|While Extera Public School No. 2 has increased school-wide events and opportunities for families to interface and build relationships with school staff, one area of growth is increasing parent opportunities for involvement within learning during the school day or at the classroom level as well as parent-led events. While Parent University held 10 workshops on a variety of topics, more parent involvement  is needed to make this a success, as well as increasing attendance at instruction related school events. More academic focused parent participation is needed. In addition, Extera Public School No. 2 needs to train staff on building teacher student relationships better and bridging the gap between home.|Underrepresented families include families of students with disabilities. Extera PS #2 will continue to offer parent workshops for families of students with disabilities. This workshop will be held after an ELAC/PAC meeting to include higher parent involvement. Another underrepresented group is parents who struggle with reading, and their ability to access important information. Extera PS #2 will provide additional ways for families to receive information, such as robo messages, so that all families can build relationships with the school.|Extera PS #2  has built relationships with families by including them in their child’s learning throughout the year. This includes student led conferences twice annually, student showcases, academic competitions and events, and enrichment opportunities for students and parents together. ELAC and PAC have also been positive ways for families to build relationships with school staff and the community. We also had over 10 sessions in Parent University on a variety of topics that involved different presenters bringing important information to our families such as how to support literacy at home, college preparation from kindergarten, key math concepts covered at your child’s grade level, and the importance of attendance. We also have a strong PEEPs (Parents of Extera Engagement Point System) that brings parents on campus more.|Extera PS #2 would like to increase the opportunities that families have to be involved in student learning, increase evening events and workshops, and increase parent-led events. This would include opportunities to support learning events, academic showcases and competitions, or other ways for families to engage during the school day. Extera Public School No. 2 would like to increase opportunities for families to be involved in their child' s learning from home or the school setting.|Underrepresented families include families of students with disabilities. Extera PS #2 will also offer a workshop for parents on the key mathematical concepts for their child’s grade level at the beginning of the year, so that parents feel con?dent supporting their child in mathematics at home with homework. In addition, the parent coordinator can translate for teachers who have language barriers with students’ families. Extera PS 2 will continue to implement the room parent program to increase parent involvement on campus.|Extera PS #2 offers many platforms for families to provide input into their child’s learning. This includes monthly pláticas (Coffee with the Principal), ELAC/DELAC/ EL-PAC meetings, Parent Advisory Council meetings, and opportunities for the public at all board meetings. In addition, Extera PS #2 administers an anonymous parent survey via Panorama annually to collect parent input regarding priorities, school performance and next steps.|Extera PS #2 would like to increase parent presence and involvement on campus so that they are more involved and aware of the programming available to students. This would allow parents to provide additional input into student experience and learning goals. Teacher PD in the spring of 2024 focused on the importance of building teacher relationships with the parents, how to create a welcoming environment for families, and sparking increased parent engagement in academics through the re-launch of classroom parents during the fall of 2025. The relaunch included a class-parent training, and having class parents organize a class bonding event prior to the start of the school year. In addition, Extera PS #2 would like to increase the percentage of parents that complete the annual survey, to ensure a more robust pool of parents provide input regarding decision making.|Extera PS #2 will continue to offer surveys that are in English and Spanish, and have a text to speech function for families that struggle with literacy. In addition, Extera PS #2 will have additional outreach to families of students with disabilities to complete the survey and participate in ELAC/ DELAC, and the PAC. Lastly, parents of underrepresented groups are included in PAC and ELAC committees to ensure input.|4|4|3|5|4|4|5|4|4|4|4|4|Met||2026-06-16|2026
19647330128371|New Horizons Charter Academy|3|school site council and ELAC meetings|parent engagement|parent in action and ELAC and school site council|continue to improve parent engagement|having parents participate|more meetings|surveys and parent meetings, LCAP discussions|more meetings|outreach, parent in action, ELAC and school assemblies|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-24|2026
19647330128512|KIPP Academy of Innovation|3|At our school, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive. Additionally, KIPP SoCal has been awarded the Community Schools grant, enabling us to hire a dedicated Community School Manager for our school. This role has been instrumental in leading the Community School Advisory Council (“Community Coalition”), engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness. While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.|We provide region-wide family leadership opportunities such as our Family Ambassador program. At each school site, our staff and family members lead a Community Coalition (School Site Council) where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school. By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Ambassador and Community Coalition (School Site Council) participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.|At our school, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families. By offering a variety of engagement opportunities such as leadership roles, Community Coalition (School Site Council) meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance. Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.|We recognize the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.  In addition, our school has implemented a Family Ambassador program in collaboration with our Community Coalition (School Site Council) to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly meetings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events. Looking forward, we are actively exploring ways to expand and integrate the Community School Coalition program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge. Furthermore, our school educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and Community Coalition (School Site Council) meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English. We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.|The Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services. In addition to our advocacy efforts, our schools Community School Manager has continued to play a crucial role in supporting our students' holistic well-being. They have collaborated closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students. Our Community School Manager (CSM) monitors student progress closely and adjusts support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally. Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey. Our goal is to continue partnering with new organization to continue bringing resources to every school with the support of the Community School Manager.|Our school remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, Community Coalition (School Site Council), and Coffee with the Admin are offered in languages accessible to all school families.|At our school, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and School Site Council, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public.  Our Community Coalition (School Site Council) empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability. Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they have learned. To ensure the highest quality of engagement, we provide comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.|To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at our school. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.|We are dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates, as well as adaptable meeting formats (such as recordings and zoom options) and materials to accommodate diverse needs of our families. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.|4|4|4|4|4|4|5|4|4|4|4|4|Met||2026-06-11|2026
19647330129270|Animo Mae Jemison Charter Middle|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training.								|The school equips parents with the skills necessary for active civic engagement. The School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).  The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.							|The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach. Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families. The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.								|The school offers parent workshops which provide free adult education sessions designed to provide parents with a core understanding of the issues that most affect their students. A schedule of opportunities tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. The parent workshops directly develop the core skills of parents and strengthens student pathways to college and career readiness. Sessions are designed and led by our regional support staff in collaboration with local community service partners.								|The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Workshops, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. As a community school we are focused on establishing partnerships with educational partners that focus on empowering the whole-child by providing vital resources and programs that serve their needs. These needs are identified by having a local Community School Coordinator who acts as a liaison between the school and external community educational partners.								|Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and Community Appreciation Days focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides a workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.								|"The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (""SAC"") and the District English Learner Advisory Council (""DELAC""), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.											"|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.											|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.											|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-26|2026
19647330129460|KIPP Vida Preparatory Academy|3|At our school, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive. Additionally, KIPP SoCal has been awarded the Community Schools grant, enabling us to hire a dedicated Community School Manager for our school. This role has been instrumental in leading the Community School Advisory Council (“Community Coalition”), engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness.  While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.|We provide region-wide family leadership opportunities such as our Family Ambassador program. At each school site, our staff and family members lead a Community Coalition (School Site Council) where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.   By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Ambassador and Community Coalition (School Site Council) participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.|At our school, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families. By offering a variety of engagement opportunities such as leadership roles, Community Coalition (School Site Council) meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.   Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.|We recognise the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.  In addition, our school has implemented a Family Ambassador program in collaboration with our Community Coalition (School Site Council) to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly meetings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events. Looking forward, we are actively exploring ways to expand and integrate the Community School Coalition program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.   Furthermore, our school educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and Community Coalition (School Site Council) meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.   We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.|The Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.   In addition to our advocacy efforts, our schools Community School Manager has continued to play a crucial role in supporting our students' holistic well-being. They have collaborated closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students.  Our Community School Manager (CSM) monitors student progress closely and adjusts support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally.  Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey. Our goal is to continue partnering with new organization to continue bringing resources to every school with the support of the Community School Manager.|Our school remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, Community Coalition (School Site Council), and Coffee with the Admin are offered in languages accessible to all school families.|At our school, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and School Site Council, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public.  Our Community Coalition (School Site Council) empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability.   Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they have learned.  To ensure the highest quality of engagement, we provide comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.|To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at our school. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.|We are dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates, as well as adaptable meeting formats (such as recordings and zoom options) and materials to accommodate diverse needs of our families. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.|4|4|4|4|4|4|5|5|4|4|4|4|Met||2026-06-11|2026
19647330129593|PUC Inspire Charter Academy|3|Based on the analysis of educational partner input and local data, PUC Inspire Charter Academy has identified several strengths and areas of progress in building strong relationships between school staff and families. A key strength is our commitment to empowering families through workshops that promote access to advocacy. These sessions are designed to equip parents and guardians with the tools and knowledge they need to actively support their children’s education and engage meaningfully with school systems.  As an LEA, we have also prioritized creating time and space for our educational partners to come together. Whether through Family Nights, Coffee with the Principal, ELAC and SSC meetings, or family conferences, we intentionally foster inclusive environments that encourage dialogue, connection, and collaboration between families and staff.  These efforts reflect our belief that strong school-family relationships are foundational to student success. We remain committed to strengthening these partnerships through ongoing communication, culturally responsive engagement, and shared decision-making opportunities.|Based on the analysis of educational partner input and local data, PUC Inspire Charter Academy recognizes the need to strengthen efforts in fostering deeper family engagement and community involvement. While we have made progress in creating spaces for families to connect and access advocacy resources, a key area of focus moving forward is to provide more frequent and 9 varied opportunities for families to engage with the school in meaningful ways.  We aim to increase community involvement in advocacy, ensuring that families not only have access to information but also feel empowered to actively participate in decision-making processes that impact their children’s education. Additionally, we are working to build more traction in encouraging families to attend school events and participate in on-campus activities. This includes identifying and addressing potential barriers to participation, such as scheduling conflicts, language accessibility, or transportation needs.  By expanding outreach efforts, diversifying engagement strategies, and deepening relationships with community partners, we hope to create a more inclusive and welcoming environment that encourages consistent and active family involvement.|Based on the analysis of educational partner input and local data, PUC Inspire Charter Academy is committed to improving the engagement of underrepresented families by creating intentional and inclusive opportunities for connection. One key strategy includes expanding the reach and impact of our parent nights and parent conference nights, ensuring these events are accessible, culturally responsive, and designed to meet the diverse needs of our school community.  We will also continue to provide ample opportunities for all stakeholders to come together, such as community-building events, workshops, and leadership meetings like ELAC and SSC. These gatherings are designed not only to inform but to empower families, giving them a voice in the school’s planning and decision-making processes.  To further support underrepresented families, we will evaluate and address barriers to participation—such as language, transportation, and scheduling—and strengthen our outreach efforts through personalized communication and partnerships with community organizations. By fostering a welcoming environment and proactively reaching out, we aim to ensure that every family feels valued, heard, and involved in their child’s educational journey.|Based on the analysis of educational partner input and local data, PUC Inspire Charter Academy continues to make meaningful progress in building strong partnerships with families to support student outcomes. One of our key strengths is providing monthly parent workshops that are directly aligned to identified academic and developmental needs. These workshops cover core content areas such as Math, English Language Arts, Science, History, Special Education, and Electives, helping families better understand and support what their children are learning in the classroom.  We also partner with local community organizations to offer workshops and events that build parent capacity in areas such as social-emotional learning, digital literacy, and advocacy. These efforts reflect our commitment to meeting families where they are and providing resources that support both academic and personal growth for students.  A foundational component of our engagement strategy is our emphasis on clear and consistent communication. We share regular updates through weekly newsletters, schoolwide messages via ParentSquare, and monthly school calendars that outline upcoming workshops, events, and key instructional dates. These tools help ensure families remain informed, prepared, and connected to school life.  While the Parent Engagement Associate role was a valuable asset in coordinating and deepening family partnerships, we have had to eliminate the position due to budget constraints. Nevertheless, we remain committed to this work and have redistributed key responsibilities among staff to maintain a high level of family engagement and support. Through intentional programming, transparent communication, and ongoing collaboration, PUC Inspire Charter Academy continues to build and sustain strong partnerships that promote student success.|Based on the analysis of educational partner input and local data, PUC Inspire Charter Academy has identified a key area for growth in strengthening partnerships that support student outcomes—specifically in addressing the needs of families of students with disabilities. While we offer a variety of workshops across content areas, there is a clear need to provide more targeted sessions focused on Special Education to better support this important subgroup.  Moving forward, we are committed to expanding our parent engagement efforts to include more frequent and accessible workshops tailored to the unique needs of Special Education families. These sessions will focus on understanding IEP processes, available services, strategies for supporting learning at home, and opportunities for advocacy.  In addition, we aim to gather more direct input from families within this subgroup to ensure that our efforts are responsive, inclusive, and aligned with their priorities. By deepening our support for families of students with disabilities, we seek to build stronger, more informed partnerships that positively impact student outcomes.|Based on the analysis of educational partner input and local data, PUC Inspire Charter Academy is committed to improving engagement with underrepresented families, particularly those within our Special Education subgroup. To address this area of need, we will provide more targeted sessions focused on supporting parents of students with disabilities, including workshops on navigating the IEP process, understanding available services, and strategies for supporting learning at home.  While we previously had a dedicated Parent Engagement Associate to support this work, due to recent budget reductions, responsibilities for family engagement—especially with underrepresented groups—have been redistributed among key staff members. Our team remains deeply committed to bridging gaps in engagement and ensuring that all families, regardless of background or need, have equitable access to information, resources, and opportunities to be active partners in their child’s education.  Through this focused approach, we aim to strengthen trust, communication, and collaboration with underrepresented families to ultimately improve student outcomes.|Based on the analysis of educational partner input and local data, PUC Inspire Charter Academy has made consistent progress in creating structures for authentic family and student input in school decision-making. One of our key strengths is hosting monthly Coffee with the Principal meetings, which serve as an open forum for parents and guardians to receive updates, ask questions, and provide feedback on school initiatives. These gatherings help build trust and ensure that families feel heard and valued as partners in the educational process.  Additionally, we have implemented quarterly surveys to gather input from students, families, and staff on a range of topics, including school culture, academic support, and communication practices. These surveys help guide our decision-making and allow us to assess the effectiveness of our programs and initiatives.  By prioritizing regular communication and feedback loops, we continue to cultivate a culture of shared ownership and transparency, ensuring that stakeholder voices play a meaningful role in shaping the direction of our school.|Based on the analysis of educational partner input and local data, PUC Inspire Charter Academy has identified a key area for growth in more intentionally implementing actions based on the feedback received through surveys and stakeholder meetings. While we regularly collect input from families, students, and staff, we recognize the need to better align our next steps with the themes that emerge—particularly in areas such as immigration-related concerns and parent advocacy.  To address this, we will develop and offer workshops and resources that respond directly to the feedback shared by our community, including sessions focused on immigration rights, support services, and strategies for effective parent advocacy. We will also continue to create consistent and inclusive opportunities for ongoing input through forums such as Coffee with the Principal, school site councils, and quarterly surveys.  By strengthening the connection between stakeholder feedback and school actions, we aim to build deeper trust and ensure that all members of our school community feel seen, heard, and valued in the decision-making process.|Based on the analysis of educational partner input and local data, PUC Inspire Charter Academy will improve engagement of underrepresented families by collaborating with the PUC Schools’ Department of Student and Parent Engagement and Advocacy. This partnership will enhance and expand the school’s parent workshop offerings, specifically focused on immigration and parent advocacy. Through these targeted workshops, we aim to create more inclusive and supportive spaces where underrepresented families can actively participate and provide meaningful input in the school’s decision-making processes.|4|4|3|4|4|3|4|3|3|4|4|3|Met||2026-06-10|2026
19647330129619|PUC Community Charter Elementary|3|PUC CCES has developed multiple opportunities for the school site to engage in 2 – way communication between families and educators. As a school site, we have a thriving Class Dojo community in which we have 100% + of our parents connected. The site leaders post messages on an ongoing basis and communicate with all parents and families. Each teacher hosts their own page in which they share important updates, classroom pictures, and homework help. In addition, PCCES has an open-door policy, which means that all parents and families are welcome to meet with school leaders and/or visit classrooms at any time.|At this time, an area for improvement is supporting staff in learning more about each family’s strengths, cultures, language, etc. We plan to accomplish this by reflecting on our Family Survey data, and continuing to offer Family Nights and Coffee with the Principals that are directly targeted at the areas of need identified by families.|PUC CCES will provide opportunities for parents to engage in workshops that cover a variety of topics that will further expand their knowledge and provide tips and resources for parents. We will continue to work with our staff to provide a variety of opportunities to connect within the classroom and provide parents with opportunities to immerse themselves in the classroom community.|PCCES has monthly Family Nights, tailored to the needs of our families in support of our students. Popular family nights include Back to School Night, Data Night, Math Night, and Literacy Night, in which parents receive student data, resources and information that support parents and families with supporting their children at home. In addition, PCCES has established a successful Parent Conference program, in which 100% of parents attend a conference to discuss their child’s progress, strengths, needs, etc. in-depth, which occurs two times a school year (although parents are invited to request individual meetings at any time).|An area for improvement is supporting families to understand and exercise their legal rights to advocate for their students.|The school will engage PUC Schools' Department of Student and Parent Engagement and Advocacy to support and augment PCCES's parent engagement opportunities by offering organization-wide workshops, training, focus groups, interventions, and resources.|PCCES sends monthly parent calendars, newsletters, fliers, etc., to inform and engage families in joining PAC and/or ELAC meetings as well as Coffee with the Principal. Through Coffee with the Principal, families have the opportunity to build their knowledge base and capacity in making strategic decisions. Through PAC and ELAC meetings, families have the opportunity to engage in advisory groups and provide input and feedback on policies and programs.|An area for improvement is providing opportunities for and encouraging families from underrepresented groups in the school community to engage in advisory groups and committees.|An area for improvement is providing opportunities for and encouraging families from underrepresented groups in the school community to engage in advisory groups and committees.|5|5|4|5|5|4|5|5|4|3|4|4|Met||2026-06-10|2026
19647330129627|TEACH Tech Charter High|3|Based on the analysis of educational partner input and local data, TEACH continues to demonstrate strong performance in building relationships between school staff and families, achieving a Level 4 (Full Implementation) rating. Multiple strategies have been employed across school sites to ensure consistent, authentic engagement. These include Coffee with the Principal, ELAC, School Site Council (SSC) meetings, and celebratory events that bring families into the school community.  A major highlight from this academic year is the parent-led educational workshops. Through a partnership with the Los Angeles County Department of Mental Health under the PALs Program, TEACH trained parents who then led workshops for other families, significantly deepening peer-to-peer engagement. Additionally, the Department of Mental Health offered Wellness classes in both English and Spanish, providing targeted parenting strategies that supported families throughout the year. These efforts reflect a model of shared leadership and culturally responsive engagement that strengthens trust and collaboration between home and school.|While TEACH is fully implementing strong relationship-building practices, a key focus area is the deepening of family engagement in collaborative decision-making, especially in wellness and mental health initiatives. This year, TEACH launched a Leadership Committee that includes parents as active participants in shaping school priorities. This structure provides families with a formal avenue to contribute insights—particularly on wellness programming—and lays a foundation for growing this role in the upcoming academic year.  Additionally, TEACH aims to expand outreach to families less represented in school events through personalized engagement (e.g., home visits), and to build on existing success by enhancing leadership training and peer facilitation models for parent engagement.|To improve engagement of underrepresented families, TEACH is taking intentional steps that include: 	•	Home Visits to reach families who may face barriers to attending school-based events. 	•	Parent-Led Workshops supported by external partners like the Los Angeles County Department of Mental Health, allowing families to receive support from peers in a culturally affirming and accessible setting. 	•	Ongoing Wellness Workshops delivered in English and Spanish, making mental health resources and parenting strategies more inclusive and practical. 	•	Growth of the TEACH Leadership Committee, ensuring underrepresented voices shape decisions—especially around school climate and student wellness.  These strategies ensure that family engagement is not only frequent but inclusive and equitable.|Based on educational partner input and local data, TEACH has made significant progress in building partnerships that support student outcomes and is currently rated at Level 3 (Initial Implementation) in this domain. Key strengths include the establishment of family-facing academic supports and the inclusion of families in grade-level planning and academic goal-setting.  One highlight this academic year is TEACH’s partnership with the Los Angeles County Department of Mental Health, which, through the PALs Program, supported families not just in wellness but also in parenting strategies that positively influence student success. Additionally, workshops focused on mental health and wellness—delivered in English and Spanish—created an environment where families could better support students’ emotional and academic development at home. These programs reflect TEACH’s commitment to equipping families with practical tools and knowledge that influence positive student outcomes.  Moreover, TEACH has built a Leadership Committee that integrates family voice into broader conversations about student achievement and school priorities. These structures represent foundational progress in creating sustained, two-way partnerships between families and staff.|While strong steps have been taken, TEACH recognizes the need to build educator capacity for family partnership and to further institutionalize systems that link family engagement directly to academic growth. A priority focus is to provide professional development for staff on best practices for partnering with families—especially in ways that are culturally affirming and strength-based.  TEACH also aims to strengthen family access to academic data and student performance insights, ensuring that parents and guardians can understand and act on key indicators of student success. In particular, the goal is to expand workshops and parent engagement activities beyond wellness topics to include literacy, math support, and college/career readiness, tailored to different grade spans.  Another important growth area is to embed family engagement into MTSS (Multi-Tiered Systems of Support) frameworks so that families are recognized as essential partners in both academic intervention and enrichment.|To improve the engagement of underrepresented families specifically in support of student outcomes, TEACH will implement several strategies in 2024–2025: 	•	Targeted Outreach and Home Visits for families not currently participating in school-based academic events. 	•	Expansion of parent education workshops to include academic support topics (e.g., literacy development at home, navigating high school graduation requirements, college access). 	•	Continued development of the TEACH Leadership Committee to include families from underrepresented groups and ensure their input helps shape instructional and intervention strategies. 	•	Use of bilingual communication tools and translated materials to make academic data and guidance more accessible to families whose primary language is not English.  By integrating these strategies, TEACH aims to foster deeper partnerships that go beyond communication and extend into collaborative planning for student growth, particularly among families who have historically been less represented in academic conversations.|Based on the analysis of educational partner input and local data, TEACH has demonstrated early but promising progress in seeking and integrating family input into school and district decision-making. Currently rated at Level 2 and 3 (Beginning Development) in this area, TEACH has shown strength in expanding participation in advisory structures such as ELAC (English Learner Advisory Committee) and the School Site Council (SSC). These groups have begun playing a more active role in shaping school priorities, reviewing budgets, and advising on instructional programs.  A notable step forward this year was the creation of the TEACH Leadership Committee, which has increased opportunities for families to contribute to decisions—particularly around school wellness initiatives. By creating structured spaces for dialogue, TEACH is beginning to shift from one-way communication to more collaborative planning with families.|The primary focus area for growth lies in broadening and diversifying family participation in decision-making processes, especially for underrepresented and historically marginalized families. TEACH recognizes the need to move beyond formal advisory groups and explore less formal, more culturally responsive formats—such as community circles, focus groups, and facilitated dialogues—that allow a wider range of families to share feedback.  Another key area for improvement is to close the feedback loop. Families need to see clearly how their input has influenced policy, programming, or resource allocation. TEACH also aims to improve staff capacity to facilitate participatory processes through training in inclusive facilitation and shared leadership models.  Additionally, there is an opportunity to integrate parent input more directly into instructional decision-making and strategic planning, not just in compliance-oriented committees.|To better engage underrepresented families in decision-making, TEACH is committed to implementing the following strategies in the upcoming academic year: 	•	Expanding outreach efforts (e.g., personalized invitations, language-accessible materials, and child care at meetings) to ensure broader parent representation in key decision-making bodies. 	•	Building out the TEACH Leadership Committee to serve as a more inclusive, representative platform for family voice, with intentional recruitment of families from underrepresented communities. 	•	Partnering with community-based organizations to host co-facilitated listening sessions and feedback forums in families’ home languages, focusing on school climate, academic priorities, and student supports. 	•	Offering parent leadership development opportunities to empower underrepresented families with the tools and confidence to participate meaningfully in school governance and planning.  These approaches aim to embed equity in the decision-making process by ensuring that all families—not just the most involved—have a voice in shaping the educational experience at TEACH.|4|4|4|4|3|3|3|3|2|3|3|2|Met||2026-05-26|2026
19647330129650|Equitas Academy #3 Charter|3|Creating a warm and welcoming experience for all families is at the forefront of building partnerships.  Families are an asset to the school community and a relational approach is part of family engagement at Equitas.  Two-way communication between school and home is key and staff consistently communicate with families to support student outcomes.  Spanish translation is offered in both written and verbal communication.|There has been an explicit focus on redesigning the spaces where families have the opportunity to join and be part of shared decision making - SSC, ELAC, and CS Advisory Committees. The redesign supports in building and strengthening relationships between school staff and families by collaborating, co-constructing experiences and making decisions together in support of student success.|Providing opportunities for underrepresented families to engage with school staff through workshops and councils that support diverse learners.  Organizational priorities were developed with goals to improve outcomes in support of underrepresented families. A direct outreach approach will also serve as a strategy to to improve engagement.|Strong relationships with families are crucial to student success. Families are provided with touch-points such as summer orientation, monthly Cafecitos, ,monthly family nights, family-teacher conferences two times per year, network wide family workshops and ongoing communication between teachers and families.  Events and communication are grounded on a relational approach.  Year 1 of Community Schools Implementation has also supported in building partnerships between schools and families to support student outcomes.|Schools will continue to provide all families learning experiences where student data is shared and analyzed.  Families will receive the tools to understand how their child is progressing through multiple data points and gage progress in meeting standards in language arts, math and other core subjects.  Student data is shared at different touch points with families throughout the school year. These opportunities will support the school staff and families to progress monitor and work together to support student achievement.|Collaboration of staff and schools to support diverse learners with a focus on engaging families of underrepresented families. Holding spaces where families can gain knowledge and tools to support at home and bridge the connection to school in support of student outcomes.|Families voices are important and necessary to ensure progress monitoring and student success.  Families are afforded the opportunity to provide feedback through a yearly family survey given two times per school year.  Family input is sought for decisions that will greatly impact them and their children. Families are able to provide feedback at monthly Cafecitos.  School Site Council, ELAC, Community Schools Advisory Council and Parent Action Team are also spaces where families can provide feedback and have direct access to decision-making spaces.|Equitas strives to foster opportunities for all families to provide input and take part in decision-making.  An area of focus is to increase the number of families and diversity of voices to be representative of all our families.|Equitas Academy is in development to refine and enhance the opportunities to engage with families, especially underrepresented families.  Seeking direct feedback from families through a needs assessment to gather information on their preferences for learning and connecting opportunities to ensure topics and events are relevant to their needs.|4|4|4|4|4|3|4|3|3|3|4|3|Met||2026-06-25|2026
19647330129858|Everest Value|3|Everest Value School continues to build relationships with families through a welcoming school environment, family conferences, Coffee with the Principal, School Site Council, English Learner Advisory Committee meetings, schoolwide communication systems, and direct outreach. Local survey results indicate strong implementation in creating a welcoming environment, learning about family strengths and cultures, and providing understandable, accessible two-way communication. These practices support regular contact between families, teachers, school leaders, and support staff.|Everest Value School will strengthen staff capacity to use consistent, relationship-centered family engagement practices across classrooms and school operations. The school will emphasize role-specific guidance, shared communication expectations, and opportunities for staff to reflect on family feedback. This work is intended to improve consistency while maintaining the school's existing strengths in welcoming families and providing accessible communication.|Everest Value School will continue outreach to families who are less represented in formal engagement activities or who may experience language, scheduling, accessibility, transportation, or system-navigation barriers. Strategies will include translated communication, flexible participation options, direct follow-up, parent liaison support, and multiple ways to provide input outside formal meetings.|Everest Value School provides families with regular information about student progress and opportunities to work with staff in support of student learning. Families receive communication through conferences, progress reporting, school communication systems, intervention meetings, and other academic support structures. Local reflection results indicate strong implementation in providing learning resources, supporting student-progress discussions, and helping families understand available rights and support pathways.|Everest Value School will continue improving the clarity and consistency of information about academic supports, student services, legal rights, and advocacy pathways. The school will reinforce where families can seek assistance and how to participate in decisions regarding interventions, accommodations, special education, Section 504, attendance, behavior, and other school supports, as applicable.|Everest Value School will provide translated materials, flexible meeting options, office hours, and direct outreach to families who may need additional support accessing academic information or school processes. Information will continue to be shared through the Parent/Student Handbook, annual notices, School Site Council and English Learner Advisory Committee meetings, family workshops, conferences, intervention meetings, and applicable special education and Section 504 processes.|Everest Value School provides families with multiple opportunities to participate in decision-making through School Site Council, English Learner Advisory Committee, family surveys, parent meetings, Coffee with the Principal, and other engagement activities. Local reflection results indicate consistent full implementation in staff and family capacity, opportunities for input on policies and programs, and joint planning of family engagement activities.|Everest Value School will strengthen feedback loops so families can more clearly see how their input is reviewed and used in school planning, program decisions, and family engagement activities. The school will continue to communicate opportunities for participation and provide follow-up on major themes and resulting actions when appropriate.|Everest Value School will continue using translated materials, flexible meeting times, advisory-group orientation, short surveys, focus groups, and direct outreach to provide accessible ways for families who are less represented in formal decision-making structures to participate and share input.|2|5|4|4|4|5|4|4|4|4|4|4|Met||2026-06-05|2026
19647330129866|Village Charter Academy|3|Village Charter Academy has developed capacity within staff to build relationships with families. School leaders work with both certificated and classified to provide ongoing support and guidelines. Parent surveys indicate 99.5% satisfaction with the school climate.|The focus area for school improvement is to continue to build capacity in our parent stakeholders. The LEA is implementing regular meetings and is working on rebuilding a structured parent training and volunteer program.|In the 25-26 SY, the school held frequent school wide events, has held frequent parent advisory meetings and have provided content in up to 3 languages. Parent surveys indicate a 99.5% satisfaction rate for parent opportunities to be involved and participate in their child's education. The school will continue to provide these opportunities.|The two areas of strength in building a partnership for student outcomes is in the area of teacher training and teachers working with families to keep them informed of student progress. Teachers have access to variety of supports to increase their practice. They are able to work with administrators, coordinators and grade level leaders to increase their capacity. The meet regularly in Professional Learning Communities and develop yearly action plans that support student outcomes. Parents receive academic progress reports every 6 weeks and meet with teachers additionally throughout the year as needed.|The focus area for improvement is to help parents understand their role as a student advocate.|The LEA continues to engage underrepresented families by using flexible meeting times, resources in home language, tracking parent participation in parent conferences, and increased use of online communication platforms.|The LEA has an established model of governance that includes committees which are intended for all stakeholders and act as an advisory group the governing board. This allows for families to provide input on policies and programs within the school.|The focus area for improvement is to continue to build back parent presence on advisory committees.|As we build back our volunteers, we can increase participation in school committees in order for parents to have a greater role in the school decision making process.|5|5|4|5|4|5|5|5|5|4|5|5|Met||2026-06-17|2026
19647330131466|Fenton STEM Academy: Elementary Center for Science Technology Engineering and Mathematics|3|The Charter School strives to create a welcoming, engaging, and nurturing learning environment for all stakeholders. The school provides multiple opportunities for building relationships through community events such as the Summer Meet and Greet, Fall and Spring Back to School Night Meetings, Open House, and ongoing School Site Council, Advisory Committees, and Fenton Charter Public Schools Board Meetings.|The Charter School utilizes a comprehensive system of formative and summative measures to analyze stakeholder feedback, student achievement, and school culture. Student performance data are collected, monitored, and analyzed through Renaissance and i Ready, which serve as the school's primary assessment and data management platforms. Classroom based formative and summative assessments are entered into these systems, along with state assessment results, including the California Assessment of Student Performance and Progress (CAASPP) and the English Language Proficiency Assessments for California (ELPAC). These platforms provide educators with robust reporting and analytical tools that support data driven decision making. Custom reports allow staff to examine student performance across multiple dimensions, including individual students, classrooms, grade levels, student groups, and schoolwide trends. Data can also be reviewed longitudinally to identify patterns in achievement over time. Common analyses include monitoring the progress of significant student groups, evaluating proficiency levels, and informing Multi Tiered System of Supports (MTSS) decisions. Findings from these reports guide instructional planning, intervention efforts, resource allocation, and continuous improvement initiatives. The Charter School places a strong emphasis on meaningful communication and partnership with families. The Director publishes a weekly newsletter to keep parents and guardians informed about school programs, student learning, and upcoming events. In addition, the Director regularly communicates with families through phone calls and text messages to ensure timely, relevant, and accessible communication. At the beginning of each school year, grade level parent orientation meetings are held to provide families with information regarding academic expectations, behavioral standards, and school procedures. These meetings also establish clear channels of communication between home and school and foster strong family engagement from the outset of the school year. Families participate in formal parent teacher conferences twice annually and may meet with teachers at any time as needed to discuss student progress. Parents and guardians are encouraged to actively engage in the school community by chaperoning field trips, assisting with classroom activities and celebrations, and participating in home visits when appropriate. Additionally, families are invited to campus each month to attend student recognition assemblies that celebrate academic achievement, positive character development, and other student accomplishments.|Based on educational partner feedback and local data, the Charter School has identified the need to further strengthen relationships with underrepresented families and increase opportunities for meaningful engagement. Families currently have multiple avenues to receive information and participate in decision making, including Parent Advocacy Nights, School Site Council meetings, and monthly Board meetings. These forums provide opportunities for families to share concerns, celebrate successes, and contribute to school improvement efforts. To improve engagement among underrepresented families, the Charter School will expand outreach efforts through targeted communication, personalized invitations to school events, and increased opportunities for two way dialogue between families and staff. Weekly newsletters and other communication platforms will continue to provide information about the instructional program and strategies to support student learning at home. The school will also seek feedback from families regarding barriers to participation and use this information to develop more accessible and inclusive engagement opportunities. Recognizing that strong partnerships between families and school staff are essential to student success, the Charter School remains committed to fostering welcoming, responsive, and collaborative relationships with all families. The school will continue to explore innovative approaches to ensure underrepresented families feel valued, connected, and actively involved in their children's educational experience.|Based on educational partner feedback and local data, the Charter School’s primary strength in building partnerships for student success is its collaborative approach to professional learning and shared decision-making across the Fenton Charter Public Schools (FCPS) network.  Professional development priorities are identified through advisory committees and informed by student assessment data, state and federal initiatives, and the academic and social-emotional needs of students. The Charter School collaborates closely with other FCPS schools to provide targeted, responsive, and high-quality professional learning opportunities.  When specialized training is needed, staff from multiple campuses participate in joint professional development sessions focused on areas such as support for new teachers, curriculum implementation, instructional best practices, and student achievement. This collaborative model promotes the sharing of expertise, resources, and effective strategies across schools.  Lead Teachers and instructional staff regularly engage with colleagues throughout the FCPS network to strengthen instructional practices, build organizational capacity, and improve student outcomes. These partnerships ensure educators have access to relevant training and ongoing support aligned with student needs.  Through this collaborative approach, the Charter School leverages collective knowledge and resources to support continuous improvement, enhance instructional effectiveness, and promote positive outcomes for all students.|Based on educational partner input and local data, the Charter School's primary focus for improvement in building partnerships for student outcomes is increasing meaningful family engagement and strengthening communication between home and school. While the school has established systems for monitoring student progress and sharing information with families, opportunities exist to further expand family participation in the educational process. The Charter School will continue to strengthen partnerships by increasing awareness of student achievement data and providing families with additional resources to support learning at home. Efforts will focus on encouraging greater participation in parent orientation meetings, parent teacher conferences, student progress reviews, and school governance activities. The school will also seek additional feedback from families regarding the effectiveness of current communication practices and identify barriers that may limit participation. To support student success, the Charter School will continue to promote collaboration among families, teachers, administrators, and the governing board through regular communication and shared decision making. Student achievement data, attendance trends, and school climate information will be used to guide discussions and inform improvement efforts. By expanding opportunities for family involvement and strengthening partnerships among all educational partners, the Charter School aims to increase student engagement, improve academic outcomes, and foster a stronger sense of shared responsibility for student success.|Based on educational partner input and local data, the Charter School recognizes the importance of strengthening engagement with underrepresented families to ensure all students have access to meaningful support and advocacy. The school provides ongoing training, resources, and informational opportunities that help families understand their rights, navigate educational systems, and effectively advocate for their children. To improve engagement, the Charter School will expand outreach efforts through targeted communication, flexible meeting opportunities, and family education workshops designed to address the specific needs of underrepresented groups. School staff will actively seek feedback from families to better understand barriers to participation and identify strategies that promote greater involvement in school programs, decision making processes, and student support initiatives. The Charter School will continue to foster a welcoming and inclusive environment where all families feel valued as partners in their children's education. By strengthening relationships, increasing access to information and resources, and creating additional opportunities for participation, the school aims to build stronger partnerships that support positive student outcomes and increase engagement among underrepresented families.|Based on educational partner input and local data, the Charter School's current strength in seeking input for decision making is the strong level of family engagement and participation across a variety of school initiatives. Families are recognized as valued educational partners and are provided with meaningful opportunities to contribute feedback, share perspectives, and participate in school improvement efforts. Prior to the start of each school year, families are invited to attend a Meet and Greet event that introduces them to their child's classroom, school staff, and campus environment. This event helps establish positive relationships, communicate school expectations, and foster a sense of connection between families and the school community from the outset. The Charter School has also experienced increased family participation in decision making processes through involvement in parent advocacy activities, school committees, and leadership opportunities. Families have played an active role in connecting the school with community partners and resources that support student learning and well being. In addition, parents have assumed leadership roles within key decision making groups, including the School Site Council, where they collaborate with staff and administrators to review data, discuss school priorities, and provide input on programs and services. Through ongoing communication, stakeholder meetings, surveys, and governance opportunities, the Charter School continues to strengthen its culture of collaboration and shared responsibility. These efforts have contributed to stronger partnerships between families and school staff and have enhanced the school's ability to make informed decisions that support positive student outcomes.|Based on educational partner feedback and local data, the Charter School has identified expanding meaningful family engagement as a key area for improvement in its decision-making processes. The school will continue exploring alternative communication strategies, including text messaging, social media, and other outreach methods, to ensure families have accessible opportunities to provide feedback and participate in school initiatives.  The Charter School will also focus on increasing opportunities for parents to serve as active partners in student learning and school improvement efforts. Families will be encouraged to take on leadership roles by mentoring other parents, participating in advisory and decision-making groups, and helping strengthen connections between the school and the broader community.  The school is committed to fostering a culture in which parents view themselves as essential partners in student success and valued contributors to school operations. Through leadership development opportunities, collaborative planning, and ongoing communication, the Charter School will continue building family capacity and ensuring parent voices are represented in decisions that impact students, programs, and schoolwide priorities.  By strengthening family engagement and expanding opportunities for meaningful participation, the Charter School aims to create stronger partnerships that support student achievement and continuous school improvement.|Based on educational partner input and local data, the Charter School is committed to increasing the engagement of underrepresented families by creating multiple pathways for participation in school decision making and leadership opportunities. Parent information nights are held throughout the year to provide families with important information regarding the school's mission, goals, instructional programs, and student outcomes. These meetings also provide opportunities for families to share feedback and participate in discussions that inform school improvement efforts. To further strengthen engagement, the Charter School will expand outreach through personalized communication, multilingual resources when needed, flexible meeting formats, and targeted invitations to families who may be underrepresented in traditional school activities. Staff members will actively seek input from families through surveys, focus groups, individual conversations, parent conferences, and community events to better understand barriers to participation and identify effective strategies for engagement. The Charter School will also encourage underrepresented families to participate in leadership and decision making opportunities, including the School Site Council, parent advisory groups, volunteer activities, and school committees. Families will be provided with resources, training, and support to build confidence in advocating for their children and contributing to schoolwide initiatives. By fostering welcoming relationships, increasing access to information, and creating meaningful opportunities for participation, the Charter School will continue to strengthen partnerships with underrepresented families and ensure that all voices are represented in decisions that support student success.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-11|2026
19647330131722|Fenton Charter Leadership Academy|3|The Charter School strives to create a welcoming, engaging, and nurturing learning environment for all stakeholders. The school provides multiple opportunities for building relationships through community events such as the Summer Meet and Greet, Fall and Spring Back to School Night Meetings, Open House, and ongoing School Site Council, Advisory Committees, and Fenton Charter Public Schools Board Meetings.|The Charter School utilizes a comprehensive system of formative and summative measures to analyze stakeholder feedback, student achievement, and school culture. Student performance data are collected, monitored, and analyzed through Renaissance and i Ready, which serve as the school's primary assessment and data management platforms. Classroom based formative and summative assessments are entered into these systems, along with state assessment results, including the California Assessment of Student Performance and Progress (CAASPP) and the English Language Proficiency Assessments for California (ELPAC). These platforms provide educators with robust reporting and analytical tools that support data driven decision making. Custom reports allow staff to examine student performance across multiple dimensions, including individual students, classrooms, grade levels, student groups, and schoolwide trends. Data can also be reviewed longitudinally to identify patterns in achievement over time. Common analyses include monitoring the progress of significant student groups, evaluating proficiency levels, and informing Multi Tiered System of Supports (MTSS) decisions. Findings from these reports guide instructional planning, intervention efforts, resource allocation, and continuous improvement initiatives. The Charter School places a strong emphasis on meaningful communication and partnership with families. The Director publishes a weekly newsletter to keep parents and guardians informed about school programs, student learning, and upcoming events. In addition, the Director regularly communicates with families through phone calls and text messages to ensure timely, relevant, and accessible communication. At the beginning of each school year, grade level parent orientation meetings are held to provide families with information regarding academic expectations, behavioral standards, and school procedures. These meetings also establish clear channels of communication between home and school and foster strong family engagement from the outset of the school year. Families participate in formal parent teacher conferences twice annually and may meet with teachers at any time as needed to discuss student progress. Parents and guardians are encouraged to actively engage in the school community by chaperoning field trips, assisting with classroom activities and celebrations, and participating in home visits when appropriate. Additionally, families are invited to campus each month to attend student recognition assemblies that celebrate academic achievement, positive character development, and other student accomplishments.|Based on educational partner feedback and local data, the Charter School has identified the need to further strengthen relationships with underrepresented families and increase opportunities for meaningful engagement. Families currently have multiple avenues to receive information and participate in decision making, including Parent Advocacy Nights, School Site Council meetings, and monthly Board meetings. These forums provide opportunities for families to share concerns, celebrate successes, and contribute to school improvement efforts. To improve engagement among underrepresented families, the Charter School will expand outreach efforts through targeted communication, personalized invitations to school events, and increased opportunities for two way dialogue between families and staff. Weekly newsletters and other communication platforms will continue to provide information about the instructional program and strategies to support student learning at home. The school will also seek feedback from families regarding barriers to participation and use this information to develop more accessible and inclusive engagement opportunities. Recognizing that strong partnerships between families and school staff are essential to student success, the Charter School remains committed to fostering welcoming, responsive, and collaborative relationships with all families. The school will continue to explore innovative approaches to ensure underrepresented families feel valued, connected, and actively involved in their children's educational experience.|Based on educational partner input and local data, the Charter School's current strength in building partnerships for student outcomes is its collaborative approach to professional learning and shared decision making across the Fenton Charter Public Schools network. Professional development priorities are identified through advisory committees and are informed by student assessment data, the implementation of new state and federal initiatives, and the specific academic and social emotional needs of students. The Charter School works closely with other schools within the FCPS organization to provide targeted and responsive professional learning opportunities. When specialized training is needed, staff members from multiple sites come together to participate in sessions that address common areas of focus, including support for new teachers, curriculum implementation, and instructional best practices. This collaborative model promotes the sharing of expertise, resources, and successful strategies across schools. Lead Teachers and instructional staff regularly engage with colleagues from other campuses to strengthen instructional practices and improve student outcomes. These partnerships foster professional collaboration, build organizational capacity, and ensure that educators have access to high quality training aligned with student needs. As a result, the Charter School has been able to leverage collective knowledge and resources to support continuous improvement and enhance student achievement.|Based on educational partner input and local data, the Charter School's primary focus for improvement in building partnerships for student outcomes is increasing meaningful family engagement and strengthening communication between home and school. While the school has established systems for monitoring student progress and sharing information with families, opportunities exist to further expand family participation in the educational process. The Charter School will continue to strengthen partnerships by increasing awareness of student achievement data and providing families with additional resources to support learning at home. Efforts will focus on encouraging greater participation in parent orientation meetings, parent teacher conferences, student progress reviews, and school governance activities. The school will also seek additional feedback from families regarding the effectiveness of current communication practices and identify barriers that may limit participation. To support student success, the Charter School will continue to promote collaboration among families, teachers, administrators, and the governing board through regular communication and shared decision making. Student achievement data, attendance trends, and school climate information will be used to guide discussions and inform improvement efforts. By expanding opportunities for family involvement and strengthening partnerships among all educational partners, the Charter School aims to increase student engagement, improve academic outcomes, and foster a stronger sense of shared responsibility for student success.|Based on educational partner input and local data, the Charter School recognizes the importance of strengthening engagement with underrepresented families to ensure all students have access to meaningful support and advocacy. The school provides ongoing training, resources, and informational opportunities that help families understand their rights, navigate educational systems, and effectively advocate for their children. To improve engagement, the Charter School will expand outreach efforts through targeted communication, flexible meeting opportunities, and family education workshops designed to address the specific needs of underrepresented groups. School staff will actively seek feedback from families to better understand barriers to participation and identify strategies that promote greater involvement in school programs, decision making processes, and student support initiatives. The Charter School will continue to foster a welcoming and inclusive environment where all families feel valued as partners in their children's education. By strengthening relationships, increasing access to information and resources, and creating additional opportunities for participation, the school aims to build stronger partnerships that support positive student outcomes and increase engagement among underrepresented families.|Based on educational partner input and local data, the Charter School's current strength in seeking input for decision making is the strong level of family engagement and participation across a variety of school initiatives. Families are recognized as valued educational partners and are provided with meaningful opportunities to contribute feedback, share perspectives, and participate in school improvement efforts. Prior to the start of each school year, families are invited to attend a Meet and Greet event that introduces them to their child's classroom, school staff, and campus environment. This event helps establish positive relationships, communicate school expectations, and foster a sense of connection between families and the school community from the outset. The Charter School has also experienced increased family participation in decision making processes through involvement in parent advocacy activities, school committees, and leadership opportunities. Families have played an active role in connecting the school with community partners and resources that support student learning and well being. In addition, parents have assumed leadership roles within key decision making groups, including the School Site Council, where they collaborate with staff and administrators to review data, discuss school priorities, and provide input on programs and services. Through ongoing communication, stakeholder meetings, surveys, and governance opportunities, the Charter School continues to strengthen its culture of collaboration and shared responsibility. These efforts have contributed to stronger partnerships between families and school staff and have enhanced the school's ability to make informed decisions that support positive student outcomes.|Based on educational partner input and local data, the Charter School's focus for improvement in seeking input for decision making is to expand meaningful family engagement and increase opportunities for parents to serve as active partners and leaders within the school community. The school will continue to explore alternative communication strategies, including increased use of text messaging, social media platforms, and other outreach methods to ensure families have accessible opportunities to share feedback and participate in school initiatives. In addition, the Charter School will prioritize efforts to empower parents to engage more deeply in instructional opportunities, support student learning, and contribute to school improvement efforts. Families will be encouraged to take on leadership roles by mentoring and supporting other parents, participating in advisory and decision making groups, and helping to strengthen connections between the school and the broader community. The Charter School seeks to foster a culture in which parents view themselves as essential partners in student success and critical contributors to school operations. Through leadership development opportunities, collaborative planning, and ongoing communication, the school will continue to build family capacity and ensure that parent voices are represented in decisions that impact students, programs, and schoolwide priorities.|Based on educational partner input and local data, the Charter School is committed to increasing the engagement of underrepresented families by creating multiple pathways for participation in school decision making and leadership opportunities. Parent information nights are held throughout the year to provide families with important information regarding the school's mission, goals, instructional programs, and student outcomes. These meetings also provide opportunities for families to share feedback and participate in discussions that inform school improvement efforts. To further strengthen engagement, the Charter School will expand outreach through personalized communication, multilingual resources when needed, flexible meeting formats, and targeted invitations to families who may be underrepresented in traditional school activities. Staff members will actively seek input from families through surveys, focus groups, individual conversations, parent conferences, and community events to better understand barriers to participation and identify effective strategies for engagement. The Charter School will also encourage underrepresented families to participate in leadership and decision making opportunities, including the School Site Council, parent advisory groups, volunteer activities, and school committees. Families will be provided with resources, training, and support to build confidence in advocating for their children and contributing to schoolwide initiatives. By fostering welcoming relationships, increasing access to information, and creating meaningful opportunities for participation, the Charter School will continue to strengthen partnerships with underrepresented families and ensure that all voices are represented in decisions that support student success.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-11|2026
19647330131771|KIPP Ignite Academy|3|At our school, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive. Additionally, KIPP SoCal has been awarded the Community Schools grant, enabling us to hire a dedicated Community School Manager for our school. This role has been instrumental in leading the Community School Advisory Council (“Community Coalition”), engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness.  While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.|We provide region-wide family leadership opportunities such as our Family Ambassador program. At each school site, our staff and family members lead a Community Coalition (School Site Council) where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.   By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Ambassador and Community Coalition (School Site Council) participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.|At our school, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families. By offering a variety of engagement opportunities such as leadership roles, Community Coalition (School Site Council) meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.   Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.|We recognise the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.  In addition, our school has implemented a Family Ambassador program in collaboration with our Community Coalition (School Site Council) to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly meetings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events. Looking forward, we are actively exploring ways to expand and integrate the Community School Coalition program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.   Furthermore, our school educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and Community Coalition (School Site Council) meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.   We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.|The Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.   In addition to our advocacy efforts, our schools Community School Manager has continued to play a crucial role in supporting our students' holistic well-being. They have collaborated closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students.  Our Community School Manager (CSM) monitors student progress closely and adjusts support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally.  Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey. Our goal is to continue partnering with new organization to continue bringing resources to every school with the support of the Community School Manager.|Our school remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, Community Coalition (School Site Council), and Coffee with the Admin are offered in languages accessible to all school families.|At our school, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and School Site Council, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public.  Our Community Coalition (School Site Council) empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability.   Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they have learned.  To ensure the highest quality of engagement, we provide comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.|To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at our school. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.|We are dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates, as well as adaptable meeting formats (such as recordings and zoom options) and materials to accommodate diverse needs of our families. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.|4|4|4|4|4|4|5|5|4|4|4|4|Met||2026-06-11|2026
19647330131797|KIPP Promesa Prep|3|At our school, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive. Additionally, KIPP SoCal has been awarded the Community Schools grant, enabling us to hire a dedicated Community School Manager for our school. This role has been instrumental in leading the Community School Advisory Council (“Community Coalition”), engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness.  While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.|We provide region-wide family leadership opportunities such as our Family Ambassador program. At each school site, our staff and family members lead a Community Coalition (School Site Council) where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.   By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Ambassador and Community Coalition (School Site Council) participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.|At our school, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families. By offering a variety of engagement opportunities such as leadership roles, Community Coalition (School Site Council) meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.   Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.|We recognise the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.  In addition, our school has implemented a Family Ambassador program in collaboration with our Community Coalition (School Site Council) to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly meetings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events. Looking forward, we are actively exploring ways to expand and integrate the Community School Coalition program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.   Furthermore, our school educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and Community Coalition (School Site Council) meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.   We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.|The Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.   In addition to our advocacy efforts, our schools Community School Manager has continued to play a crucial role in supporting our students' holistic well-being. They have collaborated closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students.  Our Community School Manager (CSM) monitors student progress closely and adjusts support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally.  Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey. Our goal is to continue partnering with new organization to continue bringing resources to every school with the support of the Community School Manager.|Our school remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, Community Coalition (School Site Council), and Coffee with the Admin are offered in languages accessible to all school families.|At our school, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and School Site Council, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public.  Our Community Coalition (School Site Council) empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability.   Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they have learned.  To ensure the highest quality of engagement, we provide comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.|To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at our school. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.|We are dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates, as well as adaptable meeting formats (such as recordings and zoom options) and materials to accommodate diverse needs of our families. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.|4|4|4|4|4|4|5|5|4|4|4|4|Met||2026-06-11|2026
19647330131821|Equitas Collegiate High|3|Creating a warm and welcoming experience for all families is at the forefront of building partnerships.  Families are an asset to the school community and a relational approach is part of family engagement at Equitas.  Two-way communication between school and home is key and staff consistently communicate with families to support student outcomes.  Spanish translation is offered in both written and verbal communication.|There has been an explicit focus on redesigning the spaces where families have the opportunity to join and be part of shared decision making - SSC, ELAC, and CS Advisory Committees. The redesign supports in building and strengthening relationships between school staff and families by collaborating, co-constructing experiences and making decisions together in support of student success.|Providing opportunities for underrepresented families to engage with school staff through workshops and councils that support diverse learners.  Organizational priorities were developed with goals to improve outcomes in support of underrepresented families. A direct outreach approach will also serve as a strategy to to improve engagement.|Strong relationships with families are crucial to student success. Families are provided with touch-points such as summer orientation, monthly Cafecitos, ,monthly family nights, family-teacher conferences two times per year, network wide family workshops and ongoing communication between teachers and families.  Events and communication are grounded on a relational approach.  Year 1 of Community Schools Implementation has also supported in building partnerships between schools and families to support student outcomes.|Schools will continue to provide all families learning experiences where student data is shared and analyzed.  Families will receive the tools to understand how their child is progressing through multiple data points and gage progress in meeting standards in language arts, math and other core subjects.  Student data is shared at different touch points with families throughout the school year. These opportunities will support the school staff and families to progress monitor and work together to support student achievement.|Collaboration of staff and schools to support diverse learners with a focus on engaging families of underrepresented families. Holding spaces where families can gain knowledge and tools to support at home and bridge the connection to school in support of student outcomes.|Families voices are important and necessary to ensure progress monitoring and student success.  Families are afforded the opportunity to provide feedback through a yearly family survey given two times per school year.  Family input is sought for decisions that will greatly impact them and their children. Families are able to provide feedback at monthly Cafecitos.  School Site Council, ELAC, Community Schools Advisory Council and Parent Action Team are also spaces where families can provide feedback and have direct access to decision-making spaces.|Equitas strives to foster opportunities for all families to provide input and take part in decision-making.  An area of focus is to increase the number of families and diversity of voices to be representative of all our families.|Equitas Academy is in development to refine and enhance the opportunities to engage with families, especially underrepresented families.  Seeking direct feedback from families through a needs assessment to gather information on their preferences for learning and connecting opportunities to ensure topics and events are relevant to their needs.|4|4|4|4|4|3|4|3|3|3|4|3|Met||2026-06-25|2026
19647330131904|Libertas College Preparatory Charter|3|"In the May 2026 family survey, the results of this partnership were very positive and the highest scoring questions, ""I was kept informed of my child's attendance"" (score of 4.74/5) and ""Libertas is a welcoming school"" (score of 4.71/5). Families felt that ParentSquare increased home and school communication (4.68/5). The survey had similar rates of stating that they were informed of school events."|Our school’s focus area for improvement is to ensure that all families know the mental health resources that are available to their child at school. This area has strong anecdotal strengths from parents who are using the mental health resources, but tends to score lower in surveys across the school. On our last survey in May 2026 parents ranked it 4.11/5 that they were informed about access to mental health resources. Anything over a 3.5/5 is a very good score, but it still highlights for us that this is one of our lower score areas.  Our goal is to continue to work to increase awareness by bringing Ms. Valdez to more parent facing events, include time during orientation, and ensure that she is one of the point people feel comfortable connecting with at Libertas.|This year, Libertas’ family attendance at Coffees with the Admin, cultural celebrations, and awards event is proportional to the demographic backgrounds of our students. Anecdotally families have shared that they are happy to be back on campus engaging in events like Literacy Night, Math Night, and our Small Business Pop Ups. We will continue to offer these events and message them through ParentSquare, Instagram, and Facebook.|Libertas is building more bridges home with implementing Family Literacy Nights and Family Math Nights as well as hosting High School Options Workshops and multiple follow up office hours for families to ensure that they are able to be an active participant in their children’s academic progress.|Libertas’ parent conference attendance ranged between 92-98% this year. And, while most parents surveyed (95%) felt that they agreed or strongly agreed that they are informed of their child’s academic progress. We began rolling out Student Led Conferences where Libertas students present their own grades and academic progress. This shift is continuing to improve student outcomes because students are becoming for of an advocate and partner in their own educational journey.|We are working with our Director of Student and Family Engagement to think about times to loop parents in early during orientation to help them identify ways that the school with support their child and how they can set up systems at home to support their child.|Libertas’s strength and score of a 4 (full implementation) is based on the regularity and consistency that the school leadership holds School Site Councils, public board meetings, and ELAC meetings. Parent and student feedback will also be part of community workshops and needs assessments to continue to determine the future areas of growth for the school.|An area of growth is to increase the publicity in order to increase the involvement in the SSC. Additionally working with our Director of Student and Family Engagement working to take feedback from families for workshop topics or to gauge interest in parent-run councils.|We can become more intentional about outreach to families and cultivating parent leaders who can reach out to other families.|5|5|5|5|4|4|5|3|4|4|4|3|Met||2026-06-13|2026
19647330132027|University Preparatory Value High|3|University Prep Value High School demonstrates full implementation in building relationships between school staff and families. Local reflection results indicate consistent strengths in developing trusting and respectful relationships, creating a welcoming environment, learning about family strengths and cultures, and providing accessible two-way communication. These results reflect the school's continued emphasis on respectful family relationships, responsive communication, and access to teachers, school leaders, and support staff.|University Prep Value High School will sustain and deepen relationship-building practices across staff roles so families continue to experience the school as accessible, responsive, and culturally respectful. The school will reinforce shared communication expectations through staff onboarding, ongoing guidance, family-facing events, and regular school operations. The focus is on improving consistency while sustaining existing strengths.|University Prep Value High School will continue outreach to families who are less represented in formal engagement activities or who may experience language, scheduling, accessibility, or system-navigation barriers. Strategies will include translated communication, targeted outreach, flexible meeting options, Coffee with the Principal, School Site Council, English Learner Advisory Committee meetings, family workshops, student-progress meetings, and additional ways for families to provide input outside formal meetings.|University Prep Value High School maintains strong structures for teachers, students, and families to discuss student progress and identify shared strategies for improved outcomes. The school also provides families with information about student rights, services, and advocacy pathways through annual notices, the Parent/Student Handbook, family meetings, School Site Council and English Learner Advisory Committee engagement, parent workshops, student-progress meetings, and applicable special education and Section 504 processes.|University Prep Value High School will strengthen professional learning that helps teachers and school leaders partner effectively with families. The school will also expand accessible family-facing resources that help families understand coursework, academic progress, graduation requirements, learning supports, and strategies for supporting students at home. These are the clearest areas for continued growth identified through the local reflection.|University Prep Value High School will expand translated learning resources, family workshops, flexible meeting options, and individualized academic-progress conversations. Direct outreach will be used to support families who may need additional assistance understanding student progress, graduation requirements, available services, legal rights, or advocacy pathways. Families will continue to have access to conferences, office hours, progress monitoring, and student-support meetings.|University Prep Value High School provides families with multiple opportunities to participate in school decision-making through School Site Council, English Learner Advisory Committee meetings, family surveys, parent meetings, Coffee with the Principal, and other engagement activities. Local reflection results indicate full implementation in supporting staff and family participation, providing opportunities for input on policies and programs, and involving families in planning and evaluating engagement activities.|University Prep Value High School will strengthen feedback loops so families can more clearly understand how their input is reviewed and used in school planning, program decisions, and family engagement activities. The school will continue seeking input before major activities or programs are finalized and will provide follow-up on significant themes, decisions, and resulting actions when appropriate.|University Prep Value High School will continue using translated materials, interpretation, flexible meeting times, advisory-group orientation, surveys, listening sessions, and direct outreach to provide accessible participation options. The school will review representation in advisory structures and create additional entry points for families who may not be able to attend formal meetings.|4|4|4|4|3|3|4|4|4|4|4|4|Met||2026-06-05|2026
19647330132084|Alliance Marine - Innovation and Technology 6-12 Complex|3|At Alliance Marine - Innovation and Technology 6-12 Complex, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole. To support this goal, our school has held 41 parent engagement events this year. To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach. As a result of this, 8.13% of our scholars' families attended two or more parent engagement events this year. In addition, 97% of our families responded postively in questions regarding Family Engagement at the school, and 94.5% of our families responded postively in questions regarding Teacher Relations at the school. Finally, 97% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someone else they care about. These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share. This comes as a result of our efforts to build relationships between our school and all educational partners.|Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars. To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data. These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.|Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community. Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families. We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.|At Alliance Marine - Innovation and Technology 6-12 Complex, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars. As a result of this outreach, as well as our school's strong academic focus, 98.5% of Parents responded positively in questions regarding College Success at our school. Our school also prioritizes outreach to families by organizing and planning workshops. When asked about this, 98% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school. In addition, 98% of Parents responded positively in questions regarding Teaching and Learning at our school. All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.|Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops. We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.|Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child. In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.|In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups. During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide. In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others. As a result of this input, 97% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions. This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.|Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback. We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.|Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process. In addition, we have continued to expand targeted outreach for these families, to ensure that our all educational partners have equitable voice in decision making at their child's school.|5|5|3|5|3|5|5|3|3|3|3|3|Met||2026-06-10|2026
19647330132126|Bert Corona Charter High|3|"With class sizes of up to 27 students, teachers build positive relationships with students and families through regular communication, partnering with families on a foundation of mutual trust and respect.  The school's administrative structure — four teams, each led by a dedicated administrator (Instruction, School Climate & Culture, Community Schools, and Operations) — is central to our connection with families. While each team's focus differs, all share responsibility for supporting teachers with family relationships in service of the whole student. Team members also serve on MTSS and support McKinney-Vento students.  Instruction: Oversees the academic program and supports teachers in communicating student progress to parents/guardians. School Culture & Climate: Communicates and monitors behavioral expectations; day-to-day involvement helps students feel safe and supported. Community Schools: Manages relationships with external agencies providing family supports, directing resources through Tier II/III interventions, counseling, and mental health services as needed. Operations: Often the first point of contact for parents, through enrollment and grade-level events that build strong family relationships.  As a small high school, our Guidance Counselor builds personal relationships with each family and hosts annual workshops on college and career readiness. Parents can reach out to teachers about their child's progress, and administrative teams help create a broader system of student support. Twice yearly, we hold six days of in-person parent conferences.  We host cultural events each year reflecting the ethnic and cultural backgrounds of our community, built into our planning calendar as lasting traditions that deepen understanding for students and staff alike.  Parent involvement matters to us — it reinforces the value of education for students, gives families pride in participating on campus, and helps integrate new immigrant families by connecting parents with one another. Parents actively contribute through the School Advisory Council (SAC), English Learner Advisory Committee (ELAC), and English Learner Parent Advisory Committee (EL-PAC), all of which review our LCAP. Engaged parents remain our best ambassadors for the school's welcoming culture.  2025–26 YouthTruth Survey Results  Families: Relationships 91% positive; Communications & Feedback 90% positive; Resources 88% positive Staff: Highest-rated item — ""Administrators treat staff with respect"" (94%); overall Relationships measure 94% positive"|The Youth Truth Survey questions aligned to building relationships seek to gauge different aspects based on the educational partner group. For the coming academic year, we will prioritize actions/activities directed to the following Youth Truth Survey areas: • Families: Communication and Feedback • Teachers/Staff: Culture, Engagement, Relationships|Climate & Culture/Community Schools Team: MTSS, TFI, PBIS implementation • College/Career Counselor: Expanding College Counseling • Instructional Team: Relay & SchoolMint Grow|"Pre-service professional development in Summer 2025 included multiple sessions using Relay Graduate School of Education materials, with two focused specifically on relationship-building: ""Harnessing Identity to Build Trust"" and ""Deepening Connections with Families & Students.""  Throughout the year, teachers receive ongoing professional development building on regular instructional coaching from the Coordinator of Instruction. The Coordinators of Culture & Climate and Community Schools collaborate closely with administration to design relevant PD addressing PBIS implementation and MTSS. Six days are dedicated to individual parent conferencing (3 fall/3 spring), with average attendance exceeding 70% this year.  BCCHS maintains a website section with resources to support learning at home, including links to digital platforms. All curricula are digital and hosted in Google Classroom, allowing both students and parents to monitor progress at home. Parents also receive regular teacher communications and Infinite Campus logins to view academic marks anytime, with teacher conferencing available by appointment year-round.  For special student populations, BCCHS runs targeted events and committees. This year, we launched fall and spring SpEd Meet 'n Greets to better engage parents of students who may have gone ""unseen"" in prior settings, reinforcing our partnership with families around IEP goals. Our ELAC/EL-PAC also holds meetings aligned to data timelines to address English learner needs (CA Dashboard, BOY-MOY-EOY data, ELPAC results, reclassification consultation, etc.).  As a Title I school, our Board of Directors annually evaluates and revises our parent involvement policy, while the SAC/PAC oversees monitoring of Title I interventions. All parents are welcome to attend meetings and provide input on programming affecting socioeconomically disadvantaged students and those at risk of not meeting standards.  2025–26 YouthTruth Survey Results  Families: Relationships 91% positive; Engagement 84% positive; Resources 87% positive Staff: Highest-rated item — ""I feel comfortable speaking honestly to families about their child's progress""; overall Relationships measure 73% positive"|The Youth Truth Survey Engagement Theme questions aligned to building partnerships for student outcomes seek to gauge different aspects based on the educational partner group. For the coming academic year, we will prioritize actions/activities directed to the following Youth Truth Survey areas: • Families: Engagement, School Safety • Teachers: Engagement, Professional Development|"Continue Parent Conference Days (6 days/year); increase parent engagement/attendance at schoolwide events; hold Fall & Spring SpEd events; set expectations for teacher communication ""touch-points"" about student progress; MTSS process."|As a small charter school, BCCHS seeks input from parents and community members on decisions that affect the school. Our current charter petition outlines the organization's formal governance structure, and our Board expects leadership to create multiple opportunities for families and staff to engage in site-level decision-making and share feedback on issues facing the school. Families and staff can weigh in on improvement plans such as the LCAP and event planning.  While families are welcome to participate in governing board meetings and site-based committees, we recognize these may not always fit families' schedules. To address this, we hold monthly Café con los Directores (Coffee with the Principal) — an informal space for parents to share thoughts and raise concerns directly with administration.  Throughout the year, we offer parent workshops on supporting children's learning, emotional well-being, bullying prevention, social media safety, and college readiness, among other topics. We maintain an open-door policy for parents and staff to bring concerns to the Executive Administrator, and parents frequently use this option to meet with the administrative team.  2025–26 YouthTruth Family Engagement Survey Results Overall Engagement Summary Measure: 4.05 — reflecting how engaged families feel and how empowered they are to influence school decisions.  Parents/family members are included in planning school activities: 86% positive (4.05) I feel engaged with my school: 81% positive (4.02) I feel represented by parent/family groups at my school: 81% positive (4.05) I feel empowered to play a meaningful role in decision-making: 76% positive (3.96) I feel informed about important decisions regarding my school: 85% positive (4.11)|While the data analysis from families and staff do not demonstrate a “need,” BCCHS continues to develop the capacity of our families and staff in participating in the various committees and engaging with our Board of Directors on policies/procedures and strategic planning that impact students, families and staff.|Maintain accurate engagement activity calendar on the website; upcoming events/reminder SIS-programmed calls, emails, and text messages|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-29|2026
19647330132282|Ednovate - East College Prep|3|USC East College Prep has continued to leverage its now Parent Advisory Committee (PAC),English Language Advisory (ELAC), Community School Council (CSC) and Coffee with the Principal to engage our parents as partners this year. Elected members and involved parents meet quarterly and formally to provide important input and feedback on the governance and operation of USC East College Prep and participate in school decisions through the PAC, ELAC and CSC. These councils' agenda consists of analyzing data (academics, attendance, school budget implementation, English learner support and student wellness)and making recommendations to the school’s leadership for improving school-wide performance in the key indicators.In addition to these formal structures, all families continue to engage through monthly Coffee with the Principal meetings and provide their input at least quarterly, through our parent surveys. These councils provide an ongoing opportunity for two-way communication,engaging our parents as partners and consistent feedback between families and the school, including processes for parents to initiate desired activities, plan events, and provide input to the school’s leadership. This year, USC East officially launched its Community School Council (CSC) as part of the school’s continued Community Schools implementation efforts through the CCSPP grant. Through CSC, families have worked collaboratively with school leadership to review schoolwide data,discuss community needs, identify areas of growth, and help shape priorities and initiatives to strengthen student and family support systems. Throughout the year, families engaged in discussions around student wellness, school culture and climate, attendance supports, community partnerships, and family engagement opportunities. As the school closes out the year, CSC families have continued working together to help identify and support new initiatives and programs to launch next school year in support of students, families, and the broader school community. USC East’s English Learner Advisory Committee (“ELAC”) continues to provide input in advising East and collaborating with the PAC on programs and services for English learners. The ELAC acts in an advisory capacity to advocate and ensure our ELL students' needs are met and supported. This year our ELAC has provided feedback thus far on ELPAC data, our EL Needs assessment, Student Performance data, and LCAP. Parents continue to be eager to engage and discuss the topics and information in our PAC/ELAC agendas and use this space to build their community, foster connections, and share their ideas and feedback with our school to make decisions. As part of the school’s continued Community Schools work through the CCSPP grant, USC East expanded its support structures this year through the addition of the Family Engagement Coordinator and Community Schools Coordinator roles to further strengthen family engagement,community partnerships, and student support|East has made significant strides in building relationships between school staff and families. East is constantly working to improve and continuously grow. Some of the areas to improve are parent engagement and attendance. Parents are eager to engage in discussions and share their ideas and feedback with the school. Programs like the Parent Advisory Committee ( PAC),English Language Advisory (ELAC), and Community Schools Council (CSC) have encouraged parents to build community, foster connections, and learn more about relevant topics.  East aims to provide more specific details on the topics covered during Parent Workshops to entice more parents to attend these informative workshops, these workshops have now been recorded and available online to watch. Lastly, we look to continue to expand the Parent Ambassadors Group to learn, and participate in community as well as civic engagement in the coming year as well as educate them to empower their voices.|At East College Prep, we are committed to creating a supportive and inclusive environment where everyone feels respected and valued. To achieve this goal, we always seek ways to engage with underrepresented families and make them feel like they are an integral part of our community. For instance, we offer a range of options to ensure that all families have equal access to our resources and services, such as resource/community fairs, wellness fairs, and easy accessibility to resources via text, email, or phone. Effective communication is vital to fostering stronger family-school partnerships, which, in turn, can lead to improved student outcomes. By prioritizing communication and taking extra steps to engage underrepresented families, we are working towards building a more inclusive and welcoming school community. We continue to grow in looking for consistent translation services for all meeting spaces, and continue to provide parent workshops in topics such as ELPAC testing, Financial Aid, College 101, and Mental Health Topics.|At East College Prep we have created a school culture where parents and families are embraced as partners in the education of their children. East College Prep holds mandatory parent-teacher conferences every quarter. East College Prep  communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of East  College Prep student information system, powerschool, and  behavior information through Dean’s List. Additionally, we solicit regular feedback from families and students through bi-weekly network-wide check-in and satisfaction surveys. Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of the Student/Parent Handbook: Guide to Thrive, indicating that they understand the East  College Prep philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”: Attend parent-teacher conferences every ten weeks Monitor homework assignments daily.  Provide time and space for their child to do homework each night Talk with their child about school Support the code of conduct, the dress code, and the homework policy of East College Prep  Treat East College Prep School faculty and staff with respect|At East College Prep, the school is working hard to ensure that students have the support and services they need to succeed. These resources include counseling, and mentoring programs for students needing extra help. Through the 1:1 Chromebook program, students can also benefit from additional support, such as instructional aides, credit recovery and summer programs. Students can achieve their outcomes with these resources. East College Prep continues to grow in providing diverse opportunities through clubs, sports, and events for each student. East College Prep continues to expand its community partnerships to expand services, resources, and opportunities to achieve a wraparound approach for each student|Through USC East College Prep self-reflection, we have identified areas to better support underrepresented families and significantly impact student outcomes, particularly our low-income English learners and foster youth. To this end, East has developed a culture team to provide additional assistance and mental health support for all students experiencing trauma, grief, or other mental health challenges. We recognize the importance of increasing student services and building awareness among our community. To achieve this, East plans to continue hosting student and parent workshops, events, and resource and wellness fairs to promote services and programs available to our families. Our teachers also focus on strengthening social-emotional support strategies to ensure students have the safest and most supportive environment possible. Additionally, all Ednovate schools utilize what we call the Whole Child Report Card (WCRC), a platform designed to monitor and support student growth beyond academics. Through the WCRC, we track areas such as mastery, college rigor, critical thinking, purpose, self-regulation, presence, and wellness, allowing staff to better understand each student’s individual needs, engage families in conversations around student progress and well-being, and provide targeted support and interventions when needed.|East College Prep encourages parents to participate in school decisions through the Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), and Community Schools Council (CSC). Both groups offer continuous two-way communication and feedback opportunities between parents and the school to improve school-wide performance. The PAC, ELAC and CSC analyze dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership. For example, the PAC and CSC allows parents to initiate desired activities and plan events. Parents need to stay informed about ELAC and PAC meetings and processes, and East College Prep staff ensures timely communication in both English and Spanish to maximize participation and involvement from parents.   Parents are also encouraged to: Attend parent workshops. Serve as volunteers. Assist in planning school events, and attending community events on behalf of the school. Meet with teachers as questions and concerns arise and attend student parent conferences. Attend monthly Coffee with the Principal meetings. Participate in our quarterly surveys Participate in our annual wellness survey Participate in our LCAP Public Hearing Participate in our English Learner Survey|East College Prep believes that it is important to consider the areas where students may need continuous intervention or face unique circumstances impacting their academic performance. East strongly believes in a collaborative approach that involves students, parents, teachers and school administrators to ensure everyone in the school community is involved in the school decision-making process. By working together in spaces like the Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), Community Schools Council (CSC) and Coffee with principals we can determine the best ways to support and help students achieve their goals. We are looking to expand on our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.|As East College Prep student population is mostly English Learners, Low Income, Foster Youth, and underrepresented communities our aspired improvements of working together in spaces of Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), Community Schools Council (CSC) and Coffee with principals determine the best ways to support our students achieve their goals. We look to expand our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-04|2026
19647330132928|Anahuacalmecac International University Preparatory of North America|3|Anahuacalmecac fosters open communication and trust through bilingual text, email, calls, and in-person meetings, ensuring transparency and responsiveness. Leadership promptly addresses feedback, offering solutions and timelines for resolution, while committees like Anawamachtikeh SemAnawak, ELAC, and the Community Council ensure ongoing dialogue and shared ownership. Teachers and staff engage in events and ceremonies, building strong relationships with families through consistent interaction, including classroom-based celebrations, home visits, and student exhibitions. Leadership’s open-door policy and collaborative school culture promote trust and belonging.  Anahuacalmecac creates welcoming environments through personalized onboarding, including orientation packets, tech setup, and family-teacher introductions. Events like Back to School Night, Student-Led Conferences, and community assemblies promote a culture of mutual respect and inclusion. Physical spaces reflect school values through welcoming signage, seasonal student work displays, and murals highlighting Indigenous identity and student voice. Counselors provide home visits, academic support, and social-emotional check-ins to help students and families navigate challenges. Transportation needs are addressed through the counseling team and school vans, which also support student access to dual enrollment classes, cultural events, and experiential off-site learning. These measures ensure all families feel welcomed, supported, and connected. Staff learn about families’ strengths, cultures, languages, and goals through ELAC, SLCs, home communication, intake meetings, and family assemblies. Teachers and counselors apply this knowledge when differentiating instruction, supporting transitions, and designing wraparound supports. Cultural competency training equips staff to engage respectfully with families and reflect on their own cultural lens. Counseling services, student advising, and IEP planning are informed by this understanding, contributing to meaningful and holistic educational planning aligned with each student's lived experience. Our Dual-language program in elementary offers a welcoming space for Spanish heritage speaker families to enter our community. Two-way communication is prioritized through bilingual outreach via text, email, phone calls, home visits, and in-person meetings. Tools like Google Classroom, bilingual printed bulletins, and bilingual community surveys help families stay informed and provide regular input. Interpreters, translated documents, and real-time language support ensure accessibility for all families, including those who speak Indigenous languages. Communication is consistently delivered in clear, welcoming, and culturally responsive language. Feedback is gathered through assemblies, classroom visits, ceremonies, and one-on-one meetings, reinforcing our commitment to transparent, inclusive, and community-rooted engagement.|Anahuacalmecac is committed to strengthening the partnership between school staff and families and continues to reflect on feedback to guide incremental improvements. Recent input from families, staff, and students during our self-study has helped identify key areas of focus that support deeper connection, communication, and consistency. Ongoing efforts include refining and varying communication strategies to enhance participation in school activities, cultural events, and governance spaces. While bilingual messaging and in-person engagement remain very strong, families have expressed a desire for more streamlined and timely updates about student learning and event logistics, especially those off site, as we continue to expand our experiential learning offerings. In response, the school is exploring more consistent communication calendars (e.g. ceremonial calendar, testing calendars, subject specific unit calendars with field trips, etc.), accessible physical and digital tools (including flyers sent home with students, using EventBrite to track and update event information, and announcing events in email bulletins and during community events), and flexible opportunities to participate in meetings and decision-making spaces like ELAC, Community Assemblies and the School Site Council. Maintaining a welcoming climate grounded in Indigenous knowledge remains central to Anahuacalmecac’s mission. This includes reinforcing values of respect, fairness, professionalism, and community through everyday interactions. Leadership continues to evaluate how family onboarding, community signage, ceremonies, and physical environments reflect these values in ways that are inclusive of all families—especially those newly joining the school community or returning after long periods of absence. Sustained professional development remains a priority, with an emphasis on cultural responsiveness, trauma-informed practices, and intergenerational learning. Feedback has highlighted the continued need to support classified staff and new team members in understanding and contributing to Anahuacalmecac’s belonging-centered approach, especially for new staff. To address this, training is regularly adjusted to include collaborative formats and peer mentorship with seasoned and lead individuals. These focus areas reflect a continued investment in nurturing trust, community, and shared responsibility fostered throughout the years with impactful changes. Anahuacalmecac remains committed to evaluating its practices alongside families and improving systems that are already rooted in collective care.|Anahuacalmecac recognizes that building strong relationships with underrepresented families requires intentional and sustained effort grounded in respect, cultural responsiveness, and community trust. Based on self-reflection and educational partner feedback, the school is committed to refining its existing systems to improve outreach, communication, and participation with families who may face barriers due to language, work schedules, transportation, or unfamiliarity with our school processes. Ongoing strategies include strengthening and diversifying communication channels to ensure that all families—especially those historically less represented in formal academic spaces—receive timely, relevant, and accessible information. This includes continuing to provide bilingual and culturally-relevant language support, printed and digital updates, and direct outreach through trusted community liaisons and staff. The school continues to increase the flexibility of meetings and events, identifying strategic schedules and formats to accommodate working families and caregivers with limited availability. Staff will continue to engage in reflection and training on building trust with families whose voices have historically been underrepresented in school decision-making. This includes refining intake processes, home visit practices, and onboarding systems to help staff better understand families’ strengths, values, and needs from the beginning of their engagement with the school. Counselors and support staff are also revisiting how they identify and remove participation barriers—whether logistical, linguistic, or cultural—so that every family has equitable access to engagement opportunities. The school will continue to prioritize creating welcoming environments that reflect the full cultural and linguistic diversity of its student body. This includes expanding family leadership in ceremonies, cultural events, and governance bodies, and ensuring that materials, signage, and communication reflect the languages and cultures of all families.  Safety concerns regarding ICE raids, fires, and other climate safety issues continue to be addressed through staff training to ensure we are providing social emotional support. Community resources are leveraged to support families in need. Additional training is provided to the staff to support in ways that are needed to support families in crisis. The counseling team and school leadership monitors attendance and support in addressing family needs to help those who have difficulty due to immigration and climate changes/crisis. These efforts are part of Anahuacalmecac’s ongoing commitment to shared responsibility, mutual respect, and belonging. By listening to feedback, removing barriers, and building on strong existing relationships, the school aims to deepen engagement with underrepresented families in ways that are consistent, culturally rooted, and sustainable.|Anahuacalmecac demonstrates strong and sustained progress building partnerships that enhance student outcomes and grounded in cultural values, academic rigor, and experiential learning.  - Chief Ya’anna Regenerative Learning Village: In collaboration with the Gabrielino-Shoshone Nation, students engage in ecological restoration research, environmental stewardship, and cultural/language revitalization work. - Yolsentlapixkeh Youth Research Council: Partnering with the Natural History Museum of Los Angeles County, students conduct community-based science research, learn how to navigate spaces of collaboration, and lead community events. - Ketsal Libre Research Program: In partnership with UCLA, students participate in Indigenous-led restoration and research initiatives. - IndigeNations Summer Scholars Program: In collaboration with Cal State LA, this summer program provides early college coursework and culturally relevant research opportunities. - Health & STEM Pathways: The American Indian Health Career Ladder and Jaime Escalante Math Academy support long-term college and career success in health and STEM fields. - Student-Centered Leadership Gatherings: Students participate in summits and conferences like the Seeds of Indigenous Nations & Tribes Leadership Institute, inclusive of international collaborations - ELAC Dual Enrollment (6th Grade-12th Grade) - Masewaltlalpixkayotl: Educates and trains young leaders to mitigate future wildfires, water scarcity, and the climate crisis by means of regenerative Indigenous science and landscaping. - Indigenous People’s College Fair: Self-identified Native American, American Indian and other high school students and their families across Los Angeles county participate in this unique annual event in partnership with universities, colleges, and career based programs. These programs strengthen academic outcomes by connecting classroom instruction with real-world applications. Monthly land-tending enrichment opportunities at Ya’anna Village reinforce student leadership, responsibility, and ecological knowledge. Counselors, teachers, key support staff, culture bearers, and leadership collaborate to organize site visits, field trips, and guest lecturers that expose students to diverse professions & academic fields. Beginning in 6th grade, students explore postsecondary options with guidance from college partnerships (UCLA, CSULA, ELAC) and trade schools like the Electrical Training Institute & Cal Fire. Regular grade reviews and personalized academic counseling ensure students stay on track. Teachers also benefit from these partnerships through professional development with cultural and scientific institutions. Training with the Natural History Museum and the use of tools like iNaturalist support culturally grounded, inquiry-based instruction aligned with state standards. These efforts reflect Anahuacalmecac’s systemic approach to fostering student success through integrated school-family-community partnerships.|Based on the analysis of educational partner input and local data, Anahuacalmecac has identified several focus areas for improvement in Building Partnerships for Student Outcomes. These areas reflect a commitment to strengthening existing systems and practices that already support academic growth and family engagement, with a focus on ensuring equitable access and effectiveness across all student groups. One focus area involves refining the school’s internal data systems to generate more actionable and disaggregated insights. Due to the slower pace at which state-level data is collected and reported, Anahuacalmecac relies on its own internal processes to provide timely information that informs instructional decisions. Teachers, instructional aides, and support staff need improved access to relevant data—particularly for English Learners, students with disabilities, foster youth, and socioeconomically disadvantaged students—to guide responsive instruction. The school is working to streamline how subgroup data is gathered, interpreted, and applied in real-time classroom settings and planning sessions ahead of instruction and post state testing. Another focus area centers on strengthening professional development to ensure that all training is closely aligned with student learning outcomes and performance indicators. While staff already participate in weekly collaborative sessions, upcoming improvements will prioritize indigenous-based pedagogy, student-centered strategies, and cultural competency. Emphasis will be placed on linking skills learned via professional development to classroom practices in meaningful ways measured by students and educational staff alike. Educator feedback and performance data will continue to shape the content, pacing, and delivery methods of training to maximize communal impact. Additionally, Anahuacalmecac is working to reinforce the connection between home and school in relation to student progress. While tools like Student-Led Conferences and Google Classroom are in place, families have expressed interest in more consistent, actionable updates and strategies for supporting learning at home supported by regular check-ins between teachers and families. The school is developing clearer protocols for sharing academic progress and resources in accessible formats and languages, particularly for families new to the school or navigating complex student needs. These focus areas reflect Anahuacalmecac’s ongoing commitment to equity, collaboration, and outcome-driven planning. By refining how data, training, and communication intersect, the school will continue to strengthen its capacity to build effective partnerships for student success and equitable access and effectiveness across all student groups.|Based on educational partner input and local data, Anahuacalmecac has identified several strategies to improve engagement of underrepresented families in support of Building Partnerships for Student Outcomes. Efforts are grounded in the school’s core values of cultural relevance, inclusive access, and shared decision-making. To improve access, the school continues to prioritize bilingual and culturally responsive communication through calls, texts, and emails sent by the Parent & Community Engagement Coord. Interpretation services, transportation support, and virtual participation options are provided to reduce logistical barriers. These access efforts have contributed to consistently high participation in Student-Led Conferences, where students, families, and teachers collaboratively analyze academic progress. For English Learners and students with disabilities, academic goals are developed and revisited in ELAC and IEP meetings, with regular follow-up to ensure alignment between school and home. To center cultural relevance in engagement efforts, Anahuacalmecac incorporates seasonal ceremonies, land-tending events, and intergenerational workshops into the academic calendar. These experiences connect families to Indigenous knowledge systems while reinforcing academic learning goals. The 5th Grade Exhibition and 10th Grade Project serve as culturally affirming touchpoints for families to engage with student learning. Community feedback gathered through surveys, forums, and advisory meetings help shape school culture to reflect family interests and values. Exploratory outdoor summer programming is a priority for our families and students. Masewaltlapixkayotl and Science is Ceremony offer opportunities that are science based, research based, and culturally significant for our student populations. Adjustments are made each year to make improvements and increase access according to input from our school community and partners. To expand collaborative participation, families are given real-time access to academic data through tools like PowerSchool and Google Classroom. These platforms support two-way communication and collaborative goal setting. Families are invited to professional development opportunities, such as LGBTQ+ family forums and Adoberos Adobe training, which support both academic, intergenerational learning, and cultural engagement. Formal structures for shared governance include the Community Council, ELAC, and the Council of Trustees. Families hold nearly half the seats on the Council of Trustees, ensuring that underrepresented voices inform school priorities, programming, and budgeting. Monthly IndigeNations Scholars meetings bring students, families, and college consultants together to support postsecondary planning and sustained academic growth. Anahuacalmecac’s integrated strategies enhance its ability to engage underrepresented families as full partners in student outcomes focusing on access, relevance, and collaboration.|Anahuacalmecac strengthens decision-making through a communal governance model rooted in ancestral collective processes, ensuring input from students, families, and staff. This process is central to curriculum, resource, and programmatic planning. Engagement is structured, ongoing, and inclusive of all educational partners, with a focus on underrepresented voices. Students contribute feedback through Student-Led Conferences, surveys, focus groups, and regular meetings with staff, including leadership, and the School Guidance Counselor. Input gathered from Anawamachtikeh SemAnawak meetings and college and career planning events informs decisions on curriculum, academic support, and financial planning. Middle and high school students use SLC graphic organizers to reflect on their progress, identify development, and recommend overall academic service improvements. When appropriate, survey results are shared with students and parents across grade levels at student assemblies, community assemblies, and board meetings. Families participate in Community Assemblies, ELAC, the Community Council, advisory committees, and the Council of Trustees. These bodies guide decisions related to the LCAP, schoolwide learner goals, and instructional services. Input from parents (particularly those of English learners, students with disabilities, foster youth, and low-income students) is gathered through surveys, conferences, and direct dialogue, informing resource allocation and policy design. Student support services are reviewed through community feedback and presented in accessible formats. Leadership maintains an open-door policy to encourage informal engagement with families and staff. The school uses concern and complaint forms to provide families with an additional structured avenue for input, privacy, and resolution. Schoolwide decision-making is guided by the Pedagogy and Schoolwide Learner Goals—Star Walkers, Fire Keepers, Earth Guardians, Wind Talkers, and Water Protectors—reflecting Native knowledge systems and centering culturally grounded approaches to academic, social, and emotional development. Regular cycles of engagement with families and students help refine the school’s vision and mission. Feedback consistently emphasizes the need for programs and funding aligned to the cultural, linguistic, academic, and socio-emotional needs of American Indian students and all student subgroups. Anahuacalmecac’s modular communal communication cycle allows proposals to be generated and refined through multiple rounds of input from teachers, administrators, students, families, and the Council of Trustees. This cycle creates shared ownership, promotes transparency, and ensures decisions reflect the lived experiences and aspirations of the community. Through this process, the school sustains a reflective, inclusive, and accountable governance model that supports continuous improvement for all students, including those most impacted by systemic inequities.|To address areas for improvement in Seeking Input for Decision-Making, Anahuacalmecac will strengthen input-driven collaboration among staff, families, and community partners. Structured feedback from educational partners will continue to inform instructional planning, assessment practices, and professional learning, with a focus on grade-level alignment and responsiveness to evolving student needs. To build capacity and support principals and staff to effectively engage families in advisory groups and with decision-making, the school will enhance collaborative structures and provide ongoing training. Teachers will continue working in bi-weekly interdisciplinary teams to embed culturally relevant content into unit plans, drawing directly from family and community input. Leadership will model and support inclusive engagement practices through structured dialogue and co-design opportunities. To build the capacity of and support family members to effectively engage in advisory groups and decision-making, Anahuacalmecac will expand its communication tools and training opportunities for families. This includes clarifying roles within ELAC, the Community Council, and other advisory groups, and offering orientation sessions to help families navigate these spaces with confidence and clarity. To provide all families with opportunities to share input on policies and programs—and to specifically seek input from underrepresented groups—Anahuacalmecac will increase efforts to streamline surveys, outreach strategies, and follow-up. These tools will be used to gather actionable feedback before key decisions and will incorporate student voice and family priorities, especially from Indigenous, multilingual, and historically underserved families. To support collaboration among families, educators, and school leaders in the planning and evaluation of engagement activities, the school will deepen integration between curriculum planning and family engagement cycles. Student-Led Conferences, community assemblies, and survey-based check-ins will continue to serve as feedback loops that shape programming. Rubric alignment and progress monitoring tools will be adjusted through cross-grade collaboration and input collected during engagement events. Through these strategies, Anahuacalmecac affirms its commitment to inclusive, transparent, and responsive governance rooted in shared cultural values and the continuous involvement of its educational partners.|Anahuacalmecac will continue to enhance engagement of underrepresented families in decision-making by expanding culturally relevant, accessible, and consistent opportunities for input—particularly for families of English learners, students with disabilities, foster youth, and socio-economically disadvantaged students. The school will continue to connect input opportunities to culturally rooted events and gatherings such as ceremonies, Ya’anna Village activities, community assemblies, and student exhibitions. These spaces serve not only as affirmations of cultural identity but also as trusted forums for family feedback and communication. Additional input is collected through Student-Led Conferences, surveys at school events, and regular interactions between families, teachers, and school leadership. Feedback from these channels has informed instructional planning, school priorities, including a focus on vocabulary and reading comprehension for the 6th-grade class across all subgroups. Input is reviewed with attention to the specific needs of each subgroup. For families of English learners, language access remains a key priority, informing improvements in ELAC communication and academic supports. Families of students with disabilities have emphasized the need for more individualized communication and regular updates, which the school has addressed through IEP check-ins and integration of IEP goals into Student-Led Conferences. Foster youth families have identified the need for trauma-informed practices and consistent adult relationships, guiding adjustments to staff training and case management. Low-income families have highlighted the importance of transportation, food access at events, and flexible participation options—all of which have been built into the school’s engagement planning to reduce barriers. Teachers collaborate bi-weekly in interdisciplinary teams, guided by the Director of Education, to align curriculum and refine practices based on both data and family feedback. Underrepresented family input will continue to inform adjustments in curriculum and instruction, particularly in ELA and Math. For example, concerns about literacy development in the 6th-grade class are being addressed through targeted strategies such as smaller class sizes and differentiated supports. Staff will continue to receive professional development in culturally responsive teaching and equitable support strategies, reinforcing the school’s commitment to shared responsibility with families. Interpretation services, bilingual communication, and virtual access remain in place, alongside clearer follow-up to show how input directly informs decision-making.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-24|2026
19647330133272|PUC Triumph Charter Academy and PUC Triumph Charter High|3|PUC Triumph uses multiple ways to communicate with families, such as Smore, PowerSchool, ParentSquare, Remind, and SchoolMint. Family communications are sent out on a daily and weekly basis or as needed. All communications are done in English and Spanish to ensure that parents of English Learners are being communicated with in their primary language.|The school has a long history of quarterly family nights, parent/teacher conferences, and in person family meetings to help strengthen the partnership between school and families. We continue to build relationships with underrepresented families through consistent outreach and home visits.|To improve engagement and strengthen relationships, the school will implement targeted strategies that prioritize inclusive, two-way communication and relationship-building by establishing consistent outreach practices, such as personalized phone calls, home visits where appropriate, and family liaison support, to foster ongoing communication beyond school events.|PUC Triumph exhibits many strengths in communicating with families. Families are consistently provided with resources about learning, continuing education after high school, and community resources. Our Parent Engagement Team does a great job partnering with our parents to provide wrap around services to our families in need.|One area of improvement for underrepresented families is to ensure higher attendance at monthly family meetings. PUC Triumph utilizes our MFTs and Learning & Engagement Coordinators to support with student outcomes and parent partnership. At the high school level the College and Career Counseling department meets with students and parents to monitor graduation progress and possible options post high school.|To improve engagement of underrepresented families and increase attendance the school will continue to provide personal invitations, phone calls to families, home visits, 1 on 1 family meetings or grade level meetings to ensure student success.|PUC Triumph has established procedures for shared decision making. The school has a Parent Advisory Committee, English Learner Advisory Committee, and provides an annual parent survey regarding the school environment and each staff member.|One area of improvement for decision making is increasing the amount of family feedback on our annual family survey and ensuring above 50% participation.|The school will improve engagement of underrepresented families by seeking feedback during 1 on1 parent meetings, grade level meetings, and implementing the feedback.|4|5|4|5|4|4|5|4|4|4|4|4|Met||2026-06-10|2026
19647330133280|PUC Nueva Esperanza Charter Academy|3|Strength: At NECA, building partnerships with families is essential to our work. From the moment a student enrolls, it is a priority to learn about the family, how the student works best, the most effective way to come alongside to support the development of their child. It is clear through family interactions and involvement that staff value parents through the events held for families as well as interactions with families that are thoughtful and proactive.|Improvement: NECA can continue to ensure that all families are a part of the goal setting and monitoring process for students. NECA can also work to increase parent involvement in school sponsored activities.|NECA will improve engagement of underrepresented families, specifically ensuring all families are a part of the goal setting and monitoring process through parent-teacher conferences and progress reports and that they are available in English and/or Spanish. NECA will also work to collect family feedback on the types of educational workshops that would be beneficial for families in supporting their child.|Strength: NECA strives to have strong and consistent communication with families. This involves informing families of the goals and expectations of the school as well as timely follow up when a concern or issue arises.|Improvement: The focus area for improvement in Building Partnerships for Student Outcomes is how to improve the level of family engagement.|The team would benefit from some more focused study on best practices around partnerships with families to see how engagement can be improved.|Strength: All stakeholder involvement and support is valued by staff. There are several family events held throughout the year. Families are personally invited to attend. Additionally, we solicit feedback through our annual surveys. This helps guide decision making for the future school year.|Improvement: Additional systems to ensure an effective feedback loop are needed. An increase in representation at Advisory meetings would also be helpful in gaining additional perspectives.|The school will improve engagement of underrepresented families by putting in place additional systems to ensure an effective feedback loop is created that is able to be proactive and not reactive. 13|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-10|2026
19647330133298|PUC CALS Middle School and Early College High|3|Our campus is highly relational with our relationship building not only with our students but families. Students are able to feel connected to at least one adult on campus. Through this relational approach and being connected, students feel safe and comfortable to learn in the classroom. The school continues to create and foster relationships through all virtual platforms. Parents contribute as stakeholders through committees, parent advocacy groups, and participate in workshops/presentations.|One area of improvement is essentially having teachers building community classroom relationships through advisory classes to help foster building peer to peer and student to teacher relationships. School will focus on creating more opportunities for teachers and families to work together and develop a more profound relationship. Teachers will support, and advise, school-wide action committees. Additionally, will foster partnerships with families through teacher led workshops and presentations.|We have an intentional focus on our underrepresented families through work with our Parent Action Committee group. They will be the liaison to the families of underrepresented groups. The school will also address needs of underrepresented families through relationships with community partners and service providers.|We are strong at empowering and assisting families with school and community related topics. The provides workshops and services for stakeholders in order to create a family/student support network. Additionally, students have access to varied services on-site throughout the school year in support of their social-emotional well being. Student overall well-being contributes to building positive relationships and creating positive student outcomes. Director of Student and Parent Engagement & Advocacy along with coordinators from that office also support.|A focus area for us will be to strengthen our numbers of families to attend school events in order to create partnerships and foster healthy relationship building with school personnel. We look forward to family outreach in order to improve all stakeholder partnerships and student outcomes.|To improve this engagement with families we will network with outside resources to connect families back to the school. Additionally, we will continue to access families through the Director of Student and Parent Engagement & Advocacy.|"A strength on our campus is our ""family environment"" where parents feel comfortable to give us their input or feedback."|An improvement will be in the area of Coffee with the Principal to ensure we are implementing the feedback and voice from our parents into our School Success Plan.|One way we will improve engagement with underrepresented families, would be going over our LCAP goals in our monthly PAC meetings to ensure parents are in the know and have received all school information.|4|5|4|5|4|5|5|5|4|4|5|4|Met||2026-06-10|2026
19647330133686|Equitas Academy 4|3|Creating a warm and welcoming experience for all families is at the forefront of building partnerships.  Families are an asset to the school community and a relational approach is part of family engagement at Equitas.  Two-way communication between school and home is key and staff consistently communicate with families to support student outcomes.  Spanish translation is offered in both written and verbal communication.|There has been an explicit focus on redesigning the spaces where families have the opportunity to join and be part of shared decision making - SSC, ELAC, and CS Advisory Committees. The redesign supports in building and strengthening relationships between school staff and families by collaborating, co-constructing experiences and making decisions together in support of student success.|Providing opportunities for underrepresented families to engage with school staff through workshops and councils that support diverse learners.  Organizational priorities were developed with goals to improve outcomes in support of underrepresented families. A direct outreach approach will also serve as a strategy to to improve engagement.|Strong relationships with families are crucial to student success. Families are provided with touch-points such as summer orientation, monthly Cafecitos, ,monthly family nights, family-teacher conferences two times per year, network wide family workshops and ongoing communication between teachers and families.  Events and communication are grounded on a relational approach.  Year 1 of Community Schools Implementation has also supported in building partnerships between schools and families to support student outcomes.|Schools will continue to provide all families learning experiences where student data is shared and analyzed.  Families will receive the tools to understand how their child is progressing through multiple data points and gage progress in meeting standards in language arts, math and other core subjects.  Student data is shared at different touch points with families throughout the school year. These opportunities will support the school staff and families to progress monitor and work together to support student achievement.|Collaboration of staff and schools to support diverse learners with a focus on engaging families of underrepresented families. Holding spaces where families can gain knowledge and tools to support at home and bridge the connection to school in support of student outcomes.|Families voices are important and necessary to ensure progress monitoring and student success.  Families are afforded the opportunity to provide feedback through a yearly family survey given two times per school year.  Family input is sought for decisions that will greatly impact them and their children. Families are able to provide feedback at monthly Cafecitos.  School Site Council, ELAC, Community Schools Advisory Council and Parent Action Team are also spaces where families can provide feedback and have direct access to decision-making spaces.|Equitas strives to foster opportunities for all families to provide input and take part in decision-making.  An area of focus is to increase the number of families and diversity of voices to be representative of all our families.|Equitas Academy is in development to refine and enhance the opportunities to engage with families, especially underrepresented families.  Seeking direct feedback from families through a needs assessment to gather information on their preferences for learning and connecting opportunities to ensure topics and events are relevant to their needs.|4|4|4|4|4|3|4|3|3|3|4|3|Met||2026-06-25|2026
19647330133694|Valor Academy Elementary|3|The school community understands that the success of our students depends on the trust and communication between staff, families and students. With this awareness, the school sends out Parent and Family Surveys to assess areas of strength and improvement. Our families know we value their opinion which is why 97% of parents returned surveys addressing family efficacy, school fit, school climate, and school safety. We know that our families are confident in their relationships with staff because our Family survey reflects that 98% of parents rate the school positively.  One of the school’s biggest strengths is the welcoming environment we’ve built with families through events including but not limited to: Coffee with the Principal, Conferences, Parent Education Seminars, Back to School Night, and Family Nights. We have had successful family engagement for years. Last year we tracked 94% of families who attended at least one event. This year we're also tracking families who attended 2 events at 77%. Due to role transitions this year, attendance data was not consistently tracked, which may not accurately reflect actual participation. We know that families who are engaged with our schools can better support their student achievement. We hope that we will continue to grow the rate of engaged families in the next few years. Through events that highlight the cultures of students, implementation of Council in Schools, and connection via phone and ParentSquare our staff and families have learned more about each other and the school has increased two-way communication between families and staff.|The school has identified the percent of parents who attend Conferences as a focus area as this year we had 96% attendance and we strive for over 95%.|The school will improve the engagement of underrepresented families in this area by leaning on the support of the Community School Manager, particularly their ability to translate for non-English speaking families, and to connect with families about school events that encourage relationship building. In addition, the school will continue to work on proactive communication so that the number of families feeling heard and validated increases as our students succeed.|We are very proud that 100% of students who have access to standards aligned materials at home as appropriate for a given lesson. We also see strength in having 80% of families had a 1:1 interactions with our school counselors. Our team works hard to provide families with information and resources to support student learning in the home. Our Community School Manager also distributes a monthly resource newsletter to share local resources and partnerships available for families with services including medical, legal, recreational, academic, and social.|The school has identified a focus area for improvement in attendance at our Parent Education seminars, currently standing at 25%. We believe these seminars are a strong tool in supporting families and building partnerships for student outcomes.|The school provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school.   The LEA will also improve the engagement of underrepresented families in this area by leaning on the support of the Community School Manager, who conducted focus group and empathy interviews which included underrepresented families and surfaced areas of strength and need.  With the support of the Community School Manager we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.|One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Community School Manager. Every year, school administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school.  We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Program changes are communicated to families in newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor.|We are proud to have 97% of parents returning surveys, and we will continually strive to increase the number of parents attending two or more events, currently at 78%. We recognize that the more parents returning surveys and attending events, the more input we are receiving from our students and families to improve our school in ways that best meets their needs. In addition, our Community School Manager works every year to identify, train and support family leaders who actively participate in the Community School Advisory Council, School Site Council, English Learner Advisory Committee and other advisory groups. Last year, our Community School Manager launched a Community School Advisory Council that provides input on key school decisions.|The annual Family survey administered asks questions in relation to school environment, parent satisfaction, family access to staff, programming for parents, and parent self-efficacy. The questions were created by a team of the Lead Executive Officer,  the Senior Vice Principal of Student and Family Services, and the Community Schools Chair and were reviewed by the principals. We use similar questions annually, to obtain Longitudinal and Latitudinal data, which we then review to identify how we can improve engagement. After each survey administration, collaborative teams meet to analyze the results, reflect on the school practices that brought on the outcomes and plan for the following school year. In addition, families are constantly invited to participate in multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-23|2026
19647330133702|New Los Angeles Charter Elementary|3|New Los Angeles Elementary School has been deeply committed to building relationships with our educational partners (staff, students, caregivers) and continuously looks for ways to connect and incorporate families in their child’s educational experience at our school. We provide a positive, welcoming environment for all families and our educators communicate with families through various methods including but not limited to Parentsquare, phone calls, emails, newsletters and calendars sent home, in a home-school connection folder, using language that is understandable and accessible to families. In addition, our school hosts monthly coffee with the principal to discuss school wide issues, the LCAP, and upcoming school wide events. Our school hosts parent-teacher conferences twice per year and communicates regularly on individual student progress through progress reports. Annually at the start of the school year, we host a “Playdate” an opportunity for caregivers and students to connect with each other and their teacher and visit their classroom before the first day of school. We have several either events throughout the school year to build community and connection, including learning presentation days in classrooms for black history month and Hispanic heritage month, parent/caregiver led events such as Trunk or Treat and our Spring Dance, as well as a class ambassadors’ program. Panorama data from families in school year 25- 26 shows growth in every area from school year 24-25. The strengths of NLAES include removing barriers to family engagement (91% positive), high perceptions of school safety (88% positive) and positive views of the school climate (86%). We have also seen a large increase in family support scores (80%, up 10% from 24-25). While our family engagement scores remain the area for growth and are lowest, we have seen very positive growth in our family engagement scores in the past three years: 33% in 25-26, up from 26% in 24-25, up from 21% in 23-24.|While data shows that family engagement is the area that had the highest growth from last year up (6 percentage points) we are at the 80-99th percentile when compared to national data, it remains our lowest area with 33% positive responses. Specifically, we see low scores for being involved in the parent groups at school and participating in fundraising efforts. Since these areas continue to be on a favorable trend, we’ll be continuing a lot of our efforts and will increase the opportunities and variety for families to volunteer and engage in our fundraising efforts and on campus activities.|Parents and caregivers have expressed a desire to know more about PBIS and our restorative practices so we will continue to increase opportunities to educate about how we implement them at Coffee with the Principal events next year. We also will explore options for providing translation (written and oral) for ALL parents, including those who speak languages other than English and Spanish (e.g., Farsi, Amharic, etc.).|New Los Angeles Elementary School continues to build partnerships with caregivers that impact student outcomes as outlined in our school’s LCAP Goal #3. New LA Elementary provides support for families through Education Nights such as Math Night, Back to School Night, and Literacy Night. Additionally, we partner with parents to host authentic learning experiences and celebrations of culture. Caregivers are invited to plan and participate in Hispanic Heritage Month, African American History Month, Literacy week, and Holidays Around the World. Each of these includes opportunities for caregivers to contribute during the events by visiting classrooms and sharing experiences. Parents and families are our partners in improving student outcomes through their regular participation in caregiver/teacher conferences. Additionally, we present information about home connection activities, methods for grading and how to achieve success, understanding the progress report, during Coffee with the Principal (CWP) and via the weekly principal update on ParentSquare. Our school provides extensive support for families of students with special needs (SPED focused CWP), meetings before IEP process to make sure parents understand their legal rights. We also provide the FACTOR program for parents, SSPT process and attendance SART meetings. Family support continues to be a relative strength as measured by our Panorama school data. We had an 10% increase in positive responses from Spring 25-SPring 26. 81% of families responded positively about how they partner with the school to provide their children with academic and social support. We have well established and well attended family education nights (3 per year) and 2 parent-teacher conference times after T1 and T2 progress reports. Teachers communicate with families using Parentsquare and all classrooms this year provide a weekly newsletter in addition to the weekly principal update. 90% of families responded that communication from the school is easy to understand and in a language they can understand.|The focus for the 2026-2027 school year will be continuing re-engaging parents in volunteering, fundraising, and attending events and meetings on campus. We have seen some growth on our Panorama Survey data, but the biggest areas for growth were still in these areas.|New LA will continue to focus on engaging caregiver volunteers through a variety of opportunities (classroom volunteering, special events volunteering, field trips) as well as recruiting more and more diverse families to the Parent Ambassador Group to plan special events for the school and connect families with one another. We will continue to offer the option of virtual engagement for some events so that caregivers can join meetings and events from home or work. At the start of SY 2026-2027 in the ‘beginning of school paperwork’, we will survey parents about their preferred methods for communication and translation, as well as their availability and interest in upcoming events. We will use that data to plan adjustments to times or methods of engagement based on feedback we receive.|From our annual Panorama survey 98% of families feel sure about how to communicate with the school and 96% of families responded that the school provides information about involvement opportunities. 96% of families responded that the school is welcoming to families. New LA seeks input from families in multiple ways throughout the school year. In addition to annual panorama survey data, we seek input monthly during our Coffee with the Principal meetings, our PAC meetings (3 times a year), ELAC meetings (3 times a year), and parent engagement group meetings. These groups have the opportunity to provide feedback on our LCAP and share any concerns that may arise. This year our PAC and ELAC meetings have had higher attendance and more active participation from both members and any caregivers who choose to attend.|The focus for the 2026-2027 school year will be continuing to engage caregivers in volunteering, fundraising, and attending events and meetings on campus. On the Panorama Survey, the biggest areas for growth were still in these areas. Our scores for family engagement have increased from 27-33%, but that low number still indicates significant need for improvement. One goal for school year 2026-2027 will be to increase participation and diversify our PAC and ELAC committees, so we have input from more families.|66% of families responded that one barrier to engagement is their own busy schedule. While the vast majority of events will now be in person, New LA will continue to provide a virtual (Zoom) option for parent engagement opportunities such as coffee with the principal, conferences, multicultural day presentations, etc. to accommodate parent’s busy schedules. We will expand our translation to include more languages than Spanish, namely Amharic as that is the home language of a significant number of students.|4|5|5|5|5|5|5|4|4|4|4|4|Met||2026-06-22|2026
19647330133710|Girls Athletic Leadership School Los Angeles|3|Parent and family engagement continues to be a strength of GALS. The school maintains multiple opportunities for meaningful family participation through the School Site Council, Title I Parent Council, and monthly Coffee with the Principal meetings. Meetings and communications are provided in both English and Spanish to ensure all families have access to information and opportunities to provide input. Survey results reflect strong family-school partnerships. Parent conference participation increased to 98%, and 98% of parents agreed or strongly agreed that the school encourages them to be active partners in their child's education. Additionally, 98% of parents reported that the school keeps them well informed about school activities, and 92% indicated the school does very well in communicating their child's progress between report cards. GALS will continue to strengthen family engagement by providing meaningful opportunities for participation, gathering family feedback to inform decision-making, and ensuring that all families have access to the information and resources needed to support student success.|Based on educational partner input and local data, GALS will continue to focus on expanding opportunities for family leadership and participation in school decision-making. Parent survey results reflected strong family-school partnerships, with 98% parent conference participation and 98% of parents reporting that the school encourages them to be active partners in their child's education. At the same time, staff survey results identified opportunities to further strengthen parental involvement and participation in school decision-making. GALS will continue to build on its strong communication systems by increasing opportunities for families to provide feedback, participate in school governance, and help inform school programs and priorities.|GALS will continue to strengthen relationships with families by providing multiple opportunities for meaningful engagement and collaboration. The school maintains a School Site Council, Title I Parent Council, and monthly Coffee with the Principal meetings, all designed to foster partnership among families, students, and staff. The Principal's open-door policy and frequent one-on-one meetings with families further support strong communication and relationship-building. Survey results demonstrate the effectiveness of these efforts, with 98% parent conference participation, 98% of parents reporting that the school encourages them to be active partners in their child's education, 98% reporting that the school keeps them informed about school activities, and 94% reporting that they feel welcome to participate at the school. These results indicate strong family engagement while also highlighting the importance of continuing outreach to families who may face barriers related to language, scheduling, or participation in school decision-making. To ensure all families can participate, GALS provides bilingual communication, translation services, and multiple avenues for family input and feedback. When students need additional support, teachers and administrators work collaboratively with families to develop Student Success Plans that address academic, behavioral, or social-emotional needs. GALS will continue to expand opportunities for family leadership, advocacy, and participation in school governance to ensure all families feel welcomed, informed, and empowered to engage in their child's education.|Parent and family engagement has always been a strength of GALS. GALS has a School Site Council, Title I Parent Council and monthly Coffee with the Principal meetings. All of these meetings are in both English and Spanish in order for all families to access the information and share feedback. We have strong participation in our student conferences, orientation, grade level parent meetings and coffee with the Principal. Parents have access to the Principal, who is bilingual, and holds one on one meetings several times throughout the week not to mention many phone calls with parents. Parents newsletters are sent out in an application where you can change the language to whatever language you need. All other materials are provided in English and Spanish. GALS will continue to ensure that parent engagement remains strong by continuing to hold meetings, share information and make sure that parent voices are heard.|While GALS has strong family engagement and participation rates, the school will continue to focus on expanding opportunities for family leadership, shared decision-making, and meaningful participation in school governance. Educational partner input highlighted the importance of ensuring that all families have opportunities to provide feedback and help inform school programs and priorities. GALS will continue to strengthen outreach efforts, increase participation in School Site Council and family engagement activities, and provide multiple avenues for families to engage with school staff. The school will also continue to build on strong relationships among students, families, and staff to support student success and positive school outcomes.|As stated previously, parent engagement is a strength of GALS. Parent survey results reflected high levels of family engagement, including 98% parent conference participation, 98% of parents reporting that the school encourages them to be active partners in their child's education, and 94% reporting that they feel welcome to participate at the school. GALS has strong participation in student conferences, orientation, grade-level parent meetings, School Site Council, Title I Parent Council, and monthly Coffee with the Principal meetings. Parents have access to the Principal, who is bilingual and holds one-on-one meetings with families throughout the week, in addition to ongoing communication through phone calls and school events. Parent newsletters are distributed through a platform that allows families to access communications in their preferred language, and school materials are provided in both English and Spanish. Student survey results further reflected the strength of these partnerships, with students reporting positive levels of parental involvement (81% of sixth-grade students, 71% of seventh-grade students, and 61% of eighth-grade students), caring adult relationships (76%, 69%, and 53%, respectively), and high expectations from adults at school (87%, 75%, and 73%, respectively). These results demonstrate the positive impact that strong family-school partnerships and supportive adult relationships have on student engagement and success.|Seeking educational partner input for decision-making continues to be a strength of GALS. GALS has a School Site Council, Title I Parent Council, and monthly Coffee with the Principal meetings that provide families with ongoing opportunities to share feedback and participate in school planning and decision-making. All meetings are conducted in both English and Spanish to ensure all families can access information and provide input. Parents also have access to the bilingual Principal, who holds one-on-one meetings with families throughout the week and maintains ongoing communication through phone calls, school events, and community meetings. Parent survey results reflected strong family engagement and partnership, with 98% of parents reporting that the school encourages them to be active partners in their child's education and 94% reporting that they feel welcome to participate at the school. In addition, parent conference participation remained high at 98%, demonstrating strong family involvement in supporting student success. Student survey results further reflected a culture of collaboration, with students reporting positive levels of parental involvement, caring adult relationships, and high expectations from school staff. These results demonstrate that educational partner voice is valued and contributes to a supportive learning environment.|While educational partner engagement and participation remain strengths at GALS, the school will continue to focus on expanding opportunities for meaningful stakeholder input and shared decision-making. Parent survey results reflected strong engagement, with 98% of parents reporting that the school encourages them to be active partners in their child's education and 94% reporting that they feel welcome to participate at the school. Student survey results also reflected positive perceptions of parental involvement and supportive relationships with school staff, demonstrating a strong foundation for educational partner engagement. While GALS has high attendance rates at meetings, the school continues to explore additional ways to increase participation and accessibility. To support broader family engagement, GALS now conducts monthly parent meetings on Zoom, providing families with greater flexibility to participate and share feedback. GALS will continue to strengthen opportunities for families, students, and staff to provide input through the School Site Council, Title I Parent Council, Coffee with the Principal meetings, surveys, and other engagement activities. The school will also continue exploring strategies to engage educational partners who may face barriers related to scheduling, language, or access while expanding opportunities for stakeholder leadership and participation in school decision-making.|Parent survey results reflected strong family engagement, with 98% of parents reporting that the school encourages them to be active partners in their child's education, 94% reporting that they feel welcome to participate at the school, and 98% parent conference participation. To ensure all families have equitable opportunities to provide input and participate in decision-making, GALS provides bilingual communication, translated materials, and multiple avenues for engagement through the School Site Council, Title I Parent Council, Coffee with the Principal meetings, surveys, and individual family meetings. The Principal, who is bilingual, maintains ongoing communication with families through one-on-one meetings, phone calls, and school events. School communications are distributed through platforms that allow families to access information in their preferred language, and monthly parent meetings are offered virtually to increase accessibility and participation. GALS continues to strengthen outreach efforts and explore additional strategies to engage families who may face barriers related to scheduling, language, or access, ensuring that all families have opportunities to share feedback and participate in school decision-making processes that support positive student outcomes.|5|4|5|4|5|4|4|5|5|4|4|4|Met||2026-06-11|2026
19647330133868|Rise Kohyang High|3|The school community understands that the success of our students depends on the trust and communication between staff, families and students. With this awareness, the school sends out Parent and Family Surveys to assess areas of strength and improvement. Our families know we value their opinion which is why 59% of parents returned surveys addressing family efficacy, school fit, school climate, and school safety. We know that our families are confident in their relationships with staff because our Family survey reflects that 96% of parents rate the school positively.  One of the school’s biggest strengths is the welcoming environment we’ve built with families through events including but not limited to: Coffee with the Principal, Conferences, Parent Education Seminars, Back to School Night, and Family Nights. Last year we tracked 84% of families who attended at least one event. This year we're also tracking families who attended 2 events at 53%. We know that families who are engaged with our schools can better support their student achievement. We hope that we will continue to grow the rate of engaged families in the next few years. Through events that highlight the cultures of students, implementation of Council in Schools, and connection via phone and ParentSquare our staff and families have learned more about each other and the school has increased two-way communication between families and staff.|The school has identified the percent of parents who attend Back to School Night as a focus area of improvement, as 26% attended this year.|The school will improve the engagement of underrepresented families in this area by leaning on the support of the Community School Manager, particularly their ability to translate for non-English speaking families, and to connect with families about school events that encourage relationship building. In addition, the school will continue to work on proactive communication so that the number of families feeling heard and validated increases as our students succeed.|We are very proud that 100% of students who have access to standards aligned materials at home as appropriate for a given lesson. We also see strength in having 59% participation in our Teacher-Parent Conferences. Our team works hard to provide families with information and resources to support student learning in the home. Our Community School Manager also shares local resources and partnerships with families including medical, legal, recreational, academic, and social services.|The school has identified a focus area for improvement in attendance at our Parent Education seminars, currently standing at 4%. We believe these seminars are a strong tool in supporting families and building partnerships for student outcomes.|The school provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school.  The LEA will also improve the engagement of underrepresented families in this area by leaning on the support of the Community School Manager, who conducted focus group and empathy interviews which included underrepresented families and surfaced areas of strength and need. With the support of the Community School Manager we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.|One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Community School Manager. Every year, school administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school.  We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Program changes are communicated to families in newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor.|Though we are proud to have 46% of parents returning surveys, and 97% of parents attending a school counselor meeting, we continually strive to increase these numbers to reach 100%. We recognize that the more parents returning surveys and attending events, the more input we are receiving from our students and families to improve our school in ways that best meets their needs. In addition, our Family and Community Engagement Team works every year to identify, train and support family leaders who actively participate in the School Site Council, English Learner Advisory Committee and other advisory groups. Last year, our Community School Manager launched a Community School Advisory Council that provides input on key school decisions.|The annual Family survey administered asks questions in relation to school environment, parent satisfaction, family access to staff, programming for parents, and parent self-efficacy. The questions were created by a team of the Lead Executive Officer,  the Senior Vice President of Student and Family Services, and the Community Schools Chair and were reviewed by the principals. We use similar questions annually, to obtain Longitudinal and Latitudinal data, which we then review to identify how we can improve engagement. After each survey administration, collaborative teams meet to analyze the results, reflect on the school practices that brought on the outcomes and plan for the following school year. In addition, families are constantly invited to participate in multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-23|2026
19647330134023|Animo Florence-Firestone Charter Middle|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training.								|"""The school equips parents with the skills necessary for active civic engagement. The School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).  The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.""								"|The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach. Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families. The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.								|The school offers parent workshops which provide free adult education sessions designed to provide parents with a core understanding of the issues that most affect their students. A schedule of opportunities tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. The parent workshops directly develop the core skills of parents and strengthens student pathways to college and career readiness. Sessions are designed and led by our regional support staff in collaboration with local community service partners.								|The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Workshops, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. As a community school we are focused on establishing partnerships with educational partners that focus on empowering the whole-child by providing vital resources and programs that serve their needs. These needs are identified by having a local Community School Coordinator who acts as a liaison between the school and external community educational partners.								|Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and Community Appreciation Days focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides a workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.								|"The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (""SAC"") and the District English Learner Advisory Council (""DELAC""), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.											"|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.											|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.											|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-26|2026
19647330134205|Arts in Action Community Middle|3|As a Community School that was awarded the Community Schools Implementation Grant, Arts in Action has many strengths in building relationships and collaborating with families.  Families have many opportunities to be actively engaged on campus, including parent workshops, conferences, school events & performances, school volunteer opportunities, beginning of the year orientation sessions and a vibrant Community Engagement Center and team which spearhead family engagement. The school sends out a monthly newsletter with comprehensive information on school events, activities and opportunities for family engagement. On the leadership side, the school has a School Site Council comprised of staff and families, as well as a English Language Advisory Committee and a United Parent Committee.  The school also sends out a comprehensive family survey twice yearly to collect data on the efficacy of school initiatives, including building relationships between school staff and families.  Lastly, more than half of the school board are parents of current or former AIA students.|The LEA's focus areas for improvement in building relationships between school staff and families include: -Continuing to increase volunteer opportunities and improving the opportunities for participation and leadership in school-based events -Increasing participation in the United Parent Committee -Continuing to increase family participation in workshops, school events and conferences.  -Increasing our ability to effectively share family survey results with families|Based on a comprehensive analysis of educational partner input and local data, inclusive of the family survey results, analysis of participation in school events, and planning meetings with the Community Engagement team, there are no underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families. The school has done a phenomenal job of creating equitable opportunities for all families, including those from historically marginalized groups.|Based on the analysis of educational partner input and local data, the LEA has many current strengths and has made year to year progress in building partnerships for student outcomes.  Based on family survey data, 97.44% of families feel that the school has been supportive of their child's academic and social-emotional needs.  Some successes from the past year include increasing family participation in school events, increasing family volunteer participation and opportunities, and opening our Community Engagement Center, which has provided a space for families to connect with school staff and each other.|Based on an analysis of educational partner input and local data, the LEA's focus areas for improvement in building partnerships for student outcomes is increasing and improving workshops on academic standards, increasing conference attendance, and providing more support and guidance for supporting students at home.|Based on the data collected through educational partner input and other local data sources (parent, student, staff surveys, feedback from ELAC, School Site Council, and the United Parent Committee), the school is providing equitable opportunities for families and there are no underrepresented families from historically marginalized groups in relation to building partnerships for student outcomes. In fact, an area of notable success is the outreach and engagement of families of students who are English Language Learners and the families of students with disabilities through our Accessible Education programming and services.|The LEA has many strengths in seeking input for decision-making. The school provides twice yearly family surveys, has a United Parent Committee, English Language Advisory Committee, and a School Site Council, and the school board is comprised of over 2/3s parents of current & former AIA students.|The LEA will continue focusing on building the capacity of the United Parent Committee, as well as continuing to build the leadership capacity of School Site Council and English Language Advisory Committee.|The LEA has been fortunate in having equitable representation of historically marginalized families, with our services for students & families who are homeless, students with disabilities, and students who are English Language Learners being notable areas of strength.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-13|2026
19647330135509|Gabriella Charter 2|3|Our school is deeply invested in building relationships between school staff and families. We have a strong school-family communication platform, Parent Square, that helps facilitate regular updates, messaging, and school-wide news. We have high attendance at our family conferences, back to school nights, classroom meeting nights, and more. Our staff gets to know students and families well.|One of our overarching goals is to have our curricula better reflect the experiences and backgrounds of our students. To that end, we are working to grow in our partnership with students and families so that we can bring their experiences and backgrounds into classrooms.|We are continue to explore the different strategies we can use to engage and connect with underrepresented families. We are also continuing to offer a variety of times to engage in conferences and other events. While we want to emphasize the importance of coming onto campus, we recognize that that is very difficult for some of our families and in response, continue to offer zoom meetings as an alternative for families that may need this accommodation. We also use all forms of communication, determined to figure out the best way to engage with all families, from Parent Square to email to calling to texting.|We view families and caregivers as our partners in educating and supporting their children. As such, we have many family-based events to share tools and strategies for learning. We communicate regularly with families in conferences, in other meetings, and via our Parent Square communication tool to provide school-wide, class-wide, and individual supports for students.|Our major focus area will be on building out specific strategies for families to use to support their scholars at home. As we sustain the progress we have made in standards-based grading, we believe that caregivers will also understand grade-level expectations more specifically, and that understanding will also help all of us work together to support their students.  Another focus area we are continuing is developing our instructional staff to strengthen partnerships with families. We are continuing to explore ways to better develop our instructional staff so that they are better equipped to partner with all families and deepen the relationships and partnerships with caregivers, specifically we are interested in beginning home visits.|Again, we need to find new and thoughtful ways to enlist families who do not engage as frequently with us. By communicating student outcomes and grade-level expectations, we are hopeful that families will feel more empowered to support their scholars. In addition, we also believe that if we are prioritizing staff development in this area, we will strengthen and expand our reach.|We use a variety of surveys, Coffee with the Principal, and Platica con el Liderazgo as spaces for families to give us feedback, share input, and otherwise help us adjust and make decisions for our school community.|We are looking to improve in the breadth of families that we are able to reach in these ways; while many families consistently engage, we have some that rarely do or have not yet.|As we continue to refine our programming, we can use opportunities like classroom meeting night, conferences, and other broader touch-points with families to try to enlist underrepresented families more frequently in giving input into decisions we make as a campus.  Our Equity Roadmap includes a Parent Empowerment Protocol that we are designed to uplift family voice in making decisions at our campus. Our shared parent coordinator will be a key player in supporting our growth in this area.   GCS 2 is strongest in providing opportunities for stakeholders to work together to plan, design, implement, and evaluate family engagement activities at school. The GCS 2 School Site Council reviews and approves the Parent Involvement Policy on a yearly basis, and this includes opportunities for stakeholders to engage at the school, as well as English learner programming and other relevant student and school data to recommend student supports at the school.  As noted earlier, a strong majority of parents report they feel the school seeks the input of parents before making important decisions.  GCS 2 will continue building capacity to reach and seek input from families on policies and programs, and as part of our Equity Roadmap, will work to build out a Parent Empowerment Protocol to uplift our families' voices in decision making at the school.|5|5|4|4|4|4|4|3|3|2|4|4|Met||2026-06-22|2026
19647330135517|KIPP Corazon Academy|3|At our school, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive. Additionally, KIPP SoCal has been awarded the Community Schools grant, enabling us to hire a dedicated Community School Manager for our school. This role has been instrumental in leading the Community School Advisory Council (“Community Coalition”), engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness. While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.|We provide region-wide family leadership opportunities such as our Family Ambassador program. At each school site, our staff and family members lead a Community Coalition (School Site Council) where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.  By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Ambassador and Community Coalition (School Site Council) participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.|At our school, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families. By offering a variety of engagement opportunities such as leadership roles, Community Coalition (School Site Council) meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.   Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.|We recognize the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.  In addition, our school has implemented a Family Ambassador program in collaboration with our Community Coalition (School Site Council) to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly meetings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events.  Looking forward, we are actively exploring ways to expand and integrate the Community School Coalition program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.   Furthermore, our school educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and Community Coalition (School Site Council) meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.|The Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.  In addition to our advocacy efforts, our schools Community School Manager has continued to play a crucial role in supporting our students' holistic well-being. They have collaborated closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students. Our Community School Manager (CSM) monitors student progress closely and adjusts support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally. Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey. Our goal is to continue partnering with new organization to continue bringing resources to every school with the support of the Community School Manager.|Our school remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, Community Coalition (School Site Council), and Coffee with the Admin are offered in languages accessible to all school families.|At our school, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and School Site Council, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public.  Our Community Coalition (School Site Council) empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability.  Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they have learned.  To ensure the highest quality of engagement, we provide comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.|To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at our school. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.|We are dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates, as well as adaptable meeting formats (such as recordings and zoom options) and materials to accommodate diverse needs of our families. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-11|2026
19647330135616|Crete Academy|3||||||||||||||||||||||Not Met For Two or More Years|||2026
19647330135632|WISH Academy High|3|WISH Academy High School has reached full implementation and sustainability in building trusting, respectful relationships between staff and families. This progress reflects years of intentional investment in the systems, training, and culture that make authentic family engagement possible. Staff at WISH Academy receive ongoing support to build their capacity for relationship-building with families, including training in culturally responsive communication and strategies for connecting with families from diverse backgrounds. Administrators, teachers, and classified staff alike are equipped to approach every family interaction with warmth, respect, and genuine curiosity about each student's home life and experiences. WISH Academy has cultivated a welcoming environment for all families in the community. From the front office to the classroom, families are greeted with care and made to feel like valued partners in their student's education, not just visitors to the campus. This welcoming culture extends to families of unduplicated students, families of students with exceptional needs, and families of underrepresented student groups, all of whom are intentionally included in school life. Staff are supported in learning about each family's unique strengths, cultures, languages, and goals for their children. This knowledge informs how teachers connect with students and families throughout the year, ensuring instruction and support are responsive to who each family is, not a one-size-fits-all approach. WISH Academy has developed multiple, ongoing opportunities for two-way communication between families and educators, using language that is understandable and accessible to all families. These include regular family conferences, translated communications, digital platforms for real-time updates, and open channels for families to share feedback and ask questions.  Together, these practices reflect WISH Academy's sustained commitment to family engagement as a core part of how the school operates, not an isolated initiative. WISH remains dedicated to strengthening these relationships year over year as part of its mission of strong parent partnerships.|While WISH Academy has reached full implementation and sustainability in building relationships between school staff and families, WISH remains committed to continuous improvement and will not become complacent in this area. Moving forward, WISH Academy will focus on deepening the consistency of relationship-building practices across all staff roles, ensuring that new and veteran staff alike receive the same high-quality training and support in connecting with families. WISH will also continue to refine its two-way communication systems, seeking new tools and strategies to make communication even more accessible and responsive to the diverse languages and preferences of its families. Additionally, WISH Academy will continue to gather regular input from families, particularly families of unduplicated students, students with exceptional needs, and underrepresented student groups, to ensure that relationship-building practices continue to reflect the evolving needs and strengths of the school community. WISH views sustaining a 5 rating not as a finish line, but as an ongoing commitment that requires regular reflection and adjustment.|Through the self-reflection process, WISH Academy identified families with limited English proficiency as a priority group for continued and expanded engagement in Building Relationships Between School Staff and Families. WISH Academy will continue and expand its current outreach efforts to ensure families with limited English proficiency have full, meaningful access to relationship-building opportunities with school staff. This includes maintaining and growing the use of translated communications and interpretation services at family-facing events, conferences, and meetings, so that language is never a barrier to a family feeling welcomed and understood. WISH will continue to train staff in strategies for building trust and rapport with families across language differences, ensuring that every family, regardless of the language spoken at home, experiences the same warmth, respect, and responsiveness from WISH Academy staff. WISH will also continue to seek regular feedback from families with limited English proficiency to ensure outreach efforts are genuinely meeting their needs and to identify any additional supports that would strengthen these relationships. By continuing to invest in and expand these existing outreach strategies, WISH Academy aims to ensure that its full implementation of family engagement practices extends equitably to every family in the school community, including those who communicate primarily in a language other than English.|WISH Academy High School has reached full implementation and sustainability across all measured areas of Building Partnerships for Student Outcomes, reflecting a sustained, schoolwide commitment to true partnership between staff and families in support of student success.  WISH Academy provides ongoing professional learning and support to teachers and principals to strengthen their capacity to partner effectively with families. This includes training in family communication strategies, culturally responsive partnership practices, and collaborative problem-solving, ensuring staff at every level are equipped to build strong, productive relationships with the families they serve.  Families receive consistent information and resources to support student learning and development at home, helping to extend the impact of classroom instruction beyond the school day. WISH has established clear, reliable policies and programs for teachers to meet regularly with families and students to discuss academic progress, ensuring these conversations lead to concrete, collaborative next steps that support improved student outcomes.  WISH Academy is also deeply committed to supporting families in understanding and exercising their legal rights, empowering parents and guardians to advocate confidently for their own students as well as for all students in the WISH community. This commitment reflects WISH's broader mission of inclusive excellence, ensuring every family has the knowledge and support needed to be a true partner in their child's education.  Together, these practices demonstrate WISH Academy's sustained investment in family partnership as a core driver of student outcomes, not a peripheral effort. WISH remains committed to maintaining and strengthening this work in the years ahead.|While WISH Academy has reached full implementation and sustainability in Building Partnerships for Student Outcomes, WISH remains committed to continuous improvement and will not become complacent in this area.  Moving forward, WISH Academy will focus on deepening consistency across all classrooms and grade levels in how teachers partner with families to support student progress, ensuring every family experiences the same high level of collaboration regardless of which teacher or course is involved. WISH will also continue to refine the resources and information provided to families to support learning at home, seeking new ways to make these tools even more accessible and useful for the diverse families in the WISH community.  Additionally, WISH Academy will continue to strengthen its efforts to ensure all families, particularly those who may be less familiar with the school system, fully understand and feel confident exercising their legal rights and advocating for their students. WISH views sustaining a 5 rating not as a finish line, but as an ongoing commitment requiring regular reflection, feedback, and adjustment to meet the evolving needs of its families.|Through the self-reflection process, WISH Academy identified families with limited English proficiency as a priority group for continued and expanded engagement in Building Partnerships for Student Outcomes.  WISH Academy will continue and expand its current outreach efforts to ensure families with limited English proficiency are fully able to partner with staff in supporting student outcomes. This includes maintaining and growing the use of translated materials and interpretation services during progress meetings, family conferences, and communications about student learning, so language is never a barrier to families engaging as true partners in their child's education.  WISH will continue to ensure that resources and information provided to support learning at home are accessible in families' home languages, and that teachers are equipped with strategies to communicate student progress clearly and collaboratively across language differences. WISH will also continue to prioritize helping families with limited English proficiency understand and exercise their legal rights, ensuring language is never a barrier to advocacy for their students.  By continuing to invest in and expand these existing outreach strategies, WISH Academy aims to ensure that its full implementation of family partnership practices extends equitably to every family in the school community, including those who communicate primarily in a language other than English.|WISH Academy High School has reached full implementation and sustainability across all measured areas of Seeking Input for Decision-Making, reflecting a schoolwide culture where families are genuine partners in shaping the direction of the school.  WISH Academy has built strong capacity among both staff and families to engage effectively in advisory groups and decision-making processes. Principals and staff are well-equipped to facilitate meaningful family involvement, while families are supported with the knowledge and confidence needed to actively participate in shaping school policies and programs.  This past year, WISH Academy demonstrated this partnership through its focused work on developmentally appropriate, purposeful, and intentional use of technology, including artificial intelligence, in the classroom. WISH hosted family informational meetings, town hall meetings, and multiple surveys to gather input directly from families on this important and evolving topic, and engaged faculty and staff in parallel discussions to align on shared commitments. Together, these conversations led to concrete shifts in practice for the coming school year, reflecting genuine collaboration between families, teachers, and school leadership in a decision that directly shapes student experience.  WISH Academy provides all families with regular opportunities to offer input on school policies and programs, and implements intentional strategies to reach and gather input from underrepresented groups within the school community. Families, teachers, principals, and administrators consistently work together to plan, design, implement, and evaluate family engagement activities, ensuring these efforts reflect the priorities and needs of the full WISH community.  WISH Academy remains committed to sustaining this collaborative approach to decision-making, using family and staff input as a foundation for continuous school improvement.|While WISH Academy has reached full implementation and sustainability in Seeking Input for Decision-Making, WISH remains committed to continuous improvement and will not become complacent in this area.  Moving forward, WISH Academy will continue building on the momentum of its recent work engaging families and staff around the purposeful and intentional use of technology, including artificial intelligence, in the classroom. WISH will continue to seek family and staff input as new shifts in practice are implemented, ensuring this remains a collaborative, ongoing conversation rather than a one-time decision point.  WISH will also focus on deepening participation in advisory groups and decision-making opportunities across the full diversity of the WISH community, ensuring that as new topics and priorities emerge, families continue to have accessible and meaningful ways to contribute their voice. WISH views sustaining a 5 rating not as a finish line, but as an ongoing commitment requiring regular reflection, feedback, and adjustment to meet the evolving needs and priorities of its families.|Through the self-reflection process, WISH Academy identified families with limited English proficiency as a priority group for continued and expanded engagement in Seeking Input for Decision-Making.  WISH Academy will continue and expand its current outreach efforts to ensure families with limited English proficiency have full, meaningful access to decision-making opportunities, including advisory groups and town hall-style meetings such as those recently held on the purposeful use of technology and artificial intelligence in the classroom. This includes maintaining and growing the use of translation and interpretation services at these meetings, so all families can fully participate in shaping decisions that affect their students.  WISH will continue to ensure that materials shared to gather family input are available in families' home languages, and that staff are equipped to create welcoming, accessible spaces for families with limited English proficiency to share their perspectives. WISH will also continue to seek direct feedback from these families to ensure outreach strategies are genuinely reaching and representing their voices in school decision-making.  By continuing to invest in and expand these existing outreach strategies, WISH Academy aims to ensure that its full implementation of family input practices extends equitably to every family in the school community, including those who communicate primarily in a language other than English.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-29|2026
19647330135715|Ednovate - Esperanza College Prep|3|Esperanza College Prep has continued to leverage its now Parent Advisory Committee (PAC), English Language Advisory (ELAC), Community School Council (CSC) and Coffee with the Principal to engage our parents as partners this year. Elected members and involved parents meet quarterly and formally to provide important input and feedback on the governance and operation of Esperanza College Prep and participate in school decisions through the PAC, ELAC and CSC. These councils' agenda consists of analyzing data (academics, attendance, school budget implementation, English learner support and student wellness) and making recommendations to the school’s leadership for improving school-wide performance in the key indicators.In addition to these formal structures, all families continue to engage through monthly Coffee with the Principal meetings and provide their input at least quarterly,through our parent surveys. These councils provide an ongoing opportunity for two-way communication,engaging our parents as partners and consistent feedback between families and the school,including processes for parents to initiate desired activities, plan events, and provide input to the school’s leadership. This year,Esperanza officially launched its Community School Council (CSC) as part of the school’s continued Community Schools implementation efforts through the CCSPP grant. Through CSC,families have worked collaboratively with school leadership to review schoolwide data,discuss community needs, identify areas of growth and help shape priorities and initiatives to strengthen student and family support systems. Throughout the year,families engaged in discussions around student wellness, school culture and climate, attendance supports,community partnerships and family engagement opportunities. As the school closes out the year,CSC families have continued working together to help identify and support new initiatives and programs to launch next school year in support of students, families, and the broader school community.Esperanza’s English Learner Advisory Committee (“ELAC”)continues to provide input in advising Esperanza and collaborating with the PAC on programs and services for English learners. The ELAC acts in an advisory capacity to advocate and ensure our ELL students' needs are met and supported. This year our ELAC has provided feedback thus far on ELPAC data, our EL Needs assessment, Student Performance data, and LCAP.Parents continue to be eager to engage and discuss the topics and information in our PAC/ELAC agendas and use this space to build their community, foster connections, and share their ideas and feedback with our school to make decisions. As part of the school’s continued Community Schools work through the CCSPP grant,Esperanza expanded its support structures this year through the addition of the Family Engagement Coordinator and Community Schools Coordinator roles to further strengthen family engagement,community partnerships, and student support.|Esperanza has made significant strides in building relationships between school staff and families. Esperanza is constantly working to improve and continuously grow. Some of the areas to improve are parent engagement and attendance. Parents are eager to engage in discussions and share their ideas and feedback with the school. Programs like the Parent Advisory Committee ( PAC),English Language Advisory (ELAC), and Community Schools Council (CSC) have encouraged parents to build community, foster connections, and learn more about relevant topics.  Esperanza aims to provide more specific details on the topics covered during Parent Workshops to entice more parents to attend these informative workshops, these workshops have now been recorded and available online to watch. Lastly, we look to continue to expand the Parent Ambassadors Group to learn, and participate in community as well as civic engagement in the coming year as well as educate them to empower their voices.|At Esperanza College Prep,, we are committed to creating a supportive and inclusive environment where everyone feels respected and valued. To achieve this goal, we always seek ways to engage with underrepresented families and make them feel like they are an integral part of our community. For instance, we offer a range of options to ensure that all families have equal access to our resources and services, such as resource/community fairs, wellness fairs, and easy accessibility to resources via text, email, or phone. Effective communication is vital to fostering stronger family-school partnerships, which, in turn, can lead to improved student outcomes. By prioritizing communication and taking extra steps to engage underrepresented families, we are working towards building a more inclusive and welcoming school community. We continue to grow in looking for consistent translation services for all meeting spaces, and continue to provide parent workshops in topics such as ELPAC testing, Financial Aid, College 101, and Mental Health Topics.|At Esperanza College Prep we have created a school culture where parents and families are embraced as partners in the education of their children. Esperanza College Prep holds mandatory parent-teacher conferences every quarter. Esperanza College Prep  communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of Esperanza College Prep student information system, powerschool, and  behavior information through Dean’s List. Additionally, we solicit regular feedback from families and students through bi-weekly network-wide check-in and satisfaction surveys. Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of the Student/Parent Handbook: Guide to Thrive, indicating that they understand the Esperanza College Prep philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”: Attend parent-teacher conferences every ten weeks Monitor homework assignments daily.  Provide time and space for their child to do homework each night Talk with their child about school Support the code of conduct, the dress code, and the homework policy of Brio College Prep  Treat Brio College Prep School faculty and staff with respect|At Esperanza College Prep, the school is working hard to ensure that students have the support and services they need to succeed. These resources include counseling, and mentoring programs for students needing extra help. Through the 1:1 Chromebook program, students can also benefit from additional support, instructional aides, credit recovery and summer programs. Students can achieve their outcomes with these resources. Esperanza College Prep continues to grow in providing diverse opportunities through clubs, sports, and events for each student. Esperanza College Prep continues to expand its community partnerships to expand services, resources, and opportunities to achieve a wraparound approach for each student.|Through Esperanza College Prep self-reflection, we have identified areas to better support underrepresented families and significantly impact student outcomes, particularly our low-income English learners and foster youth. To this end, Esperanza has developed a culture team to provide additional assistance and mental health support for all students experiencing trauma, grief, or other mental health challenges. We recognize the importance of increasing student services and building awareness among our community. To achieve this, Esperanza plans to continue hosting student and parent workshops, events, and resource and wellness fairs to promote services and programs available to our families. Our teachers also focus on strengthening social-emotional support strategies to ensure students have the safest and most supportive environment possible. Additionally, all Ednovate schools utilize what we call the Whole Child Report Card (WCRC), a platform designed to monitor and support student growth beyond academics. Through the WCRC, we track areas such as mastery, college rigor, critical thinking, purpose, self-regulation, presence, and wellness, allowing staff to better understand each student’s individual needs, engage families in conversations around student progress and well-being, and provide targeted support and interventions when needed.|Esperanza College Prep encourages parents to participate in school decisions through the Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC, and Community Schools Council (CSC). Both groups offer continuous two-way communication and feedback opportunities between parents and the school to improve school-wide performance. The PAC, ELAC and CSC analyze dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership. For example, the PAC and CSC allows parents to initiate desired activities and plan events. Parents need to stay informed about ELAC and PAC meetings and processes, and Esperanza College Prep  staff ensures timely communication in both English and Spanish to maximize participation and involvement from parents.   Parents are also encouraged to: Attend parent workshops. Serve as volunteers. Assist in planning school events, and attending community events on behalf of the school. Meet with teachers as questions and concerns arise and attend student parent conferences. Attend monthly Coffee with the Principal meetings. Participate in our quarterly surveys Participate in our annual wellness survey Participate in our LCAP Public Hearing Participate in our English Learner Survey|Esperanza College Prep believes that it is important to consider the areas where students may need continuous intervention or face unique circumstances impacting their academic performance. Esperanza strongly believes in a collaborative approach that involves students, parents, teachers and school administrators to ensure everyone in the school community is involved in the school decision-making process. By working together in spaces like the Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), Community Schools Council (CSC) and Coffee with principals we can determine the best ways to support and help students achieve their goals. We are looking to expand on our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.|As Esperanza College Prep student population is mostly English Learners, Low Income, Foster Youth, and underrepresented communities our aspired improvements of working together in spaces of Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), Community Schools Council (CSC) and Coffee with principals determine the best ways to support our students achieve their goals. We look to expand our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-04|2026
19647330135723|Ednovate - Brio College Prep|3|Brio College Prep has continued to leverage its now Parent Advisory Committee (PAC), English Language Advisory (ELAC), Community School Council (CSC) and Coffee with the Principal to engage our parents as partners this year. Elected members and involved parents meet quarterly and formally to provide important input and feedback on the governance and operation of Brio College Prep and participate in school decisions through the PAC, ELAC and CSC. These councils' agenda consists of analyzing data (academics, attendance, school budget implementation, English learner support and student wellness) and making recommendations to the school’s leadership for improving school-wide performance in the key indicators. In addition to these formal structures, all families continue to engage through monthly Coffee with the Principal meetings and provide their input at least quarterly, through our parent surveys. These councils provide an ongoing opportunity for two-way communication, engaging our parents as partners and consistent feedback between families and the school, including processes for parents to initiate desired activities, plan events, and provide input to the school’s leadership. This year, Brio officially launched its Community School Council (CSC) as part of the school’s continued Community Schools implementation efforts through the CCSPP grant. Through CSC, families have worked collaboratively with school leadership to review schoolwide data, discuss community needs, identify areas of growth, and help shape priorities and initiatives to strengthen student and family support systems. Throughout the year, families engaged in discussions around student wellness, school culture and climate, attendance supports, community partnerships, and family engagement opportunities. As the school closes out the year, CSC families have continued working together to help identify and support new initiatives and programs to launch next school year in support of students, families, and the broader school community. Brio’s English Learner Advisory Committee (“ELAC”) continues to provide input in advising Brio and collaborating with the PAC on programs and services for English learners. The ELAC acts in an advisory capacity to advocate and ensure our ELL students' needs are met and supported. This year our ELAC has provided feedback thus far on ELPAC data, our EL Needs assessment, Student Performance data, and LCAP. Parents continue to be eager to engage and discuss the topics and information in our PAC/ELAC agendas and use this space to build their community, foster connections, and share their ideas and feedback with our school to make decisions. As part of the school’s continued Community Schools work through the CCSPP grant, Brio expanded its support structures this year through the addition of the Family Engagement Coordinator and Community Schools Coordinator roles to further strengthen family engagement, community partnerships, and student support.|Brio has made significant strides in building relationships between school staff and families. Brio is constantly working to improve and continuously grow. Some of the areas to improve are parent engagement and attendance. Parents are eager to engage in discussions and share their ideas and feedback with the school. Programs like the Parent Advisory Committee ( PAC), English Language Advisory (ELAC), and Community Schools Council (CSC) have encouraged parents to build community, foster connections, and learn more about relevant topics.  Brio aims to provide more specific details on the topics covered during Parent Workshops to entice more parents to attend these informative workshops, these workshops have now been recorded and available online to watch. Lastly, we look to continue to expand the Parent Ambassadors Group to learn, and participate in community as well as civic engagement in the coming year as well as educate them to empower their voices.|At Brio College Prep,, we are committed to creating a supportive and inclusive environment where everyone feels respected and valued. To achieve this goal, we always seek ways to engage with underrepresented families and make them feel like they are an integral part of our community. For instance, we offer a range of options to ensure that all families have equal access to our resources and services, such as resource/community fairs, wellness fairs, and easy accessibility to resources via text, email, or phone. Effective communication is vital to fostering stronger family-school partnerships, which, in turn, can lead to improved student outcomes. By prioritizing communication and taking extra steps to engage underrepresented families, we are working towards building a more inclusive and welcoming school community. We continue to grow in looking for consistent translation services for all meeting spaces, and continue to provide parent workshops in topics such as ELPAC testing, Financial Aid, College 101, and Mental Health Topics.|At Brio College Prep we have created a school culture where parents and families are embraced as partners in the education of their children. Brio College Prep holds mandatory parent-teacher conferences every quarter. Brio College Prep  communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of Brio College Prep student information system, powerschool, and  behavior information through Dean’s List. Additionally, we solicit regular feedback from families and students through bi-weekly network-wide check-in and satisfaction surveys. Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of the Student/Parent Handbook: Guide to Thrive, indicating that they understand the Brio College Prep philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”: Attend parent-teacher conferences every ten weeks Monitor homework assignments daily.  Provide time and space for their child to do homework each night Talk with their child about school Support the code of conduct, the dress code, and the homework policy of Brio College Prep  Treat Brio College Prep School faculty and staff with respect|At Brio College Prep, the school is working hard to ensure that students have the support and services they need to succeed. These resources include counseling, and mentoring programs for students needing extra help. Through the 1:1 Chromebook program, students can also benefit from additional support, such as instructional aides, credit recovery and summer programs. Students can achieve their outcomes with these resources. Brio College Prep continues to grow in providing diverse opportunities through clubs, sports, and events for each student. Brio College Prep continues to expand its community partnerships to expand services, resources, and opportunities to achieve a wraparound approach for each student.|Through Brio College Prep self-reflection, we have identified areas to better support underrepresented families and significantly impact student outcomes, particularly our low-income English learners and foster youth. To this end, Brio has developed a culture team to provide additional assistance and mental health support for all students experiencing trauma, grief, or other mental health challenges. We recognize the importance of increasing student services and building awareness among our community. To achieve this, Brio plans to continue hosting student and parent workshops, events, and resource and wellness fairs to promote services and programs available to our families. Our teachers also focus on strengthening social-emotional support strategies to ensure students have the safest and most supportive environment possible. Additionally, all Ednovate schools utilize what we call the Whole Child Report Card (WCRC), a platform designed to monitor and support student growth beyond academics. Through the WCRC, we track areas such as mastery, college rigor, critical thinking, purpose, self-regulation, presence, and wellness, allowing staff to better understand each student’s individual needs, engage families in conversations around student progress and well-being, and provide targeted support and interventions when needed.|Brio College Prep encourages parents to participate in school decisions through the Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), and Community Schools Council (CSC). Both groups offer continuous two-way communication and feedback opportunities between parents and the school to improve school-wide performance. The PAC, ELAC and CSC analyze dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership. For example, the PAC and CSC allows parents to initiate desired activities and plan events. Parents need to stay informed about ELAC and PAC meetings and processes, and Brio College Prep staff ensures timely communication in both English and Spanish to maximize participation and involvement from parents.   Parents are also encouraged to: Attend parent workshops. Serve as volunteers. Assist in planning school events, and attending community events on behalf of the school. Meet with teachers as questions and concerns arise and attend student parent conferences. Attend monthly Coffee with the Principal meetings. Participate in our quarterly surveys Participate in our annual wellness survey Participate in our LCAP Public Hearing Participate in our English Learner Survey|Brio College Prep believes that it is important to consider the areas where students may need continuous intervention or face unique circumstances impacting their academic performance. Brio strongly believes in a collaborative approach that involves students, parents, teachers and school administrators to ensure everyone in the school community is involved in the school decision-making process. By working together in spaces like the Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), Community Schools Council (CSC) and Coffee with principals we can determine the best ways to support and help students achieve their goals. We are looking to expand on our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.|As Brio College Prep student population is mostly English Learners, Low Income, Foster Youth, and underrepresented communities our aspired improvements of working together in spaces of Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), Community Schools Council (CSC) and Coffee with principals determine the best ways to support our students achieve their goals. We look to expand our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-04|2026
19647330135921|WISH Community|3|WISH Community TK-8 has reached full implementation and sustainability in building trusting, respectful relationships between staff and families. This progress reflects years of intentional investment in the systems, training, and culture that make authentic family engagement possible.  Staff at WISH Community receive ongoing support to build their capacity for relationship-building with families, including training in culturally responsive communication and strategies for connecting with families from diverse backgrounds. Administrators, teachers, and classified staff alike are equipped to approach every family interaction with warmth, respect, and genuine curiosity about each student's home life and experiences.  WISH Community has cultivated a welcoming environment for all families in the community. From the front office to the classroom, families are greeted with care and made to feel like valued partners in their student's education, not just visitors to campus. This welcoming culture extends to families of unduplicated students, families of students with exceptional needs, and families of underrepresented student groups, all of whom are intentionally included in school life.  Staff are supported in learning about each family's unique strengths, cultures, languages, and goals for their children. This knowledge informs how teachers connect with students and families throughout the year, ensuring instruction and support are responsive to who each family is, not a one-size-fits-all approach.  WISH Community has developed multiple, ongoing opportunities for two-way communication between families and educators, using language that is understandable and accessible to all families. These include regular family conferences, translated communications, digital platforms for real-time updates, and open channels for families to share feedback and ask questions.  Together, these practices reflect WISH Community's sustained commitment to family engagement as a core part of how the school operates. WISH remains dedicated to strengthening these relationships year over year as part of its broader mission of inclusive excellence.|While WISH Community has reached full implementation and sustainability in building relationships between school staff and families, WISH remains committed to continuous improvement and will not become complacent in this area.  Moving forward, WISH Community will focus on deepening the consistency of relationship-building practices across all staff roles, ensuring that new and veteran staff alike receive the same high-quality training and support in connecting with families. WISH will also continue to refine its two-way communication systems, seeking new tools and strategies to make communication even more accessible and responsive to the diverse languages and preferences of its families.  Additionally, WISH Community will continue to gather regular input from families, particularly families of unduplicated students, students with exceptional needs, and underrepresented student groups, to ensure that relationship-building practices continue to reflect the evolving needs and strengths of the school community. WISH views sustaining a 5 rating not as a finish line, but as an ongoing commitment that requires regular reflection and adjustment.|Through the self-reflection process, WISH Community identified continued and intentional outreach to underrepresented families as an ongoing priority in Building Relationships Between School Staff and Families.  WISH Community will continue to strengthen its outreach to underrepresented families by ensuring translated communications and interpretation services remain available at family-facing events, conferences, and meetings, so language and cultural background are never barriers to a family feeling welcomed and understood. WISH will continue to train staff in strategies for building trust and rapport across differences, ensuring every family experiences the same warmth, respect, and responsiveness from WISH Community staff.  WISH will also continue to seek regular feedback directly from underrepresented families to ensure outreach efforts are genuinely meeting their needs and to identify any additional supports that would strengthen these relationships. By continuing to invest in these outreach strategies, WISH Community aims to ensure that its full implementation of family engagement practices extends equitably to every family in the school community.|WISH Community TK-8 has reached full implementation and sustainability across all measured areas of Building Partnerships for Student Outcomes, reflecting a sustained, schoolwide commitment to true partnership between staff and families in support of student success.  WISH Community provides ongoing professional learning and support to teachers and principals to strengthen their capacity to partner effectively with families. This includes training in family communication strategies, culturally responsive partnership practices, and collaborative problem-solving, ensuring staff at every level are equipped to build strong, productive relationships with the families they serve.  Families receive consistent information and resources to support student learning and development at home, helping to extend the impact of classroom instruction beyond the school day. WISH has established clear, reliable policies and programs for teachers to meet regularly with families and students to discuss academic progress, ensuring these conversations lead to concrete, collaborative next steps that support improved student outcomes.  WISH Community is also deeply committed to supporting families in understanding and exercising their legal rights, empowering parents and guardians to advocate confidently for their own students as well as for all students in the WISH community. This commitment reflects WISH's broader mission of excellence, ensuring every family has the knowledge and support needed to be a true partner in their child's education.  Together, these practices demonstrate WISH Community's sustained investment in family partnership as a core driver of student outcomes. WISH remains committed to maintaining and strengthening this work in the years ahead.|While WISH Community has reached full implementation and sustainability in Building Partnerships for Student Outcomes, WISH remains committed to continuous improvement and will not become complacent in this area.  Moving forward, WISH Community will focus on deepening consistency across all classrooms and grade levels in how teachers partner with families to support student progress, ensuring every family experiences the same high level of collaboration regardless of which teacher or grade is involved. WISH will also continue to refine the resources and information provided to families to support learning at home, seeking new ways to make these tools even more accessible and useful for the diverse families in the WISH community.  Additionally, WISH Community will continue to strengthen its efforts to ensure all families, particularly those who may be less familiar with the school system, fully understand and feel confident exercising their legal rights and advocating for their students. WISH views sustaining a 5 rating not as a finish line, but as an ongoing commitment requiring regular reflection, feedback, and adjustment.|Through the self-reflection process, WISH Community identified continued and intentional outreach to underrepresented families as an ongoing priority in Building Partnerships for Student Outcomes.  WISH Community will continue to expand its outreach to underrepresented families to ensure they are fully able to partner with staff in supporting student outcomes. This includes maintaining and growing the use of translated materials and interpretation services during progress meetings, family conferences, and communications about student learning, so families are never limited in their ability to engage as true partners in their child's education.  WISH will continue to ensure that resources and information provided to support learning at home are accessible across languages and backgrounds, and that teachers are equipped with strategies to communicate student progress clearly and collaboratively with every family. WISH will also continue to prioritize helping underrepresented families understand and exercise their legal rights, ensuring all families can confidently advocate for their students.|WISH Community TK-8 has reached full implementation and sustainability across all measured areas of Seeking Input for Decision-Making, reflecting a schoolwide culture where families are genuine partners in shaping the direction of the school.  WISH Community has built strong capacity among both staff and families to engage effectively in advisory groups and decision-making processes. Principals and staff are well-equipped to facilitate meaningful family involvement, while families are supported with the knowledge and confidence needed to actively participate in shaping school policies and programs.  This past year, WISH Community demonstrated this partnership through its focused work on developmentally appropriate, purposeful, and intentional use of technology, including artificial intelligence, in the classroom. WISH hosted family townhall meetings to gather input directly from families on this important and evolving topic, and engaged faculty and staff in parallel discussions to align on shared commitments. Together, these conversations led to concrete shifts in practice for the coming school year, reflecting genuine collaboration between families, teachers, and school leadership in a decision that directly shapes student experience.  WISH Community provides all families with regular opportunities to offer input on school policies and programs, and implements intentional strategies to reach and gather input from underrepresented groups within the school community. Families, teachers, principals, and administrators consistently work together to plan, design, implement, and evaluate family engagement activities, ensuring these efforts reflect the priorities and needs of the full WISH community.  WISH Community remains committed to sustaining this collaborative approach to decision-making, using family and staff input as a foundation for continuous school improvement.|While WISH Community has reached full implementation and sustainability in Seeking Input for Decision-Making, WISH remains committed to continuous improvement and will not become complacent in this area.  Moving forward, WISH Community will continue building on the momentum of its recent work engaging families and staff around the purposeful and intentional use of technology, including artificial intelligence, in the classroom. WISH will continue to seek family and staff input as new shifts in practice are implemented, ensuring this remains a collaborative, ongoing conversation rather than a one-time decision point.  WISH will also focus on deepening participation in advisory groups and decision-making opportunities across the full diversity of the WISH community, ensuring that as new topics and priorities emerge, families continue to have accessible and meaningful ways to contribute their voice. WISH views sustaining a 5 rating not as a finish line, but as an ongoing commitment requiring regular reflection, feedback, and adjustment.|Through the self-reflection process, WISH Community identified continued and intentional outreach to underrepresented families as an ongoing priority in Seeking Input for Decision-Making.  WISH Community will continue to expand outreach to ensure underrepresented families have full, meaningful access to decision-making opportunities, including advisory groups and town hall-style meetings such as those recently held on the purposeful use of technology and artificial intelligence in the classroom. This includes maintaining and growing the use of translation and interpretation services at these meetings, so all families can fully participate in shaping decisions that affect their students.  WISH will continue to ensure that materials shared to gather family input are accessible across languages and backgrounds, and that staff are equipped to create welcoming spaces for all families to share their perspectives. WISH will also continue to seek direct feedback from underrepresented families to ensure outreach strategies are genuinely reaching and representing their voices in school decision-making.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-29|2026
19647330135954|ISANA Himalia Academy|3|ISANA believes that successful collaborative relationships with families have a positive impact on student learning and achievement. School-Family partnerships are a focus from the beginning of the year. Teachers reach out to all parents and families before the start of the school year to welcome them back or to welcome them for the first time. The school holds a Meet and Greet so that families and students can visit the school and classrooms and students can meet their new teachers. We have parent-teacher meetings within the first few weeks of school during which teachers met with families to provide them with the space and time to share about themselves and their child(ren) and to set goals together. Throughout the year, the school hosts several other events, including workshops focused on academic and social-emotional learning as well as Performing Arts Showcases. Throughout the year, families have several opportunities to engage in conversations with teachers regarding their child’s progress, strengths, and areas of need. Meetings with families and parents are translated when needed, as is written communication.|One area for improvement is to continue to work to increase attendance at parent meetings so that all parents and families receive key information. We continue to speak with and survey families to find the days and times that work best for them so that families can participate as much as possible in the decision-making process. Additionally, parents expressed a desire to be able to access workshops on-demand and so, whenever possible, we will record workshops on make them available via, for example, YouTube.|Through our self-reflection process, we identified that while our overall family engagement survey results are strong, participation in workshops and school events tends to be concentrated among a core group of families, with underrepresented families including those of English Learners, Socioeconomically Disadvantaged students, Foster Youth, and chronically absent students remaining harder to consistently reach. To improve engagement with these families, we will strengthen and expand the capacity of our Student Family Services Coordinators through targeted professional development focused on culturally responsive outreach, engagement of underrepresented families, and community partnership development. We will also diversify the format, timing, and delivery of family engagement opportunities including expanding virtual options and recording workshops for on demand access to reduce barriers related to transportation, work schedules, and childcare. Additionally, we will build more intentional and systematic community partnerships to connect underrepresented families to resources and services that address the broader barriers impacting their ability to engage with our schools. Together, these efforts reflect our commitment to ensuring that family engagement at ISANA is equitable, inclusive, and reaching every family not just those who are already consistently connected.|Families have several opportunities in the school year to meet with teachers and discuss student progress. Parent conferences, at which teachers discuss individual student performance and goals, are now scheduled for three times a year but parents and families are welcome to schedule a meeting with their child’s teacher at any time in the year. Additionally, teacher email and phone contact information are shared at the beginning of the year; parents and families are also welcome to visit the school and classroom. Throughout the year, the school hosts parent workshops on both social-emotional and academic topics at which they receive knowledge and resources to help them support student learning at home. With regards to supporting families in understanding and exercising their legal rights and advocating for their own students and all students, IEP rights are provided to parents at the beginning of the school year and with every IEP meeting invitation. Also, at the beginning of every IEP meeting, the IEP team facilitator confirms if the IEP rights were received. In addition, the Parent Handbook with communication rights are provided at the beginning of the school year and are made available at the front office to all parents in both English and Spanish.|We are continually working on providing professional learning and support to teachers and school leaders to enhance their ability to partner with families. Our focus is on increasing the staff’s understanding of families' backgrounds and cultures to ensure effective communication and establish genuine connections with each family. To this end, we introduced a parent conference week at the beginning of the school year in 24-25. The primary purpose of this week is to help teachers get to know the families and help families feel comfortable and welcome within the school community.|We will continue to reach out to families through meetings, surveys and other methods to identify the most prominent needs of our parents and students. The school leadership team will use the data and information gathered to work on coordinating resources and services for families and students with community groups including businesses, agencies, high schools and colleges/universities.|The school works with leadership and staff to discuss the purpose of advisory groups and committees, topics to cover and ways to empower families to be active participants in advisory groups and decision making. Opportunities to provide input on policies and programs are provided to all families through meetings such as general parent meetings, school councils and committees.|We continue to work on collaborating with parents and families directly to understand their role in decision making and school governance as well as to increase the quantity of families that engage in decision making and input giving opportunities.|As mentioned in the previous section, we will continue to offer the opportunity for parents and families to participate virtually in advisory, committee and other parent meetings.|4|5|4|5|4|4|5|4|4|4|5|4|Met||2026-06-12|2026
19647330136986|STEM Preparatory Elementary|3|At STEM Prep Elementary, we have built strong partnerships with families by providing multiple opportunities each month for engagement and communication. Through Coffee with the Principal, weekly 10-minute school community meetings, ParentSquare, and our monthly newsletter, families receive school updates, resources, and opportunities to connect directly with school leadership.  We also offer monthly family workshops based on parent feedback, covering topics such as career and college planning, bullying prevention, reading and math strategies, and conflict management. Our School Site Council is highly engaged and has even established a parent-led subcommittee focused on student events. In addition, our English Learner Advisory Committee, supported by our ELD teacher, provides regular opportunities for multilingual families to connect and access school resources.  Staff maintain consistent communication with families through phone calls, text messages, email, ParentSquare, and ClassDojo, where teachers frequently share newsletters, photos, and classroom updates. We take pride in promoting a strong sense of community through events such as Open House, Meet and Greet, movie nights, Reading Night, our Winter Showcase, Multicultural Heritage Night, the Multilingual Learner ELPAC celebration, TK Workshop, STEM Night, and monthly awards ceremonies. Translation services are provided to ensure all families feel welcome and included.  The school also offers numerous opportunities for family support through conferences, attendance check-ins, home visits, IEP meetings, and Student Support Team meetings. We regularly gather family feedback through surveys and celebrate our many parent volunteers for their contributions to our school community.  Our parent engagement group, the Active Atoms, has grown significantly over the past several years and has become an integral part of our school community. Families volunteer on campus each week and help support nearly all school events and activities. The committee continues to expand its impact and is actively exploring new ways to increase family engagement by creating even more opportunities for families to connect and participate in school life.|As we look ahead, we are committed to expanding both our family engagement efforts and our community partnerships. This past year, we strengthened our connections with community organizations, including partnering with LATTC and hosting a community health fair organized by our school nurse that featured more than 30 local vendors and service providers. We are excited to build on these initiatives and continue creating meaningful opportunities that support our students and families. Additionally, we are focused on growing our Active Atoms parent group, which has become an invaluable part of our school community. To support this goal, we launched an end-of-year volunteer campaign that resulted in 10 new parent volunteers signing up to become involved in our school.|As an organization, STEM Preparatory Schools is committed to disrupting the status quo by increasing opportunities for students of color to pursue STEM fields. This mission begins at STEM Prep Elementary, where students regularly engage with Math and Science College Preparatory high school students who share their experiences with college readiness and STEM careers.|At STEM Prep Elementary, we are deeply committed to using data to improve student outcomes and engaging our school community in that work. We communicate regularly with stakeholders through digital platforms, monthly newsletters, family workshops, and discussion forums. Many of our workshops focus on ways families can support student success, including topics such as attendance, reading for joy, math strategies, college and career readiness, CAASPP, and ELPAC.   Staff regularly meet in PLCs to review student data and develop action plans, and quarterly data meetings provide opportunities for team members to analyze schoolwide trends and make recommendations. We also host two family conference cycles each year, during which teachers review student progress in detail and partner with families to identify both school- and home-based supports.  Our team continues to partner with LAUSD by utilizing resources related to supporting SWD and other professional development. We've connected with different schools to be able to observe best practices at other campuses and are part of a grant supporting the implementation of TK curriculum.   Beyond academics, we provide students with additional supports through before- and after-school programs, counseling (in-house and through community partnerships), and mentorship opportunities. Our professional development has focused on the three dimensions of active engagement—emotional, behavioral, and cognitive—to ensure teachers implement evidence-based practices that improve student outcomes. As a result, classrooms have fostered high levels of motivation and excitement for learning and practice.|Last year’s priority focus launched our Professional Learning Communities (PLCs) initiative and strengthened our teaching community. It led to deeper dialogue around student data, more consistent analysis of instructional practices, teacher-to-teacher classroom observations, and increased clarity around student learning goals.  We plan to continue building on these systems to further strengthen our impact on student outcomes. Our K–2 team has focused on strengthening Tier 1 reading instruction and has seen significant gains in benchmark assessment results. They will continue refining small-group instruction practices within this work. We will also deepen our MTSS model by gathering more granular data and using it to inform structured 8-week instructional cycles.  For our 3–5 team, the focus will be on strengthening content expertise and supporting students in becoming more independent learners, with support from our Senior Instructional Directors.  We will continue partnering with families to build their understanding of the science of learning and how to interpret student data to support growth at home. We will also continue refining our work with our after-school partner, expanding tutoring and reading development opportunities. In addition, we will increase opportunities for high school students from our organization to serve as mentors and volunteers with our students.|Through the PLC process, teachers examined disaggregated data across student populations to identify trends and develop targeted action steps to address areas of need. We intentionally review multiple data sources to ensure that underrepresented groups are visible in our analysis and planning. These data sources include grades, benchmark assessments, pre- and post-assessments, attendance, and student and family survey data.|STEM Prep Elementary School is committed to meaningfully involving all community stakeholders in decision-making. We provide multiple opportunities for families, staff, and administrators to collaborate and contribute to school planning through structures such as the School Site Council and the English Learner Advisory Council. These forums are supported by consistent communication that encourages family participation and voice.  Families also have the opportunity to engage regularly through our monthly Coffee with the Principal meetings, where they can share feedback and ideas in an open, ongoing dialogue. When changes to schedules or programs arise, we proactively reach out to families to understand the potential impact, allowing us to make thoughtful, informed adjustments that reflect our community’s needs. We ensure these materials are accessible to all families by recording meetings and sharing materials to all families.  To further guide school planning and events, we collect feedback through surveys distributed after each meeting. Additionally, we conduct an annual organization-wide survey that provides valuable insights and helps shape our goals for school improvement. Through these efforts, we maintain strong connections with our families and ensure their voices are central to our school’s growth.  In addition to these formal methods of including family voice, we also are incredibly accessible to families to connect 1:1. Our administration is out at morning valet most mornings to be able to informally check-in with families. We've built a strong parent community that also reaches out to less active parents to gather their input.|STEM Prep Elementary Schools understands that in order to meet the needs of our school community, we must maintain close connections between staff, students and families. In order to obtain the data needed to make appropriate decisions within committee meetings, which result in LCAP decisions, all parent/guardians with a child in grades TK-5 are asked to complete an annual parent/guardian survey and have participation throughout the year. This year we saw a 36% increase in participation. We hope to continue to increase that particpation moving forward.|STEM Prep Elementary School has developed a range of supports for students with additional needs, informed by surveys, task groups, and family advisory groups. These supports serve students with exceptional needs, foster youth, linguistically diverse students, and students experiencing homelessness. School administration actively monitors student and family needs and helps remove barriers through home visits, individual conferences, and access to community resources.  We also actively seek input from underrepresented communities by expanding avenues for feedback so their voices inform school decisions. This includes ongoing engagement through family advisory structures and targeted outreach to increase participation in decision-making.  Our site counselors (behavioral and school based) provide SEL instruction, individual counseling, and group counseling, and our behavioral health counselor supports intervention planning for all students, including students with disabilities, as part of our expanding tiered support system.  We are also increasing student voice through monthly affinity groups and our inclusivity student leadership club, which provide input on school safety, belonging, and other key decisions, ensuring student perspectives are embedded in our improvement work.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-24|2026
19647330136994|Rise Kohyang Elementary|3|The school community understands that the success of our students depends on the trust and communication between staff, families and students. With this awareness, the school sends out Parent and Family Surveys to assess areas of strength and improvement. Our families know we value their opinion which is why 93% of parents returned surveys addressing family efficacy, school fit, school climate, and school safety. We know that our families are confident in their relationships with staff because our Family survey reflects that 95% of parents rate the school positively. One of the school’s biggest strengths is the welcoming environment we’ve built with families through events including but not limited to: Coffee with the Principal, Conferences, Parent Education Seminars, Back to School Night, and Family Nights. We have had successful family engagement for years. Last year we tracked 78% of families who attended at least one event. This year we're also tracking families who attended 2 events at 49%. We know that families who are engaged with our schools can better support their student achievement. We hope that we will continue to grow the rate of engaged families in the next few years. Through events that highlight the cultures of students, implementation of Council in Schools, and connection via phone and ParentSquare our staff and families have learned more about each other and the school has increased two-way communication between families and staff.|The school has identified a focus area for the percent of parents who attend a 1:1 Meeting with the Counselor as the % this year reached 50.67%.|The school will improve the engagement of underrepresented families in this area by leaning on the support of the Community School Manager, particularly their ability to translate for non-English speaking families, and to connect with families about school events that encourage relationship building. In addition, the school will continue to work on proactive communication so that the number of families feeling heard and validated increases as our students succeed.|We are very proud that 100% of students who have access to standards aligned materials at home as appropriate for a given lesson. Our Community School Manager also distributes a monthly resource newsletter to share local resources and partnerships available for families with services including medical, legal, recreational, academic, and social.|The school has identified a focus area for improvement in attendance at our Parent Education seminars, currently standing at 41%. We believe these seminars are a strong tool in supporting families and building partnerships for student outcomes.|The school provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school.  The LEA will also improve the engagement of underrepresented families in this area by leaning on the support of the Community School Manager, who conducted focus group and empathy interviews which included underrepresented families and surfaced areas of strength and need. With the support of the Community School Manager we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.|One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Community School Manager. Every year, school administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school.  We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Program changes are communicated to families in newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor.|We are proud to have 94% of parents returning surveys, and we will continually strive to increase the number of parents attending two or more events, currently at 49%. We recognize that the more parents returning surveys and attending events, the more input we are receiving from our students and families to improve our school in ways that best meets their needs. In addition, our Community School Manager works every year to identify, train and support family leaders who actively participate in the Community School Advisory Council, School Site Council, English Learner Advisory Committee and other advisory groups. Last year, our Community School Manager launched a Community School Advisory Council that provides input on key school decisions.|The annual Family survey administered asks questions in relation to school environment, parent satisfaction, family access to staff, programming for parents, and parent self-efficacy. The questions were created by a team of the Lead Executive Officer,  the Senior Vice Principal of Student and Family Services, and the Community Schools Chair and were reviewed by the principals. We use similar questions annually, to obtain Longitudinal and Latitudinal data, which we then review to identify how we can improve engagement. After each survey administration, collaborative teams meet to analyze the results, reflect on the school practices that brought on the outcomes and plan for the following school year. In addition, families are constantly invited to participate in multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-23|2026
19647330137463|California Creative Learning Academy MS|3||||||||||||||||||||||Not Met|||2026
19647330137471|High Tech LA Middle|3|HTLA MS has great strengths in seeking input from parents/guardians in school decision-making our school hosts Monthly Coffee with the Principal events, LCAP Advisory Group in conjunction with School Site Council and ELAC.   In addition, HTLA Middle School also sends weekly emails to parents to keep them abreast of school wide events. Parents and teachers regularly community through Parent Square.|HTLA MS would like to improve upon supporting parents to be able to access and understand student progress using our SIS which updates student grades and progress live.  HTLA will include a regular link to PowerSchool for parents in the weekly update so they are aware that they can log in and access grades of students.|HTLA MS provides translation services into parents’ preferred language.  HTLA MS hires staff members who speak multiple languages, especially those that are reflective of our community.  When a parent needs translation services, it is one of our own staff who can provide that, which helps parents build a stronger connection to the school.  We also provide extended support with our counselor, who provides both academic and socio-emotional support.|Our teachers and staff receive training on recognizing symptoms and behaviors indicative of a child‘s need for additional supports, including issues relating to hunger, extreme poverty, and individual families’ challenges to meet their child‘s needs. Our Student Success Team is responsible for identifying students and families who might need additional resources or supports, including referrals to community service organizations. School is open for students at 7:45 am and after school tutoring is until 4:00pm, both to best serve our students’ needs and accommodate working families.  In addition to ensuring socioeconomically disadvantaged students are academically prepared, we also assist with families in need of uniforms or school supplies.  In addition, we connect with local non-profit agencies for referrals for social services if needed by our families.  We make our SIS and Google Classroom available to all parents through an app, so grades and progress are updated regularly.  We also send progress reports home every 5 weeks, and host parent/teacher conferences twice per year and are able to hold conferences in the native language of our parents.  Our students participate in the conferences as well.|We would like to grow in continuing to create more opportunities for parents to support their children's learning environment at home and supporting parent education.  We would also like to increase our hours and provide a comprehensive after school program to support working families.|HTLA will improve engagement of underrepresented families by opening quarterly parent workshops throughout the school year.  Topics include but are not limited to - parents rights, supporting your child’s changing behaviors, pathways to high school, college  and beyond.  HTLA MS will also offer a comprehensive after school program and summer program to support working families.|In order to accurately measure parent input in school decision-making, satisfaction and the requirements of Priority 3, the Principal distributed a survey in Spring 2026 to ensure accurate survey reporting and input from parents/guardians which is a part of the school’ LCAP process and adherence to Priority 3.  Our focus area for improvement is to get more families to respond to the survey.  One of the ways that we are working on this is to have all of our correspondences to families go out in English and in Spanish.  We also have a number of families that are Armenian, and we have Armenian translation as needed as well.|HTLA MS would like to increase participation in the family survey.|HTLA MS will announce surveys at each parent event and promote engagement in parent communications, counselors will also reach out to families individually to obtain participation either on the internet or in direct conversation.|5|5|4|4|5|4|5|4|4|4|4|4|Met||2026-06-16|2026
19647330137513|Learning by Design Charter|3|Learning by Design has strengthened relationships between school staff and families by expanding school programs and community events that encourage meaningful parent participation and engagement. Family-led initiatives such as the LatinX Day Potluck, monthly bake sales, Friends of LbD, Black History Month Taste of LbD, Classroom Parent program, and parent-supported garden activities have increased opportunities for families to connect with the school community. In addition, the school has enhanced its family engagement efforts by hiring a Parent and Community Outreach Coordinator, who has strengthened communication, built relationships with families, and increased parent involvement in school activities and decision-making.|Learning by Design's focus for improvement is to expand opportunities for meaningful family engagement by increasing parent-led programs, school-hosted events, and volunteer opportunities. The school aims to build family leadership capacity, encourage greater participation in school activities and decision-making, and strengthen partnerships between families and school staff to support student success.|Learning by Design will improve engagement with underrepresented families by using family survey data to better understand their needs, interests, and barriers to participation. The school will continue providing family support through its Mental Health Counselor and Advocate, who partners with the Parent and Community Outreach Coordinator to develop and facilitate parent workshops, classes, and resources that reflect families' identified needs. These efforts are intended to increase participation, strengthen relationships with school staff, and ensure that all families have meaningful opportunities to engage in their children's education.|Learning by Design has established strong partnerships with families by providing multiple opportunities for meaningful communication about student progress and achievement. Parents may schedule meetings with teachers and school leaders at any time to discuss their child's academic progress and individual needs. In addition, the school hosts formal parent-teacher conferences two to three times each year to review report cards, assessment results, and student goals. Families are also engaged through Back-to-School Night and Open House, where they learn about classroom instruction, curriculum, and student learning outcomes. These ongoing opportunities strengthen collaboration between families and school staff in support of student success.|Learning by Design will continue to strengthen partnerships with families by providing regular monthly progress updates on student achievement and maintaining consistent communication regarding academic performance. The school will continue to encourage families to meet with teachers and school leaders to discuss student progress, identify areas for growth, and collaborate on strategies that support positive student outcomes.|Learning by Design will improve engagement with underrepresented families by providing regular monthly updates on student progress and maintaining proactive, accessible communication. Families will be consistently invited to meet with teachers and school leaders to discuss academic progress, address concerns, and develop strategies to support student success. The school will also use outreach from the Parent and Community Outreach Coordinator to encourage participation and ensure that all families have meaningful opportunities to engage as partners in their children's education.|Learning by Design actively seeks input from educational partners by inviting families, staff, and community members to participate in decision-making opportunities, including School Site Council and Friends of LbD meetings. Information about these meetings is shared through multiple communication channels, including the school website, ParentSquare, and posted notices throughout the campus, to maximize awareness and participation. These ongoing efforts have strengthened stakeholder engagement and ensured that diverse perspectives are considered in school planning and decision-making.|Learning by Design's focus for improvement is to strengthen communication with families by providing clearer, more consistent information about opportunities to participate in school decision-making and community involvement. The school will expand outreach efforts, increase awareness of leadership and advisory opportunities, and encourage broader participation from families to ensure that diverse voices are represented in school planning and decision-making.|Learning by Design will improve engagement with underrepresented families by strengthening communication and providing clear, accessible information about opportunities to participate in school decision-making. The school will use multiple outreach methods, including ParentSquare, the school website, and direct communication from the Parent and Community Outreach Coordinator, to ensure families are informed about School Site Council, Friends of LbD, and other leadership opportunities. These efforts are intended to reduce barriers to participation, increase representation, and ensure that the perspectives of all families are reflected in school planning and decision-making.|4|4|3|4|3|4|5|3|4|4|4|4|Met||2026-03-07|2026
19647330137521|Vox Collegiate of Los Angeles|3|Vox Collegiate has strengthened relationships between school staff and families by creating multiple opportunities for authentic engagement, shared decision-making, and two-way communication in families' preferred language. Educational partner input is gathered through surveys, focus groups, school events, School Site Council (SSC), English Learner Advisory Committee (ELAC), Community School Council (CSC), Cafecito meetings with the principal, and ongoing family outreach. These structures have increased opportunities for families to provide feedback and contribute to school improvement efforts.  Local data and stakeholder feedback indicate increased family participation in parent-teacher conferences, workshops, wellness events, and community school activities. The implementation of family engagement workshops, expanded counseling and wellness services, attendance interventions, and partnerships with community organizations has helped families feel more connected and supported. School climate data also reflects stronger relationships among students, staff, and families, with communication becoming more accessible and welcoming, resulting in families increasingly viewing themselves as valued partners in their student's education.|While family engagement has grown, Vox Collegiate recognizes the need to deepen consistent participation among all families, particularly those whose students experience barriers to attendance or require additional academic, behavioral, or social-emotional supports. Educational partner feedback highlighted the importance of increasing early communication, strengthening follow-up after family meetings, and expanding opportunities for families to participate in school decision-making beyond traditional events.  Vox will continue to improve systems for proactive outreach, increase family leadership opportunities, and strengthen collaboration between school staff and families through more frequent communication via earlier intervention when concerns arise, and expanded access to school-based resources and community partnerships.|Vox will continue to prioritize engagement with families of English learners, students with disabilities, socioeconomically disadvantaged students, students experiencing homelessness or foster care, and families of students with chronic absenteeism. To improve engagement, the school will expand individualized outreach, continue to provide translation and interpretation services, increase flexible opportunities for participation, and connect families to counseling, wellness, and wraparound supports through community partnerships.  Vox will also strengthen attendance outreach, conduct earlier family interventions when concerns are identified, and continue hosting family workshops, Cafecito meetings with the principal, SSC, ELAC, and Community School Council meetings that elevate family voice in decision-making. These efforts are designed to reduce barriers to participation, build trust with underrepresented families, and ensure all families have meaningful opportunities to partner with staff in supporting student success.|Vox Collegiate has established strong partnerships with families and community organizations that directly support improved student outcomes in literacy, communication, attendance, and social-emotional development. Educational partner input consistently emphasized the importance of ensuring every student develops the confidence and skills to use their voice through reading, writing, speaking, and leadership opportunities. As a result, the school has intentionally aligned family engagement, community partnerships, and instructional priorities around its mission of preparing students to know the power and potential of their voice.  Through partnerships with families, mental health providers, mentoring organizations, and community agencies, students receive integrated academic and wellness supports that reduce barriers to learning and increase engagement. These partnerships reinforce classroom instruction by supporting literacy development, restorative practices, attendance improvement, and opportunities for students to publicly demonstrate their learning through classroom discussions, presentations, and debates. Local outcomes demonstrate progress, including reductions in chronic absenteeism, increased family participation, expanded student wellness supports, and stronger school connectedness, creating conditions for improved academic achievement and student leadership.|The LEA’s primary focus is to deepen partnerships that accelerate measurable gains in literacy proficiency, student voice, and academic achievement for every student. While families and community partners are actively engaged, educational partner feedback and student performance data indicate the need to strengthen how partnerships contribute to improved reading comprehension, oral communication, and college readiness outcomes.|During the 2026–2027 school year, Vox Collegiate will strengthen partnerships by increasing family involvement in academic goal setting through student-led conferences, providing families with strategies to support literacy at home, and expanding community partnerships that enrich classroom learning through authentic speaking, writing, and leadership experiences. The school will continue implementing schoolwide thinking and writing structures, structured talking routines, and mastery practice blocks while partnering with families to monitor student growth. Success will be measured through increased family participation, improved literacy outcomes, stronger student presentations, higher attendance, and continued growth toward CAASPP proficiency goals in English Language Arts and Mathematics.|Educational partner input is collected through surveys, focus groups, School Site Council, English Learner Advisory Committee, Community School Council, Cafecito meetings with the principal, family workshops, student voice opportunities, and community partner meetings. This feedback is analyzed alongside attendance, achievement, school climate, and social-emotional data to guide school improvement priorities.  Input from educational partners has directly influenced the school's strategic priorities, including strengthening literacy instruction, expanding student wellness supports, increasing opportunities for students to develop their voice through speaking and writing, and implementing student-led conferences. Family and community feedback also informed the creationg and expansion of Vox Peak (Vox's wellness center), attendance interventions, and wraparound supports that improve student engagement and academic success. By intentionally connecting stakeholder voice to continuous improvement, Vox has strengthened trust, increased transparency, and ensured decisions reflect the needs and aspirations of the school community.|During the 2026 to 2027 school year, Vox Collegiate will strengthen feedback cycles by increasing opportunities for students and families to analyze school data, participate in strategic planning, and provide ongoing input on literacy initiatives, student voice, wellness programming, and school climate. The school will continue using educational partner feedback to refine implementation of school systems. Success will be measured through increased participation across advisory groups, stronger family satisfaction, improved school climate survey results, and continued progress toward literacy, attendance, and achievement goals outlined in the strategic plan.|Vox will also strengthen two-way communication by sharing how educational partner feedback influences school priorities, instructional programming, and student supports. Families will have expanded opportunities to review student achievement, literacy and math growth, attendance, and school climate data alongside staff to co-develop solutions that improve outcomes for all students. By intentionally elevating the voices of historically underrepresented families, Vox Collegiate will strengthen shared leadership, increase equitable participation in decision-making, and ensure school improvement efforts reflect the diverse experiences and aspirations of its community.|4|4|4|5|4|3|4|4|4|3|3|3|Met||2026-06-17|2026
19647330137562|Matrix for Success Academy|3|Matrix for Success Academy continued to prioritize strong relationships between school staff and families through consistent communication, personalized support, and multiple opportunities for educational partner engagement during the 2025-26 school year. As an independent study charter school serving a diverse student population, staff maintained frequent contact with families through phone calls, emails, text messages, virtual meetings, and in-person conferences to support student attendance, academic progress, and social-emotional well-being.  The school provided families with opportunities to participate in educational partner surveys, LCAP engagement activities, school events, parent-teacher conferences, and meetings related to student support services. Families received regular updates regarding student achievement, attendance, state testing, English Learner progress, graduation requirements, and available community resources. Staff worked collaboratively with families to address barriers to student success and provide individualized support based on student needs.  Educational partner feedback indicated that families valued the accessibility of staff, the personalized attention provided to students, and the school's commitment to maintaining open lines of communication. Local data, including participation in surveys and family engagement activities, demonstrated ongoing efforts to foster meaningful partnerships between families and school personnel. These efforts contributed to a supportive school environment where families felt informed, respected, and connected to their child's educational experience.|Analysis of educational partner feedback and local data identified opportunities to increase participation and engagement among all families, particularly those who face barriers related to work schedules, transportation, technology access, and language differences. While the school provided multiple methods for communication and engagement, participation rates varied across family groups and school activities.  The school identified a need to continue expanding outreach efforts that encourage greater family participation in surveys, meetings, and decision-making opportunities. Additional focus was placed on improving awareness of available programs and services, increasing opportunities for two-way communication, and providing engagement activities through flexible formats that accommodate family schedules.  During the 2025-26 school year, staff worked to strengthen communication systems and provide families with timely information regarding academic progress, attendance, college and career readiness, and student support services. Educational partner feedback also highlighted the importance of maintaining consistent communication and increasing opportunities for family voice in school improvement discussions.  As Matrix for Success Academy will cease operations effective June 30, 2026, no future implementation cycle is anticipated. However, these areas were identified through the school's self-reflection process as opportunities for continued growth during the final year of operation.|During the self-reflection process, Matrix for Success Academy identified the importance of continued outreach to families who may be underrepresented in engagement activities, including families of English Learners, foster youth, students experiencing homelessness, and families facing socioeconomic barriers. To improve engagement during the 2025-26 school year, the school utilized multiple communication methods, including phone calls, text messages, emails, virtual meetings, and individualized outreach from teachers, counselors, and support staff.  The school provided translated communications when needed and worked to ensure that families received information in a manner that was accessible and responsive to their needs. Staff made intentional efforts to connect with families who had limited participation in surveys, meetings, or school events by conducting targeted outreach and offering flexible opportunities for engagement.  Additionally, the school continued to gather educational partner feedback through surveys and direct communication to better understand barriers to participation and identify strategies for increasing family involvement. These efforts supported the school's goal of ensuring that all families had opportunities to engage in their student's education and access available school resources.  As Matrix for Success Academy is scheduled to close on June 30, 2026, these actions reflect engagement efforts implemented during the final year of operation and the school's commitment to serving all educational partners through the conclusion of its charter.|During the 2025-26 school year, Matrix for Success Academy continued to leverage partnerships with families, community organizations, educational agencies, and service providers to support positive student outcomes. These partnerships helped address the academic, social-emotional, and basic needs of the school's diverse student population, including English Learners, foster youth, students experiencing homelessness, and students with disabilities.  The school collaborated with community-based organizations and local agencies to connect students and families with resources such as mental health services, college and career readiness opportunities, academic interventions, tutoring, food assistance, and other support services. Matrix also maintained partnerships that supported compliance and implementation of special education services, state and federal programs, assessment administration, and student support initiatives.  Educational partner feedback indicated that families valued the school's efforts to provide access to resources and individualized support. Staff worked closely with families and community partners to identify student needs and coordinate services that promoted student engagement, attendance, credit completion, and graduation progress. Local data demonstrated that these collaborative efforts contributed to increased access to support services and helped address barriers that may have impacted student success.  Through ongoing communication and coordination with educational partners, Matrix strengthened its ability to provide a comprehensive system of support that focused on meeting the unique needs of students and their families.|Analysis of educational partner feedback and local data identified opportunities to further strengthen partnerships that support student achievement and engagement. While the school successfully established relationships with families and community organizations, participation in some partnership activities and support programs varied among student groups.  The school identified a need to increase awareness of available services and resources, improve coordination of support efforts, and expand opportunities for educational partners to contribute to discussions regarding student needs and school improvement. Additional outreach efforts were needed to ensure that families fully understood available academic, social-emotional, and community-based supports.  Educational partner feedback also highlighted the importance of continued collaboration among school staff, families, and external service providers to address barriers impacting attendance, academic performance, and student engagement. Strengthening communication regarding available programs and creating additional opportunities for meaningful educational partner participation were identified as areas for continued improvement.  As Matrix for Success Academy will cease operations effective June 30, 2026, no future implementation cycle is anticipated. However, these areas were identified through the school's self-reflection process as opportunities for continued growth during the final year of operation.|During the self-reflection process, Matrix for Success Academy identified the need to continue strengthening engagement with underrepresented families, including families of English Learners, foster youth, students experiencing homelessness, and families facing economic or logistical barriers to participation. The school recognized that meaningful partnerships are strengthened when all families have equitable access to information, resources, and opportunities for involvement.  To support engagement during the 2025-26 school year, the school utilized multiple communication methods, including phone calls, text messages, emails, virtual meetings, and individualized outreach conducted by teachers, counselors, and support staff. Families were informed of available academic supports, intervention programs, community resources, and student support services through ongoing communication and targeted outreach efforts.  The school also sought educational partner feedback through surveys and direct conversations to better understand barriers to participation and identify strategies to improve access and involvement. When appropriate, translated communications and flexible meeting options were provided to support family participation.  These efforts were intended to ensure that underrepresented families had opportunities to participate in partnerships that support student achievement, well-being, and school engagement. As Matrix for Success Academy is scheduled to close on June 30, 2026, these actions reflect the school's commitment to equitable engagement and support through the conclusion of its charter.|During the 2025-26 school year, Matrix for Success Academy continued to prioritize educational partner engagement by providing multiple opportunities for families, students, staff, and community members to provide input regarding school programs, services, and priorities. Educational partner feedback was collected through annual surveys, LCAP engagement activities, parent conferences, school meetings, and ongoing communication between families and school staff.  The school utilized feedback gathered from educational partners to inform decisions related to academic programs, student support services, school climate initiatives, attendance improvement efforts, and resource allocation. Staff reviewed local data and educational partner input to identify student needs, evaluate program effectiveness, and support continuous improvement efforts throughout the school year.  As an independent study school serving a diverse student population, Matrix maintained open lines of communication and encouraged participation through flexible engagement opportunities, including virtual and in-person meetings, phone calls, emails, and electronic surveys. Educational partner feedback indicated that families appreciated the accessibility of school staff and opportunities to share concerns, suggestions, and feedback regarding their students' educational experiences.  These efforts contributed to a collaborative decision-making process that incorporated educational partner perspectives and supported the school's commitment to meeting the needs of its students and families.|During the 2025-26 school year, Matrix for Success Academy continued to prioritize educational partner engagement by providing multiple opportunities for families, students, staff, and community members to provide input regarding school programs, services, and priorities. Educational partner feedback was collected through annual surveys, LCAP engagement activities, parent conferences, school meetings, and ongoing communication between families and school staff.  The school utilized feedback gathered from educational partners to inform decisions related to academic programs, student support services, school climate initiatives, attendance improvement efforts, and resource allocation. Staff reviewed local data and educational partner input to identify student needs, evaluate program effectiveness, and support continuous improvement efforts throughout the school year.  As an independent study school serving a diverse student population, Matrix maintained open lines of communication and encouraged participation through flexible engagement opportunities, including virtual and in-person meetings, phone calls, emails, and electronic surveys. Educational partner feedback indicated that families appreciated the accessibility of school staff and opportunities to share concerns, suggestions, and feedback regarding their students' educational experiences.  These efforts contributed to a collaborative decision-making process that incorporated educational partner perspectives and supported the school's commitment to meeting the needs of its students and families.|During the self-reflection process, Matrix for Success Academy identified the importance of increasing participation among underrepresented families, including families of English Learners, foster youth, students experiencing homelessness, students with disabilities, and families facing socioeconomic barriers. The school recognized that meaningful decision-making requires input from educational partners representing the diverse experiences and needs of the student population.  While academics are very important, Matrix recognizes that students would not be able to perform academically if their social emotional needs were not met. Matrix counselors and support staff are trained monthly to provide counseling and social-emotional support to our students. Matrix uses the Collective Care Curriculum framework to support the needs of all our students. In addition, the MTSS referral process, helps us to assess the needs of all students and to allocate the appropriate resources needed for each student. To further meet all the needs of all students, our schoolchas been fortunate to be the recipient of Bipartisan Safer Communities Act– Stronger Connections Grant (BSCA-SCG) this year. This grant has allowed us to hire a full-time school psychologist to support those students that need the additional social emotional counseling. Additionally, it has also allowed us to counsel and connect the pregnant and parenting student and meet the needs of families, thus increasing student potential for achievement.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-23|2026
19647330137604|Stella Elementary Charter Academy|3|The school community understands that the success of our students depends on the trust and communication between staff, families and students. With this awareness, the school sends out Parent and Family Surveys to assess areas of strength and improvement. Our families know we value their opinion which is why 100% of parents returned surveys addressing family efficacy, school fit, school climate, and school safety. We know that our families are confident in their relationships with staff because our Family survey reflects that 98% of parents rate the school positively.  One of the school’s biggest strengths is the welcoming environment we’ve built with families through events including but not limited to: Coffee with the Principal, Conferences, Parent Education Seminars, Back to School Night, and Family Nights. We have had successful family engagement for years. Last year we tracked 79% of families who attended at least one event. This year we're also tracking families who attended 2 events at 53%. We know that families who are engaged with our schools can better support their student achievement. We hope that we will continue to grow the rate of engaged families in the next few years. Through events that highlight the cultures of students, implementation of Council in Schools, and connection via phone and ParentSquare our staff and families have learned more about each other and the school has increased two-way communication between families and staff.|The school has identified the percent of parents who a 1:1 interaction with a counselor as an area of growth as only 25.2% of families were tracked as meeting with them.|The school will improve the engagement of underrepresented families in this area by leaning on the support of the Community School Manager, particularly their ability to translate for non-English speaking families, and to connect with families about school events that encourage relationship building. In addition, the school will continue to work on proactive communication so that the number of families feeling heard and validated increases as our students succeed.|We are very proud that 100% of students who have access to standards aligned materials at home as appropriate for a given lesson. We also see strength in having 65% participation in our Teacher-Parent Conferences. Our team works hard to provide families with information and resources to support student learning in the home. Our Community School Manager also distributes a monthly resource newsletter to share local resources and partnerships available for families with services including medical, legal, recreational, academic, and social.|The school has identified a focus area for improvement in attendance at our Parent Education seminars, currently standing at 41%. We believe these seminars are a strong tool in supporting families and building partnerships for student outcomes.|The school provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school.   The LEA will also improve the engagement of underrepresented families in this area by leaning on the support of the Community School Manager, who conducted focus group and empathy interviews which included underrepresented families and surfaced areas of strength and need.  With the support of the Community School Manager we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.|One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Community School Manager. Every year, school administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school.  We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Program changes are communicated to families in newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor.|We are proud to have 100% of parents returning surveys and we will continually strive to increase the number of parents attending two or more events, currently at 53%. We recognize that the more parents returning surveys and attending events, the more input we are receiving from our students and families to improve our school in ways that best meets their needs. In addition, our Community School Manager works every year to identify, train and support family leaders who actively participate in the Community School Advisory Council, School Site Council, English Learner Advisory Committee and other advisory groups. Last year, our Community School Manager launched a Community School Advisory Council that provides input on key school decisions.|The annual Family survey administered asks questions in relation to school environment, parent satisfaction, family access to staff, programming for parents, and parent self-efficacy. The questions were created by a team of the Lead Executive Officer,  the Senior Vice Principal of Student and Family Services, and the Community Schools Chair and were reviewed by the principals. We use similar questions annually, to obtain Longitudinal and Latitudinal data, which we then review to identify how we can improve engagement. After each survey administration, collaborative teams meet to analyze the results, reflect on the school practices that brought on the outcomes and plan for the following school year. In addition, families are constantly invited to participate in multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-23|2026
19647330137612|Valley International Preparatory High|3|VIPHS has strong communication systems in place to ensure that families are fully informed about their child’s education in their preferred language.|VIPHS could provide more hard copies of materials in multiple languages. Marketing materials are now printed in both English and Spanish.|VIPHS continue to provide multilingual materials to our families. We took steps to ensure that any mailed materials and letters this year were provided in English, Spanish, Vietnamese, Ukrainian, and Russian, which are the five languages currently spoken at VIPHS.|Teachers are required to communicate with families twice a semester and often do so more often then that.|Teachers could be more consistent in their communication and communicate more frequently.|In the coming year, we will provide training to staff on how to use Parent Square so that they can more easily communicate with their families in their preferred home language.|VIPHS has a school site council that meets three to four times a year and provides feedback on the LCAP and other school policies. VIPHS also has an active parent organization which meets frequently with administration. We survey parents and students in the spring.|Ensure that surveys are in the families’ preferred home language.|Ensure that surveys and other communications are in the families’ preferred home language.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-03|2026
19647330138305|TEACH Preparatory Mildred S. Cunningham & Edith H. Morris Elementary|3|Based on the analysis of educational partner input and local data, TEACH continues to demonstrate strong performance in building relationships between school staff and families, achieving a Level 4 (Full Implementation) rating. Multiple strategies have been employed across school sites to ensure consistent, authentic engagement. These include Coffee with the Principal, ELAC, School Site Council (SSC) meetings, and celebratory events that bring families into the school community.  A major highlight from this academic year is the parent-led educational workshops. Through a partnership with the Los Angeles County Department of Mental Health under the PALs Program, TEACH trained parents who then led workshops for other families, significantly deepening peer-to-peer engagement. Additionally, the Department of Mental Health offered Wellness classes in both English and Spanish, providing targeted parenting strategies that supported families throughout the year. These efforts reflect a model of shared leadership and culturally responsive engagement that strengthens trust and collaboration between home and school.|While TEACH is fully implementing strong relationship-building practices, a key focus area is the deepening of family engagement in collaborative decision-making, especially in wellness and mental health initiatives. Last  year, TEACH launched a Leadership Committee that includes parents as active participants in shaping school priorities. This structure provides families with a formal avenue to contribute insights—particularly on wellness programming—and lays a foundation for growing this role in the upcoming academic year.  Additionally, TEACH aims to expand outreach to families less represented in school events through personalized engagement (e.g., home visits), and to build on existing success by enhancing leadership training and peer facilitation models for parent engagement.|To improve engagement of underrepresented families, TEACH is taking intentional steps that include: 	•	Home Visits to reach families who may face barriers to attending school-based events. 	•	Parent-Led Workshops supported by external partners like the Los Angeles County Department of Mental Health, allowing families to receive support from peers in a culturally affirming and accessible setting. 	•	Ongoing Wellness Workshops delivered in English and Spanish, making mental health resources and parenting strategies more inclusive and practical. 	•	Growth of the TEACH Leadership Committee, ensuring underrepresented voices shape decisions—especially around school climate and student wellness.  These strategies ensure that family engagement is not only frequent but inclusive and equitable.|Based on educational partner input and local data, TEACH has made significant progress in building partnerships that support student outcomes and is currently rated at Level 3 (Initial Implementation) in this domain. Key strengths include the establishment of family-facing academic supports and the inclusion of families in grade-level planning and academic goal-setting.  One highlight this academic year is TEACH’s partnership with the Los Angeles County Department of Mental Health, which, through the PALs Program, supported families not just in wellness but also in parenting strategies that positively influence student success. Additionally, workshops focused on mental health and wellness—delivered in English and Spanish—created an environment where families could better support students’ emotional and academic development at home. These programs reflect TEACH’s commitment to equipping families with practical tools and knowledge that influence positive student outcomes.  Moreover, TEACH has built a Leadership Committee that integrates family voice into broader conversations about student achievement and school priorities. These structures represent foundational progress in creating sustained, two-way partnerships between families and staff.|While strong steps have been taken, TEACH recognizes the need to build educator capacity for family partnership and to further institutionalize systems that link family engagement directly to academic growth. A priority focus is to provide professional development for staff on best practices for partnering with families—especially in ways that are culturally affirming and strength-based.  TEACH also aims to strengthen family access to academic data and student performance insights, ensuring that parents and guardians can understand and act on key indicators of student success. In particular, the goal is to expand workshops and parent engagement activities beyond wellness topics to include literacy, math support, and college/career readiness, tailored to different grade spans.  Another important growth area is to embed family engagement into MTSS (Multi-Tiered Systems of Support) frameworks so that families are recognized as essential partners in both academic intervention and enrichment.|To improve the engagement of underrepresented families specifically in support of student outcomes, TEACH will implement  and continue several strategies. 	•	Targeted Outreach and Home Visits for families not currently participating in school-based academic events. 	•	Expansion of parent education workshops to include academic support topics (e.g., literacy development at home, navigating high school graduation requirements, college access). 	•	Continued development of the TEACH Leadership Committee to include families from underrepresented groups and ensure their input helps shape instructional and intervention strategies. 	•	Use of bilingual communication tools and translated materials to make academic data and guidance more accessible to families whose primary language is not English. New systems and processes are being designed and implement to track interventions, report out weekly on key metrics and intervention implementation and have on-going conversations about the effectiveness of strategies.  By integrating these strategies, TEACH aims to foster deeper partnerships that go beyond communication and extend into collaborative planning for student growth, particularly among families who have historically been less represented in academic conversations.|Based on the analysis of educational partner input and local data, TEACH has demonstrated early but promising progress in seeking and integrating family input into school and district decision-making. Currently rated at Level 3, moving up from level 2 last year, (Beginning Development) in this area, TEACH has shown strength in expanding participation in advisory structures such as ELAC (English Learner Advisory Committee) and the School Site Council (SSC). These groups have begun playing a more active role in shaping school priorities, reviewing budgets, and advising on instructional programs.  A notable step forward this year was the creation of the TEACH Leadership Committee, which has increased opportunities for families to contribute to decisions—particularly around school wellness initiatives. By creating structured spaces for dialogue, TEACH is beginning to shift from one-way communication to more collaborative planning with families.|The primary focus area for growth lies in broadening and diversifying family participation in decision-making processes, especially for underrepresented and historically marginalized families. TEACH recognizes the need to move beyond formal advisory groups and explore less formal, more culturally responsive formats—such as community circles, focus groups, and facilitated dialogues—that allow a wider range of families to share feedback.  Another key area for improvement is to close the feedback loop. Families need to see clearly how their input has influenced policy, programming, or resource allocation. TEACH also aims to improve staff capacity to facilitate participatory processes through training in inclusive facilitation and shared leadership models.  Additionally, there is an opportunity to integrate parent input more directly into instructional decision-making and strategic planning, not just in compliance-oriented committees.|To better engage underrepresented families in decision-making, TEACH is committed to implementing the following strategies in the upcoming academic year: 	•	Expanding outreach efforts (e.g., personalized invitations, language-accessible materials, and child care at meetings) to ensure broader parent representation in key decision-making bodies. 	•	Building out the TEACH Leadership Committee to serve as a more inclusive, representative platform for family voice, with intentional recruitment of families from underrepresented communities. 	•	Partnering with community-based organizations to host co-facilitated listening sessions and feedback forums in families’ home languages, focusing on school climate, academic priorities, and student supports. 	•	Offering parent leadership development opportunities to empower underrepresented families with the tools and confidence to participate meaningfully in school governance and planning.  These approaches aim to embed equity in the decision-making process by ensuring that all families—not just the most involved—have a voice in shaping the educational experience at TEACH.|4|4|4|4|4|4|4|3|3|3|3|3|Met||2026-05-26|2026
19647330138883|Equitas Academy 6|3|Creating a warm and welcoming experience for all families is at the forefront of building partnerships.  Families are an asset to the school community and a relational approach is part of family engagement at Equitas.  Two-way communication between school and home is key and staff consistently communicate with families to support student outcomes.  Spanish translation is offered in both written and verbal communication.|There has been an explicit focus on redesigning the spaces where families have the opportunity to join and be part of shared decision making - SSC, ELAC, and CS Advisory Committees. The redesign supports in building and strengthening relationships between school staff and families by collaborating, co-constructing experiences and making decisions together in support of student success.|Providing opportunities for underrepresented families to engage with school staff through workshops and councils that support diverse learners.  Organizational priorities were developed with goals to improve outcomes in support of underrepresented families. A direct outreach approach will also serve as a strategy to to improve engagement.|Strong relationships with families are crucial to student success. Families are provided with touch-points such as summer orientation, monthly Cafecitos, ,monthly family nights, family-teacher conferences two times per year, network wide family workshops and ongoing communication between teachers and families.  Events and communication are grounded on a relational approach.  Year 1 of Community Schools Implementation has also supported in building partnerships between schools and families to support student outcomes.|Schools will continue to provide all families learning experiences where student data is shared and analyzed.  Families will receive the tools to understand how their child is progressing through multiple data points and gage progress in meeting standards in language arts, math and other core subjects.  Student data is shared at different touch points with families throughout the school year. These opportunities will support the school staff and families to progress monitor and work together to support student achievement.|Collaboration of staff and schools to support diverse learners with a focus on engaging families of underrepresented families. Holding spaces where families can gain knowledge and tools to support at home and bridge the connection to school in support of student outcomes.|Families voices are important and necessary to ensure progress monitoring and student success.  Families are afforded the opportunity to provide feedback through a yearly family survey given two times per school year.  Family input is sought for decisions that will greatly impact them and their children. Families are able to provide feedback at monthly Cafecitos.  School Site Council, ELAC, Community Schools Advisory Council and Parent Action Team are also spaces where families can provide feedback and have direct access to decision-making spaces.|Equitas strives to foster opportunities for all families to provide input and take part in decision-making.  An area of focus is to increase the number of families and diversity of voices to be representative of all our families.|Equitas Academy is in development to refine and enhance the opportunities to engage with families, especially underrepresented families.  Seeking direct feedback from families through a needs assessment to gather information on their preferences for learning and connecting opportunities to ensure topics and events are relevant to their needs.|4|4|4|4|4|3|4|3|3|3|4|3|Met||2026-06-25|2026
19647330139089|Vista Horizon Global Academy|3|Based on input from educational partners—including parents, teachers, administrators, staff, and community stakeholders—and a review of local data, Vista Horizon Global Academy has made significant progress in building strong, trust-based relationships between families and school staff. The school has strengthened two-way communication through multilingual newsletters, ParentSquare messaging, phone calls, and outreach efforts that ensure families receive timely information in their preferred language. Vista Horizon Global Academy provides multiple opportunities for family engagement, including monthly Coffee with the Principal meetings, quarterly family events, parent-teacher conferences, and family workshops. Families are encouraged to participate in school governance through the School Site Council (SSC), Local Control and Accountability Plan (LCAP) meetings, and advisory committees. Participation has increased, and family feedback indicates that parents feel welcomed, informed, and valued as partners in their children's education. The Community School Coordinator plays a key role in supporting families by connecting them with resources, addressing concerns, and fostering stronger school-home partnerships. Additionally, staff participate in weekly Friday Professional Development sessions to review data, monitor progress toward school goals, and identify strategies to improve student outcomes and family engagement. These efforts demonstrate Vista Horizon Global Academy’s commitment to meaningful family engagement, shared decision-making, and continuous improvement, resulting in stronger partnerships that support student success and a positive school climate.|Based on educational partner feedback and local data, Vista Horizon Global Academy's primary focus for improvement is strengthening family engagement by creating more inclusive and meaningful opportunities for families to partner with the school. While family participation has increased, the school recognizes the need to engage a broader range of families and ensure that all parents feel connected, informed, and empowered to support their children's success. To address this need, the school will expand outreach efforts through home visits, community-based engagement activities, and enhanced multilingual communication and support. These strategies are designed to remove barriers to participation and foster stronger relationships with families who may be less connected to the school community. The school will also continue to strengthen partnerships with community organizations to provide families with access to academic, social-emotional, health, and other support services. The Community School Coordinator plays a critical role in connecting families with available resources and ensuring that supports are responsive to family needs. Additionally, Vista Horizon Global Academy will increase opportunities for families to serve as volunteers and actively participate in school programs, events, and decision-making processes. By expanding family leadership and engagement opportunities, the school aims to build stronger school-home partnerships that support student achievement, well-being, and a positive school culture.|Based on the analysis of educational partner input and local data, Vista Horizon Global Academy will strengthen engagement of underrepresented families by implementing targeted, inclusive, and culturally responsive outreach strategies that address barriers to participation and deepen school-family relationships. The school will expand proactive outreach efforts, including home visits, personalized phone calls, and community-based engagement activities, to build trust and strengthen connections with families who are less engaged or historically underrepresented in school decision-making processes. These efforts will be supported through consistent multilingual communication using ParentSquare, newsletters, and direct outreach to ensure all families receive information in their preferred language and format. Vista Horizon Global Academy will also increase collaboration with community organizations to connect families to academic, social-emotional, and basic needs resources. The Community School Coordinator will continue to play a central role in identifying family needs, coordinating services, and ensuring that supports are accessible, responsive, and equitable. In addition, the LEA will create more flexible and accessible opportunities for participation by offering varied meeting times, virtual options when appropriate, and welcoming spaces for families to engage in School Site Council (SSC), Local Control and Accountability Plan (LCAP) meetings, and school events. The school will also actively recruit and invite underrepresented families to serve as volunteers and school partners, ensuring their voices are included in shared decision-making. Through these efforts, Vista Horizon Global Academy aims to remove barriers to engagement, strengthen trust, and ensure that all families—especially those historically underrepresented—feel valued, included, and empowered as active partners in their students’ education.|Based on feedback from educational partners—including families, educators, students, and community organizations—and analysis of local data, Vista Horizon Global Academy has made strong progress in building effective partnerships that support student learning and success. Families and school staff are increasingly collaborating to support student achievement through parent-teacher conferences, where strengths, areas of growth, and next steps for student success are shared and discussed. These conferences strengthen communication between home and school and support shared responsibility for student learning. The Coordination of Student Services Team meets regularly to review student needs and coordinate targeted supports. The team develops individualized intervention plans with the support of academic and behavior intervention staff. Referral processes are strengthened through the use of detailed documentation and data to ensure students are matched with appropriate interventions and services. Teachers use i-Ready assessment data to identify focus students and provide targeted small-group instruction and interventions during the school day. This data-driven approach ensures instruction is responsive to student needs and supports academic growth. The school also provides multiple opportunities for family engagement and connection throughout the year, including Meet the Teacher Day, Back-to-School Night, Family Nights, Parent Conferences, GEAR Awards, and Performing Arts performances. These events help strengthen relationships between families and staff while celebrating student learning and achievement. Overall, Vista Horizon Global Academy continues to strengthen partnerships between families, staff, and community partners to support academic progress, student well-being, and overall school success through consistent communication, data-driven instruction, and meaningful engagement opportunities.|Based on educational partner feedback and local data, many families report challenges in understanding student performance data, curriculum expectations, and how to effectively support learning at home. As a result, the LEA is prioritizing the development of clearer, more accessible, and user-friendly communication tools and resources to strengthen family engagement in student learning. This includes the expansion of multilingual guides, workshops, and supports designed to help families better understand academic expectations, assessment results, and ways to support student learning at home. These efforts aim to increase family confidence and engagement in supporting student progress. In addition, teachers provide weekly newsletters that outline standards for the week, learning goals, key skills, assigned homework, and specific strategies families can use to support learning at home. This consistent communication is intended to strengthen the home-school connection and improve student outcomes through shared understanding and collaboration.|The LEA will strengthen family engagement by expanding communication in families’ home languages and increasing the use of bilingual staff and liaisons to support relationship-building and help families navigate school systems and resources. These efforts are designed to ensure that all families can access information, understand school processes, and engage meaningfully in their children’s education. To reduce barriers to participation, the LEA will offer meetings, workshops, and school events at varied times, including evenings and weekends, and will provide virtual participation options when possible. Childcare and other supports will also be considered to increase access and encourage broader family involvement. In addition, the LEA will intentionally increase opportunities for underrepresented families to participate in advisory groups, school committees, and leadership development opportunities. This will ensure that family voices are represented in decision-making processes that shape school programs, policies, and improvement efforts. The LEA will also continue to strengthen consistent communication with families through ParentSquare, ensuring timely, clear, and accessible messaging across all school initiatives and updates.|The LEA has established multiple structured opportunities for gathering educational partner input, including Local Control and Accountability Plan (LCAP) meetings, School Site Council (SSC), English Learner Advisory Committee (ELAC) meetings, and monthly Coffee with the Principal sessions. These forums provide consistent opportunities for families, staff, and community members to share feedback and participate in schoolwide decision-making processes. Participation in these engagement opportunities has increased over time, with attendance data indicating broader representation across stakeholder groups. This includes increased engagement from families of English Learners, students with disabilities, and low-income households, reflecting improved efforts to include diverse voices in decision-making. Overall, these systems demonstrate the LEA’s ongoing progress in strengthening inclusive engagement practices and ensuring that stakeholder input is actively considered in school planning and improvement efforts.|The LEA’s focus areas for improvement in Seeking Input for Decision-Making are centered on strengthening the depth, consistency, and inclusivity of stakeholder engagement. While current structures provide opportunities for input, the LEA aims to increase participation from a more diverse and representative group of educational partners, with a particular focus on families of underserved student populations, to ensure equitable representation in decision-making processes. In addition, the LEA seeks to move beyond one-time surveys and periodic meetings by developing more sustained, two-way communication systems that promote ongoing engagement throughout the school year. This includes creating clearer feedback loops so that families and staff can see how their input informs decisions and schoolwide improvements. Overall, the LEA’s focus is on building more continuous, meaningful, and representative engagement practices that strengthen trust and ensure all stakeholder voices are consistently reflected in school planning and decision-making.|The LEA will strengthen engagement of underrepresented families by developing targeted communication strategies that are responsive to the languages, cultures, and values of the school community. This includes providing high-quality translated materials, ensuring bilingual staff support at meetings and events, and using culturally responsive messaging to build trust, comfort, and meaningful connection with families. To increase accessibility and participation, the LEA will offer a range of flexible engagement opportunities, including in-person, virtual, evening, and weekend meetings. Additional supports such as childcare, meals, and transportation assistance (when available) will be provided to reduce barriers to participation and ensure equitable access to school activities and decision-making spaces. To further strengthen trust and transparency, the LEA will implement consistent feedback loops that clearly communicate how stakeholder input is used in decision-making. Families will receive regular updates demonstrating how their contributions influence school planning, programs, and improvement efforts, ensuring that engagement is meaningful, visible, and impactful.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-15|2026
19647330139097|Scholarship Prep - South Bay|3|Scholarship Prep’s relationship-centered approach is a strength in building strong partnerships between school staff and families. Based on educational partner feedback and local data, families generally feel welcomed, informed, and connected to the school community.  Scholarship Prep has made progress in strengthening relationships through regular communication, family events, student-led conferences, family education opportunities, and advisory groups. Families have multiple ways to engage in school life through School Site Council (SSC), English Learner Advisory Committee (ELAC), PEP Squad, surveys, and school events. Scholarship Prep has also expanded opportunities for participation by offering flexible meeting times, virtual attendance options, and multiple ways for families to communicate with staff.  Feedback from families shows that strong relationships and open communication continue to be important strengths. Staff work to build trust with families and maintain regular communication to support student success.|A focus area for improvement is continuing to strengthen two-way relationships with families and increasing engagement from families who may face barriers to participation. While Scholarship Prep has strong family engagement systems, there is an opportunity to increase participation and ensure all families feel connected and heard.  Scholarship Prep will continue to strengthen staff practices for building relationships with families from different backgrounds and experiences. SP will focus on improving communication, increasing opportunities for family input, and making participation more accessible. Additional efforts will include increasing family involvement in advisory groups and school decision-making opportunities.|Scholarship Prep will continue to improve engagement of underrepresented families through intentional outreach and increased opportunities for participation. Based on educational partner input and self-reflection, we recognize the importance of reducing barriers that may limit family involvement.  To improve engagement, Scholarship Prep will continue offering flexible meeting times, virtual participation options, translation and interpretation support, and culturally responsive family engagement opportunities. School staff will also use direct outreach, including phone calls and individual follow-up, to encourage participation and strengthen relationships with families who may be less connected to school systems.  Scholarship Prep will continue using surveys, conferences, ELAC, SSC, PEP Squad, and other engagement opportunities to gather family input and ensure all families have opportunities to participate in school decisions and support student success.|Scholarship Prep believes strong student outcomes are built through strong partnerships with families. Based on educational partner input and local data, a key strength is the ongoing partnership between school staff and families to support academic progress, attendance, school engagement, and overall student success.  Scholarship Prep has made progress in strengthening these partnerships through regular communication, student-led conferences, family meetings, Math and ELA family nights, and opportunities for families to better understand how to support learning at home. Families are regularly informed about student progress and are encouraged to partner with school staff to address student needs and celebrate successes.  We also provide opportunities for family participation through School Site Council (SSC), English Learner Advisory Committee (ELAC), PEP Squad, and family surveys. Educational partner feedback continues to show that families value being included in their child’s educational experience and appreciate opportunities to learn more about academics, school supports, and student progress.|A focus area for improvement is increasing access to family learning opportunities and ensuring more families can participate in supports related to student success. While Scholarship Prep offers a variety of family engagement opportunities, educational partner input shows there is an opportunity to make these supports more accessible for families who are unable to attend events in person or participate in live virtual meetings.  Scholarship Prep will continue strengthening partnerships for student outcomes by expanding family education opportunities and improving access to academic support resources. SP will continue offering events such as Math and ELA family nights while also developing asynchronous trainings and recorded resources that families can access on their own schedule. This will help ensure families have access to tools and information to support student learning regardless of scheduling barriers.|Scholarship Prep will continue improving engagement of underrepresented families by reducing barriers to participation and increasing access to information about student learning and school supports. Based on educational partner input and self-reflection, we recognize that some families may face barriers related to work schedules, transportation, language, or prior experiences with school systems.  To improve engagement, Scholarship Prep will continue offering flexible meeting times, virtual participation options, translation and interpretation support, and direct outreach from school staff. SP will also develop asynchronous family trainings and recorded academic workshops, including Math and ELA support resources, so families can engage at times that work best for them.  Scholarship Prep will continue using family surveys, conferences, ELAC, SSC, PEP Squad, and other engagement opportunities to gather feedback and strengthen partnerships that support student success.|Scholarship Prep values family voice and has made strong progress in creating opportunities for educational partners to provide input on school decisions. Based on educational partner feedback and local data, a key strength is the variety of ways families can share feedback and engage with school leadership.  Families regularly provide input through School Site Council (SSC), English Learner Advisory Committee (ELAC), PEP Squad, family surveys, conferences, and school events. Scholarship Prep has also seen success with informal opportunities for feedback, including Coffee with Admin, which has helped strengthen relationships between families and school leaders while creating a welcoming space for questions, ideas, and discussion.  Educational partner input is used to help inform school priorities, family engagement efforts, and school improvement planning. Scholarship Prep continues to make progress in ensuring families have multiple ways to provide feedback and stay connected to school decision-making.|A focus area for improvement is increasing participation in family leadership and advisory opportunities while strengthening the effectiveness of existing structures for feedback and decision-making. While Scholarship Prep has strong systems for gathering input, educational partner reflection shows there is an opportunity to increase participation and engagement in some advisory groups.  SP will focus on increasing participation in PEP Squad and strengthening the effectiveness of School Site Council (SSC) meetings to ensure families feel informed, engaged, and able to meaningfully contribute to school decisions. Scholarship Prep will continue working to make meetings more engaging, relevant, and accessible while improving communication about opportunities for involvement and leadership.|Scholarship Prep will continue improving engagement of underrepresented families by reducing barriers to participation and increasing opportunities for families to share input in ways that feel accessible and meaningful. Based on educational partner input and self-reflection, the LEA recognizes that some families may not participate due to scheduling challenges, language barriers, or previous experiences with school systems.  To improve engagement, Scholarship Prep will continue offering flexible meeting times, virtual participation options, translation and interpretation support, direct outreach, and multiple ways for families to provide feedback. School staff will intentionally encourage participation from families who have historically been underrepresented in school leadership opportunities and advisory groups.  We will continue using Coffee with Admin, surveys, ELAC, SSC, PEP Squad, and other family engagement opportunities to ensure all families have a voice in school decision-making.|4|5|4|4|4|4|4|4|4|4|4|4|Met||2026-06-18|2026
19647330139121|Equitas Academy 5|3|Creating a warm and welcoming experience for all families is at the forefront of building partnerships.  Families are an asset to the school community and a relational approach is part of family engagement at Equitas.  Two-way communication between school and home is key and staff consistently communicate with families to support student outcomes.  Spanish translation is offered in both written and verbal communication.|There has been an explicit focus on redesigning the spaces where families have the opportunity to join and be part of shared decision making - SSC, ELAC, and CS Advisory Committees. The redesign supports in building and strengthening relationships between school staff and families by collaborating, co-constructing experiences and making decisions together in support of student success.|Providing opportunities for underrepresented families to engage with school staff through workshops and councils that support diverse learners.  Organizational priorities were developed with goals to improve outcomes in support of underrepresented families. A direct outreach approach will also serve as a strategy to to improve engagement.|Strong relationships with families are crucial to student success. Families are provided with touch-points such as summer orientation, monthly Cafecitos, ,monthly family nights, family-teacher conferences two times per year, network wide family workshops and ongoing communication between teachers and families.  Events and communication are grounded on a relational approach.  Year 1 of Community Schools Implementation has also supported in building partnerships between schools and families to support student outcomes.|Schools will continue to provide all families learning experiences where student data is shared and analyzed.  Families will receive the tools to understand how their child is progressing through multiple data points and gage progress in meeting standards in language arts, math and other core subjects.  Student data is shared at different touch points with families throughout the school year. These opportunities will support the school staff and families to progress monitor and work together to support student achievement.|Collaboration of staff and schools to support diverse learners with a focus on engaging families of underrepresented families. Holding spaces where families can gain knowledge and tools to support at home and bridge the connection to school in support of student outcomes.|Families voices are important and necessary to ensure progress monitoring and student success.  Families are afforded the opportunity to provide feedback through a yearly family survey given two times per school year.  Family input is sought for decisions that will greatly impact them and their children. Families are able to provide feedback at monthly Cafecitos.  School Site Council, ELAC, Community Schools Advisory Council and Parent Action Team are also spaces where families can provide feedback and have direct access to decision-making spaces.|Equitas strives to foster opportunities for all families to provide input and take part in decision-making.  An area of focus is to increase the number of families and diversity of voices to be representative of all our families.|Equitas Academy is in development to refine and enhance the opportunities to engage with families, especially underrepresented families.  Seeking direct feedback from families through a needs assessment to gather information on their preferences for learning and connecting opportunities to ensure topics and events are relevant to their needs.|4|4|4|4|4|3|4|3|3|3|4|3|Met||2026-06-25|2026
19647330139832|Citizens of the World Charter School West Valley|3|The strength of our building relationships between school staff and families is our structured opportunities for communication between the two  9  stakeholders. At the beginning of the year, staff is asked to reach out to each student’s family in their homeroom via ParentSquare to introduce themselves, provide their vision for the school year, and start the building blocks for a close relationship. The first in person structured opportunity for caregivers and staff to connect is Back to School Night. Additional structured opportunities to build partnerships are through Caregiver Conferences which are held twice per school year and student-led conferences which take place at the middle school. These are meaningful opportunities for staff to communicate student progress and come up with plans for growth. Other opportunities to build relationships are through various volunteer opportunities such as Culture and Connection, classroom Mystery Reader, field trip chaperone, etc. The school also offers many less structured opportunities for families to visit the school to build community through cultural and academic events. These include our Latina/o/x Heritage Month Festival, Movie Night, Black History Month celebration, Earth Day celebration, AANHPI celebration, Math Night, Science Night, and Coffee Socials.  Additionally, we remove language barriers by ensuring that school announcements and communications are translated into the multiple languages that our families represent. This is possible through ParentSquare. This is especially important for our student-led conferences and caregiver conferences. We are also fortunate to have a number of bilingual Spanish-speaking staff members on our team, which means that in-person language support is frequently available on an informal basis when families need it. We ask our staff if they need a translator, and we aim to ensure a translator is available for those meetings. The same is true for IEP and Student Success Team meetings.|CWC-West Valley’s focus for continued improvement is expanding the accessibility and reach of family engagement opportunities so that all caregivers — regardless of schedule, language, or availability — can meaningfully participate in their child's education. While the school has 10  built strong in-person programming, we recognize that some families face barriers to physical presence and are committed to offering flexible alternatives, including digital resources, recordings of workshops and webinars, and asynchronous communication through ParentSquare. The school's proactive communication infrastructure — including translated announcements, regular newsletters, and consistent outreach from multiple school team members — provides a strong foundation for deepening these connections. Building on this, CWC-West Valley will continue to strengthen outreach to unduplicated student groups, particularly socioeconomically disadvantaged families and families of Students with Disabilities, through targeted home visits, direct family contact, and interpreter services at all key school events and meetings. The continued development of the English Learner Advisory Committee (ELAC) remains a priority, with focused efforts to increase active participation and ensure EL families have a meaningful voice in school decision-making.|A focus area of improvement for building relationships between school staff and families is ensuring that ALL of our families have equitable opportunities to meaningfully participate and engage in and with the school. This includes creating a campus environment that feels safe and trusted for all families, including our immigrant families. To support this, we make Know Your Rights information accessible in multiple languages as needed, on campus, on our school website, and regional website, so families can find it on their own terms. Some of the ways we plan to improve engagement of underrepresented families is by offering events and workshops in a variety of home languages and to offer workshops and social gatherings for families with other parents of similar identities so as to build community. For example, last school year we noticed many Spanish speaking families attend workshops when the workshop is presented in Spanish vs. in English and then translated into Spanish. We 11  also held a Coffee Social for caregivers of students who have disabilities and that safe space where caregivers can connect because of shared experiences is something we need and want to continue in the coming school year.  It will also require leadership support of staff and teachers to ensure all are creating and maintaining relationships with caregivers and families who may not be present at all the things and making intentional efforts to reach out to them specifically. CWC-East Valley will continue to strengthen the English Learner Advisory Committee (ELAC) to ensure EL families have an active and meaningful voice in school decision-making, with targeted recruitment and outreach to increase participation. Additionally, the school will maintain individualized outreach to families of foster and homeless youth to ensure these students and their caregivers feel supported and connected to the school community.|CWC West Valley has worked hard to foster and maintain partnerships with families and caretakers. We recognize that this is key for the success of the school and the students. We strive to ensure families are informed by providing weekly newsletters that overview current events, school highlights, upcoming events, learning opportunities for families, and ways to connect with the school community. Classroom teachers also keep families informed by sending out classroom updates of what has and will be taught along with ways they can support student learning at home. Additionally, CWC West Valley holds several community events that help bridge the school to home gap. For example, Math Night invites families to our school to learn about our math program and philosophy in fun and engaging ways. To support our staff CWC West Valley also provides, especially for our 13  new teachers, with professional development that focuses on communication with families in our Wayfinding series. Wayfinding is a targeted professional development for our new to the field teacher that supports them with topics like engaging families and proper lines of communication for a successful partnership. To ensure families and caregivers know our school program and their role and rights, each year we start the year off with a Back to School Night. In this presentation we cover many things from suggested ways to reach out to teachers to how they can share their concerns through the Uniform Complaint Procedure (UCP). When issues arise, we often direct families to our Handbook which is also provided for parents. We put intentionality in building connections with families and are proud of the work that we have done to ensure that they are informed and connected.|Although we have lots to be proud of there is still work for us to improve in building partnerships with families. We continue to strive to ensure all communication is translated for families. Many of our key communication is already translated but there are times where some emails or updates may not be translated. We hope to increase that. Another area we are focusing on is increasing participation of families that may be more challenging to communicate with. This group has diverse needs and not a one size fits all approach to engaging families. This group could be caused by availability of time due to work, family make up, language barriers, personal capacity, and more. To combat that we try to offer a variety of meeting times, record meetings, when possible, share communication with notice in multiple languages, and make personal connections when possible. Although we have dedicated professional development for teachers with our Wayfinding program, we still see opportunities for improvement. We aim to build much of teacher support around the an 14  Arc of the Year (AOTY) framework to support teachers with the highest leverage areas of need in different times of the year based on observation. The Arc of the Year framework supports not only coaching but professional development as well as school leaders identify most important and patterned areas of development needed for their instructional staff to improve student outcomes.|CWC West Valley recognizes the importance of engagement for all families, especially those whose are underrepresented. To combat that we recently have been focusing on building our Diversity Equity Inclusion and Belonging (DEIB) Leaders Council. The DEIB Leaders Council has been put together to ensure that authentic and meaningful partnerships are forged. The DEIB Leaders Council is comprised of a dedicated group of staff members and caregivers. The DEIB Leaders Council will help be a thought partner and an accountability partner for how our school operates when considering and including all of our community members. Together with the school site leadership team, they will work on implementing an Equity Action Plan which includes specific equity centered goals. We will continue to grow the DEIB Leaders Council and hope to see its positive influence over the upcoming years. Supporting this work, CWC's Senior Manager of DEIB, in partnership with the data team, reviews all student survey data disaggregated by subgroup and grade level at each school. Findings are shared through one-on-one meetings with school administrators and presented at monthly meetings, ensuring that leadership has timely, actionable insight into the experiences of all student groups. The data team also maintains robust monitoring systems, including Tableau, which allow CWC to track and monitor student performance trends across all subgroups in real time. We will continue to grow the DEIB Leaders Council and hope to see its positive influence over the upcoming years.|Comprehensive Stakeholder Engagement: CWC West Valley engages a diverse range of stakeholders through annual surveys, regular Principal’s Council meetings, coffees with the principal, Town Hall meetings, caregiver committee meetings and focus groups, ensuring multiple perspectives are considered. Transparent Communication: CWC West Valley maintains transparency with caregivers by regularly communicating updates via a school weekly newsletter, weekly updates from classroom teachers (5 Minute Friday), caregiver-teacher conferences, progress reports to keep parents updated on student’s growth and development and outcomes from stakeholder meetings, building trust and encouraging participation. Data-Driven Approach: Decisions are informed by both qualitative and quantitative data, utilizing local data such as academic performance and attendance rates to identify needs and track policy impacts. Responsiveness: CWC West Valley promptly addresses concerns raised by stakeholders, demonstrating accountability and strives to close the feedback loop by communicating actions taken based on feedback.|Enhance Digital Engagement Platforms: Despite having various in-person engagement methods, improving digital engagement platforms could further enhance participation. Developing more interactive online forums, social media engagement, and mobile-friendly surveys can make it easier for stakeholders to provide input, especially for those unable to attend in-person meetings. Strengthen Feedback Mechanisms: To build on the transparent communication strength, CWC West Valley could implement more structured feedback mechanisms that help stakeholders understand how and when their feedback is being utilized. Regularly scheduled feedback sessions where stakeholders can see the direct impact of their input on decision-making processes would reinforce trust and demonstrate the value of their contributions.  Develop Continuous Improvement Plans: To ensure ongoing progress, CWC West Valley can implement continuous improvement plans that include regular evaluations 17  of engagement strategies. This involves setting specific, measurable goals for stakeholder engagement, regularly reviewing performance against these goals, and making necessary adjustments based on stakeholder feedback and data analysis.|Inclusive Participation: Efforts to include underrepresented groups have been strengthened through translation services, childcare during meetings, and flexible scheduling. Increase Professional Development Focused on Stakeholder Engagement: While CWC West Valley addresses stakeholder concerns promptly, enhancing staff training specifically in stakeholder engagement strategies for underrepresented families can further improve the quality of interactions. Training should focus on advanced communication techniques, conflict resolution, and inclusive practices to ensure all voices are heard and respected. Expand Data Utilization for Personalized Communication: CWC West Valley’s data-driven approach could be expanded to personalize communication with stakeholders. By analyzing data on stakeholder preferences and engagement patterns, CWC West Valley can tailor communications to better meet the needs and interests of different groups, thereby improving the relevance and impact of their messages.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-17|2026
19647330140004|El Rio Community|3|El Rio’s families tend to be highly engaged and take advantage of the multiple avenues for input, dialogue and relationship-building, from board meetings to individual conversations with staff. The parent community is often able to make its voice heard in different spaces, and the Waldorf public school approach embraces parents and caregivers as partners, with many opportunities to volunteer and be involved in their children’s education. This year, El Rio established a School Site Council in order to provide a more formal and equitable process-oriented approach to getting input from our educational partners. The SSC includes elected parent, teacher, staff, and student members, and made critical inputs to the School Safety Plan and LCAP.|Based on input and reflection, El Rio is continuing to work towards a more process-based and equitable approach to building relationships, continuing to establish formal structures for equitable parent/caregiver input like the SSC and making sure that undue burdens are not being placed on members of the PTO. By thoughtfully employing surveys, parent meetings, and other input opportunities, as well as training staff on effective relationship-building approaches, we can continue to strengthen our approach to this area.|El Rio’s new Executive Director is currently auditing systems and working to ensure there is clarity for all of our educational partners. In 2026-27, El Rio will work to further equip teachers and staff with the capacity to better engage our underrepresented families. This includes training for office staff to support an inclusive and supportive enrollment process, and providing empathetic and strategic interventions for families having issues with absenteeism.|El Rio’s parent community is quite engaged, and the Waldorf educational model provides many opportunities for both parent education and involvement. Parents are actively invited to volunteer in the classroom, included in special events and performances throughout the year, and informed through two parent-conference weeks about the individual progress of their child. Additionally, the El Rio report card format gives parents a more nuanced and detailed portrait of their child’s growth and challenges than many traditional grading systems.|While parents are engaged and the Waldorf model helps actively support their involvement in their children’s education, parents did identify a lack of consistency in the teacher tools and frameworks that are used in interactions with students, as well as the processes that maintain the school’s culture. Parents also felt that additional intervention, enrichment, and other individualized supports for their children could be strengthened. This feedback aligns to an identified need for additional professional development for teachers to help strengthen best practices across the school.|As discussed above, providing a variety of structured opportunities for family input throughout the year, but particularly in the planning process for these tasks is crucial. Parent surveys to help guide changes to the bell schedule, town halls to discuss school priorities, etc. will all help continue to improve the engagement of underrepresented families.|The establishment of the SSC, discussed above, has been a critical success in this area. Board meetings are also active venues for public input, and families are welcome to participate by providing written public comment, speaking in-person, or commenting remotely. The concerns and suggestions of parents are actively part of most decision-making at the school site.|In addition to what has been discussed above, the new Executive Director must make significant investments in relationship-building and communication in order to effectively engage families and establish trust with a new leader.|The school leadership team will convene meetings of the school community to brainstorm engagement strategies. Previously identified approaches include honing in on neighborhood-specific outreach, with tables at the Farmers Market, connecting with impactful community partners and organizers, and collaborating with the neighboring high school, as well as making sure this outreach and connecting is done in multiple languages.|4|4|4|4|3|4|4|4|3|3|4|3|Met||2026-06-25|2026
19647330140111|Invictus Leadership Academy|3|ILA actively seeks parent input through various channels to inform school decisions and improve student outcomes. Engagement efforts during 2025-26 included School Site Council (SSC) meetings (October 30, 2025 and March 4, 2026), English Learner Advisory Committee (ELAC) meetings (October 30, 2025 and March 4, 2026), online surveys from April–May 2026, small group student meetings, and dedicated LCAP/WASC staff input sessions. Board input was gathered at the January 24, 2026 board retreat.|Action for 2026-27: Strategically collect survey responses during major events to increase parent survey participation. Implement auto-dialer (Talking Points) for timely family communications. Provide translation services and childcare at all parent meetings.|Action for 2026-27: Expand parent workshops based on parent interest, including potential college-credit classes in partnership with a local community college (English/Spanish classes, parenting, mental health). Hold one Civics in Action Day/Science Fair community event. Continue Coffee with the Principal and Open House/Back-to-School Night. Invest in marketing and social media outreach for family recruitment.|Approximately 80% of parents participate in our family meetings and 55% complete our annual family surveys.|Action for 2026-27: Expand parent workshops based on parent interest, including potential college-credit classes in partnership with a local community college (English/Spanish classes, parenting, mental health). Hold one Civics in Action Day/Science Fair community event. Continue Coffee with the Principal and Open House/Back-to-School Night. Invest in marketing and social media outreach to recruit families.|We will continue t o focus on personally reaching out to families that do not attend family events.|Engagement efforts during 2025-26 included School Site Council (SSC) meetings (October 30, 2025 and March 4, 2026), English Learner Advisory Committee (ELAC) meetings (October 30, 2025 and March 4, 2026), online surveys from April–May 2026, small group student meetings, and dedicated LCAP/WASC staff input sessions. Board input was gathered at the January 24, 2026 board retreat.|We have focused on collecting parent input proactively, particularly during family events, along with SSC and ELAC meetings.|Action for 2026-27: Strategically collect survey responses during major events to increase parent survey participation. Implement an auto-dialer (Talking Points) for timely family communications. Provide translation services and childcare at all parent meetings.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-18|2026
19647330140129|Ednovate - South LA College Prep|3|South LA College Prep (SLA) has continued to leverage its now Parent Advisory Committee (PAC), English Language Advisory (ELAC), Community School Council (CSC) and Coffee with the Principal to engage our parents as partners this year. Elected members and involved parents meet quarterly and formally to provide important input and feedback on the governance and operation of South LA College Prep and participate in school decisions through the PAC, ELAC and CSC. These councils' agenda consists of analyzing data (academics, attendance, school budget implementation, English learner support and student wellness) and making recommendations to the school’s leadership for improving school-wide performance in the key indicators. In addition to these formal structures, all families continue to engage through monthly Coffee with the Principal meetings and provide their input at least quarterly, through our parent surveys. These councils provide an ongoing opportunity for two-way communication, engaging our parents as partners and consistent feedback between families and the school, including processes for parents to initiate desired activities, plan events, and provide input to the school’s leadership. This year, SLA officially launched its Community School Council (CSC) as part of the school’s continued Community Schools implementation efforts through the CCSPP grant. Through CSC, families have worked collaboratively with school leadership to review schoolwide data, discuss community needs, identify areas of growth, and help shape priorities and initiatives to strengthen student and family support systems. Throughout the year, families engaged in discussions around student wellness, school culture and climate, attendance supports, community partnerships, and family engagement opportunities. As the school closes out the year, CSC families have continued working together to help identify and support new initiatives and programs to launch next school year in support of students, families, and the broader school community. SLA’s English Learner Advisory Committee (“ELAC”) continues to provide input in advising SLA and collaborating with the PAC on programs and services for English learners. The ELAC acts in an advisory capacity to advocate and ensure our ELL students' needs are met and supported. This year our ELAC has provided feedback thus far on ELPAC data, our EL Needs assessment, Student Performance data, and LCAP. Parents continue to be eager to engage and discuss the topics and information in our PAC/ELAC agendas and use this space to build their community, foster connections, and share their ideas and feedback with our school to make decisions. As part of the school’s continued Community Schools work through the CCSPP grant, SLA expanded its support structures this year through the addition of the Family Engagement Coordinator and Community Schools Coordinator roles to further strengthen family engagement, community partnerships, and student support.|SLA has made significant strides in building relationships between school staff and families. SLA is constantly working to improve and continuously grow. Some of the areas to improve are parent engagement and attendance. Parents are eager to engage in discussions and share their ideas and feedback with the school. Programs like the Parent Advisory Committee ( PAC),English Language Advisory (ELAC), and Community Schools Council (CSC) have encouraged parents to build community, foster connections, and learn more about relevant topics.  SLA aims to provide more specific details on the topics covered during Parent Workshops to entice more parents to attend these informative workshops, these workshops have now been recorded and available online to watch. Lastly, we look to continue to expand the Parent Ambassadors Group to learn, and participate in community as well as civic engagement in the coming year as well as educate them to empower their voices.|At South LA College Prep,, we are committed to creating a supportive and inclusive environment where everyone feels respected and valued. To achieve this goal, we always seek ways to engage with underrepresented families and make them feel like they are an integral part of our community. For instance, we offer a range of options to ensure that all families have equal access to our resources and services, such as resource/community fairs, wellness fairs, and easy accessibility to resources via text, email, or phone. Effective communication is vital to fostering stronger family-school partnerships, which, in turn, can lead to improved student outcomes. By prioritizing communication and taking extra steps to engage underrepresented families, we are working towards building a more inclusive and welcoming school community. We continue to grow in looking for consistent translation services for all meeting spaces, and continue to provide parent workshops in topics such as ELPAC testing, Financial Aid, College 101, and Mental Health Topics.|At South LA College Prep we have created a school culture where parents and families are embraced as partners in the education of their children. SLA College Prep holds mandatory parent-teacher conferences every quarter. South LA College Prep  communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of South LA College Prep student information system, powerschool, and  behavior information through Dean’s List. Additionally, we solicit regular feedback from families and students through bi-weekly network-wide check-in and satisfaction surveys. Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of the Student/Parent Handbook: Guide to Thrive, indicating that they understand the South LA College Prep philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”: Attend parent-teacher conferences every ten weeks Monitor homework assignments daily.  Provide time and space for their child to do homework each night Talk with their child about school Support the code of conduct, the dress code, and the homework policy of South LA College Prep  Treat South LA College Prep School faculty and staff with respect|At South LA College Prep, the school is working hard to ensure that students have the support and services they need to succeed. These resources include counseling, and mentoring programs for students needing extra help. Through the 1:1 Chromebook program, students can also benefit from additional support, such as instructional aides, credit recovery and summer programs. Students can achieve their outcomes with these resources. South LA College Prep continues to grow in providing diverse opportunities through clubs, sports, and events for each student. South LA College Prep continues to expand its community partnerships to expand services, resources, and opportunities to achieve a wraparound approach for each student.|Through USC South LA College Prep self-reflection, we have identified areas to better support underrepresented families and significantly impact student outcomes, particularly our low-income English learners and foster youth. To this end, SLA has developed a culture team to provide additional assistance and mental health support for all students experiencing trauma, grief, or other mental health challenges. We recognize the importance of increasing student services and building awareness among our community. To achieve this, SLA plans to continue hosting student and parent workshops, events, and resource and wellness fairs to promote services and programs available to our families. Our teachers also focus on strengthening social-emotional support strategies to ensure students have the safest and most supportive environment possible. Additionally, all Ednovate schools utilize what we call the Whole Child Report Card (WCRC), a platform designed to monitor and support student growth beyond academics. Through the WCRC, we track areas such as mastery, college rigor, critical thinking, purpose, self-regulation, presence, and wellness, allowing staff to better understand each student’s individual needs, engage families in conversations around student progress and well-being, and provide targeted support and interventions when needed.|South LA College Prep encourages parents to participate in school decisions through the Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), and Community Schools Council (CSC). Both groups offer continuous two-way communication and feedback opportunities between parents and the school to improve school-wide performance. The PAC, ELAC and CSC analyze dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership. For example, the PAC and CSC allows parents to initiate desired activities and plan events. Parents need to stay informed about ELAC and PAC meetings and processes, and South LA College Prep staff ensures timely communication in both English and Spanish to maximize participation and involvement from parents.   Parents are also encouraged to: Attend parent workshops. Serve as volunteers. Assist in planning school events, and attending community events on behalf of the school. Meet with teachers as questions and concerns arise and attend student parent conferences. Attend monthly Coffee with the Principal meetings. Participate in our quarterly surveys Participate in our annual wellness survey Participate in our LCAP Public Hearing Participate in our English Learner Survey|South LA College Prep  believes that it is important to consider the areas where students may need continuous intervention or face unique circumstances impacting their academic performance. South LA strongly believes in a collaborative approach that involves students, parents, teachers and school administrators to ensure everyone in the school community is involved in the school decision-making process. By working together in spaces like the Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), Community Schools Council (CSC) and Coffee with principals we can determine the best ways to support and help students achieve their goals. We are looking to expand on our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.|As South LA College Prep student population is mostly English Learners, Low Income, Foster Youth, and underrepresented communities our aspired improvements of working together in spaces of Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), Community Schools Council (CSC) and Coffee with principals determine the best ways to support our students achieve their goals. We look to expand our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-04|2026
19647330140749|Citizens of the World Charter School East Valley|3|The strength of our Building Relationships Between School Staff and Families continues to be our structured opportunities for communication between school staff and caregivers/families. At the start of the school year, staff reach out to each student’s family in their homeroom via ParentSquare to introduce themselves, provide their vision for the school year, and begin building blocks for a close relationship. The first in person structured opportunity for caregivers and staff to connect is Back to School Night. Additional structured opportunities to build partnerships are through Caregiver Conferences which are held twice per school year. These are meaningful opportunities for staff to communicate student progress and come up with plans for growth. Families are also invited to engage through various volunteer opportunities such as library, classroom Mystery Reader, field trip chaperone, etc. The school also offers many less structured, but equally meaningful, opportunities for families to visit the school to build community through cultural and academic events. These include our Learning Looks, Art and Exhibition Night, Celebration of Light, and Coffee Socials. CWC-East Valley has continued to deepen its work with the Diversity, Equity, Inclusion, and Belonging (DEIB) Leaders Council, which has grown in both membership and influence since its founding. The council is composed of staff members and caregivers representing the school's diverse community and has continued to serve as a thought and accountability partner for school leadership, with a focus on ensuring that underrepresented families have meaningful access to school decision-making and engagement opportunities. While still a work in progress, it represents the strengths of intentionality in serving all families and their students. Additionally, we remove language barriers by ensuring that school announcements and communications are translated into the multiple languages that our families represent. This is possible through  10  ParentSquare. This is especially important for our student-led conferences and caregiver conferences. We are also fortunate to have a number of bilingual Spanish-speaking staff members on our team, which means that in-person language support is frequently available on an informal basis when families need it. We ask our staff if they need a translator, and we aim to ensure a translator is available for those meetings. The same is true for IEP and Student Success Team meetings.|CWC-East Valley's focus for continued improvement is expanding the accessibility and reach of family engagement opportunities so that all caregivers — regardless of schedule, language, or availability — can meaningfully participate in their child's education. While the school has built strong in-person programming, we recognize that some families face barriers to physical presence and are committed to offering flexible alternatives, including digital resources, recordings of workshops and webinars, and asynchronous communication through ParentSquare. The school's proactive communication infrastructure - including translated announcements, regular newsletters, and consistent outreach from multiple school team members - provides a strong foundation for deepening these connections. Building on this, CWC-East Valley will continue to strengthen outreach to unduplicated student groups, particularly socioeconomically disadvantaged families and families of Students with Disabilities, through targeted home visits, direct family contact, and interpreter services at all key school events and meetings. The continued development of the English Learner Advisory Committee (ELAC) remains a priority, with focused efforts to increase active participation and ensure EL families have a meaningful voice in school decision-making.|A focus area of improvement for building relationships between school staff and families is ensuring that ALL of our families have equitable opportunities to meaningfully participate and engage in and with the school. This includes creating a campus environment that feels safe and trusted for all families, including our immigrant families. To support this, we make Know Your Rights information accessible in multiple languages as needed, on campus, on our school website, and regional website, so families can find it on their own terms. More ways we plan to improve engagement of underrepresented families is by offering events and workshops in a variety of home languages and to offer workshops and social gatherings for families with other parents of similar identities so as to build community. For example, last school year we noticed many Spanish speaking families attend workshops when the workshop is presented in Spanish vs. in English and then translated into Spanish. We also held a Coffee Social for caregivers of students who have disabilities and that safe space where caregivers can connect because of shared experiences is something we need and want to continue in the coming school year. It will also require leadership support of staff and teachers to ensure all are creating and maintaining relationships with caregivers and families who may not be present at all the things and making intentional efforts to reach out to them specifically. The Data Coordinator will play a central role in direct outreach to families of chronically absent students and unduplicated pupils, providing interpreter services and connecting families with resources as needed. Leadership will also support staff in maintaining intentional, proactive communication with families who may not be regularly present at school events. CWC-East Valley will continue to strengthen the English Learner Advisory Committee (ELAC) to ensure EL families have an active and meaningful voice in school decision-making, with targeted recruitment and outreach to increase participation. Additionally, the school will maintain individualized outreach to families of foster and homeless 12  youth to ensure these students and their caregivers feel supported and connected to the school community.|CWC East Valley has worked hard to foster and maintain partnerships with families and caretakers. We recognize that this is key for the 14  success of the school and the students. We strive to ensure families are informed by providing weekly newsletters that overview current events, school highlights, upcoming events, learning opportunities for families, and ways to connect with the school community. Classroom teachers also keep families informed by sending out classroom updates of what has and will be taught along with ways they can support student learning at home. Additionally, CWC East Valley holds several community events that help bridge the school to home gap. For example, events like Exhibition Night or Math Night invite families to our school to learn program and philosophy in fun and engaging ways. To support our staff CWC East Valley also provides, especially for our new teachers, with professional development that focuses on communication with families in our Wayfinding series. Wayfinding is a targeted professional development for our new to the field teacher that supports them with topics like engaging families and proper lines of communication for a successful partnership. To ensure families and caregivers know our school program and their role and rights, each year we start the year off with a Back to School Night. In this presentation we cover many things from suggested ways to reach out to teachers to how they can share their concerns through the Uniform Complaint Procedure (UCP). When issues arise, we often direct families to our Handbook which is also provided for parents. We put intentionality in building connections with families and are proud of the work that we have done to ensure that they are informed and connected.|Although we have lots to be proud of there is still work for us to improve in building partnerships with families. We continue to strive to ensure all communication is translated for families. Many of our key communication is already translated but there are times where some emails or updates may not be translated. We hope to increase that. Another area we are focusing on is increasing participation of families 15  that may be more challenging to communicate with. This group has diverse needs and not a one size fits all approach to engaging families. This group could be caused by availability of time due to work, family make up, language barriers, personal capacity, and more. To combat that we try to offer a variety of meeting times, record meetings, when possible, share communication with notice in multiple languages, and make personal connections when possible. Although we have dedicated professional development for teachers with our Wayfinding program, we still see opportunities for improvement. We aim to build much of teacher support around the Arc of the Year (AOTY) framework to support teachers with the highest leverage areas of need in different times of the year based on observation. The Arc of the Year framework supports not only coaching but professional development as well as school leaders identify most important and patterned areas of development needed for their instructional staff to improve student outcomes.|CWC East Valley recognizes the importance of engagement for all families, especially those who are underrepresented. To combat that we recently have been focusing on building our Diversity Equity Inclusion and Belonging (DEIB) Leaders Council. The DEIB Leaders Council has been put together to ensure that authentic and meaningful partnerships are forged. The DEIB Leaders Council is composed of a dedicated group of staff members and caregivers. The DEIB Leaders Council will help be a thought partner and an accountability partner for how our school operates when considering and including all of our community members. Together with the school site leadership team, they will work on implementing an Equity Action Plan which includes specific equity centered goals. We will continue to grow the DEIB Leaders Council and hope to see its positive influence over the upcoming years. Supporting this work, CWC's Senior Manager of DEIB, in partnership with the data team, reviews all student survey data disaggregated by 16  subgroup and grade level at each school. Findings are shared through one-on-one meetings with school administrators and presented at monthly meetings, ensuring that leadership has timely, actionable insight into the experiences of all student groups. The data team also maintains robust monitoring systems, including Tableau, which allow CWC to track and monitor student performance trends across all subgroups in real time. We will continue to grow the DEIB Leaders Council and hope to see its positive influence over the upcoming years.|Comprehensive Stakeholder Engagement: CWC East Valley engages a diverse range of stakeholders through annual surveys, regular Principal’s Council meetings, Cafecitos, Town Hall meetings, and focus groups, ensuring multiple perspectives are considered. Transparent Communication: CWC East Valley maintains transparency with caregivers by regularly communicating updates via a school newsletter, regular updates from classroom teachers, parent-teacher conferences, and report cards for students. and outcomes from stakeholder meetings, building trust and encouraging participation. Data-Driven Approach: Decisions are informed by both qualitative and quantitative data, utilizing local data such as academic performance and attendance rates to identify needs and track policy impacts. Responsiveness: CWC East Valley promptly addresses concerns raised by stakeholders, demonstrating accountability and strives to close the feedback loop by communicating actions taken based on feedback.|Enhance Digital Engagement Platforms: Despite having various in-person engagement methods, improving digital engagement platforms could further enhance participation. Developing more interactive online forums, social media engagement, and mobile-friendly surveys can make it easier for stakeholders to provide input, especially for those unable to attend in-person meetings. Strengthen Feedback Mechanisms: To build on the transparent communication strength, CWC East Valley could implement more structured feedback mechanisms that help stakeholders understand how and when their feedback is being utilized. Regularly scheduled feedback sessions where stakeholders can see the direct impact of their input on decision-making processes would reinforce trust and demonstrate the value of their contributions. Develop Continuous Improvement Plans: To ensure ongoing progress, CWC East Valley can implement continuous improvement plans that include regular evaluations of engagement strategies. This involves setting specific, measurable goals for stakeholder engagement, regularly reviewing performance against these goals, and making necessary adjustments based on stakeholder feedback and data analysis.|Inclusive Participation: Efforts to include underrepresented groups have continued to strengthen through translation services, childcare during meetings, and flexible scheduling. Increase Professional Development Focused on Stakeholder Engagement: While CWC East Valley addresses stakeholder concerns promptly, promoting staff training specifically in stakeholder engagement strategies for underrepresented families have improved the quality of interactions. Training will continue to focus on advanced communication techniques, conflict resolution, and inclusive practices to ensure all voices are heard and respected. Expand Data Utilization for Personalized Communication: CWC East Valley’s data-driven approach could further be expanded to personalize communication with stakeholders. While survey results are already disaggregated by student group, it could further be utilized to also better understand engagement patterns among underrepresented families and tailor outreach accordingly. By analyzing data on stakeholder preferences and engagement patterns, CWC East Valley can tailor communications to better meet the needs and interests of different groups, thereby improving the relevance, the engagement with, and the impact of messages.|4|4|3|3|3|4|4|4|4|4|4|4|Met||2026-06-17|2026
19647330164780|Ednovate - Encore Arts and Media College Prep|3|Encore College Prep has continued to leverage its now Parent Advisory Committee (PAC), English Language Advisory (ELAC), and Coffee with the Principal to engage our parents as partners this year. Elected members and involved parents meet quarterly and formally to provide important input and feedback on the governance and operation of Encore College Prep and participate in school decisions through the PAC, and ELAC. These councils' agenda consists of analyzing data (academics, attendance, school budget implementation, English learner support and student wellness) and making recommendations to the school’s leadership for improving school-wide performance in the key indicators. In addition to these formal structures, all families continue to engage through monthly Coffee with the Principal meetings and provide their input at least quarterly, through our parent surveys. These councils provide an ongoing opportunity for two-way communication, engaging our parents as partners and consistent feedback between families and the school, including processes for parents to initiate desired activities, plan events, and provide input to the school’s leadership.  Encore’s English Learner Advisory Committee (“ELAC”) continues to provide input in advising Encore and collaborating with the PAC on programs and services for English learners. The ELAC acts in an advisory capacity to advocate and ensure our ELL students' needs are met and supported. This year our ELAC has provided feedback thus far on ELPAC data, our EL Needs assessment, Student Performance data, and LCAP.  Parents continue to be eager to engage and discuss the topics and information in our PAC/ELAC agendas and use this space to build their community, foster connections, and share their ideas and feedback with our school to make decisions.|Encore has made significant strides in building relationships between school staff and families. Encore is constantly working to improve and continuously grow. Some of the areas to improve are parent engagement and attendance. Parents are eager to engage in discussions and share their ideas and feedback with the school. Programs like the Parent Advisory Committee ( PAC), and English Language Advisory (ELAC) have encouraged parents to build community, foster connections, and learn more about relevant topics.  Encore aims to provide more specific details on the topics covered during Parent Workshops to entice more parents to attend these informative workshops, these workshops have now been recorded and available online to watch. Lastly, we look to continue to expand the Parent Ambassadors Group to learn, and participate in community as well as civic engagement in the coming year as well as educate them to empower their voices.|At Encore College Prep, we are committed to creating a supportive and inclusive environment where everyone feels respected and valued. To achieve this goal, we always seek ways to engage with underrepresented families and make them feel like they are an integral part of our community. For instance, we offer a range of options to ensure that all families have equal access to our resources and services, such as resource/community fairs, wellness fairs, and easy accessibility to resources via text, email, or phone. Effective communication is vital to fostering stronger family-school partnerships, which, in turn, can lead to improved student outcomes. By prioritizing communication and taking extra steps to engage underrepresented families, we are working towards building a more inclusive and welcoming school community. We continue to grow in looking for consistent translation services for all meeting spaces, and continue to provide parent workshops in topics such as ELPAC testing, Financial Aid, College 101, and Mental Health Topics.|At Encore College Prep we have created a school culture where parents and families are embraced as partners in the education of their children. Encore College Prep holds mandatory parent-teacher conferences every quarter. Encore College Prep  communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of Encore College Prep student information system, powerschool, and  behavior information through Dean’s List. Additionally, we solicit regular feedback from families and students through bi-weekly network-wide check-in and satisfaction surveys. Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of the Student/Parent Handbook: Guide to Thrive, indicating that they understand the Encore College Prep philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”: Attend parent-teacher conferences every ten weeks Monitor homework assignments daily.  Provide time and space for their child to do homework each night Talk with their child about school Support the code of conduct, the dress code, and the homework policy of Encore Treat Encore College Prep School faculty and staff with respect|At Encore College Prep, the school is working hard to ensure that students have the support and services they need to succeed. These resources include counseling, and mentoring programs for students needing extra help. Through the 1:1 Chromebook program, students can also benefit from additional support, such as instructional aides, credit recovery and summer programs. Students can achieve their outcomes with these resources. Encore College Prep continues to grow in providing diverse opportunities through clubs, sports, and events for each student. Encore College Prep continues to expand its community partnerships to expand services, resources, and opportunities to achieve a wraparound approach for each student.|Through Encore College Prep self-reflection, we have identified areas to better support underrepresented families and significantly impact student outcomes, particularly our low-income English learners and foster youth. To this end, Encore has developed a culture team to provide additional assistance and mental health support for all students experiencing trauma, grief, or other mental health challenges. We recognize the importance of increasing student services and building awareness among our community. To achieve this, Encore plans to continue hosting student and parent workshops, events, and resource and wellness fairs to promote services and programs available to our families. Our teachers also focus on strengthening social-emotional support strategies to ensure students have the safest and most supportive environment possible. Additionally, all Ednovate schools utilize what we call the Whole Child Report Card (WCRC), a platform designed to monitor and support student growth beyond academics. Through the WCRC, we track areas such as mastery, college rigor, critical thinking, purpose, self-regulation, presence, and wellness, allowing staff to better understand each student’s individual needs, engage families in conversations around student progress and well-being, and provide targeted support and interventions when needed.|Encore College Prep encourages parents to participate in school decisions through the Parent Advisory Council (PAC) and the English Language Advisory Committee (ELAC). Both groups offer continuous two-way communication and feedback opportunities between parents and the school to improve school-wide performance. The PAC and ELAC analyze dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership. For example, the PAC allows parents to initiate desired activities and plan events. Parents need to stay informed about ELAC and PAC meetings and processes, and Encore College Prep staff ensures timely communication in both English and Spanish to maximize participation and involvement from parents.   Parents are also encouraged to: Attend parent workshops. Serve as volunteers. Assist in planning school events, and attending community events on behalf of the school. Meet with teachers as questions and concerns arise and attend student parent conferences. Attend monthly Coffee with the Principal meetings. Participate in our quarterly surveys Participate in our annual wellness survey Participate in our LCAP Public Hearing Participate in our English Learner Survey|Encore College Prep believes that it is important to consider the areas where students may need continuous intervention or face unique circumstances impacting their academic performance. Encore strongly believes in a collaborative approach that involves students, parents, teachers and school administrators to ensure everyone in the school community is involved in the school decision-making process. By working together in spaces like the Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), and Coffee with principals we can determine the best ways to support and help students achieve their goals. We are looking to expand on our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide.|Encore College Prep believes that it is important to consider the areas where students may need continuous intervention or face unique circumstances impacting their academic performance. Encore strongly believes in a collaborative approach that involves students, parents, teachers and school administrators to ensure everyone in the school community is involved in the school decision-making process. By working together in spaces like the Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), and Coffee with principals we can determine the best ways to support and help students achieve their goals. We are looking to expand on our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide.|4|4|4|4|4|4|4|3|5|5|5|5|Met||2026-06-04|2026
19647331931047|Birmingham Community Charter High|3|Birmingham Community Charter High School has made strong progress in building relationships with parents and families.  Our LEA continues to make a focused and concerted effort to increase contact with parents, create more opportunities for meaningful engagement with the families of unduplicated and underrepresented students and provide a welcoming environment for all families.    Our Parent Center offers technology assistance, enrollment assistance, adult ESL and parenting classes to increase engagement and improve the home-to-school connection with underrepresented families.  Parents have many opportunities to engage in 2-way communication with educators including PTSA, Coffee with the Principal, the Parent Square communication platform, the School Site Council, the English Learners Advisory Committee, and Student Support and Progress Team (SSPT) meetings as well the Parent Symposium and college-going culture activities.   We also sponsor many teacher-driven student recognition ceremonies including Reclassification and Multi-lingual celebrations that are well attended by parents and students.  Teachers and counselors are encouraged to respond to parent phone calls and emails within 24 hours.  We have also provided staff with training to better understand families that have historically been marginalized, and this remains a focal point for continued growth and improvement.|Students meet with their academic counselors twice per year to develop and monitor their Individualized Graduation Plans (IGPs).  Students, counselors, teachers, and parents all have input into these plans throughout students’ four years in high school.  Special education case carriers provide information and support to ensure that a student’s IGP is aligned to his/her IEP.  Freshmen are introduced to graduation and college admission requirements (“a-g” requirements) as well as the IGP during Freshman Orientation held in the summer prior to the beginning of their high school career.  As a focal area for improvement, BCCHS will continue to deepen and expand meaningful opportunities for parents to interact and collaborate with students’ counselors, teachers and other support personnel during activities such as IGP meetings, SSPT meetings and during events such as Back to School Night, Grade Level Information Nights, Grade Level College Information Nights, and parent-student conferences to support student achievement and gain information regarding post-secondary college and career opportunities.|Approximately 94% of our families have been identified as underrepresented during our self-reflection process either due to socio-economic status, language barriers, minority status or homelessness.  As a result, all our initiatives to improve parent engagement for under-represented families are global in nature and designed to impact all of our families.  To help engage parents more deeply and meaningfully in their child’s education, our Parent Center offers classes in: •	How to communicate with the school and teachers using technology •	How to use the internet to send and receive emails •	How to use the school parent portal and Google classroom •	How to apply for college financial aid •	Introduction to Google Docs •	The Benefits of Social Emotional Learning •	Socio-emotional problems and prevention •	Parenting Skills  Our Parent Center is staffed full-time with bilingual personnel and equipped with computers and a work space for parents who need assistance with contacting teachers, completing paperwork or translation.  The Parent Center also collects information and publishes a newsletter each month in English and Spanish featuring information and updates about each grade level academy.  The newsletter is mailed home to parents every month to build and increase the home to school connection.  In addition, the Parent Center sends out thousands of letters and/or emails to parents after each grading period to recognize students for the following achievements: •	High Honor Roll •	Honor Roll •	Perfect Attendance  •	Excellent Attendance •	Punctuality •	Most Improved GPA •	Most Improved Attendance When we send these letters home to parents, we engage and include them in our systematic positive reinforcement of desired student behaviors which helps us to surround the student with a cohesive support system and safety net.|Birmingham Community Charter High School has made strong progress in building partnerships with the families we serve to promote better student outcomes.  Our Parent Center provides parents with assistance with technology, enrollment, Aeries Parent Portal, Google Classroom and Parent Square as well as other resources available to them both at the school and in the community.  The parents of African American students meet on a regular basis as the Black Parents United Coalition to connect with each other and exchange ideas while receiving assistance from African American school leaders in navigating the high school experience.  We have an exceptionally low student to counselor ratio (260:1) so that counselors can provide frequent checks on students’ academic progress and social-emotional indicators and communicate regularly with parents.  Students are supported by a team of professionals at the grade level including the administrator, counselors, a grade level coordinator, a dean and a PSW who all work in concert with the family for the greatest good of the student.  Written translation is provided for all documentation and oral translation is provided for all non-English speaking parents.  Our grade level Student Support and Progress Team (SSPT) meetings involving grade level support staff and several teachers and family members have proven to be very successful for struggling students. This has been identified as an area of both strength and growth that we plan to leverage and expand.|Our focus area for improvement in Building Partnerships for Student Outcomes includes expanding the scope of our grade level multi-tiered system of support team (MTSS) to include more frequent Student Support and Progress Team (SSPT) meetings for students who are struggling academically and/or students who are having trouble arriving to school on time and/or have multiple tardies during the school day.  Having a meeting with at least 1-2 parents, 3-4 teachers, the grade level coordinator, the counselor, the dean with the student also present about his/her/their academic and social emotional progress will help to refocus the student and bring about authentic change.  We have found success in building these partnerships at the grade level between parents, teachers, counselors, coordinators, administrators and deans all working together to form a tight net of safety and accountability around the student.  Hence, our desire to expand upon this model and find ways to incorporate more SSPT meetings across all 4 grade levels.|All communication to all parents is presented in English and Spanish so that non-English speaking families can fully engage in all school literature and events.  For example, The Parent Newsletter, The Parent-Student Handbook and our 2-way communication platform, ParentSquare, are all translated into Spanish or provide a translation option.  In addition, our families are surveyed regularly to determine their needs through “The Annual Parent Survey” and “The Needs Assessment Survey”.  The Annual Parent Survey is given to all parents and The Needs Assessment Survey is given to the parent of English learners.  For each of these surveys, over 50% of our parents usually participate.  The results from these surveys are used to assess our progress in engaging parents and meeting their needs and to inform our plans to engage parents and meet their needs in the future.  We are expanding parent class offerings and making more person-to-person phone calls to engage and inform families about upcoming events, activities and resources that are available to them.|Birmingham Community Charter High School has made strong progress in seeking input from parents in the decision-making process.  Our LEA continues to make a focused and concerted effort to encourage parents to participate more fully in school decision-making opportunities through multiple advisory groups including School Site Council, English Learner Advisory Committee, Parent and Family Engagement Team, Parent Teacher Student Association, and the school board where teachers and other staff members build initiatives, create school policy and address the needs of all students.  Parent input is also sought frequently through school-wide needs assessments and surveys and polls on topics of particular interest.  Our college and career center hosts “College Knowledge” nights by grade level in English and Spanish to inform parents and students about the college journey, application process and financial aid options. Our Parent Center reaches out to parents and guardians monthly to discuss and implement ways to increase parent engagement and participation in school events and school decision-making.|Based on an analysis of educational partner input and local data, BCCHS will focus on a Parent Partnership Initiative with the intent of increasing the Home-to-School connection by focusing on the 3 pillars of logistics, academics, and life skills.  Specifically, after surveying and speaking with educational partners extensively, the Parent Partnership Initiative will begin by seeking to increase parent input for decision-making by addressing the following concerns:  •	Educational partners need greater and more detailed information in a comprehensible format regarding standardized scores for students. •	Educational partners need greater and more detailed information in a comprehensible format regarding school funding and school budgets.  •	Educational partners would like to have more follow-up after meetings or at the next meeting in response to questions and issues raised.   •	Educational partners are overwhelmed by the volume of meetings and confused as to the purpose of some meetings and would prefer that the purpose of meetings be more clearly stated and that meetings be more streamlined, succinct and user friendly.    After working with educational partners to address the above-referenced concerns, the Parent Partnership Initiative will continue to survey and meet with educational partners in reference to our focus on the 3 pillars of logistics, academics, and life skills in order to continue to seek input for decision-making.|Approximately 94% of our families have been identified as underrepresented during our self-reflection process either due to socio-economic status, language barriers, minority status or homelessness.  As a result, all of our initiatives to improve engagement of under-represented families in relation to seeking input for decision-making are global in nature and designed to impact all of our families.  A focal point and hub at our school for parents to gather and for us to make contact with them is our Parent Center.  In particular, underrepresented families need a welcoming physical space with the appropriate staff and equipment to support them and meet their needs.  Accordingly, the Parent Center staff surveyed educational partners concerning their needs including a physical reorganization of the Parent Center and what might be needed to assist parents in more fully participating in their child’s education and the school’s decision-making process.    Parents requested that we continue with our weekly Adult ESL classes as many of them want to learn English.  Most parents felt strongly that learning English will help them to understand the US school system more fully and advocate more strongly for themselves and their child both at school and in the United States at large.  Educational partners also requested that we continue our College and Career Workshops which include parent participation and involvement.  We also provide FACTOR and Parent University Classes for parents to help them learn how to use technology and our parent portal, how to help students with their classes and how to help students with social and emotional issues.    Finally, our Parent Center assists educational partners in understanding about the various decision-making bodies on campus, such as the Governing Board, the School Site Council, and the English Learner Advisory Council, and learning about how to attend and/or participate in these meetings.|5|5|4|5|5|5|5|5|5|5|5|4|Met||2026-06-27|2026
19647331931708|Chatsworth Charter High|3|Ongoing training for school personnel on creating welcoming environments and using research- based family engagement practices is provided through annual Region Family Engagement Professional Development Summits for site teams. Additional professional learning includes the nation’s first District-led Family Engagement Micro-Credential, monthly trainings for Parent and Family Center staff, and cross-department collaboration with Federal and State Education Programs, Multilingual and Multicultural Education, Human Resources, and other offices. The District also uses tools like the Los Angeles Unified Family Empowerment Rubric to strengthen relationships between schools and families.  Additional strengths include a Family Hotline providing timely assistance, as well as Regional Family and Community Engagement teams that partner with schools to strengthen family connections through training and support. Schools host monthly family engagement events focused on literacy, numeracy, joy, and wellness, while connecting families to resources on immigration, health, housing, and education. Family perception regarding access to instructional resources, measured by the School Experience Survey, increased from 89% in 2023-24 to 90% in 2024-25, reflecting more families finding school resources valuable for supporting their child’s education. The School Volunteer Program grew from 5,000 volunteers in 2021 to over 40,000 in 2026, expanding family engagement with school staff. Family education sessions are fully implemented through the District’s Strategic Plan, with surveys showing increased participation and satisfaction. As an Affiliated Charter in Los Angeles Unified, Chatsworth Charter High School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Chatsworth Charter High School will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Building partnerships to improve student outcomes is central to the District’s Strategic Plan. School site and District engagement data show that families value opportunities through schools, Regions, and the Family Academy that strengthen collaboration with staff and reinforce shared responsibility for student success. The Family Academy offers courses at the school, Region, and District office levels, and a new platform now provides recorded content in multiple languages for flexible, self-paced family learning. The District’s Strategic Plan has expanded hybrid engagement options at the school, Region, and District office levels as well. Technology use has grown, with 91% of parents having a Parent Portal account. New resources were added to the web-based Parent Portal and App, helping families track student progress, review Individualized Education Plans, understand reclassification, view assignments, and access digital learning tools. Areas for improvement include boosting Family Academy participation among diverse families both in person and online. To increase in-person engagement, the District is partnering with schools on a new outreach framework, including hosting viewing sessions in Parent and Family Centers, a strategy that will continue next year. Continuous improvement strategies will include a new Learning Walks model to help families understand school instructional foci and identify effective ways to engage underrepresented groups. Efforts include coordinated course catalogues aligned with the Black Student Achievement Plan, targeted messaging on Region Ambassador workshops, and encouraging families to serve as “Promotoras” to engage others in learning opportunities for diverse student groups. The District will continue promoting Equity Course Pathways with Adult and Career Education, engaging families in addressing their child’s needs, and supporting parents’ enrollment in career programs to boost family stability and student success. As an Affiliated Charter in Los Angeles Unified, Chatsworth Charter High School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Chatsworth Charter High School will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|LAUSD supports school councils, advisory committees, and Title I family engagement requirements with structured training that promotes shared decision-making. School Site Council (SSC) and English Learner Advisory Committee (ELAC) members receive two virtual and two in-person sessions covering procedures, School Plan for Student Achievement planning, budget data analysis, and the Strategic Plan. At the central office level, the District supports the formation and functioning of the Community Advisory Committee, District English Learner Advisory Committee, and Parent Advisory Committee, which hold monthly meetings, subcommittee meetings, and agenda planning sessions. Members are invited to join the Parent Leader Training Series covering parliamentary procedures, data analysis, and SMART comment writing. District committee training exceeds compliance, with families and staff co-designing year-long syllabi, agendas, and meetings to ensure meaningful engagement and shared leadership. Areas for growth include expanding family participation through the Region Ambassador initiative, which focuses on the Local Control and Accountability Plan, English Learners, and Special Education. Launched in 2023-24, the model promotes broader engagement, with participation increasing from 3,400 in 2024-25 to over 4,400 participants this year. LAUSD will continue outreach to boost representation. Another key improvement area is training school staff to engage families in continuous improvement. By facilitating meaningful conversations about school data related to student achievement and wellness, families can serve as informed and active partners in the decision-making process, with ongoing professional learning reinforcing shared understanding and collective responsibility.  Federal policy requires Title I schools to have a Parent and Family Engagement Policy outlining resources and workshops that foster two-way communication between home and school. LAUSD has invested in communication platforms enabling schools to email, text, and send targeted event notifications and updates to families. An area for growth is enhancing two-way communication with high-need families through professional development, module-based courses, and sharing best practices across schools. Families learn District policies, legal rights, and advocacy for students through SSC and ELAC participation, with 100% of required schools forming these councils and committees annually. Future training will target broader demographic and multilingual representation to promote more inclusive participation. As an Affiliated Charter in Los Angeles Unified, Chatsworth Charter High School is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2026-2027 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Chatsworth Charter High School is included in these engagement policies and processes.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-16|2026
19647331931864|Grover Cleveland Charter High|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Grover Cleveland Charter High School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Grover Cleveland Charter High School will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2025-26).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Grover Cleveland Charter High School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Grover Cleveland Charter High School will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2025-26 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Grover Cleveland Charter High School is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2026-2027 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Grover Cleveland Charter High School is included in these engagement policies and processes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
19647331932623|El Camino Real Charter High|3|ECR continues to strengthen relationships between school staff and families through ongoing outreach, increased communication efforts, and a commitment to creating a welcoming and inclusive school environment. Educational partner feedback indicates that families feel supported by school staff and appreciate the accessibility of administrators and opportunities for engagement.  A) Administrative staff regularly attend school functions, athletic events, family activities, and community gatherings outside of the regular school day, increasing opportunities to connect with families and build trust. B)ECR expanded family workshops focused on mental health, wellness, attendance awareness, college and career readiness, and strategies to support student success. C) Staff continue to participate in annual professional development focused on effective family engagement, communicating with parents, cultural competency, restorative practices, and customer service. D) The school has increased the use of multiple communication platforms, including various messaging platforms, email, phone calls, newsletters, social media, and virtual meetings, providing families with additional opportunities to receive information and communicate with school staff. E) School events, recognition programs, and family engagement activities continue to celebrate the diverse cultures, languages, and experiences represented within the ECR community. F) Translation and interpretation services remain available to ensure families can access information and participate meaningfully in school activities and meetings.|Focus Areas for Improvement in Building Relationships Between School Staff and Families:  A) Continue strengthening two-way communication by increasing opportunities for families to provide feedback and engage in meaningful dialogue with school staff. B) Expand efforts to learn more about individual family strengths, goals, and cultural backgrounds to further personalize family engagement practices. C) Increase participation in family workshops and school events among families who have historically been less engaged. D) Continue building staff capacity to foster strong relationships with families through ongoing professional learning and collaboration.|ECR will continue to improve engagement of underrepresented families by: A) Providing targeted outreach and personalized communication to families who may face barriers to participation. B) Continuing to provide translated materials, interpretation services, and multilingual communication to ensure equitable access to information. C) Connecting families with school and community resources that support academic success, wellness, and social-emotional needs. D) Utilizing multiple communication methods, including surveys, phone calls, family forums, newsletters, and community events, to gather feedback and encourage participation E) Creating additional opportunities for underrepresented families to share their perspectives and contribute to school planning and improvement efforts.|ECR continues to strengthen partnerships between families and schools by providing meaningful opportunities for collaboration and support that positively impacts student outcomes.  A) Staff participate in ongoing professional development focused on effective family engagement, communication strategies, and culturally responsive practices. B) Families receive regular access to academic resources, intervention information, college and career planning materials, and evidence-based strategies to support student success at home. C) Parent conferences, Student Success Team meetings, intervention meetings, and counselor check-ins are held throughout the year to discuss student progress and identify support. D) Translation and interpretation services are available to ensure families can actively participate in meetings, conferences, and school activities. E) Family workshops are offered on topics such as graduation requirements, financial aid, attendance, mental health, college readiness, and student wellness. F) School tours and informational sessions provide opportunities for families to learn about programs, ask questions, and provide feedback regarding school initiatives.|LEAs focus areas for improvement in Building Partnerships for Student Outcomes are: A) Increase consistency in family participation during conferences and student progress meetings. B) Expand opportunities for families to learn about educational rights, advocacy tools, and available support services. C) Improve the use of survey results and family feedback to guide future family engagement activities. D) Continue strengthening systems for sharing student achievement, attendance, and intervention data with families throughout the school year.|ECR will improve engagement of underrepresented families by: A) Providing targeted outreach through phone calls, home-school communication, and personalized invitations to school events and meetings. B) Continuing to offer translated materials and interpretation services to reduce language barriers. C) Partnering with community organizations to connect families with academic, wellness, and social service resources. D) Utilizing multiple communication methods, including surveys, newsletters, social media, robocalls, and community events, to increase participation and gather feedback. E) Continuing to provide access to intervention programs, counseling services, wellness supports, and attendance improvement initiatives that address identified student needs.|ECR values educational partner input and continues to expand opportunities for meaningful stakeholder engagement and shared decision-making. A) Parent Advisory Committee (PAC), ELAC, School Site Council, and ECR Royal Families meet regularly to review school initiatives, discuss student needs, and provide recommendations. B) School leadership actively seeks stakeholder input through surveys, community forums, listening sessions, and committee meetings throughout the year. C) School Site Council reviews family engagement goals, student outcome data, and school improvement efforts to monitor progress and inform future planning. D) Stakeholder feedback has contributed to improvements in communication practices, student support programs, school climate initiatives, and family engagement opportunities. E) Families have increased access to participation opportunities through virtual meeting options, flexible scheduling, and expanded communication regarding meeting agendas and outcomes.|A) Increase participation from underrepresented families in advisory groups, leadership opportunities, and school committees. B) Provide additional training and orientation opportunities to help family members effectively participate in decision-making processes. C) Expand collaborative planning opportunities involving families, staff, and administrators throughout the school year. D) Continue improving the collection, analysis, and sharing of stakeholder feedback and outcome data.|ECR will improve engagement of underrepresented families by: A) Continuing to reduce participation barriers through flexible meeting schedules, virtual attendance options, and transportation assistance when available. B) Conducting targeted outreach to families who have not traditionally participated in school committees, leadership groups, and advisory meetings. C) Providing clear information regarding advisory committees, leadership opportunities, and school initiatives in families' home languages. D) Creating additional opportunities for families to share feedback through surveys, focus groups, listening sessions, and informal community conversations. E) Connecting families to workshops and resources that build understanding of educational programs, student supports, and opportunities for advocacy and involvement.|4|5|4|4|5|5|4|4|5|4|5|4|Met||2026-06-25|2026
19647331933746|Granada Hills Charter|3|Granada Hills Charter maintains multiple structures for building relationships between school staff and families across the TK–8 and high school programs. Educational partner input gathered through the Spring 2026 School Climate Survey, Possip Pulse Checks, School Site Council/LCAP Advisory, PTSA meetings, Governing Board meetings, ELAC, standing committees, parent workshops, and weekly newsletters helped GHC identify family needs, strengthen communication systems, and refine LCAP priorities.  Families participate in decision-making through the School Site Council/LCAP Advisory, English Learner Advisory Committee, TK–8 and high school PTSA, Governing Board meetings, Curriculum and Instruction Committee, Operations Committee, Student Services Committee, parent workshops, Possip Pulse Checks, and the Spring School Climate Survey. During the 2025–2026 LCAP process, the SSC/LCAP Advisory reviewed LCAP goals, survey results, Possip feedback, PTSA input, standing committee feedback, and the LCAP development timeline.  GHC’s strengths in relationship-building include consistent communication, multiple feedback opportunities, and strong family-school partnerships. Weekly TK–8 and high school newsletters, email updates, direct survey links, Possip Pulse Checks, PTSA meetings, and advisory committee meetings kept families informed about academics, assessment windows, student supports, safety procedures, wellness resources, college and career opportunities, school events, and ways to provide input. TK–8 newsletters regularly included safety reminders, attendance guidance, IB updates, PTSA opportunities, community resources, and School Climate Survey links.  Spring 2026 School Climate Survey results show generally positive family perceptions. Families rated Family Relationships and Communication at 83% favorable. Families also reported that staff treat them with respect at 89% favorable, respond to their needs in a timely manner at 86% favorable, and effectively communicate important information at 83% favorable.  Possip Pulse Checks provided an ongoing and accessible way for families to share praise, concerns, and suggestions throughout the year. Feedback addressed communication, academic support, grading transparency, college and career guidance, school safety, traffic, lunch routines, facilities, wellness, and student engagement. This helped school leaders identify timely concerns and recognize areas where families felt well-supported.  The TK–8 and high school PTSAs also served as important relationship-building structures. PTSA meetings included school updates, student leadership reports, fundraising coordination, volunteer planning, student recognition, staff appreciation, safety-related support, and school-community events.|Based on educational partner input and local data from the 2025–2026 school year, GHC’s focus areas for improving relationships between school staff and families are strengthening two-way communication, increasing transparency around academic progress, making feedback loops more visible, and building trust around school policies, discipline, attendance, and daily operations.  A primary focus area is improving the clarity and consistency of academic communication. Families identified the need for more consistent use of Canvas, Toddle, HAC, and other learning platforms so parents/guardians can monitor grades, missing assignments, assessments, and student progress. While the Spring 2026 School Climate Survey showed positive family perceptions, with Family Relationships and Communication rated 83% favorable, families requested clearer expectations for how teachers post assignments, update grades, and communicate progress. Possip feedback similarly noted that inconsistent use of Canvas and HAC across classes can make it difficult to find timely information.  Another focus area is strengthening feedback loops. Families provide input through Possip, School Climate Surveys, PTSA meetings, SSC/LCAP Advisory, ELAC, newsletters, and events; however, some feedback indicated that families want to better understand how suggestions are reviewed and used. In the Spring 2026 School Climate Survey, “The staff at Granada Hills Charter welcome my suggestions” was rated 71% favorable, lower than other communication indicators. GHC will continue improving transparency by communicating feedback received, actions taken, and areas under review.  GHC will also continue clear and proactive communication around policies, attendance, discipline, student supports, and daily operations. Families requested clearer explanations of attendance expectations, tardy procedures, discipline practices, safety routines, behavior supports, arrival and dismissal, traffic, parking, construction impacts, student appointments, lunch and recess routines, and campus access. Although families generally rated school safety positively, feedback indicated that discipline fairness and consistency remain areas for attention. TK–8 newsletters show continued efforts to communicate carline procedures, crossing areas, parking, construction updates, and safety reminders. Continued attention to these areas will reduce confusion, improve safety, and strengthen family trust.  Finally, GHC will continue expanding accessible opportunities for families to participate beyond surveys and committee meetings. This includes increasing awareness of PTSA leadership, parent workshops, Open House, college and career events, volunteer opportunities, student activities, schoolwide events, and advisory structures. While family engagement is a strength, GHC will continue identifying ways for families across both campuses and grade spans to ask questions, provide input, and partner with staff in support of student success.|GHC will continue improving engagement of underrepresented families by expanding access to communication, feedback opportunities, student support resources, and family education. Educational partner input from Possip, the Spring School Climate Survey, ELAC, PTSA, SSC/LCAP Advisory, newsletters, and parent workshops shows that families value frequent communication, while also needing clearer and more consistent information about academic progress, school policies, available supports, and how their feedback is used.  A key focus will be strengthening outreach to multilingual families and families of English Learners. GHC will continue using ELAC as a formal structure for families of English Learners to review student data, discuss English language development supports, provide input on LCAP-aligned actions, and learn about reclassification, academic interventions, and schoolwide opportunities. GHC will also continue improving language access through translated communication, interpretation when needed, and family-facing information that helps parents/guardians understand academic expectations, student progress, and available supports.  GHC will continue using communication methods families identify as accessible and useful. Possip feedback showed that many families prefer text communication, so GHC will continue using text, email, newsletters, direct links, and school platforms to share timely information. Weekly TK–8 and high school newsletters will continue to provide updates about academic supports, tutoring, counseling, wellness resources, school safety, attendance, college and career opportunities, PTSA events, parent workshops, and community resources.  To reduce barriers to participation, GHC will provide multiple ways for families to engage, including in-person meetings, virtual access when available, surveys, Possip Pulse Checks, PTSA meetings, ELAC, SSC/LCAP Advisory, parent workshops, and schoolwide events. Parent education opportunities will continue to address student wellness, technology use, social-emotional learning, college and career readiness, academic planning, and navigating school systems.  GHC will also continue connecting underrepresented families to student and family support services, including the Wellness Center, Care Solace, counseling, tutoring, ELD supports, community food resources, immigration-related resources, and school-based academic interventions. These supports are intended to strengthen trust, improve access, and ensure families have the information and resources needed to support student academic success, well-being, and belonging.  Finally, GHC will work to make feedback loops more visible by communicating how input from Possip, School Climate Surveys, ELAC, PTSA, and advisory committees informs school decisions and LCAP priorities. This will help underrepresented families see that their participation matters and contributes to continuous improvement in academic achievement and student engagement.|Granada Hills Charter continues to build partnerships for student outcomes by using multiple communication and engagement structures to connect families with academic supports, college and career readiness opportunities, wellness resources, and student progress information. Families receive information through weekly TK–8 and high school newsletters, emails, Possip Pulse Checks, School Climate Surveys, SSC/LCAP Advisory meetings, ELAC, PTSA meetings, parent workshops, counseling communications, student announcements, and direct outreach from school staff. GHC communicates academic and intervention supports across both programs, including After Hours Activities tutoring, Tutor.com 24/7 online tutoring, ELD tutoring with bilingual support, math tutoring, IB tutoring, Academic Mentor Program supports, Student Success Webinars, counselor workshops, TK–8 summer programs in ELA and mathematics for selected students based on academic need, and expanded learning and enrichment opportunities. Families are also regularly informed about college and career readiness supports, including college application workshops, FAFSA/CADAA information, scholarships, dual enrollment, AP/IB testing, the College and Career Fair, career speakers, community college opportunities, and grade-level transition activities. GHC’s strengths in building partnerships for student outcomes include strong advisory structures, consistent communication about academic supports, data-informed engagement, college and career readiness partnerships, English Learner family engagement, academic intervention, progress monitoring, and whole-student wellness supports. Families, students, teachers, staff, and administrators participate through SSC/LCAP Advisory, ELAC, PTSA, Governing Board meetings, Curriculum and Instruction, Operations, and Student Services. These groups review data, programs, policies, student supports, and LCAP-aligned priorities. The SSC/LCAP Advisory reviewed assessment data, California School Dashboard results, counseling and wellness supports, school safety, Possip feedback, School Climate Survey implementation, and the LCAP development timeline. Weekly newsletters helped families understand available academic supports, assessment schedules, intervention opportunities, tutoring, student activities, and parent workshops. High school newsletters promoted AHA tutoring, Tutor.com, ELD tutoring, math tutoring, IB tutoring, Academic Mentor Program supports, counseling workshops, dual enrollment, AP/IB information, and college/career opportunities. TK–8 newsletters communicated summer academic programs, CAASPP preparation, expanded learning opportunities, and parent workshops. GHC also used Possip Pulse Checks and the Spring 2026 School Climate Survey to gather input on academic support, grading transparency, communication, student wellness, school safety, college and career readiness, and student engagement.|Based on educational partner input and local data from the 2025–2026 school year, GHC will continue strengthening early identification, communication, and coordination of supports for students who are struggling academically, socially-emotionally, behaviorally, or with attendance. Feedback from families, students, teachers, staff, and advisory groups shows that GHC has many academic and wellness supports in place, while also highlighting the need for clearer and more proactive communication about when students need support, what services are available, and how families can partner with the school to monitor progress. A key focus area is improving the consistency and timeliness of academic progress communication. Families requested clearer information about grades, missing assignments, course expectations, and how to use platforms such as Canvas, Toddle, HAC, and other learning systems. GHC will continue refining grading and reporting practices, progress monitoring, and family notifications so parents/guardians can better understand student performance and intervene earlier when concerns arise. The Curriculum and Instruction Committee’s discussion of progress report communication, including opt-in mailed reports and expanded text/email notifications, reflects this continued focus. GHC will also improve how academic intervention data is shared and used across teams. The school will refine processes for identifying students who need support in ELA, mathematics, English language development, advanced coursework, credit completion, attendance, or social-emotional wellness. This includes strengthening coordination among academic counselors, college/career counselors, intervention staff, teachers, department chairs, special programs staff, deans, attendance staff, social workers, and wellness personnel. The goal is to ensure student needs are identified early and families receive clear guidance about tutoring, academic interventions, counseling, wellness supports, SST/COST processes, and other services. Another focus area is making academic support more proactive and targeted. Families expressed appreciation for AHA tutoring, Tutor.com, ELD tutoring, math tutoring, IB tutoring, and the Academic Mentor Program, but also requested that students who are struggling be more directly connected to these supports. GHC will continue strengthening systems that move beyond making supports available to ensuring students and families understand which supports are recommended, how to access them, and how progress will be monitored. GHC will also strengthen partnerships around college and career readiness. Feedback from high school families, especially in grades 10–12, showed a need for clearer and earlier guidance on course selection, AP/IB planning, dual enrollment, CTE pathways, financial aid, scholarships, college applications, career exploration, and senior-year timelines. This feedback will inform counseling communication, family workshops, and dual enrollment.|GHC will improve engagement of underrepresented families by strengthening targeted communication, language access, and direct connections to academic, wellness, and college/career supports. Educational partner feedback from Possip, the Spring School Climate Survey, ELAC, PTSA, SSC/LCAP Advisory, newsletters, and parent workshops showed that families value the range of supports available, but some families need clearer, more accessible information about how to use those supports and how to participate in decision-making opportunities. GHC will continue to use ELAC as a key structure for engaging families of English Learners in reviewing student data, English language development supports, reclassification progress, academic interventions, and LCAP-aligned actions. GHC will also continue to improve multilingual communication by providing translated materials and interpretation when needed, especially for information related to academic progress, tutoring, attendance, college and career readiness, wellness resources, and school policies. To reduce barriers to participation, GHC will continue using multiple communication methods, including newsletters, text messages, emails, Possip Pulse Checks, direct links, parent workshops, advisory meetings, and schoolwide events. Since Possip feedback showed that many families prefer text communication, GHC will continue to use text and other accessible platforms to share timely reminders and connect families to supports. GHC will also focus on more direct outreach to families whose students are identified as needing additional academic, attendance, behavioral, or social-emotional support. This includes clearer communication about tutoring, ELD supports, summer programs, counseling, Care Solace, the Wellness Center, SST/COST processes, college and career counseling, and community resources. The goal is to ensure that underrepresented families not only receive information, but also understand which supports are available, how to access them, and whom to contact for help. In addition, GHC will continue to strengthen feedback loops so families can see how their input influences student supports and school decisions. By communicating themes from Possip, School Climate Surveys, ELAC, PTSA, and advisory meetings, GHC will help underrepresented families understand that their participation contributes to program improvement and student outcomes. These efforts will support stronger partnerships between school staff and families and help ensure that all students have access to the academic, wellness, and engagement supports needed for success.|Granada Hills Charter continues to provide multiple opportunities for educational partners to provide input on school priorities, policies, programs, and LCAP-aligned actions. Families, students, teachers, staff, administrators, and community partners are engaged through formal advisory structures, public meetings, surveys, pulse checks, newsletters, workshops, and student leadership opportunities. These structures help GHC gather both quantitative and qualitative feedback, identify areas of strength and need, and make informed decisions that support academic achievement, student engagement, school climate, safety, wellness, and family partnership across the TK–8 and high school programs.  Granada Hills Charter provides multiple opportunities for educational partners to give input on school priorities, policies, programs, and LCAP-aligned actions. Families, students, teachers, staff, administrators, and community partners participate through the School Site Council/LCAP Advisory, English Learner Advisory Committee, TK–8 and high school PTSA, Curriculum and Instruction Standing Committee, Operations Standing Committee, Student Services Standing Committee, Governing Board meetings, parent workshops, family information nights, Possip Pulse Checks, the Spring School Climate Survey, newsletters, and student leadership structures. These opportunities allow educational partners to review data, ask questions, share recommendations, and participate in decision-making connected to student outcomes and schoolwide priorities.  A strength of GHC’s input process is its multi-tiered engagement structure. The SSC/LCAP Advisory serves as a central forum for reviewing LCAP goals, assessment data, California School Dashboard results, counseling and wellness supports, school safety updates, Possip feedback, School Climate Survey implementation, and the LCAP development timeline. During the 2025–2026 LCAP process, the advisory group reviewed multiple sources of input and discussed how survey data, Possip feedback, PTSA meetings, and standing committee input would inform LCAP development.  GHC also uses surveys to gather broad and timely feedback. The Spring 2026 School Climate Survey collected input from students, families, teachers, and staff across both programs, while Possip Pulse Checks provided more frequent family feedback by grade level and program. Educational partner input has informed decisions related to progress report communication, testing schedules, and student activities, including Girls’ Flag Football. Overall, GHC will continue strengthening feedback loops by communicating how input is reviewed, acted upon, and reflected in school decisions and LCAP priorities.|A focus area for improvement is strengthening the clarity, consistency, and visibility of how educational partner input is used in decision-making. GHC has multiple structures for gathering feedback, including SSC/LCAP Advisory, ELAC, PTSA, standing committees, Possip, School Climate Surveys, newsletters, and parent workshops. However, feedback from families, teachers, staff, and students indicates a need to make the full feedback loop more transparent: what input was received, how it was reviewed, what decisions were made, and what actions will be taken as a result. 2026-27 Local Performance Indicator Self-Reflection for Granada Hills Charter School Page 20 of 35 GHC will continue refining the scope and sequence of SSC/LCAP Advisory meetings so members understand the purpose of each meeting, the data being reviewed, and how their input connects to LCAP development. During 2025–2026, the SSC/LCAP Advisory reviewed LCAP goals, School Climate Survey data sources, Possip feedback, standing committee input, and the LCAP development timeline. Going forward, GHC will build on this process by providing a clearer annual calendar of topics, expected outcomes, and decision points so the committee’s work remains focused and actionable. A second focus area is increasing partner understanding of how survey and committee feedback influences school decisions. Possip and School Climate Survey results show that families value communication but want clearer followup when they provide suggestions. The Spring 2026 family survey showed generally positive communication results, but the item regarding whether staff welcome family suggestions was lower than other communication indicators, suggesting a need to strengthen how GHC communicates responsiveness to input. A third focus area is increasing staff and teacher voice in decision-making. Spring 2026 teacher and staff survey results identified opportunities for input and administrative communication as areas for continued growth. GHC will continue using standing committees, department/grade-level structures, professional learning meetings, and advisory groups to gather staff input earlier in planning processes, especially when decisions affect instruction, professional learning, student support, discipline systems, assessment schedules, and schoolwide initiatives. Finally, GHC will continue working to make decision-making opportunities more accessible to underrepresented families and students. This includes improving language access, continuing hybrid or flexible meeting options when possible, using text/email/newsletter reminders, providing direct links to surveys, and communicating opportunities through PTSA, ELAC, SSC/LCAP Advisory, Possip, and school newsletters. The goal is to ensure that educational partners are not only invited to provide input, but also understand how their participation contributes to school improvement and LCAP priorities.|GHC will improve engagement of underrepresented families by strengthening targeted outreach, language access, and communication about how families can participate in decision-making. Educational partner input from Possip, the Spring 2026 School Climate Survey, ELAC, PTSA, SSC/LCAP Advisory, and weekly newsletters showed that families value frequent communication, but some families need clearer, more accessible information about when feedback opportunities are available, how to participate, and how their input is used. GHC will continue to use ELAC as a key structure for engaging families of English Learners in decision-making related to English language development, academic supports, reclassification, family communication, and LCAPaligned actions. GHC will also continue improving translation and interpretation access so multilingual families can participate more fully in meetings, surveys, workshops, and school planning processes. To reduce barriers to participation, GHC will continue using multiple communication methods, including text messages, emails, newsletters, direct survey links, Possip Pulse Checks, PTSA communication, ELAC outreach, and School Climate Survey reminders. TK–8 and high school newsletters will continue to promote engagement opportunities such as PTSA meetings, parent workshops, School Climate Surveys, Open House, college/career events, and advisory meetings. In March, TK–8 newsletters directly invited families to complete the Spring School Climate Survey and provided contacts for questions and technical support. GHC will also continue refining the SSC/LCAP Advisory process so families understand the annual scope and sequence of LCAP development, the data being reviewed, and the specific points when feedback is needed. The SSC/LCAP Advisory reviewed the School Climate Survey, Possip surveys, PTSA meetings, committee meetings, and LCAP timeline as part of the 2025–2026 development process. Moving forward, GHC will make this process 2026-27 Local Performance Indicator Self-Reflection for Granada Hills Charter School Page 21 of 35 more visible so underrepresented families can see how their input contributes to decisions about academic support, student engagement, school climate, communication, safety, wellness, and family partnership. Finally, GHC will work to strengthen feedback loops by communicating major themes gathered from surveys, Possip, ELAC, PTSA, and advisory meetings, along with the actions taken in response. This will help underrepresented families see that their feedback is heard, valued, and connected to school decisions and LCAP priorities.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-22|2026
19647331937226|Reseda Charter High|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Reseda Charter High School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|At Reseda Charter High School, we are committed to strengthening engagement with underrepresented families by building authentic, culturally responsive relationships between staff and families. We use multilingual communication tools and expanded translation services, including live translators and technology-based supports, to ensure families receive important information in their home language and can actively participate in school decision-making. To create welcoming spaces, we host Coffee with the Principal, parent workshops, SSC, ELAC, and PHBAO meetings, offering translation and flexible meeting times to reduce barriers. Designated staff members provide personalized outreach and support to families of at-risk students. We also offer workshops on ELA/ELD strategies, navigating Schoology, and college and career readiness to help families support learning at home. In addition, staff receive professional development focused on building positive relationships with families using real-life examples from our school community. Through these efforts, we aim to foster trust, partnership, and a strong sense of belonging for all families.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15). Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation. As an Affiliated Charter in Los Angeles Unified, Reseda Charter High School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Reseda Charter High School will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes. Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making. SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures. Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants. As an Affiliated Charter in Los Angeles Unified, Reseda Charter High School is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration. As an Affiliated Charter in Los Angeles Unified, Reseda Charter High School is included in these engagement policies and processes.|4|4|3|4|4|4|5|4|5|5|5|5|Met||2026-06-16|2026
19647331938554|Sylmar Charter High|3|Ongoing training for school personnel on creating welcoming environments and using research-based family engagement practices is provided through annual Region Family Engagement Professional Development Summits for site teams. Additional professional learning includes the nation’s first District-led Family Engagement Micro-Credential, monthly trainings for Parent and Family Center staff, and cross-department collaboration with Federal and State Education Programs, Multilingual and Multicultural Education, Human Resources, and other offices. The District also uses tools like the Los Angeles Unified Family Empowerment Rubric to strengthen relationships between schools and families. Additional strengths include a Family Hotline providing timely assistance, as well as Regional Family and Community Engagement teams that partner with schools to strengthen family connections through training and support. Schools host monthly family engagement events focused on literacy, numeracy, joy, and wellness, while connecting families to resources on immigration, health, housing, and education. Family perception regarding access to instructional resources, measured by the School Experience Survey, increased from 89% in 2023-24 to 90% in 2024-25, reflecting more families finding school resources valuable for supporting their child’s education. The School Volunteer Program grew from 5,000 volunteers in 2021 to over 40,000 in 2026, expanding family engagement with school staff. Family education sessions are fully implemented through the District’s Strategic Plan, with surveys showing increased participation and satisfaction.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Sylmar Charter High School continues to work diligently to engage all families in their child's education. This past year's School Experience Survey results indicate an overall rating or 87% positive responses in Parent Engagement, dropping 1% from the previous year. We scored 82% positive responses in the area of active recruitment and involvement of families this past year so we will look specifically to improve in this area, particularly with our traditionally underrepresented populations. Although our African American population reamains less than 2% of our overall student population, parent and family engagement of this group will be a priority this school year. Sylmar Charter High School will continue to provide a welcoming environment and encourage families to participate in their child's learning experience ensuring that all Coffee with the Principal and School Governance Council Meetings are held using a hybrid format to accomodate working parents and families without transportation to the school.  We utilize live Spanish translation to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Building partnerships to improve student outcomes is central to the District’s Strategic Plan. School site and District engagement data show that families value opportunities through schools, Regions, and the Family Academy that strengthen collaboration with staff and reinforce shared responsibility for student success. The Family Academy offers courses at the school, Region, and District office levels, and a new platform now provides recorded content in multiple languages for flexible, self-paced family learning. The District’s Strategic Plan has expanded hybrid engagement options at the school, Region, and District office levels as well. Technology use has grown, with 91% of parents having a Parent Portal account. New resources were added to the web-based Parent Portal and App, helping families track student progress, review Individualized Education Plans, understand reclassification, view assignments, and access digital learning tools. Areas for improvement include boosting Family Academy participation among diverse families both in person and online. To increase in-person engagement, the District is partnering with schools on a new outreach framework, including hosting viewing sessions in Parent and Family Centers, a strategy that will continue next year. Continuous improvement strategies will include a new Learning Walks model to help families understand school instructional foci and identify effective ways to engage underrepresented groups. Efforts include coordinated course catalogues aligned with the Black Student Achievement Plan, targeted messaging on Region Ambassador workshops, and encouraging families to serve as “Promotoras” to engage others in learning opportunities for diverse student groups. The District will continue promoting Equity Course Pathways with Adult and Career Education, engaging families in addressing their child’s needs, and supporting parents’ enrollment in career programs to boost family stability and student success. As an Affiliated Charter in Los Angeles Unified, Sylmar Charter High School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Sylmar Charter High School will continue to offer specific workshops and resources through our Parent and Family Engagement Center in addition to providing Sylmar Charter High School will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes. Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular, on-time daily attendance.|LAUSD supports school councils, advisory committees, and Title I family engagement requirements with structured training that promotes shared decision-making. School Site Council (SSC) and English Learner Advisory Committee (ELAC) members receive two virtual and two in-person sessions covering procedures, School Plan for Student Achievement planning, budget data analysis, and the Strategic Plan. At the central office level, the District supports the formation and functioning of the Community Advisory Committee, District English Learner Advisory Committee, and Parent Advisory Committee, which hold monthly meetings, subcommittee meetings, and agenda planning sessions. Members are invited to join the Parent Leader Training Series covering parliamentary procedures, data analysis, and SMART comment writing. District committee training exceeds compliance, with families and staff co-designing year-long syllabi, agendas, and meetings to ensure meaningful engagement and shared leadership. Areas for growth include expanding family participation through the Region Ambassador initiative, which focuses on the Local Control and Accountability Plan, English Learners, and Special Education. Launched in 2023-24, the model promotes broader engagement, with participation increasing from 3,400 in 2024-25 to over 4,400 participants this year. LAUSD will continue outreach to boost representation. Another key improvement area is training school staff to engage families in continuous improvement. By facilitating meaningful conversations about school data related to student achievement and wellness, families can serve as informed and active partners in the decision-making process, with ongoing professional learning reinforcing shared understanding and collective responsibility. Federal policy requires Title I schools to have a Parent and Family Engagement Policy outlining resources and workshops that foster two-way communication between home and school. LAUSD has invested in communication platforms enabling schools to email, text, and send targeted event notifications and updates to families. An area for growth is enhancing two-way communication with high-need families through professional development, module-based courses, and sharing best practices across schools. Families learn District policies, legal rights, and advocacy for students through SSC and ELAC participation, with 100% of required schools forming these councils and committees annually. Future training will target broader demographic and multilingual representation to promote more inclusive participation. As an Affiliated Charter in Los Angeles Unified, Sylmar Charter High School is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2026-2027 school year.|Sylmar Charter high School has implemented several practices and outreach to improve engagement of underrepresented families to seek input for decision-making including posting opportunities on our website, phone and email messaging, LMS posting, and personal phone calls. We implemented a School Experience Survey and Parent Portal signup station at evening parent events to promote parent and family engagement and capture even more stakeholder feedback. These activities will continue and we will work specifically to involve our African American families by expanding engagement with our BSU, both locally and in District sponsored events.  Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration. As an Affiliated Charter in Los Angeles Unified, Sylmar Charter High School is included in these engagement policies and processes.|5|5|4|4|4|4|4|4|5|5|5|5|Met||2026-06-16|2026
19647331938612|Taft Charter High|3|Ongoing training for school personnel on creating welcoming environments and using research- based family engagement practices is provided through annual Region Family Engagement Professional Development Summits for site teams. Additional professional learning includes the nation’s first District-led Family Engagement Micro-Credential, monthly trainings for Parent and Family Center staff, and cross-department collaboration with Federal and State Education Programs, Multilingual and Multicultural Education, Human Resources, and other offices. The District also uses tools like the Los Angeles Unified Family Empowerment Rubric to strengthen relationships between schools and families.  Additional strengths include a Family Hotline providing timely assistance, as well as Regional Family and Community Engagement teams that partner with schools to strengthen family connections through training and support. Schools host monthly family engagement events focused on literacy, numeracy, joy, and wellness, while connecting families to resources on immigration, health, housing, and education. Family perception regarding access to instructional resources, measured by the School Experience Survey, increased from 89% in 2023-24 to 90% in 2024-25, reflecting more families finding school resources valuable for supporting their child’s education. The School Volunteer Program grew from 5,000 volunteers in 2021 to over 40,000 in 2026, expanding family engagement with school staff. Family education sessions are fully implemented through the District’s Strategic Plan, with surveys showing increased participation and satisfaction. As an Affiliated Charter in Los Angeles Unified, Taft Charter High School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Taft Charter High School will continue to provide an inclusive and welcoming environment in which all families are encouraged to participate in their students' learning. To serve our diverse community, we will enhance translation and interpretation support through live language assistance and technology-based tools, ensuring that families can communicate effectively with staff, participate in school activities, and share their perspectives. Taft Charter High School will also offer culturally responsive family engagement events that celebrate the diverse backgrounds of our students and families with the goal of strengthening relationships between home and school and fostering a greater sense of belonging. To further support the needs of our underserved families experiencing housing instability, migrant families, and others facing systemic barriers, we will expand partnerships with community organizations and service providers. These collaborations will increase access to critical resources, including food assistance, housing support, and mental health services.|Building partnerships to improve student outcomes is central to the District’s Strategic Plan. School site and District engagement data show that families value opportunities through schools, Regions, and the Family Academy that strengthen collaboration with staff and reinforce shared responsibility for student success. The Family Academy offers courses at the school, Region, and District office levels, and a new platform now provides recorded content in multiple languages for flexible, self-paced family learning. The District’s Strategic Plan has expanded hybrid engagement options at the school, Region, and District office levels as well. Technology use has grown, with 91% of parents having a Parent Portal account. New resources were added to the web-based Parent Portal and App, helping families track student progress, review Individualized Education Plans, understand reclassification, view assignments, and access digital learning tools. Areas for improvement include boosting Family Academy participation among diverse families both in person and online. To increase in-person engagement, the District is partnering with schools on a new outreach framework, including hosting viewing sessions in Parent and Family Centers, a strategy that will continue next year. Continuous improvement strategies will include a new Learning Walks model to help families understand school instructional foci and identify effective ways to engage underrepresented groups. Efforts include coordinated course catalogues aligned with the Black Student Achievement Plan, targeted messaging on Region Ambassador workshops, and encouraging families to serve as “Promotoras” to engage others in learning opportunities for diverse student groups. The District will continue promoting Equity Course Pathways with Adult and Career Education, engaging families in addressing their child’s needs, and supporting parents’ enrollment in career programs to boost family stability and student success. As an Affiliated Charter in Los Angeles Unified, Taft Charter High School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Taft Charter High School remains committed to increasing daily student attendance through a comprehensive approach that addresses barriers to attendance while fostering a positive, engaging, and supportive school climate. Attendance incentives are regularly implemented to recognize and celebrate consistent attendance, improved attendance, and student growth while reinforcing students' sense of belonging and connection to school. The PSA (Pupil Services and Attendance) Counselor and BSAP (Black Student Achievement Plan) team maintains regular check-ins with students and families, particularly those from underserved populations, to identify challenges affecting attendance and connect them with appropriate supports and resources. Taft Charter High School further strengthens its PBIS (Positive Behavioral Interventions and Supports) framework by cultivating a welcoming and inclusive environment where students feel connected, valued, and empowered. The PBIS team's goal is to foster intrinsic motivation by nurturing a sense of purpose, belonging, and investment in each student's educational experience. Taft Charter High School actively engages families through outreach, school activities, and ongoing communication to better understand their experiences, celebrate their strengths, and strengthen home-school partnerships. Families are provided opportunities to share insights regarding factors that influence attendance, and their feedback informs ongoing improvement efforts.|LAUSD supports school councils, advisory committees, and Title I family engagement requirements with structured training that promotes shared decision-making. School Site Council (SSC) and English Learner Advisory Committee (ELAC) members receive two virtual and two in-person sessions covering procedures, School Plan for Student Achievement planning, budget data analysis, and the Strategic Plan. At the central office level, the District supports the formation and functioning of the Community Advisory Committee, District English Learner Advisory Committee, and Parent Advisory Committee, which hold monthly meetings, subcommittee meetings, and agenda planning sessions. Members are invited to join the Parent Leader Training Series covering parliamentary procedures, data analysis, and SMART comment writing. District committee training exceeds compliance, with families and staff co-designing year-long syllabi, agendas, and meetings to ensure meaningful engagement and shared leadership. Areas for growth include expanding family participation through the Region Ambassador initiative, which focuses on the Local Control and Accountability Plan, English Learners, and Special Education. Launched in 2023-24, the model promotes broader engagement, with participation increasing from 3,400 in 2024-25 to over 4,400 participants this year. LAUSD will continue outreach to boost representation. Another key improvement area is training school staff to engage families in continuous improvement. By facilitating meaningful conversations about school data related to student achievement and wellness, families can serve as informed and active partners in the decision-making process, with ongoing professional learning reinforcing shared understanding and collective responsibility.  Federal policy requires Title I schools to have a Parent and Family Engagement Policy outlining resources and workshops that foster two-way communication between home and school. LAUSD has invested in communication platforms enabling schools to email, text, and send targeted event notifications and updates to families. An area for growth is enhancing two-way communication with high-need families through professional development, module-based courses, and sharing best practices across schools. Families learn District policies, legal rights, and advocacy for students through SSC and ELAC participation, with 100% of required schools forming these councils and committees annually. Future training will target broader demographic and multilingual representation to promote more inclusive participation. As an Affiliated Charter in Los Angeles Unified, Taft Charter High School is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2026-2027 school year.|Other ways LAUSD seeks input are through school-based councils and three District-wide committees that allow parents and community members to learn about various District plans and make recommendations for improvement. At the school level, engagement occurs through the School Site Council (SSC), the Local School Leadership Council, and the English Learner Advisory Committee (ELAC), all of which provide structured opportunities for shared decision-making, review of school programs, and input on student achievement and school improvement efforts. At the District level, the first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area (SELPA) Local Plan. The second committee is the District English Learner Advisory Committee (DELAC), which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the Local Control and Accountability Plan (LCAP). The third committee is the Parent Advisory Committee (PAC), which reviews and provides recommendations on the LCAP. Members of these committees typically participate annually in approximately ten meetings, each lasting about three hours. As an Affiliated Charter in Los Angeles Unified, Taft Charter High School, is included in these engagement policies and processes.|4|3|3|4|4|4|3|3|4|4|4|3|Met||2026-06-16|2026
19647331938885|University High School Charter|3|Ongoing training for school personnel on creating welcoming environments and using research- based family engagement practices is provided through annual Region Family Engagement Professional Development Summits for site teams. Additional professional learning includes the nation’s first District-led Family Engagement Micro-Credential, monthly trainings for Parent and Family Center staff, and cross-department collaboration with Federal and State Education Programs, Multilingual and Multicultural Education, Human Resources, and other offices. The District also uses tools like the Los Angeles Unified Family Empowerment Rubric to strengthen relationships between schools and families.  Additional strengths include a Family Hotline providing timely assistance, as well as Regional Family and Community Engagement teams that partner with schools to strengthen family connections through training and support. Schools host monthly family engagement events focused on literacy, numeracy, joy, and wellness, while connecting families to resources on immigration, health, housing, and education. Family perception regarding access to instructional resources, measured by the School Experience Survey, increased from 89% in 2023-24 to 90% in 2024-25, reflecting more families finding school resources valuable for supporting their child’s education. The School Volunteer Program grew from 5,000 volunteers in 2021 to over 40,000 in 2026, expanding family engagement with school staff. Family education sessions are fully implemented through the District’s Strategic Plan, with surveys showing increased participation and satisfaction. As an Affiliated Charter in Los Angeles Unified, University High School Charter is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|University High School Charter will continue engage families throughout the year with invitations to school activities and events as well as communicating with families via the weekly Sunday messages with updates and reminders.  These messages are sent using various medium of communication which include emails, and voice and text messages.  Additionally, University High School Charter will continute to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Building partnerships to improve student outcomes is central to the District’s Strategic Plan. School site and District engagement data show that families value opportunities through schools, Regions, and the Family Academy that strengthen collaboration with staff and reinforce shared responsibility for student success. The Family Academy offers courses at the school, Region, and District office levels, and a new platform now provides recorded content in multiple languages for flexible, self-paced family learning. The District’s Strategic Plan has expanded hybrid engagement options at the school, Region, and District office levels as well. Technology use has grown, with 91% of parents having a Parent Portal account. New resources were added to the web-based Parent Portal and App, helping families track student progress, review Individualized Education Plans, understand reclassification, view assignments, and access digital learning tools. Areas for improvement include boosting Family Academy participation among diverse families both in person and online. To increase in-person engagement, the District is partnering with schools on a new outreach framework, including hosting viewing sessions in Parent and Family Centers, a strategy that will continue next year. Continuous improvement strategies will include a new Learning Walks model to help families understand school instructional foci and identify effective ways to engage underrepresented groups. Efforts include coordinated course catalogues aligned with the Black Student Achievement Plan, targeted messaging on Region Ambassador workshops, and encouraging families to serve as “Promotoras” to engage others in learning opportunities for diverse student groups. The District will continue promoting Equity Course Pathways with Adult and Career Education, engaging families in addressing their child’s needs, and supporting parents’ enrollment in career programs to boost family stability and student success. As an Affiliated Charter in Los Angeles Unified, University High School Charter is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|University High School Charter will continue to partner with families throughout the year by providing direct services from the Pupil Services and Attendance Counselor (PSA).  The PSA will conduct regular home visits to identify root causes of absentees and will provide resources to families who need the additional services and supports.    Universith High School Charter will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|LAUSD supports school councils, advisory committees, and Title I family engagement requirements with structured training that promotes shared decision-making. School Site Council (SSC) and English Learner Advisory Committee (ELAC) members receive two virtual and two in-person sessions covering procedures, School Plan for Student Achievement planning, budget data analysis, and the Strategic Plan. At the central office level, the District supports the formation and functioning of the Community Advisory Committee, District English Learner Advisory Committee, and Parent Advisory Committee, which hold monthly meetings, subcommittee meetings, and agenda planning sessions. Members are invited to join the Parent Leader Training Series covering parliamentary procedures, data analysis, and SMART comment writing. District committee training exceeds compliance, with families and staff co-designing year-long syllabi, agendas, and meetings to ensure meaningful engagement and shared leadership. Areas for growth include expanding family participation through the Region Ambassador initiative, which focuses on the Local Control and Accountability Plan, English Learners, and Special Education. Launched in 2023-24, the model promotes broader engagement, with participation increasing from 3,400 in 2024-25 to over 4,400 participants this year. LAUSD will continue outreach to boost representation. Another key improvement area is training school staff to engage families in continuous improvement. By facilitating meaningful conversations about school data related to student achievement and wellness, families can serve as informed and active partners in the decision-making process, with ongoing professional learning reinforcing shared understanding and collective responsibility.  Federal policy requires Title I schools to have a Parent and Family Engagement Policy outlining resources and workshops that foster two-way communication between home and school. LAUSD has invested in communication platforms enabling schools to email, text, and send targeted event notifications and updates to families. An area for growth is enhancing two-way communication with high-need families through professional development, module-based courses, and sharing best practices across schools. Families learn District policies, legal rights, and advocacy for students through SSC and ELAC participation, with 100% of required schools forming these councils and committees annually. Future training will target broader demographic and multilingual representation to promote more inclusive participation.  As an Affiliated Charter in Los Angeles Unified, University High School Charter is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2026-2027 school year.|At the start of each academic year, families are provided with information about the various councils on campus where parents/guardians can participate in and engage in decision making with other stakeholders.   These councils include School Site Council, English Learner Advisory Committee, and Local School Leadership Council.  After this initial meeting of the year, parents are invited to nominate themselves to become members and to hold officer roles in these councils.  Parents are also invited to the monthly Coffee with the Principal Meetings.    Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.    As an Affiliated Charter in Los Angeles Unified,  University High School Charter is included in these engagement policies and processes.|5|5|4|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
19647331995836|Palisades Charter High|3|Palisades Charter High School has made significant strides in fostering strong, positive relationships between school staff and families. PCHS excels in creating welcoming environments for all students and families. Inclusive practices are embedded in the school's culture and are consistently maintained.|Palisades Charter High School will continue to focus on supporting staff in inclusive practices in and out of the classroom and ensuring they consistently maintain their positive and welcoming classroom environments.|Palisades Charter High School will specifically engage the leaders of various student affinity groups to ensure their voices are represented in all surveys and other means of reflection and data collection.|Palisades Charter High School has made meaningful progress in building partnerships that support student outcomes. One of the key strengths lies in the implementation of policies and programs that facilitate regular meetings between teachers, families, and students to discuss academic progress and collaborative strategies for improvement. PCHS also provides families with resources to support learning at home and helps them understand their legal rights and advocacy roles. These initiatives, though still developing, demonstrate a clear intent to empower students and families and strengthen their involvement in the educational process.|"Professional development for educators, while initiated, needs to be expanded and refined to ensure all staff are confident and skilled in a multitude of diverse topics to support our students and their families. PCHS piloted four ""PD Minimum Days"" during the 2025-26 school year where faculty were provided over 8 hours of professional development embedded within the school day/calendar. PCHS plans to continue these schedules moving forward. Professional Developments topics will include: pedagogical techniques, educational technology tools, artificial intelligence, cultural responsiveness, communication strategies, and tiered intervention strategies."|Palisades Charter High School will specifically engage the leaders of various student affinity groups to ensure their voices are represented in the self-reflection process as we build partnerships for student success.|Palisades Charter High School has established a foundational framework for engaging families in decision-making processes. One of our strengths is our commitment to providing families with opportunities to participate in advisory groups and offer input on school and district policies. This is reflected in our active governance and operational committees such as Long-Term Strategic Planning, Academic Accountability, Budget and Finance, and the PCHS Board of Trustees. School leaders are supported in their efforts to continue their own growth in facilitating engagement with families in meaningful ways. Additionally, PCHS has begun to implement strategies to reach underrepresented groups and ensure their voices are included in the school-wide decision-making process. While these efforts are still maturing, they reflect a commitment and awareness of the importance of equity and inclusion in governance and planning.|One key area for improvement is the consistency and accessibility of input opportunities. PCHS must ensure that these opportunities are well-publicized, linguistically accessible, and scheduled at times that accommodate working families. Furthermore, PCHS should enhance its efforts to collaboratively plan, implement, and evaluate family engagement activities. Pali hosts several large, school-wide events a year such as Back to School Night, where students and their families have an opportunity to engage with all faculty members, meet representatives for various clubs, teams, and parent organizations, and contribute to the positive school culture. Currently, these efforts are in the early stages, and more structured collaboration between families, faculty, staff, and administrators is needed to ensure that engagement strategies are effective and responsive to specific community needs.|Palisades Charter High School will specifically engage the leaders of various student affinity groups to ensure their voices are represented in the self-reflection process as we continue to refine how we seek input in the school-wide decision making process.|4|5|3|3|3|3|4|3|3|3|3|3|Met||2026-06-09|2026
19647331996610|Los Angeles Leadership Academy|3||||||||||||||||||||||Not Met|||2026
19647336015986|Beckford Charter for Enriched Studies|3|Ongoing training for school personnel on creating welcoming environments and using research- based family engagement practices is provided through annual Region Family Engagement Professional Development Summits for site teams. Additional professional learning includes the nation’s first District-led Family Engagement Micro-Credential, monthly trainings for Parent and Family Center staff, and cross-department collaboration with Federal and State Education Programs, Multilingual and Multicultural Education, Human Resources, and other offices. The District also uses tools like the Los Angeles Unified Family Empowerment Rubric to strengthen relationships between schools and families.  Additional strengths include a Family Hotline providing timely assistance, as well as Regional Family and Community Engagement teams that partner with schools to strengthen family connections through training and support. Schools host monthly family engagement events focused on literacy, numeracy, joy, and wellness, while connecting families to resources on immigration, health, housing, and education. Family perception regarding access to instructional resources, measured by the School Experience Survey, increased from 89% in 2023-24 to 90% in 2024-25, reflecting more families finding school resources valuable for supporting their child’s education. The School Volunteer Program grew from 5,000 volunteers in 2021 to over 40,000 in 2026, expanding family engagement with school staff. Family education sessions are fully implemented through the District’s Strategic Plan, with surveys showing increased participation and satisfaction. As an Affiliated Charter in Los Angeles Unified, Beckford Charter for Enriched Studies is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Beckford Charter for Enriched Studies will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Building partnerships to improve student outcomes is central to the District’s Strategic Plan. School site and District engagement data show that families value opportunities through schools, Regions, and the Family Academy that strengthen collaboration with staff and reinforce shared responsibility for student success. The Family Academy offers courses at the school, Region, and District office levels, and a new platform now provides recorded content in multiple languages for flexible, self-paced family learning. The District’s Strategic Plan has expanded hybrid engagement options at the school, Region, and District office levels as well. Technology use has grown, with 91% of parents having a Parent Portal account. New resources were added to the web-based Parent Portal and App, helping families track student progress, review Individualized Education Plans, understand reclassification, view assignments, and access digital learning tools. Areas for improvement include boosting Family Academy participation among diverse families both in person and online. To increase in-person engagement, the District is partnering with schools on a new outreach framework, including hosting viewing sessions in Parent and Family Centers, a strategy that will continue next year. Continuous improvement strategies will include a new Learning Walks model to help families understand school instructional foci and identify effective ways to engage underrepresented groups. Efforts include coordinated course catalogues aligned with the Black Student Achievement Plan, targeted messaging on Region Ambassador workshops, and encouraging families to serve as “Promotoras” to engage others in learning opportunities for diverse student groups. The District will continue promoting Equity Course Pathways with Adult and Career Education, engaging families in addressing their child’s needs, and supporting parents’ enrollment in career programs to boost family stability and student success. As an Affiliated Charter in Los Angeles Unified, Beckford Charter for Enriched Studies is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Beckford Charter for Enriched Studies will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|LAUSD supports school councils, advisory committees, and Title I family engagement requirements with structured training that promotes shared decision-making. School Site Council (SSC) and English Learner Advisory Committee (ELAC) members receive two virtual and two in-person sessions covering procedures, School Plan for Student Achievement planning, budget data analysis, and the Strategic Plan. At the central office level, the District supports the formation and functioning of the Community Advisory Committee, District English Learner Advisory Committee, and Parent Advisory Committee, which hold monthly meetings, subcommittee meetings, and agenda planning sessions. Members are invited to join the Parent Leader Training Series covering parliamentary procedures, data analysis, and SMART comment writing. District committee training exceeds compliance, with families and staff co-designing year-long syllabi, agendas, and meetings to ensure meaningful engagement and shared leadership. Areas for growth include expanding family participation through the Region Ambassador initiative, which focuses on the Local Control and Accountability Plan, English Learners, and Special Education. Launched in 2023-24, the model promotes broader engagement, with participation increasing from 3,400 in 2024-25 to over 4,400 participants this year. LAUSD will continue outreach to boost representation. Another key improvement area is training school staff to engage families in continuous improvement. By facilitating meaningful conversations about school data related to student achievement and wellness, families can serve as informed and active partners in the decision-making process, with ongoing professional learning reinforcing shared understanding and collective responsibility.  Federal policy requires Title I schools to have a Parent and Family Engagement Policy outlining resources and workshops that foster two-way communication between home and school. LAUSD has invested in communication platforms enabling schools to email, text, and send targeted event notifications and updates to families. An area for growth is enhancing two-way communication with high-need families through professional development, module-based courses, and sharing best practices across schools. Families learn District policies, legal rights, and advocacy for students through SSC and ELAC participation, with 100% of required schools forming these councils and committees annually. Future training will target broader demographic and multilingual representation to promote more inclusive participation. As an Affiliated Charter in Los Angeles Unified, Beckford Charter for Enriched Studies is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2026-2027 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Beckford Charter for Enriched Studies is included in these engagement policies and processes.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-16|2026
19647336016240|Calabash Charter Academy|3|the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Calabash Charter Academy, is included in these engagement policies and processes.|Calabash Charter Academy will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Calabash Charter Academy, is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Calabash Charter Academy will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Calabash Charter Academy, is included in these engagement policies and processes.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Calabash Charter Academy, is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Calabash Charter Academy, is included in these engagement policies and processes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-17|2026
19647336016265|Calvert Charter for Enriched Studies|3||||||||||||||||||||||Not Met|||2026
19647336016323|Canyon Charter Elementary|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Canyon Charter School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Canyon Charter School will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2025-26).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Canyon Charter School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Canyon Charter School will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2025-26 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Canyon Charter School is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2026-2027 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Canyon Charter School is included in these engagement policies and processes.|5|5|5|5|5|5|5|5|5|5|4|5|Met||2026-06-16|2026
19647336016356|Carpenter Community Charter|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Carpenter Community Charter, is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Carpenter CC's Welcoming Committee will host a series of events for ALL incoming families to help them get acclimated to the school, network with other families, and assist students to start building relationships with each other. In addition, the PTA will assign a parent liaison to help communicate with ALL new families before the start of the school year to ensure that every family is aware of calendar dates and events. Also, the school's administration team will host a series of Coffees for parents to have access to administrators. And finally, all parents will be invited to join/attend school committee meetings and agendas and minutes will be posted on the school website for easy access. Carpenter CC will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community. Carpenter CC will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community. Carpenter Community Charter will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2025-26).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Carpenter Community Charter, is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Carpenter CC will provide numerous opportunities for ALL qualifying students to participate in academic intervention during and after school throughout the school year to improve student outcomes. Carpenter CC will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes. Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.  School will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2025-26 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Carpenter Community Charter, is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2026-2027 school year.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making. SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures. Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2025-26 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants. As an Affiliated Charter in Los Angeles Unified, Carpenter CC, is included in these engagement policies and processes.Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  (INSERT NAME OF SCHOOL) is included in these engagement policies and processes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
19647336016562|Colfax Charter Elementary|3|Ongoing training for school personnel on creating welcoming environments and using research- based family engagement practices is provided through annual Region Family Engagement Professional Development Summits for site teams. Additional professional learning includes the nation’s first District-led Family Engagement Micro-Credential, monthly trainings for Parent and Family Center staff, and cross-department collaboration with Federal and State Education Programs, Multilingual and Multicultural Education, Human Resources, and other offices. The District also uses tools like the Los Angeles Unified Family Empowerment Rubric to strengthen relationships between schools and families.  Additional strengths include a Family Hotline providing timely assistance, as well as Regional Family and Community Engagement teams that partner with schools to strengthen family connections through training and support. Schools host monthly family engagement events focused on literacy, numeracy, joy, and wellness, while connecting families to resources on immigration, health, housing, and education. Family perception regarding access to instructional resources, measured by the School Experience Survey, increased from 89% in 2023-24 to 90% in 2024-25, reflecting more families finding school resources valuable for supporting their child’s education. The School Volunteer Program grew from 5,000 volunteers in 2021 to over 40,000 in 2026, expanding family engagement with school staff. Family education sessions are fully implemented through the District’s Strategic Plan, with surveys showing increased participation and satisfaction. As an Affiliated Charter in Los Angeles Unified, Colfax Charter is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Colfax Charter holds multiple orientations to start each school year for families to learn more about connecting with  and learning more about our school as well as bi-monthly community assemblies and monthly coffee and conversations with the Principal and Admin team discussing a variety of topics that serve underrepresented families in our community.  Colfax Charter will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Building partnerships to improve student outcomes is central to the District’s Strategic Plan. School site and District engagement data show that families value opportunities through schools, Regions, and the Family Academy that strengthen collaboration with staff and reinforce shared responsibility for student success. The Family Academy offers courses at the school, Region, and District office levels, and a new platform now provides recorded content in multiple languages for flexible, self-paced family learning. The District’s Strategic Plan has expanded hybrid engagement options at the school, Region, and District office levels as well. Technology use has grown, with 91% of parents having a Parent Portal account. New resources were added to the web-based Parent Portal and App, helping families track student progress, review Individualized Education Plans, understand reclassification, view assignments, and access digital learning tools. Areas for improvement include boosting Family Academy participation among diverse families both in person and online. To increase in-person engagement, the District is partnering with schools on a new outreach framework, including hosting viewing sessions in Parent and Family Centers, a strategy that will continue next year. Continuous improvement strategies will include a new Learning Walks model to help families understand school instructional foci and identify effective ways to engage underrepresented groups. Efforts include coordinated course catalogues aligned with the Black Student Achievement Plan, targeted messaging on Region Ambassador workshops, and encouraging families to serve as “Promotoras” to engage others in learning opportunities for diverse student groups. The District will continue promoting Equity Course Pathways with Adult and Career Education, engaging families in addressing their child’s needs, and supporting parents’ enrollment in career programs to boost family stability and student success. As an Affiliated Charter in Los Angeles Unified, Colfax Charter is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Colfax Charter will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|LAUSD supports school councils, advisory committees, and Title I family engagement requirements with structured training that promotes shared decision-making. School Site Council (SSC) and English Learner Advisory Committee (ELAC) members receive two virtual and two in-person sessions covering procedures, School Plan for Student Achievement planning, budget data analysis, and the Strategic Plan. At the central office level, the District supports the formation and functioning of the Community Advisory Committee, District English Learner Advisory Committee, and Parent Advisory Committee, which hold monthly meetings, subcommittee meetings, and agenda planning sessions. Members are invited to join the Parent Leader Training Series covering parliamentary procedures, data analysis, and SMART comment writing. District committee training exceeds compliance, with families and staff co-designing year-long syllabi, agendas, and meetings to ensure meaningful engagement and shared leadership. Areas for growth include expanding family participation through the Region Ambassador initiative, which focuses on the Local Control and Accountability Plan, English Learners, and Special Education. Launched in 2023-24, the model promotes broader engagement, with participation increasing from 3,400 in 2024-25 to over 4,400 participants this year. LAUSD will continue outreach to boost representation. Another key improvement area is training school staff to engage families in continuous improvement. By facilitating meaningful conversations about school data related to student achievement and wellness, families can serve as informed and active partners in the decision-making process, with ongoing professional learning reinforcing shared understanding and collective responsibility.  Federal policy requires Title I schools to have a Parent and Family Engagement Policy outlining resources and workshops that foster two-way communication between home and school. LAUSD has invested in communication platforms enabling schools to email, text, and send targeted event notifications and updates to families. An area for growth is enhancing two-way communication with high-need families through professional development, module-based courses, and sharing best practices across schools. Families learn District policies, legal rights, and advocacy for students through SSC and ELAC participation, with 100% of required schools forming these councils and committees annually. Future training will target broader demographic and multilingual representation to promote more inclusive participation. As an Affiliated Charter in Los Angeles Unified, (INSERT NAME OF SCHOOL) is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2026-2027 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Colfax Charter is included in these engagement policies and processes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
19647336016729|Dearborn Elementary Charter Academy|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC.  As an Affiliated Charter in Los Angeles Unified, Dearborn Elementary Charter Academy is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Dearborn Elementary Charter Academy will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2025-26).  Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Dearborn Elementary Charter Academy is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Dearborn Elementary Charter Academy will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.  SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.  Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2025-26 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.  As an Affiliated Charter in Los Angeles Unified, Dearborn Elementary Charter Academy is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Dearborn Elementary Charter Academy is included in these engagement policies and processes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
19647336016778|Dixie Canyon Community Charter|3|Ongoing training for school personnel on creating welcoming environments and using researchbased family engagement practices is provided through annual Region Family Engagement Professional Development Summits for site teams. Additional professional learning includes the nation’s first District-led Family Engagement Micro-Credential, monthly trainings for Parent and Family Center staff, and cross-department collaboration with Federal and State Education Programs, Multilingual and Multicultural Education, Human Resources, and other offices. The District also uses tools like the Los Angeles Unified Family Empowerment Rubric to strengthen relationships between schools and families. Additional strengths include a Family Hotline providing timely assistance, as well as Regional Family and Community Engagement teams that partner with schools to strengthen family connections through training and support. Schools host monthly family engagement events focused on literacy, numeracy, joy, and wellness, while connecting families to resources on immigration, health, housing, and education. Family perception regarding access to instructional resources, measured by the School Experience Survey, increased from 89% in 2023-24 to 90% in 2024-25, reflecting more families finding school resources valuable for supporting their child’s education. The School Volunteer Program grew from 5,000 volunteers in 2021 to over 40,000 in 2026, expanding family engagement with school staff. Family education sessions are fully implemented through the District’s Strategic Plan, with surveys showing increased participation and satisfaction.|Building partnerships to improve student outcomes is central to the District’s Strategic Plan. School site and District engagement data show that families value opportunities through schools, Regions, and the Family Academy that strengthen collaboration with staff and reinforce shared responsibility for student success. The Family Academy offers courses at the school, Region, and District office levels, and a new platform now provides recorded content in multiple languages for flexible, self-paced family learning. The District’s Strategic Plan has expanded hybrid engagement options at the school, Region, and District office levels as well. Technology use has grown, with 91% of parents having a Parent Portal account. New resources were added to the web-based Parent Portal and App, helping families track student progress, review Individualized Education Plans, understand reclassification, view assignments, and access digital learning tools. Areas for improvement include boosting Family Academy participation among diverse families both in person and online. To increase in-person engagement, the District is partnering with schools on a new outreach framework, including hosting viewing sessions in Parent and Family Centers, a strategy that will continue next year. Continuous improvement strategies will include a new Learning Walks model to help families understand school instructional foci and identify effective ways to engage underrepresented groups. Efforts include coordinated course catalogues aligned with the Black Student Achievement Plan, targeted messaging on Region Ambassador workshops, and encouraging families to serve as “Promotoras” to engage others in learning opportunities for diverse student groups. The District will continue promoting Equity Course Pathways with Adult and Career Education, engaging families in addressing their child’s needs, and supporting parents’ enrollment in career programs to boost family stability and student success.|LAUSD supports school councils, advisory committees, and Title I family engagement requirements with structured training that promotes shared decision-making. School Site Council (SSC) and English Learner Advisory Committee (ELAC) members receive two virtual and two inperson sessions covering procedures, School Plan for Student Achievement planning, budget data analysis, and the Strategic Plan. At the central office level, the District supports the formation and functioning of the Community Advisory Committee, District English Learner Advisory Committee, and Parent Advisory Committee, which hold monthly meetings, subcommittee meetings, and agenda planning sessions. Members are invited to join the Parent Leader Training Series covering parliamentary procedures, data analysis, and SMART comment writing. District committee training exceeds compliance, with families and staff co-designing year-long syllabi, agendas, and meetings to ensure meaningful engagement and shared leadership. Areas for growth include expanding family participation through the Region Ambassador initiative, which focuses on the Local Control and Accountability Plan, English Learners, and Special Education. Launched in 2023-24, the model promotes broader engagement, with participation increasing from 3,400 in 2024-25 to over 4,400 participants this year. LAUSD will continue outreach to boost representation. Another key improvement area is training school staff to engage families in continuous improvement. By facilitating meaningful conversations about school data related to student achievement and wellness, families can serve as informed and active partners in the decision-making process, with ongoing professional learning reinforcing shared understanding and collective responsibility. Federal policy requires Title I schools to have a Parent and Family Engagement Policy outlining resources and workshops that foster two-way communication between home and school. LAUSD has invested in communication platforms enabling schools to email, text, and send targeted event notifications and updates to families. An area for growth is enhancing two-way communication with high-need families through professional development, module-based courses, and sharing best practices across schools. Families learn District policies, legal rights, and advocacy for students through SSC and ELAC participation, with 100% of required schools forming these councils and committees annually. Future training will target broader demographic and multilingual representation to promote more inclusive participation. As an Affiliated Charter School in LAUSD, Dixie Canyon Community Charter is included in these engagement policies and processes.|Ongoing training for school personnel on creating welcoming environments and using researchbased family engagement practices is provided through annual Region Family Engagement Professional Development Summits for site teams. Additional professional learning includes the nation’s first District-led Family Engagement Micro-Credential, monthly trainings for Parent and Family Center staff, and cross-department collaboration with Federal and State Education Programs, Multilingual and Multicultural Education, Human Resources, and other offices. The District also uses tools like the Los Angeles Unified Family Empowerment Rubric to strengthen relationships between schools and families. Additional strengths include a Family Hotline providing timely assistance, as well as Regional Family and Community Engagement teams that partner with schools to strengthen family connections through training and support. Schools host monthly family engagement events focused on literacy, numeracy, joy, and wellness, while connecting families to resources on immigration, health, housing, and education. Family perception regarding access to instructional resources, measured by the School Experience Survey, increased from 89% in 2023-24 to 90% in 2024-25, reflecting more families finding school resources valuable for supporting their child’s education. The School Volunteer Program grew from 5,000 volunteers in 2021 to over 40,000 in 2026, expanding family engagement with school staff. Family education sessions are fully implemented through the District’s Strategic Plan, with surveys showing increased participation and satisfaction.|Building partnerships to improve student outcomes is central to the District’s Strategic Plan. School site and District engagement data show that families value opportunities through schools, Regions, and the Family Academy that strengthen collaboration with staff and reinforce shared responsibility for student success. The Family Academy offers courses at the school, Region, and District office levels, and a new platform now provides recorded content in multiple languages for flexible, self-paced family learning. The District’s Strategic Plan has expanded hybrid engagement options at the school, Region, and District office levels as well. Technology use has grown, with 91% of parents having a Parent Portal account. New resources were added to the web-based Parent Portal and App, helping families track student progress, review Individualized Education Plans, understand reclassification, view assignments, and access digital learning tools. Areas for improvement include boosting Family Academy participation among diverse families both in person and online. To increase in-person engagement, the District is partnering with schools on a new outreach framework, including hosting viewing sessions in Parent and Family Centers, a strategy that will continue next year. Continuous improvement strategies will include a new Learning Walks model to help families understand school instructional foci and identify effective ways to engage underrepresented groups. Efforts include coordinated course catalogues aligned with the Black Student Achievement Plan, targeted messaging on Region Ambassador workshops, and encouraging families to serve as “Promotoras” to engage others in learning opportunities for diverse student groups. The District will continue promoting Equity Course Pathways with Adult and Career Education, engaging families in addressing their child’s needs, and supporting parents’ enrollment in career programs to boost family stability and student success.|Building partnerships to improve student outcomes is central to the District’s Strategic Plan. School site and District engagement data show that families value opportunities through schools, Regions, and the Family Academy that strengthen collaboration with staff and reinforce shared responsibility for student success. The Family Academy offers courses at the school, Region, and District office levels, and a new platform now provides recorded content in multiple languages for flexible, self-paced family learning. The District’s Strategic Plan has expanded hybrid engagement options at the school, Region, and District office levels as well. Technology use has grown, with 91% of parents having a Parent Portal account. New resources were added to the web-based Parent Portal and App, helping families track student progress, review Individualized Education Plans, understand reclassification, view assignments, and access digital learning tools. Areas for improvement include boosting Family Academy participation among diverse families both in person and online. To increase in-person engagement, the District is partnering with schools on a new outreach framework, including hosting viewing sessions in Parent and Family Centers, a strategy that will continue next year. Continuous improvement strategies will include a new Learning Walks model to help families understand school instructional foci and identify effective ways to engage underrepresented groups. Efforts include coordinated course catalogues aligned with the Black Student Achievement Plan, targeted messaging on Region Ambassador workshops, and encouraging families to serve as “Promotoras” to engage others in learning opportunities for diverse student groups. The District will continue promoting Equity Course Pathways with Adult and Career Education, engaging families in addressing their child’s needs, and supporting parents’ enrollment in career programs to boost family stability and student success.|LAUSD supports school councils, advisory committees, and Title I family engagement requirements with structured training that promotes shared decision-making. School Site Council (SSC) and English Learner Advisory Committee (ELAC) members receive two virtual and two inperson sessions covering procedures, School Plan for Student Achievement planning, budget data analysis, and the Strategic Plan. At the central office level, the District supports the formation and functioning of the Community Advisory Committee, District English Learner Advisory Committee, and Parent Advisory Committee, which hold monthly meetings, subcommittee meetings, and agenda planning sessions. Members are invited to join the Parent Leader Training Series covering parliamentary procedures, data analysis, and SMART comment writing. District committee training exceeds compliance, with families and staff co-designing year-long syllabi, agendas, and meetings to ensure meaningful engagement and shared leadership.|Areas for growth include expanding family participation through the Region Ambassador initiative, which focuses on the Local Control and Accountability Plan, English Learners, and Special Education. Launched in 2023-24, the model promotes broader engagement, with participation increasing from 3,400 in 2024-25 to over 4,400 participants this year. LAUSD will continue outreach to boost representation. Another key improvement area is training school staff to engage families in continuous improvement. By facilitating meaningful conversations about school data related to student achievement and wellness, families can serve as informed and active partners in the decision-making process, with ongoing professional learning reinforcing shared understanding and collective responsibility.|Federal policy requires Title I schools to have a Parent and Family Engagement Policy outlining resources and workshops that foster two-way communication between home and school. LAUSD has invested in communication platforms enabling schools to email, text, and send targeted event notifications and updates to families. An area for growth is enhancing two-way communication with high-need families through professional development, module-based courses, and sharing best practices across schools. Families learn District policies, legal rights, and advocacy for students through SSC and ELAC participation, with 100% of required schools forming these councils and committees annually. Future training will target broader demographic and multilingual representation to promote more inclusive participation. As an Affiliated Charter School in LAUSD, Dixie Canyon Community Charter is included in these engagement policies and processes.|5|5|5|5|4|4|4|4|5|5|4|5|Met||2026-06-16|2026
19647336016869|El Oro Way Charter for Enriched Studies|3|Ongoing training for school personnel on creating welcoming environments and using research- based family engagement practices is provided through annual Region Family Engagement Professional Development Summits for site teams. Additional professional learning includes the nation’s first District-led Family Engagement Micro-Credential, monthly trainings for Parent and Family Center staff, and cross-department collaboration with Federal and State Education Programs, Multilingual and Multicultural Education, Human Resources, and other offices. The District also uses tools like the Los Angeles Unified Family Empowerment Rubric to strengthen relationships between schools and families.  Additional strengths include a Family Hotline providing timely assistance, as well as Regional Family and Community Engagement teams that partner with schools to strengthen family connections through training and support. Schools host monthly family engagement events focused on literacy, numeracy, joy, and wellness, while connecting families to resources on immigration, health, housing, and education. Family perception regarding access to instructional resources, measured by the School Experience Survey, increased from 89% in 2023-24 to 90% in 2024-25, reflecting more families finding school resources valuable for supporting their child’s education. The School Volunteer Program grew from 5,000 volunteers in 2021 to over 40,000 in 2026, expanding family engagement with school staff. Family education sessions are fully implemented through the District’s Strategic Plan, with surveys showing increased participation and satisfaction. As an Affiliated Charter in Los Angeles Unified, El Oro Way Charter for Enriched Studies is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|El Oro Way Charter for Enriched Studies will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Building partnerships to improve student outcomes is central to the District’s Strategic Plan. School site and District engagement data show that families value opportunities through schools, Regions, and the Family Academy that strengthen collaboration with staff and reinforce shared responsibility for student success. The Family Academy offers courses at the school, Region, and District office levels, and a new platform now provides recorded content in multiple languages for flexible, self-paced family learning. The District’s Strategic Plan has expanded hybrid engagement options at the school, Region, and District office levels as well. Technology use has grown, with 91% of parents having a Parent Portal account. New resources were added to the web-based Parent Portal and App, helping families track student progress, review Individualized Education Plans, understand reclassification, view assignments, and access digital learning tools. Areas for improvement include boosting Family Academy participation among diverse families both in person and online. To increase in-person engagement, the District is partnering with schools on a new outreach framework, including hosting viewing sessions in Parent and Family Centers, a strategy that will continue next year. Continuous improvement strategies will include a new Learning Walks model to help families understand school instructional foci and identify effective ways to engage underrepresented groups. Efforts include coordinated course catalogues aligned with the Black Student Achievement Plan, targeted messaging on Region Ambassador workshops, and encouraging families to serve as “Promotoras” to engage others in learning opportunities for diverse student groups. The District will continue promoting Equity Course Pathways with Adult and Career Education, engaging families in addressing their child’s needs, and supporting parents’ enrollment in career programs to boost family stability and student success. As an Affiliated Charter in Los Angeles Unified, El Oro Way Charter for Enriched Studies is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|El Oro Way Charter for Enriched Studies will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|LAUSD supports school councils, advisory committees, and Title I family engagement requirements with structured training that promotes shared decision-making. School Site Council (SSC) and English Learner Advisory Committee (ELAC) members receive two virtual and two in-person sessions covering procedures, School Plan for Student Achievement planning, budget data analysis, and the Strategic Plan. At the central office level, the District supports the formation and functioning of the Community Advisory Committee, District English Learner Advisory Committee, and Parent Advisory Committee, which hold monthly meetings, subcommittee meetings, and agenda planning sessions. Members are invited to join the Parent Leader Training Series covering parliamentary procedures, data analysis, and SMART comment writing. District committee training exceeds compliance, with families and staff co-designing year-long syllabi, agendas, and meetings to ensure meaningful engagement and shared leadership. Areas for growth include expanding family participation through the Region Ambassador initiative, which focuses on the Local Control and Accountability Plan, English Learners, and Special Education. Launched in 2023-24, the model promotes broader engagement, with participation increasing from 3,400 in 2024-25 to over 4,400 participants this year. LAUSD will continue outreach to boost representation. Another key improvement area is training school staff to engage families in continuous improvement. By facilitating meaningful conversations about school data related to student achievement and wellness, families can serve as informed and active partners in the decision-making process, with ongoing professional learning reinforcing shared understanding and collective responsibility.  Federal policy requires Title I schools to have a Parent and Family Engagement Policy outlining resources and workshops that foster two-way communication between home and school. LAUSD has invested in communication platforms enabling schools to email, text, and send targeted event notifications and updates to families. An area for growth is enhancing two-way communication with high-need families through professional development, module-based courses, and sharing best practices across schools. Families learn District policies, legal rights, and advocacy for students through SSC and ELAC participation, with 100% of required schools forming these councils and committees annually. Future training will target broader demographic and multilingual representation to promote more inclusive participation. As an Affiliated Charter in Los Angeles Unified, El Oro Way Charter for Enriched Studies is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2026-2027 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  El Oro Way Charter for Enriched Studies is included in these engagement policies and processes.|4|4|4|4|4|4|4|4|4|3|3|4|Met||2026-06-16|2026
19647336016935|Encino Charter Elementary|3|Ongoing training for school personnel on creating welcoming environments and using research- based family engagement practices is provided through annual Region Family Engagement Professional Development Summits for site teams. Additional professional learning includes the nation’s first District-led Family Engagement Micro-Credential, monthly trainings for Parent and Family Center staff, and cross-department collaboration with Federal and State Education Programs, Multilingual and Multicultural Education, Human Resources, and other offices. The District also uses tools like the Los Angeles Unified Family Empowerment Rubric to strengthen relationships between schools and families.  Additional strengths include a Family Hotline providing timely assistance, as well as Regional Family and Community Engagement teams that partner with schools to strengthen family connections through training and support. Schools host monthly family engagement events focused on literacy, numeracy, joy, and wellness, while connecting families to resources on immigration, health, housing, and education. Family perception regarding access to instructional resources, measured by the School Experience Survey, increased from 89% in 2023-24 to 90% in 2024-25, reflecting more families finding school resources valuable for supporting their child’s education. The School Volunteer Program grew from 5,000 volunteers in 2021 to over 40,000 in 2026, expanding family engagement with school staff. Family education sessions are fully implemented through the District’s Strategic Plan, with surveys showing increased participation and satisfaction. As an Affiliated Charter in Los Angeles Unified, Encino Charter Elementary School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Encino Charter Elementary will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Building partnerships to improve student outcomes is central to the District’s Strategic Plan. School site and District engagement data show that families value opportunities through schools, Regions, and the Family Academy that strengthen collaboration with staff and reinforce shared responsibility for student success. The Family Academy offers courses at the school, Region, and District office levels, and a new platform now provides recorded content in multiple languages for flexible, self-paced family learning. The District’s Strategic Plan has expanded hybrid engagement options at the school, Region, and District office levels as well. Technology use has grown, with 91% of parents having a Parent Portal account. New resources were added to the web-based Parent Portal and App, helping families track student progress, review Individualized Education Plans, understand reclassification, view assignments, and access digital learning tools. Areas for improvement include boosting Family Academy participation among diverse families both in person and online. To increase in-person engagement, the District is partnering with schools on a new outreach framework, including hosting viewing sessions in Parent and Family Centers, a strategy that will continue next year. Continuous improvement strategies will include a new Learning Walks model to help families understand school instructional foci and identify effective ways to engage underrepresented groups. Efforts include coordinated course catalogues aligned with the Black Student Achievement Plan, targeted messaging on Region Ambassador workshops, and encouraging families to serve as “Promotoras” to engage others in learning opportunities for diverse student groups. The District will continue promoting Equity Course Pathways with Adult and Career Education, engaging families in addressing their child’s needs, and supporting parents’ enrollment in career programs to boost family stability and student success. As an Affiliated Charter in Los Angeles Unified, Encino Charter Elementary School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Encino Charter Elementary School will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|LAUSD supports school councils, advisory committees, and Title I family engagement requirements with structured training that promotes shared decision-making. School Site Council (SSC) and English Learner Advisory Committee (ELAC) members receive two virtual and two in-person sessions covering procedures, School Plan for Student Achievement planning, budget data analysis, and the Strategic Plan. At the central office level, the District supports the formation and functioning of the Community Advisory Committee, District English Learner Advisory Committee, and Parent Advisory Committee, which hold monthly meetings, subcommittee meetings, and agenda planning sessions. Members are invited to join the Parent Leader Training Series covering parliamentary procedures, data analysis, and SMART comment writing. District committee training exceeds compliance, with families and staff co-designing year-long syllabi, agendas, and meetings to ensure meaningful engagement and shared leadership. Areas for growth include expanding family participation through the Region Ambassador initiative, which focuses on the Local Control and Accountability Plan, English Learners, and Special Education. Launched in 2023-24, the model promotes broader engagement, with participation increasing from 3,400 in 2024-25 to over 4,400 participants this year. LAUSD will continue outreach to boost representation. Another key improvement area is training school staff to engage families in continuous improvement. By facilitating meaningful conversations about school data related to student achievement and wellness, families can serve as informed and active partners in the decision-making process, with ongoing professional learning reinforcing shared understanding and collective responsibility.  Federal policy requires Title I schools to have a Parent and Family Engagement Policy outlining resources and workshops that foster two-way communication between home and school. LAUSD has invested in communication platforms enabling schools to email, text, and send targeted event notifications and updates to families. An area for growth is enhancing two-way communication with high-need families through professional development, module-based courses, and sharing best practices across schools. Families learn District policies, legal rights, and advocacy for students through SSC and ELAC participation, with 100% of required schools forming these councils and committees annually. Future training will target broader demographic and multilingual representation to promote more inclusive participation. As an Affiliated Charter in Los Angeles Unified, Encino Charter Elementary School is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2026-2027 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Encino Charter Elementary School is included in these engagement policies and processes.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-16|2026
19647336017016|Fenton Avenue Charter|3|The Charter School strives to create a welcoming, engaging, and nurturing learning environment for all stakeholders. The school provides multiple opportunities for building relationships through community events such as the Summer Meet and Greet, Fall and Spring Back to School Night Meetings, Open House, and ongoing School Site Council, Advisory Committees, and Fenton Charter Public Schools Board Meetings.|The Charter School utilizes a comprehensive system of formative and summative measures to analyze stakeholder feedback, student achievement, and school culture. Student performance data are collected, monitored, and analyzed through Renaissance and i Ready, which serve as the school's primary assessment and data management platforms. Classroom based formative and summative assessments are entered into these systems, along with state assessment results, including the California Assessment of Student Performance and Progress (CAASPP) and the English Language Proficiency Assessments for California (ELPAC).  These platforms provide educators with robust reporting and analytical tools that support data driven decision making. Custom reports allow staff to examine student performance across multiple dimensions, including individual students, classrooms, grade levels, student groups, and schoolwide trends. Data can also be reviewed longitudinally to identify patterns in achievement over time. Common analyses include monitoring the progress of significant student groups, evaluating proficiency levels, and informing Multi Tiered System of Supports (MTSS) decisions. Findings from these reports guide instructional planning, intervention efforts, resource allocation, and continuous improvement initiatives.  The Charter School places a strong emphasis on meaningful communication and partnership with families. The Director publishes a weekly newsletter to keep parents and guardians informed about school programs, student learning, and upcoming events. In addition, the Director regularly communicates with families through phone calls and text messages to ensure timely, relevant, and accessible communication.  At the beginning of each school year, grade level parent orientation meetings are held to provide families with information regarding academic expectations, behavioral standards, and school procedures. These meetings also establish clear channels of communication between home and school and foster strong family engagement from the outset of the school year.  Families participate in formal parent teacher conferences twice annually and may meet with teachers at any time as needed to discuss student progress. Parents and guardians are encouraged to actively engage in the school community by chaperoning field trips, assisting with classroom activities and celebrations, and participating in home visits when appropriate. Additionally, families are invited to campus each month to attend student recognition assemblies that celebrate academic achievement, positive character development, and other student accomplishments.|Based on educational partner feedback and local data, the Charter School has identified the need to further strengthen relationships with underrepresented families and increase opportunities for meaningful engagement. Families currently have multiple avenues to receive information and participate in decision making, including Parent Advocacy Nights, School Site Council meetings, and monthly Board meetings. These forums provide opportunities for families to share concerns, celebrate successes, and contribute to school improvement efforts.    To improve engagement among underrepresented families, the Charter School will expand outreach efforts through targeted communication, personalized invitations to school events, and increased opportunities for two way dialogue between families and staff. Weekly newsletters and other communication platforms will continue to provide information about the instructional program and strategies to support student learning at home. The school will also seek feedback from families regarding barriers to participation and use this information to develop more accessible and inclusive engagement opportunities.  Recognizing that strong partnerships between families and school staff are essential to student success, the Charter School remains committed to fostering welcoming, responsive, and collaborative relationships with all families. The school will continue to explore innovative approaches to ensure underrepresented families feel valued, connected, and actively involved in their children's educational experience.|Based on educational partner input and local data, the Charter School's current strength in building partnerships for student outcomes is its collaborative approach to professional learning and shared decision making across the Fenton Charter Public Schools network. Professional development priorities are identified through advisory committees and are informed by student assessment data, the implementation of new state and federal initiatives, and the specific academic and social emotional needs of students.  The Charter School works closely with other schools within the FCPS organization to provide targeted and responsive professional learning opportunities. When specialized training is needed, staff members from multiple sites come together to participate in sessions that address common areas of focus, including support for new teachers, curriculum implementation, and instructional best practices. This collaborative model promotes the sharing of expertise, resources, and successful strategies across schools.    Lead Teachers and instructional staff regularly engage with colleagues from other campuses to strengthen instructional practices and improve student outcomes. These partnerships foster professional collaboration, build organizational capacity, and ensure that educators have access to high quality training aligned with student needs. As a result, the Charter School has been able to leverage collective knowledge and resources to support continuous improvement and enhance student achievement.|Based on educational partner input and local data, the Charter School's primary focus for improvement in building partnerships for student outcomes is increasing meaningful family engagement and strengthening communication between home and school. While the school has established systems for monitoring student progress and sharing information with families, opportunities exist to further expand family participation in the educational process.  The Charter School will continue to strengthen partnerships by increasing awareness of student achievement data and providing families with additional resources to support learning at home. Efforts will focus on encouraging greater participation in parent orientation meetings, parent teacher conferences, student progress reviews, and school governance activities. The school will also seek additional feedback from families regarding the effectiveness of current communication practices and identify barriers that may limit participation.  To support student success, the Charter School will continue to promote collaboration among families, teachers, administrators, and the governing board through regular communication and shared decision making. Student achievement data, attendance trends, and school climate information will be used to guide discussions and inform improvement efforts. By expanding opportunities for family involvement and strengthening partnerships among all educational partners, the Charter School aims to increase student engagement, improve academic outcomes, and foster a stronger sense of shared responsibility for student success.|Based on educational partner input and local data, the Charter School recognizes the importance of strengthening engagement with underrepresented families to ensure all students have access to meaningful support and advocacy. The school provides ongoing training, resources, and informational opportunities that help families understand their rights, navigate educational systems, and effectively advocate for their children.  To improve engagement, the Charter School will expand outreach efforts through targeted communication, flexible meeting opportunities, and family education workshops designed to address the specific needs of underrepresented groups. School staff will actively seek feedback from families to better understand barriers to participation and identify strategies that promote greater involvement in school programs, decision making processes, and student support initiatives.  The Charter School will continue to foster a welcoming and inclusive environment where all families feel valued as partners in their children's education. By strengthening relationships, increasing access to information and resources, and creating additional opportunities for participation, the school aims to build stronger partnerships that support positive student outcomes and increase engagement among underrepresented families.|Based on educational partner input and local data, the Charter School's current strength in seeking input for decision making is the strong level of family engagement and participation across a variety of school initiatives. Families are recognized as valued educational partners and are provided with meaningful opportunities to contribute feedback, share perspectives, and participate in school improvement efforts.  Prior to the start of each school year, families are invited to attend a Meet and Greet event that introduces them to their child's classroom, school staff, and campus environment. This event helps establish positive relationships, communicate school expectations, and foster a sense of connection between families and the school community from the outset.  The Charter School has also experienced increased family participation in decision making processes through involvement in parent advocacy activities, school committees, and leadership opportunities. Families have played an active role in connecting the school with community partners and resources that support student learning and well being. In addition, parents have assumed leadership roles within key decision making groups, including the School Site Council, where they collaborate with staff and administrators to review data, discuss school priorities, and provide input on programs and services.  Through ongoing communication, stakeholder meetings, surveys, and governance opportunities, the Charter School continues to strengthen its culture of collaboration and shared responsibility. These efforts have contributed to stronger partnerships between families and school staff and have enhanced the school's ability to make informed decisions that support positive student outcomes.|Based on educational partner input and local data, the Charter School's focus for improvement in seeking input for decision making is to expand meaningful family engagement and increase opportunities for parents to serve as active partners and leaders within the school community. The school will continue to explore alternative communication strategies, including increased use of text messaging, social media platforms, and other outreach methods to ensure families have accessible opportunities to share feedback and participate in school initiatives.  In addition, the Charter School will prioritize efforts to empower parents to engage more deeply in instructional opportunities, support student learning, and contribute to school improvement efforts. Families will be encouraged to take on leadership roles by mentoring and supporting other parents, participating in advisory and decision making groups, and helping to strengthen connections between the school and the broader community.  The Charter School seeks to foster a culture in which parents view themselves as essential partners in student success and critical contributors to school operations. Through leadership development opportunities, collaborative planning, and ongoing communication, the school will continue to build family capacity and ensure that parent voices are represented in decisions that impact students, programs, and schoolwide priorities.|Based on educational partner input and local data, the Charter School is committed to increasing the engagement of underrepresented families by creating multiple pathways for participation in school decision making and leadership opportunities. Parent information nights are held throughout the year to provide families with important information regarding the school's mission, goals, instructional programs, and student outcomes. These meetings also provide opportunities for families to share feedback and participate in discussions that inform school improvement efforts.  To further strengthen engagement, the Charter School will expand outreach through personalized communication, multilingual resources when needed, flexible meeting formats, and targeted invitations to families who may be underrepresented in traditional school activities. Staff members will actively seek input from families through surveys, focus groups, individual conversations, parent conferences, and community events to better understand barriers to participation and identify effective strategies for engagement.  The Charter School will also encourage underrepresented families to participate in leadership and decision making opportunities, including the School Site Council, parent advisory groups, volunteer activities, and school committees. Families will be provided with resources, training, and support to build confidence in advocating for their children and contributing to schoolwide initiatives.  By fostering welcoming relationships, increasing access to information, and creating meaningful opportunities for participation, the Charter School will continue to strengthen partnerships with underrepresented families and ensure that all voices are represented in decisions that support student success.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-11|2026
19647336017438|Hamlin Charter Academy|3|Ongoing training for school personnel on creating welcoming environments and using research- based family engagement practices is provided through annual Region Family Engagement Professional Development Summits for site teams. Additional professional learning includes the nation’s first District-led Family Engagement Micro-Credential, monthly trainings for Parent and Family Center staff, and cross-department collaboration with Federal and State Education Programs, Multilingual and Multicultural Education, Human Resources, and other offices. The District also uses tools like the Los Angeles Unified Family Empowerment Rubric to strengthen relationships between schools and families.  Additional strengths include a Family Hotline providing timely assistance, as well as Regional Family and Community Engagement teams that partner with schools to strengthen family connections through training and support. Schools host monthly family engagement events focused on literacy, numeracy, joy, and wellness, while connecting families to resources on immigration, health, housing, and education. Family perception regarding access to instructional resources, measured by the School Experience Survey, increased from 89% in 2023-24 to 90% in 2024-25, reflecting more families finding school resources valuable for supporting their child’s education. The School Volunteer Program grew from 5,000 volunteers in 2021 to over 40,000 in 2026, expanding family engagement with school staff. Family education sessions are fully implemented through the District’s Strategic Plan, with surveys showing increased participation and satisfaction. As an Affiliated Charter in Los Angeles Unified, Hamlin Charter Academy is included in these engagement policies and processes.|Ongoing training for school personnel on creating welcoming environments and using research- based family engagement practices is provided through annual Region Family Engagement Professional Development Summits for site teams. Additional professional learning includes the nation’s first District-led Family Engagement Micro-Credential, monthly trainings for Parent and Family Center staff, and cross-department collaboration with Federal and State Education Programs, Multilingual and Multicultural Education, Human Resources, and other offices. The District also uses tools like the Los Angeles Unified Family Empowerment Rubric to strengthen relationships between schools and families.  Additional strengths include a Family Hotline providing timely assistance, as well as Regional Family and Community Engagement teams that partner with schools to strengthen family connections through training and support. Schools host monthly family engagement events focused on literacy, numeracy, joy, and wellness, while connecting families to resources on immigration, health, housing, and education. Family perception regarding access to instructional resources, measured by the School Experience Survey, increased from 89% in 2023-24 to 90% in 2024-25, reflecting more families finding school resources valuable for supporting their child’s education. The School Volunteer Program grew from 5,000 volunteers in 2021 to over 40,000 in 2026, expanding family engagement with school staff. Family education sessions are fully implemented through the District’s Strategic Plan, with surveys showing increased participation and satisfaction. As an Affiliated Charter in Los Angeles Unified, (INSERT NAME OF SCHOOL) is included in these engagement policies and processes.|"To improve the engagement of underrepresented families in relation to Building Relationships Between School Staff and Families, Hamlin Charter Academy is implementing targeted, data-informed outreach that addresses our specific community demographics and performance trends. Recognizing our unique population of 60 English Learners, which includes 24 International Newcomers and 18 EL students with disabilities (SWD), school staff are expanding bilingual communication and hosting specialized onboarding workshops to build direct, trusted relationships with multi-language households. Additionally, in response to acute chronic absenteeism challenges highlighted in our June 2026 data—particularly in TK (41%), Kindergarten (33%), and 5th grade (44%)—staff are pivoting from compliance notices to empathy-driven outreach, conducting personal wellness checks to collaboratively solve attendance barriers with families. Finally, while our internal data in diagnostic-growth_reading_hamlin-charter-academy_06232026.pdf shows a strong median progress of 116% toward typical reading growth, preliminary state assessment data from June 2026 Data DIG Dashboard - Power BI.pdf shows critical performance gaps in 3rd and 4th-grade ELA and Mathematics. To bridge this gap, staff will launch interactive family data nights that demystify student ""Distance from Proficiency"" (DFP) shifts, providing underrepresented families with actionable, high-leverage learning strategies they can comfortably support at home to act as true partners in their child's academic journey. Hamlin Charter Academy will will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community."|Building partnerships to improve student outcomes is central to the District’s Strategic Plan. School site and District engagement data show that families value opportunities through schools, Regions, and the Family Academy that strengthen collaboration with staff and reinforce shared responsibility for student success. The Family Academy offers courses at the school, Region, and District office levels, and a new platform now provides recorded content in multiple languages for flexible, self-paced family learning. The District’s Strategic Plan has expanded hybrid engagement options at the school, Region, and District office levels as well. Technology use has grown, with 91% of parents having a Parent Portal account. New resources were added to the web-based Parent Portal and App, helping families track student progress, review Individualized Education Plans, understand reclassification, view assignments, and access digital learning tools. Areas for improvement include boosting Family Academy participation among diverse families both in person and online. To increase in-person engagement, the District is partnering with schools on a new outreach framework, including hosting viewing sessions in Parent and Family Centers, a strategy that will continue next year. Continuous improvement strategies will include a new Learning Walks model to help families understand school instructional foci and identify effective ways to engage underrepresented groups. Efforts include coordinated course catalogues aligned with the Black Student Achievement Plan, targeted messaging on Region Ambassador workshops, and encouraging families to serve as “Promotoras” to engage others in learning opportunities for diverse student groups. The District will continue promoting Equity Course Pathways with Adult and Career Education, engaging families in addressing their child’s needs, and supporting parents’ enrollment in career programs to boost family stability and student success. As an Affiliated Charter in Los Angeles Unified, Hamlin charter Academy is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Hamlin Charter Academy will will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|LAUSD supports school councils, advisory committees, and Title I family engagement requirements with structured training that promotes shared decision-making. School Site Council (SSC) and English Learner Advisory Committee (ELAC) members receive two virtual and two in-person sessions covering procedures, School Plan for Student Achievement planning, budget data analysis, and the Strategic Plan. At the central office level, the District supports the formation and functioning of the Community Advisory Committee, District English Learner Advisory Committee, and Parent Advisory Committee, which hold monthly meetings, subcommittee meetings, and agenda planning sessions. Members are invited to join the Parent Leader Training Series covering parliamentary procedures, data analysis, and SMART comment writing. District committee training exceeds compliance, with families and staff co-designing year-long syllabi, agendas, and meetings to ensure meaningful engagement and shared leadership. Areas for growth include expanding family participation through the Region Ambassador initiative, which focuses on the Local Control and Accountability Plan, English Learners, and Special Education. Launched in 2023-24, the model promotes broader engagement, with participation increasing from 3,400 in 2024-25 to over 4,400 participants this year. LAUSD will continue outreach to boost representation. Another key improvement area is training school staff to engage families in continuous improvement. By facilitating meaningful conversations about school data related to student achievement and wellness, families can serve as informed and active partners in the decision-making process, with ongoing professional learning reinforcing shared understanding and collective responsibility.  Federal policy requires Title I schools to have a Parent and Family Engagement Policy outlining resources and workshops that foster two-way communication between home and school. LAUSD has invested in communication platforms enabling schools to email, text, and send targeted event notifications and updates to families. An area for growth is enhancing two-way communication with high-need families through professional development, module-based courses, and sharing best practices across schools. Families learn District policies, legal rights, and advocacy for students through SSC and ELAC participation, with 100% of required schools forming these councils and committees annually. Future training will target broader demographic and multilingual representation to promote more inclusive participation. As an Affiliated Charter in Los Angeles Unified,Hamlin Charter Academy is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2026-2027 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Hamlin Charter Academy is included in these engagement policies and processes.|3|3|3|3|4|3|3|3|3|3|3|3|Met||2026-06-16|2026
19647336017529|Haynes Charter for Enriched Studies|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Haynes Charter for Enriched Studies is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Haynes Charter for Enriched Studies will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2025-26).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Haynes Charter for Enriched Studies is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Haynes Charter for Enriched Studies will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2025-26 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Haynes Charter for Enriched Studies is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|ther ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Haynes Charter for Enriched Studies is included in these engagement policies and processes.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-16|2026
19647336017693|Justice Street Academy Charter|3|Ongoing training for school personnel on creating welcoming environments and using research- based family engagement practices is provided through annual Region Family Engagement Professional Development Summits for site teams. Additional professional learning includes the nation’s first District-led Family Engagement Micro-Credential, monthly trainings for Parent and Family Center staff, and cross-department collaboration with Federal and State Education Programs, Multilingual and Multicultural Education, Human Resources, and other offices. The District also uses tools like the Los Angeles Unified Family Empowerment Rubric to strengthen relationships between schools and families.  Additional strengths include a Family Hotline providing timely assistance, as well as Regional Family and Community Engagement teams that partner with schools to strengthen family connections through training and support. Schools host monthly family engagement events focused on literacy, numeracy, joy, and wellness, while connecting families to resources on immigration, health, housing, and education. Family perception regarding access to instructional resources, measured by the School Experience Survey, increased from 89% in 2023-24 to 90% in 2024-25, reflecting more families finding school resources valuable for supporting their child’s education. The School Volunteer Program grew from 5,000 volunteers in 2021 to over 40,000 in 2026, expanding family engagement with school staff. Family education sessions are fully implemented through the District’s Strategic Plan, with surveys showing increased participation and satisfaction. As an Affiliated Charter in Los Angeles Unified, Justice St. Academy is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Justice St. Academy will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Building partnerships to improve student outcomes is central to the District’s Strategic Plan. School site and District engagement data show that families value opportunities through schools, Regions, and the Family Academy that strengthen collaboration with staff and reinforce shared responsibility for student success. The Family Academy offers courses at the school, Region, and District office levels, and a new platform now provides recorded content in multiple languages for flexible, self-paced family learning. The District’s Strategic Plan has expanded hybrid engagement options at the school, Region, and District office levels as well. Technology use has grown, with 91% of parents having a Parent Portal account. New resources were added to the web-based Parent Portal and App, helping families track student progress, review Individualized Education Plans, understand reclassification, view assignments, and access digital learning tools. Areas for improvement include boosting Family Academy participation among diverse families both in person and online. To increase in-person engagement, the District is partnering with schools on a new outreach framework, including hosting viewing sessions in Parent and Family Centers, a strategy that will continue next year. Continuous improvement strategies will include a new Learning Walks model to help families understand school instructional foci and identify effective ways to engage underrepresented groups. Efforts include coordinated course catalogues aligned with the Black Student Achievement Plan, targeted messaging on Region Ambassador workshops, and encouraging families to serve as “Promotoras” to engage others in learning opportunities for diverse student groups. The District will continue promoting Equity Course Pathways with Adult and Career Education, engaging families in addressing their child’s needs, and supporting parents’ enrollment in career programs to boost family stability and student success. As an Affiliated Charter in Los Angeles Unified, Justice St. Academy is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Justice St. Academy will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|LAUSD supports school councils, advisory committees, and Title I family engagement requirements with structured training that promotes shared decision-making. School Site Council (SSC) and English Learner Advisory Committee (ELAC) members receive two virtual and two in-person sessions covering procedures, School Plan for Student Achievement planning, budget data analysis, and the Strategic Plan. At the central office level, the District supports the formation and functioning of the Community Advisory Committee, District English Learner Advisory Committee, and Parent Advisory Committee, which hold monthly meetings, subcommittee meetings, and agenda planning sessions. Members are invited to join the Parent Leader Training Series covering parliamentary procedures, data analysis, and SMART comment writing. District committee training exceeds compliance, with families and staff co-designing year-long syllabi, agendas, and meetings to ensure meaningful engagement and shared leadership. Areas for growth include expanding family participation through the Region Ambassador initiative, which focuses on the Local Control and Accountability Plan, English Learners, and Special Education. Launched in 2023-24, the model promotes broader engagement, with participation increasing from 3,400 in 2024-25 to over 4,400 participants this year. LAUSD will continue outreach to boost representation. Another key improvement area is training school staff to engage families in continuous improvement. By facilitating meaningful conversations about school data related to student achievement and wellness, families can serve as informed and active partners in the decision-making process, with ongoing professional learning reinforcing shared understanding and collective responsibility.  Federal policy requires Title I schools to have a Parent and Family Engagement Policy outlining resources and workshops that foster two-way communication between home and school. LAUSD has invested in communication platforms enabling schools to email, text, and send targeted event notifications and updates to families. An area for growth is enhancing two-way communication with high-need families through professional development, module-based courses, and sharing best practices across schools. Families learn District policies, legal rights, and advocacy for students through SSC and ELAC participation, with 100% of required schools forming these councils and committees annually. Future training will target broader demographic and multilingual representation to promote more inclusive participation. As an Affiliated Charter in Los Angeles Unified, Justice St. Academy is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2026-2027 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Justice St. Academy is included in these engagement policies and processes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
19647336017701|Kenter Canyon Elementary Charter|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Governance Council (similar to the School Site Council) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools in LAUSD have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Kenter Canyon Elementary is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|The school will strengthen relationships with underrepresented families by increasing opportunities for meaningful participation in school decision-making and student learning. Parents will be encouraged to serve on academic and standing committees, including ELA, Math, Science, Safety, and Positive Behavior. The school will offer parent literacy workshops, family engagement nights focused on art, literacy, and science, and volunteer opportunities that help families learn more about the school and actively support student success. Kenter Canyon will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2025-26).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Kenter Canyon Elementary is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Kenter Canyon Elementary will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2025-26 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Kenter Canyon Elementary is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Kenter Canyon Elementary is included in these engagement policies and processes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
19647336017743|Knollwood Preparatory Academy|3|Ongoing training for school personnel on creating welcoming environments and using research-based family engagement practices is provided through annual Region Family Engagement Professional Development Summits for site teams. Additional professional learning includes the nation’s first District-led Family Engagement Micro-Credential, monthly trainings for Parent and Family Center staff, and cross-department collaboration with Federal and State Education Programs, Multilingual and Multicultural Education, Human Resources, and other offices. The District also uses tools like the Los Angeles Unified Family Empowerment Rubric to strengthen relationships between schools and families.  Additional strengths include a Family Hotline providing timely assistance, as well as Regional Family and Community Engagement teams that partner with schools to strengthen family connections through training and support. Schools host monthly family engagement events focused on literacy, numeracy, joy, and wellness, while connecting families to resources on immigration, health, housing, and education. Family perception regarding access to instructional resources, measured by the School Experience Survey, increased from 89% in 2023-24 to 90% in 2024-25, reflecting more families finding school resources valuable for supporting their child’s education. The School Volunteer Program grew from 5,000 volunteers in 2021 to over 40,000 in 2026, expanding family engagement with school staff. Family education sessions are fully implemented through the District’s Strategic Plan, with surveys showing increased participation and satisfaction.  As an Affiliated Charter in Los Angeles Unified, Knollwood Preparatory Academy is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Knollwood Preparatory Academy will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Building partnerships to improve student outcomes is central to the District’s Strategic Plan. School site and District engagement data show that families value opportunities through schools, Regions, and the Family Academy that strengthen collaboration with staff and reinforce shared responsibility for student success. The Family Academy offers courses at the school, Region, and District office levels, and a new platform now provides recorded content in multiple languages for flexible, self-paced family learning. The District’s Strategic Plan has expanded hybrid engagement options at the school, Region, and District office levels as well. Technology use has grown, with 91% of parents having a Parent Portal account. New resources were added to the web-based Parent Portal and App, helping families track student progress, review Individualized Education Plans, understand reclassification, view assignments, and access digital learning tools. Areas for improvement include boosting Family Academy participation among diverse families both in person and online. To increase in-person engagement, the District is partnering with schools on a new outreach framework, including hosting viewing sessions in Parent and Family Centers, a strategy that will continue next year. Continuous improvement strategies will include a new Learning Walks model to help families understand school instructional foci and identify effective ways to engage underrepresented groups. Efforts include coordinated course catalogues aligned with the Black Student Achievement Plan, targeted messaging on Region Ambassador workshops, and encouraging families to serve as “Promotoras” to engage others in learning opportunities for diverse student groups. The District will continue promoting Equity Course Pathways with Adult and Career Education, engaging families in addressing their child’s needs, and supporting parents’ enrollment in career programs to boost family stability and student success.  As an Affiliated Charter in Los Angeles Unified, Knollwood Preparatory Academy is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Knollwood Preparatory Academy will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|LAUSD supports school councils, advisory committees, and Title I family engagement requirements with structured training that promotes shared decision-making. School Site Council (SSC) and English Learner Advisory Committee (ELAC) members receive two virtual and two in-person sessions covering procedures, School Plan for Student Achievement planning, budget data analysis, and the Strategic Plan. At the central office level, the District supports the formation and functioning of the Community Advisory Committee, District English Learner Advisory Committee, and Parent Advisory Committee, which hold monthly meetings, subcommittee meetings, and agenda planning sessions. Members are invited to join the Parent Leader Training Series covering parliamentary procedures, data analysis, and SMART comment writing. District committee training exceeds compliance, with families and staff co-designing year-long syllabi, agendas, and meetings to ensure meaningful engagement and shared leadership. Areas for growth include expanding family participation through the Region Ambassador initiative, which focuses on the Local Control and Accountability Plan, English Learners, and Special Education. Launched in 2023-24, the model promotes broader engagement, with participation increasing from 3,400 in 2024-25 to over 4,400 participants this year. LAUSD will continue outreach to boost representation. Another key improvement area is training school staff to engage families in continuous improvement. By facilitating meaningful conversations about school data related to student achievement and wellness, families can serve as informed and active partners in the decision-making process, with ongoing professional learning reinforcing shared understanding and collective responsibility.  Federal policy requires Title I schools to have a Parent and Family Engagement Policy outlining resources and workshops that foster two-way communication between home and school. LAUSD has invested in communication platforms enabling schools to email, text, and send targeted event notifications and updates to families. An area for growth is enhancing two-way communication with high-need families through professional development, module-based courses, and sharing best practices across schools. Families learn District policies, legal rights, and advocacy for students through SSC and ELAC participation, with 100% of required schools forming these councils and committees annually. Future training will target broader demographic and multilingual representation to promote more inclusive participation.  As an Affiliated Charter in Los Angeles Unified, Knollwood Preparatory Academy is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2026-2027 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Knollwood Preparatory Academy is included in these engagement policies and processes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
19647336017891|Lockhurst Drive Charter Elementary|3|Ongoing training for school personnel on creating welcoming environments and using research- based family engagement practices is provided through annual Region Family Engagement Professional Development Summits for site teams. Additional professional learning includes the nation’s first District-led Family Engagement Micro-Credential, monthly trainings for Parent and Family Center staff, and cross-department collaboration with Federal and State Education Programs, Multilingual and Multicultural Education, Human Resources, and other offices. The District also uses tools like the Los Angeles Unified Family Empowerment Rubric to strengthen relationships between schools and families.  Additional strengths include a Family Hotline providing timely assistance, as well as Regional Family and Community Engagement teams that partner with schools to strengthen family connections through training and support. Schools host monthly family engagement events focused on literacy, numeracy, joy, and wellness, while connecting families to resources on immigration, health, housing, and education. Family perception regarding access to instructional resources, measured by the School Experience Survey, increased from 89% in 2023-24 to 90% in 2024-25, reflecting more families finding school resources valuable for supporting their child’s education. The School Volunteer Program grew from 5,000 volunteers in 2021 to over 40,000 in 2026, expanding family engagement with school staff. Family education sessions are fully implemented through the District’s Strategic Plan, with surveys showing increased participation and satisfaction. As an Affiliated Charter in Los Angeles Unified, Lockhurst Drive CES is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Lockhurst Drive CES will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Building partnerships to improve student outcomes is central to the District’s Strategic Plan. School site and District engagement data show that families value opportunities through schools, Regions, and the Family Academy that strengthen collaboration with staff and reinforce shared responsibility for student success. The Family Academy offers courses at the school, Region, and District office levels, and a new platform now provides recorded content in multiple languages for flexible, self-paced family learning. The District’s Strategic Plan has expanded hybrid engagement options at the school, Region, and District office levels as well. Technology use has grown, with 91% of parents having a Parent Portal account. New resources were added to the web-based Parent Portal and App, helping families track student progress, review Individualized Education Plans, understand reclassification, view assignments, and access digital learning tools. Areas for improvement include boosting Family Academy participation among diverse families both in person and online. To increase in-person engagement, the District is partnering with schools on a new outreach framework, including hosting viewing sessions in Parent and Family Centers, a strategy that will continue next year. Continuous improvement strategies will include a new Learning Walks model to help families understand school instructional foci and identify effective ways to engage underrepresented groups. Efforts include coordinated course catalogues aligned with the Black Student Achievement Plan, targeted messaging on Region Ambassador workshops, and encouraging families to serve as “Promotoras” to engage others in learning opportunities for diverse student groups. The District will continue promoting Equity Course Pathways with Adult and Career Education, engaging families in addressing their child’s needs, and supporting parents’ enrollment in career programs to boost family stability and student success. As an Affiliated Charter in Los Angeles Unified, Lockhurst Drive CES is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Lockhurst staff will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|LAUSD supports school councils, advisory committees, and Title I family engagement requirements with structured training that promotes shared decision-making. School Site Council (SSC) and English Learner Advisory Committee (ELAC) members receive two virtual and two in-person sessions covering procedures, School Plan for Student Achievement planning, budget data analysis, and the Strategic Plan. At the central office level, the District supports the formation and functioning of the Community Advisory Committee, District English Learner Advisory Committee, and Parent Advisory Committee, which hold monthly meetings, subcommittee meetings, and agenda planning sessions. Members are invited to join the Parent Leader Training Series covering parliamentary procedures, data analysis, and SMART comment writing. District committee training exceeds compliance, with families and staff co-designing year-long syllabi, agendas, and meetings to ensure meaningful engagement and shared leadership. Areas for growth include expanding family participation through the Region Ambassador initiative, which focuses on the Local Control and Accountability Plan, English Learners, and Special Education. Launched in 2023-24, the model promotes broader engagement, with participation increasing from 3,400 in 2024-25 to over 4,400 participants this year. LAUSD will continue outreach to boost representation. Another key improvement area is training school staff to engage families in continuous improvement. By facilitating meaningful conversations about school data related to student achievement and wellness, families can serve as informed and active partners in the decision-making process, with ongoing professional learning reinforcing shared understanding and collective responsibility.  Federal policy requires Title I schools to have a Parent and Family Engagement Policy outlining resources and workshops that foster two-way communication between home and school. LAUSD has invested in communication platforms enabling schools to email, text, and send targeted event notifications and updates to families. An area for growth is enhancing two-way communication with high-need families through professional development, module-based courses, and sharing best practices across schools. Families learn District policies, legal rights, and advocacy for students through SSC and ELAC participation, with 100% of required schools forming these councils and committees annually. Future training will target broader demographic and multilingual representation to promote more inclusive participation. As an Affiliated Charter in Los Angeles Unified, Lockhurst Drive CES is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2026-2027 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Lockhurst Drive CES is included in these engagement policies and processes.|5|5|5|5|4|4|5|5|4|5|5|5|Met||2026-06-16|2026
19647336018063|Marquez Charter|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Marquez Charter School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Marquez Charter School will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2025-26).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Marquez Charter School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Marquez Charter School will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2025-26 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Marquez Charter School is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2026-2027 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Marquez Charter School is included in these engagement policies and processes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
19647336018204|Montague Charter Academy|3|MCA demonstrates strong progress in building relationships between Charter School staff and families through regular, meaningful opportunities for communication, engagement, and shared support for students. Families participate through SSC, ELAC, Coffee with the Principal, Community Schools meetings, parent trainings, LCAP surveys, and ongoing communication through ParentSquare, newsletters, website updates, bilingual translation support, and direct outreach. Educational partner feedback indicates that families are happy with communication and appreciate the Charter School’s efforts to keep them informed and connected. MCA’s strong relationships with families are also reflected in the positive feedback regarding the Charter School’s redesignation rate, growth in iReady and DIBELS benchmark data, and continued work on attendance recovery. The LCAP identifies family engagement, communication, attendance supports, counseling services, and intervention programs as ongoing priorities, and notes that parents, students, teachers, staff, administrators, SSC, ELAC, bargaining units, SELPA, and the Board provided input into the development of goals, actions, and services. These structures show that MCA has established a welcoming and collaborative culture in which staff and families work together to support academic growth, student wellness, attendance, and connectedness.|MCA’s focus area for improvement is increasing parent participation in the annual survey and expanding outreach so that feedback reflects a broader cross section of families. While parent satisfaction remains strong, with 90% satisfaction with safety, 94% satisfaction with the instructional program, and 95% satisfaction with involvement and welcoming, parent survey participation declined from 40% in 2024 and 2025 to 20% in 2026, which did not meet the target of greater than 50% participation. MCA will continue strengthening relationships between staff and families by increasing reminders and follow up for surveys, using ParentSquare and other communication tools more consistently, providing survey access during parent workshops and events, and ensuring families understand how their input is used to improve programs, attendance recovery, communication, and student supports.|MCA will improve engagement of underrepresented families by expanding targeted outreach and increasing opportunities for families to connect with staff in ways that are accessible, relevant, and responsive to family needs. The Charter School will continue to use ParentSquare, bilingual communication, weekly principal updates, phone calls, newsletters, website updates, social media, and in person outreach to ensure families receive information in formats and languages they can access. MCA will also increase monthly parent workshops and provide more specialized sessions based on family feedback, including workshops focused on immigration, health and wellness, diet, social emotional health, attendance recovery, and student academic supports. Because parent survey participation declined to 20% in 2026, MCA will also increase reminders, provide survey support during parent events and workshops, and use SSC, ELAC, Coffee with the Principal, and Community Schools meetings to encourage broader participation from underrepresented families. These efforts will help MCA strengthen trust, improve two-way communication, and ensure that underrepresented families have meaningful opportunities to build relationships with staff and participate in the Charter School community.|MCA’s current strengths in Building Partnerships for Student Outcomes include sustained systems for helping families understand student progress and partner with staff to support learning at home. MCA rated itself at Full Implementation and Sustainability for providing professional learning and support to teachers and administrators to improve family partnerships, implementing systems for teachers to meet with families and students about progress, and supporting families to understand their rights and advocate for students. MCA also rated itself at Full Implementation for providing families with information and resources to support student learning and development at home.  MCA has established a successful parent conference model, regular Coffee with the Principal meetings, and parent education opportunities that help families understand academic expectations, assessment data, and student supports. The Charter School continues to provide events and workshops such as Middle School Choices Night, the Annual English Learner Parent Advocacy Meeting, iReady workshops, Literacy Night, Community Schools parent trainings, SSC, ELAC, and Wellness Council opportunities. Educational partner feedback reflects pride in the increased redesignation rate, growth in iReady and DIBELS benchmark data, strong communication, and continued work on attendance recovery. These efforts demonstrate progress in building meaningful partnerships focused on student achievement, English Learner progress, attendance, wellness, and long-term student success.|MCA’s focus areas for improvement in Building Partnerships for Student Outcomes include increasing parent participation in surveys and engagement opportunities, expanding family understanding of academic data, and strengthening partnerships connected to attendance recovery and student supports. Although educational partner feedback shows that families are happy with communication and proud of student progress, including redesignation rates and growth on iReady and DIBELS benchmark data, parent survey participation should increase so MCA can gather broader input from families across the Charter School community.  MCA will continue improving partnerships by providing more opportunities for families to understand student assessment data, academic interventions, attendance expectations, and ways to support learning at home. The Charter School will also continue building trust and transparency with families and staff as COVID related funding decreases and concerns about staffing and potential layoffs remain an area of concern. Continued use of parent workshops, SSC, ELAC, Coffee with the Principal, Community Schools meetings, ParentSquare, bilingual outreach, and attendance recovery communication will help MCA strengthen family partnerships focused on student achievement, wellness, attendance, and long-term success.|MCA will improve engagement of underrepresented families in Building Partnerships for Student Outcomes by expanding targeted, accessible, and data focused opportunities for families to understand and support student progress. The Charter School will continue using bilingual communication, ParentSquare, phone calls, newsletters, website updates, social media, SSC, ELAC, Coffee with the Principal, Community Schools meetings, and parent workshops to reach families who may not regularly participate in traditional engagement opportunities.  To strengthen partnerships for student outcomes, MCA will provide additional support for families to understand iReady, DIBELS, ELPAC, attendance, and intervention data, and will connect families with practical strategies to support learning, attendance recovery, and social emotional wellness at home. MCA will also increase survey reminders and provide opportunities for families to complete surveys during parent meetings, workshops, and Charter School events to improve participation among underrepresented families. These efforts will help ensure that EL families, SED families, families of SWD, and other underrepresented families have meaningful access to information, resources, and two-way communication that directly support student achievement, reclassification, attendance, wellness, and long-term success.|MCA’s current strengths in Seeking Input for Decision-Making include established and consistent structures for families, staff, and educational partners to provide input on Charter School priorities, programs, and services. MCA rated itself at Full Implementation and Sustainability for all four practices in this section, including building staff capacity to engage families in advisory groups, supporting family members to participate in decision making, providing families with opportunities to give input on policies and programs, and creating opportunities for families, teachers, administrators, and staff to work together on family engagement activities.  MCA has made progress through full membership and consistent quorum in School Site Council, Wellness Council, and ELAC. Coffee with the Principal continues to be well attended, and meetings are recorded to increase access for families who cannot attend during the scheduled time. MCA also uses electronic and virtual communication, announcements, feedback tools, and social media to increase parent participation. These systems support meaningful two-way communication and ensure that parent and family input informs decisions related to LCAP goals, academic supports, attendance recovery, student wellness, and family engagement.|Montague has created more opportunities for parent committee members to participate in the decision-making process; however, additional training for participants remains an area for growth. MCA continues to have regular participation by SSC and ELAC members and will continue building the capacity of parent leaders so they can more confidently review data, understand LCAP goals and actions, ask questions, and provide meaningful input. MCA also seeks to increase participation from at large parents who may not currently serve on formal committees, including greater attendance at SSC, ELAC, Coffee with the Principal, Community Schools meetings, and other parent committees. While parents have improved in participating in surveys emailed home, MCA will continue expanding outreach, reminders, bilingual support, and opportunities to complete surveys during parent meetings and Charter School events. These efforts will help ensure that decision making reflects broader family voice, including underrepresented families, and that parents are prepared to participate as informed partners in decisions related to student achievement, attendance, school climate, and family engagement.|MCA will improve engagement of underrepresented families in Seeking Input for Decision Making by expanding outreach beyond formal parent committees and creating more accessible opportunities for families to share feedback. The Charter School will continue using bilingual communication, ParentSquare, phone calls, emailed surveys, meeting reminders, translated materials, and in person outreach to encourage participation from EL families, SED families, families of SWD, and families who may not regularly attend SSC, ELAC, Coffee with the Principal, Community Schools meetings, or other advisory opportunities. MCA will also strengthen training for parent committee members and at-large parents so families better understand student data, LCAP goals and actions, attendance concerns, intervention supports, school climate data, and how their input influences decisions. To increase participation, MCA will provide opportunities for families to complete surveys during meetings, workshops, parent events, and Charter School activities, rather than relying only on email. These efforts will help underrepresented families participate more meaningfully in decision making and ensure that MCA’s programs, services, and priorities reflect the needs of the full Charter School community.|5|5|5|5|5|4|5|5|5|5|5|5|Met||2026-05-28|2026
19647336018287|Nestle Avenue Charter|3|Ongoing training for school personnel on creating welcoming environments and using research- based family engagement practices is provided through annual Region Family Engagement Professional Development Summits for site teams. Additional professional learning includes the nation’s first District-led Family Engagement Micro-Credential, monthly trainings for Parent and Family Center staff, and cross-department collaboration with Federal and State Education Programs, Multilingual and Multicultural Education, Human Resources, and other offices. The District also uses tools like the Los Angeles Unified Family Empowerment Rubric to strengthen relationships between schools and families.  Additional strengths include a Family Hotline providing timely assistance, as well as Regional Family and Community Engagement teams that partner with schools to strengthen family connections through training and support. Schools host monthly family engagement events focused on literacy, numeracy, joy, and wellness, while connecting families to resources on immigration, health, housing, and education. Family perception regarding access to instructional resources, measured by the School Experience Survey, increased from 89% in 2023-24 to 90% in 2024-25, reflecting more families finding school resources valuable for supporting their child’s education. The School Volunteer Program grew from 5,000 volunteers in 2021 to over 40,000 in 2026, expanding family engagement with school staff. Family education sessions are fully implemented through the District’s Strategic Plan, with surveys showing increased participation and satisfaction. As an Affiliated Charter in Los Angeles Unified, Nestle Charter Elementary is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Nestle Charter Elementary will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Building partnerships to improve student outcomes is central to the District’s Strategic Plan. School site and District engagement data show that families value opportunities through schools, Regions, and the Family Academy that strengthen collaboration with staff and reinforce shared responsibility for student success. The Family Academy offers courses at the school, Region, and District office levels, and a new platform now provides recorded content in multiple languages for flexible, self-paced family learning. The District’s Strategic Plan has expanded hybrid engagement options at the school, Region, and District office levels as well. Technology use has grown, with 91% of parents having a Parent Portal account. New resources were added to the web-based Parent Portal and App, helping families track student progress, review Individualized Education Plans, understand reclassification, view assignments, and access digital learning tools. Areas for improvement include boosting Family Academy participation among diverse families both in person and online. To increase in-person engagement, the District is partnering with schools on a new outreach framework, including hosting viewing sessions in Parent and Family Centers, a strategy that will continue next year. Continuous improvement strategies will include a new Learning Walks model to help families understand school instructional foci and identify effective ways to engage underrepresented groups. Efforts include coordinated course catalogues aligned with the Black Student Achievement Plan, targeted messaging on Region Ambassador workshops, and encouraging families to serve as “Promotoras” to engage others in learning opportunities for diverse student groups. The District will continue promoting Equity Course Pathways with Adult and Career Education, engaging families in addressing their child’s needs, and supporting parents’ enrollment in career programs to boost family stability and student success. As an Affiliated Charter in Los Angeles Unified, Nestle Charter Elementary is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|School will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|LAUSD supports school councils, advisory committees, and Title I family engagement requirements with structured training that promotes shared decision-making. School Site Council (SSC) and English Learner Advisory Committee (ELAC) members receive two virtual and two in-person sessions covering procedures, School Plan for Student Achievement planning, budget data analysis, and the Strategic Plan. At the central office level, the District supports the formation and functioning of the Community Advisory Committee, District English Learner Advisory Committee, and Parent Advisory Committee, which hold monthly meetings, subcommittee meetings, and agenda planning sessions. Members are invited to join the Parent Leader Training Series covering parliamentary procedures, data analysis, and SMART comment writing. District committee training exceeds compliance, with families and staff co-designing year-long syllabi, agendas, and meetings to ensure meaningful engagement and shared leadership. Areas for growth include expanding family participation through the Region Ambassador initiative, which focuses on the Local Control and Accountability Plan, English Learners, and Special Education. Launched in 2023-24, the model promotes broader engagement, with participation increasing from 3,400 in 2024-25 to over 4,400 participants this year. LAUSD will continue outreach to boost representation. Another key improvement area is training school staff to engage families in continuous improvement. By facilitating meaningful conversations about school data related to student achievement and wellness, families can serve as informed and active partners in the decision-making process, with ongoing professional learning reinforcing shared understanding and collective responsibility.  Federal policy requires Title I schools to have a Parent and Family Engagement Policy outlining resources and workshops that foster two-way communication between home and school. LAUSD has invested in communication platforms enabling schools to email, text, and send targeted event notifications and updates to families. An area for growth is enhancing two-way communication with high-need families through professional development, module-based courses, and sharing best practices across schools. Families learn District policies, legal rights, and advocacy for students through SSC and ELAC participation, with 100% of required schools forming these councils and committees annually. Future training will target broader demographic and multilingual representation to promote more inclusive participation.  As an Affiliated Charter in Los Angeles Unified, Nestle Charter Elementary is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2026-2027 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Nestle Charter Elementary is included in these engagement policies and processes.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-16|2026
19647336018634|Palisades Charter Elementary|3|Ongoing training for school personnel on creating welcoming environments and using research- based family engagement practices is provided through annual Region Family Engagement Professional Development Summits for site teams. Additional professional learning includes the nation’s first District-led Family Engagement Micro-Credential, monthly trainings for Parent and Family Center staff, and cross-department collaboration with Federal and State Education Programs, Multilingual and Multicultural Education, Human Resources, and other offices. The District also uses tools like the Los Angeles Unified Family Empowerment Rubric to strengthen relationships between schools and families.  Additional strengths include a Family Hotline providing timely assistance, as well as Regional Family and Community Engagement teams that partner with schools to strengthen family connections through training and support. Schools host monthly family engagement events focused on literacy, numeracy, joy, and wellness, while connecting families to resources on immigration, health, housing, and education. Family perception regarding access to instructional resources, measured by the School Experience Survey, increased from 89% in 2023-24 to 90% in 2024-25, reflecting more families finding school resources valuable for supporting their child’s education. The School Volunteer Program grew from 5,000 volunteers in 2021 to over 40,000 in 2026, expanding family engagement with school staff. Family education sessions are fully implemented through the District’s Strategic Plan, with surveys showing increased participation and satisfaction. As an Affiliated Charter in Los Angeles Unified, Palisades Charter Elementary is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|As an Affiliated Charter in Los Angeles Unified, Palisades Charter Elementary School utilizes district approaches as the foundation for engagement of underrepresented families. In addition to District approaches, Palisades CES devotes many resources to this effort. This includes weekly news letters from the principal, Coffee with the Principal, Volunteer engagement, website access, Parent Center, Community Liaison, and community events. Palisades Charter Elementary will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Building partnerships to improve student outcomes is central to the District’s Strategic Plan. School site and District engagement data show that families value opportunities through schools, Regions, and the Family Academy that strengthen collaboration with staff and reinforce shared responsibility for student success. The Family Academy offers courses at the school, Region, and District office levels, and a new platform now provides recorded content in multiple languages for flexible, self-paced family learning. The District’s Strategic Plan has expanded hybrid engagement options at the school, Region, and District office levels as well. Technology use has grown, with 91% of parents having a Parent Portal account. New resources were added to the web-based Parent Portal and App, helping families track student progress, review Individualized Education Plans, understand reclassification, view assignments, and access digital learning tools. Areas for improvement include boosting Family Academy participation among diverse families both in person and online. To increase in-person engagement, the District is partnering with schools on a new outreach framework, including hosting viewing sessions in Parent and Family Centers, a strategy that will continue next year. Continuous improvement strategies will include a new Learning Walks model to help families understand school instructional foci and identify effective ways to engage underrepresented groups. Efforts include coordinated course catalogues aligned with the Black Student Achievement Plan, targeted messaging on Region Ambassador workshops, and encouraging families to serve as “Promotoras” to engage others in learning opportunities for diverse student groups. The District will continue promoting Equity Course Pathways with Adult and Career Education, engaging families in addressing their child’s needs, and supporting parents’ enrollment in career programs to boost family stability and student success. As an Affiliated Charter in Los Angeles Unified, Palisades Charter Elementary is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|As an Affiliated Charter in Los Angeles Unified, Palisades Charter Elementary School utilizes district approaches as the foundation for engagement of underrepresented families. In addition to District approaches, Palisades CES devotes many resources to this effort. These include data sharing with parents regarding student progress, free in-person tutoring services for students, and additional online resources for parents to support student progress in Mathematics and English Language Arts. Palisades Charter Elementary will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|LAUSD supports school councils, advisory committees, and Title I family engagement requirements with structured training that promotes shared decision-making. School Site Council (SSC) and English Learner Advisory Committee (ELAC) members receive two virtual and two in-person sessions covering procedures, School Plan for Student Achievement planning, budget data analysis, and the Strategic Plan. At the central office level, the District supports the formation and functioning of the Community Advisory Committee, District English Learner Advisory Committee, and Parent Advisory Committee, which hold monthly meetings, subcommittee meetings, and agenda planning sessions. Members are invited to join the Parent Leader Training Series covering parliamentary procedures, data analysis, and SMART comment writing. District committee training exceeds compliance, with families and staff co-designing year-long syllabi, agendas, and meetings to ensure meaningful engagement and shared leadership. Areas for growth include expanding family participation through the Region Ambassador initiative, which focuses on the Local Control and Accountability Plan, English Learners, and Special Education. Launched in 2023-24, the model promotes broader engagement, with participation increasing from 3,400 in 2024-25 to over 4,400 participants this year. LAUSD will continue outreach to boost representation. Another key improvement area is training school staff to engage families in continuous improvement. By facilitating meaningful conversations about school data related to student achievement and wellness, families can serve as informed and active partners in the decision-making process, with ongoing professional learning reinforcing shared understanding and collective responsibility.  Federal policy requires Title I schools to have a Parent and Family Engagement Policy outlining resources and workshops that foster two-way communication between home and school. LAUSD has invested in communication platforms enabling schools to email, text, and send targeted event notifications and updates to families. An area for growth is enhancing two-way communication with high-need families through professional development, module-based courses, and sharing best practices across schools. Families learn District policies, legal rights, and advocacy for students through SSC and ELAC participation, with 100% of required schools forming these councils and committees annually. Future training will target broader demographic and multilingual representation to promote more inclusive participation. As an Affiliated Charter in Los Angeles Unified, Palisades Charter Elementary is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2026-2027 school year.|As an Affiliated Charter in Los Angeles Unified, Palisades Charter Elementary School utilizes district approaches as the foundation for engagement of underrepresented families. In addition to District approaches, Palisades CES devotes many resources to this effort. These opportunities include monthly Governing Council meetings, monthly GC Committee meetings, monthly Booster Club meetings, annual survey of priorities, ongoing input for Budget allocation and continued collaboration between school and parent community.|5|5|4|4|4|4|4|3|4|4|4|4|Met||2026-06-16|2026
19647336018642|Pacoima Charter Elementary|3|Based on the educational partner survey results, Pacoima Charter demonstrates strong progress in building relationships between school staff and families. Survey responses indicate that families feel welcomed, respected, and included in the school community, with nearly all respondents agreeing that the school values diversity and creates a positive, inclusive environment. Parents also reported strong confidence in the school's communication about student progress and expressed that educational partners are meaningfully involved in meetings and decision-making processes. These results reflect continued success in fostering trusting relationships, maintaining open communication, and encouraging active family engagement to support student achievement.|Based on the LCAP parent survey results, Pacoima Charter's focus for improvement in building relationships between school staff and families is to further strengthen meaningful family engagement and two-way communication. While responses were overwhelmingly positive, a small number of families reported neutral perceptions regarding opportunities to participate in school decision-making and the extent to which they feel connected to school initiatives. The school will continue to expand outreach efforts, increase opportunities for parent voice and leadership, and enhance communication strategies to ensure all families feel informed, valued, and actively engaged as partners in supporting student success.|Based on the educational partner input, Pacoima Charter will improve engagement of underrepresented families by expanding targeted outreach and increasing opportunities for meaningful participation in the school community. The LEA will provide culturally and linguistically responsive communication, offer flexible meeting times and multiple engagement formats, and strengthen partnerships with families who have been less represented in school activities and decision-making. The school will also continue to gather feedback through surveys, meetings, and advisory groups to ensure all families have a voice and that engagement strategies are responsive to the diverse needs of the school community|Based on the analysis of educational partner input and local data, Pacoima Charter Elementary School's current strengths in building partnerships for student outcomes include strong collaboration between families, staff, and the school community to support student success. Survey results indicate that families feel informed about their child's academic progress, have opportunities to participate in school activities and decision-making, and trust the school to provide a safe, welcoming, and inclusive learning environment. The school has made continued progress by maintaining consistent communication, engaging families through meetings and events, and fostering partnerships that promote shared responsibility for improving student achievement and well-being.|Based on the analysis of educational partner input and local data, Pacoima Charter Elementary School's focus for improvement in building partnerships for student outcomes is to strengthen family participation in supporting student learning and expand opportunities for collaboration between families, staff, and community partners. The school will continue to increase parent education opportunities, improve two-way communication regarding academic expectations and student progress, and enhance access to school programs and resources. Additionally, Pacoima Charter Elementary School will work to increase engagement among families who have been less involved by providing more flexible participation opportunities, multilingual communication, and targeted outreach to ensure all families are active partners in promoting positive student outcomes|Based on the analysis of educational partner input and local data, Pacoima Charter Elementary School will improve engagement of underrepresented families by implementing targeted outreach strategies that reduce barriers to participation and strengthen family-school partnerships. Pacoima Charter Elementary School will expand multilingual communication, offer flexible meeting times and virtual engagement opportunities, and provide parent workshops focused on supporting student learning at home. The school will also increase opportunities for families to participate in leadership groups, advisory committees, and school decision-making while continuing to collect feedback from underrepresented families to ensure programs and supports are responsive to their needs and contribute to improved student outcomes.|Based on the analysis of educational partner input and local data, Pacoima Charter Elementary School's  current strengths in seeking input for decision-making include actively engaging families, staff, students, and community members through surveys, advisory committees, parent meetings, and other stakeholder engagement opportunities. Educational partner feedback indicates that families feel welcomed, respected, and provided with meaningful opportunities to share their perspectives on school programs and priorities. Pacoima Charter Elementary School has demonstrated continued progress by using stakeholder input to inform the development of the LCAP, guide school improvement efforts, and strengthen programs and services that support student achievement and well-being.|Based on the analysis of educational partner input and local data, Pacoima Charter Elementary School's focus for improvement in seeking input for decision-making is to broaden participation from all educational partner groups, particularly families whose voices have been underrepresented in school planning and decision-making. Although survey responses reflect strong overall satisfaction, the Pacoima Charter Elementary School's will strengthen efforts to increase stakeholder participation through targeted outreach, multilingual communication, flexible meeting schedules, and multiple opportunities to provide feedback. The school will also improve communication about how educational partner input is used to shape school goals, programs, and resource allocation, ensuring stakeholders see the impact of their participation and remain actively engaged in the continuous improvement process|Based on the analysis of educational partner input and local data, Pacoima Charter Elementary School will improve engagement of underrepresented families in decision-making by expanding targeted outreach and creating more accessible opportunities for meaningful participation. Pacoima Charter Elementary School will provide multilingual communication, offer flexible meeting times and virtual participation options, and actively encourage families from historically underrepresented groups to participate in surveys, advisory committees, and school leadership meetings. The school will also regularly share how educational partner feedback influences school decisions and LCAP priorities, ensuring families understand the value of their input and remain engaged as active partners in the continuous improvement process|5|5|4|5|4|5|5|5|4|4|4|4|Met||2026-06-09|2026
19647336018725|Plainview Academic Charter Academy|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Plainview ACA is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Plainview ACA will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2025-26).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Plainview ACA is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Plainview ACA will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2025-26 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Plainview ACA is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Plainview ACA is included in these engagement policies and processes.|4|4|4|4|4|5|5|5|5|5|5|5|Met||2026-06-16|2026
19647336018774|Pomelo Community Charter|3|Ongoing training for school personnel on creating welcoming environments and using research- based family engagement practices is provided through annual Region Family Engagement Professional Development Summits for site teams. Additional professional learning includes the nation’s first District-led Family Engagement Micro-Credential, monthly trainings for Parent and Family Center staff, and cross-department collaboration with Federal and State Education Programs, Multilingual and Multicultural Education, Human Resources, and other offices. The District also uses tools like the Los Angeles Unified Family Empowerment Rubric to strengthen relationships between schools and families.  Additional strengths include a Family Hotline providing timely assistance, as well as Regional Family and Community Engagement teams that partner with schools to strengthen family connections through training and support. Schools host monthly family engagement events focused on literacy, numeracy, joy, and wellness, while connecting families to resources on immigration, health, housing, and education. Family perception regarding access to instructional resources, measured by the School Experience Survey, increased from 89% in 2023-24 to 90% in 2024-25, reflecting more families finding school resources valuable for supporting their child’s education. The School Volunteer Program grew from 5,000 volunteers in 2021 to over 40,000 in 2026, expanding family engagement with school staff. Family education sessions are fully implemented through the District’s Strategic Plan, with surveys showing increased participation and satisfaction. As an Affiliated Charter in Los Angeles Unified, Pomelo CC is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Pomelo CC will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Building partnerships to improve student outcomes is central to the District’s Strategic Plan. School site and District engagement data show that families value opportunities through schools, Regions, and the Family Academy that strengthen collaboration with staff and reinforce shared responsibility for student success. The Family Academy offers courses at the school, Region, and District office levels, and a new platform now provides recorded content in multiple languages for flexible, self-paced family learning. The District’s Strategic Plan has expanded hybrid engagement options at the school, Region, and District office levels as well. Technology use has grown, with 91% of parents having a Parent Portal account. New resources were added to the web-based Parent Portal and App, helping families track student progress, review Individualized Education Plans, understand reclassification, view assignments, and access digital learning tools. Areas for improvement include boosting Family Academy participation among diverse families both in person and online. To increase in-person engagement, the District is partnering with schools on a new outreach framework, including hosting viewing sessions in Parent and Family Centers, a strategy that will continue next year. Continuous improvement strategies will include a new Learning Walks model to help families understand school instructional foci and identify effective ways to engage underrepresented groups. Efforts include coordinated course catalogues aligned with the Black Student Achievement Plan, targeted messaging on Region Ambassador workshops, and encouraging families to serve as “Promotoras” to engage others in learning opportunities for diverse student groups. The District will continue promoting Equity Course Pathways with Adult and Career Education, engaging families in addressing their child’s needs, and supporting parents’ enrollment in career programs to boost family stability and student success. As an Affiliated Charter in Los Angeles Unified, Pomelo CC is included in these engagement policies and processes.|Partnerships for Student Outcomes. The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Pomelol will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|LAUSD supports school councils, advisory committees, and Title I family engagement requirements with structured training that promotes shared decision-making. School Site Council (SSC) and English Learner Advisory Committee (ELAC) members receive two virtual and two in-person sessions covering procedures, School Plan for Student Achievement planning, budget data analysis, and the Strategic Plan. At the central office level, the District supports the formation and functioning of the Community Advisory Committee, District English Learner Advisory Committee, and Parent Advisory Committee, which hold monthly meetings, subcommittee meetings, and agenda planning sessions. Members are invited to join the Parent Leader Training Series covering parliamentary procedures, data analysis, and SMART comment writing. District committee training exceeds compliance, with families and staff co-designing year-long syllabi, agendas, and meetings to ensure meaningful engagement and shared leadership. Areas for growth include expanding family participation through the Region Ambassador initiative, which focuses on the Local Control and Accountability Plan, English Learners, and Special Education. Launched in 2023-24, the model promotes broader engagement, with participation increasing from 3,400 in 2024-25 to over 4,400 participants this year. LAUSD will continue outreach to boost representation. Another key improvement area is training school staff to engage families in continuous improvement. By facilitating meaningful conversations about school data related to student achievement and wellness, families can serve as informed and active partners in the decision-making process, with ongoing professional learning reinforcing shared understanding and collective responsibility.  Federal policy requires Title I schools to have a Parent and Family Engagement Policy outlining resources and workshops that foster two-way communication between home and school. LAUSD has invested in communication platforms enabling schools to email, text, and send targeted event notifications and updates to families. An area for growth is enhancing two-way communication with high-need families through professional development, module-based courses, and sharing best practices across schools. Families learn District policies, legal rights, and advocacy for students through SSC and ELAC participation, with 100% of required schools forming these councils and committees annually. Future training will target broader demographic and multilingual representation to promote more inclusive participation. As an Affiliated Charter in Los Angeles Unified, Pomelo CC is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2026-2027 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Pomelo CC is included in these engagement policies and processes.|5|5|4|4|4|5|4|4|4|4|4|3|Met||2026-06-16|2026
19647336018923|Riverside Drive Charter|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Riverside Drive Charter School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Riverside Drive Charter will continue to provide a welcoming environment and encourage families to participate in their child's learning as well as be an active member of our school community. We aim to increase translation support for the increasing variety of languages represented on our campus. We utilize live translators or technology to ensure parents can provide feedback and ask questions. All of this with the goal of ensuring that families know that they are valued members of our school community.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2025-26).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Riverside Drive Charter School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Riverside Drive Charter School will continue to actively seek out families who are not present at school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes. Regular messaging to families via multiple platforms can ensure that families have the information needed to participate. In order to gain the full benefit of an education, students must be present. Increasing daily attendance will be the primary focal point, and providing parents with an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2025-26 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Riverside Drive is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2026-2027 school year.|Other ways LAUSD seeks input is through three district-wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration. As an Affiliated Charter in Los Angeles Unified, Riverside Drive Charter School is included in these engagement policies and processes.|4|5|4|5|4|4|5|4|5|5|4|4|Met||2026-06-16|2026
19647336019079|Santa Monica Boulevard Community Charter|3|The Charter School strives to create a welcoming, engaging, and nurturing learning environment for all stakeholders. The school provides multiple opportunities for building relationships through community events such as the Summer Meet and Greet, Fall and Spring Back to School Night Meetings, Open House, and ongoing School Site Council, Advisory Committees, and Fenton Charter Public Schools Board Meetings.|The Charter School utilizes a comprehensive system of formative and summative measures to analyze stakeholder feedback, student achievement, and school culture. Student performance data are collected, monitored, and analyzed through Renaissance and i Ready, which serve as the school's primary assessment and data management platforms. Classroom based formative and summative assessments are entered into these systems, along with state assessment results, including the California Assessment of Student Performance and Progress (CAASPP) and the English Language Proficiency Assessments for California (ELPAC). These platforms provide educators with robust reporting and analytical tools that support data driven decision making. Custom reports allow staff to examine student performance across multiple dimensions, including individual students, classrooms, grade levels, student groups, and schoolwide trends. Data can also be reviewed longitudinally to identify patterns in achievement over time. Common analyses include monitoring the progress of significant student groups, evaluating proficiency levels, and informing Multi Tiered System of Supports (MTSS) decisions. Findings from these reports guide instructional planning, intervention efforts, resource allocation, and continuous improvement initiatives. The Charter School places a strong emphasis on meaningful communication and partnership with families. The Director publishes a weekly newsletter to keep parents and guardians informed about school programs, student learning, and upcoming events. In addition, the Director regularly communicates with families through phone calls and text messages to ensure timely, relevant, and accessible communication. At the beginning of each school year, grade level parent orientation meetings are held to provide families with information regarding academic expectations, behavioral standards, and school procedures. These meetings also establish clear channels of communication between home and school and foster strong family engagement from the outset of the school year. Families participate in formal parent teacher conferences twice annually and may meet with teachers at any time as needed to discuss student progress. Parents and guardians are encouraged to actively engage in the school community by chaperoning field trips, assisting with classroom activities and celebrations, and participating in home visits when appropriate. Additionally, families are invited to campus each month to attend student recognition assemblies that celebrate academic achievement, positive character development, and other student accomplishments.|Based on educational partner feedback and local data, the Charter School has identified the need to further strengthen relationships with underrepresented families and increase opportunities for meaningful engagement. Families currently have multiple avenues to receive information and participate in decision making, including Parent Advocacy Nights, School Site Council meetings, and monthly Board meetings. These forums provide opportunities for families to share concerns, celebrate successes, and contribute to school improvement efforts. To improve engagement among underrepresented families, the Charter School will expand outreach efforts through targeted communication, personalized invitations to school events, and increased opportunities for two way dialogue between families and staff. Weekly newsletters and other communication platforms will continue to provide information about the instructional program and strategies to support student learning at home. The school will also seek feedback from families regarding barriers to participation and use this information to develop more accessible and inclusive engagement opportunities. Recognizing that strong partnerships between families and school staff are essential to student success, the Charter School remains committed to fostering welcoming, responsive, and collaborative relationships with all families. The school will continue to explore innovative approaches to ensure underrepresented families feel valued, connected, and actively involved in their children's educational experience.|Based on educational partner input and local data, the Charter School's current strength in building partnerships for student outcomes is its collaborative approach to professional learning and shared decision making across the Fenton Charter Public Schools network. Professional development priorities are identified through advisory committees and are informed by student assessment data, the implementation of new state and federal initiatives, and the specific academic and social emotional needs of students. The Charter School works closely with other schools within the FCPS organization to provide targeted and responsive professional learning opportunities. When specialized training is needed, staff members from multiple sites come together to participate in sessions that address common areas of focus, including support for new teachers, curriculum implementation, and instructional best practices. This collaborative model promotes the sharing of expertise, resources, and successful strategies across schools. Lead Teachers and instructional staff regularly engage with colleagues from other campuses to strengthen instructional practices and improve student outcomes. These partnerships foster professional collaboration, build organizational capacity, and ensure that educators have access to high quality training aligned with student needs. As a result, the Charter School has been able to leverage collective knowledge and resources to support continuous improvement and enhance student achievement.|Based on educational partner input and local data, the Charter School's primary focus for improvement in building partnerships for student outcomes is increasing meaningful family engagement and strengthening communication between home and school. While the school has established systems for monitoring student progress and sharing information with families, opportunities exist to further expand family participation in the educational process. The Charter School will continue to strengthen partnerships by increasing awareness of student achievement data and providing families with additional resources to support learning at home. Efforts will focus on encouraging greater participation in parent orientation meetings, parent teacher conferences, student progress reviews, and school governance activities. The school will also seek additional feedback from families regarding the effectiveness of current communication practices and identify barriers that may limit participation. To support student success, the Charter School will continue to promote collaboration among families, teachers, administrators, and the governing board through regular communication and shared decision making. Student achievement data, attendance trends, and school climate information will be used to guide discussions and inform improvement efforts. By expanding opportunities for family involvement and strengthening partnerships among all educational partners, the Charter School aims to increase student engagement, improve academic outcomes, and foster a stronger sense of shared responsibility for student success.|Based on educational partner input and local data, the Charter School recognizes the importance of strengthening engagement with underrepresented families to ensure all students have access to meaningful support and advocacy. The school provides ongoing training, resources, and informational opportunities that help families understand their rights, navigate educational systems, and effectively advocate for their children. To improve engagement, the Charter School will expand outreach efforts through targeted communication, flexible meeting opportunities, and family education workshops designed to address the specific needs of underrepresented groups. School staff will actively seek feedback from families to better understand barriers to participation and identify strategies that promote greater involvement in school programs, decision making processes, and student support initiatives. The Charter School will continue to foster a welcoming and inclusive environment where all families feel valued as partners in their children's education. By strengthening relationships, increasing access to information and resources, and creating additional opportunities for participation, the school aims to build stronger partnerships that support positive student outcomes and increase engagement among underrepresented families.|The Charter School families are highly involved and valued stakeholders. Prior to the school year beginning, families are invited to attend a “Meet and Greet.” The purpose of this event is to allow the family to explore their child’s new classroom, school facilities, and experience the overall feeling of the campus. Families are able to understand high expectations for students through experiencing this initial encounter with the school.|Based on educational partner input and local data, the Charter School's current strength in seeking input for decision making is the strong level of family engagement and participation across a variety of school initiatives. Families are recognized as valued educational partners and are provided with meaningful opportunities to contribute feedback, share perspectives, and participate in school improvement efforts. Prior to the start of each school year, families are invited to attend a Meet and Greet event that introduces them to their child's classroom, school staff, and campus environment. This event helps establish positive relationships, communicate school expectations, and foster a sense of connection between families and the school community from the outset. The Charter School has also experienced increased family participation in decision making processes through involvement in parent advocacy activities, school committees, and leadership opportunities. Families have played anactive role in connecting the school with community partners and resources that support student learning and well being. In addition, parents have assumed leadership roles within key decision making groups, including the School Site Council, where they collaborate with staff and administrators to review data, discuss school priorities, and provide input on programs and services. Through ongoing communication, stakeholder meetings, surveys, and governance opportunities, the Charter School continues to strengthen its culture of collaboration and shared responsibility. These efforts have contributed to stronger partnerships between families and school staff and have enhanced the school's ability to make informed decisions that support positive student outcomes.|Based on educational partner input and local data, the Charter School's focus for improvement in seeking input for decision making is to expand meaningful family engagement and increase opportunities for parents to serve as active partners and leaders within the school community. The school will continue to explore alternative communication strategies, including increased use of text messaging, social media platforms, and other outreach methods to ensure families have accessible opportunities to share feedback and participate in school initiatives. In addition, the Charter School will prioritize efforts to empower parents to engage more deeply in instructional opportunities, support student learning, and contribute to school improvement efforts. Families will be encouraged to take on leadership roles by mentoring and supporting other parents, participating in advisory and decision making groups, and helping to strengthen connections between the school and the broader community. The Charter School seeks to foster a culture in which parents view themselves as essential partners in student success and critical contributors to school operations. Through leadership development opportunities, collaborative planning, and ongoing communication, the school will continue to build family capacity and ensure that parent voices are represented in decisions that impact students, programs, and schoolwide priorities.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-11|2026
19647336019111|Serrania Avenue Charter for Enriched Studies|3|Ongoing training for school personnel on creating welcoming environments and using research- based family engagement practices is provided through annual Region Family Engagement Professional Development Summits for site teams. Additional professional learning includes the nation’s first District-led Family Engagement Micro-Credential, monthly trainings for Parent and Family Center staff, and cross-department collaboration with Federal and State Education Programs, Multilingual and Multicultural Education, Human Resources, and other offices. The District also uses tools like the Los Angeles Unified Family Empowerment Rubric to strengthen relationships between schools and families.  Additional strengths include a Family Hotline providing timely assistance, as well as Regional Family and Community Engagement teams that partner with schools to strengthen family connections through training and support. Schools host monthly family engagement events focused on literacy, numeracy, joy, and wellness, while connecting families to resources on immigration, health, housing, and education. Family perception regarding access to instructional resources, measured by the School Experience Survey, increased from 89% in 2023-24 to 90% in 2024-25, reflecting more families finding school resources valuable for supporting their child’s education. The School Volunteer Program grew from 5,000 volunteers in 2021 to over 40,000 in 2026, expanding family engagement with school staff. Family education sessions are fully implemented through the District’s Strategic Plan, with surveys showing increased participation and satisfaction. As an Affiliated Charter in Los Angeles Unified, Serrania Charter for Enriched Studies is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Engagement of underrepresented families will be improved in relation to Building Relationships Between School Staff and Families by continuing to provide opportunities for families to volunteer, attend events, attend workshops, be part of school councils and some school decisions.  Serrania Avenue Charter for Enriched Studies will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Building partnerships to improve student outcomes is central to the District’s Strategic Plan. School site and District engagement data show that families value opportunities through schools, Regions, and the Family Academy that strengthen collaboration with staff and reinforce shared responsibility for student success. The Family Academy offers courses at the school, Region, and District office levels, and a new platform now provides recorded content in multiple languages for flexible, self-paced family learning. The District’s Strategic Plan has expanded hybrid engagement options at the school, Region, and District office levels as well. Technology use has grown, with 91% of parents having a Parent Portal account. New resources were added to the web-based Parent Portal and App, helping families track student progress, review Individualized Education Plans, understand reclassification, view assignments, and access digital learning tools. Areas for improvement include boosting Family Academy participation among diverse families both in person and online. To increase in-person engagement, the District is partnering with schools on a new outreach framework, including hosting viewing sessions in Parent and Family Centers, a strategy that will continue next year. Continuous improvement strategies will include a new Learning Walks model to help families understand school instructional foci and identify effective ways to engage underrepresented groups. Efforts include coordinated course catalogues aligned with the Black Student Achievement Plan, targeted messaging on Region Ambassador workshops, and encouraging families to serve as “Promotoras” to engage others in learning opportunities for diverse student groups. The District will continue promoting Equity Course Pathways with Adult and Career Education, engaging families in addressing their child’s needs, and supporting parents’ enrollment in career programs to boost family stability and student success. As an Affiliated Charter in Los Angeles Unified, Serrania Charter for Enriched Studies is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Serrania Avenue Charter for Enriched Studies will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|LAUSD supports school councils, advisory committees, and Title I family engagement requirements with structured training that promotes shared decision-making. School Site Council (SSC) and English Learner Advisory Committee (ELAC) members receive two virtual and two in-person sessions covering procedures, School Plan for Student Achievement planning, budget data analysis, and the Strategic Plan. At the central office level, the District supports the formation and functioning of the Community Advisory Committee, District English Learner Advisory Committee, and Parent Advisory Committee, which hold monthly meetings, subcommittee meetings, and agenda planning sessions. Members are invited to join the Parent Leader Training Series covering parliamentary procedures, data analysis, and SMART comment writing. District committee training exceeds compliance, with families and staff co-designing year-long syllabi, agendas, and meetings to ensure meaningful engagement and shared leadership. Areas for growth include expanding family participation through the Region Ambassador initiative, which focuses on the Local Control and Accountability Plan, English Learners, and Special Education. Launched in 2023-24, the model promotes broader engagement, with participation increasing from 3,400 in 2024-25 to over 4,400 participants this year. LAUSD will continue outreach to boost representation. Another key improvement area is training school staff to engage families in continuous improvement. By facilitating meaningful conversations about school data related to student achievement and wellness, families can serve as informed and active partners in the decision-making process, with ongoing professional learning reinforcing shared understanding and collective responsibility.  Federal policy requires Title I schools to have a Parent and Family Engagement Policy outlining resources and workshops that foster two-way communication between home and school. LAUSD has invested in communication platforms enabling schools to email, text, and send targeted event notifications and updates to families. An area for growth is enhancing two-way communication with high-need families through professional development, module-based courses, and sharing best practices across schools. Families learn District policies, legal rights, and advocacy for students through SSC and ELAC participation, with 100% of required schools forming these councils and committees annually. Future training will target broader demographic and multilingual representation to promote more inclusive participation. As an Affiliated Charter in Los Angeles Unified, Serrania Avenue Charter for Enriched Studies is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2026-2027 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Serrania Avenue Charter for Enriched Studies is included in these engagement policies and processes.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-16|2026
19647336019186|Sherman Oaks Elementary Charter|3|Ongoing training for school personnel on creating welcoming environments and using research- based family engagement practices is provided through annual Region Family Engagement Professional Development Summits for site teams. Additional professional learning includes the nation’s first District-led Family Engagement Micro-Credential, monthly trainings for Parent and Family Center staff, and cross-department collaboration with Federal and State Education Programs, Multilingual and Multicultural Education, Human Resources, and other offices. The District also uses tools like the Los Angeles Unified Family Empowerment Rubric to strengthen relationships between schools and families.  Additional strengths include a Family Hotline providing timely assistance, as well as Regional Family and Community Engagement teams that partner with schools to strengthen family connections through training and support. Schools host monthly family engagement events focused on literacy, numeracy, joy, and wellness, while connecting families to resources on immigration, health, housing, and education. Family perception regarding access to instructional resources, measured by the School Experience Survey, increased from 89% in 2023-24 to 90% in 2024-25, reflecting more families finding school resources valuable for supporting their child’s education. The School Volunteer Program grew from 5,000 volunteers in 2021 to over 40,000 in 2026, expanding family engagement with school staff. Family education sessions are fully implemented through the District’s Strategic Plan, with surveys showing increased participation and satisfaction. As an Affiliated Charter in Los Angeles Unified, Sherman Oaks Elementary Charter is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Sherman Oaks will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Building partnerships to improve student outcomes is central to the District’s Strategic Plan. School site and District engagement data show that families value opportunities through schools, Regions, and the Family Academy that strengthen collaboration with staff and reinforce shared responsibility for student success. The Family Academy offers courses at the school, Region, and District office levels, and a new platform now provides recorded content in multiple languages for flexible, self-paced family learning. The District’s Strategic Plan has expanded hybrid engagement options at the school, Region, and District office levels as well. Technology use has grown, with 91% of parents having a Parent Portal account. New resources were added to the web-based Parent Portal and App, helping families track student progress, review Individualized Education Plans, understand reclassification, view assignments, and access digital learning tools. Areas for improvement include boosting Family Academy participation among diverse families both in person and online. To increase in-person engagement, the District is partnering with schools on a new outreach framework, including hosting viewing sessions in Parent and Family Centers, a strategy that will continue next year. Continuous improvement strategies will include a new Learning Walks model to help families understand school instructional foci and identify effective ways to engage underrepresented groups. Efforts include coordinated course catalogues aligned with the Black Student Achievement Plan, targeted messaging on Region Ambassador workshops, and encouraging families to serve as “Promotoras” to engage others in learning opportunities for diverse student groups. The District will continue promoting Equity Course Pathways with Adult and Career Education, engaging families in addressing their child’s needs, and supporting parents’ enrollment in career programs to boost family stability and student success. As an Affiliated Charter in Los Angeles Unified, Sherman Oaks Elementary Charter is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Sherman Oaks Elementary Charter will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|LAUSD supports school councils, advisory committees, and Title I family engagement requirements with structured training that promotes shared decision-making. School Site Council (SSC) and English Learner Advisory Committee (ELAC) members receive two virtual and two in-person sessions covering procedures, School Plan for Student Achievement planning, budget data analysis, and the Strategic Plan. At the central office level, the District supports the formation and functioning of the Community Advisory Committee, District English Learner Advisory Committee, and Parent Advisory Committee, which hold monthly meetings, subcommittee meetings, and agenda planning sessions. Members are invited to join the Parent Leader Training Series covering parliamentary procedures, data analysis, and SMART comment writing. District committee training exceeds compliance, with families and staff co-designing year-long syllabi, agendas, and meetings to ensure meaningful engagement and shared leadership. Areas for growth include expanding family participation through the Region Ambassador initiative, which focuses on the Local Control and Accountability Plan, English Learners, and Special Education. Launched in 2023-24, the model promotes broader engagement, with participation increasing from 3,400 in 2024-25 to over 4,400 participants this year. LAUSD will continue outreach to boost representation. Another key improvement area is training school staff to engage families in continuous improvement. By facilitating meaningful conversations about school data related to student achievement and wellness, families can serve as informed and active partners in the decision-making process, with ongoing professional learning reinforcing shared understanding and collective responsibility.  Federal policy requires Title I schools to have a Parent and Family Engagement Policy outlining resources and workshops that foster two-way communication between home and school. LAUSD has invested in communication platforms enabling schools to email, text, and send targeted event notifications and updates to families. An area for growth is enhancing two-way communication with high-need families through professional development, module-based courses, and sharing best practices across schools. Families learn District policies, legal rights, and advocacy for students through SSC and ELAC participation, with 100% of required schools forming these councils and committees annually. Future training will target broader demographic and multilingual representation to promote more inclusive participation. As an Affiliated Charter in Los Angeles Unified, Sherman Oaks Elementary Charter is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2026-2027 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Sherman Oaks Elementary Charter is included in these engagement policies and processes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
19647336019392|Superior Street Elementary|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Superior Street Elementary is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Based on the analysis of educational partner input and local data, Superior Street Elementary has identified several underrepresented family groups that require more effective engagement strategies. These groups include non-English speaking families, families with low socioeconomic status, and those with limited prior involvement in school activities. To address these challenges and improve engagement, we will implement the following strategies:  Enhanced Communication Channels Multilingual Outreach: Develop and distribute materials in multiple languages, ensuring accessibility for non-English speaking families. This includes newsletters, event flyers, and social media updates. Technology Integration: Utilize email, text messages, and school apps for timely updates. Provide training sessions for parents on using these tools.  Inclusive School Events Flexible Scheduling: Vary the times school events are held to accommodate diverse schedules.  Collaborative Decision-Making Family Advisory Committees: Continue to incorporate diverse family representatives in advisory committees to provide input on school policies, programs, and initiatives. The approach described above will strengthen relationships with our families and lead to improved educational outcomes for our students.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2025-26).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Superior Street Elementary is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|everal underrepresented family groups that require more effective engagement strategies to build partnerships for student outcomes. These groups include non-English speaking families, families with low socioeconomic status, and those with limited prior involvement in school activities. To address these challenges and improve engagement, we will implement the following strategies:  Strengthening Communication Bilingual Resources: Create and share resources in multiple languages to ensure all families have access to important information. This includes translating newsletters, event announcements, and academic resources. Parent Workshops: Host workshops focused on helping parents support their children’s learning at home. These will cover topics like literacy, math skills, and navigating educational technology.  Collaborative Initiatives Community Partnerships: Partner with local organizations to provide additional support and resources for families, such as tutoring services, after-school programs, and family counseling.  Inclusive School Programs Volunteer Opportunities: Continue to increase opportunities for families to volunteer in classrooms, during school events, and in extracurricular activities, making it easier for all families to get involved. Family Engagement Events: Organize events that bring families together to learn about student progress and celebrate achievements, such as family nights and academic showcases.  By implementing these strategies, we aim to build stronger partnerships with all families, leading to better student outcomes and a more connected school community.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2025-26 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Superior Street Elementary is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|several underrepresented family groups that require more effective engagement strategies to enhance decision-making processes. These groups include non-English speaking families, families with low socioeconomic status, and those with limited prior involvement in school activities. To address these challenges and improve engagement, we will implement the following strategies:  Inclusive Communication Channels Multilingual Outreach: Ensure all communication regarding decision-making processes is available in multiple languages. This includes meeting notices and informational documents. Accessible Information: Use various platforms—such as emails, text messages, social media, and school apps—to share information about decision-making opportunities with all families.  Strengthening Advisory Committees Diverse Representation: Actively recruit diverse family representatives to participate in school advisory committees. This ensures that a wide range of perspectives are included in decision-making processes. Regular Meetings: Hold regular advisory committee meetings to discuss school policies, programs, and new initiatives. Provide translation services during these meetings to ensure all participants can contribute meaningfully.  Providing Education and Resources Coffee with the Principal: Offer information during Coffee with the Principal to educate families on how the school decision-making process works and how they can be involved. Inlcude information to cover effective ways to provide input and advocate for their children's needs.  By implementing these strategies, we aim to foster a more inclusive environment where all families feel empowered to contribute to decision-making processes. This approach will help build stronger partnerships and ensure that our school.|4|4|4|5|4|4|5|4|5|5|4|5|Met||2026-06-16|2026
19647336019525|Topanga Elementary Charter|3|Ongoing training for school personnel on creating welcoming environments and using research- based family engagement practices is provided through annual Region Family Engagement Professional Development Summits for site teams. Additional professional learning includes the nation’s first District-led Family Engagement Micro-Credential, monthly trainings for Parent and Family Center staff, and cross-department collaboration with Federal and State Education Programs, Multilingual and Multicultural Education, Human Resources, and other offices. The District also uses tools like the Los Angeles Unified Family Empowerment Rubric to strengthen relationships between schools and families.  Additional strengths include a Family Hotline providing timely assistance, as well as Regional Family and Community Engagement teams that partner with schools to strengthen family connections through training and support. Schools host monthly family engagement events focused on literacy, numeracy, joy, and wellness, while connecting families to resources on immigration, health, housing, and education. Family perception regarding access to instructional resources, measured by the School Experience Survey, increased from 89% in 2023-24 to 90% in 2024-25, reflecting more families finding school resources valuable for supporting their child’s education. The School Volunteer Program grew from 5,000 volunteers in 2021 to over 40,000 in 2026, expanding family engagement with school staff. Family education sessions are fully implemented through the District’s Strategic Plan, with surveys showing increased participation and satisfaction. As an Affiliated Charter in Los Angeles Unified, Topanga Elementary Charter School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Topanga Elementary Charter School will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Building partnerships to improve student outcomes is central to the District’s Strategic Plan. School site and District engagement data show that families value opportunities through schools, Regions, and the Family Academy that strengthen collaboration with staff and reinforce shared responsibility for student success. The Family Academy offers courses at the school, Region, and District office levels, and a new platform now provides recorded content in multiple languages for flexible, self-paced family learning. The District’s Strategic Plan has expanded hybrid engagement options at the school, Region, and District office levels as well. Technology use has grown, with 91% of parents having a Parent Portal account. New resources were added to the web-based Parent Portal and App, helping families track student progress, review Individualized Education Plans, understand reclassification, view assignments, and access digital learning tools. Areas for improvement include boosting Family Academy participation among diverse families both in person and online. To increase in-person engagement, the District is partnering with schools on a new outreach framework, including hosting viewing sessions in Parent and Family Centers, a strategy that will continue next year. Continuous improvement strategies will include a new Learning Walks model to help families understand school instructional foci and identify effective ways to engage underrepresented groups. Efforts include coordinated course catalogues aligned with the Black Student Achievement Plan, targeted messaging on Region Ambassador workshops, and encouraging families to serve as “Promotoras” to engage others in learning opportunities for diverse student groups. The District will continue promoting Equity Course Pathways with Adult and Career Education, engaging families in addressing their child’s needs, and supporting parents’ enrollment in career programs to boost family stability and student success. As an Affiliated Charter in Los Angeles Unified, Topanga Elementary Charter School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Topanga Elementary Charter School will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|LAUSD supports school councils, advisory committees, and Title I family engagement requirements with structured training that promotes shared decision-making. School Site Council (SSC) and English Learner Advisory Committee (ELAC) members receive two virtual and two in-person sessions covering procedures, School Plan for Student Achievement planning, budget data analysis, and the Strategic Plan. At the central office level, the District supports the formation and functioning of the Community Advisory Committee, District English Learner Advisory Committee, and Parent Advisory Committee, which hold monthly meetings, subcommittee meetings, and agenda planning sessions. Members are invited to join the Parent Leader Training Series covering parliamentary procedures, data analysis, and SMART comment writing. District committee training exceeds compliance, with families and staff co-designing year-long syllabi, agendas, and meetings to ensure meaningful engagement and shared leadership. Areas for growth include expanding family participation through the Region Ambassador initiative, which focuses on the Local Control and Accountability Plan, English Learners, and Special Education. Launched in 2023-24, the model promotes broader engagement, with participation increasing from 3,400 in 2024-25 to over 4,400 participants this year. LAUSD will continue outreach to boost representation. Another key improvement area is training school staff to engage families in continuous improvement. By facilitating meaningful conversations about school data related to student achievement and wellness, families can serve as informed and active partners in the decision-making process, with ongoing professional learning reinforcing shared understanding and collective responsibility.  Federal policy requires Title I schools to have a Parent and Family Engagement Policy outlining resources and workshops that foster two-way communication between home and school. LAUSD has invested in communication platforms enabling schools to email, text, and send targeted event notifications and updates to families. An area for growth is enhancing two-way communication with high-need families through professional development, module-based courses, and sharing best practices across schools. Families learn District policies, legal rights, and advocacy for students through SSC and ELAC participation, with 100% of required schools forming these councils and committees annually. Future training will target broader demographic and multilingual representation to promote more inclusive participation. As an Affiliated Charter in Los Angeles Unified, Topanga Elementary Charter School is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2026-2027 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Topanga Elementary Charter School is included in these engagement policies and processes.|5|4|4|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
19647336019533|Topeka Charter School for Advanced Studies|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Topeka Charter for Advanced Studies is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|opeka Charter School for Advanced Studies will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2025-26).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Topeka Charter for Advanced Studies is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Topeka Charter School for Advanced Studies will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes. Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2025-26 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Topeka Charter for Advanced Studies is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2026-2027 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration. As an Affiliated Charter in Los Angeles Unified, Topeka Charter School for Advanced Studies is included in these engagement policies and processes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
19647336019673|Van Gogh Charter|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Van Gogh Charter is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) & Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement. Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, & curating professional development modules for school sites & offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth. Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees. In addition, families are provided with information & resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information. Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council.. Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration. As an Affiliated Charter in Los Angeles Unified, Van Gogh Charter ESis included in these engagement policies and processes.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2025-26).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Van Gogh Charter is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants.  During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.  LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.  For the 2024-2025 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2025-26 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Van Gogh Charter is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2026-2027 school year.|Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students. In the 2024-2025 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District. Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings. As an Affiliated Charter in Los Angeles Unified, Van Gogh Charter ES is included in these engagement policies and processes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
19647336019715|Vaughn Next Century Learning Center|3|"Vaughn seeks parent input and participation in the governance of the school consistently throughout the school-year. The school has a dedicated Family and Community Center wherein parent education courses and access to a myriad of services are available, and monthly parent forums are held to inform parents of school and community related issues. Vaughn has resumed parent engagement in-person fully this year including in person Back to School Night and Parent Conferences. This provides opportunities to connect and build relationships in a meaningful way. . Our site directors host monthly ""Coffee with the Director"" sessions in order to connect and welcome parents to collaborate and learn about the school staff, programs, and support. Some sites use parent feedback to drive topics for future meetings. Our Parent Square platform has been very helpful to support home-school communication. This platform allows parents and staff to communicate in each person's preferred language and is available through email, app, text, and phone."|We will be working on continuing to support staff to learn about student’s families strengths, cultures, languages, and goals for their families. We have added a PD that address Equity, Inclusion to our mandated training for all staff at the beginning of the year. In the coming year we are looking to streamline messaging and calendars across our school sites to increase communciation and provide clarity while reducing the times that familes have to choose between campus events in the case of conflicting events.|We will continue to meet our families where they are and encourage them to engage as much as they can. We hold our parent events at various hours and often include a virtual option for parents who are unable to attend in person. We have added a translator position to address the translation needs of our families for both IEPs and for documents that are sent to families who may need translation. Our Community and Family Center offers a variety of services for families that range from basic services, connecting families to outside resources, and personal development classes.|Vaughn believes that partnerships with families and outside agencies are of the utmost importance when it comes to impact on student outcomes. Vaughn has many strengths in regards to building these partnerships. Vaughn regularly provides parents and guardians with updates regarding theirs child's progress. These updates include progress reports, report cards, conferences, and access to online gradebooks. Vaughn also provides data to parents through reports from diagnostic assessments and summative assessments. Vaughn has established relationships with many partners that work closely with us to support our student's needs. These partnerships include Providence Health, Kaiser, DCFS, Luminarias, Sycamores, El Centro de Amistad, Our House Grief, Phoenix House, MEND, GEAR Up, School Climate Transformation Grant, Tia Chuha's, and EduCare.|We will continue to work towards educating our families on their rights and support them in advocating for their students. We will also continue to include parent voice and meet them where they are so that they can partner with us in the way that works best for them to improve student outcomes. We will also continue to seek input and authentic participation in decision making for families.|Vaughn will continue to make varied efforts to engage underrepresented families including multiple ways of participation in various efforts. We will work towards including more parent voices in governance by increasing recruitment efforts for ELAC and Governance Committees. We will also work to increase parent use of our communication software Parent Square so that they are aware of opportunities to engage. Additionally, Vaughn will continue to seek out families who are underrepresented through various means such as individualized phone calls and by providing opportunities to engage with the school in ways that are meaningful to families.|Vaughn has well established opportunities for staff to engage parents in decision making. These include educational partner representation on our Governing Board and Governance Committees including our English Learner Advisory Council and School Site Council (Partnership). Vaughn also provides opportunities for parents to provide feedback that then guide decisions about programs, services, and supports. Vaughn also uses surveys that guide us to make decisions such as our annual LCAP and Local Indicators Feedback Survey, School Climate Survey, and various other surveys that are determined on a year to year basis.|Vaughn would like to increase participation by parent and partners in our committee structure in order to have more authentic deep conversations and input in our decision making process. We are in the process of evaluating what methods might improve our process and additional ways of improving input for decision making.|Families that are underrepresented are critical voices that we want to increase in our process for seeking input for decision making. We will continue to reflect on meeting times and methods that allow for all families to participate. We will also be surveying families in order to find out what areas they may want more information about so that they can be equal partners in our process of shared governance.|4|4|4|4|4|4|4|4|3|4|4|4|Met||2026-06-24|2026
19647336019855|Welby Way Charter Elementary School And Gifted-High Ability Magnet|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Welby Way Charter and Gifted Magnet is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Welby Way Charter and Gfited Magnet is organized to support family engagement by providing support from Parent Rep. five days a week where she is always available in the office to support families and community members with processing their volunteer applications.   She also works closely with administration, coordinators, teachers, PSW, and staff to facilitate workshops covering academic, health, wellness, and enrichment workshops for families.  Welcoming environment indicators are also captured in Welby Way's School Experience Survey, 94% of parents participants of the survey reported high response rates when asked if they feel welcome to participate at school.   Also when asked if parents receive information on child's progress, the survey reported 89%  Welby Way Charter and Gifted Magnet will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Welby Way Charter and GIfted Magnet is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Welby Way Charter and Gifted Magnet School will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Welby Way Charter and Gifted Magnet is included in these engagement policies and processes.|Welby Way provides families with information and resources. 71% of families surveyed on the School Experience Survey that Wilbur Charter provides family with information (verbal/non-verbal) that they can understand. 89% of families stated that Welby Way provides parents with information on grade level requirements for their child. 91% of families stated that Welby Way informs them about Parent Center activities. 96% of families stated that Welby Way recruits and organizes parents to help and support the school.|Families are also supported in understanding district policy, exercising legal rights, and advocating for their own students and all students through Governance Council, Ad Hoc Committee Meetings, and English Learner Advisory Committee.  Both the Ad Hoc Committee Meetings and English Learner Advisory Committees meet to offer recommendations to the Governance Council Committee.  Families and school staff are also provided opportunities to work together to plan, design, implement, and evaluate family engagement activities at Welby Way.  An area of growth for Welby Way is offering participants coaching to increase their knowledge and skill sets to lead Welby Way's Governance Committee governed by Brown and Greene Acts, as well as the English Language Learner Committee assigned governance under the Robert's Rules of Order.  Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Welby Way Charter and Gifted Magnet is included in these engagement policies and processes.|4|5|5|4|5|4|4|4|5|5|4|4|Met||2026-06-16|2026
19647336019939|Westwood Charter Elementary|3|Ongoing training for school personnel on creating welcoming environments and using research- based family engagement practices is provided through annual Region Family Engagement Professional Development Summits for site teams. Additional professional learning includes the nation’s first District-led Family Engagement Micro-Credential, monthly trainings for Parent and Family Center staff, and cross-department collaboration with Federal and State Education Programs, Multilingual and Multicultural Education, Human Resources, and other offices. The District also uses tools like the Los Angeles Unified Family Empowerment Rubric to strengthen relationships between schools and families.  Additional strengths include a Family Hotline providing timely assistance, as well as Regional Family and Community Engagement teams that partner with schools to strengthen family connections through training and support. Schools host monthly family engagement events focused on literacy, numeracy, joy, and wellness, while connecting families to resources on immigration, health, housing, and education. Family perception regarding access to instructional resources, measured by the School Experience Survey, increased from 89% in 2023-24 to 90% in 2024-25, reflecting more families finding school resources valuable for supporting their child’s education. The School Volunteer Program grew from 5,000 volunteers in 2021 to over 40,000 in 2026, expanding family engagement with school staff. Family education sessions are fully implemented through the District’s Strategic Plan, with surveys showing increased participation and satisfaction.  As an Affiliated Charter in Los Angeles Unified, Westwood Charter is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Westwood Charter will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Building partnerships to improve student outcomes is central to the District’s Strategic Plan. School site and District engagement data show that families value opportunities through schools, Regions, and the Family Academy that strengthen collaboration with staff and reinforce shared responsibility for student success. The Family Academy offers courses at the school, Region, and District office levels, and a new platform now provides recorded content in multiple languages for flexible, self-paced family learning. The District’s Strategic Plan has expanded hybrid engagement options at the school, Region, and District office levels as well. Technology use has grown, with 91% of parents having a Parent Portal account. New resources were added to the web-based Parent Portal and App, helping families track student progress, review Individualized Education Plans, understand reclassification, view assignments, and access digital learning tools. Areas for improvement include boosting Family Academy participation among diverse families both in person and online. To increase in-person engagement, the District is partnering with schools on a new outreach framework, including hosting viewing sessions in Parent and Family Centers, a strategy that will continue next year. Continuous improvement strategies will include a new Learning Walks model to help families understand school instructional foci and identify effective ways to engage underrepresented groups. Efforts include coordinated course catalogues aligned with the Black Student Achievement Plan, targeted messaging on Region Ambassador workshops, and encouraging families to serve as “Promotoras” to engage others in learning opportunities for diverse student groups. The District will continue promoting Equity Course Pathways with Adult and Career Education, engaging families in addressing their child’s needs, and supporting parents’ enrollment in career programs to boost family stability and student success.  As an Affiliated Charter in Los Angeles Unified, Westwood Charter is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Westwood Charter will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|LAUSD supports school councils, advisory committees, and Title I family engagement requirements with structured training that promotes shared decision-making. School Site Council (SSC) and English Learner Advisory Committee (ELAC) members receive two virtual and two in-person sessions covering procedures, School Plan for Student Achievement planning, budget data analysis, and the Strategic Plan. At the central office level, the District supports the formation and functioning of the Community Advisory Committee, District English Learner Advisory Committee, and Parent Advisory Committee, which hold monthly meetings, subcommittee meetings, and agenda planning sessions. Members are invited to join the Parent Leader Training Series covering parliamentary procedures, data analysis, and SMART comment writing. District committee training exceeds compliance, with families and staff co-designing year-long syllabi, agendas, and meetings to ensure meaningful engagement and shared leadership. Areas for growth include expanding family participation through the Region Ambassador initiative, which focuses on the Local Control and Accountability Plan, English Learners, and Special Education. Launched in 2023-24, the model promotes broader engagement, with participation increasing from 3,400 in 2024-25 to over 4,400 participants this year. LAUSD will continue outreach to boost representation. Another key improvement area is training school staff to engage families in continuous improvement. By facilitating meaningful conversations about school data related to student achievement and wellness, families can serve as informed and active partners in the decision-making process, with ongoing professional learning reinforcing shared understanding and collective responsibility.  Federal policy requires Title I schools to have a Parent and Family Engagement Policy outlining resources and workshops that foster two-way communication between home and school. LAUSD has invested in communication platforms enabling schools to email, text, and send targeted event notifications and updates to families. An area for growth is enhancing two-way communication with high-need families through professional development, module-based courses, and sharing best practices across schools. Families learn District policies, legal rights, and advocacy for students through SSC and ELAC participation, with 100% of required schools forming these councils and committees annually. Future training will target broader demographic and multilingual representation to promote more inclusive participation. As an Affiliated Charter in Los Angeles Unified, Westwood Charter is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2026-2027 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Westwood Charter is included in these engagement policies and processes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
19647336019954|Wilbur Charter for Enriched Academics|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Wilbur Charter for Enriched Academics is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Wilbur Charter is organized to support family engagement by providing a Parent Center where parents, administrators, and staff facilitate workshops covering academic, health, and enrichment workshop for families.  Welcoming environment indicators are also captured in Wilbur's School Experience Survey.  97% of parent’s participants of the survey reported high response rates when asked I feel welcome to participate at this school.  Also when asked if parents receive information on child's progress, the survey reported 91%. Wilbur Charter for Enriched Academics will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15). Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation. As an Affiliated Charter in Los Angeles Unified, Wilbur Charter for Enriched Academics is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Wilbur Charter provides families with information and resources. 92% of families surveyed on the School Experience Survey that Wilbur Charter provides family with information (verbal/non-verbal) that they can understand. 81% of families stated that Wilbur provides parents with information on grade level requirements for their child. 85% of families stated that Wilbur informs them about Parent Center activities. 97% of families stated that Wilbur recruits and organizes parents to hep and support the school Wilbur Charter for Enriched Academics will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Wilbur Charter for Enriched Academics is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Families are also supported in understanding district policy, exercising legal rights, and advocating for their own students and all students through Governance Council, Ad Hoc Committee Meetings, and English Learner Advisory Committee.  Both the Ad Hoc Committee Meetings and English Learner Advisory Committees meet to offer recommendations to the Governance Council Committee.  Families and school staff are also provided opportunities to work together to plan, design, implement, and evaluate family engagement activities at Wilbur Charter.  An area of growth for Wilbur Charter is offering participants coaching to increase their knowledge and skill sets to lead Wilbur Charter's Governance Committee governed by Brown and Greene Acts, as well as the English Language Learner Committee assigned governance under the Robert's Rules of Order. Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Wilbur Charter for Enriched Academics is included in these engagement policies and processes.|4|5|4|5|5|5|5|5|5|5|4|5|Met||2026-06-16|2026
19647336020036|Woodlake Elementary Community Charter|3|Ongoing training for school personnel on creating welcoming environments and using research- based family engagement practices is provided through annual Region Family Engagement Professional Development Summits for site teams. Additional professional learning includes the nation’s first District-led Family Engagement Micro-Credential, monthly trainings for Parent and Family Center staff, and cross-department collaboration with Federal and State Education Programs, Multilingual and Multicultural Education, Human Resources, and other offices. The District also uses tools like the Los Angeles Unified Family Empowerment Rubric to strengthen relationships between schools and families.  Additional strengths include a Family Hotline providing timely assistance, as well as Regional Family and Community Engagement teams that partner with schools to strengthen family connections through training and support. Schools host monthly family engagement events focused on literacy, numeracy, joy, and wellness, while connecting families to resources on immigration, health, housing, and education. Family perception regarding access to instructional resources, measured by the School Experience Survey, increased from 89% in 2023-24 to 90% in 2024-25, reflecting more families finding school resources valuable for supporting their child’s education. The School Volunteer Program grew from 5,000 volunteers in 2021 to over 40,000 in 2026, expanding family engagement with school staff. Family education sessions are fully implemented through the District’s Strategic Plan, with surveys showing increased participation and satisfaction. As an Affiliated Charter in Los Angeles Unified, Woodlake ECC is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Woodlake ECC will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Building partnerships to improve student outcomes is central to the District’s Strategic Plan. School site and District engagement data show that families value opportunities through schools, Regions, and the Family Academy that strengthen collaboration with staff and reinforce shared responsibility for student success. The Family Academy offers courses at the school, Region, and District office levels, and a new platform now provides recorded content in multiple languages for flexible, self-paced family learning. The District’s Strategic Plan has expanded hybrid engagement options at the school, Region, and District office levels as well. Technology use has grown, with 91% of parents having a Parent Portal account. New resources were added to the web-based Parent Portal and App, helping families track student progress, review Individualized Education Plans, understand reclassification, view assignments, and access digital learning tools. Areas for improvement include boosting Family Academy participation among diverse families both in person and online. To increase in-person engagement, the District is partnering with schools on a new outreach framework, including hosting viewing sessions in Parent and Family Centers, a strategy that will continue next year. Continuous improvement strategies will include a new Learning Walks model to help families understand school instructional foci and identify effective ways to engage underrepresented groups. Efforts include coordinated course catalogues aligned with the Black Student Achievement Plan, targeted messaging on Region Ambassador workshops, and encouraging families to serve as “Promotoras” to engage others in learning opportunities for diverse student groups. The District will continue promoting Equity Course Pathways with Adult and Career Education, engaging families in addressing their child’s needs, and supporting parents’ enrollment in career programs to boost family stability and student success. As an Affiliated Charter in Los Angeles Unified, Woodlake ECC is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Woodlake ECC will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|LAUSD supports school councils, advisory committees, and Title I family engagement requirements with structured training that promotes shared decision-making. School Site Council (SSC) and English Learner Advisory Committee (ELAC) members receive two virtual and two in-person sessions covering procedures, School Plan for Student Achievement planning, budget data analysis, and the Strategic Plan. At the central office level, the District supports the formation and functioning of the Community Advisory Committee, District English Learner Advisory Committee, and Parent Advisory Committee, which hold monthly meetings, subcommittee meetings, and agenda planning sessions. Members are invited to join the Parent Leader Training Series covering parliamentary procedures, data analysis, and SMART comment writing. District committee training exceeds compliance, with families and staff co-designing year-long syllabi, agendas, and meetings to ensure meaningful engagement and shared leadership. Areas for growth include expanding family participation through the Region Ambassador initiative, which focuses on the Local Control and Accountability Plan, English Learners, and Special Education. Launched in 2023-24, the model promotes broader engagement, with participation increasing from 3,400 in 2024-25 to over 4,400 participants this year. LAUSD will continue outreach to boost representation. Another key improvement area is training school staff to engage families in continuous improvement. By facilitating meaningful conversations about school data related to student achievement and wellness, families can serve as informed and active partners in the decision-making process, with ongoing professional learning reinforcing shared understanding and collective responsibility.  Federal policy requires Title I schools to have a Parent and Family Engagement Policy outlining resources and workshops that foster two-way communication between home and school. LAUSD has invested in communication platforms enabling schools to email, text, and send targeted event notifications and updates to families. An area for growth is enhancing two-way communication with high-need families through professional development, module-based courses, and sharing best practices across schools. Families learn District policies, legal rights, and advocacy for students through SSC and ELAC participation, with 100% of required schools forming these councils and committees annually. Future training will target broader demographic and multilingual representation to promote more inclusive participation. As an Affiliated Charter in Los Angeles Unified, Woodlake ECC is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2026-2027 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Woodlake ECC is included in these engagement policies and processes.|4|4|3|3|3|3|3|3|4|4|4|3|Met||2026-06-16|2026
19647336020044|Woodland Hills Elementary Charter for Enriched Studies|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Woodland Hills Elementary Charter for Enriched Studies is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Woodland Hills Elementary Charter for Enriched Studies will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Woodland Hills Elementary Charter for Enriched Studies is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Woodland Hills Elementary Charter for Enriched Studies will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Woodland Hills Elementary Charter for Enriched Studies is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Woodland Hills Elementary Charter for Enriched Studies is included in these engagement policies and processes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
19647336057988|Emerson Community Charter|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Emerson Community Charter is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Emerson Community Charter will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2025-26).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Emerson Community Charter is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Emerson Community Charter will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2025-26 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Emerson Community Charter is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2026-2027 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Emerson Community Charter is included in these engagement policies and processes.|5|5|4|5|4|4|5|5|5|5|5|5|Met||2026-06-16|2026
19647336058150|Louis Armstrong Middle|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Armstrong MS is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Armstrong Middle School will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Armstrong Middle School, is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Armstrong Middle School will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Armstrong Middle School,  is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Armstrong Middle School,  is included in these engagement policies and processes.|3|4|4|3|3|3|3|4|3|3|3|3|Not Met|||2026
19647336058267|Paul Revere Charter Middle|3|Ongoing training for school personnel on creating welcoming environments and using research- based family engagement practices is provided through annual Region Family Engagement Professional Development Summits for site teams. Additional professional learning includes the nation’s first District-led Family Engagement Micro-Credential, monthly trainings for Parent and Family Center staff, and cross-department collaboration with Federal and State Education Programs, Multilingual and Multicultural Education, Human Resources, and other offices. The District also uses tools like the Los Angeles Unified Family Empowerment Rubric to strengthen relationships between schools and families.  Additional strengths include a Family Hotline providing timely assistance, as well as Regional Family and Community Engagement teams that partner with schools to strengthen family connections through training and support. Schools host monthly family engagement events focused on literacy, numeracy, joy, and wellness, while connecting families to resources on immigration, health, housing, and education. Family perception regarding access to instructional resources, measured by the School Experience Survey, increased from 89% in 2023-24 to 90% in 2024-25, reflecting more families finding school resources valuable for supporting their child’s education. The School Volunteer Program grew from 5,000 volunteers in 2021 to over 40,000 in 2026, expanding family engagement with school staff. Family education sessions are fully implemented through the District’s Strategic Plan, with surveys showing increased participation and satisfaction. As an Affiliated Charter in Los Angeles Unified, Paul Revere Charter MS is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Paul Revere is dedicated to enhancing family engagement, particularly with underrepresented families. In addition to traditional events like Open House and Back to School Night, our teachers organize enriching after-school activities that showcase student talents in theater, music, art, and writing. Monthly Coffee with the Principal sessions provide families with updates on school programs and initiatives.  Our parent group offers a variety of activities designed to support and foster an inclusive school culture for all families. In collaboration with PRIDE, our parent group, we host a range of workshops aimed at building stronger school-home connections. Our Psychiatric Social Worker (PSW) also leads a number of family-centered activities and parent meetings that promote social-emotional well-being for both students and caregivers. Furthermore, our Pupil Services and Attendance Counselor (PSA) works tirelessly to ensure students come to school prepared with the materials and support they need to succeed.|Building partnerships to improve student outcomes is central to the District’s Strategic Plan. School site and District engagement data show that families value opportunities through schools, Regions, and the Family Academy that strengthen collaboration with staff and reinforce shared responsibility for student success. The Family Academy offers courses at the school, Region, and District office levels, and a new platform now provides recorded content in multiple languages for flexible, self-paced family learning. The District’s Strategic Plan has expanded hybrid engagement options at the school, Region, and District office levels as well. Technology use has grown, with 91% of parents having a Parent Portal account. New resources were added to the web-based Parent Portal and App, helping families track student progress, review Individualized Education Plans, understand reclassification, view assignments, and access digital learning tools. Areas for improvement include boosting Family Academy participation among diverse families both in person and online. To increase in-person engagement, the District is partnering with schools on a new outreach framework, including hosting viewing sessions in Parent and Family Centers, a strategy that will continue next year. Continuous improvement strategies will include a new Learning Walks model to help families understand school instructional foci and identify effective ways to engage underrepresented groups. Efforts include coordinated course catalogues aligned with the Black Student Achievement Plan, targeted messaging on Region Ambassador workshops, and encouraging families to serve as “Promotoras” to engage others in learning opportunities for diverse student groups. The District will continue promoting Equity Course Pathways with Adult and Career Education, engaging families in addressing their child’s needs, and supporting parents’ enrollment in career programs to boost family stability and student success. As an Affiliated Charter in Los Angeles Unified, Paul Revere Charter MS is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Based on the analysis of educational partner input and local data, Paul Revere will improve engagement of underrepresented families by strengthening two-way communication and expanding access to school activities. To build partnerships for student outcomes, we will continue to provide regular updates on student progress and offer learning resources for home use. Recognizing the diverse needs of our families, we will host on-campus parent meetings and offer virtual participation options for those who cannot attend in person.  To address barriers to engagement, we will actively reach out to families who have been absent from school events to better understand their circumstances and develop responsive strategies that foster meaningful participation. A key area of focus will be improving daily attendance by creating safe spaces for parents to share the root causes impacting attendance and collaborating on supportive solutions. Through consistent outreach and inclusive practices, we aim to build trust and promote shared responsibility for student success.|LAUSD supports school councils, advisory committees, and Title I family engagement requirements with structured training that promotes shared decision-making. School Site Council (SSC) and English Learner Advisory Committee (ELAC) members receive two virtual and two in-person sessions covering procedures, School Plan for Student Achievement planning, budget data analysis, and the Strategic Plan. At the central office level, the District supports the formation and functioning of the Community Advisory Committee, District English Learner Advisory Committee, and Parent Advisory Committee, which hold monthly meetings, subcommittee meetings, and agenda planning sessions. Members are invited to join the Parent Leader Training Series covering parliamentary procedures, data analysis, and SMART comment writing. District committee training exceeds compliance, with families and staff co-designing year-long syllabi, agendas, and meetings to ensure meaningful engagement and shared leadership. Areas for growth include expanding family participation through the Region Ambassador initiative, which focuses on the Local Control and Accountability Plan, English Learners, and Special Education. Launched in 2023-24, the model promotes broader engagement, with participation increasing from 3,400 in 2024-25 to over 4,400 participants this year. LAUSD will continue outreach to boost representation. Another key improvement area is training school staff to engage families in continuous improvement. By facilitating meaningful conversations about school data related to student achievement and wellness, families can serve as informed and active partners in the decision-making process, with ongoing professional learning reinforcing shared understanding and collective responsibility.  Federal policy requires Title I schools to have a Parent and Family Engagement Policy outlining resources and workshops that foster two-way communication between home and school. LAUSD has invested in communication platforms enabling schools to email, text, and send targeted event notifications and updates to families. An area for growth is enhancing two-way communication with high-need families through professional development, module-based courses, and sharing best practices across schools. Families learn District policies, legal rights, and advocacy for students through SSC and ELAC participation, with 100% of required schools forming these councils and committees annually. Future training will target broader demographic and multilingual representation to promote more inclusive participation. As an Affiliated Charter in Los Angeles Unified, Paul Revere Charter MS is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2026-2027 school year.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making. SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures. Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Paul Revere Charter MS is included in these engagement policies and processes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
19647336061477|George Ellery Hale Charter Academy|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, George Ellery Hale Charter Academy is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|George Ellery Hale Charter Academy will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2025-26).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, George Ellery Hale Charter Academy is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|George Ellery Hale Charter Academy will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2025-26 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, George Ellery Hale Charter Academy is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  George Ellery Hale Charter Academy is included in these engagement policies and processes.|5|5|4|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
19647336061543|Alfred B. Nobel Charter Middle|3|Ongoing training for school personnel on creating welcoming environments and using research- based family engagement practices is provided through annual Region Family Engagement Professional Development Summits for site teams. Additional professional learning includes the nation’s first District-led Family Engagement Micro-Credential, monthly trainings for Parent and Family Center staff, and cross-department collaboration with Federal and State Education Programs, Multilingual and Multicultural Education, Human Resources, and other offices. The District also uses tools like the Los Angeles Unified Family Empowerment Rubric to strengthen relationships between schools and families.  Additional strengths include a Family Hotline providing timely assistance, as well as Regional Family and Community Engagement teams that partner with schools to strengthen family connections through training and support. Schools host monthly family engagement events focused on literacy, numeracy, joy, and wellness, while connecting families to resources on immigration, health, housing, and education. Family perception regarding access to instructional resources, measured by the School Experience Survey, increased from 89% in 2023-24 to 90% in 2024-25, reflecting more families finding school resources valuable for supporting their child’s education. The School Volunteer Program grew from 5,000 volunteers in 2021 to over 40,000 in 2026, expanding family engagement with school staff. Family education sessions are fully implemented through the District’s Strategic Plan, with surveys showing increased participation and satisfaction. As an Affiliated Charter in Los Angeles Unified, Nobel Charter Middle School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Nobel Charter Middle School will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Building partnerships to improve student outcomes is central to the District’s Strategic Plan. School site and District engagement data show that families value opportunities through schools, Regions, and the Family Academy that strengthen collaboration with staff and reinforce shared responsibility for student success. The Family Academy offers courses at the school, Region, and District office levels, and a new platform now provides recorded content in multiple languages for flexible, self-paced family learning. The District’s Strategic Plan has expanded hybrid engagement options at the school, Region, and District office levels as well. Technology use has grown, with 91% of parents having a Parent Portal account. New resources were added to the web-based Parent Portal and App, helping families track student progress, review Individualized Education Plans, understand reclassification, view assignments, and access digital learning tools. Areas for improvement include boosting Family Academy participation among diverse families both in person and online. To increase in-person engagement, the District is partnering with schools on a new outreach framework, including hosting viewing sessions in Parent and Family Centers, a strategy that will continue next year. Continuous improvement strategies will include a new Learning Walks model to help families understand school instructional foci and identify effective ways to engage underrepresented groups. Efforts include coordinated course catalogues aligned with the Black Student Achievement Plan, targeted messaging on Region Ambassador workshops, and encouraging families to serve as “Promotoras” to engage others in learning opportunities for diverse student groups. The District will continue promoting Equity Course Pathways with Adult and Career Education, engaging families in addressing their child’s needs, and supporting parents’ enrollment in career programs to boost family stability and student success. As an Affiliated Charter in Los Angeles Unified, Nobel Charter Middle School  is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Nobel Charter Middle School will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|LAUSD supports school councils, advisory committees, and Title I family engagement requirements with structured training that promotes shared decision-making. School Site Council (SSC) and English Learner Advisory Committee (ELAC) members receive two virtual and two in-person sessions covering procedures, School Plan for Student Achievement planning, budget data analysis, and the Strategic Plan. At the central office level, the District supports the formation and functioning of the Community Advisory Committee, District English Learner Advisory Committee, and Parent Advisory Committee, which hold monthly meetings, subcommittee meetings, and agenda planning sessions. Members are invited to join the Parent Leader Training Series covering parliamentary procedures, data analysis, and SMART comment writing. District committee training exceeds compliance, with families and staff co-designing year-long syllabi, agendas, and meetings to ensure meaningful engagement and shared leadership. Areas for growth include expanding family participation through the Region Ambassador initiative, which focuses on the Local Control and Accountability Plan, English Learners, and Special Education. Launched in 2023-24, the model promotes broader engagement, with participation increasing from 3,400 in 2024-25 to over 4,400 participants this year. LAUSD will continue outreach to boost representation. Another key improvement area is training school staff to engage families in continuous improvement. By facilitating meaningful conversations about school data related to student achievement and wellness, families can serve as informed and active partners in the decision-making process, with ongoing professional learning reinforcing shared understanding and collective responsibility.  Federal policy requires Title I schools to have a Parent and Family Engagement Policy outlining resources and workshops that foster two-way communication between home and school. LAUSD has invested in communication platforms enabling schools to email, text, and send targeted event notifications and updates to families. An area for growth is enhancing two-way communication with high-need families through professional development, module-based courses, and sharing best practices across schools. Families learn District policies, legal rights, and advocacy for students through SSC and ELAC participation, with 100% of required schools forming these councils and committees annually. Future training will target broader demographic and multilingual representation to promote more inclusive participation. As an Affiliated Charter in Los Angeles Unified, Nobel Charter Middle School is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2026-2027 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Nobel Charter Middle School is included in these engagement policies and processes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
19647336061584|Gaspar De Portola Charter Middle|3|Ongoing training for school personnel on creating welcoming environments and using research- based family engagement practices is provided through annual Region Family Engagement Professional Development Summits for site teams. Additional professional learning includes the nation’s first District-led Family Engagement Micro-Credential, monthly trainings for Parent and Family Center staff, and cross-department collaboration with Federal and State Education Programs, Multilingual and Multicultural Education, Human Resources, and other offices. The District also uses tools like the Los Angeles Unified Family Empowerment Rubric to strengthen relationships between schools and families.  Additional strengths include a Family Hotline providing timely assistance, as well as Regional Family and Community Engagement teams that partner with schools to strengthen family connections through training and support. Schools host monthly family engagement events focused on literacy, numeracy, joy, and wellness, while connecting families to resources on immigration, health, housing, and education. Family perception regarding access to instructional resources, measured by the School Experience Survey, increased from 89% in 2023-24 to 90% in 2024-25, reflecting more families finding school resources valuable for supporting their child’s education. The School Volunteer Program grew from 5,000 volunteers in 2021 to over 40,000 in 2026, expanding family engagement with school staff. Family education sessions are fully implemented through the District’s Strategic Plan, with surveys showing increased participation and satisfaction. As an Affiliated Charter in Los Angeles Unified, Gaspar De Portola Middle School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|	Portola Middle School will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Building partnerships to improve student outcomes is central to the District’s Strategic Plan. School site and District engagement data show that families value opportunities through schools, Regions, and the Family Academy that strengthen collaboration with staff and reinforce shared responsibility for student success. The Family Academy offers courses at the school, Region, and District office levels, and a new platform now provides recorded content in multiple languages for flexible, self-paced family learning. The District’s Strategic Plan has expanded hybrid engagement options at the school, Region, and District office levels as well. Technology use has grown, with 91% of parents having a Parent Portal account. New resources were added to the web-based Parent Portal and App, helping families track student progress, review Individualized Education Plans, understand reclassification, view assignments, and access digital learning tools. Areas for improvement include boosting Family Academy participation among diverse families both in person and online. To increase in-person engagement, the District is partnering with schools on a new outreach framework, including hosting viewing sessions in Parent and Family Centers, a strategy that will continue next year. Continuous improvement strategies will include a new Learning Walks model to help families understand school instructional foci and identify effective ways to engage underrepresented groups. Efforts include coordinated course catalogues aligned with the Black Student Achievement Plan, targeted messaging on Region Ambassador workshops, and encouraging families to serve as “Promotoras” to engage others in learning opportunities for diverse student groups. The District will continue promoting Equity Course Pathways with Adult and Career Education, engaging families in addressing their child’s needs, and supporting parents’ enrollment in career programs to boost family stability and student success. As an Affiliated Charter in Los Angeles Unified, Gaspar De Portola Middle School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Portola Middle School will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|LAUSD supports school councils, advisory committees, and Title I family engagement requirements with structured training that promotes shared decision-making. School Site Council (SSC) and English Learner Advisory Committee (ELAC) members receive two virtual and two in-person sessions covering procedures, School Plan for Student Achievement planning, budget data analysis, and the Strategic Plan. At the central office level, the District supports the formation and functioning of the Community Advisory Committee, District English Learner Advisory Committee, and Parent Advisory Committee, which hold monthly meetings, subcommittee meetings, and agenda planning sessions. Members are invited to join the Parent Leader Training Series covering parliamentary procedures, data analysis, and SMART comment writing. District committee training exceeds compliance, with families and staff co-designing year-long syllabi, agendas, and meetings to ensure meaningful engagement and shared leadership. Areas for growth include expanding family participation through the Region Ambassador initiative, which focuses on the Local Control and Accountability Plan, English Learners, and Special Education. Launched in 2023-24, the model promotes broader engagement, with participation increasing from 3,400 in 2024-25 to over 4,400 participants this year. LAUSD will continue outreach to boost representation. Another key improvement area is training school staff to engage families in continuous improvement. By facilitating meaningful conversations about school data related to student achievement and wellness, families can serve as informed and active partners in the decision-making process, with ongoing professional learning reinforcing shared understanding and collective responsibility.  Federal policy requires Title I schools to have a Parent and Family Engagement Policy outlining resources and workshops that foster two-way communication between home and school. LAUSD has invested in communication platforms enabling schools to email, text, and send targeted event notifications and updates to families. An area for growth is enhancing two-way communication with high-need families through professional development, module-based courses, and sharing best practices across schools. Families learn District policies, legal rights, and advocacy for students through SSC and ELAC participation, with 100% of required schools forming these councils and committees annually. Future training will target broader demographic and multilingual representation to promote more inclusive participation. As an Affiliated Charter in Los Angeles Unified, Portola Middle School is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2026-2027 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Portola Middle School is included in these engagement policies and processes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
19647336071435|Castlebay Lane Charter|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Castlebay Lane Charter is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Castlebay will provide translation for our represented student population. Castlebay will host family events, meetings and workshops for families.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Castlebay Lane Charter is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Castlebay Lane Charter will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Castlebay Lane Charter is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Castlebay will provide translation for our represented student population. Castlebay will host family events, meetings and workshops for families.|5|5|4|4|4|4|4|4|4|4|4|4|Met||2026-06-16|2026
19647336094726|Community Magnet Charter Elementary|3|Ongoing training for school personnel on creating welcoming environments and using research- based family engagement practices is provided through annual Region Family Engagement Professional Development Summits for site teams. Additional professional learning includes the nation’s first District-led Family Engagement Micro-Credential, monthly trainings for Parent and Family Center staff, and cross-department collaboration with Federal and State Education Programs, Multilingual and Multicultural Education, Human Resources, and other offices. The District also uses tools like the Los Angeles Unified Family Empowerment Rubric to strengthen relationships between schools and families.  Additional strengths include a Family Hotline providing timely assistance, as well as Regional Family and Community Engagement teams that partner with schools to strengthen family connections through training and support. Schools host monthly family engagement events focused on literacy, numeracy, joy, and wellness, while connecting families to resources on immigration, health, housing, and education. Family perception regarding access to instructional resources, measured by the School Experience Survey, increased from 89% in 2023-24 to 90% in 2024-25, reflecting more families finding school resources valuable for supporting their child’s education. The School Volunteer Program grew from 5,000 volunteers in 2021 to over 40,000 in 2026, expanding family engagement with school staff. Family education sessions are fully implemented through the District’s Strategic Plan, with surveys showing increased participation and satisfaction. As an Affiliated Charter in Los Angeles Unified, Community Magnet Charter School, is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Community Magnet Charter School will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Building partnerships to improve student outcomes is central to the District’s Strategic Plan. School site and District engagement data show that families value opportunities through schools, Regions, and the Family Academy that strengthen collaboration with staff and reinforce shared responsibility for student success. The Family Academy offers courses at the school, Region, and District office levels, and a new platform now provides recorded content in multiple languages for flexible, self-paced family learning. The District’s Strategic Plan has expanded hybrid engagement options at the school, Region, and District office levels as well. Technology use has grown, with 91% of parents having a Parent Portal account. New resources were added to the web-based Parent Portal and App, helping families track student progress, review Individualized Education Plans, understand reclassification, view assignments, and access digital learning tools. Areas for improvement include boosting Family Academy participation among diverse families both in person and online. To increase in-person engagement, the District is partnering with schools on a new outreach framework, including hosting viewing sessions in Parent and Family Centers, a strategy that will continue next year. Continuous improvement strategies will include a new Learning Walks model to help families understand school instructional foci and identify effective ways to engage underrepresented groups. Efforts include coordinated course catalogues aligned with the Black Student Achievement Plan, targeted messaging on Region Ambassador workshops, and encouraging families to serve as “Promotoras” to engage others in learning opportunities for diverse student groups. The District will continue promoting Equity Course Pathways with Adult and Career Education, engaging families in addressing their child’s needs, and supporting parents’ enrollment in career programs to boost family stability and student success. As an Affiliated Charter in Los Angeles Unified, Community Magnet Charter School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Community Magnet Charter School will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|LAUSD supports school councils, advisory committees, and Title I family engagement requirements with structured training that promotes shared decision-making. School Site Council (SSC) and English Learner Advisory Committee (ELAC) members receive two virtual and two in-person sessions covering procedures, School Plan for Student Achievement planning, budget data analysis, and the Strategic Plan. At the central office level, the District supports the formation and functioning of the Community Advisory Committee, District English Learner Advisory Committee, and Parent Advisory Committee, which hold monthly meetings, subcommittee meetings, and agenda planning sessions. Members are invited to join the Parent Leader Training Series covering parliamentary procedures, data analysis, and SMART comment writing. District committee training exceeds compliance, with families and staff co-designing year-long syllabi, agendas, and meetings to ensure meaningful engagement and shared leadership. Areas for growth include expanding family participation through the Region Ambassador initiative, which focuses on the Local Control and Accountability Plan, English Learners, and Special Education. Launched in 2023-24, the model promotes broader engagement, with participation increasing from 3,400 in 2024-25 to over 4,400 participants this year. LAUSD will continue outreach to boost representation. Another key improvement area is training school staff to engage families in continuous improvement. By facilitating meaningful conversations about school data related to student achievement and wellness, families can serve as informed and active partners in the decision-making process, with ongoing professional learning reinforcing shared understanding and collective responsibility.  Federal policy requires Title I schools to have a Parent and Family Engagement Policy outlining resources and workshops that foster two-way communication between home and school. LAUSD has invested in communication platforms enabling schools to email, text, and send targeted event notifications and updates to families. An area for growth is enhancing two-way communication with high-need families through professional development, module-based courses, and sharing best practices across schools. Families learn District policies, legal rights, and advocacy for students through SSC and ELAC participation, with 100% of required schools forming these councils and committees annually. Future training will target broader demographic and multilingual representation to promote more inclusive participation. As an Affiliated Charter in Los Angeles Unified, Community Magnet Charter School is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2026-2027 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Community Magnet Charter School is included in these engagement policies and processes.|5|5|5|4|4|4|5|4|4|4|4|4|Met||2026-06-16|2026
19647336097927|Open Charter Magnet|3|Ongoing training for school personnel on creating welcoming environments and using research- based family engagement practices is provided through annual Region Family Engagement Professional Development Summits for site teams. Additional professional learning includes the nation’s first District-led Family Engagement Micro-Credential, monthly trainings for Parent and Family Center staff, and cross-department collaboration with Federal and State Education Programs, Multilingual and Multicultural Education, Human Resources, and other offices. The District also uses tools like the Los Angeles Unified Family Empowerment Rubric to strengthen relationships between schools and families.  Additional strengths include a Family Hotline providing timely assistance, as well as Regional Family and Community Engagement teams that partner with schools to strengthen family connections through training and support. Schools host monthly family engagement events focused on literacy, numeracy, joy, and wellness, while connecting families to resources on immigration, health, housing, and education. Family perception regarding access to instructional resources, measured by the School Experience Survey, increased from 89% in 2023-24 to 90% in 2024-25, reflecting more families finding school resources valuable for supporting their child’s education. The School Volunteer Program grew from 5,000 volunteers in 2021 to over 40,000 in 2026, expanding family engagement with school staff. Family education sessions are fully implemented through the District’s Strategic Plan, with surveys showing increased participation and satisfaction. As an Affiliated Charter in Los Angeles Unified, Open Charter Magnet School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Open Charter Magnet School will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Building partnerships to improve student outcomes is central to the District’s Strategic Plan. School site and District engagement data show that families value opportunities through schools, Regions, and the Family Academy that strengthen collaboration with staff and reinforce shared responsibility for student success. The Family Academy offers courses at the school, Region, and District office levels, and a new platform now provides recorded content in multiple languages for flexible, self-paced family learning. The District’s Strategic Plan has expanded hybrid engagement options at the school, Region, and District office levels as well. Technology use has grown, with 91% of parents having a Parent Portal account. New resources were added to the web-based Parent Portal and App, helping families track student progress, review Individualized Education Plans, understand reclassification, view assignments, and access digital learning tools. Areas for improvement include boosting Family Academy participation among diverse families both in person and online. To increase in-person engagement, the District is partnering with schools on a new outreach framework, including hosting viewing sessions in Parent and Family Centers, a strategy that will continue next year. Continuous improvement strategies will include a new Learning Walks model to help families understand school instructional foci and identify effective ways to engage underrepresented groups. Efforts include coordinated course catalogues aligned with the Black Student Achievement Plan, targeted messaging on Region Ambassador workshops, and encouraging families to serve as “Promotoras” to engage others in learning opportunities for diverse student groups. The District will continue promoting Equity Course Pathways with Adult and Career Education, engaging families in addressing their child’s needs, and supporting parents’ enrollment in career programs to boost family stability and student success. As an Affiliated Charter in Los Angeles Unified, Open Charter Magnet School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2026-2027 school year.|Open Charter Magnet School will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|LAUSD supports school councils, advisory committees, and Title I family engagement requirements with structured training that promotes shared decision-making. School Site Council (SSC) and English Learner Advisory Committee (ELAC) members receive two virtual and two in-person sessions covering procedures, School Plan for Student Achievement planning, budget data analysis, and the Strategic Plan. At the central office level, the District supports the formation and functioning of the Community Advisory Committee, District English Learner Advisory Committee, and Parent Advisory Committee, which hold monthly meetings, subcommittee meetings, and agenda planning sessions. Members are invited to join the Parent Leader Training Series covering parliamentary procedures, data analysis, and SMART comment writing. District committee training exceeds compliance, with families and staff co-designing year-long syllabi, agendas, and meetings to ensure meaningful engagement and shared leadership. Areas for growth include expanding family participation through the Region Ambassador initiative, which focuses on the Local Control and Accountability Plan, English Learners, and Special Education. Launched in 2023-24, the model promotes broader engagement, with participation increasing from 3,400 in 2024-25 to over 4,400 participants this year. LAUSD will continue outreach to boost representation. Another key improvement area is training school staff to engage families in continuous improvement. By facilitating meaningful conversations about school data related to student achievement and wellness, families can serve as informed and active partners in the decision-making process, with ongoing professional learning reinforcing shared understanding and collective responsibility.  Federal policy requires Title I schools to have a Parent and Family Engagement Policy outlining resources and workshops that foster two-way communication between home and school. LAUSD has invested in communication platforms enabling schools to email, text, and send targeted event notifications and updates to families. An area for growth is enhancing two-way communication with high-need families through professional development, module-based courses, and sharing best practices across schools. Families learn District policies, legal rights, and advocacy for students through SSC and ELAC participation, with 100% of required schools forming these councils and committees annually. Future training will target broader demographic and multilingual representation to promote more inclusive participation. As an Affiliated Charter in Los Angeles Unified, Open Charter Magnet School is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2026-2027 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Open Charter Magnet School is included in these engagement policies and processes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
19647336112536|Accelerated|3|Based on the analysis of educational partner input and local data, TAS demonstrates strong progress in building positive relationships between staff and families. Family survey data reflect high levels of trust in teachers and the school community. At both the elementary and middle school levels, 89% of families reported that teachers show respect for students, and 86% of elementary families indicated that the school values the diversity of students’ backgrounds. These results reflect strong alignment between school culture and family expectations. Families also report a strong sense of belonging. School Fit ranked at the 70th national percentile, with 80% of elementary families and 82% of middle school families indicating their child feels connected to the school community. These results highlight the consistent relationship-building practices across grade levels. Staff stability further supports strong family relationships. Many teachers and classified staff report plans to remain long term, and staff feedback reflects strong connections to students and families. This continuity strengthens trust and supports sustained engagement with families.|Based on the analysis of educational partner input and local data, TAS has identified key areas to strengthen consistency in relationships between staff, students, and families. An important area for growth is strengthening teacher to student relationships at the middle school level. While elementary students reported average levels of connection, middle school students reported lower levels, with 35% indicating teachers are interested in how they are doing and 32% reporting teachers would respond if they were upset. These results suggest an opportunity to deepen relationship-building practices with older students. Student belonging also represents an area for continued focus across grade spans. Survey data indicate that fewer than half of students report a strong sense of belonging, highlighting an opportunity to strengthen daily connections that support both student engagement and family trust. In addition, staff stability at the middle school level represents an area for attention. Survey data indicate shorter anticipated tenure for some staff, suggesting an opportunity to strengthen support and connectedness to sustain continuity in relationships with students and families.|Based on the analysis of educational partner input and local data, TAS will strengthen engagement with underrepresented families by expanding access and deepening relationships. A key priority is strengthening two-way communication. TAS will expand outreach through home language communication and culturally responsive events to ensure all families feel informed, welcomed, and connected to the school community. The school will also continue to build staff capacity to support culturally responsive relationships. Professional development will focus on strengthening connections with students and families, particularly those who may feel less connected to the school environment. In addition, TAS will increase efforts to reach families who are less represented in surveys or school activities by expanding accessible engagement opportunities and strengthening presence within the community.|Based on the analysis of educational partner input and local data, TAS has identified key areas to strengthen partnerships that support student outcomes. Student engagement represents an important area for continued focus. Survey data indicate engagement at the 40th national percentile in elementary grades and below the 10th percentile in middle school, with 11% of middle school students reporting excitement about going to class. These results suggest an opportunity to strengthen how students experience learning and connect to school. Teacher collaboration also represents an area for growth. While 86% of elementary teachers value collaboration, 52% report having regular opportunities, indicating an opportunity to expand structured collaboration to support aligned instructional practices. Family comfort in seeking support is another area for attention. Survey data show that 66% of elementary families and 61% of middle school families report their child feels comfortable asking adults for help, suggesting an opportunity to further strengthen accessibility and connection between staff, students, and families.|Based on the analysis of educational partner input and local data, TAS will strengthen engagement with underrepresented families by expanding access and strengthening connections to student learning. A key priority is increasing accessible opportunities for family involvement. TAS will provide more consistent, culturally and linguistically responsive communication about student progress and available supports to ensure all families feel informed and connected. The school will also strengthen how student outcome information is shared by creating more accessible, two way communication around student progress. This will support families in understanding and reinforcing learning at home. 11 In addition, TAS will leverage staff commitment to students and the community to expand outreach to families who are less represented in school activities, increasing engagement through more intentional and personalized connection.|Based on the analysis of educational partner input and local data, TAS will strengthen engagement with underrepresented families by expanding access and strengthening connections to student learning. A key priority is increasing accessible opportunities for family involvement. TAS will provide more consistent, culturally and linguistically responsive communication about student progress and available supports to ensure all families feel informed and connected. The school will also strengthen how student outcome information is shared by creating more accessible, two way communication around student progress. This will support families in understanding and reinforcing learning at home. 11 In addition, TAS will leverage staff commitment to students and the community to expand outreach to families who are less represented in school activities, increasing engagement through more intentional and personalized connection.|Based on the analysis of educational partner input and local data, TAS demonstrates progress in establishing structures that support educational partner input in decision-making. The Spring 2026 12 survey process reflects a systematic approach to gathering input from teachers, classified staff, students, and families, ensuring multiple opportunities for partners to share feedback. Staff responses indicate clarity in leadership direction, with 70% of elementary teachers reporting that leaders clearly identify goals. Family data also reflect strong confidence in school administration, with 73% of elementary families and 78% of middle school families reporting that administrators effectively support student learning. Together, these results reflect a strong foundation of outreach and trust that supports continued growth in input-seeking practice.|Based on the analysis of educational partner input and local data, TAS has identified opportunities to strengthen how input is incorporated into decision-making. A key area for growth is increasing staff voice in school decisions. Survey data indicate that 19% of teachers report having input into important decisions across both campuses, suggesting an opportunity to expand structures that support meaningful participation. This is also reflected in feedback related to student behavior practices, where teachers report limited involvement. These results highlight an opportunity to strengthen systems that ensure staff, students, and families can contribute input and see how their feedback informs school decisions.|Based on the analysis of educational partner input and local data, TAS will strengthen engagement of underrepresented families by expanding access to input opportunities and increasing representation in decision-making. Building on strong family trust, TAS will implement culturally and linguistically responsive strategies to ensure feedback opportunities are accessible to all families. This includes expanding communication, offering flexible participation options, and providing multiple channels for input. These efforts are intended to remove barriers to participation and ensure that school decisions reflect the full diversity of the community.|4|4|3|4|3|4|4|4|4|4|3|3|Met||2026-06-10|2026
19647336114912|Watts Learning Center|3|Strengths and Progress in Building Relationships Between School Staff and Families Watts Learning Center has continued to strengthen relationships between school staff and families by creating multiple opportunities for meaningful engagement throughout the school year. The school provides frequent connection points that bring families and staff together around educational programs, community-building activities, and access to valuable resources. These opportunities help foster trust, collaboration, and a shared commitment to student success. A key strength is the school's Parent University, which offers workshops and learning opportunities focused on academics, parenting strategies, socio-emotional wellness, and community resources. These sessions empower families with knowledge and tools to better support their children while also creating a welcoming environment for ongoing dialogue with school staff. Watts Learning Center also maintains frequent and consistent communication with families through a variety of channels, ensuring that parents remain informed about student progress, school events, and available supports. In addition, the school has invested in a dedicated staff member who serves as a liaison between families and the school, helping to strengthen connections, address concerns, provide resources, and ensure families feel valued and supported. Together, these efforts have contributed to a positive school culture where strong partnerships between families and staff continue to grow.|While Watts Learning Center has made significant progress in strengthening family engagement, an area for continued growth is increasing participation and representation of African American families in school activities and leadership opportunities. Although the school offers a variety of engagement events, workshops, and committees, African American family participation in parent leadership groups remains lower than desired. Moving forward, the school will focus on identifying barriers to participation and creating more targeted outreach strategies that encourage African American families to become actively involved in school decision-making processes. This includes recruiting and supporting African American parents for leadership roles on parent committees, advisory groups, and school governance bodies. By increasing representation and ensuring that diverse family voices are included in school planning and leadership, Watts Learning Center can further strengthen partnerships with families and build a more inclusive and equitable school community.|Watts Learning Center is actively addressing the underrepresentation of African American families in parent engagement and leadership opportunities through the continued implementation of the Black Family Advisory Council. The council will meet quarterly and serve as a dedicated forum for African American families to share feedback, build connections, and support the school's efforts related to family engagement, outreach, and parent leadership recruitment. In addition, the school is exploring the addition of a part-time parent engagement support position that would oversee and coordinate the work of the Black Family Advisory Council while facilitating culturally responsive family programming. Planned activities include events such as Black Family Dinners, Family Bowling Nights, and other community-building opportunities designed to strengthen relationships among families, increase participation in school activities, and create pathways for greater representation in parent leadership roles. Through these targeted efforts, Watts Learning Center aims to foster a stronger sense of belonging and ensure that African American families are actively engaged as partners in the school community.|Strengths in Building Community Partnerships Watts Learning Center has established a strong network of community partnerships that enhance the academic, social-emotional, health, and developmental supports available to students and families. The school strategically leverages these partnerships to provide comprehensive services that address both educational and community needs. Key partnerships include Epiphany Counseling and Student Support Services, which provides counseling, mental health support, and intervention services for students and families. Through its partnership with Kaiser Permanente, students have access to counseling services, health-related resources, and tutoring support. Watts Learning Center also collaborates with California State University, Dominguez Hills to provide tutoring services and maintain a student teacher pipeline that supports the development of future educators. Partnerships with Loyola Marymount University provide additional tutoring and mentoring opportunities for students, while the school's collaboration with Pepperdine University supports the Foster Grandparent Program, connecting students with caring adult mentors who provide academic encouragement and social-emotional support. Watts Learning Center also partners with AltaMed Health Services to provide free dental screenings, examinations, and treatment services for students and families. This partnership helps reduce barriers to healthcare access and supports the overall well-being of the school community. Beyond individual partnerships, Watts Learning Center demonstrates leadership in community collaboration as a founding member of the Broadway Block Club. This coalition brings together local schools, churches, community-based organizations, neighborhood block clubs, and civic and political leaders to address common challenges impacting the South Los Angeles community. Through this collaborative effort, partners work collectively to improve educational outcomes, increase access to resources, strengthen neighborhood engagement, and develop community-driven solutions to issues affecting local families. These partnerships reflect Watts Learning Center's commitment to serving as a community-based school that extends learning and support beyond the classroom while fostering meaningful relationships that benefit students, families, and the broader community.|As Watts Learning Center continues to strengthen its role as a community-based school, a key area of focus is expanding partnerships that increase the school's capacity to support students and families. By developing new relationships with healthcare providers, higher education institutions, workforce development organizations, and community-based agencies, the school can broaden the range of services available to address academic, social-emotional, health, and family needs. Another priority is building a more comprehensive network of resources that families can easily access. This includes identifying partners that can provide services such as mental health support, healthcare, housing assistance, food security resources, financial literacy, parent education, employment services, and youth enrichment opportunities. Expanding and coordinating these partnerships will help ensure that students and families receive timely support and are connected to resources that promote long-term success and well-being. Through continued partnership development, Watts Learning Center can further strengthen its ability to serve as a hub of support for the broader community while creating additional opportunities for students and families to thrive.|While Watts Learning Center has developed a strong network of community partnerships and resources, an important area for growth is creating more effective systems to proactively identify students and families who may benefit from additional support. Currently, many needs are identified after a student, or family has entered a crisis situation. Moving forward, the school seeks to implement more intentional screening, referral, and outreach processes that allow staff to identify concerns earlier and connect families with appropriate services before challenges escalate. Another area of focus is increasing awareness of the resources and support services available through Watts Learning Center and its community partners. Although the school offers access to a wide range of academic, social-emotional, health, and family support programs, not all families may be fully aware of these opportunities. Strengthening communication efforts, conducting regular needs assessments, and creating clear pathways for accessing services will help ensure that all families understand the supports available to them and can take advantage of resources that promote student success and family well-being. By improving early identification systems and expanding awareness of available services, Watts Learning Center can further strengthen its ability to provide timely, preventative support and maximize the impact of its community partnerships.|Watts Learning Center demonstrates a strong commitment to stakeholder engagement by providing multiple opportunities for students, families, and staff to share feedback and participate in school decision-making. The school regularly collects input through a variety of surveys, including the Strong Start Survey and Fall and Spring Panorama Surveys, which provide valuable information on school climate, engagement, and areas for improvement. In addition, targeted surveys are administered when major decisions are being considered, such as adjustments to carpool procedures, implementation of new security measures, and other school-wide initiatives. The school also benefits from a robust leadership structure that incorporates diverse stakeholder perspectives. The Instructional Leadership Team, which includes interventionists, administrators, and the Executive Director, provides guidance on academic programs and student support services. The broader Leadership Team includes teachers, instructional aides, support staff, and classified employee representatives, ensuring that decisions are informed by voices from across the organization. Family input is actively sought through multiple parent leadership groups, including the Parent Advisory Committee (PAC), Parent Council, and English Learner Advisory Committee (ELAC). These groups provide families with meaningful opportunities to contribute feedback, make recommendations, and participate in school planning efforts. In addition to surveys and leadership committees, Watts Learning Center conducts stakeholder focus groups as needed to gather more detailed feedback on specific issues, initiatives, or areas of concern. Through these varied engagement strategies, the school has created a culture in which stakeholder voices are valued and play an important role in shaping school programs, policies, and continuous improvement efforts.|While Watts Learning Center has established multiple structures for gathering stakeholder feedback and promoting participation in decision-making, an area for continued growth is ensuring that all stakeholder groups feel represented, heard, and engaged within the school's leadership and feedback systems. Although a variety of opportunities exist for input through surveys, committees, and focus groups, participation levels and representation can vary across different groups within the school community. Moving forward, Watts Learning Center will focus on identifying and addressing barriers that may limit participation in leadership roles, advisory committees, and feedback opportunities. This includes developing strategies to engage underrepresented groups, expanding outreach efforts, and creating additional pathways for stakeholders to contribute their perspectives. The school will also continue to strengthen its feedback loops by clearly communicating how stakeholder input is used to inform decisions, policies, and school improvement efforts. By increasing representation and ensuring that all stakeholder groups have meaningful opportunities to participate, Watts Learning Center can further strengthen its culture of collaboration, shared leadership, and continuous improvement.|Watts Learning Center continues to prioritize strengthening engagement among underrepresented families, with a particular focus on increasing meaningful participation from African American families in school life and leadership structures. While the school provides multiple avenues for engagement, there is ongoing work to ensure that African American families are consistently represented in school events, advisory bodies, and decision-making roles. A key strategy in this effort is the continued development and utilization of the Black Family Advisory Council, which serves as a dedicated space for African American families to share feedback, build community, and collaborate with school leadership. The council will also function as a pipeline for increased participation in broader school leadership opportunities, helping to elevate family voice within existing structures such as parent committees and advisory groups. In addition, Watts Learning Center aims to increase African American family participation at school-wide events and expand recruitment into formal leadership positions. This includes intentional outreach, relationship-building, and the creation of culturally responsive engagement opportunities that reflect the interests and needs of African American families. Through these efforts, the school seeks to strengthen representation, deepen trust, and ensure that African American families are fully included as partners in shaping the direction of the school community.|5|5|4|5|5|4|5|4|5|5|5|5|Met||2026-06-24|2026
19647336116750|PUC Community Charter Middle and PUC Community Charter Early College High|3|PUC CCMS/CCECHS creates opportunities for administrators, teachers, and classified staff to learn more about our families and how to cultivate positive relationships with them. PUC CCMS/CCECHS facilitates multiple professional development for faculty and staff that allows for them to learn about school demographics and the families in which they serve. Additionally, PUC CCMS/CCECHS facilitates multiple parent-teacher conferences, Family Success Team meetings, monthly parent meetings with school admin, and Data Nights that allows teachers, parents, and students to set academic goals and provide a safe space for parents feedback. Furthermore, many of our faculty and staff are bilingual, but we also provide translators during all parent meetings when necessary. All parent communication is sent home in two languages-English and preferred language.|An area of focus we would love to continue to grow is in the area of ensuring we are receiving live feedback from all stakeholders (students, parents, and staff) to ensure we are supporting the families of today and tomorrow.|Besides the PUC Schools online survey, we would like to conduct our own internal survey at key points in the school year to ensure we are meeting the needs of the community we are very PROUD to serve.|PUC CCMS/CCECHS develop a yearly Family Engagement Scope & Sequence that provides numerous opportunities for families, teachers, administrators, and students to build and cultivate positive relationships. These monthly events include Back To School Night, Winter Arts Performance, Parent-Teacher Conferences, Student-Led Conferences, Spring Arts Performance, Academic Award Assemblies, Coffee with the Principals, and Data Nights.|One area of focus we would like to do is make our parent events more personable by giving depth vs breath.|One way we plan to see it come to action is by facilitating parent conferences over a two day span for parents to connect with teachers in a more personal level rather than a family night.|PUC CCMS/CCECHS facilitate collaborations with administration, families, and teachers to identify, plan, design, implement, and evaluate activities at the school site level. PUC CCMS/CCECHS facilitate quarterly PAC and ELAC meetings, Coffee with the Principals, and end of the semester parent surveys are distributed throughout the school year.|A focus area for development would be supporting all family members to effectively engage in advisory groups and with decision-making.|While we understand that not all parents can come at the same time, we are constantly asking for feedback on how we can improve our practice to accommodate our current families work schedule. In partnerships to use live time data, we also want to make sure we are supporting our subgroup parents by reaching out to them personally and inviting them to special family school related events. Having our teachers make meaningful connections. An area we would like to use to increase their voice is through the PAC/ ELAC committee.|5|5|5|5|5|4|5|4|4|4|4|4|Met||2026-06-10|2026
19647336117048|ICEF View Park Preparatory Elementary|3|Based on the analysis of data, View Park Prep Elementary School has multiple strengths as it relates to building relationships between the school staff and families.  All teachers and many support staff members send home a welcome letter to parents introducing them to the school and providing parents with the necessary information needed for their scholar to be successful in class. The teachers share classroom expectations as well as contact information so that the parent is aware of what is expected and can contact the teacher if they have any questions or concerns. At the beginning of each year, orientation meetings are set up to provide parents with all of the necessary information about the schoolwide rules, expectations and opportunities offered to their school. Once the school year begins, beginning of the year Student Success Conferences are scheduled to ensure that each individual scholar’s needs are being met and individualized plans can be developed to create a pathway to success. Follow up parent conferences are scheduled twice a year to keep students on track and intervene if scholars deviate from their plans. Translators are made available for parent meetings and communications with the front office staff to ensure that every parent has equitable access to information about their child. All teachers and parents are connected through the ClassDojo App allowing two-way communication at any time from either party.  View Park Prep Elementary School staff work to create a warm, welcoming environment so that parents feel comfortable asking questions and voicing concerns.  The office staff does their best to ensure that parents receive quality service during every interaction they have with the school. The administration, community resource coordinator, school office manager and campus aides are normally the first contact for parents. All of the above do what they can to be helpful to parents and empathetic to their concerns. ICEF’s social worker intervenes when the needs of the parent are outside of the scope of the school. The social worker helps with students exhibiting behavior and/or attendance challenges and well as supports families in need; to connect them to outside resources. All View Park staff attempt to respond to all parent inquiries and requests within 48 hours of receiving them.  View Park Prep Elementary  School parents have opportunities to connect with the school through a number of venues.  Our Knights of the Roundtable are a group of dedicated parents committed to helping the school plan, fundraise, promote, recruit and do any other tasks that the school requires.  The Parent Advisory Council assists with making decisions about the direction that they would like to see the school move toward. They get regular updates and provide input to the school on what they feel is going well and what concerns the school needs to be aware of.|Based on input from parents, View Park Elementary is continuing to focus on improving the methods of how we communicate what is happening at the school.  Increased communication will increase the amount of participation that we get for each of our events. We have a lot of opportunities for parents and staff to connect with one another. The goal is to increase the quality of each program and how they are communicated so that they will be better attended and therefore more impactful. With the reduction of Covid restrictions, we’ve been able to offer all in-person events for families this year.  This has helped to increase engagement and connection with families. This will continue into the future.  View Park Prep Elementary School teachers and staff will continue to receive more professional development on how to best communicate with parents and learn best practices for increasing engagement.|View Park Elementary School will design events that welcome underrepresented families such as our Latino, Special Education and Homeless/Foster populations by providing programs that are equitably marketed and cater to their unique needs. The school will use surveys, parent feedback, person calls and other data contacts to assess the needs of our underrepresented families.|View Park Elementary parents have access to the PowerSchool Parent Portal so they are able to regularly review their child’s grades. Parent Conferences are held twice a year, to review student progress and discuss needed interventions for improved outcomes. Additionally View Park Elementary School holds Student Support and Progress Team (SSPT) meetings to collaborate with the appropriate school personnel and families to ensure successful outcomes for students. The SSPT process is designed to allow the admin, school psychologist, school counselor, instructional specialists, interventionist and teachers to come together with the parent to develop a plan of support for students who may fall behind. View Park Elementary School also has an Attendance team which consists of an administrator, counselor, Community Schools Coordinator and social worker that intervenes with tiered attendance re-engagement strategies to help students and families overcome obstacles for getting to school. We designate time on our calendar for Student Success Conferences three times a year, to ensure that our parents and teachers are collaborating to do what is best for our scholars.|At View Park Elementary School we will hold Teacher Data Days three times a year focused on the analysis of data, action planning and professional development. Immediately after the Teacher Data Days we hold Student Data Days where teachers review class-wide data with students. Students then have the opportunity to review and reflect on their personal performance as well as celebrate successes and set goals for improvement.  School admin and instructional specialists have regular Data Conferences with Teachers. During this time the school admin and instructional specialists meet with grade level teams to create Professional Learning Communities centered around lesson planning and reviewing formative/summative assessment data.  View Park Elementary teachers also create parent workshops focused on teaching parents how to understand their child’s data so that they can be active participants in supporting scholars’ growth.|View Park Elementary will improve the engagement of underrepresented families in decision-making by offering alternate times for events (later and earlier in the day). Additionally although all parent meetings are offered in-person, we will ensure that there is a virtual option for parents unable to attend. Our Community Schools Coordinator will reach out personally to the parents of underrepresented students to ask them to attend, support with transportation, answer questions, etc. Through this regular communication, our Community Schools Coordinator will also provide resources to families through partnerships with local community groups/organizations focused on supporting our underrepresented population.|View Park Prep Elementary School offers multiple opportunities for parents to ask questions, be heard and contribute to the decision-making process. These include Coffee w/the Principal, Knights of the Roundtable Meetings, Parent Advisory Council, School Surveys and other formal and informal methods.  Regular Teacher/Staff Surveys - school-wide academic and social emotional needs, professional development needs tied to improved practice.|View Park Prep Elementary School is developing a parent focus group process designed to have conversations with a diverse group of parents to discuss topics which concern them. During our regularly held meetings, we want to share more data with parents so that they understand where the school stands both qualitatively and quantitatively. This will help all parties make more data informed decisions.|View Park Elementary will improve engagement by designing events that welcomes underrepresented families such as our Latino, Special Education and Homeless/Foster populations by providing programs that are equitably marketed and cater to their unique needs. The school will use surveys, parent feedback, person calls and other data contacts to assess the needs of our underrepresented families and gain valuable input for decision making.|4|5|4|5|4|4|4|4|5|4|4|5|Met||2026-06-18|2026
19647336117667|Camino Nuevo Charter Academy|3|-CNCA has full-time and bilingual Student and Family Services Coordinators at each school that are guided and supported by the Director of Family Engagement and Advocacy at the Home Support Office for alignment and consistency across the program.  -A fully implemented common communication platform called Parent Square is used to allow for two-way communication between staff and families. The platform has a variety of features, which includes the capability for posting information, collecting survey/poll responses, sending messages to a targeted audience, and allowing direct messages. Our communication platform can automatically translate information into more than one hundred languages to support efficient communication. Schools can choose a default second language so that the majority of the second language population does not have to explicitly make that choice. Families who desire a language different from English or the school’s default second language can select their own language from their accounts page.  -Professional development sessions are held for staff on how to build meaningful relationships with families.  -Coaching sessions are held with teachers on how to communicate with families and work alongside them to support student achievement.   -Case management and referrals are done for families in need of social services, mental health, medical services, housing resources, etc.  -Families have an array of volunteer opportunities to choose from to support the classroom/teacher and/or the school.  -Sites host school events and classroom activities where families can attend and interact with staff.  -Schools ensure an inclusive and friendly environment where all families feel comfortable, heard and welcome.|It is necessary for schools to create more opportunities for teachers, school leaders, classified staff, and families to collaborate and get to know each other. Professional development for teachers and classified staff continues to be a priority to emphasize that family engagement is everyone's responsibility.|To improve engagement of underrepresented families, schools will have readily available translators, when in need, for meetings. They will also reach out to families who are underrepresented through home visits. Home visits are encouraged as a tool to establish a connection with families and offer support when engaging with the school becomes difficult. Schools will also always seek to host social events where all family’s cultures are represented and valued.|Schools build capacity in families to support their children at home by offering academic family workshops. Some examples include: -Prepping families/students for SBAC/ELPAC -Understanding SBAC/ELPAC results/reports -Our Special Education Program -How to have Successful Parent-Teacher Conferences -Getting Familiar with our Math and ELA Curriculums and Assessments -I-Ready Math -Understanding our Mental Health Program  Schools conduct parent-teacher conferences in October, January and April. During these conferences, families have the opportunity to talk to teachers about their child’s academic progress and learn about how they can support their child at home.  Schools share academic data, school goals, updates, and helpful tips during their monthly family meetings with the leadership team.  Families and teachers communicate via Parent Square to celebrate successes, plan events, collect information, and share quick academic updates.|To strengthen the school and home partnership to support  student outcomes, schools must continue to encourage teachers to connect with families consistently regarding their student’s academic progress. Updates on student progress must not be limited to parent-teacher conferences. Schools must create more opportunities for families to learn the curriculum, assessments, and how they can support their students with homework and create positive learning environments. More professional development is also needed to guide teachers on best practices for how to present data in a family friendly way.|To improve engagement of underrepresented families, schools are encouraged to create more learning opportunities for families to better understand the education system and how their support is crucial for student achievement. A partnership must exist where teachers and families are learning from each other about how to better support the student.|Parent leaders on the School Site Council provide input on the LCAP goals, Consolidated App., School Safety Plan, Wellness Policy,   Parent Involvement Policy, as well as on school practices/changes that affect their children.  All families are invited to the Annual Title I Meeting where they can provide feedback on the Parent Involvement Policy. The policy is also shared via Parent Square to allow for families who couldn’t attend the meeting to read through it and provide feedback. This allows all families an opportunity to provide input.  Families receive an annual survey which allows them to anonymously provide feedback regarding their experience with our schools as well as what they think the schools are doing well and what the schools can improve in. Results are shared with all stakeholders which then allows us to track trends and progress and make any adjustments needed to improve families’ experiences at our schools.    During our monthly family meetings with the leadership team, families have ample time to ask questions, share concerns and offer solutions about any updates discussed.    Families can reach out to school leaders, teachers, and other staff via Parent Square, in-person, or by stopping by the office to request a meeting to share concerns, provide feedback, or inquire about an issue.|Schools need to strengthen their efforts in recruiting and training families, teachers, and staff to participate in leadership committees like SBC and ELAC. The training should include guidelines on best practices to provide constructive feedback and input.|Schools need to encourage underrepresented families to join leadership committees and use their voice to reach out to teachers, staff, and leaders. Schools are asked to provide the conditions necessary for all families to be able to attend and to feel comfortable in sharing their concerns, ideas, and suggestions to provoke change.|3|4|3|5|3|5|5|3|3|3|3|2|Met||2026-06-16|2026
19647336119044|Multicultural Learning Center|3|MLC's strength lies with our sense of community partnerships with families, grounded in mutual respect and open communication. We host bilingual in-person orientations known as Parent Camps to welcome new families and begin establishing strong, collaborative relationships from the start. Our approach emphasizes accessibility and clarity, with all communication—both from leadership and teachers—shared in English and Spanish through our widely adopted ParentSquare platform. With 100% family enrollment, this tool has become integral to our communication strategy.  Our bilingual staff ensures that every family can engage in a language they’re comfortable with, fostering a more inclusive environment. Results from our most recent parent survey reflect this success: 94% of families see their communities represented in the school events and classroom lessons, and 95% report that their children enjoy attending school. In addition to regular updates, we offer multiple opportunities for families to be involved on campus—from classroom volunteering to community events—allowing for organic, relationship-building interactions between staff and families throughout the year.|MLC's Panda Parent Committee (PPC) organized and led family-focused events such as Family Fun Night, Penny Wars, and the Panditas Choice Dance to promote parent engagement and volunteerism. PPC also supported key school events, including Back to School Night, the Halloween Parade, Staff Appreciation Week, and the Student Council Talent Show.  In just its second year, PPC has made a significant impact on strengthening family connections. Parent survey results showed a 20-percentage-point increase in parents' sense of connection with other MLC families, rising from 55% last year to 75% this year. We believe PPC has played an important role in creating a welcoming school community.  As some leadership transitions are expected next year, a key focus will be developing new parent leaders to sustain PPC's success and continue building parent engagement.|MLC continues to see strong participation from families across all backgrounds in events where teachers and students are directly involved—such as parent-teacher conferences, field trips, Back-to-School Night, and grade-level end-of-unit celebrations. These moments foster meaningful connections and consistently draw high attendance. The PPC events have contributed to increased engagement from historically underrepresented families, creating a more welcoming and inclusive environment.  We recognize ongoing challenges in attracting underrepresented parents—particularly monolingual Spanish-speaking families—to formal leadership roles, such as participation in advisory groups. Our PPC leadership is culturally diverse and includes many bilingual members, this subgroup remains underrepresented in school governance and decision-making spaces.  We plan to work with PPC leads in the fall to help them expand volunteer opportunities that offer multiple levels of engagement and build confidence among families who may be newer to school involvement. We also recognize that our Expanded Learning Program partner, Woodcraft Rangers supports many of our underrepresented families and there is opportunity within their program and event structure that we could tap into. We will continue to build on our culturally responsive schoolwide events by actively incorporating family input and support, helping to create spaces where all voices are valued and reflected. Through these efforts, we aim to nurture stronger relationships and open new pathways for leadership and connection.|MLC has established consistent, well-structured systems for sharing student progress, which have become a trusted part of our school culture. This reliability—through routine assessments, clear grading practices, and frequent communication—helps foster strong partnerships between families and school staff. Parents view the school team as experts in their children’s learning journey and are eager to collaborate in support of their academic success. According to our most recent parent survey, 86% of families are very satisfied with the level of communication they receive from teachers regarding their child's academics.  At Back-to-School Night, teachers clearly communicate grade-level expectations and introduce families to the relevant state standards, helping to build shared understanding from the outset. On our elementary campus, student progress is formally reported three times per year, with all families participating in a parent-teacher conference during the first reporting period. These conferences include discussions of initial benchmark data (such as NWEA assessments), reading levels, and individualized growth goals.  At the middle school level, we provide real-time access to student performance through an online gradebook, which allows students and families to monitor assignments, attendance, and academic progress throughout the year. Additionally, progress reports are issued every 10 weeks, and teachers are expected to hold conferences with families of students who are not meeting academic expectations. These structures ensure that families remain informed and involved as active partners in supporting student outcomes.|"Teachers regularly invite families to end-of-unit presentations, where students showcase their learning. These events foster a sense of pride, build confidence, and create authentic opportunities for families to engage with both their child’s work and the broader school community. These classroom and grade level celebrations are well attended and well received by our community.   One of our ongoing focus areas for improvement is deepening families' understanding of academic expectations and equipping them with tools to support student achievement at home. We have hosted grade-specific academic snapshot breakfasts each spring, led by the Principal. These gatherings provide families with timely insights into student performance based on winter NWEA benchmark data and an overview of the academic standards for the upcoming grade level. While we celebrate the progress made across all grade levels in Math, English and Spanish Reading, we also share that many students are still working toward grade-level proficiency. The breakfasts are designed to inspire and empower parents with actionable strategies to help their children at home and have not been well attended despite our efforts.   In the coming year, the Principal will explore ways to revitalize these breakfasts while maintaining their purpose. This effort aligns with parent survey results, which identified ""Helping your child succeed academically at home"" as the most requested workshop topic, selected by 42% of respondents. PPC and Advisory Council will also play a role in how to improving this vital area."|To strengthen partnerships with underrepresented families, MLC is committed to expanding access, reducing barriers, and meeting families where they are. We will continue offering meetings, workshops, and schoolwide events in both Spanish and English, scheduling them at varied times—including evenings and weekends—and providing supports such as childcare, hybrid participation options, and recorded sessions to increase accessibility.  The addition of a Middle School Principal will expand outreach efforts and provide greater support for families as they navigate student assessments, academic tools, and strategies to support learning at home. This work is especially important at the middle school level, where family participation often declines.  The PPC has emerged as a valuable partner in reaching families who have historically been underrepresented in school activities. PPC leaders, many of whom are bilingual and reflective of the broader school community, have helped bridge gaps by personally inviting families to events, offering translation, and fostering a welcoming environment at school functions. We aim to improve the manner in which gather surveys and increase the percentage of parents that complete our annual survey. This year our LCAP Development Committee will be created with the hope of engaging focus groups and listening sessions to gather informal outreach to ensure our supports are not only accessible but truly relevant in creating our next 3-year strategic plan.|MLC’s strength in seeking input from families is grounded in our commitment to transparency, open communication, and follow-through. We actively engage parents through our Advisory Council and English Learner Advisory Committee (ELAC), where school leaders and families come together regularly to review policies, discuss challenges, and collaborate on solutions. These forums are intentionally structured to center the parent voice and ensure that diverse perspectives are heard and valued.  Meetings are held consistently and frequently, with agendas shared in advance and minutes distributed afterward to maintain clarity and inclusiveness for those who may not be able to attend. A key focus of these gatherings is reviewing and analyzing progress toward LCAP goals, with parent input playing a meaningful role in shaping decisions. Importantly, we not only listen—we act on the feedback we receive and communicate back to the broader community about how parent recommendations have influenced our actions.  According to our most recent parent survey, 91% of families feel that MLC's Leadership values their opinion. This is a reflection of our efforts to cultivate trust and build authentic opportunities for parent voice are having a positive impact.|This year, participation in Advisory Council and ELAC meetings increased significantly due to the Food Service Management Company (FSMC) selection process, which was conducted through a subcommittee of the Advisory Councils. This issue was especially important to both staff and families, as concerns had grown regarding the quality of service provided by the current vendor. The process demonstrated the value of meaningful educational partner engagement, resulting in thoughtful feedback, collaborative discussions, and shared decision-making.  To build on this momentum, MLC has identified a need to create more consistent and engaging opportunities for educational partners to participate in school decision-making, even when topics may not generate the same level of interest. Next year, the Principal/Chief of Instruction and COO will launch an LCAP Development Committee composed of staff and parents to support the development of MLC's next three-year strategic plan, due in June 2027. Through focus groups, listening sessions, surveys, and committee meetings, we hope to gather broader and more representative input from families and staff. Our focus for improvement is increasing participation rates, elevating diverse perspectives, and creating more interactive opportunities for educational partners to help shape school priorities and initiatives.|To improve engagement of underrepresented families in decision-making, MLC will continue providing multiple accessible opportunities for input through Advisory Council, ELAC, the Panda Parent Committee (PPC), surveys, focus groups, and the newly formed LCAP Development Committee. Meetings and engagement opportunities will be offered in both English and Spanish, scheduled at varied times, and supported by hybrid participation options to reduce barriers to involvement.  We will also leverage PPC leaders and targeted outreach efforts to personally invite families who have historically been less involved in school decision-making. Through these strategies, MLC aims to increase participation from a broader cross-section of families and ensure that diverse perspectives are reflected in the development of school priorities and our next three-year strategic plan.|5|5|5|5|5|4|4|5|4|3|4|4|Met||2026-06-23|2026
19647336119531|CHIME Institute's Schwarzenegger Community|3|CHIME continues to work with families to identify areas of need to maintain and improve student outcomes. We  continue to work on meeting the needs of our students and their families and work very closely with a variety of cross stakeholder committees including our Diversity by Design Committee, CHIME Community Committee, and CHIME  Community Association and our Strategic Planning Committee.|Based on the analysis of educator partner input and local data, CHIME's LEA focus areas for improvement in Building  Relationships between school staff and families will be to increase volunteer and school involvement activities during  the upcoming school year.|Based on our Diversity by Design committee community survey we will continue to develop specific activities to welcome and  support underrepresented families within our school community to increase their participation in school activities  and increase their access to participation in their child's education.|CHIME effectively utilizes teacher and parent engagement in the educational decision-making process regarding  curriculum, extra-curricular programming, and professional development initiatives to build partnerships for student  outcomes and to ensure successful outcomes for all students.|Increased parent education about topics specific to their child's education and development could be increased to  build parent capacity to support their child's education.|Based on the analysis of educational partner input and local data, CHIME will increase the number of parent  education opportunities and build parent capacity in order to improve engagement of underrepresented families  identified during the self-reflection process in relation to Building Partnerships for Student Outcomes.|CHIME Charter School takes parent engagement and parent participation seriously and views it as an integral part of  our school culture and key to the successful functioning of our school. Parents participate in a wide variety of cross  stakeholder groups including the Diversity by Design Committee, CHIME Community Committee and the CHIME  Community Association. All of these groups provide opportunities for educational partners to provide input on  curriculum, activities, and events at the school which enrich the student's experience and overall contribute to the the  school climate.|Our school community has a strength in this area and provides many opportunities (both formal and informal) for  stakeholder groups to provide input for decision-making. We have a teacher Leadership Community, a cross stake  hold CHIME Community Committee and a cross stakeholder Diversity by Design committee along with our CHIME  Community Association and monthly Principal informational meeting. All of these serve as opportunities for  stakeholders to provide input regarding the decision making processes for the school. CHIME’s ad hoc strategic planning committee was formed this year and has begun the work of developing plans for the short and long term goals of the charter school.|Based on the analysis of educational partner input and local data, CHIME will increase the number of parent  education opportunities and build parent capacity in order to improve engagement of underrepresented families  identified during the self-reflection process in relation to Building Partnerships for Student Outcomes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-23|2026
19647336119903|Downtown Value|3|Downtown Value School continues to build relationships with families through family conferences, Coffee with the Principal, School Site Council, English Learner Advisory Committee meetings, school communication systems, and direct outreach. Local reflection results indicate full implementation in staff capacity to develop trusting relationships, learning about family strengths and cultures, and providing understandable and accessible two-way communication. These practices provide a foundation for continued school-family partnership.|Downtown Value School will strengthen the consistency of its welcoming environment across front-office interactions, classrooms, school events, enrollment and orientation activities, and other family-facing settings. The school will reinforce clear service expectations, visible multilingual communication, inclusive family events, and orientation supports so new and continuing families experience the school as accessible, responsive, and welcoming.|Downtown Value School will continue outreach to families who are less represented in formal engagement activities or who may experience language, scheduling, accessibility, transportation, technology, or system-navigation barriers. Strategies will include translated communication, flexible meeting options, parent liaison support, direct follow-up, and additional opportunities to provide feedback outside formal meetings.|Downtown Value School has established a foundation for family partnership through academic conferences, student-progress communication, family workshops, advisory groups, annual notices, and meetings related to student supports. These structures provide opportunities for families to communicate with teachers and staff, receive information about student progress, and learn about available services and rights.|Downtown Value School will strengthen staff professional learning related to effective family partnership for student outcomes. Areas of focus will include culturally responsive communication, discussing student data with families, student-led or family-centered progress conferences, home-based learning strategies, and clear explanations of available academic and student-support services.  The school will also improve the consistency and visibility of information about legal rights, advocacy pathways, special education, Section 504, English Learner services, academic intervention, and other supports so families can participate more confidently in decisions affecting their children.|Downtown Value School will provide translated resources, flexible workshops, office hours, individualized progress conversations, and direct outreach to families who may need additional support accessing academic information or school processes. Information will continue to be shared through the Parent/Student Handbook, annual notices, School Site Council and English Learner Advisory Committee meetings, family workshops, attendance and intervention meetings, applicable special education and Section 504 processes, and individual family conferences.|Downtown Value School uses School Site Council, English Learner Advisory Committee meetings, Coffee with the Principal, parent meetings, family surveys, and other engagement activities to gather family input. These structures provide a foundation for involving families in advisory groups, school planning, and family engagement activities.|Downtown Value School will expand and clarify opportunities for all families to provide input on school policies, programs, student supports, and family engagement activities. The school will make decision-making opportunities more visible, explain the purpose of advisory groups and consultation processes, and strengthen feedback loops so families understand how their input was reviewed and used.|Downtown Value School will continue using translated materials, interpretation, flexible participation options, brief surveys, listening sessions, focus groups, and direct outreach to provide accessible ways for families to participate. The school will also provide follow-up communication identifying significant themes, decisions, and actions resulting from family input when appropriate.|4|3|4|4|2|2|2|2|3|3|2|3|Met||2026-06-05|2026
19647336120158|New West Charter|3|Relationships between teachers and parents are critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which develops a strong, positive school environment and helps to prevent challenges. Communication with parents, in both English and Spanish, about school programs and events occurs regularly through a variety of channels, including parent-teacher conferences, open houses, parent information nights, newsletters, the school website, and message blasts. To strengthen home-school partnerships, we expanded communication systems by establishing two separate Band App groups for high school families and senior families and increasing two-way communication to ensure families can ask questions, receive updates, and stay informed about key events.  New West’s Office of Diversity, Equity, and Inclusion hosts parent engagement workshops throughout the year to build strong relationships across the school community. Each workshop focuses on a specific student population in order to understand their personal experiences and provide individualized support. A workshop was provided specifically for families of Students with Disabilities, and another for Spanish-speaking families. Families have opportunities to provide feedback at these workshops.  We also hosted a comprehensive High School Orientation for incoming 8th-grade families, introducing academic pathways, graduation requirements, and key support systems, including FLEX, counseling, and academic interventions. The session also clarified school expectations and policies. This proactive transition support helps reduce anxiety and encourages early engagement for students and families.|The school still has room for growth in providing additional opportunities for participation for families whose first language is not English.  Also, the school can do more outreach and provide more access to resources for families who are struggling financially.|The school, along with the DEI Office, provides additional outreach to families from underrepresented groups to ensure they have the information and resources needed to support and advocate for their child.|New West has developed practices that foster partnerships between families and staff in support of student growth. Back-to-School Night served as a foundational engagement event, bringing families, teachers, and administrators together to strengthen the school–home partnership. During the evening, families had the opportunity to meet staff, review course expectations and academic standards, and gain a clearer understanding of graduation requirements and assessment systems. The event also helped establish clear communication pathways between families and school personnel. Overall, Back to School Night reinforced transparency, academic alignment, and a shared responsibility for supporting student success.  The school hosts parent conferences each semester with all families to not only inform families of student progress, but to also have them be partners in the work. All families have 24/7 access to Infinite Campus to monitor student progress in all classes. Families also receive a regular progress report informing them about their child’s academic progress and reports showing student progress and areas of improvement indicated by the NWEA MAP assessments. At the end of the year families have an additional opportunity to meet with teachers and review their child’s work for the year. We provide families information about their legal rights and how to advocate for their students in our student family handbook and throughout the special education process.  We also host workshops to provide all parents with information about how to best support their child at home. Our expanded “It Takes a Village” workshop series provided meaningful opportunities for parent education and collaboration throughout the year. Sessions included a Parent Mixer focused on community building, workshops on College Admissions and Financial Aid, Mental Health awareness and student wellness strategies, and SBAC strategies to support assessment literacy. These workshops equipped families with practical tools to support students both academically and socially while strengthening trust and partnership between home and school.  We also hosted Dual Enrollment informational meetings for students and families to expand access to college readiness opportunities. During these sessions, participants learned about eligibility requirements, concurrent enrollment pathways, and how college credit and transcripts are impacted. These meetings have helped increase participation in Dual Enrollment and broaden early college access for students.|The school will improve communication to families about how students can access the dual enrollment and Career Technical Education programs at the school and how students benefit from these programs.|We have established a Diversity Equity and Inclusion Office to support underrepresented families and ensure they receive comprehensive communication about what is going on at school and what resources are available to them. We look forward to strengthening relationships with our students’ families further next year and providing more information to underrepresented families about the benefits of participation in the dual enrollment and Career Technical Education programs. We will continue to provide individual family meetings in either English or Spanish to provide individualized support for families in crisis to ensure the child can attend school each day with the necessary supplies/resources.|Communication with parents, in both English and Spanish, about school programs and events occurs regularly through a variety of channels, including parent-teacher conferences, open houses, parent information nights, newsletters, the school website, and message blasts. To strengthen home-school partnerships, we expanded communication systems by establishing two separate Band App groups for high school families and senior families and increasing two-way communication to ensure families can ask questions, receive updates, and stay informed about key events.  The school’s Governance Council has three elected parents of enrolled students of the middle and high schools.|Our DEI office has worked with families to come together to plan events and celebrations to celebrate specific cultures in ways that feel important to our families. We can provide additional family workshops in Spanish in the future.|The school will continue to encourage participation by warmly inviting all family members to participate on the board and at other school events, as well as provide multiple opportunities to provide input via surveys that can be taken remotely.|4|5|4|4|4|4|5|4|4|4|4|3|Met||2026-06-23|2026
19647336120471|Puente Charter|3|Based on the analysis of educational partner input and local data, PUENTE maintains a strong relationship between school staff and families.  Overall, families highlighted the friendly and welcoming staff at PUENTE.  The great majority of our staff is bilingual, which is a key component of our effectiveness in communication.   Parents mentioned that having virtual parent engagement opportunities like we have now is what works best for them.  Coffee with the Principal 1-1 Introductory meetings are done virtually.   In person events are also rated well.  These include Coffee with the Counselor, Monthly Family Nights, Student Showcases, Meet & Greet, Student Led conferences.  PUENTE continues to use ParentSquare communication system has served families in having information readily available. This system allows parents to stay up to date with  school activities, sign documents, massage school staff or leave them direct voice messages. Parents are able to comment on posts, and a staff member replies to them within 24 hours. All of the information is available to families in their preferred language. The feedback from the majority of families is that there is great communication at PUENTE as evidenced by the needs assessment survey. Additionally, we engage families through our community services and enriching activities.  Food distributions are available twice a month, resource fairs are hosted along with such distributions.   For instance, we maintain regular communication with families to discuss attendance expectations, provide them with resources and support services, and involve parents and caregivers in decision-making through student attendance review meetings (SART meetings). These meetings help us assist families whose students face challenges attending classes regularly and collectively address any achievement gaps identified in interim assessments. We emphasize the importance of strong student attendance to parents, highlighting its impact on student Success.  This has led to an improvement in chronic absenteeism.|We have a call to action in strengthening and maintaining relationships between school staff and families. We plan to promote the monthly Family Nights and Coffee with the Counselor strategically to increase the participation rate. We must have teachers also promote family nights and provide students/families a “sneak preview” of what they will be seeing during Family Night.  Coffee with the Counselor and Family Nights will take place on the same day to maximize the time that parents are on-site.   In addition, we plan to have information in print for families who prefer hard copies.   Additionally, students will personally invite their parents to such events while highlighting the work parents will get to see in the classrooms.|To improve the engagement of underrepresented families in building relationships between school staff and families, PUENTE will continue to strengthen established relationships with community partners.   The accomplishment of becoming an Option 3 school, will allow for more collaboration with other small LEAs.  We will also continue to prioritize and strengthen current community connections such as Unidos US and Comprehensive Therapy Associates.    Additionally, organizing school events and celebrations that recognize and celebrate the cultures, traditions, and contributions of underrepresented families is another effective strategy we continue to strengthen. This fosters a sense of belonging and pride, encouraging active participation and engagement from underrepresented families.  For instance, the increase in newcomers has encouraged us to continue learning about other cultures.  Furthermore, the Parent Advisory Council Committee, Community Schools Steering Committee, ELAC, will be strengthened to ensure representation from underrepresented families. These types of committees provide a platform for families to share their experiences, perspectives, and suggestions, serving as a bridge between the school and underrepresented communities. Their input is actively sought and incorporated into decision-making processes related to programs and practices.  To enhance cultural competence among staff, comprehensive training will be provided. This training enables staff to understand the unique needs, perspectives, and communication styles of underrepresented families, fostering a welcoming and inclusive environment that promotes meaningful engagement. This practice will be continued and improved upon in the upcoming academic year.  Professional development on cultural competence, implicit bias, and effective family engagement.|Mental health has become a frequent concern in our school community.  We strengthened our services in support of this amplified concern.  We offer student counseling services in and outside of the school to provide support to those who may be grappling with social and emotional issues. We recognize our responsibility to continue supporting our Hispanic learners, English Learners, and socially and economically disadvantaged students, as well as all families requiring assistance in improving their student's school attendance and ensuring overall success in school. PUENTE relies on Care Solace, a service that connects families to mental health support outside of school.  This is available for the entire community.   Another notable strength lies in the effective collaboration between the instructional team and dedicated paraprofessionals within each classroom. This cohesive effort allows for the implementation of a MTSS approach for academics with small group and one-on-one instruction, which proves instrumental in supporting the learning needs of students who are not showing sufficient growth.  Data review meetings every 6-8 weeks were effective in identifying the tier of support needed for each student.  Such meetings include the teacher, Intervention Coach and Principal.     Our SST process has been systemized and clear for all stakeholders.  This allows for a clear process for referring students that need additional support and/or accommodations.  This system has served as a screener for students that may qualify for special education through an IEP.  This is led by the Intervention Coach who in most instances has worked 1-1 with students being referred to special education services.   The monthly family nights, which focus on a different core area, allows parents to understand the grade level standards in each of the areas.  Parents walk away with tangible activities and resources that they can use at home to continue supporting their students at home.  Student Led Conferences in the Fall and Winter have also allowed for parents to fortify the relationship with school staff.|Tutoring opportunities before and after school is an area that we will continue to expand on.  Our current partnership offers limited tutoring seats.|Having more opportunities for parents to meet in person with school staff is an area for improvement.  Parents of newcomers benefit from more live interactions with school staff.  In addition, having a partnership for ASL interpreters is an area of need.|A survey is administered twice a year to all educational partners.  The surveys are aligned and measure similar areas for the different groups.  The input received by the other partners is reviewed promptly.  We use the database system, Panorama, as our hub to hold survey results from parents, students, and staff.    In addition, we have monthly coffee with the principal and weekly staff meetings, making it very convenient when seeking timely input for decision-making.|PUENTE will seek input from families in the form of a survey after every Family Night, Coffee with the Counselor and during Coffee with the Principal.   A survey will also be given to staff after Family Nights and professional development.|PUENTE must seek a higher survey participation rate.  Oftentimes, families express that they do not know how to access surveys and prefer a hard copy of the survey. Making it available in their language and preferred mode of access is essential.|5|5|4|4|5|5|5|5|5|5|5|5|Met||2026-06-10|2026
19647336120489|Para Los Niños Charter|3|Based on educational partner input and data from the Spring 2026 School Climate Surveys, PLN Charter Elementary School continues to demonstrate meaningful strengths in building relationships between school staff and families. Staff Family Relationships scored 55% favorable among teachers, matching the district average and reflecting a school community where families are generally experienced as warm, accessible, and engaged partners in the educational process.  Family warmth and mutual respect remain notable strengths. Seventy-nine percent of teachers described school families as quite friendly or better, while 68% found families to be quite caring or better in their communications. Teachers also expressed strong trust in families, with 63% indicating they trust parents to treat them fairly and 74% describing parents as respectful. These results suggest a solid foundation for positive relationships and ongoing collaboration between home and school.  Established structures continue to support consistent connection between staff and families. Community School meetings, the Parent Center, and schoolwide events such as the Festival of Lights, Día de los Muertos, and the STEAM Festival provide opportunities for families and staff to come together and strengthen community connections. Teacher responses further reflect a relationship-centered culture, with 100% reporting that they check in with students who are having a bad day and 89% indicating that they talk with students about life outside of school.  Students in grades 3 through 5 also affirm this positive climate. Eighty-eight percent reported that adults treat them with respect, and 89% agreed that adults hold high expectations for their success. Together, these findings suggest that PLN Charter Elementary School continues to foster an environment where students feel valued and supported and where positive relationships provide a strong foundation for family engagement and student success.|Based on educational partner input and data from the Spring 2026 School Climate Surveys, PLN Charter Elementary School has identified several opportunities to further strengthen relationships between school staff and families. While survey results indicate positive perceptions of families and strong foundations for partnership, the data suggest that increasing the frequency and consistency of direct teacher-family engagement remains an area for growth. Twenty-one percent of teachers reported meeting with families frequently, while 47% indicated that they meet with families only sometimes. These results suggest an opportunity to expand meaningful interactions and strengthen ongoing communication between families and school staff.  Survey results also indicate opportunities to enhance collaboration and communication around student support. While many teachers described families as respectful, nearly half reported that family communication can be somewhat challenging. In addition, 37% of teachers reported that families are quite supportive when addressing challenges involving particular students. Together, these findings suggest an opportunity to strengthen communication practices, increase opportunities for partnership around student needs, and continue building staff capacity to engage families in ways that support student learning and well-being.  To address these areas for growth, PLN Charter Elementary School will continue to strengthen family engagement through intentional communication, relationship-building, and partnership practices. The school will focus on increasing opportunities for meaningful and consistent interaction between teachers and families, enhancing communication systems, and reducing barriers that may limit family participation. PLN CES will also continue to support staff in developing effective outreach practices and strengthen collaboration with families around student learning, well-being, and academic progress. By building on the positive relationships that already exist between families and school staff, the school aims to foster deeper engagement and ensure that families have meaningful opportunities to participate as partners in supporting student success.|Based on educational partner input and data from the Spring 2026 School Climate Surveys, PLN Charter Elementary School recognizes the importance of ensuring that all families feel welcomed, connected, and engaged in the school community. Student survey results indicate opportunities to continue strengthening belonging and inclusivity across the school environment. While 88% of students reported that adults treat them with respect, 64% agreed that adults treat all students fairly, and 51% reported that students treat one another with respect. These findings suggest opportunities to continue fostering a positive and inclusive school culture that supports strong relationships among students, families, and staff.  To strengthen engagement with families who may face barriers to participation, PLN CES will continue implementing inclusive family engagement practices that promote connection, communication, and access. The school will focus on welcoming and supporting new families, expanding access to school information and engagement opportunities, strengthening outreach through student support and community-based services, and providing multiple ways for families to connect with the school community. PLN CES will also continue creating opportunities for families to engage in culturally responsive and community-centered events that foster a sense of belonging and partnership. Through these efforts, the school aims to strengthen relationships with families and ensure that all members of the school community feel valued, supported, and connected.|Based on educational partner input and data from the Spring 2026 School Climate Surveys, PLN Charter Elementary School demonstrates strong progress in building partnerships that support student outcomes. CES teachers rated Engagement at 85% favorable and Teacher-Student Relationships at 89% favorable, reflecting a highly engaged and relationship-centered faculty. Teachers also reported strong instructional practices, with 84% providing real-world learning connections, 100% encouraging students to challenge themselves, and 89% indicating that students feel comfortable asking for help.  Established structures such as Family Conference windows, the School Support Services Team (MTSS), and the Student Support and Progress Team (SSPT) process continue to provide opportunities for families and staff to collaborate around student progress and support strategies. Student survey results further reinforce these strengths, with 75% reporting that adults know them well as a person and 89% agreeing that adults hold high expectations for their success. Together, these findings suggest that CES has established a strong foundation of relationships, support, and collaboration that promotes positive student outcomes.|Based on educational partner input and data from the Spring 2026 School Climate Surveys, PLN Charter Elementary School has identified several opportunities to strengthen partnerships that support student outcomes. While teachers reported strong confidence in their instructional practices, survey results suggest an opportunity to further align student experiences with instructional intentions. For example, while all teachers reported providing real-world learning connections, 76% of students agreed that their teachers help them understand how learning applies to real life, and 74% reported that their teachers make learning fun. These findings suggest an opportunity to continue strengthening student engagement and helping families better understand and support classroom learning.  Teacher-family communication also remains an area for growth. Twenty-one percent of teachers reported meeting with families frequently, indicating an opportunity to increase meaningful interactions and strengthen ongoing communication between home and school. In addition, survey results suggest opportunities to further enhance collaboration with families when students need additional academic, behavioral, or social-emotional support. To address these areas, PLN CES will continue strengthening family engagement through proactive communication, expanded opportunities for collaboration around student learning, and increased support for staff in building effective partnerships with families. The school will also continue providing resources and learning opportunities that help families support student success both at school and at home.|Based on educational partner input and data from the Spring 2026 School Climate Surveys, PLN Charter Elementary School recognizes the importance of ensuring that all families have meaningful opportunities to engage as partners in supporting student success. Student survey results indicate opportunities to continue strengthening belonging, inclusivity, and connectedness across the school community. While 89% of students reported that adults hold high expectations for their success, 64% agreed that adults treat all students fairly, and 51% reported that students treat one another with respect. These findings suggest opportunities to continue fostering a school environment where all students and families feel welcomed, valued, and supported.  To strengthen engagement with families who may face barriers to participation, PLN CES will continue implementing inclusive family engagement practices that promote access, communication, and collaboration. The school will provide opportunities for families to access academic resources and learning supports, strengthen outreach through student support and community-based services, and ensure that school communications and student support processes are accessible through language supports and multiple avenues for participation. PLN CES will also continue creating opportunities for families to engage in conversations about student progress, learning, and well-being, with the goal of fostering strong partnerships that support positive academic and social-emotional outcomes for all students.|Based on educational partner input and data from the Spring 2026 School Climate Surveys, PLN Charter Elementary School has meaningful and functioning structures in place for seeking input from families, staff, and students. The School Site Council, English Learner Advisory Council, and Community School teams continue to serve as consistent forums for gathering and responding to stakeholder perspectives, reflecting a sustained organizational commitment to shared governance and collaborative decision-making.  Teacher survey results indicate positive perceptions of school leadership and staff engagement in decision-making processes. The CES School Leadership score of 53% favorable exceeded the district average of 38%, suggesting that teachers generally feel informed, supported, and connected to the school's direction and priorities. Teachers also responded positively to questions related to school culture, instructional leadership, and goal setting, indicating a foundation for ongoing collaboration between staff and school leadership.  Student survey results further reflect a positive climate that supports engagement and participation. Eighty-eight percent of students reported that adults treat them with respect, while 89% agreed that adults hold high expectations for their success. Together, these findings suggest that CES has established conditions that support continued collaboration among educational partners and provide a strong foundation for ongoing input and engagement in school improvement efforts.|Based on educational partner input and data from the Spring 2026 School Climate Surveys, PLN Charter Elementary School has identified opportunities to further strengthen participation and engagement in decision-making processes. While perceptions of school leadership were generally positive and exceeded district averages, survey results suggest that some staff would benefit from increased opportunities to contribute to decisions that impact their work. Responses related to staff input, leadership responsiveness, and communication indicate an opportunity to continue strengthening collaboration, transparency, and shared ownership of school improvement efforts.  To address these areas, PLN CES will continue building structures that promote meaningful participation from educational partners and strengthen communication regarding school planning and decision-making. The school will focus on increasing opportunities for staff and families to provide input, enhancing transparency around how feedback informs decisions, and expanding engagement efforts to ensure a broad range of perspectives are represented in advisory groups and school improvement discussions. Through these efforts, PLN CES aims to foster a collaborative culture where educational partners feel informed, valued, and engaged in shaping the future of the school.|Based on educational partner input and data from the Spring 2026 School Climate Surveys, PLN Charter Elementary School recognizes the importance of ensuring that all families have meaningful opportunities to participate in school decision-making processes. Student survey results indicate opportunities to continue strengthening inclusivity, belonging, and connectedness across the school community. While 88% of students reported that adults treat them with respect, 64% agreed that adults treat all students fairly, suggesting opportunities to continue fostering an environment where all students and families feel welcomed, valued, and supported.  To strengthen family engagement in decision-making, PLN CES will continue implementing inclusive practices that increase awareness of and access to school leadership and advisory structures. The school will provide clear communication about opportunities for participation, offer language supports and multiple avenues for feedback, and continue creating welcoming opportunities for families to share their perspectives on school programs and priorities. PLN CES will also work to strengthen communication regarding how educational partner input informs planning and decision-making, helping to foster transparency, build trust, and encourage ongoing participation. Through these efforts, the school aims to ensure that a broad range of family voices are represented in school improvement efforts and decision-making processes.|3|3|3|3|4|3|4|3|3|3|3|3|Met||2026-06-11|2026
19647336121081|ICEF View Park Preparatory Middle|3|Based on the analysis of data, View Park Prep Middle School has multiple strengths as it relates to building relationships between the school staff and families. All teachers and many support staff members send home a welcome letter to parents introducing them to the school and providing parents with the necessary information needed for their scholar to be successful in class. The teachers share classroom expectations as well as contact information so that the parent is aware of what is expected and can contact the teacher if they have any questions or concerns. At the beginning of each year, orientation meetings are set up to provide parents with all of the necessary information about the schoolwide rules, expectations and opportunities offered to their school. Once the school year begins, beginning of the year Student Success Conferences are scheduled to ensure that each individual scholar’s needs are being met and individualized plans can be developed to create a pathway to success. Follow up parent conferences are scheduled twice a year to keep students on track and intervene if scholars deviate from their plans. Translators are made available for parent meetings and communications with the front office staff to ensure that every parent has equitable access to information about their child. All teachers and parents are connected through the ClassDojo App allowing two-way communication at any time from either party.  View Park Prep Middle School staff work to create a warm, welcoming environment so that parents feel comfortable asking questions and voicing concerns. The office staff does their best to ensure that parents receive quality service during every interaction they have with the school. The administration, community resource coordinator, school office manager and campus aides are normally the first contact for parents. All of the above do what they can to be helpful to parents and empathetic to their concerns. ICEF’s social worker intervenes when the needs of the parent are outside of the scope of the school. The social worker helps with students exhibiting behavior and/or attendance challenges and well as supports families in need; to connect them to outside resources. All View Park staff attempt to respond to all parent inquiries and requests within 48 hours of receiving them.  View Park Prep Middle School parents have opportunities to connect with the school through a number of venues. Our Knights of the Roundtable are a group of dedicated parents committed to helping the school plan, fundraise, promote, recruit and do any other tasks that the school requires. The Parent Advisory Council assists with making decisions about the direction that they would like to see the school move toward.  They get regular updates and provide input to the school on what they feel is going well and what concerns the school needs to be aware of.|Based on input from parents, View Park Middle is continuing to focus on improving the methods of how we communicate what is happening at the school. Increased communication will increase the amount of participation that we get for each of our events. We have a lot of opportunities for parents and staff to connect with one another. The goal is to increase the quality of each program and how they are communicated so that they will be better attended and therefore more impactful. With the reduction of Covid restrictions, we’ve been able to offer all in-person events for families this year. This has helped to increase engagement and connection with families. This will continue into the future.  View Park Prep Middle School teachers and staff will continue to receive more professional development on how to best communicate with parents and learn best practices for increasing engagement.|View Park Middle will design events that welcome underrepresented families such as our Latino, Special Education and Homeless/Foster populations by providing programs that are equitably marketed and cater to their unique needs. The school will use surveys, parent feedback, person calls and other data contacts to assess the needs of our underrepresented families.|View Park Middle parents have access to the PowerSchool Parent Portal so they are able to regularly review their child’s grades. Parent Conferences are held twice a year, to review student progress and discuss needed interventions for improved outcomes.  Additionally, View Park Middle holds Student Support and Progress Team (SSPT) meetings to collaborate with the appropriate school personnel and families to ensure successful outcomes for students. The SSPT process is designed to allow the admin, school psychologist, school counselor, instructional specialists, interventionist and teachers to come together with the parent to develop a plan of support for students who may fall behind. View Park Middle School also has an Attendance team which consists of an administrator, counselor, Community Schools Coordinator and social worker that intervenes with tiered attendance re-engagement strategies to help students and families overcome obstacles for getting to school. We designate time on our calendar for Student Success Conferences three times a year, to ensure that our parents and teachers are collaborating to do what is best for our scholars.|At View Park Middle, we will hold Teacher Data Days three times a year focused on the analysis of data, action planning and professional development. Immediately after the Teacher Data Days we hold Student Data Days where teachers review class-wide data with students. Students then have the opportunity to review and reflect on their personal performance as well as celebrate successes and set goals for improvement.  School admin and instructional specialists have regular Data Conferences with Teachers. During this time the school admin and instructional specialists meet with grade level teams to create Professional Learning Communities centered around lesson planning and reviewing formative/summative assessment data.  View Park Middle teachers also create parent workshops focused on teaching parents how to understand their child’s data so that they can be active participants in supporting scholars’ growth.|View Park Middle will improve the engagement of underrepresented families in decision-making by offering alternate times for events (later and earlier in the day). Additionally although all parent meetings are offered in-person, we will ensure that there is a virtual option for parents unable to attend. Our Community Schools Coordinator will reach out personally to the parents of underrepresented students to ask them to attend, support with transportation, answer questions, etc. Through this regular communication, our Community Schools Coordinator will also provide resources to families through partnerships with local community groups/organizations focused on supporting our underrepresented population.|View Park Middle offers multiple opportunities for parents to ask questions, be heard and contribute to the decision-making process. These include Coffee w/the Principal, Knights of the Roundtable Meetings, Parent Advisory Council, School Surveys and other formal and informal methods.  Regular Teacher/Staff Surveys - school-wide academic and social emotional needs, professional development needs tied to improved practice.|View Park Middle is developing a parent focus group process designed to have conversations with a diverse group of parents to discuss topics which concern them. During our regularly held meetings, we want to share more data with parents so that they understand where the school stands both qualitatively and quantitatively. This will help all parties make more data informed decisions.|View Park Middle will improve engagement by designing events that welcomes underrepresented families such as our Latino, Special Education and Homeless/Foster populations by providing programs that are equitably marketed and cater to their unique needs. The school will use surveys, parent feedback, person calls and other data contacts to assess the needs of our underrepresented families and gain valuable input for decision making.|4|5|4|5|4|4|4|4|5|4|4|5|Met||2026-06-18|2026
19647580000000|Los Nietos|3|The Los Nietos School District strives to empower students to create, utilize, and develop self-advocacy skills to become productive members of society. We support students in valuing themselves and others through engaging, relevant, and rigorous education. Teachers and administrators maintain direct and consistent communication with families, fostering strong, collaborative relationships. One of the District’s greatest strengths in building these connections is our commitment to consistent outreach through a variety of communication methods. District goals, actions, and services are thoughtfully developed through a collaborative process led by the Local Control and Accountability Plan (LCAP) Committee, Parents’ Advisory Committee (PAC), Superintendent’s Advisory Committee (SAC), Community Schools Advisory Committee, and the District English Learner Advisory Committee (DELAC). To deepen engagement with families and provide accessible opportunities for dialogue, the district added regular parent forums, including the monthly Cafecito with the Community with the community and the annual State of the District event, where families hear updates directly from district leadership and are invited to share feedback.  School sites host eight sessions each year for families, the topics of which are based on parent and community requests. Four sessions are offered in the area of social, emotional, or behavioral learning and support, and four sessions provide academic strategies and support. Key community partnerships, including the Los Nietos Educational Foundation, Whittier Union High School District, Rio Hondo College, the Boys and Girls Club of Whittier, the Los Nietos Public Library, and others, help expand opportunities for students and families. Within our educational community, the district collaborates with the Los Nietos Teachers Association (LNTA), the California School Employees Association (CSEA), the Whittier Area SELPA, as well as local School Site Councils (SSC) and English Learner Advisory Committees (ELAC), to ensure all stakeholders remain informed and involved in important conversations about student achievement, school safety, and the wellness of both students and staff.|LNSD has worked to improve communication with a Superintendent’s Newsletter, district websites, showcasing videos, and social media accounts that promote activities at school sites and the district. All schools are communicating in English and Spanish via correspondences and announcements about meeting opportunities for parents to meet and talk about their children’s academic progress. However, the Los Nietos School District can improve on reaching and building relationships with those parents who prefer more traditional means of contact. Translation services are provided during Parent/Teacher Conferences to reduce language barriers and ensure our families feel welcomed and supported. Progress and report cards are translated into family’s home language.|All of the elementary schools in the Los Nietos School District actively engage families through Parent Teacher Clubs (PTCs) and through student-led ASB involvement at Los Nietos Middle School (LNMS). The district continues to prioritize parent engagement by offering meaningful opportunities for families to meet and discuss their child’s academic and social-emotional progress. Los Nietos works diligently to ensure that English Learners, Foster Youth, and Low-Income families receive the resources they need to support learning at home. Community Outreach Facilitators play a vital role in addressing chronic absenteeism, partnering with families facing attendance challenges, and helping meet students’ basic needs—including clothing, shoes, and housing support. The district also hosts two annual events to support Foster Youth and families identified as homeless, providing meals and gifts during Thanksgiving and winter holidays. To strengthen relationships with underrepresented families, the district recognizes and celebrates the academic achievements of English Learners, Foster Youth, and Low-Income students. These families are also prioritized for participation in afterschool programming, which has expanded this year to include a wide range of enrichment activities such as sports, folklórico, karate, and esports across all school sites. In addition, the district offered expanded learning experiences through science camp and Washington D.C. trips for students, aligned to grade-level programming, further broadening access to experiential learning. To support improved attendance and proactive communication, the district utilizes the SchoolStatus program, which provides families with regular updates and supports school sites in addressing attendance concerns collaboratively.|The Los Nietos School District continues to make strong progress in building meaningful partnerships with families, recognizing that family engagement is a critical component of student success. A thriving parent education community has emerged, where families are invited to participate in a variety of learning opportunities designed to support both academic achievement and social-emotional growth. Parents and community members  This year, the district hosted evening events focused on social media safety and mathematics. These events not only build academic knowledge and safety, but also foster a strong connection between home and school. Parent and community engagement is intentionally designed with input from our Parent Advisory Committee (PAC), District English Learner Advisory Committee (DELAC), Community Schools Advisory Committee, and ongoing parent surveys. This collaborative approach ensures that workshops and events reflect the interests and needs of our families. Topics are offered in English with a Spanish translator on site to maximize accessibility. The district has further expanded outreach through consistent communication platforms including the Superintendent’s Newsletter, school and district websites, social media, and meetings such as Coffee with the Principal. Los Nietos continued hosting TK and Kindergarten Orientations to better connect with families of our youngest learners and build strong early learning foundations. All schools continue to prioritize regular, bilingual communication with families about opportunities to connect, learn, and participate in school activities. The Los Nietos School District believes that strong school-family partnerships are essential to student achievement, engagement, and well-being—especially for English Learners, Foster Youth, and Low-Income families. When families feel informed, empowered, and included in the educational process, students thrive academically, socially, and emotionally.|Parents and community members are vital partners in shaping student success across the Los Nietos School District. They are encouraged to participate in site-level School Site Councils (SSC) and English Learner Advisory Committees (ELAC), as well as district-level groups including the Local Control and Accountability Plan (LCAP) Committee, Superintendent’s Advisory Committee (SAC), Parent Advisory Committee (PAC), Community Schools Advisory, and District English Learner Advisory Committee (DELAC). These collaborative committees review school and district data, discuss current needs, and provide meaningful input that helps guide decisions around programs, services, and resource allocation. By participating in these forums, families and community members play a powerful role in shaping a more equitable and responsive educational experience for all students.|School sites continue to engage families through School Site Council (SSC) meetings, which provide a platform for reviewing site plans, data, and student support strategies. At the district level, input is regularly gathered from advisory groups including the Parent Advisory Committee (PAC), District English Learner Advisory Committee (DELAC), and Superintendent’s Advisory Committee (SAC) to inform decisions on academic interventions and student programming. This year, all teachers have been trained in EduClimber, a new data-analysis platform designed to help educators monitor student progress and make informed decisions about instructional strategies and interventions. In addition, the district has updated its Student Success Team (SST) process to ensure students who are struggling receive timely, coordinated support. These updates help streamline services and align interventions more closely with students’ academic and social-emotional needs. All students continue to receive formative assessments to monitor progress and guide instruction. Targeted interventions in English Language Arts and Mathematics are provided based on assessment data, ensuring that support is personalized and responsive. English Learners, particularly those designated as Long-Term English Learners, are receiving enhanced instruction through evidence-based programs designed to accelerate language development and academic success. Dually identified students and students with Individualized Education Program (IEP) are included in intervention planning to ensure they receive appropriate, individualized support. These efforts not only improve academic outcomes but also empower families by increasing their understanding of their children’s learning needs and progress. Strengthening family participation in these processes remains a key priority for the district. We continue to seek new and more effective ways to involve parents meaningfully, and we recognize that their voices are essential in shaping a learning environment where all students can thrive.|The Los Nietos School District values and actively seeks community feedback from families and educational partners to ensure student achievement, wellness, and safety, as well as employee growth and support. The district provides multiple opportunities for engagement, collaboration, and shared decision-making throughout the year. Key engagement partnerships include:  Parents and Families; The Board of Trustees; Local Control and Accountability (LCAP) Committee;  Superintendent’s Advisory Committee (SAC); District English Learner Advisory Committee (DELAC); Community Partnerships with the Los Nietos Educational Foundation, Whittier Union High School District, Rio Hondo College, the Boys and Girls Club of Whittier, Los Nietos Public Library, Hispanic Outreach Taskforce, LA Arts Ed Collective, Thrive, Santa Fe Springs Art Festival; Stakeholder Partnerships: Los Nietos Teachers Association (LNTA), the California School Employee Association (CSEA), Whittier Area School Administrators Association (WASA), and Whittier Area SELPA (Whittier Area Cooperative Special Education Plan), Los Angeles County Office of Education (LACOE); Partnerships with Educational Groups: Renaissance Learning, University of California Irvine Math Project, Pacific Clinics, Hazel Health.  In addition, the annual Parent and Student LCAP Survey serves as a vital tool in informing planning and decision-making. Input from this survey—along with feedback from advisory committees and community partners—directly shapes the District’s goals, actions, and services to ensure equitable outcomes for all students.|Parents and community members are vital partners in shaping student success across the Los Nietos School District. Families are encouraged to participate in a variety of site- and district-level advisory groups, including School Site Councils (SSC), English Learner Advisory Committees (ELAC), the Local Control and Accountability Plan (LCAP) Committee, Superintendent’s Advisory Committee (SAC), Parent Advisory Committee (PAC), and the District English Learner Advisory Committee (DELAC). These collaborative committees play an essential role in reviewing student achievement data, discussing current needs, and providing meaningful input that informs programs, services, and resource allocation. Through their involvement, families help shape a more equitable, responsive, and student-centered educational experience. The District English Learner Advisory Committee (DELAC) remains an active platform for parent voice and engagement, seeking input on programming for our English learners. This year, DELAC meetings focused on deepening understanding of the Local Control Funding Formula (LCFF) and the LCAP process, analyzing student data, reviewing feedback from the broader community, and providing recommendations for LCAP actions. The Superintendent presented the draft LCAP to DELAC, and while valuable discussion took place, no comments required a formal written response. The Whittier Area SELPA Community Advisory Committee (CAC) continues to gather parent input from families of students with disabilities, offering critical insight that helps strengthen the District’s special education services and supports. This multi-year partnership supported implementation of LNSD’s implementation of inclusive schools with a focus on a learning center model.|Los Nietos School District offers multiple opportunities for families to provide input in decision-making processes. To strengthen the engagement of underrepresented families—particularly those of Low-Income students, English Learners, Foster Youth, and students experiencing homelessness—the District has taken intentional steps informed by data and community feedback gathered during the self-reflection process. A key strategy includes the direct involvement of the district’s Community Outreach Facilitators that personally connect with families from underrepresented groups to build trust and encourage their participation in advisory committees such as DELAC, PAC, SSC, and LCAP input sessions. Outreach efforts include home visits, personalized invitations, and support with logistics such as translation, transportation, and childcare. A Community Resource Center was developed to provide immediate needs for our students and families during the 2025-26 school year. To further improve engagement, the district has expanded access to decision-making opportunities by offering meetings in both English and Spanish, hosting sessions at flexible times, and launching targeted engagement forums such as Cafecito with the Community and site family events. Additionally, feedback topics for parent education and input sessions are now co-developed with DELAC and PAC members to ensure relevance and increase ownership. Moving forward, the district will continue to monitor participation trends and identify barriers that may prevent families from engaging. Strengthening relationships, increasing communication in families’ home languages, and offering more personalized outreach will remain central to ensuring all voices, especially those historically underrepresented, are heard and reflected in district decision-making.|5|5|4|5|5|5|4|5|5|5|4|5|Met||2026-06-25|2026
19647740000000|Lynwood Unified|3|Lynwood Unified School District (LUSD) actively fosters a welcoming and inclusive environment, reflected in recent survey data where 97.0% of families reported feeling welcome and 95.8% felt included in decision-making. A key component of this effort is the LUSD Parent and Family Engagement Specialists, who deliver continuous parent education and create opportunities for engagement at all levels. LUSD provides diverse learning opportunities for parents year-round, covering areas like Academic Success, understanding the LUSD system, Social-Emotional well-being, effective advocacy, college and career pathways, equity and justice, financial aid, and graduation requirements. Parents are also encouraged to attend events such as the annual CABE Conference. LUSD further demonstrates its commitment to partnership by valuing the contributions of its parent committees, including the African American Parent Committee, District English Learner Advisory Committee, and Asian American Pacific Islander Committee.|Based on local data and valuable input from our educational partners, the Lynwood Unified School District (LUSD) has identified a clear need to expand parent education. We recognize that engaged families are the foundation of student achievement, which is why we are prioritizing stronger communication, family empowerment, and expanded community resources.  The Impact of Family Engagement Research consistently demonstrates that when parents are actively involved, students experience significant benefits, including: Higher academic performance and increased graduation rates More consistent school attendance Greater self-esteem and stronger social skills  LUSD's Action Plan To foster these vital school-home partnerships, LUSD will offer targeted parent education programs. To ensure these resources are fully accessible and convenient for our community, the programs will feature: Flexible Scheduling: Meeting times designed to accommodate working families. Childcare Services: Provided so parents can comfortably and actively participate. Multilingual Access: Instruction and materials available in multiple languages to serve our diverse district.|Recent group analysis and discussions with educational partners indicate that while Lynwood Unified School District (LUSD) families generally feel welcome and actively participate in school events, there remains a significant need for increased parent education and inclusion in district decision-making. Many families continue to navigate resource gaps, struggle with school engagement, and desire more effective communication. These challenges disproportionately impact marginalized groups, particularly low-income families, Foster Youth, and English Learners.  To address these disparities and elevate engagement among underrepresented families, LUSD is implementing a comprehensive, multi-pronged strategy. The district will ensure widespread reach by continuing to use diverse communication channels, spanning from social media and mobile apps to traditional paper flyers. Furthermore, LUSD will prioritize community voices by utilizing parent input to select relevant educational workshop topics. To guarantee these resources are accessible for working families, trainings will be scheduled at flexible times and hosted across various convenient neighborhood schools. Finally, LUSD will establish targeted affinity groups tailored for parents of specific populations, such as English Learners and Foster Youth, equipping them with the specialized knowledge needed to confidently support their children's success both at home and in the classroom.|The Lynwood Unified School District (LUSD) champions student success through a collaborative partnership among parents, students, and educators. To ensure families are actively informed about academic progress, the district hosts three Parent-Teacher conferences annually to review assessment data and state standards. This is complemented by Personal Learning Plan (PLP) conferences held year-round across all grade levels, providing tailored discussions on individual student goals, academic performance, attendance, and post-secondary aspirations. Furthermore, LUSD prioritizes open and accessible communication, encouraging families to schedule additional meetings with teachers whose contact information is readily available on school websites and shared directly. To further empower the community, the district equips families with comprehensive resources—such as the annual Student/Parent Handbook detailing key policies—and hosts regular workshops designed to help parents navigate the educational system and effectively support their child's learning at home.|Recent feedback from educational partners highlights a strong desire among families to better understand LUSD's curriculum, instructional strategies, and local assessments. Parents are specifically seeking actionable ways to support their children's learning and assist with homework at home. Recognizing that some parents did not experience the U.S. educational system firsthand and may be unfamiliar with its teaching methods, the district is actively working to bridge this knowledge gap.  To increase transparency and understanding, LUSD is adopting new assessment systems that feature parent-friendly reports and letters clearly detailing student academic progress. Furthermore, the district will leverage its Parent Engagement Specialists to develop specialized workshops and training sessions, empowering all families with the knowledge and tools needed to accelerate their child's academic success.|Lynwood Unified School District (LUSD) is deeply committed to ensuring that all parents are actively engaged in their child's education, with a dedicated focus on uplifting and including underrepresented families. To make information highly accessible and encourage broader participation, the district is implementing several key strategies:  Multilingual Support: Consistently translating communications and vital documents so that language is never a barrier to engagement.  Flexible Participation Options: Refining outreach by extending personal invitations, offering adaptable meeting times and convenient locations, and providing virtual attendance options to accommodate busy schedules.  Diverse Communication Channels: Utilizing a comprehensive mix of platforms—including social media, mobile apps, phone calls, text messages, and traditional paper flyers—to ensure every family is reached effectively and consistently.|### Sustaining and Expanding Family Partnerships  Recent feedback from educational partners highlights a deep appreciation for the district's ongoing efforts to actively engage parents. Local data reinforces this positive momentum, confirming that parents desire even stronger school-home partnerships to better support their students and families.  Based on this input, parents have expressed a clear desire to continue several highly successful engagement programs:  * **Parent University** * **Coffee Chat Series** * **LCAP Educational Partners Committee** * **Affinity Groups**  To build upon this foundation, our educational partners are committed to expanding outreach to all enrolled families. This comprehensive approach will utilize a strategic mix of digital and print communications, supported by both in-person and virtual events hosted at the school and district levels.|Our educational partners and our local data suggest that the focus areas for improvement are Preparing student for graduation Preparing student for college/career Supporting student academic proficiency Supporting struggling students Improving school climate Providing health & wellness services Improving student attendance Improving parent engagement Improving campus cleanliness  Improving campus safety|To deepen engagement with underrepresented families and ensure parent voices are heard beyond district-wide committees, Lynwood Unified School District (LUSD) is implementing a strategy focused on open communication and accessibility.  LUSD will actively empower the community through the following initiatives:  *Expanding Affinity Groups: Creating more dedicated spaces for underrepresented families to connect, collaborate, and share their unique perspectives. *Increasing Transparency: Consistently sharing data regarding decisions made by stakeholder groups and providing regular, clear progress reports on district goals. *Broadening Participation Options: Expanding digital, virtual, and in-person opportunities to ensure all parents can conveniently provide input and stay involved. *Sharing Key Data: Building on the Cabinet’s current school rotations—which help clarify budget and resource allocation—the district will systematically share vital information on academic benchmarks, resource distribution, and progress monitoring for all student outcomes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-25|2026
19647900000000|Monrovia Unified|3|"MUSD strengthens student achievement by maintaining active family partnerships. In the Spring 2024 family survey, 81% of respondents reported being ""satisfied"" or ""very satisfied"" with the district's supportive, inclusive cultures and 83% of our respondents indicated ""satisfied"" or ""very satisfied"" with our student, family and community engagement. Additionally, the district continued our partnership with Factor Parent Engagement Academies across all school levels, drawing strong participation. We continued to strengthen our Parent Teacher Association groups at all of our school sites, who play a pivotal role in supporting each school. Communication and engagement continued to improve as respondents shared that MUSD has really improved communication with staff and families, including providing notices and emails, using surveys to reach stakeholders, and keeping families informed in a clear and timely manner. The MUSD staff has continued to improve in fostering communication and trust, making families feel more informed and heard."|"MUSD is actively working to deepen connections with all of our families and community, particularly with a focus on traditionally underserved and underrepresented families. To eliminate barriers, we are expanding multilingual opportunities, ensuring interpretation is available at site and district events and scheduling school events at more convenient times for working households. 83% of our respondents indicated ""satisfied"" or ""very satisfied"" in our focus on student, family and community engagement practices (Local Control Accountability Plan Educational Partner Surveys)."|"Our partnership with Factor Parent Engagement actively expanded school access for underrepresented families. By offering evening virtual workshops in both English and Spanish, we were able to accommodate working households. Furthermore, we are actively strengthening our communication systems to connect families directly with teachers, schools, and critical updates, including ensuring access to interpretive services and support for each site and district event. MUSD also expanded our participation and collaboration with our site and district English Language Advisory Committees, and ""Anti-Hate"" Committees, offering greater opportunities for input, collaboration and access to participation and started workshops for the parents of our English Language Learners. Our Student Support Services in collaboration with our Public Information Officer and Safety Resource Officer, developed greater opportunities for our underrepresented families to improve access to community support services, home visits and distribution of school and personal needs materials targeting our most underrepresented families."|We are dedicated to equipping our families with the tools and information needed to support every child's learning journey at home. Students and families have ease of access to these resources through our parent workshops, direct updates from teachers, and online platforms. We continue to offer one to one technology for each student, with access to WiFi provided as necessary for any families without access. With a network of resources available at each site, including increased intervention and behavioral supports, we continue to build accessibility and outreach for all of our families. MUSD offers specific times for parent conferences, but also accommodates families regarding access to planning and working collaboratively towards success in every student’s academic, behavioral, and attendance progress.|We are systematically strengthening the framework teachers and principals use to cultivate lasting family partnerships. At the district level, parent representation on the District Advisory Committee (DAC) and District English Language Advisory Committee (DELAC) has expanded. Simultaneously, all elementary, middle, and high schools have optimized their local engagement processes to maximize participation in Parent Teacher Student Associations (PTSA), School Site Council (SSC)and English Language Advisory Committees (ELAC). We have also expanded our Positive Behavior Intervention and Support teams to expand parent and student involvement. MUSD has also developed local task forces in the areas of Dual Language, English Language Development and our Math Task Force, which provide opportunities for educational partner input, consultation and collaboration.|Based upon our district's four pillars: College, Career and Life Prepared Graduates, Exemplary Educators, Supportive, Inclusive and Student-Centered School Cultures and Engage Parents, Families and Community and in response to feedback from educational partners, we have expanded the representation of historically underrepresented families on both campus and district advisory committees (SSC, ELAC, DAC, DELAC). To accelerate student outcomes, schools will maintain a targeted focus on four key areas:  Cultivating Trust: Building strong, trusting relationships with all families, particularly those from underrepresented groups. This includes ongoing monitoring and educational partner input reflecting on accessibility and strength of partnerships.  Clarifying Expectations: Communicating core academic learning goals clearly, with established district and site targeted goals, clearly established and communicated, based upon relevant data and educational partner input.  Sharing Actionable Data: Providing precise, accurate updates on student strengths and growth areas relative to those goals, including consistent and transparent reporting of state and local data progress.  Empowering Home Learning: Equipping families with specific, high-impact strategies to directly support goal mastery at home, including continued infrastructure support of one to one technology and access to WiFi as necessary.|Family members continue to drive key district decisions through active, meaningful participation on our advisory groups. Working side-by-side with teachers, principals, and district leaders, parents collaborate to plan, design, implement, and evaluate all family engagement activities. This deep partnership has led to a measurable increase in parent attendance across core advisory committees, including SSC, ELAC, DAC, and DELAC. As MUSD has continued to implement our fiscal stabilization plan, our educational partners continue to play a pivotal role in collaboration on aligning and consolidation of district programs.|We remain dedicated to enhancing our outreach strategies to engage families from underrepresented groups and integrate their voices into our decision-making. Concurrently, we are building the capacity of teachers, principals, and staff to effectively recruit underrepresented parents to serve on our advisory councils.|We will continue to seek ways to enhance family communication and expand opportunities for underrepresented populations to serve on advisory groups and find other opportunities for engagement and involvement. Our focus includes identifying and implementing targeted strategies to build trusting relationships with traditionally disengaged families. Additionally, we plan to provide staff-wide professional development to equip teachers, principals, and personnel with the skills needed to understand, support and effectively engage underrepresented communities.|5|4|5|5|4|4|5|5|5|5|5|4|Met||2026-06-24|2026
19648080000000|Montebello Unified|3|Several parent groups are in place throughout the District and at schoolsites, creating an environment of planning and discussion through a collaborative process. Advisory groups, which include parents, students, school staff, and District staff, are in place and have sustained active engagement and parent participation. Parents are included in decision-making and have a voice through committees such as DELAC, PTA, and SSC meetings. Parents are encouraged to attend and become members of these groups and are able to access information through the school and District websites, PowerSchool/Aeries, parent handbooks, school marquees, and bulletins. Parent and student input is solicited through surveys and focus groups.District- and site-level education events are provided. Social-emotional learning resources are provided through the Panorama system and District counselors.|While two-way communication structures are in place, they exist mostly through meetings such as Schoolsite Councils. Not all parents can participate in meetings and may feel disconnected from the school community. Additional training will be provided to staff on ways to increase two-way communication. An additional area for growth will be to continue work to identify meeting topics or education sessions that are of interest to parents and promote the ability to participate live.|An area of growth for the District is increasing the number of responses to the yearly LCAP survey, especially increasing participation from parents of underrepresented families. Staff will specifically focus on outreach to underrepresented families, including home visits for students and families who disengage from school. Staff will support families of English Learners to support their understanding of the supports in place for their students and the reclassification process.|Several parent groups are in place throughout the District and at schoolsites, creating an environment of planning and discussion through a collaborative process. Advisory groups, which include parents, students, school staff, and District staff, are in place and have sustained active engagement and parent participation. Parents are included in decision-making and have a voice through committees such as DELAC, PTA, and SSC meetings. Parents are encouraged to attend and become members of these groups and are able to access information through the school and District websites, PowerSchool, parent handbooks, school marquees, and Bulletins. Parent and student input is solicited through surveys and focus groups. District- and site-level education events are provided. Social-emotional learning resources are provided through the Panorama system and counselors.|While a majority of parent groups have a significant number of participants, many parents report that they are unable to participate due to other commitments or time constraints. To address this, the LEA has published meeting or parent education session recordings on the district website. These have not had many downloads, however. An area for growth will be to continue work to identify meeting topics or educational sessions that are of interest to parents and promote the ability to participate live or view recordings.|An area of growth for the District is increasing the number of responses to the yearly LCAP survey, especially increasing participation from parents of underrepresented families. Staff will specifically focus on outreach to underrepresented families, including home visits for students and families who disengage from school. Staff will support families of English Learners to support their understanding of the supports in place for their students and the reclassification process.|Several parent groups are in place throughout the District and at schoolsites, which create an environment of planning and discussion through a collaborative process. Advisory groups, which include parents, students, school staff, and District staff, are in place and have sustained active engagement and parent participation throughout the years. Parents are included in the decision-making process and have a voice through committees such as DELAC, PTA, and SSC meetings. All educational partners provide input through the yearly LCAP survey (which is provided in multiple languages) and focus groups with all partner groups (held in both English and Spanish). The number of LCAP survey responses has increased, and educational partners report that it is a helpful mechanism for providing and receiving feedback.|While many parent groups and committees are in place across the District, some members report that these meetings are too frequently information-only and not as collaborative as they could be. To address this concern, District staff will collaborate more frequently with families to design these meetings and identify outcomes.|Educational partners have requested flexibility in meeting formats and accessibility of the LCAP survey. The District will continue to provide engagement and parent education events in both in-person and digital formats. The LCAP survey will be regularly reviewed and shortened when possible, and is now provided in multiple languages for parents and students.|4|4|4|4|4|4|4|4|5|5|4|4|Met||2026-06-24|2026
19648160000000|Mountain View Elementary|3|Based on survey data results and educational partner input, parental involvement and family engagement are strengths in our district. Families have indicated that they appreciate the option to attend meetings either virtually or in person. Therefore, we continue to hold community meetings and parent training virtually or in a hybrid format. When necessary, sessions are offered with simultaneous translation in Mandarin, Vietnamese, and Spanish, allowing for greater participation and more efficient delivery of information. Our Family Center continues to work as a hub of resources for our community, providing a space for learning, training, a community Food Pantry, and referral services for our families. Through our work with Community Schools, sites have also began smaller pantries for more urgent needs outside of the community schedule.|Current data reflects many families still need to access available programs and resources. Survey data results and educational partner input show families have difficulty attending school events due to work conflicts. Parents have also indicated difficulty accessing parent portals and emails. Outreach efforts have been coordinated so Community Liaisons and other staff can reach out to families to help them access and register for programs. Outreach efforts have increased at all school sites to help parents access our After-School programs’ platform. Additionally, a targeted effort was successful in ensuring all parents had access to the parent portal for the SIS and completed/updated their information via the Data Confirmation.|By expanding our community partnerships with local agencies and charities, we can provide services to our underrepresented groups. Our community partnerships have allowed us to provide hygiene kits, uniform support, and a community Food Pantry to support our unhoused youth, foster youth, and families in high need. Community Liaisons and Office staff have engaged in professional development around McKinney-Vento and Foster Youth policies. Community Outreach coordinators work to help our underrepresented groups access resources in the community. Through the work of Community Schools, additional data was gathered with the Assets and Needs Survey and the first round of focus group interviews allowing us to better serve our families.|Based on survey data results and educational partner input, a strength is this area continues to be our Parent Academy Leaders, who are are trained to provide workshops to families and community members on topics such as Maslow's Hierarchy of Needs, How to Access US Education, Supporting Your Child in Core Subjects, Goal Setting and Road to College. This is an area we need to expand on and capitalize on. Also, our Parent Chaperone Academies trained parent volunteers on engagement strategies to support students during Disney STEAM Experiences as well as other field trips.|Areas of improvement are to expand on content-specific workshops and increase the Chaperone Academies for all study trips. Also, in launching our new Safety and Wellness webpage, parents requested additional training and support for mental health for their children. One session was already held this year with additional ones planned for next year.|Due to the implementation of Parent Square, we now have two-way communication which was identified as a need. While we have a high contact rate of 99%, we still have many families not using the app. This poses a challenge as not all of the features are available without the app. Our goal this upcoming year will be to increase the number of parents downloading the app allowing for a stronger integration of the two-way communication system.|While Parent Advisory Groups at the site level are in-person setting, the District Consolidated Parent Advisory Council provides a virtual option in addition to in person. Meetings are centralized at the Family Center with satellite meetings at the school sites and zoom for those who may not be able to attend in person. Interpretation is provided in Spanish, Vietnamese, and Mandarin. Parent meetings around District programs are offered virtually and in person. Parents provide input in person or digitally through surveys, polls, and questionnaires. Additionally, the Superintendent also meets with the Superintendent's Parent Advisory Committee.|Through the use of Parent Square, we have been able to increase our parent participation. We have used multilingual physical fliers, phone messages, and emails to families to seek their input on educational matters. We will continue to secure interpretation services and increase personalized outreach. Additionally, we will continue to focus on targeting our families who have not dowloaded the Parent Square app allowing them to fully engage in our outreach efforts including online polls.|To improve the engagement of underrepresented parent groups in seeking input for decision-making, we are using the framework for Community Schools. Due to the Assets and Needs survey gathered last year, the Community School Leads began initial work with focus groups targeting all families, but specifically those unrepresented.|5|4|3|4|4|5|5|5|5|5|4|5|Met||2026-06-16|2026
19648320000000|Newhall|3|Based on the analysis of educational partner input and local data, the Newhall School District demonstrates strong progress in building relationships between school staff and families reflecting full implementation moving toward sustainability. Welcoming, family-centered environments are evident across all ten school sites, and site administrators regularly share best practices to strengthen the capacity of staff to build trusting and respectful relationships with families. A bilingual School Community Outreach staff member at every site serves as a consistent bridge for families, supporting both new and veteran parents and helping staff learn about each family's strengths, culture, and home language so that outreach is responsive to the community served. The district's Dual Language Immersion program at Old Orchard Elementary further reflects this commitment to honoring the languages and cultures of our families. The district maintains multiple avenues for accessible, two-way communication between families and educators. ParentSquare reaches approximately 99 percent of district families and delivers information in each family's home language, and translation is provided at district and site events so that all families can participate fully. Educational partner feedback gathered through the LCAP process and the School Effectiveness Survey continues to inform how staff and sites connect with families, and that feedback affirms the value families place on direct, ongoing relationships with school staff. The district recognizes continued investment in staff capacity and in sustaining these communication systems as the path toward full and lasting implementation in this area.|Based on the analysis of educational partner input and local data, the Newhall School District has identified a few focus areas for continued growth in building relationships between school staff and families. While communication systems reach nearly all families, local data show that the depth and consistency of relationships varies across school sites and family groups, and the district will work to ensure that welcoming, trusting connections are experienced uniformly at every site. A related focus is strengthening the capacity of all staff, not only Community Outreach personnel, to build relationships with families and to learn about each family's strengths, culture, and home language, so that relationship-building is shared broadly across the school community. The district will also focus on deepening engagement with families who have been less connected to the schools, including English learner, low-income, and foster youth families, by continuing to gather their input and by using that feedback to remove barriers to participation. Educational partner feedback indicates that families value direct, ongoing relationships with staff, and the district intends to translate that high reach in communication into more consistent two-way relationships over time. Sustaining and refining these efforts based on continued local data and partner input remains the district's priority for reaching full and lasting implementation in this area.|Based on the analysis of educational partner input and local data, the Newhall School District will take targeted steps to strengthen relationships with underrepresented families, including English learner, low-income, and foster youth families. Building on the bilingual School Community Outreach staff member at every site, the district will use these staff as a consistent point of personal contact to reach out proactively to families who have been less connected to the schools, learn about each family's strengths, culture, and home language, and connect them with school staff and resources. The district will continue to deliver communication and outreach in families' home languages through ParentSquare and on-site translation so that language is not a barrier to building trusting relationships. The district will also gather input directly from these families about what helps them feel welcome and connected, and will use that feedback to remove barriers to participation, such as timing, transportation, child care, and the relevance of outreach. Strategies piloted through family engagement efforts, including offering opportunities built around the needs of English learner, low-income, and foster youth families while keeping them open to all, will inform how staff build ongoing relationships with these families. The district will monitor local data and educational partner feedback to evaluate whether these efforts are deepening relationships with underrepresented families and will refine its approach over time.|Based on the analysis of educational partner input and local data, the Newhall School District demonstrates full implementation and sustainability in building partnerships for student outcomes, with all measures in this area rated at a level 5. The district offers a range of standards-focused learning opportunities that help families understand state standards, their child's progress, and the role of family and school partnerships in student achievement, including early literacy workshops, Family Science Nights, Family Engagement Nights, and additional academic and behavior-focused sessions designed around the community's needs. In 2025-26, the district increasingly relied on school staff to deliver these opportunities, building site-level capacity to partner with families around instruction, and it communicates student progress through parent-teacher conferences held twice annually, supplemented by workshops as needed. Families also receive practical strategies to support learning at home, and attendance incentives have broadened participation among English learner, low-income, and foster youth families while keeping events open to all.|Based on the analysis of educational partner input and local data, the Newhall School District has identified focus areas for continued refinement in building partnerships for student outcomes. While families consistently value the district's learning opportunities, local data show that participation and reach vary across events and family groups, and the district will work to deepen and sustain engagement among English learner, low-income, and foster youth families so that all families have meaningful ways to support student learning. A related focus is strengthening the connection between family engagement and instructional support, ensuring that workshops and events translate into concrete strategies families can use at home to advance their child's progress toward state standards.|The Newhall School District will take targeted steps to strengthen partnerships for student outcomes with underrepresented families, including English learner, low-income, and foster youth families. The district will continue to design learning opportunities around the needs of these families, offering workshops and events that build their capacity to support student progress toward state standards while keeping participation open to all, and will use attendance incentives and home-language communication through bilingual Community Outreach staff to broaden reach. The newly module-based English Learner Parent Education format will be used to better match content to EL families' interests and schedules, and the district will expand partnerships with local community organizations to co-host events and provide culturally relevant resources. The district will gather direct input from these families about what helps them support learning at home, use that feedback to remove barriers to participation, and monitor local data to evaluate whether these partnerships are improving engagement and student outcomes over time.|The Newhall School District demonstrates strong progress in seeking input for decision-making, with measures in this area reflecting full implementation moving toward sustainability. The Superintendent engages families directly through Superintendent Chats and meetings with PTA and PTO leadership and School Site Council chairs to discuss district policies, events, and concerns, and these forums invite feedback to the Superintendent and Executive Cabinet. Established advisory groups, including the Special Education Advisory Council, the LCAP Advisory Council, and the District English Learner Advisory Committee, give families a consistent and meaningful role in district decision-making. These groups, along with the School Effectiveness Survey and the broader educational partner engagement process, actively shape the development of the LCAP, and the district provides translation and home-language communication so that families can participate fully. The district uses this input to inform goals, actions, and resource decisions, and educational partner feedback affirms that families have genuine and ongoing opportunities to influence the direction of the district.|Based on the analysis of educational partner input and local data, the Newhall School District has identified focus areas for continued growth in seeking input for decision-making. While the district maintains multiple, established avenues for family input, local data show that participation in some forums, particularly LCAP input meetings and the District English Learner Advisory Committee, has not yet reached target levels, and the district will work to rebuild and sustain attendance at these forums over time. A related focus is broadening the range of families who contribute to decision-making, ensuring that English learner, low-income, and foster youth families are consistently represented in advisory groups and the LCAP process. The district will also strengthen the loop between input and action by communicating more clearly how educational partner feedback shapes district goals, actions, and resource decisions, so that families see the impact of their participation and remain engaged. The district will monitor participation data and partner feedback to evaluate progress and refine its approach.|The Newhall School District will take targeted steps to strengthen the participation of underrepresented families, including English learner, low-income, and foster youth families, in decision-making. The district will use its bilingual School Community Outreach staff to proactively recruit these families into advisory groups such as the LCAP Advisory Council, the District English Learner Advisory Committee, and School Site Councils, and will provide translation, home-language communication, and supports such as accessible meeting times to remove barriers to participation. The district will gather input from these families through multiple formats, including the School Effectiveness Survey, site-based conversations, and the LCAP engagement process, so that families who may not attend traditional meetings can still influence district decisions. The district will also communicate clearly how this input shapes goals, actions, and resource decisions, so that underrepresented families see the impact of their voice and remain engaged, and it will monitor participation data and partner feedback to evaluate progress and refine its approach over time.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-23|2026
19648400000000|Norwalk-La Mirada Unified|3|NLMUSD parents are being provided with training in leadership at school sites and at the district level. Shared decision making is applied in order to increase the partnership between the district and parents to provide students with high quality educational opportunities and improved student outcomes. Opportunities for parents to be included in the input process for decision making includes our LCAP, PAC (Parent Advisory Committee), English Learner PAC, Superintendent's Community Council, Superintendent’s Cabinet, DELAC, ELAC, SSC and our PTA boards.|Norwalk-La Mirada Unified School District has continuously found ways to strengthen parent engagement by building relationships between school staff and families. Our teachers, administrators, parent education counselor, wellness coordinators, counselors and Elementary Student Support Specialists (ESSSs) continued to develop and implement student and family outreach, monitor, and support students on a regular basis throughout the 2025-26 school year. Our LCAP Goal 4- Parent and Community Engagement will foster family community engagement, ensures that we provide a welcoming school environment for families while increasing parent and family engagement, and involvement in decision making at our schools. Our Fall 2025 Climate Survey + NLMUSD LCAP reflects our families responded in a favorable way in the area of Sense of Belonging.|NLMUSD have provided multiple forms of communication to parents about their children's progress and the activities in the district in our parent’s preferred languages of communication (English, Spanish, and Korean). Parents have ongoing opportunity to learn about school programs that the district provides to give every student access to success in college and career.|NLMUSD in collaboration with local colleges, universities, and career training providers will provide College Expo and Career Fair as a service. Our students benefit from learning about College and Career opportunities available to them within the greater Norwalk-La Mirada area, to help with their personal/educational goals and future careers. This will provide an increased opportunity, awareness, and enrollment in post-secondary education.|NLMUSD parents and interested community members will be provided with training in leadership at school sites and district parent center, and shared decision making in order to increase the partnership between the district and parents in providing students with high quality educational opportunities and increased student outcomes.|Parents of English Learners and Low-Income students will be provided enhanced communications found to be effective in the recruitment of English Learners and Low-Income students. This service will build student empowerment, learning, and community capacity by enhancing effective communications throughout our school communities. The enhanced communication will include: • brochures, transition guides, banners near NLMUSD school sites, and flyers • school pamphlets that promote specialized school site programs and pathways that will inform parent and student academic   program decisions • flyers and messages for district events.|NLMUSD has consulted with educational partners in meaningful ways through in person, zoom meetings, focus groups, and surveys to gather information about the hopes and dreams for our students. There were common threads throughout the input collected and conversations regarding successes and challenges related to the current school year as well as what improvements need to be made for the following year between the different educational partners. Special attention was given in aligning the LCAP with educational partner input, the Superintendent recommendations and Board of Education goals.|Parents, family and community education partners will become more engaged in the education of students in the Norwalk La Mirada Unified School District, resulting in a culture of collaboration and communication that values the input and participation of our educational partners. They will have improved opportunities to participate in district/site activities that increase their skills as partners in education. Each school site will develop and maintain positive parent, students, and community involvement and engagement to promote and support student success.|NLMUSD staff will provide parent education and involvement opportunities for parents of English Learners, Foster Youth, and Low- Income students to remove barriers for learning for all. Increasing and improving parent services to the parents of UDP (Unduplicated Pupils) students, will result in an improvement in the academic achievement for our UDP students.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-22|2026
19648570000000|Palmdale Elementary|3|Priority 3 focuses on Parent and Family Engagement, aligning with our district's strategic plan, the Palmdale PROMISE, in Goal 5. This covers three areas, starting with Building Relationships. We maintained a Level 4 in staff capacity and two-way communication, and increased to a Level 5 for creating welcoming environments. Our Parent Liaisons, advisory networks, and platforms like ParentSquare support this area.|Parent responses to our surveys indicate 81% agree the district's communication is effective, 84% feel welcome at school, and 88% feel respected. The district also understand these values are not fully representative of our entire community because of low survey participation rates. Those families who are connected with us report our communication is clear and that the district's efforts are plentiful because they are engaged with us.  It is important to learn why families choose not to engage as to how we can improve support for them, as we want the support to be relevant and meaningful just as much as it should be effective.|"We will, as a district team, continue to explore expanding and streamlining the many methods district and school sites employ to outreach to more of the families we serve.  Our next steps involve lowering barriers to campus engagement, such as simplifying volunteer protocols, and providing more hands-on tech support for our families who may not feel comfortable with regular technology use. Dedicating structured time and resources for proactive parent/family ""check-ins"" will also be explored. We continue to focus on expanding support for the families of our marginalized student groups. Implementation of our new data ecosystem platform, Panorama Ed, also allows us to centralize our efforts for sending surveys to our community.  Making the surveys fewer in number, shorter, and clearer in what they are asking will be crucial across the system to gain meaningful feedback that will inform our decision making processes to build relationships between school staff and families."|1) Consistent Learning & Communication Channels Feedback from survey respondents reflect the effort that our district and sites employ to engage our families in the effort to build partnerships for student outcomes: we host frequent parent conferences, family nights (academic and community-based contexts), and provide educational workshops regarding student and family rights, along with parenting skills development.  For the most part, the district and schools maintain active communication between teachers, administrators, and families via ParentSquare, our primary communication platform.  2) Strong Foundation in Specialized Outreach PSD facilitates a highly successful ELAC program to effectively assess, report and address English  Learner  (EL) needs.  Many families consistently attend the workshops and other events directly related to supporting ELs.  The Parent Community Liaisons (PCLs) help bridge gaps between the schools and their families, and also lead student-outcome-focused workshops,  The scope of their duties also include helping organize and facilitate site-based community events to support their school community, and to help communicate about the district-level Community Schools events we host, including food distributions, health screenings, activities and clothing/toy drives and giveaways, along with the Parent University series of talks and workshops to strengthen parent skills and provide greater awareness to families about children and how to support them both in and out of school.|1) Transform Special Education Partnerships:  Move beyond legal compliance to build transparent, positive relationships with more of our families of students with disabilities (SWD). The district will continue to proactively address disproportionality factors of Black/African American students into Special Education along with due process concerns. 2) Revitalize Underrepresented Student Group Engagement:  AAPAC membership and participation tend to be lower throughout the district at our school sites.  Ensure all underrepresented parent groups are actively included in decision-making, not just communication. 3) Modernize and Flexible Training Formats:  Style of workshop delivery seems to be limited to live and in-person during the school day.  Offering a range of events that span different locations, times of day, and days of the week to accommodate diverse family work schedules in our community.|Improving two-way communication through informal dialogue and collaboration between the school and families of students with disabilities will occur through ongoing training/professional learning from the Special Education department, through its program specialists and instructional coaches to site administrators, school staff, and itinerant service providers.  PSD will explore methods to partner with the community to identify and dismantle barriers holding back parent participation in parent support groups, including the times of day and week when meetings are hosted, the frequency and location of where the meetings occur (online vs in person), and the ways in which we seek parent/family input on how to help students improve and achieve.|1) Comprehensive Advisory Framework:  PSD has an established robust parent advisory networks (SSC, ELAC, DELAC, AAPAC, CSAC, and Superintendent's' Parent and Student Advisory Committees) to embed family/community input into district decision-making.  A clear, district-wide commitment to inclusive outreach practices and structured engagement systems is evident, from feedback received by survey respondents. 2) Wraparound Support for Participation: PSD offers targeted family nights and student-centered events to draw our diverse community members to our school campuses.  The development and extensive implementation of the before- and after-school program along with our summer options program through ELOP has been a significant value-add for our community across the grade-level spans (primary & secondary), directly supporting and reducing some barriers for working parents and families. Specifically, the program expanded this year to before school in response to parent/family requests, and for the summer options program to begin as soon as the school year ended.  87% of respondents feel the district/schools encourage active participation (-1%), with 72% reporting the district/school actively seeks input before decision-making (-4%).|1) Sustain Engagement by Dismantling Barriers:  Many of our underrepresented families have consistently demonstrated lower participation with their children's school and/or the district.  Understand how to address specific participation hurdles related to varied work schedules, language accessibility, and limited technology access.  2) Amplify and Integrate Student Voice:  How is student voice and agency directly embedded into the LCAP and PROMISE planning processes?  The work of supporting students to affect positive change in their outcomes cannot be done meaningfully without their meaningful input to the decisions we make to support them.  Often times, feedback solicited from students are done in isolation, not done as part of the larger collective of educational partners - including their parents/families and the school staff who are there as partners in their learning experiences.|1) Explore, develop and implement targeted strategies to ensure consistent, long-term participation from underrepresented families, considering the barriers faced by them related to varied work schedules, language accessibility, and limited technology access. 2) Embed meaningful student voice and agency directly into the LCAP and district strategic plan (PROMISE) evaluation and plan development processes. Work specifically to transition away from siloed feedback sessions toward blended collaborative spaces for staff, parents, and students together.|4|5|4|4|4|4|4|4|4|4|4|4|Met||2026-06-23|2026
19648570112714|Antelope Valley Learning Academy|3|"Based on analysis of educational partner input and local data, AVLA demonstrates strong progress in building and sustaining meaningful relationships between school staff and families. Families consistently report feeling informed, connected, and supported through ongoing communication and engagement opportunities. AVLA provides multiple structured opportunities for relationship-building, including participation in the Parent Advisory Committee (PAC), English Learner Advisory Committee (ELAC), the Annual Survey, Back to School Night, and Parent-Teacher Conferences. These forums support two-way communication and allow families to actively engage with school staff and contribute to the school community. To ensure consistent and timely communication, AVLA utilizes multiple platforms, including Data+Design, L4L Connect, and RingCentral, to share updates on student progress and school-wide information. Educational partner feedback indicates that these systems promote transparency and accessibility. One mother said that ""I feel I know about almost everything happening here (at DS)."" Additionally, AVLA strengthens family connections by partnering with community organizations and inviting them to engage with students and families on campus. Through these coordinated efforts, AVLA continues to build trust, increase family participation, and foster a collaborative school environment."|"AVLA has identified several focus areas for improvement in strengthening relationships between school staff and families. While families report positive communication and connection with the school, data indicates a need to increase the consistency and depth of engagement across all family groups. AVLA will focus on increasing meaningful participation in key engagement opportunities, including Parent-Teacher Conferences, Parent Advisory Committee (PAC), and English Learner Advisory Committee (ELAC) meetings. Efforts will include improving attendance rates and ensuring that engagement opportunities are accessible and relevant to all families. Additionally, AVLA aims to enhance outreach and communication strategies to better engage families who may not regularly participate in school events. This includes refining communication methods, increasing awareness of available opportunities, and creating more targeted supports for families of incoming 9th-grade students through expanded orientation and transition activities. When a parent was asked how they feel about their connection to the school, their reply was that it was ""fine."" The school will also continue to explore and implement additional opportunities for families to engage on campus with staff and community partners, with a focus on increasing two-way communication and strengthening relationships. Through these efforts, AVLA seeks to ensure that all families feel welcomed, valued, and empowered to actively participate in their student’s educational experience."|Based on analysis of educational partner input and local data, AVLA has identified that families of English Learners, African American students, Foster Youth, and students experiencing homelessness are underrepresented in relationship-building efforts between school staff and families. To address this need, AVLA will implement targeted strategies to increase inclusive and meaningful engagement. AVLA will expand access to relationship-building opportunities by offering meetings and events at varied times and through multiple platforms (in-person and virtual) to reduce participation barriers. The school will also strengthen targeted outreach efforts, including personalized communication and increased use of bilingual messaging, to ensure all families are informed and able to participate. In addition, AVLA will intentionally design and promote culturally responsive events and activities that foster a sense of belonging and connection to the school community. The school will continue to partner with advocacy groups and leverage bilingual staff to support inclusive communication and relationship-building. Through these actions, AVLA aims to increase participation and strengthen relationships with underrepresented families, ensuring they feel welcomed, valued, and connected to the school community.|"AVLA demonstrates strong progress in building and sustaining partnerships that support improved student outcomes. The school has developed a broad and expanding network of community partners that provide comprehensive academic, social-emotional, and basic needs support for students and families. A parent was very ""happy"" with how her daughter is doing at AVLA but ""doesn't know much about AVLA's partners."" AVLA has strengthened its partnership infrastructure through the efforts of the Community Liaison and Community Schools Manager, resulting in increased coordination and access to services. These partnerships provide students with opportunities such as dual enrollment and college access programs, mental health services, nutritional support, housing resources, and experiential learning opportunities. In response to identified needs and educational partner input, AVLA actively seeks and establishes new partnerships to address service gaps and ensure that resources align with student and family needs. Feedback indicates that families are aware of available partnerships, reflecting progress in outreach and communication. Through these coordinated efforts, AVLA continues to expand access to integrated supports, contributing to improved student engagement, well-being, and academic success."|"AVLA has identified key focus areas for improvement in building partnerships to support student outcomes. While the school has established a strong network of community partners, data indicates a need to increase awareness, access, and utilization of available resources among students, families, and staff. The same parent that is ""happy"" about how her daughter is doing at AVLA suggested ""AVLA needs to tell parents about the partners it has and what they can do for them."" AVLA will focus on improving communication and coordination to ensure that all educational partners are informed of available services and partnership opportunities. This includes strengthening internal systems so that staff can consistently promote resources and connect students and families to appropriate supports. Additionally, AVLA aims to increase participation in partnership-related events and services by expanding on-campus workshops and engagement opportunities where students and families can directly connect with community partners. The school will also leverage high-attendance events to further integrate community partners and increase visibility of available resources. Finally, AVLA will continue to expand and refine its network of partnerships to better align with student needs, including developing relationships with organizations and businesses that support student engagement, attendance, and academic achievement. Through these efforts, AVLA seeks to improve access to and utilization of partnerships, ensuring that resources effectively contribute to positive student outcomes."|AVLA has identified that families of English Learners and Foster Youth are underrepresented in partnership-related events and opportunities that support student outcomes. To address this need, AVLA will implement targeted strategies to increase awareness, access, and meaningful participation for these families. AVLA will enhance outreach and communication efforts by utilizing multiple platforms, including bilingual messaging and personalized communication, to ensure families are informed of available partnerships and services. The school will also provide flexible opportunities for engagement, including varied meeting times and formats, to reduce barriers to participation. In addition, AVLA will intentionally design events and workshops that are relevant and accessible to underrepresented families, ensuring that community partners are present and actively engaged. The Community Schools Manager and Community Liaison will continue to expand partnerships to address identified resource gaps and better align services with student and family needs. AVLA will also leverage its counseling team and support staff to connect families directly to available resources and services, ensuring a coordinated approach to engagement. Through these actions, AVLA aims to increase participation and utilization of partnerships among underrepresented families, resulting in improved access to supports and enhanced student outcomes.|"Based on analysis of educational partner input and local data, AVLA demonstrates strong progress in seeking input for decision-making through consistent, multi-channel communication and structured engagement opportunities. The school has established systems that promote ongoing two-way communication between staff, students, and families. A parent stated that she was ""grateful for all the communication she receives from the school and from her sons teacher."" AVLA utilizes platforms such as Data+Design, RingCentral, and L4L Connect to regularly communicate with families and students regarding academic progress, school updates, and opportunities for engagement. Educational partner feedback indicates that these systems support responsive communication and create opportunities for families to share input related to student needs and supports. In addition, AVLA provides multiple formal opportunities for input, including Parent-Teacher Conferences, IEP meetings, Parent Advisory Committee (PAC), and English Learner Advisory Committee (ELAC) meetings, as well as surveys and school events. These structures allow educational partners to contribute feedback that informs school programs and decision-making processes. Local survey data reflects a high level of satisfaction with communication and engagement, with 98% of parents reporting positively on the school’s clear and effective communication between home and school. Through these efforts, AVLA continues to strengthen a culture of collaboration and continuous improvement grounded in educational partner input."|AVLA has identified increasing participation as a key focus area for improvement in seeking input for decision-making. While communication systems are strong and awareness of school events is high, participation data indicates that attendance at meetings and engagement opportunities does not yet reflect the full school community. AVLA will focus on increasing attendance and meaningful participation in key input structures, including Parent Advisory Committee (PAC), English Learner Advisory Committee (ELAC), school events, and surveys. Although 99% of students report feeling encouraged to participate, turnout data suggests a need to better align engagement opportunities with the interests and needs of students and families. To address this, AVLA will prioritize gathering more targeted feedback from students and families to inform the design of events, activities, and workshops. Staff will be encouraged to engage in intentional conversations with students and families to better understand preferences and barriers to participation. Additionally, AVLA will implement strategies to increase completion rates for the annual survey to ensure broader representation of educational partner voice in decision-making. Through these efforts, AVLA aims to strengthen inclusive participation and ensure that input reflects the diverse perspectives of the school community.|AVLA is determined to increase engagement of underrepresented families. To address this need, AVLA will implement targeted strategies to improve access, participation, and representation. AVLA will expand and diversify engagement opportunities by offering workshops, meetings, and events at varied times and through multiple platforms (in-person and virtual) to reduce barriers to participation. The school will also enhance outreach efforts through multiple communication channels, including social media and direct communication, to ensure underrepresented families are informed of opportunities to provide input. In addition, AVLA will intentionally design engagement opportunities that reflect the interests and needs of diverse student and family groups, using feedback gathered from surveys, advisory meetings, and direct conversations to guide planning. The school will also continue to build staff capacity to foster strong relationships with families, ensuring that all educational partners feel welcomed and encouraged to share their perspectives. Through these actions, AVLA aims to increase participation from underrepresented families and ensure their voices are meaningfully included in school decision-making processes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-04|2026
19648570125377|Palmdale Aerospace Academy|3|TPAA provides many opportunities to engage positively with parents. We utilize Parent Square and Class Dojo, for verbal and written communication, and parents have access to teachers via email and phone. We have a Family Outreach and Engagement Specialist who coordinates events and supports school-wide efforts to increase family participation. Additionally, parents are provided opportunities to participate in School Site Council, DELAC, collaboration with our PTSO, our Robotics 5012 chapter, and various volunteer opportunities. An area for growth is in engagement as 45% of students in grades 6-12 report on the Youth Truth survey that they perceive they are engaged with their school and their education; 38% of families report they are engaged in their school and empowered to influence decision making; and 50% of staff feel engaged in their work and empowered to influence their schools. In an effort to continue to build relationships between school staff and families, TPAA has various opportunities for families to participate in events, such as: Back to School Night, Open House, STEAM Showcase, Cultural Festival, Art Showcase, Book Fair, sporting events, and various Family Engagement Workshops. TPAA  now offers translation services by an outside company called Languagers Inc., which offers translation in 350 Languages which are supported 24/7, 365 days, via Email and phone by professional interpreters worldwide. By leveraging mobile-friendly applications and ensuring all critical updates, newsletters, and family portals are fully translated into the primary languages spoken across our community, we have removed any access barriers.  We will continue to focus on increasing engagement in the 2026-2027 school year.|TPAA continues to offer opportunities for collaborative planning and evaluation of programs and activities for educational partner input. This includes training teams, such as DELAC and School Site Council, on their roles and responsibilities. Providing opportunities for parent participation on campus, as well as improving our chronic absenteeism rate are an area of focus.|TPAA works directly with and continually seeks input from the parents/guardians of our students. We hold School Site Council Meetings, coffee with the Principal events, PTSO monthly student/family events, IEP's, SST's, Family Engagement Workshops of which we provide childcare to alleviate participation hurdles, DELAC, and LCAP meetings. We also provide translation services at each meeting and event so that all parents can access the information.|The Palmdale Aerospace Academy fosters collaborative relationships to enhance student outcomes through a variety of channels. We prioritize active communication with our families to solicit invaluable feedback on strategies to bolster student support. This engagement takes shape through platforms such as Parent Square, DELAC, School Site Council meetings, informal gatherings like coffee with the principal, as well as targeted parent workshops and LCAP partner engagement sessions. Moreover, we extend our partnership with families through diverse communication avenues including the Principals Newsletters, participation in community events like the Holiday parade, collaborative initiatives with the PTSO, robotics programs, Booster club activities, graduation planning sessions with our counselors, in partnership with our local junior college we offer dual enrollment and articulation of classes, and various other engagement opportunities.|A major area of focus as we have transitioned to the new SIS, PowerSchool, is to continue to ensure staff, students, and families are educated to implement the system for continuous and transparent communication between educational partners.  Also, now that we have increased communication options, it will be important to coordinate the scheduling and communication of events as an academy.|Our Family Outreach and Engagement Specialist continues to expand her reach to our families Academy-wide in both English and Spanish. The Academy will continue to communicate through Parent Square, and leadership will continue the collaboration with key groups including: PTSO, the Booster Clubs, DELAC, and School Site Council.|The Academy gathers input from educational partners, both online via surveys and in person, to develop our LCAP goals. We also utilize School Site Council and DELAC to provide input, review, and guidance for our LCAP.|The Academy has provided opportunities for parents and staff to share leadership responsibilities.  TPAA is in the process of collaborative planning and evaluation programs and activities. This will include training teams such as the District English Language Advisory Committee and the School Site Council on their responsibility for evaluating programs and strategies that have been implemented.  Tools for helping parents and staff to evaluate and design plans will be provided.  This year the Academy provided many opportunities for input on the development of the LCAP.|We continue to ensure that our parents receive information in both Spanish and English when we promote events or provide surveys so that all our parents have an opportunity to contribute feedback for decision making.  Information is gathered through in person meetings, virtually, and via survey forms.  Meetings are scheduled at various times of day to ensure that parents can participate, regardless of their work schedules or other responsibilities. In addition, we offer translation services by an outside company called Languagers Inc., which offers translation in 350 Languages which are supported 24/7, 365 days, via Email and phone by professional interpreters worldwide for any of our family members who speak a language other than Spanish and English.|4|5|3|5|4|4|3|4|4|4|4|3|Met||2026-06-16|2026
19648570140889|Palmdale Academy Charter|3||||||||||||||||||||||Not Met|||2026
19648650000000|Palos Verdes Peninsula Unified|3|The Palos Verdes Peninsula Unified School District (PVPUSD) is committed to building strong partnerships between families and staff by fostering a welcoming, inclusive, and positive school environment. Both the district and its schools offer a wide range of opportunities for parent involvement, engagement, and feedback throughout the year.  Parents and guardians are encouraged to participate in school events, meetings, and committees. PVPUSD actively promotes year-round family engagement through activities such as parent education nights, open houses, back-to-school nights, parent-teacher-student conferences, PTA-sponsored events, superintendent roundtables, and student performances.  To ensure families feel informed and connected, the district and its schools prioritize consistent, timely, and effective communication. This ongoing dialogue plays a vital role in strengthening relationships across the PVPUSD community.  Local Data indicates the following: Source: 2025-2026 LCAP Survey 790 responses Based on local data of parents PK-5 76% of parents feel that PVPUSD offers a variety of programs for parents/guardians to be engaged in the school community 83% of parents felt connected to their student's schools 81% of parents felt that communication from their school site is effective, relevant, and timely Based on local data of parents 6-12 Source: 2025-2026 LCAP Survey (331 responses) 52% of parents feel that PVPUSD offers a variety of programs for parents/guardians to be engaged in the school community 69% of parents felt connected to their student's schools 76% of parents felt that communication from their school site is effective, relevant, and timely Local Data of Certificated & Classified Staff Source: 2025-2026 LCAP Survey (144 responses) 72% feel that PVPUSD offers a variety of programs for parents/guardians to be engaged in the school community 72% feel connected to their school/work sites 73% of staff felt that communication from their school/work site is effective, relevant, and timely|Based on educational partner feedback and local data, PVPUSD's primary focus area for improvement is strengthening family engagement and school connectedness, particularly at the secondary level. Survey results indicate that parents of students in grades 6–12 report lower levels of engagement opportunities and connection to their school than parents of elementary students. While 76% of elementary parents reported that the District offers a variety of opportunities for family engagement, only 52% of secondary parents reported the same. Similarly, 83% of elementary parents reported feeling connected to their child's school compared to 69% of secondary parents.  To address these findings, PVPUSD will continue to expand opportunities for meaningful family involvement, strengthen two-way communication, and increase outreach efforts that encourage participation in school activities, advisory groups, and decision-making processes. The District will explore strategies that reflect the unique needs of secondary families while continuing to provide timely, relevant, and accessible communication.  Additionally, staff survey results suggest opportunities to further strengthen connectedness across school and work sites. PVPUSD will continue to foster positive relationships among students, families, and staff to ensure educational partners feel informed, welcomed, and engaged in supporting student success.|PVPUSD recognizes the importance of ensuring that all families have meaningful opportunities to engage with their child's school and participate in the educational process. The District will continue to improve engagement with underrepresented families by providing multiple avenues for participation and feedback, including surveys, parent meetings, advisory committees, conferences, and school events. Efforts will be made to reduce barriers to participation through flexible meeting formats, translation and interpretation services when needed, and targeted outreach to families who may be less connected to school activities.  Broaden Outreach Methods: The District will continue sharing information about available supports and engagement opportunities at both the site and district levels through multiple channels—such as email, printed materials, phone calls, social media, websites, and in-person meetings—to better reach and connect with all families. The District will also look for additional resources to deliver these messages in families' home language. Survey data shows that the preferred method of communication is principal emails (85% elementary and 89% secondary).  Through these ongoing efforts, the District will continue building a more inclusive and supportive environment.|Based on the analysis of educational partner input and local data, PVPUSD's strengths in Building Partnerships for Student Outcomes include strong family engagement, effective communication, and meaningful opportunities for educational partner involvement.  Strong Family Participation in Student Learning: Parents and guardians continue to actively engage in events that support student success, including parent-teacher-student conferences, back-to-school nights, open houses, curriculum nights, and parent education opportunities. These activities help strengthen the connection between home and school and support student achievement.  Effective Communication with Families: Local data indicates that families view communication from school sites positively, with 81% of PK-5 parents and 76% of grades 6-12 parents reporting that school communication is effective, relevant, and timely. This strong communication foundation helps families stay informed about academic expectations, student progress, and available supports.  Established Structures for Educational Partner Input: PVPUSD provides multiple opportunities for families to participate in decision-making and provide feedback through School Site Councils, PTA, EAC, OAC, ELAC, DELAC, Measure M, Measure SOS, Superintendent Roundtables, LCAP engagement opportunities, and other advisory groups. These partnerships help inform district and school improvement efforts.  Positive School-Family Connections: Survey results indicate that a majority of parents feel connected to their child's school, with 83% of PK-5 parents and 69% of grades 6-12 parents reporting a sense of connection. These relationships support collaboration between families and staff in promoting positive student outcomes.  Staff Commitment to Family Engagement:  Staff survey data reflects a continued commitment to partnering with families, with 72% of certificated and classified staff reporting that PVPUSD offers a variety of opportunities for family engagement. This shared commitment helps foster a collaborative culture focused on student success.|Based on the analysis of educational partner input and local data, PVPUSD's focus area for improvement in Building Partnerships for Student Outcomes is increasing family engagement and strengthening school-family connections, particularly at the secondary level. Survey results indicate that secondary parents report lower levels of engagement opportunities and connectedness than elementary parents.  The District will continue to expand opportunities for meaningful family involvement in student learning, strengthen communication regarding academic programs and supports, and increase opportunities for families to provide input on school and district initiatives. PVPUSD will also focus on ensuring families have access to timely information about student progress, academic resources, interventions, and enrichment opportunities so that parents can serve as active partners in supporting student success.  Through ongoing engagement efforts and two-way communication, the District seeks to strengthen partnerships between families and schools to support positive academic, social-emotional, and college and career readiness outcomes for all students.|Based on the analysis of educational partner input and local data, PVPUSD will improve engagement of underrepresented families by increasing targeted outreach and expanding opportunities for families to participate in their child's educational experience.  The District will continue to utilize multiple communication platforms, provide translation and interpretation services when needed, Schools will encourage participation in parent-teacher conferences, school events, advisory committees, and LCAP engagement activities to ensure families have opportunities to provide input and partner in decision-making.  PVPUSD will also review educational partner feedback and participation data to identify groups that may be underrepresented in engagement activities and implement outreach strategies designed to increase participation.|The district remains committed to inclusive decision-making by actively seeking input through a variety of advisory committees.  These include the Budget Advisory Committee, Facilities Advisory Committee, Local Control Accountability Plan (LCAP) Committee, Citizens' Oversight Committee for Measure M (COC), District English Learner Advisory Committee (DELAC), Operations Advisory Committee (OAC), and Educational Advisory Committee (EAC).  Each committee is made up of a diverse group of educational partners, including teachers, parents, staff, administrators, and board members. Meeting notes are posted on the district website, and some meetings are also recorded to ensure transparency and accessibility.|Based on the analysis of educational partner input and local data, PVPUSD's focus area for improvement in Seeking Input for Decision-Making is increasing participation in feedback opportunities and ensuring that a broader range of educational partners are represented in the decision-making process.  The District will continue efforts to increase response rates to surveys and engagement activities by utilizing multiple communication platforms, providing reminders, and offering a variety of opportunities for participation throughout the year. PVPUSD will also seek to gather input through advisory committees, focus groups, community meetings, superintendent roundtables, and school-based engagement opportunities to ensure families, students, and staff have meaningful opportunities to share their perspectives.|Based on the analysis of educational partner input and local data, PVPUSD will continue to improve engagement of underrepresented families in decision-making through targeted outreach and accessible opportunities for participation. These efforts include:  • Providing information and opportunities for feedback through multiple communication channels, including email, district and school websites, newsletters, social media, and the ParentSquare platform. • Offering translation and interpretation services, when needed, to help ensure families can access information and participate meaningfully in district and school decision-making processes. • Utilizing a variety of engagement opportunities, including surveys, advisory committees, LCAP meetings, school site meetings, superintendent roundtables, and community forums, to gather input from diverse educational partners. •  Providing virtual participation options, when feasible, to reduce barriers and increase access for families who may be unable to attend in-person meetings. • Reviewing participation and survey data to identify underrepresented groups and implementing targeted outreach efforts to encourage broader representation in feedback and decision-making processes.|4|4|3|3|4|4|4|4|4|4|4|4|Met||2026-06-24|2026
19648730000000|Paramount Unified|3|Based on educational partner input and local data, Paramount Unified School District  demonstrates strong progress in building relationships between school staff and families, with an overall rating of 4 (Full Implementation). Schools have established trusting and respectful relationships and consistently create welcoming environments for families. Staff show an understanding of families’ strengths, cultures, languages, and goals, and there are systems in place for two-way communication in accessible language, contributing to increased connection and engagement.|While overall implementation is strong, continued growth is needed to ensure consistency across all sites and programs, particularly in deepening authentic relationships with all family groups. Opportunities exist to strengthen culturally responsive practices and ensure that two-way communication results in meaningful engagement and shared decision-making, rather than one-directional outreach.|The district will enhance engagement of underrepresented families by expanding multilingual communication, increasing the use of community partnerships and offering flexible engagement opportunities (virtual, in-person, varied times). Schools will also provide targeted outreach and relationship-building efforts to ensure all families feel valued, heard, and connected to their child’s educational experience.|Paramount Unified School District has made measurable progress in building partnerships for student outcomes, with practices ranging from Initial Implementation (3) to Full Implementation (4). Schools are increasingly partnering with families in the educational process, providing resources and information to support student learning, and offering structures for family-teacher collaboration, including meetings and access to supports regarding families’ legal rights.|To strengthen partnerships, PUSD must move toward consistent, systemwide full implementation. Areas for growth include increasing opportunities for shared responsibility in student learning, ensuring families are active partners in goal-setting and progress monitoring, and expanding access to supports that empower families to advocate effectively for their children.|Paramount Unified School District will focus on improving engagement by providing targeted workshops and resources tailored to underrepresented families, increasing access to interpreters and translated materials, and leveraging family leadership opportunities. Efforts will include removing barriers to participation (transportation, childcare, scheduling) and strengthening trust to ensure all families can actively partner in supporting student outcomes.|Paramount Unified School District is in the Initial Implementation (3) stage for seeking input for decision-making. Current efforts include providing opportunities for families to participate in advisory groups and offer input on programs and policies. There is an emerging focus on collaboration with families to plan and evaluate engagement activities.|Further development is needed to build the capacity of both staff and families to effectively engage in shared decision-making structures. The district will strengthen systems to ensure input is representative, consistently gathered, and meaningfully used. Increased clarity and transparency around how feedback informs decisions will be critical.|To improve engagement, the district will expand inclusive practices by intentionally recruiting underrepresented families into advisory groups, providing training to support meaningful participation, and ensuring meetings are accessible and linguistically responsive. Paramount Unified School District will also implement more proactive outreach strategies and create feedback loops so families can see how their input influences decisions.|4|4|4|4|4|3|4|3|3|3|3|3|Met||2026-06-24|2026
19648810000000|Pasadena Unified|3|The Office and Family and Community Engagement has continued to provide support to ensure Community Assistants and Community Advocates receive training to build a positive culture founded on respect and trust. PUSD has maintained high survey ratings in this regard, with 94% of parent/guardian respondents agreeing that staff treat parents respectfully for the past two years (Panorama Family, Spring 2024 and Spring 2025).  PUSD has made great strides in creating a welcoming environment. District departments and schools regularly host in-person family nights, resource fairs, and parent coffees as part of a consistent effort to welcome families to campuses. Various departments also provided training that contributed to welcoming and trusting environments, such as the training in restorative circles via Western Justice Center, as sponsored by Student Wellness and Support Services.  Parent engagement training offerings expanded this year, and positive survey results increased. 90% of families reported feeling welcome at their schools, an increase from 87% the previous year (Panorama Family, Spring 2025). Parent involvement also remains a strength, with 80% of respondents agreeing that parents are highly involved, an increase from 77% the previous year (LCAP Survey, Spring 2025).  As a consistent practice, translation services and accommodation requests are offered at all parent meetings/workshops, and informational flyers and forms are distributed in multiple languages. Some workshops are also held twice, once in English in Spanish, or, for example, once online and once in person, expanding accessibility. PUSD’s family engagement social media continues to be offered in English and Spanish and offers an alternative way to connect for families who may not be able to attend longer or in-person sessions.|Focus group data reflect that parents are seeking meaningful and empowering ways to engage, with clear information, opportunities for dialogue, and active roles in their child’s learning. Parents also express interest in alternatives to surveys with proactive communication with follow-up.|Through the self-reflection process and feedback from educational partners, including 18 focus groups, PUSD staff identified strategies to improve engagement with underrepresented families. This includes providing more systematic opportunities for authentic, relationship-based engagement. Diversifying feedback opportunities through consistent and coherent small-group dialogues and listening sessions will enable more frequent opportunities for two-way communication. Community Assistants and Community Advocates will also be supported in conducting targeted outreach to underrepresented families to foster connection and trust.  Additionally, the Office of Family Engagement will expand to more informal, family-centered events such as the annual Community Schools Kick-Off—co-hosted with community partners—where families can engage with staff in supportive, fun settings as well as additional support across departments to provide parents with proactive information about key topics of interests (e.g. newsletters about progress for schools relocating due to modernization). These efforts aim to strengthen the foundation of trust, improve mutual understanding, and ensure that all families feel seen, heard, and valued.|In 2024-25, PUSD made significant progress in building strong partnerships to support student outcomes. One of the indicators of progress was the increase in Parent Portal usage, which rose from 77.1% to 81.34% overall. Targeted outreach in key transition grades yielded substantial gains: 5th grade access increased from 79.41% to 83.53%, 6th grade from 79.74% to 88.74%, and 9th grade from 89.8% to 90.15%. All three grades exceeded the prior year’s rates, and increases for 6th-grade families were unprecedented. Access to the Parent Portal is critical for families to access student information, such as test scores and grades. Therefore, this expansion in access, which was due to targeted efforts by Community Assistants, is a notable strength.  Survey data further reflect the district’s strengths in communication and involvement. A large majority of parents report being well-informed about school events (88%, up from 85% in 2024) and able to reach school staff when needed (87% up from 86% in 2024) (LCAP Survey, Spring 2025). To further strengthen partnerships this year, the Office of Family Engagement collaborated with Curriculum, Instruction, and Professional Development to plan and present family workshops in literacy and math, among other topics. Participation in family engagement offerings grew significantly, with a total of 1,032 workshop/event attendees. Attendance rose from a peak of 26 participants in fall to multiple spring events exceeding 50, and five others nearing or surpassing 100 attendees. All surveyed participants (100%) agreed that the information and skills presented were relevant and useful. High-interest events included the PUSD Parents Network, Summer Splash, and workshops on after-school care and educational transitions. Advocacy and leadership development were also priorities. Staff received annual training on the rights of foster youth, students experiencing homelessness, unaccompanied minors, and special populations. Parents were offered leadership opportunities through site and district-level committees, including the re-established District Advisory Council.  Together, these data points reflect a clear upward trajectory in building effective family partnerships that support student learning, engagement, and success.|Based on input from educational partners and local data, PUSD staff has identified several focus areas to strengthen partnerships that support student success. While survey data show overall positive perceptions of communication and involvement, opportunities remain to expand access, increase relevance, and improve convenience for families.  Survey responses indicate that while most families prefer digital communication channels such as email (86%) and text messages (49%). A significant portion of parents (38%) expressed a desire for more information on how to support their children at home. Additionally, nearly half (44%) reported that more convenient participation times would help them become more engaged with the district (LCAP Survey, Spring 2025).|To address these needs, focus areas include expanding opportunities and access. This would include expanding workshop offerings in Spanish to support families of English Learners, including information on dual language immersion and programming for English Learners. Family Engagement staff will also launch a “Meet Your Match” series of workshops to showcase PUSD programs in arts, athletics, and signature themes to current and prospective families to help families learn about the various ways students and their parents and guardians can connect around shared interests. These high-attendance events will be a cornerstone of a reimagined parent engagement model led by the Family and Community Engagement (FACE) team.  To increase accessibility of parent education and engagement offerings, the Office of Family Engagement will leverage technology, developing short-form digital media, including a pilot Digital Engagement Series of 3–5 short videos answering real family questions (e.g., understanding Common Core math, how to read report cards, navigating i-Ready), increasing social media engagement through family-submitted questions and reels on high-interest topics. Through cross-department collaboration, the team will produce digestible, on-demand learning modules and coordinated communication strategies, ensuring that families have timely, relevant, and useful information to support their children’s success. The Office of Family Engagement will also partner with TK-12 Schools to provide resources to teachers to support staff in partnering with parents. For example, this may include teacher and parent handouts that can be used during back-to-school night, parent conferences, and Open House to promote consistent best practices for parent-teacher collaboration across PUSD. Finally, the Office of Family Engagement will focus on a greater inclusion of students in parent and family engagement opportunities. Parents expressed the enjoyment of learning with and from their children and seeing their children display and perform their work.|PUSD has demonstrated consistent progress in fostering inclusive and meaningful opportunities for stakeholder input. Parent survey results show a continued upward trend, with 90% of respondents reporting they feel welcomed to participate at their school site (a 3% increase over two years), and 87% agreeing that school staff welcome their suggestions (a 5% increase over two years) (LCAP Survey, Spring 2025). New district-level opportunities also emerged for families and staff to engage in shared decision-making. During Fall 2025, the Superintendent’s Budget Advisory Committee engaged diverse community members in a transparent, collaborative process to shape district priorities. More than 80% of committee participants agreed or strongly agreed that the committee’s purpose was clear, meetings were effective, and decision-making was fair and inclusive. This coordinated effort reflects a district-wide commitment to engaging stakeholders in ways that are respectful, responsive, and aligned with PUSD’s strategic plan.|While survey data and new efforts show progress, educational partner input highlights an ongoing need to strengthen parent voice in decision-making, particularly at the district level. Only 59% of parents feel they have a say in decisions at their school, and just 46% feel they have a voice in district-level decision-making. Although these numbers exceed staff perceptions, they point to opportunities for deeper engagement.  As another means of community input to inform decisions, community forum participation remains relatively low at 23%, yet increased from the prior year of 19% (LCAP Survey, Spring 2025).|To improve engagement of underrepresented families in decision-making, PUSD will focus on increasing access, voice, and agency through a systemic approach to more inclusive and responsive structures.   For example, staff will re-engage in the Superintendent’s Budget Advisory Committee this year, with the aim of making this an ongoing, sustainable process.  PUSD will also implement new innovations to further promote collaboration across parent leadership groups, including exploring strategies to consolidate meetings on similar days, making participation more accessible for families, and promoting more interaction across various parent leadership groups. Meanwhile, staff will provide child-friendly enrichment during meetings to remove barriers to attendance. These improvements aim to shift from transactional engagement to transformational partnership, with an emphasis on inclusivity, shared ownership, and meaningful input in school and district decisions. Finally, PUSD will expand culturally responsive outreach efforts, including targeted focus groups in families’ home languages, small group listening sessions, and opportunities for in-person dialogue that build trust and relationships. These strategies aim to elevate underrepresented voices in meaningful ways and ensure that family input helps shape both school- and district-level decisions.|4|5|3|4|2|4|3|3|3|4|4|3|Met||2026-06-25|2026
19648810113464|Aveson Global Leadership Academy|3|"AGLA has made significant progress in strengthening relationships between school staff and families through intentional communication, increased accessibility to school leadership, and meaningful opportunities for partnership. Throughout the 2025-2026 school year, the school prioritized transparent communication through newsletters, phone calls, emails, family conferences, and social media updates. Leadership also established regular ""Coffee with the Principal"" meetings to provide families with opportunities to ask questions, share concerns, and engage in dialogue regarding school programs and priorities. The school collaborated closely with the Aveson Community Organization (ACO), meeting regularly with parent leaders and partnering on school events and community-building activities. These partnerships strengthened family voice in decision-making and increased opportunities for meaningful engagement. Survey data and informal feedback indicate that families value leadership visibility, responsiveness, and the strong relationships that staff cultivate with students and families. The school's advisory program, restorative practices, and emphasis on student belonging have further strengthened trust and communication between home and school. AGLA recognizes that strong family partnerships are essential to student success and remains committed to fostering a welcoming, inclusive environment where all families feel valued as educational partners. We plan to build on this relationship through the re-introduction of action teams as well as launching affinity groups for families."|While AGLA has strengthened communication and family engagement, the school recognizes opportunities for continued growth. Educational partner feedback highlighted the importance of expanding opportunities for families to participate in school decision-making and creating additional spaces for families to connect around shared experiences and interests. The school also recognizes the need to increase participation among families who have historically been underrepresented in school leadership and engagement activities. Future efforts will focus on improving outreach strategies, increasing flexibility in meeting formats, and ensuring that communication methods are accessible and responsive to diverse family needs. Additionally, the school seeks to deepen staff capacity for family engagement through ongoing professional learning focused on culturally responsive communication, restorative practices, and partnership-building strategies. AGLA views family engagement not as a single event but as an ongoing partnership that requires trust, transparency, and shared responsibility for student success.|AGLA is committed to ensuring that all families, particularly those whose voices have historically been underrepresented, have meaningful opportunities to participate in the life of the school. During the 2026-2027 school year, the school will relaunch Action Teams designed to bring families, staff, and students together around shared priorities and school improvement initiatives. In addition, AGLA will establish affinity groups that provide opportunities for families with shared identities or experiences to connect, build community, and provide feedback regarding school programs and climate. The school will continue hosting Coffee with the Principal sessions and collaborating closely with the Aveson Community Organization (ACO) to ensure that family voice remains central to decision-making. Outreach efforts will include proactive communication, flexible meeting formats, and relationship-based engagement strategies designed to reduce barriers to participation. AGLA believes that diverse perspectives strengthen the school community and remains committed to creating structures where all families feel welcomed, heard, and empowered as partners in student learning.|AGLA has continued to strengthen partnerships that expand opportunities for students and connect learning to authentic community experiences. During the 2025-2026 school year, the school intentionally refined its externship program by deepening partnerships with community organizations and creating more meaningful opportunities for students to engage with professionals and community leaders. A significant area of growth has been the school's partnership with the Altadena community through organizations such as the Altadena Community Collaborative, which has supported student engagement and strengthened connections between learning and community service. AGLA also expanded enrichment opportunities through partnerships that promote creativity, wellness, and student belonging, including programs such as Therapy Through Drumming and Arts Bridging the Gap. In addition, AGLA brought community experts and organizations directly to students through assemblies and special programs. Students had opportunities to engage with a theater company that presented the life and activism of Dolores Huerta, as well as presentations from experts in unique fields that broadened students' perspectives and inspired curiosity about future career pathways. These partnerships reflect AGLA's commitment to providing transformative learning experiences that extend beyond the classroom and prepare students to become engaged, informed, and compassionate leaders.|While AGLA has expanded the breadth of community partnerships available to students, the school recognizes opportunities to further strengthen the depth, sustainability, and equity of these partnerships. During the upcoming school year, AGLA will continue refining the externship program by developing clearer pathways for student participation, increasing the number of high-quality placements, and ensuring that opportunities are accessible to students with varying interests, strengths, and postsecondary goals. The school also seeks to expand partnerships in the areas of STEM, career exploration, mental health, and community service while strengthening systems for evaluating the impact of partnerships on student outcomes. By intentionally aligning partnerships with the school's mission and LCAP goals, AGLA aims to ensure that every student has access to meaningful experiences that enrich learning and support future success.|AGLA is committed to ensuring that all families have opportunities to participate meaningfully in partnerships that support student success. The school will continue strengthening relationships with underrepresented families through proactive outreach, accessible communication, and opportunities for authentic engagement in school programs and decision-making. During the 2026-2027 school year, AGLA will continue partnering with the Aveson Community Organization (ACO), relaunch Action Teams that bring families together around shared goals, and establish affinity groups designed to create spaces where families can connect through shared identities and experiences. The school will also continue hosting Coffee with the Principal sessions and community events that encourage dialogue regarding student opportunities, externships, enrichment programs, and college and career readiness. Through these efforts, AGLA seeks to ensure that all families see themselves as valued partners in their children's educational journey and in shaping the future of the school.|AGLA has made significant progress in creating structures that promote shared decision-making and elevate the voices of students, families, and staff. During the 2025-2026 school year, the school regularly sought educational  2026-27 Local Performance Indicator Self-Reflection for Aveson Global Leadership Academy Page 14 of 23 partner feedback through surveys, community meetings, Coffee with the Principal sessions, advisory feedback, parent conferences, and collaboration with the Aveson Community Organization (ACO). Leadership intentionally increased transparency around school priorities by sharing data related to student achievement, school climate, attendance, and school improvement initiatives. Educational partner input directly informed key areas of the LCAP, including advisory programming, PBIS implementation, student belonging initiatives, academic intervention systems, and family engagement strategies. AGLA has also prioritized creating a culture in which stakeholder feedback is not merely collected but actively incorporated into decision-making. Monthly meetings with ACO leadership, ongoing dialogue with families, and collaboration with students and staff have strengthened trust and increased community ownership of the school's mission and goals. The school continues to view educational partners as essential collaborators in continuous improvement and remains committed to transparent, inclusive decision-making practices.|While AGLA has strengthened systems for gathering educational partner input, the school recognizes opportunities to broaden participation and deepen engagement among groups whose voices have historically been less represented in school leadership structures. Moving forward, AGLA will focus on creating more consistent feedback cycles that demonstrate how stakeholder input influences decisions and school improvement efforts. The school also seeks to expand opportunities for families and students to participate in leadership initiatives through Action Teams, affinity groups, and targeted community engagement opportunities. Additionally, the school will continue refining communication systems to ensure educational partners receive timely information and multiple avenues to share their perspectives. AGLA believes that sustainable improvement is strengthened when decisions are informed by diverse experiences and shared ownership.|AGLA is committed to increasing participation among families whose voices have historically been underrepresented in school decision-making processes. The school recognizes that authentic engagement requires creating spaces where families feel seen, valued, and empowered to share their experiences and perspectives. During the 2026-2027 school year, AGLA will establish Affinity Groups as an intentional strategy to foster belonging, strengthen relationships, and elevate family voice. These groups will provide opportunities for families with shared identities, experiences, or interests to build community, discuss issues that matter to them, and provide meaningful feedback regarding school programs, culture, and student experiences. Affinity Groups will serve as an important bridge between families and school leadership, ensuring that diverse perspectives are represented in school improvement efforts. In addition, AGLA will relaunch Action Teams, allowing families, students, and staff to collaborate on shared priorities and school initiatives. The school will continue hosting Coffee with the Principal sessions, partnering closely with the  2026-27 Local Performance Indicator Self-Reflection for Aveson Global Leadership Academy Page 15 of 23 Aveson Community Organization (ACO), and offering multiple avenues for participation through in-person meetings, surveys, and community events. Through these efforts, AGLA seeks to create a culture of shared leadership where all families—particularly those who have historically felt marginalized or underrepresented—have meaningful opportunities to shape the educational experience of their children and contribute to the future direction of the school.|5|5|4|5|3|3|4|4|4|3|3|3|Met||2026-06-25|2026
19648810113472|Aveson School of Leaders|3|The district maintains frequent, proactive communication with families through various channels and languages via ParentSquare. The district ensures multiple avenues for families and staff to offer their input in diverse formats. The district fosters numerous opportunities to establish relationships and partnerships. Schools within the district create inviting environments that embrace and welcome families, including student-led conferences and celebration of learning events.|We strongly advocate for teachers and families to work together in creating objectives for students' growth and progress. Ongoing professional development is essential for teachers to effectively engage with families and address students' specific needs and goals. We must also explore ways to enhance the involvement of underrepresented families and improve their engagement in the educational process.|(1) We will increase the number of family engagement activities through Parent Action Teams.|The district actively involved parents and families in their child's education through initiatives such as parent action teams, family engagement workshops, and home-school communication platforms. We also met several times a year with families for triads and student led conferences, as well as school learning celebrations.|While we already have established progress-reporting periods, we also enhance each family’s experience by including personalized, data-driven comments that clearly explain your child’s growth and next steps. In addition, To further strengthen communication, our bilingual office staff and ACO partners help gather and share feedback, and we use ParentSquare, complete with automatic translations, to ensure every family receives timely updates in their preferred language.|The district will proactively reach out to underrepresented families and build relationships based on trust and mutual respect, through home visits, community events, and culturally relevant workshops. We will engage community leaders, organizations, and cultural liaisons to bridge the gap between schools and families. In addition, our TK and Kindergarten advisors will reach out over the summer to keep families informed and engaged, previewing what’s ahead so everyone can start the year feeling prepared and confident.|The district identifies relevant stakeholders: Identify and engage stakeholders directly affected by or have expertise or knowledge related to the decision. The district considered diverse perspectives, including individuals or groups who may have historically been marginalized or underrepresented. The district also provided multiple avenues for input: Offered various channels for stakeholders to provide feedback. This can include surveys, focus groups, public forums, online platforms, or one-on-one meetings. Providing multiple avenues ensures that different preferences and accessibility needs are accommodated.|The district will continue to attempt various engagement strategies to reach a broad range of stakeholders. This can include surveys, focus groups, interviews, workshops, town hall meetings, online forums, or social media campaigns. A mix of strategies will help us capture input from different stakeholders and encourage diverse participation.|The district will proactively reach out to underrepresented families and build relationships based on trust and mutual respect. This can involve home visits, community events, or culturally relevant workshops. Engage community leaders, organizations, and cultural liaisons to bridge the gap between schools and families.|5|5|5|5|5|4|5|4|5|4|4|4|Met||2026-06-25|2026
19648810113894|Pasadena Rosebud Academy|3|Strengths: Open Communication Channels: PRACS has developed multiple transparent communication channels with families, including newsletters, social media, ParentSquare, Back-to-School Night, and parent-teacher meetings. Parent Involvement Programs:  A strong framework for parent engagement exists, with an active PTO and various volunteer opportunities that involve families in school life. Cultural Competency Training:Staff training in cultural competency has enhanced inclusivity and improved connections with families from diverse backgrounds. Family Resources: The school provides valuable resources that help families navigate education and social services. Positive Feedback: Surveys show parents and guardians are highly satisfied with staff responsiveness and accessibility.  Progress: Increased Family Engagement:New initiatives have led to greater family participation in events and decision-making. Improved Student Outcomes:  Data links higher family involvement to better student performance, attendance, and behavior. Enhanced Communication Platforms: Digital tools have improved the efficiency and immediacy of school-family interactions. Responsive Support Services:  More tailored counseling and family support services are being well-utilized and appreciated.  At Pasadena Rosebud Academy Charter School (PRACS), our business model centers on delivering high-quality customer service through strong collaboration between staff and families. We foster meaningful connections via small class sizes, which allow staff to engage closely with students and parents. This environment supports a positive school culture marked by teamwork and mutual respect. We begin the school year with a Meet and Greet, giving students and parents an early opportunity to build rapport with teachers. Our annual Back-to-School Night helps families understand classroom expectations and ways to support their child's learning. Parents meet with teachers during scheduled Parent Conferences twice a year, and we maintain an open-door policy for impromptu meetings. Throughout the year, we host community events that encourage family bonding and interaction with staff. The Parent Teacher Organization (PTO) meets monthly and plays a critical role in assisting teachers, fundraising for enrichment materials and activities, and fostering school-wide social interaction. It also serves as a platform for addressing student-related issues and concerns in a collaborative setting. A hallmark of our welcoming environment is our morning greeting ritual, where each scholar is welcomed with a smile and a positive affirmation, setting the tone for a supportive day. These ongoing efforts have contributed to increased parent participation, especially in PTO meetings, and continue to strengthen our family-school partnerships.|Language Accessibility: Despite the small number of EL population, there is a need to enhance language accessibility for non-English speaking families. Increasing the availability of translated materials and interpreters will ensure all families can engage fully. Tailored Communication Strategies: Develop more personalized communication strategies to address the varying needs and preferences of diverse family units. This includes utilizing different mediums and adjusting the frequency and content of communications to better suit individual family dynamics.  Professional Development: Expand ongoing professional development for school staff on effective communication and relationship-building techniques. This will empower staff to engage more effectively with families, particularly those who are harder to reach.  Feedback Utilization: Improve the mechanisms for collecting and acting upon feedback from families. This includes not only gathering input but also transparently communicating how this input influences decision-making and changes within the school.  Consistency Across Schools: Ensure that relationship-building efforts are consistent throughout the school. This includes standardizing best practices and ensuring that the school has the resources and support needed to implement them effectively.  Resource Awareness: Increase awareness and accessibility of available resources and support services for families. This includes better promotion of existing programs and more proactive outreach to ensure all families are informed and can benefit from these resources.  By focusing on these areas, PRACS aims to build stronger, more effective relationships between school staff and families, ultimately enhancing the educational experience and outcomes for all students. The focus for improving relationships between school staff and families is on maximizing engagement. The school offers parent education classes that are designed to train parents to create supportive and positive learning environments for their children that will stimulate their physical, intellectual, social and emotional growth. This year, we initiated Coffee with the Director once a month so parents can get to know the director and the administrative team in an informal setting. We aim to organize parent socials once every quarter for parents to meet other parents in an informal setting. Throughout the school year a staff member will plan an informal gathering for employees to socialize outside of the school setting. Communication is important to building relations. PRACS has developed multiple ways to improve communication with parents and staff.|Targeted Outreach: Develop programs that specifically engage underrepresented families through home visits, community events, and partnerships with trusted local organizations.  Culturally Relevant Communication: Ensure communication is accessible and culturally appropriate by translating materials, and using imagery and messaging that reflect the values of underrepresented communities.  Parent Liaisons: Assign dedicated liaisons from underrepresented backgrounds to serve as trusted connections between families and school staff, ensuring voices are heard and needs addressed.  Flexible Engagement: Offer flexible meeting times and locations—including virtual options—to accommodate various schedules and transportation challenges.  Focus Groups & Listening Sessions: Hold regular sessions with families to gather feedback, which will directly inform school policies and practices.  Community Partnerships: Strengthen relationships with organizations and leaders that already support underrepresented families to build trust and encourage participation.  Resource Support: Allocate resources such as childcare during meetings and access to technology to help families participate fully.  Inclusive Events: Host culturally inclusive events that celebrate the diversity of the school community and foster a sense of belonging.  Staff Training: Provide ongoing training in cultural competence and implicit bias so staff can better understand and support underrepresented families.  Consistent Communication: Create a system for regular updates and follow-ups with families to ensure concerns are addressed and they remain informed.  PRACS is committed to fostering a supportive and inclusive environment where underrepresented families are meaningfully engaged. Most PRACS families come from underrepresented groups, and building strong school-family bonds is essential to student success. Cultural awareness is foundational to these relationships, helping promote racial harmony and mutual respect. At PRACS, students explore cultural differences through shared celebrations and inclusive learning, cultivating unity and appreciation for all. Our Cultural Perspective Program fosters tolerance, self-respect, and respect for others. During the pandemic, PRACS staff participated in ongoing professional development focused on Dismantling Racism in Education. This training helped teachers create anti-racist classrooms and bridge cultural divides. We continue to implement practices that challenge racism and promote equity school-wide.|Strengths: Community Engagement: The recent fire sparked increased community and organizational partnerships. Local agencies, nonprofits, and stakeholders collaborated extensively, expanding support for students’ academic, emotional, and material needs. Strong Communication Channels: Regular newsletters, PTO meetings, and social media maintain transparency and keep partners informed and involved. Inclusive Decision-Making: The Parent Teacher Organization includes diverse representatives to ensure decisions reflect the needs and perspectives of educational partners.  Progress: Enhanced Parental Involvement: Data shows growing parental participation in school events and decision-making, reflecting increased trust and collaboration, though involvement shifted due to the fires. Partnerships with Local Organizations: Collaborations with businesses and nonprofits have led to new art programs, after-school activities, tutoring, and support services, improving student engagement and achievement. Resource Allocation: The fires brought an influx of partnerships offering counseling, school supplies, housing assistance, and academic support. These resources strengthen PRACS’s ability to meet student needs holistically and demonstrate resilience and community commitment. These strengths and progress highlight PRACS’s dedication to leveraging community partnerships to create a supportive and effective educational environment. Pasadena Rosebud Academy recognizes educational partnerships as critical to maximizing student achievement and supporting students’ social-emotional and academic growth. Over time, PRACS has built strong ongoing partnerships aligned with its mission.  Key Partners: Pasadena Service Federal Credit Union: Supports the financial literacy program. Students open savings accounts and make deposits at school. Pasadena Unified School District/CalFresh: Provides nutrition education for 4th and 5th graders, supports garden beds and irrigation through grants, and partners on the Smarter Lunch program and a middle school water project. Care Solace: An online, 24/7 mental health concierge service available to students, staff, and families. Mayfield Senior School: Provides tutoring support through Mayfield students in the after-school program. Good360: Supports PRACS’s recovery from the recent fire by helping to rebuild and continue its community work. Sola Tech Foundation: Became a partner following the fire to assist with recovery efforts. Keck Medicine of USC: Supported with grant and book drive. Options for Learning: Supported our families and school with grants and connected us with the Lakeshore grant.|Focus Areas for Improvement: Increasing Equitable Access: There is a need to ensure that partnership opportunities and resources are equitably accessible to all students, particularly those from underserved communities. This includes expanding outreach efforts and providing additional support to families who may face barriers to participation. Enhancing Communication Strategies: While current communication channels are effective, there is room for improvement in reaching all educational partners. This includes utilizing multiple languages, accessible formats, and varied platforms to ensure comprehensive and inclusive communication. Strengthening Partnership Alignment: It is crucial to better align community partnerships with the specific academic and social-emotional needs of students. This involves regular evaluation of partnership programs and ensuring they are directly contributing to targeted student outcomes. Expanding Professional Development: Providing ongoing professional development for educators and staff on effective partnership practices can enhance collaboration efforts. This includes training on cultural competency, family engagement strategies, and community resource integration. Data-Driven Decision Making: Increasing the use of data to monitor and evaluate the impact of partnerships on student outcomes will help identify successful practices and areas needing adjustment. This includes setting measurable goals and regularly assessing progress. By addressing these focus areas, PRACS can further strengthen its partnerships and ensure they are effectively supporting student success across all demographics. One of the schools’ LCAP goals is to add 10 additional educational partners by 2026. We are intentional in our efforts to seek partners who share our mission and vision and will add value to our program. Our focus is to seek partners that will support our students and their families mentally, socially, emotionally, and academically.  We strive to support our students' academic development through programs like STEAMCoders, and it has been an on-goin effort to provide our students with access to the arts (i.e. music, dance, art, etc.). Our vision is to develop well-rounded critical thinkers who will impact the world.  Seeking partnerships that address a variety of interests, skills, academic disciplines, and mental health and wellness allows us to develop the whole child in an  effort to maximize student growth.|Targeted Outreach: PRACS will develop targeted outreach programs specifically designed to connect with underrepresented families. This includes hosting community events in local neighborhoods, partnering with community leaders, and using culturally relevant communication methods. Language and Accessibility Support: To ensure all families can participate, PRACS can  provide translation and interpretation services at meetings and events if needed. Additionally, materials will be distributed in multiple languages and accessible formats to accommodate diverse needs. Culturally Responsive Engagement: PRACS will offer training for staff and educators on culturally responsive practices to better understand and address the unique needs of underrepresented families. This training will focus on building trust and fostering respectful, supportive relationships. Flexible Engagement Opportunities: Recognizing that traditional meeting times and formats may not be convenient for all families, PRACS will offer flexible engagement options. This includes virtual meetings, varied meeting times, and home visits when appropriate. Building Parent Leadership: PRACS will develop programs to empower parents from underrepresented groups to take on leadership roles within the school community.  Feedback Mechanisms: Implementing regular feedback mechanisms, such as surveys and focus groups, will allow PRACS to gather input from underrepresented families and adapt strategies based on their needs and suggestions. Collaborative Partnerships: Strengthening partnerships with local community organizations that serve underrepresented populations will help bridge gaps and provide additional support and resources to families. By implementing these strategies, PRACS aims to create a more inclusive and supportive environment that actively engages underrepresented families, thereby enhancing student outcomes through stronger community partnerships. Ninety-nine percent of our school community represents underrepresented families. Our goal is to engage as many students as possible. In order to maximize student outcomes, we will endeavor to offer a variety of programs that will provide students with a wide range of options that peak students interest. Programs like, STEAM:CODERS inspire underrepresented and underserved students and their families to seek academic and career opportunities in Science, Technology, Engineering, Art, and Math (STEAM). PRACS holds an annual career day which allows underrepresented students to learn about the career opportunities available to them.|Strengths: Established Advisory Committees: PRACS has successfully established various advisory committees that include parents, teachers, and students. These committees provide a platform for diverse perspectives to be heard and considered in the decision-making process. Transparent Communication: PRACS has maintained transparency through regular updates and open communication channels. This includes newsletters, public meetings, ParentSquare, and social media updates, ensuring educational partners are informed and have the opportunity to provide input. Regular Surveys and Feedback: Consistent use of surveys and feedback forms has allowed PRACS to gather input from a wide range of educational partners. The data collected from these surveys is actively used to inform decisions and policy changes. Progress: Responsive Adjustments: PRACS has demonstrated responsiveness by making adjustments based on educational partner input. Examples include modifications to implementation of new programs, and resource allocation changes that reflect community feedback. Inclusive Decision-Making: Efforts to include underrepresented groups in the decision-making process have shown progress. Specific initiatives, such as targeted outreach and language support, have led to more inclusive participation from diverse community members. These strengths and progress highlight PRACS commitment to actively seeking and incorporating input from its educational partners, thereby fostering a collaborative environment where all voices are valued in shaping the educational experience. PRACS continues to seek input for Decision Making through parent surveys and the PTO. Every year, we encourage both parents and students to complete a survey to obtain their opinion about the curriculum, school atmosphere, teaching methods, school safety, facilities, etc. The feedback from the parents and students is intuitive information that can help in major decisions regarding education and student well-fare. Our ASB team represents the voice for students by advocating for students' interests, planning school activities, and representing the entire student body.  Teacher Surveys provide a way to elevate teacher and staff voices, helping PRACS administrative team address teachers’ professional, social, and emotional needs. Teachers who feel that their voices are heard and will contribute to decision-making are more likely to stick around, which is crucial during post-COVID teacher and staff shortages.   Public comment in board meetings is encouraged, where the public  has the right to voice their opinions or concerns regarding school matters.|Broader Representation: Efforts should be intensified to ensure that all demographic groups within the community are represented in the decision-making process. This involves targeted outreach to underrepresented groups to encourage their involvement and ensure their voices are heard. Improving Feedback Utilization: While collecting feedback has been effective, there is a need to enhance how this feedback is utilized and communicated back to the community. Clear and transparent processes for how input is considered and acted upon should be established and shared with educational partners. Regular and Structured Engagement: Creating a more structured and regular schedule for engagement activities can help ensure continuous and consistent input. Capacity Building: Providing training and resources to educational partners to help them understand the decision-making process and how they can effectively contribute can empower more meaningful participation. This includes workshops on school governance, policy understanding, and advocacy skills. Leveraging Technology: Utilizing technology more effectively to gather and analyze input can streamline the feedback process and make it easier for educational partners to participate. This includes online surveys, interactive platforms for feedback, and virtual forums for discussion. Building Trust and Transparency: Continued efforts to build trust and transparency in the decision-making process are essential. This involves not only being transparent about decisions made but also about the reasons behind them and how educational partners' input influenced the outcomes. By addressing these focus areas, PRACS can enhance its processes for seeking input, ensuring a more inclusive, responsive, and effective decision-making environment that truly reflects the needs and aspirations of the entire community. An area of improvement that educational partners would like to see is more extra-curricular activities. Post pandemic and quarantine, PRACS is working with community organizations to provide extra-curricular options for scholars.|Targeted Outreach and Communication: PRACS will implement targeted outreach initiatives to connect with underrepresented families. This includes direct communication through phone calls, home visits, and community liaisons who can bridge the gap between the school and these families. Language Support Services: Ensuring all communication is available in multiple languages spoken within the community, PRACS will provide translation and interpretation services at meetings and in written materials to make information accessible to non-English speaking families. Flexible Engagement Opportunities: PRACS will offer flexible meeting times, virtual meeting options, and various locations to accommodate different schedules and transportation needs. This will help increase participation from families who might otherwise be unable to attend. Building Trust through Community Partnerships: Partnering with local organizations that already have established trust within underrepresented communities will help the school connect more effectively. These partnerships can facilitate introductions, co-host events, and provide a familiar and trusted presence for families. Empowering Family Leaders: PRACS will develop programs to identify and support family leaders from underrepresented groups. By providing training and resources, these leaders can serve as advocates and liaisons, helping to bring more voices into the decision-making process. Creating Welcoming Environments: Establishing welcoming and inclusive spaces for engagement activities is crucial. PRACS will ensure that meetings are held in comfortable, accessible locations and that the atmosphere is supportive and respectful. Regular Feedback and Follow-Up: Implementing regular feedback mechanisms, such as surveys and focus groups, will allow the school to continuously gather input from underrepresented families. Additionally, PRACS will follow up to show how their input has been used, demonstrating that their voices are valued and impactful. Capacity Building and Education: Providing educational workshops and resources on the decision-making process, school governance, and ways to get involved will empower underrepresented families to participate more confidently and effectively. By implementing these strategies, PRACS aims to create a more inclusive and equitable environment for seeking input, ensuring that the perspectives and needs of underrepresented families are actively considered and addressed in the decision-making process. PRACS is seeking to improve the underrepresented families engagement in the decision-making process. The PTO provides incentives to parents and students in an effort to encourage parents to participate and attend meetings.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-29|2026
19648810118075|Learning Works|3|Learning Works is designed to re-engage students who have struggled to make progress in traditional public-school settings. Our model for re-engagement of students is based on the idea of leading with relationship-building with students in order to support them with a rigorous and relevant curriculum. Our curriculum is also designed to welcome students who have struggled in school and need to make progress in steady and incremental steps. It is based on five-unit modules that incorporate activities, textbooks and other instructional materials, labs and field trips with individualized learning support through one on one staff support and in small group settings. As part of the California Community Schools Partnership Program, Learning Works has adopted a robust effort to re-engage families in the school through home visits, parent meetings, and participation on advisory councils.|Having been engaged in this work for more than 19 years, our school has developed numerous strategies that develop the capacity of new and existing staff to build trusting and respectful relationships with each individual student first and, in turn, with family members and others who can support the student with their educational goals. Staff engage in weekly collaborative professional learning time related to topics that will support engagement with the students and families we support. Our staff continue to utilize the parent communication platform Parentsquare, which allows us to more effectively communicate school events, resources and updates. Fall and spring parent activities (meetings and open house) are scheduled. Our main focus in this area is to continue to provide support and engagement in our strategies through ongoing staff development and individualized support plans.|We continue to progress towards improving engagement with our families by facilitating two parent meetings on site, and incorporating parent representatives into our Community Schools Advisory Council. Work to continue improving this area is focused on establishing parent workshops tailored to the needs of our underrepresented families and establishing individualized family supports including mental health and counseling opportunities, supports for families who are justice-involved, and to provide grief and trauma supports.|Our school serves a large majority of students who are 18 or over working toward a high school diploma. For many families, parent involvement in schoolwork has been a longstanding challenge and a source of friction between parents and the youth we serve. Thus, we engage in non-traditional strategies for student and family engagement in school. This year we have increased the number of parent meetings from annual to bi-annual meetings, where we have seen an increased interest and involvement in the school from our parents. This effort has been supported by our adoption of the communication platform Parentsquare, where staff can communicate with parents about various school updates, upcoming parent meetings, and other important information that impacts our student’s success and wellbeing at school. Our students struggle on a daily basis to get to school and make progress on their school work, but our success in increasing parent communication and involvement in the past school year have positively impacted student outcomes at school.|We provide supports to continually re-engage students, which includes frequent individual calls, home visits, and bringing materials and emergency supplies to homes, driving students to appointments and providing many other practical supports. Our focus for the new school year is centered around increasing parent workshop offerings that are tailored to the needs of our learning community and integral to the partnership between our school, students, and their families. Our staff remain committed to re-engaging students in their educational journeys, and we understand a fundamental strategy in this effort is to also re-engage families in our school- thus increasing the amount of supports and on-site events for families to form connections to our staff and school at large.|Even with the challenges described, we value and encourage parents and other family and friends who are a positive support to participate in the life of the school and their student’s education. Partnership building with other organizations and employers has been an ongoing focus for the Learning Works Team. Homeboy Industries, the Armory, Boys and Girls Club, College Access Plan, The Power Project, Planned Parenthood and more are essential partnerships. Moving into the new school year, we plan to extend our resource and workshop offerings from these partnerships to our Learning Works families. The Community Schools and Safer Communities grants underscore our school’s commitment to engaging our underrepresented families through culturally relevant and specialized service offerings. Moving forward, developing partnerships will be focused on student employment and workforce connections, restorative justice practices, community health, and other areas identified by families in parent meetings.|Under the Community Schools grant, LW has established a Community Schools Advisory Council with members ranging from community partners, parents, students, volunteers, city council people, school district representatives and more. The Advisory Council members have provided feedback and input on increasing community outreach and parent engagement in the school, and engaged in practices highlighting the assets and strengths of our learning community. Made up of a diverse group of stakeholders, this council has identified key areas of development in relation to parent and community outreach which will guide the progress our staff make towards increasing involvement in the school from said groups. Given the types of support our students utilize, LW has a number of partnerships with community organizations to provide educational and support services including Homeboy Industries, Armory Center for the Arts, College Access Plan, the Flintridge Center, Planned Parenthood, D’Veal Mental Health, and others. We have a strong network of volunteers who support our students in their educational journeys through tutoring, mental health services, and mentorship. Engaging these groups in site level advisory groups has been essential to improving the quality of services, education, and programming offered to our LW students.|In order to engage parents and other people who support our students in collecting input and information for decision-making, LW has surveyed parents and offered meetings for parents and others interested in learning more about what the school has to offer and how they can be involved. We have adopted a family engagement policy and have implemented annual parent meetings focused on access to opportunities through federal funding and school safety planning. In the upcoming school year, we plan to increase parent engagement in the number of family representatives on the Community Schools Advisory Council and hope to begin offering workshops for families in areas they are interested in developing. This will continue to support the development of the charter petition, LCAP, WASC, CSI/Title I and other regular school planning activities.|The Community Schools grant has further enhanced these connections to governance and opportunities for participating in an advisory capacity. Our Community Schools Advisory Council includes two parent representatives. It is of particular importance to LW that this council be a space for our underrepresented families to be involved in decision-making practices in order for site-level changes to reflect the needs and opinions of our most vulnerable groups. In addition to advisory groups, we will continue to identify providers and other government agencies to support students’ and families’ specific needs in mental health, wellness, and more.|5|5|5|5|5|4|5|5|4|4|5|4|Met||2026-07-23|2026
19648810136945|OCS - South|3|Relationship-building continues to be a foundational component of Odyssey Charter School South’s educational program. Through its looping philosophy, students, families, and staff develop long-term relationships that foster trust, communication, and a deeper understanding of each student’s academic, social, and emotional needs. These strong connections were especially important as the school community navigated the challenges associated with the Eaton Fire and the temporary relocation of students and staff.  Educational partner feedback demonstrates that relationships between school staff and families remain a significant strength. Family survey results showed exceptionally high levels of satisfaction across measures of engagement, school climate, and school safety. Specifically:  • 98% of families reported that the school is a safe place for their child. • 98% of families reported being encouraged to be active partners in their child’s education.  • 95% of families reported positive engagement with the school, representing a four- percentage-point increase from the prior year.  • 98% of families reported that the school keeps them well informed about school activities. • 98% of families reported that school staff take parent concerns seriously.  Staff survey results further support these findings, with 95% of staff reporting positive engagement and 100% indicating that the school encourages parents to be active partners in educating their children. Together, these results demonstrate Odyssey South’s continued success in fostering welcoming environments, maintaining strong relationships with families, and supporting meaningful collaboration between home and school.|While educational partner feedback reflects strong relationships between school staff and families, Odyssey Charter School South continues to focus on expanding opportunities for meaningful family engagement and participation. Family survey results indicate that 88% of families believe the school actively seeks parent input before making important decisions. Although this represents a four-percentage-point improvement from the prior year and remains a strong result, it was the lowest-rated item on the family survey and highlights an opportunity to further strengthen family voice and participation.  As the school community transitions back to a unified campus, rebuilding routines and strengthening connections among families, students, and staff will remain a priority. The school recognizes the importance of ensuring that all families feel informed, welcomed, and connected to the educational program, particularly following a period of significant disruption and transition.  To support continued growth in this area, Odyssey South will continue to strengthen two-way communication opportunities, increase family participation in school activities and events, and provide multiple avenues for families to share feedback and perspectives. These efforts will help deepen trust, strengthen relationships between families and staff, and ensure that all educational partners remain connected to the school community.|Odyssey Charter School South is committed to ensuring that all families have equitable opportunities to build meaningful relationships with school staff and participate in the school community. Through the self-reflection process, the school identified the importance of continuing to engage families who may be less represented in school activities, educational partner meetings, surveys, and other engagement opportunities.  To strengthen engagement with underrepresented families, the school will continue to utilize multiple communication methods, including ParentSquare, email, phone calls, newsletters, conferences, community events, and family workshops to ensure families receive timely and accessible information. Communication supports, including translation and interpretation services when needed, will help reduce barriers and increase access for all families.  The Family and Community Engagement Specialist will continue to play a key role in outreach efforts by building relationships with families, connecting them to school resources, and encouraging participation in school programs and activities. As the school community returns to a unified campus, Odyssey South will prioritize creating welcoming opportunities for families to reconnect with staff and one another. These efforts will help strengthen trust, increase participation, and ensure that all families feel valued, connected, and represented within the school community.|A hallmark of Odyssey Charter School South’s educational program is its commitment to partnering with families to support student success. Through the School-Family Partnership model, looping philosophy, and ongoing communication practices, families and educators work together to support each student’s academic, social, and emotional development. These partnerships became especially important during the challenges created by the Eaton Fire, as families and staff collaborated to maintain continuity of learning and support student well-being.  Educational partner feedback indicates that family-school partnerships remain a significant strength. Family survey results showed exceptionally positive perceptions across measures related to engagement and student success. Specifically: • 98% of families reported being encouraged to be active partners in their child’s education. • 98% of families reported that the school promotes academic success for all students. • 98% of families reported that the school keeps them well informed about school activities, representing a six-percentage-point increase from the prior year.  • 95% of families reported positive engagement with the school, representing a four-percentage- point increase from the prior year.  Staff survey results further reinforce these findings, with 100% of staff reporting that the school encourages parents to be active partners in educating their children. Through parent-teacher conferences, Student Support Progress Team meetings, parent education opportunities, and ongoing communication regarding student progress, Odyssey South continues to strengthen partnerships that support positive student outcomes and overall school success.|While educational partner feedback reflects strong partnerships between families and school staff, Odyssey Charter School South continues to focus on increasing opportunities for families to actively engage in supporting student outcomes. Family survey results indicate that 88% of families believe the school actively seeks parent input before making important decisions. Although this represents improvement from the prior year and remains a strong result, it identifies an opportunity to further strengthen family participation and shared ownership of student success.  The school also recognizes the importance of helping families understand academic expectations, student progress, and available supports so they can effectively support learning at home. As the school community transitions back to a unified campus, strengthening family engagement in academic planning, goal setting, and student support processes will remain a priority.  To support continued growth in this area, Odyssey South will continue to provide families with information regarding student progress through conferences, assessment results, Student Support Progress Team meetings, workshops, and ongoing communication. These efforts will help strengthen collaboration between families and staff, increase family engagement in student learning, and ensure that educational partner perspectives continue to inform programs and services that support student achievement.|Odyssey Charter School South is committed to ensuring that all families have equitable opportunities to participate in partnerships that support student success. Through the self-reflection process, the school identified the importance of continuing to engage families who may experience barriers to participation or who are less represented in school activities, educational partner groups, and student support processes.  To strengthen engagement with underrepresented families, the school will continue to utilize multiple communication methods, including ParentSquare, email, phone calls, conferences, newsletters, and community events, to ensure families receive timely and accessible information regarding student progress, academic expectations, and available resources. Translation and interpretation supports will continue to be provided when needed to increase access and participation.  The Family and Community Engagement Specialist will continue to play a critical role in outreach efforts by building relationships with families, connecting them to school resources, and encouraging participation in conferences, workshops, Student Support Progress Team meetings, and other opportunities to support student learning. As the school community returns to a unified campus, Odyssey South will continue to create welcoming opportunities for families to reconnect with staff and actively participate in their child’s educational experience. These efforts will help ensure that all families feel valued, informed, and empowered as partners in supporting student success.|The strength of OCS-South’s Governing Board remains a cornerstone of our stability, success, and reputation as a high-quality public choice school. Composed of diverse community members and parents, our board brings a range of skills and perspectives essential for fulfilling its oversight and fiduciary responsibilities in alignment with school policies and local, state, and federal regulations. Their leadership ensures ongoing support for our school’s mission, unique educational design, and organizational goals.  Odyssey Charter School South values educational partner input as an essential component of continuous improvement and decision-making. The school actively seeks feedback from families, staff, and students through surveys, conferences, educational partner meetings, town halls, ParentSquare communications, and ongoing opportunities for collaboration. These structures help ensure that school programs, priorities, and services reflect the needs and perspectives of the school community.  Educational partner feedback indicates continued progress in creating meaningful opportunities for participation in decision-making. Family survey results showed that 88% of families believe the school actively seeks parent input before making important decisions, representing a four-percentage-point increase from the prior year. Family engagement also increased to 95%, reflecting continued growth in communication and partnership between families and the school. Staff survey results further support these findings, with 95% of staff reporting positive engagement and 100% indicating that the school encourages parents to be active partners in educating their children.  Throughout the challenges associated with the Eaton Fire and the temporary relocation of students and staff, educational partner input remained an important part of school planning and communication efforts. Parent representation on the Governing Board, participation in school committees, surveys, conferences, and community meetings provided families with multiple opportunities to share perspectives and contribute to school improvement efforts. These practices demonstrate Odyssey South’s ongoing commitment to collaborative, transparent, and inclusive decision-making.|While educational partner feedback reflects strong levels of engagement and participation, Odyssey Charter School South continues to focus on expanding opportunities for families and staff to provide meaningful input into school decisions. Family survey results indicate that 88% of families believe the school actively seeks parent input before making important decisions. Although this represents improvement from the prior year, it remains the lowest-rated family engagement measure and suggests an opportunity to further strengthen family voice in school planning and decision-making processes.  Staff survey results identified a similar area for growth. While overall staff engagement remained strong at 95%, staff participation in decision-making related to school practices and policies was rated at 85%, representing the only area of decline within the staff survey. These findings suggest an opportunity to increase educational partner participation and ensure a broader range of perspectives are represented when decisions are made.  As the school community returns to a unified campus, Odyssey South will continue to strengthen communication, increase participation in surveys and advisory opportunities, and provide educational partners with clear information regarding how feedback is used to inform decisions. These efforts will help ensure that decision-making processes remain collaborative, transparent, and responsive to the needs of students, families, and staff.|Odyssey Charter School South is committed to ensuring that all families have meaningful opportunities to participate in school decision-making processes. Through the self-reflection process, the school identified the importance of continuing to engage families who may be less represented in surveys, educational partner meetings, advisory groups, and other opportunities to provide input on school programs and priorities.  To improve engagement, the school will continue to expand outreach efforts and provide multiple opportunities for families to share feedback through surveys, meetings, conferences, community events, and educational partner engagement activities. ParentSquare and other communication platforms will continue to be utilized to ensure families receive timely information about opportunities to participate and contribute their perspectives.  The Family and Community Engagement Specialist will continue to play a key role in outreach efforts by building relationships with families, encouraging participation, and helping connect families to leadership and engagement opportunities. Translation and interpretation supports will continue to be provided when needed to reduce barriers and increase access. As the school community transitions back to a unified campus, Odyssey South will prioritize creating welcoming and accessible opportunities for families to engage in school planning and improvement efforts. These actions will help ensure that a broad range of family perspectives are represented in decision-making and that all families feel valued as partners in shaping the future of the school.|5|4|3|4|3|3|3|3|4|3|3|4|Met||2026-06-23|2026
19649070000000|Pomona Unified|3|PUSD/SEEO ranked within the full implementation and sustainability stages of implementation, with ongoing communication opportunities between the school and families, providing volunteer opportunities for parents, and providing training and education programs for parents.|Communication continues to be a Focus Area for Improvement for PUSD/SEEO, along with increasing the opportunities for involvement, especially for working parents, and extending access to parent participation through translation/interpretation services and consideration when scheduling meetings.|PUSD/SEEO will continue the ongoing efforts of improving outreach programs for parents through improved communication and the development and implementation of meaningful parent strategies and activities.|PUSD/SEEO continues to rank high on local surveys in implementing sustainable parent activities, which can be seen through participation with the Parent Center and through a variety of parent activities at the schools, like workshops and Coffee with the Principal.|PUSD/SEEO continues to focus on improving communication between schools and families, especially in ensuring effective communication between parents and teachers. There is a need for more consistent practices in parent engagement across schools/ across the site.|PUSD/SEEO will continue to grow its parent outreach with continued efforts to reach out and get in touch with families that are, not only underrepresented, but also do not have the means to effectively participate. Mentorship programs and continued parent training and workshops will help improve student outcomes through meaningful partnerships.|PUSD/SEEO maintains consistency with the implementation of a series of parent activities like Coffee with the Principal and advisory committee meetings, where parents have the opportunity to give input on student progress and programs. Schools/The site are/is actively using digital notifications like Remind, phone calls, and emails to continue seeking parent input throughout the school year.|Some focus areas for improvement continue to be the outreach to hard-to-reach families and meaningful response to parent input at schools and at the district. PUSD seeks to improve attendance at meetings from families representing multiple student groups, but also through improving access to those meetings with translation/interpretation services and minimizing scheduling conflicts.|PUSD will continue to make efforts to outreach underrepresented groups through communication such as Remind and district and school websites, increase family involvement/ participation through site and district committee meetings, and implement strategies that could help PUSD achieve more equitable engagement.|5|5|5|5|5|5|5|5|5|4|4|5|Met||2026-06-24|2026
19649070115170|School of Extended Educational Options|3|PUSD/SEEO ranked within the full implementation and sustainability stages of implementation, with ongoing communication opportunities between the school and families, providing volunteer opportunities for parents, and providing training and education programs for parents.|Communication continues to be a Focus Area for Improvement for PUSD/SEEO, along with increasing the opportunities for involvement, especially for working parents, and extending access to parent participation through translation/interpretation services and consideration when scheduling meetings.|PUSD/SEEO will continue the ongoing efforts of improving outreach programs for parents through improved communication and the development and implementation of meaningful parent strategies and activities.|PUSD/SEEO continues to rank high on local surveys in implementing sustainable parent activities, which can be seen through participation with the Parent Center and through a variety of parent activities at the schools, like workshops and Coffee with the Principal.|PUSD/SEEO continues to focus on improving communication between schools and families, especially in ensuring effective communication between parents and teachers. There is a need for more consistent practices in parent engagement across schools/ across the site.|PUSD/SEEO will continue to grow its parent outreach with continued efforts to reach out and get in touch with families that are, not only underrepresented, but also do not have the means to effectively participate. Mentorship programs and continued parent training and workshops will help improve student outcomes through meaningful partnerships.|PUSD/SEEO maintains consistency with the implementation of a series of parent activities like Coffee with the Principal and advisory committee meetings, where parents have the opportunity to give input on student progress and programs. Schools/The site are/is actively using digital notifications like Remind, phone calls, and emails to continue seeking parent input throughout the school year.|Some focus areas for improvement continue to be the outreach to hard-to-reach families and meaningful response to parent input at schools and at the district. PUSD seeks to improve attendance at meetings from families representing multiple student groups, but also through improving access to those meetings with translation/interpretation services and minimizing scheduling conflicts.|PUSD will continue to make efforts to outreach underrepresented groups through communication such as Remind and district and school websites, increase family involvement/ participation through site and district committee meetings, and implement strategies that could help PUSD achieve more equitable engagement.|5|5|5|5|5|5|5|5|5|4|4|5|Met||2026-06-11|2026
19649071996693|School of Arts and Enterprise|3|The SAE has strengthened relationships between school staff and families by maintaining consistent, two-way communication through ParentSquare, Coffee with the Directors, School Site Council, School Advisory Workshop, parent conferences, and school events. Families have multiple opportunities to provide feedback and participate in school decision-making, and the school continues to expand communication, engagement opportunities, and responsiveness to family input.|The SAE will continue to increase meaningful participation from a broader range of families by expanding outreach efforts, improving attendance at engagement events, and providing additional opportunities for families to share feedback and partner with the school throughout the year.|The SAE will continue targeted outreach to families who have historically participated less frequently by providing multilingual communication, flexible meeting formats, personal outreach from staff, and opportunities for feedback through surveys and school committees. These efforts are intended to reduce barriers to participation and ensure all families have meaningful opportunities to engage with the school.|The SAE has strengthened partnerships that support student outcomes through collaboration with families, community organizations, higher education institutions, and industry partners. These partnerships expand access to academic, artistic, wellness, college, and career opportunities while supporting student achievement and postsecondary readiness.|The SAE will continue to expand partnerships that provide students with meaningful academic, career, and enrichment opportunities while strengthening collaboration with educational and community partners to better meet student needs.|The SAE will strengthen partnerships with families of underrepresented student groups through targeted outreach, multilingual communication, flexible engagement opportunities, and increased participation in planning and feedback processes to ensure partnerships reflect the needs of all students.|The SAE regularly seeks input from students, families, staff, and community partners through surveys, School Site Council, School Advisory Workshop, Coffee with the Directors, and other stakeholder meetings. Feedback is used to inform school planning, LCAP development, and continuous improvement efforts.|The SAE will continue to increase participation in stakeholder feedback opportunities while strengthening communication about how stakeholder input influences school decisions and improvement efforts.|The SAE will increase participation from underrepresented families through targeted outreach, multilingual communication, flexible meeting options, and multiple opportunities to provide feedback, ensuring a broad range of perspectives are represented in school decision-making.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-05-05|2026
19649076021984|La Verne Science and Technology Charter|3|PUSD/SEEO ranked within the full implementation and sustainability stages of implementation, with ongoing communication opportunities between the school and families, providing volunteer opportunities for parents, and providing training and education programs for parents.|Communication continues to be a Focus Area for Improvement for PUSD/SEEO, along with increasing the opportunities for involvement, especially for working parents, and extending access to parent participation through translation/interpretation services and consideration when scheduling meetings.|PUSD/SEEO will continue the ongoing efforts of improving outreach programs for parents through improved communication and the development and implementation of meaningful parent strategies and activities.|PUSD/SEEO continues to rank high on local surveys in implementing sustainable parent activities, which can be seen through participation with the Parent Center and through a variety of parent activities at the schools, like workshops and Coffee with the Principal.|PUSD/SEEO continues to focus on improving communication between schools and families, especially in ensuring effective communication between parents and teachers. There is a need for more consistent practices in parent engagement across schools/ across the site.|PUSD/SEEO will continue to grow its parent outreach with continued efforts to reach out and get in touch with families that are, not only underrepresented, but also do not have the means to effectively participate. Mentorship programs and continued parent training and workshops will help improve student outcomes through meaningful partnerships.|PUSD/SEEO maintains consistency with the implementation of a series of parent activities like Coffee with the Principal and advisory committee meetings, where parents have the opportunity to give input on student progress and programs. Schools/The site are/is actively using digital notifications like Remind, phone calls, and emails to continue seeking parent input throughout the school year.|Some focus areas for improvement continue to be the outreach to hard-to-reach families and meaningful response to parent input at schools and at the district. PUSD seeks to improve attendance at meetings from families representing multiple student groups, but also through improving access to those meetings with translation/interpretation services and minimizing scheduling conflicts.|PUSD will continue to make efforts to outreach underrepresented groups through communication such as Remind and district and school websites, increase family involvement/ participation through site and district committee meetings, and implement strategies that could help PUSD achieve more equitable engagement.|5|5|5|5|5|5|5|5|5|4|4|5|Met||2026-06-17|2026
19649310000000|Rosemead Elementary|3|The Rosemead School District strives to continuously improve our parent engagement initiative. In the initial stages of the initiative, a committee was formed to assess our strengths in this area as well as areas of need. As part of this process, the Rosemead School District identified a need to increase parent education opportunities. The Rosemead School Board and District established a partnership with a collaborative of other local districts to offer a Parent Academy where parent education classes are offered. Workshops include opportunities for parents to engage in learning about academics, social-emotional support, and behavioral interventions.|Based on input from educational partners and a review of local data, Rosemead School District has identified the need to deepen and expand efforts to build strong, trusting relationships between school staff and families—particularly those from underrepresented or historically marginalized communities. While the district currently offers robust partnerships with community-based organizations, including the Los Angeles County Department of Mental Health, local agencies, and our own team of school counselors and psychologists to provide parenting classes and wellness supports, we recognize that stronger two-way communication and relational trust between families and school staff must be a key area of focus moving forward. Identified focus areas for improvement include building staff capacity to engage families through culturally responsive practices, active listening, and empathy-driven communication. This includes professional development to better understand and honor the diverse experiences, cultures, and values of the families we serve. We are also expanding our outreach to underrepresented parents and building stronger community partnerships with organizations such as the Kiwanis Club and local businesses to support our students and families.|Rosemead School District is committed to strengthening relationships with underrepresented families through inclusive outreach, culturally responsive engagement, and meaningful collaboration. Local data and input from educational partners indicate that while many families are engaged through District English Learner Advisory Council (DELAC), District Advisory Council (DAC), School Site Councils, and English Learner Advisory Councils, there remains a need to deepen engagement with families of students with exceptional needs, multilingual learners, and families from historically underrepresented groups. To address this, each school site is supported by a dedicated Community Liaison who works closely with the school principal to provide regular opportunities for parent engagement, including coffee chats, workshops, and parent education sessions. The district has also added a Mandarin/Cantonese-speaking Community Liaison to strengthen outreach to Chinese-speaking families. Future improvements in this area will include providing classes to help families better understand local decision-making processes and their roles in shared governance; expanding efforts to intentionally build relationships between staff and families through activities that recognize and celebrate family strengths, cultures, and languages, while fostering shared goals for student success, and increasing collaboration between teachers and families through culturally responsive professional development and inclusive school events. These efforts reflect Rosemead’s ongoing commitment to ensuring every family—regardless of background—feels seen, heard, and empowered as a valued partner in their child’s education.|Rosemead School District is committed to engaging educational partners in a meaningful and ongoing dialogue to inform decision-making and improve outcomes for all students. During the month of February, the Educational Services Team conducted its annual “LCAP Roadshow” at each school’s PTA Founders’ Day event. These sessions served as an opportunity to evaluate the effectiveness of current LCAP goals and actions and to gather input and feedback from parents and community members on how to strengthen and refine them. In Spring 2026, the district administered the LCAP Community Survey to all TK–8 parents to further solicit input on key areas such as academic programs, parent engagement, communication, and school climate. To ensure accessibility and inclusivity, the survey was made available in English, Spanish, Chinese, and Vietnamese. Survey data played a central role in informing the development and refinement of several district planning documents, including The Local Control and Accountability Plan (LCAP), The Expanded Learning Opportunities Program (ELOP) Plan, School Plans for Student Achievement (SPSA), and Visual and Performing Arts (VAPA) grant proposals. Results were reviewed across all advisory committees and stakeholder groups, ensuring that the voices of our educational partners directly shaped the goals and actions in each state priority area.|Rosemead School District recognizes and deeply values the critical role parents play in their children’s education. We are committed to providing meaningful programs and services that equip parents with the knowledge and tools needed to support their children academically, behaviorally, and emotionally throughout their educational journey. Each school offers a wide range of opportunities for parents to engage in learning how to support their child(ren) both at school and at home. One of the district’s local measures identified in the Local Control and Accountability Plan (LCAP) is tracking participation in parenting classes that are tailored to parent needs. Offerings include an 8-week Parent Leadership Institute, Ongoing Parent Workshops, Monthly Principal Coffee Chats, Family Leadership Days, Weekend Family Field Trips to museums and community spaces, and Themed Parent Nights (e.g., Family Literacy, Math, or STEAM Night). At the district level, we also provide the Food for Thought Parent Workshop Series, which helps families support student learning at home while also addressing students’ social-emotional, mental, and nutritional health—areas increasingly important given the challenges facing today’s youth. To further strengthen support, Rosemead School District partners with a variety of local organizations, including the Los Angeles County Department of Mental Health, local agencies, and our own team of school counselors and psychologists. These partnerships allow us to offer free early education parenting classes and mental health supports on topics that are timely, relevant, and responsive to the evolving needs of our families.|At Rosemead School District, we believe that parents are important partners in helping students succeed. We are proud that many parents are involved in school and district committees like the District English Learner Advisory Council (DELAC), District Advisory Council (DAC), School Site Council, and English Learner Advisory Councils. We also see that more parents are attending school board meetings to stay informed and involved in district decisions. To help more families understand how they can take part in these important conversations, we are planning to offer parent workshops that explain how schools make decisions and how parents can get involved and make their voices heard. Every school in our district has a Community Liaison—someone who works with the principal to support and connect with families. They help organize events like coffee chats, parent workshops, and education nights. These events help families learn more about school programs, how to support their children, and how to be strong partners with school staff. We also now have a district-level Community Liaison who speaks Mandarin and Cantonese to support our Chinese-speaking families and help them feel welcomed and informed.|The Rosemead School District offers a variety of ways for parents and families to provide input into decision making. Every school has an active School Site Council and ELAC. In addition, the PTAs and parent volunteers are present on sites and are important to advisory processes. At the District level, we have an active DELAC/DAC committee and LCAP committees. Our DELAC/DAC provides important input into decision making about programs to meet the needs of English Learners and Title 1 student advisement into our District’s LCAP. Our DELAC/DAC is composed of representatives from each school site along with our English Language Development teachers.|Our LCAP process includes input from our parent advisory groups including a District Advisory Committee which also serves as our Parent Advisory/LCAP Community Advisory Committee (PAC) and Comprehensive Coordinated Early Intervening Services (CCEIS) Community Advisory Committee to provide input into needs for our students with disabilities, low performing students, and English Learners. Annual surveys are administered to all parents at every site to provide input into the development of the School Plan for Student Achievement (SPSA). In addition, every family is invited to participate in our annual LCAP survey to provide input into the development of the district’s LCAP.|Every site sets annual goals to increase participation in advisory committees to ensure parent participation is monitored and improved upon every year. Future goals will include that we are intentional in our efforts to disaggregate data to ensure we receive input from underrepresented groups in the school community to ensure that all of our families feel valued and accepted into our school and district culture.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-25|2026
19649640000000|San Marino Unified|3|The San Marino Unified School District (SMUSD) is committed to engaging parents/guardians and other constituents by providing multiple opportunities to foster and strengthen parent/guardian relationships. Various events, activities and opportunities served to initiate and promote authentic and meaningful parent/guardian relationships including but not limited to Parent Teacher Associations (PTA), Back to School Nights, Open House, School Site Council (SSC), curriculum committees, English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), Facility Advisory Committee (FAC), and the Local Control Accountability Plan (LCAP) Educational Partners Committee. Additional opportunities included ongoing formal and informal occasions such as parent-teacher conferences, coffee with the principals, Board meetings, committee meetings, and self-reflection surveys. During the 2025/26 school year, opportunities to build parent/guardian partnerships continued to increase, strengthening parent/guardian engagement and participation. Parent Information Nights focused on i-Ready, NWEA / IXL, Restorative Practices, the Mandarin Dual Language Immersion Program, and the SMUSD AI Task Force were held to better assist parents in supporting student success. Written and oral communications were also provided in the district’s major language to increase and promote access to information and parent/guardian relationships.|Based on the analysis of educational partner input and local data, SMUSD continues to strengthen relationship building between school staff and families. SMUSD recognizes the importance of school and family relationships and their direct impact on students' sense of belonging, academic and social-emotional success. As such, SMUSD intends to continue its implementation of all aforementioned strategies, seeking innovative and unconventional methods of outreach and communication. SMUSD will continue to expand opportunities for participation and increase avenues for two-way communication between families and school staff to help build and strengthen relationships between families and school/district staff.|SMUSD will continue to provide translation and interpretation services through a variety of communication platforms at various school and district events and functions to improve engagement of underrepresented families to increase parent/guardian participation and engagement, and strengthen relationships between school staff and families.|San Marino Unified School District strives to strengthen long-lasting partnerships with parents/guardians. During the 2025/26 school year, each school site facilitated a School Site Council (SSC), an English Learner Advisory Committee (ELAC), robust Parent-Teacher Associations (PTA), and other site-specific committees. The District facilitated various advisory committees, including a District English Learner Advisory Committee (DELAC), a Local Control and Accountability Plan (LCAP) Educational Partners Committee, a Superintendent’s Student Advisory Panel, and an SMUSD AI Tak Force to strengthen parent/family and school relationships. Throughout the past school year, parents/guardians and community members were welcomed on all four SMUSD campuses and the District Office either virtually or in person for a variety of opportunities, activities and events including but not limited to parent volunteer occasions, parent/family information nights and trainings focused on school activities, programs, assessments,  graduation requirements, college & career readiness, coffee with the principals, Open House, Back-to-School Night, student performances, movie nights, information meetings, parent-teacher conferences,  etc,. SMUSD parent/guardian partnerships were further fostered through continued use of virtual platforms such as Zoom, Google Meets, or other communication platforms such as ParentSquare, Constant Contact, SMUSD website and Mobile App, email, Parent Portal, District Social Media, and the (M)emo. School sites prioritized ongoing communication and outreach to parents/guardians regarding attendance, participation, academic progress, and instructional schedules through PowerSchool, ParentSquare, progress reports, etc.  Data gathered from the 2025/26 California Schools Parent Survey support District efforts by demonstrating that 90% of parents agree that school encourages parents to be active partners with school, 90% agree that they feel welcome to participate in their child’s school, 71% agree that the school seeks the input of parents in the decision-making process, 83% agree that parent concerns are taken seriously, and 94% agree that they are treated respectfully by school staff. Similarly,  data gathered from the 2026 California Schools Staff Survey demonstrate that  96% of school staff agree that they encourage parental involvement, 96% of school staff encourage parental partnerships, 98% agree that they work to make parents feel welcome to participate at school and 99% agree that they take parent concerns seriously. CalSCHLS survey data continues to demonstrate strong perceptions of parent and family engagement with regards to building parent relationships and partnerships, and provides quantifiable and actionable data from which SMUSD can continue to engage in efforts to increase and enhance parent/guardian engagement as well as determine next steps. The status of this indicator is marked as being “Met”.|SMUSD takes great pride in its efforts to continuously build and strengthen parent/family and school relationships. As such, SMUSD understands the strong correlation between family and school relationships and overall student and school success. Although no specific area for improvement is noted, SMUSD prioritizes its commitment to further strengthening family and school partnerships through ongoing, intentionally designed opportunities for family and school communication, input and feedback, participation, and involvement.|Prompt #3 SMUSD is proud of its efforts this past year to improve engagement and foster strong partnerships with underrepresented families and is committed to the implementation of engagement strategies, including but not limited to providing translations and interpretation services at various school and District activities and events through a variety of communication platforms as well as primary language-supported opportunities for parent involvement. Additionally, SMUSD will continue its commitment to providing language-supported family information and training opportunities to best elevate engagement, participation, and relationship-building with underrepresented families, further strengthening school and family partnerships.|SMUSD is proud of its efforts this past year to improve engagement and foster strong partnerships with underrepresented families and is committed to the implementation of engagement strategies, including but not limited to providing translations and interpretation services at various school and District activities and events through a variety of communication platforms as well as primary language-supported opportunities for parent involvement. Additionally, SMUSD will continue its commitment to providing language-supported family information and training opportunities to best elevate engagement, participation, and relationship-building with underrepresented families, further strengthening school and family partnerships. The San Marino Unified School District actively seeks and promotes parent/guardian input and participation in the decision-making process. Each school site facilitates a School Site Council, an English Learner Advisory Committee, and a robust Parent-Teacher Association. School newsletters and Coffee with the Principals provide additional opportunities for parent/guardian participation in the decision-making process. Each of these committees and associations provides advice and input on a variety of issues, school and district-related. Furthermore, the District facilitates a District English Language Advisory Committee, curricular committees, the Local Control Accountability Plan Educational Partners Committee, and more recently, the Facility Advisory Committee, Bond Oversight Committee, the SMUSD AI Task Force, and the Superintendent’s Student Advisory Committee. SMUSD’s Board of Education President and Superintendent provide ongoing communications to the community via Public Board Meeting, Superintendent communication videos, website, press releases, and the School News Newsletter. Parent/guardian participation in the decision-making process is also encouraged and received via various communication tools, including but not limited to Parent Portal, ParentSquare, Constant Contact, the SMUSD Mobile App, email, Twitter, Facebook, Instagram, and school and district surveys. Data from the 2026 California Schools Parent Survey (CSPS) demonstrates that 71% of parents indicated that they strongly agree or agree that their school(s) actively seek the input of parents before making important decisions. SMUSD’s district liaison continues to provide interpretation and translations in the district’s major languages to promote parent participation in school and district-led activities and committees. The status of this indicator is marked as being “Met”.|SMUSD is proud of its efforts this past year to improve engagement and foster strong partnerships with underrepresented families and is committed to the implementation of engagement strategies, including but not limited to providing translations and interpretation services at various school and District activities and events through a variety of communication platforms as well as primary language-supported opportunities for parent involvement. Additionally, SMUSD will continue its commitment to providing language-supported family information and training opportunities to best elevate engagement, participation, and relationship-building with underrepresented families, further strengthening school and family partnerships. Similar to strengthening home-school connections, SMUSD takes great pride in its efforts to continuously build and strengthen opportunities for parent/guardian and student input in the decision-making process. As such, this year alone, the SMUSD AI Task Force and the Superintendent’s Student Advisory Panel were created to increase students’ voice and choice in school-related decision-making processes. Although no specific area for improvement is noted, SMUSD prioritizes its commitment to continue offering platforms and opportunities for parent/guardian and student input in the decision-making process across a variety of school-related topics. The CSPS also continues to serve as a valuable tool that offers measures of parent/guardian perceptions in the decision-making process.|SMUSD is proud of its efforts this past year to improve engagement and foster strong partnerships with underrepresented families and is committed to the implementation of engagement strategies, including but not limited to providing translations and interpretation services at various school and District activities and events through a variety of communication platforms as well as primary language-supported opportunities for parent involvement. Additionally, SMUSD will continue its commitment to providing language-supported family information and training opportunities to best elevate engagement, participation, and relationship-building with underrepresented families, further strengthening school and family partnerships. Once again, SMUSD is proud of its efforts this past year to improve engagement and foster strong partnerships with underrepresented families and is committed to the implementation of engagement strategies, including but not limited to providing translations and interpretation services at various school and District activities and events through a variety of communication platforms as well as primary language-supported opportunities for parent involvement in the decision-making process. This is accomplished through SMUSD's district liaison, who continues to provide interpretation and translations in the district’s major languages to promote parent participation in school and district-led activities, committees, and decision-making opportunities as needed. SMUSD will continue its commitment to language-supportive family information and training opportunities to best elevate underrepresented families' involvement in the decision-making process and further increase parent/family voice and choice.|5|5|4|5|5|5|5|5|5|5|5|5|Met||2026-06-23|2026
19649800000000|Santa Monica-Malibu Unified|3|All schools have opportunities for families to come on site and connect with teachers and administrators. This year the Parent Liasion TOSA has work to establish more sessions on the campuses to help engage families.|Families feel safe and included on the campuses. They want more concrete ways to support their students learning.|We are working to create more sessions on campuses that help them with issues that they have self-identified. For example, families wanted to understand technology and the impact of it on their students so we created sessions for them to have a dialogue and better understand the pros and cons of technology.|We have worked to get to know our families and understand their needs. We also held one on one meetings with the principals at the beginning of the year to see how we could best support their school site.|We want to get feedback more consistently with the sites and offer more opportunities for our Parent Liaison to support.|We will continue to collect data from our different sub-groups of students and work to support them in the ways that they have identified.|We have the Culture and Climate Survey and the EL Survey that is given every year. There a number of different committees at the LEA and the School Site where parents are encouraged to participate and get involved.|We are working to continue to make sure that every school is represented on these committees and get members that traditional may not have volunteered.|We will continue to speak to our administrators and other staff members regarding ideas about how we get people that don't traditionally volunteer to volunteer.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-23|2026
19649980000000|Saugus Union|3|Saugus Union intentionally works with staff, students, and our families to build a strong sense of community and a welcoming environment.  School sites engage the community and parents in a variety of ways. Our dedicated teachers and administrators work alongside Family and Community Liaisons to ensure that the needs of our English learners, socioeconomically disadvantaged students, Homeless, and Foster Youth are consistently met. Personal phone calls to parents and reminders of family engagement opportunities are provided to all educational partners. It is important that in the various family educational opportunities, translation services and convenient times for parents to attend are available to them. Parents’ feedback and surveys are used to guide and plan the type of support, tools and workshops offered. We increased our focus on family engagement by building relationships with our families through personal phone calls to connect them with resources and assist with any barriers that were preventing them from being fully involved in their child’s education. These resources were also uploaded to our main parent and family communication system, Parent Square. Furthermore, homeless families were directly connected with services, including backpacks, clothing, tutoring, childcare scholarships, and medical and housing services. Districtwide mental health teams delivered a variety of online and in-person parent classes and used Parent Square to create a Santa Clarita Valley resource hub that extends beyond our area and includes resources and supports throughout Los Angeles County. We also offered Coffee with the Principal via individual school sites, which gave parents an opportunity to hear directly from the principal about a variety of topics related to learning. These sessions with our principals offered a chance for families to voice any concerns and share suggestions. Parents can engage in their students’ learning and provide input in a variety of ways: participating on our Site Council, joining our English Language Learner Advisory Committee or District English Language Learner Advisory Committee , Parent Advisory Council, Parent Leadership organization activities and Community-Based Education Training.  SUSD’s greatest progress includes the increase in parent involvement and engagement as evident in the active participation of the aforementioned parent meetings, workshops, and participation in our school connectedness survey.|SUSD's focus area of improvement is engaging our parents in the school community and decision making process to create a core instructional program appropriate for the Basic Conditions of Learning necessary for all students. This is one of our district’s Local Control Accountability Plan (LCAP) goals and allows us to meet the core learning and regular parental engagement demands that are necessary for a successful school district. By having regular educational partner input, regular communication with educational partners, and providing a rigorous core program.|SUSD hosts multiple parent education workshops that provide parents with the opportunity to engage in learning more about the California State Standards, LCAP, assessment information, educational technology, and special education resources. These well-attended workshops led by teachers, administrators, social workers, and Family and Community Liaisons provide parents and caregivers with the opportunity to further participate in their student’s education. There has been a significant increase in parent participation during DELAC, ELAC, PTA, and PAC monthly meetings.   Our focus areas for improvement are parent outreach, increased curriculum parent involvement, decreased student truancy, and providing more support for our underrepresented families.  Our action plan includes the following: providing support for classified and certificated staff regarding parent outreach and additional support opportunities for students with special needs, providing workshops for parents presented by administrators, teachers, and social workers using research-based practices/materials in all of the areas of curriculum to increase parent involvement and engagement, facilitating SART and SARB meetings for certificated and classified staff to work with parents of unduplicated count students to decrease truancy and tardiness and improve attendance, as well as provide social workers at each of our school sites to support student learning for our underrepresented population, and collaborating with Parent Institute for Quality Education (PIQE) and our Family and Community Liaisons to offer family engagement workshops at our Title 1 school sites in Spanish and for English-speaking unduplicated families throughout the district.|SUSD provides a multitude of opportunities where families can learn about their student’s academic performance as well as learn strategies and resources available to help their students both at home and at school. These workshops, conferences, meetings, and events give our families the opportunity to engage in their student’s learning around the California State Standards, District LCAP, assessment information, educational technology, and special education resources that are available.  These events are facilitated by teachers, administrators, social workers, and Family and Community Liaisons. We continue to see a significant increase in family participation during the events, including site-based Coffee with the Principal meetings, our District English Learner Advisory Committee (DELAC), site-based English Learner Advisory Committees (ELAC), parent leadership associations and groups, and Parent Advisory Council (PAC) monthly meetings.|Our focus areas for improvement are parent outreach, increased curriculum parent involvement, decreased chronic absenteeism, and providing more support for our underrepresented families.|Our action plan includes providing additional support for classified and certificated staff around parent outreach, including support for students with special needs, providing workshops for parents presented by administrators, teachers, and social workers using research-based practices/materials in all of the areas of curriculum to increase parent involvement and engagement, facilitating School Attendance Review Team (SART) and School Attendance Review Board (SARB) meetings in order for certificated and classified staff to work with parents of unduplicated count students to decrease chronic absenteeism and tardiness, as well as provide social workers at each school site to support student learning for our underrepresented population.|The Saugus Union School District's approach to seeking input for decision-making is through ongoing community outreach efforts that occur annually, but are also part of our regular engagement practices (i.e., site meetings, coffee with the principal,  parent workshops, communications, surveys, etc.).  The educational partners included in decision-making meetings include parent leaders, all administrators, representatives of our certificated staff, representatives of our classified staff, teams from our labor partners (Saugus Teacher Association (STA) and California School Employees Association (CSEA), our Parent Advisory Council (PAC), our District English Learner Advisory Council (DELAC) and our local Special Education Local Plan Area (SELPA).  In addition, SUSD requested input from students, parents, and all staff (certificated, classified, and management) through surveys designed to gather additional educational partner information related to recommendations made by our educational partner groups.|Our area of focus for improvement is to increase parent input and decision making.  We continually are identifying additional means to reach more of our families in order to provide multiple opportunities for educational partner input and decision-making.|We are addressing this focus area by specifically addressing parental engagement in our LCAP Goal #4 aimed at providing an appropriate basic condition of learning. Based on our educational partner groups’ input, it was shared that addressing our core services was important but that we could not thoroughly accomplish this goal if we were not engaging our parent community.  By including a goal that requires parental involvement in the establishment of the core services we ensure that we have a strong foundational program that meets the needs of the school community while always including the family educational partner. The goal states that SUSD will engage parents in the school community and decision making process to create a core instructional program appropriate for the Basic Conditions of Learning necessary for all students.|5|5|5|5|4|4|4|4|5|5|5|5|Met||2026-06-30|2026
19650290000000|South Pasadena Unified|3|SPUSD’s strengths and progress in Building Relationships Between Schools and Families include creating multiple opportunities for parental involvement in classrooms and school/district committees, providing multiple opportunities for participating in school-wide events from elementary assemblies to in-person parent nights, having active PTAs and PTSAs that create programs to benefit the entire school community, and sharing consistent communication through the ParentSquare application.|SPUSD’s focus area for improvement in Building Relationships Between School Staff and Families includes providing additional targeted outreach to underrepresented groups who would benefit from ongoing interactions with the school, supporting teachers in working collaboratively with all parents, including parents/guardians of English learners, socio-economically disadvantaged youth, foster and homeless youth, and special education students.|SPUSD will improve the engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families by offering additional parent education opportunities related to curriculum, instruction, and home learning strategies to meet the diverse needs of the student population and by communicating directly with underrepresented families with targeted outreach through ParentSquare and parent education offerings.|SPUSD’s strengths and progress in Building Partnerships for Student Outcomes include offering a diverse range of professional development opportunities on topics such as small group instruction, play-based learning, educational technology, curriculum adoption, content area materials, pedagogical best practices, social-emotional learning, and assessment. Additionally, SPUSD prioritizes communication between teachers and families by providing teachers with tools (ParentSquare, Edlio, Google Classroom, and AERIES Parent Portal) and time (Parent/Teacher conferences) to discuss student progress and ways to work together to support improved student outcomes.|SPUSD’s focus area for improvement in Building Partnerships for Student Outcomes includes building on existing policies or programs for teachers to meet with families and students to discuss student progress ??and ways to work together to support improved student outcomes.|SPUSD will improve the engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes by offering additional parent education opportunities related to curriculum, instruction, and home learning strategies to meet the diverse needs of the student population and by communicating directly with underrepresented families with targeted outreach through ParentSquare and parent education offerings.|SPUSD’s current strengths and progress in Seeking Input for Decision-Making include presenting multiple opportunities for educational partners to participate in decision-making through various committee representation: the Parent Advisory Committee, District English Learner Advisory Committee, and School Site Councils. These committees meet regularly throughout the school year and provide parents with opportunities to provide input at the site and district levels. District-wide and school-wide surveys are also used to gather parent/guardian input prior to decision-making.|SPUSD’s focus area for improvement in Seeking Input for Decision-Making includes providing additional opportunities for underrepresented groups.|SPUSD will improve the engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by offering additional family education opportunities related to school and district-level decision-making to meet the diverse needs of the student population. Additionally, targeted communication will be used to better engage and inform underrepresented families.|5|5|5|4|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
19650370000000|South Whittier Elementary|3|"The South Whittier School District (SWSD) has made significant, measurable progress in building and cultivating trusting, supportive relationships between school staff and families. This intentional focus on community re-engagement is strongly validated by the 2026 California Healthy Kids Survey (CHKS) and local parent feedback, which highlight key district strengths. An overwhelming 95% of surveyed parents ""strongly agreed"" or ""agreed"" that school staff treat both parents and students with respect. This high marks reflects a deeply embedded campus culture that values dignity, inclusivity, and partnership. Local data confirms that 92% of parents feel welcome to participate in their child's school. This metric has demonstrated a consistent, upward trajectory over the LCAP cycle, successfully reversing the sharp declines in participation originally caused by historical pandemic-related school closures. To ensure campus security, the district implemented rigorous safety procedures, including a automated ""buzz-in"" entry system and a formalized volunteer fingerprinting process. While infrastructure security measures can sometimes be perceived as cold or a barrier to an open campus, SWSD’s deliberate outreach successfully transformed this narrative. Local perception data shows that parents view the campus as both highly secure and deeply welcoming. SWSD attributes this positive cultural shift to a robust framework of school- and district-level outreach events, combined with the strategic teamwork of site administration and site-based Community Liaisons employed at every school. These liaisons serve as a critical bridge, intentionally reaching out to vulnerable or disconnected families, providing bilingual navigation, and dismantling access-related barriers. SWSD remains firmly committed to maintaining a safe, secure, and welcoming environment, confident that these localized outreach practices will continue to expand parental agency, connectedness, and active participation in the upcoming cycle."|While the South Whittier School District (SWSD) has established a strong foundation of mutual respect, analysis of educational partner input and local data highlights a dedicated focus area for continuous improvement: deepening specialized outreach and highly individualized relationship-building for our most vulnerable and transitional student groups. Data from the 2026 California Healthy Kids Survey (CHKS) reveals a positive, upward trajectory in cultural inclusivity, with the proportion of families reporting that their school actively communicates the importance of respecting different cultures and beliefs rising from 86% in 2024 to 89% in 2025 and maintaining 89% in 2026. SWSD plans to leverage this positive momentum to build even more inclusive environments by refining targeted communication strategies. To improve home-school connectivity for marginalized demographics, the district is prioritizing deep, individualized outreach to families experiencing homelessness, foster youth families, and newly arrived newcomer families. Site-based Community Liaisons are tasked with leading this ongoing intake and learning process to understand the unique structural barriers, language needs, and personal goals of each family unit. To strengthen support for families adapting to a new educational system, the district has mobilized a collaborative support team at each site. This team consists of Community Liaisons, site-based English Learner (EL) Coordinators, and the strategic addition of a Newcomer Instructional Aide. This coordinated network is systematically implementing evidence-based strategies from the California Department of Education's (CDE) Newcomer’s Toolkit (2017). This framework guides staff in building trusting, bi-literate relationships that explicitly honor the native culture and language of incoming families while mapping out distinct paths for their academic and community integration. By formalizing this targeted focus area, SWSD intends to ensure that transitional, foster, and newly arrived international families receive the exact tier of welcoming advocacy and localized support necessary to become active, lifelong partners in their children's education.|The South Whittier School District (SWSD) is dedicated to expanding and refining its structured pathways for two-way communication, ensuring that underrepresented, transitional, and historically marginalized families have an active voice in district decision-making. SWSD systematically engages families and educators in meaningful two-way dialogue through a variety of site- and district-level touchpoints. These include mandatory parent-teacher conferences, student-centered IEP and Section 504 meetings, virtual and in-person town halls, comprehensive LCAP input sessions, and individualized meetings with site Community Liaisons. The success of these communication channels is strongly validated by local survey outcomes, which reveal that 85% of parents feel the school actively seeks their input before making important decisions. This high percentage demonstrates that the district's collaborative structures are effectively fostering parental agency. During the self-reflection and survey process, educational partners explicitly identified key areas where they required additional institutional support. Specifically, underrepresented families requested more targeted information regarding college readiness/preparation and actionable strategies on how to effectively assist their children with homework. In direct response to this feedback, SWSD established and will continue to expand its annual Title 1 Conference for Parents. This specialized conference is designed to remove traditional engagement barriers by providing a wide variety of localized learning options, workshops, and bilingual toolkits tailored precisely to the topics parents requested. By continuously aligning parent education workshops with the expressed needs of our community, SWSD will deepen its relationships with underrepresented families, equipping them with the resources and knowledge necessary to act as fully empowered partners in their children's academic success.|South Whittier School District provides professional learning and support to teachers and principals to improve a school’s capacity to partner with families on an on-going basis.  This cycle of continuous improvement allows the district to evaluate programs using the Parent Engagement Toolkit (CDE, 2017), and create professional development based on the input of educator partners. The site community liaisons help shape the support and learning options available to families by working alongside the staff and principals.  In 2026, 94% of families surveyed agreed that their school keeps them well-informed about student activities in school.|SWSD has started to provide families with information and resources to support student learning and development in the home beyond the parent-teacher conference. The district now provides materials to the families to support learning during the summer months.  Similarly, materials are provided to families to support scholars entering school at orientations and the early childhood summer jumpstart program.  The district has also launched an annual parent education conference, along with a number of parent education workshops facilitated by teachers, staff and consultants to help parents at particular grade and developmental levels to provide strategies and support for their child’s learning in school.|The school district and the six school sites implement a parent involvement policy, which includes programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. This policy shares the various ways that parents can be active in their child’s education and how they can get involved with the school. These policies define how parents may become involved in decision making committees such as the School Site Council, PTA, and the English Learner Advisory Committee. All of these efforts have resulted in 93% of South Whittier parents agree that the school encourages them to be an active partner with the school to help with the education of their child.   South Whittier has started to provide opportunities for families to understand and exercise their legal rights and advocate for their own students and all students; however, this is an area for focus and improvement. All families are provided with their parent rights at the beginning of the school year.  The Director of Special Education has provided workshops to inform parents of their parental rights and advocacy through the IEP process. Our community liaisons reach out personally to our families that are underrepresented, specifically our families experiencing homelessness, foster, and those that are new to the country.  They are beginning to use the Newcomer Toolkit (CDE, 2016) as a guide for their work, as well as resources that communicate educational rights to our homeless and foster families.|At monthly principal’s meetings, principals are provided with a tool to support effective engagement with families through advisory groups and decision-making processes, along with necessary resources to run these groups, while district staff model protocols for gathering stakeholder input into the LCAP processes. The district supports family members and principals by offering joint training on the School Site Council, continuous improvement practices, and LCAP educator partner input. Additionally, the district provides forums for engaging families in advisory groups such as the District Advisory Committee, Parent Advisory Committee, District English Learner Advisory Committee, Parent Engagement Committee, Bond Oversight Committee, and informal meetings like coffee with administrators. Parents have opportunities to give input on policies and programs through the annual parent survey. Despite these efforts, only 84% of parents believe that the district seeks their input before making decisions, and only about a quarter of the parents complete the survey. This indicates a need to improve strategies for reaching and seeking input from underrepresented groups within the school community. The district will continue to explore other methods to seek input from parents and enhance participation.|Based on the analysis of educational partner input and local data, South Whittier School District (SWSD) has identified key focus areas for improving the process of seeking input for decision-making. One major area of focus is increasing the number of parents involved in committees. To achieve this, SWSD plans to enhance communication through various platforms and leverage personal connections facilitated by site administration and site liaisons. Additionally, the district will continue to support district-wide activities, providing another valuable platform for encouraging parent involvement. Each school site will be tasked with developing specific goals for increasing parent participation, which will be monitored and celebrated to foster a sense of community and achievement. By implementing these strategies, SWSD aims to create a more inclusive and engaged environment where parental input is actively sought and valued in decision-making processes.|Based on the analysis of educational partner input and local data, South Whittier School District (SWSD) will intentionally seek underrepresented families to participate in district and site-based decision-making committees and advisory councils. Site and district administrators, along with liaisons, will make personal connections to recruit participants from underrepresented families. This targeted approach aims to build trust and ensure that the voices of these families are included in the decision-making processes. Additionally, SWSD will continue to provide translation and interpretation services to overcome language barriers and offer flexible meeting times to accommodate diverse schedules. By creating a welcoming and inclusive environment, SWSD seeks to enhance the participation and engagement of underrepresented families in all aspects of school governance.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-23|2026
19650450000000|Sulphur Springs Union|3|The Sulphur Springs Union School District staff remains committed to strengthening relationships with all families, with a particular focus on engaging and supporting underrepresented families. District staff recognize the critical role that strong family-school partnerships play in enhancing and accelerating student learning. By engaging families as partners, staff and families can work together more effectively to respond to students’ academic, social, and emotional needs.  District and school staff have collaborated to plan purposeful family engagement opportunities designed to further strengthen these relationships. The District continues to welcome family participation in all events and has expanded engagement efforts by offering both in-person and Zoom parent meetings to accommodate family preferences. Schools have also hosted assemblies, informational meetings, and other events that encourage meaningful family involvement. In addition, principals have continued to communicate that volunteers are welcome on school campuses to support student learning and school activities. During the 2025–2026 school year, the District recorded the highest average number of volunteers across its schools in recent years, demonstrating the strong commitment of families and staff to fostering positive home-school partnerships.  The Superintendent has also prioritized consistent communication with families to ensure they remain informed about District initiatives, events, and important updates. For the past seven years, the Superintendent has sent a weekly Friday Update through ParentSquare, providing families with valuable information on topics ranging from social-emotional wellness to academic supports for their children. By ensuring that families have access to timely and relevant information from across the District and its nine schools, the District continues to strengthen communication, engagement, and collaboration between home and school.|The Sulphur Springs Union School District continues to strengthen relationships between school staff and families by fostering meaningful partnerships that support student success. District administrators, teachers, and staff recognize that families are essential partners in education and actively involve them in planning activities, trainings, and events that support student learning. At each of the District’s nine schools, staff collaborate closely with Parent Teacher Associations (PTAs) to plan family engagement opportunities. This partnership allows schools to tailor events and trainings to better meet the unique needs and interests of their students and families. By creating regular opportunities for families and staff to work together, the District continues to build trust, strengthen communication, and enhance the connection between home and school.  A key area of ongoing focus is helping staff deepen their understanding of families’ strengths, cultures, languages, and goals. One important strategy is the District’s annual fall Goal Setting Conferences, which bring teachers and families together to build relationships and establish a shared understanding of each student’s needs. These conferences provide an opportunity for families to share their child’s strengths, discuss areas for growth, and identify ways the school can support their child’s success. The conferences also allow staff to connect families with additional academic, behavioral, and social-emotional resources when needed, further strengthening the partnership between families and schools.  The District is also committed to increasing family participation in school leadership and advisory groups, including PTA, School Site Council (SSC), English Learner Advisory Committee (ELAC), and District English Learner Advisory Committee (DELAC) meetings. By encouraging families to take an active role in these organizations, the District strengthens shared decision-making and ensures that family voices help guide school and District initiatives. PTAs continue to promote broad family involvement and strive for high levels of participation so that students can benefit from enrichment opportunities, assemblies, and school-wide activities.  In addition, the District has increased its efforts to ensure that families of English Learners have access to meaningful information and opportunities for engagement. With more than 33 languages spoken across the District’s nine schools, staff remain committed to creating inclusive and accessible communication practices that honor the diverse cultures and languages represented in the community. By expanding outreach efforts and increasing participation in ELAC and DELAC meetings, the District is working to ensure that all families have access to information and resources that support their child’s academic achievement and social-emotional well-being.|The Sulphur Springs Union School District is committed to strengthening engagement with underrepresented families, including low-income families, families experiencing homelessness, and families of foster youth. The District recognizes that meaningful family engagement is critical to student success and will continue to implement strategies that build trust, remove barriers, and increase access to resources and support services.  To improve engagement, District staff will continue to identify and address barriers that may limit family participation in school activities and decision-making processes. Schools will expand outreach efforts through personalized communication, targeted invitations to school events and meetings, and ongoing collaboration with families to ensure they feel welcomed, valued, and connected to their child’s education. Staff will also monitor participation among underrepresented groups to identify opportunities for additional support and engagement.  The District will continue to utilize its Family Resource Center to provide families with access to basic necessities, including food, school supplies, and community referrals. Satellite Family Resource Centers at school sites will continue to increase accessibility for families who may face transportation or other challenges. These services help strengthen family-school connections while ensuring students have the resources needed to be successful.  The District will also continue to expand social-emotional and wellness supports for students and families. Social Workers and counselors will provide individualized support to address barriers affecting attendance, engagement, and academic achievement. Staff will maintain proactive attendance outreach, including home visits and personalized support for families experiencing challenges with regular school attendance.  To support student achievement, the District will continue to provide targeted academic interventions through Learning Support Teachers at every school. These interventions are designed to address learning gaps, accelerate achievement, and help students meet grade-level standards. The District will also continue to offer Expanded Learning Opportunities programs that prioritize unduplicated pupils, including low-income students, English learners, and foster youth, by providing additional academic support and enrichment opportunities.  Through intentional outreach, expanded access to resources, enhanced social-emotional supports, and targeted academic interventions, the District will continue to strengthen partnerships with underrepresented families and ensure that all students and families have equitable opportunities to engage, participate, and thrive.|The Sulphur Springs Union School District continues to demonstrate a strong commitment to building meaningful partnerships with families as an essential component of student success. Across all schools, educators recognize that positive relationships between home and school are critical to supporting students academically, socially, and emotionally.  The school year begins with intentional opportunities to connect with families, including Back-to-School Night events at every campus. These events provide families with an opportunity to meet teachers, learn about classroom expectations, and establish strong home-school connections from the outset. The positive participation of families reflects the District’s ongoing efforts to create welcoming school environments where all families feel valued and engaged.  To further strengthen these partnerships, all schools conduct Goal Setting Conferences with families at the beginning of the year. During these conferences, teachers, students, and families collaborate to identify student strengths and establish meaningful growth goals. These goals serve as a foundation for ongoing communication throughout the year, allowing families and educators to work together to monitor progress, celebrate successes, and provide support when needed.  The District has also expanded its systems of support to ensure students receive timely academic interventions. Learning Support Teachers are available at all nine school sites to provide targeted assistance for students requiring additional academic support. Through regular progress monitoring every four to six weeks, school teams review student growth and adjust interventions as necessary. Families remain informed throughout the process and are actively engaged as partners in supporting student achievement.  Recognizing that student success extends beyond academics, the District has invested in comprehensive social-emotional supports. Every school site is served by a dedicated Social Worker and counselor who work closely with students and families to identify needs and connect them with appropriate services. When concerns arise, families are included in collaborative conversations focused on determining the best supports for their child. Additionally, the District has strengthened access to mental health services through its partnership with Hazel Health, providing virtual counseling opportunities for students and families seeking additional support.  Through these ongoing efforts, the Sulphur Springs Union School District continues to strengthen family engagement, expand student support systems, and build collaborative partnerships that contribute to positive outcomes for all students.|The Sulphur Springs Union School District remains committed to strengthening partnerships with families to support both the academic growth and social-emotional well-being of all students. The District recognizes that meaningful family engagement is essential to student success and continues to expand opportunities for families to participate, provide input, and collaborate with schools.  To increase accessibility, the District offers meetings in both in-person and virtual formats. Families have shared that the availability of Zoom meetings has made participation more convenient and has increased engagement opportunities. Across all nine schools, principals have also expanded family involvement through volunteer opportunities and classroom participation. Families continue to be valued partners in supporting student learning and strengthening school communities.  The Superintendent continues to facilitate Parent Advisory Committee (PAC) meetings throughout the school year, creating a forum for collaboration between families and District leadership. During these meetings, families receive updates on academic and social-emotional initiatives, learn about new programs, and provide valuable feedback regarding District priorities. Input from PAC members has helped guide decisions and strengthen programs that support student success.  The District has also continued to increase participation in both the District English Learner Advisory Committee (DELAC) and school-site English Learner Advisory Committees (ELAC). Meetings are offered in person and virtually to ensure accessibility for all families. District and school leaders remain committed to providing families of English Learners with timely information and meaningful opportunities to participate in decisions that impact their children. The District has also strengthened support for newly arrived students and families by providing additional resources and information to help them access available services.  To further strengthen communication and engagement, the Superintendent hosts Coffee with the Superintendent meetings at each of the nine school sites. These meetings provide opportunities for families to learn about District initiatives, ask questions, and share feedback. Translation services are available to ensure all families can fully participate. The Superintendent also hosts New Family Orientation meetings to welcome incoming families and provide information about District programs, services, and resources.  Through these efforts, the District continues to build strong relationships with families, increase engagement opportunities, and foster collaborative partnerships that support the success of every student.|The Sulphur Springs Union School District remains committed to strengthening relationships with underrepresented families to improve student outcomes and ensure equitable access to educational opportunities. The District recognizes that meaningful family engagement is essential to student success and continues to implement targeted strategies to connect with and support families of Foster Youth, students experiencing homelessness, English Learners, students with disabilities, and low-income students.  A key focus area for the District is increasing engagement with families whose voices have historically been underrepresented in school decision-making and participation opportunities. Through ongoing communication, personalized outreach, and relationship-building efforts, schools are working to create welcoming environments where all families feel valued, informed, and connected to their child’s educational experience. During fall goal-setting conferences, teachers and families collaborate to identify student strengths, establish academic and social-emotional goals, and develop additional support plans for students requiring targeted interventions. These conversations strengthen partnerships between home and school while ensuring that families are active participants in their child’s success.  To further support these efforts, the District has added one Educational Program Coordinator who provides leadership and support for programs serving English Learners, low-income students, Foster Youth, students experiencing homelessness, and students with disabilities. The Coordinator works closely with school staff to analyze student data, identify areas of need, and implement targeted supports designed to improve achievement and engagement. She also collaborates with Learning Support Teachers at each of the nine schools to strengthen intervention systems and ensure that students receive timely academic assistance.  The District also recognizes that family engagement is strengthened when barriers to participation are removed. The District’s 11 Social Workers play a critical role in connecting families to resources and support services. Through regular outreach and collaboration with families, Social Workers help address challenges that may impact attendance, engagement, and student well-being. They work closely with families to improve school attendance, provide access to community resources, and connect families with the District’s Family Resource Center for assistance with food, clothing, school supplies, and other basic needs.  Moving forward, the District will continue expanding outreach efforts, increasing opportunities for family participation, and ensuring that underrepresented families have meaningful opportunities to share their perspectives and contribute to school and District initiatives.|The Sulphur Springs Union School District has established a comprehensive and collaborative process for engaging families and educational partners in decision-making to continuously improve student outcomes. The District values family voice and actively seeks feedback to ensure that programs, services, and resources align with the needs of students and the community.  A key component of this process is the District’s Parent LCAP Survey, which is directly aligned to the goals and actions outlined in the Local Control and Accountability Plan (LCAP). The survey provides families with an opportunity to share their perspectives regarding school climate, communication, student support services, and their ability to participate in their child’s educational experience. Feedback collected through the survey has provided valuable information that is used to refine and strengthen LCAP goals, actions, and services.  The District has also expanded opportunities for families to provide input through School Site Councils (SSC), English Learner Advisory Committees (ELAC), the District English Learner Advisory Committee (DELAC), the Parent Advisory Committee (PAC), the LCAP Advisory Council, and informational meetings with the Superintendent and District staff. These forums provide meaningful opportunities for families to ask questions, share recommendations, and participate in discussions regarding District initiatives and priorities.  At each of the nine school sites, principals meet regularly with School Site Councils and English Learner Advisory Committees to review student needs, monitor implementation of the School Plan for Student Achievement (SPSA), and discuss strategies to support academic achievement and social-emotional wellness. Family representatives play an important role in providing feedback and helping ensure that school-level plans remain aligned with District priorities and student needs. The District has also strengthened engagement with families of English Learners through monthly DELAC meetings facilitated by Educational Services and the Superintendent. These meetings provide information regarding programs and services for English Learners while creating opportunities for families to ask questions, share concerns, and provide recommendations to strengthen supports at both the District and school-site levels.  Throughout the year, District leaders regularly communicate progress on LCAP goals and seek input from educational partners regarding current and future initiatives. The Superintendent further strengthens family partnerships through Coffee with the Superintendent meetings held at each of the nine school sites. Translation services are provided to ensure accessibility for all families. These meetings provide valuable opportunities for families to learn about District initiatives, ask questions, and engage in meaningful dialogue with District leadership.|The Sulphur Springs Union School District is committed to continuously strengthening its systems for gathering family input and ensuring that educational partners have meaningful opportunities to participate in decision-making processes. While the District has established multiple avenues for engagement, it remains focused on expanding participation and increasing representation from families whose voices have traditionally been underrepresented.  As part of the annual Local Control and Accountability Plan (LCAP) development process, the Superintendent and Assistant Superintendent of Educational Services will continue to meet with families and educational partner groups, including the LCAP Advisory Committee, to review progress toward District goals and identify priorities for the coming school year. A continued area of focus will be increasing participation from a broader cross-section of families to ensure that District decisions reflect the diverse needs and perspectives of the community.  The District will also continue to strengthen communication and engagement through ongoing collaboration with the Parent Advisory Committee (PAC). These meetings provide opportunities for parent representatives from all school sites to learn about District programs, review student outcome data, and provide feedback regarding services and supports. Moving forward, the District will place additional emphasis on sharing data related to underrepresented student groups and students performing below grade-level standards to encourage collaborative problem-solving and informed decision-making.  Another priority area is increasing family participation in surveys, advisory committees, and educational partner meetings. The District will continue to evaluate participation trends and implement strategies to reduce barriers to engagement, including offering meetings in multiple formats, providing translation services, and conducting targeted outreach to families who have not traditionally participated in District committees and advisory groups.  The District will also continue leveraging the ParentSquare communication platform to strengthen two-way communication with families. ParentSquare provides families with information in their home language and offers opportunities to participate in surveys and provide feedback throughout the year. By increasing accessibility and ensuring families receive timely, understandable information, the District aims to foster greater participation and strengthen partnerships between home and school.  Through these focused efforts, the District will continue to build its capacity to gather meaningful stakeholder input, increase family engagement, and ensure that decisions are informed by the voices of the students, families, and communities it serves.|The District will continue to prioritize parent engagement as a critical component of improving student achievement and strengthening educational outcomes for all students. Staff will focus on creating meaningful opportunities for families and educators to work together, with an emphasis on supporting underrepresented student groups and ensuring that families are active partners in their child’s educational journey.  Through Parent Advisory Committee (PAC) meetings and other family engagement opportunities, the District will continue to share information about programs, services, and resources designed to support unduplicated students, including English Learners, Foster Youth, students experiencing homelessness, and low-income students. These meetings provide families with opportunities to ask questions, provide feedback, and participate in discussions regarding District initiatives and student supports.  The District will also maintain a strong focus on supporting the social-emotional wellness of students and families. Families will be connected to community resources and support services through the collaboration of school staff and the District’s Social Workers. By strengthening access to these resources, the District seeks to remove barriers to learning and ensure that students are prepared to succeed academically and socially.  To further strengthen partnerships with families, the Superintendent will continue visiting each school site to share information about District programs, student supports, and available resources. These meetings provide valuable opportunities for families to learn about services available to students and to engage directly with District leadership. Resources and information will also be shared to help families access additional support when needed.  Principals and teachers will continue to host family meetings, workshops, and conferences designed to strengthen home-school partnerships and increase awareness of available resources. Regular conferences and ongoing communication will ensure that families have meaningful opportunities to provide input, share feedback, and collaborate with educators to support student learning. Through these efforts, the District will continue to foster strong relationships with families and create a shared commitment to improving academic achievement, social-emotional wellness, and overall student success.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-24|2026
19650520000000|Temple City Unified|3|"Temple City Unified utilizes the California Healthy Kids Survey and a Local School Climate Survey to analyze input from our educational partners. Based on this input, we are at full implementation for all areas related to Building Relationships between School Staff and Families. We had 97% of our parents agree that school staff treats parents with respect. Likewise, 92% of our parents shared that they feel welcomed to participate at their child's school. On the Local School Climate Survey, 80% of the parents indicated that the school provides an educational experience and opportunities ""that reflect my child's culture, ethnicity, and identity."" Temple City Unified has incorporated the use of ParentSquare as our primary communication with parents. This has allowed our sites and District to engage parents to a greater extent. ParentSquare allows for mass communications to our families at all levels as well as targeted audiences. Within the classroom, teachers have the ability to send out communications to ensure parents are connected with the daily activities in the class in terms of grades, attendance and individual student concerns. In 25-26, TCUSD updated our website to further enhance the communication to our families and our community. In 26-27, we are expanding the use of district translating devices to use in the front offices of our schools."|"Based on the results of the California Healthy Kids Survey and Local School Climate Survey that was administered in 25-26, 80% of the parents indicated that the school provides an educational experience and opportunities ""that reflect my child's culture, ethnicity, and identity."" TCUSD will implement strategies to increase this percentage in the future by offering more culturally relevant events and opportunities.  67% of our EL parents indicated that school does provide translation and interpretation services when needed, and it was mentioned that we could improve by providing more Cantonese support.  It is our goal to continue to build relationships with all parents regardless of a language barrier."|TCUSD will improve the engagement of underrepresented families by purchasing translation devices for all of the school sites to use with their newcomer students and families. Likewise, each newcomer family will personally connect with at least one staff member at our school to build a positive relationship between school staff and families. Family workshops will be provided in various languages to support the learning for all parents and guardians.  Materials that are available for parents will be translated into their preferred language through Parent Square and our website.|Based on this input from educational partner surveys in the 25-26 school year, we are at full implementation for three out of the four areas related to Building Partnerships for Student Outcomes. We had 89% of our parents agree that they feel confident to support their child at home. Likewise on the Local School Climate Survey, 83% of our parents shared that they participated in regularly scheduled parent conferences with their child's teacher. Temple City Unified School District's strengths in building partnerships for student outcomes center around the relationships built at the classroom level. Site Principals and staff are encouraged to meet with parents via phone, email, ParentSquare or in person to ensure that families are actively engaged in their student’s success. At the elementary, each teacher holds parent meetings multiple times a year to discuss student progress and build relationships with families. These meetings allow for collaboration with families and ultimately lend themselves to student success. Families of middle school and high school students are actively encouraged to attend multiple information nights that support student access to resources for post-secondary education.|By using data from the survey's distributed in 25-26, TCUSD has determined the following areas for improvement in Building Partnerships for Student Outcomes: -Provide workshops to staff and administrators in the 26-27 school year that relate to increasing effective partnerships with families. -Improve the number of engagement opportunities and opportunities for parents and guardians to learn how to monitor their child's progress in classes, strategies to support meeting grade level standards, and support to help students meet graduation requirements.|TCUSD will improve the engagement of underrepresented families by engaging our students who qualify for extra supports under McKinney Vento laws. Our families who are experiencing hardships or unstable housing will have access to increased supports. In the 26-27 school year, the Office of Student Support and Engagement will utilize an improved approach through district staff and site counselors to re-engage our students experiencing homelessness and improve their understanding of their legal rights.|Based on this input from 25-26, we are at full implementation for all areas related to Seeking Input for Decision-Making. 79% of our parents agree that they are provided with opportunities to give design, implement, or evaluate family engagement activities;  however, 73% of the parents shared that the school provides parents opportunities to give input into policies and programs. TCUSD strongly encourages parents to join and participate in decision-making committees and meetings at each school site and district level meetings. Temple City Unified School District’s strength in seeking input for decision-making has increased by utilizing in-person groups and town hall events as well as on-line surveys. Temple City Unified has used surveys to gain input in LCAP goals, program evaluation, new programs, and textbook adoptions.|TCUSD has determined the following areas for improvement in Seeking Input for Decision-Making: -Provide increased training and resources to all schools to support their School Site Councils and English Learner Advisory during the 26-27 school year. -Encourage increased number of participants in all district level committees and increase the number of in-person events. -Provide further training and resources to site administration on Student Success Team and English Learner Advisory Council practices and procedures.|TCUSD will improve the engagement of underrepresented families by engaging our families by offering in-person workshops with translation in the 26-27 school year. By providing these workshops in-person, we are able to offer an engagement opportunity for parents who may struggle with joining virtually due to the lack of unstable internet or technology.|4|4|4|4|3|4|4|4|4|4|4|4|Met||2026-06-24|2026
19650600000000|Torrance Unified|3|The district has developed a variety of strategies for building relationships with staff and families, and has expanded virtual outreach to accommodate busy families.  The use of multiple modes of communication has become a strength for the district by providing families and staff the opportunity to participate even when off-site. These opportunities for engagement have led to some increases in parent engagement both at the district level and site level. Another strength is the increased focus on building welcoming and supportive environments. The district has increased its focus on building capacity among all district staff to appreciate diversity and to create welcoming environments at all levels.|The district will focus on improving two-way communication with parents. It is essential to build connections with families so that they feel safe to disclose their needs and provide any valuable recommendations. The district will continue to develop strategies to not only increase engagement but provide opportunities for parents to provide feedback and direct input in key areas for school sites and the district. In addition, to build trust and connections with families the district has invested in diversity and inclusion efforts district-wide and at school sites.  Increase in awareness and appreciation of cultural and other differences can build stronger relationships between staff and families.The district will continue to host virtual parenting series during the month of June and July for parents of incoming Kindergarten, Middle school, and High School students to help prepare them for these important transitions. The goal is to provide parents an opportunity to learn about district goals, and resources while voicing questions or input on the transition for their children.|The district has worked hard on continuing to increase engagement at the district level and school sites. However, improving engagement of underrepresented families, such as homeless, foster, English language learners, or low-income families, has proven challenging. The district has invested staffing and funding into the homeless and foster program, in addition to grant writing to support these programs and efforts. The district has committed to a dedicated social worker to focus on homeless and foster youth and to expand the mental health intern program. The focus on expanding the intern program has allowed the district to provide ongoing individual case management for foster and homeless families. The Student Services team has also been working on targeted strategies at different times and with dynamic fun family activities to foster increased engagement among under represented groups/families.  This effort has led to improved engagement, scheduling of more individual counseling, resources, and support. The team has also worked together to create unique targeted engagement opportunities for our families most in need. The district will continue to focus efforts on these targeted outreach opportunities to improve engagement for our underrepresented families. Moreover, at the site level, there is an increased focus on targeting communication and outreach to students and families most in need. School sites are working on plans to individualize communication in their home language if necessary and take those extra steps to get underrepresented families to participate and take advantage of programs, services, and supports.|TUSD has increased the focus of its district-wide teacher professional development on supporting targeted students, including an emphasis on the importance of building partnerships with families.  We understand how important school-to-home communication is and have supported sites by providing them with additional strategies to connect.  We also have added parent workshops on how to best support students at home. A key example of efforts tied to outcomes are current strategies and interventions at the district and school site levels to improve student attendance.  Incorporating parents as partners in these efforts to increase awareness of the importance of daily attendance to academic progress and success has proven fruitful.  These efforts led to not only district wide attendance gains but some significant gains at schools and with targeted populations such as McKinney Vento Homeless youth.|The focus areas for improvement are to individualize communication and target the information toward the unique needs of our families. This includes personal invitations to participate and engage in services, programs, and support.  For instance, targeted information will be provided to Foster and McKinney Vento Homeless families about programs they are not participating at the same levels as peers such as career technical education pathways, college courses, early college dual language programs, etc.|The district will continue to focus on targeting underrepresented families and specifically work on ensuring that different modes of outreach are used to increase the chances of reaching families in their preferred mode of communication. The district plans on using traditional forms of outreach such as flyers and emails while also using more individualized outreach in families' own language such as phone calls, texts or social media. The district plans on outreach to raise awareness of current resources and to get more under represented families to participate in current programs. Additionally, the district plans on focusing outreach and targeted efforts on improving convenience for families and taking advantage of existing opportunities where parents are already available such as when picking up students from after school programs etc.|The district makes various efforts to seek input for decision making such as hosting a multitude of advisory groups and specifically seeking representation from targeted unduplicated populations for these advisory groups.  It has been a strength to have advisory groups both at the site level and the district level including Title I, ELMAC, DELMAC, Homeless/Foster focus groups, student advisory groups, etc. The district continues to create a variety of opportunities for parent input into the decision making process and encourages multiple modes for parent feedback to be collected.  Plans are to continue outreach efforts, and to keep hosting the variety of advisory groups in order to sustain invaluable parent input.|The focus for improvement for the district will be to increase representation of high need families on advisory groups, by specifically targeting underrepresented families in a variety of outreach efforts in their home languages as needed.  Additionally, the district will also focus on targeting unduplicated and underrepresented groups to increase family participation and engagement in programs and opportunities at the site level and district level to promote stronger connections, increased trust, and increase awareness of resources or supports available. These efforts include an ongoing process for developing parent relationships not only during parent advisory groups.  This ongoing effort is aimed at being more inclusive for parent input by providing an ongoing conversation of district and school site issues, opportunities for involvement etc.|The district will continue to focus on targeting underrepresented families and specifically work on ensuring that different modes of outreach are used to increase the chances of reaching families in their preferred mode of communication. The district plans on using traditional forms of outreach such as flyers and emails while also using more individualized outreach in families' own language such as phone calls, texts or social media. The district plans on outreach to raise awareness of current resources and to get more under represented families to participate in current programs. Additionally, the district plans on focusing outreach and targeted efforts on improving convenience for families and taking advantage of existing opportunities where parents are already available such as when picking up students from after school programs etc.|4|5|4|4|4|4|5|4|5|5|5|4|Met||2026-06-16|2026
19650780000000|Valle Lindo Elementary|3|Based on the analysis of educational partner input and local data, Valle Lindo Elementary School District demonstrates notable strengths and continued progress in building relationships between school staff and families. The district fosters a welcoming and inclusive environment where families feel valued as partners in their children's education. Regular communication through multiple channels—including newsletters, the district and school websites, social media, automated phone messaging, and communication apps—ensures that families remain informed and connected in their preferred language.  The district provides numerous opportunities for meaningful family engagement, including parent-teacher conferences, Back-to-School and Open House events, family workshops, and school and district committee participation such as the English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), and School Site Councils. These structures give families a voice in decision-making and strengthen trust between staff and the community.  Educational partner feedback reflects that families appreciate the accessibility and responsiveness of school staff, as well as the district's efforts to create a supportive, family-friendly climate. Bilingual staff and translated materials further reduce barriers and promote strong two-way communication between home and school.  The district continues to build staff capacity to engage families effectively through professional development focused on positive relationship-building and culturally responsive practices. Valle Lindo Elementary School District remains committed to strengthening these partnerships to support student learning, well-being, and success.|Based on the analysis of educational partner input and local data, Valle Lindo Elementary School District has identified several focus areas for improvement in building relationships between school staff and families. While the district maintains strong communication systems, feedback indicates an opportunity to further increase meaningful two-way communication, ensuring that families not only receive information but also have consistent, accessible avenues to share input and engage in dialogue with school staff.  A second focus area is expanding family participation across all school sites and demographic groups. The district aims to strengthen outreach efforts to underrepresented families—including English learners, families of students with disabilities, and other historically underserved groups—so that engagement opportunities are equitable and inclusive. This includes offering events and meetings at varied times and formats to accommodate diverse family schedules and needs.  The district also seeks to build staff capacity through additional professional development focused on culturally responsive, welcoming, and relationship-centered practices. Strengthening staff skills in family engagement will support more consistent, positive, and trusting interactions between home and school across all sites.  Finally, the district intends to enhance opportunities for families to build the knowledge and skills needed to support their children's learning at home, reinforcing the partnership between school staff and families.  Valle Lindo Elementary School District remains committed to addressing these focus areas to deepen family-school partnerships and support the success and well-being of all students.|Based on the analysis of educational partner input and local data, Valle Lindo Elementary School District will implement several strategies to improve the engagement of underrepresented families identified during the self-reflection process. Underrepresented groups—including English learner families, families of students with disabilities, foster and homeless youth families, and other historically underserved populations—will be prioritized through intentional, targeted outreach and support.  To strengthen engagement, the district will expand the use of translated materials and bilingual staff to ensure communication is accessible in families' preferred languages, reducing language barriers to participation. The district will also offer events, meetings, and workshops at varied times and in multiple formats—including in-person and virtual options—to accommodate diverse family schedules, work commitments, and transportation needs.  The district will enhance participation in advisory and decision-making bodies such as the English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), School Site Councils, and other family groups by actively recruiting and encouraging underrepresented families to take part, ensuring their voices inform district and school decisions.  Additionally, the district will provide staff with professional development focused on culturally responsive and inclusive family engagement practices, building the capacity of school teams to create welcoming environments that value the diverse backgrounds of all families. Personalized outreach, such as direct phone calls, home-school liaisons, and family support staff, will be used to build trust and connection with families who may face barriers to engagement.  Valle Lindo Elementary School District remains committed to strengthening relationships with all families and will monitor progress through educational partner feedback and local data to ensure that engagement efforts are equitable, meaningful, and responsive to the needs of underrepresented families.|Based on the analysis of educational partner input and local data, Valle Lindo Elementary School District demonstrates meaningful strengths and progress in building partnerships for student outcomes. The district actively cultivates collaborative relationships between school staff and families that are focused on supporting student learning, development, and achievement. Families are engaged as partners in understanding and contributing to their children's academic progress and social-emotional well-being.  A key strength is the district's commitment to sharing student progress with families through regular, meaningful communication. Parent-teacher conferences, progress reports, report cards, and assessment results are shared in accessible, family-friendly ways, and bilingual staff and translated materials help ensure that all families understand their child's academic standing and growth. This transparency empowers families to reinforce learning at home and collaborate effectively with teachers.  The district also provides families with information and resources to support learning, including workshops and guidance on grade-level expectations, standards, and strategies to help their children succeed. Through the Dual Immersion program and other academic initiatives, families are engaged as active participants in their children's biliteracy and academic journey.  Educational partner input reflects that families value the collaborative relationships they have with teachers and staff, as well as the district's efforts to connect them with the tools and knowledge needed to support student success. Advisory committees such as ELAC, DELAC, and School Site Councils further strengthen partnerships by involving families in discussions centered on improving student outcomes.  Valle Lindo Elementary School District remains committed to building strong, outcome-focused partnerships and will continue to strengthen collaboration between staff and families to promote high levels of achievement and well-being for all students.|Based on the analysis of educational partner input and local data, Valle Lindo Elementary School District has identified several focus areas for improvement in building partnerships for student outcomes. While the district maintains strong communication about student progress, feedback indicates an opportunity to further strengthen the capacity of both staff and families to collaborate around student learning goals. The district aims to enhance the ways in which teachers and families work together to set, monitor, and support individual student academic and social-emotional goals.  A second focus area is expanding professional development for staff on effective partnership practices, including how to engage families in meaningful conversations about student data, progress, and grade-level expectations. Building staff capacity in this area will support more consistent, high-quality interactions that connect families directly to their children's learning.  The district also seeks to strengthen the resources and workshops provided to families, equipping them with clear, actionable strategies to support learning at home across all content areas. Ensuring these opportunities are accessible, relevant, and offered in families' preferred languages will help maximize participation and impact, particularly for underrepresented families.  Additionally, the district intends to improve the use of local data and educational partner input to inform partnership efforts, ensuring that collaboration is targeted, equitable, and responsive to the needs of all students, including English learners, students with disabilities, and other historically underserved groups.  Valle Lindo Elementary School District remains committed to addressing these focus areas to deepen partnerships between staff and families and to ensure that collaboration consistently advances positive student outcomes.|Based on the analysis of educational partner input and local data, Valle Lindo Elementary School District will implement targeted strategies to improve the engagement of underrepresented families identified during the self-reflection process in relation to building partnerships for student outcomes. Underrepresented groups—including English learner families, families of students with disabilities, foster and homeless youth families, and other historically underserved populations—will be prioritized to ensure they are actively engaged as partners in supporting student learning and achievement.  To strengthen these partnerships, the district will provide families with accessible, meaningful information about their children's academic progress through translated materials, bilingual staff, and family-friendly explanations of student data, grade-level expectations, and assessment results. This will help ensure that all families, regardless of language or background, can understand and support their children's learning.  The district will expand workshops and resources designed to build families' capacity to support learning at home, offering these opportunities at varied times and in multiple formats and languages to accommodate diverse schedules and needs. These sessions will focus on practical, actionable strategies that families can use to reinforce academic and social-emotional growth.  The district will also increase personalized outreach through home-school liaisons, family support staff, and direct communication to build trust and connection with families who may face barriers to engagement. By encouraging participation in parent-teacher conferences, advisory committees such as ELAC and DELAC, and other collaborative opportunities, the district will ensure underrepresented families have a voice in decisions affecting student outcomes.  Additionally, staff will receive professional development on culturally responsive and inclusive partnership practices, strengthening their ability to engage all families in collaboration focused on student success.  Valle Lindo Elementary School District remains committed to improving engagement with underrepresented families and will monitor progress through educational partner feedback and local data to ensure that partnership efforts are equitable, meaningful, and effective in advancing positive outcomes for all students.|Based on the analysis of educational partner input and local data, Valle Lindo Elementary School District demonstrates notable strengths and progress in seeking input for decision-making. The district values the perspectives of families, staff, students, and community members and has established multiple structures to ensure that educational partners have meaningful opportunities to inform district and school-level decisions.  A key strength is the district's use of established advisory and governance bodies, including the English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), School Site Councils, and other stakeholder groups. These committees provide consistent, structured avenues for families and staff to contribute input on programs, priorities, and the development of the Local Control and Accountability Plan (LCAP). Bilingual staff and translated materials help ensure that these opportunities are accessible to all families, including English learners.  The district also gathers educational partner input through surveys, community meetings, and feedback sessions, allowing a broad range of voices to be heard. Input collected through these methods is used to inform decisions related to instructional programs, resource allocation, student supports, and district goals. This process reflects the district's commitment to transparency and shared decision-making.  Educational partner feedback indicates that families and staff appreciate the opportunities provided to share their perspectives and feel that their input is valued and considered. The district's efforts to solicit input in accessible, inclusive ways have strengthened trust and collaboration between the district and its community.  Valle Lindo Elementary School District remains committed to seeking authentic input from all educational partners and will continue to strengthen these processes to ensure that decision-making reflects the needs, priorities, and voices of the entire school community.|"Based on the analysis of educational partner input and local data, Valle Lindo Elementary School District has identified several focus areas for improvement in seeking input for decision-making. While the district maintains established structures for gathering educational partner input, feedback indicates an opportunity to increase the breadth and diversity of participation, ensuring that input is gathered from a wider range of families, staff, students, and community members across all school sites.  A primary focus area is strengthening the engagement of underrepresented families—including English learners, families of students with disabilities, and other historically underserved groups—in advisory committees and decision-making processes. The district aims to expand outreach and provide additional support, such as translated materials, interpretation, flexible meeting times, and multiple participation formats, to reduce barriers and encourage broader involvement.  A second focus area is enhancing the ways in which the district communicates back to educational partners how their input has influenced decisions. Improving this ""feedback loop"" will help partners see the impact of their participation, reinforcing trust and encouraging continued engagement in the decision-making process.  The district also seeks to build staff capacity to facilitate authentic input-gathering and to create welcoming, inclusive environments where all voices are encouraged and valued. Additionally, the district intends to strengthen the use of local data and educational partner feedback to ensure that input meaningfully informs district priorities, program development, and the Local Control and Accountability Plan (LCAP).  Valle Lindo Elementary School District remains committed to addressing these focus areas to ensure that its decision-making processes are inclusive, transparent, and reflective of the diverse voices within the school community."|Based on the analysis of educational partner input and local data, Valle Lindo Elementary School District will implement targeted strategies to improve the engagement of underrepresented families identified during the self-reflection process in relation to seeking input for decision-making. Underrepresented groups—including English learner families, families of students with disabilities, foster and homeless youth families, and other historically underserved populations—will be prioritized to ensure their voices meaningfully inform district and school-level decisions.  To reduce barriers to participation, the district will expand the use of translated materials, interpretation services, and bilingual staff so that families can engage in decision-making processes in their preferred language. Meetings, forums, and input opportunities will be offered at varied times and in multiple formats—including in-person and virtual options—to accommodate diverse family schedules, work commitments, and transportation needs.  The district will strengthen recruitment and outreach efforts to encourage underrepresented families to participate in advisory and governance bodies such as the English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), and School Site Councils. Personalized outreach through home-school liaisons, family support staff, and direct communication will be used to build trust and invite participation from families who may not typically engage.  To gather broader input, the district will continue using accessible surveys, community meetings, and feedback sessions designed to capture the perspectives of underrepresented families. The district will also enhance its communication back to families about how their input has shaped decisions, reinforcing the value of their participation and encouraging ongoing engagement.  Additionally, staff will receive professional development on culturally responsive and inclusive practices for soliciting input, building their capacity to create welcoming environments where all families feel comfortable sharing their perspectives.  Valle Lindo Elementary School District remains committed to improving engagement with underrepresented families and will monitor progress through educational partner feedback and local data to ensure that its decision-making processes are equitable, inclusive, and reflective of the entire school community.|5|5|5|5|4|4|4|4|4|4|4|4|Met||2026-06-17|2026
19650940000000|West Covina Unified|3|The West Covina Unified School District remains committed to building and sustaining strong partnerships with families as an essential component of student success. During the 2025–2026 school year, the district expanded and strengthened communication and engagement efforts at both the school and district levels to foster meaningful relationships with families.  The district's Public Information Officer continued to provide accurate, timely, and transparent communication to families and community partners. A key component of these efforts was the Superintendent's weekly newsletter, which was distributed to all district families and provided consistent updates on district initiatives, student achievements, and upcoming events. ParentSquare continued to strengthen two-way communication by enabling schools and families to communicate effectively in their preferred language.  The Family Resource Center remained a vital source of support by connecting families with resources, referrals, and services, with targeted assistance for foster youth and students experiencing homelessness. Community Liaisons, serving seven district schools, continued to assist families in accessing community resources and strengthening school-home partnerships.  The district also maintained multiple opportunities for educational partner engagement. English learner parent representatives from every school participated in district and site-level meetings to provide ongoing input regarding programs and services for students representing diverse cultures and languages. Parents and guardians of students with disabilities were offered workshops throughout the year focused on topics of importance to their families. District and school staff continued to collaborate closely with families to proactively address students' social-emotional needs and support overall student well-being.  To further enhance communication, the district utilized multiple technology platforms, including social media, ParentSquare, and online surveys, to share timely information and gather meaningful feedback from educational partners.  Local data demonstrate the effectiveness of these efforts. Results from the district's annual climate survey indicate that the district achieved its goal of maintaining high levels of customer service, with approximately 87% of families reporting that they had meaningful opportunities to share their thoughts, ideas, and opinions with their school and the district. These results reflect the district's continued commitment to fostering trusting relationships, open communication, and authentic family engagement.|Based on educational partner feedback and local data, the West Covina Unified School District will continue to strengthen meaningful family engagement by expanding opportunities for two-way communication, increasing participation among underrepresented families, and fostering stronger connections between home and school. While the district has established multiple avenues for communication, including the Superintendent's weekly newsletter, ParentSquare, district social media platforms, and school-based outreach, the district recognizes the importance of continuing to refine these efforts to ensure all families feel informed, connected, and empowered to participate in their children's education.  A continued area of focus is increasing authentic family voice in district and site-level decision-making, particularly among families representing unduplicated pupil groups and historically underrepresented populations. The district will continue to identify and reduce barriers to participation by offering a variety of engagement opportunities, flexible meeting formats, multilingual communication, and meaningful opportunities for families to provide input that informs district initiatives and improves student outcomes.  The full implementation of the Community Schools Partnership Program at seven schools during the 2025–2026 school year has significantly strengthened the district's capacity to engage families. Community School Liaisons and Child Welfare and Attendance (CWA) staff expanded parent workshops by offering sessions during both the school day and evening hours to better accommodate family schedules. Workshops addressed topics that support student success, family well-being, and access to community resources. In addition, Community School Liaisons and CWA staff conducted home visits to build trusting relationships with families and connect them with services that support students' academic, physical, social-emotional, and mental health needs.  Moving forward, the district will continue to build on these efforts by expanding personalized outreach, increasing family participation across all educational partner groups, and creating additional opportunities for families to develop meaningful partnerships with schools that positively impact student achievement and overall well-being.|The West Covina Unified School District will continue to strengthen engagement with underrepresented families by intentionally reducing barriers to participation and expanding opportunities for meaningful involvement in school and district decision-making. Families of English learners, foster youth, students experiencing homelessness, students with disabilities, and other historically underrepresented groups are personally invited to participate in key advisory and leadership committees, including the Local Control and Accountability Plan (LCAP) District Advisory Committee, District English Learner Advisory Committee (DELAC), School Site Councils, and monthly Special Education parent meetings.  To ensure equitable access, translation and interpretation services are provided to increase participation among families whose primary language is not English. When parents or guardians are unable to attend meetings, district and school staff provide alternative opportunities for participation by reviewing meeting topics individually and documenting family feedback to ensure their voices continue to inform district decision-making.  The district will also continue to expand engagement through its robust parent and family workshop offerings. While these workshops are intentionally designed to increase participation among underrepresented families by addressing topics that support student success, family well-being, and access to community resources, all workshops are open to every family in the district. By offering workshops at a variety of times and locations, the district creates welcoming opportunities for families to build relationships with school staff, connect with one another, and become active partners in their children's education.  Through these intentional outreach efforts and inclusive engagement opportunities, West Covina Unified will continue to strengthen authentic partnerships with families and ensure that all educational partners have meaningful opportunities to contribute to student success and continuous district improvement.|The West Covina Unified School District is committed to building strong partnerships with families that promote student well-being, academic achievement, and long-term success. Throughout the 2025–2026 school year, parents, teachers, staff, and administrators collaborated at both the school and district levels to review student achievement data, identify areas of strength and growth, and inform continuous improvement efforts. Families participated in a variety of meetings and advisory groups where student outcome data were shared and discussed, reinforcing the district's commitment to transparency and shared responsibility for student success. Parent-teacher conferences, workshops, and school and district meetings provided families with meaningful opportunities to better understand student progress while equipping them with strategies and resources to support learning both at home and at school.  ParentSquare continued to strengthen partnerships by providing timely, two-way communication in families' preferred languages, increasing accessibility and engagement across the district.  The district further strengthened partnerships through the work of the Family Resource Center and the Community Schools Partnership Program. Together, these programs connected families with academic supports, counseling services, interventions, referrals, and community resources that addressed barriers to student success. The Family Resource Center continued to monitor student progress and provide targeted academic support and individualized interventions for unduplicated student groups, while Community School Liaisons and Child Welfare and Attendance (CWA) staff worked closely with families to increase engagement through personalized outreach, home visits, and connections to needed services.  In addition, West Covina Unified expanded opportunities for families to actively support student learning by offering over one hundred parent and family workshops. These workshops provided practical strategies related to academics, student wellness, effective communication, and other topics that strengthen the partnership between home and school. Open to all district families, these learning opportunities encouraged ongoing family engagement while helping parents develop the knowledge and confidence to support their children's educational success.  Collectively, these efforts have strengthened meaningful partnerships between families and schools, increased access to academic and community resources, and reinforced a shared commitment to improving student outcomes for all learners.|Based on educational partner feedback and local data, the West Covina Unified School District continues to strengthen partnerships that improve student outcomes by expanding educators' capacity to use data effectively and collaborate with families. A primary focus remains on data-informed decision-making and fostering collaborative partnerships among educators, families, and support staff to ensure every student receives timely support.  During the 2025–2026 school year, teachers participated in targeted professional learning. Elementary teachers utilized the Smarter Balanced assessment system and Tools for Teachers to align classroom instruction with state expectations. Reading Intervention teachers used mCLASS diagnostics for early identification and progress monitoring. At the secondary level, English teachers implemented NWEA reading assessments to identify learning gaps, while world language representatives participated in instructional materials adoption to ensure curricula met student needs.  The district continues to strengthen collaborative practices through Professional Learning Communities (PLCs), where staff regularly analyze achievement data and share effective instructional strategies to improve outcomes for all students.  The implementation of eduCLIMBER further enhances this by providing a comprehensive view of academic, attendance, and behavioral data. This integrated system strengthens the Multi-Tiered System of Supports (MTSS), enabling staff to coordinate targeted interventions more effectively.  Recognizing that family partnerships are essential, the district provides meaningful opportunities for families to understand student progress and participate in decision-making. Through ParentSquare, workshops, and collaborative engagement, West Covina Unified remains committed to strengthening the home-school connection to drive student success.|The West Covina Unified School District will continue to strengthen partnerships with underrepresented families by expanding opportunities for meaningful participation in their children's education and by reducing barriers that limit engagement. The district recognizes that strong family-school partnerships are essential to improving student achievement and will continue to provide families with the information, resources, and support needed to actively participate in their children's academic success.  The district will continue to provide translation and interpretation services, multilingual communications, flexible meeting times, and personalized outreach to ensure that families of English learners, foster youth, students experiencing homelessness, students with disabilities, and other historically underrepresented student groups have equitable access to information and decision-making opportunities. Community School Liaisons, Child Welfare and Attendance (CWA) staff, and the Family Resource Center will continue to conduct personalized outreach, including home visits when appropriate, to strengthen relationships with families and connect them to academic, social-emotional, and community resources.  The district will also continue to expand its robust parent and family workshop offerings to build families' capacity to support student learning at home. Workshops addressing topics such as literacy, student achievement, social-emotional well-being, healthy communication, attendance, nutrition, and available community resources provide families with practical strategies that strengthen the partnership between home and school. While particular efforts are made to encourage participation among underrepresented families, all workshops are open to every family in the district, ensuring equitable access to learning opportunities and meaningful engagement.  In addition, families will continue to be engaged as active partners in reviewing student progress through parent-teacher conferences, advisory committees, and ongoing communication with school staff. By increasing access to student achievement information and strengthening collaborative decision-making, the district will continue to empower families to play an active role in supporting student learning and improving educational outcomes.|Parents and guardians in the West Covina Unified School District provided ongoing input into district and school decision-making throughout the 2025–2026 school year. Representation from every school site, spanning elementary through secondary, was maintained on the Local Control and Accountability Plan (LCAP) District Advisory Committee, as evidenced by committee membership. Parent representation included families of low-income students, English learners, reclassified fluent English proficient students, foster youth, and students with disabilities. The committee also included district and school administrators, teachers, and classified staff, including personnel who work directly with unduplicated pupil groups, creating meaningful opportunities for collaboration among educational partners.  The LCAP District Advisory Committee engaged in the review of student achievement data, evaluation of district programs, and ongoing monitoring of progress toward LCAP goals. These collaborative discussions strengthened the district's capacity to incorporate educational partner feedback into continuous improvement efforts and district decision-making.  The district also maintained District English Learner Advisory Committee (DELAC) representation from every school site, ensuring that parents of English learners had meaningful opportunities to provide input on programs, services, and the LCAP. Parents and guardians of students with disabilities were invited to participate in the Special Education Parent Advisory Committee to provide additional feedback and recommendations regarding district initiatives and services. In addition, the district's Foster Youth Committee—composed of staff, students, foster parents, and community partners—continued to examine and address the unique academic, social-emotional, and wellness needs of foster youth.  At the school level, 100% of district schools maintained either a School Site Council or Parent-Student Advisory Committee. School Site Councils at the elementary, middle, and intermediate levels consisted of a majority of parents or guardians of students enrolled at the school, including representatives of unduplicated pupil groups. At the high school level, Parent-Student Advisory Committees included both parents and students, ensuring that multiple educational partner perspectives informed school-level decisions.  To further gather educational partner input, parents and guardians at every school site were invited to participate in the district's annual Local Climate Survey during the spring of 2026. The survey collected feedback on topics including academic achievement, communication of student progress, school leadership, counseling services, student safety, grading practices, school climate, and the effectiveness of school and district communication. Survey results continue to inform district planning, guide continuous improvement efforts, and support data-informed decision-making.|While the West Covina Unified School District consistently strives to include families of underrepresented student groups in district and school decision-making processes—including School Site Councils, the LCAP District Advisory Committee, the District English Learner Advisory Committee (DELAC), Special Education Parent Advisory Committee, and Board of Education public meetings—the district recognizes the need to further expand meaningful participation among all educational partners.  A continued area of focus is reducing barriers to participation by offering meetings at a variety of times, locations, and formats that better accommodate the diverse schedules and needs of families. The district will continue to survey educational partners to identify preferred meeting times, locations, and methods of participation, while exploring additional opportunities for virtual engagement and other flexible options that encourage broader participation.  Through these ongoing efforts, the district seeks to increase representation from underrepresented families, strengthen educational partner voice in district decision-making, and ensure that stakeholder feedback continues to inform programs, services, and initiatives that improve student outcomes.|The West Covina Unified School District will continue to expand opportunities for underrepresented families to participate in meaningful school and district decision-making by strengthening two-way communication and reducing barriers to engagement. The district will utilize multiple communication platforms to ensure families are informed of opportunities to provide input and participate in advisory committees, meetings, surveys, and other engagement activities.  Families will continue to receive the Superintendent's weekly newsletter through ParentSquare, providing timely information about upcoming meetings, district initiatives, survey opportunities, and opportunities for participation, along with contact information for district staff. ParentSquare's multilingual communication features will ensure that families receive information in their preferred language, increasing accessibility and engagement. The district will also continue to share important information through its official website and social media platforms to maximize outreach to families.  In addition, Community School Liaisons, Family Resource Center staff, and other district personnel will continue to provide personalized outreach to families from underrepresented student groups. Through personal invitations, home-school connections, and ongoing communication, staff will encourage participation in advisory committees, district initiatives, parent workshops, and other opportunities to provide meaningful input. Translation and interpretation services will continue to be available, and families who are unable to attend meetings will be provided with alternative opportunities to share their perspectives through direct communication with school or district staff.  Through these intentional outreach efforts, West Covina Unified will continue to strengthen educational partner engagement, increase participation among underrepresented families, and ensure that diverse perspectives help inform district decisions, continuous improvement efforts, and student success.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-11|2026
19650940112706|California Virtual Academy @ Los Angeles|3|The school is dedicated to cultivating trusting and respectful relationships with families to ensure student success in the virtual learning environment. Upon enrollment, families receive personalized onboarding support from a designated coach, including guidance on program expectations, communication channels, and navigation of online platforms and resources. These intentional connections help establish a strong sense of belonging from the start. Spanish-language onboarding is available for Limited English Proficient (LEP) families, along with translation tools for families who speak other languages. Teachers proactively connect with families through welcome calls, monthly check-ins, academic conferences, and live instruction aligned to California standards. Staff prioritize building strong relationships through consistent, face-to-face interactions and support student and family resilience through intentional social-emotional learning practices. The school emphasizes self-awareness, self-management, and executive functioning skills, while schoolwide behavioral expectations promote positive interactions, guide staff decision-making, and create consistent support systems for students. Beyond the classroom, the school offers in-person and virtual activities, clubs, and support sessions to foster connection and engagement. Year-round support is available, including during the summer months. School leaders regularly gather feedback from families, students, and staff through surveys and direct engagement to inform continuous improvement. Programs such as Compass provide targeted support for students experiencing homelessness, foster youth, and other underrepresented student groups, offering resources, engagement opportunities, and coaching, including bilingual support.  Families, students, and staff actively participate in planning and decision-making through Title I meetings, the English Learner Advisory Committee (ELAC), and Partner Engagement Meetings. These forums provide opportunities to review and give input on the Local Control and Accountability Plan (LCAP) goals, actions, and services. The LCAP Advisory Committee ensures that feedback informs decision-making and program adjustments aligned with community needs. The school evaluates data through multiple accountability measures, using insights to refine action plans and enhance family engagement strategies. By prioritizing inclusive practices, strong communication, and meaningful partnerships, the school ensures all families feel welcomed, valued, and supported.|Current Areas of Improvement -Continue to refine the Enduring Connection Calls between teachers and students. -Schoolwide implementation of 3 Signature Practices across all departments -Training and Professional Development for staff based on trauma-informed practices, to support trusting and respectful relationships with families. -Provide additional training for all staff on how to access the primary and preferred language of Limited English Proficient (LEP) families. -Continue to refine the Language Access Plan - a resource that outlines ongoing efforts to improve access for limited English proficient (LEP) individuals – people whose primary language is not English and who have limited ability to read, speak, write, or understand English. -Continue to develop the Newcomer instructional and family support services provided by the English Language Development (ELD) Department to meet the needs of students in kindergarten through grade twelve (K–12) who were born outside the United States (U.S.) who have arrived in the U.S. in the last three years and who also are still learning English.|Solid relationships and research-based support/services improve outcomes for underrepresented students. The school provides engagement, attendance, academic, and SEL support for families, including English Learners, Students with Disabilities, and Socioeconomically Disadvantaged (SED) students. Support includes removing barriers and providing school supplies and resources, as well as academic support, to help them succeed in the virtual learning environment. The school has bilingual engagement staff for Spanish-speaking families to provide support throughout the calendar year to expand opportunities for LEP families and provide an increased level of translation and interpretation support from a school staff member. Additionally, schoolwide forms and documents have been translated into Spanish, and the school’s website includes a language toggle feature so that families can change the presentation of all information on the site to the language of their choice. In addition, the school contracts with an over-the-phone interpreting service, Certified Languages International (CLI), which provides interpreters in over 230 languages, allowing for teachers and other staff to communicate with LEP students and families during real-time phone calls or video conferences in their preferred language. In order for Limited English Proficient (LEP) families who speak a language other than English or Spanish to access school information, resources are included with school communication for seamless translation on demand. All parents and guardians of students may request free language translation services in their preferred language at any time, and staff members can request document translation for LEP families’ preferred languages at any time as well. The school seeks the participation of unduplicated students by offering specific onboarding follow-up for SED families who are not meeting designated engagement metrics, an internet subsidy so families can engage and connect with the school community, and the Compass team reaches out to parents and families when SED students are not engaged. We offer workshops to support resilience, specifically designed to support SED parents and families. This series focuses on skills to manage stress, solve problems, reflect on reactions in different situations and practice new ways to respond when facing challenges. For Students with Disabilities, GE teachers and Education Specialists do targeted outreach and seek their active participation in their child's education. Case Managers ensure families attend Individualized Educational Plan (IEP) meetings, specifically parents/guardians are invited to attend 30-day, annual, and triennial IEPs, evident in Team Meeting Notices. An ongoing area of improvement for the school is to continue analyzing parental engagement data to ensure consistent and significant participation from parents and students in unduplicated groups.|The school fosters strong partnerships with families to ensure student success. Recognizing the critical role parents play in an independent study charter school, the school actively engages families by providing information, resources, training, and opportunities to collaborate with other parents to support their children’s learning. Regular teacher-family conferences inform parents about student progress and expectations, while accessible systems provide visibility into grades, assessments, and online activities. Dedicated engagement and attendance support teams help keep students connected to their learning by supporting families with strategies and clear expectations. To improve outcomes for English Learners, the ELD Department includes a Bilingual Engagement Coach and ELD paraprofessionals who provide targeted outreach and personalized support. These efforts address attendance barriers and guide families in understanding student progress, fostering collaboration to accelerate English proficiency and reclassification. Graduation coaches also support students and families by providing guidance on requirements, progress tracking, and pathways to on-time graduation through meetings, assemblies, and conferences. As a Professional Learning Community (PLC), the school focuses on learning, collaboration, and results. Staff work together to analyze student progress, refine instruction, and strengthen communication with families through onboarding, connection calls, academic conferences, and ongoing support sessions. Programs such as CAVA2College and the Career & College Prep Program provide high school students with opportunities to explore career pathways, earn certifications, and prepare for postsecondary success. Middle school students engage in career exploration and can earn high school credit. The school utilizes multiple communication platforms, including ParentSquare, LC Community, social media, and the school website, to share information and build connections. The Family Teacher Organization (FTO) further strengthens partnerships through regular meetings and shared goals. Social-emotional well-being is also a priority. The SEL team provides student assemblies aligned to SEL benchmarks, crisis support, and access to community-based mental health resources through Care Solace. Monthly, Parenting with Purpose workshops offer families opportunities to build community and learn strategies that support positive parent-child relationships.|Current Areas of Improvements -Additional opportunities for students to engage with SEL assembly topics by incorporating content into the MS/HS ORN courses and supporting the elementary staff with resources to share during Paw Pride sessions. -Provide training and access to Care Solace for administrators, who can support families by initiating a warm handoff when needed. Continue to create understanding with staff around the difference between a “warm handoff” and “anonymous search” and how we can better support resource connection when we start a “warm handoff” for a family or student. -Increase the translation and interpretation services and documents provided in Arabic, an increasing primary language amongst Limited English Proficient (LEP) families at our school.|The school’s Attendance Advocates proactively address student absences daily, working with students and families to identify and overcome barriers to engagement. They assist parents with completing required surveys for offline work and schedule additional meetings when absences persist to ensure students are supported and re-engaged in their learning. To support McKinney-Vento (MKV) students, the school has increased staffing to ensure timely access to dedicated support. Students are provided with essential materials based on individual needs, including backpacks, school supplies, ink, paper, hotspots, and PE clothing. Staff also provide referrals and warm handoffs to community resources such as food, housing, health, and mental health services. All staff participate in ongoing professional development to strengthen their ability to support students and families. New teachers receive comprehensive onboarding and are paired with a dedicated support teacher during their first year to ensure strong alignment with schoolwide expectations and practices. The school continues to strengthen its implementation of a Professional Learning Community (PLC) model focused on collaboration, learning, and results. Key teams include: Leadership Team: Coordinates schoolwide efforts across departments and grade levels. Guiding Coalition: Leads PLC processes and supports a collaborative culture focused on student outcomes. Professional Learning Teams (PLTs): Collaborate on instruction, intervention, and support for shared students. MTSS/Intervention Team: Provides targeted support for at-risk students through data-driven interventions. Student Study Team (SST): Reviews student needs and recommends appropriate academic and social-emotional supports. The school has expanded college and career readiness opportunities through programs such as CAVA2College and Career & College Prep Program, offering dual enrollment, career pathways, and certification opportunities. Middle school students also have access to career exploration and technology courses that build early college and career readiness skills. Families are supported through multiple communication platforms, including ParentSquare, the digital handbook, LC Community, social media, and the CAVA website. These tools ensure families understand their rights, access resources, and stay connected. The Family Teacher Organization (FTO) meets monthly to strengthen partnerships between families and the school community.|The LCAP Needs Assessment Survey provides valuable feedback from families and educational partners to guide continuous improvement efforts and to inform the development and monitoring of LCAP goals, actions, and services. Leadership teams regularly review survey feedback alongside student engagement and achievement data to adjust schoolwide and departmental plans and strengthen family engagement initiatives. Families identified several strengths they value and want continued focus on, including academic supports and interventions, support for multilingual families and students with disabilities, graduation support, A-G completion, and core curriculum alignment , student engagement opportunities, family and community engagement, positive school climate, and strong teacher and staff support. Additional focus areas identified included summer school opportunities, attendance support, teacher communication, new teacher support, internet reimbursement awareness, consistency across schools and programs, and SEL (Social Emotional Learning), including staff training, connections to community-based supports, and strategies that strengthen the home-to-school connection. Areas identified for improvement included platform usability and technology experience, student connection and social opportunities, differentiation for advanced learners and special populations, and teacher training and consistency. Parents, families, students, and staff provide ongoing feedback and guidance to the school through a variety of engagement opportunities, including Title I Meetings, Winter and Spring Partner Engagement Meetings, the LCAP Needs Assessment Survey, ELAC Meetings, the EL Needs Assessment Annual Survey, the LCAP Parent Advisory Committee (PAC), School Climate Surveys, Family Teacher Organization (FTO) meetings, Student Government, parent coffee chats and trainings, and regular student and teacher check-ins. Feedback gathered through these opportunities helps inform schoolwide planning, programs, services, and continuous improvement efforts. The school maintains strong two-way communication with families through ParentSquare, LC Community, emails, Connection Calls, academic conferences, student support sessions, graduation plan reviews, Student Individualized Learning Plans (ILPs), Student Support Team (SST) meetings, Individualized Education Program (IEP) meetings, English Language Development (ELD) program meetings, and Bear Tracks, the weekly community newsletter that highlights school events, resources, and activities.|-Continue parent engagement initiatives. -Continue to provide regular surveys and host Partner Engagement Meetings to share school goals and actions, gather feedback, and increase family participation in school decision-making. -Implement a new feedback system: a multilingual survey platform that allows anonymous text, audio, or video submissions through QR codes and ParentSquare links. This system identifies key themes and informs targeted interventions. -Improve scheduling and accessibility of board meetings for parents and staff. -Provide on-demand informational videos: short, accessible videos that explain LCFF, the LCAP process, and how to provide meaningful feedback. These can be accessed at any time to accommodate families' schedules. -Continue to provide time management tools, technology and school-platform training, and resources and support to strengthen parent and learning coach capacity. -Enhance onboarding and follow-up support for families, and provide extended targeted support for families needing additional assistance. -Expand and refine attendance and engagement support for families. -Communicate available, student-specific, research-based interventions delivered by specialized staff across multiple tiers of support. -Continue implementing the schoolwide collaborative Social-Emotional Learning (SEL) plan that actively engages teachers, students, staff, and families, with clearly defined, school-specific roles and responsibilities to ensure consistent and meaningful support for all students. -Increase peer-to-peer interaction through Class Connect sessions, clubs, K12 Zone activities, and in-person and virtual events. -Refine and expand support for students experiencing homelessness and housing insecurity. -Enhance communication to increase awareness of the Internet Service Provider (ISP) reimbursement, reduce delays in verification, improve usability, and support. -Proactively reach out to families who have not participated in feedback opportunities to identify and remove barriers, and communicate to all families how their input has led to meaningful school improvements and decisions. -Enhance multilingual supports.|Parents generally express satisfaction with the school, which positively impacts all students. They value the assistance that teachers and staff provide, as well as the school's efficient communication with students and families. Daily prompts regarding class attendance and assignments help students stay focused. Parents appreciate the opportunity to monitor their child's progress and access educational materials in advance to address any academic hurdles. They also value the school's diverse and comprehensive curriculum, which offers a wide range of courses and effective teaching methods. Additionally, parents welcome the various opportunities for high school students and socialization activities available at all grade levels. Furthermore, the staff dedicated to supporting Spanish-speaking parents is highly regarded.|4|5|4|5|5|5|5|5|4|4|4|4|Met||2026-06-09|2026
19650946023527|San Jose Charter Academy|3|Through our Multi-Tiered System of Supports (MTSS), SJCA provides differentiated interventions that promote academic progress, positive behavior, and emotional well-being. When needs are identified, staff research effective strategies, develop targeted professional learning, and adjust practices accordingly. Teachers engage in collaborative planning, embedded coaching, and learning focused on equity, inclusive instruction, social-emotional learning, and effective curriculum implementation. SJCA also values school-community partnerships that support students, families, and staff, and uses technology to create relevant learning connected to schoolwide goals and continuous improvement. These collective efforts have contributed to strong student outcomes, including recognition as a 2025 CA Distinguished School and placement on the Educational Results Partnership 2025 Honor Roll. SJCA remains committed to closing achievement gaps for students with disabilities and our growing English learner population by ensuring equitable access, meaningful support, and success for all.|San Jose Charter Academy (SJCA) has identified three focus areas for continued improvement in building relationships between school staff and families.  Three focus areas identified are: Deepening cultural responsiveness, Formalizing family partnerships through various types of parent engagements,  Working to increase opportunities for family participation in diverse ways. A primary focus area is deepening cultural responsiveness. While overall family satisfaction remains strong, families rated the item related to the school taking time to understand the home culture of their child lower than other areas. The “very satisfied” rating for this item was 56% in 2025 and 60% in 2026. Although this reflects growth, SJCA recognizes the need to more intentionally understand, value, and reflect the unique backgrounds, cultures, and experiences of all students and families. A second focus area is formalizing family partnerships through various types of parent engagements. SJCA identified the development of parent engagements as a priority for the 2026–2027 school year. These workshops are intended to build a shared home-school approach to student leadership, academic success, and executive function. Topics may include supporting students with tools reinforcing leadership habits at home, and aligning family support with schoolwide goals. SJCA will also continue working to increase opportunities for active family participation. Teacher data shows that many families are supportive, but there is still room to expand volunteerism and active involvement. In 2026, 51% of elementary teachers reported that only “some” families are available to volunteer when needed. On a positive note, teachers identified 273 parent volunteers to attend SJCA’s Volunteer Appreciation Ice Cream Social, which is about 22% of the parent population, which is a positive outcome.  SJCA will still continue to focus on creating more flexible, accessible, and varied ways for families to participate, provide feedback, and contribute to the school community. At the secondary level, SJCA is also focused on strengthening family partnership around life-readiness. Staff identified a need to better equip families to support students in planning for future careers, developing leadership beyond school, and preparing for long-term success. This focus supports SJCA’s commitment to developing the whole child and ensuring that families and educators work together from the elementary years through their 8th grade promotion. Overall, SJCA’s improvement efforts are centered on strengthening trust, increasing meaningful engagement, honoring family voice and culture, and creating shared systems of support that help every student thrive.|San Jose Charter Academy (SJCA) will improve the engagement of underrepresented families by focusing on three key strategies:  formalizing parent partnerships,  deepening cultural responsiveness, and  expanding participation opportunities. A major focus for the 2026–2027 school year is a redesign parent engagement. These workshops and opportunities will help create a shared home-school language around student success by introducing families to the 7 Habits, leadership practices, and schoolwide expectations. The workshops will also provide families with practical tools, such as support for home-school communication, to help strengthen students’ executive function, organization, goal setting, and connection between home and school. By also removing boundaries by starting the year with a New Family Welcome prior to the year beginning, providing translation for parent sessions, creating on demand video opportunities as well as in person and online options, we aim to serve the needs of the family community. SJCA will also focus on deepening cultural responsiveness. Local data shows that the survey item related to the school taking time to understand the home culture of each child continues to be an area for growth, with 60% of families reporting they were “very satisfied” in 2026. To better engage families who may feel underrepresented, SJCA will work to ensure staff more intentionally understand, value, and reflect the unique experiences, cultures, and backgrounds students bring to school. This work aligns with the belief that every student has genius and that each child’s background should be seen as an asset to learning and leadership. In addition, SJCA will diversify and increase opportunities for family participation. Teacher data indicates that while family responsiveness has improved, active participation remains an area for continued growth. In 2026, 51% of elementary teachers reported that only “some” families are available to volunteer when needed. SJCA will respond by creating more flexible and accessible ways for families to engage, including opportunities that do not rely only on traditional volunteering during the school day. The school will also build on the positive increase in family responsiveness to feedback requests, which rose from 66% in 2025 to 81% in 2026. In addition, in the secondary level, SJCA will strengthen family engagement around life-readiness by increasing communication and resources that help families support career awareness, leadership development, and long-term student success. Providing relevant sessions to help families navigate mental health, technology, gaming, social media and artificial intelligence (AI) creates a safe resource for families to connect with school resources and day to day support for their children.   Through these efforts, SJCA aims to ensure that families from all backgrounds feel welcomed, valued, informed, and empowered to partner with staff in supporting the whole child.|San Jose Charter Academy (SJCA) demonstrates effective performance and continued progress in Building Partnerships for Student Outcomes. The 2025 and 2026 Measurable Results Assessment (MRA) data, our educational partner local data shows growth in this area, with the overall category score increasing from 81 in 2025 to 83 in 2026. This progress reflects SJCA’s continued efforts to align staff, families, and community partners in support of whole-child student success. A key strength is the high level of trust and satisfaction reported by families. In 2026, 91% of families reported being very or moderately satisfied that the school treats them as a full partner in their child’s education. Families also expressed strong satisfaction with SJCA’s care for student well-being, with 93% reporting satisfaction in this area. Additionally, 93% of families reported feeling welcomed, valued, loved, and trusted by the school, an increase from 90% in 2025. These results show that SJCA has built a strong foundation of trust, belonging, and shared responsibility with families. SJCA has also made meaningful progress in strengthening staff-family partnerships. The School and Family Partnership measure increased from 78 in 2025 to 84 in 2026, reflecting growth in collective responsibility for student success. Elementary teachers reported notable gains in family responsiveness, with 81% indicating that families were responsive to requests for feedback in 2026, compared to 66% in 2025. Teachers also reported increased family engagement in learning, with 76% stating that most or all families were actively engaged in their child’s education, a 17% increase from the prior year.  Each homebase classroom has one to two active parents as Room Parents that communicate classroom events and needs to the families whose children are in the room. The SJCA Parent Teacher Organization (PTO) encourages parents to attend and participate in discussions and events, and is highly active in sharing ways for families to become part of the active work of student progress and engagement on campus. Community partnerships continue to support student outcomes and future-readiness. In 2026, 83% of staff reported that community partnerships enhanced student learning a great deal or considerably, up from 74% in 2025. Staff also reported growth in the ability of community partnerships to support student and family needs, increasing from 81% in 2025 to 87% in 2026.   SJCA is building on these strengths through strategic planning and coordinated action. During the June 2026 Leadership Summit, the school identified various types of parent engagements as a priority for the 2026–2027 school year. These engagements will help families support student leadership habits, executive function, and home-school alignment. Overall, SJCA’s progress reflects a strong commitment to shared responsibility, collective efficacy, and meaningful partnerships that support every shark’s success.|Based on educational partner input and 2025 and 2026 Measurable Results Assessment (MRA) data, San Jose Charter Academy (SJCA) has identified three focus areas for improvement in Building Partnerships for Student Outcomes: deepening cultural responsiveness, moving families from passive supporters to active partners, and formalizing family engagement opportunities through Shark University. A primary focus area is strengthening culturally responsive partnerships. While overall family satisfaction remains high, local data shows an opportunity to move beyond a welcoming environment toward deeper understanding and connection. The MRA item related to the school taking time to understand the home culture of each child remained the lowest-rated item in the Family Engagement category, with 60% of families reporting they were “very satisfied” in 2026. SJCA will continue supporting staff in understanding and valuing the experiences, cultures, and backgrounds that shape student learning, while also building more culturally aware ways to connect with families and remove barriers to participation. A second focus area is increasing active family partnership. Teacher data shows that family involvement remains an area for growth, with 51% of elementary teachers reporting in 2026 that only “some” families are available to volunteer when needed. SJCA will respond by creating more flexible, accessible, and varied opportunities for families to participate, provide input, and contribute to student success in ways that fit different schedules, needs, and family circumstances. SJCA will also formalize partnerships through the design and launch of parent engagement opportunities within Shark University during the 2026–2027 school year. Identified as a priority during the June 2026 Leadership Summit, these engagements will help create a shared approach between home and school. Families will learn about the 7 Habits, student leadership practices, and home-school communication tools that support executive function, goal tracking, organization, and prioritization at home. To increase access, SJCA will prioritize translation, include opportunities for students to participate so childcare needs are reduced, and offer multiple formats such as on-demand videos, online sessions, in-person meetings, and Saturday options. At the secondary level, SJCA will continue strengthening partnerships connected to life-readiness. Data shows a need to better equip families to support students in career exploration, leadership opportunities outside of school, and future planning. SJCA will seek family input to ensure secondary supports are meaningful, culturally relevant, and aligned with students’ strengths and goals. Overall, SJCA’s improvement efforts will focus on culturally responsive partnerships, expanded family engagement, and stronger home-school systems that equip families to support academic growth, leadership development, and life-readiness outcomes for all students.|San Jose Charter Academy (SJCA) will strengthen engagement with underrepresented families by creating more intentional, accessible, and responsive opportunities for partnership connected to student outcomes. Through the 2025 and 2026 MRA data review, SJCA identified the need to ensure that all families, especially those who may not regularly participate in traditional school activities, have meaningful ways to connect with the school and support their child’s success. One key action will be the development of various types of parent engagements during the 2026–2027 school year that may be different from the typical “School Night” approach, that allows understanding and flexibility to factors such as work schedules, child care, multiple caretakers, and language. These engagements will be designed to help families better understand SJCA’s leadership practices, the 7 Habits, and schoolwide expectations, while also giving families practical strategies to support learning at home. The goal is to create stronger alignment between home and school so families feel equipped to support both academic and personal growth. SJCA will also continue working to better understand and honor the cultures, experiences, and perspectives students bring from home. As stated above, local data shows that understanding each child’s home culture remains an area for growth, with 60% of families reporting they were “very satisfied” in 2026. In response, SJCA will focus on building staff capacity to recognize family background and lived experience as important strengths that contribute to student learning, belonging, and leadership. To increase participation, SJCA will expand engagement options beyond traditional daytime volunteering. Families and caretakers will be invited to contribute through workshops, feedback opportunities, at-home activities, leadership supports, and other flexible formats that better reflect family schedules and caretaker needs. Being aware that multigenerational care may be happening in homes, inviting grandparents to sessions specific to their needs and understanding supports student outcomes.  Also, offering options such as on demand, online sessions, as well as in person, and Saturday sessions allow choices that will support the needs of families that might not be able to attend a typical weeknight engagement. At the secondary level, SJCA will also improve partnerships around future readiness by engaging families in conversations about career awareness, leadership opportunities, service learning, and long-term student goals.  Also prioritizing mental health, technology, gaming and the impacts of social media help secondary students discuss choices and priorities with their families in a supportive environment for parent and child. Together, these efforts will help SJCA build stronger partnerships with underrepresented families and ensure that all families feel informed, valued, and connected to student success.|Based on educational partner input and local data, San Jose Charter Academy (SJCA) demonstrates effective performance and continued progress in seeking input for decision-making. Analysis of the 2025 and 2026 Measurable Results Assessment (MRA) data shows that SJCA has established meaningful structures for staff, families, and students to share input and influence the direction of the school, reflecting the belief that everyone can be a leader. A key strength is family inclusion in decisions that affect students. In 2026, 91% of families reported being very or moderately satisfied with how the school includes them in decisions related to their child. This reflects a strong and stable foundation for family partnership and trust. SJCA also demonstrates strong progress in staff collaboration and shared decision-making. The Staff Voice score increased from 82 in 2025 to 85 in 2026. Additionally, the percentage of staff who reported having a great deal or considerable opportunity to influence school decisions increased from 43% to 48%. Staff also reported strong confidence in collaborative action teams, with 79% rating these teams as extremely or very effective at working together to address school issues, showing significant improvement from the prior year. Student voice is another area of strength and progress, particularly at the middle school level. In 2026, 77% of middle school students reported that adults definitely or mostly listen to student concerns, a 13% increase from 2025. Students also reported greater involvement in schoolwide goal setting, with 71% stating they had a huge amount or quite a bit of choice in helping choose schoolwide goals, compared to 58% the previous year. SJCA’s focus on recognizing student leadership potential further supports input and shared decision-making. In 2026, 90% of staff reported that most or all adults recognize the unique leadership potential of every student, creating a strong foundation for elevating student voice. The LEA is also strengthening alignment between partner input and schoolwide action. The School Goals score increased to 83 in 2026, reflecting progress in ensuring teachers play a meaningful role in creating and achieving annual goals. During the June 2026 Leadership Summit, out of the classroom support staff participated in sessions such as “Synthesis: Where We Intersect” and “Cross-Functional Commitments,” which were designed to turn partner input into coordinated actions for the upcoming school year. Overall, SJCA’s strengths include strong family inclusion, increased staff voice, expanded student input, effective action teams, and intentional structures that connect educational partner feedback to schoolwide improvement.|Based on educational partner input, 2025 and 2026 Measurable Results Assessment (MRA) data, and priorities identified during the June 2026 Leadership Summit, San Jose Charter Academy (SJCA) has identified the following focus areas for improvement in seeking input for decision-making. Strengthening student voice Increasing opportunities for staff voice Expanding family voice  A primary focus area is strengthening student voice in school improvement. While students generally report that adults listen to their concerns, SJCA recognizes the need to move from passive listening to more active student influence. In 2026, only 17% of elementary students reported that they “definitely” felt they had the power to change how things are done at school, down from 22% in 2025. Additionally, the percentage of elementary students who “definitely” believe adults ask them how to make the school better decreased from 30% in 2025 to 25% in 2026. SJCA will focus on creating more consistent and age-appropriate structures for students to share ideas, propose solutions, and lead schoolwide improvements. Additionally, t the secondary level, SJCA will strengthen input related to life-readiness. In 2026, only 25% of secondary students reported feeling “extremely confident” in identifying careers that match their strengths. The LEA will seek more targeted student input on career interests, leadership opportunities, and service-learning experiences to ensure these opportunities are meaningful and connected to students’ future goals. A second focus area is increasing opportunities for staff to influence major school decisions. Although the overall Staff Voice score remains strong at 85, only 14% of staff reported having “a great deal” of opportunity to influence school decisions that are important to them. SJCA will continue working to involve staff earlier in the decision-making process, especially in the development of schoolwide goals, annual priorities, and cross-functional commitments. SJCA will also work to transition family input from individual student support to broader co-created partnerships. While 91% of families report satisfaction with being included in decisions that affect their own child, the LEA will expand opportunities for families to contribute to larger schoolwide planning. The development of parent engagements for the 2026–2027 school year will provide a formal structure for gathering family input on leadership practices, student support systems, and home-school alignment. Overall, SJCA’s improvement efforts will focus on expanding authentic voice, strengthening feedback loops, and ensuring students, staff, and families have meaningful opportunities to help shape school decisions.|Based on educational partner input, 2025 and 2026 Measurable Results Assessment (MRA) data, and priorities identified during the June 2026 Leadership Summit, San Jose Charter Academy (SJCA) will improve the engagement of underrepresented families in seeking input for decision-making by  formalizing family input structures,  deepening cultural responsiveness, and  expanding opportunities for families to help shape student supports. A primary strategy is the launch of various types of parent engagements during the 2026–2027 school year. These workshops will provide a more structured and accessible way for families to share input on schoolwide goals, student leadership practices, and home-school alignment. Rather than only receiving information, families will be invited to help shape how the 7 Habits, leadership habits, and student support systems are implemented at home and school. These workshops will also create ongoing feedback loops so family input can be gathered, reviewed, and used to inform decisions. This will also be a venue for discussing school possibilities and to gather family feedback. SJCA will also focus on deepening cultural responsiveness as a way to better engage families who may feel underrepresented or less connected to traditional school structures. Local data identified “understanding the home culture of your child” as an area for improvement, with 60% of families reporting they were “very satisfied” in 2026. SJCA will continue to support staff in better understanding and valuing the unique experiences, cultures, and backgrounds that shape each student’s learning. Starting with our DELAC committee and parent focus groups, and applying the belief that everyone has genius, SJCA aims to build greater trust and ensure that families see their voices, experiences, and perspectives as valued assets in decision-making. Finally, SJCA will connect family input to schoolwide action through the Cross-Functional Commitments developed during the 2026 Leadership Summit. This process will help ensure that input from underrepresented families is not only collected, but also used to guide planning, strengthen collective efficacy, and support the whole-child development of every student.|5|5|5|5|5|5|5|4|5|5|5|5|Met||2026-06-16|2026
19651020000000|Westside Union Elementary|3|The District continues to actively engage parents in a variety of activities, recognizing that parental involvement strengthens connections between families and schools. Increased engagement contributes to improved student attendance and academic performance. According to the California School Parent Survey, 86% of parents indicated the school promotes parental involvement, and 88% agreed or strongly agreed that they feel welcome to participate at the school. Parent-Teacher Conferences Parent-teacher conferences remain a key strength in promoting parent-school partnerships. All low-performing students, including those who are low-income, English learners, or foster youth, were invited and strongly encouraged to attend conferences. Formal conferences are held each October, at the end of the first quarter, providing a timely opportunity to communicate academic concerns before report cards are finalized. This year, 6,698 conferences were held district-wide. Professional Development to Strengthen Family Partnerships To meet its goals during the 2025-2026 school year, the District focused its professional development on several key instructional areas: Mathematical Coherence with Unit and lesson internalization, Reading Acceleration, Supporting students with disabilities in the classroom, and AI for the classroom and staff use. This year also saw the continuation of professional development for all teachers and instructional assistants to strengthen their capacity to collaborate with families in support of student success. Furthermore, with the implementation of a new ELA curriculum in 2025-2026, Universal Design for Learning (UDL) strategies, including those embedded in the curriculum, became central to ensuring coherent, inclusive instruction, particularly for underachieving and disengaged students Empowering YOUth Family Festival Each year, the District hosts the Empowering YOUth Family Festival at Joe Walker Middle School to connect families with community resources from across the Antelope Valley. Recognizing that many families face barriers to accessing services spread across the region, the District brings resources together in a central, accessible location. This year, over 85 vendors joined together and the festival saw over 900 visitors.|Streamlined communication systems to parents and the community Increased Professional Development Increased Student Support Workshops for Parents|Streamlined Communication Communication across multiple platforms was identified as a barrier between home and school. ParentSquare, adopted in 2024-2025, is a unified communication platform that enables the District, school administrators, and teachers to communicate more effectively with families and students. Its direct messaging feature supports private, two-way communication and includes built-in translation to overcome language barriers. Community feedback has affirmed that ParentSquare has significantly improved communication. The District continued and expanded its use of the platform, implementing a weekly staff and community newsletter to accompany site newsletters. Analytic data on ParentSquare shows that 99.5% of our families are contactable through ParentSquare. On average, sites are making 115 posts per month on average. Community feedback through our input sessions has reported that the community feels well-informed of the goings on of the district. Increased Professional Development The District continues implementing PlayWorks to support students' social-emotional needs and foster a sense of connectedness during unstructured time. Data from the California School Dashboard's Campus Climate Indicator highlights elevated suspension rates. In response, the District maintains and expands PlayWorks programming. By intentionally redesigning unstructured playground time, the District documented positive changes in climate survey results and a slowing of upward trend in suspension rates, strengthening relationships with educational partners. Additionally mathematical coherence was a topic training, including how to better bring the community together around mathematics. Increased Student Supports To improve student attendance, the District employs twelve Attendance clerks and one Attendance and Community Representative. This team addresses barriers that hinder regular attendance among students from Transitional Kindergarten through 8th grade. Additionally, a new short term independent study program was started to allow more flexibility for receiving instruction when students are not able to be present on campus. Workshops for Parents Parent workshops focused on curriculum and social-emotional learning (SEL) continue. This year, Digital4Good was partnered with to provide an online training to support parents with social media an their children. 84 participants were able to attend, as well as the session being recorded to be viewed on demand online later. This programming mirrored and extended the on campus experiences for third and seventh grade students. The annual Empowering YOUth Festival was once again held to connect families with local community resources. Each year, more and more vendors join and community feedback was positive, including that this year’s event was the best and biggest yet. Curriculum videos were produced and distributed to help families understand updates to instructional materials, including the newly adopted ELA|Parent teacher conferences - 100% of parents of low performing, low income, EL, and foster youth were invited to attend parent teacher conferences. 6,698 conferences were held for the 2025-2026 school year. The Empowering YOUth Festival in May with a focus on connecting families to resources saw over 900 community members attend (not including vendors and staff) Sites continue to increase engagement events including STEM nights, open houses, and literacy workshops WUSD hosted a Parent Social Media night with #ICANHELP and Digital4Good to help address instances of online bullying and connect parents with resources to help their students with digital safety with over 80 families attending.|"The WUSD Board of Trustees views building partnerships for student outcomes so important that they have added a fourth goal to the LCAP. The goal is entitled: ""Promoting Community Partnerships"" and seeks to create opportunities for community engagement to increase student attendance and communication as well as identify barriers to school success. Focus areas under this goal include: Community Engagement Workshops Parent Engagement with SEL Curriculum Parent Training for Advisory Committees Parent Literacy Programs Connecting Resources to Families Parent Teacher Collaboration with English Learners, Foster Youth, and Low Income Students Addressing Barriers to Student Attendance Communication Systems"|Here is the text condensed to under 3000 characters while retaining all key information, specific groups, and program details.  Community Engagement Videos The District provided videos for families of all students and unduplicated student groups. Topics included district-adopted curriculum, supplemental materials, internet safety, college admissions, and mental health awareness.  Parent Engagement with SEL Curriculum Online Safety Event: Hosted for all families and low-income student groups to provide strategies for online safety and positive digital interactions, responding to an increase in online incidents carrying over to campuses. In-person presentations were also held during Back to School Nights and parent events.  The Parent Project: Reimplemented a weekly lesson cohort focusing on strong-willed vs. compliant children, house rules, conflict management, and the dynamics of change.  Parent Training for Advisory Committees District directors and site administrators trained School Site Council, ELAC, and DELAC members on site/district governance, data utilization for instructional improvement, and budget planning to strengthen family partnerships.  Parent Literacy Programs A Bilingual Assistant led an English Language Literacy Program for parents of English learners to build communication skills, boost campus involvement, and support them as emerging bilinguals. Twelve parents attended consistently.  Connecting Resources to Families The Empowering Youth Committee—a collaboration of parents, certificated staff, and classified staff—coordinated the annual Empowering YOUth Festival to connect low-income families with local community agencies and resources.  Parent-Teacher Collaboration for Targeted Student Groups Teachers utilized two non-student days for targeted parent-teacher conferences to monitor the progress of English learners, low-income students, and foster youth (incorporating social workers and counselors for foster youth as needed). These supplement impromptu parent meetings available year-round upon request.  Addressing Barriers to Student Attendance Attendance Liaisons and the Attendance and Welfare Representative supported low-income families by identifying attendance barriers, communicating resources, monitoring trends, implementing targeted interventions, and processing short-term independent study contracts.  Communication Systems The District continued using ParentSquare, a unified online platform that streamlines communication, eliminates the need for multiple apps, expands family access, and facilitates two-way communication in preferred languages.|Throughout the year, a broad range of educational partners are actively engaged to inform decision-making. These partners include, but are not limited to, instructional administrators, the SELPA, local bargaining units (WUTA and CSEA), students, school staff, parents and guardians, the District English Language Advisory Council (which meets a minimum of four times annually), the Superintendent's Advisory Council (also also meets a minimum of four times annually), the School Board, community members, and LACOE. Each school participates in the continuous improvement and self-evaluation cycle through the WASC accreditation process. Every site has a dedicated PTSA, with the district-wide North Antelope Valley Council of PTSA also consulted and involved. All school sites have reviewed, updated, and revised their Parent Engagement Policies and School Compacts in collaboration with educational partners. This process is conducted annually as part of each site's Title I Meeting.|Streamlining Communication Adding Professional Development for classified staff and certificated staff Strengthening Advisory Councils|Streamlining Communication Feedback from educational partners emphasized the importance of expanding parent education workshops and streamlining communication systems to address existing barriers. In response, a fourth goal was added to the LCAP. As part of this goal, the District adopted ParentSquare, a unified communication platform that provides a comprehensive suite of tools enabling district staff, school administrators, and teachers to communicate more effectively with families and students. ParentSquare's direct messaging feature supports private, two-way communication, with built-in translation that allows staff to engage families across language barriers. This platform continued to be used and expanded. Professional Development The District provided professional development for instructional managers on using the self-study process to engage parents in shaping school policies and programs. This approach remains a key component of the District's collaborative culture. Administrators, counselors, psychologists, and directors have participated in training focused on shared leadership and decision-making. Targeted collaboration with managers was embedded into Instructional Administrator meetings, where professional learning was applied to address systemic barriers and promote the active engagement of underrepresented families in school-parent decision-making processes. This year, another key focus of instructional administrator meetings was on coherence and matching fiscal decision making with student outcomes. Strengthening Advisory Councils The District recognizes the continued need to increase parent participation in advisory committees at both the District and school levels. In the 2025-2026 school year, dedicated support was provided to enhance parent engagement in District-level advisory bodies and to assist staff in effectively facilitating School Site Council (SSC) and English Learner Advisory Committee (ELAC) meetings. These efforts are integrated into the broader strategy to promote inclusive, collaborative school communities. Both Superintendent Advisory meetings and District ELAC meetings saw sustained and increased community engagement.|4|4|4|5|4|4|4|4|4|4|4|4|Met||2026-06-16|2026
19651100000000|Whittier City|3|Whittier City School District (WCSD) is committed to building and sustaining strong, trusting relationships between school staff and families. A key strength in this area is the continued implementation of the California Community Schools Implementation Grant, which focuses on increasing parent and family engagement by tailoring support and resources to each school's unique needs. As part of this initiative, WCSD has gathered input and data from each of the eight identified Community Schools to identify needs and assets. In response, each site is supported by a Community School Coordinator to help develop systems that connect families to essential resources and services. Progress is also evident in the development of shared leadership structures. School Site Councils and English Learner Advisory Committees (ELAC) meet regularly, allowing families to actively participate in school decision-making processes. These collaborative practices have helped build strong partnerships rooted in mutual respect and inclusivity. Outreach and engagement efforts have contributed to a positive trend in family-school relationships. According to the 2025–2026 LCAP Community and Parent Survey, 89% of parents feel their input is welcome and valued, and 97% report feeling welcome when visiting school campuses. Additionally, 97% of families agree or strongly agree that the district promotes understanding and acceptance among its diverse student population, fostering an inclusive culture. To strengthen communication, WCSD is expanding its use of accessible, two-way communication tools such as ParentSquare, Aeries, and social media, while also maintaining traditional outreach methods. Each school also has a dedicated Community Liaison to support outreach, especially for families of students with underrepresented or exceptional needs. These ongoing efforts reflect WCSD’s commitment to meaningful family partnerships and inclusive school communities.|Based on educational partner input and local data, the Whittier City School District (WCSD) continues to demonstrate strong progress in building relationships between school staff and families. High levels of participation in districtwide initiatives such as the Parent Coffee Club, Parent Academy, and the Parent Passport System highlight our commitment to engaging families through meaningful and relevant opportunities. Survey data from the 2025–2026 LCAP Parent Survey also reflect this progress: 97% of families feel welcomed at school, 95% report strong school-to-home communication, and 94% say they receive the information and resources needed to support learning at home. Moving forward, WCSD will build on these strengths by increasing engagement with the families of foster youth and English learners. Specifically, our areas of improvement include: Expanding Inclusive Access: We will continue to broaden the variety of parent workshop topics while extending Parent Center hours and providing flexible options to ensure families of English learners and foster youth have increased access to resources and learning opportunities.   Strengthening Targeted Outreach: Community Liaisons and site-based Social Workers will enhance outreach efforts to better connect with underrepresented families and provide tailored support aligned to their needs and circumstances.   Empowering Families as Advocates: We will offer more sessions focused on parent rights, navigation of school systems, and advocacy tools, particularly for parents of English learners and foster youth, to ensure they are well-informed and confident in partnering with schools.   Enhancing Language Access and Representation: All communication, workshops, and materials will continue to be offered in both English and Spanish, with further refinement to ensure cultural and linguistic relevance, especially for English learner families. These focus areas are designed to deepen trust, equity, and engagement with all families, with a particular emphasis on ensuring foster youth and English learner families are seen, heard, and supported throughout their child’s educational journey.|Based on analysis of educational partner input and local data, Whittier City School District (WCSD) has identified the need to strengthen engagement with underrepresented families—specifically those of English Learners, Foster Youth, and students with specialized needs. While WCSD offers a range of family engagement opportunities, we recognize that more targeted efforts are necessary to ensure these families feel connected, informed, and supported. This year, WCSD increased its focus on engaging families of English Learners to gather input on their needs and experiences. According to the 2025–2026 parent engagement efforts, 91% of parents reported receiving information about CAASPP, ELPAC, and the reclassification process. The District will continue its communication efforts to ensure families have clear, timely information about reclassification and English Learner assessments. While translation is offered at all District and school site meetings, we will continue to strengthen access by ensuring communication is provided in families’ preferred languages and in more accessible formats. For families of Foster Youth and students receiving specialized education, we will collaborate with our Special Education and Student Services departments to gather input and identify areas of need. Moving forward, our improvement efforts will include: Strengthening Coordination: Aligning the work of site-based Community School Coordinators, Community Liaisons, and Social Workers to ensure targeted resources and outreach are provided to families with the greatest needs.   Expanding Support Services: Offering increased access to after-school tutoring and referrals to community-based organizations to support academic and social-emotional development.   Building Staff Capacity: Training Community Liaisons on meaningful and culturally responsive strategies to engage families, with a specific focus on underrepresented groups.   Providing Relevant Learning Opportunities: Continuing to offer parent workshops at both the Parent Center and school sites on topics such as special education, academic expectations, mental health, and family advocacy. These strategies reflect WCSD’s commitment to equity, family partnership, and ensuring all voices—particularly those of our most vulnerable student populations—are heard and supported.|Whittier City School District (WCSD) is committed to building strong partnerships with families and community service providers to ensure students have access to resources that positively impact their academic and social-emotional outcomes. Based on recent input from educational partners and local data, WCSD has made notable progress in strengthening these partnerships. According to the 2025–2026 LCAP Family and Community Survey, 94% of families reported that WCSD provides multiple resources and information to support their child’s education, and 94% agree that the schools keep families informed of their child’s academic progress. This demonstrates our ongoing commitment to engaging families as essential partners in student success. A key strength has been the expansion of after-school program offerings at each school site and district parent center. These programs provide students with greater access to enrichment opportunities, homework assistance, and academic interventions. One impactful initiative this year was our expanded partnership with Middle Tree Tutoring, a local academic support provider. In response to family feedback requesting more targeted tutoring, each school implemented a six-week tutoring cycle. Families were informed of their student’s need for additional support during spring parent conferences, ensuring clear communication and collaboration between home and school. These efforts have resulted in measurable progress. According to the latest LCAP survey data, 94% of families strongly agree that they receive helpful information about their child’s academic progress. This increase reflects WCSD’s dedication to maintaining transparent communication and providing families with the tools they need to actively support student learning and achievement.|Based on analyses of input from educational partners and local data, the Whittier City School District (WCSD) has identified several focus areas to strengthen partnerships that support student outcomes. A key area of improvement is increasing parent participation in both morning and evening school events, such as Back-to-School Night, Open House, parent-teacher conferences, and parent workshops. These events are essential touchpoints that help families understand school expectations, stay informed about their child’s progress, and learn strategies to support learning at home. To strengthen these partnerships, WCSD is focused on expanding outreach efforts and removing barriers to participation. Community School Specialists and Parent Liaisons at each school site play a vital role in engaging families and encouraging involvement. The District Parent Center also serves as a welcoming hub for families to access resources, participate in training, and build meaningful connections with staff and one another. WCSD remains committed to fostering an inclusive and supportive environment for all families. We recognize the importance of regularly assessing the effectiveness of our engagement strategies. To this end, we will continue to use parent surveys and two-way communication tools to gather input from families and educators. This feedback will inform ongoing improvements and ensure alignment with the needs of our diverse community. In addition, WCSD will deepen collaborations with community-based organizations to expand services and supports that contribute to positive outcomes for students and families. These partnerships will be essential as we work to build stronger, more effective relationships that directly impact student achievement and well-being.|Based on analysis of educational partner input and local data, the Whittier City School District (WCSD) is committed to improving engagement among underrepresented families—specifically families of English Learners, Foster Youth, Homeless students, and students receiving specialized services. Our approach focuses on intentional outreach, personalized support, and the creation of welcoming opportunities for all families to engage in their children’s education. To increase participation, WCSD will continue to implement personalized outreach strategies, including individual phone calls, home visits, and staff-led communication efforts. We will also expand targeted events that are designed to meet the needs of specific student groups. For example, we will host specialized sessions and workshops for families of students in Special Education, English Learners, and Foster Youth/Homeless populations. These events will include access to resources such as food, hygiene kits, and other essentials through “grocery events” and “shopping days,” recognizing and addressing the broader challenges some families face. Additionally, we will support parents in understanding their children’s academic progress and setting short-term academic goals. This includes providing families with tools and strategies to support learning at home and clear explanations of academic expectations. To ensure accessibility, WCSD will continue to strengthen its communication by translating materials into multiple languages and using culturally responsive practices. Our goal is to ensure that all families feel welcomed, valued, and informed. Through these efforts, WCSD will build stronger, more inclusive partnerships with underrepresented families, empowering them to actively participate in their children's educational journey.|Whittier City School District has implemented a robust system to actively seek input from parents, students, and staff to enhance decision-making processes related to evaluating the effectiveness of school programs. Recognizing the value of diverse perspectives, the district has consistently prioritized engaging educational partners in shaping educational policies and practices. By distributing an annual survey to parents, students, and staff members, the district has created a platform for open dialogue and collaboration. The surveys collect valuable data on various aspects, including curriculum, extracurricular activities, facilities, and overall school climate. This comprehensive approach allows decision-makers to gain insights into the needs and preferences of different school community members, thus enabling them to make informed choices. The District holds regular DELAC Meetings and Parent Advisory LCAP Meetings to update families on progress toward the goals outlined in our LCAP.  Whittier City School District's commitment to seeking input has resulted in increased transparency, accountability, and inclusive decision-making. The district's progress in this area demonstrates its dedication to fostering a supportive and collaborative environment where all voices are heard and valued.|Based on an analysis of educational partner input and local data, the Whittier City School District (WCSD) has identified several focus areas to strengthen its efforts to seek input for decision-making. A key area of improvement is enhancing two-way communication and deepening engagement with all educational partners—including parents, students, staff, administrators, and community members—so their voices are consistently reflected in district initiatives and priorities. WCSD will continue to build trust by increasing outreach and transparency through a variety of communication channels, including newsletters, school websites, public forums, and social media. Regularly scheduled advisory meetings and input sessions will also serve as vital opportunities to gather meaningful feedback, particularly on district planning and implementation of LCAP goals. The district recognizes the importance of reaching historically underrepresented families. Therefore, culturally responsive engagement strategies and targeted outreach will be prioritized to ensure inclusive participation from English Learner families, foster and homeless youth families, and families of students with disabilities. WCSD will continue to provide translation services, host listening sessions, and offer flexible meeting times to reduce barriers to participation. Finally, to ensure input leads to action, WCSD is working to improve its systems for collecting, analyzing, and responding to feedback. This includes refining survey tools and streamlining data analysis to support timely, informed decisions that align with the school community's needs. Through these focus areas, WCSD is committed to creating a more equitable, transparent, and inclusive decision-making process that honors the voices of all educational partners.|Based on the analysis of educational partner input and local data, Whittier City School District (WCSD) recognizes the importance of strengthening engagement with underrepresented families, particularly families of English Learners, Foster Youth, Homeless Youth, and students with disabilities, in the district's decision-making processes. To address this need, WCSD is implementing targeted outreach strategies designed to build trust and create more accessible pathways for family engagement. School Community Liaisons and site leaders will work collaboratively to personally connect with underrepresented families, linking them to both school-based supports and community resources. These proactive efforts aim to reduce barriers to participation and foster long-term, trusting relationships. The district will also enhance access by continuing to provide robust language support, including translation and interpretation services at all meetings and in all communications. Culturally responsive outreach materials will be used to ensure families feel respected, welcomed, and informed. In addition, WCSD will offer flexible opportunities for families to share their input, such as small group discussions, focus groups, and informal forums, held at various times and in familiar community spaces. These engagement opportunities will be tailored to meet families where they are and allow them to participate in ways that feel meaningful and manageable. Through these focused strategies, WCSD is committed to ensuring that underrepresented families are not only included but are empowered to influence decisions that impact their children’s educational experiences and outcomes.|4|5|4|4|5|5|4|4|5|5|4|5|Met||2026-06-16|2026
19651280000000|Whittier Union High|3|"The district has achieved a rating of 5 (Full Implementation and Sustainability) across all sites for its efforts in building trusting relationships, creating welcoming environments, and establishing accessible two-way communication between staff and families. A primary strength is the district's multifaceted communication strategy, which leverages ParentSquare for flexible interaction, alongside social media, newsletters, and automated messaging that allows families to select their preferred language. Bilingual accessibility is a high priority, with schools providing translated materials, maintaining multilingual office staff, and ensuring meetings are held in both English and Spanish. Innovative practices include hosting dedicated pre-meetings for Spanish-speaking families during major events like Back-to-School Night to ensure information is fully accessible. To foster engagement, schools offer a wide variety of events—such as Future Student Nights, ""Coffee with the Principal,"" and recognition ceremonies like ELAC and ""Student of the Month""—at diverse times including mornings, afternoons, and evenings. Professional development is central to this progress, with staff undergoing Arbinger training for relationship building and special education teachers receiving WACSEP training to effectively communicate with parents about sensitive topics. The district also emphasizes personalized connection through individual enrollment appointments for every family and the use of the IEP process as a collaborative space for staff and parents. Furthermore, specialized programs like Puente, Scholars, and various Academies create smaller, focused communities that deepen staff-family bonds, while technology such as Zoom and Google Meet ensures that conferences and meetings remain accessible to families who cannot visit campus in person."|"The primary challenge identified across the district is bridging the gap between the numerous engagement opportunities offered and actual family participation levels. While the district has established strong communication systems, individual sites are focused on increasing turnout for traditional events like Back-to-School Night and reviving underactive organizations such as the PTSA. To address this, schools are exploring more modern and accessible engagement methods, such as livestreaming or recording events for families unable to attend in person and expanding the district’s social media presence through dedicated PR staffing. There is also a recognized need for more targeted outreach to specific groups, including families of special population students, the immigrant community, and families who speak languages other than English or Spanish. Professional growth for staff remains a priority, specifically in terms of specialized training for relationship-building and effective communication strategies with families. Innovative ideas for deepening these connections include staff sharing personal videos to build familiarity, conducting home visits, and leveraging ""parent leaders"" to personally invite their peers to meetings.  Furthermore, schools aim to provide practical support for parents, such as technical training for navigating school systems and offering events like ""Coffee with the Principal"" at more flexible times, such as in the afternoon, to accommodate diverse working schedules. Consistency in bilingual materials across all platforms, including flyers and online information, is also identified as a critical area for ongoing improvement. Finally, sites emphasize the importance of better communicating to parents the value of remaining academically involved throughout their student's high school career and finding ways to capitalize on moments when parents are already on campus for athletics or guest speakers to build further rapport."|Whittier Union will continue to work on the intentionality of communication with parents and families, seeking to be more proactive and less reactive. Whittier Union will continue to increase its use of social media as a platform to engage families with campus news and events. There will be more professional development opportunities for staff members both on communication technology but also on ensuring the highest level of customer service. The Whittier Union Categorical Office will continue to refine its processes for providing translation services to ensure that all families can engage in school activities regardless of language needs.|Across the district, progress in Building Partnerships for Student Outcomes is defined by a consistent rating of 5 (Full Implementation and Sustainability) for providing professional learning to improve staff capacity to partner with 2026-27 Local Performance Indicator Self-Reflection for Whittier Union High School District (WUHSD) Page 11 of 16 families and for supporting families in exercising their legal rights, while maintaining a rating of 4 (Full Implementation) for providing home learning resources and implementing programs for progress meetings. A significant strength is the district's use of technology, specifically Aeries, Google Classroom, ParentSquare, and Zoom, which provide families with direct access to student data and flexible ways to engage in classroom activities. Communication regarding academic progress is frequent and detailed, featuring eight report cards sent home annually, academic and attendance referral forms, and specialized collaborative sessions such as IEP meetings, reclassification meetings, and Intervention Drive-Thru meetings to discuss student outcomes. To support holistic development, the district offers consistent workshops on mental health and teen support, often led by Student Well-Being Interns and partner agencies like Help Line Youth Services and LACADA. Families are further empowered to support learning at home through access to Rosetta Stone, Khan Academy, and library tutoring resources, supported by dedicated parent resource tabs on school websites. Post-secondary outcomes are prioritized through College and Career Workshops, student field trips to colleges, and a strong partnership with Rio Hondo College for dual enrollment and career fairs. Professional development is also a core strength, with staff receiving Arbinger training and participating in robust professional development programs to better support family partnerships. Furthermore, the district ensures these partnerships are inclusive by employing multilingual staff members and offering enrichment opportunities through programs like the Male Mentorship Program, the arts, and after-school initiatives like PREP and LEARN.|"The district has identified several key areas for growth to further strengthen partnerships for student outcomes, particularly focused on improving the accessibility and consistency of digital communication tools. A primary objective is ensuring that Aeries is updated regularly by all staff to provide families with real-time, accurate data on student progress. Additionally, there is a recognized need to make district websites more user-friendly and accessible, ensuring that parents can easily find the resources they need to support learning at home. Beyond digital tools, the district aims to revisit common practices among department-alike teams to ensure a consistent approach to family partnerships across different subject areas. Educating parents on school policies, procedures, and the impact of chronic absenteeism is another critical growth area, as schools seek to help families understand how missed days directly affect student achievement. To boost engagement, the district is looking to bring back parent educational days and better leverage high-attendance events—such as ""Parent Power"" or ""Future Freshman Night""—as strategic opportunities to remind families of the various ways they can connect with school offices and staff. Furthermore, there is a specific focus on targeted marketing and outreach, especially in environments with high population turnover, to ensure that families are continuously aware of available resources. This includes a concerted effort to identify and encourage ""non-attenders""—those students and families not currently utilizing provided support services—to begin participating in programs designed to improve student outcomes. By addressing these gaps, the district intends to move from providing opportunities to ensuring those opportunities are effectively utilized by all segments of the student population."|Whittier Union is committed to the core concept that parents and families are our partners in our students' education. Whittier Union will continue to work with families to learn more about the best ways for them to receive communication and the best ways engage them in activities designed to help them support their students. There will be more training opportunities for parents to learn about how to use the AERIES/SIS Parent Portal so that parents can monitor student performance and progress. Continued professional development will help staff members learn about how to use different communication and engagement platforms, including social media.|"The district demonstrates a robust commitment to inclusive governance, evidenced by a universal rating of 5 (Full Implementation and Sustainability) across all school sites regarding its progress in building the capacity of staff and families to engage in decision-making and advisory groups. A cornerstone of this strength is the established network of formal collaborative committees, including the School Site Council (SSC), LCAP advisory groups, and ELAC, which provide consistent platforms for families and staff to shape school policies and programs. The district further integrates family voices through the WASC accreditation process and utilizes diverse methods to capture feedback, such as Back-to-School Night surveys, teacher-initiated surveys, and exit surveys for graduating students. Accessibility and inclusivity are major priorities, with schools offering meetings at various times—including mornings, afternoons, and evenings—and providing interpreters to ensure language is not a barrier to participation. Notably, at some sites, bilingual and Spanish-speaking parents have emerged as the most involved parent leaders, reflecting successful outreach to diverse populations. Engagement is also fostered through informal settings like ""Coffee with the Principal"" and unique evening events like ""Paint Night"" or ""Loteria,"" which create approachable environments for seeking input. Furthermore, the district maintains a bottom-up philosophy that values teacher perspectives in district-wide decisions and provides intentional time during the academic year for staff to participate in on-campus decision-making processes. Beyond formal meetings, schools capitalize on individual enrollment appointments and student leadership meetings to ensure a wide range of stakeholders, including students themselves, are included in the decision-making framework. Finally, the Board of Trustees actively seeks parental input regarding community values, particularly concerning student recognition, ensuring that district leadership remains aligned with the families they serve."|"The primary area for growth in seeking input for decision-making across the district involves bridging the gap between the numerous opportunities currently offered and the actual level of stakeholder participation. While systems for collaborative committees are well-established, schools are specifically focused on increasing the involvement of underrepresented groups, such as the families of special population students and the immigrant community. There is a recognized need to expand outreach and engagement efforts to include families who speak languages other than English or Spanish, ensuring that linguistic diversity does not remain a barrier to participating in school governance. Furthermore, sites are looking to identify additional opportunities to seek feedback, such as leveraging high-attendance events like the Fall ""Open House"" to capture a broader range of parental perspectives. In specialized educational settings, the district aims to continuously increase engagement to better serve a student body characterized by continuous enrollment and high population turnover. Beyond parental input, there is also an identified need to strengthen internal feedback loops by creating formal systems to increase input from staff, ensuring their professional perspectives are better integrated into the district's decision-making framework."|Growing active parent participation in high school is a challenge faced by all school districts. Whittier Union will work on expanding parent opportunities to provide meaningful input by examining the format of existing meeting structures and considering alternate avenues (such as fully virtual or even simulcast parent meetings). The school sites in WUHSD will continue to identify the key parents who are willing to provide input in certain areas (such as booster parents) and find ways to leverage their participation in school events to provide input on more school-wide issues. WUHSD will work towards building a consistent group of attendees at meetings where input is solicited so that there can be a higher level of consistency in the feedback received and so that parents and families can see the impact of their input being implemented over time at the school sites.|5|5|5|5|5|5|4|5|5|5|5|5|Met||2026-06-23|2026
19651360000000|William S. Hart Union High|3|"The District's current strengths and progress in Building Relationships Between School Staff and Families Schools begins at the school sites with their incoming students and families before the students begin in the fall. Incoming students and families are invited to a spring meet and greet at the school site where they are introduced to the school's curricular and extra-curricular programs, administration, and given a tour of the campus. Early in the fall semester, schools hold their Back to School Nights which allows families to briefly visit with each of their student's teachers. While with the teacher, parents/guardians will hear the class expectations and be able to ask questions. Communication continues at the site level as principals regularly send home newsletters (in multiple languages), participate in monthly Parent Advisory Councils, and hold open agenda meetings with parents/guardians such as ""Coffee with the Principal."" The Hart District’s Director of Communication and Community Engagement publishes district information on multiple social media platforms and manages the use of Parent Square, the district's communication tool.  Parent Square allows parents, teachers, and administrators to efficiently interact on the digital platform. The district's website was recently reworked and refreshed and provides important information to the school community.  The District also facilitates a Parent Communication Council (PCC) that brings parent representatives from each school site, together for monthly meetings at the District Office. The PCC is chaired by the Superintendent and discusses district and site issues from the parent perspective."|The District's focus area for improvement in Building Relationships Between School Staff and Families is in the area of developing the capacity of staff (i.e., administrators, teachers, and classified staff) to build trusting and respectful relationships with families|The district will improve engagement of underrepresented families in Building Relationships Between School Staff and Families, with methods already being used along with some recently recommended by our educational partners.  Currently the district engages its underrepresented families via the use of Social Media, sending communications in multiple languages, running District English Learners Parent Advisory Councils (DELAC) meetings, the involvement of social workers and providing parent workshops on multiple topics. Going forward the district will be more intentional about inviting all subgroups to meetings, activities and events.  Leadership training will also include topics aligned with building better school/family relationships with all groups, including those that are underrepresented.|"The District's current strengths and progress in Building Partnerships for Student Outcomes begins at the school sites with their annual Back to School Nights and Open Houses.  Another important link in the school and parent partnership is the informative newsletters that each principal regularly sends to all of their families.  Meetings at school sites that support this focus area are Student Study Teams (SST's), English Learners Advisory Committees (ELAC) and Individual Education Plan (IEP) meetings. These meetings bring together school personnel, parents/guardians and students to plan, assess and/or solve issues. At the district level this focus area is supported by the District English Learner Advisory Committee (DELAC) and the Student Communication Council (SCC). The DELAC provides an avenue for the families of English Learners to have access to district level personnel and have a voice in district level decisions. The SCC brings student representatives from each of the District's schools together for monthly meetings at the District Office. The meetings are chaired by the Superintendent and topics focus on site needs from the student's perspective. The district also offers Parent Forums/Workshops which provide all parents helpful information on how to guide their children through the teenage years.  The District has also built important partnerships with groups and agencies in the community.  These partnerships include the city's drug prevention program ""Defy in SCV"", our School Resource Officers from the Sheriff's department, parent and student workshops put on by ""ACTION"" a local agency that supports recovery from substance use and abuse, and ""Ignite the light of Hope"" a local nonprofit that runs free monthly farmer's markets on out Title 1 school sites."|The District's focus area for improvement in Building Partnerships for Student Outcomes is to continue providing professional learning and support to teachers and principals to improve a school's capacity to partner with families.|The educational partners that gave input in this activity recommended that adding more multilingual staff to the offices at the schools, intentionally reaching out to underrepresented families to encourage their participation in parent/guardian meetings/activities/events, and providing more targeted parent workshops would help to improve the engagement of all families.|"The District's current strengths and progress in Seeking Input for Decision-Making begins at the school sites with Parent Advisory Committee meetings. These monthly meetings are chaired by parents and provide the venue for the discussion of school issues, the gathering of parent input, and voicing of parent concerns. School sites with English Learner Advisory Committees (ELAC) provide the families of English Learners the platform for participating in the school site decision making process. Site principals also regularly hold meetings with parents/guardians such as ""Coffee with the Principal"" meetings. The agenda for these meetings is always focused around the current needs of the site and/or district and include gathering input from the parents who attend. At the District level this focus is supported by the District English Learners Advisory Committee (DELAC), the Parent Communication Council (PCC) and the Student Communication Council (SCC). The DELAC provides an avenue for the families of English Learners to have regular access to district level personnel and offer input on district level decisions. The PCC and the SCC brings parent and student representatives from each of the District's schools together for monthly meetings at the District Office. These separate meetings are chaired by the Superintendent and provide the opportunity to gather both parent and student input on district decisions. The collection of data for the submission of the district’s Local Indicators provides meaningful information that is used for decision-making at several levels within the district.  For example, The School Climate Survey which surveys all 8th and 10th grade students on their perception of their school’s culture is used by principals in the annual development of the school’s safety plan.  The creation, review and updating of the District's Local Control Accountability Plan (LCAP) allows for a large portion of the District's parents, teachers, staff and students to provide input into the budget creating process.  Access to this process is given to the school community through large in person meetings and surveys administered at many of the school and district meetings."|The District's focus area of improvement in Seeking Input for Decision Making is implementing strategies to reach and seek input from more of the underrepresented groups in the school community.|The educational partners that gave input in this activity recommended that the district continue reaching out to underrepresented families to encourage their participation in parent/guardian meetings/activities/events. It was also recommended that regular trainings for parents of EL students on accessing/using Infinite Campus and Parent Square continue to be provided|3|4|2|3|3|3|2|3|4|4|4|3|Met||2026-06-24|2026
19651360114439|Mission View Public|3|"Mission View continues to build strong family partnerships by creating consistent opportunities for communication and connection. Parent Committees have grown in participation as families engage through weekly Data + Design messages, L4L Connect updates, Parent Teacher Conferences, family events, and student celebrations. Annual Survey results show a strong sense of belonging, with 99 percent of students and 98 percent of parents reporting they feel connected to the school. As part of the Community Schools Implementation phase, Mission View added new supports, including a Parent Engagement Liaison, to better meet family needs. The impact of these efforts is reflected in comments such as a student sharing, ""My teacher is kind and helpful” and a parent noting, “I have experienced as a father that my daughter has been helped.”"|To deepen meaningful engagement, Mission View has redesigned its Parent Committee meetings to create more space for dialogue, collaboration, and community building. Breakout sessions supported by an in-person translator allow families to participate comfortably and share honest feedback. These discussions have highlighted priorities such as more mental health resources, additional extracurricular options, expanded field trips, and increased college and career support. One parent expressed a need for “Mas informacion sobre becas y consejeria universiterio y profesional” (More information on scholarships and university and career counseling). With roles like the Parent Engagement Liaison and College and Career Paraprofessional, the school is strengthening coordination of services and improving connections with families.|Mission View regularly evaluates its communication systems to ensure equitable access, particularly for families who are often underrepresented. Updates to Parent Committees were designed to remove barriers and create meaningful opportunities for shared decision making. When combined with Student Awards events, Family Nights, and other gatherings, these improvements have increased both attendance and engagement. Staff maintain ongoing communication with families through phone calls, text messages, emails, L4L Connect posts, mailed notices, home visits, and informal conversations. All information is shared in English and Spanish, and a translator is present at every PAC and ELAC meeting to support full participation.|Input from educational partners, including written comments and Annual Survey results, shows that Mission View’s greatest strengths are its strong sense of community and the safe environment it provides. Students overwhelmingly report feeling both physically and emotionally secure, and families share that they feel respected and well connected to the school. Consistent communication and individualized support are frequently highlighted, reflected in feedback such as a student saying, “I feel like the school cares about everyone.” Another student added, “There’s nothing really I can think of [to improve the school]. You guys have helped me with so much.” Mission View remains committed to offering multiple ways for families to communicate and participate, creating an inviting atmosphere where all educational partners can engage in shared decision making that supports student success.|Mission View’s efforts to strengthen partnerships that support student success align with both the LCAP Goals and the Community Schools framework, which emphasize academic growth, preparation for college and careers, and active participation from educational partners. The school has expanded its capacity to meet these priorities by growing its student support team, which now includes a School Counselor, School Psychologist, and Social Worker, along with new roles such as a Parent Engagement Liaison and a College and Career Paraprofessional. These positions allow the school to offer more individualized assistance to students and families. Feedback from families helps guide these efforts, as expressed by a parent who shared, “Working one-on-one showing more how to be a leader and never give up. Becoming more aware of becoming older so to know how to work, problem-solving.” Insights like this help the school remain focused as it coordinates services and allocates resources to best support student outcomes.|Mission View aims to strengthen its work with underrepresented families by broadening community partnerships and enhancing the role of Parent Committees so families can participate meaningfully in planning and decision making. Direct outreach and individualized guidance will continue through the Parent Engagement Liaison, Counselor, Social Worker, and Student Retention Support team, who coordinate services and monitor interventions using a Whole Child and Family approach aligned with the school’s Community Schools Implementation Plan. Another priority is cultivating strong student-staff relationships to improve retention, supported by recent Warm Demander training that centers on maintaining high expectations while building caring, trusting connections. By combining intentional student support with deeper family engagement, Mission View seeks to ensure all students and families feel represented, supported, and connected.|Mission View uses several structured approaches to gather input from its educational partners. Each PAC and ELAC meeting includes dedicated time for open discussion, allowing participants to share ideas that are documented and reviewed. Strong participation in the Annual Surveys also helps ensure that students and families have an equitable voice in identifying school needs. Staff members regularly collect feedback through conversations, messages, phone calls, and Parent Teacher Conferences. In addition, the Area Superintendent meets quarterly with students and staff through Food 4 Thought sessions to stay informed about school experiences and concerns.|Mission View is strengthening its Parent Committees so families can take a more active role in school planning and problem-solving. The school is expanding opportunities for parents to share feedback, particularly about learning barriers and student support. With additional staffing, Mission View plans to deepen partnerships and increase services for students and families. Parents and students have also expressed a need for more college and career preparation, including requests such as “Mas informacion sobre becas y consejeria universitario y profesional.” Another parent shared positive feedback, saying, “We appreciate all the staff!”|Mission View is committed to meaningful engagement with educational partners so school decisions reflect the diverse needs of the community, especially those historically underrepresented. With a Parent Engagement Liaison, the school can better understand and respond to family needs. Feedback from parents and guardians will guide improvements to communication, meeting formats, and services supporting English Learners, Special Education students, and Homeless and Foster Youth. Translation services are provided at parent committee meetings, and all materials sent home are available in English and Spanish, with L4LConnect used to send information in each family’s preferred language when needed.|5|5|5|5|5|5|5|5|4|4|5|4|Met||2026-06-03|2026
19651360117234|Santa Clarita Valley International|3|SCVi is committed to the meaningful engagement of its educational partners in the development of the LCAP. For the annual update, feedback from families, learners, community members, board members, learners, and SCVi staff and leadership was utilized to evaluate program effectiveness and address the state priorities. Upon careful examination of the input received, action steps under SCVi's three existing goals were maintained, expanded or modified to further learner achievement and continue the development of program offerings.  During the 2025-26 school year, monthly iSUPPORT/PTSA meetings were held to provide opportunities for school staff and families to connect regarding the school program. Informal feedback was also received by families through attendance at schoolwide events. ELAC meetings were held in fall and spring to provide an open forum for questions and feedback on the EL program and allow the ELAC to review the school’s Single Plan for Student Achievement. Additionally, monthly EL collaborations with the EL coordinators across iLEAD California provided the opportunity for sharing ideas gathered from facilitator and family feedback on how to improve the English learner program.					|As an ongoing result of the pandemic, families and staff observed an increased number of learners experiencing feelings of depression, anxiety and/or in need of other mental health support. Learners also reflected this sentiment through self-evaluation on the iLEAD Comprehensive Growth Card. Academic data on internal benchmarks and the CA State Dashboard show areas for growth, and learners are benefitting from additional tutoring and academic resources provided through the school. The school will continue to engage educational partners through its current systems.|When building relationships between school staff and families, it is important to first consider the needs of foster youth, English learners, and socioeconomically disadvantaged learners (including those experiencing homelessness) in order to develop a plan on how to increase and improve services to these underrepresented learners.  SCVi staff will work to reduce barriers and increase equity and access through evidence-based, trauma-sensitive supports and practices that provide opportunities for success. In order to address achievement gaps in ELA and math, and to help these learners in their academic and SEL achievement (to include college and career), the school plans to implement several actions to target these learners directly, with the goal of increasing their engagement in learning, improving academic support and student achievement, removing barriers to education, addressing social-emotional needs, and promoting school-family connections/partnerships.  More specifically, the unique needs of foster youth include additional academic support/interventions, community resources, counseling support, trauma-sensitive instruction, social-emotional support, individualized learning plans, equity and inclusion, and parent/family assistance. The unique needs of EL learners include English language development, additional academic support/interventions, difficulty accessing curriculum due to language barriers, primary language support, literacy skill building, language acquisition monitoring, community resources, equity and inclusion, social-emotional support, individualized learning plans, family translation services, and parent/family assistance. The unique needs of socioeconomically disadvantaged include additional academic support/interventions, community resources, counseling support, funding to access IB exams, college credit courses, trauma-sensitive instruction, social-emotional support, individualized learning plans, equity and inclusion, and parent/family assistance.|There are several opportunities for families to be involved in their child’s learning process through attendance at the Individual Learning Plan (ILP) conference, PBL Presentations of Learning,  Student-led conference, End-of-Year Showcase of Learning, and volunteer opportunities.  The LEA will focus on providing more communication through parent communication portals and to increase parent attendance at Parent Universities.  The English Learner and Homeless/Foster Youth Liaison will work together to target increased parent involvement representing the EL, Foster Youth and Homeless, and low income learner population.   					|There are several opportunities for families to be involved in their child’s learning process through attendance at the Individual Learning Plan (ILP) conference, PBL Presentations of Learning,  Student-led conference, End-of-Year Showcase of Learning, and volunteer opportunities.  The LEA will focus on providing more communication through parent communication portals and to increase parent attendance at Parent Universities.  The English Learner and Homeless/Foster Youth Liaison will work together to target increased parent involvement representing the EL, Foster Youth and Homeless, and low income learner population.   					|SCVi staff will reduce barriers and increase equity and access through evidence-based, trauma-sensitive supports and practices that provide opportunities for success. In order to address achievement gaps in ELA and math, and to help these learners in their academic and SEL achievement (to include college and career), the school plans to implement several actions to target these learners directly, with the goal of increasing their engagement in learning, improving academic support and student achievement, removing barriers to education, addressing social-emotional needs, and promoting school-family connections/partnerships.  More specifically, the unique needs of foster youth include additional academic support/interventions, community resources, counseling support, trauma-sensitive instruction, social-emotional support, individualized learning plans, equity and inclusion, and parent/family assistance. The unique needs of EL learners include English language development, additional academic support/interventions, difficulty accessing curriculum due to language barriers, primary language support, literacy skill building, language acquisition monitoring, community resources, equity and inclusion, social-emotional support, individualized learning plans, family translation services, and parent/family assistance. The unique needs of socioeconomically disadvantaged include additional academic support/interventions, community resources, counseling support, funding to access IB exams, college credit courses, trauma-sensitive instruction, social-emotional support, individualized learning plans, equity and inclusion, and parent/family assistance.				|At the end of each semester, learners and staff completed the iLEAD Learner Outcome Reflection Survey, a measure of learner growth in the Schoolwide Learner Outcomes, as well as their progress towards academic and social-emotional goals. Additionally, staff and leadership meetings were held monthly to discuss the program, learner progress, and gather/reflect on suggestions for improvements. Parent and learner surveys regarding aspects of the program were sent in the spring of 2026 to solicit feedback. These surveys addressed specific aspects of the LCAP (the eight state priorities for the creation of potential action steps). Various learner clubs allowed opportunities for discussion and feedback.   Monthly board meetings were held with the opportunity for anyone from the public to attend (including staff, parents and learners). 					|When creating actions, the school also evaluated NWEA MAP benchmark results, SEL data, counselor/liaison feedback, attendance, and SST information. Additionally, feedback from counselors, facilitators, liaisons, families, learners, office staff, community partners, board members and/or EL collaborations was considered. Through family meetings, discussions at school events, and school surveys, educational partner feedback regarding curriculum/instruction, safety, school culture, and diversity, equity and inclusion (DEI) were also considered to develop a well-rounded plan that ensured the needs of all learners were being met.					|SCVi evaluated NWEA MAP benchmark results, SEL data, counselor/liaison feedback, attendance, and SST information. Additionally, feedback from counselors, facilitators, liaisons, families, learners, office staff, community partners, board members and/or EL collaborations was considered. Through family meetings, discussions at school events, and school surveys, educational partner feedback regarding curriculum/instruction, safety, school culture, and diversity, equity and inclusion (DEI) were also considered to develop a well-rounded plan that ensured the needs of all learners were being met.					|5|5|4|4|4|4|4|4|4|4|4|4|Met||2026-06-24|2026
19651361996263|Opportunities for Learning - William S. Hart|3|OFL-WSH continues to excel in creating multiple avenues for family engagement with school teachers, staff, and administrators.  According to the 25-26 School Climate Survey, the LEA achieved a parent/guardian median score of 4.33 in Connection and Belonging.  Family involvement begins at orientation, where new students and their families collaborate with the teacher, Post-Secondary Counselor, Career Pathways Coordinator, and Assistant Principal.  The orientation is designed to create a strong synergistic relationship where families can provide important information about the student’s strengths, cultural background, language preferences, areas of concern, and academic/personal goals.  The goal is to create a student centered approach to creating a unique academic plan for success where the families needs are understood and respected.  These positive relationships are further fostered with Achievement Chats before the start of each new semester where student goals are reviewed, student academic and social-emotional needs are discussed, and academic strategic planning is conducted.  This ensures the family, student and staff remain in alignment for supporting the student’s post-secondary goals.  The LEA demonstrated progress in promoting a positive school climate as evidenced by a parent median score of 4.33 in Connection and Belonging on the 25-26 School Climate Survey.  Achievement Chat participation was in the high 90th percentile.  The LEA continues to provide several resources to maintain strong student engagement including: tutoring services, access to mental health and social services, wellness supplies, student council led events, game nights, field trips, college and career events, and Pathways.|OFL-WSH provides multiple avenues for parental involvement. Through persistence over the years and continued extensive advertising and direct invitations, the LEA had dramatic improvement in parent and student participation in PAC and DELAC for the 2025-26 school year. As a result, the LEA was able to gather vital parent and student input in order to inform school improvement planning.  Students and parents asked meaningful questions about our LCAP goals, metrics and actions, and provided valuable feedback about the programs and services the LEA provides to the students and their families.  They gained a better understanding about unduplicated pupils, why we have an LCAP, and why we are focusing on improving specific student outcomes.|OFL-WSH is committed to fostering meaningful engagement with all families, with a focus on ensuring representation and inclusion of underrepresented groups. In the 25-26 School Climate Survey, the LEA earned a strong median family score of 4.38 and student score of 4.03in the area of Inclusion.  Family engagement begins with orientation, where new students and their parents/guardians are introduced to key staff and invited to share important information about the student’s strengths, family culture, language preferences, and academic or personal goals. These early connections help establish a strong foundation for ongoing, positive school-family relationships.  A central practice that sustains engagement is the Achievement Chat, held each semester. These structured, two-way conversations between teachers and families support meaningful dialogue about academic progress and social-emotional development. Achievement Chats are closely aligned to the LEA’s LCAP priorities under Goal 3, including Action 2 (Achievement Chats), Action 3 (Parental Involvement and Educational Partner Engagement), and Action 11 (Improve School Connectedness).  To promote equitable engagement, the LEA provides targeted support to families of English Learners (ELs), Students with Disabilities, and Foster Youth: English Learner families receive personalized outreach, ongoing communication, and support from EL Specialists during school events. Opportunities such as DELAC participation and annual EL celebrations further recognize and strengthen family involvement. Families of Students with Disabilities are supported through direct outreach from Special Education Specialists and Paraprofessionals, who provide consistent communication, event support, and access to special education resources and services. Foster Youth and their families receive outreach and support from School Counselors to ensure access to resources and encourage participation in school engagement opportunities.  These coordinated efforts reflect the LEA’s commitment to building inclusive, supportive partnerships with all families and strengthening engagement across diverse student groups.|OFL-WSH has continued to strengthen communication and engagement between staff and families through consistent, accessible, and relationship-centered practices. Teachers maintain regular communication with parents and guardians regarding student academic progress, attendance, and strategies to support learning at home and at school. Families receive updates through multiple communication channels, including phone calls, emails, the Remind app, School Messenger, flyers, social media, and in-person events such as Back to School Night and Open House.  Achievement Chats, conducted at least twice each year, provide structured opportunities for students, families, and staff to engage in collaborative conversations about academic progress, goals, and needed support. Families are also encouraged to schedule individual meetings with school staff and administrators or attend designated drop-in opportunities to review student performance and discuss next steps.  The LEA also offers a variety of family engagement opportunities throughout the year, including Open House, focus groups, community partnership events, and resource and career fairs. These events create additional opportunities for families to connect with staff, discuss their student’s academic trajectory, and explore postsecondary options in more informal and supportive settings. These efforts align with the 2026–27 LCAP, specifically Goal 3, Action 3 (Parental Involvement and Educational Partner Engagement) and Action 11 (Improving School Connectedness).  To further support inclusion and belonging, OFL-WSH has expanded student-centered programming across learning centers. A dedicated diversity team coordinated monthly cultural celebrations to recognize and honor the diverse backgrounds represented across the school community. Student Councils at each learning center also led monthly activities designed to build community, strengthen peer connections, and increase student engagement. In addition, mental health staff facilitated monthly wellness groups to support students’ social-emotional well-being and foster a safe, connected school environment. These efforts contributed to a median School Climate Survey score of 4.46 in Social Emotional and Physical Safety.  Collectively, these efforts demonstrate the LEA’s continued commitment to fostering strong family partnerships, promoting meaningful engagement, and sustaining a supportive and inclusive school culture.|OFL-WSH maintains consistent, transparent communication with families through multiple platforms that support ongoing engagement in student learning. Families can monitor academic progress, course completion, and graduation readiness through the student information system and Edmentum Sensei, which provide real-time access to student performance and time on task.  Teachers regularly communicate with families to celebrate progress and address areas where additional support may be needed. These conversations are aligned to individualized academic goals established during semester Achievement Chats, where families and staff collaborate to review progress, set goals, and identify strategies to support student success at home and at school.  Family partnership at OFL-WSH is embedded in daily practice and reflects an ongoing, two-way commitment between home and school. To strengthen accessibility and responsiveness, all staff maintain Google Voice numbers, allowing families and students to directly call or text teachers as needed. Recent School Climate Survey results reflect the impact of these efforts: the student school climate survey rating for connection and belonging was 3.85 and was 4.03 for inclusion. These results demonstrate OFL-WSH’s commitment to fostering strong family partnerships and ensuring students feel supported in their academic journey.|OFL-WSH has increased its engagement among underrepresented families by providing targeted support for unduplicated students, including English Learners, Students with Disabilities, Foster Youth, and students experiencing homelessness. Students' academic and social-emotional needs are supported through Specialized staff. Special Education Specialists and Paraprofessionals support Students with Disabilities in meeting individualized goals, while English Language Specialists provide targeted language and academic support for English Learners. Post-Secondary Counselors work closely with Foster Youth and students experiencing homelessness to provide academic guidance, resource coordination, and postsecondary planning. Career Pathways Coordinators and Post-Secondary Counselors also expand access to college and career exploration for all students through pathway programs, events, and transition planning.  To strengthen family advocacy, OFL-WSH provides informational sessions and leadership opportunities through DELAC and PAC meetings. Staff also ensure families understand their rights and remain active partners in decision-making by clearly communicating student and parent rights during IEP and 504 meetings.  These efforts continue to be reflected in our LCAP as follows: Goal 3, Action 9: Foster Youth and Homeless Services Goal 2, Action 10: IEP Monitoring Goal 3, Action 2: Achievement Chats for collaboration on academic goals, post-secondary planning, and individual student support Goal 1, Action 6: WIOA Career Pathways Goal 1, Action 4: Academic Strategic Planning|OFL-WSH meets with its DELAC and PAC committees to promote meaningful parent engagement in school planning and decision-making. These committees provide meaningful feedback about the Comprehensive Support and Improvement (CSI) plan, the Local Control and Accountability Plan (LCAP), and participate in data analysis and root cause discussions to inform both LCAP and WASC planning. This work aligns with LCAP Goal 3, Action 3: Parental Involvement and Educational Partner Engagement.  Parents and students also provide valuable feedback by participating in comprehensive needs assessment processes and data-informed discussions that guide school improvement efforts and program development. To support meaningful participation, OFL-WSH utilizes a structured process for reviewing data, identifying priority needs, and developing measurable goals, particularly for special populations. The CNA Data Analysis Google Sheet, shared with educational partners, serves as a collaborative tool to support transparency and guide the needs assessment process.  In addition, OFL-WSH has invested in professional development to strengthen the capacity of school leaders and advisory groups. These trainings focus on compliance, facilitation, and effective stakeholder engagement practices, aligned with LCAP Goal 2, Action 8: Professional Development. Through these structures and supports, OFL-WSH ensures educational partners are informed, engaged, and actively involved in shaping school improvement efforts and student success.|OFL-WSH continues to improve parent engagement through various events such as Pastries with Parents, Back to School Night, Open House, focus groups, and resource and career fairs.  Parent and student participation grew significantly in the 2025-26 school year through direct invitations, bilingual school staff outreach, and continuous reminders.    OFL-WSH recognizes the importance of parent engagement events in gathering vital feedback related to student’s academic progress, school programs, and initiatives.  OFL-WSH is committed to continuing its efforts to maintain its increased level of family engagement and involvement in the decision making process.  These efforts are aligned to LCAP Goal 3, Action 3: Parental Involvement and Educational Partner Engagement.   Through expanded DELAC and PAC membership, OFL-WSH has strengthened its parent relationships and provided them more opportunity to be involved in the school community, participate in oversight groups, and contribute to decisions that impact the needs of all students at the school.|To strengthen engagement with underrepresented families, OFL-WSH is focused on increasing participation in DELAC, PAC, and other parent engagement opportunities. A key strategy identified through the self-reflection process is the implementation of semester Achievement Chats. These meetings bring together teachers, support staff, parents or guardians, and students to engage in collaborative academic planning, celebrate student progress, address individual needs, and discuss family concerns.  Achievement Chats provide a supportive and welcoming environment for underrepresented families to engage in meaningful conversations about their child’s academic progress and school experience. This personalized approach reduces barriers to participation and creates space for open dialogue, shared problem-solving, and stronger relationships between families and school staff.  By strengthening two-way communication through Achievement Chats, OFL-WSH aims to build trust, increase family voice, and encourage greater participation in school leadership and advisory groups such as PAC and DELAC. These efforts support stronger partnerships between home and school and promote more meaningful family involvement in student success.|5|4|4|5|5|4|4|5|4|4|4|4|Met||2026-06-29|2026
19651510000000|Wilsona Elementary|3|Recent surveys indicate a continued rise in parent engagement at school sites.  Families indicate that parent liaison's are a resource for families and assist with creating a welcoming environment. Technology has supported regular communication with families. Families feel confident with their ability contact teachers and feel teachers are supportive.|Currently the 2 elementary school sites, and the Middle School are using the same board approved communication platform. Educational partner feedback indicated a need for use of one platform for communication. Educational partners also indicate that more opportunities for awards and celebrations have assisted families with opportunities to build relationships with staff and one another.|Wilsona has continued to reach our families using a variety of additional technology programs in addition to the District Communication Platform (BrightArrow). (Sign up Genius, Talking Points, Class Dojo, and an Upgraded Website are examples of additional parent-teacher communication platforms). Parent Liaison positions have been fully staffed to provide additional outreach to our homeless and foster families. The Parent Liaison makes phone calls every other week to check in with our student community and homeless and foster families. They also contact families for parent nights and events such as: Pi Night, Coffee with the Principal, etc. The Liaison also assists the district with reaching the families who students that have chronic absenteeism. The district retained a social worker that is able to support with resources . The district has a partnership with Strength Based Community Change (SBCC) that provides support to families with mental health, medical resources and workshops.|The District Parent Liaison has maintained a library of resources for families. The District's partnership with the Save the Children Organization provide family literacy, social emotional and child brain development support for families with children 0-5 years old. Focus area will be to provide professional learning in building relationships using the platform of Capturing Kid's Hearts and provide more opportunities for parent engagement at the school sites to establish a positive supportive climate for families building school and family relationships.|The district aims to improve communication channels between schools, parents, and the community to foster better understanding and involvement. Based on educational partner feedback the district will focus on the implementation of one platform across the district to disseminate information, ensuring language accessibility, and creating opportunities for regular and meaningful two-way communication.|The district will develop tailored communication strategies to reach underrepresented families more effectively. This includes translating materials into multiple languages, utilizing culturally relevant communication methods, and employing community liaisons who can bridge cultural and linguistic gaps.|The district has developed multiple established channels for seeking input from stakeholders, including surveys, focus groups, etc. The district has formed diverse advisory committees that include representatives from different segments of the community, such as parents, teachers, students. The district utilizes and shares data from surveys, feedback forms, and other sources to inform its decision-making.|Use of technology to support stakeholder input and feedback (surveys, Bright Arrow, in-person and virtual meetings, Facebook, district webpages) . Focus will be to work with principals and staff to actively engage families in decision making groups.|The district will establish mechanisms to report back to families on how their input has influenced decisions. This feedback loop helps to build trust and shows families that their contributions are valued and impactful.|4|4|3|4|4|4|5|4|4|4|4|4|Met||2026-06-18|2026
19734370000000|Compton Unified|3|Compton Unified School District has made significant progress in building strong relationships between schools and families through consistent communication, leadership opportunities, and meaningful engagement. Feedback from DELAC, DAC, DBPAC, the Community Advisory Committee, teachers, administrators, and families highlights the importance of expanding parent engagement, increasing communication via ParentSquare and other platforms, and fostering welcoming school environments. The District offers Family Literacy Nights, Family Math Nights, parent workshops such as PIQE, volunteer opportunities, and leadership meetings to promote two-way communication and partnership. Schools have also expanded counseling, attendance outreach, and family support services, while providing translation and interpretation to ensure all families can participate. These efforts have strengthened educator-family relationships and increased opportunities for parents to engage in their children's education.|Feedback from educational partners highlighted the need to enhance family engagement by offering more meaningful opportunities for participation, beyond informational meetings. Families requested additional leadership development, better awareness of volunteer opportunities, and improved communication about academic expectations, college and career pathways, attendance, and available support services. Compton Unified School District will expand outreach, strengthen communication across multiple platforms, provide leadership opportunities, and ensure schools provide consistent, welcoming environments where all families are valued and connected.|Compton Unified will continue to engage underrepresented families by offering culturally and linguistically responsive communication, interpretation, and translation services, as well as flexible meeting formats and expanded outreach through DELAC, DAC, DBPAC, school site committees, ParentSquare, and community events. The District will also expand parent leadership development and provide workshops on student learning, attendance, and college and career readiness. Targeted outreach will continue for families of English learners, students with disabilities, foster youth, low-income students, and other underserved groups. These efforts aim to build trust and ensure all families can participate meaningfully in their children's education and district decision-making.|Compton Unified School District has built strong partnerships with families to support student achievement through ongoing communication, family education, and collaborative planning. The District offers families resources to support learning at home, including Family Literacy Nights, Family Math Nights, the Parent Institute for Quality Education, the Latino Literacy Project, parent workshops, college and career awareness events, attendance outreach, and ParentSquare communications. Teachers, counselors, and administrators meet regularly with families to review student progress, discuss interventions, and develop strategies to improve academic achievement and attendance. Parents participate in DELAC, DAC, DBPAC, school site councils, and other advisory groups, providing opportunities to advocate for students and contribute to district decision-making. These efforts have strengthened home-school partnerships and increased family engagement in student success.|Educational partner feedback highlighted the need to expand staff professional learning on effective family engagement and to create more opportunities for families to support student learning. The District will strengthen communication about academic expectations, college and career pathways, intervention programs, and attendance supports. We will also focus on increasing participation among underrepresented families and ensuring all schools consistently implement effective family engagement practices to improve student outcomes.|Compton Unified will strengthen partnerships with underrepresented families by expanding culturally and linguistically responsive outreach, increasing access to workshops such as PIQE and the Latino Literacy Project, and offering more parent education opportunities. The District will provide information through multiple communication platforms and flexible meeting options. Support for families will continue through DELAC, DAC, DBPAC, school site committees, parent conferences, and individual student meetings, with interpretation and translation services available. These efforts will help families understand student progress, exercise their educational rights, advocate for their children, and collaborate with schools to improve academic achievement, attendance, and college and career readiness.|Compton Unified School District has established a comprehensive system of parent advisory groups to provide families with meaningful opportunities to participate in school and district decision-making. At the school level, families engage through School Site Councils (SSCs), English Learner Advisory Committees (ELACs), and Black Parent Advisory Committees (BPACs). At the district level, parents participate in the District Advisory Committee (DAC), the District English Learner Advisory Committee (DELAC), the District Black Parent Advisory Committee (DBPAC), the Community Advisory Committee (CAC), and other stakeholder meetings. Feedback from these groups directly informed the development of the 2026–2027 LCAP and influenced actions related to academics, English Learner services, attendance, college and career readiness, student wellness, and family engagement. Parent surveys, including the Healthy Kids Survey and LCAP Effectiveness Survey, were also administered to gather additional input. The District has achieved Full Implementation (Level 4) in seeking educational partner input for decision-making and values the important role families play in shaping district priorities.|The District maintains advisory committees at both the school and district levels, but there is room to strengthen family participation and engagement. We recognize the need to proactively promote parent involvement and increase participation in School Site Councils, ELACs, BPACs, DACs, DELACs, DBPACs, and other advisory groups. Our efforts will focus on raising awareness of participation opportunities, improving communication, and making meetings more accessible through translation, interpretation, flexible scheduling, and multiple communication platforms. We also aim to expand opportunities for families, teachers, principals, and district administrators to collaboratively plan, design, implement, and evaluate family engagement activities at both the school and district levels.|Compton Unified will strengthen engagement with underrepresented families by expanding culturally and linguistically responsive outreach, providing interpretation and translation services, offering flexible meeting formats, and increasing communication through ParentSquare, school sites, and community events. The District will continue to build parents’ capacity for leadership and decision-making through School Site Councils, ELAC, BPAC, DAC, DELAC, DBPAC, CAC, and other advisory committees. Targeted outreach will encourage families of English learners, students with disabilities, foster youth, low-income students, and other historically underrepresented groups to participate in school and district committees that inform the LCAP and other district plans.|4|4|4|4|4|5|5|4|4|4|4|4|Met||2026-06-23|2026
19734370115725|Lifeline Education Charter|3|Lifeline currently uses a wide variety of methods to communicate with parents and build relationships.  Staff provide parents with access to student information through Infinite Campus, our student information system, where grades and homework are easily accessible.  Lifeline also uses an automated calling system to prompt discussions on student success.  Lifeline has funded a larger than average counseling and community outreach staff to contact parents directly, including home visitations.  Great effort is made to include parents in Lifeline campus events ranging from open house nights, parent teacher meetings, committees, college and career fairs and many others.  The results have been very strong with large numbers of parents participating documented by sign in sheets and other records.|"Based on our annual survey and the input from parents at site based meetings, Lifeline will continue across all outreach areas outlined in ""strengths"" and focus efforts to improve participation in school wide parent committees for the upcoming year."|Lifeline will use a multi-tiered approach to continue improving the engagement of underrepresented families.  Lifeline has placed emphasis and staff support for our ELAC and will continue to expand engagement of EL families.  The families of students with special needs will continue to be engaged through work with our SELPA.  Based on input from surveys and parent input at school sites, the administration will continue to engage parents using both site-based parent meetings that are held regularly, and also our school wide parent committees.|Lifeline's approach as defined in our Charter and LCAP is to provide a supportive family environment for our students.  Integral to this core value is partnering with parents and community to support students.  Every student continues to have an Individual Student Learning Plan (ISLP) that tracks student performance and includes plans to improve.  Teachers, students, and parents meet multiple times during the school year to review progress, based on local assessments, and adjust plans and supporting actions.  As part of Lifeline's focus on College and Career, parents and community members are invited to participate in a wide range of activities across the school year that include speakers, college days, career days and many other activities.  Parents and community members are also invited to participate in groups that provide input on school priorities.  Site based parent groups, school-wide advisory groups, ELAC, Special Needs groups and the Lifeline Board of Directors all have parents and community members actively participating with a focus on our student outcomes.  Special Needs parent and student input is gathered by the Special Education Coordinator, and from the Community Advisory Committee (CAC) whose members are part of the El Dorado SELPA.  In 2026 Lifeline successfully completed a WASC Mid-Cycle assessment standard with a 6 year accreditation .  The visiting committee noted the strength of our Individual Student Learning Plans and the strong involvement of parents along with processes in place to gather and utilize their input in decision making.|Lifeline remains focused on expanding its partnership program with the goal of ensuring that every student meets our college and career readiness requirements upon graduation. Integral to achieving this goal is the support of various community agencies, ranging from local colleges to mentoring and enrichment programs. Dedicated staff members are focused on expanding and strengthening these partnerships. In addition, Lifeline has received a Career Technical Education (CTE) grant that supports the development of partnerships designed to enhance student outcomes and career readiness opportunities.|The students Lifeline serves are overwhelmingly identified as at-risk and historically underrepresented. All of the actions outlined in Section 1 of this narrative apply to and support all families served by Lifeline.|The Lifeline Administrative Team and Board of Directors continues our practice of including stakeholders in ongoing school planning and decision-making. The overarching goal is to maintain our rigorous, standards-based instruction through the active engagement of every member of our Lifeline family. Engagement is multi-tiered and redundant, utilizing regular mail, phone calls, e-mail and online tools such as Zoom, on-line surveys, and in person meetings. We have remained consistent in our efforts to provide information to our stakeholders, and gather input on what is important to them, and what we need to change to improve services to our students. All key decisions result from gathering input from the Board of Directors, site administrators, curriculum coordinators, ELD coordinator, all teachers, instructional aides, parent leaders, students and other staff. The information is then provided to our stakeholder groups, giving them the opportunity for questions and to provide input. The stakeholders involved in the process include:  - Teaching staff and instructional aides.  - Parent input gathered by the administration.  - English Learner parent input gathered by the administration.  - Special needs student parent input gathered by the administration, and information from the Community Advisory Committee (CAC consisting of members of the special education committee of the El Dorado SELPA).  - Administrative planning team meetings consisting of all site administrators, curriculum coordinators, ELD coordinator, Special Education Coordinator.  - English Learner Advisory Committee (ELAC) members.  - Student Leadership group.|Lifeline will continue our process of involving all key stakeholders in decision making as outlined in our LCAP and supported by findings from our recent WASC review.  First and foremost, our Board of Directors continues to have a minimum of one parent serving as a board member.  We are continuing to grow our parent groups.  We have been experiencing good success with our site coffees, ELAC, and other opportunities for parents to participate in school decision making process.|The students Lifeline focuses on serving are virtually all identified as at-risk and underrepresented.  All of the actions outlined in seeking input for decision-making apply to all families at Lifeline.  Specific actions have been taken for outreach to non-English speakers throughout ELAC committee, and also our special needs families through meetings led by our Special Ed coordinator. Lifeline has staffing specifically for community outreach and engagement.  The staff support underrepresented families to participate in school decision-making through participation in groups, input to administrators, and completion of school surveys.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-30|2026
19734370118760|Barack Obama Charter|3|The analysis of the LCAP Parent Survey data indicates several strengths and progress in building relationships between school staff and families. One of the key strengths is the increase on the perception of school safety from parents agreeing or strongly agreeing that school is safe. Overall we also had an increase in parent survey participation. Engagement overall has increased. Overall, the survey data reflects that BOCS' efforts in fostering respectful interactions, effective communication, and accessibility are paying off, resulting in stronger relationships between school staff and families. Continuous efforts to engage families, address their concerns, and provide timely information will further enhance these relationships and support student success.|There continues to be a desire to support students with resources with well over 90% continuing to qualify for Free/Reduced lunch. Food insecurities and homelessness continue to fuel a desire to understand trauma-informed care as it relates to our staff and working with students and families along with additional strategies for behavioral issues in the classroom. This will be an area of focus as BOCS continues to add to overall supports around Social Emotional Learning and mental health. BOCS has partnered with Trauma Resilient Educational Communities (TREC) as well as received the Community School Grant to support our Student Well being initiatives.|Our parent communication platform is able to translate all communication from English to Spanish. Additionally, we provide an interpreter to all family engagement events.|A key strength is the student-teacher relationships. Families believe that teachers have high respect and care for their children. This is essential for addressing student needs effectively and ensuring that parents are partners in the educational process. Teachers hold regular parent-teacher conferences, but also go above what is asked to keep consistent communication with families. This includes timely updates about student academic progress, school events, and other important information. Consistent and transparent communication ensures that parents are well-informed and can actively support their children's learning at home.|An area for continued growth, confirmed by both survey data and in input meetings, is developing and implementing enrichment as well as offer a variety of activities that interest our students.  As teachers increase focus on depth and complexity in the classroom, additional enrichment opportunities are being developed to address this need. This includes after school activities and programs for students.|Working with different vendors and partnering with community members to support enrichment and after school programs will help us create a dynamic program that interest all students. Additionally, holding town hall meetings and continue to survey families as well as making personal phone calls to communicate with all families will support these efforts.|Each year, a parent survey and meeting is held in the spring to monitor parent engagement and obtain feedback from parents related to state priorities and local indicators as they align with school goals within the LocalControl Accountability Plan (LCAP). The survey was created to align with state and local priorities in six areas:  Student Engagement, School Climate, School Fit, School Safety and Parent and Family Engagement. While it is sent electronically, personal phone calls are made to all families to encourage participation in the survey. Additionally, we offer ipads in our offices so that parents can come in and take the survey on campus if they choose to. At the May/June School Site Council meeting, parents are asked for input on goals and determining actions.|As we have added elements to the LCAP around increased parent engagement, a piece of this will be to continue to solicit input during School Site Council meetings where we may have parents or guardians present.  The goal is to continue to foster relationships with parents to encourage them to participate in the decision-making process.|As mentioned above, BOCS has focused on reaching out to families above and beyond the general lines of communication to ensure input in the decision-making process. The goal continues to be to work collaboratively with engaged parents and staff members to identify ways to increase involvement and encourage partnership with our underrepresented families. For example, many families speak Spanish only,  so we are working on ways to survey families in their native language where possible to determine strategies to increase overall engagement for our English learners. The increased offerings for before and after school provide additional avenues to connect with parents around family needs that can support decisions about programming.|3|4|3|4|3|3|4|3|3|3|3|3|Met||2026-06-08|2026
19734370132845|Today's Fresh Start-Compton|3|For the 2025–2026 school year, Today’s Fresh Start Charter School (TFSCS) continued to strengthen partnerships between school staff and families through a range of intentional and accessible engagement strategies designed to promote communication, collaboration, and shared responsibility for student success. The school handbook was provided to all families in both English and Spanish and made accessible through the school website, ensuring that parents had clear and consistent access to school policies, procedures, and expectations. The annual school climate Parent Survey was offered in both paper-based and digital formats to maximize participation and ensure accessibility for all families. Families were provided with multiple opportunities to share input and feedback through parent meetings, surveys, and direct communication with staff, fostering ongoing two-way dialogue. The school-parent compact was distributed, reviewed, and signed by both parents and students, reinforcing a shared commitment to academic success and student accountability. Parents were encouraged to actively engage in their child(ren)’s education through both virtual and in-person volunteer opportunities, strengthening their connection to the school community. Ongoing communication regarding student progress was maintained through benchmark reports, progress reports, and scheduled parent-teacher conferences, ensuring that families remained informed and involved in academic planning and support. Collectively, these efforts contributed to a more inclusive, responsive, and collaborative school environment, strengthening trust and engagement between families and staff and supporting improved student outcomes.|Based on input from educational partners and analysis of local data during the 2025–2026 school year, the LEA has identified a continued need to strengthen consistent communication and meaningful engagement between school staff and families. While family participation increased through school events, outreach efforts, and expanded support services, feedback indicates that some families continue to feel disconnected from regular academic updates and school-level decision-making processes. In response, the LEA will prioritize the following actions moving forward:  -Strengthening two-way communication between teachers and families through more consistent academic updates, scheduled conferences, and the use of digital communication platforms to ensure timely and accessible information sharing. -Expanding opportunities for families to actively participate in school decision-making processes, including involvement in advisory committees, school meetings, and structured feedback sessions. -Providing targeted parent workshops and trainings designed to equip families with strategies to support student learning at home, better understand academic expectations, and navigate school systems and processes. -These efforts are intended to build deeper trust, mutual respect, and a stronger sense of shared responsibility between families and school staff, ultimately supporting improved student outcomes.  To ensure equitable access and engagement, Today’s Fresh Start Charter School (TFSCS) continued to provide essential resources to all students, including laptop devices, instructional materials, and internet connectivity. Additional targeted supports were provided to key student groups, including English Learners, Students with Disabilities, and students experiencing homelessness, to reduce barriers to participation and learning. In addition, TFSCS implemented the following strategies during the 2025–2026 school year to strengthen relationships between school staff and families:  -Increased frequency of teacher-to-family communication through progress updates, phone calls, and digital messaging platforms. -Expanded parent-teacher conference opportunities, including flexible scheduling and virtual meeting options. -Hosted family engagement events and informational sessions focused on academics, assessments, and student support services. -Strengthened outreach efforts by office staff and support personnel to maintain consistent communication with families, particularly those of high-need students. -Provided translation and bilingual support to ensure accessibility for non-English-speaking families.  Collectively, these actions have contributed to improving family engagement, increasing transparency, and fostering stronger partnerships between the school and the community. Continued refinement of these strategies will remain a priority in order to ensure that all families feel informed, valued, and actively connected to their child’s educational experience.|For the 2025–2026 school year, Today’s Fresh Start Charter School (TFSCS) continued to prioritize the development of strong, collaborative relationships between school staff and families, recognizing that consistent communication is essential to student success. Ongoing efforts to maintain clear, transparent, and frequent communication have strengthened trust and fostered a more connected school community. Throughout the year, the school strategically leveraged technology to enhance accessibility and engagement for all families. Communication platforms and virtual meeting options were utilized to ensure that families could remain informed and actively involved in their child’s education regardless of scheduling or logistical barriers. In addition, TFSCS hosted a variety of school events celebrating student academic achievement and honoring the diverse cultural backgrounds represented within the school community, further reinforcing a sense of belonging and inclusion. A continued area of focus for the 2025–2026 school year has been improving student attendance. The school recognizes that regular attendance is critical to both academic success and the development of the whole child. As such, attendance awareness and family engagement around this issue were emphasized through ongoing communication, outreach, and support systems. To further increase accessibility and participation, TFSCS provided families with flexible engagement options by offering both in-person and virtual (Zoom) opportunities for meetings, events, and conferences. This approach significantly expanded access and contributed to increased family involvement, ensuring that all families had meaningful opportunities to stay connected and engaged with the school community.|Based on educational partner input and analysis of local data from the 2025–2026 school year, the LEA has demonstrated continued progress in building meaningful partnerships that directly support student success. A key strength has been the intentional focus on engaging families through academically oriented events, including parent-teacher conferences, student recognition assemblies, and curriculum nights. These opportunities have supported families in better understanding grade-level expectations and how to reinforce learning at home. The LEA has also expanded access to parent workshops and trainings, providing families with resources and strategies in areas such as literacy development, mathematics support, and social-emotional learning. As a result, families have reported increased confidence in their ability to contribute to their child’s academic growth and overall development. In addition, the continued use of technology platforms and virtual access to meetings and school events has significantly improved accessibility and participation. By reducing barriers related to scheduling and transportation, more families have been able to remain informed, engaged, and connected to the school community. Feedback gathered throughout the year indicates that families feel more supported, better informed, and increasingly involved in their child’s education. These outcomes reflect the LEA’s ongoing commitment to fostering strong, collaborative partnerships with families as a critical component of improving student achievement and overall school success.|Based on educational partner input and analysis of local data from the 2025–2026 school year, Today’s Fresh Start Charter School (TFSCS) has identified a need to further strengthen family partnerships specifically connected to academic support and student outcomes. While the school’s counseling team continues to provide consistent daily check-ins to support students’ social-emotional well-being, there is a clear opportunity to more intentionally engage families in understanding and supporting academic interventions designed to close learning gaps. To address this need, TFSCS will focus on increasing family awareness of and participation in key academic support programs, including after-school tutoring, and targeted small-group instruction. Ensuring that families understand how and when to access these supports will be a critical component of this effort. In addition, the school will prioritize improving parent understanding of differentiated instructional models, including the “Power Hour” structure, where students receive targeted, skill-based instruction in grade-level clusters informed by CAASPP (SBAC) performance levels and ongoing assessment data. Clear communication about how these instructional strategies support individual student needs will help families more effectively reinforce learning at home. By strengthening communication around academic interventions and equipping families with practical tools and knowledge, TFSCS aims to build deeper, more impactful partnerships that directly support student achievement. These efforts are designed to ensure that families are not only informed, but actively engaged as partners in accelerating student learning and improving overall outcomes.|Based on the self-reflection process and analysis of educational partner input during the 2025–2026 school year, Today’s Fresh Start Charter School (TFSCS) identified families whose primary language is not English—particularly Spanish-speaking families—as a group requiring more intentional support and engagement. To better serve and engage these families, the LEA will implement the following strategies:  -Provide Spanish translation services at all school meetings, events, and conferences to ensure full access to information and meaningful participation. -Utilize the school’s communication systems, including multilingual messaging through platforms such as SchoolMessenger, to deliver timely updates in each family’s primary language. -Ensure that all written communications, including letters, forms, and notices, are translated and accessible to non-English-speaking families. -Expand academic support services for students, helping families feel more informed, confident, and connected to their child’s academic progress. -Provide professional development for staff focused on effective, culturally responsive strategies to engage multilingual families and support both the social-emotional well-being and academic success of their students.  These targeted actions are designed to reduce language barriers, strengthen communication, and build trust with multilingual families. By increasing accessibility and fostering inclusive engagement, TFSCS aims to create stronger partnerships that directly support positive student outcomes.|For the 2025–2026 school year, Today’s Fresh Start Charter School (TFSCS) demonstrated continued progress in actively seeking, valuing, and incorporating educational partner input into its decision-making processes. The LEA engaged in meaningful consultation with a broad and diverse group of stakeholders to ensure that planning and program development reflected the needs of the entire school community.  Stakeholder engagement included:  -Students, through grade-level discussions and feedback opportunities -Families, including multilingual families, through DELAC and ELAC meetings -School administrators, including Special Education Coordinators -Teachers, instructional staff, school leaders, and classified staff through the LCAP stakeholder group -Community partners, through virtual Zoom meetings and collaborative discussions -The School Site Council (SSC) -The School Board, which remained actively involved throughout the LCAP development process  In addition, TFSCS conducted a comprehensive parent survey to gather input regarding interest in the Independent Study Program. Based on the feedback received, the school responded by hiring two Independent Study teachers, directly aligning staffing decisions with family needs and preferences. These actions reflect the LEA’s strong commitment to inclusive, transparent, and responsive decision-making. By intentionally engaging a wide range of educational partners, especially students and families, TFSCS ensures that its programs, services, and strategic priorities are informed by the voices of those it serves, ultimately strengthening outcomes for all students.|Based on the analysis of educational partner input and local data from the 2025–2026 school year, Today’s Fresh Start Charter School (TFSCS) has identified the need to broaden and deepen stakeholder participation, with a particular focus on increasing engagement from underrepresented families and student groups. While TFSCS has made consistent efforts to gather input through phone outreach, Zoom meetings, online surveys, the School Site Council (SSC), and live Q&A opportunities during meetings, participation has varied across stakeholder groups. To strengthen inclusive engagement and ensure more representative input in decision-making, the LEA will focus on the following actions:  -Expanding outreach efforts and improving accessibility to increase participation among families who may experience language, time, or technology barriers, including the use of multilingual communication and flexible engagement options. -Increasing opportunities for feedback beyond formal meetings by incorporating informal check-ins, community liaisons, and targeted focus groups to better capture diverse perspectives. -Strengthening follow-up communication to clearly demonstrate how stakeholder feedback informs decisions, actions, and school priorities, thereby building trust and encouraging ongoing participation.  These targeted improvements are designed to create a more inclusive, transparent, and responsive decision-making process. By ensuring that a broader range of voices is heard and reflected, TFSCS aims to strengthen partnerships across the school community and better align its programs and services with the needs of all students and families.|Based on the self-reflection process and educational partner input during the 2025–2026 school year, Today’s Fresh Start Charter School (TFSCS) identified a continued need to strengthen engagement with families of students with disabilities, foster youth, and students experiencing homelessness in school decision-making processes. Feedback gathered from parents, staff, community partners, and educational stakeholders indicated that while support services for these student groups have expanded, additional opportunities are needed to increase family participation, communication, and representation in school planning and improvement efforts. To better understand and address the unique needs of these student populations, TFSCS engaged in meaningful consultation with community partners, including El Dorado County SELPA, county and regional support agencies, and organizations specializing in foster youth and homeless student services. School representatives also participated in statewide virtual conferences, professional development opportunities, and technical assistance sessions focused on improving educational outcomes and removing barriers for foster youth and students experiencing homelessness. These collaborative efforts provided valuable insight into evidence-based practices related to family engagement, student advocacy, trauma-informed supports, and educational stability. As a result of this feedback and consultation process, TFSCS has strengthened its commitment to creating more inclusive opportunities for educational partner involvement by expanding outreach efforts, improving communication systems, and increasing access to information regarding available services and supports. The school has also continued to utilize its School Social Worker, attendance team, and student support personnel to connect families with academic, social-emotional, health, transportation, and community resources as needed. Moving forward, TFSCS will continue to prioritize the development of targeted engagement strategies that encourage active participation from families of students with disabilities, foster youth, and students experiencing homelessness. These efforts will include increasing opportunities for stakeholder input, enhancing communication regarding school programs and services, and ensuring that the voices of historically underrepresented families are reflected in school planning and decision-making processes. Through these actions, TFSCS seeks to strengthen partnerships with families and community organizations while promoting equitable outcomes and access to support for all students. To improve engagement and outcomes, TFSCS will implement the following actions:  -Provide integrated academic and social-emotional supports tailored to individual student needs, with a strong emphasis on differentiated and personalized instruction.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-25|2026
19734370134338|ISANA Achernar Academy|3|ISANA believes that successful collaborative relationships with families have a positive impact on student learning and achievement. School-Family partnerships are a focus from the beginning of the year. Teachers reach out to all parents and families before the start of the school year to welcome them back or to welcome them for the first time. The school holds a Meet and Greet so that families and students can visit the school and classrooms and students can meet their new teachers. We have parent-teacher meetings within the first few weeks of school during which teachers met with families to provide them with the space and time to share about themselves and their child(ren) and to set goals together. Throughout the year, the school hosts several other events, including workshops focused on academic and social-emotional learning as well as Performing Arts Showcases. Throughout the year, families have several opportunities to engage in conversations with teachers regarding their child’s progress, strengths, and areas of need. Meetings with families and parents are translated when needed, as is written communication.|One area for improvement is to continue to work to increase attendance at parent meetings so that all parents and families receive key information. We continue to speak with and survey families to find the days and times that work best for them so that families can participate as much as possible in the decision-making process. Additionally, parents expressed a desire to be able to access workshops on-demand and so, whenever possible, we will record workshops on make them available via, for example, YouTube.|Through our self-reflection process, we identified that while our overall family engagement survey results are strong, participation in workshops and school events tends to be concentrated among a core group of families, with underrepresented families including those of English Learners, Socioeconomically Disadvantaged students, Foster Youth, and chronically absent students remaining harder to consistently reach. To improve engagement with these families, we will strengthen and expand the capacity of our Student Family Services Coordinators through targeted professional development focused on culturally responsive outreach, engagement of underrepresented families, and community partnership development. We will also diversify the format, timing, and delivery of family engagement opportunities including expanding virtual options and recording workshops for on demand access to reduce barriers related to transportation, work schedules, and childcare. Additionally, we will build more intentional and systematic community partnerships to connect underrepresented families to resources and services that address the broader barriers impacting their ability to engage with our schools. Together, these efforts reflect our commitment to ensuring that family engagement at ISANA is equitable, inclusive, and reaching every family not just those who are already consistently connected.|Families have several opportunities in the school year to meet with teachers and discuss student progress. Parent conferences, at which teachers discuss individual student performance and goals, are now scheduled for three times a year but parents and families are welcome to schedule a meeting with their child’s teacher at any time in the year. Additionally, teacher email and phone contact information are shared at the beginning of the year; parents and families are also welcome to visit the school and classroom. Throughout the year, the school hosts parent workshops on both social-emotional and academic topics at which they receive knowledge and resources to help them support student learning at home. With regards to supporting families in understanding and exercising their legal rights and advocating for their own students and all students, IEP rights are provided to parents at the beginning of the school year and with every IEP meeting invitation. Also, at the beginning of every IEP meeting, the IEP team facilitator confirms if the IEP rights were received. In addition, the Parent Handbook with communication rights are provided at the beginning of the school year and are made available at the front office to all parents in both English and Spanish.|We are continually working on providing professional learning and support to teachers and school leaders to enhance their ability to partner with families. Our focus is on increasing the staff’s understanding of families' backgrounds and cultures to ensure effective communication and establish genuine connections with each family. To this end, we introduced a parent conference week at the beginning of the school year in 24-25. The primary purpose of this week is to help teachers get to know the families and help families feel comfortable and welcome within the school community.|We will continue to reach out to families through meetings, surveys and other methods to identify the most prominent needs of our parents and students. The school leadership team will use the data and information gathered to work on coordinating resources and services for families and students with community groups including businesses, agencies, high schools and colleges/universities.|The school works with leadership and staff to discuss the purpose of advisory groups and committees, topics to cover and ways to empower families to be active participants in advisory groups and decision making. Opportunities to provide input on policies and programs are provided to all families through meetings such as general parent meetings, school councils and committees.|We continue to work on collaborating with parents and families directly to understand their role in decision making and school governance as well as to increase the quantity of families that engage in decision making and input giving opportunities.|As mentioned in the previous section, we will continue to offer the opportunity for parents and families to participate virtually in advisory, committee and other parent meetings.|4|5|4|5|4|4|5|4|4|4|5|4|Met||2026-06-12|2026
19734370137893|KIPP Compton Community|3|At our school, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive. Additionally, KIPP SoCal has been awarded the Community Schools grant, enabling us to hire a dedicated Community School Manager for our school. This role has been instrumental in leading the Community School Advisory Council (“Community Coalition”), engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness.  While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.|We provide region-wide family leadership opportunities such as our Family Ambassador program. At each school site, our staff and family members lead a Community Coalition (School Site Council) where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.   By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Ambassador and Community Coalition (School Site Council) participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.|At our school, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families. By offering a variety of engagement opportunities such as leadership roles, Community Coalition (School Site Council) meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.   Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.|We recognize the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.  In addition, our school has implemented a Family Ambassador program in collaboration with our Community Coalition (School Site Council) to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly meetings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events. Looking forward, we are actively exploring ways to expand and integrate the Community School Coalition program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.  Furthermore, our school educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and Community Coalition (School Site Council) meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.  We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.|The Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.  In addition to our advocacy efforts, our schools Community School Manager has continued to play a crucial role in supporting our students' holistic well-being. They have collaborated closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students. Our Community School Manager (CSM) monitors student progress closely and adjusts support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally. Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey. Our goal is to continue partnering with new organization to continue bringing resources to every school with the support of the Community School Manager.|Our school remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, Community Coalition (School Site Council), and Coffee with the Admin are offered in languages accessible to all school families.|At our school, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and School Site Council, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public.  Our Community Coalition (School Site Council) empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability.  Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they have learned. To ensure the highest quality of engagement, we provide comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.|To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at our school. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.|We are dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates, as well as adaptable meeting formats (such as recordings and zoom options) and materials to accommodate diverse needs of our families. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.|4|4|4|4|4|4|5|5|4|4|4|4|Met||2026-06-11|2026
19734370137984|Animo Compton Charter|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training.								|"""The school equips parents with the skills necessary for active civic engagement. The School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).  The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.""								"|The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach. Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families. The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.								|The school offers parent workshops which provide free adult education sessions designed to provide parents with a core understanding of the issues that most affect their students. A schedule of opportunities tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. The parent workshops directly develop the core skills of parents and strengthens student pathways to college and career readiness. Sessions are designed and led by our regional support staff in collaboration with local community service partners.								|The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Workshops, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. As a community school we are focused on establishing partnerships with educational partners that focus on empowering the whole-child by providing vital resources and programs that serve their needs. These needs are identified by having a local Community School Coordinator who acts as a liaison between the school and external community educational partners.								|Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and Community Appreciation Days focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides a workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.								|"The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (""SAC"") and the District English Learner Advisory Council (""DELAC""), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.											"|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.											|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.											|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-26|2026
19734450000000|Hacienda la Puente Unified|3|94% of parent respondents indicate that they can communicate with teachers and staff when needed.   89% of respondents feel the school encourages parental involvement.  89% of respondents feel comfortable in participating in school activities for parents.     HLPUSD continues to facilitate parent involvement by enhancing communication with parents on opportunities to participate in school activities and including parents in the school and district decision-making process.  While parents (89%) overall feel comfortable participating in school activities, they indicate that they would like a say in the decision-making process at the  (60%) and more convenient times for participation (45%).  To continue efforts in encouraging more parent engagement and inclusion in decision-making, HLPUSD provides administrators, teachers, and school staff with best strategies for engaging parents, solutions to parent engagement challenges, tools to enhance parent engagement, and resources to assist in parent engagement.|Further increase meaningful and active parent and family engagement in schools and districtwide by providing multiple opportunities to participate and get involved.  Offer additional workshops provided by school staff and community partners throughout the year and at HLPUSD’s Parent University on topics of interest to parents such as supporting students’ learning at home and social emotional learning. |We continue to build meaningful parent and family engagement by providing translation services, babysitting, scheduling convenient times, holding hybrid meetings when feasible, utilizing email, ParentSquare, and phone communication, and supporting parents to utilize Aeries Parent Portal and Canvas.|89% of respondents feel the school encourages involvement from community organizations.     Parent respondents rate the overall level of parent involvement in HLPUSD from moderately involved (48%) to very involved (23%) to slightly involved (25%), not at all involved (4%),.|Continuously deepen implementation of a comprehensive, districtwide parent education program that will build parents’ capacity to engage with and support their TK through 12th grade students’ education and college and career readiness. |Work with parents to raise their awareness of existing support mechanisms and resources in their schools, including resources to support students at home.  Almost half of parent and staff respondents indicate that more information on how to support students at home would help parents become more involved.  This is particularly relevant as supporting their child’s schoolwork and activities at home is the main avenue through which parents indicate being involved.  Since parent respondents also indicate a desire for more active communication between the school and parents, the district launched an electronic campaign highlighting the different support mechanisms and resources, as well as different ways through which parents can support their children at home.  The district works with parents to increase their awareness of existing school-based supports and resources available to help students at home. Nearly half of parent and staff respondents indicated that additional guidance on how to support learning at home would strengthen parent involvement. This need is especially significant because parents report that assisting with schoolwork and activities at home is their primary form of engagement.  Parent respondents also expressed a desire for more active school–home communication. In response, the district launched an electronic communication campaign highlighting available support mechanisms, home-learning resources, and practical ways parents can reinforce their child’s learning outside of school.|75% of respondents feel parents have a say in the decision-making process in their school.  Parent participation in District committees has increased which provides parents/guardians with the opportunity to deepen their understanding, contribute to discussions, and have a say in the decision-making process in the District.|Based on educational partner feedback, LCAP survey results, and participation data, HLPUSD will focus on increasing meaningful parent participation in school and district decision-making processes. The district will continue to strengthen parent leadership capacity through training and support for advisory groups, expand opportunities for families to provide input on policies and programs, and enhance communication, translation services, and flexible engagement options to ensure broader representation of all families. These efforts will help create more inclusive and collaborative decision-making structures that reflect the diverse voices of the HLPUSD community.|HLPUSD will continue to provide opportunities for parents to be involved in school and district decision-making processes.  Continue to offer districtwide trainings focusing on building capacity of our educational partners such as School Site Council (SSC) Training, Reclassification Training, and Local Control and Accountability Plan (LCAP) Training. This helps empower parents to actively participate in school site and districtwide advisory groups and decision-making committees.|3|3|3|3|3|3|3|3|3|3|3|3|Met||2026-06-25|2026
19734520000000|Rowland Unified|3|RUSD’s commitment to strong, enduring family partnerships continues to grow, and the district has expanded its efforts with the addition of the Learning Bridge, a dedicated building designed to welcome families, host parent trainings, and strengthen collaboration between home and school. The Learning Bridge was designated its name by the parents and has been well received by the families.  10 RUSD continues to build upon the meaningful relationships found across school sites and the broader community. This work begins with communication that honors the voices, cultures, and strengths our families bring. Rowland Unified has become a model for in-person, live translation that reflects the linguistic diversity of the district. Spanish and Chinese interpretation is consistently available at Parent Advisory Meetings, Parent Conferences, District Advisory Meetings, Individual Learning Plan Meetings, Student Success Team Meetings, and all district and school events. To meet these needs, the district employs two full-time Spanish translators, two full-time Mandarin translators, and one part-time Mandarin translator. Families, community partners, and stakeholders consistently express appreciation for the district’s commitment to clear, two-way communication.|1. Build trusting and respectful relationships with families. 2. Creating welcoming environments for all families in the community 3. Learn about each family’s strengths, cultures, languages, and goals for their children.|The new Family Engagement Center enhances this work by providing: ? Parent workshops — training on academics, technology, and student support ? Family resources — connections to community services and school programs ? Multilingual support — interpretation, translation, and culturally responsive outreach ? Collaborative spaces — areas for meetings, celebrations, and parent leadership activities Communication is further supported through ParentSquare, social media, the district website, the RUSD App, phone calls, and district-produced videos that highlight programs and services across schools.|Families are at the cornerstone of Rowland Unified, and strengthening these partnerships remains a central priority. RUSD is committed to continuously building, improving, and collaborating with families to support every child’s success. Teachers and administrators meet 12 with parents and guardians throughout the year in formal settings such as parent-teacher conferences, IEP/SST meetings when needed, as well as informally whenever additional support or communication is required. In addition to site-level supports, districtwide conferences are offered throughout the year in areas such as mental health, communication, and college planning, giving families additional tools to guide their child’s educational journey. Parents and families have access to a wide range of opportunities to learn how to support their child at home. Site-based learning sessions offer subject-focused workshops in areas such as mathematics, reading, and science.|1. Providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.  2. Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.|To further strengthen early academic foundations, the district has introduced a new Early Literacy Reading Program that is led by parents. The Rowland Family Readers program trains volunteer parents to work with students in grades Kindergarten through Second to strengthen their reading skills. Students are identified by their teachers and receive 1:1 tutoring support from parents. The parents receive training on a variety of reading strategies and work in the classroom for thirty minutes two to three times a week. This program provides: ? Training on phonics, vocabulary, and comprehension to empower families as partners in early reading development ? Opportunities for parents to learn key strategies to use at home as well. Through this program the students have increased their proficiency in literacy and boosted their confidence in the area of reading. Parents have also enjoyed working as a tutor and have contemplated going back to school to further their own education.|Rowland Unified recognizes that parents and families are our core constituents, and their voices directly shape the work we do on behalf of students. District decisions are grounded in parent input, and it remains a priority to ensure families receive timely information so they can actively participate in the planning and implementation of educational programs for all students. Throughout the year, a variety of parent advisory meetings are held to provide updates on educational services, share upcoming workshop opportunities, and—most importantly—gather meaningful feedback on district initiatives. During the 2024–2025 school year, every school site included parent and family representatives on its School Site Council (SSC), which oversees the School Plan for Student Achievement. In addition, each site selected parent representatives to serve on the Superintendent’s Parent Council (SPC-PAC) and the District English Learners Advisory Council (DELAC).|1. Implementing strategies to reach and seek input from any underrepresented groups in the school community.|Through the new Coordinator of Family Engagement position, sustain and build upon our processes to ensure broad participation from underrepresented families. Parent participation is also embedded in the LCAP revision process. Families contribute through online surveys, community input meetings, and membership in the District LCAP Council. These meetings include progress updates on the current LCAP and focused discussions designed to gather parent feedback, which is then used to refine and adjust the plan. Survey results consistently show that parents value the many opportunities provided to share their perspectives. Last year, parents from each site were able to gather together and work to create a district-wide  shared definition of family engagement. Parents were highly appreciative of this work as it cemented their belief in the importance of parent involvement and input.|4|4|4|5|3|5|3|4|5|5|5|5|Met||2026-06-25|2026
19734520120600|iQ Academy California-Los Angeles|3|The school continues to prioritize building meaningful relationships to support student success in our virtual learning environment, making significant measurable gains in family and student engagement this year. Our multi-layered support system begins with enrollment approval, where families receive individualized onboarding from an Engagement Coach. This robust, year-round system ensures families understand program expectations, navigation of the online platform, and how to access resources. Teachers maintain consistent communication through immediate welcome calls, monthly academic connection calls, and daily standards-based, synchronous instruction. These touchpoints allow staff to collaborate with parents on student strengths and goals, directly driving improved academic outcomes. To cultivate a deeply supportive community, the school offers virtual and in-person outings, clubs, and parent/Learning Coach (LC) support sessions in both English and Spanish. This year, we saw a surge in community connection, with 21.5% of students attending an in-person outing (a significant increase from 3% last year). Additionally, 14% of students participated in our 32 student-initiated, teacher-sponsored clubs, up from 27 clubs last year. Our commitment to inclusivity is reflected in our dedicated support for underrepresented families through the iQ Connect and IQ Boost programs. We provide bilingual engagement during onboarding and throughout the calendar year, alongside on-demand interpretation and translated schoolwide documents. This intentional focus on equity is validated by our latest local data: •	93% of families surveyed expressed satisfaction with their interactions with teachers. •	94% of students surveyed agreed that the school is welcoming to parents and families. •	92% of students surveyed indicated that the school emphasizes showing respect for all students' cultural beliefs and practices. Finally, the school actively involves educational partners in the continuous improvement planning process. Administrators host regular parent, student, and staff feedback sessions, focus groups, and surveys to identify student needs and adapt services. Data is collaboratively evaluated through multiple accountability pathways, including Title I meetings, Partner Engagement Meetings, the English Learner Advisory Committee (ELAC), WASC, and Local Control Accountability Plan (LCAP) planning. This feedback directly informs leadership decisions, allowing for agile, data-driven adjustments to department action plans and family engagement offerings.|While the school has celebrated significant successes in community connection, local data and educational partner input have highlighted clear focus areas for targeted improvement. A primary objective remains increasing participation in LCAP planning meetings and feedback forums to ensure collaborative decision-making across the school community. Additionally, addressing the needs of our growing Spanish-speaking population continues to be a core focus. The school is actively working to expand relationship-building opportunities for families who do not speak English to ensure their voices are elevated. We are actively refining this outreach through bilingual engagement coaches who work directly with our Spanish-speaking demographic, alongside the strategic implementation of localized communication groups set up through platforms like WhatsApp. Recent educational partner data has also illuminated shifting trends in parent participation, prompting a strategic redirection of resources: •	Targeting LCAP Engagement: This year, the school noted a drop in parent attendance at Educational Partner Engagement meetings, where stakeholders provide feedback on the Local Control Accountability Plan (LCAP). Re-engaging families in this specific forum is a key priority for the upcoming year. •	Capitalizing on ELAC Growth: Conversely, we experienced an increase in parental involvement within the English Learner Advisory Committee (ELAC), which even included our first student participant. We aim to sustain this momentum and duplicate this success across other committees. •	Onboarding & Virtual Proficiency Support: The school observed a decline in the number of parents attending orientation during initial enrollment. Because strong parent/Learning Coach participation is absolutely essential to student success in a virtual learning environment, we launched a proactive auditing process this year. Through this initiative, we systematically monitor parent effectiveness in navigating our school programs. We are now actively using this audit data to identify and target families demonstrating a need for additional, individualized support. By addressing these specific gaps, the school intends to build a more resilient, accessible, and inclusive support network for all families.|Improving Engagement of Underrepresented Families To deepen relationships between school staff and families, the school is actively expanding targeted initiatives for our underrepresented populations, focusing heavily on language access, cultural recognition, and direct material support. Language Access and Technological Innovation Recognizing the continued growth of our Spanish-speaking demographic, the school is committed to scaling our bilingual classified support staff. This expansion ensures that non-English speaking families have immediate, consistent access to staff who can guide them through the virtual curriculum. Additionally, to bridge communication gaps for all non-English speaking households, we are actively researching and evaluating AI-driven interpreting software. The goal is to implement a platform that allows for seamless, real-time, and natural two-way conversations between staff and families during daily school operations. Cultural Celebration and Community Outreach Moving beyond administrative support, the school is launching a comprehensive community outreach campaign specifically designed to celebrate our Spanish-speaking families. This initiative focuses on creating meaningful, schoolwide opportunities to recognize and honor their diverse cultural backgrounds. By elevating these families' voices and visibility, we aim to foster a deeper sense of belonging and partnership within our virtual school community. Holistic Support for Foster and McKinney-Vento (MKV) Youth The school continues to strengthen its dedicated support structures for highly mobile and vulnerable student populations, including foster youth and students experiencing homelessness (MKV). •	Dedicated Mentorship: Each MKV and foster family is paired with a dedicated Engagement Coach who provides individualized, wrap-around support to ensure stability and academic success in the virtual environment. •	Material Resources: To remove barriers to learning right from the start, we have initiated a new program to distribute backpacks fully stocked with essential school supplies directly to our MKV families. Through this blended approach of targeted communication, cultural validation, and tangible resources, the school ensures that our most underrepresented families are fully seen, supported, and engaged.|Current Strengths and Progress: Building Partnerships for Student Outcomes As an independent study charter school, we recognize that a parent or Learning Coach’s role is critical to student outcomes. The school intentionally cultivates strong partnerships by providing families with the precise information, tools, and resources required to support student learning at home. Transparent Communication and Specialized Platforms Families maintain 24/7 access to student grades, real-time online school activities, and instructional curriculum. To bridge the gap between home and school, teachers conduct quarterly conferences with families to deeply discuss student progress, assessment results, and academic expectations. Communication is further streamlined through our schoolwide messaging platform (ParentSquare), a digital parent-student handbook, active social media channels, and the school website. These platforms ensure families understand their legal rights, find opportunities to build community, and are empowered to advocate for their students. Additionally, our dedicated Learning Coach mobile app provides an active social platform where parents and staff engage in robust, frequent back-and-forth discussions regarding school activities and programs. Data-Driven Collaboration Partnerships are continuously refined using targeted feedback loops. We administer teacher surveys several times a year to gather satisfaction and instructional input. Furthermore, our early-year student survey measures readiness for the virtual environment, gathers feedback on the prior year's experience, and diagnoses immediate student needs so school resources can be deployed effectively. To ensure these insights translate to classroom success, our Curriculum Specialists lead collaborative Professional Learning Communities (PLCs) that focus on high levels of support for every teacher and high levels of learning for every student. Targeted Multi-Tiered Support Systems A major strength this year is the intentional, structured inclusion of parents within our student intervention teams: •	Engagement Coaches: Dedicated to re-engaging students who have become disconnected, these coaches systematically reach out to families to build trusting relationships and invite parents to be active partners in the re-engagement process. •	Student Support Specialists: Focused on students struggling academically, these specialists work hand-in-hand with families to build a bridge between student effort and academic mastery. Both teams maintain consistent accountability by sending parents comprehensive, individualized updates each week following their student sessions. This ensures parents are never left out of the loop and possess the exact insights needed to reinforce student growth at home.|Focus Area(s) for Improvement: Building Partnerships for Student Outcomes While the school successfully gathers substantial input from families, local data and educational partner feedback indicate a clear need to formalize, diversify, and increase the frequency of feedback loops across all stakeholder groups, particularly teachers and students. Formalizing and Enhancing Feedback Channels Historically, student feedback has been heavily concentrated in the beginning-of-the-year survey, while teacher feedback has largely been captured through informal, casual conversations throughout the school year. To optimize these partnerships for student outcomes, the school's primary focus is leveraging these existing touchpoints to formalize and structure the continuous collection of actionable data. To achieve this, we are currently revising our entire survey outreach strategy for teachers, students, and parents. Rather than relying on isolated or static surveys, the new approach focuses on distributing more frequent, targeted feedback tools that are directly aligned with relevant school events at the precise time they occur. This strategic timing ensures that the data collected is timely, relevant, and immediately useful for driving program adjustments. Strengthening Teacher Support and Collaboration In tandem with digital surveys, the school is actively working to increase the volume and depth of input received from our instructional staff. To build stronger internal partnerships, we are matching our survey efforts with routine, proactive phone calls to teachers. These regular, personalized check-ins are designed to build deeper professional relationships, provide a consistent forum for teachers to share real-time insights, and offer immediate opportunities for staff to ask questions and seek targeted administrative support. Expanding Stakeholder Committees We also continue to expand the scope and impact of our Social-Emotional Learning (SEL) committee. By intentionally uniting teachers, administrators, parents, and students within a singular advisory body, this committee serves as a vital vehicle for ongoing, multi-perspective feedback. Moving forward, the school will continue to refine these collaborative methods, ensuring we utilize communication channels that stakeholders are highly motivated to engage with throughout the academic year.|Improving Engagement of Underrepresented Families: Building Partnerships for Student Outcomes To ensure equitable student outcomes, the school is actively expanding and refining its targeted partnership strategies for underrepresented families, removing communication barriers and creating accessible pathways for leadership. •	Inclusive Governance: We are continuously building out our parent advisory committee, which intentionally provides a structured, supportive opportunity for all diverse student demographics and families to be fully represented in school decision-making. •	Familiar Communication Platforms: To meet families where they are, we have established dedicated WhatsApp groups. This provides a culturally familiar, low-barrier, and highly accessible platform for our Spanish-speaking families to interact with other parents and school staff in real time, fostering community and rapid resource sharing. •	Direct 1:1 Onboarding Support: Recognizing that navigating a virtual learning environment can be challenging, we provide intensive, individualized 1:1 support to new Spanish-speaking families from the moment they enroll. This personalized bilingual mentorship continues throughout their entire first year, ensuring parents are fully equipped to partner with the school and support their student's ongoing academic success.|Current Strengths and Progress: Seeking Input for Decision-Making The school has established robust, multi-layered systems to actively seek and incorporate educational partner input into our institutional decision-making processes. We continue to see a large and steady increase in overall engagement across our formal feedback sessions, Title I meetings, and English Learner Advisory Committee (ELAC) meetings. Expanding Representative Advisory Groups A standout achievement this year has been the direct growth and diversification of our advisory committees. Notably, we experienced a significant increase in parental involvement within ELAC, expanding our reach into our Spanish-speaking community. To ensure the student voice is directly represented in leadership decisions, we also celebrated our first active student participant within the ELAC framework this year. Beyond these formalized committees, the school continues to see thriving engagement within our dedicated Learning Coach mobile application. This platform allows parents and school administrators to connect via casual, real-time discussions, providing leadership with an immediate, organic pulse on community needs and perspectives. Data-Driven Validation Our progressive strategies for gathering feedback are strongly validated by our latest local survey metrics, which demonstrate that our community feels heard, valued, and respected: •	94% of students surveyed agreed that the school environment is welcoming to parents and families, confirming that our outreach creates an accessible space for stakeholder input. •	92% of students surveyed indicated that the school emphasizes showing respect for all students' cultural beliefs and practices, ensuring that our decision-making frameworks are built on a foundation of equity and inclusivity. •	93% of families expressed high satisfaction with their interactions with teachers, reflecting a deeply ingrained culture of open communication. Through this combination of digital platforms, diversified committees, and targeted surveys, the school successfully ensures that decisions are collaboratively shaped by the very community we serve.|Focus Area(s) for Improvement: Seeking Input for Decision-Making While the school has established foundational committees to gather stakeholder feedback, our current focus is on maximizing the operational impact of these groups and addressing specific participation gaps identified in recent local data. Re-Engaging Families in Strategic Planning A primary focus area for improvement is reversing a recent decline in parent attendance at our Educational Partner Engagement meetings, which are critical for gathering feedback on the Local Control Accountability Plan (LCAP). Because these meetings directly influence resource allocation and schoolwide goals, the school is actively developing targeted outreach strategies to re-engage families in this specific governance forum, ensuring their voices shape high-level fiscal and programmatic decisions. Optimizing and Expanding Committee Structures To ensure balanced input from all educational partners, the school is focusing heavily on the continuous development of our key advisory bodies: •	The Social-Emotional Learning (SEL) Committee: Comprising teachers, administrators, parents, and students, this relatively new group is a major focus area. We are working to fully integrate this committee into our decision-making pipeline so that stakeholders can directly influence our schoolwide wellness and mental health initiatives. •	ELAC and Parent Advisory Committees: Following a heartening increase in parental involvement and our first student participant in the English Learner Advisory Committee (ELAC), we are focused on sustaining this momentum. We aim to leverage this success as a blueprint to boost participation in our broader Parent Advisory Committee, ensuring a wider, more diverse demographic of parents and teachers are actively leading these spaces. By shifting from merely establishing these committees to actively optimizing their outreach and addressing specific attendance gaps, the school will ensure that stakeholder input remains a driving force behind our institutional growth.|Improving Engagement of Underrepresented Families: Seeking Input for Decision-Making To ensure that schoolwide decisions reflect the needs of our entire student body, the school utilizes targeted, proactive outreach strategies designed to elevate the voices of our underrepresented and highly mobile families. Elevating Multilingual and Student Voices The school continues to strengthen the English Learner Advisory Committee (ELAC), which has experienced sustained growth over the past several years. Moving beyond traditional outreach, our bilingual Engagement Coaches issue personalized, direct invitations to Spanish-speaking families for our various feedback forums, a strategy that consistently correlates with higher attendance from this demographic. Additionally, we are actively expanding the scope of this input by intentionally incorporating youth perspectives; this year, we successfully integrated our first active student participant into the ELAC framework, ensuring that underrepresented students have a direct seat at the decision-making table. Broadening Representation Through targeted advertising and community-building initiatives, the school is continuously expanding its Parent Advisory Committee. This committee is specifically designed to provide a transparent, accessible platform where families from all socioeconomic and cultural backgrounds have an equal voice in shaping school policies and culture. Capturing Feedback from Highly Mobile Families Recognizing that McKinney-Vento (MKV) and foster families often face unique situational barriers that prevent them from attending formal meetings or completing digital surveys, the school has formalized an alternative feedback loop. We systematically capture and document the valuable insights, needs, and feedback provided during informal, routine conversations between MKV/foster families and their dedicated Engagement Coaches. By archiving and analyzing these organic touchpoints, leadership ensures that our most vulnerable families directly influence schoolwide resource allocation and support systems, even when they cannot participate in traditional governance forums.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-16|2026
19734600000000|Walnut Valley Unified|3|WVUSD continues to strengthen relationships between school staff and families by expanding two-way communication, increasing family engagement opportunities, and reducing barriers that limit participation. Family engagement remained strong throughout the 2025/2026 school year, with high participation in parent-teacher conferences, workshops, school events, and advisory committees. ParentSquare continued to serve as the District's primary communication platform, providing timely information through email, text, phone, mobile app, and social media notifications. Built-in translation features, along with LanguageLine interpretation services, ensured families could access information and communicate with schools in their preferred language. To support student and family well-being, WVUSD continued to provide access to comprehensive services beyond the classroom. Care Solace remained available as a 24/7 concierge service connecting families with community-based mental health providers, while Hazel Health continued to offer students virtual mental health counseling in multiple languages, helping reduce barriers to care. Parent voice remained central to district decision-making. The Coordinating Council, consisting of parent representatives from all 15 school sites, met monthly with the Superintendent and Executive Cabinet to discuss district initiatives, share feedback, and strengthen parent leadership. Council members also participated in leadership development focused on creating welcoming school environments, strengthening family-school partnerships, and increasing awareness of available resources. In April 2026, WVUSD hosted its second annual Let's Talk: A Conversation with Families and District Leaders event, building on the success of the inaugural gathering. The District again intentionally invited families and students who may not typically participate in school activities and engaged parents and caregivers in meaningful conversations about academic support, communication, student well-being, school safety, belonging, and access to programs and services. Feedback from these discussions continues to inform district planning and strengthen partnerships between families and schools. Professional learning also remained a priority as the District continued to build inclusive and welcoming school communities. Staff participated in ongoing learning focused on inclusion, belonging, and supporting diverse learners, while the Diversity Think Tank brought together staff, parents, and community members to promote equity, diversity, inclusion, and belonging. Together, these efforts continue to strengthen culturally responsive practices and foster authentic partnerships with families across WVUSD.|WVUSD will continue to strengthen relationships between school staff and families by expanding opportunities for authentic engagement, increasing access to information and supports, and ensuring every family feels welcomed, valued, and connected to their child's education. Providing meaningful opportunities for family voice remains a district priority. Advisory committees, family engagement events, and listening sessions such as Let's Talk: A Conversation with Families and District Leaders will continue to foster two-way communication between families and district leadership. Feedback gathered through these opportunities, along with annual surveys and other educational partner input, will continue to guide district and school improvement efforts. Removing barriers to engagement is another important focus. The District will continue to monitor the language needs of students and families and respond accordingly by regularly reviewing translation and interpretation needs to ensure communications, meetings, and resources remain accessible in the languages spoken by WVUSD families. LanguageLine, translated materials, multilingual communication platforms, and interpretation services will continue to be refined based on identified needs and specific attention will continue to be given to American Sign Language (ASL) interpretation for deaf/hearing-impaired families. Building parent leadership also remains a key component of this work. Participation in School Site Councils, ELAC, the District Coordinating Council, Parent Leadership Development Seminar, and other advisory groups will continue to be encouraged, with additional efforts focused on increasing participation among families who have historically been underrepresented in school and district engagement opportunities. Supporting staff in building strong family partnerships is equally important. Ongoing professional learning will strengthen staff capacity through culturally responsive communication, inclusive practices, and effective family engagement strategies. Collaboration with community partners will also continue to connect families with academic, mental health, and social-emotional resources that support student success. To ensure continuous improvement, local data, participation trends, and educational partner feedback will continue to be analyzed to evaluate the effectiveness of family engagement efforts, identify areas for growth, and ensure all families have meaningful opportunities to participate as valued partners in their children's education.|WVUSD will continue to improve engagement of underrepresented families by reducing barriers to participation, expanding opportunities for meaningful involvement, and ensuring all families feel welcomed, valued, and connected to their school community. WVUSD will continue to build strong partnerships with multilingual families by expanding access to translated communications, interpretation services, and multilingual resources. The District will regularly evaluate family needs and refine its communication practices to ensure every family can access information, participate in school and district events, and engage in decisions that support student learning. Intentional outreach will continue to strengthen participation among families who have historically been underrepresented in school activities and decision-making. Personal invitations, flexible meeting formats and times, and opportunities for two-way dialogue through events such as Let's Talk: A Conversation with Families and District Leaders, parent forums, advisory committees, and school-based engagement activities will continue to encourage meaningful participation. In addition, elementary sites will continue to host family engagement and educational events designed to meet the unique needs of their school communities. Strong partnerships with community organizations will continue to connect families with academic, mental health, wellness, and social-emotional resources that support student success. Schools will work collaboratively with community partners to identify local needs and ensure families are aware of and able to access available supports. Building staff capacity is also essential to strengthening family engagement. Ongoing professional learning will focus on culturally responsive communication, inclusive practices, and strategies for fostering trusting relationships with families from diverse backgrounds so that every family feels respected, valued, and empowered to participate in their child's education. Educational partner feedback, participation data, and other local measures will continue to be reviewed to identify underrepresented groups, evaluate the effectiveness of engagement efforts, and refine strategies to improve access and participation. This continuous improvement process will help ensure all families have meaningful opportunities to engage as partners in supporting student learning and well-being.|Based on educational partner feedback and local data, WVUSD continues to strengthen partnerships that improve student outcomes through collaboration with families, community organizations, higher education institutions, business partners, and educational agencies. Resource Mobilization: Through strong partnerships with community organizations and external agencies, WVUSD continues to secure grants, specialized programs, and additional resources that expand educational opportunities and student supports. Professional Learning Communities (PLCs): WVUSD has strengthened the collaborative systems that support teacher teams in analyzing student data, sharing effective instructional practices, and responding to student learning needs through ongoing partnerships with educational consultants and county partners. This has ensured that all school sites are trained on the systematic implementation of professional learning communities districtwide to support student well-being and academic success. Student Support Services: Partnerships with community agencies and service providers have expanded access to counseling, mental health services, wellness supports, and other resources that promote students' academic, behavioral, and social-emotional success. Parent Engagement: WVUSD continues to partner with parents and caregivers through workshops, advisory committees, family engagement events, and ongoing communication that strengthens the home-school connection and promotes shared responsibility for student success. Professional Development: The District continues to collaborate with educational partners, including Los Angeles County Office of Education, universities, consultants, and community organizations, to provide high-quality professional learning that strengthens instruction and student outcomes. College and Career Readiness: WVUSD continues to expand partnerships with colleges, universities, business leaders, and industry partners to provide students with college and career exploration, Career Technical Education pathways, dual enrollment opportunities, work-based learning experiences, and postsecondary planning resources. Student Well-Being: The District continues to partner with community organizations to provide students and families with comprehensive mental health, wellness, and social-emotional supports that contribute to positive school climates and improved student outcomes. Educational partner feedback continues to reflect strong support for these collaborative efforts. By leveraging the expertise and resources of families, community partners, educational agencies, and local organizations, WVUSD continues to build sustainable partnerships that enhance student learning, well-being, and long-term success.|WVUSD will continue to strengthen partnerships that improve student outcomes by expanding collaboration, increasing access to services, and ensuring partnerships are aligned to the academic, behavioral, social-emotional, and postsecondary needs of students. Equity and Access: The District will continue to strengthen partnerships that expand equitable access to academic supports, mental health services, enrichment opportunities, and college and career experiences for all students. Partnerships will be evaluated to ensure they effectively address the needs of student groups identified through local data. Alignment with Student Needs: WVUSD will continue to align partnerships with district priorities and student needs by using multiple measures of data to identify gaps in services, evaluate program effectiveness, and prioritize resources that have the greatest impact on student learning and well-being. Communication and Coordination: The District will continue to strengthen communication and coordination among schools, families, community organizations, and educational partners to ensure services are well integrated, responsive, and accessible to students and families.  Parent and Family Engagement: WVUSD will continue to increase family awareness of partnership opportunities and available services through ongoing communication, workshops, and school and district events that promote active participation in supporting student success. This also includes increasing and refining the parent and family engagement awareness and opportunities at school sites based on their needs assessments.  Diversity and Sustainability of Partnerships: The District will continue to cultivate new partnerships with community organizations, higher education institutions, businesses, and industry partners while maintaining strong existing collaborations that provide long-term support for students and families. Professional Learning: WVUSD will continue to collaborate with educational partners to provide professional learning that strengthens staff capacity to effectively implement partnership resources and connect students with appropriate academic and social-emotional supports. Continuous Improvement: The District will continue to gather educational partner feedback and use local data to evaluate the effectiveness of partnerships, identify emerging needs, and refine strategies to maximize positive outcomes for all students.|WVUSD will continue to improve engagement of underrepresented families by strengthening partnerships that reduce barriers to participation, increase access to services, and ensure families have meaningful opportunities to support student success. The District will continue to monitor the language needs of students and families and respond accordingly by providing translated communications, on-site interpretation services for meetings and events, multilingual resources, and accessible communication platforms. These efforts will ensure families can fully participate in school and district partnership opportunities. WVUSD will continue to strengthen partnerships with organizations that serve diverse communities, including groups such as the Council of African American Parents and local Asian American community organizations, to provide culturally responsive resources, increase outreach, and better connect families with academic, behavioral, mental health, wellness, and college and career supports. To reduce barriers to participation, the District will continue to provide supports such as childcare during meetings and workshops, loaner devices for technology-dependent programs when needed, flexible meeting formats, and assistance with transportation whenever feasible. These strategies will help ensure that all families have equitable access to partnership opportunities and district resources. WVUSD will continue to intentionally engage families who have historically been underrepresented through advisory committees, workshops, family engagement events, and ongoing outreach. Schools will use personal invitations, trusted community partnerships, and multiple communication methods to increase participation and strengthen relationships with families. The District will continue to build staff capacity through professional learning focused on culturally responsive communication, inclusive practices, and strategies for effectively partnering with families from diverse backgrounds. These efforts will help ensure every family feels welcomed, respected, and valued as a partner in supporting student learning and well-being. WVUSD will continue to gather educational partner feedback through anonymous online surveys available in multiple languages, focus groups, and other engagement opportunities. The District will use this feedback, along with local data, to evaluate the effectiveness of partnership efforts, identify barriers to participation, and refine strategies that expand equitable access to programs, services, and opportunities for all students and families.|Based on educational partner feedback and local data, WVUSD continues to demonstrate strong systems for seeking meaningful educational partner input to guide district decision-making. The District values the perspectives of students, families, staff, and community members and provides multiple opportunities for educational partners to participate in planning, evaluating, and improving district programs and services. Open and Inclusive Dialogue: WVUSD continues to engage diverse educational partners through established advisory groups and ongoing opportunities for feedback. The LCAP Advisory Council, District English Learner Advisory Council (DELAC), and Coordinating Council provide valuable input on district priorities, Local Control and Accountability Plan (LCAP) development, and programs that support student success. The Coordinating Council, representing all 15 school sites, continues to meet monthly with the Superintendent and Executive Cabinet to provide feedback and discuss district initiatives. Collaborative Decision-Making: The District continues to involve educational partners in the development and refinement of district goals, policies, and programs through advisory committees, Community Clubs, school leadership teams, and other collaborative structures that support shared decision-making. Data-Informed Decision-Making: WVUSD uses student achievement, school climate, attendance, survey results, and other local data, together with educational partner feedback, to identify needs, evaluate programs, and inform continuous improvement efforts. Transparent Communication: ParentSquare continues to provide timely district and school communications through multiple platforms with built-in translation features, ensuring families receive information in their preferred language. LanguageLine interpretation services further support accessible communication with multilingual families. Timely Feedback Loops: The District continues to utilize the Let's Talk online platform to provide educational partners with an accessible way to submit questions, concerns, suggestions, and feedback, allowing the District to respond in a timely manner. Meaningful Engagement: Building on the success of the inaugural event, WVUSD hosted a second Let's Talk: A Conversation with Families and District Leaders in April 2026. Through personal outreach and small-group discussions, District leaders gathered valuable feedback from families regarding academic support, communication, student well-being, school safety, and opportunities for improvement. Feedback from these conversations continues to inform district planning and decision-making. Cultural Responsiveness: The District's Diversity Think Tank continues to bring together staff, parents, and community members to promote equity, diversity, inclusion, and belonging while ensuring that diverse perspectives help inform district initiatives and continuous improvement efforts.|WVUSD's next steps in seeking input for decision-making include expanding participation, strengthening two-way communication, and ensuring feedback continues to meaningfully inform district and school decisions. A continued priority is increasing participation from educational partners who have historically been underrepresented in district decision-making. The District will provide multiple opportunities for engagement through advisory committees, surveys, focus groups, listening sessions, and events such as Let's Talk: A Conversation with Families and District Leaders. Outreach efforts will include personal invitations, flexible meeting options, and collaboration with community organizations to broaden participation. To reduce barriers to participation, WVUSD will continue to monitor the language needs of students and families and respond accordingly by providing translated communications, interpretation services, multilingual surveys, and accessible meeting materials. Expanded opportunities for both in-person and virtual participation will further ensure that all educational partners have equitable access to decision-making opportunities. Meaningful engagement begins early in the planning process. Rather than seeking feedback only after proposals have been developed, the District will continue to engage educational partners during program development, policy review, and district planning so their perspectives help shape decisions from the outset. Survey results, participation trends, and other local data will continue to be analyzed to identify groups with lower levels of engagement, evaluate the effectiveness of outreach efforts, and refine future engagement strategies. Educational partner feedback will remain an important component of the District's continuous improvement process. Finally, WVUSD will continue to strengthen transparency by communicating how educational partner input influences district decisions through feedback summaries, updates shared with advisory committees, and ongoing district communications. These efforts will reinforce the value of educational partner participation, strengthen trust, and foster meaningful collaboration across the District.|WVUSD will continue to strengthen the engagement of underrepresented families by reducing barriers to participation, expanding opportunities for meaningful input, and ensuring all families have equitable access to district decision-making processes. The District will continue to monitor the language needs of students and families and respond accordingly by providing translated communications, multilingual surveys, live interpretation services for meetings and events, and ongoing access to LanguageLine interpretation for phone conversations. Information will continue to be shared through multiple communication channels and trusted community organizations to ensure families receive timely and accessible information. To encourage greater participation, WVUSD will continue to offer flexible opportunities for engagement, including in-person and virtual meetings, evening and weekend events when appropriate, and supports such as on-site childcare, loaner devices for technology-dependent programs, and transportation assistance whenever feasible. These efforts are intended to remove barriers that may prevent families from participating in district and school decision-making. The District will continue to partner with organizations that support diverse communities, including the Council of African American Parents and local Asian American community organizations, to strengthen outreach, build trust, and ensure families from historically underrepresented groups have meaningful opportunities to share their perspectives. Staff will continue to participate in professional learning focused on culturally responsive communication, inclusive engagement practices, and strategies for building trusting relationships with families from diverse backgrounds. These efforts will help create welcoming environments where all educational partners feel respected and empowered to contribute. Anonymous online surveys available in multiple languages, focus groups, listening sessions, advisory committees, and community forums will continue to provide multiple avenues for families to share feedback. The District will use this input to guide district planning and decision-making and will continue to communicate how educational partner feedback has influenced district initiatives whenever possible, reinforcing transparency, trust, and shared ownership in the continuous improvement process.|5|5|4|5|5|5|5|5|5|5|4|5|Met||2026-06-17|2026
19741950000000|San Gabriel Valley Regional Occupational Program|3||||||||||||||||||||||Not Met|||2026
19743280000000|Tri-Cities ROP|3||||||||||||||||||||||Not Met|||2026
19743360000000|Southern California ROC|3||||||||||||||||||||||Not Met|||2026
19744270000000|Long Beach Unified ROP|3||||||||||||||||||||||Not Met|||2026
19744350000000|Los Angeles Unified ROCP|3||||||||||||||||||||||Not Met|||2026
19744430000000|Los Angeles County ROP|3||||||||||||||||||||||Not Met|||2026
19747730000000|Hart ROP|3||||||||||||||||||||||Not Met|||2026
19747990000000|Antelope Valley ROP|3||||||||||||||||||||||Not Met|||2026
19748310000000|Compton Unified ROP|3||||||||||||||||||||||Not Met|||2026
19748490000000|San Antonio ROP|3||||||||||||||||||||||Not Met|||2026
19752910000000|San Gabriel Unified|3|During the 2025–2026 school year, San Gabriel USD (SGUSD) continued to strengthen meaningful community relationships and deepen collaboration with internal and external educational partners. SGUSD’s educational partner groups play a critical role in representing the diverse voices of the school community. Building on previous efforts, the District expanded opportunities for students to serve as active partners in decision-making, ensuring student perspectives are intentionally integrated alongside those of parents, principals, teachers, staff, administrators, and community members in developing the goals, actions, expenditures, metrics, and targets outlined in guiding documents such as the LCAP.  The Superintendent’s Student Advisory Council (SSAC) remains a key strength in elevating student voice through regular  meetings and ongoing dialogue with district leadership. During 2025–2026, the work of the SSAC evolved from providing feedback to actively informing district priorities. Students contributed recommendations related to instructional practices, school climate, student well-being, and equitable learning opportunities, reinforcing the District’s commitment to ensuring that student experiences and equity remain central to continuous improvement.  The Educational Advisory Committee (EAC), which includes parents, students, principals, teachers, local bargaining unit representatives, classified staff, community members, SELPA representation, Board members, and district administration, continued to collaborate in monitoring and refining the implementation of the District’s vision, mission, Portrait of a Graduate, and LCAP goals and actions.  SGUSD’s educational partner engagement reflects a triangulated approach that intentionally incorporates feedback from multiple stakeholder groups, ensuring authentic dialogue, shared ownership, and continuous improvement. The District’s expanded emphasis on student voice has strengthened this collaborative process by making students integral partners in shaping district priorities and advancing equitable outcomes for all learners.|Based on feedback gathered from educational partners during the 2025–2026 school year, San Gabriel USD continued to strengthen relationships between schools, families, and the broader community through an equity-centered approach. The District maintained a focus on creating welcoming, inclusive, and culturally responsive school environments where all families feel valued and connected. Efforts expanded opportunities for meaningful dialogue among students, parents, teachers, and staff through listening sessions, advisory groups, and collaborative engagement activities. The District also increased opportunities for students and families to provide ongoing input that informs school and district decision-making.|To improve communication and access, SGUSD continued to refine and standardize digital home-to-school communication systems, reducing the number of platforms families need to monitor while increasing the consistency, timeliness, and accessibility of information. The District also expanded parent education opportunities and strengthened two-way communication to build trust, increase family engagement, and ensure that the perspectives of historically underserved students and families continue to shape continuous improvement efforts and support equitable outcomes for all learners.|San Gabriel Unified School District has strengthened its systems for seeking educational partner input by expanding meaningful opportunities for participation in district and school decision-making. To reduce barriers to engagement, school community liaisons provide translation and interpretation services beyond the required 15% translation threshold, ensuring families representing the district's diverse language groups have equitable access to communications, meetings, and feedback opportunities. The district also regularly solicits input from secondary students through surveys, leadership groups, listening circles, and other structured feedback opportunities to ensure student voice informs planning and continuous improvement. These efforts have increased access to participation and support the meaningful engagement of families and students in the development, implementation, and evaluation of district programs and services.|San Gabriel Unified School District identified the following focus areas for improvement based on the analysis of educational partner input and local data. The district will establish measurable targets for family engagement and monitor participation and outcomes to evaluate the effectiveness of engagement efforts. Building on the expansion of parent education opportunities, the district will continue to offer and enhance workshops on topics such as ELPAC, CAASPP, literacy and mathematics, homework support, college and career readiness, A–G and UC/CSU requirements, digital citizenship and social media, and student mental health. In addition, the district will increase meaningful participation in district and site-level decision-making by expanding representation and regular participation of parents and guardians, particularly in the English Learner Advisory Committee (ELAC), School Site Council (SSC), and District English Learner Advisory Committee (DELAC). These actions will strengthen authentic educational partner engagement, increase representative participation, and support continuous improvement in shared decision-making.|San Gabriel Unified will continue to improve the engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by expanding opportunities for meaningful family participation and providing targeted support for English learner students and families. The LEA will continue to provide professional development to improve instruction for English learners, including administrator training to strengthen staff support and implementation of effective practices. In addition, SGUSD will implement the updated EL Master Plan, provide ongoing education for staff and families regarding reclassification procedures, and identify students needing additional support, and facilitate communication with families. The LEA will continue to provide clear guidance and resources regarding monitoring students at risk of becoming Long-Term English Learners (LTELs), address the needs of dually identified students, and expand ELD professional learning for core content teachers.|San Gabriel Unified School District’s current strengths in Seeking Input for Decision-Making include a strong foundation of highly qualified teachers, administrators, and educational leaders who prioritize collaboration, equity, and continuous improvement. Educational partner input and local data indicate that staff across the district are committed to creating meaningful opportunities for students, families, and community members to share their perspectives and contribute to decisions that impact teaching, learning, and student experiences.  The district has made progress in strengthening structures that support two-way communication and engagement, including school site meetings, parent education opportunities, surveys, advisory groups, and stakeholder feedback processes. Teachers and leaders use input from educational partners to inform instructional practices, support student needs, and improve programs and services. In addition, San Gabriel Unified continues to build the capacity of staff through professional learning focused on culturally responsive practices, effective communication, and inclusive engagement strategies to ensure that diverse voices are represented in decision-making.|San Gabriel Unified will continue to strengthen engagement with underrepresented families identified through the self-reflection process by centering equity, listening, and meaningful opportunities for families to influence decision-making. Based on educational partner input and local data, the LEA will create intentional structures to ensure families of English learners, dually identified students, and other historically underrepresented groups have accessible opportunities to share their experiences, provide feedback, and participate in shaping programs and services. The district will continue to communicate transparently with families about efforts to improve support for students, including professional learning for administrators and staff on effective instruction for English learners, updated guidance through the implementation of the EL Master Plan, and increased understanding of reclassification procedures and monitoring systems for students at risk of becoming Long-Term English Learners. Additionally, San Gabriel Unified will expand professional development for core content teachers in English Language Development and strengthen supports for dually identified students. These efforts will ensure that family voices are not only heard but actively considered in decisions that impact student access, belonging, and success.|San Gabriel Unified will continue to improve the engagement of underrepresented families identified through the self-reflection process by strengthening opportunities for meaningful participation, communication, and shared decision-making. The district will intentionally seek and incorporate family input, particularly from families of English learners, long-term English learners, and dually identified students, to ensure their perspectives inform programs and services. San Gabriel Unified will continue to expand outreach and communication regarding supports and opportunities available to students and families, including professional learning for staff to improve instruction for English learners; administrator training to strengthen support for teachers; staff and family education on reclassification procedures; implementation of the updated English Learner Master Plan; clear guidance and communication regarding monitoring and support for students at risk of becoming long-term English learners; and increased attention to the unique needs of dually identified students. In addition, the district will continue to increase English Language Development professional learning for all core content teachers to ensure equitable access to rigorous instruction and strengthen partnerships with families in support of student success.|5|5|4|5|4|4|4|4|3|4|3|4|Met||2026-06-23|2026
19752911996016|Options for Youth San Gabriel|3|Based on the analysis of educational partner input and local data, the LEA’s current strengths in Building Relationships Between School Staff and Families include maintaining positive communication practices, creating welcoming school environments, and fostering strong relationships between families and school staff. Results from the Spring 2026 Altitude School Climate Survey indicate that families continue to feel connected, respected, and supported within the school community. Parent survey responses reflected high ratings in Student Connections with Teachers (4.72/5), School Rules and Environment (4.67/5), Student and Family Engagement (4.65/5), Inclusion (4.63/5), and Social Emotional and Physical Safety (4.59/5), demonstrating strong confidence in the school’s ability to support students academically, socially, and emotionally. The LEA continues to strengthen relationships with families through consistent communication, individualized student support, and multiple opportunities for engagement throughout the school year. Staff maintain ongoing communication with families regarding student progress, attendance, school events, and available support through accessible communication platforms and direct outreach. Achievement Chats, empathy interviews, and parent conferences continue to support collaborative relationships focused on individual student needs and success. The LEA also provides a variety of opportunities for families to connect with school staff and participate in the school community, including Back-to-School Night, awards ceremonies, and other engagement activities. Multilingual communication, interpretation and translation services, and flexible participation options continue to support accessibility for families from diverse backgrounds. Staff also participate in professional development focused on social-emotional learning and inclusive school practices to ensure families feel welcomed and valued. Through these efforts, the LEA continues to foster a positive school culture where families feel connected to the school community and supported as partners in their child’s education.|Based on the analysis of educational partner input and local data, the LEA has identified a need to strengthen family participation in school engagement opportunities and improve consistent two-way communication with families. While survey results indicate that families generally feel welcomed and supported by school staff, participation data suggests opportunities to increase broader family involvement and strengthen connections between home and school. The Spring 2026 Altitude School Climate Survey reflected strong parent perceptions in Student and Family Engagement (4.65/5), Student Connections with Teachers (4.72/5), and Inclusion (4.63/5), demonstrating that families value the relationships staff build with students and families. However, parent participation in the survey was 12.9%, below the school’s participation goal of 35%, indicating a need to increase family engagement in school feedback opportunities and school-community activities. Comparative survey results also reflected slight declines in Connection and Belonging and Student and Family Engagement from the previous school year, highlighting the importance of continuing to strengthen communication and relationship-building efforts. The LEA also identified opportunities to increase awareness and participation related to PAC, DELAC, and school improvement processes to ensure families feel informed and connected to the school community. Additional focus will be placed on increasing outreach to families of English learners, students with disabilities, and other underrepresented groups whose participation may be limited by language barriers, scheduling challenges, or access to information. In response, the LEA will continue expanding outreach efforts and increasing accessible opportunities for family engagement and feedback opportunities throughout the school year. The LEA will continue utilizing family events, regular communication, targeted reminders, flexible participation options, and interpretation and translation services to strengthen relationships with families and increase meaningful participation in the school community.|Based on the analysis of educational partner input and local data, the LEA identified a need to improve engagement and participation among underrepresented families, particularly families of English learners and students with disabilities. Although parent survey responses reflected positive perceptions regarding communication, inclusion, and relationships with school staff, participation data indicates that some families may not yet feel fully connected to school engagement opportunities or may experience barriers to participation. The Spring 2026 Altitude School Climate Survey showed a parent participation rate of 12.9%, below the school’s participation goal of 35%.The LEA recognizes the importance of ensuring all families feel welcomed, informed, and valued as members of the school community. Parent survey responses reflected strong ratings in Student and Family Engagement (4.65/5), Inclusion (4.63/5), and Student Connections with Teachers (4.72/5), demonstrating that families value the support and relationships established by school staff. The LEA will continue building upon these strengths while increasing efforts to engage families whose voices may be underrepresented in school activities and engagement opportunities. To improve engagement, the LEA will continue expanding multilingual communication and accessible outreach practices through translated materials, interpretation services, virtual meeting options, and individualized communication with families. Staff will continue providing targeted outreach regarding school events, family engagement opportunities, PAC and DELAC participation, and available student support services. Additional efforts will focus on increasing participation among families of English learners and students with disabilities through personalized invitations, flexible participation options, and direct communication regarding opportunities for involvement in the school community. The LEA will also increase efforts to gather family feedback through surveys and empathy interviews to better understand the needs and perspectives of underrepresented families and improve school-family relationships. Through these efforts, the LEA aims to strengthen trust, increase family participation, and ensure all families feel connected, supported, and valued within the school community.|Based on the analysis of educational partner input and local data, the LEA’s current strengths in Building Partnerships for Student Outcomes include strong collaboration between staff, students, and families to support academic progress, student engagement, and social-emotional well-being. Survey results from the Spring 2026 Altitude School Climate Survey indicate that families, students, and staff generally perceive the school as a supportive and inclusive learning environment that promotes student success. Parent survey responses reflected strong ratings in Student Connections with Teachers (4.72/5), Student and Family Engagement (4.65/5), Inclusion (4.63/5), and School Rules and Environment (4.67/5), demonstrating that families value the support, communication, and individualized attention students receive from school staff. Student survey responses also reflected positive perceptions in Social Emotional and Physical Safety (4.30/5), School Rules and Environment (4.24/5), and Student Connections with Teachers (4.21/5), indicating that students generally feel safe, supported, and encouraged in their learning environment. Staff survey responses further identified Student and Family Engagement (4.57/5) and Student Connections with Teachers (4.53/5) as areas of strength. The LEA continues to strengthen partnerships that support student outcomes through Achievement Chats, empathy interviews, individualized academic planning, and ongoing communication regarding student progress and available supports. Staff collaborate with families to address academic needs, attendance, social-emotional supports, college and career readiness planning, and intervention strategies designed to promote student success. The LEA also provides opportunities for families to support student learning through workshops, family engagement activities, student recognition events, and schoolwide activities that promote collaboration and connection. Educational partner feedback continues to inform student support services, school climate initiatives, and continuous improvement efforts. Through these practices, the LEA continues to strengthen collaborative partnerships that support positive student outcomes, student engagement, and overall student well-being.|Based on the analysis of educational partner input and local data, the LEA has identified several focus areas for improvement in Building Partnerships for Student Outcomes. While survey results indicate that students, families, and staff generally feel supported and connected to the school community, local data suggests opportunities to strengthen student belonging, peer relationships, and family participation in supports that promote student success. The Spring 2026 Altitude School Climate Survey reflected positive perceptions related to teacher-student relationships and family engagement; however, several student-centered areas reflected lower ratings. Student survey results indicated lower scores in Connection and Belonging (3.92/5), Student Connections with Students (3.79/5), and Peer Pressure/Social Media (3.92/5), suggesting opportunities to strengthen peer relationships, student connectedness, and social-emotional supports. Comparative survey data also showed declines in student perceptions related to belonging and peer connections from the previous school year. These findings highlight the importance of continuing to strengthen student voice, peer engagement opportunities, and school connectedness initiatives. The LEA also identified a need to increase family participation in opportunities that support student learning and student success. Although parents reported strong satisfaction with communication, teacher relationships, and school engagement, parent survey participation was 12.9%, below the school’s participation goal of 35%. The LEA recognizes the importance of increasing participation from a broader range of families, including families of English learners and students with disabilities, to ensure student support services reflect the needs of all students. In response, the LEA will continue strengthening communication and collaboration with families through Achievement Chats, regular progress monitoring, family workshops, and expanded access to academic, social-emotional, and college and career readiness support. The LEA will also continue implementing strategies that strengthen student connectedness, peer relationship-building, and student engagement in order to improve overall student outcomes and school climate.|Based on the analysis of educational partner input and local data, the LEA identified a need to improve engagement and participation among underrepresented families in order to strengthen partnerships that support positive student outcomes. While survey results reflected strong parent perceptions regarding communication, support, and relationships with school staff, participation data indicates that some families may not yet feel fully connected to school supports and engagement opportunities. Parent participation in the Spring 2026 Altitude School Climate Survey was 12.9%, below the school’s participation goal of 35%. The LEA recognizes the importance of increasing engagement among families of English learners, students with disabilities, and other underrepresented groups to ensure all families have meaningful opportunities to support student success. Parent survey responses reflected strong ratings in Student and Family Engagement (4.65/5), Inclusion (4.63/5), and Student Connections with Teachers (4.72/5), demonstrating that families value the support and relationships established by school staff. The LEA will continue building upon these strengths while increasing targeted outreach and support for families whose voices may be underrepresented. To improve engagement, the LEA will continue expanding multilingual communication and individualized outreach regarding student progress, academic supports, college and career readiness resources, and available intervention services. Staff will continue connecting families with workshops, counseling support, school resources, and engagement opportunities designed to support student learning and well-being. Additional outreach efforts will focus on increasing participation among families of English learners and students with disabilities through translated materials, interpretation services, flexible participation options, and direct communication regarding available programs and student support. The LEA will also continue utilizing surveys, empathy interviews, and educational partner feedback opportunities to better understand the needs and perspectives of underrepresented families and improve support systems for students. Through these efforts, the LEA aims to strengthen family-school partnerships, increase participation in student support opportunities, and ensure all families feel valued as active partners in promoting positive student outcomes.|Based on the analysis of educational partner input and local data, the LEA’s current strengths in Seeking Input for Decision-Making include maintaining consistent opportunities for educational partners to provide feedback regarding student supports, school programs, and school climate initiatives. The LEA regularly gathers input from students, families, and staff through surveys, Achievement Chats, empathy interviews, PAC and DELAC meetings, LCAP engagement activities, and ongoing communication throughout the school year. Results from the Spring 2026 Altitude School Climate Survey indicate that families generally feel welcomed, informed, and connected to the school community. Parent survey responses reflected strong ratings in Student and Family Engagement (4.65/5), Student Connections with Teachers (4.72/5), and Inclusion (4.63/5), demonstrating that families value the supportive relationships and communication practices established by school staff. Staff survey responses also reflected positive perceptions related to family engagement (4.57/5) and leadership communication and collaboration (4.36/5), indicating that staff feel supported and included in school processes. The LEA continues to provide multiple opportunities for educational partners to participate in school planning and feedback processes through advisory meetings, school events, workshops, surveys, and family engagement activities. Educational partner feedback is reviewed to help inform school planning, student supports, family engagement efforts, and continuous improvement initiatives. The LEA also continues strengthening accessibility by providing multilingual communication, interpretation and translation services, flexible meeting options, and virtual participation opportunities to encourage broader educational partner involvement. While the LEA recognizes opportunities for continued growth in broader system-level participation, local data demonstrates that the school has established a strong foundation of communication, collaboration, and educational partner engagement that supports ongoing reflection and continuous improvement efforts.|Based on the analysis of educational partner input and local data, the LEA has identified a need to strengthen educational partner participation in system-level decision-making processes. While the LEA has established strong communication and collaboration with families regarding individual student needs and support, participation data indicates that additional efforts are needed to increase engagement in surveys, advisory committees, and schoolwide feedback opportunities that inform broader school improvement planning and decision-making. The Spring 2026 Altitude School Climate Survey reflected strong parent perceptions related to Student and Family Engagement (4.65/5) and Student Connections with Teachers (4.72/5), demonstrating that families generally feel supported and connected to the school community. However, parent participation in the survey was 12.9%, below the school’s participation goal of 35%, indicating a need to strengthen outreach efforts and increase participation in school feedback opportunities. Comparative survey results also reflected modest declines in parent and student perceptions related to Connection and Belonging and Student and Family Engagement from the previous school year, highlighting the importance of continuing to strengthen educational partner engagement and communication efforts. The LEA also identified a need to increase participation and awareness related to PAC, DELAC, LCAP engagement activities, and other advisory opportunities to ensure a broader representation of educational partner voice in school planning and continuous improvement efforts. Additional focus will be placed on increasing participation among families of English learners, students with disabilities, and other underrepresented groups to ensure school decisions and support reflect the needs of all students and families. In response, the LEA will continue strengthening multilingual communication and outreach practices through personalized invitations, targeted reminders, flexible participation opportunities, and accessible communication platforms. The LEA will continue utilizing surveys, advisory meetings, empathy interviews, and educational partner engagement activities to gather feedback while also increasing communication regarding how educational partner input informs school decisions, student supports, and continuous improvement efforts.|Based on the analysis of educational partner input and local data, the LEA identified a need to improve participation among underrepresented families in school feedback and decision-making processes, particularly among families of English learners and students with disabilities. While families generally report positive relationships with school staff and strong satisfaction with communication and support, participation data indicates that some families may not yet feel fully connected to school planning and advisory opportunities or may experience barriers to participation. The Spring 2026 Altitude School Climate Survey showed a parent participation rate of 12.9%, below the school’s participation goal of 35%. The LEA recognizes the importance of ensuring all families feel informed, welcomed, and empowered to contribute to school planning and continuous improvement efforts. Parent survey responses reflected strong ratings in Student and Family Engagement (4.65/5), Inclusion (4.63/5), and Student Connections with Teachers (4.72/5), demonstrating that families value the support and relationships established by school staff. The LEA will continue building upon these strengths while increasing targeted outreach to families whose voices may be underrepresented in surveys, advisory groups, and school decision-making opportunities. To improve engagement, the LEA will continue expanding multilingual outreach and accessible communication practices through translated materials, interpretation services, virtual participation options, and individualized communication regarding opportunities to participate in PAC, DELAC, LCAP engagement activities, school climate surveys, and other feedback opportunities. Additional outreach efforts will focus on increasing participation among families of English learners and students with disabilities through personalized invitations, flexible meeting options, and direct communication regarding the importance of educational partner voice in school planning and decision-making processes. The LEA will also continue utilizing surveys, empathy interviews, and educational partner feedback opportunities to better understand the needs and perspectives of underrepresented families and to inform school improvement efforts. Additionally, the LEA will continue communicating how educational partner feedback is used to support school decisions, student programs, and continuous improvement planning in order to strengthen trust, increase participation, and ensure all families feel valued as active contributors to the school community.|5|5|5|5|5|5|5|5|5|5|4|5|Met||2026-06-25|2026
19753090000000|Acton-Agua Dulce Unified|3|Based on the analysis of educational partner feedback and local data, AADUSD has demonstrated continued progress in building positive relationships between school staff and families. The district maintains multiple opportunities for meaningful family engagement through regular communication, parent-teacher conferences, school events, educational partner meetings, ELAC, DELAC, PTO/PTSO, AVID, A-G Workshop participation, and LCAP input sessions. Feedback from families indicates that they value the district’s efforts to provide timely information, accessible staff support, and opportunities to participate in decision-making processes. The district has strengthened family-school partnerships by increasing outreach efforts, expanding opportunities for educational partners to provide feedback, and improving communication regarding student academic progress, attendance, and social-emotional well-being. Families continue to participate in surveys, advisory committees, and community engagement activities, providing valuable input that informs district programs, services, and priorities. Local data and educational partner input reflect positive relationships between staff and families, with families reporting that school personnel are approachable, responsive, and committed to supporting student success. The district's continued focus on communication, collaboration, and family engagement has contributed to stronger partnerships that support student achievement, attendance, and overall school connectedness. AADUSD remains committed to building upon these strengths by providing ongoing opportunities for families to engage with schools and participate in the educational process|Based on the analysis of educational partner feedback and local data, AADUSD has identified opportunities to further strengthen relationships between school staff and families by increasing two-way communication and expanding family participation in district and school decision-making processes. While families report positive interactions with school staff, feedback indicates a need for additional opportunities for meaningful engagement, particularly among families who have historically been less involved in school activities and advisory groups.  The district will continue to focus on improving communication regarding student academic progress, attendance, available support services, and school initiatives through multiple communication platforms and outreach efforts. Additionally, AADUSD will work to increase participation in educational partner groups, including LCAP meetings, ELAC, DELAC, PTO/PTSO, and school events, to ensure that a broader representation of families contributes to district planning and decision-making.  Local data also suggests a need to strengthen family awareness of academic interventions, social-emotional supports, and college and career readiness opportunities available to students. By expanding outreach, increasing opportunities for family engagement, and fostering stronger school-home partnerships, the district aims to enhance family connectedness and support improved student outcomes.|Based on the analysis of educational partner feedback and local data, AADUSD will improve engagement of underrepresented families by implementing targeted outreach strategies designed to increase participation and strengthen connections between families and schools. The district will continue to utilize multiple communication methods, including phone calls, email, text messaging, district and school websites, social media, and in-person meetings, to ensure families receive timely and accessible information.  To increase participation among families who have historically been underrepresented in school and district engagement activities, AADUSD will provide flexible opportunities for involvement through virtual and in-person meetings, varied meeting times, and family engagement events at each school site. The district will continue to engage English learner families through ELAC and DELAC meetings, provide translation and interpretation services when needed, and ensure that important communications are accessible to all families.  Additionally, the district will use surveys, focus groups, and educational partner meetings to gather input from a broader range of families and identify barriers to participation. School staff, counselors, and family outreach personnel will continue to build relationships with families through personalized communication and outreach efforts, particularly for students who may be experiencing academic, attendance, or social-emotional challenges. These efforts will help ensure that all families have meaningful opportunities to participate in their child's education and contribute to district decision-making processes.|Based on the analysis of educational partner feedback and local data, AADUSD's strength in Building Partnerships for Student Outcomes is its collaborative approach to supporting student achievement, well-being, and college and career readiness. The district actively engages families, staff, students, community partners, and advisory groups in identifying needs, developing programs, and monitoring progress toward district goals. Educational partner feedback reflects appreciation for the district’s efforts to provide meaningful opportunities for involvement through the LCAP process, ELAC, DELAC, PTO/PTSO organizations, parent conferences, and school events. These partnerships have helped inform district decisions and ensure that programs and services align with student and family needs. Local data demonstrates progress in several student outcome areas, including improvements in English Learner progress, College and Career Indicator performance, and academic growth at multiple school sites. The district has strengthened partnerships to support these outcomes through programs such as AVID, MTSS, academic interventions, counseling services, credit recovery, college and career planning, and expanded support for English learners and other student groups. AADUSD continues to foster a culture of shared responsibility among educational partners, resulting in stronger collaboration, increased access to student supports, and improved opportunities for students to achieve academic success and be prepared for future educational and career pathways.|Based on the analysis of educational partner feedback and local data, AADUSD has identified several focus areas for improvement in Building Partnerships for Student Outcomes. While educational partners value the district’s collaborative efforts, feedback indicates a need to increase participation from a broader and more representative group of families and community members in programs, advisory committees, and decision-making processes that impact student success.  The district will continue to strengthen partnerships that support academic achievement, attendance, and college and career readiness by improving communication regarding available programs, interventions, and student support services. Educational partners expressed a desire for additional opportunities to understand student performance data, available academic resources, and strategies to support learning at home.  Local data also highlights the need to further strengthen partnerships that support students experiencing academic challenges, chronic absenteeism, and barriers to engagement. As a result, AADUSD will continue to expand collaboration among families, staff, community agencies, and educational partners through the Multi-Tiered System of Supports (MTSS), Student Success Team (SST) processes, counseling services, and targeted intervention programs.  By increasing outreach, enhancing communication, and creating additional opportunities for educational partner engagement, the district aims to strengthen shared responsibility for student success and improve outcomes for all students, particularly those in identified student groups who may require additional support.|Based on the analysis of educational partner feedback and local data, AADUSD will improve engagement of underrepresented families by implementing targeted outreach efforts and increasing opportunities for meaningful participation in activities that support student success. The district will continue to utilize multiple communication methods, including phone calls, emails, text messaging, school websites, social media, and direct outreach from school staff, to ensure families are informed about student progress, available resources, and opportunities for involvement.  To increase participation among underrepresented families, the district will offer flexible opportunities for engagement through virtual and in-person meetings, varied meeting times, and family workshops focused on academic achievement, attendance, social-emotional well-being, and college and career readiness. Translation and interpretation services will continue to be provided as needed to ensure all families can fully participate in school and district activities.  AADUSD will also strengthen engagement through ELAC, DELAC, LCAP meetings, parent organizations, and school-site events, while actively seeking feedback through surveys, focus groups, and educational partner meetings. Staff will use this feedback to identify barriers to participation and develop strategies to increase family involvement in programs and decisions that impact student outcomes.  Additionally, the district will continue to leverage MTSS, Student Success Team (SST) processes, counseling services, and community partnerships to connect families with academic, behavioral, and social-emotional supports. These efforts will help ensure that all families, particularly those who have been historically underrepresented, have meaningful opportunities to partner with schools in supporting student achievement and overall success.|Based on the analysis of educational partner feedback and local data, AADUSD has demonstrated continued progress in seeking input for decision-making by expanding opportunities for meaningful educational partner engagement and participation. The district has strengthened its processes for gathering feedback from students, families, staff, bargaining units, community members, ELAC, DELAC, PTO/PTSO organizations, and other advisory groups through surveys, meetings, forums, and the annual LCAP development process.  A key strength of the district is its commitment to transparency and collaboration. AADUSD has increased efforts to share information regarding district goals, student performance data, programs, services, and budget priorities, allowing educational partners to provide informed feedback on district decisions. The district's use of focused LCAP presentations, educational partner meetings, and advisory committee discussions has resulted in increased opportunities for stakeholders to contribute to the development, implementation, and evaluation of district initiatives.  Educational partner feedback indicates that families and staff value the district’s willingness to listen to concerns, consider recommendations, and incorporate feedback into planning processes. As a result of these collaborative efforts, stakeholder input has helped shape district priorities related to academic achievement, attendance, student support services, English learner programs, college and career readiness, and family engagement.  AADUSD continues to build a culture of shared decision-making by fostering open communication and providing multiple avenues for educational partners to participate in discussions that impact student outcomes and district improvement efforts.|Based on the analysis of educational partner feedback and local data, AADUSD has identified the need to increase participation from a broader and more representative group of educational partners in decision-making processes. While the district provides multiple opportunities for stakeholder input, participation data indicates that some family groups, particularly those who have been historically underrepresented, are not consistently engaged in advisory committees, surveys, community forums, and LCAP development activities.  Educational partner feedback suggests a need for greater awareness of opportunities to provide input and a clearer understanding of how stakeholder feedback influences district decisions. The district will continue to improve communication regarding district initiatives, priorities, and decision-making processes to ensure educational partners feel informed and empowered to participate.  Another area for improvement is increasing student and family voice in discussions related to academic programs, student supports, school climate, attendance, and college and career readiness. AADUSD will continue to expand outreach efforts, provide multiple avenues for feedback, and remove barriers to participation through flexible meeting formats, varied meeting times, and accessible communication methods.  By strengthening outreach, increasing transparency, and creating additional opportunities for meaningful engagement, the district aims to ensure that decision-making reflects the perspectives and needs of all educational partners and supports continuous improvement across the district.|Based on the analysis of educational partner feedback and local data, AADUSD will improve engagement of underrepresented families by implementing targeted outreach strategies designed to increase awareness of and participation in district and school decision-making processes. The district will continue to use multiple communication platforms, including phone calls, emails, text messages, social media, district websites, and direct staff outreach, to ensure families are informed about opportunities to provide input and participate in district initiatives.  To reduce barriers to participation, AADUSD will offer flexible opportunities for engagement through virtual and in-person meetings, varied meeting times, and multiple methods for providing feedback, including surveys, focus groups, and educational partner forums. Translation and interpretation services will continue to be provided as needed to ensure all families can meaningfully participate in discussions and decision-making activities.  The district will continue to engage families through ELAC, DELAC, PTO/PTSO organizations, school-site committees, and the LCAP development process while actively seeking input from families who have traditionally been underrepresented in district engagement activities. Staff will use feedback and participation data to identify barriers to involvement and adjust outreach efforts accordingly.  Additionally, AADUSD will increase transparency by communicating how educational partner feedback influences district goals, programs, and resource allocation decisions. By expanding outreach, removing barriers to participation, and demonstrating the impact of stakeholder input, the district will strengthen family engagement and ensure that decision-making reflects the diverse perspectives and needs of the school community.|4|4|3|4|4|4|4|3|4|4|4|4|Met||2026-06-11|2026
19753090127100|Assurance Learning Academy|3|Assurance Learning Academy demonstrates strong and sustained progress in building positive relationships between school staff and families. Parent feedback reflects high levels of trust, satisfaction, and confidence in school communication and instructional quality. Families consistently affirmed that students are being educated with high expectations and equitable support, with comments such as “Everything is perfect,” “No changes,” and “I am very happy.” Welcoming practices are embedded across sites through multilingual communication, accessible meeting formats (virtual and in-person), and ongoing opportunities for direct engagement with staff. Written feedback forms, PAC participation, and visible affirmation during meetings indicate that families feel respected, heard, and valued as partners in their student's education. These systems are consistently implemented across centers and reflect sustainable practices rather than isolated efforts.|While overall satisfaction is high, feedback suggests opportunities to deepen personalized academic communication and engagement. Parents expressed interest in expanded academic support, including “More one on one tutoring,” “Better tutoring,” and “Small group support.” Continued efforts to clearly connect available supports to family outreach and to strengthen proactive communication with families who may not regularly participate will further enhance two-way partnership systems.|Assurance will continue expanding multilingual communication, offering virtual and in-person participation options, and encouraging written feedback at each center to ensure accessibility. Site staff will conduct targeted outreach to families with lower participation rates and provide flexible engagement opportunities that reduce barriers to involvement. Assurance will monitor participation patterns and intentionally support engagement across demographic groups to ensure that relationship-building efforts remain inclusive and sustainable.|Assurance Learning Academy has made strong and sustained progress in building partnerships that support student outcomes. Assurance provides ongoing professional learning and guidance to staff to strengthen family engagement practices, ensuring that partnership with families is embedded in instructional planning and student support systems. Staff regularly communicate with families regarding student progress, tutoring opportunities, and academic interventions. Parent feedback demonstrates confidence in academic supports and school responsiveness. Families provided affirming comments while also offering constructive suggestions related to tutoring and academic assistance. Requests such as “More help with work” and “Small group support” reflect active engagement in student progress conversations rather than disengagement. The school’s continued emphasis on tutoring expansion and structured communication about instructional supports reflects alignment between family input and academic achievement goals.|While partnership systems are fully implemented, feedback indicates opportunities to deepen individualized academic collaboration. Families expressed interest in expanded tutoring supports, including “More one on one tutoring,” suggesting a desire for increased access and clearer communication regarding available academic resources. Assurance will continue refining how student progress discussions are structured and how academic resources are communicated to families. Strengthening clarity around at-home learning strategies and increasing consistency in proactive outreach will further enhance partnership effectiveness.|To strengthen equitable partnerships for student outcomes, Assurance will provide targeted outreach to families whose students may be underperforming, less engaged, or historically underrepresented in advisory participation. Strategies include personal invitations to tutoring meetings, multilingual progress updates, and flexible scheduling for academic conferences. Assurance will monitor participation data to ensure families across demographic groups are equally represented in progress discussions and academic planning conversations. Continued emphasis on accessible communication and proactive outreach will support sustainable, inclusive family partnerships.|Assurance Learning Academy demonstrates sustained and embedded practices in seeking input for decision-making. Families are consistently invited to participate in PAC meetings, provide written feedback, complete annual surveys, and engage in live discussions at the site level. Staff and administrators are trained to facilitate advisory participation and create accessible spaces for family voice. Parent responses reflect both affirmation and constructive feedback, indicating that families feel comfortable sharing honest perspectives. Comments such as “Everything is perfect,” alongside suggestions like “More one on one tutoring,” demonstrate that input opportunities are authentic and ongoing rather than symbolic. These systems are consistently implemented across centers, reflecting sustainable practices in advisory engagement and shared decision-making.|While advisory systems are fully implemented, Assurance recognizes the need to broaden participation across all centers and demographic groups. Strengthening feedback loops, specifically communicating how parent input directly influences policies, tutoring expansion, and engagement strategies, will increase transparency and shared ownership. We will continue increasing survey participation, ensuring consistent representation across sites, and refining processes so families clearly see how their feedback informs planning decisions.|Assurance will expand targeted outreach to families with historically lower engagement rates through multilingual materials, flexible meeting formats (virtual and in-person), and direct site-level invitations. Staff will monitor participation patterns to identify demographic gaps and proactively invite underrepresented voices into advisory conversations. Families will be encouraged to contribute through both formal advisory groups and informal feedback channels to reduce barriers to participation. These intentional outreach efforts will ensure decision-making processes remain inclusive, equitable, and sustainable.|4|5|5|4|5|4|4|4|5|5|4|4|Met||2026-06-04|2026
19753090131383|SIATech Academy South|3|SIATech Academy South strives to include families and community partners in the decision-making process. SIATech Academy South solicits input from families and community partners to develop programming for students and families in the continuous improvement process. The LEA formed its DELAC and ELAC committee in the 2020-21 school year. The DELAC and the ELAC steering committee include parents, adult students, community partners, teachers, principals, and district leaders. The LEA's DELAC and ELAC meetings are held quarterly to address mandated requirements and updates and showcase EL student outcomes|SIATech Academy South utilizes a fully trauma-informed system where teachers and administrators are specifically trained to address the social-emotional and mental health needs of students and families. Through its Community Schools model, SIATech Academy South employs designated Community Schools Coordinators who actively bridge the gap between staff and families by hosting parent-teacher home visits, monthly community partner meetings, and interactive family movie nights.|The LEA is committed to improving strategies and structures to increase underrepresented families' engagement. SIATech Academy South has held advisory committee meetings to garner input from families related to school improvement and extended intentional invitations to underrepresented families to be members of various site and district committees. The LEA will continue to engage with and build relationships with individual families and provide necessary, personalized support to foster strong relationships between school staff and underrepresented families.|SIATech Academy South assists our families in understanding academic expectations through several strategies. These include mentor-teacher meetings at all school sites to discuss student progress and support needed to ensure success. These meetings address various topics to help parents understand state academic standards, the instructional program, and how they can best support their student’s achievement in school. The LCAP process also provides many opportunities at the site and district level to assist parents/guardians with understanding expectations for their students. Technology is also used to communicate information and request feedback about LCAP goals from the community. Information is posted on the district and school websites. Annual surveys for educational partners are given throughout the year. Requests for feedback and participation are sought through surveys.|Recent educational partner (DELAC/ELAC) input shows a desire for more in-depth knowledge of the local assessments, curriculum, and instructional strategies to improve and accelerate our EL student learning. SIATech Academy South developed the Wellness Industry School Home (WISH) comprehensive framework to assess and implement an action plan to build and strengthen partnerships that we anticipate will lead to greater student outcomes and provide students with educational stability|Participation from all parents is solicited, including the engagement of underrepresented families. SIATech Academy South has continued translating communications and documents to make information more accessible to our multilingual families. SIATech Academy South will continue developing strategies to improve underrepresented families' engagement, including personal invitations to participate, adjusting meeting times and locations, and utilizing virtual options.|Referring to the LEA's Strategic Plan, SIATech Academy South recognizes that parents/guardians are their student's first and most influential teachers and that sustained parent/guardian involvement in the education of their students contributes greatly to student achievement and a positive school environment. Additionally, SIATech Academy South works with staff and parents/guardians to develop meaningful opportunities at all grade levels for parents/guardians to be involved in district and school activities, advisory, decision-making, advocacy roles, and activities to support learning at home. This is achieved through regularly scheduled DELAC/ELAC meetings, surveys, and numerous advisory committees where parent/guardian involvement policies are shared and jointly developed.|SIATech Academy South increased the number of opportunities, using various engagement tools, for educational partners to provide input. SIATech Academy South began using the Panorama platform to gather educational partner input. An area of focus is to evaluate what tools successfully engage families at the school and district levels and what steps SIATech Academy South can take to improve the design and implementation of engagement activities|SIATech Academy South ensures all families receive communications and invitations to participate on committees and forums through communication accommodations, such as translation, interpreters, scheduling individual meetings at a convenient time for individual families, home visits, etc. SIATech Academy South monitors student attendance daily and communicates with families in a timely manner, especially families of migratory, foster, or homeless youth, to minimize disruptions to educational services.|4|4|3|4|4|4|4|4|4|3|3|4|Met||2026-06-16|2026
19753090131987|iLEAD Hybrid|3|Feedback from educational partners demonstrates iLEAD Hybrid's families value flexible and personalized learning, exceptional educational facilitators, choice, freedom and individual support, as well as innovative programs and enrichment. Survey results from families, learners, community members, board members, and staff and leadership informed the annual program evaluation and guided efforts to address state priorities. Through this continuous improvement cycle, action steps aligned with iLEAD Hybrid's three existing goals were refined—maintained, expanded, or modified—to support learner achievement and enhance program offerings.  iLEAD Hybrid engaged families through multiple channels: monthly parent meetings at iLEAD AV and iLEAD AV Exploration, three virtual town halls at iLEAD Exploration, and ongoing meetings including ELAC, SSC, park days, monthly field studies, and learning period meetings. These forums enabled meaningful dialogue between school staff and families regarding program initiatives. Additional feedback was gathered through weekly check-ins, monthly learning period meetings, and schoolwide events. ELAC meetings held in spring and fall created open forums for questions and feedback on English learner programming. Monthly EL collaborations among coordinators across iLEAD Schools facilitated the exchange of facilitator and family input to strengthen English learner support. The School Site Council convened three times to review data, address safety concerns, and approve the Single Plan for Student Achievement, which aligns with LCAP goals and measures while incorporating parent, learner, and staff perspectives into the annual LCAP.|Feedback from educational partners identifies areas for improvement to include: more in-person experiences including field studies and community-building, expanded course options, and streamlined communication including the family Hub on the iLEAD website. 					|"iLEAD Hybrid will continue prioritizing community building through facilitator-led initiatives that strengthen connections within the school and among families. The school provides additional instructional support staff to deliver direct services to high-needs learners through intervention and supplemental programming. Leadership team members proactively connect with families and staff on """"listening tours"""" targeting underrepresented families to identify obstacles to accessing available supports. Professional development in restorative practices and cultural responsiveness will enable staff to identify the specific needs of unduplicated learners, facilitate appropriate referrals for additional support, and address gaps in diversity, equity, and inclusion within curriculum and instruction. Through this professional development, school staff will be better equipped to identify, support, and implement practices and resources that expand services to unduplicated student populations.  The school also fosters family engagement through multiple structured touchpoints, including monthly Meet Ups, iSupport Meetings, and staff- and parent-organized events, as well as monthly virtual forums, which provide families with opportunities to address questions and concerns. Learning period meetings serve as an additional avenue for educational facilitators to build relationships and maintain meaningful connections with families."|iLEAD Hybrid expanded learning opportunities through programs including Engage and Level Up, while also supporting families via schoolwide events both in-person and virrtually. These initiatives contributed to sustaining a low chronic absenteeism rate. The LEA's strategic efforts to strengthen partnerships for student success resulted in increased parent participation at in-person events, enhanced overall parent engagement, and greater student involvement in diverse activities. These activities encompass field days, book clubs, entrepreneurship fairs, prom and graduation celebrations, park meet-ups, field studies, Presentations of Learning, promotion ceremonies for kindergarten and eighth-grade students with accompanying social gatherings, end-of-year celebrations, and summer connection events.  AV Exploration's iSupport was more involved this year in organizing events multiple times.  Having an active iSupport helps build community within our program.  This community helps and supports both parent and learner.				|Internal academic benchmarks and California State Dashboard data identify areas requiring improvement, even as learners benefit from supplemental tutoring, academic resources, synchronous instruction, and enhanced progress monitoring. Strategic priorities include strengthening college and career readiness, increasing graduation rates, recruiting and retaining qualified educators, refining the Multi-Tiered System of Supports (MTSS) process, and establishing effective systems to measure and monitor learner outcomes across all programs.  The high school team is collaborating with learners to advance college and career preparedness through two key initiatives: expanding A-G course offerings to include both live and asynchronous options, and introducing live course options at the middle school level to provide earlier access to college preparatory coursework.				|In designing engagement initiatives for underrepresented families, iLEAD Hybrid prioritized a comprehensive understanding of the distinct needs of foster youth, English learners, and socioeconomically disadvantaged students, including those experiencing homelessness. This assessment informed the development of an effective action plan for the 2024-25 school year. Staff employ evidence-based, trauma-informed strategies to reduce barriers, promote equity, and create opportunities for student success. The family liaison collaborates with instructional staff and the enrollment department to identify families requiring additional support and ensure equitable access to programs that advance learner achievement. AV Exploration also employs a Family Liason to help bridget the gap between school and family and to support our families experiencing homelessness.  We have also offered more in person and virtua instruction. To address achievement gaps in English Language Arts and mathematics while supporting academic and social-emotional development—including college and career readiness—the school will implement targeted actions across six key areas: increasing learner engagement, enhancing academic support, improving student outcomes, removing educational barriers, addressing social-emotional needs, and strengthening school-family partnerships.|Twice a year, both learners and staff collaborate to complete the iLEAD SEL ROP (Social-Emotional Report of Progress), which evaluates learner development in the Schoolwide Learner Outcomes and tracks progress toward academic and social-emotional goals. In addition, staff and leadership meet on a monthly basis to review program effectiveness, assess learner progress, and consider suggestions for improvement.  To gather broader input, surveys were distributed in Spring 2025 to parents, staff, and learners, focusing on elements of the program and aligned with the eight state priorities of the LCAP, helping to inform potential action steps. Learner feedback was also encouraged through participation in various student clubs, which provided a space for open discussion.  Monthly board meetings were open to the public, allowing staff, families, and learners to attend and offer input.  Town Hall/parent meetings, SSC, and ELAC held meetings to review data from the school year - strengths identified were the improvement in academic aoutcomes and increased participation in testing. Family input shared during these meetings influenced budget priorities resulting in the expansion of the Engage programming for high school and middle school, as well as continuing the Level Up program.					|In developing its action plans, the school reviewed multiple data sources, including the CA Dashboard results, NWEA MAP benchmark assessments, social-emotional learning (SEL) data, counselor and liaison input, attendance records, and Student Support Team (SST) information. Input was also gathered from a range of educational partners such as counselors, facilitators, liaisons, families, learners, office staff, community organizations, board members, and English learner (EL) collaborative groups.  Feedback collected through family meetings, school events, and surveys focused on areas like curriculum and instruction, professional development, and increased in-person engagement opportunities. This broad input helped shape a comprehensive plan aimed at addressing the diverse needs of all learners.				|We will better engage underrepresented families by continuing to offer family education and tailored support through educaitonal webinars, school counselors, liaisons, and coordinators, along with access to community partnerships and other resources based on individual needs. By proactively providing opportunities to consistently. connect, we are able to reduce the barriers for families who benefit from the extra guidance on how to support their children at home—factors that can contribute to increased chronic absenteeism and lower graduation rates. Facilitators will work closely with each family during monthly learning period meetings to seek input for decision-making on their learners educaiton and enrichment.					|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-23|2026
19753090132654|California Pacific Charter- Los Angeles|3|Strengths CPCS successfully engages in pupil and family outreach. CPCS offers two-way communication via the school's website, email, phone, text, Parent Square messaging, School Site Council (Parent Advisory Committee), and virtual meetings are held with pupils and families throughout the school year. Based on education partner survey feedback, parents agree that the school communicates community resources that are available to their family. In data collected from education partner surveys, 98.4% of parents feel satisfied with opportunities to provide input and participate in their child's education. 98.4% of parents indicate that they feel their input is valued. 98.8% of students agreed that their teacher is available to them when they need help and support with their schoolwork. 99.6% of students agree that their teacher cares about their education and helps them succeed. 98.4% of parents are satisfied with their child's school overall. 93.3% of students express an overall satisfaction with their school.|CalPac plans to continue to expand the parent university program, which provides resources and information to parents on various educational, social-emotional, academic, and safety topics regarding supporting their children and their children's best interests.|Focus Area To the greatest extent possible, CPCS would like to focus on pairing families whose primary language is a language other than English with a bilingual homeroom teacher who can facilitate meetings and support meaningful communication with parents in their primary language. CPCS will continue to offer two-way communication opportunities and opportunities to participate in the school community for all education partners, including families whose primary language may be a language other than English. The school is piloting a program that will provide real-time translation services in Zoom for improved communication between the school and pupils/families whose primary language is a language other than English.|Strengths CPCS assigns each pupil to a homeroom teacher. The primary role of the homeroom teacher is to work with each student and family in an effort to develop a personalized learning plan and success plan for each student. Homeroom teachers use student interest surveys in an effort to better understand student strengths and weaknesses and to gain a clear understanding of what resources and supports could best serve in supporting individual students in the independent study program. Homeroom teachers partner with parents in providing information and support that can assist their child in successfully engaging in school and reaching success. In data collected from education partner surveys, 96.8% of parents stated that they feel welcome to participate in meetings with their child's teacher to discuss and set education goals for their child. 98.8% of students responded that they agree that their teacher is available to help them and support them with their school work. 99.6% of students stated that their teacher cares about their education and helps them to succeed. 84.3% of students stated that if they have a problem, they know they have someone at school that they can talk to for support, and 93.3% of students stated that overall, they are satisfied with their school. CPCS is consistent in supporting families to understand their legal rights and advocate for their children. Parent rights are reviewed in IEP and 504 plan meetings. CPCS maintains a uniform complaint policy and makes the uniform complaint form available to education partners.|"Focus Area CPCS launched a Parent University program. Parent University is used for parent education, resources, and support in areas that can help support their students socially, emotionally, and academically. CPCS plans to continue to expand this program with additional resources to better support student outcomes. Additionally, CalPac launched a ""know your score"" campaign. Teachers meet with families at least twice per year to review individual student outcome data and set goals for student engagement and academic growth."|CPCS plans to further develop the homeless youth program by providing additional training for the homeless youth coordinator and holding regular meetings with students and families to ensure this student population is engaged in school and has every opportunity to be successful.|Strengths CPCS is currently engaged in this work. CalPac provides all education partners opportunities for input in decision-making at the program and charter levels.  Parents and students provide input through homeroom meetings, back-to-school nights, surveys, virtual events, public meetings, school site council meetings, club meetings, WASC focus groups, and other methods of 2-way communication with the school. Based on an education partner survey, parents indicated that they feel satisfied with the school in providing input opportunities for them to participate in the school and their child's education.|Focus Area The school will continue to work closely with the School Site Council members (SSC serves as Parent Advisory Committee) to seek input regarding decision-making.|CPCS plans to enhance the engagement of underrepresented families by implementing targeted outreach initiatives, including multilingual communication resources and community liaison roles to facilitate more inclusive participation. We will also establish regular, accessible forums and workshops designed to educate and empower these families, ensuring their voices are integral in our decision-making processes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
19753090134619|Empower Generations|3|Empower Generations is committed to meaningful engagement with all educational partners. Throughout the 2025–2026 school year, we will gather input from families, learners, staff, community partners, and board members through surveys, meetings, and ongoing communication. This feedback helps inform program evaluation, continuous improvement efforts, and alignment with school goals and state priorities.  The school will continue to strengthen partnerships with community organizations that support the academic, social-emotional, and wellness needs of learners. Community partners provide valuable insight into student and family needs and help connect families to counseling, social services, workforce development opportunities, and other resources. Through our partnership with Ebony's Safe Space, staff and families have opportunities to engage in discussions surrounding trauma-informed care and strategies that support student well-being.  The School Site Council, Board Meetings, Weekly Staff Collaboration Meetings, and stakeholder surveys (SSC, Wellness) provide additional opportunities for educational partners to share feedback and participate in decision-making processes. The Community Outreach Coordinator will continue to expand community partnerships, strengthen family engagement, and improve communication between home and school, ensuring stakeholder voices remain central to the school's continuous improvement efforts.|Based on educational partner feedback and local data, Empower Generations will focus on strengthening relationships between school staff and families through consistent communication, increased engagement opportunities, and enhanced support services. The school will continue to utilize surveys, meetings, and direct outreach to gather family input and ensure stakeholder voices are reflected in decision-making and program development.  All staff will play a key role in expanding family engagement, strengthening home-school communication, and connecting families with community resources. We plan to increase the number of community events offered throughout the year to encourage learners and families to remain connected with school staff and their peers. Additionally, learners will have opportunities to build relationships and engagement through small-group workshops and other collaborative activities. Our community partners will also provide opportunities for families and staff to engage in discussions around trauma-informed practices and student well-being. Through these efforts, Empower Generations aims to foster trust, collaboration, and a strong sense of belonging among families, learners, and staff.|Empower Generations will continue to improve engagement with underrepresented families by increasing personalized outreach, expanding communication opportunities, and reducing barriers to participation. Staff will utilize multiple communication methods, including phone calls, text messages, emails, surveys, and in-person meetings, to ensure families have meaningful opportunities to connect with the school and provide feedback.  The school will continue to leverage community partnerships and family engagement events to build trust, strengthen relationships, and connect families with available resources and support services. Through ongoing outreach efforts, workshops, and community events, Empower Generations will create inclusive opportunities for all families to participate in the school community and contribute to decision-making processes. These efforts are intended to ensure that all families, particularly those who have been historically underrepresented, feel welcomed, informed, and valued as partners in their child's education.|Empower Generations has transformed community collaboration from a traditional partnership model into an immersive ecosystem that addresses the whole child. Rather than treating career readiness and mental health as separate initiatives, we integrate industry experts and wellness practitioners directly into our daily school culture.  Our Career Technical Education (CTE) pathways are energized by active collaboration with industry leaders like Let It Out and Go Above, who bridge the gap between classroom theory and real-world career pipelines by embedding industry expertise into our curriculum and sponsoring extended summer internships. Concurrently, we address critical student well-being through an integrated network of mental health and wellness partners—including AVPH, Ebony's Safe Space, The Children's Center of the Antelope Valley, and the You Are Enough Foundation. This network delivers monthly high-impact workshops and expanded physical wellness training driven directly by student interest. By weaving these diverse organizations into our LCAP strategic planning and daily operations, we provide our learners with an authentic, wrap-around support system.|While our local partnerships are strong, direct feedback from our learners highlights a clear mandate: they want to break out of geographic bubbles and explore broader postsecondary horizons. Our focus area for improvement is aggressively expanding College and Career Exploration beyond traditional local boundaries to match our students' modern global ambitions.  To answer this call, we are actively curating a broader regional network of universities, trade programs, and industry disruptors. We are replacing passive career days with dynamic, experiential learning, including targeted field trips to major college campuses and corporate workplaces within and outside the Antelope Valley. Additionally, we are scaling our annual College and Career Fair into a high-utility networking hub that intentionally features non-traditional trade schools, modern apprenticeship pipelines, and competitive four-year institutions that align with our students' evolving career goals.|Based on educational partner feedback and local data, Empower Generations will improve engagement of underrepresented families by increasing outreach efforts and creating more accessible opportunities for participation in college, career, and community partnership activities. Staff will utilize multiple communication methods, including phone calls, text messages, emails, surveys, and in-person meetings, to ensure families are informed about available programs, resources, and opportunities to provide input.  The school will also expand family participation in college and career exploration activities, community events, and partnership programs by reducing barriers to engagement and offering opportunities that reflect the interests and needs of our diverse student population. Through ongoing collaboration with community partners, Empower Generations will connect families with resources, educational opportunities, and support services that contribute to positive student outcomes. These efforts will ensure that all families, particularly those who have been historically underrepresented, are informed, engaged, and valued as partners in their child's educational journey.|Empower Generations actively shifts school decision-making from a top-down model to a collaborative, ecosystem approach. Our strength lies in moving beyond passive communication to a system where families directly co-design student outcomes. This is anchored individually through fall Individual Learning Plans (ILPs) and student-led spring Learner-Led Conferences (LLCs), where families actively drive the academic and social-emotional goal-setting process.  Systemically, our School Site Council (SSC) and Wellness Committee have transitioned from compliance groups to active innovation hubs. This year, direct parent contributions on these committees directly shaped our school policies, resulting in the design of student-specific attendance incentives to boost daily engagement. This collaborative input loop is reinforced by high-utility, two-way communication via ParentSquare, regular community touch points, and strategic annual surveys that heavily weight student, staff, and family voices in our LCAP and SPSA development.|To deepen our impact, our primary focus is expanding opportunities for parents to directly influence and enhance our school programming, specifically regarding college and career pathways. While our recent data highlights major milestones—including student cohorts completing multiple dual enrollment college courses, securing summer internships, and participating in expanded field trips—our educational partners have voiced a clear demand for more.  Moving forward, we are focusing on creating accessible, agile feedback windows specifically aimed at increasing parent turnout and reducing barriers to engagement. We want parents directly at the table helping us scale our CTE pathways, design upcoming industry certification tracks, and secure local apprenticeship opportunities. By modernizing how we gather feedback, we ensure our community’s voice directly shapes our post-secondary career pipelines.|Rather than relying on passive invitation methods, Empower Generations uses an equity-driven data lens—cross-referencing NWEA MAP benchmarks, attendance patterns, and ELLevation profiles—to actively identify who is missing from our decision-making spaces. This analysis revealed a clear need to intentionally elevate the voices of our socioeconomically disadvantaged families and English Learners.  To dismantle participation barriers, we are moving toward an active outreach model. We are deploying our counselors, guides, and bilingual EL collaborators to host culturally responsive, localized focus groups tied to community events. By replacing formal meetings with accessible, high-engagement dialogue, we are building a direct pipeline for underrepresented families to take on leadership roles within our SSC, Wellness Committee, and LCAP design teams. This ensures that our strategic planning around DEI, school safety, and curriculum reflects our entire student demographic.				|5|5|4|4|4|4|3|4|4|3|4|4|Met||2026-06-24|2026
19753090135145|Compass Charter Schools of Los Angeles|3|Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council reviewed the questions for the annual survey and added questions that they felt were important to scholars and parents. Compass conducted its annual survey with mostly the same questions to ensure input from all groups of scholars, families, and staff, as well as our authorizers, Board of Directors, and the community at large. The survey results provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. In reviewing the results, Compass demonstrated continued strength in the following areas: flexibility (flexibility that’s available for scheduling, pacing, curriculum, ways to meet state standards, and the ability to complete school work from home), supportive teachers (teachers' understanding, helpfulness, guidance, communication, and availability), independence (being able to work independently and at one's own pace), online nature/ease of use (convenience of online learning, absence of travel, and ease of using the online platform), individualized/personalized learning (ability to tailor education to individual needs, learn in preferred ways, and pursue personal interests), positive learning environment (positive attitudes of teachers, an enjoyable learning experience, as well as a supportive, non-judgmental, inclusive environment), resources/availability of resources (appreciation for the availability and providing of resources, curriculum support, and access to online resources as well as subscriptions), extracurricular/enrichment programs (clubs, field trips, diverse extracurricular activities, and access to enrichment programs along with additional classes), community and family orientation (family-oriented atmosphere, caring community, sense of community, and engagement events), and special education support (positive experiences and support for special education needs were noted). Further, our tiered re-engagement process continues to focus on restorative practices that solicit collaboration between families and the LEA to further support scholars academic progress and engagement.|Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council review input from parents and scholars via open suggestion forms throughout the year.. In addition, Compass conducted a schoolwide annual planning survey in March in order to ensure input from all groups of scholars, families, and staff, as well as our authorizers, the Board of Directors, and the community at large. The survey results provided qualitative and quantitative information on our Compass experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. In reviewing the results, Compass identified the following as focus areas for improvement in building relationships between school staff and families: streamlining material and educational resource ordering process, addressing issues with semester limits and deadlines), curriculum and instruction (adding more creative, hands-on projects, less rigidity, more recorded classes, and improving video quality in courses), social interaction (increased opportunities for social interaction, including more field trips and real-life activities), support and resources (enhancing support for special needs students and increasing local staff and events), communication (improved communication regarding deadlines), workload awareness (concern about the overall workload and the pace of the online curriculum), and local availability and vendor variety (more local vendors and services, especially in rural or remote areas as well as easier vendor approval processes).|Compass Charter Schools prioritizes and focuses on improving engagement of underrepresented families through building meaningful relationships with school staff based on feedback received from educational partner input and local data. One example of how Compass has built relationships is through providing extracurricular (engagement) offerings for scholars, learning coaches, and families to attend. As Compass has provided these engagement offerings, there has been reflection about registration and participation rates of underrepresented scholars for these events. In order to have productive conversations around this topic, the Engagement department, in partnership with the Staff Support department, built out a specific data tracking system that visually shows the percentages of emergent multilingual scholars, McKinney-Vento scholars, foster scholars, and socio-economically disadvantaged scholars. This scoreboard is now able to be the basis for conversations both cross-departmentally and district-wide to assess ways for improving the engagement rates of these underrepresented families within these offerings. Additionally, as Compass looks forward to celebrating the graduating 12th grade scholars and promoting 8th grade scholars at in-person ceremonies, there will continue to be a focus on ensuring that particularly our emergent multilingual scholars and their families feel a sense of belonging during such special educational milestones. Compass recently added and will continue to acknowledge the “Multilingual Achievement” award that recognizes scholars at 12th grade graduation for achieving the distinction of Reclassified Fluent English Proficient (RFEP) during their educational career. Also, to deepen relationships with multilingual families, Compass is preparing for new initiatives to increase accessibility and remove language barriers at the ceremonies. These efforts include displaying a multilingual greeting and providing clear instructions on how to utilize real-time translation applications during the events. Another example of how Compass builds communication between staff and families is through a recent initiative to offer the Pre-Master Agreement meeting in both Spanish and English to ensure that Spanish speaking families and 2026-27 Local Performance Indicator Self-Reflection for Compass Charter Schools Los Angeles Page 11 of 22 learning coaches are on the same page as staff for what is expected of them to be successful in the day-to-day expectations of Compass’ programs. To further increase accessibility, Compass will be providing families with multiple ways to complete this requirement such as live group sessions, recorded presentations, and asynchronous NearPod lessons.|"Compass Charter Schools (CCS) demonstrates significant strengths and ongoing progress in building partnerships for student outcomes, primarily centered on the collaborative relationship between Supervising Teachers (STs) and families. STs are the foundation of CCS partnerships, with parents frequently describing them as ""lifelines"" and ""cheerleaders"" who are essential to their scholars' success. Families report that STs provide ""invested partnerships"" and are vital for navigating the personalized learning path. The school actively supports parents in their role as ""Learning Coaches"" through resources like the **Learning Coach Academy** and **AVID Learning Coach Resources**, which families report as helpful for supporting their scholars at home. The Options program is a major strength, allowing parents the autonomy to select personalized curriculum and schedules while maintaining professional oversight and accountability from CCS staff. The school utilizes multiple channels to maintain partnerships, including the Monday Morning Update (MMU), ParentSquare, and Connection Meetings, where STs and parents collaborate monthly on academic goals. Progress in Building Partnerships 2026-27 Local Performance Indicator Self-Reflection for Compass Charter Schools Los Angeles Page 12 of 22 There is broad consensus among staff and parents that LCAP Goal 2 (Increase scholar and parent engagement and involvement) is foundational to student success, with many stakeholders reporting that CCS is taking positive steps toward this goal. Staff reports indicate that internal initiatives like Whatever It Takes (WIT) meetings have improved collaboration between departments, shifting the culture toward a collective ""OUR scholars"" mentality to better serve families. Progress is being made in providing greater teacher expertise for high school scholars through the introduction of content-specific credentialed teachers, intended to better prepare students for post-secondary outcomes. The school has made progress in fostering in-person connections through an increase in field trips and the addition of local park meet-ups, which parents cite as valuable opportunities for peer and community connection."|"A primary focus area for improvement is the fragmentation of digital platforms. Parents and staff frequently report ""communication overload"" and frustration with navigating multiple systems such as ParentSquare, School Pathways, Seesaw, Clever, and Buzz. Partners are calling for a centralized portal or dashboard to streamline communication, work submissions, and access to resources, which would allow learning coaches to focus more on instruction rather than IT management. A multi departmental team is looking into providing a more cohesive communication platform including updating the school's website to incorporate current platforms and streamline access points."|Compass Charter Schools (CCS) is committed to improving the engagement of underrepresented families by intentionally incorporating their voices into school planning and providing targeted, data-driven support systems. The school leverages established groups, such as the English Learner Advisory Committee (ELAC) and the Parent Advisory Council (PAC), to provide parents from these communities with a formal platform to influence LCAP goals . To overcome systemic barriers like language differences and technical hurdles, the school is looking into expanding local outreach partnerships, specifically through organizations like the Parent Institute for Quality Education (PIQE), which encourages community involvement and enrichment initiatives. Key efforts to foster these outcomes involve the strategic use of state funding to provide specialized instruction, tutoring, and comprehensive social-emotional support specifically for foster youth, English learners, and low-income students to ensure they remain on track for graduation . The school is also refining its progress monitoring for EMS Newcomers and Long-term English Learners through dedicated roles like the EL Coordinator and cross-departmental collaboration with the Whatever It Takes (WIT) team. . Furthermore, leadership is exploring ways to include parents more directly in high-stakes decisions regarding school funding and program formats to ensure diverse homeschooling philosophies are respected . Staff members have also recommended diversifying field trips and scholar resources to better reflect the diverse cultural and geographic backgrounds of the school community . While these structures are in place, the school remains focused on reducing communication friction and moving toward authentic partnerships that go beyond procedural compliance to deeply understand the operational realities of all families.|"Leadership regularly uses surveys, feedback forms, and Town Hall meetings to gather input from staff, scholars, and parents. The school utilizes formal groups like the Parent Advisory Council (PAC), English Learner Advisory Committee (ELAC), and the Options Advisory Committee to provide a platform for stakeholder voices in school planning. Management explicitly solicits feedback when working out new processes, which helps employees feel empowered to contribute to the school's evolution. The school uses analytics from stakeholder surveys to inform and refine its Local Control Accountability Plan (LCAP) goals, ensuring that school priorities reflect community needs. In 2025, the school launched ""Solution Boxes"" for staff, scholars, and parents, to submit ideas for solutions throughout the school year. Submissions are reviewed and discussed by the committee that serves the partner group. Throughout the year, several changes have been implemented based on submissions to the solutions boxes."|Compass Charter Schools is focusing on moving toward a more authentic and proactive model for gathering stakeholder input in order to address a recurring perception that feedback is sought only after decisions have already 2026-27 Local Performance Indicator Self-Reflection for Compass Charter Schools Los Angeles Page 14 of 22 been finalized in the form of a newly implemented Change Model. This model is grounded in Steven Covey's Change Model and is being implemented at all levels of the organization. Staff members across multiple years have expressed a strong desire to be included earlier in the planning process, particularly when considering fundamental changes to the school model or program requirements, to ensure their expertise helps shape directives rather than just facilitating their implementation. This improvement involves shifting the format of key collaborative spaces, such as the weekly huddle and school town halls, away from performative information sessions that merely rehash updates and toward true forums for dialogue where concerns, questions, and suggestions are meaningfully addressed. Additionally, there is a push for significantly greater transparency from senior leadership, including making cabinet meeting notes or high-level discussion points more accessible to provide staff and families with a clearer understanding of the data and rationale driving major policy shifts. Improvement efforts also center on ensuring that senior decision-makers deeply understand the operational realities and diverse philosophies of the programs they lead, specifically the Options department, so that front-line expertise from Supervising Teachers and the direct input of parents regarding school funding and format authentically influence the school's trajectory. By fostering a culture where feedback is consistently considered and the rationale behind denied solutions is clearly explained, the school aims to rebuild organizational trust and ensure that its strategic decisions are genuinely supported by those closest to the scholars.|Compass Charter Schools aims to improve the engagement of underrepresented families by intentionally including them in the decision-making process through established advisory groups such as the Parent Advisory Council (PAC) and the English Learner Advisory Committee (ELAC). These committees provide a structured platform for families to influence school planning and Local Control Accountability Plan (LCAP) goals, though stakeholder feedback indicates that for this input to be truly impactful, families must be involved earlier in the planning stages before major decisions are finalized. To overcome identified participation barriers such as language differences and technical hurdles, the school plans to leverage local outreach partnerships, to encourage community involvement and provide enrichment opportunities like community gardens. Furthermore, the school is focusing on educational equity by utilizing state funding for targeted interventions and tutoring for foster youth, English learners, and low-income students, while also refining its progress monitoring for newcomers and long-term English learners to ensure their academic and social-emotional needs are authentically represented. Leadership is also exploring ways to involve parents more directly in high-stakes decisions regarding school funding and program formats to ensure that the diverse philosophies of homeschooling families are respected and used to shape the school's future direction. Additionally, staff have recommended diversifying field trips and scholar resources to better reflect the diverse backgrounds and geographic locations of the school community, thereby fostering a more inclusive environment for seeking input.|5|4|5|4|4|5|5|4|5|5|5|4|Met||2026-06-13|2026
19753090136531|iLEAD Online Charter|3|iLEAD Online continues to emphasize strong, collaborative relationships with families and educational partners. Ongoing input from learners, families, staff, leadership, and community members is actively used to reflect on practices and enhance the overall program.  During the 2025–26 school year, academic coaches and facilitators maintained consistent and proactive communication with families. Outreach occurred regularly—often multiple times each week—to provide updates, offer support, and gather feedback. Families also had continuous access to Brightspace, where they could monitor learner progress, review feedback, and stay informed through announcements.  Learners in grades TK–8 participated in daily live instruction, while all families had access to a comprehensive schedule of synchronous learning opportunities across grade levels. Learners in grades 9–12 had daily opportunities to connect with facilitators through advisory and other live instructional offerings, strengthening relationships and providing consistent academic and social-emotional support. Expanded small-group instruction in English language arts and mathematics, along with continued advisory opportunities at the high school level, further supported personalized learning and connection.  Family engagement opportunities have continued to grow, with an increase in both virtual and in-person events. The school expanded its in-person offerings, resulting in stronger community participation, including a significant increase in graduation attendance of over 100% compared to the prior year. Virtual engagement has also increased through expanded club offerings and meetups, providing additional opportunities for learners and families to connect.  iLEAD Online continues to host iSUPPORT meetings, which serve as an open and consistent avenue for families to communicate directly with staff, share feedback, and collaborate on school initiatives. These opportunities, along with events such as festivals, advisory sessions, and campfire gatherings, foster meaningful relationships and open dialogue.  Additionally, collaboration around English learner supports continues through cross-site meetings that encourage shared input and program improvement.  Together, these efforts reflect iLEAD Online’s commitment to building strong partnerships that support learner success and a connected school community.					|iLEAD Online is committed to further strengthening relationships with families and enhancing engagement opportunities across the school community.  Key areas of focus include continued development of the iSUPPORT parent group, expanded collaboration among staff, and intentional efforts to cultivate a positive and inclusive school culture. Feedback gathered through surveys and town hall meetings has highlighted a desire for continued in-person engagement, building on the growth already seen in community events and meetups.  The school continues to strengthen its Multi-Tiered System of Supports (MTSS) by expanding staff capacity and refining systems for identifying learner needs, monitoring progress, and layering targeted supports. This includes ongoing growth in how data is collected, analyzed, and used to inform instructional decisions and provide timely, responsive support for learners.  In addition, iLEAD Online has increased counseling staff to better support learners’ academic, social-emotional, and postsecondary planning needs. Professional learning opportunities have also been expanded to ensure all staff are equipped with strategies and tools to effectively support learners who benefit from additional guidance, scaffolding, or intervention.  Looking ahead, iLEAD Online plans to expand family engagement opportunities by introducing parent seminars focused on topics such as Love and Logic and other strategies to support learners at home. These seminars will be led by academic coaches and designed to build community, strengthen partnerships, and provide families with practical tools to support their learners.  The school will also continue to expand access to college and career counseling for high school learners and grow tutoring and academic support services to better meet individual learner needs.  These focus areas are designed to build on existing successes, deepen connections, and strengthen systems of support for learners and families.					|Narrative: iLEAD Online continues to strengthen engagement and access for underrepresented families, including English learners, foster youth, and socioeconomically disadvantaged learners, through intentional systems and inclusive practices.  Academic coaches and facilitators provide individualized outreach using flexible, culturally responsive communication methods to ensure families have multiple ways to connect. Ongoing iSUPPORT meetings offer a consistent and accessible forum for families to share input, ask questions, and collaborate with staff.  To reduce barriers to participation, the school continues to expand both virtual and in-person engagement opportunities. Events such as meetups and physical fitness testing are intentionally planned in geographically accessible locations to increase participation across regions.  In addition, iLEAD Online is enhancing instructional systems to ensure equitable access to learning. Brightspace courses are being developed with universal supports and best practices embedded from the outset, including integrated English Language Development (ELD) across content areas. Tools such as ReadSpeaker are included in all courses to support accessibility through text-to-speech functionality.  The school is also expanding the use of AMIRA screening across grade levels to support early identification of literacy needs, including for English learners, allowing for more targeted and timely supports.  Planned parent seminars, led by academic coaches, will further strengthen family capacity by providing practical strategies and resources to support learners at home.  Through these efforts, iLEAD Online is working to ensure all families feel welcomed, supported, and empowered to actively engage in their learner’s educational journey.					|iLEAD Online provides a comprehensive system of support designed to meet learners’ academic and personal needs while fostering growth as lifelong learners and engaged community members. From enrollment through graduation, learners receive individualized support from academic coaches who recognize each learner’s strengths, goals, and identity.  Collaboration among coaches, facilitators, tutors, families, and learners ensures that educational experiences are meaningful, standards-aligned, and personalized. Individualized Learning Plans (ILPs) guide goal setting and ongoing progress monitoring, allowing learners and families to actively participate in the learning process.  The school has expanded college and career readiness supports, including growth in Career Technical Education (CTE) pathways and alignment to College/Career Indicator (CCI) outcomes. iLEAD Online has also launched a dual enrollment program with Antelope Valley College (AVC), increasing access to college-level coursework.  Learners engage in enrichment opportunities such as field trips, clubs, service projects, and workshops that promote connection and real-world learning. In addition, Presentations of Learning (POLs) continue to evolve through the use of virtual portfolios, allowing learners to reflect on and showcase growth across subject areas.  Together, these systems support academic achievement, future readiness, and strong partnerships between families and the school.					|"Based on educational partner input and local data, iLEAD Online has identified opportunities to strengthen partnerships that support student outcomes.  A key focus is continued improvement in communication and transparency around learner progress and available supports. The school will expand opportunities for families to monitor progress through Brightspace by offering workshops and accessible resources.  iLEAD Online is also strengthening its Multi-Tiered System of Supports (MTSS) by expanding staff capacity and refining systems for identifying learner needs, analyzing data, and layering targeted supports. Increased counseling staff and expanded professional learning ensure staff are equipped with strategies to support learners who need additional academic or social-emotional support.  The school is also working to expand college and career readiness pathways by increasing certification opportunities within CTE courses, providing learners with more options to earn industry-recognized credentials and strengthening CCI outcomes.  Additionally, iLEAD Online will increase opportunities for families and learners to contribute to academic supports and enrichment programs. Planned parent seminars, led by academic coaches, will provide practical strategies—such as Love and Logic—to support learning at home.  These efforts aim to deepen collaboration, strengthen systems of support, and improve outcomes for all learners.""					"|iLEAD Online is focused on improving academic outcomes for underrepresented learners, including English learners, foster youth, and socioeconomically disadvantaged learners, by strengthening systems of support and increasing access to targeted resources.  To support early identification and intervention, the school is expanding the use of AMIRA screening across grade levels. This allows staff to monitor literacy development and provide timely, data-informed supports, particularly for English learners.  Instructional systems are designed to ensure equitable access to rigorous content. Brightspace courses include universal supports and best practices embedded from the outset, including integrated English Language Development (ELD) across subject areas. Tools such as ReadSpeaker provide text-to-speech access, supporting comprehension and independence.  The school continues to refine systems that align data, instruction, and intervention to ensure learners receive appropriate levels of support. Families are engaged as partners through access to tools and guidance that help them monitor progress and support learning at home.  Planned parent seminars, led by academic coaches, will further build family capacity by providing strategies aligned to academic success.  Through these efforts, iLEAD Online is working to ensure underrepresented learners receive the support needed to achieve strong academic outcomes and long-term success.					|iLEAD Online has established effective systems for gathering meaningful input from learners, families, and staff to inform decision-making. Learners and staff participate in reflection surveys to assess progress in academic and social-emotional outcomes, while regular staff and leadership meetings provide structured opportunities to review data and collaborate on program improvements.  Annual surveys are administered to families, learners, and staff to gather feedback aligned with Local Control and Accountability Plan (LCAP) priorities. This input is used to guide planning, refine programs, and identify areas for growth.  Monthly board meetings are open to the public, allowing stakeholders to stay informed and provide feedback. The School Site Council (SSC) serves as a formal structure for stakeholder involvement, providing families, staff, and community members with opportunities to review data, contribute to planning, and support decision-making related to school goals and funding priorities.  The iSUPPORT parent group offers an additional avenue for families to engage in dialogue with staff, share perspectives, and contribute to school initiatives. Parent and learner ambassador roles further support engagement by representing the broader community in meetings and events.  These systems ensure that stakeholder voices are consistently included in evaluating programs and shaping the direction of the school.				|Based on stakeholder input and local data, iLEAD Online is working to strengthen how feedback is used to inform decision-making, particularly in areas related to academic achievement, mental health, and learner support.  A key focus is increasing family participation in formal decision-making structures, including the School Site Council (SSC), to ensure broader representation of the school community. The school will continue to expand outreach efforts, improve communication, and provide flexible opportunities for involvement to encourage greater participation from families.  The school will also continue refining systems that connect data, stakeholder input, and action. This includes strengthening its Multi-Tiered System of Supports (MTSS) to ensure that academic and social-emotional interventions are timely, effective, and aligned with identified needs.  Data from internal benchmarks, surveys, and state indicators has highlighted opportunities to improve academic outcomes, expand tutoring and check-ins, and strengthen engagement with underrepresented groups. Additional focus areas include increasing participation in state assessments, enhancing college and career readiness, and improving services for English learners.  The high school program will continue to expand supports for postsecondary planning through increased counseling services and clear communication around graduation pathways and post high school career options.  These efforts aim to ensure that stakeholder input is actively used to drive meaningful improvements in programs and outcomes.					|iLEAD Online is committed to increasing participation from underrepresented families in decision-making processes, including English learners, foster youth, and socioeconomically disadvantaged families.  The school uses multiple data sources—including academic data, attendance, social-emotional feedback, and program-specific tools such as ELLevation—to better understand the needs of these groups and inform outreach strategies.  To increase access and participation, iLEAD Online provides multiple opportunities for input through surveys, meetings, school events, and direct communication with academic coaches and facilitators. Efforts are made to ensure communication is clear, accessible, and responsive to family needs.  Targeted strategies include increasing flexibility in how families can engage, providing multiple formats for participation, and creating welcoming environments that encourage open dialogue. iLEAD Online also works to increase representation of underrepresented families in decision-making groups such as the School Site Council (SSC) and other advisory structures.  By intentionally including diverse perspectives in planning and decision-making, iLEAD Online ensures that the needs of underrepresented families are reflected in school actions, resulting in more equitable and responsive programs for all learners.				|5|5|5|5|5|5|5|5|4|4|5|5|Met||2026-06-23|2026
19753090136648|Options for Youth-Acton|3|OFY-Acton continues to prioritize the development of trusting and respectful relationships between school staff and families by creating a welcoming environment that values the diverse backgrounds, needs, and goals of its students and families. Based on the analysis of educational partner input and local data, OFY-Acton continues to show strengths in building relationships between school staff and families.  According to the 2025–26 Altitude School Climate Survey, parents reported strong perceptions of school climate and family relationships. Parents rated Social Emotional and Physical Safety at 4.46, Connection and Belonging at 4.36, Inclusion at 4.44, and Student Connections with Teachers at 4.45. These results indicate that families feel the school provides a safe and welcoming environment where students are respected, included, and supported by staff. Staff responses also reflected positive perceptions, with ratings of 4.35 in Social Emotional and Physical Safety, 4.36 in Connection and Belonging, 4.37 in Inclusion, and 4.34 in Student Connections with Teachers. This demonstrates that staff continue to make intentional efforts to build meaningful relationships with students and families.  OFY-Acton creates multiple opportunities for families to connect with school staff through school site events, parent-teacher conferences, intervention meetings, engagement activities, and advisory committee participation. Families are invited to communicate with teachers and school staff through email, phone calls, school communication platforms, and in-person meetings. Teachers continue to provide at least one parent-teacher conference for all students, with additional intervention meetings scheduled throughout the school year for students who may need more support.  OFY-Acton also supports families by reducing communication barriers and making information accessible. Translation support is available during meetings and events when needed, and families are encouraged to participate in the Parent Advisory Committee (PAC) and District English Learner Advisory Committee (DELAC). These committees provide families, students, and staff opportunities to review school goals, discuss student progress, provide input on school plans, and strengthen the relationship between the school and families.  These efforts can be evidenced in our LCAP as follows: Goal 2 Action 4 - Post-Secondary Activities/Events Goal 3 Action 1 - School Climate Survey Goal 3 Action 2 - Sports, Student Council, and Student Experiences Goal 3 Action 5 - Parent and Family Engagement|OFY-Acton is dedicated to enhancing relationships between school staff and families. In order to continue our efforts in strengthening relationships, OFY-Acton will focus on the following areas:  One focus area in building relationships between school staff and families that was identified in the School Climate Survey is continuing to strengthen students’ sense of connection and belonging at school. During the 2025–26 school year, students rated Connection and Belonging at 3.87 and Student Connections with Students at 3.75. While these results reflect a generally positive school climate, they also show that there is room to improve how connected, included, and supported students feel within the school community. OFY-Acton will focus on ensuring students have opportunities to feel personally connected to staff, peers, and school activities by exploring student opportunities based on student interests, post-secondary goals, and identified student needs. Communication about these opportunities will continue to be shared in multiple formats, including teacher communication, school site communication, flyers, phone calls, and other school communication platforms.  Another focus area in building relationships between school staff and families will be to increase participation in school committees, such as the Parent Advisory Committee (PAC) and District English Learner Advisory Committee (DELAC). During the 2025–26 school year, OFY-Acton continued to include families, students, and staff in opportunities to provide input on school goals, LCAP progress, parent and family engagement, and school improvement efforts. However, increasing participation remains an area of focus, especially for families who may not regularly attend meetings or respond to surveys. OFY-Acton will continue recruiting families by sharing the purpose of these committees, what topics are discussed, and how family and student input can support school decisions that improve student outcomes.  These efforts can be evidenced in our LCAP as follows: Goal 2 Action 4 - Post-Secondary Activities/Events Goal 3 Action 1 - School Climate Survey Goal 3 Action 2 - Sports, Student Council, and Student Experiences Goal 3 Action 5 - Parent and Family Engagement|OFY-Acton is committed to ensuring all families feel a sense of connection and are included as part of the school community. To improve engagement of underrepresented families, OFY-Acton will continue seeking feedback on the factors that may pose a barrier to family participation and engagement with the school. Understanding what prevents families from participating will help the school identify possible solutions and improve how we communicate, invite, and include families in school activities and decision-making opportunities.  During the 2025–26 school year, the Altitude School Climate Survey showed that parent responses remained positive across multiple areas, including Social Emotional and Physical Safety at 4.46, Connection and Belonging at 4.36, Inclusion at 4.44, and Student Connections with Teachers at 4.45. These results indicate that families who participated in the survey generally feel the school is safe, welcoming, and supportive. However, parent participation in the survey was 12.1%, which shows that OFY-Acton needs to continue improving outreach efforts to hear from more families, including families who may be underrepresented in school surveys, committees, meetings, and engagement events.  To improve engagement, OFY-Acton will continue using multiple forms of communication, including teacher communication, phone calls, email, school communication platforms, flyers, and in-person outreach. The school will also continue making families aware that translation support is available during meetings and events when needed. OFY-Acton will focus on creating accessible opportunities for families to participate locally, provide input, and connect with school staff through school events, parent-teacher conferences, intervention meetings, PAC, DELAC, and other family engagement opportunities.  These efforts can be evidenced in our LCAP as follows: Goal 3 Action 1 - School Climate Survey Goal 3 Action 5 - Parent and Family Engagement|OFY-Acton is committed to seeing students succeed and understands that the partnership between the school and families is key to positive student outcomes.  Based on the analysis of educational partner input and local data, parents rated Student Connections with Teachers at 4.45, which indicates that families believe teachers are encouraging, respectful, and supportive of their child. Staff also rated Student Connections with Teachers positively at 4.34, which reflects the continued effort staff make to build strong relationships with students and support their academic and personal growth. In addition, staff rated Student and Family Engagement at 4.39, showing that staff continue to support communication and partnership with families to help improve student outcomes.  OFY-Acton provides professional learning opportunities for staff to focus on student learning, instructional practices, student engagement, and the needs of students in an independent study model. Staff are also encouraged to attend conferences and trainings related to their subject area, student support, and current educational practices. These opportunities help staff continue building strategies to support student learning, communicate with families, and respond to student needs.  OFY-Acton provides general resources on the school website for families and staff also share useful strategies on how to support students in an independent study model. These strategies include creating a space at home to complete coursework, building out a consistent schedule that works best for their child, dedicating time for schoolwork at home, and using tutoring supports that are available to students. In addition, the school website includes the student handbook and school policies so families can remain informed of student expectations, school procedures, and their legal rights to advocate for their own students and all students.  During the 2025–26 school year, teachers continued to hold parent-teacher conferences with families to review student progress, areas of concern, and goal setting. Throughout the year, teachers also had multiple opportunities to schedule intervention meetings with families for students who were most at risk of falling behind their graduation pace. These meetings provide opportunities for teachers and families to work together, better understand student needs, and identify supports that can improve student outcomes.  These efforts can be evidenced in our LCAP as follows: Goal 1 Action 7 - Professional Development Goal 2 Action 1 - Post-Secondary Planning Goal 3 Action 1 - School Climate Survey Goal 3 Action 5 - Parent and Family Engagement|OFY-Acton actively makes efforts to establish and build partnerships with families for overall student success. The school understands the importance of this partnership and is continuously working to improve.  One focus area the school will work on in the upcoming school year is Student Connections with Teachers. Based on the 2025–26 School Climate Survey, students scored this dimension with a 4.12 rating. Overall, students do feel supported by their teachers, but continued check-ins, individualized feedback, and intentional goal-setting conversations could strengthen the student-teacher partnership and help students feel more supported in their academic progress.  Another focus area for OFY-Acton will be to raise more awareness of the information and resources available to families to help support student learning and development in the home. This could be in the format of flyers, school communication, school websites, and shared during parent-teacher conferences. OFY-Acton will continue to provide families with information on how to support students in an independent study model, including creating a consistent schedule at home, monitoring coursework completion, accessing tutoring supports, and communicating with teachers when students need additional support.  OFY-Acton will also continue strengthening partnerships with families around post-secondary planning and student goal setting. Based on student survey results, 62.6% of students reported that they know the steps to reach their career or college goals, and 72.5% reported that the school is helping prepare them for life after graduation. While these results show progress, they also identify an opportunity to continue improving communication with students and families about graduation progress, college and career planning, and available post-secondary resources.  These efforts can be evidenced in our LCAP as follows: Goal 2 Action 1 - Post-Secondary Planning Goal 3 Action 1 - School Climate Survey Goal 3 Action 5 - Parent and Family Engagement|OFY-Acton is dedicated to reaching all families and building a partnership to ensure students are supported and can reach their full potential while attending our school. To improve engagement of underrepresented families, OFY-Acton will continue seeking feedback specifically on the resources families need to support their child’s learning, development, and progress at home. Understanding these needs will help the school determine how best to provide professional learning for staff, develop resources for families, and ensure the partnership between school and home is impactful.  During the 2025–26 school year, parent survey participation was 12.1%, which shows a continued need to increase outreach and gather feedback from more families, especially families who may be underrepresented in surveys, committees, conferences, workshops, and school engagement events. OFY-Acton will continue using multiple opportunities to collect family input, including parent-teacher conferences, intervention meetings, PAC, DELAC, workshops, school activities, and engagement events.  OFY-Acton will also continue sharing resources with families that support student success in an independent study model. This includes strategies for creating a consistent schedule at home, monitoring coursework completion, encouraging students to attend teacher appointments, accessing tutoring supports, and communicating with teachers when additional help is needed. These resources will be shared through school communication, flyers, websites, conferences, and direct outreach from school staff.  In addition, at the start of each school year, the school will continue recruiting parents and students to join the Parent Advisory Committee (PAC) and District English Learner Advisory Committee (DELAC). These committees give families the opportunity to learn more about school programs, provide direct feedback to the school leadership team, ask questions, and learn more about the legal rights of students and families.  These efforts can be evidenced in our LCAP as follows: Goal 2 Action 1 - Post-Secondary Planning Goal 3 Action 1 - School Climate Survey Goal 3 Action 5 - Parent and Family Engagement|OFY-Acton values and actively incorporates educational partner input to guide school decision-making and ensure that school plans align with efforts to enhance student learning and achievement.  A key component of our engagement with families and students is through our Parent Advisory Committee (PAC) and District English Learner Advisory Committee (DELAC), which include school staff, parents, and students. These committees provide opportunities for educational partners to give input on school goals, student achievement, LCAP progress, parent and family engagement, and key policies such as the Parent and Family Engagement Policy and School-Parent Compact.  In addition, OFY-Acton conducts surveys throughout the school year to gather community feedback on school programs, intervention programs, curriculum, safety, inclusion, engagement, leadership, and overall well-being. During the 2025–26 school year, the Altitude School Climate Survey provided input from students, families, and staff regarding school climate and areas of strength and need. The data collected from these surveys is reviewed and analyzed to identify strengths, areas of opportunity, and next steps for continuous improvement.  These efforts can be evidenced in our LCAP as follows: Goal 3 Action 5 - Parent and Family Engagement|OFY-Acton continues to rely on educational partner input to inform decision-making and ensure alignment with student learning and achievement goals. However, based on advisory committee participation and survey response data, a key area for improvement is increasing parent and family engagement in decision-making opportunities, including advisory committee involvement and survey participation.  During the 2025–26 school year, student participation in the Altitude School Climate Survey was 61.8%, staff participation was 71.7%, and parent participation was 12.1%. While student and staff participation provided meaningful input, parent participation continues to be an area of focus. OFY-Acton will continue working to increase family participation so that school decisions reflect the needs, experiences, and feedback of a broader group of families, including underrepresented families.  In the upcoming school year, OFY-Acton will focus on raising awareness among families and students about the importance of participating in advisory committees and surveys, and how their involvement directly contributes to school improvement. Efforts will include targeted outreach, direct communication from school staff, and clear messaging about how educational partner input is used to inform school goals, LCAP actions, family engagement activities, and student support services.  To increase survey participation, the school will continue strengthening communication during survey windows. This may include providing Chromebook access at school sites for students and parents, hosting engagement events that include time to complete the survey, sending reminders through multiple communication platforms, and exploring incentives such as raffles when appropriate. These strategies are intended to increase participation in decision-making opportunities and ensure more educational partners have a voice in school improvement.  These efforts can be evidenced in our LCAP as follows: Goal 3 Action 5 - Parent and Family Engagement|OFY-Acton will continue strengthening engagement with underrepresented families by enhancing communication strategies and expanding opportunities for families to provide input in decision-making. Based on the analysis of educational partner input and local data, parent participation in the 2025–26 Altitude School Climate Survey was 12.1%, which shows a continued need to increase outreach and hear from a broader group of families.  A key priority is using multiple communication methods to meet families where they are and ensure messages reach them in accessible and effective ways. Recognizing that one method, such as email, may not be effective for all families, OFY-Acton will continue using varied forms of communication, including email, School Messenger, phone calls, text messages, flyers, teacher communication, and in-person outreach. OFY-Acton will also continue collaborating with teachers to share information in multiple formats to increase awareness and accessibility for families.  In addition, the school will continue using PAC, DELAC, parent-teacher conferences, intervention meetings, surveys, and family engagement events as opportunities for underrepresented families to share their perspectives. These opportunities will allow families to provide feedback on school programs, student supports, LCAP actions, parent and family engagement, and school improvement efforts. OFY-Acton will continue working to create welcoming environments where families feel comfortable asking questions, sharing input, and participating in decisions that support student outcomes.  These efforts can be evidenced in our LCAP as follows: Goal 3 Action 5 - Parent and Family Engagement|5|5|5|5|4|4|5|5|4|4|4|4|Met||2026-06-29|2026
19753090137703|Method Schools, LA|3|Survey data shows that many families have positive relationships with school staff, especially teachers. Most parents report that teachers are supportive and responsive, and open-ended feedback highlights strong individual connections and care for students. Overall satisfaction improved from fall to spring, and a large percentage of families report wanting to be highly involved in their child’s education. This indicates a strong foundation of trust and willingness to engage. The LEA has also provided opportunities for involvement, such as parent trainings and ongoing communication with teachers|The primary area for improvement is communication. Many families indicated a need for more direct communication with teachers and clearer guidance on curriculum and assignments. Parent feedback also points to inconsistent communication across staff and limited proactive outreach from some school leaders. Families want more clarity, consistency, and structured communication, as well as more meaningful opportunities to be involved.|To better engage underrepresented families, the LEA will focus on improving communication and access. This includes more proactive outreach to families, clearer and more consistent updates on student progress, and better guidance on curriculum and expectations. The LEA will also expand flexible engagement opportunities, such as virtual workshops and parent resources, to meet families’ varying schedules. These efforts aim to reduce barriers, increase participation, and ensure all families feel informed and connected.|Method Schools has made strong progress in building meaningful partnerships that support student outcomes by creating consistent, structured opportunities for family engagement and feedback. The full implementation of “Connection Sessions” has strengthened two-way communication, allowing staff to gather valuable insights from families and use that data to inform quarterly staff discussions and continuous improvement efforts. The LEA has also expanded its support for student learning at home through intentional practices such as orientation, parent-teacher conferences, and a well-defined MTSS framework. Transparency remains a key strength, with families regularly receiving progress reports, access to the parent portal, and updates on local diagnostic and CAASPP performance. Additionally, training school administrators in Facilitated IEPs has enhanced collaboration and communication practices across meetings, positively influencing the structure and effectiveness of parent-teacher conferences and MTSS discussions.|Method Schools has identified key areas for growth in strengthening partnerships to better support student outcomes. A primary focus is enhancing communication and connection with families around postsecondary opportunities, including increasing awareness and engagement in dual enrollment and Career Technical Education (CTE) pathways. Additionally, the LEA aims to further strengthen its MTSS framework by more intentionally incorporating family involvement, ensuring that parents and guardians are active partners in the identification of student needs and the development of targeted supports.|Method Schools has identified key areas for improvement in seeking input for decision-making, particularly in strengthening communication and increasing meaningful opportunities for family feedback. Survey results indicate that families want clearer guidance on curriculum and assignments and more direct communication with teachers, highlighting a need to improve how information is shared and how input is gathered. Additionally, while families express a strong desire to be involved, the LEA can improve by creating more structured and accessible opportunities for input to ensure broader and more consistent participation. By refining communication systems and expanding engagement opportunities, Method Schools can further strengthen how educational partner feedback informs decision-making.|Method Schools has made strong progress in seeking input for decision-making by regularly collecting and using feedback from families through surveys and engagement opportunities. Survey results show that most families are satisfied with their experience, indicating they feel heard and valued. The LEA also uses this feedback to guide improvements. For example, many families expressed a need for clearer communication about curriculum and more direct communication with teachers, which helps inform school priorities. Additionally, families report a high interest in being involved in their child’s education, reinforcing the importance of continued engagement efforts. Overall, Method Schools effectively uses survey input to guide decisions and improve programs.|The LEA’s focus for improvement in seeking input for decision-making is to expand and deepen stakeholder engagement to ensure more consistent and representative feedback across all student groups. While survey participation is strong, there is an opportunity to increase input from underrepresented populations and ensure all voices are consistently heard. Additionally, while ongoing touchpoints such as one-on-one meetings and Connection Sessions provide valuable insight, the LEA can strengthen systems for analyzing and consistently using this feedback to inform decisions. Open-ended responses also highlight areas for improvement (e.g., curriculum tools, workload, and communication), indicating a need to more systematically translate stakeholder input into actionable changes and clearly communicate those actions back to stakeholders.|The LEA will improve engagement of underrepresented families by implementing targeted outreach strategies, including personalized communication, multilingual resources, and increased use of flexible meeting formats (virtual and in-person) to reduce participation barriers. The LEA will also leverage homeroom teachers, who regularly meet one-on-one with students and facilitate Connection Sessions, to build stronger relationships with families and encourage ongoing feedback. Additionally, the LEA will expand opportunities for input beyond surveys by offering small group discussions, focus groups, and family engagement events designed to elevate underrepresented voices. Feedback collected will be more systematically analyzed and communicated back to families to ensure transparency and demonstrate how their input informs decision-making.|5|5|5|5|5|4|5|5|5|4|4|5|Met||2026-06-03|2026
19753090137786|Mission Academy|3|A key strength of our program is our strong partnership with families and educational partners in supporting student achievement and overall school success. We prioritize open, consistent communication through regular newsletters, quarterly recognition ceremonies, bi-annual parent-teacher conferences, weekly student appointments, focus group meetings, and weekly staff collaboration. Families have direct access to support through Academic Advisers, Highly Qualified Teachers, our counseling department, Community and Parent Liaisons, and schoolwide communications that share community resources. Parents, guardians, and mentors are invited to participate in every-six-week advisory meetings and quarterly English Learner Advisory and Parent Advisory Town Halls, where their feedback is actively sought and valued. Beyond formal structures, families regularly connect with staff through text and virtual meetings, strengthening personal relationships. Our educators also highlight powerful student success stories that reflect resilience and determination, demonstrating the impact of a supportive and connected school community.|This school year, staff leaves of absence during the school year impacted the consistency of schoolwide communication to families, and the transition to a new communication system created temporary gaps as systems and expectations were reestablished. As a result, some families experienced inconsistencies in messaging. Additionally, although multiple opportunities for engagement are offered, participation in advisory committees and town hall meetings has not yet reached our desired level. Moving forward, we are prioritizing clearer internal communication structures, streamlined outreach systems, and more intentional strategies to increase active family participation in meetings and feedback opportunities.|It is our priority to ensure all voices are equitably represented in school decision-making and feedback processes. While multiple engagement opportunities are offered, participation does not yet fully reflect the diversity of our school community. We will continue to prioritize targeted outreach, translation services, culturally responsive communication practices, and flexible meeting options to reduce barriers and create more inclusive opportunities for meaningful involvement.|A strength of our program in Building Partnerships for Student Outcomes is our commitment to connecting students and families with comprehensive, wraparound support. Counselors provide access to services such as Hazel Health for physical and mental well-being, Care Solace for mental health referrals, college workshops for post-secondary planning, and the HOPE Program for pregnant and parenting teens. Community liaisons bridge connections between school and community resources, while tutors provide targeted academic support to build skills and confidence. Educational partners consistently express appreciation for the impact of these coordinated supports on student success.|As our enrollment has grown and we have welcomed many new staff members, we recognize the need to continue strengthening professional learning to ensure consistent implementation of these supports across the program. Ongoing training will focus on deepening staff understanding of available resources, refining referral processes, and reinforcing relationship-based practices so that all students experience equitable access to support.|While we will always strive to improve, the impact of these efforts is reflected in underrepresented student and parent stories. We consistently see students who have failed core classes multiple times at a previous school, and are able to successfully and confidently complete those classes with us. These demonstrate the power of strong partnerships, responsive systems, and continued staff development to meet student needs.|Engagement in ELAC, PAC, parent focus groups and annual surveys has grown, providing valuable feedback that directly informs school priorities. Increased participation in advisory meetings reflects stronger family voice and partnership. Parents in our focus group consistently comment on the support and communication received as a differentiator in public schools.|As enrollment continues to grow, we recognize the need to strengthen communication systems especially for newly enrolled students and their families. Rapid growth can create gaps in onboarding, clarity of expectations, and awareness of available supports. We are prioritizing structured welcome communications, proactive outreach during the first weeks of enrollment, and clearly defined points of contact so that new families feel informed, supported, and connected from the start. Strengthening these systems will help ensure that as our program expands, every new student experiences a smooth and supportive transition into our school community and the welcoming of partner voices early on and throughout a student's experience with us.|While we have strengthened overall family engagement, we recognize the need to more intentionally elevate the voices of underrepresented families to ensure decision-making reflects the full diversity of our community. Participation data indicates that some groups are not yet proportionally represented in advisory committees, surveys, and engagement events. In response, we are prioritizing targeted outreach, culturally responsive communication, expanded translation and interpretation services, and flexible meeting formats (including varied times and virtual options) to reduce barriers to participation. We are also exploring small-group listening sessions and relationship-based outreach led by trusted staff members to create more welcoming spaces for dialogue. Through these efforts, we aim to build authentic partnerships that ensure every family’s voice informs school improvement efforts.|4|4|4|4|5|4|4|4|4|4|4|4|Met||2026-06-05|2026
19753090138297|iLead Agua Dulce|3|"Data from the latest Family Survey underscores iAD’s exceptional ability to build meaningful connections between school staff and homes. Notably, 87% of families shared highly favorable feedback regarding Parent/Guardian Involvement, while 81.6% expressed strong satisfaction with overarching school communication. Families frequently praise the staff’s prompt responsiveness to questions, alongside consistent updates regarding school policies, campus events, and academic progress. This collaborative dynamic is anchored by a widespread consensus among parents that the school genuinely respects and integrates their input.  Open-ended feedback continuously celebrates the empathetic and supportive nature of the faculty, frequently characterizing the campus culture as a ""warm and inviting community"" with a distinct ""village/family feel.""			"|Moving forward, iAD is dedicated to deepening the partnership between faculty and families by prioritizing transparent, predictable, and frequent communication channels. A central objective is the delivery of prompt, actionable updates regarding student achievements and academic targets, directly addressing previous opportunities for growth in clarity and information sharing. Simultaneously, iAD will dedicate resources to leadership development to cultivate a cohesive and highly communicative administrative cabinet. We recognize that robust internal alignment at the leadership level directly translates into healthier engagement across our entire school community.  A pivotal area of future growth centers on evolving our personalized learning pathways and visibly executing the recommendations of our educational partners. By expanding on our existing  methodologies designed to challenge and support each learner, ensuring every student receives the dedicated attention they deserve. Ultimately, by systematically collecting and demonstrating real action on feedback from staff and families, iAD aims to cultivate an environment of mutual trust and collective responsibility for student outcomes. 				|iAD will proactively enhance the engagement of underrepresented families by focusing on improving communication and fostering a more inclusive school environment. Recognizing that strong relationships are built on clear and consistent dialogue, iAD plans to implement new strategies to ensure all families, particularly those who may have felt unheard, receive timely and constructive feedback regarding student progress and school activities. This will involve exploring diverse communication methods that are accessible and tailored to the specific needs of these families, moving beyond previous inconsistencies and ensuring that all voices are valued and integrated into the school community.  Furthermore, the LEA is committed to fostering a school culture that actively seeks and incorporates input from all family groups. This will involve creating more structured opportunities for underrepresented families to provide feedback and participate in school improvement initiatives. iAD will also ensure that any feedback received, especially concerns related to individualized support or specific program offerings, is visibly addressed with transparent follow-through. By actively demonstrating that their input leads to tangible improvements, iAD aims to build greater trust and a stronger sense of belonging for all families within the school community.					|There has been much growth in the areas of ELA and Math this school year. Facilitators worked on targeted Tier one instruction in the areas of ELA and Math Core curriculum and supporting digital programs were used strategically. Tier 2 intervention was introduced in the Spring and will continue in the 2026-2027 school year. The school also partnered with ELA, Math, MTSS, and intervention specialists to curate lessons based summative and formative assessment data that supported learner growth. Facilitators worked closely with learners as they progressed through state standards.					|The school needs to continue its work on communication in regards to supporting our learners at school as well as home. End of year survey feedback indicates that families request more timely, clear and transparent communication from the school and facilitators, including advance notice of events, classroom updates, and consistent follow up. They would like more structured opportunities to be involved in curriculum and events, clearer support for learners, and more parent partnership in school initiatives. 					|Our school information nights as well as school events work to bridge gaps between school and home. Facilitators will be encouraged to provide timely feedback to families, partnering to support learners along their individualized learning path.					|iLEAD Agua Dulce is committed to the meaningful engagement of its educational partners and regularly seeks input in the decision-making process. For example, we cultivate their feedback in the development of the LCAP. For the annual update, feedback from families, learners, community members, board members, learners, and iLEAD Agua Dulce staff and leadership was utilized to evaluate program effectiveness and address the state priorities. Upon careful examination of the input received, action steps under iLEAD Agua Dulce's three existing goals were maintained, expanded or modified to further learner achievement and continue the development of program offerings modified to further learner achievement and continue the development of program offerings.					|During the 2025-26 school year, monthly iSUPPORT meetings were held to allow opportunity for school staff and families to connect regarding the school program. Informal feedback was also received by families through family involvement at school wide events. Additionally, monthly EL collaborations with the EL coordinators within the school and across iLEAD Schools provided the opportunity for sharing ideas gathered from facilitator and family feedback on how to improve the English learner program. Twice a year, iLEAD Agua Dulce learners and staff completed the iLEAD Comprehensive Growth Card, a measure of learner growth in the Schoolwide Learner Outcomes, as well as their progress towards academic and social-emotional goals. Additionally, staff and leadership meetings were held monthly to discuss the program, learner progress, and gather/reflect on suggestions for improvements. Parent and learner surveys regarding aspects of the program were sent in the spring of 2025 to solicit feedback. These surveys addressed specific aspects of the LCAP (the eight state priorities for the creation of potential action steps).		|When developing each action for iLEAD Agua Dulce, the needs of all learners were considered by looking at the NWEA MAP results, SST, and attendance data by sub-populations. Stakeholder feedback regarding safety, school events, diversity, equity and inclusion (DEI) were also considered to develop a well-rounded plan that ensured the needs of all learners were being met. The actions developed are important for all learners, especially foster youth, English learners and low-income students. The action steps include growth for educators (professional development in MTSS, best practices and all students to monitor academic, social-emotional and school offerings for all sub-populations. It is a comprehensive plan that considers the data from many angles including educational partner feedback, parent meetings, academic, SST, and social-emotional data. iLEAD Agua Dulce assigned a family liaison to support foster youth, English learners and low-income students with community resources, school-wide resources and regular check-ins for any specific social-emotional or academic needs. Additionally, the school operates a Wellness Center and utilizes MTSS to support learners. Academic provisions such as additional tutoring and after school workshops was provided to support academic growth in English Learners, Foster Youth and Low Income Learners.					|3|3|4|4|3|3|3|3|3|4|4|5|Met||2026-06-23|2026
19753330000000|Manhattan Beach Unified|3|MBUSD continues to maintain strong partnerships with educational partners who share a commitment to student success, family engagement, and school connectedness. Through ongoing collaboration with PTA/PTSA organizations, the Manhattan Beach Education Foundation, and the MBX Foundation, the District aligns efforts across schools and provides multiple opportunities for family input and involvement. Parents, staff, and community organizations work together to support enriching academic, extracurricular, and social-emotional programs across all campuses. In addition, all MBUSD schools continue to be recognized as No Place for Hate schools, reflecting the District’s commitment to fostering a welcoming, inclusive, and supportive learning environments.  Related Question from the LCAP Survey 2026:  84% of parents strongly agreed or agreed that “families feel welcomed, valued, and connected to one another at my school,” representing a 9% increase from the 2025 survey results. This increase suggests continued progress in strengthening relationships between schools and families and fostering a sense of belonging within the MBUSD community.|After reflecting on the LCAP Survey results and educational partner feedback, MBUSD recognizes the importance of continuing to expand opportunities for families, staff, and community partners to collaborate in support of student success. While survey results indicate positive perceptions of these partnerships, the District remains focused on strengthening meaningful engagement opportunities and fostering shared responsibility for student learning and well-being.  Related Question from the LCAP Survey 2026:  79% of parents strongly agreed or agreed that “parents, staff members, and community partners work together to support student success at home and at my school,” representing a 2% increase compared to the 2025 survey results. While this reflects continued progress, the District will continue to seek opportunities to strengthen family-school partnerships and increase engagement across all educational partner groups.|In 2026–27, the District will enhance engagement with all families and community partners to support student success, with a particular focus on families of English learners, students receiving Special Education services, and students identified as GATE, through the following actions:  1. Strengthening two-way communication and family engagement opportunities. 2. Promoting transparency and relationship-centered partnerships. 3. Improving communication regarding student progress and available supports.|MBUSD continues to strengthen partnerships with parents and community members to support positive student outcomes through its Multi-Tiered System of Supports (MTSS) and a variety of educational partner engagement opportunities. District committees composed of staff, parents, and community members continue to play an important role in supporting student success and informing District initiatives. Parent representatives on the LCAP Committee provide valuable input on District goals, metrics, academics, and school climate, while other advisory groups help shape programs and services that support student achievement and well-being.  Related Question from the LCAP Survey 2026:  79% of parents strongly agreed or agreed that “parents, staff members, and community partners work together to support student success at home and at my school,” representing a 2% increase compared to the 2025 survey results. These results reflect continued progress in fostering collaborative partnerships that support student learning and success.|After reflecting on LCAP Survey results and educational partner feedback, MBUSD recognizes the importance of continuing to strengthen parent partnerships that support student outcomes through the Multi-Tiered System of Supports (MTSS) process. A continued focus area is ensuring families receive timely information regarding student progress, available supports, and opportunities to partner with schools in supporting student success.  Related Question from the LCAP Survey 2026:  75% of parents strongly agreed or agreed that they know how well their children are doing in class and how the school plans to improve outcomes, representing a 9% increase compared to the 2025 survey results. While this increase reflects meaningful progress, the District will continue to strengthen communication and family partnerships to support positive student outcomes.|In 2026–27, the District will continue to strengthen partnerships for student outcomes by:  1. Expanding parent education opportunities through webinars and workshops focused on supporting student learning and well-being. 2. Providing resources and learning opportunities related to educational technology, including digital citizenship and digital literacy. 3. Promoting a climate of care through parent education focused on student wellness, belonging, and bullying prevention. 4. Continue to offer orientation sessions for families of English Learners (e.g., arrange a tour of the Mira Costa College and Career Center).|MBUSD continues to actively seek input from educational partners through a variety of committees and advisory groups, including the Bond Oversight Committee, LCAP Committee, DAC, PTA/PTSA organizations, SEAC, DELAC, and other stakeholder groups. These groups meet regularly throughout the year to provide feedback on District goals, programs, and services. Site and District leaders use survey results and other local data to guide outreach, engagement, and decision-making efforts. Weekly communications from the Superintendent and school sites also help keep families informed and provide opportunities for ongoing dialogue regarding District priorities and initiatives.  Related Question from the LCAP Survey 2026:  72% of parents strongly agreed or agreed that “parents are kept informed about school funding, student achievement, testing, the Local Control Accountability Plan (LCAP), and other issues,” representing a 1% increase compared to the 2025 survey results. These results reflect continued efforts to engage educational partners and promote transparency in District decision-making.|Based on an analysis of local data and educational partner feedback, a continued area of focus is expanding opportunities for parents and families to participate in advisory groups and decision-making processes. The District will continue to explore strategies to increase awareness of, access to, and participation in advisory committees to ensure a broad range of educational partner perspectives are represented.  Related Question from the LCAP Survey 2026:  61% of parents strongly agreed or agreed that “parents are seen as educational partners and are engaged in developing goals to help improve schools in MBUSD,” representing a 1% decrease compared to the 2025 survey results. These results indicate the need to continue strengthening opportunities for meaningful parent participation in District and school decision-making.|In 2026–27, the District will continue to strengthen and expand opportunities for meaningful parent input in District and school decision-making processes.  1. Broaden participation on the LCAP Parent Advisory Committee (LCAP-PAC), to include representation from every school site. 2. Continue to engage representatives from DELAC, SEAC, and families of students identified as GATE to ensure a diverse range of perspectives are reflected in District decision-making. 3. Expand opportunities for educational partners to provide feedback through advisory committees, meetings, and engagement activities. 4. Explore shorter, targeted surveys and review survey timing to increase meaningful participation and feedback.|4|5|4|4|4|4|4|4|5|5|4|4|Met||2026-06-18|2026
19753410000000|Redondo Beach Unified|3|The Redondo Beach Unified School District has strong partnerships with its educational partners and has developed a variety of opportunities to engage with them and build relationships. RBUSD values community input and utilizes advisory committees to establish a vehicle through which to garner input and feedback. The various ongoing committees include the LCAP Advisory Committee, the District English Learner Advisory Committee (DELAC), the Special Education Parent Advisory Council (SEPAC), the Career and Technical Education (CTE) Committee, and the Superintendent’s Student Advisory Council (SAC). Committee membership varies based on each committee's purpose and may include students, parents, classified and certificated staff, administrators, and community members. These groups collaborate to analyze student achievement, school climate, and family engagement data, providing recommendations that inform school and district improvement efforts. Further, a strength of RBUSD is its high level of parental involvement and participation in its schools. The District, site administrators, teachers, and staff work hard to build trusting relationships and create welcoming environments for all families in the community. According to the 2026 California School Parent Survey (CSPS), 88% of RBUSD parents responded “strongly agree” or “agree” that their school encourages them to be an active partner. All schools are supported by strong Parent Teacher Associations (PTAs), the Redondo Beach Education Foundation, and the Beach Cities Health District. Parents also participate in decision-making and goal-setting through School Site Councils, English Language Advisory Committees, and the District English Language Advisory Committee. Further, all parents and community members are welcome to attend the many school meetings and activities available, including parent education workshops, Open House, Back to School Night, conferences, Career Day events, PTA-sponsored events, speaker series events, music performances, and more. District and school site communication ensures parents are well informed, have opportunities for involvement, and are connected to their children's schools. Regular and timely communication with families and staff is an RBUSD priority and allows the District to continue to build strong relationships within the community. In addition to an annual LCAP feedback survey, ongoing communication with educational partners is accomplished in a multitude of ways throughout the District, including the use of regularly updated social media platforms; a monthly message from the Superintendent; the publication of an annual parent-student handbook; the regular use of ParentSquare, a school messaging system; the PowerSchool Parent Portal; School News, a bimonthly published periodical; PTA newsletters; principal weekly communications/newsletters; teacher newsletters; the annual release of a “School Year in Review”; parent conferences; and District and school websites.|RBUSD is committed to strengthening partnerships between schools and families by continuously improving communication, engagement, and opportunities for meaningful collaboration. According to the 2026 Strategic Plan/LCAP Survey, approximately half of all responding parents (51%) indicated that they prefer to receive school and District communication on a weekly (34%) or biweekly (17%) basis. This feedback highlights the importance of providing consistent, timely, and predictable communication that keeps families informed and engaged in their child's education. By strengthening two-way communication, increasing transparency, and expanding meaningful opportunities for family engagement, RBUSD aims to build stronger relationships between school staff and families that support student success and foster trust across the school community.|Based on feedback from educational partners and local data, RBUSD will continue to focus on increasing services and supports for families of English learners (ELs) and those with low socioeconomic status (SES). According to the 2026 CSPS survey, 73% of RBUSD parents of ELs responded “Yes” to the prompt, “School encourages me to be an active partner.” Outreach efforts will continue, and increased opportunities will be sought to strengthen school-to-home relationships and share valuable resources with families. The successful use of EL Specialists at each school site has contributed to increased parent awareness and participation in District- and school-level events. According to the 2026 CSPS survey, 84% of RBUSD parents “Strongly Agree” or “Agree” with the statement that parents feel welcome to participate at school.|Annually, RBUSD administers the California School Parent Survey (CSPS) to all parents of K-12 students in order to evaluate and improve parent engagement, involvement, and satisfaction within RBUSD. The CSPS helps the District identify strengths, pinpoint areas for improvement, and establish baseline targets based on survey results. Additionally, RBUSD gathers qualitative data through parent engagement meetings and committees to assess progress in building relationships. The District also conducts local student surveys to obtain feedback on school safety, connectedness, and sense of belonging. The results of these surveys are shared with the community and serve as metrics for goal-setting and progress monitoring in the LCAP. A key strength of RBUSD is its robust partnerships with parent and community groups. RBUSD collaborates closely with the Redondo Beach PTA and the Redondo Beach Education Foundation, both of which consistently support efforts to strengthen school-to-home relationships. Additionally, RBUSD has established a solid partnership with the Redondo Beach Police Department, which provides additional resources to enhance relationship-building efforts. Lastly, RBUSD has been fortunate to partner with the Beach Cities Health District, an invaluable community resource that supports the physical and mental health care needs of students and families. RBUSD’s teachers have traditionally maintained very strong relationships with their families. Educational partner feedback indicates that parents actively participate in opportunities to engage with their child’s teacher and appreciate ongoing communication regarding student progress. According to the 2026 CSPS survey, 85% of RBUSD parents reported that they participate in regularly scheduled parent-teacher conferences. In addition to fall and spring parent-teacher conferences, families receive information on student progress through growth reports, Individualized Education Program (IEP) meetings, 504 meetings, and Student Success Team meetings. In addition to formal parent-teacher conferences, families may request a meeting with their child’s teacher at any time to discuss progress and/or concerns. The partnership between parents and teachers, with a focus on student outcomes, is a strength in RBUSD. Education Code (EC) 48980 requires school districts to notify parents or guardians of their rights and responsibilities at the beginning of the academic year. RBUSD provides annual notifications to parents when updating required back-to-school paperwork.|Analysis of educational partner feedback identified a continued need to expand parent education opportunities. During the 2025–2026 school year, RBUSD focused on increasing family resources and providing parent education workshops designed to help families better support their children's learning at home. Building on this work, the District will refine its parent education offerings for the 2026–2027 school year based on feedback from the 2026 Strategic Plan/LCAP Survey. Survey results indicated that parents are most interested in learning more about academic rigor, advanced learner pathways, and college and career readiness. In response, RBUSD will offer a series of parent education workshops centered on these topics while continuing to leverage educational partner meetings, PTA events, school site activities, and digital communication platforms to increase awareness and participation. Through these efforts, the District aims to provide families with timely, relevant information, strengthen home-school partnerships, and empower parents to actively support their children's academic success.|Analysis of educational partner feedback and local data indicates that some underrepresented families, particularly families of English learners, foster youth, students experiencing homelessness, and students with disabilities, continue to experience barriers to participating in school and District engagement opportunities. To strengthen partnerships and improve student outcomes, RBUSD has strategically allocated resources to employ staff dedicated to supporting these student groups and their families, including Teachers on Special Assignment (TOSAs), English Learner (EL) Specialists, and school counselors. These staff members will provide proactive, individualized outreach to families through regular communication, relationship-building, and personalized support to increase awareness of available programs, services, and opportunities for engagement. In addition, RBUSD will expand targeted parent education workshops and family engagement events that address the unique needs and interests of underrepresented families. Topics may include understanding the educational system, supporting student learning at home, academic pathways, college and career readiness, and accessing available school and community resources. The District will also continue to provide translated materials, interpretation services, and flexible meeting formats to reduce participation barriers and increase accessibility. Through these intentional efforts, RBUSD seeks to increase meaningful participation from underrepresented families, strengthen trust and collaboration between home and school, and ensure that all families have equitable opportunities to contribute to decisions that support student success.|RBUSD’s approach to engaging educational partners is multifaceted. Providing ongoing opportunities for input is a priority, and a strength lies in the numerous opportunities available, as well as the level of participation. The high level of involvement is evidenced by participation in School Site Councils, English Language Advisory Committees (ELAC), the District English Language Advisory Committee (DELAC), the Special Education Parent Advisory Council (SEAC), and the Career and Technical Education (CTE) Committee. Through its partnership with Beach Cities Health District (BCHD), RBUSD parents also serve as members of the BCHD Health and Wellness Parent Liaison Group and as volunteers in school wellness programs. District schools that receive Title I funding hold Title I parent meetings to inform families of Title I students about opportunities and procedures for parental involvement and to gather input on developing effective and successful programs. Lastly, surveys serve as a means of gathering ongoing feedback and input from educational partners. To build the capacity of administrators to engage educational partners effectively in advisory groups and decision-making, RBUSD has continued its work with Instructional Leadership Teams (ILTs). Once led by an outside consultant, ILTs were supported by RBUSD’s Educational Services during the 2025-2026 school year. The ILT model is based on a shared leadership approach focused on accountability for student achievement and success and overall well-being. Administrators worked with their site-based teachers to strengthen practices around cycles of inquiry for school improvement and analyzing data to inform goals and instructional practices. The result of this work has further strengthened their capacity to engage with school-site committees in the decision-making process. During the 2026-2027 school year, the ILTs will continue their work focused on student success and school improvement.|"During the 2025–2026 school year, RBUSD focused on increasing educational partner participation in school and district surveys, in particular parents of secondary students. Results of the 2026 Strategic Plan/LCAP Survey indicate that 52% of parent respondents were those of secondary students, an increase of 22% from the 2024 LCAP survey.  While attendance and engagement at in-person school and district committee meetings remain strong, a key focus for the 2026–2027 school year will be increasing awareness and purpose of the many opportunities available for families to provide meaningful input on school and district initiatives. Results from the California School Parent Survey (CSPS) indicate that 61% of RBUSD parents responded that they ""strongly agree"" or ""agree"" that their school actively seeks parent input before making decisions. Although this reflects a positive foundation, it also highlights an opportunity to better communicate the variety of ways families can participate in the decision-making process. During the 2026–2027 school year, RBUSD and its schools will strengthen communication by clearly identifying opportunities for parent engagement—including advisory committees, surveys, parent organizations, school events, and Board meetings—and by explaining the purpose of each engagement opportunity and how stakeholder feedback informs district and school decisions. Through increased transparency and intentional outreach, the District aims to foster meaningful family participation, strengthen partnerships, and ensure that a broad range of parent perspectives helps shape decisions that support student success. RBUSD will also continue to provide parent education opportunities that help families better understand district programs, available resources, and opportunities to participate in school and district decision-making. Through these efforts, the District aims to build stronger partnerships with families, increase meaningful engagement, and ensure that a broader range of educational partner voices is represented in decisions that support student success."|For the 2026–2027 school year, RBUSD will focus on increasing participation by underrepresented families in school and district advisory groups. The District will strengthen targeted outreach and communication to increase representation from historically underrepresented families, particularly families of English learners and low-income students, in opportunities such as Title I Family Events, ELAC, DELAC, and other advisory committees. RBUSD is committed to maintaining diverse representation as committee membership changes over time. To support this work, the District has allocated resources to provide an English Learner (EL) Specialist at every school site to build relationships with families, increase awareness of available programs and services, and serve as a liaison between home and school. District staff such as school counselors, will continue to expand parent outreach, provide multiple opportunities and formats for engagement, and increase participation in decision-making processes to ensure the voices of underrepresented families are reflected in school and district initiatives.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-16|2026
19756636120158|New West Charter|3|Relationships between teachers and parents are critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which develops a strong, positive school environment and helps to prevent challenges. Communication with parents, in both English and Spanish, about school programs and events occurs regularly through a variety of channels, including parent-teacher conferences, open houses, parent information nights, newsletters, the school website, and message blasts. To strengthen home-school partnerships, we expanded communication systems by establishing two separate Band App groups for high school families and senior families and increasing two-way communication to ensure families can ask questions, receive updates, and stay informed about key events.  New West’s Office of Diversity, Equity, and Inclusion hosts parent engagement workshops throughout the year to build strong relationships across the school community. Each workshop focuses on a specific student population in order to understand their personal experiences and provide individualized support. A workshop was provided specifically for families of Students with Disabilities, and another for Spanish-speaking families. Families have opportunities to provide feedback at these workshops.  We also hosted a comprehensive High School Orientation for incoming 8th-grade families, introducing academic pathways, graduation requirements, and key support systems, including FLEX, counseling, and academic interventions. The session also clarified school expectations and policies. This proactive transition support helps reduce anxiety and encourages early engagement for students and families.|The school still has room for growth in providing additional opportunities for participation for families whose first language is not English.  Also, the school can do more outreach and provide more access to resources for families who are struggling financially.|The school, along with the DEI Office, provides additional outreach to families from underrepresented groups to ensure they have the information and resources needed to support and advocate for their child.|New West has developed practices that foster partnerships between families and staff in support of student growth. Back-to-School Night served as a foundational engagement event, bringing families, teachers, and administrators together to strengthen the school–home partnership. During the evening, families had the opportunity to meet staff, review course expectations and academic standards, and gain a clearer understanding of graduation requirements and assessment systems. The event also helped establish clear communication pathways between families and school personnel. Overall, Back to School Night reinforced transparency, academic alignment, and a shared responsibility for supporting student success.  The school hosts parent conferences each semester with all families to not only inform families of student progress, but to also have them be partners in the work. All families have 24/7 access to Infinite Campus to monitor student progress in all classes. Families also receive a regular progress report informing them about their child’s academic progress and reports showing student progress and areas of improvement indicated by the NWEA MAP assessments. At the end of the year families have an additional opportunity to meet with teachers and review their child’s work for the year. We provide families information about their legal rights and how to advocate for their students in our student family handbook and throughout the special education process.   We also host workshops to provide all parents with information about how to best support their child at home. Our expanded “It Takes a Village” workshop series provided meaningful opportunities for parent education and collaboration throughout the year. Sessions included a Parent Mixer focused on community building, workshops on College Admissions and Financial Aid, Mental Health awareness and student wellness strategies, and SBAC strategies to support assessment literacy. These workshops equipped families with practical tools to support students both academically and socially while strengthening trust and partnership between home and school.  We also hosted Dual Enrollment informational meetings for students and families to expand access to college readiness opportunities. During these sessions, participants learned about eligibility requirements, concurrent enrollment pathways, and how college credit and transcripts are impacted. These meetings have helped increase participation in Dual Enrollment and broaden early college access for students.|The school will improve communication to families about how students can access the dual enrollment and Career Technical Education programs at the school and how students benefit from these programs.|We have established a Diversity Equity and Inclusion Office to support underrepresented families and ensure they receive comprehensive communication about what is going on at school and what resources are available to them. We look forward to strengthening relationships with our students’ families further next year and providing more information to underrepresented families about the benefits of participation in the dual enrollment and Career Technical Education programs.  We will continue to provide individual family meetings in either English or Spanish to provide individualized support for families in crisis to ensure the child can attend school each day with the necessary supplies/resources.|Communication with parents, in both English and Spanish, about school programs and events occurs regularly through a variety of channels, including parent-teacher conferences, open houses, parent information nights, newsletters, the school website, and message blasts. To strengthen home-school partnerships, we expanded communication systems by establishing two separate Band App groups for high school families and senior families and increasing two-way communication to ensure families can ask questions, receive updates, and stay informed about key events.  The school’s Governance Council has three elected parents of enrolled students of the middle and high schools.|Our DEI office has worked with families to come together to plan events and celebrations to celebrate specific cultures in ways that feel important to our families. We can provide additional family workshops in Spanish in the future.|The school will continue to encourage participation by warmly inviting all family members to participate on the board and at other school events, as well as provide multiple opportunities to provide input via surveys that can be taken remotely.|4|5|4|4|4|4|5|4|4|4|4|3|Met||2026-06-23|2026
19757130000000|Alhambra Unified|3|The LEA has made meaningful progress in Building Relationships Between School Staff and Families, most notably through the strategic transition from outsourced survey administration (Hanover Research) to an in-house LCAP survey process. This shift has significantly strengthened the district's capacity to gather, analyze, and act on authentic parent input in a timelier manner. By managing the survey internally, the LEA now has district-wide access to family feedback much earlier in the planning cycle, enabling more responsive and data-informed decision-making. The results from the 2026 LCAP Survey reflect a strong foundation of trust and satisfaction among families. Parents rated all four LCAP goals favorably on a 5-point scale: Goal 1 (Teaching and Learning) received the highest rating at 4.37, followed by Goal 2 (Experiences and Well-Being) at 4.34, Goal 4 (Operational Effectiveness of Safety, Technology, and Facilities) at 4.31, and Goal 3 (Families and Community Partnerships) at 4.23. These consistently high ratings across all goal areas indicate that families feel positively connected to the district's work and that school-family relationship-building efforts are resonating broadly across the community.|While all LCAP goal areas received strong parent ratings, Goal 3 — Families and Community Partnerships — received the lowest average score at 4.23 out of 5. Although this remains a high rating, it signals a relative area of growth when compared to the other goals and warrants targeted attention. The LEA will focus on deepening the quality and consistency of two-way communication between school staff and families, expanding meaningful opportunities for family involvement beyond traditional engagement models, and ensuring that partnerships with community organizations are visible and accessible to all families. Additionally, the in-house survey transition, while a significant strength, also presents an improvement opportunity: building internal capacity to not only analyze data sooner but to translate findings into family-facing action in ways that close the feedback loop. Families should be able to see how their input directly shapes district priorities and programs. Strengthening this communication cycle will be a key focus area going forward.|The LEA recognizes that aggregate survey ratings, while positive, may not fully capture the experiences of underrepresented families, including those who are multilingual learners, experiencing housing instability, or who have historically had limited access to district engagement opportunities. Because the LCAP survey is now managed in-house, the district has greater flexibility to disaggregate results by school site, grade level, and demographic subgroup — allowing for more targeted identification of gaps in family engagement. Moving forward, the LEA will use this disaggregated data to identify which communities are underrepresented in survey responses and engagement activities, and will develop outreach strategies tailored to those groups. This includes ensuring survey materials are accessible in all primary home languages, partnering with community liaisons and trusted community-based organizations to reach families who may not typically participate, and scheduling engagement opportunities at varied times and locations to reduce access barriers. The goal is to ensure that the strong average ratings reflected in the 2026 survey data reflect the experiences of all families — not just those most easily reached.|Parent feedback from the 2026 LCAP Survey affirms a strong foundation: families rated all four LCAP goal areas favorably on a 5-point scale, with Goal 1 (Teaching and Learning) earning a 4.37, Goal 2 (Experiences and Well-Being) a 4.34, Goal 4 (Operational Effectiveness) a 4.31, and Goal 3 (Families and Community Partnerships) a 4.23. These scores reflect broad family confidence in the district's direction. Qualitatively, parents identified a clear district strength: a districtwide commitment to student success that is visible in the dedication of staff who prioritize academic support, emotional well-being, and meaningful relationships with students — creating environments where students feel cared for, supported, and positioned to thrive. This staff-to-student relational investment forms the core of the district's partnership with families around shared student outcomes, and it represents a durable asset on which to build.|While family sentiment is broadly positive, parent feedback surfaced a meaningful area for growth: concerns about inconsistency in teaching and uneven educational experiences across the district, compounded by communication gaps that contribute to variability in how information and support are shared. These concerns point directly to a partnership challenge — when families experience inconsistent communication or uneven access to academic support, their ability to act as informed partners in their children's education is diminished. The LEA's focus for improvement will center on strengthening the consistency and reliability of school-to-family communication around student progress, instructional expectations, and available support resources. This includes developing clearer, more standardized communication practices across school sites so that families — regardless of which school their child attends — receive timely, actionable information. Additionally, the district will work to ensure that the partnerships built around student outcomes are not dependent on individual staff relationships alone, but are embedded in systemic structures that create equitable experiences for all students and families across the LEA.|The LEA recognizes that the communication gaps and instructional inconsistencies identified by parents in the 2026 LCAP Survey are likely to have a disproportionate impact on underrepresented families — including multilingual learner families, families experiencing socioeconomic hardship, and those with limited prior experience navigating school systems. When communication is inconsistent or inaccessible, the families least connected to school networks are often the last to receive critical information about their child's academic progress, available interventions, or community resources. Because the LCAP survey is now administered in-house, the district has the capacity to disaggregate response data by school site, home language, and student subgroup to identify where underrepresented families are least engaged or most concerned. The LEA will use these findings to prioritize outreach efforts in communities with the greatest engagement gaps, ensuring survey instruments and follow-up communications are available in all primary home languages and delivered through trusted channels — including community liaisons, community-based organizations, and family resource centers. To build genuine partnerships for student outcomes with these families, the LEA will move beyond informational outreach toward two-way engagement: creating structured opportunities for underrepresented families to share input on instructional priorities, co-develop support strategies for their students, and receive follow-up that demonstrates their voice has shaped district action. The goal is to ensure that the strength parents identified — staff dedication to student well-being — is experienced equitably by every family in the district, not just those most easily reached.|The LEA has demonstrated notable progress in Seeking Input for Decision-Making, anchored by the transition to an in-house LCAP survey process that has significantly improved the district's ability to gather and analyze family input in a timelier manner. This shift has allowed the district to move from data collection to priority-setting much faster than when the survey was outsourced, creating a more responsive and agile feedback loop between families and district leadership. A concrete example of this strengthened practice occurred in May, when the district convened a Parent Advisory Committee meeting specifically to share district findings from the 2026 LCAP Survey — including parent ratings across all four goal areas — and to gather direct parent input on key priorities for each goal. This structured engagement ensured that family voice was not only collected through the survey but actively incorporated into the district's planning process. Parent ratings across all goals were strong (Teaching and Learning: 4.37; Experiences and Well-Being: 4.34; Operational Effectiveness: 4.31; Families and Community Partnerships: 4.23 out of 5), reflecting broad family confidence in the district's direction. Further demonstrating the district's commitment to broad engagement, Student Support Services facilitated focus groups with parents to identify meaningful ways to engage families — with particular attention to the parents of students with disabilities and English Learners. The district also hosted a Community Fair that drew nearly 700 attendees, creating an accessible, welcoming space for families to connect with district staff and community resources. The district also continues to prioritize student voice through its 12-member elected Student Advisory Council and student board member, ensuring young people have formal, ongoing channels to influence district decision-making.|While the district's input-seeking infrastructure is strengthening, data from the 25-26 California Healthy Kids Survey points to a significant area for growth: only 40% of families report being involved in their child's school, and just 37% report feeling welcomed or included. These figures indicate that while the district is actively seeking input, the reach and inclusivity of those efforts remain limited — meaning a substantial portion of families are neither engaged in nor feeling connected to district decision-making processes. The insights gathered through Student Support Services focus groups with parents of marginalized communities — including families of students with disabilities and English Learners — have helped the district better understand the specific barriers these families face in participating in input processes. These findings will directly inform improvement efforts going forward. The LEA's focus for improvement will center on closing the participation gap by ensuring that input-seeking efforts are intentionally designed to reach families who have historically been least connected. This includes expanding the variety of forums through which families can share input, strengthening communication so families are aware of opportunities to participate, and ensuring the feedback loop is transparent — that families can clearly see how their input has shaped district priorities and actions. Communication about decision-making processes and outcomes will reach families through multiple accessible platforms, reducing barriers to participation across all community segments.|Given that only 40% of families report feeling involved and 37% feel welcomed or included per the 24-25 California Healthy Kids Survey, the LEA has identified targeted strategies to improve engagement of underrepresented families in the decision-making process, with explicit commitments embedded in Goal 3 (Families and Community Partnerships) planning. Critically, Student Support Services took a proactive step by conducting focus groups specifically with parents of students with disabilities and English Learners — two groups that are often underrepresented in district input processes. These focus groups were designed to surface barriers to engagement and identify approaches that are responsive to the specific needs and circumstances of these families.  The findings from these sessions are directly shaping how the district designs future engagement opportunities. The district's Community Fair, which drew nearly 700 attendees, further demonstrated that when engagement is intentionally accessible and community-centered, families respond — and that high-attendance, low-barrier events are an effective tool for reaching families who may not participate in traditional school-based forums. Building on these efforts, the district is expanding the Community Schools model across all sites to create more welcoming, resource-connected school environments that lower barriers to family participation. This will be complemented by increased parent workshops and the continuation of Parent/Guardian Empathy Interviews and Focus Groups — qualitative tools designed to capture the lived experiences of families who may not engage through formal channels.  Student voice will also be elevated as a mechanism for reaching underrepresented communities. The district's 12-member elected Student Advisory Council will meet monthly with AUSD leaders, conduct outreach to younger students and the broader community, and gather peer input on key issues — ensuring student perspectives, including those from underrepresented groups, inform district decisions.   To ensure all families are aware of and able to participate in input opportunities, the district and all school sites will utilize a variety of communication platforms — including digital newsletters, email, SMS text messaging, and social media — to share important news, events, and engagement opportunities. Emergency and crisis communications will also be delivered in a timely manner. Together, these strategies reflect the district's commitment to ensuring that all families — particularly those who have historically felt least welcomed or included — have a genuine, accessible role in shaping the decisions that affect their children.|5|4|5|5|4|4|4|5|4|4|5|4|Met||2026-06-23|2026
19768690000000|Wiseburn Unified|3|"Wiseburn Unified School District (WUSD) firmly believes that collaborative partnerships between staff and families  are essential to cultivating a successful student learning environment. To actively drive parent engagement, the  district hosts multiple site-based and district-level decision-making forums—including the School Site Council, ELAC,  DELAC, and LCAP/Bond committees—where site principals facilitate conversations around parental empowerment  and systematically gather community input. WUSD boasts an impressive 97% parent attendance rate at Back to  School and Open House events across all campuses, further strengthening home-school connections through  biannual parent-teacher conferences, student-led reflections in grades 6–8, and informal meetings available upon  request. To support families outside of school hours, the district organizes targeted information nights addressing  modern student needs—such as technology, curriculum, student safety, mindfulness, and online information  tracking—along with specialized orientations specifically for families of English Learners. Communication is kept  seamless and accessible via online calendars, site updates, and the Canvas learning management system, which  allows middle school families to easily monitor student assignments and progress. Additionally, WUSD provides at home textbooks and comprehensive digital learning tools to promote continuous learning, maintains an open  feedback loop through various surveys and the ""Share Your Thoughts"" online portal, and offers robust counseling  workshops and direct connections to external mental health agencies.    In line with its strategic emphasis on social-emotional learning and holistic student support, WUSD continues to  advance its community partnerships by retaining the district's Diversity, Equity, and Inclusion (DEI) Coordinator role.  This collaborative spirit was recently highlighted by extensive committee work that successfully brought families  together to collectively rename all four district schools. To expand wellness access, the district introduced  confidential, online medical and mental health support for families through partnerships with CareSolace and Hazel  Health, operating in tandem with existing on-campus resources. Finally, WUSD has partnered with a  communications consultant to streamline, enhance, and align all outreach efforts, ensuring clear and unified  communication between the district and the broader Wiseburn community."|Area of Focus for Enhancement: Enhancing Family Engagement: In collaboration with our dedicated school  administrative staff, the Wiseburn Unified School District is diligently working on the development of a comprehensive  2025-2026 program designed to expand parent education opportunities throughout the District, with a specific  emphasis on bolstering social-emotional and academic support for our students. To ensure that our educational  partners remain informed and engaged, the Wiseburn Unified School District is committed to the following strategies:  1. Strengthened Partnership with DELAC and ELAC: We will continue to foster transparent and effective  communication channels with our District English Language Advisory Committee (DELAC) and English Learner  Advisory Committee (ELAC).   2. Digital Outreach: We are leveraging modern communication platforms, including our school and District websites, Instagram posts, and District newsletters, which are all readily accessible to both staff and families online.    3. Efficient Email Communication: Facilitating timely feedback to parents through email communication between  families and teachers is a priority, ensuring that concerns and inquiries are addressed promptly.  4. Accessible Assessment Results: We offer convenient online access to CAASPP and ELPAC assessment results  through our student information system, enabling families to track their child's progress effortlessly.  5. Inclusive Participation: We extend regular invitations to families to attend school events and committee meetings,  fostering a two-way dialogue between families and schools.  As we continually strive for improvement, a key area of focus is enhancing parent attendance at all site English  Language Acquisition Committee meetings and parent/guardian educational events. To achieve this, we are exploring  various options, including:  • Flexible Meeting Timings: Reviewing and adjusting meeting schedules to accommodate a broader range of  availability for parents.  • Childcare Support: Exploring childcare options during meetings to facilitate greater parental participation.  • Expanded Parent Education Opportunities: Expanding the scope and diversity of parent education offerings  to meet the evolving needs of our families.  By making these enhancements, we anticipate stronger connections between families and our schools, ultimately  creating a more enriching and supportive environment for our students.|WUSD remains committed to expanding opportunities for families in the areas of continuous learning, partnership,  and involvement. Central to this endeavor is the need to boost participation among underrepresented families,  fostering a deeper comprehension of the educational landscape to empower them as advocates for their children's  education. The Wiseburn Unified School District endeavors to enhance involvement in both the assessment and  formulation of opportunities for parents as educational partners and educators to partake in decision-making  processes within the District.    Consistent communication channels such as site and District newsletters, online platforms, and websites, coupled  with ongoing outreach via parent surveys, facilitate continual dialogue, ensuring a transparent exchange of ideas on  the most effective approaches to engaging educational stakeholders in decisions impacting schools and students. A  focal point for advancement has emerged in soliciting staff input concerning parent engagement initiatives. To  address this, site-level Guiding Coalition teams and Teacher Collaboration Time (TCT) sessions have been  strategically designed to align topics across school sites, concentrating on instructional methodologies and site  practices. These initiatives afford staff the necessary time to deliberate on efforts aimed at involving families,  particularly those from underrepresented backgrounds.|Current Achievements: At WUSD, we prioritize fostering educational partnerships as key component of our programs  and strategies to elevate student outcomes. These partnerships encompass a comprehensive collaboration of school  personnel, students, and caregivers, all working in unison to ensure the academic success of our students. Our  commitment to this approach is exemplified through various facets of our educational landscape, including:    1. IEP Conferences  2. School Site-Based Councils  3. Parent-Teacher-Student Association Meetings  4. Classroom Volunteers  5. Field Trip Volunteers  6. The District English Language Acquisition Committee  7. Local Control Accountability Plan Educational Partner Meetings  8. Site Teacher Guiding Coalitions  9. Weekly Grade-Level and Teacher Collaboration Time (TCT) focused on instruction  10. Student Council Initiatives  11. Purposeful Family-Centered Workshops conducted by our School Counseling Teams, designed to support the  social-emotional needs of both students and parents  12. CORE (Community of Respect and Empathy), a districtwide committee with a focus on equity, inclusion, and  diversity topics.  These collaborative endeavors serve to nurture an environment of unity, inclusivity, and diversity that ultimately  enriches the educational experience of students in the WUSD.|Focus Areas for Enhancement:  WUSD extends partnership opportunities to all our families and staff. WUSD has  implemented a comprehensive feedback mechanism, consisting of regular surveys featuring a blend of multiple choice and open-ended questions. These surveys serve as invaluable tools to gauge the effectiveness of our  programs, identify pressing needs, and foster a deeper understanding of the shared priorities concerning student  learning among educational partners.    WUSD currently facilitates family/caregiver workshops covering a diverse range of educational and social-emotional  topics at our school sites. Looking ahead, WUSD is in the process of reviewing options for educational and  engagement opportunities, extending the benefits to all our educational partners. This review is aimed at increasing  attendance and nurturing partnerships, which are pivotal in promoting favorable student outcomes throughout the  WUSD.|Enhanced Engagement Strategy: WUSD is committed to fostering collaboration between our educational partners  and staff to better serve our students by developing innovative programs and effective strategies aimed at enhancing  learning outcomes. We are dedicated to facilitating participation in this process by offering access to committee and  school board meetings, both in-person and online through platforms like ZOOM, to ensure that all educational  partners can actively contribute and engage in providing valuable feedback.    We anticipate a growing array of educator partnership workshops, focusing on key areas such as social-emotional  learning for students, technology integration, effective parenting strategies, and support for children with special  needs. To ensure that the WUSD community stays informed about these opportunities, we will enhance our  communication channels through the District website, site newsletters, and continuous updates on our social media  platforms dedicated to promoting these valuable educational interactions.   Through these outreach initiatives, we aim to provide families with more chances to participate actively and empower  educational partners with ongoing access to engaging meetings and workshops throughout the school year.|"WUSD’s Commitment to Inclusive Decision-Making: Throughout the 2025-25 academic years, the district has  steadily expanded its methods for gathering essential input from educational partners. In a significant effort to lower  barriers to participation, WUSD introduced a streamlined ""one-click"" feature on its website, allowing school and  community members to easily submit questions and comments. To ensure transparency and public accountability, all  submissions are formally reviewed and addressed during public school board meetings. Furthermore, to refine its  community outreach, the district partnered with a dedicated communications consultant to optimize the efficiency and  reach of online newsletters, announcements, and social media engagement. This strategic initiative ensures that  district messaging remains clear, accessible, and well-aligned across the entire WUSD community."|A primary area of focus for the district is enhancing engagement strategies for historically underrepresented groups  within the WUSD school community, with a concerted effort to increase family participation in committees that shape  school and district programs. To foster a more inclusive environment, WUSD continues to administer educational  partner surveys in both English and Spanish to accommodate the community's diverse linguistic needs. This  commitment to accessibility extends to weekly school messages and newsletters, which are systematically  distributed in both languages to eliminate communication barriers. These efforts yielded measurable progress during  the 2023–24 academic year, which saw increased family participation in the district-wide ELD Survey alongside a  rise in LCAP Survey respondents, drawing feedback from 286 families and staff members. Despite these gains, the  district recognizes a continuing need to boost involvement among low-income families within vital decision-making  bodies, including the School Site Council (SSC), LCAP committees, and the District English Learner Advisory  Committee (DELAC). Moving forward, WUSD is dedicated to developing targeted strategies that actively bridge this  gap, ensuring that the diverse perspectives of all families are equitably valued and represented.|In WUSD, it is evident that support for our schools is strongest when all educational partners—families, teachers,  principals, students, and district administrators—collaborate to shape, execute, and assess initiatives at both the  school and district levels. In response to feedback gathered from surveys, staff, and administrators, we reaffirm a  commitment to family engagement in the forthcoming 2025-2026 academic year. Our district and site administrators  plan to offer an array of additional family engagement opportunities throughout each school year. These will  encompass a diverse spectrum of workshops catering to both English and Spanish-speaking families. These  workshops will delve into various facets of student learning, complemented by a series of ongoing family workshops  centered around essential themes such as technology, social-emotional learning, academic advancement, and  parenting skills.|3|3|3|3|3|3|4|3|3|3|3|4|Met||2026-06-25|2026
19768690119016|Da Vinci Science|3|Da Vinci Science has incorporated regular opportunities for parents to interact with teachers through parent/teacher office hours, monthly parent coffees, monthly Parent Advisory Committee Meetings, and monthly Parent Association Meetings. These office hours are held bi-weekly and focus on current and ongoing parent and staff communications. Da Vinci Science also holds Student-Led Conferences every semester, in which parents come to the school to hear their students reflect on their learning, progress and growth. Parents then can discuss these reflections with teachers, engaging in meaningful two-way conversations about how the adults can support the success and well-being of the students. The school has also adopted Canvas, a Learning Management System to help ease communication lines between parents and teachers in regards to student progress.|Da Vinci Science will re-examine the format of Back to School Nights and Welcome Orientation sessions; and will continue to gather input for shared decision making. Da Vinci Science will continue to offer multiple forms of communication and parent workshops.|By building connections within the parent community, Da Vinci Science will expand its outreach to underrepresented families. Underrepresented families will receive targeted outreach via phone call and/or email in their preferred language in order to inform them of the times and dates of student-led conferences and parent information sessions. Underrepresented families will be made aware of options for the conferences (either in-person or virtual conferences) as well as the availability of translators for the conferences. Underrepresented families will also be invited to join parent advisory meetings.|Da Vinci Science has incorporated regular opportunities for parents to interact with teachers, including Back-to-School night, student-led conferences, student presentations of learning, and Exhibition nights. These events feature opportunities for meaningful two-way dialogue between parents and teachers, and help build trusting relationships for the purpose of supporting students. In addition, Da Vinci Science includes parents through regular parent/teacher/administration office hours for frequent and consistent communication.|Da Vinci Science will continue to build partnerships with parents through Parent Advisory Committee and Parent Association. 85% of families felt they were a part of the decision making process for the school. Da Vinci Science will continue to increase parent participation in these groups through outreach events and opportunities for parent workshop and engagement on campus.|By building connections within the parent community, Da Vinci Science will expand its outreach to underrepresented families. Underrepresented families will receive targeted outreach via phone call and/or email in their preferred language in order to inform them of our parent engagement activities. Underrepresented families will be invited to participate in Parent Advisory Group meetings and Parent Cohesion meetings.|Da Vinci Science has incorporated regular opportunities for parents to give input for decision making, including student and parent surveys, workshops in professional development, regular parent meetings on campus, and consistent communication with families through the school website, blog, and social media platforms.|Da Vinci Science will improve the number of parents participating in parent committees such as the Parent Advisory Committee and weekly office hours with the DVS administrators.|By building connections within the parent community, Da Vinci Science will expand its outreach to underrepresented families. Underrepresented families will receive targeted outreach via phone call and/or email in their preferred language in order to inform them of the school-based opportunities to give input for decision making, including the Parent Advisory Committee.|5|5|5|5|5|5|5|4|5|5|5|5|Met||2026-06-26|2026
19768690119636|Da Vinci Design|3|Student Led Conferences are hosted twice per year. SLCs ensure each student gets a one-on-one conversation with teachers and parents as facilitated by the student. Parents can be invited to see classroom resources and assignments for all core classes as presented to Canvas. The principal at Da Vinci Design shares a weekly update with families on the DVD blog, and counselors post several times throughout the week to provide families with up-to-date information. Principal and Assistant Principal host a monthly parent information session via Zoom which is a method of sharing regular school updates and providing a forum for parents to have open conversation and discussion with administration. We include parents in our hiring symposium processes so that parents can have more input into finding quality staff members who share in the values of Da Vinci Design, as well as share feedback with administration of hiring goals and teacher/staff support. School Messenger is used regularly to keep families informed. An increase in social media has allowed for both families and students to feel engaged and informed.|In a parent advisory committee meeting, partners shared analysis (based on parent survey results) that while many parents felt they were able to participate in school activities, this number could be increased with greater outreach. The administrative team has increased messaging and resources to parents to increase family engagement on Canvas and have more active parent oversight of student progress using this platform.|Da Vinci Design continue to refine its strategies around communication school events and grades home to parents. Administrators will work with teachers to create workshop materials and documents to better support parents/guardians in being informed about student progress by helping parents gain access to the LMS Canvas. Additionally, administration will continue the process of progress reports being mailed home to families twice per semester. This enables direct communication home to families regardless of aptitude with technology, and information can be sent home in translated languages. The timing of these progress reports will be intentional, and will encourage parents to participate in SLCs, Exhibition, and end of semester Presentations of Learning.|Many of Da Vinci Design’s signature practices promote relationship building between teachers and students’ families. Events like Exhibition Night and Student Led Conferences (SLCs) are hosted on campus once per semester where families are actively invited to campus. Exhibition invites families to see and engage with student work and interact with campus. The DVD Diversity Council works with staff advisors to teach the students about culture and anti-racism. Various assemblies are held throughout the year hosted by different student clubs and on-campus groups to celebrate diversity, culture, and inclusivity. Da Vinci Design has implemented robust structures for student discipline and behavior support which has resulted in less major and minor behavior incidents. Expectations and resources are shared with parents via open meetings, blog posts, and communication through School Messenger. The Intervention Specialist specifically provides targeted supports and parent outreach for students facing chronic absence of experiencing Tier 2 academic support needs. The Intervention Specialist worked hand in hand with the Multi-Tiered Systems of Support (MTSS) Committee to discuss trends and supports for students showing signs of academic struggle.|Based on data and conversations with Parent Advisory Committee, Da Vinci Design’s area of growth is in ensuring that structures and supports happening at school are creating an environment that student feel positive about, while also ensuring that students understand why decisions are being made regarding positive behavior intervention systems. Partners highlighted data which showed that student positivity about the school environment, perceptions of safety, diversity, and parent positivity all went up. The school will continue to focus on positive reinforcements, alternatives to suspension/restorative practices, and continued teaching of expectations. It will be important for parents to be a part of the communication of expectations so that parents can be informed and can reaffirm messaging at school.|Consistency and communication are key in building partnerships that help students find success, both in meeting high expectations academically and consistently adhering to positive behavior expectations. Da Vinci Design added a Dean of Student Success and Culture to the administrative team two years ago, which allows the school to be consistent in implementing positive behavior interventions for all students, and will be able to increase parent communication and buy-in around student activities and culture events. The Intervention Specialist can refine the work done with the MTSS Committee of teachers to increase parent communication in addressing students identified as having higher academic needs, and can continue to provide high level of support and connect students to services like tutoring and behavior therapy.|"Da Vinci Design has a Parent Advisory Committee (PAC) that meets monthly to discuss LCAP goals, funding initiatives, as well as other academic and culture-based initiatives on campus. The PAC also provided crucial feedback on the WASC self-study process for DVD last year, and parents participated in an in-person focus group with the WASC visiting committee. PAC continues to review WASC and LCAP goals with families which adds more opportunity for decision making input. DVD continues to also have an English Learner Advisory Committee (ELAC) facilitated by a teacher coordinator every other month. The meetings included the Principal, staff, parents/guardians and students and was focused on giving feedback on school programs that support and benefit students designated as English Learners. Principal and Assistant Principal host a monthly parent information session via Zoom which is a method of sharing regular school updates and providing a forum for parents to have open conversation and discussion with administration. Parents fill out a semesterly feedback survey and this data is reviewed both by the School Site Council and by the DVD staff during professional development. Principals are present at Exhibition Nights, Back to School Nights, and easily accessible through multiple avenues (email, phone call, etc.). A Parent Liaison worked with incoming 9th grade families to help them navigate a new school and answer any questions and take feedback from a ""new parent"" perspective."|While Da Vinci Design has increased efforts to provide regular touchpoints for parents to engage in conversation with administration, parent information sessions and other forums are not often attended in large numbers. The Fall semesterly feedback survey was completed at a higher rate than in previous year thanks to active promotion and marketing efforts, and this is very beneficial feedback. The Spring semester did not see the same levels of high engagement; improvements will be made to messaging and rollout of this survey.|Administration and staff will continue the existing best practices in order to be available and open in seeking feedback, including: engaging parent in monthly touchpoints, inviting parents to hiring symposiums, inviting parents to complete semesterly surveys, inviting parent to campus for school events, and having multiple avenues for parents to reach out (email, phone, open meetings via Zoom). Administration and staff will take a more active stance in inviting parents for dialogue and information sessions, including providing in-person opportunities for information sessions and workshops beyond Zoom in order to provide more personal and welcoming opportunities for feedback.|5|5|5|5|5|5|5|5|5|5|4|4|Met||2026-06-26|2026
19768690128728|Da Vinci Connect|3|Da Vinci Connect holds Student-Led Conferences (SLCs) and Exhibition every semester and at each event, parents come to school to hear their student reflect on their learning, progress and growth. During SLCs, parents discuss these reflections with their child and their child’s teacher(s), engaging in meaningful two-way conversations about how the adults can support the success and well-being of the students. During Exhibition, students “show what they know” about their projects and engage in meaningful dialogue with parents and other visitors about their learning.|Da Vinci Connect's K8 program re-examined and re-launched the format and content of Parent Educator Conference days to include 4 days of parent educator support last year. Teachers continue to offer additional curriculum workshops and examine best practices for sharing assessment feedback with parents regarding their children’s progress. Connect HS added touch points with parents and increased communication around school events. Both programs included parent engagement as a WASC goal to ensure on-going meaningful dialogue between parents and teachers as well as improved communication around student growth in a variety of skills (academic and non-academic).|Particular attention will be paid to understanding how all families, especially those of historically under-represented students, are supported in being involved in their child’s education, including curriculum use and presence and effective inclusion in the events described above.|Da Vinci Connect has incorporated regular opportunities for parents to interact with teachers, including Parent Educator Conferences (K8), a parent orientation (HS), curriculum workshops, student-led conferences, student presentations of learning, and Exhibition nights. These events feature opportunities for meaningful two-way dialogue between parents and teachers, and help build trusting relationships for the purpose of supporting students. Families are also invited to interact with our Parent Educator Support Specialist and use the Parent Center (K8) to collaborate with staff and other parents.|Da Vinci Connect seeks to engage an increasing number of parents in the Parent Educator Conferences and curriculum support workshops and will look to schedule these well in advance, offer “kid-care” for school-aged students for families who need that in order to attend, and ensure there are an array of topics that engage parents with children of all grade levels, K-8. This will increase participation and relationship-building between families and school staff.|Particular attention will be paid to understanding how all families, especially those of historically under-represented students, are supported in being involved in their child’s education, including curriculum use and presence and effective inclusion in the events described above.|Da Vinci Connect has incorporated regular opportunities for parents to give input for decision making, including student and parent surveys, consistent communication with families through the school newsletter, an app-based communication platform, and invitations to Family Action Network and LCAP meetings, where student data is reviewed and parent input is valued.|Da Vinci Connect will look for ways to increase parent voice in the decisions made by the school outside of Family Action Network and LCAP meetings. Da Vinci Connect's executive director will host workshops about the short and long-term vision of the school, progress towards LCAP goals, ways for parents to get and stay involved.|The school will actively seek to engage the voices of historically under-represented families as the school is seeking to increase diversity and access to this home-school hybrid model.|5|5|5|4|5|5|5|5|4|5|4|4|Met||2026-06-26|2026
19768690131128|Da Vinci Communications|3|Da Vinci Communications holds Student-Led Conferences every semester, in which parents come to the school to hear their student reflect on their learning, progress and growth. Parents then can discuss these reflections with teachers, engaging in meaningful two-way conversations about how the adults can support the success and well-being of the students. Parents are also invited and encouraged to participate in our Exhibition Nights, and we get a great turn out for these public displays of student work.|Da Vinci Communications will look for opportunities to build social connections between families at the school for the 26-27 school year. There are not many opportunities for families to gather and get to know each other aside from Exhibition Nights.|Underrepresented families will receive targeted outreach via phone call and/or email in their preferred language in order to inform them of the times and dates of the social events intended to increase parent engagement.|Da Vinci Communications has incorporated regular opportunities for parents to interact with teachers, including Back-to-School night, student-led conferences, student presentations of learning, and Exhibition nights. These events feature opportunities for meaningful two-way dialogue between parents and teachers, and help build trusting relationships for the purpose of supporting students. Families are also invited to interact with school counselors and learn about college preparation at grade-level-specific College & Career Information Meetings.|Da Vinci Communications will look to schedule these events on days and times that are convenient to many families to increase participation and relationship-building between families and school counselors. There are college information meetings designed specifically for underrepresented families, including evenings focused specifically on completing financial aid applications for Spanish-speaking families and also first-generation college students.|Underrepresented families will receive targeted email and/or phone communication regarding these opportunities designed specifically for them.|Da Vinci Communications has incorporated regular opportunities for parents to give input for decision making, including student and parent surveys, consistent communication with families through the school blog, and invitations to Parent Advisory Committee meetings, where student data is reviewed and parent input is valued.|Da Vinci Communications will look for ways to increase parent voice in the decisions made by the school outside of the Parent Advisory Committee, and will also expand its outreach to underrepresented families.|Underrepresented families will receive targeted outreach via phone call and/or email in their preferred language in order to inform them of the school-based opportunities to give input for decision making, including the Parent Advisory Committee, and the English Learner Advisory Committee.|5|5|5|5|5|4|5|4|5|5|5|4|Met||2026-06-26|2026
19769680109926|Academia Avance Charter|3||||||||||||||||||||||Not Met For Two or More Years|||2026
19770160000000|California Advancing Pathways for Students in Los Angeles County ROC/P|3||||||||||||||||||||||Not Met|||2026
20102070000000|Madera County Superintendent of Schools|3|Endeavor/Voyager staff enacts procedures designed to engage parents/guardians and educational partners in advisory committees. These include holding elections for parents/guardians and educational partners for the Consolidated School Site Council, which includes the two MCSOS charter schools. The Deputy Chief Probation officer who supervises the Madera County Juvenile Hall is a regular participant in SSC meetings and shares valuable information and resources of relevance to parents of incarcerated students. Endeavor/Voyager staff frequently notify parent/guardians, educational partners regarding participation in meetings of advisory committees. Notifications (English and Spanish) are sent to parents and families to inform of school events and formal opportunities to provide input; additional information is provided at parent conferences; graduation ceremonies; scheduled meetings with teachers or administrator; ParentSquare Application (synced with PowerSchool); and other school activities. The tool for Priority 3 highlighted a 79.1% positive response respective of the need to support families in understanding and exercising legal rights to advocate for their children. This is a tremendous growth for the Endeavor/Voyager staff.|Endeavor/Voyager staff will continue to focus on parent/family engagement opportunities throughout the year that specifically focus on building relationships with families. These opportunities include parent meetings, conferences, parent involvement in school activities and governance, and educating families on best practices for assisting their children with academic/social/emotional success.|Endeavor/Voyager staff will continue to partner with all families in promoting frequent and accessible school to home communication including the use of ParentSquare, school employees that can act as interpreters, and mailing school correspondence in both English and Spanish. These identified areas ensure staff seek input from parents and other educational partners in decision-making process and promotes participation in programs in an ongoing attempt to engage parents in their child’s education. Endeavor/Voyager staff recognize the need to encourage parental involvement, given the low stability rate (1.0% compared to Madera at 89.9%) of the student population and its impact on academic achievement and school connectedness. Youth are incarcerated for an average of 35 days according to Madera County Juvenile Probation data, and this relatively short enrollment creates significant challenges to build relationships.|The LEA has access to language interpretation and translation services to allow parents/guardians to fully participate in educational programs and individual meetings with school staff related to their child’s education and academic progress. Support includes full translation of all informational and other notices and documents, in addition to inperson interpretation services provided by classified staff at meetings. The LEA regularly offers virtual meetings (Zoom) to increase participation and access for all families, especially those with mobility issues. Technology continues to be a strength in maintaining access for parents and families to school governance meetings.|The LEA will continue to focus workshops for parents/guardians and educational partners to provide student achievement data on student learning, academic progress, and/or social emotional development and growth. The CAES Division school counselors provide informational meetings to students and parents on various topics related to students’ academic needs, graduation progress, and post-secondary opportunities related to college and careers.  Furthermore, the LEA will continue to seek relevant partnerships for effective learning for all parents as a means to assist their child with successful academic learning.|The LEA will continue to partner with all families in promoting frequent and accessible school to home communication including the use of ParentSquare, school employees that can act as interpreters, and mailing school correspondence in both English and Spanish. These identified areas ensure the LEA seeks input from parents and other educational partners in the decision-making process and promotes participation in programs in an ongoing attempt to engage parents in their students’ education. The LEA’s measures to promote parent involvement are based upon low stability rates (1.0% per DataQuest) of the student population and its impact on academic achievement and school connectedness.|The LEA employs enrollment surveys to solicit parents and caregivers as valuable partners in soliciting input for consideration in the decision-making process. Parents and caregivers are given opportunities to volunteer to serve as school governance committee members for the school year. ParentSquare serves as a valuable tool in obtaining parent and caregiver input for electronic surveys throughout the year. As a result, parent survey responses and feedback has increased.|While electronic means of seeking input are being used by staff, not all parents use the ParentSquare tool for enrollment surveys and/or LCAP surveys. Endeavor/Voyager staff will regularly communicate with students and families the value of such tools as input gathering instruments.|The staff will continue to partner with all families in promoting frequent and accessible school to home communication including the use of ParentSquare, school employees that can act as interpreters, and mailing school correspondence in both English and Spanish. These identified areas ensure the LEA seeks input from parents and other educational partners in decision-making process and promotes participation in programs in an ongoing attempt to engage parents in their students’ education. Endeavor/Voyager staff's efforts to promote parent involvement is based upon the low stability rates (1.0% ) of the student population and its impact on academic achievement and school connectedness.|4|4|3|4|4|4|4|4|4|4|4|4|Met||2026-06-16|2026
20102070117184|Madera County Independent Academy|3|The LEA enacts procedures designed to engage parents/guardians and educational partners in advisory committees. These include holding elections for parent/guardians and educational partners, for the Consolidated School Site Council, which includes the two MCSOS charter schools. The 2026 LCAP Parent Survey data shows 84% of parents feel that the MCIA staff builds a relationship of trust and respect with there families, while 89.6% state that MCIA has created a welcoming environment for families. LEA frequently notifies parents/guardians and educational partners regarding participation in meetings of advisory committees. Notifications (English and Spanish) are sent to parents and families to inform of school events and formal opportunities to provide input; additional information is provided at parent conferences; promotion ceremonies; scheduled meetings with teachers or administrator; and other school activities. The tool for Priority 3 highlighted a 25% positive growth respective of the need to support families in understanding and exercising legal rights to advocate for their children. This is a tremendous growth for the MCIA staff.|The LEA will continue to focus on parent/family engagement opportunities throughout the year that specifically focus on building relationships with families. These opportunities include parent meetings, conferences, parent involvement in school activities and governance, and educating families on best practices for assisting their children with academic/social/emotional success.|The LEA will continue to partner with all families in promoting frequent and accessible school to home communication including the use of ParentSquare, using school employees as interpreters, and mailing school correspondence in both English and Spanish. These identified areas ensure the LEA seeks input from parents and other educational partners in decision-making process and promotes participation in programs in an ongoing attempt to engage parents in their students’ education. The LEA’s measures to promote parent involvement is based upon low stability rates (50.5%, 2024-25 DataQuest) of the student population and its impact on academic achievement and school connectedness. The MCIA staff has made marked improvement in reaching parents for involvement and students staying in the program longer as indicated by fewer referrals back to district of residence.|School sites have access to language interpretation and translation services to allow parents/guardians to fully participate in educational programs and individual meetings with school staff related to their child’s education and academic progress. Support includes full translation of all informational and other notices and documents, in addition to in-person interpretation services provided by classified staff at meetings. The LEA regularly offers virtual meetings (Zoom) to increase participation and access for all families, especially those with transportation or mobility issues. Technology continues to be a strength in maintaining access for parents and families to school governance meetings.|The LEA will continue to focus workshops for parents/guardians and educational partners to provide student achievement data on student learning, academic progress, and/or social emotional development and growth. School counselors provide informational meetings to students and parents on various topics related to students’ academic needs, social-emotional learning, and career exploration activities. Furthermore, the LEA will continue to seek relevant partnerships for effective learning for all parents as a means to assist their child with successful academic learning.|The LEA will continue to partner with all families in promoting frequent and accessible school to home communication including the use of ParentSquare, using school employees as interpreters, and mailing school correspondence in both English and Spanish. These identified areas ensure the LEA seeks input from parents and other educational partners in decision-making process and promotes participation in programs in an ongoing attempt to engage parents in their students’ education. The LEA’s endeavors to promote parent involvement is based upon the low stability rates (50.5%, DataQuest) of the student population and its impact on academic achievement and school connectedness. The MCIA staff has made marked improvement in reaching parents for involvement in students activities on campus.|The LEA employs enrollment surveys to solicit parents and caregivers as valuable partners in obtaining input for consideration in the decision-making process. Parents and caregivers are given opportunities to volunteer to serve as school governance committee members for the school year. ParentSquare serves as a valuable tool in soliciting parent and caregiver input for electronic surveys throughout the year. As a result, parent survey responses increased significantly.|While electronic means of seeking input are being used by the LEA, not all parents use the ParentSquare tool for enrollment surveys and/or LCAP surveys. The LEA will regularly communicate with students and families the value of such tools as input gathering instruments.|The LEA will continue to partner with all families in promoting frequent and accessible school to home communication including the use of ParentSquare, using school employees as interpreters, and mailing school correspondence in both English and Spanish. These identified areas ensure the LEA seeks input from parents and other educational partners in decision-making process and promotes participation in programs in an ongoing attempt to engage parents in their students’ education. The LEA’s measures to promote parent involvement are based upon improved low stability rates (50.5%, 2024-25 DataQuest) of the student population and its impact on academic achievement and school connectedness. The MCIA staff has made marked improvement in reaching parents for involvement in school activities.|4|4|3|4|4|4|4|4|4|4|4|4|Met||2026-06-16|2026
20102072030229|Pioneer Technical Center|3|The LEA enacts procedures designed to engage parents/guardians and educational partners in advisory committees. These include holding elections for parent/guardians and educational partners for the Consolidated School Site Council, which includes the two MCSOS charter schools. The 2026 LCAP Parent Survey data shows 84% of parents feel that the staff at PTC builds a relationship of trust and respect with their families, while 89.6% state that PTC has created a welcoming environment for families. LEA frequently notifies parent/guardian, educational partner, and advocate groups regarding participation in meetings of advisory committees. Notifications (English and Spanish) are sent to parents and families to inform of school events and formal opportunities to provide input; additional information is provided at parent conferences; graduation ceremonies; scheduled meetings with teachers or administrator; ParentSquare Application (synced with PowerSchool); and other school activities. The tool for Priority 3 highlighted a 79.1% percent of parents feel that the school supports families in understanding and exercising legal rights to advocate for their children. This is a tremendous growth opportunity for the PTC staff.|The LEA will continue to focus on parent/family engagement opportunities throughout the year that specifically focus on building relationships with families. These opportunities include parent meetings, conferences, parent involvement in school activities and governance, and educating families on best practices for assisting their children with academic/social/emotional success.|The LEA will continue to partner with all families in promoting frequent and accessible school to home communication including the use of ParentSquare, school employees that can act as interpreters, and mailing school correspondence in both English and Spanish. These identified areas ensure the LEA seeks input from parents and other educational partners in decision-making process and promotes participation in programs in an ongoing attempt to engage parents in their students’ education. The LEA’s measures to promote parent involvement is based upon the low stability rates (42.5% for PTC and a 4.6% decrease from previous year) of the student population and its impact on academic achievement and school connectedness.|The LEA has access to language interpretation and translation services to allow parents/guardians to fully participate in educational programs and individual meetings with school staff related to their child’s education and academic progress. Support includes full translation of all informational and other notices and documents, in addition to inperson interpretation services provided by classified staff at meetings. The LEA regularly offers virtual meetings (Zoom) to increase participation and access for all families, especially those with mobility issues. Technology continues to be a strength in maintaining access for parents and families to school governance meetings.|The LEA will continue to focus workshops for parents/guardians and educational partners to provide student achievement data on student learning, academic progress, and/or social emotional development and growth. The CAES Division school counselors provide informational meetings to students and parents on various topics related to students’ academic needs, graduation progress, and post-secondary opportunities related to college and careers. Furthermore, the LEA will continue to seek relevant partnerships for effective learning for all parents as a means to assist their child with successful academic learning.|The LEA will continue to partner with all families in promoting frequent and accessible school to home communication including the use of ParentSquare, school employees that can act as interpreters, and mailing school correspondence in both English and Spanish. These identified areas ensure the LEA seeks input from parents and other educational partners in the decision-making process and promotes participation in programs in an ongoing attempt to engage parents in their students’ education. The LEA’s measures to promote parent involvement are based upon low stability rates (42.5% per DataQuest) of the student population and its impact on academic achievement and school connectedness.|The LEA employs enrollment surveys to solicit parents and caregivers as valuable partners in soliciting input for consideration in the decision-making process. Parents and caregivers are given opportunities to volunteer to serve as school governance committee members for the school year. ParentSquare serves as a valuable tool in obtaining parent and caregiver input for electronic surveys throughout the year. As a result, parent survey responses and feedback has increased.|While electronic means of seeking input are being used by the LEA, not all parents use the ParentSquare tool for enrollment surveys and/or LCAP surveys. The LEA will regularly communicate with students and families the value of such tools as input gathering instruments.|The LEA will continue to partner with all families in promoting frequent and accessible school to home communication including the use of ParentSquare, using school employees as interpreters, and mailing school correspondence in both English and Spanish. These identified areas ensure the LEA seeks input from parents and other educational partners in decision-making process and promotes participation in programs in an ongoing attempt to engage parents in their students’ education. The LEA’s measures to promote parent involvement are based upon low stability rates (42.5%) of the student population and its impact on academic achievement and school connectedness. This year, the LEA partnered with PIQE, or the Parent Institute for Quality Education, to better educate parents and other educational partners about the value of being advocates for their children in the learning environment.|4|4|3|4|4|4|4|4|4|4|4|4|Met||2026-06-16|2026
20651770000000|Alview-Dairyland Union Elementary|3|In April of 2026, parents were encouraged to respond to a survey. The survey was used to glean data on various measures of parent involvement, school climate, and academics. Parents responded favorably in all areas. 96% of parents felt welcome at both Alview and Dairyland Schools. 94% of parents felt their student is safe at school at Alview and 96% of parents felt the same at Dairyland. 97% of Alview parents felt their students are cared for by the teachers and 98% of Dairyland parents felt their students are cared for by the teachers.|Based on the favorable responses from parents on the survey, the district will continue with its current practices.|In total, 117 parent surveys were collected from Alview and 123 surveys were collected from Dairyland. There are 191 students at Alview and 208 at Dairyland. District-wide, there are 168 families; some surveys are assumed to representative of families, not individual students. In order to improve engagement of underrepresented families, the district will continue to utilize a variety of forms of communication including ClassDojo, all-calls, Friday Folders, phone calls home, conferences, and parent meetings. The goal of the communication is always to encourage family engagement within the LEA.|"At the beginning of each school year, student handbooks are distributed to all families in English and Spanish. The handbook provides all policies, including uniform complaint act procedures. At the beginning of each year, administration reviews the importance of parental ties with teachers and support staff. Teachers are expected to send home weekly classroom newsletters in dual language to inform parents of events and opportunities for input and participation. Newsletters and communication between teachers and parents are also exchanged on ClassDojo. Teachers are assigned specific days to attend Parent Teacher Club meetings. In addition, teachers are instructed to make every effort to achieve 100% attendance at parent teacher conferences. In the fall of 2025, there was a 99.5% conference participation rate. District administration includes parent communication/engagement in teacher expectations and it is part of evaluations. District administration routinely sends out information using all-calls and ClassDojo, through which input is solicited for LCAP expenditures, policy, curriculum, etc. Alview-Dairyland coordinates and solicits parent engagement through a multitude of programs. Parents are encouraged from the beginning of their child's transitional kindergarten year to participate in programs/activities. The school year begins with a ""Back to School Barbecue""; a district tradition in which parents come to meet their child's teacher. That activity is followed up with a Parent Guide and opportunities to participate in informational nights each school year that enhance parent engagement and understanding of school programs and offerings. Parent informational nights have included information on school safety, human trafficking prevention and awareness, internet safety, and student mental health. ESL parents are also encouraged to attend English classes that are held weekly at the Dairyland campus. All parent programs are communicated clearly through a multitude of venues. A monthly calendar is sent home in print that lists all upcoming activities and opportunities for parent involvement. Prior to events, information is posted to the School Story on ClassDojo. All verbal and written communication is provided in both English and Spanish. At parent information nights and parent-teacher conferences, families are provided information on how to interpret student grades/progress reports. In addition, letters are sent home in both English and Spanish that provide detailed information on how to interpret student score reports for SBAC, CAST and ELPAC assessment results. During parent-teacher conferences, teachers also further elaborate on assessment reports to provide parents with a clear understanding of their child's academic progress. For all parent meetings, a Spanish translator is available."|In April of 2026, parents were encouraged to respond to a survey. The survey was used to glean data on various measures of parent involvement, school climate, and academics. Parents responded favorably in all areas. 95% of Alview parents felt their student's needs were being met in reading, language arts, and spelling and at Dairyland, 98% of parents felt their students' needs were being met in the same subjects. In math, 97% of Alview parents felt their student's needs were being met and 98% of Dairyland parents felt their student's needs were being met. 95% of Alview parents felt the STEM program had been a valuable addition to the science curriculum and 91% of Dairyland parents felt the same way. When surveyed about the communication from the district, 92% of Alview parents felt the school kept parents well-informed of their student's academic progress, school rules, and policies and 93% of Dairyland parents felt the same. Based on the favorable responses from parents on the school survey, the district will continue with its current practices.|In total, 117 parent surveys were collected from Alview and 123 surveys were collected from Dairyland. There are 191 students at Alview and 208 at Dairyland. District-wide, there are 168 families; some surveys are assumed to representative of families, not individual students. In order to improve engagement of underrepresented families, the district will continue to utilize a variety of forms of communication including ClassDojo, all-calls, Friday Folders, phone calls home, conferences, and parent meetings. The goal of the communication is always to encourage family engagement within the LEA.|The Parent and Family Engagement Policy was drafted by members of school administration, staff, and parents during multiple School Site Council, DELAC Committee, Parent Teacher Club, and governing Board meetings. The policy is distributed to all families through the student handbook (in English and Spanish) which is distributed to all families. The Parent and Family Engagement Policy is reviewed by School Site Council, Parent Teacher Club and the governing board on an annual basis. The governing board and administration communicate the importance of parent partnerships in all aspects of ADUSD's educational offering. At the beginning of each school year, administration reviews the importance of parental ties during meetings with teachers and support staff. Teachers are expected to send home weekly classroom newsletters in dual language or post to their ClassDojo to inform parents of events and opportunities for input and participation. Administration routinely sends out information through ClassDojo and all-calls through which input is solicited for LCAP expenditures, policy, curriculum, etc. Alview-Dairyland coordinates and solicits parent engagement through a multitude of programs. Parents are encouraged to participate in LCAP committee meetings as well as School Site Council, DELAC, and Wellness Committee meetings. Through SSC, input is solicited for Title I expenditures and through DELAC, Title III funding decisions are made. ESL parents are also encouraged to attend English classes that are held weekly at the Dairyland campus. All parent programs are communicated clearly through a multitude of venues. A monthly calendar is sent home in print that lists all upcoming activities and opportunities for parent involvement. Prior to all parent events, a message is posted on the School Story on ClassDojo. All verbal and written communication is provided in both English and Spanish. For all parent meetings, a Spanish translator is available. For handicapped family members, all school facilities are accessible. In the development of the LCAP, parent/family input is solicited through information nights, Parent-Teacher Club meetings, School Site Council/LCAP Committee meetings, and DELAC meetings. Feedback is also gleaned through annual school climate surveys.|In April of 2026, parents were encouraged to respond to a survey. The survey was used to glean data on various measures of parent involvement, school climate, and academics. When surveyed about the communication from the district, 92% of Alview parents felt the district kept them well-informed of their students' academic progress, school rules, and policies and 93% of Dairyland parents felt the same. Based on the favorable responses from parents on the school survey and the educational partners' attendance and participation at meetings, the district will continue with its current practices.|In total, 117 parent surveys were collected from Alview and 123 surveys were collected from Dairyland. There are 191 students at Alview and 208 at Dairyland. District-wide, there are 168 families; some surveys are assumed to representative of families, not individual students. In order to improve engagement of underrepresented families, the district will continue to utilize a variety of forms of communication including ClassDojo, all-calls, Friday Folders, phone calls home, conferences, and parent meetings. The goal of the communication is always to encourage family engagement within the LEA. Parent participation is highly encouraged with all advisory group meetings. In addition, School Site Council and DELAC nominations are made by parents and all parents have access to and are encouraged to participate in elections.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-23|2026
20651850000000|Bass Lake Joint Union Elementary|3|Based on the analysis of educational partner input and local data, our LEA demonstrates significant strengths and ongoing progress in building relationships between school staff and families. A key strength lies in our schools' consistent offering of various events throughout the year that foster strong community involvement. These include well attended events such as Back-to-School Nights, family movie nights, school carnivals, and sporting events. We've also successfully hosted community-focused gatherings like the MY Club Youth Ambassador Dinner, Earth Day events, and having students perform and share their projects at school board meetings. Furthermore, our daily utilization of ParentSquare for messaging ensures that students and families remain consistently informed about school activities and important updates, greatly contributing to transparency and engagement.|Based on the analysis of educational partner input and local data, while our LEA has made considerable strides in fostering strong relationships between school staff and families, a key area of focus for continued improvement has emerged. It has been voiced by some of our valued educational partners that, on occasion, interactions between a small percentage of staff members and families have not been consistently positive. While this represents a minor fraction of our dedicated team, it is an area that our LEA is committed to addressing with focused attention and improvement strategies. We recognize that every interaction is an opportunity to strengthen trust and collaboration, and we are dedicated to ensuring that all families feel welcomed, respected, and heard in every engagement with our schools.|Our LEA is actively working on developing more effective communication strategies and building trusting relationships with families. We recognize that language barriers and unfamiliarity with the school system can create significant hurdles with engagement. To address this, we are exploring multiple avenues for communication, including utilizing culturally responsive approaches and ensuring vital information is provided in families' native languages. This goes beyond simple translation; it involves thoughtful consideration of cultural nuances and preferred communication methods. We aim to proactively reach out, rather than solely relying on families to initiate contact, and to create welcoming environments where these families feel empowered to participate in their children's education. This commitment extends to providing opportunities for two-way communication where their perspectives are genuinely heard and valued, fostering a sense of partnership and belonging within our school community.|Based on the analysis of educational partner input and local data, our LEA demonstrates significant strengths and ongoing progress in Building Partnerships for Student Outcomes. A key strength lies in our robust instructional support system, which includes the consistent use of benchmark assessments to monitor student progress and the dedicated support of Response to Intervention (RTI) teachers for reading in grades K-5. An MTSS program. We are committed to providing differentiated instruction across all classrooms to meet the diverse needs of our learners. Furthermore, a major stride forward is our newly written five-year academic plan. This comprehensive plan strategically incorporates ongoing data analysis to inform instructional practices, integrates emotional intelligence instruction to support student well-being, outlines an improved special education curriculum to better serve students with disabilities, and emphasizes restorative justice practices as a means to effectively reduce suspension rates.|Based on the analysis of educational partner input and local data, the LEA's primary focus areas for improvement in Building Partnerships for Student Outcomes are academic achievement in both reading and mathematics, the implementation of effective behavior intervention strategies, and a concentrated effort to reduce student absenteeism, particularly chronic absenteeism.  While we celebrate our existing strengths, our self-reflection process has highlighted the need to intensify our efforts in these specific domains. We are committed to developing and refining strategies that foster stronger partnerships with families and the community to directly impact student performance in reading and math. This includes exploring innovative approaches to support learning at home and aligning school-based interventions with family needs.  Concurrently, we recognize the importance of robust and proactive behavior intervention strategies. Our aim is to collaborate more closely with families to implement consistent and effective approaches to support positive student behavior, both within and outside the school environment. This partnership is crucial for creating a safe and conducive learning atmosphere for all.  Finally, addressing student attendance, especially chronic absenteeism, is a critical area for improvement. We understand that consistent school attendance is foundational to academic success and overall student well-being. The LEA will focus on building stronger partnerships with families to identify and address the root causes of absenteeism, developing targeted support systems, and fostering a school culture where every student feels a strong sense of belonging and engagement, encouraging regular attendance.|Based on the analysis of educational partner input and local data, the LEA will significantly improve the engagement of underrepresented families, particularly socially disadvantaged students and families whose English is a second language, in relation to Building Partnerships for Student Outcomes.  Our commitment to these families is paramount. We understand that effective communication and the establishment of trusting relationships are foundational to fostering robust partnerships that ultimately improve student outcomes. To this end, we will continue to leverage the invaluable role of a dedicated Spanish-speaking liaison who serves as a vital bridge between the school and our Spanish-speaking families, facilitating clear communication and cultural understanding.|Based on the analysis of educational partner input and local data, the LEA demonstrates significant current strengths and ongoing progress in Seeking Input for Decision-Making. We have established robust structures that actively solicit diverse perspectives to inform our strategic direction and daily operations. A core strength lies in the active participation of our School Site Councils (SSCs). These councils, comprising parents, staff, and community members, play a crucial role in local decision-making, ensuring that school-specific needs and priorities are directly integrated into our planning. Furthermore, our LEA regularly administers comprehensive parent and staff surveys. These surveys provide invaluable quantitative and qualitative data, allowing us to gauge satisfaction levels, identify areas for improvement, and understand the lived experiences of our key educational pa. The consistent deployment and analysis of these surveys highlight our commitment to broad-based input. Our dedication to safety is reflected in regular Safety Committee meetings, which bring together various educational partners to discuss, assess, and strategize on critical safety matters.  Finally, the LEA maintains a strong culture of internal collaboration through multiple staff and leadership meetings held every month. These regular gatherings facilitate open dialogue, foster shared understanding, and ensure that decisions are made with the collective wisdom of our educators and administrators.|Based on the analysis of educational partner input and local data, the LEA's primary focus area for improvement in Seeking Input for Decision-Making will be on significantly enhancing the involvement of families whose second language is English.|Based on the analysis of educational partner input and local data, the LEA will significantly improve the engagement of underrepresented families, particularly those whose second language is English, in relation to Seeking Input for Decision-Making. Our self-reflection process has highlighted the critical need to ensure that the voices of all families are genuinely heard and integrated into our decision-making processes. To address this, we are committed to actively reaching out to and empowering families whose second language is English through a multi-faceted approach:|4|4|3|5|3|3|4|3|4|4|3|4|Met||2026-06-24|2026
20651850129015|Yosemite-Wawona Elementary Charter|3|"As a small school, communication between parents and the staff is easily accomplished - and encouraged. Staff and parents informally interact on a daily basis - and two times during the school-year parents are invited to attend a formal goal setting/monitoring meeting with the teacher and student present. Report Cards are not traditional ""A,B,C,D"" but include narratives written by the staff that create well-informed students and parents. Parents are formally surveyed at the end of the school year to get their input and feedback on school performance and on ideas for future school endeavors. These extremely positive surveys indicate that the school needs to ""stay the course"" in terms of what they are currently accomplishing. Building relationships is also a goal that is strongly supported by the Board of Directors."|"The school will continue it's efforts to build and maintain relationships between the parents and the staff. The ""family-like"" atmosphere established by the staff at the school is instrumental in establishing productive relationships between all parties."|"The school will continue it's efforts to build and maintain relationships between the parents of underrepresented families and the school staff. The ""family-like"" atmosphere established by the staff at the school is instrumental in establishing productive relationships between all parties."|Three times a year staff, students and parents convene to set and then monitor goals that all agree to. These goals are both academic and personal in nature. Frequent communication between the staff at the school and the parents is ongoing throughout the year.|Building Partnerships for Student Outcomes is a core value for the Yosemite-Wawona Elementary Charter School. This is exemplified in the mission and vision of the Charter and supported by the Board of Directors. We will continue to operate in this manner.|Building Partnerships for Student Outcomes with underrepresented families is a core value for the Yosemite-Wawona Elementary Charter School. This is exemplified in the mission and vision of the district and supported by the Board of Directors. We will continue to operate in this manner.|Seeking Input for Decision-Making is part and parcel to the learning approach at the Charter. Parents are immersed in their children's education at the school through three formal opportunities to set goals for their child(ren) and through weekly independent study activities that involve the entire family in educational activities that are focused on Science, Reading and Math. To ensure that parents are involved in decision making, three members (of 5) of the Board of Directors are parents of students enrolled at the school.|We will continue seeking to strengthen parent input on the programs at the school.|We will continue seeking to strengthen input from parents of underrepresented families at the school.|4|5|4|5|4|5|5|4|4|5|4|5|Met||2026-06-23|2026
20651930000000|Chowchilla Elementary|3|CESD has made strong progress in building relationships with families by making communication, school access, student safety, and family participation a regular part of how schools operate. Parent feedback identified ParentSquare, email, and text messages as effective tools for school events, activities, and communication, while families also described school environments as welcoming, with friendly staff, caring teachers, valued students, and appreciated family events. The Healthy Kids survey summary also reflected that students often describe positive school experiences, including affection for teachers, enjoyment of learning and recess, and kind or helpful staff interactions that help students feel safe. This year, CESD provided family night workshops focused on social-emotional learning, mental health, communication with children at home, and ways families can support student learning and success at school. Additional workshops and presentations included anti-human trafficking, vaping prevention, academics, behavior, and social-emotional wellness. These events helped families receive practical information while also building stronger connections with school staff. The district also continued to strengthen positive school climate. All CESD schools applied for California PBIS Silver recognition, and the district successfully piloted LiveSchool as the beginning of a districtwide journey toward a daily 5-to-1 positive-to-correction ratio for all students. Active supervision during recess, lunch, arrival, dismissal, and other common times helped staff support students, prevent concerns early, and build positive relationships. What is going well is that families are being invited into the work more often and in more ways. The next step is to make this work more consistent across all schools so every family experiences the same welcoming approach. Survey source for this section: District Parent Feedback Survey (March 2026) and Healthy Kids Survey Summary (Nov. 2025).|The district's main area for improvement is helping staff learn more deeply about each family's strengths, culture, language, and goals for their children. Staff members work hard to communicate with families, but the self-reflection process and parent feedback show that CESD needs a more consistent system for moving from communication to true partnership. Families should not only receive information; they should also see that their experiences, hopes, and concerns are shaping how schools support students. Parent feedback identified needs for more advance notice for some events, more frequent information about individual student progress and classwork, and continued attention to student safety, adult empathy, staff cultural sensitivity, behavior management, and reading support. The Healthy Kids survey summary also shows a clear improvement area around school climate and support. While many parents reported that students feel emotionally and physically supported, the summary also identified concerns about bullying, emotional support, staff follow-through, communication about incidents, and the need for consistent anti-bullying and emotional support systems. CESD will use this feedback to strengthen professional learning for certificated and classified staff around family partnership, culturally responsive communication, active supervision, conflict resolution, parent communication, and consistent response to student concerns. This relationship-building work is also connected to district academic, English learner, attendance, behavior, and school climate data. CESD will continue aligning family engagement with PBIS, active supervision, LiveSchool, counseling, Hazel Health, and Tier 2 supports so families feel known, respected, and included as part of the team supporting their child.|CESD will improve engagement of underrepresented families by using more personal, consistent, and accessible outreach. The district will continue using multilingual communication through ParentSquare, translated materials, phone calls, and interpretation at meetings and events. Schools will also use participation information from events, conferences, ELAC, DELAC, PAC, SSC, family nights, and parent surveys to identify families who are not yet connected and follow up with personal invitations. Parent feedback shows that many families attend school events, parent-teacher conferences, and communicate with teachers, but some families also shared that work schedules, family responsibilities, or being new to the school limit how deeply they can participate. The district will focus especially on families who may face barriers to participation, including families of English learners, migrant families, low-income families, families of students with disabilities, foster/homeless youth families, and families of students needing additional academic, attendance, behavior, mental health, or social-emotional support. CESD will strengthen events that bring families into the school community, including academic family nights, parent workshops, parenting classes, family/community nights, EL-focused meetings, and workshops connected to SEL, mental health, communication with children at home, vaping prevention, anti-human trafficking, academics, behavior, attendance, and student wellness. Parent feedback also asked for continued family engagement opportunities and clear event communication, so each site will use what it learns from families to adjust outreach, provide timely notices, and remove barriers so more families feel comfortable participating.|CESD is building stronger partnerships with families by connecting family engagement to student learning, behavior, attendance, school climate, and wellness. Teachers and administrators use conferences, ParentSquare, progress updates, student support meetings, and site events to help families understand how their children are doing and what can be done at home and at school. Parent feedback praised strong communication through ParentSquare, school events, incentive programs, welcoming environments, and efforts to encourage reading. The Healthy Kids survey summary also indicated that many parents feel students are emotionally and physically supported and appreciate effective communication when concerns arise. The district's academic and English learner data helps tell the story of why this partnership matters. In 2025, English learners making progress increased to 55.5%, up from 43.2% in 2024, and LTEL students making progress increased to 62.5%, up from 53.6%. The percentage of English learners who progressed at least one ELPI level also increased, while the percentage who decreased at least one ELPI level dropped. In ELA, all students, English learners, and socioeconomically disadvantaged students moved closer to standard from 2024 to 2025; LTEL ELA remains an area for continued focus. In mathematics, all reported groups moved closer to standard, including all students, English learners, LTEL students, and socioeconomically disadvantaged students. Science data also increased across reported groups. CESD has expanded opportunities for families to receive practical support beyond a traditional school meeting. Family night workshops focused on SEL, mental health, communication with children at home, and ways families can support student learning and school success. Additional workshops and presentations addressed anti-human trafficking, vaping prevention, academics, behavior, and social-emotional wellness. All schools applied for California PBIS Silver recognition, and the successful LiveSchool pilot launched CESD's journey toward a daily 5-to-1 positive-to-correction ratio for all students. Active supervision supports this work by helping adults connect with students, reinforce expectations, prevent concerns early, and build positive relationships. Survey source for this section: District Parent Feedback Survey (March 2026) and Healthy Kids Survey Summary (Nov. 2025).|The district's biggest area for improvement in this section is professional learning for staff on how to partner with families to improve student outcomes. Staff members communicate with families often, but CESD needs a more consistent districtwide approach for helping families understand academic standards, progress data, interventions, behavior supports, attendance expectations, mental health resources, and social-emotional supports. Parent feedback asked for more frequent and detailed communication from teachers about individual student progress, classwork, and academic units, not only parent conferences.  The district's ELA, math, science, and English learner data shows progress, but it also points to continued needs. ELA improved for all students, English learners, and socioeconomically disadvantaged students, while LTEL students remain a focus area. Mathematics improved across all reported student groups, and science showed growth across reported student groups. English learner progress also increased from 2024 to 2025. These gains show that district efforts are helping, but the data also reminds CESD to keep strengthening Tier 1 instruction, designated and integrated ELD, academic vocabulary, reading, math reasoning, science instruction, and targeted supports for students who need more time or more support. Parent feedback also identified needs for more consistent student behavior support, smoother drop-off procedures, and expanded academic supports such as reading intervention. The Healthy Kids survey summary identified bullying, emotional support, staff responsiveness, incident communication, and consistent follow-up as areas to strengthen. CESD will address this through professional learning for teachers, administrators, counselors, and support staff focused on family-friendly progress conversations, clear next steps, active supervision, PBIS, LiveSchool, counseling, Tier 2 supports, English learner services, and workshops on SEL, mental health, behavior, vaping prevention, anti-human trafficking, and family communication.|CESD will improve engagement of underrepresented families in student-outcome partnerships by making support more targeted and easier to access. Schools will continue to provide interpretation, translated materials, and family-friendly explanations during conferences, student support meetings, ELAC, DELAC, PAC, SSC, parent workshops, academic family nights, parenting classes, and family/community events. The district will use ELA, math, science, ELPI, ELPAC, attendance, behavior, school climate, and local progress-monitoring data to identify which student groups and families need more direct partnership. The 2025 data shows improvement for English learners in ELPI, ELA, math, and science; growth for socioeconomically disadvantaged students in ELA, math, and science; and growth for LTEL students in ELPI, math, and science. LTEL literacy remains a continued focus. This information will help sites make family outreach more specific instead of one-size-fits-all. Parent feedback shows that families value school communication and family events, but also want timely event notices, clearer incident communication, and more information about student progress. The Healthy Kids survey summary also shows that some families want deeper involvement but face barriers such as work schedules, family responsibilities, or being new to the school. Rather than waiting for families to come to school, sites will use personal phone calls, ParentSquare messages, reminders, and direct invitations to connect families with tutoring, summer school, counseling, Tier 2 behavior support, attendance support, PBIS support, LiveSchool feedback, and family workshops.|CESD has important structures in place for families to provide input and participate in decision-making. At the district and site levels, families have opportunities to participate through DELAC, PAC, SSC, ELAC, LCAP input, School Site Councils, Family Clubs, parent surveys, and school events. The District Parent Feedback Survey was used to gather input on school communication, family engagement, and overall school programs and services. The Healthy Kids survey summary also gathered family input on student experiences with staff, emotional and physical support, lingering issues such as bullying or safety concerns, communication, and family engagement. The district uses academic, English learner, behavior, attendance, school climate, and parent feedback data to guide decision-making with educational partners. ELA, math, science, and ELPI results help the district identify where students are making progress and where additional support is needed. Parent survey feedback helps CESD understand what families believe is working, including ParentSquare communication, welcoming environments, family events, student support, and reading encouragement, and what needs improvement, including event notices, progress communication, behavior support, bullying response, staff responsiveness, and academic intervention. This information is used to inform the LCAP, PBIS planning, EL services, academic supports, expanded learning opportunities, counseling supports, workshops, parent classes, and site plans. The next step is to strengthen the feedback loop so families clearly understand how their input is used and can see the connection between their voice and district or school decisions. Survey source for this section: District Parent Feedback Survey (March 2026) and Healthy Kids Survey Summary (Nov. 2025).|The district's focus area for improvement is building the capacity of family members to participate confidently in advisory groups and decision-making. CESD has advisory structures in place, but families may not always understand the purpose of each group, the meaning of school acronyms, how decisions are made, or how their input can influence programs and services. The parent feedback surveys point to several areas where families have already given clear direction: improve advance notice for events, provide more detailed updates about student progress and classwork, strengthen behavior management, improve drop-off procedures, expand reading intervention, strengthen anti-bullying response, improve incident communication, and continue building staff responsiveness and professionalism. CESD will use these themes to help families see that their voice matters and to select advisory topics that are connected to real family input. CESD will improve this area by providing clearer orientation and training for families who participate in DELAC, PAC, SSC, ELAC, and other advisory groups. Meetings will include plain-language explanations of topics such as the LCAP, SPSA, PBIS, LiveSchool, ELPAC, English learner services, attendance, student support systems, school safety, family engagement workshops, and school funding priorities. The district will also involve families earlier in planning and evaluating workshops, family nights, parent classes, and topics such as SEL, mental health, communication with children at home, academic support, behavior, vaping prevention, and anti-human trafficking. CESD will use a simple 'you said/we did' approach so families can see what actions were taken based on their feedback.|CESD will improve engagement of underrepresented families in decision-making by making advisory opportunities easier to understand, easier to attend, and more personally inviting. The district will continue to support live interpretation, translated materials, and clear communication for DELAC, PAC, SSC, ELAC, LCAP input meetings, and school site committees. Sites will also look at participation patterns and parent survey feedback to identify which families and student groups are not yet represented. Outreach will focus on families who may face barriers to participation, including families of English learners, LTEL students, migrant families, low-income families, families of students with disabilities, foster/homeless youth families, and families of students receiving additional academic, attendance, behavior, counseling, mental health, or social-emotional support. The Healthy Kids survey summary noted that many families participate through events, conferences, and teacher communication, but some families want deeper involvement and face barriers such as work schedules, family responsibilities, or being new to the school. CESD will also strengthen partnerships with community organizations and site family groups to reach families who may not respond to traditional school communication. Parent feedback asked for continued family engagement opportunities, timely communication, and stronger connection between family input and school support. The district will invite underrepresented families to help shape future family nights, parenting classes, PBIS communication, LiveSchool rollout, active supervision messaging, and workshops on academics, behavior, SEL, mental health, vaping prevention, and anti-human trafficking. The goal is for advisory groups to reflect the families and students served in CESD schools.|4|4|3|4|3|3|3|3|3|3|3|3|Met||2026-06-22|2026
20652010000000|Chowchilla Union High|3|"Based on a comprehensive analysis of local data and input from our educational partners—including families, teachers, counseling staff, and administrators—the Chowchilla Union High School District (CUHSD) has demonstrated consistent strengths and steady progress in Building Relationships Between School Staff and Families (Priority 3).  As a single-high-school district serving a student population with significant socioeconomic diversity (exceeding 75% socioeconomically disadvantaged) and a vital English Learner community (~15%), CUHSD focuses heavily on personal connections, accessibility, and proactive outreach.  1. Cultivating the ""Tribe"" Family Culture & Two-Way Communication A defining strength of CUHSD is our centralized campus environment, which allows us to cultivate a strong sense of school connectedness and community identity under our ""Tribe"" family culture. Administrative and counseling teams place a high premium on ensuring every family feels seen, heard, and welcomed. To support this, the district has streamlined communication channels to make them accessible for all households. Through expanded text, email, and mobile updates translated into the primary languages of our community, families stay well-informed regarding student attendance, daily bulletins, and campus events. Partner feedback notes that this direct outreach has been instrumental in breaking down traditional communication barriers for our multilingual families.  2. Accessible Digital Tools & Multi-Tiered Support Systems  CUHSD has made significant progress in empowering families to actively monitor and support their student’s secondary education journey. Through targeted outreach campaigns, we have increased parent participation and navigation of the Aeries Parent Portal for data confirmation, grades, and attendance tracking. Recognizing the unique challenges of the high school years, school staff, counselors, and mental health teams have worked collaboratively to transform standard procedural meetings—such as Student Success Teams (SSTs) and IEPs—into collaborative partnerships. Parents are treated as key decision-makers, particularly when mapping out graduation requirements, academic interventions, and socio-emotional supports.    3. Direct Engagement via CTE, Ag, and Extracurriculars  Our career technical education (CTE), robust industry-based programs, visual/performing arts, and athletics serve as vital bridge-builders between staff and families. These programs provide natural, positive spaces for staff and parents to connect outside of the traditional classroom setting. Furthermore, the district has prioritized direct, personal outreach to historically underrepresented groups—including foster youth and unhoused families—ensuring they have immediate, uncompromised access to essential academic resources, summer school programs, and regional support services."|"Based on an analysis of local data, parent surveys (CSPS) trends, and direct feedback from our educational partners, the Chowchilla Union High School District (CUHSD) has identified key focus areas for improvement to strengthen and deepen relationships between school staff and families. As a single high school district, our goal is to shift from general communication to deeply collaborative, secondary-focused family partnerships.  1. Re-Engaging High School Parents and Combating ""Drop-Off"" Participation Local data reveals a common secondary education trend: parent engagement and physical attendance at school events drop significantly between the 9th and 12th grades. A primary focus area is creating targeted, high-value opportunities that incentivize families of upperclassmen to remain actively connected. CUHSD plans to redesign traditional family nights into interactive, grade-specific workshops. These will focus directly on high-stakes secondary milestones, including navigating financial aid (FAFSA/CADAA completion), understanding career technical education (CTE) pathways, dual enrollment, and preparing students for post-secondary transitions.  2. Enhancing Multi-Tiered Communication and Digital Access While the district has made progress with general digital outreach, partner feedback highlights a critical need to streamline our communication ecosystem. Families with multiple students or those navigating complex schedules report feeling overwhelmed by disparate messages from various teachers, coaches, and platforms. CUHSD is focusing on implementing a more unified, user-friendly communication system that guarantees reliable, two-way translation for our Spanish-speaking households. Additionally, we will provide targeted technical support and workshops to help families navigate the Aeries Parent Portal, ensuring all parents—regardless of their digital literacy—can seamlessly track their student’s graduation progress, attendance, and grades in real-time.  3. Proactive Outreach for At-Promise and Underrepresented Families Educational partner input emphasizes the need for more proactive, culturally responsive outreach to families of students experiencing chronic absenteeism, academic struggles, or socio-emotional challenges. Instead of reaching out only during a crisis, CUHSD is focusing on building a framework for positive, preventative touches. This includes expanding the capacity of our counseling and support teams to conduct home visits and creating localized parent advisory subgroups. By meeting our foster, unhoused, and migratory families where they are, we aim to dismantle barriers to trust and ensure they are equal partners in our multi-tiered systems of support (MTSS)."|Based on local data and partner input, Chowchilla Union High School District (CUHSD) will improve engagement for underrepresented families—including low-income (80%+), English Learner, migrant, foster, and unhoused households—by implementing three targeted strategies:  Linguistic and Culturally Responsive Communication: CUHSD will ensure all essential academic, graduation, and intervention materials are fully translated into Spanish. Staff will utilize two-way translated digital tools for real-time text dialogue and revitalize parent committees (like ELAC) into highly informative, welcoming spaces.  Flexible and Accessible Meeting Formats: To accommodate working families facing transportation or schedule barriers, the district will provide hybrid options (in-person, phone, or video) for critical meetings like SSTs and IEPs. We will also offer hands-on, small-group support to help families navigate the Aeries Parent Portal.  Proactive, Community-Based Outreach: To support our most vulnerable foster and unhoused students, counseling and support teams will conduct community-based outreach. Staff will connect with families early to address attendance or socio-emotional needs, providing direct access to academic tutoring and essential basic resources before crises occur.|Expanded Academic Pathways & Community Alliances: CUHSD has leveraged partnerships with local industries, agricultural organizations, and higher education institutions to boost Career Technical Education (CTE) and dual-enrollment opportunities. These collaborations directly contributed to an increased district graduation rate of 92.6%.  Targeted Multilingual Student Support: Robust collaboration between site administrators, counselors, and our English Learner Advisory Committee (ELAC) led to a significant 13.1% district-wide increase in English Learner progress, ensuring more students are successfully tracking toward English language proficiency.  Data-Driven Family Academic Access: Through regular community training sessions, staff have empowered parents to use the Aeries Parent Portal to monitor student grades, daily attendance, and progress toward graduation requirements, creating a collaborative framework between home and school to improve student accountability.|Mitigating Chronic Absenteeism Through Shared Accountability: While our overall graduation metrics are stable, local dashboard data underscores a critical need to engage families proactively regarding attendance. CUHSD will focus on building early-intervention partnerships with parents of chronically absent students, framing attendance not as a compliance issue, but as a direct driver of long-term academic and socio-emotional success.  Deepening Parent Engagement in College and Career Readiness: Partner feedback indicates that while families utilize portals to check basic grades, there is a gap in collaborative planning for post-secondary pathways. The district's focus is to closely partner with families on tracking A-G university alignment, expanding career technical education (CTE) pathway milestones, and increasing parent participation in financial aid workshops (FAFSA/CADAA).  Targeted Outreach for At-Risk Student Populations: Local data highlights a persistent gap in outcome-driven partnerships for our most vulnerable student groups, including students with disabilities, foster youth, and unhoused students. CUHSD plans to build targeted family partnerships by offering specialized case-management check-ins and coordinating with community resources to ensure these families are equal partners in our multi-tiered systems of support (MTSS).|Removing Barriers to Post-Secondary Planning: CUHSD will provide high-quality, dual-language translation (English and Spanish) for all college and career readiness materials.   Proactive Attendance and Academic Interventions: Rather than contacting families only after an academic or attendance crisis, counseling and support staff will engage in preventative, two-way communication. Staff will partner directly with parents of at-risk students to co-create attendance success plans, ensuring families have immediate access to tutoring and multi-tiered systems of support (MTSS).  Community-Centered Collaboration: Recognizing that scheduling and transportation challenges often limit school site participation, CUHSD will revitalize parent advisory groups (such as ELAC) by embedding actionable student-outcome data into meetings. Support teams will also conduct direct outreach within the community to connect vulnerable foster and unhoused families with localized academic and socio-emotional resources.|Established Advisory Committee Frameworks: CUHSD successfully maintains structured stakeholder committees—including the District Advisory Committee (DAC), English Learner Advisory Committee (ELAC), and specialized LCAP advisory forums. These groups actively bring together parents, certificated and classified staff, community members, and site administrators to review qualitative and quantitative data to guide funding and program recommendations.    Multi-Modal Educational Partner Feedback Loop: The district has expanded its methods for gathering diverse stakeholder input by using a combination of annual digital surveys and interactive, in-person/hybrid community feedback sessions. This multi-modal approach ensures that families, staff, and students have multiple accessible pathways to voice their perspectives on campus safety, academic support, and school climate.  Elevating Student Voice and Leadership: A distinct strength is CUHSD’s progress in integrating direct student input into secondary decision-making. By leveraging student surveys, feedback sessions, and student achievement outcomes presented directly to the District Office and Board of Trustees, the district actively ensures that the primary beneficiaries of our programs are co-designers of their own high school experience.|"Deepening Representative Input from Underrepresented Subgroups: While attendance at broad community sessions is stable, local data indicates a need to increase direct representation from our unduplicated student groups. A key focus is to lower participation barriers for low-income, Spanish-speaking, migrant, and foster/unhoused families by embedding input opportunities into non-traditional spaces, offering targeted outreach, and ensuring robust bilingual support to guarantee their voices actively shape district spending and program design.  Closing the Feedback Loop with Partners: Educational partners note that while they frequently provide input via surveys and advisory committees (such as DAC and ELAC), they would like further clarification on how their feedback influenced decision-making. CUHSD will focus on establishing a transparent ""feedback loop""—explicitly reporting back to parents, staff, and students how their suggestions were integrated into budget allocations, safety policies, and campus interventions."|"Removing Obstacles to Committee Participation: CUHSD will actively lower barriers to attending governance meetings (like DAC and ELAC) by offering flexible meeting times, hybrid in-person/virtual attendance options, and on-site childcare. The district will provide comprehensive, real-time Spanish translation for all data presentations and feedback forms, ensuring multilingual parents can confidently and fully participate in budget and program discussions.  Decentralized, Community-Based Input Sessions: Recognizing that transportation or work schedules prevent many underrepresented families from coming to the school site, CUHSD will meet families where they are. The district will host smaller, virtual spaces, creating comfortable environments to capture input from historically marginalized or vulnerable student subgroups.  Transparent Feedback Loops and Culturally Responsive Communication: To build trust and prove that underrepresented family input matters, CUHSD will establish a direct ""feedback loop."" After input windows close, the district will report back clear, dual-language oral reports detailing exactly how parent feedback was used to shape LCAP goals, funding choices, and school site policies."|3|4|2|5|3|3|4|4|5|5|4|2|Met||2026-06-08|2026
20652430000000|Madera Unified|3|MUSD is in the beginning stages of further developing staff capacity to build trusting and respectful relationships with families and to deepen understanding of families’ strengths, cultures, languages, and goals for their children.|Current efforts include expanding professional learning opportunities and providing educators with experiences such as poverty simulations to increase empathy and understanding of the diverse needs of families, particularly English learner families. Additionally, the district is in the initial stages of strengthening two-way communication between schools and families by increasing regular, positive, and accessible communication in families’ home languages and through multiple communication platforms.|Madera Unified continues to make progress in strengthening family engagement practices across the district. The district has fully implemented and sustained welcoming environments for families through accessible Parent Resource Centers, bilingual support staff, flexible parent programming options, and community-centered services that help families feel connected and supported.|Madera Unified School District continues to demonstrate strong implementation in providing families with information, resources, and support to strengthen student learning and development at home. Families have access to a wide variety of programs offered in both English and Spanish, along with Parent Resource Centers, workshops, and community resources that help parents support their children academically and understand their educational rights.|During parent-teacher conferences, teachers meet with families to review each student’s ME To BE Report and discuss student progress and strategies for success. Parents are also provided with informational videos to help them actively engage in these conversations and advocate for their children.|While strong systems are in place to support family engagement and advocacy, an area identified for continued growth is expanding professional learning opportunities and support for teachers, administrators, and staff to further strengthen their capacity to build meaningful relationships with families through effective two-way communication, effective meeting facilitation and authentic community engagement practices. The district will continue working to strengthen partnerships with families through collaboration with district departments and community organizations focused on attendance, literacy, parenting education, and coordinated family support services.|The district continues building family capacity through parent workshops, informational resources, and short videos designed to help families better understand the importance of involvement in school committees and decision-making. In addition, Parent Resource Centers at school sites and the district call center provide families with accessible, live, and in-person support to help strengthen engagement and connections with schools.|Areas for continued growth include strengthening staff and administrator capacity to effectively engage families and increasing collaborative opportunities for families and educators to work together in planning and evaluating engagement activities. To support this work, MUSD will continue to provide professional learning opportunities, including a Poverty Simulation experience, to help educators better understand the strengths and challenges of the families they serve and foster stronger relationships and communication with the community.|Madera Unified School District continues to strengthen family engagement by providing families with multiple opportunities to participate in advisory groups and decision-making through School Site Council meetings, Parent Advisory meetings, DELAC meetings, surveys, and other engagement activities. To better support underrepresented families, the district also developed informational video clips in English, Spanish, Mixteco, and Punjabi to increase access to resources and involvement opportunities.|2|5|2|4|2|5|5|4|2|4|4|2|Met||2026-06-23|2026
20652430100016|Sherman Thomas Charter|3|Sherman Thomas Charter School has greatly progressed in building partnerships for student outcomes. We have a strong Student Support Team process that addresses academics, behavior, and social-emotional as necessary and includes links to community organizations for additional support. STCS is involved in the Community Engagement Initiative (CEI), and this has supported the school in going to the next level in building relationships. Parents strongly believe students are cared for and treated respectfully. Highlights - Adults really care about students ( 89% positive ) -Treats students with respect ( 89% positive ) -School staff treat parents with respect ( 90% positive ) -Staff are helpful to parents ( 89% positive ) -Parent concerns are taken seriously ( 89% positive)|As a focus area, we would like to continue offering training for parents to better understand their students’ curriculum and assessment data. We also want to inform parents how best to support their child’s academic progress at home. Strengthening communication and involvement through family workshops and family math nights. The school is doing a two-day professional development for teachers on supporting families with supporting math achievement at home.|To improve engagement, the LEA will strengthen relationships by implementing targeted strategies such as: expanding multilingual communication through translated newsletters, Bloomz, and offering flexible meeting times (in-person and virtual) to accommodate family schedules. Additionally, the LEA will host culturally relevant family events to build trust and belonging. Regular feedback loops, such as surveys and focus groups, will ensure that the voices of underrepresented families continue to guide this work, fostering meaningful two-way communication between families and school staff. PAC/CEI has ensured that there is a parent of a student with disabilities and a parent of a student from a minority population—families who have joined the CEI team are English Learner.|Sherman Thomas Charter School works to ensure strong relationships between families and school staff. According to our parent survey, 82% of families had positive responses regarding opportunities for participation in programs and input in decision-making. In order to increase this percentage, STCS has increased communication by utilizing an app called Bloomz, monthly Newsletters, and coffee with the principal. All important dates and events are posted, and daily and weekly updates are provided by classroom teachers. In addition, the Newsletter and Bloomz posts will be available in English and Spanish, online and in print, making it easier for families to communicate. This year, the school provided a sign-up sheet for parents to volunteer to read a story to their child's class during Read Across America Week, and there were about 10 parents who volunteered. The school hopes to build on this success for next year.|The school is working on informing parents about student progress earlier in the school year, so students can get the help they need early by holding meetings. Student Support Plan (SSP) processes are now implemented to communicate when students are struggling. Family Conferences are held three times a year for students struggling to meet grade-level standards. The school initiates the SST process with the student’s family when a student isn’t making progress to ensure that students get the help they need to be successful.|Phone conferences will be held with a translator available for parents who can’t attend conferences or other meetings. The school has two staff members who translate for parents who don’t speak English.|Sherman Thomas Charter School has developed a strong structure for parent engagement in the Parent Advisory Council (PAC). Staff attend and present to the PAC. School Staff solicit and receive parent input via surveys, informal discussions, and the advisory council.|Parent and community engagement will continue as a primary focus for the upcoming year. STCS have participated in the Community Engagement Initiative (CEI) and the work has been very helpful in refl ecting on parent engagement practices. This year the school has experimented with a variety of new practices to determine what is most effective for engaging STCS families. Short surveys with only a few questions have been administered at various points in the year to capture quick feedback. The school will also provide food at Open House this year to boost attendance. The family survey link will be available at Open House and families will be encouraged to complete the survey while they are at the Open House event.|To address this, the LEA will improve engagement by providing multiple, accessible opportunities for input, including offering meetings at varied times, using virtual platforms, and providing interpretation and translation services. The LEA will strengthen partnerships with community organizations to help amplify underrepresented voices and will intentionally recruit diverse parent representatives for advisory committees such as PAC, ELAC, and CEI. Feedback tools like surveys will be simplifi ed and translated to ensure accessibility. Additionally, the LEA will establish regular follow-up practices to share how family input has infl uenced school decisions, demonstrating the value and impact of their contributions.|4|4|4|4|5|4|4|4|4|4|4|5|Met||2026-06-23|2026
20652430107938|Liberty Charter|3|Liberty Charter provides multiple opportunities for parents to participate in the  school community.  Each grade defines parental involvement goals each year. The school hosts a Back to School Night where dinner is provided and parents are shown how to access Class Dojo for communication with teachers. Mandatory parent conferences are held in the fall to share student progress with families.  Parent workshops and events are conducted throughout the year and parent surveys are administered annually in both hard copy and online format. Parents are very engaged and are participating in our school events such as the Harvest Festival, ASES carnival, and the Winter Program. Large numbers of parents attend school events and chaperone our field trips. This year the school rented out the largest venue in the county to ensure all families could attend the Holiday performance, and the building was filled to capacity.  Due to the popularity of the parent breakfasts, there are now four every year. All of our board members are parents at the school and they are very engaged both preparing for their meetings and helping with other school events. Parents continue to report a strong sense of connectedness with the school community based on the annual family survey.|Overall, parents have very strong relationships with the school. The school will continue to strengthen communication and provide multiple access points for parents to find information.  The website is being updated regularly with current information for families in addition to providing the information through Class Dojo and flyers/newsletters that go home with students.|The school will continue to communicate using multiple methods in order to strengthen relationships with underrepresented families.|The school has very strong relationships with families that have successfully enabled strong partnerships for student outcomes.  This success can be attributed to the school's commitment to fostering a positive and engaging environment for students and families alike.  Providing nutritious meals,  organizing numerous events, offering counseling support, and maintaining an overall customer-centric model make this a school that children want to come to every day. The counseling team plays a pivotal role in identifying and addressing attendance-related concerns. Utilizing a solution-focused approach, they adeptly navigate through potential issues, working collaboratively with students, families, and staff to find effective resolutions.  Encouraging an open dialogue, parents feel empowered to seek assistance when needed, knowing that the school is dedicated to providing whatever support is necessary.|Overall, parents have very strong relationships with the school. The school will continue to strengthen communication and provide multiple access points for parents to find information.  The website is being updated regularly with current information for families in addition to providing the information through  Class Dojo and flyers/newsletters that go home with students.|The school will continue to provide information regarding how families can support student outcomes using multiple methods of communication.|Parents are participating in decision-making activities, as evidenced by 100% of board members being current Liberty parents.|Liberty would like to increase family participation in the annual survey.|Liberty will increase communication about the importance of participating in the school survey.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-18|2026
20652430118950|Sherman Thomas Charter High|3|Based on educational partner input, parent surveys, student surveys, and ongoing communication with families, Sherman Thomas Charter High School has continued to demonstrate strong progress in building positive relationships between school staff and families. Parent survey results indicate that families feel welcomed, respected, and supported by school staff. Parents overwhelmingly reported that the administration, front office staff, and teachers behave in a caring, respectful, and professional manner and that communication between the school and families is open and effective. Families also shared that staff members understand and support the individual needs of students and that the school values parental involvement in students’ education. Many parents identified the school’s small size, supportive environment, and strong staff-to-student relationships as major strengths of the program.  Educational partner feedback also reflects the school’s commitment to maintaining regular communication and creating meaningful opportunities for family involvement. STCHS utilizes multiple forms of communication including email, Remind, phone calls, End-of-Learning-Period meetings, Parent Advisory Committee meetings, and schoolwide family events such as Culture Night and Art Hop and Awards Night. Survey feedback showed strong parent interest in continued family engagement opportunities, including monthly Zoom meetings, parent information nights, and college and career readiness workshops. Families frequently expressed appreciation for the responsiveness of staff and the school’s willingness to work collaboratively to address concerns and support student success.  Student survey data further supports the strength of relationships between staff, students, and families. Students reported that staff members care about them, encourage them to succeed, and create a supportive and welcoming school environment. Many students specifically highlighted positive relationships with teachers and staff as one of the school’s greatest strengths and noted appreciation for the individualized support and sense of community provided at STCHS.|Based on the analysis of educational partner input and local data, Sherman Thomas Charter High School has identified several focus areas for continued improvement in building relationships between school staff and families. Although survey data indicates that families generally feel welcomed, respected, and supported by staff, educational partners expressed a desire for increased communication and additional opportunities for family engagement. Parents requested more reminders regarding school events, clearer communication related to grading practices and classroom expectations, and additional information regarding college and career readiness opportunities, including FAFSA, college requirements, and post-secondary planning.  Families also expressed interest in expanded opportunities to participate in school activities and decision-making processes through Parent Advisory Committee meetings, family events, and virtual engagement opportunities such as monthly Zoom meetings. Feedback indicated that some families would benefit from additional support in understanding school systems and policies, including the hybrid independent study model, online learning platforms, grading systems, and attendance expectations.  Student survey feedback also identified opportunities to strengthen communication and student support systems. Some students expressed concerns regarding consistency in communication, classroom expectations, and access to academic support. Students also indicated a desire for additional extracurricular opportunities, college tours, volunteer opportunities, and increased student engagement activities.  In response to this feedback, STCHS will continue to strengthen relationships between school staff and families by increasing communication opportunities, expanding parent education and engagement events, providing clearer and more consistent information regarding academic expectations and student progress, and continuing to foster a welcoming, collaborative, and student-centered school culture for all families.|Based on the analysis of educational partner input and local data, Sherman Thomas Charter High School will continue to improve engagement of underrepresented families by expanding communication methods, increasing opportunities for participation, and providing additional support to ensure all families feel connected and informed. Survey feedback indicated that some families would benefit from more reminders about school events, clearer communication regarding academic expectations and policies, and additional information related to college and career readiness opportunities.  To address these needs, STCHS plans to increase the use of multiple communication platforms, including Remind, email, phone calls, Zoom meetings, and in-person events, in order to better accommodate varying family schedules and communication preferences. The school will continue offering flexible opportunities for participation through Parent Advisory Committee meetings, family engagement nights, and virtual information sessions. STCHS also plans to provide more targeted parent workshops focused on topics such as the hybrid independent study model, grading practices, college and career planning, FAFSA, attendance expectations, and online learning platforms.  Additionally, the school will continue working to build strong personal relationships with families through regular check-ins, End-of-Learning-Period meetings, and individualized outreach to families who may be less connected to the school community. Bilingual communication and translation support will continue to be utilized when needed to ensure families have equitable access to information and participation opportunities. Through these efforts, STCHS aims to strengthen trust, improve communication, and ensure all families feel welcomed, supported, and included in the educational process.|Based on the analysis of educational partner input and local data, Sherman Thomas Charter High School has demonstrated strong progress in building partnerships with families to support positive student outcomes. A core strength of the program is the collaborative and individualized approach embedded within the school’s hybrid independent study model. At the start of each semester, students, families, and teachers work together to establish post-graduation goals and develop individualized academic plans aligned to each student’s educational and career interests. Parents and guardians meet with school staff at least twice annually to review student progress toward goals and make adjustments as needed.  STCHS has also implemented multiple systems to strengthen communication and collaboration between families and school staff. Families have continuous access to the student grade portal and receive regular updates regarding grades, attendance, assignments, interventions, and student progress. The school also utilizes email, phone calls, Remind notifications, Parent Advisory Committee meetings, and End-of-Learning-Period meetings to maintain consistent communication and encourage active family involvement in the educational process.  Another strength of the LEA is the proactive support system provided for students who may be struggling academically. When a student completes less than 80% of assigned work, the school holds a meeting with the student, parent/guardian, supervising teacher, and administration, when appropriate, to develop an individualized improvement plan and identify additional supports. This process promotes accountability, early intervention, and strong collaboration between home and school to improve student success.  Educational partner feedback further supports these strengths. Parent survey data indicated that families feel supported by staff, believe teachers understand students’ individual needs, and appreciate the caring and responsive school environment. Students also reported that staff members encourage them to succeed and create a supportive and welcoming learning environment.|Based on the analysis of educational partner input and local data, Sherman Thomas Charter High School has identified several focus areas for continued improvement in building partnerships for student outcomes. While the school has made significant progress in strengthening communication and providing families with academic resources and support, survey feedback indicates that families would benefit from additional opportunities for ongoing engagement and academic planning throughout the school year.  Parents expressed interest in receiving more frequent communication regarding college and career readiness, including information related to FAFSA, college admissions requirements, dual enrollment opportunities, internships, and post-secondary planning. Families also requested additional workshops and informational sessions to help them better support students academically and navigate the hybrid independent study model, online learning platforms, and intervention supports.  Educational partner feedback also identified the need for continued improvement in consistency and clarity regarding grading practices, classroom expectations, and academic interventions. In response, STCHS plans to continue expanding opportunities for teachers and families to collaborate regarding student progress through End-of-Learning-Period meetings, intervention meetings, and individualized academic planning discussions. The school also plans to increase parent education opportunities through parent information nights, virtual meetings, and targeted workshops focused on graduation requirements, college and career readiness, and strategies to support student success at home.  Additionally, student survey feedback highlighted a desire for increased student engagement opportunities, including additional extracurricular activities, field trips, college tours, and volunteer opportunities. STCHS recognizes the importance of connecting family engagement to overall student connectedness and post-secondary readiness and will continue working to strengthen partnerships between families, students, and staff to improve student outcomes.|Based on the analysis of educational partner input and local data, Sherman Thomas Charter High School will continue working to improve engagement of underrepresented families by expanding communication, increasing accessibility to school resources, and providing additional opportunities for meaningful participation in the educational process. Educational partner feedback indicated that some families would benefit from more frequent reminders, additional academic planning support, and increased access to college and career readiness information.  To improve engagement, STCHS plans to increase the use of multiple communication methods, including phone calls, emails, Remind messages, Zoom meetings, and in-person meetings, in order to better accommodate varying family schedules and communication preferences. The school will continue providing flexible opportunities for participation through Parent Advisory Committee meetings, family engagement events, and virtual informational sessions.  STCHS also plans to expand parent education opportunities focused on topics such as graduation requirements, FAFSA completion, educational enrichment enrollment opportunities, attendance expectations, online learning platforms, intervention supports, and strategies families can use to support student success at home. The school will continue individualized outreach to families whose students may be struggling academically or are less connected to school activities in order to strengthen relationships and ensure families remain informed and involved in decision-making related to student progress.  Additionally, bilingual communication and translation support will continue to be utilized when needed to ensure equitable access to information and participation opportunities for all families. Through these efforts, STCHS aims to strengthen trust, improve collaboration between home and school, and ensure all families feel welcomed, informed, and supported in helping students achieve positive academic and post-secondary outcomes.|Based on the analysis of educational partner input and local data, Sherman Thomas Charter High School has demonstrated continued growth in seeking family input for decision-making and increasing opportunities for educational partners to participate in school planning processes. During the 2025–2026 school year, the LEA established a Parent Advisory Committee, which significantly strengthened family engagement and collaboration between families and school staff. The creation of the committee allowed the school to more effectively gather parent feedback, better understand the needs and priorities of families, and increase family participation in discussions related to school policies, programs, student supports, and future planning.  Through the Parent Advisory Committee, families were provided regular opportunities to share input regarding topics such as school communication, academic supports, college and career readiness opportunities, family engagement activities, student interventions, and proposed policy changes. The LEA also continued utilizing parent and student surveys, End-of-Learning-Period meetings, Back-to-School Night, family events, and ongoing communication through email, phone calls, and Remind messages to gather educational partner feedback and encourage participation in decision-making processes.  As a result of these efforts, the LEA’s implementation ratings in this section increased from primarily “3 - Initial Implementation” to “4 - Full Implementation” in most areas. Educational partner feedback indicates that families feel more informed, more connected to the school community, and more comfortable providing input regarding school programs and policies. The LEA recognizes that continuing to build family leadership opportunities and expanding participation from underrepresented families will remain an area of focus moving forward.|Based on the analysis of educational partner input and local data, Sherman Thomas Charter High School has identified several focus areas for continued improvement in seeking input for decision-making. While the development of the Parent Advisory Committee significantly increased opportunities for family participation and feedback during the 2025–2026 school year, the LEA recognizes the need to continue expanding participation and increasing representation from all family groups within the school community.  Educational partner feedback indicated that some families would benefit from additional opportunities to participate in school decision-making processes through flexible meeting formats, increased communication regarding meeting topics, and more opportunities for virtual participation. Families also expressed interest in having more ongoing input regarding academic programs, student supports, school policies, college and career readiness opportunities, and extracurricular activities.  The LEA also identified a need to continue building the capacity of families to participate confidently in advisory groups and school planning processes. Moving forward, STCHS plans to provide additional information and guidance to families regarding school programs, the LCAP process, student data, graduation requirements, and intervention supports so that families feel informed and prepared to provide meaningful feedback and recommendations.  Additionally, student survey feedback demonstrated a desire for increased student engagement opportunities, including more extracurricular activities, field trips, volunteer opportunities, and college tours. The LEA recognizes the importance of including both student and family voice in future planning and decision-making processes and will continue working to strengthen collaboration between educational partners to improve school programs and student outcomes.|Based on the analysis of educational partner input and local data, Sherman Thomas Charter High School will continue working to improve engagement of underrepresented families in decision-making processes by increasing accessibility, expanding communication methods, and creating additional opportunities for meaningful participation. Educational partner feedback indicated that some families may face barriers to participation due to scheduling conflicts, transportation limitations, or uncertainty regarding school processes and advisory roles.  To address these needs, STCHS plans to continue offering flexible opportunities for participation through both in-person and virtual Parent Advisory Committee meetings, family engagement events, surveys, and informational sessions. The LEA will increase outreach efforts using multiple communication methods, including Remind messages, emails, phone calls, and social media updates, to ensure families are aware of opportunities to provide input and participate in decision-making processes.  The school also plans to provide additional parent education and support related to the LCAP process, graduation requirements, college and career readiness opportunities, intervention supports, and school policies so families feel informed and confident in providing feedback and recommendations. STCHS will continue individualized outreach to families who may be less connected to school activities or whose students may need additional academic or behavioral support in order to strengthen relationships and encourage participation.  Additionally, bilingual communication and translation support will continue to be utilized when needed to ensure all families have equitable access to information and opportunities for involvement. Through these efforts, STCHS aims to increase representation from all family groups, strengthen educational partner collaboration, and ensure all families feel welcomed, valued, and included in school decision-making processes.|5|5|5|5|4|4|5|4|4|4|4|3|Met||2026-06-23|2026
20652430134510|Sherman Thomas STEM Academy|3|At the Academy, we strongly believe in the partnership between home and school. We regularly communicate with families - sending home weekly packets with work from the previous week including a grade check, updating all grades weekly, sending home a weekly recap email, distributing paper fliers for events (in the expected weekly packet), and having monthly parent meetings. Through this partnership and communication, our students feel supported and the results have positive outcomes. We had 100% parent participation in at least one parent teacher conference.|As we feel this is a strength, we do not have a focus area for improving building partnerships for student outcomes. We know how important it is to build that partnership and believe a significant reason for our student's success on academic measures as well as social/emotional growth is the result of the strong partnership between school and home, which we have worked hard to establish since before our school even opened.|All groups within our school community are represented and engaged in the process of partnering to build student outcomes. In the past, we had difficulty communicating with our Spanish speaking families, but for the past few years, we have had staff on campus who are bilingual and help at all functions as well as to communicate important information (phone call or in person explanations).|"We feel that our relationships between school staff and families is a strength of our school. This is evidenced in both informal comments from parents as well as our parent survey data conducted each spring. On our most recent survey (March 2026), 100% of parents reported feeling very satisfied with the school, 100% also felt that ""the staff at this school build trusting and respectful relationships with families."" We had 91% of parents participate in at least one evening event and 36% participate as a chaperone/parent volunteer for a Friday."|At this time, we don't have an area for improvement in building relationships between school staff and families. This is a strength of our school and an area we have worked very hard at and focused on since opening in 2017.|All groups within our school community are represented and engaged in the process of partnering to build student outcomes. Since the 2022-23 school year we have had 1-3 staff members who are fluent in Spanish, which has allowed us to fully include our Spanish speaking families in school activities and to be able to more regularly communicate information to help increase student outcomes (this was an area of weakness in the 2020-21 and 2021-22 school years).|"As previously mentioned, our parent engagement and satisfaction is very strong and a true strength of our school. On our most recent survey (March 2026), 97.8% of parents felt that, ""my child's school supports and builds the capacity of family members to effectively engage in advisory groups and decision making."" We had 91% participation in at least one of our monthly parent meetings, where this decision making mostly takes place."|his is an area of strength of ours, and as such, we do not have a focus area to improve seeking input for decision making. Every month, parents are given the opportunity to provide input on decisions, including bringing up topics themselves for things they want to see changed or happening. We greatly value our parent's input. They even help with the editing of the survey itself that is sent out to parents to ensure that we are collecting the most relevant and meaningful data.|All families are represented in the decision making process. As previously mentioned, an area of weakness had been (in the 2020-21 and 2021-22 school years) incorporating our families who only spoke Spanish, but with the hiring of staff who are bilingual, we have been able to incorporate all groups in the decision making process.|5|5|5|5|5|5|5|4|5|5|5|5|Met||2026-06-23|2026
20652760000000|Raymond-Knowles Union Elementary|3|Raymond-Knowles Union Elementary School District continues to build strong, positive relationships with families through a welcoming school environment, open communication, and meaningful interactions between staff and parents. Parent survey results indicate high levels of satisfaction, with 92% of families reporting trusting and respectful relationships with staff and 88% reporting positive experiences with welcoming environments, understanding family needs, and two-way communication. The District's small-school environment allows staff to know students and families personally, strengthening family engagement and trust.|The District will continue expanding resources and communication that support families in helping students learn at home and increase opportunities for families to better understand their educational rights and available services. Survey feedback indicates opportunities to strengthen parent awareness of available resources and improve communication regarding student supports and advocacy.|The District will continue using multiple communication methods, including ParentSquare, email, phone calls, social media, and personal outreach, to engage all families. Flexible meeting opportunities and individualized communication will be provided to encourage participation from families who have traditionally been less involved. Staff will continue working to identify barriers to participation and provide additional support when needed.|Raymond-Knowles maintains strong partnerships with families to support student success. Parent survey results indicate that 92% of respondents feel the District meets with families to discuss and support improved student outcomes, and 81% report having access to resources that support learning at home. Staff regularly communicate with families regarding academic progress, student needs, and intervention strategies to promote student achievement.|The District will continue strengthening partnerships by increasing family awareness of available academic resources, intervention supports, and parents' rights within the educational process. Additional efforts will be made to provide information that empowers families to actively participate in supporting their children's academic success.|The District will continue providing personalized outreach to families who participate less frequently by offering flexible meeting times, individual conferences, and multiple communication platforms. Staff will encourage participation by building relationships, removing barriers to involvement, and providing information in an accessible and timely manner.|Raymond-Knowles actively seeks family input through annual LCAP surveys, School Site Council meetings, Board meetings, and regular communication with families. Parent survey results indicate that 85% of families feel encouraged to participate in committees and decision-making, while 81% report opportunities to provide input on district policies and programs. Family feedback is used to inform district planning and continuous improvement efforts.|The District will continue increasing opportunities for families to participate in planning, evaluating, and providing feedback on district programs and family engagement activities. Efforts will focus on increasing participation rates and ensuring families understand how their input influences district decisions.|The District will expand outreach to families who have not traditionally participated in surveys, committees, or district meetings through direct invitations, multiple communication methods, and flexible participation options. The District will continue encouraging representation from all student groups to ensure a broad range of perspectives are included in district decision-making.|4|4|4|4|3|3|4|3|4|3|3|3|Met||2026-06-26|2026
20755800000000|Golden Valley Unified|3|During the 2025–26 school year, the district maintained a dedicated focus on cultivating a more inclusive, equitable, and welcoming environment for all students and their families. School staff have successfully deepened community partnerships, establishing strong, trust-based relationships with stakeholders. To foster continuous collaboration, sites host regular parent meetings and consistently provide vital translation and interpretation services to eliminate language barriers. Furthermore, the district has empowered families by ensuring transparent, real-time access to student grades, attendance metrics, and upcoming assignments. This comprehensive approach bridges the gap between home and school, driving active family partnership in student academic success.|To support our increasingly diverse student population and their families, the LEA is systematically upgrading its approach to family engagement by prioritizing meaningful, two-way communication. Moving beyond traditional outreach, the district is actively cultivating spaces to listen to and collaborate with stakeholders. Through formalized community advisory committees and accessible, informal parent meetings, the LEA is directly engaging with families to identify, understand, and responsively address their unique cultural, academic, and socio-emotional needs.|To promote equitable access and deepen school-family partnerships, GVUSD will maintain its practice of hosting parent meetings after school hours to accommodate working families, ensuring Spanish translation services are consistently available. Moving forward, the district is establishing a more systematic, data-driven approach to communication. This will empower site administration to more accurately assess, identify, and address localized family needs, thereby fostering stronger, more collaborative relationships between our schools and the communities they serve.|GVUSD is actively enhancing data transparency by streamlining the dissemination of student assessment outcomes at both the site and district (LEA) levels. To ensure academic goals are collaborative, the district partners with families by soliciting their direct input on student performance metrics. This is accomplished through comprehensive stakeholder surveys and targeted site-based parent and community meetings, ensuring family perspectives actively inform our instructional priorities.|A primary objective for GVUSD is the establishment and maintenance of a structured, system-wide framework for family-school partnerships. To achieve this, the district provides targeted professional development and instructional coaching to teachers and principals, building their capacity to execute highly effective family engagement strategies. By equipping educators and administrators with these foundational skills and evidence-based practices, GVUSD aims to cultivate meaningful, culturally responsive, and sustainable relationships with the families we serve.|Moving forward, GVUSD will strategically expand its community outreach initiatives by centering communication, cultural competence, and authentic collaboration. The district is prioritizing the cultivation of deep institutional trust and reciprocal relationships with families. To achieve this, sites will implement flexible meeting structures, deploy culturally responsive engagement practices, and utilize diversified, multi-platform communication channels to ensure all segments of our diverse community are reached and valued.|Through formalized Parent Advisory committees, structured parent-teacher conferences, and continuous communication via ParentSquare, GVUSD actively involves families in the governance of school policies and campus activities. These integrated platforms offer stakeholders multiple, accessible pathways to collaborate with site staff, share feedback, and contribute directly to the district's decision-making processes. Cultivating these consistent, multi-channel interactions ensures a transparent environment where families are fully informed and actively engaged, ultimately strengthening the critical partnership between home and school.|GVUSD deeply values and actively encourages authentic engagement from all members of our educational community. While aggregate parent attendance at site and district meetings remains stable, a historical gap persists in the robust participation of our underrepresented student groups and families. To cultivate a more equitable partnership, the district is deeply committed to boosting attendance from these specific demographics at school planning and governance forums. GVUSD will deploy a diversified, multi-tiered outreach strategy—leveraging direct phone calls, targeted text messages, personalized face-to-face communication, social media campaigns, and dedicated website updates—to ensure all stakeholder voices directly shape our planning processes.|Site administrators will proactively implement targeted survey and recruitment initiatives to ensure that historically underrepresented segments of the school community—including teachers, parents, and students—are authentically engaged. By intentionally seeking out these diverse perspectives, site leadership aims to maximize stakeholder involvement and ensure that school governance, planning committees, and campus activities are genuinely reflective of the entire student body.|4|4|3|4|4|4|5|4|4|4|4|4|Met||2026-06-25|2026
20756060000000|Chawanakee Unified|3|Chawanakee Unified School District has strengthened relationships between school staff and families through intentional communication, expanded engagement opportunities, and increased collaboration with community partners. Educational partner input, participation data, and local survey results demonstrate progress in building trust and meaningful connections between schools and families across the district.  The district has expanded opportunities for involvement through Superintendent Forums, Coffee with the Superintendent meetings, School Site Councils, Community Advisory Committee meetings, wellness events, and Community Schools collaborative leadership structures. These efforts have increased transparency and provided families with regular access to district leadership and decision-making processes. The district has also broadened participation by engaging families in culturally relevant activities, school garden projects, after-school programming, wellness initiatives, and community-based learning opportunities that strengthen connections between schools and the communities they serve.|Based on educational partner input and local data, Chawanakee Unified School District identified communication consistency and increasing meaningful family engagement as focus areas for improvement. Parent survey feedback emphasized the importance of timely communication regarding grades, attendance, assignments, interventions, and available student supports, as well as the need for consistent responsiveness between school staff and families. As a rural district serving many socioeconomically disadvantaged families, the LEA recognizes the importance of building trusting, relationship-centered partnerships that help families feel welcomed, supported, and connected to schools. The PLC structure across the district and ongoing professional development are strategies to support staff in building those relationships and strengthening communication.|The district will continue improving engagement of underrepresented families by expanding relationship-centered outreach and increasing opportunities for meaningful participation through Superintendent Forums, Coffee with the Superintendent meetings, School Site Councils, Community Advisory Committee meetings, wellness events, and Community Schools leadership activities. The district will continue strengthening partnerships with Tribal organizations, community agencies, and local organizations to ensure schools better reflect the cultures, needs, and priorities of the communities they serve.  Survey feedback highlighted that families value the district’s strong relationships, small school culture, caring staff, and welcoming environments, while also identifying opportunities to improve communication regarding academics, grades, school events, and available student supports. The district will also continue improving communication systems through ParentSquare, the Aeries Parent Portal, newsletters, social media updates, and direct outreach from school staff. Educational partner feedback identified a desire for more timely communication related to grades, assignments, attendance, and teacher responsiveness. In response, the district will continue working to strengthen home-school communication practices and increase consistency across school sites and grade levels.|Chawanakee Unified School District has demonstrated progress in Building Partnerships for Student Outcomes through expanded collaboration with families, community organizations, Tribal partners, and educational partners to support student achievement, engagement, wellness, and school connectedness. Educational partner input and local survey data reflect strong relationships between students, staff, families, and the broader community, particularly within the district’s small-school and relationship-centered environment. Families consistently identified caring staff, personalized support, school safety, and strong community culture as key strengths across the district. Partnerships with community organizations and local agencies continue to strengthen student outcomes and access to support services at all sites.|Based on educational partner input and local data, Chawanakee Unified School District identified communication consistency and academic progress reporting as key areas for improvement in Building Partnerships for Student Outcomes. Families expressed a desire for more timely communication regarding grades, assignments, interventions, and student supports. Professional Learning Communities across the district have begun implementing common measures of mastery aligned to state standards and are improving consistency in communicating student learning and progress to parents.|Specific actions within the District’s LCAP continue to provide staff with additional time for collaboration and two-way communication with families to better support student learning and strengthen school-home partnerships. Through the California Community Schools Partnership Program (CCSPP), the district will continue expanding culturally relevant events, wellness activities, community partnerships, and family engagement opportunities designed to create welcoming and accessible school environments. Professional Learning Communities across the district have also begun implementing common measures of mastery aligned to state standards and are improving consistency in communicating student learning and progress to families.|Based on educational partner input and local data, Chawanakee Unified School District has demonstrated continued progress in Seeking Input for Decision-Making through expanded opportunities for collaboration and stakeholder engagement. The district regularly gathers input through Superintendent Forums, School Site Councils, Community Advisory Committee meetings, surveys, wellness committees, and Community Schools leadership structures.|Based on educational partner input and local data, Chawanakee Unified School District identified communication consistency and increasing meaningful family participation in decision-making as areas for continued improvement. Parent survey feedback emphasized a desire for more timely communication regarding grades, assignments, interventions, and school programs, as well as increased opportunities for family voice at the site and district levels. Specific actions within the District’s LCAP continue to provide staff with additional time for collaboration and two-way communication with families to better support student learning and strengthen home-school partnerships. Professional Learning Communities across the district have also begun implementing common measures of mastery aligned to state standards and are improving consistency in communicating student progress and learning to families. Moving forward, the district will continue expanding engagement opportunities through Superintendent Forums, School Site Councils, Community Advisory Committee meetings, and Community Schools leadership structures to ensure families and community members have meaningful opportunities to help inform district decision-making.|Based on educational partner input and local data, Chawanakee Unified School District identified the need to continue strengthening engagement and decision-making opportunities for socioeconomically disadvantaged families across the district. As a rural school district, the LEA recognizes the importance of building strong, relationship-centered partnerships between staff and families to reduce barriers to engagement and increase trust, communication, and participation in school programs and district decision-making. The district will continue prioritizing attendance and wellness supports, including counseling services, Community Schools partnerships, attendance outreach, and family resource connections to help ensure families feel supported and connected to schools.  The district will also continue intentional outreach efforts to underrepresented families through Superintendent Forums, Community Advisory Committee meetings, School Site Councils, wellness events, and culturally responsive family engagement activities. To improve participation, the district will continue exploring accommodations and supports for low-income families, including transportation assistance, flexible meeting opportunities, direct outreach, and increased communication through ParentSquare, Aeries, newsletters, and personal contact from school staff. Through these efforts, the district aims to ensure all families feel valued, informed, and empowered to participate in supporting student success and informing district decision-making.|4|4|3|5|4|3|4|3|4|3|4|4|Met||2026-06-17|2026
20756060125021|Minarets Charter High|3|Minarets Charter High School has strengthened relationships between school staff, students, families, and community partners through intentional communication, expanded engagement opportunities, and a continued focus on college and career readiness. Educational partner input, participation data, and local survey results demonstrate progress in building strong connections between the school and the families it serves.  The charter provides multiple opportunities for family and community engagement through Superintendent Forums, Coffee with the Superintendent meetings, School Site Council participation, Community Advisory Committee meetings, parent conferences, student exhibitions, performances, athletic events, and career pathway showcases. These opportunities increase transparency, encourage meaningful feedback, and provide families with regular access to school and district leadership.  Minarets Charter High School's project-based learning model further strengthens engagement by connecting students with local businesses, industry professionals, community organizations, and postsecondary institutions. Through internships, Career Technical Education (CTE) pathways, dual enrollment opportunities, service-learning projects, and community presentations, students develop real-world skills while strengthening connections between the school and the broader community.  The charter continues to expand opportunities for family involvement and educational partner input while fostering a school culture built on strong relationships, student voice, collaboration, and shared responsibility for student success.|Based on educational partner input and local data, Minarets Charter High School has identified opportunities to further strengthen family engagement by increasing participation from families who may be less connected to school activities and decision-making processes. While families report positive relationships with staff and appreciate the school's emphasis on student success, feedback indicates a continued need for consistent communication regarding academic progress, attendance, postsecondary planning, and available student supports.  As a college and career-focused high school, Minarets Charter recognizes the importance of ensuring all families understand and can actively participate in conversations related to A-G requirements, dual enrollment opportunities, Career Technical Education pathways, internships, graduation requirements, and postsecondary planning. The charter will continue to expand communication strategies and engagement opportunities that provide families with timely, accessible information and meaningful opportunities for input.  The school will also continue to strengthen staff capacity to build relationships with families from diverse backgrounds and ensure that all families feel welcomed, informed, and connected to their student's educational experience.|Based on educational partner input and local data, Minarets Charter High School will continue to strengthen engagement with families who may be underrepresented in school activities and decision-making processes by expanding communication opportunities and increasing access to timely information. Survey feedback highlighted that families value the school's strong relationships, caring staff, small school culture, and welcoming environment, while also identifying a need for more consistent communication regarding academics, grades, assignments, attendance, school events, and available student supports.  To address these needs, the charter will continue utilizing ParentSquare, the Aeries Parent Portal, newsletters, social media updates, parent conferences, and direct outreach from school staff to ensure families receive timely and accessible information. Teachers will work collaboratively to provide regular progress updates throughout each semester so families have ongoing information regarding student performance and can partner with staff to support student success.  The school will also continue offering multiple opportunities for family participation through School Site Council, Community Advisory Committee meetings, Superintendent Forums, Coffee with the Superintendent events, student exhibitions, performances, and career pathway showcases. These efforts are intended to increase participation, strengthen home-school partnerships, and ensure all families feel informed, welcomed, and connected to their student's educational experience.|Minarets Charter High School has demonstrated progress in Building Partnerships for Student Outcomes through strong collaboration among students, families, staff, community organizations, local businesses, postsecondary institutions, and educational partners. Educational partner input and local survey data reflect positive relationships and a strong sense of connection within the school's small, student-centered environment. Families consistently identify caring staff, personalized support, college and career readiness opportunities, and meaningful student-adult relationships as key strengths of the charter program.  The school's project-based learning model strengthens partnerships by connecting students with community organizations, industry professionals, local businesses, and higher education partners through internships, dual enrollment opportunities, career pathway experiences, mentorships, and community-based projects. These partnerships provide students with authentic learning experiences that support academic achievement, career readiness, and postsecondary success.  Minarets Charter High School also collaborates with families through regular communication, student exhibitions, parent conferences, School Site Council participation, and educational partner engagement opportunities. These efforts help ensure that families are active partners in supporting student learning and decision-making.|Based on educational partner input and local data, Minarets Charter High School has identified opportunities to further strengthen partnerships that support student outcomes by increasing family participation in college and career planning, academic monitoring, and school decision-making processes. While families report positive relationships with staff and value the school's personalized approach, feedback indicates a desire for more consistent communication regarding academic progress, graduation requirements, A-G completion, dual enrollment opportunities, and available student supports.  The charter will continue to expand opportunities for families to engage in discussions related to student achievement, postsecondary planning, and career readiness. Additionally, the school will seek to increase participation from families who may be underrepresented in engagement activities and strengthen communication regarding internships, career pathways, and enrichment opportunities.|Based on educational partner input and local data, Minarets Charter High School will continue to strengthen engagement with underrepresented families by increasing opportunities for meaningful participation in student learning, college and career planning, and school decision-making processes. Survey feedback indicated a desire for more consistent communication regarding academic progress, grades, assignments, attendance, graduation requirements, and available student supports.  To address these needs, the charter will continue utilizing ParentSquare, the Aeries Parent Portal, newsletters, social media updates, parent conferences, and direct outreach from school staff to ensure families receive timely and accessible information. Teachers will work collaboratively to provide multiple progress reports throughout each semester, giving families regular updates regarding student achievement, course completion, and college and career readiness progress. These efforts will help families become more active partners in supporting student success.  The school will also continue providing opportunities for participation through School Site Council, Community Advisory Committee meetings, Superintendent Forums, Coffee with the Superintendent events, student exhibitions, career pathway showcases, and postsecondary planning events.|Based on educational partner input and local data, Minarets Charter High School has demonstrated continued progress in Seeking Input for Decision-Making through expanded opportunities for student, family, staff, and community engagement. The charter regularly gathers feedback through annual surveys, Superintendent Forums, Coffee with the Superintendent meetings, School Site Council meetings, Community Advisory Committee meetings, parent conferences, and career pathway advisory partnerships.  The school's project-based learning model and strong community connections provide additional opportunities for educational partners to share input regarding academic programs, Career Technical Education pathways, dual enrollment opportunities, school climate, college and career readiness initiatives, and student support services. Feedback gathered through these processes is used to inform school improvement efforts, LCAP development, program planning, and resource allocation decisions.  Minarets Charter High School also values student voice as an important component of decision-making. Students provide input through surveys, classroom discussions, leadership opportunities, project presentations, and participation in school activities. Family, staff, student, and community feedback is regularly reviewed by site and district leadership teams to identify priorities, evaluate programs, and guide continuous improvement efforts.|The charter will continue to improve communication regarding opportunities for involvement and seek additional ways to gather meaningful feedback from families regarding academic programs, college and career readiness initiatives, school climate, student supports, and postsecondary planning. Educational partner feedback also highlighted the importance of ensuring that stakeholders understand how their input influences decisions related to school programs, resources, and priorities.  Minarets Charter High School will continue to strengthen two-way communication, expand outreach efforts, and provide multiple avenues for engagement to ensure educational partners have meaningful opportunities to participate in decision-making processes.|Based on educational partner input and local data, Minarets Charter High School will continue to strengthen engagement with underrepresented families by reducing barriers to participation and expanding opportunities for meaningful input in school decision-making processes. Feedback from families indicated that scheduling conflicts, transportation challenges, and geographic distance can limit participation for some families in the rural community.  To address these barriers, the charter will continue to offer engagement opportunities at varying times, including both morning and evening events, to accommodate diverse family schedules. The school will also support transportation coordination when feasible and provide virtual access to meetings, forums, and engagement activities to ensure families who are unable to attend in person can still participate. Opportunities for input will continue through surveys, School Site Council meetings, Community Advisory Committee meetings, Superintendent Forums, Coffee with the Superintendent events, and other school engagement activities.|4|4|3|5|4|3|4|3|4|3|4|4|Met||2026-06-17|2026
20756060132936|Chawanakee Academy Charter|3|Chawanakee Academy Charter has strengthened relationships between school staff and families through intentional communication, expanded engagement opportunities, and increased collaboration with community partners. Educational partner input, participation data, and local survey results demonstrate progress in building trust and meaningful connections between schools and families across the district.  The district has expanded opportunities for involvement through Superintendent Forums, Coffee with the Superintendent meetings, School Site Councils, Community Advisory Committee meetings, wellness events, and Community Schools collaborative leadership structures. These efforts have increased transparency and provided families with regular access to district leadership and decision-making processes. The district has also broadened participation by engaging families in culturally relevant activities, school garden projects, after-school programming, wellness initiatives, and community-based learning opportunities that strengthen connections between schools and the communities they serve.|Based on educational partner input and local data, Chawanakee Academy Charter identified communication consistency and increasing meaningful family engagement as focus areas for improvement. Parent survey feedback emphasized the importance of timely communication regarding grades, attendance, assignments, interventions, and available student supports, as well as the need for consistent responsiveness between school staff and families. As a rural district serving many socioeconomically disadvantaged families, the LEA recognizes the importance of building trusting, relationship-centered partnerships that help families feel welcomed, supported, and connected to schools. The PLC structure across the district and ongoing professional development are strategies to support staff in building those relationships and strengthening communication.|Chawanakee Academy will continue improving engagement of underrepresented families by expanding relationship-centered outreach and increasing opportunities for meaningful participation through Superintendent Forums, Coffee with the Superintendent meetings, School Site Councils, Community Advisory Committee meetings, wellness events, and Community Schools leadership activities. The district will continue strengthening partnerships with Tribal organizations, community agencies, and local organizations to ensure schools better reflect the cultures, needs, and priorities of the communities they serve.  Survey feedback highlighted that families value the district’s strong relationships, small school culture, caring staff, and welcoming environments, while also identifying opportunities to improve communication regarding academics, grades, school events, and available student supports. The district will also continue improving communication systems through ParentSquare, the Aeries Parent Portal, newsletters, social media updates, and direct outreach from school staff. Educational partner feedback identified a desire for more timely communication related to grades, assignments, attendance, and teacher responsiveness. In response, the district will continue working to strengthen home-school communication practices and increase consistency across school sites and grade levels.|Chawanakee Academy has demonstrated progress in Building Partnerships for Student Outcomes through expanded collaboration with families, community organizations, Tribal partners, and educational partners to support student achievement, engagement, wellness, and school connectedness. Educational partner input and local survey data reflect strong relationships between students, staff, families, and the broader community, particularly within the district’s small-school and relationship-centered environment. Families consistently identified caring staff, personalized support, school safety, and strong community culture as key strengths across the district. Partnerships with community organizations and local agencies continue to strengthen student outcomes and access to support services at all sites.|Based on educational partner input and local data, Chawanakee Academy identified communication consistency and academic progress reporting as key areas for improvement in Building Partnerships for Student Outcomes. Families expressed a desire for more timely communication regarding grades, assignments, interventions, and student supports. Professional Learning Communities across the district have begun implementing common measures of mastery aligned to state standards and are improving consistency in communicating student learning and progress to parents.|Specific actions within Chawanakee Academy’s LCAP continue to provide staff with additional time for collaboration and two-way communication with families to better support student learning and strengthen school-home partnerships. Through the California Community Schools Partnership Program (CCSPP), the district will continue expanding culturally relevant events, wellness activities, community partnerships, and family engagement opportunities designed to create welcoming and accessible school environments. Professional Learning Communities across the district have also begun implementing common measures of mastery aligned to state standards and are improving consistency in communicating student learning and progress to families.|Based on educational partner input and local data, Chawanakee Academy has demonstrated continued progress in Seeking Input for Decision-Making through expanded opportunities for collaboration and stakeholder engagement. The district regularly gathers input through Superintendent Forums, School Site Councils, Community Advisory Committee meetings, surveys, wellness committees, and Community Schools leadership structures.|Based on educational partner input and local data, Chawanakee Academy identified communication consistency and increasing meaningful family participation in decision-making as areas for continued improvement. Parent survey feedback emphasized a desire for more timely communication regarding grades, assignments, interventions, and school programs, as well as increased opportunities for family voice at the site and district levels. Specific actions within the Chawanakee Academy’s LCAP continue to provide staff with additional time for collaboration and two-way communication with families to better support student learning and strengthen home-school partnerships. Professional Learning Communities across the district have also begun implementing common measures of mastery aligned to state standards and are improving consistency in communicating student progress and learning to families. Moving forward, the district will continue expanding engagement opportunities through Superintendent Forums, School Site Councils, Community Advisory Committee meetings, and Community Schools leadership structures to ensure families and community members have meaningful opportunities to help inform district decision-making.|Based on educational partner input and local data, Chawanakee Academy identified the need to continue strengthening engagement and decision-making opportunities for socioeconomically disadvantaged families across the district. As a rural school district, the LEA recognizes the importance of building strong, relationship-centered partnerships between staff and families to reduce barriers to engagement and increase trust, communication, and participation in school programs and district decision-making. The district will continue prioritizing attendance and wellness supports, including counseling services, Community Schools partnerships, attendance outreach, and family resource connections to help ensure families feel supported and connected to schools.  Chawanakee Academy will also continue intentional outreach efforts to underrepresented families through Superintendent Forums, Community Advisory Committee meetings, School Site Council, wellness events, and culturally responsive family engagement activities. To improve participation, the district will continue exploring accommodations and supports for low-income families, including transportation assistance, flexible meeting opportunities, direct outreach, and increased communication through ParentSquare, Aeries, newsletters, and personal contact from school staff. Through these efforts, the district aims to ensure all families feel valued, informed, and empowered to participate in supporting student success and informing  decision-making.|4|4|3|5|4|3|4|3|4|3|4|4|Met||2026-06-17|2026
20764140000000|Yosemite Unified|3|Yosemite Unified School District (YUSD) provides meaningful opportunities for students, parents, community members, and organizations to participate in all aspects of educational decision-making. Observable and concrete actions that support this goal include the establishment of site and district advisory committees, consistent dissemination of information through social media platforms and newsletters, and the administration of school climate and educational partner surveys, with results formally reported to the Board of Trustees.  YUSD recognizes that parents’ cultural values and beliefs play a significant role in the education of their children, influencing the level and nature of their involvement. The district promotes a shared responsibility between schools and families, where parents are encouraged to be actively engaged and serve as advocates for their children’s educational experiences.|Yosemite Unified School District (YUSD) consulted with multiple educational partners throughout the 2025–2026 school year as part of the planning process for the Local Control and Accountability Plan (LCAP), including the Annual Review and Analysis.  In addition to ongoing informal conversations and meetings, district leadership—including principals and administrators—engaged in the formal annual review and analysis of the LCAP during Educational Services meetings. Throughout this process, the team analyzed student performance and program data, engaged in collaborative planning, and identified, refined, and prioritized Actions and Services to ensure alignment with district goals and student needs.|School Site Council (SSC) Meetings: Each school site held SSC meetings in which members reviewed progress toward School Plan for Student Achievement (SPSA) and LCAP goals, and provided input on priorities for Actions and Services.  Yosemite Unified School District (YUSD) also hosted District Advisory LCAP meetings. During these meetings, district representatives presented data on progress toward LCAP goals, including the implementation and effectiveness of Actions and Services. Participants engaged in collaborative discussions to identify and prioritize future Actions and Services based on student needs and district goals. YUSD will continue to strengthen its District English Learner Advisory Committee (DELAC) in the upcoming school year to ensure meaningful engagement and input from families of English learners.|Ongoing: Yosemite Unified School District (YUSD) provides a variety of opportunities and events throughout the year to encourage parent and community involvement in its schools. The district holds LCAP meetings to keep educational partners informed and engaged in the planning process. Additionally, YUSD regularly presents benchmark data at Board of Trustees meetings to ensure transparency and to keep the community informed about student progress and outcomes.|Yosemite Unified School District (YUSD) provides meaningful opportunities for students, parents, community members, and organizations to participate in all aspects of educational decision-making. Observable and concrete actions supporting this goal include site and district advisory committees, the dissemination of information through social media platforms and newsletters, and the administration of school climate and stakeholder surveys, with results reported to the Board of Trustees.  YUSD recognizes that parents’ cultural values and beliefs influence their level of engagement in their children’s education. As such, the district promotes inclusive practices that honor diverse perspectives while encouraging active participation. Schools emphasize the importance of parent involvement, with the expectation that families serve as engaged partners and advocates in supporting their children’s academic success.|Yosemite Unified School District (YUSD) is currently partnering with the Madera County Superintendent of Schools (MCSOS) through the Differentiated Assistance process to support the full implementation of Professional Learning Communities (PLCs) across the district. This work builds on prior years’ focus areas, including reducing student suspensions and improving attendance, particularly at Coarsegold Elementary School. During the current year, efforts have been focused on American Indian students, with intentional actions designed to address historical challenges with engagement within this student group in YUSD.  As part of this work, YUSD has begun proactively reaching out to families of chronically absent students to better understand barriers to attendance, strengthen home-school connections, and develop stronger partnerships with local tribes and the broader Native American community.  YUSD recognizes that parent involvement is directly influenced by the level of training, resources, and strategies provided by schools and the district. As such, the district is committed to building parent capacity through clear communication, targeted support, and meaningful opportunities for engagement, ensuring families are equipped to actively support their children’s success.|Feedback gathered from educational partners during the LCAP engagement process identified several key priorities across educational partner groups.  Community members participating in the LCAP Community Input Session emphasized the importance of school culture and safety, targeted instruction for both struggling and high-achieving students, expanded elective offerings, increased counseling support, and additional tutoring opportunities.  Parents, through Parent Advisory Groups, highlighted priorities related to curriculum and curriculum adoption, social-emotional supports for students, the need for intervention specialists and structured interventions during the school day, and improved communication through websites and social media platforms.  Students participating in input sessions identified a need for increased focus on social-emotional well-being, additional interventions for struggling students, expanded counseling services, and enhanced communication through social media. Students also expressed positive feedback regarding the ST Math and Lexia programs currently implemented at the K–8 level.  Input from representatives of the Classified Union identified priorities including increased paraprofessional staffing, strategic use of new funding through the California Community Schools Partnership Program (CCSP), expanded professional development and capacity building, curriculum adoption, inclusion of campus supervisors in training opportunities, improved attendance processes, and enhanced communication through social media.  Representatives from the Certificated Union emphasized the need for more flexible professional development opportunities both during and outside the school day, additional training to support diverse learners, continued focus on safety, culture, and school climate, improvements to data management systems (e.g., NWEA and Aeries), consistent discipline practices, and aligned curriculum.|The California Community Schools Partnership Program (CCSPP) supports schools in partnering with community agencies and local government to better align resources and improve student outcomes. Yosemite Unified School District (YUSD) has engaged in ongoing and productive CCSPP meetings. While three school sites currently receive CCSPP funding, these collaborative efforts have been extended across all district sites. Schools continue to survey the community and gather targeted, ongoing feedback to inform planning and continuous improvement.  Feedback gathered through the LCAP Community Input Session identified several key priorities, including strengthening school culture and safety, providing targeted instruction for both struggling and high-achieving students, expanding elective course offerings, increasing counseling support, and offering additional tutoring opportunities. Input from parents through Parent Advisory Groups  and School Site Councils emphasized priorities related to curriculum and curriculum adoption, addressing students’ social-emotional well-being, providing intervention specialists and structured interventions during the school day, and improving communication through websites and social media platforms.  Students participating in input sessions identified the need for greater attention to social-emotional well-being, increased interventions for struggling students, expanded counseling services, and enhanced communication through social media. Students also shared positive feedback regarding the ST Math and Lexia programs available at the K–8 level.  Highlighted priorities from classified staff members include increased paraprofessional staffing, strategic use of CCSPP funding, expanded professional development and capacity building, curriculum adoption, inclusion of campus supervisors in training opportunities, strengthened attendance processes (including SART/SARB), and improved communication through social media.  Highlighted priorities from certificated staff members  identified priorities such as flexible professional development opportunities both during and outside the school day, additional training to support diverse learners, continued focus on safety, culture, and school climate, improvements to data management systems (e.g., NWEA and Aeries), and the need for consistent discipline policies and aligned curriculum.|ased on Educational Partner and Climate Survey data, Yosemite Unified School District (YUSD) has identified continued areas of need in school climate and culture. Input from community members (LCAP Input Sessions), parents, and students consistently indicates that strengthening social-emotional supports for students remains a priority. Across stakeholder groups, intervention specialists, Multi-Tiered System of Supports (MTSS), Social-Emotional Learning (SEL), and restorative practices were identified as key focus areas.  In response to this input, YUSD has continued LCAP goals and actions aligned to academic intervention and student support systems. Students have access to intervention support staff and targeted academic interventions as needed, including reading intervention programs such as Lexia and math intervention programs such as ST Math and Magma Math. In addition, Amira will continue to be implemented this school year to further support early literacy development in the primary grades.  Students also have access to social, emotional, and behavioral supports as needed, including individual and group counseling, psychoeducational groups, Check In/Check Out systems, SEL lessons and activities, restorative practices, and referrals to outside agencies when appropriate. The district has also increased counseling capacity districtwide to five full-time counselors across the district.  Based on input from a variety of educational partners, YUSD will continue to provide professional development focused on best practices for supporting English learners, special education students in general education settings, and differentiated instruction.|4|3|3|4|4|4|4|3|4|4|4|4|Met||2026-06-25|2026
20764142030237|Glacier High School Charter|3|Since 2002, Glacier High School Charter has used a Personal Learning Plan (“PLP”) as the fundamental academic planning document and process for each student’s annual academic plan.  The PLP is formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable.  The PLP offers our school the unique opportunity to engage and collaborate in an individual way with each student and his/her guardians.  This PLP process meets the needs of  diverse stakeholders to ensure that ALL students, parents and staff, are represented and have input in decision-making.  We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our annual Parent Survey.  The following educational partners participated in surveys and/or feedback sessions, to provide meaningful input for the understanding of needs and solutions to make informed decisions: School Administrators including Site Principals Teachers Classified Staff Western Sierra Charter Schools Board made up of parents and community members, and non-voting teachers. Parents/Guardians and students who are in close communication with teachers, classified support staff, and administrative personnel LCAP Planning Focus Group which included Parents, Students, Teachers, and Administrative personnel  Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP.  All students, including those with exceptional needs, along with their parent/guardian, have frequent interactions with Advising and special education teachers and classified support staff.  Regularly scheduled staff meetings are held each month (sometimes more frequently), and administrative personnel meet on a regular basis.  WSCS Board meetings occur throughout the school year.  The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement.  We also reviewed student and parent feedback from our February 2026 surveys.|Our focus area for improvement in Building Relationships between school staff and families is detailed in our 2026-27 LCAP Goal 3 and its 4 Actions. Goal 3 states:  School will provide opportunities for our Educational Partners (parents, students, staff, community members, and organizations) to participate in various aspects of the educational environment to support and enhance student success. Actions 1-4 state: Action 1:  Provide parent training to support student achievement.  Action 2: Provide methods of communication between home and school via Parent Square, social media, school websites, newsletters, advising, and other meetings between teachers, parent/guardian, and students. Action 3: Provide opportunities for Educational Partner engagement.  Action 4:Provide opportunities for our students to explore and engage with the greater community around them through educational and service-related field experiences.  (For example: Reagan Library, science & art exploration trips, visits and interviews with businesses, university tours, theater performances, Robotics program, Art competitions, Academic Decathlon, and community service)|One of our focus areas for improvement is providing opportunities for our Educational Partners to participate in all aspects of the educational environment to support and enhance student success (LCAP Goal 3).  We are committed to furthering family engagement and participation in more purposeful ways by encouraging participation in school events, in advisory groups, and in parent workshops, all in an effort for parents to feel a stronger connection to our school and improve student success.|GHS makes every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey.  The following groups participated in surveys and/or feedback sessions, of meaningful Educational Partner input for the understanding of needs and solutions to make informed decisions: School Administrators including Site Principals Teachers Classified Staff Western Sierra Charter Schools Board made up of parents and community members, and non-voting teachers. Parents/Guardians and students who are in close communication with teachers, classified support staff, and administrative personnel LCAP Planning Focus Group which included Parents, Students, Teachers, and Administrative personnel  Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP.  All students, including those with exceptional needs, along with their parent/guardian, have frequent interactions with Advising and special education teachers and classified support staff.  Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis.  WSCS Board meetings occur throughout the school year.  The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement.  We also reviewed student and parent feedback from our February 2026 surveys.|Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP.  Students, along with their parent/guardian, have frequent interactions with teachers and classified support staff.  Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis.  WSCS Board meetings occur throughout the school year.  The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement.  We also reviewed student and parent feedback from our February 2026 surveys.  Feedback occurred during the course of frequent interactions with teachers and represented on our local parent and student survey responses. Teachers, Classified Staff, and Administrator Feedback:  Feedback occurred throughout the school year and discussed at regularly-scheduled meetings and professional development opportunities.  Outreach to students and parents/guardians was extensive and frequent throughout the 2025-26 school year. Formal and informal progress monitoring meetings were usually conducted in-person but sometimes held virtually on Zoom and included communications via Parent Square, phone calls, and email.  Pupils with exceptional needs were provided their required services, such as tutoring, and the student and their parent met more frequently with their assigned Advising Teacher as well as the Special Education teacher.  Our focus area for improvement in Building Relationships between school staff and families is detailed in our 2026-27 LCAP Goal 3 and its 4 Actions. Goal 3 states:  School will provide opportunities for our Educational Partners (parents, students, staff, community members, and organizations) to participate in various aspects of the educational environment to support and enhance student success. Actions 1-4 state: Action 1:  Provide parent training to support student achievement.  Action 2: Provide methods of communication between home and school via Parent Square, social media, school websites, newsletters, advising, and other meetings between teachers, parent/guardian, and students. Action 3: Provide opportunities for Educational Partner engagement.  Action 4:Provide opportunities for our students to explore and engage with the greater community around them through educational and service-related field experiences.  (For example: Reagan Library, Catalina CIMI science trip, science & art exploration trips, visits and interviews with businesses, university tours and community service)|Since 2002, Glacier High School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable.  The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making.  We make every effort to seek parent involvement and input in school decision-making.  Data is collected in a number of ways.  1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey.  The following information contains the results of our Parent Survey taken in February of this 2025-26 school year.  The feedback from this survey contributed to our 2026-27 LCAP goals and actions. 36 parents responded to our local school survey on a variety of topics.  The results were as follows:  How would you rate your overall schooling experience with us?  100% rated Excellent, Above Average. How well does the school support your needs as the parent teacher?  100% rated Excellent, Above Average, or Satisfactory. My school provides textbooks and other learning materials to meet my child’s educational needs. 100% rated Excellent, Above Average, or Satisfactory. How likely are you to ask for help from a teacher or other school staff when you run into a school/education-related difficulty? 65% rated Almost all the time; 18% rated Often; 18% rated Sometimes Rate your child’s experience in onsite graded class. 91% rated excellent, above average and satisfactory. 6% did not take onsite graded classes.  How well did the school support your child’s education-related technology needs?  100% rated Excellent, or Above Average. I feel my Advising Teacher (and other classroom teachers) take the time to discuss my student’s grades, academic progress and success, or areas for improvement with me.  100% rated Excellent, Above Average, or Satisfactory. Do the buildings and classrooms support a positive and focused environment appropriate for learning?  100% rated Excellent or Above Average. I feel welcomed, valued, and connected to others in our school community.  100% rated Excellent, Above Average, or Satisfactory. Rate how well the school communicates to you about school events & procedures.  100% rated Excellent or Above Average. Does our school provide you the knowledge & support you need for future (college/career) academic goals & planning for your student?  91% rated Excellent, Above Average, or Satisfactory. 6% responded that this does not apply to their child at this time.  Wo|Since 2002, Glacier High School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making.  We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey.  The following groups participated in surveys and/or feedback sessions, of meaningful Educational Partner input for the understanding of needs and solutions to make informed decisions: School Administrators including Site Principals Teachers Classified Staff Western Sierra Charter Schools Board made up of parents and community members, and non-voting teachers. Parents/Guardians and students who are in close communication with teachers, classified support staff, and administrative personnel LCAP Planning Focus Group which included Parents, Students, Teachers, and Administrative personnel  Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP.  All students, including those with exceptional needs, along with their parent/guardian, have frequent interactions with Advising and special education teachers and classified support staff.  Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis.  WSCS Board meetings occur throughout the school year.  The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement.  We also reviewed student and parent feedback from our February 2026 surveys.|Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP.  Students, along with their parent/guardian, have frequent interactions with teachers and classified support staff.  Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis.  WSCS Board meetings occur throughout the school year.  The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement.  We also reviewed student and parent feedback from our February 2026 surveys.  Feedback occurred during the course of frequent interactions with teachers and represented on our local parent and student survey responses. Teachers, Classified Staff, and Administrator Feedback:  Feedback occurred throughout the school year and discussed at regularly-scheduled meetings and professional development opportunities.  Outreach to students and parents/guardians was extensive and frequent throughout the 2025-26 school year. Formal and informal progress monitoring meetings were usually conducted in-person but sometimes held virtually on Zoom and included communications via Parent Square, phone calls, and email.  Pupils with exceptional needs were provided their required services, such as tutoring, and the student and their parent met more frequently with their assigned Advising Teacher as well as the Special Education teacher.  Our focus area for improvement in Building Relationships between school staff and families is detailed in our 2026-27 LCAP Goal 3 and its 4 Actions. Goal 3 states:  School will provide opportunities for our Educational Partners (parents, students, staff, community members, and organizations) to participate in various aspects of the educational environment to support and enhance student success. Actions 1-4 state: Action 1:  Provide parent training to support student achievement.  Action 2: Provide methods of communication between home and school via Parent Square, social media, school websites, newsletters, advising, and other meetings between teachers, parent/guardian, and students. Action 3: Provide opportunities for Educational Partner engagement.  Action 4:Provide opportunities for our students to explore and engage with the greater community around them through educational and service-related field experiences.  (For example: Reagan Library, science & art exploration trips, visits and interviews with businesses, university tours and community service)|Since 2002, Glacier High School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable.  The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making.  We make every effort to seek parent involvement and input in school decision-making.  Data is collected in a number of ways.  1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey.  The following information contains the results of our Parent Survey taken in February of this 2025-26 school year.  The feedback from this survey contributed to our 2026-27 LCAP goals and actions. 36 parents responded to our local school survey on a variety of topics.  The results were as follows:  How would you rate your overall schooling experience with us?  100% rated Excellent, Above Average. How well does the school support your needs as the parent teacher?  100% rated Excellent, Above Average, or Satisfactory. My school provides textbooks and other learning materials to meet my child’s educational needs. 100% rated Excellent, Above Average, or Satisfactory. How likely are you to ask for help from a teacher or other school staff when you run into a school/education-related difficulty? 65% rated Almost all the time; 18% rated Often; 18% rated Sometimes Rate your child’s experience in onsite graded class. 91% rated excellent, above average and satisfactory. 6% did not take onsite graded classes.  How well did the school support your child’s education-related technology needs?  100% rated Excellent, or Above Average. I feel my Advising Teacher (and other classroom teachers) take the time to discuss my student’s grades, academic progress and success, or areas for improvement with me.  100% rated Excellent, Above Average, or Satisfactory. Do the buildings and classrooms support a positive and focused environment appropriate for learning?  100% rated Excellent or Above Average. I feel welcomed, valued, and connected to others in our school community.  100% rated Excellent, Above Average, or Satisfactory. Rate how well the school communicates to you about school events & procedures.  100% rated Excellent or Above Average. Does our school provide you the knowledge & support you need for future (college/career) academic goals & planning for your student?  91% rated Excellent, Above Average, or Satisfactory. 6% responded that this does not apply to their child at this time.  Wo|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
20764146110076|Mountain Home Charter (Alternative)|3|Since 1994, Mountain Home School Charter has used a Personal Learning Plan (“PLP”) as the fundamental academic planning document and process for each student’s annual academic plan.  The PLP is formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable.  The PLP offers our school the unique opportunity to engage and collaborate in an individual way with each student and his/her guardians.  This PLP process meets the needs of  diverse stakeholders to ensure that ALL students, parents and staff, are represented and have input in decision-making.  We make every effort to seek parent involvement and input in school decision-making.  Data is collected in a number of ways.  1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our annual Parent Survey.  The following educational partners participated in surveys and/or feedback sessions, to provide meaningful input for the understanding of needs and solutions to make informed decisions: School Administrators, including Site Principals Teachers Classified Staff Western Sierra Charter Schools Board made up of parents, community members, and non-voting teachers Parents/Guardians and students who are in close communication with teachers, classified support staff, and administrative personnel LCAP Planning Focus Group which included Parents, Students, Teachers, and Administrative personnel  Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP.  All students, including those with exceptional needs, along with their parent/guardian, have frequent interactions with Advising & special education teachers and classified support staff.  Regularly scheduled staff meetings are held each month (sometimes more frequently), and administrative personnel meet on a regular basis.  WSCS Board meetings occur throughout the school year.  The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement.  We also reviewed student and parent feedback from our February 2026 surveys.|Our focus area for improvement in Building Relationships between school staff and families is detailed in our 2026-27 LCAP Goal 3 and its 4 Actions. Goal 3 states:  School will provide opportunities for our Educational Partners (parents, students, staff, community members, and organizations) to participate in various aspects of the educational environment to support and enhance student success. Actions 1-4 state: Action 1:  Provide parent training to support student achievement.  Action 2: Provide methods of communication between home and school via Parent Square, social media, school websites, newsletters, advising, and other meetings between teachers, parent/guardian, and students. Action 3: Provide opportunities for Educational Partner engagement.  Action 4:Provide opportunities for our students to explore and engage with the greater community around them through educational and service-related field experiences.  (For example: Catalina CIMI science trip, science & art exploration trips, theater performances, Robotics program, Art competitions, Academic Penthalon, MCOE STEM/MATH competitions, and community service)|One of our focus areas for improvement is providing opportunities for our Educational Partners to participate in all aspects of the educational environment to support and enhance student success (LCAP Goal 3).  We are committed to furthering family engagement and participation in more purposeful ways by encouraging participation in school events, in advisory groups, and in parent workshops, all in an effort for parents to feel a stronger connection to our school and improve student success.|MHSC makes every effort to seek parent involvement and input in school decision-making.  Data is collected in a number of ways.  1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey.  The following groups participated in surveys and/or feedback sessions, of meaningful Educational Partner input for the understanding of needs and solutions to make informed decisions: School Administrators, including Site Principals Teachers Classified Staff Western Sierra Charter Schools Board made up of parents, community members, and non-voting teachers Parents/Guardians and students who are in close communication with teachers, classified support staff, and administrative personnel LCAP Planning Focus Group which included Parents, Students, Teachers, and Administrative personnel  Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP.  All students, including those with exceptional needs, along with their parent/guardian, have frequent interactions with Advising & special education teachers and classified support staff.  Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis.  WSCS Board meetings occur throughout the school year.  The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement.  We also reviewed student and parent feedback from our February 2026 surveys.|Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP.  All students, including those with exceptional needs, along with their parent/guardian, have frequent interactions with Advising & special education teachers and classified support staff.  Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis.  WSCS Board meetings occur throughout the school year.  The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement.  We also reviewed student and parent feedback from our February 2026 surveys.  Feedback occurred during the course of frequent interactions with teachers and represented on our local parent and student survey responses. Teachers, Classified Staff, and Administrator Feedback:  Feedback occurred throughout the school year and discussed at regularly-scheduled meetings and professional development opportunities:  Outreach to students and parents/guardians was extensive and frequent throughout the 2025-26 school year. Formal and informal progress monitoring meetings were usually conducted in-person but sometimes held virtually on Zoom and included communications via Parent Square, phone calls, and email.  Pupils with exceptional needs were provided their required services, such as tutoring, and the student and their parent met more frequently with their assigned Advising Teacher as well as the Special Education teacher.  Our focus area for improvement in Building Relationships between school staff and families is detailed in our 2026-27 LCAP Goal 3 and its 4 Actions. Goal 3 states:  School will provide opportunities for our Educational Partners (parents, students, staff, community members, and organizations) to participate in various aspects of the educational environment to support and enhance student success. Actions 1-4 state: Action 1:  Provide parent training to support student achievement.  Action 2: Provide methods of communication between home and school via Parent Square, social media, school websites, newsletters, advising, and other meetings between teachers, parent/guardian, and students. Action 3: Provide opportunities for Educational Partner engagement.  Action 4:Provide opportunities for our students to explore and engage with the greater community around them through educational and service-related field experiences.  (For example: Catalina CIMI science trip, science & art exploration trips, university tours and community service)|One of our focus areas for improvement is providing opportunities for our Educational Partners to participate in all aspects of the educational environment to support and enhance student success (LCAP Goal 3).  We are committed to furthering family engagement and participation in more purposeful ways by encouraging participation in school events, in advisory groups, and in parent workshops, all in an effort for parents to feel a stronger connection to our school and improve student success.|Since 1994, Mountain Home School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable.  The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making.  We make every effort to seek parent involvement and input in school decision-making.  Data is collected in a number of ways.  1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey.  The following groups participated in surveys and/or feedback sessions, of meaningful Educational Partner input for the understanding of needs and solutions to make informed decisions: School Administrators, including Site Principals Teachers Classified Staff Western Sierra Charter Schools Board made up of parents, community members, and non-voting teachers Parents/Guardians and students who are in close communication with teachers, classified support staff, and administrative personnel LCAP Planning Focus Group which included Parents, Students, Teachers, and Administrative personnel  Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP.  All students, including those with exceptional needs, along with their parent/guardian, have frequent interactions with Advising & special education teachers and classified support staff.  Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis.  WSCS Board meetings occur throughout the school year.  The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement.  We also reviewed student and parent feedback from our February 2026 surveys.|Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP.  All students, including those with exceptional needs, along with their parent/guardian, have frequent interactions with Advising & special education teachers and classified support staff.  Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis.  WSCS Board meetings occur throughout the school year.  The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement.  We also reviewed student and parent feedback from our March 2025 surveys.  Feedback occurred during the course of frequent interactions with teachers and represented on our local parent and student survey responses. Teachers, Classified Staff, and Administrator Feedback:  Feedback occurred throughout the school year and discussed at regularly-scheduled meetings and professional development opportunities:  Outreach to students and parents/guardians was extensive and frequent throughout the 2025-26 school year. Formal and informal progress monitoring meetings were usually conducted in-person but sometimes held virtually on Zoom and included communications via Parent Square, phone calls, and email.  Pupils with exceptional needs were provided their required services, such as tutoring, and the student and their parent met more frequently with their assigned Advising Teacher as well as the Special Education teacher.  Our focus area for improvement in Building Relationships between school staff and families is detailed in our 2026-27 LCAP Goal 3 and its 4 Actions. Goal 3 states:  School will provide opportunities for our Educational Partners (parents, students, staff, community members, and organizations) to participate in various aspects of the educational environment to support and enhance student success. Actions 1-4 state: Action 1:  Provide parent training to support student achievement.  Action 2: Provide methods of communication between home and school via Parent Square, social media, school websites, newsletters, advising, and other meetings between teachers, parent/guardian, and students. Action 3: Provide opportunities for Educational Partner engagement.  Action 4:Provide opportunities for our students to explore and engage with the greater community around them through educational and service-related field experiences.  (For example: Reagan Library, Catalina CIMI science trip, science & art exploration trips, visits and interviews with businesses, university tours and community service)|Since 1994, Mountain Home School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable.  The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making.  We make every effort to seek parent involvement and input in school decision-making.  Data is collected in a number of ways.  1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey.  The following information contains the results of our Parent Survey taken in February of this 2025-26 school year.  The feedback from this survey contributed to our 2026-27 LCAP goals and actions.  51 parents responded to our local school survey on a variety of topics.  The results were as follows:  How would you rate your overall schooling experience with us?  100% rated Excellent, Above Average, or Satisfactory. How well does the school support your needs as the parent teacher?  100% rated Excellent, Above Average, or Satisfactory. My school provides textbooks and other learning materials to meet my child’s educational needs. 98% rated Excellent, Above Average, or Satisfactory. How likely are you to ask for help from a teacher or other school staff when you run into a school/education-related difficulty? 50% rated Almost all the time; 26% rated Often, 24% rated Sometimes; 0% rated Never Rate your child’s experience in onsite enrichment class. 92% rated excellent, above average and satisfactory. The other 8% did not take onsite enrichment classes.  How well did the school support your child’s education-related technology needs?  100% rated Excellent, Above Average, or satisfactory. I feel my Advising Teacher (and other classroom teachers) take the time to discuss my student’s grades, academic progress and success, or areas for improvement with me.  98% rated Excellent, Above Average, or Satisfactory. Do the buildings and classrooms support a positive and focused environment appropriate for learning?  98% rated Excellent or Above Average. I feel welcomed, valued, and connected to others in our school community.  96% rated Excellent, Above Average, or Satisfactory. Rate how well the school communicates to you about school events & procedures.  98% rated Excellent or Above Average. Does our school provide you the knowledge & support you need for future (college/career) academic goals & planning for your student?  53% rated Excellent, Above Average, or Satisfactory.  45% res|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
21102150000000|Marin County Office of Education|3|Bilingual Parent Outreach specialist makes contact with every family regularly. Parent Square - translated messaging. All communication bilingual. Regular positive phone calls. Regular meetings for SSTs, IEPs, 504 plans, and graduation.|Better outreach for attendance at SSC/ELAC/Advisory meetings, Opportunities for Parent Leadership and shared decision making|See above. Regular and targeted outreach.|Bilingual Parent Outreach specialist makes contact with every family regularly. Parent Square - translated messaging. All communication bilingual. Regular positive phone calls. Regular meetings for SSTs, IEPs, 504 plans, and graduation.|Increased staff trainings for communicating with families - especially our new position, Driving Paraeducator. Build our Parent Project class series.|We partner with all of our our families - most of whom are from underrepresented groups. We have a very strong school/home connection through our Parent Empowerment Specialist - an administrator dedicated to this work. Our improvement will come in better training our staff to reach out directly, using our new Parent Square for translation, in spite of language barriers.|We have combined our SSC/ELAC and Parent Advisory Committee. This works because our school is so small, it was difficult to have parents show up for so many different reasons. This has allowed us to target our training to parents who were elected to represent themselves and other family members.|Due to the nature of our alternative education school (usually students are here for a relatively short time), and the stressors our the  experiences our families have in their communities, it is hard for us to have family involvement in the traditional ways. Our goal is to increase family decision making in our program through traditional, meeting-style involvement, while also increasing opportunities for involvement for families who can't or won't attend traditional meetings.|Nearly all of our families are from underrepresented groups. We continue to hire bilingual/bicultural staff, translate all communication, and reach out for regular feedback from all families.|4|5|3|4|2|4|2|3|4|2|3|3|Met||2026-06-23|2026
21102150135350|Ross Valley Charter|3|Analysis of educational partner input and local data shows that building trusting, respectful relationships between staff and families is an area of clear strength for Ross Valley Charter School (RVC). The school rated itself at Full Implementation (4) for developing staff capacity to build trusting and respectful relationships with families, for creating welcoming environments for all families, and for providing multiple opportunities for two-way communication using language that is understandable and accessible to families. Family survey data strongly support these ratings. Among recent family respondents, 96% rated the level of respect that staff show children at the highest two levels, with nearly three-quarters selecting the highest rating. In addition, 92% of families agreed that RVC welcomes parents' contributions and actively seeks to involve parents, and 90% indicated they would be likely to recommend RVC to another family a strong overall indicator of trust and satisfaction. A majority of families also reported feeling connected to the RVC community and indicated that their children are comfortable seeking help from school adults. Open-ended feedback reinforced these findings, with families repeatedly describing RVC as warm, family-like, and caring, and praising the responsiveness, communication, and flexibility of the school and its leadership. Families consistently noted that teachers know and value each child as an individual, reflecting the relational, whole-child culture at the center of the school's model. These results demonstrate meaningful progress in establishing welcoming environments and consistent, accessible communication with families. The school's small size, multi-age classrooms, and looping structure where students remain with the same teacher across multiple years, further strengthen long-term, trusting relationships between staff and families and provide a strong foundation for continued growth in this priority area.|While Ross Valley Charter School (RVC) demonstrates strong relationships with families overall, the self-reflection and local data identify clear opportunities for continued growth. The school rated itself at Initial Implementation (3) for supporting staff to learn about each family's strengths, cultures, languages, and goals for their children, the only practice in this section not yet at Full Implementation. Because RVC's relational approach has historically been informal and personal, a key focus area is developing more intentional, consistent structures that help staff systematically understand the diverse strengths, cultures, languages, and goals of every family, rather than relying primarily on organic relationship-building. A second focus area is the timing and predictability of family communication. Although the school rated two-way communication at Full Implementation (4), family survey responses repeatedly identified a need for earlier and more advance notice of events, volunteer opportunities, field trips, and all-school functions. Families expressed a desire to participate more fully but indicated that short notice sometimes limited their ability to engage. Several families also recommended elevating the school's overall communications strategy, including its website and parent communications. A third focus area is strengthening families' sense of connection to the broader school community. While most families reported feeling connected to RVC, roughly one in five rated their sense of connection below the top two levels, and at least one family noted that the community felt somewhat disconnected this year. Sustaining consistent community-building opportunities and family-to-family connection, such as support for carpooling and engagement among newer families represents an area for improvement. Together, these focus areas point toward more structured family knowledge-gathering, more proactive and timely communication, and renewed attention to community connection as the school's next steps in deepening staff-family relationships.|Through the self-reflection process and analysis of local data, Ross Valley Charter School (RVC) identified several groups of families whose engagement it will continue to strengthen, including Spanish-speaking families, Socioeconomically Disadvantaged families, families of students with disabilities, and families who are newer to the school or less consistently engaged. The school will build on existing efforts while adopting more intentional, equity-focused strategies to ensure these families experience welcoming, trusting relationships with staff. A primary strategy is expanding accessible, multilingual communication. RVC already offers its family survey in both English and Spanish and uses an Outreach Coordinator to share key school messages with Spanish-speaking families through familiar channels such as WhatsApp. The school will continue and formalize these practices, ensuring that communications, events, and opportunities to engage are consistently available in families' home languages and through the channels families actually use. A second strategy is reducing structural barriers to participation. The school will continue offering Community Council meetings and family events in both in-person and virtual formats and will give earlier, more predictable notice of events and volunteer opportunities, so that work schedules, transportation, and childcare are less likely to prevent participation by underrepresented families. A third strategy is developing more intentional structures for staff to learn about each family's strengths, cultures, languages, and goals, directly addressing the practice rated at Initial Implementation. By gathering this information systematically and in a culturally responsive way, staff can tailor outreach and relationship-building to the specific needs of families who have historically been less engaged. Finally, RVC will leverage its most effective tool; parent-to-parent outreach to intentionally welcome newer families and connect underrepresented families to the community, while continuing to monitor survey response rates to ensure all family voices are represented.|Analysis of educational partner input and local data shows that partnering with families to support student outcomes is an area of strength for Ross Valley Charter School (RVC). The school rated itself at Full Implementation (4) for three of the four practices in this section: providing families with information and resources to support student learning and development in the home; implementing policies and programs for teachers to meet with families and students to discuss student progress and ways to work together; and supporting families to understand and exercise their legal rights and advocate for their own and all students. Family survey data affirm these ratings. Among recent family respondents, 92% indicated their child is motivated to learn at school, and the same share reported that the school is preparing their child well for the next academic year, with more than half selecting the highest rating in each case. In addition, 90% of families reported that their child's social and emotional needs are being well met, and 92% reported a strong sense of belonging for their child, both reflecting families' confidence in the school's partnership around the whole child. These outcomes are supported by established practices that keep families informed and engaged as partners. RVC tracks and analyzes student progress each trimester and shares report-card results with families, and teachers communicate regularly with families about student progress and next steps. The school also provides parent education and resources such as recent sessions on healthy approaches to technology use at home and at school—to extend learning and development beyond the classroom. Together, the self-reflection ratings, strong family confidence in student motivation and preparation, and consistent progress-focused communication demonstrate meaningful progress in building genuine partnerships between staff and families around student outcomes.|While Ross Valley Charter School (RVC) partners effectively with families around student development, the self-reflection and local data identify clear opportunities for growth. The school rated itself at Initial Implementation (3) for providing professional learning and support to teachers and principals to improve the school's capacity to partner with families, the only practice in this section not yet at Full Implementation. A key focus area is therefore building staff capacity, through intentional professional learning, to engage families as genuine partners in student learning, particularly around academic progress. Family survey input reinforces this priority. While most families expressed strong confidence in their child's motivation and preparation, several families requested earlier and more proactive communication about academic progress and concerns. One family noted that their child's academic needs went unaddressed for too long before being raised, and others asked the school to track academic learning more actively and to communicate concerns to families sooner. This feedback points to a focus area centered on timely, transparent communication about student outcomes, so that families can partner with staff to address needs as early as possible. A related focus area is partnering with families to ensure appropriate challenge and differentiation. Several families expressed a desire for their children to be pushed to do their best and for greater differentiation, both for students who need additional support and for those ready for more challenge. Strengthening how teachers communicate and collaborate with families around individualized learning goals is an area for continued development. Together, these focus areas point toward dedicated professional learning to deepen staff capacity to partner with families, more proactive and timely communication about academic progress, and stronger family-teacher collaboration around differentiation as RVC's next steps in building partnerships for student outcomes.|Through the self-reflection process and analysis of local data, Ross Valley Charter School (RVC) identified Spanish-speaking families, Socioeconomically Disadvantaged families, families of English Learners, and families of students with disabilities as groups whose partnership around student outcomes it will continue to strengthen. The school will pursue several strategies to ensure these families are full partners in their children's learning. A primary strategy is making academic communication accessible and proactive for all families. RVC will ensure that information about student progress, including trimester report-card results and conversations about academic concerns, is communicated early and in families' home languages, with translation and interpretation available for Spanish-speaking families at conferences and meetings. This responds directly to feedback that academic concerns should be surfacing sooner, and it is especially important for underrepresented families who may otherwise be less likely to receive timely information. A second strategy is strengthening staff capacity to partner with diverse families; directly addressing the practice rated at Initial Implementation. The school will provide professional learning that builds teachers' and leaders' skills in culturally responsive, family-centered communication, with particular attention to engaging families of English Learners and students with disabilities as partners in goal setting and progress monitoring, including through the IEP and English Learner support processes. A third strategy is providing accessible, tailored resources that help underrepresented families support learning and development at home. The school will continue offering parent education and home-learning resources and will ensure these opportunities are scheduled, located, and translated in ways that remove barriers to participation. Finally, RVC will monitor survey response rates and outreach across student groups to ensure underrepresented families' perspectives inform how the school partners with families, using parent-to-parent connection to welcome and engage families who have historically been less involved in supporting student outcomes.|Analysis of educational partner input and local data shows that Ross Valley Charter School (RVC) has established a solid foundation for seeking family input in decisionmaking, while recognizing through self-reflection ratings of Initial Implementation (3) across this section that it is still building the capacity of staff and families to make these structures fully effective and inclusive. A clear strength is the school's established advisory and governance structures that give families genuine decision-making roles. Families serve in meaningful numbers on the Community Council, which consistently met its participation target, and on the Governing Board, where parent representation has grown substantially, with a majority of board members now current parents. These bodies provide ongoing, formal avenues for families to shape school policies and programs. The school also regularly and intentionally solicits input from families. RVC administers family surveys in both the fall and spring to gather feedback on family priorities, and it holds public hearings as part of the LCAP development process. Community Council meetings are offered in both in-person and virtual formats to broaden access, and the school issues open calls for families to join advisory and volunteer roles. Family survey data affirm this progress: 92% of recent family respondents agreed that RVC welcomes parents' contributions and actively seeks to involve parents, with twothirds selecting the highest rating. This indicates that families broadly perceive the school as open to their voice. Together, established parent-inclusive governance bodies, regular structured feedback cycles, and strong family agreement that their input is sought demonstrate genuine progress. The Initial Implementation ratings reflect that RVC's next stage of growth lies in deepening the capacity of both staff and families to engage as effective, equitable partners in decision-making.|Because Ross Valley Charter School (RVC) rated all four practices in this section at Initial Implementation (3), Seeking Input for Decision-Making represents the school's most significant growth area within family engagement, and the self-reflection and local data point to several specific focus areas. A primary focus area is building the capacity of both staff and family members to engage effectively in advisory groups and decision-making. While the school has parent-inclusive governance structures in place, RVC will focus on more intentionally orienting and supporting Community Council and Governing Board members, particularly newer parent members so they can participate confidently and effectively, and on developing staff capacity to facilitate authentic family engagement in decisions. A second focus area is broadening the reach of input opportunities, especially among underrepresented and less-engaged families. Family survey response rates indicate that the school is not yet hearing from all families, and educational partner input has consistently noted challenges in reaching every family and achieving higher participation. Identifying meeting times that work for more families, varying the formats and channels for gathering input, and refining outreach messaging are all areas for continued development. A third focus area is moving from soliciting input toward genuine collaboration. The school will work to create more structured opportunities for families, teachers, and administrators to jointly plan, design, implement, and evaluate family engagement activities, rather than gathering feedback primarily after decisions or plans are formed. Finally, family input indicated that community involvement felt somewhat disconnected this year and that earlier notice of opportunities would support participation. Strengthening the predictability and visibility of opportunities to provide input is therefore an additional focus area. Together, these focus areas point toward deeper capacity-building, broader and more equitable reach, and more collaborative, co-designed decision-making as RVC's next steps.|Through the self-reflection process and analysis of local data, Ross Valley Charter School (RVC) identified Spanish-speaking families, Socioeconomically Disadvantaged families, families of English Learners, families of students with disabilities, and newer or less-engaged families as groups whose voice in decision-making it will work to strengthen. Because this section is at Initial Implementation, improving the engagement of underrepresented families is central to the school's growth in this area. A primary strategy is making input opportunities accessible and multilingual. RVC already offers its family surveys in both English and Spanish and uses an Outreach Coordinator to communicate with Spanish-speaking families through familiar channels such as WhatsApp. The school will extend these practices to all input opportunities; surveys, advisory meetings, and public hearings, ensuring translation and interpretation are consistently available so that language is not a barrier to participation in decisionmaking. A second strategy is intentionally recruiting underrepresented families into advisory and governance roles. The school will use its most effective tool; parent-to-parent outreach to encourage Spanish-speaking families, families of English Learners, and families of students with disabilities to join the Community Council and Governing Board, so these bodies more fully reflect the diversity of the school community. A third strategy is reducing structural barriers to participation. By continuing to offer meetings in both in-person and virtual formats, providing earlier notice, and considering support such as interpretation and flexible timing, RVC will make it easier for underrepresented families to engage in advisory groups and decision-making. Finally, the school will support underrepresented family members to participate effectively once engaged and will monitor survey response rates and participation across student groups to ensure these families' perspectives genuinely inform school policies, programs, and the design of family engagement activities.|4|4|3|4|3|4|4|4|3|3|3|3|Met||2026-06-24|2026
21102152130102|Phoenix Academy|3||||||||||||||||||||||Not Met For Two or More Years|||2026
21653000000000|Bolinas-Stinson Union|3|The school holds 2 parent-teacher conferences per year. The school employs a family liaison to improve home-to-school communication. The school holds monthly Cafecito meetings (English Learner Advisory Committee). The school holds robust Back to School and Open House family evenings. Translation is provided at all school events, parent conferences, and whenever it is needed.|We are currently studying how to combine the efforts of various small groups with substantial roles in our school community: School Foundation, School Site Council, Cafecito, Room Parents, Budget Advisory Committee, Board of Trustees. As well, we are better coordinating our yearly calendar of important school and community-oriented events.|The school hosts monthly Cafecito meetings for non-native English families (primarily Spanish speakers). The constant focus of these meeting is improving engagement.|The school holds 2 parent-teacher conferences per year. The school employs a family liaison to improve home-to-school communication. The school holds monthly Cafecito meetings (English Learner Advisory Committee). The school holds robust Back to School and Open House family evenings. Translation is provided at all school events, parent conferences, and whenever it is needed.|We plan to strengthen academic tutoring and homework club programs in our after-school (ELOP) program, which is named The Living Room.|The school holds 2 parent-teacher conferences per year. The school employs a family liaison to improve home-to-school communication. The school holds monthly Cafecito meetings (English Learner Advisory Committee).|School administrators regularly host open community meetings regarding the school's strategic plan and other issues of import as they occur (preschool, school staffing plans) The board of trustees, as needed, establishes ad-hoc working groups to study issues of import where family and community input is critical to decision making.|We are currently studying how to combine the efforts of various small groups with substantial roles in our school community: School Foundation, School Site Council, Cafecito, Room Parents, Budget Advisory Committee, Board of Trustees. As well, we are better coordinating our yearly calendar of important school and community-oriented events.|The school holds 2 parent-teacher conferences per year. The school employs a family liaison to improve home-to-school communication. The school holds monthly Cafecito meetings (English Learner Advisory Committee).|5|5|5|4|5|4|5|5|5|5|5|5|Met||2026-06-23|2026
21653180000000|Miller Creek Elementary|3|Parent relationships, partnerships, and input are an area of strength for the Miller Creek School District.   The LEA has several formal structures which allow for parent engagement and input both at the site and district level. At the district level there is an LCAP/ Budget Advisory Council, Special Education Family Council, Coordinating Council, DELAC, and Development Committee. At the site level there is a School Site Council, SELAC, and Home and School Club.  In addition, the district holds monthly Superintendent Coffee Chats to increase community involvement and district representatives attend site meetings to share information and gather feedback on current district initiatives (e.g. technology, LCAP, budget, and transitional kindergarten).  The LEA invests in a communication platform called Parent Square that serves as a single platform for communication, is easily translated into several languages, is mobile friendly, and has improved communication tools such as two-way messaging.   The LEA conducts a comprehensive survey of all families to gather feedback about their experience and the experience of their child.|The LEA collected survey feedback from families highlighting a continued interest in building a strong school community through regular community events and meaningful opportunities to volunteer on campus. Families expressed a desire to stay connected and involved in their children's education by participating in school activities and expanding outreach to our multilingual families. The LEA is committed to maintaining and expanding opportunities for family involvement throughout the year, ensuring all families feel welcomed, valued, and engaged in the school community.|The LEA is expanding outreach to multilingual families by hosting informal community events designed to build relationships and encourage greater participation in school activities. These events provide a welcoming space for families to connect with staff, ask questions, and engage in their children’s education.   To further strengthen these partnerships, the LEA is committed to increasing multilingual family representation on School Site Councils and Home and School Club leadership teams. One example in response to feedback is to provide the leads from site English Learner Advisory Committees a budget for outreach and engagement. The leads will work across school sites to grow our outreach and participation of multilingual families in both community events and more formal district committees. Additionally, the district increased bilingual office support at sites to ensure ongoing, meaningful communication and support for all families.|The LEA works to build partnerships for student outcomes by communicating frequently about school programs and student progress. Parent conferences are hosted annually to dive deeply into a student's individual progress. Narrative report cards are sent home for families in TK-5 to provide feedback in addition to the feedback listed on the standards based report card. In grades 6-8 comments provided to families on report cards reflect content specific feedback and a growth mindset. Progress reporting is provided every six weeks to students who are not meeting grade level benchmarks. Principals and teachers send frequent updates to parents that highlight current learning units and ways to support that learning at home. Back to School Night is hosted and highly attended every year.|The LEA collected survey feedback from families indicating a need for more support beyond student conferences, progress reports, and report cards. Specifically, families expressed interest in receiving additional information on how to support their children’s learning at home and manage technology, as well as increased access to parent education opportunities.|The LEA is committed to building strong partnerships with underrepresented families, particularly multilingual households, to support improved student outcomes. As part of this effort, the LEA is conducting listening sessions during DELAC meetings to gather meaningful input from families about Expanded Learning Opportunities Program (ELOP) offerings. These sessions informed ELOP programming and structure shifts for the upcoming school year and help ensure that ELOP programming reflects family priorities.   Increased bilingual office support will strengthen engagement of underrepresented families.   The Special Education Family Council meets quarterly with families of students receiving special education services to gather feedback on district programs and strengthen partnerships.|The District actively partners with families and solicits vital input through a variety of targeted committees. These include groups dedicated to English Learner (EL) student language acquisition, the district budget and LCAP, the Special Education Family Council, a parent leadership council (Coordinating Council), and School Site Councils. Additionally, the LEA hosted community input sessions at every school site, inviting all community members to provide feedback on LCAP goals, actions, and services. Backed by thriving parent clubs and School Site Councils at each location, these initiatives successfully engage parent leadership and amplify their voices. To complement this qualitative feedback, the LEA continues to utilize a comprehensive, annual YouthTruth survey to gather comparable, year-over-year insights from staff, families, and students in grades 3–8.|The LEA will continue to seek input from a diverse group of educational partners to serve on the LCAP Budget Advisory Committee. Their input is essential as we navigate ongoing budget reductions and work to minimize the impact on students and educational programs.  The LEA will also form a Technology Working Group comprised of administrators, educators, and family members to develop a multiyear technology plan and instructional roadmap.|The Miller Creek School District will continue to improve engagement of underrepresented families by using multilingual communication platforms, providing translation support at meetings, communicating opportunities for involvement in advance, and utilizing bilingual office staff to conduct direct outreach. These strategies are designed to ensure families feel informed, welcomed, and empowered to participate in their children's education. To further support inclusive decision-making, the LEA will provide bilingual support at committee meetings to ensure that underrepresented families can fully engage in discussions and share their perspectives. Specifically, the LEA will continue to seek input from all educational partners through ongoing feedback opportunities, including surveys, advisory committees, and targeted listening sessions, to guide planning and decision-making with a focus on equitable student outcomes.|4|4|4|4|4|5|5|4|5|4|4|4|Met||2026-06-09|2026
21653340000000|Kentfield Elementary|3|Our LEA has strong connections with our small close knit community -- although we need to continue to work on providing opportunities for community stakeholders to provide input about our services and use that input to strengthen relationships with our families.|Our LEA is continuing to be reflective in how we engage with our student families to ensure they feel welcome and included in our school environment. Having the opportunity to share feedback about perceptions from families related to a welcoming school environment is essential when engaging with our staff so we are all mindful of how we may be perceived by our school community to build relationships.|Our LEA will improve engagement of underrepresented families in building relationships between school staff and families by offering open dialogue sessions related to how services are received and how they may be impacting our school community. The use of community liaison and bilingual staff is beneficial for our underrepresented families.|Our LEA is continuing to be reflective in how we engage with families to ensure they feel welcome and included in our school environment. Having the opportunity to share feedback about perceptions from families related to a welcoming school environment is essential in building strong partnerships and positively impacting student outcomes.|Our LEA will continue to focus on how we engage with families to ensure they feel their feedback will inform our decision making. By demonstrating we are truly hearing our families, they experience a strong partnership and increase positive student outcomes.|Our LEA will improve seeking input of underrepresented families by being flexible and open to when and how we gather qualitative feedback related to services. This openness will build relationships for better student outcomes.|Our LEA needs to continue to providing opportunities for our community stakeholders to provide input about our services and using that input to adjust in the best interest of students and families.|Our LEA is continuing to be reflective in how we engage with families to ensure they feel their feedback will inform our decision making. Showing where feedback is used to inform and adjust program planning will support our families in feeling their voice is valued and appreciated.|Our LEA will improve seeking input of underrepresented families by being flexible and open to when and how we gather input to inform decision making.|3|3|3|3|3|4|3|3|4|4|4|3|Met||2026-06-09|2026
21653420000000|Laguna Joint Elementary|3|Our small class size and multi-age programs naturally encourage parent and family engagement.  We see parents as partners in the education of their children and welcome the cultural brilliance that each family brings to our campus.|We will continue to emphasize the importance of parents and families as partners and how we can foster a well rounded child ready for the world.|Our program is welcoming and honors the cultural background of each student and their families.|Again, we see families as partners in the education of their children.  Laguna continues to be a place where students thrive in a caring environment that encourages engagement of families.|We will continue to attempt to create and sustain opportunities for parents to engage during the school day to the extent possible.|Again, we see families as partners in the education of their children.  Laguna continues to be a place where students thrive in a caring environment that encourages engagement of families.|Our small size allows for consistent in-person engagement of families.|We will continue to focus on literacy and English Language development - both areas have been identified by our parent/family population as priorities.|See above.|5|5|5|5|4|4|4|4|4|4|4|4|Met||2026-06-02|2026
21653590000000|Lagunitas Elementary|3|Lagunitas School District has demonstrated strong progress in fostering relationships between school staff and families through consistent, transparent communication and increased opportunities for engagement, such as family nights and regular parent-teacher conferences. Educational partner input highlights a welcoming school culture and staff responsiveness as key strengths.|Based on educational partner input and local data, the Lagunitas School District is focusing on improving communication with families from diverse linguistic and cultural backgrounds to ensure more inclusive engagement. We will also enhance opportunities for two-way communication which will help deepen trust and foster stronger partnerships with all families.|To improve engagement of underrepresented families, Lagunitas School District will expand culturally responsive outreach strategies, including translated materials and bilingual staff support. The district will also increase collaboration with community organizations to build trust and create more accessible entry points for family involvement.|Lagunitas School District has made strong progress in building partnerships for student outcomes by actively involving families in academic planning through student-led conferences and regular progress updates. Educational partners highlight effective collaboration between teachers and families to support learning goals, particularly in literacy and math.|Lagunitas School District is focusing on improving family access to academic resources and supports, especially for those unfamiliar with curriculum expectations or digital tools. There is also a need to strengthen partnerships around supporting students with diverse learning needs, including English learners and students with IEPs.|To improve engagement of underrepresented families in building partnerships for student outcomes, Lagunitas School District will provide targeted outreach and workshops tailored to families of English learners, students with disabilities, and low-income households. The district will offer multilingual academic resources and personalized support to help families better understand and engage with their child’s learning.|Lagunitas School District has shown strong progress in seeking input for decision-making through regular engagement opportunities such as surveys and advisory committee meetings. Educational partners report feeling valued and heard, particularly in areas related to school programs.|Lagunitas School District is focusing on increasing input from historically underrepresented groups, including non-English-speaking families and those less engaged in traditional forums. There is a need to diversify input methods to reduce barriers, such as offering flexible meeting times and alternative formats for feedback|Lagunitas School District will improve engagement of underrepresented families by expanding culturally and linguistically appropriate outreach, including translated materials and interpretation at meetings. The district will create more accessible input opportunities, such as informal listening sessions and community-based gatherings, to reduce participation barriers. Additionally, the district will strengthen feedback loops to clearly demonstrate how family input shapes policies and programs, fostering greater trust and ongoing engagement.|5|5|4|4|4|3|4|3|5|5|4|5|Met||2026-06-17|2026
21653670000000|Larkspur-Corte Madera|3|LCMSD has been committed to staff professional development in building inclusive and equitable classroom and school environments, effective parent communication, and collaborative partnerships. Staff development in training days and in staff meetings has focused on teaching for equity.|LCMSD is focused on more effective communication with families whose primary language is not English through the continued implementation of ParentSquare for district-wide, school-wide and classroom-wide communication. Administrators and teachers are being trained in using ParentSquare to provide communication that is automatically translated into a parent’s preferred language. The district's Family Liaison connects directly with families.|LCMSD has improved interpretation services at Back to School Night, Board meetings, DELAC meetings, parent conferences, Superintendent Coffee Chats and IEP meetings. DELAC meetings focus on two-way communication with families to improve our systems and procedures.|All elementary students have conferences with translation services provided. Middle school students have conferences as needed with translation services provided. Student data are regularly monitored through district benchmark assessments to identify learning gaps, provide intervention, measure ongoing progress, all while communicating with parents. Parents can participate in student study teams.|LCMSD is providing a number of parent workshops and coffee chats to share strategies that are used in classrooms and can be applied to the home setting to strengthen literacy development and mathematical understanding. Depth and Complexity and student engagement are focus areas at the middle school where parents will engage in workshops to understand grading practices.|District English Learner Advisory Committee (DELAC) meetings will focus on gathering parent input and feedback regarding school climate and culture, academic programs, and communication. Regular meetings will be scheduled to establish trust, build community and solicit feedback.|LCMSD has a very active PTA, PTO, and Foundation. Parents participate in the district committees, including the site council, LCAP Advisory Committee, Health and Wellness Committee, Fiscal Advisory Committee, parent education committee, and District English Learner Advisory Committee. The LCAP plan is reviewed and discussed with all of these teams.|The focus of LCMSD is on providing timely and effective communication to families and the larger community. This communication includes information about district initiatives, programs, and priorities, as well as ways for parents to provide input|LCMSD will improve engagement of families through the use of regular feedback sessions, such as Superintendent Coffee Chats. These chats will focus on curriculum, budget, school safety, assessments, and district priorities. Interpretation services will be included at each event. Also, ParentSquare data will be monitored to identify families who are not receiving school and district communication.|4|4|3|4|3|3|4|3|4|4|3|4|Met||2026-06-10|2026
21653910000000|Mill Valley Elementary|3|We continue to provide regular information updates at the classroom, site, and district level through our district communication platform. We also continued regularly-scheduled, site-based, in-person meetings for district staff to provide updates to families on set topics, including the budget and modernization projects. The superintendent meets with community stakeholder groups and provides an end-of-year mailer to the community with information about the past year’s accomplishments. Our parent-teacher organizations hold a variety of community-building events throughout the year, including site-based and district-wide events.|We are holding site-based meetings, starting in the morning right after school starts, for parents to attend and get information on specific school district-related topics. We are also looking at how best to engage stakeholders in our LCAP advisory committee and input meetings, as well as how to encourage under-represented voices to participate in feedback and input cycles.|We will continue to identify and then personally invite underrepresented families to parent input meetings. We will continue to explore and improve our translation offerings.|We continue to have strong relationships within and among our school site communities. We continue to offer a variety of digital learning options for students to access for additional instructional support within and beyond the school day. We also continue to use i-Ready and state testing to monitor student progress and share that data with parents. We implemented DIBELS reading fluency assessments at the elementary level in alignment with the California Reading Difficulties Screener requirements, which included communicating with parents about student achievement and progress in early literacy skills.|We plan to focus on intentional surveys of parents, as well as empathy interviews, and increasing voices through things like our LCAP District Advisory Committee, to ensure we are hearing from as many members of our school communities as possible.|We continue to work to improve engagement of underrepresented families by starting at the site level to ensure they feel welcome at our school sites, supported by our school communities, and included in our school district.|We continue to try different ways of offering opportunities for parents/caregivers and other educational partners to provide information and input to inform decision making.|We are trying more site-based meetings during the school year on set topics so that parents/caregivers can easily attend at their primary school site. We are also trying more community outreach through things like mailers, attending community group meetings, and other avenues.|We are trying inviting families of underrepresented students directly to different events and feedback opportunities. We also continue to host site-based meetings throughout the school year, starting right after the start of the school day, in an effort to make it easier for families to attend and get information about our schools but also provide input.|4|3|3|3|3|4|3|3|3|3|3|2|Met||2026-06-18|2026
21654090000000|Nicasio|3|Based on results of the self-reflection tool, we are in the full implementation phase of building relationships between school staff and families. This includes developing the capacity of staff to building trusting relationships with families, creating a warm environment for all families in the community, supporting staff to learn about each family’s strengths, cultures, languages and goals for their children, and engaging in 2-way communication between families and educators using language that is understandable and accessible to families.  Based on the analysis of educational partner input and local data (Annual Parent Survey, February 2026), current strengths and progress in building relationships between school staff and families are demonstrated by the following responses: - Teachers communicate with parents about what students are expected to learn (94% agree) - Parents feel welcome to participate at school (94% agree) - School staff treats parents with respect (100% agree) - School staff take parent concerns seriously (100% agree) - School staff is helpful to parents (100% agree)|Based on the analysis of educational partner input and local data (Annual Parent Survey, February 2026), Nicasio School will continue to focus on building relationships between school staff and families by focusing on the following responses: - effectively communicating well between report cards (83% agree) - effectively sharing information about how to help child with homework (78% agree) - effectively providing information about the parent club and school foundation (89% agree)|Based on the analysis of educational partner input and local data (Annual Parent Survey, February 2026), Nicasio school will improve engagement of underrepresented families in the following ways: - continue to utilize our Spanish-speaking family liaison for outreach and translation services for all communications and during school events|Based on results of the self-reflection tool, we are in the full implementation phase of building partnerships for student outcomes. This includes providing professional learning and support to staff to improve a school's capacity to partner with families, providing families with information and resources to support student learning and development at home, implementing policies or programs to teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes, and supporting families to understand and exercise their legal rights and advocate for their students and all students.|Based on the analysis of educational partner input and local data (Annual Parent Survey, February 2026), Nicasio School will continue to focus on building partnerships for student outcomes by focusing on the following responses: - Nicasio School encourages me to be an active partner with the school in educating my child (94% agree) - Teachers communicate with parents about what students are expected to learn (94% agree) - Nicasio School staff shares information about how to help your child with homework (78% agree) - I have attended a Nicasio District PTA or school foundation meeting (39% agree)|Based on the analysis of educational partner input and local data (Annual Parent Survey, February 2026), Nicasio school will improve engagement of underrepresented families in the following ways: - continue to utilize our Spanish-speaking family liaison for outreach and translation services for all communications and events that encourage and strengthen building partnerships for student outcomes, including information to support student learning at home, meetings to discuss student progress, and information related to legal rights and advocating for students.|Based on results of the self-reflection tool, we are in the full implementation phase of seeking input for decision-making. This includes supporting staff to effectively engage families in advisory groups, building to capacity of family members to effectively engage in advisory groups, providing all families with opportunities to provide input on policies and programs (with strategies to reach and seek input from underrepresented groups), and provide opportunities to have families and staff work together to plan, implement and evaluate family engagement activities at school.|Based on the analysis of educational partner input and local data (Annual Parent Survey, February 2026), Nicasio School will continue to focus on building partnerships for student outcomes by focusing on the following responses: - Nicasio School allows parent input and welcomes parent contributions (100% agree) - Nicasio School actively seeks input of parents before making important decisions (89% agree)|Based on the analysis of educational partner input and local data (Annual Parent Survey, February 2026), Nicasio school will improve engagement of underrepresented families in the following ways: - continue to utilize our Spanish-speaking family liaison for outreach and translation services for all communications and events that build the capacity of and support family members of underrepresented families to effectively engage in advisory groups, provide input on policies and programs, and collaborate to design, implement and evaluate family engagement activities at school.|4|4|4|4|4|4|4|4|4|4|4|3|Met||2026-06-18|2026
21654170000000|Novato Unified|3|NUSD continues to prioritize authentic partnerships between schools and families as a critical component of student success. Results from the 2025–26 ThoughtExchange survey, which received responses from more than 6,500 educational partners, indicate that families generally feel welcomed, informed, and engaged in their children's educational experiences. Family engagement remains a significant strength across the district, particularly at the elementary level, where families reported strong connections to their schools and meaningful opportunities for participation. The district has made substantial progress in creating welcoming school environments through the continued use of Community Liaisons, multilingual communication systems, translation and interpretation services, family workshops, and advisory committees. Community Liaisons serve as trusted bridges between schools and families, particularly for multilingual and historically underrepresented communities, helping families access resources, understand school systems, and actively participate in their children's education. NUSD continues to foster strong home-school partnerships through ParentSquare communications, parent-teacher conferences, School Site Councils, English Learner Advisory Committees (ELAC), the District English Learner Advisory Committee (DELAC), the Dual Language Immersion Committee, the Special Education Advisory Committee (SEAC), the Equity Imperative Committee, and other school-connected organizations. These structures provide meaningful opportunities for families to build relationships with staff, share feedback, and participate in school and district decision-making processes. The district's commitment to culturally responsive practices, restorative approaches, and relationship-centered learning environments has further strengthened trust between schools and families. Educational partner feedback consistently demonstrates that families value the district's efforts to communicate openly, provide support, and create opportunities for engagement and collaboration. As a result, NUSD continues to experience strong family participation and engagement across its schools and district programs.|While family engagement remains a district strength, NUSD recognizes the need to continue strengthening relationships with all families by ensuring every school community feels welcomed, valued, and included. Educational partner feedback and local data indicate opportunities to further strengthen school connectedness, belonging, and trust, particularly among historically underrepresented families, multilingual families, and families of students with disabilities. The district is committed to continuing its work to foster culturally responsive and inclusive school communities where students and families see themselves reflected, respected, and valued. Through ongoing collaboration with the Equity Imperative Committee, Special Education Advisory Committee (SEAC), District English Learner Advisory Committee (DELAC), and other educational partner groups, NUSD will continue examining practices, systems, and structures to ensure equitable access, participation, and opportunities for all students and families. A particular area of focus will be strengthening inclusive practices for students with disabilities and ensuring that all students have meaningful opportunities to participate in both academic and social aspects of school life. The district will continue supporting school sites in creating environments that promote belonging, respect individual differences, and celebrate the diversity of the NUSD community. NUSD also recognizes the importance of ongoing reflection regarding implicit bias and its potential impact on student and family experiences. The district will continue fostering conversations and practices that support equity, belonging, and positive relationships while ensuring families have multiple opportunities to engage with schools, share feedback, and participate as valued partners in their children's educational experience. Through these efforts, NUSD seeks to strengthen trust, increase family engagement, and build school communities where all students and families feel welcomed, connected, and supported.|NUSD remains committed to ensuring that all families, particularly those who have been historically underrepresented, have meaningful opportunities to engage as partners in their children's education. The district will continue utilizing Community Liaisons to strengthen communication, build trusting relationships, and increase participation among multilingual families, families of English Learners, families of students with disabilities, and other underrepresented groups. Through personal outreach, interpretation and translation services, and ongoing relationship-building efforts, Community Liaisons help ensure families feel welcomed, informed, and connected to their school communities. All school sites and the District Office provide bilingual support and multilingual communication systems that allow families to access information in their primary language. The district will continue leveraging ParentSquare, translation services, and multiple communication methods to reduce barriers to participation and ensure families have equitable access to information, resources, meetings, and school events. NUSD will continue creating opportunities for families to engage in community-building activities, celebrations, recognition events, advisory committees, and school leadership groups. The district will actively seek input from underrepresented families through surveys, ThoughtExchange opportunities, School Site Councils, ELAC, DELAC, SEAC, the Dual Language Immersion Committee, the Equity Imperative Committee, and other school-connected organizations. The Equity Imperative Committee continues to play an important role in identifying opportunities to strengthen equity, belonging, and family engagement across the district. Through collaboration with students, families, staff, and community members, the committee helps elevate issues related to inclusion for students with disabilities, bullying and cyberbullying prevention, hate speech and discrimination, student and family voice, and support for families navigating immigration-related concerns. These efforts help ensure that underrepresented families are not only informed, but are empowered to actively participate in shaping school and district programs, practices, and priorities. Through these collective efforts, NUSD seeks to strengthen trust, increase representation, and ensure all families feel valued, respected, and connected to their school communities.|Based on the analysis of educational partner input and local data, NUSD has significant strengths in building partnerships that support positive student outcomes. The district has established multiple district and school-based committees that provide meaningful opportunities for families, staff, students, and community members to inform decision-making, identify areas of need, and support continuous improvement efforts. District committees include the Parent Advisory Committee (PAC)/LCAP Steering Committee, District English Learner Advisory Committee (DELAC), District Special Education Advisory Committee (DSEAC), Budget Advisory Committee, Career Technical Education (CTE) Advisory Committee, Equity Imperative Committee, and Dual Language Immersion (DLI) Committee. School sites also engage families through School Site Councils (SSC), English Learner Advisory Committees (ELAC), parent organizations, and other site-based engagement opportunities. NUSD's strengths in building partnerships for student outcomes are reflected through a comprehensive system of academic, social-emotional, and behavioral supports. Parent-teacher conferences, Student Success Team (SST) meetings, English Learner progress monitoring, reclassification processes, and Individualized Education Program meetings provide structured opportunities for families and school staff to work collaboratively to support student success. Families are engaged as valued partners in developing intervention plans, monitoring student progress, and identifying appropriate supports when academic, behavioral, or social-emotional concerns arise. The district continues to prioritize the whole child through counseling, wellness, behavioral health, and attendance supports available across school sites. Students and families have access to counselors, Wellness Specialists, Wellness Coaches, and community-based mental health services. The district's Behavioral Health Coordinator supports staff in implementing proactive behavioral interventions, de-escalation strategies, restorative practices, and inclusive classroom supports that help students remain engaged in learning and connected to school. In addition to partnering with families, NUSD maintains strong partnerships with community organizations including North Marin Community Services, Bay Area Community Resources, North Bay Children's Center, North Bay Security Group, the Marin County Free Library, the Marin County Office of Education, the YMCA, College of Marin, 10,000 Degrees, Rise Scholars, School Fuel, and other local agencies. These partnerships help provide wraparound services that address academic, social-emotional, behavioral, health, and family needs. Through these collaborative efforts, students and families have access to counseling, enrichment opportunities, attendance supports, mentoring programs, college and career readiness services, family education opportunities, and community resources that contribute to positive student outcomes.|NUSD recognizes that strong partnerships between families and schools are essential to improving student outcomes. Analysis of educational partner feedback, local data, and California Dashboard results indicates opportunities to strengthen family understanding of student progress, academic expectations, attendance, graduation requirements, and available support systems. The district will continue expanding opportunities for families to engage in meaningful conversations about student learning and achievement through parent-teacher conferences, Student Success Team meetings, Individualized Education Program meetings, ELAC, DELAC, School Site Councils, and other family engagement opportunities. Families will continue receiving information regarding English Learner progress and reclassification, attendance expectations, academic interventions, college and career readiness pathways, and available social-emotional and behavioral supports. The district will also increase family awareness of A-G requirements, Career Technical Education (CTE) pathways, dual enrollment opportunities, financial aid resources, and postsecondary options to ensure students and families are informed and empowered to make decisions that support future educational and career goals. Beginning in middle school, NUSD will expand the use of the California College Guidance Initiative platform to support students and families in exploring college and career opportunities, developing individualized academic plans, monitoring progress toward graduation and A-G requirements, and making informed decisions regarding postsecondary pathways. Through this work, families will have greater access to information and resources that support long-term academic planning and student success. NUSD will continue strengthening communication regarding academic expectations and student progress through the implementation of Proficiency-Based Education practices and Standards-Based Grading at the middle school level. These efforts will provide families with clearer information about student learning, academic growth, and areas where additional support may be needed. District data continue to indicate a need to improve outcomes in English Language Arts, Mathematics, English Learner Progress, and attendance for several student groups, including English Learners, Long-Term English Learners, Students with Disabilities, Homeless Youth, and Socioeconomically Disadvantaged students. To address these needs, the district will continue implementing its Teaching and Learning priorities focused on Early Literacy, Mathematics, Multi-Tiered Systems of Support, English Learner success, Proficiency-Based Education, and targeted interventions designed to support student achievement. The district will also continue strengthening attendance partnerships with families through proactive communication, attendance monitoring systems, Community Liaison outreach, and school-based attendance teams.|NUSD is committed to ensuring that all families, particularly those who have been historically underrepresented, have meaningful opportunities to engage as partners in supporting positive student outcomes. The district will continue utilizing Community Liaisons, multilingual communication systems, translation and interpretation services, ParentSquare communications, and community partnerships to reduce barriers to participation and increase access to information, resources, and support services. The district will continue working closely with advisory groups and school-connected organizations, including ELAC, DELAC, School Site Councils, the Dual Language Immersion Committee, the Special Education Advisory Committee (SEAC), the Equity Imperative Committee, and parent leadership groups to strengthen family engagement and build understanding of the educational system. Through these partnerships, families will receive information and support related to student attendance, academic progress, English Learner services and reclassification, special education supports, college and career readiness, and available academic, behavioral, and wellness resources. NUSD will continue supporting families in understanding academic pathways and long-term educational planning. Parent meetings and workshops will provide information regarding A-G requirements, Career Technical Education (CTE) pathways, dual enrollment opportunities, financial aid resources, college and career planning, and the development of individualized academic plans through the California College Guidance Initiative (CCGI) platform. These efforts will help families become informed partners in supporting student success from middle school through graduation and beyond. The district will also continue partnering with the Parent Institute for Quality Education (PIQE), Adult Education programs, and community organizations to provide families with opportunities to learn about the educational system, advocate for their children, and access resources that support student achievement and well-being. Through intentional outreach, relationship-building, and inclusive engagement practices, NUSD seeks to increase participation among multilingual families, families of students with disabilities, families experiencing housing instability, and other underrepresented groups to ensure all families have a voice in supporting student outcomes and shaping district programs and services.|The District considers educational partner engagement and shared decision-making to be essential components of continuous improvement. NUSD utilizes a variety of communication and engagement strategies to ensure students, families, staff, and community members have meaningful opportunities to provide input on district programs, policies, priorities, and resource allocation decisions. During the 2025–26 school year, more than 6,500 educational partners participated in the district's ThoughtExchange survey, representing a significant increase in participation from the previous year. The district regularly gathers feedback through surveys, LCAP engagement meetings, committee meetings, public forums, and site-based discussions to better understand the needs, priorities, and experiences of its educational partners. NUSD maintains multiple advisory committees and engagement structures, including the Parent Advisory Committee (PAC)/LCAP Steering Committee, District English Learner Advisory Committee (DELAC), District Special Education Advisory Committee (DSEAC), School Site Councils (SSC), English Learner Advisory Committees (ELAC), the Equity Imperative Committee, the Dual Language Immersion Committee, and Career Technical Education Advisory Committee. These groups provide valuable feedback that informs district planning, program development, and continuous improvement efforts. The district uses multiple communication platforms to ensure information is accessible and timely, including ParentSquare, district and school websites, newsletters, Board of Trustees meetings, committee meetings, principal coffee chats, social media, email communications, phone messages, and community outreach efforts. Educational partner input gathered through these avenues directly informs district initiatives, LCAP goals and actions, budget priorities, and efforts to improve student outcomes. NUSD's commitment to transparency, communication, and collaboration has resulted in strong participation from educational partners and has strengthened the district's ability to make informed decisions that reflect the needs and priorities of its diverse school community.|Educational partner feedback gathered through the ThoughtExchange survey indicates that communication and opportunities for feedback are strengths within NUSD. While the district values this positive feedback, it recognizes the importance of continuously improving opportunities for meaningful participation in decision-making processes and ensuring that all voices are represented. A primary area of focus will be increasing participation among historically underrepresented groups, including multilingual families, families of students with disabilities, families experiencing housing instability, and families who may not traditionally participate in district advisory groups or school leadership organizations. The district will continue expanding outreach efforts through Community Liaisons, multilingual communication systems, advisory committees, and direct family engagement strategies to increase awareness of opportunities for involvement. NUSD will also continue strengthening transparency by helping educational partners better understand how their input influences district decisions, LCAP priorities, budget allocations, and program development. Through committee meetings, public presentations, surveys, and engagement activities, the district will communicate the connections between educational partner feedback and resulting actions, reinforcing the value and impact of stakeholder participation. In addition, the district will continue supporting site and district leaders in creating welcoming and inclusive environments that encourage participation, dialogue, and collaboration. Efforts will focus on increasing attendance at meetings and engagement opportunities, removing barriers to participation, and ensuring families have equitable access to information and decision-making processes. Through these efforts, NUSD seeks to strengthen educational partner voice, increase representation, and build a culture of shared responsibility and collaboration in support of positive student outcomes.|NUSD is committed to ensuring that underrepresented families have meaningful opportunities to participate in district and school decision-making processes. The district will continue expanding outreach efforts to families who have historically been underrepresented in advisory groups and engagement opportunities, including multilingual families, families of students with disabilities, families experiencing housing instability, and families who may face barriers to participation. Community Liaisons will continue serving as trusted connectors between schools and families by providing personal outreach, sharing information about engagement opportunities, and encouraging participation in district and site-level committees, meetings, and surveys. Through relationship-building and individualized support, Community Liaisons help ensure families understand the importance of their voice and the impact their feedback can have on district programs, services, and priorities. To increase accessibility, the district will continue providing translation and interpretation services, multilingual communications through ParentSquare, and multiple methods for families to provide feedback and participate in decision-making. These efforts help reduce language and communication barriers while creating welcoming environments where families feel comfortable sharing their perspectives and experiences. The district will continue leveraging advisory groups including DELAC, ELAC, the Dual Language Immersion Committee, the Special Education Advisory Committee (SEAC), School Site Councils, and the Equity Imperative Committee to gather input and elevate diverse perspectives. Particular attention will be given to increasing representation among underrepresented groups and strengthening student and family voice in discussions related to educational equity, inclusion, school climate, immigration-related concerns, and student well-being. Through these efforts, NUSD seeks to ensure that decision-making reflects the experiences and perspectives of its diverse community and that all families feel valued, respected, and empowered as partners in shaping the future of the district.|4|4|4|5|4|4|4|5|4|4|4|4|Met||2026-06-23|2026
21654176113229|Novato Charter|3|Each K-8 teacher sends a monthly email to inform parents of class happenings, including a summary of what students will be learning in the coming month. These letters have information on parent education topics and upcoming school events. The office sends out a monthly online newsletter to all families, which has articles on school events and parent education topics. This newsletter frequently addresses topics relating to the eight state priorities. Each teacher hosts three parent evenings per school year. Our annual Back to School Night in September helps parents connect with the teachers, curriculum, parent committees, and volunteer opportunities. We hold several community-building events throughout the year, including school festivals and parent education events. Teachers schedule an annual conference in the fall with every parent to discuss their child’s progress and offer an optional follow-up conference in the spring. These methods of communication help to engage underrepresented families. We provide Spanish translations of important school documents.  We hold many community-building events, including festivals, field trips, and parent meetings.   In February, we surveyed parents using the California School Parent Survey. 75% of parents “agreed” or “strongly agreed” on questions related to the promotion of parental involvement at the school. 72% of parents “agreed” or “strongly agreed” that the school actively seeks the input of parents. 96% of parents “agreed” or “strongly agreed” that the school is a safe place for their child.|We aim to streamline and focus school communications so they can better meet parent needs. We have begun to reevaluate our family engagement plan and will begin to implement changes next school year.|We plan to improve the engagement of underrepresented families in relation to building relationships between school staff and families by continuing to host community-building events, including festivals, field trips, and parent meetings.|Novato Charter School teachers hold a parent-teacher conference for every student in the fall and an optional follow-up conference in the spring. Teachers send monthly newsletters to parents and hold three parent meetings each school year to inform parents of happenings in the classroom and to provide resources to support learning at home. Also, we host one all-school parent education event each year.|We will continue to improve in building partnerships for student outcomes by holding community-building events such as festivals, field trips, and parent meetings.|We will continue to improve the engagement of underrepresented families through social and emotional learning (SEL) sessions provided by staff and community partners.|During the 2025-26 school year, we hosted a series of Community Chats held on Friday mornings and evening meetings, such as Back to School Night. Our parent meetings covered topics such as the multi-tiered system of support (MTSS) and the Public Waldorf Curriculum used by Novato Charter School. Additionally, we hosted three Class Parent Meetings for each grade.   We seek parent input from parent volunteers who participate on school committees and other volunteer positions, such as the Novato Charter School Board of Directors and the Novato Charter School Foundation Board.  We administer a parent survey each school year.|Our focus area for improvement is to increase parental involvement in school committees and other volunteer positions.|One way we will improve the engagement of underrepresented families in relation to seeking input for decision-making is by continuing to offer parent meetings in the evening to meet the needs of working families.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-03|2026
21654250000000|Reed Union Elementary|3|Reed Union School District demonstrates significant strengths in fostering relationships between school staff and families. Current Youth Truth data indicates high levels of belonging among students, with the elementary level showing a 82nd percentile and the middle school level at 93rd percentile. Family survey participation rates have increased across all school sites. The district effectively increased family participation rates in the Youth Truth survey through targeted outreach, including phone calls and emails to families of second language learners, students with exceptional needs, foster/homeless youth, and socio-economically disadvantaged students. These efforts aimed to gather input on surveys, discuss student academic and social-emotional development, and identify additional family needs. The district continues to strengthen relationships with students and families, particularly those who are socio-economically disadvantaged, students with exceptional needs, and second language learners. The district also emphasizes community collaboration through various forums like PTA, Foundation, LCAP Advisory Committee and Strategic Planning Collaborative to improve wellness and inclusion for all students.|Based on family survey results, a key area for improvement in building relationships between school staff and families is strengthening communication regarding student academic progress and how families can support those needs. While the Youth Truth survey data indicates strong connections and welcoming environments, the district recognizes a desire for more frequent communication about student academic progress. In the upcoming year, Reed Union School District will focus on providing additional information to families about their students' academic progress. This includes consistently sharing Youth Truth and achievement data with community partners.|Reed Union School District will continue to improve engagement of underrepresented families by intentionally inviting them to specific opportunities to provide input. This includes targeted outreach and planning with specific student groups and their families, such as English Learners, foster and/or homeless families, socio-economically disadvantaged families, and families of students with disabilities. Principals and other staff members will reach out to these priority families through their preferred method of communication. Additionally, the District Counselor and Director of Student Services will continue to provide opportunities within neighborhoods that have high underrepresented student counts. The school counselor position, created to support students with social and emotional needs, maintains a priority caseload ofnsocio-economically disadvantaged students and their families. Next year, we will have school counselors at all three sites allowing for more meaningful relationship building and coherent system of support. Targeted Family Partnerships (Action 2.9) explicitly focuses on connecting with families to learn about pressing needs and barriers to learning for these groups, and strengthening communication around academic progress.|Reed Union School District demonstrates significant strengths in building partnerships to impact student outcomes. The district has successfully fostered increased student and community engagement and leadership, evidenced by leadership involvement and family survey participation rates. The district has seen improved rates of chronic absenteeism for all student groups. Academically, 2025-26 NWEA MAP testing performance data shows that RUSD students in Kindergarten-8th Grades are meeting or exceeding grade level achievement in ELA (78%) and Mathematics (76%). Additionally, RUSD students demonstrate average or higher performance growth of 58% (ELA) and 50% (Mathematics) on 2025-2026 MAP testing. The district has maintained 100% access to textbooks and instructional materials for all students. Intervention teams regularly monitor student progress through analysis of local (MAP) and statewide (CAASPP) data, and student attendance data. A school counselor position was created in 2023-24 to case manage socio-economically disadvantaged students and their families, serving as a liaison between school staff and families. Next year, we will have school counselors at all three of our sites. Students in this group have been provided access to free after-school tutoring and enrichment classes, and the counselor connects them to community resources as needed to address barriers to academic engagement and success.|Reed Union School District is actively focusing on areas for improvement in building partnerships to impact student outcomes. While overall student achievement is high, the district is giving continued attention to socio-economically disadvantaged English learner students and students with disabilities in efforts to reduce chronic absenteeism. Plan analysis and comprehensive stakeholder feedback have indicated a clear need to refine the LCAP's focus and ensure stronger alignment between planned actions, actual work, and available funding. Feedback consistently emphasized the critical role of interventions, targeted student support, and after-school tutoring in driving academic achievement. This feedback directly informs next steps, including a thorough evaluation and enhancement of intervention and acceleration programs within the Multi-Tiered System of Supports (MTSS) framework, the development of individualized support plans for priority student populations, and a strengthening of the tutoring program through expanded parent outreach and more targeted instructional support. Youth Truth survey data indicated a family desire for more frequent communication about student academic progress. In the upcoming year, the Reed Union School District will continue to provide additional information to families about their students' academic progress. The district is also evaluating MTSS programming and practices at each site to ensure strong alignment across all tiers in data use, curriculum connection, and grade-level articulation.|Reed Union School District will continue to improve engagement of underrepresented families by intentionally inviting them to specific opportunities to provide input. This includes targeted outreach and planning with specific student groups and their families, such as English Learners, foster and/or homeless families, socio-economically disadvantaged families, and families of students with disabilities. Principals and other staff members will reach out to these priority families through their preferred method of communication. Additionally, the District Counselors and Director of Student Services will continue to provide opportunities within neighborhoods that have high underrepresented student counts. The school counselor position, created to support students with social and emotional needs, maintains a priority caseload of socio-economically disadvantaged students and their families. Targeted Family Partnerships (Action 2.9) explicitly focuses on connecting with families to learn about pressing needs and barriers to learning for these groups, and strengthening communication around academic progress.|Reed Union School District demonstrates significant strengths in seeking input for decision-making. The district engages educational partners through various methods, including survey data collection and in-person meetings with teachers, classified staff, parents, trustees, administrators, and community members. Strategic planning for the 2024-2030 school years and LCAP goals for 2024-2027 were developed through numerous meetings involving all educational partners. Survey data from students, parents, and staff, collected through annual National Youth Truth surveys and district-created surveys, provides feedback on academic and social-emotional learning needs. The administrative team reviews all data, including survey results, quantitative data, embedded curriculum assessments, and educational partner feedback, to draft new goals, actions, services, and metrics. The revised document is then shared with educational partners for additional feedback and refinement. The LCAP Advisory Committee, which included student representation from identified student groups, provided invaluable input and guidance, reinforcing the importance of tutoring, intervention/acceleration, student leadership opportunities, counseling support, and family partnerships.|Reed Union School District will continue to improve on seeking input for decision-making by having more intentionality around pursuing and purposefully including families of underrepresented groups. Feedback mechanisms, including staff and family surveys, consistently emphasized the critical role of interventions, targeted student support, and after- school tutoring in driving academic achievement. This feedback directly informs next steps, including a thorough evaluation and enhancement of intervention and acceleration programs within the MTSS framework, the development of individualized support plans for priority student populations, and a strengthening of the tutoring program through expanded parent outreach and more targeted instructional support. Student input has been highly informative, and the district will work to increase opportunities for students to give input to impact decision-making. The collective feedback from the LCAP Advisory Committee, along with input from families, staff, and students, will directly shape LCAP updates, with a specific focus on ensuring all metrics are measurable and that actions are tightly aligned with work and funding priorities.|"Reed Union School District will improve engagement of underrepresented families through intentionality of communication, invitations to participate, and engaging with families within their own neighborhoods. Targeted outreach by the school counselor and site and district administrators includes phone calls and emails to families of second language learners, students with exceptional needs (SWD), foster/homeless youth, and socio- economically disadvantaged students. The focus of this outreach is to solicit input on surveys (Youth Truth and LCAP Input), engage in conversations around students' academic achievement and social-emotional development, assess access to resources, and learn about additional needs for targeted students and their families. The ""Targeted Family Partnerships"" action (Action 2.9) is specifically designed to create more opportunities to connect with these families to learn about pressing needs and barriers to learning. The school counselor position (Action 2.10) supports this by maintaining a priority caseload of socio-economically disadvantaged students and their families."|5|5|4|4|4|4|5|5|4|4|5|5|Met||2026-06-08|2026
21654330000000|Ross Elementary|3|Our community has asked for opportunities to learn how to speak up when they hear another student—or their own child—say something inappropriate. Parents have also request sessions on parenting especially  around technology.   The Ross School parent community has requested these educational opportunities through LCAP surveys, grade-level meetings, and community outreach. Parents have indicated through surveys that they appreciated the parent education offered this year and would like to see similar high-quality sessions in the future with the addition of administration hosting more talks about the school, education and learning..|"Community members have requested, through LCAP surveys, that Ross School offer more parent talks like those held this year, and that they be given input on the topics presented at these ""Coffee Talks."" In response, Ross School is gathering feedback from the community to identify topics of interest to parents. When Coffee Talks are held during school hours, we also schedule an evening session to accommodate working parents, based on LCAP input. Ross School records as many meetings as possible and shares them with families so they can view them at their convenience.  Teachers and principals hold grade-level meetings with parents/guardians to discuss topics relevant to each grade level. Ross School also shares individual student data—including CAASPP scores, NWEA (MAP) test results, and Youth Truth survey data—with parents and guardians. One-on-one meetings are available for any family requesting a deeper understanding of the results or help creating an individualized action plan.  One area for growth that emerged from our faculty and staff survey was the way some parents communicate with classroom teachers. Our community cares deeply about our school and our staff, and many parents have expressed a desire to help strengthen the partnership between home and school. We have begun conversations about how parents and the school can work together to best support students, and we will continue to provide parent education and resources that promote constructive, respectful, and collaborative communication. Strong partnerships between families and educators are essential to creating the best possible experience for every child."|Ross School actively seeks feedback from underrepresented groups through its Site Council, which includes parents who represent these communities. To increase accessibility, we offer meetings at both morning and evening times to accommodate working families. Additionally, Ross School has partnered with the Ross PTO to create several inclusive committees aimed at engaging all families. These include a Diversity, Equity, Inclusion, and Belonging (DEIB) Committee, a Green School Committee, and a Welcome Committee that connects new families with “buddy families” to help them transition into the district.|"The YouthTruth Survey, administered in November 2025, collected feedback from students in grades 3–8 on a variety of topics, including instructional practices, student engagement, school culture, bullying, relationships, academic challenge, mental health, motivation, and preferences for problem- and project-based learning. The results were used to identify strengths and areas for growth and informed the development of faculty and staff ""impact cycles"" focused on improving student experiences and outcomes.  For example, survey data revealed that many students in grades 7 and 8 expressed a desire for more problem- and project-based learning opportunities. In response, Ross School expanded its partnership with PSEADS to support the implementation of project-based learning experiences in grades 4–8.  Faculty and staff regularly use YouthTruth data to monitor progress and adjust instructional practices. In addition, student growth and achievement are measured twice annually, in August and January, through NWEA MAP assessments. Results are shared with parents and used by classroom teachers, specialists, and the intervention team to identify students who may benefit from additional academic support.  Ross School utilizes a Multi-Tiered System of Supports (MTSS) to address student needs. Students may receive Tier 2 interventions without requiring a Section 504 Plan or an Individualized Education Program (IEP). The Learning Center provides both short-term and long-term academic interventions designed to support students in reaching grade-level expectations and achieving individual growth goals.  To further support student success, all students in grades 6–8 participate in a dedicated 40-minute academic support period each day. This time has been used in the past for re-teaching, tutoring, intervention, enrichment, and individualized support across all subject areas, ensuring students receive timely assistance and opportunities for deeper learning. This year we are dedication a classroom teacher to this differentiation task for all elementary classrooms."|The YouthTruth Survey identified student belonging as a key area for growth. In response, Ross School provided professional development for teachers on the implementation of community circles, creating dedicated opportunities for students to build connections, strengthen relationships, and develop a greater sense of belonging within their classrooms and school community.  Student behavior was also identified as an area requiring continued attention. To address this need, Ross School expanded the use of progressive discipline and restorative practices. These efforts have resulted in measurable improvements in student behavior and school climate. While progress has been made, both student and faculty feedback indicate that behavior and accountability remain areas for continued growth and focus.  To support positive behavior and social-emotional development in the primary grades, Ross School implemented the Toolbox program. Toolbox provides students and staff with a common language and practical strategies for self-regulation, conflict resolution, and emotional well-being, helping to create a more consistent and supportive school environment.  Academically, students reported that classroom learning does not always feel connected to their lives outside of school. In response, Ross School has expanded opportunities for authentic, real-world learning experiences. In addition to implementing project-based learning in grades 4–8, the school is investing in service-learning opportunities and outdoor education programs that encourage students to apply their knowledge and skills in meaningful ways. These experiences are designed to increase student engagement, foster critical thinking, and strengthen the relevance of learning beyond the classroom.|The School Site Council serves as Ross School’s Parent Advisory Group and plays an important role in gathering stakeholder input and providing feedback on school programs and initiatives. Throughout the year, the District meets regularly with Site Council members, faculty, staff, and parents to review progress toward goals, identify areas of need, discuss challenges, and determine priorities for improvement. Feedback collected through these meetings helps inform planning and the development of action steps for the upcoming school year.  To further strengthen family engagement and ensure that parent voices are heard, Ross School administers two community surveys each year. The first survey is conducted at the beginning of the school year and seeks feedback on the opening of school from a variety of stakeholder groups, including parents of students receiving special education services, English Learner (EL) families, and general education families. Survey results are used to identify strengths, address concerns, and make adjustments to programs and services early in the school year.  A second community survey is administered later in the year to gather broader feedback on school climate, communication, academic programs, student support services, and overall satisfaction with the school experience. Together, these surveys provide valuable information that guides continuous improvement efforts and helps ensure that school programs remain responsive to the needs of students and families.|The district conducted two parent/community surveys one at the beginning of the year to gather feedback on the opening of the school year from the perspective of special education parents, ELL parents, and general education parents. A more extensive survey is sent to parents and the community in March asking parents of special education students, ELL parents, and general education parents for specific feedback on the educational experience, quality of education, quality of facility, quality of relationships, quality of SEL, quality of communication, quality of leadership and overall satisfaction with the school district. In addition, parents were asked what they believe is working in the district, and what needs improvement. The district PTO, DEIB group, Foundation, Financial Advisory Committee (FAC), Site Council, and Principals' Council are all organizations that review and provide input on the LCAP and the eight state priorities. The district provides an interpreter as needed.|Feedback from all three educational partner groups—students, staff, and parents—indicates a shared desire for deeper engagement in curriculum and instruction. In particular, stakeholders expressed interest in learning experiences that are more relevant, meaningful, and connected to students' lives, including opportunities to engage with real-world issues and more challenging content.   Survey data reveals that students in grades 3–6 report strong relationships with their teachers. These students consistently indicate that their teachers care about them, support their success, and encourage them to do their best. However, many students in these grades also report that they do not always understand how the content they are learning connects to their everyday lives or future experiences.  Similarly, students in grades 7 and 8 report putting forth strong effort in their academic work and generally demonstrate a commitment to learning. At the same time, many middle school students indicate that they do not feel deeply connected to the content they are studying and would like learning experiences that are more engaging, relevant, and applicable beyond the classroom.  In response to this feedback, Ross School continues to expand opportunities for project-based learning, service learning, outdoor education, and other authentic learning experiences that help students make meaningful connections between academic content and the world around them. Survey results, along with academic and behavioral data, are regularly reviewed by faculty and staff and are used to inform instructional practices, intervention programs, and school wide initiatives designed to promote student safety, belonging, achievement, and growth.|The LEA will continue to reach out through surveys and parent education events and will begin the implementation of surveys being provided in multiple languages as needed.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-03|2026
21654580000000|San Rafael City Elementary|3|San Rafael City Elementary schools provide a welcoming environment with staff that values their parent community with emphasis on building trusting and respectful relationships with school. San Rafael City Elementary has Community Liaisons, and Community Schools have additional staff at every site who welcome new families to the school and encourage families to become engaged. At four of our sites, we also have Family Centers thanks to the Community Schools Grant. Community Liaisons and Family Center staff are provided professional development and training to ensure our schools are seen as welcoming environments and trusted sources of information. Community Liaison staff meet monthly to ensure all information is streamlined and aligned, and to understand any new policies and procedures. These meetings are facilitated by our Director of Community Partnerships.|SRCS will maintain a .5 FTE Bilingual Health Liaison and a Board Certified Behavior Analyst in the Elementary District to address the increase in social-emotional/behavioral concerns and counseling support, as well as the increase in referrals for special education. SRCS will continue to have Wellness Coordinators and Mental Health Clinician who take the lead in coordinating services at the Wellness Centers and restorative practices to reduce the number of students who are suspended and/or expelled. Our middle schools are also engaging in professional development and family education around some key behaviors that are contributing to higher than normal suspension rates. Family and Wellness Center Teams are preparing and working on delivering modules to our staff and families around: Cultural expectations of American Schools, increasing family engagement and leadership, social emotional development, and early literacy.  At Bahia Vista Elementary two school counselors manage mental health referrals and coordinate care with family center staff and the school’s Coordination of Services Team (COST).  At Davidson Middle School the Wellness program’s service delivery and referral system is running smoothly as the Wellness Mental Health Clinician is deeply integrated into the school’s COST system. This includes collaboration with the three school counselors and assistant principal.  In addition, Family and Wellness Center teams prepare for and lead weekly Coordination of Services Team meetings, schedule Huckleberry presentations for health classes, facilitate Wellness 101 sessions, and organize events such as Stress Less Week. Mental Health Clinicians, who are trained therapists, support the Wellness Centers by providing on-site mental health services for students with individual needs during the school day.  SRCS has a Dean of Students at Venetia Valley TK-8 and Davidson Middle School, and will provide stipends for the work with ILT and School Climate Committees to focus on using data and research to improve our instruction, systems and structures and school climate to best serve our students.  In addition, SRCS has refined our COST meeting structure to better coordinate support for students who are struggling with behavior, social emotional health, and/or academics. SRCS provides counseling support through Tier 1 SEL lessons and Tier 2/3 interventions assigned through the COST referral process. The online ION data management system tracks student social-emotional, behavioral, and academic needs and interventions to better align systems of support. COST team members will be trained on how to use ION to view history of behavioral, social-emotional, and academic supports to increase alignment and support.|SRCS continues a districtwide attendance campaign to address our chronic absenteeism rates. This will include a parent and student facing attendance campaign, as well as the continuation of our internal systems and structures through COST and attendance review teams to monitor attendance. Based on our Dashboard data, we will focus on supporting students with disabilities to improve attendance. Principals continue to outreach to families to promote positive attendance through parent meetings, school events, and bulletins throughout the academic year. Principals lead school-wide incentive efforts such as awards or certificates for good attendance. The Superintendent sends bilingual messages to parents about the importance of attendance on students’ academic performance and school connectedness.  The District continues to prioritize the recruitment and hiring of diverse and bilingual candidates. Through a Teacher Residency Grant, the District supports a Teacher Residency Program coordinated by dedicated staff. Residents are paired with mentor teachers aligned to their credential area and gain hands-on classroom experience four days per week while completing coursework one day per week. The program creates a pathway to employment within the District, allowing residents to build strong relationships with staff, students, and families while developing a deep understanding of the school communities they serve.|San Rafael City Elementary provides the necessary resources to support student learning and builds a strong partnership between the school staff and their families. All schools will continue to provide more opportunities for parents/guardians to communicate and visit their child’s school, and continue to build partnerships with community based organizations to empower parents and provide leadership and advocacy training. Community resources will be utilized for mental health support, youth development, and suspension diversion efforts,  particularly to support the wellness centers, including work with Huckleberry, Youth Transforming Justice. Bay Areas Community Resources. The District has grown its partnership with after-school providers (Bay Area Community Resources, the City of San Rafael and YMCA) thanks to the ELOP. With ELOP funds and ASES funds we continue to increase the number of TK-8 unduplicated pupils we serve in summer, intersession and after school programs and we look forward to expanding in middle school. Canal Alliance is active at Davidson Middle School throughout the school year. During the summer, AIM High, Next Generation Scholars, and Camp Galileo serve our targeted students and families, providing access to enrichment opportunities that enhance their educational experiences and support continued learning beyond the regular school year.|San Rafael City Elementary will continue to provide parent training to empower leaders as advocates.  Community Liaisons will continue to support building strong partnerships between the school staff and their families. San Rafael City Elementary supports families and provides the opportunities to be actively involved in decision making. Sites are mindful of the multiple avenues needed to seek input and to engage families in the decision making process, and continue to refine how to effectively gain more input from families. Family Centers will continue to support families and connect families to resources. In addition,  San Rafael City Elementary will continue to build partnerships with organizations such as Parent Services Project, Canal Alliance, Parent Institute of Quality Education (PIQE), the Family Literacy Center and others to empower parents and provide leadership and advocacy training. Community resources will be utilized for mental health support and youth development, particularly to support the wellness centers, including work with Huckleberry, Bay Areas Community Resources, Youth Transforming Justice, and to promote our District and schools. SRCS offers PIQE courses online for families at every school. Through a partnership between Community Liaisons and PIQE, the program has been expanded to provide access to all families across the district. In addition, SRCS is collaborating with MCOE and the SELPA to offer learning modules for families of students receiving Special Education services. Sessions are being provided in both Spanish and English to ensure accessibility for our diverse community. The content is based directly on feedback gathered from families and will be facilitated by SRCS staff.|SRCS will  provide a series of parent leadership classes focused on strengthening family, school and community partnerships, sharing critical information that impacts students and families, and building agency and advocacy to increase parent/family leadership. We'll host a series of trainer of trainer (ToT) professional development workshops for our community liaisons and family engagement support staff to give them the tools and resources to run high-impact family engagement and leadership classes at the site level.  San Rafael City Schools received funds to support the California Community Schools Partnership Program. This program will continue to focus on increasing family and community engagement, integrated support services and new or existing partnerships with governmental entities or community-based organizations. We are fortunate to implement the District wide delivery model with PIQE (Parent Institute for Quality Education) offering different training based on grade levels instead of school site. Thanks to funding from the Marin Community Foundation we have received funding to offer the same model for a third year to our families.     In addition, a District Literacy and Technology Working Committee has been examining various components and identifies priority topics and skills for TK–8 students, helping to inform a cohesive TK–12 scope and sequence aligned with the SRCS Graduate Profile. As part of this work, there are plans to introduce parent education opportunities at each school site, as well as with specialized parent groups such as DELAC. These sessions will focus on topics like digital wellness and increasing family understanding of students’ digital experiences in both academic and non-academic contexts.|San Rafael City Elementary is deepening family engagement and shared decision-making by offering multiple avenues for meaningful input and refining strategies to increase participation. Workshops on communication platforms like ParentSquare, Canvas, and Aeries help families more effectively connect with the school. District communication is more consistent and topic focused. SRCS will provide more frequent, but simplified District communications, and train school staff to streamline and improve use of ParentSquare to be more effective for families and encourage increasing use of video messaging. SRCS provides regular, monthly District-wide newsletters to streamline communication and share more timely information and highlight school, district, student and staff achievements. Many of our school teams are effectively using video messaging. We have put considerable effort into our District, in partnership with our school leaders and staff, to better streamline communication in ParentSquare so we are not overwhelming families. We have seen progress, and will continue to prioritize and strengthen our monthly newsletters to ensure they provide valuable information to our SRCS community. DELAC meetings have been more widely attended and continue to be held remotely at the request of DELAC parent leadership. San Rafael City Schools remains deeply committed to engaging our English Learner families in authentic, culturally responsive ways DELAC parent and community liaison feedback  indicated a need for clearer, more accessible communication, expanded language access, more flexible participation opportunities, and stronger family leadership pathways. To strengthen partnerships for student outcomes, the LEA will implement more consistent, multilingual communication using a variety of formats, including written, video, and hybrid approaches, while increasing personalized outreach to families. The district will expand culturally responsive family learning opportunities focused on academic success, student wellness, educational transitions, ELPAC, reclassification, and college and career readiness. The LEA will also increase opportunities for family voice and leadership through DELAC, SELAC, Family Centers, and other advisory structures, while offering more accessible meeting formats, including virtual, hybrid, evening, and weekend options. Additionally, the district will strengthen coordination across schools and engagement programs to ensure all families have equitable access to information, resources, and meaningful participation in decision-making processes that support student success.|San Rafael City Schools hired a Director of Community Partnerships to support the implementation of the five year California Community Schools Partnership Program. Each participating school has a site base lead to carry out the grant’s programs and services. In addition, the District hired a District Community Liaison to support the work of the community schools effort. This grant supports “wraparound” support to families like enhanced social services, expanded learning time, and job placement assistance. The grant focuses on increasing family and community engagement, increasing district and community-based services for newcomer and English learner families, providing parent leadership engagement and advocacy training, ensuring on-site physical and mental health partnerships for low-income families, preparing students for college and 21st-century careers, and supports District-wide coordination of support services. Key members of the family engagement team attended the National Community Schools Conference  for professional development and networking opportunities designed to increase our CCSPP staff members’ knowledge of family engagement, extended learning opportunities, community partnerships and other whole-child strategies.|Family Centers will continue to support families and connect families to resources, and every site will continue to have a Community Liaison. SRCS supports and engages low-income and English learner students and families by having Community Liaisons and Community Schools Staff support parent education, parent involvement opportunities, interpretation and translation, eliminating barriers to increase access and referrals to agencies for integrated services and direct services to meet the needs of the whole child. Family Centers at each site will plan and facilitate parent education learning series targeted on collectively identified areas of need for low-income and English learner families.  Each August, the District and school sites support families through the online annual data confirmation process to ensure that contact information and family data are reviewed and updated. Family Center teams from across the District participate in District-sponsored events held at multiple locations, times of day, and days of the week to meet the diverse needs of families. During the 2026–27 school year, these events will also provide an opportunity to inform families about the Children and Youth Behavioral Health Initiative (CYBHI), answer questions about available behavioral health services, and request consent to bill health insurance, when applicable, to support and sustain student services.  A Communications Director position will continue to enhance communication with and engagement of families of low-income students, foster youth and English Learners.|4|4|4|5|4|5|5|5|4|5|5|4|Met||2026-06-16|2026
21654660000000|San Rafael City High|3|San Rafael City High provides an environment that values supporting students in their progress towards building confidence, personal skills, strong work ethic, and encourages students to pursue their passions as well as provide an education that will prepare students to be successful in college. San Rafael City High has Community Liaisons, and Community Schools have additional staff who welcome new families to the school and encourage families to become engaged. Community Liaisons staff are provided professional development and training to ensure our schools are seen as welcoming environments and trusted sources of information. Community Liaison staff meet monthly to ensure all information is streamlined and aligned, and to understand any new policies and procedures. These meetings are facilitated by our Director of Community Partnerships.|At the site level families are made to feel welcome through various informational and community-building events including: back-to-school nights, eighth-grade orientation night, college information nights, special parent education nights, concerts, plays, musicals, and other artistic and athletic performances. Community Liaisons and other key staff members are provided professional development and training to ensure our schools are seen as welcoming environments and trusted sources of information. In addition, SRCS has fully staffed Wellness Centers to further support mental health and social emotional development. Through this expanded team, partnerships with community-based organizations and the California Community Schools Partnership Program, our Wellness teams provide support to students across the three MTSS tiers (prevention, intervention, and intensive). Family and Wellness Center Teams are preparing and working on delivering modules to our staff and families around: Cultural expectations of American Schools, increasing family engagement and leadership, social emotional development, and early literacy. In addition, Family and Wellness Center teams prepare for and lead weekly Coordination of Services Team meetings, schedule Huckleberry presentations for health classes, facilitate Wellness 101 sessions, and organize events such as Stress Less Week. Mental Health Clinicians, who are trained therapists, support the Wellness Centers by providing on-site mental health services for students with individual needs during the school day.  SRCS has refined our Coordination of Services Team (COST) meeting structure to better coordinate support for students who are struggling with behavior, social emotional health, and/or academics. SRCS will provide counseling support through Tier 1 and Tier 2/3 interventions assigned through the COST referral process. The online ION data management system will track student social-emotional, behavioral, and academic needs and interventions to better align systems of support. COST team members will be trained on how to use ION to view history of behavioral, social-emotional, and academic supports to increase alignment and support.   SRCS will continue to contract with Youth Transforming Justice to provide school sites with support in implementing restorative practices by offering suspension diversion interventions. This program includes family sessions, teen-only sessions, case management, and substance safety skills training. An additional component is Peer Court during which the jury assigns duties to the student to restore their connection with the community. Students may choose to participate in a restorative circle or mediation led by Youth Transforming Justice to repair the harm caused by conflict.|SRCS continues a districtwide attendance campaign to address our chronic absenteeism rates. This will include a parent and student facing attendance campaign, as well as the continuation of our internal systems and structures through COST and attendance review teams to monitor attendance. Based on our Dashboard data, we will focus on supporting students with disabilities to improve attendance. Principals continue to outreach to families to promote positive attendance through parent meetings, school events, and bulletins throughout the academic year. Principals lead school-wide incentive efforts such as awards or certificates for good attendance. The Superintendent sends bilingual messages to parents about the importance of attendance on students’ academic performance and school connectedness.  The District continues to prioritize the recruitment and hiring of diverse and bilingual candidates. Through a Teacher Residency Grant, the District supports a Teacher Residency Program coordinated by dedicated staff. Residents are paired with mentor teachers aligned to their credential area and gain hands-on classroom experience four days per week while completing coursework one day per week. The program creates a pathway to employment within the District, allowing residents to build strong relationships with staff, students, and families while developing a deep understanding of the school communities they serve.  Additionally, campus security staff will serve as visible, welcoming points of contact during arrival and dismissal, transforming routine safety monitoring into daily opportunities for building approachable relationships with families. Finally, the District will provide direct, hands-on assistance to families navigating the digital annual data confirmation process, utilizing this touchpoint to connect underrepresented communities with vital mental health resources through the Children and Youth Behavioral Health Initiative (CYBHI) and assist with insurance consents to remove barriers to care.|San Rafael City High provides resources to support student learning and continue to enhance building a strong partnership between the school staff and their families. San Rafael City High provides resources to support student learning and continues to enhance building a strong partnership between the school staff and their families. SRCS values every member of our community and is committed to actively engaging parents, community organizations and the broader community to ensure the success of every student. San Rafael high schools continue to refine communication with parents/guardians and enhance building partnerships with families.|San Rafael City High will continue to provide parent training to empower leaders as advocates.  Community Liaisons will continue to support building strong partnerships between the school staff and their families. San Rafael City High supports families and provides the opportunities to be actively involved in decision making. Sites are mindful of the multiple avenues needed to seek input and to engage families in the decision making process, and continue to refine how to effectively gain more input from families. Family Centers will continue to support families and connect families to resources. In addition,  San Rafael City High will continue to build partnerships with organizations such as Parent Services Project, Canal Alliance, Parent Institute of Quality Education (PIQE), the Family Literacy Center and others to empower parents and provide leadership and advocacy training. Community resources will be utilized for mental health support and youth development, particularly to support the new wellness centers, including work with Huckleberry, Bay Areas Community Resources, Youth Transforming Justice, and to promote our District and schools. SRCS offers PIQE courses online for families at every school. Through a partnership between Community Liaisons and PIQE, the program has been expanded to provide access to all families across the district. In addition, SRCS is collaborating with MCOE and the SELPA to offer learning modules for families of students receiving Special Education services. Sessions are being provided in both Spanish and English to ensure accessibility for our diverse community. The content is based directly on feedback gathered from families and will be facilitated by SRCS staff.|Community Liaisons will continue to support the increase of home visits to families in partnership with teachers as appropriate. Community liaisons, counselors and community partners will meet regularly (Canal Alliance, Bay Area Community Resources, Huckleberry Youth Programs, etc.) to coordinate outreach and support, particularly for newcomers. Community Liaisons will continue to support building strong partnerships between the school staff and their families. Family Center staff will identify parent needs and provide education and training in key areas of need. The workshops have primarily focused on supporting families with communication systems like ParentSquare, Canvas and Aeries.  San Rafael City Schools received funds to support the California Community Schools Partnership Program. This program will continue to focus on increasing family and community engagement, integrated support services and new or existing partnerships with governmental entities or community-based organizations. We are fortunate to implement the District wide delivery model with PIQE (Parent Institute for Quality Education) offering different training based on grade levels instead of school site. Thanks to funding from the Marin Community Foundation we have received funding to offer the same model for a third year to our families.   In addition, a District Literacy and Technology Working Committee has been examining various components and identifies priority topics and skills for TK–8 students, helping to inform a cohesive TK–12 scope and sequence aligned with the SRCS Graduate Profile. As part of this work, there are plans to introduce parent education opportunities at each school site, as well as with specialized parent groups such as DELAC. These sessions will focus on topics like digital wellness and increasing family understanding of students’ digital experiences in both academic and non-academic contexts.|San Rafael City High will continue to provide parent training to empower leaders as advocates.  Community Liaisons will continue to support building strong partnerships between the school staff and their families. SRCS supports families and provides the opportunities to be actively involved in decision making. Sites are mindful of the multiple avenues needed to seek input and to engage families in the decision making process, and continue to refine how to effectively gain more input from families. Family Centers will continue to support families and connect families to resources. San Rafael City Schools is enhancing district communication by increasing frequency while maintaining clarity and focus. The district now sends simplified, topic-driven updates, backed by monthly newsletters, to share timely information and celebrate achievements across schools, students, and staff. SRCS continues to train school staff to streamline and improve use of ParentSquare to be more effective for families and encourage increasing use of video messaging. Many of our school teams are effectively using video messaging, but as a District, this remains an area of growth for us. We have put considerable effort into our District, in partnership with our school leaders and staff, to better streamline communication in ParentSquare. Efforts to streamline this platform aim to prevent information overload for families. Progress is evident, and SRCS remains committed to refining these communications to ensure they stay valuable and accessible to the entire school community. DELAC meetings have been more widely attended and continue to be held remotely at the request of DELAC parent leadership. San Rafael City Schools remains deeply committed to engaging our English Learner families in authentic, culturally responsive ways DELAC parent and community liaison feedback  indicated a need for clearer, more accessible communication, expanded language access, more flexible participation opportunities, and stronger family leadership pathways. To strengthen partnerships for student outcomes, the LEA will implement more consistent, multilingual communication using a variety of formats, including written, video, and hybrid approaches, while increasing personalized outreach to families. The district will expand culturally responsive family learning opportunities focused on academic success, student wellness, educational transitions, ELPAC, reclassification, and college and career readiness. The LEA will also increase opportunities for family voice and leadership through DELAC, SELAC, Family Centers, and other advisory structures, while offering more accessible meeting formats, including virtual, hybrid, evening, and weekend options. Additionally, the district will strengthen coordination across schools and engagement programs to ensure all families have equitable access to information, resources, and meaningful participation in decision-making processes that support student success.|San Rafael City Schools hired a Director of Community Partnerships to support the implementation of the five year California Community Schools Partnership Program. Each participating school has a site-based lead to carry out the grant’s programs and services. In addition, the District hired a part-time District Community Liaison to support the work of the community schools effort. This grant supports “wraparound” support to families like enhanced social services, expanded learning time, and job placement assistance. The grant focuses on increasing family and community engagement, increasing district and community-based services for newcomer and English learner families, providing parent leadership engagement and advocacy training, ensuring on-site physical and mental health partnerships for low-income families, preparing students for college and 21st-century careers, and supports District-wide coordination of support services. Key members of the family engagement team attended the National Community Schools Conference  for professional development and networking opportunities designed to increase our CCSPP staff members’ knowledge of family engagement, extended learning opportunities, community partnerships and other whole-child strategies.|Staff will continue to support families and connect families to resources, and every site will continue to have a Community Liaison. SRCS supports and engages low-income and English learner students and families by having bilingual (Spanish/English) Community Liaisons and Community Schools Staff facilitate parent education, parent involvement opportunities, interpretation and translation, eliminating barriers to increase access and referrals to agencies for integrated services and direct services to meet the needs of the whole child. Staff members who support family engagement  at each site will plan and facilitate parent education learning opportunities targeted on collectively identified areas of need for low-income and English learner families.  Each August, the District and school sites support families through the online annual data confirmation process to ensure that contact information and family data are reviewed and updated. Family Center teams from across the District participate in District-sponsored events held at multiple locations, times of day, and days of the week to meet the diverse needs of families. During the 2026–27 school year, these events will also provide an opportunity to inform families about the Children and Youth Behavioral Health Initiative (CYBHI), answer questions about available behavioral health services, and request consent to bill health insurance, when applicable, to support and sustain student services.  A Communications Director position will continue to enhance communication with and engagement of families of low-income students, foster youth and English Learners.|4|4|4|5|4|4|4|4|4|4|5|5|Met||2026-06-16|2026
21654740000000|Sausalito Marin City|3|Based on the analysis of educational partner input and local data, the LEA has demonstrated significant progress in strengthening relationships between school staff and families by creating intentional, accessible, and meaningful opportunities for engagement. The district has increased opportunities for transparent information sharing and two-way communication through regular family meetings, surveys, community forums, and consistent outreach, ensuring that families have multiple avenues to provide input and remain informed about school initiatives. In response to attendance data, the LEA established a comprehensive, cross-functional attendance team that includes school staff and community partners to coordinate proactive outreach, identify barriers to attendance, and implement targeted supports that have contributed to maintaining positive attendance trends. Additionally, the LEA strengthened its Coordination of Services Team (COST) process by implementing more structured referral protocols, improving collaboration among multidisciplinary teams, and using data to identify students in need of early intervention, resulting in more timely academic, behavioral, and social-emotional supports for students and families. The district has also expanded family leadership by providing numerous opportunities for participation in committees, advisory groups, and policy-making bodies, empowering families to serve as active partners in school improvement and decision-making. To further promote inclusion and belonging, the LEA hosted a variety of cultural celebrations, family engagement nights, and affinity-based events that honored the diverse backgrounds of students and intentionally created welcoming spaces for historically marginalized groups to connect with school staff, community partners, and one another. To ensure equitable access, meeting materials, agendas, and opportunities for participation have been made readily available for public consumption through multiple communication platforms and flexible meeting formats. These intentional efforts have strengthened trust between families and school staff, increased family voice in district decisions, improved access to early intervention supports, and fostered a culture of collaboration and belonging that advances equitable outcomes and continuous improvement for all students.|Based on the analysis of educational partner input and local data, the LEA has identified several key focus areas to further strengthen relationships between school staff and families. A primary area of improvement is increasing meaningful, consistent, and culturally responsive communication that promotes two-way engagement and ensures all families have opportunities to inform school and district decision-making. By strengthening communication, expanding family voice, and building sustainable engagement infrastructure, the LEA aims to foster stronger partnerships with families that promote belonging, equity, and improved outcomes for every student.|The LEA is committed to strengthening the systems and infrastructure that support authentic family partnerships, with a particular focus on expanding outreach, leadership opportunities, and accessible communication for African American students and families, students and families with disabilities, and English Learner families. These student groups remain a top priority as the district works to eliminate barriers to participation, increase representation in advisory committees and leadership bodies, and ensure that engagement opportunities reflect the diverse needs and experiences of the community. The LEA will continue to enhance targeted family engagement strategies, improve access to multilingual resources and supports, and deepen collaboration with community-based organizations to better connect families with academic, social-emotional, and wellness services.|The Community Schools framework has enabled the district to strategically identify student needs through data analysis and educational partner feedback, allowing resources and funding to be directed toward targeted programs and services that positively impact academic achievement, attendance, student engagement, and overall well-being. By leveraging partnerships with community-based organizations and service providers, the LEA has expanded access to academic interventions, enrichment opportunities, mental health supports, family engagement initiatives, and wraparound services that address the diverse needs of students and families. To ensure these investments produce meaningful results, the district maintains a comprehensive system for auditing and monitoring student programs, regularly reviewing implementation data, performance metrics, and participant feedback to verify that programs are being implemented with fidelity and are achieving their intended outcomes. This continuous monitoring process enables the LEA to make data-informed adjustments, strengthen accountability among partners, and ensure that resources remain aligned with the district's strategic priorities. Through these collaborative efforts, the LEA has established a strong foundation for sustainable partnerships that support equitable access to high-quality opportunities and promote improved outcomes for all students.|The district will continue to expand culturally relevant and responsive teaching practices that reflect the diverse backgrounds, identities, and lived experiences of its students, creating stronger connections between schools, students, and families. Recognizing that families are essential partners in student success, the LEA will provide ongoing opportunities for parents and caregivers to develop the knowledge, skills, and confidence needed to effectively advocate for their children through workshops, informational sessions, leadership opportunities, and accessible communication that supports family capacity building. In addition, the district will maintain and strengthen targeted programs and community partnerships that provide academic, social-emotional, and wraparound supports for identified student groups, including African American students, English Learners, and students with disabilities. These partnerships will continue to connect families with resources, mentoring, enrichment opportunities, and specialized services while creating additional avenues for family voice and participation in school improvement efforts. Through these coordinated strategies, the LEA seeks to cultivate authentic partnerships with underrepresented families, increase trust and engagement, and ensure that every student has equitable access to the supports and opportunities necessary for long-term academic and personal success.|The district will continue to expand culturally relevant and responsive teaching practices that reflect the diverse backgrounds, identities, and lived experiences of its students, creating stronger connections between schools, students, and families. Recognizing that families are essential partners in student success, the LEA will provide ongoing opportunities for parents and caregivers to develop the knowledge, skills, and confidence needed to effectively advocate for their children through workshops, informational sessions, leadership opportunities, and accessible communication that supports family capacity building. In addition, the district will maintain and strengthen targeted programs and community partnerships that provide academic, social-emotional, and wraparound supports for identified student groups, including African American students, English Learners, and students with disabilities. These partnerships will continue to connect families with resources, mentoring, enrichment opportunities, and specialized services while creating additional avenues for family voice and participation in school improvement efforts. Through these coordinated strategies, the LEA seeks to cultivate authentic partnerships with underrepresented families, increase trust and engagement, and ensure that every student has equitable access to the supports and opportunities necessary for long-term academic and personal success.|A key strength is the district's commitment to establishing well-balanced decision-making bodies that include students, families, staff, community partners, and other educational partners to ensure that diverse perspectives are reflected in district priorities and actions. The LEA utilizes multiple methods to gather feedback, including public meetings, town halls, advisory committees, surveys, focus groups, and community forums, providing stakeholders with a variety of accessible opportunities to share their experiences and recommendations. By leveraging these multiple engagement strategies, the district has strengthened transparency, increased stakeholder participation, and ensured that local data and community input remain central to continuous improvement and informed decision-making.|The district will continue to explore ways to increase engagement from a diverse population of stakeholders. One general consideration for improvement is the frequency, mediums and timing of meetings to ensure equitable participation.|The district is committed to strengthening partnerships with a diverse range of educational partners by expanding meaningful opportunities for engagement and shared decision-making. A key area for improvement is increasing participation from historically underrepresented families by enhancing the frequency, accessibility, communication methods, and timing of meetings to reduce barriers and ensure equitable participation. The LEA will continue to invest in capacity-building initiatives such as the Family Leaders Program, strengthen collaboration with community partners, and leverage the Council of Elders to provide cultural insight, mentorship, and community voice. Together, these efforts will build family leadership, strengthen trust, and create more inclusive partnerships that support equitable student outcomes.|4|4|3|4|3|3|4|3|4|3|4|3|Met||2026-06-25|2026
21654820000000|Tamalpais Union High|3|The Tam District values relationships between school staff and families and prioritizes opportunities to engage parents/guardians in our schools via school-student-parent conferences, parent groups such as PTSA and Foundations, and parent/guardian surveys.|A focus area for improvement is to identify more opportunities for parent/guardian-student-school conferences and identify more strategies to partner with the families of BIPOC, EL, and SPED students.|The Tam District will prioritize holding parent/guardian-student-school conferences for BIPOC, EL, and SPED students to build more impactful relationships between school staff and families.|The Tam District regularly communicates with families about their child's academic progress via 3 progress reports each semester.  Families may also access real-time academic progress information through the District's Synergy Parent Vue and Canvas website.|The Tam District will improve on sharing more information with families about their child's academic skill development and preparedness for college and career ready skills.  Beginning in the fall of 2026, parents will receive academic skill reports for their child outlining their performance on the District's universal screener assessment (STAR).  Parents will have clear information about their child's literacy, writing, and math skills along with key skills that they can practice at home.|The District will engage underrepresented families through parent/guardian-student-school conferences.  These will provide a forum for learning about the student and parent's goals for child, provide necessary supports, and answer important questions resulting in improved partnerships and relationships.|The Tam District has several ways that parents/guardians are asked to provide input for decision-making including School Site Council, PTSA, Foundation meetings, and specific community engagement forum sessions.|An area for improvement is to ensure that underrepresented families are aware of opportunities to provide input around district decision-making.|The District will send specific invitations out to underrepresented families inviting them to attend different input and parent-engagement sessions.  The District will identify parent ambassadors from underrepresented groups at each school site to assist with publicizing the opportunities to participate in parent input and engagement meetings.|5|4|4|4|5|4|3|4|5|5|5|5|Met||2026-06-23|2026
21733610000000|Shoreline Unified|3|As a small district, personal, individual outreach to families from our Family Advocates remains our most successful strategy. In addition, our Community Schools implementation work continues to support the development of systems for collecting feedback from families regarding the best ways to structure our opportunities for engagement to meet the needs of our families. We have learned certain events and meetings need to be scheduled at certain times to promote higher levels of engagement. In addition, tying informational and feedback gathering opportunities to high interest engagement and social activities has been effective, as well. We are developing the capacity of staff to build trusting and respectful relationships with families through: communication platform for consistent communication, parent conferences / progress reports, and Events. We are creating welcoming environments for all families through professional office staff, facilities, teachers, interpretation and translation services, and events (athletics, school events, and meetings). We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by holding parent teacher conferences, facilitating meetings, and being part of a thriving small school community. We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Parent Conferences (including RFEP, IEP, 504, and SST meetings), communication platform, on-campus Events, and translation services (as needed).|"The focus area for this section will be ""developing the capacity of staff (i.e., administrators, teachers, and classified staff) to build trusting and respectful relationships with families.""."|Through continued outreach from our Family Advocates and through our Community School processes, we will continue to approve our ability to engage families who have previously been underrepresented.|We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: professional development days, Workshops, thoughtful discussions, and events. We are providing families with information and resources to support student learning and development in the home by orientation, events, online resources, communication platform, parent workshops, parent teacher conferences, report cards/progress reports, and parent meetings. We are implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by parent teacher conferences, parent meetings, surveys, and utilizing a communication platform. We are supporting families to understand and exercise their legal rights and advocate for their own students and all students through our website, handbook, annual notifications, and IEP/504 meetings.|"The focus area for this section will be ""implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.."""|Our Community School Director, in partnership with Family Advocates at each school site, continue to refine their processes for making individual and small group contacts on a regular basis with all families, especially families that we find to be underrepresented.|We are building the capacity of and supporting our principal and staff to effectively engage families in advisory groups and with decision-making through leadership training. We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making through parent meetings, board meetings, and as part of a small school community. We are providing all families with opportunities to provide input on policies and programs and implementing strategies to reach and seek input from any underrepresented groups in the school community through surveys, parent meetings, and as part of a small school community. We are providing opportunities to have families, teachers, and the principal to work together to plan, design, implement and evaluate family engagement activities at school and district levels through parent meetings, board 2026-27 Local Performance Indicator Self-Reflection for Shoreline Unified School District Page 12 of 15 meetings and surveys. Within all the activities above we will seek to improve the engagement of underrepresented families.|"The focus area for this section will be ""building the capacity of and supporting family members to effectively engage in advisory groups and decision-making."""|Goal 2: Educational Partner Engagement, LCAP Action 2.3 Family Engagement details our efforts to improve family engagement:   2.3 Family Engagement Create and implement family engagement activities such as:  Training to be a member of a school committee or council, Providing opportunities to participate as school volunteer,  Hosting family engagements events at each school site.|5|5|5|5|4|4|4|4|4|4|4|4|Met||2026-06-18|2026
21746580000000|Marin County ROP|3||||||||||||||||||||||Not Met|||2026
21750020000000|Ross Valley Elementary|3|The Ross Valley School District values parents and guardians as essential partners in their children's education. Families are encouraged to engage in school life through parent-teacher conferences, Back-to-School Night, Open House, School Site Council, Parent Club meetings, volunteer opportunities, and site-based community events. The district actively seeks family input to inform decision-making and strengthen educational programs. Family engagement has increased through participation in District English Learner Advisory Committee (DELAC) and English Learner Advisory Committee (ELAC) meetings, providing important opportunities for multilingual families to share perspectives and help shape district initiatives. In partnership with the Parent/Guardian Equity Task Force, the district developed a Racial Equity Action Plan focused on fostering inclusive school communities where all students experience a sense of belonging, feel respected and valued for their individual identities, and are empowered to thrive socially, emotionally, and academically. To support meaningful engagement for all families, the district utilizes ParentSquare to provide timely communication and translation services, ensuring families can access important information in their home language.|"The Ross Valley School District is committed to strengthening relationships between school staff and families by ensuring that all students and families experience a strong sense of belonging in our schools. Based on educational partner feedback and local data, the district is focused on increasing representation and participation in parent leadership groups, particularly among families whose voices have historically been underrepresented. The district is also working to expand culturally responsive family engagement opportunities and school events that reflect and celebrate the diversity of our community. Through history and heritage month recognitions and other inclusive celebrations, we strive to provide both ""mirrors and windows"" that help students see themselves reflected in their school experience while learning about the experiences of others. By continuously examining policies, practices, and systems through an equity lens, the district remains committed to building meaningful partnerships with all families and fostering inclusive school communities."|The Ross Valley School District is committed to strengthening engagement with families who have been historically underrepresented, particularly families of multilingual learners. Based on educational partner feedback and local data, the district continues to improve access to information and opportunities for meaningful participation by providing interpretation services for conferences, meetings, and school events, as well as translating district and school communications into families’ home languages.  To further support engagement, each school site hosts informational events designed to help Spanish-speaking families navigate key communication and student information platforms, including ParentSquare and Aeries. The district is also increasing opportunities for family participation through more frequent site-based English Learner Advisory Committee (ELAC) and District English Learner Advisory Committee (DELAC) meetings. These efforts are intended to strengthen relationships, increase family voice in decision-making processes, and ensure that all families feel welcomed, informed, and connected to their child’s educational experience.|The Ross Valley School District has established strong partnerships with families to support positive student outcomes. At the elementary level, Transitional Kindergarten through fifth-grade families participate in intake conferences at the beginning of the school year and parent-teacher conferences in the fall, creating regular opportunities for collaboration around student learning and growth. At the middle school level, staff work closely with students and families to develop academic and social-emotional support plans when additional assistance is needed.  All school sites provide multiple opportunities throughout the year for families to learn about curriculum, instructional programs, and the behavioral and social-emotional supports available both within the school setting and through community resources. Weekly school newsletters distributed through ParentSquare help ensure that families receive timely information in their home language and remain connected to school activities and student learning.  The district continues to build on these strengths by seeking additional opportunities to increase engagement and partnership with families from all student groups, with particular attention to those whose participation has been historically underrepresented.|The Ross Valley School District is focused on strengthening partnerships with families through the continued development and implementation of its Multi-Tiered System of Support (MTSS). Educational partner feedback and local data reinforce the importance of engaging parents and guardians as active partners in identifying and addressing students’ academic, social-emotional, and behavioral needs.  As part of this work, site staff collaborate with families to review student progress toward grade-level standards, identify areas where additional support may be needed, and develop shared plans to promote student success. To further strengthen family partnerships, the district has launched a Special Education Advisory Committee to provide opportunities for families to share feedback, learn about district initiatives, and collaborate in supporting students with disabilities.  In addition, school sites hold weekly CARE Team meetings to review student needs, coordinate interventions, and ensure timely support for individual students. These collaborative structures help strengthen communication between school staff and families while promoting a coordinated approach to student success. The district will continue to refine systems and practices that facilitate timely communication, meaningful family involvement, and collaborative decision-making to ensure that all students receive the support they need to thrive.|The Ross Valley School District is committed to increasing engagement and strengthening partnerships with families who have been historically underrepresented in school decision-making processes. The district collaborates closely with the Parent/Guardian Equity Task Force and the English Learner Advisory Committee (ELAC) and District English Learner Advisory Committee (DELAC) to ensure that the perspectives and experiences of underrepresented students and families inform district priorities and initiatives.  To better understand family experiences and identify areas for growth, the district has revised its parent survey to include questions that provide deeper insight into students’ sense of belonging, family engagement, and access to support. Survey results are used to inform planning and guide continuous improvement efforts.  In addition, parent representatives from the Parent/Guardian Equity Task Force participate in Parent Club, School Site Council, and Superintendent’s Council meetings, helping to elevate diverse perspectives and keep equity considerations at the forefront of district decision-making. Through these collaborative structures, the district aims to strengthen relationships, increase family voice, and ensure that all families have meaningful opportunities to contribute to student success and school improvement efforts.|The Ross Valley School District has established multiple avenues for educational partners to provide input and participate in district and school decision-making. This year, the district transitioned to the Kelvin survey platform, allowing for the administration of streamlined surveys multiple times throughout the year. Surveys are administered to students in grades 3–8 and to parents/guardians, providing valuable feedback on topics such as school climate, equity and inclusion, sense of belonging, and overall school experience. The district also administers the California Healthy Kids Survey every other year to supplement local data and inform continuous improvement efforts.  In addition to formal survey processes, the district regularly gathers feedback through ongoing engagement with families, staff, and community members. The superintendent convenes quarterly meetings with representatives from certificated, classified, and administrative staff, as well as parent leaders representing Parent Clubs, School Site Councils, and the Parent/Guardian Equity Task Force. At the site level, monthly Parent Club and School Site Council meetings provide additional opportunities for families to share perspectives and contribute to school improvement efforts.  These structures support a culture of continuous feedback and collaboration, ensuring that stakeholder input plays a meaningful role in shaping district priorities and decision-making.|Based on educational partner input and local data, the district is focused on increasing the diversity and representation of voices involved in decision-making, particularly among multilingual families and families of students with disabilities. A significant area of progress has been the successful launch of the Special Education Advisory Committee (SEAC), which brought together families, staff, and community members to provide input and led to the development of a districtwide Special Education Strategic Plan focused on strengthening inclusive practices and improving outcomes for students with disabilities.  Additional improvement efforts include reducing barriers to participation through interpretation services, childcare, and flexible engagement opportunities; improving communication about how feedback is considered and used in decision-making; and strengthening site-level engagement practices to ensure all families have meaningful opportunities to contribute to school and district priorities.|Based on educational partner input and local data, the District is committed to improving engagement of underrepresented families by deepening and sustaining partnerships with key parent groups. To expand opportunities for multilingual families to participate in school decision-making, the District plans to hold English Learner Advisory Committee (ELAC) meetings at all school sites, even where they are not required. To reduce barriers to participation, schools will continue to explore flexible meeting times, provide childcare, and offer interpretation and translation services as needed.  In addition, the Parent/Guardian Equity Task Force is partnering with site principals to strengthen inclusive engagement practices and create welcoming environments where all families feel valued and empowered to share their perspectives. The District will also continue to improve communication about how family input informs decisions, helping build trust and encouraging ongoing participation from historically underrepresented groups.|5|4|4|4|4|5|4|4|4|4|4|5|Met||2026-06-17|2026
22102230000000|Mariposa County Office of Education|3|Suggested change: Our strength lies in being a small, close-knit community where families stay connected through schools, volunteer efforts, and local extracurriculars. Through our Community Schools partnership, we’re continuing to deepen those connections—building stronger relationships between families, schools, and the wider community.|Based on the analysis of educational partner input and local data, our LEA is prioritizing the need to strengthen relationships between school staff and families. We are focused on building staff capacity by providing professional learning and support for teachers on effective communication strategies and how to engage families as valued partners in creating inclusive and positive learning environments. At the district level, we are collaborating with community partners and local parent resource centers to expand meaningful opportunities for family engagement. Additionally, we recognize the importance of improving access to information and resources. To address this, we are working to centralize and streamline communication by enhancing our website tools and developing a coordinated district wide parent calendar of events and youth opportunities.|We are continuing to increase and improve the engagement of underrepresented families through culturally responsive parent education nights that include food and child care to eliminate barriers to participation. Our Student Support Services division includes a Foster & Homeless Youth Liaison dedicated solely to communicating and coordinating support for foster and homeless youth.|We do have structures in place that allow for parents to meet with their children’s teachers and gain information and insight into their students’ academic success. Our schedules are created to allow space for parent meetings on a yearly basis as well as allowing weekly space for needs that arise. Student Support Services coordinates and communicates directly with local community agencies to support youth. Additionally, the parent series around positive parents strategies has been implemented with success.|Based on educational partner input and local data, the LEA is focusing on two primary areas of improvement: expanded parent empowerment through additional parent series and deepened community integration through strengthened partnerships with county agencies and nonprofits that benefit students' connections to local resources.|Based on analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families by increasing targeted opportunities to participate in family engagement nights specifically designed to support English learners, students with disabilities, and foster and homeless youth. While these opportunities were expanded this year, attendance remained lower than anticipated. In response, the LEA will implement strategies to increase awareness and accessibility, with the goal of reducing participation barriers and strengthening meaningful family engagement to support improved student outcomes.|We communicate all engagement opportunities and opportunities for input through our parent communication system that allows for translation as well as text as needed to increase parent access to school information. Parent Advisory Council and English Learner Advisory Councils occur at multiple points throughout the year and in conjunction with the Local Control Accountability Plan (LCAP) Advisory. Surveys provide additional information, including data pertaining to safety and connectedness.|We continue to work towards increased parent education nights that teach parents about the different ways that they can give input and be a part of decision making. Based on educational partner input and local data, the district has identified student participation in decision-making as an area for growth. While efforts have been made to invite student involvement through digital outreach, verbal invitations, and teacher encouragement, participation has remained limited. Initial interest was minimal, and scheduling conflicts along with competing student commitments appeared to be barriers to sustained engagement. Moving forward, the district will explore more accessible and inclusive approaches to gathering student voice, such as embedding input opportunities within the school day, leveraging existing student groups, and offering varied formats for participation. These adjustments are intended to reduce barriers and ensure that student perspectives are more consistently represented in decision-making processes.|We will continue to improve engagement of underrepresented families in relation to seeking input and decision making by increasing those opportunities as well as creating more opportunities to learn about what these advisory committees do and how they support our students. We will also continue to utilize empathy interviews to specifically seek input from students and families of English learners, Foster and Homeless students.|3|4|3|4|3|4|4|3|4|4|4|4|Met||2026-06-28|2026
22655320000000|Mariposa County Unified|3|Suggested change: Our strength lies in being a small, close-knit community where families stay connected through schools, volunteer efforts, and local extracurriculars. Through our Community Schools partnership, we’re continuing to deepen those connections—building stronger relationships between families, schools, and the wider community|Based on the analysis of educational partner input and local data, our LEA is prioritizing the need to strengthen relationships between school staff and families. We are focused on building staff capacity by providing professional learning and support for teachers on effective communication strategies and how to engage families as valued partners in creating inclusive and positive learning environments. At the district level, we are collaborating with community partners and local parent resource centers to expand meaningful opportunities for family engagement. Additionally, we recognize the importance of improving access to information and resources. To address this, we are working to centralize and streamline communication by enhancing our website tools and developing a coordinated district wide parent calendar of events and youth opportunities.|We are continuing to increase and improve the engagement of underrepresented families through culturally responsive parent education nights that include food and child care to eliminate barriers to participation. Our Student Support Services division includes a Foster & Homeless Youth Liaison dedicated solely to communicating and coordinating support for foster and homeless youth.|We do have structures in place that allow for parents to meet with their children’s teachers and gain information and insight into their students’ academic success. Our schedules are created to allow space for parent meetings on a yearly basis as well as allowing weekly space for needs that arise. Student Support Services coordinates and communicates directly with local community agencies to support youth. Additionally, the parent series around positive parents strategies has been implemented with success.|Based on educational partner input and local data, the LEA is focusing on two primary areas of improvement: expanded parent empowerment through additional parent series and deepened community integration through strengthened partnerships with county agencies and nonprofits that benefit students' connections to local resources.|Based on analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families by increasing targeted opportunities to participate in family engagement nights specifically designed to support English learners, students with disabilities, and foster and homeless youth. While these opportunities were expanded this year, attendance remained lower than anticipated. In response, the LEA will implement strategies to increase awareness and accessibility, with the goal of reducing participation barriers and strengthening meaningful family engagement to support improved student outcomes.|We communicate all engagement opportunities and opportunities for input through our parent communication system that allows for translation as well as text as needed to increase parent access to school information. Parent Advisory Council and English Learner Advisory Councils occur at multiple points throughout the year and in conjunction with the Local Control Accountability Plan (LCAP) Advisory. Surveys provide additional information, including data pertaining to safety and connectedness|We continue to work towards increased parent education nights that teach parents about the different ways that they can give input and be a part of decision making. Based on educational partner input and local data, the district has identified student participation in decision-making as an area for growth. While efforts have been made to invite student involvement through digital outreach, verbal invitations, and teacher encouragement, participation has remained limited. Initial interest was minimal, and scheduling conflicts along with competing student commitments appeared to be barriers to sustained engagement. Moving forward, the district will explore more accessible and inclusive approaches to gathering student voice, such as embedding input opportunities within the school day, leveraging existing student groups, and offering varied formats for participation. These adjustments are intended to reduce barriers and ensure that student perspectives are more consistently represented in decision-making processes|We will continue to improve engagement of underrepresented families in relation to seeking input and decision making by increasing those opportunities as well as creating more opportunities to learn about what these advisory committees do and how they support our students. We will also continue to utilize empathy interviews to specifically seek input from students and families of English learners, Foster and Homeless students.|3|4|3|4|3|4|4|3|4|4|4|4|Met||2026-06-18|2026
22655320125823|Sierra Foothill Charter|3|The small size of our rural school allows staff members to know every student and family. The school staff are able to flexibly work with families to support needs related to learning and the overall well-being of students. Multiple modes of communication are used to keep families informed, and many opportunities are available for parents/guardians to be involved in their children's learning and provide input regarding school plans and decision- making. Annual parent/guardian survey results consistently demonstrate strong support for the home to school relationship. Survey results of parents/guardians: I feel welcome at SFCS: 100% I have visited the school this year: 100% I have visited a classroom during school hours: 100% I have attended at least one meeting about my child's performance this year: 100% I am adequately informed about my child's progress: 60% I know what my child's teacher expects of my child: 73% My child is safe at school: 87% There is adequate playground supervision: 60% SFCS students are respectful of each other: 80% SFCS meets its academic needs of its students: 80% SFCS meets its social emotional needs of its students: 73% We expect quality work from students: 93% We are an excellent learning environment: 86% I like the school's report cards: 80%  The small size of our rural school allows staff members to know every student and family. The school staff are able to flexibly work with families to support needs related to learning and the overall well-being of students. Multiple modes of communication are used to keep families informed, and many opportunities are available for parents/guardians to be involved in their children's learning and provide input regarding school plans and decision- making. Annual parent/guardian survey results consistently demonstrate strong support for the home to school relationship. Survey results of parents/guardians: I feel welcome at SFCS: 100% I have visited the school this year: 100% I have visited a classroom during school hours: 100% I have attended at least one meeting about my child's performance this year: 100% I am adequately informed about my child's progress: 60% I know what my child's teacher expects of my child: 73% My child is safe at school: 87% There is adequate playground supervision: 60% SFCS students are respectful of each other: 80% SFCS meets its academic needs of its students: 80% SFCS meets its social emotional needs of its students: 73% We expect quality work from students: 93% We are an excellent learning environment: 86% I like the school's report cards: 80% I am satisfied with my child teacher: 86% I am satisfied with my school's Principal/Superintendent: 100% The communication from the teacher is adequate: 80% Overall, SFCS students perform well academically: 73% SFCS has a positive public image: 93%|There will be greater focus on regular communication between classroom and home to provide progress reporting and support for at-home learning.|Re-instituting regular school events and building the volunteer pool has been a goal this past year, and this focus will continue in the year ahead. The use of Parent Square for targeted communication will be improved. Teachers will identify ways to communicate student progress to parents/guardians throughout each trimester. Greater feedback from parents/guardians through formal and informal ways will be sought.|"Overall state testing scores are consistently above state and local districts on state assessments. Regular team meetings are held with parents/guardians of students needing additional support. The following are key parent/guardian survey statements with the percentage of parents/guardians responding ""agree"" or ""strongly agree"": I have attended at least one meeting about my child's performance this year: 100% I am adequately informed about my child's progress: 60% I know what my child's teacher expects of my child: 73% There is adequate playground supervision: 60% SFCS students are respectful of each other: 80% SFCS meets its academic needs of its students: 80% We expect quality work from students: 93% We are an excellent learning environment: 86% I like the school's report cards: 80% The communication from the teacher is adequate: 80% Overall, SFCS students perform well academically: 73%"|Providing resources to families to better support learning at home is a focus area in the year ahead. In addition, staff will help all families better understand learning expectation for each grade level and student and expand intervention supports at school.|Targeted outreach to underrepresented families will include increased meeting opportunities, personal invitations to school and community events, and providing at home learning supplies and training resources to support student outcomes.|In addition to the annual survey, parents/guardians have the opportunity to provide input in decision-making through committee participation, meeting attendance, and volunteerism. Due to the small size of the LEA, it is easier to include a large percentage of parents/guardians in this process.|Greater direct involvement of parents/guardians and community members in decision-making process is desired.|Targeted outreach to underrepresented families will occur to increase participation on committees and at meetings where input is sought for decision-making.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-22|2026
23102310000000|Mendocino County Office of Education|3|The counselor maintains ongoing communication with students and guardians, monitoring progress, coordinating supports, and adjusting plans as needed to facilitate success. This intentional, relationship-based approach ensures students receive guidance, encouragement, and clear pathways toward their next steps. This area represents a significant strength of the program and continues to be refined and improved to better support diverse student needs and postsecondary outcomes.|MCOE has a full-time counselor as part of the educational team to improve relationships between school staff and families. They meet with parents and new students for an intake briefing upon enrollment. They review student academic records as well as all test scores, identify areas of strength and areas of need, inform the student of their academic/scheduling options, and help the parent and student develop an individual learning plan. The counselor meets with the students bimonthly to insure the student is on track with their plan. The counselor provides individual counseling support for students on an as needed basis. The counselor also manages the transition plans with both  2026-27 Local Performance Indicator Self-Reflection for Mendocino County Office of Education Page 10 of 17 parents and students as the families prepare for their student to return to their district of residency. The counselor works as part of the school team when students are struggling either academically or behaviorally.|The school collaborates with community agencies to provide referrals for mental health counseling, family support resources, and substance-abuse services when needed. MCCS is also working toward expanding supports by planning parenting classes for families beginning in the 2026–27 school year.|Our system allows for many points of contact between the schools and families. MCOE school programs regularly review assessment data, attendance patterns, discipline information, student work, and performance tasks. This breadth of evidence supports more accurate understanding of student progress and needs.|We are interested in providing information that would be helpful and relevant to support student learning and development in the home.|We continually seek to improve communication with students and families; particularly underrepresented families.|Mendocino County School programs provide comprehensive support for students from the point of enrollment through successful completion of their program and transition to ongoing education or employment. Upon entry, the counselor works collaboratively with each student and their family to develop an Individualized Learning Plan (ILP) that addresses academic needs, social-emotional supports, and college and career goals. The counselor maintains ongoing communication with students and guardians, monitoring progress, coordinating supports, and adjusting plans as needed to facilitate success. This intentional, relationship-based approach ensures students receive guidance, encouragement, and clear pathways toward their next steps. This area represents a significant strength of  2026-27 Local Performance Indicator Self-Reflection for Mendocino County Office of Education Page 12 of 17 the program and continues to be refined and improved to better support diverse student needs and postsecondary outcomes.|The counselor maintains ongoing communication with students and guardians, monitoring progress, coordinating supports, and adjusting plans as needed to facilitate success.|While important progress has been made, this remains an area of growth, as the school continues to build systems that ensure students and families have equitable access to comprehensive supports that promote well-being and success.|4|4|3|3|3|2|4|4|3|3|3|3|Met||2026-06-10|2026
23655400000000|Anderson Valley Unified|3|We are further developing the capacity of staff to build trusting and respectful relationships with families through Parent Square Communication, Back to School Night, and Conferences. We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, Teachers, Back to School Night. We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by MTSS, and welcoming schools. We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Parent Information Night, Parent Conferences, Open House, ELAC.	|"The following is the focus area for this category ""Supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children."""|We will provide opportunities for parents and families to participate in school functions through volunteer opportunities and extracurricular activities and opportunities for parents on supporting student academic success by creating supportive home environments for student learning. Translation services will be available.|We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, MTSS Workshop.  We are providing families with information and resources to support student learning and development in the home by TK/K Orientation, online resources, Parent Square and weekly updates.  We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, Parent Meetings and ELAC. We are Supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbook, Annual Notifications, ELAC.|"The following is the focus area for this category ""Providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families. """|We will provide opportunities for parents and families to participate in school functions through volunteer opportunities and extracurricular activities and opportunities for parents on supporting student academic success by creating supportive home environments for student learning.|We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making through leadership training.	 We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs and School Site Council. 	We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, ELAC and DELAC, and Board Meetings. We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels through Parent Clubs and Board Meetings. 		|"The following is the focus area for this category ""Building the capacity of and supporting family members to effectively engage in advisory groups and decision-making."""|We will provide opportunities for parents and families to participate in school functions through volunteer opportunities and extracurricular activities and opportunities for parents on supporting student academic success by creating supportive home environments for student learning.|4|4|4|4|3|4|5|4|4|4|4|4|Met||2026-06-25|2026
23655570000000|Arena Union Elementary|3|Based on the analysis of educational partner input and local data, Arena Elementary School District is deeply connected to its community. The district is committed to engaging educational partners through various channels, including surveys, ELAC (quarterly), NAEAC (quarterly) and Site Council (monthly) meetings .  Additionally, monthly parent/family newsletters are sent home via Parent Square and in hard copy format (in both English and Spanish) to inform parents and community members of upcoming school events and educational expectations. We have an open door policy to make board trustees and family members feel welcome to come observe our programs and teachers anytime during the school year. We encourage feedback from all of our educational parners so the we can offer the best academic experience possible.|Based on the analysis of educational partner input and local data,  academic success, physical, social emotional health and well-being of our students is a priority.  Our goal is to support the entire school community in academic expectations, understanding the value of emotions, building emotional intelligence and creating and maintaining a positive school climate.  Monthly committe meetings will continue to offer parents and community members time to express concerns and ideas to strenghten the quality of our program. Daily attendance will tracked and phone calls and emails will be completed to verify student absence reasons. SARB meetings will be conducted throughout the school year to support chronically absent students.  A school nurse, provided by Mendocino County Office of Education, will be on site once a week to conduct vision, hearing and eye assessments as well as to maintain student medical records, vaccination updates and parent communication so that families and be rest assured that their child is being taken care of.|Arena Elementary will continue to improve engagement of underrepresented families by conducting monthly committe meetings to offer parents and community members time to express concerns and ideas to strenghten the quality of our program. Daily attendance will tracked and phone calls and emails will be completed to verify student absence reasons. SARB meetings will be conducted throughout the school year to support chronically absent students.  A school nurse, provided by Mendocino County Office of Education, will be on site once a week to conduct vision, hearing and eye assessments as well as to maintain student medical records, vaccination updates and parent communication so that families and be rest assured that their child is being taken care of.  We will continue to provide translation support services during Parent Conferences, IEP, ELAC, NAEAC, Back to School Night, and Open House events.|Arena Union Elementary School District has a Strategic Plan in place in to: 1) provide a strong aligned K-12 curriculum based on Common Core Standards and other adopted programs, 2) expand our educational programs to engage and challenge every student, 3) enhance the use of technology for high quality teaching and learning, 4) support a successful transition of all feeder school students from middle to high school, 5) provide as many Career Technical Education pathways, Work Study and/or Internships as possible in a small school, 6) implement strategies that support our English Language Learners to transition more quickly and successfully to challenging academic courses that prepares them for college and/or career, and 7) recruit and retain a high quality teachers.|"Based on the analysis of educational partners input and local data, Arena's focus areas on bulding partnerships for student outcomes are to inform parents/families of the  state standardized and local MAP test assessment expectations, keep the certificated teaching staff is appropriately assigned, make sure that all curriculum is aligned and that all teachers have receive appropriate professional development to use with fidelity. Additionally, ""Elevating Student Voices"" is in place, k-8th grades, and we want to clearly communicate the ""What"" and the ""Why"" to parents/families, community members and students."|"A. Improve Standardized and MAP test assessment scores each year. Increase the MAP assessment district median achievement scores to 50% and above for all subgroups.   B. 100% of the certificated teaching staff is appropriately assigned.  C.  CCSS/NGSS aligned curriculum has been adopted for Science at all grade levels and all teachers have received appropriate professional development to use with fidelity.  D. Each year there is an increase of the number of EL students reclassified as English proficient by the end of 5th grade.  E. Each year there is an increase of the number of EL students progressing towards English proficiency.  F. ""Elevating Student Voices"" is in place k-8th grades and is successfully connecting students to their learning outcomes and expectations. Based on the analysis of educational partners input and local data, the improvement of engagement of underreprested families will be to focus on a broad course of study that will by firmly measured by local assessments and interventions. Student outcomes and goals  will be shared and discussed with parents and students alike."|Based on the analysis of educational partner input and local data, Arena Elementary's strength and progress lies in the coordination of the District's Strategic Plan  to: 1) continue to improve communication with stakeholders, including strategies that eliminate language and cultural barriers (e-mail, face-book, phone calls, face to face meetings, community meetings), 2) enhance opportunities for parents, teachers and community to partner in supporting student learning at school and home, 3) partner with educational and business agencies to strengthen college and career opportunities for our students, and 4) hold consistent District English Learner Advisory Committee (DELAC) and Native American Education Advisory Committee (NAEAC) meetings. Specifically designed to meet the needs of parents of unduplicated student groups and students with special needs.|Based on the analysis of educational partner input and local data, Arena Elementary wants to improve in seeking input for decision making by continuing to offer parents and guardians attend family engagement functions each year with the goal of reaching 90% attendance at Back to School Night and Open House events. Additionally, to promote the School Climate Survey across more platforms so that it reaches 100% of students, parents, guardian and teachers.|Based on the analysis of educational partner input and local data, Arena Elementary wants to improve in seeking input to improve engagements of underrepresented families by conducting ELAC/DELAC (English Learner Parent Advisory Committee) and the NAEAC (Native American Educational Advisory Committee) meetings 4 times over the school year.  We want to focus on reducing barriers to greater parental participation. Significant attention is given to parents who are economically disadvantaged, disabled, have limited English proficiency, are migratory, have limited literacy, or belong to any racial or ethnic minority background.  We will provide translation services for online information, newsletters, and meetings at school and district locations.|4|5|5|4|4|5|5|5|5|5|5|4|Met||2026-06-24|2026
23655576116669|Pacific Community Charter|3|Family investment and engagement is embedded in the school's vision. Regular communication happens at Family Forums, through monthly e-newsletters, and via direct communication between families and staff.|Having more staff who can communicate with Spanish-speaking families is an area of improvement.|Continue to offer Spanish language support to families with current staff who are Spanish-speaking. Aim to recruit more bilingual staff. Continue to open Conversational Spanish dual enrollment course to staff.|This is an identified area of strength. Staff are available to partner with families through meetings, in the classroom, on field studies, in committees and through other channels. Management Team is continuing participation in the statewide Community Engagement Initiative as part of the Peer Leading & Learning Exchange.|Clearly communicating academic goals and classroom curriculum plans with families will be a continued area of focus for the 26.27 school year.|Continue to make staff available to all families by implementing engagement strategies as part of the professional development connected to the Community Engagement Initiative.|Encourage family participation. Invite families to participate in all levels.|Encourage more families to actively participate. Continue to build on the successes and reflections from the Community Engagement Team; identify opportunities for creating a Community Engagement Team blueprint for 26.27 school year, including the student representatives.|Continue reaching out to all families and encouraging their participation at events, in meetings, in surveys, and any other way that allows them to constructively express their voice and contribute to the betterment of the school.|5|5|4|4|5|4|5|4|5|5|4|5|Met||2026-06-22|2026
23655650000000|Fort Bragg Unified|3|Our communication tools have increased connection between school staff and families. We have increased the number of family liaisons to 4 to ensure our relationships between school staff and families are strong. We are implementing the California Community Schools Partnership Program to support connection to families through training and events that support parent and student needs. We have added an attendance liaison to support families to ensure positive school attendance.|Our family liaisons have received training in positive parenting strategies. We have an annual Family Wellness Fair that provides opportunities to engage with the district and our community partners. We will continue to build opportunities for parent involvement and engagement across the district.|The proposed education nights will be held in English and Spanish. We will also provide childcare and food to ensure families can participate with minimal disruption. Our family liaisons will reach out to typically underrepresented families to invite them to events.|FBUSD offers a great deal of support for families to engage in their child's education. Each site has a translator that is available to support meetings. Each site also has a counselor who can support students in their pursuit of academic achievement. We have four family liaisons to help with family support in building partnerships with school staff.|The FBUSD Board of Trustees and administrators have participated in equity training. Equity walks will occur at each site on a regular cadence throughout the year. Parents will be welcomed into our schools for training, volunteering, and family engagement opportunities.|Our CCSPP activities are directed toward engaging our underrepresented families. We will continue to ensure they have access to the opportunities provided in district. Our family liaisons will continue targeted outreach to underrepresented families.|Each of our sites has the required advisory groups. We have also expanded to have an Anti-Bias Committee and to ensure we are hearing student voice.|We will continue our outreach to families to get their input and design opportunities that meet their needs.|Our Community Schools Coordinator will work with our educational partners to ensure opportunities for authentic engagement. This will be a focus for the duration of this grant.|4|4|3|4|3|3|4|4|4|3|3|3|Met||2026-06-18|2026
23655650123737|Three Rivers Charter|3|"Engaging, involving and supporting our families is a strength of our small charter school. This year we were excited to host an array of well attended events for families such as Back to School Night, STEAM Night, a Science & Art Fair, the Spelling Bee, Year End Awards BBQ, Family Dances, Movie Night and a Parent Support Gathering. Increasing opportunities for families to be on campus and involved in the student's education has been a goal in this LCAP and we have met the goal. Our Parent Teacher Network (PTN) group met quarterly with an average of 25 people in attendance each time that included parent/guardians and certificated and classified staff who gather to get school updates, provide input and get involved. Weekly email bulletins went out from each teacher to families and from the School Director to the families and staff. As demonstrated by survey feedback below, relationships and communications are strong between the staff and families.   Spring Surveys for families and students were given with a scale of 1-4 with 1 being negative and 4 being positive. The following results, demonstrating our strength of positive relationships with families are based on scores or 3 or 4 out of 4: - 75% of students and 96% of family members report that the student has a good relationship with their teacher.  - 78% of students say there are adults at school to help when they need it.  - 96% of family members responding said their ""concerns are addressed with my child's education and I feel heard"". - 100% of family members responding said they have a good relationship with the teacher as the parent/caregiver. - 85% of family members responding said the teacher communicates regularly.  - 96% of family members responding said that TRCS has good communication with families.  -100% of family members responding said that they feel welcome at the school.  -100% of family members responding said that they know they can contact the School Director any time with questions or issues."|Educational partner input and other local data informed the development of the following focus areas for TRCS to build stronger relationships between staff and families:  -Teachers currently offer opportunities for Parent Teacher Conferences at report card time. Feedback shows parents want specific time slot sign ups and more teacher directed scheduling. -Continue with Parent Square as an effective means of communication. -Offer more Parent Support Gathering events that were trialed this year.  -More opportunities to volunteer in the classroom.|One area for improvement is to increase the number of Hispanic families and families of our English Learner students that attend group meetings and school events. One way we can do this is to translate more materials into Spanish that go home. We plan to do more personal outreach to the families of this student group. An additional strategy we will implemented two years ago is the use of Parent Square to deliver information to families in the language and method of their choosing. We will also focus more on Multicultural Events.|The partnership between parents, teachers and administration is a focus at our school. Families are central to the success of students at school and we provide opportunities for parents/guardians/caregivers to meet with teachers to discuss student progress regularly with mid-semester progress reports and report cards each semester (Parent Teacher Conferences). Family members are regularly invited to contact teachers and the administrator in our bulletins and communications home. Teachers and the Director send weekly news bulletins out electronically on Parent Square. Many of our parents are actively involved in their student’s education, participate in school wide events and keep an open line of communication with the teachers and the administrator. Quarterly Parent Teacher Network (PTN) meetings are another opportunity for engagement.|A focus area in the coming year is to decrease our Chronic Absenteeism rate. By building up our partnerships with families we will improve student outcomes by decreasing absences for all students and specifically with our Hispanic population. We have also added an action in the LCAP to increase our visibility in the community and grow enrollment. We had our first Parent Support Gathering this year which a few parents attended that was offered in collaboration with a local trainer of the Triple P positive parenting program. We will offer this more times in the coming year. Lastly, we will increase our outreach about the option to complete Short Term Independent Study when students are going to be absent so families are more aware and take advantage of this option.|One area for improvement is to increase the number of Spanish speaking families and families of our English Learner students that attend group meetings and school events. One way we can do this is to translate more materials into Spanish that go home. We could do more personal outreach to the families of this student group. An additional strategy we will implemented previously was the use of Parent Square to deliver information to families in the language and method of their choosing. We will do more outreach and encourage families to enroll in Parent Square.|A major strength in this area is the high value that TRCS has for teacher voice and inclusion in decision making. Our teaching staff and administrator meet weekly and teachers provide input and help design and drive school programs, activities and family engagement strategies. We offer multiple ways for parent/caregivers to engage in the decision making process including quarterly PTN meetings and surveys. Data from our Spring Survey for families showed that 100% of families feel that they can contact the school director to discuss concerns.|In the coming year, an area of focus will be to increase the number of responses to online surveys that are completed by our educational community to provide feedback for decision making. We will continue to focus on increasing participation in quarterly PTN Meetings.|One way we will improve the engagement of underrepresented families, our Spanish speakers, is to translate online surveys that are sent out. Again, we will also continue to use Parent Square so regular communications will be translated and Spanish speakers will be more inclined to give input for decision making.|4|5|4|5|4|4|4|4|4|5|4|5|Met||2026-06-16|2026
23655730000000|Manchester Union Elementary|3|MUESD's strengths in building relationships between school staff and families have included a continued focus on developing a restorative school culture grounded in restorative practices and relationship-centered approaches. The District actively seeks family engagement through surveys, school events, formal and informal conversations, and consistent, open communication. Families are regularly invited to provide feedback, and stakeholder input is actively sought as part of the Local Control and Accountability Plan (LCAP) development process. Over the past three years, MUESD has partnered with YouthTruth to administer a nationally normed survey to students, families, and staff. The survey provides benchmark data against national, state, and similar school comparisons while helping identify potential equity gaps across student groups. Results from the 2025–2026 YouthTruth Survey indicate that relationships between the school and families are a significant strength of the District. Family responses reflected exceptionally positive perceptions in the following areas: Relationships Summary Measure: 96th percentile Administrators treat families with respect: 94th percentile (100% positive agreement) Teachers treat families with respect: 91st percentile Teachers and students care about each other: 98th percentile (100% positive agreement) Families and teachers care about each other: 95th percentile (95% positive agreement) School staff are approachable when families have concerns: 87th percentile (95% positive agreement) Additional strengths include creating meaningful opportunities for families to engage both formally and informally in school life through volunteering, committee participation, classroom observation, school events, and other activities. The District has also worked to build trust by ensuring that educational partners’ feedback results in meaningful action. Examples of initiatives implemented in response to family input include the expansion of Extended Learning Opportunities Program (ELOP) services during the school year and summer, implementation of the dual-language Spanish immersion program, expanded access to Transitional Kindergarten, enrichment opportunities in the arts, culinary arts, physical education, and STEAM, and continued efforts to personalize learning for all students. Further, the District is installing a new playground over the summer and updating all outdoor play equipment. A new track was installed during the school year, and classroom updates with flooring, painting, and furniture have been implemented.|Based on the analysis of educational partner feedback, key areas for strengthening relationships between school staff and families include continuing to follow through on identified areas for school improvement in order to build trust and demonstrate responsiveness to community input. Priority areas include enhancing students' sense of belonging, improving aspects of school safety, and implementing a farm-to-table nutrition program. The District also continues to seek greater family involvement in organizing and supporting school events. Survey results indicate an opportunity for growth in communicating student progress, academic expectations, and learning goals with families. Strengthening these areas may further support meaningful partnerships between home and school. Additionally, the District seeks to gather more feedback regarding the educational programming families desire for their children. For example, the implementation of the District's dual-language program directly reflected educational partners’ input and community interest. As the program continues to develop, families have expressed interest in additional elements such as play-based learning opportunities and increased student-directed learning experiences. Given the diversity of perspectives within the community, gaining a deeper understanding of these interests will help inform future program development and decision-making. To further strengthen community engagement efforts, the District plans to participate in the Community Engagement Initiative (CEI) during the upcoming school year. Through this work, the District hopes to more strategically engage families and community members in shaping the vision, priorities, and educational programs of the school. By continuing to listen to, respond to, and act upon stakeholder feedback, the District aims to strengthen trust and further enhance relationships between families and the school community.|The LEA will continue to prioritize the engagement of underrepresented families by ensuring communication is accessible in families' native languages, incorporating students' home languages and cultures into instructional practices, and implementing restorative approaches that promote authentic relationships, shared decision-making, and inclusive participation. These efforts are intended to help address barriers to engagement and create an environment in which all families feel welcomed, respected, and valued. The District's dual-language program has further strengthened cultural and linguistic connections with English Learners and their families, helping to foster a greater sense of belonging and partnership between home and school. Additionally, the District's efforts to expand community-based supports and services that are accessible to students, families, and the broader community are intended to reduce barriers and increase opportunities for engagement. The continued availability of before-school, after-school, and summer programming also provides additional opportunities for families to connect with the school and participate in their children's educational experience. These programs serve as important touchpoints for relationship-building and ongoing communication, particularly for families who may face challenges engaging during the traditional school day. The District remains committed to ensuring that engagement efforts are authentic and meaningful, with a focus on demonstrating how the input of families informs decisions and actions. Building trust requires families to feel that their voices are heard, respected, and reflected in the direction of the school. The District also seeks to strengthen engagement with families of students with disabilities and those who may benefit from different learning environments or support systems. The perspectives and experiences of these families are critical to the development of programs and services that meet the diverse needs of students. Given the limited educational resources and options available in a rural coastal community, the District recognizes the importance of elevating these voices and ensuring they play a meaningful role in shaping future programming and supports.|Current strengths in building partnerships to improve student outcomes include collaboration with community-based organizations, regional collaboratives, and local partners to address chronic absenteeism, mental health needs, and the development of a restorative school culture. These partnerships have expanded the District's capacity to support students and families through a more integrated and holistic approach. The Expanded Learning Opportunities Program (ELOP) and After School Education and Safety (ASES) Program have further strengthened collaboration among families, teachers, community partners, and supplemental support providers. Through these programs, students have gained increased access to mentorships, internships, enrichment opportunities, and hands-on learning experiences. During the 2025–2026 school year, the District significantly expanded partnerships with local organizations and businesses, providing students with opportunities to learn from professionals in a variety of fields. Examples include partnerships with Mendocino Dance Project for dance instruction, Village Studio for gymnastics, Gualala Gym for strength and fitness training, Point Arena Theater for theater arts, and the Gualala Arts Center for visual arts experiences. The District's instructional model also supports positive student outcomes through personalized learning, small-group instruction, and low student-to-teacher ratios, allowing for targeted academic and social-emotional support. Progress continues toward the District's long-term goal of developing a community school model. This work is particularly important given the District's rural location, where access to affordable nutrition, healthcare, dental services, and mental health resources can be limited. To address these needs, the District has strengthened partnerships with local service providers, including Mendonoma Health Alliance. Through this partnership, the Mobile Health Clinic is available on the school campus twice per week, providing medical services to students, families, and community members and reducing barriers to access. YouthTruth survey results further support the strength of these partnerships and supports. Family responses indicated a high level of confidence in the District's ability to provide resources that support student success. The summary measure assessing the degree to which families believe the school deploys the necessary resources to support students ranked in the 92nd percentile nationally. Additionally, the statement that the school has the resources necessary to prepare students for the future ranked in the 90th percentile nationally.|uilding partnerships to improve student outcomes will remain a priority focus area for the District as it moves into the 2026–2027 school year. Participation in the Community Engagement Initiative (CEI) will provide an additional opportunity to strengthen partnerships with families, community members, and educational partners while building the District's capacity for meaningful stakeholder engagement and shared decision-making. During the 2025–2026 school year, the District partnered with the Mendocino County Office of Education to provide mental health and school psychologist services. In response to feedback from educational partners regarding the need for increased student support services, the District plans to transition these services to an on-site, full-time position during the upcoming school year. This change is intended to improve access to services and provide more consistent support for students, families, and staff. Additional stakeholder feedback highlighted the value of expanding partnerships to create a middle school internship program that would provide all students with opportunities to engage in hands-on, real-world learning experiences connected to career interests and community-based organizations. Developing these partnerships will continue to be an area of focus as the District seeks to increase student engagement and career exploration opportunities. Student survey data also identified barriers to learning that extend beyond the school day. Results suggest a need for additional academic supports, access to health-related resources, and assistance in addressing life challenges that may impact student success. In response, the District will continue exploring opportunities to expand community partnerships and evolve toward a community school model that provides more integrated access to nutrition, medical and dental services, mental health supports, and other resources for students and families. Finally, as the District continues to strengthen and expand its academic programming, educational partner feedback indicated a need for additional staff training and increased family engagement to support understanding of the District's instructional model and educational programs. Strengthening communication, professional learning, and family partnerships in these areas will be important components of improving student outcomes and ensuring that all stakeholders are informed participants in the educational process.|The District will continue to administer the YouthTruth survey in families' native languages and through a variety of modalities designed to maximize accessibility and participation. Survey administration and stakeholder engagement opportunities will be intentionally structured to align with the needs and schedules of families. The LEA will continue to identify barriers that may limit participation and explore strategies to address those barriers, ensuring equitable opportunities for all families to provide meaningful feedback and contribute to decision-making processes. In addition to formal survey opportunities, the District will continue utilizing formal and informal interviews, conversations, and outreach efforts conducted in families' native languages as a strategy for increasing engagement among historically underrepresented groups. These relationship-based approaches help ensure that family perspectives are heard and incorporated into District planning and improvement efforts. The District also plans to strengthen home-school partnerships through more systematic implementation of parent-teacher conferences and student-led conferences or check-ins. Research and promising practices from other districts suggest that student-led conferencing can improve family engagement, student ownership of learning, and academic outcomes by creating meaningful opportunities for students, families, and educators to collaborate around student progress and goals. Finally, the District anticipates that participation in the Community Engagement Initiative (CEI) will further strengthen its capacity to engage underrepresented families in authentic and meaningful ways. Through this work, the District aims to build stronger relationships, increase participation in school decision-making, and ensure that the voices of all families are represented in shaping the future of the school community.|Current strengths in seeking educational partner input for decision-making include the District's continued administration of the comprehensive YouthTruth survey to students, families, and staff. Unlike internally developed surveys used in the past, YouthTruth is administered through an independent organization and provides benchmark data that allows the District to compare results against national, state, and similar-school data sets. The survey is designed to measure multiple research-based constructs associated with successful schools and to identify potential equity gaps across student groups. Participation rates in the survey were exceptionally strong, with more than 90% of families participating. Survey findings were used to inform District priorities, decision-making processes, the development of LCAP goals and actions, and the refinement of the District's vision and strategic direction. The ability to utilize high-quality data from a variety of educational partners has strengthened the District's capacity to make informed decisions that reflect the needs and priorities of its community. Additional opportunities for stakeholder input are provided through formal structures such as the School Site Council and other committees, as well as through informal interviews, conversations, and ongoing outreach efforts. Feedback gathered through these channels has been incorporated into planning and decision-making processes throughout the year. A particular strength of the District's approach has been its commitment to sharing proposed actions and emerging decisions back with educational partners to ensure alignment between stakeholder feedback and District priorities. The District has also engaged in ongoing progress monitoring and implementation reviews with stakeholders, creating opportunities to evaluate whether actions are effectively addressing identified needs. This continuous feedback loop has helped build trust by demonstrating that stakeholder input is valued and results in meaningful action. Given the District's small size, staff are able to connect regularly with families and students through both formal and informal check-ins. These frequent opportunities for communication allow the District to gather feedback, assess needs, and adjust practices when appropriate. Student voice also plays an important role in shaping decisions and is gathered through both formal mechanisms, such as the YouthTruth survey, and informal methods, including conversations, relationship-building, and day-to-day interactions with students.|Areas for growth in seeking input for decision-making include increasing participation from families representing diverse backgrounds in formal leadership and advisory roles, including the School Site Council, committees, and potentially future School Board service. Expanding representation within these groups will help ensure that a broader range of perspectives and experiences are reflected in District decisions. The District also recognizes an opportunity to strengthen how feedback is communicated back to educational partners. This includes more intentionally sharing survey results, explaining how stakeholder input has informed decisions, and creating a continuous feedback cycle throughout the year rather than relying primarily on annual survey administration. Establishing ongoing opportunities for input and dialogue will help ensure that stakeholder voices remain central to the District's improvement efforts. As new programs and initiatives are implemented, the District seeks to improve its ability to evaluate their effectiveness through both student outcome data and educational partner feedback. Collecting and analyzing information regarding the impact of these programs will support continuous improvement and help ensure that resources and efforts are aligned with community priorities and student needs. While the YouthTruth survey provides a valuable mechanism for elevating student voice and gathering comprehensive feedback, the District recognizes the need for additional structures that empower students to participate in decision-making throughout the year. The development of student leadership teams, advisory groups, and other opportunities for ongoing student input will be a focus area moving forward. Consistent with themes identified throughout this reflection process, increasing engagement with families of students with disabilities and special needs remains a priority. The District seeks to create additional opportunities for these families to provide feedback, share their experiences, and help shape programs and services. Additionally, the District hopes to expand opportunities for families to organize, lead, and participate in groups that contribute to school improvement efforts and decision-making processes. By broadening participation and creating more transparent and continuous avenues for feedback, the District aims to strengthen shared ownership of school improvement and foster deeper engagement among all educational partners.|MUESD plans to strengthen the engagement of underrepresented families in decision-making by creating more informal and accessible opportunities for feedback. In addition to formal surveys and committee meetings, the District will seek input during school events, community gatherings, and other naturally occurring opportunities both on and off campus. These relationship-based approaches can help reduce barriers to participation and create more comfortable environments for families to share their perspectives. The District will continue to prioritize providing multiple avenues for feedback through a variety of methods, recognizing that families engage in different ways and that no single strategy reaches all stakeholders. MUESD has also increased its employment of individuals who live within the local community, which has strengthened community connections, communication, and trust. Building upon these relationships, the District will continue to expand outreach efforts to ensure that underrepresented families have meaningful opportunities to contribute to decisions that affect students and the school community. To further increase participation, the District will prioritize scheduling committee meetings and engagement opportunities at times that are accessible and responsive to family needs. Reducing logistical barriers and creating flexible opportunities for participation will remain important strategies for increasing representation among historically underrepresented groups. At the center of these efforts is a commitment to authentic engagement. The District will continue working to ensure that families feel their voices are heard, respected, and reflected in decision-making processes. Demonstrating how feedback influences actions and decisions will remain a critical component of building trust and encouraging ongoing participation. Additionally, MUESD plans to leverage its participation in the Community Engagement Initiative (CEI) to strengthen systems and practices for gathering stakeholder input. Through this work, the District hopes to develop more effective strategies for engaging underrepresented families, increasing participation in decision-making processes, and ensuring that a diverse range of voices helps shape the future of the school community.|3|4|3|4|3|3|4|3|3|3|3|3|Met||2026-06-16|2026
23655810000000|Mendocino Unified|3|We are developing the capacity of staff to build trusting and respectful relationships with families through: communication platform for consistent communication (ParentSquare), parent conferences / progress reports, Back to School Night/Open House, and other events..  We are creating welcoming environments for all families through professional office staff, facilities, teachers, interpretation and translation services, and events (athletics, school events, and meetings).  We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by holding parent teacher conferences, facilitating meetings, and being part of a thriving small school community.  We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Parent Information Night, Parent Conferences (including RFEP, IEP, 504, and SST meetings), communication platform, on-campus Events, and translation services (as needed).	|"The focus area for this section will be ""developing the capacity of staff (i.e., administrators, teachers, and classified staff) to build trusting and respectful relationships with families."""|The district will continue to actively engage families and students by maintaining a full-time social worker, utilizing a communication platform that allows allows staff to more easily personalize communication to specific groups or parents and students,  administering surveys, facilitating meetings (individual, small-group, and large-group sessions), providing translation services (as needed), and holding parent–teacher conferences to gather feedback, strengthen communication, and support student success.  In addition, our Family Resource Center (FRC) continues to thrive. The FRC provides weekly food boxes, laundry services, counseling, shoe vouchers, grocery cash cards, and connections to community resources.|We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: professional development days, Workshops, and events.  We are providing families with information and resources to support student learning and development in the home by orientation, events, online resources, communication platform, parent workshops, parent teacher conferences, report cards/progress reports, and parent meetings.   We are implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by parent teacher conferences, parent meetings, surveys, and utilizing a communication platform.  We are supporting families to understand and exercise their legal rights and advocate for their own students and all students through our website, handbook, annual notifications, and IEP/504 meetings.|"The focus area for this section will be ""implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes."""|The district will continue to actively engage families and students by utilizing a communication platform,  administering surveys, facilitating meetings (individual, small-group, and large-group sessions), providing translation services (as needed), and holding parent–teacher conferences to gather feedback, strengthen communication, and support student success.|We are building the capacity of and supporting our principal and staff to effectively engage families in advisory groups and with decision-making through leadership training.   We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making through parent meetings, board meetings, and as part of a small school community.   We are providing all families with opportunities to provide input on policies and programs and implementing strategies to reach and seek input from any underrepresented groups in the school community through surveys, parent meetings, and as part of a small school community.   We are providing opportunities to have families, teachers, and the principal to work together to plan, design, implement and evaluate family engagement activities at school and district levels through parent meetings, board meetings and surveys. Within all the activities above we will seek to improve the engagement of underrepresented families.|"The focus area for this section will be ""building the capacity of and supporting family members to effectively engage in advisory groups and decision-making."""|The district will continue to actively engage families and students by utilizing a communication platform,  administering surveys, facilitating meetings (individual, small-group, and large-group sessions), providing translation services (as needed), and holding parent–teacher conferences to gather feedback, strengthen communication, and support student success.  Under Goal 1: Culture, Climate and Community, LCAP Action 1.3 Family Engagement details our efforts to improve family engagement:  Ensure families and school staff work together to support and improve students' learning, development, and health. Promote parental participation in programs for low income, English learners, foster youth pupils, and students with special needs: - Communication: Ensure effective communication to families. Utilize ParentSquare to regularly communicate with families about school community items, utilize the district website to communicate legally required items, and utilize Aeries portal to communicate grades.  - Family Events: Continue to provide events that inform families and build a sense of community: Coffee/Tea with Principals, Open House, Back to School Night, Awards Ceremony, Family Informational Nights.  - Support Organizations: Partner with parent and community organizations to enhance the educational outcomes for students and families (PTO, Mendocino Unified School Enrichment, Booster Clubs, etc).   - Promote parental participation and volunteerism in programs for all students.  - Resources: Serve as the “Hub of the Community.” Assist families in accessing basic needs when necessary (food bank, washer and dryer, parent resource center, and parenting classes). Provide translation services.|5|5|5|5|5|4|5|5|5|4|4|4|Met||2026-06-09|2026
23655990000000|Point Arena Joint Union High|3|Most importantly, Point Arena High School has been implementing the Parent and Community Outreach Professional Learning Community, and this PLC will focus on Dr. Joyce Epstein of Johns Hopkins University and the framework for defining six different types of parent involvement starting 24.25. This framework will assist Point Arena High School in developing school and family partnership programs. Epstein's Framework of Six Types of Involvement is as follows: 1. Parenting: Help all families establish home environments to support children as students. *Parent education and other courses or training for parents (e.g., GED, college credit, family literacy). *Family support programs to assist families with health, nutrition, and other services. *Home visits at transition points to elementary, middle, and high school. 2. Communicating: Design effective forms of school-to-home and home-to-school communications about school programs and children's progress. *Conferences with every parent at least once a year. *Language translators to assist families as needed. *Regular schedule of useful notices, memos, phone calls, newsletters, and other communications. 3. Volunteering: Recruit and organize parent help and support. *School/classroom volunteer program to help teachers, administrators, students, and other parents. *Parent room or family center for volunteer work, meetings, and resources for families. *Annual postcard survey to identify all available talents, times, and locations of volunteers. 4. Learning at home: Provide information and ideas to families about how to help students at home with homework and other curriculum-related activities, decisions, and planning. *Information for families on skills required for students in all subjects at each grade. *Information on homework policies and how to monitor and discuss schoolwork at home. 5. Decision-making: Include families as participants in school decisions and develop parent leaders and representatives. *Active PTA/PTO or other parent organizations, advisory councils, or committees (e.g., curriculum, safety) for parent leadership and participation. *District-level advisory councils and committees. 6. Collaborating with Community: Coordinate resources and services from the community for families, students, and the school, and provide services to the community. *Provide information for students and families on community health, cultural, recreational, social support, and other programs or services. *Provide information on community activities that link to learning skills and talents, including summer programs for students.|The Professional Learning Community strategy will be applied to all partnerships in the form of a well defined organizational chart with increased sub-committee meetings per quarter to encourage increased joint project outcomes. More contact: more opportunity. Galvanizing the SARB mechanism and process combined with increases in wellness programs for both students and staff will increase staff and student wellbeing and overall mental health. By galvanizing the Native American Education Advisory Committee (NAEAC) through the Professional Learning Community strategy in the form of a well defined organizational chart with increased sub-committee meetings per quarter will encourage increased parental attendance and engagement with the liaison. By galvanizing the District English Learner Advisory Committee (DELAC) through the Professional Learning Community strategy in the form of a well defined organizational chart with increased sub-committee meetings per quarter will encourage increased parental attendance and engagement with the liaison.|Need to increase percentage of parental engagement for Students with Disabilities, English Learner, Hispanic, Native American, Low Income, Foster Youth, and McKinney-Vento families through increased parent attendance at PLC meetings, while providing Spanish speaking staff to assist the collaboration process.|There are several community partnerships we work closely with such as EduAct and Redwood Coast Medical Services. Point Arena has instituted a community-wide health fair sponsored by the MENDONOMA Health Health Alliance, which takes place the first week of October, annually.|In order to continuously improve scope and amplification of communication with educational partners, including strategies that eliminate language and cultural barriers (e-mail, facebook, phone calls, face to face meetings, community meetings, Professional Learning Community strategy), the Professional Learning Community strategy will be applied to the SELPA Parent Advisory Committee in the form of a well defined organizational chart with increased sub-committee meetings per quarter to encourage increased parental attendance and engagement. In order to continuously improve scope and amplification of opportunities for parents, teachers, and community to partner in supporting student learning at school and home, the Professional Learning Community strategy will be applied to the Site Council in the form of a well defined organizational chart with increased sub-committee meetings per quarter to encourage increased parental attendance and engagement.|In order to continuously improve scope and amplification of communication with educational partners, including strategies that eliminate language and cultural barriers (e-mail, ParentSquare, phone calls, face to face meetings, community meetings, Professional Learning Community strategy), the Professional Learning Community strategy will be applied to the District English Learner Advisory Committee (DELAC) in the form of a well defined organizational chart with increased sub-committee meetings per quarter to encourage increased parental attendance and engagement. In order to continuously improve scope and amplification of communication with educational partners, including strategies that eliminate language and cultural barriers (e-mail, ParentSquare, phone calls, face to face meetings, community meetings, Professional Learning Community strategy), the Professional Learning Community strategy will be applied to the Native American Education Advisory Committee (NAEAC) in the form of a well defined organizational chart with increased sub-committee meetings per quarter to encourage increased parental attendance and engagement. Promote community partnerships that nurtures community support, collaboration, and networks for English Learners, students qualifying as Mckinney-Vento, students qualifying as socioeconomically disadvantaged, foster youth, and students with disabilities.|In 23.24, Point Arena High School and the Rotary Club partnered with Action Network to build the Lake Street Teen Health Clinic. In 24.25, Point Arena High School and the Rotary Club partnered to build the Lake Street Makerspace for the CTE department.  4 total DELAC meetings offered. 1 total DELAC meetings offered per quarter. 28% of the English Learner community attended DELAC meetings on average. 1 total meetings offered for the Special Education community. Less than 1 total meetings offered per quarter for the Special Education community. 35% of the Special Education community attended meetings on average. 4 total Site Council meetings offered. 1 total Site Council meetings offered per quarter. 5.3% of the community attended Site Council meetings on average. 2 total Rotary Club meetings offered. Less than 1 total Rotary Club meetings offered per quarter. 38% of the staff attended Rotary Club meetings on average. 1 total joint project completed. 4 total Action Network meetings offered. 1 total Action Network meetings offered per quarter. 12% of the staff attended Action Network meetings on average. 1 Total joint projects completed. 4 total NAEAC meetings offered. 1 total NAEAC meetings offered per quarter. 28% of the Native American community attended NAEAC meetings on average. 46% of All Students are enrolled in a wellness program mechanism and process. 17% of Staff are enrolled in a wellness program mechanism and process. 6% growth in all data points is expected. The wellness program mechanism has been a joint-decision making outcome supported by all educational partners.|In order to continuously improve scope and amplification of decision making with educational partners, including strategies that eliminate language and cultural barriers (e-mail, ParentSquare, phone calls, face to face meetings, community meetings, Professional Learning Community strategy), the Professional Learning Community strategy will be applied to the District English Learner Advisory Committee (DELAC), the Native American Education Advisory Committee (NAEAC), the Rotary Club, the SELPA Parent Advisory Committee, the Site Council, and Redwood Coast Medical Services in the form of a well defined organizational chart with increased sub-committee meetings per quarter to encourage increased parental attendance and engagement and encourage increased joint project outcomes. Promote community partnerships that nurtures community support, collaboration, and networks for English Learners, students qualifying as Mckinney-Vento, students qualifying as socioeconomically disadvantaged, foster youth, and students with disabilities.|In order to continuously improve scope and amplification of decision making with educational partners, including strategies that eliminate language and cultural barriers (e-mail, ParentSquare, phone calls, face to face meetings, community meetings, Professional Learning Community strategy), the Professional Learning Community strategy will be applied to the District English Learner Advisory Committee (DELAC), the Native American Education Advisory Committee (NAEAC), the SELPA Parent Advisory Committee, and Redwood Coast Medical Services in the form of a well defined organizational chart with increased sub-committee meetings per quarter to encourage increased parental attendance and engagement and encourage increased joint project outcomes. Promote community partnerships that nurtures community support, collaboration, and networks for English Learners, students qualifying as Mckinney-Vento, students qualifying as socioeconomically disadvantaged, foster youth, and students with disabilities.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-24|2026
23656070000000|Round Valley Unified|3|Round Valley Elementary School does a great job in building those relationships. They have 4 Family nights a year. They are different themed and are structured to play games, have food and the turnout is amazing bringing families together. The elementary school also has quarterly special breakfasts for 90% attendance and that also has many families attending. There are two music shows each year. that are also well attended. There are Hispanic heritage celebrations, Native American celebrations etc. The high school is also doing a great job at getting community together. They have annual Indigenous day celebration, Big Time and quarterly academic achievement celebrations. I believe the district is dong a great job building strong relationships between school and families.|Based on the above we will continue to keep what we have going and our focus will be to include more Hispanic heritage activities and celebrations. Our Hispanic population continues to increase so we need to continue to celebrate their culture as well as our Native American culture.|We are such a small community and we will continue to communicate with all families about the activities and opportunities we have at each school site|Every year we build our LCAP around the dashboard. Our goals are based on the dashboard. In the process we get a lot of input from school site councils, impact aid members, and staff.|We will continue to look at the data and continue to talk to our stakeholder groups on how we can build better relationships and improve student outcomes|We will work to build better partnerships with our growing EL community. We need to continually work with our DELAC to improve partnerships and improve student outcomes.|Each year the sites begin the year with a survey which includes input from community about ideas of how to improve schools. There are monthly Site Council meetings, Impact aid meetings and Indian Ed meetings held annually.|Continue to grow our Site council participation, improve DELAC involvement to discuss EL issues, improve our Impact Aid participation and continue to have more surveys to gather information|Continue to reach out to all families and get feedback on what are the priorities for them and their children. The surveys at the beginning of the year are great and we get great information from them.|5|5|5|5|4|4|4|4|5|4|5|5|Met||2026-06-29|2026
23656072330272|Eel River Charter|3|Results of our local parent questionnaire indicate the following: 100% of parents reported that they feel that the school is following its mission statement. 100% of parents reported that they have adequate communication or access to teachers. 100% of parents reported that they were satisfied with the help they received from teachers and aides. 98% of parents reported that they see improvement in their children’s academic progress since the start of the year, but 93% of parents reported that they are satisfied with their child’s progress.|The Eel River Charter School was started by parents for the community as an alternative choice in public education. Parent-School communication is a primary focus of the school mission statement: Working with families in community through holistic teaching to develop educated, responsible, compassionate people.|ERCS is improving its communication with the Spanish speaking families through translation of documents and translation services during meetings and other school events and performances. The 25-26 ERCS Board was made up of 25% bilingual members who formerly had a child enrolled in the school, and 75% Native American parent members.|100% of parents completed the annual parent questionnaire. According to the 25-26 parent questionnaire, 93% of parents are satisfied with student(s) progress, 98% saw improvement in academic progress in 25-26 school year and 100% feel they have adequate communication with and access to teachers.|100% of the parents completed the annual parent questionnaire. Based on the analysis of educational partner input and local data, briefly describe the LEA’s focus area(s) for improvement in Building Partnerships for Student Outcomes.  97% of the parents felt that the curriculum was at their child's level, 88% of parents said they were able to help their child complete homework or IS assignments, 92% of parents said their child was able to complete some assignments independently. ERCS did offer targeted family outreach to non English speaking families and will continue to do so in the 26-27 school year as part of the Literacy Grant strategies.  95% of parents were interested in summer workbooks for their children, which the school ordered and provided, 90% would like mini rewards for student improvement and recognition at awards assemblies, and 85% of parents would like parent-teacher events to share home reading strategies, down from 92% in April of 2024, so perhaps this area of support is saturated.|ERCS will continue to encourage a mix of parents reflective of the student demographics to serve on the ERCS Board of Directors, the ERCS Site Council, and will strive to attain 100% completion for the Parent Surveys each year.|ERCS has annual elections for 2-year terms on the Board of Directors. These positions are filled by parents and 1 community member-often a former parent. ERCS has a Site Council, comprised of parents representing all facets of the student body, especially students that qualify for Title I services. ERCS has a Native (Indian) Parent Committee that is responsible for over-seeing the goals and outcomes of the Title VI Indian Education Grant. All of these committees are available to interested parents each year and parents are encouraged to participate. The LCAP is discussed at the Site Council meeting and at several regularly scheduled public Board meetings and during the public hearing in June.|Encouraging parents, especially those with limited English communication skills, to participate in the meetings is more difficult. In 26-27, ERCS hopes to continue meeting the LCAP goal of at least 1 parent participation event at the school each month and would like continue providing out of town and  local field trips for the students. ERCS is improving its communication with the influx of Spanish speaking families. ERCS hired a bilingual aide that worked all school year and will continue translation of documents and translation services during meetings as needed.|ERCS will continue to encourage a mix of parents reflective of the student demographics to serve on the ERCS Board of Directors, the ERCS Site Council, and will strive to attain 100% completion for the Parent Surveys each year.|5|5|4|5|4|4|4|4|4|4|4|4|Met||2026-06-24|2026
23656150000000|Ukiah Unified|3|Ukiah USD has improved building relationships and communication with parents based on favorable responses on the family survey. The majority of parents who took the survey felt communication was satisfactory, good or excellent. This is shown through the Ukiah USD Parent Survey questions regarding quality of communication (96% excellent/good/satisfactory) and the responsiveness of staff to questions and concerns (95% excellent/good/satisfactory). In addition, most parents feel teachers and staff create a welcoming environment (97% excellent/good/satisfactory).|A focus area for improvement for Ukiah USD is obtaining input from parents about concerns, interests and goals related to their child’s learning and environment (94% excellent/ good/satisfactory). Ukiah USD continues to use the Aeries communication application called Parent Square. This platform allows us to improve our two-way communication between sites, teachers and parents. Priority 6 was added to the new Strategic Plan/LCAP, which aims to strengthen partnerships between families and staff. This includes increasing activities on campus, positive communications regarding achievement and progress, and communication materials for all parents.|Ukiah USD will continue to improve engagement of underrepresented families by continuing to support bilingual Family Community Liaisons, Title VI Counselors, and other support staff. The support includes ongoing professional development for those staff and data analysis to better engage families. Lastly, Priority 6 of the Strategic Plan/LCAP calls for increasing activities on school campuses and free access to student performances and games.|An area of strength, based on parents who took the survey, is the improvement in communication to parents and that parents feel they are meaningfully engaged in their child’s education (97% excellent/good/satisfactory).  Additionally, parents felt that staff were responsive to their questions and concerns (95% excellent, good/satisfactory). This year we continued to focus on parent teacher conferences and parent engagement activities.|A continued focus area for improvement is the timeframe in which school activities, meetings, and conferences are scheduled. This was evident in the Ukiah USD Parent Survey where 24% of parents felt that inconvenient scheduling limited their participation in school activities, meetings, and conferences. Although, this has improved with a decrease of 8% from the prior year.  There was a continued increase in parent engagement activities, including the number of awards and other in-person ceremonies, sports events, music and art performances, and other school activities that continue to connect parents and families to the school. These activities and engagement will continue to be a focus for next year.|Ukiah USD will continue to improve engagement of underrepresented families by continuing to support bilingual Family Community Liaisons, Title VI Counselors, and other support staff. The support includes ongoing professional development for those staff and data analysis to better engage families. In addition, these staff will support outreach to underrepresented families, especially families who are having attendance issues. Lastly, sites continue to have increased cultural celebration activities.|An area for improvement is the number of parents who attend Strategic Plan/LCAP input meetings who are on the DELAC or DAC/PAC. The number of parents who attended DELAC and DAC/PAC at the meetings for Strategic Plan/LCAP input declined this year from 23 parents in 2024-25 to 15 parents in 2025-26.    Ukiah USD has supported principals through training on facilitation of advisory groups, data analysis processes to aid with committee decision making, School Site Council training, and modeling of decision-making processes during Leadership meetings. Ukiah USD has also provided training to parents on how to be involved through School Site Council trainings and engagement activities at the school sites. In addition, through the Strategic Planning process, a variety of parent groups including the Parent Advisory Committee, District Advisory Committee, District English Learner Advisory Committee, Native American Parent Committee (Title VI), and School Site Councils are consulted with and provide input.|A focus area for improvement is engaging more families in the planning, designing, and evaluating family engagement activities. School Site Councils, which include parents, teachers, and staff, annually evaluate their family engagement activities through the new School Plan for Student Achievement, along with their Parent Involvement Policy and Compacts.  The District evaluates parent engagement through the Strategic Planning process and through the Parent Advisory Committee. The focus will be on reviewing current meeting and outreach efforts and creating additional opportunities for parents to provide input.|Ukiah USD will continue to improve education partner input of underrepresented families by continuing to support bilingual Family Community Liaisons, Title VI Counselors, and other support staff. This will include translation support, childcare, and varied outreach to families. Moreover, based on the Parent Advisory Committee feedback, a focus on personally inviting parents to advisory groups will be implemented next year.|4|4|4|4|3|3|4|4|4|4|4|3|Met||2026-06-11|2026
23656150115055|River Oak Charter|3|"Building positive relationships with students and families is a pillar of our charter petition.  As a charter school intentionally designed to be small, we view the relationship between the school and the home as essential to student success academically, socially, and emotionally during the most challenging time in a child's development.  River Oak has many ways to engage families with staff.  Every teacher is expected to hold multiple ""parent nights"" throughout the school year to help organize parents to support classroom activities.  These events help raise money and bring the school community together.  River Oak also holds parent conferences in the younger grades, and Student Success Team meetings upon request.  We hold Student Led Conferences in our middle school grades.  Parents who are able are asked to volunteer during the year to support student activities.  The school administrator also holds regular ""Coffee with the Principal"" and LCAP meetings.  CURRENT STRENGTHS:  2025-2026 California Healthy Family Surveys in both English and Spanish 91% ROCS keeps me well informed @ school activities 91% ROCS encourages me to be an active participant with the school in educating my child 97% Parents feel welcome to participate at this school 91% Parents attended a school or class event"|The local data demonstrates a need to increase parent participation and engagement. While we have a core group of families who participate in Parent Council, we want to expand the volunteerism and involvement of all families.  One way we are doing that is through Parent Education, where childcare, food and class materials are offered.   Another area of improvement is to develop systems and processes for engaging with Spanish speaking families and form trusting relationships.  We have been engaging our teachers in a series of EL trainings, which is geared to support our EL's and our Latino students.  CURRENT STRENGTHS: 2025-2026 California Healthy Family Surveys 84.9% Parents attended a general school meeting 94% Parents served as a volunteer 91% ROCS promptly responds to my phone calls, messages, and emails 88% ROCS is a supportive and inviting place for students to learn|The staffing and enrollment at River Oak has an underrepresentation of Latino students. We seek to hire more bilingual support staff to work with students, and families to better reflect the demographics of our community.  This year we successfully hired a bilingual 1st grade teacher, as well as a foreign language teacher to introduce Mandarin.|Teachers at River Oak routinely switch classrooms to teach various topics. While doing this, teachers are able to work with many more students and parents than they ordinarily would be. Parents are also regularly seen in the classroom supporting academic activities.   CURRENT STRENGTHS: 2025-2026 California Healthy Family Surveys 91% ROCS encourages me to be an active participant with the school in educating my child 91% Attended a school or class event|All stakeholders complete the Healthy Parents, Students, or Teacher's survey.  Results are analyzed to determine focus areas for the school.  The LEA's focus areas for improvement are building partnerships with our Latino families and increasing our EL population.  ROCS has been working with the Mendocino County Office of Education to train our teachers in best practices for EL students.|River Oak has an under representation of Latino students. Hiring more support staff to work with these students and their families would help with this.  River Oak will have a Latino population that reflects the local and statewide population.|"River Oak has a parent-teacher committee called the ""Parent Council.""  There is also a Charter Council, which serves as the School Board.  ROCS also has an Educational Foundation, that supports teachers in their Waldorf training.  We have various committees that are specific to events that are regularly held at River Oak.  Finally, River Oak has an ""open door"" policy for parents.  Parents are encouraged to come to school and directly talk with staff to solve problems.  ROCS started using ParentSquare, a tool that engages parents in the platform that they choose.  Coffee with the Principal and regular LCAP meetings are also included in the school year.   94% of parents served as a volunteer 91% ROCS keeps me well informed of school activities 91% Parents attended a school or class event"|Parents may not be aware of all of the opportunities they have for input.  A survey given at the beginning of the year to determine what sort of skills parents have or ways they can contribute would be helpful. Direct calling parents for feedback or catching them at drop off or pick up would be helpful as well. Being visible at Back to School Night and other events to accept feedback is a favorable practice.  Alternating times of LCAP Meetings so more parents can attend.|A committee specific to Latino and Title 1 students would be helpful.  That way students and parents would have special attention and focus from involved stakeholders.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-05-11|2026
23656150140814|Shanél Valley Academy|3|Based on educational partner input and local data, Shanel Valley Academy continues to strengthen relationships between school staff and families through consistent communication, increased opportunities for family participation, and a welcoming school climate. Families report feeling more informed through regular newsletters, parent-teacher conferences, digital communication platforms, and school events. Participation in family engagement activities has remained steady, with increased attendance at family nights, student showcases, and school meetings. Staff have also expanded outreach efforts to ensure families from diverse backgrounds have access to information and opportunities to engage in their children's education. These efforts have contributed to stronger partnerships between home and school and continue to support student success and a positive school community.|Based on educational partner input and local data, Shanel Valley Academy's focus for improvement is to strengthen consistent, meaningful partnerships between school staff and families. While families appreciate the school's welcoming environment and regular communication, feedback indicates a need for additional opportunities for family engagement, increased participation in school events and decision-making, and more proactive outreach to families who may face barriers to participation. Shanel Valley Academy will continue to improve two-way communication, expand family engagement activities, and provide accessible opportunities for all families to collaborate with school staff in supporting student academic success, attendance, and social-emotional well-being.|Based on educational partner input and local data, Shanel Valley Academy will improve engagement of underrepresented families by increasing personalized outreach and providing multiple opportunities for meaningful participation. The school will use a variety of communication methods, including phone calls, text messages, digital platforms, and translated materials, to ensure families receive timely and accessible information. Flexible meeting times, family engagement events, and opportunities for input through surveys and advisory groups will help reduce barriers to participation. Staff will continue to build trusting relationships with families through regular communication and collaboration, ensuring that all families, including those who have historically participated at lower rates, feel welcomed, valued, and included as partners in supporting student success.|Based on educational partner input and local data, Shanel Valley Academy has made progress in building partnerships that support positive student outcomes through strong collaboration among families, staff, and community partners. Families are provided with regular updates on student progress through conferences, progress reports, and ongoing communication, enabling them to actively support learning at home. Staff work collaboratively to identify student needs and connect families with academic, behavioral, and social-emotional resources. Educational partner feedback indicates that families value the school's supportive environment and appreciate opportunities to participate in their child's education. These collaborative efforts have strengthened relationships and contributed to improved student engagement, attendance, and overall well-being.|Based on educational partner input and local data, Shanel Valley Academy's focus for improvement is to strengthen family partnerships that directly support student achievement, attendance, and social-emotional well-being. Feedback indicates a need to increase family understanding of academic expectations, student progress, and available intervention supports so families can more effectively support learning at home. The school will continue to expand opportunities for families to participate in goal-setting, review student progress, and collaborate with staff to address academic and behavioral needs. Shanel Valley Academy will also strengthen communication regarding available resources and services to ensure all families are equipped to support positive student outcomes.|Based on educational partner input and local data, Shanel Valley Academy will improve engagement of underrepresented families by providing targeted outreach and increasing opportunities for meaningful participation in their children's education. The school will communicate through multiple accessible methods, including translated materials, phone calls, text messages, and digital platforms, to ensure families receive timely information about student progress and available supports. Staff will offer flexible meeting times, individualized conferences, and family workshops focused on academic achievement, attendance, and social-emotional well-being. By reducing barriers to participation and fostering trusting relationships, Shanel Valley Academy will ensure that all families have equitable opportunities to partner with school staff in supporting positive student outcomes.|Based on educational partner input and local data, Shanel Valley Academy has strengthened its efforts to seek meaningful input from families, staff, students, and community partners to inform school decision-making. The school regularly gathers feedback through surveys, parent-teacher conferences, school meetings, and informal communication, providing educational partners with multiple opportunities to share their perspectives. Input collected has helped guide decisions related to school programs, family engagement activities, and student supports. Educational partner feedback reflects a growing sense that stakeholder voices are valued, and the school continues to foster a collaborative culture that promotes shared responsibility for continuous improvement.|Based on educational partner input and local data, Shanel Valley Academy's focus for improvement is to increase meaningful participation from all educational partners, particularly families and groups that have historically been underrepresented in school decision-making. The school will strengthen outreach efforts, expand opportunities for input through surveys, meetings, and advisory groups, and provide multiple ways for families to share feedback. Shanel Valley Academy will also improve communication about how educational partner input is used to inform decisions, ensuring stakeholders understand the impact of their participation. These efforts will promote greater transparency, trust, and shared responsibility in the continuous improvement of school programs and services.|Based on educational partner input and local data, Shanel Valley Academy will improve engagement of underrepresented families by implementing intentional outreach strategies that encourage participation in school decision-making. The school will provide multiple opportunities for families to share input through surveys, individual conversations, advisory meetings, and school events offered at flexible times and through accessible formats. Communication will be provided in families' preferred languages whenever possible, and staff will actively invite participation from families who have historically been less involved. The school will also communicate how educational partner feedback influences school decisions, reinforcing the value of family voice and promoting meaningful, ongoing collaboration in the continuous improvement process.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-25|2026
23656152330413|Redwood Collegiate Academy|3|While engagement in school events, such as field trips, demonstration nights, open house, and family fun nights is high, parent engagement through parent advisory meetings and surveys is very low. We clearly have positive relations based on family involvement with social events, however, our more formal methods for acquiring feedback are not providing effective data.|The school needs to consider the role of Parent Advisory and how it could be modified or integrated with a social event to increase parent participation to receive more formalized feedback. The school also needs to evaluate what barriers exist to completing an online parent survey that is pushed through the mass communication system.|The school has improved over the past several years and sends out the vast majority of its communications in English and Spanish. Some less frequently used documents have not been translated yet, however, the school has generated translated versions when needing to use these documents. This has helped to engage in clear and consistent communications with Spanish speaking households.|The staff are very successful at building relationships with students. 95% of students feel that school staff support and value them. 93% feel that their classes are helping them to learn and prepare for college. Students consistently provide positive feedback thanking staff for their support.|The staff will continue training in the area of social emotional learning to better support students social emotional health since 80% of students felt that they could talk with staff about their needs and 82% of students indicated there is an area of their life in which they have felt successful this year. It is concerning that roughly 20% of our student population was unable to point to any successes this past year in any area of their lives.|The school has made efforts these past few years to engage in celebrations of major cultural events and holidays. As an example, the Dia de los Muertos celebration was identified as the most appreciated community luncheon event on the student survey. Several students brought it up when describing their happiest memory from this past year. Many families contributed their time and energy to prepare authentic foods to share with the student body. The school needs to identify other significant events and determine how to educate and celebrate them as a community.|The school provides many opportunities for family input, however, not all of these methods are as effective as they once were. School Site Council and board meetings are effective platforms for shared governance. Parent Advisory and parent surveys continue to have low participation rates, which has hindered our ability to solicit family feedback from the larger community. Additionally, staff is available to speak with families at any time.|The school needs to develop strategies to make Parent Advisory more meaningful to parents to attract their participation. Additionally, the school needs to determine what barriers exist in accessing and completing the parent survey.|During the Dia de los Muertos event, there were many families involved that have not been involved in the formal decision making groups. During an informal conversation noting this, a suggestion was to change the Parent Advisory Meeting structure into a potluck or some other food related activity where the tone would be more social than formal. Essentially, a parent gathering for dinner and informal discussion.|4|4|4|4|4|4|4|4|3|3|3|3|Met||2026-06-09|2026
23656152330454|Sequoia Career Academy|3|Sequoia Career Academy has successfully built strong relationships between staff and families. Parent surveys show that 97% of families feel comfortable discussing concerns with staff, and all would recommend the school to others.|Sequoia Career Academy should strengthen targeted communication with families, particularly regarding student awards and upcoming events, and ensure that calendar information is accurate and easily accessible.|Sequoia Career Academy will continue leveraging bilingual staff to ensure all communications are provided in both English and Spanish, with all documents translated and readily accessible. Staff will make a concerted effort to notify families of students receiving awards at Honors Assemblies. Additionally, Sequoia will use ParentSquare to enhance two-way communication between the school and families.|Sequoia Career Academy continues to demonstrate strong progress in building positive relationships and supportive connections with students. Educational partner feedback and end-of-year survey data indicate that students feel supported and connected to the school community, with 80% reporting they are happy to be at Sequoia, and 84% reporting that they feel comfortable approaching staff with questions or concerns. Staff regularly work to foster a welcoming and supportive environment, and students consistently express appreciation for the encouragement and support they receive from school staff.|Sequoia Career Academy will continue utilizing ParentSquare to strengthen communication and partnerships with families. Educational partner feedback and increased participation this year indicate that families and staff are engaging more consistently with school communication and updates through the platform. The school will also continue partnering with a local agency to provide social-emotional learning support, counseling services, and conflict resolution services for students. These supports are intended to improve student well-being, strengthen relationships, and help create a positive and supportive school environment that promotes student success.|Sequoia Career Academy will continue working to improve engagement with underrepresented families by ensuring communication is accessible, consistent, and provided in families’ preferred languages. School documents and communications will continue to be translated from English to Spanish and made readily available to families. In addition, ParentSquare will continue to be utilized to send messages, updates, and announcements in each family’s preferred language to help strengthen family engagement and communication between home and school.|Sequoia Career Academy continues to demonstrate progress in seeking educational partner input for decision- making by providing multiple opportunities for families, students, and staff to share feedback throughout the year.  Input is gathered through Parent Advisory meetings, School Site Council meetings, board meetings, and parent and student surveys. Families are also encouraged to communicate directly with school staff and administration, and staff work to remain accessible and responsive to questions, concerns, and feedback. This ongoing communication helps support collaborative decision-making and strengthens partnerships between the school and families.|Sequoia Career Academy’s focus area for improvement in seeking input for decision-making is increasing family awareness and participation in opportunities to provide feedback and engage in the decision-making process. The school will continue working to improve communication about meetings, surveys, and other opportunities for involvement to help ensure families feel informed, welcomed, and encouraged to share their input and perspectives.|Sequoia Career Academy will continue working to improve engagement with underrepresented families by utilizing ParentSquare to provide accessible and consistent communication. The platform allows messages, surveys, and school updates to be translated into families’ preferred languages, helping reduce language barriers and increase opportunities for families to participate in meetings, provide feedback, and engage in the decision-making process. In addition, bilingual staff members will reach out to families and attend meetings when needed to help ensure families feel supported, informed, and able to actively participate in school partnerships and decision-making processes.|5|5|5|4|4|4|5|4|4|4|4|4|Met||2026-06-09|2026
23656156117386|Tree of Life Charter|3|According to the survey sent out to families in Spring of 2026, the overall Parent Survey scores were 88% positive.  Here is the breakdown: Staff-student relationships were 96% positive; Belonging and Community were 76% positive;  Learning Environment was 89% positive; Student Wellbeing was 88% positive; Bullying and Safety was 90%  positive; and Discipline was 90% positive. All of these scores were above the average among Mendocino County  schools who used the same Custom Insights survey. According to families, the bright spots were staff-student  relationships, social emotional learning among students, students being prepared for their future and receiving  constructive feedback.|On the family surveys, the school's lowest scoring items were in the Belonging and Community category: teachers  treating students fairly (76% positive); students wanting to go to school every day (71%); and students caring about  each other (76%).  Although, each of these items were still above the county's average, these scores were the  lowest. These areas will be the school's focus for improvement.  In 2025-26, Tree of Life completed its first year as  part of the Community Engagement Initiative (CEI). The CEI team has chosen a problem of practice that focuses on  improving student attendance through improving a sense of community in parents and students. This aligns with the  results of the surveys for areas of focus.|The school will continue to hold meetings in person with an option to attend on Zoom. With the addition of the new  multipurpose room, there can be a projector always set up and Zoom link open during meetings. Having more game  nights and serving food will also improve engagement of underrepresented families.  The CEI team will also be  hosting a game night where each family that attends will receive a new board game.  This was an idea that the CEI  team conceived during a meeting. Parent Council night topics will be chosen by parents at the school's Back to  School night. There will also be information given out during Orientation conferences about restorative justice  practices and how to use Parent Square. Staff have also decided to add a class meeting portion to the Back-to School night potluck. They think this will start the school year off with a sense of community amongst the classes and  the school.|Since its beginning, Tree of Life has held 5 conferences per school year for each student and their families. The first  conference is the orientation conference. Before the beginning of each school year, the teacher meets with each  family to review the Parent Handbook, give information about the upcoming field trips, and ask the student what they  are interested in studying during the upcoming school year. At the end of each quarter (October, January, March and  June), each student produces a portfolio to present to their parents/guardians and teacher. The teachers write and  present extensive Progress Reports in January and June. This is an area of strength for the school.|Custom Insight survey showed that 40% of staff reported neutral or disagreed with understanding the school's values  and behavioral standards. This will be an area of focus.  The lowest scoring items from family surveys were in the  Belonging and Community category, although scores were still well above the county average. Creating a feeling of  belonging and community will also be a focus for 2026-27. For the 2025-26 school year, the school focused on  building partnerships to support the restorative justice process on campus and educating families on that process.   94% of families reported in the survey that their student has a clear understanding of the school rules and the  consequences for breaking those rules and the rules and expectations are fair. Although only 64% of students  reported positively on the same topic of discipline. During the 2025-26 school year, Synergy Family Services  supplied their trained Community Health Workers (CHW) on campus four days per week. They were available to  respond to student conflicts/needs as they happened. This partnership with Synergy helped to focus on solving  social conflicts using restorative justice and educating our families on this process.|Keeping all of our programs free (Branches before and aftercare program, meal program, Academy days, and  Synergy) and making sure that the students that need access to those programs get connected with them is most  important for the student outcomes of underrepresented families. This means that staff communication during staff  meetings is important. It is important that teachers have a strong connection with students' needs so that staff can  personally invite those families to participate.  Since Tree of Life is a small school (enrollment of approximately 100),  staff can communicate and understand the needs of underrepresented families. During weekly staff meetings, there  will be an agenda item specifically on communicating about any student or family who are struggling and taking  action on responding.  Also, the Restorative Justice Peer Partner will continue to hold weekly class meetings with all  classes so that students continue to learn about the school's restorative justice discipline process. Staff will also be  continuing Restorative Justice training together during two staff all day training.|Tree of Life has a board cabinet made up of one member of the Beginning Project board (the fiscal oversight board),  two elected parent representatives, two staff members, two community at large members, and one student (11 or  older). Monthly Parent Council meetings, that are hosted by the parent representatives, are held to give information  and answer questions to all parents. Surveys are sent whenever needed to receive parent or staff input for decision  making.  Students are surveyed at the end of the year, as well as an elected Student Council help make decisions for  student activities. According to the staff survey, Tree of Life's culture of engagement is inconsistent. They feel  positive about communication, personal expression, and teamwork amongst staff, but 30% disagreed about having  an atmosphere of trust in the school. 77% of students responded positively when asked if they were encouraged to  speak up when something is not fair or right, but only 50% responded positively when asked if they can disagree with  their teachers without getting in trouble.|In the 2026 family survey, there were 17 responses out of 72 families.  This is a much lower percentage of response  rate than in past year.   This could be because the survey was sent in a different format. There was 100% of student  surveys that were filled out because staff made sure that all students were supported in this. 52% of staff filled out  the survey. The school used Custom Insights as it was offered as a service though MCOE.  Developing a way to get  more families to fill out the survey has been an area for improvement and many strategies have been tried. The  school will continue to try to improve family engagement. The CEI team has discussed one way to gain more  feedback from educational partners is to highlight when their feedback has had actual impact on decisions made.  Administration will focus on communicating when decisions are made and how their feedback has influenced the  decisions.|Increasing the number of responses to the parent/guardian surveys will also improve the engagement of  underrepresented families. Teachers will invite parents to fill out the survey during conferences in order to increase  the number of responses of underrepresented families. More training on how to use Parent Square which is how  surveys are sent.  They will be provided with a device to fill out the electronic survey.|4|4|4|4|3|3|5|3|4|4|4|4|Met||2026-06-24|2026
23656230000000|Willits Unified|3|"WUSD ""wants to foster"" a robust communication and engagement with families, the community while ensuring an inclusive, supportive, and responsive educational environment. Parent Involvement and Volunteering: Encourage and welcome parent participation in school activities, events, and classroom volunteering opportunities. Provide various avenues for parents to engage with the school community, including PTA meetings, school events, and parent-teacher conferences. Active Communication: Maintain open lines of communication with parents through regular updates, newsletters, and school meetings. Use multiple platforms (e.g., emails, phone calls, text, social media, and school websites) to keep parents informed about school matters, upcoming events, and important announcements. Bilingual Support: For the 25-26 school year, WUSD employed three bilingual family liaisons. The district is moving with one District Family Community Outreach Specialist (also Bilingual) for 26-27. Ensure that all school communications, including notices and newsletters, are available in both English and Spanish. Implementation Strategies: Parent Engagement Programs: Develop and implement programs that actively involve parents in their children's education, such as workshops on literacy, math, and technology. Volunteer Opportunities: Host family nights, cultural events, and open houses to create a welcoming environment and build community spirit. WUSD staff welcome parent involvement in school activities and as volunteers in the classroom. We actively communicate with parents about school matters, ensuring they are well-informed and engaged. To support our Spanish-speaking families. Parent Feedback: Conduct surveys and gather feedback from parents to assess the effectiveness of communication strategies and engagement programs through customeinsight platform to support the LCAP. The district's commitment to active communication, bilingual support, and parent involvement ensures that families are well-informed, engaged, and integral to the educational process."|WUSD is committed to expanding meaningful opportunities for parents and staff to engage with site leadership, the district office, and schools. This includes strengthening participation in School Site Council, Community Meetings, LCAP, ELAC, and DELAC. By using multiple communication tools and consistent outreach practices, WUSD aims to build stronger connections and ensure families are informed, welcomed, and actively involved in their children’s education. School Site Council (SSC) • Meetings scheduled at accessible times • Agendas posted in advance per Education Code • Training for parents on roles, responsibilities, and decision-making LCAP • Already established goals, funding, and resource allocation set by previous superintendent. • In the second year of the LCAP, slightly adjusted the LCAP. A complete redo of the LCAP will be done in its 3 year which is 26-27 for 27-28. • Clear explanations of how parent feedback shapes district priorities ELAC and DELAC • Regular meetings focused on English Learner needs • Training and resources to help families support language development Utilizing Communication Tools Thrillshare • Real-time updates, alerts, and announcements • Notifications for meetings, events, and district news ClassDojo • Direct communication between teachers and families • Sharing classroom activities and student progress District Website • Central hub for information, resources, and documents - (Apptegy) • Easy access to meeting schedules, agendas, and minutes • Parentsquare Social Media • Outreach through Facebook, and other platforms • Sharing celebrations, updates, and community stories Metrics for Monitoring Engagement Participation Rates • Attendance at SSC, LCAP, ELAC, DELAC, and SART • Engagement levels on Thrillshare and ClassDojo • Engagement level using Parentsquare • Engagement level using Aeries|WUSD has recognized the necessity for additional bilingual support to better serve our diverse student population. To address this need, we have taken the following steps: Strengthening Communication with ELAC and DELAC: Regular Meetings: Consistent meetings with ELAC and DELAC groups to ensure ongoing dialogue and feedback. Information Dissemination: Providing parents with up-to-date information on critical topics, such as: RFEP (Reclassification to Fluent English Proficient): Guidelines and processes for reclassification. ELPAC (English Language Proficiency Assessments for California): Understanding assessment schedules, procedures, and results. Academic Success: Strategies and resources to support student achievement. Grade-Level Awareness: Ensuring parents are informed about grade-specific expectations and standards. High School Graduation Requirements: Clarifying the credits and courses required for graduation. FAFSA Information: Guidance on completing the Free Application for Federal Student Aid. Parent Surveys: Collecting and responding to parent feedback. Community Awareness: Engaging parents with community resources and events. Metrics for Monitoring Bilingual Support and Communication Staffing and Support: Bilingual Liaisons at threes sites - for 25-26 Next school year we will have one District Family and Community Outreach Specialist - 26-27 Parent Engagement and Communication: ELAC and DELAC Participation: Measure attendance and participation rates at ELAC and DELAC meetings. Information Distribution: Track the distribution and receipt of informational materials on RFEP, ELPAC, academic success, and other relevant topics. Feedback from Parents: Collect feedback from parents regarding the effectiveness of communication and support received. Parent Surveys: Conduct regular surveys to assess parent satisfaction with the information and support provided. Student Outcomes: ELPAC Scores: Monitor the performance of EL students on the ELPAC assessments. RFEP Rates: Track the reclassification rates of EL students to fluent English proficient status. Academic Performance: Analyze the academic progress of EL students, including grades and standardized test scores. Graduation Rates: Measure the high school graduation rates of EL students. Building a Strong Community Creating a strong sense of community is integral to our approach. We aim to foster an inclusive and supportive environment at each event by: Hosting Welcoming Events: Organize events that bring together parents, students, and staff to build relationships and community spirit. Providing Multilingual Resources: Ensure all communication materials are available in multiple languages to accommodate our diverse community. Encouraging Parent Involvement: Actively invite parents to participate in school activities, volunteer opportunities, and decision-making processes. By adding bilingual instructional liaisons and enhancing communication with ELAC and DELAC, WUSD is committed to supporting|WUSD is proud to report that our community has expressed strong faith in our staff, as evidenced by recent survey and ancillary results. This trust is a testament to the dedication and effectiveness of our educators, administrators, and support personnel in creating a positive educational environment for all students. Survey and feedback from community Findings: Overall Confidence: A significant majority of respondents reported high levels of confidence in the abilities and commitment of WUSD staff.|Parents and community members noted the professionalism, responsiveness, and expertise of teachers and administrators. Key Areas of Trust: Academic Support: High ratings for the quality of instruction and academic support provided to students. Communication: Positive feedback on the clarity, frequency, and effectiveness of communication between the school and families. Student Well-being: Strong approval for efforts to support students' social-emotional health and safety. Actions and Initiatives Reinforcing Trust: Dedicated Educators: Continuous professional development to ensure staff are equipped with the latest teaching strategies and knowledge. Recognition programs to celebrate outstanding staff contributions and achievements. Effective Communication: Regular updates and open channels of communication through newsletters, emails, and social media. Bilingual communication support to ensure all families are informed and engaged. Student-Centered Programs: Implementation of targeted support programs such as tutoring, mentoring, and counseling. Focus on holistic education, addressing academic, social, and emotional needs. Community Engagement: Active involvement of parents and community members in decision-making through School Site Councils and district advisory committees. Potential regular community meetings and forums to gather feedback and address community concerns. Surveys: Conducting regular surveys to continuously gauge community sentiment and identify areas for improvement. Utilizing feedback to make informed decisions and adjustments to programs and policies. Feedback Analysis: Analyzing survey results to understand trends and specific areas of strength or concern. Sharing survey findings with staff and stakeholders to promote transparency and collaborative improvement efforts. Performance Metrics: Tracking academic performance, attendance rates, and other key indicators to measure the impact of staff efforts on student outcomes. Reporting progress to the community to maintain trust and accountability. The faith our community has in WUSD staff is a cornerstone of our educational success. By prioritizing effective communication, dedicated support, and continuous improvement, we uphold this trust and strive to meet the high expectations of our students, parents, and community members. WUSD remains committed to fostering an environment where every student can thrive academically, socially, and emotionally.|Supporting parent communication and involvement is crucial for fostering a strong partnership in student education. By prioritizing timely communication of student progress, WUSD demonstrates a commitment to keeping parents informed and engaged in their child's academic journey. When parents are involved and informed, students are more likely to succeed both academically and socially. We will continue to provide support for parent communication and involvement as partners in student education. We will continue to focus our efforts at communicating student progress in a timely manner. We will continue to fund bilingual parent liaisons to engage our parents who speak primarily Spanish. Funding bilingual parent liaisons is a proactive step towards ensuring effective communication and engagement with Spanish-speaking parents in the WUSD community. By providing support in their primary language, WUSD demonstrates a commitment to inclusivity and accessibility, facilitating better understanding and participation among all parents. These liaisons can play a crucial role in bridging any language and cultural barriers, fostering a stronger partnership between the school and Spanish-speaking families. It's a commendable initiative that can lead to increased parental involvement and ultimately benefit the overall educational experience of students.|WUSD is committed to fostering strong partnerships with parents and community members through active involvement in school and district-level advisory committees. Each school site has a School Site Council, and the district also has multiple advisory committees to guide decision-making and instructional leadership. School Site Council (SSC): Each school site has a School Site Council composed of parents, teachers, staff, and students (at the secondary level). The SSC plays a crucial role in the decision-making process regarding school improvement plans and the allocation of resources.|District-Level Advisory Committees: Guiding Coalition: Purpose: The Guiding Coalition consists of district administrators, teachers, and parent representatives. It provides strategic direction and oversight for district-wide initiatives and policies. Responsibilities: Developing long-term goals, evaluating district-wide programs, and ensuring alignment with the district’s mission and vision. Site-Based Decision-Making Trial: Purpose: This committee is responsible for piloting site-based decision-making models, allowing individual schools greater autonomy in addressing their unique needs. Responsibilities: Reviewing and recommending site-based initiatives, evaluating the effectiveness of the trial period, and making recommendations for broader implementation. Instructional Leadership Teams (ILT): Purpose: The ILT consists of school leaders, including principals, instructional coaches, and teacher leaders, focused on improving instructional practices and student outcomes. Responsibilities: Analyzing student performance data, developing professional development plans, and supporting the implementation of instructional strategies across the district. Strengthening Participation: Building Awareness: Inform parents and community members about the roles and importance of each council and committee through newsletters, social media, and school events. Highlight success stories and the impact of parent and community involvement. Targeted Outreach: Use personalized invitations and outreach efforts to ensure diverse and representative participation from all student demographics. Leverage existing parent networks and community organizations to spread the word and encourage involvement. Training and Support: Provide training for parents and community members to build their capacity to contribute effectively to SSCs and district-level committees. Offer resources and workshops on understanding educational policies, data analysis, and effective meeting participation. Monitoring and Evaluation: Participation Metrics: Track attendance and participation in SSC and district-level committee meetings to assess engagement. Ensure representation from diverse groups, including English Learners, foster youth, and low-income families. Feedback Mechanisms: Collect feedback from participants through surveys and focus groups to understand their experiences and identify areas for improvement. Use feedback to refine engagement strategies and support resources. Impact Assessment: Evaluate the impact of parent and community involvement on school decision-making and student outcomes. Assess improvements in communication, collaboration, and overall school climate as a result of increased participation. WUSD’s commitment to parent and community engagement is reflected in the establishment of School Site Councils and district-level advisory committees. By building awareness, conducting targeted outreach, and providing training and support, WUSD ensures meaningful participation from p|Building Awareness and Understanding: Educate parents about the roles and responsibilities of Site Council and advisory committees. Highlight the impact of parent participation on school decision-making and student outcomes. Targeted Outreach and Recruitment: Develop and implement strategies to recruit a diverse group of parents, ensuring representation from all student demographics, including English Learners, foster youth, and low-income families. Use personalized invitations, school events, and parent-teacher meetings to encourage participation. Training and Support: Provide training sessions for parents to build their capacity to effectively participate in Site Council and advisory committees. Offer resources and support to help parents understand educational policies, data, and school improvement plans. Implementation Strategies: Building Awareness: Conduct informational sessions at school events and through virtual platforms to explain the importance of Site Council and advisory committees. Distribute brochures, flyers, and digital content that outline the benefits of parent involvement and how it contributes to school improvement. Targeted Outreach: Utilize multiple communication channels, including emails, phone calls, social media, and school newsletters, to reach out to parents. Host meet-and-greet sessions with current Site Council and advisory committee members to share experiences and encourage new participants. Training and Support: Organize workshops and webinars that provide parents with the knowledge and skills needed to participate effectively. Create a mentorship program where experienced members can support and guide new parent participants. Monitoring and Evaluation: Participation Metrics: Track the number of parents attending Site Council and advisory committee meetings to measure engagement levels. Monitor demographic data to ensure diverse representation and identify any gaps in participation. Feedback Mechanisms: Collect feedback from parents through surveys, focus groups, and direct conversations to understand their experiences and challenges. Use feedback to refine outreach strategies, meeting formats, and support resources. Impact Assessment: Evaluate the impact of increased parent participation on school decision-making processes and student outcomes. Assess improvements in communication and collaboration between parents and school staff. Site administrators, staff, and District office personnel have worked collaboratively to strengthen the participation of parents in Site Council and advisory committees. By raising awareness, conducting targeted outreach, and providing training and support, WUSD ensures that parents are actively involved in shaping the educational experience of their children. This inclusive approach fosters a strong school-community partnership, enhancing the overall effectiveness of school governance and student success.|4|4|3|3|4|3|4|3|4|3|3|4|Met||2026-06-16|2026
23656230112300|La Vida Charter|3|Parents continue to give high ratings 9.5 and above out of 10 with regards to their comfort level communicating with staff about their children.  Personal relationships are built through the weekly and monthly meetings as well as through the small class sizes onsite. The school has several community building events in the fall.|There is a new trend in the use of the school communication tool in that less engagement is seen in the second half of the year.  The school is reaching out, however parents are apologetic that they just fall behind in keeping up with the posts because so much is going on in their lives and their children are enrolled in multiple schools.|The school continues to work on Spanish language translation happening at all meetings.  The discipline of having an interpreter at all meetings could improve.  It is an extra step to set up and sometimes it gets dropped.  The school invested in small translation devices for each room last year which had mixed success.|Student outcomes are discussed with the larger community at Orientation, Parent Teas, and through posts on the communication tool,  On the individual level reviewing students outcomes happens at least four monthly or twice monthly parent - teacher meetings.|The school continued to focus on improving growth with students that two grades level below expectations.  It is a joint effort between teachers and parents.|Improving Spanish- English translation through out the day in drop in situations is an ongoing project.  Formal meetings with translators is fully implemented.|This is a very small school where person to person communication works best.  The school provides opportunities for quick input through parent square which is a great gathering tool.  Whenever an idea or question is sent out, some feedback is received.  The Parent Tea is an important format for the school for feedback and discussion on current and  potential policies and programs.|Adding another Tea with the Director opportunity has been requested.|The Spanish Speaking families attend the Tea with Director and translation has been dependent on devices.  Having the translator attend the Tea would be  helpful and more streamlined.|4|5|4|4|4|4|4|4|4|4|4|3|Met||2026-06-24|2026
23656230125658|Willits Elementary Charter|3|Willits Elementary Charter School teachers will hold informational meetings about literacy and math teaching in a comfortable way, allowing parents to explore concepts together and see how they can help their students. We have a Back-to-School night for parents to meet teachers and we have a strong informal check-in system at the end of the day so that any problems can be addressed together. The director meets parents and students at the gate in the mornings and afternoons. We have a community bulletin board to share information on upcoming events.|At our community meeting, parents expressed that they would like to know more of what students are learning. They would like to be more in touch with teachers and the school. To address these concerns, we will use the community bulletin board to show the events going on at school. We will also have more smaller events and ways for parents to volunteer so that people can choose different levels of involvement.|"At the beginning of the year, we will have parents whose home language is Spanish meet with the Spanish teacher to discuss how we can support native Spanish speaking students in the classroom and in Spanish lessons.  We are also holding a ""meet your student's teacher"" event with pizza at the beginning of the year to build relationships between parents, students, and teachers. This event will be welcoming and involve food, which all families appreciate."|Willits Elementary Charter School is a small, community-oriented school where staff know all the parents and students. Staff deliberately create a welcoming environment and value parent input into their child's learning and social life at school. The principal greets students each morning at the gate and teachers are in contact with parents at the end of each day. In this way, many informal conversations can take place, supporting the weaving of community bonds. There are parent meetings for supporting school projects. We encourage parents to volunteer in the classroom. We discuss struggling readers with parents and what they could do at home to help support the development of reading skills. Students have presented their learning to parents in class.|Parents would like to know more about what their children are learning in the upper grades, so we will work on creating a monthly schedule to share with parents about topics that students are learning about. We will work to create further activities to showcase student voices and work throughout the year.|We will continue to have parent meetings with the director and to create smaller, manageable opportunities for families to participate.|Willits Elementary Charter School uses ParentSquare and Remind to communicate with parents. The principal regularly has surveys and calls for feedback on upcoming policies and ideas. Parents feel comfortable coming with ideas and concerns and have many and frequent conversations with the principal at the gate. Many of our policies are in response to informal conversations that parents have with staff.|Parents would like to know more about the school calendar so we will have a  community bulletin board as well as more smaller events that parents can participate in. We frequently solicit parents for ideas and respond to their suggestions  on how to improve things at the school. We will continue to hold Community Conversations, where we invite parents to hear about, present, and solve problems.|Spanish-speaking parents will contribute to ideas for teaching fluent Spanish speakers; we have a Native American Committee to direct our Native American Program and organize speakers and projects.|4|4|4|4|4|4|4|4|3|3|3|3|Met||2026-06-23|2026
23656232330363|Willits Charter|3|"WCS utilizes a robust communication system, Parent Square, that allows immediate communication between staff, families, and students.   Families are a key component of our school and our commitment to family involvement is codified in our vision statement:  ""We recognize that every stakeholder plays a vital role in each student’s academic and personal success. Families are an integral part of our school community and we invite and encourage family participation. Together, we create an environment where all students thrive.""  We provide multiple ways for families to be engaged in our program and to contribute to decision making."|WCS is actively focusing on increasing involvement in our Parent Association and hosting more community-wide events on campus.|WCS will incorporate parent/guardian goals for their children in our learner-led conference process.  WCS will continue to participate in and promote cultural events and opportunities for our students and will continue to expand our outreach materials.|WCS utilizes Google Classroom, which provides digested summary reports to parents.  Students and parents have access to an online portal through our SIS where they can check their grades electronically.  Parents can request a meeting with teachers at any time and the SST process is used to build supports for increasing student outcomes.  Families are involved in the development of behavior plans, EL goals, 504 Plans, and IEP goals.  School documents and communications have been translated into Spanish.|WCS will focus on developing a monthly newsletter for families in both English and Spanish.|Annual parent surveys will continue to be translated into multiple languages and additional modes of completing the parent survey will be developed.|WCS communicates regularly and frequently with families.  A Parent Association meeting is held on the last Tuesday of each month.|To encourage greater participation from all families, WCS will solicit input on topics prior to the monthly Parent Association meeting via survey.|Shorter, more frequent surveys will be used to gather input from families.|4|4|3|5|3|3|4|4|3|4|4|4|Met||2026-06-23|2026
23738660000000|Potter Valley Community Unified|3|As a district we have many strong ongoing programs that are building relationships between school staff and families. At the elementary we have an active ELAC parents group and PTSO parents group. These groups have developed well attended events including the Back to School Night, the Science Fair and a Grandparents' Day and Dia de Los Niños presentation events.  At the elementary and junior / senior high school, parent opportunities for field trips and athletic events are an area where staff, students and families regularly connect with each other. At the high school each semester we have regular parent teacher conferences in an evening open space format encouraging all students, families and parents to connect. At the Elementary and Junior / Senior High School we produce a weekly emailed parent event and activity newsletter blog. The school district has used the LCAP families survey, the PBIS school climate survey and the Custon Insight Survey to understand the relationships staff and families. We have made efforts to be more inclusive by translating home school communications and including translators at parent events.|"There are multiple areas for improvement in relationship building relationships between school staff and families. We will continue to develop our parent and family outreach efforts. Some of the current projects include:   -expanding the Dia de los Niños and Grandparents Day to a district wide event including both elementary and high school; -creating a regular principal and family meeting (""Coffee with the Principal"") to create a regular opportunity for families to meet with school administration;  -creating a combined ELAC parent family committee meeting at the elementary, junior high and high school level; -continue and expand parent teacher information nights; -expanded science fair district wide, especially involving the Junior High School. -change the structure of the DAC/SSC meetings to inspire more involvement -add a Literacy Night and Science Night"|We will continue to improve our engagement of underrepresented families as we continue and expand ELAC parent meetings district wide.  We will extend the ELAC meeting for both the Elementary and the Junior / Senior High School level to connect with families.  Our Dia de los Niños event will be expanded to include district wide participation of students, staff and families. We will directly outreach to underrepresented groups to include them in parent informational nights, especially focused on social emotional student concerns and substance use concerns. Our weekly email communication newsletters are translated for parents and families. We will continue to have meeting translation, translate letters and communications for parents. We will have parent information meetings with counselors, administration and staff to focus on meeting the needs of our foster, homeless students.|As a small school community, we have the advantage to be especially connected to our parents and families. We have strong regular communication with families through email, Class Dojo, phone calls and text messaging. With our numbers of students we are able to have multiple individual meetings with the school academic advisor during the school year with all of our students.  Our students and families are connected with Aeries online grades and student information computer systems.  Students and families regularly use the computer systems to track progress and communicate with teachers and staff.|We continue to see areas of improvement for connecting with our students, families and community.  Among the ideas in development currently are:  -additional opportunities for casual meetings with administrations / coffee with principals / email activity blog from the elementary and district level; -expanding ELAC meetings district wide; -expanding and formalizing District Advisor Council (DAC) / Site Council / booster club / parent support committee at high school, developing regular public meetings and expanding participation with teachers, staff, students and families. -Literacy Night -Math Night|We will continue to focus on underrepresented families by expanding ELAC meetings district wide.  We will continue to focus on offering translation at meetings and making regular translation of written documents a priority for family communications.|As a district we have multiple strengths and have made strong progress toward seeking parent and families input for decision making within the district. Our District Advisory Committee (DAC) meetings are well attended and give parents and community members the opportunity to connect with administration and staff regarding district decision making. We have a well established ELAC committee consisting of the parents and guardians of English learner students at the elementary school which gives input to activities and programs at the elementary school. We have regularly well attended school board meetings which give opportunities for educational partner input.  A last area of strength is in the make up of our small connected community that creates many points of connection between the school district and members of the community.|Areas of improvement that we need to develop as a school staff are a more focused process for recruitment for the DAC committee. We need to improve the LCAP family survey to make it more accessible and easier to answer and continue develop our analysis process of this survey.  We need to be more proactive in our survey distribution, begin the survey and feedback process earlier and with more consistency.  We need to create more opportunities for quick response surveys for parents and families to measure interest and engagement in school programs and activities.|We will improve engagement of underrepresented families through development of an ELAC committee group for high school and continue and expand outreach and translation services.|3|4|3|3|3|3|3|3|3|3|3|4|Met||2026-06-24|2026
23739160000000|Laytonville Unified|3|We are developing the capacity of staff to build trusting and respectful relationships with families through communication, events, conferences, monthly tribal meetings, Native American Liaison. We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, Teachers, and Events. We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by Parent Teacher Conference, Meetings. We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Events, Conferences, phone system, and small school environment.|"The focus area for improvement in Building Relationships Between School Staff and Families is ""supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children."""|As a small rural community, our small school environment lends itself to a building strong community for all students and families.|We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families during Professional Development Days, staff meetings and discussions. We are providing families with information and resources to support student learning and development in the home by Website, Parent Teacher Conferences, Email, Events.  We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes through Parent/Teacher Conferences, Parent Meetings, Progress Reports. We are Supporting families to understand and exercise their legal rights and advocate for their own students and all students through Handbooks, Annual Notifications, and IEP/504 Meetings.|"The focus area for improvement in Building Partnerships for Student Outcomes is ""implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes."""|As a small rural community, our small school environment lends itself to a building strong community for all students and families.|We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by parent meetings and 1:1 discussions.  We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by parent meetings and Board Meetings. We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys. We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by parent meetings, 1:1 discussions, Surveys.|"The focus area for improvement in Seeking Input for Decision-Making is ""building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making."""|Goal 2: Student Engagement, LCAP Action 2.3 Family Engagement details our efforts to improve family engagement:  Increase family engagement  in all programs including unduplicated pupils and students with exceptional needs - Parent Nights - Student performance and celebrations of work (Art shows, plays, demonstrations of work completed) - Communication (Apptegy, AERIES, Edulink) - Parent Liaison for Hispanic/EL families and Native American Families (captured in earlier goals)|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-25|2026
23744680000000|Mendocino County ROC/ROP|3||||||||||||||||||||||Not Met|||2026
23752180000000|Leggett Valley Unified|3|We are developing the capacity of staff to build trusting and respectful relationships with families through communication, events, conferences. We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, Teachers, and Events. We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by Parent Teacher Conference, Meetings. We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Events, Conferences, and Small School Environment.|"The focus area for improvement in Building Relationships Between School Staff and Families is ""supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children."""|As a small rural community, our small school environment lends itself to a building strong community for all students and families.|We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families during Professional Development Days, staff meetings and discussions. We are providing families with information and resources to support student learning and development in the home by Website, Parent Teacher Conferences, Email, Events. We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes through Parent/Teacher Conferences, Parent Meetings, Progress Reports. We are Supporting families to understand and exercise their legal rights and advocate for their own students and all students through Handbooks, Annual Notifications, and IEP/504 Meetings. The hiring of a Family Resource Liaison is an improtant step in increasing parterships with families at Leggett Valley Schools|"The focus area for improvement in Building Partnerships for Student Outcomes is ""implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes."""|As a small rural community, our small school environment lends itself to a building strong community for all students and families.|We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by parent meetings and 1:1 discussions. We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by parent meetings and Board Meetings. We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys. We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by parent meetings, 1:1 discussions, Surveys.|"The focus area for improvement in Seeking Input for Decision-Making is ""providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels."""|As a small rural community, our small school environment lends itself to a building strong community for all students and families.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-29|2026
24102490000000|Merced County Office of Education|3|In Building Relationships, we are maintaining strong connections between school staff and families, with 80% of families reporting a positive school climate and 91% feeling supported by the school. Family engagement remains an area for growth, with a 58% favorable rating, while communication is a clear strength, as 88% of families report timely responses from school staff.|We have two primary areas for improvement in Building Relationships. First, while families report feeling supported and experience strong communication (88% report timely responses), overall family engagement remains lower at 58%, with only 32% participating in committees, trainings, or events—indicating a need to increase meaningful family involvement beyond individual student support. Second, we need to strengthen consistent opportunities for connection and relationship-building, as only 50% of families report meeting with teachers weekly or more, highlighting the need to expand structured engagement opportunities and deepen ongoing school-family partnerships.|For the next school year, the LEA will improve engagement of underrepresented families by strengthening targeted outreach and expanding meaningful opportunities for participation. While families report strong communication, participation in committees and events remains low, indicating a need to intentionally engage families who are not yet connected. The LEA will increase direct outreach through Youth Services Specialists, Youth Services Assistants, and Youth Engagement Specialists—who serve as liaisons between schools, families, and community agencies and support case management, workshops, and family engagement efforts—to ensure families receive consistent communication, access to services, and opportunities to participate. Additionally, staff will continue to build capacity to understand and respond to diverse family needs, cultures, and languages to create more inclusive and welcoming environments that support ongoing partnership.|In Building Partnerships for Student Outcomes, the LEA continues to demonstrate strong implementation of systems that support collaboration between families and schools. Family survey data shows that 91% of families feel supported in understanding and exercising their rights and advocating for their child, and approximately 90% report that schools provide opportunities for input on programs and policies. These results reflect continued strength in empowering families as partners in the educational process.  Additionally, 89% of families report that the school offers high-quality academic supports through MTSS systems, indicating that families are aware of and connected to services that directly impact student outcomes. Staff data further supports this progress, with 83% reporting progress in family engagement practices and over 85% indicating that systems are in place to build trust, communication, and collaboration with families.  Overall, the LEA remains at a level 4 (Full Implementation), with strong structures in place to support family partnerships, including communication systems, access to resources, and opportunities for engagement. Progress is evident in maintaining high levels of family support and staff capacity, positioning the LEA to continue strengthening partnerships that positively impact student outcomes.|Our primary area for improvement in Building Partnerships for Student Outcomes is increasing meaningful family engagement and participation in partnership structures. While families report strong support and communication, only 32% indicate participation in committees, trainings, or events, showing that engagement remains limited beyond individual student support. This indicates a need to move from access and communication to active partnership.  Additionally, staff data reflects a need to strengthen consistency in implementation of family partnership practices, with overall family engagement rated at 83% and several indicators remaining in the Initial Implementation to Full Implementation range. This suggests that while systems are in place, they are not yet fully consistent across all sites and programs.  The LEA will focus on increasing participation of underrepresented families, expanding opportunities for two-way engagement, and providing continued professional learning to staff to ensure consistent, high-quality implementation of family partnership practices that directly support improved student outcomes.|To improve engagement of underrepresented families in Building Partnerships for Student Outcomes, the LEA will focus on increasing access, awareness, and participation in supports that directly impact student learning. While 89% of families report that schools offer academic supports, awareness of specific services varies, indicating a need for more targeted outreach and clearer communication.  The LEA will expand parent education opportunities by providing workshops during enrollment, orientations, and throughout the school year that focus on helping families understand curriculum, interventions, and how to support learning at home. These efforts will be supported by Youth Services Specialists, Youth Services Assistants, and Youth Engagement Specialists, who will increase direct outreach, provide workshops, and serve as liaisons between schools, families, and community agencies to ensure families are informed and connected to available resources.  Additionally, the LEA will provide more flexible and accessible engagement opportunities (in-person, virtual, and small group formats) to remove barriers to participation and intentionally reach families who have not historically engaged in school activities. Through these strategies, the LEA aims to increase meaningful family participation and strengthen partnerships that directly support improved student outcomes.|In Seeking Input for Decision-Making, the LEA continues to demonstrate strong systems for gathering family input. Approximately 90% of families report that schools provide opportunities to give input on policies, programs, and activities, indicating that structures such as advisory groups and feedback opportunities are well established.  Additionally, families report high levels of support (91%), showing that schools have built trust and communication systems that allow families to feel comfortable sharing input. Staff data further supports this progress, with 83% indicating implementation of family engagement practices that include communication and collaboration with families.  Overall, the LEA remains at a level 4 (Full Implementation), with strong systems in place to solicit input and engage families in decision-making processes. The LEA has successfully created multiple opportunities for families to share their voice and contribute to school and program development.|The primary area for improvement is increasing meaningful participation in decision-making opportunities. While opportunities for input are widely available, only 32% of families report participating in committees, trainings, or school events, indicating that many families are not actively engaging in these structures.  This gap highlights the need to move beyond providing access to ensuring that families are actively involved and represented, particularly underrepresented groups such as English Learners and families of students with disabilities, where survey responses indicate lower levels of engagement and connection.  Additionally, staff capacity to consistently facilitate and sustain high levels of family participation remains an area for growth, as implementation varies across sites and programs. The LEA will focus on strengthening staff practices and ensuring more consistent engagement strategies that lead to increased family participation in decision-making processes.|To improve engagement of underrepresented families, the LEA will focus on reducing barriers and increasing targeted outreach to families who are not currently participating in decision-making opportunities. While families report strong communication systems, participation remains low, indicating the need for more intentional engagement strategies.  The LEA will expand the use of Youth Services Specialists, Youth Services Assistants, and Youth Engagement Specialists to conduct direct outreach, provide personalized support, and connect families to advisory groups and engagement opportunities. These staff will serve as key liaisons to ensure families understand how to participate and why their input is valuable.  Additionally, the LEA will offer more flexible participation options, including in-person, virtual, and small group formats, and simplify information shared in advisory meetings to make it more accessible and meaningful. Schools will also leverage existing events and interactions to gather input and provide families with multiple entry points for engagement.  Through these efforts, the LEA aims to increase participation from underrepresented families and ensure that decision-making processes reflect the voices and needs of the full school community.|4|4|3|4|3|4|4|4|3|3|4|3|Met||2026-06-15|2026
24102490106518|Merced Scholars Charter|3|MSCS continues to demonstrate strong progress in building relationships between school staff and families, supported by both staff and family survey data. A key strength remains the welcoming and responsive environment created across programs. Family survey results show that 90% of families report the school responds promptly to calls, messages, or emails, indicating strong communication systems and responsiveness. Additionally, 63% of families report meeting with teachers weekly or more, reflecting frequent and meaningful interaction between staff and families.  MSCS has strengthened systems for two-way communication through consistent use of platforms such as ParentSquare, email, and phone outreach. These systems support regular communication and accessibility for families across program types. Staff survey data further supports this strength, with responses indicating high levels of implementation in building trusting relationships and maintaining ongoing communication with families.  The Dual Language Immersion (DLI) program continues to expand relationship-building efforts by providing culturally and linguistically responsive supports for Spanish-speaking families. This enhances the LEA’s ability to engage families in ways that honor language and culture and improves access for a significant portion of the community.  Family survey data also reflects a positive school climate, with high levels of perceived care and respect from staff (over 90% favorable responses) and strong perceptions of school safety and support. These conditions contribute to a foundation of trust between families and school staff.  Overall, MSCS demonstrates sustained, effective practices in building relationships with families. The LEA continues to refine these efforts by ensuring consistency across all programs and strengthening staff capacity to deepen understanding of each family’s unique strengths, cultures, and goals.|Based on analysis of educational partner input and local data, MSCS continues to identify communication consistency and family participation as key areas for growth. While family survey data shows strong responsiveness overall, with 90% of families indicating the school responds promptly, additional data suggests variability in communication experiences. For example, only 67% of families reported favorable responses regarding consistent communication practices, indicating room for improvement in ensuring all families experience timely and consistent follow-up.  Family engagement data also highlights a need to increase participation in school activities. While many families engage directly with teachers, 69% of families report they do not participate in school events, committees, or workshops, demonstrating a gap between communication and deeper engagement opportunities.  To address these areas, MSCS is focusing on improving consistency in communication expectations across all staff and programs, including reinforcing timely follow-up practices. The LEA is also working to expand meaningful opportunities for family involvement by increasing targeted outreach, offering flexible engagement options, and utilizing multiple communication platforms to better reach families.  Additionally, MSCS will continue to build staff capacity to better understand and respond to the diverse needs of families. Survey data indicates that while staff report strong relationship-building practices, this area is not yet fully systematized across all programs. By strengthening these systems, MSCS aims to improve both the consistency of communication and the level of family participation, ensuring all families feel connected, informed, and engaged in their child’s education.|Based on the analysis of educational partner input and local data, MSCS will continue to strengthen engagement with underrepresented families, particularly English learner families, socioeconomically disadvantaged families, and families of students in non-classroom-based settings. Survey data indicates that while overall communication is strong—90% of families report the school responds promptly to communication—there are gaps in deeper engagement. For example, 69% of families report they do not participate in school events, committees, or workshops, highlighting a need to improve access and relevance of engagement opportunities for all families.  Additionally, staff survey data shows strong relationship-building practices overall, but only 67% of responses reflect consistent communication experiences, suggesting variability across programs and indicating that some families may not be experiencing the same level of connection or follow-through. This is particularly important for underrepresented groups who may face barriers related to language, access, or familiarity with school systems.  To address these needs, MSCS will focus on increasing targeted outreach and culturally responsive engagement strategies. The Dual Language Immersion (DLI) program will continue to support Spanish-speaking families by providing communication and resources in families’ primary language, while expanding these practices across programs where possible. The LEA will also continue to build staff capacity through professional development focused on understanding diverse family backgrounds, including the needs of English learners, foster youth, and lowincome families.  2026-27 Local Performance Indicator Self-Reflection for Merced Scholars Charter School Page 11 of 24  In addition, the school’s social-emotional (SEL) team will play a key role in improving engagement by connecting families to community resources, addressing barriers to participation, and providing individualized support. Survey data on student sense of belonging shows 86% favorable responses, indicating a strong foundation of support that can be extended further to families through these efforts .  MSCS will also expand flexible engagement opportunities, including virtual meetings, varied scheduling, and multiple communication platforms, to better meet the needs of families who may not be able to participate in traditional school events. Through these targeted strategies, MSCS aims to improve both access and participation for underrepresented families, ensuring all families feel connected, supported, and able to engage meaningfully in their child’s education.|MSCS continues to demonstrate strong progress in building partnerships for student outcomes through consistent communication, collaborative structures, and a shared responsibility between staff and families. Family and staff survey data indicate that communication systems are well established, with 90% of families reporting that the school responds promptly to calls, messages, or emails, supporting ongoing collaboration between home and school. Additionally, 63% of families report meeting with teachers weekly or more, reflecting frequent and meaningful engagement focused on student progress.  The personalized learning model, including both the non-classroom-based and Dual Language Immersion (DLI) programs, strengthens these partnerships by requiring regular interaction between teachers, students, and families. This structure supports families in actively monitoring assignments, attendance, and academic progress. Staff survey data further supports this strength, with high levels of implementation reported in building relationships and maintaining communication with families.  2026-27 Local Performance Indicator Self-Reflection for Merced Scholars Charter School Page 12 of 24  MSCS has also expanded the role of support staff, including counselors, instructional support assistants, and Youth Engagement Specialists, to provide additional outreach and support to families. These staff members help connect families to academic resources, social-emotional supports, and community services, reinforcing a comprehensive approach to improving student outcomes.  Family survey data indicates strong interest in academic support, with many families expressing a preference for both in-person and virtual tutoring options, including 78% preferring in-person one-to-one support and 52% preferring virtual one-to-one support. This reflects active family engagement in supporting student learning at home.  Student data also reflects a strong foundation for these partnerships, with 86% of students reporting a sense of belonging, indicating that the relationships between staff, students, and families contribute to a supportive learning environment.  Overall, MSCS has established effective systems that promote collaboration between families and staff to support student success. The LEA continues to build on these strengths by refining consistency across programs and expanding supports that help families actively engage in their child’s academic and social-emotional development.|Based on the analysis of educational partner input and local data, MSCS has identified increasing consistent and meaningful family participation as a key area for improvement in building partnerships for student outcomes. While communication between staff and families is strong, with 90% of families reporting that the school responds promptly to communication, survey data indicates that deeper engagement opportunities are not accessed consistently by all families.  Specifically, family engagement data shows that approximately 69% of families report not participating in school events, committees, or workshops, highlighting a gap between communication and active participation. Additionally, while 63% of families report meeting with teachers weekly or more, this engagement is primarily tied to required instructional interactions and does not always extend to broader partnership opportunities such as workshops or school events.  Staff survey data also indicates variability in how consistently systems are implemented to support partnerships, with responses reflecting a mix of full and initial implementation in identifying needs and providing targeted support . This suggests that while structures exist, they are not yet fully consistent across all programs and staff.  To address these areas, MSCS will focus on expanding accessible and relevant engagement opportunities for families. This includes offering flexible scheduling options, increasing virtual participation opportunities, and continuing to provide multilingual communication and support, particularly for English learner families. The LEA will also expand workshops focused on supporting learning at home, including literacy and numeracy strategies aligned to student needs.  Additionally, MSCS will strengthen targeted outreach efforts through support staff, including counselors and Youth Engagement Specialists, to engage families who may face barriers related to work schedules, language, or access. By improving consistency, accessibility, and relevance of engagement opportunities, MSCS aims to deepen family partnerships and increase meaningful participation in activities that support student success.|Based on the analysis of educational partner input and local data, MSCS will continue to strengthen engagement with underrepresented families, particularly English learner families, socioeconomically disadvantaged families, and families of students in non-classroom-based settings. While communication systems are strong overall—90% of families report the school responds promptly to communication—survey data indicates that deeper engagement is not consistent across all groups. For example, approximately 69% of families report not participating in school events, committees, or workshops, suggesting that underrepresented families may face barriers to accessing these opportunities.  Family survey data also highlights varying needs among families, including preferences for both in-person and virtual support, with 78% of families preferring in-person one-to-one tutoring and 52% preferring virtual one-to-one support. This indicates the importance of offering flexible and differentiated engagement opportunities to meet diverse family needs.  To address these gaps, MSCS will expand targeted, culturally and linguistically responsive outreach strategies. The Dual Language Immersion (DLI) program will continue to support Spanish-speaking families by providing communication and resources in families’ primary language, while similar supports will be expanded across programs where possible. Family liaisons, counselors, and Youth Engagement Specialists will play a key role in strengthening direct outreach, building relationships, and connecting families to both academic and community resources.  Additionally, MSCS will increase access to workshops and resources that help families understand student progress, support learning at home, and navigate the educational system. These opportunities will be offered with flexible scheduling, virtual options, and multilingual support to reduce barriers related to work schedules, transportation, and language.  Student data further supports the importance of these efforts, with 86% of students reporting a sense of belonging, providing a strong foundation to extend engagement efforts to families. By building on this foundation and addressing identified barriers, MSCS aims to create more inclusive and accessible opportunities for underrepresented families to actively partner in supporting student outcomes.|MSCS continues to demonstrate progress in seeking input for decision-making through a multi-tiered approach that includes advisory groups such as the School Site Council/Parent Advisory Committee, ELAC, and LCAP engagement processes. These structures provide formal opportunities for families, staff, and administrators to contribute to school planning, goal setting, and program development. The LEA has expanded outreach efforts during key processes such as LCAP development to increase awareness and opportunities for input.  Survey data indicates that communication systems supporting these efforts are strong, with 90% of families reporting that the school responds promptly to calls, messages, or emails, ensuring that families have access to staff and opportunities to share feedback. Staff survey results also reflect implementation of systems to engage families in communication and relationship-building, supporting a foundation for input and collaboration.  Additionally, MSCS provides multiple avenues for families to share feedback, including surveys, meetings, and direct communication with teachers and support staff. The personalized learning model further supports ongoing dialogue, as 63% of families report meeting with teachers weekly or more, creating regular opportunities to discuss student progress and provide input related to instructional supports.  However, survey data also highlights that participation in advisory groups and broader decision-making opportunities remains an area for continued growth. Approximately 69% of families report not participating in school events, committees, or workshops, suggesting that while opportunities for input are available, they are not yet fully accessed by all families.  Overall, MSCS has established clear systems and structures for seeking input from educational partners and has made progress in expanding access to these opportunities. The LEA will continue to build on these strengths by increasing participation and ensuring that input reflects the diverse perspectives of all families, particularly those who are underrepresented in decision-making processes.|Based on the analysis of educational partner input and local data, MSCS has identified increasing consistent and inclusive participation in decision-making processes as a key area for improvement. While the LEA has established multiple structures for input, including advisory groups and LCAP engagement opportunities, survey data indicates that participation is not yet representative of all families. Specifically, approximately 69% of families report not participating in school events, committees, or workshops, suggesting that many families are not accessing existing opportunities for input.  Although communication systems are strong, with 90% of families reporting that the school responds promptly to communication, additional data suggests variability in how information about engagement opportunities is received and acted upon. This indicates a need to improve not only access to information, but also the relevance and accessibility of participation opportunities for a broader range of families.  Staff survey data also reflects variability in implementation, with responses indicating a mix of full and initial implementation in building capacity to engage families in decision-making processes . This suggests that while structures exist, additional support is needed to ensure consistent and effective facilitation of family engagement opportunities across all programs and staff.   2026-27 Local Performance Indicator Self-Reflection for Merced Scholars Charter School Page 15 of 24 To address these needs, MSCS will focus on expanding outreach and improving accessibility of advisory meetings and input opportunities. This includes increasing the use of digital communication platforms, offering hybrid and virtual meeting options, and providing multilingual communication and support to better reach underrepresented families. The LEA will also provide additional professional learning for principals and staff to strengthen facilitation skills and ensure that engagement opportunities are inclusive, responsive, and meaningful.  Through these efforts, MSCS aims to increase both participation and representation in decision-making processes, ensuring that input reflects the diverse perspectives of the entire school community.|Based on the analysis of educational partner input and local data, MSCS will continue to prioritize increasing representation of underrepresented families in decision-making processes, particularly English learner families, socioeconomically disadvantaged families, and families less connected to school advisory structures. While communication systems are strong—90% of families report the school responds promptly to communication—survey data indicates that participation in advisory groups and decision-making opportunities remains limited. Specifically, approximately 69% of families report not participating in school events, committees, or workshops, suggesting that underrepresented families may face barriers to accessing these opportunities.  To address this gap, MSCS will expand culturally and linguistically responsive outreach and support. Family liaisons fluent in Spanish and Hmong will continue to serve as connectors between the school and families, focusing on building relationships, increasing awareness of advisory opportunities, and providing direct support to help families participate. These liaisons will conduct targeted outreach, including personalized invitations, follow-up communication, and small-group information sessions designed to make participation more accessible and less intimidating.  Additionally, MSCS will increase the use of flexible engagement formats, including virtual and hybrid meetings, to accommodate families’ varying schedules and access needs. Survey data indicates that families prefer a range of engagement options, including both in-person and virtual supports, reinforcing the need to offer multiple pathways for participation. Meetings and materials will continue to be provided in multiple languages to reduce language barriers and ensure families can fully engage in discussions and decision-making processes.  The LEA will also focus on building family capacity by providing training and resources that help families understand school systems, student progress, and opportunities to provide input. Staff will receive additional professional learning to strengthen inclusive facilitation practices and ensure that family voices are actively sought, valued, and incorporated into decision-making.  By addressing barriers related to language, access, and familiarity with school systems, MSCS aims to increase participation from underrepresented families and ensure that decision-making processes reflect the diverse perspectives of the entire school community.|5|5|4|5|4|4|4|4|3|3|4|3|Met||2026-06-15|2026
24102490138032|Come Back Charter|3|CBCS continues to demonstrate strong progress in building relationships between school staff, students, and families, with educational partner input consistently identifying relationships as a central strength of the program. Staff have established a culture where students feel supported, respected, and connected, which remains a key driver of student persistence and success. Survey data reflects this strength, with the majority of students reporting positive relationships with staff and a strong sense of safety within the learning environment.  As an adult education program, CBCS emphasizes family engagement rather than traditional parental involvement, recognizing that “family” may include a broad network of support such as spouses, children, siblings, extended family, or other significant individuals. The program actively encourages the involvement of these support systems, understanding that student success is strengthened when learning is supported beyond the classroom.  Over the past year, CBCS has made progress in creating welcoming and accessible environments for all students and their families. Staff have continued to prioritize responsiveness, flexibility, and respect in their interactions, ensuring that students feel comfortable seeking support and engaging with the program. Communication systems have been strengthened through consistent use of multiple platforms and personalized outreach, supporting ongoing two-way communication between staff and students and their families.  Additionally, the LEA has continued to build staff capacity to understand and respond to the diverse backgrounds, needs, and goals of students and their families. This includes an increased emphasis on listening to student voice, adapting supports to individual circumstances, and fostering a sense of belonging for all students.  While CBCS has established consistent practices in relationship-building, welcoming environments, and communication, the LEA recognizes the need to continue refining and formalizing these systems to ensure long-term sustainability and consistency across all programs.|CBCS continues to focus on strengthening consistency and effectiveness in communication and relationship-building systems to ensure all students and their families remain connected to the program. While educational partner input identifies communication as a strength overall, data and staff feedback indicate that consistent engagement across all students remains an area for improvement, particularly for those facing significant life barriers.  Many CBCS students continue to experience challenges such as unstable housing, limited or inconsistent phone access, transportation issues, and unreliable internet connectivity. These barriers can impact the school’s ability to maintain regular two-way communication, even when multiple outreach strategies are in place. As a result, the LEA is continuing to refine its approach to communication by expanding and tracking multiple modes of outreach, including ParentSquare, phone, email, and mail, to increase the likelihood of successful contact and engagement.  Additionally, CBCS recognizes the need to further strengthen staff capacity to effectively support adult learners. Adult students often have complex responsibilities and experiences that differ significantly from traditional K–12 populations. The LEA is working to provide staff with more targeted tools, strategies, and professional learning focused on adult learner engagement, motivation, and problem-solving, ensuring staff are better equipped to build meaningful relationships and respond to diverse student needs.  CBCS is also focusing on increasing opportunities for peer connection and student-to-student relationship-building, recognizing that a sense of belonging is strengthened not only through staff relationships but also through connections among students. Efforts to expand support classes and structured engagement opportunities will help foster a stronger community within the program.  Finally, the LEA is improving its overall communication infrastructure, including updates to its website and expanded use of communication platforms, to ensure information is accessible, clear, and timely for all students and their families. These efforts are aimed at creating a more consistent, responsive, and inclusive system of engagement across all programs.|CBCS will continue to strengthen engagement with underrepresented families by expanding targeted outreach, improving coordination of services, and increasing culturally and linguistically responsive supports. Based on educational partner input and local data, the LEA has identified that students experiencing barriers such as housing instability, inconsistent communication access, and language needs require more intentional and differentiated engagement strategies.  To address this, CBCS is expanding the use of multi-disciplinary outreach, including counselors, Youth Engagement Specialists, and site staff, to build stronger connections with students and their families. These efforts include increased personalized outreach and home visits, when appropriate, to better understand family needs and remove barriers to engagement.  The LEA is also strengthening partnerships with community-based organizations and local agencies to provide wraparound support for students and their families. Collaborations with programs such as Empower, Phoenix, and WorkNet will continue to connect students to resources including employment services, mental health support, and postsecondary pathways, recognizing that family engagement for adult learners often involves broader life supports.  To better serve multilingual families, CBCS has increased access to bilingual support, particularly for Spanish-speaking students and families, ensuring that communication is accessible and culturally responsive. Communication systems will continue to be refined through the use of multiple platforms and documented outreach efforts to ensure families receive timely and understandable information.  Additionally, CBCS will utilize available funding sources, including CSI and other supplemental funds, to expand academic and peer support opportunities, such as tutoring and student worker support, which help strengthen connections between students, staff, and the school community.  Through these efforts, CBCS aims to create a more inclusive and responsive system that intentionally engages underrepresented families, reduces barriers to participation, and strengthens relationships that support student success.|CBCS continues to demonstrate progress in building partnerships that support positive student outcomes through strong relationships, flexible structures, and consistent communication between staff, students, and their families. As an independent study program serving adult learners, CBCS has developed a model that emphasizes shared responsibility and partnership, allowing students to balance academic goals with work, family, and other life commitments while maintaining high expectations for progress and completion.  Students work closely with teachers and support staff to monitor academic progress, set goals, and address barriers to success. This individualized approach is a key strength of the program and is reinforced through regular check-ins, progress monitoring, and ongoing communication. The flexibility built into scheduling allows students to remain engaged in their education while meeting outside responsibilities, which has contributed to increased persistence and re-engagement for many students.  CBCS has also strengthened its orientation and onboarding processes, ensuring that students and their families clearly understand program expectations, graduation requirements, and available supports. This early partnership helps establish a foundation for ongoing collaboration and accountability throughout the student’s enrollment.  In addition, the LEA continues to provide professional learning and support for staff to enhance their ability to partner effectively with students and families. While this work is still developing into a more formalized system, staff are increasingly equipped with strategies to support adult learners, address individual needs, and connect students to appropriate resources.  The program also provides families with accessible information and resources to support student learning and development, using multiple communication platforms and personalized outreach. Partnerships are further strengthened through connections with community agencies and programs that provide additional support in areas such as employment, mental health, and postsecondary planning.  While CBCS has established strong foundational practices for building partnerships, the LEA continues to refine and expand these efforts to ensure greater consistency and deeper engagement across all student groups.|CBCS continues to focus on strengthening the consistency and effectiveness of partnerships that support student outcomes, particularly in the area of providing families with meaningful resources and supports that extend beyond the classroom. While the LEA has established strong communication systems and individualized support for students, educational partner input and local data indicate that family capacity to support student learning varies significantly, especially given the unique needs of adult learners.  Many CBCS students are balancing school with work, parenting responsibilities, and other life demands, which can limit the level of support available at home. For students with children, these competing responsibilities can create additional barriers to persistence and completion. As a result, the LEA is working to expand strategies that more effectively support students and their families in managing these challenges.  To address this, CBCS is increasing efforts to provide targeted resources, workshops, and connections to community-based services that support both academic success and overall well-being. This includes strengthening partnerships with local agencies to provide access to services such as childcare resources, employment support, and postsecondary planning. The LEA is also exploring additional opportunities to collaborate with internal programs and staff across MCOE to better leverage available expertise and supports.  Additionally, CBCS recognizes the need to further develop structured systems that connect identified student needs with specific supports and follow-up, ensuring that partnerships translate into measurable improvements in student outcomes. While strong relationships and communication are in place, the next phase of improvement focuses on making these supports more intentional, coordinated, and consistently accessible to all students.  Through these efforts, CBCS aims to strengthen its partnerships with students and their families by reducing barriers, increasing access to resources, and improving the alignment between identified needs and the supports provided.|CBCS will continue to strengthen engagement of underrepresented families by expanding targeted supports, improving coordination of services, and increasing individualized planning for students who require additional assistance. Based on educational partner input and local data, the LEA has identified that students from underrepresented groups often face barriers such as inconsistent communication access, competing work and family responsibilities, and limited connection to postsecondary planning resources.  To address these needs, CBCS has increased staffing and support structures, including the addition of dedicated counseling services focused on Come Back students. Counselors work closely with students to develop individualized graduation plans and clear postsecondary pathways, including college, career training, and employment. This process ensures that students—particularly those from underrepresented groups—receive consistent guidance, progress monitoring, and connection to appropriate supports.  The LEA is also strengthening its use of data tracking and follow-up systems to better identify students who require additional outreach and intervention. Through more intentional monitoring of student progress, attendance, and engagement, staff are able to provide timely support and maintain stronger connections with students and their families.  In addition, CBCS continues to expand partnerships with community agencies and internal MCOE programs to provide wraparound services that support student success. These partnerships help connect students and their families to resources such as employment services, mental health support, childcare resources, and postsecondary opportunities, recognizing that engagement for adult learners often extends beyond traditional school-based supports.  CBCS is also increasing efforts to provide accessible and culturally responsive communication, including bilingual support and multiple modes of outreach, to ensure underrepresented families receive information and feel connected to the program.  Through these efforts, CBCS aims to build stronger, more intentional partnerships that support underrepresented students and their families, reduce barriers to engagement, and improve overall student outcomes.|CBCS continues to make progress in seeking input for decision-making by providing multiple opportunities for students, families, staff, and community partners to share feedback and inform program development. As an adult education program, CBCS places a strong emphasis on student voice as a primary form of family engagement, recognizing that many students serve as their own educational decision-makers while also representing broader family responsibilities.  Students and their families have ongoing opportunities to provide input through advisory meetings, surveys, and direct communication with staff. The CBCS Advisory Board continues to serve as a venue for gathering feedback on school policies, curriculum, and program development. Participation remains flexible to meet the needs of adult learners, allowing individuals to engage as active members or attend meetings as their schedules allow. This flexibility has supported increased access to input opportunities, even though participation levels may vary.  In addition to advisory structures, staff regularly engage in collaborative discussions during staff meetings and leadership sessions, where input from students and families is reviewed and used to inform decisions related to curriculum, instruction, and student supports. The LEA has continued to strengthen its use of survey data and informal feedback to guide planning and adjustments to programs and services.  Over the past year, CBCS has made progress in expanding opportunities for input and improving communication systems to reach a broader range of students and families, including those who may be underrepresented. Multiple communication platforms and outreach strategies have increased access to participation and feedback.  While CBCS has established consistent opportunities to gather input, the LEA recognizes that continued growth is needed to further formalize structures for shared decision-making and increase participation in advisory processes. Current efforts are focused on strengthening participation, improving follow-through, and ensuring that input from students and families is consistently reflected in program decisions.  Through these efforts, CBCS is building a more responsive and inclusive system that values educational partner input and uses it to improve student outcomes.|CBCS continues to focus on improving the consistency, structure, and participation in its decision-making processes, particularly in relation to advisory engagement and stakeholder input. While the LEA has established multiple avenues for gathering input from students, families, and staff, educational partner feedback and local data indicate that participation in formal advisory structures remains inconsistent, especially given the unique challenges faced by adult learners.  A key area of improvement is increasing regular participation and representation in Advisory Board meetings. Although opportunities for involvement exist, attendance and quorum have varied, highlighting the need for more intentional outreach and scheduling strategies that better align with the complex schedules of adult students and their families. To address this, CBCS is working to expand flexible participation options, including hybrid meeting formats that allow individuals to attend in person or virtually, increasing accessibility and engagement.  The LEA is also focused on improving the frequency and structure of advisory and staff engagement opportunities to ensure that input is collected in a more consistent and timely manner. This includes establishing clearer timelines for meetings, strengthening communication about opportunities to participate, and providing reminders and follow-up to encourage broader involvement.  Additionally, CBCS recognizes the need to move beyond simply providing opportunities for input and toward increasing active participation and shared ownership in decision-making. Efforts will focus on building stronger connections between input collected and decisions made, helping students and families see how their feedback directly impacts program improvements.  As the program continues to expand across the county, CBCS is also working to ensure that input opportunities are equitable and accessible across all sites, including underrepresented student groups. By improving outreach, increasing flexibility, and strengthening follow-through, the LEA aims to create a more consistent and inclusive system for seeking input and engaging educational partners in decision-making.|CBCS will continue to strengthen engagement of underrepresented families in the decision-making process by expanding targeted outreach, increasing accessibility to input opportunities, and improving follow-through on feedback collected. Based on educational partner input and local data, the LEA has identified that participation from underrepresented groups remains inconsistent, often due to barriers such as work schedules, childcare responsibilities, transportation limitations, and limited access to technology.  To address these challenges, CBCS is increasing the use of flexible and accessible engagement strategies, including hybrid meeting options, varied meeting times, and multiple communication platforms to allow broader participation in advisory and feedback opportunities. The LEA is also expanding outreach efforts to ensure that underrepresented students and their families are directly invited and encouraged to participate in decision-making processes.  In addition to Advisory Board meetings, CBCS is implementing more targeted educational partner meetings and feedback opportunities focused on specific student groups and program needs. These smaller, more focused engagements are intended to create more comfortable and relevant spaces for underrepresented families to share input and provide meaningful feedback.  The LEA is also strengthening its use of data tracking and follow-up practices to ensure that input from underrepresented groups is not only collected but also reflected in program decisions. Staff will continue to monitor participation patterns and adjust outreach strategies to improve representation across all student groups.  Finally, CBCS is working to build stronger connections with community partners and internal programs to support engagement efforts and provide additional avenues for input. By leveraging these partnerships, the LEA aims to reduce barriers to participation and ensure that underrepresented families have a voice in shaping programs and services.  Through these efforts, CBCS is working toward a more inclusive and responsive decision-making process that actively|4|4|4|4|3|4|4|3|3|3|4|3|Met||2026-06-15|2026
24656310000000|Atwater Elementary|3|Atwater Elementary School District utilizes many resources to facilitate communication with our families and to build trusting and respectful relationships. To build capacity of staff, site and district leadership meet yearly to collaborate and share ideas regarding ways to foster staff/parent relationships.  These ideas are then adapted and carried out with each site changing the strategy to fit their unique school culture. Twice yearly all elementary school sites change their school schedules for a week to schedule parent conferences that allow for face to face communication between parents and teachers.  These conferences also help teachers better understand their students, their strengths and challenges, their cultural background, and the family's goals for their child/children.  District sites also hold two campus wide parent outreach events, Back to School Night and Open House, to help welcome parents. For students with disabilities, special educators participate in twice yearly trainings that have a component focused on parent engagement.  These parental engagement strategies are carried out during parent conferences and through the Individualized Education Process.  For foster and displaced youth, as well as students who are new to the country, the district supports Community Outreach Coordinators who receive yearly training to welcome all parents, particularly parents of unduplicated pupils, into the school environment.  The Community Outreach Coordinators are there to help in navigating the school environment and work to provide parents and families with school and community resources.  They also help parents become more familiar with the school through volunteer events and serve as direct mentors and advocates for newcomer students and foster and displaced youth.  The District measures parental engagement through our AERIES data management system, and is exploring new metrics to specifically measure underrepresented families through this data collection method.  The District's ParentSquare platform is a method of communication that allows the District and sites to communicate through phone message, text message, and email.  The sites also support that communication with flyers and mailings.  All communications are in English and Spanish, which are the two languages of majority in the district.  For parents with unique language needs, the district has a partnership with a county organization that offers translation and interpretation services in our more uncommon languages.  Further language support is found at our sites through bilingual interpreters and our Spanish Program Assistants housed at the district office.|Areas of improvement for the district include more specific staff trainings on all aspects of family culture and in particular training on the effects of trauma and loss from factors found in the surrounding community including some lasting effects of the COVID-19 pandemic.  Work has been done in this area for all school sites, but more extensive training is needed for all school sites.  In the 2026-2027 school year there will be continued outreach completed on the Restorative Justice approach, which is an initiative embraced by the District to reduce discipline rates of recidivism and to help students develop the skills needed to resolve conflict peacefully.  Additionally, all administrators continue to focus on improving representation of parents of English Learners on school committees.|To improve the engagement of underrepresented families, AESD leadership is using team meetings to record strategies for parent outreach.  These strategies include using support and outreach staff to have personal conversations with parents to determine the meeting formats they desire in order to feel more comfortable participating on school committees. Administrators will work closely with staff on these changes, and will also utilize teacher/parent relationships to encourage more participation of English Learner parents.  At the District level, the DAC/DELAC committee will discuss this topic among current representatives to widen the net of outreach.  The District will also maintain our Spanish liaisons and continue to partner with a local county organization that provides interpreters in languages that are more uncommon so that we can communicate and encourage the participation of all families. The District will continue our work in mitigating the social emotional effects of trauma and loss found in the surrounding community by maintaining a psychologist and counselor at each school site to better address the needs of students at all levels (Tier 1, Tier 2, and Tier 3).  This will include building upon supports like our social skills groups and additional training that pertains specifically to grief and loss.|Every year, Atwater Elementary School District provides a form of training to assist and support teachers and principals in improving each school's ability to partner with families successfully.  These trainings have included keynote speakers, partnerships and collaboration with experts in this area, and internal trainings focused on school and family partnerships in specific facets of school life (academic, extracurricular, etc.).  Through the District's twice yearly parent teacher conferences, teachers provide parents with resources and supports to help them foster their child's learning and development at home.  These calendared parent meetings are integral in maintaining a high level of parent/teacher communication to help ensure the attainment of goals.  Special populations are monitored through parent conferences and their Individualized Education Plans, which help craft goals for students in specific areas of need.  In these meetings, all parents are provided a copy of the Notice of Procedural Safeguards for parents of students with disabilities and these parent rights are explained as needed in every meeting.  Parents of foster and displaced youth meet with teachers and receive regular and active communication by each site's Community Outreach Coordinator to monitor student progress in all aspects of school life.  The Community Outreach Coordinators also help families of these student populations understand the supports available and the safeguards provided in the school environment. Site principals hold periodic parent information meetings on topics of interest that help them to understand their child's school expectations.  Teachers provide parents with digital resources that allow students to access and continue their learning at home if parents cannot assist them in their school work.  This year's focus of the District are our English Learner/Long-Term English Learners and Special Education populations and all levels of supports that are offered.  Teachers have received and will continue to receive comprehensive professional development to serve students under these designations.  The District also works to provide ways of attaining English proficiency for parents wishing to do so.  Additionally, teachers receive training in the focus areas of literacy, mathematics, social emotional learning and the effects of trauma on youth.|A focus area of improvement for Atwater Elementary continues to be to make strides in helping parents feel more empowered to support their child's learning and development at home.  This will be done by exploring ways to build capacity in parents in their understanding of state academic standards and by providing accessible curricular supports to be used at home.  This will also be done by increasing parents' digital literacy skills in order to better understand and monitor their child's digital footprint and involvement with social media as this topic has been voiced as a desire in both parent surveys and in person meetings.  Another area identified by survey results is helping parents understand the many social emotional and behavioral supports offered by the District, as well as making sure parents feel heard in decisions affecting the whole school community.|AESD will improve the engagement of underrepresented families to build partnerships for student outcomes in a variety of ways.  By utilizing the strategies outlined previously, the District will hold parent meetings consistent with formats that help our parents feel comfortable in the school environment.  This will necessitate consistent and frequent communication and outreach.  We will also talk directly with parents to understand their needs.  For example, parents within our DAC/DELAC District committee have voiced the desire to understand better the digital world of education that their children are experiencing with a focus on ensuring a blended, technology and paper-pencial model, remains in place.  These digital literacy sessions will be based upon the topics most relevant to parents and specific to each school site.  Sites will work with parents to find the most conducive times for their schedules and ensure appropriate language support.|Atwater Elementary School District holds yearly training for administrators pertaining to school advisory groups in regard to parent outreach, advisory role training, and meeting requirements.  Beginning in the 2019-20 school year, sites received specific training resources to help parents effectively participate and engage in advisory groups and the decision-making process.  These materials were created in conjunction with and under the advisement of federal program monitoring staff to ensure appropriateness and compliance.  All materials for advisory groups are provided in English and Spanish.  These site level advisory groups are supported by our District level advisory groups, who collaborate on district-wide decisions in regard to the Local Control Accountability Plan and programs for English Learners.  Community Outreach Coordinators, as well as site administration, work together to recruit parents for these groups and parents are made to feel welcome with refreshments and support for child care.   Particular attention is paid to ensuring that members of our English Learner Advisory Councils and our District English Learner Advisory Council are parents of English Learners so that input and decisions reflect this underrepresented population.  All parent advisory groups are encouraged to be active members in designing and implementing family engagement activities at the school and district levels.  This is further supported by the redesign and implementation of each site's School and Family Compact and Parent Involvement Policy to ensure that parent engagement efforts and opportunities are current and up to date.  In addition to parental advisory groups such as School Site Council, English Learner Advisory Council, and the Parent Teacher Organization, the District sends out a yearly electronic survey soliciting parent input on District policies and programs and LCAP goals.       Atwater Elementary demonstrates an overall strength in including parents in school activities, as evidenced by a strong percentage of parent engagement as measured through the LCAP.  AESD continues to strive to help parents feel like key decision-makers and active partners in their child's education, and efforts are made yearly to find ways to increase parental involvement.  In the coming years, AESD will provide more informational sessions to parents on topics relevant to the local community.|Based on educational partner and local data, AESD will focus on improvement in seeking input for decision-making with parents of English Learners and other underrepresented at promise minority populations.  Evidence of improvement with these target populations will be an increase in parent committee representation at the site and district level.  Additionally, there will be an increase in representation of parents/guardians of these populations during District and site sponsored informational events.|AESD will improve the engagement of underrepresented families by seeking their input for decision-making in a variety of ways.  The District will begin by doing this on an individualized basis with parents/guardians who have not been recorded as having participated in a school or District-wide event.  This data will help us more accurately determine the parents/guardians who might not feel welcome or comfortable attending these events and/or participating as a member of a committee.  Additionally, Community Outreach Coordinators will send out personalized invitations to families within our target groups.  These beginning strategies will form a foundation for increased communication and relationship building that will aid the District in reaching our goal.  It is significant to note that parent survey data regarding opportunities to provide meaningful input has remained strong for three consecutive years.  2025-2026 data again found that greater than 70% of AESD parents participated in one or more school and district-sponsored events.|5|5|5|5|5|5|5|5|5|5|5|4|Met||2026-06-25|2026
24656490000000|Ballico-Cressey Elementary|3|BCSD is committed to fostering strong, positive relationships between school staff and families by providing meaningful opportunities for collaboration and engagement throughout the school year. We offer monthly Parent Information Nights, monthly Board Meetings, and School Site Council meetings three times each year, all of which are open to the public and encourage family participation. In addition, we host a variety of school events that celebrate student achievement and bring families together as partners in supporting student success. These ongoing opportunities help strengthen the connection between home and school and reinforce our shared commitment to every student's growth.|As part of its continuous improvement process, the Ballico-Cressey School District reviewed educational partner feedback gathered through surveys, community forums, and school site meetings. This analysis highlighted the district's strengths in family engagement while identifying opportunities to strengthen partnerships and expand meaningful, targeted supports that promote student success.|The Ballico-Cressey School District has made significant progress in strengthening partnerships with families and community members in ways that positively impact student outcomes. Recognizing that student success is a shared responsibility, the district continues to prioritize meaningful engagement, open communication, and collaborative relationships with educational partners.  A key strength of BCSD is its small, close-knit community culture, where relationships and connections are at the heart of the school experience. Families consistently share that they feel welcomed, respected, and valued on our campuses. Both school sites strive to maintain open and inclusive environments that encourage families to participate in school events, engage in decision-making opportunities, and actively contribute to the success of their students.|Based on educational partner feedback and local data, BCSD has identified several focus areas to strengthen partnerships that support student success. The district will enhance family outreach by administering a Parent Communication Survey to better understand the communication preferences of different family groups and improve the effectiveness of school-to-home communication. To further support student well-being, BCSD will explore opportunities to expand access to mental health services through additional counseling hours or Social-Emotional Learning (SEL) supports. The district will also continue investing in high-interest enrichment opportunities, which families have identified as valuable supports for student engagement and achievement. Additionally, BCSD remains committed to equitable family engagement by providing communications, resources, and materials in both English and Spanish to ensure all families can actively participate in their children's education.|Based on educational partner feedback and local data, BCSD has identified several focus areas to strengthen partnerships that support student success. The district will enhance family outreach by administering a Parent Communication Survey to better understand the communication preferences of different family groups and improve the effectiveness of school-to-home communication. To further support student well-being, BCSD will explore opportunities to expand access to mental health services through additional counseling hours or Social-Emotional Learning (SEL) supports. The district will also continue investing in high-interest enrichment opportunities, which families have identified as valuable supports for student engagement and achievement. Additionally, BCSD remains committed to equitable family engagement by providing communications, resources, and materials in both English and Spanish to ensure all families can actively participate in their children's education.|Based on the analysis of educational partner input and local data, BCSD has identified several focus areas to strengthen partnerships that support improved student outcomes. The district will enhance family outreach by implementing a Parent Communication Survey to better understand the preferred communication methods of diverse family groups and improve the effectiveness of school-to-home communication. In addition to strengthening communication, BCSD will expand opportunities for meaningful two-way dialogue and shared decision-making by using parent feedback to co-develop programs and initiatives, increasing participation in School Site Council, LCAP engagement activities, and advisory groups, and providing families with training on school governance and decision-making processes to empower their voices as educational partners. To further support student success, BCSD will explore opportunities to expand access to mental health services through additional counseling support and Social-Emotional Learning (SEL) resources. The district will also continue investing in high-interest enrichment opportunities, including Brave Academy, Taekwondo, and academic tutoring, which families have identified as valuable supports for student engagement and achievement. Additionally, BCSD remains committed to equitable family engagement by providing bilingual communication and resources in both English and Spanish to ensure all families have meaningful access to information and opportunities to participate in their children's education.|BCSD values the voices of parents, staff, students, and community members by regularly seeking their feedback through surveys and other engagement opportunities. These surveys provide educational partners with the opportunity to identify areas of strength, suggest improvements, and share ideas for enhancing district programs and services. Because survey responses are anonymous, participants are encouraged to provide honest and meaningful feedback, allowing the district to make informed, data-driven decisions that reflect the needs and priorities of the school community.|To increase participation and ensure all educational partners have equitable opportunities to share their perspectives, BCSD will offer a variety of engagement formats, including in-person and virtual meetings, surveys, text messaging, and phone outreach. The district will continue providing workshops and informational sessions in languages that meet the needs of our families, while also scheduling engagement opportunities at varied times. When feasible, BCSD will provide childcare, meals, or other supports to reduce participation barriers and encourage broader family involvement in district planning and decision-making.|BCSD will continue to strengthen and expand the ways it gathers educational partner input to inform district decision-making. While the district will maintain the communication and feedback methods that have proven effective, it will also explore additional opportunities to engage families and community members. One strategy will be to collect feedback during well-attended school events, such as Trunk or Treat, the Winter Program, and other family-centered activities. By meeting families where they are already engaged, the district aims to increase participation, hear a broader range of perspectives, and ensure that decisions reflect the needs and priorities of the entire school community.|5|5|5|4|5|5|5|5|4|5|5|5|Met||2026-06-25|2026
24656496025381|Ballico-Cressey Community Charter|3|BCSD is committed to fostering strong, positive relationships between school staff and families by providing meaningful opportunities for collaboration and engagement throughout the school year. We offer monthly Parent Information Nights, monthly Board Meetings, and School Site Council meetings three times each year, all of which are open to the public and encourage family participation. In addition, we host a variety of school events that celebrate student achievement and bring families together as partners in supporting student success. These ongoing opportunities help strengthen the connection between home and school and reinforce our shared commitment to every student's growth.|As part of its continuous improvement process, the Ballico-Cressey School District reviewed educational partner feedback gathered through surveys, community forums, and school site meetings. This analysis highlighted the district's strengths in family engagement while identifying opportunities to strengthen partnerships and expand meaningful, targeted supports that promote student success.|The Ballico-Cressey School District has made significant progress in strengthening partnerships with families and community members in ways that positively impact student outcomes. Recognizing that student success is a shared responsibility, the district continues to prioritize meaningful engagement, open communication, and collaborative relationships with educational partners. A key strength of BCSD is its small, close-knit community culture, where relationships and connections are at the heart of the school experience. Families consistently share that they feel welcomed, respected, and valued on our campuses. Both school sites strive to maintain open and inclusive environments that encourage families to participate in school events, engage in decision-making opportunities, and actively contribute to the success of their students.|Based on educational partner feedback and local data, BCSD has identified several focus areas to strengthen partnerships that support student success. The district will enhance family outreach by administering a Parent Communication Survey to better understand the communication preferences of different family groups and improve the effectiveness of school-to-home communication. To further support student well-being, BCSD will explore opportunities to expand access to mental health services through additional counseling hours or Social-Emotional Learning (SEL) supports. The district will also continue investing in high-interest enrichment opportunities, which families have identified as valuable supports for student engagement and achievement. Additionally, BCSD remains committed to equitable family engagement by providing communications, resources, and materials in both English and Spanish to ensure all families can actively participate in their children's education.|Based on educational partner feedback and local data, BCSD has identified several focus areas to strengthen partnerships that support student success. The district will enhance family outreach by administering a Parent Communication Survey to better understand the communication preferences of different family groups and improve the effectiveness of school-to-home communication. To further support student well-being, BCSD will explore opportunities to expand access to mental health services through additional counseling hours or Social-Emotional Learning (SEL) supports. The district will also continue investing in high-interest enrichment opportunities, which families have identified as valuable supports for student engagement and achievement. Additionally, BCSD remains committed to equitable family engagement by providing communications, resources, and materials in both English and Spanish to ensure all families can actively participate in their children's education.|Based on the analysis of educational partner input and local data, BCSD has identified several focus areas to strengthen partnerships that support improved student outcomes. The district will enhance family outreach by implementing a Parent Communication Survey to better understand the preferred communication methods of diverse family groups and improve the effectiveness of school-to-home communication. In addition to strengthening communication, BCSD will expand opportunities for meaningful two-way dialogue and shared decision-making by using parent feedback to co-develop programs and initiatives, increasing participation in School Site Council, LCAP engagement activities, and advisory groups, and providing families with training on school governance and decision-making processes to empower their voices as educational partners. To further support student success, BCSD will explore opportunities to expand access to mental health services through additional counseling support and Social-Emotional Learning (SEL) resources. The district will also continue investing in high-interest enrichment opportunities, including Brave Academy, Taekwondo, and academic tutoring, which families have identified as valuable supports for student engagement and achievement. Additionally, BCSD remains committed to equitable family engagement by providing bilingual communication and resources in both English and Spanish to ensure all families have meaningful access to information and opportunities to participate in their children's education.|BCSD values the voices of parents, staff, students, and community members by regularly seeking their feedback through surveys and other engagement opportunities. These surveys provide educational partners with the opportunity to identify areas of strength, suggest improvements, and share ideas for enhancing district programs and services. Because survey responses are anonymous, participants are encouraged to provide honest and meaningful feedback, allowing the district to make informed, data-driven decisions that reflect the needs and priorities of the school community.|To increase participation and ensure all educational partners have equitable opportunities to share their perspectives, BCSD will offer a variety of engagement formats, including in-person and virtual meetings, surveys, text messaging, and phone outreach. The district will continue providing workshops and informational sessions in languages that meet the needs of our families, while also scheduling engagement opportunities at varied times. When feasible, BCSD will provide childcare, meals, or other supports to reduce participation barriers and encourage broader family involvement in district planning and decision-making.|BCSD will continue to strengthen and expand the ways it gathers educational partner input to inform district decision-making. While the district will maintain the communication and feedback methods that have proven effective, it will also explore additional opportunities to engage families and community members. One strategy will be to collect feedback during well-attended school events, such as Trunk or Treat, the Winter Program, and other family-centered activities. By meeting families where they are already engaged, the district aims to increase participation, hear a broader range of perspectives, and ensure that decisions reflect the needs and priorities of the entire school community.|5|5|5|5|5|5|5|4|4|5|4|5|Met||2026-06-25|2026
24656800000000|El Nido Elementary|3|Communication between the school and families continues to evolve as we develop healthy relationships for student success. Our commitment to family engagement is reflective in the positive parent survey results indicating families feel welcomed on campus, open to discuss their children with staff, have confidence in the district and trust the district and staff in the education of their children. The ongoing commitment of El Nido ESD is furthered by our participation in the Community Engagement Initiative (CEI) as an added component to the Community Schools Partnership Program. We have completed year 2 of multi-year CEI work to foster authentic relationships to positively influence the culture so that continuous improvement systems will be based on healthy relationships.|Through enhanced collaboration efforts we have identified authentic parent/family engagement as an area of improvement over the next few years.  As a result, our structures for engagement are expanding and parent education offerings are taking on a different focus.|The district will continue to enhance engagement of underrepresented families by providing culturally responsive teaching and communication while increasing personal, 1:1 communication opportunities. As an example, utilizing technology for routine data entry so that staff have more time to make personal contact with families.  Ensuring all families are connected with ParentSquare messaging upon registration to assist with timely and reciprocal communication.|El Nido ESD will continue to provide opportunities for staff and families to build relationships through authentic engagement activities to build a strong culture and academic success. Our strength is our mutual respect and trust that families are providing the very best for their child's success. We provide dedicated staff to support ongoing parent capacity and engagement in family nights and expanding parent education to learn about what is needed for intellectual and social-emotional success. The District also completed year 2 participation in the state supported Community Engagement Initiative to provide technical support and opportunities to further authentic engagement and network with other LEA teams of similar makeup across the state.|A focus area of improvement for ENESD is to continue to build systems to support personalized communication among our parents/caregivers/guardians. Building the capacity of parents in the areas of self-help, technology skills and awareness, as well as academics with a focus on college and career pathway planning is a priority. Seeking partnerships with other agencies, organizations and businesses will also add value and opportunities to improve student outcomes.|The district will continue to enhance engagement of underrepresented families by providing culturally responsive teaching and communication while increasing personal, 1:1 communication opportunities. As an example, utilizing technology for routine data entry so that staff have more time to make personal contact with families.|Families have the opportunity to plan, design, implement and evaluate engagement activities in a variety of methods including surveys, SSC, DELAC, family events, and open conversations with administration and staff. The district also consistently seeks new ways for families to provide input and share in the decision making process at both the school site and district level. Examples are found in the development and implementation of the El Nido Graduate Profile and the Community Engagement Initiative Leadership Team which complement engagement efforts and build leadership skills among the families.|While we continue to grow, an area of focus for improvement is to continue to build the capacity of parents and community members who serve on our advisory committees to take an increasingly active role and ownership to build the capacity in others.|El Nido ESD will continue to expand opportunities for families, specifically underrepresented families to provide input and participate in the decision making process at ENESD. We will seek out new methods to recruit members to our advisory boards through the support from Community Engagement Initiative. Communication and survey methods will be expanded upon in order to solicit more input from families through an increasingly personalized approach. For example, our offer of both digital and print surveys returned 93 surveys/ 95 families; a marked improvement. Furthermore, our Conocimientos sessions were well attended which allowed small groups of 4-6 partners hold informal conversations with administrators. We will also provide training to our advisory board members which will contribute to increased capacity.|5|5|5|5|5|5|5|5|5|4|5|5|Met||2026-06-23|2026
24656980000000|Hilmar Unified|3|"Many opportunities for participation are provided in the primary language of the parents.  All communication to parents is provided in English and the primary language of our student population. The district has about 99% of its parents enrolled in ParentSquare. Parents can select the language which they are most comfortable using. Parent volunteers regularly worked in classrooms at all elementary school sites. Parent conferences are well attended by parents, regardless of language and SED status. Interpreters are provided as needed. All sites have made good progress in hiring Spanish and/or Portuguese-speaking office staff to better meet the needs of parents. Mental Health services personnel continue to provide resources for families and most of the services have Spanish-speaking personnel. Some of the school counselors, as well as all three psychologists, are fully bilingual. Sites provide opportunities to value and celebrate home cultures through family nights such as ""Dia de la Familia"", ""Noche de Orgullo"", ""Dia de los Muertos"", and ""Portuguese Immigrant Night"". Additionally, the music and art programs have made strides in incorporating music and arts/artists from different cultures into the HHS curriculum and performances."|Hilmar USD needs to increase the participation of SED and English-Learner and non-English-speaking families in all activities, especially in school leadership roles.|HUSD will improve engagement of underrepresented families in the following ways:  - The district will offer more workshops and classes for all parents, especially underrepresented parents, covering a range of topics that meet parents' self-identified needs as well as building leadership capacity.   - HUSD will make sure all its school sites are more inclusive and welcoming by providing signage updates so that all signs at all schools are written in English and Spanish.  - Communication will continue in all languages parents use, supported by the use of ParentSquare. - Continue to provide child care and flexible times to enable parents to attend meetings and trainings. - Continue to provide opportunities for parents to work in their children's classes and volunteer at their children's schools.|HUSD has a strong partnership with parents and the communities it serves.  Parent groups like PTOs, as well as Booster Clubs, such as Ag Boosters and Football Boosters, are active and support schools both financially and through attendance at activities. Parent committees such as ELAC and SSC have had good participation, and all Title I schools offer Title I Parent Meetings, as well as training for parent volunteers. At the district level, parents are involved in advisory roles such as the Local School Wellness Committee, DELAC, and DAC. There is also an opportunity for parents at Merquin to serve in a advisory capacity related to the Community Schools Grant that was implemented during 2025-2026 school year. Additionally, the district makes a concerted effort to get parent feedback through its annual LCAP Parent Survey by providing the surveys in both printed and electronic forms (in English and Spanish), and providing incentives for the students whose parents complete the survey.  The results from the LCAP Parent Survey taken in March/April of 2026 indicate that parents feel positively about their children's schools and the staff at those schools, as illustrated by the percentage of parents responding with some level of agreement (“strongly agree” or  “agree”) to the following LCAP survey questions related to school climate:  My child feels safe at school = 94% -Teachers & staff care about my child’s well-being = 98% -I feel welcome at my child’s school = 97% -Teachers at my child’s school are helpful & easily accessible = 96% -Administrators at my child’s school are helpful & easily accessible = 98% -Office staff at my child’s school are friendly & helpful when I call or visit = 99%  The results from the LCAP Parent Survey taken in March/April of 2026 indicate that parents generally agree that the schools/district seeks input from parents for decision-making purposes, as illustrated by the percentage of parents responding with some level of agreement (“strongly agree” or  “agree”) to the following LCAP survey questions related to parent engagement:  -The school-to-home communication at my child’s school is effective = 96% -I have an opportunity to be involved in my child’s education = 95% -The school considers/values parent input when making decisions = 97% -The district considers/values parent input when making decisions = 93%|According to the LCAP Parent Survey, parents continue to indicate they are generally involved to the extent they want or can be. However, HUSD will continue to look for ways to engage parents in the school setting. HUSD will continue to engage underrepresented families through focused contact and by providing trainings on topics parents have requested, offered at times that are convenient for parents. |HUSD plans to improve engagement of underrepresented families by providing more opportunities for training on leadership and support. Every effort will be made to help parents learn to advocate for their child's education.|HUSD has a strong relationship with parents and the surrounding community.   Most of the district's/schools' events are well attended and/or have good participation, including: TK-5 classroom/parent volunteers, parent-student-teacher conferences, Back-to-School nights, Open Houses, parent meetings, sophomore-parent academic progress meetings, etc. All site-based and district-level advisory groups receive training on their roles and responsibilities every year so that those representatives are better able to be involved in the district's and schools' decision-making processes.  The results from the LCAP Parent Survey taken in March/April of 2026 indicate that parents generally agree that the schools/district seeks input from parents for decision-making purposes, as illustrated by the percentage of parents responding with some level of agreement (“strongly agree” or  “agree”) to the following LCAP questions related to parent engagement:  - The school-to-home communication at my child’s school is effective = 96% - I have an opportunity to be involved in my child’s education = 95% - The school considers/values parent input when making decisions = 97% - The district considers/values parent input when making decisions = 93%|HUSD will continue to make sure that parents of under-represented students have a voice in decision making.  For example, the district and its schools will continue to send surveys to these families in both paper and electronic forms, thereby increasing the likelihood that these parents provide needed feedback and perspectives. The district and all it's schools will continue to use ParentSquare to advertise opportunities for parent input in decision-making, as parents continue to say that ParentSquare is their preferred mode of two-way communication with the school/district.|Engagement of underrepresented families will be done in various ways. This will include electronic and hard-copy parent surveys. School personnel will also reach out to parents through informal settings such as student pick-up and drop-off.  Parents will be invited to be part of committees such as ELAC and SSC.|4|4|4|4|3|3|4|4|4|4|4|3|Met||2026-06-22|2026
24657220000000|Le Grand Union Elementary|3|- Communicating with families via ParentSquare - Communicating with families via social media - Providing families with a calendar of events - Communicating non-curricular information to parents - Providing all written communication in both English and Spanish - Providing frequent positive communication - Holding parent conferences and SST meetings - Setting up open lines of communication with all stakeholders - Having friendly office staff - Being present and positive at drop off and pick up - Hosting family night activities - Hosting before and after-school social functions - Inviting parents to attend and participate in school functions - Providing more opportunities for parents to be on campus - Providing a variety of times for family information sessions - Working regularly with community partnership programs and organizations - Creating an anti-bullying environment - Creating an environment where all students and families feel safe and respected - Being equitable in holding kids accountable for following school policies - Treating all families’ needs and beliefs with equal care - Utilizing the community liaison to reach out to underrepresented families - Continuing to serve underrepresented populations through the adult education program - Ensuring underrepresented families feel included in district parent activities and decision making - Connect families to outside support organizations - Hiring, training, and retaining staff with the best interests of students and families - Providing professional development for all staff|- Sending updates of classroom occurrences - Communicating updates on behavior and grades - Ensuring underrepresented families are present at DELAC, SSC and other committee meetings - Offering more sports activities - Providing resources to help families guide their children academically - Creating transparent plans for the future of the district / school - Providing workshops for parents|Participating educational partners identified no needed actions|- Communicating with families via ParentSquare - Communicating with families via social media - Providing families with a calendar of events - Communicating non-curricular information to parents - Sending updates of classroom occurrences - Communicating updates on behavior and grades - Providing all written communication in both English and Spanish - Providing frequent positive communication - Holding parent conferences and SST meetings - Setting up open lines of communication with all stakeholders - Having friendly office staff - Being present and positive at drop off and pick up - Hosting family night activities - Hosting before and after-school social functions - Inviting parents to attend and participate in school functions - Providing more opportunities for parents to be on campus - Providing a variety of times for family information sessions - Ensuring underrepresented families are present at DELAC, SSC and other committee meetings - Working regularly with community partnership programs and organizations - Offering more sports activities - Creating an anti-bullying environment - Creating an environment where all students and families feel safe and respected - Being equitable in holding kids accountable for following school policies - Treating all families’ needs and beliefs with equal care - Utilizing the community liaison to reach out to underrepresented families - Continuing to serve underrepresented populations through the adult education program - Ensuring underrepresented families feel included in district parent activities and decision making - Connect families to outside support organizations - Hiring, training, and retaining staff with the best interests of students and families - Providing professional development for all staff - Providing resources to help families guide their children academically - Creating transparent plans for the future of the district / school - Providing workshops for parents|Participating educational partners identified no focus areas|Participating educational partners identified no needed actions|- Collecting information from families through web surveys - Providing families with a calendar of district meetings - Providing all written communication in both English and Spanish - Ensuring underrepresented families are present at DELAC, SSC and other committee meetings - Holding parent conferences and SST meetings - Holding regular School Site Council Meetings - Holding regular DELAC / ELAC Meetings - Working regularly with community partnership programs and organizations - Treating all families’ needs and beliefs with equal care - Utilizing the community liaison to reach out to underrepresented families - Continuing to serve underrepresented populations through the adult education program - Providing workshops for parents on School Site Council purpose and rules - Providing workshops for parents on ELAC and DELAC purpose and rules|Participating educational partners identified no focus areas|Participating educational partners identified no needed actions|4|5|4|4|3|3|3|3|3|3|3|3|Met||2026-06-09|2026
24657300000000|Le Grand Union High|3|- Communicating with families via ParentSquare - Providing families with a calendar of events - Communicating non-curricular information to parents - Providing all written communication in both English and Spanish - Holding parent conferences and SST meetings - Setting up open lines of communication with all stakeholders - Being present and positive at drop off and pick up - Hosting family night activities - Providing a variety of times for family information sessions - Working regularly with community partnership programs and organizations - Being equitable in holding kids accountable for following school policies - Treating all families’ needs and beliefs with equal care - Utilizing the community liaison to reach out to underrepresented families - Continuing to serve underrepresented populations through the adult education program - Connect families to outside support organizations - Providing resources to help families guide their children academically - Providing workshops for parents|- Communicating with families via social media - Communicating updates on behavior and grades - Providing frequent positive communication - Ensuring underrepresented families are present at DELAC, SSC and other committee meetings - Creating an anti-bullying environment - Creating an environment where all students and families feel safe and respected - Ensuring underrepresented families feel included in district parent activities and decision making - Hiring, training, and retaining staff with the best interests of students and families|- Sending updates of classroom occurrences - Having friendly office staff - Hosting before and after-school social functions - Inviting parents to attend and participate in school functions - Providing more opportunities for parents to be on campus - Offering more sports activities - Providing professional development for all staff - Creating transparent plans for the future of the district / school|- Communicating with families via ParentSquare - Providing all written communication in both English and Spanish - Hosting family night activities - Creating an environment where all students and families feel safe and respected - Continuing to serve underrepresented populations through the adult education program|- Communicating non-curricular information to parents - Providing more opportunities for parents to be on campus - Creating an anti-bullying environment - Being equitable in holding kids accountable for following school policies - Hiring, training, and retaining staff with the best interests of students and families - Providing professional development for all staff - Providing workshops for parents|- Sending updates of classroom occurrences - Communicating updates on behavior and grades - Providing frequent positive communication - Having friendly office staff - Being present and positive at drop off and pick up - Inviting parents to attend and participate in school functions - Offering more sports activities - Providing resources to help families guide their children academically - Creating transparent plans for the future of the district / school|- Collecting information from families through web surveys - Providing all written communication in both English and Spanish - Ensuring underrepresented families are present at DELAC, SSC and other committee meetings - Holding parent conferences and SST meetings - Holding regular School Site Council Meetings - Working regularly with community partnership programs and organizations - Treating all families’ needs and beliefs with equal care - Utilizing the community liaison to reach out to underrepresented families - Continuing to serve underrepresented populations through the adult education program - Providing workshops for parents on School Site Council purpose and rules|- Holding regular DELAC / ELAC Meetings - Providing workshops for parents on ELAC and DELAC purpose and rules|- Providing families with a calendar of district meetings|3|4|3|3|3|2|3|3|2|2|3|2|Met||2026-06-17|2026
24657480000000|Livingston Union|3|Staff participated in professional development opportunities, including RAISE training, Safety Care training, and Foster and Homeless Youth training, to build capacity for developing positive relationships with students and families and increasing awareness of the diverse needs within the community. Families were provided multiple opportunities to engage in district decision-making through advisory groups and committees, while Parent Liaisons and community partners offered workshops, a family conference, and outreach activities to strengthen family-school connections. Additionally, all official communications were translated and distributed as planned, parent-teacher conferences were held to discuss student progress, and online safety information was regularly shared with families through workshops and monthly newsletters.|Professional learning opportunities continue to be offered to both certificated and classified staff. An area of focus and improvement would be to continue to offer and extend these opportunities to families.|Professional learning opportunities will be expanded to include classified staff to ensure all employees who regularly interact with families are equipped with culturally responsive communication and relationship-building strategies. Additional efforts will focus on increasing participation from underrepresented families through personalized outreach by staff and Parent Liaisons, continuing Positive Discipline workshops, and offering engagement opportunities through in-person, online, and hybrid formats based on parent feedback. The district will also provide Aeries training workshops, make critical information available in hard-copy upon request, and review the Chromebook loan process to ensure limited English-speaking families receive appropriate support and access to district resources.|LUSD offers many tools and resources to support learning in the home. Math manipulatives and electronic devices are available for students to take home to continue their learning as well as continued access to digital educational programs beyond the school day. Families have access to monitor student progress through the Aeries Parent Portal, data reports and bi-annual parent conferences. School year 2025-26 marked the fourth annual District sponsored LUSD Parent Conference, which emphasized community resources, local partnerships and local keynote speakers.The District continues to use a BCBA for behavioral support in the classroom. Efforts to support families in understanding their parental rights and student advocacy are provided through PIQUE, PLTI, SST, 504 and IEP meetings.|Widening the District’s outreach and connecting with more families would be an area of focus.|LUSD will continue to improve home-school communications and strive to increase involvement of underrepresented families, particularly those of foster youth and homeless students. Ongoing family input will be collected and analyzed to meet the specific needs of underrepresented families.|DLA, DELAC and ELAC groups offer opportunities for parents to give input on site and district initiatives. Stakeholder meetings with representation from families, teachers, principals, district administration, certificated and classified staff are also held for input and feedback. Parent liaisons continue to attend CABE for strategies to connect with underrepresented families.|Broad representation from underrepresented families continues to be a challenge and is an identified focus area for improvement.|There has been an increase of family engagement opportunities through the Expanded Learning Opportunities Program (ELOP).  ELOP provides a wide range of programs and services for students to participate after school such as soccer, volleyball, basketball, cross country, Folklórico, STEM Fair, Beginning Violin Club, T.H.R.I.V.E. Academy/Enrichment Program, etc. These programs and services provide meaningful opportunities for students and families to connect, participate, and engage with the school community in positive and enriching ways. The district remains committed to continuing and expanding these and similar opportunities to further strengthen relationships, increase participation, and improve engagement among underrepresented families.|4|5|4|5|3|4|4|4|4|4|4|5|Met||2026-06-16|2026
24657550000000|Los Banos Unified|3|The district continues to work with administrators and engaging in 2-way communication with families and educators. Educational partners noted district schools were more welcoming and supportive of families this past year; however, they did note that communication by the district and the sites can be improved.|The district continues to provide more training and professional development for teachers and classified staff focused on building trusting and respectful relationships with families. The district has recently adopted new curriculum that addresses the state standards while providing more relevance to the culture of the community.|LBUSD continues to increase outreach efforts to underrepresented families. The district continues to hold meetings at the local migrant housing camp. The district established a family resource center to help centralize efforts to reach out to families throughout the district. The community schools team held several events where over 1000 parents, students, staff, and community members attended.|The district has made strides in setting up parent communication tools through AERIES and Parent Square. The district recently shared an smartphone app linked to the district website to increase communication with the district community. The district held a series of parent workshops each month for the parents of students with disabilities to help them better understand their rights, special education laws, and the individualized education plan process. In addition, the district has reached out through focus groups, surveys, and community meetings to provide opportunities for the local school community to connect with the district.|On the 2026 annual LCAP survey, LBUSD had more participation in over a decade. More than 5000 parents, staff, and students participated in the survey. The following themes stood out:   High confidence in standards-aligned teaching, quality materials, and robust collaboration indicates that the district is largely meeting its LCAP objective of delivering rigorous, well-supported instruction. LBUSD is largely delivering on its LCAP commitment to provide safe, orderly environments, as stakeholders overwhelmingly say schools feel secure and serious misconduct is uncommon.  While LBUSD continues to excel at fostering caring, high-expectation relationships between teachers and students, several indicators tied to belonging and motivation have cooled from their pre-pandemic peaks, and peer conduct remains a relative weak spot. Staff confidence in school-site leadership is rebounding, but thin transparency, limited recognition, and weak well-being supports continue to dampen morale, especially in secondary schools.|Parents from DELAC requested additional parent workshops on a variety of topics to support parents support their child's education.|All LBUSD schools have fully functioning School Site Councils and English Learner Advisory Committees. Members of these committees have been provided training regarding the purpose of their respective committees and their roles. The SSCs at each site also serve as Community School Advisory teams to assist in the monitoring of the district California Community Schools Partnership Program (CCSPP). The SSCs as duly elected representatives of the educational partners at each school site and using the four pillars of the CCSPP framework monitor the needs in their school community to better serve the students of LBUSD. The district uses existing structures to involve the school community in making decisions.|As a focus area for improvement, LBUSD will continue to provide training and support to school site councils to increase parent participation in the school decision making process. In addition, LBUSD will continue to conduct surveys and focus groups to capture the sentiments and input of the district community.  The district will improve its communication regarding events and will change the format of the events to create a more positive and interactive family atmosphere where families will want to attend. Additionally, the district will schedule events virtually to enable families who will not or cannot attend in-person events to participate.|The district will continue to reach out to underrepresented families to seek their input and participation.|3|4|3|4|3|3|3|4|4|4|4|4|Met||2026-06-17|2026
24657630000000|McSwain Union Elementary|3|The LEA currently communicates with families through multiple platforms and demonstrates strong practices in the following areas: daily use of student planners for grades 3–8; written communication in both English and Spanish; dialers, emails, and text messaging in English and Spanish; maintenance of a school calendar on the district website; and access to English- and Spanish-speaking office staff. Additionally, progress reports are provided each grading period for families of students in grades 4–8, and parent-teacher conferences and report card nights are held twice annually. The district also hosts regular “Coffee with the Principal” meetings, particularly supporting families of  English Learners. In addition to these established practices, the LEA has expanded opportunities for meaningful two- way communication and engagement with families. These efforts include increased community-based parent offerings such as workshops, trainings, book clubs, and partnerships with local organizations, all designed to strengthen collaboration and ensure families are active participants in the educational process.|The LEA believes that the input it receives through less formal processes is valuable to the LEA, families as a whole, and individual students. At this time, one of the greatest areas of opportunity is increasing the amount of input received, as overall participation and feedback remain limited. To address this, the LEA plans to increase stakeholder engagement by training teachers to actively solicit input during their regular interactions with parents and  2026-27 Local Performance Indicator Self-Reflection for McSwain Union Elementary School District Page 10 of 22 families, as teachers have the greatest number of direct communication opportunities throughout the school year. Through these ongoing conversations and relationship-building efforts, the LEA hopes to strengthen family engagement and gather more meaningful feedback to support continuous improvement.  Additionally, the LEA’s participation in the Community Engagement Initiative (CEI) has further supported these efforts by helping the district examine barriers to engagement and identify strategies to build stronger relationships between students, staff, families, and the broader community. Through the CEI process, the district has engaged educational partners in discussions around communication, inclusion, and increasing stakeholder voice in decision-making. The work completed through CEI has reinforced the importance of two-way communication and has helped guide the LEA’s efforts to create more meaningful opportunities for family and community involvement.|The LEA is focused on developing ways to increase communication with underrepresented families especially. We will continue to collaborate and consult with other LEAs in Merced County to see what ideas have worked for them to improve the quantity of relationships between School Staff and Families.|The LEA's strengths in this area are being progressively implemented and include seeking input for decision making with the following committees: -School Site Council -District English Language Advisory Committee -Parent Club|The LEA will focus on improving participation in the following committees: -Local Control and Accountability Plan -Wellness Committee -Safety Committee • CEI Commitee|The LEA is focused on developing ways to increase communication and engagement with underrepresented families in particular. The district will continue to collaborate and consult with other LEAs throughout Merced County to identify successful practices and strategies that have strengthened Partnerships for Student Outcomes and increased meaningful family involvement. Additionally, through the district’s participation in the Community Engagement Initiative (CEI), the LEA has continued to reflect on ways to improve two-way communication, strengthen relationships between families and schools, and create more inclusive opportunities for stakeholder participation and input.|The LEA has continued to seek and secure input for decision-making through principal meetings, School Site Council (SSC), and DELAC meetings. With COVID now behind us, the LEA has increased the number of family involvement activities across the school sites. This growth is also evident through our new community initiative and CEI work, which has provided valuable feedback focused on increasing engagement between students, parents, staff, and the broader community. Additional feedback gathered from educational partners has emphasized the importance of enhancing the student experience through the possible expansion of clubs and additional student-led initiatives.We have also seen record numbers of families attend school events, including Back-to-School Night, Grandparents Day, Camp Read, and the Annual Family BBQ, just to name a few.|The LEA will focus on improving participation in the following committees: -Local Control and Accountability Plan -Wellness Committee -Safety Committee • CEI Commitee From here, McSwain will use the information gathered to help guide the focus of the upcoming year, with an emphasis on expanding opportunities for stakeholder engagement.|The LEA is focused on developing additional ways to increase communication and engagement with underrepresented families in particular. We will continue to collaborate and consult with other LEAs throughout Merced County to identify strategies and practices that have been effective in improving relationships and increasing family participation in decision-making processes.  2026-27 Local Performance Indicator Self-Reflection for McSwain Union Elementary School District Page 13 of 22 The LEA will also continue to ensure that all families are invited to participate and that communication is provided through multiple platforms, including digital communication, in-person opportunities, and translated materials, to help ensure families are able to provide meaningful input and remain engaged in the educational process.|4|3|4|4|4|4|3|4|4|3|4|3|Met||2026-06-23|2026
24657710000000|Merced City Elementary|3|Strengths and progress relative to Building Partnerships and Student outcomes include conducting Parent-Teacher Conferences and progress reporting at least twice per school year. Resources for parents and families are available on the District webpage in multiple languages. The Aeries Parent Portal and Gradebook connect families to student progress information at times convenient for families. MCSD and its school sites utilize ParentSquare to actively inform families of important messages and engaging events. A variety of community resource representatives (e.g., Merced Adult School, UC Merced, and the City of Merced Parks and Recreation Department) link with the Family Engagement Resource Center to support expanding partnerships beyond the school community.|MCSD continues to strive to meet its' families unique needs in order to improve the development of partnerships and thus, student outcomes. Identified areas of improvement include, but are not limited to: (a) flexible times for family engagement opportunities; (b) flexible locations for family engagement opportunities; and, (c) materials for family engagements are presented in a variety of home languages.|MCSD will improve the engagement of underrepresented families in a variety of ways. As previously mentioned, MCSD will strive to hold district and school-based engagement opportunities in various locations and times around our district, as well as ensure materials are presented in appropriate home languages.|The District paused using the California Healthy Kids Survey, California Schools Parent Survey, and California Schools Staff Survey during the 2024-2025 academic year. In its place, the district used the University of Chigago's 5Essential Survey to o gather evidence-based insights on its organizational culture and climate, allowing leaders to identify specific areas of strength and weakness that directly impact student success and school improvement. Family Help Stations are installed at each MCSD site, as well as staff to help families access information through electronic and other resources.|The District continues to emphasize ensuring families are aware of programs and supports available from the Family Engagement Resource Center, or FERC. Additionally, families requested opportunities to be heard, therefore, time to listen to families and stakeholders is included on agendas as a standing item for family and community meetings.|"District staff will continue to seek out partnerships with underrepresented families by conducting deliberate outreach in multiple languages through the school and community events and through work with organizations that advocate for them (e.g., Lao Family, Merced Hispanic Chamber of Commerce, Merced Black Parallel School Board). The District will continue to bring awareness of the resources available to families by instituting ""FERC Fridays"". Three district Community Outreach Specialists (COSs) will be at the front gate of each school site two times a year (18 x 2) at the time of student ingress to engage our families as they drop their children off at school. They will be able to interact with the families and provide information. The District will also conduct bi-monthly virtual engagements that promote family efficacy. Finally, our staff will be attending at least one staff meeting at each site where we share FERC opportunities with our staff so our district employees are privy to the support available."|Community participation in local Governing Board meetings and community forums is easily accessible in both in-person and remote formats. Surveys, crowdsourcing results, and district and site-level committees provide families with a voice and influence in decision-making. District and school staff provide governance instruction to families and committee representatives so they can participate fully in the decision-making process.|Based on input from educational partners, MCSD will continue to set aside time in its LCAP Forums to capture the community voice. Other opportunities, such as Coffee with the Superintendent or Town Hall meetings may continue in the 2026-2027 school year.|Efforts to improve the engagement of underrepresented families for decision-making include creating intentional connection opportunities for parents and guardians of English learner, African American, and Homeless students, Foster Youth, and Students with Disabilities. The creation of engagement activities encompasses considerations of language accessibility, child-care needs, adequate time to formulate and share ideas, and meeting locations that are familiar, convenient, and provide a sense of emotional safety for families.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-23|2026
24657890000000|Merced Union High|3|The Merced Union High School District has shown notable strengths and progress in building relationships between school staff and families. Families are actively encouraged to participate in their child’s education through various meetings and activities, such as IEP’s/504’s, Student Study Teams, School Site Council, Booster Clubs, parenting classes, and English Learner Advisory Committee. Their involvement provides essential input into the decision-making process, fostering a collaborative, and inclusive atmosphere. Additionally, MUHSD’s Career Technical Education programs have established strong partnerships with local industries and postsecondary institutions. These collaborations ensure that programs and curricula are aligned to support successful student outcomes, making students both college and career ready.  MUHSD has a full time Director of Communications at the district level. The Director utilizes social media, district and sites’ websites, and the district’s communication platform, Parent Square, to communicate and showcase MUHSD events and activities to parents and community members in multiple languages. MUHSD strives for meaningful two-way communication for the school community that goes beyond compliance notifications and social media promotions. With more two-way communication, MUHSD strives for interactive, equal, and feedback oriented communication between the school sites and families. MUHSD recognizes that building relationships between school staff and families is key to the success of students.|MUHSD has identified key focus areas for improvement in building relationships between school staff and families. MUHSD will intensify efforts to strengthen partnerships with families, community members, industry, and postsecondary partners to ensure more accessible opportunities for educational partners to actively participate and have a voice in the decision-making process. Additionally, MUHSD will seek to enhance communication channels and provide more resources and support to ensure that all educational partners can engage meaningfully and contribute to the district's continuous improvement efforts.|The Merced Union High School District will strengthen engagement with underrepresented families by improving relationship-building between school staff and families. MUHSD will continue to collect and review data to identify underrepresented groups and address barriers to participation. To support meaningful communication, the district will provide translated materials, bilingual staff support, and multilingual signage. MUHSD will also deepen partnerships with community organizations and local leaders to connect families with educational resources, services, and school events, fostering trust and collaboration.|The Merced Union High School District demonstrates significant strengths and progress in building partnerships for student outcomes. MUHSD’s Communication Department leverages social media, district and school websites, and the communication platform Parent Square to engage parents and community members. These communications are provided in multiple languages to ensure inclusivity. MUHSD is committed to fostering meaningful, two-way communication that goes beyond compliance notifications and social media promotions. By emphasizing interactive, equal, and feedback-oriented communication between school sites and families, MUHSD underscores the importance of building strong relationships between school staff and families, recognizing this as crucial to student success.|MUHSD remains committed to strengthening partnerships between families and school sites to improve student outcomes. MUHSD provides ongoing professional learning to help staff understand the value of building strong relationships with families. MUHSD regularly reviews and refines these opportunities to enhance staff capacity in family engagement. Recognizing the importance of relationships and social-emotional learning, the district supports teachers in effectively communicating with families about student progress and strategies for success. Additionally, counseling staff are collaborating with the district office to establish clear, measurable, and consistent expectations for counseling services, including how they will be tracked and reported to ensure all students receive consistent support.|MUHSD is about 80% unduplicated students and knows the importance in engaging underrepresented families in supporting and building partnerships for student outcomes. MUHSD and school sites are working together in identifying and defining what services will be provided to all students and underrepresented students. Staff will have a common understanding of Multi-Tiered Systems of Support to further encompass the early identification and support of students with social-emotional, academic and/or behavioral needs.|MUHSD has made significant progress in seeking input for decision-making through the structured approach of educational partners collaborations and the annual adoption of the California Family Engagement Framework by the MUHSD Board. By encouraging participation from staff, students, families, and community members through various platforms like IEP’s/504’s, Student Study Teams, School Site Councils, Booster Clubs, parenting classes, English Learner Advisory Committees, and LCAP meetings, MUHSD and its sites ensure diverse perspectives are included. Educational partner collaborations help facilitate timely data analysis, discussions on the needs of underrepresented students, and budget distribution deliberations, which support the decision-making process. MUHSD’s data-driven approach enhances the relevance and effectiveness of its decisions, addressing the needs and priorities of the entire school community.|Based on educational partner input and local data, MUHSD is focused on improving how it seeks input for decision-making by enhancing data transparency and engagement efforts. According to the 2025–26 California Healthy Kids Survey, 85% of parents responded that their child's school encourages them to be an active partner with the school in educating their child. MUHSD remains committed to increasing that percentage by expanding outreach, ensuring all families, especially underrepresented groups, feel heard and supported. Efforts continue at both the district and site levels to encourage parent participation in advisory committees and other decision-making forums.|Improving two-way communication with families, especially those who are underrepresented, is a priority for MUHSD. The district and school sites recognize the importance of interactive, feedback-oriented communication to strengthen family engagement. Efforts to increase outreach include more in-person meetings, personal phone calls, parent support classes, and ongoing opportunities for feedback. MUHSD is also committed to ensuring underrepresented families have meaningful opportunities to participate in decision-making. This includes expanding the use of communication tools such as ParentSquare, the Aeries Parent Portal, newsletters, and social media. To ensure all families can access information, the district will continue to provide translated materials and language-accessible communication across all platforms.|5|5|4|5|4|4|5|5|5|5|4|4|Met||2026-06-10|2026
24658130000000|Plainsburg Union Elementary|3|A strength of PUESD is the willingness of our parents to volunteer to support our school in any way possible. An example of this is our Parent Club. They have created a social media page that has amplified our communication to the community. In fact, this has become the preferred method of communication for parents.|A focus area of improvement will be how to prioritize communications that are sent home electronically. Parents complain of over-communication by the district.|The staff of PUESD works and will continue to work hard in communication with families, especially underrepresented families. PUESD strives to keep parents connected to school and school activities. PUESD will evaluate communication platforms and messages to determine which platform is best suited for the type of communication we are trying to send.|A strength for PUESD in this area is that we have built a strong partnership with our parent club. This facilitates ease of communication between the school and the community at large. We also have calendared events to meet with families, including two sets of parent conference weeks in order to facilitate communication between the parents and teachers regarding student progress. A final strength is the in person events we host. For example, our end of the year track meet will also serve as a way for parents to pick up summer school back packs full of supplies to keep kids engaged in learning over the summer. This also provides an opportunity for parents, students and staff to spend time with one another in a positive environment.|An area of focus in this area will be to onboard new teachers to our processes for communicating with parents, including conferences, open houses and back to school nights.|We will mentor new staff in this area as they are hired at PUESD.|A strength in this area is the use of multiple platforms to solicit input from parents and families. We also work with outside organizations, such as migrant education, the other schools in the tri-city area to solicit input from our larger community. For example we have held a tri-cities board meeting, with boards from Plainsburg, Planada and Le Grand.|A focus area for improvement is to increase the percentage of parents who respond to the Annual LCAP Survey.|We will analyze our methods of communication to how we ask for feedback from parents to increase parental responses.|5|5|5|5|5|5|5|4|5|4|4|4|Met||2026-06-18|2026
24658210000000|Planada Elementary|3|- Providing all written communication in both English and Spanish - Holding parent conferences and SST meetings|- Sending updates of classroom occurrences - Providing more opportunities for parents to be on campus - Offering more sports activities - Creating an anti-bullying environment - Providing professional development for all staff - Creating transparent plans for the future of the district / school|- Participating educational partners identified no needed actions|- Providing all written communication in both English and Spanish - Holding parent conferences and SST meetings - Providing a variety of times for family information sessions - Ensuring underrepresented families are present at DELAC, SSC and other committee meetings - Utilizing the community liaison to reach out to underrepresented families - Continuing to serve underrepresented populations through the adult education program - Ensuring underrepresented families feel included in district parent activities and decision making - Connect families to outside support organizations|- Hosting family night activities|Participating educational partners identified no needed actions|- Providing all written communication in both English and Spanish - Holding parent conferences and SST meetings - Holding regular School Site Council Meetings - Utilizing the community liaison to reach out to underrepresented families - Continuing to serve underrepresented populations through the adult education program|- Collecting information from families through web surveys|Participating educational partners identified no needed actions|4|5|4|4|2|2|3|3|2|2|3|3|Met||2026-06-18|2026
24658390000000|Snelling-Merced Falls Union Elementary|3|Snelling School welcomes parent volunteers in, but not exclusive to, classrooms, family luncheons, school sports, holiday events, parent-teacher conferences held twice a year, family night, ELPAC meetings and SSC meetings when appropriate.|The 2026-2027 parent survey included questions regarding parent volunteers and the desire to increase parents on campus working with students in any capacity.|We are a small, rural, community minded school.  All underrepresented families attend school functions.  We have a 100% attendance rate for all parent-teacher conferences and at least 85% attendance rate for school related functions.|Snelling School meets twice a year with parents/guardians to discuss student progress with a 100% attendance rate.  We also partner with local 4-H group, as well as the County Office, local library, and offer summer school as well as an after school program to increase student outcomes.|Snelling School meets twice a year with parents/guardians to discuss student progress with a 100% attendance rate.  We also partner with local 4-H group, as well as the County Office, local library, and offer summer school as well as an after school program to increase student outcomes.|Snelling School has a very small percentage of underrepresented families which allows us to make direct contact with each family to best communicate when necessary.|Snelling School has monthly board meetings that includes public hearing for parent input, quarterly SSC meetings for input and monthly staff meetings and or communication through our parent portal communication center.|Annual surveys are conducted and results are discussed at a regular scheduled board meeting in open session.|Snelling School will continue to conduct surveys for staff, parents and students to continue to seek input for decision making at the district level.|2|5|5|5|3|4|5|5|4|4|5|5|Met||2026-06-15|2026
24658620000000|Weaver Union|3|Current strengths include consistent and active communication with families through ParentSquare, district and school webpages, site social media accounts, and parent programs offered throughout the district. This year, the district introduced Parent Café meetings, during which departments shared information about student services and provided parents with opportunities to ask questions. These meetings encouraged greater parent participation while increasing awareness of available district programs and services.  The district also offered several parent education opportunities, including PIQE and ESL classes. Each school regularly invites families to attend awards ceremonies, celebrations, and other school events. Parent participation is also strong at both school and district meetings, including ELAC, SSC, and DELAC. In addition, surveys are distributed to families to gather input regarding school and district decisions, needs, priorities, and concerns.|We will continue strengthening relationships with our families and community by maintaining parent education programs, Parent Café meetings, invitations to school and district events, and regular communication through ParentSquare. We will also continue encouraging meaningful participation in our established parent advisory groups and committees.|In the coming year, the district will introduce a parent support program specifically designed for newcomer families. Our family liaison team will continue conducting home visits to assist families with identified needs and connect them with appropriate community agencies and resources. The district will also maintain regular outreach to families through social media, telephone calls, and email.|Our school calendar has designated days that each site holds parent conferences to share about student progress and data. Sites hold parent nights and/or events to help parents know how to help at home with academics. Many times throughout the year data is shared during our established parent meetings.|Based on educational partner input and local data, the district’s focus for improvement is to increase meaningful family participation, particularly among newcomer families and families who have been less involved in school and district activities. The district will expand targeted outreach, strengthen two-way communication, and improve awareness of available programs, services, and decision-making opportunities. We will also continue developing Parent Café meetings, parent education programs, home visits, and partnerships with community agencies to ensure families feel welcomed, supported, and connected to their schools.|We will continue to reach out to families and encourage them to participate by using our digital platforms and through personal contact.  We have one community liaison per school who actively reach out to families and encourage parents to participate and connect with their schools and our teachers.|Our district and sites often use digital surveys to gather input when making district decisions. Along with surveys, we do in person meetings with our parent groups such as SSC, ELAC, DELAC, and our Parent Cafes to increase community input and involvement.|We are continuing to grow our parent groups and will continue to share information, gather input, and encourage participation at our various parent meetings. Our plan is to continue to build public relations through our digital platforms, in person meetings, and personal phone calls.|As stated before, we have a strong community liaison group that will do home visits and phone calls that help to connect underrepresented families, along with our digital platform that can translate into many different languages.|4|4|4|5|5|5|5|4|4|4|4|3|Met||2026-06-18|2026
24658700000000|Winton|3|Winton School District (WSD) creates a welcoming environment for all families in the community. WSD posts posters/flyers in English and Spanish. There is at least one Spanish speaking staff in the office. Either on the counter or wall display, there are parent information resource materials for parents to access. WSD keeps its campuses clean and safe. WSD provides two-way communication, in home languages, to share information and receive feedback in various settings such as the Local Control and Accountability Plan Educational Partners Meetings, School Site Council and Site English Language Advisory Council, and Parent Meetings. Parents are invited and 2026-27 Local Performance Indicator Self-Reflection for Winton School District Page 10 of 19 attend school performances and academic achievement awards assemblies. Child care is always provided during School Site Council Meetings and other parent involvement meetings. The most recent Parent Survey was conducted in the 2025-2026 school year. The results showed that 78% of the parents who submitted the survey feel that the schools are a welcoming place. WSD provides information about parent involvement opportunities through district, school, and/or class newsletters, the district's web site, and other written or electronic communications. The AERIES Communication autodialer sends home messages either in English or Spanish depending on the parents correspondence language preferred. To the extent practicable, the Winton School District provides notices and information to parents/guardians in a format and language they can understand. WSD currently provides parent notices and information in English and Spanish as there are 15 percent or more of students enrolled that speak Spanish as their primary language other than English. WSD provides interpretation services for parents to fully participate in educational programs and individual meetings with school staff related to their child’s education. As requested by parents, interpreters are available during the school’s parent conference week and throughout the school year when parents meet with a school staff concerning their child’s academic and behavioral needs.|"In the 2025-2026 Parent Survey 84% of parents feel welcome at school meetings, and 96% have attended school event. The most significant response of ""disagree"" is 14% for ""The school keeps all families informed about important issues, events, and activities."" The next highest ""disagree"" response of 11% is for ""The school principal is available for me to talk to when I need."" In order to improve in these areas, staff will be encouraged to clearly communicate, including translated communication, the variety of ways to stay informed about issues, events, and activities including encouraging parents to check student backpacks for paper communication, utilize parent square, refer to the district website for dates, and attend parent meetings. Principals will also be encouraged to maintain an open door policy and continue to meet with parents in a timely manner when the need arises."|Winton School District (WSD), to the extent practicable, will provide notices and information to parents/guardians in a format and language they can understand. WSD currently provides parent notices and information in English and Spanish as there are 15 percent or more of students enrolled that speak Spanish as their primary language other than English. WSD provides interpretation services for parents to fully participate in educational programs and individual meetings with school staff related to their child’s education. As requested by parents, interpreters are available during the school’s parent conference week and throughout the school year when parents meet with a school staff concerning their child’s academic and behavioral needs.|"Winton School District (WSD) holds an annual meeting during Back to School Night which all parents/guardians of participating students are invited and encouraged to attend, in order to inform them of their school's participation in Title I and to explain Title I requirements and the right of parents/guardians to be involved. At this time, the Parent Involvement and Rights information are distributed to the parents and shared with them informing them of opportunities to participate in their child’s education. Also, during Back to School Nights, the classroom teachers provide parents/guardians with information about their students' class assignments, homework assignments, and classroom expectations and instructions. At the beginning of each school year, parents and students are given the “Responsible use of internet and technology resources contract for students and parents"" outlining the acceptable and unacceptable use of technology. At the middle school, parents have access to the AERIES Parent Portal to view students' grades/assessments/discipline. A document outlining the steps to set up and access the AERIES Parent Portal is available at the school site. School Administrators are also available to assist parents in this process. School Site Council/Site English Language Advisory Committee Meetings topics include an overview of the required state assessments (CAASPP and ELPAC Assessments) and how to read the Student Score Reports. WSD distributes a school-parent compact outlining the shared responsibility among the parents/guardians, the school, and the student. The compact is discussed as it relates to the students’ achievement between the students, teachers, and parents during Parent-teacher conferences held in the Fall. Teachers discuss the students' progress with parents/guardians. Parents and teachers do schedule additional conferences if determined. The School Counseling Program services are delivered individually, in small groups, classroom guidance curriculum, and school-wide activities. School Counselors provide academic, social-emotional, and career/college counseling. In addition to the services students receive, the school counselors also host Parent Information Nights. Data from the Parent Survey conducted in 2026 indicates that 84% of parents feel welcome at school meetings and 79% feel that the school keeps all families informed about important issues and events. This is an area for progress. According to responses from parents, a strength is indicated by 90% of parents feeling that it is easy to communicate with the teachers at the school. Data from the California School Staff Survey administered in the Spring of 2026 in the section ""School Supports for Students"" reflects that 100% strongly agree or agree that the school is a supportive and inviting place for students to learn."|A focus area for improvement is to provide families with information and resources to support student learning and development. This can be implemented during school parent meetings, parent conference week, and/or school newsletters. Assisting parents to get connected with Parent Square would help more families to receive the communication coming from the sites and the district. Back to School Night at the beginning of the year, is a great time for this to occur.|Winton School District (WSD) schools will organize academic activities for families and provide information to the parents as well as provide opportunities for parents on how to support their student's learning. Positive phone calls will be made to the parents on their child's academic and behavior. School enrichment activities will include parent participation to build relationships and create a fun, welcoming environment for parents to be involved. (Volunteers for field trips, field day, competitions, holiday celebrations, cultural celebrations, etc.) Schools throughout the district will ensure that information is presented in the parent's home language.|"Winton School District (WSD) seeks input from parents in the school’s and district’s decision making. Parents have the opportunity to attend the School Site Council/Site English Language Advisory Committees (SSC/SELAC). These meetings range from four to six per year based on the needs of the parents at each school. During the SSC/SELAC meetings, parents are informed of the schools events and the required state assessments. They have the opportunity to ask any questions/concerns they have about the school and provide input on school improvement. In addition, they play a vital role in the review and approval of the schools' site plan. Besides the site meetings, there is a District English Language Advisory Committee (DELAC) which meets four times during school year. At these meetings, parents are engaged with meaningful information on the upcoming state language assessment for English Learners and the California Data Dashboard. At the SSC/SELAC and DELAC, parents are involve in the Local Control and Accountability Plan (LCAP) educational partners meeting. Parents are welcome at all meetings of the local governing board. During the public hearing, the public is invited to address agenda items, to place matters on the agenda directly related to school business, and submit items within the subject matter jurisdiction of the Board of Trustees for future consideration. Also, individuals addressing the Board shall be limited to three minutes each up to twenty minutes per topic. The Board of Trustees will take no action at this time but may refer the issue for further consideration. WSD provides interpretation and translation services for parents to fully participate in educational programs and individual meetings with school staff related to their child’s education. At the beginning of each school’s Back to School Night, the principal along with an interpreter welcomes the parents and informs them of ways to participate at the school. As requested by parents, interpreters are available during the school’s parent conference week and throughout the school year when parents meet with a school staff concerning their child’s academic and behavioral needs. All parent letter/notices/ flyers are sent home in English and Spanish. In addition, the WSD sends home automated phone, text, and email messages in both English and Spanish. The findings from the measure represent WSD's parent engagement and are consistent with WSD's LCAP Goal 3 which states, “Winton School District will provide a safe, welcoming, and well-maintained learning environment for students, families, and staff where there is a sense of school connectedness and a promotion of social, emotional, and academic growth of our students"". Based on the 2026 Parent Survey, 64% of parents agree that the schools seek parent input. Based on the 2026 California School Staff Survey, data indicates that 29% strongly agree and 59% agree (88% strongly agree or agree) that the schools promote participation."|Based on the 2025-2026 Parent Survey, data indicates that 64% of the parents who responded to the survey agreed that the schools seek parent input. School site administrators will be made aware of the percentage of parent survey participants who felt that the school does not seek parent input which is 9% (the other The other 23% remain neutral on the topic. Principals will be directed to designate a portion of their SSC/SELAC for general parent input and questions as well as ask for input for each agenda item. Parents will continue to be invited to participate in Educational Partner meetings to seek input about the LCAP.|Winton School District (WSD) will continue to do what has been done in the past and increase the opportunities for parents to provide their input. More efforts will be made for schools to contact parents for their input via Parent Square. The district and site posts on Parent Square will be distributed in the preferred home language provided.|4|5|3|5|4|4|4|3|5|4|4|4|Met||2026-06-15|2026
24736190000000|Gustine Unified|3|The Gustine Unified School District prioritizes strong partnerships with families by fostering ongoing relationships between school staff and the community. The district regularly seeks family input through surveys, community meetings, and Parent Leadership sessions. This valuable feedback is thoughtfully reviewed to inform programs and strengthen communication. Additional opportunities for collaboration include events like Coffee with the Principals and staff meetings, which support continued dialogue and shared decision-making.|Areas for improvement at Gustine Unified include beginning meetings earlier in the year to gather timely input for the LCAP and other district initiatives. Additional staff will receive training to improve communication through ParentSquare, with a focus on creating groups and ensuring families receive important, student-specific information. Bilingual community liaisons will continue track participation at school events and work to strengthen engagement with families of English Learners, low-income students, and students receiving special education services. In addition, both the district and school sites will provide childcare at all capacity-building meetings and parent conferences to support greater family participation.|The district is committed to enhancing engagement with all families within our district. Based on feedback from family surveys, there is a recognized need for more information on parenting strategies, mental health resources, and college and career readiness. These topics will be presented in the newly formed Parent University.  The Parent University will be created and the calendar will continue to be shared throughout the year. Bilingual community liaisons will proactively contact underrepresented families to encourage their participation in these events. Additionally, the district will offer training sessions on understanding CAASPP and ELPAC test scores to assist parents in supporting student achievement effectively.|The district and its schools are committed to building trusting and meaningful relationships with families. Each school hosts monthly meetings designed to engage parents in informal settings where they can ask questions and seek clarification on school-related topics. A range of family-focused events and activities are offered across school sites to create a welcoming and inclusive atmosphere. Parent conferences are held at every school to strengthen partnerships between families and teachers, with the shared goal of improving student outcomes.  School counselors lead Student Study Teams (SST) to monitor student progress and provide timely interventions as needed. The district also continues to invest in professional development to support improved academic outcomes, particularly for unduplicated student groups.  Communication with families is supported through ParentSquare, which enables two-way communication between families and school staff at all levels. With built-in translation features, ParentSquare ensures that language is not a barrier to engagement. The district remains dedicated to identifying and implementing additional strategies to deepen family engagement across all communities.|The Gustine Unified School District is actively enhancing communication regarding academic achievement and attendance. This effort will encompass sharing information on test scores on reading screeners, unit assessments, and state testing for CAASPP, CAST, and ELPAC. Additionally, the district will prioritize strategies to improve attendance, particularly at the elementary level. Selected families will be contacted directly to support attendance improvements and foster collaborative partnerships.|Based on the analysis of input from educational partners and local data, GUSD has adopted targeted strategies to strengthen school and family connections, prioritizing the reduction of barriers to increase participation. In the upcoming school year, there will be a dedicated initiative to enhance attendance at our capacity-building workshops, with particular emphasis on engaging families of English Learners, students with disabilities, and low-income families.  Meetings will be calendared and bilingual community liaisons will reach out to families to encourage participation.|Current strengths in gathering input for decision-making include the active involvement of the Parent University, which was held monthly. The Parent University highlighted the district's staff which included mental health clinicians, counselors, health aides, and BCBAs. Advisory committees such as the District English Learner Advisory Committee (DELAC), English Learner Advisory Committee (ELAC), and School Site Councils (SSC) consistently meet quorums, providing platforms for parents to offer inputThe district aims to build upon these strengths and further enhance participation in the years ahead.  At the parent university meetings, surveys will be conducted to continually gather data.|The LEA collaborates closely with site administrators to ensure that representatives from English Learner Advisory Committees (ELAC) and School Site Councils (SSC) actively participate in the District English Learner Advisory Committee (DELAC) and the District Advisory Committee (DAC). Each school site is represented on these committees.   To increase accessibility and accommodate the diverse needs of families, the LEA will continue to offer hybrid meeting options. Virtual participation, through Zoom, has helped increase attendance and engagement in meetings such as DELAC.  The LEA remains committed to partnering with families in the planning, implementation, and evaluation of parent and family engagement activities. Strengthening collaboration between families, schools, and district leadership continues to be a priority. Local survey results showed a 4% decrease in the percentage of families who reported having opportunities to participate in decision-making. In response, the district will prioritize efforts during the upcoming school year to expand engagement opportunities and ensure that all families and community members have meaningful opportunities to contribute to the decision-making process.|The LEA is dedicated to increasing engagement among underrepresented families by utilizing bilingual commmunity liaisons to actively reach out and encourage their involvement in school events and site-based advisory committees. These liaisons will also track participation, enabling the district to implement targeted strategies that strengthen partnerships and promote meaningful collaboration with these families.|5|4|4|5|4|4|4|4|5|4|4|4|Met||2026-06-24|2026
24737260000000|Merced River Union Elementary|3|The Merced River School District offers multiple opportunities for building relationships between parents and school staff. The school provides various community engagement opportunities, such as parent-teacher conferences, back-to-school events, Open-House events, and other student-centered events for parents to feel included as a partner. The LEA offers communication in the parents' primary language and also offers a variety of opportunities to make families and staff feel welcome.|The district will continue to focus on providing a safe and welcoming environment for all students, staff, and community. Our goal remains to develop positive behavior outcomes for students and seek alternate methods to engage more families in the overall learning environment for their students.|The LEA will continue to work with its leadership team, School Site Council, ELAC, DELAC, and the Merced County Office of Education to seek out other means of relationship-building with families. The LEA has a high percentage of unduplicated students and will implement all practices and strategies to effectively build stronger relationships. The district will use the California Community Schools Partnership Program funding to provide parents with learning opportunities to become more knowledgeable and engaged with the school. The CCSPP will provide Social-Emotional resources and training for parents and resources to enhance parenting skills and their knowledge of how to best support student learning.|The LEA believes in providing students with opportunities to meet state grade-level academic standards. The LEA provides all students with access to an after-school tutorial program. The LEA partners with the Merced County Office of Education in order to provide teachers and support staff with professional development on best practices that will impact student achievement. The Merced River School District partners with the Merced County Office of Education to offer the ASSETS after-school program. The LEA has implemented an MTSS system for all students to support academic and behavioral concerns. The LEA also partners with the Merced ArTree to provide visual and performing arts opportunities for all students. The LEA also maximizes its Expanded Learning Opportunities Program (ELOP) to provide students with additional extra-curricular activities during the intersessions and summer program.|The LEA uses both local and state data to determine specific areas of need for students. The LEA will continue to focus on ensuring that students are reading at grade level and achieving mastery in math. The LEA will also focus on improving its English Learner practices to ensure that EL students are making academic gains. The LEA will work with its MCOE content-based experts to provide teachers with professional development focused on literacy, a variety of effective instructional strategies, and how to integrate AI into our lesson design.|The LEA will conduct various Climate Surveys throughout the year in order to seek information from parents about the overall programs in the LEA. The LEA will continue to invite all families to its LCAP and School Site Council meetings to seek additional input.|The district is a rural single school district and has merged its School Site Council, Local Control Accountability Plan, and English Learner Advisory Committees into one unique body comprised of parents, teachers, and students. The LCAPC meets quarterly to review and update the various components of the LCAP for the year. These meetings are open to all stakeholders and allow everyone to provide feedback on the school's progress towards achieving its goals. The district intends to provide all stakeholders and families with a variety of school information nights in their language to include their voices in the decision-making process. The LEA will continue to send quarterly letters to all parents on the progress of Goals and Actions in the LCAP.|The LEA will continue to work with the leadership team, the Merced County Office of Education support team, or other Educational Consultant partners to implement best practices for improving decision-making.|The LEA will conduct various Climate Surveys throughout the year in order to seek information from parents about the overall programs in the LEA. The LEA will continue to invite all families to its LCAP and School Site Council meetings to seek additional input.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-15|2026
24744760000000|Merced County ROP|3||||||||||||||||||||||Not Met|||2026
24753170000000|Dos Palos Oro Loma Joint Unified|3|The DPOLJUSD is committed to building strong, meaningful partnerships between schools, families, and the broader  community by fostering open communication, accessibility, and active engagement opportunities for all stakeholders.  Through the support of centralized resources funded through the Local Control and Accountability Plan (LCAP), the  district ensures that all families are able to participate fully in school and district activities, regardless of language or  communication barriers. Translation and interpretation services are consistently provided to support inclusive  participation at a wide range of events and meetings, including family engagement nights, parent meetings,  Individualized Education Program (IEP) meetings, English Learner Advisory Committee (ELAC) and District English  Learner Advisory Committee (DELAC) meetings, School Attendance Review Board (SARB) Advisory Council  meetings, Parent Advisory Committee meetings, and Board of Education meetings. These services help create  welcoming environments where families feel informed, valued, and empowered to contribute to their children’s  educational experiences.    To further strengthen family-school relationships, the district employs a dedicated Family Support Specialist who  serves as a key liaison between families and schools. This role is especially vital during the enrollment and transition  process for families entering the district’s Early Childhood Education programs. The Family Support Specialist  provides guidance, resources, and individualized support to ensure that families feel connected and confident as  they navigate educational systems and services.    In partnership with school principals and site leadership teams, the district continuously identifies and promotes  opportunities that encourage parent involvement, leadership development, and family education. In addition to  traditional engagement activities such as Back-to-School Night, Open House events, and parent-teacher  conferences, school sites organize a variety of interactive and community-centered events designed to strengthen relationships and celebrate student learning. These opportunities include Family Math Nights, Arts and Literacy  Nights, Grandparents and Parents Day celebrations, student performances, wellness workshops, and College and  Career Fairs. Such events not only increase parental participation within the school community, but also help families  build stronger connections with teachers, staff, and one another.    By prioritizing communication, accessibility, and collaboration, DPOLJUSD continues to cultivate an inclusive  educational environment where families are recognized as essential partners in supporting student success,  academic achievement, and overall well-being.|Increasing family and community engagement in district and school site committees remains an important area of  growth and continuous improvement across the district. Strengthening participation in committees such as the  English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), School Site  Council (SSC), and the District Parent Advisory Committee is essential to ensuring that parents, guardians, and  community members have meaningful opportunities to contribute to school and district decision-making processes.  These committees play a critical role in shaping programs, services, and policies that directly impact student  achievement, school climate, and overall educational outcomes.    The district recognizes that active parent involvement extends beyond attendance alone; it includes fostering  authentic engagement, leadership development, and collaborative partnerships between families and educational  staff. As a result, the district continues to explore strategies to increase both participation rates and meaningful  involvement in committee meetings and activities. Efforts may include improving communication with families through  multiple platforms, expanding translation and interpretation services, offering flexible meeting times, providing  childcare when possible, and creating more welcoming and inclusive meeting environments that encourage all voices  to be heard.    In addition, the district aims to increase awareness among families about the purpose and importance of these  committees, helping parents better understand how their input influences district priorities, funding decisions, student  support programs, and school improvement efforts. By empowering families to take active leadership roles and  participate in collaborative decision-making, the district seeks to strengthen trust, transparency, and shared  responsibility within the educational community.    Through continued outreach, relationship-building, and intentional support for family engagement, the district is  committed to developing stronger partnerships with parents and community stakeholders, ultimately creating a more  inclusive and responsive educational system that supports the success and well-being of all students.|The DPOLJUSD has made intentional and sustained efforts to strengthen the involvement and engagement of  underrepresented families throughout the district. Recognizing the importance of ensuring that all families feel  connected, informed, and empowered to participate in their children’s education, the district has prioritized outreach  strategies that build trust and foster meaningful relationships with families who may traditionally face barriers to  engagement. A key component of these efforts has been the work of the Community Schools Coordinator and the  district’s Community Liaison, who serves as a vital bridge between schools, families, and the community. Through  personalized phone calls, direct outreach, and ongoing communication, the Community Schools Coordinator and  Community Liaison helps families feel welcomed, supported, and informed about educational opportunities, district  programs, and important school events.   In addition to individualized outreach, the district utilizes a variety of communication platforms to improve accessibility  and increase family participation. These methods include text messaging systems, automated and personal phone  calls, emails, social media updates, and other digital communication tools designed to reach families in timely and  effective ways. By providing information through multiple channels and in families’ home languages whenever  possible, the district strives to reduce communication barriers and ensure equitable access to important information  and resources.    The district also recognizes that family engagement is an ongoing process that requires consistency,  responsiveness, and culturally inclusive practices. As a result, district and school staff continue to collaborate on  strategies that encourage greater participation from families representing diverse backgrounds and experiences.  These efforts are supported through actions and services outlined in the Local Control and Accountability Plan  (LCAP), which reinforces the district’s commitment to equity, inclusion, and meaningful stakeholder engagement.    Moving forward, DPOLJUSD remains dedicated to sustaining and expanding these successful outreach practices by  continuing to strengthen communication systems, increase opportunities for family voice and leadership, and  cultivate stronger partnerships between schools and the communities they serve. Through these ongoing initiatives,  the district aims to create an inclusive educational environment where every family feels valued as an essential  partner in supporting student success and well-being.|DPOLJUSD is committed to empowering families with the information, tools, and resources needed to support student learning and success. The district recognizes that strong family engagement is essential to student achievement and continues to strengthen partnerships between schools and families through consistent communication and meaningful involvement opportunities.  The district promotes parent engagement through the Aeries Parent Portal, which provides real-time access to grades, attendance, assignments, schedules, and teacher communication. This platform enhances transparency, strengthens home-school communication, and enables families to actively monitor their child's academic progress.  DPOLJUSD also hosts two annual parent-teacher conference events and offers parent workshops and informational sessions throughout the year. Topics include academic support strategies, literacy and mathematics, college and career readiness, social-emotional wellness, technology, and community resources. These opportunities equip families with the knowledge and skills to support learning at home.  The district collaborates with educational and community partners to strengthen Career Technical Education (CTE) pathways at Dos Palos High School. Through the CTE Advisory Committee, local businesses, industry professionals, educators, and community members help ensure programs align with workforce needs while providing students with career exploration, hands-on learning, and workforce preparation opportunities.  In addition, booster clubs, parent organizations, and community groups support student success through fundraising, volunteerism, extracurricular programs, student recognition, and community engagement activities. These partnerships contribute to a positive, inclusive learning environment and reflect the district's commitment to supporting the academic, social-emotional, and future success of every student.|The district recognizes that meaningful family engagement is essential to improving student achievement and ensuring educational programs reflect the needs and priorities of the community. Parents and families are valued partners whose input helps guide the development of the Local Control and Accountability Plan (LCAP) and other school improvement efforts.  To strengthen family involvement, the district is committed to increasing participation in advisory and leadership groups, including the School Site Council (SSC), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), and District Parent Advisory Committee (PAC). These committees provide opportunities for families to review student data, discuss school improvement efforts, and provide input on educational programs, services, and resource allocation.  The district is also focused on creating welcoming, accessible, and inclusive opportunities for participation by improving communication and outreach, providing translation and interpretation services, offering flexible meeting options, and increasing awareness of the purpose and impact of these advisory groups. Parents will be supported with the knowledge and resources needed to participate confidently in discussions related to student achievement, school climate, and district priorities.  By expanding opportunities for parent leadership and engagement, the district seeks to strengthen partnerships among families, schools, and the community while fostering shared responsibility for student success. Authentic family engagement ensures that decisions are informed by stakeholder perspectives, leading to more responsive educational practices, stronger relationships, and improved outcomes for all students. The district remains committed to continuous outreach and collaboration to promote equity, student success, and ongoing improvement across all schools.|DPOLJUSD is committed to increasing the participation of underrepresented families by implementing targeted outreach strategies that strengthen relationships and improve communication. Recognizing that barriers such as language, work schedules, transportation, and unfamiliarity with school systems may limit participation, the district works to create inclusive opportunities that encourage all families to become active partners in their children's education.  The Community Schools Coordinator and Community Liaison play a key role in these efforts by providing personalized outreach through phone calls and ongoing communication. This individualized support helps build trust, strengthen family-school relationships, and ensure parents feel welcomed, informed, and connected to district programs, services, and engagement opportunities.  To further increase access, the district uses multiple communication methods, including text messages, phone calls, email, social media, newsletters, and school notifications. Information is provided in families' home languages whenever possible to improve accessibility and ensure families receive timely updates about events, resources, and opportunities for involvement.  The district continuously evaluates and strengthens its outreach practices to better meet the diverse needs of the community. These efforts align with the Local Control and Accountability Plan (LCAP) priorities of equity, family engagement, and meaningful stakeholder participation.  Through these ongoing initiatives, DPOLJUSD remains committed to fostering strong school-family partnerships, expanding opportunities for engagement, and creating an inclusive educational environment where every family feels valued, connected, and empowered to support their child's academic success and overall well-being.|DPOLJUSD is committed to providing meaningful opportunities for families to participate in school and district decision-making. Each year, the district distributes parent surveys to gather feedback on school climate, educational programs, student support services, and district priorities. While these surveys provide valuable input for continuous improvement and informed decision-making, response rates remain low, limiting the breadth of family feedback.  The district also encourages participation in advisory groups, including the School Site Council (SSC), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), and District Parent Advisory Committee (PAC). These committees provide families with opportunities to review programs, discuss school improvement efforts, and provide input on decisions affecting student achievement. Despite ongoing outreach, participation in these committees has remained limited.  The district recognizes that barriers such as work schedules, transportation, childcare, language differences, limited awareness of committee roles, and uncertainty about the impact of parent input may affect participation. In response, the district continues to evaluate these barriers and implement strategies to increase family engagement.  Current efforts include expanding communication through text messages, phone calls, email, social media, and digital surveys; providing translation and interpretation services; offering flexible meeting options, including virtual participation; increasing parent education about advisory committees; and creating welcoming, inclusive environments that encourage meaningful dialogue.  Through ongoing outreach, relationship-building, and continuous improvement, DPOLJUSD remains committed to strengthening family engagement, expanding opportunities for parent leadership, and ensuring all families have a meaningful voice in supporting student success and district improvement.|Increasing family participation in district and school advisory committees remains a priority for DPOLJUSD. Committees such as the English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), School Site Council (SSC), and District Parent Advisory Committee (PAC) provide important opportunities for families to collaborate with school and district staff, review student data, provide input on educational programs, and support school improvement efforts.  The district believes meaningful family engagement goes beyond meeting attendance by creating opportunities for parents to contribute ideas, ask questions, and participate in decision-making. To increase participation, the district continues to reduce barriers by expanding communication through multiple platforms, providing translation and interpretation services, offering flexible meeting schedules and virtual participation options, and increasing parent awareness of the purpose and value of advisory committees. The district also provides training and resources to help families better understand school data, district priorities, committee responsibilities, and how their input influences educational decisions.  Family engagement is also a critical component of the development and evaluation of the Local Control and Accountability Plan (LCAP). Parent and community feedback helps the district identify priorities, evaluate programs and services, and align resources with the needs of students and families.  Through continued outreach, relationship-building, and support for parent leadership, DPOLJUSD is committed to expanding family participation, strengthening partnerships, and fostering a culture of collaboration, transparency, and shared responsibility. These efforts ensure that families have a meaningful voice in district planning and contribute to improved academic, social, and emotional outcomes for all students.|DPOLJUSD remains committed to increasing engagement among underrepresented families through intentional outreach efforts that strengthen communication, build trust, and support meaningful school-community partnerships. Recognizing barriers such as language, work schedules, transportation, and unfamiliarity with school systems, the district prioritizes inclusive practices that ensure all families feel welcomed, informed, and empowered to participate in their children’s education.  A key part of this work is the Community Schools Coordinator and Community Liaison, who provide personalized outreach through phone calls, direct communication, and ongoing support. These efforts help families navigate school systems, access resources, and stay informed about programs, services, and engagement opportunities, strengthening relationships between families and schools.  The district also uses multiple communication tools, including text messaging, phone calls, email, newsletters, social media, and school notifications, to ensure timely and accessible information. Whenever possible, communication is provided in families’ home languages to promote equitable access and reduce barriers to participation.  These efforts align with the Local Control and Accountability Plan (LCAP), which prioritizes equity, family engagement, and stakeholder collaboration as essential to student success. DPOLJUSD remains committed to sustaining and expanding outreach strategies that increase meaningful family participation in school and district initiatives.  Additionally, the California Department of Education awarded DPOLJUSD the California Community Schools Partnership Program (CCSPP) Grant. This funding supports a whole-child approach by expanding services that address students’ academic, social, emotional, and physical needs while strengthening partnerships among schools, families, and community organizations.  The CCSPP grant will further enhance family engagement by improving communication systems, expanding access to resources, and increasing parent leadership opportunities. The district will engage families and community partners, including local agencies, higher education institutions, and organizations, to support student success and well-being.  To support implementation, DPOLJUSD will establish a CCSPP Advisory Committee composed of parents, staff, and community representatives. This group will provide input, identify needs, and advise district leadership to ensure programs are responsive and effective.  Through continued outreach and collaboration, DPOLJUSD is committed to creating an inclusive environment where families, schools, and community partners work together to support student achievement and well-being.|4|4|4|5|3|4|4|3|3|3|4|4|Met||2026-06-18|2026
24753660000000|Delhi Unified|3|The reflection process has brought to light our strengths in regards to continually gathering input from educational partners through the use of surveys, daily interactions and established forums such as School Site Council (SSC), ELAC and DELAC continues to demonstrate strong progress in building trusting and respectful relationships between school staff and families, with ratings of 3 out of 5 in staff capacity building, creating welcoming environments, and fostering two-way communication. Families and educational partners shared positive feedback regarding opportunities for engagement through committees, family events, parent workshops, and ongoing communication platforms that have strengthened partnerships between schools and families. The district has made progress in creating welcoming school environments where families feel more connected and informed through opportunities such as School Site Council, ELAC, DELAC, LCAP Festival, PLTI, Second Cup of Coffee, parent conferences, and site-based events. We have included parents and board member participation in district level committees such as EL Taskforce and DLI Taskforce. Our families report that they feel comfortable communicating with their site leaders and teachers as well as reaching out directly to the district office.   We continue to develop the capacity of our staff by providing ongoing training and parent outreach opportunities to build trust and foster strong relationships with our families through improved communication systems, increased access to translation and interpretation services, and efforts to provide understandable and accessible information to families in their home language. The rating of 3 out of 5 related to learning about each family’s strengths, cultures, languages, and goals for their children indicates an area for continued growth. Educational partner feedback suggests an opportunity to further expand staff learning and cultural responsiveness to deepen family relationships and ensure families feel fully understood, valued, and included in supporting student success.|Based on educational partner feedback and local data, our focus for improvement includes strengthening culturally responsive family engagement, improving consistent and accessible communication in home languages, and expanding opportunities for meaningful parent leadership and participation in decision-making. We continue to build trust with families by leveraging community forums, increasing parent advocacy training, and deepening relationships with historically underserved student groups.  In addition, follow through of communicating the feedback we receive through surveys so that parents trust that we do review their responses and listen to their needs.  Here are some ideas that we would like to implement in order to improve building relationships between school staff and families:  -Strengthen family engagement by better understanding and valuing families’ strengths, cultures, languages, and educational goals for their children.  This includes ensuring that there is a timely response to our families' needs and guidance is provided to all families as we support them in  understanding the educational requirements for their children (attendance, grade level standards, literacy-reading for all, college and career readiness, etc.).  The more we provide educational opportunities for our parent community, the more engaged and empowered they will be to be advocates of their children's educational journey.   -Enhance the consistency, accessibility, and quality of communication by providing timely, understandable information in families’ home languages. Timely follow through is key to ensuring that families are informed of the needs of their children.|DUSD will improve engagement of underrepresented families by expanding targeted family workshops, mental health supports, and leadership opportunities to empower families as active partners in education. Efforts will focus on increasing participation of historically underrepresented groups, including families of English Learners and Students with Disabilities, while using data to monitor effectiveness and strengthen family-school relationships.  Here are some examples of how we will improve engagement:    -Provide targeted workshops and learning experiences through the ELOP Director and Parent Coordinator to increase family engagement and involvement in student learning. -Expand family support services through Family Support Counselors by offering mental health awareness workshops and direct counseling to address social-emotional needs. -Align family engagement efforts with broader strategies to improve student attendance, discipline, and academic progress. -Continue Parent Leadership Institute Training (PLTI) workshops and actively recruit underrepresented families, with support from community partners, to build advocacy skills and increase participation in school and district committees. -Strengthen collaboration among the ELOP Director, Educational Services, and Special Education departments to better support and address the needs of families of English Learners and Students with Disabilities. -Continue to track both qualitative and quantitative data to inform our progress and decisions that support our underrepresented families.|DUSD continues to collaborate with families and community partners in ways that have a positive impact. This foundation will be leveraged to further strengthen partnerships by providing direct supports and targeted learning experiences. Our schools continue to serve as hubs of parent participation and engagement. Principals and District Office staff continue to receive guidance and support in better understanding how to best engage and support our families. DUSD will continue to encourage staff participation during school and district sponsored parent centered events as well as encouraging and supporting more staff participation during student centered events such as athletics, music and art performances, safety community forums and other after school or weekend activities. DUSD will continue to learn how to best engage our families by leveraging social media (Facebook and Instagram) as well as interactions at school in order to connect with parents in a more expanded manner. In the last fours years starting (2022-23, 2023-24, 2024-25, 2025-26) DUSD implemented the LCAP Festival, which occurs 2 times per year, engaging parents and community members in the LCAP- 8 State Priorities. The LCAP Festival is a welcoming and structured to provide fun activities for children, food for all families, and at the same time educate families about the importance of LCAP with feedback on what to improve within the plan. DUSD continues to use site-based LCAP meetings to provide more information on the LCAP expenditures to more parents and community members so they can provide feedback on current practices/actions as well as address their needs or wants towards future revisions. Increased use of the ParentSquare online platform to push out texts, emails and supportive video links and surveys is also being addressed.|After close analysis of the educational partner input and local data, DUSD will focus on the following areas to further strengthen partnerships to improve educational outcomes through engagement and advocacy.  -Strengthen educational partner engagement by improving the facilitation and effectiveness of advisory and decision-making groups, including SSC, ELAC, and DELAC. -Enhance parent-student-school collaboration by transforming parent conference structures to support deeper analysis, goal setting, and action planning. -Expand family support services through Family Support Counselors by providing individual and group counseling to help families become more engaged in their child’s education. -Build family advocacy and leadership by leveraging the Parent Coordinator position to provide workshops and experiential learning that empower families to support their child’s educational journey from elementary through postsecondary pathways. -Increase administrator capacity to effectively lead site-based committees by using data, metrics, and goals to strengthen shared decision-making and site governance.|Underrepresented families will be intentionally sought out and connected to the Family Support Counselor who will provide group and individual counseling so that they can become deeply engaged in their child's education while getting needed supports, as well as being connected to the Parent Coordinator to provide workshops and experiential learning that will educate them on how to better impact their child's education during their elementary, secondary and post secondary pathway. DUSD will actively problem-solve barriers such as transportation and childcare to ensure that parents are involved in school events and parent workshops. The Mental Health Clinician and the services she provides for Tier 2 and 3 supports are in the beginning implementation stages with family education, student supports and continued collaboration with staff and administrators.|Delhi USD continues to prioritize the gathering of input to drive decision making by providing multiple opportunities for feedback on a daily basis (as parents have access to their site leadership to provide input and opinions regarding daily operations and instruction), facilitating formal venues for input (ELAC/SSC/DELAC, Safety Community Forum, Second Cup of Coffee with Principals) and regularly seeking insights through surveys and board meetings. One of the strengths of DELAC parent decision making was empowering parents to have a voice in the EL Program as they reviewed the components of Title III and provided input and ideas for the English Learner Program.|Delhi USD is like a resource center for educational partners who look to the district for many of their educational and non educational needs due to the nature of being an unincorporated community with high rates of English Learners, Foster Youth, and Low-Income students. Therefore we understand that a positive culture and increased student academic achievement will come to fruition when all partners are aligned in how to best support the continuous improvement cycle. Delhi Unified School District will continue to strive to ensure active parent involvement and student engagement through:   1. Research-based family engagement practices, including parent education and informational workshops, are designed to provide families with access to grade-level standards, academic expectations, report card interpretation, the importance of attendance and its impact on student achievement, parenting strategies, and tools to support their child’s academic and social-emotional success. These opportunities empower families with knowledge and resources to become informed partners in their child’s education. 2. Family input in school decision-making is fostered through various opportunities such as School Site Council (SSC), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), Parent Leadership Training Institute (PLTI), LCAP educational partner meetings, Dual Language Immersion (DLI) and English Learner (EL) Taskforce committees, parent workshops, Second Cup of Coffee meetings, family engagement nights, and district and site-based surveys. These opportunities provide families with meaningful ways to share feedback, participate in decision-making processes, and partner with schools to support student achievement and continuous improvement efforts across the district. 3. DUSD will provide educational programs designed to empower families in supporting student achievement and success. The district will focus on a capacity-building approach by leveraging internal expertise, staff leadership, and aligned strategies to strengthen coherence across district and school sites. Through this work, DUSD will build the capacity of both employees and families to engage meaningfully in the educational process and make informed decisions that support the academic and social-emotional success of their children.|DUSD's focused capacity-building approach to improving family engagement will intentionally prioritize underrepresented families to ensure their voices are meaningfully included in the analysis, planning, and decision-making processes that shape district and school initiatives. Targeted outreach and support will be provided by the Parent Coordinator, Family Support Counselors, Student Support Counselor, and Mental Health Clinician to build trusting relationships, reduce barriers to participation, and prepare families to become active partners in their child’s education.  Through opportunities such as the Parent Leadership Training Institute (PLTI), family workshops, and individualized supports, parents will develop a stronger understanding of the educational system, district processes, and available systems of support. These efforts are designed to strengthen family leadership, advocacy, and engagement, empowering families—particularly those from historically underserved groups—to actively participate in school and district decision-making while supporting the academic and social-emotional success of their children.|4|4|3|4|4|3|3|2|3|3|3|3|Met||2026-06-09|2026
25102560000000|Modoc County Office of Education|3|MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked.|MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked.|MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked; however, it is a true reflection based on foster youth.|MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked; however, it is a true reflection based on foster youth.|MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked.|MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked.|MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked.|MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked.|MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked; however, it is a true reflection based on Foster Youth.|5|5|5|5|5|5|5|5|5|5|4|5|Met||2026-06-08|2026
25658960000000|Surprise Valley Joint Unified|3|School staff continues to work on communication with families and our community. The district has used surveys asking for feedback online and during our family engagement nights. The districts continues to ask family and community members to be active members in our school community by being on advisory boards, sit council, and other events that are taking place at school.|Communication regarding how to help their student(s) with homework continues to be an area of concern for families. Based off of surveys offerings for electives and activities for our students. The concern on the lack of phonics in our reading program continues to be a concern in the younger grades.|The district will work hard to keep our underrepresented families informed of events and activities at the school, through phone calls, informational packets and face to face interactions. Making sure that materials/flyers are in languages of our families.|The district has been working to build partnerships with the community to have more people involved with the education of our students. Students have been able to take a variety of online classes that focuses on the student's interests and goals. Creating new activities/clubs to build an interest and excitement for our students has been positive.|We can always use more partners for our students. Having students participate in experiences outside the classroom are valuable, but finding those opportunities is often difficult.|The district can continue to communicate and encourage participation with our underrepresented population. Continuing to build these relationships is extremely important. Students tend to be more engaged with their education with their familiy is involved with the school.|The staff works very well together and we always are talking with each other as a team to make decisions. The district staff members also look to their governing board for input. The district also uses out advisory board and site council for input for our decisions as a district.|The areas that the district is seeking input is for making improvements and changes, so we want input from our stakeholders. When it comes to decisions/ideas in the ag department input is asked from the advisory board. Input on curriculum and the needs that are seen by families or community members in important when deciding on new curriculum. We want to continue to build our strengths and having an outside prespective is always helpful.|The district can continue to communicate and encourage participation with our underrepresented population. Continuing to build these relationships is extremely important. Students tend to be more engaged with their education with their familiy is involved with the school.|4|4|4|3|3|4|4|4|4|3|3|4|Met||2026-06-25|2026
25735850000000|Modoc Joint Unified|3|The District consistently goes the extra mile to support students and families.  Administrators, administrative assistants, the school social worker, school nurse, and teaching staff constantly reach out in an effort to involve families in the child's education.  Many families shut the district out and do not want the level of involvement we provide.  How we meet the needs of these families is a constant topic of conversation.|Building relational capacity|The District will continue to search for effective community liaisons who have the ability to relate to parents who the District is struggling in building relationships.|The District consistently goes the extra mile to support students and families.  Administrators, administrative assistants, the school social worker, school nurse, and teaching staff constantly reach out in an effort to involve families in the child's education.  Many families shut the district out and do not want the level of involvement we provide.  How we meet the needs of these families is a constant topic of conversation.|Relationship building with families.|The District will continue to search for effective community liaisons who have the ability to relate to parents who the District is struggling in building relationships.|There are multiple opportunities for all families to engage in decision making, but many families choose not to be involved. School sites and the district will continue to use a variety of Family and Community engagement platforms for advertising opportunities for families.|Involving families in site level decision making by advertising opportunities more often and through various platforms.|The District will continue to search for effective community liaisons who have the ability to relate to parents who the District is struggling in building relationships.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-17|2026
25735930000000|Tulelake Basin Joint Unified|3|Based on educational partner feedback and local data, the district has continued to strengthen relationships between school staff and families through consistent and effective communication. The district utilizes the Thrillshare communication platform to reach families through phone calls, text messages, emails, social media posts, and website updates, ensuring information is shared in a timely and accessible manner. In addition to districtwide communications, office staff regularly make personal phone calls to families regarding attendance, school events, student needs, and other important matters. Athletics and FFA programs also serve as significant avenues for family engagement, providing numerous opportunities for parents and community members to attend events, support students, volunteer, and remain connected to the school. These direct contacts and extracurricular opportunities help build trust, improve communication, and strengthen connections between families and school staff. Educational partner feedback indicates that families appreciate receiving information through multiple communication channels and value the personal outreach from school staff, as well as the opportunities to engage through athletics and FFA activities. As a result, the district has experienced increased family engagement, improved communication, and stronger partnerships between schools and the community.|Based on educational partner feedback and local data, the district has identified several areas for continued growth in building relationships between school staff and families. The district will focus on increasing direct communication between classroom teachers and families Based on educational partner feedback and local data, the district has identified several areas for continued growth in building relationships between school staff and families. The district will focus on increasing direct communication between classroom teachers and families so parents have the opportunity to be more knowledgeable and involved in the learning of their children. Additionally, the district will work to increase parent participation in parent engagement meetings by improving communication, seeking family input on meeting topics, and offering opportunities that are relevant and meaningful to families. The district also recognizes the need for more intentional engagement opportunities with the Superintendent, including community forums, listening sessions, and family events designed to strengthen relationships, improve transparency, and increase two-way communication between district leadership and families.|Based on educational partner feedback and local data, the district will continue to improve engagement with underrepresented families by intentionally bringing meetings and engagement opportunities to locations that are more accessible to them. Meetings and family engagement activities will be held in Newell to better connect with families where they live and reduce barriers to participation. The district will also continue providing communications, notifications, and engagement materials in both English and Spanish to ensure families receive information in their preferred language. These efforts are intended to strengthen relationships, increase participation in school activities and decision-making processes, and ensure all families feel welcomed, informed, and connected to their children's education.|Based on educational partner feedback and local data, the district has continued to strengthen partnerships that support positive student outcomes. Through its partnership with the College of the Siskiyous, students have access to dual enrollment and dual credit opportunities that increase college and career readiness while allowing students to earn college credits during high school. The district also benefits from a strong partnership with the Modoc County Office of Education, which provides support in academic coaching, professional development, behavioral health services, nursing services, and staff training. To further support student wellness, the district has contracted with mental health professionals who provide training for staff and guidance to the district’s wellness team to better meet student needs. The district has continued implementation of AVID strategies to increase academic rigor, student engagement, and college readiness. Additionally, ongoing in-service trainings have focused on strengthening relationships between staff and students, supporting a positive school climate, and improving student outcomes through increased connection, engagement, and support.|Based on educational partner feedback and local data, the district has identified several areas for continued growth in building partnerships that support student outcomes. The district will continue expanding AVID strategies schoolwide to ensure greater consistency in instructional practices, academic rigor, student engagement, and college and career readiness across all subject areas and classrooms. The district will also strengthen partnerships with local and regional businesses, agencies, and organizations to provide students with increased career exploration, work-based learning experiences, and exposure to postsecondary opportunities. Additionally, the district will continue collaborating with the Modoc County Office of Education to more narrowly focus professional development and instructional coaching efforts on identified district priorities and student learning needs, ensuring training is targeted, relevant, and impactful.|Based on educational partner feedback and local data, the district will continue working to improve engagement and access for underrepresented families by removing barriers that may limit participation in educational opportunities and partnership activities. The district will ensure that student participation in college and career exploration activities, enrichment programs, and family engagement opportunities is available at district expense when offered. Transportation will be provided to support student access to these opportunities. Additionally, the district will continue offering translation services, Spanish-language communications, and English Learner support services to ensure families can fully participate in district programs, partnerships, and decision-making processes. These efforts are intended to create equitable access and strengthen connections between families, schools, and community partners in support of student success.|Based on educational partner feedback and local data, the district has made progress in seeking input from educational partners to guide decision-making and continuous improvement efforts. The district utilizes surveys to gather feedback from students, staff, parents, and community members regarding school programs, services, and district priorities. Parent engagement meetings provide opportunities for families to share their perspectives, ask questions, and participate in discussions about district initiatives and student needs. The district has also conducted empathy interviews with students to gain a deeper understanding of their experiences, perspectives, challenges, and needs. Information gathered through these interviews has helped inform decisions related to school climate, student support services, engagement strategies, and overall student success. These efforts have strengthened communication, increased stakeholder participation, and ensured that student, family, and community voices are considered in district planning and decision-making processes.|Based on educational partner feedback and local data, the district has identified opportunities to strengthen stakeholder participation in decision-making. The district will increase opportunities for student voice by establishing more regular meetings between school leadership and students to gather feedback on school climate, programs, and student needs. The district will also provide more consistent opportunities for students, families, and staff to engage directly with district leadership through meetings, forums, and listening sessions. Additionally, the district will expand the use of student empathy interviews and stakeholder surveys to gather more frequent and meaningful feedback that can be used to inform district planning, improve programs and services, and ensure educational partner perspectives are reflected in decision-making processes.|Based on educational partner feedback and local data, the district will continue to improve engagement with underrepresented families by providing additional opportunities for input that are accessible and responsive to family needs. The district will continue offering communications, surveys, meeting materials, and interpretation services in Spanish to ensure families can fully participate in district decision-making processes. To reduce barriers related to transportation and accessibility, the district will also hold meetings and engagement opportunities in Newell, allowing families to participate in discussions and provide feedback closer to where they live. Additionally, the district will ensure that Spanish-speaking students are included in empathy interviews so their perspectives, experiences, and needs are represented in district planning and decision-making. These efforts are intended to increase participation, strengthen relationships, and ensure that the voices of all families and students are represented in district planning and decision-making.|3|3|3|4|3|3|3|3|3|3|3|3|Met||2026-06-17|2026
25744500000000|Modoc County ROP|3||||||||||||||||||||||Not Met|||2026
26102640000000|Mono County Office of Education|3|Running a small, alternative program helps us to develop strong personal relationships with each of our student’s families. One strength we have is in our Individual Learning Plans and their presentation to families via student led conferences and our family nights which generally center around sharing a family meal. We had Student Led Conferences at JWCS both in the Fall and Spring semesters.  We had a 88% attendance rate in the fall and 88% attendance rate in the spring.  In this way, we attain representation and engagement from all of our student groups and their families. This year we had 2 family members join our Parent Advisory Committee in the Fall, and we met informally at the fall SLC and formally after the spring SLC in April.  Another strength is that our community school principal is able to speak Spanish to help open lines of communication amongst many of our students' families. The Principal and the Superintendent attended a 5 day long Spanish language professional develop last July.|A focus area for improvement for us is to offer even more opportunities for underrepresented families to be invited into our classrooms.  Another area of improvement is providing more Spanish language professional development opportunities for our staff.|These opportunities, such as family nights, awards events, student made food (when possible), Student-Led Conferences, etc. will provide experiences for our underrepresented families to get an opportunity to get to know our staff even better and to feel more comfortable in our schools.|Running a small, alternative program helps us to develop strong personal relationships with each of our student’s families. One strength we have is in our Individual Learning Plans and their presentation to families via student led conferences and our family nights which generally center around sharing a family meal. We held Student Led Conferences at JWCS in both the Fall and Spring semesters.  We had a 88% attendance rate in the Fall. For the Spring SLC’s we had a 88% attendance rate. In this way, we attain representation and engagement from all of our student groups and their families. Another strength is that our community school principal is able to speak Spanish to help open lines of communication among many of our students' families. Throughout school year, we were able to implement procedures and activities within our scheduled events as well as communicating with families via text message and email on a regular basis to better share our progress on our LCAP goals.|A focus area for improvement is in providing families with information and resources to support student learning and development in the home.|Because we work with secondary school students, the families of this age group aren’t as likely to be involved with their child’s learning and development in the home, as compared to elementary school students.  We will work with the staff to provide more communication to the families about what the students are learning in the classroom and how this can be extended into the students’ homes. Also, we can provide information about any community based programs or informational events to our families, including offerings at Mammoth High School that our families could participate in.|Running a small, alternative program helps us to develop strong personal relationships with each of our student’s families. One strength we have is in our Individual Learning Plans and their presentation to families via student led conferences and our family nights which generally center around sharing a family meal. We held Student Led Conferences at JWCS in both the Fall and Spring semesters.  We had a 88% attendance rate in the Fall. For the Spring SLC’s we had a 88% attendance rate at JWCS. In this way, we attain representation and engagement from all of our student groups and their families. Another strength is that our community school principal is able to speak Spanish to help open lines of communication among many of our students' families. Throughout the school year, we were able to implement procedures and activities within our scheduled events as well as communicating with families via text message and email on a regular basis to better share our progress on our LCAP goals.|A focus area for improvement is to sustain our families involved in being a part of a Parent Advisory Committee, especially underrepresented families. We are able to get family members involved at our family events and also to use surveys to get input on policies and programs, and this year we were able to have a Parent Advisory Committee.|Because we have so few students, and therefore fewer adults to have been a part of our Parent Advisory Committee, in the past we have used our family events to have Parent Advisory Meetings at that time.|5|5|3|4|3|3|5|4|4|4|4|4|Met||2026-06-25|2026
26102640124990|Urban Corps of San Diego County Charter|3|Urban Corps Charter School serves young adults of majority age (18 and older). These young adults self-advocate and therefore, interaction with family is limited to situations in which permission is granted by students. With that said, UCCS welcomes all family members and friends to all events such as open house, and award and graduation ceremonies. This uniqueness, by virtue of the age, of UCCS students is an ongoing strength based on our constant communication with them on a daily basis. Our student services department serves our students by examining attendance patterns and helping support students in improving attendance, identifying barriers, as well as making sure they complete coursework and do not fall behind.|Urban Corps Charter School continues to focus on the development of Multi-Tiered Systems of Support (MTSS) through ongoing professional development. MTSS will continue to be a primary focus area for UCCS staff at all levels, developing a system that will support all our students while building capacity in our staff.|Urban Corps Charter School serves many students who are immigrants/newcomers. Although there is great representation as a whole with immigrant students in the student body, within the subgroups that make up that population, there are many nuances. UCCS is committed to improving communication and inclusion for the smallest groups within that population. UCCS will continue to expand community partnerships with support agencies as well as seek out additional resources that help the school fully engage with these underrepresented groups.|Urban Corps Charter School has strong, ongoing partnerships with a variety of local agencies such as the International Rescue Committee (IRC), Catholic Charities, Health Centers of San Diego, food banks, mobile mental health clinics, universities, and community colleges; all of whom contribute to more positive student outcomes. These agencies provide opportunities and a wide range of support to our students, which serves to improve Student Outcomes.|UCCS has identified the need for expanding career development and job placement opportunities for our students. UCCS will focus on building partnerships with agencies that can participate in career fairs and exposure opportunities for students.|As stated before, UCCS has many subgroups of immigrant students. UCCS will continue to expand community partnerships with support agencies as well as seek out additional resources that help the school fully engage with these underrepresented groups. Partnerships with local agencies and advocacy groups will further enhance UCCS’ ability to engage and better serve these underrepresented groups within our school community.|UCCS collects feedback from educational patterns, credentialed teachers, staff, and students at a minimum on an annual basis through our LCAP survey. UCCS gathers feedback from our students and teachers to drive decisionmaking and improve school culture and academic curriculum each semester. Students reported feeling a sense of “belonging” at school and feeling supported and cared for by school staff. Our teachers and educational partners reported that UCCS is making progress toward increasing academic rigor and SEL support for students.|UCCS is working on improving translation services so students can respond in their first language to ensure greater fidelity in student feedback. UCCS will also work on developing course evaluations to gather student feedback about academic instruction.|UCCS will work to improve translation services through additional staffing at orientation and school-wide events to help underrepresented newcomer students get off to a better start in the program. With the increased staffing support and continued partnership with community-based organizations, UCCS aims to identify and address student needs.|3|4|4|3|2|3|3|3|1|1|3|2|Met||2026-06-26|2026
26736680000000|Eastern Sierra Unified|3|The LEA has consistent communication with families. We use Parent Square for regular communication at all schools. Some sites use their websites and Facebook to send photos and advertise upcoming events. Past and upcoming events are also shared at monthly board meetings.|The LEA holds community forums in each of our four communities annually to gather input. School sites open their parent meetings to those who want to attend. Games and performances are open to all public.|The LEA plans to reach further into the community by having students reach out and share information. This might be done through booths at community events, local stores, or printed fliers.|The LEA holds parent-teacher conferences twice per year for grades TK-8. High school students each have a 4-year plan that is updated annually. Back-to-school nights are held at each site location and parents are able to receive text notifications weekly regarding their student's academic progress.|We strive to get our parents more involved in their student's education by providing input on their 4-year plans in high school. We plan to build on the partnerships that can be created through our parent/teacher conferences.|The LEA plans to reach out more to the community to try and invite the community in to be more a part of our schools.|The district provides several ways to deliver information and seek community input through school site events and meetings, community forum meetings, and regular Board meetings.|We would like to find ways to have more parents/community come and participate in our functions. We are hopeful that increased student-reach-out will help in this area.|We would like to find ways to have more parents/community come and participate in our functions. We are hopeful that increased student-reach-out will help in this area.|4|5|5|5|4|4|5|5|5|4|4|5|Met||2026-06-10|2026
26736920000000|Mammoth Unified|3|MUSD has made consistent progress building trusting relationships with families through accessible, multilingual, and ongoing communication. ParentSquare, district and school websites, newsletters, conferences, family events, public Board reports, surveys, and community forums provide multiple opportunities for two-way communication. Spanish interpretation and translated communications help families participate in their preferred language. Schools also provide welcoming events and opportunities for families to connect with teachers, administrators, counselors, and support staff. Families of students with disabilities report positive experiences with communication and collaboration during the IEP process. These practices contributed to the District meeting the Parent and Family Engagement local indicator.|MUSD will continue improving the consistency and quality of family engagement across schools and departments. Priorities include strengthening staff capacity to communicate effectively across cultures, increasing meaningful two-way communication rather than relying primarily on information delivery, and improving family understanding of assessments, academic expectations, attendance, interventions, and available supports. The District will also evaluate whether communication reaches families who may not regularly participate in traditional meetings or events.|MUSD will prioritize outreach to families of English Learners, low-income students, students with disabilities, foster and homeless youth, and students experiencing chronic absenteeism. Strategies will include Spanish interpretation and translation, direct and personalized outreach, flexible meeting options, accessible language, community-based events, and multiple communication formats. DELAC, ELAC, PAC, School Site Councils, special education meetings, and family surveys will be used to identify barriers and strengthen relationships with families whose perspectives may be underrepresented.|MUSD provides families with information about student progress, attendance, statewide and local assessments, graduation requirements, college and career readiness, special education services, and academic and wellness supports. Parent conferences, IEP meetings, ParentSquare, newsletters, family events, workshops, and advisory committees help families work with educators to support student learning. The District’s Ecosystem of Care and partnerships with community organizations also connect students and families with academic, mental health, wellness, and social-service resources.|The District will strengthen family partnerships around mathematics, literacy, English language development, attendance, and college and career planning. Families need clearer, more practical guidance about assessment results, grade-level expectations, interventions, and strategies they can use at home. MUSD will also expand professional learning that helps teachers and administrators conduct productive, culturally responsive conversations with families and develop shared plans for improving student outcomes.|MUSD will provide targeted, multilingual information and individualized outreach to families of English Learners, students with disabilities, socioeconomically disadvantaged students, and students with attendance or achievement concerns. Family workshops will use plain, accessible language and provide practical strategies and resources. Interpreters, translated materials, virtual participation, flexible scheduling, and collaboration with trusted community partners will reduce barriers. Staff will follow up directly with families who may not respond to broad districtwide communications.|Families provide input through the Parent Advisory Committee, DELAC and ELAC, School Site Councils, surveys, community forums, strategic-planning activities, Board meetings, and the LCAP development process. Parents and guardians were surveyed during April and May 2026, the PAC reviewed the LCAP, and DELAC provided input throughout the year, including a review of the draft. Spanish interpretation was available. Educational partner feedback influenced priorities related to academics, student wellness, attendance, school climate, technology, STEM, and college and career readiness.|MUSD will focus on increasing participation beyond families already active in advisory groups. The District will improve how it communicates the purpose of committees, prepares families to participate, closes the feedback loop, and explains how input influenced decisions. Additional attention is needed to support families in moving from providing feedback to participating in the planning, implementation, and evaluation of programs and family-engagement activities.|MUSD will use targeted invitations, bilingual outreach, personal contacts, flexible meeting formats, interpretation, and accessible summaries of issues under consideration. The District will actively recruit families of English Learners, students with disabilities, low-income students, foster and homeless youth, and students attending alternative programs. Participation data will be reviewed to identify missing voices. Following engagement activities, MUSD will communicate what it heard, what actions were taken, and why, so families can see the effect of their participation.|4|4|4|4|3|4|4|3|4|3|4|3|Met||2026-06-25|2026
27102720000000|Monterey County Office of Education|3|Based on local survey data, the Monterey County Office of Education(MCOE) has demonstrated significant progress in building relationships, with parents overwhelmingly highlighting the positive and friendly support they receive from school staff. Recent metrics reveal a 27% increase in families reporting they feel actively engaged with their child's school, alongside a substantial rise from 67% to 83% in families feeling included in school planning activities. Furthermore, parent participation in individualized conferences reached over 94%, and families reported strong attendance at community events such as family fun nights and parenting classes. These strengthening partnerships are also reflected in school climate data, where 100% of surveyed parents reported their children feel safe from bullying on campus. A major catalyst for this progress has been the Family Resource Center, which serves as a welcoming hub providing essential wellness services, educational workshops, and culturally relevant programming to successfully unite educators and families.|Based on the analysis of educational partner input and local data, a primary focus area for improvement is ensuring consistent communication between staff and families regarding student academic progress. Local surveys indicated a slight decline in parents' perceptions that teachers clearly communicate these academic expectations, highlighting a need for more accessible information-sharing. Furthermore, feedback from family and teacher focus groups revealed a specific desire for additional family-oriented extracurricular activities and dedicated services to strengthen these partnerships. To address these areas, the Monterey County Office of Education is actively refining its feedback mechanisms by implementing shorter, more user-friendly, and mobile-accessible surveys to elevate family voices. Additionally, the LEA will continue to expand its bilingual outreach and explore new strategies to provide caregivers with varied, meaningful opportunities to participate in school planning and decision-making.|Based on the self-reflection process, the Monterey County Office of Education will improve the engagement of underrepresented families—such as those of English Learners, foster youth, and homeless students—by refining its communication and survey practices. To elevate family voices, the LEA plans to implement shorter, easier-to-access, and more mobile-friendly local surveys to capture timely feedback regarding school programs and student support needs. Additionally, MCOE will continue to expand its bilingual outreach through electronic and personal communications in both Spanish and English to ensure language barriers do not prevent meaningful participation in school activities or advisory committees. The LEA will also heavily utilize its Family Resource Center to provide culturally relevant family programming, mental health support, and educational workshops tailored to the needs of these specific groups. Finally, staff will conduct targeted individualized conferencing and solution-focused outreach to collaboratively address attendance barriers, ensuring these families remain active, supported partners in school decision-making.|The Monterey County Office of Education has demonstrated strong progress in seeking input for decision-making by actively engaging diverse educational partners through advisory committees, local surveys, and public forums. Local data reflects this success: 83% of surveyed families report feeling included in planning school activities, a significant increase from previous years. To ensure continuous feedback, the LEA relies heavily on the School Site Council and English Language Advisory Council to review survey results and provide diverse perspectives during the LCAP development process. Furthermore, administrators actively presented data and gathered broader community feedback through spring town hall meetings facilitated in both English and Spanish. To guarantee comprehensive representation in these decisions, MCOE explicitly includes parents of students with disabilities in all feedback opportunities and maintains high family participation rates in individualized conferencing.|Based on educational partner input, a primary focus area for improvement is strengthening consistent communication, as local surveys noted a slight decline in parents feeling that teachers clearly communicate academic expectations. Furthermore, feedback revealed that social anxiety, high student mobility, and a preference for independent study often act as barriers to consistent student participation. To elevate family and student voices, the LEA will refine its feedback mechanisms by implementing shorter, more user-friendly, and mobile-accessible local surveys. Finally, the LEA will continue to utilize advisory committees and expand its multichannel, bilingual outreach to ensure all caregivers have meaningful opportunities to guide school planning.|To improve the engagement of underrepresented families—such as those of English Learners, low-income students, and probation youth—the Monterey County Office of Education will refine its local survey practices to make them shorter, easier to access, and more user-friendly. The LEA will also expand its bilingual outreach through mobile-friendly and electronic formats in both Spanish and English to eliminate language and accessibility barriers. By combining these accessible survey tools with personal contact and interviews, the LEA will provide caregivers with varied, meaningful opportunities to share timely feedback regarding school programs. Ultimately, these refined strategies will ensure that all families are actively empowered to participate as partners in school planning and decision-making.|The Monterey County Office of Education has demonstrated strong progress in seeking input for decision-making by actively engaging diverse educational partners through advisory committees, local surveys, and public forums. Local data reflects this success, with 83% of surveyed families reporting that they feel included in planning school activities, representing a significant increase from previous years. To ensure continuous feedback, the LEA relies heavily on the School Site Council and English Language Advisory Council to review survey results and provide diverse perspectives during the LCAP development process. Furthermore, administrators actively presented data and gathered broader community feedback through spring town hall meetings facilitated in both English and Spanish. To guarantee comprehensive representation in these decisions, MCOE explicitly includes parents of students with disabilities in all feedback opportunities and maintains high family participation rates in individualized conferencing.|Based on educational partner input, a primary focus area for improvement is strengthening consistent communication, as local surveys noted a slight decline in parents feeling that teachers clearly communicate academic expectations. Furthermore, feedback revealed that social anxiety, high student mobility, and a preference for independent study often act as barriers to consistent student participation. To elevate family and student voices, the LEA will refine its feedback mechanisms by implementing shorter, more user-friendly, and mobile-accessible local surveys. Finally, the LEA will continue to utilize advisory committees and expand its multichannel, bilingual outreach to ensure all caregivers have meaningful opportunities to guide school planning.|To improve the engagement of underrepresented families—such as those of English Learners, low-income students, and probation youth—the Monterey County Office of Education will refine its local survey practices to make them shorter, easier to access, and more user-friendly. The LEA will also expand its bilingual outreach through mobile-friendly and electronic formats in both Spanish and English to eliminate language and accessibility barriers. By combining these accessible survey tools with personal contact and interviews, the LEA will provide caregivers with varied, meaningful opportunities to share timely feedback regarding school programs. Ultimately, these refined strategies will ensure that all families are actively empowered to participate as partners in school planning and decision-making.|4|5|4|5|4|3|4|3|3|3|4|4|Met||2026-06-24|2026
27102720112177|Monterey Bay Charter|3|A strength of our school community is active family engagement in school governance through the Parent Circle Organization and family volunteerism. Parent Circle raises funds and organizes events and festivals that support the school's mission and vision. Parent Circle participants provide input and feedback concerning the school's Local Control Accountability Plan, WASC accreditation, and charter renewal, serving as the school’s site council.  Families serve on many interest-based committees that advance the school's work, such as the English Learner Advisory Council (ELAC), Finance Committee, Ocean Guardian Green Team, and Garden Committee. Teachers often participate as well. The committee fundraises, hosts events, organizes speakers or family education events, launches campaigns, brings awareness to important causes, and enriches the school's social life for students and their families. Each classroom has a dedicated Family Coordinator who supports the classroom teacher in organizing and planning field trips and preparing for Parent Circle-sponsored events. The Family Coordinators serve as a point of contact for new families, ensuring they are regularly informed and encouraged to participate in the life of the school. Families are directly engaged in supporting their children by volunteering as field trip chaperones, garden helpers, guest speakers, and classroom volunteers, in roles determined by individual teachers. Families are asked to make a 40-hour volunteer commitment per year. The MBCS Communications Manager plays a key role in developing multiple opportunities for the school to communicate with families and educators, using language that is understandable and accessible to families, to keep the community informed.|The school’s focus is to continue building volunteer initiatives that foster relationships between the school and families and among families, strengthening the school community as a whole. The school continues to refine and streamline its processes to make family participation accessible to all families. Many family events are held at the school to engage families and promote involvement through volunteering and fundraising opportunities that support student programming. Students and their families look forward to these events, and we have strong family attendance rates throughout the year.|MBCS is committed to building trusting and respectful relationships with our families. Underrepresented families are a key focus of the school’s outreach and development. Our commitment to creating a welcoming environment for all families begins during orientation, which consists of a school tour and an open house visitation day. The online registration process collects written information about each family’s strengths, culture, language, and goals for their children. The Enrollment Coordinator ensures new families gain access to the family communication portal by providing technical support and access.|A strength of the school’s approach is that classroom teachers continue working with the same cohort of students through several grades, developing strong relationships with students and their families. Teachers regularly invite families to school events via class newsletters and personal messages through the school’s communication portal. Teachers work closely with families to improve students' educational outcomes. Classroom teachers host family meetings each year to build community with their families. During these meetings, teachers may lead curriculum-based activities, such as singing or painting, to engage families; discuss field trip coordination; engage in dialogue about students' developmental stages; or promote healthy habits at home. Additionally, families are invited to participate in two conferences per year to address concerns and discuss each student's academic progress.|The school has a robust MTSS program to meet student needs regarding academic or behavioral support. In an MTSS model, family partnerships are essential to successful student educational outcomes. The school dedicates three days per week to meet with families and provides a substitute for class teachers to attend these meetings. The team values family participation in planning for student success, actively elicits family input on student success plans, and offers virtual or in-person meetings. With the continued offering of virtual meetings, the school has noted increased family attendance at SST, 504, and IEP meetings. Feedback from families living in different households has been positive, and we have been able to include guardians who may not reside locally. The screen-sharing capabilities allow family members to see student success plans in real-time and engage in the process. The Director(s) of Education meet regularly with the MTSS teams and grade-partner teachers to focus on student support, including initiating and following up to ensure all students who need additional support receive appropriate services.   MBCS continues to refine its use of multiple communication formats to reach families, including flyers, posters around campus, an all-call system, a unified family communication portal, and a social media presence. Our website can be translated into other languages and is accessible to people with disabilities. MBCS plans to focus on providing school notices translated into Spanish.|The school is committed to equitable and meaningful engagement with underrepresented families and to their positive involvement in their child’s education. It keeps underrepresented families at the forefront of all discussions, planning, and decision-making. The school’s ELOP program provides free programming for qualifying students. Underrepresented families are offered registration for such programs in advance of opening opportunities for all families.  Effective communication and direct outreach methods are employed to engage families. Staff are provided specific training on the school’s family communication expectations and are held to these standards. The school’s communication portal allows staff to message families directly. Staff members invest in developing relationships with families over time, as students may remain with the same teacher for several school years. Family coordinators work to create carpooling groups and provide an additional avenue for direct outreach to underrepresented families. The school’s communication manager ensures that all families feel welcome and invited to participate in the school's social life.  All staff are routinely trained on the McKinney-Vento Act to identify families in need and directly support them. The Director(s) of Education serve as the school’s McKinney-Vento liaisons with the county office program coordinators. MBCS strives to help families understand and exercise their legal rights to advocate for their children. All parents are provided with information regarding these rights in digital and print formats. Links are available via the family communication portal, on the MBCS website, or in hard copy at the school office.|The school supports family members' participation in advisory groups and effective decision-making. This progress is measured by family participation in administrative and board-level committees, parents serving on the Board of Directors, the Finance Committee, and the ELAC Committee, and family participation on the Parent Circle, Ocean Guardian Green Team, and Garden Committee. Families are afforded the opportunity to participate in decision-making by attending board meetings and providing public comments during board meetings and finance committee meetings. Families are surveyed for input on topics such as the school calendar, policies, procedures, and engagement efforts.|Families need to feel that their perspectives are respected and that their input is incorporated into the school’s operations. Family input continues to drive change within the school. The school holds focus groups on various topics and encourages family participation. MBCS strives to provide more enrichment opportunities for families to understand the curriculum, including direct outreach to underrepresented families. Our families may travel from different regions within the county, and one obstacle to seeking input has been scheduling convenient events for families from different locations to attend. Virtual events have been one strategy the school will continue to provide access for families, such as offering lunch-hour and evening times for input.|Family partners are critical to students' successful outcomes. MBCS seeks input from as many voices as possible within our community. Multiple communication formats, direct in-person outreach, and relationship-building have been our most successful methods for engaging underrepresented families. The school continues to reflect on and improve our practice to reach all members of the school community and seek input that informs decision-making from our educational partners. MBCS provides ongoing opportunities for various stakeholder groups to work together to design, implement, and evaluate family engagement activities. Administrative and Board committees provide input on finances, operations, facilities, and policy development to the Administration and the Board of Directors. Meetings are Brown Act compliant; reports are shared publicly through the family communication portal and website. Parent Circle and other committee meetings are advertised, and all families are welcome. Family input regarding programs and policies is solicited during these meetings. Monthly coffee-and-conversation meetings provide a dedicated time for families and the administration to meet virtually, receive feedback, and discuss current campus events. Teachers provide families with regular classroom communications about current educational topics to foster family engagement with learning and encourage family participation in the learning process. Family members are directly invited to the classroom to share specific talents with the class throughout the year.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-09|2026
27102720116491|Open Door Charter|3|"Open Door Charter School (ODC) demonstrates significant strengths and progress in building relationships between school staff and families by treating engagement as an inclusive, continuous process. Local data highlights exceptional collaboration, with the school achieving a 100% participation rate in twice-yearly parent, student, and teacher conferences, successfully exceeding its 95% target. Furthermore, ODC experienced a 26% increase in the ""Relationships"" indicator on the local Youth Truth Survey and sustained a 90% participation rate in educational partner surveys. The school actively fosters these positive connections by organizing diverse, accessible events such as family nights, cultural events, open houses, and college and career workshops. By intentionally scheduling meetings at convenient times and maintaining transparent communication through emails, newsletters, and social media, the school ensures that all families—particularly those of unduplicated students—are effectively engaged as collaborative partners in the educational process."|Based on analysis of educational partner input and local data, Open Door Charter School's primary focus for improving building relationships is expanding overall participation to achieve broader, more consistent involvement from students, families, and educational partners. To support this, the local educational agency recognizes a continued need to strengthen its communication systems. Furthermore, educational partner feedback explicitly highlighted the need to provide more collaborative opportunities, increase overall community engagement, and implement specific events tailored to engaging adult learners. The school also identified a continuous need to refine its engagement and feedback systems to support long-term participation and gather more meaningful, actionable input from families to strengthen these partnerships.|Based on educational partner input and local data, ODC will improve engagement of underrepresented families by expanding outreach efforts to communities beyond Salinas and the peninsula, with a focus on South Monterey County and surrounding areas. To reduce barriers related to distance and access, ODC has provided reimbursements for teachers traveling to South County to better serve families who are unable to consistently travel to the main campus. Additionally, ODC is actively promoting its services to non-high school graduates throughout Monterey, Santa Cruz, and San Benito Counties, with outreach efforts directed toward local educational agencies (LEAs) to increase awareness and access. 2026-27 Local Performance Indicator Self-Reflection for Monterey County Office of Education - Open Door Charter School Page 10 of 16 Many of ODC’s current student referrals come from active and former students, as well as internal referrals from other programs within the Monterey County Office of Education (MCOE), demonstrating strong word-of-mouth trust and alignment with broader community support structures. By building on these existing connections and expanding targeted outreach, ODC aims to foster deeper, more inclusive relationships with underrepresented families and increase educational attainment across the Monterey Bay region.|Open Door Charter (ODC) offers comprehensive student support through regular weekly meetings between students and teachers to monitor academic progress, review personalized graduation plans, and provide targeted academic assistance. Beyond these scheduled sessions, students can request additional meetings whenever they need extra support. Students consistently express satisfaction with their relationships with both instructional and support staff at ODC. The teaching approach emphasizes individualized support, with educators designing customized academic projects and curricula tailored to engage each student in meaningful learning experiences. To further enhance student success, Open Door Charter conducts bi-annual student conferences that facilitate collaboration between students and teachers, or in three-way partnerships involving students, families, and teachers. These conferences are strategically designed to reinforce student academic objectives and improve student educational outcomes.|Based on the analysis of educational partner input and local data, a primary focus area for improvement at Open Door Charter School is **expanding participation and strengthening communication systems** to support broader and more consistent involvement from students, families, and educational partners. Specific feedback from educational partners highlighted the need to **provide more opportunities for collaboration**, increase overall community engagement, and **implement specific events tailored to engaging adult learners**. Furthermore, the school identified a continuous need to **refine its engagement and feedback systems** to support long-term participation and ensure they gather meaningful, actionable input to strengthen these collaborative partnerships.|Open Door Charter School will improve engagement among underrepresented families, specifically English learners, low-income students, foster youth, homeless youth, and students with disabilities—by hosting tailored collaborative events such as family nights, cultural events, and college and career workshops. To accommodate these families' specific needs and time constraints, the school will intentionally schedule meetings at convenient times and maintain transparent communication via email, newsletters, and social media. The local educational agency will also utilize a Part-Time Transition Specialist dedicated to conducting personalized enrollment and attendance outreach for high-risk unduplicated students. This specialist actively helps families overcome logistical barriers to engagement by assisting them with daycare access, transportation, work-study opportunities, and connections to community partnering agencies. Finally, the school ensures inclusive collaboration and relationship-building by inviting 100% of eligible parents and educational partners from high-needs groups to participate in twice-yearly parent-teacher conferences, the School Site Council, and the English Learner Advisory Committee.|Open Door Charter School (ODC) demonstrates strong progress in Seeking Input for Decision-Making by treating educational partner engagement as an ongoing, year-round process embedded in its continuous improvement cycle. The local educational agency maintains exceptional engagement levels, sustaining a 90% participation rate in educational partner surveys and achieving a 100% participation rate in parent, student, and teacher conferences, as well as in student enrollment interviews. ODC deliberately ensures inclusivity by guaranteeing that 100% of eligible parents and guardians of high-needs students—including English learners, low-income students, foster and homeless youth, and students with disabilities—are invited to participate in advisory bodies like the School Site Council and the English Learner Advisory Committee. By utilizing diverse and accessible platforms, such as focus groups, staff meetings, open-ended surveys, newsletters, and intentionally scheduling meetings at convenient times, the school gathers comprehensive input that directly influences administrative decisions. For example, educational partner feedback explicitly led to the continuation of individualized transition supports, the provision of supplemental curriculum, and expanded outreach and post-secondary planning services. Furthermore, recognizing that traditional academic indicators do not fully capture the alternative education experience, ODC implemented updated local survey measures during the 2025–26 academic year to gather more relevant, actionable feedback specifically concerning adult support, school connectedness, and the effectiveness of the independent study schedule.|Open Door Charter School (ODC) supports the whole child through communication, using transparent, open channels that keep all educational partners informed, involved, and engaged in the educational process. Specifically, the school actively shares updates regarding student progress, school initiatives, and opportunities for educational partners to get involved. By maintaining this open dialogue, ODC facilitates active participation and collaboration among its community partners, which promotes overall student success and well-being. This comprehensive communication approach intentionally extends beyond just academic achievement; it addresses students' holistic development by explicitly nurturing the whole child and supporting their social, emotional, and mental health needs.|Based on the analysis of educational partner input and local data, Open Door Charter School (ODC) will improve the engagement of underrepresented families, specifically the parents and guardians of English learners, low-income students, foster youth, homeless youth, and students with disabilities in Seeking Input for Decision-Making through several targeted, inclusive strategies. To ensure these families have accessible platforms to share their perspectives, the school distributes open-ended surveys and questionnaires designed to gather broad, actionable feedback on critical topics such as academic supports, resource allocation, engagement, school culture, diversity, equity, and inclusion. Recognizing the logistical barriers these families often face, ODC intentionally schedules its meetings at convenient times to maximize participation and strengthens its overall outreach by utilizing transparent communication channels, including direct emails, newsletters, and regular announcements on the school's website and social media platforms. Furthermore, the local educational agency guarantees direct inclusion in advisory and decision-making bodies by ensuring that eligible parents and educational partners representing high-needs groups are continuously invited to participate in the School Site Council and the English Learner Advisory Committee. Finally, the school staff fosters deeper relationship-building and gathers individualized feedback to inform continuous improvement by holding twice-yearly parent, student, and teacher conferences that are specifically focused on encouraging the ongoing participation and engagement of families with unduplicated students.|4|5|4|3|5|4|5|5|3|3|4|4|Met||2026-06-24|2026
27102720124297|Bay View Academy|3|Our charter identifies community engagement and family involvement as integral components of our school. With community as the foundation, we start the year with multiple events to allow families to build relationships with their teachers and connect with the community and open the lines of communication from the beginning. Individual parent teacher conferences are held  in November to discuss progress and develop plans for continued growth. Student-led conferences are held in March. The multiple designated opportunities to connect with families provides the opportunity to build communication and relationships.  Many family engagement events are held in order to provide opportunities to connect and build relationships. We held a Family Beach Bonfire, a Family Weekend Picnic in the Redwoods, family nights such as Trunk or Treat, Ice Cream Social, Spring Gala, and multiple mornings hosting TK-4th grade Walk and Talks, Coffee & Bagels with Staff. We hope to expand our themes for celebrating the families in our community and ensure that they are even more inclusive of various social groups. There has been intentional implementation of innovative strategies to encourage and support a wider range of staff in contributing to events held during evenings and weekends, helping to build a more sustainable and shared approach to community engagement.  We hosted a Tuesday walking group with our TK families, led by members of the leadership team. This helped strengthen our sense of community and provided an informal way to gather feedback from families. Our goal is to continue these traditions that engage families. This initiative created an opportunity for families to walk together and build connections while promoting health and wellness. While we were not able to continue the program consistently this year, we hope to secure the support needed to staff and sustain these recurring events.  Additionally, our ELAC committee actively met throughout the year to provide feedback on supplemental grant spending, reclassification criteria, and plan culturally relevant engagements for our students such as Dia De Los Muertos and Dia De Los Niños. Our School Site Council (SSC) met regularly to collaborate with the school leadership. The SSC enables us to be transparent regarding the governance and operations of our campus while also informing decisions on budgeting, approving after school tutoring options, surveying staff, development of the school-wide Family Survey, and ideating staff retention solutions. These collaborative efforts further helped forge meaningful relationships with families.  With our annual staff survey, we invite families to share any concerns, suggestions, or compliments they have. This is done in hopes of creating a space to form relationships and collaboration and improve our practices. The results of this survey were presented to staff during our collaboration time and analyzed in order to stay true to our school values, mission, and vision.|"Bay View Academy recognizes that community engagement is a cornerstone to a successful school. The role of Community Support Organizer (CSO) was created to represent and serve the needs of the community in regards to addressing school culture, building relationships with community partners, and strengthening family relationships on both campuses. While working closely with CVO, ELAC, Leadership team, and other staff/teacher/student groups, our CSO is actively and successfully collecting and assessing the needs of our community and continues to communicate these needs to the larger community. The CSO gathers this information and organizes school events such as: family camping trips, guest speakers, field trips, events, community meetings, and opportunities for families to meet and spend time together. Family representatives ""Room Reps"" have been organized as well to serve as liaisons between the classrooms and the BVA community. Family Representatives increase family communication and volunteer hours. We would like to expand the capacities of this liaison group to further engage family and staff relationships.We will continue to encourage teachers to connect with their family representatives more regularly to build this role and tend to the unique needs of their classroom communities.  Moving forward, we aim to continue strengthening and expanding our community partnerships while increasing family voice and involvement within those relationships. We also seek to create more opportunities for staff and families to reciprocate support and time to local community organizations. By increasing service hours and engagement, we can better support these organizations in advancing their goals and vision. These efforts will deepen our community partnerships and further strengthen relationships with our families.  Staff will continue to find new ways to invoke their curiosity and learn about their families’ backgrounds, cultural norms, and communication preferences. This curiosity will lead to best practices in both their teaching, relationship-building, and communication with families about their child’s academic and social emotional well-being. Appropriate professional development will focus on providing these skills for our staff."|To maintain and deepen community relationships and constantly improve our school program, especially with our underrepresented families, we will continue to provide multiple opportunities for stakeholder engagement.   In addition to the ways we have described previously, we hope to continue to diversify our methods of connecting with underrepresented families, for example, utilizing our community partners like the food bank to further incentivize families to attend school events where relationships between staff and families are formed because they are also able to take home fresh and nutritious food.   We want to ensure that we continue to remove barriers for families by holding meeting spaces in person and virtually, in mornings and evenings, with food and childcare when relevant, and with translation when needed.   We have successfully implemented our new Family Resource Center (FRC) which is available to any families who express need, including our McKinney-Vento & Foster student population The FRC offers a food pantry, washer/dryer services, computer/printing access, counseling services, and essential goods such as hygiene and household products. Multiple families reached out for housing support and were able to find permanent housing with rental and utilities support. Families will help us develop future plans and gather data on what types of goods and services are desired and needed by the community.  We further plan to improve engagement with underrepresented families by continuing to create inclusive spaces where  our families feel welcomed and included.This looks like culturally sustaining  family engagements where members of various cultural groups can share their stories and traditions, most especially during highlighted months such as Hispanic Heritage Month, Black History Month, Arab-American Heritage Month, Asian-American Pacific Islander Month, and more. We will host ADHD Family support groups, Family Education Evenings, Heritage celebrations, etc.|BVA is committed to the continued development of partnerships  for student outcomes.  This can be seen in the creation of our full time position of Community Support Organizer (CSO) dedicated to the building of those partnerships.  Our CSO  works extensively within our community to identify and build partnerships with organizations that directly impact student outcomes. The role was designed to represent and serve the needs of the community in regards to addressing school culture, family involvement and building relationships with community partners.  The position has proven to be a valuable asset in meeting the needs of our community. We officially became a certified Blue Zones Project School at both of our campuses and have partnered closely with them to implement best practices that support student health and well-being. These efforts include shifts in school policies around nutritious food, research-informed adjustments to lunch and play schedules, and increased opportunities for daily physical activity. In addition, we have strengthened partnerships with local organizations such as Harmony-at-Home, Valley Health Associates, The Epicenter, and many more who provide consistent social-emotional learning, as well as opportunities that promote healthy lifestyles both physically and emotionally. Together, these partnerships offer ongoing resources for students and families, including community events, and wellness activities helping to foster a more holistic approach to student well-being.  We have continued our partnership with Restorative Practices Integrative Associates (formally known as “SEEDS”, deepening our commitment to building a school culture rooted in accountability, empathy, and strong relationships. Through ongoing staff training and coaching, we are strengthening our use of restorative circles, conflict resolution practices, and proactive community-building strategies across classrooms and school spaces. This work supports students in developing social-emotional skills, repairing harm, and remaining engaged in the learning environment, while fostering a more inclusive and connected school community.  We have continue with our close partnership with The Food Bank of Monterey County which comes to most of our community events to offer free nutritious vegetables to our families.  We know that diet significantly impacts the health and wellbeing of our students.  The CHOMP Kids Eat Right program has partnered and supports our 4th and 5th graders in identifying healthy eating habits and teaches them to cook healthy meals collaboratively in school.|We hope to continue to build and retain the partnerships that impact student outcomes. We want to focus on partnerships that directly impact student outcomes and deepen the relationship.   Moving forward, we aim to continue strengthening and expanding our community partnerships while increasing family voice and involvement within those relationships. We also seek to create more opportunities for staff and families to give back to local community organizations, fostering a spirit of reciprocity. By increasing service hours and engagement, we can better support these organizations in advancing their goals and vision. These efforts will strengthen our community partnerships and deepen our relationships with families.|We maintain a strong focus on ensuring accessibility for our underrepresented families across all areas of growth. A continued priority is dedicating resources to strengthen community partnerships with a clear focus on engaging and supporting our most underrepresented families. Through intentional outreach and collaboration, we work to identify and build relationships with organizations that positively impact student outcomes. These efforts are grounded in elevating community voice, fostering inclusive school culture, increasing meaningful family involvement, and building authentic, responsive partnerships that reflect and address the needs of our underrepresented families.|"BVA seeks to gain input from our stakeholders regularly.  Throughout the year, we provide multiple modes of stakeholder feedback.  We hold ""Walk and Talks"" and ""Chat with Leadership"" opportunities to gain family insight and feedback.  Our leadership team  invites families to have a conversation with our administration about any concerns, suggestions, or compliments they have.  This open agenda is held in hopes of creating a space to form relationships and collaboration.    We have a number of surveys shared each year that give valuable insight that informs a number of decisions ranging from community engagement to academic support.  We survey our students in 3-8 three times per year for student wellness and safety.  Each school year, our counseling team gives family surveys so we can receive input on what needs families identify in their students to support their social and emotional health. Staff surveys are shared quarterly to get feedback on various topics including organizational strengths and needs, student wellbeing and needs, and personal wellbeing.   Our Instructional Leadership Team is a regular source of feedback and input that informs decisions made within the school.  They are able to share their own professional insights as well as those of their grade level band of staff they support.   We have staff representatives on each of our board committees joined by families, board members and community representatives.  This gives a broad perspective of feedback in each committee and informs decisions in both directions.  The Governance Committee focuses on decisions regarding school policy.  The Development Committee focuses on fundraising and grants. The Finance Committee focuses on financial decisions and fiscal health.    The School Site Council and ELAC committee are other key groups that play a large role in  impacting decision making.  For example, the SSC and ELAC felt that there was a need for Spanish language instruction for students at BVA and that position has been added to the budget for the 26-27 school year."|While we utilize a wide array of methods to seek stakeholder feedback, there is always room for continued growth.  We have placed a strong focus on creating more authentic and consistent opportunities for staff to share input that informs school decisions. Rather than utilizing Staff Board Representatives, we have prioritized more meaningful and structured time for direct engagement between staff and leadership. This includes intentional meetings, feedback sessions, and collaborative spaces where staff can openly share perspectives, raise concerns, and contribute to decision-making processes. We believe these more inclusive and ongoing opportunities will lead to deeper staff voice and stronger alignment across our school community.  We will also be focusing on increasing participation in ELAC, which in turn will lead to greater feedback on issues relevant to English Learners. Participation has not yet returned to pre-COVID levels, and we will continue working with ELAC members to explore new strategies for engagement. These may include varied meeting times, hybrid participation options, and providing supports such as food and childcare when needed.  Additionally, we are committed to elevating student voice by creating structured opportunities for students to share input. This includes developing student focus groups to gather feedback on a range of school-related topics and decisions.|"We seek input from underrepresented families in a variety of ways in order to capture the most responses. We will continue to prioritize and improve participation from our underrepresented families.  Surveys will be sent out at various times throughout the year to families to gain their input on a variety of topics from planning for the future and budget priorities.  We will continue to provide in-person and zoom opportunities for family members during morning and evening times to provide input on our strategic goals and priorities for the coming years.  We plan to continue to offer food, Spanish translation and childcare at evening events when needed to remove potential barriers.   We plan to continue our Family Representatives ""Room Reps"" for each class that act as liaison to family input.  Not all families are comfortable sharing input directly with schools.  We hope to further empower these people to gather input from the other parents/caregivers in the class to then share with staff.   We also plan to implement more focus groups for families with specific targeted subjects to further inform the decision we made that impact our school.  In addition, we plan to hold student focus groups and seek out feedback from our affinity groups on campus.   While this does not exhaust the list of how we will work to improve engagement with our underrepresented population, we will continue to listen to our stakeholders to inform our efforts and decisions."|3|4|4|3|4|4|4|3|4|4|4|3|Met||2026-06-09|2026
27102722730232|Monterey County Home Charter|3|96% of MCHCS families report having positive relationships with MCHCS staff.  We achieve this through numerous opportunities for parents/guardians/students to participate in weekly teacher meetings and events.  Many of these events are centered around informational meetings such as financial aid, college and career readiness, and post secondary opportunities.  Additionally, parents and staff can also connect through our co-curricular activities including field trips, academic themed fairs, open house, back to school picnic, and spelling bee.  Our Charter Advisory Board meets monthly and ELAC meets quarterly to provide updates to the community as well as receive input.|Areas for improvement include increasing the number and diversity of parents attending our events, Charter Advisory Board meetings, and ELAC meetings.|We will actively work to increase the voices of our unduplicated population (EL, foster youth, low income) in our events and by extending personal invites to parents and guardians.  Additional training will continue to be provided to staff on how to better support unduplicated populations.  Meeting notices, announcements, and communications will be provided in both English and Spanish.|Parents and students have multiple opportunities in the school year to meet with teachers and discuss student progress. During Individual Learning Plan conferences, teachers discuss student performance, goals, grades, attendance, and post-secondary plans.  Home visits are scheduled once each quarter.  Students and/or parents meet once a week with their assigned teacher.  Parents and students are welcome to schedule additional meetings with their teacher at any time in the year.|To increase parent/guardian participation, staff will continue to be provided with training opportunities to better serve unduplicated student populations (EL, foster youth, low income).  This will increase our families feeling of being safe, included, and supported.|Provide multiple opportunities to engage in a variety of scheduled events via virtual meeting spaces and/or in-person.|Educational partners attend monthly Charter Advisory Board (CAB) meetings and quarterly ELAC meetings.  Agendas are posted 72 hours prior to meetings and minutes are kept on file.  Data was also collected through our 2025-26 LCAP Community Partners Survey.  In addition, input is requested through weekly parent/student/teacher meetings and staff meetings.|Areas for improvement include math and social-emotional counseling. MCHCS will enhance the math curriculum, provide ongoing professional development for teachers, integrate technology, and use individual learning plans. MCHCS will create comprehensive support systems by incorporating social-emotional learning (SEL) into daily instruction and increase collaboration with community resources to provide social-emotional support to students and families. Regular assessment and feedback, data-driven decision-making, and crisis intervention protocols will ensure adequate support. This holistic approach fosters a supportive learning environment that addresses academic and emotional needs.      MCHCS will continue to increase opportunities to receive formal feedback from educational partners by embedding local survey questions in our electronic event sign-in form.|Each MCHCS event will continue to use an electronic event sign-in form for all events and collect school climate data through survey questions.  Parents will be provided on site support navigating the electronic sign-in and data gathering tool.  All materials and support will be provided in Spanish and English.|4|5|4|5|4|4|5|5|4|4|5|5|Met||2026-06-24|2026
27102726119663|Oasis Charter Public|3|Oasis Charter Public School continues to strengthen relationships between school staff and families through intentional communication, meaningful engagement, and a welcoming school culture. Educational partner input from family surveys, LCAP meetings, public board meetings, and ongoing conversations indicates that families value the school's approachable staff, strong sense of community, and commitment to supporting the whole child.  Throughout the 2025–26 school year, the school expanded opportunities for family involvement through curriculum nights, student showcases, volunteer opportunities, family celebrations, and parent education events. Families were encouraged to participate in the Local Control and Accountability Plan (LCAP) process, School Climate Survey, and other feedback opportunities, allowing school leadership to make informed decisions based on educational partner input.  The school maintained regular communication through ParentSquare, newsletters, social media, and personal outreach by teachers and administrators. Bilingual communication and individualized support helped ensure that families could access information and participate in their children's education. Staff also worked closely with families to address attendance, academic progress, and social-emotional needs, strengthening partnerships that support student success.  Local data reflects continued family participation in school events and positive feedback regarding communication and school climate. While these results demonstrate progress, educational partners identified opportunities to further increase engagement among underrepresented families and expand leadership opportunities for parents. Oasis will continue to build on these strengths by providing additional opportunities for two-way communication, family leadership, and meaningful collaboration.  Overall, educational partner input and local data demonstrate that Oasis has made steady progress in building trusting, collaborative relationships between school staff and families, resulting in a stronger school community that supports student learning, well-being, and success.|Educational partner input and local data indicate that Oasis Charter Public School should continue expanding meaningful family engagement by increasing opportunities for two-way communication and broadening participation among all families. While families report positive relationships with staff and appreciate the school's communication efforts, participation in surveys, advisory meetings, and school leadership opportunities remains inconsistent across student groups.  The school will focus on increasing engagement from families who have historically been underrepresented by providing additional outreach, flexible meeting options, bilingual resources, and varied opportunities for participation. Oasis also recognizes the importance of strengthening family understanding of academic expectations, student progress, and available supports so that parents are equipped to partner with the school in promoting student success.  Educational partner feedback also highlighted the need for continued consistency in communication across classrooms. To address this, the school will continue supporting staff in implementing timely, clear, and proactive communication practices while maintaining multiple methods for sharing information, including ParentSquare, newsletters, conferences, and personal outreach.  Another area of focus is increasing parent leadership and shared decision-making. Oasis will continue to encourage participation in the Local Control and Accountability Plan (LCAP) process, school committees, and public board meetings while creating additional opportunities for families to provide meaningful input into school programs and initiatives.  By strengthening two-way communication, increasing family participation, and expanding opportunities for collaboration, Oasis aims to build even stronger partnerships between school staff and families. These efforts will support improved student attendance, academic achievement, and social-emotional well-being while reinforcing the school's commitment to equity, community, and educating the whole child.|Based on educational partner input and local data, Oasis Charter Public School will continue implementing strategies to increase engagement among families who have been historically underrepresented in school decision-making and family engagement activities. The school recognizes that barriers such as work schedules, language differences, transportation, and limited familiarity with school systems can impact participation.  To address these barriers, Oasis will provide multiple opportunities for families to engage through flexible meeting times, virtual participation options, bilingual communication, and translated materials. School staff will continue using ParentSquare, phone calls, text messages, newsletters, and personal outreach to ensure families receive timely and accessible information in their preferred language whenever possible.  The school will intentionally invite underrepresented families to participate in the Local Control and Accountability Plan (LCAP) development process, School Climate Surveys, family workshops, student-led events, and public board meetings. Staff will also strengthen relationships through individualized outreach, particularly for families of English learners, students with disabilities, foster youth, and students experiencing attendance or academic challenges.  Oasis will continue providing family education opportunities focused on academic expectations, attendance, social-emotional learning, and available student supports to help families become active partners in their children's education. Feedback collected through surveys, meetings, and ongoing conversations will be reviewed regularly to evaluate the effectiveness of engagement efforts and inform continuous improvement.|Oasis Charter Public School continues to strengthen partnerships with families, community organizations, and educational partners to improve student outcomes. Educational partner input and local data indicate that these partnerships have expanded access to academic, social-emotional, and enrichment opportunities that support the whole child.  During the 2025–26 school year, Oasis collaborated with community organizations to provide counseling services, social-emotional learning, after-school enrichment, anti-bullying education, family engagement opportunities, and health and wellness programs. Partnerships with organizations such as Harmony at Home and Sun Street Centers provided students and families with counseling, prevention education, and family support services that complemented the school's instructional program.  The Expanded Learning Opportunities Program (ELO-P) continued to strengthen student outcomes by providing academic support, tutoring, enrichment activities, leadership opportunities, and structured recreational experiences beyond the instructional day. Staff worked collaboratively with families to identify student needs and connect students with appropriate interventions and supports.  Educational partner feedback also reflects appreciation for the school's collaborative approach to supporting student success. Teachers, families, and support staff regularly communicate regarding student progress, attendance, behavior, and academic achievement, allowing interventions to be implemented early when concerns arise. School leadership continues to engage families in the LCAP process, school events, and public board meetings to ensure educational partner input informs school improvement efforts.  Local data demonstrates continued progress in building partnerships that support student achievement, school connectedness, and social-emotional well-being. Oasis remains committed to strengthening existing partnerships while seeking additional opportunities to collaborate with community organizations, local agencies, and families to provide comprehensive supports that promote equitable outcomes for all students.|Analysis of educational partner input and local data indicates that Oasis Charter Public School should continue strengthening partnerships that directly improve student academic achievement, attendance, and social-emotional well-being. While current partnerships provide valuable supports for students and families, educational partners identified opportunities to expand collaboration with community organizations, increase family participation in student learning, and strengthen the connection between school services and measurable student outcomes.  The school will focus on enhancing partnerships that support literacy, mathematics, mental health, attendance, and enrichment opportunities, particularly for English learners, students with disabilities, and students identified for additional academic or behavioral support. Oasis will continue seeking community partnerships that provide students with access to tutoring, mentoring, wellness services, and enrichment experiences that extend learning beyond the classroom.  Educational partner feedback also highlighted the importance of increasing family awareness of available programs and community resources. The school will strengthen communication regarding student supports and encourage greater family participation in intervention planning, academic goal setting, and school improvement efforts. Staff will continue collaborating with families and community partners to ensure interventions are coordinated and responsive to individual student needs.  In addition, Oasis will continue evaluating the effectiveness of existing partnerships through local data, educational partner feedback, attendance trends, academic performance, and participation rates to ensure resources are aligned with student needs and LCAP goals. The school will use this information to refine existing partnerships and identify new opportunities that promote equitable access to academic, behavioral, and social-emotional supports.|Based on educational partner input and local data, Oasis Charter Public School will continue implementing targeted strategies to strengthen partnerships with families who have been historically underrepresented in school programs and decision-making. The school recognizes that meaningful family engagement is essential to improving student academic achievement, attendance, and social-emotional well-being.  Oasis will increase outreach to families of English learners, students with disabilities, foster youth, and students experiencing academic or attendance challenges by providing personalized communication, bilingual resources, translated materials, and flexible opportunities to participate in school activities and meetings. Staff will continue using multiple communication methods, including ParentSquare, phone calls, conferences, home-school communication, and family meetings, to ensure families are informed and connected to available supports.  The school will intentionally connect underrepresented families with academic interventions, Expanded Learning Opportunities Program (ELO-P) services, counseling, community resources, and enrichment opportunities that support student success. Families will also be encouraged to participate in student goal-setting conferences, intervention planning, workshops, and the LCAP development process to strengthen shared responsibility for student outcomes.  Oasis will continue collaborating with community organizations to provide services that reduce barriers to participation and increase access to mental health supports, family education, and student enrichment. Feedback from families will be collected regularly through surveys, meetings, and ongoing conversations to evaluate the effectiveness of partnership efforts and guide continuous improvement.  By strengthening communication, reducing barriers to participation, and ensuring equitable access to school and community resources, Oasis will build stronger partnerships with underrepresented families and increase their participation in supporting positive academic, behavioral, and social-emotional outcomes for all students.|Oasis Charter Public School has made significant progress in creating meaningful opportunities for educational partners to participate in school decision-making. Educational partner input and local data indicate that families, staff, students, and community members have multiple opportunities to provide feedback that informs school programs, priorities, and continuous improvement efforts.  Throughout the 2025–26 school year, the school sought input through the Local Control and Accountability Plan (LCAP) process, School Climate Surveys, public board meetings, family meetings, staff collaboration, and ongoing communication with educational partners. Feedback was collected using surveys, ParentSquare communications, individual conversations, and community engagement events, ensuring that multiple perspectives were considered when making decisions.  Staff members regularly participated in collaborative planning, professional learning, and data analysis to identify student needs and recommend improvements to instructional practices, school climate, and student support systems. Families were invited to share feedback on school priorities, student programs, and budget decisions, and this input helped guide actions related to academic intervention, social-emotional supports, family engagement, and Expanded Learning Opportunities Program (ELO-P) services.  Local data demonstrates continued participation in surveys and school engagement activities, reflecting growing trust between educational partners and school leadership. The school has also strengthened transparency by communicating how stakeholder feedback influences decisions and by providing regular updates through board meetings, newsletters, and ParentSquare.  Oasis remains committed to fostering a collaborative decision-making process where educational partner voices are valued and used to improve student outcomes. This ongoing commitment to transparency, shared leadership, and continuous improvement has strengthened trust within the school community and supports the school's mission of educating the whole child.|Analysis of educational partner input and local data indicates that Oasis Charter Public School should continue expanding opportunities for meaningful participation in school decision-making, particularly among families and educational partners who have historically been underrepresented. While the school provides multiple avenues for input through surveys, the Local Control and Accountability Plan (LCAP) process, ParentSquare, public board meetings, and school events, participation is not yet representative of all student groups.  A primary area for improvement is increasing engagement from families of English learners, students with disabilities, foster youth, and families who experience barriers such as language, work schedules, or limited familiarity with school systems. Oasis will continue reducing these barriers by offering translated materials, bilingual communication, flexible meeting options, virtual participation opportunities, and proactive outreach to encourage broader participation.  The school will also focus on strengthening the feedback loop by clearly communicating how educational partner input influences school decisions, resource allocation, and LCAP priorities. Increasing transparency helps build trust and encourages continued participation by demonstrating that stakeholder voices have a meaningful impact on school improvement efforts.  In addition, Oasis will continue refining its methods for collecting and analyzing feedback to ensure input is representative, actionable, and aligned with student needs. Staff will regularly review survey results, participation data, and stakeholder feedback to identify trends, evaluate engagement efforts, and adjust strategies as needed.  By expanding participation, improving communication about decision-making processes, and intentionally engaging underrepresented educational partners, Oasis will strengthen shared leadership and ensure that school decisions reflect the diverse perspectives of the entire school community. These efforts will support continuous improvement and advance the school's commitment to equity, transparency, and student success.|Based on educational partner input and local data, Oasis Charter Public School will continue implementing strategies to increase participation in decision-making among families who have been historically underrepresented. The school recognizes that equitable decision-making requires intentional outreach and meaningful opportunities for all families to contribute, particularly those of English learners, students with disabilities, foster youth, and families who experience barriers to participation.  Oasis will expand outreach through personalized communication, bilingual resources, translated materials, and multiple methods of engagement, including ParentSquare, phone calls, surveys, family meetings, conferences, and public board meetings. Flexible meeting times and virtual participation options will continue to be offered to reduce barriers related to work schedules, transportation, and childcare.  The school will intentionally invite underrepresented families to participate in the Local Control and Accountability Plan (LCAP) process, School Climate Surveys, advisory meetings, and other opportunities where school priorities, budgets, and student support programs are discussed. Staff will proactively seek input from families whose perspectives may not otherwise be represented and will use culturally responsive engagement practices to foster trust and encourage participation.  Oasis will also strengthen the feedback process by communicating how educational partner input informs school decisions and LCAP actions. Sharing the outcomes of surveys, meetings, and engagement activities will help families understand the impact of their participation and encourage ongoing involvement.  The school will regularly monitor participation data and stakeholder feedback to evaluate the effectiveness of engagement efforts and identify additional opportunities to increase representation. By reducing barriers, improving communication, and creating inclusive opportunities for participation, Oasis will strengthen shared decision-making and ensure that school improvement efforts reflect the voices and needs of the entire school community.|4|4|4|4|4|4|5|5|5|4|5|5|Met||2026-06-30|2026
27659610000000|Alisal Union|3|The district has implemented effective communication systems, provides multiple opportunities for meaningful family engagement, and fosters welcoming school environments where families are valued as partners in their children's education. Educational partner input indicates that families have regular access to school staff, receive timely information, and are encouraged to participate in school and district decision-making processes. The district will continue to strengthen these partnerships by maintaining consistent communication, expanding engagement opportunities, and ensuring all families have equitable access to information and involvement in their students' educational experiences.|Based on educational partner input and local data, the district's primary area for continuous improvement is expanding meaningful engagement opportunities for underrepresented families to ensure all voices are represented in school and district decision-making. The district will continue to strengthen outreach by utilizing multiple communication platforms, providing information in families' home languages, and offering flexible meeting structures, including varied meeting times and virtual participation options. These efforts are intended to reduce barriers to participation, increase family engagement, and foster stronger partnerships with all members of the school community.|The district will improve engagement of underrepresented families by implementing intentional outreach strategies that increase access and participation. Efforts will include providing communications in families' home languages through multiple platforms (e.g., email, text messages, phone calls, social media, and district communication applications), offering flexible meeting options with both in-person and virtual opportunities, and scheduling events at varied times to accommodate family needs. The district will also partner with school sites and community organizations to build trust, gather ongoing feedback, and create meaningful opportunities for underrepresented families to participate in school and district decision-making. These actions are designed to strengthen family-school partnerships and ensure all families have equitable opportunities to engage in their children's education.|The district actively collaborates with families as valued partners in supporting student learning by providing meaningful opportunities for engagement, sharing student progress, and involving families in educational planning and decision-making. Schools utilize a variety of communication methods and engagement activities to strengthen home-school partnerships and promote student success. Educational partner feedback indicates that families feel welcomed, informed, and supported in contributing to their children's academic and social-emotional growth. The district will continue to build upon these strengths by sustaining collaborative practices that foster shared responsibility for student achievement and well-being.|Based on educational partner input and local data, the district's primary focus for continuous improvement is strengthening family partnerships that directly support student learning and achievement. While strong systems are in place, the district will continue to expand opportunities for families to actively engage in their children's academic progress by increasing participation in workshops, student data conferences, and school decision-making processes. The district will also enhance communication by providing timely, accessible information through multiple platforms and in families' home languages. These efforts are intended to ensure that all families, particularly those from underrepresented groups, have equitable opportunities to partner with schools in supporting positive student outcomes.|The district will strengthen engagement of underrepresented families by leveraging its Community Schools initiative and Parent Engagement Specialists to provide targeted outreach, relationship-building, and family support. Parent Engagement Specialists will connect families with school resources, facilitate two-way communication, and encourage participation in student learning activities, workshops, and leadership opportunities. Through the Community Schools model, the district will partner with community organizations to address barriers to engagement and provide integrated supports that meet the academic, social, and wellness needs of students and families. The district will also continue to offer multilingual communications, flexible meeting formats, and culturally responsive engagement opportunities to ensure all families have equitable access to meaningful partnerships that support student success.|The district provides multiple opportunities for educational partners to share feedback through advisory committees, surveys, public meetings, and school and district leadership teams. Input from educational partners is regularly considered when developing and refining district initiatives, including the Local Control and Accountability Plan (LCAP), school improvement efforts, and other strategic priorities. The district's commitment to transparent communication and collaborative decision-making has strengthened trust, increased stakeholder engagement, and supported continuous improvement across the district.|Based on educational partner input and local data, the district's focus for continuous improvement is expanding participation in decision-making by increasing representation from underrepresented families and community groups. The district will continue to strengthen outreach efforts by using multiple communication platforms, providing translated materials and interpretation services, and offering flexible opportunities for participation through virtual and in-person meetings held at varied times. The district will also continue to close the feedback loop by communicating how educational partner input informs district decisions, reinforcing transparency, trust, and meaningful engagement in continuous improvement efforts.|The district will improve engagement of underrepresented families by implementing intentional outreach strategies that remove barriers to participation and create more inclusive opportunities for input. Through its Community Schools initiative and the work of Parent Engagement Specialists, the district will strengthen relationships with families by providing personalized outreach, connecting families to school and community resources, and increasing awareness of opportunities to participate in district and school decision-making. Efforts will include providing communications, meeting materials, and interpretation services in families' home languages; utilizing multiple communication platforms such as text messages, email, phone calls, district communication applications, and social media; and offering flexible meeting options, including virtual participation and varied meeting times. Parent Engagement Specialists and Community School staff will collaborate with school sites, parent leaders, and community-based organizations to encourage participation from families who have historically been underrepresented. Feedback gathered through surveys, advisory committees, focus groups, and community meetings will be used to inform district decisions, and the district will continue to communicate back to educational partners how their input influenced planning and continuous improvement efforts, fostering trust, transparency, and shared ownership of student success.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-24|2026
27659790000000|Bradley Union Elementary|3|Relationships with our families is crucial to the overall success of BUSD. Each week, the Principal sends a weekly update of things occurring at school. Teaches also send out updates to their class families. The district has updated the school website as well as created a new social media account to further the communication with our school community. There are many opportunities for families to participate in events at school. This is available through our Parents Club as well as School Site Council.|Building Partnerships with our school families is an important component regarding student outcomes. Our families are made aware of school happenings through weekly updates, our district website, social media account, and our messaging system. Teachers continue this by setting up parent meetings when necessary along with sending their own updates via email.|Gathering family input is an important part of the decision making at BUSD. A variety of surveys have been shared with families throughout this year. Feedback also has been shared at School Site Council meetings, Board Meetings, Parent Conferences, and school-wide events.|Relationships with our families is crucial to the overall success of BUSD. Each week, the Principal sends a weekly update of things occurring at school. Teaches also send out updates to their class families. The district has updated the school website as well as created a new social media account to further the communication with our school community. There are many opportunities for families to participate in events at school. This is available through our Parents Club as well as School Site Council.|Building Partnerships with our school families is an important component regarding student outcomes. Our families are made aware of school happenings through weekly updates, our district website, social media account, and our messaging system. Teachers continue this by setting up parent meetings when necessary along with sending their own updates via email.|Gathering family input is an important part of the decision making at BUSD. A variety of surveys have been shared with families throughout this year. Feedback also has been shared at School Site Council meetings, Board Meetings, Parent Conferences, and school-wide events.|Relationships with our families is crucial to the overall success of BUSD. Each week, the Principal sends a weekly update of things occurring at school. Teaches also send out updates to their class families. The district has updated the school website as well as created a new social media account to further the communication with our school community. There are many opportunities for families to participate in events at school. This is available through our Parents Club as well as School Site Council.|Building Partnerships with our school families is an important component regarding student outcomes. Our families are made aware of school happenings through weekly updates, our district website, social media account, and our messaging system. Teachers continue this by setting up parent meetings when necessary along with sending their own updates via email.|Gathering family input is an important part of the decision making at BUSD. A variety of surveys have been shared with families throughout this year. Feedback also has been shared at School Site Council meetings, Board Meetings, Parent Conferences, and school-wide events.|3|3|3|3|3|3|3|3|3|3|3|3|Met||2026-06-09|2026
27659870000000|Carmel Unified|3|Carmel Unified School District (CUSD) values strong partnerships with families as an essential component of student success. The district prioritizes accessibility, communication, and collaboration by providing multiple opportunities for families, students, and staff to work together in support of positive academic and social-emotional outcomes.  Throughout the school year, families engage directly with educators through family-student-teacher conferences, which are held multiple times annually and supported by interpreters as needed. School teams also collaborate with families through Student Study Team (SST), Individualized Education Program (IEP), and Section 504 meetings to address individual student needs. Families are encouraged to communicate regularly with teachers, counselors, and administrators, while districtwide events such as Back-to-School Nights and Open Houses provide additional opportunities to build relationships and strengthen home-school connections.  CUSD provides families with tools and resources to support learning beyond the classroom. Principals distribute weekly newsletters highlighting academic programs, student activities, and school events. Families have access to an online gradebook, parent and student handbooks, and a Career Technical Education (CTE) handbook outlining pathway opportunities. Teachers share instructional resources and curriculum-related information through Google Classroom and school websites. Students in grades 3–12 are provided individual Chromebooks, extending access to learning resources at school and home.  The district ensures families are informed of their rights and available supports. Annual notifications communicate parent rights and district policies, while procedural safeguards are reviewed during IEP and Section 504 meetings. Uniform Complaint Procedures are readily accessible, and families are regularly informed of applicable opt-out rights.  To strengthen two-way communication and increase engagement, CUSD utilizes ParentSquare for timely and accessible communication. Recognizing the diverse needs of its community, the district conducts outreach meetings in remote areas and employs a part-time Spanish-speaking community liaison who helps connect families with school resources. Simultaneous translation is available at Board of Education and District English Learner Advisory Committee meetings, and qualified CSEA employees may provide site-based translation support through a district language proficiency certification process. Staff also have access to Language Line for real-time interpretation services.  Family advocacy is further supported through CUSD's participation in the SELPA Community Advisory Committee, where a district parent representative helps ensure family perspectives are included in discussions related to special education services and supports.|Educational partner feedback and local data indicate that families generally feel connected to their schools and have access to multiple communication and engagement opportunities. As a result, CUSD's focus for continuous improvement is to further strengthen two-way communication, increase participation from historically underrepresented groups, and ensure that all families have equitable access to information, services, and opportunities for involvement. The district will continue refining communication systems, expanding language access supports, and providing opportunities for families to engage as partners in their children's education and the district's decision-making processes.|Based on educational partner input and local data, CUSD will continue to strengthen engagement with families who have been historically underrepresented in school activities and decision-making processes, including multilingual families, families of English Learners, and families who may experience barriers related to language, transportation, scheduling, or access to information. The district will continue leveraging its bilingual community liaison to build relationships, facilitate two-way communication, and connect families with school resources and engagement opportunities. CUSD will actively encourage participation in advisory groups such as ELAC, DELAC, School Site Councils, PTOs, WASC committees, strategic planning sessions, and Title I parent engagement activities to ensure diverse family perspectives are represented in district and school decision-making. Translation and interpretation services, ParentSquare communications, community-based meetings, and flexible participation options will continue to be utilized to reduce barriers to engagement. Through these efforts, the district aims to increase participation from underrepresented families, strengthen family-school partnerships, and ensure all families have meaningful opportunities to contribute to decisions that support student success.|Carmel Unified School District continues to prioritize strong partnerships among families, staff, students, and the broader community as a key component of student success. The district and its schools foster welcoming and inclusive environments that encourage family engagement and meaningful collaboration in support of positive student outcomes. CUSD has made significant progress in expanding communication and engagement opportunities for families through the use of ParentSquare, weekly principal newsletters, school and district websites, emails, phone calls, texts, social media, and in-person meetings. Families regularly participate in family-student-teacher conferences, Student Study Team (SST) meetings, IEP and Section 504 meetings, advisory committees, and school events, providing multiple avenues for collaboration and shared decision-making. The district has also strengthened support for families by providing access to online student information, educational resources, annual notifications of rights, and information regarding programs and services available to students. Translation and interpretation services, including simultaneous translation at Board of Education and DELAC meetings, access to qualified bilingual staff, and the support of the district's bilingual Community Liaison, have improved accessibility and engagement for multilingual families. These efforts have increased opportunities for families to participate in school activities, understand and advocate for their students' needs, and partner with educators to support student learning and well-being. While the district continues to strengthen professional learning for staff related to family engagement practices, local data indicate ongoing progress in building trusting relationships and meaningful partnerships that contribute to improved student outcomes.|Based on educational partner input and local data, CUSD's primary area of focus for continuous improvement is strengthening the capacity of teachers, principals, and school staff to build effective partnerships with families that support student outcomes. The district will continue exploring professional learning opportunities that promote family engagement strategies, culturally responsive communication practices, and meaningful collaboration between home and school through the strategic plan process. CUSD will also continue refining communication systems to ensure families receive timely, accessible, and relevant information through multiple platforms and in their preferred language whenever possible. The district will seek ongoing feedback from families to evaluate the effectiveness of communication practices and identify opportunities to increase participation in school programs, advisory committees, and student support processes. Additionally, the district will continue expanding partnerships with community organizations, business leaders, and higher education institutions to enhance opportunities for students through internships, career exploration, and dual enrollment programs. These efforts are intended to strengthen connections among families, schools, and community partners in support of student success and college and career readiness.|Based on educational partner input and local data, CUSD will continue prioritizing engagement with families who have been historically underrepresented in school programs, decision-making processes, and partnership opportunities. The district will build upon the success of its bilingual community liaison position to strengthen relationships with Spanish-speaking families, increase outreach to families in geographically remote areas of the district, and ensure families have access to information, resources, and support services. CUSD will continue providing translation and interpretation services, multilingual communications, and family engagement opportunities designed to reduce barriers to participation. The district will also expand efforts to help families understand district processes, student performance data, graduation and college-readiness pathways, attendance expectations, and grade-level academic standards. Through parent education opportunities, advisory committees, and school-based engagement activities, families will be empowered to actively participate in their children's education and partner with schools to support student achievement and well-being. These efforts are intended to increase participation from underrepresented families, strengthen family-school partnerships, and ensure that all families have meaningful opportunities to contribute to decisions and supports that positively impact student outcomes.|Carmel Unified School District values and actively seeks educational partner input as a key component of informed decision-making. The district provides multiple structured opportunities for families, staff, students, and community members to share feedback and contribute to school and district improvement efforts. These opportunities include participation in advisory groups such as English Learner Advisory Committees (ELAC), District English Learner Advisory Committee (DELAC), School Site Councils (SSC), PTOs and PTAs, WASC committees, LCAP engagement sessions, and district strategic planning processes. CUSD also gathers input through surveys, public meetings, and ongoing engagement opportunities at both the school and district levels. Efforts to broaden participation and accessibility include the use of ParentSquare, multilingual communication tools, translation and interpretation services, and outreach supported by the district’s bilingual community liaison. These structures have strengthened opportunities for families and staff to provide input on policies and programs and have supported ongoing collaboration among educational partners to inform decision-making and continuous improvement.|Based on educational partner input and local data, CUSD’s focus for continuous improvement in seeking input for decision-making is to further strengthen participation and representation across all educational partner groups, with particular attention to ensuring that underrepresented families have meaningful access to engagement opportunities. While the district provides multiple structures for input through advisory committees, surveys, and engagement sessions, efforts will continue to focus on increasing consistent participation and broadening the range of voices contributing to decision-making processes. The district will also continue refining the use of targeted surveys and engagement strategies to ensure input is representative and actionable across school and district initiatives, including the LCAP and other state and local planning processes. In addition, CUSD will strengthen coordination and follow-through on educational partner feedback to ensure input is clearly connected to decision-making outcomes and communicated back to stakeholders These efforts are intended to deepen engagement, strengthen trust, and ensure that family and community input continues to inform continuous improvement across schools and district programs.|Based on educational partner input and local data, CUSD will continue improving engagement of underrepresented families in decision-making processes by focusing on increasing meaningful participation in advisory groups, engagement sessions, and district planning activities. While the district currently provides translation and interpretation support to reduce language barriers, continued efforts will prioritize expanding awareness of and participation in opportunities such as ELAC, DELAC, School Site Councils, LCAP engagement sessions, and other district and school-level advisory groups. CUSD will also strengthen outreach strategies to ensure families who are less frequently represented in decisionmaking spaces are intentionally invited and supported to participate, including families from multilingual communities and those in geographically remote areas. Additional efforts will focus on improving accessibility through flexible meeting formats and clearer communication about how family input is used in district decision-making. These actions are intended to increase equitable participation in formal decision-making structures and ensure that input from all family groups is reflected in district planning and continuous improvement efforts.|4|4|4|4|3|4|5|4|4|4|4|4|Met||2026-06-17|2026
27659950000000|Chualar Union|3|CUSD's current strengths and progress in this area - Parental Involvement and Family Engagement efforts are a top priority in a comprehensive effort to seek parent input in making decisions for the school district and its school. Many processes are in place in order to ensure consistent communication and engagement of our parents, guardians, and community, including but not limited to the following: Parent surveys were sent out to parents through FinalSite, seeking their input in school functions as well as response to LCAP indicators. Parents readily participated in school-wide events such as Back to School Night, Parent/Teacher conferences (twice annually), Open House, Trimester Awards Ceremonies, School Carnivals (Fall/Spring), sports events, award ceremonies, and monthly evening Parent Forums. Parents also participated as chaperones during field trips scheduled as content enrichment activities as well as ELO-P extended-day events. School Board meetings were also held, and parents were given the opportunity to participate as members of the board or during public comments. Parents were also solicited to participate in School Site Council, ELAC/DELAC Advisory Committees which were scheduled and held with agendas. Parent Teacher Association meetings were also scheduled and held to organize several school-wide events. Approximately 88% of parents who responded to the LCAP 2025-26 survey indicated that the teachers kept parents well-informed about how their child was doing in school. Additionally, 90.8% of parents who responded to the LCAP 2025-26 survey indicated that the teacher and school give parents useful information about how to improve their child's progress and prepare for the next grade. Parent volunteers helped win our Measure J school bond in 2024.|Chualar Union School District will always welcomes parents to stop by the Office or call the school to make an appointment with teachers and staff. Chualar Union School District presents multiple opportunities year-round for parents and teachers to engage in their student's education through events such as; Back to school Night, Parent Teacher conferences, Open House, Family Literacy Night, and scholastics Book Fair among Other events. CUSD's current strengths and progress in this area - Parental Involvement and Family Engagement efforts are a top priority in a comprehensive effort to 7/23r26, 11:19 AM Self-Relectbn (Priority 3) — parent and y seek parent input in making decisions for the school district and its school. Many processes are in place in order to ensure consistent communication and engagement of our parents, guardians and community including but not limited to, the following: Parent surveys were sent out to parents through the FinalSite App, seeking their input in school functions as well as response to LCAP indicators. Parents readily participated in school-wide events as Back to School Night, Parent/Teacher conferences (twice annually), Open House, Trimester Awards Ceremonies, School Carnivals (Fall/Spring) sports events, award ceremonies, and Parent Forums. Parents also participated as chaperones during field trips scheduled as content enrichment activities as well as ELO-P extended-day events. School Board meetings were also held and parents were given the opportunity to participate as members of the board or during public comments. Parents were also solicited to participate in School Site Council, ELAC/DELAC Advisory Committees, and Parent Teacher Association. An approximate 93% of parents who responded to the LCAP 2022-23 survey indicated that the teachers kept parents well-informed about how their child was doing in school. Additionally, 86% of parents who responded to the LCAP 2026-27 Local Performance Indicator Self-Reflection for Chualar Union School District Page 11 of 19 2022-23 survey indicated that the teacher and school give parents useful information about how to improve their child's progress.|"Chualar Union School District continues its efforts to build stronger connections with parents by communicating through our school communication system, FinalSite. We will continue to encourage all parents to join the app as well as their class communication systems, such as ClassDojo, REMIND, Google Classroom, Seesaw, etc. CUSD will focus on enhanced purposeful participation of the parent community. CUSD will add a part-time Parent Liaison to schedule and hold a series Of communication workshops and/or trainings and/or meetings to educate parents and staff on the importance Of parent involvement, Social Emotional Learning (SEL), and positive relationships between teachers, parents, and students. Per parent survey and parent forum input, parents also requested workshops in the area Of discipline, basic Reading and Math strategies, bullying prevention, communication strategies, social-emotional health, and computer literacy. Additionally, parents requested adult English classes. Incentives will be provided to parents, students, and staff who attend and 7/23r26, 11:19 AM Self-Relectbn (Priority 3) — parent and y participate in the workshops/trainings/, and meetings. Childcare will be provided. A meeting calendar has been established to convene newly elected parent officers for the School Site Council, English Language Advisory committees, and the ""Cafecito"" Club, which meets with the County Supervisor on community items of interest."|One of Chualar Union School District's cultural strengths is the annual seasonal carnival, parades, and other holiday events in which parents, teachers, students, school personnel, and the community respectfully come together to celebrate our school-wide cultural events. District staff believes that students whose parents stay involved in school have better attendance and behavior, earn better grades, demonstrate stronger social skills, and adapt more easily to school. Additionally, parent involvement also more securely sets students up to develop a lifelong love of learning, which researchers say is key to long-term success. Parent forums were scheduled and held to equip parents and guardians with tools to guide their children toward academic success. Parent conferences were held twice each year. Parents were guided through a process to become chaperones. Partnerships with counselors from MCBehavioral Health and Harmony at Home were established to support and promote student and family wellness.|Improvements will continue to build stronger community connections by preserving all annual and seasonal cultural events. School sports and rallies will be implemented for motivational, positive-behavior support, and growth-mindset purposes.|The Chualar Union School District Sports program is underway and will continue with seasonal sports. Students have the opportunity to play against Other school teams, and parents have the opportunity to come support their team. Currently, CUSD has adopted and sustained a modern communication system to better inform Our stakeholders.|Chualar Unified School District prides itself on having an active and involved community. Our teachers and administrators seek the expertise of our partners at the Monterey County Office of Education, who provide ongoing training. These trainings include tools and strategies to disaggregate data and reports, thereby delivering comprehensive information and results to parents and community members.|One measure Chualar has used successfully for years is promoting and encouraging parent involvement through our various committees formed to address the unified goals in our Local Control and Accountability Plan. To ensure that a diverse group of parents can be involved in the decision- making process, our committees meet in the evening, are always provided with translation services, and, in some cases, child care for their children. Committees such as School Site Council, English Learner Advisory Committee, Parent-Teacher Committee, teachers, and Conferences, Board Meetings, etc. Such meetings are translated by a translator.|The community plays a vital role in the success of Chualar Elementary School through its strong community representation. By forming committees and having stakeholder involvement, we ensure that the goals set forth by our school Board for the Local Control & Accountability Plan are met with a high level of standards through the many levels of scrutiny. Chualar Union School District continues building stronger connection channels with parents through REMIND, our school communication system.|4|5|4|4|4|4|4|4|4|4|4|4|Met||2026-06-10|2026
27660270000000|Graves Elementary|3|Graves School District leverages its small school size to foster strong, individualized relationships between staff, students, and families. This close-knit environment enables teachers to provide personalized academic support and helps ensure each student is recognized, respected, and nurtured. The district prioritizes a safe, inclusive, and positive learning atmosphere that encourages a lifelong love of learning.  Through ongoing collaboration among staff, families, Board members, and the broader community, the district supports not only academic achievement but also personal, social, and emotional growth. Survey results highlight that families view Graves ESD as a welcoming and respectful place where students feel supported and cared for. Parents consistently noted that the school communicates effectively, maintains a safe environment free from drugs, vandalism, and gang activity, and actively encourages parental involvement. These strengths reflect the district’s commitment to fostering strong school-family partnerships, clear communication, cultural respect, and student motivation—all essential elements of academic success and whole-child development.|While Graves Elementary School District (GESD) benefits from a small school environment that supports individual attention and academic success, opportunities remain to deepen and broaden engagement with families. Although the district offers a safe and nurturing setting that values each student’s uniqueness, input from educational partners and local data suggest that more consistent, two-way communication and increased outreach to underrepresented families are areas for growth. While staff, parents, Board members, and community stakeholders actively participate in events such as Board meetings, public hearings, parent-teacher conferences, and school celebrations, participation levels vary across groups. GESD aims to enhance its efforts by strengthening inclusive outreach strategies, ensuring all families feel equally empowered to engage in meaningful dialogue and decision-making. Focusing on more personalized, culturally responsive communication and expanding opportunities for collaboration will help reinforce trust, partnership, and shared responsibility in student success.|Based on self-reflection and input from educational partners, Graves Elementary School District will improve engagement of underrepresented families by implementing more culturally responsive outreach strategies, increasing access to interpretation and translation services, and offering flexible meeting times and formats. The district will also strengthen family outreach to build trust, encourage active participation, and ensure all voices are heard in school decision-making processes.|Based on educational partner input and local data, Graves Elementary School District demonstrates strong progress in building partnerships that support student outcomes. The small school size fosters personalized attention, allowing staff to address the academic and social-emotional needs of each student. The district is committed to creating a safe, respectful, and nurturing learning environment where the uniqueness of every child is recognized and valued. This commitment is reflected in survey results, where families overwhelmingly reported that the school is welcoming, respectful, and supportive. Graves ESD has cultivated a strong sense of community among staff, parents, board members, and local partners, all of whom take pride in preparing students for both academic achievement and holistic growth. Families noted that school staff are responsive, caring, and consistent in communication and expectations. Key strengths identified include a focus on safety, cultural respect, academic motivation, and active engagement of families in their child’s education. These qualities illustrate the district’s dedication to fostering a positive school climate that promotes meaningful partnerships for student success.|Based on educational partner input and local data, Graves Elementary School District has identified key focus areas for improvement in building partnerships for student outcomes. The district is prioritizing efforts to strengthen the home-school connection, particularly by collaborating with families to support student learning at home. This includes improving access to and use of technology, promoting consistent homework completion, and encouraging the development of a productive home study environment. Additionally, the district aims to enhance communication with families by continuing regular parent-teacher conferences and ensuring timely, consistent updates on student progress. These efforts are intended to foster greater family engagement and shared responsibility in supporting student achievement.|Based on the analysis of educational partner input and local data, Graves Elementary School District will strengthen engagement with underrepresented families by expanding access to community resources and support services. The district will continue to provide families with information and referrals to local organizations, including mental health and counseling services, to address barriers that may impact student success. Efforts will also focus on increasing collaboration with accessible, culturally responsive community partners to ensure all families feel welcomed, supported, and empowered to participate in their child’s education.|Based on the analysis of educational partner input and local data, Graves Elementary School District demonstrates strong progress in seeking input for decision-making. The district offers multiple opportunities for families to contribute, including through an active Parent-Teacher Club (PTC) that provides valuable input on site-level decisions. These engagement efforts promote greater parent awareness, foster a deeper understanding of the educational process, and encourage meaningful involvement in school activities. The district’s small size further enhances its ability to maintain consistent, open communication and collaborative relationships with families, ensuring their voices are heard in shaping school priorities and practices.|Based on the analysis of educational partner input and local data, Graves Elementary School District has identified the need to improve the accessibility and inclusivity of opportunities for family input in decision-making. While families are consistently encouraged to participate in site meetings, trainings, activities, and policy forums, feedback indicates a need to better align these opportunities with family schedules and needs. The district is committed to increasing participation by offering more flexible meeting times, providing translation and childcare services when possible, and using multiple communication platforms to ensure all families can engage meaningfully in shaping school decisions.|Based on the analysis of educational partner input and local data, Graves Elementary School District will improve engagement of underrepresented families in decision-making by expanding the use of multiple, bilingual communication methods—including in-person, phone, and online platforms—to ensure accessibility for all families. The district will also continue to actively invite and encourage participation in a variety of partner groups, such as the Parent-Teacher Club, school board meetings, event planning committees, and other forums where family input is valued. These efforts aim to create inclusive and welcoming spaces where all voices, especially those of underrepresented families, are heard and considered in the decision-making process.|4|5|5|4|4|4|5|4|4|4|4|4|Met||2026-06-09|2026
27660350000000|Greenfield Union Elementary|3|Based on the analysis of educational partner input and local data, Greenfield Union School District continues to demonstrate strong progress in fostering meaningful partnerships between schools and families. A key strength of the district is its commitment to ongoing communication and engagement through twice-yearly parent-teacher conferences, ensuring that every family has the opportunity to discuss their child’s academic progress and receive resources to support learning at home.  The district further promotes family involvement by offering parent workshops, cafecitos, and informational meetings designed to address the interests and needs of families. These opportunities provide welcoming spaces for families to learn about district programs, ask questions, and build positive relationships with school staff and fellow parents.  In addition, Greenfield Union actively seeks family input through participation in advisory groups such as the English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), School Site Councils, District Advisory Committee (DAC), and Migrant Parent Advisory Council (PAC). These groups provide families with access to student achievement and program data while allowing them to contribute to decisions that impact school programs and student outcomes.  The district also values family voice in the development of the annual Local Control and Accountability Plan (LCAP). Through surveys, advisory committee meetings, public presentations, and stakeholder engagement opportunities, families are encouraged to provide feedback on district priorities, programs, and resource allocations. This input plays an important role in shaping district goals and actions to better meet the needs of students and families.  To strengthen day-to-day communication, the district utilizes ParentSquare, a centralized communication platform that supports timely, two-way communication between schools and families. Through ParentSquare, parents receive updates on student progress, school events, and important announcements, further reinforcing the district’s commitment to transparency, engagement, and strong home-to-school partnerships.|Greenfield Union School District has identified several opportunities to further strengthen partnerships between schools and families. One area of focus is expanding parent workshops and engagement opportunities that address the interests and needs of families while providing tools and resources to support student learning and success. The district is committed to offering meaningful learning opportunities that help families better understand the educational system and actively participate in their children's academic journey.  Another priority is enhancing translation and interpretation services to ensure equitable access to information for all families. The district recognizes the linguistic diversity of its community and is working to improve communication by providing timely and accurate translations in families’ home languages whenever possible. By reducing language barriers and increasing access to information, Greenfield Union aims to create a more inclusive environment and strengthen communication, engagement, and collaboration between schools and families.|Greenfield Union School District remains committed to increasing engagement among families who have been historically underrepresented, with a particular focus on strengthening relationships between school staff and families. To support this effort, each school site is assigned a Family and Community Engagement Liaison who conducts outreach, facilitates communication, and serves as a bridge between families and schools. These liaisons help build trust, identify family needs, and ensure that parents feel welcomed, informed, and connected to their child’s educational experience.  The district values and embraces the rich cultural and linguistic diversity of its community. To ensure meaningful communication with all families, interpretation and translation services are provided in families’ primary languages, including support for families who speak indigenous languages such as Triqui and Mixteco. The district also hosts cultural celebrations, family events, and community activities that recognize and honor the diverse backgrounds of students and families, fostering a sense of belonging and inclusion across all school sites.  In addition, targeted support is provided to families of unduplicated students, including homeless youth, foster youth, English learners, and migrant families. Individualized intake meetings and ongoing outreach help connect families with available resources, services, and educational opportunities. Through these culturally responsive and personalized engagement strategies, Greenfield Union School District continues to strengthen partnerships with families and ensure that all educational partners have meaningful opportunities to participate in and contribute to their children’s education.|Greenfield Union School District continues to prioritize family engagement as an essential component of student success and has established multiple systems to foster meaningful partnerships between schools and families. The district provides numerous opportunities for parents and guardians to connect with educators, stay informed about student progress, and actively participate in the educational process.  A key component of this work is the district’s commitment to regular communication regarding student achievement and well-being. Through scheduled parent-teacher conferences, families receive individualized information about their child’s academic performance, strengths, areas for growth, and strategies that can be reinforced at home. These conversations help establish shared goals and strengthen collaboration between educators and families.  The district also promotes family involvement through a variety of school and district events, including family engagement nights, Back-to-School activities, Open House events, and educational workshops. These opportunities encourage relationship-building, increase understanding of instructional programs, and create welcoming environments where families feel connected to their schools.  Family participation in decision-making is another area of strength. Parents are encouraged to serve on advisory groups such as ELAC, DELAC, School Site Councils, District Advisory Committee (DAC), and Migrant Parent Advisory Council (PAC). Through these committees, families review student and program data, provide feedback on district initiatives, and contribute to discussions regarding programs, services, and priorities, including the development of the Local Control and Accountability Plan (LCAP).  To support ongoing engagement, the district utilizes ParentSquare as its primary communication platform. This system allows schools and families to communicate efficiently through messages, announcements, reminders, and updates, helping ensure that parents remain informed and connected throughout the school year. Together, these efforts demonstrate the district’s commitment to creating strong, collaborative partnerships that support positive outcomes for all students.|Greenfield Union School District has identified several opportunities to strengthen partnerships that support positive student outcomes. One area of focus is expanding family learning opportunities that equip parents and guardians with the knowledge and tools needed to support their children's academic success. The district aims to provide additional workshops, trainings, and resources that help families better understand student performance data, grade-level expectations, assessment results, and strategies for reinforcing learning at home.  Another priority is increasing engagement among families who may face barriers to participation in school activities and decision-making processes. The district is committed to enhancing outreach efforts to English learner families, migrant families, foster youth caregivers, and families experiencing housing instability. Efforts include improving access to translation and interpretation services, offering meetings and workshops at varied times and formats, and continuing to implement culturally responsive practices that reflect the diverse needs of the community.  By strengthening communication, increasing access to information, and creating more inclusive engagement opportunities, the district seeks to build stronger family-school partnerships that contribute to improved academic achievement, student well-being, and long-term success for all students.|Greenfield Union School District is dedicated to strengthening family engagement and ensuring that all families have meaningful opportunities to contribute to student success. To better support underrepresented populations, the district will continue to enhance outreach efforts through Family and Community Engagement Liaisons at each school site. These staff members work closely with families of English learners, migrant students, foster youth, and students experiencing homelessness to build relationships, address barriers to participation, and encourage involvement in school programs and academic planning.  The district will also expand family engagement opportunities by providing culturally responsive workshops, informational sessions, and academic events designed to meet the diverse needs of the community. These opportunities will help families better understand student progress, academic expectations, assessment results, and ways to support learning beyond the classroom.  To ensure equitable access to information, the district will continue to provide translation and interpretation services for families who speak languages other than English, including indigenous languages such as Triqui and Mixteco. Through these efforts, Greenfield Union seeks to foster inclusive partnerships, increase family participation, and create stronger connections between home and school that support positive student outcomes.|Greenfield Union School District recognizes families as essential partners in the educational process and actively seeks their input to help shape district programs, services, and priorities. The district has established multiple opportunities for families to participate in discussions regarding student achievement, school climate, and educational initiatives, ensuring that community perspectives are represented in district planning efforts.  Family engagement is supported through a variety of formal and informal opportunities, including advisory committees, parent leadership groups, public meetings, and school-based engagement activities. These forums provide families with opportunities to learn about district initiatives, review data, ask questions, and offer recommendations that help guide decision-making at both the school and district levels.  In addition, school leaders regularly connect with families through parent meetings and community outreach events that encourage open dialogue and collaboration. These opportunities help strengthen communication, increase transparency, and build meaningful partnerships between schools and the families they serve.  The district also utilizes stakeholder surveys and feedback tools to gather input from parents, students, staff, and community members. Information collected through these engagement efforts is carefully reviewed and used to inform goal setting, program development, resource allocation, and the annual LCAP process. Through these ongoing practices, Greenfield Union demonstrates its commitment to fostering a culture of collaboration, responsiveness, and continuous improvement.|Greenfield Union School District has identified opportunities to strengthen and broaden family participation in district and school decision-making processes. A primary area of focus is ensuring that all families, particularly those who have historically been less represented in advisory groups and engagement activities, have equitable access to opportunities to share their perspectives and contribute to district planning efforts.  To increase participation, the district will continue to enhance outreach efforts through Family and Community Engagement Liaisons, who work directly with families to build awareness of engagement opportunities and encourage involvement in school and district initiatives. Additional efforts will include expanding translation and interpretation services, providing multilingual communication, and offering meetings and engagement activities at times and locations that are accessible to families with varying schedules and responsibilities.  The district also recognizes the importance of helping families understand the impact of their participation. Moving forward, Greenfield Union will place greater emphasis on communicating how stakeholder feedback is used to shape programs, services, goals, and resource allocation decisions. By sharing outcomes and demonstrating the connection between community input and district actions, the district aims to increase transparency, strengthen trust, and encourage ongoing engagement from a diverse range of educational partners. These efforts reflect the district’s commitment to creating inclusive decision-making processes that value all voices and support meaningful collaboration between families, schools, and the broader community.|The district will continue to expand family engagement efforts by utilizing Family and Community Engagement Liaisons to build connections with families and increase participation among groups that may face barriers to involvement. Special attention will be given to supporting English learner families, migrant families, indigenous language speakers, foster families, and families experiencing housing instability.  To promote equitable access to information and participation opportunities, the district will strengthen multilingual communication through enhanced translation and interpretation services, including support for Triqui and Mixteco-speaking families. These services will be available during meetings, workshops, advisory committees, and other engagement activities to ensure all families can fully participate in discussions and decision-making opportunities.  In addition, Greenfield Union will focus on improving communication regarding the outcomes of stakeholder engagement efforts by sharing how family feedback influences district priorities, programs, and resource decisions. Through increased transparency, accessible communication, and culturally responsive outreach, the district seeks to create an environment where all families feel welcomed, respected, and empowered to play an active role in shaping their children's educational experience.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-18|2026
27660500000000|King City Union|3|Families and School Staff shared that KCUSD continues to make progress in providing parent education classes, offer more and more resources through Cafecitos and subsequent District Nights, and hosting Family Engagement Nights. The Engagement nights while built around showcasing ELOP, and several of them celebrate community cultural traditions while providing a family time for students and families to come together, along with School Staff. Attendance at our parenting classes has grown significantly, so we have expanded our offerings to match family interest.|While the input shared was positive around increased family engagement, surveys showed improvement in the area of building trusting, welcoming relationships, but the scores still showed that this is an area of improvement. The input shows that we grew slightly from the previous year in this area, so continuing this progress will be important, as our goal is to provide a welcoming environment to families to so that we can work in tandem to support our students.|We improved our outreach this year by providing both ParentSquare posts and sending flyers home with students. This year, we are opening our family resource center, where our liaisons will be able to work closer with families to share offerings. Deeper outreach will include taking advantage of large gatherings and social media to promote engagement opportunities at the site and district levels.|KCUSD offers two Conference Week Sessions for families each year. Teachers and families have the opportunity to sit down and meet about student progress. During the year, if there are concerns around student learning and behavior, the Student Study Team meets with families to discuss interventions and sets up plans for further intervention based on team input to improve student outcomes. ParentSquare is utilized more and more each year, and offers two-way communication for families and teachers. Family Liaisons are appreciated on all survey data, as they help bring resources to families who need them, bridge communication between families and school, and share information with families monthly at their Cafecitos. Classes for parents are offered through Fresno State Parent University, Jump into English, Scholar System, Opening Doors, and Family Leadership Institute, to provide knowledge and support for parents. Administrators, teachers, liaisons, and support staff attend these classes as well, to build stronger partnerships.|While our family attendance is increasing at our events and in our classes, KCUSD's focus area for strengthening our partnerships with families is to increase staff and administrator attendance and engagement at these events. We recognize that we need to take these opportunities to engage with families and support their attendance and participation to build supportive, trusting relationships.|KCUSD will continue working with families to improve communication, and will also continue to build up resources for families to utilize in the areas of mental health and community services to meet student and families needs, in our new Family Resource Center. Teachers regularly share information with families on how to support student learning in the home, and we will continue to do so.|KCUSD schools hold School Site Council, English Language Advisory Committee, and Parent Teacher Organization meetings regularly. These meetings are open to all, and are advertised prior. These committees, as well as a general session are held to gather LCAP input. Climate surveys are sent home bi-annually, and the information is used to determine needs for the next school year. Our ELOP department sends out surveys to gather information about the program strengths and needs bi-annually, to ensure satisfaction of the families and students with their program.|We will be focusing on getting stronger participation in all areas of input gathering. There needs to be a focus on gathering input in multiple manners and time frames, so that we are offering more opportunities. Meeting families and staff where they are regarding schedules, and offering both paper and electronic options will be implemented.|KCUSD recognizes that some underrepresented families may not feel comfortable coming to participate in meetings, or may not be able to due to work/family responsibilities. We also recognize that their voices are important and want to make sure that we are giving access to survey and input requests to all, regardless of ability to attend specific meetings, so we will send out flyers and electronic surveys to families through ParentSquare. Our Family Resource Center will also be a location where our liaison team can assist families with these important decision-making data gathering items.|4|4|4|4|3|4|4|4|4|4|4|3|Met||2026-06-16|2026
27660680000000|South Monterey County Joint Union High|3|The District continues to strengthen relationships between school staff and families through intentional communication, culturally responsive practices, and multiple opportunities for meaningful engagement. The District serves a diverse community and prioritizes creating welcoming environments where families feel valued, informed, and connected to their child’s educational experience.  A key strength is the District’s commitment to two-way communication through a variety of methods, including ParentSquare, school websites, phone calls, conferences, advisory committee meetings, family events, and community outreach activities. Communication is provided in families’ home languages whenever possible, and translation and interpretation services are available to ensure equitable access to information and participation. The District has continued to expand outreach efforts to Spanish-speaking families and other underrepresented groups through multilingual communications, targeted engagement activities, and ongoing collaboration with school and community partners.  The District actively engages families through District Advisory Committee (DAC), District English Learner Advisory Committee (DELAC), School Site Councils, English Learner Advisory Committees (ELACs), LCAP meetings, and other stakeholder engagement opportunities. These forums provide families with regular opportunities to build relationships with staff, share perspectives, and participate in discussions regarding programs, services, and student needs. Feedback from educational partners indicates that families value the accessibility of school staff, opportunities for participation, and efforts to keep families informed regarding academic programs, college and career readiness, student supports, and school activities.  The District has also made progress in strengthening relationships through initiatives that support student success and well-being, including expanded counseling services, wellness center development, college and career readiness programming, and implementation of the English Learner Master Plan. Family engagement activities connected to these efforts have helped strengthen trust, increase awareness of available resources, and promote stronger school-home partnerships.   As a result of these efforts, the District has established multiple avenues for communication and engagement that foster positive relationships between families and school staff while continuing to build a culture of collaboration, inclusivity, and shared responsibility for student success.|The District has established multiple structures to support family engagement; however, analysis of educational partner input, participation data, and local survey results indicates opportunities to further strengthen relationships between school staff and families. A primary area for improvement is increasing consistent family engagement across all school sites and programs to ensure every family experiences the same level of communication, outreach, and support.  Educational partners have expressed a desire for more timely, personalized, and proactive communication regarding student progress, academic expectations, available support services, and postsecondary opportunities. While families value the variety of communication methods available, the District recognizes the need to continue improving the clarity, consistency, and accessibility of information shared with families throughout the school year.  Another area of focus is increasing participation in school and district engagement opportunities. Attendance and feedback data indicate that barriers such as work schedules, transportation, competing responsibilities, and unfamiliarity with school systems may limit participation for some families. The District will continue to explore flexible meeting formats, expanded outreach efforts, and additional opportunities for families to engage with staff and participate in school activities.  The District also seeks to strengthen staff capacity to build meaningful relationships with families by continuing to promote culturally responsive practices, effective communication strategies, and opportunities for ongoing collaboration between families and educators. Through these efforts, the District aims to further enhance trust, increase participation, and ensure all families feel welcomed, informed, and connected to their child’s educational experience.|The District is committed to strengthening relationships with underrepresented families, including families of English Learners, migrant students, socioeconomically disadvantaged students, students with disabilities, and families who may face language, transportation, scheduling, or technology barriers to participation. Educational partner input and local engagement data indicate that while many families are connected to their schools, some continue to face challenges accessing information and participating in school and district activities.  To improve engagement, the District will continue to expand multilingual communication through translated materials, interpretation services, ParentSquare messaging, and other accessible communication platforms. The District will provide information in families’ primary languages whenever possible and will continue to increase outreach efforts to ensure families understand available programs, services, and opportunities to participate in decision-making processes.  The District will strengthen partnerships with families through continued support of DELAC, ELAC, DAC, School Site Councils, and LCAP engagement activities while exploring additional opportunities for flexible participation, including virtual meetings, varied meeting times, and targeted outreach to families who have historically been underrepresented. School and district staff will continue to build their capacity to engage families through relationship-building strategies that recognize and value the diverse experiences, cultures, and perspectives represented within the community.  In addition, the District will continue implementing actions outlined in the English Learner Master Plan, increase awareness of academic, college and career, wellness, and student support services, and utilize educational partner feedback to guide continuous improvement efforts. These actions are intended to ensure all families feel welcomed, informed, respected, and empowered to participate as active partners in their students’ educational success.|The District has continued to strengthen partnerships with families by providing opportunities, resources, and support systems that help families actively participate in their students’ academic success, college and career readiness, and overall well-being. Educational partner feedback and local data indicate that families value the District’s efforts to provide information, guidance, and support related to student achievement, graduation requirements, postsecondary planning, and available student services.  The District provides families with access to academic progress information through parent-teacher conferences, progress reports, ParentSquare communications, counseling services, and student information systems. Families are regularly informed about graduation requirements, A-G completion, attendance, Dual Enrollment opportunities, Advanced Placement coursework, Career Technical Education pathways, financial aid, and college and career planning resources. Through the continued implementation of the California College Guidance Initiative (CCGI), counseling programs, and college and career readiness activities, the District has expanded opportunities for families to engage in conversations that support students’ postsecondary goals.  The District has also made progress in strengthening partnerships that support student wellness and engagement. Families have access to information regarding mental health services, wellness supports, attendance interventions, and other student support programs designed to promote academic success. Development of wellness centers and expansion of counseling services have further strengthened the connection between families, schools, and available resources.  In addition, families are provided opportunities to participate in advisory committees, LCAP development, English Learner programs, and other engagement activities that support student achievement and continuous improvement efforts. Educational partner input has contributed to actions focused on increasing academic supports, expanding college and career opportunities, strengthening communication, and improving access to student services.  Through these efforts, the District has continued to build collaborative partnerships with families that support student learning, encourage shared responsibility for student success, and promote positive academic and postsecondary outcomes for all students.|Analysis of educational partner input, student outcome data, and participation trends indicates several opportunities to further strengthen partnerships between families and schools in support of student success. While families value the information and resources provided by the District, increasing family participation in academic support activities and improving understanding of student achievement data remain important areas for continued growth.  One focus area is expanding opportunities for families to better understand academic progress, graduation requirements, college and career readiness indicators, and available interventions. Educational partners expressed interest in receiving additional guidance regarding A-G requirements, Dual Enrollment opportunities, Career Technical Education pathways, financial aid, attendance expectations, and strategies to support learning at home. The District recognizes the importance of ensuring families have the knowledge and resources necessary to actively support their students throughout their educational journey.  Another area for improvement is increasing participation in workshops, informational sessions, advisory committees, and other engagement opportunities that directly support student achievement. Local data suggests that barriers such as work schedules, transportation, childcare needs, language differences, and competing family responsibilities may limit participation for some families. The District will continue to explore flexible meeting formats, expanded outreach efforts, and additional supports to increase family involvement.  The District also seeks to strengthen collaboration among families, teachers, counselors, and administrators to support students who may be experiencing academic, attendance, behavioral, or social-emotional challenges. Continued efforts will focus on early identification of student needs, timely communication with families, and increased awareness of available academic and wellness supports.|To strengthen partnerships and improve student outcomes, the District will continue to expand multilingual communication and outreach efforts to ensure families receive timely and accessible information regarding academic progress, graduation requirements, attendance, A-G completion, Dual Enrollment opportunities, Career Technical Education pathways, financial aid, and available student support services. Information will continue to be provided in families’ primary languages whenever possible through ParentSquare, meetings, workshops, printed materials, and direct outreach from school staff.  The District will utilize DELAC, ELAC, DAC, School Site Councils, special education meetings, and LCAP engagement activities to gather input from underrepresented families and ensure their perspectives are reflected in district programs, services, and decision-making processes. Efforts will also focus on increasing participation through flexible meeting options, varied meeting times, virtual opportunities, and targeted outreach designed to reduce barriers to engagement.  In addition, the District will continue implementing actions outlined in the English Learner Master Plan, strengthen family awareness of academic and wellness supports, and provide opportunities for families to build knowledge of college and career readiness pathways, graduation requirements, and strategies to support learning at home. Staff will continue to engage families through culturally responsive practices that recognize and value the diverse experiences, languages, and cultures represented within the District.  Through these efforts, the District aims to ensure that all families, particularly those who have historically been underrepresented, are informed, empowered, and actively engaged as partners in supporting student achievement, educational planning, and postsecondary success.|The District has established a comprehensive system of stakeholder engagement that provides families, students, staff, and community members with meaningful opportunities to participate in decision-making processes. Educational partner input and local engagement data demonstrate that the District has made significant progress in creating multiple avenues for stakeholders to share feedback, contribute ideas, and help shape district priorities, programs, and services.  The District regularly seeks input through the Local Control and Accountability Plan (LCAP) development process, District Advisory Committee (DAC), District English Learner Advisory Committee (DELAC), School Site Councils, English Learner Advisory Committees (ELACs), parent surveys, student surveys, staff surveys, public meetings, and community engagement events. These structures provide stakeholders with opportunities to review data, discuss district initiatives, identify needs, and provide recommendations that influence planning and resource allocation.  A particular strength of the District is its commitment to engaging families of English Learners and other historically underrepresented groups through multilingual communication, interpretation services, translated materials, and targeted outreach efforts. Educational partners are provided opportunities to participate in discussions related to academic programs, student supports, college and career readiness initiatives, school climate, and district improvement efforts. Feedback gathered through these processes has informed actions related to student wellness, academic interventions, college and career readiness, family engagement, and implementation of the English Learner Master Plan.  The District has also strengthened staff capacity to facilitate stakeholder engagement by promoting collaborative planning processes, transparent communication, and inclusive decision-making practices. School and district leaders regularly review educational partner feedback and local data to identify priorities and guide continuous improvement efforts.  As a result of these ongoing efforts, the District has developed a culture that values stakeholder voice and encourages meaningful participation in decision-making. Educational partners play an important role in helping the District identify strengths, address challenges, and support positive outcomes for all students.|Educational partner feedback suggests that barriers such as work schedules, transportation challenges, language differences, childcare needs, and unfamiliarity with district processes may limit participation for some families. The District recognizes the importance of ensuring that all families, particularly those whose voices may be underrepresented, have equitable opportunities to contribute to discussions regarding district priorities, programs, services, and resource allocation.  Another focus area is increasing stakeholder understanding of district data, programs, and decision-making processes. While families are provided opportunities to review information and provide feedback, the District seeks to further strengthen stakeholders’ capacity to engage in meaningful discussions by providing additional opportunities for learning, clarification, and dialogue regarding student achievement data, school climate data, Local Control and Accountability Plan priorities, and other district initiatives.  The District also seeks to increase participation rates in surveys and engagement activities to ensure feedback is representative of the diverse populations served across all schools and programs. Continued efforts will focus on expanding outreach strategies, improving communication regarding engagement opportunities, and utilizing multiple methods for gathering stakeholder input.  By addressing these areas, the District aims to strengthen inclusive decision-making processes, increase stakeholder participation, and ensure that educational partner feedback continues to play a meaningful role in shaping district priorities and continuous improvement efforts.|To improve engagement, the District will continue to expand multilingual communication through translated materials, interpretation services, ParentSquare communications, and other accessible communication methods. Information regarding advisory committees, surveys, public meetings, LCAP development, and other engagement opportunities will be provided in families’ primary languages whenever possible to ensure families are informed and able to participate meaningfully.  The District will continue to strengthen the role of DELAC, ELAC, DAC, School Site Councils, and other advisory groups by encouraging broader representation and providing families with opportunities to learn about district programs, student data, and decision-making processes. Efforts will focus on increasing awareness of engagement opportunities through targeted outreach, personal invitations, school-community partnerships, and ongoing communication from site and district staff.  Additionally, the District will seek to reduce participation barriers by offering flexible meeting formats, virtual participation options, varied meeting times, and accessible opportunities for providing feedback through surveys and community forums. Staff will continue to utilize culturally responsive engagement practices that recognize and value the diverse experiences, languages, and perspectives represented throughout the District.|5|5|5|5|4|4|4|4|5|4|5|4|Met||2026-06-10|2026
27660760000000|Lagunita Elementary|3|"Staff and families work well together when clear and respectful communication is supported. Parents are primarily involved at via the Lagunita Parent Teacher Club (LPTC), which has a ""classroom parent"" each year, and organizes support for the classroom and puts on school wide events. Others are involved via the School Site Council reviewing, updated, and improving policy and planning documents. All families are encouraged to contribute to school events and attend Site Council and School Board meetings. These groups meet regularly and supply enthusiasm, energy, commitment, to the school culture. In the small, rural school environment that is Lagunita, every person plays an important role and clearly sends the message to students that their education is important."|"Leadership changes and ongoing discussion of policy updates are consistently areas for improvement as there are times when staff or parent leaders need to be educated about the current rules & regulations that inform district practices with respect to volunteers. Parents are surveyed twice a year to gather feedback and reflection on each school year. This has led to productive dialogue, and one of the programs the district piloted this year was our ""First Friday"" program, where parents are invited to facilitate an activity with each classroom on the first Friday of each month. This has proven to be a sustainable model for parent involvement and valuable enrichment for the students. Our Spring open house this year was one of the most well-attended in recent years."|Lagunita is a small community, and the administrator is the primary driver in ensuring representation and outreach both reflect our diverse community. It is also a unique school in that the majority of our students come from neighboring school districts. We therefore work hard to emphasize community building for our students, who don't all live in the same neighborhood or area.|Lagunita's partnerships are solid--and expanding. We've successfully maintained our twice a year parent conferences, as well as SSTs and other Intervention team supports with meetings in the fall and spring. We continued our partnerships with the Arts Council and County Behavioral Health. We offered a new field trip this year to a Nature Preserve, in addition to trips to the the Monterey Bay Aquarium and our local library. We strengthened our partnership with a group of PE teachers called PLAAY as well as with Kids Eat Right, Santa Cruz Shakespeare, & Salinas Area Reading For Fun. New partners include hosting a Scholastic bookfair, the Monterey Salinas Valley Railroad Museum and Salinas Valley Recycles.|This year we were able to meet our goals for Field Trips, with four trips, one of them new. We plan to continue our work to get our students off campus and into the community more often, and we know that our parent community fully supports this. We are always looking for new connections in the community, and this year maintained partnerships with 8 organizations and initiated partnerships with 3 more.|"Underrepresented students are prioritized in planning for these partnerships, and their parents are as well. Lagunita reaches out to organizations that share this focus, so that the content, message, and approach to their presentations are aimed at engaging all student. An example from this year is hosting a performance of ""Romeo y Julieta,"" a Spanglish version of Romeo and Juliet created by Shakespeare Santa Cruz to engage Spanish speakers."|"We are an isolated and rural campus, with the majority of our families coming from neighboring districts. Thus our parent community is widely dispersed. This year we had additional families attend School Board meetings. Site Council will need to recruit new members for next year, as several students are completing their time at Lagunita. We are expanded and increased our use of text messaging this school year, supplementing ""robo-calls"" and improving our home/school connections."|Lagunita has multiple opportunities for parent input--our Site Council, School Board, and Parent Club (LPTC) being the most visible. But we are a small school/district, and direct conversations between parents and administration are just as commonly used for seeking input. Underrepresented families continue to be be prioritized in this process.|Our spring LPTC meetings were scheduled with an agenda focused on LCAP input, and parents provided forums for important input, and this groups has some representation of unduplicated students. Lagunita will, as stated above, make particular efforts in the Fall to engage underrepresented families in our planning and feedback efforts.|4|4|4|5|5|3|4|4|5|5|5|4|Met||2026-06-23|2026
27660840000000|Mission Union Elementary|3|We provide ample opportunities to welcome parents to all district-sponsored events and to outside events. We partner with the county, community colleges, and non-profits to promote, endorse, and share programming that positively impacts our students.|"We have made attendance and communication between the classroom/school and home a priority. In doing so, we have increased our ADA and our ability to ensure that parents are ""in the Know"" regarding academic and social-emotional growth."|We will continue to provide additional avenues to secure data to help underrepresented families.|Our strength lies in our ongoing dialogue with parents about learning and social-emotional growth. We are providing avenues for parents to have robust conversations regarding academic needs. We gather surveys, test information, report card conferences, and other outputs, which are shared with students and parents in a timely manner.|We have enhanced our counseling program to ensure that more students receive tier-one, tier-two, and tier-three services.|The district utilizes parent-teacher conferences and PLCs throughout the year to ensure that communication occurs regarding learning and the need to address learning issues. The meetings and conferences are followed by the provision of targeted resources to underrepresented students and the general student population.|We provide avenues for continued communication through surveys, meetings, events, and partnerships that yield the needed information. The data often targeted is used to make informed decisions.|The focus is on attendance and academic success.|We will continue to improve the method and avenues for dialogue to ensure consistent, ongoing communication and positive outcomes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-10|2026
27660920000000|Monterey Peninsula Unified|3|MPUSD continues to strengthen family and community engagement through a coordinated, equity-centered approach that prioritizes authentic partnership and shared decision making. Throughout the 2025–2026 school year, the district expanded opportunities for families, students, staff, and community partners to meaningfully contribute to district planning, school improvement efforts, and Local Control and Accountability Plan (LCAP) development. A key focus of this work has been elevating the voices of historically underserved families and communities. Through partnerships with programs such as PIQE (Parent Institute for Quality Education), the district increased outreach and engagement efforts designed to build family leadership capacity and ensure families feel informed, valued, and connected to the educational process. These efforts supported stronger participation from multilingual families and families who have not traditionally engaged in district decision-making structures. MPUSD also continued investing in dedicated staff support to strengthen school-family relationships and improve coordination of services and communication. Community School Coordinators, parent liaisons, administrators, counselors, and educators played a critical role in building trust, facilitating outreach, and connecting families to both academic and social-emotional supports. These staffing investments helped create more consistent and responsive systems of engagement across school sites. As part of the district’s growing Community Schools implementation work, school sites expanded the use of Community School Advisory structures to engage families, staff, students, and community partners in identifying local needs, reviewing data, and shaping site-based priorities. Advisory groups focused on topics such as belonging, attendance, academic support, wellness, enrichment opportunities, and community partnerships. These structures reinforced the district’s commitment to collaborative leadership and shared ownership of student success. The district also broadened stakeholder engagement opportunities through Town Halls, Cafecitos, ELAC and DELAC meetings, School Site Councils, surveys, listening sessions, student leadership engagements, and community partner meetings. These varied engagement formats helped increase accessibility and participation while providing multiple avenues for stakeholders to share experiences, perspectives, and recommendations. In support of the LCAP development process, MPUSD launched an LCAP Task Force composed of district leaders, site leaders, educators, classified staff, families, and community representatives. The Task Force engaged in collaborative data analysis, reviewed student outcome trends, discussed areas of strength and need, and helped inform district priorities and actions. This structure strengthened transparency and collective ownership while ensuring that planning decisions were grounded in both quantitative data and lived experiences.|Based on the analysis of educational partner input and local data, MPUSD identified the need to deepen relationships and trust between schools, families, and the broader community through more inclusive, responsive, and collaborative engagement practices. The district recognizes that meaningful family engagement must move beyond participation in isolated events and instead create sustained partnerships where families feel valued as essential contributors to student success and school improvement efforts. As part of this focus area, the district is expanding partnerships, integrated supports, and community-connected resources through its Community Schools framework. Schools are strengthening collaboration with communitybased organizations, family-serving agencies, higher education partners, and local programs to provide families with greater access to academic, wellness, enrichment, and social-emotional supports while also creating more opportunities for authentic relationship building. MPUSD also identified the importance of increasing representation and elevating the voices of historically underserved families in district and site decision-making structures. To support this work, the district is implementing new tools and engagement strategies designed to improve inclusion and strengthen two-way communication. These efforts include the use of targeted surveys, empathy interviews, asset mapping processes, expanded DELAC outreach, Town Halls, Cafecitos, Community School Advisory meetings, and listening sessions intended to better understand the lived experiences, strengths, needs, and priorities of students and families. Additionally, the district continues investing in staff roles that support relationship-centered engagement, including Community School Coordinators, parent liaisons, counselors, and school leaders who help strengthen school-family connections and coordinate responsive supports. Through these combined efforts, MPUSD aims to build stronger partnerships grounded in trust, belonging, shared leadership, and collective responsibility for student success.|Based on the self-reflection process, educational partner input, and local survey data, MPUSD identified that families from underrepresented groups, including English learner families, foster youth caregivers, families of students with disabilities, and low-income households, participated in school engagement activities at lower rates than the overall parent population. Families also indicated a need for more consistent two-way communication, culturally responsive outreach, and stronger relationships with school staff. In response, MPUSD will expand family engagement opportunities by increasing multilingual communication, offering flexible meeting times and virtual participation options, and providing targeted outreach through family liaisons and community partnerships. School staff will receive professional learning focused on culturally responsive practices and relationship-building strategies because educational partners identified trust, accessibility, and communication as barriers to participation. MPUSD will continue to gather feedback through surveys, listening sessions, advisory committees, and school site meetings to monitor whether underrepresented families report stronger connections with school staff and increased participation in school decision-making processes.|Based on educational partner feedback, local survey results, and participation data, MPUSD has strengthened partnerships between schools, families, and the community to support improved student outcomes. Families and staff reported increased opportunities for collaboration through parent advisory committees, school site meetings, family workshops, and ongoing communication from schools. MPUSD’s current strengths include increased participation in family engagement activities, expanded multilingual communication, and stronger collaboration with community-based organizations that support students and families. Educational partners indicated that schools are providing more consistent information about academic expectations, student supports, and available resources, which has improved families’ ability to support student learning at home. Additionally, MPUSD has engaged in attendance campaigns starting as early as preschool to provide vital information about the importance of attendance and the impact of absenteeism on the students' long-term learning journey in MPUSD. Chronic absenteeism has reduced significantly as a result. MPUSD has also made progress in creating more welcoming and inclusive engagement opportunities by offering flexible meeting formats, translation services, and targeted outreach to underrepresented families. As a result, local feedback and participation trends show growing trust and stronger relationships between families and school staff, contributing to increased family involvement in student learning and school decision-making processes.|Based on educational partner input and local data, the LEA identified several focus areas for improvement in Building Partnerships for Student Outcomes. Feedback from families, students, and staff indicated a need to strengthen consistent two-way communication, increase participation from underrepresented families, and improve awareness of academic supports and student services available across MPUSD. Local data also showed lower engagement rates among English learner families, foster youth caregivers, low-income families, and families of students with disabilities in advisory groups, workshops, and school decision-making opportunities. Educational partners expressed a need for additional multilingual communication, culturally responsive engagement practices, and more flexible opportunities for participation. To address these areas for improvement, MPUSD will focus on increasing targeted outreach, expanding translation and interpretation services, strengthening family-school communication systems, and providing staff training on relationship-building and inclusive engagement practices. MPUSD will continue to monitor participation data, survey feedback, and family engagement metrics to evaluate progress in strengthening partnerships that support student achievement and well-being.|Based on the self-reflection process, educational partner input, and local engagement data, MPUSD identified the need to improve participation and partnership opportunities for underrepresented families, including English learner families, foster youth caregivers, low-income families, and families of students with disabilities. Educational partners indicated that barriers such as language access, scheduling conflicts, transportation, and limited familiarity with school systems reduced participation in school programs and decision-making opportunities. To improve engagement, MPUSD will expand multilingual communication and interpretation services, provide flexible meeting options including virtual participation, and increase targeted outreach through family liaisons, community organizations, and school staff. MPUSD will also provide workshops and resources that help families understand academic expectations, use of technology/academic tools (such as grade book), graduation requirements, student supports, and ways to support learning at home because families identified a need for clearer and more accessible information. Additionally, school staff will participate in professional learning focused on culturally responsive family engagement and relationship-building practices to strengthen trust and collaboration between schools and families. MPUSD will monitor participation rates, survey feedback, and advisory committee involvement to evaluate whether underrepresented families report stronger connections to schools and increased involvement in supporting student outcomes.|Based on educational partner feedback and local participation data, MPUSD’s current strengths in Seeking Input for Decision-Making include maintaining established advisory committees and regularly gathering feedback from families, students, staff, and community members through surveys, School Site Council meetings, English Learner Advisory Committee meetings, and LCAP engagement sessions. These engagement opportunities have supported ongoing communication between MPUSD and educational partners regarding student needs, school climate, academic programs, and district priorities. MPUSD has made progress in increasing awareness of opportunities for participation and in providing translated materials and interpretation services to improve access for multilingual families. Educational partners also noted that district and school staff have increased efforts to share information about district initiatives, student data, and available supports during meetings and outreach activities. As part of the district’s growing Community Schools implementation work, school sites expanded the use of Community School Advisory structures to engage families, staff, students, and community partners in identifying local needs, reviewing data, and shaping site-based priorities. Advisory groups focused on topics such as belonging, attendance, academic support, wellness, enrichment opportunities, and community partnerships. These structures reinforced the district’s commitment to collaborative leadership and shared ownership of student success. Local participation data and stakeholder feedback indicate continued growth in family and community involvement across district engagement activities, particularly through expanded communication methods and collaboration with school sites and community partners.|Based on educational partner input and local data, MPUSD identified several focus areas for improvement in Seeking Input for Decision-Making. Feedback from families and community members indicated that some educational partners, particularly English learner families, low-income families, foster youth caregivers, and families of students with disabilities, continue to experience barriers to participation in district and school decision-making processes. Local data also reflected inconsistent participation across advisory committees, surveys, and engagement activities, suggesting the need for broader representation of underrepresented groups in district feedback processes. Educational partners expressed a desire for clearer communication regarding how stakeholder input informs district decisions and priorities. MPUSD identified a need to improve outreach efforts, increase accessibility to engagement opportunities, and strengthen communication regarding meeting topics, district initiatives, and opportunities for input. Additional focus areas include improving language access, increasing participation through flexible meeting formats, and building stronger connections between schools and families to support more meaningful educational partner engagement in decision-making processes.|Based on the self-reflection process, educational partner feedback, and local participation data, MPUSD identified the need to improve engagement of underrepresented families, including English learner families, foster youth caregivers, low-income families, and families of students with disabilities, in district and school decision-making processes. Educational partners identified barriers such as language access, limited awareness of engagement opportunities, scheduling conflicts, and uncertainty regarding how stakeholder feedback is used to inform decisions. To improve engagement, MPUSD will increase targeted outreach efforts through multilingual communication, family liaisons, and community partnerships to ensure families receive timely and accessible information about opportunities to participate in surveys, advisory committees, and district meetings. MPUSD will also expand flexible participation options, including virtual meetings, varied meeting times, and translated materials and interpretation services, because families identified accessibility as a barrier to participation. Additionally, MPUSD will strengthen communication regarding how educational partner input influences district planning and decision-making processes to build trust and encourage ongoing participation. MPUSD will monitor participation trends, survey responses, and representation within advisory groups to evaluate whether engagement among underrepresented families increases over time.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-09|2026
27660922730240|Learning for Life Charter|3|In order to maintain or build relationships with our families, LFCLS has implemented multiple methods of communications.  To keep in touch with our students and their parents, each staff member has portable digital devices and peripherals, plus a Google Voice number, allowing remote text and voice communications, in addition to their office-based email and phones. We have implemented mass email and text systems to communicate with all families.  We have also greatly increased our use of video conferencing.  Every family has learned how to use it and it is a daily part of our outreach.|The 2025 WASC Self Study resulted in the following focus areas for improvement in Building Relationships Between School Staff and Families: Parents experiencing a sense of belonging Support and informational vents Parent Workshops Expositions Guaranteed Parent/Student/teacher meetings Surveys|LFLCS has included the following Tasks in its 2025-2031 Action Plans: Increase bilingual supports and resources Increase parent voice Host Parent Appreciation Nights Create and refine on-demand orientation videos for parents Provide tech support to parents Provide psycho-educational materials to families Showcase electives and intensive courses Host Portfolio Reviews Increase parent participation in monthly teacher/student parent meetings Revise school surveys to provide feedback on the school’s mission and vision|The centerpiece of our program for building partnerships is our frequent, 1:1 contact with families.  Students and parents are provided the opportunity to meet with their supervising teacher at least once per week.  Our counselors, school-community liaison, tutors, education specialists, and other support staff are available to families every day. LFLCS has engaged in extensive training of all staff in trauma informed care, to improve our capacity to partner with families and to provide support to families in fostering students' learning and development in the home.  LFLCS has also developed our understanding of the impacts on students of social media, and implemented a policy making our school smartphone free.|LFLCS will develop a more authentic way to report students’ progress to their families.|Over the next 5 years, as detailed in our 2025--2031 WASC Action Plans, LFLCS will continue to develop a portfolio assessment systems that will involve parents and students in annual  reviews of students’ academic, interpersonal, and career growth.|LFLCS students and guardians are provided the opportunity to meet with teaching and other staff at least once per week.  LFLCS tracks parent participation in these meetings. Students are encouraged to negotiate with the teachers around the particulars of their personal educational program. At the end of each school year, surveys are sent to all students and guardians regarding our academic programs, school climate, and budget plans for the next school year.  Results are incorporated into our strategic plan and annual LCAP. The school staff meets weekly.  A standing agenda item is working together to engage students and families.|A focus area for improvement will be finding new ways to reach and involve less-engaged parents.|As an initial step to getting more parents involved in decision making, LFLCS will, as part of its portfolio assessment system, arrange annual presentations by students to their parents of their academic, personal, and career growth.|5|5|5|5|4|4|5|5|4|4|4|5|Met||2026-06-23|2026
27660926118962|International School of Monterey|3|"As outlined in our charter, ISM is grounded in a culture of open exchange and strong family involvement. Our community shares a collective belief that success comes from working toward common goals, including continuous improvement and shared responsibility for student outcomes. We actively promote communication and collaboration among students, families, faculty, staff, trustees, and underrepresented groups.  ISM implements a range of engagement strategies. Orientation sessions are held in the spring for incoming kindergarten and middle school families, and in July for new 1–8 families, with virtual access available year-round. Community-building events include an August Back-to-School Picnic, Welcome Coffee, and ongoing activities led by the PTO. Kindergarten readiness assessments include a family input component. Daily practices, such as staff greeting students and families, reinforce a welcoming environment. The first two weeks of school emphasize classroom community building. Family participation is encouraged through events such as Back-to-School Night, ELAC, Parent University, PTO meetings, and 1 Night- 1 Community. Schoolwide events—including the Around the World Festival, Talent Show, Community Potluck, and Color Run—further strengthen connections, with food and childcare provided to increase access. Students engage in identity-centered units that explore culture, language, and personal experiences. Curriculum and literature increasingly reflect the diversity of the student body, particularly supporting Emerging Bilingual students. The ParentSquare platform ensures consistent, two-way communication, with translation features supporting all families.  Staff feedback noted the following strengths: -""Current strengths are events such as International Food Fair, Cinco De Mayo, Black History Expo, multiethnic foods in the meal program, Ramadan potluck, and more. The library is full of books that reach out to students of all faiths, which is welcomed. Flags near MUR highlighting regional info. It seems to be opening up to celebrating what the students celebrate, which is a positive move. This creates a greater sense of belonging."" -""Constant invitations/opportunities to be engaged in the ISM school community are exceptional."" -""There are lots of events for students and parents to take part in, and do something with the school. The lower years have a lot of parents volunteering.""  Parent feedback noted the following strengths: -""Staff have close interaction with students and families from different backgrounds and beliefs."" -""We love ISM simply because of its strong academic content, the full support that we get from our IEP team, the love and friendliness of the community, last but not least, the amazing teachers and staff who are always there whenever we need them."" -""They encourage kids to be proud of their backgrounds."" -""Community building and having an international approach to education are what I value from the school."""|Our current focus for this dimension is to find ways to sensitively draw in families of underrepresented students so they continue to feel included in our school family as a whole while their unique voices and perspectives are better understood and acted upon. This includes ongoing efforts to fully understand barriers to connection, such as meeting times and childcare.|The school has created the following proposals to improve the engagement of underrepresented families: -Sending surveys at the beginning of the year to identify both barriers to participation as well as times for participation that work best for most families -Providing ongoing instructions on how to utilize our language options in both our communications platform and website to expand access in all languages -Sending personalized email and phone messages to targeted families to encourage direct participation in meetings that align with family interests -Family Liaisons & Ambassadors – Appoint bilingual or culturally aware staff or parent volunteers to facilitate stronger connections. -Increasing the number of community and cultural events on campus during the year -Promoting resources in our local community that can help our parents during evening events like Back to School Night- something like a family resource fair -Explore ways to have a parent center on campus to foster parent and staff connection -Implement a program where families are given math & language arts games to check out and play with students, or participate in fun evenings where they participate in these games on campus -Hosting family learning nights to learn more about 504s, SSTs, and IEPs, so they can be knowledgeable on the supports we offer. -Utilizing paper communication, not just digital.|"On the second critical dimension of family engagement —the connection of family engagement activities and efforts to student learning—ISM’s particular strengths include these programs and activities: -ISM asks each family to contribute 3 FAMILY HOURS per month for the first student enrolled at ISM, plus 1 additional hour for each additional child. In response, families contribute 2,000-3,000 hours of service each year. Many volunteer activities, such as classroom support, Schoolwide Enrichment Model teaching, field trip driving and chaperoning, and library support, engage parents and grandparents directly in the learning process. -ISM releases students at 12:55 every Wednesday. The ISM staff then engages in a variety of PROFESSIONAL DEVELOPMENT AND PLANNING activities until 4:30 PM. This includes trainings that increase teachers' and the administration's capacity to partner with families, including recent Multiple-Tiered Systems of Support (MTSS) and Inclusion trainings. -ISM conducts formal CONFERENCES twice per year: teacher-led conferences in the fall, and student-led conferences in the spring. Beyond the formal, ISM has a clear open-door policy that allows families to access teachers and administrators to discuss any concerns or requests. -ISM provides multiple ONLINE PLATFORMS where parents can see and track their students’ work. These include Toddle, a portfolio, learning management, and reporting platform specifically designed to support International Baccalaureate schools. The school moved to this ""all-in-one platform"" to better address the needs of staff, students, and parents for simplicity.  Staff feedback noted the following strengths: -""I feel that we do a good job at identifying students that are falling through the cracks academically or socially and having SSTs, connecting with staff and admin, etc."" -""There are a lot of systems in place to support this. This is a strength of the school. -""The platforms and events we have set for parent communication and involvement and grades help to build excellent partnerships with families."" -""ISM does a great job of supporting students' inquiry and creativity.""  Parent feedback noted the following strengths: -""I love that the school offers extra resources for children who are behind in academics."" -""Counseling at this school is amazing. I love how inclusive they are and how strong the foundation at this school is for both academic and emotional support."" -""Una base académica sólida, desarrollo comunitario, salarios y recursos de enseñanza para cada alumno."""|Our focus area for improvement on this dimension is to go beyond our current standard of providing multiple opportunities for student and family input by inviting them to engage in advocacy for themselves and for all students, particularly for those with specific needs such as special education services, language learning support, and behavioral intervention. This will include both required and supplemental annual notices regarding student and parent rights, such as parents’ right to see their children’s student records.|The school has created the following proposals to improve engagement of underrepresented families: -Providing ongoing instructions on how to utilize our language options in both our communications platform and website to expand access in all languages. -Sending more frequent, systematic, and ongoing information about student performance through our online platforms, including score reporting -Explicitly embedding approaches to include all students and families in professional development opportunities throughout the year -Empowering families by offering leadership training and mentorship programs that help them feel confident in advocating for their children. -Explicitly reviewing and monitoring student assessment data during planning meetings in order to share information with families -Seeking out opportunities to ask the families what their barriers are to being more engaged, especially during high attendance events like the Back to School Picnic, Back to School Night, etc.|"Since opening, ISM has prioritized family involvement in decision-making. Per the charter, at least half of the Board of Trustees must be parents; in 2025–2026, 7 of 8 trustees were current ISM parents, ensuring strong family representation in major school decisions. -Board meetings include designated public comment periods, providing families with regular opportunities to share input and engage in discussions on action items.  -The Parent Advisory Committee (PAC) meets quarterly and includes a diverse group of families collaborating on strategic issues. Participation is flexible, and agendas are shaped by ongoing discussions, often spanning multiple meetings. Topics have included communication, culturally responsive outreach, and strategic planning. -The English Learner Advisory Committee (ELAC) also meets quarterly and focuses on supporting emerging bilingual students. With an elected parent board, ELAC addresses topics such as ELPAC testing, reclassification, and program improvements based on family input. -The Strategic Advisory Team (SAT) guides the annual update of the LCAP. This group includes representatives from families, staff, administration, board, and community partners. Using multiple data sources, the SAT evaluates progress toward LCAP and Dashboard goals and recommends updates for board approval. -ISM administers annual surveys to students, families, and staff to gather feedback on academic programs and school operations, identifying strengths and areas for growth. -Monthly Coffee with the Admin sessions offer accessible opportunities for families to engage with school leadership. These meetings include updates, discussion, and input on key topics such as LCAP and family engagement. Sessions are offered in hybrid formats, with translation support available. -Finally, ISM’s open campus culture encourages frequent informal interactions among families, staff, and leadership, fostering continuous feedback and ongoing improvement.  Staff feedback noted the following strengths: -""Whenever I have a suggestion and talk with the other teachers about my thoughts, they always listen to what I have to say, and vice versa. We always seem to come up with a plan that works in the best interest of the students."" -""Honestly, there are so many-- parent organizations, the language parent group advisory, 1 night 1 community, coffee with admin, surveys, etc."" -""ISM is highly commendable for its ability to ask for input in the decision-making process regarding LCAP. The leadership team has been working hard on achieving the task of asking parents to be part of the process.""  Parent feedback noted the following strengths: -""I value the school's inclusiveness of ideas and respect for all cultures in decisions."""|Though we see overall ISM community involvement in decision-making as a significant strength, we recognize the need to increase involvement for specific subgroups, including underrepresented students and families. Thus, our ongoing focus for improvement in this area is to strengthen the Parent Advisory Committee, English Learner Advisory Committee, student support services, the ISM Community Connection PTO, and other current groups and programs to further strengthen family involvement by articulating core beliefs about engagement and recommending related policy to the ISM Board of Trustees.|"The school has created the following proposals to improve the engagement of underrepresented families: -Proposing times for parent meetings that meet the needs of families depending on formal surveys and information interactions. -Combining parent meetings with cultural events to increase the number of parents involved. -Personal invitations (in person, via phone, via email) to specific parents and families to encourage more robust participation from various subgroups -Continue to provide childcare and food at meetings to encourage participation of all families (and represent multiple cultures in the food offerings) -Creating an anonymous ""mailbox"" or suggestion box so families feel free to provide feedback without undue concerns -Try to reach the non-represented families that do not have internet, giving surveys to them via hard copy with self-addressed and stamped envelopes. -Encourage more Spanish communication from classrooms so parents feel invited to share input"|4|4|4|4|4|3|4|3|4|4|3|3|Met||2026-06-16|2026
27661340000000|Pacific Grove Unified|3|Pacific Grove Unified School District continues to demonstrate a strong commitment to growing relationships between school staff and families. Building upon established parent groups and the school site councils at each site, the district actively engages with its community to inform key initiatives like the Local Control and Accountability Plan (LCAP). Recent efforts have included parent advisory, District English Learner Advisory Committee (DELAC), and cultural proficiency meetings. Furthermore, community input was diligently gathered through multiple forums, safety committee forums and and advisory committee for the Educational Technology Plan.|Based on analysis of educational partner input and local data, PGUSD identified strengthening family engagement, communication, and partnership opportunities as an ongoing focus area for improvement in building relationships between school staff and families. Feedback gathered through surveys, community engagement meetings, advisory committees, and stakeholder input sessions highlighted the importance of ensuring families feel informed, heard, and included in school and district decision-making processes. Families and staff expressed a desire for continued growth in two-way communication, clearer access to available supports and resources, and expanded opportunities for meaningful collaboration between home and school. Community input also emphasized the importance of creating welcoming and inclusive environments where families feel connected to their schools and confident in partnering with educators to support student success. In response, PGUSD will continue efforts to strengthen communication systems and engagement practices through community input meetings, Parent Advisory Committee (PAC) and DELAC participation, student and family engagement opportunities, and increased accessibility supports such as virtual participation options, multiple meeting locations, childcare, and direct outreach to families. The district will also continue building staff capacity around family engagement practices and relationship-centered communication to strengthen trust, collaboration, and shared responsibility for student learning and well-being across all school communities.|PGUSD will improve the outreach to our underrepresented families by increasing the amount of messaging that is distributed in Spanish – our largest language spoken at home next to English. We will also continue to offer automatic translation services (Google translate or similar) for our written communication. PGUSD will extend our contracts for translation services with Language Line and Document Tracking Services.|PGUSD effectively builds strong partnerships for student success, starting with parent engagement at the elementary level. During yearly parent conferences, teachers discuss individual student strengths and areas for growth (based on multiple measures of data) with families, offering tailored guidance on how to reinforce learning at home. This detailed feedback is also consistently provided through student report card comments. For secondary students, families benefit from ParentVue, an online portal that provides real-time access to student grades, enabling continuous monitoring of academic progress. Additionally, PGUSD remains committed to hosting college nights, which are invaluable for helping parents navigate the college application process and identify critical financial aid resources. During the 2025-26 school year, PGHS improved implementation of the California Colleges Guidance Initiative (CCGI) program, which further enhances students and families to access information pertaining to college and career readiness.|The LCAP report continues to serve as a foundational document for site administrators in Pacific Grove Unified School District as they develop yearly School Plans for Student Achievement (SPSAs), ensuring alignment between district-wide priorities and site-specific strategies. Educational partner input and local data highlighted the importance of strengthening communication and collaboration with families around academic programs, interventions, college and career pathways, and available student supports. This alignment process helps ensure that district goals related to academic achievement, college and career readiness, intervention, and social-emotional learning are communicated to and monitored by School Site Councils and educational partners at each school site. Site-level actions may include expanding access to academic support programs, strengthening intervention systems, increasing opportunities for advanced coursework and career pathways, and improving communication with families regarding available supports and student progress. This ongoing process supports a cohesive and collaborative framework for improving student outcomes across the district.|PGUSD actively supports its English Learner families through dedicated English Learner Advisory Committee (ELAC) meetings held at both the elementary and district levels (DELAC). These sessions serve as a vital platform for families to gain a clearer understanding of the educational system and have their questions addressed. A consistent and valuable component of these meetings is providing parents with guidance on how to effectively support their English learners' academic and linguistic development at home. We also review with parents the steps necessary for their students to become reclassified as fluent, English proficient (RFEP). Families of “unduplicated” students are invited to participate in the Before and After School Program (BASRP), which is now called Monarch Club, as well as the summer camp run by the City of Pacific Grove.|Based on analysis of educational partner input and local data, PGUSD continues to demonstrate strong progress in seeking input for decision-making through a comprehensive and multi-faceted stakeholder engagement process. The district’s LCAP development process included a broad range of engagement opportunities throughout the 2025–26 school year designed to gather meaningful feedback from students, families, staff, community partners, and leadership groups. These efforts included Community Engagement Meetings, Parent Advisory Committee (PAC) meetings, District English Learner Advisory Committee (DELAC) meetings, Student Advisory Council (SAC) sessions across multiple school sites, Cultural Proficiency Team meetings, EL Education planning sessions and site visits, and other collaborative planning opportunities connected to district initiatives and student outcomes. Educational partner feedback gathered through surveys, focus groups, advisory meetings, and community sessions continues to inform district decision-making related to academic programs, social-emotional learning, school climate, intervention supports, cultural proficiency, and college and career readiness. These engagement structures demonstrate PGUSD’s ongoing commitment to ensuring a wide range of voices are represented in district planning and continuous improvement efforts.|Based on analysis of educational partner input and local data, a continued focus area for improvement in Seeking Input for Decision-Making is strengthening opportunities for families and educational partners to feel meaningfully included in district and school decision-making processes. Feedback gathered through surveys, community engagement meetings, advisory committees, and stakeholder input sessions highlighted the importance of improving two-way communication, increasing awareness of opportunities for participation, and ensuring families feel their perspectives and concerns are heard and valued. PGUSD will continue refining engagement practices to support broader participation from families and community members through multiple input opportunities, accessible meeting formats, direct outreach efforts, and ongoing collaboration with Parent Advisory Committee (PAC), DELAC, Student Advisory Councils, and other educational partner groups. The district will also continue strengthening communication systems and feedback processes to support inclusive and responsive decision-making across school communities.|PGUSD will improve the engagement of underrepresented families by continuing to proactively reach out to these families so that they are included in important community forums and input events. The district will leverage the DELAC to gather input from families of multilingual learners.|5|5|4|4|3|3|4|4|3|3|4|3|Met||2026-06-04|2026
27661420000000|Salinas City Elementary|3|Based on the District Parent Survey, a total of 2,744 responses were collected, representing a 34.18% response rate. The survey assessed parent perceptions across seven key areas: Family Engagement, Family Support, Learning Behaviors, School Climate, School Safety, and Demographic Background.|SCESD continues to expand its support for families through the Family Resource Center and the satellite locations across various school sites, reinforcing the district’s ongoing goal of establishing dedicated parent centers at each school. A consistently identified area of need is equipping parents with the necessary resources and training to support their children's academic learning at home. According to recent parent survey results, 61% of respondents—representing a 3% decrease from the previous year—disagreed with the statement: “Schools provide parents with resources and training to promote parental involvement and students’ learning at home.” In response, SCESD will continue to refine its parent engagement programs with an increased emphasis on academic support. To further this goal, Parent Coordinators will receive targeted training from the Executive Director of Pupil Services and the Community Schools Coordinator. This training, facilitated through the Family and Community Engagement (FACE) Team, will focus on strategies to help parents support student learning at home, aligned with specific grade levels and instructional timelines by trimester.|SCESD employs a full-time Parent Coordinator at each school site to lead parent engagement efforts. These coordinators offer parenting programs and training opportunities designed to help families navigate the educational system and actively support their children’s learning. The district will continue to utilize the Panorama Platform, along with input from the Local Control and Accountability Plan (LCAP) and Community Schools development processes, as well as family self-reflections, to guide and strengthen family engagement initiatives. To ensure accessibility, surveys are distributed in both digital and paper formats, allowing all families the opportunity to participate. Staff will be provided with additional hours, as needed, to support families in completing surveys and accessing services. To further promote transparency and inclusion, SCESD will host Town Hall meetings to share information with families and gather their input and feedback. In addition, a series of workshops and conferences will be offered for families, featuring presentations from staff and external partners on a variety of relevant topics. Staff will receive training focused on enhancing cultural competency and fostering inclusive practices. These efforts aim to strengthen relationships between school personnel and families, particularly those of unduplicated students. To support effective communication, additional translators will be made available at family-focused events. According to the most recent Panorama survey, there was a 2% decrease in the percentage of families who agreed that their school actively seeks parent and guardian input when planning family workshops and events. SCESD remains committed to building on this progress by expanding meaningful opportunities for family voice and collaboration.|SCESD has made notable progress in developing and expanding community partnerships to support families across the district. Currently in the Initial Implementation phase of planning for Community Schools (CCSPP), the district continues to actively work toward building and strengthening these partnerships to enhance services and outcomes for students and families. A core strength of SCESD is its commitment to understanding the specific needs of its stakeholders. Through regular assessments of the experiences and challenges faced by staff, students, and parents, the district is able to identify both areas of success and opportunities for improvement. One of the district’s key strengths is its strong partnerships with parents and the broader school community. According to results from the 2025–26 Parent Survey, 89% of respondents agreed that schools invite parents to participate in planning processes such as School Site Council (SSC) and English Language Advisory Committee (ELAC), consistent with the previous year. Additionally, 85% of parents reported feeling welcomed at their child's school, reflecting a strong overall perception of school climate and representing a modest 2% increase from the prior year. SCESD also continues to prioritize stakeholder voice by offering a variety of engagement opportunities, including virtual meetings and surveys, and involving teams such as DELAC, the Parent Advisory Committee, and the LCAP Leadership Team in district initiatives. A recent parent-family survey indicated that approximately 69% of families received information on how to support their child’s learning at home, suggesting that while many families feel informed, additional outreach is needed to ensure broader support.|SCESD strives to build upon student outcomes by partnering with parents. According to the  Parent survey, 74% of families reported feeling clear about their child(ren)'s grade-level standards and goals. While this demonstrates some level of understanding, it also highlights that there is room for improvement in effectively communicating academic expectations to a significant portion of our families.|SCESD has identified a critical need to enhance engagement among underrepresented families, particularly immigrant and English learner communities. To address this, the district will expand and tailor family support programs that reflect the unique strengths, needs, and priorities of these populations. These efforts may include workshops, seminars, leadership development opportunities, and accessible resources on topics such as academic support at home, navigating the educational system, and fostering strong parent-child communication. By offering targeted support, SCESD seeks to empower underrepresented families, strengthen relationships between schools and families, and build families’ confidence and capacity to actively engage in their children’s educational journey. Nearly 1,000 district members—including parents, staff, students, and community partners—have participated in SCESD’s Family Leadership Conferences, held annually in the fall and spring. These conferences promote meaningful family engagement by featuring parents as presenters who offer authentic perspectives and lived experiences. The events have become a signature district practice, further distinguished by the inclusion of student voice through leadership panels. These panels provide students from every school the opportunity to respond to meaningful questions, share their educational experiences, and contribute ideas that help shape the future of their schools and district.|Salinas City Elementary School District (SCESD) provided a wide range of opportunities for parents to give input into the development of the 2026 Local Control Accountability Plan (LCAP), reflecting its strong commitment to fostering meaningful engagement and collaboration with parents, staff, and community members. This commitment is evident in the district’s proactive approach to organizing numerous district-wide virtual and in-person targeted meetings addressing the LCAP, Expanded Learning Opportunities Program (ELOP), Title III Addendum, and other key initiatives. Feedback was gathered through an online and paper-based Parent Input Survey conducted from December 15, 2025, to February 10, 2026, along with over 50 engagement events, including School Site Council (SSC), English Learner Advisory Committee (ELAC), and Parent Advisory Committee (PAC) meetings held across school sites. Additional input was collected during specialized sessions such as SPED Parent Nights, the Family Leadership Conferences, and District Migrant Advisory Committee (DMAC) events. The district also prioritized bringing in a diverse group of attendees, parents, staff, community members, and representatives from parent committees to ensure that a wide range of perspectives were heard. Parent voices were further integrated through Cafecito gatherings and DELAC meetings, with many events offered in both virtual and in-person formats to increase accessibility. Meetings were scheduled throughout the day, including evenings and weekends, and were supported by district leaders and site administrators. Parent feedback also complemented student input and was shared during Board meetings, including a public hearing and final LCAP approval session.  SCESD LCAP Annual Review Meetings and Input Sessions Dates: 2/24/26 Boronda Meadows, 2/26/26 Boronda Meadows, 3/5/2026 Boronda Meadows, 2/24/2026 Dual Immersion Academy of Salinas, 3/3/2026 Dual Immersion Academy of Salinas, 3/5/2026 Dual Immersion Academy of Salinas, 2/26/2026 Dual Immersion Academy of Salinas, 2/18/2026 El Gabilan,  3/5/2026 El Gabilan, 2/27/2026 Kammann, 3/11/2026 Kammann, 3/5/2026 Kammann, 2/18/2026 Laurel Wood, 2/20/2026 Laurel Wood, 2/12/2026 Laurel Wood, 2/25/2026 Loma Vista, 4/9/2026 Loma Vista, 2/25/2026 Los Padres, 2/26/2026 Los Padres, 2/26/2026 Los Padres, 3/3/2026 Mission Park, 2/12/2026 Mission Park, 2/19/2026 Monterey Park, 2/20/2026 Monterey Park, 2/12/2026 Monterey Park, 2/27/2026 Natividad, 2/12/2026 Natividad, 2/26/2026 Natividad, 2/18/2026 Roosevelt, 2/27/2026 Roosevelt, 2/26/2026 Roosevelt, 3/13/2026 Salinas STEAM Academy, 3/30/2026 Salinas STEAM Academy, 3/5/2026 Salinas STEAM Academy, 3/3/26 Sherwood, 3/4/2026 Sherwood, 2/26/2026 Sherwood, 3/5/2026 Sherwood, 2/10/2026 University Park, 2/25/2026 University Park, 2/9/2026 University Park, 12/3/2026 District Office, 3/4/2026 District Office (DELAC), 8/20/2026 District Office (ELOP) 4/15/2026 District Office|SCESD’s district survey reflected a 59% favorable response regarding family engagement, a percentage that remained consistent with the prior year. While this stability indicates sustained levels of engagement, the district recognizes opportunities to expand and improve parent participation, particularly in accessing and completing the online parent survey. To address this, school site Parent Coordinators will receive additional hours to provide individualized support to bilingual families and others who may face barriers in navigating digital platforms. Recognizing the importance of inclusive engagement, the district also aims to strengthen stakeholder participation among parents of students with disabilities by offering more structured and meaningful opportunities for collaboration. Quarterly parent meetings will be implemented, allowing parents to contribute to the agenda and engage in open dialogue with school and district staff regarding the IEP process and broader support. Parents of students with special needs will continue to be invited to two districtwide Parent Conferences each year, designed to promote shared learning, resource access, and connection. Furthermore, SCESD remains committed to cultural responsiveness and social-emotional well-being through ongoing task force committees focused on inclusion. These committees work to ensure that district practices reflect an understanding of diverse cultural backgrounds and prioritize the emotional and psychological needs of all students and families. In alignment with these efforts, ensuring regular student attendance and daily engagement continues to be a districtwide priority. SCESD recognizes that strong family-school partnerships and culturally responsive support systems are essential in promoting consistent attendance, engagement in learning, and overall student success.|To improve engagement among underrepresented families, SCESD will continue to strengthen and expand parent and community committees, as well as host discussion forums that provide families with meaningful opportunities to connect, share experiences, seek guidance, and participate in school and district decision-making processes. These efforts are designed to elevate family voice, foster collaboration, and build stronger partnerships between families and schools. Parents will have access to community-based resources and educational workshops that enhance their understanding of curriculum expectations and equip them with strategies to support student learning at home, including homework assistance and academic enrichment activities. Through these opportunities, families will be empowered to play an active role in their children's educational success. In addition, SCESD will continue investing in welcoming and culturally responsive school environments by maintaining and enhancing parent centers and family hubs at school sites. These spaces will serve as accessible points of connection where families can obtain information, access community resources, receive translation and interpretation services, and engage in school activities. To further promote equitable access and communication, the district will continue utilizing interpretation and translation services to support families who speak Mixteco, Triqui, and other Indigenous languages. This service helps ensure that all families, regardless of linguistic background, can access important information and actively participate in their children's education. Through these strategies, SCESD demonstrates its ongoing commitment to fostering inclusive family engagement, strengthening partnerships with families and community members, and ensuring equitable access to educational opportunities and support services for all students.|4|5|4|4|4|4|4|4|4|5|4|4|Met||2026-06-16|2026
27661590000000|Salinas Union High|3|Salinas Union High School District (SUHSD) continues to prioritize building strong, respectful, and trusting relationships between school staff and families. Guided by input from educational partners and local data, the district has invested in systemic structures that promote inclusive and culturally responsive family engagement. A key strength is the presence of a Community Liaison (CL) at each school site. CLs work closely with site principals and school teams to connect families to resources and facilitate meaningful involvement in school activities and planning. CLs host weekly parent meetings tailored to parent feedback, offering a consistent space where families can access timely information, ask questions, and engage directly with various departments. The district has also implemented a Community Schools Coordinator (CSC) position at each school site. A key area of focus for the CSC is expanding opportunities for family engagement both within and outside the school day, in collaboration with the CL and site teams. To support districtwide coordination, SUHSD maintains two Parent Involvement Coordinator (PIC) positions: One PIC provides direct support to CLs, plans parent education workshops, coordinates conferences, and supports the facilitation of district and site-level committees and needs assessments. The second PIC focuses on supporting families of students with Individualized Education Programs (IEPs), providing monthly workshops on special education rights, understanding IEP goals and services, and connecting families to external community agencies. It is important to note that this second PIC position remained vacant for much of the 2025-26 school year. The district is looking forward to a newly hired PIC beginning in the 2026-27 school year. SUHSD also ensures families have opportunities to participate in district and site-level decision-making bodies, including the District English Learner Advisory Committee (DELAC), site English Learner Advisory Committees (ELAC), School Site Councils (SSC), Positive Behavioral Interventions and Supports (PBIS) teams, Safety Committees, and Principal-hosted Cafecitos. The LCAP Parent Advisory Committee plays a central role in shaping districtwide goals and resource allocations.|The Salinas Union High School District (SUHSD) recognizes that strong home-school partnerships are built on mutual respect, shared responsibility, and open dialogue. The district remains committed to fostering ongoing, authentic communication with parents in order to build genuine, empathetic relationships that directly support student learning and success. To support two-way communication, SUHSD will continue its partnerships with Language Line and Talking Points, ensuring families can communicate with staff in their home language across multiple platforms. These tools have expanded access and reduced language barriers, allowing more families to stay informed and actively involved in their child's education. Despite these efforts, input from educational partners and local data highlight key areas for growth: There is a need for more structured opportunities for families to provide authentic feedback at both the district and school levels. Parents have expressed a desire to be viewed as true partners in the educational process, rather than simply recipients of information. There is a need to expand professional development for both families and staff on the effective use of communication platforms, including Language Line, Talking Points, and the district's new mass communication system. To address these needs, SUHSD will collaborate with school administrators to promote a culture that values family voice and builds the capacity of both staff and parents to engage meaningfully. The district will develop and implement best practices for two-way communication, co-design engagement strategies with families, and provide targeted training to improve accessibility, responsiveness, and relational trust. Additionally, to support continued monitoring of the current LCAP and the development of the next three-year LCAP, the district will conduct monthly meetings with community stakeholders. These meetings will ensure that educational partners remain informed about the implementation of actions and are positioned to provide recommendations for the upcoming three-year LCAP development process.|SUHSD remains committed to understanding and respecting the diverse cultural backgrounds of our students' families. While progress has been made, staff continue to need additional support in learning about the strengths and cultures of the families we serve. To help build this awareness, the district will continue to provide school staff with site-level student demographic data, particularly to highlight the presence and needs of underrepresented student groups, including families who speak languages other than English or Spanish. SUHSD continues to see growth in the number of families who speak Indigenous languages. Currently, our Mixteco/English/Spanish translator position is vacant; in the interim, the district will contract with a community partner to provide these services as needed to ensure families continue to be served. Looking ahead, SUHSD will continue assessing the needs of underrepresented groups, including African American and Mixteco families, through engagement with parent, staff, and student committees. The district will also expand outreach to newcomer families and families of students with IEPs, offering accessible workshops, announcements, newsletters, and videos to help families understand district policies, events, and key decision-making processes (e.g., LCAP, SPSAs, DELAC).|Salinas Union High School District (SUHSD) has built a robust infrastructure for engaging families as partners in student learning. The district and school sites regularly offer workshops on education, health, and parenting topics, and families of students in specialized programs — including AVID, Advanced Placement, and Future Farmers of America — have access to dedicated parent events and committees tailored to those pathways. Each school site is supported by a community liaison whose primary role is direct outreach to parents. Liaisons hold weekly parent meetings that provide practical tools for supporting students' education, addressing family needs, and planning for the future, along with essential information to help parents better understand their children's academic experience. These meetings also connect parents with school personnel and community agencies, expanding access to outside resources. This site-level work is reinforced at the district level by two parent coordinators — one dedicated to supporting families of students in special education, and one who coordinates across all ten community liaisons and other district departments to ensure consistent messaging and resource-sharing districtwide. Families are also equipped with tools to stay directly engaged in their students' academic progress. The Parent View App allows parents to monitor grades and attendance and to access multiple reports on state assessment results, while the district website and online textbook guides provide additional academic support. Students, in turn, benefit from 24/7 online tutoring and college/career planning tools that complement family engagement efforts at home. A significant area of recent growth has been the expansion of Community Schools. Every SUHSD site has now been awarded the Community Schools grant and hired a Community School Coordinator, reflecting a districtwide commitment to deepening the connection between schools and the families they serve. This expansion strengthens collaboration between the parent engagement team and community partners, broadening the range of services available to students and families — including public health, consulate, and educational supports.|While Salinas Union High School District (SUHSD) offers a variety of tools and district-level opportunities for families to monitor and support student learning — including access to student information systems, workshops, and academic events — educational partner input and local data confirm that we continue to build toward greater consistency and stronger site-level ownership in engaging families meaningfully. One area of continued focus is ensuring that all school sites regularly and proactively share learning resources with families. While some sites excel in this area, others require additional support to ensure communication is timely, accessible, and directly tied to student outcomes. To strengthen this work, the district will continue partnering with designated site staff on ongoing professional development and coaching focused on: Utilizing and promoting available family engagement tools; Hosting school-based workshops aligned with academic and social-emotional learning goals; Strengthening the link between home-school engagement and site-specific student data trends. A second key area of continued growth is implementing a unified communication platform that integrates the district website, phone messaging, texting, and email into one streamlined system. As this platform continues to be built out, it will support communication in multiple languages — increasing access for non-English and non-Spanish-speaking families — and help eliminate the confusion caused by inconsistent messaging across sites. This ongoing work aims to: Enhance two-way communication between families and schools; Build greater transparency around student progress; Ensure all families feel informed, heard, and empowered to contribute to their child's education. SUHSD remains committed to creating a shared responsibility for student success, where families, school staff, and district leaders continue to build purposeful collaboration. This includes an ongoing emphasis on capacity-building for both families and educators, aligned with the goal of deepening, more inclusive partnerships that drive improved student outcomes.|Salinas Union High School District (SUHSD) continues to build professional learning opportunities for teachers, site administrators, and staff with the goal of strengthening school-home partnerships that contribute to student success. As part of new staff onboarding during orientation week, all employees receive an introduction to district expectations around parent engagement and strategies for initiating communication with families. As the district continues to build on this foundation, educational partner feedback and site-level implementation patterns point to an ongoing opportunity for growth. Many staff members, particularly new educators, benefit from continued, targeted training that goes beyond general information and is rooted in research-based practices that support partnerships — especially with families of underrepresented students. To continue strengthening this area, SUHSD will: Embed research-based training into professional learning offerings, focusing on the impact of parent engagement on student achievement, with an emphasis on equity-centered strategies that uplift families of English Learners, migrant students, students experiencing homelessness, and students with disabilities; Provide disaggregated data reports to site leaders, counselors, and Community Liaisons on key student success indicators — including academic progress, attendance, and behavior patterns — specifically for underrepresented groups; Train Community Liaisons and site administrators to use this data as the foundation for designing family workshops and support sessions tailored to subgroup needs, empowering parents with actionable steps to support their child's progress; Promote collaborative data reflection with families by providing accessible tools and guiding questions that make academic and behavioral data more understandable and relevant to home support. This approach continues to build the capacity of both educators and families, promoting shared ownership of student success. By grounding parent engagement efforts in evidence, student-level data, and community collaboration, SUHSD continues to transform school-family partnerships into a more intentional and responsive component of each school's improvement efforts.|Salinas Union High School District (SUHSD) continues to build the capacity of both school personnel and families to engage meaningfully in advisory groups and decision-making processes that shape school and district priorities. For school and district personnel, SUHSD provides annual professional learning designed to strengthen facilitation skills and ensure compliance with state and federal requirements. Site administrators are trained on School Site Council (SSC) operations — including roles, responsibilities, and strategies for inclusive engagement — and receive support in organizing and conducting Title I meetings, along with facilitation guidance for site-level LCAP community meetings. These efforts equip administrators to foster genuine two-way communication and transparency throughout the school planning process. To support the unique needs of English Learners, English Learner Specialists participate in monthly job-alike meetings, receiving ongoing guidance from the Director of English Learners and their site administrator. These sessions promote consistency, equity, and best practices across English Learner Advisory Committees (ELAC) and site-level engagement. Designated administrators and department directors further support staff through targeted coaching, facilitating a range of advisory groups and committees, including: Positive Behavioral Interventions and Supports (PBIS) Teams DELAC and ELAC The LCAP District Parent Advisory Committee Book adoption committees Safety and parent advisory groups For families, SUHSD continues to build the confidence and skills families need to participate as full partners in governance and decision-making. Interpretation services are routinely provided so Spanish-speaking families can fully engage in committee work and discussions, and the district offers childcare and flexible meeting times — including evening and virtual options — to reduce barriers to participation. To build leadership capacity among families, the district offers training in parliamentary procedure, instructional scaffolding strategies, and communication tools that empower parents as informed, effective contributors in decision-making spaces. These efforts are focused on strengthening family voice, particularly among underrepresented communities. SUHSD also provides multiple pathways for families to weigh in on district policies and programs. Parents are invited to contribute to the review and development of policies such as the parent involvement policy, LCAP stakeholder feedback, and the safety plan, among others. Families also engage in program input and review by attending school and district-level meetings, including: ELAC, DELAC, and DAC LCAP and SSC meetings PBIS and Safety Committees AP and class-specific parent nights Parent advisory and interest groups FFA (Future Farmers of America) family events Feedback is further gathered through surveys — including the California Healthy Kids Survey, LCAP input surveys, and feedback fo|A key focus area as SUHSD continues to build is increasing family and stakeholder participation in formal advisory bodies such as School Site Councils (SSCs), English Learner Advisory Committees (ELAC), the District English Learner Advisory Committee (DELAC), and the LCAP Parent Advisory Committee. While participation has grown, representation from underrepresented groups — including newcomer families, non-English and non-Spanish-speaking families, and families of students with disabilities — remains inconsistent across sites. To continue strengthening this area, SUHSD will: Collaborate with site administrators, Community Liaisons, and Parent Involvement Coordinators (PICs) to conduct targeted outreach to families, focusing on building trust and explaining the value of participating in shared decision-making; Offer training and orientation sessions for families on how advisory committees function, the decision-making process, and how their input contributes to school and district improvement efforts; Continue providing interpretation, childcare, and flexible meeting times to reduce participation barriers. Another priority as the district continues to build is improving response rates and representativeness in districtwide surveys, including the LCAP input survey and the California Healthy Kids Survey. SUHSD aims to increase survey participation by at least 10% annually, using prior-year data as a baseline. Achieving this will require a combination of strategies, including improved survey promotion, family incentives, clearer communication around the purpose of surveys, and community support in survey distribution. Finally, SUHSD will continue to build toward a more streamlined and accessible digital platform to support ongoing, year-round input from families and stakeholders. This tool would allow families to provide feedback in multiple languages through text, email, and mobile applications, ensuring accessibility and responsiveness beyond in-person events and surveys. By prioritizing these improvements, SUHSD continues to build a culture of inclusive and continuous input, where families, students, and community members see themselves as active partners in shaping the educational experiences of all students.|Salinas Union High School District (SUHSD) is committed to improving the engagement of underrepresented families, specifically those identified through the LCAP self-reflection process, including Mixteco-speaking families, newcomer families, and families of students with disabilities. While districtwide engagement systems are in place, additional efforts are required to ensure these families are actively involved in decision-making processes that influence student learning conditions and outcomes. To address this, SUHSD will continue implementing and strengthening targeted engagement systems by: Maintaining dedicated committees for Mixteco and newcomer families, providing culturally and linguistically relevant spaces where families can share feedback, ask questions, and learn about school and district initiatives. These groups offer opportunities for mutual learning and trust-building and serve as essential feedback channels for site and district leadership. Collaborating closely with the Special Education Department to support families of students with IEPs, who often face barriers to participation. This includes hosting small group roundtable discussions, virtual/hybrid educational workshops, and focused family sessions to build understanding of district policies, programs, and opportunities for influence (e.g., IEP development, policy input, LCAP feedback). Expanding the use of interpretation and translation services, including the use of a Mixteco/English/Spanish translator, to ensure families can participate fully in discussions and contribute meaningfully to advisory groups such as ELAC, DELAC, and the LCAP Parent Advisory Committee. Providing multiple formats and platforms for participation, including in-person, hybrid, and virtual formats, to accommodate varying family schedules, access levels, and comfort with digital tools. Supporting Community Liaisons and Parent Involvement Coordinators to conduct proactive outreach and personal invitations to underrepresented families to participate in school governance, surveys, and feedback sessions. These efforts are designed to build not only access but also confidence and empowerment among underrepresented families. By creating safe, welcoming spaces for ongoing feedback and leadership development, SUHSD is working to ensure that these families have a consistent and influential voice in shaping policies, programs, and resource allocation decisions that affect their children.|3|3|2|4|2|3|3|3|3|3|3|2|Met||2026-06-23|2026
27661670000000|San Antonio Union Elementary|3|The current strengths of the LEA is the connection that the staff has with the community. The majority of the staff live in the community and have relationships that have been established with the families. Since we are a small school, the staff knows all parents by name. The Superintendent/Principal makes an effort to attend community events and reaches out individually to families needing support.|The district will continue to improve building relationships between school staff and families. This year we offered events that provided food options and even free food for our Open House. The district will continue to provide opportunities for staff and families to come together to build stronger relationships.|The district has done a good job to improve in providing communication and translators in families preferred language. The district will continue to use bilingual staff to ensure we are communicating effectively with all families and ensure all families voices are heard.|The district strengths are the relationships that have been built by having consistency of staff and being in a small rural community. Staff makes a strong effort to get to know their families and build a partnership with student success as the top priority.|The district will continue to focus on improving student's academic success and attendance.|The district's Superintendent will continue to reach out individually to underrepresented families through phone calls and individual meetings to support building stronger partnerships with families to support improved engagement.|Being a small district, the Superintendent is able to have individual contact and solicit input from a variety of parents to obtain input for decision-making. Surveys are utilized and were responded to with higher participation than in the previous years.|Parent involvement and participation in groups such as site-council or PTO have been a challenge. The administration will continue to recruit participants to attend. This year site council will be run at varying times to see if that could improve participation.|Underrepresented families will be contacted individually to be invited to attend site-council.|4|5|4|4|4|3|5|5|3|3|3|3|Met||2026-06-11|2026
27661750000000|San Ardo Union Elementary|3|The LEA provides for numerous events throughout the school year to invite family members to the school to build relationships with staff. These events are well attended and include back-to-school night, a fall festival, a Thanksgiving fund raiser dinner, a winter program, numerous sporting events, the Day of the Child celebration, a Read Across America event, field trips, open house, and end of the year celebrations. All parents are also invited to attend and participate in School Site Council. Parents also formed the San Ardo Parent Committee this last year. Although it was not as active as the previous year, we hope to get more family involvement this next year.|Based on the analysis of educational partner input and local data, the LEA's focus area for improvement in building relationships between school staff and families will be providing further opportunities to develop a parent volunteer group to coordinate school side events for all families to be involved.|Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families by supporting the families with bilingual translators and additional community resources.|The LEA's strength and progress in building partnerships for student outcomes includes providing parents with diagnostic test results for math and E/LA and strategies that can be used at home to support student learning progress. We will also provide a parent educational workshops at the beginning of next year.|Based on the analysis of educational partner input and local data, the LEA's focus area for improvement in Building Partnerships for Student Outcomes we will be on providing families with information and resources to support student learning in the home.|Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families by supporting the families with bilingual translators and additional community resources.|The LEA's current strengths and progress in seeking input for decision-making includes an 91.31% participation rate in the parent survey and consulting with parents for input on decision-making at school site council.|Based on the analysis of educational partner input and local data, the LEA's focus area for improvement in Seeking Input for Decision-Making will be providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.|Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making through outreach strategies to ensure their input is included.|4|5|4|5|5|4|4|3|4|4|3|4|Met||2026-06-10|2026
27661830000000|San Lucas Union Elementary|3|LEAs strength and progress is demonstrated in the relationships with its families, as presented on full implementation of LEA creating a welcoming environment for all families in the community.|The LEA's focus area for improvement is in developing 2-way communication in a manner that is understandable and accessible. School offers text, email, & phone communication, but it doesn't always successfully go through.  School offers paper based communication, but it doesn't always get delivered.  School uses social media, but not all families are on the same social media accounts.  LEA adopted a new website platform that can communicate with parents via phone, text, and emails this past year.|District strongly adheres to small school culture and works to create a small family environment. District demonstrates multiple efforts to engage with families, using multiple means of communication, time accommodations, and offering variety of activities in which to interact.|District works to create a small family environment. Surveys suggest families view the school as very accessible for communication. District uses social media to communicate with families and maintains status as point of contact and communication for the town to receive information on various county resources.|LEA feels complete in its implementation of building partnerships for student outcomes.  In order to sustain this, LEA is researching family empowerment, in the form of offering more classes and presentations to parents to assist them in facilitating student outcomes, via partnerships with the school.|Over 90% of LEA student body comes from underrepresented families.  All approaches made by the LEA directly connect with underrepresented families.  LEA feels complete in its implementation of building partnerships for student outcomes.  In order to sustain this, LEA is researching family empowerment, in the form of offering more classes and presentations to parents to assist them in facilitating student outcomes, via partnerships with the school.|LEA is able to connect with families to obtain input, during schoolwide events such as back to school night, open house, student celebrations, and parent-teacher conferences.|Community input is always welcome. Due to the small size and work situations of family members, obtaining full participation on policymaking bodies (eg School Site Council and Board of Trustees) is sometimes difficult, but school works hard to maintain community accessibility.|LEA makes every effort to include all families, over 90% of which are underrepresented. School offers multiple modalities of communication (in person, online, over the phone), and bilingual forms of communication.  LEA makes itself as available as possible to families. According to parent survey results 94.44% of parents felt that they always or sometimes were able to give parental input in decision making regards to activities and programs provided by the school.|3|4|3|3|4|4|3|4|3|4|4|3|Met||2026-06-17|2026
27661910000000|Santa Rita Union Elementary|3|Santa Rita Union School District continues to prioritize strong relationships between schools and families through intentional communication, outreach, and engagement opportunities. The district maintains multiple structures to support family engagement, including Family Resource Centers, Community Liaisons, School Site Councils, English Learner Advisory Committees, family workshops, and school and district events.  The district provides ongoing opportunities for two-way communication through ParentSquare, phone calls, emails, meetings, surveys, and in-person events. Translation and interpretation services are available to help families access information and participate in school activities and decision-making processes. Schools regularly communicate with families regarding student progress, attendance, school programs, and available supports and resources.  Educational partner feedback indicates that families value opportunities to connect with school staff and participate in school activities. Through continued outreach, family engagement activities, and responsive communication practices, the district has expanded opportunities for families to engage with schools and participate as partners in their children's education.|While the district has established multiple avenues for family engagement and communication, educational partner feedback and participation data indicate opportunities to further strengthen connections with families who do not consistently participate in school activities, advisory groups, or engagement opportunities. The district recognizes the need to continue increasing participation and ensuring families have opportunities to feel connected, informed, and represented.  Focus areas for improvement include expanding outreach to families who may face barriers related to language, transportation, work schedules, or unfamiliarity with school systems. The district also seeks to strengthen family understanding of student achievement data, academic expectations, available support services, and opportunities to participate in school and district decision-making processes.  Additionally, the district will continue refining communication systems to ensure information is timely, accessible, and responsive to family needs. Ongoing analysis of educational partner feedback and participation data will help identify barriers to engagement and inform strategies to increase family participation across all school communities.|The district is committed to increasing engagement among families who have historically been underrepresented in school and district activities, including families of multilingual learners, students with disabilities, students experiencing homelessness, and families who have limited participation in school events or advisory groups.  To improve engagement, the district will continue utilizing Community Liaisons, Family Resource Centers, translation and interpretation services, and targeted outreach efforts to build relationships with families and reduce barriers to participation. Schools will provide multiple opportunities for engagement through a variety of formats, including in-person meetings, virtual meetings, surveys, workshops, family events, and advisory committees scheduled at different times to accommodate family needs.  The district will continue partnering with community organizations and seeking feedback from families regarding barriers to participation and access. Information gathered through surveys, meetings, and stakeholder engagement activities will be used to refine outreach efforts and ensure families have meaningful opportunities to connect with school staff, access resources, and participate in school and district decision-making processes. Through these efforts, the district aims to expand access, strengthen engagement, and increase opportunities for families to participate as partners in their children's education.|Santa Rita Union School District continues to build partnerships with families to support student learning and achievement. The district provides families with information, resources, and opportunities to engage in their children's education through Family Resource Centers, Community Liaisons, parent workshops, school events, and ongoing communication from schools and district staff.  Families receive information regarding student progress through report cards, parent-teacher conferences, progress monitoring, assessment results, and regular communication with school staff. Schools work collaboratively with families to identify student needs, provide appropriate supports, and celebrate student successes. The district also provides resources and referrals to connect families with academic, social-emotional, health, and community services that support student well-being and success.  Educational partner feedback indicates that families value opportunities to learn about their children's academic progress and access resources that support learning at home. Through ongoing collaboration between families, teachers, administrators, and support staff, the district continues to expand opportunities for families to partner with schools in support of student achievement, attendance, engagement, and overall well-being.|While the district provides families with multiple opportunities to support student success, educational partner feedback and local data indicate opportunities to strengthen family understanding of academic expectations, student achievement data, and available supports and interventions. The district recognizes the importance of ensuring families have the knowledge and resources needed to actively partner with schools in supporting student learning.  Focus areas for improvement include increasing family access to information about grade-level standards, assessment results, attendance, and strategies to support learning at home. The district also seeks to strengthen family engagement in discussions regarding academic progress and intervention supports to support families in serving as informed partners in decisions that impact student success.  Additionally, the district will continue refining and expanding resources, workshops, and communication strategies to meet the diverse needs of families across the district. Ongoing analysis of educational partner feedback and participation data will help inform future efforts to strengthen partnerships between schools and families and support improved student outcomes.|The district is committed to increasing engagement among families who have historically been underrepresented in school activities and decision-making processes, including families of multilingual learners, students with disabilities, students experiencing homelessness, and families who have limited participation in school events and programs.  To strengthen partnerships for student outcomes, the district will continue providing accessible information regarding student achievement, attendance, available interventions, and academic expectations through a variety of communication methods and engagement opportunities. Community Liaisons, Family Resource Centers, translation and interpretation services, and targeted outreach efforts will be utilized to connect families with resources and support services that promote student success.  The district will continue offering workshops, informational meetings, and family engagement opportunities designed to help families better understand student progress, educational programs, and available supports. Schools will seek feedback from families regarding barriers to participation and use that information to improve outreach efforts and increase access to resources. Through these efforts, the district aims to strengthen family capacity to support student learning and expand opportunities for families to partner with schools in promoting positive student outcomes.|Santa Rita Union School District has established multiple opportunities for families, staff, students, and community members to provide input and participate in district and school decision-making processes. Educational partner engagement occurs through School Site Councils, English Learner Advisory Committees, District English Learner Advisory Committee meetings, surveys, stakeholder meetings, public Board meetings, and Local Control and Accountability Plan (LCAP) engagement activities.  During the 2025–26 school year, the district expanded opportunities for stakeholder participation through districtwide town halls and other engagement activities designed to gather feedback regarding district priorities, programs, and services. Families and community members were provided opportunities to share their perspectives, ask questions, and contribute ideas to support continuous improvement efforts. Feedback gathered through these engagement opportunities informed district planning and decision-making processes.  The district continues to support participation by providing translation and interpretation services, utilizing multiple communication methods, and offering engagement opportunities in a variety of formats. Educational partner feedback indicates that families value opportunities to share their perspectives and contribute to decisions that impact students and schools. Through ongoing outreach and collaboration, the district has expanded opportunities for stakeholder participation and increased opportunities for families to engage in district and school decision-making.|While the district has established multiple opportunities for stakeholder engagement, educational partner feedback and participation data indicate opportunities to increase participation among families who are not consistently represented in advisory groups, surveys, meetings, and other decision-making processes. The district recognizes the importance of ensuring that feedback reflects the diverse perspectives and experiences of all student groups and school communities.  Focus areas for improvement include expanding outreach efforts to increase participation from families who may face barriers related to language, transportation, work schedules, access to technology, or familiarity with district processes. The district also seeks to strengthen stakeholder understanding of how input is used to inform decisions and to continue building trust through transparent communication and feedback processes.  Additionally, the district will continue refining engagement strategies to provide families with multiple opportunities to provide input on district priorities, programs, and services. Ongoing analysis of participation data and stakeholder feedback will help identify gaps in representation and inform future efforts to strengthen family and community involvement in district and school decision-making.|The district is committed to increasing participation in decision-making processes among families who have historically been underrepresented, including families of multilingual learners, students with disabilities, students experiencing homelessness, and families who have limited participation in school and district engagement opportunities.  To improve engagement, the district will continue utilizing Community Liaisons, Family Resource Centers, translation and interpretation services, and targeted outreach efforts to ensure families are aware of opportunities to provide input and participate in advisory groups, meetings, surveys, and district planning processes. The district will offer multiple opportunities for engagement through a variety of formats, including in-person meetings, virtual meetings, surveys, and community forums scheduled at different times to accommodate family needs.  The district will continue seeking feedback regarding barriers to participation and will use participation data and stakeholder input to refine outreach strategies. Through ongoing communication, relationship building, and culturally responsive engagement practices, the district aims to expand opportunities for families to share their perspectives and contribute to decisions that impact students, schools, and the broader school community.|4|4|4|4|3|4|4|4|4|4|4|4|Met||2026-06-24|2026
27662250000000|Spreckels Union Elementary|3|The district has taken many steps in building positive relationships between school staff and families.  Various events are planned throughout the year to bring staff and families together, including Family Reading Night, Open House, Parent Education nights, and the Multicultural Fair.|The district will continue to offer events that are multi-cultural and inclusive, like the annual Multicultural Day, to better connect with families who may have felt less connected to the school than others.|The district has included specific goals and actions in the 2026-27 LCAP (Goals 2 and 3) to address any shortcomings in family engagement.  Specifically, the district will enhance its communication and translation services to better support underrepresented families in the district and increase access to information (updates, board meetings, etc.) by expanding its ParentSquare applications and providing additional tutorial support on its website.  The district will also centralize its messaging platforms and rely more on social media to be more efficient in its communications with families and the community. Finally, the district will continue the action that provides real-time Spanish-speaking interpretation (Goal 2: Action 9) for district meetings and events.|The district has strived to build partnerships to support student outcomes.  Specifically, the district's LCAP continues to include an action to provide all staff with adequate time for articulation and collaboration so teachers, principals, and support staff can support students and families. Many steps have been taken to provide relevant information in parents' home language, including the continued action that provides real-time Spanish-speaking interpretation at district meetings and events.  Also, a great deal of time and energy has gone into establishing Special Education protocols for IEP's to ensure that parents understand and can exercise their legal rights and advocate for their students.  Similar time and energy have also gone into vetting the district's compliance with digital learning and student privacy issues.|The district will continue to prioritize building partnerships for student outcomes with families and also with local organizations.  For example, in the 2026-27, Goal 3: Action 2 calls for the district to continue partnering with parent groups to offer diverse enrichment opportunities (i.e. full-time music teacher, art program, Folklorico program, etc.). Also, the district's ELOP partners with local agencies such as the YMCA, Sweat III, Pebble Beach Junior Golf Associations, and Kairos Learning Solutions to offer rich enrichment opportunities.|With the addition of a full-time ELD teacher and aide, the district has done much better in targeted and personalized outreach to underrepresented families.  The year, the district held its celebration for its newly reclassified ELL students.  The celebration was attended by many staff as well as the students' families.  The District's English Language Advisory Committee met regularly and helped to organize the district's Multicultural Fair which celebrated the various cultures of the district's students and families.  Last, Goal 2: Action 9, provides real-time Spanish-speaking interpretation for district events and meetings. A new activity, LCAP Goal 2: Action 11, has been added to the 2026-27 LCAP to provide funding and opportunities to celebrate unduplicated students' successes such as ELD reclassification.|The district has improved its efforts in seeking input for decision-making.  An LCAP Educational Partners' Committee met regularly to monitor the progress of the district's LCAP as well as make recommendations on goals and actions.  Moreover, the District's English Language Advisory Committee met numerous times this year to review and make recommendations to the ELD plan, LCAP Goal #2, and other relevant topics. Surveys are sent to various stakeholder groups in the spring to obtain additional feedback. The district's new website will feature more tools to offer families support in accessing district communication and monitoring tools.|The district will continue to take steps to improve seeking input for decision-making.  The steps are outlined in LCAP Goals 2 and 3.|Based on local data and self-reflection, the district has improved its efforts in relation to seeking input for decision-making from underrepresented groups, including offering Spanish-speaking interpretation services and enhancing the communication support on its website.|5|5|4|4|4|4|4|4|5|4|4|4|Met||2026-06-25|2026
27662330000000|Washington Union Elementary|3|Washington Union provides many opportunities for relationship building within the school community. Our staff maintains an open-door policy and encourages families to reach out when they have a need or concern. The ParentSquare platform provides an outstanding communication tool that allows teachers and parents to communicate regularly. This allows families to receive information in a timely manner and stay up to date with what is happening in their child's classroom and in the school community. The district provides multiple opportunities for families to engage with school staff, opportunities include participation in the following: Student Study Teams, Back to School Nights, School Site Parent Orientations for Kindergarten and Incoming 4th & 6th grade students, Strategic Planning Commitee, School Site Council, District Advisory Council, Parent/Teacher Conferences, monthly board meetings, monthly superintendent coffees, open houses, fine arts performances and events, and volunteer opportunities at all sites. In addition to school-based opportunities, the district also provides opportunities that engage the community as a whole, such as Harvest Carnival, family movie nights, trunk or treat, family and student workshops around socialemotional learning and academic areas, family dinner nights, the district art show, science fair, book fairs, and the read-a-thon.|Based on survey data the district received for the 2025-26 school year, the district will focus on improving communication with parents regarding class/school activities and student progress.|Washington Union has a strong connection with families and our local community. We work closely with parents through volunteerism opportunities and invite them to participate as active educational partners in the informational processes of the district. The Washington Union STAR Foundation obtains local monetary donations to help fund our art programs and helps to raise money for other activities in the schools to promote a sense of connectedness through various community events. The district has several parent input committees, including the School Site Council, the District Advisory Council, and parent education sessions. Through the expanded learning opportunities program the district was able to provide access to extended daycare for unduplicated families. In addition, we were able to provide summer programming to unduplicated families through a partnership with our local YMCA.|The district employs a full-time school counselor to support the staff-to-family connection, provide behavioral and emotional support to students, and assist the unduplicated student population with support and services specific to 2026-27 Local Performance Indicator Self-Reflection for Washington Union School District Page 11 of 14 their needs. To support student behavior and mental health, the district retained the services of a bully prevention specialist during the 2022-23 school year, and that relationship has continued through the 2025-26 school year. Through a grant made possible by Monterey County Behavioral Health, the middle school will have the services of the bully prevention specialist one day per week. During the 2024-25 school year, with the student support specialist position still unfilled, the district contracted with Harmony at Home to add a bully prevention specialist to Toro Park School for additional support. In the 2025-26 school year, the student support specialist position was filled, adding support to what was already being provided by the counselor and the bully prevention specialist. To address behavioral and academic concerns, the district has a multi-tiered system of supports to meet with families by first holding a student study team meeting (SST). If those supports/accomodations do not help correct the issues, more structured interventions are put into place. At the highest tier of support, the district may refer students for formal academic assessments or increased behavioral health supports. During this process, families are guided to assist them in the understanding of how to best advocate for their students.|Our staff professional development survey has helped us to identify areas where school staff would like additional support around academics, school safety, SEL, ELD, etc. Parent/Student workshops were given throughout the 2025-26 school year which included social emotional learning and growth mindset.|Our parent educational workshops will include topics designed to support and educate our underrepresented families.|The district provides multiple forums to seek input for decision making, ppportunities include participation in the following: Strategic Planning Committee, School Site Council, District Advisory Council, Superintendents Coffee, Technology Committee and monthly board meetings.|We are still having conversations regarding the feasibility of the addition of a student representative to the board. By continuing to use ParentSquare as a communication tool, we will be working to broaden our reach to parents and diversifying representation on the various decision making committees.|The district provides multiple forums to seek input during the self-reflection process. Opportunities include participation in the following: Strategic Planning Committee, School Site Council, District Advisory Council, Superintendents Coffee, Technology Committee and monthly board meetings.|5|5|5|5|5|5|5|5|5|5|4|5|Met||2026-06-17|2026
27738250000000|North Monterey County Unified|3|NMCUSD implemented actions to strengthen family engagement by facilitating ELAC, SSC, and DELAC meetings to gather educational partner input, which identified the need for more consistent communication, welcoming environments, and language access across school sites. In response, the district supported the development of a community group for the Mixteco community, hosted culturally relevant events such as Día del Niño, resource festivals, and FRC workshops, and provided site-based engagement opportunities including school festivals, parent summits, and translation support. The district also increased access to ParentVUE and enrollment support to  2026-27 Local Performance Indicator Self-Reflection for North Monterey County Unified School District Page 10 of 21 improve communication and participation. These actions increase participation for unduplicated families because they reduce language and access barriers, resulting in stronger family-school partnerships. A Community Advisory Committee (CAC)-comprising a group of parents, educators, and community members to advise District special education programs, was created in 25-26. The goal of the CAC is to promote high-quality services, advocate for students with disabilities, and provide parent education.|Families have expressed a desire for additional support and learning opportunities to help them more effectively support their children's academic success. They are seeking guidance on how to navigate public education systems, understand school structures and processes, and advocate for their children. In addition, the district recognizes the need to expand outreach and support for our Mixteco-speaking families. Strengthening communication, increasing access to information in families' home languages, and providing culturally responsive engagement opportunities will be critical to ensuring that all families can actively participate in their children's education and fully access available resources and services.|Students with learning disabilities and English Learners continue to be the student groups experiencing the greatest challenges across multiple California School Dashboard indicators, including mathematics and English language arts achievement, English Learner Progress, and A–G eligibility rates. To address these needs, our Family and Community Engagement Specialists work closely with the District English Learner Advisory Committee (DELAC), site English Learner Advisory Committees (ELACs), and our Multi-Tiered System of Support (MTSS) Teachers on Special Assignment. Together, they seek to better understand and respond to the unique needs of our English Learners, with particular attention to supporting our Mixteco-speaking students and families. Additionally, this year the district established a Special Education Advisory Committee to strengthen communication, collaboration, and partnership with the parents and families of students with learning disabilities. This committee provides a dedicated forum for families to share feedback, engage in meaningful dialogue, and help inform efforts to improve outcomes and support services for students receiving special education services.|The district continues to implement planned actions focused on increasing student and family engagement through a variety of cultural, nature-based, and academic enrichment opportunities, including field trips and special events. School sites also continued to offer unique engagement activities designed to recognize and celebrate student success, including events aligned to Positive Behavioral Interventions and Supports (PBIS) goals and incentives. Examples include Glow Up celebrations, SOAR parties, and Flipper Fest. At the district level, our largest annual event, Día de los Niños, remains centered on honoring, celebrating, and valuing our students and their contributions to our school community. In addition, the district has strengthened partnerships with community-based organizations to expand support for students and families. Collaborations with partners such as Cara y Corazón have provided parent leadership development workshops that build family capacity and engagement. Partnerships with Community Health Services and our equine therapy program have expanded access to social-emotional learning supports and mental health services, helping address the holistic needs of our students and families.|While the district has established strong partnerships with community organizations and service providers, there are opportunities to further strengthen our capacity to engage families and respond to their evolving needs. Expanding family outreach efforts, increasing opportunities for meaningful participation, and incorporating family feedback into decision-making processes will help ensure that district programs and services are responsive and accessible to all families. Additionally, with fewer than 40% of graduates meeting A–G eligibility requirements last year, the district recognizes the need to strengthen partnerships with local community colleges, universities, and other postsecondary institutions. These partnerships can help expand college and career awareness, increase access to dual enrollment and early college opportunities, and better support students in meeting college admission requirements. The district has also identified a need to provide more targeted, job-specific professional learning opportunities for classified staff. This includes staff members who work directly with students and families, whose roles are critical to fostering positive relationships, supporting student success, and enhancing family engagement. Investing in professional growth for classified staff will strengthen their ability to effectively serve and support our school communities.|The district recently adopted new K–8 mathematics and middle school English Language Arts curricula that were selected, in part, because of their strong support for students with disabilities and English Learners. The implementation of these instructional materials provides an important opportunity to improve learning outcomes for all students while addressing the specific needs of these priority student groups. Through high-quality, standardsaligned instruction and embedded supports, the new curricula are intended to increase access, engagement, and academic achievement. At the high school level, the district also approved a new curriculum for modified graduation pathway courses for qualifying students with disabilities. These standards-aligned courses are designed to provide students with access to rigorous instruction while ensuring they receive the support necessary to successfully earn a high school diploma. This effort reflects the district’s commitment to expanding equitable access to meaningful educational opportunities and improving outcomes for students with disabilities.|North Monterey County Unified School District used stakeholder feedback from staff, students, and families to guide continuous improvement efforts across the district. During the 2025–26 school year, educational partner engagement reached unprecedented levels, with participation in student, family, and staff surveys increasing by more than 400% and the number of LCAP Advisory Committee meetings doubling to expand opportunities for meaningful input.  In response to staff requests for greater clarity and consistency around priority standards, the district established dedicated Curriculum, Instruction, and Assessment (CIA) Days. These collaborative work sessions provide educators with structured time to develop shared understandings of priority standards, aligned curriculum guides, pacing calendars, and common assessments while strengthening continuous improvement cycles.  To improve equitable outcomes, NMCUSD expanded professional collaboration through Biliteracy Collaborative meetings and Special Education job-alike groups. These structures provide dedicated time to analyze student data, share effective instructional practices, and strengthen supports for English Learners and Students with Disabilities.  Staff also identified the need to strengthen early literacy and intervention systems. In response, the district partnered with the University of California, Berkeley's California Reading and Literature Project (CRLP) to build educator capacity in reading diagnostics, data analysis, Tier 1 instruction, and Tier 2 interventions. To further support literacy within the Biliteracy Pathway, NMCUSD adopted the Paso por Paso intervention program and established monthly Biliteracy Collaborative meetings to support implementation.  To expand college and career readiness, the district is preparing to implement the California College Guidance Initiative (CCGI), increasing access to postsecondary planning resources. NMCUSD also continues to invest in the Devereux Student Strengths Assessment (DESSA) and Second Step programs to strengthen social-emotional learning across all schools.  Family engagement remains a district priority through continued support for districtwide events such as Reclassification Celebrations, Día del Niño, and school-based family activities. TalkingPoints continues to provide multilingual, two-way communication between schools and families.  Stakeholder feedback also informed professional learning priorities. The district developed targeted training in early literacy and implementation of the California Mathematics Framework, while classified staff requests led to role-specific professional learning in Excel, Synergy, and Google Workspace. Library technicians will also receive specialized training through the Santa Clara County Office of Education.  Through these actions, NMCUSD continues to demonstrate its commitment to using stakeholder feedback to strengthen instruction, professional learning, student supports, and family engagement.|An area for continued improvement is strengthening the district’s processes for collecting, analyzing, and integrating educational partner feedback into planning and decision-making. While the district experienced significant increases in stakeholder engagement during this year’s LCAP development process, there is an opportunity to establish more consistent structures and timelines for reviewing feedback and incorporating it into LCAP actions and services. Additionally, the district recognizes the importance of closing the feedback loop by creating more opportunities to communicate back to educational partners how their input influenced decisions and priorities. This transparency helps build trust, encourages ongoing participation, and demonstrates the value of stakeholder engagement. While the district made notable progress in this area with staff feedback by sharing how input informed professional  2026-27 Local Performance Indicator Self-Reflection for North Monterey County Unified School District Page 14 of 21 learning, instructional priorities, and support systems, similar efforts should be expanded to students, families, and community partners to ensure all educational partners see the impact of their contributions.|This year, the district doubled the number of LCAP Advisory Committee meetings, resulting in increased participation and more robust, meaningful stakeholder feedback. The district also made significant progress in closing the feedback loop with staff by intentionally sharing the input received and communicating how that feedback influenced district decisions, priorities, and actions. Moving forward, there is an opportunity to expand and strengthen student voice within the LCAP development process. Increasing the frequency of meetings with the District Student Advisory Committee and conducting targeted focus groups with key student populations—including Students with Disabilities, English Learners, Long-Term English Learners, and Mixteco students and families—will provide valuable insights into their experiences, needs, and perspectives. These efforts will help ensure that district actions and services are informed by those most directly impacted and will support more responsive and equitable decision-making.|3|4|3|4|3|3|4|3|3|3|4|4|Met||2026-06-25|2026
27740540000000|Mission Trails ROP|3||||||||||||||||||||||Not Met|||2026
27751500000000|Big Sur Unified|3|We have a very close relationships with all of our parents and families.  Along with the typical back to school night,open house, and winter show, we have quarterly community days.  On those days, we invite families to campus to share a meal, observe our outstanding STEAM projects, observe archery lessons, and participate in art and music.  We also have a STEAM Festival each year, an end of year promotion for all students with a luncheon, and a harvest luncheon for families. Families are welcome on campus, often meet with teachers, participate in Parent-Teacher Organization and SSC. All parents have all staff cell #s and are welcome to call the superintendent at any time.  We have an EL translator for meetings and other communication.|With only 5 students,  we have very close relationships between staff and families and consider everyone the Pacific Valley School Family. An LCAP survey shows that our families are comfortable with our teachers and staff.  We include families in all aspects of our school. One focus is to have our non-vaccinated community children get vaccinated and join our school.|NA|We work very hard to provide extra enrichment to our students.  To improve attendance we are offering incentives that students are interested in and we work with families to explain the importance of education so that children are brought to school.|*Field trips *Guest speakers *Attendance incentives *Gardening, music, art, STEAM|NA|To seek input in decision making, we send an LCAP survey each year, we invite parents to board meetings, SSC, and PTO. We ask parents to meet with us (everyone has an open door policy) whenever we are making decisions or when they have ideas.|To improve seeking input for decision making, we will continue to inform parents when meetings are taking place and call if there is no response. We will continue to ask for ideas and to let parents know we are open to listening. We will contact parents when major decisions need to be made to ask for their ideas and to invite them to be on committees.|NA|4|5|4|4|5|5|5|4|4|4|4|4|Met||2026-06-11|2026
27751500118349|Big Sur Charter|3|Providing support to parents is a built-in component of our program. Parents receive feedback as to how to advocate for and educate their students through meetings with their teachers or through our Home Educator Learning Program. We work closely with families to ensure that students are engaging appropriately with the curriculum at home and at the learning center. Additional support is provided as needed. As a small, hybrid school, school-family relationships are the key to the school's success and to our students' success. We have several events throughout the year that bring the entire school together. Teachers meet with parents through our Home Educator Learning Program classes. The School Director holds monthly meetings with parents to discuss relevant topics, or to answer questions. I believe we are doing an amazing job and connecting with our families. When polled, an average of 99% of our parents say that they feel connected to the school community.|Continue to build on what were are doing, and respond to parent concerns and input in a meaningful, inclusive manner.|Continue to build on what were are doing, and respond to parent concerns and input in a meaningful, inclusive manner.|As a hybrid charter school, Big Sur Charter School’s model is built on close collaboration between families and teachers to support student outcomes. Teachers are in weekly communication with families regarding home education assignments and provide monthly updates on classwork and academic progress. The school has a clear procedure in place to regularly analyze student grades and progress, allowing for timely interventions. Parents have access to real-time grade data and can meet with their child’s teacher at any time throughout the year to discuss performance or concerns. Additionally, BSCS offers free tutoring to all low-performing students, prioritizing outreach to underrepresented families to ensure equitable access to academic support. These consistent, personalized touch-points help build strong partnerships focused on student growth and success.|Continue to build on what were are doing, and respond to parent concerns and input in a meaningful, inclusive manner.|Continue to build on what were are doing, respond to parent concerns, with a focus on underrepresented families and input in a meaningful, inclusive manner.|Seeking parent input on decision making is part of building positive relationships, and we seek to grow parent input and involvement on a year-to-year basis. BSCS promotes parental communication and feedback to decision processes and encourages all families to attend Board meetings so that the decisions we make are informed, student-centered decisions.|Continue to build on what were are doing, and respond to parent concerns and input in a meaningful, inclusive manner.|Continue to build on what were are doing, respond to parent concerns, with a focus on underrepresented families and input in a meaningful, inclusive manner.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-11|2026
27754400000000|Soledad Unified|3|Soledad Unified School District continues to strengthen relationships between school staff and families through a variety of districtwide and site-based engagement efforts. Educational partner feedback, Local Control and Accountability Plan (LCAP) engagement activities, Community School initiatives, School Site Councils (SSC), English Learner Advisory Committees (ELAC), District English Learner Advisory Committee (DELAC) meetings, Cafecitos, and Family Resource Center programming demonstrate ongoing efforts to build trust and strengthen partnerships between schools and families. The district provides multiple opportunities for two-way communication through ParentSquare, weekly school bulletins, district newsletters, the district website, phone calls, emails, parent conferences, workshops, advisory groups, and school events. Translation and interpretation services help increase accessibility for multilingual families. Family Student Support Liaisons, Community School Coordinators, counselors, social workers, and site administrators work collaboratively to connect families with school and community resources, reducing barriers to participation and strengthening family-school relationships. The district's award-winning communication and outreach efforts help ensure families remain informed, connected, and engaged in their children's educational experience. Educational partner feedback continues to demonstrate the value families place on personal outreach, accessible communication, and opportunities to engage with school staff.|While the district has established multiple family engagement structures, educational partner feedback and local data indicate opportunities to further strengthen relationship-building efforts across all school sites. The district seeks to increase participation among families who have historically been underrepresented in school activities and advisory groups, particularly at the secondary level. Additional focus areas include strengthening staff capacity to learn about family strengths, cultures, languages, and educational goals, increasing participation in family engagement opportunities, and ensuring that communication systems remain accessible and responsive to the diverse needs of families. The district also recognizes the importance of continuing to build consistency across sites so that all families experience welcoming and supportive school environments while expanding awareness of available family supports and engagement opportunities.|The district will continue strengthening outreach and engagement efforts for families who have historically participated at lower rates, including families of English learners, students with disabilities, migrant students, students experiencing homelessness, foster youth, and families who may face language, transportation, or scheduling barriers. Family Student Support Liaisons, Community School Coordinators, Family Resource Center staff, counselors, and site administrators will continue providing targeted outreach, individualized communication, and resource navigation support. The district will expand opportunities for participation through bilingual communication, translation and interpretation services, ParentSquare messaging, flexible meeting formats, virtual participation options, family workshops, Cafecitos, and advisory groups. Educational partner feedback gathered through surveys, listening sessions, SSC, ELAC, DELAC, Community School planning structures, and LCAP engagement activities will continue informing district efforts to ensure that family voices are represented in school and district decision-making processes.|Soledad Unified School District has continued to strengthen partnerships with families to support student learning, attendance, wellness, and overall student success. Through the Family Resource Center, Family Student Support Liaisons, Community School Coordinators, counselors, social workers, and school administrators, families have access to resources, information, and supports designed to improve student outcomes. Educational partner feedback gathered through LCAP engagement activities, School Site Councils, ELAC, DELAC, Community School planning structures, family workshops, and parent conferences demonstrates that families value opportunities to engage with schools and access resources that support their children's academic and social-emotional development. The district provides workshops, parent education opportunities, multilingual learner supports, special education supports, attendance interventions, wellness resources, and community referrals that help families better understand and support their children's educational experience. Through Community Schools partnerships and Family Resource Center programming, families also have access to services that address health, wellness, and basic needs barriers to learning, including the Mobile Health Clinic, Monterey County Food Bank distributions, parent education programs, and referrals to community agencies. Parent-teacher conferences, SST meetings, IEP meetings, Section 504 meetings, and other collaborative planning processes continue to strengthen partnerships between families and school staff.|The district recognizes the need to further strengthen family participation in programs and activities that directly support student learning and achievement. Educational partner feedback and local data indicate opportunities to increase participation among families who may face language, transportation, scheduling, or other barriers to engagement. Additional focus areas include increasing staff capacity to effectively partner with families around student learning, expanding family understanding of academic expectations and available interventions, and strengthening participation in family education opportunities at the secondary level. While participation in Family Resource Center workshops, health services, and community resource programs continues to grow, the district will continue exploring strategies to increase awareness and participation among families who have not yet accessed these opportunities. The district will continue refining systems that support ongoing collaboration between families and school staff to improve student outcomes.|The district will continue implementing targeted outreach strategies to increase participation from underrepresented families, including families of English learners, students with disabilities, migrant students, students experiencing homelessness, foster youth, and families who have historically participated at lower rates in school activities and decision-making opportunities. Family Student Support Liaisons, Community School Coordinators, Family Resource Center staff, counselors, and site administrators will continue providing individualized outreach, resource navigation, and support designed to reduce barriers to participation. The district will expand access through bilingual communication, translation and interpretation services, flexible meeting schedules, virtual participation opportunities, family workshops, parent education programs, health and wellness services, and parent leadership opportunities. Feedback gathered through surveys, listening sessions, ELAC, DELAC, SSC, Community School Advisory structures, and LCAP engagement activities will continue to guide improvements and ensure that underrepresented families have meaningful opportunities to partner with schools in support of student success.|Soledad Unified School District has established multiple structures that provide families, staff, students, and community members with opportunities to participate in school and district decision-making processes. Educational partner input is regularly gathered through School Site Councils (SSC), English Learner Advisory Committees (ELAC), District English Learner Advisory Committee (DELAC), Local Control and Accountability Plan (LCAP) engagement activities, Community School Advisory structures, surveys, listening sessions, Cafecitos, and other stakeholder meetings. Family Resource Center staff, Family Student Support Liaisons, Community School Coordinators, counselors, and administrators support family participation and help connect families to advisory opportunities. ParentSquare, weekly school bulletins, district newsletters, the district website, surveys, and community outreach efforts provide additional avenues for families to receive information and provide feedback on district programs, priorities, and initiatives. Feedback collected through these structures has informed district priorities related to family engagement, attendance, school climate, student wellness, academic supports, and Community Schools implementation. The district has continued expanding opportunities for stakeholder voice and increasing the accessibility of participation through bilingual communication, translation services, and multiple engagement formats.|While the district has established multiple opportunities for stakeholder participation, educational partner feedback and local data indicate a continued need to increase participation among families who have historically been underrepresented in advisory groups and decision-making processes. The district seeks to strengthen family leadership development, increase awareness of advisory opportunities, and expand participation at the secondary level. Additional focus areas include building staff capacity to facilitate meaningful engagement and ensuring that feedback collected through advisory groups, surveys, and stakeholder meetings continues to represent the diverse perspectives of the district's student and family populations. The district will continue refining engagement practices to increase accessibility, strengthen shared decision-making, and expand opportunities for families to provide input through both in-person and digital communication platforms.|The district will continue implementing targeted outreach strategies to increase participation from underrepresented families, including families of English learners, students with disabilities, migrant students, students experiencing homelessness, foster youth, and families who have traditionally participated at lower rates in advisory groups and stakeholder engagement opportunities. Family Student Support Liaisons, Community School Coordinators, Family Resource Center staff, counselors, and site administrators will continue providing individualized outreach, leadership opportunities, and support designed to reduce barriers to participation. The district will expand access through bilingual communication, translation and interpretation services, ParentSquare outreach, flexible meeting schedules, virtual participation options, childcare supports when available, and ongoing family leadership opportunities through SSC, ELAC, DELAC, Community School Advisory groups, and LCAP engagement activities. Stakeholder feedback will continue to be used to identify barriers, improve participation, and ensure that diverse family perspectives are reflected in school and district decision-making processes.|4|4|3|4|3|4|4|4|3|4|4|4|Met||2026-06-24|2026
27754730000000|Gonzales Unified|3|Analysis of parent survey results and educational partner feedback indicates that the Gonzales Unified School District continues to build positive, trusting relationships between school staff and families. Survey responses show that a majority of parents view school staff as accessible and supportive, with approximately 68% of respondents agreeing or strongly agreeing that their school principal is available to help when needed. Parents also reported positive perceptions of the district’s commitment to student success, with nearly 58% agreeing or strongly agreeing that their child’s school promotes academic success for all students.  These results reflect the district’s ongoing efforts to strengthen communication and engagement through parent conferences, SSC, ELAC, DELAC, LCAP meetings, family workshops, attendance outreach, and regular communication from school staff. Parents continue to have opportunities to share feedback, participate in decision-making processes, and collaborate with schools to support student learning and well-being.  The district has also prioritized creating welcoming school environments where families feel respected and valued. Through PBIS implementation, restorative practices, counseling supports, and ongoing outreach efforts, schools continue to foster positive relationships among students, families, and staff. Educational partner feedback suggests that families appreciate the responsiveness of school personnel and the multiple opportunities available to stay informed and involved in their children's education.  Overall, local data and parent feedback demonstrate continued progress in building strong school-family partnerships that support student achievement, engagement, and a positive school climate.|Analysis of parent survey results and educational partner feedback indicates that Gonzales Unified School District has opportunities to further strengthen relationships between school staff and families by increasing family engagement and expanding meaningful two-way communication. While many parents reported positive interactions with school personnel, survey results suggest that some families would benefit from additional opportunities to connect with teachers, administrators, and support staff and to better understand how they can support their child's academic success.  The district's focus for improvement includes increasing parent participation in school events, advisory committees, workshops, and LCAP engagement activities, while continuing to reduce barriers that may limit family involvement. Additional efforts will be made to provide timely, accessible, and culturally responsive communication that helps families feel informed, welcomed, and valued as partners in their child's education.  The district will also continue to strengthen outreach to families whose voices have been less represented in engagement activities to ensure that all families have opportunities to share their perspectives and contribute to school and district decision-making. Through these efforts, Gonzales Unified School District seeks to build stronger partnerships with families and foster a greater sense of connection, trust, and shared responsibility for student success.|Based on feedback from educational partners and parent survey results, Gonzales Unified School District will continue to strengthen engagement with families who have been underrepresented in school and district activities. The district recognizes that barriers such as work schedules, language differences, transportation, childcare needs, and limited familiarity with school systems can impact participation.  To improve engagement, the district will expand outreach through multiple channels, including phone calls, text messages, social media, parent communication platforms, and in-person visits. Information and meeting materials will continue to be provided in families' home languages to ensure accessibility and understanding.  The district will also increase opportunities for families to participate in workshops, advisory committees, school events, and LCAP engagement activities by offering flexible meeting times and actively inviting families whose voices have not traditionally been represented. School staff will continue to build relationships with families through personalized communication, attendance and academic support meetings, and ongoing opportunities for families to share their perspectives and provide feedback.  Through these efforts, Gonzales Unified School District seeks to ensure that all families feel welcomed, respected, and valued as partners in their children's education and that family input is reflected in school and district decision-making.|Positive Relationships and School Support Surveys show Gonzales Unified has strong relationships among students, families, and staff. About 67.5% of parents say principals are available, and a similar number say students are treated respectfully. Around 75% of students report respectful treatment by adults and feeling connected. Schools have created supportive environments where students and families feel welcome.  Commitment to Academic Success Parents are confident in the district’s support for achievement. About 58% agree schools promote academic success. Nearly 79% of students say teachers encourage independent thinking and set high expectations; about 75% have help with schoolwork when needed. These results show families recognize the district's academic support.  Family Engagement and Community Partnerships The district offers many ways for families to engage, like conferences, councils, workshops, and events. Families value these and the variety of communication about student progress and school news. Partnerships like the Campus Collaborative provide support services, strengthening school-family-community ties. These efforts support student success.  Areas for Growth While many experiences are positive, surveys reveal areas to improve. About 53.5% of students experienced teasing or harassment more than once. Concerns about peer interactions and neutral responses about connectedness show the need to boost engagement and belonging. Parents note a need for more participation and outreach to underrepresented families.  Next Steps and Continuous Improvement The district will strengthen PBIS, reinforce expectations, and expand student recognition, extracurriculars, and leadership. Staff will get ongoing training in positive culture and conflict resolution. Family engagement will grow through communication, committees, workshops, and LCAP. Technology will improve family access. The district will promote career and college planning. Ongoing review of data and feedback will guide future improvements.|Strengthening Culturally Responsive Communication Feedback showed families, especially English Learners, migrants, and low-income households, need more accessible and consistent school communication. The district will strengthen culturally and linguistically responsive communication, sharing information in English and Spanish using family-friendly language. Multiple platforms—ParentSquare, print, calls, and community liaisons—will help ensure families get timely updates and stay engaged.  Increasing Access to Family Engagement Opportunities Data and partner input highlight barriers limiting family involvement. The district will offer flexible participation: virtual meetings, evening/weekend events, interpretation, and family-friendly supports. These changes aim to make engagement more equitable and encourage wider participation in ELAC, SSC, and school events.  Building Trust Through Personal Connections Families value relationships and personal outreach for meaningful engagement. The district will use bilingual staff or community representatives as family engagement liaisons. They will support families, encourage event participation, and strengthen trust and communication between families and school staff.  Recognizing and Valuing Family Contributions Partners want schools to better acknowledge family contributions. The district will foster a culture of appreciation by recognizing family participation in events, committees, and leadership. This will reinforce family voice and strengthen belonging.  Expanding Community Partnerships The district values partnerships with community organizations to support students and families. It will work with local agencies to offer culturally relevant events, resources, and services for wellness, academic planning, and support. These partnerships strengthen connections and expand resources.  Monitoring Progress and Continuous Improvement The district will monitor family engagement through feedback, participation data, and advisory input. Surveys and attendance data will help identify successes and barriers. Progress will be shared with leadership and the board to support continuous improvement and keep engagement responsive to community needs.|Based on the parent survey results, families generally reported feeling respected and informed; however, participation in school committees was limited, with only 7.7% of respondents indicating they currently serve on a school committee. Survey responses also suggest opportunities to strengthen communication, increase family participation in school activities and decision-making, and further enhance families' sense of connection to schools.    Based on the analysis of educational partner input and local data, the district will improve the engagement of underrepresented families, particularly English Learners, migrant families, and low-income households, by strengthening communication, increasing access to engagement opportunities, and fostering meaningful partnerships between families and schools. Parent survey results and feedback from educational partners highlighted the need to reduce barriers to participation, expand opportunities for family voice, and strengthen relationships between school staff and families.  The district will enhance culturally and linguistically responsive communication by providing school information, meeting notices, and updates in both English and Spanish through multiple communication channels, including ParentSquare, printed materials, phone calls, and direct outreach. To increase participation in school activities and decision-making processes, the district will offer more flexible opportunities for engagement through virtual meeting options, varied meeting times, interpretation services, and family-friendly supports when feasible.  The district will also strengthen personal connections with families by using bilingual staff and family engagement liaisons to provide individualized support, encourage participation in advisory groups and school events, and help families navigate the school system. In addition, the district will continue to recognize and celebrate family involvement while expanding partnerships with community organizations to provide culturally relevant events, resources, and services that support student success and family well-being.  The effectiveness of these efforts will be monitored through family surveys, participation data from school events and advisory committees, and ongoing feedback from educational partners. Information gathered through these measures will be used to refine engagement practices and ensure that all families feel welcomed, informed, and valued as partners in supporting student achievement and well-being.|Based on the analysis of educational partner input and local data, the district's current strengths in Seeking Input for Decision-Making include fostering positive relationships with families, maintaining open lines of communication, and creating welcoming school environments that encourage participation. Parent survey results indicate that families generally feel respected by school staff, welcomed at their school, and informed about school activities. Additionally, many parents reported that school leaders are available to provide support and that schools promote academic success for all students. These findings suggest that the district has established a foundation of trust and communication that supports meaningful engagement and feedback opportunities.      Student survey data further reflects a positive school climate that supports educational partner engagement. A majority of students reported that adults at school treat them with respect, that teachers have high expectations for student success, and that students feel connected to their teachers and staff. Students also indicated that support is available when they experience academic challenges. These results demonstrate progress in building trusting relationships among students, families, and school personnel, contributing to a culture in which stakeholder voice is valued and encouraged.     The district has continued to seek input through parent surveys, advisory committees, school meetings, and stakeholder engagement activities. Feedback gathered through these processes has informed efforts to improve communication, increase accessibility to meetings and events, and strengthen partnerships with families. While participation in formal leadership groups remains an area for continued growth, the district has made progress in creating opportunities for families and students to share their perspectives and contribute to district and school-level planning.|Based on analysis of educational partner input and local data, the district has identified the need to increase meaningful participation in decision-making processes as a key area for improvement. While survey results indicate that families generally feel respected, welcomed, and informed by their schools, participation in formal leadership and advisory groups remains limited. Parent survey data showed that only 7.7% of respondents reported serving on a school committee, indicating a need to expand opportunities for families, particularly English Learner, migrant, and low-income families, to engage in school and district decision-making processes.   Educational partner feedback also highlighted the need to reduce barriers that may limit participation, including scheduling conflicts, language access, transportation, childcare, and awareness of engagement opportunities. The district recognizes the importance of ensuring that all families understand how their input influences decisions and feel empowered to participate in advisory committees, surveys, school events, and district planning activities.  Student survey results further indicate an opportunity to strengthen student voice and leadership. While many students reported positive relationships with adults and teachers at school, the district seeks to expand opportunities for students to share their perspectives and contribute to decisions that affect their educational experiences.    To address these needs, the district will focus on increasing participation by underrepresented educational partners, improving communication about engagement opportunities, expanding access to meetings and leadership groups, and strengthening structures to ensure that family and student feedback is regularly incorporated into school and district decision-making processes.|Based on the analysis of educational partner input and local data, the district will improve the engagement of underrepresented families, particularly English Learners, migrant families, and low-income families, by expanding opportunities to participate in school and district decision-making processes and reducing barriers to involvement. While parent survey results indicate that families generally feel welcomed, respected, and informed, only 7.7% of respondents reported serving on a school committee, highlighting the need to increase participation in advisory and leadership groups.    The district will strengthen bilingual communication, provide flexible meeting options, increase personalized outreach through bilingual staff, and expand awareness of opportunities to participate in ELAC, SSC, and other advisory groups. Student survey results demonstrating positive relationships between students and school staff provide a strong foundation for expanding family and student voice in decision-making. The district will continue to use feedback from surveys, committees, and engagement activities to inform school and district decisions and ensure that underrepresented families have meaningful opportunities to contribute to continuous improvement efforts.|4|4|4|4|4|3|3|3|3|3|3|3|Met||2026-06-23|2026
28102800000000|Napa County Office of Education|3|The Napa County Court and Community School Program (JCCS) has had huge success with making connections and strengthening relations with educational partners via the family service team. This team is comprised of (bilingual and bicultural) case managers, parent liaisons, and the interventions coordinator with the task of bridging families to the school program. The team ensures consistent communication is maintained with families. In addition to communicating through Facebook, the Camille Creek website, and ParentSquare platforms, the team checks in with all families biweekly at minimum via personal text, phone call, or email. This regular communication gives families an opportunity to share their needs, including basic needs, transportation, mental health, and schooling needs. The family service team collects family input so the school knows how to support students better. The team also creates opportunities for families to meet on campus to discuss various topics and shares information about community resources and referral opportunities with the families. JCCS is quite proud of the communication efforts extended to all of our students and families.  If certain challenges exist for families, this flags a social worker contact or interventions coordinator who will then conduct follow-up check-ins with the family. JCCS also hosts regular informal drop-in hours to connect families to community resources. Parents have reported that they see school as a resource/connection to other community resources. The amount of communication and weekly outreach to families has changed some parents' minds and increased their comfort level with sending students to campus. In our Spring Survey, 100% stated they feel welcome in the school environment and 94% stated they see the school staff as allies.|In alignment with our California Community School Partnership goals as well as feedback from family and staff surveys, JCCS is working to increase the opportunities for parent leadership on campus. We currently seek input via twice yearly surveys, Site Council and ELAC meetings, Student Team meetings and informal dialogue to gather input on the strengths and needs of the school program. Throughout the school year, teachers and staff participate in multiple family engagement events, including two Family Nights and the school's first annual Posada celebration. These events provide families with opportunities to connect with school personnel, build relationships with one another, and become more engaged in their students' educational experiences.  To support ongoing communication and foster strong home-school partnerships, the LEA utilizes ParentSquare, including its translation features, which enable teachers and staff to communicate effectively with families in their preferred languages. This tool supports timely communication regarding student successes, academic progress, behavioral concerns, and school-wide information, helping ensure that all families have equitable access to important updates and opportunities for involvement. Additionally, teachers and staff make a concerted effort to be present during student drop-off and pick-up times, creating informal opportunities to connect with families, build trust, and strengthen relationships. These daily interactions help staff become familiar with families and provide an accessible avenue for communication and collaboration.  Through these efforts, the LEA continues to promote family engagement, foster positive relationships between school staff and families, and create a welcoming school environment that supports student success and educational partnership.|Our unduplicated families quite frequently need assistance in navigating the community supports available to them. Our Family Service team will continue to visit our local community partners to gain a clear understanding of the services offered. This allows them to better connect the families to the appropriate agency. We will increase opportunities for family engagement on campus, allowing parents to co-lead or lead events alongside our family service team. This includes events during the school day such as the parent led Posada held this school year. Personal outreach will continue in the form of meetings, texts, phone call, and parking lot chats and interactions will be tracked. We will continue to use multiple methods of outreach including ParentSquare, Instagram, Facebook to alert families to upcoming events both within the school, but pertinent events at the local school districts. We will continue to provide flexible meeting times to accommodate working families schedules. Parent's have cited that only 40% have access to a device at home, and through the Verizon Innovative Schools Initiative, we sent each student home with a device that has connectivity in order to increase digital equity for both our students and our families.|JCCS strives hard to engage parents through offering weekly communication, home visits, referrals to community services, and outreach that empowers families to better support their children. NCOE places a high priority that all families feel welcome. JCCS has an open door policy for two-way communication and employs 1 bilingual family liaison, 1 social worker, and a family interventions coordinator. The parent liaisons reach out to parents on behalf of staff. The family interventions coordinator works with the chronically truant students and those students with extreme behavior problems. The school social worker stays in regular contact with parents. All students and their parents receive a biopsychosocial assessment and students are universally screened for depression. Resources and services are identified and provided based on need.  Every time students are absent, the family gets a personal phone call to find out what resources might be needed and what more the school can provide. JCCS prioritizes the need for students to attend school and working with families and their needs is foundational to increasing attendance. JCCS also partners with ParentsCan, Cope Family Center, Aldea Mental Health Services, Alternatives for Better Living, and Napa County Mental Heath to provide additional onsite supports for students and families.|Local community partnership increase and collaboration has been a goal for JCCS the past 3 years and we intend to keep working to include new partners as we understand how their services align with our students and families. Partnerships have increased from 7 in SY 21/22 to 18 in SY 25/26. New partners include Feeding it Forward, Napa Valley Adult School, Career Point, Abode Services, Napa County Self-Sufficiency, Up Valley Family Center, Spirit Horse Therapeutic Riding Center, Napa Valley Farmworkers, Expressions of Hope, and the Immigration Institute of the Bay Area. We not only make referrals directly to our families, but we invite our partnering agencies to our twice yearly Family Nights to meet with parents, share resources, and discuss services. In the 2026 spring partner survey, partners asked for communifcation in the form of a Camille Creek newsletter to better connect with campus happenings. As stated above, there is a desire to host parent led workshops on campus and via zoom as well as increasing leadership opportunities. This semester we offered a film screening to parents with some success. We will continue to track engagement and seek feedback through our surveys as well as informal conversations on new partnerships that could possibly improve the lives of students and parents in our community.|JCCS will continue outreach to provide opportunities for our unduplicated student's parents to connect with the school. Providing culturally relevant events, an inclusive school culture, and leadership opportunities will continue to build the connection and trust needed to open dialogue on how to better serve their students. It will also increase opportunities for our parents to connect with or be referred to our community partners.|JCCS continues to make progress with this local indicator as many opportunities are provided (both formally and informally) for families to participate and give input for program decision making. The school leadership/administration promotes an open-door communication policy inviting parents to share input on program decisions and individual feedback and needs anytime they are on campus. More formally, the Site Council and Parent Advisory Groups are invited to review program goals and provide input for decisions that help drive the development and refinement of the LCAP. JCCS also hosts two formal opportunities a year for all parents and other educational partners to provide input into the LCAP review and development process. Local educational partners, including parents, help make decisions for LCAP actions. The two family nights are an opportunity to educate parents on school programs and ask for input on program decisions. All school programs provide translation services to allow parents to participate fully. JCCS also collects input via surveys twice a year. More families have been completing the surveys and providing input on program policies and practices. JCCS also has a 2 students who serve on the Napa County Office of Education Board of Trustees. During the year, JCCS’s family service team stays in regular contact with families to ascertain needs, help support students who are struggling the most, and ensure that families have more resources to meet their needs.|JCCS would like to build a parent leadership team to involve parents in the planning and execution of family engagement activities as well as providing mentor services for new incoming families. We also seek to provide alternate methods of families to attend high stakes decision meeting such as providing zoom for parents who cannot make it to the campus. This year we hosted 1 parent led event, a Posada, but struggled to find parents interested in representing on the Family Night planning committee.|Parent communication will continue via surveys and questionnaires. We will continue to offer flexible meeting hours to the families of our unduplicated students to decrease the impact on their work day. Further evening opportunities will be presented to increase ability to attend with possible accommodations such as food and child care. Although we discontinued most virtual meetings by parent request, we find that our partnering agencies are achieving good attendance at their zoom educational offerings, so providing online meetings and town halls in a digital platform will be goal to increase access and engagement with our unduplicated population. We will continue to provide translations services and/or multilingual staff for all communications with our families as well as translated materials. We will continue to be transparent with our student outcomes, keeping parents informed in a timely manner to gain feedback on school goals and initiatives.|5|5|4|5|4|5|5|4|5|3|5|4|Met||2026-06-09|2026
28102800142034|Mayacamas Charter Middle|3||||||||||||||||||||||Not Met For Two or More Years|||2026
28102800148361|Mayacamas Countywide Middle|3|While ratings of families were well above staff in this and every area of the survey, clearly the lowest scoring element was the provision of multiple opportunities for families and staff to engage in 2-way ommunication using accessible language. In response, the school has included increased opportunitues to engage with families through goal 3 in the 26/27 ELCAP.|"As noted in the wording above, incrased opportunities for 2-way converstaions will be built into ELAC functions. And the focus, of action 3.4 in conducting off-campus outreach is on the affecting hard-to-0reach families. This ""pff-campus outreach"" may take place at varions locations, including, for examples, religious organizations, food bank distribution points, and laundromats."|Outreach with families will continue to improve through on campus community events including an August Open House, BTSN, Project Night, Student Led Conferences, Arts Night, Holiday Parade, etc.  Outreach to new and potential families will include: Information Sessions, participation in community events, Bring a Friend to School, August Open House, etc.|"Based on the two lowest scoring items we have adjusted the LCAP sction 3.4 to include: Offer ""how-to"" workshops to help families, particulary those of underrepresented students, implement the various communication tools, access to student work and progress through PowerSchool, advocate for their children, and join and effectively engage in advisory groups and decision making.  Work with the board to implement policies regarding teachers meeting with families/students re: student progress and ways to work together to support improved student outcomes."|see above|see above|Families responded that the school is in full implementation.|"The school will offer ""how-to"" workshops to help engage parents in communication tools and access to student progress."|The school will specifically reach out to underrepresented families individually asking them to attend the workships and how to get more involved in advisory and decision making.|4|3|3|3|4|4|3|3|4|4|4|4|Met||2026-06-18|2026
28662410000000|Calistoga Joint Unified|3|Results from our 2025-2026 LCAP survey confirm that parents feel our schools offer a welcoming environment and that our staff maintains trusting relationships with families. They district's use of ParentSquare for communication is appreciated by both families and staff. They appreciate the changes we implemented to streamline communication over the past year. It allows for seamless communication between teachers and parents and the district and families.|Suggested improvements include to increase they types of communcication (videos, voice memos, infographics) that we use. Expand partnership opportunities by learning more about when and where families be more likely to engage. We also need to leverage existing events to include more engaging content, resources, and studentcentered participation.|Most of our families are considered underrepresented as 86% are considered SED, 89% are Hispanic, and 21% are English Learners. Results from our 2025-2026 LCAP survey confirm that parents feel our schools offer a welcoming environment and that our staff maintains trusting relationships with families. The district will continue to offer professional development to staff on culturally responsive teaching next year to include students' cultural references in all aspects of their learning. We will also be looking to implement new ways to engage our families in the educational process. Many of our families are engaged in non-traditional ways and we want to capture and encourage that engagement. We want to expand partnership opportunities by learning more about when and where families be more likely to engage. We also need to leverage existing events to include more engaging content, resources, and student-centered participation.|Our 2025-2026 LCAP survey results indicated that 89% of the CJUSD parents that responded feel our school(s) encourage them to be an active partner in educating their student (staff engages in conversations to support parent/guardian understanding, address questions, and advocate for student learning). This is an increase of 10% from the previous year. Family engagement is a strong point, with 55% strongly agreeing and 43% agreeing that the district offers ample opportunities for involvement.|.|.|.|The District partnered with the Parent Institute for Quality Education (PIQE) to provide seminars on parent engagement and parent leadership. This year we had a decrease in participation with only 29 families completing the  2026-27 Local Performance Indicator Self-Reflection for Calistoga Joint Unified School District Page 12 of 16 program. Feedback on the workshops was overwhelmingly positive so the PIQE series will be offered again in the 2026-2027 school year. Principals have continued to encourage families to participate in decision making by engaging in the District English Language Advisory Committee (DELAC), the English Language Advisory Committee (ELAC), the School Site Councils (SSC), and the Parent Teacher Organization (PTO).|.|4|5|3|5|4|5|4|4|4|4|4|3|Met||2026-06-22|2026
28662580000000|Howell Mountain Elementary|3|HMESD is succeeding in building relationships with families through school activities and community outreach events. This year, HMESD put together talent shows and dances. These events helped our families feel more connected to HMESD.|HMESD will be working on increasing community with families. Families have requested more communication via newsletters and emails to keep families aware of important information.|For the 2026-2027 school year, HMESD will be investing in bilingual community outreach. This will allow our Spanish-speaking families to receive important communication, so they can have access to resources at HMESD.|HMESD is doing well with scheduling quarterly Parent/Teacher Conferences to discuss student progress. Due to HMESD's consistent quarterly meetings, parents have come to expect these quarterly meetings, so they can be part of a collaborative process focused on student achievement.|HMESD will be focusing on having parents be more involved in student academic monitoring by having parents provide input on goal-setting for students.|HMESD will be investing in bilingual support during Parent/Teacher Conferences. The way, parents can provide input for goal setting in their native language.|HMESD is doing well in creating a culture of collaboration with parents through the School Site Council.|HMESD will continue working on getting more parents to participate in the School Site Council. The goal is to have more parents participate in The School Site Council, os that parents have a voice in shared decision-making on campus.|HMESD will be investing in bilingual support so that parents in the School Site Council are able to share their input in their native language.|5|5|5|5|4|5|5|5|5|5|5|5|Met||2026-06-16|2026
28662660000000|Napa Valley Unified|3|"Based on educational partner input and local data, the district has demonstrated clear strengths and measurable progress in building relationships between school staff and families through targeted staffing, expanded programming, and accessible communication. A foundational pillar of this success is the continued impact of Community Parent Liaisons, who serve as vital bridges between home and school. This year, their role was strengthened through enhanced training and professional support, backed by high-quality translation services that ensure equitable access for multilingual communities. Furthermore, parent leadership and learning were elevated through more structured opportunities in ELAC, DELAC, and DAC. A key highlight was the district's landmark partnership with the STARS College Network, which significantly expanded College and Career Readiness programming. This initiative successfully launched an in-person College Night, an ongoing higher-education webinar series, and a first-of-its-kind 8th-to-9th-grade transition webinar, all of which drew significant attendance and overwhelmingly positive community feedback.  Local data reinforces the early effectiveness of these specific engagement actions, showing steady growth across the district. The foundational sense of belonging remained strong, with a robust 85% of families reporting a welcoming environment across both 2025 and 2026; notably, the depth of this sentiment intensified, driven by a 4% increase in families who ""strongly agreed."" Additionally, strategic efforts to value community perspectives successfully moved the needle, as the percentage of families who feel the school and district office genuinely care about their input when making changes rose from 63% to 67%. Families also reported feeling more empowered to actively collaborate in their child's education, with the proportion of those who know how to share feedback regarding student learning ticking upward from 78% to 80%. Together, these indicators demonstrate that the district's targeted strategies are successfully fostering a more inclusive, communicative, and collaborative environment for all families."|Based on the analysis of educational partner input and shifting financial realities, the district has identified key focus areas for improvement to deepen family engagement, expand parent learning, and streamline essential support services for the 2026–2027 school year.   First and foremost, the district is committed to developing and implementing a comprehensive Family Engagement Framework, utilizing a dedicated advisory council of key stakeholders to ensure that family voice remains central to continuous improvement efforts. Additionally, reflecting on high webinar attendance from the previous year, data indicates a strong desire for resources that connect the classroom to the home. In response, NVUSD will expand the scope and reach of its Parent Learning Series, introducing new sessions focused on college and career readiness, educational technology, at-home academic support, and fostering safe, welcoming school environments. To sustain and unify foundational engagement practices across all campuses, the district will also launch targeted English Learner Advisory Committee (ELAC) training at the start of the school year to calibrate compliance around agendas and minutes while driving robust parent leadership development in close coordination with parent liaisons and site principals.  Finally, a major structural focus area involves the evolution of the Family Resource Center (FRC) service model. Due to a decrease in grant funding and federal budget cuts, long-time partner On The Move is facing reduced capacity. NVUSD has strategically built up its own internal capacity and staffing over recent years using supplemental and Community School funds. While maintaining a close partnership with On The Move, the district is transitioning to an internalized service model to guarantee that families continue to receive consistent, high-quality access to essential services. Moving forward, district leadership will engage in a collaborative planning process with school principals and Community Schools Administrators to redefine internal roles, ensuring a seamless structural transition that sustains vital community support.|Based on educational partner input and local data, the LEA has outlined explicit strategies to improve and deepen the engagement of underrepresented families, specifically targeting English Learners and socioeconomically disadvantaged communities to build stronger partnerships for student outcomes.  First, the district will build upon successful foundational practices by delivering targeted English Learner Advisory Committee (ELAC) training at the start of the school year. This training will standardize and calibrate meeting practices, such as agendas and minutes, across all campuses. More importantly, it is designed to drive robust parent leadership development. To ensure this initiative is integrated consistently across the district, it will run as a highly collaborative effort directly involving ELAC committees, community parent liaisons, and site principals.  Second, the district recognized a critical need to strengthen the District Advisory Committee (DAC) to better support and represent socioeconomically disadvantaged families. To bridge this gap, district leadership will proactively establish localized meetings at individual school sites. These site-based meetings are designed to build personal relationships, gather direct input, and listen to the unique feedback of these underrepresented communities. Moving forward, NVUSD will use this educational partner data to directly inform and adjust its responsive engagement strategies, ensuring that underserved voices are actively shaping student outcome partnerships.|NVUSD has made notable progress in building partnerships for student outcomes through targeted professional learning, expanded parent engagement opportunities, and strengthened school-family-community connections. Certificated and support staff received professional development on effectively using ParentSquare to enhance one- and two-way communication and family engagement. In partnership with the California Association of Bilingual Education (CABE), NVUSD provided direct support to DELAC representatives, Community Parent Liaisons and principals to strengthen the effectiveness of English Learner Advisory Committees (ELAC). In response to identified needs, the district expanded its parent learning series, particularly in response to College and Career Readiness, early learners' behaviors, and wellness needs. Additionally, Community Parent Liaisons and Family Resource Centers have played a critical role in connecting families to school supports and local resources, serving as trusted bridges between home, school, and community services. The interactions focused on identifying resources to support student attendance, academic progress, or parent needs. These personal interactions have had a positive impact on our families' relationship with the district as evidenced by increased participation at school sites and our vibrant DELAC participation.|Based on the analysis of educational partner input and local data, NVUSD has identified the need to strengthen connections between families and schools as a key area for improvement in building partnerships for student outcomes--specifically professional learning as well as information and resources to support student learning and development in the home.  --In response, the district is expanding its parent learning opportunities to include new offerings that focus on college and career readiness, educational technology, academic support at home, and strategies to foster safe and welcoming school environments. --Recognizing engagement is especially critical during key educational transitions, NVUSD will enhance parent learning opportunities at these key transition points to empower families with the knowledge and tools needed to support their children effectively.  --As a part of the development of a system-wide Family and Community Engagement Framework, NVUSD is working to identify strategies that better connect families with teachers and strengthen mutual understanding of how to support student learning and development at home. To ensure successful implementation, professional learning will be provided to staff on these strategies to deepen their capacity for authentic family partnership. --Additionally, NVEA Council has identified the need to support teachers with strengthening partnerships with parents through improved communication. District leaders will develop a plan to provide support to address this need.|NVUSD continues to invest in Community and Parent Liaisons (classified support staff) at every site, whose role is to bridge the gap between under-served families and school systems. These liaisons support communications, connections to resources, and parent education. As we advance the actions outlined above, Community Parent Liaisons will play a vital role in ensuring that underserved families have access to and engage in the parent learning opportunities. At schools with higher populations of underrepresented families, NVUSD partners with On the Move to support Family Resources Center where ongoing needs of families are assessed and addressed through a tiered approach. The Community Schools model also supports ongoing data collection and educational partner feedback to strengthen support of underrepresented families.|"Based on the analysis of educational partner input and local data, the district has demonstrated continuous strength and progressive growth in seeking input for decision-making as it successfully completed year two of its strategic plan. Following the transparent and inclusive development of NVUSD Vision 2040 and the 2024–2029 Strategic Plan, the district has sustained its commitment to deep partner engagement through a robust district-level advisory model. This includes the Superintendent Parent Advisory, Special Education Parent Advisory, District Advisory Committee (DAC), and District English Learner Advisory Committee (DELAC). These groups provide critical feedback on policies, serve as vital liaisons to school communities, and collaborate with community partners to enhance local leadership capacity. Furthermore, the district continues to monitor its progress closely through the Annual Benchmark Survey, which tracks key metrics regarding family engagement, advocacy, and communication.  Data from this monitoring process confirms that these strategic efforts to value community perspectives are successfully moving the needle. The percentage of families who feel the school and district office genuinely care about their input when making changes rose from 63% to 67%. Families also reported feeling more empowered to actively collaborate in their child's education, with the proportion of those who know how to share feedback regarding student learning ticking upward from 78% to 80%. This strong, data-verified community support is mirrored at the campus level, where all NVUSD schools maintain active School Site Councils (SSC) and English Learner Advisory Committees (ELAC). These site-based, balanced representative groups ensure that parents, staff, and students directly advise principals on policy, contribute to schoolwide needs assessments, and drive local decision-making advocacy by aligning all School Plans for Student Achievement (SPSA) with the district's overarching strategic goals.  Across its Community School sites, NVUSD documented over 3,700 parent participation instances, reflecting rapidly growing relationship-building and ongoing family connection. Schools successfully cultivated these opportunities through a diverse range of entry points, including literacy workshops, parent conferences, technology trainings, family learning nights, and structured parent leadership pathways. To intentionally guide and deepen this engagement, the district is embracing the ""Street Data"" methodology, an innovative approach that prioritizes deep listening, authentic relationships, and the lived experiences of families to drive equity and ensure community voices are centered in decision-making. This framework is already being put into practice at Shearer TK–8."|Based on the analysis of educational partner input and local data, NVUSD has refined its focus areas for improvement in seeking input for decision-making to build more intentional, reciprocal engagement structures. While communication channels remain strong, local data shows positive growth in how the district values community perspectives: the percentage of families who report that their school and NVUSD care about their experiences and opinions when making changes rose from 63% in 2025 to 67% in 2026.  To maintain this upward trajectory and further minimize neutral or unfavorable perceptions, the district will continue the focus on strengthening site-level advisories, specifically School Site Councils (SSC) and English Learner Advisory Committees (ELAC). As NVUSD continues to develop and implement its system-wide family and community engagement framework, it will be critical to actively involve these school-based advisories and families in the ongoing evaluation, feedback loops, and identification of targeted supports to ensure community voice directly drives collaborative decision-making.|"Based on the analysis of educational partner input and local data, NVUSD has developed explicit, equity-driven strategies to improve and deepen the engagement of underrepresented families in the collaborative decision-making process.  First, the district will continue to strengthen the leadership and decision-making capacity of Multilingual Learner Families. This will be achieved through sustained investments in targeted parent learning series and the implementation of research-based practices. To ensure alignment and collaboration on campuses, the district will co-train site leaders and parent leaders together, drawing from established, research-backed organizations such as CABE (California Association for Bilingual Education).  Second, to intentionally center the voices of underrepresented communities, the district's Community Schools are expanding the use of the innovative ""Street Data"" methodology. This equity-centered framework prioritizes deep listening, authentic relationship-building, and the actual, lived experiences of families over traditional bureaucratic data. Following a successful pilot at Shearer TK–8, NVUSD is officially expanding these localized listening practices to McPherson Elementary for the 2026–2027 school year. As the district plans for the broader expansion of its Community Schools footprint, leadership will actively evaluate and assess the scalability of this model to ensure underserved family perspectives consistently drive district-wide changes."|3|3|3|3|3|3|3|3|4|4|3|3|Met||2026-06-25|2026
28662660108605|Stone Bridge|3|SBS conducts two parent-teacher conferences per year with classroom teachers as well as multiple class-level parent meetings. In addition, town halls and coffee with administration are held monthly.  In September, at back-to-school night, families can get information and ask questions. In addition, families at SBS form their own Parent Council, which is an integral avenue for community members to take an active role in supporting the school.   Of 59 parental respondents in our annual survey:   • 91% of parents agreed/strongly agreed that SBS maintains a positive and welcoming school climate  • 100% of parents agreed/strongly agreed that SBS encourages parent involvement and participation.  Of 25 staff and faculty respondents in our annual survey:  • 90% of teachers/staff expressed that communication within the school and with the greater community was harmonious and effective.  • 100% of teachers/staff have healthy relationships with their coworkers, and 92% strongly agree (40%) or agree (52%) that teachers/staff have positive and productive relationships with parents.|Based on feedback from forum gatherings and survey responses, consistent, regular communication with parents/guardians by teachers and the administration is greatly appreciated. As challenging student behavior as increased, there is a desire within the community to welcome more parent partners to support with recess duty and small-group work.|Understanding that the potential for student success increases with a strong partnership with families, Stone Bridge School diligently works to create trusting and respectful relationships with families. Newly enrolled families participate in a New Family Orientation meeting with the Executive Director, and are also welcomed by our Parent Council members during the all-school pre-start-of-school gathering, and assigned a buddy family to help orient them to our community school.  Parents are encouraged to serve on committees and the Parent Council and are afforded other ways to be an active part of the school life (field trips, classroom support, etc.).  Parents are informed of volunteer opportunities and participate in the Charter Council (aka Board of Directors) and the Parent Council.    This year, hiring a Diversity Coordinator has helped us improve our responsiveness and accessibility for all families.   Some of the ways parents are informed and included:   - All-school communications are sent via email on a frequent basis  - Weekly Admin Newsletter  - Weekly Class Newsletters  - Open door policy with school administration  - Parent-teacher conferences  - Class meetings  - Annual surveys  - Informal meetings with the Executive Director, Parent Council and Charter Council Chairs  - Parent mailboxes are available for all-school communications.  - Festivals, gatherings, and parent education events are held throughout the year|One of the core strategies for building partnerships between teachers and parents is looping the grade teachers.  Teachers and parents have the opportunity over multiple years to develop beneficial communication and to understand and support the academic, developmental, and social/emotional growth and needs of the students.   Teachers receive support to improve family communication and relationships through weekly faculty meetings to share challenges and strategies, as well as administrators' availability for advice and help.  Staff at SBS also enjoy close collegial relationships and readily reach out to their fellow teachers.   In addition, teachers meet formally with parents for parent/teacher conferences to discuss student progress, and are also available to meet when needed.    We know parents are our educational partners, and we want to hear from them. As part of our internal evaluation process, we conducted a program survey this year to better understand parents' perspectives on their students' success.|SBS continues to hire Waldorf-trained staff whenever possible. We provide training and mentorship to experienced teachers who are hired, as well as ongoing professional development specific to the unique Waldorf methodology and instructional practices.  We know qualified teachers who understand our pedagogical approach are important to community members and are integral to the success of our program and our students.   Additionally, we use verifiable data to guide our program choices to improve student outcomes. We share this information with our parent partners to enhance the learning opportunities for our students.|SBS's Diversity and Inclusion Resource Coordinator works with school administration, staff, and the diversity and inclusion task force members to regularly conduct outreach within the SBS community and in the Napa area at large to connect with and dialogue with with the community about the school, the individual needs of various groups, and how well the school is addressing those needs. The coordinator looks for opportunities to engage with local groups connected to underrepresented families at the school as well as the underrepresented families currently enrolled to problem solve and provide opportunities for various voices to be part of regular dialogue.|School governance at Stone Bridge consists of two councils on which parents participate: Charter Council and Parent Council.  A Parent Council representative is elected as a director on the Charter Council (aka Board of Directors) and has a voice on all decisions made on that governing group.  Two class representatives sit on the Parent Council which also has an executive board. and the Executive Director attends all meetings and provides a report detailing any decisions, actions, and activities that involve the school.  Both councils meet monthly.  Parents also sit on committees that directly affect the school: budget, hiring, and Talking Heads (school leadership body).|We are a community school and recognize that parents want to be included and involved in decision-making. It is clear to us that not all parents have the same flexibility, time, and or availability to contribute. We have established multiple ways (eg, all school meetings, open door policy with administrator, annual surveys, parent teacher meetings, emails, phone calls) for parents to engage, and we are open to ongoing dialogue about how to continue ensuring that all who want to participate can.|See the response above regarding the Diversity and Inclusion Resource Coordinator.|5|5|4|3|5|4|5|4|5|5|5|5|Met||2026-06-09|2026
28662820000000|Pope Valley Union Elementary|3|Analysis of educational partner input and local data shows that Pope Valley Union Elementary School District (PVUESD) is trusted and continues to strengthen positive connections within the community. The district is committed to engaging partners as collaborators, gathering feedback through surveys, Site Council (SSC), Parent Teacher Organization (PTO), District English Learner Advisory Council (DELAC), focus groups, staff meetings, and parent meetings. Parent participation was strong (74%) across PTO, SSC, ELAC, and advisory meetings. Parent-teacher conference participation reached nearly 100% in both fall and spring—up from 80% in 2022–23—showing increased family engagement.  Educational partners were active in Board meetings and district parent meetings. PVUESD implemented targeted strategies to reduce barriers for families who are economically disadvantaged, disabled, have limited English proficiency or literacy, are migratory, or belong to racial or ethnic minority groups. In 2024–25, the district added a bilingual/bicultural classroom teacher and a bilingual/bicultural Student Wellness Coach, who supports families with questions or concerns about student wellness.  PVUESD prioritizes trusting, respectful relationships and a welcoming environment for all families. Written communication is provided in families’ preferred languages, and Spanish interpretation is available at all school events, meetings, and parent-teacher conferences. Professional translation and interpretation services support all communications, online information, and newsletters. Until the district’s new student information system launches in 2026–27, PVUESD uses BrightArrow for robocalls, texts, and emails, with automatic translation into families’ preferred languages. In 2025–26, BrightArrow delivered 2,613 emails and 2,065 text messages to families.  PVUESD also uses LanguageLine for on-demand interpretation in more than 95 languages, ensuring immediate, confidential, and high-quality communication—especially for sensitive behavioral or special education conversations. In 2025–26, LanguageLine provided 734 minutes of service across 45 calls.  To strengthen school-family relationships, staff participate in extensive training in Social Emotional Learning (SEL), Positive Behavioral Interventions and Supports (PBIS), and Multi-Tiered System of Supports (MTSS). These frameworks emphasize whole-child support and strong home-school connections. Teachers conduct twice-yearly conferences and additional meetings as needed to discuss student progress and shared strategies for improvement. ClassDojo is used for behavior updates and classroom information.  PVUESD hosts Back-to-School Night, a Social Emotional Learning Parent Workshop, Family Reading Nights, WinterFest, SpringFest, and other events to encourage active family involvement. The district’s Community Schools grant supports the development of the Parent Advisory Committee launched in October 2024.|During the 2025–26 school year, Pope Valley Union Elementary School District (PVUESD) prioritized student academic improvement and safety. These efforts aimed to increase transparency, foster trust, and strengthen collaboration among students, parents, and staff, resulting in increased stakeholder feedback and communication. Superintendent Kern conducted meetings, focus groups, one-on-one conversations, classroom observations, surveys, and listening sessions with certificated and classified staff, students, and community members. This robust approach yielded rich feedback that informed discussions, budget decisions, and program planning. While sometimes challenging, these interactions were essential in improving dialogue between the district, staff, and families. Feedback highlighted several key areas for improvement and innovation:  LCAP Annual Survey Feedback   • Expand training and support for academic improvement, especially literacy and math. • Strengthen Social Emotional Learning (SEL) and integrate diversity across subjects. • Continue improving community engagement and communication. • Maintain timely, transparent communication about incidents and school changes. • Provide staff with actionable steps to create equitable learning environments.  Student Leadership Activity Feedback   • Increase opportunities for arts and music. • Expand student voice and agency in campus activities. • Hold focus groups to better understand student engagement preferences.  Detailed Feedback from Educational Partners  Student Feedback   • Increase opportunities for student voice and leadership. • Expand art and music offerings to support wellness.  Staff Feedback   • Allocate more time for staff collaboration and training. • Increase counselors, psychologists, and other intervention/support staff.  Community Feedback   • Improve communication about student academic progress. • Strengthen literacy and math instruction and intervention. • Support students in developing stress-management strategies. • Increase curriculum relevance and efficacy. • Foster an inclusive culture where all students feel respected and safe. • Employ and retain high-quality multilingual teachers. • Increase consistency across instruction and assessment.|Based on the analysis of educational partner input and local data, PVUESD has taken steps to ensure that specific strategies are implemented to support successful school and family connections with a focus on reducing barriers to greater participation by parents, especially those who are economically disadvantaged, disabled, have limited English proficiency, are migratory, have limited literacy, or are of any racial or ethnic minority background. PVUESD provides translation services to parents with limited English Proficiency when providing information online, via our website or newsletters, and interpretation services at meetings at school. However, even with these opportunities in place, PVUESD seeks to increase participation rates and further develop a Parents Advisory Committee. Additionally, a continued focus area for the 2025-26 school year will be the growth and development of the PVUESD's English Learner Advisory Committee (ELAC), School Site Council (SSC), and PTO.   In addition, our team will take the following steps to engage underrepresented families:  Chronic Absentees - PVUESD will work to identify and support students who may be prone to chronic absenteeism at the beginning of the school year, monitor student absences, and develop systems and individualized intervention plans to ensure that improvement is made. We will continue to revise the process for meeting with families and communicating the importance of student attendance.  English Language Learners - For the next academic school year, PVUESD will continue to offer parent workshops with elements specifically designed to support English Language Learners at home. This will include learning about the reclassification process and celebrating students who reclassify. PVUESD will also expand professional development for staff to ensure proper support is provided to all English Learners. By addressing these diverse needs, PVUESD aims to create a more inclusive and supportive educational environment for all students and their families and increase safety and academic achievement.|Based on analysis of educational partner input and local data, PVUESD has implemented strategies to strengthen school–family connections and reduce barriers to parental participation. Significant attention is given to families who are economically disadvantaged, disabled, have limited English proficiency or literacy, are migratory, or belong to racial or ethnic minority groups. PVUESD provides professional, confidential translation and interpretation services for online information, newsletters, and school meetings. The district has also expanded services for students and families, including social-emotional support, counseling, transportation, and clothing assistance. A major focus continues to be support for English Learners, including expanded staff professional development to ensure ELs receive appropriate academic and language support. These efforts aim to create a more inclusive and supportive environment for all students and families.  PVUESD engages educational partners through an assessment-for-learning approach. As part of MTSS, the district uses assessments to drive differentiation and instruction. Tier 1 assessments guide unit and lesson planning, and collaborative planning time is used to analyze student data, improve instruction, and develop reteaching strategies to support mastery of standards. Staff are responding more intentionally to student data and closely monitoring progress. The master schedule continues to evolve, with protected time for literacy and mathematics instruction. PVUESD meets with families to redesignate English Learners (four this year) and provides book bags, parent workshops, and literacy supports to ensure all students are proficient by third grade. Teachers and staff communicate frequently with parents about learning outcomes.  PVUESD is also increasing assistance to families in understanding academic expectations. The district holds school-day and evening meetings and workshops to help parents understand state standards, instructional programs, and ways to support their children’s achievement. Classroom-specific information is shared at Back-to-School Night, parent-teacher conferences, and student exhibitions. The LCAP process provides additional opportunities for parents and guardians to learn how the district partners with families to improve student outcomes. Collaboration through LCAP and parent advisory committees continues to provide valuable insight into how best to support family engagement. Technology is used to communicate information and gather feedback on LCAP goals. Annual surveys and multiple communication methods ensure broad participation and input from educational partners.|Based on the analysis of educational partner input and local data, there is evidence that there are multiple avenues for educational partners to provide input for decision-making and continued efforts to connect and receive input from a representative sample of underrepresented families will need to be maintained. PVUESD has made a concerted effort to create a parent advisory committee and to elevate student voices through various initiatives, including implementing a student leadership program and more opportunities for student led conferences and academic exhibitions. Additionally, PVUESD is working to engage underrepresented families through targeted outreach, community events, and inclusion efforts to ensure a more diverse range of perspectives are considered in the decision-making process. In addition, recent educational partner input shows families have a desire to have more in depth knowledge of the local assessments, curriculum and instructional strategies utilized to improve and accelerate student learning. PVUESD will continue to hold (and expand) family learning events related to these topics and the local improvement cycles used to ensure all students are making academic growth and progress.|After thorough examination of feedback from educational partners and local data, PVUESD has begun to implement a series of targeted strategies and improvements aimed at enhancing the involvement of underrepresented families identified during the self-assessment phase for decision-making processes. The district will continue to actively seek input to diversify the curriculum, gather recommendations for culturally responsive materials and activities, increase staff diversification, facilitate forums to constructively address equity concerns, and extend access to SEL and wellness resources, as well as continue to gather insights directly from underrepresented families. Participation from all parents is solicited, including the engagement of underrepresented families. PVUESD will continue to provide professional and confidential translation and interpretation for all communications and documents to improve communication and make information more accessible to our multilingual families. PVUESD will continue to develop strategies to improve engagement of underrepresented families, including personal invitations to participate, adjusting meeting times and locations, and utilizing virtual or paper-based options if needed. These multifaceted initiatives are designed to not only foster a more inclusive educational environment but also to ensure that the voices of all stakeholders are heard and valued in shaping the future of the district.|PVUESD recognizes that parents and guardians are their child’s first and most influential teachers, and that sustained family involvement greatly contributes to student achievement and a positive school environment. The district ensures that families participating in Title I programs have meaningful opportunities to be involved in their child’s education. PVUESD brings staff and families together to create opportunities at all grade levels for involvement in district and school activities, advisory roles, decision-making, advocacy, and learning-at-home support. This occurs through ELAC, LCAP, SSC, surveys, and other committees, including the Parent Advisory Committee, where involvement policies are shared and jointly developed. PVUESD administers an annual LCAP survey, gathers feedback at every parent meeting, and offers focus groups to collect input on academic programs, facilities, and engagement. Parents also provide ongoing feedback through workshop evaluations and surveys, and are informed about how to participate in ELAC.  A major implementation success in 2025–26 was PVUESD’s ability to build stronger engagement structures and trust through an inclusive strategic planning process and multiple stakeholder cycles. Families and stakeholders helped shape implementation priorities and targeted funding decisions, including arts and music programming (Proposition 28) and facility/modernization planning (AMMDBG). The district expanded multilingual access to ensure families could meaningfully participate. PVUESD also strengthened barrier-reduction strategies for parent events—such as providing food and creating positive student experiences—to reduce childcare and dinner-related obstacles. These efforts contributed to stronger participation and more consistent home-school connection opportunities.  PVUESD held more than 40 educational and school-based events for parents and caregivers during the 2025–26 school year, including 28 major family and community engagement events, mostly in person (e.g., Family Art Night, TK–2 Literacy Night). The district averaged 74% family attendance at each event, and 97% of parents were individually interviewed in their primary language during the strategic planning process. Fall and spring parent-teacher conferences reached 99% attendance. Differences between planned and actual implementation were primarily related to the need for increased communication and engagement supports to meet rising demand for transparency, stability, and two-way communication. PVUESD refined the pacing and structure of engagement activities based on family feedback, emphasizing more accessible and higher-impact formats. Parents and educational partners also regularly provide feedback at Board meetings.|PVUESD will continue to offer surveys and other opportunities for parents to provide feedback both in person and online. Parents have expressed positive feedback on having both options available. We will also seek feedback from our families during and after schoolwide public events. PV's focus area for improvement for 2026-27 will be to continue to develop our Parent Advisory Committee.|After examining feedback from educational partners and local data, PVUESD is committed to offering a series of targeted strategies aimed at enhancing the involvement of underrepresented families identified during the self-assessment phase for decision-making processes. The primary focus of this improvement work will revolve around actively seeking input regarding decisions related to strategic planning and decision-making. This year, the district underwent a strategic planning process and engaged educational partners in the design and iteration of the plan. PVUESD asked for community input providing recommendations for culturally responsive materials and activities, staff diversification, facilitating forums to address equity concerns, and extending access to SEL and wellness resources, as well as gathering additional insights directly from underrepresented families. Participation from all parents was solicited, including the engagement of underrepresented families. PVUESD will continue to provide professional and confidential translation and interpretation for all communications and documents to make information more accessible to our multilingual families. PVUESD will continue to develop strategies to improve engagement of underrepresented families, including personal invitations to participate, adjusting meeting times and locations, and utilizing virtual options if needed. These multifaceted initiatives are designed to not only foster a more inclusive educational environment but also to ensure that the voices of all stakeholders are heard and valued in decision-making and shaping the future of the district.|4|5|4|4|5|4|4|4|4|4|4|4|Met||2026-06-16|2026
28662900000000|Saint Helena Unified|3|"SHUSD hired a Community Liaison and Community Engagement Director last school year. This role has been instrumental in hosting parent information nights on high-interest topics like cell phone usage, attendance, and navigating the Aeries portal. There is a strong district-wide commitment to bilingualism. This includes hiring bilingual staff and creating roles specifically designed to build relationships with Spanish-speaking families. The district also invested in ParentSquare to maintain consistent, accessible communication. At SHPS and SHES, parent conferences are held in the fall and in the spring. For students below grade level or in intervention (Math/Reading), communication is more frequent. The six-week Individual Progress Monitoring cycle ensures constant contact between specialists and families until the student exits the program. At the high school level, engagement shifts toward advisory boards (Ag Advisory) and post-secondary planning presentations (safety, mental health, and college training). The Parent Support Group for families of children with disabilities is highlighted as a critical resource, particularly for Spanish-speaking families. Partnerships with the UpValley Family Center and the Wellness Center have expanded the district's ability to provide holistic support. Formal engagement continues through ELAC, DELAC, and School Site Council meetings. Engagement is often most successful when it is tied to ""celebration"" or specific interest-based programs: Primary Level: Social and educational events such as Fiesta de Octubre, Math and Muffins, and Cuddle Up and Read create low-pressure environments for parents to enter the school. Secondary Level: Athletics, drama, concerts, and FFA awards are cited as the ""greatest connectors"" between staff and families, building a sense of communal pride."|A primary focus area is addressing the inconsistency in current evening events, which currently see volatile attendance. The district aims to increase participation by refining: - Consistency: Establishing predictable timing for events so families can plan. - Quality and Relevance: Ensuring content is high-quality and directly addresses the current needs and interests of the parent community. - Accessibility: Removing barriers to attendance, which includes the potential use of digital archives (filming and hosting sessions on school websites) to allow families to engage asynchronously.  The LCAP Community Forum was a great success, as we had representatives from all of our educational partners. We would like to have more of these events to solicit feedback and input from our partners.  To support these relationship-building efforts, the district is focusing on more aggressive and streamlined communication.ParentSquare has proved invaluable to this end. SHUSD will utilize the website as a hub for both live and recorded resources to ensure that even those who cannot attend in person feel connected to the school’s staff and mission.|"Based on the input provided, SHUSD plans to improve the engagement of underrepresented families by transitioning from a general ""outreach"" model to a data-driven, targeted engagement strategy.  While this is an existing strength, the focus moving forward will be on formalizing these efforts through the following:  The district office will move beyond anecdotal success to a more formal metrics-based approach. The administrative team will work to create a concrete definition of what ""engagement"" looks like for underrepresented groups. By establishing clear ways to measure this engagement, SHUSD intends to provide transparent reporting on growth and success areas to the School Board and the broader community.  SHUSD recognizes that scheduling and location are significant hurdles. To improve accessibility, we will attach informational meetings and training sessions to already-established meetings, such as the English Language Advisory Council (ELAC) or School Site Council (SSC), to ""meet parents where they are. We will also continuously evaluate and adapt the format of events to ensure they remain inclusive and accessible to all families. Maintaining the consistent use of translation services and inclusive event protocols to eliminate linguistic barriers.  Implement parent surveys at the start of the school year to allow families to explicitly state their interests in specific training topics or information nights. We will use this data to ensure that school-led programming aligns with the actual needs and desires of underrepresented populations.  Focus on ""Project Inspire"" type workshops that teach parents how to participate in their child's education, rather than ""talking at"" them."|"Per educational partner input, the following areas were identified as strengths and progress in building partnerships for student outcomes:  Goal #2: Maintain a Welcoming & Nurturing Environment Connectedness and Inclusivity Campus Strengths: Elementary schools are praised for allowing grade levels to mix during play. The High School is noted for its accessible administration and club opportunities. The ""Cell Phone"" Divide: There is a strong call for ""tech-free spaces"" to encourage organic, face-to-face social interaction. Students reported that excessive digital announcements are often ignored. Social Dynamics: While many students feel safe, there is a noted ""clique"" culture (e.g., separation between white and Hispanic students). Newcomers, in particular, reported feeling excluded or bullied.  Parents are informed of their rights, on how to support their students, and how to access resources. All sites are increasing personalized outreach to families around the topic of reclassification criteria and ELPAC scores. Historically, SHPS and SHES have had 100% parent attendance at Fall and Spring conferences. Lastly, ParentSquare has been an instrumental tool to keep families informed of class, school, and district events.   SHUSD will continue to build parent capacity to improve student outcomes."|"Per educational partner input, the following areas were identified as obstacles:  -  Digital Distractions: Across all tables, technology was cited as a major barrier. Issues include shortened attention spans, boredom, and the misuse of AI as a ""crutch"" rather than a tool. -  Engagement vs. Testing: Many participants feel there is an over-emphasis on standardized testing that does not align with report card grades or real-world skills. This leads to a ""scoring over understanding"" mentality. -  Language & Inclusion Barriers: Spanish-speaking parents highlighted that a lack of academic language support makes it difficult for them to help with homework. Newcomers often feel isolated, and ELD (English Language Development) classes are sometimes seen as a ""holding pen"" that prevents students from taking elective courses.  The following are some of the proposed actions from our educational partners: -  Real-World Connections: Increase internships, alumni success stories, and practical applications of the curriculum. -  Targeted Support: Implement tiered tutoring for newcomers and workshops for parents (specifically in Spanish) to help them understand the academic language their children are using. -  Incentivizing Learning: Rethink testing to provide direct incentives for students' future careers and allow more ""reassessment"" opportunities to foster a growth mindset."|"The district hired a bilingual/bicultural Community Liaison Director who has done a fantastic job of connecting with our Hispanic parent population. She meets with all newcomers, homeless, and foster students and families to introduce herself, learn about them and their needs, to line up resources and support. For parents of students with special needs, we will continue to be represented on the county community advisory council and have added our parent advisory committee. This has provided the means to bring information and training from ""ParentsCan"" about the IEP process to all families.   All required policies and procedures go out to all parents at the beginning of the school year in English and Spanish, which address parents' legal rights, as well as parents' rights provided during all special education meetings.    ELAC and DELAC meetings will continue to address the mandated topics, but also include topics of parent interest."|Subcommittee work in Saint Helena allows for partner input and belonging. Our Director of Family Engagement supports this work with personalized phone calls, fliers, and social media posts.  Sites have been provided clear guidance through our Educational Service Director on what topics need to be covered at School Site Council and English Language Advisory Councils.   Other strengths include the following:  1) PTG, School Site Councils, ELAC, and DELAC groups exist and provide a means for  parents to be  informed 2) Educational partners appreciated the community forum and engagement on superintendent subcommittees 3) Meetings are open to anyone interested 4) There are many groups and events where parents are asked to participate and volunteer|Areas for improvement are as follows: 1) Not all parents know that committees, groups, and events are available for public input  2) Not all committees have representation from underrepresented groups 4) Continue to grow participation at ELAC and DELAC meetings and solicit feedback/input from the group 5) Continue to use the School Site Council at each school for gathering information to develop comprehensive School Plans for Student Achievement tied to the district LCAP goals|Underrepresented families will continue to be a focus of the district and will remain one of the main jobs of the educational services department to continue to engage our underrepresented families. Our DELAC parents will still have the opportunity to attend CABE as they have done so in the past and continue to build their leadership skills as parent ambassadors. Weekly bilingual tech support will continue to be provided to any parent (monolingual or not) needing to set up email, and Gmail accounts, and how to access the student information system (AERIES) to monitor their child's grades, etc.  As a district, we have had success in increasing the number of Hispanic parents who have attended our ELAC meetings this school year by holding them jointly and working with our DELAC parents to set the agendas and get the word out. We will continue taking our Hispanic parents and their students to educational summits held at colleges, and also bring in more training for parents on scholarships, financial aid, and other resources to assist with college and/or careers beyond HS. The school(s) provide multiple opportunities to engage in two-way communication between families and educators using both oral and written language that is understandable and accessible to all families.|4|5|4|5|3|4|4|4|5|5|5|4|Met||2026-06-11|2026
28744840000000|Napa County ROP|3||||||||||||||||||||||Not Met|||2026
29102980000000|Nevada County Office of Education|3|John Muir's current strengths in building relationships between staff and families are evident based on data from their LCAP survey and observable in the dedication and commitment of staff in our program who truly have the needs of the students at heart.  Building trusting and respectful relationships are at the core of our work.  The personal relationships staff develop with each student and their families help create the relationship-centered atmosphere within our program that can effectively shift students’ immediate and long-term behaviors and improve student outcomes.  We continue to collaborate with our local community agencies as partners in referrals for support for all students, especially underrepresented students.|The school is always seeking ways to improve communication and ways to reach out to our families; one way does not always work for every family.  John Muir values the diverse backgrounds of the families with whom they work. Through our relationships with outside resource agencies, we often learn additional information about our families and how to best serve them.|Working with at-promise and underrepresented youth requires ongoing communication between staff and families to better serve students’ and families’ needs.  We continue to monitor the frequency and  effectiveness of our communication with underrepresented families.  We use various forms of communication, which could include email, phone (calls and text), newsletters, school communication to home and mailed notifications to home.  Observational data show the morning drop-off and afternoon pick-up times are optimal opportunities to connect with families.  We will continue to invite and encourage parent participation in our school site council meetings.|Working with at-promise and underrepresented youth involves staff having a breadth of knowledge of resources and materials available when partnering with families.  One of the strengths of our staff is regularly providing information aimed to help families improve their capacity to advocate for their child, both academically and with social emotional concerns, including assisting families in providing access to outside agencies who act as partners in their child’s educational pathway.  Data from the LCAP survey showed 100% of families feel information on academic growth of their student is useful.|In addition to distributing the yearly Parent Rights notification, we distribute the Universal Complaint form and procedural information.  We will continue to search and share resources for families needing additional legal support.  100% of parents report the expectations for their student achievement are extremely or very reasonable.  We continue to regularly report academic growth of all students to families and engage in feedback from these reports as a further opportunity for dialogue on student achievement.|We will maintain involvement with community agencies and attend countywide family resource opportunities to provide families with information for homeless youth, foster youth, and other underrepresented youth that might benefit them.  Resources could include adult education options, workshops addressing financial aid and post-secondary education for their child.  Local LCAP survey shows 100% of parents report in the LCAP survey agree their students receive information for preparation for future career paths, college options and positive transitions back to their home district.|School Site Council is a group of educational partners that include parents, certificated and classified staff, county office of education members and community agency representatives who meet monthly to discuss the school plan, program, goals, and progress of student performance.  100% of parent responses in the LCAP survey report they have an opportunity to engage in decision making and planning at their student’s school.|The team at EJ will continue to focus our efforts on recruiting both parent and student members to join in regular participation in our school site council.  We provide increased opportunities for a voice and input in decision making, ensure safety information is disseminated (i.e., drills, protocols, procedures, etc.), and make available information about local community agencies with whom we partner to maintain up-to-date information regarding support for families and students.|We continue to solicit engagement and invite families to all events and meetings.  Regular announcements and community-based information are provided and sent through various means, e.g., school messenger, notices home, emails, etc.  We conduct regular surveys to gain family input regarding all the above programmatic areas.  We will continue to seek engagement from and build the capacity of all families in decision-making processes.  Due to our small population, we have the unique opportunity to hear input from our county’s most underrepresented students and families seeking feedback to create more equitable opportunities for all students.|5|5|5|5|5|5|5|5|4|5|5|5|Met||2026-06-17|2026
29102980114314|Bitney Prep High|3|Bitney's Advisory program is at the heart of our efforts to build relationships with families.  Feedback from the 2025-2026 Bitney Prep Parent Survey indicates that a significant majority of responding parents believe that there is strong communication and trust between families and the school.  Advisory teachers work closely with the students throughout their career at Bitney and develop close lines of communication and close relationships with the students in their advisory groups, their families, and their internship mentors.  Weekly communication with families also helps to keep families aware of and participating in the life and activities of our school.  During the 2024-2025 school year, Bitney Prep adopted the communication platform Parent Square.  This platform has significantly expanded avenues of communication between the school and our students' families.    Improving community engagement continues to be an important goal for our school staff and is included in the action plans of both our LCAP and WASC Schoolwide Action Plan. The significant number of Bitney Prep Students who have IEPs, 504 Plans, as well as SST meetings, and School Attendance Improvement meetings means that staff at Bitney Prep formally meet with over 50% of the families at our school each year.|Strengthening lines of communication with families in a direct effort to improve student attendance and reduce chronic absenteeism has been a significant area of focus for our staff in recent years.  However, we continue to struggle to significantly reduce our rate of chronic absenteeism. During the 2025-2026 school year, Bitney Prep staff restructured our MTSS process for addressing student absences, this updated process will be utilized and improved during 2026-2027 school year.  Providing support and structure for our students in planning for and taking steps to achieve their post-graduation college and career goals remains an identified area of need.  During the 2025-2026 school year we implemented a requirement for each senior to add a Life Plan Project to senior graduation requirements.|Once again, towards the end of this year, we had an increase in the number of students facing homelessness.  Data shows that once these students become homeless, they typically struggle with chronic absenteeism. We recognize the need to provide direct outreach and support to these families and the students who are no longer living at home.  This year we were able to work directly with an organization called SAFE to provide support for these students.  Over the last year, Attendance Review Team Meetings at Bitney Prep resulted in a significant increase in communication with both students and families regarding chronic absenteeism and ways that students and families could be supported in improving their school attendance.|Bitney's Advisory and Internship programs are instrumental in helping students move forward in both high school and in preparation for the college and career opportunities that are in their futures.  Additionally, Bitney's practice of focusing regular, all-staff meetings on individual student concerns helps address student needs and improve student success.  Bitney Prep has strong partnerships with the local business and professional community through our internship program and our close working relationship with organizations like the Nevada County Superintendent of Schools office, the Nevada County Charter Services Authority, and Bright Futures For Youth.  This year, Bitney Prep began a partnership with a new local non-profit called Community Roots to provide daily school breakfasts and lunches for all students.  For the first time in the school's history, Bitney Prep students have access to daily breakfasts and lunches.  It is important to note that the voting members of the governing board of Community Roots chose to include Bitney Prep as a partner in what is now a county-wide student food program.|Beginning with the 2026-2027 school year, Bitney Prep is entering into an important new partnership.  Bitney Prep will no longer be an independent charter school; we are becoming a member of the John Muir Charter Schools.  This partnership will significantly strengthen the resources that are available to support our students, while at the same time, allow our staff and community to continue the Big Picture Learning Program that we have implemented over the last ten years.    Our focus for the coming year continues to be on building partnerships to greatly increase outreach with families and community resources to reduce chronic absenteeism.  This is a continuation of our area of focus from the previous year.  Unfortunately, while we did increase our outreach to families targeting improved attendance, chronic absenteeism continues to be a significant barrier to student success.|Providing families with a variety of ways to access timely information about both schoolwide activities and student specific data is an important area of focus for the coming year.  During the 2025-2026 school year, we adopted a communication service called Parent Square as our main platform for communicating with families.  This platform gives the school the ability to provide families with both regular and emergency information.  For the 2026-2027 school year, we are going to implement additional features of the Parent Square platform that will support faster delivery of student information, such as report cards, and two-way communication with parents.  These changes will support all families, but will be targeted at underrepresented families.|Family communication and engagement are at the heart of our Big Picture learning philosophy and practices.  Both students and families provided feedback through surveys that indicated that they felt both heard and respected at school.  The administrative staff works closely with the Bitney Prep Parent Council and seeks input on school planning.  Parents, students, and staff are all involved in the evaluation process for the School Director.  This feedback contributes to goals that are developed for both the Director and the school for the coming year.    The Bitney Prep Internship Program is a key part of the educational program at our school.  In order to provide the opportunity for all of our students to participate in off-site internships, we partner each year with many local professionals and businesses.  We regularly seek feedback from all of our mentor partners to strengthen our program and support students.|The mechanisms and practices that we have in place, including regular communication, student and parent surveying, direct outreach to internship mentors, an active Parent Council, and regular notification of both governance meetings and topics being addressed at Charter Council meetings, do not always elicit significant response from parents and other stakeholders.  Bitney is a school of choice, and most of our parents and students report that they are comfortable with the program that we are providing and the policies that we have in place.|Obtaining input on decision making from both underrepresented families and families in general has been difficult.  The one mechanism that has produced a greater amount of feedback has been through direct parent surveys.  The school Leadership Team will work to survey all families regarding specific topics.  The feedback provided to staff will be analyzed and shared with both our community and our parent charter organization.|5|4|4|4|4|4|4|4|4|3|4|4|Met||2026-06-09|2026
29102980114322|Yuba River Charter|3|Yuba River Charter School demonstrates strength in building relationships through multiple, layered channels of communication and participation. Weekly class newsletters, whole-school communications via ParentSquare, class meetings, and parent education evenings keep families consistently informed and engaged. The Parent Council and robust volunteer program create meaningful opportunities for families to contribute to school life. Support services including counseling referrals and connections to local community resources reflect a commitment to meeting families where they are. In 2025-26, a comprehensive strategic planning process included structured focus groups with parent and community representatives, deepening the school's understanding of family strengths, needs, and priorities, and generated a renewed commitment to proactive family partnership as a core organizational priority.|The primary focus area for improvement is ensuring that relationship-building reaches all families equitably, particularly those who face barriers to traditional participation. The strategic planning process surfaced feedback that volunteering expectations and the school's schedule and culture, which are very strong on the whole, can at times feel more accessible to some families than others. Chronic absenteeism data for socioeconomically disadvantaged students and students with disabilities. The rounds out the need to focus on deepening outreach and relationship-building with these specific groups, as attendance is closely tied to how connected and supported families.|YRCS has developed targeted mailing lists to reach underrepresented families directly and solicit their needs and perspectives. Unduplicated pupils receive priority enrollment in Expanded Learning Opportunities. In 2025-26, parent survey participation increased to 128 parents participating, up from approximately 99-100 in each of the two prior years, reflecting improved outreach to families less likely to participate through in-person channels. The school will continue using online forums, surveys, and targeted communications to reach families facing participation barriers, with particular attention to families of students with disabilities and socioeconomically disadvantaged students.|YRCS recognizes the importance of involving families in their child's education. Through Parents Education nights, class meetings, weekly newsletters, reading recommendations and referrals to community resources, YRCS offers materials, strategies, and tools to assist families in reinforcing learning outside of school. As a school, we are prioritizing  deepened partnerships with families, with a focus on designing and implementing deeper learning experiences for parents in regards to values, principles, and practices in Waldorf education.|While YRCS is diligent about maintaining appropriate materials relating to legal rights both on the publicly accessible website and available in hard copy upon request, YRCS continues to work on parent education of website and systems navigation.|YRCS will continue to target communications to underrepresented families to ensure involvement and consideration of needs.|The YRCS leadership model promotes input from all educational partners through a variety of councils, meetings and communications. Parents play an active leadership role in the school and in decision-making through the three-fold model of governance inherent in our structure and charter, and in the active solicitation the school undertakes to increase and maintain parent leadership as a core component of the ethos of the school. Additionally, the school has made strong progress in better gathering input from less physically and visibly present families through the use of online forums and surveys.|YRCS will continue to evaluate its procedures to ensure equitable access to the decision-making process. As mentioned above, the school has made strong progress in creating multiple avenues for parent involvement and feedback, most notably using online forums, platforms, and surveys to seek input and perspective from parents who are less interested or able in participating on councils and leadership bodies. However, the school is still needing to put attention to this area and subgroup of families and parents, specifically the school is seeking to increase participation in surveys and community forums.|YRCS will continue to maintain targeted communications with underrepresented families. Per the above, the school will put more focus on following through on survey completion.|4|4|4|5|3|4|5|4|5|5|5|5|Met||2026-06-10|2026
29102980114330|Nevada City School of the Arts|3|The Principals of both the Middle and Elementary school send a weekly email to update parents on what is happening at school. Teachers send out weekly and monthly updates for every classroom. On the 2026 local parent survey, parents indicated they felt very well communicated with, with 96% of parents feeling that communication is excellent. 95% of Parents reported feeling both welcome and engaged at school including economically disadvantaged parents and parents of students with disabilities. In addition, 96% would recommend NCSA to other families. All survey questions relate directly to our LCAP goals or to the school's Ends Policies, both of which drive instruction and our Strategic Plan.|NCSA will continue to seek input from parents of unduplicated and underrepresented families by offering evening and weekend parenting classes, Parent Advisory meetings, as well as a specific Title 1 survey seeking input on how they would like to see us spend Title I funding their children generate.  Parents are regularly encouraged to respond to the weekly Principal's note to offer thoughts and suggestions on the daily happenings at NCSA. This past year the parents formed a parent support group to encourage more participation and increase overall engagement.  Every year we offer multiple opportunities for parents to come to school and learn more about the programs and classes we offer.|Parents are invited to attend monthly Parent Advisory Meetings where the Ends Policies and the LCAP are discussed regularly. In 26-27, NCSA will continue to encourage more active engagement and support of parents of underrepresented families by creating a Wellness Resource Center to support family needs including counseling, and continue to offer a Homeless Liaison who provides more direct communication with families and offers helpful parent resources to support parenting at home.|NCSA's strengths and progress in building partnerships for student outcomes comes from connecting with all stakeholders in the school community.  NCSA has formed partnerships with: Families, staff, local community resources and works consistently to strengthen and maintain these partnerships.  NCSA also works to make connections beyond the school community to partner with agencies within the county and beyond.  Some of these partnerships includes the development of a comprehensive student wellness program that helps to coordinate care and supports between the school and local community.  For example, NCSA hosts a local art therapy agency on campus (Art Space), host a local Martial Arts dojo on campus (Kuk Sul Won), collaborates with a variety of local non-profits, like Bright Futures for Youth and Club Live who provide direct services on campus.    The wellness program also works with the Superintendent of Schools in Nevada County to infuse programs such as the Tobacco Use Prevention Education (TUPE) and referrals to the Nevada County Special Multidisciplinary Agency Resource Team (SMART), Youth Bicyclist of Nevada County (YBONC).  NCSA works to establish and maintain connections with the local Native American tribes, specifically the Nisenan, and has established a program for developing increased cultural access and use of the land the school currently occupies.    Finally NCSA connects with local universities as part of the career development program and for recruiting interns from School Psychology and School Counseling as a method of both training and recruiting mental health professionals and developing student connections to local universities.|Areas of improvement at NCSA include:  Creating more collaborations with community cultural groups including the Nisenan Tribe and LGBTQIA community groups.  Continuing to develop partnerships with local art groups including the Nevada County Arts Council and The Center for the Arts in Grass Valley.  NCSA also wants to partner with the Ride for Focus non-profit organization to help bring equal access to students who want to pursue biking as a wellness activity.  Other areas of increased partnerships for student outcomes include partnering with the Nevada County Superintendent of Schools for improved implementation of restorative practices.|The highest number of underrepresented families identified include families from socio-economically diverse backgrounds and families of diverse ethical and cultural backgrounds.  It is the hope of NCSA that through continual staff-training in the areas of equity and cultural awareness, in partnership with an anti-bias grant from the CDE, that engagement of underrepresented families will continue to improve. In 23/24 the staff at NCSA focused their efforts on developing their intercultural competence by participating in a Curriculum Representation Design course to build their culturally relevant curriculum. The teachers have begun redefining their standards aligned classroom curriculum maps by including the Learning for Justice - Social Justice Standards to their yearly plans and by creating culturally responsive units that focus on teaching from multiple perspectives and across difference.  Throughout the 2025–2026 school year, teachers across all grade levels, subject areas, and campuses within Nevada City School of the Arts participated in an extensive collaborative professional learning process centered on improving student learning, engagement, accessibility, and participation in the classroom - Universal Design for Learning.  Under the guidance of the Nevada County Superintendent of Schools and the leadership of 3 teacher leaders, educators committed themselves to a year-long cycle of study, reflection, observation, collaboration, and professional growth.  Teachers voluntarily dedicated countless additional hours beyond their regular teaching responsibilities to strengthen instructional practices and better support all learners. Throughout the process, staff members participated in ongoing training connected to Universal Design for Learning (UDL), inclusive instructional strategies, student engagement, accessibility, and reflective teaching practices.  This work will continue into 26-27 and beyond.  In addition, in 26-27, we will train the elementary teachers for three days in the Responsive Classroom to ensure classroom management and student engagement is prioritized.|Parents' satisfaction and participation is high at NCSA among underrepresented families who represent 48% of our families - our largest subgroup.  48% of survey respondents identified as being economically disadvantaged. All parents are invited to attend monthly Parent Advisory Meetings where the Ends Policies, strategic plan and LCAP are discussed regularly.|NCSA needs to continue to grow its outreach program for under represented families. We intend to do this by:  Ensuring Open Communication Channels: Continuing to build on our already effective communication channels such as the weekly and monthly notes, utilizing social media, StopIt anonymous reporting app for students, holding community meetings, and continuing to use Parent Square to reach a wider audience ensuring that all stakeholders, including parents, students, teachers, and community members, are informed about opportunities to provide input. This may involve   Inclusivity and Accessibility: Ensuring that the process for providing input is inclusive and accessible to all community members, particularly those from marginalized or underrepresented groups. We provide translation services in Spanish for our newsletter and all-calls, host meetings at convenient times and locations and offer childcare, and we use multiple formats for feedback collection (e.g., surveys, PAG, online forums). Establishing clear feedback loops where NCSA not only gathers input but also responds to it, showing how the feedback has influenced decisions or why certain suggestions may not have been adopted. This helps maintain ongoing engagement and participation from the community.  Transparent Decision-Making Process: Increased transparency in how input is used in decision-making. This includes clearly communicating how feedback is collected, analyzed, and incorporated into decisions, and providing regular updates on the status of initiatives influenced by community input. Parents have also asked for more budget transparency which we will highlight at our Back To School Night.   Building Trust and Relationships: Fostering trust and stronger relationships between NCSA and the community by demonstrating a genuine commitment to listening and responding to input showing that feedback is valued and has a tangibl|Given that 225 families responded to the 2026 survey and half of those represented economically disadvantaged families, we do feel like we are making progress in engagement with underrepresented families. NCSA should utilize the Wellness Coordinator to continue to build outreach programs and offer parent support to underrepresented families.|5|5|4|5|5|4|5|4|5|4|5|4|Met||2026-06-16|2026
29102980126219|Forest Charter|3|Staff are provided ongoing training on how to use SEL techniques to engage students and families through a supportive, non-threatening dialogue.  Due to the nature of a personalized learning program, parental participation is extremely high at Forest Charter School; all parents are partially responsible for teaching their children and work closely with staff to accomplish this task.   Our focus area for improvement will be to continue to provide training on intervention so that teachers can create better partnerships with parents as well as programs to help support students who need academic intervention.|We want to improve our ability to manage difficult conversations when families are upset regarding something with their student and/or the school. By training staff to use these moments to build trust, we can continue to build relationships between school staff and families.|Due to the nature of our program, Forest Charter School does a good job of building relationships with underrepresented families. Where the concern for these families usually shows up is in the academic performance (i.e. completing assignments or working below grade level). These families will be identified during our regular students of concern meetings. Our area of improvement will be to engage these families who were identified during these meetings. Administrators will work with the supervising teacher to determine the best approach to engage the family, to identify possible community resources, and to provide the needed support for the student.|Parents meet with their supervising teacher at least once every learning period (approximately every four weeks) to discuss and review student learning. This process builds a close relationship between the parents, teachers and students. This is a requirement for all families including underrepresented families.|FCS will focus on building relationships between school staff and families with students who are not completing work and/or working below grade level with the goal of increasing parental engagement in school requirements. In a non-classroom-based school like Forest Charter School, parent involvement is often the difference for students who are struggling to find success.|Forest Charter School’s program design naturally engages parents as partners in their student’s education. However, as noted earlier, this partnership often breaks down for students who are not completing work and/or working below grade level. FCS will conduct regular students of concern meetings with supervising teachers to identify students who need support earlier, and then work with families to help them understand expectations through Review Board meetings, SST meetings, and other relationship building approaches. Additionally, FCS will work to provide these families with additional resources through the school and/or community. Our goal is to help families understand how vital their role is in building success for their students and to provide them with tools to support their students.|FCS annually conducts a parent survey with opportunities for the parents to provide written input on a range of topics. FCS also has five parents seated on the Charter Council (governing board). The Charter Council is responsible for guiding the FCS Director, developing the school LCAP and setting policies that are best for the school. Parental participation is extremely high at FCS mainly due to the nature of our personalized learning program; all parents are required to meet with their teacher on a regular basis (approximately once every four weeks) and are partially responsible for teaching their children. FCS chose to use a survey to establish a higher participation rate than we have been able to achieve through stakeholder meetings. Due to the disparate geographic makeup of stakeholders that often comes with a non-classroom-based program, FCS has worked to establish a thorough survey that addresses all required State priorities.   The 2026 parent survey had a 26.8% participation rate. Additionally, FCS uses a communication tool (Parent Square) that allows parents to immediately respond to any communication. This way, FCS gets immediate feedback from parents regarding new policies, requirements, or other topics.|The feedback we have received from our stakeholders is that they prefer to provide feedback through out annual survey rather than though in person meetings.|We will promote the survey through multiple avenues (newsletter, all call, teachers, etc) and provide on on campus options for families lacking easy access to technology.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-09|2026
29102980126227|Twin Ridges Home Study Charter|3|Twin Ridges Home Study Charter School prides itself in working with students and families to provide excellence in academic, social and emotional growth for over 40 years.  In doing so, communication is key.  TRHS provides many opportunities for communication including electronic newsletters, emails, surveys, phone calls and respectful, informative communication between teachers, students and families.  The TRHS Director sends out an electronic and interactive newsletter each week that details upcoming activities within the school and in the community as well as highlights through pictures the student activities of the prior week.  The 2025-2026 California Healthy Kids Parent Survey results indicate that 100% of respondents strongly agree or agree that school staff treat parents with respect and 92% of parents strongly agree or agree that school staff take parent concerns seriously.  The 2025-2026 California Healthy Kids Staff Survey results indicate that 100% of staff strongly agree or agree that school staff take parent's concerns seriously.   According to the 2026 TRHS Spring Parent Survey, 95.12% of respondents strongly agree or agree that they were well-informed of events, activities, services and changes at TRHS.  TRHS has found that communication is key to relationship building between parents, students and staff.  Relationship building leads to collaboration and teamwork to build a stellar program for each student.  This is one of the beauties of personalized education!|TRHS Improvement Goals for Building Relationships Between School Staff and Families:  * Create additional opportunities for communication between parents and families. (Examples: comment box, additional surveys, additional family/staff events)|TRHS focuses on parent participation and communication.  These two factors are extremely meaningful in the educational engagement process. This in turn results in a productive, respectful and collaborative educational partnership between staff and parents that focuses on student progress.  According to staff, the need for community building opportunities, opportunities for feedback and parent input and parent classes to teach and support struggling students is a need here at TRHS.|TRHS focuses on a team atmosphere for the personalized education of each student.  Parents, staff and students are an integral part of this team.  According to the Spring 2026 TRHS Student Survey, 92.59% of respondents strongly agree or agree that there was a teacher or some other adult from TRHS who really cared about them.  This same survey indicated that 92.59% of respondents felt that there was a teacher or some other adult from TRHS who always wanted them to do their best. According to the 2025-2026 California Healthy Kids Staff Survey, 100% of respondents indicated that TRHS encourages parents to be active partners in educating their child.  The data above demonstrates that TRHS students and families are encouraged to engage in opportunities that are designed to promote positive academic, social and emotional outcomes for students.|TRHS Improvement Goals for Building Partnerships for Student Outcomes:  * Create additional opportunities for staff to learn from each other.  TRHS teachers have a great deal of experience and knowledge that other staff can learn from. (Example: Learning Period meeting peer observations) * Create professional development opportunities for staff regarding the educational legal rights of parents in a homeschool setting.|Staff members consult as needed with one another to review effective strategies for student and parent engagement, for teachers to develop their professional skills in effective communication, and to reflect on positive student outcomes.  Teachers work to build trusting relationships with each and every family.  These trusting relationships are a result of a teacher’s communication skills and their professional learning regarding ways to engage all families.   TRHS will continue to hold TRHS Multi Tiered Systems of Support (MTSS) meetings to address each student as an individual.  These meetings are an efficient tool in addressing student needs.  TRHS takes individualized education very seriously!|TRHS Board of Directors and staff meet monthly to discuss, plan and implement policies and programs that address the needs of students, support the compliance and regulatory operations of the charter school, and provide educational partners the opportunity to engage in their school community to promote positive student outcomes and school culture.  TRHS also provides parent roundtables where parents can come and discuss their thoughts and opinions regarding decisions that need to be made.  TRHS also gives parents, student and staff the opportunity to take part in surveys which assist in the decision-making process.  According to the 2025-2026 California Healthy Kids Parent Survey, 79% of parents strongly agree or agree that TRHS actively seeks the input of parents before making important decisions. According to the Spring 2026 TRHS Parent Survey, 41.47% of respondents indicate that they strongly agree or agree that they have been encouraged to provide input on, and participate in, decision-making at TRHS.|TRHS Improvement Goals for Seeking Input for Decision-Making  *  TRHS will provide additional opportunities for staff, families, and students to give input for decision-making. (Examples: additional surveys, parent roundtables, comment box)|Communication is key when looking at seeking input.  TRHS will create additional opportunities to communicate with all parents so they may give their input for decision-making purposes.  TRHS provides multiple pathways to encourage parent input  *  Parent, Staff and Student Surveys *  TRHS whole school communication: emails, newsletters, and all school phone calls to parents and staff   *  Supervising Teachers also communicate often with families through individual phone calls, texts, zooms and emails.    A thorough “participation blast” includes an email to all families, a Dragonfly Drop electronic weekly newsletter to all families from the school and an email from the Supervising Teacher.  TRHS is always looking for ways to increase participation and looks through that lens when requesting input for decision-making purposes.|4|5|5|5|4|5|5|4|4|4|4|4|Met||2026-06-11|2026
29102980130823|EPIC de Cesar Chavez|3|"The State of California's local indicator for ""Parental Participation"" does not apply to EPIC students as 100% of the students are over the age of 18, and many have families of their own. The relationship building with students and families has been rated highly by students in the Spring 2026 Student Survey. 92% indicated they received 1:1 help from teachers. 96.5% said EPIC has helped them reach their educational and vocational goals. In addition, 68% have met 1:1 with a counselor or advisor and are most interested in exploring post high school continuing educational options. 98% said that the teacher showed respect for cultural differences and 98.3% had the opportunity to express their opinions and make suggestions in their classes. Various community events have provided food, toys and supplies for the needy families in the school and community and have served over 1,000 individuals and families."|One of the responses to the Spring Stakeholder Survey indicated that there is a high interest in providing English as a Second Language classes for the communities in which EPIC has school sites. Currently EPIC is providing those classes in some of our locations through online resources in partnership with the College of the Siskiyous. Students have indicated a growing interest in focusing on improving their English language proficiency as it applies to the workforce. Strategic planning in underway that will help provide more of these classes for students and family members. Civic education is also being provided along with the ESL/ELD classes.	|Approximately 90% of EPIC students are either low socioeconomic status or English Learners. As such, they are not underrepresented in the EPIC schools but are the majority of the students. EPIC programs are designed to meet those needs such as providing vocational workplace and training assistance, free meals on campus, bus passes, and sponsoring free medical assistance with on-site fairs and events. The majority of the instructional and counseling staff is bilingual to meet the communication and cultural needs of the students also.|"1.	The State of California's indicator for ""Parental Participation"" does not apply to EPIC students as 100% of the students are over the age of 18, and many have families of their own. In order to help students overcome one of the barriers to attendance caused by childcare needs, EPIC has committed to provide Childcare centers at some school sites that serve two purposes: 1) childcare for students with children, and 2) training centers for EPIC students taking Early Childhood Education Career Technical Education (CTE) classes. EPIC also provided bus passes for students in need of transportation.  In the Spring 2026 Student Survey, 40% of the students cited that a conflict with their working hours as the main deterrent to consistent school attendance. In order to ameliorate this, EPIC provides classes in the mornings and in the evenings for working students to attend."|One of the responses to the Spring Stakeholder Survey indicated that there is a high interest in providing English as a Second Language classes for the communities in which EPIC has school sites. Currently EPIC is providing those classes in some of our locations through online resources in partnership with community colleges.|In the 2024-25 school year a School Site Council was established to include students from underrepresented families as participants. This is an area that will continue to require improvement as approximately 88% of EPIC families are non-English speakers.|A School Site Council was established in 2024-25 to give students a voice in school matters. Annual student surveys are conducted to assess the student's needs and concerns. School Board meetings are open to the community. Partnerships are formed with community businesses, colleges, and support services that include students. School administration practices an open-door policy for students.|Improvement can be made by extending the scope of student meetings with the school leadership. Student leadership teams are being developed in each of the regions to assist with student activities.|EPIC will continue to expand on the academic and vocational processes currently in place, and work to expand a positive effect on the communities served. Strengthening the Career Technical Education pathways and civic education will assist the 95% of our families that have indicated a desire to participate more fully in their educational choices and outcomes.|5|5|5|4|5|5|5|5|4|3|4|4|Met||2026-06-26|2026
29102982930147|John Muir Charter|3|Over 80% of JMCS students are over age 18 leading to limited parental involvement. JMCS integrates education and extended services with support from partner program staff interventions (i.e. case management, paid vocational training) and resources are made available through the Community Schools model; this level of support is also present at sites with minors and available to families. JMCS provides outreach materials in English as well as home languages, and continues to hold parent focus groups and empathy interviews which provide structured input on school planning. Students and families are asked about basic needs as well as perceived barriers to program success; follow-up occurs through both JMCS Community Resources Coordinators and partnering agency support staff in every effort to address basic needs and mitigate barriers. Minor students are concentrated at a few sites where systems of communication and parent-teacher conferences ensure progress monitoring towards graduation. All students have access to their Student Achievement Plan (SAP), which houses evidence towards progress and program completion leading to graduation.|Based on input from students and parent/families, JMCS will continue to focus on goal planning and progress monitoring. In 2025-26 JMCS utilized TOSAs who were providing services as College and Career Advisors, reviewing student progress and planning for graduation and beyond. As part of the process students complete Career Development course, in some cases that is CTE-Aligned, that includes a transition plan with the goal to increase the frequency of review of their actions to access post-graduation opportunities. JMCS school counselors and teaching staff work to identify students with extended needs and connect them to services, including job skill training and mental health support, improving the continuity of services.|JMCS endeavors to support access for all students and families by providing materials that are either available in the language needed or have translation tools that are embedded. In addition, JMCS seeks to strategically employ staff that is bilingual in Spanish, the most prevalent of non-English languages among JMCS students and their families. JMCS has included action items in its schoolwide action plan directly related to making certain that family engagement and outreach is a continuing priority. Partnering agencies and parents/guardians are included in the delivery of school newsletters and two-way communication in multiple languages, allows for multiple methods of providing input. As most students are over 18, our partners serve important roles in advocating for students. Together we have increased access to classroom materials, career and technical education, workforce readiness opportunities and certifications, and more. This is includes multi-lingual enrollment and outreach materials, family and student surveys, and bilingual staff available to facilitate effective and responsive communication.|As indicated by responses to surveys JMCS exhibits strength and continuing progress in building partnerships with constituents; majorities of students feel that JMCS is preparing them for college or career through its partnerships with work-based learning programs. At sites where there are minor students JMCS has stepped up outreach to include regular communication with parents or guardians through email, text, phone calls as well as annual notices sent home in multiple languages. In 2025-26 this included staff dedicated to performing targeted outreach to families of, and students who, are struggling with attendance through push-notifications through our SIS. For sites without minor students, our program partners serve in the role as advocates for students and we work closely with these partners to develop, maintain and revise programming to meet students’ needs. Our partners participate in regular meetings with JMCS administration, giving feedback on program satisfaction. Site-level and student-level achievement data is available to partners, allowing for shared goals and program articulation. For those sites who do serve minors, we reach out to families consistently and offer opportunities for participation in conferences, classroom activities and student progress updates. Parents participate in any IEP or special education processes as well as in parent-student-teacher conferences throughout the year. Staff consistently promote two-way, open communication with parents and families through email, text, phone calls and in-person meetings. School events are promoted through print and digital invitations. JMCS engages with partner focus groups on an annual basis and during the spring conference to provide structured input on school planning.|Data from surveys and advisories indicates partner agencies, families and students seek improvement in our services to EL students and SWD, and expanded effort to build partnerships with families that takes an assets-based approach. In the case of EL students, this approach considers the cultural and context of language, and while the approach is EL-focused, we believe that this approach will improve the outcomes for all students by centering programming, academic and otherwise, on inclusiveness and success for our most vulnerable and struggling students. Partner agency surveys results signal a need to strengthen partnerships and integrate efforts to ensure students are attending regularly, have access to MTSS, and that services involve providing students with SEL skills to understand and meet expectations for participation and attendance of the work program. The goal is to achieve positive outcomes that allow for students to obtain industry-recognized certifications as well as scholarships in addition to graduation.|Based on focus group and/or survey responses from parents, students, partners and staff, JMCS will continue expansion of communication and outreach modes to build partnerships and ensure underrepresented families have ample exposure to meaningful interactions with JMCS staff. To address improvement in this area communication and outreach will continue to be multi-modal and persistent, and in 2025-26 occurred regularly with the addition of notifications through our SIS, as well as live outreach by staff for acute attendance issues, digital newsletters directed towards families and parents, and on-site opportunities to meet with teaching or administration staff where applicable. Engagement continues to be a focus, through direct communication and an “open door” policy by administrators, multi-lingual surveys, and by responsive barrier removal to facilitate connections to basic needs available in the community.|JMCS has a strong commitment to seeking input on decision making as evidenced through the multiple modes of input and meeting opportunities provided to educational partners during spring. This allows JMCS administration to get feedback and reflect on progress and satisfaction with programming. As in the past, partner agency staff, students, staff and families/parents provided input through surveys and focus groups. JMCS reviews and analyzes input ensure goals and actions address the needs of the community with integrity. JMCS will continue to expand in this area so that opportunities for input are offered on a regular basis.|JMCS continues to rely on input and data analysis for decision-making related school planning. JMCS will continue to pursue outreach and communication with students, families and parents, and partnering agencies.  Ensuring students have an integrated, engaging and equitable experience while enrolled at JMCS is priority. As an example of continuing improvement, JMCS implemented Parent and EL Parent Advisory and Student Leadership Advisory obtaining input on areas of improvement in programming. This activity provides rich and valuable input, and is a practice that continues as we proactively engage with our community.|Data collected through surveys and/or focus groups with parents, students, partners and staff JMCS invites opportunities for input influencing decision-making. To ensure continued improvement in this area, communication and outreach will continue to be multi-modal and persistent, including the expansion of notifications through our SIS, as well as newsletters directed towards partnering agencies, families and parents; on-site opportunities to meet with teaching or administration staff will be instituted where applicable. Engagement will be supported by inviting input through multi-lingual surveys, best practices for engaging educational partners, and by providing information and access to input multiple modalities, such as surveys or empathy interviews conducted in home-languages, through in-person meetings or events, as well as through digital and print outreach.|5|5|5|5|5|5|4|4|5|5|4|4|Met||2026-06-10|2026
29663160000000|Chicago Park Elementary|3|Staff meet with educational partners at least once a year for parent/teacher conferences and again based on need. LEA has a SST, 504, and IEP process to support student outcomes. LEA shares academic progress through District assessment three times a year and through academic reporting (report card) three times a year.|LEA plans on focusing in the area of Building Relationships Between School Staff and Families by continuing their active social media posts, and continuing community events like the Harvest Festival.|LEA will continue to support families with weekly calls and emails with information on upcoming events, as well as, create flyers to send home and post on social media and school's website.|The LEA is a community school where educational partners are involved with their child’s educational journey. Opportunities to be involved through volunteering on trips, in the classroom and on campus are offered at least weekly. LEA invites all educational partners to a community flag ceremony weekly, as well as, Back to School Night, Open House, multiple plays throughout the year, and family education nights to name a few.|LEA is focusing on increasing participation in the school's PTA and parental participation in the classrooms.|LEA will be focusing on increasing participation in the school's PTA and is hopeful to have more parental participation in the classrooms with a variety of offerings. We will notify the parents of upcoming opportunities.|LEA has two community meetings and one staff meeting monthly to gain input on decision-making. LEA offered two community surveys, two student surveys, and two staff surveys during the year to gather information for decision-making.|LEA will focus on having more participation at decision-making meetings by inviting through weekly notification.|LEA will continue to notify community of meetings where decision-making is taking place, such as, Board Meetings and Site Council meetings.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-11|2026
29663160125013|Chicago Park Community Charter|3|Staff meet with educational partners at least once a year for parent/teacher conferences and again based on need. LEA has a SST, 504, and IEP process to support student outcomes. LEA shares academic progress through District assessment three times a year and through academic reporting (report card) three times a year.|LEA plans on focusing in the area of Building Relationships Between School Staff and Families by continuing their active social media posts, and continuing community events like the Harvest Festival.|LEA will continue to support families with weekly calls and emails with information on upcoming events, as well as, create flyers to send home and post on social media and school's website.|The LEA is a community school where educational partners are involved with their child’s educational journey. Opportunities to be involved through volunteering on trips, in the classroom and on campus are offered at least weekly. LEA invites all educational partners to a community flag ceremony weekly, as well as, Back to School Night, Open House, multiple plays throughout the year, and family education nights to name a few.|LEA is focusing on increasing participation in the school's PTA and parental participation in the classrooms.|LEA will be focusing on increasing participation in the school's PTA and is hopeful to have more parental participation in the classrooms with a variety of offerings. We will notify the parents of upcoming opportunities.|LEA has two community meetings and one staff meeting monthly to gain input on decision-making. LEA offered two community surveys, two student surveys, and two staff surveys during the year to gather information for decision-making.|LEA will focus on having more participation at decision-making meetings by inviting through weekly notification.|LEA will continue to notify community of meetings where decision-making is taking place, such as, Board Meetings and Site Council meetings.|4|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-11|2026
29663240000000|Clear Creek Elementary|3|Feedback from educational partners and data analysis has identified the following strengths: 97% of parents responding to the Healthy Kids Survey indicated that the school responds promptly to parent communications.  100% of parents responding to questions on the LCAP and Healthy Kids Surveys indicated that Clear Creek School encourages and welcomes parent input in the decision making process.  The school uses email, telephone and hard copies to alert families to important events and communications.  Being a small school, teachers and Supt/Principal are also visible each day at drop off and pick up.  The Supt/Principal has an open door policy and parents feel welcome to stop in to share comments and questions regularly.|As part of the educational partner input and analysis, we will be addressing improved relationship building in our LCAP goals.  We will provide teachers the opportunity to participate in professional development focused on social emotional learning and making connections with students and families.  Three teachers completed five SEL training sessions hosted by our county office of education.  We will provide collaboration time for teachers to meet with one another to train the remaining teachers in order to implement strategies learned across all grade levels.  We will also work to identify methods of improved engagement with underrepresented families as part of our school Site Council.|The district will strive to improve engagement of underrepresented families by encouraging a higher percentage of parent participation on our CHKS and LCAP surveys.  To increase our participation rate, we will set up a parent survey station on campus during the survey period so that parents may have a convenient opportunity to participate in the survey when dropping off or picking up students to remove barriers to providing input and participation.  We also encourage participation from a variety of community members on our school Site Council in order to have a voice in the decision making process including EL, Special Education, and Native American committee members.|Strengths in this area include offering several scheduled opportunities each year to provide information to families such as Back to School Night, Parent Conferences, and Open House as well as online access for parents to view their student's attendance, progress reports, and report cards|Student outcomes will be addressed and progress will be monitored using multiple metrics in Goal 1 of our LCAP.  As an area of improvement, teachers through the collaboration process, will review parent conference schedules, progress monitoring in ELA and math, at risk conference communications and graduation criteria to be certain this information is clear for parents and teachers have an understanding of academic timelines and procedures.  Our teachers assess students four times throughout the year and analyze results to better identify individual student needs.  Through this process, our goal is to be sure no student slips through the cracks and parents will be kept fully informed throughout the school year of their child's progress.|The district will improve engagement of underrepresented families by providing teachers with adequate time to evaluate student progress and opportunities to meet with parents and support staff to implement differentiated strategies that will encourage improved academic outcomes for students.|Our strengths include incorporating advisory committee groups such as EL/Title I, Safety, and Health and Wellness groups into our monthly Site Council meetings.  Parents, guardians, teachers, and administrator attend and participate in these monthly meetings to review reports and provide input.  Additional pathways for family engagement are monthly PTC meetings, our school website, and our LCAP and CHKS survey as well as Google forms for quick input and feedback on sudden new developments.|As part of our desire to improve, the District prioritizes increasing the number of parents participating in our Site Council meetings.  Increasing participation improves the discussion and decision making process at all levels of the school.|The district will strive to improve engagement with underrepresented families by incorporating committee discussions on potential barriers to the input and decision making process for families.  Once potential barriers are identified, we can seek solutions that will encourage increased communication and participation.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
29663320000000|Grass Valley Elementary|3|We implement inclusive policies and practices to help make learning connections between school and home. District school sites lead engagement events that build meaningful connections. Traditionally all parents attend Back-to-School Night and Open House. Other grade level performances and PTC events take place to build and support the school community and culture. These events celebrate literacy, hard work, and the importance of being a learning community. We share materials openly with families to support skills in literacy and mathematics. Often, these materials include a way for staff to communicate expectations to parents and, conversely, a space for parents to respond and ask questions. Further, our middle school students and families have access to the online Parent Portal that allows students and parents to get up-to-date scores and grades. Teachers and parents meet formally each year in the Fall for conferences to discuss student progress and/or challenges in a variety of areas and to set goals. Additionally, staff and parents may request a Student Success Team Meeting or progress check if they have concerns. Consistent parent education and communications in place for all families with an emphasis on supporting English Learners and the parents of students in special education. Accommodations will continue to support student growth at all levels.|Maintaining and developing relationships with families is critical to our success.  Our most recent feedback from families and the discussions at our district advisory committee meetings show increased engagement and positive feedback from families about the services and supports we provide. expressed the importance of holding events that start after the traditional work day ends.  When scheduling engagement events our team knows that providing food and childcare where appropriate allows for families with younger children to participate.|We will continue to do our best to remain open to feedback and opportunities that engage and support our families. We also leverage the additional resources through the California Community Schools Grant.  Key positions such as our parent and family liaison staff help us build and make connections.|Maintaining trusting relationships between families and school staff is a core value of the Grass Valley School District. We continue to implement a variety of means for 2-way communication between schools and families that include use of technology (both email and texting apps), phone calls, classroom and school newsletters, parent-teacher conferences, and committees.|Our focus for improvement is to see an increase in parent and family involvement as measured by attendance at our school and districtwide events.|This area is something that takes continued support to maintain a balance and partnership. Further, district-wide and school-wide communications are sent out in both English and Spanish. We will continue to improve the engagement of underrepresented families by conducting ongoing outreach including the creation of parent resource centers at each campus. We will also continue to support our Spanish speaking families through our ELAC and DELAC meetings. We also provide translation and interpretation services as needed for meetings and parent-teacher conferences.|We employ ongoing outreach efforts to ensure that parents have access to information including how they can participate in decision-making. The administrative cabinet team regularly discusses best practices for engaging parents. Each year, the Superintendent holds at least 3-sessions of the District Advisory Committee or DAC. This group includes stakeholders from around the district and community. The purpose of the group is to work together to analyze survey data, California Dashboard data as well as other local measures to determine the LCAP goals for the coming year.|One Area for Improvement is building upon past areas of success and creating an ongoing connection with families and their engagement. We continue to offer engaging opportunities at our school sites as well as through our district Community Connect Center.|We have a number of ways to encourage the participation of underrepresented families. Our district hosts a community DELAC and our Bell Hill campus also supports a strong ELAC. These meetings allow us to make connections with our EL families. We have also added several site and district events including events hosted by our Community Connection Center. We are implementing the use of Parent and Family Liaisons at two of our sites using support from the California Community Schools resources as well as district grant resources. We work closely as a staff time to find creative ways to engage parents.|4|4|3|4|3|4|4|4|4|4|4|4|Met||2026-06-16|2026
29663326111140|Grass Valley Charter|3|The GVCS mantra is, “We Are Crew, Not Passengers.” The philosophy behind this mantra is that we’re all on the same course, pitching in, rowing in the same direction. No one gets to just “go along” for the ride and we also don’t leave our Crew behind. We assist them, advocate for them, and support them. This is established through regular crew circles, training for certificated and classified staff, open doors to volunteerism in the classroom and open communications with families.|GVCS has several structures that support community building and purposefully creating welcoming environments. GVCS has Crew 24, The Parent Crew which hosts monthly meetings tasked with planning engaging activities for families to participate in. The Grass Valley Charter Foundation hosts meetings and organizes fundraisers to support students in a variety of different ways. Both of these are open to all parents. GVCS hosts a back to school BBQ in the beginning of the school year to bring families together. In the beginning of each school year teachers host Share & Care meetings where families come in to meet with teachers to share about their family dynamics as well as the child's strengths and areas of growth. GVCS institutes 2-year loop cycles in grades K-5 so parents stay with one another and with their teacher for two years in a row. In January every student in Transitional Kindergarten through 8th grade hosts a student-led conference explaining to their parents and teacher how they’ve grown as a student. Lastly, parents are highly encouraged to volunteer on a variety of different platforms conducive to their home schedule.  Each year GVCS conducts surveys to certificated staff, classified staff, and families allowing an opportunity for feedback, input, and ideas. Teachers maintain emails to families on a weekly basis and are available to text, email, talk on the phone, or meet in person as needed. Every week a school newsletter is electronically sent updating parents on past, current, and upcoming school happenings.|Our goal is to continue to work collaboratively and transparently as a GVCS “Crew” to ensure the very best teaching, learning, and growth as a learning community can happen. We are committed to continue reflection and transformation.|At Grass Valley Charter we use the term “Crew” to identify our classroom teams and partnerships. The crew includes our staff, students and families. We value partnership and engagement and make this paramount to how we operate all school programs. We will continue to strengthen our Crew relationships.|Our focus as a GVCS “Crew” is to continue to operate in a shared leadership and team oriented process.|We will continue to focus on ensuring our school learning model and programs are accessible and supportive of all families with a focus on the needs of our underrepresented families.|GVCS operates in a shared leadership structure clearly identifying stakeholder groups and decision topics highlighting which stakeholder groups are responsible for different decision-making processes. The decision-making matrix outlines for leadership which stakeholders to confer with when making school wide decisions. Additionally, the annual parent survey which allows parents the opportunity to rate their engagement, provide feedback on current structures and give input to new ideas is shared with the Grass Valley Charter Council as well as with the Grass Valley School District Board.|Focusing on the needs expressed in our annual parent survey will allow us to ensure we are serving and meeting the needs of our learning community.|Maintaining transparency with our engagement partner groups and committing publicly to make improvements when and where needed.|5|5|5|5|5|4|5|4|5|5|5|4|Met||2026-06-16|2026
29663400000000|Nevada City Elementary|3|The district has strong partnerships and support of staff and community to improve student outcomes. They provide feedback and support for academics, enrichment, and attendance. The district has especially made recent progress in developing partnerships for improving chronic absenteeism. Collaboration through increased support for school counseling, school community officers, and classroom and school incentive plans developed by teams at each school. The Nevada County Office of Education also has supported regular seminars, along with the CDE, in best practices of improving student engagement and attendance. In addition to positive reinforcements, the district has partnered with law enforcement and the District Attorney's office to create attendance review teams working with other local agencies to address barriers and support families with chronic absenteeism. In addition to extensive support and incentives for student attendance, the district has created its own School Attendance Review Board (SARB) as a final step before rerraing to the Nevada County SARB. The district SARB consists of a school counselor, principal, school resource officer, superintendent and a school board member.|n/a|This is an area of strength for NCSD. In normal years, we have a high level engagement from parents, a large number of volunteers on campus, and a high rate of return on family surveys. Based on school surveys in the last two years, NCSD scores above 96% consistently on creating a welcoming environment, keeping families informed, and providing meaningful opportunities for participation. 98% of parents report they find caring adults on both campuses. An area of improvement is learning about the cultures in our community, specifically not scheduling events that conflict with holidays celebrated by these groups of families.|The district has strong partnerships and support of staff and community to improve student outcomes. They provide feedback and support for academics, enrichment, and attendance. The district has especially made recent progress in developing partnerships for improving chronic absenteeism. Collaoboration through increased support for school counseling, school community officers, and classroom and school incentive plans developed by teams at each school. The Nevada County Office of Education also has supported regular seminars, along with the CDE, in best practices of improving student engagement and attendance. In addition to positive reinforcements, the district has partnered with law enforcement and the District Attorney's office to create attendance review teams working with other local agencies to address barriers and support families with chronic absenteeism|Our district uses the California Healthy Kids Survey as a consistent survey tool. We open the survey each year in November and December to all parents, in all grade levels. Teachers encourage parent participation in the survey at Parent/Teacher Conference meetings. Key findings include parents from Deer Creek reporting high levels of parent participation, and parents from Seven Hills desiring more opportunities for involvement at the middle school level. Most parents felt they have a voice in district decision-making with the LCAP committee, School Site Councils, and monthly feedback meeting opportunities with the Superintendent.|In analyzing the local data of the California Health Kids Survey (CHKS) needs were identified for a supportive socialemotional learning environment at Deer Creek (TK-3) with the consistent use of programs such as Positive Behavior Interventions and Supports, Zones of Regulation and other school community building systems. Routine training will continue to be offered to onboard new staff. There was a notable increase in School Climate key indicators such as thoughts of suicide, substance abuse, and feelings of loneliness between 6th and 8th grade. This is an area for further investigation and an increase of support and training for students with such ideation. Input from stakeholders highlighted the need to improve our data collection process, conduct routine analysis of local performance indicators as teacher teams, and determine the resulting action to improve student performance. Additionally, Tier II/III PBIS teams need to meet with staff representatives weekly/bi-monthly to discuss the success of these systems. The LCAP committee discussed this finding and concluded an area of concern was Seven Hills students who were who were struggling social-emotionally, connectedness, as well as chronic absenteeism. All students in need as well as unduplicated students will receive additional services and support to address barriers to school engagement through the following actions: 1. Dean of Students (.60 FTE). 2. Student Assistance Program Coordinator at Seven Hills (1.0 FTE). 3. Site Principals and support staff will meet with parents/families and develop actionable plans to remove barriers to school attendance and address chronic absenteeism. Additional .40 FTE counselor support families to remove barriers to school attendance and address chronic absenteeism. 4. Peer mentoring 5. School Community Officer|The district is strong is seeking input for decision making. Through regular surveys of parents, students, school site council, public board meetings and monthly coffee with the Superintendent there are number opportunities for input for all students, staff and community partners. Such feedback creates partnerships and support of staff and community to improve student outcomes. They provide feedback and support for academics, enrichment, and attendance. The district has especially made recent progress in developing partnerships for improving chronic absenteeism. Collaoboration through increased support for school counseling, school community officers, and classroom and school incentive plans developed by teams at each school. The Nevada County Office of Education also has supported regular seminars, along with the CDE, in best practices of improving student engagement and attendance. In addition to positive reinforcements, the district has partnered with law enforcement and the District Attorney's office to create attendance review teams working with other local agencies to address barriers and support families with chronic absenteeism.|NCSD had seven additional committees during 2020-2021, as a result of COVID, to plan for the school year, These teams discussed student mental health, safety, school schedules, special education, and staff wellness. These committees represented all stakeholder groups with the goal of gathering a variety of input on decisions.|Unduplicated students will receive services and support to address barriers to school engagement through the following actions: 1. Dean of Students (.67 FTE). 2. Student Assistance Program Coordinator at Seven Hills (1.0 FTE). 3. Site Principals will meet with parents/families and develop actionable plans to remove barriers to school attendance and address chronic absenteeism. 3. .40 FTE counselor at Deer Creek to support families in removing barriers to school attendance and address chronic absenteeism. Increase Support and Accountability for Chronically absent through the following (Items below are funded through multiple revenue streams): A. Site-level teams meet regularly to support and track progress B. District attendance review team with School Resource Officer, Counselor, Principal, Superintendent, other district staff and outside agencies C. Review Interdistricts and hold meetings with district staff regarding chronic absenteeism, recommending school of residence with possible denial of transfers. D. District School Attendance Review Board E. County School Attendance Review Board F. Increase student support and incentives for attendance G. Parent notification and acknowledgment of student attendance policy through the Student Information System|5|5|4|5|4|4|4|4|5|5|5|5|Met||2026-06-16|2026
29663570000000|Nevada Joint Union High|3|"The annual LCAP survey, which goes out in early spring, indicated the following.  83.2% of parents or guardians feel that their student is ""involved and engaged in their school culture"", down .4% from 2023-24.   70.8% of parents or guardians feel they are ""encouraged to provide input on and to participate in decision making at the school"", down 3.1% from the 2023-24 data.  79.8% of parents or guardians feel that they are ""well informed of education services and changes at the school"", also down from 2023-24 by 2%.   This feedback is an indicator that, generally speaking, parents and guardians have relatively positive relations with schools and the larger district, but the slight downward trend means this should be a continued area of focus for the 2026-27 academic year."|As reflected in the data above, parents and guardians mostly report feeling informed. However, there is still room for growth as there was a slight decline. Because strong family-school relationships are built on mutual communication and collaboration, it is important to create more opportunities for families not only to receive information, but also to share their perspectives, concerns, and feedback in meaningful ways. Strengthening these two-way communication channels can help foster deeper engagement and stronger partnerships between families and schools.|The district exercises a multitude of processes for creating opportunities for families to participate in meaningful ways. In addition to the typical student and family events (Back to School Nights, school site councils, EL parent nights, advisory committees, etc.) school sites also offer 8th-grade student preview days, incoming 9th-grade parent evenings, cash for college events, career nights, International Parent Night, as well as other program specific events that are open to families. Additionally, the district facilitates a robust educational partner engagement process as a part of the LCAP development process. This includes equal representation from the following groups; students, parents, teachers, classified staff, community members, and site and district administrators (40+ participants in total) over three full days.  That being said, underrepresented populations, such as EL, foster youth, and the homeless often don’t respond to calls to participate and will be a focus for future years.|Faculty and staff are encouraged to develop appropriate avenues for two-way communication between families/students, and staff.  Progress has been made in this area over the last 6 years through the use of a common Learning Management System (Schoology) which has strengthened two-way communication between faculty, students, and parents. Despite not meeting the required threshold for translated communication, messages are translated for the small population of Spanish-speaking families.  Through the use of Catapult EMS, beginning in the 2022-23 year, staff can push out emergency messages and alerts. Additionally, students and staff can report suspicious or concerning activity through the same system. As of the 24-25 school year, the district has begun using Parent Square to facilitate communication with families.  This provides the ability to communicate with families in their home language throught built-in translation. All students have district email accounts and are a part of our email directory for staff to access. Students also have access to teacher email addresses through the active directory. Families of underrepresented students are sought out for participation in school site council groups, as well as the district LCAP/educational partner engagement committee.  Additionally, student services staff (counselors, admin) have received additional training surrounding the 504 process and school counseling services in general (through Hatching Results), which has led to the development of a counselors handbook that makes counseling best practices accessible and transparent to all.  Restorative practices have been an initiative in the district since 2021-22, which has provided explicit training and coaching for teachers interested in incorporating restorative classrooms into their daily structures. Wellness centers have been established at nearly every site in the district, offering a host of services, including drop-in support and access to mental health services. Staff are trained annually on identifying students who may qualify for homeless services and all sites have liaisons who connect eligible students with resources. Silver Springs Continuation School also hosts a full-time social worker. Our school counselors serve as a hub for student services and often support referrals for students or families who experience needs that go beyond the scope of the school counselor's office. Collaboration with outside agencies, such as What's Up Wellness and the Nevada County Health Department. SMART (Special Multi-Agency Resource Team) consists of  Child Protective Services, CalWORKs, Public Health, Juvenile Probation, Behavioral Health, Victor Community Support Services, EMQ Families First, Sierra Forever Families, and the School. SMART referrals play a critical role in the collaboration throughout the county that benefits our students and families related to the services available to them.|An identified area of need is strengthening the capacity of teachers and principals to effectively partner with families. While professional learning opportunities such as Trauma-Informed Practices and Capturing Kids' Hearts have been available to interested staff, participation has not been consistently required. Moving forward, the district will place a greater emphasis on professional development in this area through a comprehensive professional learning plan. Planned for implementation in 2026–27, this work will include culturally responsive practices, strategies for fostering meaningful family engagement, and tools to effectively address and intervene in incidents of discriminatory behavior among students.|The annual LCAP survey, distributed each spring to students, families, classified and certificated staff, administrators, and community members, serves as an important tool for gathering input from a broad range of stakeholders, including underrepresented groups. While the survey has provided valuable feedback, the District has experienced ongoing challenges in securing consistent participation from underrepresented families in advisory and decision-making groups such as the LCAP Committee, School Site Councils, and the English Learner Advisory Committee (ELAC), despite targeted outreach efforts.  During the 2026–27 school year, the District will continue to prioritize outreach to these populations and will seek feedback to better understand and address barriers to participation. This may include exploring factors such as meeting times, availability of childcare, provision of meals, transportation needs, language access, and other supports that could increase engagement and ensure a broader range of voices are represented in District decision-making processes.|The District has made notable progress in strengthening stakeholder engagement and seeking input for decision-making. Student participation in the 2026 LCAP survey reached 73% districtwide, the highest level in at least the past three years, demonstrating increased opportunities for student voice and a growing culture of engagement.  In addition, the District expanded structures for student input during the 2025–26 school year through the creation of at least two new student groups focused on elevating the perspectives of historically marginalized student populations. One of these groups has established direct communication channels with the Board of Trustees and district administration, while the other regularly collaborates with site administration and teaching staff. These groups provide meaningful opportunities for students to share their experiences and influence decisions that impact their school communities.  The annual LCAP survey remains a key component of the District's engagement process. Input is gathered from students, parents/guardians, certificated staff, classified staff, administrators, and community members on topics including academic programs, school climate, physical and social-emotional safety, access to resources, and overall educational experiences. Survey results can be disaggregated by respondent group, school site, and individual survey item, providing valuable data for the LCAP Committee, site leadership teams, and district administrators. This feedback directly informs planning, resource allocation, and the development of the District's LCAP and other continuous improvement efforts.|"70.8% of parents or guardians feel they are ""encouraged to provide input on and to participate in decision making at the school"", marking the third year without an increase above the 2022-23 school year. Sites have expressed a more difficult time recruiting and retaining family members to engage in advisory groups, such as the School Site Council (SSC) and the English Learner Advisory Committee (ELAC)."|Underrepresented student groups such as foster, homeless and EL have been represented relative to the population size on LCAP survey participation; however, this is far less accurate when considering participation in advisory groups. The LEA will work with sites to continue to seek out greater family engagement, particularly from underrepresented families, in advisory groups and will extend specific invitations for representative individuals.|4|4|3|5|3|3|3|4|5|4|4|4|Met||2026-06-15|2026
29663570124834|Sierra Academy of Expeditionary Learning|3|"SAEL has strengths in connecting with families, providing opportunities for connection about student progress in the form of biannual Student Led Conferences, the online JumpRope Mastery Based Grading portal, and responsiveness on email with appropriate school personnel. The Charter School has a great deal of connection with our families in the community. We have an ""open door"" policy which has meant all families have the opportunity to connect with staff, teachers, guidance, character, and administrative members of our staff community. Our strength is that the Crew or Advisory model already has a 1:1 student / family to staff Advisor approach which has allowed connection, support, two-way communication, and a strengths-based approach to this work. SAEL has a strong, welcoming environment. We celebrate our traditions and connections to support how we create a holistically, intersectionally, equitably welcoming environment."|The Charter School will continue to focus on improvement in Building Relationships Between School Staff and Families through the focus on outreach to families via events, fieldwork and activities.|"The Charter School will continue to focus on improving the engagement of underrepresented families in relation to Building Relationships Between School Staff and Families. The Charter School will continue to focus on parent education and having parents reach parents to empower families through the Parent-Teacher Crew (""PTC""). The Charter School focuses on student learning, individual goals for the students, and investing in families to include translation services to parents who are English Learners. The Charter School will continue to host events for parents at various times throughout the day to ensure that families can actively participate in the school community. To parents and families with disabilities, Charter School provides reasonable accommodations such as sign-language interpreters, accessibility to online systems with audio or visual enhancements, and physical access to school events. The Charter School will make special accommodations for communicating with parents or families with  2026-27 Local Performance Indicator Self-Reflection for Sierra Academy of Expeditionary Learning Page 10 of 15 accessibility needs or other special needs like conducting home visits. For parents of migrant students, the Charter School will meet with the parents to develop an Individualized Learning Plan so students have the opportunity to continue their education. The Charter School will meet with the family when they return to incorporate any interventions needed. The process of addressing requests from parents of Title I students for additional supports includes a parent conference to review the supports currently being provided to the student, what additional supports are necessary to address the student’s specific needs and developing an Individualized Learning Plan to support the student."|"SAEL works continuously on building staff capacity in engaging with all families and students in our community. This means staff engage in professional development and are provided resources about student and family engagement. Staff are trained in how best to support all families from daily interactions to having a trauma-informed, compassionate approach to working with students and families in general. Our Special Education Coordinator regularly leads professional development and is continually available for staff consultation as well. Students are placed in a ~15:1 student to teacher ratio in Crew or Advisory class and this allows for families to have a ~15:1 ratio with their Crew Advisor for questions, concerns, check-ins, and the biannual Student Led Conference (""SLC""). This allows for regular two-way communication to happen more directly with teaching staff. Our Character Dean and Guidance Counselor are also available with an ""open door"" policy in order to ensure all students and families have access to proactive and reactive wellness, college and career, socioemotional, and character supports. SLCs allow parents to engage in two 30-minute presentations led by their student each year with their Crew Advisor. This allows face to face, one on one check-ins to occur in addition to All Family Meetings, SAEL Survey, CHKS survey, Parent Teacher Crew (""PTC"") Meetings, Senior Character Focus Group, WASC Committees, and Charter Renewal Groups. In general, all staff are trained and supported in welcoming all families and learners to our school as well as how best to do this through the research-based, nationally recognized Expeditionary Learning Education model. The learning model values both Diversity and Inclusion and this is written into our Charter documents, WASC report, LCAP, etc.  2026-27 Local Performance Indicator Self-Reflection for Sierra Academy of Expeditionary Learning Page 11 of 15 as well as seen in practice. We are a Charter School with representative student subgroup percentages that match and sometimes exceed our County. The Charter School will continue to engage in targeted outreach for recruitment to ensure a diverse group of learners continues to attend the school. Ensuring all staff continues to be trained in culturally responsive interactions, teaching, and learning. This also looks like info sessions provided to students who engage in the local Friendship Club as well as ensuring community support agencies are aware of our program so they will continue to recommend our program. Representative bodies will continue to be representative of the community, but this takes continual attention to ensure it continues. Currently students of color, students with special learning needs, students identifying as LGBTQIA, and socioeconomically disadvantaged students are represented through our official decision making bodies and this must be ensured every year and in every opportunity."|Based on the analysis of educational partner input and local data, SAEL's focus areas for improvement in Building Partnerships for Student Outcomes are ensuring the Character Dean and Guidance Counselor positions continue to  support students, focus on EL learning, professional development on standards-aligned curriculum with project- based learning and Expeditionary Learning.|The Charter School’s will improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes will continue to build trusting relationships with families. For families of English Learners, the Charter School will continue to provide translation services, invite families to better understand the acquisition of the English language, and how to engage with the school. For families of students with disabilities, the Charter School will engage with families during IEP meetings and in planning activities and programs for students.|Decisions are made at SAEL through a shared leadership approach. This means the administration works closely with the Parent Teacher Crew to advise the representative SAEL Board of Directors on how best to achieve the goals as outlined in our LCAP, Charter, and WASC report. The Crew Council leadership group as well as the GSA Club and Equity Club support student leadership and the using of student voice in leadership at SAEL. Our goals are directly in line with our budget and decisions made about the budget. There are representatives on our DELAC and Board with students of color, students who identify as LGBTQIA, students eligible for free and reduced lunch, and students with special learning needs. There are approximately 1-2% of students and families identified as foster youth or experiencing homelessness at the school and these families are reached out to for connection, feedback, and support. This takes a concerted effort to ensure all families are included and supported to engage with the school to provide feedback on how best the school can support all learners and to have this feedback incorporated into decision making. The DELAC has representatives from student leadership, staff leadership, teacher leadership, PTC leadership, and Administration. Every LCAP, Charter Renewal, and WASC visit, there are representative groups contributing to the work and feedback. It is an ongoing process that needs constant attention to ensure there is representation on policy-making and influencing groups as well as in the annual surveys, All Family Meetings, Student Led Conferences, and PTC meetings to ensure that underrepresented groups are heard from, welcomed, actively encouraged to attend, recruited, retained, and supported to be heard equitably.|The Charter School’s focus area for improvement in Seeking Input for Decision-Making will include programmatic decisions through the Professional Learning Communities in regard to instructional strategies, curriculum, timing of events and assessments. Furthermore, the families will have additional opportunities to share information through monthly Board meetings and PTC. The Board is a representative group across stakeholders and community members. The PTC, also a representative group, supports with the LCAP processes, budget input, and overall school climate development. Hiring is also completed with input from staff, students, and teachers (as well as families for administrative positions specifically). The PTC is also regularly consulted as well as the Crew Council, our student leadership group. The Core Council, or instructional leadership team, and Character Working Group are all representative bodies on staff that support leadership and decision-making. The Charter School will continue to build the capacity of the PTC and the Character Working Group.|The Charter School’s will improve engagement of underrepresented families in relation to Seeking Input for Decision- Making will meeting for parents of English Learners and parents of Students with Disabilities to provide information  about the programs provided to the students as well as develop leadership positions for these parents. The Charter School addresses the concerns of individual families.|5|5|5|5|5|4|5|5|5|5|5|5|Met||2026-06-25|2026
29663730000000|Pleasant Ridge Union Elementary|3|Cultivating Parent Partnerships for Student Success PRUSD makes a deliberate effort to partner with parents, ensuring they are actively involved in their child's academic and personal growth from day one. Here is how the district builds and maintains this vital connection throughout the school year: Consistent Communication & Digital Tools Setting Intentions: Every school year kicks off with first-day packets and comprehensive school handbooks to align expectations early on. Real-Time Updates: Dedicated time is provided for staff to log academic and behavioral progress into the PowerSchool parent portal. Multichannel Outreach: Teachers regularly connect with families through specialized teacher webpages, weekly take-home informational folders, and school social media updates. Collaborative & Formal Meetings Community Events: Annual Back-to-School Nights and Open House events give parents a firsthand look at the classroom environment. Routine & Specialized Check-ins: Beyond standard parent-teacher conferences, the district hosts structured meetings—such as Student Study Teams (SSTs), 504 plans, and Individualized Education Programs (IEPs)—to address unique student needs and align support. Active Campus Involvement & Enrichment PRUSD schools benefit from highly proactive parent-teacher clubs that directly enrich the student experience. These clubs actively support educators and fund memorable growth opportunities, including: Educational field trips School-wide assemblies Specialized guest instructors Community Impact: The partnership goes beyond meetings; parents frequently give back by volunteering their time directly in classrooms and the main office, keeping the school community thriving.|Enhancing Communication & Parent Feedback According to recent parent surveys, families are generally highly satisfied with how teachers and schools stay in touch. However, a few outliers noted room for improvement, specifically requesting a shift toward more modern, direct channels like text messages and emails. In direct response to this feedback, PRUSD launched a targeted campaign in the fall to drive engagement across three key digital platforms: Edlio News App: A mobile application that delivers all district communication straight to parents' devices via real-time push notifications.  Teacher Webpages: For classroom-specific updates and resources.  Weekly School Newsletters: For a consolidated look at campus-wide events.  Collaborative Governance: The Education Advisory Committee To ensure diverse perspectives shape district policy, PRUSD annually invites parents representing various student demographics to participate in the Education Advisory Committee.  This collaborative group is tasked with:  Reviewing current local student data.  Proposing actionable strategies to improve and elevate educational practices.  Participant Impact: Committee members and attendees consistently report that these sessions are thoughtfully structured, creating an inclusive environment where parents feel they have a genuine, influential voice in the district's planning process.|Elevating Family Engagement & Inclusive Communication The Pleasant Ridge Union School District (PRUSD) is dedicated to strengthening its connection with all families, making a deliberate effort to welcome and involve historically underrepresented populations within the community.  To keep parents deeply informed and empowered to make the best decisions for their children, the district shares vital updates regarding student needs, volunteer opportunities, and campus events across a multi-channel network:  Direct Alerts: Text messages and emails for prompt, accessible updates.  Mass Outreach: Phone calls and active social media platforms for broader community awareness.  Community Partnerships & Targeted Advocacy PRUSD works hand-in-hand with non-profit Parent-Teacher Clubs to enrich the daily educational experience. These collaborative partnerships directly benefit the campus community by funding and organizing:  Core classroom resources and teacher support.  Educational field trips.  Inspiring guest speakers and specialized enrichment classes.  Additionally, the district maintains a strong focus on its most at-risk populations, providing targeted outreach and educational resources that empower families to confidently guide and support their children’s learning at home.  Collaborative Governance: Through the District Advisory Committee, school stakeholders have a dedicated platform to evaluate current programs and recommend new services specifically tailored to uplift students facing academic or behavioral challenges.|"Comprehensive Support & Safeguarding Student Rights PRUSD is dedicated to providing tailored assistance to families, offering structured resources and interventions to protect student rights and foster holistic well-being:  Parenting Education: The works in partnership with a neighboring district to offer free specialized parenting classes designed to equip families with practical strategies for fostering their children's social and emotional growth.  Student Study Teams (SSTs): When academic or behavioral challenges arise that impact learning, collaborative SSTs are quickly mobilized to design targeted interventions.  Special Education Transparency: Parents of students with disabilities receive a comprehensive copy of their rights prior to every IEP or 504 meeting.  Targeted Classroom Support: To ensure seamless accommodation, educators are provided with customized ""At a Glance"" documents at the start of the school year, detailing each student's specific IEP goals and objectives.  Annual Accountability: Additionally, all families are provided with clear documentation outlining general student rights at the beginning of every school year.  Fostering Open Communication & Campus Community Building accessible, continuous lines of communication between home and school is a top priority across all PRUSD campuses.  Flexible Parent-Teacher Dialogue: While formal parent-teacher conferences are scheduled annually to review academic and behavioral milestones, parents are encouraged to connect with teachers at any point during the year to discuss progress or address emerging concerns.  Interactive After-Hours Events: Annual Back-to-School and Open House nights give parents a firsthand look into their child's learning environment and encourage active participation beyond the standard school day.  Parent-Teacher Clubs: Active partnerships with campus parent clubs bring vibrant community events to life, driving family engagement and creating a deeply supportive school culture."|"Streamlining Academic Intervention & Parent Communication PRUSD is refining its approach to identifying and communicating when a student falls below academic expectations. By anchoring this process within the Student Study Team (SST) framework, the district ensures that intervention is both thorough and fast-tracked. Key communication standards include: • The 24-Hour Response Rule: To guarantee timely support, PRUSD staff will respond to parent requests for meetings or discussions within 24 hours. • Digital Progress Tracking: Parents can easily monitor their child's academic and behavioral milestones through dedicated forms on the parent portal. Expanded Learning & Academic Support To bridge learning gaps and boost student confidence, PRUSD offers robust academic safety nets throughout the year: • Targeted Tutoring: Students can access extra assistance in Math and English Language Arts (ELA) through the Expanded Learning Opportunities Program. • RISE Summer School: Intensive academic intervention hosted during the summer session for 5th through 7th-grade students (offered in July 2025). • Summer Camps: Accessible Expanded Learning Opportunity camps to keep students engaged outside the traditional school year. Pre-Year Connections: Beginning in the 2025-2026 school year, every campus hosted a ""Meet the Teacher"" event. This initiative allows students and parents to connect with their new teachers and ease into the environment before the first day of school."|Data-Driven Student Support & Leadership Accountability PRUSD administrators will conduct bi-weekly data reviews to make timely, personalized instructional adjustments for individual students. This consistent monitoring focuses heavily on equity and leadership accountability: • Weekly Equity Screenings: Data analysis will specifically track the progress of historically underrepresented student groups—including Hispanic students, students with disabilities, and socio-economically disadvantaged youth. Actionable decisions made during these weekly sessions will be promptly shared with parents. • Targeted Interventions: The district will analyze the 2025-2026 CAASPP data to identify any additional student subgroups in need of intensive academic support. • Administrative Alignment: Site leaders will meet weekly with the superintendent to provide regular progress updates. • Governance Reporting: To maintain district-wide transparency, the superintendent will present reports to the Board of Trustees detailing the academic growth of each student subgroup.|Collective Stakeholder Feedback on District Progress Through the distribution of annual Student, Parent, and Staff surveys, all community stakeholders had the opportunity to provide direct input and feedback regarding the progress of the Local Control Accountability Plan (LCAP).  The results of the survey highlight a strong sense of community engagement and satisfaction:  Robust Participation: A significant portion of potential respondents actively engaged with the survey, ensuring a broad range of community voices were heard.  Positive School Climate: A strong majority of parents reported that their children experienced academic and personal success this year, noting that PRUSD schools foster a deeply supportive environment for student growth.  Collaborative Decision-Making: More than half of the surveyed stakeholder groups agreed that parents possess the tools and opportunity to actively contribute to district planning.  Our Commitment: PRUSD works diligently to maintain this momentum, continuously creating meaningful avenues for all members of the learning community to offer ongoing, relevant feedback.|Empowering Community Input & Student Advocacy PRUSD deeply values and welcomes feedback from all corners of the learning community, recognizing that collaboration is key to student success. To ensure every voice helps shape the district's local plan updates, PRUSD established a dedicated educational advisory committee.  Input is continuously gathered throughout the school year through various site-level channels, focusing not just on campus activities, but on holistic academic and social-emotional growth:  Site-Based Councils & Parent Groups: Every school site features an active School Site Council and a collaborative parent group, ensuring families are deeply involved in all aspects of the learning process.  Student Voice & Leadership: Students have direct avenues to advocate for meaningful change and highlight areas for improvement. Their perspectives are captured through the Associated Student Body (ASB), the annual Healthy Kids Survey, and the PRUSD annual student survey.|Inclusive Collaboration & Community Dialogue PRUSD actively encourages all families to share their insights and shape the educational experience through multiple interactive channels, including school and district-level parent meetings, regular surveys, scheduled Education Advisory Committee sessions, and monthly Parent-Teacher Meetings (PTMs).  While these forums are open to the entire school community, the district makes a deliberate effort to reach out to and include families of underrepresented student groups.  Continuous Collaboration: This feedback loop is a daily priority, as teachers, principals, and staff continuously engage with parents to learn what is working well and identify areas that need meaningful change.|5|5|4|5|4|3|3|5|4|4|3|5|Met||2026-06-02|2026
29663730136424|Arete Charter Academy|3|"Cultivating Partnerships for Student Success At Arete, we recognize the inherent value of every child. Our mission is to inspire students to reach their full potential through high-quality, positive learning experiences. By fostering a deep partnership between the home and the community, we ensure each student develops the academic and social skills necessary for lifelong success. *A Safe and Supportive Climate Our commitment to student well-being is reflected in our remarkable community feedback. In the 2025-2026 school year, 98% of parents affirmed that Arete provides a safe and supportive environment. This momentum carried into our 2026-2027 Local Control and Accountability Plan (LCAP), where we focused on deepening student engagement and inclusivity. Recent Successes Include: *Exceeding Engagement Targets: Arete hosted 15 family events this year, significantly surpassing our initial goals. *Enhanced Student Perception: 93% of students will feel that adults at their school care about them for the 2026-2027 school year. *Student Connectivity: Student surveys show a measurable increase in those who report having a ""trusted adult"" on campus. Collaborative Communication & Digital Tools Arete and PRUSD are intentional about engaging parents in the academic journey from day one. We utilize a multichannel approach to ensure families stay informed and connected: *Setting Intentions: The year begins with comprehensive first-day packets and handbooks to align expectations. *Ongoing Outreach: We maintain a steady flow of information through a specialized school webpage, monthly 20-day meetings, and school social media. Specialized Support & Formal Advocacy To meet the individual needs of our diverse learners, we host structured, collaborative meetings to align behavioral and academic expectations. These include: *Routine Check-ins: Annual Parent Orientation, Multiple Family Nights, and monthly parent-teacher conferences. *Targeted Advocacy: Formalized sessions such as Student Study Teams (SSTs), 504 plans, and Individualized Education Program (IEP) meetings ensure tailored support for every student. Active Community Involvement & Enrichment The vibrancy of our school is sustained by a proactive parent-teacher club and a dedicated volunteer base. This partnership directly enriches the student experience through: *Enrichment Opportunities: Funding and organizing educational field trips, school-wide assemblies, and specialized guest instructors. *Hands-on Support: Parents actively contribute their time in our classrooms, the school garden, and ton field trips. Through targeted social interventions, expanded extracurriculars, and robust family outreach, Arete continues to build a thriving environment where every student feels seen, supported, and challenged."|Intent & Philosophy Arete is committed to fostering an inclusive school climate by building a positive rapport with new families and increasing overall participation in family engagement events. By blending personalized mentorship with modern communication tools, the school ensures that a diverse range of stakeholders—including teachers, parents, students, administrators, and classified staff—meaningfully contribute to the school’s strategic trajectory. Implementation Strategies: Communication & Outreach While recent parent surveys indicate high satisfaction with current communication practices, Arete and PRUSD have proactively evolved to meet stakeholder requests for more direct, modern channels. *Real-Time Digital Integration: Through the launch of the Edlio News App, the district now delivers real-time push notifications and critical updates directly to parents' mobile devices. *Targeted Outreach Channels: The school utilizes a weekly newsletter, social media updates, and specialized teacher email updates to provide a consolidated view of campus-wide events and classroom-specific resources. *LCAP Transparency: During parent-teacher meetings, specific information sessions are conducted to explain the importance of the Local Control and Accountability Plan (LCAP), encouraging active participation in the annual feedback cycle. The Educational Advisor (EA) Model At the core of the Arete program is the partnership between families and their **Educational Advisors**. This model ensures that student support is both data-driven and empathetic: *Frequent Progress Monitoring: Every family meets with their EA every 20 days to review academic performance and maintain program alignment. * Holistic Support: EAs conduct frequent check-ins to gain insight into the student’s social-emotional well-being, ensuring a comprehensive approach to home-based learning. *Data-Informed Action:** Advisors review assessment scores in collaboration with parents, allowing for the immediate adjustment of support plans to bridge identified learning gaps. Measuring Success: Collaborative Governance To ensure diverse perspectives shape district policy, Arete and PRUSD facilitate the Education Advisory Committee. This group is tasked with reviewing local student data and proposing actionable strategies to elevate educational practices. *Committee Climate: Members report sessions are thoughtfully structured and inclusive. *Parental Agency: Feedback indicates parents feel they have a genuine, influential voice in the planning process. *Outreach Scope:   Increased engagement through weekly newsletters, website updates, and 20-day meetings. By maintaining this transparent and responsive governance structure, Arete ensures that its LCAP goals remain aligned with the evolving needs of the community.|Arete is dedicated to fostering a culture of deep family engagement by making a deliberate effort to welcome and involve historically underrepresented populations. Our philosophy centers on the belief that informed parents are empowered to make the best decisions for their children’s success. To support this, staff receive ongoing training focused on building trust and practicing culturally responsive communication to ensure every family feels valued, heard, and supported. Multi-Channel Communication Strategy To keep parents deeply informed, Arete and PRUSD utilize a multi-channel network designed for both broad awareness and personalized alerts: *Direct & Prompt Alerts: Utilization of text messages and emails for immediate, accessible updates regarding student needs and campus activities. *Mass Outreach: Strategic use of phone calls and active social media platforms to maintain community awareness and highlight volunteer opportunities. *Accessible Information: *Continuous updates through school newsletters and digital platforms to ensure a transparent flow of information between the school and the home. Community Partnerships & Targeted Advocacy Arete works hand-in-hand with non-profit Parent Action Committee to enrich the daily educational experience. These collaborative partnerships directly benefit the campus through: *Resource Allocation: Funding core classroom resources and providing direct support to teachers. *Enrichment: Organizing educational field trips, inspiring guest speakers, and specialized enrichment classes. *At-Promise Student Support: A focused outreach initiative for our most vulnerable and at-risk populations, providing targeted educational resources that empower families to confidently guide their children’s learning at home.|"Arete and PRUSD are dedicated to ensuring that every student has the support necessary to thrive bothacademically and social-emotionally. We believe that student success is built on a foundation of transparent rights, targeted interventions, and a robust partnership between educators and families. This commitment is evidenced by our 100% eligibility rate for 8th-grade promotion over the past year. Academic Accountability & Progress Monitoring Building accessible, continuous lines of communication regarding academic milestones is a top priority. We ensure families are empowered with data and expectations from day one: *Strategic Benchmarking:Families are informed of daily instructional requirements and state standards upon enrollment. Teachers review benchmark assessment results with parents three times annually to track growth and recalibrate support. *Consistent Dialogue: Arete facilitates monthly meetings between families and teachers to discuss individual student strengths and evolving progress. *Collaborative Intervention: When academic or behavioral challenges arise, Student Study Teams (SSTs) are mobilized to design and implement targeted interventions, ensuring no student falls through the cracks. Safeguarding Student Rights & Special Education Arete prioritizes transparency and seamless accommodation for students with diverse learning needs: *Informed Advocacy: Parents of students with disabilities receive a comprehensive copy of their rights prior to every IEP or 504 meeting. General student rights documentation is also provided to all families annually. *At a Glance"" Support: To ensure immediate and effective classroom accommodation, educators are provided with customized At a Glance"" IEP summaries. These documents detail specific goals and objectives, allowing for tailored instruction from the first day of school. Holistic Well-being & Family Engagement Our support extends beyond the classroom to foster a deeply supportive school culture and empower parents as educators: *Parenting Education:Through a partnership with a neighboring district, we offer free specialized parenting classes focused on practical strategies for fostering social and emotional growth. *Vibrant Campus Community: Arete hosted 15 distinct parent engagement events this year, covering diverse areas such as CAASPP testing preparation, mathematics, literacy, and family heritage."|"Arete is dedicated to proactive academic stewardship, ensuring that every student has access to a robust safety net. By refining our intervention frameworks and expanding our summer offerings, we aim to bridge learning gaps while maintaining an ""open-door"" policy for parent communication. Our goal is to transform academic challenges into opportunities for growth through fast-tracked support and clear, timely updates. Arete and PRUSD have standardized the process for identifying and addressing academic needs, ensuring that no student falls below expectations without immediate collaborative action. *The SST Framework: *All academic concerns are anchored within the Student Study Team (SST) process. This ensures that interventions are not only thorough but are fast-tracked to provide support when it is most effective. *The 24-Hour Response Rule: To maintain trust and momentum, Arete staff are committed to responding to parent meeting requests or communication within 24 hours. Parental Resource Development & Connection: Arete continues to empower parents as co-educators by providing high-quality resources and fostering early connections: Meet the Teacher Initiative: Successfully launched for the 2025-2026 school year, this event allows students and families to build a positive rapport with educators before the first day of instruction, easing transitions and fostering a welcoming campus climate."|Aete is committed to closing achievement gaps through targeted outreach to underrepresented families and a rigorous, data-driven accountability framework. By combining culturally responsive staff training with transparent leadership, we ensure every student receives the personalized support they need to thrive. To engage families identified in our self-reflection process, Arete is implementing: *Accessible Communication: Enhancing channels to ensure all families, regardless of background, can easily access school information. *Cultural Competency: Staff training focused on building trust and respecting the diverse cultural backgrounds of our community. *Inclusive Governance:Proactive recruitment of underrepresented voices for parent committees to ensure diverse perspectives shape school policy. Data-Driven Equity & Accountability PRUSD and Arete maintain a rigorous review cycle to ensure instructional adjustments are timely and equitable: *CAASPP Data Analysis: Using 2025-2026 results to identify and provide intensive support to any emerging student subgroups. *Leadership Oversight: Site leaders meet weekly with the Superintendent, who provides regular progress reports to the Board of Trustees to ensure district-wide transparency.|Arete is committed to maintaining a transparent feedback loop, valuing the diverse perspectives of our entire learning community. By leveraging annual surveys for students, parents, and staff, we ensure that our Local Control and Accountability Plan (LCAP) is shaped by the lived experiences of those we serve. Our goal is to move beyond mere data collection, fostering an environment where feedback leads to direct, meaningful action. Survey Highlights & Performance Metrics The 2025-2026 survey results demonstrate a strong sense of community satisfaction and a positive school climate: *Safety and Support: 96% of parents agree or strongly agree that Arete provides a safe and supportive environment for their children. *Positive Role Modeling: 96% of students report that adults at Arete model positive interactions with others, highlighting our commitment to social-emotional leadership. *Student-Adult Connections: 88% of 6th–8th grade students report having at least one adult at school they can trust—a critical indicator of a healthy, connected campus. *Teacher Approachability & Culture: 92% of parents find teachers highly approachable, and 94% agree the school fosters a positive attitude toward learning. The feedback indicates that PRUSD and Arete have successfully built a foundation for shared governance: *Supportive Environment: A strong majority of parents noted that Arete provide a deeply supportive environment that drives both academic and personal success. *Ongoing Momentum: Arete remains dedicated to expanding these avenues for feedback, ensuring that even more families feel empowered to influence the district’s strategic direction. Arete will continue to use these insights to refine our LCAP goals, ensuring our educational practices remain responsive to the needs and aspirations of our community.|"Arete is dedicated to expanding the reach and depth of community input to ensure our decision-making is rooted in comprehensive, real-world data. By amplifying both parent and student voices, we create a collaborative governance model where every stakeholder—from the classroom to the boardroom—is an active participant in our school’s success. Amplifying Stakeholder Voices To ensure a more inclusive and accurate data set, Arete is implementing strategic efforts to increase survey participation and year-round engagement: *Comprehensive Feedback Channels: We actively encourage community input through the Education Advisory Committee and the Parent Action Committee. These forums provide vital insights into school activities, academic rigor, and the social-emotional well-being of our students. *Student Advocacy: Recognizing that students are the primary stakeholders, we prioritize student voice through the annual ""Healthy Kids Survey"" and the PRUSD Student Survey, allowing learners to advocate for the improvements they wish to see on campus. *Continuous Improvement: These diverse channels provide a feedback loop that informs our local plan updates and ensures our services remain aligned with family and student needs. PRUSD and Arete utilize a rigorous, bi-weekly data review cycle to ensure that instructional adjustments are timely, personalized, and equitable: *Data-Informed Transparency: Actionable decisions and progress updates from these weekly sessions are promptly shared with parents, ensuring they remain informed partners in their child's academic journey. *Targeted Interventions: Arete performs deep-dive analyses of 2025-2026 CAASPP data to identify any emerging student subgroups in need of intensive academic support. To maintain district-wide accountability, we utilize a structured reporting hierarchy: *Administrative Alignment: Site leaders meet weekly with the Superintendent to provide progress updates and ensure resources are being deployed effectively. *Governance Reporting: The Superintendent presents regular, detailed reports to the Board of Trustees, outlining the academic growth of each student subgroup and the effectiveness of our current interventions."|Arete is committed to moving beyond passive communication by developing programs that directly involve families in the educational journey. By equipping parents with practical tools and fostering a robust feedback loop, we ensure our district goals are co-created with the community we serve. To strengthen the school-home bond, Arete focuses on three key areas of direct involvement: *Educational Workshops: Training sessions that provide families with strategies to support core academic learning at home. *Family & Community Events: Interactive nights and gatherings that foster belonging and celebrate student achievement. *Collaborative Support:Programs designed to integrate family insights into the daily educational process. Our Local Control and Accountability Plan (LCAP) is driven by the diverse perspectives of our students, parents, and staff. Current data reflects a strong foundation of trust: *Robust Participation: Significant survey engagement ensures a broad range of community voices inform our planning. *Positive Climate: A strong majority of parents report their children are experiencing academic and personal success in a supportive environment. *Shared Decision-Making: More than half of stakeholders agree that parents have the tools and opportunities to actively influence district policy.|5|5|5|5|5|5|5|4|5|4|4|4|Met||2026-06-02|2026
29664070000000|Union Hill Elementary|3|Our parents have provided overall feedback on Union Hill's goals utilizing the California Health Kids Survey and the School Site Council's parent survey.  Much of our parent feedback supported the need to strengthen and/or expand our social-emotional support. The SEL Advisory period supports the data from our staff and families. Half of our parents surveyed were supportive of creating a parent education program, while over 85% of our parents supported the need for our teachers to receive professional learning as well as time to collaborate to support the teaching and learning process. Overall, our parents were very positive about the direction of Union Hill School District.  Additionally, a survey was sent out to all unduplicated student's families, the Family Connections Survey.  Survey results indicated that 93% of parents and students feel welcome on campus, 98% of families feel informed, and 94% feel that teachers communicate regularly.|Union Hill has developed a robust Extended Learning Opportunity Program (ELOP) which supports building stronger relationships with both our families and staff members. Moreover, as discussed in Union Hill's LCAP, we are developing an engaging and interactive Virtual Professional Learning portals and developed powerful parent, staff and student engagement tools and practices. ELOP is being integrated into the school's larger aftercare enrichment program (Bearcats Adventures).|During the 2025-2026 school year, Union Hill continues to engage our families and community partners. We were able to achieve reciprocal communication for the purpose of decision-making on health and safety measures as well educational outcomes and scheduling students. Parents are strongly encouraged to participate in their child’s education through the many activities and virtual communication. We have a very strong parent and community base. Each classroom has the opportunity to help with the student learning process and to connect with the teachers. All grades promote early communication through parent/teacher conferences and regular conversations about student progress. In order to increase parent participation and communication, including our underrepresented families. While our parent liaison-communication specialist is retiring in  2025-2026 school year, the systematic work this staff member constructed supports our new families as well as staff with appropriate communication and engagement.   Our data suggests that:   1. Parents feel welcome at Union Hill School District. 2. Parents feel well-informed at Union Hill School District. 3. Parents feel that the school district promptly responds to their needs.|Local surveys as well as the Healthy Kids Survey indicates that our parents and community partners feel very positive about Union Hill School District. For example, our Parent Local Control Accountability survey states the following:  1. Positive relationships with their teachers. 2. Union Hill School District communicates effectively. 3. Over 80% responded positively about classroom instruction and support.|Union Hill School District developed a robust LCAP Goal 3 to further engage and support our parents and community partners including a new communication structure and a Parent-Liaison-Communication Specialist structure who supports our three web portals and a parent online education portal. Pivoting based upon budgets in 2025-26, UHSD has distributed duties from this position across several classified and admin positions to make this work more systematic (and respond to a retirement).|Union Hill will analyze the membership of our School Site Council to ensure underrepresented participation in the decision-making process. Moreover, as mentioned above, we have a Title 1 funded Parent-Liaison-Communication Specialist who creates systems that encourages and supports our underrepresented families.   Union Hill will audit governance and fiscal processes within PTC this approaching school year.|"Currently, our School Site Council (SSC) is the primary vehicle for seeking input. However, we survey our educational partners through the SSC and through the California Healthy Kids Survey. The principal facilitates regular ""Coffee with the Principal"" meetings that further engages our parents and involves them in the decision-making process. Moreover, the offices of the superintendent, principal, Director of Special Education, our Dean of Students and our counselor are engaged with parent communication, support and receiving feedback from our educational partners."|The district has a strong Site Council and strong leadership in the Parent Teacher Club and boosters. All of our parent groups communicate through a system of surveys, meetings, emails and phone calls. Surveys include: annual parent survey (Site Council), annual student survey (Site Council), and annual student athletic interest survey. Many of parents shared that the school allows input and welcomes contributions although some parents feel the school should seek additional parent input before making important decisions. The district will focus on recruiting underrepresented parents to participate in committees that make recommendations to the principal and superintendent.|As previously stated, Union Hill will analyze the membership of our School Site Council to ensure underrepresented participation in the decision-making process. Moreover, as mentioned above, we will have a Title 1 funded Parent-Liaison-Communication Specialist who will create a system that encourages and supports our underrepresented families to ensure equitable access to our educational system,|4|4|3|4|5|5|4|4|4|4|4|5|Met||2026-06-16|2026
29664076027197|Union Hill Elementary|3|Our parents have provided overall feedback on Union Hill's goals utilizing the California Health Kids Survey and the School Site Council's parent survey.  Much of our parent feedback supported the need to strengthen and/or expand our social-emotional support. The SEL Advisory period supports the data from our staff and families. Half of our parents surveyed were supportive of creating a parent education program, while over 85% of our parents supported the need for our teachers to receive professional learning as well as time to collaborate to support the teaching and learning process. Overall, our parents were very positive about the direction of Union Hill School District.  Additionally, a survey was sent out to all unduplicated student's families, the Family Connections Survey.  Survey results indicated that 93% of parents and students feel welcome on campus, 98% of families feel informed, and 94% feel that teachers communicate regularly.|Union Hill has developed a robust Extended Learning Opportunity Program (ELOP) which supports building stronger relationships with both our families and staff members. Moreover, as discussed in Union Hill's LCAP, we are developing an engaging and interactive Virtual Professional Learning portals and developed powerful parent, staff and student engagement tools and practices. ELOP is being integrated into the school's larger aftercare enrichment program (Bearcats Adventures).|During the 2025-2026 school year, Union Hill continues to engage our families and community partners. We were able to achieve reciprocal communication for the purpose of decision-making on health and safety measures as well educational outcomes and scheduling students. Parents are strongly encouraged to participate in their child’s education through the many activities and virtual communication. We have a very strong parent and community base. Each classroom has the opportunity to help with the student learning process and to connect with the teachers. All grades promote early communication through parent/teacher conferences and regular conversations about student progress. In order to increase parent participation and communication, including our underrepresented families. While our parent liaison-communication specialist is retiring in  2025-2026 school year, the systematic work this staff member constructed supports our new families as well as staff with appropriate communication and engagement.   Our data suggests that:   1. Parents feel welcome at Union Hill School District. 2. Parents feel well-informed at Union Hill School District. 3. Parents feel that the school district promptly responds to their needs.|"Currently, our School Site Council (SSC) is the primary vehicle for seeking input. However, we survey our educational partners through the SSC and through the California Healthy Kids Survey. The principal facilitates regular ""Coffee with the Principal"" meetings that further engages our parents and involves them in the decision-making process. Moreover, the offices of the superintendent, principal, Director of Special Education, our Dean of Students and our counselor are engaged with parent communication, support and receiving feedback from our educational partners."|The district has a strong Site Council and strong leadership in the Parent Teacher Club and boosters. All of our parent groups communicate through a system of surveys, meetings, emails and phone calls. Surveys include: annual parent survey (Site Council), annual student survey (Site Council), and annual student athletic interest survey. Many of parents shared that the school allows input and welcomes contributions although some parents feel the school should seek additional parent input before making important decisions. The district will focus on recruiting underrepresented parents to participate in committees that make recommendations to the principal and superintendent.|As previously stated, Union Hill will analyze the membership of our School Site Council to ensure underrepresented participation in the decision-making process. Moreover, as mentioned above, we will have a Title 1 funded Parent-Liaison-Communication Specialist who will create a system that encourages and supports our underrepresented families to ensure equitable access to our educational system,|The district has a strong Site Council and strong leadership in the Parent Teacher Club and booster organizations. All of our parent groups communicate through a system of surveys, meetings, emails, and phone calls. Surveys include an annual parent survey (Site Council), an annual student survey (Site Council), and an annual student athletic interest survey. Many (92%) of parents shared that the school allows input and welcomes contributions, although only 74% of parents feel the school seeks parent input before making important decisions. This year we added monthly Coffee and Connections with the Principal.  The new Family Connections Survey results indicate that 98% of families feel Union Hill provides opportunities for involvement.|The district needs to strengthen communication and focus on recruiting underrepresented parents to participate in committees that make recommendations such as student conduct code/behavior, dress code, and support services. With our new web portal, we will focus on providing additional parent education opportunities and communicate more effectively regarding Board meetings and Local Control Accountability feedback for programmatic decision-making. The District intends to establish a Community Council.|In addition to the items discussed above, Union Hill will improve engagement of underrepresented families through our decision-making with our Expanded Learning Opportunity Plan (ELOP) and creating explicit information and engagement strategies through our Parent Information portal and our School Information System (SIS). Moreover, we will improve communication with our foster youth and homeless students by ensuring these families have appropriate information for our decision-making groups and appropriate access to our web services.|4|4|3|4|5|5|4|4|4|4|4|5|Met||2026-06-16|2026
29664150000000|Twin Ridges Elementary|3|Twin Ridges has the advantage of being very small. Nearly every staff knows every students and parent/guardian name and background. Some staff, like office and admin, but also staff that are local to the San Juan Ridge, know everything about families, extended, history, and otherwise. Many students are the children and/or neighbors of staff members. Building relationships with families happens both on and off campus. Grizzly Hill and Little Acorns, the LEAs two sites, are hubs (indeed really the only thing) in their respective communities outside a market and a gas station. Building these relationships, through shared childcare, many school events, connections, playdates, sports, community events and more, is a natural strength of the LEA.|"A focus area for improvement in building relationships with families is based on communicating school progress in ways that are understandable to parents, as well as engaging in problem solving with student discipline issues, restorative approaches between students, and navigating co-parenting issues. The school is instituting a ""trauma-informed"" lens or focus starting in 22.23 but extending into 23.24 with targeted professional development for staff. Unconditional positive regard and understanding (as much as possible) of student home lives is a key feature of this effort. The school has doubled down on this effort moving toward a full implementation of Community Schools Framework as an planning and implementation CCSPP grantee."|Twin Ridges is focused on increasing communication from school to home, in terms of quantity, precision, mode, and frequencies. Twin Ridges is located in a geographic area where communication is more complicated than most, as connectivity is poor. Moreover, with high SED status for many students and families, many do not have a phone, or an operating phone. TRESD is focused on customized approaches for some of our families, including returning to flyers and notes in backpacks, home visits, and communicating with neighbors and/or landlords of student families.|Twin Ridges has 6 identified calendar days for parent-teacher conferences. One set of three at the end of trimester one and one at the end of trimester two. Additional space and time are structured in at the end of the trimester three as well. Back to School, Open House, and several other classroom-specific events play a part in these partnerships for student outcomes. Teachers are in constant contact with student families at the classroom level regarding student outcomes, as our self-enclosed classrooms are all combination grades and relatively small class sizes.|Professional development in the area of building capacity to partner with families is underway as described in section one. Marked improvements have been noted with special education / resource students this years.|TRESD institutes iReady Learning software / diagnostic screeners this year. This tool has effectively provided novel information and support to student learning and development at home. It has improved engagement of underrepresented families (SED). TRESD instituted Professional Development at the start of the school year for this platform, and adopted a policy of commitment to its use and implementation from staff. We successfully deployed three diagnostics, as well as the commitment of 40 minutes of guided instruction on the platform per subject (ELA & Math) per week. Additionally, this tool will continue to play a part in an organized MTSS intervention approach on a weekly basis in both ELA and Math five days a week next year in classrooms.|TRESD (Grizzly Hill)  has a strong Site Council, that acts as its LCAP committee. This meeting is well organized, chaired by a parent, and involves staff.  Grizzly Hill also has a robust Student Council for its size. These bodies, along with several surveys and the constant communication described in section one, play into the effectiveness of engaging families in advisories and decision-making. Participation has markedly increased in 23-24.|Areas of continued improvement include increased participation with advisories and councils (tends to be the same families and students). Surveys could be more frequent, and data collected by these surveys could be more explicitly shared in the input process (a work in progress).|"As described in section 2, TRESD is currently employing a ""trauma-sensitive"" approach for our entire school body -- moving towards a  ""trauma-sensitive community school"". This effort started with attendance and chronic absenteeism, but it extends to PBIS, student progress, discipline, school-home communication regarding events, etc, and reaches its highest form in shared, community-involved school decision making."|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-23|2026
29768770000000|Penn Valley Union Elementary|3|This is an area of strength.  We recently changed our communication format based on our educational partners' input.  Families are invited to return to the school sites and participate in events.  We have high engagement with Back to School Night and Open House.  Student Study Team meetings and Individual Education Plan are conducted to address students' individual needs.|"Parent surveys indicated there was overall satisfaction with the communication between families and our schools.  Our feedback did indicate that parents wanted communication through ""texting"" and ""emailing"" versus lengthy phone messages."|PVUESD uses many ways to communicate to improve parent engagement and communication.  Each school site and the District utilizes the telephone, texts, emails, and different social media platforms.  Each site collaborates with the Parent Teacher Clubs and Organizations.  Site based opportunities are developed for families to meet with the principal and superintendent monthly.|PVUESD continues to work with families to enhance student outcomes.  Teachers and principals meet with families and students as necessary to help student success.  Valuable information is distributed to all families at the beginning of the year at Back to School Nights.|PVUESD will continue to develop an effective process for communicating with families when their children are struggling in academics and/or social emotionally.  This is a District-wide goal for all our staff.|Underrepresented families for our Hispanic students, students with disabilities, and socio-economically challenge students will be identified so a systematic approach can be taken to enhance engagement.|All educational partners are allowed multiple opportunities for input and feedback on our Local Control Accountability Plan.|The sites do a great job at creating multiple avenues for parent participation through PTC/PTO, SSC, Principal Chats, and family nights.  Our biggest challenge is getting parents to engage on a regular basis.|All our families are invited and encouraged to attend parent meetings, participate in surveys, and are offered multiple platforms to engage with the district and school site.  An interpreter can be used when necessary along with form translation when appropriate.|3|3|3|4|3|4|4|4|4|4|4|4|Met||2026-06-10|2026
29768776111371|Vantage Point Charter|3|Vantage Point is notorious for developing relationships with their students and families. Having the one-on-one opportunity to meet with students and families individually allows for strong relationship-building opportunities. Our families attend promotion and graduation events is large numbers. We have a great participation with Back to School Night and Open Houses.|Vantage Point continue to offer multiple opportunities to enhance relationships between staff and families. VP initiated Spring Parent Teacher Conferences this year. There was a high percentage of attendance. VP will hold Fall and Spring Parent Teacher Conferences going forward to ensure calendared meetings with families regarding student progress.|Staff go above and beyond to support families and their students. Family events are held throughout the year to encourage parent engagement and input. Charter Advisory Council meetings are held and open to all parents wishing to attend. Because parents have weekly meetings with staff, attendance at family events tends to be low. However, 1:1 meetings are a huge success as parents wish to connect with staff on a regular basis. Teachers, administrators and classified staff all have open door policies that encourage consistent communication with families and community members. An area of focus going forward is to encourage and increase engagement in CAC meetings.|With three teachers, Vantage Point will focus on helping staff partner with families regularly outside of 1:1 meetings. Trauma informed practiced is an area we will continue to focus on. Teachers will continue to make the weekly connections and offer daily interaction opportunities with students and evaluate their progress to discuss strengths and areas of concern.|Vantage Point will focus on student engagement to ensure students are meeting their attendance and weekly meeting requirements. Enrichment opportunities will be provided through tutoring and elective opportunities.|Meeting with families and students one-on-one is the most effective way to improve engagement with underrepresented families. It allows for specific designated weekly time to meet with the student without interruption.|Opportunities are provided consistently throughout the year for educational partners to participate in providing input for Vantage Point. We do struggle for attendance for our families during opportunities for input. We will continue to offer Google Meet as an option for our partners to participate if in person meetings do work.|The VP staff does an excellent job at creating multiple avenues for parent participation. Our biggest challenge is getting parents to engage on a regular basis outside of 1:1 meetings. One area that has been successful is utilizing online meeting platforms such as Google Meet to engage parents.|During our one-on-one meetings teachers and the staff will encourage participation and solicit input on how Vantage Point can make the engagement opportunities more available.|4|4|4|4|3|4|3|4|4|4|4|4|Met||2026-06-10|2026
30103060000000|Orange County Department of Education|3|Building authentic, trusting relationships is the cornerstone of effective family engagement, as supported by research from Dr. Karen Mapp. Analysis of LCAP survey data and input from parent advisory groups indicates that the LEA’s Family and Community Engagement (FACE) team is a key strength in fostering these relationships. LCAP survey results reflect that a majority of families report feeling welcomed, respected, and connected to the school community, with families specifically identifying FACE staff as accessible, responsive, and supportive in navigating school systems. Bilingual Family Community Liaisons and Community Resource Specialists connect with families upon enrollment and serve as a bridge between the school and home. This early outreach establishes trust, promotes two-way communication, and ensures families are connected to supports available within the school and the community. School staff collaborate with families to create welcoming, inclusive environments where all partners experience a sense of belonging and share a collective vision for student success. The LEA intentionally recognizes and values the cultural wealth, funds of knowledge, and linguistic assets that families bring to the school community. Guided by Dr. Mapp’s Dual-Capacity Building Framework, school staff and families engage in ongoing relationship-building practices that strengthen mutual trust, communication, and shared responsibility for student learning.|Analysis of LCAP survey data and parent workshop evaluations indicates an opportunity to deepen both staff and family capacity to build and sustain trusting, reciprocal relationships. While families report positive interactions, feedback suggests a need for more intentional strategies that position families and staff as equal partners in decision-making and student support. In response, the LEA is expanding professional learning opportunities for both staff and families. Mixed teams of parents, staff, and community partners now participate in conferences, regional collaboratives, and workshops designed to strengthen relationship-building practices across diverse cultural, linguistic, and socioeconomic backgrounds. The LEA has convened a diverse team of students, families, staff, and community partners to participate in Peer Leading and Learning Network (PLLN) meetings through the statewide Community Engagement Initiative (CEI) grant. Locally, four cohorts of staff—including teachers, administrators, front office staff, paraeducators, and FACE team members—have completed a four-day Family and Community Liaison Certificate Training. Participant feedback and local evaluation data indicate increased confidence and application of dual capacity-building strategies.|Educational partner input and LCAP survey data identified a need to strengthen language access and communication supports, particularly for underrepresented and multilingual families. These findings directly inform LCAP actions focused on equitable access and inclusive engagement. To meet these needs, the LEA will increase utilization of interpretation and translation services through the Language Services Unit to ensure timely and accurate communication with families. Staff providing language support will continue to receive targeted training on effective interpretation and translation practices, including protocols that promote accuracy, cultural responsiveness, and inclusivity. To further sustain and strengthen these efforts, bilingual staff participate in ongoing professional learning aligned to LCAP goals, including the LEA’s Interpreters and Translators Conference, the California Association for Bilingual Education (CABE) conference, and countywide collaboratives such as the Multilingual Consortium. These efforts collectively build the LEA’s capacity to implement inclusive, culturally responsive engagement systems that better serve underrepresented families.|Analysis of LCAP survey data and input from parent advisory groups indicates that the LEA’s community partnership model is a key strength in improving student outcomes. Aligned with Multi-Tiered Systems of Support (MTSS) and LCAP actions focused on whole-child support, the LEA implements a coordinated, community-based approach that integrates academic, behavioral, and social-emotional supports. Through collaboration among families, teachers, school counselors, clinicians, transition specialists, and community partners, the LEA engages in shared decision-making to identify student strengths, assess needs, and develop individualized plans that support academic achievement, college and career readiness, and social-emotional well-being. Families are active partners in this process, contributing to goal setting and progress monitoring. The LEA also maintains partnerships with a strong network of community-based organizations to address barriers to learning, including access to food, housing, mental health services, and college and career readiness opportunities. These supports are coordinated through Family Connection Centers located across five school sites, aligning with LCAP priorities related to access, equity, and integrated student supports. Educational partner feedback and participation data reflect that families value these comprehensive supports and report increased access to resources that positively impact student engagement and outcomes.|LCAP survey data and input from advisory groups indicate that families seek additional guidance and tools to support their child’s academic progress and social-emotional development at home. While families report strong relationships with staff, feedback highlights a need for more actionable, accessible strategies that strengthen their role as partners in student learning. Aligned to LCAP actions focused on family capacity building and student achievement, the LEA has expanded both virtual and in-person workshops to provide families with practical strategies related to goal setting, study skills, time management, and social-emotional support. These workshops are designed to build on family strengths and create collaborative spaces where parents and caregivers can share experiences and problem-solve. In addition, the LEA provides resources at parent-teacher conferences, open house events, and resource fairs, as well as on our website. To further support real-time engagement, the LEA is enhancing the Parent Portal and providing training to increase family access to student data, including attendance, grades, assessments, and credit completion. These efforts are grounded in research, including Joyce Epstein’s framework on family engagement, which identifies “Learning at Home” strategies as a high-impact practice for improving student outcomes.|Families from underrepresented groups request more consistent and accessible communication regarding student progress and postsecondary opportunities. To address this need, the LEA will expand family engagement opportunities through workshops on college applications, financial aid, career pathways, and internship opportunities. To ensure equitable access, interpretation and translation services will be provided in families’ home languages. Through a new program, ACCESS Scholars Academy, the LEA provided students and their families with the opportunity to visit local college and university campuses along with community programs to learn about supports that are available for First Generation students. Students and parents shared that the eight-week program empowered them with information, resources, and knowledge for navigating post-secondary options and increased their confidence in pursuing college and career goals. Additionally, the LEA will implement multiple communication strategies, including digital platforms, direct outreach, and parent meetings, to provide timely and consistent updates on student attendance, grades, assessments, and credit progress. These efforts are designed to reduce barriers to engagement and strengthen partnerships with underrepresented families in support of improved student outcomes.|The District English Learner Advisory Committee (DELAC) continues to be a key strength for the LEA, with participation data showing increased attendance and expanded regional representation across the county. The LEA has exceeded its LCAP goals for participation, reflecting growing family engagement and leadership in advisory structures. DELAC meetings are planned and facilitated by parent leaders serving on the DELAC Board, using the Title III Federal Program Monitoring Tool and ongoing input from families to guide agendas and recommendations. This structure promotes meaningful opportunities for families—particularly multilingual families—to influence programs and services. Aligned with LCAP and California Community Schools Partnership Program (CCSPP) priorities, the LEA also engages families, students, staff, and community partners through “All Hands on Deck” quarterly events. Participation in these collaborative events has continued to increase, lifting the voice of students and families in contributing to the development and implementation of the LEA’s Community Schools vision. Feedback from participants highlights increased transparency, trust, and shared ownership in the decision-making process.|Analysis of educational partner input and local data indicates an opportunity to deepen shared leadership and expand co-governance structures so that family and community input more consistently informs decision-making at both the school and LEA levels. Now in the third year of CCSPP implementation, the LEA is developing a sustainable model for shared decision-making at the school site level as well as the LEA level. This system will create a structure for students, families, school staff, and community partners to engage in leadership roles at both the school site and LEA levels. The LEA will also increase the number of LCAP Parent Advisory Committee groups to support greater student and parent participation. To build capacity for meaningful participation, teams of parents and staff will participate in Community Schools Network meetings, as well as local and statewide conferences, workshops, and collaboratives focused on effective shared decision-making practices. These efforts are designed to strengthen participants’ ability to analyze data, contribute to planning processes, and co-develop solutions that support student outcomes.|LCAP survey data and input from advisory groups indicate that underrepresented families are interested in participating in school decision-making and would benefit from additional support to build leadership skills, knowledge, and confidence. Families engaged in DELAC, LCAP Parent Advisory Committee, and School Site Council have expressed a strong desire for more opportunities to develop their capacity as leaders. To support these needs, the LEA is developing a series of workshops to provide training on key topics such as school funding, curriculum and instruction, assessment, college and career readiness, technology, and the Community Schools framework. These workshops are designed to reduce barriers to participation and ensure families have the knowledge and tools needed to engage as equal partners in decision-making. Parent Ambassadors have also been designated to assist the school with increasing the representation of underrepresented families. The LEA is also strengthening leadership development opportunities through the CEI Peer Leading and Learning Network (PLLN). The LEA’s team of parents, administrators, teachers, school staff, parents, and community partners is building skills to implement inclusive, shared decision-making structures that elevate all voices.|4|4|4|5|4|4|5|4|4|4|5|4|Met||2026-06-17|2026
30103060126037|Samueli Academy|3|Samueli Academy fosters strong and consistent relationships between school staff and families through its advisory program, which ensures that each student has a dedicated advisory teacher from grades 7-8 and again from grades 9-12. This continuity helps caregivers build meaningful and sustained connections with a trusted adult on campus. Communication has been further strengthened through the addition of semiannual student-led conferences involving students, caregivers, and advisory teachers. During the 2025-26 school year, approximately 90% of families participated in student-led conferences across grades 7-12. Family communication is further supported through ParentSquare, which provides accessible and timely communication between school staff and caregivers. According to the ParentSquare dashboard, Samueli Academy maintains contact with 100% of families and has achieved 100% family engagement through the platform. Monthly caregiver meetings held via Zoom provide additional opportunities for families to stay informed and engaged in the school community. These efforts have contributed to increased caregiver participation in ELPAC meetings, reflecting stronger engagement among multilingual families and a growing sense of partnership between families and the school.|While Samueli Academy has strong participation in relationship-building activities, educational partner feedback indicates that families would benefit from more targeted support in understanding how to assist their students academically at home, particularly in literacy and mathematics. To address this need, the school will provide caregivers with research-based strategies and resources developed in collaboration with the Literacy Specialist, Math Specialist, and English Learner Coordinator. Additionally, Samueli Academy will continue to offer a diverse range of topics during monthly Zoom caregiver meetings, including mental health support, college and career readiness, and course selection. These sessions will be designed to address common caregiver questions and concerns while providing practical tools to support students' academic growth and overall well-being.|Feedback gathered through ELAC, Parent/Caregiver Advisory Committee, caregiver surveys, and monthly caregiver meetings informs school planning and program development, ensuring family voice is reflected in decision-making processes. To better engage underrepresented families, Samueli Academy will expand parent-to-parent outreach efforts that build trust through shared experiences and community voice. Outreach efforts will be supported by the English Learner Coordinator, Literacy and Math Specialists, Student Services Coordinator, and Student Success Coordinator, who provide targeted support for English learner families, families of students with disabilities, foster youth, and families experiencing housing instability. The school will also increase referrals and access to culturally responsive community-based partners such as Neutral Ground, Purpose of Recovery, and Orangewood Foundation, ensuring families receive the wraparound support they need. Additionally, Community Nights will offer informal opportunities for families, particularly English learner families and other underrepresented groups, to connect with staff, ask questions, and learn about available resources through tabling and meet-and-greet opportunities. These strategies are designed to reduce barriers to participation, elevate family voice, strengthen school-family partnerships, and foster a sense of belonging.|Samueli Academy has made significant progress in building partnerships that support positive student outcomes through intentional systems that connect families, students, and staff. Advisory teachers serve as a primary point of contact for families and receive ongoing support in building relationships, facilitating communication, and partnering with caregivers to support student success, with an administrator and a counselor each supporting either 7th and 8th grades, 9th and 10th grades, or 11th and 12th grades. The school provides families with regular access to information and resources through ParentSquare, monthly caregiver meetings, student-led conferences, ELAC, and the Parent/Caregiver Advisory Committee. These opportunities provide caregivers with information related to academic progress, graduation requirements, college and career readiness, social-emotional development, and available student support. Student-led conferences, held twice annually, create structured opportunities for students, caregivers, and advisory teachers to discuss academic progress, set goals, and identify strategies to support student growth. Approximately 90% of families participated in student-led conferences during the 2025-26 school year. Samueli Academy also supports families in understanding and exercising their rights through ELAC meetings, special education meetings, caregiver workshops, and individualized support from the English Learner Aide, Student Services Coordinator, and Student Success Coordinator. Feedback gathered from families through advisory groups, caregiver meetings, surveys, ELAC, and the Parent/Caregiver Advisory Committee informs school planning and continuous improvement efforts.|While Samueli Academy has established strong systems for family engagement and communication, educational partner feedback indicates opportunities to further strengthen caregiver capacity to support student learning at home. The school will expand opportunities for families to learn practical strategies that support literacy development, mathematical thinking, study habits, social-emotional well-being, and college and career readiness. Additionally, Samueli Academy will continue refining the quality and consistency of family-school partnerships by providing staff with ongoing support and resources related to effective family engagement practices. Feedback from caregivers has also highlighted the importance of clear and timely communication regarding student progress, support systems, and school processes. The school will continue to refine communication practices and provide families with greater clarity regarding how and when information is shared. Samueli Academy will also continue to gather feedback from caregivers regarding topics, resources, and engagement opportunities that would be most beneficial in supporting student success. These efforts will strengthen trust, enhance the partnership between families and educators, and further support positive student outcomes.|To improve engagement of underrepresented families, Samueli Academy will continue targeted outreach and support for English learner families, families of students with disabilities, foster youth, and families experiencing housing instability. The English Learner Coordinator, Student Services Coordinator, Student Success Coordinator, and academic support staff will work collaboratively to provide families with information, resources, and individualized support that enables them to actively participate in their students' education. The school will continue to utilize ELAC, the Parent/Caregiver Advisory Committee, caregiver surveys, and community meetings to gather feedback and identify barriers to participation. Translation services, flexible meeting formats, and multiple communication methods will be used to increase access to information and engagement opportunities. Additionally, caregiver workshops, Community Nights, and student-led conferences will provide opportunities for families to better understand academic expectations, available supports, educational rights, and strategies for supporting student success. These efforts are designed to increase family advocacy, strengthen school-family partnerships, and improve student outcomes.|Samueli Academy continues to maintain multiple avenues for families to engage in school decision-making processes. Through ELAC, the Parent/Caregiver Advisory Committee, monthly caregiver meetings, annual and targeted surveys, student-led conferences, and community events, families are regularly invited to provide input on school programs, policies, and priorities. Over the past year, the school has continued to strengthen its capacity for family engagement through consistent staffing, accessible meeting formats, translation services, and multiple opportunities for dialogue. Families receive regular communication through weekly newsletters, ParentSquare, and caregiver meetings, ensuring they have access to information about school initiatives, student outcomes, and program effectiveness so they can provide informed feedback and recommendations. Monthly caregiver meetings continue to include opportunities for input on key school initiatives, including the School Compact and Local Control and Accountability Plan (LCAP). Feedback gathered through advisory groups, surveys, and meetings informs school planning, program development, and continuous improvement efforts. Partnerships developed through initiatives such as UCI LINK have further strengthened family voice and collaboration. These ongoing opportunities help ensure that family perspectives are valued and reflected in school decision-making processes.|While Samueli Academy has established strong structures for gathering educational partner input, the school continues to focus on strengthening the feedback loop between family input and school decision-making. Educational partner feedback indicates a desire for more timely communication regarding how family feedback informs decisions, program development, and school improvement efforts. The school will continue refining communication practices to provide families with clearer updates regarding decisions influenced by stakeholder input and opportunities to participate in future planning processes. Samueli Academy will also continue to explore additional ways to gather input from families through flexible meeting formats, surveys, and targeted outreach efforts while ensuring families have access to the information needed to provide meaningful feedback. These efforts will strengthen transparency, increase participation, and reinforce shared ownership of school improvement initiatives and student success.|Samueli Academy remains committed to increasing the participation of underrepresented families in school decision-making processes. The school will continue targeted outreach efforts to engage English learner families through ELAC/DELAC participation while providing translation services and multiple avenues for engagement. Additional outreach will be coordinated through the English Learner Coordinator, Student Services Coordinator, and Student Success Coordinator to increase participation among families of students with disabilities, foster youth, and families experiencing housing instability. Personalized invitations, individual outreach, and relationship-building efforts will be used to reduce barriers and encourage participation in advisory groups, surveys, and school planning processes. The school will continue utilizing caregiver surveys, community meetings, and advisory groups to gather feedback from families whose voices have historically been underrepresented. These efforts are designed to ensure that all families have meaningful opportunities to contribute to decisions that impact students and the broader school community.|5|5|5|4|5|5|5|5|5|5|5|5|Met||2026-06-29|2026
30103060132613|Vista Heritage Global Academy|3|Based on the analysis of educational partner input and local data, the LEA demonstrates strong and growing capacity in building meaningful relationships between school staff and families. Across multiple engagement structures including Coffee with the Principal, Parent Advisory Committees, ELAC, and student leadership forums families consistently report feeling welcomed, heard, and included in school decision-making processes. Local data and stakeholder feedback indicate increased participation in family engagement opportunities, improved two-way communication between home and school, and stronger trust in school staff. Staff across sites are actively implementing consistent communication practices, increasing accessibility through translation and multiple platforms, and providing regular opportunities for family input on student learning and school priorities. In addition, schools have strengthened relationship-building through ongoing collaboration between teachers, administrators, and families, resulting in more responsive support for student academic and social-emotional needs. These efforts reflect a positive trend toward sustained family engagement and partnership, contributing to a stronger school community and improved student outcomes.|Based on the analysis of educational partner input and local data, the LEA’s primary focus areas for improvement in building relationships between school staff and families include strengthening consistency and depth of family engagement across all school sites. While participation in engagement opportunities is strong, feedback indicates a need for more structured and sustained opportunities for two-way communication that move beyond information-sharing to deeper collaboration in decision-making. Additional areas for growth include improving communication clarity, frequency, and accessibility, particularly for families of English learners and other underserved student groups. Stakeholders also identified a need for more proactive outreach to increase participation from families who are not consistently engaged in advisory groups or school events. The LEA is also focused on expanding culturally responsive engagement practices and ensuring that all staff are equipped with strategies to build trusting relationships with families. Continued emphasis will be placed on strengthening systems that elevate family voice, improve responsiveness to concerns, and ensure equitable access to engagement opportunities across all school communities.|Based on the analysis of educational partner input and local data, the LEA will strengthen engagement of underrepresented families by implementing more intentional, culturally responsive, and accessible outreach strategies. This includes increasing multilingual communication, expanding translation and interpretation services at all school events and advisory meetings, and ensuring information is provided through multiple platforms and formats to reduce barriers to participation. The LEA will also increase proactive outreach efforts to families who are not consistently engaged in school activities by utilizing personalized communication, home-school connection supports, and staff-led relationship-building strategies. School sites will work to identify and remove barriers to participation, including scheduling conflicts, transportation, and awareness of available opportunities. In addition, the LEA will expand opportunities for family leadership and voice by encouraging broader participation in advisory committees and creating multiple entry points for engagement beyond formal meetings. Staff professional learning will continue to focus on culturally responsive family engagement practices that build trust and strengthen relationships. These efforts are intended to ensure that all families, particularly those historically underrepresented, feel welcomed, valued, and actively included in school decision-making processes.|Based on the analysis of educational partner input and local data, the LEA has demonstrated continued progress in building strong partnerships that support positive student outcomes. Collaboration among school staff, families, community organizations, and district leadership has strengthened systems of support focused on academic achievement, student engagement, attendance, and social-emotional well-being. Educational partners consistently report that schools are fostering inclusive environments where communication, shared responsibility, and collaboration are valued. Partnerships with families have expanded through advisory committees, school events, and regular opportunities for input and participation in decision-making processes. In addition, staff collaboration through leadership teams, professional learning communities, and ongoing professional development has supported alignment of instructional practices and interventions across school sites. The LEA has also strengthened partnerships with community agencies and support services to provide additional resources for students and families, including mental health supports, enrichment opportunities, and targeted interventions. Local data indicates positive growth in stakeholder engagement, stronger communication systems, and increased coordination of services designed to improve overall student success and well-being.|Based on the analysis of educational partner input and local data, the LEA’s focus areas for improvement in building partnerships for student outcomes include strengthening consistency and coordination among schools, families, and community partners to ensure all students receive equitable access to supports and opportunities. While collaborative structures are in place, stakeholder feedback identified the need for more intentional systems that deepen engagement and increase shared accountability for student success. Families and staff expressed a desire for stronger communication regarding available academic, behavioral, and social-emotional supports, as well as clearer understanding of how community resources and school programs align to student needs. Educational partners also identified the need to expand outreach efforts to families who are less connected to school programs and decision-making processes, particularly underrepresented student groups. Additional focus areas include improving coordination of intervention services, strengthening cross-department collaboration, and increasing opportunities for meaningful partnerships with community organizations that support student wellness, enrichment, and academic achievement. Stakeholders emphasized the importance of ensuring that partnerships are culturally responsive, accessible, and reflective of the diverse needs of the school community. The LEA will continue to strengthen systems for collaboration, communication, and data monitoring to ensure partnerships result in measurable improvements in student engagement, achievement, attendance, and overall well-being. Ongoing efforts will focus on building sustainable relationships among educational partners that support continuous improvement and positive outcomes for all students.|Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families by implementing targeted outreach strategies and expanding opportunities for meaningful participation in programs and decision-making processes that support student outcomes. The LEA recognizes the importance of building trusting, culturally responsive partnerships with families whose voices have historically been underrepresented in school engagement efforts. To improve accessibility and participation, the LEA will continue to strengthen multilingual communication systems, provide translation and interpretation services, and utilize multiple communication platforms to ensure families receive timely and understandable information. Schools will also increase proactive outreach efforts through personalized communication, family support services, and relationship-building practices designed to connect with families who may face barriers to participation. The LEA will expand flexible engagement opportunities by offering meetings, workshops, and events at varied times and through multiple formats, including virtual options when appropriate. Staff will continue to encourage participation in advisory committees, school leadership opportunities, and family engagement activities to ensure broader representation of diverse family perspectives. In addition, the LEA will continue partnering with community organizations and support agencies to connect families with academic, behavioral, mental health, and social-emotional resources that contribute to student success. Professional learning for staff will emphasize culturally responsive family engagement strategies and practices that strengthen communication, trust, and collaboration with all families. These efforts are intended to ensure that underrepresented families feel welcomed, valued, informed, and actively involved as partners in supporting positive student outcomes and continuous school improvement.|The LEA has demonstrated continued growth in seeking meaningful educational partner input to guide decision-making processes across the district. Through consistent engagement opportunities such as surveys, school site meetings, advisory committees, parent workshops, student voice activities, and staff collaboration structures, the LEA has increased participation and strengthened communication with families, students, staff, and community members. Local data and feedback indicate that educational partners feel more informed about school and district initiatives and have greater opportunities to provide input on priorities related to student achievement, school climate, safety, and support services. The LEA has also made progress in expanding outreach efforts to include underrepresented groups through multilingual communication, targeted family engagement activities, and flexible meeting formats, resulting in broader participation and more representative feedback. The LEA has strengthened systems for reviewing and analyzing stakeholder input to inform planning processes, including the development of school goals, resource allocation, and student support programs. Educational partner feedback has directly contributed to improvements in academic interventions, social-emotional supports, family engagement opportunities, and school climate initiatives. Additionally, collaboration between school staff, administrators, families, and community partners has fostered a stronger culture of shared decision-making and collective responsibility for student success. These ongoing efforts reflect the LEA’s commitment to continuous improvement, transparency, and authentic engagement in decision-making processes.|Based on educational partner feedback and local data, the LEA has identified several focus areas for improvement in seeking input for decision-making. While participation opportunities have increased, the LEA continues to work toward ensuring consistent engagement from all educational partner groups, particularly families of English learners, foster youth, students with disabilities, and families who have historically been underrepresented in district decision-making processes. The LEA recognizes the need to strengthen two-way communication and increase awareness of how stakeholder feedback directly informs district and school actions. Educational partner input indicated that some families and staff would benefit from clearer follow-up communication regarding decisions made, implementation of initiatives, and outcomes connected to their feedback. Another focus area includes expanding opportunities for authentic student voice and leadership in district and school-level planning. The LEA aims to provide more structured opportunities for students to participate in discussions related to school climate, academic supports, wellness, and campus initiatives. Additionally, the LEA will continue improving accessibility to engagement opportunities through multilingual communication, flexible meeting options, increased outreach efforts, and the use of multiple platforms for gathering feedback. The LEA also seeks to strengthen data analysis practices to better identify participation trends and areas where additional outreach and support may be needed. These focus areas will support the LEA’s ongoing efforts to build stronger partnerships, increase transparency, and ensure that decision-making processes reflect the diverse perspectives and needs of the school community.|The LEA will improve engagement of underrepresented families by implementing targeted outreach strategies designed to increase participation, accessibility, and trust in the decision-making process. Based on educational partner feedback and local data, the LEA identified the need to expand engagement efforts for families of English learners, students with disabilities, foster youth, and families who have historically participated at lower rates in district and school input opportunities. To address these needs, the LEA will increase multilingual communication through translated materials, interpretation services, and the use of multiple communication platforms to ensure families receive timely and understandable information. Schools will continue offering flexible engagement opportunities, including virtual meetings, varied meeting times, family workshops, and community-based events that reduce barriers to participation. The LEA will also strengthen relationships with families through proactive outreach by school staff, community liaisons, and family engagement teams. Staff will intentionally seek feedback from underrepresented groups through surveys, focus groups, advisory committees, and listening sessions designed to create welcoming and inclusive environments where families feel comfortable sharing their perspectives. Additionally, the LEA will improve transparency by communicating how educational partner input is used to inform district and school decisions, programs, and resource allocation. Opportunities for student and family leadership will continue to expand to ensure diverse voices are represented in school improvement efforts. Through these actions, the LEA aims to foster stronger partnerships with underrepresented families and ensure that decision-making processes reflect the needs and perspectives of the entire school community.|5|5|5|5|5|4|4|5|5|5|5|5|Met||2026-06-15|2026
30103060132910|College and Career Preparatory Academy|3|CCPA continues to demonstrate strength and progress in building trusting, respectful relationships between school staff, students, and families. During the 2025–26 school year, CCPA continued to use its personalized independent study model as the foundation for relationship-building. Students met regularly with teachers in one-on-one appointments to review academic progress, discuss goals, identify barriers, and determine next steps. These consistent relationships allowed staff to better understand each student’s academic, personal, family, and postsecondary needs and to respond with timely support.  Educational partner input gathered during the 2026–27 LCAP development process confirmed that relationship-building remains one of CCPA’s core strengths. Feedback from students, families, staff, community partners, OCDE collaborators, and the WASC self-study and Visiting Committee process highlighted the importance of one-on-one teacher-student support, wraparound services, and CCPA’s whole-student approach. Students and families also provided input through surveys, teacher-student appointments, school events, ELAC engagement with adult English Learner students, School Advisory Committee opportunities, Student Intervention Team meetings, curriculum pilot feedback, and WASC-related feedback opportunities.  CCPA also made progress in strengthening student and family support systems during 2025–26. The percentage of students receiving resources from the Community Resource Specialist increased from 8% at baseline to 23%, showing expanded access to basic needs, community resources, and individualized support. The school counselor, clinician, Community Resource Specialist, teachers, paraeducators, support staff, and administrators worked together to connect students and families to academic, wellness, social-emotional, and basic needs resources. These coordinated supports helped remove barriers that can affect attendance, engagement, course completion, and progress toward graduation.  CCPA’s tiered re-engagement and MTSS processes also supported relationship-building by helping staff identify students who were disengaged, not making adequate progress, or experiencing barriers to participation. Through these systems, staff worked directly with students and families to understand the reason for disengagement and connect them to appropriate academic, social-emotional, wellness, or community-based supports. Reflection on last year’s implementation showed that these systems were effective in expanding access to supports, while also identifying the need for stronger documentation and follow-up.  As a result, the 2026–27 LCAP strengthens this work by emphasizing Aeries intervention tracking, more consistent documentation of outreach and interventions, wellness-based engagement supports, and continued culturally responsive communication.|Based on the analysis of educational partner input and local data, CCPA has identified several focus areas for continued improvement in building relationships between school staff, students, and families. In prior years, CCPA focused on expanding student and family engagement opportunities, strengthening the role of the Community Resource Specialist, increasing outreach through support staff, and improving early connections to community and workforce resources. These efforts helped expand access to supports and strengthen communication with students and families across CCPA’s geographically diverse sites.  For 2026–27, CCPA will continue this work while focusing on more consistent relationship-building, documentation, and follow-up. A key area for improvement is strengthening staff capacity to learn more consistently about each family’s strengths, cultures, languages, needs, and goals for their children or adult students. Because CCPA serves students ages 16–25, many students communicate directly with staff as adult learners, while others continue to rely on family or caregiver support. CCPA will continue refining engagement practices so that communication is responsive to each student’s circumstances, language needs, family context, and postsecondary goals.  Another focus area is strengthening documentation of student and family outreach. Educational partner feedback and LCAP reflection identified the need for more consistent use of Aeries intervention tracking to document outreach, interventions, Student Intervention Team referrals, and follow-up actions. Strengthening this system will help staff better monitor which students and families have been contacted, what supports have been offered, and whether additional follow-up is needed before students disengage.  CCPA will also continue expanding meaningful engagement opportunities that help students and families connect with school staff, community resources, wellness supports, and postsecondary pathways. This includes school events, family engagement opportunities, ELAC engagement with adult English Learner students, School Advisory Committee opportunities, one-on-one teacher appointments, Student Intervention Team meetings, and wellness-based engagement supports. These opportunities are especially important for students and families who may face barriers such as work schedules, transportation challenges, housing insecurity, caregiving responsibilities, language needs, or interrupted educational pathways.  CCPA will continue strengthening coordinated support among teachers, the school counselor, clinician, Community Resource Specialist, paraeducators, support staff, and administrators. Through tiered re-engagement and MTSS processes, staff will continue identifying barriers, connecting students and families to academic, wellness, social-emotional, and basic needs supports, and improving communication across staff teams.|CCPA will improve engagement of underrepresented families by continuing to strengthen personalized, accessible, and culturally responsive communication across all school sites. During the self-reflection process, CCPA identified students and families who may experience barriers to engagement, including families of English Learners, low-income students, foster youth, students with disabilities, students experiencing homelessness, and adult learners who may be balancing school with work, caregiving, housing instability, transportation challenges, or interrupted educational histories.  To improve engagement, CCPA will continue using one-on-one teacher appointments, family communication, Student Intervention Team meetings, ELAC engagement with adult English Learner students, School Advisory Committee opportunities, surveys, and school events to create multiple entry points for students and families to connect with staff. These opportunities will help ensure that underrepresented families are not limited to one method of participation and can engage in ways that are accessible to their circumstances.  CCPA will also strengthen the use of tiered re-engagement and MTSS processes to identify students and families who may be less connected to school and provide timely outreach before disengagement occurs. Teachers, support staff, the school counselor, clinician, Community Resource Specialist, paraeducators, and administrators will continue working together to identify barriers, connect students and families to academic, wellness, social-emotional, and basic needs supports, and follow up on student progress.  A key improvement for 2026–27 is more consistent documentation of outreach and interventions through Aeries intervention tracking. This will help staff monitor which students and families have been contacted, what supports were provided, and where additional follow-up is needed. Strengthening documentation will support more consistent communication with underrepresented families and help ensure that outreach is not dependent on informal systems alone.  CCPA will continue to expand welcoming and supportive engagement opportunities through school events, wellness-based engagement supports, resource connections, and community partnerships. The Community Resource Specialist will continue connecting students and families to basic needs supports, local agencies, and community-based resources across Orange County. These efforts are intended to reduce barriers to participation and help underrepresented families feel seen, respected, and included as partners in student success.  Through these strategies, CCPA will improve engagement by providing multiple ways for underrepresented families to communicate with staff, access resources, participate in decision-making opportunities, and receive timely support.|Based on the analysis of educational partner input and local data, CCPA demonstrates strong implementation and progress in building partnerships that support student outcomes. During the 2025–26 school year, CCPA continued to strengthen collaboration among school staff, students, families, community agencies, workforce partners, educational institutions, and OCDE partners to support academic progress, engagement, graduation, and postsecondary readiness.  A key strength is CCPA’s personalized independent study model, which provides regular opportunities for teachers, students, and families to review academic progress and identify strategies to support improved student outcomes. Teachers meet with students through one-on-one appointments to discuss coursework, credit progress, barriers to learning, and next steps toward diploma completion. These meetings help staff and students work together to monitor progress, adjust supports, and connect students to academic, social-emotional, wellness, and basic needs resources.  CCPA also provides families and students with information and resources that support learning and development beyond the classroom. The school counselor, clinician, Community Resource Specialist, teachers, paraeducators, support staff, and administrators collaborate to connect students and families to graduation planning, college and career readiness supports, community resources, basic needs assistance, wellness supports, and postsecondary transition opportunities. The percentage of students receiving resources from the Community Resource Specialist increased from 8% at baseline to 23% in 2025–26, demonstrating expanded access to student and family supports.  Educational partner input gathered through the 2026–27 LCAP development process, WASC self-study and Visiting Committee process, School Advisory Committee opportunities, ELAC engagement with adult English Learner students, student and family surveys, curriculum pilot feedback, and community partner consultation confirmed the importance of CCPA’s whole-student approach. Partners affirmed the value of one-on-one teacher-student meetings, wraparound services, and a Multi-Tiered System of Supports that helps students remain engaged and make progress toward graduation.  CCPA continued to build strong partnerships with community, workforce, and educational partners to support student outcomes. These partnerships help connect students to college and career readiness opportunities, dual enrollment, workforce development resources, community-based supports, and transition planning. CCPA’s partnership with the CA Job ChalleNGe program and Long Beach City College continues to support students who are dually enrolled in high school and college coursework, providing a structured pathway toward diploma completion and postsecondary readiness.  Overall, CCPA is at full implementation and sustainability in Building Partnerships for Student Outcomes.|Based on the analysis of educational partner input and local data, CCPA has identified several focus areas for continued improvement in Building Partnerships for Student Outcomes. While CCPA demonstrates full implementation in this area, the program will continue strengthening how partnerships are used to improve student engagement, academic progress, graduation, and postsecondary transition outcomes.  One focus area is strengthening progress monitoring and documentation across student support systems. Educational partner input and LCAP reflection identified the need for more consistent use of Aeries intervention tracking to document outreach, Student Intervention Team referrals, interventions, follow-up actions, and student progress. Strengthening this system will help staff and partners better understand which supports are being provided, whether students are responding to interventions, and where additional support is needed.  Another focus area is improving post-graduation outcome tracking. CCPA will continue developing alumni survey follow-up to better understand whether graduates are transitioning into college, career, workforce training, military-connected pathways, or other postsecondary opportunities. This information will help CCPA evaluate the effectiveness of its partnerships and refine supports that prepare students for life after graduation.  CCPA will also continue strengthening college, career, workforce, and community partnerships so students and families have clearer access to postsecondary planning, dual enrollment opportunities, workforce resources, internships, apprenticeships, career exploration, and community-based supports. This includes continued collaboration with partners connected to CA Job ChalleNGe, Long Beach City College, workforce agencies, community organizations, and other educational partners.  A continued area of focus is helping students and families better understand available pathways, rights, and supports. Because CCPA serves students ages 16–25, including adult learners and students with complex life circumstances, the program will continue refining communication about graduation pathways, the reduced-credit pathway for students age 19 and older, English Learner supports, special education supports, wellness resources, community resources, and postsecondary transition options.  CCPA will also continue expanding meaningful engagement opportunities that connect students and families to school staff and external partners. These opportunities include school events, college and career activities, ELAC engagement with adult English Learner students, School Advisory Committee opportunities, one-on-one teacher appointments, Student Intervention Team meetings, and community partner activities.  These focus areas reflect CCPA’s commitment to using partnerships not only to provide services, but to improve measurable student outcomes.|CCPA will improve engagement of underrepresented families in Building Partnerships for Student Outcomes by continuing to provide multiple, accessible ways for students and families to connect with school staff, community partners, workforce partners, and postsecondary supports. During the self-reflection process, CCPA identified students and families who may experience barriers to engagement, including families of English Learners, low-income students, foster youth, students with disabilities, students experiencing homelessness, and adult learners balancing school with work, caregiving responsibilities, transportation challenges, housing instability, or interrupted educational histories.  A key strategy for improving engagement is the continued implementation of the reduced-credit diploma pathway for students age 19 and older. Educational partner input from staff, workforce partners, regional education partners, and partners connected to CA Job ChalleNGe highlighted that some adult learners needed a more realistic pathway to diploma completion because they were balancing school with employment, parenting, caregiving, and other adult responsibilities. In response, CCPA implemented the 155-credit diploma pathway for students age 19 and older, while maintaining the 220-credit pathway for students age 18 and younger. This pathway maintains core academic requirements while removing barriers that may otherwise cause older students to disengage.  CCPA will continue using this pathway as part of its broader partnership strategy to improve engagement, retention, and postsecondary transition for underrepresented students. By offering a diploma option that better reflects the needs of adult learners, CCPA can more effectively partner with students, families, workforce agencies, and community partners to support course completion, graduation, and transition into college, career, workforce training, military-connected pathways, or other postsecondary opportunities.  To improve engagement, CCPA will also continue strengthening communication about available supports and pathways. This includes information about graduation requirements, the reduced-credit diploma pathway, academic intervention, English Learner supports, special education supports, wellness resources, basic needs supports, dual enrollment, workforce development opportunities, and college and career transition planning. Staff will continue using one-on-one teacher appointments, counseling appointments, Student Intervention Team meetings, ELAC engagement with adult English Learner students, School Advisory Committee opportunities, student and family surveys, and school events to ensure that underrepresented families have multiple entry points for participation. A key improvement for 2026–27 is more consistent tracking of outreach, interventions, and follow-up through Aeries intervention tracking and Student Intervention Team processes.|Based on the analysis of educational partner input and local data, CCPA demonstrates strong progress in seeking input for decision-making and using that input to inform schoolwide planning, LCAP development, and continuous improvement. During the 2025–26 school year, CCPA engaged educational partners through multiple structures, including staff meetings, Professional Learning Communities, School Advisory Committee opportunities, ELAC engagement with adult English Learner students, student and family surveys, Student Intervention Team processes, WASC self-study activities, the WASC Visiting Committee process, curriculum pilot feedback, community partner consultation, OCDE collaboration, and SELPA consultation.  A key strength is CCPA’s capacity to support staff in engaging students and families in decision-making and advisory processes. Teachers, support staff, the school counselor, clinician, Community Resource Specialist, paraeducators, administrators, and operational staff contributed to discussions about student engagement, academic progress, intervention systems, wellness supports, curriculum access, college and career readiness, and conditions of learning. Staff input helped shape revisions to the 2026–27 LCAP, including stronger intervention tracking, wellness-based engagement supports, academic progress monitoring, curriculum implementation, and postsecondary outcome tracking.  CCPA also made progress in providing families and students with opportunities to provide input on programs, supports, and school priorities. Student and family input was gathered through surveys, one-on-one teacher appointments, school events, ELAC engagement with adult English Learner students, School Advisory Committee opportunities, WASC-related feedback, and curriculum pilot feedback. These opportunities allowed students and families to share feedback about school climate, connectedness, academic support, wellness needs, college and career readiness, and access to resources.  Educational partner input directly influenced the adopted 2026–27 LCAP. Feedback reinforced the need to strengthen attendance and re-engagement systems, expand wellness-based supports, improve intervention tracking, continue direct clinician-led supports, expand hands-on elective opportunities, strengthen college and career readiness, support the reduced-credit diploma pathway for students age 19 and older, and improve alumni outcome tracking. This demonstrates that CCPA’s decision-making process is connected to both educational partner input and local data.  CCPA also demonstrates strength in bringing families, staff, administrators, and educational partners together to plan, implement, and evaluate engagement activities and student supports. The WASC self-study and Visiting Committee process provided an additional opportunity for staff, students, families, and community partners to reflect on program strengths and areas for growth.|Based on the analysis of educational partner input and local data, CCPA has identified several focus areas for continued improvement in Seeking Input for Decision-Making. While CCPA demonstrates strong implementation in engaging staff, students, families, community partners, workforce partners, and educational partners, the program will continue strengthening the consistency, accessibility, and use of input from underrepresented students and families in formal planning processes.  One focus area is increasing the consistency of student and family participation in advisory and decision-making opportunities. CCPA will continue using School Advisory Committee opportunities, ELAC engagement with adult English Learner students, student and family surveys, one-on-one teacher appointments, school events, WASC-related feedback opportunities, and Student Intervention Team processes to gather input. The goal is to ensure that students and families who may face barriers such as work schedules, transportation challenges, language needs, caregiving responsibilities, housing instability, or interrupted educational pathways have multiple accessible ways to provide feedback.  Another focus area is strengthening how input from workforce, community, and postsecondary partners is used to inform program decisions. CCPA will continue engaging workforce partners, community agencies, regional education partners, CA Job ChalleNGe partners, and community college partners to gather feedback on college and career readiness, dual enrollment, workforce alignment, student transition supports, and postsecondary pathways. This input will help CCPA make decisions that better support students’ preparation for college, career, workforce training, military-connected pathways, or other postsecondary opportunities.  CCPA will also continue strengthening the use of educational partner input to support adult learners and underrepresented student groups. Input from staff, workforce partners, and regional education partners helped inform the reduced-credit diploma pathway for students age 19 and older. Moving forward, CCPA will continue gathering input on how this pathway is supporting engagement, retention, credit completion, graduation, and postsecondary transition for adult learners, including low-income students, English Learners, foster youth, and students with other barriers to completion.  A continued area for improvement is strengthening documentation and follow-up related to input and decision-making. CCPA will continue improving use of Aeries intervention tracking, Student Intervention Team documentation, alumni survey follow-up, and local data systems so staff can better monitor student needs, document interventions, identify patterns, and use feedback to guide decisions. This will help ensure that input is not only collected, but used to inform planning, implementation, and evaluation.|CCPA will improve engagement of underrepresented families in Seeking Input for Decision-Making by continuing to provide multiple, accessible ways for students and families to share feedback and participate in school planning. During the self-reflection process, CCPA identified students and families who may face barriers to traditional engagement opportunities, including families of English Learners, low-income students, foster youth, students with disabilities, students experiencing homelessness, and adult learners who may be balancing school with work, caregiving responsibilities, transportation challenges, housing instability, or interrupted educational histories.  CCPA will continue using a variety of input opportunities to reach underrepresented students and families, including School Advisory Committee opportunities, ELAC engagement with adult English Learner students, student and family surveys, one-on-one teacher appointments, Student Intervention Team meetings, school events, WASC-related feedback opportunities, curriculum pilot feedback, email communication, phone outreach, and virtual or flexible participation options when available. These multiple entry points help ensure that students and families can provide input in ways that are accessible to their schedules, language needs, and circumstances.  CCPA will also continue strengthening outreach to adult learners and families who may be less connected to formal advisory structures. Input from staff, workforce partners, regional education partners, and partners connected to CA Job ChalleNGe helped inform the reduced-credit diploma pathway for students age 19 and older. Moving forward, CCPA will continue seeking feedback on how this pathway supports engagement, retention, course completion, graduation, and postsecondary transition for underrepresented students.  To improve engagement in decision-making, CCPA will continue to use surveys, advisory opportunities, school meetings, and direct outreach to gather input on student supports, wellness needs, academic progress, graduation pathways, college and career readiness, and barriers to engagement. Staff will continue encouraging participation from students and families who may not regularly attend formal meetings by using direct communication through teachers, the school counselor, Community Resource Specialist, clinician, paraeducators, support staff, and administrators.  CCPA will also strengthen documentation and follow-up through Aeries intervention tracking and Student Intervention Team processes. These systems will help staff identify students and families who may be less connected to school, document outreach and supports, monitor follow-up, and identify patterns that should inform program decisions. This will help ensure that input from underrepresented students and families is not only collected, but used to guide planning and continuous improvement.|5|5|4|5|5|5|5|5|5|4|4|5|Met||2026-06-17|2026
30103060133785|Oxford Preparatory Academy - Saddleback Valley|3|Oxford Preparatory Academy (OPA) Saddleback Valley is committed to fostering strong relationships between school staff and families through open communication, a welcoming school environment, and opportunities for meaningful engagement. Families are encouraged to participate in school activities, provide input on decision-making, and attend parent education events that support student learning and well-being. According to recent family survey data, 84% of respondents agree that OPA offers meaningful opportunities for parent involvement, and 83% report being aware of available parent education opportunities. These results highlight OPA’s ongoing efforts to build trust and maintain strong partnerships with families.|Based on feedback from educational partners and local survey data, Oxford Preparatory Academy (OPA) Saddleback Valley has identified the need to strengthen outreach and communication around parent education opportunities. While families express appreciation for the school’s efforts to provide resources and support, some indicate they are not always aware of when or how to access these opportunities. As a result, OPA’s focus for improvement is to increase awareness, accessibility, and participation in parent education by refining communication strategies, offering sessions at varied times, and ensuring topics align with families’ expressed interests and needs.|Based on the analysis of educational partner input and local data, Oxford Preparatory Academy (OPA) Saddleback Valley will continue to focus with intention on building collaborative partnerships with all families, including those who are underrepresented, through personalized outreach efforts. This includes strengthening communication strategies, offering translation and interpretation services, and creating more culturally responsive engagement opportunities that reflect the needs and preferences of diverse families. OPA will also work to reduce barriers to participation by providing flexible meeting times, multiple modes of access (in-person and virtual), and targeted follow-up to ensure families feel welcomed, informed, and empowered to engage in their child’s education.|Oxford Preparatory Academy (OPA) has made consistent progress in fostering strong partnerships with families to support student learning and success. The school has expanded access to meetings, conferences, and parent education workshops by offering both in-person and virtual formats, increasing flexibility and participation. Staff regularly engage families in conversations about academic progress and provide resources that help parents support learning at home. Survey data indicates families feel welcomed and view the school as a partner in their child’s education, reflecting a positive foundation for ongoing collaboration.|Based on feedback from educational partners and local data, OPA has identified a need to strengthen communication and support for families who may face barriers to engagement. The focus area for improvement is ensuring all families—particularly those who are historically underrepresented—have equitable access to tools, information, and opportunities that promote active involvement in student learning and academic goal-setting. OPA is committed to tailoring its strategies to better meet the diverse needs of its school community.|To improve engagement of underrepresented families, OPA will implement targeted outreach efforts, including the use of multilingual communication tools, culturally responsive engagement practices, and flexible scheduling for meetings and events. Staff will receive training on family engagement strategies that address cultural and linguistic diversity. Additionally, the school will strengthen follow-up and relationship-building efforts to ensure that all families feel connected, informed, and empowered to contribute to their child’s academic growth and success.|Oxford Preparatory Academy (OPA) continues to make progress in engaging families in meaningful decision-making processes. Survey data shows that 84% of families feel their input is valued in school decisions. Families regularly participate in key advisory and leadership groups such as the Honour Society (PTO), School Site Council, and DELAC. The use of digital platforms alongside in-person meetings has expanded access and contributed to increased participation in engagement events. Additionally, OPA hosts Town Hall meetings and stakeholder input sessions to provide families with multiple opportunities to share their perspectives and contribute to schoolwide planning and improvement efforts.|Based on educational partner input and local data, OPA has identified the need to expand and deepen family engagement in decision-making, particularly among underrepresented groups. Key focus areas include increasing opportunities for meaningful input from families of English Learners, students with disabilities, and socioeconomically disadvantaged students; enhancing promotion and access to parent education opportunities; improving communication around volunteer roles and involvement; and increasing consistent participation in advisory committees such as DELAC.|To improve engagement of underrepresented families in decision-making, OPA will implement more personalized communication strategies, including direct outreach in families’ home languages and one-on-one invitations to participate in school committees and input sessions. The school will also provide interpretation support, offer flexible meeting times, and create more inclusive engagement formats to ensure all families feel welcomed, informed, and empowered to contribute to school decisions.|5|5|4|5|4|5|5|5|5|5|5|5|Met||2026-06-25|2026
30103060133959|Unity Middle College High|3||||||||||||||||||||||Not Met For Two or More Years|||2026
30103060133983|Ednovate - Legacy College Prep.|3|Legacy College Prep has continued to leverage its now Parent Advisory Committee (PAC), English Language Advisory (ELAC), Community School Council (CSC) and Coffee with the Principal to engage our parents as partners this year. Elected members and involved parents meet quarterly and formally to provide important input and feedback on the governance and operation of Legacy College Prep and participate in school decisions through the PAC, ELAC and CSC. These councils' agenda consists of analyzing data (academics, attendance, school budget implementation, English learner support and student wellness) and making recommendations to the school’s leadership for improving school-wide performance in the key indicators. In addition to these formal structures, all families continue to engage through monthly Coffee with the Principal meetings and provide their input at least quarterly, through our parent surveys. These councils provide an ongoing opportunity for two-way communication, engaging our parents as partners and consistent feedback between families and the school, including processes for parents to initiate desired activities, plan events, and provide input to the school’s leadership. This year, Legacy officially launched its Community School Council (CSC) as part of the school’s continued Community Schools implementation efforts through the CCSPP grant. Through CSC, families have worked collaboratively with school leadership to review schoolwide data, discuss community needs, identify areas of growth, and help shape priorities and initiatives to strengthen student and family support systems. Throughout the year, families engaged in discussions around student wellness, school culture and climate, attendance supports, community partnerships, and family engagement opportunities. As the school closes out the year, CSC families have continued working together to help identify and support new initiatives and programs to launch next school year in support of students, families, and the broader school community. Legacy’s English Learner Advisory Committee (“ELAC”) continues to provide input in advising Legacy and collaborating with the PAC on programs and services for English learners. The ELAC acts in an advisory capacity to advocate and ensure our ELL students' needs are met and supported. This year our ELAC has provided feedback thus far on ELPAC data, our EL Needs assessment, Student Performance data, and LCAP. Parents continue to be eager to engage and discuss the topics and information in our PAC/ELAC agendas and use this space to build their community, foster connections, and share their ideas and feedback with our school to make decisions. As part of the school’s continued Community Schools work through the CCSPP grant, Legacy expanded its support structures this year through the addition of the Family Engagement Coordinator and Community Schools Coordinator roles to further strengthen family engagement, community partnerships, and student support|Legacy has made significant strides in building relationships between school staff and families. Legacy is constantly working to improve and continuously grow. Some of the areas to improve are parent engagement and attendance. Parents are eager to engage in discussions and share their ideas and feedback with the school. Programs like the Parent Advisory Committee ( PAC), English Language Advisory (ELAC), and Community Schools Council (CSC) have encouraged parents to build community, foster connections, and learn more about relevant topics.  Legacy aims to provide more specific details on the topics covered during Parent Workshops to entice more parents to attend these informative workshops, these workshops have now been recorded and available online to watch. Lastly, we look to continue to expand the Parent Ambassadors Group to learn, and participate in community as well as civic engagement in the coming year as well as educate them to empower their voices.|At Legacy College Prep,, we are committed to creating a supportive and inclusive environment where everyone feels respected and valued. To achieve this goal, we always seek ways to engage with underrepresented families and make them feel like they are an integral part of our community. For instance, we offer a range of options to ensure that all families have equal access to our resources and services, such as resource/community fairs, wellness fairs, and easy accessibility to resources via text, email, or phone. Effective communication is vital to fostering stronger family-school partnerships, which, in turn, can lead to improved student outcomes. By prioritizing communication and taking extra steps to engage underrepresented families, we are working towards building a more inclusive and welcoming school community. We continue to grow in looking for consistent translation services for all meeting spaces, and continue to provide parent workshops in topics such as ELPAC testing, Financial Aid, College 101, and Mental Health Topics.|At Legacy College Prep we have created a school culture where parents and families are embraced as partners in the education of their children. Legacy College Prep holds mandatory parent-teacher conferences every quarter. Legacy College Prep  communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of Legacy College Prep student information system, powerschool, and  behavior information through Dean’s List. Additionally, we solicit regular feedback from families and students through bi-weekly network-wide check-in and satisfaction surveys. Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of the Student/Parent Handbook: Guide to Thrive, indicating that they understand the Legacy College Prep philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”: Attend parent-teacher conferences every ten weeks Monitor homework assignments daily.  Provide time and space for their child to do homework each night Talk with their child about school Support the code of conduct, the dress code, and the homework policy of Legacy College Prep  Treat Legacy  College Prep School faculty and staff with respect|At Legacy College Prep, the school is working hard to ensure that students have the support and services they need to succeed. These resources include counseling, and mentoring programs for students needing extra help. Through the 1:1 Chromebook program, students can also benefit from additional support, instructional aides, credit recovery and summer programs. Students can achieve their outcomes with these resources. Legacy College Prep continues to grow in providing diverse opportunities through clubs, sports, and events for each student. Legacy College Prep continues to expand its community partnerships to expand services, resources, and opportunities to achieve a wraparound approach for each student.|Through Legacy College Prep self-reflection, we have identified areas to better support underrepresented families and significantly impact student outcomes, particularly our low-income English learners and foster youth. To this end, Legacy has developed a culture team to provide additional assistance and mental health support for all students experiencing trauma, grief, or other mental health challenges. We recognize the importance of increasing student services and building awareness among our community. To achieve this, Legacy plans to continue hosting student and parent workshops, events, and resource and wellness fairs to promote services and programs available to our families. Our teachers also focus on strengthening social-emotional support strategies to ensure students have the safest and most supportive environment possible. Additionally, all Ednovate schools utilize what we call the Whole Child Report Card (WCRC), a platform designed to monitor and support student growth beyond academics. Through the WCRC, we track areas such as mastery, college rigor, critical thinking, purpose, self-regulation, presence, and wellness, allowing staff to better understand each student’s individual needs, engage families in conversations around student progress and well-being, and provide targeted support and interventions when needed.|Legacy College Prep encourages parents to participate in school decisions through the Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), and Community Schools Council (CSC). Both groups offer continuous two-way communication and feedback opportunities between parents and the school to improve school-wide performance. The PAC, ELAC and CSC analyze dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership. For example, the PAC and CSC allows parents to initiate desired activities and plan events. Parents need to stay informed about ELAC and PAC meetings and processes, and Legacy College Prep staff ensures timely communication in both English and Spanish to maximize participation and involvement from parents.   Parents are also encouraged to: Attend parent workshops. Serve as volunteers. Assist in planning school events, and attending community events on behalf of the school. Meet with teachers as questions and concerns arise and attend student parent conferences. Attend monthly Coffee with the Principal meetings. Participate in our quarterly surveys Participate in our annual wellness survey Participate in our LCAP Public Hearing Participate in our English Learner Survey|Legacy College Prep believes that it is important to consider the areas where students may need continuous intervention or face unique circumstances impacting their academic performance. Legacy strongly believes in a collaborative approach that involves students, parents, teachers and school administrators to ensure everyone in the school community is involved in the school decision-making process. By working together in spaces like the Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), Community Schools Council (CSC) and Coffee with principals we can determine the best ways to support and help students achieve their goals. We are looking to expand on our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.|As Legacy College Prep student population is mostly English Learners, Low Income, Foster Youth, and underrepresented communities our aspired improvements of working together in spaces of Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), Community Schools Council (CSC) and Coffee with principals determine the best ways to support our students achieve their goals. We look to expand our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-04|2026
30103060134056|Orange County Academy of Sciences and Arts|3|Orange County Academy of Sciences and Arts (“OCASA”) takes great pride in implementing state academic standards and has chosen specific measures and tools to track student progress toward meeting grade level state academic standards.|OCASA is focusing on transparency and increased communication.|OCASA encourages all families, including underrepresented families, to participate in school activities and events.|OCASA families are encouraged to participate in school activities.|OCASA is focusing on increased communication with parents.|OCASA encourages all families, including underrepresented families, to participate in school activities and events.|OCASA offers a variety of activities for input including Parent Forums, Focus Groups and Surveys.|OCASA's focus areas are to improve the number of parents participating in providing input.|OCASA will improve engagement by encouraging participation.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-28|2026
30103060134239|Epic California Academy|3|Epic California Academy's personalized independent study model is built on strong partnerships between school staff and families. Feedback from educational partners, parent surveys, school events, and ongoing communication indicate that families value the individualized support, flexibility, and accessibility provided by Epic staff. Supervising teachers maintain regular communication with families through conferences, phone calls, emails, text messages, and virtual meetings to review student progress, adjust personalized learning plans, and provide academic and social-emotional support.  Throughout the 2025–26 school year, Epic continued expanding opportunities for family engagement through parent workshops, virtual and in-person school events, newsletters, advisory committee meetings, and regular school communications. Families actively participated in the development of the Local Control and Accountability Plan (LCAP) through surveys, public meetings, and stakeholder input opportunities. Feedback from these activities informed school goals, instructional supports, and continuous improvement efforts.  Epic also strengthened relationships by increasing proactive outreach to students needing additional academic or attendance support, ensuring families received timely interventions and access to school resources. Staff continued to emphasize responsive customer service, individualized support, and collaborative problem-solving to meet each student's unique needs. The school continues to experience positive enrollment growth and high rates of returning families, reflecting confidence in Epic's educational program and commitment to fostering meaningful partnerships between educators and families. Epic will continue using educational partner feedback and local data to strengthen communication, increase engagement opportunities, and ensure every family remains an active partner in their child's education.|Epic California Academy will continue strengthening communication and engagement with families by expanding opportunities for meaningful two-way feedback, increasing participation in surveys and advisory groups, and providing additional parent education opportunities. The school will continue refining communication strategies to ensure families receive timely, relevant information and have multiple ways to connect with staff. Epic will use educational partner feedback and local data to continuously improve family engagement and strengthen school-family partnerships that support student success.|Epic California Academy will continue improving engagement with underrepresented families by expanding multilingual communications, increasing outreach to families of English learners, students with disabilities, and other historically underserved student groups, and offering flexible opportunities for participation through virtual and in-person meetings. The school will continue using survey results, stakeholder feedback, and student data to identify barriers to engagement and refine strategies that promote meaningful family participation and equitable access to school resources and supports.|Epic California Academy builds strong partnerships with families, community organizations, and educational service providers to support positive student outcomes. Through personalized learning plans, regular communication between supervising teachers and families, and collaboration with specialized support staff, Epic ensures students receive individualized academic and social-emotional support. The school continues to strengthen partnerships through stakeholder engagement, community resources, and ongoing collaboration with parents to promote student achievement, engagement, and college and career readiness.|Epic California Academy will continue strengthening partnerships that support student success by expanding collaboration with families, community organizations, and educational service providers. The school will focus on increasing awareness and utilization of available academic, college and career readiness, mental health, and student support resources while seeking additional stakeholder feedback to identify partnership opportunities that enhance personalized learning and improve student outcomes.|Epic California Academy will improve engagement with underrepresented families by increasing targeted outreach to families of English learners, students with disabilities, foster youth, homeless youth, and other historically underserved student groups. The school will continue providing flexible opportunities for participation, multilingual communications when appropriate, and connections to community resources and support services. Educational partner feedback and local data will be used to identify barriers and strengthen partnerships that promote equitable student outcomes.|Epic California Academy values educational partner input as an essential component of continuous improvement. The school gathers feedback through parent, student, and staff surveys, LCAP stakeholder meetings, advisory committees, public Board meetings, and ongoing communication between families and supervising teachers. This feedback is used alongside local data to inform school goals, instructional programs, student supports, and strategic planning. Epic has continued to strengthen stakeholder engagement by providing multiple opportunities for meaningful participation in school decision-making.|Epic California Academy will continue expanding opportunities for educational partners to provide meaningful input by increasing participation in surveys, advisory committees, and stakeholder meetings. The school will focus on improving communication about how stakeholder feedback informs decisions, while encouraging broader representation from families, students, and staff to ensure school improvement efforts reflect the diverse needs of the Epic community.|Epic California Academy will improve engagement with underrepresented families by expanding multilingual communications, increasing targeted outreach to families of English learners, students with disabilities, foster youth, homeless youth, and other historically underserved student groups, and offering flexible opportunities for participation through virtual and in-person meetings. The school will continue using educational partner feedback and local data to identify barriers to participation, ensure diverse perspectives are represented in decision-making, and strengthen equitable engagement across the school community.|4|4|4|3|4|4|4|4|4|4|4|4|Met||2026-06-17|2026
30103060134288|Scholarship Prep - Orange County|3|Scholarship Prep’s relationship-centered approach is a strength in building strong partnerships between school staff and families. Based on educational partner feedback and local data, families generally feel welcomed, informed, and connected to the school community.  Scholarship Prep has made progress in strengthening relationships through regular communication, family events, student-led conferences, family education opportunities, and advisory groups. Families have multiple ways to engage in school life through School Site Council (SSC), English Learner Advisory Committee (ELAC), PEP Squad, surveys, and school events. Scholarship Prep has also expanded opportunities for participation by offering flexible meeting times, virtual attendance options, and multiple ways for families to communicate with staff.  Feedback from families shows that strong relationships and open communication continue to be important strengths. Staff work to build trust with families and maintain regular communication to support student success.|A focus area for improvement is continuing to strengthen two-way relationships with families and increasing engagement from families who may face barriers to participation. While Scholarship Prep has strong family engagement systems, there is an opportunity to increase participation and ensure all families feel connected and heard.  Scholarship Prep will continue to strengthen staff practices for building relationships with families from different backgrounds and experiences. SP will focus on improving communication, increasing opportunities for family input, and making participation more accessible. Additional efforts will include increasing family involvement in advisory groups and school decision-making opportunities.|Scholarship Prep will continue to improve engagement of underrepresented families through intentional outreach and increased opportunities for participation. Based on educational partner input and self-reflection, we recognize the importance of reducing barriers that may limit family involvement.  To improve engagement, Scholarship Prep will continue offering flexible meeting times, virtual participation options, translation and interpretation support, and culturally responsive family engagement opportunities. School staff will also use direct outreach, including phone calls and individual follow-up, to encourage participation and strengthen relationships with families who may be less connected to school systems.  Scholarship Prep will continue using surveys, conferences, ELAC, SSC, PEP Squad, and other engagement opportunities to gather family input and ensure all families have opportunities to participate in school decisions and support student success.|Scholarship Prep believes strong student outcomes are built through strong partnerships with families. Based on educational partner input and local data, a key strength is the ongoing partnership between school staff and families to support academic progress, attendance, school engagement, and overall student success.  Scholarship Prep has made progress in strengthening these partnerships through regular communication, student-led conferences, family meetings, Math and ELA family nights, and opportunities for families to better understand how to support learning at home. Families are regularly informed about student progress and are encouraged to partner with school staff to address student needs and celebrate successes.  We also provide opportunities for family participation through School Site Council (SSC), English Learner Advisory Committee (ELAC), PEP Squad, and family surveys. Educational partner feedback continues to show that families value being included in their child’s educational experience and appreciate opportunities to learn more about academics, school supports, and student progress.|A focus area for improvement is increasing access to family learning opportunities and ensuring more families can participate in supports related to student success. While Scholarship Prep offers a variety of family engagement opportunities, educational partner input shows there is an opportunity to make these supports more accessible for families who are unable to attend events in person or participate in live virtual meetings.  Scholarship Prep will continue strengthening partnerships for student outcomes by expanding family education opportunities and improving access to academic support resources. SP will continue offering events such as Math and ELA family nights while also developing asynchronous trainings and recorded resources that families can access on their own schedule. This will help ensure families have access to tools and information to support student learning regardless of scheduling barriers.|Scholarship Prep will continue improving engagement of underrepresented families by reducing barriers to participation and increasing access to information about student learning and school supports. Based on educational partner input and self-reflection, we recognize that some families may face barriers related to work schedules, transportation, language, or prior experiences with school systems.  To improve engagement, Scholarship Prep will continue offering flexible meeting times, virtual participation options, translation and interpretation support, and direct outreach from school staff. SP will also develop asynchronous family trainings and recorded academic workshops, including Math and ELA support resources, so families can engage at times that work best for them.  Scholarship Prep will continue using family surveys, conferences, ELAC, SSC, PEP Squad, and other engagement opportunities to gather feedback and strengthen partnerships that support student success.|Scholarship Prep values family voice and has made strong progress in creating opportunities for educational partners to provide input on school decisions. Based on educational partner feedback and local data, a key strength is the variety of ways families can share feedback and engage with school leadership.  Families regularly provide input through School Site Council (SSC), English Learner Advisory Committee (ELAC), PEP Squad, family surveys, conferences, and school events. Scholarship Prep has also seen success with informal opportunities for feedback, including Coffee with Admin, which has helped strengthen relationships between families and school leaders while creating a welcoming space for questions, ideas, and discussion.  Educational partner input is used to help inform school priorities, family engagement efforts, and school improvement planning. Scholarship Prep continues to make progress in ensuring families have multiple ways to provide feedback and stay connected to school decision-making.|A focus area for improvement is increasing participation in family leadership and advisory opportunities while strengthening the effectiveness of existing structures for feedback and decision-making. While Scholarship Prep has strong systems for gathering input, educational partner reflection shows there is an opportunity to increase participation and engagement in some advisory groups.  SP will focus on increasing participation in PEP Squad and strengthening the effectiveness of School Site Council (SSC) meetings to ensure families feel informed, engaged, and able to meaningfully contribute to school decisions. Scholarship Prep will continue working to make meetings more engaging, relevant, and accessible while improving communication about opportunities for involvement and leadership.|Scholarship Prep will continue improving engagement of underrepresented families by reducing barriers to participation and increasing opportunities for families to share input in ways that feel accessible and meaningful. Based on educational partner input and self-reflection, the LEA recognizes that some families may not participate due to scheduling challenges, language barriers, or previous experiences with school systems.  To improve engagement, Scholarship Prep will continue offering flexible meeting times, virtual participation options, translation and interpretation support, direct outreach, and multiple ways for families to provide feedback. School staff will intentionally encourage participation from families who have historically been underrepresented in school leadership opportunities and advisory groups.  We will continue using Coffee with Admin, surveys, ELAC, SSC, PEP Squad, and other family engagement opportunities to ensure all families have a voice in school decision-making.|5|5|5|5|4|4|4|4|4|4|5|4|Met||2026-06-18|2026
30103060134841|Orange County Workforce Innovation High|3|"OCI continues to strengthen community and family partnerships during the 2025 to 2026 school year. Families consistently report feeling welcomed and supported, reflected in Annual Survey results showing that 99 percent of students feel safe and 99 percent of parents feel encouraged to participate. One parenting student shared, “I like how kids of our own are welcome. The school is doing well checking in with the students.” This experience is echoed at events such as Back to School Night, Parent Teacher Conferences, and quarterly PAC and ELAC meetings, along with community events like Awards Night, Trunk or Treat, and Community School Coffee Hour. Engagement has improved through in-person translation services and translated video presentations, helping multilingual families participate more fully. Parents regularly share appreciation, including: ""Me gusta la atencion que brindan. Me gusta como ayudan a mi hijo con la enseñanza y la gran motivacion que le brindan... Siempre estan para ayudar y darme todas las respuestas claras sobre como va mi hijo academicamente. Y me gusta mucho el apoyo que tiene mi hijo en consejeria."" (“I like the attention they provide...”). Another parent added, “I like how the teachers are respectful to their students. I love the attitudes the teachers have. You are doing a great job.” Communication continues through L4L Connect, Data Plus Design, and direct staff outreach."|OCI is using recent feedback to refine the systems that guide its long-term goals. The school is reviewing partnerships, identifying new collaborators, gathering educational partner input, and monitoring outcomes to strengthen program effectiveness. For the 2025 to 2026 school year, OCI aims to expand student engagement in Small Group Instruction, one-on-one and EL tutoring, math course completion, WIOA workforce readiness activities, social hours, and college and career events. These opportunities are designed to support academic progress and increase student connection to the school. OCI also continues investing in community-building events such as the Community Resource Fair, Trunk-or-Treat, Awards Nights, and Senior Day. The incentive program highlights accomplishments including participation in NWEA and ELPAC testing and progress toward graduation. Together, these efforts support a school environment grounded in achievement, engagement, and belonging.|OCI has strengthened its support for new families by developing a more intentional orientation process. The Parent Engagement Liaison follows up individually with families to ensure they feel informed and connected, which has increased participation in Parent Committee meetings and encouraged families to become active partners in learning. To broaden involvement, OCI prioritizes engagement with families who have been historically underrepresented. Staff connect with families through calls, texts, emails, L4L Connect posts, mail, informal conversations, and home visits. Communications are provided in English and Spanish, and a translator is present at all PAC and ELAC meetings to ensure equitable access. The Coordination of Services Team meets monthly to review student needs and coordinate additional supports. OCI also expands shared decision-making through PAC, ELAC, the Community Schools Steering Committee, and Community Schools Coffee Hour. The Community Hub offers families resources including food, hygiene supplies, and technology access.|OCI continues to make progress in areas identified through partner input and local data. The school community is described as safe, welcoming, and supportive, with individualized attention remaining central to the student experience. A key improvement is the launch of the Coordination of Services Team (COST), which brings together staff to follow up with students and families to ensure each learner receives targeted support. The Parent Engagement Liaison and Community Liaison strengthened outreach and helped form partnerships with Phoenix House for parenting classes, CHIRLA for legal rights information, and Straight Talk Therapy for mental health support. These build on existing collaborations with HopeBuilders and Paws-to-Share. Students continue to access one-on-one sessions, Small Group Instruction, virtual classrooms, and extracurricular options. OCI is also exploring ways to expand hands-on and real-world learning experiences while maintaining strong relationships across the school community.|OCI is using recent feedback to refine systems that support its long-term goals. This includes reviewing partnerships, identifying new collaborators, gathering educational partner input, and monitoring outcome data. For 2025–2026, OCI aims to expand engagement in Small Group Instruction, one-on-one and EL tutoring, math course completion, WIOA workforce readiness activities, student social hours, and college and career events, all designed to support academic growth and strengthen student connection. OCI also continues investing in events that build community, such as the Community Resource Fair, Trunk-or-Treat, Awards Nights, and Senior Day. The school’s incentive program highlights participation in NWEA and ELPAC testing and recognizes progress toward graduation, promoting an environment that values achievement, engagement, and belonging.|OCI plans to strengthen support for underrepresented families by expanding partnerships and reinforcing Parent Committees and other engagement platforms, ensuring families have meaningful opportunities in school planning and decision-making. Targeted outreach will continue through the Parent Engagement Liaison, Community Liaison, Counselor, Social Worker, and Student Retention Support, who provide direct communication and individualized guidance. These team members also participate in the Coordination of Services Team, which meets regularly to review concerns, track interventions, and coordinate supports using a Whole Child and Family Lens that aligns with OCI’s Community Schools Implementation Plan. Another focus is deepening student-staff relationships to support retention. Staff participated in Warm Demander training, which emphasizes high expectations paired with strong, caring relationships. By combining strengthened family engagement with intentional student support, OCI aims to ensure all students and families feel connected, represented, and supported.|OCI continues to elevate meaningful engagement with its educational partners by expanding participation across its existing platforms and creating additional ways for families to share input. Regular opportunities include quarterly PAC and ELAC meetings, Parent Teacher Conferences, Back to School Night, the Annual Survey, and the Quarterly Needs Assessment Survey, all of which help the school stay current on evolving student and family needs. As part of its Community Schools model, OCI also launched the Community Schools Steering Committee to support shared planning among families, students, staff, and community members. Community School Coffee Hour meetings offer an informal space for open conversation. Feedback gathered from each activity is documented and used to guide next steps. Parents share appreciation, including “Su escuela y programas son muy buenas... estoy muy agradecida por su inmensa paciencia con mi hija” and “I like that the school communicates well with parents.” Students add, “As a student, I have been given support and assistance” and “You guys are doing great. Keep up the great service.”|Ensuring equitable representation in school decision making continues to be a major priority for OCI. Based on feedback and local data, the school is working to strengthen consistent membership across the Parent Advisory Committee, English Learner Advisory Committee, and Community Schools Steering Committee. Participation has increased, and the next step is building a dependable set of committee members who can help guide school priorities throughout the year. Annual Survey results for 2025–2026 also highlighted student ideas for enrichment, including “a language class taught in person would be awesome! This may be biased, but a chess and competitive club should be done!” Others suggested improvements to pacing, noting that “Longer breaks [throughout the year] in between would be helpful.” Parents emphasized academic support, including one who shared, “I think one-on-one tutoring is important and maybe extended hours of education for those students who need more help.” These contributions continue to shape how OCI structures input and involvement in school planning.|OCI is strengthening its work with underrepresented families by enhancing the support systems that guide its Whole Child and Family approach. The Needs and Assets Assessment process gathers family feedback through Annual Surveys, Parent Committee meetings, and Educational Partner Feedback Forms, which have evolved over time to better reflect community perspectives. Accessibility remains a central focus, supported by professional in-person translation, video presentations with translated captions, and opportunities for recorded feedback at every meeting. Staff with specialized roles, such as the Parent Engagement Liaison and Community Liaison, provide targeted outreach, while the COST Team coordinates mental, physical, and academic supports for students. To further expand wellness services, OCI recently added a Social Worker to work with the school counselor, increasing socio-emotional support for students and families.|5|5|5|5|5|5|4|5|5|5|5|4|Met||2026-05-26|2026
30103060134940|Citrus Springs Charter|3|"Based on this year's analysis of educational partner input, the LEA demonstrates significant strength in fostering a culture of mutual respect and clear communication. Parent perception remains high, with 91% reporting trusting relationships and 94% affirming welcoming environments. This is mirrored by staff sentiment, where 95% report high satisfaction with teacher-to-family interactions and 90% report positive communication with program leadership.  Building Staff Capacity & Relationship Growth The LEA has institutionalized the ""whole family"" approach through the Belonging Committee and Student Services. Data shows 89% of families feel staff are successfully partnering with them. Our personalized learning model remains a core strength; by using interest inventories and strength-finder assessments, teachers move beyond surface-level interactions. This is reinforced by student data, where 86% of students report that adults at school know their names and 84% feel encouraged to work hard, demonstrating that staff capacity for relationship-building translates directly into the student experience.  Welcoming Environments & Restorative Culture The implementation of Restorative Practices, supported by dedicated coaching, has solidified a safe and connected environment. Student responses highlight a culture of respect: 87% of students feel adults treat them with respect, and 85% report they can get along with others who are different from them. Furthermore, school safety and anti-bullying efforts are highly effective, with 88% of students stating that adults make it clear bullying is not okay, and 87% confident that adults will help if an issue arises. These metrics underscore our progress in creating a site where families and students feel secure and valued.  Two-Way Communication & Targeted Outreach Accessibility is a primary strength, with 97% of families reporting that school communication is understandable. The LEA utilizes ParentSquare, regional ""SPREE"" events, and ""Coffee Chats"" to maintain 2-way dialogue. While 84% of families feel empowered to engage in decision-making bodies (SSC/DELAC), student data suggests an area for continued growth in student agency, as 46% of students feel they have a voice in school activities. Moving forward, the LEA will leverage its strong communication infrastructure to further bridge the gap between parent advocacy and student-led decision-making."|"The LEA will prioritize building a deep sense of belonging by utilizing the Belonging Committee as a central resource for staff and families. Rather than a top-down mandate, the committee will serve as a hub for cultural proficiency, offering insights that help educators celebrate varied cultures, traditions, and rituals. A key focus will be deepening Restorative Practice support across all learning environments to ensure every student and family feels culturally represented and emotionally safe.  To move beyond high satisfaction toward true partnership, the LEA will focus on empowering students and families as co-designers of the educational experience.  The school will: Utilize student-led conferencing, parent/student/teacher conferences, and student goal-setting and tuning meetings. These forums will provide a structured space for families and students to work alongside staff to co-design the learning path and school rules. Our aim is to ensure each student has personalized academic and socio-emotional goals, with regular opportunities to meet and discuss progress, ensuring the ""whole child"" is supported both at home and at school.  Continue to deepen Restorative Practices training providing specific tools and language needed to mirror school conflict-resolution strategies in the school and home setting.  Current data highlights a disparity between adult-to-student respect 87% and peer-to-peer respect 65%.  Involving the families in acquiring these skills and common language will build a more cohesive school community."|Based on the 2026 self-reflection and partner input, the LEA will refine its strategies to engage underrepresented families by moving from broad outreach to data-driven, personalized inclusion.  Following the initial rollout, the LEA will fully leverage Branching Minds as a centralized MTSS and SEL data hub. This platform allows support staff to identify the specific needs of underrepresented student groups, including English Learners and students requiring specialized interventions. By using these insights, staff will initiate targeted communication with families, shifting from general updates to data-informed partnerships. This empowers caregivers with specific tools and research-based resources to support their child’s unique learning goals at home.  While 97% of families find communication accessible, the LEA recognizes that true engagement requires cultural resonance.   The school will: Utilize the Belonging Committee to help staff move beyond standard translations toward culturally proficient engagement that honors the traditions and languages of our diverse community. Enhance support for families of English Learners by deepening the capacity of our specialized staff to act as cultural liaisons, ensuring that welcoming environments (94% positive rating) are felt equally across all demographic subgroups. To address the fact that only 84% of families currently feel they have opportunities to provide input—and specifically to capture the voices of underrepresented groups—the LEA will: Continue to provide opportunities for student-led conferencing and tuning meetings. These settings provide a structured, low-pressure environment for underrepresented families to co-design personalized learning goals alongside their children and teachers. Actively monitor and individually recruit for SSC and DELAC participation to ensure these decision-making bodies reflect the actual diversity of our student population. To improve peer-to-peer respect (currently 65%) and overall school climate, the LEA will continue to focus on Restorative Practices training. and supports. We will provide tools and understanding through ParentSquare and different parent training opportunities. By providing families with the same conflict-resolution tools used by staff, we create a consistent, supportive bridge between the school and home. This shared language fosters a deeper sense of safety and belonging, ensuring that the 87% of students who feel respected by adults see that same level of care reflected in their peer interactions and family-school partnerships.|"A cornerstone of our model is the Personalized Learning Plan (PLP) which ensures that the community is the classroom. We involve families as primary partners in the Mastery Learning cycle, including initial goal setting and ongoing progress monitoring. Currently, 89% of families report that teachers meet with them specifically to discuss student progress and ways to partner for improved outcomes. Furthermore, 90% of parents affirm that they have the necessary resources to support student learning at home, demonstrating that our school-to-home connection is effectively bridging the gap between credentialed teachers and home-based instruction.  The LEA has fully implemented multiple channels to ensure families are informed and empowered.  Survey data results show that 97% of families report that school communication is understandable and accessible, ensuring that grade-level standards and expectations are clearly defined.  The charter offers in-Person and virtual engagement for families.  Signature events such as Parent Ignite!, regional ""SPREE"" events, and ""Coffee with the Principal"" sessions provide open forums for input and resource sharing.  The LEA’s progress is reinforced by a strong internal culture of professional growth. Staff satisfaction remains high, with 95% of teachers reporting positive interactions with families. We develop high-impact partnerships through the use of Branching Minds, which allows staff to share MTSS and SEL data with families to co-create interventions. Currently, 89% of families believe staff are actively improving their capacity to partner with them, a reflection of our ongoing professional development focused on cultural proficiency and collaborative coaching.  Survey data is not just collected but is utilized by leadership teams to adjust learning communities. With 85% of students reporting that adults give extra help when they are struggling, the partnership between school staff and families ensures that interventions are timely, personalized, and supported by all educational partners."|Every student will be supported in co-designing academic and socio-emotional goals. We will provide regular opportunities for families and students to meet and discuss progress, ensuring that learning goals are consistently supported in both school and home settings.  To move beyond traditional parent-teacher conferences, the LEA will prioritize student-led conferencing and student goal-setting and tuning meetings. These forums will empower students to present their learning to others (currently a growth area at 59%) and involve families as active co-designers of the educational path. By shifting the focus to student agency, we aim to increase the percentage of students who find school interesting and relevant to their future.  Building on the successful implementation of Branching Minds, the LEA will focus on using this centralized data source to improve two-way communication with families of underrepresented students and those requiring extra help. With 85% of students reporting that adults give extra help when they are struggling, our goal is to use this platform to offer specific, research-based interventions and resources to caregivers, fostering a stronger partnership in the MTSS process.  Our focus remains on the professional development of teachers and leaders to master these specific engagement strategies, ensuring that the partnership between school and home directly results in improved, equitable student outcomes.|The LEA will move beyond general support by fully utilizing Branching Minds and Benchmark as centralized hubs for MTSS and SEL data. These tools allow staff to identify specific achievement gaps and social-emotional needs unique to underrepresented student groups.  By aligning these data points with research-based interventions, staff will co-create Individual Student Plans that provide families with specific, actionable resources to support their child’s progress in both in-person and virtual settings.  The school plans to actively monitor and recruit for SSC and DELAC to ensure that decision-making bodies are representative of our entire school community, providing underrepresented families with a clear pathway to advocate for their students and influence school policy.|"A primary strength is the intentionality of our outreach; 84% of respondents agree the school specifically seeks input from underrepresented groups. This is facilitated through relationships built between staff and families, and  parent groups, ensuring those most impacted by achievement gaps have a seat at the table.  The school's transition to highly accessible communication (97%) ensures that a broad demographic of parents can provide feedback on policies and programs through surveys and open-forum ""Coffee Chats.”  Progress is evident in the shift toward co-designing the educational experience. By involving families in student-led conferences and tuning meetings, the LEA is bridging the gap between providing general feedback and making specific, data-driven decisions regarding student goals and school culture."|"The primary focus area is to move beyond general solicitation of feedback toward a collaborative ""co-design"" model that empowers families, teachers, and administrators to work together in planning, implementing, and evaluating family engagement activities. While 84% of families currently feel encouraged to join advisory groups, we will prioritize diversifying representative governance within the School Site Council and DELAC to ensure typically underrepresented groups are active partners in decision-making. We will also focus on closing the gap in student agency, leveraging the fact that only 46% of students currently feel they have a voice in school activities, by integrating student-led conferencing and tuning meetings into our leadership forums. By utilizing Branching Minds as a transparent data resource, the LEA aims to provide families with the specific insights needed to advocate for their students’ unique needs and collaboratively shape school-wide policies and programs."|The charter staff does an excellent job embracing and welcoming families as partners in education.  We will use those partnerships to seek input from families. We want to shift families from passive observers to active co-designers in the entire educational process.  We will engage underrepresented families by transitioning from providing access to fostering active, data-driven advocacy. We will deepen participation in advisory groups, such as DELAC and School Site Council, by moving beyond standard meeting invitations to a targeted recruitment model that ensures these bodies reflect our diverse student demographics. To remove barriers to entry, we will continue providing culturally responsive, multilingual forums and flexible virtual options. Furthermore, the LEA will utilize Branching Minds as a transparency tool, providing underrepresented families with direct access to their student’s MTSS and SEL data. This ensures that when families participate in decision-making, they are equipped with the specific insights needed to collaborate with leadership on high-quality curriculum and academic interventions.  We will continue to implement student-led conferencing and tuning meetings, which offer underrepresented families a structured, low-pressure environment to shape personalized learning goals and school policies alongside their children. These efforts are complemented by expanded parent education workshops that focus not only on navigating school systems but also on empowering caregivers as primary stakeholders in the mastery learning cycle. By combining proactive, multilingual communication with these opportunities for direct academic influence, the LEA aims to build the trust and agency necessary for underrepresented families to become permanent partners in the school’s decision-making framework.|5|5|5|5|5|4|5|5|4|5|5|5|Met||2026-06-09|2026
30103060137000|Vista Condor Global Academy|3|Based on the analysis of educational partner input and local data, the LEA demonstrates strong and growing capacity in building meaningful relationships between school staff and families. Across multiple engagement structures—including Coffee with the Principal, Parent Advisory Committees, ELAC, and student leadership forums—families consistently report feeling welcomed, heard, and included in school decision-making processes. Local data and stakeholder feedback indicate increased participation in family engagement opportunities, improved two-way communication between home and school, and stronger trust in school staff. Staff across sites are actively implementing consistent communication practices, increasing accessibility through translation and multiple platforms, and providing regular opportunities for family input on student learning and school priorities. In addition, schools have strengthened relationship-building through ongoing collaboration between teachers, administrators, and families, resulting in more responsive support for student academic and social-emotional needs. These efforts reflect a positive trend toward sustained family engagement and partnership, contributing to a stronger school community and improved student outcomes.|Based on the analysis of educational partner input and local data, the LEA’s primary focus areas for improvement in building relationships between school staff and families include strengthening consistency and depth of family engagement across all school sites. While participation in engagement opportunities is strong, feedback indicates a need for more structured and sustained opportunities for two-way communication that move beyond information-sharing to deeper collaboration in decision-making. Additional areas for growth include improving communication clarity, frequency, and accessibility, particularly for families of English learners and other underserved student groups. Stakeholders also identified a need for more proactive outreach to increase participation from families who are not consistently engaged in advisory groups or school events. The LEA is also focused on expanding culturally responsive engagement practices and ensuring that all staff are equipped with strategies to build trusting relationships with families. Continued emphasis will be placed on strengthening systems that elevate family voice, improve responsiveness to concerns, and ensure equitable access to engagement opportunities across all school communities.|Based on the analysis of educational partner input and local data, the LEA will strengthen engagement of underrepresented families by implementing more intentional, culturally responsive, and accessible outreach strategies. This includes increasing multilingual communication, expanding translation and interpretation services at all school events and advisory meetings, and ensuring information is provided through multiple platforms and formats to reduce barriers to participation. The LEA will also increase proactive outreach efforts to families who are not consistently engaged in school activities by utilizing personalized communication, home-school connection supports, and staff-led relationship-building strategies. School sites will work to identify and remove barriers to participation, including scheduling conflicts, transportation, and awareness of available opportunities. In addition, the LEA will expand opportunities for family leadership and voice by encouraging broader participation in advisory committees and creating multiple entry points for engagement beyond formal meetings. Staff professional learning will continue to focus on culturally responsive family engagement practices that build trust and strengthen relationships. These efforts are intended to ensure that all families, particularly those historically underrepresented, feel welcomed, valued, and actively included in school decision-making processes.|Based on the analysis of educational partner input and local data, the LEA has demonstrated continued progress in building strong partnerships that support positive student outcomes. Collaboration among school staff, families, community organizations, and district leadership has strengthened systems of support focused on academic achievement, student engagement, attendance, and social-emotional well-being. Educational partners consistently report that schools are fostering inclusive environments where communication, shared responsibility, and collaboration are valued. Partnerships with families have expanded through advisory committees, school events, and regular opportunities for input and participation in decision-making processes. In addition, staff collaboration through leadership teams, professional learning communities, and ongoing professional development has supported alignment of instructional practices and interventions across school sites. The LEA has also strengthened partnerships with community agencies and support services to provide additional resources for students and families, including mental health supports, enrichment opportunities, and targeted interventions. Local data indicates positive growth in stakeholder engagement, stronger communication systems, and increased coordination of services designed to improve overall student success and well-being.|Based on the analysis of educational partner input and local data, the LEA’s focus areas for improvement in building partnerships for student outcomes include strengthening consistency and coordination among schools, families, and community partners to ensure all students receive equitable access to supports and opportunities. While collaborative structures are in place, stakeholder feedback identified the need for more intentional systems that deepen engagement and increase shared accountability for student success. Families and staff expressed a desire for stronger communication regarding available academic, behavioral, and social-emotional supports, as well as clearer understanding of how community resources and school programs align to student needs. Educational partners also identified the need to expand outreach efforts to families who are less connected to school programs and decision-making processes, particularly underrepresented student groups. Additional focus areas include improving coordination of intervention services, strengthening cross-department collaboration, and increasing opportunities for meaningful partnerships with community organizations that support student wellness, enrichment, and academic achievement. Stakeholders emphasized the importance of ensuring that partnerships are culturally responsive, accessible, and reflective of the diverse needs of the school community. The LEA will continue to strengthen systems for collaboration, communication, and data monitoring to ensure partnerships result in measurable improvements in student engagement, achievement, attendance, and overall well-being. Ongoing efforts will focus on building sustainable relationships among educational partners that support continuous improvement and positive outcomes for all students.|Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families by implementing targeted outreach strategies and expanding opportunities for meaningful participation in programs and decision-making processes that support student outcomes. The LEA recognizes the importance of building trusting, culturally responsive partnerships with families whose voices have historically been underrepresented in school engagement efforts. To improve accessibility and participation, the LEA will continue to strengthen multilingual communication systems, provide translation and interpretation services, and utilize multiple communication platforms to ensure families receive timely and understandable information. Schools will also increase proactive outreach efforts through personalized communication, family support services, and relationship-building practices designed to connect with families who may face barriers to participation. The LEA will expand flexible engagement opportunities by offering meetings, workshops, and events at varied times and through multiple formats, including virtual options when appropriate. Staff will continue to encourage participation in advisory committees, school leadership opportunities, and family engagement activities to ensure broader representation of diverse family perspectives. In addition, the LEA will continue partnering with community organizations and support agencies to connect families with academic, behavioral, mental health, and social-emotional resources that contribute to student success. Professional learning for staff will emphasize culturally responsive family engagement strategies and practices that strengthen communication, trust, and collaboration with all families. These efforts are intended to ensure that underrepresented families feel welcomed, valued, informed, and actively involved as partners in supporting positive student outcomes and continuous school improvement.|The LEA has demonstrated continued growth in seeking meaningful educational partner input to guide decision-making processes across the district. Through consistent engagement opportunities such as surveys, school site meetings, advisory committees, parent workshops, student voice activities, and staff collaboration structures, the LEA has increased participation and strengthened communication with families, students, staff, and community members. Local data and feedback indicate that educational partners feel more informed about school and district initiatives and have greater opportunities to provide input on priorities related to student achievement, school climate, safety, and support services. The LEA has also made progress in expanding outreach efforts to include underrepresented groups through multilingual communication, targeted family engagement activities, and flexible meeting formats, resulting in broader participation and more representative feedback. The LEA has strengthened systems for reviewing and analyzing stakeholder input to inform planning processes, including the development of school goals, resource allocation, and student support programs. Educational partner feedback has directly contributed to improvements in academic interventions, social-emotional supports, family engagement opportunities, and school climate initiatives. Additionally, collaboration between school staff, administrators, families, and community partners has fostered a stronger culture of shared decision-making and collective responsibility for student success. These ongoing efforts reflect the LEA’s commitment to continuous improvement, transparency, and authentic engagement in decision-making processes.|Based on educational partner feedback and local data, the LEA has identified several focus areas for improvement in seeking input for decision-making. While participation opportunities have increased, the LEA continues to work toward ensuring consistent engagement from all educational partner groups, particularly families of English learners, foster youth, students with disabilities, and families who have historically been underrepresented in district decision-making processes. The LEA recognizes the need to strengthen two-way communication and increase awareness of how stakeholder feedback directly informs district and school actions. Educational partner input indicated that some families and staff would benefit from clearer follow-up communication regarding decisions made, implementation of initiatives, and outcomes connected to their feedback. Another focus area includes expanding opportunities for authentic student voice and leadership in district and school-level planning. The LEA aims to provide more structured opportunities for students to participate in discussions related to school climate, academic supports, wellness, and campus initiatives. Additionally, the LEA will continue improving accessibility to engagement opportunities through multilingual communication, flexible meeting options, increased outreach efforts, and the use of multiple platforms for gathering feedback. The LEA also seeks to strengthen data analysis practices to better identify participation trends and areas where additional outreach and support may be needed. These focus areas will support the LEA’s ongoing efforts to build stronger partnerships, increase transparency, and ensure that decision-making processes reflect the diverse perspectives and needs of the school community.|The LEA will improve engagement of underrepresented families by implementing targeted outreach strategies designed to increase participation, accessibility, and trust in the decision-making process. Based on educational partner feedback and local data, the LEA identified the need to expand engagement efforts for families of English learners, students with disabilities, foster youth, and families who have historically participated at lower rates in district and school input opportunities. To address these needs, the LEA will increase multilingual communication through translated materials, interpretation services, and the use of multiple communication platforms to ensure families receive timely and understandable information. Schools will continue offering flexible engagement opportunities, including virtual meetings, varied meeting times, family workshops, and community-based events that reduce barriers to participation. The LEA will also strengthen relationships with families through proactive outreach by school staff, community liaisons, and family engagement teams. Staff will intentionally seek feedback from underrepresented groups through surveys, focus groups, advisory committees, and listening sessions designed to create welcoming and inclusive environments where families feel comfortable sharing their perspectives. Additionally, the LEA will improve transparency by communicating how educational partner input is used to inform district and school decisions, programs, and resource allocation. Opportunities for student and family leadership will continue to expand to ensure diverse voices are represented in school improvement efforts. Through these actions, the LEA aims to foster stronger partnerships with underrepresented families and ensure that decision-making processes reflect the needs and perspectives of the entire school community.|5|5|5|5|5|4|4|5|5|5|5|5|Met||2026-06-15|2026
30103060137976|Tomorrow's Leadership Collaborative (TLC) Charter|3|School staff maintains regular communication and contact with families through multiple means: ParentSquare and Aeries messages sent to all families and school staff; monthly and weekly “newsletters” sent by teachers and school administration; software and digital classroom communication tools (e.g., SeeSaw, ParentSquare); frequent and regular social media posts (Instagram, Facebook); parent-teacher conferences; scheduled Team Meetings (on-demand meetings with co-teachers and parents); school-wide events, celebrations, and learning showcase opportunities; and classroom presentations and activities. Parents are encouraged to participate in community-building events such as monthly family bingo nights, Winter Program and Spring Jam performance celebrations, Coffee with the Principal, local events, the TLC Community Association, and as volunteers for the TLC Community Library, recess/lunch social support, and campus beautification workdays. To deepen these connections, the school has launched the Community Engagement Initiative. This initiative is dedicated to building a sustainable infrastructure alongside families and community partners, fostering more meaningful shared decision-making and active participation in defining school priorities and program design. To ensure all families are welcomed and able to take part, all meetings and notices are presented in Spanish and English, and on-site translators are available as well. Meetings, workshops, and activities are scheduled with working families in mind, with options for morning, afternoon, evening, and asynchronous opportunities made available to all. The TLC Board of Directors includes Parent Representatives to ensure that parent voices are included in board discussions and considerations. Monthly “Parent Reports” provided by Parent Representatives on the TLC Board of Directors provide a means for communication between the parent community and school leadership. TLC provides Parent Workshops and trainings in partnership with community organization partners like United Way to address topics of interest and concern voiced by parents through school climate surveys, parent representation on the TLC Board of Directors, and other communications. Workshops on literacy development, stress management, and social-emotional learning bring the school and families closer together in collaboration to support positive growth and development for all students.|Based on the analysis of educational partner input, the focus area for improvement will be parent participation on campus for regular volunteering, meeting attendance, and school events. Crucial to this effort is ensuring that all families have reliable, timely access to ParentSquare, the school’s primary communication platform. To support families who have previously struggled to receive timely messaging, the LEA will provide targeted troubleshooting and onboarding support for the platform. Furthermore, in response to parent feedback requesting a centralized resource hub, the school website will be upgraded to include a dedicated parent resources section. This will serve as a reliable, go-to repository for school information, updates, and materials. A key priority for our LEA moving forward is to actively increase parent attendance and engagement at these workshops, ensuring these valuable resources directly impact more households. To further accommodate our community, parent meetings will be held regularly and will be organized with parent work schedules in mind. Meetings and workshops will occur both in the evenings and during the school day, in person and online, and will be scheduled well in advance with information provided to families at Summer registration so parents can make arrangements to attend if desired. Volunteer opportunities will also be determined and communicated well in advance, and will include both regular opportunities to volunteer (e.g., lunch time recess support) as well as occasional events (e.g., Winter Program). In addition, our LEA will continue to focus on families as partners in ensuring student academic success moving forward. Input and survey data from families indicates that parents want to be a part of their students’ learning success and growth and support their social-emotional development and success. Providing regular updates on academic progress, sharing strategies for supporting literacy and reading development, and offering opportunities for extended learning and intervention are areas to be addressed for improvement.|Our LEA will improve engagement of underrepresented families through school programming designed with the needs of families and students in mind. Specifically, underrepresented families identified include parents of English Learner (EL) students and students classified as Socioeconomically Disadvantaged (SED). To ensure programming is meaningful and targeted, the LEA will leverage the Community Engagement Initiative (CEI) committee to ensure families from these underrepresented groups are directly involved in the decision-making process. Efforts to improve engagement and remove barriers for these families include: Spanish translation is provided at all meetings and events, school communications, and notes home. Families will always be offered opportunities to engage with school staff in either English or Spanish. Culturally connected school events and celebrations will be offered to explicitly engage with and welcome families from underrepresented groups. While the LEA will continue to offer standard transportation support for students, we will also leverage the Tortuga Express, our van transport service, to bring families to and from the school to increase their participation in workshops and events. Regular food bank distribution, mental health resources and referrals, and support coordination led by the TLC Community Schools Coordinator (CSC) will improve engagement by addressing the most pressing issues families face as barriers to participation. Furthermore, TLC will expand our parent workshops to offer families support with students social-emotional wellness as well as literacy and math development. TLC plans to expand these opportunities as the CSC continues to develop partnerships with local partner organizations. In particular, TLC will continue working closely with our faculty partners at Cal State Fullerton to expand the research work on family engagement.|TLC provides ongoing professional development to all staff to ensure teachers are prepared to address the learning needs of students—including those with disabilities, English learners, and those facing learning challenges due to school disruptions over the last several years. In addition to daily reflection meetings of co-teachers, service providers, and paraprofessional support staff, all staff receive training in trauma-informed practices, inclusion, and universal design for learning strategies and approaches to instruction. Through extended learning opportunities and daily intervention structures, students were offered multiple opportunities to address learning challenges throughout the school day through targeted math/reading intervention via small group instruction before and after school with a credentialed teacher as well as the use of virtual tutoring to target student needs.  During the 2025-26 school year, math instruction will be heavily supported by targeted professional development. TLC partnered with the Orange County Department of Education (OCDE) to support teachers with the integration of California Math Standards and the Math Framework through their Counting Collections series. Furthermore, teachers received additional professional development to effectively integrate the newly adopted GO Math curriculum. For upper elementary staff, there was a concentrated effort to embed interim SBAC assessments specifically for 4th–6th grade teachers to better monitor student progress and align instruction with state standards.  Additionally, the LEA worked with the CEI committee to plan and provide monthly Bingo/Math nights to support families with learning how to support students with number sense in the home in a fun and engaging way.|Our LEA will build upon our current strengths in engaging families in decision-making to include parent voices and involvement in our literacy and mathematics initiatives moving forward. Regular communication with parents regarding student progress along literacy and math benchmarks is already provided through trimester report cards, internal benchmarks (i-Ready), and annual state testing. Moving forward, our LEA will work with parents to identify additional opportunities to bring families in as partners in student learning. This includes continuing to educate parents around literacy development, while expanding support to deepen their understanding of grade-level math standards and specific skills they can practice with students at home. Additionally, the LEA will expand communication regarding State Assessments to ensure parents are thoroughly familiar with the test format and structure. To bridge learning between school and home, we will also provide students and families with targeted instructional materials to utilize during extended school breaks. In the 2024-25 school year, our LEA introduced an additional learning showcase opportunity, “Diorama Day,” building upon the established annual Spring Jam learning showcase. Diorama Day engages families more closely with academics, as students demonstrate academic skills developed through project-based learning. For the upcoming school year, our LEA will expand these opportunities by hosting winter family events in classrooms to showcase student learning around math standards. We will also continue with Diorama Day to highlight student achievement in social studies and science standards, providing a comprehensive lineup of Spring Jam, Diorama Day, a winter math showcase, and an Author’s Celebration.|All families are included in surveys, meetings, and opportunities to engage at school, with full access to participation being ensured through Spanish language translation, scheduling for working parents, and multiple means for engagement with school staff and leadership. Current committees (ELAC, PAC, CEI) will continue, and our LEA will work with families to introduce additional workshops and committees for parents focused on literacy development, learning, and supporting academic success at home moving forward. To further support these initiatives, the LEA will work closely with the ELAC and the PAC to collaboratively discuss and implement ways to improve programming for English Learner (EL) students.  This partnership will specifically focus on identifying actionable strategies to help families support their students' language development at home across all four domains: listening, speaking, reading, and writing. In addition, the Parent Representative to the TLC Board of Directors will regularly gather information from underrepresented families through meetings and a “Parent Comment Box” in the Main Office.|Our LEA seeks input through multiple means regularly throughout the school year through surveys, parent meetings and workshops, Coffee with the Principal presentations, invitations for meetings with teachers and administrators, and volunteer opportunities on site. The TLC Board of Directors includes an additional Parent Representative as of Spring 2024. To ensure parents’ voice is included in decision-making in addition to the ELAC committee and the Parent Advisory Council committee, the LEA formed a CEI (Community Engagement Initiative) committee.  This committee worked to design and implement sustainable systems that allowed parents and community partners to attend regional workshops. These workshops were specifically designed to build stakeholder capacity to identify areas of growth for the LEA. Through this collaborative framework, the CEI committee and community partners will work internally to address their findings, ensuring that all stakeholders are actively included in the decision-making process. Furthermore, parents will be regularly contacted to join family workshops and trainings seeking parent input for school programming focused on intervention and enrichment.  Parent participation at school events such as Family Bingo Nights and Field Day provides additional opportunities for parents to identify school needs and priorities, which encourages more parent participation overall and more engagement with topics of interest for decision-making and school goals|Our LEA will build upon our current strengths in engaging families in decision-making to include parent voices and involvement in our literacy initiative, and all other initiatives moving forward. Regular communication with parents regarding student progress along literacy and math benchmarks is already provided through trimester report cards, internal benchmarks (i-Ready), and annual state testing.  Moving forward, our LEA will work with parents to identify additional opportunities to bring parents in as partners in student learning through an understanding of literacy development, progress monitoring, and strategies for support at home and at school. Based upon input received from parents in Spring 2026, our LEA will also continue inviting parents for formal and informal opportunities to volunteer and participate in activities, meetings, and workshops in the TLC Community Library. For the upcoming school year, our LEA plans to continue expanding opportunities for parents to engage more closely with the school as regular volunteers and members of school committees (e.g. safety committee, field trip committee) and established parent groups (e.g. TLC-CA, ELAC, PAC). Our LEA will continue to leverage the CEI committee to support building parent and staff capacity, ultimately creating a sustainable infrastructure for shared decision-making. Furthermore, the LEA is committed to expanding culturally relevant programming that celebrates the unique diversity of our school community. Building on the success of this past year’s Día de los Muertos celebration, which was made possible through a meaningful partnership with the Samueli Academy and a performance by their student Folklorico Group, our LEA will look to expand this and other cultural events by continuing to cultivate and leverage strong community partnerships.|All families are included in surveys, meetings, and opportunities to engage at school, with full access to participation being ensured through Spanish language translation, scheduling for working parents, and multiple means for engagement with school staff and leadership. Based on parent feedback collected during the Spring of 2026, the LEA will streamline its communication efforts to better serve our community. This will include providing earlier orientation and onboarding information on ParentSquare to ensure all families are connected from the start, enhancing the monthly newsletter, and adjusting the school website to serve as a comprehensive, central hub for family information.  Current committees (ELAC, PAC, CEI) will continue, and our LEA will work with families to introduce additional workshops and committees for parents focused on literacy and math development, learning, and supporting academic success at home moving forward.  In addition, our Community Schools Coordinator will continue working with individual “hard to reach” families using their preferred method of communication (e.g. in-person, phone, email) to ensure all voices are heard and taken into consideration throughout the decision-making process.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
30103060138800|Suncoast Preparatory Academy|3|"At Suncoast, we continue to make meaningful progress in building and sustaining strong relationships between staff and families. These connections are central to our educational model and consistently recognized as a strength in our annual LCAP input and climate surveys, which highlight the trust, communication, and personalized support that define the Suncoast experience.  One Education Specialist shared, ""My experience with Suncoast has been positive. The collaboration and support of the team are phenomenal. Education Specialists who are supported and well-informed are able to be more effective and efficient in their interactions with families."" This reflects our belief that strong internal collaboration leads to stronger family partnerships.  Families echo this sentiment: ""Love and appreciate the family-oriented environment and relationships. We feel well supported and encouraged,"" and ""Thank you for being a family-friendly staff! We appreciate all the care that goes into building the families and this school up.""  The trust we've cultivated is the result of intentional relationship-building strategies, clear communication, and a school culture that prioritizes empathy, flexibility, and mutual respect. Education Specialists meet monthly with each family to review progress, offer personalized guidance, and adapt instruction to meet students' evolving needs.  To support these relationships, we expanded the role of our Community Engagement Team, strengthened onboarding systems, and introduced Parent Academy sessions, including Parent Cafés, focused on navigating curriculum, assessment, and supports. The Group App has become a reliable platform for consistent, accessible family communication. Regular office hours, virtual check-ins, and community events create further connection. As Suncoast transitions to a county-wide charter in 2026–27, including a new Community Center for families, we will continue investing in responsive communication and inclusive systems that keep families central partners in every student's success."|Suncoast is proud of the strong relationships we've built with families, consistently recognized as a strength in educational partner feedback. As we reflect on survey input and local data, we see clear opportunities to further strengthen these connections and ensure every family feels deeply supported and informed.  One area of growth involves enhancing communication around academic planning, particularly at the high school level. Families expressed appreciation for our flexible approach but also shared a desire for clearer guidance on college and career planning. In response, we are expanding proactive and structured supports to help families navigate these milestones with confidence, including through our High School Support Liaison and expanded counseling services.  We also recognize the importance of deepening engagement with families of unduplicated students, including those new to homeschooling, English Learners, and families facing housing instability. While many families report strong connections, we are expanding targeted outreach, refining our onboarding experience, and ensuring all communication is welcoming, inclusive, and culturally responsive.  Finally, increasing participation in our school surveys remains a focus. While the feedback we receive is thoughtful and meaningful, formal LCAP and climate survey response rates increased this cycle slightly but may not fully reflect the diversity of our community. We are embedding short surveys into re-enrollment forms, Learning Period check-ins, and in-person community events, and offering translations through multiple platforms to broaden participation. If response rates remain persistently low despite these interventions, we will evaluate more substantial structural shifts, including consolidating surveys and incentivizing participation.|Suncoast is committed to fostering inclusive and authentic relationships with all families, and we are especially focused on deepening engagement with underrepresented groups identified during the self-reflection process. These include English Learners, foster youth, low-income families, and families new to homeschooling. Educational partner input and survey data have guided our efforts to strengthen outreach and ensure every family feels welcomed, informed, and connected.  To support this goal, we are expanding individualized outreach through strengthened case management and multilingual communication systems. Our McKinney-Vento specialist continues monthly personal check-ins with families experiencing housing instability, and our integrated English Learner Team maintains close contact with EL students and families to identify needs and offer timely support during their time in the EL Program and after reclassification. The Title I Coordinator position, now filled and operational, further strengthens coordination of support for at-risk families and ensures timely communication and service access.  Recognizing that early connection is key, we are enhancing onboarding systems to include clearer introductions to each family's Education Specialist, curriculum tools, and available supports. Our Parent Academy offers sessions designed to empower families with information about independent study, student services, and strategies for supporting learning at home, particularly for those unfamiliar with homeschooling.  To ensure underrepresented families have meaningful engagement opportunities, we are embedding feedback into community-based spaces, including field trips, Parent Academy events, Parent Cafés, Learning Period meetings, and in-person gatherings. For those unable to attend, we offer personalized check-ins and phone calls to ensure their perspectives are heard. These ongoing efforts reflect our belief that every family is a vital partner in our school community.|Suncoast has made meaningful progress building strong, collaborative partnerships with families that directly support student learning and outcomes. A key strength is our personalized, relationship-based model, which empowers Education Specialists to work closely with parents in co-developing learning plans that reflect each student's strengths, needs, and goals. Educational partner feedback consistently highlights high satisfaction with ES availability, communication, and support.  To further strengthen these partnerships, we expanded family-facing initiatives through the Parent Academy, which facilitated 39 sessions in 2025–26 on topics such as informal assessment, curriculum planning, and learning styles, as well as Parent Cafés, book clubs, mindfulness sessions, and leadership discussions. These sessions help families build confidence and skills to actively support their child's academic growth.  We also continued the CAASPP Adventure Program to increase engagement around state testing, pairing IXL practice with readiness activities and family communication. CAASPP Participation increased 10% over the 2024–25 school year to 75% overall, and preliminary participation data suggest that we will have maintained that participation this year within 2-3%  in the 2025–26 testing window.  Our internal communication and data-sharing systems continue to improve, with benchmark data, IXL diagnostics, and Learning Period meetings keeping families informed and involved. Notably, our Student Services team maintains the highest IEP signing rate within our SELPA, reflecting strong trust and clarity with families of students with disabilities.  The Title I Coordinator position is now fully operational, supporting equitable access to services and strengthening outreach and communication for low-income and at-risk families. Survey results affirm that families value our flexible, strength-based approach. These efforts reflect our commitment to meaningful family partnerships as a foundation for student success.|While Suncoast has a strong foundation in family collaboration, our analysis of educational partner input and local data has identified key areas for continued growth in building partnerships that support student outcomes.  First, families, particularly those with students in upper grades, have expressed a need for more structured academic guidance. Requests for clearer support with course planning, A-G tracking, and postsecondary options have informed our decision to expand high school counseling services and introduce targeted workshops focused on college and career readiness. The High School Support Liaison now serves as a key point of contact for A-G planning, transcript review, and dual enrollment support, ensuring families feel equipped to support long-term academic planning.  Second, some families of unduplicated students and those new to homeschooling report challenges navigating academic tools and monitoring progress. In response, we are strengthening our onboarding process and expanding Parent Academy sessions to include practical training on using curriculum platforms, understanding informal assessments, and supporting students across a range of learning needs.  Third, while our communication systems are well established, families have shared concerns about testing-related stress and a limited understanding of the importance of state assessments for student progress in our model. The CAASPP Adventure Program addresses this by combining skill-building with positive engagement strategies to reduce anxiety and improve participation. We are also refining how we share assessment data, including IXL diagnostic reports and benchmark results, to make academic progress more transparent and actionable for families, with a focus on empowering caregivers to understand and act on what the data shows for their child.|To strengthen partnerships with underrepresented families, particularly English Learners, foster youth, low-income households, and families new to homeschooling, Suncoast is implementing targeted strategies that promote trust, accessibility, and meaningful collaboration.  Based on findings from our self-reflection process and stakeholder feedback, we are expanding multilingual communication, increasing personalized outreach through our Student Services and English Learner teams, and refining how academic data is shared during Learning Period meetings to ensure it is family-friendly and actionable. English Learners demonstrated 52% making meaningful progress, 104.7 points of growth in ELA, and 100.5 points of growth in Mathematics on Dashboard growth indicators, positive trends we share with families to build confidence and engagement.  The Title I Coordinator now plays a direct role in outreach to socioeconomically disadvantaged families, helping connect them to intervention services, curriculum resources, and academic monitoring supports. Education Specialists are also deepening their role as academic coaches, walking families through assessment results, identifying areas of growth, and co-creating learning goals tailored to each family's background, experience, and preferred communication style.  To further support families, we are enhancing Parent Academy offerings with sessions focused on academic engagement, including how to use platforms like IXL and BrainPOP EL, as well as how to support learning at home. The Early Literacy Screener identified 51 students with literacy needs in 2025–26, and 69% of identified families opted into aligned intervention services, a direct result of trust-based outreach and clear family communication. These efforts ensure that all families, regardless of background, are equipped to engage in meaningful partnerships that|"Suncoast has made strong progress developing a culture of shared decision-making through consistent, multi-channel engagement with educational partners. Our school actively seeks input from families, staff, students, and board members through regular surveys, Parent Academy discussions, Parent Cafés, virtual open-door meetings with leadership, and direct outreach from the School Support Team. As one parent shared, ""Suncoast truly listens to families; we feel part of the process, not just recipients of information.""  This year, we refined our LCAP surveys to include department-specific questions, yielding more actionable, relevant feedback. We introduced student climate surveys for all grade spans, including a dedicated version for high school students. Feedback from these instruments directly informed updates to our LCAP, including the creation of new roles such as the Title I Coordinator, High School Support Liaison, and Arts Program Coordinator. A high school student reflected, ""It feels good that what we suggest can actually lead to new programs or changes.""  Staff engagement has deepened through increased involvement in shaping school policies and programs. Education Specialists and support staff regularly participate in collaborative leadership sessions and in stipend-supported Cohort Lead roles. As one ES noted, ""It's motivating to see our ideas reflected in the direction of the school. Suncoast is a place where educators have a voice.""  Suncoast's pursuit of county-wide charter authorization in 2025–26 also involved extensive stakeholder engagement, with families and staff contributing meaningfully to that process. As we transition to Suncoast Charter School in 2026–27, these engagement systems will continue supporting community-driven decision-making."|While Suncoast has built a strong foundation for collecting input from educational partners, analysis of survey data and engagement patterns reveals key areas for improvement.  One primary challenge is lower-than-desired participation in formal feedback tools. Formal LCAP and climate survey response rates declined this cycle, despite widespread appreciation for the school's family-centered culture. While many families engage informally through Learning Period meetings and Parent Academy sessions, these responses may not fully reflect the diversity of our community.   In response, we are exploring ways to make input opportunities more accessible and better aligned with family routines. This includes embedding short surveys into re-enrollment forms, Learning Period check-ins, and in-person community events. We are also developing more inclusive and culturally responsive approaches to gathering feedback from underrepresented families, including multilingual, new-to-homeschooling, McKinney-Vento, and foster youth populations.  Additionally, we aim to close the feedback loop more consistently by improving how we communicate back to families and staff about how their input has shaped decisions. We want to ensure all educational partners, not just those in formal roles, can see how their feedback drives action. If response rates remain persistently low despite these interventions, we will evaluate more structural shifts, including consolidating surveys, offering paper-based options at in-person events, and potentially recalibrating associated metrics to better reflect realistic engagement levels in our independent study environment.|To ensure that every voice is heard at Suncoast, we have worked with staff and families to embed feedback opportunities into familiar touchpoints, including Learning Period meetings, Parent Academy sessions, Parent Cafés, onboarding calls, and field trips. This approach encourages two-way conversations between families and staff rather than relying solely on formal survey tools.  The Student Services Team and the English Learner Coordinator host monthly one-on-one meetings with McKinney-Vento and English Learner families, providing a personalized setting for feedback and ensuring that families experiencing housing instability or language barriers have direct access to decision-making channels. The Title I Coordinator also conducts targeted outreach with socioeconomically disadvantaged families, ensuring their input informs resource allocation and service planning.  For foster youth families, our designated liaison maintains consistent contact and provides opportunities to share feedback on school programs and supports outside of formal survey cycles. These relationship-based touchpoints complement standard survey methods and enable us to gather insights from families least likely to respond to digital outreach.  As we transition to Suncoast Charter School in 2026–27 and open a new Community Center, we anticipate expanded in-person engagement opportunities that will make it easier for underrepresented families to participate in planning and feedback processes. We are committed to ensuring that the broader geographic reach of our new charter authorization does not diminish the depth of community engagement that has defined Suncoast's approach to shared decision-making.|5|5|4|5|4|5|5|5|4|4|5|5|Met||2026-06-23|2026
30103060139352|Sycamore Creek Community Charter|3||||||||||||||||||||||Not Met|||2026
30103060139469|International School for Science and Culture|3|Based on educational partner feedback and local data, ISSAC's greatest strength in building relationships between school staff and families is its strong culture of communication, accessibility, and partnership. Families consistently describe the school as welcoming, supportive, and family-oriented. ISSAC provides multiple opportunities for engagement through Parent-Teacher Conferences, School Site Council (SSC), English Learner Advisory Committee (ELAC), Chat with the Chief meetings, project-based learning exhibitions, multicultural events, and ongoing communication through Class Dojo, email, newsletters, and phone calls. Parent survey participation increased from 48% in the fall to 54% in the spring, demonstrating continued family involvement. Survey feedback indicates that parents value the caring staff, individualized attention, and strong sense of community. ISSAC has made progress in creating meaningful opportunities for families to contribute feedback, participate in decision-making, and collaborate with staff to support student success.|Based on educational partner feedback and local data, ISSAC has identified several focus areas for improvement in building relationships between school staff and families. While families report strong satisfaction with the school's welcoming culture and communication efforts, survey responses indicate a need for more frequent and timely communication regarding major school initiatives, including campus expansion, student transitions, and future planning. Families also expressed a desire for additional communication options, including text messaging and school-based applications, as well as increased visibility into student academic progress. ISSAC will continue to strengthen two-way communication, increase family participation opportunities, provide earlier notifications regarding important decisions, and expand support for families who may experience language or technology barriers. These efforts will help ensure that all families feel informed, valued, and actively engaged as partners in their child's education.|Based on educational partner feedback and local data, ISSAC identified opportunities to increase engagement among families who may face language, work schedule, transportation, or technology barriers to participation. During the 2026–27 school year, ISSAC will expand communication methods by utilizing multiple platforms, including email, phone calls, Parent Square, newsletters, and translated communications to ensure families receive information in accessible formats. The school will continue offering opportunities for engagement through ELAC, SSC, Parent-Teacher Conferences, Chat with the Chief meetings, surveys, and school events while increasing outreach to families who are less likely to participate. ISSAC will also provide interpretation and translation services when needed and continue seeking feedback through both formal and informal conversations. These efforts are intended to increase participation, strengthen trust, and ensure all families feel welcomed, informed, and valued as partners in supporting student success.|ISSAC's strengths in Building Partnerships for Student Outcomes include strong collaboration among families, staff, students, community organizations, and higher education partners. Families consistently report feeling welcomed, supported, and involved in their children's education through Parent-Teacher Conferences, ELAC, SSC, Chat with the Chief meetings, project-based learning exhibitions, and multicultural events. The school has also expanded partnerships with organizations such as Coastline College and the Life Science Department at Soka University, providing students with authentic learning experiences and college and career exposure. These partnerships have contributed to strong student outcomes, including high attendance rates, low behavior referrals, a 0% suspension rate, strong academic performance on state assessments, and 96% of IEP goals being met. Stakeholder feedback indicates that these collaborative partnerships continue to strengthen student engagement, achievement, and overall school success.|Based on educational partner feedback and local data, ISSAC has identified opportunities to strengthen partnerships that directly support student outcomes. Areas for improvement include expanding college and career partnerships, increasing family understanding of student academic progress, and providing more opportunities for students to develop leadership, communication, and self-advocacy skills. Stakeholders also expressed interest in increasing support for English Learners, particularly in oral language development and classroom participation. As ISSAC continues to grow, the school will focus on strengthening systems that connect families, community partners, and staff to student learning while expanding authentic learning opportunities through project-based learning, higher education partnerships, and career exploration experiences. These efforts will further enhance student achievement, engagement, and readiness for future academic and career success.|ISSAC will improve engagement of underrepresented families by increasing outreach, communication, and opportunities for participation in activities directly connected to student learning and outcomes. The school will continue providing translated communications, interpretation services, flexible meeting options, and multiple methods of communication to reduce barriers related to language, work schedules, and technology access. ISSAC will actively encourage participation in Parent-Teacher Conferences, ELAC, SSC, LCAP meetings, project-based learning exhibitions, and student performances so families can better understand and support their child's academic progress. The school will also seek feedback through surveys, informal conversations, and targeted outreach to families who are less likely to participate. These efforts will strengthen partnerships between families, staff, and community partners while ensuring all families have meaningful opportunities to contribute to student success and school improvement.|Based on educational partner feedback and local data, ISSAC has demonstrated strong progress in seeking input for decision-making by creating multiple opportunities for students, families, staff, community members, and the Board of Directors to provide meaningful feedback. During the 2025–26 school year, ISSAC conducted parent, student, and staff surveys, held ELAC, SSC, LCAP meetings, Chat with the Chief sessions, Parent-Teacher Conferences, and ongoing stakeholder discussions. Feedback was also gathered through one-on-one conversations, small group meetings, professional development sessions, and board meetings. Participation rates increased, with parent survey participation growing from 48% in the fall to 54% in the spring and student survey participation increasing to 78%. Stakeholder input directly informed school planning, communication improvements, student support services, campus expansion discussions, and LCAP goal development. These efforts have strengthened transparency, collaboration, and shared decision-making throughout the school community.|ISSAC has identified opportunities to further strengthen stakeholder participation and representation in decision-making processes. While survey participation and engagement have increased, the school seeks to expand participation among families who face language, work schedule, transportation, or technology barriers. Stakeholders also requested earlier communication regarding major school initiatives, including campus expansion, student placement decisions, and long-term planning. During the 2026–27 school year, ISSAC will focus on increasing outreach to underrepresented groups, providing additional translated communications, offering multiple opportunities for input, and strengthening two-way communication processes. The school will also continue to increase student voice and leadership opportunities to ensure decisions reflect the perspectives and needs of all educational partners. These efforts will support more inclusive, representative, and transparent decision-making practices.|ISSAC will improve engagement of underrepresented families by creating more accessible and meaningful opportunities for participation in school decision-making. The school will continue providing translated materials and interpretation services while offering flexible ways for families to share feedback through surveys, meetings, and individual conversations. Additional outreach will be conducted to encourage participation from families who may face language, scheduling, or other barriers. ISSAC will use input gathered through ELAC, SSC, LCAP discussions, and other engagement opportunities to ensure a broad range of perspectives are considered when making decisions. These efforts will help strengthen family voice, increase representation, and ensure that school planning reflects the needs of the entire school community.|5|5|5|5|4|5|5|5|4|4|5|4|Met||2026-06-25|2026
30103060139964|Orange County Classical Academy|3|"OCCA has fostered strong parental involvement throughout the school community by providing a variety of opportunities for engagement. Parents and family members are encouraged to participate in committees such as the Academic Advisory Council, Academic Committee, Safety Committee, Playground Committee, Property Committee, and Fundraising Committee. Additional opportunities for involvement include the Lower School Room Parent Committee and the Upper School Parent Steering Committee. These committees provide meaningful ways for families to contribute their time, expertise, and support to the continued success of the school. OCCA also cultivates engagement through ""Coffee with the SPEDMaster,"" which serves as an opportunity for families to connect directly with the school's Education Specialist. OCCA cultivates relationship building through its English Learner Advisory Committee (ELAC) within its Academic Advisory Council. This provides families of English learners with a meaningful voice in the school's academic programs and services. Parent survey results indicate high levels of satisfaction with OCCA's ability to fulfill its mission, deliver academic rigor, and provide meaningful opportunities for family involvement. Families are kept informed through multiple communication channels, including the Coffee with the Headmaster, the weekly Eagle News newsletter featuring important updates and upcoming events, and the OCCA Community Facebook page. Together, these efforts promote transparency, strengthen partnerships, and encourage participation."|OCCA has developed strong relationships between staff and families. This includes high levels of satisfaction in communication, parent participation, leadership, and front office support, among others. Parents consistently reported feeling informed, welcomed, and provided with meaningful opportunities to engage in their student’s education. Areas for improvement include increasing the clarity of communication, expanding parent involvement opportunities at the upper school level, and strengthening awareness of available engagement opportunities. OCCA will continue building strong partnerships with families through proactive communication, accessible engagement opportunities, and ongoing opportunities for feedback and collaboration.|OCCA identified opportunities to strengthen engagement by improving communication consistency, increasing awareness of participation opportunities, and expanding engagement efforts at the upper school level. Survey responses indicated that some families desired clearer communication channels, more proactive outreach, and additional opportunities to participate in school activities and decision-making processes. In response, OCCA will continue to expand family engagement opportunities through initiatives such as Coffee with the Headmaster, Coffee with the SPED Master, ELAC participation, parent advisory groups, and regular school communications. The school will also seek ongoing feedback from families to ensure all educational partners feel informed, connected, and meaningfully engaged in the school community.|OCCA’s strong partnerships with families are reflected in high levels of parent satisfaction with the school’s mission, academic program, teachers, culture, safety, and leadership. Families report feeling informed, supported, and engaged through regular communication, volunteer opportunities, advisory groups, and school events. These collaborative relationships have helped create a positive learning environment that supports both student achievement and character development.|Based on educational partner input and local data, OCCA's focus areas for improvement include strengthening communication consistency, increasing awareness of family engagement opportunities, and expanding parent involvement at the upper school level. Feedback identified opportunities to provide more proactive communication, streamline communication channels, and increase visibility into school and board initiatives. OCCA continues refining these areas to further strengthen partnerships that support student success.|OCCA will refine engagement by increasing communication clarity, expanding outreach to newer and upper school families, and providing additional opportunities for involvement. The school will continue gathering feedback and offering accessible engagement opportunities to ensure all families can actively partner in supporting student success.|OCCA has demonstrated strong progress in seeking stakeholder input for decision-making. Parents report feeling informed and engaged through regular communication, surveys, Coffee with the Headmaster, advisory groups, board meetings, and other opportunities for feedback and participation. These efforts have helped foster transparency and meaningful collaboration between families and school leadership.|OCCA's focus areas for improvement include increasing awareness of opportunities for stakeholder input, strengthening communication about board activities and decision-making processes, and ensuring families receive information through clear and consistent channels. Feedback suggests that greater visibility and accessibility of engagement opportunities may help increase participation and strengthen stakeholder involvement in school decisions.|OCCA will improve engagement by expanding outreach efforts, providing multiple avenues for feedback, and increasing awareness of opportunities to participate in school and board-level decision-making. The school will continue using surveys, parent meetings, advisory groups, and regular communications to ensure all families have meaningful opportunities to share input and help inform school decisions.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-11|2026
30103060140822|Irvine International Academy|3|Based on analysis of educational partner input and local data, our LEA has made meaningful progress in strengthening relationships between school staff and families. One of our key strengths is our ongoing commitment to fostering two-way communication and building trust through culturally responsive and inclusive practices. Input from family surveys, community meetings, Parent Workshops, and advisory groups highlights that families feel increasingly welcomed and respected in our school communities.  Over the past year, we have implemented several strategies to enhance family engagement. These include the expansion of communication platforms, the use of real-time messaging, and the employment of a Mandarin-speaking community liaison. As a result, parent participation in school events, workshops, and parent-teacher conferences has increased significantly, particularly among historically underrepresented groups.  Irvine International Academy implements specific programs or initiatives to foster family engagement, including Parent Workshops, parent-teacher conferences twice a year, and family learning opportunities. These events provide platforms for staff and families to interact, share information, and build relationships. We also organize many events and activities to bring staff and families together in celebratory and informal settings, fostering positive relationships, trust, and mutual understanding.   Another key strength is the integration of family voice in school decision-making processes. Parents now participate more actively in School Site Councils, Local Control and Accountability Plan (LCAP) development, and English Learner Advisory Committees (ELACs). Additionally, three Parent Advisory Committees were implemented during the 2025-26 school year, including an Executive Director's Advisory Committee, Curriculum Advisory Committee, and a Mandarin Program Advisory Committee. Feedback collected during these meetings has led to concrete changes in school climate initiatives, academic supports, and after-school programming, further reinforcing the value of family input.|Analysis of educational partner input and local data has highlighted several key areas where Irvine International Academy is committed to improving relationships between school staff and families. While we have made progress in fostering welcoming school environments, feedback from families and community stakeholders points to the need for more intentional efforts in three critical areas: language accessibility, opportunities for input in decision-making, and more consistent communication.   A significant portion of our families speak languages other than English, and input from community forums and parent surveys indicates that language remains a barrier to full engagement. While we have made strides in translating key documents and providing interpretation at major events, families have expressed the need for more timely and comprehensive language support, especially for day-to-day communications and smaller school events. To address this, we are working to expand access to multilingual communication tools, increase the availability of interpreters, and train staff on using inclusive language practices across all forms of outreach.   Families consistently express a desire for more meaningful roles in shaping school and district policies. While structures like School Site Council and advisory committees are in place, participation can always improve, as well as authentic decision-making practices. This feedback underscores the need to not only invite family input but also to ensure that contributions are valued, acted upon, and clearly linked to outcomes. IIA is prioritizing strategies to diversify representation in decision-making groups, provide training and support to parent leaders, and increase transparency in how family feedback informs school planning.   Another area for growth is improving the consistency and clarity of communication across schools and departments. Families have noted that information is sometimes duplicated or delivered too late to be actionable. In response, we are working to streamline communication systems, establish clear protocols for school-home messaging, and develop centralized calendars and updates to keep families well-informed. Additionally, we aim to strengthen collaboration and coordination between all levels of communication to ensure unified messaging.  These focus areas reflect our LEA’s commitment to equity and continuous improvement. By addressing these needs with intentional strategies and ongoing collaboration with our educational partners, we aim to build stronger, more trusting relationships between families and school staff.|Based on the analysis of educational partner input and local data, Irvine International Academy recognizes the importance of intentionally engaging underrepresented families in the self-reflection process, especially in relation to building strong, trusting relationships between school staff and families. We are committed to equity-driven strategies that ensure all voices are heard, valued, and reflected in our continuous improvement efforts.  One of the key strategies involves strengthening culturally relevant communication. We will expand the use of home languages in all outreach, ensure translations are accurate and timely, and deliver messages through multiple channels preferred by families, such as Parent Square, Class Dojo, in-person meetings, and formal community messages. This approach ensures that underrepresented families can access and understand opportunities to participate in decision-making processes.  Our family and community liaison position—which is designed to reflect the cultural and linguistic background of the community—will play a central role in outreach. She will proactively build relationships with families who may feel disconnected from school systems, helping to bridge cultural gaps, provide guidance on how to engage, and ensure families feel safe and welcomed in sharing their perspectives.  To create a school climate where families see themselves and their values reflected, we are prioritizing an inclusive curriculum and school events that honor students’ identities. Events such as Chinese New Year, multilingual storytelling, and community celebrations not only strengthen the school-family bond but also create natural entry points for engagement in school initiatives, including the self-reflection process.  We also host family workshops tailored to the needs of underrepresented groups. These will include sessions on navigating the school system, understanding student progress, and participating in school governance. Workshops will be offered at varied times, in multiple languages, and in both virtual and in-person formats to remove access barriers.  To ensure that engagement leads to meaningful impact, we are strengthening our feedback mechanisms. This includes anonymous surveys in multiple languages, family listening sessions, and small-group focus discussions co-led by administrators and community partners. We will provide families with clear follow-up showing how their input shaped policies and practices.  Lastly, we will expand our efforts in celebrating diversity throughout the school year. Recognizing and affirming the cultural identities of our families not only builds a sense of belonging but also demonstrates that we value every family's contribution to the learning community.  Through these efforts, we aim to create a more inclusive, respectful, and responsive environment in which underrepresented families feel empowered to engage deeply in shaping the future of our school.|"At IIA, building strong partnerships between families, educators, and the school community remains a cornerstone of our approach to supporting student outcomes. Over the past year, we have made measurable progress in deepening these partnerships, with a continued focus on creating inclusive, welcoming spaces for family engagement. Educational partner input and local data affirm that families view IIA as a supportive learning environment where their voices are heard and valued.  Our families remain actively involved in a variety of school-based activities, including the Parent Teacher Organization (PTO), monthly ""Coffee with the Principal"" meetings, and frequent two-way communication through platforms such as ParentSquare and Class Dojo. These tools have enhanced accessibility and allowed families to stay informed and involved in their children's academic and social development. Additionally, we continue to host regular parent-teacher conferences and targeted parent workshops focused on academic strategies, wellness, and student development.  One key area of growth has been our intentional outreach to underrepresented families, particularly first-generation Chinese immigrant families who may face language or cultural barriers. In response, we have increased translated materials, provided interpretation services at key events, and involved bilingual staff and family liaisons in outreach efforts. This has led to stronger relationships with families who previously may not have felt fully connected to school processes.  Although attendance at school meetings and events previously averaged 30–40 parents, we have seen modest but promising increases in participation, particularly at workshops and principal meetings where interpretation is provided. Feedback from families suggests that greater cultural and linguistic accessibility, as well as more targeted event topics, have made participation feel more relevant and manageable.  We have also begun integrating family feedback more directly into program planning, allowing parents to see the impact of their input on instructional practices and schoolwide initiatives. This transparency has helped foster trust and reinforced the shared goal of supporting student success.  Overall, our progress reflects a growing commitment to family-school partnerships as a critical driver of student achievement. While we continue to work toward broader participation and deeper engagement, especially among families new to the school system, the foundation for meaningful collaboration is stronger than ever."|While IIA continues to prioritize family engagement as a critical component of student success, educational partner input and local data have identified key areas for growth in building even stronger partnerships to support student outcomes. A primary focus area remains increasing parent participation in school events, workshops, and decision-making opportunities.  Currently, average attendance at school and family meetings stands at approximately 30–40 parents, which represents a committed group but only a portion of the broader school community. Families—particularly those who are first-generation Chinese immigrants—have expressed a desire to be more involved but face challenges such as language barriers, limited time due to work schedules, or uncertainty about how to participate meaningfully in school life. These insights were echoed in family surveys, informal conversations, and feedback gathered during parent meetings.  To address these challenges, IIA has identified the need for more inclusive, accessible, and flexible engagement opportunities. This includes offering events at varied times, providing interpretation and translated materials more consistently, and tailoring topics to align more closely with families' expressed interests, such as academic support strategies, mental wellness, and navigating the school system.  Another area for improvement is strengthening two-way communication and feedback loops between families and staff. While tools like ParentSquare and Class Dojo are in use, families have indicated a desire for more consistent follow-up and clarity about how their input informs school decisions. Creating more structured opportunities for parents to share feedback—and see tangible outcomes from their engagement—will be essential in deepening trust and collaboration.  Finally, there is a growing need to expand family leadership opportunities within the school, encouraging parents to take on more active roles in advisory groups, school planning efforts, and cultural events. By empowering more families to lead and contribute, IIA can foster a stronger sense of shared ownership in student success. By addressing these focus areas, IIA aims to build deeper, more sustainable partnerships with all families—especially those who have been historically underrepresented—ultimately strengthening the foundation for improved academic and social-emotional outcomes for all students.|Improving the engagement of underrepresented families remains a top priority at IIA, and we are committed to creating an inclusive, welcoming environment that supports meaningful partnerships for student success. Educational partner input and local data have made clear that certain families—particularly first-generation immigrant families and those facing language or cultural barriers—continue to experience challenges in fully engaging with school initiatives. In response, we are expanding our strategies to ensure every family feels informed, respected, and empowered to participate in their child’s education.  A key area of focus is enhancing culturally relevant communication. We are working to ensure that outreach is linguistically accessible, respectful of cultural norms, and delivered through the platforms most commonly used by families, such as text messaging apps, phone calls, and translated materials. Visual aids and simplified formats are being used more frequently to help families navigate school information and systems.  We are also deepening the role of our family liaison, who serves as a trusted connector between the school and families. This role is helping to reduce communication barriers, provide personalized support, and increase awareness of school events, resources, and learning opportunities.  To strengthen our partnerships with underrepresented families, we are continuing to offer family workshops and events designed with input from the communities we serve. These events focus on topics such as supporting academic learning at home, understanding the school system, and accessing social-emotional resources. We are also working to schedule events at varied times and in accessible formats to accommodate different work schedules and family needs.  Additionally, we recognize the importance of listening to and learning from our families. Through intentional feedback mechanisms such as surveys, informal listening sessions, and small group discussions, we are gathering valuable insights that help us refine our practices. We are committed to closing the feedback loop by clearly communicating how input from underrepresented families is used to shape decisions, programs, and priorities.  Underlying all of these efforts is our continued dedication to celebrating diversity and creating inclusive spaces where every family sees themselves reflected in the life of the school. Whether through multilingual materials, cultural celebrations, or diverse representation in curriculum and events, we are building a stronger, more connected school community that supports equitable outcomes for all students.  By centering the voices of underrepresented families and building authentic partnerships, we are laying the foundation for sustained family engagement that positively impacts student learning and achievement.|At IIA, we are committed to fostering a school culture where families feel heard, valued, and empowered to contribute to decisions that shape the educational experience of their children. Over the past year, we have continued to strengthen the systems and opportunities through which families and educational partners can share their input and collaborate in meaningful ways.  Regular Coffee with the Principal sessions remain a cornerstone of our engagement strategy. These informal gatherings offer families a welcoming space to ask questions, offer suggestions, and engage in open dialogue with school leadership. Feedback from these meetings has informed school-wide initiatives, including adjustments to academic support programs and event planning that better reflects the needs and interests of our community.  Our Parent-Teacher Organization (PTO) continues to play a vital role in decision-making. The PTO not only organizes events and fundraisers but also serves as a voice for the parent community in discussions about school priorities. This group has contributed valuable input in areas such as family engagement strategies, school climate goals, and fundraising initiatives aligned to student enrichment activities.  Additionally, the administrative team’s open-door policy continues to serve as a meaningful avenue for individual parent input. Families appreciate the accessibility and responsiveness of school leadership, and many have shared that this openness builds trust and encourages active participation. We have also made significant progress in using ParentSquare to administer timely, accessible surveys that allow families to provide structured feedback on school operations, policies, and family engagement practices. These short, targeted surveys have helped us gather real-time data and respond quickly to family needs.  Furthermore, our annual family survey continues to be an essential tool for gathering broad input on topics such as instructional quality, communication practices, school climate, and extracurricular programming. The results of these surveys are carefully reviewed and used to guide planning and decision-making for the following year.  These collective efforts reflect our LEA’s strength in cultivating a collaborative school environment where family input is actively sought and valued. We are encouraged by the steady levels of participation and the quality of the feedback we receive. As we look ahead, we will continue to refine our engagement strategies to ensure that all families—especially those who are underrepresented—have equitable opportunities to influence the direction of our school.|While IIA has established multiple channels for family and stakeholder input, educational partner feedback and local data reveal a clear area for improvement: increasing the depth, diversity, and representation of input in decision-making processes. Although we offer opportunities for families to share feedback—such as Coffee with the Principal, PTO meetings, and digital surveys—the input we receive does not yet fully reflect the perspectives of all families, particularly those from historically underrepresented or less-engaged groups.  Our data show that participation in feedback opportunities is often limited to a small, consistent group of families, which may unintentionally narrow the scope of viewpoints informing school decisions. For example, while surveys are distributed widely, response rates from families who are new to the U.S. school system, non-native English speakers, or those with limited access to technology remain lower than desired. Similarly, attendance at advisory and planning meetings does not yet reflect the full diversity of our student population.  Additionally, educational partners have indicated a desire for more transparency and follow-through—specifically, understanding how their feedback is used in shaping policies, programs, and priorities. Families want clearer communication around the outcomes of their input, and how their voices lead to actionable changes within the school.  To address this, IIA is focusing on developing more inclusive engagement practices, such as targeted outreach to underrepresented families, offering input sessions at varied times and formats, and enhancing interpretation and translation support. We are also working to strengthen our feedback loops by consistently communicating how family input is collected, analyzed, and incorporated into school decisions.  By improving representation, accessibility, and transparency in our input-gathering processes, we aim to ensure that all families—regardless of language, background, or previous engagement—can meaningfully contribute to shaping the future of our school.|Based on analysis of educational partner input and local data, IIA recognizes the need to strengthen the engagement of underrepresented families—particularly those from immigrant and limited-English-speaking communities—in school decision-making processes. While existing efforts provide a foundation for input, we acknowledge that many families still face barriers related to language, access, and confidence in navigating school systems. To address this, we are implementing a more intentional and equity-driven approach.  A first step in this effort is conducting a focused assessment of engagement patterns. This includes identifying which groups are underrepresented in feedback forums, advisory councils, and survey responses, and understanding the reasons behind low participation. Insights from this assessment will guide the development of targeted strategies that directly address these challenges.  To ensure efforts are strategic and sustainable, IIA is developing a comprehensive action plan focused on increasing access, representation, and impact in input processes. The plan will include clear goals, timelines, and staff roles to ensure accountability and consistent follow-through.  Professional development will also be prioritized to help staff build stronger, more culturally responsive relationships with families. Training will focus on cultural competency, bias awareness, and strategies to engage families who may feel disconnected from traditional forms of school involvement.  We are also working to improve our communication practices by offering information in families’ home languages and using formats that are familiar and accessible—such as bilingual newsletters, messaging apps, or multilingual video updates. These enhancements are designed to build trust and make participation feel more approachable and meaningful.  In addition, we are expanding opportunities for informal input, such as small group listening sessions facilitated by bilingual liaisons, as well as inviting underrepresented families to co-design events and provide direct feedback on school initiatives. These efforts are designed to build relationships first, making families more likely to engage in formal decision-making processes later on.  To ensure our strategies remain responsive, we will regularly monitor participation trends, collect feedback from families about their experiences, and adjust our approach as needed. By listening closely and acting intentionally, we aim to create a school environment where all families are active partners in shaping the educational experience.  Through these steps, IIA is committed to creating a more inclusive and collaborative decision-making culture where every family has a voice and a valued role in their child’s education.|5|5|4|5|5|5|5|4|5|5|5|5|Met||2026-06-23|2026
30103060141978|Vista Meridian Global Academy|3|Meridian has consistently worked on formulating a parent group to be more present on campus and assist with school events. Parents have participated in Pep-Rallies, after school events, and have played a larger role in Coffee with the Principal events at Meridian and in partnership with Heritage/Condor Coffee with the Principal Events.   Next year Meridian looks to partnering Coffee with the Principal events with Heritage/Condor to expand parent involvement.  This year parents have played a large role with overall recruitment and providing their testimonials.|Partnering with Heritage/Condor to do joint coffee with the principal events, getting all Santa Ana parents involved with onsite and offsite events in the community.  Meridian is also looking to start earlier in the year to form the PAC group.|Including more regular surveys to obtain parent feedback and needs. This would be done via Google Forms and from anonymous data collection at Coffee with the Principal events.|Meridian has implemented a deep dive into developing focus students and analyzing data and using that to focus on data driven instruction.  Meridian has also begun using CASSP Interim data in conjunction with NWEA MAP diagnostics to analyze student growth, intervention needs, and potential.|Improving systems would be to implement interims earlier in the year and continue to develop PLC teams in both content area and grade level.|Include updates on progress with interims and areas of focus during Coffee with the Principal Events and PAC meetings.|Weekly professional development meetings with full credentialed staff would allow for teachers to provide feedback, through PLC groups, on actions taken to improve the school experience and growth with data.  This initial work during the 25/26 school year has shown growth in all areas of state testing (SBA Math, SBA ELA, CAST, and ELPAC). Changes made were implementing focus groups for ELs, SPED, and GenEd students.|Begin focus student work earlier in the school year (Prior to the end of Q1). This will allow staff to begin interventions earlier and utilize the intervention coordinator to assist with student check ins and goal setting.  Structure Advisory for more uniformed student data dives and goal setting for all classes, based on assessment, formative, and diagnostic data.|Provide regular updates to families through Coffee with the Principal events and develop a monthly newsletter, to be posted on Parent Square, with what Meridian is doing to close the achievement gap and interventions that are provided.|4|4|4|4|4|3|4|3|3|3|3|3|Met||2026-06-15|2026
30103060142000|Explore Academy|3|Teacher's communicated with Parents on their students progress.  After school program staff provided updates on their child's growth in the afterschool program.  Families participated in the monthly movie nights. Parents were welcomed to volunteer in their child's classrooms.|Teacher's will communicate more with Parents on their students progress.  Families will be encourage to continue to participate in the monthly awards ceremonies and movie nightsand be encouraged to attend Board meetings. We will continue to encourage Parents to volunteer in their child's classrooms.|We will continue to communicate with the community and with families to ensure academic success for students.|We have built relationships with organizations and non profits.|We will reach out to neighboring cities to become educational partners with out school.|We will continue to invite parents and community to be participate in building partnerships for student outcomes.|Parents are informed via different platforms to be involved in the Decision Making at the school regarding their child's education.|We will encourage more in person participation.|We will encourage more in person participation from parents and community.|5|5|5|5|4|3|4|4|4|4|4|4|Met||2026-06-23|2026
30103060142026|Oxford Preparatory Academy - Middle|3|Oxford Preparatory Academy (OPA) Middle School is committed to fostering strong relationships between school staff and families through open communication, a welcoming school environment, and opportunities for meaningful engagement. Families are encouraged to participate in school activities, provide input on decision-making, and attend parent education events that support student learning and well-being. According to recent family survey data, 81% of respondents agree that OPA offers meaningful opportunities for parent involvement, and 71% report being aware of available parent education opportunities. These results highlight OPA’s ongoing efforts to build trust and maintain strong partnerships with families.|Based on feedback from educational partners and local survey data, Oxford Preparatory Academy (OPA) Middle School has identified the need to strengthen outreach and communication around parent education opportunities. While families express appreciation for the school’s efforts to provide resources and support, some indicate they are not always aware of when or how to access these opportunities. As a result, OPA’s focus for improvement is to increase awareness, accessibility, and participation in parent education by refining communication strategies, offering sessions at varied times, and ensuring topics align with families’ expressed interests and needs.|Based on the analysis of educational partner input and local data, Oxford Preparatory Academy (OPA) Middle School will continue to focus with intention on building collaborative partnerships with all families, including those who are underrepresented, through personalized outreach efforts. This includes strengthening communication strategies, offering translation and interpretation services, and creating more culturally responsive engagement opportunities that reflect the needs and preferences of diverse families. OPA will also work to reduce barriers to participation by providing flexible meeting times, multiple modes of access (in-person and virtual), and targeted follow-up to ensure families feel welcomed, informed, and empowered to engage in their child’s education.|Oxford Preparatory Academy (OPA) has made consistent progress in fostering strong partnerships with families to support student learning and success. The school has expanded access to meetings, conferences, and parent education workshops by offering both in-person and virtual formats, increasing flexibility and participation. Staff regularly engage families in conversations about academic progress and provide resources that help parents support learning at home. Survey data indicates families feel welcomed and view the school as a partner in their child’s education, reflecting a positive foundation for ongoing collaboration.|Based on feedback from educational partners and local data, OPA has identified a need to strengthen communication and support for families who may face barriers to engagement. The focus area for improvement is ensuring all families—particularly those who are historically underrepresented—have equitable access to tools, information, and opportunities that promote active involvement in student learning and academic goal-setting. OPA is committed to tailoring its strategies to better meet the diverse needs of its school community.|To improve engagement of underrepresented families, OPA will implement targeted outreach efforts, including the use of multilingual communication tools, culturally responsive engagement practices, and flexible scheduling for meetings and events. Staff will receive training on family engagement strategies that address cultural and linguistic diversity. Additionally, the school will strengthen follow-up and relationship-building efforts to ensure that all families feel connected, informed, and empowered to contribute to their child’s academic growth and success.|Oxford Preparatory Academy (OPA) continues to make progress in engaging families in meaningful decision-making processes. Survey data shows that 72% of families feel their input is valued in school decisions. Families regularly participate in key advisory and leadership groups such as the Honour Society (PTO), School Site Council, and DELAC. The use of digital platforms alongside in-person meetings has expanded access and contributed to increased participation in engagement events. Additionally, OPA hosts Town Hall meetings and stakeholder input sessions to provide families with multiple opportunities to share their perspectives and contribute to schoolwide planning and improvement efforts.|Based on educational partner input and local data, OPA has identified the need to expand and deepen family engagement in decision-making, particularly among underrepresented groups. Key focus areas include increasing opportunities for meaningful input from families of English Learners, students with disabilities, and socioeconomically disadvantaged students; enhancing promotion and access to parent education opportunities; improving communication around volunteer roles and involvement; and increasing consistent participation in advisory committees such as DELAC.|To improve engagement of underrepresented families in decision-making, OPA will implement more personalized communication strategies, including direct outreach in families’ home languages and one-on-one invitations to participate in school committees and input sessions. The school will also provide interpretation support, offer flexible meeting times, and create more inclusive engagement formats to ensure all families feel welcomed, informed, and empowered to contribute to school decisions.|5|5|4|5|4|5|5|5|5|5|5|5|Met||2026-06-25|2026
30103060142224|California Republic Leadership Academy Capistrano|3|This year marks CRLA Capistrano third year of operation. We have focused building positive relationships with families by inviting them to a variety of special events such as donuts with dads, muffins with moms, lunch with a loved one, by-monthly coffee with the principal meetings, SPED and EL parent engagement meetings, Soiree fundraiser,  a local city. parade, Olympics day, Fall Festival event and more. CRLA Capistrano continues to prioritize building a stong sense of community with its families. Staff continue to be trained to develop and sustain professional relationships with parents and families, and held to clear professional expectations. The School administration and staff work intentionally to establish professional and respectful relationships and boundaries with parents. Parents are enthusiastic about enrolling their children, and the school emphasizes clear guideliness appropriate boundaries, rules, and expectations when parents are on campus or communicating with staff. Families report high levels of satisfaction with these relationships. The Parent LCAP meetings have also been valuable as it provides parents with meaningful opportunities to provide input. Additionally, Parent Square serves as the primary platform for maintaining clear communication between the school and home.|The school continues to make a strong effort to build trust with families through transparency and outreach. Regular Coffee with the Principal meetings, parent training opportunities in curriculum and classical education, SPED and EL parent engagement meetings, and fun school-hosted social events have all supported this goal. Administration and staff remain open and highly responsive to parent requests for communication. The school distributes a digital weekly newsletter, and teachers send out a weekly classroom newsletter to keep parents informed. This year, multiple several surveys have been used to better understanding parent needs and strengthen relationships. Two areas for growth have been identified: adding a dedicated family and student success spotlight to the weekly newsletter, and increasing relevant social media posts that highlight was is happening at the school.|CRLA is committed to building and sustaining equitable relationships with all educational partners.  The School continues to offer EL Parent engagement meetings and two SPED Parent engagement meetings. Admin and teachers reach out directly to underrepresented families to encourage participation. A School Meal Coordinator has been hired to identify and support underrepresented students and families, ensuring they receive clear communication and access to school meals when needed.  CRLA Capistrano also hired a Dean of Students who connects with these families to provide support with attendance and access to free school uniforms.|CRLA is has made progress in implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. This year, we have hosted two separate parent-teacher conference opportunities - one in the fall and one in the spring. CRLA has also created and maintained SSTs, several of whom resulted in a full special education assessment. Many of our SST students progressed in their academic and behavior needs through this intervention program. Parents were wonderful partners with the school to support the student's growth. During Spring conferences, students in most grades were invited to participate and lead the student conferences. The School also attended an RTI conference which issued in ongoing professional development implemented by the Dean of Students and a guiding coalition. Teachers have also been actively participating in an RTI PLC.|CRLA will continue to partner with parents and guardians to improve student outcomes. SST timelines will start earlier in the year so that student needs are identified and addressed in a more timely manner. Besides the Fall and Spring parent teacher conferences, CRLA teachers and staff have made it a habit to communicate with families each week via classroom newsletters (e.g. what students will learning, target areas, and focus areas for the week). Teachers utilize Parent Square as a quick and easy way to regularly communicate with families. Communication is positive and constructive, and often in person meetings are scheduled. The School is also working on implementing parent input in highlighting families and students in the weekly newsletters. During last year's LCAP, families requested that a list of curriculum be made accessible for review. The School is currently working on educating parents on the list of curriculum and resources used.|CRLA uses a Multi-tiered System of Support (MTSS) and seeks to learn about a student's strengths and needs. For families that are underrepresented, the school will host SPED and EL Parent engagement meetings in the fall, As needed, we will host more meetings to meet specific needs. CRLA participated in the National School Lunch program to support students who require a free or reduced meal. These students will be supported academically, emotionally/socially, and with physical supports (food, school supplies, etc.). By hiring a Dean of Students, CRLA is hoping to have an administrator who specifically will spend time reaching out to underrepresented families who may need more encouragement. All Admin and staff work hard to build relationships with families, and having more support on the team will only improve the ability to engage with families who may need more support, like underrepresented families.|CRLA Capistrano has worked hard to build community with all educational partners. Although new, the school held bi-monthly Parent Association meetings, seeking input. This year, we have sent out several parent surveys, staff survey, and student survey in order to seek input for decision-making. With a very active parent body, the school feels confident that future endeavors to seek input from the school community will continue to be a strength. 89% of families responded favorably to the survey question measuring our efforts we make to seek parent input on making decisions.|We will continue to utilize surveys, Coffee with the Principal meetings, in person parent meetings with teachers and admin, phone calls, emails, and Parent Square to maintain regular communication about positive updates, as well as discipline concerns. All communication is expected to be professional and prompt. As the School continues to grow, subgroup committees will be formed to address ongoing needs at the elementary and MS levels accordingly.|CRLA makes many efforts to communicate with all parents and guardians. For our students who are underrepresented, we make extra effort as sometimes these students have needs that are unique to them, their family, or their socio-economic status. The school provides training on Implicit Bias, and we will continue to create an environment of inclusion, equity, and deep understanding, which are the foundation to being able to engage underrepresented families. The Dean of Students also assists with additional support by reaching out to them on a 1:1 basis to ensure they have a voice in the decision-making processes.|4|4|3|4|5|4|5|3|4|4|4|5|Met||2026-06-11|2026
30103060142570|California Republic Leadership Academy Yorba Linda|3|This year marks CRLA Capistrano third year of operation. We have focused building positive relationships with families by inviting them to a variety of special events such as donuts with dads, muffins with moms, lunch with a loved one, by-monthly coffee with the principal meetings, SPED and EL parent engagement meetings, Soiree fundraiser,  a local city. parade, Olympics day, Fall Festival event and more. CRLA Capistrano continues to prioritize building a strong sense of community with its families. Staff continue to be trained to develop and sustain professional relationships with parents and families, and held to clear professional expectations. The School administration and staff work intentionally to establish professional and respectful relationships and boundaries with parents. Parents are enthusiastic about enrolling their children, and the school emphasizes clear guideliness appropriate boundaries, rules, and expectations when parents are on campus or communicating with staff. Families report high levels of satisfaction with these relationships. The Parent LCAP meetings have also been valuable as it provides parents with meaningful opportunities to provide input. Additionally, Parent Square serves as the primary platform for maintaining clear communication between the school and home.|The school continues to make a strong effort to build trust with families through transparency and outreach. Regular Coffee with the Principal meetings, parent training opportunities in curriculum and classical education, SPED and EL parent engagement meetings, and fun school-hosted social events have all supported this goal. Administration and staff remain open and highly responsive to parent requests for communication. The school distributes a digital weekly newsletter, and teachers send out a weekly classroom newsletter to keep parents informed. This year, multiple several surveys have been used to better understanding parent needs and strengthen relationships. Two areas for growth have been identified: adding a dedicated family and student success spotlight to the weekly newsletter, and increasing relevant social media posts that highlight was is happening at the school.|CRLA is committed to building and sustaining equitable relationships with all educational partners.  The School continues to offer EL Parent engagement meetings and two SPED Parent engagement meetings. Admin and teachers reach out directly to underrepresented families to encourage participation. A School Meal Coordinator has been hired to identify and support underrepresented students and families, ensuring they receive clear communication and access to school meals when needed.  CRLA Capistrano also hired a Dean of Students who connects with these families to provide support with attendance and access to free school uniforms.|CRLA is has made progress in implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. This year, we have hosted two separate parent-teacher conference opportunities - one in the fall and one in the spring. CRLA has also created and maintained SSTs, several of whom resulted in a full special education assessment. Many of our SST students progressed in their academic and behavior needs through this intervention program. Parents were wonderful partners with the school to support the student's growth. During Spring conferences, students in most grades were invited to participate and lead the student conferences. The School also attended an RTI conference which issued in ongoing professional development implemented by the Dean of Students and a guiding coalition. Teachers have also been actively participating in an RTI PLC.|CRLA will continue to partner with parents and guardians to improve student outcomes. SST timelines will start earlier in the year so that student needs are identified and addressed in a more timely manner. Besides the Fall and Spring parent teacher conferences, CRLA teachers and staff have made it a habit to communicate with families each week via classroom newsletters (e.g. what students will learning, target areas, and focus areas for the week). Teachers utilize Parent Square as a quick and easy way to regularly communicate with families. Communication is positive and constructive, and often in person meetings are scheduled. The School is also working on implementing parent input in highlighting families and students in the weekly newsletters. During last year's LCAP, families requested that a list of curriculum be made accessible for review. The School is currently working on educating parents on the list of curriculum and resources used.|CRLA uses a Multi-tiered System of Support (MTSS) and seeks to learn about a student's strengths and needs. For families that are underrepresented, the school will host SPED and EL Parent engagement meetings in the fall, As needed, we will host more meetings to meet specific needs. CRLA participated in the National School Lunch program to support students who require a free or reduced meal. These students will be supported academically, emotionally/socially, and with physical supports (food, school supplies, etc.). By hiring a Dean of Students, CRLA is hoping to have an administrator who specifically will spend time reaching out to underrepresented families who may need more encouragement. All Admin and staff work hard to build relationships with families, and having more support on the team will only improve the ability to engage with families who may need more support, like underrepresented families.|CRLA Capistrano has worked hard to build community with all educational partners. Although new, the school held bi-monthly Parent Association meetings, seeking input. This year, we have sent out several parent surveys, staff survey, and student survey in order to seek input for decision-making. With a very active parent body, the school feels confident that future endeavors to seek input from the school community will continue to be a strength. 89% of families responded favorably to the survey question measuring our efforts we make to seek parent input on making decisions.|We will continue to utilize surveys, Coffee with the Principal meetings, in person parent meetings with teachers and admin, phone calls, emails, and Parent Square to maintain regular communication about positive updates, as well as discipline concerns. All communication is expected to be professional and prompt. As the School continues to grow, subgroup committees will be formed to address ongoing needs at the elementary and MS levels accordingly.|CRLA makes many efforts to communicate with all parents and guardians. For our students who are underrepresented, we make extra effort as sometimes these students have needs that are unique to them, their family, or their socio-economic status. The school provides training on Implicit Bias, and we will continue to create an environment of inclusion, equity, and deep understanding, which are the foundation to being able to engage underrepresented families. The Dean of Students also assists with additional support by reaching out to them on a 1:1 basis to ensure they have a voice in the decision-making processes.|4|4|3|4|5|4|5|3|4|4|4|5|Met||2026-06-11|2026
30103060165217|Magnolia Science Academy - Orange County|3|Families report a high level of satisfaction with the school’s ability to support both academic growth and a positive school culture. Parents consistently note increased student engagement and enthusiasm for learning, as well as a strong sense of belonging on campus. Students feel welcomed and are encouraged to participate in clubs and extracurricular activities, contributing to a well-rounded educational experience.  Staff are frequently recognized by families for their professionalism, kindness, and ongoing support, which strengthens trust and reinforces a positive school environment. The after-school program is also highly valued, providing additional academic and enrichment opportunities that support both students and families.  Families particularly appreciate the school’s small class sizes and family-like atmosphere, which allow for more personalized attention and stronger relationships between students, staff, and families. Clear and consistent communication between staff and parents is identified as a key strength, ensuring that families remain informed and connected.  The school remains committed to maintaining small class sizes (25:1, and 10:1 for TK) and continuing to build meaningful relationships with families through engagement opportunities such as Coffee with Admin.|Areas for improvement center on strengthening alignment, capacity, and consistency to further enhance relationships between school staff and families.  Families expressed a desire for increased access to STEAM-focused clubs and extracurricular opportunities. While clubs are currently offered, there is an identified need to ensure they are more intentionally aligned to the organization’s mission and STEAM priorities. In response, the school plans to implement a pre-approved list of STEAM-aligned clubs for teachers to lead, creating more consistency and ensuring offerings reflect both student interests and organizational goals. This will help strengthen family confidence in the academic and enrichment programming provided.  From a staff perspective, there are opportunities to improve overall capacity and sustainability, which directly impact family engagement and communication. Staff identified concerns related to competitive compensation and workload expectations, noting comparisons to neighboring districts. Additionally, there is a need for more site-specific roles, particularly a dedicated student recruitment and enrollment coordinator, to better support outreach and family connections.  To address these areas, the school plans to partner with People & Culture to develop and communicate a more transparent and competitive salary structure, supporting staff retention and morale. Furthermore, collaboration with the Impact team will focus on strengthening enrollment systems and ensuring adequate staffing to meet site-specific needs.  By addressing these areas, the school aims to build stronger, more consistent relationships with families through improved programming, staffing stability, and enhanced communication systems.|Based on the analysis of educational partner input and local data, we will improve engagement of underrepresented families by ensuring our surveys are available in multiple languages, having an open door policy were our families can be hears in a more private, intimate setting. Weekly, during our Coffee with the Admin, we will have a translator available, and listen to all parents and their suggestions and ideas. We will also have a Zoom link available for all parents to be present.|Based on the analysis of educational partner input and local data, and it being our first year, we are striving to initiate partnerships throughout our community. Some partnerships that we have initiated and engage with are Anaheim Police Department, Anaheim Community Services, Cal Kids, VFW (Veterans of Foreign Wars of the United States), The Mission Continues, and Wings of Kindness.|Based on the analysis of educational partner input and local data, and being that it is our first year, we are looking for community events, as well as ways to host events for out families. For example, we had an internal Science Fair, as well as a Multicultural Night where we have invited community partners.|Based on the analysis of educational partner input and local data, as we host events, we will always have a translator, and in-person meetings will always have a virtual option.|Based on the analysis of educational partner input and local data, the LEA demonstrates strong progress in seeking input for decision-making by actively engaging students, families, and staff and using that feedback to inform school practices.  Student input highlights high engagement in the STEAM program and strong relationships with teachers. Students expressed enjoyment of hands-on learning, structured supports like Power Hour, and positive daily experiences, indicating that student voice is reflected in instructional design and school climate. The continued focus on expanding STEAM opportunities shows responsiveness to student interests.  Family feedback reflects strong satisfaction with academic growth, communication, and school culture. Families consistently recognize staff professionalism and support, as well as the value of small class sizes and a family-like environment. Ongoing communication efforts, including regular updates and engagement opportunities such as Coffee with Admin, demonstrate the LEA’s commitment to incorporating family input into decision-making and strengthening partnerships.  Staff input emphasizes a collaborative, mission-driven culture. Through Professional Learning Communities (PLCs), Wednesday professional development, and daily collaboration with instructional and support teams, staff are actively involved in shared decision-making processes that impact instruction, student support, and school-wide initiatives.  Overall, the LEA effectively gathers and uses input from all stakeholder groups to guide continuous improvement, strengthen relationships, and align programs with the needs of its community.|Based on the analysis of educational partner input and local data, the LEA has identified key focus areas for improvement in seeking input for decision-making, particularly in strengthening alignment, responsiveness, and capacity across stakeholder groups.  Student feedback identified a need for additional, age-appropriate playground equipment, especially for older students. This highlights an opportunity to more consistently incorporate student voice into decisions related to campus resources and student experience. The LEA will work with the home office to better align facility decisions with student input.  Family input revealed a desire for more STEAM-focused clubs and enrichment opportunities. A gap was identified in the consistency and alignment of club offerings, as they were previously teacher-created without a structured framework tied to the organization’s mission. This indicates a need to more effectively use family feedback to guide program development. In response, the LEA will implement a more structured, STEAM-aligned club system to ensure offerings reflect both student interests and organizational priorities.  Staff feedback highlighted concerns related to competitive compensation, workload, and the need for site-specific roles, including a dedicated student recruitment and enrollment coordinator. These insights point to the need for stronger systems to gather and act on staff input in ways that support retention, morale, and operational effectiveness. The LEA will partner with People & Culture to develop a more transparent and competitive salary structure and collaborate with the Impact team to strengthen enrollment and staffing supports.  Overall, the LEA’s focus for improvement is to ensure that input from students, families, and staff is more systematically translated into aligned actions, particularly in the areas of student experience, program development, and staffing structures.|Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families by strengthening inclusive, accessible, and responsive systems for gathering and acting on input.  To ensure all families—particularly those underrepresented—have meaningful opportunities to contribute, the LEA will expand structured engagement opportunities such as Coffee with Admin, surveys, and feedback sessions that are intentionally designed to be accessible and welcoming. Feedback from families indicating a desire for more STEAM-focused clubs will be used to guide the development of a pre-approved, STEAM-aligned club system, ensuring that family voice directly informs program offerings.  The LEA will also improve communication by ensuring information is shared consistently and clearly, creating multiple entry points for families to provide input. By aligning programs and decisions more closely with feedback, families will see a stronger connection between their input and school actions, increasing trust and participation.  Additionally, the LEA will strengthen outreach efforts by working with internal teams to improve enrollment, communication systems, and staffing capacity, including exploring roles that directly support family engagement. These efforts will help ensure that underrepresented families are more consistently reached and included in decision-making processes.  Through these targeted strategies, the LEA will create more equitable opportunities for underrepresented families to share input, feel heard, and actively participate in shaping school decisions.|4|5|4|5|4|4|4|4|3|3|3|4|Met||2026-06-17|2026
30103060165225|Orange Springs Charter|3|"Based on this year's analysis of educational partner input, the LEA demonstrates significant strength in fostering a culture of mutual respect and clear communication. Parent perception remains high, with 91% reporting trusting relationships and 94% affirming welcoming environments. This is mirrored by staff sentiment, where 95% report high satisfaction with teacher-to-family interactions and 90% report positive communication with program leadership.  Building Staff Capacity & Relationship Growth The LEA has institutionalized the ""whole family"" approach through the Belonging Committee and Student Services. Data shows 89% of families feel staff are successfully partnering with them. Our personalized learning model remains a core strength; by using interest inventories and strength-finder assessments, teachers move beyond surface-level interactions. This is reinforced by student data, where 86% of students report that adults at school know their names and 84% feel encouraged to work hard, demonstrating that staff capacity for relationship-building translates directly into the student experience.  Welcoming Environments & Restorative Culture The implementation of Restorative Practices, supported by dedicated coaching, has solidified a safe and connected environment. Student responses highlight a culture of respect: 87% of students feel adults treat them with respect, and 85% report they can get along with others who are different from them. Furthermore, school safety and anti-bullying efforts are highly effective, with 88% of students stating that adults make it clear bullying is not okay, and 87% confident that adults will help if an issue arises. These metrics underscore our progress in creating a site where families and students feel secure and valued.  Two-Way Communication & Targeted Outreach Accessibility is a primary strength, with 97% of families reporting that school communication is understandable. The LEA utilizes ParentSquare, regional ""SPREE"" events, and ""Coffee Chats"" to maintain 2-way dialogue. While 84% of families feel empowered to engage in decision-making bodies (SSC/DELAC), student data suggests an area for continued growth in student agency, as 46% of students feel they have a voice in school activities. Moving forward, the LEA will leverage its strong communication infrastructure to further bridge the gap between parent advocacy and student-led decision-making."|"The LEA will prioritize building a deep sense of belonging by utilizing the Belonging Committee as a central resource for staff and families. Rather than a top-down mandate, the committee will serve as a hub for cultural proficiency, offering insights that help educators celebrate varied cultures, traditions, and rituals. A key focus will be deepening Restorative Practice support across all learning environments to ensure every student and family feels culturally represented and emotionally safe.  To move beyond high satisfaction toward true partnership, the LEA will focus on empowering students and families as co-designers of the educational experience.  The school will: Utilize student-led conferencing, parent/student/teacher conferences, and student goal-setting and tuning meetings. These forums will provide a structured space for families and students to work alongside staff to co-design the learning path and school rules. Our aim is to ensure each student has personalized academic and socio-emotional goals, with regular opportunities to meet and discuss progress, ensuring the ""whole child"" is supported both at home and at school.  Continue to deepen Restorative Practices training providing specific tools and language needed to mirror school conflict-resolution strategies in the school and home setting.  Current data highlights a disparity between adult-to-student respect 87% and peer-to-peer respect 65%.  Involving the families in acquiring these skills and common language will build a more cohesive school community."|Based on the 2026 self-reflection and partner input, the LEA will refine its strategies to engage underrepresented families by moving from broad outreach to data-driven, personalized inclusion.  Following the initial rollout, the LEA will fully leverage Branching Minds as a centralized MTSS and SEL data hub. This platform allows support staff to identify the specific needs of underrepresented student groups, including English Learners and students requiring specialized interventions. By using these insights, staff will initiate targeted communication with families, shifting from general updates to data-informed partnerships. This empowers caregivers with specific tools and research-based resources to support their child’s unique learning goals at home.  While 97% of families find communication accessible, the LEA recognizes that true engagement requires cultural resonance.   The school will: Utilize the Belonging Committee to help staff move beyond standard translations toward culturally proficient engagement that honors the traditions and languages of our diverse community. Enhance support for families of English Learners by deepening the capacity of our specialized staff to act as cultural liaisons, ensuring that welcoming environments (94% positive rating) are felt equally across all demographic subgroups. To address the fact that only 84% of families currently feel they have opportunities to provide input—and specifically to capture the voices of underrepresented groups—the LEA will: Continue to provide opportunities for student-led conferencing and tuning meetings. These settings provide a structured, low-pressure environment for underrepresented families to co-design personalized learning goals alongside their children and teachers. Actively monitor and individually recruit for SSC and DELAC participation to ensure these decision-making bodies reflect the actual diversity of our student population. To improve peer-to-peer respect (currently 65%) and overall school climate, the LEA will continue to focus on Restorative Practices training. and supports. We will provide tools and understanding through ParentSquare and different parent training opportunities. By providing families with the same conflict-resolution tools used by staff, we create a consistent, supportive bridge between the school and home. This shared language fosters a deeper sense of safety and belonging, ensuring that the 87% of students who feel respected by adults see that same level of care reflected in their peer interactions and family-school partnerships.|"A cornerstone of our model is the Personalized Learning Plan (PLP) which ensures that the community is the classroom. We involve families as primary partners in the Mastery Learning cycle, including initial goal setting and ongoing progress monitoring. Currently, 89% of families report that teachers meet with them specifically to discuss student progress and ways to partner for improved outcomes. Furthermore, 90% of parents affirm that they have the necessary resources to support student learning at home, demonstrating that our school-to-home connection is effectively bridging the gap between credentialed teachers and home-based instruction.  The LEA has fully implemented multiple channels to ensure families are informed and empowered.  Survey data results show that 97% of families report that school communication is understandable and accessible, ensuring that grade-level standards and expectations are clearly defined.  The charter offers in-Person and virtual engagement for families.  Signature events such as Parent Ignite!, regional ""SPREE"" events, and ""Coffee with the Principal"" sessions provide open forums for input and resource sharing.  The LEA’s progress is reinforced by a strong internal culture of professional growth. Staff satisfaction remains high, with 95% of teachers reporting positive interactions with families. We develop high-impact partnerships through the use of Branching Minds, which allows staff to share MTSS and SEL data with families to co-create interventions. Currently, 89% of families believe staff are actively improving their capacity to partner with them, a reflection of our ongoing professional development focused on cultural proficiency and collaborative coaching.  Survey data is not just collected but is utilized by leadership teams to adjust learning communities. With 85% of students reporting that adults give extra help when they are struggling, the partnership between school staff and families ensures that interventions are timely, personalized, and supported by all educational partners."|Every student will be supported in co-designing academic and socio-emotional goals. We will provide regular opportunities for families and students to meet and discuss progress, ensuring that learning goals are consistently supported in both school and home settings.  To move beyond traditional parent-teacher conferences, the LEA will prioritize student-led conferencing and student goal-setting and tuning meetings. These forums will empower students to present their learning to others (currently a growth area at 59%) and involve families as active co-designers of the educational path. By shifting the focus to student agency, we aim to increase the percentage of students who find school interesting and relevant to their future.  Building on the successful implementation of Branching Minds, the LEA will focus on using this centralized data source to improve two-way communication with families of underrepresented students and those requiring extra help. With 85% of students reporting that adults give extra help when they are struggling, our goal is to use this platform to offer specific, research-based interventions and resources to caregivers, fostering a stronger partnership in the MTSS process.  Our focus remains on the professional development of teachers and leaders to master these specific engagement strategies, ensuring that the partnership between school and home directly results in improved, equitable student outcomes.|The LEA will move beyond general support by fully utilizing Branching Minds and Benchmark as centralized hubs for MTSS and SEL data. These tools allow staff to identify specific achievement gaps and social-emotional needs unique to underrepresented student groups.  By aligning these data points with research-based interventions, staff will co-create Individual Student Plans that provide families with specific, actionable resources to support their child’s progress in both in-person and virtual settings.  The school plans to actively monitor and recruit for SSC and DELAC to ensure that decision-making bodies are representative of our entire school community, providing underrepresented families with a clear pathway to advocate for their students and influence school policy.|"A primary strength is the intentionality of our outreach; 84% of respondents agree the school specifically seeks input from underrepresented groups. This is facilitated through relationships built between staff and families, and  parent groups, ensuring those most impacted by achievement gaps have a seat at the table.  The school's transition to highly accessible communication (97%) ensures that a broad demographic of parents can provide feedback on policies and programs through surveys and open-forum ""Coffee Chats.”  Progress is evident in the shift toward co-designing the educational experience. By involving families in student-led conferences and tuning meetings, the LEA is bridging the gap between providing general feedback and making specific, data-driven decisions regarding student goals and school culture."|"The primary focus area is to move beyond general solicitation of feedback toward a collaborative ""co-design"" model that empowers families, teachers, and administrators to work together in planning, implementing, and evaluating family engagement activities. While 84% of families currently feel encouraged to join advisory groups, we will prioritize diversifying representative governance within the School Site Council and DELAC to ensure typically underrepresented groups are active partners in decision-making. We will also focus on closing the gap in student agency, leveraging the fact that only 46% of students currently feel they have a voice in school activities, by integrating student-led conferencing and tuning meetings into our leadership forums. By utilizing Branching Minds as a transparent data resource, the LEA aims to provide families with the specific insights needed to advocate for their students’ unique needs and collaboratively shape school-wide policies and programs."|The charter staff does an excellent job embracing and welcoming families as partners in education.  We will use those partnerships to seek input from families. We want to shift families from passive observers to active co-designers in the entire educational process.  We will engage underrepresented families by transitioning from providing access to fostering active, data-driven advocacy. We will deepen participation in advisory groups, such as DELAC and School Site Council, by moving beyond standard meeting invitations to a targeted recruitment model that ensures these bodies reflect our diverse student demographics. To remove barriers to entry, we will continue providing culturally responsive, multilingual forums and flexible virtual options. Furthermore, the LEA will utilize Branching Minds as a transparency tool, providing underrepresented families with direct access to their student’s MTSS and SEL data. This ensures that when families participate in decision-making, they are equipped with the specific insights needed to collaborate with leadership on high-quality curriculum and academic interventions.|5|5|5|5|5|4|5|5|4|5|5|5|Met||2026-06-09|2026
30103060165266|Sycamore Creek Community Charter II|3|SCCCS II demonstrates strength and progress in building relationships between Charter School staff and families through consistent communication, meaningful family engagement opportunities, and multiple structures for parent participation. Parent Teacher Conferences are held twice each year, with translation available as needed, so families can understand student progress and learn how to support student outcomes at home. The Charter School also administers annual surveys to parents, staff, and students to gather feedback and inform continuous improvement. Families receive regular communication through email, phone calls, text notifications, weekly announcements, Facebook posts, newsletters, and teacher communication applications used for daily or weekly updates. SCCCS II also hosts family events such as Orientation, Curriculum Night, Parent Education Workshops, student presentations, music assemblies, festivals, and other community activities that allow families to celebrate student learning and achievement. Families of SWD are supported through meetings with the special education team, school psychologist, school counselor, and other staff to strengthen partnership and support IEP goal attainment. Parents also have opportunities to volunteer at the Charter School and on field trips, serve on the Parent Community Council to advise the Board, participate on committees, lead community initiatives, and serve on the Charter School Board of Directors. In addition, the Charter School website is updated regularly with important information and the school calendar. These efforts demonstrate SCCCS II’s progress in creating a welcoming, collaborative, and inclusive environment where families are informed, involved, and valued as partners in student success.|The Charter School staff and families include strengthening Parent Education Workshops and expanding the topics offered based on educational partner input and local needs. Future workshops will include topics such as child development, Public Waldorf Education, social emotional development, mental health awareness, self-harming behaviors, technology safety, digital citizenship, attendance, restorative practices, positive behavior supports, academic expectations, and ways families can support learning at home. SCCCS II will also continue improving access for families by providing workshop materials in English and Spanish, offering translation as needed, and using multiple communication methods to encourage participation. The Charter School will continue to review parent survey results, attendance at family events, Parent Community Council feedback, and direct input from families to identify additional topics and supports that strengthen family partnership, student well-being, and student achievement.|Based on the analysis of educational partner input and local data, briefly describe how the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families.  The SCCCS II will improve engagement of underrepresented families by continuing to use educational partner input, survey results, attendance data, family participation data, and feedback from the Parent Community Council to identify families who may need additional outreach or support. The Charter School will continue to strengthen communication with EL families, families of SWD, SED families, families experiencing housing instability, migrant families, and families with accessibility needs. SCCCS II will provide translation and interpretation services as needed, including materials in English and Spanish, so families can understand Charter School programs, student progress, attendance expectations, academic supports, and opportunities for involvement. SCCCS II will continue to offer family meetings, workshops, conferences, and engagement activities at varied times to increase participation. The Charter School will also use multiple communication methods, including phone calls, text messages, email, newsletters, teacher communication applications, website updates, and individual outreach. For families of SWD, SCCCS II will continue to partner with parents through IEP meetings, progress monitoring, special education team meetings, and reasonable accommodations, including sign language interpreters, accessible online systems, physical access to events, and other supports as needed. For families with unique access needs, the Charter School may provide individualized communication, virtual meeting options, or home visits when appropriate. SCCCS II will also strengthen parent leadership by encouraging underrepresented families to participate in the Parent Community Council, family education workshops, Charter School events, committees, and other advisory opportunities. The Charter School will continue to focus on student learning, individual student goals, attendance improvement, social emotional well-being, and family partnership. When Title I families request additional support, SCCCS II will meet with the family to review current supports, identify additional needs, and develop an individualized plan to support student success.|The Charter School’s strengths and progress in Building Partnerships for Student Outcomes are developing a strong and supportive school culture through a Positive Behavior Intervention and Support (“PBIS”) program and restorative practices, family communication through an application, the website, and the newsletter, and partnerships through conferences, parent workshops, and family events and festivals. Our strengths in building relationships between school staff and families stem from open two-way communication. For families, being able to comfortably interact with our staff and other families helps strengthen our relationships. Finally, we host many events for families to connect with school such as monthly workshops, project presentation nights, and fairs. We are constantly striving to build relationships between school staff and families.  The Charter School is noted for its compassionate response to parents and perspectives.|The Charter School’s focus area for improvement in Building Partnerships for Student Outcomes includes increasing our test scores to include tutoring and intervention programs. Also, we will continue to increase our attendance and reduce our chronic absenteeism rate by building partnerships with families to support the school community with the counselor intern, participation in activities and reaching out to families.|The Charter School will improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes will continue to build trusting relationships with families. This will require direct contact either in-person or via telephone.  For families of English Learners, the Charter School will continue to provide translation services, invite families to better understand the acquisition of the English language, and how to engage with the school. For families of students with disabilities, the Charter School will engage with families during IEP meetings and in planning activities and programs for students.|SCCCS II demonstrates strengths and progress in seeking input for decision-making by using multiple opportunities for educational partners to provide feedback and participate in the Charter School’s continuous improvement process. The Charter School gathers input through annual surveys, monthly community meetings, Parent Community Council meetings, staff meetings, student feedback opportunities, and family engagement activities. These structures allow parents/guardians, students, teachers, classified staff, administrators, and community members to share input regarding student achievement, school climate, attendance, communication, parent involvement, enrichment, and student support. The Parent Community Council provides an important forum for parents and staff to review information, discuss needs, and advise the Charter School on programs, services, and priorities. SCCCS II also seeks input from educational partners during the LCAP development process, including review of goals, actions, services, and data. In addition, the Charter School includes educational partner participation in hiring processes to help ensure that future employees meet position qualifications and align with the Charter School’s mission, Public Waldorf educational approach, and commitment to serving the whole child. These efforts demonstrate progress in building a collaborative decision-making culture that values family, staff, student, and community voice.|SCCCS II’s focus areas for improvement in seeking input for decision-making include expanding opportunities for staff and families to provide feedback on programmatic and instructional decisions. The Charter School will continue using Professional Learning Communities to gather teacher input regarding instructional strategies, curriculum implementation, assessment timing, student data, intervention needs, and professional development priorities. SCCCS II will also strengthen opportunities for families to provide input through parent workshops, Parent Community Council meetings, surveys, community meetings, and Board of Directors meetings. These efforts will help ensure that decisions about programs, services, events, assessments, and student supports are informed by the voices and experiences of educational partners.|SCCCS II will improve engagement of underrepresented families in seeking input for decision-making by providing more direct and intentional outreach to families whose voices may be less represented in Charter School feedback processes. This will include direct communication and meetings with parents/guardians of ELs, parents/guardians of SWD, SED families, and families who may need translation, accessibility, or other supports to participate. These meetings will provide information about academic programs, ELD services, special education supports, student progress, attendance, school climate, and available interventions, while also creating opportunities for families to share input and recommendations. SCCCS II will also continue to encourage underrepresented families to participate in parent workshops, Parent Community Council meetings, surveys, community meetings, and Board of Directors meetings. In addition, the Social Justice Committee within the parent group will provide another structure for families to raise concerns, identify student and family needs, and contribute to decisions that support an inclusive and responsive Charter School community.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-23|2026
30103060165357|Orange County Academy of Sciences and Arts III|3|Included in LCAP|Included in LCAP|Included in LCAP|Included in LCAP|Included in LCAP|Included in LCAP|Included in LCAP|Included in LCAP|Included in LCAP|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-28|2026
30103063030723|OCSA|3|In March of 2026, all students and parents were solicited for anonymous feedback about their OCSA experience through an annual online survey. Based on this survey, the following strengths were identified: A Shared Foundation of Safety and Respect: Relationship building is supported by a school climate that both groups rate highly. 92% of parents and 88% of students agree that OCSA succeeds in fostering a positive school climate. Furthermore, students report feeling physically safe and secure on campus (88% agreement), which provides a stable environment for family-school engagement. Accessibility and Comfort in Communication: Both students and parents report a high degree of comfort in approaching staff. Approximately 74% of parents and 78% of students agree they feel comfortable communicating with academic teachers. Institutional Trust: This strength is reflected in the high recommendation rates; 87% of parents and 79% of students would recommend OCSA’s academic program to others.|Based on the survey data, OCSA's focus area for improvement is to provide clearer and more consistent mechanisms for communication. Families express concerns about information being spread across multiple platforms, being unsure about whom to contact for various issues, and inconsistency among teacher practices.|OCSA will continue to invest in the English Learner Advisory Committee (ELAC), which was first established in the 2025-2026 school year. The administrative team has also evolved to include a Family Liaison and a dedicated Attendance Intervention Coordinator, who will engage in frequent communication with families - particularly families who would benefit from additional support from school. Additionally, the Dean of Student Culture and Supervision role has been streamlined to reduce extraneous responsibilities and focus on community building, including revitalizing the Coalition for Antiracism and Inclusion.|"The aforementioned stakeholder survey, administered in March 2026, identified the following strengths: Accessible and Open Communication: A primary strength is the comfort stakeholders feel in approaching staff. Approximately 74% of parents and 78% of students agree they feel comfortable communicating with academic teachers. Many parents specifically praise the ""warmth and care"" of staff and their willingness to provide individualized support when asked. Deep Conservatory Ties: Relationship building is often strongest within conservatories. Parents value the high volume of communication from conservatory directors, which makes them feel like a ""part of the community"" through regular updates and invitations to ""step into the classroom"" Effective Support Structures: Both families and students value the school's built-in support systems. 82% of students agree that Office Hours are an effective way to receive support from teachers."|Based on the survey data, OCSA's focus area for improvement is to provide more timely communications about student progress. Currently, 44% of parents disagree that they feel well-informed about daily classroom activities. Parents also report that grades are not always updated immediately after exams, making it difficult to manage student progress effectively. Students mirror this concern regarding the feedback loop, with 41% disagreeing that they receive timely and specific feedback from teachers and 37% disagreeing that their current grades accurately reflect their knowledge and abilities. Additionally, the data shows that parents of students with IEP/504 plans feel significantly less informed (55% disagreement) than the general parent population, marking this as a priority area for deepening staff-family connections.|As mentioned in Section 1, OCSA will continue to invest in the English Learner Advisory Committee (ELAC), which was first established in the 2025-2026 school year. The administrative team has also evolved to include a Family Liaison and a dedicated Attendance Intervention Coordinator, who will engage in frequent communication with families - particularly families who would benefit from additional support from school. Additionally, the Dean of Student Culture and Supervision role has been streamlined to reduce extraneous responsibilities and focus on community building, including revitalizing the Coalition for Antiracism and Inclusion. Furthermore, OCSA's new dedicated Intervention Specialist will focus on streamlining the Multi-Tiered System of Supports, creating a more coherent system for students to tiered levels of academic support.|The stakeholder survey revealed high levels of satisfaction with the accessibility of staff and a high degree of comfort in initiating family-staff communications. Various parent involvement opportunities - PSO, PACs, and conservatory events - were highlighted as valuable platforms for engagement.|Similar to the previous sections, parents cite information gaps as a barrier to their effective engagement in decision-making. As such, OCSA's focus for improvement remains streamlining communication practices to ensure that parents are well-informed enough to provide meaningful input.|As mentioned in Section 2, OCSA will continue to invest in the English Learner Advisory Committee (ELAC), which was first established in the 2025-2026 school year. The administrative team has also evolved to include a Family Liaison and a dedicated Attendance Intervention Coordinator, who will engage in frequent communication with families - particularly families who would benefit from additional support from school. Additionally, the Dean of Student Culture and Supervision role has been streamlined to reduce extraneous responsibilities and focus on community building, including revitalizing the Coalition for Antiracism and Inclusion.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-17|2026
30647660000000|Lowell Joint|3|According to the LCAP Parent Survey, the bond between school personnel and families is exceptionally robust. 96.2% of families consistently report that staff members interact with students, parents, and peers with high levels of respect, creating a truly inclusive atmosphere. This trust is further cemented by 97.4% of families reporting consistent delivery of transparent and prompt updates regarding school activities and academic development. Furthermore, 96.2% of families report the accessibility of leadership and faculty ensuring that any issues are resolved through swift, collective effort. A cornerstone of this collaborative success is the district's strategic expansion of the Multi-Tiered System of Support (MTSS). By maintaining additional counselors, psychologists, and a dedicated behavioral specialist, the district provides tailored assistance that meets the unique needs of every family. This commitment to respectful dialogue and improved availability fundamentally enriches family partnerships and promotes student achievement.|Improving enrichment and academic rigor for our GATE students remains a key priority, a need echoed in recent survey feedback and LCAP meetings. Historically, when asked about opportunities for students to work above grade level, 89.7% of respondents Agree/Strongly Agree that this is made available. We are maintaining our commitment to full GATE certification for all educators and have integrated the 2025 CogAT for GATE testing.  Using updated norms supports fairer and more equitable identification of advanced learners by ensuring student performance is measured against current national expectations rather than outdated benchmarks. To address historical concerns regarding advanced learning opportunities, we are expanding our Multi-Tiered System of Support (MTSS) framework. This strategy allows us to integrate deeper, more complex classroom instruction with robust enrichment programs, while simultaneously enhancing our communication and partnership with families regarding the specialized services available to support our gifted and talented learners.|The Educational Services department is dedicated to promoting fairness and inclusivity within our Gifted and Talented Education (GATE) identification procedures. To foster accessibility for English language learners, we utilize nonverbal assessments that circumvent language obstacles, while also weighing leadership qualities and creative potential to expand our definition of giftedness. Furthermore, our focus on professional development ensures that educators at all levels, from primary through upper grades, are equipped to identify gifted traits throughout a student’s academic career. Through these multifaceted approaches, we aim to uncover and cultivate the talents of students who have often been missed by traditional identification methods.|The Lowell Joint School District has achieved notable progress in fostering enduring partnerships that are essential for student success. Feedback from families, staff, and leadership, coupled with recent survey data, underscores a vibrant culture rooted in collaboration, accessibility, and a collective commitment to student outcomes. A cornerstone of this success is our dedication to professional development; we prioritize training that empowers our educators and principals to cultivate strong, collaborative relationships with families. Through ongoing coaching and consistent reflection, these communication strategies are integrated into our districtwide efforts.  Parents and guardians consistently report satisfaction with the clarity of information provided and the quality of engagement opportunities available. Data suggests that families feel well-informed about their child's academic journey and confident in the effectiveness of our instructional programs. Additionally, we have broadened our support services to better assist families, offering a range of resources from academic workshops in literacy and math to comprehensive mental health services provided by our specialized counseling teams and partners.  By maintaining regular communication through parent-teacher conferences, progress reports, and dedicated intervention meetings, we facilitate ongoing dialogue about student achievement. These consistent practices build the trust and transparency necessary for sustaining positive educational outcomes for all students.|The district is committed to building upon our strong foundation of family engagement by deepening our support for specialized student groups. We are placing a renewed emphasis on broadening awareness and communication regarding enrichment programs, with a particular focus on Gifted and Talented Education (GATE). Simultaneously, we are strengthening our outreach to families of specific student groups through increased multilingual communication and tailored resources. Utilizing ParentSquare, we provide families with timely updates in their preferred languages and offer targeted workshops that address the distinct educational goals of these students. Our ongoing work centers on transparency, improved language access, and equitable opportunities to ensure every family is empowered to play an active role in their child’s academic and personal growth.|"To improve engagement with underrepresented families, Lowell Joint School District is taking intentional steps to reduce barriers and increase inclusive participation. This includes refining the identification and support processes for gifted and talented students, especially those from historically underrepresented groups. The district integrated the 2025 nationally normed CoGAT to ensure broader access. The CogAT compares students to a current, nationally representative sample of learners, providing a more accurate and equitable measure of cognitive abilities. Updated norms ensure that identification and instructional decisions are based on how students perform relative to today's student population rather than outdated national benchmarks.""   Additionally, family input is used to expand opportunities and inform program planning. This includes the development of evening sessions focused on navigating the education system and learning how to support students at home. Programs like the “Love and Logic” parenting series have also shown promise in building trust and engagement among underserved families.  The district is also exploring ways to increase representation and input from these families in decision-making bodies such as School Site Councils and LCAP advisory committees. This includes offering meetings at varied times, providing translation services, and ensuring that all families have a voice in shaping programs that impact student outcomes. Through these targeted efforts, the district aims to create an inclusive partnership model where every family feels valued, informed, and empowered to support their child’s academic and personal growth."|The Lowell Joint School District is committed to maintaining collaborative frameworks that ensure educational partners contribute meaningfully to decision-making at both the school and district levels. We prioritize providing structured avenues for principals, staff, families, and community members to actively participate in the planning, execution, and assessment of our various programs and initiatives.  Our engagement with advisory bodies such as School Site Councils, English Learner Advisory Committees (ELAC), and the District English Learner Advisory Committee (DELAC) is deeply integrated into our operations. To guarantee that families from all backgrounds have equitable access, we provide translated materials and interpretation services, while also scheduling meetings with accessibility as a priority. By utilizing a diverse array of communication methods, including surveys, newsletters, digital platforms, and in-person forums, we actively solicit broad feedback on critical areas like LCAP development, program design, and our overall improvement objectives. These practices are central to a culture of shared leadership, ensuring that our stakeholders remain vital participants in guiding the district’s future.|While Lowell Joint School District has established multiple avenues for stakeholder engagement, feedback indicates a need for greater transparency regarding how stakeholder input influences district decisions. Families have expressed a desire for clearer communication about how their perspectives on curriculum, school climate, and student programs are considered and incorporated into planning and decision-making processes. Additionally, the district recognizes the importance of continuing to strengthen engagement with groups that may face barriers to participation, including working families, multilingual families, and families of students with disabilities.  To address these needs, the district will build upon existing outreach efforts by expanding opportunities for meaningful dialogue, increasing access to information, and providing clear feedback loops that demonstrate how stakeholder input informs district actions. Through these efforts, the district aims to ensure that all families feel welcomed, informed, and empowered to contribute to decisions that impact both their child's educational experience and the broader school community.|The Lowell Joint School District has broadened its outreach and support networks to ensure all families are empowered to contribute meaningfully to district decisions, with a specific focus on increasing participation from underrepresented groups. Central to this approach is the refinement of our communication channels, including but not limited to ParentSquare,  comprehensive translation services, live interpretation, and accessible summaries that clarify district policies and demonstrate the impact of family feedback. Furthermore, we recognize that families may require extra resources to navigate advisory settings with confidence and clarity.  To bolster our staff's ability to connect with our community, principals and teacher leaders dedicate time during bi-monthly leadership sessions to refine inclusive engagement strategies. These initiatives reflect our strengthened commitment to fostering a collaborative environment where every family's perspective is valued and integrated into our decision-making processes.|5|5|4|5|5|5|5|5|5|5|4|5|Met||2026-06-22|2026
30664230000000|Anaheim Elementary|3|AESD demonstrates strong communication practices through consistent and responsive two-way communication with families. Communication platforms such as ParentSquare provide timely opportunities for schools and the LEA to share information and respond efficiently to family questions, concerns, and feedback. The LEA’s emphasis on maintaining open lines of communication supports meaningful family engagement and collaboration.|AESD recognizes the need for continued professional development focused on strengthening relationships and fostering welcoming environments for all families. Additional training opportunities for certificated and classified staff will support the development of inclusive practices, positive interactions, and culturally responsive engagement strategies across school sites.|AESD will continue to expand opportunities for meaningful two-way communication with underrepresented families at both the district and school-site levels. Efforts will focus on providing information and engagement opportunities in languages and formats that are understandable, accessible, and responsive to the diverse needs of families to strengthen participation and partnership in the educational process.|AESD provides a wide variety of resources, programs, and supports through multiple communication platforms, helping families access important information and services. These efforts support increased awareness of available opportunities and contribute to stronger connections between families, schools, and the district.|AESD recognizes the need for greater clarity, consistency, and alignment regarding indicators of success, accountability systems, and districtwide expectations. A more cohesive approach is needed to ensure priorities and implementation practices remain consistent across school sites while maintaining a focus on improving student outcomes. Clear communication with Cabinet members, association representatives, and school leaders regarding accountability measures, monitoring processes, and systems of support will strengthen shared understanding and collaboration.  Additionally, there is a need to further emphasize administrative accountability related to high-quality instruction, effective intervention systems, and meaningful family engagement practices. Creating welcoming school environments requires visible and engaged leadership, as families are more likely to participate when they feel valued, informed, and connected to their school community. More intentional outreach and communication strategies are needed to strengthen relationships and increase family participation across all sites.|AESD will strengthen engagement of underrepresented families through clearer and more consistent communication regarding available resources, program benefits, and opportunities for participation. Efforts will focus on ensuring families receive accessible, timely, and understandable information that supports increased awareness, involvement, and equitable access to district and school-site programs and services.|AESD has established multiple opportunities for meaningful stakeholder input and collaboration, including DAC/DELAC, LCAP meetings, School Site Councils (SSCs), Community School Teams, the Multilingual Advisory Group, and the Superintendent’s Budget Advisory process. In addition, parent leadership opportunities and community partnerships, such as those with the Orange County Congregation Community Organization, are helping to build parent capacity through structured trainings and workshops that support active participation in district and school-site decision-making processes.|AESD recognizes the need to more strategically leverage Family and Community Engagement Specialists (FACES) to strengthen family outreach, recruitment, and participation in advisory and decision-making spaces. While participation opportunities are available, continued efforts are needed to move beyond attendance-based engagement toward authentic family engagement in which families feel empowered to contribute to decision-making and understand how their input influences outcomes.  Additional focus is needed to strengthen the clarity, consistency, and intentionality of communication practices, expand inclusive participation opportunities, and enhance two-way engagement systems so that families feel informed, valued, and connected to district and school-site initiatives.|AESD will strengthen outreach and engagement efforts for underrepresented families by expanding relationship-based communication and increasing the intentional use of Family and Community Engagement Specialists (FACES) to connect with families who may not be reached through traditional communication platforms alone. Efforts will include providing clearer information regarding the purpose, benefits, and outcomes of meetings, workshops, and advisory opportunities to encourage participation and build trust. The LEA will continue to prioritize inclusive, accessible, and culturally responsive engagement strategies that support meaningful family involvement in decision-making processes.|3|3|4|4|4|5|4|4|4|4|4|3|Met||2026-06-17|2026
30664230131417|Vibrant Minds Charter|3|"Because enrolling a scholar at Vibrant Minds Charter School is a parent choice, there is a strong bond between the school staff and families. Parents need to discover our school, enroll their scholars, and remain on the wait list until called upon. Our current wait list includes 150+ scholars, and this contributes to the parents' appreciation when their scholars are selected to attend our school based on a randomized drawing system. This extra effort from parents results in a naturally higher level of family engagement. Additionally, many of the staff members are also parents/relatives of scholars attending our school currently or in the past. In 2025-2026, 26 staff members played this dual-role. Therefore, the separation of school staff and parents is nonexistent, which is a healthy model for an authentic collaboration between school and home.  Beginning in the 2023-2024 school year, Vibrant Minds Charter School was awarded the California Community Schools Partnership Program (CCSPP) Planning Grant. Having the support of our Coordinator for the CCSPP PlanningGrant, as well as a bilingual community liaison, has enhanced our strengths and progress in building relationship between the school staff and families. This has permitted our school to explore and pilot additional workshops and events for parents. Parents provided input for workshops through a series of interviews and surveys. Parents expressed an interest in developing specific skills, so classes in CPR and first aid were offered in English and Spanish. Parents also wanted support in how to help their scholars self-regulate at school and home, so parenting classes and coaching sessions was coordinated for implementation in the 2024-2025 school year. Additional community partnerships have been formed to support families in areas such as childcare during off-track time (YMCA), English as a Second Language, health care (dental, hearing, and vision),and volunteer opportunities. Many school-wide events beyond Back-to-School Night and Open House also occurred during the school year, which strengthened our school's sense of community. Examples include a Family Kick-Off Event, Lunch with a Loved One events, Snow Day, Project-Based Learning Showcase, Color Run, Talent Show, End-of-Year Carnival, TK Bridge Ceremony, K Celebration, Grade 6 Promotion, and Family Camp Out. Because we are a school of choice, VMCS is cognizant that our parents have the potential to ""vote"" with their feet. It is important that we have positive relationships with all parents so they continue to have their scholars attend our school. Attrition of scholars from year-to-year is minimal, and it is typically the result of moving out of the area due to the high cost of living in Orange County, California. We are proud to be known as a school that families love. And, as far as the recruitment of scholars, word-of-mouth endorsements from our families are our most powerful tool."|While we have built strong relationships between our school staff and families, we are continuously seeking ways to improve. The following areas of growth will continue to be our focus for the 2026-27 school year.  * We want our parents to more fully understand the negative impact of inconsistent attendance at school, including tardies, early releases, and absences. We also want to convey that a short-term Independent Study Contract is not the same as in-person instruction and should be requested judiciously and completed conscientiously. It is our hope that an increase in an understanding of the importance of consistent attendance will result in positive changes in attendance behaviors. And, in partnership with parents, we want to help them overcome any familial barriers to exemplary attendance. Dialogues with the School Attendance Review Team (SART)and School Attendance Review Board (SARB) will be be more consistently scheduled, with a follow-up protocol in place.  * We want to more clearly share with families how we address the challenging behaviors of some scholars. Although we have a sound philosophy and solid plan in place when it comes to our Behavioral Support Plan with an emphasis on social justice (own it, fix it, learn from it, and move on), the parents have occasionally expressed that more needs to be done to curtail challenging behaviors. In truth, behavioral issues on our campus are minimal. But, there are a few highly visible scholars on campus who continue to have difficult social-emotional needs and a high level of impulsivity. Behavioral issues associated with these Tier 3 scholars are addressed in a timely and effective manner. But, parents are not always privy to what consequences and interventions have occurred due to confidentiality. We need to build trust with the parents that all behavioral issues are being addressed.  * We want to offer more strategies and resources to parents for supporting their scholars' academic growth at home. This includes motivating scholars to read as a leisure activity, as well as offering guidance when scholars are solving mathematical problems. And, we want parents to anticipate their scholars' educational trajectory beyond elementary school, including junior high school, high school, apprenticeships, vocational schools, and universities. The university system can be especially difficult to navigate successfully, and parent workshops in this area will be offered.  • We want to increase our fathers' level of engagement so we have more male role models on campus, which is a definite area of need with a predominantly female staff. We have initiated a program in which fathers sign-up for a day of service and support at our school, with a goal of recruiting 180 fathers for our 180-day school year. This will be our new Guard D.O.G.S (Dads of Great Scholars) Program.  • We want to integrate new families with existing families in light of our increased enrollment beginning in the 2025-26 school year.|It is a quantifiable strength that the parents of English Learners are strong participants in various school activities and events at Vibrant Minds Charter School, as well as volunteering. However, in the past they have not been as engaged in decision-making groups such as the School Site Council (SSC) and the English Learner Advisory Committee (ELAC). We saw growth in this area during the 2025-2026 school year with the support of our Community Liaison. We will continue to refine how we recruit the parents of English Learners into these groups because their voice is important. We will also continue to seek alternative times, days, and venues to meet. There may also be an initial need for support and incentives, including child care, food, academic resources for home use, family games, specialized workshops, etc.|Because parents have taken the initiative to enroll their scholars in Vibrant Minds Charter School rather than their neighborhood schools, they tend to be more engaged in their scholars' education than is typical in traditional school settings. We need to capitalize on this initial decision to enroll in our school to ensure strong school/home partnerships are built to support the scholars' academic growth. This is where the concept of a co-created school comes to play. Parents need to understand that the school cannot effectively educate our scholars without home support. This appears to be in place.  For the most part, our parents are cognizant of their scholars' successes and challenges in school. In some cases, parents enrolled their scholars in our school because they did not feel their scholars' academic or social-emotional needs were being addressed in other school settings. To support scholars' positive academic outcomes, our Back-to-School Night is focused on providing parents with skills and resources to support scholars academically at home. Then, parents have ongoing access to their scholars' academic progress through the Parent Portal on Aeries and Google Classroom, as well as ongoing in-person and on-line communication with the teachers. During Parent/Teacher Conferences, which occur at the end of the first and second trimesters, parents are provided with information about their scholars' progress. Then, at the Open House/PBL Showcase and other events, the parents have a first-hand glimpse into their scholars' level of academic performance.  We believe we have many strengths is the area of building partnerships with parents for scholar academic outcomes. And, we will continue to refine practices in this area.|Because many of our scholars' parents work long and hard to meet their financial obligations, they do not always have the time to support their scholars academically at home. Instead, they tend to trust the school to educate their scholars. However, forming an authentic home/school partnership with a reliable network of support for scholars and parents is the ideal.  Many scholars attend our school from 7:30 a.m. (earliest drop-off time) to 6:00 p.m. (conclusion of after-school programming) due to child care needs. There is very little time at home for scholar/parent bonding and/or academic support. If the parents are not fully engaged in their scholars' academic progress due to insufficient time, lack of academic confidence, and/or English Learner status, scholars do not receive the encouragement and 1:1 academic support at home that only parents can provide. And, this is a difficult obstacle to overcome since it has such strong economic roots and is also fueled by many single-parent homes. However, through ongoing dialogues with families, we will be able to identify the barriers parents need to overcome with the support of our school community. Through parent training, resources, and support, we hope to improve the level of the parents' engagement in their scholars' academic growth.|The majority of our underrepresented families would be considered to be limited in their own English acquisition. They are the parents of our English Learners. It is important for them to understand that if they cannot directly provide academic support to their scholars, there are many other ways that they can contribute to their scholars' academic growth. The parents can consistently ask their scholars how they are doing in school, as well as advocate for their scholars if they hear about academic struggles. They can create a home environment in which leisure reading is supported by having a home library, which can also be supplemented by the school or supported through the public library system. They can tap into after-school resources so their scholars receive academic tutoring and homework support. They can ensure their scholars' basic needs are met by having them sleep sufficiently, eat nutritiously, and exercise regularly. They can also monitor the scholars' access to inappropriate content on electronic devices. Lastly, parents of English Learners need to prioritize their scholars' education and ensure they come to school daily and on time.|Vibrant Minds Charter School has a strong and consistent School Site Council (SSC), which is one forum for providing input for decision-making.The SSC meets monthly and is composed of seven elected representatives and the founding/executive director (i.e., four parents, two teachers, one classified staff member, and the director). We also have bi-monthly English Learner Advisory Committee (ELAC) Meetings, during which parents of English Learners are engaged in topics related to their scholars' quest for redesignation. On the VMCS Board, one of the parents is recommended for inclusion on the Board for a two-year term (no term limits) based on a school-wide election process. This model ensures that the voices of parents are heard. Also, on a consistent basis through ParentSquare, parents' input is requested and analyzed using a computerized survey approach. The Assistant Directors and Founding/Executive Director also have an open door approach to dialogues with parents who want to provide input.|While the majority of parents consistently provide input into decision-making processes, there are always a few who are not engaged. They may be better reached personally rather than through a computerized survey. Additionally, less formal Cafecito Sessions with a question/answer format may be effective, which will be hosted by teachers, TOSAs, and the leadership team. There will be a concerted effort to ensure input from all parents rather than the vocal few.|The foundational pieces that need to be in place so underrepresented families will become engaged in decision-making processes include a primary contact person (i.e., community liaison -- in place), translation support for non-English speaking parents (in place), and accessibility to decision-making opportunities (in place).  While the parents of English Learners are strong participants in various school activities and events, they have not been as engaged in decision-making groups such as the School Site Council (SSC) and the English Learner Advisory Committee (ELAC). We will continue to refine how we recruit the parents of English Learners into these groups because their voices are important. We will continue to seek alternative times, days, and venues to meet. There may also be an initial need for support and incentives, including child care, food, academic resources for home use, family games, specialized workshops, etc.|5|5|5|5|5|4|5|5|5|5|5|5|Met||2026-06-24|2026
30664236027379|Palm Lane Global Academy|3|PLGA continues to provide meaningful opportunities for families and school staff to build strong relationships and strengthen family engagement. This year, Palm Lane expanded its family engagement events by offering family nights focused on ELA, math, and science. These events provided families with opportunities to participate in interactive activities alongside teachers and students, helping strengthen connections between home and school. In addition, PLGA offered parent workshops and family events such as Annual Family Day, Muffins with Mom, and Donuts with Dads to encourage family participation and create welcoming opportunities for relationship building. Parent teacher conferences also continued to provide important opportunities for families and staff to communicate about student progress and support. PLGA has strengthened communication with families through weekly newsletters, parent communication applications, social media, and consistent weekly postings to keep families informed and connected to school activities and events.  The school also celebrated students and families through attendance recognitions, district level I-Ready celebrations, and art showcases that highlight student expression and cultural diversity. Palm Lane continues to promote inclusivity through global projects and the display of flags representing the backgrounds and identities of students, families, and staff. These efforts help families feel welcomed, valued and connected to the school community.|PLGA will continue to focus on strengthening relationships between school staff and families by increasing opportunities for meaningful engagement and improving communication with all families. Based on educational partner input and local data, PLGA recognizes the need to ensure that all families feel welcomed, connected, and represented within the school community.  One focus area for improvement is increasing participation from families who may not regularly attend school events or engage in school activities. PLGA will continue working to identify barriers to participation and provide more accessible opportunities for involvement through flexible meeting times, varied family events, and additional outreach efforts.  PLGA also aims to strengthen communication practices by continuing consistent weekly updates through newsletter, parent communication platforms, social media, and schoolwide postings. Staff will continue positive relationships with families through regular communication, parent conferences, workshops, and family-centered activities that encourage collaboration between home and school. In addition, PLGA will continue expanding culturally responsive practices and opportunities that celebrate the diverse backgrounds of students and families. Through school events, student showcases, global projects, and inclusive campus displays, PLGA aims to create an environment where families feel valued, respected, and connected to the school community.|PLGA recognizes the importance of ensuring that all families feel connected to the school community and have opportunities to engage with school staff in meaningful ways. Based on educational partner feedback and local data, the school identified a need to increase involvement from families who may not regularly participate in school activities or events. To improve engagement, PLGA will continue focusing on creating welcoming and supportive experiences for families through consistent outreach and relationship building efforts. Staff will continue working to make school events and activities more accessible by offering a variety of engagement opportunities that support different family needs and schedules.  The school will also continue encouraging family participation through interactive events, student celebrations, workshops, and opportunities for families to engage alongside their children. These activities help strengthen connections between families and staff while building a stronger sense of community across the school. In addition, PLGA will continue fostering an inclusive environment that reflects and values the diversity of its families and students. By creating spaces where families feel seen, respected, and appreciated, PLGA aims to strengthen trust and encourage greater involvement throughout the school community.|Based on educational partner input and local data, Palm Lane's greatest strength in Building Partnerships for Student Outcomes continues to be its commitment to fostering meaningful relationships with families and creating opportunities for active family engagement in student learning. Parent survey data reflected strong outcomes in this area, with families reporting a high sense of connectedness, belonging, and safety, all in the high 90th percentile range. Additionally, educational partner feedback indicated strong satisfaction with the school's efforts to communicate with families, provide opportunities for involvement, and partner collaboratively to support student success. Throughout the 2025–2026 school year, Palm Lane intentionally expanded opportunities for family engagement by increasing the number of family-centered events focused on student learning and achievement. Families participated in trimester family engagement events, Family Literacy Night, Family Math Night, and the school's inaugural Family Science Night, all designed to strengthen home-school partnerships while providing families with meaningful ways to support learning beyond the classroom. These events resulted in strong participation and reinforced the school's commitment to creating engaging learning experiences that bring students, families, and staff together. Palm Lane also increased opportunities to celebrate student achievement through attendance recognition programs, i-Ready growth celebrations, trimester honor roll awards, and other student recognition events. Student-led parent conferences and multiple student showcases throughout the year further strengthened family engagement by empowering students to take an active role in sharing their academic progress, learning experiences, and goals with their families. In addition to family engagement efforts, Palm Lane continued expanding academic support opportunities for students. Increased participation in reading and mathematics tutoring programs reflected strong collaboration between the school and families in supporting student achievement. Adjustments to the after-school program also provided additional time dedicated to homework assistance and targeted academic support, further reinforcing learning beyond the instructional day. Collectively, these efforts demonstrate Palm Lane's continued progress in building strong partnerships with families, increasing family engagement in student learning, and creating a collaborative school community focused on improving student outcomes and supporting the academic, social-emotional, and overall success of every student.|Based on the analysis of educational partner input and local data, Palm Lane has identified opportunities to further strengthen family partnerships by expanding two-way communication, increasing family voice in decision-making processes, and creating more personalized opportunities for families to engage in their child’s educational journey. While parent survey data reflects strong levels of connectedness, belonging, and satisfaction with the school, the next phase of improvement will focus on moving beyond participation in school events toward deeper collaboration and shared ownership in supporting student outcomes. Palm Lane recognizes that strong family partnerships are essential to student success and that meaningful engagement occurs when families are empowered not only as participants, but as active partners in decision-making, problem-solving, and school improvement efforts. One focus area will be expanding opportunities for meaningful family voice and feedback throughout the school year. While opportunities such as Coffee with the Principal have provided families with direct access to school leadership, participation data suggests a need to explore more flexible, accessible, and responsive methods of engagement. In response, Palm Lane will implement a variety of family engagement strategies, including targeted listening sessions connected to existing school events, grade-level family forums, virtual feedback opportunities, multilingual surveys, and brief parent focus groups held before and after school events when participation is highest. The school will also explore the development of a Parent Ambassador model, empowering parent leaders to help gather input from other families, encourage participation, and serve as a bridge between the school and the broader parent community. These efforts are intended to increase participation from a more representative group of families and ensure family perspectives are consistently incorporated into school decision-making and continuous improvement efforts. Palm Lane also recognizes the opportunity to strengthen family capacity to support learning at home. Future efforts will focus on providing more interactive family workshops that equip parents with practical strategies and resources to support literacy, mathematics, social-emotional development, technology use, attendance, and positive study habits. Rather than solely providing information, workshops will emphasize hands-on learning experiences that allow families to practice strategies they can immediately implement at home. Family learning opportunities will continue to build upon successful events such as Family Literacy Night, Family Math Night, and Family Science Night while incorporating additional opportunities for families to engage directly with instructional practices and student learning goals.|Based on the analysis of educational partner input and local data, Palm Lane identified the need to increase engagement among underrepresented families who may face barriers related to language, work schedules, transportation, access to technology, or previous experiences with schools. While overall family engagement data reflects strong participation and positive perceptions of the school, the school recognizes the importance of ensuring that all families have meaningful opportunities to contribute to decision-making processes and actively participate in their child's educational experience. To address this need, Palm Lane will implement more flexible and personalized engagement strategies designed to meet families where they are. The school will expand opportunities for family feedback through multilingual surveys, virtual participation options, targeted focus groups, and listening sessions embedded within existing school events to reduce participation barriers. Rather than relying solely on traditional meetings, the school will seek feedback at student performances, family nights, dismissal times, and other events where families are already present. Palm Lane will also strengthen relationship-centered outreach through Parent Teacher Home Visits, allowing staff to build trust, better understand family strengths and needs, and establish authentic partnerships that support student success. In addition, the school will explore the development of a Parent Ambassador Program in which representative family leaders help connect with underrepresented families, gather feedback, encourage participation, and serve as a bridge between home and school. The Community Coordinator will play a critical role in increasing engagement by connecting families to community resources and developing partnerships with local organizations that support family wellness, attendance, and student achievement. The school will also explore creating Family Learning Pathways, offering workshops tailored to parent interests and needs such as supporting literacy at home, navigating technology platforms, understanding academic data, social-emotional learning, and preparing students for future success. Additionally, Palm Lane will increase opportunities for student-led engagement by expanding student-led conferences, academic showcases, performances, and leadership opportunities that encourage families to engage directly with their child's learning. Research and local participation data suggest that families are often more likely to attend events when students have an active role. By creating multiple entry points for engagement and intentionally removing barriers to participation, Palm Lane seeks to ensure that all families feel welcomed, valued, represented, and empowered as partners in supporting positive student outcomes.|PLGA has made meaningful progress in seeking input for decision-making through increased collaboration and engagement opportunities for families and staff. This year, Palm Lane launched a Community Schools Steering Committee that includes students, families, staff, and community partners working together to support the goals of PLGA as a community school. Through the steering committee, families collaborated with staff to identify the needs and assets of the school community. This partnership has helped guide school priorities, strengthen relationships with families, and ensure decisions reflect the voices of community members. In addition, families were surveyed throughout the year to gather input on school climate, family engagement opportunities, and student support. Feedback collected helped inform planning, improve communication, and strengthen efforts to create a more inclusive and responsive school environment.  Palm Lane’s greatest strength in seeking input for decision-making has been the development of consistent collaboration structures that elevate staff voice and promote shared leadership. Weekly professional development sessions and staff meetings provide ongoing opportunities for dialogue around schoolwide initiatives, student achievement, instructional priorities, and campus goals. These structures fostered a culture of collective responsibility and supported continuous improvement efforts.  A significant area of progress was the increased use of data-driven conversations. Following each i-Ready diagnostic administration, leadership met individually with teachers to analyze student growth, identify areas of need, and collaboratively develop instructional actions plans. Teachers were also provided time to collaborate with the special education teacher to review student supports, reflect on progress, and align interventions to meet student needs. Palm Lane also experienced increased staff ownership of schoolwide initiatives. Teachers took on greater leadership roles in planning and implementing programs and events, creating a more collaborative and teacher-led approach. Additionally, teachers participated in Vista’s Teacher Leader Networks, collaborating with district staff to support signature practices and district initiatives. These opportunities strengthened staff capacity, increased morale, and empowered educators to contribute to both school and district-level decision-making.|While PLGA has made progress in gathering family input for decision-making, there is still an opportunity to increase engagement among all family groups. Although survey participation and family involvement opportunities remain strong, feedback often comes from the same families, limiting the school’s ability to fully understand the perspectives and needs of the broader community.  A key focus area for improvement is increasing participation from families who may face barriers such as work schedules, language differences, transportation challenges, or limited awareness of engagement opportunities. PLGA will continue strengthening outreach efforts, improving communication practices, and providing more accessible and flexible ways for families to share their perspectives. Building stronger relationships with families remains a priority to ensure decision-making processes are inclusive and representative of the entire school community. Based on educational partner input and local data, Palm Lane has also identified a need to expand opportunities for classified staff to participate in decision-making. While systems for teacher collaboration have grown stronger, the school recognizes the valuable role classified employees play in supporting student success and school climate.  To address this need, Palm Lane will develop more intentional structures for gathering classified staff input through surveys, feedback sessions, collaborative planning opportunities, and other engagement activities. The school will also strengthen professional learning opportunities by providing staff-led and needs-based training informed by employee feedback. These efforts will help build staff capacity, increase engagement, and ensure a wider range of perspectives are considered when making schoolwide decisions.  Through these improvements, Palm Lane aims to strengthen a culture of shared leadership where families and staff feel valued, heard, and empowered to contribute to the continuous improvement of student outcomes and school initiatives.|PLGA will continue improving engagement of underrepresented families by increasing outreach efforts and creating more accessible opportunities for families to participate in decision-making processes. Through the self-reflection process and review of local data, PLGA identified that participation in meetings and surveys often comes from the same group of families, highlighting the need to engage families whose voices may not yet be fully represented.  To address this, PLGA will continue strengthening communication with families through multiple platforms, including phone calls, text messages, social media, flyers and parent communication applications. Information and surveys will continue to be provided in families’ home languages to ensure accessibility for all community members.  PLGA also plans to offer more flexible opportunities for participation by providing meetings at different times, offering virtual participation options, and creating smaller group discussions that may feel more welcoming and accessible to families. In addition, staff and community partners will continue building relationships with families to better understand barriers to participation and identify ways to increase involvement.  By expanding outreach efforts and increasing opportunities for participation, PLGA aims to build stronger family partnerships and gather a broader range of perspectives that will help guide school programs, services, and future planning decisions.|5|4|4|4|4|4|5|4|4|4|4|4|Met||2026-06-15|2026
30664310000000|Anaheim Union High|3|To cultivate positive relationships with all educational partners, AUHSD has established durable systems and frameworks intended to advance equitable engagement opportunities. These relationships have been solidified by the ongoing maintenance of district Family Resource Centers and the continuation of Community Schools staff at 15 separate campuses. Data gathered from LCAP surveys, community voice circles, and exhaustive assets and needs assessments indicate that our community experiences a genuine sense of inclusion and connection within the district. Prioritizing the creation of inclusive and hospitable environments, AUHSD actively seeks family input to drive continuous institutional growth. Key initiatives include professional development for staff on the ParentSquare platform to facilitate effective bilateral communication, alongside the adoption of the Dual Capacity Building Framework to improve meaningful family engagement strategies.|Ongoing analysis of diverse needs and asset data throughout the year has highlighted limited professional development time focused on making family and community engagement a core priority for staff, both within and beyond the classroom. Structural and systemic limitations currently hinder the ability of teachers to consistently meet with students and their families to discuss progress and collaborative strategies for better outcomes. To address these challenges, our primary focus areas will be: 1) providing consistent, intentional professional learning for staff on effective Family and Community Engagement practices; 2) establishing formal structures that facilitate teacher meetings with families and students to evaluate progress; and 3) utilizing the updated language in the California Standards for the Teaching Profession (CSTP) regarding family engagement to systematically strengthen the relationships teachers build with families.|"Engaging all families across the AUHSD remains a significant priority and challenge. Currently, feedback from surveys, focus groups, and community voice circles predominantly reflects the perspectives of parents who are already actively involved. To bridge this gap, the district is focusing on connecting with disengaged students and families who do not typically participate in campus activities. By identifying students with attendance struggles early in the year and conducting proactive home visits, staff can better address specific barriers to engagement. Our team has been trained in the ""Hopes and Dreams"" home visit model, which emphasizes relationship-building by understanding family aspirations in a comfortable, home-based setting. These visits provide an essential alternative for families unable to attend traditional school events. Furthermore, AUHSD continues to expand accessibility by offering information through various modalities, including hybrid and virtual options."|"Our district provides a wide array of workshops, activities, and services aimed at strengthening family partnerships to improve student results. Family and Community Engagement Specialists (FACES) promote Tier I services to all families throughout AUHSD, featuring initiatives such as Wellness Workshops, Parent Learning Walks, the Parent Leadership Academy, and ""Coffee with the Principal"" sessions. Tier II supports are specifically tailored to meet interests and needs identified through assets and needs assessments, offering programs like Positive Discipline workshops, Social Service assistance, and Educational Technology Platform training. To further bolster these student-family-staff partnerships, we have enhanced intentional professional development for our employees, focusing on effective two-way communication, quality customer service, and the application of technological tools to support student success. Additionally, we have implemented a system to capture parent engagement data on eKadence, which is linked to Aeries, our student information system, with the end goal of obtaining data that correlates family engagement to student achievement (attendance, behavior, and grades)."|Evaluation of various asset and needs assessment data collected during the year indicates a need for more dedicated professional learning time to ensure family and community engagement remains a staff priority both inside and outside the classroom. Current systemic and structural limitations hinder teachers from consistently meeting with students and families to collaborate on improving student outcomes. Furthermore, there is a recognized lack of intentional focus on building knowledge regarding Special Education students and their families. Consequently, our improvement efforts will center on two primary areas: 1) expanding intentional professional learning for staff regarding best practices in Family and Community Engagement; and 2) developing formal structures, such as parent-teacher conferences, to ensure teachers can meet with families and students to evaluate progress. 3) enhancing community based learning in all classrooms, specifically community knowledge, assets as we make learning visible to the community.|"Recognizing that current societal challenges complicate student and family interaction with our schools, AUHSD is focused on reconnecting with those who are disengaged, particularly those not participating in on-campus activities. By identifying students with irregular attendance early on, Family and Community Engagement staff can effectively triage needs and address specific barriers to schooling. We are prioritizing staff resources toward dedicated outreach and the identification of obstacles to event participation, fostering stronger partnerships to enhance student outcomes. To support this, our team has been trained in the ""Hopes and Dreams"" Home Visit model, a proactive strategy centered on relationship-building and understanding the unique aspirations families hold for their children within the comfort of their own homes."|"AUHSD excels as a community school district through its commitment to shared leadership and collaborative practices. By fostering collective trust and mutual responsibility, the district ensures that students, families, and community members are integral to achieving positive outcomes. This inclusive approach is deeply embedded in foundational structures, including the Local Control and Accountability Plan (LCAP), the Community Schools Site Team, the School Site Council, and the English Learner Advisory Committee (ELAC). To maintain a continuous flow of community input, AUHSD employs a comprehensive, multilayered Assets and Needs Process involving empathy interviews, surveys, and community voice circles. Furthermore, families can directly influence district policy by participating in the Superintendent's Parent Advisory Committee (SPAC), which convenes four times annually. A key priority this school year remains the collection of ""street data,"" which allows the district to better understand and share the unique narratives within our community."|The AUHSD LCAP Educational Partner Engagement process demonstrates our commitment to involving students, families, staff, and community members in meaningful decision-making. To further this mission, we are focusing on two primary areas for improvement. First, we aim to merge school site councils with community schools site teams across all campuses, utilizing our district steering committee as a successful model for amplifying partner voices. Second, the district will establish targeted support for families of diverse student populations, such as students with disabilities, affinity groups, English learners, and others in order to ensure their unique concerns and input directly inform school policies.|The LCAP Educational Partner Engagement Process highlighted a critical need for enhanced support for families of students with disabilities. In response to parent requests for a better understanding of available resources, families are encouraged to participate in the Greater Anaheim Special Education Local Plan Area (GASELPA) Community Advisory Committee (CAC), providing families with opportunities to build community and access resources to support their students’ learning. Additionally, families will have various opportunities to participate in special education workshops. The district will support by inviting families to events that take place virtual or in-person, providing transportation to the GASELPA office for workshops, linking the GASELPA webpage on our district website, adding a banner on our website for upcoming parent trainings that GASELPA puts on, adding the dates for these meetings to the Community Schools and Family Engagement calendar, providing watch parties with parents/caregivers to watch the virtual workshops together in-person, and finally, our community schools department will provide food for these events. Parent leaders are calling for a more integrated system to ensure that special education information is disseminated throughout the AUHSD community, making essential resources accessible to students and families whenever they are required.|4|4|4|3|4|4|2|4|4|4|4|3|Met||2026-06-11|2026
30664490000000|Brea-Olinda Unified|3|BOUSD continues to demonstrate strong progress in building meaningful relationships between school staff and families through a multi-tiered approach. One of the district’s core strengths lies in its deep-rooted connection with the broader community, particularly through consistent engagement with local professional organizations. The Superintendent and Cabinet maintain strong partnerships with civic groups such as the Rotary Club of Brea, and collaborate closely with the Brea Police and Fire Departments to foster trust, safety, and mutual support across the community.  At the site level, administrators and staff have made a concerted effort to strengthen and sustain active Parent Teacher Organizations (PTOs) and Booster Clubs. These parent-led groups have become vital partners in supporting school events, fundraising efforts, and student enrichment opportunities. Their collaboration reinforces a shared commitment to the success of every school.  Most importantly, the district places high value on the personal relationships between teachers, staff, and the families they serve. Across BOUSD, educators are intentionally working to build connections with each student and their caregivers, recognizing that strong relationships are essential to supporting the academic, behavioral, and social-emotional growth of all learners. Through regular communication, inclusive family engagement practices, and a shared focus on student well-being, school teams are cultivating environments where families feel welcomed, heard, and empowered as partners in their child’s education.  This ongoing relationship-building effort is foundational to BOUSD’s vision and continues to be a central focus in the district’s work moving into the 2025–2026 school year.|The District is committed to a sustained effort to improve the relationships between staff and families. The following areas of focus will be priorities for BOUSD in the 2025-2026 school year to foster collaboration and create a positive educational experience for all students:   - More Accessibility to School and District Climate & Culture Data: This will include the publication of district and school climate data on the district’s website, as well as parent education nights that focus on responsive strategies to the data and the stories it tells about our schools and the district as a whole.  - Clear Communication Channels: The District will ensure that there are clear and effective channels of communication in place between the district and school sites through the district website, school websites, and avenues for access to site administrators and district leaders. This will include regular meetings for parents, newsletters, email updates, or online platforms to share important information (Parent Square, Aeries, Google Classroom, etc.), updates, and resources.  - Ongoing Supportive Leadership: District leaders will continue to demonstrate supportive and approachable leadership styles. They will foster a positive working environment that values input from school sites and families. District administrators will visit school sites regularly, engage in conversations with staff and families, and address concerns or challenges promptly and effectively.  - Professional Development Opportunities: The District will provide professional development opportunities for school site staff that align with their needs and aspirations. Training sessions, workshops, and conferences that focus on improving teaching strategies, classroom management, parent engagement, or other relevant topics will be considered in the 2025-2026 school year.   - Collaborative Decision-Making: The District will Involve school site leaders and staff in decision-making processes that affect their school communities. It will seek their input on matters such as curriculum development, resource allocation, or policy changes. To the extent necessary, the District will establish committees or task forces composed of representatives from school sites to facilitate collaboration and shared decision-making.  - Recognition &  Appreciation: The District will continue to acknowledge and appreciate the hard work and dedication of school site staff and families. Celebrate successes, achievements, and milestones through recognition programs, awards, or public acknowledgments.  - Parent Education & Engagement: The District will offer workshops, seminars, or resources to help parents support their child's learning at home. It will engage families through volunteer opportunities, parent-teacher conferences, and school events. There will be encouragement to maintain two-way communication by actively seeking input and feedback from families and incorporating it into decision-making processes.|To improve the engagement of underrepresented families the efforts at systematizing and scaling must take into account the specific needs of student/family groups. The District has used the analysis of educational partner input and local data to realize that there are areas of growth to improve engagement of underrepresented families. Toward that end the district is committed to the following initiatives and actions in the 2025-2026 school year:   - More Outreach and Engagement: This includes the establishment of multiple channels for communication, such as email, phone calls, newsletters, and social media in the home language of underrepresented groups.  Parent Square, a robust information platform that will engage all education partners, will be put into place in the 2025-2026 school year. The District's Public Information Officer will also encourage families and members of the community to solicit questions, concerns, and feedback.   - Family Involvement Events: The District will host events that encourage underrepresented families to actively participate in their child's education. These will include back-to-school nights, curriculum showcases, STEM and STEAM Nights, and sports events at the junior high and high school.   - Parent Education Workshops: The District will offer workshops and training sessions for underrepresented parents on topics such as parenting skills, educational strategies, and supporting children's learning at home.   - Home visits: The District will revive home visits by site and district staff members to build relationships with families in their own environment. The intention will be to enhance understanding, strengthen trust, and provide insights into students' home lives, which can be valuable in tailoring educational approaches.  - Parent Advisory and District English Learner Advisory Committees: The District will be establishing a parent advisory committee to involve underrepresented families in decision-making processes. This will also include a sustained support for the District's English Learner Advisory Committee and the school sites' English Learner Advisory Committees.   - Recognition of Cultural Celebrations and Events: The District will continue to recognize and celebrate the diversity within its school communities by recognizing and, in some cases, organizing and promoting, cultural events and celebrations. The goal will be to foster inclusivity and allow families to share their traditions, strengthening the bond between staff and underrepresented families.   - Family Support Services: The District will Identify and provide resources or referrals to support families facing challenges such as housing, healthcare, or financial issues, demonstrating a commitment to the overall well-being of underrepresented families in order to create trust and engagement with our underrepresented families. A school social worker will be employed in the 2025-2026 school year along with wrap services for families in need.|The District is proud of the many ways it has built partnerships with all stakeholder groups to promote the highest levels of student learning. Strong and meaningful relationships exist between site leaders and district administrators and the engagement of local agencies and state level departments. The District’s relationship with the local police and fire command staff, as well as the county office of education allow it to amplify its effectiveness with this additional support from local and state agencies. The District’s Educational Services Department has developed programming, supports and interventions that offer an array of tools and resources to support student learning. Efforts are aligned with other district initiatives in the areas of MTSS, SEL, Bullying Prevention, and Positive Attendance to ensure a holistic perspective in addressing student outcomes. In addition to the success of these co-curricular programs there are several areas the district would like to highlight as strengths:   - Parent Education Nights: PEN Throughout the school year, parents/guardians can learn about a variety of topics that are timely and consequential to their child’s learning. Key topics in the series include the core aspects of the educational system and factors that lead towards developing students at the highest levels of their abilities.  - Coffees with Site Principals and the Superintendent: These events bring together parents, BOUSD staff, community organizations, and community-based partners to share and discuss programs/services available for families.   - Use of Partner Agencies: The School Resource Officer for the District, paid by the Brea Police Department, and meetings with police and fire command staff, will continue to be a priority.   - School Counselors: The District has school counselors at all sites to support the well-being of students and provide intervention and supports as part of MTSS.|The District is committed to enhancing its partnerships for the purpose of improving student outcomes. This will occur through the following:   - Amplification of District Goals and Priorities: Taking the goals and objectives of the school district and sharing them with partners whose missions align with those goals. The results of this action will be to enhance the passion for education in the community, develop a shared pride for the district and all it accomplishes, and the overall support for students.   - Focused and Sustainable Professional Development: Aligning the districts Mission, Vision and Goals to the sustainable use of professional development funds that will give the district the highest return on its investment of resources for the professional growth of teachers and staff. This will assist with the amplification of the district’s goals and priorities in the community.   - Ongoing Analysis of Data: Assess the specific needs of students and the district as a whole. Identify areas where partners and partnerships can contribute their expertise, resources, or support.   - Networking and Outreach: Engage in networking and outreach efforts to connect with partners and partnerships. This includes attendance at community events, business association meetings, and chamber of commerce gatherings by site and district leaders to establish relationships and promote collaboration. It also offers district leadership the opportunity to share the district's vision, goals, and the potential benefits of partnering with schools.  - Recognition and Visibility for Partners in the District: Recognize and showcase businesses and agencies that support student success. This includes highlighting their contributions through newsletters, social media, websites, and local media outlets.  - Collaborative Projects and Programs: Examples of this include partners that will provide internship opportunities, career mentoring, guest speakers, or workplace visits. The district will also be seeking out agencies that can offer tutoring, counseling services, health and wellness programs, and community service projects aligned to the overall inspirational programs established within the district.|A key improvement in engaging underrepresented families will be increased and improved outreach/communication. The District continues to support the presence of an intervention counselor at the secondary level and will be hiring a social worker for its secondary schools in the 2025-2026 school year. The primary roles of these people will be to support underrepresented students, help meet the district’s graduation requirements and to support their overall wellbeing. The social worker will also assist students and families by providing counseling, resources, and referrals to services such as housing and healthcare. The District will be committed to ongoing contact and relationships with BOUSD families through personal phone calls, Zoom parent chats and its Parent Education Nights, emails and texts. The ability of the Parent Square platform to engage parents in their home language is a tool to engage unrepresented families. These methods of communication and outreach will prove invaluable in identifying areas of need and challenge, so that site and district leaders can provide appropriate and timely support and referrals.|BOUSD values a collaborative approach to decision-making that places educational partner input at the center of its continuous improvement efforts. The District actively cultivates a culture in which the voices of parents, students, staff, and community members are not only welcomed, but intentionally sought out to inform priorities, policies, and programs.  A key strength of the District is its commitment to structured collaboration through advisory groups and feedback mechanisms. Each school site operates a School Site Council (SSC) and, where applicable, an English Learner Advisory Committee (ELAC), both of which play an integral role in shaping site-level plans and monitoring progress. These groups are supported by districtwide efforts, including strong PTO organizations and a district PTO Council that regularly engage with district leadership to ensure family perspectives are reflected in decision-making.  To support meaningful data-informed dialogue, BOUSD employs multiple tools to gather and analyze input, including the California Healthy Kids Survey, the Panorama SEL platform, and custom surveys administered via the Qualtrics platform. These resources enable the district to hear from a broad range of voices, evaluate trends, and tailor responses to community needs.  Collaboration also extends to specialized groups. The district partners with its SELPA and promotes active participation in the Community Advisory Committee (CAC), ensuring that families of students with disabilities have a platform to shape inclusive practices and supports. Moreover, BOUSD has recently initiated a collaborative inquiry process to address the root causes of Significant Disproportionality, engaging stakeholders to examine overidentification patterns and co-create solutions that promote equitable student outcomes.  Through open communication, structured collaboration, and a genuine commitment to listening, BOUSD continues to strengthen its ability to make informed, inclusive, and student-centered decisions that reflect the shared aspirations of its community.|While the District is proud of the many opportunities exist for building capacity and directly engaging in decision-making with stakeholders, there is always room for improvement. Focal areas for improvement include the following:   - Establishment of permanent Advisory Committees at the parent, certificated employee, classified employee, and student levels.  - Continuing Coffees with the Principals and attended by district leaders.   - Use of the Qualtrics survey platform for more ongoing and focused feedback from educational partners.   - Providing additional parent trainings specific to the work of BOUSD advisory committees at both the site and district level and ongoing collaboration with Community Based Organizations (CBOs) to increase outreach and engagement when seeking input.  - Establishment of sustainable site based English Language Advisory Committees as school sites.   - Feedback surveys to educational partners on the effectiveness of district professional development and trainings.|The District is committed to a cycle of continuous improvement as it relates to seeking input and feedback to improve the execution of its mission, vision and goals (especially as it relates to seeking input from underrepresented families). This is because the district is committed to improving its input mechanisms so that there can be the overall enhancement of transparency, inclusivity, and stakeholder engagement. Thusly, the district will be engaging in the following actions and activities to improve engagement of underrepresented families:   - Encouraging Greater Diversity in Representation: The district will actively seek input from underrepresented educational partners so that it can create avenues for each group to contribute their perspectives and insights. This will include more direct engagement of underrepresented families through the District ELAC, its Advisory Committee related to Significant Disproportionality, and its Parent Advisory Committee.  - Examining Existing Feedback Mechanisms: The district will continue to sustain multiple channels for soliciting feedback from underrepresented educational partners but examine ways it can improve communication. This may include online surveys in home languages identified by the district, suggestion boxes, public forums, town hall meetings, focus groups, and advisory committees.   - Providing Timely and Accessible Information: The district will endeavor to provide clear and timely information about upcoming decisions or changes to underrepresented educational partners in ways that effectively explain the context, rationale, and potential impacts of the decisions to facilitate informed input. Using various communication channels, such as newsletters, websites, social media, and direct emails, to keep underrepresented stakeholders informed will be a priority.   - Providing Inclusive and Accessible Formats: the District will ensure that the methods used to seek input are inclusive and accessible to all educational partners. It will provide options for online and offline participation to accommodate different preferences and access limitations. Conveying important priorities using plain language, providing translation services, and offering alternative formats, such as audio or video recordings, to make information accessible to diverse and underrepresented audiences will be focuses for the 2025-2026 school year.|4|4|4|5|3|4|4|4|3|3|3|4|Met||2026-06-25|2026
30664560000000|Buena Park Elementary|3|The Buena Park School District continues to strengthen partnerships that support positive academic, social-emotional, and behavioral outcomes for students. A key strength is the District’s implementation of a Multi-Tiered System of Supports (MTSS), which integrates academic, behavioral, and social-emotional supports to address learners' diverse needs. Through evidence-based instructional practices, targeted interventions, and supplemental supports, students receive timely assistance designed to accelerate learning and achievement. Students benefit from a comprehensive system of support that includes i-Ready diagnostic assessments, targeted intervention opportunities, school counseling services, PBIS at every site, and expanded learning experiences. The District’s Community Schools initiative further strengthens these efforts through a whole-child approach that aligns school, family, and community resources to support student success. Partnerships with intentional community organizations, local agencies, and educational institutions expand access to enrichment programs, wellness supports, and academic opportunities beyond the school day. The District also recognizes the important role families play in student achievement. Parent workshops, educational resources, volunteer opportunities, and community-based and staff-led learning opportunities help families build the knowledge and skills needed to support learning at home. In addition to community partnership, the district is invested in ensuring that MTSS structures are evaluated via data collection and analysis conducted by a designated collaborative committee. Together, these partnerships create a strong network of support that contributes to improved student engagement, attendance, well-being, and academic growth.|While the District has established strong systems to support student success, it remains focused on expanding meaningful family engagement and strengthening partnerships that directly impact student outcomes through our Cariño Parent Engagement Framework. Efforts will continue to increase family participation in workshops, trainings, parent education opportunities, and engagement experiences by providing relevant topics, flexible participation options, and multilingual support. The District will continue refining its Multi-Tiered System of Supports (MTSS) framework to ensure students and families can access academic, behavioral, and social-emotional supports that are triaged consistently and proactively. Parent workshops will continue to focus on areas identified through feedback from the educational partner, including literacy development, college and career awareness, student wellness, parenting techniques, mental health, and strategies families can use to support learning at home. In addition, the District will continue leveraging community partnerships, including opportunities through Fresno State University, 10 Educational Essentials for Families, Olive Crest, North Orange County Continuing Education, and other local organizations, to provide families with valuable educational resources, leadership, advocacy, and skill-building. We offer parents opportunities to join various committees to include their voices in decision-making processes through collaborative leadership. These efforts are intended to strengthen the connection between home and school and to support improved outcomes for all students.|The Buena Park School District values educational partner voice and remains committed to ensuring families, students, staff, and community members play an active role in district and school decision-making. Through annual LCAP surveys, focus groups, advisory committees, and school-based leadership groups, the District gathers meaningful input to inform planning, resource allocation, and continuous improvement efforts. Families participate through School Site Councils, English Learner Advisory Committees (ELAC), District English Learner Advisory Committee (DELAC), Parent-Teacher Associations, GATE Parent Advisory Groups, and SELPA Parent Advisory Committees. These opportunities provide ongoing forums for collaboration and feedback regarding programs, services, and student outcomes. The District has made significant progress in creating multiple pathways for participation and communication. Leadership development opportunities, training, translation services, and family engagement supports help ensure families are informed and empowered to contribute to decisions that impact their children's educational experience. These efforts reflect the District’s commitment to transparency, collaboration, and shared decision-making.|The Buena Park School District demonstrates significant strengths and progress in building partnerships that support positive student outcomes through a comprehensive and collaborative approach to student support. A fundamental asset of the District is its implementation of a Multi-Tiered System of Supports (MTSS), which integrates academic, behavioral, and social-emotional supports to meet the diverse needs of students. Through evidence-based instructional practices, targeted interventions, and supplemental resources, the District ensures students receive timely support and access to high-quality instruction. Students receive targeted academic support through the District’s intervention program, which includes i-Ready Reading and Mathematics diagnostic assessments, supplemental instruction, and progress monitoring to support academic growth. The District’s commitment to student well-being is further demonstrated through dedicated on-site counseling services and partnerships with community agencies that provide wraparound supports for students and families. The California Community Schools Partnership Program Grant continues to strengthen the District’s whole-child approach by fostering collaboration among students, families, educators, and community partners. This work helps align resources and services to address academic, social-emotional, and family needs. The Expanded Learning Opportunities Program further supports student success through year-round partnerships that provide academic assistance, enrichment opportunities, and extended learning beyond the traditional school day. During the summer, the SOARS Summer Intersession Program offers targeted academic intervention while also providing students access to enrichment experiences through community partnerships. Additional partnerships with the Orange County Department of Education through the ACCESS Program, the Boys and Girls Club of Buena Park, and other local organizations expand opportunities for students and families. These partnerships provide academic support, enrichment activities, scholarships, and access to valuable community resources. Through these coordinated efforts, the District continues to strengthen family-school-community partnerships that support the academic, social, and emotional success of every student.|To build stronger partnerships that support student outcomes, the District continues to focus on increasing meaningful family engagement and strengthening collaboration between families, schools, and community partners. While families have access to a variety of supports and resources, the District seeks to increase participation in workshops, trainings, and engagement opportunities by offering relevant topics, flexible formats, and multilingual access. The District will continue strengthening its Multi-Tiered System of Supports (MTSS) to ensure students and families can access academic, behavioral, and social-emotional supports that are consistently and proactively delivered. Ongoing counseling services (both in and out of school, as well as online or in person), expanded learning opportunities, and the Community Schools initiative will continue to support a whole-child approach by aligning resources to address student and family needs. Student Engagement and Outreach Clerks will continue outreach efforts to strengthen family connections, improve attendance, and connect families with available social service supports. Parent workshops remain a key strategy within our Cariño Parent Engagement Framework to empower families to support learning at home and will continue to focus on areas identified through educational partner feedback, including early literacy, middle school readiness, college and career awareness, mental health, and student wellness. Through our partnership with Fresno State University and North Orange County Continuing Education, the District will continue providing families with access to free classes in conversational English, financial literacy, and workplace skills. Through these efforts, the District seeks to deepen family engagement, strengthen partnerships, and increase shared responsibility for student success through the lens of parent empowerment, which is a pillar of the Cariño Framework.|Based on the analysis of educational partner input and local data, the Buena Park School District recognizes the importance of continuing to strengthen engagement with underrepresented families by reducing barriers to participation and expanding opportunities for meaningful involvement. One key strategy is the Cariño Parent Engagement Framework, a comprehensive initiative built on three pillars - parent education, empowerment, and advocacy. Through a partnership with Fresno State University, the program provides no-cost parent education courses offered in multiple languages and formats, including both virtual and in-person options. Courses focus on topics such as digital literacy, parenting skills, health and wellness, financial literacy, and workforce development. The District also provides parent webinars, workshops, and training sessions that offer timely information on academic supports, assessments, student wellness, mental health, parenting strategies, and available community resources. To increase accessibility for multilingual families, translation and interpretation services are provided during meetings and trainings. The District will continue to expand communication efforts and outreach strategies to ensure families are informed about available opportunities and resources through Parent Square messaging and physical fliers provided in multiple languages.  Additionally, the District supports active participation through ELAC (English Learner Advisory Committee) and DELAC (District English Learner Advisory Committee) meetings at each school site and the District Office. These forums provide families with opportunities to share feedback, participate in decision-making, and advocate for programs that support student success. Childcare is provided at selected meetings to reduce participation barriers, and parent leaders are encouraged to take advantage of leadership development opportunities. By continuing to provide flexible, culturally responsive, and accessible opportunities for engagement, the District aims to strengthen relationships with underrepresented families, improve two-way communication, increase participation in school programs and decision-making, and empower families to actively support their children's academic and social-emotional success.|The Buena Park School District is committed to actively engage educational partners in meaningful decision-making processes that help shape district programs, services, and priorities. Each year, the District promotes participation in the Local Control and Accountability Plan (LCAP) process through surveys, focus groups, and stakeholder meetings, providing multiple opportunities for students, families, staff, and community members to share feedback at both the site and district levels. At school sites, families contribute through established groups such as School Site Councils, English Learner Advisory Committees (ELAC), Parent-Teacher Associations, the GATE Parent Advisory Group, and SELPA Parent Advisory Committees. These forums support ongoing dialogue and provide families with meaningful opportunities to help inform decisions related to student achievement, school climate, and educational programs. The District also works to ensure participation is accessible through multilingual communication, interpretation services, and a variety of engagement opportunities. At the district level, the District English Learner Advisory Committee (DELAC) plays an important role in informing district decision-making while also providing leadership development opportunities through trainings, workshops, and conferences. Through these advisory groups and engagement structures, the District continues to build the capacity of families to participate effectively in decision-making and ensures that diverse perspectives, including those of underrepresented groups, are reflected in districtwide initiatives and continuous improvement efforts.|The Buena Park School District continues to focus on increasing meaningful participation in decision-making opportunities for all families, particularly those who may face barriers to engagement. While the District has established multiple avenues for families to provide input through surveys, advisory committees, focus groups, and stakeholder meetings, increasing participation among historically underrepresented groups remains a focus. The District recognizes that work schedules, transportation, childcare needs, and language differences can affect a family's ability to participate fully in school and district decision-making processes. To address these barriers, the District will continue offering flexible participation options, including virtual, hybrid, and recorded meeting formats, while providing childcare and interpretation services when appropriate. The District will also continue expanding outreach efforts to increase awareness of opportunities for involvement and encourage participation from a broader representation of families. Additionally, the District will continue building the capacity of both staff and families to engage effectively in collaborative decision-making processes. Through ongoing communication, leadership development opportunities, and relationship-building efforts, the District seeks to ensure that all families feel welcomed, informed, and empowered to contribute to decisions that support student success and strengthen school communities.|The Buena Park School District remains committed to strengthening engagement with all families, with a particular focus on underrepresented groups. Based on educational partner input and local data gathered through the self-reflection process, the District continues refining its efforts to ensure equitable opportunities for families to participate in decision-making and provide meaningful input on district and school initiatives. To better understand the perspectives and needs of underrepresented families, the District will continue enhancing its annual surveys and feedback opportunities to intentionally capture the voices of these groups. Information gathered through surveys, focus groups, advisory committees, and stakeholder meetings helps ensure that programs, services, and decision-making processes are responsive to the diverse needs of students and families. The District will continue reducing barriers to participation through culturally and linguistically responsive communication, interpretation, and translation services, childcare support, and flexible participation options. Communication will be provided through multiple platforms, including ParentSquare, newsletters, social media, school websites, and community events, to increase awareness and access to engagement opportunities. In addition, underrepresented families will continue to be encouraged to participate in decision-making groups such as ELAC, DELAC, School Site Councils, Community Schools Steering Committee, and other advisory committees. Leadership development opportunities, including parent trainings, will help families build the knowledge and confidence needed to serve as effective advocates and partners in the educational process. Through ongoing outreach, relationship-building, and continuous feedback, the Buena Park School District seeks to ensure that all families—especially those historically underrepresented—feel welcomed, valued, and empowered to contribute to decisions that support student success and strengthen school communities.|4|5|4|5|4|4|4|4|4|5|5|4|Met||2026-06-25|2026
30664640000000|Capistrano Unified|3|Capistrano Unified School District continues to demonstrate strong progress in building positive relationships between school staff and families through ongoing communication, meaningful engagement opportunities, and a commitment to supporting the diverse needs of students and families. Educational partner feedback consistently highlighted the importance of communication and collaboration between educators and families as a key contributor to student success. DELAC members emphasized that communication between teachers and parents significantly improves student progress and helps create a strong support system for students. Parents identified family engagement, guidance, and emotional support as important components of student success and recognized the value of having trusted adults and school personnel available to support students and families. Similarly, PTSA leadership groups highlighted the importance of counselors, mental health supports, and equitable access to resources that help students feel safe, connected, and supported. The district's advisory structures, including DELAC, the Community Advisory Committee, and PTSA organizations, provide families with multiple opportunities to share input and participate in district decision-making processes. Educational partners also recognized the district's efforts to support English learners, students with disabilities, and families from diverse backgrounds through inclusive practices, language support, and equitable access to educational opportunities. Collectively, stakeholder feedback demonstrates that the district has established strong foundations for family engagement and continues to strengthen relationships between school staff and families through ongoing outreach, communication, and partnership efforts.|While educational partners expressed appreciation for existing engagement efforts, feedback identified several opportunities to further strengthen relationships between school staff and families. Across stakeholder groups, families emphasized the importance of continued communication, equitable access to resources, and increased support services to ensure all students and families feel connected and supported. DELAC members highlighted the need for ongoing communication between educators and families, particularly for English learner families, and stressed the importance of ensuring families understand available programs, services, and pathways to student success. Stakeholders also expressed a desire for greater support for disadvantaged students and families, including improved access to resources, academic supports, and guidance services. The Community Advisory Committee emphasized the importance of family support systems, mental health services, and inclusion for students with disabilities and their families. Additional opportunities for improvement include expanding culturally responsive engagement practices, increasing outreach to families who may face barriers to participation, strengthening family understanding of college and career readiness pathways, and continuing to build staff capacity to engage effectively with families from diverse linguistic, cultural, and socioeconomic backgrounds. By enhancing communication, accessibility, and family-centered support systems, the district can further strengthen trust and partnership between families and school staff.|Capistrano Unified School District will continue to improve engagement with underrepresented families by expanding accessible communication practices, increasing opportunities for participation in decision-making, and strengthening support systems that address the needs of diverse student populations. Educational partner feedback highlighted the importance of reaching English learner families, families of students with disabilities, economically disadvantaged families, and other groups that may experience barriers to engagement. To support these efforts, the district will continue leveraging advisory groups such as DELAC and the Community Advisory Committee to gather meaningful feedback and ensure family perspectives inform district priorities. The district will also continue providing translated communications, interpretation services, and multilingual resources to help families access information and participate fully in their children's education. Stakeholder feedback emphasized that strong communication between educators and families contributes to improved student outcomes, making language accessibility and culturally responsive outreach critical components of engagement efforts. Additionally, the district will continue to promote family education opportunities, strengthen connections between families and available support services, and provide outreach designed to increase participation among families who have historically been underrepresented in district engagement activities. Efforts to support mental health, family well-being, English learner success, and equitable access to educational opportunities will remain important strategies for building trust and fostering meaningful partnerships. Through these actions, the district will continue working to ensure all families feel welcomed, valued, informed, and empowered to participate in both their children's education and district decision-making processes.|Capistrano Unified School District has established strong partnerships with families that support positive student outcomes through ongoing communication, advisory engagement, academic support systems, and a focus on student well-being. Educational partners consistently emphasized the importance of collaboration between families, educators, and support staff in promoting student success. DELAC members identified communication between teachers and parents as a significant factor in improving student progress and creating a strong support team around students. Stakeholders also highlighted the value of counselors, mental health supports, academic intervention programs, and college- and career-readiness initiatives that help students achieve academic and personal success. The district has created multiple avenues for family participation through advisory groups, including DELAC, PTSA leadership organizations, and the Community Advisory Committee. These structures provide families opportunities to offer input on district priorities and advocate for programs that support student achievement. Educational partners recognized the district's efforts to support English learners, students with disabilities, and students from diverse backgrounds through targeted programs, equitable access to resources, and inclusive practices. Feedback also reflected appreciation for opportunities that support a well-rounded education, including arts, physical education, tutoring, and enrichment opportunities. Collectively, stakeholder input demonstrates meaningful progress in building partnerships that support student learning, engagement, and long-term success.|Educational partner feedback identified several opportunities to strengthen partnerships that support student outcomes. Across stakeholder groups, families emphasized the need for expanded academic, social-emotional, and family support services. Stakeholders expressed a desire for increased mental health resources, additional counseling support, stronger academic intervention and enrichment opportunities, and continued support for English learners and students with disabilities. Families also emphasized the importance of ensuring equitable access to resources and opportunities for all students, particularly those from underserved populations. DELAC members highlighted the need for additional support to prevent long-term English learner status and ensure students have access to a broad range of educational opportunities. The Community Advisory Committee emphasized the importance of inclusion, accessibility, and consistent support for students receiving special education services. Stakeholders further identified the need for stronger communication and greater family awareness of available programs and supports. Continued efforts to strengthen collaboration between families and schools, expand access to resources, and address barriers that may limit participation will help further improve student outcomes and strengthen family-school partnerships.|The district will continue to strengthen engagement with underrepresented families by expanding outreach, increasing accessibility, and providing meaningful opportunities to participate in educational decision-making. Educational partner feedback emphasized the importance of supporting English learner families, families of students with disabilities, economically disadvantaged families, and other groups that may face barriers to accessing information, services, and engagement opportunities. To address these needs, the district will continue to utilize advisory committees, such as DELAC and the Community Advisory Committee, to gather feedback and ensure that family perspectives are reflected in district planning and improvement efforts. The district will maintain multilingual communication practices, translation and interpretation services, and outreach efforts designed to increase participation among families whose primary language is not English. Efforts will also focus on connecting families to academic, social-emotional, and college- and career-readiness resources that support student success. Additionally, the district will continue to provide family education opportunities, promote awareness of available services, and strengthen relationships between families and school staff. By increasing access to information, reducing barriers to participation, and creating additional opportunities for collaboration, the district will continue to build strong partnerships with underrepresented families and ensure that all students have the support necessary to achieve positive educational outcomes|Capistrano Unified School District has established multiple structures that provide families and community members with meaningful opportunities to participate in district decision-making and provide feedback on programs, services, and priorities. Through engagement with advisory groups such as the District English Learner Advisory Committee (DELAC), the Community Advisory Committee (CAC), the Capistrano Unified Council PTSA Legislative Advocacy Committee, and the Capistrano Unified Council of PTSA Presidents, the district actively seeks input from a broad range of educational partners representing diverse student populations and interests. Stakeholder feedback demonstrated that participants are engaged in discussions regarding student achievement, mental health services, facilities, school safety, English learner programs, special education services, equity, access, family engagement, and college and career readiness. The depth and specificity of the feedback provided through these advisory processes indicate that families understand district priorities and feel empowered to share recommendations that inform planning and decision-making. Educational partners consistently identified strengths, challenges, and opportunities for improvement, demonstrating meaningful participation rather than passive consultation. The district has also demonstrated a commitment to including voices from historically underserved populations, including English learner families, families of students with disabilities, low-income families, and families facing barriers to educational access. The use of advisory groups, multilingual engagement opportunities, and structured feedback processes reflects ongoing progress toward ensuring stakeholder perspectives help shape district programs and services. Overall, input from educational partners suggests that the district has established a strong foundation for collaborative decision-making and continues to value family and community voices as part of continuous improvement efforts.|While educational partners demonstrated strong engagement in advisory processes, feedback suggests opportunities to further strengthen participation and representation in district decision-making. Stakeholders emphasized the importance of equity, accessibility, inclusion, and support for diverse student populations, indicating a continued need to ensure all families have meaningful opportunities to contribute their perspectives. Families highlighted concerns related to English learner supports, special education services, mental health resources, academic interventions, access to educational opportunities, and support for disadvantaged students and families. These priorities suggest the importance of continuing outreach efforts to ensure that families most impacted by these issues are consistently represented in decision-making processes. Educational partners also emphasized the value of communication and family engagement, indicating that ongoing efforts to increase awareness of advisory opportunities and district initiatives remain important. The district's focus for improvement will include expanding participation among families who may face language, cultural, transportation, scheduling, or other barriers to engagement. Continued efforts to strengthen multilingual communication, increase accessibility of meetings and engagement opportunities, and build awareness of how stakeholder input influences district decisions will help broaden participation and ensure that decision-making reflects the perspectives of all segments of the school community.|Capistrano Unified School District will continue to strengthen engagement of underrepresented families by expanding outreach efforts, reducing barriers to participation, and creating additional opportunities for families to contribute to district and school-level decision-making. Educational partner feedback emphasized the importance of ensuring that English learner families, families of students with disabilities, economically disadvantaged families, and other historically underrepresented groups have equitable access to information, resources, and leadership opportunities. The district will continue to leverage advisory groups such as DELAC and the Community Advisory Committee to elevate family voice and gather input from populations that may otherwise be underrepresented in traditional engagement activities. Translation and interpretation services, multilingual communications, and accessible meeting formats will continue to support participation by families whose primary language is not English. Outreach efforts will also focus on increasing awareness of advisory opportunities and helping families understand how their feedback contributes to district planning and decision-making. Additionally, the district will continue providing opportunities for families to learn about educational programs, student supports, and district initiatives so they can participate as informed partners. By strengthening relationships with families, increasing accessibility, and intentionally seeking input from diverse stakeholder groups, the district will continue to expand representative participation and ensure that decision-making reflects the needs, experiences, and perspectives of the entire school community.|4|4|3|4|4|4|4|4|4|4|4|4|Met||2026-06-10|2026
30664640106765|California Online Public Schools Southern California|3|We are very proud of our weekly contact rate with our students and their families and the progress we have made to ensure all students are building relationships with our teachers and school.|We will continue to increase our efforts in our contact rate. This is an area we are dedicated to continuing and improving for students and families.|We will continue to find ways to better communicate with our families in their home language through verbal and written communication.|We are pleased with the rate at which we are able to provide families with information and resources to support student learning in the home.|We work hard to partner with caretakers and assist them in taking an active role in their students’ education.|We will continue to seek better ways to include and inform our families in their home languages at all levels of our program and school.|We are a very collaborative organization. This is exemplified in this area by the fact that we rate high for seeking input for decision making.|It is important to us that our staff and families know they have a voice, are heard, and actions are taken as a result of their input. We will continue to seek and encourage families and staff to provide us with input.|We are dedicated to engaging all of our families in our school, including our underrepresented families. We take great care to ensure we are providing all of our families with tools and resources that will encourage them to be heard in our school. We will continue to improve these efforts with all of our families, especially our underrepresented students and families.|5|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-09|2026
30664640123729|Community Roots Academy|3|Community Roots Academy (CRA) continued to foster a strong sense of community among staff, students, and families throughout the year. A new staff recognition initiative, the Gratitude Trees, celebrated employee contributions across all departments and reinforced a culture of appreciation, collaboration, and belonging. Family engagement remained a cornerstone of CRA’s positive school culture. Parents supported the school through classroom volunteering, field trip chaperoning, and monthly staff appreciation events. Families actively participated in Family Fun Nights, Expo Night, the annual Roots Run fundraiser, and student project presentations. The school also hosted its first Sports Banquet, with more than 150 students and family members in attendance. In response to parent feedback, CRA continued offering in-person parent-teacher conferences and expanded spring conference opportunities to encourage participation from all families. Family engagement remained strong throughout the school year, including during year-end conferences. Families also connected regularly with school leadership through monthly Parent Partnership Organization (PPO) meetings. These meetings provided opportunities for meaningful dialogue regarding social-emotional development, school safety, enrichment opportunities, and the school’s Multi-Tiered System of Supports (MTSS). These efforts helped strengthen collaborative partnerships between home and school. Results from the annual school culture and climate survey reflected the strength of the CRA community, with high participation from families, staff, and students. Across stakeholder groups, respondents reported a strong sense of safety, belonging, and school connectedness, as well as confidence that students have access to the resources needed for success. Families also expressed appreciation for opportunities to celebrate student achievement through Town Hall recognitions and Rooty Rockstar awards. Community Roots Academy continues to be viewed as a welcoming and supportive learning environment. Survey results indicated that 97% of parents reported their child feels physically safe at school, while 93% reported that CRA is a friendly and welcoming place for families. These results reflect the school’s ongoing commitment to fostering a positive culture where all students feel valued, connected, and prepared for success.|Based on an analysis of school data and results from our most recent climate survey, Community Roots Academy has identified key areas for continued growth and improvement during the 2025–2026 school year. We will continue refining our schoolwide behavior framework while expanding positive behavior incentives that provide students with meaningful and engaging opportunities to be recognized for consistently meeting school expectations. Staff feedback indicates a need for professional development in executive functioning, de-escalation strategies, and collaborative problem-solving practices. Survey results also reflect a desire for more differentiated professional learning opportunities and increased access to teacher-led workshops. To support this goal, Community Roots Academy will expand leadership opportunities for exemplary teachers to facilitate professional development, provide coaching, and support colleagues in implementing effective instructional and behavioral practices. Another area of focus is strengthening parent understanding of and engagement in our Multi-Tiered System of Supports (MTSS). Data and stakeholder feedback indicate a need for additional resources to help families support students’ academic achievement, social-emotional development, and behavioral growth outside of school. Through parent workshops, guest speakers, and informational sessions, we aim to foster collaborative partnerships between home and school, increase awareness of available supports, and strengthen positive relationships that contribute to student success.|Based on educational partner feedback and local data, Community Roots Academy has identified a need to strengthen engagement and relationship-building with underrepresented families, particularly multilingual families and those who are new to the school community. During the 2026–2027 school year, CRA will focus on increasing meaningful, two-way communication and ensuring families feel welcomed, connected, and informed. A key strategy will be identifying multilingual families early in the enrollment process and connecting them with staff members who can communicate in their home language. This personalized outreach will help families access information, ask questions, and build relationships with school staff. CRA will continue efforts to increase participation in the English Learner Advisory Committee (ELAC) by providing targeted outreach and sharing information about the committee’s role in supporting English learners. The school will also prioritize communication with newly enrolled families before school events and activities to ensure they have the information needed to participate fully in the school community. To further support relationship-building, CRA will expand orientation opportunities for families. In addition to Kindergarten Orientation, the school will host a new family orientation for parents of students in grades 1–5 who are new to CRA. These events will provide families with important school information, introduce them to staff, and create opportunities to build connections with other families. Through these efforts, Community Roots Academy aims to foster stronger partnerships with underrepresented families, increase participation in school programs and events, and ensure all families feel valued, represented, and connected to the school community.|Community Roots Academy (CRA) remains committed to fostering strong partnerships among families, educators, and students to support positive student outcomes. Educational partner feedback and local data demonstrate continued progress in strengthening family engagement, improving communication, and increasing collaboration around student success. In the Spring 2026 School Climate and Culture Survey, 93% of families reported feeling comfortable approaching and connecting with staff to discuss matters related to their child. A key strength continues to be the implementation of the school's Multi-Tiered System of Supports (MTSS). Teachers and administrators receive ongoing support to identify student needs, implement interventions, and engage families throughout the process. The Student Study Team (SST) meets weekly to review academic, behavioral, and social-emotional concerns identified through parent input, teacher referrals, and student data. Consistent SST practices help ensure interventions are implemented and that families remain informed partners in decision-making. Increased accountability for Tier 2 interventions has resulted in earlier support for students and a more systematic approach to addressing needs before considering special education referrals. CRA has also expanded communication and resources that help families support student learning and development at home. All K-5 teachers provide a weekly communication to ensure parents are informed. School counselors provide monthly newsletters focused on social-emotional learning, school values, family strategies, and community resources. Counselors present at a Parent Partnership Organization (PPO) meeting to share information about schoolwide initiatives and available student supports. These efforts have increased family awareness of resources and strengthened connections between families and support staff. The school continues to create meaningful opportunities for teacher-family collaboration. During the 2025–2026 school year, parent-teacher conferences were transitioned from virtual to in-person meetings and expanded to all families, regardless of student performance levels. These changes increased equitable access to collaboration and created additional opportunities to discuss student strengths, progress, and areas for growth. CRA also supports families in understanding and exercising their rights through transparent communication, participation in SST meetings, progress-monitoring discussions, and access to counselors, intervention staff, and administrators. Families receive information regarding available supports, intervention processes, and special education referral procedures when appropriate. Overall, Community Roots Academy has made significant progress in strengthening partnerships that support student achievement through collaborative intervention systems, family engagement opportunities, proactive communication, and increased access to information and resources.|Based on educational partner feedback, student achievement data, and local performance indicators, Community Roots Academy has identified several areas for growth to further strengthen partnerships that support student outcomes. Communication remains a primary area of focus. Family feedback indicates that while the school provides a significant amount of information, families sometimes struggle to locate important resources or receive information with sufficient advance notice. To address this need, the school is redesigning its website to improve accessibility and organization of information for current and prospective families. The school will also continue refining communication systems to provide more consistent, timely, and centralized messaging. Community Roots Academy seeks to expand family understanding of academic expectations, intervention systems, and available supports. Additional opportunities will be provided for families to learn about grade-level standards, assessment data, intervention processes, and strategies to support learning at home. The school will also continue working to increase participation from families who are underrepresented in surveys, meetings, and engagement opportunities to ensure all voices are represented in decision-making. The school will continue strengthening its behavior framework, PBIS systems, and tiered interventions to better support students' social-emotional and behavioral needs. In addition to Second Step, the implementation of the Wayfinder K–8 curriculum will provide targeted SEL instruction and interventions. Partnerships with the SELPA will support professional learning for staff and family workshops focused on social-emotional learning, executive functioning, collaborative problem-solving, and de-escalation strategies. Wellness Weeks will continue to promote mental health, bullying prevention, conflict resolution, digital citizenship, and college and career awareness. In the area of instruction, Community Roots Academy will deepen professional learning in mathematics, reading, and writing through weekly PLCs, data analysis, classroom observations, and instructional feedback. Directors and teacher leaders will facilitate ongoing professional learning to strengthen instructional practices, build internal capacity, and ensure consistent implementation of high-quality instruction across grade levels. These efforts are intended to improve student outcomes while strengthening partnerships among educators, students, and families.|Based on educational partner feedback and local data, Community Roots Academy has identified a need to strengthen partnerships with underrepresented families, particularly English Learner (EL) families and families of low socioeconomic status, to improve student outcomes. During the 2025–2026 school year, CRA will focus on increasing meaningful communication, expanding access to resources, and creating opportunities for families to actively support their children’s academic and social-emotional growth. The school will begin the year by conducting targeted outreach to all EL families to build relationships, learn more about their backgrounds, and identify any barriers or needs that may impact student success. Families will be connected with designated staff members who can communicate in their home language, as well as peer parent supports and community partners when appropriate. To strengthen family understanding of available academic supports, CRA will continue to increase participation in the English Learner Advisory Committee (ELAC) and offer ELPAC conferences where families can review assessment results, discuss language development goals, and learn strategies to support student learning at home. The school will also provide parent workshops focused on practical activities and resources to strengthen language development, reading, writing, mathematics, and social-emotional skills outside of school. CRA will continue expanding Extended Learning Opportunities Program (ELOP) services to provide additional academic intervention, tutoring, homework assistance, and enrichment opportunities before and after school. These expanded supports are intended to increase access and equity for students who may require additional academic assistance. The school will also continue to connect families with community resources, including partnerships with organizations such as Brightlife and Western Youth Services, to ensure families have access to social-emotional supports. Through proactive communication, relationship-building, parent education, and expanded student services, Community Roots Academy aims to strengthen family-school partnerships and ensure all students have the support necessary to achieve positive academic and developmental outcomes.|Community Roots Academy is committed to fostering a collaborative school community where the perspectives of students, families, staff, and community members are actively sought, valued, and used to inform continuous improvement efforts. During the 2025–2026 school year, CRA gathered educational partner input through annual climate surveys, English Learner Advisory Committee (ELAC) and Parent Partnership Organization (PPO) meetings, parent-teacher conferences, Student Study Team meetings, staff collaboration structures, and community engagement events. Feedback from these groups informed schoolwide priorities related to communication, student support systems, family engagement, instructional programming, and school events. In response to stakeholder feedback, several schoolwide safety initiatives were implemented. The school year began with a dedicated Safety Week, during which students participated in daily lessons and activities focused on safety procedures and behavioral expectations. Students and staff practiced a variety of emergency drills throughout the week, followed by monthly safety drills for the remainder of the year. In addition, the PPO collaborated with community partners to host a Parent Community Safety Night featuring presentations on school safety and emergency procedures, e-bike safety, and secure firearm storage practices. Based on family feedback, CRA moved its High School Information Night to earlier in the school year to provide parents with timely information about local high school programs and opportunities before district open enrollment periods began. The transition process from elementary to middle school was also enhanced. A parent information night was added earlier in the year to familiarize families with middle school academic programs, extracurricular opportunities, and student supports. To further support students, fifth-grade students participated in a Transition to Sixth Grade Day in May, where they experienced a typical middle school schedule, met teachers, explored campus expectations, and learned about available programs. Students will also participate in a two-day Middle School Bootcamp in August, providing additional opportunities to build relationships, learn routines and expectations, and begin the school year with confidence. Through these efforts, Community Roots Academy continues to strengthen partnerships between home and school while ensuring that educational partner voices remain central to decision-making and the promotion of positive student outcomes.|Based on educational partner feedback and the results of our annual self-reflection process, Community Roots Academy has identified opportunities to strengthen how stakeholder input is gathered, communicated, and incorporated into school decision-making. Areas of improvement is specific to participation from underrepresented groups, newly enrolled families, and families who have historically had limited engagement in school committees and feedback opportunities.  The school will expand outreach efforts through multiple communication methods, translated materials, and personal invitations to ensure all families are aware of opportunities to provide input and participate in school decision-making processes. CRA will continue to gather feedback through annual climate surveys, ELAC meetings, PPO meetings, parent-teacher conferences, Student Study Team meetings, and community forums. To increase meaningful participation, the school will provide additional opportunities for stakeholders to engage in discussions about school programs, student supports, safety initiatives, family engagement activities, and the allocation of resources. Meeting agendas and survey opportunities will be designed to encourage two-way communication and provide stakeholders with multiple avenues to share their perspectives. In addition, CRA will strengthen communication regarding how stakeholder feedback informs decisions. Survey results, themes from stakeholder meetings, and resulting action steps will be shared with families and staff to demonstrate how educational partner input contributes to continuous improvement efforts. The school will also seek feedback earlier in the year, rather than relying solely on a Spring survey, to ensure stakeholder voices remain central to ongoing planning and decision-making. Through these efforts, Community Roots Academy aims to build a more inclusive and responsive decision-making process, increase stakeholder participation, and ensure that school improvement efforts reflect the needs and priorities of the students, families, staff, and community we serve.|Community Roots Academy is committed to strengthening engagement with underrepresented families during the 2026–2027 school year by expanding inclusive outreach practices and increasing meaningful opportunities for families to inform school decisions. We will focus on ensuring that families of English Learners, students with disabilities, and socioeconomically disadvantaged students have accessible, ongoing opportunities to share their perspectives and influence school improvement efforts. To support this goal, CRA will utilize Kelvin and additional avenues when aprpropriate, to implement targeted, role-specific surveys designed to gather feedback from key family groups. These surveys will be distributed throughout the year and will focus on areas such as special education services, English Learner supports, academic access, communication practices, and student well-being. For example, families of students receiving special education services will be invited to provide input on the Individualized Education Program (IEP) process, service delivery, and collaboration with school staff. Similarly, families of English Learners will be asked to share feedback on school communication practices, language access, and academic support systems. In addition, ELAC recruitment efforts will be strengthened to increase participation from families of English Learners, particularly those new to the school or recently reclassified. To ensure equitable access, translation and interpretation services will be provided at all advisory meetings and family engagement events. Through these actions, Community Roots Academy aims to deepen trust, increase participation, and ensure that all families have meaningful and sustained opportunities to shape decisions that support student success.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-08|2026
30664640124743|Oxford Preparatory Academy - South Orange County|3|Oxford Preparatory Academy (OPA) South Orange County is committed to fostering strong relationships between school staff and families through open communication, a welcoming school environment, and opportunities for meaningful engagement. Families are encouraged to participate in school activities, provide input on decision-making, and attend parent education events that support student learning and well-being. According to recent family survey data, 85% of respondents agree that OPA offers meaningful opportunities for parent involvement, and 73.5% report being aware of available parent education opportunities. These results highlight OPA’s ongoing efforts to build trust and maintain strong partnerships with families.|Based on feedback from educational partners and local survey data, Oxford Preparatory Academy (OPA) South Orange County has identified the need to strengthen outreach and communication around parent education opportunities. While families express appreciation for the school’s efforts to provide resources and support, some indicate they are not always aware of when or how to access these opportunities. As a result, OPA’s focus for improvement is to increase awareness, accessibility, and participation in parent education by refining communication strategies, offering sessions at varied times, and ensuring topics align with families’ expressed interests and needs.|Based on the analysis of educational partner input and local data, Oxford Preparatory Academy (OPA) South Orange County will continue to focus with intention on building collaborative partnerships with all families, including those who are underrepresented, through personalized outreach efforts. This includes strengthening communication strategies, offering translation and interpretation services, and creating more culturally responsive engagement opportunities that reflect the needs and preferences of diverse families. OPA will also work to reduce barriers to participation by providing flexible meeting times, multiple modes of access (in-person and virtual), and targeted follow-up to ensure families feel welcomed, informed, and empowered to engage in their child’s education.|Oxford Preparatory Academy (OPA) has made consistent progress in fostering strong partnerships with families to support student learning and success. The school has expanded access to meetings, conferences, and parent education workshops by offering both in-person and virtual formats, increasing flexibility and participation. Staff regularly engage families in conversations about academic progress and provide resources that help parents support learning at home. Survey data indicate that families feel welcomed and view the school as a partner in their child’s education, reflecting a positive foundation for ongoing collaboration.|Based on feedback from educational partners and local data, OPA has identified a need to strengthen communication and support for families who may face barriers to engagement. The focus area for improvement is ensuring all families—particularly those who are historically underrepresented—have equitable access to tools, information, and opportunities that promote active involvement in student learning and academic goal-setting. OPA is committed to tailoring its strategies to better meet the diverse needs of its school community.|To improve engagement of underrepresented families, OPA will implement targeted outreach efforts, including the use of multilingual communication tools, culturally responsive engagement practices, and flexible scheduling for meetings and events. Staff will receive training on family engagement strategies that address cultural and linguistic diversity. Additionally, the school will strengthen follow-up and relationship-building efforts to ensure that all families feel connected, informed, and empowered to contribute to their child’s academic growth and success.|Oxford Preparatory Academy (OPA) continues to make progress in engaging families in meaningful decision-making processes. Survey data shows that 84% of families feel their input is valued in school decisions. Families regularly participate in key advisory and leadership groups such as the Honour Society (PTO), School Site Council, and DELAC. The use of digital platforms alongside in-person meetings has expanded access and contributed to increased participation in engagement events. Additionally, OPA hosts Town Hall meetings and stakeholder input sessions to provide families with multiple opportunities to share their perspectives and contribute to schoolwide planning and improvement efforts.|Based on educational partner input and local data, OPA has identified the need to expand and deepen family engagement in decision-making, particularly among underrepresented groups. Key focus areas include increasing opportunities for meaningful input from families of English Learners, students with disabilities, and socioeconomically disadvantaged students; enhancing promotion and access to parent education opportunities; improving communication around volunteer roles and involvement; and increasing consistent participation in advisory committees such as DELAC.|To improve engagement of underrepresented families in decision-making, OPA will implement more personalized communication strategies, including direct outreach in families’ home languages and one-on-one invitations to participate in school committees and input sessions. The school will also provide interpretation support, offer flexible meeting times, and create more inclusive engagement formats to ensure all families feel welcomed, informed, and empowered to contribute to school decisions.|5|5|4|5|4|5|4|5|4|4|5|5|Met||2026-06-25|2026
30664640140061|OCASA College Prep|3|n/a|n/a|n/a|n/a|n/a|n/a|n/a|n/a|n/a|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-28|2026
30664646117758|Journey|3|Based on educational partner input, parent surveys, participation data, and ongoing engagement efforts, the LEA continues to demonstrate strength in building positive relationships between school staff and families. Families consistently report feeling welcomed, respected, and valued as partners in their children's education. The school maintains open lines of communication through regular newsletters, classroom updates, parent-teacher conferences, community events, and opportunities for direct engagement with school leadership. The LEA has made progress in increasing family participation in school activities, governance committees, and volunteer opportunities. Staff members prioritize responsive communication and work collaboratively with families to support student success. Educational partner feedback indicates that families appreciate the accessibility of teachers and administrators and the school's commitment to fostering a strong sense of community. Additionally, the LEA has expanded opportunities for meaningful family involvement through workshops, celebrations, and engagement events that reflect the school's mission and values. These efforts have strengthened trust between families and school staff and contributed to a positive school climate where families feel connected and invested in the educational program. Continued focus on communication, relationship-building, and inclusive engagement practices remains a key strength of the LEA.|Based on educational partner feedback and local data, the LEA has identified opportunities to further strengthen family engagement by increasing participation among families who have traditionally been less involved in school activities and decision-making processes. While overall family engagement remains strong, participation data indicate that certain events, committees, and feedback opportunities do not consistently reflect the diversity of the school community. The LEA will focus on expanding outreach efforts, improving access to engagement opportunities, and identifying barriers that may limit participation. Areas for improvement include increasing attendance at family education events, enhancing two-way communication practices, and creating additional opportunities for families to provide meaningful input on school programs and priorities. The LEA will continue to refine communication strategies to ensure information is accessible, timely, and responsive to the needs of all families. By strengthening inclusive engagement practices and fostering broader participation, the LEA aims to deepen partnerships between school staff and families and ensure all educational partners feel connected, informed, and empowered to contribute to student success.|Based on educational partner input and local data, the LEA will implement targeted strategies to increase engagement among underrepresented families and ensure all families have meaningful opportunities to participate in the school community. The LEA will expand outreach efforts through personalized communication, multiple communication platforms, and flexible engagement opportunities that accommodate varying schedules and family needs. The LEA will continue to gather feedback from families to better understand barriers to participation and use that information to inform engagement practices and event planning. Efforts will include increasing opportunities for informal connections with teachers and administrators, promoting participation in school governance and advisory groups, and providing welcoming entry points for families who may be less familiar with school programs and processes. Additionally, the LEA will monitor participation trends and educational partner feedback to evaluate the effectiveness of these strategies and make adjustments as needed. Through intentional outreach, responsive communication, and inclusive engagement opportunities, the LEA seeks to strengthen relationships with underrepresented families and ensure all families feel valued, connected, and engaged in supporting student success.|Based on educational partner input and local data, the LEA's strong culture of collaboration between families, staff, and community partners continues to be a significant strength in supporting student outcomes. Families report feeling connected to the school and informed about their child's academic, social-emotional, and developmental progress. Regular communication, parent-teacher conferences, student support meetings, and community events provide meaningful opportunities for families and staff to work together in support of student success. The LEA has made progress in strengthening partnerships that support the whole child by integrating academic, social-emotional, and developmental goals into its educational program. Staff members work closely with families to identify student needs, celebrate growth, and develop strategies that support learning both at school and at home. Educational partner feedback reflects appreciation for the school's collaborative approach and its commitment to fostering shared responsibility for student achievement. The LEA has also continued to build partnerships with community organizations and service providers that enhance student learning experiences and provide additional resources and supports for students and families. These collaborative efforts contribute to a positive educational environment and help ensure students have access to the supports necessary to thrive academically, socially, and emotionally. Through these ongoing partnerships, the LEA has strengthened its capacity to promote positive student outcomes and support continuous improvement.|Based on educational partner input and local data, the LEA has identified opportunities to strengthen partnerships that directly support student outcomes by increasing family understanding of academic expectations, student progress, and available supports. While families report positive relationships with school staff, feedback indicates a desire for additional opportunities to engage in discussions about student learning, achievement goals, and strategies for supporting learning at home. The LEA will focus on expanding meaningful family involvement in student success by enhancing communication regarding academic progress, intervention supports, and social-emotional development. Additional efforts will be made to ensure that all families have equitable access to information, resources, and opportunities to participate in decision-making processes related to student learning and school improvement. The LEA also seeks to strengthen collaboration with community partners and service providers to expand resources that support student achievement, well-being, and engagement. By deepening family-school partnerships and leveraging community resources, the LEA aims to create a more coordinated system of support that promotes positive outcomes for all students.|Based on educational partner input and local data, the LEA will strengthen engagement with underrepresented families by creating additional opportunities for meaningful participation in conversations about student learning, growth, and achievement. The LEA will implement targeted outreach efforts to ensure families who have historically participated at lower rates are informed of and invited to engage in student-focused meetings, workshops, conferences, and school decision-making processes. To support equitable participation, the LEA will provide multiple avenues for communication and engagement, including flexible meeting formats, varied event times, and accessible communication methods. Staff will continue to build relationships with families through personalized outreach and proactive communication regarding student progress, available supports, and opportunities for involvement. The LEA will also seek ongoing feedback from underrepresented families to better understand barriers to engagement and identify strategies that foster stronger partnerships. By increasing access, strengthening communication, and creating more inclusive opportunities for participation, the LEA aims to ensure that all families are empowered to contribute to their children's educational success and are recognized as valued partners in supporting positive student outcomes.|Based on educational partner input and local data, the LEA demonstrates a strong commitment to seeking stakeholder input and incorporating diverse perspectives into school decision-making processes. Families, staff, students, and community members are provided with multiple opportunities to share feedback through surveys, public meetings, advisory groups, committee participation, and direct communication with school leadership. The LEA has made progress in fostering a culture of transparency and collaboration by regularly communicating school goals, initiatives, and areas of focus while inviting educational partners to provide input on key decisions. Participation in governance structures, including school committees and public board meetings, reflects the school's commitment to shared leadership and meaningful stakeholder engagement. Educational partner feedback indicates that stakeholders value having opportunities to voice their perspectives and contribute to discussions regarding school programs, priorities, and continuous improvement efforts. The LEA has also increased its use of survey data and stakeholder feedback to inform planning processes, including the development and monitoring of school goals and improvement initiatives. Through these efforts, the LEA has strengthened trust, increased stakeholder involvement, and enhanced its ability to make informed decisions that reflect the needs and priorities of the school community. The continued emphasis on transparency, communication, and collaborative decision-making remains a significant strength of the LEA.|Based on educational partner input and local data, the LEA has identified opportunities to increase the breadth and diversity of participation in decision-making processes. While the school provides multiple avenues for stakeholder feedback, participation rates among certain family groups and educational partners are lower than desired, limiting the representation of all perspectives within the school community. The LEA will focus on improving awareness of opportunities for input and increasing stakeholder participation in surveys, committees, public meetings, and other feedback processes. Efforts will be directed toward ensuring that stakeholders understand how their feedback is used to inform decisions and school improvement planning. Additionally, the LEA seeks to strengthen communication regarding decision-making processes and outcomes by providing clearer follow-up on stakeholder input and the actions taken in response to that feedback. By increasing engagement, improving transparency, and broadening participation among underrepresented groups, the LEA aims to ensure that decision-making is informed by a more representative cross-section of the school community and reflects the diverse needs and priorities of its educational partners.|Based on educational partner input and local data, the LEA will implement targeted strategies to increase the participation of underrepresented families in decision-making processes and ensure their perspectives are reflected in school planning and improvement efforts. The LEA will expand outreach through personalized invitations, multiple communication methods, and proactive efforts to connect with families who have historically participated at lower rates in surveys, committees, public meetings, and other feedback opportunities. To reduce barriers to participation, the LEA will provide flexible opportunities for engagement, including virtual and in-person options, varied meeting times, and accessible communication formats. School leaders and staff will continue to build relationships with families through direct outreach and ongoing communication that emphasizes the value of their input and the role they play in shaping school decisions. The LEA will also strengthen transparency by regularly communicating how stakeholder feedback is considered and incorporated into decision-making processes. Participation data and stakeholder feedback will be reviewed to monitor progress and identify additional opportunities to engage underrepresented families. Through these efforts, the LEA seeks to ensure that all families have meaningful opportunities to contribute to school decisions and that the voices of historically underrepresented groups are included in shaping the future of the school.|4|4|4|4|4|4|4|4|5|5|4|4|Met||2026-06-15|2026
30664646120356|Opportunities for Learning - Capistrano|3|OFL Capistrano demonstrates strong progress in building positive relationships between school staff and families. The school maintains a positive and supportive climate, as reflected in low suspension rates (0%) and low dropout rates (2.9%). Family and student survey data further highlight the strength of these relationships, with 98.3% of parents reporting satisfaction with school support and 100% recognizing staff efforts to create a safe learning environment. Additionally, 93.7% of students report feeling respected and cared for by their teachers, and 94.4% indicate they feel safe at school, underscoring a strong culture of trust and connection.  Staff survey data also reflect a positive internal environment, with 100% of staff reporting feeling supported through professional development, collaboration with leadership, clear expectations, and effective communication. These strong internal relationships contribute to consistent and meaningful engagement with families.  OFL Capo’s small student population further strengthens its ability to build personalized relationships with students and families, particularly those in unduplicated student groups. Frequent daily, weekly, and monthly communication supports ongoing collaboration, responsiveness to student needs, and increased family engagement.  To sustain and build on this progress, OFL Capo has prioritized actions within LCAP Goal 3, including Action 1 (Social-Emotional Development) and Action 2 (Educational Partner Engagement). These efforts continue to support the development of strong, trusting relationships between staff and families, contributing to improved student outcomes and overall school connectedness.|OFL-Capo has identified key areas for continued growth. Student and staff responses indicate a need to strengthen peer-to-peer relationships and address concerns related to online safety, including peer pressure and social media influence. While students generally report feeling supported, feedback in the area of School Rules and Environment suggests a need for clearer communication and consistent implementation of schoolwide expectations.  Facilities and resources continue to be viewed positively; however, opportunities remain to enhance the overall student experience. Staff feedback also highlights the need to increase student engagement and enjoyment, strengthen staff collaboration, and further develop positive student-staff relationships grounded in mutual respect. Additionally, there is a continued focus on expanding innovative and relevant professional development opportunities.  In response, OFL-Capo continues to put an emphasis on Goal 3: fostering a safe, inclusive, and collaborative school environment. Key actions include targeted social-emotional development supports, ongoing educational partner engagement, and regular analysis of School Climate Survey data. These efforts reflect the school’s commitment to strengthening relationships, promoting online safety, and sustaining a cycle of continuous improvement.|OFL Capistrano will strengthen engagement with underrepresented families, including unduplicated student groups, by building on its existing systems of personalized support and relationship-building. From enrollment, students and families are connected to a multidisciplinary team—including bilingual staff, the English Language team, Special Education Specialists, a Post-Secondary Counselor, a Psychologist, and an Associate Marriage and Family Therapist—ensuring access to culturally and linguistically responsive support.  While survey data highlights strong teacher-student relationships, a positive sense of safety, and high levels of family satisfaction with school support, the self-reflection process identified the need to further increase participation among underrepresented families in school decision-making.   To address this, OFL Capistrano will implement targeted outreach strategies, including more personalized communication, expanded use of bilingual resources, and increased access to engagement opportunities through flexible formats and platforms.  Additionally, the school will continue to provide professional development for staff to strengthen their ability to engage families across diverse languages, cultures, and backgrounds. Efforts will focus on building trust, increasing awareness of opportunities for input, and supporting families’ capacity to participate meaningfully in school processes.  To further support these efforts, OFL Capistrano plans to expand academic and social-emotional support through CSI-funded actions, including the addition of a social worker, tutor, and substitute teachers. These resources will enhance student support systems and provide additional opportunities for meaningful connection and relationship-building with families.  These actions are reflected in the LCAP under Goal 1 Actions 4 & 5, Goal 2 Action 3 and Goal 3, Actions 1–3, reinforcing OFL Capistrano’s commitment to inclusive engagement, strong relationships, and continuous improvement in support of all students.|OFL Capo’s strength in building partnerships for student success is grounded in its commitment to equipping educational partners with the knowledge, skills, and resources necessary for meaningful participation in shared decision-making. Through LCAP Goal 3, the school continues to build the capacity of staff, students, and families to actively engage in efforts that support positive student outcomes. Leadership and staff participate in ongoing professional development focused on family engagement, effective communication, and collaborative planning. Weekly staff meetings provide structured opportunities to share best practices and coordinate support for students, particularly those experiencing academic challenges.  Families are consistently engaged in the development of monthly academic plans and receive ongoing communication from teachers and staff.  Additional opportunities for engagement are provided through the Parent Advisory Committee, where families receive training to better understand and provide input on the LCAP, Restricted Funds, and SPSA/CSI processes. Educational partners also contribute feedback through surveys, conferences, and school events, ensuring their input informs continuous improvement efforts.  School leaders and staff further strengthen partnership practices by participating in external conferences focused on school culture, student engagement, and inclusive practices. These efforts are reflected in the 2026–27 LCAP under Goal 3 and its associated actions, reinforcing OFL Capo’s commitment to fostering strong, collaborative partnerships that support the success of every student.|L Capistrano has identified increasing family participation in decision-making as a key area for improvement in building partnerships for student outcomes. The school actively promotes family involvement and recognizes that empowering families with knowledge of their rights and roles—particularly in areas such as academic requirements, the LCAP, SPSA, restricted funding, IEPs, and 504 plans—strengthens their ability to advocate for their students and supports positive outcomes.  While these efforts have contributed to stronger collaboration between home and school, increasing participation among underrepresented families, particularly those of unduplicated student groups, remains an area of need. Engagement in formal input opportunities—including the Parent Advisory Committee, focus groups, workshops, and surveys—continues to be limited.  Participation data from the 2025–26 school year highlights this gap: Educational Partner Engagement Survey participation rates were 42% for parents, 92% for students, and 100% for staff, while School Climate Survey participation rates were 32.1% for parents, 75.9% for students, and 100% for staff.  To address these gaps, OFL Capistrano has prioritized strategies in the 2025–26 LCAP under Goal 3, Actions 2 and 4, focusing on increasing engagement opportunities and building the capacity of families to participate meaningfully in decision-making processes. These efforts aim to strengthen partnerships and improve outcomes for all students.|OFL Capistrano will continue to strengthen engagement of underrepresented families by expanding access, communication, and targeted support. The school will maintain the use of multiple communication platforms—including ParentSquare, Remind, emails, newsletters, phone calls, surveys, public board meetings, PAC meetings, and social media—to ensure timely, consistent, and accessible communication.   To deepen collaboration, the school will continue to hold parent-teacher and student-led conferences each semester. These meetings provide structured opportunities to review academic progress, assessment data, graduation goals, and coursework, while supporting the development and monitoring of individualized academic plans.  OFL Capistrano will prioritize accessibility by continuing to provide translation and interpretation services and offering targeted support through specialized staff, including the ELD team, Foster/Homeless Liaison, Special Education team, and intervention staff, who support underrepresented student subgroups. The school will also offer workshops and events focused on social-emotional learning and academic support to help families better support students at home.   Additionally, the school will continue to build staff capacity through professional development focused on family engagement strategies, culturally responsive communication, and inclusive practices. These efforts are designed to ensure all families feel welcomed, informed, and empowered to participate in decision-making and support student outcomes.  These actions align with LCAP Goal 3 and its associated actions, promoting the continued development of meaningful partnerships and improved student outcomes, with a targeted focus on increasing engagement among underrepresented families.|OFL Capo continues to demonstrate strong systems for seeking and incorporating input from students, families, and staff to inform decision-making. The school actively engages educational partners through multiple structures, including the Parent Advisory Committee, Student Council, focus groups, the Safety Committee, and leadership teams. Feedback is consistently gathered through surveys, needs assessments, and ongoing communication between teachers and families, supported by regular daily, weekly, and monthly interactions.  In the 2025–26 school year, these efforts have been sustained and strengthened through continued professional development for staff and leadership focused on effective communication, facilitating meaningful parent engagement, and clearly presenting information. Administrators continue to build their capacity to incorporate educational partner input into key planning processes, including the LCAP and SPSA/CSI, ensuring stakeholder voice informs school improvement efforts.  PAC meetings remain a central structure for engagement, where parents, students, and staff review data, build capacity, and collaborate on improving student achievement, well-being, and school climate. The school prioritizes accessibility by providing translated materials and interpretation services to support participation from all families. PAC agendas follow Greene Act requirements, and board items comply with the Brown Act. Public board meetings also provide opportunities for community input and public comment.  Overall, OFL Capistrano’s strength lies in its consistent, structured, and inclusive approach to gathering input and using that feedback to guide decision-making. These efforts remain aligned with LCAP Goal 3, Action 2, supporting the development of meaningful partnerships and responsive resources based on educational partner input.|School staff and leadership at OFL Capo value the input and feedback of families, particularly in addressing the needs of the school’s most vulnerable student populations. Analysis of educational partner input and local data highlights a need to further build families’ capacity to engage in decision-making by increasing their understanding of school systems, processes, and opportunities for input. While multiple engagement opportunities are provided, strengthening families’ ability to meaningfully participate and understand how their contributions influence decisions remains an area for growth.  To address this need, OFL Capo will focus on increasing transparency and awareness of decision-making processes and the role of family input. Efforts will include encouraging more consistent participation in structured engagement opportunities such as advisory committees, focus groups, and surveys, with a continued emphasis on expanding participation among underrepresented families to ensure a broader range of perspectives. Strengthening these practices will support more inclusive and responsive decision-making and contribute to continuous improvement and improved outcomes for all students.|OFL Capistrano is committed to strengthening engagement with underrepresented families by expanding communication strategies beyond traditional methods such as surveys, social media, flyers, phone calls, workshops, achievement chats, public meetings, and parent committees. Recognizing that many students and families are more responsive to personalized, one-on-one interactions, school leadership will continue to refine processes for capturing feedback from these informal settings and incorporating those insights into more formal structures, such as the Parent Advisory Committee, to promote broader and more meaningful participation.  Efforts are also focused on ensuring that educational partner surveys are accessible to the entire school community through multiple platforms to increase participation. While participation improved during the 2025–26 school year, the school did not meet its internal goals, indicating a continued need to strengthen outreach and engagement strategies.  Moving forward, OFL Capistrano will continue leveraging its communication platforms to enhance outreach, increase accessibility, and strengthen engagement across all families.|4|5|5|5|5|5|5|5|4|4|5|5|Met||2026-06-22|2026
30664720000000|Centralia Elementary|3|Centralia Elementary School District (CESD) staff continues to build strong relationships focused on increasing student outcomes through clear communication and partnerships with families and the community. CESD actively seeks parent and community input for decision-making. Based on the annual Local Control and Accountability Plan (LCAP) Parent/Community Survey, 97% of respondents indicated they were informed of opportunities for involvement at school (Parent Teacher Association (PTA)/Parent Teacher Student Organization (PTSO), School Site Council (SSC), English Learner Advisory Committee (ELAC), school and district events, etc.), and 96% agreed that schools make efforts to keep families informed about important issues and events. The District provides a variety of parent education and leadership opportunities designed to strengthen family capacity to support student learning and well-being. These include Parent Leadership Academies, literacy workshops, mental health and social-emotional learning sessions, attendance workshops, technology and digital citizenship trainings, and programs that help families navigate the educational system and support learning at home. CESD's recently adopted Family Engagement Plan further advances these efforts through a research-based framework that emphasizes learning-focused, relational, developmental, and collaborative family-school partnerships. District-funded Social Workers, Community Liaisons, Clerical Specialists, and Health Clerks work closely with families to support students' health, attendance, behavior, and overall welfare. Translation and interpretation services are also provided to ensure equitable access and meaningful communication for all families. CESD offers multiple opportunities for families to participate in leadership and shared decision-making, including Superintendent's Parent Advisory for Responsive Collaboration (SPARC), District English Learner Advisory Committee (DELAC), ELAC, SSC, the LCAP Advisory Committee, Parent Leadership Academy, and Special Education Community Advisory Committees. These structures strengthen partnerships and ensure family voices are represented in district and school improvement efforts. The District continues to build strong community partnerships through the Centralia Community Collaborative (CCC) and the award-winning Neighborhood Resource Center (NRC), which provides resources, referrals, workshops, and family support services. Through these partnerships, families gain access to health, mental health, parenting, and other community services that help remove barriers to learning and strengthen connections between home, school, and community. CESD also participates in the California Community School Partnership Program (CCSPP) at four schools—Centralia, Danbrook, Raymond Temple, and San Marino—to further align community resources and services with student and family needs, strengthening family engagement and improving student outcomes.|Based on educational partner input, survey results, and local data, Centralia Elementary School District (CESD) has identified opportunities to further strengthen family-school partnerships by deepening meaningful engagement, expanding two-way communication, and increasing family leadership and capacity-building opportunities. While parent survey results remain highly positive overall, the District recognizes the importance of continuing to strengthen relationships with all families and ensuring engagement efforts are directly connected to student learning and well-being. The 2025-26 LCAP Parent Survey found that 97% of respondents agreed that they are informed of the various ways they can be involved at school, 96% agreed that schools make efforts to keep families informed about important issues and events, and 96% agreed that teachers and staff listen and respond when they have questions or concerns. Despite this success, the District continues to focus on ways in which to improve communication responsiveness and will continue to create opportunities for parent involvement and collaboration. CESD's Family Engagement Plan identifies a need to move beyond traditional involvement activities toward more learning-centered family engagement that builds the capacity of both educators and families. As a result, the District will focus on increasing family workshops linked to literacy, mathematics, social-emotional learning, technology, and student achievement, while providing staff professional development focused on culturally responsive communication, relationship-building, and effective family engagement practices. Parent survey results further support this focus, as parents identified Math, Reading, Writing, and Science as the workshop topics they would most like offered to help support their children's learning at home. Over the next three years, CESD will implement its Family Engagement Plan by strengthening two-way communication, expanding parent leadership opportunities, increasing access through translation and interpretation services, and building the capacity of both staff and families through the Dual Capacity-Building Framework. These efforts will help ensure family engagement is systemic, integrated, and sustained across all schools and contributes to improved student outcomes.|Based on educational partner input and local data, Centralia Elementary School District (CESD) recognizes the importance of increasing engagement among families who have historically participated less frequently in school and district activities, including families of English learners, foster youth, students experiencing homelessness, families of students with disabilities, and families facing language, transportation, scheduling, or other access barriers. Survey feedback and family engagement data indicate that while overall satisfaction with communication and involvement opportunities remains high, some families continue to experience challenges related to participation, communication, and access to school programs and decision-making processes. To address these barriers, CESD will continue implementing its Family Engagement Plan, which is grounded in Harvard University's Dual Capacity-Building Framework for Family-School Partnerships. The District will strengthen two-way communication and relationship-building through family listening sessions, parent advisory groups, and expanded opportunities for families to provide feedback and participate in decision-making. CESD will continue to utilize translators, interpretation services, and multilingual communication tools to ensure families can access information and actively engage in their child's education regardless of language spoken at home. The District will also expand outreach efforts through Community Liaisons, Social Workers, the Neighborhood Resource Center, and school staff to connect families with educational opportunities, community resources, and support services. Special attention will be given to families who may be less connected to school by providing personalized outreach, referrals, and assistance in navigating school systems and available programs. The District will continue leveraging partnerships through the Centralia Community Collaborative and Community Schools initiatives to remove barriers and increase access to services that support student and family success. CESD will further improve engagement by expanding parent education and leadership development opportunities, including the Parent Leadership Academy, SPARC, DELAC, ELAC, SSC, LCAP Advisory Committee, and Special Education Community Advisory Committee participation. These opportunities are designed to build families' knowledge, confidence, leadership skills, and ability to advocate for their children while ensuring that diverse family voices are represented in district and school decision-making. Through these efforts, CESD will continue building authentic, inclusive, and equitable partnerships with families so that all educational partners feel welcomed, respected, empowered, and connected to their child's learning and school community.|"Centralia Elementary School District continues to demonstrate strong progress in building partnerships that support positive student outcomes through meaningful collaboration with families, community organizations, educational partners, and local agencies. The District's commitment to a ""whole child"" approach is reflected in its ongoing efforts to align academic, social-emotional, health, and community resources to meet the diverse needs of students and families. Educational partner feedback and local data indicate that CESD has established a strong foundation of trust and collaboration with families. Results from the 2025-26 LCAP Parent Survey showed that 97% of respondents trust their school, 97% reported that their child is treated with respect by school staff, and 96% agreed that teachers and staff listen and respond when they have questions or concerns. In addition, 97% of respondents indicated they are informed of opportunities to be involved in school activities and leadership groups. These results demonstrate the District's success in fostering relationships that support student learning and well-being. A key strength is CESD's long-standing partnership infrastructure, including the Centralia Community Collaborative (CCC), the Neighborhood Resource Center (NRC), and numerous partnerships with community-based organizations, health agencies, and local service providers. Through these partnerships, families have access to resources and services that support attendance, health, mental wellness, family stability, developmental screenings, and student success. The District's Community Liaisons, Social Workers, Health Clerks, and school staff work collaboratively with families and community partners to connect students with needed supports and remove barriers to learning. CESD has also expanded opportunities for family leadership and engagement through SPARC, DELAC, ELAC, School Site Councils, the LCAP Advisory Committee, Parent Leadership Academy, and Special Education Community Advisory Committees. These structures provide families with meaningful opportunities to participate in decision-making and contribute to school and district improvement efforts. The District's Family Engagement Plan further strengthens these partnerships by promoting shared responsibility for student success and building the capacity of both educators and families. Additionally, CESD continues to strengthen partnerships through the California Community School Partnership Program (CCSPP) at Centralia, Danbrook, Raymond Temple, and San Marino schools. Through the community school model, the District is expanding integrated supports, family engagement opportunities, collaborative leadership structures, and partnerships with local agencies to improve student outcomes. These efforts reflect CESD's continued progress in developing sustainable partnerships that enhance learning, well-being, and success for all students."|Based on educational partner input and local data, CESD has identified opportunities to strengthen and expand partnerships that directly contribute to improved student outcomes. While the District has established strong relationships with families, community organizations, and local agencies, educational partner feedback indicates a need to deepen the connection between partnership efforts and measurable improvements in student achievement, attendance, engagement, and well-being. One focus area is increasing family access to learning-focused supports and resources that help families reinforce academic skills at home. Results from the 2025-26 LCAP Parent Survey indicated that parents would like additional workshops and resources in mathematics, reading, writing, and science, and many parents identified reading and writing as areas where their children need additional support. CESD will continue to strengthen partnerships with families by expanding parent education opportunities and providing resources that build families' capacity to support student learning. The District also recognizes the need to increase family participation in leadership and decision-making structures to ensure partnership efforts reflect the needs and priorities of all educational partners. Through SPARC, DELAC, ELAC, School Site Councils, the LCAP Advisory Committee, Parent Leadership Academy, and Community School collaborative structures, CESD will continue expanding opportunities for families and community partners to contribute to planning, implementation, and continuous improvement efforts. Additionally, CESD will focus on strengthening communication and collaboration between schools and families by providing more accessible engagement opportunities, increasing outreach to underrepresented families, and enhancing the responsiveness of school-to-home communication. By strengthening partnerships among families, schools, community organizations, and local agencies, CESD aims to create a more coordinated system of support that promotes academic success, positive school engagement, and improved outcomes for all students.|Based on educational partner input and local data, Centralia Elementary School District recognizes the importance of ensuring that all families have equitable opportunities to participate in partnerships that support student success. Through the self-reflection process, the District identified the need to further engage families who have historically been underrepresented in school and district activities, including families of English learners, foster youth, students experiencing homelessness, students with disabilities, and families facing language, scheduling, transportation, or other participation barriers. To improve engagement, CESD will continue implementing its Family Engagement Plan and Community Schools strategies to strengthen relationships and build family capacity through intentional outreach, two-way communication, and meaningful partnership opportunities. The District will make use of translators, interpretation services, multilingual communications, and culturally responsive engagement practices to ensure families have access to information and opportunities to participate in school programs, leadership groups, and decision-making processes. Families will also be provided with flexible engagement opportunities, including varied meeting times and formats, to reduce participation barriers. CESD will continue leveraging the expertise of Community Liaisons, Social Workers, Health Clerks, and school staff to conduct targeted outreach and connect families to educational, health, mental health, and community resources. Through the Neighborhood Resource Center, Centralia Community Collaborative, and Community Schools partnerships, families will have increased access to supports that address barriers to attendance, engagement, and academic success. The District will also expand family leadership and learning opportunities through the Parent Leadership Academy, SPARC, DELAC, ELAC, School Site Councils, LCAP Advisory Committee, and Special Education Community Advisory Committee participation. These opportunities are designed to increase families' knowledge, confidence, and leadership skills while ensuring that diverse family voices are represented in school and district improvement efforts. The District's Family Engagement Plan further emphasizes family listening sessions and ongoing feedback opportunities to strengthen trust and ensure educational partner input informs decision-making. By strengthening outreach, reducing barriers to participation, expanding access to resources, and increasing opportunities for leadership and shared decision-making, CESD will continue building inclusive partnerships that empower underrepresented families as active partners in improving student outcomes.|Centralia Elementary School District has made significant progress in seeking educational partner input to inform decision-making and continuous improvement efforts. The District has established multiple structures that provide families, staff, students, and community members with meaningful opportunities to share their perspectives and contribute to school and district planning. Through annual LCAP engagement activities, surveys, advisory committees, school meetings, community forums, and ongoing stakeholder consultations, CESD gathers input to guide decisions related to student achievement, school climate, family engagement, and resource allocation. A key strength is the District's comprehensive approach to gathering feedback from educational partners. During the 2025-26 LCAP development process, CESD collected and analyzed more than 1,300 parent surveys, in addition to feedback from staff, community members, and advisory groups. Survey results reflected strong levels of engagement and trust, with 97% of respondents indicating they were informed of opportunities to be involved in school activities and leadership groups, 96% agreeing that schools make efforts to keep families informed about important issues and events, and 96% agreeing that staff listen and respond to questions and concerns. The District uses this feedback to identify strengths, areas for growth, and priorities for continuous improvement. CESD also provides numerous formal opportunities for educational partners to participate in decision-making through the Superintendent's Parent Advisory for Responsive Collaboration, District English Learner Advisory Committee, English Learner Advisory Committees, School Site Councils, the LCAP Advisory Committee, Parent Leadership Academy, and Special Education Community Advisory Committees. These groups provide ongoing opportunities for families and community members to advise district leadership, review programs and services, and provide input on plans and priorities that impact student outcomes. The District's recently adopted Family Engagement Plan further strengthens this work by emphasizing family listening sessions, collaborative leadership structures, and shared decision-making practices grounded in Harvard University's Dual Capacity-Building Framework. CESD's commitment to multilingual communication, translation services, and culturally responsive engagement practices has also expanded opportunities for diverse family voices to participate in district decision-making processes. Through these efforts, CESD continues to strengthen a culture of collaboration, transparency, and shared responsibility, ensuring educational partner input remains an integral part of district and school decision-making.|Based on educational partner input and local data, Centralia Elementary School District has identified opportunities to strengthen how educational partner input is gathered, represented, and utilized in decision-making processes. While the District has established multiple structures for stakeholder engagement and receives strong participation through surveys, advisory committees, and school-based groups, the self-reflection process highlighted the need to further expand participation and ensure that all educational partner groups are consistently represented in district and school decision-making. One focus area is increasing participation among families who have historically been underrepresented in advisory groups, leadership opportunities, and feedback processes. CESD will continue to strengthen outreach efforts and reduce barriers to participation through multilingual communication, translation and interpretation services, flexible meeting formats, and targeted outreach conducted by Community Liaisons and school staff. The District will also continue utilizing family listening sessions and other engagement opportunities to ensure that a broader range of perspectives informs decision-making. The Family Engagement Plan emphasizes building authentic partnerships and increasing family voice through collaborative leadership structures and shared decision-making practices. Through implementation of the Family Engagement Plan and ongoing LCAP engagement efforts, CESD will continue building the capacity of educational partners to engage meaningfully in decision-making while strengthening a culture of collaboration, transparency, and shared responsibility for student success.|Based on educational partner input and local data, Centralia Elementary School District (CESD) recognizes the importance of ensuring that all families have equitable opportunities to participate in decision-making processes that impact student outcomes. Through the self-reflection process, the District identified the need to further engage families who have historically been underrepresented in leadership, advisory, and feedback opportunities, including families of English learners, foster youth, students experiencing homelessness, students with disabilities, and families facing language, scheduling, transportation, or other participation barriers. To improve engagement, CESD will continue implementing its Family Engagement Plan with a focus on increasing family voice, representation, and participation in district and school decision-making. The District will make the use of multilingual communication, translation and interpretation services, culturally responsive outreach, and flexible meeting formats to ensure families have meaningful access to surveys, advisory committees, family forums, and leadership opportunities. These efforts are intended to reduce barriers and create more inclusive opportunities for participation. CESD will continue utilizing Community Liaisons, Social Workers, school staff, and the Neighborhood Resource Center to conduct targeted outreach and build relationships with families who may not traditionally participate in school decision-making processes. Family listening sessions, focus groups, and outreach efforts will be used to gather input from a broader range of educational partners and ensure that diverse perspectives are reflected in district priorities and planning efforts. The District will also expand opportunities for leadership development through the Parent Leadership Academy, Superintendent's Parent Advisory for Responsive Collaboration (SPARC), District English Learner Advisory Committee (DELAC), English Learner Advisory Committees (ELAC), School Site Councils, LCAP Advisory Committee, and Special Education Community Advisory Committees. These structures help families develop the knowledge, confidence, and leadership skills needed to participate as informed partners in decision-making and continuous improvement efforts. Through these actions, CESD will continue building the capacity of underrepresented families to engage meaningfully in school and district leadership while strengthening a culture of collaboration, transparency, and shared responsibility for student success.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-12|2026
30664800000000|Cypress Elementary|3|Each school site consistently encourages family involvement by creating welcoming opportunities for parents to engage in school-wide events and classroom activities throughout the academic year. Schools have also maintained systems for ongoing communication with families, utilizing multiple tools—such as digital platforms, newsletters, and in-person meetings—to share academic progress and collaborate on strategies that promote improved student outcomes.|Based on educational partner input, families expressed a desire for more consistent, accessible opportunities to engage directly with school staff and provide feedback. In response, the district has increased on-campus input opportunities at school sites and strengthened its committee processes. Moving forward, the district's focus area is expanding these efforts to the district level, creating additional structured opportunities for families to provide meaningful feedback that informs decision-making.|Cypress School District is focused on strengthening relationships with underrepresented families, particularly families of unduplicated students, through improved communication and more meaningful engagement opportunities. Consistent with our LCAP priorities, the district provides accessible resources, shares information on involvement opportunities, and offers interpretation and translation services as needed. Going forward, we will build on this work by refining our outreach tools, expanding multilingual communication, and tailoring family events to better reflect the needs of our school communities.|Districtwide, staff focus on building strong relationships with families. Teachers create welcoming environments for students and maintain open communication with families through a variety of methods and platforms. Families are encouraged to connect with their child's teacher or principal at any time. The district provides interpretation for families who speak other languages to ensure they feel connected and valued.|The district is continuing to support staff in better understanding families' diverse strengths and cultural backgrounds. Cultural responsiveness has been identified as a key area for growth and professional learning, given its importance in building strong school-home partnerships.|Family feedback indicates the district is effectively meeting the needs of students, including those traditionally underrepresented. Families identified academic support for at-risk students and social-emotional support for learners as key priorities. In response, the district is strengthening connections to both internal and community-based resources. Staff will also continue providing clear, consistent communication with families about student progress to support strong school-home partnerships.|Cypress School District gathers meaningful input from families to inform decision-making at both the district and site levels. Districtwide, the district recruits parent representatives for the District English Learner Advisory Committee, distributes annual LCAP surveys, and encourages school sites to conduct focus groups to capture broader community perspectives. At the site level, families serve on School Site Councils and Parent Teacher Associations. Interpretation services and translated materials are provided as needed to ensure inclusive participation in meetings and communications.|The district prioritizes input and engagement from all educational partners—including staff, students, families, and community members—in district decision-making. Their perspectives play a vital role in shaping district priorities, programs, and initiatives. Our area of focus is to increase opportunities to gather feedback and input from educational partners.|The district uses targeted outreach to gather input from all families, with particular attention to underrepresented groups. Communication is delivered through multiple formats—including email, phone calls, social media, and school and district newsletters—to reach families in ways that are accessible and responsive to their needs. When possible, communications are provided in families' preferred home languages through translation services and on-demand interpretation.|5|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-18|2026
30664980000000|Fountain Valley Elementary|3|Fountain Valley School District continually works to engage educational partners in the decision making process through feedback surveys, two-way communication with families and in person meetings where ideas and collaboration takes place to ensure the success of all students.|Fountain Valley School District continually focuses on creating space for families to meet including online meetings, before, during and after school spaces and creating areas agendas for families to share and discuss ideas and concerns.|Engagement of underrepresented families continues to be a goal with tools offered to communicate, translate and offer opportunities for individuals voices to meet with district leaders to share ideas and hear concerns.|Fountain Valley School District continually works to engage educational partners and build partnerships in the decision making process through feedback surveys, two-way communication with families and in person meetings where ideas and collaboration takes place to ensure the success of all students.|Fountain Valley School District continually focuses on creating space for families to meet including online meetings, before, during and after school spaces and creating areas agendas for families to share and discuss ideas and concerns.|Engagement of underrepresented families continues to be a goal with tools offered to communicate, translate and offer opportunities for individuals voices to meet with district leaders to share ideas and hear concerns.|Fountain Valley School District continually works to engage educational partners and build partnerships in the decision making process through feedback surveys, two-way communication with families and in person meetings where ideas and collaboration takes place to ensure the success of all students.|Fountain Valley School District continually focuses on creating space for families to meet including online meetings, before, during and after school spaces and creating areas agendas for families to share and discuss ideas and concerns.|Engagement of underrepresented families continues to be a goal with tools offered to communicate, translate and offer opportunities for individuals voices to meet with district leaders to share ideas and hear concerns.|5|5|5|5|4|4|5|5|5|5|5|5|Met||2026-06-18|2026
30665060000000|Fullerton Elementary|3|"The Fullerton School District continues to excel at building meaningful connections between schools and families. Through our partnership with WestEd, we actively seek feedback to strengthen these relationships. The 2025-2026 LCAP survey results paint an encouraging picture: parent participation nearly doubled, rising from 211 respondents in 2024-2025 to 420 in 2025-2026, and parents rated Relationships as their highest category at 3.47 on a 4-point scale, up from 3.34 the previous year. Notably, every one of the 25 parent survey questions showed an increase this year compared to the aggregated average from previous years, with ""I feel engaged in my child's school"" posting one of the largest gains (+0.19). Parent ratings of Connectedness also rose from 3.27 to 3.42. By ensuring easy access to resources, ongoing opportunities for collaboration, and dedicated outreach to underrepresented families, the district is demonstrating its genuine commitment to fostering strong bonds between educators and families and to creating an environment where everyone thrives."|The Fullerton School District has undertaken a comprehensive initiative to identify key areas for enhancing school-family connections, driven by valuable community input and a thorough analysis of relevant data. While we take pride in this year's survey results,  including across-the-board increases on all parent survey questions, we remain steadfast in our commitment to fostering even greater levels of meaningful parent participation in essential decision-making processes at both the school and district levels. Parents reported strong feelings of connectedness (3.42 out of 4). To achieve this, we continue to work diligently to address the concerns of families who may feel less connected to the school community, with the goal of creating a more inclusive and welcoming environment for all families. Our objective is to ensure that every family feels not only valued but also deeply engaged in their children's educational journey, recognizing that active participation is crucial to the success of our students and school community as a whole.|The Fullerton School District is dedicated to strengthening connections with underrepresented families in the community by providing targeted resources and a committed staff. Community outreach programs are thoughtfully designed to include families from a wide array of language backgrounds, cultural traditions, abilities, and unique home situations, recognizing the richness that diversity brings to the educational landscape. The doubling of parent survey participation this year (from 211 to 420 respondents) reflects the early success of these expanded outreach efforts, and the district will build on this momentum to ensure responses are representative of all school communities. Through a series of practical workshops, informative sessions, and robust community networks, the district not only empowers families with essential knowledge and tools but also actively seeks their feedback to foster an atmosphere of continuous improvement and responsiveness to their needs. These comprehensive programs strive to create equitable learning opportunities for every student, effectively eliminating barriers that might hinder access to education and fostering a welcoming school environment where all voices are heard and respected.|"We at the Fullerton School District (FSD) are making significant strides in fostering partnerships that enhance student success through our family and community engagement initiatives. In the 2025-2026 LCAP survey, parents rated Partnerships at 3.38, an increase from 3.23 the previous year and above the aggregated average from the prior four years.   We have formed strong collaborations with local nonprofit organizations focusing on trauma-informed practices, gang diversion, immigration assistance, basic needs, food security, and health services. These partnerships have contributed positively to student outcomes and the well-being of our community. Within our schools, we provide various engagement opportunities to build strong relationships with families. Our regular ""Coffee with the Principal"" sessions allow families to connect with school leadership, while structured parent meetings facilitate involvement in school governance. Events like Family Arts Nights and cultural festivals celebrate creativity and diversity, and seasonal activities foster a sense of belonging. We enhance communication through weekly newsletters and digital updates to keep families informed and supported.  Our dedicated staff, including Social Service Assistants and Community Liaisons, are crucial in aiding traditionally underrepresented families, ensuring they understand their rights as advocates in their children's education. Through these collective efforts, we are building a sustainable framework for partnerships that support student achievement."|"Based on input from educational partners and local data analysis, we have identified key focus areas for ongoing improvement. Central to our enhancement strategy is strengthening family relationships, particularly by deepening engagement with parents and caregivers from historically underrepresented student populations. While parent ratings rose across all categories this year, principal/administrator survey data identified communicating effectively with families about their child's progress as one of the few areas with a declining rating (-0.11), making family-facing communication about student progress a specific focus for professional learning in the coming year.  We recognize the need for targeted outreach to families with specialized circumstances, such as those caring for medically fragile children, families experiencing housing insecurity, and students with moderate to severe disabilities. These families face unique challenges that require tailored approaches to partnership building. Instead of predetermined solutions, we are committed to creating structured opportunities for families to provide direct input regarding their needs, ensuring that our strategies authentically address their circumstances.  We also plan to enhance professional learning opportunities for our teachers and principals with specialized training for engaging diverse family structures. Additionally, we aim to develop inclusive models for teacher-family conferences that accommodate varied family situations. While events like ""Coffee with the Principal"" and family festivals have been successful, we will evaluate and refine these approaches to effectively reach all family groups. By focusing on these areas, we aim to foster an educational environment where every student feels valued and supported through authentic family-school partnerships."|"We at Fullerton School District have devised a comprehensive strategy to engage underrepresented families based on insights from our self-reflection process. We will implement initiatives like skill-building workshops and community forums to empower parents in their children's education and build school-home partnerships that enhance student outcomes.  To tackle communication barriers, we will offer multilingual communications and accessible formats in all outreach. We will enhance events like ""Coffee with the Principal"" by scheduling them at various times, providing translation services, and allowing virtual attendance. We aim to create inclusive environments through family arts nights and cultural festivals that celebrate our community's diversity and make all families feel valued. Our weekly newsletters and videos will be refined to ensure they meet the information needs of all families.  Our Social Services Assistants and Community Liaisons will act as vital links, connecting families with school and community resources. We aim to empower staff through training that emphasizes families' strengths. We will also support ""bridge-building"" parents to connect with other underrepresented families, fostering trust and engagement through shared experiences.  By eliminating communication barriers, enhancing cultural competency, and creating welcoming environments, we seek to honor the perspectives of underrepresented families. Our commitment to equitable opportunities reflects our understanding that true partnerships require both institutional dedication and personalized approaches that respect family diversity."|"The Fullerton School District has demonstrated significant strengths and made substantial progress in seeking educational partner input for decision-making. The 2025-2026 LCAP survey provides strong evidence of this progress: parent ratings of Decision-making rose from 2.93 to 3.14 — the largest year-over-year gain among all parent categories, and this year's rating exceeds the aggregated average of the prior four years. The single question with the greatest increase across the entire parent survey was ""I have opportunities to help plan family engagement activities at my school"" (+0.20), a direct indicator that families are experiencing more authentic invitations to participate in planning and governance. The near-doubling of parent survey participation, from 211 respondents in 2024-2025 to 420 in 2025-2026, further demonstrates the district's expanded reach in gathering input.  One of the district's notable strengths is the widespread implementation of site-based advisory committee meetings across schools, which provide structured opportunities for parents, staff, and community members to participate in school governance, collaborative decision-making, and planning. The district has also strengthened its advisory committee structure at both the district and site levels to ensure representation from diverse stakeholder groups, including underrepresented populations.  This multi-faceted approach to seeking input reflects the district's understanding that meaningful stakeholder engagement requires diverse opportunities for participation that accommodate different communication preferences, schedules, and levels of comfort with educational systems."|The same data that shows Decision-making improving fastest also shows it remains the lowest-rated of the six parent categories at 3.14, so the district's task for 2026-2027 is to sustain momentum rather than declare the work finished. Three commitments define the next phase. First, the district will deepen the role of the Champions for Learning parent advisory group, using it as a standing channel through which families weigh in on academic programming, school climate, and district initiatives. Second, site advisory meetings will be scheduled with intentional variety, rotating times across mornings and evenings and maintaining virtual access, so that shift workers and caregivers of young children can hold committee seats, not just attend occasionally. Third, the Parent Education Series will add governance-focused content covering how school budgets work, how LCAP priorities are set, and how to advocate effectively within district structures, so that newly engaged families arrive at decision-making tables with the background knowledge that makes participation meaningful.|To bring underrepresented families specifically into decision-making roles, the district will move from broad invitation to targeted recruitment. Site-level survey participation data from 2025-2026 identifies the school communities where family voice remains thinnest, and principals at those sites will extend personal, individualized invitations to advisory service rather than relying on general announcements. The district will work through trusted community-based organizations, including those serving immigrant families and families of students with exceptional needs, to recruit members who might never respond to a school flyer. Structural supports will remove the most common barriers to participation: interpretation at every advisory meeting, materials translated into the district's major home languages, childcare during in-person sessions, and virtual attendance options for every committee. Finally, the governance modules being added to the Parent Education Series will include a track designed for first-time committee members from underrepresented groups, pairing them with experienced parent leaders so that joining a decision-making body comes with mentorship rather than an expectation of prior expertise.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-22|2026
30665140000000|Fullerton Joint Union High|3|The District continues to demonstrate strengths and progress in building trusting, respectful, and collaborative relationships between school staff and families. School sites provide multiple opportunities for parents and guardians to participate in meaningful ways, including PTSA, Booster clubs, School Site Council, English Learner Advisory Committee, parent nights, athletic and extracurricular events, and other school-based activities. These opportunities help families stay connected to the school community while also supporting student engagement and success.  The District has also continued to strengthen communication with families through the use of school and District websites, social media, email/web mailers, automated phone messages, newsletters, and direct outreach from school staff. These communication systems help ensure families receive timely information about academic supports, school events, college and career opportunities, attendance, behavior expectations, and available resources. School staff, including administrators, counselors, teachers, family liaisons, and support staff, work collaboratively to maintain regular communication with families and respond to student and family needs.  A continued area of strength is the District’s focus on increasing access and connection for families of English Learners, low-income students, foster youth, homeless youth, and other student groups who may need additional support engaging with school systems. Through targeted outreach, translation/interpretation services, family liaison support, and site-based meetings, the District works to reduce barriers and ensure that families are informed, welcomed, and included as educational partners.  Based on educational partner feedback and local data, the District has made progress in expanding opportunities for family engagement and improving the consistency of communication across school sites. Families continue to be invited to participate in decision-making processes connected to school planning, student supports, and District priorities. Moving forward, the District will continue to strengthen two-way communication, increase family participation in advisory groups and school events, and build staff capacity to engage families as partners in supporting student academic achievement, attendance, well-being, and postsecondary readiness.|The District’s focus areas for improvement in building relationships between school staff and families include strengthening two-way communication, increasing family participation across all student groups, and expanding opportunities for families to provide meaningful input in District and school-site decision-making. While the District continues to offer multiple opportunities for parent and guardian involvement through DELAC, ELAC, the District Advisory Committee, CTE advisory board, PTSA collaboratives, School Site Councils, and other advisory groups, educational partner input and local data indicate a continued need to ensure broader and more representative participation.  A key area for improvement is increasing outreach to families who may face barriers to participation, including families of English Learners, low-income students, foster youth, homeless youth, students with disabilities, and families who may not traditionally participate in school or District committees. The District will continue to focus on reducing barriers by providing clear communication, translation and interpretation services, flexible meeting opportunities when possible, and direct outreach from school staff, family liaisons, counselors, and administrators.  The District will also continue working to improve the consistency and accessibility of communication across school sites. This includes ensuring that families receive timely information regarding academic progress, attendance, behavior expectations, available interventions, college and career readiness opportunities, and school activities. A continued focus will be placed on making communication more proactive, understandable, and responsive to family needs.  Moving forward, the District will strengthen systems for collecting, reviewing, and responding to educational partner input. This includes using feedback from advisory committees, surveys, parent meetings, and school-site engagement opportunities to inform programs, services, and LCAP actions. By expanding participation and improving communication, the District will continue to build stronger partnerships with families and ensure that parents and guardians are valued as essential partners in supporting student success.|The District will continue to improve engagement of underrepresented families by strengthening outreach, removing barriers to participation, and expanding opportunities for families to be active partners in their students’ education. Based on educational partner input and local data, the District will place continued emphasis on engaging families of English Learners, foster youth, homeless youth, low-income students, students with disabilities, and families who may not traditionally participate in school or District advisory groups.  To support families of English Learners and other multilingual families, the District will continue to provide translation and interpretation services at DELAC, ELAC, DAC, LCAP engagement meetings, school-site parent meetings, and other family engagement opportunities. The District will also continue to improve access to information by providing clear and timely communication through multiple platforms, including websites, email/web mailers, phone messages, social media, and direct outreach from school staff.  The District will continue working with OCDE and other partners to build staff capacity around effective family engagement practices, with a focus on culturally responsive communication, welcoming school environments, and strategies for increasing participation among underrepresented families. Training and support for staff will help ensure that families are not only informed, but also invited to provide input, ask questions, and participate in decisions that impact student supports and school programs.  In addition, the District will continue to identify, support, and train parent leaders from underrepresented groups to increase family knowledge of school systems, available resources, academic expectations, college and career readiness opportunities, and ways to support student success. Family liaisons, counselors, administrators, and support staff will continue to play an important role in connecting families to school resources and encouraging participation in advisory committees, parent education opportunities, and school events.  Moving forward, the District will use feedback from educational partners, participation data, and local indicators to monitor progress and adjust outreach efforts. By expanding access, strengthening two-way communication, and intentionally engaging families who have been historically underrepresented, the District will continue to build stronger relationships between school staff and families and promote more equitable family engagement across all school communities.|The District continues to demonstrate strong progress in building partnerships with families to support student outcomes. A major strength is the District’s long-standing implementation of one-to-one Chromebooks for all students and staff. This system provides students with consistent access to instructional materials, digital learning platforms, teacher communication, academic supports, and social-emotional resources both at school and at home.  To further support equitable access, the District continues to make WiFi hotspots available to students who do not have reliable internet access at home. This helps reduce barriers for students and families and ensures that students can remain connected to coursework, assignments, interventions, and school resources outside of the regular school day.  The District has also strengthened family partnerships by providing resources that directly support student learning beyond the classroom. Tutor.com provides students with access to 24/7 academic tutoring in a wide range of subject areas and levels of rigor. This resource supports families by giving students additional academic assistance when they need it, including during evenings and weekends when school staff may not be available.  Another area of progress is the District’s continued investment in college and career readiness opportunities, including expanded partnerships with local community colleges. Through dual enrollment and concurrent enrollment opportunities, students are able to access college-level coursework, explore postsecondary pathways, and earn college credit while still in high school. These partnerships help families better understand and support students’ academic planning and postsecondary goals.  In addition, the District continues to provide families with information and resources related to student progress, academic expectations, graduation requirements, college and career readiness, interventions, and available student supports. Teachers, counselors, administrators, and support staff communicate with families through parent meetings, advisory groups, school events, electronic communication, and direct outreach to discuss student progress and identify ways to work together to improve student outcomes.  Based on educational partner input and local data, the District’s strengths include providing students and families with consistent access to technology, academic support, postsecondary opportunities, and communication systems that promote shared responsibility for student success. Moving forward, the District will continue to strengthen partnerships with families by expanding access to resources, improving communication, and supporting families as active partners in student learning and development.|The District’s focus areas for improvement in building partnerships for student outcomes include expanding college and career readiness opportunities, strengthening Career Technical Education pathways, and continuing to connect students and families with academic, mental health, and social-emotional supports.  A continued area of focus is increasing access to concurrent and dual enrollment opportunities through partnerships with local community colleges. These opportunities allow students to earn college credit while still in high school, develop confidence in college-level coursework, and better understand postsecondary expectations. The development of Dual Enrollment academies at two District school sites reflects progress in this area and provides a foundation for expanding access to additional students over time. The District will continue to evaluate student participation and outcomes to ensure that these opportunities are accessible to students from all backgrounds, including English Learners, low-income students, foster youth, homeless youth, and students who may be the first in their families to attend college.  The District will also continue to strengthen partnerships with North Orange County Regional Occupation Program and other career pathway partners to enhance Career Technical Education opportunities. This includes supporting access to industry-standard equipment, updated curriculum, work-based learning opportunities, industry-recognized certifications, and articulated coursework with local community colleges. These efforts are intended to help students connect classroom learning to future careers and provide families with clearer information about available college and career pathways.  Another focus area is continuing to coordinate with community partners who provide mental health and social-emotional support for students. Educational partner input and local data continue to show the importance of addressing student wellness as part of improving academic outcomes. The District will continue to work with school staff, families, and outside agencies to connect students to appropriate supports and resources when needs are identified.  Moving forward, the District will focus on improving communication with families about available academic, college, career, and wellness supports so that families can better understand and access these opportunities. By strengthening partnerships with colleges, career education providers, community agencies, and families, the District will continue to support improved student outcomes and prepare students for success beyond high school.|Based on educational partner input and local data, the District will improve engagement of underrepresented families by continuing to provide targeted outreach, personal connection, and multiple opportunities for families to participate in school and District programs that support student outcomes. The District will place continued emphasis on engaging families of English Learners, low-income students, foster youth, homeless youth, students with disabilities, and families who may not have traditionally participated in school leadership or parent engagement opportunities.  Dedicated staff will continue to play an important role in connecting underrepresented families to academic, college and career, social-emotional, and school-based supports. These staff include EL Family Liaisons, Assistant Principals of Student Support Services, the District Community Liaison, the Director of Student Support Services, Guidance Technicians, counselors, administrators, and other support staff. Through direct outreach, parent meetings, school events, and individual family communication, staff will help families better understand available resources and how to access them.  The District will also continue to encourage participation in parent leadership committees, school-sponsored college and career events, parent information nights, parent institutes, advisory groups, and other activities that connect families to their schools. Translation and interpretation services will be provided, as appropriate, to reduce barriers and increase meaningful participation for multilingual families.  A key strategy will be to identify, support, and develop parent leaders from underrepresented student groups. Parent leaders can help strengthen trust, share information with other families, encourage participation, and serve as important voices in school and District decision-making. The District will continue to use family feedback to inform programs and services, including work connected to the English Learner Master Plan, LCAP development, college and career readiness activities, and student support systems.  Moving forward, the District will focus on expanding two-way communication, increasing representative participation, and ensuring that families are aware of opportunities that directly support student learning and postsecondary success. By using dedicated staff, parent leadership development, and ongoing feedback from educational partners, the District will continue to build stronger partnerships with underrepresented families and improve student outcomes across all school communities.|The District continues to demonstrate strong progress in seeking input from educational partners and using that input to inform decision-making. Families, students, staff, and community partners are provided multiple opportunities to share feedback through the annual LCAP survey, focus groups, advisory committees, school-site meetings, and District-level engagement opportunities. The most recent LCAP survey received more than 9,000 responses, reflecting broad participation and continued interest from educational partners in helping shape District priorities, programs, and services.  A continued strength is the District’s use of both school-site and District-level structures to gather input. Families participate in School Site Council, ELAC, DELAC, PTSA, Booster clubs, community oversight committees, the District Advisory Committee, CTE advisory groups, and regional PTSA collaboratives in La Habra, Buena Park, and Fullerton. These groups provide opportunities for families and community members to review data, discuss student needs, provide feedback on programs, and contribute to planning efforts.  The District has also made progress in building the capacity of principals, administrators, teachers, and support staff to engage families in advisory groups and decision-making processes. School and District staff continue to encourage participation by sharing information through multiple communication platforms, inviting families to meetings and events, and providing opportunities for input connected to school planning, LCAP development, college and career readiness, student supports, and family engagement activities.  Educational partner feedback and local data indicate that students, staff, and families generally view schools as welcoming and inclusive environments. This provides a strong foundation for continued engagement and supports the District’s efforts to develop parent leaders who can help strengthen communication and participation across school communities.  Moving forward, the District will continue to seek input from a broad range of educational partners, with particular attention to ensuring that underrepresented families are included in decision-making opportunities. By maintaining strong advisory structures, expanding outreach, and using feedback to guide planning and evaluation, the District will continue to strengthen shared decision-making and ensure that family and community voices help inform actions that support student success.|The District’s focus areas for improvement in seeking input for decision-making include strengthening two-way communication, improving the consistency of staff responses to families, and increasing representative participation in District and school-site advisory groups. While the District continues to provide multiple opportunities for educational partners to share input, feedback from families indicates a need for communication that goes beyond mass emails, automated messages, or Aeries updates.  Parents and guardians expressed a desire for more personalized outreach and clearer follow-up when questions, concerns, or suggestions are shared. As a result, the District will continue to focus on improving communication systems so that families receive timely, consistent, and responsive information from school and District staff. This includes supporting staff in using communication practices that invite dialogue, clarify next steps, and help families feel heard and valued as partners in decision-making.  Another continued area of focus is increasing participation in advisory groups, particularly DELAC, ELAC, and the District Advisory Committee. The District will work to expand outreach to families who may not traditionally participate in these groups, including families of English Learners, low-income students, foster youth, homeless youth, students with disabilities, and other underrepresented student groups. Increasing membership and participation will help ensure that advisory groups reflect the diversity of the District’s school communities and that input is gathered from a broad range of educational partners.  The District will also continue to strengthen the connection between feedback and action by communicating how educational partner input is reviewed and used to inform District planning, LCAP development, school programs, student supports, and family engagement activities. When families understand how their input contributes to decisions, they are more likely to remain engaged and participate in future opportunities.  Moving forward, the District will prioritize more intentional outreach, improved follow-up, and expanded participation in advisory groups. These efforts will support more meaningful engagement, strengthen trust between families and staff, and ensure that family voice continues to inform decisions that impact student outcomes.|Based on educational partner input and local data, the District will improve engagement of underrepresented families in seeking input for decision-making by continuing to reduce barriers to participation and creating more intentional opportunities for families to share feedback. The District will place continued emphasis on engaging families of English Learners, low-income students, foster youth, homeless youth, students with disabilities, and families who may not traditionally participate in school or District decision-making processes.  A key strategy will be the continued use of translation and interpretation services at selected District and school-site meetings, including ELAC, DELAC, DAC, LCAP engagement meetings, parent information nights, and other advisory or input opportunities. Providing language access will help families better understand the information being shared, ask questions, and provide meaningful input regarding programs, services, and student supports.  The District will also continue to use dedicated staff to support outreach and engagement with underrepresented families. EL Family Liaisons, counselors, Guidance Technicians, administrators, the District Community Liaison, and student support staff will help connect families to meetings, surveys, college and career events, FAFSA and financial aid workshops, and other opportunities where family voice can inform District planning. These staff members will also help families better understand how to access resources and advocate for their students.  In response to educational partner feedback, the District will continue to focus on increasing access to FAFSA, college admissions, and postsecondary planning supports for students and families who may need additional assistance, including homeless youth, low-income students, foster youth, English Learners, and students with disabilities. These engagement opportunities will provide families with important information while also allowing the District to gather feedback about barriers, needs, and ways to improve student support systems.  Moving forward, the District will strengthen engagement by using multiple methods to seek input, including surveys, advisory committees, parent meetings, workshops, and direct outreach. The District will continue to review participation data and educational partner feedback to identify which families are being reached and where additional outreach is needed. By improving language access, expanding personalized outreach, and connecting engagement opportunities to meaningful decision-making, the District will ensure that underrepresented families have a stronger voice in shaping programs and services that support student success.|4|5|4|4|5|5|5|4|5|4|5|5|Met||2026-06-09|2026
30665220000000|Garden Grove Unified|3|Each year GGUSD administers the Annual Strategic Plan Survey to parents/guardians of students in grades PreK-12, students in grades 3-12 and all staff members.  This survey is focused around our three district goals: (1) Academic Skills, (2) Personal Skills, and (3) Lifelong Success.  To ensure transparency for all stakeholders and accountability for progress toward goals, the district has committed to preparing an annual report that summarizes the yearly data related to our goals. The survey contains items that help us measure our success as a district in areas related to our Strategic Plan, such as improving scholarly habits, motivation, well-being, and school climate. The survey also ensures all stakeholders have an opportunity to provide input that affects school and district decision-making by allowing for open response comments to address both school-level and district-level strengths and areas of need.|Family-school partnerships are important to the success of our district.  The Strategic Plan Survey also measures climate at the school and district-level, including asking parents to respond to items that measure their perceptions about parental participation.  Key findings from the 2025-26 survey include: Parents feel welcome at their child’s school. (99% agree/neutral) Parents feel that they are kept informed about district and school events. (99% agree/neutral) Schools provide translation/interpretation to families who need it. (100% agree/neutral) Schools offer opportunities for parents to be involved. (100% agree/neutral) Parents feel that the school promotes parent participation in programs. (99% agree/neutral) Schools give parents information about joining parent committees. (99% agree/neutral) The school district seeks parent input. (99% agree/neutral) These key findings will continue to be areas of focus for improvement in building relationships between school, staff and families.|The key findings from parent/guardian input compiled from the Strategic Plan Survey have been discussed with district leadership. Several district initiatives, projects, and programs have been focused on the topics discussed above and/or are a part of ongoing district initiatives. In addition to the survey, parents/guardians are invited to participate in district-level governance committees where they are provided opportunities to participate in the decision-making process.  These committees include District English Learner Advisory Committee (DELAC), Parent Leadership Academy (PLA), GATE Advisory Committee, Community Advisory Committee (CAC) for Special Education, and the District Council of PTAs.  GGUSD also hosts various parent night events to engage families and promote parental participation in programs.  District and school staff have implemented outreach activities in person and via a live streaming platform format to increase parent/guardian engagement in a home-school-community partnership.  In addition, translation and childcare is available at parent education events to promote in-person attendance of our underrepresented families.|GGUSD has a distinct reputation for providing outstanding instructional programs to a diverse student population. GGUSD prides itself on being innovative, fiscally responsible, and committed to providing a rigorous and safe learning environment enhanced by a variety of support and enrichment at all school sites. Students receive a robust academic experience at our award-winning schools. GGUSD is a leader in college and career readiness with a greater number of students meeting rigorous a-g requirements than other districts in the county and state. With all of our successes, however, we know that academics is just one element of a successful education, and we strive to nurture the whole child. The key to our success is treating all students as if they were our own children and providing them the necessary academic and personal skills for lifelong success.|The 2025-26 Strategic Plan Survey key findings were used to impact school and district-level decision making for improvement in building partnerships for student outcomes include:  Goal 1 (Academic Skills): extended learning opportunities/tutoring before and after school, Boys and Girls Club afterschool programs, instructional aide support especially for Special Education and academic counselors. Goal 2 (Personal Skills): socio-emotional/mental health supports, scholarly habits with a focus on study skills, consistent discipline at across school sites (PBIS) and art, music and dance (VAPA) as a vehicle to promote positive mental health.  Goal 3 (Lifelong Success): College and Career Mentor Program (CCMP) in 6th grade and peer mentors at all levels for students, AVID programs beginning at elementary school, College Boost, college and career counseling, Demystifying College Myths and College Roadmap to Success Night.|Educational Partners specifically discussed the need for continuing or adding additional interventions and tutoring to assist students who are struggling academically. To address this area of need, the district will continue to provide high quality professional development supporting teachers with implementation of research-based strategies.  All school sites will offer a variety of opportunities for extended day and extended year programs to include large group instruction, small group remediation, and one-on-one tutoring. Varsity Tutors is one example of a live online individualized tutoring and enrichment service offered to all students free of charge.  Increased opportunities for credit recovery at the high school level will also be provided during the school year and during summer school.   Another identified theme was the need for increased support with scholarly habits. Parents, students, and staff identified that students need help with knowing how to study for tests, organizing and completing assignments on time, and asking for help when not understanding. To address this need, teachers will continue attending the annual AVID conference to receive professional development and resources focused on building scholarly habits and the district will continue the use of college mentors and tutors.  AVID strategies will be consistently implemented at all elementary schools with the goal of all schools being AVID certified schools.  Our five Family Resource Centers in each trustee area will offer parent informational sessions on supporting students with organizational and study skills. Mental health and wellness support continue to be a recurring theme. Additional school community liaisons, instructional aides, school psychologists, and social workers were prioritized. GGUSD has six Paraprofessionals on Special Assignment (POSA), and ten Teachers on Special Assignment (TOSA) to provide training and support for instructional aides and other paraprofessionals across the district who support direct instruction in the classroom. Two additional TOSAs were added in 2024.   In addition, the district has hired 11 additional mental health therapists and social workers over the past three years (63 total) to assist sites with addressing student mental health and wellness.|GGUSD has coordinated a comprehensive process of educational partner engagement around seeking input for districtwide decision-making. The district involves parents, students, staff, community members, local bargaining units, administrators and other educational and mental health partners invested in the success of our students. The superintendent along with representatives from the Office of  K-12 Educational Services organized and delivered a series of presentations to generate feedback. Each meeting emphasized the need for an identified stakeholder group to be engaged in the LCAP process. Data relevant to the district goals was shared and time was provided for group discussion to generate stakeholder partners’ ideas related to what they view as keys to student success and challenges needed to be addressed.|District and school staff will implement outreach activities to engage the parents/guardians in a home-school-community partnership. These efforts will address identified barriers to participation and provide increased opportunities for parent/guardian participation. Activities to improve participation will include advanced notice (annual meeting calendar), translation, childcare, live-streaming of in-person meetings, district-provided transportation to events and meetings which are offered at various times of the day to accommodate parents' work schedules.|GGUSD has committed to the following efforts to improve engagement of identified underrepresented families: Ensure the provision of translation and interpretation services for groups of parents whose primary correspondence language exceeds 15% of the school/district population.  Engage the community and provide information about school activities and topics (including outreach meetings, radio shows, and other special outreach activities). Parent notification of events via ParentSquare.   Increase bilingual support personnel to enhance translation/interpretation services provided for parents with language needs other than English.  Support primary language literacy to enhance cross-language transfer of language and literacy skills, fostering biliteracy and developing comprehension skills.  Continue supporting our Family Resource Centers in providing access to community agencies, services and resources.  GGUSD offers five Family Resource Centers, one in each Board Trustee area.   Maintain a Parent and Community Outreach office to serve as a link to community resources and to provide guidance, support, and training to parents/guardians, teachers, administrators, and support staff.  Coordinate parent education and community outreach meetings, develop and encourage high-quality parent programs and parental involvement opportunities at school sites, and provide professional development opportunities in parent education programs.|4|5|5|5|4|5|4|5|5|5|5|4|Met||2026-06-16|2026
30665300000000|Huntington Beach City Elementary|3|In the Huntington Beach City School District, we recognize the value that all families bring to our  diverse community. Our staff (i.e. administrators, teachers, and classified staff) are encouraged to build trusting relationships and build welcoming environments for all families in the community. We ensure  that all schools have a system in place to engage in regular two-way communication with parents and  community members on a regular basis. Within our district, we have an interactive website, availability  of interpretation/translation services, use of ParentSquare and social media to provide information and engagement opportunities, and parent surveys to measure school climate and provide feedback on LCAP priorities and district initiatives.|As HBCSD enters into the final year of its strategic plan and is preparing to gather information to develop the next five year strategic plan, an area of focus is to develop a shared understandingof family involvement, develop baseline participation data, and implement targeted strategies to increase meaning engagement.|Student and parent focus groups will be held and to gather input. Focus groups will be represented of the various languages and socio-economic backgrounds to engage underrepresented families and develop an understanding of their needs.|The Huntington Beach City School District  provides all families with the opportunity to attend workshops to learn about district programs  and child development. These workshops help parents and families better understand our district  programs, adopted curriculum, child development milestones, and ways to support learning at home for  the whole child. Sites also offer family nights, parent organizations (i.e. Parent-Teacher Association (PTA)  and cultural groups), and conduct other activities to encourage and support parents. Additionally, sites conduct parent teacher conferences, host English Language Advisory Committees (ELACs), and utilize a  wide array of parent surveys in order to gather feedback from their local communities.|Overall, HBCSD will continue to work with principals and teacher leaders to improve their capacity to  collaborate with families for better student outcomes. This includes professional learning and providing training for parents concerning specific skills or  curricular targets.|HBCSD will improve engagement of underrepresented families by providing information to help families understand and exercise their rights and advocate for thei students.|Within Huntington Beach City School District, we offer parents and families the opportunity to be a  part of many advisory committees through the district, both at the site and district levels. Parents are  also encouraged to join the School Site Council or attend Principal’s meetings at the site. Parents  provide input on the Local Control and Accountability Plan through the annual survey, committee work,  and participation in site-level activities. At the district level, we provide families with multiple  opportunities to provide input on policies and programs, including underrepresented groups within the  community. When providing these opportunities at the district level, we provide translation services so that all families know their voice is valued.|Many departments within HBCSD are working with families to establish and sustain strong advisory  committees. These advisory committees are supporting families to understand their legal rights and  advocate not only for their own students, but for all students. Furthermore, the HBCSD Community Liaisons are working to provide opportunities to have families, staff, and other district  administrators come together to design, implement, and evaluate family engagement activities at all  levels.|As HBCSD enters the last year of its five year strategic plan, focus groups will be held to engage underrepresented families during the development of the next five year strategic plan.|5|5|4|5|4|5|5|4|4|4|5|4|Met||2026-06-16|2026
30665300134221|Kinetic Academy|3|Kinetic prides itself on the strength of building relationships between the school and families. Our Parent Square platform is the main tool used to communicate with all parents/families to help keep them informed. We host many events that include parents to celebrate their students' successes as well as spend time with their students and help build the school community. Families are encouraged to attend our Family Dine Out events, Principal Coffee Chats, and Parent Conferences, and Awards Assemblies.  We have worked on putting a system in place for transitioning new families into the school culture and building relationships even prior to student enrollment through parent information sessions, community preview nights and school tours.  Based on discussions throughout this academic year, many staff members have remarked on the challenges with maintaining a cohesive program while we operate on two sites. As families have students at both locations, we seek to find a way to either consolidate our operations on a single site or find ways to continue to build relationships with families across the two sites.|Kinetic is focused on continual improvement with building relationships between the school and our families. We seek to keep lines of communication open and encourage families to increase participation in monthly Principal Coffee Chats and Local Site Council meetings. We believe greater participation will lead to an increase in shared decision making. We have put a lot of effort into increased communication around the importance of attendance as well as chronic absenteeism. Kinetic Academy is a community school, and our goal is to build relationships with our parents through many event opportunities. Our KPO, our administration, and our teachers remain focused on keeping the community a high priority.|Kinetic is committed to improving strategies and structures that will result in increased engagement of underrepresented families. Kinetic holds numerous community forums to garner input from families related to school improvement, as well as extends intentional invitations to underrepresented families to be members of various site committees. Kinetic will continue to engage with and build relationships with individual families and provide necessary, personalized supports that will foster strong relationships between school staff and underrepresented families.|All teachers and office staff frequently conduct direct outreach to encourage families to attend various events and/or discuss their child’s academic progress. Kinetic builds time within the school year to allow parents and teachers to meet to discuss student growth and progress. Parent conferences are scheduled three times a year to review progress in addition to formal report cards. Parents have access to the PowerSchool Parent Portal to monitor their child's weekly progress. Teachers send weekly newsletters to inform families about ongoing projects and units of study. Newsletters include tips and ideas on how to support their child's learning at home.  Students may participate in the After School Homework Club for assistance with homework completion and tutoring led by a teacher.  Additionally, teachers provide families with resources to prevent learning slide over the summer months, ensuring that students’ core skills are maintained.|Balancing student privacy when examining school data: Since Kinetic’s underrepresented student populations are often small, it is an ongoing challenge to conduct in depth public analysis on the achievement of these students as we value their privacy. However, Kinetic regularly reviews local data and assessments to determine which students are in need of academic interventions and which students are in need of academic enrichment.|Kinetic conducts three parent conferences each year with all families. Parents are encouraged to request a conference if they have any questions or concerns regarding their child’s behavioral and/or academic needs. For our underrepresented student populations, teachers and/or parents may request additional progress conferences throughout the academic year, and request guidance on how to best assist the child in growth of their academic skills.|Kinetic regularly surveys families throughout the school year. The California Healthy Kids Survey was administered to parents and students in February of 2026 to obtain feedback on a range of areas including satisfaction with input for decision-making.  Based on the surveys administered in 2026, 98% of parents surveyed either “agreed” or “strongly agreed” with questions around prompt communications, 98% with questions around promotion of parental involvement, and 79% with questions regarding opportunities for input.|Parents and staff have expressed the need for more social-emotional supports in various forums/formats for feedback. We continue to seek community-wide input throughout the year, and strive to increase participation rates for students and parents.|Kinetic’s unduplicated pupil percentage has always hovered around 23%, yet this does not preclude our responsibility to fully engage with our underrepresented families in seeking input for decision-making. A calendar of all events (e.g., councils, board meetings, surveys) for the year is provided to all families and maintained on the school website which connects to Parent Square, as well as frequent electronic “reminders” of upcoming events via ParentSquare.|5|5|4|5|4|4|5|5|5|4|5|4|Met||2026-06-11|2026
30665480000000|Huntington Beach Union High|3|Huntington Beach Union High School District (HBUHSD) recognizes the importance of building relationships between school staff and families. The district analyzes strengths and progress through input collected from educational partners and the Annual Parent Survey.  The Annual Parent Survey measures parent perceptions related to family-school partnerships, welcoming environments, asset-based approaches, and home-school communication. Some key findings from the 2025-26 survey include: ?	98% of parents agree that their school delivers communications in their preferred language.  ?	94% of parents agree that they are kept informed about district and/or school activities and events.  ?	88% of parents agree that schools provide a wide array of academic, cultural, and personal experiences to engage students.  ?	91% of parents agree that they are greeted with courtesy and respect.  ?	85% of parents agree their school has a welcoming culture that encourages parent participation.|HBUHSD has identified a focus area related to strengthening relationships between school staff and families. Schools will continue to prioritize creating welcoming and inclusive environments where all students and families feel valued and connected. As part of these efforts, schools will implement effective strategies for communicating academic progress and performance and expand opportunities for meaningful parent and family engagement in school activities and decision-making processes. The district will also seek to increase participation in the annual parent survey, with particular attention to schools serving higher numbers of underrepresented families. To support strong communication and engagement, the district will utilize a variety of platforms, including the district website, ParentSquare, social media, email, print materials, and other communication tools to provide timely, clear, and accessible information to students, families, staff, and the broader community.  The district will continue to celebrate and share student achievements, instructional programs, extracurricular opportunities, school events, and district initiatives through ongoing communication and storytelling efforts. The district will further expand the use of social and digital media to highlight student learning, classroom experiences, specialized programs, and innovative practices occurring throughout its schools.|The district will continue to strengthen efforts to recruit, engage, and retain parents and families in school and district engagement opportunities, including participation on advisory committees and leadership groups. ParentSquare, social media, and other communication technologies are utilized to connect with families and provide timely information regarding emergencies, school events, attendance, and other important updates. Schools prioritize building positive relationships with families by fostering a welcoming environment and ensuring that all families are treated with courtesy, respect, and responsiveness. Schools will continue to provide communications in multiple languages and in a timely and accessible manner to support meaningful engagement for all families. The district has also established a partnership with the Huntington Beach Adult School to expand outreach efforts and promote participation in district committees, parent leadership opportunities, and family engagement activities.|Huntington Beach Union High School District (HBUHSD) recognizes the importance of building partnerships for student outcomes.  The Annual Parent Survey measures parent perceptions related to information and resources to support student learning, information regarding college and career pathways, and student programs contributing to student success. Some key findings from the 2025-26 survey include: ?	88% of parents agree that their school provides resources, materials, and programs to help their children succeed.  ?	91% of parents are aware of the coursework necessary to meet graduation requirements and ‘A-G’ completion requirements.  ?	88% of parents agree that their school sets clear expectations for student performance.  ?	90% of parents agree that students are provided opportunities to receive tutoring or intervention support when needed.  ?	86% of parents are aware of the wellness supports available to their students.  ?	79% of parents know who to contact for help when they have questions or concerns.  ?	70% agree that their school communicates in a timely manner about grades, assignments, and academic performance.|Based on educational partner input and local data, HBUHSD has identified a focus area related to strengthening partnerships between families and schools to support student success. The district will continue to improve two-way communication, increase awareness of available supports and resources, and help families understand who to contact when questions or concerns arise. Efforts will focus on reducing barriers to participation, expanding family engagement and leadership opportunities, promoting student wellness resources, and providing families with information and tools related to academic planning, college and career readiness, and postsecondary opportunities. The district will also continue to strengthen outreach to underrepresented families and support meaningful participation in school and district decision-making processes.|To improve engagement of underrepresented families, the district will strengthen outreach and communication efforts, increase awareness of available wellness and academic supports, and provide families with information related to college and career planning opportunities. Schools will continue to provide accessible resources, multilingual communication, and meaningful opportunities for family engagement to support student success.|Huntington Beach Union High School District (HBUHSD) recognizes the importance of seeking input for decision-making.  The Annual Parent Survey measures parent perceptions related to engagement of families in advisory groups and decision-making. Some key findings from the 2025-26 survey include: ?	91% of parents agree that they are notified of opportunities to join district or school committees.  ?	85% of parents agree their school has a welcoming culture that encourages parent participation.  ?	81% of parents agree that their school seeks parent input to support decision-making.|HBUHSD has identified a focus area related to seeking input for decision-making. Based on educational partner feedback, the district will continue to strengthen communication regarding opportunities for parents, students, staff, and community members to provide input on school and district decisions. Efforts will focus on increasing awareness of advisory committees, surveys, engagement opportunities, and other feedback mechanisms to ensure educational partners understand how and when they can participate. By expanding outreach and promoting meaningful opportunities for input, the district aims to strengthen engagement and support informed decision-making that reflects the needs and perspectives of the school community.|To improve engagement of underrepresented families in decision-making processes, the district will continue to recruit, support, and encourage participation in site and district advisory groups. Parents are invited to participate in school-based committees such as PTSA/PTSO, School Site Council (SSC), Community Advisory Committee (CAC), and English Learner Advisory Committee (ELAC). The District English Learner Advisory Committee (DELAC) continues to expand participation and provides valuable input regarding programs and services for English learners. The DELAC elects parents to serve in positions as officers of the committee. In addition, parents and guardians serve on the LCAP Planning Committee, which meets throughout the year to review district data, provide feedback, and contribute to the annual development and revision of the Local Control and Accountability Plan (LCAP). The district will continue to strengthen outreach efforts and reduce barriers to participation to ensure that diverse family voices are represented in decision-making processes. The Huntington Beach Adult School is a partner in the work of parent and family engagement and serves to support recruitment and retention efforts.|5|5|4|5|5|5|4|5|5|5|5|5|Met||2026-06-30|2026
30665550000000|Laguna Beach Unified|3|Laguna Beach Unified School District effectively meets the standard for parent and family engagement by fostering active collaboration and communication between parents, families, and schools to support and enhance student learning and development. This partnership remains integral to student success. The 2025–26 LCAP community survey showed that 86% of parents and guardians feel welcome when visiting their child’s school, maintaining gains from the previous year and reflecting a sustained positive school climate. Additionally, 91% of parents and guardians reported that school staff care for students, and 88% indicated that staff are committed to helping students succeed, demonstrating strong relationships and shared responsibility for student outcomes.  LBUSD continues to prioritize clear and consistent communication through an integrated, multi-platform approach, including newsletters, websites, social media, and community engagement opportunities. These efforts support inclusive and timely communication with families and promote meaningful participation in the educational process. Survey results also indicate that 84% of community members (non-parents/guardians) report that school staff care for students, reflecting broader community confidence in district practices. The District’s continued partnerships with PTA, SchoolPower Education Foundation, and DELAC further strengthen engagement by promoting shared decision-making and investment in student success.  During the 2025–26 academic year, LBUSD continued piloting the Student Story with a team of teachers, support staff, and administrators. This one-page individualized profile is designed to elevate student and family voice by capturing strengths, needs, and goals, and to support stronger connections between students, families, and staff. The pilot informed future implementation by providing insights into how the tool can support relationship-building, inform instruction, and incorporate family perspectives into the educational experience. Through these efforts, LBUSD continues to strengthen authentic family engagement and ensure that parents and guardians are valued partners in the educational process.|Based on the analysis of educational partner input and local data, Laguna Beach Unified School District (LBUSD) has identified several key focus areas to further strengthen relationships between school staff and families. While survey data reflects consistently high levels of trust and connection, opportunities remain to deepen engagement and ensure consistency across all levels of the system. First, LBUSD will continue to refine its focus from broader district and site-level communication to strengthening the quality and consistency of communication at the classroom level. Current LCAP survey data indicate that 79% of parents/guardians report that school staff take the time to get to know their child’s strengths and interests. This will remain a priority to support more individualized, consistent, and responsive interactions.  Additionally, expanding outreach and engagement efforts to ensure equitable access for all families remains a focus area. Educational partner input continues to highlight the importance of reaching families who may face barriers to participation, including those who speak languages other than English. LBUSD will continue to enhance translation and interpretation services and implement targeted outreach strategies to ensure all families are informed of and able to participate in school programs and events. This aligns with the LCAP’s emphasis on inclusive engagement and ongoing input from diverse educational partners. Finally, strengthening connections between students, staff, and families remains an area for continued growth. Current data show that 88% of students report having at least one supportive adult at school, indicating strong relationships while also reinforcing the need to ensure every student is meaningfully connected. LBUSD will continue to prioritize collaboration between school staff and families to better understand and respond to students’ academic and social-emotional needs.|Based on the analysis of educational partner input and local data, Laguna Beach Unified School District (LBUSD) has identified improving engagement with underrepresented families, particularly families who speak a language other than English and families from socioeconomically disadvantaged backgrounds, as a key priority area. The District’s self-reflection process and LCAP input continue to reinforce the importance of ensuring equitable access to information, resources, and meaningful partnerships with school staff for all families. To address these needs, LBUSD will continue to enhance outreach through targeted and inclusive strategies aligned to the 2026–27 LCAP. A central component of this work is the LBUSD Family Resource Center, which serves as a hub for connection, support, and access to services for families. Through the Family Resource Center, the District will provide parent education workshops, resource referrals, and engagement opportunities designed to increase awareness of available supports and strengthen relationships between families and school staff.   Additionally, LBUSD will continue to strengthen translation and interpretation services to ensure families who speak languages other than English have full access to school and district communications, meetings, and events. This work is supported by the District’s commitment to expanding inclusive engagement opportunities and gathering ongoing input from families to improve communication effectiveness and outreach efforts. The District community liaison will continue to play a key role in this effort by conducting proactive, personalized outreach, including direct communication and targeted support to families who may face barriers to participation. These efforts are designed to increase awareness of school programs, promote participation in engagement opportunities, and build stronger, more consistent relationships between families and school staff. Through these coordinated actions, LBUSD aims to ensure that all families feel welcomed, informed, and meaningfully connected to their child’s educational experience.|Laguna Beach Unified School District (LBUSD) demonstrates strong implementation and continued progress in building effective partnerships that support positive student outcomes, as reflected in both local data and educational partner input. A central strength is the District’s consistent implementation of structures that support collaboration between families and school staff around student progress. Across all schools, systems such as parent-teacher conferences, individualized student meetings, and academic counseling sessions are embedded into the school year to promote ongoing communication, goal-setting, and alignment. At the secondary level, structures such as FLEX tutorial and academic planning conferences provide additional opportunities for students, families, and staff to engage in meaningful conversations about progress, goals, and postsecondary planning.  LBUSD also demonstrates strong progress in building staff capacity to partner with families. The District continues to provide professional learning opportunities focused on communication strategies, inclusive practices, and supporting diverse learners. These efforts strengthen educators’ ability to build meaningful relationships with families and foster a shared responsibility for student success. A key strength supporting these efforts is the LBUSD Family Resource Center, which serves as a central hub for connecting families to resources that support both student learning and family well-being. Through the Family Resource Center, the District provides parent education workshops, community resource referrals, and engagement opportunities that help families navigate the educational system and actively support their children’s learning.  Under LCAP Goal 3, LBUSD continues to prioritize safe, welcoming, and inclusive environments, including expanding opportunities for parent education and engagement. Educational partner input highlights the value of these opportunities, and survey data reflect strong perceptions of connection and support, with 91% of parents reporting that school staff care for students and 88% indicating that staff are committed to helping students succeed. LBUSD has also made continued progress in providing families with information and resources to support learning at home. Families have access to curriculum nights, workshops, and digital communication platforms that support home-school connections. These coordinated efforts contribute to high levels of family trust and engagement and reflect the District’s commitment to strengthening authentic partnerships that support positive student outcomes.|Based on the analysis of educational partner input and local data, Laguna Beach Unified School District (LBUSD) has identified key focus areas to further strengthen partnerships that support positive student outcomes. While the District demonstrates strong systems of engagement, opportunities remain to deepen the impact of these partnerships across all student groups. A primary focus area is to expand and strengthen opportunities for families to support student learning and development at home. Current data indicate that 86% of parents/guardians report that services are available to address social-emotional needs. LBUSD will continue to enhance parent education and resource offerings through the Family Resource Center and school sites, with a focus on supporting both academic achievement and social-emotional well-being.  A second area of focus is to strengthen the depth of relationships between school staff, students, and families through more personalized engagement. Current survey data indicate that 79% of parents/guardians report that school staff take the time to get to know their child’s strengths and interests, identifying an opportunity to further strengthen individualized connections and communication. LBUSD will continue to prioritize strategies that support relationship-building and shared understanding of student needs and goals. Additionally, LBUSD remains committed to increasing engagement of underrepresented families, including those who speak languages other than English and those from socioeconomically disadvantaged backgrounds. The District will continue to strengthen translation and interpretation services and implement targeted outreach through the Family Resource Center, community liaison, and site-based efforts to ensure equitable access to programs, services, and engagement opportunities.  Finally, LBUSD will continue to expand opportunities for families to actively participate in decision-making processes that impact student outcomes. Through the LCAP survey, educational partner engagement sessions, and advisory groups such as School Site Council, PTA, and DELAC, the District will ensure that family input continues to inform programs, services, and continuous improvement efforts. Through these targeted actions, LBUSD will continue to strengthen partnerships that support student learning, well-being, and long-term success.|Based on educational partner input, local data, and the self-reflection process, Laguna Beach Unified School District (LBUSD) has identified a continued need to strengthen engagement with underrepresented families, including those who speak a language other than English, families of students with disabilities, and socioeconomically disadvantaged families. To address this, LBUSD will continue to implement targeted and inclusive strategies to ensure equitable access to information, resources, and meaningful partnerships with school staff. LBUSD will maintain and strengthen translation and interpretation services to ensure families have full access to district and school communications, meetings, and events. The District community liaison will continue to provide proactive, personalized outreach through direct communication and targeted support to increase awareness of available programs, services, and engagement opportunities. These efforts are designed to reduce barriers to participation and build stronger connections between families and school staff.  The District will also continue to leverage the Family Resource Center as a central hub for engagement, offering parent education workshops, resource referrals, and support services that address both academic and social-emotional needs. Workshops will be offered in flexible formats, including in-person and virtual options, to increase accessibility and participation. Additionally, LBUSD will continue to gather and respond to input from underrepresented families through structured engagement opportunities. This includes the District English Learner Advisory Council (DELAC), which provides feedback on program effectiveness, communication, and family needs, as well as other advisory groups and engagement sessions. Consistent with LCAP priorities, the District will use this feedback to refine outreach strategies, improve communication effectiveness, and expand inclusive engagement opportunities. Through these coordinated efforts, LBUSD will continue to strengthen authentic partnerships with underrepresented families, ensuring they are informed, supported, and actively engaged in their child’s educational experience.|Laguna Beach Unified School District (LBUSD) demonstrates a strong commitment to actively seeking input from educational partners to inform district decision-making, as reflected in both local data and ongoing engagement practices. The District continues to provide structured opportunities for parents, students, staff, and community members to engage in meaningful dialogue through established advisory groups, including the LCAP Advisory Committee, PTA Council, School Site Councils, and the District English Learner Advisory Committee (DELAC). These groups serve as consistent platforms for collaboration, feedback, and shared decision-making aligned to district priorities.  A key strength of LBUSD’s approach is its comprehensive and multi-method strategy for gathering educational partner input. The District continues to implement annual LCAP surveys, engagement sessions, and community meetings to collect feedback on district programs, services, and priorities. Educational partner input is used to inform LCAP development, goal refinement, and continuous improvement efforts. This ongoing cycle of feedback and reflection supports transparent and responsive decision-making processes. In alignment with LCAP Goal 3, LBUSD has prioritized inclusive engagement practices to ensure that a broad range of perspectives are represented. The District continues to expand opportunities for families and community members to provide input on communication effectiveness and engagement strategies, using feedback to refine outreach and improve access to participation. Additionally, families, staff, and administrators collaborate in the development and review of school plans and district initiatives, reinforcing shared ownership of student outcomes. LBUSD has also made progress in strengthening the capacity of staff and families to participate in decision-making processes through ongoing communication, access to information, and engagement opportunities. While these practices are well-established, the District recognizes the importance of continuing to expand participation, particularly among underrepresented groups, to ensure that all voices are reflected in decision-making.  Collectively, LBUSD’s strengths reflect a culture of inclusive, transparent, and responsive decision-making processes that are informed by consistent and meaningful educational partner input. The District remains committed to refining these practices to further strengthen engagement and ensure that all stakeholders have opportunities to contribute to shaping educational programs and student outcomes.|Based on educational partner input and local data, Laguna Beach Unified School District (LBUSD) has identified key focus areas to enhance how input is gathered and utilized in district and school-level decision-making processes. A primary focus area is to broaden participation and representation in advisory groups and engagement opportunities, particularly among underrepresented families and student groups. Educational partner input continues to highlight the importance of increasing outreach to English Learners, families of students with disabilities, and socioeconomically disadvantaged families to ensure that a full range of perspectives informs district planning. To address this, LBUSD will continue to implement targeted outreach strategies, including personalized communication and expanded use of multilingual resources, as well as flexible engagement formats such as virtual, in-person, and translated meetings to reduce barriers to participation. Additionally, LBUSD has identified a need to strengthen the consistency and clarity of communication regarding opportunities for input. Ensuring that all families are aware of how and when to participate in engagement activities remains an area for continued growth. The District will continue to refine communication systems and outreach efforts to improve access and participation, using feedback from families and community members to guide improvements.   The second area of focus is to expand and deepen opportunities for student voice in decision-making processes. While existing engagement structures provide opportunities for input, the District will continue to explore ways to more intentionally incorporate student perspectives through focus groups, advisory opportunities, and other feedback mechanisms that reflect the diversity of student experiences. Through these focused improvements, LBUSD is committed to ensuring that all educational partners, particularly those from underrepresented groups, have accessible, informed, and meaningful opportunities to contribute to decision-making processes that support equitable student outcomes.|As described above, Laguna Beach Unified School District (LBUSD) will improve engagement of underrepresented families, including families of English Learners, students with disabilities, and socioeconomically disadvantaged students, by continuing to implement targeted and inclusive outreach strategies. These include maintaining and strengthening translation and interpretation services and offering flexible engagement formats, such as virtual, in-person, and translated meetings, to reduce barriers to participation. The District will also continue to use proactive, personalized outreach through the community liaison and site-based efforts to increase awareness of opportunities for input and participation in decision-making processes. These efforts are designed to ensure that families who may be less connected to school systems are informed of and able to engage in advisory groups, surveys, and engagement sessions.  Additionally, LBUSD will continue to strengthen and expand opportunities for underrepresented families to provide input through established structures such as the District English Learner Advisory Committee (DELAC), School Site Councils, and other engagement opportunities. Consistent with LCAP priorities, the District will use feedback from these groups to refine communication strategies, improve outreach effectiveness, and expand inclusive engagement practices. Through these coordinated efforts, LBUSD will ensure that underrepresented families have accessible, informed, and meaningful opportunities to contribute to decision-making processes that shape programs, services, and supports for students.|4|5|4|4|4|4|5|5|4|4|4|4|Met||2026-06-08|2026
30665630000000|La Habra City Elementary|3|LHCSD will continue to provide families with meaningful opportunities to support and celebrate student learning. The District annually trains administrators and teachers on best practices for family engagement, and each site and the district provide multiple opportunities for families to engage with their school community.  LHCSD ensures that students and families have access to curriculum resources at home to support their learning. The annual family survey results indicate that 85% of our families agree or strongly agree that their school provides resources for families to support their child’s learning at home.|Building Partnerships for Student Outcomes is pivotal for the success of La Habra City School District. Improving this aspect can positively affect student achievement and the overall school climate. LHCSD has developed a data-driven culture that reflects on both strengths and areas for growth. Professional learning is coordinated based on the needs of teachers and includes building capacity within core content areas and promising practices that support student learning outcomes. LHCSD also has robust feedback mechanisms where parents, students, and community partners can share their insights and suggestions about the educational process and partnerships.|LHCSD strives to strengthen mechanisms to involve parents in the learning process, from understanding curriculum goals to offering resources to help them support their child's education at home. The idea is to create a holistic support network around students, encompassing academics and extracurricular and real-world opportunities. Furthermore, district and site staff created structures that provide support for students, especially those at risk. The LEA can build strong, sustainable partnerships that directly impact positive student outcomes by concentrating on these focus areas.|LHCSD implements Home/School Contracts at each site to clearly communicate expectations for families, students, and school staff. LHCSD also schedules two conference weeks where families have opportunities to meet with their child’s teacher. The annual family survey results indicate that 86% of families attended their child’s conference, and 88% indicate that school staff work with families to ensure the success of all students.  LHCSD annually sends a Handbook informing parents and guardians of their rights. Families who serve on School Site Council and the English Language Advisory Committees at the site level, or Parent Advisory Committee, LCAP Committee, and District English Language Advisory Committee are actively involved in advocating for all students.|La Habra City School District involves authentic and deliberate dialogue across a cross-section of our population to gather input from students, families, staff, and other educational partners. LHCSD staff serve every family in our community with respect. The annual family survey results indicate that 93% of our families feel that families and staff members treat each other with respect. There are strong and lasting relationships between LHCSD and the families we serve. Also, district and school sites create welcoming environments for their students and family members. The annual family survey results indicate that 94% of our families feel welcomed at their school.|LHCSD recognizes that strong family/school partnerships are needed to maximize student success. LHCSD will continue to involve underrepresented families in school decision-making processes, ensuring their voices are heard and considered. Additionally, the district will continue to use Family and Community Engagement Liaisons to work with underrepresented families, bridging the gap between them and the school and assisting in communication and engagement. The district will also set up avenues for families to provide feedback on their experiences with the school and regularly review and act upon this feedback. By implementing these strategies, the district can enhance engagement with underrepresented families, ensuring that all families, irrespective of their background, feel valued, heard, and connected to the school.|LHCSD receives Title I and Title III funds and consistently trains principals and staff in effective engagement and decision-making. The District provides families with many opportunities, such as traditional surveys and the use of “Thought Exchange” and “Let’s Talk” to solicit input from families. In addition, each school site employs a Family and Community Engagement Liaison who focuses on reaching out to families of English Language Learners and any other students from underrepresented groups. The annual family survey results indicate that 77% agree or strongly agree that they know their liaison and how he/she supports parents. Also, 78% of our families indicate that their school uses family input to improve instruction.  Site Parent Teacher Association, School Site Council, and English Language Advisory Committees regularly meet to discuss family engagement activities. In addition, the Parent Advisory Committee and LCAP committee involve families in reviewing and improving engagement activities.|LHCSD seeks input for decision-making by ensuring that the perspectives and concerns of all relevant parties are considered. Communication mechanisms like Let's Talk are implemented as efficient feedback tools, such as surveys and other platforms where stakeholders can voice their opinions, concerns, and suggestions.|LHCSD will continue to make effective communication a priority. The district will continue to enhance transparency by sharing decision-making processes, rationales, and potential implications with the learning community to ensure everyone is informed. It is vital that the district establishes and maintains a system to collect, analyze, and present data that can guide discussions and decisions. It is also important to ensure stakeholders understand how their feedback contributes to the data-driven decision-making process.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-25|2026
30665890000000|Magnolia Elementary|3|Magnolia School District works with all staff to build trusting and respectful relationships and to create welcoming environments by supporting various opportunities to engage families in the educational process and school events. Administrators, teachers, and school staff welcome parents to the campus and assist with hosting various school level events and services. Administrators host “Coffee with the Principal” at various times during the year in order to build connections with families in a less formal setting. Teachers welcome parents in the morning and at dismissal and have opportunities for individual conversations with parents twice a year through parent-teacher conferences. They also use tools such as “Class Dojo” and other communication tools to maintain contact with parents regarding school day events and their students' successes. Bilingual Parent Involvement Liaisons (PIL) are at every school site to support parent outreach and to develop personal connections to learn about each family’s strengths and needs. Multiple forms of 2-way communications are established in both English and Spanish, including electronic communications, telephone conversations, written messages, and in-person meetings with groups and individuals as needed. Interpreters are available for all major events, parent conferences, and upon request. In addition to a bilingual Spanish-speaking PIL at every school, one District Vietnamese interpreters provide family support, translation, and interpretation services as needed. Parents also participate in an annual survey. A total of 1,371 parents participated in the LCAP survey. The surveys provide extensive feedback, thanks to tremendous outreach efforts by school teams. Parent Involvement Liaisons work with school staff to make computers available for parents to complete surveys electronically, paper copies are provided for those who prefer them, and additional comments are transcribed by staff as needed to ensure that all input is collected and valued. Results of the parent survey administration during the 2025-26 school year showed high levels of positive feedback from parents regarding building relationships with parents.  Here are a few highlights: 98% of parent responses indicate that the school communicates the importance of attending school every day. •93% of parent responses indicate that their child's teacher and school provides them with information and resources to support their child's learning at home. •96% of parent responses indicate the school encourages their child to have positive behavior and interaction with others. •94% of parent responses indicate that the school staff builds a trusting and respectful relationship with families. 2026-27 Local Performance Indicator Self-Reflection for Magnolia School District Page 10 of 19 •95% of parent responses indicate the school creates a welcoming environment for all families in the community.|Based on analysis from local data and educational partner input the District will continue to monitor how we build trusting and respectful relationships with our families. Overall, there was growth across the District. Schools will continue to evaluate their school site data and target areas for improvement and continued growth while including these actions in their School Plan for Student Achievement. As a District, 95% of parents indicated that their school creates a welcoming environment for all families in the community. The District continues to strive to increase this percentage to 95% or higher for the 2026-27 school year. Magnolia School District increased their percentage to 98% of parents who indicate that their school provides multiple opportunities to engage in two-way communication with their child's teacher in an understandable and accessible language and will continue to monitor so this does not decrease.|The District will continue to improve engagement of underrepresented families through ongoing outreach to those who have special needs. Magnolia School District has a Project HERO (Homeless Education Renewing Opportunities) office specifically designated to support and engage the numerous homeless families in the community. Trusting, supportive relationships are formed between struggling families and District staff, who are then able to connect families with medical/dental/vision services, housing support, financial literacy assistance, food pantry assistance, and much more. Parent Involvement Liaisons are working with site administrators, classroom teachers, and office staff to identify families for additional outreach efforts. District team members will work with parents through District Parent Advisory Committee to identify additional strategies for learning more about family strengths, cultures, and languages. The District team will also work with schools to ensure that ample opportunities for engagement are offered at times that are accessible both during the day and evenings to meet the needs of working parents.|Magnolia School District provides Parent Involvement Liaisons with professional learning and support in order to improve schools’ capacities to partner with families. Throughout the district, schools provide families with information and resources to support student learning and development in the home though a variety of parent education and school-level engagement programs, including family literacy and math nights, parenting classes, and language classes. The District has created minimum-day schedules for 7 days, twice per year, in order to allow teachers to meet with parents to inform them of their students’ progress and ways to work to support improved outcomes. Parents are provided with information regarding legal rights through the distribution of an Annual Parents’ Rights and Responsibilities Handbook and during information meetings conducted throughout the year at District and site levels. Strong community partnerships and resources are in place to provide parents with learning opportunities, information, and resources to support student learning and development in the home, including:  •Rosetta Stone online learning opportunities for parents supported in learning groups with Parent Involvement Liaisons •Financial Literacy classes provided by SparkPoint Orange County through the United Way •Parenting Classes provided by school teams trained through Parenting Partners •Dental services provided by Project Ayuda and Healthy Smiles •Medical services provided by Children’s Hospital Orange County (CHOC) and Central City Mobile Health Clinic •Food Pantry by Second Harvest Food Bank •Clothing and supplies by Assistance League Operation School Bell  Parent workshops and classes are offered at every school site at least once per trimester. Trainings are conducted for Parent Involvement Liaisons (PILs) and other team members as needed to support delivery of parent education classes. During the 2025-26 school year, numerous parent involvement activities were offered via Zoom and in-person, including health classes, collaboration meetings, school-level assemblies, and student recognition events. Parents were included in various family activities to support their students during distance learning. Results of the most recent parent survey administration showed high levels of positive feedback from parents regarding building partnerships with parents: •93% of parent responses indicate that the school provides information and resources to support their child(ren)’s learning at home. This is a 2% decrease as compared to the 2024-25 school year results. •89% of parent responses indicate that their child's school provides opportunities for families and school staff to work together to plan, design, implement and evaluate family engagement activities. This is a 6% increase as compared to the 2024-25 school year results.|The District will continue to work to expand professional learning opportunities specifically for teachers and principals on strategies for strengthening home-school partnerships and maximizing opportunities for parents to meaningfully engage in discussions related to student progress and improving outcomes during District staff development days and opportunities to attend professional conferences.|Magnolia School District will monitor and provide support underrepresented families to improve engagement and continue to build partnerships for student outcomes. The District was awarded the Community Schools Grant and seven schools will implement Community Schools. Underrepresented families will receive additional supports that will assist them in ensuring their children have the necessary tools and resources to be successful in school.|Magnolia School District team members recognize that parent and student engagement is a foundational component of a high-quality educational program. We know that parents significantly impact their child's learning and educational experience when they take an active role in monitoring their progress, attendance, and activities. Parent involvement helps keep students on track, which results in better attendance, fewer missed assignments, and higher academic achievement. They play an important role as decision-makers related to the best educational services for their children, and are integral to the District collaborative decision-making process. All Magnolia School District schools and the central office have an “open door” policy that allows for both formal and informal input by staff, parents and community members related to District programs and services. School principals participate in annual training and support related to management of School Site Councils and English Learner Advisory Councils. Training is also provided to families at the site level through Advisory Council presentations and at the District level at monthly District Parent and English Learner Advisory Council meetings. In addition to parent involvement programs provided by PILs, District and school-level staff conducted specialized meetings during the 2025-26 school year, including District English Learner Advisory and Parent Advisory Committees (DELAC/DPAC) and LCAP committee. Input was gathered from these committees through the annual process of developing the Local Control Accountability Plan (LCAP). DELAC/DPAC and LCAP Committee meetings were conducted in-person and were well-attended. Representation included parents from all school sites, as well as parents of English learners (EL), low-income students (LI), and Foster Youth (FY) to ensure specialized services and supports are included in plans. District Committee membership (DELAC/DPAC and LCAP Committee) is reviewed annually to ensure that EL, LI, FY, and students with exceptional needs are represented and that these families have input in the decision-making process.|Results of the most recent parent survey administration showed high levels of positive feedback from parents regarding building partnerships with parents: •94% of parent responses indicated that their child’s school provides parents with opportunities to be involved in advisory groups and decision-making. This is a 6% decrease as compared to the 2024-25 school year. •89% of parent responses indicate that their child’s school provides opportunities for families and school staff to work together to plan, design, implement, and evaluate family engagement activities. This is a 6% decrease as compared to the 2024-25 school year. As a result of the slight decreases in both survey responses, the District will continue to work to expand professional learning opportunities for teachers and principals on strategies for increasing meaningful participation of families in the program design and evaluation process. District team members will also work with Parent Involvement Liaisons, school administrators, and parents to refine key questions used in District surveys and during parent meetings to strengthen the input gathering process, particularly from underrepresented groups in the school community.|Each of our schools has a Parent Involvement Liaison that works in ensuring there is a strong home-to-school connection between families and the school and they work to support underrepresented families and gather input to support the schools in decision-making. The District will continue to work on building a bridge with all families particularly from underrepresented groups in the school community. The District will continue to improve engagement of underrepresented families through ongoing outreach to those who have special needs. Magnolia School District has a Project HERO (Homeless Education Renewing Opportunities) office specifically designated to support and engage the numerous homeless families in the community. Trusting, supportive relationships are formed between struggling families and District staff, who are then able to connect families with medical/dental/vision services, housing support, financial literacy assistance, food pantry assistance, and much more. Parent Involvement Liaisons are working with site administrators, classroom teachers, and office staff to identify families for additional outreach efforts. District team members will work with parents through District Parent Advisory Committee to identify additional strategies for learning more about family strengths, cultures, and languages. The District team will also work with schools to ensure that ample opportunities for engagement are offered at times that are accessible both during the day and evenings to meet the needs of working parents.|5|5|4|5|4|5|4|4|5|5|5|5|Met||2026-06-25|2026
30665970000000|Newport-Mesa Unified|3|District strengths include creating welcoming environments and multiple opportunities for two-way communication. Welcoming environments at the school site level are created by teachers, office staff, School Community Facilitators, and administrators. School Community Facilitators, in particular, are repeatedly praised by educational partners as valued members of school communities whose presence at high-impact schools helps families make meaningful home-school connections. Effective communication channels include email, text messages, voice messages, apps, and personal phone calls from site staff. The district continues to refine communication standards and streamline district platforms with implementation of ParentSquare, enhance the use of the Aeries student information system, continue to leverage social media, and enhance use of both digital and print communications. There is plentiful information provided in English, Spanish, and Russian (where required) and Mandarin interpretation is supported through the Language Network. The district also continues to provide twice-yearly opportunities for elementary parents to participate in face-to-face parent-teacher conferences. District-provided parent education sessions are provided in-person and virtually throughout the year. Educational partners highlighted the success of site-based events like STEM Fairs, Family Academic Mornings (FAM), and culturally relevant parent workshops such as Grupo Crecer and Disciplina Positiva. In keeping with the NMUSD framework of inclusive practices, families of general education and special education students are invited to learn together at these sessions. This is corroborated by the Hanover LCAP Survey, where 89% of parents report feeling welcome at their child's school and 92% agree they receive clear, timely updates. The district is also effective in helping families support student learning, with 88% of parents agreeing the school provides the necessary resources to support learning English. Finally, specialized outreach shows notable growth, with 89% of parents/guardians of English learners agreeing they are encouraged to attend ELAC meetings, and 70% of Special Education parents feeling encouraged to attend Community Advisory Committee (CAC) meetings, which is a significant 7% increase from the prior year.|A focus area is to provide professional learning and opportunities to enhance staff capacity in building relationships and learning about families’ goals for their children, especially within the context of linguistic and cultural assets. This benefits all families while also aiming to improve the engagement of underrepresented families. 2026-27 professional development will support certificated and classified staff in cultivating a culture of belonging for families to be welcomed, known, and supported. The DELAC Board recommends sites provide more opportunities for families to join students on campus during the school day and to incorporate topics related to cultural awareness and parent involvement in the ELAC (English Learner Advisory Committee) meeting agendas, fostering an appreciation of diversity. Other recommendations include training on how to communicate with families when students are struggling or challenged with academics or behavior.|A district strength in the area of building partnerships for student outcomes is providing information and resources to support student learning and development in the home. 2025-26 LCAP Survey responses indicate parents showed high levels of agreement when asked if the school gives them the tools, tips, and resources needed to help their child succeed. 88% agreed or strongly agreed in the area of English Language Development (ELD), 75% in reading and writing (English Language Arts), and 71% in mathematics. Additionally, 83% of parents feel encouraged to attend school events that help them understand what their child is learning and how they can help. There are a variety of site-based and district-based resources for families to extend their support for their children. Educational partners highlighted the widespread success of interactive, site-based events such as Family Academic Mornings (FAM), STEM Fairs, Literacy Nights, and AVID Nights. The district has also seen success in offering culturally relevant parent education programs and workshops, with parents specifically praising Grupo Crecer, Disciplina Positiva, and Latino Family Literacy for supporting families.|A district strength in the area of building partnerships for student outcomes is providing information and resources to support student learning and development in the home. 2025-26 LCAP Survey responses indicate parents showed high levels of agreement when asked if the school gives them the tools, tips, and resources needed to help their child succeed. 88% agreed or strongly agreed in the area of English Language Development (ELD), 75% in reading and writing (English Language Arts), and 71% in mathematics. Additionally, 83% of parents feel encouraged to attend school events that help them understand what their child is learning and how they can help. There are a variety of site-based and district-based resources for families to extend their support for their children. Educational partners highlighted the widespread success of interactive, site-based events such as Family Academic Mornings (FAM), STEM Fairs, Literacy Nights, and AVID Nights. The district has also seen success in offering culturally relevant parent education programs and workshops, with parents specifically praising Grupo Crecer, Disciplina Positiva, and Latino Family Literacy for supporting families.|"A primary focus area is to differentiate family engagement and academic support strategies by school level. While elementary parents feel highly supported, Hanover Survey results show that only 57% of high school parents feel they receive adequate support in ELA and math, indicating a need for targeted, grade-specific workshops and clearer guidance on curriculum expectations as content becomes more complex in upper grades. Additionally, the Spring 2026 Local Indicators Survey identified ""supporting staff to learn about each family’s strengths, cultures, languages, and goals"" as the lowest-rated engagement category."|To improve the engagement of underrepresented families, NMUSD will continue to train staff on more successfully outreaching to families to address their interests and concerns.  Finally, to bridge the digital divide and support families in navigating student learning from home, survey respondents recommended offering hands-on technology workshops (such as Aeries and ParentSquare walkthroughs) specifically tailored for parents who are unfamiliar with digital platforms. Professional development in 2026-27 will continue to support certificated and classified staff in cultivating a culture of belonging where all families are welcomed, known, and supported.|Strengths and Progress Strengths in the area of seeking input for decision-making include the advisory committee structure at school site and district levels. At the school level, there are Parent Teacher Associations or Parent Teacher Organizations at each school, as well as School Site Councils (SSCs) and English Learner Advisory Committees (ELACs). District-level advisory committees meet regularly throughout the year, including the Superintendent’s Parent Advisory Council (SPAC), the District English Learner Advisory Committee (DELAC), and the Community Advisory Committee (CAC).   For the 2025-26 school year, all 31 school sites convened School Site Council meetings. English Learner Advisory Committees were required at 22 school sites, as dictated by student enrollment figures. Each of these groups is responsible for providing input on school programs in order to support student academic achievement. In addition to fulfilling an advisory role, each School Site Council has a decision-making function relative to conducting an annual evaluation of programs within the Single Plan for Student Achievement, and approving the School Plan for Student Achievement and the Comprehensive School Safety Plan.    The district has broadened its reach to gather input, evidenced by a 30% increase in LCAP Survey participation this year, reaching a record 4,187 responses. 68% of survey respondents indicate they feel the district truly values their input and encourages them to share ideas. Encouragement to participate in specialized advisory committees is particularly high: 89% of EL parents feel encouraged to attend ELAC meetings, 71% of parents feel encouraged to join the School Site Council, and 70% of Special Education parents feel encouraged to attend CAC meetings, a notable 7% increase from the prior year. Additionally, the Parent Advisory group specifically highlighted that parents feel included and appreciate the numerous opportunities to provide feedback, noting they have seen real changes result from this engagement.|While general survey participation is high, the Spring 2026 Local Indicators Survey identified increasing meaningful parent participation in decision-making and strengthening outreach to underrepresented groups as highest priority areas for improvement.  To address this, educational partners and Hanover Research recommend making feedback loops more visible so that families and staff can clearly see how their input directly influences district decisions. The district will focus on consistently sharing follow-up updates that highlight key actions taken in response to survey input, which will help close a perception gap where staff feel less valued by the survey process (59%) compared to parents (72%).|To better reach underrepresented groups who face barriers to traditional participation, the district will continue to train staff and provide more tailored outreach and engagement opportunities.|4|4|3|4|3|4|4|3|4|4|4|3|Met||2026-06-23|2026
30666130000000|Ocean View|3|Ocean View School District continues to demonstrate strong progress in building relationships between school staff and families through consistent communication, welcoming school environments, and intentional engagement efforts. As part of the district’s continuous improvement process, an annual LCAP Parent/Guardian Survey is administered to gather input and measure family experiences. Results indicate high levels of positive perception, with 95% of parents reporting they feel welcomed at their child’s school, 92% indicating they know who to contact with questions or concerns, and 88% sharing that their input is heard and valued.  The district has strengthened two-way communication through expanded use of multiple platforms, including Parent Square, school and district websites, social media, and direct outreach from school staff. Schools continue to prioritize timely and accessible communication, ensuring that families receive consistent information regarding student learning, school activities, and available supports.  In addition, school sites have continued to build welcoming environments by increasing opportunities for family engagement through events such as Back-to-School Night, Open House, parent conferences, and family learning opportunities connected to student achievement and school climate. These efforts are supported by site and district staff who prioritize relationship-building and culturally responsive practices to meet the diverse needs of families.  The district’s ongoing focus on strengthening school climate through Positive Behavioral Interventions and Supports (PBIS), Social Emotional Learning (SEL), and restorative practices has also contributed to stronger relationships between staff and families. As schools create more positive and supportive environments for students, families report increased trust and connection to their school communities.  Overall, these efforts demonstrate continued progress in building strong, respectful, and collaborative relationships between school staff and families, supporting both student success and meaningful family engagement.|The district’s survey results and educational partner input reflect strong relationships between schools and families. At the same time, analysis of local data indicates a need to strengthen consistency and depth of engagement across all school sites and student groups.  A primary focus area is expanding meaningful two-way communication so that all families feel connected, informed, and valued. This includes increasing opportunities for families to engage in dialogue with school staff, provide feedback, and participate as partners in their child’s education, rather than only receiving information.  Another area for improvement is increasing engagement with underrepresented families, including families of English Learners, Students with Disabilities, Foster Youth, Low-Income students, and students experiencing homelessness. Efforts will continue to ensure communication is accessible, culturally responsive, and aligned to the diverse languages and needs of the community.  The district will also continue to build staff capacity to support strong family relationships through ongoing professional learning focused on effective communication, cultural responsiveness, and family engagement practices. This includes supporting site leaders in creating consistent, welcoming environments across all schools. These focus areas will guide continued improvement in strengthening relationships between school staff and families and ensuring equitable engagement across the district.|Ocean View School District will strengthen engagement of underrepresented families by expanding targeted outreach, improving accessibility of communication, and increasing opportunities for meaningful participation in school communities. Efforts will focus on families of English Learners, Students with Disabilities, Foster Youth, Low-Income students, and students experiencing homelessness to ensure all families are connected and engaged.  To improve access to information, the district will enhance multilingual communication through ParentSquare, school websites, and other district platforms, along with expanded use of translation and interpretation services. Schools will also use multiple communication methods, including phone calls, text messages, and in-person outreach, to better connect with families who may not engage through traditional channels.  The district will strengthen relationship-building efforts by expanding the role of family liaisons and site staff to provide personalized outreach, including check-ins, support in navigating school systems, and connection to resources. Family engagement opportunities, such as workshops, conferences, and family learning events, will be designed to be accessible, culturally responsive, and aligned to student learning and well-being.  In addition, the district will continue to build staff capacity through professional learning focused on effective family engagement strategies, including culturally responsive practices, two-way communication, and creating welcoming environments across all school sites.  Through these actions, the district will increase participation from underrepresented families, strengthen relationships between families and school staff, and support families as active partners in their child’s education.|Ocean View School District demonstrates strong progress in building partnerships with families to support student outcomes through established engagement structures, consistent communication, and opportunities for collaboration. Educational partner input and local data indicate that families value these opportunities and remain actively engaged in their child’s education and school community.  A key strength is the district’s implementation of structured avenues for family participation, including School Site Councils (SSC), English Learner Advisory Committees (ELAC), District English Learner Advisory Committee (DELAC), Equity and Inclusion meetings for families of students in special education, and Dual Language Immersion (DLI) parent meetings. These groups provide meaningful opportunities for families to engage in discussions related to student achievement, programs, and services. In addition, PTA/PTO/SA/SO President Roundtable meetings support ongoing collaboration between family leaders and district staff.  The district has also established effective communication systems that support ongoing partnerships with families. The use of ParentSquare, school and district websites, and direct communication from teachers ensures families receive timely, relevant information about student progress, school programs, and available supports. These systems promote two-way communication and help families remain connected to their child’s learning.  Family engagement efforts have expanded to include workshops and family learning opportunities aligned to academic expectations, social-emotional development, and strategies to support learning at home. Events such as Back-to-School Night, Open House, and parent-teacher conferences further strengthen the connection between families and schools.  Overall, these efforts reflect strong progress in building collaborative partnerships with families, supporting shared responsibility for student success, and contributing to positive student outcomes across the district.|While Ocean View School District has established strong systems for engaging families as partners in student outcomes, analysis of educational partner input and local data indicates a need to strengthen the consistency, access, and impact of these efforts across all school sites and student groups.  A primary area for improvement is increasing participation and representation of underrepresented families, including families of English Learners, Students with Disabilities, Foster Youth, Low-Income students, and students experiencing homelessness. Although structures such as SSC, ELAC, DELAC, Equity and Inclusion meetings, and DLI parent meetings are in place, participation varies across sites, and additional outreach and support are needed to ensure equitable access and consistent engagement.  Another focus area is strengthening the connection between family engagement efforts and student outcomes. The district will expand family learning opportunities aligned to academic priorities, including literacy, mathematics, and social-emotional development, to better support families in reinforcing learning at home.  In addition, the district will work to increase consistency across school sites in how partnerships are developed and sustained. This includes continued professional learning for site leaders and staff focused on effective family engagement strategies, two-way communication, and the use of family input to support student progress.  These focus areas will guide continued improvement in building equitable and effective partnerships with families and ensure that all families have meaningful opportunities to support and contribute to improved student outcomes.|Ocean View School District will strengthen engagement of underrepresented families by expanding targeted outreach, increasing access to information, and creating meaningful opportunities for participation in programs that support student outcomes. Efforts will focus on families of English Learners, Students with Disabilities, Foster Youth, Low-Income students, and students experiencing homelessness to ensure equitable access and involvement.  To improve access to information, the district will enhance multilingual communication through ParentSquare, school websites, and district platforms, along with expanded use of translation and interpretation services. Schools will also utilize multiple outreach methods, including phone calls, text messages, and in-person communication, to connect with families who may not engage through traditional channels.  The district will increase participation in advisory groups and engagement opportunities, including SSC, ELAC, DELAC, Equity and Inclusion meetings, and DLI parent meetings, by providing flexible meeting options and targeted outreach to families. PTA/PTO/SA/SO President Roundtable meetings will continue to support collaboration and elevate family voice at the district level.  In addition, the district will expand family learning opportunities aligned to student outcomes, including workshops focused on literacy, mathematics, and social-emotional development, to support families in actively engaging in their child’s learning. Site staff and family liaisons will provide personalized outreach and support to help families access resources and participate in school programs.  Through these actions, the district will increase participation from underrepresented families, strengthen partnerships, and support families as active contributors to improved student outcomes.|Ocean View School District demonstrates strong progress in seeking and using educational partner input to inform decision-making. Input from families, staff, students, and community members is intentionally integrated into the district’s continuous improvement processes and directly informs the development and refinement of LCAP goals, actions, and services.  A key strength is the district’s ability to gather and apply feedback through multiple measures, including LCAP surveys, focus groups, and community meetings. These efforts provide valuable insight into district priorities such as academic achievement, school climate, attendance, and family engagement, and are used to guide planning and resource allocation.  The district has established systems to ensure that input collected at the school level is elevated to inform districtwide decisions. Site leaders regularly collaborate with district staff to review feedback, align school plans with district goals, and ensure that educational partner perspectives are reflected in both site and district planning processes.  In addition, the district has built strong capacity among both staff and families to participate in advisory groups and decision-making processes. Families are supported in understanding their role in these structures, and staff are supported in facilitating meaningful engagement that promotes dialogue, shared responsibility, and informed decision-making.  Overall, these efforts reflect a strong commitment to incorporating educational partner voice into decision-making, resulting in more responsive planning, aligned systems, and continuous improvement in support of student outcomes.|While Ocean View School District has established strong systems for gathering educational partner input, analysis of local data indicates a need to strengthen representation, transparency, and consistency in how input informs decision-making.  A primary area for improvement is increasing participation from underrepresented families, including families of English Learners, Students with Disabilities, Foster Youth, Low-Income students, and students experiencing homelessness. The district will expand targeted outreach and reduce barriers to participation to ensure a broader range of perspectives is included in decision-making processes.  Another focus area is strengthening understanding among families about how their input contributes to district and school decisions. Efforts will focus on providing clear, accessible information about priorities, funding decisions, and program development so that families can engage more fully and confidently in advisory roles.  In addition, the district will enhance feedback loops by more consistently communicating how educational partner input has influenced decisions. Strengthening these practices will increase transparency, build trust, and encourage continued participation across all stakeholder groups.  Finally, the district will work to ensure greater consistency across school sites in how input is collected, reviewed, and applied. This includes continued support for site leaders to align engagement practices and decision-making processes with district goals.  These focus areas will support continued growth in ensuring that all educational partners are meaningfully represented and that their input actively informs district and school decision-making.|Ocean View School District will strengthen engagement of underrepresented families in decision-making by expanding targeted outreach, increasing accessibility, and creating more inclusive opportunities for participation. Efforts will focus on families of English Learners, Students with Disabilities, Foster Youth, Low-Income students, and students experiencing homelessness to ensure broader representation in district and school decisions.  To improve access, the district will enhance multilingual communication through ParentSquare, district and school websites, and other platforms, along with expanded use of translation and interpretation services. Outreach will include multiple methods, such as phone calls, text messages, and personalized communication from site staff and family liaisons, to better connect with families who may not typically participate in advisory or decision-making processes.  The district will increase participation in decision-making structures by offering flexible meeting options, increasing awareness of opportunities, and reducing barriers to involvement. These efforts will support more consistent representation across advisory groups and strengthen family voice in discussions related to programs, services, and priorities.  In addition, the district will strengthen feedback loops by clearly communicating how educational partner input influences decisions, including LCAP priorities, program development, and resource allocation. Providing timely and transparent follow-up will build trust and support sustained engagement.  Through these actions, the district will increase representation of underrepresented families in decision-making processes and ensure that all educational partners have meaningful opportunities to contribute to decisions that impact student outcomes.|5|5|4|4|5|5|4|4|5|5|5|5|Met||2026-06-23|2026
30666210000000|Orange Unified|3|OUSD continues to prioritize strong partnerships between schools, families, and the community through ongoing educational partner engagement, multilingual communication, and relationship-centered practices across the district. The district remains committed to creating welcoming, inclusive, and culturally responsive school environments that strengthen trust, communication, and collaboration between families and school staff. During the 2025–26 school year, OUSD collected more than 21,000 LCAP survey responses and continued expanding opportunities for family participation through District Advisory Council (DAC), District English Learner Advisory Committee (DELAC), Educational Technology Advisory Committee (ETAC), SELPA, school site councils, ELAC meetings, parent workshops, and community engagement activities. Educational partner feedback continues to play an important role in informing district priorities, services, and continuous improvement efforts The district also expanded implementation of ParentSquare to strengthen school-to-home communication and improve accessibility for families through multilingual messaging and translation supports. During the school year, OUSD facilitated more than 2.2 million school-to-home communications districtwide to improve family engagement, communication clarity, and access to information. Professional learning opportunities continue supporting administrators, teachers, and staff in building culturally responsive practices, strengthening communication with families, and fostering positive relationships with students and the broader school community. Schools continue promoting welcoming environments through outreach activities, engagement events, student showcases, parent education opportunities, and ongoing collaboration with families. In alignment with the district’s focus on Student Ownership and continuous improvement, OUSD continues strengthening partnerships with families to support student engagement, attendance, academic success, and connectedness across all schools.|Based on educational partner feedback and local data, OUSD continues focusing on strengthening family engagement, expanding community partnerships, and increasing participation from underrepresented student groups and families. The district remains committed to improving access to information, communication, and support services that help families actively participate in their child’s education and overall well-being. OUSD continues expanding Community Schools efforts and family engagement opportunities across school sites through workshops, outreach activities, advisory committees, and community partnerships designed to support academic achievement, attendance, wellness, and student connectedness. Parent education opportunities continue focusing on topics such as college and career readiness, literacy, technology access, digital citizenship, and student wellness. The district also continues strengthening participation in District Advisory Council (DAC), District English Learner Advisory Committee (DELAC), ELAC, and School Site Council (SSC) meetings to increase educational partner voice and collaboration in district and school decision-making processes. In addition, OUSD continues supporting staff professional learning and collaboration focused on family engagement, community partnerships, multilingual communication, and inclusive practices that strengthen relationships between schools, families, and the broader community|Based on educational partner feedback and local data, OUSD continues focusing on increasing engagement opportunities and support systems for underrepresented families through accessible communication, community partnerships, and expanded outreach efforts. The district remains committed to ensuring all families feel welcomed, informed, connected, and supported in their child’s educational experience. OUSD continues strengthening participation opportunities through District Advisory Council (DAC), District English Learner Advisory Committee (DELAC), ELAC, School Site Councils (SSC), Community Schools activities, and district and site engagement events designed to increase family voice and collaboration in school and district decision-making. The district also continues expanding multilingual communication, interpretation services, translated materials, ParentSquare communication tools, parent workshops, and community outreach supports to improve accessibility for families. Schools continue providing resources and engagement opportunities focused on academic support, attendance, wellness, technology access, and college and career readiness. In addition, community liaisons, administrators, counselors, teachers, and family engagement staff continue collaborating to provide targeted outreach and support for families needing additional academic, attendance, behavioral, wellness, or social-emotional supports. Through ongoing continuous improvement efforts, OUSD remains committed to strengthening inclusive family partnerships and ensuring underrepresented families have meaningful opportunities to participate in and contribute to student success across all schools.|Orange Unified School District (OUSD) continues to demonstrate high fidelity to the Local Control and Accountability Plan (LCAP) process by evolving its engagement strategies to meet the diverse needs of the community. Building upon a foundation of transparency, the district has institutionalized a multi-channel approach that ensures educational partners are active architects of strategic goals. A primary strength lies in the district’s ability to generate meaningful, high-volume feedback; in the most recent cycle, OUSD gathered over 21,000 survey responses from students, staff, and parents. This data, combined with regular consultation through the District Advisory Committee (DAC) and District English Learner Advisory Committee (DELAC), ensures that fiscal and academic decisions are vetted by diverse perspectives. Furthermore, the district has made significant progress in aligning site-level priorities from the School Plan for Student Achievement (SPSA) with broader LCAP goals, particularly regarding the California Community Schools Partnership Program (CCSPP). By utilizing tools like ParentSquare and bilingual infographics, OUSD has increased accessibility for underrepresented families, successfully transitioning from simply gathering input to demonstrating true responsiveness in initiatives such as Career Technical Education (CTE) pathways and more primary language communication|OUSD continues demonstrating a strong commitment to educational partner engagement and collaborative decision-making through ongoing outreach, communication, and participation opportunities across the district. The district provides educational partners with information, resources, presentations, surveys, meetings, and advisory opportunities designed to support meaningful participation in district and school planning processes. During the 2025–26 school year, OUSD collected more than 21,000 educational partner responses through the LCAP survey process and continued engaging families, students, staff, bargaining groups, principals, advisory committees, and community organizations in the development and refinement of district priorities and services. The district continues supporting educational partner input through District Advisory Council (DAC), District English Learner Advisory Committee (DELAC), Educational Technology Advisory Committee (ETAC), SELPA, ELAC, School Site Councils (SSC), Community Schools meetings, listening sessions, and public Board presentations. Educational partner feedback continues informing LCAP development, School Plans for Student Achievement (SPSAs), continuous improvement efforts, and district decision-making processes. OUSD also expanded communication and accessibility supports through ParentSquare, multilingual outreach, translated materials, interpretation services, and both virtual and in-person engagement opportunities to improve participation and access to information for all educational partners. Through continuous improvement efforts, OUSD remains committed to maintaining transparent, collaborative, and inclusive decision-making processes that support student success and strengthen partnerships across the district and school communities.|Based on educational partner feedback and local data, OUSD continues focusing on increasing participation and engagement opportunities for underrepresented families in district and school decision-making processes. The district remains committed to ensuring all families feel welcomed, informed, and empowered to participate in conversations that support student success and continuous improvement efforts. OUSD continues expanding opportunities for educational partners to participate through District Advisory Council (DAC), District English Learner Advisory Committee (DELAC), ELAC, School Site Councils (SSC), Community Schools activities, public Board meetings, LCAP engagement sessions, and district surveys. The district also continues supporting multilingual communication through translated materials, interpretation services, ParentSquare communication tools, and both virtual and in-person engagement opportunities to improve accessibility and participation. Community liaisons, administrators, counselors, teachers, and family engagement staff continue collaborating to provide outreach, workshops, and resources designed to help families understand school systems, district programs, student supports, and opportunities for participation in school and district decision-making. In addition, OUSD continues to strengthen outreach to underrepresented families through targeted communication, parent education opportunities, community partnerships, and culturally responsive engagement practices intended to increase participation, build trust, and strengthen family voice across the district. Through continuous improvement efforts, OUSD remains committed to ensuring educational partner input continues informing LCAP development, School Plans for Student Achievement (SPSAs), district priorities, and student support systems across all schoo|Based on the analysis of local data and educational partner feedback, our LEA has demonstrated strong progress in building an inclusive, multi-layered approach to seeking input for decision-making. Our primary strength lies in actively engaging a broad cross-section of stakeholders—including staff, students, families, and community members—through multiple opportunities and diverse communication platforms.  To maximize our reach, we heavily leveraged technology to distribute information and gather feedback as widely as possible. Recognizing the critical importance of authentic, face-to-face dialogue, we paired this digital outreach with numerous in-person meetings.  A key area of progress has been our commitment to equitable access. To eliminate language barriers and ensure all voices are heard, we consistently provided primary language translation and interpretation services across our communications, surveys, and live events. By combining robust technological outreach with accessible, multilingual, in-person opportunities, we have successfully created a continuous feedback loop that directly informs our district priorities, resource allocation, and continuous improvement efforts|Hosting Small Group Meetings: Facilitating more intimate, targeted sessions to encourage deeper, more meaningful dialogue with our stakeholders.  Deepening Community Outreach: Going directly into local neighborhoods to meet families where they are and build trust with harder-to-reach groups.  Tapping Local Businesses: Building stronger partnerships with local business leaders and community organizations to broaden our network of educational partners.  Advertising the Importance of Participation: Enhancing our messaging to clearly demonstrate how community feedback directly impacts district decisions, funding, and student outcomes.|To specifically improve the engagement of underrepresented families identified during our self-reflection, our LEA will shift from passive invitations to active, grassroots outreach. Recognizing that traditional methods can present barriers, we will dive deeper into our local neighborhoods to meet these families where they already are.  By hosting targeted, small-group meetings in familiar, accessible community spaces, we aim to build trust and foster an environment where marginalized voices feel comfortable sharing their perspectives. Furthermore, we will ensure that primary language translation and interpretation services are seamlessly integrated into these grassroots efforts, guaranteeing that linguistic or cultural barriers do not prevent underrepresented families from actively shaping district decisions.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-04|2026
30666216085328|Santiago Charter Middle|3|Based on educational partner feedback and local data, Santiago Charter Middle School continues to demonstrate strength in building positive relationships between school staff and families. The school maintains open and consistent communication through parent newsletters, email updates, ParentSquare, the school website, and parent-teacher conferences. Families are provided with multiple opportunities to engage in their child's education through School Site Council, English Learner Advisory Committee (ELAC), parent meetings, school events, and volunteer opportunities.  Educational partner feedback indicates that families value the school's welcoming environment, accessible staff, and commitment to supporting student success. School staff work collaboratively with families to address student academic, behavioral, and social-emotional needs, fostering strong partnerships that contribute to positive school culture and student achievement.  Local data, including participation in school events, parent engagement activities, and family surveys, reflects continued efforts to strengthen communication and increase family involvement. Santiago Charter Middle School remains committed to providing meaningful opportunities for family engagement and ensuring that parents and guardians are informed partners in the educational process. These ongoing efforts have contributed to positive relationships between school staff and families and support a strong sense of community throughout the school.|Based on educational partner feedback and local data, Santiago Charter Middle School has identified opportunities to further strengthen family engagement by increasing participation among all family groups and expanding two-way communication between home and school. While families report positive relationships with school staff, participation data indicates that some families are less involved in school events, committees, and engagement opportunities.  To address these areas, the school will continue to improve outreach efforts by providing multiple avenues for communication, increasing awareness of school programs and events, and offering flexible opportunities for family participation. Santiago Charter Middle School will also focus on gathering and utilizing family feedback through surveys, meetings, and advisory groups to ensure that family perspectives help inform school decisions and improvement efforts.  The school remains committed to fostering an inclusive environment where all families feel welcomed, informed, and valued as partners in their children's education. By strengthening communication, increasing engagement opportunities, and removing barriers to participation, Santiago Charter Middle School aims to further enhance relationships between school staff and families and support positive outcomes for all students.|Based on educational partner feedback and local data, Santiago Charter Middle School will continue to strengthen engagement with underrepresented families by expanding outreach efforts and increasing access to meaningful participation opportunities. The school recognizes that barriers such as work schedules, language differences, transportation, and limited familiarity with school systems may impact family involvement.  To improve engagement, the school will provide communication through multiple platforms and, when needed, in families' home languages. Flexible meeting times, virtual participation options, and varied family engagement activities will be offered to increase accessibility. School staff will continue to encourage participation in School Site Council, ELAC, parent meetings, surveys, and school events to ensure diverse family perspectives are represented.  Santiago Charter Middle School will also use family feedback and participation data to identify gaps in engagement and adjust outreach strategies accordingly. By building stronger connections with underrepresented families and creating welcoming opportunities for involvement, the school aims to ensure that all families feel informed, valued, and empowered as partners in supporting student success.|Based on educational partner feedback and local data, Santiago Charter Middle School continues to demonstrate strength in building partnerships that support positive student outcomes. The school fosters collaboration among students, families, staff, and community partners to promote academic achievement, student well-being, and school engagement. Regular communication with families, parent-teacher conferences, advisory committees, and school events provide opportunities for educational partners to contribute to student success.  The school has made progress in creating a supportive learning environment through collaboration between teachers, counselors, support staff, and families to address students' academic, behavioral, and social-emotional needs. Educational partner feedback indicates that students and families value the school's commitment to providing individualized support and maintaining strong connections between home and school.  Local data, including participation in family engagement activities, student support programs, and school events, reflects continued efforts to strengthen partnerships that positively impact student learning and engagement. Santiago Charter Middle School also utilizes educational partner input to inform decision-making and school improvement efforts. These collaborative partnerships contribute to a positive school culture and help ensure that students have access to the resources and support necessary for success.|Based on educational partner feedback and local data, Santiago Charter Middle School has identified opportunities to strengthen partnerships that support student outcomes by increasing educational partner participation and expanding collaboration with families and community organizations. While the school has established positive relationships with families and community partners, participation data and feedback indicate a need to engage a broader range of stakeholders in school programs, decision-making processes, and student support initiatives.  The school will focus on increasing awareness of available academic, behavioral, and social-emotional supports and creating additional opportunities for families to participate in discussions regarding student learning and school improvement. Santiago Charter Middle School will also continue to strengthen partnerships with community organizations that can provide resources, enrichment opportunities, and support services for students and families.  Additionally, the school will use survey results, participation data, and ongoing educational partner feedback to identify barriers to engagement and inform continuous improvement efforts. By expanding meaningful collaboration and increasing participation among all educational partners, Santiago Charter Middle School aims to further enhance the support systems that contribute to positive student outcomes and overall student success.|Based on educational partner feedback and local data, Santiago Charter Middle School will strengthen engagement with underrepresented families by providing more accessible and inclusive opportunities for participation in their children's education and school decision-making processes. The school recognizes that barriers such as language, work schedules, transportation, and limited familiarity with school systems can impact family involvement.  To improve engagement, the school will continue to utilize multiple communication methods, provide information in families' home languages when needed, and offer flexible meeting formats, including virtual and in-person options. Staff will actively encourage participation in School Site Council, ELAC, parent workshops, surveys, and school events to ensure that diverse family voices are represented.  The school will also use participation data and family feedback to identify gaps in engagement and tailor outreach efforts to meet the needs of underrepresented groups. By fostering welcoming and meaningful opportunities for involvement, Santiago Charter Middle School aims to strengthen partnerships with all families, increase participation in school programs and decision-making, and ensure that every family has the opportunity to contribute to positive student outcomes.|Based on educational partner feedback and local data, Santiago Charter Middle School continues to demonstrate strength in seeking input from students, families, staff, and community members to inform decision-making and school improvement efforts. The school provides multiple opportunities for educational partners to share their perspectives through surveys, Santiago Charter School Board of Education, English Learner Advisory Committee (ELAC), parent meetings, staff collaboration, and student feedback opportunities.  The school has made progress in creating a culture of collaboration by regularly gathering input on school programs, student support services, safety, and academic initiatives. Educational partner feedback is reviewed and considered when developing school goals, allocating resources, and implementing improvement strategies. Families and staff report feeling welcomed and valued as contributors to the decision-making process.  Local data, including participation rates in surveys, committee meetings, and engagement activities, reflects ongoing efforts to increase stakeholder involvement and ensure diverse perspectives are represented. Santiago Charter Middle School remains committed to maintaining transparent communication and providing meaningful opportunities for educational partners to contribute to decisions that support student achievement, well-being, and overall school success.|Based on educational partner feedback and local data, Santiago Charter Middle School has identified opportunities to increase participation in decision-making processes and ensure that input reflects the perspectives of all educational partner groups. While the school provides multiple opportunities for feedback through surveys, committees, meetings, and engagement activities, participation data indicates that some families and student groups remain underrepresented.  To strengthen the decision-making process, the school will focus on increasing awareness of opportunities to provide input, improving communication about how feedback is used, and encouraging broader participation in School Site Council, ELAC, surveys, and other advisory groups. The school will also continue to review participation data and feedback trends to identify barriers that may limit engagement.  Santiago Charter Middle School remains committed to fostering a culture of shared leadership and collaboration by ensuring that educational partners have meaningful opportunities to contribute to school planning and improvement efforts. By expanding participation and increasing transparency, the school aims to make decision-making processes more inclusive, representative, and responsive to the needs of its students and families.|Based on educational partner feedback and local data, Santiago Charter Middle School will improve engagement of underrepresented families by creating more accessible and inclusive opportunities for participation in school decision-making. The school recognizes that factors such as language barriers, work schedules, transportation challenges, and limited familiarity with school processes may affect participation rates among some families.  To address these barriers, the school will continue to provide information through multiple communication platforms and in families' home languages when needed. Flexible meeting times, virtual participation options, and targeted outreach efforts will be used to increase access to School Site Council, ELAC, surveys, and other opportunities for input. Staff will actively encourage participation from families whose voices have been underrepresented in previous engagement activities.  The school will also review participation data and family feedback to identify gaps in representation and adjust outreach strategies accordingly. By fostering a welcoming environment and providing meaningful opportunities for engagement, Santiago Charter Middle School seeks to ensure that all families have a voice in decisions that impact student learning, school programs, and overall school improvement efforts.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-05-20|2026
30666216094874|El Rancho Charter|3|Communication has significantly improved over the past five years, beginning with the implementation of a weekly school newsletter. This publication provides consistent updates on school announcements, upcoming events, and celebrations that recognize both students and staff. In addition, Back-to-School Night and Open House events provide valuable opportunities for parents to connect directly with teachers and engage with the school community.  Throughout the year, El Rancho offers guided campus tours for prospective families. These tours allow parents to become familiar with the campus, explore elective offerings, observe facilities, and ask questions prior to enrollment.  To support incoming students, El Rancho also hosts a dedicated campus tour for rising 6th graders, which includes a question-and-answer session with current ASB students and administration. Incoming students are further supported through the “Future Coyotes” Google Classroom, where they receive targeted updates and important information throughout the year.|We have continued to refine our communication and continue to inform our families on an ongoing basis.|We will continue using various means of communication in order to engage our underrepresented families.|El Rancho’s primary focus remains academic achievement, and all decisions are made with students’ academic needs at the forefront. To support this priority, the school provides ongoing professional development in English Language Arts and mathematics, with a continued emphasis on using data to monitor student progress, identify areas for growth, and inform instructional practices.  In addition to strengthening instructional capacity, professional development has also focused on building meaningful relationships with students and parents. These efforts are intended to foster strong partnerships, enhance communication, and create a supportive learning environment that promotes student success.|El Rancho will continue refining strategies and reviewing data in math and ELA as well as implement supports to address the needs of students.|We will continue using various tools/data to target student outcomes of our underrepresented families.|El Rancho sends out surveys throughout the year on various topics to students and parents.  In addition, input is gathered from various parent groups and staff to help guide the educational goals for our students.|El Rancho will continue to gather input from our educational partners in areas to improve student achievement.|El Rancho will continue to reach out to underrepresented families to gather data to improve the quality of our programs.|5|5|5|5|5|5|5|5|5|4|5|5|Met||2026-06-03|2026
30666470000000|Placentia-Yorba Linda Unified|3|This year, 87% of parent respondents agreed that school staff demonstrate a caring and supportive attitude toward students, a 2% decrease from the previous year. Additionally, 85% of parents reported that staff respond in a timely and courteous manner, remaining consistent with last year. Similarly, 89% of parents shared that their school creates a welcoming environment, a slight decrease of 1% from the previous year. Overall, the results indicate that most families continue to have positive experiences with school staff and feel welcomed at their schools.|Based on educational partner input and local data, the district will continue to focus on strengthening partnerships and communication between school staff and families. While parent perceptions of school staff as caring, supportive, and welcoming remain strong, there was a slight decline in the percentage of parents who agreed that the district provides opportunities for meaningful input, decreasing from 72% to 70%. To address this need, the district will transition advisory group meetings back to an in-person format held during afternoon hours to encourage greater participation and engagement. The district will also continue to support and expand opportunities for family involvement through initiatives such as the Title I Parent Advisory Group and its participation in the Community Engagement Initiative (CEI), a component of the California Statewide System of Support. Through these efforts, the district aims to strengthen two-way communication, increase family engagement, and ensure that parents and caregivers have meaningful opportunities to contribute to school and district decision-making.|The Placentia-Yorba Linda Unified School District will improve engagement of underrepresented families through continued implementation of targeted programs, including Family Literacy and Math Nights at elementary schools, AVID Family Nights at secondary schools, Preschool Parent Workshops, and Disciplina Positiva events for all parents hosted at select sites. The Title I Parent Advisory Group will be further expanded to include families of unduplicated pupils throughout the district in order to strengthen two-way communication and shared decision-making. This year we hosted the Parent Institute for Quality Education at our Title 1 schools in order to provide regionalized opportunities for families to engage in learning and connection. In addition, the district’s participation in the Community Engagement Initiative (CEI) will support deeper partnerships by building local capacity for authentic engagement, trust-building, and shared responsibility for student success in the Melrose and Valadez community. Through CEI, the district will collaborate with peer districts and county offices to implement and scale effective engagement practices across all schools.|Placentia-Yorba Linda Unified School District has demonstrated several strengths in building partnerships that support improved student outcomes. While forums such as English Learner Advisory Committees (ELAC), School Site Councils (SSC), and the District English Learner Advisory Committee (DELAC) continue to provide valuable input from educational partners, our current focus is on equipping teachers with the tools and information needed to effectively partner with families. This includes the distribution of English Learner Snapshots to every teacher, helping staff know each student’s name, face, and story. Additionally, CAASPP Student Data Snapshots have been provided to guide goal setting and promote data-informed instruction. Our district has made meaningful progress in fostering school-family partnerships through Parent Institute for Quality Education, Disciplina Positiva,  parent nights, and site-based events that increase accessibility and engagement. We have expanded after-school tutoring opportunities and increased the number of preschool programs—strategic investments in early education that lay a foundation for long-term student success. Through our participation in the statewide Community Engagement Initiative (CEI), the district is building internal capacity for authentic family engagement, trust-building, and collaborative problem-solving. CEI provides tools, peer learning, and support to help schools strengthen family-school partnerships as a critical lever for continuous improvement.|Based on the analysis of educational partner input and local data, the Placentia-Yorba Linda Unified School District (PYLUSD) has identified the following focus areas for improvement in building effective partnerships that support student outcomes: Enhanced Communication – PYLUSD will continue to increase the frequency and clarity of communication between schools and families to ensure that families are well-informed about their student’s academic progress, support services, and opportunities for input. Strengthening communication structures will also help foster transparency and trust.  Workshops and Training – PYLUSD will continue to expand access to high-quality workshops and training opportunities that empower families to support their children’s education. These sessions will cover topics such as academic support strategies, social-emotional learning, college and career readiness, and navigating school systems. Programs such as DLA Family Night, AVID family nights, literacy and math nights, and culturally responsive offerings like Disciplina Positiva will remain key components.   By focusing on these areas, PYLUSD aims to build stronger, more collaborative relationships between families and schools—ultimately enhancing student learning, engagement, and overall development.|Based on the analysis of educational partner input and local data, PYLUSD will continue to strengthen engagement with underrepresented families by expanding initiatives that build meaningful partnerships for student outcomes. This year, the district offered multiple engagement opportunities, including LCAP input sessions, PIQE (Parent Institute for Quality Education) workshops, family literacy and STEM events, and Disciplina Positiva sessions to support positive discipline strategies at home. Parent workshops for preschool families were expanded to include state preschool programs, ensuring broader access to early learning support. In response to self-reflection findings, PYLUSD is also working to deepen engagement through more inclusive advisory structures. For example, Dual Language Academy (DLA) parent information groups were launched this year, with plans to formalize a DLA Parent Advisory in 2025–2026. Additionally, the Title I Advisory Committee will be expanded next year to ensure stronger representation of underrepresented voices. To increase accessibility and participation, the district is transitioning advisory meetings back to in-person formats held during the school day, creating more opportunities for families to be actively involved in shaping school and district initiatives.|Based on the analysis of educational partner input and local data, PYLUSD has demonstrated several strengths and made notable progress in the area of seeking input for decision-making. One key area of growth has been in expanding communication channels and feedback loops across stakeholder groups. The district communicates biweekly with site principals and holds regular leadership meetings to foster two-way dialogue and collaborative decision-making. Additionally, all secondary school sites have established student advisory groups to elevate student voice in shaping school culture and programming. Families now benefit from improved access to information and input opportunities through platforms like PeachJar, which centralizes school and district fliers, and the use of Canva, which allows for easy translation of documents to increase inclusivity and outreach to diverse families. PYLUSD continues to utilize a variety of stakeholder feedback tools, including the annual LCAP survey and a senior exit survey, which provides insight into student experiences and postsecondary plans. School sites are also leveraging creative strategies to gather input through PTAs, Booster Clubs, and active School Site Councils (SSCs) and English Learner Advisory Committees (ELACs), which continue to operate effectively. These structures reflect a districtwide commitment to inclusive engagement. However, based on educational partner input, opportunities remain to deepen collaboration in the planning and evaluation of family engagement activities, as only 70% of parents report having input opportunities and teacher perception of shared decision-making maintained an 80% positive response. These findings underscore the importance of building on current strengths to ensure all voices are meaningfully included in decision-making processes.|Based on the analysis of educational partner input and local data, PYLUSD has identified a key area for improvement in the domain of seeking input for decision-making: strengthening collaborative planning and evaluation of family engagement activities. While 70% of parents reported that they somewhat or completely agree they have opportunities to provide input, many expressed a desire for deeper involvement in school processes. Additionally, the percentage of teachers who feel that shared decision-making is valued at their sites maintained the rate of 80%, indicating a need to more intentionally engage staff in site-level planning. To address these findings, PYLUSD is committed to creating more intentional and inclusive opportunities for families, teachers, principals, and district administrators to work together in the planning, design, implementation, and evaluation of family engagement efforts. We will be reverting to in-person advisory committee meetings and hold them more frequently. By involving all educational partners at both the site and district levels, the district aims to ensure that engagement strategies are responsive to community needs, inclusive of diverse perspectives, and more impactful. This collaborative approach will enhance the effectiveness of family engagement initiatives and strengthen trust and partnership across the PYLUSD community.|PYLUSD will continue to strengthen engagement with underrepresented families by expanding initiatives that build meaningful partnerships for student outcomes. This year, the district offered multiple engagement opportunities, including LCAP input sessions, PIQE (Parent Institute for Quality Education) workshops, family literacy and STEM events, and Disciplina Positiva sessions to support positive discipline strategies at home. Parent workshops for preschool families were also expanded to include state preschool programs, ensuring broader access to early learning support. In response to self-reflection findings, PYLUSD is also working to deepen engagement through more inclusive advisory structures. For example a Dual Language Academy (DLA) Parent Advisory in 2025–2026 group met throughout the year. We launched an LTEL Student Advisory that gave input on their student experience. Additionally, the Title I Advisory Committee will be expanded to ensure stronger representation of underrepresented voices. The District English Learner Advisory Committee (DELAC) meetings have continued to provide families of English Learners with a structured platform to receive information and offer input on district programs. To improve access and communication, PYLUSD consistently provides translation services at district events and meetings and recently hired an in-house Spanish translator to support school sites with family meetings and increase day-to-day accessibility for families of English Learners. To further support engagement, the district solicited input as we constructed our new strategic plan with over 30 input sessions held throughout the district. These combined efforts reflect PYLUSD’s commitment to building authentic partnerships with all educational partners and ensuring that engagement opportunities are equitable, accessible, and aligned with the needs of the community.|4|5|4|5|3|4|5|5|4|5|5|4|Met||2026-06-16|2026
30666476068621|Orange County School of Computer Science|3|This year, 85% of parent respondents agreed that school staff demonstrate a caring and supportive attitude toward students, a 2% decrease from the previous year. Additionally, 80% of parents reported that staff respond in a timely and courteous manner, increasing 5% from last year. Similarly, 86% of parents shared that their school creates a welcoming environment, increasing 5% from last year. Overall, the results indicate that most families continue to have positive experiences with school staff and feel welcomed at their schools.|Based on educational partner input and local data, the district will continue to focus on strengthening partnerships and communication between school staff and families. While parent perceptions of school staff as caring, supportive, and welcoming remain strong, there was a slight increase in the percentage of parents who agreed that the district provides opportunities for meaningful input, changing from 62% to 64%. To address this need, the district will transition advisory group meetings back to an in-person format held during afternoon hours to encourage greater participation and engagement. The district will also continue to support and expand opportunities for family involvement through initiatives such as the Title I Parent Advisory Group and its participation in the Community Engagement Initiative (CEI), a component of the California Statewide System of Support. Through these efforts, the district aims to strengthen two-way communication, increase family engagement, and ensure that parents and caregivers have meaningful opportunities to contribute to school and district decision-making.|OCSCS Advisory Council will be further expanded to include families of unduplicated pupils throughout the district in order to strengthen two-way communication and shared decision-making. This year we hosted the Parent Institute for Quality Education at our Title 1 schools in order to provide regionalized opportunities for families to engage in learning and connection. In addition, the district’s participation in the Community Engagement Initiative (CEI) will support deeper partnerships by building local capacity for authentic engagement, trust-building, and shared responsibility for student success. Through CEI, the district will collaborate with peer districts and county offices to implement and scale effective engagement practices across all schools.|OCSCS has demonstrated several strengths in building partnerships that support improved student outcomes. While forums such as English Learner Advisory Committees (ELAC), School Site Councils (SSC), and the District English Learner Advisory Committee (DELAC) continue to provide valuable input from educational partners, our current focus is on equipping teachers with the tools and information needed to effectively partner with families. This includes the distribution of English Learner Snapshots to every teacher, helping staff know each student’s name, face, and story. Additionally, CAASPP Student Data Snapshots have been provided to guide goal setting and promote data-informed instruction. Our district has made meaningful progress in fostering school-family partnerships through Parent Institute for Quality Education, Disciplina Positiva,  parent nights, and site-based events that increase accessibility and engagement. We have expanded after-school tutoring opportunities and increased the number of preschool programs—strategic investments in early education that lay a foundation for long-term student success. Through our participation in the statewide Community Engagement Initiative (CEI), the district is building internal capacity for authentic family engagement, trust-building, and collaborative problem-solving. CEI provides tools, peer learning, and support to help schools strengthen family-school partnerships as a critical lever for continuous improvement.|Based on the analysis of educational partner input and local data, the OCSCS has identified the following focus areas for improvement in building effective partnerships that support student outcomes: Enhanced Communication – OCSCS will continue to increase the frequency and clarity of communication between schools and families to ensure that families are well-informed about their student’s academic progress, support services, and opportunities for input. Strengthening communication structures will also help foster transparency and trust.  Workshops and Training – OCSCS will continue to expand access to high-quality workshops and training opportunities that empower families to support their children’s education. These sessions will cover topics such as academic support strategies, social-emotional learning, college and career readiness, and navigating school systems. Programs such as DLA Family Night, AVID family nights, literacy and math nights, and culturally responsive offerings like Disciplina Positiva will remain key components.   By focusing on these areas, OCSCS aims to build stronger, more collaborative relationships between families and schools—ultimately enhancing student learning, engagement, and overall development.|Based on the analysis of educational partner input and local data, OCSCS will continue to strengthen engagement with underrepresented families by expanding initiatives that build meaningful partnerships for student outcomes. This year, the district offered multiple engagement opportunities, including LCAP input sessions, PIQE (Parent Institute for Quality Education) workshops, family literacy and STEM events, and Disciplina Positiva sessions to support positive discipline strategies at home. Parent workshops for preschool families were expanded to include state preschool programs, ensuring broader access to early learning support. In response to self-reflection findings, OCSCS is also working to deepen engagement through more inclusive advisory structures. For example, Dual Language Academy (DLA) parent information groups were launched this year, with plans to formalize a DLA Parent Advisory in 2025–2026. Additionally, the Title I Advisory Committee will be expanded next year to ensure stronger representation of underrepresented voices. To increase accessibility and participation, the district is transitioning advisory meetings back to in-person formats held during the school day, creating more opportunities for families to be actively involved in shaping school and district initiatives.|Based on the analysis of educational partner input and local data, OCSCS has demonstrated several strengths and made notable progress in the area of seeking input for decision-making. One key area of growth has been in expanding communication channels and feedback loops across stakeholder groups. The district communicates biweekly with site principals and holds regular leadership meetings to foster two-way dialogue and collaborative decision-making. Additionally, all secondary school sites have established student advisory groups to elevate student voice in shaping school culture and programming. Families now benefit from improved access to information and input opportunities through platforms like PeachJar, which centralizes school and district fliers, and the use of Canva, which allows for easy translation of documents to increase inclusivity and outreach to diverse families. OCSCS continues to utilize a variety of stakeholder feedback tools, including the annual LCAP survey and a senior exit survey, which provides insight into student experiences and postsecondary plans. OCSCS is leveraging creative strategies to gather input through its PTA, Booster Clubs, and active Advisory & English Learner Advisory Committees (ELACs), which continue to operate effectively. These structures reflect a commitment to inclusive engagement. However, based on educational partner input, opportunities remain to deepen collaboration in the planning and evaluation of family engagement activities, as only 64% of parents report having input opportunities and teacher perception of shared decision-making maintained an 92% positive response. These findings underscore the importance of building on current strengths to ensure all voices are meaningfully included in decision-making processes.|Based on the analysis of educational partner input and local data, OCSCS has identified a key area for improvement in the domain of seeking input for decision-making: strengthening collaborative planning and evaluation of family engagement activities. While 64% of parents reported that they somewhat or completely agree they have opportunities to provide input, many expressed a desire for deeper involvement in school processes. Additionally, the percentage of teachers who feel that shared decision-making is valued at their sites had a rate of 92%, indicating a positive trend for this topic To address these findings, OCSCS is committed to creating more intentional and inclusive opportunities for families, teachers, principals, and district administrators to work together in the planning, design, implementation, and evaluation of family engagement efforts. We will be reverting to in-person advisory committee meetings and hold them more frequently. By involving all educational partners at both the site and district levels, the district aims to ensure that engagement strategies are responsive to community needs, inclusive of diverse perspectives, and more impactful. This collaborative approach will enhance the effectiveness of family engagement initiatives and strengthen trust and partnership across the OCSCS community.|OCSCS will continue to strengthen engagement with underrepresented families by expanding initiatives that build meaningful partnerships for student outcomes. This year, the district offered multiple engagement opportunities, including LCAP input sessions, PIQE (Parent Institute for Quality Education) workshops, family literacy and STEM events, and Disciplina Positiva sessions to support positive discipline strategies at home. Parent workshops for preschool families were also expanded to include state preschool programs, ensuring broader access to early learning support. In response to self-reflection findings, OCSCS is also working to deepen engagement through more inclusive advisory structures. For example a Dual Language Academy (DLA) Parent Advisory in 2025–2026 group met throughout the year. We launched an LTEL Student Advisory that gave input on their student experience. Additionally, the Title I Advisory Committee will be expanded to ensure stronger representation of underrepresented voices. The District English Learner Advisory Committee (DELAC) meetings have continued to provide families of English Learners with a structured platform to receive information and offer input on district programs. To improve access and communication, PYLUSD consistently provides translation services at district events and meetings and recently hired an in-house Spanish translator to support school sites with family meetings and increase day-to-day accessibility for families of English Learners. To further support engagement, the district solicited input as we constructed our new strategic plan with over 30 input sessions held throughout the district. These combined efforts reflect PYLUSD’s and OCSCS’ commitment to building authentic partnerships with all educational partners and ensuring that engagement opportunities are equitable, accessible, and aligned with the needs of the community.|4|5|4|5|3|4|5|5|4|5|5|4|Met||2026-06-16|2026
30666700000000|Santa Ana Unified|3|Family engagement continues to be a district and Board priority, reflected in Wellness Centers at every school and the support of 54 FACE Liaisons who serve as trusted connectors between families, school staff, and community partners. SAUSD strengthened relationships with families through culturally responsive outreach, shared decision-making, and expanded access to academic, wellness, immigration, basic needs, and community resources.  During the 2025–26 school year, FACE documented 49,158 individualized family connections, 3,676,932 outreach touches, 1,168 specialized workshops engaging 29,766 parents and family members, and 14,109 technology support contacts to help families access Aeries, ParentSquare, email, and virtual platforms. These efforts strengthened communication between families and schools and increased families’ ability to engage in their children’s education.  Parent learning opportunities were aligned to district priorities, including Literacy by Grade 3, English Learner reclassification, College and Career Readiness, wellness, and family leadership. Key efforts included Grade Level Goals workshops, the Family Learning Series, literacy sessions, English Learner workshops, the 10 Essentials of SAUSD, mental health and wellness sessions, immigration information workshops, digital safety and AI learning opportunities, CTE career panels, and monthly Family Leadership and Community Connection Advisory (FLACCA) meetings focused on data review and shared decision-making. The 10 Essentials series was offered across all 54 schools, with 1,152 parents participating and 559 completing the program.  Family voice was elevated through DAC, DELAC, Migrant Education PAC, CAC, AIPAC, FLACCA, Panorama surveys, ThoughtExchange, listening sessions, School Site Councils, Principal Cafecitos, and other school-based engagement opportunities. Newcomer, migrant, foster youth, American Indian, McKinney-Vento, English Learner, and special education families received targeted support through FACE Liaisons, Educational Liaisons, and coordinated district teams while also participating in district leadership and advisory structures.  SAUSD also expanded from 15 to 17 Community Schools, strengthening shared leadership, integrated supports, community partnerships, and family participation in site-based decision-making. Through these efforts, the District continues to build strong, trusting relationships between school staff and families by honoring cultural wealth, increasing two-way communication, expanding leadership opportunities, and connecting family engagement directly to student learning, wellness, and success.|Based on educational partner input and local data, SAUSD’s focus areas for improvement include strengthening family voice, building staff capacity, and better integrating systems of support across schools, departments, and community partners. SAUSD will continue to strengthen the Family Leadership and Community Connection Advisory (FLACCA) as a districtwide structure for family voice, with representation from a variety of schools and parent leadership groups, including DAC, DELAC, Migrant Education PAC, CAC, AIPAC, McKinney-Vento, newcomer families, and other school communities.  FLACCA will continue to support LCAP input, data review, shared decision-making, and feedback on academically responsive family learning opportunities aligned to district priorities, including Literacy by Grade 3, English Learner reclassification, College and Career Readiness, and student wellness. SAUSD will also continue strengthening staff capacity through targeted professional development on culturally responsive family engagement, cultural wealth, customer service, welcoming environments, communication protocols, shared decision-making, and strategies that help staff build trusting relationships with families.  FACE Liaisons and school site staff will continue leading daily family engagement efforts at all 54 school sites through Wellness Centers, family outreach, workshops, referrals, and support with academic, wellness, technology, immigration, and basic needs resources. Additional priorities include developing a more centralized system for coordinating community partnerships and strengthening the connection between school site needs, Wellness Center services, Community Schools, and districtwide family engagement efforts.  SAUSD will continue integrating Community Schools work across 17 sites to expand shared leadership, integrated student supports, community partnerships, and family participation in site-based decision-making. Through these improvements, the District will strengthen two-way communication, increase family leadership opportunities, and ensure that families and school staff work together in support of student learning, wellness, and success.|To improve engagement of underrepresented families, SAUSD will continue strengthening culturally responsive, relationship-based practices that honor families’ cultural wealth, lived experiences, and unique strengths. The District will use educational partner input, FACE impact reports, Panorama feedback, ThoughtExchange results, surveys, and participation data to identify barriers to engagement and guide targeted outreach and support for families who have been historically underrepresented in school and district decision-making processes.  SAUSD will strengthen two-way communication through multilingual outreach, listening sessions, ParentSquare, phone calls, text messaging, school meetings, home-school outreach, and Wellness Center supports. FACE Liaisons will continue serving as trusted connectors between families, schools, and community resources, helping families access academic, wellness, technology, immigration, basic needs, and other services that support student success.  Targeted engagement efforts will continue for English Learners, newcomer families, students with disabilities, migrant families, McKinney-Vento families, foster youth, low-income families, American Indian/Alaska Native families, families in educational options programs, and other groups identified through local data and educational partner feedback. The District will also continue elevating family voice through FLACCA, DAC, DELAC, CAC, Migrant Education PAC, AIPAC, Community Schools advisory structures, School Site Councils, and other leadership opportunities that support shared decision-making and meaningful participation in school and district planning.  In addition, SAUSD will continue building staff capacity through professional learning focused on welcoming environments, culturally responsive communication, cultural wealth, trust-building strategies, and authentic family engagement practices. Through these efforts, the District seeks to ensure that underrepresented families feel welcomed, informed, connected, and empowered as partners in their children’s learning, well-being, and long-term success.|SAUSD has strengthened its systems for building partnerships that support student outcomes by creating multiple opportunities for families, students, staff, and community members to engage in meaningful dialogue, shared learning, and decision-making. A key strength is the District’s intentional use of advisory groups and engagement structures, including DAC, DELAC, Migrant Education PAC, CAC, AIPAC, FLACCA, LCAP sessions, Budget Town Halls, Panorama surveys, ThoughtExchange, Community Schools advisory groups, School Site Councils, Principal Cafecitos, PTA/PTOs, and site-based family engagement meetings. These structures ensure educational partners have ongoing opportunities to provide input on district priorities, programs, and services that impact student success.  A particular strength is FLACCA, which brings together representatives from multiple parent leadership groups and educational partner communities to review data, discuss district priorities, provide feedback on parent learning opportunities, and support continuous improvement efforts. Families provided input on LCAP actions, academic supports, wellness services, immigration resources, and access to tools such as Aeries, ParentSquare, and Xello, helping the District better align programs and services to student and family needs.  This year, SAUSD expanded opportunities for families to understand and engage with student achievement and wellness data. Through FLACCA, parent workshops, and advisory meetings, families reviewed district priorities and local data related to Literacy by Grade 3, English Learner reclassification, College and Career Readiness, and student wellness. Learning opportunities included topics such as literacy development, grade-level expectations, assessment systems, ELPAC, DIBELS/mCLASS, i-Ready, California School Dashboard indicators, and College and Career Readiness measures. These efforts increased families’ ability to support student learning and participate as informed partners in educational decision-making.  SAUSD has also strengthened partnerships through Community Schools, Wellness Centers, FACE services, higher education partnerships, and community-based organizations that provide academic, wellness, family support, and enrichment opportunities for students. Together, these partnerships have helped increase access to resources, strengthen family engagement, and improve alignment between student needs, family priorities, and district services.  Overall, SAUSD’s progress reflects a stronger connection between educational partner voice, student data, district priorities, and program improvement. By using educational partner feedback alongside local data to inform decisions, the District continues to build collaborative partnerships that support student learning, well-being, engagement, and long-term success.|A focus area for improvement is strengthening family capacity at school sites so families can more confidently participate in advisory groups, school planning, and LCAP input opportunities. SAUSD will continue providing learning opportunities that help families understand local data, assessment systems, literacy measures, English Learner progress, reclassification, College and Career Readiness indicators, and student wellness data. These efforts will support families in using data to ask questions, share perspectives, and partner with schools in decisions that improve student outcomes.  SAUSD will also strengthen shared decision-making through FLACCA, DAC, DELAC, CAC, Migrant Education PAC, AIPAC, Community Schools advisory structures, School Site Councils, Principal Cafecitos, and other site-based engagement opportunities. A continued priority is ensuring that input reflects families from a variety of schools, programs, languages, and student groups, particularly families who have been historically underrepresented in decision-making processes.  Additional focus areas include building staff capacity in cultural wealth, inclusive facilitation, two-way communication, and authentic family engagement. SAUSD will also improve systems for documenting and communicating how family input is used to guide LCAP actions, community partnerships, parent learning opportunities, and supports for student learning, wellness, and long-term success. Through these efforts, SAUSD will continue strengthening partnerships that are more inclusive, transparent, data-informed, and directly connected to improved student outcomes.|To improve engagement of underrepresented families in building partnerships for student outcomes, SAUSD will strengthen family capacity, shared leadership, and equitable access to information, resources, and decision-making opportunities. The District will use educational partner input, participation data, Panorama feedback, ThoughtExchange results, and local needs assessments to identify barriers to engagement, monitor representation, and guide targeted outreach for historically underrepresented families.  Targeted support will continue for English Learners, newcomer families, students with disabilities, migrant families, McKinney-Vento families, foster youth, low-income families, American Indian/Alaska Native families, families in educational options programs, and other groups identified through local data. SAUSD will build family capacity through the 10 Essentials of SAUSD, Grade Level Goals workshops, Science of Reading and literacy sessions, English Learner reclassification workshops, college and career readiness sessions, digital literacy training, and support with tools such as Aeries, ParentSquare, i-Ready, and Xello. These opportunities will help families better understand student progress, navigate school systems, access supports, and partner with staff to advance student learning and well-being.  SAUSD will continue using the Dual Capacity Framework and the Framework for the Future to guide engagement practices that support whole-child and whole-family success. The District will strengthen multilingual two-way communication, expand family leadership opportunities through FLACCA, DAC, DELAC, CAC, Migrant Education PAC, AIPAC, Community Schools advisory structures, and School Site Councils, and increase opportunities for families to review local data, identify needs, and participate in shared decision-making.  SAUSD will also refine integrated systems of support through FACE Liaisons, Wellness Centers, COST teams, Community Schools, district departments, and community partners. Efforts will focus on improving coordination, referral tracking, follow-up, and access to academic, wellness, technology, immigration, and basic needs resources so families experience seamless support and stronger connections to their schools. Through these actions, underrepresented families will have more meaningful opportunities to shape decisions, access resources, and partner with schools in support of student learning, wellness, and long-term success.|SAUSD has strengthened its systems for seeking and using educational partner input to guide district and school decision-making. A key strength is the District’s intentional use of multiple structures to elevate family, student, staff, and community voice, including DAC, DELAC, Migrant Education PAC, CAC, AIPAC, FLACCA, LCAP engagement sessions, Budget Town Halls, Panorama surveys, ThoughtExchange, listening sessions, Community Schools advisory structures, School Site Councils, Principal Cafecitos, PTA/PTOs, and site-based family engagement meetings. These opportunities ensure educational partners have meaningful and ongoing opportunities to inform district priorities, programs, services, and resource allocation.  A particular strength is the Family Leadership and Community Connection Advisory (FLACCA), which brings together representatives from multiple parent leadership groups and educational partner communities to review data, discuss district initiatives, provide feedback on parent education opportunities, and support continuous improvement efforts. Families provided input on LCAP actions, parent learning needs, academic supports, wellness resources, immigration services, and access to tools such as Aeries, ParentSquare, and Xello, helping the District better align programs and services to student and family needs.  This year, SAUSD expanded opportunities for families to better understand and engage with local data. Through FLACCA, advisory groups, and parent learning opportunities, families reviewed district priorities and data related to Literacy by Grade 3, English Learner reclassification, College and Career Readiness, and student wellness. Presentations and workshops included topics such as literacy development, grade-level expectations, assessment systems, ELPAC, DIBELS/mCLASS, i-Ready, California School Dashboard indicators, and College and Career Readiness measures. These efforts increased families’ capacity to participate in data-informed discussions and serve as active partners in educational decision-making.  SAUSD’s progress reflects a stronger connection between educational partner voice, local data, district priorities, and program improvement. By combining advisory input, assessment data, survey feedback, and community perspectives, the District continues to build a more inclusive, transparent, and responsive decision-making process focused on improving student learning, well-being, and long-term success.|Based on educational partner input and local data, a focus area for improvement is expanding family capacity building at school sites so families can more confidently participate in advisory groups, school planning, LCAP development, and other decision-making opportunities. SAUSD will continue providing learning opportunities that help families understand local data, assessment systems, literacy measures, English Learner progress, reclassification criteria, College and Career Readiness indicators, California School Dashboard data, and student wellness measures. These efforts will strengthen families’ ability to engage in data-informed discussions and contribute meaningfully to decisions that impact student outcomes.  SAUSD will also continue strengthening shared decision-making structures through FLACCA, DAC, DELAC, CAC, Migrant Education PAC, AIPAC, Community Schools advisory structures, School Site Councils, Principal Cafecitos, and other site-based engagement opportunities. A priority is ensuring that input reflects the perspectives of families from a variety of schools, programs, languages, and student groups, particularly those who have been historically underrepresented in decision-making processes.  Additional areas for improvement include building staff capacity in cultural wealth, inclusive facilitation, shared decision-making, and authentic family engagement practices. The District will continue refining systems that communicate how educational partner input is analyzed, considered, and used to inform LCAP actions, district priorities, community partnerships, parent learning opportunities, and supports for student success. Through these efforts, SAUSD seeks to strengthen transparency, increase participation, and ensure that decision-making processes are inclusive, responsive, and informed by the voices of the students, families, staff, and communities it serves.|SAUSD will improve engagement of underrepresented families in seeking input for decision-making by strengthening shared leadership, inclusive outreach, and culturally responsive engagement practices. The District will continue building on the cultural wealth, strengths, and lived experiences families bring by creating welcoming spaces where families feel informed, valued, and empowered to share input on decisions that affect their children and school communities.  Key strategies include expanding multilingual outreach, offering flexible engagement opportunities such as virtual and evening sessions, using multiple feedback tools, and partnering with trusted community organizations to reduce barriers to participation. District and site administrators, FACE Liaisons, Community Schools Coordinators, and school staff will continue supporting input through listening sessions, empathy-based conversations, surveys, advisory meetings, Principal Cafecitos, School Site Councils, Community School Advisory Councils, and other site-based engagement opportunities.  SAUSD has strengthened representation in FLACCA by including families from a variety of schools and student groups, including McKinney-Vento, newcomer, special education, English Learner, migrant, foster youth, and other historically underrepresented communities. DELAC, CAC, Migrant Education PAC, AIPAC, FLACCA, Community School Advisory Councils, School Site Councils, and Principal Cafecitos will continue to provide opportunities for families to review local data, share perspectives, identify needs, and provide input on LCAP development, school planning, and program improvement.  Through these actions, SAUSD will ensure that underrepresented family input is actively sought, respected, and used to shape decisions that support student learning, well-being, and long-term success.|3|4|3|3|3|4|3|3|3|4|3|4|Met||2026-06-23|2026
30666700101626|Edward B. Cole Academy|3|Our school values strong partnerships with families through consistent, tiered outreach from teachers, staff, and administrators. We foster meaningful family engagement by providing multiple opportunities for communication, collaboration, and involvement throughout the year. A dedicated Family Liaison supports connections between home and school, while our Parent Leadership Organization and Room Parents/Guardians help build community and encourage family participation. Events such as Meet the Teacher and Family Nights create welcoming opportunities for families to engage with staff and support student learning. We also hold student-led conferences twice a year, empowering students to reflect on their progress and goals while strengthening family involvement in the learning process. To ensure accessibility and inclusion, all flyers and school communications are provided in both English and Spanish. Families also receive regular updates through the ParentSquare app and have access to bilingual resources to support ongoing communication and engagement.|Areas for growth include expanding opportunities for heritage and cultural celebrations and education to further honor and reflect the diversity of our school community.  We also aim to strengthen professional development for staff in family engagement, relationship-building, and culturally inclusive practices to deepen connections with students and families.  Additionally, we are working to offer family engagement events at varied times to better accommodate parent and guardian schedules and increase participation opportunities for all families.|Develop and launch a digital and printed Family Resource Hub organized by category (academics, behavior, SEL, and community supports), updated quarterly in English and Spanish. Assign a staff member or team to curate and update resources monthly based on student data and family feedback. Create a monthly family newsletter section that highlights one academic strategy, one behavioral support tip, and one SEL resource. Schedule quarterly family workshops focused on priority topics such as reading strategies, attendance support, behavior expectations, and emotional regulation strategies. Implement data review meetings (at least quarterly) where teachers identify students needing support and connect families with targeted interventions. Expand student support meetings (SST/MTSS) with clear family communication tools and resource packets provided after each meeting. Provide take-home learning and behavior support toolkits aligned to classroom instruction and tiered interventions. Increase use of ParentSquare targeted messaging groups to share resources based on grade level or student need (e.g., EL families, at-risk attendance groups). Partner with community organizations to host on-campus resource fairs offering direct access to academic, health, and social services. Collect ongoing family feedback through short surveys or QR code check-ins after events and use results to adjust supports throughout the year.|Strengths and progress include the implementation of a professional development plan that supports staff in effective communication and family engagement practices.  Teachers maintain ongoing communication with families regarding academics, attendance, behavior, and social-emotional concerns to ensure students receive timely support. The school regularly reviews student achievement data to monitor progress and guide interventions. Staff also utilize communication scripts to support consistent and clear family outreach. Student-led conferences held twice a year strengthen collaboration between students, families, and teachers by promoting reflection on academic growth and goals.  In addition, the school provides families with resources and information related to immigration policies and charter renewal to ensure families remain informed and supported.|Areas for improvement include increasing the sharing of targeted resources to better meet the specific needs of students and families. The school also aims to strengthen support for student success by expanding communication, interventions, and family access to academic, behavioral, and social-emotional resources.|Develop a tiered system of family resource sharing (universal, targeted, and intensive) so families receive supports based on student need. Create monthly data meetings where teachers identify students needing additional academic, behavioral, or social-emotional support and assign specific family-facing resources. Build and maintain a centralized Family Support Hub (digital + printed) with clear sections for academics, behavior, attendance, and SEL supports in English and Spanish. Send targeted ParentSquare messages to specific student groups (e.g., below grade level, attendance concerns, behavior supports) with linked resources and next steps. Provide individualized family resource packets following SST/MTSS meetings, including strategies and community supports aligned to student needs. Offer quarterly family workshops focused on high-need areas such as reading support, math strategies, behavior supports, attendance, and social-emotional skills. Increase progress monitoring communication, including regular updates on student goals, interventions, and growth data shared with families. Expand access to counseling and intervention services, with clear referral pathways and family communication protocols. Partner with community organizations to provide on-site or virtual support services (tutoring, mental health, attendance support, etc.). Use family surveys and feedback loops at least twice a year to identify gaps in resources and adjust supports accordingly.|Strengths and progress include creating multiple opportunities for family voice and engagement through the Parent/Guardian Advisory Committee, Parent Leadership Organization, and English Learner Advisory Committee. These groups provide families with meaningful opportunities to share input and participate in school decision-making.  The school also promotes open communication and relationship-building through events such as Coffee with the Principal, where families can connect directly with school leadership.  In addition, family surveys are used to gather feedback, identify needs, and guide continuous improvement efforts to better support students and families.|An area for improvement is increasing opportunities for families, teachers, principals, and district administrators to collaboratively plan, design, implement, and evaluate family engagement activities at both the school and district levels. This is important because meaningful collaboration helps ensure that family engagement efforts are inclusive, responsive to community needs, and aligned to supporting student success. Strong partnerships among educational partners also build trust, increase participation, and strengthen communication between home and school.|Establish a Family Engagement Planning Team that includes families, teachers, principals, and district administrators to meet regularly and co-plan engagement activities. Hold quarterly collaborative design sessions where all educational partners review, plan, and refine family engagement events and initiatives. Use family surveys, focus groups, and listening sessions at least twice a year to gather input that directly informs planning and decision-making. Create a shared annual family engagement calendar developed jointly by school and district stakeholders to ensure alignment and consistency. Implement a structured feedback cycle after each family engagement event to evaluate effectiveness and identify improvements collaboratively. Provide training for staff and families on shared decision-making and effective collaboration practices to strengthen participation and shared leadership. Expand participation in existing groups (e.g., advisory committees and leadership organizations) by ensuring representative family voices from diverse backgrounds. Schedule rotating meeting times (morning, afternoon, evening, virtual options) to increase accessibility and participation for all stakeholders. Develop a system to track and report how family input influences decisions and changes, increasing transparency and trust.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-17|2026
30666700106567|Nova Academy Early College High|3|LEA strengths in the area of “Building Relationships Between School Staff and Families” include a wide variety of opportunities for school staff and parent engagement, including Parent University, ELAC, School Site Council, and Wellness Committee meetings, as well as consistent communication regarding campus activities and events via weekly newsletters.|There has been growth in the number of families taking advantage of opportunities to connect with teachers during Back To School Night, Fall and Spring Parent Teacher Conferences, and Open House as well as Music Concerts and Awards Events.|LEA efforts to continue improvement in this focus area will include providing expanded outreach and greater flexibility to encourage participation among non-English speaking parents, parents of EL and SPED students, and other underrepresented families.|LEA strengths in the area of “Building Partnerships for Student Outcomes” include: campus-wide implementation of Visible Learning strategies; regularly scheduled professional development meetings and faculty collaboration time; Social-Emotional Learning exercises in Family class (homeroom); and ongoing use of Renaissance Star benchmark assessments to evaluate student progress.|An area identified for continued growth was the reinforcement of key ELA and Math skills across all content areas. As proficiency in literacy and mathematics serves as the foundation for success in all disciplines, strengthening these skills through interdepartmental collaboration was identified as a key strategy for improving student outcomes. During the 2025–2026 school year, the school placed a significant emphasis on mathematical reasoning and Claim-Evidence-Reasoning (CER) writing across content areas to reinforce essential ELA and Math skills. In response to identified opportunities for growth, the school engaged in an ongoing partnership with Orange County Department of Education (OCDE) consultants, who met regularly with Mathematics teachers and provided professional development and instructional support to staff in these areas.  These efforts have strengthened cross-curricular collaboration and established a more consistent approach to supporting literacy and mathematical proficiency across all subject areas. The school will continue to build upon this work through the use of common instructional practices, standards-aligned curriculum, and regular analysis of student achievement data to improve outcomes for all students.|LEA efforts to continue improvement of student outcomes and engagement with underrepresented families will include: additional counseling department supports (college pathways, SEL, and grade-level presentations); collaboration among faculty in the review of benchmark assessment results; campus-wide student engagement events (multicultural day, red ribbon week, family feast, spring fiesta, etc.) and school activities (spirit & academic assemblies); and seeking additional opportunities for stakeholder partnerships at student and parent events.|LEA strengths in the area of “Seeking Input for Decision-Making” include an exceptionally high participation rate among students for annual feedback surveys, as well as the offering of numerous input opportunities throughout the year, such as Parent University events and meetings of the SSC, ELAC, and PAC.|A focus area that has improved is parents regularly attending campus events.|LEA efforts to continue improvement in this focus area will include: expanded outreach efforts and participation incentives for Parent University meetings, SSC, ELAC and PAC; providing additional opportunities for educational partners to provide input via flexible meetings, online surveys, opinion/feedback cards at events, and direct follow-up outreach; and exploring more personalized approaches for seeking stakeholder input, especially when inviting underrepresented families to participate.|5|5|4|5|4|4|4|4|5|5|5|5|Met||2026-06-25|2026
30666700109066|Orange County Educational Arts Academy|3|OCEAA continues to demonstrate strong progress in fostering relationships between staff and families. Recent educational partner surveys show high ratings for feeling welcomed and connected (3.9/4), with 3.7/4 affirming a culture of inclusion for parents. Our emphasis on accessibility and hospitality is evident—98% of families that responded report being welcomed by front office and instructional staff, and communal meals have offered meaningful venues for informal yet impactful dialogue. These efforts have fostered trust and inclusivity, contributing to higher parent participation and satisfaction. This year, we expanded our engagement efforts with more frequent parent-teacher conferences, informational workshops, and community-building events. With 96% participation in both Student-Led Conferences and a 100% parent involvement rate in IEP meetings, we’ve strengthened family-school partnerships significantly. These indicators affirm a shared sense of purpose in supporting student success.|While overall family engagement remains strong, opportunities for growth exist in providing families with more timely and meaningful communication regarding student progress and increasing parent involvement in school events and activities. Survey feedback indicates that families value regular updates on their child's academic and social-emotional development and would like additional opportunities to stay informed throughout the school year. Parents also expressed interest in greater involvement in school events, volunteer opportunities, and community-building activities. To address these needs, OCEAA will continue to strengthen communication systems and expand family engagement opportunities through initiatives such as monthly Coffee Chats, family events, school newsletters, and digital communication platforms, and opportunities for parents and students to come to school to events together. These efforts will focus on increasing communication touchpoints, fostering stronger school-home partnerships, and ensuring families feel informed, connected, and empowered to actively participate in their child's educational experience.|To improve engagement of underrepresented families, OCEAA will continue to strengthen culturally responsive outreach strategies and targeted communication supports. We will expand efforts to ensure school information is accessible through multiple communication channels and formats, recognizing that not all families regularly engage with ParentSquare. The school will explore additional methods of communication, including direct outreach, text messaging, phone calls, printed materials, and in-person engagement opportunities, to ensure families receive important information in a timely manner. An ongoing focus will be maintaining an equity-centered approach that elevates the voices of historically underserved communities. OCEAA will continue to identify and reduce barriers related to language, technology access, and communication preferences so that all families can meaningfully participate in school life. By providing multiple pathways for engagement and information sharing, we aim to strengthen family-school partnerships and ensure every family feels informed, connected, and empowered to support their child's educational journey.|OCEAA continues to demonstrate strong family and community partnerships that support positive student outcomes through consistent communication, meaningful engagement opportunities, and inclusive decision-making structures. Families remain highly engaged in their children's learning, as evidenced by a 96% participation rate in Student-Led Conferences and 100% participation in the IEP process. The school has strengthened family voice and leadership opportunities through organizations such as Families Supporting OCEAA (FSO), ELAC, and the School Site Council (SSC), ensuring that parent perspectives help inform school initiatives and priorities. OCEAA's partnership with EL Education continues to support culturally responsive practices, character development, and student-centered learning experiences. Monthly Coffee Chats, family meetings, and multiple communication platforms provide families with regular opportunities to stay informed and connected to the school community. Recent survey results indicate that families perceive OCEAA as a collaborative partner, with the School-Level Climate (SLC) Needs Assessment showing a rating of 3.6 out of 4 for opportunities to collaborate and engage with the school. These results reflect a strong culture of partnership where families feel welcomed, informed, and valued as essential contributors to student success.|Opportunities for growth remain in strengthening family understanding of student progress and ensuring parents have timely, meaningful information to support their child's academic success. Feedback from educational partners indicates that families value regular communication regarding student achievement, learning goals, and areas where additional support may be needed. Families also expressed a desire for more opportunities to engage in conversations about student learning throughout the school year.  To address these needs, OCEAA will continue to enhance communication practices related to student progress, expand opportunities for families to learn about grade-level expectations and academic benchmarks, and provide resources that help families support learning at home. The school will also explore additional communication methods to ensure important information reaches all families, including those who may not regularly access digital communication platforms. Through ongoing family engagement opportunities, parent workshops, and regular communication touchpoints, OCEAA aims to strengthen partnerships that directly support student achievement and growth.|To improve engagement of underrepresented families, OCEAA will continue to strengthen culturally responsive outreach strategies and targeted communication support. The school will prioritize ensuring that all families receive important information regarding student progress, school programs, and engagement opportunities through multiple communication methods and accessible formats. Recognizing that not all families regularly utilize ParentSquare, OCEAA will explore additional outreach strategies, including direct communication, printed materials, phone calls, and in-person engagement opportunities. An ongoing focus will be maintaining an equity-centered approach that elevates the voices of historically underserved communities and reduces barriers related to language, technology access, and communication preferences. By expanding communication touchpoints and creating multiple pathways for families to access information and participate in school life, OCEAA aims to ensure all families feel informed, connected, and empowered to support their child's educational success.|OCEAA has cultivated a strong culture of inclusive decision-making through multiple opportunities for educational partners to provide feedback and participate in school improvement efforts. Educational partners are represented across the School Site Council (SSC), ELAC, Families Supporting OCEAA (FSO), and the Board of Directors, ensuring that diverse perspectives are considered when making decisions that impact students and the school community. The school utilizes annual surveys, needs assessments, committee meetings, and multilingual communication strategies to gather stakeholder input and keep families informed.  Recent survey data indicate that families continue to feel valued as partners in the decision-making process. The School-Level Climate (SLC) Needs Assessment reflected a rating of 3.7 out of 4 for opportunities to collaborate and participate in school life, demonstrating positive perceptions of family engagement and partnership. OCEAA's commitment to transparency, stakeholder engagement, and responsive communication has fostered a culture where educational partners feel heard, respected, and empowered to contribute to student success and continuous school improvement.|Despite strong foundational practices, improving the consistency and clarity of decision-making invitations remains a priority. Not all families are aware of the multiple platforms available for feedback or know how to access decision-making spaces such as SCC or advisory panels. OCEAA will focus on timely, proactive outreach about engagement opportunities, especially around any new or evolving initiatives to increase the diversity and frequency of parent input.|To better engage underrepresented families in decision-making, OCEAA will continue to implement targeted, equity-focused outreach efforts. This includes translated and accessible communication, culturally responsive engagement strategies, and flexible opportunities for participation through a variety of meeting formats and schedules. The school will continue to strengthen communication practices to ensure all families are informed about opportunities to provide input and participate in school decision-making processes.  OCEAA will place particular emphasis on engaging historically underserved groups, including English Learner and newcomer families, by reducing barriers related to language, communication preferences, and access to information. Through ongoing outreach, relationship-building, and opportunities for stakeholder feedback, the school seeks to ensure that all families feel welcomed, informed, and empowered to contribute to decisions that impact student success and the broader school community.|4|4|4|4|3|4|4|4|4|4|3|4|Met||2026-06-10|2026
30666700135897|Advanced Learning Academy|3|Progress is achieved by multi-tiered areas of support across all SAUSD departments. Advanced Learning Acadmy prioritizes collaboration between staff and families, valuing families as educational partners. ALA has strengthened relationships with families through culturally responsive outreach, shared decision-making, and expanded access to academic, wellness, immigration, basic needs, and community resources.  Advanced Learning Acadmy has developed a strong focus on building capacity within historically marginalized communities and on valuing cultural wealth. ALA participates in SAUSD's DAC, DELAC, and CAC committees that serve to empower, inform, gather input, and provide valuable resources for dissemination to all school sites. The AIPAC has been developed to include the voices of our Native American families and provide critical resources. The LCAP PAC reviews educational feedback and student outcomes to inform the LCAP development and provide cross-communication between parent leadership groups. Collaborative Education Liaisons work with newcomer, migrant, and foster students and their families to ensure access to resources, connection to networks of support, and understanding of the school system.  ALA has 2 FACE liaisons, one at each school site, to support family and community engagement, creating welcoming environments for families, staff, and community partners to engage in building networks of support to empower, build capacity, and bridge access and information to internal and external resources. Parent learning opportunities were aligned to district priorities, including Literacy by Grade 3, English Learner reclassification, College and Career Readiness, wellness, and family leadership. Key efforts included Grade Level Goals workshops, the Family Learning Series, literacy sessions, English Learner workshops, the 10 Essentials of SAUSD, mental health and wellness sessions, immigration information workshops, digital safety and AI learning opportunities, CTE career panels, and monthly Family Leadership and Community Connection Advisory (FLACCA) meetings focused on data review and shared decision-making.|Based on educational partner input and local data, ALA's focus areas for improvement include strengthening family voice, building staff capacity, and better integrating systems of support across  both school sites, departments, and community partners. ALA  will continue to encourage involvement in SAUSD opportuniites for input such as the Family Leadership and Community Connection Advisory (FLACCA) as a districtwide structure for family voice, with representation from a variety of schools and parent leadership groups, including DAC, DELAC, Migrant Education PAC, CAC, AIPAC, McKinney-Vento, newcomer families, and other school communities. Parents at ALA have access to leadership and teachers and there is consistent communication.|FACE liaisons and school site staff will continue leading daily family engagement efforts at both schools sites through Wellness Centers, Family Outreach, workshops, referrals and support with academic, wellness, technology, immigration, and basic needs resources. ALA will work with SAUSD on additional priorities including developing a more centralized system for coordinating community partnerships and strengthening the connection between school site needs, Wellness Center services, Community Schools, and districtwide family engagement efforts.  To improve engagement of underrepresented families, ALA will follow the lead of SAUSD and will continue strengthening culturally responsive, relationship-based practices that honor families’ cultural wealth, lived experiences, and unique strengths. ALA will use educational partner input, FACE impact reports, Panorama feedback, ThoughtExchange results, surveys, and participation data to identify barriers to engagement and guide targeted outreach and support for families who have been historically underrepresented in school and district decision-making processes. ALA will strengthen two-way communication through multilingual outreach, listening sessions, ParentSquare, phone calls, text messaging, school meetings, home-school outreach, home visits and Wellness Center supports. FACE Liaisons will continue serving as trusted connectors between families, schools, and community resources, helping families access academic, wellness, technology, immigration, basic needs, and other services that support student success.  In addition, ALA will continue building staff capacity through professional learning focused on welcoming environments, culturally responsive communication, cultural wealth, trust-building strategies, and authentic family engagement practices. Through these efforts, ALA seeks to ensure that underrepresented families feel welcomed, informed, connected, and empowered as partners in their children’s learning, well-being, and long-term success.|Advanced Learning Academy has two FACE areas of focus to improve outcomes for students: 1) building capacity for families to support their students within the educational system and 2) working with community partners to provide focused support and resources to our families. FACE Liaisons and counselors provide individualized support to families. Workshops for special education parents have increased awareness of their rights and responsibilities. School Site Councils and English Learner Advisory Committees along with participation in SAUSD District advisory committees allow for representation of the families of our student groups and provide pathways for input from the community so that we can authentically meet the needs of parents and students. SAUSD has increased the interdepartmental collaboration of our students and families by evaluating assets and needs.  This year, through a partnership with SAUSD,  ALA expanded opportunities for families to understand and engage with student achievement and wellness data. Through FLACCA, parent workshops, and advisory meetings, families reviewed district priorities and local data related to Literacy by Grade 3, English Learner reclassification, College and Career Readiness, and student wellness. Learning opportunities included topics such as literacy development, grade-level expectations, assessment systems, ELPAC, DIBELS/mCLASS, i-Ready, California School Dashboard indicators, and College and Career Readiness measures. These efforts increased families’ ability to support student learning and participate as informed partners in educational decision-making. Data was regularly reviewed at SSC meetings so informed decision making.|Additional focus areas include building staff capacity in cultural wealth, inclusive facilitation, two-way communication, and authentic family engagement. ALA will also improve systems for documenting and communicating how family input is used to guide LCAP actions, community partnerships, parent learning opportunities, and supports for student learning, wellness, and long-term success. Through these efforts, ALA  will continue strengthening partnerships that are more inclusive, transparent, data-informed, and directly connected to improved student outcomes.|To improve engagement of underrepresented families in building partnerships for student outcomes, ALA will strengthen family capacity, shared leadership, and equitable access to information, resources, and decision-making opportunities. ALA with SAUSD partnership will use educational partner input, participation data, Panorama feedback, ThoughtExchange results, and local needs assessments to identify barriers to engagement, monitor representation, and guide targeted outreach for historically underrepresented families. Targeted support will continue for English Learners, newcomer families, students with disabilities, migrant families, McKinney-Vento families, foster youth, low-income families, American Indian/Alaska Native families, families in educational options programs, and other groups identified through local data. SAUSD will build family capacity through the 10 Essentials of SAUSD, Grade Level Goals workshops, Science of Reading and literacy sessions, English  2026-27 Local Performance Indicator Self-Reflection for Advanced Learning Academy Page 13 of 24 Learner reclassification workshops, college and career readiness sessions, digital literacy training, and support with tools such as Aeries, ParentSquare, i-Ready, and Xello. These opportunities will help families better understand student progress, navigate school systems, access supports, and partner with staff to advance student learning and well-being. SAUSD will also refine integrated systems of support through FACE Liaisons, Wellness Centers, COST teams, Community Schools, district departments, and community partners. Efforts will focus on improving coordination, referral tracking, follow-up, and access to academic, wellness, technology, immigration, and basic needs resources so families experience seamless support and stronger connections to their schools. Through these actions, underrepresented families will have more meaningful opportunities to shape decisions, access resources, and partner with schools in support of student learning, wellness, and long-term success.|Advanced Learning Academy’s commitment to seeking input for decision-making reflects its dedication to inclusivity, transparency, and collaborative decision-making. By actively engaging educational partners and leveraging tools such as Thought Exchange, data analysis, and site and participating in SAUSD district advisory committees, Advanced Learning Academy ensures that its actions are informed by a wide range of perspectives, data-driven insights, and input from educational partners and families. Educational partners including parents have been actively involved in the development of the district; core values, vision and mission, and the Framework for the Future. Advanced Learning Academy hosted LCAP feedback sessions at the school as well as participated in SAUSD district ones.  2026-27 Local Performance Indicator Self-Reflection for Advanced Learning Academy Page 14 of 24 SAUSD’s LCAP Task Force and LCAP Parent Advisory Committee provided input into programs, services, parent engagement strategies, and the LCAP self-reflection tool.|Advanced Learning Academy will continue to make sure all subgroups are represented when seeking input. Our FACE will be instrumental in this process. Based on educational partner input and local data, a focus area for improvement is expanding family capacity building at school sites so families can more confidently participate in advisory groups, school planning, LCAP development, and other decision-making opportunities. ALA will continue providing learning opportunities that help families understand local data, assessment systems, literacy measures, English Learner progress, reclassification criteria, College and Career Readiness indicators, California School Dashboard data, and student wellness measures. These efforts will strengthen families’ ability to engage in data-informed discussions and contribute meaningfully to decisions that impact student outcomes.|Advanced Learning Academy will strengthen our ELAC committee. For our parents with students with disabilties we will continue to inform them of the CAC advisory  that they may attend every month through SAUSD. ALA will improve engagement of underrepresented families in seeking input for decision-making by strengthening shared leadership, inclusive outreach, and culturally responsive engagement practices. ALA will continue building on the cultural wealth, strengths, and lived experiences families bring by creating welcoming spaces where families feel informed, valued, and empowered to share input on decisions that affect their children and school communities. Key strategies include expanding multilingual outreach, offering flexible engagement opportunities such as virtual and evening sessions, using multiple feedback tools, and partnering with trusted community organizations to reduce barriers to participation. District and site administrators, FACE Liaisons, and school staff will continue supporting input through listening sessions, empathy-based conversations, surveys, advisory meetings, Principal Cafecitos, School Site Councils, Community School Advisory Councils, and other site-based engagement opportunities. ALA through SAUSD has opportunities to participate in many engaging activities through SAUSD such as strengthened representation in FLACCA by including families from a variety of schools and student groups, including McKinney-Vento, newcomer, special education, English Learner, migrant, foster youth, and other historically underrepresented communities. DELAC, CAC, Migrant Education PAC, AIPAC, FLACCA, Community School Advisory Councils, School Site Councils, and Principal Cafecitos will continue to provide opportunities for families to review local data, share perspectives, identify needs, and provide input on LCAP development, school planning, and program improvement.|4|4|4|4|3|4|4|3|3|4|3|4|Met||2026-06-26|2026
30666706119127|El Sol Santa Ana Science and Arts Academy|3|El Sol Academy continues to make significant progress in strengthening relationships among the school, staff, and families. In El Sol Academy's clearest strengths center on social-emotional support, cultural respect, and family involvement. Families expressed the strongest agreement on teacher responsiveness to students' social and emotional needs (81%) — the highest-rated item — and on the school's delivery of advice and resources to support social-emotional development (65%). Family participation is also a genuine asset: 70% of respondents reported being actively involved in school-related matters, pointing to a solid base of engagement to build on. Perceptions of safety are another major strength. Only 6% identified harassment or bullying as a large problem, and reports of student alcohol, drug, or vaping issues were minimal to nonexistent. Families broadly view the school as a safe, supportive place for students. Two full-time counselors work with students on self-regulation techniques, calm-down routines, and conflict resolution.|Several indicators point to room for deepening trust and strengthening perceptions of the academic environment. The lowest-rated item was whether the school actively seeks parent input (34%) — a notable gap given the otherwise strong involvement numbers, and a sign that participation and voice aren't yet the same thing. Families also gave more moderate ratings to student motivation to learn (40%), maintaining a strong learning environment (45%), and facilities and cleanliness (46%). Mid-range climate scores suggest steady but incomplete progress: encouraging meaningful student participation (49%), treating all students with respect (51%), communicating effectively with parents (53%), parents feeling welcome to participate (53%), and promoting respect for cultural beliefs (57%).  Social Events: Organizing social events such as back-to-school nights, family picnics, or cultural celebrations brings families and staff together in a relaxed, informal setting. These events allow parents, teachers, and other school staff to interact with each other and build trust. It also allows families to feel comfortable approaching school staff with any concerns or questions.  Volunteer Opportunities: Encouraging parents to volunteer in various school activities creates a sense of ownership and involvement. Parents can contribute their skills and expertise by assisting in the library, organizing extracurricular events, chaperoning field trips, and participating in classroom activities.|"The pattern in the data has direct implications for families who are most at risk of disengagement, those facing language barriers, limited time or transportation, unfamiliarity with the U.S. school system, or past negative experiences with schools. The contrast between high involvement (70%) and low ""school seeks my input"" (34%) matters most here. Underserved families are typically the ones whose voices go unsolicited, even when participation channels exist — they show up, but aren't asked. Closing that 36-point gap should be the central equity priority: moving from inviting families to participate toward actively seeking their input through home-language outreach, listening sessions, and two-way communication. The moderate scores on welcoming families (53%), effective communication (53%), and respect for cultural beliefs (57%) are also where underserved families are most likely to be concentrated in the ""disagree/neutral"" half. These are the items most sensitive to language access, cultural responsiveness, and trust — so targeted improvements here (interpretation, culturally relevant programming, relationship-based outreach via the community liaison) would likely have the greatest impact on these families' experience. The strong safety and social-emotional scores are an asset to lean on: they give the school credibility and trust to build from when reaching families who are harder to engage. Active roles in committees: Encouraging parents to take an active role in school site council committees, the English Language Advisory Committee, the Special Education Committee, and the Parent Group Committee. Their engagement in these committees will enable parents to help make decisions that benefit students."|Over the years, El Sol Academy has developed a range of strategies to partner with parents and support student learning collaboratively. Central to this work is our commitment to a whole-child approach, with programs that support students both at home and on campus. Our comprehensive support system and wrap-around services allow us to identify and assist at-risk students early. Parents are invited to attend 8-week sessions on navigating the educational system and supporting their children's academic and social-emotional development. Beyond the regular six-week meetings, our policy allows parents to request a conference at any time during the school year. Teachers communicate with families through multiple channels — phone calls, emails, Zoom, and home visits. When a teacher has difficulty reaching a family, our community liaison steps in to help re-establish contact. We also work closely with families to directly support students' academics. Teachers share each student's progress with parents through progress reports, data chats, and parent-teacher conferences, helping families understand where their child stands and what comes next. When a student needs additional support, we partner with parents to set clear goals and provide tools they can use at home, such as reading strategies, math practice resources, and guidance on monitoring homework. We also offer tutoring, intervention groups, and family workshops as needed to ensure learning is reinforced consistently at school and at home.|Based on educational partner input and local survey data, El Sol Academy's primary focus area for improvement in Building Partnerships for Student Outcomes is strengthening two-way communication and actively seeking parent voice. While 70% of families report being involved in school matters, only 34% feel the school actively seeks their input — the lowest-rated item on our survey. This gap indicates that families are participating, but not yet being meaningfully consulted as partners. To address this, the LEA will prioritize ongoing, structured communication in which teachers and parents learn from each other. Effective partnership begins with teachers understanding each child's full background and circumstances before drawing conclusions about needs or behavior. We will create regular, intentional opportunities for teachers and families to meet, share knowledge, and discuss student progress — moving beyond inviting participation toward genuinely soliciting and acting on parent input. This focus supports a collaborative, culturally responsive environment in which families are recognized as essential partners in student outcomes. Parent input will be crucial in the redevelopment of the school’s primary grade report card.|Based on the analysis of educational partner input and local data, El Sol Academy will enhance engagement with underrepresented families — including those needing language support, families newer to the U.S. school system, and those who participate but report not being asked for input — to strengthen partnerships for student outcomes. Survey data showing that only 34% of families feel the school actively seeks their input directly informs these strategies:  Identify and support families needing accommodations. The parent liaison will proactively identify families requiring translation, interpretation, or other accommodations and ensure they receive consistent communication in their home language across all channels — phone, email, conferences, and written materials.  Monitor and sustain two-way communication. The LEA will continue to monitor the frequency and quality of teacher-parent communication, using the community liaison to re-establish contact with hard-to-reach families and ensure no family is left out of the conversation.  Create safe, accessible platforms for feedback. El Sol Academy will provide structured opportunities for parents to share feedback and shape school decisions — including direct access to administrators through scheduled office hours, listening sessions, and an anonymous suggestion process. These channels move families from participating to genuinely being heard, fostering inclusion and shared ownership of student outcomes.|Based on the analysis of educational partner input and local data, El Sol Academy demonstrates notable strengths and progress in seeking input for decision-making, anchored by an open-door approach to administrative accessibility. A defining strength of our school is that administrators are visible, approachable, and readily available to families and staff. Parents do not need to wait for a formal meeting to be heard — they can connect with school leadership directly through [drop-in availability, scheduled office hours, and informal access at morning drop-off and dismissal. This open-door culture signals to families that their voices matter and that leadership is genuinely accessible, lowering the barriers that often keep underrepresented families from participating in decisions. Our progress is further reflected in local survey data, with 70% of families reporting active involvement in school-related matters — evidence that an accessible, welcoming leadership team is building a strong foundation for inclusive, responsive decision-making.|Based on the analysis of educational partner input and local data, El Sol Academy's primary focus area for improvement in Seeking Input for Decision-Making is expanding structured opportunities for families to shape school decisions — particularly families who participate but do not yet feel actively consulted. While 70% of families report being involved in school matters, only 34% feel the school actively seeks their input. Closing this gap is the LEA's central priority. To address this, the LEA will develop a comprehensive, year-long plan to involve families in decision-making rather than relying on isolated events. This includes establishing and expanding committees — such as reinforcing the School Site Council, ELAC, and parent advisory groups— that give families a formal, recurring voice in school priorities and welcome broad participation across our community. To ensure families are equipped to engage meaningfully, the LEA will continue to work with community organizations and staff members to facilitate parent workshops throughout the academic year. These sessions will build the skills and confidence parents need to participate in decisions — covering understanding school data, navigating the budget and planning process, and providing effective input. Particular attention will be given to removing barriers for underrepresented families through translation, flexible meeting times, and outreach through the parent liaison, so that seeking input becomes consistent, inclusive, and directly tied to decisions that affect student outcomes.|Based on the analysis of educational partner input and local data, El Sol Academy will strengthen engagement with underrepresented families in the decision-making process — including families needing language support and those who participate but report not being asked for input, reflected in the survey finding that only 34% feel the school actively seeks their input.  Throughout the school year, families will have multiple opportunities to provide feedback through surveys and other accessible channels, ensuring their input reaches school leadership. Our community liaison and community coordinator will play a central role, reaching out to underrepresented families directly and respectfully to solicit feedback tailored to their needs and perspectives — rather than waiting for these families to come forward.  In response to the input gathered, the LEA will allocate resources and support as needed, such as translation, flexible meeting times, and targeted outreach through traditional school and out-of-school channels. This approach ensures that seeking input is proactive and equitable, and that families least likely to be heard become active partners in decisions that affect student outcomes.|4|5|4|4|4|4|4|4|4|4|4|4|Met||2026-06-11|2026
30666960000000|Savanna Elementary|3|Savanna School District continues to demonstrate strong implementation of practices that promote meaningful partnerships between schools and families. Building and maintaining collaborative relationships with educational partners remains a priority, as the District recognizes the important role families play in supporting student success.  During the 2025–2026 school year, the District gathered parent feedback through multiple surveys, including the California School Parent Survey, to help inform district goals, actions, services, and continuous improvement efforts. Results indicate strong family engagement and positive home-school partnerships. Among parents who provided at least one positive response, 96% reported that teachers communicate what their child is expected to learn, 91% indicated that schools encourage them to be active partners in their child's education, and 95% reported feeling welcome to participate at school.  The District also collected staff feedback through surveys, including the California Staff Survey, to support ongoing improvement efforts. Staff responses reflected a strong commitment to family engagement, with 93% of teachers reporting that schools are welcoming to and facilitate parent involvement, 93% agree that the school encourage parents to be active partners in their child's education, and 93% agree that the school makes parents feel welcome to participate in school activities.  Overall, parent and staff feedback indicate that Savanna School District has fostered a positive culture of partnership where families feel welcomed, informed, and encouraged to actively engage in their children's educational experience.|While survey results indicate strong family engagement and positive school-home relationships, Savanna School District remains committed to strengthening partnerships that support student outcomes. Survey data where parents answered the question with at least one form of a yes response (yes, all the time, yes, most of the time, or yes, some of the time), showed that only 91% of parents felt the school encourages them to be an active partner in their child's education, indicating an opportunity to further expand meaningful family involvement.  The District's focus for improvement is to increase opportunities for families to actively participate in their child's educational experience and contribute to school and district decision-making processes. Efforts will continue to focus on increasing participation in advisory committees, parent education opportunities, school events, and stakeholder surveys while ensuring that engagement opportunities are accessible to all families.  Additionally, the District will continue to strengthen two-way communication between schools and families so that parents feel informed, valued, and empowered to support student learning. By expanding engagement opportunities and encouraging broader participation, the District seeks to further strengthen partnerships that contribute to positive outcomes for all students.|Savanna School District is committed to ensuring that all families have meaningful opportunities to engage as partners in their children's education. To improve engagement among underrepresented families, the District will continue to expand outreach efforts through multiple communication methods, including phone calls, text messages, flyers, social media, and the District website. Communications and materials will continue to be provided in English and Spanish, with translation services available to support meaningful participation.  The District will also leverage its bilingual community liaisons to strengthen connections with families, increase awareness of available programs and services, and encourage participation in school events, advisory committees, and parent education opportunities. Staff will continue to build relationships with families through regular communication and personalized outreach, particularly for families who have historically been less involved in school activities.  By reducing language and communication barriers, increasing access to engagement opportunities, and fostering welcoming school environments, the District will continue to strengthen partnerships with all families and support positive student outcomes.  By implementing these strategies, the Savanna School District hopes to improve the engagement of underrepresented families, ensuring they have the support and opportunities needed to actively participate in their children's education and school community.|Savanna School District has made significant progress in building strong partnerships that support positive student outcomes. While the District has achieved full implementation in all areas of the self-reflection tool, strengthening collaboration among students, families, and staff remains an ongoing priority.  The District provides ongoing professional learning for teachers focused on developing authentic relationships with students and families and fostering meaningful family engagement. Families are actively involved in supporting student success through parent-teacher conferences, Student Study Team (SST) meetings, 504 meetings, and Individualized Education Program (IEP) meetings, providing opportunities for collaboration and shared decision-making.  In addition, teachers work collaboratively to analyze student data, establish S.M.A.R.T. goals, and monitor progress throughout the year. Students participate in benchmark assessments three times annually, allowing teachers and families to review progress and identify areas for additional support. Small group instruction and targeted interventions are used to address individual student needs and promote academic growth.  These efforts reflect the District's commitment to maintaining strong partnerships among families, staff, and students to support continuous improvement and positive student outcomes.|While Savanna School District has demonstrated strong implementation in building partnerships for student outcomes, the District remains focused on increasing meaningful family engagement in the educational process. A continued area of focus is expanding opportunities for two-way communication and collaboration between families and school staff to further strengthen support for student learning.  The District will continue to encourage staff to build strong relationships with students and families and provide opportunities for meaningful discussions regarding student progress, academic goals, and available supports. Parents and guardians will continue to be encouraged to participate in parent-teacher conferences, SST meetings, 504 meetings, IEP meetings, advisory committees, and stakeholder surveys.  Additionally, the District will continue seeking educational partner feedback to better understand family needs and identify ways to increase participation and engagement. These efforts will help strengthen school-family partnerships and support positive outcomes for all students.|In response to educational partner input and findings from the self-reflection process, Savanna School District will continue to strengthen engagement efforts with underrepresented families. The District will provide translation and interpretation services to ensure families have equitable access to school communications, meetings, events, and opportunities for involvement.  To further support family engagement, the District will continue utilizing bilingual community liaisons to serve as a bridge between schools and families. These liaisons help strengthen relationships, facilitate communication, and connect families with resources and support services.  The District will also continue implementing culturally responsive outreach practices and offering multiple opportunities for families to engage in discussions regarding student progress and achievement through parent-teacher conferences, SST meetings, 504 meetings, IEP meetings, and other individualized support meetings. By reducing barriers to participation and strengthening communication, the District will continue to foster meaningful partnerships with families and support positive outcomes for all students.|Savanna School District continues to demonstrate a strong commitment to seeking educational partner input to inform decision-making at both the school and district levels. Families, staff, and community members are provided multiple opportunities to participate in School Site Councils, Parent Teacher Associations, Title I meetings (Hansen & Holder), English Learner Advisory Committees, the District Advisory Committee, and the District English Learner Advisory Committee. These groups play an important role in providing feedback on school and district programs, services, and priorities.  The District gathers input throughout the year using a variety of tools, including the California School Parent Survey, California School Staff Survey, California Healthy Kids Survey, Qualtrics surveys, and Google Forms. To ensure broad participation, communications and surveys are provided in English and Spanish and shared through phone calls, text messages, flyers, and the District website. Translation services are also available to support meaningful engagement for all families.  These efforts have contributed to strong participation across district and site-level engagement opportunities and have helped ensure that a broad range of educational partner perspectives are considered in district planning and decision-making. The District continues to use stakeholder feedback to evaluate programs, identify areas of need, and refine services to better support student success.|While survey results indicate strong levels of satisfaction regarding communication, responsiveness, respect, and opportunities for involvement, Savanna School District remains committed to continuously strengthening educational partner engagement. Although the District's educational partner surveys reflect positive perceptions of family involvement and communication, the District's self-reflection process identified opportunities for growth. District and site leadership teams rated the District at a Level 4 across all areas of the Seeking Input for Decision-Making local indicator, indicating that while effective practices are in place, additional progress can be made to expand meaningful engagement and decision-making opportunities at school sites. A key area of focus is increasing participation in surveys, advisory committees, meetings, and other feedback opportunities to ensure that input reflects the perspectives of all student groups and families.  The District will continue expanding outreach efforts and reducing barriers to participation by providing multiple opportunities for educational partners to share feedback and contribute to decision-making. Particular attention will be given to engaging families who may be less likely to participate in traditional engagement activities.  Additionally, the District will continue strengthening two-way communication practices to ensure educational partners have meaningful opportunities to provide input on school and district initiatives. These efforts will help support inclusive decision-making and strengthen educational partner involvement across the District.|Savanna School District is committed to ensuring that all families have meaningful opportunities to participate in decision-making processes. To improve engagement among underrepresented families, the District will continue providing communications, surveys, and meeting materials in English and Spanish, along with translation services at meetings and events to reduce language barriers and support participation.  The District will continue utilizing multiple communication methods, including phone calls, text messages, flyers, social media, and the District website, to increase awareness of opportunities for involvement. School and district staff will actively encourage participation in advisory committees, parent engagement activities, and stakeholder surveys, with particular attention given to families who have historically been less engaged.  The District will also continue fostering strong relationships with families through school events, parent education opportunities, and ongoing communication between staff and families. These efforts will help increase participation, strengthen educational partner voice, and ensure that a broad range of perspectives are represented in school and district decision-making.|5|5|5|5|5|5|5|5|4|4|4|4|Met||2026-06-09|2026
30667460000000|Westminster|3|Based on the analysis of educational partner input and local data, Westminster School District (WSD) has made strong progress in building meaningful relationships between school staff, families, and community partners. Family engagement continues to be a district priority, and data indicate that schools have established systems and structures that support welcoming, inclusive, and collaborative partnerships with families. The district is at full implementation in developing the capacity of staff to build trusting and respectful relationships with families, create welcoming environments, and recognize and value the strengths, cultures, languages, and goals that families bring to the school community. A significant area of strength is the district’s commitment to accessible, responsive, and two-way communication with families. This area has reached full implementation and sustainability through the use of multiple communication platforms, translated materials, interpretation services, and proactive outreach efforts. Families consistently receive information about academic programs, school activities, community resources, and opportunities for engagement in a language and format that supports participation. Schools utilize a variety of methods to ensure families remain informed and connected, including digital communication tools, phone calls, family meetings, workshops, and community events. Through Community Schools implementation, school sites have expanded opportunities for meaningful family engagement and shared decision-making. Community School Councils, School Site Councils, DELAC, DAC, PTA, and other advisory groups provide families with opportunities to contribute their perspectives and help guide school improvement efforts. Family Needs and Assets Surveys, educational partner feedback sessions, and school-based engagement activities have provided valuable information that informs planning, resource allocation, and the development of supports and services that address identified needs. Community Schools staffing and structures have further strengthened family-school partnerships. Community liaisons, school counselors, administrators, and site staff collaborate to connect families with resources, services, and learning opportunities that support student success and family well-being. Integrated student supports, family resource referrals, parent workshops, food distributions, family resource centers, and partnerships with community-based organizations have increased access to services while strengthening trust and engagement. Additionally, Community Schools practices have helped create welcoming school environments where families feel valued, respected, and empowered as partners in their children's education. Schools have intentionally elevated family voice by including parents and caregivers in planning processes, leadership opportunities, and continuous improvement efforts.|As a district, we remain committed to strengthening meaningful partnerships with families and ensuring that family voice is embedded in school and district decision-making processes. While we have made significant progress in creating consistent opportunities for engagement and collaboration, data from family surveys, Community Schools needs assessments, and stakeholder feedback indicate that there is still a need to increase participation and representation among all family groups, particularly those who have historically been underrepresented.  Through the implementation of Community Schools practices, the district continues to expand authentic family engagement by creating structures that empower families as leaders, advocates, and partners in education. Efforts include increasing family representation on Community School Councils, School Site Councils, advisory committees, and district leadership groups, while utilizing family assets and needs data to guide planning, resource allocation, and continuous improvement efforts. Schools are also working to create welcoming and inclusive environments where families feel connected, informed, and valued through culturally responsive practices, multilingual communication, and relationship-centered engagement strategies.  Current engagement opportunities include School Smarts, the Parent Leadership Academy beginning in Fall 2026, PTA, School Site Councils (SSC), District PTA, DELAC (District English Learner Advisory Committee), DAC (District Advisory Committee), Community School Councils, family workshops, and school-based events. Additionally, community partnerships help connect families to resources, services, and learning opportunities that support student success and family well-being.  Moving forward, the district will focus on increasing participation among underrepresented families, enhancing two-way communication systems, expanding family leadership development opportunities, and strengthening partnerships that connect families to supports and services. Our goal is to ensure every family feels welcomed, heard, respected, and empowered as an essential partner in their child's education and in building strong, thriving school communities.|This year, WSD made a strong effort to ensure meetings were accessible and that all parents and families felt welcome, included, and empowered to participate in their child’s education. Based on educational partner feedback, the district held separate District Advisory Committee (DAC) and District English Learner Advisory Committee (DELAC) meetings. This structure provided more focused opportunities for families to engage in discussions specific to their interests and needs, resulting in increased dialogue, stronger relationships, and more meaningful input from participants.  Through Community Schools implementation, the district has continued to expand opportunities for family voice and leadership by utilizing Community School Councils, family needs and assets surveys, School Smarts, and other engagement opportunities that encourage authentic partnerships between schools and families. These practices help ensure that family perspectives are incorporated into school planning, resource allocation, and continuous improvement efforts.  To further improve engagement of underrepresented families, the district will continue to strengthen culturally responsive outreach, provide translation and interpretation services, increase leadership opportunities for families, and expand access to school- and community-based supports. Beginning in the 2026-2027 school year, WSD will launch a Parent Leadership Academy designed to empower parents as leaders, advocates, and partners in education. The academy will provide training and learning opportunities that build parent capacity to support student success, engage in school and district decision-making, and serve as ambassadors within their school communities.  Additionally, WSD is committed to deepening engagement with families of Foster Youth students and other underrepresented groups by identifying barriers to participation and providing targeted support and resources. Through these efforts, the district will continue to build inclusive environments where all families feel valued, heard, and connected as essential partners in student success.|Westminster School District continues to make significant strides in fostering partnerships with parents and the community that drive positive student outcomes.  Through targeted professional learning and support, teachers and principals have strengthened their capacity to collaborate with families in impactful ways.  Families are equipped with the information and resources needed to actively support learning at home, and robust communication systems and outreach efforts keep the school community connected.  Collaborative meetings among school and district staff, students, and families remain a regular practice centered on academic success.  Beyond academics, WSD is deeply committed to the overall well-being of our families by connecting them to vital social supports.  Our partnerships with local agencies extend resources in key areas including food access, clothing, housing assistance, and parenting education.  On the Meairs campus, our Boutique continues to thrive as a valued resource offering clothing and everyday essentials to families in need.  Most recently, we expanded our commitment with the official opening of our food pantry at Johnson Middle School, ensuring more families across our community have access to the support they need.|WSD remains committed to fostering strong partnerships with families by ensuring clear, consistent communication and meaningful collaboration between families, the district, and the broader community. To strengthen engagement, we separated our DELAC (District English Language Advisory Committee) and DAC (District Advisory Committee) meetings, allowing each group more time to provide focused and constructive feedback on district initiatives, instruction, and programs.  This separation was successful and will continue next year.  As we enter the third year of our five-year Community Schools grant, we continue to allocate funds to address family needs and will maintain ongoing dialogue with our families to ensure that support and services are responsive, equitable, and impactful.|Our commitment to building strong, trusting relationships with families through culturally responsive communication and inclusive practices is reflected throughout our work. We will continue to provide translated materials and interpretation services in families' home languages, hire bilingual staff and community liaisons who reflect the diversity of our community, and use a variety of communication methods including texts, emails, flyers, social media, and in-person visits to reach all families effectively.  We are committed to creating welcoming school environments where parents, families, and community members feel respected and valued. Our school spaces are intentionally designed to reflect the diverse backgrounds and cultures of our community. To make family engagement more accessible, we offer events at varied times and provide supports such as childcare, transportation, and virtual participation options.    We also recognize the importance of extending our reach beyond school campuses. WSD actively tables at community events, enrollment fairs, college campuses, libraries, and other community spaces to connect with families where they are and ensure all community members are aware of the educational opportunities and resources available to them.  In addition, we remain committed to partnering with local organizations to extend critical services such as legal aid, housing assistance, and mental health support, helping to reduce barriers to family involvement.  WSD will continue to empower families as leaders by involving them in advisory and planning groups and offering parent development opportunities such as School Smarts and the Parent Leadership Academy.  Finally, we are committed to continually gathering meaningful feedback through surveys, focus groups, district and site meetings and listening sessions, reinforcing that every family's voice, perspective, and partnership are essential to WSD's continued growth and success.|As we foster strong partnerships with families, we remain committed to ensuring that all voices are represented in our decision-making processes.  To gather meaningful input and promote authentic family engagement, we utilize multiple parent and community groups, including the District English Learner Advisory Committee (DELAC), District Advisory Committee (DAC), English Learner Advisory Committees (ELAC), School Site Councils (SSC), Parent Teacher Associations (PTA), and LCAP Strategic Teams.  The Community Schools District Steering Committee and School Site Community School meetings serve as platforms for ongoing dialogue and collaboration.  Our DLI Task Force supports voice and ongoing development of our dual immersion Spanish and Vietnamese programs.  We administered both the LCAP Survey and Community Schools surveys, giving a wider range of families the opportunity to share their experiences, needs, and priorities.  The input gathered through all of these channels plays a vital role in shaping district priorities, guiding resource allocation, and developing programs that reflect the diverse needs of the WSD community.  Our commitment to collaborative decision-making with our stakeholders remains unwavering, as we recognize that meaningful partnerships with families and community members are essential to achieving equitable outcomes for every student.|WSD values the meaningful input provided by parents and the community on a wide range of district programs and initiatives, including the development of the LCAP, School Plans for Student Achievement, and English Learner Programs. Feedback collected through the LCAP and Community Schools surveys further informs our planning and decision-making.    We remain committed to engaging underrepresented families, particularly those with students who are English learners, from low-income households, experiencing homelessness, in foster care, or with disabilities, through intentional and structured outreach efforts. To ensure all families are reached, we prioritize translated digital communications, targeted phone outreach, and the distribution of printed materials.  Recognizing that families have expressed a preference for both paper and digital communications, we are committed to honoring that feedback by maintaining accessible options across formats.  Parent education workshops remain a cornerstone of our family engagement efforts, focusing on strengthening parenting skills and promoting student achievement. These workshops are consistently well attended, and interpreter services are provided to ensure all families can participate fully in their preferred language.  We recognize that meaningful engagement is an ongoing commitment. WSD will continue to build upon these foundations in the coming years to deepen partnerships, expand access, and ensure that every family has a genuine opportunity to contribute to the success of our schools and students.|Ensuring our underrepresented families receive the support they need to be successful remains a high priority. Promoting educational equity is central to our efforts, and we are committed to creating multiple avenues for family voice and involvement. Our DELAC, DAC, and LCAP Strategic Team, along with School Site Councils (SSC), English Learner Advisory Committees (ELAC), and various focus groups, will continue to provide critical input and feedback. Through the LCAP Survey, strengthened connections with community resources, close collaboration with our PTA, and ongoing parent education opportunities, we aim to help families better understand school systems, their children's academic progress, and how they can be active partners in their students' success.  In the coming year, WSD will launch a Parent Academy designed to equip and empower families with the knowledge, skills, and resources needed to actively support their children's academic success — building on the foundational work of programs like School Smarts  To further strengthen stakeholder engagement, we are committed to supporting principals with targeted strategies to increase parent participation on committees and expand meaningful feedback opportunities. Site administrators will receive guidance and resources to help recruit and retain parents — particularly those from underrepresented groups — onto advisory bodies such as SSC and ELAC. This includes outreach techniques, relationship-building strategies, and tools to reduce common barriers to participation such as language, scheduling, and accessibility.  A particular area of focus will be increasing participation in the districtwide LCAP Survey. Principals will be equipped with communication templates, engagement protocols, and data on current response rates to help drive broader and more representative participation at their sites. School teams will be encouraged to embed survey outreach into existing events, meetings, and communication channels to maximize reach. By building principal capacity in stakeholder engagement, WSD aims to ensure that the voices shaping our district's priorities truly reflect the full diversity of our community.|4|4|4|5|4|4|4|4|4|4|4|5|Met||2026-06-11|2026
30736350000000|Saddleback Valley Unified|3|Saddleback Valley Unified School District continues to show strong progress in building relationships between school staff and families. Current results reflect strength in welcoming environments, respectful relationships, and two-way communication that is accessible to families. Schools continue to use multilingual communication supports, translation and interpretation services, and school-based outreach to help families stay informed and connected. Regular communication through district and school platforms, along with support from school community outreach liaisons, helps families feel welcomed, informed, and connected to their child’s school.|The district’s focus for improvement is to strengthen consistency across schools so that all families experience welcoming, responsive, and relationship-based engagement. Educational partner feedback shows that families continue to value timely communication, practical information, and clear outreach about programs and services. The district will also continue strengthening staff capacity to understand families’ strengths, cultures, languages, and goals so that family engagement remains welcoming and responsive across schools.|The district will continue improving engagement with underrepresented families through multilingual communication, translation and interpretation services, and direct outreach from school community outreach liaisons. It will also continue using accessible communication formats and clearer outreach about programs, events, and supports. Flexible participation options and relationship-based outreach will help strengthen connections with multilingual families, low-income families, foster families, and families of students with disabilities.|Saddleback Valley Unified School District continues to show strong progress in building partnerships that support student outcomes. Current results show strength in supporting teachers and principals to partner with families and in creating opportunities for families, students, and educators to discuss student progress and ways to support learning. Families are also supported through informational sessions, family engagement activities, and communication that connects them to academic, behavioral, and community resources. These efforts reflect a strong foundation for family-school partnership in support of student success.|The district’s clearest areas for improvement are providing families with information and resources to support learning at home and strengthening support for families to understand and exercise their rights and advocate for their students. Educational partner feedback also shows that families want clearer awareness of available academic, counseling, and school support programs. The district will continue improving these areas so families have better access to practical information, clearer guidance, and stronger support as partners in their child’s education.|The district will continue improving engagement of underrepresented families by strengthening access to information, resources, and support that help families participate in their child’s education. This includes multilingual communication, translated materials, interpretation services, outreach through school community outreach liaisons, and continued support for ELAC and DELAC participation. The district will also continue offering family engagement nights, informational sessions, and workshops that help families understand school systems, available services, and ways to support learning at home, including support for families of students with disabilities.|Saddleback Valley Unified School District continues to show strong progress in seeking family input for decision-making. Current results reflect strength in supporting staff and family members to participate in advisory groups and in providing opportunities for families to share input on policies and programs. The district continues to gather input through School Site Council, ELAC, DELAC, PTA/PTO/PTSO groups, Superintendent’s Parent Advisory structures, and other LCAP engagement opportunities. These structures provide multiple ways for families to participate in school and district decision-making.|The district’s focus for improvement is to continue expanding opportunities for families, teachers, principals, and district administrators to work together to plan, design, implement, and evaluate family engagement activities. Although current results are strong, the district can continue broadening participation and strengthening shared planning. Educational partner feedback also shows that families value clear communication about how to get involved and more accessible opportunities to participate.|The district will continue improving engagement of underrepresented families in decision-making by expanding outreach and reducing barriers to participation in advisory and feedback processes. This includes continued support for ELAC, DELAC, School Site Council, Superintendent’s Parent Advisory opportunities, multilingual communication, translation and interpretation services, and outreach through school community outreach liaisons. The district will also continue using flexible participation options and clearer communication about advisory groups and engagement opportunities so that a broader range of family voices helps inform school and district decisions.|4|4|4|4|4|4|4|4|5|5|4|4|Met||2026-06-11|2026
30736430000000|Tustin Unified|3|Tustin Unified is proud of our efforts in building relationships for student outcomes. Our district departments work closely with our schools to offer professional learning and support sites in improving each school's capacity to serve families. In addition to site support, Tustin Unified shares resources through our district website, providing families with information and resources to support student learning and development in the home, and all required postings are posted so parents understand their legal rights and advocate for their own students and all students. School sites and teachers provide opportunities for parents and families to meet and discuss student progress and ways to work together to support improved student outcomes during Fall and Spring conferences, SST Meetings, ongoing communication, and support as needed for all students.|The focus area for TUSD will be: “Providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.” In supporting district staff’s capacity to partner and support all families, and increase the engagement of underrepresented families. This focus area stems from the analysis of our LCAP Stakeholder Survey data. Based on educational partner feedback and local survey data, the LEA's focus for improvement in building relationships between school staff and families is strengthening communication, transparency, and family engagement. While survey results show that families generally view the district positively, parents frequently expressed a need for more consistent communication from teachers, clearer information about student learning and academic programs, and more timely updates regarding school incidents and decisions. Families also indicated a desire for stronger partnerships with school staff through increased opportunities for engagement, feedback, and collaboration. By improving communication practices and fostering meaningful connections between families and school personnel, the LEA aims to enhance trust, engagement, and support for student success.|The TUSD Annual Parent Survey, Title 1 Family Survey, and ELAC Need Assessments surveys included key questions that help us measure how well we are doing as a district. The surveys provide parents/guardians an opportunity to provide input into school and district decision-making, allowing for open-response comments to address the strengths and areas of need. Findings from the various surveys were analyzed alongside state and local metrics, which drive the development and improvement of various LEA plans, programs for students and families, staff professional development plans/support, and ongoing LEA initiatives to support continuous improvement.  To support Tustin Unified's ongoing commitment to increasing student and parent engagement, the following supports and services will be implemented:  • Continue Mental Health provider and counseling support at all schools • Continue to implement parent and community engagement efforts through increasing usage of parent communication platforms like Parent Square, site-based Community Liaisons/Counselors, and on-call interpreters/translators • Provide ongoing professional learning opportunities for staff specifically supporting Social and Emotional Learning, Wellness, Trauma-Informed Practices, Diversity, and Inclusion • Staff training in engaging students and their families • Staff training in Student Wellness • Leadership training and support for the development of strong and inclusive school-wide cultures • Continue support for families to increase engagement with LEA Attendance Clerk and OLA Staff • Create strong community support by adding Title 1 Community School Specialists at all Title 1 Schools.  The above actions will support administrators and staff, further developing their understanding and knowledge of supporting underrepresented families best, ultimately increasing and improving services for students and their families.|Tustin Unified prioritizes parent and family engagement, focusing on our work with families to build strong and effective partnerships to help all children realize their potential and achieve growth. These partnerships are critical to student success, and Tustin Unified is committed to the ongoing development of engagement strategies that strengthen partnerships.   Some of the LEA strengths (+) and areas of focus (-) in Building Partnerships highlighted in the various surveys are:  2025-26 COMMUNITY SCHOOLS - TITLE 1 SURVEY (% of participants selecting favorable responses)   + I feel welcome in my child’s school = 95.59% + I feel comfortable communicating with school staff =  92.26% - If I have a concern, I feel supported by the school staff = 89.8%  2024-25 ENGLISH LEARNERS NEEDS ASSESSMENT  (% of participants selecting favorable responses)   + My child made progress during the 24-25 school year in English Language Development = 85.37% + I know what my child should know and be able to do in order to make growth in ELD, Reading, and Mathematics for the grade level they are in = 87.16% - I understand the TUSD reclassification criteria and what my child needs to reclassify= 75.82%|"After an analysis of the outlined relationship-building goals and LEA survey data, the identified focus area of improvement will continue to be priority 8. ""Rate the LEA’s progress in supporting families to understand and exercise their legal rights and advocate for their own students and all students."" The focus will work to improve access and engagement in parent educational opportunities so that families can better understand the access they have to information and the process they can engage in with school staff and teachers so they can better learn how to support their students and impact learning outcomes."|Based on the analysis of educational partner input and local data, the LEA will improve the engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes through the following actions:  - Professional Development for Administrators and Staff - Dedicated staff to support parent engagement and student support (community liaisons and the addition of Community School Specialist)  - MTSS Development - Intervention Support TOSAs - Content Area Specialist Teachers - Intervention Teachers - Supplemental funding to school sites to support parent/family engagement opportunities  The above actions will focus on strengthening site-based MTSS systems, which respond to student needs in academics, behavioral/social-emotional needs, and engagement. With increased practice, school-based systems for communicating policies or programs for school and home partnerships to support improved student outcomes will reach full Implementation and sustainability.|Based on the analysis of educational partner input and local data, the LEA has made growth in the area of Seeking Input for Decision making, as evidenced by the following:   2025-26 COMMUNITY SCHOOLS - TITLE I SURVEY  (% of participants selecting favorable responses)  + I feel comfortable communicating with my child's teacher(s) about their education. 96.38% + I am encouraged to engage in my child's education. 94.4%  2024-25 ENGLISH LEARNERS NEEDS ASSESSMENT  (% of participants selecting favorable responses)  + My child made progress during the 24-25 school year in English Language Development = 85.37% + I know what my child should know and be able to do in order to make growth in ELD, Reading, and Mathematics for the grade level they are in = 87.16%  2025-26 SURVEY PARTICIPATION + LCAP Survey 1,234 participants.  + Title I Survey 363 participants.  The identified strengths are communication systems to ensure regular communication in a language that parents understand and creating inclusive environments where parents feel encouraged to engage.|TUSD is making a great effort to re-engage stakeholders through increased community school efforts. The identified focus area of improvement will be priority 1: rate the LEA’s progress in building the capacity of and supporting principals and staff to engage families in advisory groups and with decision-making effectively. The LEA will work with staff and train school teams on effective practices designed to improve and increase parent engagement.|Districts are required to form an English Learner Parent Advisory Committee and a Parent Advisory Committee to seek input from stakeholders. In addition to the required committees, TUSD seeks input from other district-established committees to ensure input from ALL stakeholders. The input gathered from the various committees/advisories influence the development of LCAP goals and planned actions around student learning, alignment of actions, planned services, and allocation of budgets to support overall and individual student needs.   Additional engagement opportunities for seeking input:   -Annual Parent Surveys -LCAP Survey -Title 1 Parent Survey -Annual Needs Assessment Survey -Board of Education/Board Meeting  -GATE CAC -Special Education CAC -Community/Student Advisory -Superintendent's Advisory Council  -School Site School Site Council Meetings -School Site ELAC Meetings -District ELAC Meetings  The LEA will work with schools to gather feedback from underrepresented families on effective approaches to engagement and refine how and when opportunities are offered, maximizing participation as much as possible.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-22|2026
30736500000000|Irvine Unified|3|IUSD demonstrates full implementation and sustainability in building relationships between school staff and families, as reflected in practice ratings of 4–5 across all four indicators in this section.  A foundation of this work is the district's nine community liaisons, who serve linguistically diverse families through document translation, in-person and group interpretation, and direct family support at the IUSD Parent Center. To ensure language access across all sites, AI-enabled interpretation devices are deployed at every school, the Parent Center, the Family Counseling Center, and the District Office. Over-the-phone interpretation services are available to all staff. A translation widget on the district website and multilingual ParentSquare communications further expand access. These investments are affirmed by the 2025–26 Annual Parent/Guardian Survey, which was completed in 28 languages — reflecting a 36.5% year-over-year increase in participation — and by 84% of parent respondents who agreed that the school/district supports effective parent-teacher communication. While 58% of parent respondents confirmed access to translation and interpretation services — a 3-percentage-point increase from the prior year — this figure still reflects a gap relative to the 83% baseline. It signals the need for sustained, targeted outreach to ensure all families are aware of and able to access available language supports.  IUSD employs a wraparound approach to family support, integrating Health Services, Mental Health and Wellness, community liaisons, and partnerships with organizations including the Boys and Girls Club, California Youth Services, Waymakers, and Western Youth Services. The IUSD Parent Center serves as a neutral, accessible space where families receive communication support, referrals, and resources.  The district tracks parent inquiries to guide targeted outreach and tailors parent education programming accordingly. All parent classes are offered in-person, virtually, and as recorded sessions to accommodate varied schedules. Title I schools conduct annual family engagement nights and use parent and family engagement funds to support site-based activities aligned to identified family needs. Targeted outreach — including home visits, SST meetings, and informal conferences — addresses barriers for students experiencing academic, behavioral, or social challenges.  75% of parent respondents agreed that their child's school works to understand family backgrounds and cultures, which they maintained is a continued strength.|The 2025–26 Annual Survey identifies translation and interpretation access as a persistent gap: 58% of parent respondents confirmed awareness of and access to these services, a 3-percentage-point improvement from the prior year, yet this figure remains substantially below the prior baseline, indicating that existing language supports are not consistently reaching all families. Survey data further reflect family needs for more streamlined communication, scheduling flexibility, and increased cultural and linguistic inclusion. Parent/guardian survey participation grew significantly, from 8,329 in 2024–25 to 11,827 in 2025–26 (+42%), reflecting meaningful growth in family engagement with district planning processes.  For English-learner families, site-based ELACs will continue to provide structured input opportunities, with translation resources leveraged in all meetings. The district will strengthen outreach to ensure EL families — particularly newcomers — are aware of available language access services, including AI interpretation devices, over-the-phone interpretation, and multilingual ParentSquare communications. IUSD's 20-day ELD summer program for newcomer English learners entering grades 1 through 9 strengthens family connections to school. In 2025, 384 elementary students attended, with a 90.31% ADA rate, and 115 students in grades 6–9 achieved a 95.95% ADA rate.  For Title I families, IUSD will build staff capacity, improve communication systems, and expand flexible, culturally responsive engagement opportunities. Title I schools will continue annual family engagement nights, which will be evaluated based on family input.  For families of students with disabilities, the SPED CAC will continue to inform LCAP goal development, and the SELPA will continue providing annual IEP process training — attended by approximately 40 parents annually — to support meaningful participation in educational planning.  The district is strengthening communication by streamlining content across school and district websites, aligning use of ParentSquare, and providing information in multiple languages and formats through translation tools and multilingual tutorials. Districtwide, IUSD is piloting Attendance Plus through ParentSquare — enabling targeted, real-time family communication about attendance — with expansion planned for 2026–27. A newly established Coordinator of Community Engagement will focus on expanding meaningful engagement at both district and site levels, with particular attention to families new to IUSD.|Several departments within IUSD collaborate with families to establish and sustain strong advisory committees. These committees empower families by providing guidance on their legal rights and equipping them to advocate not only for their own children but for all students. The District Parent and Family Engagement team facilitates opportunities for families, staff, and district administrators to collaborate in designing, implementing, and evaluating family engagement initiatives at every level. Additionally, the team advises administration on supportive school community efforts, with a focus on supporting underrepresented families and students. They also provide strategies and best practices to enhance engagement with culturally and linguistically diverse communities.  The IUSD Parent Center serves as a vital resource, assisting families in navigating district and school site programs. It also offers translation services to ensure families can access information in their native language. Community liaisons work closely with the Parent Center, individual school sites, and families directly, providing personalized support to students and families in need. This individualized approach ensures that at-promise families receive the attention and care necessary to navigate educational challenges effectively. Dedicated support for McKinney-Vento and Foster Youth families has further strengthened the level of assistance provided through the Parent Center, enhancing access to critical resources.  To foster cultural understanding, IUSD facilitates cultural panels with school sites and liaisons, helping staff develop effective communication strategies and build stronger connections with families from diverse backgrounds. Additionally, the district leverages data, including attendance and student discipline records, to analyze disproportionality among underrepresented families and students. By identifying root causes, IUSD can implement targeted support and interventions to promote equity and success for all students.|The Irvine Unified School District has made significant investments in communication platforms to enhance families' access to school information and resources. The primary platforms used include the IUSD website, ParentSquare, Canvas, and the Aeries Parent Portal, as well as supplementary channels such as social media, mailers, and on-campus events.  ParentSquare is the district's main direct messaging platform. District staff have created instructional videos and provided targeted support to help families activate their accounts, download the mobile app, and update their language preferences. Outreach efforts have included newsletters, a strategic social media campaign, and messages from site administrators. Currently, over 99% of families can be reached through ParentSquare, and schools have sent more than 8,000 posts and alerts via the platform in the past year.  The IUSD website has been improved with better accessibility and language features to help families find information more easily. A new search tool connects families with resources beyond the school site, including district-wide and specialized program resources.  The district utilizes ThoughtExchange to gather both quantitative and qualitative input from educational partners. This platform facilitates surveys, exchanges, and advanced analytics to collect, analyze, and visualize stakeholder feedback.  The annual Title I District Parent Engagement event is designed in direct response to family feedback. It provides an overview of Title I programming and gathers input on the types of support families identify as most needed.|Parents and community stakeholders have expressed a need for clearer, more consistent, and more accessible school-related information, as well as more efficient communication with educators. To address these concerns, IUSD continues to invest in streamlining school-to-home communication, improving access to essential resources, and supporting family engagement in student learning.  To support these efforts, IUSD is conducting a comprehensive review of school websites to ensure that relevant, current information is easy to find. This initiative includes enhancing website features so that parents can quickly access news, events, and resources, while also reducing the workload on schools to maintain this information. The District is increasing centralized support for schools’ communication efforts by providing timely website updates and resources, ensuring that families receive the most accurate and up-to-date information.  IUSD is also continuing its focus on ParentSquare as an essential home-school communication tool. The District is increasing parent training and outreach efforts to encourage the use of enhanced app features, such as direct messaging between parents and teachers, and integrating tools that support language translation and accessibility. While nearly all IUSD parents are receiving school messages by email, only 27% currently use the ParentSquare App. Because the App can centralize events, communication, and messaging tools, expanding its use will help ensure that all families—regardless of language or technological familiarity—can easily stay connected and engaged in their children’s education.  IUSD has expanded its social media presence, sharing photos and short videos showcasing parent and student engagement across the District. This platform serves as a valuable reminder for educational partners about the various ways to stay connected with the school community.|IUSD values the diverse contributions of all families within our community and is committed to fostering strong, trusting relationships between staff, students, and families. All staff are encouraged to create welcoming school environments that support meaningful connections with families. To ensure consistent, two-way communication, the district has established systems that allow schools to regularly engage with parents and community members. This includes an interactive district website, interpretation and translation services, and parent surveys designed to assess school climate and gather feedback on LCAP priorities and district initiatives.  Recognizing the importance of cultural responsiveness, IUSD continues to expand staff training on strategies for effective parent and family engagement. The District Parent and Family Engagement team plays a key role in this effort by providing ongoing support to the IUSD Parent Center, ensuring families have access to resources both within the district and in the broader community. These efforts not only strengthen family-school relationships but also positively impact student achievement and behavior.  Additionally, IUSD facilitates cultural panels at school sites, in collaboration with liaisons, to help staff deepen their understanding of diverse cultural perspectives and improve communication with families from various backgrounds. The district also utilizes key data, such as attendance and student discipline trends, to analyze disproportionality among underrepresented families and students. By identifying root causes, IUSD can implement targeted interventions and support systems to promote equity and success for all students.  Through focus groups, IUSD provides a platform for underrepresented families to share their voices and experiences. Dedicated personnel maintain direct contact with McKinney-Vento and Foster Youth families, gathering input to better address their needs and enhance district-wide support systems.  The Mental Health and Wellness team recently sent out a survey to foster parents to gain insight into their interest in IUSD hosting opportunities for foster families to connect. Additionally, the team has partnered with Families Forward, a local nonprofit that supports IUSD families residing in transitional and affordable housing, to provide an overview of how to access IUSD resources.|IUSD has established robust, multi-layered structures to seek input from educational partners that directly inform LCAP planning and district decision-making. The 2026–27 LCAP development process engaged 1,741 total participants through the district-wide ThoughtExchange activity, including 1,111 certificated staff, 182 classified staff, 60 administrators, 225 parents, 148 students, and 33 other stakeholders. The 2025–26 Annual Survey reached 22,774 students, 11,827 parents/guardians — a 42.0% year-over-year increase — and 2,513 staff, with the parent survey completed in 28 languages. The 36.5% increase in multilingual parent participation confirms that outreach strategies are successfully reaching linguistically diverse families.  ThoughtExchange priority ratings demonstrate strong alignment across all stakeholder groups and confirm that input directly shapes LCAP investment decisions. Student mental health was consistently the highest-rated priority across all groups: parents (4.3/5), classified staff (4.2/5), administrators (4.1/5), students (4.0/5), and certificated staff (3.9/5). Special Education program respondents rated mental health support at 4.1/5, and the CAC rated it at 3.9/5 — confirming alignment between SPED family priorities and district action. Class size reduction was the highest-rated priority among certificated staff (Lower Class Sizes: 4.6/5; Class Size Reduction: 4.6/5) and remained a top concern for parents (Class Sizes: 4.5/5), driving continued investment in Class Size Reduction actions.  For Special Education families specifically, SPED CAC engagement was implemented with high fidelity in 2025–26. IEP procedural training was delivered to 40 participants, LCAP input was gathered and integrated from 34 special education parents, and the Abilities Awareness Event drew approximately 300 attendees. The SELPA Director participated in district leadership meetings, and the draft 2026–27 LCAP was presented to the SPED CAC prior to the public hearing on June 9, 2026, in accordance with Education Code 52062. SELPA input directly informed actions addressing SWD needs across Goals 1, 2, and 3.|As a continuous improvement district, IUSD recognizes several specific areas that require improvement to ensure that all families — particularly underrepresented groups — are meaningfully included in decision-making. Annual Survey data identify a persistent language access gap: only 58% of parents report access to translation and interpretation services, despite a 3-percentage-point improvement from the prior year. This gap disproportionately affects the families whose input the district most needs to capture. Survey data further reveal that EL parents (47%) and SED parents (48%) express a substantially stronger need for culturally responsive outreach to feel connected to school than other parent groups (33%), indicating that current engagement structures are not yet equitably reaching unduplicated families.  The Parent Education Workshop program (IPEP) was not implemented in 2025–26 because community liaisons were redirected to provide direct school-site support. This gap in structured family education reduces EL and underrepresented families' capacity to understand their educational rights and to participate meaningfully in LCAP-aligned decision-making. The program will be restructured in 2026–27 with defined implementation parameters and progress-monitoring benchmarks to ensure equitable access.  Family engagement protocols for Foster Youth families also reached low implementation in 2025–26: a planned parent group was convened in Spring 2025, but follow-up sessions were not held due to staffing constraints. The direct relationship between limited family engagement and FOS chronic absenteeism of 31.1% (Orange) underscores the urgency of this area for improvement. The FOS/McKinney-Vento Liaison position is being redesigned to incorporate expanded district-wide family engagement responsibilities, and Attendance Plus — piloted at five sites in 2025–26 — will expand to all district sites in 2026–27 to enable real-time, targeted outreach to at-risk families.  The district continues to seek new opportunities to deepen engagement from HOM, FOS, EL, and SED families across advisory structures, surveys, and LCAP input activities to ensure all voices shape district planning.|IUSD is committed to ensuring that underrepresented families are actively included in decision-making at all levels. Structured advisory committees provide families with opportunities to contribute meaningfully to district planning. During the 2026–27 LCAP development cycle, the district convened the IUCPTA (January 21, 2026), DELAC (January 20, 2026), African American/Black Parent Community (January 14, 2026), LGBTQ+ Parent Advisory Group (February 17, 2026), SPED CAC (February 12, 2026), and Student Advisory Council (January 28, 2026). The draft 2026–27 LCAP was presented to IUCPTA, DELAC, and the SELPA/SPED CAC prior to the public hearing on June 9, 2026, in accordance with Education Code 52062.  The District Parent and Family Engagement team leads cross-departmental collaboration to plan, implement, and evaluate engagement strategies, providing targeted coaching to strengthen culturally responsive practices and eliminate barriers to participation. The IUSD Parent Center serves as a hub for information, translation services, and individualized support, particularly for families navigating school systems for the first time. Community liaisons provide direct, personalized support to families across language communities, school sites, and the Parent Center.  For Foster Youth and McKinney-Vento families, the district is redesigning the FOS/McKinney-Vento Liaison position to incorporate expanded districtwide family engagement responsibilities in direct response to the limited implementation of family engagement protocols during 2025–26. Attendance Plus, piloted at five school sites in 2025–26 and expanding district-wide in 2026–27, will enable real-time, targeted outreach to families of students at risk of chronic absenteeism — a critical lever for this population given FOS chronic absenteeism of 31.1% and HOM at 45.9%.  IUSD will continue to utilize disaggregated data — including attendance and discipline records — to identify disproportionality and implement targeted interventions. Partnerships with community-based organizations, including Families Forward, further expand access to essential resources for underrepresented families. A newly established Coordinator of Community Engagement will focus on deepening meaningful engagement at both district and site levels, with particular attention to families new to IUSD.|4|5|5|5|5|5|4|4|5|5|5|5|Met||2026-06-23|2026
30736500142232|Irvine Chinese Immersion Academy|3|ICIA's greatest strength in building relationships between school staff and families is its culture of trust, responsiveness, and ongoing two-way communication. During the 2025-26 school year, the school conducted 18 family pulse checks and received 523 family responses, resulting in a 60.74% response rate and 95.75% positive sentiment. These results demonstrate a high level of family engagement and confidence in the school. Families consistently identified teacher dedication, school leadership, community culture, and responsiveness to feedback as key strengths.  ICIA provides multiple opportunities for meaningful family participation through the PTO, School Site Council, English Learner Advisory Committee, Coffee Chats, classroom visits, volunteer opportunities, and regular stakeholder surveys. Feedback gathered through these structures is reviewed by school leadership and used to inform school improvement efforts, LCAP development, and decision-making processes.  Based on educational partner input and local data, ICIA has made significant progress in strengthening relationships between school staff and families by fostering open communication, actively seeking feedback, and maintaining a strong partnership focused on student success.|Based on educational partner feedback and local data, ICIA's focus areas for improvement include expanding opportunities for two-way communication, increasing transparency around school growth initiatives, and strengthening consistency of communication regarding student progress and academic expectations. Family feedback identified interest in additional information related to curriculum, academic rigor, homework expectations, school expansion plans, and school schedules.  ICIA will continue to build upon its strong family engagement foundation by increasing opportunities for families to provide feedback, strengthening communication processes, and ensuring timely follow-up on questions and concerns. The school will also continue to utilize regular pulse checks and stakeholder engagement activities to monitor family perceptions and identify emerging needs throughout the school year.  By maintaining a continuous feedback cycle and responding proactively to family input, ICIA seeks to further strengthen trust, collaboration, and meaningful partnerships between school staff and families in support of student success.|ICIA will continue to strengthen engagement of underrepresented families by identifying and reducing barriers to participation in school activities, advisory groups, and decision-making processes. Based on stakeholder feedback and participation data, the school recognizes that work schedules, language differences, and family availability may impact engagement for some families.  To improve access and participation, ICIA will continue to provide multiple opportunities for engagement through surveys, virtual and in-person meetings, family events, advisory committees, and direct communication from school staff. The school will also continue to offer translated communications when appropriate and utilize a variety of communication platforms to ensure families receive timely and accessible information.  ICIA will regularly monitor participation data and family feedback to identify groups that may be underrepresented in engagement activities and will implement targeted outreach strategies to increase involvement. Through these efforts, the school aims to ensure that all families have meaningful opportunities to contribute to school improvement efforts and support student success.|ICIA's strength in building partnerships for student outcomes is its collaborative school culture, which actively engages families as partners in supporting student learning and success. Local data indicate high levels of family engagement and trust, with 95.75% positive family sentiment and a 60.74% response rate across 18 family pulse checks during the 2025-26 school year. Families consistently identified teacher dedication, school leadership, academic programs, and the school's strong sense of community as key strengths.  ICIA provides multiple opportunities for families to contribute to student success through participation in the Parent Teacher Organization (PTO), School Site Council (SSC), English Learner Advisory Committee (ELAC), volunteer opportunities, family education events, and ongoing feedback processes. The school regularly gathers and reviews family input to inform decision-making, school improvement efforts, and LCAP development.  As a Mandarin immersion school, ICIA values the role of families in supporting bilingualism, biliteracy, and cross-cultural learning. Through strong home-school partnerships, regular communication, and meaningful engagement opportunities, ICIA has made significant progress in fostering a collaborative environment where families and educators work together to support positive student outcomes.|Based on educational partner feedback and local data, ICIA's focus areas for improvement include strengthening family understanding of academic expectations, student progress, and the school's instructional programs. Families expressed interest in additional communication regarding curriculum, academic rigor, homework expectations, and student learning outcomes.  ICIA will continue to enhance partnerships by providing families with clear information about academic standards, assessment results, and strategies to support learning at home. The school will also continue to expand opportunities for families to provide input on school programs and initiatives, including future growth and expansion plans.  Through ongoing stakeholder engagement, regular pulse checks, family education opportunities, and transparent communication, ICIA seeks to deepen family understanding of student learning and strengthen the shared responsibility between families and educators for student success. These efforts will help ensure that all families are informed, engaged, and empowered partners in supporting positive student outcomes.|ICIA will continue to improve engagement of underrepresented families by increasing access to information, participation opportunities, and school decision-making processes that support student success. Based on stakeholder feedback and participation trends, the school recognizes that language barriers, work schedules, and family availability may limit participation for some families.  To address these barriers, ICIA will continue to utilize multiple communication platforms, provide translated communications when appropriate, and offer both in-person and virtual engagement opportunities. The school will also continue to gather family feedback through regular pulse checks, surveys, advisory committees, and direct outreach to ensure a broad range of perspectives are represented.  ICIA will monitor participation data and engagement trends to identify families who may be underrepresented in school activities and decision-making processes. Through targeted outreach and responsive communication, the school will work to ensure all families have meaningful opportunities to partner with educators, contribute to school improvement efforts, and support positive student outcomes.|ICIA's strength in seeking input for decision-making is its commitment to ongoing stakeholder engagement and continuous feedback. The school utilizes multiple opportunities for families, students, and staff to provide input, including the Parent Teacher Organization (PTO), School Site Council (SSC), English Learner Advisory Committee (ELAC), Coffee Chats, FACEwalks, surveys, and regular stakeholder meetings.  During the 2025-26 school year, ICIA conducted 18 family pulse checks and received 523 family responses, resulting in a 60.74% response rate and 95.75% positive sentiment. The school also gathered feedback through LCAP surveys, student surveys, staff input, and advisory committees. This feedback was reviewed and used to inform school improvement efforts, resource allocation, communication strategies, family engagement initiatives, and LCAP development.  Through these structures, ICIA has established a strong culture of listening and responsiveness, ensuring that educational partner perspectives play a meaningful role in school planning and decision-making. The school continues to build trust and strengthen stakeholder voice by maintaining transparent communication and demonstrating how feedback informs actions and priorities.|Based on educational partner feedback and local data, ICIA's focus areas for improvement include increasing participation among families who may be less engaged in advisory groups and decision-making processes, as well as strengthening communication regarding how stakeholder feedback informs school decisions. While the school receives strong participation through surveys, advisory committees, and family engagement activities, ICIA seeks to broaden representation and ensure that a diverse range of family perspectives is reflected in planning and decision-making.  ICIA will continue to refine its feedback systems by providing regular updates on actions taken in response to stakeholder input, increasing opportunities for participation, and expanding outreach efforts to families who may face barriers to engagement. The school will also continue to use survey data, advisory committee feedback, and stakeholder meetings to identify emerging needs and inform continuous improvement efforts.  Through these actions, ICIA aims to strengthen transparency, increase participation, and further enhance the role of educational partners in school decision-making.|ICIA will continue to improve engagement of underrepresented families by reducing barriers to participation and expanding opportunities for meaningful input in school decision-making. Based on stakeholder feedback and participation trends, the school recognizes that language differences, work schedules, and family availability may affect participation for some families.  To increase engagement, ICIA will continue to offer multiple avenues for input, including surveys, advisory committees, Coffee Chats, family meetings, and both virtual and in-person engagement opportunities. The school will provide translated communications when appropriate and utilize a variety of communication platforms to ensure families have access to information and opportunities to share feedback.  ICIA will regularly review participation data and stakeholder feedback to identify groups that may be underrepresented in decision-making processes and implement targeted outreach efforts to increase participation. Through these actions, the school seeks to ensure that all families have equitable opportunities to contribute their perspectives and help shape school programs, priorities, and continuous improvement efforts.|5|5|4|4|4|3|4|4|4|4|4|4|Met||2026-06-16|2026
30739240000000|Los Alamitos Unified|3|"The District is committed to fostering meaningful engagement with families and providing multiple opportunities for educational partners to share feedback and participate in decision-making processes. Each school site maintains a School Site Council and offers a variety of parent organizations, community events, and an English Learner Advisory Committee to encourage family involvement. School administrators regularly communicate with families through ParentSquare and weekly newsletters that include important dates, upcoming events, and highlights of student achievement in academics, athletics, arts, and extracurricular activities. District employees participate in an annual Welcome Back meeting to learn about district priorities, initiatives, and goals for the school year. To gather input and identify areas of need, the District conducts an annual survey of educational partners and uses the results to inform planning and continuous improvement efforts. In addition, the District publishes a weekly video update, ""The Wrap-Up,"" which is shared with all families and showcases student accomplishments, school events, and districtwide highlights."|Strengthening relationships between staff and families remains an ongoing focus area for the District and is evaluated annually through stakeholder feedback and survey results. As the needs of students, families, and staff continue to evolve, the District regularly reviews communication practices and engagement opportunities to ensure they remain effective and responsive. The District will continue to provide parent education opportunities, resources, and information that support families both at home and in partnership with schools. Through a variety of communication methods, including ParentSquare, school and district newsletters, social media platforms, and the weekly “Wrap-Up” video produced in collaboration with the Public Information Officer, the District strives to keep families informed and connected. A continued area of focus is increasing participation in the annual educational partner survey to ensure a broader representation of stakeholder voices and feedback. The District is committed to continuous improvement in communication and engagement efforts to strengthen partnerships with families and support student success.|The District is committed to the inclusion of all families and active engagement from underrepresented families.  This has been done, and will continue to be done, through making meetings, parent information nights and access to resources available at a variety of times and through different channels.  This could include meetings at times more convenient for working families, information in multiple languages, devices available to participate in electronic surveys to name a few.|The District is committed to ongoing professional development for teachers and administrators.  Administrators attend biweekly meetings that provide them with professional development and collaboration with other administrators about best practices.  The District provides a wealth of parent information nights that include a variety of topics and are offered to all families in the district.  Teachers engage parents in fall and spring parent conferences to learn about student progress and address any concerns in addition to ongoing communication with parents and teachers via email and phone.  With the addition of teleconferencing, such as Zoom and Google Meet, it has made conferencing with parents much easier.  The District also has a District Advisory Committee that engages parents multiple times a year to garner input on all eight of the state priorities.|A student’s educational journey is most successful when schools and families work together in partnership. The District is committed to providing families with resources and support to help students succeed both academically and socially-emotionally, recognizing that strong family engagement contributes to improved student outcomes. With an ongoing focus on student well-being and mental health, the District continually seeks new opportunities to connect families with valuable resources, information, and support services. The goal is to build and maintain strong partnerships between home and school that support the whole child and promote success both in and out of the classroom. A key area of focus is increasing opportunities for parents and guardians to engage with teachers and school staff, strengthening collaboration and ensuring students receive comprehensive support for their academic, social, and emotional development.|The District is committed to the inclusion of all families and active engagement from underrepresented families.  This has been done, and will continue to be done, through making meetings, parent information nights and access to resources available at a variety of times and through different channels.  This could include meetings at time more convenient for working families, information in multiple languages, devices available to participate in electronic surveys to name a few.|The District provides a variety of opportunities for input on decision making throughout the year.  These opportunities include the District Advisory Committee (DAC), District English Language Advisory Committee (DELAC), School Site Council (SSC), Annual Parent and Staff Educational Partner Survey, Operation Steering Committee and Safety Committee.  The District takes input from all of these advisory groups and surveys when developing the Local Control Accountability Plan (LCAP) each year.  The District was excited this year to have an increase in the number of families who participated in the educational partner survey.  It is a goals of the District to increase participation each year.|The District's focus is on providing an opportunity for all educational partners to have input on decision making.  This includes the avenues by which parents can have a voice.  Currently, the District is mindful of meeting times and the platform for meetings where parent input is needed.  In addition, surveys are sent out seeking input on various items and District staff is available directly for input.  The District is also exploring ways to incentivize the annual educational partner survey with the hope of increasing parent participation. While we did see a growth this year with the number of families completing the survey, we feel that their is still room for growth.|The District is committed to the inclusion of all families and active engagement from underrepresented families.  This has been done, and will continue to be done, through making meetings, parent information nights and access to resources available at a variety of times and through different channels.  This could include meetings at time more convenient for working families, information in multiple languages, devices available to participate in electronic surveys to name a few.|5|5|4|4|5|5|5|4|5|5|5|5|Met||2026-06-23|2026
30741040000000|North Orange County ROP-Adult|3||||||||||||||||||||||Not Met|||2026
30741120000000|College and Career Advantage|3||||||||||||||||||||||Not Met|||2026
30741200000000|Coastline ROP|3||||||||||||||||||||||Not Met|||2026
30742520000000|Central Orange County CTE Partnership (CTEp)|3||||||||||||||||||||||Not Met|||2026
30768930000000|SBE - Magnolia Science Academy Santa Ana|3||||||||||||||||||||||Not Met|||2026
30768930130765|Magnolia Science Academy Santa Ana|3|This year we we have a bilingual Parent and Community Engagement Liaison and a Community School Coordinator. These positions allows for our school and families to build relationships within our community.  Based on our surveys given to our families, staff, and students we have added additional meetings with parents such as Coffee with Admin, Parent Check ins, Parent College; these are added to our regular PAC/PTF, and ELAC committee  gatherings. In addition to these meetings, we have increased the quality and quantity of the communication tools with parents. Social media (Facebook, Twitter, Instagram), our weekly bilingual newsletter the Hook, Leave a Message form (bilingual), and a suggestion box. These are all located in the main office. Magnolia wide we are using the MSA mobile application for our families. We have started to use the Parent Square software which allows us to communicate to our families without any language barriers.   Our traditional gatherings with parents such as Parent Orientation, Back to School Night, Fall/ Spring Parent teacher conferences, Open House, Home visits, and grade level informational meetings. Fall/ Winter, Cinco de Mayo festivals and volunteer appreciation day.|MSASA  will be ensuring that all Educational Partners have a voice. By doing this, we aim to allow for an open door policy during our weekly Coffee with Principals and Educational Partner surveys. In addition to ensuring there is voice, we will continue to strengthen our community partnerships by continuing free breakfast and lunch to all students regardless of income status, school supply drives, and a referral network that provides mental health supports for all educational partners.|Based on our surveys given to our families, staff, and students, we have added additional meetings with parents such as Coffee with the Principal, Parent Check-ins, and Parent College; these are added to our regular PAC/PTF, and ELAC committee gatherings. In addition to these meetings, we have increased the quality and quantity of the communication tools with parents. Social media (Facebook, Twitter), Leave a Message form (bilingual), and a suggestion box. These are all located in the main office. Magnolia wide we are using the MSA mobile application for our families. We have started to use the Parent Square software, which allows us to communicate with our families without language barriers. Our traditional gatherings with parents such as Parent Orientation, Back to School Night, Fall/ Spring Parent-teacher conferences, Open House, Home visits, and grade-level informational meetings. Fall/ Winter, Cinco, and volunteer appreciation day.|Strengths are PAC/Coffee with Principal meetings. This is an opportunity to introduce MTSS support for SEL to the parents.  Parent College  and third party  partnerships  like  parenting classes through Santa Ana College and AltaMed, PBS SoCal, CHOC, StartWell, OC Mix Academy, and OCDE. Grade level college counseling meetings with our parents and students for supporting and informing parents and students  for a University-going  culture.  For example, 8th grade high school transition meetings, college signing day, FAFSA meetings.  As we establish our parent outreach and provide meetings to involve all our families, building Parent attendance is a focus for us.|At MSASA we will strive to improve our partnerships for student outcomes by making connections with our local city council, congressman, as well as local businesses to strengthen the collaboration among all our educational partners. A focus area will be our mental health/SEL supports as well as the quality of the food that is being served to our students breakfast and lunch.|At MSASA we will continue to promote our home visits so that all families' voices are heard, ideas are met, and that everybody feels included. We will also offer Parent College classes like EL classes, computer skills, and child development classes. We will continue to offer weekly Coffee with Principal sessions in English and Spanish.|At MSASA our current strengths  include  partnerships with the surrounding community to support families in ac academic, behavioral, and social emotional success for their children, letting the parents bring up all concerns in the weekly Coffee with Principal, and sending multiple surveys home throughout the course of the year.|We value our educational partners and are using their feedback to strengthen the upcoming school year. Schoolwide instant surveys from  staff provide input for a positive and supportive school climate.  Parent check-in meetings allow for decision making to become ongoing.   Surveys are designed to support all academics, behavioral, and social-emotional needs of the whole child.|MSASA will improve engagement of underrepresented families by using Parent Square as an active two way tool of engagement. We will ensure that we have a Community Schools Coordinator and a Community Schools Liaison  who are a reflection of our current school community.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-17|2026
31103140000000|Placer County Office of Education|3|PCOE demonstrates strong implementation in building relationships between school staff and families, reflected in consistently high ratings and positive partner feedback. Staff have established trusting, respectful relationships with guardians, particularly through strong collaboration with probation partners. Communication is ongoing and responsive, with staff maintaining open dialogue and adapting to the needs of youth within the juvenile detention setting. The Student Support Practitioner and Program Manager of Community Schools positions continue to connect families and students with resources as they prepare to transition out of Court School.   PCOE offers various programs tailored to the unique challenges of its students and families, including academic counseling sessions provided during daily advisory periods, opportunities for students to self-refer for social-emotional counseling supports, prevention of Commercially Sexually Exploited Children (CSEC) workshops, and Free Application for Federal Aid (FAFSA) workshops for parents and guardians. In addition, when supporting probation staff as guardians for short-term students, PCOE provides resources related to evidence-based practices that support positive student behavior across all settings. These offerings are designed to meet students and families “where they are,” with one-on-one conversations scheduled during convenient times for parents via online video calls and individualized phone calls from a dedicated Bilingual Parent Liaison. Establishing these connections and developing trusting relationships has increased parent/guardian involvement.  A key strength is the alignment and mutual respect between school staff and probation, supported by daily communication and coordinated decision-making. Staff show commitment to understanding student and family contexts while adapting to the facility’s dynamic environment and frequent transitions.  Court Schools have also expanded engagement practices through transition meetings, wraparound services, and interagency collaboration, helping strengthen continuity of support as students return to their home schools.   Overall, the LEA has reached full implementation and sustainability, with strong two-way communication, a welcoming environment, and a culture that prioritizes relationship-building.|While relationship-building practices are strong, an area for growth is increasing direct engagement with families of students who remain in the program for extended periods. Feedback indicates that although communication with probation is highly effective, outreach to families—particularly for students enrolled 20 days or more— will be strengthened through amended LCAP actions to ensure consistent involvement.  The Schools Transition Team will continue to build and modify structured transition supports before students transition back to their school of origin.  This will ensure that connections are made to a wider variety of community resources before students exit, thus increasing student and family success after the transition.|To improve engagement with underrepresented families, PCOE  will increase individualized and proactive outreach, especially for families of students with longer stays or barriers to participation. This includes expanding the role of Student Support Personnel (SSP) in conducting personalized check-ins to identify needs and connect families to resources. The LEA will continue to use flexible communication strategies, including multiple outreach methods and clear, accessible language. PCOE will also continue utilizing Student Support practitioner referrals and services to ensure that all families are connected with resources that help remove obstacles to wellness and academic engagement.|PCOE is committed to engaging parents, guardians, and other educational partners and incorporating their feedback in decision-making.  PCOE  demonstrates strong implementation in building partnerships that support student outcomes, with particular strengths in communication, coordination, and resource alignment across school staff, probation, and families. Educational partner feedback reflects consistent collaboration, including regular communication about student progress and coordinated efforts to support positive outcomes.   A key strength is the structured communication systems in place, including frequent coordination between site leadership, support staff, special education staff, and probation and ongoing discussions focused on student needs, progress, and interventions. When supporting student needs, clinical support staff and site administrators ask families and guardians about their family or living dynamics, strengths, barriers, and what works for them.   These systems ensure that staff, guardians, and students remain aligned and actively engaged in supporting student success. Court Schools have also strengthened partnerships through expanded transition meetings and wraparound services, which support continuity of care and help families and receiving schools effectively support students upon reentry.|PCOE is dedicated to offering a wider variety of opportunities to engage with families and guardians and direct connections to community-based services to remove barriers to learning, support academic achievement, and facilitate successful transitions.    While PCOE demonstrates strong partnership practices, further growth is needed in expanding and formalizing professional learning opportunities focused on strengthening staff capacity to partner with families. Current efforts are effective but remain an area for continued development to ensure consistent implementation across all staff.   Another area for improvement is increasing direct collaboration with families—particularly those of students with longer stays—to ensure they are consistently engaged in discussions around student progress and goal-setting. While communication systems with probation are well established, there are opportunities to deepen family participation in these processes. Along with scaling up the Community Schools model at the Placer County Court School, PCOE has added an action to the LCAP to increase outreach for students enrolled for 20 days or more and students whose district of residence is out of county to ensure they are connected with the necessary community resources and transition supports.    Strengthening consistency in staff training and expanding family engagement strategies will further enhance the LEA’s ability to sustain strong partnerships.|Although PCOE currently supports staff in learning about student groups and their cultures, languages, and goals, it is committed to extending this work to all students by increasing Tier I support related to successful transitions from the court school setting.  PCOE will prioritize individualized outreach and targeted supports, particularly for families who experience barriers to participation or whose students remain in the program for extended periods. Staff, including Student Support Personnel, will expand personalized communication to better understand family needs and connect them with appropriate resources.  The LEA will continue leveraging strong interagency partnerships to help identify and engage families who may not otherwise participate, ensuring a coordinated and inclusive approach. Flexible communication strategies—including multiple methods of outreach and accessible language—will support increased participation.|Educational partner feedback indicates that staff consistently seek and incorporate input, particularly through ongoing coordination with probation and interagency partners.  Families and guardians can provide meaningful input and contributions to decision-making when serving on committees such as the Parent Advisory Committee. PCOE also employs a Bilingual Parent Liaison to provide translation and support for families with a primary language other than English. Parent/Guardian input contributed to revisions of the School Site Safety Plan. Family/guardian feedback is regularly collected via electronic surveys, hard copy surveys, one-on-one phone calls, and virtually facilitated conversations.   A key strength is the structured, routine communication that occurs frequently, ensuring that staff and guardians remain aligned when making decisions that impact student outcomes. Feedback highlights that input is regularly exchanged, with staff and partners working together to remain “on the same page” and adjust supports based on student needs.  Placer County Court School has also strengthened opportunities for collaborative decision-making through processes such as transition meetings, wraparound services, and interdisciplinary team discussions. These structures allow staff, partners, and, when possible, families to contribute to planning and supporting student success.  Additionally, staff demonstrate strong capacity to engage in decision-making processes and effectively incorporate partner input into program implementation. Overall, the LEA has reached full implementation and sustainability in building staff and partner capacity to engage in advisory processes and collaborative planning.|PCOE is committed to increasing its recruitment of a wide range of families/guardians to participate in schoolwide PBIS meetings and the Parent Advisory Committee, including families and guardians of unduplicated students.|PCOE will utilize flexible engagement methods, including multiple communication platforms and clear, accessible language, to increase participation.  PCOE will continue to seek family/guardian input using the bilingual support staff during IEP meetings.  The Student Support Practitioner will continue building relationships with underrepresented families to create opportunities for families to provide input.|5|5|5|5|4|5|5|5|5|5|4|5|Met||2026-06-25|2026
31103140126904|Placer County Pathways Charter|3|Pathways Charter demonstrates strong and sustained progress in building trusting and respectful relationships with families, as reflected in both parent feedback and staff reflections. Parents consistently describe staff as caring, responsive, and committed to student success. Families highlighted “communication, consistency, and flexibility” as core strengths, and many noted that staff “genuinely care about the students’ success and go out of their way to help.” One parent shared that “every child appears to be not only known, but truly seen, by all staff members.”  Parents also rated Pathways Charter highly for creating welcoming and inclusive environments. Families described teachers and staff as kind, respectful, and approachable, and noted that communication is clear and understandable. Survey ratings across both programs show strong agreement that staff build trust, maintain positive relationships, and communicate in accessible ways.  Two-way communication is a particular strength. Parents reported multiple avenues for connection—phone calls, emails, in-person conversations, and regular check-ins. Families shared that teachers keep them informed and respond quickly when support is needed. Pathways Charter staff also acknowledge increased reciprocal communication between families and schools.  While learning about family strengths and cultures received slightly lower ratings than other areas, families still expressed appreciation for staff efforts to understand their child’s needs and goals. Overall, Pathways Charter is operating at full implementation and sustainability in most areas of relationship-building, with strong evidence of trust, communication, and partnership across iCARE and iLearn.|Pathways Charter will continue strengthening family engagement by expanding proactive outreach and increasing opportunities for meaningful participation. Families expressed interest in more consistent check-ins and clearer communication about ways to be involved, indicating a need to streamline and elevate how engagement opportunities are shared. Strengthening the feedback loop—so families see how their input informs decisions—remains an important next step. Pathways Charter will also continue refining culturally responsive practices to ensure all families feel understood, welcomed, and included in shaping the school experience.|Pathways Charter will strengthen engagement of underrepresented families by expanding personalized outreach, increasing clarity and accessibility of communication, and creating more intentional opportunities for families to share their perspectives. Efforts will focus on ensuring all families—particularly those who may face language, access, or participation barriers—receive information in multiple formats and feel welcomed into decision-making spaces. Pathways Charter will also continue refining culturally responsive practices and offering targeted opportunities for feedback so that every family feels valued, heard, and connected to the school community.|Pathways Charter continues to make strong progress in building partnerships that support student learning and development. Staff receive ongoing professional learning focused on communication, relationship-building, and family partnership, contributing to a consistent culture of responsiveness and collaboration. Families report that teachers provide clear information about student progress and offer guidance that helps them support learning at home. Coordinators note that communication between families and staff has strengthened, with regular check-ins, accessible updates, and multiple ways for families to connect with teachers.  Pathways Charter has also established strong systems for meeting with families to discuss student progress, reflected in the highest rating for this area. Families consistently describe teachers as proactive, supportive, and committed to working together to address student needs. Parents shared that communication is timely and that staff follow through when concerns arise, reinforcing trust and shared responsibility for student success.  Efforts to help families understand their rights and advocate for their students are also well-established. Families receive information through meetings, written communication, and direct outreach, and coordinators report that families increasingly ask informed questions and participate actively in decision-making. Overall, Pathways Charter is operating at full implementation in most areas, with strong relational practices and clear communication systems that support positive student outcomes.|Pathways Charter will continue strengthening partnerships for student outcomes by expanding professional learning that supports culturally responsive communication and deepens staff capacity to engage families as instructional partners. Families expressed interest in receiving more consistent resources and guidance to support learning at home, indicating an opportunity to streamline and enhance how academic information is shared.  A focus area for improvement is Pathways Charter's Independent Study program and its support of parents as teachers. As such, Pathways Charter is expanding teacher outreach and communication modalities to help support families with needs related to Independent Study instruction and curriculum.|Pathways Charter will leverage targeted strategies from the Community Schools model, continue to support Student Support Practitioner referrals, and continue to offer expanded parent engagement opportunities, including multiple ways for parents and teachers to engage with one another such as office hours, email, Parent Square, phone calls, and text messages.|Pathways Charter demonstrates strong and sustained progress in engaging families in decision-making. Staff are well-supported to facilitate advisory participation, and families report that communication about opportunities to provide input is clear and accessible. Advisory groups, surveys, and feedback sessions are consistently used to gather perspectives, and families describe feeling welcomed and encouraged to share their ideas. Pathways Charter also maintains strong collaboration among families, teachers, and administrators, with regular opportunities to work together on planning and evaluating engagement activities. These practices reflect a culture of shared responsibility and transparent decision-making.|Pathways Charter will strengthen input-seeking practices by increasing the consistency and visibility of communication about advisory opportunities and feedback processes. Families expressed interest in clearer information about how their input is used, indicating a need to reinforce the feedback loop and highlight how family perspectives shape decisions. Expanding outreach strategies to ensure all families—especially those less connected to school activities—are aware of opportunities to participate remains an important next step.  Pathways Charter is committed to increasing its recruitment of a wide range of families to participate in schoolwide PBIS meetings and the Parent Advisory Committee, including parents of English Learners, Students with Disabilities, and Low Income families. The LEA also aims to continue offering specific LCAP feedback opportunities for parents of EL and LTEL students.|Pathways Charter will deepen engagement of underrepresented families by expanding personalized outreach, offering information in multiple accessible formats, and providing more intentional invitations to participate in advisory and feedback processes. Pathways Charter will continue to seek family input using the bilingual support staff during meetings. The Student Support Practitioner will continue building relationships with underrepresented families to create opportunities for families to provide input.|5|5|4|5|4|4|5|4|5|5|4|5|Met||2026-06-25|2026
31667610000000|Ackerman Charter|3|ACSD has multiple avenues for staff and families to engage and provide input. Through a variety of surveys that are distributed, parent conferences, Site Council/Steering Committees and family engagement nights staff and parents have the time to connect and engage in providing feedback.|Each year our focus is to provide as many opportunities for our community to engage as possible. Our focus area will be to increase our participation in the various opportunities.|We provide communications in native languages as well as have interpreters at various events like parent conferences, Site Council, to provide their services to the underrepresented. We have also provided day care during events to encourage families to attend.|ACSD has achieved full implementation and sustainability in partnering with families to improve student outcomes. A core strength is our established system for professional learning, which provides teachers and principals with continuous support to build strong, collaborative family partnerships. Additionally, we maintain a robust schedule of student-teacher-parent conferences.|Based on the analysis of local data and educational partner input, our primary focus area for improvement is to expand participation in existing family engagement opportunities, ensuring a broader and more diverse representation of our school community. We aim to strengthen these partnerships by increasing the consistency of communication regarding home-learning resources and student progress, particularly for families who may face barriers to attendance. Additionally, we will work on enhancing outreach and targeted support to ensure all families feel equipped to actively advocate for their students' academic and developmental needs.|To improve engagement with underrepresented families, we will expand targeted outreach and provide multilingual communications, including translation services. Additionally, we will offer flexible meeting times and childcare options to eliminate scheduling and childcare barriers, ensuring all families can equitably collaborate in supporting student outcomes.|Based on educational partner input and local data, our primary strength lies in successfully achieving full implementation and sustainability in providing all families with comprehensive opportunities to give input on district policies and programs, while actively executing strategies to reach and engage our underrepresented groups.|Based on educational partner input and local data, our primary focus is to strengthen the collaborative process by actively involving families, teachers, and administrators in the co-design and evaluation of district family engagement activities. Additionally, we aim to build greater capacity among both school staff and family members to ensure advisory groups function as highly effective, equitable spaces for shared decision making.|To improve the engagement of underrepresented families in decision making, we will implement targeted outreach strategies and personal invitations to ensure diverse voices are actively represented on our advisory committees. We plan to eliminate participation barriers by offering flexible meeting times, child care, and comprehensive translation and interpretation services.|5|4|5|5|5|4|5|4|4|4|5|3|Met||2026-06-17|2026
31667616031009|Bowman Charter|3|ACSD has multiple avenues for staff and families to engage and provide input. Through a variety of surveys that are distributed, parent conferences, Site Council/Steering Committees and family engagement nights staff and parents have the time to connect and engage in providing feedback.|Each year our focus is to provide as many opportunities for our community to engage as possible. Our focus area will be to increase our participation in the various opportunities.|We provide communications in native languages as well as have interpreters at various events like parent conferences, Site Council, to provide their services to the underrepresented. We have also provided day care during events to encourage families to attend.|ACSD has achieved full implementation and sustainability in partnering with families to improve student outcomes. A core strength is our established system for professional learning, which provides teachers and principals with continuous support to build strong, collaborative family partnerships. Additionally, we maintain a robust schedule of student-teacher-parent conferences.|Based on the analysis of local data and educational partner input, our primary focus area for improvement is to expand participation in existing family engagement opportunities, ensuring a broader and more diverse representation of our school community. We aim to strengthen these partnerships by increasing the consistency of communication regarding home-learning resources and student progress, particularly for families who may face barriers to attendance. Additionally, we will work on enhancing outreach and targeted support to ensure all families feel equipped to actively advocate for their students' academic and developmental needs.|To improve engagement with underrepresented families, we will expand targeted outreach and provide multilingual communications, including translation services. Additionally, we will offer flexible meeting times and childcare options to eliminate scheduling and childcare barriers, ensuring all families can equitably collaborate in supporting student outcomes.|Based on educational partner input and local data, our primary strength lies in successfully achieving full implementation and sustainability in providing all families with comprehensive opportunities to give input on district policies and programs, while actively executing strategies to reach and engage our underrepresented groups.|Based on educational partner input and local data, our primary focus is to strengthen the collaborative process by actively involving families, teachers, and administrators in the co-design and evaluation of district family engagement activities. Additionally, we aim to build greater capacity among both school staff and family members to ensure advisory groups function as highly effective, equitable spaces for shared decision making.|To improve the engagement of underrepresented families in decision making, we will implement targeted outreach strategies and personal invitations to ensure diverse voices are actively represented on our advisory committees. We plan to eliminate participation barriers by offering flexible meeting times, child care, and comprehensive translation and interpretation services.|5|5|4|5|5|4|5|4|4|4|5|3|Met||2026-06-17|2026
31667790000000|Alta-Dutch Flat Union Elementary|3|"Alta-Dutch Flat Elementary maintains an open environment for Educational Partners exhibited by our many parents and. community members on campus on a daily basis. As the heart of the community, our school serves as a center for parent activities and those that assist the community as a whole. One example of this includes the establishment of a bi-weekly bookmobile from our county library that serves the entire community. A recent survey included the responses that the school has created a ""sense of community."" Our Parent Club held an event at least every month that invited the community to our school."|We will continue utilizing the district's communication technology to reach all parents. The school will continue to implement direct messaging, online volunteer sign-up opportunities, and direct posts for the school and classrooms using Parent Square technology. Additionally, the school will work with Parents' Club to provide on-site events to bring parents and community members to campus.|The school implemented a systemic attendance support system and will continue to reach out to each family in which students are experiencing challenges at school. Our school holds Parent Advisory Committee meetings throughout the year which includes families that represent our SED and our special education students. The school  provides additional supports through our County Office of Education and #211 facilitation.|Alta-Dutch Flat Elementary implemented multiple supports for families and students this year including student counseling, academic assessment, and academic intervention. Our school profits through numerous educational partners on campus on a daily basis.|This year will be spent on refining each of the support areas with additional outreach to families during implementation.|Special attention and focus is paid for underrepresented families and a targeting of services to ensure students are served.|The district uses surveys, Parents' Club input, and the Parent Advisory Committee for input. As a small school, we are in the unique position to have the pulse of our families and their needs in a unique way.|The Parent Advisory Committee will be strengthened this year with more frequent, tri-annual meetings.|Continued surveys and inclusion of families on the Parent Advisory Committee will assist this goal.|4|5|4|5|4|4|4|3|4|4|4|5|Met||2026-06-10|2026
31667870000000|Auburn Union Elementary|3|AUSD continues to provide community liaison support for home to school communication in a child's home language. When needed, interpreters were also used.   English Learning Advisory Committees (ELAC) were hosted at both Auburn Elementary and EV Cain as well as a District English Learner Advisory Committee (DELAC). ELAC and DELAC meetings were held on a regular basis throughout the year. These committees along with our Parent Teacher Clubs, School Site Councils, and our LCAP Parent Advisory Committee (which also included three student representatives) provided valuable input used to strengthen our relationship building and offerings for families both during the 2025-2026 school year and in preparation for 2026-2027.  At a site level additional opportunities included Coffee with the Principal, heritage festivals, and other site specific events. District wide events such as literacy night and a resource fair school where held for the community and  brought families, staff, and students together.|Families reported an appreciation for the literacy night and resource fairs held during the 2025-2026 school year. To build upon this, AUSD will offer the same options again in 2026-2027 with the addition of a STEAM night, during which new piloted math materials and family resources and activities related to science, technology, engineering, art, and math will be provided. An additional resource fair targeting homeless and foster youth along with our socioeconomically disadvantaged families will be held in August to prepare for the new year.|As anticipated, participation in parent advisory groups such as LCAP PAC, ELAC, and DELAC increased during the 2025-2026 school year.  To further this growth and assist in educational partner participation AUSD plans to continue successful events from 2025-2026 and build upon these using similar communication and feedback avenues. Additionally, community liaisons have been beneficial partners. AUSD will be adding one community liaison position for 2026-2027 to increase family outreach.|"Annual survey data collected regarding educational partner engagement showed positive results as measured by answers of ""agree"" or ""strongly agree"". There was an increase for favorable responses to, ""Parents feel welcome to participate at this school,"" from 83% to 84%. Additionally, the metric remains at an overall high percentage (above 80%) for favorable responses and is indicative of progress being made in the area of building relationships for student outcomes."|"AUSD continued a number of parent involvement committees such as DELAC, ELAC, School Site Council, and LCAP Parent Advisory Committee. Given the success seen in the outcome data as previously described above, AUSD plans to continue these efforts in outgoing years. This is particularly important given an overall decline in favorable parent responses to the question “ School actively seeks the input of parents before making important decisions,"" decreased from 65% to 57% (-8%). AUSD continues to work on opprotunities for parent engagement both on an off campuses. This includes expanding our after school programming offerings and starting a District Community Leadership Team (DCLT) in 2026-2027."|As described previously, to assist in educational partner participation and increase turnout for district-wide or school specific educational partner engagement opportunities AUSD reached out to parent groups for feedback. The addition of a community liaison position will allow for on liaison per school campus, which should provided increased opportunity for parent and family outreach.|"As discussed previously, annual survey data collected regarding educational partner engagement showed positive results as measured by answers of ""agree"" or ""strongly agree"". There was an increase for favorable responses to, ""Parents feel welcome to participate at this school,"" from 83% to 84%.  Additionally, AUSD held LCAP PAC meetings that were well attended and rich in participation by both our parent and student committee members."|As previously described, to increase family engagement, AUSD maintained several parent involvement committees, including DELAC, ELAC, School Site Council, and the LCAP Parent Advisory Committee.  AUSD continues to work on opprotunities for parent engagement both on an off campuses. This includes expanding our after school programming offerings and starting a District Community Leadership Team (DCLT) in 2026-2027.|As described previously, to assist in educational partner participation and increase turnout for district-wide or school specific educational partner engagement opportunities AUSD reached out to parent groups for feedback. The addition of a community liaison position will allow for on liaison per school campus, which should provided increased opportunity for parent and family outreach.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-18|2026
31667870126664|Alta Vista Community Charter|3||||||||||||||||||||||Not Met For Two or More Years|||2026
31667950000000|Colfax Elementary|3|Creating strong partnerships with families begins with fostering a welcoming, inclusive school environment where parents feel valued, respected, and connected to the school community. When families feel comfortable and supported, they are more likely to engage actively in their child’s education and participate in school activities. According to the Kelvin Pulse Family Survey, 92% of parents reported that Colfax Elementary School maintains a positive culture and climate and that they feel comfortable approaching staff to discuss matters related to their child. Colfax Elementary School actively promotes family engagement through a variety of meaningful opportunities. Parents are encouraged to volunteer in classrooms and throughout the campus, supporting both students and staff. Many serve as Art and Garden Docents, partnering with teachers to enrich learning through hands-on outdoor experiences and visual arts activities. Others volunteer as Sight Word Busters, helping primary students strengthen foundational literacy skills through targeted practice with high-frequency words. Parents also contribute by coaching after-school athletic teams and assisting the District in partnering with community organizations that provide student support programs, incentives, and enrichment opportunities. To strengthen communication between home and school, the District schedules parent-teacher conferences twice each year, creating regular opportunities for families and educators to discuss student progress, celebrate successes, and identify areas for growth. Family involvement extends beyond the instructional day through PTA-sponsored events such as the Fall Festival and Spring Fling, which bring together students, parents, grandparents, and community members while fostering school pride and a strong sense of belonging. Families also play an important role in annual campus improvement days, volunteering their time and talents to enhance playgrounds, athletic fields, landscaping, and other school facilities. These collective efforts help strengthen relationships, build community connections, and create a positive learning environment for all students.|The focus area for improvement in building relationships between school staff and families was to improve timely and prompt communication with families for the 2025-2026 school year. Family feedback during the 2025–2026 school year demonstrated a significant improvement in communication between home and school. Survey results showed a notable reversal from prior years, with 89% of parents reporting that school staff return communications promptly. This substantial increase reflects the District’s ongoing efforts to strengthen relationships with families and ensure timely, consistent communication. A key contributor to this improvement was the implementation and continued use of ParentSquare as the District’s primary communication platform. ParentSquare streamlined communication between staff and families by providing a centralized system for announcements, classroom updates, event notifications, attendance messages, and direct communication. The positive impact of this platform has led the District to continue its use during the 2026–2027 school year. In addition, the District hosted Superintendent Breakfasts once each trimester throughout the school year. These informal gatherings provided parents and community members with opportunities to receive updates on District initiatives, ask questions, share feedback, and engage in open dialogue with District leadership. The strong participation and positive feedback from families highlighted the value of these meetings in building trust and transparency. As a result, Superintendent Breakfasts will continue during the 2026–2027 school year as an important component of the District’s family engagement and communication efforts.|The Colfax Elementary School District remains committed to fostering a school environment where every family feels welcomed, valued, and empowered to actively participate in their child’s education, with a particular focus on ensuring equitable engagement opportunities for underrepresented families. During the 2026–2027 school year, the District will continue implementing strategies designed to strengthen partnerships with families, increase participation in school activities and leadership opportunities, and ensure that diverse perspectives are reflected in school decision-making processes. During the 2025–2026 school year, CESD successfully completed its two-year participation in the Community Engagement Initiative (CEI). Through collaboration with families, staff, community members, and educational partners, the District developed a family engagement plan designed to strengthen communication, increase meaningful family participation, and build stronger partnerships between home and school. One key component of this plan is enhancing the annual Back-to-School Night experience by providing dedicated opportunities for parents and teachers to discuss individual student goals, strengths, areas for growth, and strategies for success during the upcoming school year. This proactive approach is intended to establish strong home-school partnerships early in the year and ensure families play an active role in supporting student achievement. CESD will continue to encourage and ensure the participation of underrepresented families in leadership roles within key advisory and decision-making groups, including the Parent Teacher Association (PTA), School Site Council, and District Community Leadership Team (DCLT). The perspectives of these families provide valuable insight into school programs, budget priorities, and district initiatives, helping ensure that decisions reflect the needs and experiences of the entire school community. To further strengthen relationships and foster a sense of belonging, Colfax Elementary School will continue hosting Family Lunch Days during the 2026–2027 school year. These events invite parents, guardians, grandparents, and extended family members onto campus to share lunch with students, connect with staff, and build relationships with other families in a welcoming and informal setting. The District will also continue offering Family Literacy Nights and will reimplement Family Science Nights, providing engaging opportunities for families to participate in their children's learning while strengthening the connection between home and school. Together, these efforts reflect CESD’s ongoing commitment to ensuring every family feels connected, informed, and engaged as partners in supporting student success.|At Colfax Elementary School District, fostering strong, collaborative partnerships with families that support student academic success remained a top priority during the 2025–2026 school year. The District recognizes that students achieve their greatest success when families and educators work together as partners in the educational process. According to the 2025 Kelvin Pulse Family Survey, 94% of families reported that Colfax Elementary encouraged parents to be active and engaged participants in their child’s education, representing a 5% increase from the previous year and reflecting the District’s continued commitment to meaningful family engagement. During the 2025–2026 school year, Colfax Elementary provided numerous opportunities for parents and school staff to collaborate in support of student learning. Parent-teacher conferences were held twice annually, allowing families and teachers to review academic progress, celebrate accomplishments, discuss areas for growth, and develop strategies to support student success. These conferences provided valuable opportunities for two-way communication and strengthened home-school partnerships. The District also continued to utilize Student Success Team (SST) meetings to provide targeted support for students experiencing academic, behavioral, or social-emotional challenges. These collaborative meetings brought together teachers, specialists, administrators, and parents to identify student needs, develop intervention plans, monitor progress, and ensure that families remained active participants in the decision-making process. In addition, Colfax Elementary's Wellness Center continued to provide counseling and support services to students and families. Through individual counseling, family outreach, and connections to community resources, the Wellness Center helped address social-emotional and behavioral needs that may impact student learning. Staff worked closely with families and educators to provide comprehensive support and promote student well-being. Building upon the success of these efforts, the District will continue and expand family engagement opportunities during the 2026–2027 school year. As part of the Family Engagement Plan developed through the Community Engagement Initiative, Back-to-School Night will include dedicated opportunities for parents and teachers to discuss individual student goals and establish a shared vision for success early in the school year. The District will also continue twice-yearly parent-teacher conferences, SST meetings, Wellness Center services, ParentSquare communications, and trimester Superintendent Breakfasts to ensure families remain informed, connected, and engaged. Through these ongoing efforts, Colfax Elementary School District will continue to strengthen partnerships with families and create a supportive learning environment where all students can thrive academically, socially, and emotionally.|A key improvement was enhancing parent-teacher communication. Based on family feedback, the first round of Parent-Teacher Conferences was moved to early October, providing families earlier information on academic progress, behavior, and learning goals. This change helped families and teachers identify concerns sooner and establish supports earlier in the year. A second conference window in the spring continued to support review of student growth and planning for continued success. The District expanded access to support services through the Wellness Center. During 2025–2026, families accessed counseling, social-emotional supports, and community resource referrals. Staff collaborated with families to address barriers to learning and provide timely interventions, reinforcing the District’s commitment to supporting the whole child and the connection between family well-being and student success. CESD also partnered with community organizations to offer Love and Logic parenting classes, giving families practical strategies to support student behavior, responsibility, and success at home. These sessions strengthened school–home partnerships and increased opportunities for family engagement. Building on these efforts, CESD will continue strengthening family engagement in 2026–2027. Parent-Teacher Conferences will remain a key communication tool, with the first window continuing in early October. In alignment with the Family Engagement Plan developed through the Community Engagement Initiative, Back-to-School Night will include structured opportunities for families and teachers to discuss student goals and shared expectations for success. The Wellness Center will continue providing counseling, family support, and referrals. The District will also implement a Parent Request for Assistance (RFA) process in 2026–2027, allowing families to request support for academic, behavioral, social-emotional, mental health, and basic needs concerns. Requests will be reviewed by a multidisciplinary team to ensure timely connection to services and interventions. CESD will continue offering Love and Logic parenting classes and other family education opportunities. Through these efforts, the District will strengthen partnerships with families, expand access to support services, and support students academically, socially, and emotionally at school and home.|Colfax Elementary’s special education team and administrators remained committed to making Individualized Education Program (IEP) meetings collaborative and family-centered. Families received clear information on assessments, eligibility, services, accommodations, and educational options to support informed decision-making. Interpreters and translated documents were provided as needed to ensure full participation. The District also encouraged involvement of parents from economically disadvantaged backgrounds and parents of students with disabilities in leadership and advisory groups, including the Parent Teacher Association (PTA), School Site Council, and District Community Leadership Team (DCLT). These efforts helped ensure diverse family perspectives informed planning and decision-making. Building on this work, CESD will continue these efforts in 2026–2027. The District will use feedback from surveys, meetings, and engagement activities to better align event scheduling with working families’ needs. ParentSquare communications, Superintendent Breakfasts, Family Lunch Days, Family Literacy Nights, Family Science Nights, and enhanced Back-to-School Night activities will provide multiple opportunities for family engagement throughout the year. The District will also continue prioritizing family participation in IEP meetings through clear communication, translated materials, interpretation services, and collaborative decision-making. In addition, the Parent Request for Assistance (RFA) process will be implemented in 2026–2027, providing families an accessible way to request academic, behavioral, social-emotional, mental health, and basic-needs support. Through these efforts, CESD remains committed to an inclusive school community where every family—regardless of income, work schedule, language, or background—has meaningful opportunities to participate, contribute, and partner in supporting student success.|During the 2025–2026 school year, Colfax Elementary School District (CESD) strengthened its commitment to inclusive decision-making by providing multiple opportunities for families, staff, students, and community members to participate in shaping district priorities and programs. Recognizing the importance of educational partner engagement in supporting student success, CESD continued to gather feedback through forums focused on the Local Control and Accountability Plan (LCAP), the Community Engagement Initiative (CEI), school safety planning, and district improvement efforts. The District Community Leadership Team (DCLT), CEI meetings, School Site Council, and Superintendent Breakfasts provided opportunities for educational partners to review progress, examine student data, discuss areas for growth, and offer recommendations. These conversations helped ensure district initiatives reflected community priorities while promoting transparency and shared responsibility for student outcomes. CESD also used the Kelvin Pulse Family Survey and annual LCAP surveys to gather feedback on school climate, communication, academic programs, student supports, and family engagement. Strong participation provided valuable input that informed planning and decision-making throughout the year. As a result of prior feedback, several initiatives were implemented in 2025–2026. The middle school Enrichment Wheel gave students hands-on opportunities to explore interests across a variety of subjects. The Safe School Ambassadors program empowered student leaders to promote inclusion, kindness, and positive peer relationships. In addition, AVID strategies were introduced in upper elementary and middle school classrooms to strengthen organization, goal setting, critical thinking, collaboration, and college and career readiness skills. Positive feedback from students, families, and staff has reinforced the District’s commitment to continuing these programs in 2026–2027. CESD will continue engaging educational partners through the DCLT, School Site Council, LCAP and Kelvin Pulse surveys, Superintendent Breakfasts, and other engagement opportunities. The District will also continue implementing the Enrichment Wheel, Safe School Ambassadors program, and AVID strategies while monitoring effectiveness and identifying areas for refinement. Through these ongoing efforts, CESD remains dedicated to ensuring educational partner feedback informs district decisions and that all stakeholders have meaningful opportunities to contribute to a positive, safe, and engaging learning environment. By continuing to listen, respond, and collaborate, the District will build on the successes of 2025–2026 and strengthen a culture of trust, partnership, and continuous improvement in 2026–2027.|The 2025 Kelvin Pulse Family Survey provided valuable feedback regarding opportunities to strengthen family engagement and communication throughout Colfax Elementary School District (CESD). While survey results reflected many positive perceptions of the school and its staff, families expressed a desire for additional opportunities to share their perspectives and participate in meaningful discussions about school programs, district priorities, and student success. The feedback highlighted the importance of continuing to expand two-way communication and ensuring that a broad cross-section of families has opportunities to contribute to district decision-making. In response, CESD will focus on increasing family voice and participation during the 2026–2027 school year by creating additional opportunities for direct engagement with school and district leadership. A key component of this effort will be the implementation of two evening Community Forums during the school year. These forums will be designed to accommodate working families who may be unable to attend meetings held during the school day and will provide an open, collaborative environment for parents, guardians, staff, and community members to discuss district initiatives, review progress toward goals, and provide input on future planning efforts. By offering these events in the evening, the District hopes to engage a wider and more representative cross-section of the school community. In addition to the Community Forums, CESD will continue utilizing the Kelvin Pulse Family Survey and annual LCAP surveys to gather family feedback regarding school climate, communication, academic programs, student supports, and family engagement. Survey results will be reviewed and shared with educational partners to ensure transparency and to demonstrate how feedback informs district decisions and continuous improvement efforts. The District will also continue to provide multiple opportunities for families to engage directly with school leadership through Superintendent Breakfasts, District Community Leadership Team meetings, Parent Teacher Association activities, Family Literacy Nights, Family Science Nights, and Family Lunch Days. ParentSquare will remain the District's primary communication platform to ensure families receive timely and consistent information. Through these efforts, CESD is committed to strengthening family-school partnerships, increasing opportunities for meaningful participation, and ensuring that family feedback continues to play an important role in shaping district programs, services, and priorities. By expanding opportunities for dialogue and collaboration, the District will continue building a culture where families feel heard, valued, and connected to the success of every student.|Based on the analysis of educational partner input and local data, Colfax Elementary School District (CESD) has identified the need to further strengthen the engagement of underrepresented families in district decision-making processes, with a particular focus on increasing access, voice, and ongoing participation. While families have expressed overall satisfaction with school climate and communication, feedback and participation patterns indicate that some groups—including families of students with disabilities and families facing economic or scheduling barriers—have been less consistently represented in formal input opportunities such as surveys, meetings, and advisory groups. In response, CESD will implement targeted strategies to ensure more inclusive and accessible opportunities for seeking input during the 2026–2027 school year. The District will expand engagement efforts by offering additional evening Community Forums and strengthening outreach through multiple communication formats, including digital platforms, translated materials, and direct invitations to families who have historically been less engaged in district decision-making structures. These efforts are intended to broaden participation and ensure that input reflects the full diversity of the school community. A key area of focus will be refining and strengthening the Individualized Education Program (IEP) process to increase meaningful parent participation throughout the school year. CESD will enhance ongoing communication with families of students receiving special education services by establishing more frequent progress updates and structured opportunities for feedback beyond formal IEP meetings. This will include regular check-ins regarding student progress toward goals, clearer and more accessible progress reporting, and intentional opportunities for parents to share observations, concerns, and input on their child’s learning and support services. The goal is to shift the IEP process toward a more continuous, collaborative model in which families are engaged as active partners throughout the year rather than only during annual meetings. Through these improvements, CESD is committed to strengthening trust, increasing transparency, and ensuring that underrepresented families have consistent and meaningful opportunities to participate in decision-making processes that impact student learning and well-being.|4|4|2|4|4|4|4|3|4|3|3|4|Met||2026-06-24|2026
31668030000000|Dry Creek Joint Elementary|3|Parent-teacher conference and Back to School Night participation remains high, with school sites reporting participation of 75% or higher. Parent survey results continue to reflect positive perceptions of site staff. SSC and ELAC participation is strong at each school site, and sites continue to offer family-centered events, including Family Literacy Nights, multicultural celebrations, Coffee with the Principal, and Coffee with the Counselor. Parents of English learners also report positive experiences. Eighty-eight percent report that their child's school provides academic support and encouragement, and 83% report receiving enough resources and personal attention. Only 7% report that language is a barrier to communication with their child's teacher.|The District has expanded translation of key communications, created a newcomer landing page, and distributed multilingual newsletters. Continued improvement is needed to deepen relationships with all families and ensure families know about available supports. Scheduling remains the primary barrier to parent participation. The District will continue offering morning and evening options, and will use virtual formats when appropriate, to increase access for families.|Survey results show that 26% of parents identified language barriers and 6% identified child care as reasons for not participating in parent activities. The District will more clearly communicate that interpreters and child care are available for districtwide meetings. Moving meetings from evening to morning during school drop-off did not increase participation as expected, so meeting format and outreach will remain areas of focus. Families of unduplicated students, including low-income students, English learners, and foster or homeless youth, will continue to be encouraged to participate fully in their child's education. The District will review and refine interpreters, translated materials, parent workshops on using AI tools to translate materials, and regular parent contact. Site ELAC and SST meetings are well attended, and EL teachers continue to have a strong impact with multilingual learner families. The District Social Worker will continue helping foster youth and their families connect with school staff and local agencies.|Each school site maintains an active ELAC that meets at least three times annually to review and provide input on English Learner programs, site goals, the SPSA, the LCAP, assessment tools, family engagement opportunities, and school policies. SSCs also review LCAP goals, parent engagement strategies, SPSA development, and site priorities related to improving student achievement and parent involvement. At the district level, the PAC and DELAC provide additional opportunities for parents and educational partners to shape districtwide programs, services, and priorities. Families receive regular information on student progress through progress reports every six weeks, report cards every twelve weeks, parent-teacher conferences, IEP and SST meetings, at-risk student reviews, volunteer opportunities, and 24/7 access to the online parent portal.|Each school site maintains an active ELAC that meets at least three times annually to review and provide input on English Learner programs, site goals, the SPSA, the LCAP, assessment tools, family engagement opportunities, and school policies. SSCs also review LCAP goals, parent engagement strategies, SPSA development, and site priorities related to improving student achievement and parent involvement. At the district level, the PAC and DELAC provide additional opportunities for parents and educational partners to shape districtwide programs, services, and priorities. Families receive regular information on student progress through progress reports every six weeks, report cards every twelve weeks, parent-teacher conferences, IEP and SST meetings, at-risk student reviews, volunteer opportunities, and 24/7 access to the online parent portal.|The District will continue offering a broader menu of family learning opportunities with translation and interpreter support. Parent-facing videos will remain available on key topics, including the IEP process, SST involvement, technology access, parental rights, and volunteer opportunities. The District will also continue in-person workshops based on parent feedback. Counselor-led parent workshops were well attended, and future topics will continue to be informed by family input. DELAC feedback identified additional parent learning needs related to ParentSquare and accessing online curriculum resources at home.|The LEA administers an annual LCAP-aligned survey for parents and staff, and the results guide strategic planning and parent engagement priorities. Survey results inform refinements to both site-level and districtwide initiatives. Shared decision-making is supported through SSC, ELAC, DELAC, the PAC, the School Health and Wellness Committee, and the Community Advisory Committee. These groups provide input on the SPSA, LCAP, School Safety Plans, and family engagement efforts. Increased opportunities for family education events, volunteer activities, and school-based committees contributed to 79% of surveyed parents reporting that Dry Creek schools value their participation and input.|A continued focus is increasing parent participation in ELAC and SSC, which are essential forums for family voice and shared leadership. Although committee structures are in place, consistent engagement across all schools and demographic groups remains an area for targeted support. The District will implement post-event surveys after family engagement activities to assess satisfaction, identify ideas for improvement, and hear from families who may not participate in formal committees. The District will also explore informal gatherings that provide comfortable, approachable opportunities for families to ask questions, connect with staff, and share feedback.|Each school site will use more intentional outreach through leadership and intervention teams to identify families who may be less connected to school systems and to develop targeted strategies for participation in events, planning, and communication. Strategies may include home visits, empathy interviews, new communication tools, and parent education to build trust and reduce barriers. District-wide coordination will support site-based efforts by ensuring access to translation services, relevant resources, and responsive engagement practices. The LEA will continue offering varied meeting times, child care, and multiple communication channels to increase visibility, accessibility, and participation for underrepresented families.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-16|2026
31668290000000|Eureka Union|3|Based on recent LCAP survey results, 89% of parents and 96% of staff agree that EUSD schools foster a welcoming and inclusive environment, reflecting the district’s strong culture of partnership and engagement. EUSD remains committed to providing consistent, timely, and accessible communication through multiple platforms, including ParentSquare, school newsletters, social media, and district and school websites. Efforts to increase accessibility through multilingual communication continue to support meaningful engagement with families across the district. The district provides numerous opportunities for families to engage with school and district leadership through initiatives such as Meet and Greets with the Superintendent, LCAP Parent Advisory Committee (PAC) meetings, Gifted and Talented Education (GATE) Advisory Council meetings, English Learner Advisory Committee (ELAC) meetings, and District English Learner Advisory Committee (DELAC) meetings. These forums promote two-way communication, elevate family voice, and support collaborative decision-making. In May 2026, the district celebrated its first Multicultural Arts Event, organized in partnership with the Eureka Schools Foundation. The event showcased student artwork from across the district while honoring the diverse cultures represented within the EUSD community. Strong attendance and community participation reflected the positive relationships the district has cultivated with families and local organizations. At the school level, strong parent and community partnerships continue to be evident through high rates of volunteerism and participation in school activities. Schools regularly host events that celebrate student learning and strengthen family engagement, including Jog-A-Thons, reading challenges, wax museums, student performances and assemblies, Back-to-School Nights, Open Houses, and multicultural celebrations. EUSD will continue to build on these strengths by expanding opportunities for family engagement, increasing participation in family education programs, and strengthening partnerships between schools, families, and the broader community.|While survey data indicate strong relationships between schools and families, EUSD recognizes the opportunity to further increase participation and engagement among families who may face barriers related to scheduling, language access, transportation, or familiarity with district processes. The district's focus is to ensure that communication, engagement opportunities, and access to school and district leaders are equitable, accessible, and responsive to the diverse needs of all families.   To strengthen family-school partnerships, EUSD will expand opportunities for two-way communication and family input through a variety of formats, including in-person and virtual engagement opportunities. The district will continue to improve accessibility by providing translated communications, interpreter support, and flexible scheduling options for meetings and events. EUSD also seeks to increase visibility and approachability of district and site administrators through regular opportunities for families to connect, ask questions, and provide feedback.   Additionally, the district will work to strengthen family awareness of available resources, programs, and communication channels by providing clear information regarding district processes and points of contact. Through these efforts, EUSD aims to increase participation across all family groups, elevate family voice in district decision-making, and further strengthen the collaborative relationships that support student success.|Based on educational partner input and local data, EUSD has identified opportunities to strengthen engagement with families who may face language, cultural, or scheduling barriers to participation. The district recognizes that while translation of key communications is important, meaningful engagement requires intentional relationship-building and opportunities for families to feel welcomed, heard, and connected to their school community.   To improve engagement with underrepresented families, EUSD will continue expanding access to multilingual communication and interpretation services during family-facing events, meetings, and individual interactions. The district has added a bilingual English Learner Support/Family Liaison position to serve as a cultural connector, helping families navigate school systems, access resources, and build relationships with school staff. Additionally, school sites with significant immigrant populations are developing Welcome Centers equipped with on-demand translation and transcription technology to provide accessible support for families.   EUSD will also strengthen culturally responsive outreach efforts by creating opportunities for families to engage in ways that are comfortable and meaningful to them. These efforts may include community-based gatherings, family ambassador programs, small-group listening sessions, and other forums designed to elevate family voice and encourage participation. To support these efforts, the district will continue providing professional learning for staff focused on culturally responsive practices, effective family engagement strategies, and building trusting relationships with families from diverse backgrounds.   Through these actions, EUSD aims to increase participation among underrepresented families, strengthen family-school partnerships, and ensure that all families have meaningful opportunities to contribute to the educational experience of their children.|EUSD excels at cultivating strong relationships with community partners to advance the district’s mission and vision and improve student outcomes. For 2025-2026, new partnerships, including a collaboration with Granite Bay High School (GBHS) through their leadership classes, have expanded opportunities for student enrichment and engagement. EUSD also continues its partnership with STAR Sacramento to implement a robust Expanded Learning Opportunities Program (ELOP), providing high-quality before- and after-school programming across school sites that supports both academic and social-emotional development. Volunteerism remains a hallmark of community engagement throughout EUSD. Parents and local community members regularly support classrooms and schoolwide initiatives, contributing to consistently high volunteer participation rates across the district. Community partnerships are further strengthened through programs such as Art Docents, which bring enriching arts experiences directly into classrooms, and through volunteer support for the Eureka Schools Foundation (ESF) World Arts Fair, a multicultural event that celebrates creativity, diversity, and community connection. In addition, high numbers of local high school students volunteer in EUSD PE classes, leadership activities, and summer school programs, serving as positive role models and providing academic and recreational support for younger students. These ongoing collaborations reflect EUSD’s commitment to building meaningful, multi-generational partnerships with families, alumni, schools, and local organizations to create a vibrant and supportive learning community for all students.|While EUSD has established strong partnerships with families and the broader school community, an area for continued growth is ensuring that all staff consistently recognize, celebrate, and leverage the value that parents and community members bring to student learning and school culture. Families contribute significant time, expertise, cultural knowledge, and volunteer support across campuses; however, there is an opportunity to further strengthen staff capacity to engage families as true educational partners rather than solely as participants in school events. Expanding this mindset across all schools and departments will help deepen trust, improve two-way communication, and create more inclusive opportunities for shared decision-making and collaboration. As EUSD continues to strengthen family and community partnerships, the district aims to build more intentional systems that acknowledge and elevate parent voice, cultural diversity, and community contributions in meaningful and consistent ways. This includes creating welcoming environments where families feel valued, heard, and empowered to support student success both at school and at home. By continuing to cultivate a culture of partnership and appreciation, EUSD can further enhance student outcomes, family engagement, and overall school connectedness. Proposed Action Items: -Provide professional learning for staff focused on effective family engagement practices, culturally responsive communication, and strategies for building authentic partnerships with families and community members. -Develop more structured opportunities for parent and community voice in school planning and decision-making processes through advisory groups, focus groups, and feedback sessions. -Expand systems for recognizing and celebrating parent volunteers, community partners, and family contributions at both the site and district levels to reinforce a culture of appreciation and collaboration.|EUSD is committed to ensuring that families from underrepresented groups have meaningful, accessible, and varied opportunities to participate in school and district-level engagement. The district will continue offering flexible office hours and regularly administering surveys to gather input and identify needs. To support broader access, EUSD will provide both virtual and in-person formats for key events, including weekend options to accommodate working families. Recordings of virtual events will be made available when appropriate, allowing families to engage on their own time. Additionally, EUSD will continue to offer on-site child care through the Expanded Learning Opportunities Program (ELOP) and provide meals during evening events to further reduce participation barriers. These ongoing efforts reflect EUSD’s dedication to building inclusive and welcoming spaces where all families can participate fully in their child’s educational journey.|EUSD provides multiple ways by which families and other educational partners, including students, can provide input and participate in key decisions.  EUSD conducts annual surveys that solicit input concerning its LCAP goals.  Additionally, EUSD conducts informal check-ins where parents and families can voice concerns, and provide input about district initiatives and programs. Focus groups are also conducted annually, via student empathy interviews, LCAP Staff Roadshows, and the LCAP parent advisory committee Based on the analysis of educational partner input and local data, briefly describe the LEA’s focus area(s) for improvement in Seeking Input for Decision-Making.   EUSD’s continues to look for ways to meaningfully accomplish the following: (1) Ensure opportunities are accessible to our underrepresented subgroups, (2) Provide timely and specific communication, and (3) Offer various methods for stakeholders to provide input. In addition, EUSD recognizes the need to better frame and explain the programs or initiatives for which the district is seeking input. By providing clearer context and background, we aim to increase the quality and relevance of the feedback we receive, ensuring that our educational partners are well-informed and able to contribute meaningfully to the decision-making process.|EUSD’s continues to look for ways to meaningfully accomplish the following: (1) Ensure opportunities are accessible to our underrepresented subgroups, (2) Provide timely and specific communication, and (3) Offer various methods for stakeholders to provide input. In addition, EUSD recognizes the need to better frame and explain the programs or initiatives for which the district is seeking input. By providing clearer context and background, we aim to increase the quality and relevance of the feedback we receive, ensuring that our educational partners are well-informed and able to contribute meaningfully to the decision-making process.|Based on the analysis of educational partner input and local data, EUSD is committed to improving engagement of underrepresented families by continuing to prioritize accessibility,  responsiveness, and convenience. We provide translations for our top six languages (Russian, Ukrainian, Farsi, Spanish, etc.) and offer multiple opportunities for engagement, including surveys, focus groups, coffee chats, and other events. To support our English Learner Newcomer families, we have two dedicated EL Support/Family Liaisons who conduct outreach through phone calls and in-person conversations, specifically in Russian and Ukrainian. We also remove common barriers to participation by offering childcare and food during meetings when appropriate. Recognizing the needs of working families, we schedule meetings in the afternoon/early evening and whenever feasible, provide weekend engagement opportunities. These intentional strategies help ensure that all families, especially those historically underrepresented, have meaningful opportunities to contribute to decision-making.|4|5|4|4|4|4|4|4|4|4|4|4|Met||2026-06-11|2026
31668370000000|Foresthill Union Elementary|3|Overall, communication between school staff and families has increased in frequency, responsiveness to concerns, leading to stronger relationships between school staff and families overall.  Specifically, weekly newsetters from classroom teachers, weekly Catapult Connect communications from the district, timely notifications of important safety matters with appropriate details, and timely response rates to emails have all improved in the 2025/26 year. Specific areas where opportunities to improve trusting relationships exist, particularly with regard to behavior management.  Periodic in-person meetings to discuss concerns and formulate strategies have helped bring to light areas of expectation, procedure, regulations, and limitations among staff and families.  There remain considerable opportunities in this domain.|Focusing on the area of behavior management, establishing clear expectations and accountability among students, staff and families, with consistent follow-through and communication, is where the district will be focusing in the coming year.|The in-person round-table meetings will continue. Personal outreach among underrepresented families will precede scheduling to ensure that the timing and child care for these events support high levels of participation.  The district has also established a new Facebook Page in acknowledgement of the community's use of this platform for community-wide communications.|The district shifted to standards-based grading for its student report cards and focused on working with staff and families to better understand this paradigm shift.  Several evening events were hosted to highlight the district's current curriculum, recent adoptions, early literacy endeavors, and strategies for supporting students at home.  Additionally, the SST process has been clarified and implemented with fidelity.  The district is working on improving its Independent Study (both short-term and long-term) processes and supports, attendance recovery offerings, and targeted academic tutoring offerings with the increased ELO-P funding in the coming year.|The district will continue to focus on consistent attendance at school, flexible learning environments to support students' individual learning needs and capacities, and meaningful school-home communications with opportunities and ideas on how families can positively support their child's progress.|The district will actively seek representation on the School Site Council by families of students with disabilities, those involved in foster youth, and those identifying as homeless.|This year, the district engaged in extensive workshops for staff and families to better understand its fiscal operations and identify discretionary funding.  These workshops helped participants understand restricted and unrestricted funding, how attendance impacts revenue, and how data informs spending priorities, the timing of decisions, and the processes for implementing change.  These workshops were widely attended and feedback from participants was positive.|The district will improve its communication with educational partners by communicating opportunities for input on decision-making via its newly established Facebook Page, implementing a platform that is widely used by the community.|The district will continue to host budget workshops as well as policy workshops to help staff and families understand how district policies guide its operations and decision-making.  The district will also actively recruit School Site Council participants, particularly among underrepresented groups such as homeless and students with disabilities.|4|4|3|4|3|3|3|3|4|3|4|3|Met||2026-06-18|2026
31668450000000|Loomis Union Elementary|3|Throughout the school year, staff are offered professional development focused on building relationships with students and their families. Each school has structures in place to ensure regular communication between the school and home.  Additionally, LUSD schools that receive Title I funding are required to adhere to a School-Parent Compact, which is provided to families and staff annually.    LUSD offers at least two District English Learner Advisory Committee (DELAC) meetings each year.  During DELAC meetings, information on the LCAP and other parent engagement items is discussed, and feedback is collected.  To increase participation at DELAC meetings, LUSD’s English Learner teacher has sent information home to families, provided information at parent-teacher conferences, and made personal contact with families whenever possible.   During the 2025-2026 school year, our Local Control and Accountability Plan (LCAP) Parent Advisory Committee (PAC) met on three occasions to review progress on the LCAP and provide suggestions.   The PAC includes representation from all school sites and representative demographic groups.  Through the LCAP PAC and other school and district parent involvement opportunities, such as Parent-Teacher Club, School Site Council, and DELAC meetings, parents often share areas where they could use support or additional resources to support their children.  The feedback provided informs LUSD's future decision-making, including the development of the Local Control and Accountability Plan (LCAP).|Educational partner feedback is collected annually through a survey.  The survey gathers participant data in three main areas: Learning Environment and Culture, Communication, and Student Achievement and Instruction.  While typically favorable, this data helps to drive actions and services targeting improvement district-wide.    As a result of feedback from educational partners, LUSD has implemented several new or improved supports for families.  We transitioned our district webpages to an updated platform to improve ease of use and better communication for all.  LUSD also worked to refine implementation of the Parent Square App in the 2025-2026 school year.  Response from both families and staff continues to be positive.  In addition to these communication options, LUSD offers collaboration opportunities for families and staff through Parent Teacher Clubs and Integrated Positive Behvior and Supports District Leadership Team.   Next year, LUSD will focus on clear, timely, targeted best practices for communication with families.    All LUSD schools utilize dedicated collaboration time during which teachers and administrators discuss student data, progress, and action plans to support students.  Based on these discussions, teachers are better prepared to engage in meaningful dialogue with families about their child’s progress, strengths, and areas for growth.  While these conversations occur informally throughout the year, formal structures are also in place, including Student Success Teams (SST), Individualized Education Plans (IEP), 504 meetings, Academic Conferences, and parent-teacher conferences.    To best support teams in productive conversations and relationship-building professional development has been provided in several areas, including, but not limited to, meaningful IEP team participation, academic conference work, additional annual notifications, updated Board Policy, and a structured district-wide system to request assistance within a multitiered system of supports (MTSS).|LUSD’s Foster and Homeless Youth Liaison (Assistant Superintendent, Educational Services), in conjunction with the English Learner Teacher, provides individualized outreach and support for underrepresented families.  Feedback provided by families is used to facilitate convenient collaboration opportunities, such as flexible DELAC meeting options (in-person and virtual) with translation support.  Underrepresented families are also chosen as LCAP PAC members to increase engagement and feedback.  Additionally, at some school sites, principals reach out to underrepresented families to personally invite them to attend school site committees.  In this way, schools are working to increase the participation of underrepresented groups.|As mentioned previously, LUSD collects feedback from district families through multiple avenues.  LUSD utilizes the annual LCAP survey feedback, Site-based PBIS and IB culture and climate surveys, PTC presidents’ meetings, LCAP PAC, and other parent committees, such as DELAC and School Site Council, to provide parents with opportunities to meaningfully participate in their children’s education.  Additionally, families are given two opportunities for structured conversations with their child's teacher(s) during October and March parent-teacher conferences.  While staff are willing to meet at any time, these scheduled conferences primarily focus on reviewing student data and facilitating collaboration between home and school.  Through varied and personalized communication methods, LUSD continues to explore avenues to increase participation and engagement among our underrepresented families.  Additionally, parent feedback is continually used to adjust the types of information we share with families based on families' areas of interest.  Parent feedback and board recommendations drove the decision to increase LUSD’s social media presence and offer superintendent update videos in the 2026-2027 school year.  LUSD plans to continue these efforts in the years to come to further enhance our ongoing efforts to improve communication and family engagement.|Educational partner survey data was collected district-wide from students (5th-8th grades), staff, and our greater community in November 2025.  This ongoing data, along with individual site surveys, is used to determine the best strategies for building partnerships with our community.    This year, LUSD continued to refine parent communication through a streamlined system that allows for text messaging platforms.  LUSD will continue to utilize grants that enable the district to partner with the Placer County Office of Education to provide additional mental health and social-emotional support to students.  Lastly, we will continue to offer collaborative mental health support matching through our partnership with Care Solace, increasing community access to mental health care.  This has continued to be an area that families report difficulty navigating outside of the school setting.|LUSD’s Foster and Homeless Youth Liaison (Assistant Superintendent, Educational Services), in conjunction with the English Learner Teacher, provides individualized outreach and support for underrepresented families.  Feedback provided by families is used to facilitate convenient collaboration opportunities, such as flexible DELAC meeting options.  Underrepresented families are also chosen as LCAP PAC members to increase engagement and feedback.  Additionally, at some school sites, principals reach out to underrepresented families to personally invite them to attend school site committees.  In this way, schools are working to increase the participation of underrepresented groups.|LUSD currently offers a variety of opportunities for input from educational partners.  For example, DELAC meetings, School Site Council meetings, PBIS Team meetings, PTC meetings, PTC President meetings, the LCAP PAC, and community partnership meetings are all ways to provide input, particularly regarding LCAP goals and action items.  These opportunities exist at each school site and district-wide through various in-person and virtual options.|During the 2025-2026 school year, the DELAC and LCAP Parent Advisory Committees (PAC) met to provide input to LUSD staff during scheduled, agenda-preposted meetings.  Feedback from these parent advisory committees helped inform future decision-making, as outlined in LUSD's LCAP.  Additionally, input from educational partners is collected through district- and site-based surveys.  LUSD plans to continue building and refining these collaboration avenues in the upcoming years.|LUSD's best strategy for increasing participation from underrepresented families has traditionally been individual outreach.   LUSD’s Foster and Homeless Youth Liaison (Assistant Superintendent, Educational Services), in conjunction with the English Learner Teacher, provides this individualized outreach and support for underrepresented families.  Additionally, at some school sites, principals reach out to underrepresented families to personally invite them to attend school site committees.  In this way, schools are working to increase the participation of underrepresented groups.|5|5|5|5|4|4|5|4|4|3|3|4|Met||2026-06-11|2026
31668450117150|Loomis Basin Charter|3|Throughout the school year, staff are offered professional development focused on building relationships with students and their families. Each school has structures in place to ensure regular communication between the school and home.    Loomis Basin Charter School (LBCS) holds monthly School Site Alliance (SSA) meetings that include representatives from all educational partner groups-administration, the International Baccalaureate (IB) Coordinator, teachers, and parents. These meetings provide a structured and ongoing opportunity for families and staff to engage in meaningful dialogue and provide input on school policies, procedures, and curriculum. Participation is encouraged, and meetings are open to the entire LBCS community, ensuring transparency and inclusivity in decision-making processes including providing valuable feedback for the Local Control and Accountability Plan (LCAP). In addition, the school’s active Parent-Teacher Club (PTC) plays a vital role in supporting the school through volunteerism, fundraising, and community-building efforts, further strengthening parent involvement and partnership in school improvement.In addition, the active Parent-Teacher Club provides ongoing support and involvement in the betterment of the school community.   LBCS in conjunction with LUSD offers at least two District English Learner Advisory Committee (DELAC) meetings each year.  During DELAC meetings, information on the LCAP and other parent engagement items is discussed, and feedback is collected.  To increase participation at DELAC meetings, LUSD’s English Learner teacher has sent information home to families, provided information at parent-teacher conferences, and made personal contact with families whenever possible.  This year, we also implemented a site-specific English Learner Advisory Committee (ELAC) meeting at Loomis Grammar School to increase engagement opportunities for our multilingual families.|Educational partner feedback is collected annually through two comprehensive surveys. These surveys gather stakeholder input across several key areas: school climate and culture, communication, student achievement and instruction, awareness of the International Baccalaureate program, and interest in Parent-Teacher Club (PTC )family involvement activities and events. The feedback received is consistently thoughtful and constructive, providing valuable insights that inform school-wide decisions and drive continuous improvement efforts. In response to stakeholder input, LBCS, in partnership with the Loomis Union School District (LUSD), has implemented several new and enhanced supports for families. One significant improvement has been the full implementation of the ParentSquare communication platform since the 2024–2025 school year. Feedback from both families and staff has been overwhelmingly positive, highlighting increased clarity and consistency in school-home communication. LBCS and LUSD have expanded the use of ParentSquare to continue to strengthen communication. Additionally, the school has transitioned its website to a more user-friendly platform, with the goal of continuing to provide accessibility and communication for all educational partners. LBCS also prioritizes regular collaboration among educators. Dedicated collaboration time allows teachers and administrators to review student data, monitor progress, plan International Baccalaureate (IB) Units of Inquiry, and develop targeted action plans to support student growth. These discussions better equip teachers to engage in meaningful, data-informed conversations with families about individual student strengths, progress, and areas for development. While informal communication with families occurs throughout the year, LBCS also maintains formal structures to ensure ongoing dialogue and support, including Student Study Teams (SSTs), Individualized Education Program (IEP) meetings, 504 Plan meetings, Academic Conferences, and parent-teacher conferences. To further support effective communication and collaborative decision-making, professional development has been provided in key areas. These include meaningful participation in IEP meetings, facilitation of academic conferences, dissemination of annual notifications, updates to board policy, and implementation of a structured, district-wide system for requesting assistance within a Multi-Tiered System of Support (MTSS). These efforts ensure that educators are well-equipped to engage with families and collaborate around student success.|LBCS, in collaboration with the Loomis Union School District’s Foster and Homeless Youth Liaison (Assistant Superintendent of Educational Services) and the site-based English Learner teacher, provides individualized outreach and support to underrepresented families. Feedback from these families informs efforts to create accessible and inclusive opportunities for engagement, including offering flexible DELAC meeting formats, both in-person and virtual, as well as scheduling meetings at various times of day to accommodate different needs. Additionally, the site director conducts personal outreach to underrepresented families, extending direct invitations to participate in school site committees. These intentional efforts are designed to increase the active participation and representation of underrepresented groups in school decision-making processes.|As previously noted, LBCS gathers feedback from district families through multiple avenues to support meaningful parent engagement. These include the annual LCAP survey, site-based International Baccalaureate (IB) culture and climate surveys, Parent-Teacher Club (PTC) president meetings, School Site Alliance (SSA) LCAP feedback meetings, and additional parent committees such as DELAC. These forums provide families with regular opportunities to contribute to school improvement and actively participate in their children’s education. To further support this partnership, families are offered two formal opportunities each year to engage in structured, data-informed conversations with their child’s teacher(s) through parent-teacher conferences held in October and March. Additionally, Teacher Initiated Conferences are scheduled in September for students demonstrating early academic challenges. While staff remain open and available to meet with families at any time, these scheduled conferences are designed to facilitate collaborative discussions focused on student progress, strengths, and areas for growth. In addition, in November, parents are invited to attend Student Led Conferences with their child and the classroom teachers.  LBCS, in partnership with LUSD, continues to explore varied and personalized methods of communication to increase participation and engagement among underrepresented families. Ongoing parent feedback plays a critical role in shaping both the content and delivery of information, ensuring it aligns with families’ areas of interest and need. In response to parent input and board recommendations, LBCS and LUSD have expanded their social media presence. These efforts reflect a commitment to strengthening transparent, accessible, and responsive communication. LBCS and LUSD plan to sustain and enhance these strategies in the coming years as part of their ongoing focus on improving family engagement and community connection.|Based on the analysis of educational partner input and local data, briefly describe the LEA’s focus area(s) for improvement in Building Partnerships for Student Outcomes.*  District-wide educational partner survey data was collected in November 2025 from students in grades 5–8, staff, and members of the broader community. In addition, LBCS collects feedback from parents in April with a School Site Alliance Survey. This ongoing feedback, along with site-specific survey data, informs strategic planning and helps identify effective approaches for strengthening school-community partnerships. In addition, LBCS provides students with at-home learning opportunities that support enrichment, targeted intervention, and skill reinforcement. These supplemental learning resources are designed to extend classroom instruction, address individual learning needs, and promote improved student achievement and academic outcomes.  In the 2025–2026 school year, LBCS, in collaboration with LUSD, enhanced communication efforts through the implementation of a streamlined system that supports text messaging, improving timely and accessible outreach to families. Additionally, LBCS and LUSD continue to leverage grant funding to support partnerships with the Placer County Office of Education and the Children and Youth Behavioral Health Initiative (CYBHI) to expand mental health and social-emotional support services for students. To further increase access to mental health care, the district maintains a partnership with Care Solace, offering coordinated support and provider matching for families seeking services. This resource has been especially valuable in addressing a commonly reported challenge: navigating mental health systems outside the school setting. LBCS remains committed to supporting the well-being of all students through these continued collaborative efforts.|LBCS, in collaboration with the Loomis Union School District’s Foster and Homeless Youth Liaison (Assistant Superintendent of Educational Services) and the site-based English Learner teacher, provides individualized outreach and support to underrepresented families. Feedback from these families informs efforts to create accessible and inclusive opportunities for engagement, including offering flexible DELAC meeting formats, both in-person and virtual, as well as scheduling meetings at various times of day to accommodate different needs. Additionally, the site director conducts personal outreach to underrepresented families, extending direct invitations to participate in school site committees. These intentional efforts are designed to increase the active participation and representation of underrepresented groups in school decision-making processes.|LBCS in conjunction with LUSD currently offers a variety of opportunities for input from educational partners.  For example, DELAC meetings, School Site Alliance meetings ,LBCS Behavior Team meetings, PTC meetings, PTC President meetings are all ways to provide input, particularly regarding LCAP goals and action items.|During the 2025-2026 school year, the ELAC, DELAC, and SSA-LCAP meetings met to provide input to LBCS staff during scheduled, agenda-preposted meetings.  Feedback from these parent advisory committees helped inform future decision-making, as outlined in LBCS’s LCAP.  Additionally, input from educational partners is collected through district- and site-based surveys.  LBCS plans to continue building and refining these collaboration avenues in the upcoming years.|LBCS, in collaboration with the Loomis Union School District’s Foster and Homeless Youth Liaison (Assistant Superintendent of Educational Services) and the site-based English Learner teacher, provides individualized outreach and support to underrepresented families. Feedback from these families informs efforts to create accessible and inclusive opportunities for engagement, including offering flexible DELAC meeting formats, both in-person and virtual, as well as scheduling meetings at various times of day to accommodate different needs. Additionally, the site director conducts personal outreach to underrepresented families, extending direct invitations to participate in school site committees. These intentional efforts are designed to increase the active participation and representation of underrepresented groups in school decision-making processes.|5|5|4|5|5|5|5|5|5|5|5|5|Met||2026-06-11|2026
31668520000000|Newcastle Elementary|3|Newcastle Elementary has experienced positive growth in the area of school and home relationships. Teachers have always been the heart of the school and their relationships and communication with families is the cornerstone of making families feel connected to the school. Based on parent survey responses, this is a strength area for Newcastle. PTC has also provided a complete year of events and activities that reinforce the home/school connection, including family dances, community nights, and schoolwide fundraisers. A new superintendent has also increased communication and visibility with families, leading to more parent ownership of the school.|During Site Council meetings and during LCAP development, a list of relationship building activities and events was collected. These ideas focused on connecting home and school in meaningful and joyful ways. They ranged from family picnic days throughout the year, to informational nights or videos on hot topics for parents, to a career day at school for the older students, etc. A goal was written in LCAP to implement at least one of these ideas each year. That will be the focus for continuing to grow relationships between the school and families for the next three years, or for as long as it is working.|Newcastle has a small population of underrepresented families, so ensuring their voices are head is an important part of culture and climate development and is a focus for improvement. First, the district will work to ensure families of unduplicated pupils sit on all committees and decision making teams and are represented in these discussions. This will extend beyond the minimum mandates for parent involvement. Second, the Director of Student Services will begin to host listening groups from families of unduplicated pupils throughout the year to collect feedback that is specific to these families, and hopefully ensuring these opinions and voices can stand alone outside the collective feedback of all families.|Almost 100% of families attended a parent-teacher conference during the school year, and if they were not able to meet, teachers and administration reached out for home-school communication. This participation rate is a strength for Newcastle and has increased from prior rates closer to 70-75% attendance rates, showing progress in the number of families coming to the school to learn about their student's academic progress.|One focus area for the past two years has been to increase communication from the classroom, the school, and the district around data and student results during diagnostics and assessments throughout the year and not just at conference time. This would include celebrations for students making significant growth, iReady diagnostic results, and internal assessment data. The second focus area is around intervention. The school will work to identify barriers to students attending after school intervention sessions and then work to remove those barriers in an attempt to work directly with families and increase the number of students participating in intervention.|Underrepresented families have been strong participants and strong partners with the school while working together to improve student outcomes. These identified students will have data reviewed separately by the school and district. One way of meeting that goal is to utilize the features of iReady that allow for student data input, which then will run more specific results and allow for analysis of unduplicated pupils specifically. This will take time to input student demographics at the beginning of the school year to add this data to iReady accounts, but will show its effectiveness after the first diagnostic.|Parent participation has continued to increase in all events and activities at Newcastle within the two years, including parents and family members serving on committees and participating in data collection events. This growth in involvement can be seen across the board from an increase in PTC membership and officers, to board meeting participation in the hybrid format, to growth of Site Council membership. This has increased from previous participation rates below 10%.|One of Newcastle's greatest obstacles is that it is a small school, comprising mostly of 2 classrooms at each grade level in grades TK-8. This can impact the number of families who have the ability or desire to participate in information seeking activities and committees. One area for improvement to bring more families in to partner with the school is to increase communication of opportunities. This would include sending the message out multiple times to families when committees are formed, surveys are open, and meetings are taking place. This may also include a personalized phone call to families who may want to be involved but are hesitant or uncertain to encourage participation.|Underrepresented families tend to not be as involved in decision making, meetings, or committees as the rest of the school population. To encourage more participation, a separate distribution list will be created to email families of unduplicated pupils directly with information of upcoming events and opportunities to become involved. Data will be tracked throughout the year to see if the strategy is effective in reaching families who may otherwise not access the Parent Week Ahead or may not have feelings of belonging in these events and activities.|5|5|4|5|3|4|5|4|5|4|4|4|Met||2026-06-10|2026
31668520109827|Newcastle Charter|3|Newcastle Elementary has experienced positive growth in the area of school and home relationships. Teachers have always been the heart of the school and their relationships and communication with families is the cornerstone of making families feel connected to the school. Based on parent survey responses, this is a strength area for Newcastle. PTC has also provided a complete year of events and activities that reinforce the home/school connection, including family dances, community nights, and schoolwide fundraisers. A new superintendent has also increased communication and visibility with families, leading to more parent ownership of the school.|During Site Council meetings and during LCAP development, a list of relationship building activities and events was collected. These ideas focused on connecting home and school in meaningful and joyful ways. They ranged from family picnic days throughout the year, to informational nights or videos on hot topics for parents, to a career day at school for the older students, etc. A goal was written in LCAP to implement at least one of these ideas each year. That will be the focus for continuing to grow relationships between the school and families for the next three years, or for as long as it is working.|Newcastle has a small population of underrepresented families, so ensuring their voices are head is an important part of culture and climate development and is a focus for improvement. First, the district will work to ensure families of unduplicated pupils sit on all committees and decision making teams and are represented in these discussions. This will extend beyond the minimum mandates for parent involvement. Second, the Director of Student Services will begin to host listening groups from families of unduplicated pupils throughout the year to collect feedback that is specific to these families, and hopefully ensuring these opinions and voices can stand alone outside the collective feedback of all families.|Almost 100% of families attended a parent-teacher conference during the school year. This participation rate is a strength for Newcastle and has increased from prior rates closer to 70-75% attendance rates, showing progress in the number of families coming to the school to learn about their student's academic progress.|One focus area for this year has been to increase communication from the classroom, the school, and the district around data and student results during diagnostics and assessments throughout the year and not just at conference time. This would include celebrations for students making significant growth, iReady diagnostic results, and internal assessment data. The second focus area is around intervention. The school will work to identify barriers to students attending after school intervention sessions and then work to remove those barriers in an attempt to work directly with families and increase the number of students participating in intervention.|Underrepresented families have been strong participants and strong partners with the school while working together to improve student outcomes. These identified students will have data reviewed separately by the school and district. One way of meeting that goal is to utilize the features of iReady that allow for student data input, which then will run more specific results and allow for analysis of unduplicated pupils specifically. This will take time to input student demographics at the beginning of the school year to add this data to iReady accounts, but will show its effectiveness after the first diagnostic.|Parent participation has increased in all events and activities at Newcastle within the two years, including parents and family members serving on committees and participating in data collection events. This growth in involvement can be seen across the board from an increase in PTC membership and officers, to board meeting participation in the hybrid format, to growth of Site Council membership. This growth has been organic and this has increased from previous participation rates below 10%.|One of Newcastle's greatest obstacles is that it is a small school, comprising mostly of 2 classrooms at each grade level in grades TK-8. This can impact the number of families who have the ability or desire to participate in information seeking activities and committees. One area for improvement to bring more families in to partner with the school is to increase communication of opportunities. This would include sending the message out multiple times to families when committees are formed, surveys are open, and meetings are taking place. This may also include a personalized phone call to families who may want to be involved but are hesitant or uncertain to encourage participation.|Underrepresented families tend to not be as involved in decision making, meetings, or committees as the rest of the school population. To encourage more participation, a separate distribution list will be created to email families of unduplicated pupils directly with information of upcoming events and opportunities to become involved. Data will be tracked throughout the year to see if the strategy is effective in reaching families who may otherwise not access the Parent Week Ahead or may not have feelings of belonging in these events and activities.|5|5|4|5|3|3|5|5|5|4|4|4|Met||2026-06-10|2026
31668520120105|Creekside Charter|3|g strong relationships between school staff and families continues to be a central focus and foundational pillar of Creekside Charter School. The school intentionally prioritizes a relationship-based model, recognizing that meaningful partnerships between families and educators are essential to student success and overall community wellbeing. Analysis of 2026 educational partner survey data indicates continued strength in this area. Families report high levels of satisfaction with teacher quality, school culture, and communication, with 84% of respondents identifying teachers and staff as a primary strength of the school and 65% highlighting the positive school community and culture. These results reflect a strong foundation of trust and collaboration between families and staff. Creekside maintains multiple structures to support ongoing relationship-building and two-way communication. Families have consistent access to teachers and administrators through both formal and informal channels, including direct communication, conferences, and schoolwide engagement opportunities. In 2025–2026, the school continued to expand opportunities for family connection through events such as “Donuts and Chat” and other informal gatherings, providing additional space for dialogue, feedback, and community building. In addition, Creekside has increased opportunities for family involvement within the educational program itself. Families and community members are regularly invited to participate in classroom experiences, share professional expertise, and contribute to place-based and experiential learning opportunities. These efforts strengthen connections between home and school while enhancing the relevance of student learning. Survey data also indicates a high level of family engagement and commitment to the school community, with a majority of families expressing interest in volunteering and participating in school activities. This reflects a strong sense of shared ownership and partnership in supporting student outcomes. Overall, Creekside continues to demonstrate full implementation in building relationships between school staff and families. The school will continue to refine engagement opportunities to ensure accessibility for all families, including those with scheduling constraints, while maintaining a strong culture of connection, communication, and trust.|While Creekside demonstrates strong implementation in building relationships with families, analysis of educational partner feedback and local data identified opportunities for continued growth. Families expressed a desire for additional structured opportunities for engagement, including more accessible meeting times and expanded opportunities to connect with the school community beyond traditional formats. Specifically, feedback indicated a need to continue refining communication systems to ensure consistency and accessibility for all families, particularly those with scheduling constraints such as working parents. While informal events and communication structures are highly valued, the school recognizes the importance of offering a range of engagement opportunities, including flexible formats such as varied meeting times, virtual options, and targeted outreach. Additionally, families expressed interest in increased opportunities for involvement in extracurricular programming, school events, and enrichment activities. While these areas are influenced by broader constraints, including facility limitations and staffing capacity, the school will continue to explore feasible opportunities to strengthen family engagement in these areas. This year, our Student Showcases were spaced out at different times of day throughout the year for more opportunities to have familial involvement. Communication continued to be weekly through Director Sunday Chats and Teacher weekly newsletters. Creekside will continue to refine its engagement practices by improving communication clarity, expanding opportunities for meaningful participation, and ensuring that family input remains an integral part of school decision-making processes.|Based on analysis of survey data and educational partner input, Creekside has not identified significant disparities in engagement among underrepresented student groups. Available data indicate that families from these groups report similar levels of satisfaction, connection, and engagement as the general population. However, the school also recognizes that certain families, particularly those with logistical barriers such as work schedules or transportation challenges, may have less access to traditional engagement opportunities. In response, Creekside will continue to implement strategies to ensure equitable access to participation. These strategies include offering flexible engagement opportunities such as varied meeting times, informal events, and ongoing direct communication with staff. The school will also continue to utilize multiple communication platforms to ensure that information is accessible and timely for all families. Additionally, Creekside will continue proactive outreach efforts, including direct communication and individualized support, to ensure that all families feel welcomed, informed, and able to participate in the school community. The school remains committed to maintaining high levels of engagement while continuously evaluating practices to ensure inclusivity and accessibility for all educational partners.|Creekside Charter School continues to demonstrate strong implementation in building partnerships between families, teachers, and staff to support student outcomes. These partnerships remain a foundational component of the school’s educational model, which emphasizes personalized learning, strong relationships, and shared responsibility for student success. Analysis of 2026 educational partner survey data indicates high levels of satisfaction with both academic challenge (95%) and academic support (90%), suggesting that families feel well-informed and engaged in their child’s learning . Families also identified teacher quality and school culture as key strengths, reinforcing the effectiveness of Creekside’s relationship-based approach. The school continues to implement structures that promote meaningful family engagement in student learning. These include regular communication between teachers and families, student showcases, and ongoing collaboration through MTSS processes. Intervention supports have been strengthened, with increased communication between intervention staff and families to ensure clarity around student progress and support strategies. Additionally, Creekside has expanded opportunities for family involvement in the instructional program, including participation in classroom learning experiences, career presentations, and place-based and environmental learning activities. These efforts strengthen the connection between academic content and real-world applications, while deepening family engagement in student outcomes. Professional learning for staff continues to support effective family partnerships, with a focus on communication, responsiveness, and alignment between home and school. Overall, Creekside demonstrates strong progress and sustained implementation in building partnerships that positively impact student academic and social-emotional outcomes.|While Creekside demonstrates strong implementation in this area, analysis of educational partner feedback identified opportunities for continued refinement. Families expressed interest in increased clarity and consistency in communication regarding academic programs, interventions, and student progress. The school has made progress in strengthening MTSS systems and intervention supports; however, continued efforts are needed to ensure that communication with families is clear, consistent, and accessible across all grade levels. This includes streamlining how information about interventions, academic expectations, and available supports is shared with families. Additionally, while structures such as student showcases and intervention team communication have strengthened partnerships, the school will continue to refine these systems to ensure consistency and alignment across classrooms. Families also expressed interest in expanded enrichment opportunities, including extracurricular activities and after-school programming, which support student development beyond the core academic program. While the school is exploring these opportunities, implementation remains influenced by facility, staffing, and operational constraints.Creekside will continue to focus on improving communication systems, strengthening alignment between academic programs and family understanding, and exploring feasible opportunities to enhance student programming in support of overall student outcomes.|Based on analysis of local data and educational partner input, Creekside has not identified significant disparities in engagement among underrepresented student groups. Survey results indicate that these families report similar, and in some cases higher, levels of satisfaction, connection, and engagement compared to the general population. Despite these positive outcomes, the school recognizes the importance of maintaining equitable access to engagement opportunities. Creekside continues to implement inclusive practices to ensure that all families are able to participate meaningfully in supporting student outcomes. The school will continue to provide multiple avenues for engagement, including direct communication with teachers and staff, flexible meeting opportunities, and participation in school events and academic activities. Additional efforts include proactive outreach and individualized communication to ensure that all families feel informed and supported. Creekside remains committed to continuous improvement in this area by monitoring engagement data and refining practices to ensure that all families, including those who may face logistical barriers, have equitable access to participation and partnership opportunities.|"Creekside actively seeks and values input from all stakeholder groups as part of our decision-making process, particularly in the development and refinement of our LCAP. We hold dedicated LCAP parent meetings, distribute comprehensive surveys, and meet regularly with student and teacher leadership groups to ensure a wide range of perspectives are represented. We rank parent input in decision-making as ""extremely high,"" reflecting our belief that meaningful family engagement is essential to school success. In addition to parent involvement, teacher and student leadership teams play a significant role in shaping initiatives and offering on-the-ground insights. Regular staff meetings provide a forum for raising topics of interest and need, allowing our entire school community to collaboratively identify areas for growth. Our LCAP working teams—focused on Academics, Behavior, and Community—drive much of this work forward. These teams are dedicated to aligning school goals with stakeholder feedback and ensuring a cycle of ongoing reflection and continuous improvement."|This year, Creekside enhanced stakeholder engagement by expanding opportunities for meaningful input through our LCAP surveys. The survey includes more open-ended response items, allowing families to share their thoughts in their own words and helping us gain deeper insight into community needs and priorities. In addition to broadening survey input, parents, with the support of administration, launched two new parent groups: the Digital Task Force and Parents Supporting Parents, which work collaboratively with school administration and teachers. These groups, alongside our active PTO, strengthen the feedback loop between families and the school and have created additional forums for collaboration, advocacy, and support. These efforts reflect our ongoing commitment to listening, learning, and growing together as a school community.|At Creekside, this is not currently identified as an area of need. Available local data did not identify significant disparities among student groups. Our annual surveys indicate that underrepresented families are equally engaged in the decision-making process, with responses ranking as high, or in some cases higher, than those of the general population. These families consistently report feeling heard, valued, and included in school decisions. While no major gaps were identified, we remain committed to maintaining and strengthening this level of engagement by continuing practices such as inclusive LCAP meetings, continued surveys and targeted outreach through parent groups. These efforts ensure that all voices, especially those from underrepresented groups, continue to inform and shape our programs and priorities.|5|5|4|5|4|5|4|5|4|4|4|4|Met||2026-06-15|2026
31668520121608|Harvest Ridge Cooperative Charter|3|Harvest Ridge Cooperative Charter School prioritizes strong partnerships between staff and families as a cornerstone of student success. Regular communication through ParentSquare, conferences, newsletters, phone calls, and individualized meetings ensures families remain informed and engaged. The school’s cooperative model encourages meaningful parent involvement in classrooms, governance, school events, and volunteer opportunities. Educational partner feedback and local data indicate high levels of trust and satisfaction with staff accessibility and responsiveness, and the school continues to strengthen relationships through transparent communication and personalized support for both hybrid and home study families.|Harvest Ridge is committed to continuously improving family engagement by expanding opportunities for meaningful participation and increasing two-way communication. Focus areas include enhancing outreach to families who participate less frequently in school activities, increasing opportunities for feedback through surveys and forums, and improving consistency in communication across programs. The school will continue refining systems that make information accessible and encourage active partnerships between families and staff.|Harvest Ridge will continue to engage families who may be underrepresented in school activities or decision-making by providing flexible opportunities for participation, personalized outreach, and multiple methods of communication. Staff will encourage involvement through surveys, parent-teacher conferences, school events, and direct communication while working to reduce barriers to participation whenever possible. Through its personalized approach and ongoing collaboration with families, the school strives to ensure that all parents and guardians have opportunities to contribute to their child’s educational experience and the school community.|Harvest Ridge Cooperative Charter School works closely with families to support student success through ongoing communication about academic progress, individualized learning goals, and collaborative problem-solving. Teachers regularly partner with parents to review student performance, celebrate growth, and identify supports when additional intervention is needed. The school's small size and personalized approach foster strong home-school partnerships that contribute to positive student outcomes.|A continued area of focus is expanding opportunities for families to engage with student achievement data and instructional goals throughout the school year rather than solely during formal conferences or reporting periods. The school will continue to strengthen systems for sharing progress, providing resources that families can use at home, and collaborating proactively when students need additional support.|Harvest Ridge is committed to ensuring that all families, including those from underrepresented groups, have meaningful opportunities to participate in supporting student learning. The school will continue to provide flexible communication methods, individualized outreach, and accessible opportunities to discuss academic progress and interventions so that every family can actively partner in their child's educational success.|Harvest Ridge Cooperative Charter School actively seeks input from families, staff, students, and community members to guide school improvement efforts. Feedback is gathered through surveys, advisory groups, board meetings, PTO collaboration, informal conversations, and direct communication with school leadership. This input has informed decisions related to curriculum adoption, school climate, facilities improvements, safety procedures, and program development. The school's collaborative culture and open-door philosophy ensure that educational partners have meaningful opportunities to contribute to decision-making.|As Harvest Ridge continues to grow, one focus area for improvement is increasing participation from a broader range of educational partners in surveys, committees, and other decision-making opportunities. While the school values collaboration and regularly seeks input from families and staff, participation can vary depending on schedules and awareness of opportunities. To address this, the school will continue to reach out through personalized phone calls, one-on-one conversations with families, ParentSquare messages and reminders, and other direct communication methods to encourage participation and gather meaningful feedback. By providing multiple opportunities and avenues for input, Harvest Ridge aims to ensure that decisions reflect the diverse perspectives and needs of the entire school community.|Harvest Ridge is committed to ensuring that underrepresented families have equitable opportunities to participate in school decision-making. The school will continue to use personalized outreach, flexible communication methods, and accessible meeting opportunities to encourage participation from all families. Feedback from these groups will be intentionally considered during planning and evaluation processes to ensure decisions reflect the needs and perspectives of the entire school community.|5|5|4|5|4|5|4|4|4|4|4|4|Met||2026-06-25|2026
31668520127928|Rocklin Academy Gateway|3|At Rocklin Academy Gateway, we prioritize building strong relationships between school staff and families. This begins with a welcoming environment and intentional onboarding practices before students arrive. For the 2025–26 school year, onboarding for both new and returning families was designed to foster early connections. Every family received a personal welcome card from their child’s teacher, and classrooms created opportunities for families to share about themselves and their backgrounds. Staff greet students and families daily at drop-off and continue to foster relationships through informal conversations, phone calls, emails, and scheduled meetings. Weekly classroom and school newsletters, along with communication via ParentSquare, ensure consistent, accessible updates. In grades 7 and 8, teachers also use Google Classroom and PowerSchool to provide families visibility into student learning and progress. Family engagement throughout the year included Back to School Night, parent-teacher conferences, Local Control and Accountability Plan (LCAP) workshops, and principal coffee chats. Staff also participated in professional learning focused on two-way communication, and time was built into the workday for outreach to families. During the 2025–26 school year, Gateway made significant progress in improving communication consistency across grade levels and strengthening staff confidence and consistency in using ParentSquare, resulting in clearer expectations and improved access to information. Rocklin Academy Gateway continues its partnership with the California Collaborative for Educational Excellence’s Community Engagement Initiative (CEI). In 2025–26, the site team facilitated focus groups with TK families to better understand family experiences, needs, and priorities. The Gateway team also continued supporting other schools and organizations by sharing lessons learned through the CEI process, strengthening local systems for gathering and responding to family voice. Rocklin Academy Family of Schools is committed to inclusive decision-making. At Gateway, families participate in the Parent School Partnership (PSP), Finance Committee, Board of Directors, Parent Fundraising Committee (PFC), Local Control and Accountability Plan (LCAP) workshops, and English Learner Committee (ELC). Hybrid options remain in place for many of these meetings, expanding access and engagement. In the most recent Intent to Return survey, 100% of families participated. Of those: 96% indicated they would recommend Rocklin Academy Gateway to family or friends (up from 94.0%). 95.7% expressed satisfaction with their experience (up from 94.81%). 98% indicated they intend to return for the 2026–27 school year.|Based on educational partner input Rocklin Academy Gateway has refined its focus areas for improving relationships between school staff and families in 2026–27. In 2025–26, the school focused on improving communication consistency across grade levels and strengthening staff confidence and consistency in using ParentSquare. These efforts resulted in more predictable communication practices, clearer expectations for families, and improved access to school and classroom information. For 2026–27, Gateway will focus on: Leveraging ParentSquare to strengthen family-to-family connections and engagement. Building on successful implementation of the platform, the school will explore additional ways to use ParentSquare to help families connect with one another, share information, and engage more actively in the school community. Providing families with support and learning opportunities that help them use ParentSquare in ways that align with their individual needs. The school will continue helping families understand and utilize the platform's communication, translation, engagement, and participation features so they can access information and connect with the school in ways that are most meaningful to them. Strengthening principal coffee chats as a meaningful forum for relationship-building and two-way communication. Gateway will continue refining these opportunities to encourage authentic dialogue, gather feedback, and deepen connections between families and school leadership. These focus areas reflect Gateway’s continued commitment to fostering inclusive, responsive relationships with families and creating multiple pathways for meaningful engagement within the school community.|Building relationships between school staff and families continues to be a top priority at Rocklin Academy Gateway. In 2025–26, the school continued to expand opportunities for authentic two-way communication, particularly for underrepresented families, including English learners, students with disabilities, socioeconomically disadvantaged students, newcomer families, and families who are new to the school community. Gateway continued utilizing Language Line Solutions to support multilingual communication during meetings and leveraged ParentSquare to provide translated school and classroom communication. The Expanded Learning Opportunities Program (ELO-P), including after-school care and Summer Academy, continued to provide increased access to campus, enrichment opportunities, and support for families experiencing economic hardship. In 2026–27, Gateway will build on this foundation by: Expanding family awareness and use of ParentSquare’s translation and engagement features, including providing training and support so families can access information, communicate with staff, and connect with other families in their preferred language. Leveraging ParentSquare’s embedded translation tools to support communication not only between school staff and families, but also among families themselves, helping strengthen connections across the school community. Providing targeted information and support for newcomer families and families who are new to Gateway, ensuring they understand school systems, communication tools, and opportunities for involvement early in their experience with the school. Increasing personalized outreach to underrepresented families, including direct invitations to principal coffee chats and other engagement opportunities, to ensure families feel welcomed, valued, and encouraged to participate in school life. These actions reflect Gateway’s continued commitment to creating an inclusive school community where all families feel informed, connected, and empowered to engage as partners in their child's educational experience.|At Rocklin Academy Gateway, we believe student success is strengthened by intentional, two-way partnerships between staff and families. Based on educational partner input and site-level reflection, the school has continued to refine its practices to better engage families in support of student outcomes.  In 2025–26, teachers participated in professional learning sessions focused on family engagement strategies, including the benefits of meaningful two-way communication and practices that ensure families are represented and valued in classroom spaces. Teachers were also given dedicated time during the school day to connect with families, writing notes home, making positive phone calls, or following up after conferences, to reinforce consistent and proactive communication.  Throughout the year, teachers increasingly utilized ParentSquare to share evidence of learning with families. The platform made it easy for teachers to send photos, classroom updates, and celebrations to individual families and whole classes, helping families remain connected to their child's learning experience. Schoolwide communication also highlighted learning through features such as the Core Knowledge Spotlight in the Gator Gazette, providing families with greater visibility into classroom learning and instructional priorities.  Gateway also expanded opportunities for content-aligned family involvement. Families were invited to participate in activities such as career fairs, classroom presentations, and family panels connected to classroom content and learning goals. To support volunteer access, the school offered on-site LiveScan opportunities, making it easier for families to complete clearance requirements and participate in classroom and school activities.  The school also facilitated individualized planning through SST, IEP, and LTEL meetings, where staff and families collaborated to review data and set meaningful goals. For 7th and 8th grade students, weekly grade checks and goal-setting protocols were implemented, requiring parent signatures to prompt regular family conversations about academic progress.  Families also continued to access real-time updates through the parent portal, including grades, assessment data, and attendance.  These structures reflect Rocklin Academy Gateway’s ongoing commitment to developing strong, responsive partnerships that directly support student learning and long-term success.|Based on the analysis of educational partner input and local data, Rocklin Academy Gateway has identified a focused area for improving how the school partners with families to support student outcomes during the 2026–27 school year.  In 2025–26, the school built momentum around the use of ParentSquare to share evidence of learning, classroom experiences, and student progress with families. Teachers increasingly utilized the platform to communicate with both individual families and whole classes, creating more immediate and accessible opportunities for families to stay connected to their child's learning.  In 2026–27, the school will build on this foundation by focusing on:  Improving how formative assessment information is communicated to families. As staff continue to strengthen their use of formative assessment practices, Gateway will support collaborative conversations among grade-level and content-area teams to explore effective ways to communicate student progress to families throughout the learning process. The goal is to move beyond end-of-unit or report card communication and help families better understand what students are learning, how progress is being monitored, and how they can support learning at home.  These efforts reflect Gateway’s continued commitment to meaningful partnerships that help every student thrive and ensure families are active partners in the learning process.|Based on the analysis of educational partner input and local data, Rocklin Academy Gateway is committed to improving engagement with underrepresented families to build stronger partnerships for student outcomes. In 2026–27, the school will focus on increasing personalized, individualized connections with families, particularly those who may not regularly engage with traditional school activities or communication channels. Rather than waiting for families to seek support or information, staff will intentionally initiate positive outreach and relationship-building opportunities throughout the year. These interactions will focus on learning more about families' experiences, strengths, goals, and needs while ensuring families feel welcomed, valued, and connected to their child's educational experience. By prioritizing proactive relationship-building, Gateway seeks to strengthen trust, increase family engagement, and create stronger partnerships between home and school. The school believes that families are more likely to participate in conversations about student learning and access available supports when they feel known, respected, and connected to the school community. These efforts reflect Gateway’s commitment to ensuring that all families, especially those historically underrepresented, feel supported, connected, and empowered to contribute to student success.|Based on the analysis of educational partner input and local data, current strengths for seeking input for decision-making at Rocklin Academy Gateway include the following: Participation in the Community Engagement Initiative, which brings together administrators, staff, parent leaders, a student leader, and County Office of Education staff to focus on improving two-way communication and inclusive engagement practices. Opportunities to provide input through surveys. Informal and formal conversations with teachers and school staff to share insights and concerns. Opportunities to attend and participate in meetings such as Board of Directors meetings, Parent School Partnership (PSP) meetings, Coffee Chats with the Principal, and English Learner (EL) meetings. Participation in Local Control and Accountability Plan (LCAP) engagement meetings with a variety of educational partners. PSP Collective, which brings PSP representatives together across RAFOS to elevate parent voice in systemwide decision-making. These multiple layers of engagement create channels for families and students to influence schoolwide practices and direction, and the school remains committed to expanding equitable input opportunities.|Based on the analysis of educational partner input and local data, Rocklin Academy Gateway has identified the following focus areas for improvement in seeking input for decision-making during the 2026–27 school year. In 2025–26, the school increased opportunities for families to engage in decision-making through surveys, Coffee Chats, Community Engagement Initiative (CEI) work, and Parent School Partnership (PSP) participation. As a result, the school gained valuable insight into family experiences, priorities, and perspectives. For 2026–27, Gateway will focus on: Strengthening principal coffee chats as a meaningful forum for dialogue and feedback. The school will continue refining coffee chats to encourage authentic conversation, gather input on relevant topics, and provide families with opportunities to engage directly with school leadership in ways that inform decision-making. Expanding the use of ParentSquare engagement tools to gather timely feedback from families. Gateway will explore the use of polls, surveys, and other interactive features to make participation more accessible and provide additional opportunities for families to share their perspectives. These tools will help the school gather input from a broader range of families and better understand educational partner needs and priorities. These focus areas reflect Gateway’s commitment to creating multiple pathways for participation and ensuring that family input continues to inform school decisions, planning, and improvement efforts.|Rocklin Academy Gateway continues to explore ways to strengthen engagement with underrepresented families and ensure their voices are reflected in school-based decisions. Based on educational partner input and local data, the school will continue building on the following efforts in 2026–27: Increase outreach to underrepresented families for involvement in advisory groups and school-based decision-making, including efforts through the Parent School Partnership (PSP) and other site-based input opportunities. Continue to utilize ParentSquare built-in translation features and supplement with Language Line for live interpretation needs, ensuring multilingual families have timely, understandable communication and that language is not a barrier to engagement. Continue to offer input opportunities at varied times (morning, afternoon, and evening) to accommodate different family schedules and increase accessibility. Continue creating opportunities for students from underrepresented families to participate in leadership, provide feedback, and contribute to school-based decision-making processes. These efforts reflect Gateway’s ongoing commitment to ensuring that all families and students have meaningful opportunities to share their perspectives and help shape the educational experience.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-22|2026
31668860000000|Placer Hills Union Elementary|3|PHUSD continues to build strong, trust-based relationships between school staff and families through multiple communication and engagement channels. Our district-wide communication platform remains a cornerstone of family-school connection, maintaining high usage and response rates that allow staff and families to communicate in real time about student progress and school-wide updates. This year, the district expanded its use of targeted information surveys, including the LCAP survey, and continued Superintendent led community input sessions, providing families with direct access to district leadership. Parent volunteer participation has grown this year, reflecting increasing family investment in our schools.|Based on information received through School Site Council Surveys and LEA LCAP surveys, community partners expressed strong interest in expanded engagement opportunities. Topics included Parent/Child Communications, Social Media Awareness, Math Support, an Understanding Mental Health Issues. Additionally , families indicated a strong interest in before and after school homework help and learning opportunities outside the school day. The district will use this data to work to remove barriers for parental engagement opportunities, and to reinforce academic help that is available at both sites before and after school, as well as during intersession. An investigation into the development of a District Community Leadership Team (DCLT), a district-level advisory body that brings community partners, parents, and staff together to inform planning and decision making, may serve as a key structure for gathering ongoing input and identifying high-priority opportunities to deepen family engagement across both sites.|PHUSD continues to prioritize intentional outreach to underrepresented families, recognizing that strong school family relationships require proactive effort to reach all members of our community. Multilingual communication remains a standard feature of our LCAP survey and district outreach, and this year we again saw proportional participation from families of English Learner students.|PHUSD continues to support student outcomes through our community partners. LCAP survey indicates that almost 80% of respondents agree that LEA partnerships are effective for students. These partnerships include those through PTC, foundation, and service groups. Parent-Teacher conferences, SSTs and community forums provide structured opportunities for two-way communication around student needs. The establishment of the DCLT will add an additional, district level structure for ongoing partnership between families, community members, and staff in support of student outcomes.|LCAP survey data identifies continued opportunity to strengthen partnerships that extend academic and behavioral support for families beyond the school day. Parents expressed interest in earlier communication and intervention when students are not meeting expected behavioral and academic benchmarks, and in expanded enrichment opportunities tied to student interests. The district will explore ways to remove barriers to increase student access to academic support and enrichment both during and beyond the school day, building on existing structures including PTC, the local educational foundation.|PHUSD will purposely seek out underrepresented families to identify barriers to partnering for student outcomes. We have begun directly communicating with underrepresented families to seek their needs and identify barriers to increase the partnership.|PHUSD seeks input on decision making and reaches out to educational partners regularly to ensure a variety of perspectives are considered. Parent / Teacher clubs, school site councils, local educational foundation, surveys, and cabinet meetings are a sample of methods that PHUSD seeks input for decision making.|PHUSD will continue to evaluate their practices and reach into the community. Depending on the topic, we have seen a large range of respondent numbers, from just under 100, to over 300. We continue to advocate for input from our various community partners.|PHUSD will continue to purposely seek out underrepresented families to identify barriers to expressing their input for decision-making. Through direct contact, individual contact, variations in time, and parent education opportunities, we believe we will continue to see our underrepresented families provide more input for district decision.|4|5|5|5|4|4|5|5|5|4|5|4|Met||2026-06-10|2026
31668940000000|Placer Union High|3|Placer Union High understands the importance of building and maintaining relationships with students, parents, staff, and the community. Moreover, PUHSD takes great pride in creating a culture of involvement and cooperation.  PUHSD is continuously looking for ways to improve communication, trust, and relationships between our schools and our communities. To achieve all of this, PUHSD utilizes a variety of different strategies to build these relationships. All of our school sites have many ways to involve our parents, including School Site Councils, Parent Clubs, LCAP meeting nights, Back to School nights, and Parent Information Nights. PUHSD also provides staff training and professional development to our staff on topics related to student emotional health, communication with parents and community via technology, and utilizing resources to support students and parents. PUHSD has increased its effective communication by utilizing weekly and monthly newsletters, publishing on information on social media, making podcasts regarding important school info, and using different computer based applications.  PUHSD has been responsive to the needs identified by our parents and community.  PUHSD has added positions, courses, and activities based on input from our parent communities. We have continued to livestream our board meetings and archive them for easier access to the public.|While PUHSD does communicate often, we have relied on email and websites but also have started utilizing social media more often.  Our parents have mentioned a need to be more deliberate and articulate in our communication regarding our initiatives and ensuring transparency and access to information.   Our focus is to have consistent and timely information that parents can have access to, especially in regards to new initiatives.|PUHSD continues to utilize Parent Square to help us communicate more effectively with all of our parents including our non-English speaking families.  We will also continue to utilize our student support staff to help us reach all of our students and their families.|Student learning and achievement are key areas of focus for PUHSD. More importantly, PUHSD understands and appreciates the many different variables that impact student achievement and has attempted to develop initiatives, programs, and systems that enhance our student outcomes. Perhaps the most important of these initiatives is the individualized academic planning and guidance our students receive at each site. PUHSD expectations is that all students will be considered College, Career, and Life ready upon graduation form PUHSD. Counselors work with both students and parents to ensure that they are taking courses that will promote college and career readiness. PUHSD also provides professional development to our staff that addresses student learning and outcomes. PUHSD utilizes a variety of outside resources and agencies to help provide important information to parents regarding their students academic, social, and emotional well being. These include county and state agencies, non-profit entities and other partners that allow us to provide strategic programs. These deliberate and strategic partnerships have allowed us to support all of our students. All of our sites have Parent Information nights that provide timely and important information regarding academics, social/emotional health, college admissions and financial aid workshops.|We would like to have more parent representation at our LCAP nights Site councils, and other school events in which we are soliciting input.|PUHSD will continue to use our Communications Officer to strategically communicate to our foster youth, English learners, and low-income students.|PUHSD has made a concerted effort to ensure our students and parents have the opportunity to be involved in the decisions being made at both the site and district level. All of our sites have School Site Councils, LCAP meetings, and Parent Clubs that play a vital role in the decision making process. Deliberate effort is made to include our foster youth, socioeconomically disadvantaged students, students with disabilities, minority students, and our English Learners. The past four years, PUHSD has utilized student board members who play an important role at our board meetings and work with our board to ensure their voice is heard. They are tasked with going out in their school sites to get student concerns and perspective on a variety of issues at their campus, and report back to the board. Moreover, PUHSD employs Student Voice meetings which give students the opportunity to provide feedback to site and district administration. District administration also holds Student Engagement visits at all of the sites in which students get an opportunity to discuss their issues and concerns. PUHSD also spends a considerable amount of time analyzing student and parent surveys to identify needs and concerns that need to be addressed. All of our schools utilize site-based student councils to receive feedback and input from students.|An area of focus will be to continue our efforts to reach out to all student groups and ensure their voice is being heard. Although we do this for all of our LCAP meetings, we still get lower turnout than we would like. We are working on different strategies to try and gain more attendance and participation of all groups.|PUHSD utilizes Communications Officer to strategically target communication to our foster youth, English learners, and low-income students.  We have also created a new Guidance Counselor position who will work with foster youth, English learners, and low-income students and families.|5|5|5|5|4|4|4|4|5|5|5|5|Met||2026-06-16|2026
31668940138081|Maidu Virtual Charter Academy|3|Maidu Virtual Charter Academy (MVCA) understands the importance of building and maintaining relationships with students, parents, staff, and the community.  Moreover, MVCA takes great pride in creating a culture of involvement and cooperation.  Key to this endeavor is the foundational philosophy of Quality Schools which attempts to create a needs-satisfying environment for staff and students.  MVCA is continuously looking for ways to improve communication, trust, and relationships between our school and our families.  To achieve all of this, MVCA utilizes a variety of different strategies to build these relationships.  When new families join the MVCA team, our counselor holds one-on-one welcome meetings to ensure they know how MVCA works and to introduce new families to all of their students' teachers.  MVCA also holds two Parent/Student Advisory meetings a year to discuss the school’s progress and concerns.  MVCA publishes monthly newsletters that are emailed out to parents through ParentSquare and provide them with important information.  MVCA’s teachers and staff make use of different technologies to facilitate communication and interaction with our families.  MVCA also provides staff training and professional development to our staff on topics related to student emotional health, communication with parents and community, and utilizing resources to support students and parents.  MVCA has increased its effective communication to parents via ParentSquare, social media, Google apps for education, and different computer-based applications.  MVCA provides multiple opportunities for meet-ups and staff-coordinated activities such as hikes, picnics, bowling, art shops, coffee, and more, based on student interest.|MVCA recognizes the need to continually improve our relationships, especially with our foster youth, English learners, and low-income student body, and is an area of focus.  MVCA reaches out specifically to parents of our foster youth, English learners, and low-income students.  MVCA also includes different state and county organizations along with community groups to be involved in our site and district meetings.  We are hoping to get more involvement from our parents in all aspects.|MVCA has implemented and refined a tiered reengagement plan that promotes different strategies to elicit and ensure engagement.   As with all communication/engagement, MVCA recognizes the need to continually improve our relationships, especially with our foster youth, English learners, and low-income student body, and is an area of focus.  MVCA reaches out specifically to parents of our foster youth, English learners, and low-income students.  MVCA also includes different state and county organizations along with community groups to be involved in our site and district meetings.  We are hoping to get more involvement from our parents in all aspects.|Student learning and achievement is a key tenet in MVCA’s flexible approach to education.  More importantly, MVCA understands and appreciates the many different variables that impact student achievement and has attempted to develop methods and strategies to meet their needs.  Perhaps the most important of these initiatives is the individualized academic planning and guidance our students receive.  Our counselor and Advisor works with both students and parents to ensure that they are enrolled in the right program and courses that meet their individual needs and are making adequate progress.   We place a high emphasis in attempting to get our students the flexibility they need.  MVCA also provides professional development to our staff that addresses student learning and outcomes.  MVCA utilizes a variety of outside resources and agencies to help provide important information to parents regarding their students' academic, social, and emotional well-being. These include county and state agencies, non-profit entities, and other partners that allow us to provide strategic programs. These deliberate and strategic partnerships have allowed us to support all of our students. MVCA partners with the comprehensive schools in Placer UHSD to ensure students have access to services, programs, and activities.|An area of focus will continue to be achievement gaps and continue to implement reengagement plan.  We realize that our socio-economic disadvantaged students and our students with disabilities are behind their peers and we are working to address those through these partnerships.  We will continually solicit support, input, and involvement of our parents, partners, and communities.|MVCA has implemented a tiered reengagement plan that promotes different strategies to elicit and ensure engagement.|MVCA has made a concerted effort to ensure our students and parents have the opportunity to be involved in the decision making process.  We hold semiannual parent/student advisory meetings in which we discuss the progress and concerns of our school.  Deliberate effort is made to include our foster youth, socioeconomic disadvantaged students, students with disabilities, minority students, and our English Learners.  We have an open door policy and parents are always welcome to discuss any concerns with administration.|An area of focus will be to continue our efforts to reach out to all student groups and ensure their voice is being heard.  Although we do this for our LCAP meetings, we still get lower turnout than we would like.  We are working on different strategies to try and gain more attendance and participation of all groups.  We have also attempted and will continue to try and include MVCA students in student voice meetings held by the PUHSD.|MVCA uses the PUHSD Communications Officer to strategically target communication to our foster youth, English learners, and low-income students along with the additional support staff will help facilitate more outreach|5|4|3|4|5|5|5|5|5|5|5|5|Met||2026-06-02|2026
31669100000000|Roseville City|3|Roseville City School District (RCSD) continues to strengthen relationships between school staff and families through intentional systems, culturally responsive practices, and expanded opportunities for engagement. The district prioritizes inclusive, two-way communication and relationship-building to ensure all families feel welcomed, informed, and connected to their child's education.  RCSD utilizes ParentSquare as its primary communication platform, providing consistent, two-way messaging with automatic translation in over 100 languages. Peach Jar has also increased access for our families who need translation of PDFs and flyers from our schools. This system supports equitable access to information and has contributed to increased family engagement across school sites. Survey data indicate that 85% of families report communication from their school as effective, and 91% report that schools are positive, fair, and respectful social climate. Additionally, 90% agree that their participation or input was valued at school committees/councils.  The district continues to use community liaisons, counselors, and bilingual staff, particularly at Title I sites, to support families of English Learners and other underserved student groups. These staff members provide in-language support, connect families to resources, and facilitate participation in school activities and decision-making processes. RCSD also continues to offer accessible engagement opportunities, such as Coffee with the Principal, Family Literacy Nights, Family Academic Nights, and counselor-led meetings, to reduce barriers to participation.  Participation in district- and site-level committees, including SSC, ELAC, DELAC, and the Parent Advisory Committee (PAC), remains strong. District and site leaders maintain visibility through school visits and community forums, further strengthening trust and relationships with families. These efforts reflect RCSD’s continued progress and full implementation (Level 4) of family engagement practices.|Analysis of educational partner input, including LCAP survey results, PAC, and DELAC feedback, identified key areas for improving relationships between school staff and families.  A consistent theme across feedback is the need for clearer communication regarding opportunities for family involvement in school and district decision-making. Some families, particularly those new to the system or whose primary language is not English, reported uncertainty about how to engage in governance structures such as SSC, ELAC, and Parent-Teacher Clubs. Families also expressed that more convenient times for activities would be helpful (34%).  Additionally, middle school families identified a need for more consistent and transparent communication regarding academic expectations, grading practices, and available supports. Variation across classrooms and sites has created challenges for families navigating the transition from elementary to middle school, indicating a need for greater alignment in communication practices.  Data also indicate a need for increased after-school activities for English Learners. While strong practices exist, variability in multilingual communication at sites suggests an opportunity to strengthen systemwide alignment and staff capacity.  Finally, while participation has increased overall, RCSD identified the need to engage further underrepresented families, including English Learners, foster youth, and families experiencing homelessness, by reducing barriers to access and increasing targeted outreach.|In response to identified needs, RCSD will continue to implement targeted strategies to strengthen engagement with underrepresented families and improve consistency in relationship-building practices.  The district will continue to leverage ParentSquare to ensure consistent, two-way communication, while expanding training for families on how to access and utilize communication tools and platforms. Additional efforts will focus on improving onboarding for families, including clear, translated resources outlining opportunities to participate in SSC, ELAC, DELAC, and district-level committees.  RCSD will continue to strengthen site-level alignment by embedding family engagement strategies within School Plan for Student Achievement (SPSA) processes to ensure targeted outreach and support for English Learners, Foster Youth, students experiencing homelessness, and students with disabilities. Schools will implement consistent expectations for multilingual communication and family engagement practices, including the use of communication platforms that provide translation and language-access services to improve participation for all families.  To support access and participation, the district will expand community liaison outreach, increase flexible meeting options (including virtual participation), and provide translation services at all major events and meetings. The district will also continue to expand opportunities for family engagement through events designed to build relationships and provide information on academic supports, particularly at the middle school level.  Additionally, RCSD will improve communication around academic expectations, grading practices, and available supports to ensure families are informed and able to support student success during key transitions.  These actions reflect RCSD's commitment to continuous improvement by strengthening relationships, increasing access, and ensuring all families feel welcomed, informed, and empowered to engage in their child's education.|During the 2025–26 school year, Roseville City School District (RCSD) continued strengthening its shared decision-making culture by providing meaningful and accessible opportunities for families to influence district and school planning. A core strength is the robust engagement of families through School Site Council (SSC), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), and the LCAP Parent Advisory Committee (PAC), where families review disaggregated data and help shape SPSA and LCAP priorities.  RCSD's approach emphasizes family data literacy, multilingual access, and leadership development. Community liaisons, staff, and site leaders actively support families' participation in decision-making processes, ensuring families of all backgrounds are empowered as partners in improving student outcomes.  Survey data reflect strong family engagement and communication. Eighty-six percent of respondents agreed that schools encourage parental involvement, 85% reported that schools effectively communicate regarding student progress, and 70% agreed that schools provide families with a voice in school decision-making. Additionally, 90% of parents reported that schools keep them informed about school events and activities, and 93% indicated they can communicate with teachers and staff when needed.  Feedback from the 2025–26 LCAP survey and PAC/DELAC discussions also reflected increased parent confidence in the school's ability to provide a well-rounded curriculum (82%), improved understanding of academic supports available to students (72%), and strong perceptions that schools encourage meaningful parent involvement (84%). Families appreciated user-friendly data dashboards, consistent teacher communication, and opportunities to engage in real-time dialogue regarding student progress and supports.  Academic partnership structures continue to strengthen through goal-setting conferences, Family Literacy and Math Nights, curriculum workshops, IEP meetings, Student Support Process (SSP) sessions, and English Learner progress-monitoring meetings where families co-develop intervention plans and student goals. RCSD also reduced participation barriers, with only 9% of families reporting childcare as a barrier to participation, representing a 12% decrease from the prior year.  Language access remains a cornerstone of family engagement. RCSD utilizes ParentSquare and Peachjar, along with translated materials, interpretation services, and ADA-compliant websites available in identified home languages to ensure equitable participation for all families.|Based on educational partner feedback and analysis of 2025–26 survey data, Roseville City School District (RCSD) identified several focus areas for growth in strengthening partnerships that directly support student outcomes.  While many families report positive engagement experiences, survey data indicate a need for greater clarity regarding academic and social-emotional supports. Thirty-three percent of parents reported not fully understanding the types of social-emotional supports available to students, and middle school families expressed a need for stronger progress-monitoring tools and clearer communication about grading systems, assignment expectations, and academic supports. In addition, only 39% of special education families reported that their students are adequately prepared for success in high school, underscoring the need for stronger transition planning and clearer communication about college and career-readiness pathways.  Barriers to deeper engagement also emerged through survey responses. Thirty-one percent of families reported a need for additional school-based participation opportunities. At the same time, 34% expressed uncertainty about how to participate meaningfully in school systems and decision-making processes, particularly at the middle school level. Families also identified scheduling conflicts, childcare needs, and limited awareness of opportunities as barriers to participation.  Feedback from PAC and advisory groups highlighted additional concerns. Families of students with disabilities expressed a need for clearer, more collaborative IEP communication, particularly regarding service alignment, transition planning, and parent involvement in goal-setting. Families navigating the transition from elementary to middle school also reported difficulty understanding grading platforms and supporting student independence, particularly among first-generation families and multilingual households.  These findings reveal a need to increase transparency in academic systems and progress-monitoring tools, provide streamlined multilingual resources explaining how families can support learning at home, and continue reducing barriers through flexible meeting structures, virtual access, translation services, and expanded engagement opportunities.|Based on analysis of educational partner feedback, local data, and findings from Differentiated Assistance, RCSD will strengthen engagement with underrepresented families—particularly those of Foster Youth and Pacific Islander students, as well as English Learners, students experiencing homelessness, and students with disabilities—through targeted, culturally responsive engagement strategies. Pacific Islander students are specifically identified based on findings from the district's Differentiated Assistance work, which highlighted the importance of targeted outreach, family engagement, and support strategies to improve outcomes for this student group.  RCSD will continue strengthening proactive outreach systems through counselors, community liaisons, bilingual staff, and site administrators who provide relationship-based support and connect families to academic, behavioral, and social-emotional resources. Site-based points of contact will continue structured outreach, regular check-ins, and coordination with Student Support Process (SSP) interventions and attendance supports.  To improve access to academic systems and tools, RCSD will expand multilingual resources and training related to grading platforms, progress-monitoring tools, and digital learning systems. The district will also provide targeted transition supports for families moving from elementary to middle school, including parent workshops, digital toolkits, and information nights focused on academic expectations and strategies to support student independence.  Survey data also revealed disparities in after-school access for unduplicated student groups. Only 57% of respondents agreed that English Learners receive sufficient after-school opportunities, while 67% agreed that Foster Youth do. In response, RCSD will collaborate with Expanded Learning Opportunities Program (ELO-P) staff and site leaders to reduce barriers to transportation, registration, and language access, while expanding inclusive enrichment opportunities aligned with students' interests and needs.  RCSD will continue strengthening multilingual communication systems through ParentSquare and Peachjar, translated materials, interpretation services, and ADA-compliant websites accessible in identified home languages. Staff professional learning will continue to focus on culturally responsive communication, inclusive engagement strategies, and family partnership practices to ensure all families feel welcomed, valued, and empowered to participate in student learning and school decision-making.|During the 2025–26 school year, Roseville City School District (RCSD) continued strengthening systems that promote meaningful educational partner engagement and shared decision-making at both the school and district levels. Families, students, staff, labor groups, and community partners participated in a variety of engagement structures, including School Site Council (SSC), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), LCAP Parent Advisory Committee (PAC), Individualized Education Program (IEP) meetings, and districtwide surveys.  RCSD continued to expand opportunities for educational partners to review disaggregated data, provide feedback on priorities, and participate in SPSA and LCAP development. The district's 2025–26 LCAP survey showed strong participation and engagement, with families reporting positive perceptions of communication, opportunities for involvement, and school responsiveness. Eighty-six percent of respondents agreed that schools encourage parental involvement, while 70% agreed that schools provide parents and families a voice in school decision-making. Additionally, 90% of families participating in school committees or councils reported that their participation or input was valued.  RCSD continued strengthening multilingual communication systems through ParentSquare and Peachjar, translated materials, interpretation services, and ADA-compliant district and school websites accessible in identified home languages. Families reported appreciation for more user-friendly communication systems, expanded opportunities to ask questions in real time, and increased access to academic and support resources.  The district also expanded outreach and inclusion efforts for historically underrepresented groups, including English Learners, students with disabilities, Foster Youth, and families experiencing homelessness. PAC, DELAC, and IEP team feedback informed district decisions regarding family engagement practices, transition supports, and accessibility improvements. RCSD additionally increased inclusive school participation opportunities through initiatives such as sensory-safe zones, quiet reading buddies, Unified PE at middle schools, and expanded Special Olympics preschool participation.  Staff engagement remained a priority throughout the year. RCSD continued collaborating with labor partners and site leadership teams to support communication, shared problem-solving, and opportunities for staff participation in decision-making processes. Professional learning for leaders and staff continued to emphasize inclusive communication, collaboration, and relationship-centered engagement practices.  Collectively, these efforts demonstrate RCSD's continued progress in building transparent, inclusive, and collaborative systems that support meaningful educational partner input and shared decision-making.|Based on analysis of educational partner feedback and 2025–26 survey data, RCSD identified several focus areas for growth in strengthening inclusive and meaningful decision-making processes across the district.  Educational partner feedback highlighted key transition points—particularly between elementary and middle school—that require stronger communication and support. Families requested increased visibility into middle school grading systems, assignment expectations, and communication platforms, including additional training on digital systems such as OTUS and ParentSquare.  Survey data also indicated a need for greater clarity regarding opportunities for involvement and participation. Thirty-nine percent of families reported wanting more information on how to support students at home, while 38% requested increased awareness of available involvement opportunities. Additional barriers to participation included uncertainty about how to engage meaningfully with school systems (27%) and challenges with childcare and scheduling (22%).  Feedback from Individualized Education Program (IEP) teams emphasized the need for more collaborative family communication and stronger transition planning supports for students with disabilities during key grade-level transitions. First-generation families and multilingual households also reported challenges navigating academic systems and understanding expectations for supporting student independence.  Staff feedback revealed additional opportunities for improvement. Approximately 32% of staff reported not feeling included in decision-making processes, highlighting a need for more differentiated engagement strategies and increased opportunities for role-specific and site-level input. RCSD recognizes the importance of strengthening communication structures and ensuring staff voice is consistently incorporated into district and site decision-making processes.  These findings indicate a need to:  Improve consistency and transparency in communication systems and district decision-making processes. Increase family understanding of academic systems, grading platforms, and opportunities for engagement. Expand differentiated engagement opportunities for staff and educational partners. Continue reducing barriers to participation through flexible meeting structures, translation services, virtual access, and targeted outreach.  RCSD will continue refining engagement systems to ensure educational partner input meaningfully informs district priorities, site planning, and continuous improvement efforts.|Based on analysis of educational partner feedback and local data, RCSD will continue strengthening engagement of underrepresented families and staff groups through targeted outreach, expanded communication systems, and inclusive decision-making practices.  In 2025–26, RCSD expanded translation and interpretation services for meetings and increased multilingual communication through ParentSquare and Peachjar. The district also launched targeted outreach efforts for families of English Learners, students with disabilities, Foster Youth, and families experiencing homelessness, including multilingual welcome videos, newcomer guides, and site-based family forums designed to increase access and participation.  To improve family access to information and engagement opportunities, RCSD is redesigning district and school websites to simplify navigation of academic, behavioral, and support resources. The district will also expand family training opportunities on grading systems, OTUS, and communication platforms, with additional support provided during the transition from elementary to middle school.  RCSD will continue piloting cross-site multilingual family roundtables to elevate the voices of English Learner and immigrant families in SPSA and LCAP planning processes. In addition, schools will publish bilingual summaries of SPSA and LCAP decisions to increase transparency and ensure families understand how educational partner feedback informs district actions and priorities.  Feedback from PAC, DELAC, and IEP teams also led to expanded efforts to increase the inclusion of students with disabilities in schoolwide programs and activities. Initiatives such as sensory-safe spaces, Unified PE, quiet reading buddies, and Special Olympics participation will continue expanding, while a Unified Sports pilot for elementary schools is under development for 2026.  To strengthen staff voice, RCSD will disaggregate engagement survey data by role and site to better identify trends and inform differentiated engagement strategies. The district will continue collaborating with labor partners and leadership teams to strengthen communication and clarify opportunities for staff participation in shared decision-making processes.  Through these efforts, RCSD will continue building systems that ensure families, students, and staff—particularly those from historically underrepresented groups—have meaningful opportunities to shape the programs, supports, and decisions that impact student success.|4|4|4|4|4|4|4|4|4|4|3|4|Met||2026-06-17|2026
31669280000000|Roseville Joint Union High|3|Based on March 2026 educational partner survey data, RJUHSD continues to demonstrate strong relationships between school staff and families. Parents reported feeling welcome at their child's school (4.05), informed about their child's progress (4.43), and knowledgeable about teacher expectations for their child (4.01). Parents also indicated that their children understand teacher expectations (4.07), reflecting strong communication between school staff, students, and families.  Survey results further demonstrate positive perceptions of school staff and overall school quality. Parents expressed high levels of respect for teachers (4.29) and principals (4.25), and reported that schools perform well academically (4.05). Families also indicated they would recommend their school to others and view the school positively, reflecting confidence in the district's educational programs and school culture.  RJUHSD has also shown continued progress in preparing students for future success. Parents reported that schools provide adequate information regarding college opportunities (3.94) and preparation for future work (3.75). Additionally, schools maintain effective communication through school activity calendars (4.06) and timely responses to parent inquiries (3.93), supporting ongoing engagement between families and school staff.  While results indicate strong overall relationships, survey data identified opportunities for continued growth in communication regarding volunteer opportunities (3.53), appreciation of parent volunteers (3.58), and information regarding non-college pathways after graduation (3.50). RJUHSD will continue to strengthen family engagement efforts and expand communication strategies to ensure all families feel connected, informed, and empowered as partners in supporting student success.|Based on March 2026 educational partner survey data, RJUHSD's focus areas for improvement in Building Relationships Between School Staff and Families include expanding family engagement opportunities, strengthening communication regarding volunteer involvement, and increasing awareness of postsecondary pathways. While parents continue to report feeling welcome at school (4.05), informed about their child's progress (4.43), and knowledgeable about academic expectations (4.01), survey results indicate opportunities to enhance communication about how families can become involved in school activities. Parents rated communication regarding volunteer opportunities (3.53) and appreciation of parent volunteers (3.58) lower than many other survey areas, suggesting a need to strengthen outreach and recognition efforts.  Additionally, families indicated that schools could provide more information regarding non-college options after graduation (3.50) and preparation for future work (3.75). As RJUHSD continues to expand college and career readiness efforts, the district will focus on ensuring families have access to comprehensive information about the full range of postsecondary opportunities available to students.  Survey responses also identified opportunities to improve perceptions of student fairness and connectedness, including how students are treated by their peers (3.56) and how schools meet students' social needs (3.76). RJUHSD will continue to strengthen family-school partnerships through targeted communication strategies, increased engagement opportunities, and ongoing efforts to foster inclusive and supportive school environments that promote positive outcomes for all students.|RJUHSD will continue to improve engagement of underrepresented families by expanding communication and outreach efforts that reduce barriers to participation and strengthen connections between schools and families. Based on educational partner feedback, the district will increase multilingual communications, utilize multiple communication platforms, and provide timely, accessible information regarding school programs, volunteer opportunities, and college and career readiness pathways. To increase participation, schools will continue to offer flexible meeting times, virtual engagement opportunities, and targeted outreach to families who have historically been underrepresented in school decision-making processes.  Additionally, RJUHSD will strengthen support for new families through enhanced orientation opportunities and improved access to school resources and services. The district will continue to invest in family engagement initiatives, including opportunities for meaningful involvement in school activities and recognition of family contributions to the school community. Professional learning focused on culturally responsive practices, relationship-building, and effective communication strategies will further support staff in fostering welcoming and inclusive environments where all families feel valued, informed, and empowered as partners in their child's education.|Based on March 2026 educational partner survey data, RJUHSD continues to demonstrate strong progress in Building Partnerships for Student Outcomes through positive relationships among students, families, and school staff. Parents reported feeling welcome at their child's school (4.05), informed about their child's progress (4.43), and knowledgeable about academic expectations (4.01). Parents also expressed high levels of respect for teachers (4.29) and principals (4.25), reflecting strong confidence in school staff and district programs.  Student survey results further support these findings. Students reported feeling safe at school (4.03), treated fairly by teachers and administrators (3.92), and supported by campus supervisors (4.02) and office staff (4.04). Students also indicated that adults hold high expectations for their success, with ratings of 4.09 and 4.13 regarding expectations to do their best. Additionally, students reported strong confidence in key academic skills, including reading (4.19), writing (4.03), problem-solving (4.04), and independent learning (4.10), demonstrating positive outcomes resulting from partnerships between schools, students, and families.  Survey results also indicate that RJUHSD continues to support students in preparing for life beyond high school. Parents reported receiving information regarding college opportunities (3.94), while students indicated that school is preparing them for their future goals (3.60). These results reflect the district's ongoing commitment to college and career readiness and meaningful student outcomes.  Overall, educational partner feedback demonstrates that RJUHSD has established a positive foundation of trust, communication, high expectations, and student support. Through continued collaboration among families, staff, and students, the district is fostering the conditions necessary for students to achieve academic success and prepare for future opportunities.|Based on March 2026 educational partner survey data, RJUHSD's focus areas for improvement in Building Partnerships for Student Outcomes include increasing student engagement and voice, strengthening family involvement opportunities, and expanding awareness of postsecondary pathways. While parents continue to report feeling informed about their child's progress (4.43) and welcomed at school (4.05), survey results indicate opportunities to improve communication regarding volunteer opportunities (3.53). Strengthening these areas will help foster deeper partnerships between families and schools in support of student success.  Student feedback also identified opportunities to increase student ownership of learning and engagement. Students reported lower ratings regarding being in charge of what they learn (3.31), opportunities to connect learning to real-life experiences (3.30), and feeling known well by adults on campus (3.35). These findings suggest a need to strengthen student voice, increase meaningful learning experiences, and foster stronger relationships between students and school staff.  Additionally, both parent and student survey results indicate opportunities to further support college and career readiness. Parents reported lower ratings regarding information about non-college options after graduation (3.50), while students reported moderate perceptions that school is preparing them for what they want to do after high school (3.60). RJUHSD will continue to strengthen communication, expand family engagement opportunities, and enhance college and career readiness initiatives to ensure all students and families are active partners in achieving positive student outcomes.|Based on the analysis of educational partner input and local data, RJUHSD will continue to improve engagement of underrepresented families by expanding outreach efforts, increasing access to information and resources, and strengthening opportunities for meaningful participation in their child's educational experience. Survey results identified opportunities to improve communication regarding volunteer involvement, recognition of family contributions, and awareness of college and career pathways. To address these areas, the district will continue to provide multilingual communications, utilize multiple outreach platforms, and offer targeted engagement opportunities designed to meet the needs of diverse family populations.  Additionally, RJUHSD will work to remove barriers to participation by offering flexible meeting formats, including virtual and in-person options, and by providing families with accessible information regarding academic expectations, student progress, and postsecondary opportunities. Schools will continue to strengthen outreach to families who have historically been underrepresented in school programs and decision-making processes through personalized communication, community partnerships, and family engagement events.  The district will also continue to invest in culturally responsive practices and relationship-building strategies that foster trust and collaboration between families and school staff. Through intentional outreach, inclusive engagement practices, and increased access to resources and opportunities, RJUHSD will strengthen partnerships with underrepresented families and ensure all students have the support necessary to achieve positive academic and postsecondary outcomes.|RJUHSD has continued to make progress in Seeking Input for Decision-Making by providing meaningful opportunities for students, families, and staff to contribute to district and school improvement efforts. The district continues to build the capacity of principals and staff to engage families in decision-making and provides families with opportunities to share input on policies, programs, and engagement activities through advisory committees, school site engagement opportunities, surveys, and the Local Control and Accountability Plan (LCAP) development process.  Educational partner survey results reflect positive relationships and trust among stakeholder groups. Parents reported feeling welcomed at their child's school (4.05), informed about their child's progress (4.43), and expressed high levels of respect for teachers (4.29) and principals (4.25). Staff reported that leaders listen to ideas about improving practices (4.11), support shared decision-making (3.90), and facilitate communication effectively (3.92). Additionally, staff indicated a strong sense of belonging (4.32) and reported that they are encouraged to think independently (4.23).  Student feedback also supports the district's efforts to seek and value stakeholder input. Students reported that teachers encourage them to assess the quality of their own work (3.80) and generally perceive fair treatment from teachers and administrators (3.92). Through annual educational partner surveys, LCAP student forums, School Site Councils, DELAC, and other engagement opportunities, RJUHSD continues to gather meaningful feedback and use stakeholder input to guide decision-making. These efforts have strengthened collaboration, transparency, and shared ownership of student success across the district.|Based on March 2026 educational partner survey data and local engagement efforts, RJUHSD's focus areas for improvement in Seeking Input for Decision-Making include strengthening communication, increasing participation from underrepresented educational partners, and expanding opportunities for meaningful stakeholder voice. While survey results indicate positive perceptions of school staff and district leadership, opportunities remain to improve communication and engagement processes that ensure all stakeholders feel informed and empowered to contribute to decision-making.  Parent survey results identified opportunities to strengthen communication regarding volunteer opportunities (3.53). Staff survey data also suggest opportunities to enhance communication and collaboration, including communication with parents, and effective communication practices. Student survey results indicate opportunities to strengthen student voice and ownership of learning, as students reported lower ratings regarding being in charge of what they learn (3.31) and feeling that adults know them well (3.35).  To address these areas, RJUHSD will continue to strengthen staff capacity to engage educational partners, expand outreach strategies to increase participation from underrepresented families and students, and provide additional opportunities for stakeholders to share feedback through surveys, advisory groups, student forums, and engagement activities. The district will also continue to refine communication practices and remove barriers to participation to ensure all educational partners have equitable access to decision-making opportunities. Through these efforts, RJUHSD will further strengthen collaboration, transparency, and shared ownership of district and school improvement initiatives.|Based on the analysis of educational partner input and local data, RJUHSD will continue to improve engagement of underrepresented families in Seeking Input for Decision-Making by expanding outreach efforts, increasing accessibility, and creating more opportunities for meaningful participation in district and school decision-making processes. Survey results and stakeholder feedback indicate the importance of strengthening communication, increasing awareness of engagement opportunities, and ensuring all families have equitable access to provide input on programs, services, and policies that impact student success.  To address these needs, RJUHSD will continue to provide multilingual communications, translation and interpretation services, and utilize multiple communication platforms to reach families through methods that best meet their needs. The district will also expand targeted outreach efforts to families who have historically been underrepresented in advisory groups, surveys, and school engagement activities. Flexible participation options, including virtual and in-person meetings, will continue to be offered to reduce barriers and increase access to decision-making opportunities.  Additionally, RJUHSD will strengthen staff capacity to engage families through professional learning focused on culturally responsive practices, relationship-building, and effective communication strategies. The district will continue to leverage advisory committees, School Site Councils, DELAC, LCAP engagement opportunities, student forums, and community partnerships to gather diverse perspectives and ensure stakeholder feedback informs district priorities and decision-making.  Through intentional outreach, inclusive engagement practices, and ongoing efforts to build trust and transparency, RJUHSD will create more equitable opportunities for underrepresented families to contribute their perspectives and play an active role in shaping school and district initiatives.|4|4|3|4|4|4|4|4|4|4|4|3|Met||2026-06-09|2026
31669280121418|John Adams Academy - Roseville|3|John Adams Academy - Roseville continues to demonstrate strengths in fostering positive and collaborative relationships between school staff and families. Educational partner input and local survey data reflect strong appreciation for the Academy’s welcoming environment, mission-aligned culture, and commitment to scholar growth and character development. Families expressed positive perceptions regarding the Academy as a supportive and inviting place for scholars to learn and reported feeling respected and welcomed as educational partners. Survey feedback also reflected positive perceptions regarding family involvement, communication, and staff accessibility.  Families consistently identified the Academy’s emphasis on the 10 Core Values, classical education model, leadership development, and values-centered environment as significant strengths contributing to school culture and family connectedness. Open-ended feedback highlighted appreciation for supportive teachers and staff, strong scholar-teacher relationships, and the positive impact of the Academy’s mission and educational model on scholar development.  The Academy continues promoting family engagement through school events, volunteer opportunities, PSO participation, advisory groups, and ongoing communication systems. During the 2025-26 school year, Roseville also emphasized strengthening its social media presence and completed a redesign of the Academy website to improve communication, increase access to information, and provide families with additional avenues to remain connected to campus programs and events.|Analysis of educational partner input identified several areas for continued growth related to family engagement and relationship-building. Families expressed interest in strengthening communication consistency, increasing clarity and timeliness of information, and ensuring school communications include accessible and complete information regarding programs, events, and scholar supports. Survey feedback also reflected interest in continued transparency and stronger communication loops related to family input and decision-making.  Educational partner feedback also highlighted interest in maintaining strong community connectedness and preserving the positive culture and relationships valued by families. Some families expressed a desire for greater consistency and stability, continued strengthening of school climate systems, and expanded opportunities for relationship-building and community engagement. Additional themes included requests for stronger behavioral supports, continued support for scholars with diverse learning needs, and expanded extracurricular and enrichment opportunities.|John Adams Academy - Roseville will continue strengthening engagement efforts for underrepresented families through expanded communication methods, relationship-building opportunities, and accessible family engagement practices.  The Academy will continue utilizing newsletters, social media communication, translated materials, the Academy website, and family communication systems to improve access to information and school resources. The redesigned website and enhanced social media presence will continue supporting family engagement and communication.  The Academy will continue promoting participation through advisory groups, school events, PSO activities, ELAC participation, volunteer opportunities, and ongoing family engagement events. Additional efforts will focus on outreach and communication with families of English Learners, scholars with disabilities, and families who may face barriers to participation.  During the 2026-27 school year, the Academy will transition to a new Scholar Information System (SIS) intended to strengthen family communication, improve access to scholar information, and support more consistent communication regarding scholar progress, attendance, and school updates.  These efforts are intended to foster an inclusive environment where all families feel welcomed, informed, connected, and engaged in the educational community.|John Adams Academy - Roseville continues to demonstrate strengths in building collaborative partnerships between families and staff to support scholar learning, leadership development, and character growth. Educational partner feedback reflects strong appreciation for the Academy’s classical education model, emphasis on the 10 Core Values, and commitment to providing a values-centered learning environment focused on academic rigor and scholar responsibility. Families consistently identified the Academy’s mission, leadership curriculum, and focus on character development as significant strengths supporting scholar success and family engagement.  Survey feedback reflected positive perceptions regarding scholar growth in reading, writing, mathematics, leadership, and character development. Families expressed appreciation for teachers and staff who demonstrate care, responsiveness, and commitment to scholar success, with many highlighting the positive relationships scholars have developed with adults on campus and the supportive learning environment provided by the Academy.  The Academy continues utilizing communication systems, progress monitoring, SST processes, MTSS supports, and ongoing teacher-family communication to support collaboration regarding scholar progress and academic needs. Families also continue participating through volunteer opportunities, school events, advisory groups, and campus activities that strengthen school-family partnerships and support scholar success.|Analysis of educational partner feedback identified several areas for continued growth related to strengthening partnerships that support scholar outcomes. Families expressed interest in stronger consistency regarding communication about scholar progress, academic expectations, interventions, programs, and schoolwide procedures. Feedback also reflected a desire for clearer and more detailed communication regarding school initiatives, events, and available supports.  Educational partner feedback further highlighted interest in continued strengthening of intervention systems, academic supports, and services for scholars with diverse learning needs, including scholars with disabilities, scholars requiring additional academic support, and scholars needing enrichment opportunities. Families also expressed interest in expanded extracurricular activities, electives, enrichment opportunities, and continued strengthening of scholar engagement opportunities across grade spans.  Additional themes included maintaining a positive school climate, strengthening behavioral supports and consistency, preserving strong community relationships, and maintaining stability and connectedness within the school community.|John Adams Academy - Roseville will continue strengthening engagement and partnership efforts with underrepresented families through improved communication, collaboration, and support systems connected to scholar success.  The Academy will continue utilizing SST processes, MTSS supports, progress monitoring, and collaboration among teachers, intervention staff, special education staff, and families to support scholars with diverse academic and learning needs. Staff will continue strengthening communication regarding available interventions, accommodations, scholar progress, and academic supports.  To improve accessibility and engagement, the Academy will continue offering multiple opportunities for family participation through meetings, surveys, advisory groups, school events, volunteer opportunities, and flexible communication methods. Translation support and accessible communication tools will continue supporting engagement with families of English Learners and other underrepresented groups.  During the 2026-27 school year, the Academy will transition to a new Scholar Information System (SIS) intended to improve family access to scholar information, academic progress, attendance updates, and communication tools.  These efforts are intended to strengthen meaningful family-school partnerships and ensure all families feel informed, supported, and connected to their scholar’s educational experience.|John Adams Academy - Roseville continues to demonstrate commitment to collaborative decision-making practices by actively seeking educational partner input through surveys, advisory meetings, school events, parent forums, volunteer opportunities, and ongoing communication with families. Educational partner feedback reflects appreciation for opportunities to provide input regarding school programs, scholar support, communication practices, and campus initiatives.  The Academy continues utilizing parent surveys and stakeholder feedback to identify strengths, areas for growth, and opportunities for continuous improvement. Families consistently expressed appreciation for the Academy’s mission-aligned culture, supportive teachers and staff, emphasis on leadership and character development, and commitment to academic rigor and scholar growth.  The Academy also continues promoting family involvement through PSO participation, volunteer opportunities, advisory groups, ELAC participation, and school events that foster collaboration and community engagement. During the 2025-26 school year, Roseville expanded its social media presence and completed a redesign of the Academy website to improve communication and increase access to school information and resources.|Analysis of educational partner feedback identified several areas for continued growth related to stakeholder engagement and decision-making processes. Families expressed interest in stronger transparency, communication consistency, and proactive sharing of information regarding school initiatives, programs, scholar supports, and decision-making processes. Feedback also reflected a desire for clearer communication and more detailed information related to school events, programs, and family-facing processes.  Educational partner feedback further highlighted interest in maintaining strong relationships and community connectedness while supporting stability and consistency within the school community. Families also expressed interest in continued strengthening of communication loops, responsiveness to educational partner feedback, and opportunities for meaningful engagement and participation in school improvement efforts.  Additional themes included continued focus on scholar behavior supports, school climate, intervention systems, and expanded opportunities for scholar enrichment and engagement.|John Adams Academy - Roseville will continue strengthening engagement efforts for underrepresented families by expanding communication methods, increasing accessibility to engagement opportunities, and continuing to prioritize educational partner voice in school improvement efforts.  The Academy will continue utilizing surveys, parent meetings, advisory groups, ELAC participation, school events, and ongoing communication tools to gather stakeholder input and strengthen collaboration with families. Translation support, accessible communication methods, and varied engagement opportunities will continue supporting participation from families of English Learners and other underrepresented groups.  The Academy will continue improving transparency and communication regarding school programs, supports, and campus initiatives through newsletters, social media communication, the Academy website, and family communication systems. During the 2026-27 school year, the Academy will transition to a new Scholar Information System (SIS) intended to improve family access to information, communication tools, scholar progress updates, and school resources.  These efforts are intended to ensure all families feel welcomed, informed, respected, and meaningfully included in school decision-making processes and continuous improvement efforts.|4|4|3|3|3|3|4|4|3|3|3|3|Met||2026-06-04|2026
31669280141622|New Pacific Charter - Roseville|3|According to the most recent LCAP parent survey, 75% of respondents reported overall satisfaction with the school. Additionally, 77% felt well-informed when making decisions related to their child’s education, 73% agreed that New Pacific Roseville is meeting their child’s learning needs, and 75% felt the school communicates regularly and effectively.|New Pacific Charter-Roseville places great significance on receiving feedback from our educational partners, recognizing its crucial role in our planning and decision-making processes. To establish a foundation of trust and respect from the very first day of school, the NPC-R staff is focused on building strong and meaningful relationships. NPC-R strives to actively engage with parents and students, gaining valuable insights into each family's unique culture, as well as their academic and socio-emotional goals for their children. To ensure effective communication and documentation, teachers diligently maintain a family communication log, where detailed notes are recorded for future reference. Based on feedback from educational partners NPC-R will continue to utilize Parent Square for the 2026-2027 school year. This allowed parents greater access to information regarding school events and meetings and clarified the decision-making process. The continued use of the Kelvin survey tool allows efficient surveys of students, parents, and staff and provides the school with the opportunity to address questions and concerns several times during the school year. NPC-R maintains an active website and Facebook page, serving as essential platforms for transparent and timely communication with our families. We firmly believe in accessibility and provide all families with the means to contact their teachers and school administration through email, text, and phone, ensuring open lines of communication at all times.|We plan to improve our engagement of underrepresented families by first understanding their hopes and aspirations for their children at our school. Classroom teachers will be seeking to understand this perspective and designing opportunities to engage these families.|According to the most recent LCAP parent survey, 75% of respondents reported overall satisfaction with the school. Additionally, 77% felt well-informed when making decisions related to their child’s education, 73% agreed that New Pacific Roseville is meeting their child’s learning needs, and 75% felt the school communicates regularly and effectively.|New Pacific Roseville is committed to strengthening partnerships that support positive student outcomes. The school will continue efforts to increase stakeholder satisfaction, enhance communication among all members of the school community, and offer parent training workshops designed to equip families with the tools to support their scholars beyond the classroom. Additionally, NPC-R remains dedicated to addressing the social-emotional learning (SEL) needs of its students as a foundational element of its educational approach.|We plan to collaborate with parents to discuss and first understand the academic outcomes and academic goals of their students. Second, we will build a plan with the families to support their students in those specific academic areas.|The school provided multiple opportunities and methods for families to communicate their thoughts about the school and sought their opinions for the school decision making process through LPAC surveys, PAC meetings, SSC meetings, and informal events.|Based on feedback from educational partners, NPC-R will continue to utilize Parent Square for the 2026–2027 school year. This platform has enhanced parent access to information about school events, meetings, and the overall decision-making process. The continued use of the Kelvin survey tool allows NPC-R to efficiently gather input from students, parents, and staff, providing multiple opportunities throughout the year to identify and address emerging questions and concerns. NPC-R remains committed to improving stakeholder engagement in decision-making by actively incorporating feedback from the Parent Advisory Council, (PAC), and the School Site Council, (SSC). In addition, the school is increasing the number of informal stakeholder events to create more opportunities for open dialogue between families, staff, and administration.|New Pacific Roseville personally seeks out the input of underrepresented families at the school.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-08|2026
31669440000000|Tahoe-Truckee Unified|3|Overall, families believe they are partners with the school in their child's education. Also, families feel well-informed about school and District events, as well as parent education opportunities.|The District has revised the volunteer clearance process to ensure all families have the opportunity to volunteer and participate in their child's education.|TTUSD has implemented and continues to sustain its Community Engagement Initiative. The District has identified goals and developed plans to increase the engagement of underrepresented families.|Overall, parents feel well informed by their child's teacher(s) about their child's progress and needs. In addition, families believe they are a partner with the school in their child's education|Continue to build on two-way communication, bringing parents into the conversation around data and how they can support students at home with identified areas for growth.|Through our Community Engagement Initiative, TTUSD has enhanced family engagement opportunities by providing valuable learning experiences. Families are encouraged to engage in conversations with staff about their child's 'Hopes and Dreams.' Furthermore, TTUSD has made significant progress in improving communication with families.|The school sites have active School Site Councils and an English Learner Advisory Committee. The Superintendent has a parent advisory group, and the District has a District English Learner Advisory Committee as well as our special education advisory committee. All of these groups are provided with opportunities to give stakeholder input.|The focus area for improvement is to increase participation of a more diverse group of parents and community members in these groups. Our survey data shows that about half of parent respondents feel that TTUSD offers parents a say in the decision-making process at school, and (58%) feel involved in the district-level decision-making process.|TTUSD has created a committee to explore how best to engage our underrepresented families. This committee will seek input from families and provide recommendations to all school sites and District departments.|5|5|5|5|5|4|5|5|5|5|5|5|Met||2026-06-24|2026
31669440121624|Sierra Expeditionary Learning|3|Communication is ongoing and consistent, and translation is used as needed. Staff connect with families regularly to inform them of student progress and highlights, and there are many opportunities for parent participation and involvement.|We continue to work on making sure all families have the capacity to access online communication so they stay better connected. Started a Promotora program to help with engagement of our Latino community. Teachers send regular positive messaging about students directly to families, and encourage families to volunteer and attend all school-wide events.|We continue to evaluate best ways to improve relations and engagement. Many ideas (see previous answer) are being implemented, and ideas that seem to be working are given resources and extra support.|As a community-based, inclusive program, we consistently model and strive for meaningful and engaged relationships. This includes staff-family partnerships. We also have numerous volunteer and support opportunities for families, bi-annual parent conferences, and regular updates to parents of students' academic progress.|We continue to improve our Promotora program, streamline messaging and sign up opportunities, and ensure all families have the ability to engage in our communication systems (mostly online).|Ongoing outreach to our underrepresented families is always a focus, checking in and making sure needs are met. Having additional staff with language-needed skills is also a priority.|For feedback, like LCAP and SARC, we conduct outreach to our Site Council and ELAC. We have staff meetings to solicit internal feedback, and at times have wider surveys of our larger population for input on specific issues and/or programmatic changes.|Working on getting more participation, both online and in-person.|We will continue to reach out to underrepresented families through multiple channels. At times we do direct asks of families we know are engaged, and encourage them to help others become more participatory.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-01|2026
31669510000000|Western Placer Unified|3|"WPUSD believes that students thrive when they are supported by positive and meaningful relationships. To foster these connections, staff and students participate in Youth Development Network (YDN) training, which focuses on building positive relationships, promoting cultural awareness, and supporting the success of all learners.  WPUSD also provides parent liaisons who help connect families with resources and support services. Through our Dual Language Immersion (DLI) program, students have the opportunity to maintain and strengthen their native Spanish language skills while simultaneously developing English proficiency in a bilingual learning environment.  Teachers, school sites, and the district utilize a variety of communication and engagement opportunities to keep families informed and involved. These include Back-to-School Nights, Open Houses, school ""Huddles,"" Coffee Chats with site administrators, the Superintendent's Parent Committee, Parent Advisory Committee (PAC), District English Learner Advisory Committee (DELAC), School Site Council (SSC), classroom communications, Schoology, ParentSquare, and monthly newsletters."|At the request of our LCAP PAC and DELAC committees, WPUSD has expanded its parent engagement opportunities. Over the past school year, parent outreach efforts increased significantly, with training and workshops covering topics such as Kaiser Parenting, Healthy Sleep Habits, PowerSchool, ParentSquare, Healthy Relationships, Social Media Awareness, and Hábitos Financieros (Financial Habits). WPUSD also continues to offer Love and Logic parenting classes to support families in building positive relationships and effective parenting strategies. In addition, the WPUSD HUB provides assistance to families in need through the Community Schools Grant, offering access to food, supplies, and other essential resources.|WPUSD will continue HUB support for underrepresented families by providing food and supplies to families of need.  Parent engagement nights in both English and Spanish to support parents in the school system. WPUSD will continue to survey and adjust practices to better support families as needed from the input of our educational partners. Continuing to build our supports and systems that create streamline access to families across our resources, our liaisons are critical for this work. WPUSD has a desire to build restorative practices that involve families as partners in supporting student development.|WPUSD has provided ongoing professional learning opportunities in Professional Learning Communities (PLCs), common assessments, and essential standards to ensure the needs of all learners are met. Many school sites have Multi-Tiered System of Supports (MTSS) structures in place, including dedicated intervention time to provide targeted support for students who are struggling academically.  To develop well-rounded learners, WPUSD emphasizes both academic achievement and the Portrait of a Learner competencies, supporting the growth of the whole child. Teachers are encouraged to maintain regular communication with students and families regarding academic progress and student well-being. This communication occurs through a variety of methods, including progress reports and grades, Schoology, parent-teacher conferences, Student Study Team (SST) meetings, MTSS processes, and Positive Behavioral Interventions and Supports (PBIS).  At the elementary level, teachers conference with families at the end of the first trimester to discuss student progress and goals. At the secondary level, teachers, counselors, administrators, and support staff meet with families of students who are experiencing academic challenges to develop support plans and improve outcomes. For early literacy, parents receive regular updates on their child's progress, and intervention support is provided when needed to ensure students are meeting literacy benchmarks.  Student voice is highly valued throughout WPUSD. The district's Student Senate meets regularly to discuss student experiences and generate ideas for increasing student and family engagement. Administrators are charged with developing site based student leadership teams, that further student voice. Additionally, a student representative from each high school serves on the Board of Trustees, providing updates on school activities, student needs, and site successes while ensuring student perspectives are represented in district decision-making.|WPUSD will continue to refine student support through PLC's, SST, MTSS, and PBIS systems.  WPUSD is adding to our literacy supports by expanding the teaching to the upper elementary, 8th grade, and 9th grade years. We hope to expand our parent education nights to engage and build partnerships for families.|Learner Advisory Committee (DELAC) plays a vital role in providing feedback and guidance. Through the collaborative review and analysis of district data, these groups help identify strengths, areas for growth, and priorities for action, ensuring that district programs, services, and resources effectively meet the needs of all students and families. The HUB engages in parent feedback surveys to generate feedback to drive future programming.|WPUSD and school sites have active parent engagement teams; PTC/PTA, boosters, SSC, safety teams, and less formal parent meetings.  The district hosts a large group for our DELAC, and a consistent PAC team. We have a Dyslexia/early literacy team driven by parent input. Youth Truth and other surveys collect information on the state of our district. The superintendent meets with parent groups, the city, and community partners for input on our schools. The student senate analyses and gives input from our students perspective.|WPUSD seeks to broaden the range of stakeholders who provide input in district decision-making processes. While the district has established a strong foundation of engagement, current participation is often concentrated among a relatively small group of community members. Expanding outreach and increasing the number of families who share their perspectives will provide a more comprehensive understanding of the needs, priorities, and experiences of all families served by WPUSD. By engaging a more diverse and representative group of voices, the district can ensure that feedback more accurately reflects the broader community and supports more equitable and informed decision-making.  The district DELAC would like a more formal body that positively engages participants to draw in a larger body. We hope to mirror this in our PAC meetings as well. Additionally, regularly published newsletter and regular social media posts serve to inform the community about activities and invite engagement/feedback. Public comment at the school board is taken seriously and responded to by the district.|WPUSD and its school sites will continue to actively engage and reach out to underrepresented families through the support of our parent liaisons and the HUB. These resources help build connections with families, provide translation services, and ensure that families have access to information, resources, and opportunities to participate in their children's education.  The district has also seen increased participation at family engagement events by providing childcare and meals during evening meetings. These supports help reduce barriers to participation, allowing for greater access, stronger family engagement, and increased opportunities for families to provide input and partner with schools in support of student success. The school sites are highly focused on most at-risk students by identifying needs through digital platforms (early warning systems). Sites then use resources to support students as needed.|4|4|4|5|4|3|4|4|4|3|4|3|Met||2026-06-16|2026
31669510135871|John Adams Academy - Lincoln|3|John Adams Academy - Lincoln continues to demonstrate strengths in fostering positive and respectful relationships between school staff and families. Analysis of educational partner input and local survey data reflects strong appreciation for the Academy’s welcoming environment, values-centered culture, and supportive staff relationships. Parent survey responses indicated that a large majority of families feel welcomed on campus and believe school staff treat families with respect. Families also expressed appreciation for the Academy’s emphasis on the 10 Core Values, leadership development, and classical education model.  The Academy maintains ongoing communication with families through ParentSquare, newsletters, email communication, social media updates, and parent meetings. Families noted appreciation for teachers and staff who are responsive, caring, and committed to scholar success. Community-building opportunities such as family nights, volunteer opportunities, assemblies, and school events continue to strengthen relationships between families and staff while reinforcing a shared commitment to scholar growth and character development.  Educational partner feedback also reflected appreciation for the Academy’s efforts to maintain strong family engagement opportunities through the Parent Service Organization (PSO), advisory meetings, and other forums for collaboration and input. Families consistently identified the positive school environment, supportive relationships, and mission-aligned culture as key strengths of the Lincoln campus.|While educational partner feedback reflects many strengths in school-family relationships, analysis of local survey data identified several areas for continued growth and refinement. Families expressed interest in stronger consistency and transparency in communication, particularly regarding schoolwide decisions, scholar support systems, and campus updates. Some educational partners also expressed a desire for increased opportunities for face-to-face connection, relationship-building, and family engagement activities.  Survey feedback further highlighted interest in continued strengthening of support and communication for families of scholars with diverse learning needs, including scholars receiving intervention services, English Learners, and scholars with disabilities. Families also expressed interest in maintaining a strong sense of community and connectedness as the Academy transitions to a TK–8 instructional model.  Additional themes identified through educational partner feedback included interest in expanded extracurricular opportunities, continued focus on positive scholar behavior and school climate, and stronger communication regarding scholar progress and available supports.|John Adams Academy - Lincoln will continue strengthening engagement efforts for underrepresented families through expanded communication, relationship-building opportunities, and accessible family engagement practices. The Academy will continue utilizing multiple communication platforms, including social media communication, newsletters, translated materials, and the Academy website, to improve family access to important information and school resources.  The Academy will continue promoting participation in advisory groups, school events, family nights, and community-building activities while providing varied opportunities for engagement through both in-person and virtual formats when appropriate. Additional efforts will focus on increasing outreach and communication with families of English Learners, scholars with disabilities, and families who may face barriers to participation.  To strengthen ongoing family-school partnerships, the Academy will continue providing opportunities for direct communication and feedback through meetings, surveys, parent forums, and school events. During the 2026-27 school year, the Academy will also transition to a new Scholar Information System (SIS), which is intended to strengthen family communication, improve access to scholar information, and support more consistent communication regarding scholar progress, attendance, and school updates.  These efforts are intended to foster a welcoming and inclusive environment where all families feel respected, informed, connected, and engaged in the educational community.|John Adams Academy - Lincoln continues to demonstrate strengths in building collaborative partnerships between families and staff to support scholar learning, leadership development, and character growth. Educational partner feedback reflects strong appreciation for the Academy’s classical education model, emphasis on the 10 Core Values, and commitment to providing a values-centered learning environment focused on academic rigor and scholar responsibility.  Families expressed appreciation for teachers and staff who demonstrate care, responsiveness, and commitment to scholar success. Survey feedback also reflected positive perceptions regarding scholar growth in reading, writing, mathematics, leadership, and character development. Families noted that scholars benefit from a structured environment focused on personal responsibility, civic virtue, and academic growth.  The Academy continues utilizing communication systems such as ParentSquare, parent meetings, progress monitoring, SST processes, MTSS supports, and ongoing teacher-family communication to support collaboration regarding scholar progress and academic needs. Families also expressed appreciation for the supportive relationships many scholars experience with teachers and staff across grade levels.  Additionally, the Academy continues to provide opportunities for family involvement through volunteerism, school events, advisory groups, and campus activities that strengthen school-family partnerships and support scholar success.|Analysis of educational partner feedback identified several areas for continued growth related to strengthening partnerships that support scholar outcomes. Families expressed interest in stronger consistency regarding communication about scholar progress, academic expectations, interventions, and schoolwide procedures, particularly at the secondary level.  Educational partner feedback also reflected a desire for continued strengthening of intervention systems, academic supports, and services for scholars with diverse learning needs, including scholars with disabilities and scholars requiring additional support in mathematics, reading, and executive functioning skills. Some families also expressed interest in expanded extracurricular opportunities, enrichment programs, and activities that support scholar engagement and connection.  Additional themes identified through survey feedback included continued focus on positive scholar behavior, school climate, and maintaining strong relationships and community connectedness as the Academy transitions to a TK-8 instructional model.|John Adams Academy - Lincoln will continue strengthening engagement and partnership efforts with underrepresented families through improved communication, collaboration, and support systems connected to scholar success.  The Academy will continue utilizing SST processes, MTSS supports, progress monitoring, and ongoing collaboration among teachers, intervention staff, special education staff, and families to support scholars with diverse academic and learning needs. Staff will continue strengthening communication regarding available interventions, accommodations, scholar progress, and academic supports.  To improve accessibility and engagement, the Academy will continue offering multiple opportunities for family participation through meetings, surveys, advisory groups, school events, and flexible communication methods. Translation support and accessible communication tools will continue supporting engagement with families of English Learners and other underrepresented groups.  During the 2026-27 school year, the Academy will also transition to a new Scholar Information System (SIS) intended to improve family access to scholar information, academic progress, attendance updates, and communication tools.  These efforts are intended to strengthen meaningful family-school partnerships and ensure all families feel informed, supported, and connected to their scholar’s educational experience.|John Adams Academy - Lincoln continues to demonstrate commitment to collaborative decision-making practices by actively seeking educational partner input through surveys, advisory meetings, school events, parent forums, and ongoing communication with families. Educational partner feedback reflects appreciation for opportunities to provide input regarding school programs, scholar support, communication practices, and campus initiatives.  The Academy continues utilizing parent surveys and stakeholder feedback to identify strengths, areas for growth, and opportunities for continuous improvement. Families expressed appreciation for the Academy’s mission-aligned culture, supportive teachers and staff, and emphasis on leadership, character development, and academic rigor.  The Academy also continues providing opportunities for family involvement through volunteerism, advisory groups, Parent Service Organization (PSO) participation, and school events that promote collaboration and community engagement. Ongoing communication between school leadership and families supports relationship-building and encourages educational partner participation in school improvement efforts.|Analysis of educational partner feedback identified several areas for continued growth related to stakeholder engagement and decision-making processes. Families expressed interest in stronger transparency and communication regarding schoolwide decisions, campus changes, scholar support systems, and long-term planning.  Educational partner feedback also reflected a desire for increased opportunities for two-way communication, face-to-face engagement, and proactive sharing of information. Some families expressed interest in clearer communication regarding academic supports, school safety, behavior expectations, and available extracurricular opportunities.  Additional feedback highlighted the importance of maintaining strong community relationships and ensuring families continue feeling informed, connected, and valued as the Academy transitions to a TK-8 instructional model.|John Adams Academy - Lincoln will continue strengthening engagement efforts for underrepresented families by expanding communication methods, increasing accessibility to engagement opportunities, and continuing to prioritize educational partner voice in school improvement efforts.  The Academy will continue utilizing surveys, parent meetings, advisory groups, school events, and ongoing communication tools to gather stakeholder input and strengthen collaboration with families. Translation support, accessible communication methods, and varied meeting opportunities will continue supporting participation from families of English Learners and other underrepresented groups.  The Academy will also continue improving transparency and communication regarding school programs, supports, and campus initiatives through newsletters, social media communication, the Academy website, and family communication systems. During the 2026-27 school year, the Academy will transition to a new Scholar Information System (SIS) intended to improve family access to information, communication tools, scholar progress updates, and school resources.  These efforts are intended to ensure all families feel welcomed, informed, respected, and meaningfully included in school decision-making processes and continuous improvement efforts.|4|4|3|4|3|3|4|4|3|3|3|3|Met||2026-06-04|2026
31669513130168|Horizon Charter|3|Strengths: Daily and weekly live interactions and engagement sessions Parent mentor and TOSA interactions and support for families Created formal structures for communication Increased Committee Advisory Network meetings and attendance Improved the family HUB and family awareness regarding engagement opportunities Increased student and family social engagement opportunities and participation Significant staff development in interest based problem solving and Arbinger's Outward Mindset to facilitate communication and collegial relationships.|Goals: Expand the use of social emotional assessments and data to provide timely support and develop programs Further develop a family engagement, continuity and recruitment plan Improve direct support for families including expanding the role of high school counselors Increase communication methods to align with student, family preferences Diversify, improve and promote engagement opportunities for students  Improve data collection around engagement and participation mindful of equity objectives Improve communication of family and student engagement opportunities Increase family participation in school planning, shared decision making|Relationships have always been a core focus for Horizon Charter Schools. Feedback from families has indicated a high satisfaction in response to the strength of their relationships with their Supervising Teacher.  Specific efforts have been made to address a focus of exceptional customer service both internally and externally. Survey results have indicated that families feel welcomed at Horizon Charter School.  Specific efforts have been made and are continuing in order to better meet the needs of families preferred methods of communication.|"The parent educator mentors roles evolved over the course of the past few years to not only engage with our current families but with our potential families in an effort to facilitate informed choices to enroll with Horizon Charter Schools as well as to assist in the transition from one grade level to the next. A focus on ""feedback for learning"" is being supported by the use of Google Classrooms for grades Kindergarten through Eighth Grade. This platform gives the ability for teachers to provide standards, pacing guides, and immediate feedback to inform learning on assignments that are turned in virtually. Parent interview surveys are conducted to determine if the programs and communication methods are working. Teachers on Special Assignment have dedicated weekly time to support families in technology, program, curriculums, and assessments. They also attend multiple key family events and display curriculum to help parents understand material and support equitable access."|Goals:  Create a family engagement, continuity and recruitment plan Improve direct support for families Increase communication methods to align with student, family preferences Diversify, improve and promote engagement opportunities for students  Improve data collection around engagement and participation mindful of equity objectives Improve communication of family and student engagement opportunities Increase family participation in school planning, shared decision making|Increase communication methods to align with student, family preferences mindful of equity objectives Diversify, improve and promote engagement opportunities for students mindful of equity objectives Improve data collection around engagement and participation mindful of equity objectives Improve communication of family and student engagement opportunities mindful of equity objectives Increase family participation in school planning, shared decision making mindful of equity objective|Quarterly: Horizon reviews survey data with the Instructional Leadership Team and the District English Learner Advisory Committee and with the Community Advisory Network. These sessions are offered live, in a synchronous ZOOM setting and they are recorded so that families can review them on demand. Feedback is collected directly during these meetings. Following each Meeting is a Survey to provide time to further reflect and gather formal feedback. Each meeting is promoted directly to all partners via a direct email invitation and all related information is shared on the Staff and Family HUB. Parent mentors provide a wide array of services and support to families. Through these interactions, the Parent mentors are able to gather critical feedback regarding programs and plans. A Parent mentor is part of the ILT/DELAC and CAN as a non-voting consultant to provide insights and feedback. Teacher on Special Assignment (TOSAs) provide a wide array of services and support to families including weekly office hours. Through these interactions, the TOSAs are able to gather critical feedback regarding programs and plans. A TOSA is part of the ILT/DELAC and CAN as a non-voting consultant to provide insights and feedback.  Meetings Dates in 2025/20206 Overview and Training Meetings 10/02/2025  Instructional Leadership Team and District English Learner Advisory Subcommittee (ILT and DELAC), 3:00 11/05/25: 01/07/26: 03/05/26 05/06/26  Community Advisory Network Meetings (CAN), 12:00-1:00 11/13/25  01/15/26 03/12/26 05/14/26  • Monthly: Teachers meet directly with families in a 1:1 meeting to review student programs, progress, and to provide feedback which is shared within and across Academies • Monthly: The Academies share their program and progress data at the public Board Meetings. Board Meetings include live feedback sessions. • Monthly: The Assistant Superintendent Reports on programs, the LCAP and other related topics at the Board Meetings. Board Meetings include live feedback sessions. • Monthly: The Superintendent produces a newsletter which communicates directly to parent/families and all staff current programs and updates which provides families an opportunity to respond to the Superintendent • Monthly: The Superintendent and the Board work in tandem to develop and review progress on Board Goals related to the LCAP as part of continuous improvement and alignment|While survey data suggests students and families feel strongly connected and have supportive relationships with their assigned Supervising Teacher, Horizon needs to continue to maintain and improve strategies for family and community engagement school-wide and to improve overall retention of students and improve the stability rate. HCS has made significant progress in developing effective communication to further engage the school community and is developing a marketing strategy to improve external communication.   There are three key objectives moving forward to improve input for decision making.  Develop a communication plan including assessing how current methods are working Create a more comprehensive participation and engagement survey plan to inform participation rates and diversity and to continuously improve program development Increase communication methods to align with student, family preferences|Horizon recognizes the need to improve the diversity of family participation and input. All three key objectives have an equity goal in mind.  Develop a communication plan including assessing how current methods are working Create a more comprehensive participation and engagement survey plan to inform participation rates and diversity and to continuously improve program development Increase communication methods to align with student, family preferences|4|4|4|4|4|4|4|3|4|3|4|4|Met||2026-06-11|2026
31750850000000|Rocklin Unified|3|Rocklin Unified School District has continued to focus on building and sustaining relationships with our families and community.  During the 2025-26 school year, the District maintained previous efforts to engage families through the LCAP development process and continued the Homeless and Foster Youth Advisory Committee and District English Language Advisory Committee to strengthen our practices and outreach for and of underrepresented groups.|Recommendations from these groups around engagement of educational partners included the following: 1) sustain family engagement activities with all families, 2) continue opportunities for District and school personnel to engage in dialogue, and 3) sustain communications in home languages of families and provide support for bilingual staff. Additionally, the District sustained outreach efforts, including parent information sessions at all school sites, parent education nights, district and school-level parent information sessions, and increased communication from school to home via the ParentSquare communication platform.|A continued area for growth during the 2026-27 school year is improving communication about school programs and available resources to strengthen connections across all levels - staff to staff, staff to students, students to students, school to family, and family to school. The district will continue to enhance outreach through the Partnerships in Education program, site-based communication strategies, and ongoing efforts led by the Communications Department to support timely, accessible, and family-centered messaging. In particular, increased outreach to families of student groups will be prioritized throughout the year, beginning with a Back to School Fair designed to connect these families directly with school staff and district departments, share essential information, and provide school supplies. These efforts aim to promote access to information, strengthen trust, and ensure that all families feel welcomed, informed, and engaged.|Rocklin Unified School District continues to prioritize building and maintaining strong partnerships with families and community members to positively impact student outcomes. During the 2025-26 school year, school staff regularly engaged with families through parent-teacher conferences, family nights, school site council meetings, back-to-school nights, open house and showcase events, as well as consistent verbal and written communication between home and school. Additionally, the district maintained high levels of involvement from teacher and staff groups in identifying priorities and shaping district programs and services.|Recommendations from educational partner groups during the 2025-26 school year emphasized the importance of strengthening engagement efforts with families across the district. Key recommendations included sustaining family engagement and learning opportunities focused on district priorities such as mathematics and social-emotional learning, creating more opportunities for open dialogue between district and school personnel, and sustaining communications in the home languages of families. In response, Rocklin Unified School District plans to maintain and build upon its existing outreach efforts, including parent information sessions at each school site, District-level engagement events, more frequent and accessible communication between schools and families, and expanded parent education opportunities through Parent University and District-sponsored parenting series. The District is also continuing to strengthen partnerships with parents and guardians of students with disabilities to ensure more inclusive collaboration and support.|A continued area of growth for Rocklin Unified School District during the 2026-27 school year is improving communication with families of socioeconomically disadvantaged students, students experiencing homelessness, foster youth, and English learner students. While this remains a focus, the District has made progress by increasing the availability of bilingual staff and translators, expanding the use of ParentSquare to improve two-way communication and ensure messages are accessible in families’ home languages, and increasing representation of these families on District advisory committees. RUSD will continue to strengthen these efforts by sustaining and expanding targeted outreach, beginning with a Back to School Fair specifically designed to connect underrepresented families directly with school staff and district departments, share important information, and build stronger partnerships to support student success.|During the 2025-26 school year, Rocklin Unified School District continued to invest in outreach efforts with parents and guardians to strengthen family-school partnerships. In addition to regular two-way communication between school and home at each site, the District supported multiple advisory and parent engagement groups, including LCAP Parent/Guardian Advisory Groups, Parent Teacher Clubs, School Site Councils, Booster Organizations, English Learner Advisory Committees (ELAC and DELAC), the Gifted and Talented Education (GATE) Advisory Committee, the Homeless and Foster Youth Advisory Committee, and the District Safety Committee. As part of the LCAP development process, three dedicated teams, composed of parents/guardians, school staff, students and district leadership, met multiple times throughout the year to review student achievement and wellness data and provide input on district priorities, services, and programs designed to support all students.|Annually, all families and staff are invited to participate in the District’s LCAP survey to share their perspectives on programs, services, and supports aligned to the state priorities. During the 2025-26 school year, LCAP advisory groups engaged in meaningful activities, including analysis of student achievement data, input related to local indicators, feedback from student forums, and results from staff and parent/guardian surveys. While these efforts supported more informed decision-making, increasing participation in district surveys remains an area of focus to ensure broader representation and input from all educational partners.|During the 2025-26 school year, Rocklin Unified School District made progress in increasing the participation of families of socioeconomically disadvantaged students, students experiencing homelessness, foster youth, and English learner students on advisory committees and planning teams. While these efforts marked meaningful improvement, continued focus is needed in 2026-27 to ensure that engagement opportunities represent the full range of family backgrounds and experiences in the District. RUSD remains committed to strengthening outreach by sustaining advisory committees representing these student groups and expanding targeted engagement strategies, including an enhanced Back to School Fair designed to connect families with school staff, district departments, and key resources that support student success.|4|4|3|5|5|4|5|5|5|5|4|5|Met||2026-06-10|2026
31750850117879|Maria Montessori Charter Academy|3|Doing goal-setting based Parent - Teacher Conferences early in the school year versus waiting for a report card interval to engage parents helps regarding student outcomes. Regular P-T communication, including weekly electronic progress reports, promoting partnership engagement for student outcomes.|We are continuing to see a significant increase in ADD/ADHD characteristics within our student body versus prior years, and are working on strategies to deal with this massive increase.|Utilizing a general education based credentialed Intervention Teacher to reach out to parents of below grade level performing students to collaborate and potentially provide on-site intervention services.|MMCA is a small, community-based charter school. It's one of the few charters to have a Board of Directors composed of elected parents and teachers. The school has a very active Parent - Teacher Association. The School has 1000's of hours of parent volunteerism annually, including programs like WatchDOGS, which has a volunteer dad on campus each school day. The primary strategy with building relationships within our community is communication-based, with regular emails, web posts and social media promoting engagement opportunities within the school community.|Maintaining a shared Google Calendar on the school website to further promote school-related activities and events.|Shorter, more frequent emails to families, including targeted communication where appropriate. Mandating early in the school year Goal setting based P-T conferences for all families is another engagement opportunity for all families.|Parents have many opportunities for input, including Survey Monkey based surveys, Google Forms-based surveys, and more formal opportunities via participation with our Board of Directors or Parent-Teacher Association.|Increased collaboration with leadership from other charter schools, more engaged interaction with the state charter schools association and seeking guidance from retired educational professionals for their wisdom and expertise.|Sending home information electronically and in print, and where appropriate, following up with a phone call to make sure the family receives it.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-15|2026
31750850119487|Western Sierra Collegiate Academy|3|At Western Sierra Collegiate Academy (WSCA), we prioritize building strong relationships between school staff and families. This begins with a welcoming environment and personal connection before the first day of school through student and parent orientation events for new students and families. Incoming students get their schedules, take tours of the school led by current students, and get to know other students before the first day of school. Parents get information about school procedures and policies, hear about opportunities to volunteer and participate in school activities, and meet other parents and staff members.  Each morning, staff monitor traffic, greeting students and families at drop-off, and continue to build relationships through informal conversations, scheduled meetings, phone calls, and email correspondence. Teachers keep students and families informed about classroom assignments and academic progress through Google Classroom and PowerSchool, giving parents regular visibility into their child’s learning. To support parent communication, ParentSquare continues to be used to centralize school updates, announcements, office communication, and messages from staff. Weekly newsletters also continue to provide school-wide updates and reinforce consistent, transparent communication.  WSCA offers multiple opportunities for families to engage throughout the year including: Back to School Night, Parent University presentations, parent-teacher conferences, Local Control and Accountability Plan (LCAP) workshops, Parent School Partnership (PSP) meetings, Operations Committee meetings, VAPA performances, Rocklin Academy family nights at sporting events, facilities walkthroughs, and participation in surveys and committee work. Parent information meetings included topics such as online safety, vaping awareness, and the “One Pill Can Kill” campaign to help families support student well-being and safety. Parents also volunteer onsite for field trips, festivals, snackbars, barbecues, Gratitude Day, and Pi Day.  During the 2025–26 school year, the school also focused on creating more flexible opportunities for connection that better accommodate the varied schedules and needs of working families. Outreach efforts were strengthened through more direct communication from teachers, the use of QR codes in drive lines and at events, and increased efforts to revitalize volunteer and fundraising participation through updated tracking systems and incentives. These efforts helped increase accessibility and create additional entry points for family involvement within the school community.  In the most recent Intent to Return survey, 100% of families participated. Of those: 94.5% indicated they would recommend WSCA to family or friends (up from 92.69%). 94% expressed satisfaction with their experience (up from 92.69%). 97% indicated they intend to return for the 2026–27 school year (slightly down from 98%).|Based on educational partner input and local data, Western Sierra Collegiate Academy (WSCA) has identified updated focus areas for improving relationships between school staff and families during the 2026–27 school year. In 2025–26, WSCA prioritized improving the effectiveness and equity of two-way communication and continued strengthening consistent schoolwide use of ParentSquare. Staff increased use of the platform across school programs, and ongoing feedback from families and staff helped identify areas where additional clarity, training, and alignment are still needed. For 2026–27, the school will focus on: Continuing to build staff confidence and consistency in using ParentSquare as a central communication tool for families. Improving onboarding and communication expectations for coaches, clubs, and extracurricular programs to ensure families experience consistent communication practices across both academic and extracurricular settings. Increasing clarity around the vision and purpose of ParentSquare compared to email communication so that families and staff better understand where to expect schoolwide updates, program communication, and direct communication from teachers and staff. These areas reflect WSCA’s continued commitment to responsive, inclusive school-family partnerships that support a positive learning environment for all students.|Building relationships between school staff and families remains a top priority at Western Sierra Collegiate Academy (WSCA), especially in support of underrepresented families, including English learners, students with disabilities, and those from socioeconomically disadvantaged backgrounds. In 2025–26, WSCA continued strengthening communication and engagement practices through the use of ParentSquare to improve outreach and streamline communication with families. The platform continues to support schoolwide announcements and family communication, while staff continue working toward more consistent use across classrooms and programs. The school also continued using Language Line Solutions to provide real-time language interpretation for meetings and calls. Counselors, administrators, and the English Language coordinator reported continued success with this tool in supporting multilingual families. To strengthen relationships through authentic two-way communication, WSCA continued increasing parent engagement opportunities through targeted outreach using social media, ParentSquare, email, and phone communication. These efforts helped foster community and increase opportunities for direct communication with families. Looking ahead, WSCA will focus on: Expanding and refining targeted outreach efforts to underrepresented families through multiple communication methods, including social media, ParentSquare, email, and phone communication. Better understanding the family communication experience, particularly for underrepresented communities, through intentional outreach and opportunities for families to share feedback about communication systems and school connection. Continuing efforts to establish a change group focused on parent outreach and community partnership design in order to strengthen inclusive family engagement practices. Building upon current momentum to revitalize parent volunteer opportunities and fundraising efforts through updated tracking systems, incentives, and clearer opportunities for participation. These strategies reflect WSCA’s ongoing commitment to inclusive family engagement that supports equitable access to school resources, relationships, and decision-making.|At Western Sierra Collegiate Academy (WSCA), strong partnerships with families are viewed as essential to student success. Based on analysis of educational partner input and reflection on site-level practices, several key strengths have been identified in how WSCA builds and sustains these partnerships to support student outcomes. In 2025–26, the school continued to emphasize clear and consistent communication from teachers and site leadership, including schoolwide newsletters and timely announcements through ParentSquare. These efforts are complemented by the superintendent’s monthly newsletter, which highlights key updates and celebrations across the RAFOS network. WSCA strengthened family engagement this year by hosting parent workshops and information nights focused on academic planning, college and career readiness, and student success strategies. Events such as college information nights, AP course selection sessions, and PSAT/SAT prep briefings provided families with tools to support their student’s academic and post-secondary goals. In the classroom, teachers and counselors supported students in developing academic ownership through grade checks, goal-setting reflections, and progress monitoring tools, many of which required parent review and signatures. This helped prompt ongoing dialogue at home about academic performance and goal tracking. More individualized partnerships were supported through SST, IEP, and LTEL meetings, where families collaborated with staff to review student progress and co-create plans for academic growth. The parent portal continues to offer families real-time access to grades, assessment scores, and attendance data. These efforts reflect WSCA’s ongoing commitment to building responsive, informed partnerships that keep students, families, and educators aligned in support of long-term academic and personal growth.|Based on the analysis of educational partner input and local data, Western Sierra Collegiate Academy (WSCA) has identified a focused area for strengthening partnerships that support student success in 2026–27. In 2025–26, the school expanded opportunities for family involvement through field trip volunteering, hosted a Career Fair featuring parent speakers, introduced volunteer coordination support to make on-campus involvement more accessible, and continued offering academic planning events and workshops designed to support students' academic and postsecondary goals. In 2026–27, WSCA will focus on improving communication about student progress, particularly around formative assessments and academic milestones, so families have the tools to track progress and support students between reporting periods. This focus aligns with the school's emphasis on formative assessment cycles and helping families better understand what students are learning, how learning is assessed, and how progress is monitored throughout a unit of study. To support this goal, the school will work toward more consistently updated gradebooks across courses and expand proactive communication with families through ParentSquare. Teachers will increasingly communicate key information at the beginning of instructional units, including the unit's major learning goals, how students will be assessed, and what families can expect to see as evidence of learning. The school will also continue providing communication related to Pack Time change group work, school culture initiatives, social-emotional learning topics, and college and career readiness activities to help families remain informed and connected to their students' educational experiences. These priorities reflect WSCA’s ongoing commitment to building responsive, purposeful partnerships that equip families to support their students' academic growth and long-term success.|Based on the analysis of educational partner input and local data, Western Sierra Collegiate Academy (WSCA) is committed to improving engagement with underrepresented families to build stronger partnerships for student outcomes. In 2026–27, the school will focus on the following actions: Using ParentSquare to support language accessibility, as its automatic, two-way translation feature allows families to receive communication in their preferred language, alongside continued use of Language Line for meetings, to help ensure all families stay informed and connected to their child’s learning. Continuing outreach to foster youth and low-income families, with increased intentionality in identifying supports that may benefit them and connecting families with appropriate school or community-based resources. Maintaining dedicated staffing to support attendance and address chronic absenteeism, providing outreach and encouragement to families experiencing barriers to regular attendance. As part of this effort, the school will continue individualized communication with students and families when students are absent from Pack Time interventions and supports, helping strengthen connection, increase engagement, and ensure families are informed partners in efforts to support student success. These targeted actions reflect WSCA’s ongoing commitment to equity and inclusion, ensuring that every family, regardless of background, feels informed, supported, and able to partner with the school in promoting student success.|Based on the analysis of educational partner input and local data, Western Sierra Collegiate Academy has identified the following current strengths in seeking input for decision-making: Opportunities for students to provide input through the Principal’s Student Forum. Participation in Local Control and Accountability Plan (LCAP) engagement meetings with a range of educational partner groups. Participation in the PSP Collaborative, a structure that brings together PSP representatives from all RAFOS sites to elevate family voice and foster cross-site learning. Opportunities to provide feedback through schoolwide surveys. Ongoing dialogue with classroom teachers and other school staff. Access to meetings such as Board meetings, Parent School Partnership (PSP) meetings, English Learner (EL) family meetings, and the campus-level Operations Committee, which includes parent representation and focuses on school-wide logistics and planning. Western Sierra remains committed to strengthening its engagement practices by making input opportunities clear, consistent, and meaningful for students, families, and staff.|Families are incredibly eager and willing to participate in the decision-making process, and as an organization, we know that their input is crucial to the success of our students and schools. Based on the analysis of educational partner input and local data, Western Sierra Collegiate Academy has identified the following area for improvement in 2026–27: Strengthen the structure and effectiveness of Parent School Partnership (PSP) meetings as a vehicle for shared decision-making. The school will continue refining PSP meetings to create a stronger balance between collaborative working sessions and traditional advisory or informational meeting structures. This includes creating opportunities for families to engage in meaningful discussion, contribute to planning and problem-solving efforts, and provide input on school priorities while also ensuring participants receive the information needed to make informed contributions. By creating a structure that balances collaboration, communication, and action planning, WSCA aims to deepen family engagement and strengthen the role of PSP as a meaningful forum for shared decision-making. This focus area reflects WSCA’s commitment to ensuring family input is not only gathered, but actively used to inform school priorities and improvement efforts.|At Western Sierra Collegiate Academy (WSCA), we are committed to ensuring that all families, particularly those from underrepresented groups, have meaningful opportunities to shape decisions that impact our school community. Based on reflection and input, we plan to take the following steps to improve engagement: Continue to utilize ParentSquare translation features and supplement with Language Line for live interpretation needs, ensuring multilingual families have timely, understandable communication and that language is not a barrier to engagement. Offer input opportunities at varied times and through multiple formats to accommodate different family schedules and increase accessibility. Increase intentional outreach to families who have not traditionally participated in school decision-making opportunities. This includes personally inviting families to meetings, creating meaningful entry points for participation, and leveraging student presentations and other engagement opportunities that encourage families to attend and contribute. The school will continue refining Parent School Partnership (PSP) meetings and other input opportunities so participants leave with a clear understanding of how their voice contributed to the work and how they can remain involved in future planning and decision-making efforts. These efforts support WSCA’s commitment to building an inclusive school community where all families have a voice in shaping the educational experience.|4|4|4|4|4|5|5|5|5|5|5|5|Met||2026-06-22|2026
31750856118392|Rocklin Academy|3|Rocklin Academy Turnstone continues to prioritize building strong relationships between school staff and families. This begins before the first day of school with intentional outreach and a welcoming environment. Staff greet students and families each morning at drop-off and foster relationships throughout the day through informal conversations, formal meetings, phone calls, and emails. Weekly newsletters from teachers and the school provide consistent, transparent communication. During the 2025–26 school year, the school continued strengthening two-way communication through increased and more consistent implementation of ParentSquare, a centralized platform used to provide families with timely updates, school news, and classroom highlights. Staff received additional training and support to strengthen communication practices and ensure families experience consistent and accessible communication across classrooms. The school also continued principal coffee chats, offering families an informal forum to ask questions, share feedback, and learn more about school initiatives. In addition, staff increased the use of positive parent phone calls to celebrate student growth and strengthen relationships with families. Additional professional learning supported teachers in facilitating more collaborative and family-centered parent-teacher conferences that moved beyond a narrow focus on report card performance and instead centered student strengths, goals, progress, and partnership. Teachers also created additional opportunities for families to share cultural knowledge, lived experiences, and personal stories connected to classroom learning in order to strengthen connections between students, families, and curriculum. Families have been invited to engage in a variety of ways, including Meet the Teacher, Back to School Night, parent-teacher conferences, Local Control and Accountability Plan (LCAP) input workshops, and Parent School Partnership (PSP) meetings. Parents also participate in surveys, committee work, budget/facilities meetings, and family events such as Core Knowledge Night, docent programs, student performances, and volunteer opportunities including PE Rangers and Recess Rangers, which provide additional opportunities for families to connect with students and staff during the school day. Rocklin Academy Family of Schools (RAFOS) is committed to partnering with families in decision-making. In the most recent Intent to Return survey, 100% of families participated. Of those: 97.6% indicated they would recommend Rocklin Academy to family or friends, 97.6% expressed satisfaction with their experience, and  98% indicated they intend to return in the 2026–27 school year. We continue to work diligently to provide opportunities for families and other educational partners to participate, give feedback, and collaborate with us. The shared commitment between staff and families is a key driver in our efforts to improve student outcomes.|Based on the analysis of educational partner input and site-level reflection, Rocklin Academy Turnstone has identified an updated focus area for improving relationships between school staff and families in the 2026–27 school year. For 2026–27, the site will focus on increasing broader family participation and leadership within Parent School Partnership (PSP) and other school culture initiatives. While the school has benefited from a highly involved and dedicated group of families who contribute significantly to the school community, the next area of growth is creating structures that encourage wider participation and shared ownership across the broader school community. The school aims to create more opportunities for families to contribute in meaningful ways, collaborate alongside staff and one another, and participate more actively in shaping the culture and connectedness of the school community. One specific strategy will include identifying a wider range of committee lead opportunities connected to school events, programs, and community-building efforts, and conducting intentional outreach to encourage broader family participation in these leadership roles. The school plans to invite families to commit to specific areas of involvement early in the school year and encourage ongoing participation through regular attendance and engagement in Parent School Partnership (PSP) meetings. By expanding opportunities for families to engage in leadership, planning, and community-building efforts, the school seeks to strengthen relationships between families and staff through more consistent collaboration, communication, and shared experiences. Expanding participation beyond a small core group of volunteers will help more families develop a stronger sense of belonging, connection, and investment in the school community. This focus area is designed to deepen partnerships and respond directly to feedback gathered through surveys, PSP meetings, and informal family conversations.|Building relationships between school staff and families continues to be a top priority at Rocklin Academy Turnstone, with a specific focus on improving engagement with underrepresented groups, including families of English learners, students with disabilities, and socioeconomically disadvantaged students.  In 2025–26, the school continued using supports such as Language Line Solutions to support communication in families’ primary languages and ParentSquare to improve the consistency and accessibility of school communication through translation features and timely updates. Through the Expanded Learning Opportunities Program (ELO-P), after-school care and summer programming also continued to provide increased access to campus and enrichment opportunities for multilingual learners and students from low-income backgrounds.  Based on educational partner input and local data, the school has identified that overall family engagement data remains strong, and the number of families who are not yet meaningfully connected to the school community is relatively small. As a result, the school’s next area of focus is developing more individualized approaches to relationship-building and engagement for families who may face barriers to participation or connection. Rather than relying solely on broad engagement strategies, the school plans to more intentionally identify families who may benefit from additional outreach and develop personalized approaches based on each family’s needs, experiences, and preferred methods of communication and involvement.  This may include individualized outreach from staff, flexible meeting opportunities, intentional relationship-building conversations, and connecting families to school events, programs, or leadership opportunities that align with their interests and comfort levels. The school believes that more personalized and relationship-centered engagement efforts will help strengthen trust, increase family connectedness, and ensure a wider range of families feel welcomed, valued, and included within the school community.  These steps build on the school’s existing family partnership structures and reflect an ongoing commitment to building equitable, trust-based relationships that support student success.|At Rocklin Academy Family of Schools, we believe that strong partnerships with families are foundational to student success. Based on educational partner input and site-level reflection, several strengths have emerged in how we build and sustain these partnerships to support student outcomes. Teachers and site leadership maintain consistent, transparent communication, including weekly classroom newsletters, schoolwide updates, and timely outreach about student progress. These efforts are supported at the network level through the superintendent’s monthly newsletter, which provides broader RAFOS updates to all families. In 2025–26, the school continued expanding the use of collaborative meetings to support student learning and well-being. Parent-teacher conferences increasingly emphasized parent priorities, family questions, and collaborative discussion around how the school can best support each student’s needs. Additional supports were provided through Student Study Team (SST), Individualized Education Program (IEP), English Learner (EL) progress meetings, and counseling supports. These conversations helped strengthen partnerships between families and staff by creating more opportunities for collaboration, problem-solving, and individualized support for students. The parent portal continues to serve as a valuable tool, offering families access to report cards, assessment results, and attendance. These practices reflect Rocklin Academy’s ongoing commitment to shared responsibility for student learning and to ensuring families are active partners in the academic journey.|Based on the analysis of educational partner input and local data, Rocklin Academy has identified refined focus areas for strengthening partnerships with families to support student outcomes during the 2026–27 school year. In 2025–26, the school continued expanding volunteering access by offering on-site LiveScan fingerprinting during Back to School Night, improving the ease with which families could complete clearance requirements. Family nights and events focused on supporting learning at home and fostering academic conversations between families and school staff. The school also continued strengthening implementation of ParentSquare for streamlined school-to-home communication. Through site-level reflection, staff identified that teachers and intervention teams have developed strong systems and shared language around progress monitoring, PBIS, and social-emotional learning supports, creating an opportunity to strengthen how these practices and resources are communicated and extended to families. For 2026–27, Rocklin Academy will focus on: Improving how the school communicates about student progress, especially through more intentional sharing of formative assessment information in ways that help families understand student growth and know how to support learning at home. Providing families with additional resources, tools, and shared language connected to social-emotional learning (SEL) and Positive Behavioral Interventions and Supports (PBIS) so that families can more effectively partner with the school in supporting student success. These improvements reflect Rocklin Academy’s continued commitment to the RAFOS mission of providing a distinct educational program strengthened by community and parent partnerships.|Based on the analysis of educational partner input and local data, Rocklin Academy is committed to improving engagement with underrepresented families to build stronger partnerships for student outcomes. In 2026–27, the school will focus on strengthening supports and reducing barriers for socioeconomically disadvantaged families through intentional access to programs, resources, and school community opportunities. The school will continue strengthening Summer Academy opportunities offered through the Expanded Learning Opportunities Program (ELO-P) to provide students with additional academic support, enrichment, and connection to school staff and programs during the summer months. The school will also continue working to ensure families have access to needed school supplies and that family events and school community opportunities remain accessible to all families regardless of financial circumstances. Participation data, family feedback, and ongoing communication with families will continue to inform decisions about how to reduce barriers to participation and maintain welcoming, inclusive opportunities for engagement. These actions reflect the school’s commitment to building strong partnerships with families and ensuring all students and families feel connected, supported, and able to participate fully in the school community.|Based on the analysis of educational partner input and local data, Rocklin Academy has identified the following current strengths in seeking input for decision-making:  Participation in the Rocklin Academy Family of Schools Parent School Partnership (PSP) Collective, which brought together family representatives from all school sites to share ideas and elevate school and system-wide priorities. Opportunities to provide input through surveys such as the annual Intent to Return and parent engagement surveys. Ongoing conversations with classroom teachers, students, and school leaders that support two-way dialogue and inform school practices. Access to decision-making spaces such as Board meetings, PSP meetings, and English Learner (EL) family meetings. Participation in Local Control and Accountability Plan (LCAP) engagement sessions where families, teachers, and staff are invited to co-reflect and shape future goals.  Rocklin Academy remains committed to strengthening input systems to ensure educational partners are meaningfully engaged in decisions that impact students and families.|Families at Rocklin Academy are eager and willing to engage in the decision-making process, and the school recognizes that their input is essential to supporting student success. Based on the analysis of educational partner input and local data, the following areas have been identified as priorities for improving how input is sought and used: Expand participation in decision-making through distributed parent leadership. While the school benefits from a dedicated group of families who regularly participate in Parent School Partnership (PSP) meetings and other input opportunities, the next area of growth is broadening participation in the decision-making process. Rocklin Academy will explore a committee lead structure that creates smaller, more defined leadership opportunities connected to school events, programs, and community-building efforts. These committee leads will work alongside staff, gather input from other families, and help ensure a broader range of perspectives are represented in school planning and decision-making. Increase participation in Local Control and Accountability Plan (LCAP) engagement opportunities through earlier and more strategic outreach. The school will continue refining communication and outreach efforts to encourage broader participation in LCAP meetings and related engagement opportunities. By communicating earlier, clearly articulating the purpose of participation, and helping families understand how their feedback influences school priorities, Rocklin Academy aims to increase meaningful participation and strengthen educational partner voice in the planning process. These focus areas are intended to strengthen authentic engagement, increase representation in decision-making processes, and ensure that school improvement efforts continue to be informed by a broad range of family perspectives.|At Rocklin Academy, we are committed to ensuring that all families, particularly those from underrepresented groups, have meaningful opportunities to shape decisions that impact our school community. Based on reflection and input, we plan to take the following steps to improve engagement: Increase direct outreach to underrepresented families to invite participation in school decision-making opportunities. In addition to broaden communication efforts, the school will utilize more personalized outreach to ensure families understand how their perspectives can contribute to school planning and improvement efforts. Continue utilizing ParentSquare translation features and Language Line services to reduce language barriers and ensure families can access information and provide input in their preferred language. The school will continue exploring technology tools and communication practices that make participation more accessible for multilingual families. Make decision-making opportunities more approachable and accessible by clearly communicating the purpose and impact of participation. Rather than assuming familiarity with processes such as the Local Control and Accountability Plan (LCAP), the school will focus on helping families understand how their feedback influences decisions and why their participation matters. These efforts reflect Rocklin Academy’s continued focus on equity and inclusion, ensuring that all voices are represented and valued in guiding school decisions.|5|5|5|5|4|5|5|5|5|5|5|5|Met||2026-06-22|2026
32103220000000|Plumas County Office of Education|3|Based on educational partner input and local data, our LEA demonstrates several strengths in Building Relationships Between School Staff and Families. Families report that school staff are welcoming, respectful, and accessible, and that communication between school and home continues to improve through multiple formats such as phone calls, emails, parent meetings, newsletters, conferences, and school events.  A key strength is our LEA’s continued focus on creating inclusive opportunities for families to participate in their child’s education. Schools have increased efforts to invite families to campus activities, advisory groups, parent-teacher conferences, and decision-making opportunities. Staff continue to build trust with families by responding to concerns, sharing student progress, and working collaboratively to support academic, behavioral, and social-emotional needs.  Local data and partner feedback also show progress in strengthening two-way communication. Families have more opportunities to provide input through surveys, meetings, committees, and informal conversations with staff. Our LEA has used this feedback to improve outreach, increase family engagement opportunities, and better understand the needs of students and families.  Overall, our LEA’s progress reflects a commitment to maintaining positive, respectful, and supportive relationships between school staff and families, with continued emphasis on consistent communication, family voice, and shared responsibility for student success.|Based on educational partner input and local data, our LEA’s focus areas for improvement in Building Relationships Between School Staff and Families include strengthening consistent two-way communication and increasing meaningful family engagement across all school sites.  While progress has been made, our LEA will continue to focus on ensuring families receive timely, clear, and accessible information about student progress, school programs, events, and available supports. This includes improving outreach to families who may be less connected to school activities or who face barriers to participation.  Another focus area is expanding opportunities for families to share input and participate in decision-making. Our LEA will continue to seek feedback through surveys, meetings, advisory groups, and direct communication with staff, and will work to ensure that family input is used to guide improvements.  Overall, our LEA will continue building trust and partnership with families by improving communication, increasing access to engagement opportunities, and supporting stronger collaboration between school staff and families to promote student success.|Based on educational partner input and local data, our LEA will improve engagement of underrepresented families by expanding outreach efforts and reducing barriers to participation in school activities, communication, and decision-making opportunities.  Our LEA will focus on using multiple methods of communication to better reach families who may be less connected to the school community. This may include phone calls, text messages, emails, translated materials, interpretation support, personal invitations, and flexible meeting options. Staff will continue to build relationships with families through welcoming, respectful, and consistent communication.  Our LEA will also increase opportunities for underrepresented families to provide input through surveys, advisory groups, family meetings, conferences, and informal conversations with school staff. Feedback from these families will be reviewed and used to improve programs, services, and engagement practices.  Overall, our LEA will strengthen engagement by making family participation more accessible, inclusive, and meaningful, while continuing to build trust and partnership between school staff and underrepresented families to support student success.|Based on educational partner input and local data, our LEA demonstrates strengths and progress in Building Partnerships for Student Outcomes through ongoing collaboration with families, staff, and community partners to support student achievement, engagement, and well-being.  Our LEA continues to provide opportunities for families and educational partners to participate in conversations about student learning, school programs, and supports. Through parent meetings, advisory groups, conferences, surveys, and school events, families are able to share input and work with staff to support student success.  A key strength is our LEA’s focus on connecting families with resources and services that support academic, behavioral, social-emotional, and attendance needs. School staff collaborate with families to monitor student progress, identify areas of need, and provide appropriate interventions and supports.  Local data and partner feedback show that our LEA is making progress in strengthening shared responsibility for student outcomes. Families are increasingly viewed as partners in helping students meet academic and personal goals, and staff continue to build systems that encourage communication, collaboration, and problem-solving.  Overall, our LEA’s progress reflects a continued commitment to developing strong partnerships with families and educational partners that directly support improved student outcomes.|Based on educational partner input and local data, our LEA’s focus areas for improvement in Building Partnerships for Student Outcomes include increasing consistent family participation in goal-setting, progress monitoring, and shared decision-making related to student success.  While our LEA has made progress in building partnerships with families and educational partners, continued improvement is needed to ensure all families understand how to support student learning at home and how to access available academic, behavioral, social-emotional, and attendance supports.  Our LEA will continue to strengthen systems for sharing student progress in clear and timely ways, so families can work with staff to identify student needs and support improvement. Another focus area is expanding opportunities for families, staff, and community partners to collaborate around student outcomes through conferences, meetings, advisory groups, surveys, and individualized student support planning.  Overall, our LEA will focus on building stronger, more meaningful partnerships that connect family engagement directly to improved academic achievement, attendance, behavior, and overall student well-being.|Based on educational partner input and local data, our LEA will improve engagement of underrepresented families in Building Partnerships for Student Outcomes by providing more intentional, accessible, and inclusive opportunities for families to participate in conversations about student progress and support.  Our LEA’s prevention team plays a vital role in this work by helping connect students and families to academic, behavioral, social-emotional, attendance, and community-based supports. The prevention team helps strengthen relationships with underrepresented families through outreach, resource connection, follow-up, and collaboration with school staff.  Our LEA will continue to strengthen outreach through personal invitations, multiple communication methods, translated materials, interpretation support, and flexible meeting options. Staff and the prevention team will help families better understand student data, academic goals, attendance patterns, behavior supports, and available resources so they can be active partners in supporting student success.  Our LEA will also increase opportunities for underrepresented families to participate in conferences, advisory groups, surveys, student support meetings, and school events focused on improving student outcomes. Feedback from these families will be reviewed and used to improve services, supports, and family engagement practices.  Overall, our LEA will focus on building stronger partnerships with underrepresented families by reducing barriers, increasing access to information, and ensuring families have a meaningful voice in supporting academic achievement, attendance, behavior, and student well-being.|Based on educational partner input and local data, our LEA demonstrates strengths and progress in Seeking Input for Decision-Making through multiple opportunities for families, staff, students, and community partners to share their voices and help guide planning and improvement efforts.  A key strength is our LEA’s use of multiple community listening meetings to gather feedback from educational partners. These meetings provide opportunities for families and community members to share their experiences, identify needs, and offer recommendations that support student success.  Our LEA also continues to seek input through established advisory and parent groups, including CAC, ELAC/DLAC, School Site Council, and other parent groups. These groups play an important role in reviewing data, discussing programs and services, and providing feedback that informs school and district decisions.  Local data and partner input show that our LEA is making progress in creating more inclusive and meaningful opportunities for participation. By using a variety of input structures, our LEA is strengthening shared decision-making and ensuring that family and community perspectives are considered when planning supports, services, and goals for students.  Overall, our LEA’s progress reflects a continued commitment to listening to educational partners, valuing family and community voice, and using input to support decisions that improve student outcomes.|Based on educational partner input and local data, our LEA’s focus areas for improvement in Seeking Input for Decision-Making include continuing to provide clear, open, and transparent information to families, staff, students, and community partners.  While our LEA has made progress in gathering input through community listening meetings, CAC, ELAC/DLAC, School Site Council, and parent groups, continued improvement is needed to ensure educational partners clearly understand how their feedback is reviewed and used in decision-making.  Our LEA will continue to strengthen communication by sharing timely and accessible information about school programs, student outcomes, available supports, and planning processes. This includes making sure families and community members have opportunities to ask questions, provide feedback, and understand how decisions are made.  Overall, our LEA will focus on increasing transparency, strengthening two-way communication, and ensuring educational partner input continues to meaningfully inform decisions that support student success.|Based on educational partner input and local data, our LEA will improve engagement of underrepresented families in Seeking Input for Decision-Making by continuing to provide clear, open, and transparent information about opportunities to participate and share feedback.  Our LEA will strengthen outreach to underrepresented families through personal invitations, multiple communication methods, translated materials, interpretation support, and flexible meeting options. This will help ensure families have access to information, understand the purpose of meetings and advisory groups, and feel welcomed to participate in decision-making processes.  Our LEA will also continue to create opportunities for underrepresented families to provide input through community listening meetings, CAC, ELAC/DLAC, School Site Council, parent groups, surveys, and direct communication with school staff. Feedback from these families will be reviewed and considered when planning programs, services, and supports for students.  Overall, our LEA will focus on reducing barriers, increasing transparency, and ensuring underrepresented families have a meaningful voice in decisions that support student success.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-24|2026
32669690000000|Plumas Unified|3|Based on educational partner input and local data, our LEA demonstrates several strengths in Building Relationships Between School Staff and Families. Families report that school staff are welcoming, respectful, and accessible, and that communication between school and home continues to improve through multiple formats such as phone calls, emails, parent meetings, newsletters, conferences, and school events. A key strength is our LEA’s continued focus on creating inclusive opportunities for families to participate in their child’s education. Schools have increased efforts to invite families to campus activities, advisory groups, parent-teacher conferences, and decision-making opportunities. Staff continue to build trust with families by responding to concerns, sharing student progress, and working collaboratively to support academic, behavioral, and social-emotional needs. Local data and partner feedback also show progress in strengthening twoway communication. Families have more opportunities to provide input through surveys, meetings, committees, and informal conversations with staff. Our LEA has used this feedback to improve outreach, increase family engagement opportunities, and better understand the needs of students and families. Overall, our LEA’s progress reflects a commitment to maintaining positive, respectful, and supportive relationships between school staff and families, with continued emphasis on consistent communication, family voice, and shared responsibility for student success.|Based on educational partner input and local data, our LEA’s focus areas for improvement in Building Relationships Between School Staff and Families include strengthening consistent two-way communication and increasing meaningful family engagement across all school sites. While progress has been made, our LEA will continue to focus on ensuring families receive timely, clear, and accessible information about student progress, school programs, events, and available supports. This includes improving outreach to families who may be less connected to school activities or who face barriers to participation. Another focus area is expanding opportunities for families to share input and participate in decision-making. Our LEA will continue to seek feedback through surveys, meetings, advisory groups, and direct communication with staff, and will work to ensure that family input is used to guide improvements. Overall, our LEA will continue building trust and partnership with families by improving communication, increasing access to engagement opportunities, and supporting stronger collaboration between school staff and families to promote student success.|Based on educational partner input and local data, our LEA will improve engagement of underrepresented families by expanding outreach efforts and reducing barriers to participation in school activities, communication, and decision-making opportunities. Our LEA will focus on using multiple methods of communication to better reach families who may be less connected to the school community. This may include phone calls, text messages, emails, translated materials, interpretation support, personal invitations, and flexible meeting options. Staff will continue to build relationships with families through welcoming, respectful, and consistent communication. Our LEA will also increase opportunities for underrepresented families to provide input through surveys, advisory groups, family meetings, conferences, and informal conversations with school staff. Feedback from these families will be reviewed and used to improve programs, services, and engagement practices. Overall, our LEA will strengthen engagement by making family participation more accessible, inclusive, and meaningful, while continuing to build trust and partnership between school staff and underrepresented families to support student success.|Based on educational partner input and local data, our LEA demonstrates strengths and progress in Building Partnerships for Student Outcomes through ongoing collaboration with families, staff, and community partners to support student achievement, engagement, and well-being. Our LEA continues to provide opportunities for families and educational partners to participate in conversations about student learning, school programs, and supports. Through parent meetings, advisory groups, conferences, surveys, and school events, families are able to share input and work with staff to support student success. A key strength is our LEA’s focus on connecting families with resources and services that support academic, behavioral,social-emotional, and attendance needs. School staff collaborate with families to monitor student progress, identify areas of need, and provide appropriate interventions and supports. Local data and partner feedback show that our LEA is making progress in strengthening shared responsibility for student outcomes. Families are increasingly viewed as partners in helping students meet academic and personal goals, and staff continue to build systems that encourage communication, collaboration, and problemsolving. Overall, our LEA’s progress reflects a continued commitment to developing strong partnerships with families and educational partners that directly support improved student outcomes.|Based on educational partner input and local data, our LEA’s focus areas for improvement in Building Partnerships for Student Outcomes include increasing consistent family participation in goal-setting, progress monitoring, and shared decision-making related to student success. While our LEA has made progress in building partnerships with families and educational partners, continued improvement is needed to ensure all families understand how to support student learning at home and how to access available academic, behavioral, social-emotional, and attendance supports. Our LEA will continue to strengthen systems for sharing student progress in clear and timely ways, so families can work with staff to identify student needs and support improvement. Another focus area is expanding opportunities for families, staff, and community partners to collaborate around student outcomes through conferences, meetings, advisory groups, surveys, and individualized student support planning. Overall, our LEA will focus on building stronger, more meaningful partnerships that connect family engagement directly to improved academic achievement, attendance, behavior, and overall student well-being.|Based on educational partner input and local data, our LEA will improve engagement of underrepresented families in Building Partnerships for Student Outcomes by providing more intentional, accessible, and inclusive opportunities for families to participate in conversations about student progress and support. Our LEA’s prevention team plays a vital role in this work by helping connect students and families to academic, behavioral, social-emotional, attendance, and community-based supports. The prevention team helps strengthen relationships with underrepresented families through outreach, resource connection, follow-up, and collaboration with school staff. Our LEA will continue to strengthen outreach through personal invitations, multiple communication methods, translated materials, interpretation support, and flexible meeting options. Staff and the prevention team will help families better understand student data, academic goals, attendance patterns, behavior supports, and available resources so they can be active partners in supporting student success. Our LEA will also increase opportunities for underrepresented families to participate in conferences, advisory groups, surveys, student support meetings, and school events focused on improving student outcomes. Feedback from these families will be reviewed and used to improve services, supports, and family engagement practices. Overall, our LEA will focus on building stronger partnerships with underrepresented families by reducing barriers, increasing access to information, and ensuring families have a meaningful voice in supporting academic achievement, attendance, behavior, and student wellbeing.|Based on educational partner input and local data, our LEA demonstrates strengths and progress in Seeking Input for Decision-Making through multiple opportunities for families, staff, students, and community partners to share their voices and help guide planning and improvement efforts. A key strength is our LEA’s use of multiple community listening meetings to gather feedback from educational partners. These meetings provide opportunities for families and community members to share their experiences, identify needs, and offer recommendations that support student success. Our LEA also continues to seek input through established advisory and parent groups, including CAC, ELAC/DLAC, School Site Council, and other parent groups. These groups play an important role in reviewing data, discussing programs and services, and providing feedback that informs school and district decisions. Local data and partner input show that our LEA is making progress in creating more inclusive and meaningful opportunities for participation. By using a variety of input structures, our LEA is strengthening shared decision-making and ensuring that family and community perspectives are considered when planning supports, services, and goals for students. Overall, our LEA’s progress reflects a continued commitment to listening to educational partners, valuing family and community voice, and using input to support decisions that improve student outcomes.|Based on educational partner input and local data, our LEA’s focus areas for improvement in Seeking Input for Decision-Making include continuing to provide clear, open, and transparent information to families, staff, students, and community partners. While our LEA has made progress in gathering input through community listening meetings, CAC, ELAC/DLAC, School Site Council, and parent groups, continued improvement is needed to ensure educational partners clearly understand how their feedback is reviewed and used in decision-making. Our LEA will continue to strengthen communication by sharing timely and accessible information about school programs, student outcomes, available supports, and planning processes. This includes making sure families and community members have opportunities to ask questions, provide feedback, and understand how decisions are made. Overall, our LEA will focus on increasing transparency, strengthening two-way communication, and ensuring educational partner input continues to meaningfully inform decisions that support student success.|Based on educational partner input and local data, our LEA will improve engagement of underrepresented families in Seeking Input for DecisionMaking by continuing to provide clear, open, and transparent information about opportunities to participate and share feedback. Our LEA will strengthen outreach to underrepresented families through personal invitations, multiple communication methods, translated materials, interpretation support, and flexible meeting options. This will help ensure families have access to information, understand the purpose of meetings and advisory groups, and feel welcomed to participate in decision-making processes. Our LEA will also continue to create opportunities for underrepresented families to provide input through community listening meetings, CAC, ELAC/DLAC, School Site Council, parent groups, surveys, and direct communication with school staff. Feedback from these families will be reviewed and considered when planning programs, services, and supports for students. Overall, our LEA will focus on reducing barriers, increasing transparency, and ensuring underrepresented families have a meaningful voice in decisions that support student success.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-24|2026
32669693230083|Plumas Charter|3|PCS works diligently to ensure open communication with each and every family served.  Administration has an open door policy for easy and regular communication with families, and teachers are available during non-teaching times.  We make every effort to reach out to parents for both positive student reports and any disciplinary related reports.|The school needs to prioritize more face-to-face meetings with parents, both one on one and in a whole school group manner.|This will be met by encouraging and offering more face to face meetings.|The school holds midyear meetings with families around student academic progress, regularly emails parents about student progress and holds end of year meetings.  In the event a student is struggling, many more meetings will be held to determine the best supports for the student.|Students need to be more invested in their own progress.  The school is constantly working on ways to improve this.|The school will ensure two way communication with underrepresented families.|The school offers a variety of ways for educational partners to be involved in the decision making of the school.  These include monthly meetings of the Mountain Valley Parents Club, the Board of Directors; weekly meetings with site level staff, tri-annual meetings with all school staff, and annual school surveys.|The school needs to reinvigorate the face-to-face whole site parent meetings that provide dinner and childcare to encourage attendance.|Continue to publicize all opportunities for these opportunities, and offering childcare and dinner at meetings.|4|4|4|4|4|3|4|4|4|3|4|4|Met||2026-06-22|2026
32742780000000|Plumas County ROP|3||||||||||||||||||||||Not Met|||2026
33103300000000|Riverside County Office of Education|3|RCOE uses this self-reflection tool to review its progress, successes, needs and areas of growth in fostering partnerships. This tool will enable RCOE to engage in continuous improvement and determine next steps to make improvements in the areas identified.|Many of our focus areas are the behavioral health needs of our students. Our LEA has brought in partner agencies and hired internal providers to come together to focus efforts through CAREspace facilities, Hazel Health, Hop Skip Drive, and online support providers.|RCOE will be focusing heavily this year on supporting the needs of English Learners, socio-economically disadvantaged youth, homeless youth, and their families as part of our differentiated assistance work with other county office of education partners. We plan on leveraging our technology partners and educational partners to support this work.|RCOE uses this self-reflection tool to review its progress, successes, needs and areas of growth in family engagement policies, programs, and practices. This tool will enable RCOE to engage in continuous improvement and determine next steps to make improvements in the areas identified. A group of stakeholders have responded and responded to indicate a recognition that RCOE is at full implementation.|RCOE is continuing to improve the building of relationships with families through the use of communication technologies that will eliminate language barriers as an obstacle to parental involvement in supporting learning.|RCOE has developed a communications toolkit to aid in assistive technologies that will reduce communication barriers and have simplified portal access to support single sign on technology.|RCOE uses this self-reflection tool to review its progress, successes, needs and areas of growth in our decision making. This tool will enable RCOE to engage in continuous improvement and determine next steps to make improvements in the areas identified. We have noted progress in growth towards full implementation status.|RCOE will focus heavily in using our communication platforms in a way that shifts organization focus from one way communication, to two way collaborative spaces.|RCOE is continuing to improve the building of relationships with educational partners through the use of communication technologies that will eliminate language barriers as an obstacle to parental involvement in supporting learning.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-24|2026
33103300110833|River Springs Charter|3|"Based on this year's analysis of educational partner input, the LEA demonstrates significant strength in fostering a culture of mutual respect and clear communication. Parent perception remains high, with 91% reporting trusting relationships and 94% affirming welcoming environments. This is mirrored by staff sentiment, where 95% report high satisfaction with teacher-to-family interactions and 90% report positive communication with program leadership.  Building Staff Capacity & Relationship Growth The LEA has institutionalized the ""whole family"" approach through the Belonging Committee and Student Services. Data shows 89% of families feel staff are successfully partnering with them. Our personalized learning model remains a core strength; by using interest inventories and strength-finder assessments, teachers move beyond surface-level interactions. This is reinforced by student data, where 86% of students report that adults at school know their names and 84% feel encouraged to work hard, demonstrating that staff capacity for relationship-building translates directly into the student experience.  Welcoming Environments & Restorative Culture The implementation of Restorative Practices, supported by dedicated coaching, has solidified a safe and connected environment. Student responses highlight a culture of respect: 87% of students feel adults treat them with respect, and 85% report they can get along with others who are different from them. Furthermore, school safety and anti-bullying efforts are highly effective, with 88% of students stating that adults make it clear bullying is not okay, and 87% confident that adults will help if an issue arises. These metrics underscore our progress in creating a site where families and students feel secure and valued.  Two-Way Communication & Targeted Outreach Accessibility is a primary strength, with 97% of families reporting that school communication is understandable. The LEA utilizes ParentSquare, regional ""SPREE"" events, and ""Coffee Chats"" to maintain 2-way dialogue. While 84% of families feel empowered to engage in decision-making bodies (SSC/DELAC), student data suggests an area for continued growth in student agency, as 46% of students feel they have a voice in school activities. Moving forward, the LEA will leverage its strong communication infrastructure to further bridge the gap between parent advocacy and student-led decision-making."|"The LEA will prioritize building a deep sense of belonging by utilizing the Belonging Committee as a central resource for staff and families. Rather than a top-down mandate, the committee will serve as a hub for cultural proficiency, offering insights that help educators celebrate varied cultures, traditions, and rituals. A key focus will be deepening Restorative Practice support across all learning environments to ensure every student and family feels culturally represented and emotionally safe.  To move beyond high satisfaction toward true partnership, the LEA will focus on empowering students and families as co-designers of the educational experience.  The school will: Utilize student-led conferencing, parent/student/teacher conferences, and student goal-setting and tuning meetings. These forums will provide a structured space for families and students to work alongside staff to co-design the learning path and school rules. Our aim is to ensure each student has personalized academic and socio-emotional goals, with regular opportunities to meet and discuss progress, ensuring the ""whole child"" is supported both at home and at school.  Continue to deepen Restorative Practices training providing specific tools and language needed to mirror school conflict-resolution strategies in the school and home setting.  Current data highlights a disparity between adult-to-student respect 87% and peer-to-peer respect 65%.  Involving the families in acquiring these skills and common language will build a more cohesive school community."|Based on the 2026 self-reflection and partner input, the LEA will refine its strategies to engage underrepresented families by moving from broad outreach to data-driven, personalized inclusion.  Following the initial rollout, the LEA will fully leverage Branching Minds as a centralized MTSS and SEL data hub. This platform allows support staff to identify the specific needs of underrepresented student groups, including English Learners and students requiring specialized interventions. By using these insights, staff will initiate targeted communication with families, shifting from general updates to data-informed partnerships. This empowers caregivers with specific tools and research-based resources to support their child’s unique learning goals at home.  While 97% of families find communication accessible, the LEA recognizes that true engagement requires cultural resonance.   The school will: Utilize the Belonging Committee to help staff move beyond standard translations toward culturally proficient engagement that honors the traditions and languages of our diverse community. Enhance support for families of English Learners by deepening the capacity of our specialized staff to act as cultural liaisons, ensuring that welcoming environments (94% positive rating) are felt equally across all demographic subgroups. To address the fact that only 84% of families currently feel they have opportunities to provide input—and specifically to capture the voices of underrepresented groups—the LEA will: Continue to provide opportunities for student-led conferencing and tuning meetings. These settings provide a structured, low-pressure environment for underrepresented families to co-design personalized learning goals alongside their children and teachers. Actively monitor and individually recruit for SSC and DELAC participation to ensure these decision-making bodies reflect the actual diversity of our student population. To improve peer-to-peer respect (currently 65%) and overall school climate, the LEA will continue to focus on Restorative Practices training. and supports. We will provide tools and understanding through ParentSquare and different parent training opportunities. By providing families with the same conflict-resolution tools used by staff, we create a consistent, supportive bridge between the school and home. This shared language fosters a deeper sense of safety and belonging, ensuring that the 87% of students who feel respected by adults see that same level of care reflected in their peer interactions and family-school partnerships.|"A cornerstone of our model is the Personalized Learning Plan (PLP) which ensures that the community is the classroom. We involve families as primary partners in the Mastery Learning cycle, including initial goal setting and ongoing progress monitoring. Currently, 89% of families report that teachers meet with them specifically to discuss student progress and ways to partner for improved outcomes. Furthermore, 90% of parents affirm that they have the necessary resources to support student learning at home, demonstrating that our school-to-home connection is effectively bridging the gap between credentialed teachers and home-based instruction.  The LEA has fully implemented multiple channels to ensure families are informed and empowered.  Survey data results show that 97% of families report that school communication is understandable and accessible, ensuring that grade-level standards and expectations are clearly defined.  The charter offers in-Person and virtual engagement for families.  Signature events such as Parent Ignite!, regional ""SPREE"" events, and ""Coffee with the Principal"" sessions provide open forums for input and resource sharing.  The LEA’s progress is reinforced by a strong internal culture of professional growth. Staff satisfaction remains high, with 95% of teachers reporting positive interactions with families. We develop high-impact partnerships through the use of Branching Minds, which allows staff to share MTSS and SEL data with families to co-create interventions. Currently, 89% of families believe staff are actively improving their capacity to partner with them, a reflection of our ongoing professional development focused on cultural proficiency and collaborative coaching.  Survey data is not just collected but is utilized by leadership teams to adjust learning communities. With 85% of students reporting that adults give extra help when they are struggling, the partnership between school staff and families ensures that interventions are timely, personalized, and supported by all educational partners."|Every student will be supported in co-designing academic and socio-emotional goals. We will provide regular opportunities for families and students to meet and discuss progress, ensuring that learning goals are consistently supported in both school and home settings.  To move beyond traditional parent-teacher conferences, the LEA will prioritize student-led conferencing and student goal-setting and tuning meetings. These forums will empower students to present their learning to others (currently a growth area at 59%) and involve families as active co-designers of the educational path. By shifting the focus to student agency, we aim to increase the percentage of students who find school interesting and relevant to their future.  Building on the successful implementation of Branching Minds, the LEA will focus on using this centralized data source to improve two-way communication with families of underrepresented students and those requiring extra help. With 85% of students reporting that adults give extra help when they are struggling, our goal is to use this platform to offer specific, research-based interventions and resources to caregivers, fostering a stronger partnership in the MTSS process.  Our focus remains on the professional development of teachers and leaders to master these specific engagement strategies, ensuring that the partnership between school and home directly results in improved, equitable student outcomes.|The LEA will move beyond general support by fully utilizing Branching Minds and Benchmark as centralized hubs for MTSS and SEL data. These tools allow staff to identify specific achievement gaps and social-emotional needs unique to underrepresented student groups.  By aligning these data points with research-based interventions, staff will co-create Individual Student Plans that provide families with specific, actionable resources to support their child’s progress in both in-person and virtual settings.  The school plans to actively monitor and recruit for SSC and DELAC to ensure that decision-making bodies are representative of our entire school community, providing underrepresented families with a clear pathway to advocate for their students and influence school policy.|"A primary strength is the intentionality of our outreach; 84% of respondents agree the school specifically seeks input from underrepresented groups. This is facilitated through relationships built between staff and families, and  parent groups, ensuring those most impacted by achievement gaps have a seat at the table.  The school's transition to highly accessible communication (97%) ensures that a broad demographic of parents can provide feedback on policies and programs through surveys and open-forum ""Coffee Chats.”  Progress is evident in the shift toward co-designing the educational experience. By involving families in student-led conferences and tuning meetings, the LEA is bridging the gap between providing general feedback and making specific, data-driven decisions regarding student goals and school culture."|"The primary focus area is to move beyond general solicitation of feedback toward a collaborative ""co-design"" model that empowers families, teachers, and administrators to work together in planning, implementing, and evaluating family engagement activities. While 84% of families currently feel encouraged to join advisory groups, we will prioritize diversifying representative governance within the School Site Council and DELAC to ensure typically underrepresented groups are active partners in decision-making. We will also focus on closing the gap in student agency, leveraging the fact that only 46% of students currently feel they have a voice in school activities, by integrating student-led conferencing and tuning meetings into our leadership forums. By utilizing Branching Minds as a transparent data resource, the LEA aims to provide families with the specific insights needed to advocate for their students’ unique needs and collaboratively shape school-wide policies and programs."|The charter staff does an excellent job embracing and welcoming families as partners in education.  We will use those partnerships to seek input from families. We want to shift families from passive observers to active co-designers in the entire educational process.  We will engage underrepresented families by transitioning from providing access to fostering active, data-driven advocacy. We will deepen participation in advisory groups, such as DELAC and School Site Council, by moving beyond standard meeting invitations to a targeted recruitment model that ensures these bodies reflect our diverse student demographics. To remove barriers to entry, we will continue providing culturally responsive, multilingual forums and flexible virtual options. Furthermore, the LEA will utilize Branching Minds as a transparency tool, providing underrepresented families with direct access to their student’s MTSS and SEL data. This ensures that when families participate in decision-making, they are equipped with the specific insights needed to collaborate with leadership on high-quality curriculum and academic interventions.  We will continue to implement student-led conferencing and tuning meetings, which offer underrepresented families a structured, low-pressure environment to shape personalized learning goals and school policies alongside their children. These efforts are complemented by expanded parent education workshops that focus not only on navigating school systems but also on empowering caregivers as primary stakeholders in the mastery learning cycle. By combining proactive, multilingual communication with these opportunities for direct academic influence, the LEA aims to build the trust and agency necessary for underrepresented families to become permanent partners in the school’s decision-making framework.|5|5|5|5|5|4|5|5|4|5|5|5|Met||2026-06-11|2026
33103300125237|Leadership Military Academy|3|Building relationships is a key tenet of LMA and the entire staff strives to create a welcoming, safe environment. Our current strength is in the ability of LMA staff at all levels to be open and available for multiple means of communication with families. Each year we conduct an annual survey to solicit parent feedback on the school’s program, activities, and culture. Last year we revamped our survey to include a more in-depth analysis process for both the quantitative and qualitative data, allowing us to garner further insights from the process. We also expanded the questions around student safety to better understand where and how students ever feel unsafe. This year, as we do every year, we hosted ongoing parent-community workshops and monitored metrics such as the number and percentage of parents with access to our parent communication tool, Parent Portal, and how many parents are attending our parent council meetings throughout the year. We spoke with our staff at a February staff meeting about their perception of our current strengths and progress in building relationships between school staff and families. We had additional opportunities for families to come to the school site this year with the Coffee with the Principal program and hosted an Honor Roll Night with over 200 people in attendance, where we also collected feedback for our annual survey. Parents brought extended families and other children. We invited more colleges on campus and hosted more opportunities for parents to meet with college recruiters and representatives. We have two parents on the Board of Directors and hosted English Learner Advisory Council meetings and School Site Council meetings throughout the year. We brought parents on campus with a barbecue luncheon & awards night to complete the survey.  In the most recent survey with stakeholders, 84% of parents reported that they feel welcome at the school. Similar to prior years, parents have indicated that communication via phone, text, and email were preferred over mail and social media/webpage. As a result, LMA uses both text messaging and emails as the primary means of sending information out to families. Direct calls are made to parents about their specific student by teachers, office staff, and administrators. Students and their families can also initiate communication with teachers and staff through email, Google Classroom, the Aeries portal, and the website.|We continue to work to ensure that all families report high rates of engagement and involvement at the school. Our most recent survey results indicate that 82% of parents positively rate the school’s family engagement efforts, which is very positive. On the whole this is a strong area for LMA, however we always like to have focus areas for improvement, and in this area we would like to improve the opportunities for parent and family events, as while 76% of parents agree there are opportunities for these, we would like to improve that to at least 90%. Therefore we see there is a need to further promote these opportunities among our families.|We intentionally build our engagement efforts to ensure we are reaching all of our families by listening to their needs and addressing them head-on, in the forms of communication they have indicated are best (phone and email). Translation services also remain key to engaging underrepresented families whose home language is not English. As a result of our efforts in this area, 86% of parents indicated in our 2026 annual survey that LMA regularly communicates with families in their home language and that LMA provides translation services at parent events and meetings.|At LMA, we continue to prioritize building partnerships with students and families from the very beginning of the school year, during our first informational meeting with parents when student goals are discussed and families are oriented to the culture and environment at LMA. This establishes the partnership between the school and the family in order to support the student’s success. We meet with families one-on-one before enrollment and focus on that student’s specific circumstances, including how many credits they currently have, their personal goals, any questions from the student or family, along with supports provided by the school. Parents and students create portal accounts so they can access student scores and grades, attendance, and class links. In our most recent survey, 98% of parents agreed that LMA employs regular testing to measure learning growth and loss, with 95% also agreeing that LMA provides interventions and individual support to students that have experienced learning loss. Another area of strength for us this year is in our Wellness Center for student mental health and wellbeing. We continue to receive a lot of positive comments about these services and students report being aware of the services offered by our Wellness Center.|80% of LMA parents and 91% of teachers report that LMA provides parents with opportunities to discuss student advocacy and educational priorities. To continue to improve in this area (particularly from the parents’ perspective), we are exploring partnerships with community organizations to discuss advocacy topics and other resources or information to support student development outside of the school.|One way we are working on improving engagement of underrepresented families in building partnerships for students outcomes is by seeking their input on last year’s LCAP Equity Multiplier Goals and LREBG Needs Assessment. We met in April 2025 to discuss potential partnerships to address key focus areas and performed an analysis of our survey data that evaluated themes across underrepresented subgroups. We also added another parent to our Governing Board and added an additional School Site Council meeting this year to further increase access and improve partner input. We will continue to engage with underrepresented families to better understand how we can forge partnerships to support their students.|We currently have two parent members on the Board of Directors. We also regularly host School Site Council meetings and English Learner Advisory meetings to seek input for decision-making. 71% of parents report that the school provides opportunities to share ideas and provide input for school plans and decisions via participation in the School Site Council and/or English Learning Advisory Council. This is a decrease from last year so we interpret this as needing to get the word out more in the coming year that these opportunities are available and continue to be a space for parents to provide input for decision-making. Staff are regularly included in the decision-making process, for example in analyzing our annual survey results and the use of certain funds, as well as topics for professional development.|Our most recent survey results indicate that 71% of parents said they feel included in advisory committees such as the School Site Advisory Council and English Learner Advisory Council, and the remaining 29% weren’t sure or felt they weren’t included enough. This is a backslide from last year’s improvements, so we need to continue to focus on increasing awareness and access to these opportunities. In the coming year we will further promote these meetings to encourage stronger and wider connections between our parents and staff.|LMA will improve engagement of underrepresented families by increasing their representation in advisory committees like the ELAC, School Site Council, and board meetings. We will do so by making sure all families are aware of these committees at the start of the school year and feel empowered to participate. By adding another SSC meeting and another parent to the Board, we have been expanding engagement.|5|5|4|5|5|5|4|5|5|5|5|4|Met||2026-06-18|2026
33103300125385|Imagine Schools, Riverside County|3|Building strong relationships with families remains a foundational priority across Imagine Schools Riverside County (ISRC). Throughout the 2025–26 school year, both campuses expanded opportunities for families to engage with schools through volunteer activities, academic events, parent workshops, leadership groups, and schoolwide celebrations designed to strengthen the connection between home and school. ISRC campuses maintained high levels of family participation in community events, student showcases, Parent Teacher Organization meetings, English Learner Advisory Committee meetings, School Site Council participation, and family engagement nights focused on literacy, mathematics, and student achievement. Families were regularly invited to participate in conversations regarding school culture, instructional priorities, and student support systems. Communication systems remained a significant strength throughout the region. Schools utilized multiple communication platforms, including ParentSquare, Class Dojo, Google Classroom, social media, phone communication, and in-person meetings to ensure families received timely, accessible, and consistent information. Staff worked intentionally to strengthen two-way communication with families and increase responsiveness to parent questions and concerns. Family engagement efforts were also strengthened through intentional outreach connected to student achievement initiatives, including PowerKids academic support efforts, attendance awareness campaigns, student recognition events, and ongoing communication regarding regional goals connected to attendance, academic growth, and student success. Families were provided with opportunities to better understand academic expectations, assessment data, intervention supports, and strategies for supporting learning at home. ISRC continues to foster a school culture where families feel welcomed, valued, and connected to the educational experience of their children. Survey results also support the strength of these relationships. In the 2026 student survey, 91.2% of students agreed or strongly agreed that their teachers make an effort to get to know them and that they have at least one teacher or adult at school they can talk to about anything. These results suggest that students experience school as a place where adults know them, support them, and care about their success. Strong retention rates and continued family participation across both campuses reflect the trust families place in the schools and the region’s commitment to meaningful educational partnerships.|Although ISRC has continued to strengthen family engagement systems, the region recognizes the importance of further expanding opportunities for meaningful participation among all families. During the 2026–27 school year, ISRC will continue refining engagement structures to ensure communication and involvement opportunities remain accessible, inclusive, and responsive to the diverse needs of the school community. A key focus area moving forward is increasing participation among families who may experience barriers related to scheduling, transportation, language access, or familiarity with school systems. ISRC will continue expanding flexible meeting options, virtual participation opportunities, and translated communication materials to improve accessibility and increase family voice across campuses. The region also recognizes the need to deepen family understanding of instructional programs, assessment systems, and student support structures. Additional parent workshops and academic engagement opportunities will be developed to support families in navigating curriculum expectations, intervention systems, attendance expectations, and college and career readiness pathways. ISRC will continue refining systems for gathering and analyzing family feedback to ensure educational partner input meaningfully informs planning and decision-making. Schools will further strengthen feedback loops through surveys, listening sessions, informal parent forums, and direct outreach efforts. In addition, the region seeks to expand partnerships with community organizations that can provide wraparound supports for families, including resources connected to wellness, attendance, food access, technology, and social-emotional support services. Through these continued efforts, ISRC remains committed to building authentic, collaborative relationships with families and ensuring every educational partner feels welcomed, respected, and empowered to contribute to student success.|Imagine Schools Riverside County (ISRC) remains committed to strengthening engagement among families who have historically been underrepresented in school participation and decision-making processes. Throughout the 2026–27 school year, the region will continue implementing intentional outreach efforts designed to remove barriers, increase access, and build stronger relationships with all families. Schools will continue expanding translated communication supports and ensuring that important school information is available in languages reflective of the school community. Staff members will provide individualized outreach and direct support to families requiring additional assistance navigating school systems, academic programs, or student services. ISRC will also increase opportunities for relationship-building through informal gatherings, family forums, community celebrations, and campus events designed to create welcoming spaces for dialogue and participation. Flexible scheduling, virtual participation options, childcare support during major events, and intentional outreach through multiple communication platforms will help increase access for families with varying schedules and responsibilities. Partnerships with local organizations and community agencies will continue to support family engagement efforts by connecting families with additional educational, social-emotional, and community resources. Most importantly, ISRC will continue listening carefully to families and using feedback to strengthen school systems, improve communication practices, and ensure all families feel seen, heard, and valued within the school community.|Building strong relationships with families remains a foundational priority across Imagine Schools Riverside County (ISRC). Throughout the 2025–26 school year, both campuses expanded opportunities for families to engage with schools through volunteer activities, academic events, parent workshops, leadership groups, and schoolwide celebrations designed to strengthen the connection between home and school. ISRC campuses maintained high levels of family participation in community events, student showcases, Parent Teacher Organization meetings, English Learner Advisory Committee meetings, School Site Council participation, and family engagement nights focused on literacy, mathematics, and student achievement. Families were regularly invited to participate in conversations regarding school culture, instructional priorities, and student support systems. Communication systems remained a significant strength throughout the region. Schools utilized multiple communication platforms, including ParentSquare, Class Dojo, Google Classroom, social media, phone communication, and in-person meetings to ensure families received timely, accessible, and consistent information. Staff worked intentionally to strengthen two-way communication with families and increase responsiveness to parent questions and concerns. Family engagement efforts were also strengthened through intentional outreach connected to student achievement initiatives, including PowerKids academic support efforts, attendance awareness campaigns, student recognition events, and ongoing communication regarding regional goals connected to attendance, academic growth, and student success. Families were provided with opportunities to better understand academic expectations, assessment data, intervention supports, and strategies for supporting learning at home. ISRC continues to foster a school culture where families feel welcomed, valued, and connected to the educational experience of their children. Survey results also support the strength of these relationships. In the 2026 student survey, 91.2% of students agreed or strongly agreed that their teachers make an effort to get to know them and that they have at least one teacher or adult at school they can talk to about anything. These results suggest that students experience school as a place where adults know them, support them, and care about their success. Strong retention rates and continued family participation across both campuses reflect the trust families place in the schools and the region’s commitment to meaningful educational partnerships.|As ISRC continues strengthening systems supporting student success, several areas for continued improvement have been identified through educational partner feedback, local data analysis, and ongoing school reflection. One area of focus is the continued expansion of targeted academic intervention and enrichment opportunities, particularly in mathematics and middle school support structures. ISRC will continue refining intervention systems, tutoring opportunities, and differentiated instructional supports to ensure students receive timely and effective academic assistance. The region also recognizes the importance of continuing to strengthen social-emotional and wellness supports for students and families. Educational partner feedback and local data continue to reinforce the need for consistent systems supporting attendance, engagement, and student connectedness across all grade levels. ISRC will explore additional opportunities to expand counseling supports, wellness activities, and family resources that promote positive school climate and student well-being. Another priority involves increasing consistency in communication and program awareness across campuses. Schools will continue working to ensure families fully understand available academic programs, enrichment opportunities, attendance expectations, and student support systems. ISRC also seeks to strengthen systems for evaluating the effectiveness of family engagement and partnership initiatives. More intentional monitoring of participation trends, educational partner feedback, and program outcomes will help guide future planning and continuous improvement efforts. Through ongoing collaboration, reflection, and strategic planning, ISRC remains committed to building strong partnerships that support student achievement, strengthen school culture, and prepare students for long-term success.|Imagine Schools Riverside County (ISRC) remains committed to strengthening engagement among families who have historically been underrepresented in school participation and decision-making processes. Throughout the 2026–27 school year, the region will continue implementing intentional outreach efforts designed to remove barriers, increase access, and build stronger relationships with all families. Schools will continue expanding translated communication supports and ensuring that important school information is available in languages reflective of the school community. Staff members will provide individualized outreach and direct support to families requiring additional assistance navigating school systems, academic programs, or student services. ISRC will also increase opportunities for relationship-building through informal gatherings, family forums, community celebrations, and campus events designed to create welcoming spaces for dialogue and participation. Flexible scheduling, virtual participation options, childcare support during major events, and intentional outreach through multiple communication platforms will help increase access for families with varying schedules and responsibilities. Partnerships with local organizations and community agencies will continue to support family engagement efforts by connecting families with additional educational, social-emotional, and community resources. Most importantly, ISRC will continue listening carefully to families and using feedback to strengthen school systems, improve communication practices, and ensure all families feel seen, heard, and valued within the school community.|Imagine Schools Riverside County (ISRC) continued to strengthen systems supporting collaborative leadership and educational partner engagement throughout the 2025–26 school year. School leaders remained committed to creating structures that promote transparency, shared ownership, and meaningful participation in school planning and decision-making. Families, staff members, students, and community partners were provided with multiple opportunities to share feedback regarding school culture, instructional priorities, family engagement efforts, safety, and student support systems. Survey results were used as one important source of educational partner feedback. Student responses highlighted strengths in adult support, reflection, safety, citizenship, and goal setting, while also helping the region identify areas for continued growth in peer relationships, student leadership, and schoolwide belonging. Surveys, advisory groups, leadership meetings, School Site Council meetings, ELAC participation, and informal listening sessions all contributed to ongoing dialogue across the region. ISRC’s Shared Values of Justice, Integrity, and Fun continued serving as a foundation for collaborative decision-making and school culture development. Leadership teams intentionally worked to ensure educational partner input was considered throughout planning processes connected to academics, attendance, school climate, intervention supports, and family engagement initiatives. The region also continued strengthening collaboration across departments and campuses. Weekly cabinet meetings, instructional leadership collaboration, operational alignment meetings, and cross-campus planning structures helped improve communication, consistency, and organizational coherence across the region. Strong participation in educational partner feedback opportunities reflects the continued trust and engagement of the ISRC community. Families and staff members consistently demonstrated a willingness to contribute ideas, provide feedback, and collaborate in support of student success and organizational growth.|As ISRC continues building systems supporting collaborative leadership and shared decision-making, the region recognizes several opportunities for continued growth. One area of focus involves further strengthening communication around decision-making processes and implementation timelines. ISRC will continue refining systems that help educational partners better understand how feedback is gathered, analyzed, and incorporated into school planning efforts. The region also seeks to increase participation among educational partners who may not regularly engage in traditional advisory structures or leadership opportunities. Schools will continue exploring additional outreach methods, listening opportunities, and flexible participation formats designed to increase representation and voice. Another priority is ensuring greater consistency in implementation and communication across campuses. Leadership teams will continue refining structures supporting cross-campus collaboration, aligned messaging, and organizational transparency. ISRC will also continue strengthening systems for monitoring the effectiveness of engagement efforts and identifying opportunities for improvement. Regular reflection cycles, participation reviews, and educational partner feedback will remain important components of continuous improvement planning. Through these ongoing efforts, ISRC remains committed to building a collaborative educational environment where families, staff, students, and community members feel informed, respected, and empowered to contribute to school success.|Imagine Schools Riverside County (ISRC) recognizes that strong school-family partnerships are foundational to student achievement, positive school culture, and long-term success. As a result, the region will continue investing in strategies that promote meaningful family engagement and strengthen connections between families, schools, and the broader community.  Throughout the year, ISRC will focus on creating welcoming and inclusive environments where families feel valued, informed, and connected to their child’s educational experience. Schools will provide a variety of opportunities for families to engage with student learning, celebrate accomplishments, and participate in activities that foster a sense of belonging and community.  ISRC will continue enhancing communication systems to ensure families receive timely, accessible, and relevant information. Multiple communication platforms will be utilized to share important updates, highlight student successes, and increase awareness of school programs, services, and opportunities for involvement. Translation and interpretation supports will remain available to help remove language barriers and strengthen communication with all families.  The region will also continue expanding opportunities for family learning and engagement. Parent workshops, informational sessions, and community events will provide families with resources and tools to support student learning, attendance, social-emotional development, and overall well-being. These opportunities are intended to strengthen family confidence and increase meaningful participation in the educational process.  ISRC remains committed to ensuring that family voices are reflected in school improvement efforts. Parents and guardians will continue to be encouraged to participate in advisory groups, school committees, surveys, and feedback opportunities that help inform decision-making and planning. The region will continue seeking input from a diverse range of stakeholders to ensure multiple perspectives are represented.  Community partnerships will continue to play an important role in supporting students and families. Through collaboration with local organizations, agencies, and community partners, ISRC will work to expand access to resources, services, and enrichment opportunities that support the academic, social-emotional, and developmental needs of students.  As part of its commitment to continuous improvement, ISRC will regularly evaluate the effectiveness of family engagement efforts and use stakeholder feedback to refine programs and practices. By strengthening relationships, increasing access to resources, and promoting meaningful collaboration, ISRC aims to cultivate a school community where families are empowered partners in supporting student success.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-10|2026
33103300128397|CBK Charter|3|CBK Charter uses this self-reflection tool to review its progress, successes, needs and areas of growth in fostering partnerships. This tool will enable CBK Charter to engage in continuous improvement and determine next steps to make improvements in the areas identified. Respondents have found our organization to be in full implementation in this area.|CBK Charter uses this self-reflection tool to review its progress, successes, needs and areas of growth in fostering partnerships. This tool will enable CBK Charter to engage in continuous improvement and determine next steps to make improvements in the areas identified. Respondents have found our organization to be in full implementation in this area.|CBK Charter will be focusing heavily this year on supporting the needs of English Learners, socio-economically disadvantaged youth, homeless youth, and their families as part of our differentiated assistance work with other county office of education partners. We plan on leveraging our technology partners and educational partners to support this work.|CBK Charter uses this self-reflection tool to review its progress, successes, needs and areas of growth in family engagement policies, programs, and practices. This tool will enable CBK Charter to engage in continuous improvement and determine next steps to make improvements in the areas identified. A group of stakeholders have responded and responded to indicate a recognition that CBK Charter is at full implementation.|CBK Charter is continuing to improve the building of relationships with families through the use of communication technologies that will eliminate language barriers as an obstacle to parental involvement in supporting learning.|CBK Charter has developed a communications toolkit to aid in assistive technologies that will reduce communication barriers and have simplified portal access to support single sign on technology.|CBK Charter uses this self-reflection tool to review its progress, successes, needs and areas of growth in our decision making. This tool will enable RCOE to engage in continuous improvement and determine next steps to make improvements in the areas identified. We have noted progress in growth towards full implementation status.|CBK Charter will focus heavily in using our communication platforms in a way that shifts organization focus from one way communication, to two way collaborative spaces.|CBK Charter will focus heavily in using our communication platforms in a way that shifts organization focus from one way communication, to two way collaborative spaces.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-15|2026
33103300128777|Gateway College and Career Academy|3|GCCA continues to build strong relationships between school staff and families through personalized communication, individualized student support, and a low student-to-counselor ratio. Student Success Counselors, teachers, administrators, and support staff regularly communicate with families regarding student progress, attendance, graduation planning, and available support services. Community Schools implementation efforts have further strengthened family outreach and relationship-building opportunities.|GCCA continues to focus on increasing participation among families who may face barriers to engagement, including language, work schedules, transportation, and prior negative educational experiences. The school also seeks to create additional opportunities for meaningful family participation in school activities and support programs.|Through Community Schools implementation, GCCA will continue expanding multilingual outreach, family-focused events, surveys, focus groups, and individualized engagement efforts. The school will prioritize building relationships with families who have historically participated at lower rates and will continue seeking feedback regarding programs, services, and student supports.|GCCA's partnership with Riverside City College remains a cornerstone of its educational model, providing students access to dual enrollment, college resources, and career exploration opportunities. Additional partnerships developed through Community Schools implementation and workforce development initiatives continue to expand access to academic, career, mental health, and community support service|GCCA continues to focus on expanding college and career pathway opportunities while strengthening connections between families, community partners, and student support systems. The school is also working to increase awareness of available resources and opportunities among students and families.|GCCA will continue utilizing Community Schools engagement strategies, family surveys, focus groups, and targeted outreach efforts to ensure underrepresented families help inform partnership development and resource allocation decisions. Feedback from these families will continue to guide program planning and service delivery.|GCCA utilizes multiple methods to gather educational partner input, including stakeholder surveys, board meetings, leadership discussions, staff meetings, LCAP engagement activities, and Community Schools planning efforts. During 2025–26, the school expanded opportunities for stakeholder feedback through surveys, focus groups, and collaborative planning activities.|GCCA seeks to increase participation in feedback opportunities and ensure that stakeholder input is consistently represented across all student and family groups. The school will continue refining processes that connect stakeholder feedback to decision-making and continuous improvement efforts.|GCCA will continue expanding multilingual communication, focus groups, surveys, and targeted outreach efforts designed to increase participation among underrepresented families. Input gathered through these efforts will continue to inform LCAP development, Community Schools implementation, Gateway GPS refinement, and other school improvement initiatives.|4|4|3|4|3|3|3|3|4|3|3|3|Met||2026-06-25|2026
33103300136168|Temecula International Academy|3|Temecula International Academy has been successful in building relationships between school staff and families. According to our most recent climate survey, 86% of families feel that they receive adequate communication for school events and activities. This communication helps to build on the relationships between the school staff and families. Additionally, 88% of families feel that teachers and staff care about students and go out of their way to help them. Due to the community being smaller, an emphasis is placed on staff and families having opportunities to connect with different events throughout the year. Parents and staff alike have volunteered numerous hours in enriching the student’s lives at TIA. This includes programs such as clubs, festivals, and cultural celebrations to name a few. We will continue to improve through feedback we receive this year.|An area of improvement for Temecula International Academy when it comes to building relationships is ensuring that families feel that they have a voice in decision making for the school. Our survey showed that 65% of parents feel that they do have a voice in making school decisions, however we feel that we can address this to increase this percentage. Our Falcon Parent Committee had a lower attendance rate this year, so this could contribute to families not feeling like they have a voice in school choices. For the next school year, Temecula International plans to do more to ensure parents know how to join this committee and be involved in decision making. In addition, we began hosting monthly coffee chats for families to attend so they can ask questions or give input, however this was started part way through the year. The goal will be to make this a regular opportunity for families in the next school year.|Temecula International Academy recognizes the need to find more initiatives to involve underrepresented families throughout the school year. The school would like to ensure that underrepresented families have a voice in school decisions, so an invitation to the Falcon Parent Committee will be sent out so an opportunity is available for families to participate. Additionally, plans are in place for the upcoming school year to train staff in more culture and diversity training to allow for a culturally responsive environment.|Temecula International Academy (TIA) demonstrates notable strengths and progress in building partnerships for student outcomes through various initiatives. Parent/Teacher Conferences are held regularly to facilitate direct communication between parents and teachers, allowing for personalized discussions about student progress and areas for improvement. This consistent engagement helps build strong, collaborative relationships focused on student success. Weekly newsletters and updates are sent out from teachers and front office. TIA's commitment to sending out weekly newsletters and updates ensures that parents and guardians are well-informed about school events, important dates, and student achievements. This regular communication helps keep the community connected and engaged with the school’s activities and initiatives. TIA uses a variety of communication methods, including phone calls and face-toface meetings, to ensure that parents have multiple ways to stay informed and involved in their child’s education. This flexibility accommodates different preferences and schedules, making it easier for parents to participate actively. Semester report cards are regularly issued report cards to keep parents informed about their child’s academic progress, strengths, and areas needing improvement. This transparency is crucial for maintaining an open line of communication between the school and families. The formation of student study teams (SST’s) allows for a collaborative approach to addressing academic and behavioral challenges. By involving teachers, parents, and specialists, these teams can develop and implement tailored support plans that enhance student outcomes. These meetings help the personalized learning approach to encompass all students learning styles and abilities. TIA offers multiple opportunities for families to view student work; back to school night and open house offer parents a chance to meet teachers, tour the school, and learn about the curriculum and classroom expectations. The science fair and spelling bee provide students with opportunities to showcase their talents and hard work, fostering a sense of achievement and school pride. They also encourage parental involvement and community engagement, as families come together to celebrate student accomplishments. Celebrations recognize and honor the achievements and growth of students over the school year. They provide an opportunity for parents, teachers, and students to come together to celebrate successes and reflect on progress. Through these initiatives, the LEA has made significant strides in building strong partnerships with parents and the community, ultimately supporting and enhancing student outcomes.|Based on the analysis of educational partner input and local data, the LEA has identified several focus areas for improvement in building partnerships for student outcomes. First, increasing parent involvement in decision-making processes, such as through parent advisory councils or committees, can empower parents and ensure their voices are included in shaping school policies and practices. Expanding efforts to reach and engage parents and guardians from diverse backgrounds, including non-English speakers and those from underrepresented communities, is crucial. Offering translated materials, multilingual support, and culturally responsive engagement strategies can help bridge gaps and ensure all families feel included and valued. Providing regular workshops and training sessions for parents on topics such as navigating the school system, supporting student learning at home, and understanding academic standards can equip parents with the knowledge and skills they need to support their children’s education effectively. Ensuring that school events and meetings are accessible to all parents, including those with work or other commitments, by offering flexible scheduling, virtual participation options, and childcare during events, can increase parent participation and involvement. Building stronger partnerships with local community organizations, businesses, and resources can provide additional support and opportunities for students and their families. Collaborating with these entities can enhance the educational experience and provide holistic support for student success. Lastly, establishing a system for continuous feedback and improvement can help the LEA to regularly assess the effectiveness of their engagement strategies and make necessary adjustments. Surveys, focus groups, and regular check-ins with parents and students can provide valuable insights for ongoing improvement. By focusing on these areas, the LEA can enhance its partnerships with parents and the community, leading to better support for student outcomes and overall school improvement.|Based on the analysis of educational partner input and local data, the TIA has identified several strategies to improve the engagement of underrepresented families in building partnerships for student outcomes. Firstly, the TIA plans to enhance outreach efforts by providing translated materials and multilingual support to ensure that language barriers do not hinder communication. This includes offering translation services during meetings and events and ensuring all written communications are available in the primary languages spoken by families. This year we have been able to offer translation services during IEP meetings, but we would like to expand that to other events as well. Secondly, the TIA will implement culturally responsive engagement strategies to make underrepresented families feel more welcome and included. This involves training staff on cultural competency, recognizing and celebrating diverse cultural events within the school community, and creating a more inclusive environment where all cultural backgrounds are respected and valued. Additionally, the TIA will offer flexible scheduling for meetings and events to accommodate the diverse work schedules of underrepresented families. This may include holding meetings at various times throughout the day, offering virtual participation options, and providing childcare during events to make it easier for parents to attend. The TIA will also establish parent liaison roles or parent advisory committees specifically focused on representing the needs and voices of underrepresented families. These roles will help ensure that these families have a direct line of communication with school leadership and that their concerns and suggestions are taken into account in decisionmaking processes. Finally, the TIA will implement a continuous feedback loop to regularly assess the effectiveness of its engagement and attendance strategies. This will involve conducting surveys, focus groups, and regular check-ins with underrepresented families to gather their input and make necessary adjustments. By actively seeking and responding to feedback, the TIA can ensure that its efforts to engage underrepresented families are effective and continuously improving.|Temecula International Academy (TIA) demonstrates several strengths and notable progress in seeking input for decision-making. The academy actively encourages participation from parents, teachers, and students through regular surveys, feedback forms, and in-person meetings, ensuring that a diverse range of perspectives is considered. TIA also holds open parent group meetings with our Falcon Parent Committee and Coffee Chats where community members can voice their opinions and concerns directly to school leadership and administration. These meetings are held monthly to ensure community access to administration. The school’s establishment of the Falcon Parent Committee, the School Culture Committee and student leadership (5th grade and middle school) provides structured avenues for ongoing input and collaboration. TIA’s transparent communication practices, such as sharing meeting minutes and decision-making outcomes with the community, foster trust and accountability. Additionally, the academy’s use of digital platforms for virtual meetings and online feedback collection has increased accessibility and participation, allowing more stakeholders to engage in the decision-making process. Overall, TIA’s commitment to inclusivity and transparency in seeking input has strengthened its community partnerships and enhanced the decision-making process, leading to more informed and representative outcomes.|Based on the analysis of educational partner input and data, Temecula International Academy (TIA) will focus on several key areas for improvement in seeking input for decision-making. First,TIA will enhance the methods and frequency of engaging with educational partners, including teachers, parents, support team members and the community. This will involve creating more structured and accessible opportunities for all educational partners to provide meaningful feedback. Additionally, TIA will work on better integrating input data into its decision-making processes, improving how feedback is analyzed and used to inform policy and practice changes. Another important area for improvement will be the development of clearer and more transparent communication channels to share how input is utilized in decisions, which will help build trust and encourage more active participation. This will be accomplished through the coffee and chats, and other school communication platforms to ensure families are aware of any changes made from educational partner input. By focusing on these areas, Temecula International Academy will enhance the effectiveness and inclusivity of its decision-making processes.|Temecula International Academy will continue to improve the engagement of underrepresented families identified during a self-reflection process by analyzing data, evaluating and implementing targeted strategies. TIA will establish dedicated outreach initiatives to ensure that families have more opportunities to participate in decision-making processes. This will include organizing community forums and workshops at times and locations that are convenient for underrepresented families. TIA will continue to offer translation services as needed to support families with language barriers. Additionally, Temecula International Academy will develop partnerships with local community organizations to better reach and engage these families, fostering a more inclusive environment for feedback, input, and open discussions. Regular surveys and feedback will be put in place to capture the perspectives of underrepresented families, and TIA will ensure that their input is effectively integrated into policy and practice decisions. By focusing on these strategies, TIA aims to enhance the representation and involvement of all families, specifically underrepresented, in its decision-making processes.|3|4|2|4|3|5|4|4|2|2|3|3|Met||2026-06-22|2026
33103300137836|Pivot Charter School Riverside|3|"At Pivot Charter School, building relationships is the foundational infrastructure of our instructional model. Our goal is to use these relationships to transform the student’s experience in education. Our ""Full Implementation"" rating reflects a system where parents and caregivers are engaged as active team members; weekly one-on-one communications and monthly progress meetings between teachers, students, and families create a culture of collaboration. Building on this, we have successfully integrated ""Pivot P.R.I.D.E.,"" a program focused on building community through inclusive caregiver newsletters that provide school-to-community connections surrounding our core values. Last year, Pivot launched asynchronous family training, which removed traditional scheduling barriers and doubled participation, alongside a user-friendly Family Handbook. These efforts entered their second year of implementation this school year. Feedback from our annual parent survey consistently highlights that the trust, respect, and mutual flexibility between Pivot staff and the home support team are the primary drivers of student persistence and success."|"A primary focus area for Pivot is increasing parent participation in school-wide decision-making and collaborative training. This year, we launched monthly ""Family Homerooms"" to provide ongoing training and a forum for input; however, participation rates remained lower than anticipated. We are currently evaluating the format, timing, and outreach methods for these sessions to better facilitate family voice in school governance. Additionally, we have identified a need to standardize the frequency and quality of outreach across all teaching staff. Currently, Pivot lacks a centralized tool to monitor and audit one-on-one communications between educators and families. Exploring and implementing a unified communication management system is a priority for the coming year, as it will allow leadership to ensure all families receive the consistent, high-touch support that the Pivot model promises."|To improve engagement for underrepresented families, Pivot has created a new Bilingual Outreach Coordinator Position. Central to this effort is a new strategic position tasked with ensuring equity by providing culturally sensitive interpretation for family meetings. This role moves beyond administrative support to lead the organization and outreach for the English Learner Advisory Committee (ELAC) and School Site Council, ensuring that our most vulnerable families have a direct seat at the decision-making table. Furthermore, this position serves as a dedicated liaison for McKinney-Vento and foster youth, conducting home visits and maintaining a comprehensive database of community resources—including housing, legal, and mental health support—to remove environmental barriers to learning. We hope that the efforts of this position will help improve the engagement of underrepresented families.|Pivot continues to work to expand communication and collaboration between entire student teams. These teams may include combinations of the following: the student, parents or guardians, other family members that support the student, general education teachers, an administrator, special education teachers, school counselors, education advocates, and/or social workers. Pivot knows that when all educational partners are on the same page and working as a team to support the student, outcomes improve. Through group texts, emails, and meetings Pivot teachers and staff communicate regularly to student teams about progress and areas of need  to support improved student outcomes. Expectations related to the independent study program are communicated to student’s teams prior to enrollment, during enrollment, and after enrollment. Student teams meet at minimum once per month to discuss the student’s progress. Educational Coordinators (general education teachers) meet with students weekly, at minimum, to discuss the student’s progress. In addition to regular meetings, focused SST (Student Support Team) meetings are often scheduled with students identified through Pivot’s Multi-Tiered System of Support (MTSS) process. These additional meetings bring together the student’s team to help support the student who may be struggling in Pivot’s independent study program.|In the past school year, the LEA developed a staff training focused specifically on the philosophies related to the connection between partnerships and student outcomes. This effort will be continued through the development of instructional materials and shared resources around the best practices in this area. Administrators will continue to take an active role in supporting teachers during the Student Support Team process. Furthermore, systems will be put in place to facilitate teacher self-assessment, shared goal setting, observations and feedback between administrators and teachers. The LEA will also continue to improve communication and outreach efforts in order to increase the level of partner engagement.|The LEA will improve engagement of underrepresented families in partnerships by expanding the members of a student’s team to include their English Language Development teacher and Community Liaison, where applicable. The LEA will also continue to expand the connection of multilingual Educational Coordinators to families that can benefit from a teacher who speaks their home language. Parent/Guardian support will also be expanded in an ongoing skills program in multiple languages.   Pivot Charter School will also seek ways to improve how families can be provided with information and resources to support student learning and development in the home. Especially in an independent study program, it is essential that families thoroughly know how they can support their students. Communication is often directed toward the student first, and parents or guardians second, but addressing it as a team approach earlier upon enrollment at the school can make students feel vastly more supported in their education.|"Pivot Charter School excels in creating teams that unify students, caregivers, teachers, and educational specialists. Our ""Full Implementation"" rating is supported by a system where every student team, which may include general and special education teachers, counselors, and advocates, collaborates through group messaging, email, and mandatory monthly progress meetings. During monthly meetings, students and families play a key role in making decisions about the student’s education. A key strength is our Multi-Tiered System of Support (MTSS) process, where Student Support Team (SST) meetings are triggered for any student struggling with the independent study model. For students with exceptional needs (rated ""5"" in home support and legal rights), we have established a high standard of partnership, ensuring families are not just informed of their rights but are active participants in the IEP and 504 processes. By shifting from a teacher-to-student model to a ""Whole-Team"" approach in each of these meetings, we ensure that everyone plays a role in creating a plan to support the student."|"Our primary focus area is moving from family notification to authentic family governance. While we have high engagement in 1-on-1 academic meetings, our ""Initial Implementation"" rating in school-wide decision-making reflects a challenge in securing consistent participation in forums like our ""Family Homerooms."" This year’s low attendance highlighted a need to redesign these meetings to be more collaborative and less informative. We are focused on transforming these spaces into ""Input Hubs"" where parents can directly influence school policy, LCAP goal-setting, and resource allocation."|"Pivot recognized a disparity where families of students with exceptional needs (rated ""5"") feel more comfortable exercising their legal rights than our English Learner and foster/homeless families (rated ""3""). To bridge this gap, the new Bilingual Outreach Coordinator will act as a strategic facilitator for our English Learner Advisory Committee (ELAC) and School Site Council. Rather than just inviting families to meetings, this role will provide the ""pre-work"" support—explaining jargon and legal rights—so that underrepresented caregivers can enter decision-making spaces as informed partners."|5|5|4|4|4|4|4|4|3|3|3|3|Met||2026-06-16|2026
33103300137851|Julia Lee Performing Arts Academy|3|JLPAA has established regular communication channels between school staff and families. This includes newsletters via ParentSquare, class dojo, emails, phone calls, or a school app. Parent-teacher conferences, meetings, or workshops are held to discuss student progress and share information about school programs and policies. JLPAA recognizes and respects families' cultural and linguistic diversity, and ensures that communication is accessible to all, including providing translation services or bilingual staff to bridge language barriers. JLPAA has other forms of parent/family involvement with our Cafe, with the principal, EL meetings, and other areas to support all students. JLPAA also provides information about community resources to help families with various needs, such as counseling services or tutoring programs. JLPAA ensures that the school environment is welcoming and inclusive for families. Display welcoming signage and provide comfortable spaces for meetings and events as needed. We also offer flexible meeting times and locations to accommodate working parents' schedules. JLPAA addresses conflicts and concerns promptly and professionally. Establish clear procedures for resolving issues. JLPAA keeps parents informed about their child's academic and behavioral progress. Share both positive and areas for improvement and provide suggestions for how parents can support their child's growth and development. JLPAA also collaborates with local community organizations to offer families support services, workshops, or resources.|JLPAA has established regular communication channels between the school staff and families. This includes newsletters via ParentSquare, ClassDojo, emails, phone calls, or a school app. Parent-teacher conferences, meetings, or workshops are held to discuss student progress and share information about school programs and policies. JLPAA recognizes and respects cultural and linguistic diversity and ensures that communication is accessible to all, including providing translation services or bilingual staff to bridge language barriers. JLPAA offers other ways for parents and families to get involved with our Cafe, with the principal, EL meetings, and other areas to support all students. JLPAA also provides information about community resources to help families with various needs, such as counseling services or tutoring programs. JLPAA ensures that the school environment is welcoming and inclusive for families. Display welcoming signage and provide comfortable spaces for meetings and events as needed. We also offer flexible meeting times and locations to accommodate working parents' schedules. JLPAA addresses conflicts and concerns promptly and professionally. Establish clear procedures for resolving issues. JLPAA keeps parents informed about their child's academic and behavioral progress. Share both positive aspects and areas for improvement, and provide suggestions for how parents can support their child's growth and development. JLPAA also collaborates with local community organizations to offer families support services, workshops, or resources. We will continue to provide resources to our families so our school can build strong partnerships between staff and families, leading to improved student outcomes and a more supportive, inclusive learning environment.|Julia Lee Performing Arts Academy (JLPAA) has established strong communication practices with families, including ParentSquare, ClassDojo, phone calls, emails, and a school app. Regular parent-teacher conferences, EL meetings, and events such as Café with the Principal help keep families informed and engaged. The school also provides translation services and bilingual staff to support communication across diverse linguistic backgrounds. Despite these strengths, JLPAA will focus on two key areas for improvement. First, JLPAA will work to deepen family engagement beyond communication by creating more opportunities for two-way dialogue and involving families in school decision-making and program development. Second, JLPAA will enhance accessibility and participation by expanding outreach to underrepresented families and offering more flexible and culturally responsive engagement opportunities, such as virtual meetings and multilingual workshops. These efforts aim to strengthen the partnership between school staff and families, leading to improved student outcomes and a more inclusive learning environment.|Building partnerships for student outcomes at JLPAA will lead to improved academic performance, increased student engagement, and a more supportive learning environment. It also fosters a sense of shared responsibility for the success of every student. 1. Established Communication Systems JLPAA has developed consistent, multi-platform communication channels with families, including ParentSquare, Class Dojo, emails, phone calls, and a school app. These tools ensure that families are regularly informed and connected to school events, student progress, and available resources. 2. Family Engagement Opportunities The school hosts regular parent-teacher conferences, English Learner (EL) meetings, and “Café with the Principal, and informational workshops. These events provide families with direct access to staff and opportunities to discuss student achievement and school initiatives. 3. Cultural and Linguistic Inclusivity. JLPAA recognizes the diverse backgrounds of its school community. The The school provides translation services and bilingual staff to ensure that all families can access and participate in school communications and events. 4. Welcoming School Environment The campus atmosphere is intentionally inclusive and family-friendly, with welcoming signage and comfortable meeting spaces. Staff members are trained to approach families with respect and empathy, building trust and positive relationships. 5. CommunityResource Connections JLPAA actively connects families to local services, such as mental health counseling, tutoring programs, and other social supports. These referrals strengthen the school’s wraparound support for students and families. 6. Responsive Conflict Resolution: Clear, professional processes are in place to address parent concerns and resolve conflicts. The school prioritizes transparency and responsiveness, which contributes to a sense of safety and mutual respect among stakeholders. 7. Student Progress Transparency The school communicates both academic and behavioral updates consistently, sharing strengths and areas of growth with parents. We provide home support suggestions to share responsibility for student development.|Professional Development: • Offer professional development opportunities for teachers and staff on how to engage families and collaborate with community partners effectively. Community Partnerships: • Collaborate with local community organizations, such as libraries, museums, sports clubs, and nonprofits, to provide students with access to resources and extracurricular activities. • Develop partnerships that offer mentoring, tutoring, or career exploration opportunities for students. Student-Centered Programs: • Design programs and initiatives that focus on the specific needs and interests of students. Engage students in the decision-making process when possible. Assessment and Feedback: • Regularly assess the effectiveness of partnerships and gather feedback from all stakeholders. Use this feedback to make improvements and adjustments to the partnership programs. Resource Sharing: • Share resources, such as facilities, equipment, and expertise, with community organizations. This can help extend the reach of available resources for students. Cultural Sensitivity and Inclusivity: • Recognize and respect the cultural and linguistic diversity of families and community members. Ensure that partnership efforts are inclusive and accessible to all. Celebrate Achievements: • Recognize and celebrate the achievements and contributions of all stakeholders in supporting student success. This builds enthusiasm and commitment to the partnership. Regular Evaluation and Adjustment: • Continuously evaluate the effectiveness of the partnership in improving student outcomes. Be willing to adapt and refine strategies as needed. Sustainability and Long-Term Commitment: • Ensure that partnerships are sustainable over the long term. Building strong relationships takes time, and consistent effort is necessary to maintain and grow these connections. 3. Based on the analysis of educational|Julia Lee Performing Arts Academy (JLPAA) has established strong communication practices with families, including the use of ParentSquare. Class Dojo, phone calls, emails, and a school app. Regular parent-teacher conferences, EL meetings, and events such as Café with the Principal help keep families informed and engaged. The school also provides translation services and bilingual staff to support communication across diverse linguistic backgrounds. Despite these strengths, JLPAA will focus on two key areas for improvement. First, JLPAA will work to deepen family engagement beyond communication by creating more opportunities for two-way dialogue and involving families in school decision-making and program development. Second, JLPAA will enhance accessibility and participation by expanding outreach to underrepresented families and offering more flexible and culturally responsive engagement opportunities, such as virtual meetings and multilingual workshops. These efforts aim to strengthen the partnership between school staff and families, leading to improved student outcomes and a more inclusive learning environment.|Julia Lee Performing Arts Academy (JLPAA) demonstrates a strong commitment to shared decision-making through multiple systems that actively seek and incorporate educational partner input. The LEA has established regular structures—such as School Site Council (SSC), English Learner Advisory Committee (ELAC), and staff leadership teams—that ensure stakeholder voices are heard and considered in school planning and goal setting. JLPAA utilizes surveys (online and paper-based), parent forums, and “Café with the Principal” meetings to gather input from a broad range of families, including underrepresented groups. These opportunities provide space for parents, students, and community members to share concerns, priorities, and ideas related to curriculum, safety, school climate, and resource allocation. Recent progress includes increased participation in LCAP feedback sessions and the inclusion of bilingual materials and translators to remove language barriers. Parent engagement efforts have led to higher response rates and more diverse representation in advisory groups. Staff and student input is also routinely collected through instructional rounds, student focus groups, and teacher feedback loops to guide academic planning and program development. These strengths reflect an inclusive and responsive approach to governance, where community voices are valued and reflected in key decisions that affect student learning and overall school improvement.|While Julia Lee Performing Arts Academy (JLPAA) has established several effective avenues for gathering input from stakeholders, analysis of educational partner feedback and local data indicates the need to strengthen depth, inclusivity, and follow-through in its decision-making processes. Key focus areas for improvement include: Increasing Representation of Underrepresented Voices: Participation in advisory groups and surveys has been lower among certain groups, including English learner families, foster and homeless youth families, and working-class households. JLPAA will focus on expanding outreach strategies to ensure more equitable representation and culturally responsive engagement in decision-making forums. Strengthening Two-Way Communication and Transparency: Stakeholders have expressed a desire for clearer communication about how their input is used in shaping decisions. The LEA will improve feedback loops. by publicly summarizing key takeaways from input sessions and outlining how that input informed actions or budget decisions, particularly in LCAP planning. Diversifying Engagement Methods: The school currently relies heavily on meetings and surveys, which may not suit all families. JLPAA will explore new formats such as mobile outreach, informal focus groups, and text-based surveys to increase accessibility and engagement, especially for those with limited time or internet access. Building Capacity for Shared Leadership: Staff and family input is sometimes limited to consultation rather than collaboration. To strengthen shared governance, JLPAA will invest in training and leadership development for parents, students, and community members, equipping them to take on more active roles in planning and decision-making bodies. By addressing these focus areas,  JLPAA aims to build a more inclusive, transparent, and participatory culture that empowers all stakeholders to contribute meaningfully to school improvement and student success.|Julia Lee Performing Arts Academy (JLPAA) recognizes the importance of amplifying the voices of underrepresented families in school decision-making. Analysis of educational partner input and local data from the self-reflection process revealed that English-learner families, low-income households, and families of students with disabilities are underrepresented on advisory committees and in decision-making forums. To address this, JLPAA will implement the following strategies: Targeted Outreach and Personal Invitations: JLPAA will conduct targeted outreach to underrepresented families using bilingual staff, cultural liaisons, and personalized phone calls to encourage participation in the School Site Council, English Learner Advisory Committee (ELAC), and other leadership groups. Culturally Responsive Engagement: Materials and meetings will be made more accessible by providing translations, interpretation services, and culturally relevant formats. The school will also host input sessions in community settings where families feel more comfortable, such as churches and community centers. Flexible Meeting Options: To accommodate family work schedules and other barriers, the LEA will offer hybrid (in-person/virtual) and flexible-time meetings. This will ensure more equitable access for working parents who face transportation or childcare challenges. Capacity Building for Family Leadership: JLPAA will provide training and support to help families understand school planning processes, including LCAP, budgeting, and school improvement goals. These sessions will empower families with the knowledge and confidence to engage in meaningful dialogue and shared decision-making. We will improve how we share outcomes and next steps in response to family input, making sure underrepresented voices are heard and acted on. This includes summarizing feedback results and showing families how their input shaped decisions. By taking these intentional actions, JLPAA will build trust, reduce barriers, and encourage underrepresented families to shape school programs, policies, and student outcomes actively. 6/17/25, 3:21 PM Self-Reflection Tool (Priority 3) – Parent and Family Engagement|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-05-15|2026
33103300137869|Excelsior Charter School Corona-Norco|3|Excelsior Charter Schools demonstrates strong progress in building positive and supportive relationships between school staff and families. The school’s smaller learning environment allows for frequent, direct, and personalized interactions between staff and families, fostering a high level of trust and familiarity.  Educational partner input and local data indicate that families value the accessibility and responsiveness of staff. Teachers and support staff maintain ongoing communication through phone calls, conferences, and informal check-ins, allowing for timely support and collaboration around student needs. These consistent interactions contribute to a shared understanding of student progress and promote a sense of partnership.  The school has made progress in ensuring that families feel welcomed and connected to the school community. Staff prioritize relationship-building as part of their daily practice, resulting in strong rapport and open lines of communication. Overall, the LEA’s strength lies in its ability to cultivate meaningful, individualized relationships that support student success.|Based on educational partner input and local data, Excelsior Charter Schools has identified the need to strengthen consistency in relationship-building across all families. While many families report positive interactions with staff, the depth and frequency of relationships can vary.  Due to the size of the school, even a small number of families feeling less connected can impact overall community cohesion. The LEA recognizes the importance of ensuring that all families experience a consistent level of connection, trust, and communication with school staff.  Additionally, there is an opportunity to be more intentional in relationship-building with families who may be less responsive or harder to reach. While communication occurs regularly, further efforts are needed to ensure that all families feel equally welcomed, supported, and included in the school community.  The LEA will continue to strengthen staff practices to ensure relationship-building is consistent, inclusive, and proactive across all families.|Excelsior Charter Schools will enhance its relationship-building efforts by focusing on families who have been identified as less connected through the self-reflection process. Given the school’s size, staff are able to identify these families and implement targeted, personalized outreach.  Efforts will include proactive communication from staff, increased one-on-one interactions, and intentional follow-up to build trust and rapport. The school will prioritize creating welcoming and supportive interactions that encourage ongoing connection, particularly for families who may be less engaged.  The LEA will also ensure communication is accessible and responsive to family needs, including providing translation support and using communication methods preferred by families. Staff will focus on building relationships over time through consistent, positive interactions rather than relying solely on formal engagement opportunities.  Through these relationship-centered strategies, the LEA aims to ensure that all families feel connected, valued, and supported as partners in their student’s education.|Excelsior Charter Schools has developed strong, relationship-based partnerships with educational partners that reflect the school’s smaller enrollment and personalized learning model. Due to the size of the school community, staff maintain frequent and direct communication with families through individualized outreach, including phone calls, conferences, and ongoing informal interactions. This approach allows for timely responsiveness to student and family needs.  Educational partner input is gathered through LCAP surveys, meetings, and direct communication, and is reviewed to inform decision-making. Participation data reflects that families who are engaged tend to be highly involved, with meaningful opportunities for dialogue and feedback. The school has demonstrated progress in leveraging these close connections to align supports, academic programming, and student services with family input.  Additionally, the school provides individualized guidance to families to support understanding of academic expectations and available resources. These efforts contribute to a collaborative environment where staff and families work closely to support student outcomes. Overall, the LEA’s strength lies in its ability to foster consistent, personalized engagement that supports strong partnerships.|Based on educational partner input and local data, Excelsior Charter Schools has identified the need to strengthen consistency of engagement across all families. While the school benefits from close relationships and direct communication, engagement levels can vary among families, and participation in formal feedback opportunities is not always consistent.  Due to the smaller population, even limited non-participation can impact the representativeness of feedback. The LEA recognizes the need to ensure that all voices are consistently captured, particularly from families who may be less responsive to traditional outreach methods.  The school has also identified an opportunity to formalize communication regarding how educational partner input informs decision-making. While conversations occur regularly, there is a need to more clearly document and communicate how feedback is incorporated into planning processes, including the LCAP.  The LEA will continue refining its systems to ensure more consistent, inclusive, and well-documented engagement practices.|Excelsior Charter Schools will build on its personalized approach to improve engagement of underrepresented families. Given the school’s size, staff are able to identify and directly connect with families who have not consistently participated in engagement opportunities.  The LEA will increase individualized outreach efforts, including direct phone calls, personalized messages, and one-on-one meetings, to better understand barriers to participation and encourage involvement. Flexible engagement options, such as varied meeting times and virtual opportunities, will continue to be offered to accommodate family needs.  The school will also enhance communication clarity and accessibility by providing translated materials and ensuring that information is delivered in a format that is easily understood. In addition, the LEA will make intentional efforts to close the feedback loop by directly sharing with families how their input has influenced decisions and actions.  Through these targeted and relationship-based strategies, the LEA aims to ensure that all families, including those less frequently engaged, have meaningful opportunities to contribute to student outcomes.|Excelsior Charter Schools demonstrates strength in seeking input for decision-making through its personalized and relationship-based approach to engagement. Due to the school’s size, staff maintain direct and ongoing communication with families and students, allowing for frequent opportunities to gather input through both formal and informal methods. These include LCAP surveys, conferences, meetings, and individual outreach.  Educational partner input is regularly reviewed and considered in planning and program development. The school has made progress in integrating feedback into decisions related to academic supports, student services, and school climate. The smaller learning environment allows staff to clarify feedback in real time and engage in meaningful dialogue with families, resulting in more responsive decision-making.  Participation data indicates that engaged families provide detailed and relevant input, contributing to a stronger understanding of student needs. Overall, the LEA’s strength lies in its ability to gather actionable input through consistent, direct engagement and use that information to inform decisions that support student outcomes.|Based on educational partner input and local data, Excelsior Charter Schools has identified the need to strengthen consistency and documentation of input across all educational partners. While input is frequently gathered through direct interactions, not all feedback is consistently captured through formal processes.  Due to the smaller population, variations in participation can significantly impact the breadth of perspectives included in decision-making. The LEA recognizes the importance of increasing participation in structured input opportunities, such as surveys and meetings, to ensure a more comprehensive representation of educational partner perspectives.  Additionally, there is an opportunity to improve transparency by more clearly documenting how input is analyzed and used to inform decisions. While staff regularly consider feedback, formal processes for tracking and communicating the impact of that input can be further strengthened.  The LEA will continue refining its systems to ensure that input is consistently collected, documented, and incorporated into decision-making processes.|Excelsior Charter Schools will enhance its systems for ensuring underrepresented families are included in formal input processes used for decision-making. The LEA will identify gaps in participation within structured data collection methods, such as surveys and meetings, and implement targeted strategies to increase representation.  Efforts will include direct outreach to support completion of surveys and participation in scheduled input opportunities, as well as providing alternative methods for submitting input when standard processes are not effective. The LEA will ensure materials are accessible through translation and clear formatting to support participation.  In addition, the school will strengthen its data collection processes by tracking participation across student groups to ensure more balanced representation. Results will be more systematically analyzed and incorporated into decision-making processes.  By improving participation in formal input systems and strengthening analysis procedures, the LEA will ensure that decision-making is informed by a more representative set of educational partner perspectives.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-25|2026
33103300138024|Journey|3|Journey School also hosts monthly Family Literacy Nights and family engagement events, including Hispanic Heritage Night, Family Ball, Career Fair, and other community-building activities. These events promote literacy, student achievement, and meaningful family participation. Attendance at schoolwide events increased this year, reflecting strong family engagement and support.  Consistent with the school’s eMindset framework and “Rising Entrepreneurs” vision, Journey School promotes student leadership, character development, and active citizenship through GAT, R.I.S.E. expectations, Student Leadership, Ambassadors, and service-learning opportunities. These programs encourage responsibility, collaboration, student voice, and real-world readiness.  The school continues to strengthen partnerships with organizations such as Inland Empire Health Plan (IEHP), McKinley, Community Health Systems, Vision to Learn, Moreno Valley Public Library, University of Redlands, California State University San Bernardino, and local businesses. These partnerships provide students and families with access to health, enrichment, college and career, and community resources that support student success and well-being.|Journey School identified several strategies to strengthen family engagement, communication, accessibility, and collaboration. Feedback from families and educational partners highlighted strengths in schoolwide events, communication systems, and community partnerships, while also identifying opportunities to increase participation in workshops, committees, and leadership opportunities. The school remains committed to creating an inclusive environment where all families feel welcomed, informed, connected, and supported.  Family Representation and Educational Partner Voice: While participation in school events remains strong, Journey School will continue improving outreach, communication, and flexible participation options to encourage greater involvement in workshops, committees, and leadership groups. Efforts will focus on increasing awareness of opportunities for involvement and strengthening family understanding of school processes and decision-making.  Community Partnerships: Journey School will continue expanding partnerships that provide students and families with access to health, enrichment, college and career, and support services. Future efforts will focus on evaluating partnership effectiveness, increasing opportunities related to leadership and career readiness, and strengthening systems for monitoring the impact of interventions and supports on student outcomes.  Family and School Connectedness: The school will continue promoting family use of ParentSquare and other communication platforms to improve access to attendance, grades, assignments, progress reports, and school information. Efforts will include training, technical support, multilingual resources, and ongoing outreach to address barriers related to technology, language, and family schedules.  By continuing to strengthen communication, accessibility, family engagement, and community partnerships, Journey School aims to build trusting relationships that support student success and improve outcomes for all students.|Based on an analysis of educational partner input and local data, Journey School identified that some underrepresented families experienced barriers to engagement related to language access, work schedules, transportation, technology access, and familiarity with school systems. In response, the school has focused on strengthening culturally responsive relationship-building practices, increasing accessibility, and expanding community partnerships that help bridge gaps between families and the school community. Journey School recognizes the important role trusted staff and community partners play in building meaningful relationships with families. School administrators, the IEHP Navigator, school social worker, teachers, and classified staff continue to provide culturally responsive support and create safe, welcoming spaces where families feel valued, heard, and supported. These relationships help families feel more comfortable accessing resources, communicating concerns, participating in meetings, and engaging in their child’s education. To strengthen these efforts, Journey School will continue expanding professional learning opportunities for teachers and staff focused on culturally responsive practices, trauma-informed approaches, empathy, restorative practices, and effective family engagement strategies. Training opportunities may include culturally responsive communication, relationship-building with diverse families, implicit bias awareness, and creating inclusive environments that reflect and honor students’ and families’ backgrounds and experiences. The school will also continue improving accessibility by expanding virtual meeting options, increasing translated communication and interpretation support, and revising outreach materials to clearly explain the purpose of meetings, workshops, and leadership opportunities. Flexible participation options and targeted outreach efforts will continue to support increased involvement from families who have historically been underrepresented in school committees and decision-making processes. In addition, Journey School continues to strengthen partnerships with community organizations and agencies that provide support services and resources for students and families. These partnerships help address barriers impacting family engagement and student success by connecting families to health services, counseling supports, community resources, and parent education opportunities. Journey School remains committed to creating an inclusive and supportive environment where all families feel welcomed, connected, respected, and empowered to participate as educational partners. Through continued community partnerships, culturally responsive practices, staff development, and intentional outreach efforts, the school aims to strengthen trust, improve family engagement, and ensure all voices are represented within the school community.|Based on educational partner input and local data, Journey School’s strengths in Building Partnerships for Student Outcomes provide a strong foundation for supporting student achievement, engagement, and well-being.  Teachers use trimester and ongoing assessments to identify student needs, inform instruction, and provide targeted support. Families are regularly updated on student progress through ParentSquare, ClassDojo, teacher communication, progress reports, report cards, newsletters, conferences, and family engagement events. These systems strengthen home-school partnerships and support learning beyond the classroom.  Journey School continues to implement evidence-based instructional practices to improve literacy and mathematics outcomes, including Success for All (SFA), SWUN Math, instructional coaching, and intervention supports. The school also uses systems aligned to the eMindset framework, GAT, and R.I.S.E. expectations to promote student engagement, leadership, and a positive school culture.  Teachers and staff participate in ongoing professional development, including summer training, weekly and monthly sessions, conferences, coaching cycles, walkthroughs, and feedback supported by the academic team and Instructional Leadership Team. Professional learning focuses on instructional quality, student engagement, social-emotional learning, and academic achievement.  Community partnerships with organizations such as IEHP, McKinley, Community Health Systems, Vision to Learn, Moreno Valley Public Library, University of Redlands, California State University San Bernardino, and local businesses expand access to health services, social-emotional supports, enrichment, college and career exposure, and community resources.  Journey School has also strengthened student voice and leadership through Ambassadors, Student Leadership, service-learning, and family engagement activities. These efforts promote participation, collaboration, school connectedness, and strong partnerships among students, families, staff, and the broader community.|Based on the analysis of educational partner input and local data, Journey School has identified several focus areas for continued improvement in Building Partnerships for Student Outcomes. Journey School recognizes the need to continue expanding meaningful engagement opportunities for underrepresented families and increasing participation in workshops, committees, and leadership opportunities beyond large schoolwide events. Future efforts will focus on strengthening targeted outreach, increasing accessibility through flexible participation options, and improving family understanding of school systems and available resources. The school also recognizes the importance of continuing to strengthen systems for monitoring the impact of partnerships, interventions, and student supports on student achievement, engagement, attendance, and social-emotional/behavioral outcomes. Future efforts will include exploring data systems and analytics tools to better track the effectiveness of student supports and community partnerships. Additionally, Journey School will continue expanding partnerships with local organizations, businesses, and agencies to increase access to services, enrichment opportunities, leadership development, college and career exposure, and real-world learning experiences for students and families. The school remains committed to building collaborative partnerships that support the whole child and strengthen positive outcomes for all students.|Journey School continues to utilize Solutions and Component Teams composed of school staff members focused on key areas such as Attendance, Cooperative Culture, Family Involvement, Intervention, Community Involvement, literacy, and mathematics. These teams work collaboratively to identify student and family needs, strengthen communication, and connect families with resources and supports that improve student outcomes. The Family Involvement Committee continues to prioritize improving communication with underrepresented families and increasing family participation within the school community. Journey School also continues to host monthly family engagement events and Family Literacy Nights that provide families with opportunities to connect with staff, receive important school information, and participate in activities that support student learning and school connectedness. These events continue to attract high participation and serve as an important strategy for building relationships and increasing family engagement. To improve accessibility for underrepresented families, the school has expanded opportunities for both in-person and virtual participation through monthly Coffee with the Principal sessions, parent meetings, and school committees. Virtual access through Google links, translated written communication, and clearer descriptions on flyers and outreach materials have helped reduce barriers and improve family understanding of school events, meetings, and opportunities for involvement. Journey School also continues to strengthen parent leadership and family voice through School Site Council (SSC), African American Parent Advisory Council (AAPAC), Community Advisory Committee (CAC), English Language Advisory Council (ELAC), and parent representatives. These leadership opportunities allow families to participate in shared decision-making, provide feedback, and support school initiatives. Targeted outreach efforts continue to focus on increasing participation among families who have historically been underrepresented in school leadership and engagement opportunities. In addition, the school continues expanding partnerships with community organizations and agencies that provide support and resources for students and families. These partnerships help increase access to services, enrichment opportunities, social-emotional supports, and community resources that strengthen family engagement and student success. By leveraging these strategies and continuing to reflect on educational partner feedback and local data, Journey School remains committed to creating a more inclusive, accessible, and supportive environment for all families, particularly those who are underrepresented. Through continued outreach, accessibility supports, family leadership opportunities, and relationship-building efforts, the school aims to ensure all families feel connected, valued, and actively engaged within the Journey School community.|Based on the analysis of educational partner input and local data, Journey School continues to demonstrate strengths in seeking input for decision-making through ongoing communication, collaborative leadership structures, and meaningful opportunities for educational partner engagement. The school remains committed to fostering a culture of shared decision-making where families, staff, students, and community members are encouraged to provide feedback that informs school programs, initiatives, and continuous improvement efforts. Journey School continues to gather educational partner input through a variety of committees, councils, surveys, meetings, and communication platforms to ensure diverse perspectives are represented. Key groups include School Site Council (SSC), African American Parent Advisory Council (AAPAC), Community Advisory Committee (CAC), English Language Advisory Council (ELAC), and Instructional Leadership Team (ILT) structures. These groups provide opportunities for families, staff, and community members to review school initiatives, provide feedback, and participate in decision-making processes related to academics, school climate, student support, and family engagement. Journey School also continues to gather educational partner feedback through parent, staff, and student surveys (CHKS) which are distributed during family events, conferences, and school activities. Feedback collected through these processes has informed improvements in family engagement practices, student support systems, after-school opportunities, school culture initiatives, and communication strategies.|Based on educational partner input and local data, Journey School recognizes the need to continue strengthening inclusive participation and increasing opportunities for educational partners to provide meaningful input in decision-making processes. The school recognizes that participation in committees, workshops, and leadership opportunities remains lower than participation in large schoolwide events. Future efforts will focus on increasing awareness of opportunities for involvement and strengthening participation among families who may face barriers related to scheduling, transportation, technology access, language, or familiarity with school systems. Journey School also plans to continue expanding flexible participation options through virtual meetings, translated written communication, and additional outreach efforts to improve accessibility for all families. The school will continue refining communication practices and increasing transparency regarding how educational partner feedback influences school decisions and improvements. To strengthen feedback collection, the school will continue improving survey participation and representation by streamlining surveys, increasing accessibility, and providing additional opportunities for educational partners to share input through meetings, focus groups, and informal engagement opportunities such as Coffee with the Principal sessions. Additionally, Journey School recognizes the importance of continuing to strengthen systems for monitoring engagement and participation trends to ensure that all stakeholder groups are represented in decision-making processes. Future efforts will focus on increasing participation from underrepresented families and ensuring that family voice remains a central component of school improvement planning.|Based on educational partner feedback and local data, Journey School identified that some underrepresented families experienced barriers related to language access, work schedules, transportation, technology access, and familiarity with school systems and leadership opportunities. To address these barriers, the school has focused on increasing accessibility, strengthening communication systems, and expanding opportunities for meaningful family participation and voice. The school also continues to strengthen family representation through SSC, AAPAC, CAC, ELAC, and other Educational Partner groups that support collaboration and shared decision-making. Targeted outreach efforts continue to focus on increasing participation among families who have historically been underrepresented in school leadership and engagement opportunities. To further increase participation, Journey School continues to utilize incentives such as raffles and student recognition connected to family engagement activities and survey completion. The school also continues to strengthen its Parent Volunteer System, creating additional opportunities for families to contribute to classrooms, events, and school activities. These efforts are intended not only to foster a greater sense of belonging, ownership, and partnership within the school community, but also to provide families with meaningful opportunities to share feedback and participate in decision-making processes, particularly in areas where they may feel underrepresented or believe additional support and resources are needed.  Journey School remains committed to ensuring all families feel welcomed, valued, connected, and empowered to participate in decision-making processes. Through continued accessibility efforts, targeted outreach, and relationship-building practices, the school aims to strengthen educational partner engagement and ensure all voices are represented in shaping student outcomes and school improvement efforts.|5|5|5|5|5|5|5|5|4|4|4|4|Met||2026-06-17|2026
33103300138602|JCS - Pine Hills|3|The LEA prioritizes strong partnerships with families as a key component of supporting student success and personalizing education. In the Home Study program, teachers, parents, and students collaborate to develop personalized learning plans that identify goals, strengths, challenges, interests, and learning targets. In the Academy program, teachers build relationships through regular instruction, student interest activities, conferences, school events, field trips, daily interactions, coffee chats with administration, IEP meetings, and other family-requested meetings. Communication is maintained through newsletters, phone calls, emails, text messages, in-person conversations, and meetings.  Educational partner feedback indicates that the LEA has made strong progress in building positive relationships between school staff and families. Families consistently describe staff as caring, supportive, approachable, and responsive. Parents report feeling welcomed, respected, and valued, while appreciating ongoing communication and accessibility from teachers, administrators, and support staff. Feedback also highlights the school’s commitment to flexibility, individualized support, and collaboration with families to meet student needs. Meaningful relationships with students, regular communication, school events, and family engagement opportunities contribute to a strong sense of trust, connection, and partnership. Overall, the feedback reflects a positive school culture built on communication, mutual respect, and shared commitment to student success.|To strengthen relationships with families, the LEA will focus on increasing participation in family engagement activities, surveys, School Site Council meetings, board meetings, and other opportunities for stakeholder involvement. Educational partner feedback identified several areas for growth, including improving communication, consistency, and accessibility.  Families and staff expressed a need for more streamlined communication systems, as information is often distributed across multiple platforms, which can create confusion and reduce engagement. Feedback also highlighted the importance of greater consistency among staff, particularly Educational Facilitators, in expectations, procedures, and levels of support to ensure clarity and build trust with families.  In addition, families expressed interest in more inclusive and accessible engagement opportunities, including events offered at varied times, increased outreach to underrepresented groups, and expanded opportunities for parent involvement. Stakeholders also emphasized the importance of proactive communication, timely follow-through, and stronger collaboration between home and school, particularly for students requiring additional support.  Moving forward, the LEA will focus on creating a more cohesive, transparent, and inclusive partnership with families by improving communication systems, increasing engagement opportunities, strengthening consistency in support practices, and ensuring all families feel welcomed, informed, and connected to the school community.|Based on educational partner input, the LEA will improve engagement with underrepresented families by increasing accessibility, consistency, and targeted support. Efforts will include offering flexible engagement opportunities, such as evening events and virtual participation options, to better accommodate family schedules. The LEA will also expand inclusive community-building activities that reflect the diverse cultures, backgrounds, and experiences of students and families.  To improve access to information, the LEA will work to streamline communication through a centralized platform that provides resources, updates, and important school information in one accessible location. Additional support for multilingual families will be explored through expanded bilingual communication resources and staff assistance to help families navigate school processes and access available supports.  The LEA will also prioritize greater consistency in staff practices, communication, and expectations to ensure all families receive equitable guidance and support. Strengthening proactive communication, providing clear pathways to academic and social-emotional supports, and increasing collaboration between home and school will help families feel more informed, connected, and empowered as partners in their child’s education. These efforts are intended to promote meaningful engagement and improve outcomes for all students, particularly those from historically underrepresented groups.|The LEA supports student success through ongoing professional learning for teachers and administrators, including training in formative assessment, data analysis, research-based literacy practices, MTSS, tiered interventions, and the Leader in Me program. Staff regularly meet with families and students through conferences, meetings, and project presentations to discuss progress and support student growth. The school also provides a Parent Handbook outlining family rights and advocacy resources, along with high-quality learning materials for use at home. Through its hybrid and home study programs, teachers maintain frequent, personalized communication with families and collaborate closely to support student learning.  Educational partner feedback indicates strong progress in building partnerships that contribute to positive student outcomes. Families consistently report that staff work closely with them to address students’ unique academic and social-emotional needs through personalized supports, flexible program options, and individualized learning opportunities. Teachers and Educational Facilitators are frequently recognized for their responsiveness, care, and commitment to helping students succeed, which strengthens trust and collaboration between home and school.  Families also highlighted the value of enrichment activities, clubs, field trips, and specialized services, including special education supports, in promoting student engagement and success. The LEA’s emphasis on open communication and family partnership helps ensure students receive consistent support both at school and at home. Overall, these efforts contribute to increased student confidence, academic growth, engagement, and a strong sense of belonging.|Based on educational partner feedback, key areas for improvement in building partnerships for student outcomes include increasing consistency, communication, and coordination of academic supports. Families and staff expressed a need for more aligned expectations and practices across teachers and Educational Facilitators to ensure students and families receive clear, consistent guidance. Stakeholders also identified the importance of improving communication regarding academic performance through transparent grading practices, consistent use of learning platforms, and clearly defined processes for providing academic intervention and enrichment.  Feedback further highlighted the need to strengthen support for diverse learners, including students with IEPs, high-achieving students, and those requiring more proactive academic guidance. Expanding access to enrichment opportunities, electives, and real-world learning experiences was also identified as a priority for increasing student engagement and supporting college and career readiness.  Moving forward, the LEA will focus on improving coordination among staff, strengthening communication with families, and ensuring equitable access to academic supports and enrichment opportunities. These efforts are intended to enhance collaboration between home and school, increase student engagement, and promote more consistent academic outcomes for all students.|Based on educational partner feedback, the LEA will strengthen engagement with underrepresented families by improving communication, access to resources, and academic support systems. Efforts will focus on streamlining information and resources through centralized platforms that make it easier for families to monitor student progress, understand academic expectations, and access available supports. Clear, consistent communication, along with expanded translation services and bilingual support, will help ensure all families can actively participate in their child’s education.  The LEA will also provide flexible engagement opportunities, including virtual meetings, workshops, office hours, and other support sessions designed to accommodate diverse family schedules and needs. In addition, the school will focus on ensuring equitable access to academic supports, including intervention services, IEP implementation, enrichment opportunities, and resources for both struggling and advanced learners.  By increasing accessibility, consistency, and transparency, the LEA aims to empower underrepresented families to become active partners in supporting student learning, engagement, and achievement. These efforts will strengthen home-school collaboration and help ensure all students have equitable opportunities for success.|The school maintains regularly scheduled School Site Council meetings that include parents, classified staff, and certificated staff, providing opportunities for stakeholders to contribute to the development of school policies and programs. The school actively recruits participation in the School Site Council, encourages attendance at JCS-Inc. Board of Directors meetings, and regularly surveys families, students, and staff to gather feedback. These structures support stakeholder voice and provide school leaders with valuable input for continuous improvement.  Educational partner feedback indicates that the LEA has made strong progress in seeking input for decision-making by actively engaging students, families, and staff through surveys, meetings, open communication channels, and collaborative discussions. Stakeholders report that school leaders and staff are approachable, responsive, and receptive to feedback, creating an environment where concerns and suggestions can be shared openly and respectfully. Families and staff also noted that leadership is accessible and willing to engage in meaningful dialogue, which fosters trust and encourages ongoing participation.  Overall, the LEA has established a culture in which stakeholder input is valued and considered in school improvement efforts. Regular opportunities for communication, feedback, and collaboration help ensure that diverse perspectives inform decision-making and contribute to a positive, inclusive school community.|Increasing participation in decision-making forums is an important area for growth. The LEA aims to leverage well-attended events, such as field trips and family activities, to gather stakeholder input and encourage broader participation in school improvement efforts. The school also seeks to increase parent participation in surveys, School Site Council meetings, and other decision-making opportunities through direct outreach and strategies that encourage engagement.  Educational partner feedback identified several areas for improvement in seeking input for decision-making. While stakeholders generally feel their voices are heard, many expressed a desire for greater transparency regarding how feedback is used to inform decisions and outcomes. Families and staff also indicated a need for more structured and accessible opportunities for participation, particularly for underrepresented groups, to ensure broader and more equitable engagement.  Feedback further highlighted the importance of consistent communication and follow-through. Inconsistencies in communication practices can reduce the effectiveness of feedback processes and limit stakeholder understanding of school decisions. To address these concerns, the LEA will focus on strengthening proactive outreach, simplifying communication systems, increasing opportunities for stakeholder participation, and clearly communicating how feedback influences school programs, policies, and improvement efforts.  These actions are intended to build trust, strengthen collaboration, and ensure that students, families, and staff feel their input is valued and leads to meaningful change.|Based on educational partner feedback, the LEA will improve engagement with underrepresented families by expanding accessible, inclusive, and proactive opportunities for participation in decision-making. Efforts will include offering multiple ways for families to provide input, such as surveys, virtual meetings, and in-person events scheduled at varied times to accommodate diverse needs and schedules.  The LEA will strengthen communication by streamlining platforms, creating centralized access to information and feedback opportunities, and providing translation and bilingual support to ensure all families can participate meaningfully. Targeted outreach will focus on engaging families who may not traditionally participate in school activities or decision-making processes, helping to build trust, awareness, and stronger connections with the school community.  Additionally, the LEA will prioritize closing the feedback loop by clearly communicating how stakeholder input is used to inform decisions, programs, and school improvement efforts. By increasing accessibility, transparency, and outreach, the LEA aims to ensure that all families—especially those from underrepresented groups—feel valued, heard, and empowered to contribute to decisions that impact student success and school improvement.|5|5|4|5|4|4|4|4|4|4|4|4|Met||2026-06-12|2026
33103300139428|Garvey/Allen Visual & Performing Arts Academy for STEM|3|Garvey/Allen STEAM Academy’s current strengths and progress in building relationships between Charter School staff and families are reflected in intentional, inclusive practices that foster trust, communication, collaboration, and shared responsibility for Achiever success. The Charter School maintains ongoing communication with parents and guardians through email, phone calls, text notifications, weekly announcements, biweekly newsletters, classroom communication applications, social media, and an updated Charter School website with a comprehensive calendar. These tools help families stay informed about academic expectations, events, supports, and opportunities for involvement.  Parent and guardian survey results demonstrate strong relationships and a positive Charter School culture. In the Parent and Guardian LCAP Survey, 72.6% of respondents strongly agreed and 23.8% agreed that they feel welcomed at the Charter School. In addition, 69.4% strongly agreed and 23.5% agreed that the Charter School provides a safe and supportive environment for Achievers. These results show that families generally feel respected, included, and connected to the Charter School community.  Garvey/Allen STEAM Academy also builds relationships through regular opportunities for families to engage directly with staff. Parent teacher conferences are held twice each year, with translation services provided when needed, so families can understand Achiever progress and partner with Achievement Guides to support academic growth. Families are invited to participate in Orientation, Curriculum Night, Parent Education Workshops, student showcases, festivals, and other events that celebrate Achiever learning and strengthen family connection to the Charter School.  The Charter School makes intentional efforts to include families of SWD through IEP meetings and collaboration with the special education team, Charter School psychologist, Charter School counselor, Achievement Guides, and families to support shared goal setting and student success. Parents and guardians also contribute to decision making and continuous improvement by serving on the School Site Council, participating in surveys, volunteering on campus and field trips, attending meetings, and serving on the Board of Directors and other leadership committees.  Overall, Garvey/Allen STEAM Academy has made strong progress in creating a welcoming, family centered culture where parents and guardians are informed, included, and encouraged to participate as partners in supporting Achiever achievement, engagement, and well-being.|The Charter School’s focus areas for improvement in building relationships between Charter School staff and families include strengthening the Parent Academy so it provides more targeted, practical, and responsive parent education. Garvey/Allen STEAM Academy will expand Parent Academy topics to better address needs identified through educational partner input and local data, including the importance of regular attendance, chronic absenteeism prevention, technology safety, student wellness, prevention and awareness of self-harming behaviors, academic support at home, and strategies families can use to strengthen Achiever engagement and academic success.  The Charter School recognizes that consistent attendance is essential to achievement, connectedness, and long-term success. Parent Academy sessions will continue to emphasize the connection between daily attendance, academic progress, social emotional development, and readiness for future opportunities. Staff will also strengthen outreach to families of Achievers who are chronically absent or at risk of disengagement so that barriers can be identified early and addressed through supportive, individualized strategies.  Another focus area is increasing access to Parent Academy and other family engagement opportunities. Workshop materials, notices, and key information will continue to be provided in English and Spanish, with translation and interpretation available when needed. The Charter School will also use multiple communication tools, including phone calls, texts, email, newsletters, classroom applications, social media, and the Charter School website, to improve parent awareness, participation, and follow through.|The Charter School will improve engagement of underrepresented families by strengthening individualized outreach, accessible communication, and family centered supports that help parents and guardians participate meaningfully in the Charter School community. Garvey/Allen STEAM Academy will continue to focus on student learning, individual goals for Achievers, and investment in families through respectful, responsive communication and opportunities for partnership. For families whose home language is not English, including parents and guardians who are English Learners, the Charter School will provide translation and interpretation services so families can fully understand academic progress, Charter School expectations, intervention supports, and opportunities for involvement. Parent Academy materials, key notices, and family engagement information will continue to be provided in English and Spanish when needed. To increase participation among families who may face scheduling, transportation, work, or childcare barriers, the Charter School will offer parent meetings, Parent Academy sessions, conferences, and family engagement events at varied times throughout the day. Staff will also continue to use multiple communication methods, including phone calls, text messages, email, newsletters, classroom applications, social media, and the Charter School website, so families receive information in formats that are accessible and useful. For parents and guardians with disabilities or accessibility needs, Garvey/Allen STEAM Academy will provide reasonable accommodations, which may include sign language interpreters, accessible meeting locations, physical access to Charter School events, support with online systems, and audio or visual enhancements when appropriate. The Charter School will also make individualized accommodations for families with accessibility or other special needs,  including alternate meeting formats or home visits when appropriate. For families of migrant students or students experiencing interrupted learning, the Charter School will meet with parents and guardians to review student needs, develop an Individualized Learning Plan, and support continuity of instruction. When students return, staff will meet with the family to review progress, identify gaps, and determine any academic, attendance, social emotional, or intervention supports needed. For families of Title I students requesting additional support, the Charter School will hold a parent conference to review current supports, identify additional needs, and develop or revise an Individualized Learning Plan. This process will help ensure that underrepresented families are included as partners in decision making and that Achievers receive targeted support aligned to their academic and personal needs.|Garvey/Allen STEAM Academy’s current strengths and progress in building partnerships for student outcomes are grounded in its commitment to creating a strong, supportive, culturally responsive Charter School culture that serves historically underserved Black and Brown Achievers. The Charter School recognizes that family partnership, student belonging, and culturally relevant practices are essential to improving academic achievement, attendance, engagement, and social emotional growth.  Garvey/Allen STEAM Academy builds partnerships through consistent two-way communication with families using classroom communication applications, the Charter School website, newsletters, phone calls, text messages, email, social media, and regular updates from Achievement Guides and leadership. These communication systems help parents and guardians stay informed about Achiever progress, Charter School expectations, upcoming events, intervention opportunities, and ways to support learning at home.  The Charter School also strengthens partnerships through parent teacher conferences, Parent Academy, family events, project presentation nights, student showcases, festivals, School Site Council, Board participation, and opportunities for families to volunteer on campus and during field trips. These structures give families multiple ways to participate in decision making, celebrate Achiever learning, and engage directly with the instructional program.  Garvey/Allen STEAM Academy’s use of Ron Clark strategies, PBIS, restorative practices, Advisory, SEL supports, and culturally responsive pedagogy further strengthens partnerships by creating a safe, inclusive, and relationship centered environment. These practices support Achievers academically and socially while helping families feel connected to the Charter School community.  These partnerships are especially important as the Charter School works to improve outcomes in ELA, Mathematics, Science, Visual and Performing Arts, STEM, attendance, behavior, and character development. For Black and Brown Achievers, intentional partnerships with families reinforce identity, belonging, empowerment, high expectations, and shared responsibility for success.|Garvey/Allen STEAM Academy’s focus areas for improvement in building partnerships for student outcomes include strengthening family partnerships that directly support academic achievement, attendance, engagement, and student well-being. Based on educational partner input and local data, the Charter School will continue to prioritize improved student academic performance through targeted tutoring, intervention, progress monitoring, and differentiated instructional supports, particularly in ELA and Mathematics.  The Charter School will strengthen partnerships with parents and guardians by helping families better understand student performance data, grade level expectations, intervention plans, and ways to support learning at home. Parent Academy will be used as a key strategy to provide parent education on academic support, attendance, technology safety, student wellness, and strategies for reinforcing high expectations at home. These sessions will help families connect Charter School goals with practical actions they can take to support Achiever success.  Improving attendance and reducing chronic absenteeism will also remain a major focus area. Garvey/Allen STEAM Academy will continue building shared responsibility with families around daily attendance by providing clear communication about the connection between attendance, academic progress, social emotional growth, and long-term success. Staff will conduct family outreach, build relationships with parents and guardians, identify barriers to attendance, encourage participation in Charter School activities, and connect families to appropriate supports.  The Charter School will also continue to promote a culture of high expectations by empowering families to reinforce academic goals, positive attendance habits, character development, and student accountability at home. Through targeted outreach, Parent Academy, conferences, family events, and ongoing communication, Garvey/Allen STEAM Academy will strengthen partnerships that support improved outcomes in ELA, Mathematics, Science, Visual and Performing Arts, STEM, attendance, engagement, and personal character for all Achievers.|Garvey/Allen STEAM Academy will improve engagement of underrepresented families in building partnerships for student outcomes by providing accessible, inclusive, and culturally responsive opportunities for families to collaborate with Charter School staff. The Charter School will continue to provide translation and interpretation services for families whose home language is not English and will offer meetings, Parent Academy sessions, conferences, and family events at varied times to better accommodate work schedules, transportation needs, and family responsibilities.  The Charter School will strengthen outreach to underrepresented families by maintaining open communication through phone calls, text messages, email, classroom applications, newsletters, social media, the Charter School website, and direct contact from staff. Families will continue to have opportunities to engage with Charter School leadership, administrators, Board members, Achievement Guides, and support staff through meetings, events, conferences, and family engagement activities focused on student progress and shared decision making.  Special attention will be given to families of SWD, migrant students, Title I students, ELs, SED Achievers, and other historically underserved student groups. The Charter School will use personalized conferences to review academic progress, attendance, intervention supports, social emotional needs, and individual goals. For students requiring additional support, staff will partner with families to develop or revise Individualized Learning Plans, intervention plans, or other targeted supports aligned to student needs.  Garvey/Allen STEAM Academy will continue to administer annual surveys and increase targeted outreach so that the voices of underrepresented families are heard, valued, and reflected in Charter School planning. Through Parent Academy, workshops, home visits when appropriate, individualized family outreach, and culturally responsive engagement strategies, the Charter School will support families in reinforcing academic achievement, regular attendance, social emotional development, positive behavior, and high expectations at home.|Garvey/Allen STEAM Academy’s current strengths and progress in seeking input for decision making include the consistent use of multiple opportunities for parents and guardians, Achievers, Achievement Guides, staff, leadership, and community members to provide feedback on Charter School programs, priorities, and services. The Charter School administers annual surveys to gather broad based input from educational partners and uses the results to inform planning, communication, family engagement, student support, and LCAP development.  The Charter School also maintains open and ongoing communication through community meetings, parent and guardian meetings, School Site Council meetings, Board of Directors meetings, staff meetings, and other engagement opportunities. These structures allow educational partners to review data, provide input, ask questions, and contribute to decisions related to academic programs, student supports, Charter School climate, family engagement, and resource allocation.  The School Site Council and Board of Directors provide formal structures for shared decision making and review of Charter School goals, actions, programs, and expenditures. Parents and guardians also provide input through conferences, family events, Parent Academy, surveys, and direct communication with Charter School staff and leadership.  These practices have strengthened the Charter School’s inclusive culture and have increased opportunities for families and staff to participate in meaningful decision making. By using both formal and informal feedback systems, Garvey/Allen STEAM Academy continues to build trust, strengthen communication, and ensure that educational partner input helps shape decisions that support Achiever achievement, engagement, attendance, safety, and well-being.|Garvey/Allen STEAM Academy’s focus areas for improvement in seeking input for decision making include increasing the consistency, accessibility, and representativeness of parent and guardian participation in Charter School planning. Based on educational partner input and local data, the Charter School will continue strengthening opportunities for families to understand Charter School goals, review student outcome data, provide feedback, and contribute meaningfully to decisions that impact academic programs, student supports, family engagement, and resource allocation.  The Charter School will prioritize expanded parent and guardian participation through regularly scheduled Parent Academy sessions, parent workshops, monthly parent meetings, School Site Council meetings, and public Board of Directors meetings. Parent Academy and workshops will provide families with information about academic programs, intervention supports, attendance, student wellness, special education services, English Learner supports, and ways families can participate in Charter School improvement efforts.  Garvey/Allen STEAM Academy will continue using the School Site Council as a formal structure for parent input on budget, programs, Title funds, LCAP actions, and student support priorities. Public Board of Directors meetings will continue to provide opportunities for parents, guardians, staff, and community members to provide input and remain informed about Charter School decisions.  The Charter School will also improve accessibility by communicating meeting dates, topics, and opportunities for input through multiple methods, including newsletters, email, text messages, phone calls, classroom applications, social media, and the Charter School website. Translation, interpretation, and accessible materials will be provided when needed so that underrepresented families can participate fully. These efforts are designed to ensure that parent voice is not only welcomed, but also reflected in decisions that support Achiever achievement, attendance, engagement, safety, and well-being.|Garvey/Allen STEAM Academy will improve engagement of underrepresented families in seeking input for decision making by creating more accessible, inclusive, and culturally responsive opportunities for families to participate in Charter School planning and improvement efforts. The Charter School will continue to ensure that parents and guardians have meaningful opportunities to provide input on academic programs, student supports, family engagement, attendance, Charter School climate, LCAP priorities, Title I services, and resource allocation.  To support families whose home language is not English, including parents and guardians who are English Learners, the Charter School will provide translation and interpretation services for meetings, surveys, conferences, and key communications. Meeting notices, survey opportunities, and important information will be shared through multiple communication methods, including phone calls, text messages, email, newsletters, classroom applications, social media, and the Charter School website.  Garvey/Allen STEAM Academy will offer meetings and input opportunities at varied times to better accommodate work schedules, transportation needs, childcare responsibilities, and other family obligations. Families will continue to have access to Charter School leadership, administrators, Board members, Achievement Guides, and support staff through monthly parent meetings, School Site Council meetings, public Board of Directors meetings, conferences, and open communication practices.  The Charter School will continue administering annual surveys and will increase targeted outreach to underrepresented families to improve participation and ensure their voices are reflected in decision making. For parents and guardians with disabilities or accessibility needs, the Charter School will provide reasonable accommodations, which may include assistive technology, accessible meeting locations, physical access to Charter School events, sign language interpretation, and alternate meeting formats. Home visits may be conducted when appropriate to support communication and participation.  Garvey/Allen STEAM Academy will also engage migrant families, Title I families, families of SWD, EL families, SED families, and other historically underserved families through individualized conferences focused on student progress, academic needs, attendance, intervention supports, and planning. These conferences will help ensure that family input is included in decisions related to academic services, student support systems, family engagement strategies, and continuous improvement.|5|5|5|5|5|4|5|4|4|5|4|4|Met||2026-06-25|2026
33103300140780|Audeo Valley Charter|3|The school has made significant progress in building strong relationships between school staff and families: key strengths and progress in this area include: •	High-quality Teachers: Each student is assigned a high-quality Teacher who is responsible for supervising all subjects and providing personalized attention. This close relationship ensures teachers can adjust assignments to meet student needs and goals and facilitates timely communication with parents. •	Parental Involvement: The school emphasizes the importance of parental involvement in student success. Parents are encouraged to set high expectations, talk about school daily, monitor schoolwork, establish daily homework routines, stay aware of test schedules, and maintain regular contact with teachers. This partnership approach helps in creating a supportive environment for students. •	Family Resources: The school provides extensive resources for families, including financial aid information, standardized testing support, and help with college admissions. These resources are designed to assist families in navigating the academic landscape and supporting their children’s educational journey. •	Personalized Learning Environment: The school operates with a low student-to-teacher ratio, allowing for personalized attention and the ability to build strong, individualized relationships. Teachers are deeply familiar with their students' academic levels and progress, which fosters a more tailored and supportive learning experience. •	Regular Communication: The school ensures regular communication through weekly conferences where parents receive updates on their child’s progress, attendance, behavior, and upcoming events. This continuous engagement keeps parents informed and involved in their child's education. These efforts collectively enhance the relationship between school staff and families, ensuring that students receive the support they need to succeed both academically and socially.  Parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 100% of parents report being able to provide input and feedback to the school through multiple ways. The school values the partnership between school staff and families as the foundation of parent and family engagement. 97.9% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 97.9% of parents report that the school provides innovative and engaging learning environments.|Engaging educational partners is an ongoing and sustained process focused on designing an educational program to meet student and community The school regularly consults with educational partners throughout the school year to understand the academic, social-emotional and physical needs of students and families. The school utilizes multiple methods to conduct meaningful engagement, including school events, trainings, meetings, committees and surveys. Additionally, the school’s educational model is centered on a strong school-to-home partnership. This partnership allows school staff to consult with students, parents and family members on a regular basis to discuss individual needs. All information received from educational partners is organized and analyzed to determine if existing programs and services are effective in meeting the needs of the school community and if new approaches are needed. The LEA’s focus areas for improvement in building relationships between school staff and families include increasing parental participation in the Family Learning Series to foster a deeper engagement with their children’s education. They aim to encourage parents to support their students in excelling in mathematics by providing resources and strategies to reinforce learning at home. Another focus is to gather more input from parents on specific needs such as language development and mental health, ensuring that the school’s programs are tailored to address these critical areas. These efforts are designed to create a more collaborative and supportive environment for students and their families.|To improve engagement with underrepresented families, the school will address needs in several ways. School materials will be translated, and interpreters will be available for calls and meetings. The school will continue to issue Chromebooks and internet data plans to households in need of home technology. Additional Family Learning Series sessions will be offered to support families in academics, college and career planning, instructional support, and health and safety.  ParentSquare will continue to provide communication and engagement opportunities between educational partners and the school.|The LEA’s current strengths and progress in building partnerships for student success include providing a highly personalized academic experience through one-on-one instruction and small group sessions. The school emphasizes rigorous academic standards and regular assessments to ensure students meet or exceed expectations. The school offers various opportunities such as college courses, career technical education, internships, and leadership roles through programs like the California Cadet Corps. Additionally, the school engages students, parents and community partners in creating Pathways Personalized Education Plans to support individual student goals and needs.  The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and support for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and support to families throughout the school year.|The LEA’s focus areas for improvement in building partnerships for student outcomes include strengthening mathematics resources and instructional support to improve student proficiency. The school also aims to strengthen college and career planning to help students prepare for postsecondary education and career pathways. In addition, the school is focused on improving strategies that support on-time graduation through targeted interventions and personalized support. These efforts are intended to strengthen the overall system of support for student success.  Based upon information collected from students, the school has expanded Early College Credit partnerships to provide a broad and rigorous course of study while preparing students for post-high school pathways. In addition, the school is focused on providing students with additional counseling services to support planning for post-high school pathways. The school will continue to issue Chromebooks and internet data plans to households in need of home technology through the school’s Connect program, managed by the school’s Student Access and Support Department to increase opportunities for student success. The school also partners with a local nonprofit tutoring organization to provide additional academic tutoring opportunities for students, particularly in mathematics and ELA.|The school is committed to improving engagement with underrepresented families in partnerships that support student outcomes. This includes expanding community-based partnerships that address the academic, physical, and social-emotional needs of students and help reduce barriers to success in meeting their Personalized Learning Plan goals. To strengthen school-to-home communication and gather input from English Learner households, school materials will be translated, and interpreters will be provided when needed. The school will continue to solicit input from educational partners to identify and address student and family needs and reduce barriers to success.|The LEA’s current strengths and progress in seeking input for decision-making include actively involving teachers, principals, administrators, school personnel, parents, and students through diverse engagement methods. Teachers contribute via the Staff LCAP Engagement Survey, ELAC Instructional Meetings, and professional learning sessions. Principals and administrators provide input through team huddles, SSC meetings, and strategic planning sessions. Parents participate in surveys, Open House, and Senior Night events, while students share their perspectives through surveys, School Site Council meetings, and various school events that focus on family engagement and provide opportunities for input into the school’s programs. This inclusive approach ensures the LCAP reflects the needs and priorities of all stakeholders, fostering a collaborative environment for student-centered actions and priorities.  The school engages educational partners in its processes for continuous improvement and prioritizes building the capacity of staff and families to engage in advisory groups and decision making. The school provides training for SSC members annually and holds regular meetings to develop, refine, and update the LCAP. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides training, resources, support, and feedback opportunities throughout the school year. In 2025-2026 the school received input from 139 students and parents and used the results in the development of the 2026-2027 LCAP.|The LEA’s focus areas for improvement in seeking input for decision-making include increasing family and student participation in surveys, increasing attendance at the Family Learning Series and College/Career Week, and increasing participation in Open House and other school events. By strengthening these engagement methods, the LEA aims to gather broader feedback from families so their perspectives can be reflected more fully in decision-making. This approach is intended to support a more inclusive and responsive environment that addresses the needs and priorities of students and families.|School staff will provide opportunities for students, parents, and family members to receive school information and resources at Open House and Senior Night Events. The school has also enhanced the Family Learning Series, which is ongoing and sustained training for parents and family members focused on their individual needs. The Family Learning Series is also committed to empowering parents and family members to be part of the school planning process – which includes reviewing schoolwide student engagement, achievement, and college/career readiness data. Instructional staff utilize ParentSquare to engage in two-way communication with students, parents and family members regarding the educational program and opportunities for input and engagement. Interactive English Learners Advisory Committee (ELAC) meetings will seek to increase parent participation and input into the English Learner Plan, including an annual Needs Assessment. The school will continue to provide translated materials and resources for parents and family members of English Learners.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-24|2026
33103300162586|Scholarship Prep - Riverside|3|Scholarship Prep’s relationship-centered approach is a strength in building strong partnerships between school staff and families. Based on educational partner feedback and local data, families generally feel welcomed, informed, and connected to the school community.  Scholarship Prep has made progress in strengthening relationships through regular communication, family events, student-led conferences, family education opportunities, and advisory groups. Families have multiple ways to engage in school life through School Site Council (SSC), English Learner Advisory Committee (ELAC), PEP Squad, surveys, and school events. Scholarship Prep has also expanded opportunities for participation by offering flexible meeting times, virtual attendance options, and multiple ways for families to communicate with staff.  Feedback from families shows that strong relationships and open communication continue to be important strengths. Staff work to build trust with families and maintain regular communication to support student success.|A focus area for improvement is continuing to strengthen two-way relationships with families and increasing engagement from families who may face barriers to participation. While Scholarship Prep has strong family engagement systems, there is an opportunity to increase participation and ensure all families feel connected and heard.  Scholarship Prep will continue to strengthen staff practices for building relationships with families from different backgrounds and experiences. SP will focus on improving communication, increasing opportunities for family input, and making participation more accessible. Additional efforts will include increasing family involvement in advisory groups and school decision-making opportunities.|Scholarship Prep will continue to improve engagement of underrepresented families through intentional outreach and increased opportunities for participation. Based on educational partner input and self-reflection, we recognize the importance of reducing barriers that may limit family involvement.  To improve engagement, Scholarship Prep will continue offering flexible meeting times, virtual participation options, translation and interpretation support, and culturally responsive family engagement opportunities. School staff will also use direct outreach, including phone calls and individual follow-up, to encourage participation and strengthen relationships with families who may be less connected to school systems.  Scholarship Prep will continue using surveys, conferences, ELAC, SSC, PEP Squad, and other engagement opportunities to gather family input and ensure all families have opportunities to participate in school decisions and support student success.|Scholarship Prep believes strong student outcomes are built through strong partnerships with families. Based on educational partner input and local data, a key strength is the ongoing partnership between school staff and families to support academic progress, attendance, school engagement, and overall student success.  Scholarship Prep has made progress in strengthening these partnerships through regular communication, student-led conferences, family meetings, Math and ELA family nights, and opportunities for families to better understand how to support learning at home. Families are regularly informed about student progress and are encouraged to partner with school staff to address student needs and celebrate successes.  We also provide opportunities for family participation through School Site Council (SSC), English Learner Advisory Committee (ELAC), PEP Squad, and family surveys. Educational partner feedback continues to show that families value being included in their child’s educational experience and appreciate opportunities to learn more about academics, school supports, and student progress.|A focus area for improvement is increasing access to family learning opportunities and ensuring more families can participate in supports related to student success. While Scholarship Prep offers a variety of family engagement opportunities, educational partner input shows there is an opportunity to make these supports more accessible for families who are unable to attend events in person or participate in live virtual meetings.  Scholarship Prep will continue strengthening partnerships for student outcomes by expanding family education opportunities and improving access to academic support resources. SP will continue offering events such as Math and ELA family nights while also developing asynchronous trainings and recorded resources that families can access on their own schedule. This will help ensure families have access to tools and information to support student learning regardless of scheduling barriers.|Scholarship Prep will continue improving engagement of underrepresented families by reducing barriers to participation and increasing access to information about student learning and school supports. Based on educational partner input and self-reflection, we recognize that some families may face barriers related to work schedules, transportation, language, or prior experiences with school systems.  To improve engagement, Scholarship Prep will continue offering flexible meeting times, virtual participation options, translation and interpretation support, and direct outreach from school staff. SP will also develop asynchronous family trainings and recorded academic workshops, including Math and ELA support resources, so families can engage at times that work best for them.  Scholarship Prep will continue using family surveys, conferences, ELAC, SSC, PEP Squad, and other engagement opportunities to gather feedback and strengthen partnerships that support student success.|Scholarship Prep values family voice and has made strong progress in creating opportunities for educational partners to provide input on school decisions. Based on educational partner feedback and local data, a key strength is the variety of ways families can share feedback and engage with school leadership.  Families regularly provide input through School Site Council (SSC), English Learner Advisory Committee (ELAC), PEP Squad, family surveys, conferences, and school events. Scholarship Prep has also seen success with informal opportunities for feedback, including Coffee with Admin, which has helped strengthen relationships between families and school leaders while creating a welcoming space for questions, ideas, and discussion.  Educational partner input is used to help inform school priorities, family engagement efforts, and school improvement planning. Scholarship Prep continues to make progress in ensuring families have multiple ways to provide feedback and stay connected to school decision-making.|A focus area for improvement is increasing participation in family leadership and advisory opportunities while strengthening the effectiveness of existing structures for feedback and decision-making. While Scholarship Prep has strong systems for gathering input, educational partner reflection shows there is an opportunity to increase participation and engagement in some advisory groups.  SP will focus on increasing participation in PEP Squad and strengthening the effectiveness of School Site Council (SSC) meetings to ensure families feel informed, engaged, and able to meaningfully contribute to school decisions. Scholarship Prep will continue working to make meetings more engaging, relevant, and accessible while improving communication about opportunities for involvement and leadership.|Scholarship Prep will continue improving engagement of underrepresented families by reducing barriers to participation and increasing opportunities for families to share input in ways that feel accessible and meaningful. Based on educational partner input and self-reflection, the LEA recognizes that some families may not participate due to scheduling challenges, language barriers, or previous experiences with school systems.  To improve engagement, Scholarship Prep will continue offering flexible meeting times, virtual participation options, translation and interpretation support, direct outreach, and multiple ways for families to provide feedback. School staff will intentionally encourage participation from families who have historically been underrepresented in school leadership opportunities and advisory groups.  We will continue using Coffee with Admin, surveys, ELAC, SSC, PEP Squad, and other family engagement opportunities to ensure all families have a voice in school decision-making.|3|4|3|3|3|3|3|3|3|3|3|3|Met||2026-06-18|2026
33103300162792|Vista Lago Global Academy|3|Based on educational partner feedback and local data, Vista Lago Global Academy has demonstrated strong progress in building meaningful relationships between school staff and families through its Community School approach. During its founding year, the school intentionally created numerous opportunities for families, students, and staff to learn, celebrate, and serve together, fostering a culture of partnership and shared ownership. Family engagement extended beyond traditional school events and emphasized active participation in school planning, learning, and community-building activities. Families collaborated with staff during Beautification Day, where parents, students, and staff worked together to improve the school campus. Global learning events such as Pumpkin Carving and Cascarones activities, Día de los Muertos celebrations, and Black History Month programming engaged families as partners in both planning and implementation. Parents helped create community altars, served on event committees, and contributed to activities that connected students to diverse cultures and traditions. Seasonal festivals throughout the year further strengthened school-family relationships. Families participated in Fall, Winter, and Spring celebrations, including Trunk-or-Treat activities, STEM competitions, and a Spring Concert in the Park where students, staff, and families learned about the history of music through live performances and professional dancers. The school also hosted a Mother’s Day Concert, where teachers prepared student performances and families were invited to celebrate student learning and achievement of the music program. The partnership between families and staff was especially evident during Staff Appreciation Week, when parents worked closely with school leadership to organize activities, meals, and recognition efforts for the founding staff. This collaboration reflected a strong sense of trust and shared commitment to the school community. Community-building opportunities extended beyond the school campus. More than 120 students, family members, and staff attended a Vista Lago Family Night at the Lake Elsinore Storm baseball stadium, strengthening connections among educational partners in an informal setting. Additionally, Career Day showcased family engagement in student learning, with 22 speakers, including parents and community members, sharing their career experiences. Students had opportunities to learn from multiple presenters, while family members actively participated in classroom presentations and career exploration activities. These efforts demonstrate the school's commitment to fostering authentic family partnerships and creating a welcoming environment where families are viewed as valued contributors to student success and school culture.|Based on educational partner feedback and local data, Vista Lago Global Academy's primary area for improvement in building relationships between school staff and families is strengthening communication systems and increasing advance notice for school events and activities. As a new school in its founding year, the school focused on creating numerous opportunities for family engagement, community partnerships, and student enrichment. While families expressed appreciation for the variety of events and opportunities to participate, feedback indicated that information was sometimes shared with limited advance notice due to the rapid pace of school development and the addition of new programs and activities throughout the year. As the school continues to grow and establish systems, a key focus area will be improving communication planning and consistency. The school will work to provide families with earlier notification of events, maintain a comprehensive annual calendar of activities, and utilize multiple communication platforms to ensure timely and accessible information. Strengthening communication processes will allow families more time to plan for participation and will further increase engagement opportunities. Educational partner feedback also highlighted the importance of continuing two-way communication between families and school staff. The school will continue seeking family input through surveys, meetings, and community events to ensure that family voices remain central to decision-making and school improvement efforts. By enhancing communication structures while maintaining the strong culture of family involvement established during the founding year, Vista Lago Global Academy aims to deepen partnerships with families and further strengthen trust, engagement, and collaboration among all educational partners.|Based on educational partner feedback and local data, Vista Lago Global Academy will improve engagement of underrepresented families by strengthening communication systems and providing families with more advance notice of opportunities for involvement. During the school's founding year, many family engagement opportunities were developed in response to emerging needs and interests, which sometimes resulted in event information being shared with limited lead time. Feedback from families indicated that earlier communication would allow more families to participate, particularly those balancing work schedules, transportation needs, and other family responsibilities. To address this need, the school will implement a weekly family newsletter and regular school announcements to provide consistent updates regarding school programs, events, volunteer opportunities, and important dates. The school will also strive to communicate major family engagement events at least one month in advance whenever possible, allowing families sufficient time to plan and participate. Additionally, the school will continue utilizing multiple communication methods, including email, text messaging, social media, and school communication platforms, to ensure information is accessible to all families. By improving the consistency, predictability, and timeliness of communication, the school aims to increase participation among underrepresented families and ensure that all educational partners have meaningful opportunities to engage in their child's education and the school community. These efforts will support the school's commitment to fostering inclusive family partnerships and ensuring that every family feels informed, welcomed, and empowered to participate in school activities and decision-making processes.|Based on educational partner input and local data, Vista Lago Global Academy has demonstrated strong progress in building partnerships that directly support student outcomes. As a member of a network of seven schools, the school has actively leveraged collaborative relationships to expand access to academic interventions, resources, and student support services that might not otherwise be available during its founding years. Through these partnerships, Vista Lago has been able to utilize instructional resources and intervention programs shared by sister schools at no additional cost. For example, when English Language Arts and Mathematics intervention licenses became available through a partner school, Vista Lago immediately implemented the support for students identified as needing additional academic assistance. Students who were performing below benchmark at the middle-of-year assessment were strategically assigned to tutoring groups, with some students receiving multiple tutoring sessions based on their individual needs. The school also partnered with existing tutoring structures developed within the network, allowing students to access targeted academic support outside of the regular instructional day. Data analysis showed that students who consistently participated in the online tutoring program demonstrated significant growth between the middle-of-year and end-of-year assessments in reading and/or mathematics. These results suggest that the partnership-based intervention model positively impacted student achievement and accelerated learning for students requiring additional support. This collaborative approach reflects the school's commitment to maximizing available resources, sharing effective practices across schools, and ensuring that students receive timely interventions aligned to their academic needs. By leveraging partnerships within the school network, Vista Lago has expanded opportunities for student success while building systems that support continuous improvement and positive academic outcomes.|Based on educational partner input and local data, Vista Lago Global Academy's primary focus for improvement in building partnerships for student outcomes is strengthening its collaboration with i-Ready to maximize the use of student achievement data. As a founding school, staff are continuing to build capacity in effectively analyzing assessment results, monitoring student growth, and using data to inform instructional decisions and interventions. The school plans to deepen its partnership with i-Ready through additional professional development, data coaching, and instructional support. These efforts will focus on helping teachers and administrators better utilize platform data to identify student needs, create targeted instructional groups, monitor progress, and connect students with appropriate resources and interventions. Additionally, the school will increase classroom walkthroughs and collaborative data reviews to ensure that assessment information is consistently used to guide instruction and improve student outcomes. By strengthening staff understanding of available data tools and resources, the school aims to provide more timely and effective academic support for all students while continuing to build a data-informed culture of continuous improvement.|Based on educational partner input and local data, Vista Lago Global Academy will improve engagement of underrepresented families by increasing family understanding of student academic data and providing clear, actionable strategies to support learning at home. The school recognizes that families are critical partners in student success and that meaningful engagement requires accessible information about student progress and achievement. To strengthen these partnerships, the school will incorporate a structured discussion of i-Ready assessment data into student-led parent-teacher conferences. Students and teachers will use a common script and data reflection protocol to help families better understand assessment results, academic growth, strengths, and areas for improvement. The process will ensure that all families receive consistent information and have opportunities to ask questions and participate in goal setting. In addition, each conference will include an individualized action plan outlining specific strategies families can use to support student achievement. Recommendations may include participation in tutoring programs, increased independent reading, targeted practice through instructional software, attendance interventions, and other academic support opportunities. By making student data more understandable and connecting results to practical next steps, the school aims to empower all families, particularly those who have been less engaged, to actively support their child's academic growth and success. These efforts will strengthen family-school partnerships, increase transparency around student achievement, and create a shared responsibility for improving student outcomes.|Based on educational partner input and local data, Vista Lago Global Academy has demonstrated strong progress in seeking input for decision-making by intentionally creating opportunities for staff and families to provide feedback on school operations, programs, and initiatives. As a founding school, the leadership team faced unique challenges, including facility-related disruptions such as temporary loss of water, power, air conditioning, internet, and access to equipment. Throughout these challenges, school leaders prioritized transparency, collaboration, and shared problem-solving with educational partners. Staff voice has been an important component of the school's decision-making process. During professional development sessions and staff meetings, leadership regularly seeks feedback on proposed plans and initiatives, including emergency preparedness procedures, testing schedules, school events, intervention programs, Career Day, and other campus activities. Input from staff helps identify potential scheduling conflicts, improve implementation plans, and ensure that decisions are responsive to the needs of students and employees. Leadership also regularly checks in with staff regarding timelines and expectations to ensure workloads remain manageable and equitable. Family input is also actively encouraged through monthly Coffee with the Principal meetings and other engagement opportunities. During these meetings, school leadership shares upcoming plans, school priorities, instructional initiatives, and intervention programs while providing families with opportunities to ask questions, share feedback, and offer recommendations. This ongoing dialogue has helped strengthen trust between families and school leadership and has ensured that parent perspectives are considered when making decisions that impact students. These practices have contributed to a collaborative school culture where educational partners feel heard, valued, and included in the decision-making process. As a result, the school has been able to adapt to challenges, improve communication, and implement programs that better meet the needs of students, staff, and families.|Based on educational partner input and local data, Vista Lago Global Academy's primary area for improvement in seeking input for decision-making is increasing the capacity of families and students to serve as active partners in analyzing data and shaping school improvement efforts. While the school has established structures for gathering feedback, the next step is empowering educational partners to engage more deeply in conversations about student outcomes and school effectiveness. The school plans to strengthen family leadership by supporting parent groups in reviewing and discussing key indicators such as attendance, academic achievement, intervention effectiveness, and social-emotional well-being. Rather than solely receiving information from school staff, families will be encouraged to ask questions, analyze data, provide recommendations, and participate in identifying solutions to schoolwide challenges. This shift will help create a stronger culture of shared decision-making and collective responsibility for student success. Additionally, the school seeks to increase student voice in evaluating instructional and intervention programs. Students will be provided with opportunities to reflect on their learning experiences, articulate their academic and social-emotional needs, and provide feedback on the effectiveness of supports and interventions. By helping students advocate for themselves and communicate what is working or what could be improved, the school can make more informed decisions that better meet student needs. These efforts will strengthen authentic educational partner engagement by ensuring that families and students are not only consulted but are active contributors in the decision-making process. Through increased leadership opportunities, data literacy, and structured feedback systems, the school aims to build a more collaborative and responsive approach to continuous improvement.|Based on educational partner input and local data, Vista Lago Global Academy will improve engagement of underrepresented families in decision-making by intentionally increasing representation within parent leadership and advisory groups. The school recognizes that meaningful decisions are strengthened when they reflect the perspectives and experiences of all families, particularly those whose voices may not be consistently represented. To achieve this goal, school leadership will conduct targeted outreach to families from underrepresented groups and personally invite them to participate in parent committees, advisory meetings, Coffee with the Principal sessions, and other decision-making opportunities. Through relationship-building and direct communication, the school aims to reduce barriers to participation and ensure that families feel welcomed, valued, and empowered to share their perspectives. In addition, the school will continue to provide multiple opportunities for families to offer input on school programs, academic initiatives, student supports, and school climate. By intentionally broadening participation and creating inclusive spaces for dialogue, the school will strengthen its ability to gather diverse perspectives and make decisions that better reflect the needs of the entire school community. These efforts will support a more equitable and representative decision-making process while fostering stronger partnerships between families and school leadership.|5|5|5|5|4|5|5|4|4|4|5|4|Met||2026-06-15|2026
33103300165449|Altus Schools Coachella Valley|3|The school has made significant progress in building strong relationships between school staff and families: key strengths and progress in this area include: •	High-quality Teachers: Each student is assigned a high-quality Teacher who is responsible for supervising all subjects and providing personalized attention. This close relationship ensures teachers can adjust assignments to meet student needs and goals and facilitates timely communication with parents. •	Parental Involvement: The school emphasizes the importance of parental involvement in student success. Parents are encouraged to set high expectations, talk about school daily, monitor schoolwork, establish daily homework routines, stay aware of test schedules, and maintain regular contact with teachers. This partnership approach helps in creating a supportive environment for students. •	Family Resources: The school provides extensive resources for families, including financial aid information, standardized testing support, and help with college admissions. These resources are designed to assist families in navigating the academic landscape and supporting their children’s educational journey. •	Personalized Learning Environment: The school operates with a low student-to-teacher ratio, allowing for personalized attention and the ability to build strong, individualized relationships. Teachers are deeply familiar with their students' academic levels and progress, which fosters a more tailored and supportive learning experience. •	Regular Communication: The school ensures regular communication through weekly conferences where parents receive updates on their child’s progress, attendance, behavior, and upcoming events. This continuous engagement keeps parents informed and involved in their child's education. These efforts collectively enhance the relationship between school staff and families, ensuring that students receive the support they need to succeed both academically and socially. Parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual LCAP survey indicate that 100% of parents report being able to provide input and feedback to the school through multiple ways. The school values the partnership between school staff and families as the foundation of parent and family engagement. 95.7% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 97.9% of parents report that the school provides innovative and engaging learning environments.|Engaging educational partners is an ongoing and sustained process focused on designing an educational program to meet student and community The school regularly consults with educational partners throughout the school year to understand the academic, social-emotional and physical needs of students and families. The school utilizes multiple methods to conduct meaningful engagement, including school events, trainings, meetings, committees and surveys. Additionally, the school’s educational model is centered on a strong school-to-home partnership. This partnership allows school staff to consult with students, parents and family members on a regular basis to discuss individual needs. All information received from educational partners is organized and analyzed to determine if existing programs and services are effective in meeting the needs of the school community and if new approaches are needed. The LEA’s focus areas for improvement in building relationships between school staff and families include increasing parental participation in the Family Learning Series to foster a deeper engagement with their children’s education. They aim to encourage parents to support their students in excelling in mathematics by providing resources and strategies to reinforce learning at home. Another focus is to gather more input from parents on specific needs such as language development and mental health, ensuring that the school’s programs are tailored to address these critical areas. These efforts are designed to create a more collaborative and supportive environment for students and their families.|To improve the engagement of underrepresented families the schools will address needs on several fronts. School materials will be translated, and interpreters have been made available for calls and meetings. The school will issue continue to provide Chromebooks and internet data plans to households in need of home technology. Increased Family Learning Series offerings to families focused on how to best support their child in academics, college/career interests, instructional support and health and safety for parents and families will be available.  Parent Square further provides communication and engagement opportunities between the educational partners and the school.|The LEA’s current strengths and progress in building partnerships for student success include providing a highly personalized academic experience through one-on-one instruction and small group sessions. The school emphasizes rigorous academic standards and regular assessments to ensure students meet or exceed expectations. The school offers various opportunities such as college courses, career technical education, internships, and leadership roles through programs like the California Cadet Corps. Additionally, the school engages students, parents and community partners in creating Pathways Personalized Education Plans to support individual student goals and needs.  The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and support for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and support to families throughout the school year.|The LEA’s focus areas for improvement in building partnerships for student outcomes include enhancing math resources and instructional support to boost student proficiency in mathematics. They also aim to strengthen college and career planning and guidance to ensure students are well-prepared for post-secondary education and career paths. Additionally, a focus is placed on improving strategies to help students graduate on time by providing targeted interventions and personalized support. These efforts are designed to create a more robust support system for student success. Based upon information collected from students, the school will maintain or expand Early College Credit partnerships to provide a broad and rigorous course of study while preparing students for post-high school pathways. In addition, the school is focused on providing students with additional counseling services to support and plan for post-high school pathways. The school will issue Chromebooks and internet data plans to households in need of home technology through the school’s connect program, managed by the school’s Equity and Inclusion Department which is focused on increasing opportunities for all students to succeed. In addition, a partnership with a local non-profit tutoring organization will provide additional academic tutoring opportunities for their students – particularly focused in Mathematics and ELA.|The school is committed to improving engagement with underrepresented families in partnerships that support student outcomes. This includes expanding community-based partnerships that address the academic, physical, and social-emotional needs of students and help reduce barriers to success in meeting their Personalized Learning Plan goals. To strengthen school-to-home communication and gather input from English Learner households, school materials will be translated and interpreters will be provided when needed. The school will continue to solicit input from educational partners to identify and address student and family needs and reduce barriers to success.|The LEA’s current strengths and progress in seeking input for decision-making include actively involving teachers, principals, administrators, school personnel, parents, and students through diverse engagement methods. Teachers contribute via the Staff LCAP Engagement Survey, ELAC Instructional Meetings, and professional learning sessions. Principals and administrators provide input through team huddles, SSC meetings, and strategic planning sessions. Parents participate in surveys, Open House, and Senior Night events, while students share their perspectives through surveys, School Site Council meetings, and various school events that focus on family engagement and provide opportunities for input into the school’s programs. This inclusive approach ensures the LCAP reflects the needs and priorities of all stakeholders, fostering a collaborative environment for student-centered actions and priorities.  The school engages educational partners in its processes for continuous improvement and prioritizes building the capacity of staff and families to engage in advisory groups and decision making. The school provides training for SSC members annually and holds regular meetings to develop, refine, and update the LCAP. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides training, resources, support, and feedback opportunities throughout the school year. In 2025-2026 the school received input from 143 students and parents and used the results in the development of the 2026-2027 LCAP.|The LEA’s focus areas for improvement in seeking input for decision-making include increasing parent and student participation in surveys, increasing attendance for the Family Learning Series, College/Career week, and engaging more in Open House and other school events. By enhancing these engagement methods, the LEA aims to gather more comprehensive and diverse feedback from parents, ensuring that their perspectives are effectively incorporated into the decision-making process. This approach is intended to create a more inclusive and responsive environment that better supports the needs and priorities of students and their families.|School staff will provide opportunities for students, parents, and family members to receive school information and resources at Open House and Senior Night Events. The school has also enhanced the Family Learning Series, which is ongoing and sustained training for parents and family members focused on their individual needs. The Family Learning Series is also committed to empowering parents and family members to be part of the school planning process – which includes reviewing schoolwide student engagement, achievement, and college/career readiness data. Instructional staff utilize ParentSquare to engage in two-way communication with students, parents and family members regarding the educational program and opportunities for input and engagement. Interactive English Learners Advisory Committee (ELAC) meetings will seek to increase parent participation and input into the English Learner Plan, including an annual Needs Assessment. The school will continue to provide translated materials and resources for parents and family members of English Learners.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-24|2026
33316250000000|California School for the Deaf-Riverside (State Special Schl)|3||||||||||||||||||||||Not Met|||2026
33669770000000|Alvord Unified|3|In our ongoing efforts to strengthen the connection between families and schools, Alvord Unified School District (AUSD) has continued to refine our communication strategies over the past year. School sites actively use ParentSquare to stay in touch with families. When the platform was first introduced, parent training sessions were offered, and we continue to emphasize its role as our primary communication tool.  In our parent engagement meetings—particularly through the District English Learner Advisory Committee (DELAC), the African American Parent Advisory Committee (AAPAC), and the LCAP Ambassador Committee—we remained focused on elevating parent voice and fostering transparent communication. Parents were not only invited to participate but were heard in real time, with their questions, feedback, and concerns documented and addressed during meetings or followed up at subsequent sessions. This approach ensured a clear and responsive feedback loop and reinforced meaningful family engagement in district decision-making.  AUSD has also expanded its Community Schools Initiative from six sites to 18 schools across the district. Community Schools are grounded in four key pillars: integrated student supports, active family and community engagement, collaborative leadership and practices, and expanded and enriched learning opportunities. Through this work, dedicated staff coordinate services and partnerships that address both academic and non-academic barriers to student success. By connecting students and families with health, mental health, social service, and enrichment resources, Community Schools strengthen the relationship between home, school, and community while supporting the whole child.  Finally, we continued offering parent workshops based on topics identified in collaboration with advisory groups such as DELAC and site-based parent organizations, including Parent University. These workshops not only provided families with valuable information and resources but also encouraged active participation in the educational process. Together, these efforts reflect AUSD’s ongoing commitment to building strong partnerships with families, increasing engagement, and creating schools where every student and family feels connected, supported, and empowered.|AUSD remains committed to fostering strong partnerships among schools, families, and the community. Throughout the year, the district has continued to expand opportunities for family engagement, strengthen communication, and ensure families have meaningful opportunities to contribute to the educational process.  AUSD promotes family voice through district and site committees, engagement forums, and advisory groups where parents and guardians can provide feedback, ask questions, and participate in discussions that impact students and schools. Schools continue to prioritize relationship-building and create welcoming environments where families feel respected, connected, and supported.  The Community Schools Initiative has strengthened these efforts, expanding from six sites to 18 Community Schools. Guided by the four pillars of Community Schools, sites collaborate with families and community partners through needs assessments, steering committees, and ongoing stakeholder engagement to identify local priorities and shape services and supports. This work strengthens trust and connections between home, school, and community.  The district continues to utilize ParentSquare and other communication platforms to provide timely information in accessible formats and, whenever possible, in families’ home languages. Schools regularly gather feedback through surveys, meetings, and engagement activities and communicate how stakeholder input informs decisions.  AUSD also focuses on creating welcoming and inclusive environments through culturally responsive practices, bilingual communication, and opportunities for meaningful interaction with staff and administrators. Events such as open houses, family nights, principal forums, and community gatherings help strengthen relationships and increase transparency.  Family learning opportunities remain a priority. Schools offer workshops and informational sessions on topics such as literacy, technology, social-emotional well-being, and college and career readiness. Scheduling sessions at various times and locations helps increase accessibility and participation.  Families continue to play an important role in decision-making through participation in School Site Councils, ELAC, DELAC, AAPAC, Community Schools Steering Committees, and the LCAP Ambassador Committee. Their contributions help inform school improvement efforts, student supports, and district priorities.  Through these efforts, AUSD continues to strengthen family-school partnerships, expand engagement opportunities, and foster a culture of collaboration that supports student achievement and well-being.|AUSD identified the importance of strengthening engagement with families who have historically been underrepresented in school processes and decision-making. As a result, the district has continued to expand efforts aimed at increasing access, removing barriers to participation, and ensuring all families have meaningful opportunities to connect with their schools.  AUSD has broadened its outreach efforts through site-based meetings, listening sessions, community events, and direct communication with families. These efforts create welcoming spaces where families can share experiences, provide feedback, and build relationships with school and district staff. By meeting families in familiar and accessible settings, the district has worked to increase participation and strengthen trust within the communities it serves.  One significant initiative was the continued work of the districtwide Mental Health Roadshow. Developed in response to student, family, and staff feedback, including Panorama survey results, the Roadshow focused on promoting student and family wellness while increasing awareness of available mental health resources. District social workers, Community Schools personnel, and site leaders partnered to bring information, supports, and services directly to school communities. Family resource events provided opportunities for parents and guardians to connect with local agencies, access support services, and learn strategies to support student well-being at home. Staff also conducted outreach efforts, including home visits, to strengthen relationships and connect families to available resources.  The district also recognized the need to support families navigating concerns related to immigration and other community challenges. Through partnerships with local organizations and advocacy groups, AUSD provided informational sessions and resources designed to address questions, build understanding, and foster trust through culturally responsive engagement practices.  The expansion of AUSD’s Community Schools Initiative has further enhanced the district’s ability to engage families who may have previously experienced barriers to participation. Now serving 18 schools, Community Schools utilize needs assessments, family input, and ongoing stakeholder engagement to identify priorities and develop responsive supports. Community Schools coordinators work closely with families to connect them with resources, facilitate engagement opportunities, and ensure family perspectives are reflected in site-level planning and decision-making.  Collectively, these efforts demonstrate AUSD’s commitment to advancing equity through authentic family engagement. By increasing access to resources, expanding outreach efforts, and creating multiple pathways for participation, the district continues to foster stronger partnerships with families and build a culture of trust, inclusion, and shared responsibility for student success.|Based on educational partner feedback, local data, and ongoing engagement efforts, AUSD has demonstrated continued growth in building partnerships that support positive student outcomes. A key strength of the district is its commitment to engaging families, students, staff, and community partners as active participants in the educational process. Through parent workshops, advisory committees, and district engagement opportunities, families are provided with the knowledge, resources, and opportunities necessary to support student success both at home and at school.  The district has expanded opportunities for family participation and leadership through the Family Engagement Office, site-based workshops, and advisory groups such as DELAC, AAPAC, and the LCAP Ambassador Committee. These efforts have increased opportunities for families to learn about district programs, provide feedback, and participate in decision-making processes. Virtual and in-person engagement opportunities have further improved accessibility and communication between schools and families.  AUSD has also strengthened partnerships through targeted initiatives designed to improve student belonging, engagement, and achievement. The Greatness Within initiative has provided intentional support for African American and Black students and families through 16 events focused on academic success, leadership development, cultural identity, scholarship opportunities, and family engagement. Educational partner feedback highlights the value of these opportunities in promoting belonging, student voice, and meaningful family engagement.  Another area of progress has been the expansion of Community Schools. Through needs assessments, stakeholder engagement, and site steering committees, Community Schools have strengthened collaboration among families, schools, and community partners. Expansion from six to 18 schools has increased access to integrated student supports, family engagement opportunities, collaborative leadership structures, and expanded learning experiences.  The district has further strengthened partnerships by expanding social-emotional and behavioral supports. Programs such as Alternative to Suspension (ATS) and Youth Court provide restorative approaches that keep students connected to school while promoting accountability and growth. Additional investments in mental health services, including two Social Workers, a Coordinator of At-Promise Youth, university partnerships, and collaboration with community-based agencies, have expanded supports available to students and families.  Collectively, these efforts demonstrate AUSD's commitment to collaborative partnerships that support students' academic, social-emotional, and behavioral success. Educational partner feedback and local data continue to guide district efforts to strengthen family engagement, expand community partnerships, and promote equitable outcomes for all students.|Based on educational partner feedback, survey results, and local data, AUSD has identified three primary focus areas for improvement in Building Partnerships for Student Outcomes: increasing student voice and agency, reducing chronic absenteeism, and strengthening engagement with African American students and families.  The first area of focus is increasing student voice and agency. Educational partners consistently emphasized the importance of creating additional opportunities for students to participate in decisions that impact their educational experiences. While students have played an active role through the LCAP Ambassador Committee and other leadership opportunities, the district recognizes the need to further expand structures that elevate student perspectives. AUSD will continue to increase opportunities for student leadership, gather student feedback, and promote voice and choice in both district initiatives and classroom learning experiences. Strengthening student agency is viewed as a key strategy for improving student engagement, belonging, and academic success.  The second area of focus is reducing chronic absenteeism. Although district attendance data show improvement and chronic absenteeism rates have declined, attendance remains an area of concern for some student groups and school communities. Educational partner feedback highlighted the need for continued collaboration between schools, families, and community partners to address barriers to attendance. The district will continue to strengthen early intervention efforts, expand family outreach, and leverage Community Schools and community partnerships to connect families with supports that promote consistent school attendance.  The third area of focus is strengthening partnerships with African American students and families. Feedback from families, students, and community members indicates a desire for deeper engagement, stronger communication, and increased opportunities for leadership and connection. While initiatives such as Greatness Within have created meaningful opportunities to celebrate student achievement, cultural identity, and family engagement, the district recognizes the need to build upon this foundation. During the coming year, AUSD will continue to strengthen collaboration with the African American Parent Advisory Committee (AAPAC), expand engagement opportunities for families, and develop additional structures that ensure African American students and families have a strong voice in district programs, services, and decision-making.  These focus areas reflect AUSD's commitment to continuous improvement and to building stronger partnerships that support student engagement, attendance, belonging, and achievement. The district will continue to use educational partner input and local data to guide improvement efforts and ensure that all students and families are connected, supported, and empowered to succeed.|Based on educational partner feedback, survey results, participation data, and the self-reflection process, AUSD identified the need to strengthen engagement with families who have historically been underrepresented in school and district decision-making. This includes African American families, families of English learners, foster youth, socioeconomically disadvantaged families, and those who face barriers to traditional engagement opportunities.  To address these needs, AUSD will continue targeted outreach efforts designed to build authentic relationships and increase meaningful participation. The district remains committed to culturally responsive communication, reducing barriers to engagement, and creating multiple pathways for families to connect with schools and district leaders. A key focus for the coming year will be strengthening partnerships with African American students and families. Educational partner feedback highlighted the need for additional opportunities for engagement, leadership, and collaboration. Building on the success of the Greatness Within initiative and the African American Parent Advisory Committee (AAPAC), the district will continue efforts to increase family participation, elevate family voice, and strengthen partnerships that support student achievement, belonging, and well-being. Family engagement events, leadership opportunities, student recognition programs, and community partnerships will foster stronger connections among schools, students, and families.  The district will also leverage its expanding Community Schools framework to deepen engagement with underrepresented families. Community Schools coordinators, social workers, and site teams will utilize needs assessments, steering committees, listening sessions, home visits, family resource events, and direct outreach to better understand family needs and connect families with supports. These efforts will increase participation, strengthen communication, and ensure family perspectives help shape school and district priorities.  Additional support will continue through DELAC, AAPAC, and the LCAP Ambassador Committee. The Family Engagement Office, Community Schools staff, At-Promise Youth Coordinator, and Student Services team will collaborate with local organizations, health providers, Riverside County agencies, and community partners to connect families with resources that address barriers to student success. Initiatives such as the Mental Health Roadshow, family wellness events, resource fairs, and community engagement days will continue providing access to information, services, and supports.  Through these efforts, AUSD seeks to ensure underrepresented families are active partners in supporting student outcomes. By strengthening relationships, increasing opportunities for participation, and expanding access to resources, the district will continue building a culture of trust, inclusion, and shared responsibility that promotes success for every student.|AUSD has made significant progress in creating systems that encourage meaningful participation from families, students, staff, and community members in district and school decision-making. Through intentional outreach and a variety of engagement structures, AUSD continues to strengthen transparency, collaboration, and shared responsibility for student success.  At the school level, Parent-Teacher Associations (PTA), Parent-Teacher Organizations (PTO), English Learner Advisory Committees (ELAC), School Site Councils (SSC), and Community Schools Steering Committees provide families with opportunities to share feedback and help shape school priorities. These groups serve as important forums for discussion and collaboration, ensuring school plans, programs, and resources reflect community needs.  AUSD has also strengthened stakeholder engagement through its Community Schools initiative. Community Schools Steering Committees regularly review needs assessment data, participation trends, and family feedback to guide planning and resource allocation. Annual surveys and ongoing engagement activities provide valuable insight into the needs and priorities of students and families, allowing schools to respond more effectively to their communities.  One of AUSD’s greatest areas of growth has been the expansion of the LCAP Ambassador Committee. This committee has become an important vehicle for gathering feedback from parents, students, staff, and community members regarding district priorities, goals, and actions. Through regular meetings, discussions, and collaborative review of data, members have helped inform the development of the LCAP and ensure district decisions reflect educational partner perspectives. Student participation has been particularly valuable in elevating student voice and helping the district better understand student experiences and needs. In addition to committee structures, AUSD continues to utilize districtwide surveys to gather stakeholder input. Participation in both LCAP and Community Schools surveys increased this year, providing a richer and more representative collection of feedback. Survey results are used to identify priorities, evaluate programs, and inform continuous improvement efforts at both the district and school levels.  At the district level, DELAC, AAPAC, and the LCAP Ambassador Committee continue to provide perspectives that help guide planning and decision-making. These groups ensure the voices of English learner families, African American families, students, staff, and community members are represented in discussions regarding programs, services, and resource allocation.  Through these efforts, AUSD has demonstrated a strong commitment to shared decision-making and continuous improvement. By creating opportunities for participation, listening to stakeholder feedback, and using that feedback to inform action, AUSD continues to strengthen partnerships that support positive outcomes for students and families.|While AUSD has expanded opportunities for educational partners to provide input through advisory committees, surveys, Community Schools structures, and the LCAP Ambassador Committee, analysis of stakeholder feedback and participation data indicates opportunities to further strengthen the district's decision-making processes.  One area for improvement is increasing awareness of and participation in existing engagement opportunities. AUSD offers multiple avenues for stakeholder input, including ELAC, SSC, DELAC, AAPAC, Community Schools Steering Committees, and the LCAP Ambassador Committee; however, participation levels vary across groups and school communities. The district will continue to refine communication and outreach strategies to ensure that families, students, staff, and community members understand the purpose of these groups and the important role they play in shaping district decisions.  A second area of focus is increasing representation from educational partners whose voices have historically been underrepresented. Feedback gathered through surveys, committee discussions, and Community Schools needs assessments indicates the need for continued outreach to African American families, families of English learners, foster families, socioeconomically disadvantaged families, and other groups that may face barriers to participation. AUSD will continue to expand culturally responsive engagement strategies, provide accessible meeting formats, and strengthen partnerships with community organizations to ensure that a broader range of perspectives is represented in district decision-making.  The district has also identified an opportunity to further strengthen student voice. While the LCAP Ambassador Committee has been highly successful in elevating student and parent perspectives, educational partner feedback suggests that additional opportunities exist to incorporate student voice into site and district decision-making processes. AUSD will continue to explore ways to expand student participation and ensure that student experiences help inform future planning efforts.  Finally, AUSD recognizes the importance of strengthening the feedback loop between stakeholder input and district action. Educational partners have expressed a desire to better understand how their feedback influences decisions, priorities, and resource allocation. The district will work to provide clearer communication regarding survey findings, committee recommendations, and actions taken in response to stakeholder input.  By increasing participation, broadening representation, strengthening student voice, and improving communication regarding the impact of stakeholder feedback, AUSD will continue to refine its decision-making processes and ensure that educational partners remain active participants in shaping the future of the district.|Based on educational partner feedback, participation data, and the self-reflection process, AUSD identified the need to increase participation from underrepresented families in district and school decision-making processes, particularly African American families, families of English learners, foster families, and socioeconomically disadvantaged families.  To address this need, AUSD will continue to strengthen outreach through DELAC, AAPAC, Community Schools Steering Committees, School Site Councils, and the LCAP Ambassador Committee. The district will build upon successful stakeholder engagement efforts, including Community Schools needs assessments, listening sessions, and LCAP surveys, to ensure that a broader range of family perspectives informs district decisions.  AUSD will also focus on reducing barriers to participation by providing translated materials, flexible meeting formats, and multiple opportunities for families to provide input. In addition, the district will strengthen communication regarding how stakeholder feedback influences district priorities, actions, and resource allocation.  Through these efforts, AUSD will continue to create a more inclusive decision-making process that increases representation, elevates underrepresented voices, and ensures that district decisions reflect the needs and perspectives of the communities it serves.|4|4|3|5|4|3|3|3|4|4|4|4|Met||2026-06-18|2026
33669850000000|Banning Unified|3|Banning Unified has strengthened relationships with the families of our students through several initiatives, including social media posts several times a week and regular podcasts. BUSD strives to make families feel welcome at the school sites. Principals and parent liaisons have been trained with Riverside County Office of Education (RCOE) Family Engagement Network (FEN). FEN has provided strategies that have helped increase family engagement within our school district.  Banning Unified has begun improving relationships by providing staff with professional development on working with the emotional needs of the students and their families. Teachers communicate with families and welcome their participation in the schools. Meetings with parents are an opportunity for the staff to connect available resources with the parents on whatever things they may need, be it health care, counseling, or basic needs like food.  Parents of English Learners are supported at District and all school sites in that all communications with parents are in English and Spanish, including social media and a parent communication system. In addition, the district has expanded opportunities for parent participation through the expansion of virtual meeting options for parents. A number of services are now available in a virtual format to accommodate families. These include virtual parent conferences, virtual IEP participation, and more.  Additionally, we have expanded participation in before and after school programs, providing more opportunities for students to engage in learning and enrichment activities outside of regular school hours. We have also added personnel whose primary duties are parent and community outreach, ensuring continuous support and engagement with our families and the broader community.|Banning Unified has identified parent engagement as a critical factor in addressing chronic absenteeism, academic achievement, and parent education. As a result, we will be focused on engaging parents with their child’s school to promote daily attendance and student learning.  Based on the analysis of educational partner input and local data, Banning’s focus areas for improvement in building relationships between school staff and families include:  Enhanced Communication: Strengthening the communication channels between school staff and families to ensure parents are well-informed and involved in their child's education. This includes regular updates on attendance, academic progress, and school activities through multiple platforms such as emails, phone calls, text messages, and school apps.  Parent Involvement Programs: Creating opportunities for parents to actively participate in school activities and decision-making processes. This can include inviting parents to join school committees, attend workshops, and volunteer in school events.  Supportive School Environment: Building a welcoming and supportive school environment where parents feel valued and respected. This involves training school staff on strategies to engage families who are struggling culturally and economically, and to foster effective communication skills while building positive relationships with families.|Recognizing that underrepresented families may face unique challenges and barriers, Banning Unified is committed to implementing targeted strategies to ensure these families are engaged and supported effectively.  Identifying and Addressing Barriers Language Support: Providing translation and interpretation services to ensure non-English speaking families can fully participate in their child's education. This includes translating school communications and having interpreters available for meetings.  Cultural Competency: Training school staff to understand and respect the diverse cultural and economic backgrounds of families to help staff build trust and effectively communicate with families.  Accessible Meeting Times: Scheduling parent meetings, workshops, and events at various times to accommodate working parents and those with irregular schedules. Offering virtual options help to increase accessibility for families who cannot attend in person.|Based on the analysis of educational partner input and local data, the Banning Unified School District has demonstrated significant strengths and progress in building partnerships for student outcomes. One notable strength is the district's proactive approach in reaching out to parents and guardians when their child is struggling, ensuring timely intervention and support. Regular Student Study Team meetings are held across all schools to address individual student needs.   Elementary report cards have been revised to provide clearer information on student progress, enhancing parental understanding and involvement. The creation of a Differentiated Assistance Team, which includes all stakeholder groups, is another strength. This team is tasked with collecting and analyzing student achievement data, identifying root causes of academic issues, and developing targeted actions to improve student outcomes. The effectiveness of these actions is continuously monitored and adjusted as needed.  Additionally, many schools host curriculum-based family nights, such as Math, ELA, and AVID nights, which help parents understand current standards and teaching methods, fostering a collaborative environment for student learning. The district has also increased parent engagement through the formation of a separate District English Language Learner Advisory Committee and expanded opportunities for parent participation by offering virtual meeting options.   Furthermore, the district now provides parent communications in three additional languages and has improved communication frequency through regular updates and social media posts, facilitated by the new communications department.   However, an area for improvement is providing more staff training on conducting successful meetings with parents, focusing on students' needs and strengthening school-home partnerships to support academic and social success.|Based on the analysis of educational partner input and local data, the Banning Unified School District has identified several focus areas for improvement in building partnerships for student outcomes. One primary area for enhancement is the need for more comprehensive training for staff on how to conduct effective meetings with parents. These meetings should emphasize collaboration and focus on addressing students’ academic and social needs, aiming to create stronger partnerships between school and home.  Additionally, while the district has made strides in communication and parent engagement, there is room for improvement in ensuring that all parent groups, especially those who speak languages other than English, are fully integrated and supported in the communication process. This includes further expanding translation services and culturally responsive outreach efforts.  Another focus area is the refinement of the Differentiated Assistance Team’s processes. While the team is already actively collecting and analyzing data, there is a need to ensure that the actions developed to address academic issues are consistently effective and that their impact is rigorously evaluated. Continuous feedback loops and adjustments based on data-driven insights will be crucial.  Finally, the district aims to increase the frequency and depth of curriculum-based family nights and other engagement events, ensuring they are accessible to all families. Providing more interactive and hands-on opportunities for parents to engage with the curriculum and school activities will help strengthen the connection between home and school, ultimately supporting student success.|Based on the analysis of educational partner input and local data, the Banning Unified School District plans to improve engagement of underrepresented families identified during the self-reflection process through several targeted strategies.  Firstly, the district will expand its translation and interpretation services to ensure all communications are accessible in the primary languages spoken by underrepresented families. This includes not only translating written communications but also providing real-time interpretation during meetings and events.  Secondly, the district will enhance its outreach efforts by employing culturally responsive strategies to connect with underrepresented families. This includes partnering with community organizations and leaders who have established trust within these communities to facilitate communication and engagement.  Thirdly, the district will increase the availability and accessibility of virtual meeting options, which have been shown to significantly improve participation rates among families who may face barriers to in-person attendance. Offering flexible scheduling and multiple formats for engagement opportunities will further support this effort.  Additionally, the district will provide training for staff on cultural competency and effective communication strategies with diverse families. This training will equip staff with the skills needed to build stronger, more inclusive relationships with all families.  The district also plans to create more family engagement events that are specifically designed to meet the needs and interests of underrepresented families. These events will focus on fostering a welcoming and inclusive environment where families feel valued and heard.  Lastly, the district will establish a feedback loop with underrepresented families to continuously assess and respond to their needs and concerns. This will involve regular surveys, focus groups, and direct feedback mechanisms to ensure that the district’s engagement strategies are effective and responsive to the community’s evolving needs.|Based on the analysis of educational partner input from the educational partner survey and school community meetings, the Banning Unified School District has demonstrated significant strengths and progress in building partnerships for student outcomes. One notable strength is the district's proactive approach in reaching out to parents and guardians when their child is struggling, ensuring timely intervention and support. Regular Student Study Team meetings are held across all schools to address individual student needs.  Elementary report cards have been revised to provide clearer information on student progress, enhancing parental understanding and involvement. The creation of a Learner Profile Committee, which includes all educational partner groups, is another strength. This team is tasked with creating district-wide competencies and grade-level learner progressions for elementary, middle, and high school.   Additionally, many schools host curriculum-based family nights, such as Math, ELA, and AVID nights, which help parents understand current standards and teaching methods, fostering a collaborative environment for student learning. The district has also increased parent engagement through the formation of a separate District English Language Learner Advisory Committee and a Community Advisory Committee for special education parents as well as expanded opportunities for virtual parent participation in meetings.  Furthermore, the district now provides parent communications in three additional languages and has improved communication frequency through regular updates and social media posts, facilitated by the communications department.  However, an area for improvement is continued with more staff training on building school-home partnerships, conducting successful meetings with parents, and focusing on students' academic and social emotional success.|Based on the analysis of educational partner input and local data, the Banning Unified School District has identified several focus areas for improvement in building partnerships for student outcomes. One primary area for enhancement is the need for more comprehensive training for staff on how to conduct effective meetings with parents to build school-home partnerships. These meetings should emphasize collaboration and focus on addressing students’ academic and social emotional needs.  Additionally, while the district has made strides in communication and parent engagement, there is room for improvement in ensuring that our diverse community, especially those families who speak languages other than English, are fully integrated and supported in the communication process. This includes further expanding translation services and culturally responsive outreach efforts.  Another focus area is the creation of a Learner Profile Committee which is tasked with creating district-wide competencies and grade-level learner progressions for elementary, middle, and high school.  Continuous feedback loops and adjustments based on data-driven insights will be crucial.  Finally, the district aims to increase the frequency and depth of curriculum-based family nights and other engagement events, ensuring they are accessible to all families. Providing more interactive and hands-on opportunities for parents to engage in the curriculum and school activities will help strengthen the connection between home and school, ultimately supporting student success.|Based on the analysis of educational partner input and local data, Banning Unified School District plans to improve the engagement of underrepresented families in seeking input for decision-making through several targeted strategies.  The district will expand its translation and interpretation services to ensure all communications are accessible in the primary languages spoken by families in the community. This includes not only translating written communications but also providing real-time interpretation during meetings and events.  The district will continue its outreach efforts by employing culturally responsive strategies to connect with our diverse families. This includes partnering with community organizations and leaders who have established trust within these communities to facilitate communication and engagement.  The district will increase the availability and accessibility of virtual meeting options, which have been shown to improve participation rates among families who may face barriers to in-person attendance. Offering flexible scheduling and multiple formats for engagement opportunities further support this effort.  Additionally, the district will provide training for staff on cultural competency and effective communication strategies with diverse families of all backgrounds. This training will equip staff with the skills needed to build stronger, more inclusive relationships with all families. The district also plans to continue to offer family engagement events that are specifically designed to meet the needs and interests of families in the community. These events will focus on fostering a welcoming and inclusive environment where families feel valued and heard.  Lastly, the district will continue a feedback loop with families to assess and respond to their needs and concerns. This involves regular surveys, focus groups, and direct feedback mechanisms to ensure that the district’s engagement strategies are effective and responsive to the community’s evolving needs|4|4|4|4|4|5|4|4|4|4|4|4|Met||2026-06-24|2026
33669930000000|Beaumont Unified|3|"The Beaumont Unified School District (District) exhibits significant strengths in building relationships rooted in a culture of mutual respect and responsiveness. A primary asset is the high regard families have for the teaching staff, whom they consistently describe as ""amazing,"" ""phenomenal,"" and ""supportive."" This trust is bolstered by site leadership, including principals and counselors described as ""fantastically responsive"" and maintaining an ""open door policy.""  The District has made substantial progress in creating a joyful and welcoming campus culture, with families specifically valuing staff greetings at school entrances that include music and high fives, building a sense of security for both students and parents. Quantitative data supports these findings, with 79% of parents reporting that teachers show a tremendous amount of respect and 71% viewing the overall school climate favorably. Additionally, Panorama survey results show high scores in Barriers to Engagement (82%) and School Safety (78%), placing the LEA at or above national benchmarks.  Systemically, the District has enhanced engagement through several key initiatives: - Effective Digital Communication: The use of platforms like ParentSquare and StudentSquare allows for constant updates and newsletters that keep families connected to classroom activities. - Inclusive Decision-Making: The District ensures parent voices are heard by maintaining 100% compliance with functional School Site Councils (SSC) at every site and utilizing active groups like the Family and Community Engagement (FACE) committee and the District African American Parent Advisory Committee (DAAPAC). - Specialized Support and Outreach: Families of students with specialized needs have expressed gratitude for the ""outstanding care"" provided by Special Education teams. - Targeted Engagement Personnel: The District has invested in specialized outreach staff, including family support coordinators and attendance technicians, who proactively work with high-needs families, such as Foster Youth and Low-Income students, to remove barriers to success.  Overall, the District demonstrates strong foundational conditions for relationships, prioritizing a Districtwide commitment to ensuring parents and caregivers are partners in the educational journey."|Based on the analysis of educational partner input and local data, the District has identified several critical focus areas to strengthen relationships between school staff and families.  Enhancing Communication and Transparency: A primary area for improvement involves the timing and clarity of school communications. Families have reported that the notification period for school event, such as dances, band functions, and reading day, is often only one to two weeks, which is insufficient for working parents to adjust their professional schedules. Additionally, there is a strong desire for greater transparency regarding student progress and clearer explanations of specialized processes, such as the English Language Proficiency Assessments for California (ELPAC), which families feel are often not explained until later grades.  Improving Active Engagement and Collaboration: While the District maintains high scores in school safety and welcoming environments, overall Family Engagement could increase. Consequently, a major focus is to shift from passive communication toward authentic, two-way engagement where families are treated as active partners rather than recipients of information.  Expanding Infrastructure and Outreach: To facilitate more personalized and accessible support, educational partners have identified the need for a dedicated resources that can provide infrastructure necessary for more direct and personalized outreach to all families.  Addressing Site Level Relationship Friction: Input from partners highlighted a need to manage interpersonal dynamics and leadership culture at specific sites to increase community morale. The District recognizes that for family relationships to thrive, there must first be a positive, respectful culture among the staff that is modeled by site leadership.  Expanding Input Modalities: Finally, the District aims to continue providing and diversifying engagement opportunities for parents. This includes utilizing a variety of different modalities to reach out and gather input from families to ensure their voices are consistently integrated into the decision-making process.|"Based on the analysis of educational partner input and local data, the District is implementing a multi-faceted approach to improve the engagement of underrepresented families by moving from passive contact toward meaningful, sustained partnerships.   Culturally Responsive Outreach and Communication:  The District will expand multilingual communication and interpretation services to systematically reduce language barriers. To ensure information is accessible and timely, the District will provide weekly newsletters and utilize a variety of communication modalities to reach different populations.  Targeted Support and Staffing:  Specific actions have been added to increase support through staff liaisons who will work directly with students and families, with a particular focus on Foster Youth. Additionally, the District will invest in professional development to build staff capacity in culturally responsive family engagement and inclusive practices.  Flexible and Community-Based Engagement:  Recognizing the diverse schedules of working families, the District will increase flexible engagement opportunities, including varied meeting times, virtual options (when appropriate), and events held within the community. The District also plans to partner with trusted community organizations to build relationships with families who may currently feel disconnected from the school system.  Inclusive Feedback Loops:  To ensure underrepresented families have a consistent voice in decision-making, the District will create structured feedback loops, such as targeted focus groups and advisory committees. These systems are designed to ensure that input is not only gathered but clearly communicated back to families to demonstrate how it informs District policy.  Relational Events and Specialized Services:  The District will continue to host and expand events that bring families onto school sites, such as literacy fairs, art showcases, and math nights. Targeted outreach will persist for specific groups, including evenings for families receiving Special Education (SPED) services and specialized ""Round Up"" events for new families.  Through these intentional efforts, the District aims to create a more welcoming and inclusive environment where every family feels empowered to be an active partner in their child's education."|The District has established robust systemic frameworks for building partnerships focused on student outcomes, characterized by a high degree of transparency and inclusive decision-making. A primary strength is the 100% maintenance of functional School Site Councils (SSC) across all campuses, which ensures family voices directly influence local budgetary and instructional planning. This is complemented by the Local Control Accountability Plan (LCAP) Advisory Committee and other parent groups that facilitate collaborative strategies for academic growth and equity.  Technological integration is a significant area of progress, providing families with real-time access to academic data, including grades, assignments, and attendance, via the Aeries student portal. Communication is further streamlined through ParentSquare and StudentSquare, which utilize auto-translating messaging to bridge language gaps and keep families connected to classroom activities. The availability of virtual meetings, provision of child care during meetings, and workshops has also helped remove participation barriers for working families.  These partnerships have yielded measurable results and high levels of stakeholder trust: - Academic Gains: The District saw a 7.93% increase in English Language Arts (ELA) California Assessment of Student Performance and Progress (CAASPP) scores. - Attendance Improvement: Chronic absenteeism was reduced from 30.2% to 20% through targeted outreach and support. - College and Career Success: Specialized pathways like Middle College and Career Technical Education (CTE) have achieved over a 98% pass rate in dual enrollment courses. - Removing Financial Barriers: The District funds mandatory fees for dual enrollment, Preliminary Scholastic Aptitude Test (PSAT), Scholastic Aptitude Test (SAT), and Advanced Placement (AP) testing to ensure equitable access for low-income and high-needs students.  Internal alignment is maintained through monthly District level meetings and weekly Professional Learning Communities (PLCs), ensuring that staff are responsive to student needs. Quantitative data reinforces these strengths, with 79% of parents reporting that teachers show a tremendous amount of respect for students and 97% of teachers finding their work meaningful. This culture of mutual respect ensures that staff and families remain unified in their commitment to student success and post-secondary readiness.|"Based on the analysis of educational partner input and local performance data, the District has identified several key focus areas to enhance partnerships for student outcomes, primarily centering on communication logistics, academic transparency, and internal systemic alignment.  Improving Communication Logistics and Transparency: A primary concern raised by families is the limited lead time for event notifications. Parents have specifically requested that school calendars and event notices be sent out at least one month in advance to allow working families to coordinate their schedules. Additionally, families expressed a desire for greater academic transparency, including receiving syllabi or reference materials to support learning at home and earlier explanations of specialized processes like the English Language Proficiency Assessments for California (ELPAC).  Strengthening Support for Specific Student Groups: The District recognizes a critical need to strengthen partnerships and support for specific student populations, including Students with Disabilities (SWD), English Learners (ELs), Foster Youth, and Low-Income students. These groups are central to LCAP planning, and the District aims to ensure that engagement with these families is proactive and that strategies are responsive to their unique barriers.  Bridging the Digital Divide: While the District utilizes several digital platforms for real-time data, some families, including those from underrepresented communities, struggle to navigate these tools. To address this, the District is focusing on simplifying the user experience for digital platforms. The District is also expanding multilingual tech support and training sessions to build digital literacy. It is important to ensure families can effectively use portals to monitor student performance and support learning at home.  Enhancing Internal Alignment and Feedback Loops: Internal feedback indicates a need to bridge a perceived ""disconnect"" between District Office (ESF) leadership and school sites. Staff have expressed a desire for more collaborative decision-making regarding new initiatives to avoid top-down mandates. Furthermore, the District is moving toward a ""closing the loop"" model, ensuring that families and students see exactly how their input has influenced final decisions and District outcomes.  Infrastructure and Personalized Outreach: To facilitate these improvements, educational partners have identified the need to provide more personalized and direct outreach. These focus areas aim to move the District toward a more proactive, two-way engagement model that validates partner concerns through transparent follow-through."|"Based on the analysis of educational partner input and local data, the District is implementing several strategies to improve the engagement of underrepresented families in building partnerships for student outcomes, moving from general communication toward personalized and inclusive support systems.  A major priority is strengthening digital literacy through a collaborative effort between the Instructional Technology (IT) Department and the Parent and Community Engagement Coordinator. This initiative provides families with hands-on sessions to help them access and interpret student performance data, navigate parent portals, and use digital learning platforms. These efforts are specifically designed to empower families to play a more active role in their child’s education by building the skills and confidence needed to engage meaningfully.  Additional key strategies for improvement include: - Personalized Outreach: While standard platforms like ParentSquare and social media will continue to be used, the District will incorporate more personalized invitations and language-accessible messaging to reach underrepresented groups. - Tailored Workshops: The parent engagement team is focused on creating welcoming environments and providing workshops centered on family-identified needs, such as student wellness, academic support, and navigating school systems. - Shared Decision-Making: The District aims to increase opportunities for two-way communication and shared decision-making, ensuring that family feedback consistently informs the strategies used to achieve academic growth and equity. - The District also plans to increase the number of bilingual aides and host ""boot camps"" to help families better understand academic expectations and specialized assessments like the ELPAC. - Focus on High-Needs Populations: Outreach will specifically target families of Foster Youth, English Learners, and Students with Disabilities, ensuring that district actions are responsive to the unique barriers these groups face.  Through these intentional, cross-departmental efforts, the District aims to strengthen its culture of partnership, ensuring all families have the tools and opportunities to support student success."|The District maintains 100% compliance with School Site Council (SSC), ensuring families and staff directly influence local budgets and planning. Inclusive decision-making is prioritized through the LCAP Advisory Committee, which integrates perspectives from District English Learner Advisory Committee (DELAC), District African American Parent Advisory Committee (DAAPAC), and tribal councils. Student voice is amplified via secondary school focus groups and student representatives on the Board of Trustees.  Comprehensive feedback is gathered from over 5,500 partners using Panorama, K12 Insight, and Google Forms to inform LCAP goals. Staff engagement is a notable strength; 69% of employees feel encouraged to share ideas, and 79% report that supervisors are willing to listen to new suggestions. These systemic structures ensure that diverse stakeholder input remains a cornerstone of the District’s continuous improvement and resource allocation process.|"Based on educational partner input, the District is prioritizing the effectiveness and inclusivity of its feedback systems. A primary focus is ""closing the loop"" with families and students to demonstrate exactly how their input has influenced final decisions and District policy. This effort aims to build greater transparency and trust by moving beyond data collection toward a model of transparent follow-through.  Additionally, the District is working to expand two-way communication to ensure all educational partners feel their voices are meaningfully integrated into the decision-making process. Key areas for improvement include: - Increasing Participation: Reaching a broader range of stakeholders, with a specific emphasis on underrepresented groups. - Diversified Outreach: Enhancing the ""marketing"" of engagement opportunities through multiple modalities, including newsletters, digital posters, and ParentSquare, to ensure surveys and meetings are more accessible. - Proactive Engagement: Transitioning from passive input collection to a model that validates partner concerns through frequent and consistent communication.  By strengthening these systems, the District ensures that stakeholder insights continue to refine LCAP goals and prioritize resource allocation effectively."|"The District will improve engagement for underrepresented families by expanding targeted outreach and creating inclusive opportunities for input. To remove barriers, the District is increasing multilingual communication and interpretation services. To accommodate diverse schedules, it will offer flexible meeting formats, including virtual and community-based options (when appropriate), and partner with trusted community organizations. Outreach will include better marketing of surveys through ParentSquare, newsletters, and digital posters. Feedback systems will be strengthened through the consistent use of surveys, focus groups, and advisory committees. The District aims to ""close the loop"" by transparently showing how family input informs final decisions. Additionally, staff will receive professional training in culturally responsive engagement to better support diverse families. This multi-modal strategy ensures that underrepresented voices are meaningfully integrated into the seeking input for decision-making process."|5|5|4|5|4|4|5|4|4|5|5|5|Met||2026-06-09|2026
33669930127142|Highland Academy|3|Highland Academy prioritizes a strong partnership between home and school. We believe that student success is most effectively achieved through collaborative efforts between families and our educational community. We have expanded family engagement by increasing opportunities for involvement, including volunteer roles, assemblies, events, workshops, and community service initiatives. Our quarterly elementary award assemblies not only celebrate student achievements but also foster a sense of community and encourage family participation.  We have observed a meaningful increase in parent volunteers across various school activities, as well as higher attendance at events, athletic competitions, and official school meetings. While entirely voluntary, many of our staff consistently support students by attending plays, performances, and sporting events after school. This dedication is noted by parents and students alike, many of whom have expressed their appreciation for our teachers' commitment.|The implementation of our new school-to-home communication platform has yielded positive results, significantly enhancing the dialogue between our families and the school. Parents now enjoy greater access to teachers and vital school information. While this transition has presented some challenges—expected during any significant institutional shift—we are actively refining our approach. As the program matures, we look forward to leveraging additional features to further deepen our engagement with the parent community.|We are committed to strengthening relationships with underrepresented families and closing achievement gaps. To support this, our administrators, school counselor, and SAI staff are spearheading key training initiatives for faculty and staff. These sessions are designed to foster a deeper understanding of our students' diverse backgrounds, empowering our team to connect more meaningfully with families. We are also implementing engagement strategies for at-risk students and their families, including specialized workshops, events, and conferences tailored to their specific needs. Our goal is to maintain a welcoming, inclusive environment where every family feels valued and empowered to participate in their child's success.|Our commitment to building partnerships for positive outcomes continues to show encouraging progress. A core strength of our program lies in established procedures for supporting students with diverse needs. Parent-teacher conferences, along with Student Success Team (SST), 504, and Individualized Education Program (IEP) meetings, facilitate open communication among families, teachers, and specialists, ensuring comprehensive input for individualized support plans.  Our middle school homeroom intervention program, Learning Foundations elective, and elementary pull-out intervention services offer targeted academic remediation and homework assistance, providing essential support for students requiring additional help.|While we have made progress, we recognize that additional support is required in math, language arts, and student attendance, as these remain key focus areas for our school. We are actively exploring methods to engage families in supporting student attendance and academic growth through initiatives such as workshops, incentives, and assemblies. We have already implemented several of these, and they are proving beneficial. By continuing to collaborate, our staff and families can establish a more comprehensive support system, ultimately driving improved student outcomes in these critical areas.|We remain dedicated to fostering an inclusive school environment and are actively cultivating partnerships with underrepresented families. To ensure all families stay informed, our school-to-home communication platform provides translation services in families' preferred languages. Additionally, staff members are available to serve as translators, facilitating seamless communication between parents and educators. We are also developing targeted initiatives—including clubs, after-school programming, and specialized events—designed to engage at-risk students and their families through activities tailored to their unique interests and needs. Beyond utilizing our digital communication platform, our team makes personalized outreach efforts to ensure these families feel specifically welcomed and valued.|We prioritize transparent, data-driven decision-making grounded in open communication and stakeholder input. We foster direct dialogue with families through parent meetings, ensuring that community concerns and priorities remain central to our process. Our stakeholder surveys provide a broader perspective, while board meetings maintain accountability by keeping the community informed of our self-reflection efforts. Beyond these formal structures, we uphold an open-door policy, actively encouraging parents to connect with school leadership. Furthermore, our new communication platform has significantly strengthened the accessibility and responsiveness of our engagement with families.|To foster a more inclusive feedback loop, we are analyzing participation data to proactively identify and address representation gaps across our input channels. By implementing targeted outreach strategies—including personalized invitations, expanded translation services, and scheduling meetings at more accessible times—we aim to more effectively engage our diverse community. This commitment ensures we capture a broader spectrum of stakeholder perspectives, thereby fostering deeper insights and more equitable participation and decision-making.|Highland Academy remains dedicated to cultivating a diverse and inclusive educational community for every student and their family. To support this mission, we are refining our outreach initiatives to more effectively connect with and support underrepresented groups. Our approach is evolving past conventional methods to include community-oriented and culturally sensitive engagement practices.  At the same time, we are launching a focused effort to recognize and remove barriers to accessibility that may unintentionally impede involvement or dialogue. These actions encompass confirming the language settings used in formal school communications, providing translation assistance when required, enhancing our digital resources to meet a variety of user requirements, and ensuring our campus facilities are both inviting and accessible for everyone, regardless of their physical abilities.  The primary objective of these endeavors is to create a culture where families from underrepresented backgrounds feel not just invited, but truly capable of contributing their essential viewpoints and expertise. We view their engagement as more than just a preference; it is fundamental to the vitality and ongoing growth of our institution.|5|4|4|4|4|4|4|3|4|4|4|4|Met||2026-06-18|2026
33669930139360|Mission Vista Academy|3|Our teachers and other staff members work closely with students and their parents/guardians, fostering positive relationships. Annual feedback survey responses from parents and guardians show that 98% state that adults at the school care about students, and 99% shared that staff members treat them and their children with respect. Eighty-seven percent of students report that their teachers really know them, and 92% shared that teachers care about them.|We have a positive relationship with our non-English-speaking parents/guardians, and we continue to focus on refining our communication/support infrastructure for them. We provide translation services and invite families to join our Multilingual Learner Advisory Committee. Ninety-six percent of parents/guardians of multilingual learners who responded to our annual input survey shared that adults at the school care about their children. 100% of these families believe MVA staff members treat parents and students with respect.|We will continue to analyze the results of family engagement surveys to identify areas of focus and discuss improvement strategies with them. Beyond that, we will continue to explore areas for growth and improvement with our underrepresented families during various engagement meetings, including our Title I meeting and English Learner and LCAP Advisory Committees.|We assign each family an appropriately credentialed Home School Teacher (“HST”). The HST meets with families to collaboratively create a personalized learning plan, reflecting a combination of optimal learning approaches. Their role is similar to that of a case manager teacher within an exceptional needs’ education environment. During regularly scheduled meetings, HSTs collaborate with families to provide needed support and review student performance and progress. We ensure students are engaged in appropriate educational activities on instructional days and assess independent work quality and time value.|We have focused on communicating the importance of participating in and making an earnest effort in state assessments. Educational partner input survey results show that 97% of parents/guardians agree or strongly agree that they understand the importance of students’ participation in and performance on state assessments.|We will continue to analyze the results of family engagement surveys to identify areas of focus and discuss improvement strategies with them. We will also continue to explore areas for continued improvement with our underrepresented families during various engagement meetings, including our Title I meeting and English Learner and LCAP Advisory Committees.|MVA’s credentialed HSTs facilitate direct communication of opportunities to participate in LEA decision-making for the families to whom they are assigned. Additionally, we provide frequent opportunities to use electronic and in-person communication to share input and feedback, such as our LCAP Advisory Committee meetings and input survey links. Annual feedback surveys show that 97% of parents believe the school seeks their input in decision-making.|We are gathering input from various educational partners to develop methods for increasing parent and student participation in input surveys and advisory committees.|We strive to include underrepresented families in our LEA-wide decision-making. For example, we communicate opportunities to participate in decision-making in our parent communications, our Title I meetings, and our English Learner Advisory Committee.  Input survey responses from parents/guardians of all priority group students show that our school partners appreciate opportunities to participate in schoolwide decision-making. These surveys show that 98% of parents/guardians of multilingual students and 96% of parents of socioeconomically disadvantaged students agree or strongly agree that the school provides opportunities for them to provide input in decision-making activities. We received survey responses from four foster families, all of whom agreed or strongly agreed with this statement. Additionally, 97% of parents/guardians of students with disabilities and 100% of parents/guardians of homeless students or those living in temporary housing agree or strongly agree that MVA staff members provide opportunities for them to provide input in decision-making activities.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-11|2026
33670330000000|Corona-Norco Unified|3|"The Corona-Norco Unified School District (CNUSD) strives to foster strong partnerships between school staff and families, creating a collaborative environment that supports student success. The district hosts numerous site-based activities, such as International Day at Washington Elementary, where students and families celebrate global cultures through dance, music, and shared learning experiences. Additionally, CNUSD organizes district-wide events like the Festival of the Arts, which showcases student artwork and performances, allowing families to engage with and appreciate their children's creative talents . The district also offers programs such as the ""All-Stars Foster Youth Program,"" which provide support and resources to families, enhancing their involvement in the educational process. These initiatives reflect CNUSD's commitment to building meaningful relationships with families, ensuring a supportive and inclusive educational community."|The Corona-Norco Unified School District (CNUSD) is focused on improving communication between school staff and families, with an emphasis on creating clear, two-way communication channels. While the district has seen success with tools like ParentConnect, which allows parents to access their child's academic progress and school updates in multiple languages, there is a continued effort to enhance these platforms. CNUSD reviewed and adopted a high quality 2-way communication tool during the 2025-2026 school year, with a launch to all schools and families on July 1, 2026. This tool, Parent Square, will better support families in all languages, ensuring that communication remains accessible, effective, and inclusive, as well as allowing 2-way communication between families and school sites that is modern, easy and effective. By strengthening these communication lines, the district aims to foster stronger relationships with families and ensure that all voices are heard and valued in the educational process.|CNUSD continues to expand its efforts to communicate in multiple languages, ensuring that all families have access to important information, adopting a communication tool that allows CNUSD communications to be translated into over 100 languages. In addition to this, CNUSD hosts a variety of events designed to engage families and communities, such as workshops, family nights, and cultural celebrations. These events foster connection and provide opportunities for parents and guardians to become more involved in their child's education. By building strong relationships with underrepresented families, CNUSD aims to create an inclusive environment where all families feel supported and empowered to contribute to their children's academic success.|The Corona-Norco Unified School District (CNUSD) has made significant progress in building strong partnerships that directly contribute to student outcomes. Through the LCAP Advisory Committee, which consists of diverse members who represent a broad spectrum of educational partners, including parents, classified staff, certificated staff, management, and students, the district ensures a well-rounded, inclusive approach to decision-making. This committee is intentionally structured to represent all student groups, grade spans, and geographic areas of the district. Meetings are held regularly to engage stakeholders in meaningful discussions around district programs and services, using both qualitative and quantitative data to inform decisions. The input gathered during these meetings is instrumental in revising the Local Control and Accountability Plan (LCAP) to better meet the needs of unduplicated student groups. Additionally, feedback from over 3,000 students and families is collected through surveys to evaluate and improve academic and social-emotional programs, ensuring that all students have access to the support they need for success. This ongoing collaboration highlights CNUSD's commitment to fostering partnerships that drive continuous improvement in student achievement.|The Corona-Norco Unified School District (CNUSD) is dedicated to enhancing partnerships that directly impact student outcomes, with a particular emphasis on engaging underrepresented families. The district's Local Control and Accountability Plan (LCAP) and Strategic Plan considers the needs of students based on data and details initiatives aimed at improving services for high-needs students, including English learners, foster youth, and socioeconomically disadvantaged students . CNUSD actively seeks to strengthen relationships with these families through various programs and services. The district engages families through advisory committees such as the District English Language Advisory Committee (DELAC) and the District Advisory Committee (DAC), the Superintendent's Council, local PTA boards and many other parent advisory boards which provide input on educational programs and policies . Continued efforts ensure all families are engaged, included and valued within the educational system reflect CNUSD's commitment to fostering inclusive environments and ensuring that all families have the opportunity to actively participate in their children's education.|The district is prioritizing the use of multilingual communication tools to ensure that all families, regardless of language barriers, have access to important information. CNUSD is also expanding opportunities for families to participate in school events and advisory committees, such as the District English Language Advisory Committee (DELAC) and the Parent Advisory Committee (PAC), which provide direct input on policies and programs affecting their children’s success. Additionally, the district is building stronger connections with community organizations and leaders to reach families who may not be actively involved. By strengthening these relationships and providing families with the resources and support they need, CNUSD aims to foster an environment where underrepresented families feel welcomed, valued, and empowered to contribute to their children's academic and social-emotional growth.|The Corona-Norco Unified School District (CNUSD) has established a robust framework for seeking input from its educational partners, ensuring that decision-making processes are inclusive and reflective of the community's diverse perspectives. Central to this effort is the Local Control and Accountability Plan (LCAP) Advisory Committee, comprising 60 members—including parents, classified staff, certificated staff, management—intentionally selected to represent all student groups, grade spans, and geographic areas within the district. This committee meets regularly to review data, discuss programs, hear from students through feedback from the Superintendents Student Advisory Council and provide recommendations for the LCAP, facilitating a collaborative approach to planning and evaluation.  Additionally, CNUSD actively engages the broader community through surveys and advisory committees such as the District English Language Advisory Committee (DELAC) and the District Advisory Committee (DAC). These platforms gather valuable feedback from families, students, and staff, informing district policies and program development. The district also provides translation services to ensure accessibility for non-English-speaking families, further promoting inclusive participation .  Through these comprehensive engagement strategies, CNUSD demonstrates a commitment to transparency and collaboration, ensuring that all voices are heard and considered in the decision-making process.|The Corona-Norco Unified School District (CNUSD) is focused on increasing parent involvement by encouraging more parents to participate in existing school and district events, such as English Learner Advisory groups, PTA meetings, and surveys. The district’s goal is to engage a greater percentage of parents in these activities each year, fostering stronger partnerships between families and schools. By encouraging participation in these events, CNUSD aims to ensure that all voices are heard, helping to create a more inclusive and supportive educational community.|The Corona-Norco Unified School District (CNUSD) is committed to increasing engagement among underrepresented parents by encouraging their participation in these events as well. CNUSD aims to increase participation and ensure quality information is shared in a variety of ways and languages to engage all parents and community members throughout the year.|4|4|3|3|3|4|3|3|4|4|4|4|Met||2026-06-23|2026
33670410000000|Desert Center Unified|3|Eagle Mountain School continues to build strong, personal relationships between school staff and families. Because our school is small, serving a year ending 29 students from 20 families, we are able to stay in close contact with every household and build deep trust with our parents during the 2025-26 school year.  A major success this year was achieving 100% parent participation in parent-teacher conferences, showing that our families are deeply involved in their children's learning. In addition, our annual parent survey showed that roughly 100% of parents attend school events on a regular basis. The only reason parents missed an event was due to conflicts with their work schedules. To help with this, our staff works hard to provide flexible meeting times and clear communication in both English and Spanish. Our School Site Council parent involvement and attendance rate was also noticeably the best it has been in five years, reflecting a strong increase in parent leadership. Our traditional school events continue to bring the community together. We had excellent parent turnout this year at all of our major activities, including the annual Turkey Trot, the Science Fair, the School Spelling Bee, trimester awards ceremonies, and our eighth-grade graduation.  Another big success this year was our partnership with the Lake Tamarisk Library. The local librarian came directly to our school to work with students in our classrooms, and our teachers organized student field trips down to the library itself. Thanks to this teamwork, 100% of Eagle Mountain School students now have their own library card. This has helped our students get more books and learning tools both at school and at home.  Our teachers and staff keep their doors open to families through weekly check-ins, phone calls, and bilingual updates to celebrate student success and offer help when needed. By keeping communication simple, clear, and welcoming, Desert Center USD ensures that every family feels valued and supported in helping their child succeed.|Eagle Mountain School continues to target student attendance as a primary focus area for improvement, as consistent school attendance remains a key indicator of academic achievement. While we have strong school-family relationships, chronic absenteeism is still a challenge that we are actively working to reduce. Based on conversations with our families, the district recognizes that understanding the root causes of absences is essential. Moving forward, the school will be more consistent in using the Student Attendance Review Team (SART) process for all students who demonstrate high absences. These SART meetings bring parents and administrators together in an open, supportive way to identify barriers and build collaborative solutions.  Another major area for improvement is addressing a recent increase in daily student misconduct referrals. To support our youth, we are focused on getting parents involved as part of a wrap-around support system. We want to ensure that positive and proactive parent communication takes place consistently, rather than only reaching out when behavioral or academic issues arise. By working closely with families, we can partner together to help students develop positive behavioral habits both at school and at home.  Finally, the district is working to deepen family engagement beyond just event attendance. While our traditional school functions have excellent turnout, we want to involve parents more deeply in decision-making and student wellness. To achieve this, the school will continue to promote and find new ways to ensure strong parent participation in our monthly School Site Council meetings. Additionally, we are actively encouraging families to attend helpful parent workshops provided through Daybreak Health's telephonic mental health services, as well as CAREspace, which is the Riverside County Office of Education's mental health and emotional wellness program. By blending behavioral support, mental health resources, and stricter attendance follow-through, we aim to build a stronger circle of support around every student.|While the small size of Desert Center Unified School District allows for frequent, individual contact with families, the district remains committed to connecting with families who are less involved in school activities. Based on observations and staff input, lower participation is not tied to any single background. Instead, it comes down to a few families who face specific barriers such as tough work schedules, transportation issues, or an increasing number of parents who speak limited or no English. To better support these underrepresented households, the district will continue to use more personal outreach strategies to build and maintain strong relationships.  To break down these language and scheduling barriers, the school administrator and support staff will conduct personal check-ins and offer flexible parent-teacher conference times, including after-hours phone calls or virtual meetings. To keep parents informed about daily learning, teachers will send home personal student updates that focus on strengths and progress. These updates will be shared directly through the weekly AVID student binders that go home with students, ensuring that non-English speaking parents receive regular, clear insights into their child's academic growth. Furthermore, the district is prioritizing the use of translated materials and bilingual communication for all home updates so that language is never a barrier to family support.  Recognizing the importance of making everyone feel included, Eagle Mountain School is also looking for ways to create informal, low-stress events. These may include classroom open houses, student showcases, or family drop-in events that feel welcoming to parents who might be nervous about attending formal meetings. Finally, our staff continues to review our daily communication habits to ensure that all outreach is welcoming, easy to understand, and respectful of each family's unique situation.|Desert Center Unified School District continues to show great strength in building meaningful partnerships that directly improve student outcomes. Eagle Mountain School benefits immensely from a network of committed community groups and regional organizations that support both academic success and student well-being.  During the 2025–26 school year, the school maintained and deepened its work with key partners. These include the Riverside County Office of Education, Riverside University Health, the Riverside County Library, the Lions Club, the Riverside County Fire Department, the Riverside Sheriff’s Department, and the Metropolitan Water District. These groups continue to provide excellent resources for our students, ranging from reading support and academic tools to safety education and student recognition events. A major highlight of our progress this year has been our growing relationship with local solar companies. These companies have become vital partners, contributing generous financial donations, as well as physical manpower to support various school initiatives and directly funding specific student needs.  Additionally, our regional partnerships with the Blythe Archery Program and the Family YMCA of the Desert in Palm Springs were successfully continued this year. These programs align perfectly with our school goals around physical health, teamwork, and social-emotional growth. These hands-on experiences have increased student engagement, given our youth exposure to new environments, and made our community ties even stronger. These partnerships are incredibly important in a rural, single-school district like Desert Center USD, where outside teamwork helps expand student learning far beyond the classroom. Our staff works closely with all of these groups to make sure their services align with our daily school priorities, such as attendance, positive behavior, and character development. The district's ongoing strength lies in our personal approach to working with our community and our ability to bring together a strong network of support that directly serves our students and families.|Eagle Mountain School will focus on sustaining and improving parent involvement within our School Site Council. While we are celebrating our best parent attendance rate in five years, our goal is to keep this momentum going during our regular monthly meetings, so participation does not drop off. The School Site Council provides a wonderful space where all staff can meet with all parents, and we want to maximize this time together. To support this, the school is working to be more proactive with regular updates that highlight the great learning happening in our classrooms. At times, communication with parents focuses too heavily on student behavior issues. Moving forward, our staff is committed to the goal of making four positive communications for every one negative communication. This shift will be highly impactful in building stronger, more trusting partnerships with our families.  Another key focus area is increasing parent use of our student information system's Parent Portal. Getting more parents logged into the portal will help them stay completely up to date on their child’s daily academic progress and grades.  Finally, we are continuing to expand our communication to families in their home language to ensure that language is never a barrier to student success. This enhanced communication ensures that all parents are aware of upcoming events, parent workshops, and leadership opportunities. We will strive to provide all report cards, progress reports, and conference notes in the family's home language, and certified language translators will always be available for all parent-teacher meetings and school events. By keeping these language services and positive communication goals at the forefront, we will continue to strengthen the circle of support around our students.|The small size of Desert Center Unified School District gives us a great advantage, allowing our single school site to be deeply inclusive of every family we serve. All school programming and academic initiatives are designed to ensure equal access for all students, especially those from underrepresented households.  To improve and deepen these partnerships this year, the district is actively using our Expanded Learning Opportunities Program (ELO-P) and after-school programming to support families who face barriers due to demanding work schedules or transportation limitations. These extended-day programs ensure that students receive extra academic help and enrichment, while giving parents peace of mind during work hours. A key goal of our ELO-P initiatives is exposing students to new scenarios that help them develop and practice vital social and emotional skills in a safe, supportive setting. Additionally, the district is focusing on connecting our underrepresented families directly with our community partners to support student success at home. This includes helping families utilize the resources at the Lake Tamarisk Library, as well as connecting them to the parent workshops and mental health support offered through Daybreak Health and the Riverside County Office of Education's CAREspace program.  To ensure that our growing population of limited and non-English speaking parents are equal partners in these efforts, the district provides all outreach, partner resources, and workshop information in the families' home language. By breaking down scheduling and language barriers through our ELO-P programs and community networks, Eagle Mountain School ensures that every single family is empowered and equipped to support their child’s long-term educational success and personal well-being.|Desert Center Unified School District maintains strong, accessible pathways for educational partners to provide meaningful input into school decisions. The small size of Eagle Mountain School allows our staff to engage families in frequent, informal dialogue and personalized outreach, which beautifully complements our formal governance structures.  Parents are actively invited to participate in the School Site Council, which plays a vital role in developing and reviewing the LCAP, the school safety plan, and major academic decisions. This past year, our intentional outreach resulted in our highest School Site Council parent involvement and attendance in five years. Feedback is collected through annual surveys, parent-teacher conferences, informal check-ins, and monthly council meetings. Input from these venues directly influences our school planning, resource allocation, and program priorities, including family engagement events, student enrichment, and support strategies.  A prime example of this collaborative decision-making during the 2025–2026 school year was the active involvement of parents and staff in the selection and adoption of our new mathematics curriculum. This process ensured our new math materials closely align with the 2023 California Mathematics Framework while reflecting the specific needs of our students. Additionally, the district successfully gathered partner input to develop and refine our student mobile communications policy. By collaborating with families, we created balanced guidelines regarding the appropriate use of cell phones and other communication devices, focusing on helping students develop healthy digital habits and minimizing classroom distractions. Overall, the district's close-knit environment supports a true two-way dialogue, timely responses to parent input, and absolute transparency in all decision-making processes|Desert Center Unified School District is dedicated to expanding and diversifying the ways our staff, parents, and students share their voices in the school decision-making process. While we have made tremendous progress, our primary focus for improvement is to create more frequent, structured opportunities for all educational partners to directly shape the campus experience.  A major focus area for student leadership is the ongoing development of our Student Council. We are expanding the council's role to give students a stronger voice in planning campus activities, recommending student incentives, and sharing peer feedback with school leadership. This helps our students build practical civic and leadership skills while ensuring our school culture reflects their needs. For our staff, we have formalized collaborative decision-making through our weekly meeting sessions, known as Weekly Huddles. These huddles serve as a vital space where teachers and support staff can rapidly collaborate, review student data, share real-time feedback, and make swift instructional adjustments to support student learning and well-being.  Finally, for our families, the focus remains on sustaining the momentum of our record-breaking parent involvement. The district will continue to refine our annual surveys and targeted outreach to ensure that families who cannot attend traditional evening meetings still have a meaningful voice. By strengthening these pathways, from student led initiatives in the classroom to staff feedback in our Weekly Huddles and parent leadership in our School Site Council, Eagle Mountain School is committed to a truly collaborative model where every stakeholder helps guide our district's future.|"To improve the engagement of underrepresented families in school decision-making, Desert Center Unified School District focuses heavily on personalized outreach, language accessibility, scheduling flexibility, and using technology if needed. School leadership and staff intentionally identify families who have historically faced barriers to attending traditional meetings or contributing feedback during planning cycles.  Building upon the tremendous success of the 2025–2026 school year, which yielded amazing parent participation in parent-teacher conferences and our highest School Site Council attendance in five years, the district is refining its approach to ensure every voice is captured. A cornerstone of this improvement effort is the implementation of a proactive ""4 positive to 1 negative"" communication ratio. By consistently reaching out to families with positive updates about their child's achievements and school life, our staff forms strong, trusting relationships with parents before asking them to participate in formal decision-making processes.  Furthermore, the district is aggressively expanding language accessibility to better engage our limited and non-English speaking families. We are ensuring that all educational materials, survey instruments, and LCAP planning documents are fully translated into home languages, alongside providing dedicated translators at all interactive school events. This removes conversational barriers and empowers parents to confidently advocate for their children. By combining these trust-building communication habits with flexible, informal feedback opportunities, such as one-on-one check-ins during school events, Eagle Mountain School ensures that families who are less frequently heard are central to shaping our school priorities, academic adoptions, and student wrap-around support systems."|5|5|4|4|5|5|4|4|4|4|4|4|Met||2026-06-24|2026
33670580000000|Desert Sands Unified|3|"Desert Sands Unified is proud to report that our rubric ratings maintained across every measured area of building relationships for the 2025-26 cycle. Our educational partners consistently commend the district for its multifaceted communication strategy, utilizing Peachjar, School Messenger, and regular newsletters to keep the community informed. Platforms such as ParentVue and ClassDojo are highly valued for facilitating real-time transparency between the classroom and home. A cornerstone of our success is the specialized outreach for families of English learners. Partners expressed deep appreciation for informative opportunities like ELPAC Awareness Nights.  These events, alongside our Cultural Workshops, allow parents to reflect on their own cultural backgrounds and understand the vital role identity plays in their children’s educational journey. Qualitative data from recent ThoughtExchanges shows that parents view our schools as ""community hubs"" offering a broader range of services than ever before. Teachers are recognized for their tireless work in creating a safe environment and filling academic gaps. Furthermore, parents specifically identified i-Ready as a bridge for involvement, allowing them to participate meaningfully in their child’s data-driven growth. On the staff side, the district has successfully implemented MindSet training and inclusive leadership practices, equipping administrators and educators with strategies to respond effectively to harmful language and foster student-centered environments."|"Analysis of internal data and partner feedback identifies several critical areas for growth. While relationships are strengthening, Thought Exchange Results for professional learning to improve partnership capacity and providing families with home-learning resources indicate that we are still in the early stages of consistent implementation. Notably, we have seen gains in our Panorama Data with 54% (+9%) of our teachers reported ongoing challenges in communicating with families, and only 50% (+6%) felt that families were consistently supportive when challenges arose with students. Stakeholder feedback from the 2025-26 ThoughtExchange was remarkably consistent regarding the physical and structural barriers to building relationships. Partners expressed that oversized class sizes (with many reporting 30–40+ students in elementary and secondary rooms) are the ""biggest hurdle"" to building a whole-child connection, often forcing teachers to focus on behavior control rather than meaningful family engagement. Additionally, families have requested more frequent, informal opportunities for parents and educators to interact outside of mandated advisory groups. There is a clear call for improved accountability regarding student discipline; parents and staff alike noted that a lack of consistent consequences for disruptive behavior erodes the trust and climate necessary for strong school-family partnerships. The district is also focusing on staff mental health and wellness, acknowledging that educator burnout—cited frequently in recent notes—directly impacts the energy and patience required to maintain healthy family relationships."|The district is intensifying its focus on underrepresented families by seeking input from underrepresented groups and by building family capacity in decision-making. To bridge this gap, the Coordinator of Parent Engagement and the Coordinator of Multilingual Programs are leading a strategic expansion of outreach efforts. Key initiatives include Financial Literacy Nights, Latino College Expos, and the PIQE (Parent Institute for Quality Education) program, which specifically targets families who have historically had less access to higher education pathways. To ensure the voices of marginalized families are not just heard but acted upon, the district will continue to use ThoughtExchange as a primary tool for anonymous, inclusive feedback. We are currently developing a family leadership program to empower underrepresented parents to take on leadership roles within parent groups and district committees. Further improvements include providing bilingual paraeducators and Community Liaisons to serve as direct links between the school and families of Long-Term English Learners (LTELs) and Foster Youth. Feedback also suggested a need for better transportation access for ELOP programs and after-school activities, ensuring that socioeconomic status does not prevent students from participating in enriched learning. By addressing these systemic barriers—ranging from language access to physical transportation—DSUSD is working to ensure that our underrepresented families feel a true sense of belonging and agency within our school community. The district has moved from research to active implementation with the establishment of the AAPAC (African American Parent Advisory Council) Parent Leadership meetings, which met bi-weekly from August 2025 through April 2026 to foster advocacy and leadership. Furthermore, the district addressed the 'financial barrier' identified in surveys by hosting a Financial Literacy and Financial Aid series (including five distinct 'Financial Literacy Nights' and targeted 'Financial Aid/Dreamers Nights' in partnership with COD and CSUSB) to ensure underrepresented families have the tools to navigate post-secondary costs.|"Desert Sands Unified remains committed to high-level visibility and direct collaboration, driven by the Superintendent’s active engagement in initiatives like ""Koffee with Kelly"" and annual attendance at PTO meetings for every school site. These forums allow for a direct pulse on the community, where partners have recently commended the district for becoming a ""hub for a greater range of services than ever before."" A major strength identified by our partners is the district’s focus on the ""whole child"" through the Multi-Tiered System of Support (MTSS). Qualitative responses from our latest exchange highlight that ""early literacy work is paying off"" and that the district’s investment in Early Literacy Coaches and MTSS systems is helping schools ""meet student needs earlier, more equitably, and with stronger collaboration."" Furthermore, the district’s CTE pathways and Dual Enrollment options are recognized as critical anchors for student success; as one partner noted, these programs allow students to ""find their 'why'"" and connect classroom learning to real-world career goals. The ""Connect One-to-the-World"" initiative also continues to be a pillar of strength, ensuring that technology serves as a bridge for family partnership rather than a barrier to academic access. Educational partners have expressed strong support for the continued implementation and refinement of our Multi-Tiered System of Support (MTSS). This framework is viewed as a vital step in improving partnerships, particularly for families of students facing significant academic or behavioral hurdles. Progress in this area is evidenced by the district's ability to maintain a college and career-going culture, providing universal access to the SAT and PSAT for secondary students, and expanding Career Technical Education (CTE) pathways that connect classroom learning to real-world outcomes. Partnerships are further strengthened by the district’s ""Connect One-to-the-World"" initiative, which ensures equitable access to technology and home internet infrastructure, allowing families to remain active participants in their child’s digital learning environment."|"While the expansion of mental health infrastructure—including full-time Certified Mental Health Therapists at all secondary sites—is appreciated, qualitative feedback from our partners indicates a significant need for improvement in the day-to-day classroom environment. A primary focus area for improvement is the correlation between class size and behavioral accountability. Educational partners felt that there was a correlation between high class sizes and the escalation of behavioral challenges. Educational partners felt there was a need for more consistent discipline protocols to protect the learning environment. Families indicated a need for diversified home-learning resources, noting that an over-reliance on digital platforms for remediation can lead to student disengagement and does not fully replace direct instructional support. There is a strong call for more tactile, paper-and-pencil materials and direct instructional support that allows parents to reinforce standards at home without an over-reliance on screens. Currently, the district is expanding parent workshops focusing on how to support behavior at home. Additionally, the district is looking to improve staff-wide Professional Learning focused on two-way communication. Teachers expressed a need for more ""hands-on support,"" specifically requesting help from intervention coaches and paraeducators."|"To improve engagement for underrepresented families, the district is shifting its focus toward removing the logistical and systemic barriers identified in recent stakeholder feedback. One major hurdle identified is the lack of transportation for ELOP and after-school tutoring, which prevents many students who take the bus from accessing critical academic interventions. In response, the district is exploring expanded transportation options to ensure equitable access to these programs. The district is also targeting more inclusive communication for families of English Learners, Foster Youth, and students with disabilities. Partners expressed that the IEP and 504 process can feel ""overwhelming"" and ""unhelpful,"" leading to a new focus on providing pre-meeting educational resources and advocacy support to help parents navigate these complex systems. Under the leadership of the Coordinator of Multilingual Programs and the Coordinator of Diversity, Equity, Parent and Family Engagement, we are expanding successful outreach initiatives like Financial Literacy Nights, PIQE, and Latino College Expos. Furthermore, we are committed to ""Equitable Funding"" across sites, ensuring that high-need schools receive the resources necessary to implement culturally responsive instruction and bilingual paraeducator support. By using ThoughtExchange to capture anonymous insights, we will continue to refine our engagement strategies to ensure that the ""Culture of Care"" reaches every demographic within our district."|Our educational partners identify our district-level advisory groups as a primary strength, noting that these forums provide genuine opportunities for families to participate in the decision-making process. Desert Sands is recognized for its transparency, specifically in providing accessible data and bringing in high-caliber guest speakers to inform our partners before gathering their input. A standout success in our engagement strategy is the Parent Institute for Quality Education (PIQE), which partners consistently describe as a vital asset that should continue to expand. Families also expressed high levels of appreciation for specialized engagement opportunities such as CABE (California Association for Bilingual Education) and the BEST program. On the staff side, the district maintains a commitment to leadership development through the Desert Sands Leadership Academy, which provides certificated staff with the training necessary to lead site-based decision-making. Furthermore, internal progress is bolstered by monthly professional development for Assistant Principals, specifically designed to build their capacity for managing site culture and facilitating partner input.|"Despite a robust schedule of events—including STEM nights, literacy nights, math nights, and TK registration nights, TK and Kinder Enrollment fairs—qualitative feedback suggests that a ""one-size-fits-all"" approach to scheduling remains a significant barrier. Partners noted that for many working families, meeting times are the primary obstacle to involvement. As one stakeholder noted, ""just because a family does not engage, it does not mean they don’t care; we need to be more creative in our efforts."" A critical area for improvement identified in the ThoughtExchange is the need for school leaders to have collaborative time to share best practices for relationship-building. Partners suggested that the district should move beyond ""compliance-based"" meetings and focus on more informal, accessible ways to gather input. There is also a strong demand for increased transparency regarding how input is used; stakeholders asked, ""What are you doing with the survey information collected? Show the staff and parents what you will do with the concerns."" Additionally, partners pointed out that the current reliance on digital platforms can exclude those with limited tech access, suggesting a return to more ""hands-on support"" and in-person outreach to ensure that decision-making reflects the needs of the ""boots on the ground"" educators and families.  DSUSD currently offers assistance and devices at the sites to assist families with completing the surveys."|"While our advisory groups are successful, the district acknowledges that significant work is needed to reach families within our unduplicated student groups and Special Education (SPED) populations. Qualitative feedback indicates that the technical complexity of the IEP process can lead to passive parent participation; therefore, the district is focusing on pre-meeting advocacy to ensure families act as informed collaborators in the decision-making process. To enhance engagement and foster a more inclusive culture, the district is prioritizing the integration of Special Education families into the broader school community through targeted outreach and collaborative partnership models. In response to stakeholder feedback regarding the complexity of the Individualized Education Program (IEP) process, DSUSD developing pre-meeting educational resources and navigational advocacy support. This initiative is designed to empower parents as informed co-architects of their child’s educational plan, ensuring that the meeting serves as a high-value forum for shared decision-making and genuine academic collaboration.  To improve engagement, the district is prioritizing ""Equitable Outreach"" by addressing logistical hurdles. Specifically, the lack of transportation for after-school events was cited as a deterrent for our lower-income and bus-dependent families. We are working to ensure that ELOP and other engagement funds are used to provide the necessary busing and childcare to make these meetings accessible. Furthermore, the district is focusing on targeted outreach for African American, Native American, and Asian student groups, ensuring their outcomes are ""explicitly named and tracked"" rather than being lost in aggregate data. Under the leadership of our Multilingual and Parent Engagement Coordinators, we are committed to moving beyond traditional meetings by meeting families ""where they are""—utilizing Community Liaisons and site-based workshops to bridge the gap and ensure our underrepresented families have a meaningful voice in the district's future."|4|4|4|4|3|3|4|4|4|4|4|4|Met||2026-06-23|2026
33670586031959|George Washington Charter|3|Building relationships is at the core of who we are and what we believe in. Washington Charter School is committed to providing families a welcoming and nurturing school. When a parent calls the school they are greeted with a welcoming and respectful voice. The staff at Washington Charter School focuses on providing excellent customer service to each person we come in contact with. When a parent or student is valued, appreciated, and feels that their voice is heard, optimal learning occurs and educational partners are comfortable sharing their thoughts and opinions. As a Charter School, parents and staff are integral to the success of the school. Administration and staff have an open door policy. WCS has built trusting and respectful relationships by regularly communicating with parents, making it possible to volunteer on campus and in the classroom, greeting educational partners with a can do attitude, translating communication that is sent home, doing videos on important topics for families, responding to phone calls and emails in a timely manner and showing students and parents through our actions how much we care about their child. Parents have an opportunity to be involved at the school in a number of ways including: • Serving on Governance Council • Attending PCF meetings or serving on the board • Implementing an ELAC committee • Volunteering in the classroom or other school settings The 2024-2025 school year continued to build on the successes of previous years Building meaningful relationships has been key as educational partners have navigated through the school year. Building, nurturing and sustaining trust has been important this year. Staff and families continue to face many challenges. Having open lines of communication is so important. As a school we still have room for growth. This year, we are keenly aware of the need to reach out to families, community members along with school and district personnel as we strive for a more diverse and inclusive school that embraces individuality and tolerance.|For the 2024-2025 school year an increased number of parents were approved to volunteer on campus and or go on fieldtrips with fingerprint clearance. Washington Charter kept in place a policy that was implemented previously that required parents to be approved volunteers to be on campus. This year, to allow for a smooth transition from the playground to the classroom at the beginning and end of the school day the school continued its policy of welcoming volunteers in the classroom at 9 am and having them complete their volunteering in the classroom by 2:30 pm. We felt it was important for teachers to have time at the beginning and end of the school day to build relationships with their students and have closure. The Governance Council and staff know the importance of families feeling connected to the school so there are times throughout the school year that individuals who have not been volunteer approved can participate in school activities.|Having a multitude of opportunities for families to be involved will translate into a higher level of engagement. It is also important to survey families as to what they are interested in and would like to be a part of. Having events where there is little to no cost is important. It is also important that documents are translated and questions can be answered when a call comes in or an email arrives. Having a variety of activities is also beneficial when working toward a higher level of parent involvement and engagement. This year, we had a multitude of activities that allowed for parents to be onsite. Having a welcoming front office team is also beneficial.|The collaborative spirit at WCS enables us to best meet the academic and SEL needs of our students. We effectively work together so that student success is maximized. Policies and procedures are in place so students can learn in a safe and secure environment. The WCS handbook is available on the school website and in print (if requested). The first week of school the principal meets with each class to review school expectations. At the initial staff meeting in August and throughout the school year we discuss the importance of relationships and ways in which home and school can work together. The school regularly communicates with families. We include information and resources to support student learning. An example is the letter from our school counselors posted to our website. The principal's monthly newsletter and informational videos often has links for families. WCS staff and administration use data from Panorama Education Surveys to guide decision making. Surveys continue to show a high level of parent satisfaction. Parents and staff comprise the majority of the WCS Governance Council.|Home and school working as one will yield favorable results. Some of our families are not engaged. It is important that we connect with these families and provide support and or services as needed. Once this occurs our educational partners will be more engaged which will lead to a favorable student outcome. The school continues to strive to provide excellent customer service. Ensuring that all communication for the school is translated has been helpful. If information presented via video was translated, it would be beneficial.|As noted previously, we need to break down barriers. Doing so successfully will lead to desired student outcomes. For the 2024-2025 school year WCS will continue its outreach to underrepresented families. One example will be to reach out in a variety of ways to families so they have an opportunity to provide input with regard to school operations, student performance and ways to close existing learning gaps.|As a Charter school this is an area of strength for WCS. Parents and staff are active participants in the decision making process. It begins with engagement. Parents have multiple ways and opportunities to share their thoughts, opinions and ideas. Administration has an open door policy and welcomes feedback from parents, community members, and staff. Students and parents are encouraged to let Dr. Longoria know how they feel. Dr. Longoria makes it a priority to return emails and phone calls in a timely manner. The decision making body of WCS is the Governance Council. Parents are members of the council. They serve a two-year term and comprise three of the voting members. The Council meets monthly or as needed. As a governmental agency the council follows all provisions of the Brown Act, as such parents and community member are encouraged and have an opportunity to address board members on any topic in open session. Having warm and welcoming personnel opens up dialogue between families and staff. With bi-lingual staff members we are able to engage and meet the needs of families who speak a language other than English. School surveys, greeting families at exterior gates, being visible and approachable are ways in which underrepresented groups are more comfortable sharing their thoughts and viewpoints.|Gathering information and input from educational partners is important and necessary. Parents feeling welcome on campus, opens lines of communication and an open door policy all contribute to stakeholder input. With COVID this was more challenging. Panorama surveys are also key. Our goal is to see 75% or more of our families respond to the LCAP survey in late Winter. Multiple outreach efforts were made so that parents would respond to the Panorama Education Parent Survey.|Engaging underrepresented families can be tough. It is important to have a multitude of options for families to provide input and share their thoughts. As noted above parents do respond to surveys, but there is always room for improvement. One option being considered for next year is an incentive for participation.|4|5|4|5|4|5|4|5|4|4|5|4|Met||2026-06-15|2026
33670586031991|Palm Desert Charter Middle|3|Based on local data and educational partner feedback, PDCMS demonstrates significant strengths and ongoing progress in building strong, collaborative relationships between school staff and families. The school benefits from robust family involvement supported through active advisory and parent groups, including the PTO, PDCMS Foundation, Band Boosters, Latino Literacy, and the English Learner Advisory Committee (ELAC). Family engagement is further evidenced by consistently high attendance at schoolwide events, including concerts, performances, and athletic games.  To ensure continuous and multi-channel communication, PDCMS maintains strong outreach strategies, including the weekly Panther Tales newsletter, family access to Google Classroom, and routine updates to the school website. These effort-driven channels empower families to stay informed, connected, and actively engaged in their student’s educational journey|Based on local data and feedback from educational partners, PDCMS has identified key focus areas to further strengthen relationships between school staff and families. Moving forward, the LEA will expand its digital outreach by enhancing its social media presence to provide families with timely, accessible updates. To deepen home-school partnerships, PDCMS will also focus on expanding direct communication channels, specifically by increasing opportunities for parent-teacher conferences and providing more regular occasions for parents to meet directly with the principal. Supporting these initiatives, school staff remain committed to delivering consistently positive, high-quality customer service to ensure every family feels welcomed, heard, and supported.|While PDCMS maintains a strong foundational culture of collaboration between school staff and families, analysis of partner input and local data highlighted the need for more targeted, intentional engagement with historically underrepresented student groups and their families. Building upon the dedicated efforts of our counseling team—who routinely extend outreach beyond standard school hours to provide personalized support to families in need, PDCMS will expand its targeted engagement strategies in the coming year.  To build authentic relationships and increase active participation, the LEA will focus on personally inviting underrepresented families to participate in collaborative, high-impact school success programs. Key initiatives include the Latino Literacy Program, English Learner Advisory Committee (ELAC) meetings, Coffee with the Counselors, and EL Reclassification Ceremonies that celebrate student achievement. Furthermore, PDCMS will deploy pulse-survey tools like Possip alongside routine feedback channels to continuously collect input, monitor engagement barriers, and adjust outreach strategies. Through these combined measures, PDCMS ensures that every family feels valued, connected, and empowered as an active partner in their child’s education.|Based on local data and feedback from educational partners, PDCMS demonstrates strong progress and an unwavering commitment to building meaningful partnerships that drive positive student outcomes. At the core of our educational model is a robust Multi-Tiered System of Supports (MTSS) framework, grounded in high-quality, inclusive Tier 1 instructional practices for every learner. To ensure our educators are equipped to meet diverse student needs, PDCMS offers continuous professional development in critical areas, including Social-Emotional Learning (SEL), educational technology, content-specific pedagogy, and diversity and inclusion.  PDCMS deeply values family partnership as a cornerstone of student success. Counselors and faculty frequently meet with parents to provide proactive, individualized support that addresses academic and emotional needs holistically. Beyond standard classroom hours, PDCMS is proud to offer rich extended learning opportunities such as comprehensive summer school programs and engaging after-school enrichment activities, that inspire, challenge, and support our students in achieving their full potential.|Guided by educational partner feedback and local data, PDCMS is excited to build upon its strong foundation by focusing on key strategic areas that further elevate partnerships for student outcomes. To deepen classroom engagement and foster rigorous learning environments, PDCMS will prioritize academic discourse, empowering students to articulate their thinking, collaborate productively, and take active ownership of their educational success.  To ensure continuous support beyond the regular school day, the LEA will maintain dedicated homework help programs while expanding access to high-quality enrichment through the Expanded Learning Opportunities Program (ELOP). Essential to this holistic approach is our commitment to whole-child development; PDCMS will strategically utilize our Intervention Counselor for targeted student interventions and embed mindfulness practices into the school environment. Together, these positive initiatives strengthen our collaborative efforts with families and staff to ensure every student thrives both academically and emotionally|To build strong, inclusive partnerships that elevate student outcomes, PDCMS is enthusiastically expanding its outreach to ensure underrepresented families feel empowered, valued, and connected. Recognizing the importance of accessible collaboration, the LEA will continue to build upon its active English Learner Advisory Committee (ELAC) by offering flexible hybrid meeting formats, providing both in-person and online participation options to fit the busy schedules of our families.  To maximize engagement, PDCMS will meet families where they are by strategically integrating ELAC input opportunities into major on-campus gatherings, such as Back to School Night and community events. Fundamental to these positive efforts is a dedicated commitment to language accessibility; PDCMS is prioritizing language awareness by providing qualified translators at school events and delivering clear, language-appropriate communications across all outreach channels. Through these welcoming and intentional steps, PDCMS ensures every family has an active seat at the table in guiding and celebrating student success.|Based on local data and educational partner feedback, PDCMS continues to demonstrate strong progress in fostering open, inclusive, and collaborative decision-making processes. The LEA actively encourages parent and community leadership by providing regular, structured opportunities to participate in school planning through routine meetings of the Governing Council, the PDCMS Foundation, and the Parent Teacher Organization (PTO).  To support transparent partner engagement, PDCMS maintains robust communication through its weekly Panther Tales newsletter, ensuring families are well-informed regarding school priorities and upcoming input opportunities. By offering these consistent, welcoming forums, PDCMS ensures that community voices remain central to guiding school programs, resources, and shared visions for student success.|Building on a solid foundation of transparent communication between parents, teachers, and counselors, as well as an active Parent Teacher Organization (PTO), PDCMS remains deeply committed to honoring families as essential partners in the student success triad. To further strengthen our collaborative decision-making processes, PDCMS is focusing on expanding feedback mechanisms by launching a comprehensive Parent/Family Panorama survey. This strategic initiative will allow the LEA to capture a larger, more diverse sample size of community input regarding school programs, climate, and student supports. By integrating these representative insights into our decision-planning, PDCMS ensures that future school improvements and resource allocations directly reflect the shared priorities and needs of our families.|Guided by an intentional mindset of inclusion, PDCMS is dedicated to ensuring that historically underrepresented families have an active, influential, and valued voice in school decision-making. Recognizing that authentic partner engagement relies on building strong relationships, the LEA will employ a proactive, multi-faceted outreach strategy designed to meet families where they are.  PDCMS will utilize a variety of dynamic engagement pathways—including flexible Zoom meetings, personalized phone calls, and structured in-person forums—to remove technological, language, and scheduling barriers. Furthermore, the LEA will blend feedback opportunities into school celebrations and cultural gatherings, creating warm, welcoming spaces where families feel comfortable sharing their insights. Through these flexible and supportive measures, PDCMS ensures that the rich, diverse perspectives of our community actively shape our programs, resource planning, and long-term vision for student success|4|4|4|5|4|3|3|3|4|4|4|4|Met||2026-06-11|2026
33670820000000|Hemet Unified|3|Hemet Unified continues to demonstrate strength in building respectful, welcoming, and accessible relationships between school staff and families. Parent survey results show continued high levels of agreement in several relationship-centered areas. In 2026, 91.9% of parents reported that information was provided in their preferred language, 80.5% reported that staff treated them with respect, and 73.9% reported that they felt welcome to participate at school, an increase from the prior year. Parent perceptions of safety and welcoming environments also improved, with 72.6% 15  reporting that their child feels safe at school and 72.6% reporting that the school and District create a welcoming environment.  March 2026 LCAP meeting feedback reinforced these strengths. Parents and educational partners identified welcoming school environments, upbeat and friendly front offices, “Meet the Principal” events, principal visibility before and after school, open-door practices, family engagement nights, volunteer opportunities, ParentSquare communication, and positive parent-teacher relationships as important relationship-building assets. Feedback also specifically identified Parent Liaisons as a strength and noted that liaison outreach helps families learn about engagement opportunities.  These results support the District’s continued shift toward a more site-based parent engagement model, where Parent Liaisons and Community Outreach Liaisons serve as direct points of connection between families and schools. This approach strengthens access, communication, relationship-building, and responsiveness at the school site where families most often seek support.  At the same time, the District recognizes that relationship-building must continue to move beyond general access and welcome toward deeper student- and family-specific connection. Parent perceptions that their child feels connected to school declined to 68.5%, and perceptions that the child’s background is valued declined to 62.7%. These findings reinforce the need to continue strengthening culturally responsive engagement, two-way communication, and practices that help families see their child’s strengths, identity, and needs reflected in the school experience.|The District’s primary focus area for improvement is the consistency and depth of family-school relationships across classrooms, school sites, and student groups. While the 2026 data show continued strengths in language access, staff respect, school safety, and welcoming environments, several relationship-centered survey items declined compared with the prior year.  Parent agreement that teachers adapt to their child’s learning style declined to 64.5%; staff encourage and motivate their child declined to 72.4%; and parents reporting that their child feels connected to school declined to 68.5%. Parent perception that their child’s background is valued was 62.7%. March 2026 LCAP meeting feedback provided additional context for these results. Parents and educational partners identified inconsistent communication between teachers, sites, and families; inconsistent messaging about events; uneven welcoming experiences across school sites; and a need for bilingual flyers, paper communication options, updated websites, and clearer social media communication. 16  Families also requested more opportunities for parent feedback, parenting support/classes, and stronger engagement of quieter or less vocal families. Feedback specifically noted the need to build community for families of students with disabilities and to strengthen communication when students participate in both general education and special education settings. These results indicate that families generally continue to experience schools as welcoming and respectful. As resources shift toward site-based Parent Liaison and Community Outreach Liaison supports, the District will focus on increasing consistency across schools, strengthening two-way communication, and ensuring families have clear, accessible, and culturally responsive ways to connect with staff.|The District will continue to deepen the work of site-based Parent Liaisons and Community Outreach Liaisons as a key structure for engaging underrepresented families and reducing barriers to participation. This shift places family engagement resources closer to students and families by strengthening school-level outreach, preferred-language communication, family navigation, basic-needs connection, attendance outreach, and support for families seeking help with academic, behavioral, or social-emotional concerns.   The 2026 parent survey data reinforce the importance of this work. Preferred language access remains a clear strength at 91.9%; however, parent agreement that their child’s background is valued was 62.7%, and parent perception that their child feels connected to school was 68.5%. March 2026 LCAP feedback similarly emphasized the need to engage underrepresented families more intentionally, including quiet or less vocal families, families of students with disabilities, families who may not regularly attend events, and families who may not know how to participate in school decision-making or campus engagement.  Parents also requested more bilingual communication, family nights, parenting support/classes, SPED family community-building, and outreach that helps families know where to go when they need help. The District will use disaggregated parent survey data, site-level feedback, and advisory participation data to identify families and communities requiring more intentional outreach. This includes families of English learners, foster youth, homeless students, socioeconomically disadvantaged students, students with disabilities, Native American students, and other underrepresented student groups. Through site-based liaisons, bilingual communication, flexible engagement opportunities, and school-level feedback loops, the District will seek to improve belonging, trust, cultural affirmation, and connection to school staff.|Hemet Unified continues to build partnerships with families that are connected to student learning, attendance, behavior, and well-being. Parent survey results show that families continue to report moderate to strong agreement on several items connected to student outcomes. In 2026, 78.2% of parents reported that their child can tell how well they are doing in classes, 74.9% reported that their child can bounce back when things do not go their way, 74.6% reported that school staff are helpful, and 69.5% reported that the school or District provides information and resources to support student learning and development at home.  The comparison to the prior year shows mixed results, but some areas improved. Parent agreement that the District provides information and resources to support learning at home increased slightly to 69.5%, and perceptions of fair discipline increased to 70.6%. March 2026 LCAP meeting feedback reinforced the value of school-based partnerships. Parents identified SIT, SST, SART, IEP meetings, ELAC, School Site Council, independent study, parent walks, Math Nights, literacy nights, STEM Nights, and site-level supports that help students access at their individual level as strengths. Parents also noted that some families feel well-supported and appreciate resources provided by school sites.  Parent priority data further indicate that families are strongly focused on student outcomes. In 2026, 75.0% of parent respondents ranked “improve student outcomes” as the top priority. This supports the District’s shift toward site-based liaison support because families most often need help with available interventions, attendance expectations, and how to connect with school staff. This reinforces the importance of ensuring that family engagement is directly connected to academic progress, student well-being, attendance, and access to timely support.|The District’s focus area for improvement is to strengthen the connection between family engagement and measurable student outcomes. While families continue to report strengths in staff respect, preferred-language access, and school safety, parent survey results show a need to improve the consistency of communication about student progress and the supports available to help students succeed. In 2026, 78.2% of parents reported that their child can tell how well they are doing in classes, but this declined from the prior year. Parent agreement that teachers adapt to their child’s learning style declined to 64.5%, parent agreement that staff encourage and motivate their child declined to 72.4%, and school staff helpfulness declined to 74.6%. March 2026 LCAP meeting feedback aligned with these findings. Parents reported that resources and supports for learning at home are not always shared clearly, communication can be inconsistent, and families sometimes do not know where to go or whom to ask when they need help supporting their child. Feedback included requests for more parent classes, family nights, day school events, direct 19  phone calls to check on students, clearer website information, and more help for parents to understand available options.  As resources shift toward site-based Parent Liaison and Community Outreach Liaison supports, the District will strengthen academic progress communication, parent education, attendance support, behavior and wellness resources, and family-school coordination at the site level. Particular emphasis will be placed on helping families understand student progress, access academic and behavioral supports, and partner with schools to address barriers to attendance, engagement, and achievement.|The District will improve engagement of underrepresented families by continuing to align family partnership structures with the needs of student groups furthest from opportunity. Site-based Parent Liaisons and Community Outreach Liaisons will remain central to this work because they are positioned to connect directly with families, understand site-specific needs, and help families access academic supports, attendance intervention, behavioral health resources, and basic-needs assistance.  The 2026 parent survey results indicate that families continue to value outcome-focused engagement. Parent agreement that the District provides information and resources to support learning at home increased to 69.5%, but the overall percentage indicates continued room for growth. March 2026 LCAP feedback also identified a need to help parents better understand available academic supports, intervention options, committee structures, and ways to support learning at home. Parents specifically requested parenting classes, growth mindset and SEL workshops, clearer sharing of community and literacy resources, more communication about student performance, and better explanation of available school and District options.  To improve engagement of underrepresented families, the District will continue student-group-specific outreach and advisory structures, including supports for English learner families, families of students with disabilities, socioeconomically disadvantaged students, Native American families, foster youth, and homeless students. Site-based liaisons will support this work by helping families navigate school systems, participate in meetings, understand student progress, and connect with available supports. The District will also evaluate parent survey data alongside student outcome data, including chronic absenteeism, academic performance, behavior, and school connectedness, to determine whether family engagement efforts are reducing barriers and improving student outcomes.|Hemet Unified continues to use multiple structures to seek parent and family input in District and site decision-making. These structures include the LCAP Parent Advisory Group, DELAC, School Site Councils, English Learner Advisory Committees, Native American Tribal Advisory Council, parent surveys, student surveys, staff surveys, and site-level engagement processes connected to SPSA and LCAP development. The District continues to align LCAP development with site-based planning so that educational partner feedback, student outcome data, and resource allocation decisions are considered as part of a coherent improvement process.  March 2026 LCAP meeting feedback confirmed that families recognize several existing input structures as strengths. Parents identified SSC, ELAC, parent/student surveys, IEP participation, parent liaison outreach, school committee opportunities, social media, School Site Council relationships, and site communication about opportunities to participate in ELAC, SSC, PTS, and other committees. Feedback also noted that building relationships with parents makes families more willing to share input, and that liaison outreach helps families learn about engagement opportunities.  Parent survey results show strong support for the District’s focus on student outcomes and responsible resource use. In 2026, 75.0% of parents ranked improving student outcomes as the top priority, and 63.5% ranked efficient use of financial resources as the second priority. These results indicate that parents want the District to continue using educational partner feedback to make outcome-focused, fiscally responsible decisions. The continued shift toward site-based Parent Liaison and Community Outreach Liaison supports and strengthens this process by making input opportunities more visible and accessible at the school-site level.|Seeking input for decision-making remains the clearest area for improvement in the Parent and Family Engagement local indicator. In 2026, 59.9% of parents reported positive perceptions that the school or District makes opportunities available for parents to participate in advisory groups and decision-making. This was a decline from the prior year and was the lowest among the comparable parent engagement survey items.  March 2026 LCAP meeting feedback provides additional context for this result. Parents and educational partners reported that schools and the District need to better explain what committees do, help families understand how to become decision makers, provide more flexible participation options, such as Zoom conferences or parent calls, and reach out more intentionally to parents who face barriers to attending meetings. Feedback also emphasized the need to show how parent voice has influenced outcomes, funding decisions, and school or District actions. Parents also requested more surveys on decision-making topics, more open house opportunities, and clearer information about where funding goes and what resources are available. 22   This indicates that while the District has multiple formal structures for input, families do not consistently experience those opportunities as visible, accessible, or clearly connected to decision-making. As the District emphasizes site-based liaison systems, Parent Liaisons and Community Outreach Liaisons will help explain advisory structures, invite broader participation, and support feedback loops that show how input influences LCAP goals, actions, services, SPSAs, and implementation decisions.|The District will continue to improve engagement of underrepresented families in decision-making by maintaining and strengthening student-group specific input structures. These include DELAC for English learner families, advisory opportunities for families of students with disabilities, Native American Tribal Advisory Council engagement, School Site Councils, ELACs, LCAP Parent Advisory Group meetings, and survey-based feedback opportunities.  The 2026 parent survey results reinforce the need to strengthen this area. Although parents reported stronger outcomes for preferred-language access at 91.9%, staff respect at 80.5%, safety at 72.6%, and welcoming environments at 72.6%, only 59.9% reported positive perceptions of opportunities to participate in advisory groups and decision-making. March 2026 LCAP feedback specifically called for targeting underrepresented parent groups who usually do not have a voice, building connections through culture and community, creating more parent interaction opportunities, using informative resources such as videos, and providing opportunities for families to see where funding goes and what supports are available.  The District will continue to use site-based Parent Liaisons, Community Outreach Liaisons, preferred-language supports, virtual/in-person options, and multiple feedback formats to reduce barriers to participation. As resources shift toward school-site engagement structures, liaisons will support more direct outreach to families of English learners, foster youth, homeless students, socioeconomically disadvantaged students, students with disabilities, Native American students, and other underrepresented groups. The District will also monitor survey outcomes and participation data to determine whether these families are experiencing improved access to decision-making processes.|4|4|4|5|4|4|5|5|4|4|4|4|Met||2026-06-16|2026
33670820120675|Western Center Academy|3|In the past few years, we have taken great efforts to increase communication between teachers and families as well as office staff and families. We have increased our general communication to all parents through Parent Square, our new Apptegy-powered website, and social media. We have also increased communication with individual parents about discipline, academics, and accolades through increased phone calls and emails. Our parent surveys indicate that a large majority of parents feel that staff is accessible when they have questions and they feel like we are available when needed.|We are constantly having discussions about how to increase and improve relationships with school staff and families. Through Parent Square, social media, Parent Advisory Committee, Governing Council, Town Hall meetings, Academic Improvement Meetings, SSTs, SART, and more, we have made great strides in our communication and relationships with families.|Our largest subgroup at WCA is the Hispanic subgroup. We have hired more bilingual employees in the front office to communicate with our parents and we will continue to hold this as a priority. We have a close relationship with the translators at the district office for the less common languages represented at our school and call on them when needed for parent meetings and phone calls and we are working on systematizing this process. We use a variety of methods (email, text, social media, phone) to contact parents and we will ensure that those messages are accessible to all. We provide translation services at our Parent Information Nights.|We have a very strong team related to special education and 504 plans who make it clear the parental rights in meetings. We make very strong IEP and 504 plans in partnership with the families to ensure student success. We have great processes for identifying students who are struggling academically and meeting with families to address those issues. Our surveys reveal that parents are not concerned about a lack of input.|We have focused on identifying issues sooner and connecting with families to help solve problems and still have work to do. We also have not perfected the interventions that we use to respond to issues when they’ve been identified. We have created new academic and behavioral interventions and have  staff to provide Tier 2 and Tier 3 interventions, but the systems around these interventions need to be sustainable. We will continue to work on both of these weaknesses moving forward.|We have begun to be more flexible in our meeting times to be more responsive to our families’ needs. We have offered videos and Zoom meetings instead of in-person opportunities as well. Our front office staff have created systems for setting up meetings with staff that is flexible for the parents and respects the teachers’ work days.|We have greatly increased our communication with families over the past several years and decision-making has been one of the areas that we’ve focused on. As a result of our parent feedback and student surveys, we have expanded our counseling department and our counselor, BSS, and MFT have done a great job communicating with families about their options as well.|Based on our feedback, our focus areas will be: Focusing on proactive communication, communicating verbal warnings to parents before it becomes a bigger issue, communicating in a timely manner when grades are beginning to drop, and following up regularly with parents about progress towards meeting IEP goals.|Part of our proactive communication will include parent education, for example, teaching new parents how to use Aeries, Google Classroom, and other digital resources to follow their child’s progress. We will post more instructive videos on our social media, website, and via email. We will have in-person sessions for parents such as FAFSA night, STEM Showcase, and Back-to-School nights.|3|3|2|3|3|4|3|5|3|3|3|3|Met||2026-05-19|2026
33670900000000|Jurupa Unified|3|Jurupa Unified School District prioritizes building strong, trusting, and respectful relationships between school staff and families as a foundational component of student success. Educational partner input and local participation data demonstrate sustained progress in creating welcoming and inclusive school environments where families feel valued, connected, and encouraged to participate in their child’s education. High levels of participation in parent-teacher conferences, School Site Councils, English Learner Advisory Committees, District Advisory Council meetings, family engagement events, and volunteer activities reflect strong family-school partnerships across the district.  District and school leaders consistently promote the importance of family engagement by modeling collaborative practices and providing ongoing support and guidance to staff. Schools continue to strengthen their capacity to engage families through professional learning focused on relationship-building, culturally responsive practices, inclusive communication strategies, and creating environments where families from diverse backgrounds feel respected and supported.  The District actively seeks to understand and respond to the strengths, cultures, languages, experiences, and aspirations of families through surveys, advisory groups, community meetings, and individualized conversations. Translation and interpretation services, multilingual communication platforms, and multiple opportunities for two-way communication help ensure families have meaningful access to information and opportunities to provide input. Family engagement events and activities throughout the year further support relationship-building and celebrate the diversity of the Jurupa Unified community.  Through ongoing collaboration with educational partners, the District continues to strengthen systems that promote authentic family engagement and shared responsibility for student learning and well-being. These efforts help ensure families feel informed, connected, and empowered to actively support student achievement and contribute to district and school decision-making processes.|Jurupa Unified School District remains committed to strengthening meaningful partnerships between schools and families to support student success and well-being. Educational partner feedback and local survey data indicate that while families value opportunities to engage with schools, barriers such as work schedules, transportation, childcare, and varying communication preferences can impact participation. As a result, the District continues to focus on expanding equitable and accessible opportunities for family engagement.  Parent survey feedback identified scheduling flexibility and communication accessibility as ongoing areas for improvement. In response, the District and school sites are continuing efforts to diversify communication methods and increase opportunities for families to participate in ways that best meet their needs. Schools utilize multiple communication platforms, including phone calls, emails, text messaging, digital applications, virtual meetings, and in-person outreach, to improve access to information and strengthen two-way communication between families and school staff.  The District continues to expand flexible family engagement opportunities by offering meetings, workshops, and events at varied times and through both in-person and virtual formats. Schools also continue to strengthen outreach efforts designed to increase participation from underrepresented families and families of unduplicated student groups by providing translation and interpretation services and reducing barriers to participation whenever possible.  Additionally, Jurupa Unified continues to prioritize authentic educational partner input through surveys, advisory committees, listening sessions, and focus groups that help inform district and school decision-making processes. The District remains focused on building staff capacity to foster welcoming, culturally responsive environments where all families feel respected, informed, and empowered to advocate for and support their child’s education.  Through continuous reflection and collaboration with educational partners, the District will continue refining engagement practices to strengthen relationships, increase participation, and ensure all families have meaningful opportunities to contribute to student success and school improvement efforts.|Jurupa Unified School District remains committed to strengthening engagement and building trusting relationships with families who have been historically underrepresented in school participation and decision-making processes. Educational partner input and local data continue to highlight the importance of reducing barriers to participation and expanding equitable access to communication, resources, and engagement opportunities for families of English Learners, foster youth, students experiencing homelessness, students with disabilities, and other underserved student groups.  To improve engagement with underrepresented families, the District and school sites continue to expand outreach efforts through multiple communication methods, including phone calls, text messaging, emails, digital communication platforms, in-person outreach, and home visits when appropriate. Schools work to ensure communication is timely, understandable, and accessible to families in their preferred language through translation and interpretation services provided during meetings, events, and school communications whenever possible.  The District also continues to provide flexible opportunities for participation by offering meetings, workshops, and educational partner engagement activities at varied times and through both in-person and virtual formats. These efforts are intended to accommodate differing work schedules, transportation needs, and family responsibilities that may otherwise limit participation.  In addition, Jurupa Unified partners with school liaisons, community organizations, and family engagement groups to better understand the unique needs and perspectives of underrepresented families. Surveys, focus groups, advisory committees, and direct outreach continue to provide opportunities for families to share feedback and help inform district and school-level decisions. Schools also provide resources and training opportunities designed to help families navigate school systems, understand available supports, and advocate for their children’s academic and social-emotional success.  Through these ongoing efforts, the District seeks to create welcoming and inclusive environments where all families feel respected, connected, and empowered to actively participate as educational partners in support of student achievement and well-being.|Jurupa Unified School District continues to strengthen partnerships with community organizations, public agencies, and educational partners to address barriers to learning and improve student outcomes. Educational partner input and local data demonstrate the importance of coordinated systems of support that address students’ academic, behavioral, physical health, and social-emotional needs.  The District maintains strong partnerships with healthcare providers to increase access to medical and preventative health services that support student attendance and achievement. These efforts include vaccination events, mobile health clinics, and school-based dental programs designed to reduce barriers to care for students and families.  Jurupa Unified continues to expand behavioral health services through partnerships with nonprofit agencies and Riverside University Health System – Behavioral Health. Increased direct service contracts have expanded access to counseling, trauma-informed supports, and mental health interventions for students. The District also leverages Behavioral Health Services Act (BHSA) funding and continues developing sustainable reimbursement systems through the Children and Youth Behavioral Health Initiative (CYBHI), including the expansion of Behavioral Health Peer Specialists at school sites.  Additional partnerships with Inland Empire Health Plan (IEHP) provide Health Navigators and Community Health Workers who assist families in accessing healthcare and community resources. Approximately 46% of Jurupa Unified students are IEHP members, making this partnership an important support for student wellness and family access to services.  The District also prioritizes early childhood development through partnerships with First 5 Riverside and other community organizations. Programs provide home visitation, parent education, early learning supports, and infant mental health consultation services that strengthen family stability and school readiness.  Jurupa Unified collaborates with Riverside County Office of Education (RCOE), county agencies, and community organizations to support foster youth, students experiencing homelessness, and other vulnerable student groups through academic interventions, credit recovery opportunities, housing and transportation supports, and transition planning services.  Jurupa Unified remains committed to expanding and sustaining partnerships that provide comprehensive supports for students and families, including continued implementation of evidence-based programs, expansion of mental health services, and increased early intervention supports for children ages 0–5.|Jurupa Unified School District recognizes that strong partnerships between families, schools, and community organizations are essential to improving student outcomes. Educational partner input and local data continue to identify opportunities to strengthen family capacity, improve access to resources, and expand meaningful collaboration between schools and families in support of student achievement and well-being.  One focus area for improvement is increasing opportunities for families to access practical tools, information, and resources that support academic success and social-emotional well-being at home. The District will continue expanding workshops, informational sessions, and family resources designed to help parents and guardians support student learning, attendance, mental wellness, and college and career readiness.  Educational partner feedback also highlighted the importance of providing families with timely information and support related to current community concerns impacting students and families. The District will continue working with community agencies and educational partners to provide resources, outreach, and awareness opportunities related to behavioral health, substance abuse prevention, vaping, fentanyl awareness, student safety, and access to available community services. These efforts are intended to promote safe and supportive school environments while strengthening trust and communication with families.  Another area of focus is continuing to strengthen staff capacity to effectively engage families through culturally responsive and relationship-centered practices. Ongoing professional learning opportunities for teachers, administrators, counselors, and support staff will focus on effective communication strategies, inclusive engagement practices, and collaboration with families from diverse backgrounds and experiences.  The District also remains committed to strengthening family understanding of school systems, student supports, and educational rights. Jurupa Unified will continue providing guidance and resources to help families navigate available programs and services, participate in decision-making opportunities, and advocate for their children’s academic and social-emotional needs, including support for families of students with disabilities, foster youth, English Learners, and students experiencing homelessness.  Through these continued improvement efforts, Jurupa Unified seeks to strengthen authentic partnerships with families and educational partners to ensure all students have access to the supports and opportunities needed for long-term success.|Jurupa Unified School District remains committed to strengthening engagement and partnerships with families who have been historically underrepresented in educational programs and decision-making processes. Educational partner input and local data continue to identify the importance of reducing barriers to participation and increasing equitable access to communication, services, and opportunities for involvement in support of positive student outcomes.  To improve engagement with underrepresented families, the District continues to expand multilingual communication and outreach efforts to ensure families receive timely and understandable information in their preferred language whenever possible. Translation and interpretation services are provided for meetings, school events, workshops, and district communications to increase accessibility and participation for families of English Learners and multilingual households.  The District also continues to provide flexible engagement opportunities designed to accommodate varying family schedules, transportation limitations, and communication preferences. Schools utilize multiple methods of outreach, including phone calls, text messaging, emails, virtual meetings, online surveys, and in-person communication to strengthen two-way engagement with families. Sites also continue exploring expanded home visitation and individualized outreach strategies to support relationship-building and address barriers related to chronic absenteeism and student engagement.  Jurupa Unified works collaboratively with community organizations, school liaisons, and county agencies to better connect underrepresented families with academic, behavioral health, social-emotional, and basic needs resources. These partnerships help provide targeted support for families of English Learners, foster youth, students experiencing homelessness, students with disabilities, and other underserved student groups.  In addition, the District continues to gather feedback from underrepresented families through surveys, advisory committees, focus groups, and direct outreach efforts to better understand family experiences, needs, and priorities. Educational partner feedback will continue to inform district and school-level improvements designed to create welcoming, inclusive environments where all families feel respected, connected, and empowered to participate as partners in student success.  Through these ongoing efforts, Jurupa Unified seeks to strengthen authentic partnerships with all families and ensure equitable access to the supports, services, and opportunities necessary to improve student outcomes.|Jurupa Unified School District continues to prioritize meaningful educational partner engagement in decision-making processes at both the school and district levels. Educational partner input and local data demonstrate strong participation in advisory groups, committees, surveys, and collaborative planning opportunities that help inform district initiatives, programs, and services.  At the school level, all sites maintain active School Site Councils (SSCs) and English Learner Advisory Committees (ELACs), with Community School Councils and additional parent leadership groups operating at designated sites as appropriate. Parent Teacher Associations (PTAs), booster organizations, and school-based engagement activities also provide opportunities for families to participate in discussions regarding school programs, student needs, school climate, and the use of site resources to support student achievement.  At the district level, Jurupa Unified continues to support a variety of advisory committees that provide input on district priorities, policies, and programs. These groups include the District Advisory Council (DAC), District English Learner Advisory Committee (DELAC), Equity, Access and Inclusion Committee, African American Parent Advisory Council (AAPAC), and the Special Education Parent Advisory Committee (SEPAC). Through these committees, families and educational partners provide valuable perspectives that help guide district planning and continuous improvement efforts.  The District also continues to utilize surveys, public meetings, focus groups, and other feedback mechanisms to gather educational partner input related to the Local Control and Accountability Plan (LCAP), student supports, school climate, academic programs, and family engagement efforts. Multiple communication methods and translation and interpretation services help increase accessibility and participation for diverse families and educational partners.  In addition, school and district staff continue to receive guidance and support related to family engagement practices, facilitation of advisory groups, and strategies for increasing meaningful educational partner participation in decision-making processes. These efforts help strengthen collaboration, transparency, and shared responsibility between families, schools, and the District.  Jurupa Unified remains committed to continuous improvement in educational partner engagement and values the perspectives of families, students, staff, and community members in shaping programs, services, and decisions that support positive student outcomes.|Jurupa Unified School District remains committed to strengthening meaningful educational partner participation in decision-making processes at both the school and district levels. Educational partner feedback and local data continue to identify opportunities to increase awareness of engagement opportunities, strengthen representative participation, and improve the use of educational partner input to inform district and school improvement efforts.  One area of focus for improvement is continuing to strengthen staff capacity to effectively facilitate advisory groups and collaborative decision-making processes. The District will continue providing professional learning and guidance for administrators, site leaders, and staff related to advisory committee requirements, effective engagement strategies, data-informed decision-making, and practices that encourage authentic educational partner participation.  The District also continues to prioritize the analysis and use of educational partner feedback collected through the Local Control and Accountability Plan (LCAP) process, Community Schools surveys, advisory committees, and other engagement activities. These data sources help identify trends, areas of need, and opportunities for improvement that inform district planning, resource allocation, and student support strategies.  Another focus area is increasing awareness and participation opportunities for families and community members, particularly among underrepresented student groups and families who may face barriers to engagement. The District will continue expanding communication and outreach efforts to ensure families are informed about opportunities to participate in advisory committees, surveys, meetings, and district planning processes. Efforts will include the use of multilingual communication, varied meeting formats, and accessible resources to support broader participation.  Jurupa Unified also continues collaborating with community partners and family engagement groups to provide workshops, informational sessions, and resources that help families better understand school systems, decision-making structures, and opportunities to provide meaningful input. These efforts are intended to strengthen family confidence and participation in district and school-level planning processes.  Through ongoing reflection and collaboration with educational partners, Jurupa Unified remains committed to fostering transparent, inclusive, and responsive decision-making processes that reflect the needs, perspectives, and priorities of the diverse communities it serves.|Jurupa Unified School District remains committed to increasing meaningful participation from families who have been historically underrepresented in school and district decision-making processes. Educational partner input and local data continue to identify the importance of reducing barriers to participation, strengthening culturally responsive engagement practices, and ensuring all families have equitable opportunities to provide input on programs, services, and district priorities.  To improve engagement with underrepresented families, the District will continue expanding professional learning opportunities for administrators, teachers, counselors, and support staff focused on culturally responsive communication, relationship-building, and effective strategies for engaging families from diverse backgrounds and experiences. These efforts are intended to strengthen inclusive practices and create welcoming environments where all educational partners feel valued and heard.  The District will also continue utilizing disaggregated educational partner feedback and survey data to better understand the experiences, needs, and priorities of underrepresented student groups and families. Information gathered through surveys, advisory committees, focus groups, and community outreach efforts will help inform district and school-level planning and support more responsive decision-making processes.  Jurupa Unified will continue expanding outreach and communication efforts to increase awareness of opportunities for participation in advisory groups, district committees, surveys, and school engagement activities. Translation and interpretation services, multilingual materials, and varied communication methods will continue to be utilized to improve accessibility for families whose primary language is not English. Schools and district departments will also continue using personalized outreach strategies, including direct communication and home visits when appropriate, to strengthen relationships and increase participation among families who may face barriers to engagement.  In addition, the District will continue collaborating with trusted community organizations, county agencies, and family engagement groups to strengthen connections with underrepresented families and increase access to resources, information, and leadership opportunities. These partnerships help support more inclusive participation and ensure diverse perspectives are reflected in district and school decision-making processes.  Through these ongoing efforts, Jurupa Unified seeks to strengthen authentic educational partner engagement and ensure all families have meaningful opportunities to contribute to decisions that support student achievement, well-being, and school improvement.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-23|2026
33671160000000|Menifee Union|3|Educational partner feedback and local data indicate that the Menifee Union School District has made notable strides in building relationships between school staff and families through the deliberate implementation of high-impact practices within a Multi-tiered System of Support framework. To further cultivate strong and positive school cultures, we have identified approaches to ensure all staff members can contribute effectively.  Educational partners have expressed gratitude for the assistance provided by community liaisons, site and district administrators, counselors, and teachers in connecting families with resources and school events that support students’ academic success and well-being. Attendance at our Special Education Parent Advisory Committee, District African American Parent Advisory Committee, and District English Learner Parent Advisory Committee meetings has increased, reflecting a growing commitment to fostering more inclusive and culturally responsive learning environments district-wide.  Local survey data further demonstrates positive progress in strengthening relationships between schools and families. Family Support ranks around the 80th percentile nationally, with a 73% favorable response rate, outperforming approximately 80% of schools nationwide. Families reported particularly strong perceptions in conversations about classroom learning (86%) and helping children develop independence (85%). These findings reflect the district’s ongoing efforts to build meaningful partnerships with families that extend learning beyond the classroom.  In addition, Family Engagement ranks around the 70th percentile nationally. Parent group involvement showed a 5- point increase, demonstrating that families are increasingly participating in advisory groups, school events, and opportunities to provide feedback and engage in decision-making processes.  School Safety also remains a strength, ranking around the 70th percentile nationally with a 77% favorable response rate and a 2-point increase from the previous year. Families reported especially strong perceptions regarding school safety related to drug prevention and awareness, with a 94% favorable response and a 4-point increase. These positive perceptions contribute to stronger trust and confidence between families and school staff. While progress has been made, educational partner feedback and survey data also identified areas for continued improvement. School Climate ranks around the 30th percentile nationally, with families identifying classroom motivation and fairness in evaluation systems as areas needing additional attention. Additionally, barriers to engagement remain a challenge for some families, particularly related to busy schedules and perceptions of school welcomingness. The district remains committed to expanding communication methods, increasing flexible opportunities for family involvement, and fostering welcoming and responsive school environments for all families.|Based on educational partner feedback and local data, Menifee Union School District identified several focus areas for improvement in strengthening relationships between school staff and families. Feedback from DELAC, PAC, and parent involvement surveys highlighted the need for more consistent communication, increased support for learning at home, and expanded opportunities for meaningful family participation in school activities and decision-making. One focus area is improving communication systems between schools and families. Educational partners emphasized the importance of regular updates regarding student academic progress, family-friendly explanations of assessment results, and more consistent use of communication platforms such as ParentSquare and Aeries. Families also identified a need for additional technology support to help access digital tools and school information more effectively.  Another area for improvement is increasing family capacity to support student learning at home. Families expressed interest in workshops and resources focused on grade-level expectations, literacy and math support, homework routines, and strategies to help students stay organized and motivated. Educational partners also emphasized the importance of providing support specifically for English learners and multilingual families.  Additionally, feedback identified opportunities to strengthen family participation and school connectedness through more welcoming volunteer opportunities, clearer expectations for family involvement, and increased opportunities for parents to participate in advisory groups, surveys, and school planning discussions. Families also expressed interest in stronger connections to community resources, including tutoring programs, wellness supports, literacy partnerships, and enrichment opportunities. These focus areas will guide the district’s ongoing efforts to build stronger partnerships and foster greater trust and collaboration between schools and families.|Based on educational partner feedback and local data, Menifee Union School District recognizes the importance of strengthening engagement with families who may experience barriers to participation in school activities and decision-making processes. Feedback from DELAC, PAC, and parent involvement surveys identified the need for more accessible communication, increased family learning opportunities, and stronger support systems to help families feel connected to their child’s school community.  To improve engagement, the district will continue expanding workshops and family learning opportunities focused on grade-level expectations, literacy and math support, homework routines, and understanding assessment results. Families also expressed interest in guidance on supporting student motivation, organization, and creating productive learning environments at home. The district will continue providing targeted support for English learners and multilingual families to ensure equitable access to information and resources.  The district will also strengthen communication systems by increasing the consistent use of ParentSquare and Aeries, providing family-friendly explanations of academic progress and interventions, and offering additional technology support for families needing assistance accessing digital platforms and school information. Educational partners emphasized the importance of clear, timely communication and additional opportunities for families to receive information through curriculum nights, workshops, and family events.  Additionally, the district will continue creating more welcoming opportunities for families to participate through volunteer opportunities, advisory committees, surveys, and school planning discussions. Families expressed interest in clearly defined volunteer roles, training opportunities, and stronger connections to community resources, including tutoring programs, wellness supports, literacy partnerships, and enrichment activities. These efforts are intended to strengthen trust, improve collaboration, and increase meaningful family engagement across all student groups.|Based on educational partner feedback and local data, Menifee Union School District has demonstrated continued progress in building partnerships that support positive student outcomes. Feedback from DELAC, PAC, and parent involvement surveys reflects strong collaboration between schools and families through ongoing communication, family learning opportunities, and increased participation in school programs and advisory groups.  Survey data indicate that Family Support remains a significant strength for the district, ranking around the 80th percentile nationally with a 73% favorable response rate. Families reported strong practices related to discussing classroom learning with their children (86%) and helping students develop independence (85%), demonstrating positive school-home partnerships that support student success. Family Engagement also ranks around the 70th percentile nationally, with parent group involvement showing a 5-point increase, reflecting growing participation in school events, advisory committees, and engagement opportunities.  Educational partner feedback also highlighted the value of workshops and resources that help families support student learning at home. Families identified strong interest in understanding grade-level expectations, supporting literacy and mathematics at home, accessing online learning resources, and understanding assessment results such as CAASPP, CAST, and local screeners and diagnostics.  The district has also made progress in strengthening communication systems and increasing access to information for families. Families expressed appreciation for regular updates regarding academic progress, curriculum information sessions, and communication through platforms such as ParentSquare and Aeries. Educational partners also emphasized the importance of technology support opportunities and family-friendly communication practices that improve accessibility and engagement.  In addition, School Safety remains an area of strength, ranking around the 70th percentile nationally with a 77% favorable response rate and a 2-point increase from the prior year. Positive perceptions related to school safety and school connectedness continue to support stronger trust and collaboration between schools and families. While the district continues to identify opportunities for growth related to school climate and reducing barriers to engagement, local data demonstrates meaningful progress in building stronger partnerships that support student learning and well- being.|Based on educational partner feedback and local data, Menifee Union School District identified several focus areas for improvement in strengthening partnerships that support positive student outcomes. Feedback from Panorama surveys, DELAC, PAC, and parent involvement surveys emphasized the need to reduce barriers to family engagement, strengthen communication systems, and increase meaningful opportunities for families to support student learning and participate in school communities.  One key focus area is improving communication and accessibility for families. Educational partners identified the need for more consistent school-to-home communication, clearer explanations of assessment results, and additional support in accessing digital communication platforms such as ParentSquare and Aeries. Families also expressed interest in curriculum preview nights, information sessions, and timely updates regarding student progress and interventions. Panorama data also indicated that some families continue to experience barriers related to communication and feeling connected to the school community.  Another focus area is increasing family participation and reducing barriers to engagement. Local data showed that busy schedules, transportation challenges, childcare needs, and concerns about school connectedness continue to impact family involvement. Families also identified a need for more clearly defined volunteer opportunities, training, and welcoming school environments that encourage participation from all families.  Educational partners also highlighted the importance of strengthening family capacity to support learning at home. Families expressed interest in workshops focused on grade-level expectations, literacy and math strategies, homework support, and understanding assessment data. Panorama data further identified opportunities to improve school climate, including classroom motivation, fairness in evaluation systems, and perceptions of belonging and connectedness. These focus areas will guide the district’s continued efforts to strengthen partnerships between schools and families to improve student outcomes.|Based on educational partner feedback and local data, Menifee Union School District recognizes the importance of increasing engagement with families who may experience barriers to participation in school programs, decision-making opportunities, and student learning supports. Feedback from Panorama surveys, DELAC, PAC, and parent involvement surveys identified communication, accessibility, technology support, and school connectedness as key areas needing continued attention.  To improve engagement, the district will continue expanding opportunities for families to access information and participate in meaningful learning experiences connected to student success. Planned supports include workshops focused on grade-level expectations, literacy and math strategies, homework support, understanding assessment results, and helping students stay organized and motivated. Families also identified the importance of targeted support for English learners and multilingual families to ensure equitable access to academic resources and school programs.  The district will also strengthen communication systems by increasing the consistent use of ParentSquare and Aeries, providing family-friendly explanations of academic progress and interventions, and expanding technology support opportunities for families. Educational partners recommended curriculum preview nights, informational workshops, technology support booths, and clearer communication processes to help families better access school information and participate in their child’s education. In addition, the district will continue increasing opportunities for families to engage in school communities through volunteer opportunities, advisory groups, surveys, School Site Council participation, and culturally responsive family engagement events. Feedback highlighted the importance of creating welcoming environments, clearly defined volunteer roles and training, and ongoing opportunities for family feedback and participation in school planning discussions.  Through collaborative efforts with families, practical solutions will continue to be identified to enhance student attendance, engagement, and academic success, recognizing parents as essential partners in supporting positive student outcomes. The Educational Services Department will continue collaborating with site administrators, community liaisons, external partners, and educators to expand Family Education Events focused on strengthening partnerships between schools and families, particularly in mathematics, science, and English Language Arts. The district will also continue connecting families with tutoring programs, literacy partnerships, wellness supports, enrichment opportunities, and technology access resources to reduce barriers and strengthen student outcomes.|Based on educational partner feedback and local data, Menifee Union School District continues to demonstrate strong progress in seeking meaningful input from families and community stakeholders to inform district and school decision-making processes. The district provides multiple opportunities for educational partners to participate in advisory groups, surveys, committees, and engagement events that help shape district priorities, programs, and supports for students and families.  The district continues to see strong participation in the Special Education Parent Advisory Committee, District African American Parent Advisory Committee, District English Learner Parent Advisory Committee, and the general Parent Advisory Committee. Educational partner feedback gathered through these committees has helped inform district efforts related to communication systems, academic supports, family engagement practices, and culturally responsive learning environments. Families also continue to provide input through School Site Councils, surveys, school improvement discussions, and districtwide engagement opportunities.  The district also continues to facilitate opportunities such as Conversations with the Superintendent, Family Education Events, and curriculum information sessions focused on topics identified by educational partners, including school safety, mental health, student learning supports, and academic achievement. Feedback from families highlighted appreciation for opportunities to receive updates regarding student progress, interventions, and assessment information, as well as opportunities to provide feedback to teachers and school leaders. Local survey data further demonstrates progress in family participation and engagement. Panorama data showed increases in parent involvement with school groups, volunteer opportunities, fundraising efforts, and conversations with other families connected to school communities. Parent group involvement increased by 5 percentage points, and helping out at school increased by 4 percentage points compared to the prior year. Additionally, family support indicators remain strong, including high percentages of families reporting regular conversations with their children about classroom learning and supporting student independence.  The district remains committed to continuously analyzing educational partner feedback and local data to strengthen two-way communication, increase family voice in decision-making, and ensure families remain active partners in supporting positive student outcomes.|The Menifee Union School District hosts at least four meetings annually with key advisory committees, including the District English Learner Advisory Committee, Parent Advisory Committee, District African American Parent Advisory Committee, and Special Education Advisory Committee. These meetings strengthen partnerships and provide valuable input that helps inform district decision-making and continuous improvement efforts.  Educational partners are also invited to participate in structured sessions throughout the year to review district data, provide feedback, and help identify high-impact actions and priorities for the upcoming school year. At the school level, administrators facilitate School Site Council and English Learner Advisory Committee meetings that support stakeholder involvement in site-based decision-making related to school improvement efforts, safety plans, and parent involvement strategies.  While participation and family voice continue to grow, local survey data and educational partner feedback identified several areas for continued improvement related to seeking input for decision-making. Panorama survey data indicated that some families continue to experience barriers related to busy schedules, transportation, childcare needs, and uncertainty about how to communicate with schools or participate in engagement opportunities. Feedback from advisory groups also emphasized the importance of more consistent communication, increased accessibility to information, and expanded opportunities for families to provide input and engage in district and school planning discussions.  Additionally, educational partners expressed interest in increasing opportunities for family leadership, volunteerism, and participation in school planning processes through advisory committees, surveys, and ongoing feedback opportunities. To address these areas, school and district leadership teams will continue analyzing educational partner feedback and local data to identify targeted strategies that reduce barriers to engagement, strengthen two- way communication, and expand meaningful opportunities for all families to participate in decision-making processes.|Menifee Union School District is committed to increasing the involvement of underrepresented families by expanding opportunities for meaningful participation in school and district decision-making processes. Feedback from Panorama surveys and educational partner groups identified barriers related to communication, transportation, busy schedules, childcare needs, and uncertainty about how to participate in school engagement opportunities. These findings highlighted the need for more accessible and inclusive strategies to ensure all families feel welcomed, informed, and empowered to share input.  To improve engagement, the district will continue hosting Parent Orientation events, Family Education Events, and informational meetings at school sites to increase awareness of opportunities to participate in Parent Advisory Committees, School Site Councils, DELAC, and other advisory groups. The district will also continue strengthening communication systems through ParentSquare, Aeries, surveys, and family-friendly informational sessions to ensure families have timely access to important information and opportunities to provide feedback.  Site administrators and staff will continue receiving professional development focused on effective family engagement practices, culturally responsive communication, and strategies for increasing participation from families who have historically been underrepresented in decision-making processes. Educational partner feedback also emphasized the importance of creating welcoming school environments, providing clearly defined opportunities for participation, and increasing ongoing opportunities for family voice and feedback.  The Educational Services Department will continue supporting school sites in designing, implementing, and evaluating family engagement activities aligned to the needs and preferences of the district’s diverse community. In partnership with educational partners, the district will continue analyzing local data and feedback to identify barriers to participation, refine engagement strategies, and strengthen relationships with families to ensure all voices are represented in district and school decision-making processes.|4|4|4|4|4|4|4|3|4|4|4|4|Met||2026-06-16|2026
33671160109843|Santa Rosa Academy|3|Santa Rosa Academy affords many opportunities for parents to communicate with teachers regarding student progress and the improvement of student outcomes. All teachers, K through 12th grade, have email accessibility and are responsive to parent communications within 24 hours during the work week. Furthermore, teachers actively foster relationships by offering parent-teacher conferences twice a year to support student learning and discuss individual student progress.|Santa Rosa Academy’s primary focus area for improvement is building stronger relationships between staff and families, specifically in the area of student interventions. To address this, the LEA utilizes its robust Multi-Tiered System of Supports (MTSS) department to continuously monitor students through monthly Safety Net and Student Study Team (SST) meetings. These meetings actively involve parents, teachers, and key support staff as soon as a need is identified, allowing the team to collaboratively implement targeted, intense strategies to improve student outcomes. Additionally, the school provides parent training and resources to further support school readiness and home-school alignment.|To improve the engagement of underrepresented families, the LEA will continue to expand its use of ParentSquare as a primary, accessible communication hub. This platform allows teachers and staff to regularly create:  Classroom posts and updates  Targeted newsletters  Reminders for upcoming school events  By streamlining and increasing the frequency of these direct communications, the LEA aims to bridge the engagement gap and ensure secondary families are consistently connected, informed, and involved in the school community.|The LEA's current strength and progress in Building Partnerships for Student Outcomes is that more families are feeling welcomed on campus. Students feel that they have an opportunity to voice ideas that will enhance the school's programs and procedures. Many feel that their input matters and that they are heard.|The LEA will continue to focus on providing more opportunities for educational partner involvement. Families are provided multiple opportunities throughout the year to meet with the Principals, Counselors, teachers, and other support staff.|The LEA will continue to engage underrepresented families by creating opportunities for families to come on campus for events such as Coffee with the Principals, Doughnuts with Counselors, and parent workshops.|The LEA is doing a good job of Seeking Input for Decision-Making. Over 90% of students, families, and staff feel their input is valued and their voices are heard.|The LEA needs to continue to foster opportunities for educational partners to provide feedback on various operations of the school. The LEA will continue to hold town hall meetings, meetings with the Principals, Counselors, and parent meetings.|The LEA will continue to reach out to underrepresented families by utilizing Parent Square, email, holding school academic and social events, and holding parent workshops.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-09|2026
33671240000000|Moreno Valley Unified|3|"Based on the analysis of educational partner input and local data, the Moreno Valley Unified School District (MVUSD) has demonstrated significant strengths and progress in building authentic, collaborative relationships between school staff and families. A core strength lies in the district’s commitment to community engagement and professional development through the use of Community and Content Circles. These circles are integrated into site, department, and community meetings to foster deeper understanding and strengthen connections among all stakeholders, including county office and district staff, administrators, parents, and students. MVUSD has modernized its outreach by utilizing Smore, maintaining accessible and user-friendly websites that comply with all state and federal standards, and amplifying communication through consistent social media engagement. To ensure equitable information sharing, the district utilizes ParentSquare for versatile notifications via email, text, and phone, while disseminating information in multiple languages to reach its diverse community. Furthermore, the district promotes transparency and data literacy by hosting ""data chats"" and bootcamps for English Learner students and their parents, alongside regular progress meetings to support Dual Immersion success. The district has also made substantial progress in empowering parent leadership and voice. This is evidenced by the continuation of the Head Start Parent Policy Council, the Parent Ambassador Program—which helps families navigate Wellness Center resources and curricular information—and the growth of dedicated advisory groups such as DELAC, CAC, AAPAC, and PAC. MVUSD actively invests in these partners by dedicating funding for parents to attend professional conferences and involving the CTE Advisory Council to strengthen industry connections. Family engagement is further facilitated through specialized learning opportunities, including monthly trainings for parents of students with disabilities, Summer Family Camps for English Learners, and the provision of monthly document packages to DELAC representatives for site-level dissemination. These efforts are complemented by the Superintendent’s weekly messages, which highlight vital community events such as the Health and Resource Fair, Trunk or Treat, Bountiful Harvest, Moachella, Soul Fest, Dia de la Fiesta, and various vaccination clinics. Finally, MVUSD’s strengths extend to holistic student and family support, recognizing that strong relationships are built on meeting basic needs. The district addresses food insecurity through bi-weekly food box distributions and a Weekend Meal Program specifically for McKinney-Vento students. Staff further strengthen connections through Student Services Home Visits and by proactively informing families about college and career readiness opportunities, including AP, AVID, CTE, Dual Enrollment, and Middle College programs."|Based on the analysis of educational partner input and local data, Moreno Valley Unified School District has identified key focus areas for improvement centered on strengthening the peer-to-peer support network among families and aligning parent development with core district goals. Data from the Safety and Culture survey highlighted a specific need for families to feel more connected to one another, suggesting that while the district-to-family link is established, the lateral support system between families remains the lowest-rated area. To address this, the LEA will focus on intentionally designing site and district events—such as Back-to-School Nights, Open House, and other community gatherings—to move beyond information sharing and instead provide structured opportunities for families to interact, network, and build supportive relationships with one another.  In addition to fostering social connectivity, the district is prioritizing the refinement of parent development programs. The focus will be on ensuring that learning opportunities for parents are not only accessible but also more strategically targeted to align with specific district priorities. By shifting toward a more goal-oriented development model, the LEA aims to empower parents with the specific knowledge and skills needed to support student success in tandem with district initiatives. Together, these focus areas aim to transform the school community into a more cohesive and purpose-driven environment where families are connected both to the staff and to each other.|"Based on the analysis of educational partner input and local data, Moreno Valley Unified School District (MVUSD) will improve the engagement of underrepresented families by implementing a strategic and culturally responsive framework. A primary initiative is the delivery of focused, intentional cross-cultural parent and guardian workshops that address critical areas of student achievement, including academics, behavior, mental health, and social-emotional learning. These workshops are specifically designed to address the district's lowest-rated area on the Safety and Culture survey by providing a space for families to connect with and support one another. To further promote inclusivity and cultural understanding, the district will expand cross-cultural activities across all district and school events and offer a diverse range of activities and clubs that foster and celebrate academic achievement.  MVUSD will deepen these relationships by extending the accessibility of school resources beyond regular hours and cultivating meaningful engagement through increased volunteer opportunities at both the school and district levels. To support the holistic needs of underrepresented populations, the district will deliver targeted counseling and support services to parents and students within Afterschool and Saturday Innovation Camps, with a focus on enhancing student attendance and academic success. Outreach and collaboration will be further strengthened by sustaining the ""Be a Hero"" campaign and expanding the ""Hearts YOUnited"" program to bolster partnerships with community organizations.  For the upcoming year, MVUSD will continue to refine its outreach strategies to ensure broad participation by hosting community resource events, student leadership summits, and cultural engagement activities, while strengthening learning opportunities offered through the Health & Wellness Center. To remain responsive to the community, the district will implement regular parent surveys to gather actionable feedback and utilize the CARE Portal for consistent progress monitoring. By integrating feedback from families, students, and community partners into the planning process, MVUSD ensures that future engagement activities remain aligned with parental needs and expectations."|Moreno Valley Unified School District (MVUSD) has demonstrated significant strengths and progress in Building Partnerships for Student Outcomes by creating a comprehensive ecosystem of academic, social, and technological support. A foundational strength is the district’s commitment to academic empowerment and learning continuity, evidenced by providing Chromebooks for all TK-12 students to ensure a seamless connection between school and home. This technological support is bolstered by the proactive and consistent dissemination of information regarding essential educational resources, including HeyTutor, Professional Tutors of America, Imagine Learning, Footsteps2Brilliance, Reading Challenge, and Americorp Tutoring. To support language acquisition and facilitate cross-cultural communication, MVUSD continues to offer parent English classes taught by certificated staff and provides Rosetta Stone licenses to parents seeking to learn English or Spanish, directly enhancing their ability to communicate with schools.  Furthermore, MVUSD excels in holistic well-being and inclusive community engagement through various outreach and leadership initiatives. The district elevates mental health awareness by hosting a comprehensive summer Mental Health Symposium and organizes engaging Wellness Center events to support the holistic health of families. Community bonds are further strengthened through participation in clergy events like Hearts YOUnited and annual multicultural celebrations such as Dia de Fiesta, Black History Month, SoulFest, and the AAPAC End of Year BBQ. To empower parent leadership, the district sustains the Parent Ambassador Program for peer-to-peer support and offers professional development designed to help parents support their children's education. Literacy is also a key focus, with ongoing opportunities for parents to participate in literacy and book clubs, culminating in the annual Parent Yearly Book Club Celebration. Finally, the district maintains high standards for transparent and timely communication to ensure all families stay informed and involved. This includes delivering weekly Superintendent’s messages tailored to parent interests, maximizing the use of ParentSquare for two-way communication, and sending regular progress letters detailing academic achievement and attendance. The district also provides clear guidance regarding graduation requirements, such as Community Service Learning Hours for the Class of 2026. By strategically providing targeted information at district events, MVUSD ensures equitable access for underserved and underrepresented families, building high-impact partnerships that directly contribute to improved student outcomes.|Based on the analysis of educational partner input and local data, Moreno Valley Unified School District (MVUSD) has identified a primary focus area for improvement in developing and empowering families to become strong advocates for their children and the broader student population. To achieve this, the district will leverage the Parent Ambassador Program, utilizing these leaders to mentor other families and facilitate the skills necessary for effective advocacy. A key component of this improvement strategy involves enhancing data collection and accountability; the district will continue to require parents to log their engagement hours within the CARE Portal to monitor and evaluate the depth of participation. Furthermore, the LEA is prioritizing a targeted increase in the completion rates of the Safety and Climate Survey. By boosting parent participation in this survey, the district aims to gather more comprehensive data to ensure that future partnerships and student outcome initiatives are directly aligned with the authentic needs and voices of the community.|Based on the analysis of educational partner input and local data, Moreno Valley Unified School District (MVUSD) will improve the engagement of underrepresented families by prioritizing specialized training designed to foster advocacy and systemic participation. A key focus area involves providing additional training for principals, specifically centered on effective strategies to engage families and empower them to become proactive advocates for their own children as well as the broader student community. By equipping site leadership with these skills, the district aims to create a more welcoming and supportive environment for families who have historically been underrepresented in school decision-making processes.  Furthermore, the district will invest in the continuous development of its Parent Ambassadors through additional training, ensuring these leaders are prepared to bridge the gap between the district and the community. To ensure that engagement is accurately captured and monitored, the LEA will also provide targeted training for parents on how to navigate and utilize the district’s CARE Portal for logging their engagement hours. This emphasis on training for both staff and parent leaders ensures a sustainable infrastructure where underrepresented families have the tools, support, and leadership representation necessary to build meaningful partnerships that drive student outcomes.|Based on the analysis of educational partner input and local data, Moreno Valley Unified School District (MVUSD) has demonstrated a strong commitment to inclusive decision-making through a collaborative framework that involves families, teachers, principals, and administrators. A primary strength is the district’s integrated approach to engagement, where stakeholders work together to plan, design, implement, and evaluate family engagement activities at both the school and district levels. This collaborative model ensures that underrepresented families are prioritized and that their input directly shapes district initiatives. The progress of these efforts is validated by the 2025-2026 Culture and Safety Survey, which yielded an impressive overall favorability rating of 89%. The data indicates that families are highly satisfied with district programs and the decision-making climate, with favorable results in all six key survey areas:   Survey Area Favorability Rating Equity 98% Classroom Environment 92% Climate 88% Safety 88% Effective Communication 84% Culture 83%  These high ratings, particularly the 98% favorability in Equity and 92% in Classroom Environment, reflect the district's success in creating an environment where families feel heard and valued. By maintaining these high standards and consistently seeking actionable feedback through comprehensive surveys, MVUSD has built a solid foundation for transparent and responsive district leadership.|Based on the analysis of educational partner input and local data, Moreno Valley Unified School District has identified two primary focus areas for improvement in seeking input for decision-making. First, while the district achieved a strong 84% favorability rating in effective communication, the LEA is committed to addressing the needs of the remaining 16% of families who do not yet feel the current communication strategies are meeting their needs. The district will focus on identifying and removing barriers for this specific group to ensure their voices are captured in the decision-making process.  Second, survey results highlighted a clear need for families to feel more connected to one another within their respective school communities. Consequently, the district will prioritize creating more intentional opportunities for peer-to-peer networking. By fostering these social connections between families, the LEA aims to build a more cohesive community where families feel empowered to share collective input and collaborate more effectively with school and district leadership.|Based on the analysis of educational partner input and local data, Moreno Valley Unified School District (MVUSD) will improve the engagement of underrepresented families in seeking input for decision-making by implementing a data-driven and relationship-centered strategy. To monitor growth and ensure accountability, the district will rigorously analyze and act upon the results of the Fall and Spring 2025-26 Culture and Safety Surveys. Furthermore, the LEA will analyze engagement hours by school site through the CARE Portal to identify specific areas where participation may be lagging.  The district will broaden its reach by increasing parent engagement opportunities at both the site and district levels, specifically through a significant increase in parent workshops that are strategically aligned with district priorities. To ensure underrepresented voices are integrated into high-level governance, MVUSD will continue to include parents in Board of Education study sessions focused on student achievement and facilitate consistent family input through District-hosted LCAP (PAC) meetings. Locally, the district will provide structured opportunities for input through site-level meetings such as the School Site Council (SSC), English Learner Advisory Committee (ELAC), and African American Parent Advisory Council (AAPAC).  Central to this improvement plan is the facilitation of stronger relationships between and among families during school and district-wide meetings, addressing the identified need for peer-to-peer connection. The district will utilize Parent Ambassadors as key conduits for increasing communication and engagement, helping to bridge gaps with hard-to-reach populations. By continuing to connect parents through established district meetings—including DELAC, AAPAC, LCAP, CAC, and PAC—MVUSD ensures a continuous and inclusive feedback loop where family input directly informs the planning, implementation, and evaluation of district initiatives.|3|4|3|5|3|5|4|3|5|5|5|3|Met||2026-06-23|2026
33671570000000|Nuview Union|3|Nuview Union School District distributes a survey to parents on a yearly basis. In the last few years we have doubled the number of survey responses received. As an LEA we have a Parent Advisory Committee for feedback and direction on the Local Control and Accountability Plan.|Based on analysis of our educational partner input, we need to increase the number of participants attending meetings designed for our families such as the Parent Advisory Committee for the LCAP, DELAC attendance and Parent Education Nights that are offered by the District.|he LEA will work to improve engagement of underrepresented families by reaching out directly to the families when inviting them to Parent Nights. Staff will speak to parents in person at arrival and dismissal to invite them to these events. In addition, our Student Support Director will plan a summer event for families to complete registration, sign up for ELOP and receive resources to support their children.|The district actively engaged a wide range of educational partners in the LCAP development process, including parents (via Parent Advisory Committees), students (Student Advisory Committees), certificated and classified staff, bargaining units, the District English Learner Advisory Committee (DELAC), SELPA, and the community through public hearings. Meetings were held both in person and through surveys sent via Parent Square, ensuring accessibility and consistent input from all partner groups|Educational partner feedback directly influenced LCAP updates. For example, input from educational partners identified declining attendance as a key issue. In response, Action 3.3 was added to include a School Resource Officer tasked with improving attendance through home visits and SART/SARB interventions. This shows a clear alignment between educational partners concerns and district action planning|Based on the educational partner input and local data, the LEA will improve engagement with underrepresented families by making direct contact with those families through phone calls or in person communication at pick up and drop off times.|Based on the analysis of educational partner input and local data, Nuview Union School District demonstrates several strengths and progress in Seeking Input for Decision-Making:  1. Comprehensive and Inclusive Engagement Process: The district has implemented a broad and consistent system for gathering input from diverse educational partners. This includes surveys distributed via Parent Square, in-person meetings with Parent Advisory Committees (PAC), Student Advisory Committees, DELAC, certificated and classified staff, bargaining units, site leadership, and community members through public hearings. The LCAP survey gathered feedback across multiple dimensions, including parent involvement, student engagement, and school climate. 2. Multiple Feedback Opportunities Across Educational Partner Groups: Nuview USD held several meetings throughout the school year to ensure all educational partners had repeated opportunities to provide input. For example:  These efforts reflect a commitment to ongoing dialogue, not just one-time engagement.  3. Transparent and Responsive Use of Input: The district demonstrates that it not only collects input but acts on it. For example, educational partner concern about declining student attendance led directly to the creation of Action 3.3, which added a School Resource Officer role to support attendance through home visits and SART/SARB processes. This is clear evidence that feedback was used to inform and revise the LCAP priorities.  4. Elevating Student Voice in Decision-Making: Student participation is a particular strength, with dedicated advisory sessions allowing middle school students to share praise, concerns, and suggestions for improving their school experience. Their voices contributed to shaping priorities related to school climate and enrichment opportunities.  5. Alignment Between Stakeholder Input and LCAP Actions: The district showed clear alignment between feedback gathered and LCAP revisions. For example, increased concerns over school connectedness and engagement were addressed through actions focused on enrichment (Action 1.7), expanded learning (Action 1.8), and parent engagement (Goal 3 metrics and actions) .|ased on the analysis of educational partner input and local data, Nuview Union School District has identified several focus areas for improvement in Seeking Input for Decision-Making:  1. Increasing Engagement from Underrepresented Families: Although the district offers multiple engagement opportunities, survey data and educational partner feedback indicate the need to deepen participation from families of English learners, students with disabilities, foster youth, and socioeconomically disadvantaged students. While DELAC and ELAC meetings are in place, participation levels and consistent representation from these groups could be strengthened to ensure equity in decision-making.  2. Expanding Access and Participation in Parent Advisory Opportunities:  The district recognizes the need to broaden the reach and impact of advisory groups and workshops to ensure more inclusive participation.|Strengthening Culturally Responsive Outreach and Communication The district will continue to use Parent Square, translated messaging, and repeated outreach efforts to ensure all families—including those with language or access barriers—are informed of engagement opportunities. These include surveys, advisory committee meetings, and public hearings. By providing multiple points of contact and bilingual communication, NUSD seeks to reduce barriers to participation and increase input from underrepresented groups. Expanding Parent Engagement Through DELAC, ELAC, and Site Councils Nuview USD will continue to engage families of English learners through District English Learner Advisory Committee (DELAC) and English Learner Advisory Committees (ELAC) at school sites. These forums are used to gather input on educational programs and to empower parents to influence decisions affecting their children. Additionally, each school’s School Site Council is tasked with creating and reviewing site-level plans that prioritize the needs of unduplicated student groups. Using Attendance and Behavior Support Systems as a Bridge to Engagement Recognizing that chronic absenteeism and behavior concerns disproportionately affect underrepresented students, the district added Action 3.3, which includes a School Resource Officer to conduct home visits and engage families through the SART/SARB process. This proactive outreach is designed not only to address attendance, but also to open lines of communication with families who may otherwise be disengaged from decision-making processes.|4|3|3|4|4|4|4|4|4|3|3|4|Met||2026-06-01|2026
33671573331014|Nuview Bridge Early College High|3|Input provided by educational partners through the LCAP process indicated that families feel supported by the school and recognize that the school provides meaningful opportunities for engagement. To further strengthen communication and stakeholder involvement, a new LCAP Planning Committee was established during the 2025–2026 school year. The committee was created to increase educational partner participation, enhance two-way communication, and provide additional opportunities for families, staff, students, and community members to contribute input toward school improvement efforts and district planning.  Families have multiple opportunities to engage with the school throughout the year, including participation in Advisory Council meetings, Summer Bridge (new student orientation), and various evening parent engagement events. In addition, families play an active role in supporting their individual students through Student Success Team (SST), Section 504, Individualized Education Program (IEP), academic probation, and academic planning meetings. The Family Engagement Center, established during the 2024–2025 school year, has expanded opportunities for parent involvement, volunteerism, and access to school resources. Furthermore, the Family Engagement Committee continued to build family capacity by participating in workshops and professional learning opportunities throughout the school year, strengthening partnerships between families and the school community.|Input provided by educational partners as part of the LCAP process indicated a need to expand opportunities for parent engagement events throughout the school year. In response, the school strengthened its Family Engagement Center, which serves as a hub for parent involvement, connection, and access to school resources, and has hosted a variety of parent-focused events designed to support family engagement.  During the 2025–2026 school year, California Association for Bilingual Education (CABE) parent classes were offered on-site to further connect families with the school community and provide parents and guardians with opportunities to learn more about the school system, resources, and how the school functions. In addition, the school wellness therapists facilitated several parent workshops focused on providing practical tools and strategies for strengthening communication and building positive connections between parents/guardians and their students.  The Parent Engagement Committee has continued to grow and develop plans for additional family engagement events in the 2025–2026 school year, with an ongoing focus on increasing participation, strengthening school-to-home connections, and ensuring families have meaningful opportunities to be involved in the school community.|In response to educational partner input, the LEA has identified and allocated resources—including funding, facilities, and staff—to support and expand opportunities for family engagement for all families, with intentional focus on increasing access for underrepresented groups. This investment has contributed to increased family engagement throughout the school year and strengthened connections between home and school.  A key emphasis during the year was intentionally strengthening outreach and engagement with English Learner families and families of students with IEPs in order to better understand and respond to their needs. This work was supported through ELAC after-school meetings, which provided structured opportunities for English Learner parents and guardians to engage in meaningful dialogue, receive information, and share feedback to guide school practices. These efforts helped the school deepen its understanding of family needs and improve strategies for supporting student success.  In addition, continued collaboration with families of students with disabilities ensured that input gathered through IEP-related meetings was used to inform school planning and improve services. Together, these efforts reflect a sustained commitment to inclusive engagement and responsive practices that prioritize the voices of all educational partners.|Our LEA’s strength is grounded in the strong partnerships established with our community college partners. These collaborations allow us to provide students with robust early college and post-secondary opportunities, while also maintaining a rigorous and supportive secondary academic program that prepares students for success beyond high school.  In addition, our comprehensive, multi-tiered system of mental health supports is strengthened through community partnerships that expand access to both school-based and community-based resources. These partnerships ensure that students receive timely, coordinated support that addresses their academic, social-emotional, and wellness needs, contributing to a more holistic approach to student success.|As we continue to advance our goals in Career Technical Education (CTE), we will further explore and develop community partnerships that align with students’ interests and emerging pathways in CTE-related fields. These collaborations will support the expansion of meaningful, real-world learning opportunities and strengthen students’ preparation for college and career readiness.  To further enhance support for student mental health, we will continue to strengthen and expand partnerships with community-based organizations as well as local universities that provide expertise, services, and resources in this area. These efforts will help ensure students have access to a comprehensive continuum of care that supports their academic success and overall well-being.  In addition, the Family Engagement Center will continue to serve as a central structure for building and sustaining strong partnerships between the school, families, and the broader community. This work is designed to increase meaningful engagement, strengthen communication, and deepen collaboration in support of student achievement and school improvement efforts.|Increasing family engagement for all families, including underrepresented groups, will remain a significant focus during the 2026–2027 school year. Input provided by educational partners during the 2025–2026 school year indicated that parents generally felt positively about existing opportunities for representation and inclusion within the LEA. However, the data also reflected a continued desire for more frequent and meaningful engagement opportunities with both students and families.  In response, the LEA is committed to expanding the number and variety of family-centered events offered during and after the school day. These efforts are designed to better meet the expressed needs of families, strengthen school-to-home connections, and provide more accessible opportunities for meaningful participation in the school community.|The LEA’s Advisory Council is a highly collaborative body composed of students, staff, parents, and community members that regularly reviews, discusses, and provides recommendations on key aspects of the LEA’s governance and decision-making processes. This structure ensures that multiple perspectives are considered in shaping priorities and informing continuous improvement efforts.  In addition to the Advisory Council, leadership processes across the LEA are intentionally inclusive and designed to incorporate input from a variety of stakeholder groups. Decision-making is supported through collaboration with classified and certificated staff, department chairs, and academic departments, ensuring that those closest to the work have meaningful opportunities to contribute to planning, implementation, and evaluation efforts throughout the organization.|Especially through the LCAP process during the 2025–2026 school year, multiple groups of educational partners were actively engaged in LEA decision-making, including the Advisory Council, LCAP Planning Committee, parent meetings, and the staff Leadership Team. These structures provided meaningful opportunities for collaboration, feedback, and shared input on key priorities and actions.  Moving forward, the LEA will continue to strengthen this approach by leveraging both staff-centered and family/community-centered teams and meetings to inform and guide decision-making processes. This continued emphasis ensures that educational partner engagement remains active rather than passive, with stakeholders participating directly in shaping decisions, rather than solely receiving information about LEA initiatives.|Consistent with the approach described above, the LEA will continue to prioritize the active participation of all educational partners—including students, families, and community members—in decision-making processes throughout the 2026–2027 school year. This ongoing focus is intended to ensure that stakeholder voice is meaningfully integrated into planning, implementation, and evaluation efforts across the LEA.|5|4|4|4|4|4|5|4|5|5|4|4|Met||2026-06-11|2026
33671730000000|Palm Springs Unified|3|PSUSD supports parent/guardian engagement through evolving relationship-building practices and resources. The PSUSD Family and Community Engagement department provides a variety of workshops and resources for parents and families. Services are modified based on educational partner feedback and input, targeting the needs of families and parents in supporting their child’s learning. Family and Community Engagement department outreach continues to occur through multiple channels, including online notifications, interactions through school and district events, and informal sessions for information sharing and input collection. Family and Community Engagement Specialists (FACES) continue to provide services throughout the district, supporting schools by promoting active school engagement with parents/guardians through direct outreach and school-based events. Language translation services are provided for meetings and workshops, removing communication barriers and increasing participation opportunities for parents speaking a language other than English. Educational partner input and feedback continues to be positive regarding building relationships with families, specifically noting Family and Community Engagement department offerings and the efforts of the FACES across multiple settings. Winter 2026 family survey data (2,791 responses) indicates high ratings of school connectedness in topics including school staff treating families with respect (97% favorable), responding to needs in a timely manner (94%), and that staff take family concerns seriously (94%). Participants also continue to indicate that they feel welcome to participate at their child’s school (95%) and that their child’s background (race, ethnicity, economic status, etc.) is valued at school (96%). PSUSD continues to solicit parent input regarding district and school relationship building and encourages parents to connect with their child’s school in as many ways as possible.|PSUSD consistently strives to improve systems related to building relationships between school staff and families, with progress positively acknowledged by educational partners. There has been a focus on improving quality two-way communication between families, schools, and the district through parent engagement services, updated communication channels, and advisory groups meetings throughout the school year. PSUSD uses social media channels and multiple communication streams as part of a unified approach for school to home communication throughout the district. Relationship-building systems continue to be identified positively through parent and family feedback, including individualized support from various district and school staff members, programs operated through the Family Center, and the district’s parent advisory committee structures. PSUSD continues to be responsive to feedback in addressing changing needs. High survey ratings related to providing welcoming environments at schools (95% favorable) continues to indicate school environments that are conducive to quality family engagement, however the district continues to improve structures to ensure all families are welcomed and supported upon entering schools. PSUSD continues to refine systems to provide all families with a welcoming environment at all district locations, attending to each family's needs in a positive and timely manner.|As part of PSUSD’s ongoing commitment to community and family and community engagement, district teams work to develop collaborative and inclusive relationships with all members of our diverse local community. PSUSD proactively provides opportunities for engaging and building relationships with underrepresented families, including the efforts of the Family and Community Engagement department and Parent Advisory Committees (PACs) across the district. Winter 2026 family survey results indicate continued high ratings of family backgrounds being valued at schools (96% favorable; 2,791 responses), indicating successful efforts in creating welcoming environments while honoring and supporting cultural diversity. Strong survey results combined with positive educational partner feedback indicate that effective efforts in engaging and supporting underrepresented families. The district’s African American Parent Advisory Committee (AAPAC), Special Education Parent Advisory Committee (SEPAC), and other district PACs continue to develop positive relationships between families and the district through forums featuring ongoing dialogue, equitable practices, and feedback from various perspectives. PSUSD’s Equity Conference was a success again in November 2025, providing a forum for discussions around equity and providing opportunities for underrepresented families to further connect with the district. Each school continues to be supported by an Equity Lead Teacher working to build capacity in relationship-building with underrepresented students and families at each school site. Targeted services for English Learner families will continue to be provided based on educational partner input, including but not limited to English as a Second Language (ESL) classes and citizenship classes.|PSUSD continues to improve practices related to family and community partnerships in improving student outcomes. PSUSD’s Family and Community Engagement department continues to successfully support Parent Advisory Committees (PACs), providing forums for families to learn about district services and provide input regarding potential improvements to district programs that would better support their children’s success in school. The Family and Community Engagement department also supports school efforts building capacity in partnering with families through systems such as community resource events and parent workshops on a variety of topics focused on improving outcomes for students. Workshop offerings in 2025-26 were implemented based on parent input and included English as a second language courses, citizenship classes, nutrition workshops, financial literacy, and other topics related to school success. Schools host parent-teacher conferences multiple times during the year to facilitate discussions around student progress and performance. Both in-person and virtual meeting platforms are provided for parent conferences, increasing parent engagement rates and generating positive feedback from educational partners who benefit from the accessibility that multiple meeting formats provide. Tutoring and intervention services continue to be provided at both the district and school level, including online tools and applications for improving student academic performance while at home. Educational partner input and student performance data drive service adjustments in order to address changing needs of students and families. Expanded learning programs provided students with a wide variety of enrichment and academic support opportunities after school and during school breaks.|PSUSD is focused on developing effective systems related to building partnerships with families to improve student outcomes. The district’s Family and Community Engagement department’s workshops, training, and conference offerings are provided and adjusted based on student performance measures and educational partner input to support improving student outcomes and related family needs. PSUSD has been effective in providing information and resources to families related to student learning through multiple aspects, including but not limited to parent training sessions, educationally focused family engagement events such as literacy nights, and resources available to support student learning at home. The district’s Family and Community Engagement department provides a wide variety of resources targeting academic support, improving parent understanding of school resources and learning strategies, and topic-specific workshops designed to promote improvement of student outcomes. Systems continue to be refined to better support principals and school staff in partnering with families, including the role of each school's Family Engagement Teacher Advisory Committee representative and professional learning opportunities focused on improving school capacity to partner with families more effectively. Programmatic adjustments are being planned focused on increasing participation in the PAC structure, creating additional parent workshops for education related topics including parent legal rights, and continuing to strengthen family partnerships in supporting student learning both in school and at home.|PSUSD supports numerous advisory groups and committees designed to promote underrepresented parent and family advocacy with a focus on improving outcomes for students. These groups include the African American Parent Advisory Committee (AAPAC), Special Education Parent Advisory Committee (SEPAC), and District English Learner Advisory Committee (DELAC) among others. PSUSD continues to promote equitable practices throughout the district, including training and services designed to increase access and success in school for all learners. The Family Center, in collaboration with many other district departments, supports parents and families by providing information about topics of interest and supporting discussions regarding district efforts to improve student outcomes. Educational partner input continues to be positive regarding these structures, including for district efforts in refining practices for partnering with underrepresented families for improving outcomes for students. Family and Community Engagement Specialists (FACES) engage with families to improve student outcomes and provide resources for families to support learning needs at home. The district’s ongoing College and Culture tour program continued to increase awareness of the need for improved student outcomes and college access for low-income students, and continues to generate very positive feedback from educational partners. Additional actions, revisions to current systems, and selection of topics for new services are all generated via input and feedback collected from parents with particular focus on improving engagement of underrepresented families within the community.|PSUSD offers many opportunities for parent/guardian and family input on programs, policies, and plans. Committee input structures such as AAPAC, DELAC, SEPAC, and the Superintendent’s Parent Meetings provide forums through which input is collected representing various perspectives that drive district decision-making. The LCAP input process for 2026-27 included input sessions with the LCAP Parent Ambassadors group, every district PAC group, DELAC, and opportunities for School Site Councils to provide input into the district plan through their SPSA development processes. This process continues to receive positive feedback from educational partners, indicating that participating families felt that their input was being heard and added to district plans. Family survey results in 2025-26 indicate high favorability rates in school staff welcoming parent suggestions (94% favorable; 2,791 responses), further supporting comments received from input meeting structures. Access to input sessions continues to be provided through a combination of in-person and virtual meeting opportunities, providing families with the opportunity to attend sessions that may not be accessible through solely one meeting structure. District parent support sessions are driven by the family engagement plan, monitored and adjusted through the work of the Family Engagement District Advisory Committee (FEDAC). FEDAC functions as a collaborative structure between parents, family members, administrators, and teachers using educational partner input to drive changes in the engagement plan. School sites have multiple input groups meeting regularly each year that provide input and participate in evaluating school level systems. These groups include School Site Councils, English Learner Advisory Committees, and Parent-Teacher groups (PTA, PTG, etc.). The district’s Family and Community Engagement Specialists (FACES) assist their assigned schools in this work, often helping to connect parents with SSC, ELAC, and parent-teacher groups and clarifying how those groups function as part of school and district decision-making structures.|PSUSD strives for continued improvement in providing quality opportunities to collect input from families within decision-making processes. Survey participation in 2025-26 maintained similar levels from the prior year even with declining enrollment across the district, indicating PSUSD efforts to further engage families in decision-making processes has been successful. Two-way communication and input systems have improved over time in the district, ensuring families have access to information and pathways to provide feedback. The current district wide communications system is successfully reaching parents and families, with educational partners commenting about the accessibility of the information provided through the system. Adjustments in the district’s use of social media has improved communication accessibility for families. PAC meetings continue to be a valuable avenue for two-way communication with parents across the district, with meeting topics driven by participant interest and adapting to changing needs. The district’s Family and Community Engagement department continues to offer workshops and training opportunities regarding advocating for student needs, with additional opportunities related to English learners and students with disabilities in continued response to educational partner input. The district continues to focus efforts on building the capacity of schools in engaging families and encouraging participation in decision-making that best serves the needs of families in the school community. Efforts include increasing participation in School Site Council meetings and English Learner Advisory Committees (ELAC), increasing survey response rates, and providing informal opportunities to collect input.|PSUSD offers many opportunities for input on programs and policies specifically promoting the needs of underrepresented families and students. Committee structures such as AAPAC, DELAC, SEPAC, and the Superintendent’s Parent Meetings continue to provide forums through which discussions are held across various perspectives to drive district decision making. These advisory groups provide input regarding multiple district plans and structures including the district’s Local Control Accountability Plan (LCAP) and the district’s family engagement policy. Input from each PAC regarding training requests, discussion topics, and input collection is used to drive agendas and provide opportunities to inform district decision-making processes. A mix of in-person and virtual meeting formats continues to be received well by parents, with many family members noting that virtual options are more conducive to their home schedule needs. Parents in various advisory groups and committees have also participated in training provided through the Family Center across a variety of topics. The district continues to promote equity-related practices working to ensure that all viewpoints are welcomed and heard. School sites have various decision-making input groups meeting regularly, including School Site Councils, English Learner Advisory Committees, and Parent-Teacher groups (e.g. PTA, PTG). The district’s Family and Community Engagement Specialists (FACES) assist parents in engaging in these school site level decision-making structures as part of supporting parent and family needs.|4|3|3|4|3|4|4|4|4|4|4|4|Met||2026-06-23|2026
33671736032411|Cielo Vista Charter|3|Strengths: As a school site, we take great pride in the strong ClassDojo community we have established, with 95% of our families actively connected to the platform. We recognize that consistent and transparent communication is essential to fostering meaningful partnerships with families. Our site administrators model this commitment by regularly sharing updates and important information through ClassDojo, ensuring families remain informed and engaged. In addition, each teacher, including myself, maintains an individual classroom page to provide families with timely updates, celebrate student learning, and share academic resources such as homework support and instructional tips.  We continue to strengthen trust and build positive relationships with our families through ongoing communication efforts, including individual meetings, personal check-ins, regular email correspondence, and monthly newsletters provided in both English and Spanish. We have also seen the significant impact of our Parent Engagement Specialist, whose outreach efforts help strengthen family partnerships and connect parents with valuable resources through ELAC meetings, coffee chats, and other engagement opportunities.  Reflecting on our progress, we are especially proud of the ways our school brings families together through events such as family nights and cultural celebrations. These experiences foster a welcoming, inclusive school environment and reinforce our commitment to building strong home-school connections. Collectively, these efforts demonstrate our dedication to supporting the whole child and ensuring families remain valued partners in their children's education.|While multiple opportunities for family involvement are currently offered, we recognize the need to further diversify and enhance these efforts to ensure all families feel informed, connected, and included. CVC will also focus on building families’ understanding of key school initiatives, including Leader in Me and the House System, through clear communication, training opportunities, and inclusive events that support a stronger, more unified school community.|Area of Focus: Cielo Vista Charter recognizes the importance of honoring and leveraging the unique assets, cultures, and aspirations of our families—particularly those from underrepresented groups. Moving forward, CVC is committed to creating more inclusive opportunities for these families to take on meaningful leadership roles within our school community.  A key area of focus will be identifying and addressing the barriers that may prevent some families from fully participating. By putting intentional systems in place to foster stronger relationships and build trust, CVC aims to cultivate a more equitable and welcoming environment where all families feel valued, heard, and empowered to contribute.|CVC has successfully implemented practices that recognize and celebrate the diverse strengths, cultures, and aspirations of our families. Underrepresented families are provided with meaningful leadership opportunities, and targeted systems have been established to address barriers to engagement. These efforts have strengthened family partnerships, increased trust, and fostered a more inclusive school community.|Cielo Vista Charter has seen increased family use of ParentVUE to monitor student progress and communicate with teachers. Parent participation has also grown during House System events and cultural festivals, helping strengthen our school community. CVC will continue offering ELAC meetings, family math nights, and literacy events to deepen family engagement and build families’ capacity to support student learning and achievement at home.|Moving forward, CVC will prioritize intentional outreach to underrepresented families who have not yet fully engaged with the school community. Through personalized communication, including phone calls and expanded on-campus engagement opportunities, we aim to build trust, strengthen relationships, and foster a more inclusive environment where all families feel welcomed, valued, and supported.|CVC calendars monthly events in which our educational partners are provided opportunities to provide input on policies and programs. These events are calendared and sent out to families via a variety of communication platforms. Some examples of a wide variety of how our community gives input is: CVC Coffee Chats CVC ELAC Meetings CVC PTG Meetings LIM Parent MRA (Measurement Results Assessment) LIM Student MRA (Measurement Results Assessment) Panorama Survey Based on the analysis of educational partner input and local data, Cielo Vista Charter School demonstrates key strengths and ongoing progress in Seeking Input for Decision-Making. The school has developed structured and inclusive practices for stakeholder engagement, including regularly scheduled meetings with our CVC Advisory Board, English Learner Advisory Committee (ELAC), parent forums, and staff collaboration sessions. These forums have provided valuable input that has shaped decisions around academic supports, student well-being, and resource allocation. Recent survey data indicates an increase in parent and staff participation, particularly among families of English learners and underrepresented groups, reflecting the school’s intentional outreach efforts. Stakeholder feedback has directly influenced initiatives such as expanded after-school tutoring, enhanced SEL (social-emotional learning) programming, and increased access to technology for students and families. Cielo Vista Charter has also made strides in improving transparency by sharing how stakeholder feedback informs school decisions through newsletters, website updates, and community meetings. This practice has fostered greater trust and collaboration among educational partners. The school continues to refine its engagement strategies by exploring new digital tools and scheduling options to ensure all voices—especially those of students and working families—are heard and considered in the decision-making process.|Based on the analysis of educational partner input and local data, Cielo Vista Charter School has identified several focus areas for improvement in Seeking Input for Decision-Making. While participation in advisory committees and parent forums has increased, engagement from certain subgroups—particularly working families, Spanish-speaking households, and students—remains inconsistent. Feedback indicates that meeting times and formats may not be accessible or convenient for all stakeholders, limiting broader representation in key discussions. Additionally, although efforts have been made to share how input is used, there is a need to strengthen the feedback loop by more clearly communicating how stakeholder voices shape policies, programs, and resource decisions. This includes providing timely updates in multiple languages and formats to ensure all community members can access and understand the information. Another area for growth is increasing student voice in school decision-making processes. While student input is occasionally gathered through informal surveys or classroom conversations, there is an opportunity to establish more formal and consistent structures, such as student advisory panels or regular feedback forums, to ensure that students play an active role in shaping their learning environment. To address these challenges, Cielo Vista Charter is exploring the use of digital platforms for flexible engagement, increasing bilingual communication, and piloting student-led initiatives to elevate a wider range of perspectives in the decision-making process.|Based on the self-reflection process and analysis of educational partner input and local data, Cielo Vista Charter School will improve the engagement of underrepresented families—particularly Spanish-speaking households, working parents, and new families—through targeted strategies aligned with Goal 4.1 Family Engagement, Action 1. To remove participation barriers, the school will expand opportunities for family involvement by offering flexible meeting formats, including virtual, evening, and weekend options. These efforts will be supported by enhanced bilingual communication—ensuring that all materials (surveys, announcements, agendas, and follow-up summaries) are translated and that interpretation services are consistently available during meetings. In alignment with Action 1, the school will also strengthen relationships with families by partnering with bilingual community liaisons and parent leaders to serve as connectors between the school and underrepresented households. In addition, the school will implement small group listening sessions and informal family coffee chats to foster more inclusive and culturally responsive spaces for open dialogue. To complete the engagement cycle, Cielo Vista will reinforce its feedback loop by clearly communicating how input from families informs school decisions. Updates will be shared regularly through newsletters, social media, and the school website in multiple languages. These actions are designed to create authentic, two-way engagement that values every family's voice and builds lasting trust in the school community.|5|4|4|5|4|4|4|4|4|4|4|4|Met||2026-06-23|2026
33671810000000|Palo Verde Unified|3|Based on data reviewed from LCAP input from various educational partner groups, PVUSD finds its strength is in implementing programs that allow teachers to meet with families to discuss student progress and ways to work together to support improved student outcomes.  The 2026-27 school meetings calendar will be intentional among school sites to allow for maximum parental participation.|PVUSD is striving to create consistent communication between school sites and home.  PVUSD continues to explore opportunities for student engagement to improve attendance and suspension rates.|PVUSD will administer a parent survey to gather the needs of families and students in targeted student groups.  PVUSD will then be offering targeted parent / guardian informational nights to educate and inform the families and the community. PVUSD will structure the times of these informational meetings to meet the needs of these targeted groups.|PVUSD is strong in sharing information with educational partners through the Student Information System, local newspaper, social media, and local radio station.|PVUSD will continue to add multiple opportunities for the District and the school sites to engage in two way conversation in language that is accessible to all families. All messages sent home by school sites and the District Office will be sent in English and  Spanish.  Also, PVUSD utilizes Google Chrome which allows families to translate information into their preferred language.|Through the reconfiguration process, PVUSD will reach out to all families, including and especially those from underrepresented families, to receive their input through our self-reflection process. PVUSD will ask school sites to personally invite those from underrepresented families to the 2026-2027 parent / guardian informational events.|PVUSD finds its strength is in building the capacity of its principals in effectively engaging families in advisory groups with decision-making. PVUSD finds that its weakness is in engaging the underrepresented parent / guardian groups.|PVUSD is making a concerted effort for the 2026-2027 school year to offer targeted opportunities to allow educational partners to work together to plan and evaluate family engagement activities.|PVUSD will specifically reach out to underrepresented families to receive their input through our self-reflection process. PVUSD will ask school sites to personally invite those from underrepresented families to engage in site decision making processes.|3|3|2|3|2|3|3|3|2|3|3|2|Met||2026-06-23|2026
33671810138610|Scale Leadership Academy - East|3|SCALE Leadership Academy East continues to demonstrate strengths in building positive relationships between school staff and families through consistent communication, accessible staff support, and a shared focus on student success. Educational partner feedback and local data reflect that families value timely communication, respectful interactions, and the school’s efforts to keep parents informed about academic progress, attendance, engagement, and available supports. As a non-classroom-based independent study charter school, strong family partnership remains essential to student success. Teachers, counselors, administrators, and support staff maintain regular contact with families through scheduled meetings, phone calls, email, REMIND, Google Classroom, and other communication systems. These practices help families understand student expectations, monitor progress, and access support when concerns arise. The school has also strengthened family engagement through LCAP-aligned efforts such as academic advising, intervention planning, English Learner supports, special education collaboration, reclassification monitoring, college and career readiness communication, and ongoing outreach connected to attendance and participation. These efforts reflect continued progress in creating a supportive, responsive, and family-centered school environment.|While SCALE Leadership Academy East has established strong communication practices, the school recognizes the need to continue improving the consistency, accessibility, and impact of family engagement across all student groups. A continued focus area is ensuring that families receive clear, timely, and actionable information about student progress, academic expectations, attendance, interventions, graduation planning, and available supports. Educational partner input and local data indicate a need to strengthen structured opportunities for parent participation, especially for families who may face barriers related to work schedules, language access, technology, or limited familiarity with the independent study model. The school will continue refining communication systems so families can more easily understand how to support learning at home, monitor student progress, and connect with the appropriate staff member when questions arise. Additional improvement efforts will focus on increasing participation in school events, workshops, surveys, advisory opportunities, and academic support meetings. These efforts are intended to deepen the partnership between school and home, improve family understanding of student performance, and ensure that engagement opportunities are inclusive, meaningful, and connected to student outcomes.|To improve engagement of underrepresented families, SCALE Leadership Academy East will continue strengthening outreach practices that are accessible, culturally responsive, and responsive to the needs identified through educational partner input and local data. The school will prioritize families of English Learners, students with disabilities, socioeconomically disadvantaged students, foster youth, students experiencing homelessness, and other student groups who may benefit from more targeted communication and support. The LEA will continue using multiple communication methods, including phone calls, email, REMIND, Google Classroom, virtual meetings, translated communication when appropriate, and individualized staff outreach. The school will also expand opportunities for families to participate in flexible formats, including virtual meetings, family workshops, academic planning conversations, intervention meetings, and schoolwide engagement opportunities. In addition, staff will continue to use student data to identify families who may need additional support with attendance, engagement, academic progress, English Learner services, special education services, graduation planning, or college and career readiness. By improving targeted outreach and creating more accessible opportunities for participation, SCALE Leadership Academy East will continue working to ensure that all families feel informed, welcomed, and meaningfully connected to their child’s educational experience.|SCALE Leadership Academy East continues to make progress in building partnerships that support student outcomes through collaboration with families, students, staff, the governing board, community partners, and postsecondary partners. These partnerships help strengthen academic planning, intervention, attendance support, college and career readiness, and access to student services within the independent study model. A key strength is the school’s continued use of multiple communication and engagement systems, including REMIND, Google Classroom, phone calls, email, virtual meetings, counseling outreach, family workshops, and individualized student support meetings. These systems help educational partners stay informed about academic expectations, student progress, assessment participation, graduation planning, English Learner supports, special education services, and college and career opportunities. The school has also continued to strengthen partnerships connected to LCAP priorities, including academic advising, A-G and CTE pathway planning, dual enrollment opportunities, English Learner reclassification support, intervention planning, and attendance monitoring. These efforts reflect the LEA’s commitment to using educational partner input and local data to improve student outcomes and provide families with clearer pathways for supporting student success.|SCALE Leadership Academy East recognizes the need to continue strengthening partnerships so they more directly support measurable student outcomes. A continued area of focus is improving the consistency and clarity of communication with families regarding academic progress, attendance, assessment participation, intervention supports, graduation requirements, A-G completion, CTE pathways, dual enrollment, and college and career readiness. Educational partner input and local data show the need for more structured opportunities for families and students to understand how school programs connect to long-term outcomes. This includes helping families better understand the independent study model, how progress is monitored, when students may need intervention, and which supports are available for English Learners, students with disabilities, socioeconomically disadvantaged students, foster youth, students experiencing homelessness, and other student groups. The school will continue improving outreach, workshops, advisory opportunities, and individualized support systems so partnerships are not only informational, but also connected to improved participation, academic growth, course completion, graduation readiness, and postsecondary planning.|To improve engagement of underrepresented families, SCALE Leadership Academy East will continue developing targeted and accessible partnership opportunities that respond to the needs identified through educational partner input and local data. The LEA will prioritize outreach to families of English Learners, students with disabilities, socioeconomically disadvantaged students, foster youth, students experiencing homelessness, and students needing additional academic, attendance, or engagement support. The school will use multiple communication methods, including phone calls, email, REMIND, Google Classroom, translated communication when appropriate, virtual meetings, workshops, and individualized staff outreach. These efforts will help families better understand student progress, intervention options, assessment expectations, graduation planning, college and career readiness pathways, and available school supports. The LEA will also continue using student data to identify families who may benefit from more personalized engagement. By strengthening targeted outreach and creating more flexible opportunities for participation, SCALE Leadership Academy East will work to ensure that underrepresented families are informed, welcomed, and meaningfully included in partnerships that support improved student outcomes.|SCALE Leadership Academy East continues to demonstrate progress in seeking educational partner input to inform school planning, decision-making, and continuous improvement. The LEA gathers feedback from families, students, staff, the governing board, and community partners through surveys, meetings, advisory opportunities, board updates, family communication, and LCAP engagement activities. A key strength is the school’s continued use of multiple input sources to identify needs, monitor progress, and guide adjustments to programs and services. Educational partner feedback, combined with local data such as attendance, engagement, assessment results, course performance, English Learner progress, reclassification data, graduation planning, and college and career readiness indicators, helps the school make decisions that are responsive to student and family needs. The LEA has also continued to strengthen transparency by sharing updates through governing board meetings, school communication systems, family outreach, and staff collaboration. These practices support a decision-making process that is inclusive, data-informed, and connected to the school’s LCAP goals, particularly in the areas of academic achievement, English Learner support, parent engagement, attendance, school climate, and postsecondary readiness.|SCALE Leadership Academy East recognizes the need to continue improving how educational partner input is collected, analyzed, and connected to visible decisions. A key focus area is increasing participation from families, students, and staff so feedback is more representative of the school community, including families who may be less likely to attend meetings or complete surveys. The LEA will continue refining feedback opportunities to make them more accessible, timely, and meaningful. This includes offering flexible participation options, improving communication about when input is needed, and helping families understand how their feedback connects to school decisions, LCAP actions, student supports, and program improvements. Another focus area is strengthening the feedback loop. The school will continue working to clearly communicate what was heard, what actions were taken, and how input influenced decisions related to instruction, intervention, English Learner services, special education collaboration, attendance support, graduation planning, college and career readiness, and family engagement. These efforts will help build trust and increase meaningful participation in decision-making.|To improve engagement of underrepresented families in decision-making, SCALE Leadership Academy East will continue using targeted outreach strategies that reduce barriers to participation and ensure families have meaningful opportunities to provide input. The LEA will prioritize engagement with families of English Learners, students with disabilities, socioeconomically disadvantaged students, foster youth, students experiencing homelessness, and students needing additional academic or attendance support. The school will use multiple communication methods, including phone calls, email, REMIND, Google Classroom, virtual meetings, translated communication when appropriate, and individualized staff outreach. Flexible meeting options and family-friendly communication will help ensure families can participate in ways that fit their schedules and needs. The LEA will also continue using student data and educational partner feedback to identify which families may need more personalized outreach. By strengthening inclusive input opportunities and clearly sharing how feedback informs decisions, SCALE Leadership Academy East will continue working to ensure that underrepresented families are heard, valued, and included in decisions that shape programs, services, and student outcomes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-17|2026
33671990000000|Perris Elementary|3|Based on educational partner feedback, the district has continued to strengthen partnerships with families and the community to support student success and improve outcomes. Family engagement survey results indicate that 89% of parents report their school is a welcoming environment for all families, 89% feel they are treated with respect and encouraged to participate in their child's education, and 89% report being welcomed and greeted respectfully when visiting school offices. These results reflect the district's ongoing commitment to fostering positive relationships and creating inclusive school environments where families feel valued and connected. In addition to survey feedback, educational partners have consistently expressed appreciation for the district's efforts to increase communication, family engagement opportunities, advisory committee participation, and opportunities for parent voice. Through District Parent Advisory Committee (DPAC), District English Learner Advisory Committee (DELAC), District African American Parent Advisory Committee (DAAPAC), family engagement events, parent workshops, and school-based activities, families continue to play an active role in supporting student learning and contributing to district decisionmaking. While these results demonstrate significant strengths, the district remains committed to continuous improvement. Educational partner feedback identified opportunities to further strengthen communication, expand parent learning opportunities, increase transparency, and provide additional opportunities for family engagement and participation. Moving forward, the district will continue building staff capacity, enhancing communication systems, 2026-27 Local Performance Indicator Self-Reflection for Perris Elementary School District Page 11 of 20 and expanding family partnership opportunities to ensure all families feel welcomed, informed, and empowered as partners in their children's education|Upon reflection and review of educational partner feedback, site implementation data, and district practices, the district recognized that leadership transitions at many school sites have contributed to inconsistent implementation of Family Involvement Action Team (FIAT) and Family and Community Engagement (FACE) practices. As new administrators assumed leadership roles, varying levels of familiarity with district family engagement systems, expectations, and established practices resulted in inconsistencies in implementation across schools. While sites have continued to provide family engagement opportunities, the district identified a need to re-establish common expectations, strengthen capacity, and ensure a more consistent approach to family partnership efforts districtwide. To address this need, the district will prioritize the strengthening of family engagement systems during the 2026-2027 school year. The district's Family and Community Engagement team, including the Teacher on Special Assignment (TOSA), Community Outreach Facilitators, and site leadership teams, will provide FIAT/FACE professional development and onboarding support for administrators and site teams at the beginning of the school year. Training will focus on effective family engagement practices, relationship-building strategies, two-way communication, educational partner involvement, and the implementation of district family engagement expectations. In addition, site teams will receive ongoing support throughout the year to ensure family engagement practices are embedded into school improvement efforts and aligned to district priorities. Schools will be encouraged to utilize multiple opportunities for parent voice and participation, including advisory committees, family workshops, family engagement events, volunteer opportunities, and regular communication structures. The district will also continue monitoring educational partner feedback and family engagement data to identify strengths, address areas of need, and ensure all families feel welcomed, valued, informed, and connected to their child's educational experience.Through these efforts, the district seeks to strengthen consistency across school sites, build leadership capacity, and foster meaningful partnerships with families that support student achievement, wellbeing, belonging, and long-term success.|African American students represent approximately six percent of the district's student population. Educational partner survey results indicate that 89% of African American families reported feeling respected, valued, and encouraged to participate in their child's education. These results reflect the district's ongoing commitment to fostering welcoming, inclusive, and culturally responsive school environments where all families feel connected and empowered as partners in the educational process. The district recognizes the importance of ensuring that African American students and families have meaningful opportunities to engage, provide input, and contribute to district decision-making processes. Through the District African American Parent Advisory Committee (DAAPAC), family engagement events, listening sessions, and ongoing opportunities for educational partner feedback, the district continues to strengthen relationships with African American families while elevating their voices and perspectives. Feedback from families has highlighted the value of positive relationships with school staff, increased communication, student recognition opportunities, and family engagement activities. The district remains committed to building upon these strengths while continuing to identify opportunities to increase participation, representation, and engagement among African American families .Moving forward, the district will continue supporting and expanding the work of the District African American Parent Advisory Committee (DAAPAC) and other engagement opportunities that foster connection, belonging, and collaboration. Efforts will include increasing outreach to families, providing opportunities for leadership development and parent voice, celebrating the contributions and achievements of African American students and families, and strengthening partnerships that support student achievement, wellbeing, and success.Through these efforts, the district seeks to ensure that African American students and 2026-27 Local Performance Indicator Self-Reflection for Perris Elementary School District Page 12 of 20 families continue to experience a strong sense of belonging and have meaningful opportunities to engage as valued members of the Perris ESD community.|LCAP survey results indicated that 96% of the overall (parents, classified staff members, teachers, and administrators) respondents feel it is important for schools to offer opportunities for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes (parent conferences/communication).|96% of all respondents feel it is important for schools to offer opportunities for teachers to meet with families and students to discuss student progress. However, the parents rated this at only 95%, meaning this is an area for continued improvement. We will continue to work with our educational partners to strengthen.|Based on the analysis of educational partner input and local data, the LEA will enhance engagement of underrepresented families by implementing targeted outreach programs and community events designed to build stronger connections and foster collaboration between schools and families. These initiatives will focus on providing resources, support, and opportunities for meaningful participation in their children's education to improve student outcomes.|Strengths in seeking input for decision-making include holding regular DPAC and DELAC meetings at the district levels, SSC and ELAC meetings at all school sites, AAPAC meetings at most sites and at district level, and surveying educational partners regularly, including LCAP, Title I, and DELAC surveys, and district and site workshop surveys|The district will continue to provide opportunities for seeking input for decision-making via DPAC, DELAC, SSC, AAPAC, and various surveys. The district will provide refresher training that includes strategies for engaging in advisory groups and decision-making.|Six percent of students in the district are African American, the key underrepresented group. The district will strive to continue improving African American families' engagement in the decision-making process through African American Parent Advisory Committees (AAPACs) and other similar groups and activities|4|4|4|4|4|4|4|5|4|4|4|4|Met||2026-06-11|2026
33671996105571|Innovative Horizons Charter|3|At IHCS we continue to provide consistent opportunities to work with our students, with our families, and listen to our parents and staff as each group continues to collaborate around additional opportunities to build relationships to support all students and families academically and social emotionally. Our current strengths include consistent surveying of parents and consistent forums and a consistent line of communication for parents and all educational partners to provide input to enhance student outcomes.  Innovative Horizons Charter School (IHCS) has made meaningful progress in strengthening relationships between school staff and families by fostering a culture of belonging, collaboration, and shared responsibility for student success. Through ongoing reflection on educational partner feedback and local data, IHCS has identified family engagement as an important area of focus and has taken intentional steps to create stronger connections between home and school. The school has expanded communication efforts through regular family bulletins, newsletters, updates, parent meetings, and multiple communication platforms to ensure families have timely access to important information and opportunities to engage. IHCS continues to build trust and partnerships by providing opportunities such as Coffee with the Principal, School Advisory Council (SAC), English Learner Advisory Committee (ELAC), African American Parent Advisory Council (AAPAC), parent education opportunities, and schoolwide events that bring families and staff together.A major strength of IHCS is its commitment to creating an inclusive and welcoming environment where all families feel valued and heard. Staff members continue to strengthen relationships through culturally responsive practices, increased collaboration, and professional learning focused on communication, student support, and family engagement. The school has increased opportunities for family involvement through celebrations, workshops, enrichment activities, and community events that reflect the diverse backgrounds and strengths of IHCS families. Feedback systems, including surveys and conversations with families, help guide school improvement efforts and ensure educational partners have a voice in decision-making.IHCS recognizes that strong family-school partnerships are essential to student achievement and well-being. By continuing to prioritize communication, engagement, and mutual respect, IHCS is building a stronger community centered on its vision of Belonging, Leading, and Succeeding. --|Based on the analysis of educational partner input and local data, IHCS has identified the need to strengthen relationships between school staff and families as a key focus area for improvement. This focus stems from a recognition of the critical role that strong partnerships between educators and families play in student success. The following areas have been prioritized:  Enhanced Communication Channels: Feedback indicated that both families and school staff desire more effective and transparent communication. IHCS will implement multiple communication platforms, including regular newsletters, social media updates, and a user-friendly parent portal, to ensure timely and accessible information sharing.  Increased Family Engagement Opportunities: Data revealed a need for more inclusive and diverse opportunities for family involvement in school activities. IHCS plans to host a variety of events, such as workshops, cultural nights, and volunteer opportunities, tailored to engage families from all backgrounds and create a more welcoming school community.  Professional Development for Staff: There is a need for staff training focused on cultural competency, communication skills, and family engagement strategies. IHCS will provide professional development programs to equip teachers and staff with the tools and knowledge needed to build stronger, more empathetic relationships with families.  Feedback and Input Mechanisms: IHCS will establish regular surveys, focus groups, and feedback sessions to actively involve families in decision-making processes and ensure their voices are heard and valued in the development of school policies and programs.  Support Services for Families: Recognizing that some families face barriers to engagement, IHCS will offer resources such as translation services,  and flexible meeting times to accommodate diverse needs and ensure equitable access to school involvement.  By focusing on these areas, IHCS aims to create a more collaborative and supportive environment that fosters mutual respect and partnership between school staff and families, ultimately enhancing student outcomes, with an emphasis on belonging, leading and succeeding,  and community well-being.|Based on the analysis of educational partner input and local data, IHCS has identified several strategies to improve the engagement of underrepresented families in building relationships between school staff and families. These strategies are designed to address the specific barriers and needs identified during the self-reflection process. The key focus areas include:  Targeted Outreach and Communication:  Language Accessibility: Providing translation and interpretation services to ensure all communications are accessible to non-English speaking families. Culturally Relevant Communication: Tailoring messages to be culturally sensitive and relevant to the diverse backgrounds of underrepresented families. Inclusive Family Engagement Programs:  Community Outreach Parent Advocate (COFA) to foster trust and relationships: Employing community liaisons or cultural brokers who share the cultural and linguistic backgrounds of underrepresented families to facilitate communication and trust-building. Flexible Meeting Times and Locations: Offering meetings and events at various times and locations, including virtual options, to accommodate the diverse schedules and transportation needs of families.   Home Visits: Implementing home visit programs where teachers and staff visit families in their homes to build trust and establish personal connections. Personalized Outreach: Developing individualized engagement plans for families who are less involved, including regular check-ins and personalized invitations to school events. Empowering Family Voices:  Family Advisory Committees: Establishing advisory committees composed of parents and guardians from underrepresented groups to provide input on school policies and programs. Feedback Mechanisms: Creating regular opportunities for families to provide feedback through surveys, focus groups, and informal conversations, ensuring their voices influence school decisions. Capacity Building for Staff:  Cultural Competency Training: Providing ongoing professional development for school staff focused on cultural competency, implicit bias, and effective family engagement practices. Strengthening Relationship Skills: Training staff in effective communication and relationship-building skills to better connect with families from diverse backgrounds. Providing Support Services:  Resource Centers: Establishing family resource centers that offer information and support on a range of issues, including navigating the education system, accessing community services, and supporting student learning at home. Workshops and Training for Families: Offering workshops that help families understand the school system, support their children's education, and engage in meaningful ways. By implementing these strategies, the LEA aims to create a more inclusive and supportive environment that actively engages underrepresented families, fostering stronger relationships and ultimately enhancing student sense of belonging.|Based on the analysis of educational partner input and local data, IHCS  has identified several strategies to improve the engagement of underrepresented families in building relationships between school staff and families. These strategies are designed to address the specific barriers and needs identified during the self-reflection process. The key focus areas include:  Targeted Outreach and Communication Language Accessibility: Providing translation and interpretation services to ensure all communications are accessible to non-English speaking families. Culturally Relevant Communication: Tailoring messages to be culturally sensitive and relevant to the diverse backgrounds of underrepresented families. Inclusive Family Engagement Programs Community Liaisons: Employing community liaisons or cultural brokers who share the cultural and linguistic backgrounds of underrepresented families to facilitate communication and trust-building. Flexible Meeting Times and Locations: Offering meetings and events at various times and locations, including virtual options, to accommodate the diverse schedules and transportation needs of families. Building Trust and Relationships Home Visits: Implementing home visit programs where teachers and staff visit families in their homes to build trust and establish personal connections. Personalized Outreach: Developing individualized engagement plans for families who are less involved, including regular check-ins and personalized invitations to school events. Empowering Family Voices Family Advisory Committees: Establishing advisory committees composed of parents and guardians from underrepresented groups to provide input on school policies and programs. Feedback Mechanisms: Creating regular opportunities for families to provide feedback through surveys, focus groups, and informal conversations, ensuring their voices influence school decisions. Capacity Building for Staff Cultural Competency Training: Providing ongoing professional development for school staff focused on cultural competency, implicit bias, and effective family engagement practices. Strengthening Relationship Skills: Training staff in effective communication and relationship-building skills to better connect with families from diverse backgrounds. Providing Support Services Resource Centers: Establishing family resource centers that offer information and support on a range of issues, including navigating the education system, accessing community services, and supporting student learning at home. Workshops and Training for Families: Offering workshops that help families understand the school system, support their children's education, and engage in meaningful ways. By implementing these strategies, IHCS aims to create a more inclusive and supportive environment that actively engages underrepresented families, fostering stronger relationships between school staff and families and ultimately enhancing student belonging, leading, succeeding.|Based on the analysis of educational partner input and local data, IHCS has identified several key focus areas for improvement in building partnerships for student outcomes. These areas aim to enhance collaboration between the school, families, and the community to support student success. The focus areas include:  Strengthening Family-School Partnerships Enhanced Communication: Improving the frequency, clarity, and accessibility of communication between families and schools. This includes regular updates on student progress, school events, and opportunities for involvement. Family Education and Support: Providing workshops and resources to help families support their children's learning at home, including literacy programs, homework assistance, and digital literacy training. Community Engagement and Collaboration Partnerships with Local Organizations: Establishing and strengthening partnerships with local businesses, nonprofits, and community organizations to provide additional resources and support for students. This includes mentorship programs, internships, and after-school activities. Community Resource Integration: Integrating community services within the school to address students' holistic needs, such as mental health support, healthcare, and nutrition programs. Professional Development for Educators Training on Family Engagement: Offering professional development for teachers and staff on effective family engagement strategies, cultural competency, and building strong, collaborative relationships with families. Collaboration Skills: Training staff on how to work effectively with community partners and leverage external resources to enhance student learning and well-being. Student-Centered Initiatives Personalized Learning Plans: Developing and implementing personalized learning plans that involve input from students, families, and teachers to tailor educational experiences to individual needs and goals. Extracurricular and Enrichment Opportunities: Expanding access to extracurricular activities, clubs, and enrichment programs that align with students' interests and talents, fostering a well-rounded educational experience. Feedback and Continuous Improvement Regular Feedback Mechanisms: Creating channels for regular feedback from families and community partners to ensure their voices are heard and their insights inform school policies and practices. Data-Driven Decision Making: Using local data to monitor the effectiveness of partnership initiatives and make informed decisions to continually improve student outcomes. By focusing on these areas, IHCS aims to build robust partnerships that support students academically, socially, and emotionally, leading to improved student outcomes, with an emphasis on belonging, leading and succeeding,  and a stronger school community.|Based on the analysis of educational partner input and local data, IHCS identified strategies to improve engagement of underrepresented families and strengthen partnerships that support student outcomes. Key areas include targeted outreach, accessible communication, and inclusive family engagement opportunities. IHCS will provide translation and interpretation services, culturally responsive communication, flexible meeting options, and personalized outreach to ensure families feel welcomed and included. Building trust through home visits, community liaisons, and relationship-building efforts will strengthen connections between staff and families. Family advisory committees, surveys, and feedback opportunities will ensure family voices influence school decisions. Staff will receive ongoing training in cultural competency, communication, and effective engagement practices. IHCS will also provide family workshops, resource support, and partnerships with community organizations to address student and family needs. These efforts support a more inclusive school environment focused on belonging, leading, and succeeding while improving outcomes for all students.|Based on the analysis of educational partner input and local data, IHCS current strengths and progress in Seeking Input for Decision-Making are evidenced by consistent parent meetings, staff meetings, parent, student and staff surveys throughout the school year.   IHCS has made significant strides in seeking input for decision-making, demonstrating several key strengths and notable progress in this area. These include: Current Strengths Structured Feedback Mechanisms: Surveys and Polls: Regularly distributing surveys and polls to gather input from students, parents, and staff on various school matters, ensuring diverse perspectives are considered. Title I parent engagement surveys, LCAP surveys, staff and student surveys allow educational partners to give specific feedback on issues.  Transparent Communication Channels: Accessible Communication Platforms: Utilizing various communication platforms such as newsletters, social media, and school websites to keep the community informed and engage educational partners.   Inclusive Decision-Making Bodies: Advisory Committees: Establishing advisory committees that include parents, students, teachers, and community members to participate in the decision-making process, ensuring that decisions are reflective of the community's needs and desires. Advisory committees such as ELAC, SAC, African American Parent Advisory Committee, Title I meetings,  Coffee with the Principal meetings, staff meetings,   to delve deeper into specific issues and gather detailed feedback. Data-Driven Decisions: Utilizing the feedback collected to make data-driven decisions that align with the needs and priorities of the school community. Feedback Integration: Demonstrated progress in integrating educational partner feedback into policy and program adjustments, leading to more effective and responsive school management. These strengths and progress points highlight the LEA’s commitment to fostering an inclusive, transparent, and responsive decision-making environment, ultimately leading to better educational outcomes and a stronger school community.|Based on the analysis of educational partner input and local data, IHCS has identified several key focus areas for improvement in seeking input for decision-making. These areas aim to enhance the inclusivity, effectiveness, and responsiveness of the feedback processes. The focus areas include:  Expanding and Diversifying Engagement Broader Outreach: Increasing efforts to reach a wider and more diverse group of educational partners particularly those who are underrepresented or less likely to participate in traditional feedback mechanisms. Parents are now included in all parent meetings, such as Coffee with the Principal, ELAC, AAPAC, through live streaming in order to increase participation from parents who are unable to attend in-person meetings.  Targeted Communication Strategies: Implementing targeted communication strategies to ensure all voices are heard, including multilingual communications and culturally relevant outreach. Enhancing Feedback Mechanisms More Frequent and Varied Feedback Opportunities: Offering a variety of feedback opportunities throughout the year, such as regular surveys, suggestion boxes, and interactive digital platforms, to capture ongoing input. Interactive and Engaging Methods: Utilizing more interactive and engaging methods for gathering input, such as workshops, focus groups, and community forums, to encourage active participation and deeper discussions. Building Trust and Transparency Clear Communication of Impact: Providing clear communication about how educational partner feedback is used in decision-making, including specific examples of changes made as a result of input, to build trust and demonstrate the value of participation. Regular Updates and Follow-Ups: Establishing a system for regular updates and follow-ups on the status of initiatives and decisions influenced by educational partner input, ensuring ongoing transparency. Strengthening Capacity for Data Use Training and Support for Staff: Providing additional training and support for staff on effective methods for collecting, analyzing, and utilizing educational partner feedback to inform decisions. Improved Data Analysis Tools: Investing in improved tools and technologies for analyzing feedback data to identify trends, insights, and areas for action more effectively. Ensuring Inclusivity and Equity Equitable Participation: Ensuring that feedback processes are designed to be accessible and inclusive for all educational partners, including those with disabilities, language barriers, or limited access to technology. Bias Reduction: Implementing strategies to reduce bias in feedback collection and analysis, ensuring that all voices are given equal weight in the decision-making process. By focusing on these areas, IHCS aims to create a more inclusive, effective, and responsive approach to seeking input for decision-making, ultimately enhancing the quality of decisions and fostering greater trust and collaboration within the school community.|Based on the self-reflection process and analysis of educational partner input and local data, IHCS identified strategies to improve engagement of underrepresented families in decision-making. These strategies address barriers and ensure family voices are heard and valued. Key areas include targeted outreach, accessible communication, and inclusive feedback opportunities. IHCS will provide multilingual communication, translation services, culturally responsive messaging, and flexible feedback options such as surveys, meetings, virtual town halls, and focus groups. Building trust through community liaisons, home visits, and personalized outreach will strengthen relationships with families. Advisory committees and parent leadership training will empower families to participate in school decisions. IHCS will provide transparent updates on how input influences decisions and offer staff training in family engagement, cultural competency, and bias reduction. Digital platforms will also support ongoing communication and real-time feedback. These efforts will create a more inclusive and equitable environment that improves decision-making and student outcomes.|5|5|4|5|4|4|5|5|5|5|5|5|Met||2026-06-11|2026
33672070000000|Perris Union High|3|Perris Union High School District has established a comprehensive and sustainable system for building strong,  trusting relationships between school staff and families. This work is grounded in the district’s LCAP and Community  Schools framework, where relationship-building is recognized as a foundational component of student success and  overall school climate.  The district has made significant progress in creating welcoming and inclusive school environments through the  intentional use of Community Liaisons, who serve as key connectors between families and school staff. These  individuals support ongoing communication, outreach, and relationship-building efforts that ensure families feel  welcomed, respected, and supported. Schools provide multiple opportunities for two-way communication through in person events, workshops, advisory meetings, and digital communication platforms, ensuring accessibility for  families with diverse needs.  PUHSD has also prioritized culturally and linguistically responsive practices by providing translation and  interpretation services, employing bilingual staff, and ensuring that communication is accessible and understandable  to all families. Professional learning and support for staff emphasize the importance of understanding family  strengths, cultures, and goals, which has strengthened relationships across school communities.  Local data, including increased participation in school events and advisory groups, as well as feedback from families,  indicate a growing sense of trust, connection, and belonging. Through these aligned efforts, the district has built a  strong foundation of relationships that supports meaningful family engagement and student success.|While Perris Union High School District has made strong progress in building relationships between school staff and  families, the district continues to refine its practices to ensure consistency and depth of implementation across all  sites and student groups.  One area of focus is strengthening the consistency of relationship-building practices across all schools to ensure that  every family experiences a welcoming and inclusive environment. This includes supporting site leaders and staff in  implementing high-quality engagement strategies that move beyond initial outreach to sustained relationship building.  Another focus area is enhancing the intentional use of data to better understand family experiences and perceptions  across different student groups. While feedback is regularly collected, the district is working to strengthen systems  for analyzing survey data, participation trends, and qualitative feedback to identify areas where relationships can be  further strengthened.  Additionally, the district is focused on continuing to build staff capacity to engage effectively with families, particularly  in understanding diverse cultural backgrounds and addressing barriers that may impact family participation and  connection to schools.   Through these efforts, the district aims to ensure that relationship-building practices are consistently implemented  and continuously improved across all school sites.|Perris Union High School District is committed to ensuring that all families, particularly those from underrepresented  student groups, feel welcomed, valued, and connected to their school communities. Based on educational partner  input and local data, the district has identified the need to continue strengthening relationships with families of English Learners, students with disabilities, socioeconomically disadvantaged students, and families who may face  barriers related to language, access, or prior school experiences.  To address this, the district will continue to expand targeted outreach and relationship-building efforts led by  Community Liaisons, including personalized communication, home-to-school connections, and proactive  engagement strategies that meet families where they are. Translation and interpretation services will continue to be expanded to ensure that all families can access information and communicate effectively with school staff.  The district will also continue to create welcoming and inclusive environments through culturally responsive  practices, family-centered events, and opportunities for meaningful interaction between families and school staff.  Efforts to develop family ambassadors will further strengthen trust and peer-to-peer connections within the community.  In addition, PUHSD will enhance its use of data to identify gaps in engagement and connection, allowing for more  targeted strategies to support families who may not yet feel fully connected to their schools. By aligning these efforts  to the LCAP and Community Schools framework, the district will continue to build strong, inclusive relationships that  serve as the foundation for meaningful family engagement and student success.|Perris Union High School District has established a comprehensive and sustainable system for building partnerships  with families to support improved student outcomes. This work is grounded in the district’s LCAP and Community  Schools framework, where family engagement is implemented as a Tier 1 strategy to improve attendance, academic  achievement, and student well-being.   The district has made significant progress in aligning family engagement efforts to student outcomes by integrating  workshops and resources that build family capacity in areas such as college and career readiness, financial literacy,  mental health awareness, and navigating the educational system. These opportunities are intentionally designed to  empower families as active partners in supporting their students’ success.   Community Liaisons play a critical role in strengthening partnerships by connecting families to resources, facilitating  communication, and supporting outreach efforts that increase participation and engagement. Additionally, the district  has expanded access to wraparound supports, including wellness centers, mental health services, and basic needs resources such as food pantries and clothing closets, ensuring that barriers to student success are addressed in  collaboration with families.  Local data, including improvements in attendance rates and increased participation in family engagement activities,  along with educational partner feedback, indicate that families feel more connected to schools and better equipped to  support their students. Through these aligned efforts, the district has demonstrated meaningful progress in building  strong, outcome-focused partnerships with families.|While Perris Union High School District has made strong progress in building partnerships with families, the district  continues to refine its approach to ensure consistent implementation and impact across all school sites and student  groups.   A key focus area is strengthening the connection between family engagement activities and measurable student  outcomes. While participation in workshops and events has increased, the district is working to further define and  monitor how these efforts directly influence outcomes such as attendance, academic performance, and college and  career readiness indicators.   Additionally, the district is focused on increasing consistency in the depth and quality of family engagement practices  across sites. This includes ensuring that all schools are implementing high-impact strategies that move beyond  participation to meaningful partnership, where families are actively engaged in supporting learning and student success.   Another area of focus is enhancing the use of data to evaluate the effectiveness of family engagement initiatives.  The district is working to strengthen systems for collecting and analyzing both quantitative data (e.g., attendance,  participation rates) and qualitative data (e.g., family feedback) to inform continuous improvement and decision making.   Through these efforts, the district aims to deepen the impact of its family engagement system and ensure that  partnerships with families are consistently aligned to improved student outcomes across all schools.|Perris Union High School District is committed to ensuring that all families, particularly those from underrepresented  student groups, are meaningfully engaged as partners in supporting student outcomes. Based on educational partner input and local data, the district has identified the need to further strengthen engagement with families of English  Learners, students with disabilities, socioeconomically disadvantaged students, and families who may face barriers  related to language, access, or prior school experiences.   To address this, the district has expanded both access and opportunities for participation through a wide range of  advisory and leadership structures. The district has seen increased parent participation across multiple committees,  including the Community Schools Parent Advisory, District English Learner Advisory Committee (DELAC), Special  Education Parent Advisory, Budget Advisory Committee, and Career Technical Education (CTE) Advisory  Committee, in addition to School Site Council (SSC) and the LCAP Advisory Committee. These structures provide  intentional pathways for families, especially those representing unduplicated and historically underrepresented student groups, to engage in meaningful dialogue and contribute to decision-making processes that impact student outcomes.   The district will continue to strengthen targeted outreach and support strategies led by Community Liaisons, including personalized communication, home-to-school connections, and expanded access to translation and interpretation  services. Engagement opportunities will be intentionally designed to be culturally responsive, accessible, and aligned to the needs and interests of diverse families.  In addition, PUHSD will continue to develop family ambassadors to expand peer-to-peer outreach and build trust  within the community, particularly among families who may be less connected to traditional school structures. The  district will also enhance its use of data to identify gaps in participation and engagement, allowing for more targeted  strategies to reach families who are not yet fully engaged.   Through these aligned efforts, and by embedding family voice within multiple advisory systems connected to LCAP development and district initiatives, Perris Union High School District will continue to remove barriers and expand  equitable opportunities for all families to actively partner in supporting student success.|Perris Union High School District has established a comprehensive and sustainable system for seeking and  incorporating input from families, students, and educational partners in decision-making processes at both the site  and district levels. This work is aligned to the district’s LCAP and Community Schools framework, ensuring that stakeholder voice is embedded within continuous improvement efforts.   The district has demonstrated strong progress in expanding meaningful opportunities for input through multiple  advisory structures, including School Site Council (SSC), District English Learner Advisory Committee (DELAC),  Community Schools Parent Advisory, Special Education Parent Advisory, Budget Advisory Committee, Career  Technical Education (CTE) Advisory Committee, LCAP Advisory Committee, and the Superintendent’s Student  Advisory Committee. These groups provide structured and ongoing opportunities for families, students, staff, and  community members to engage in the development, monitoring, and evaluation of district and site plans.  In addition, the district has implemented inclusive engagement strategies such as community forums, surveys,  workshops, and site-based events like “Coffee with the Principal,” ensuring that input is gathered through multiple accessible pathways. Educational partner feedback is systematically reviewed and used to inform LCAP  development, SPSA planning, and program implementation.   Local data and feedback indicate increased participation across advisory groups and a growing sense of trust and  partnership among families and students. Through these aligned and intentional practices, PUHSD has moved  beyond compliance-based consultation to authentic collaboration, where educational partners actively contribute to  shaping policies, programs, and student supports.|While Perris Union High School District has established strong systems for gathering input, the district continues to  refine its practices to deepen the impact and consistency of stakeholder engagement across all sites and groups.   One area of focus is strengthening the feedback loop to ensure that educational partners clearly understand how  their input influences decision-making. While input is regularly collected and used to inform planning processes, the  district is working to further enhance transparency by consistently communicating outcomes, decisions, and resulting  actions back to stakeholders.   Another focus area is ensuring consistent implementation of high-quality engagement practices across all school sites. This includes supporting site leaders and teams in facilitating advisory meetings that promote meaningful dialogue, shared decision-making, and alignment to student outcomes.   The district is also working to strengthen the use of data to evaluate the effectiveness of engagement strategies, including participation trends across different student groups and the impact of stakeholder input on programmatic decisions. These efforts will support continuous improvement and ensure that engagement  practices remain responsive to the needs of the community.|Perris Union High School District is committed to ensuring that underrepresented families are equitably included in decision-making processes. Based on educational partner input and local data, the district has identified the need to  continue expanding participation among families of English Learners, students with disabilities, socioeconomically  disadvantaged students, and other underrepresented groups, as well as continuing to elevate student voice.   To address this, the district will continue to strengthen and expand participation in advisory structures, including  DELAC, Special Education Parent Advisory, Community Schools Parent Advisory, SSC, LCAP Advisory Committee, and the Superintendent’s Student Advisory Committee. These groups are intentionally designed to elevate the voices of families and students representing unduplicated student populations and ensure their perspectives are reflected in district and site planning.   Targeted outreach strategies led by Community Liaisons will continue to play a key role in increasing participation, including personalized communication, relationship-building, and removing barriers related to language and access through expanded translation and interpretation services. The district will also continue to develop family ambassadors to support peer-to-peer outreach and encourage broader participation in decision-making opportunities.   Additionally, PUHSD will enhance its use of data to identify gaps in representation within advisory groups and  engagement activities, allowing for more targeted and responsive strategies. By aligning these efforts to LCAP development and the Community Schools framework, the district will continue to build inclusive systems where all  families and students, especially those historically underrepresented, are empowered as active partners in decision making.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-17|2026
33672070101170|California Military Institute|3|CMI has established a comprehensive and sustainable system for building strong, trusting relationships between school staff and families. This work is grounded in the district’s LCAP and Community Schools framework, where relationship-building is recognized as a foundational component of student success and overall school climate.  CMI has made significant progress in creating welcoming and inclusive school environments through the intentional use of Community Liaisons, who serve as key connectors between families and school staff. These individuals support ongoing communication, outreach, and relationship-building efforts that ensure families feel welcomed, respected, and supported. Schools provide multiple opportunities for two-way communication through in-person events, workshops, advisory meetings, and digital communication platforms, ensuring accessibility for families with diverse needs.  PUHSD and CMI have prioritized culturally and linguistically responsive practices by providing translation and interpretation services, employing bilingual staff, and ensuring that communication is accessible and understandable to all families. Professional learning and support for staff emphasize the importance of understanding family strengths, cultures, and goals, which has strengthened relationships across school communities.  Local data, including increased participation in school events and advisory groups, as well as feedback from families, indicate a growing sense of trust, connection, and belonging. Through these aligned efforts, the district has built a strong foundation of relationships that supports meaningful family engagement and student success.|While PUHSD and CMI have made strong progress in building relationships between school staff and families, they continue to refine practices to ensure consistency and depth of implementation across all sites and student groups.  One area of focus is strengthening the consistency of relationship-building practices across all schools to ensure that every family experiences a welcoming and inclusive environment. This includes supporting site leaders and staff in implementing high-quality engagement strategies that move beyond initial outreach to sustained relationship-building.  Another focus area is enhancing the intentional use of data to better understand family experiences and perceptions across different student groups. While feedback is regularly collected, the district is working to strengthen systems for analyzing survey data, participation trends, and qualitative feedback to identify areas where relationships can be further strengthened.  Additionally, the CMI is focused on continuing to build staff capacity to engage effectively with families, particularly in understanding diverse cultural backgrounds and addressing barriers that may impact family participation and connection to schools.  Through these efforts, the CMI aims to ensure that relationship-building practices are consistently implemented and continuously improved across the site.|CMI is committed to ensuring that all families, particularly those from underrepresented student groups, feel welcomed, valued, and connected to their school communities. Based on educational partner input and local data, they have identified the need to continue strengthening relationships with families of English Learners, students with disabilities, socioeconomically disadvantaged students, and families who may face barriers related to language, access, or prior school experiences.  To address this, the district will continue to expand targeted outreach and relationship-building efforts led by Community Liaisons, including personalized communication, home-to-school connections, and proactive engagement strategies that meet families where they are. Translation and interpretation services will continue to be expanded to ensure that all families can access information and communicate effectively with school staff.  CMI will also continue to create welcoming and inclusive environments through culturally responsive practices, family-centered events, and opportunities for meaningful interaction between families and school staff. Efforts to develop family ambassadors will further strengthen trust and peer-to-peer connections within the community.  In addition, CMI and the district will enhance its use of data to identify gaps in engagement and connection, allowing for more targeted strategies to support families who may not yet feel fully connected to their schools. By aligning these efforts to the LCAP and Community Schools framework, the district will continue to build strong, inclusive relationships that serve as the foundation for meaningful family engagement and student success|PUHSD and CMi have established a comprehensive and sustainable system for building partnerships with families to support improved student outcomes. This work is grounded in the district’s LCAP and Community Schools framework, where family engagement is implemented as a Tier 1 strategy to improve attendance, academic achievement, and student well-being.  They have made significant progress in aligning family engagement efforts to student outcomes by integrating workshops and resources that build family capacity in areas such as college and career readiness, financial literacy, mental health awareness, and navigating the educational system. These opportunities are intentionally designed to empower families as active partners in supporting their students’ success.  Community Liaisons play a critical role in strengthening partnerships by connecting families to resources, facilitating communication, and supporting outreach efforts that increase participation and engagement. Additionally, the district and CMI have expanded access to wraparound supports, including wellness centers, mental health services, and basic needs resources such as food pantries and clothing closets, ensuring that barriers to student success are addressed in collaboration with families.  Local data, including improvements in attendance rates and increased participation in family engagement activities, along with educational partner feedback, indicate that families feel more connected to schools and better equipped to support their students. Through these aligned efforts, the district has demonstrated meaningful progress in building strong, outcome-focused partnerships with families.	|While CMI has made strong progress in building partnerships with families, they continue to refine their approach to ensure consistent implementation and impact across all school sites and student groups.  A key focus area is strengthening the connection between family engagement activities and measurable student outcomes. While participation in workshops and events has increased, the district is working to further define and monitor how these efforts directly influence outcomes such as attendance, academic performance, and college and career readiness indicators.  Additionally, the district and CMI are focused on increasing consistency in the depth and quality of family engagement practices across sites. This includes ensuring that all schools are implementing high-impact strategies that move beyond participation to meaningful partnership, where families are actively engaged in supporting learning and student success.  Another area of focus is enhancing the use of data to evaluate the effectiveness of family engagement initiatives. CMI is working to strengthen systems for collecting and analyzing both quantitative data (e.g., attendance, participation rates) and qualitative data (e.g., family feedback) to inform continuous improvement and decision-making.  Through these efforts, they aim to deepen the impact of its family engagement system and ensure that partnerships with families are consistently aligned to improved student outcomes across all schools|CMI and PUHSD are committed to ensuring that all families, particularly those from underrepresented student groups, are meaningfully engaged as partners in supporting student outcomes. Based on educational partner input and local data, the district has identified the need to further strengthen engagement with families of English Learners, students with disabilities, socioeconomically disadvantaged students, and families who may face barriers related to language, access, or prior school experiences.  To address this, they have expanded both access and opportunities for participation through a wide range of advisory and leadership structures. The district has seen increased parent participation across multiple committees, including the Community Schools Parent Advisory, District English Learner Advisory Committee (DELAC), Special Education Parent Advisory, Budget Advisory Committee, and Career Technical Education (CTE) Advisory Committee, in addition to School Site Council (SSC) and the LCAP Advisory Committee. These structures provide intentional pathways for families—especially those representing unduplicated and historically underrepresented student groups—to engage in meaningful dialogue and contribute to decision-making processes that impact student outcomes.  CMI and PUHSD will continue to strengthen targeted outreach and support strategies led by Community Liaisons, including personalized communication, home-to-school connections, and expanded access to translation and interpretation services. Engagement opportunities will be intentionally designed to be culturally responsive, accessible, and aligned to the needs and interests of diverse families.  In addition, CMI and the district will continue to develop family ambassadors to expand peer-to-peer outreach and build trust within the community, particularly among families who may be less connected to traditional school structures. They will also enhance its use of data to identify gaps in participation and engagement, allowing for more targeted strategies to reach families who are not yet fully engaged.  Through these aligned efforts, and by embedding family voice within multiple advisory systems connected to LCAP development and district initiatives, CMI and PUHSD will continue to remove barriers and expand equitable opportunities for all families to actively partner in supporting student success.|PUHSD and CMI have established a comprehensive and sustainable system for seeking and incorporating input from families, students, and educational partners in decision-making processes at both the CMI and district levels. This work is aligned to the district’s LCAP and Community Schools framework, ensuring that stakeholder voice is embedded within continuous improvement efforts.  CMI has demonstrated strong progress in expanding meaningful opportunities for input through multiple advisory structures, including School Site Council (SSC), District English Learner Advisory Committee (DELAC), Community Schools Parent Advisory, Special Education Parent Advisory, Budget Advisory Committee, Career Technical Education (CTE) Advisory Committee, LCAP Advisory Committee, and the Superintendent’s Student Advisory Committee. These groups provide structured and ongoing opportunities for families, students, staff, and community members to engage in the development, monitoring, and evaluation of district and site plans.  In addition, the district has implemented inclusive engagement strategies such as community forums, surveys, workshops, and site-based events like “Coffee with the Principal,” ensuring that input is gathered through multiple accessible pathways. Educational partner feedback is systematically reviewed and used to inform LCAP development, SPSA planning, and program implementation.  Local data and feedback indicate increased participation across advisory groups and a growing sense of trust and partnership among families and students. Through these aligned and intentional practices, CMI has moved beyond compliance-based consultation to authentic collaboration, where educational partners actively contribute to shaping policies, programs, and student supports.|While CMI has established strong systems for gathering input, they continues to refine its practices to deepen the impact and consistency of stakeholder engagement across all sites and groups.  One area of focus is strengthening the feedback loop to ensure that educational partners clearly understand how their input influences decision-making. While input is regularly collected and used to inform planning processes, the district is working to further enhance transparency by consistently communicating outcomes, decisions, and resulting actions back to stakeholders.  Another focus area is ensuring consistent implementation of high-quality engagement practices across all school sites. This includes supporting site leaders and teams in facilitating advisory meetings that promote meaningful dialogue, shared decision-making, and alignment to student outcomes.  CMI is also working to strengthen the use of data to evaluate the effectiveness of engagement strategies, including participation trends across different student groups and the impact of stakeholder input on programmatic decisions. These efforts will support continuous improvement and ensure that engagement practices remain responsive to the needs of the community.|CMI and PUHSD are committed to ensuring that underrepresented families are equitably included in decision-making processes. Based on educational partner input and local data, they have identified the need to continue expanding participation among families of English Learners, students with disabilities, socioeconomically disadvantaged students, and other underrepresented groups, as well as continuing to elevate student voice.  To address this, CMI and the district will continue to strengthen and expand participation in advisory structures, including DELAC, Special Education Parent Advisory, Community Schools Parent Advisory, SSC, LCAP Advisory Committee, and the Superintendent’s Student Advisory Committee. These groups are intentionally designed to elevate the voices of families and students representing unduplicated student populations and ensure their perspectives are reflected in district and site planning.  Targeted outreach strategies led by Community Liaisons will continue to play a key role in increasing participation, including personalized communication, relationship-building, and removing barriers related to language and access through expanded translation and interpretation services. CMI will also continue to develop family ambassadors to support peer-to-peer outreach and encourage broader participation in decision-making opportunities.  Additionally, CMI will enhance its use of data to identify gaps in representation within advisory groups and engagement activities, allowing for more targeted and responsive strategies. By aligning these efforts to LCAP development and the Community Schools framework, the district will continue to build inclusive systems where all families and students, especially those historically underrepresented, are empowered as active partners in decision-making.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-17|2026
33672150000000|Riverside Unified|3|Riverside Unified School District (RUSD) values family and community engagement as a critical component of student success. Strong, respectful relationships between school sites, the district, and families are essential to building effective partnerships. To support this work, RUSD provides ongoing training and tools for administrators and staff to strengthen relationship-building skills, which are reinforced at school and department-level meetings to ensure consistent, positive engagement with students, families, and educational partners. The RUSD Family Resource Center further advances these efforts through its annual Family and Community Engagement Institute. This program equips front-office staff, community assistants, translators, and other classified employees with research-based strategies to create welcoming environments, improve communication, and build strong family partnerships. This work directly reflects educational partner feedback and strengthens engagement at every point of contact. RUSD has also expanded access to communication to build trust and transparency. Through ParentSquare, 98.7% of families are now contactable, up from 97.1% the prior year. ParentSquare is a vital tool in connecting families to their students’ teachers and school staff directly through messaging, and 1,629,913 direct messages were exchanged this school year, demonstrating that families use the feature regularly. Outreach efforts have broadened across digital and traditional platforms to meet families where they are. Since the start of the 2025–26 school year, social media channels generated more than 342,000 engagements and over 8,912,000 impressions, supported by increased video content and consistent posting.  RUSD also redesigned the State of the District event to center on student voice and invite in-person community interactions. More than 100 students participated, and over 700 attendees engaged through interactive experiences at this year’s event. Data from the most recent LCAP survey highlights significant advancements in fostering stronger connections between families and staff.  Parents and guardians have shown a marked increase in confidence and involvement. Specifically, trust in district communication rose by 10 percentage points, and engagement experienced a notable 33-point surge. This impressive growth is attributed to more consistent outreach, improved access to information, and a focused effort to establish meaningful, two-way dialogue with families. District employees also shared positive feedback, reporting a 14-point increase in trust and an 8-point rise in engagement. These metrics signal a higher level of internal alignment and growing faith in our communication strategies. Through authentic engagement and reliable communication, we continue to build the trusting relationships essential for student success.|RUSD uses the California Department of Education's Family Engagement Framework, Dual Capacity-Building Framework for Family-School Partnerships, and the Parent-Teacher Association (PTA) National Standards for Family-School Partnerships as vital roadmaps for working with families and the community to support student success.  Using these guiding principles, school site leadership teams establish specific family engagement goals and metrics within their individual school plans. The commitment to meeting and surpassing these annual benchmarks encourages staff and leadership to prioritize the ongoing improvement of community and family relationships.   Furthermore, the district team consistently initiates diverse outreach activities in partnership with the Family Resource Center and other departments, driven by Local Control Accountability Plan (LCAP) initiatives, to guarantee that every student and family has the opportunity to influence school-related matters. A wide range of engagement opportunities exists, including multicultural events, student performance showcases, achievement awards, and informational gatherings. Families can also participate through community input sessions, parent-led affinity groups, family forums, surveys, and various district or school-level advisory councils and committees. Additional touchpoints include teacher conferences, school site festivities, district-wide events, and workshops focused on wellness and educational support. To enhance these efforts, the implementation of ParentSquare provides a platform that centralizes and simplifies communication between teachers, students, and families, effectively building a more integrated and engaged school community.   One area for continued growth is strengthening the systems that ensure all families have equitable access to information, particularly those facing digital divides, language barriers, or literacy challenges. RUSD has begun expanding outreach beyond traditional channels by sharing key messages through billboards, grocery stores, gas stations, and other frequently visited community locations. Moving forward, the district will continue to partner closely with school sites, departments, and community organizations that have direct relationships with these families to ensure communication is relevant, multilingual, and accessible through the most effective local channels.|Riverside Unified School District (RUSD) leverages various educational partner feedback mechanisms—including the annual Culture and Climate Survey, LCAP Survey, LCAP community sessions, family forums, and parent advisory groups—to continuously evaluate and enhance family engagement. This input directly informs site-level and districtwide decisions regarding the resources and strategies required to ensure equitable engagement practices. In alignment with this feedback, the district has prioritized systematizing family engagement and remains committed to identifying and reducing barriers to essential resources. As a result, school sites have established clear goals centered on fostering welcoming environments, improving communication with students and families, and supporting overall student success. To build staff capacity, RUSD provides comprehensive in-house training and collaborates with the Riverside County Office of Education (RCOE) to offer specialized professional development. These programs—delivered in both in-person and virtual formats—equip administrators, teachers, and classified staff with the skills to cultivate inclusive climates and strengthen communication. This initiative underscores the district’s dedication to continuous improvement, with a particular focus on supporting unduplicated students and their families. Recent efforts to assist families navigating immigration-related challenges have further highlighted opportunities to refine communication systems, specifically for those facing language or access barriers. In response, RUSD is expanding its partnerships with community-based organizations to ensure outreach is culturally relevant, accessible in multiple languages, and delivered through trusted channels. Furthermore, the district is committed to exceeding state translation requirements to better serve its diverse community.|Riverside Unified School District (RUSD) leverages educational partner input and local data to strengthen partnerships that directly support student outcomes. Through the annual Culture and Climate Survey, LCAP engagements, and ongoing feedback from families and staff, the district identifies opportunities to improve family engagement, foster a sense of belonging, and build strong relationships that contribute to a positive school climate. To support these initiatives, district staff provide schools with guidance and training centered on enhancing family engagement and its positive impact on student achievement. In alignment with RUSD’s commitment to equity and in response to feedback from parent-led organizations, there is a heightened focus on engaging families of underrepresented students. Key strategies include home visits, the reinforcement of two-way communication, and the optimization of referral processes to more effectively connect families with the Family Resource Center and other essential services. At the site level, schools have expanded opportunities for students and families to engage meaningfully within the school community.  To strengthen a greater sense of belonging, schools have increased participation in events such as Back to School Night, Open House, family education workshops, forums, and student showcases in arts, athletics, and STEM. These experiences are intentionally designed to build relationships, increase family involvement, and bridge the connection between school and home. In addition to family partnerships, RUSD continues to expand collaborations with local businesses, industry partners, and community organizations to provide students with real-world learning opportunities. Through Career Technical Education (CTE) pathways and related programs, students increasingly benefit from internships, career exploration experiences, and job placement opportunities aligned with their professional interests and future goals. These partnerships integrate classroom learning with workforce readiness, offering students valuable, hands-on experiences. RUSD is also strengthening its partnerships with local colleges and universities to expand dual enrollment opportunities, enabling students to earn college credit while in high school. Collaborations with regional community colleges and universities increase access to rigorous coursework, support college and career readiness, and establish clearer pathways for students to transition successfully into postsecondary education. Together, these efforts reflect RUSD’s commitment to building strong, aligned partnerships with families, community organizations, and higher education institutions to support student achievement, expand opportunities, and prepare students for success beyond graduation.|Based on analysis of educational partner input and local data, Riverside Unified School District (RUSD) has identified opportunities to strengthen and expand partnerships that support student outcomes, particularly by increasing access, awareness, and participation among underserved communities. A key focus area is enhancing the reach and impact of the Family Resource Center (FRC), which operates across multiple locations to improve accessibility for families throughout the district. The FRC serves as a central hub connecting families to district supports and a wide network of community-based services. Through its work, the FRC builds strong relationships with parents and caregivers to support student learning, well-being, and college and career pathways. Guided by its mission to improve student learning and development, strengthen family practices, and integrate community resources, the FRC continues to expand workshops, family engagement academies, and regionally scheduled opportunities that empower families to navigate the school system and support learning at home. In addition to expanding services, RUSD is focused on strengthening communication networks to better reach families who may not be consistently connected to traditional district channels. The district is increasing collaboration with community-based organizations, local advocacy groups, and trusted partners to ensure messaging reaches underserved populations in ways that are accessible, relevant, and culturally responsive. These efforts include more targeted outreach, multilingual communication, and intentional messaging that invites participation in public meetings, advisory groups, and decision-making processes. RUSD is also working to deepen partnerships with local businesses and civic organizations, including regional chambers of commerce, to broaden community engagement and create additional pathways for family and community involvement. These partnerships support more coordinated outreach efforts and help amplify district messaging within the community, while also strengthening connections that benefit students through expanded opportunities and resources. Together, these focus areas reflect RUSD’s commitment to reducing barriers, expanding access, and building stronger, more inclusive partnerships that ensure all students and families are connected, informed, and supported.|Based on educational partner input and local data, Riverside Unified School District (RUSD) is focused on strengthening engagement with underrepresented families by expanding access, improving communication, and building trusted community partnerships. All schools and district departments develop goals centered on creating welcoming and inclusive environments, strengthening relationships with families, and supporting student success through clear, consistent communication about student progress. These efforts are designed to increase families’ understanding of the school system, empower them to advocate for their students, and deepen meaningful participation in their child’s education. RUSD also uses results from the Culture and Climate Survey to guide continuous improvement. Survey data provides insight into the experiences and perceptions of students, families, and staff, helping identify both strengths and areas for growth. Schools use this data to make targeted, data-informed decisions that foster a greater sense of belonging, safety, and engagement, with a specific focus on meeting the needs of underrepresented families. To further improve engagement, the district is expanding its communication strategies beyond traditional channels to better reach families who may face barriers to access. This includes increased outreach through community events, multilingual and culturally responsive messaging, and collaboration with trusted community-based organizations. RUSD is also strengthening partnerships with local government agencies, civic groups, and chambers of commerce to broaden its communication network and ensure information reaches families through familiar and accessible channels. Additionally, the district is implementing more targeted outreach efforts that invite and encourage participation from underrepresented families in public meetings, advisory groups, and engagement opportunities. By connecting with families through trusted partners and meeting them where they are, RUSD is working to build stronger relationships, increase participation, and ensure all families have a voice in shaping student outcomes. Together, these efforts reflect a focused and intentional approach to improving engagement with underrepresented families by reducing barriers, expanding access, and strengthening partnerships across the community.|Riverside Unified School District (RUSD) values parents, families, staff, and community partners as essential contributors to the decision-making process. The district maintains a strong, established framework for gathering input through advisory groups, including the LCAP Parent Advisory Committee, the Riverside Council Parent Teacher Association (RCPTA), the District African American Parent Advisory Committee (DAAPAC), the Special Education Community Advisory Committee (SECAC), and the District English Learner Advisory Council (DELAC).  Additionally, groups such as La Comunidad Latina de Riverside, Somos Dual Language Immersion (DLI), and the Native American Parent Advisory. At the school level, School Site Councils (SSC)and Parent Advisory Committees (PAC) offer ongoing opportunities for families to inform site-based decisions, creating a feedback loop that ensures diverse perspectives influence both district and school actions. Building on these established structures, RUSD has prioritized a systemwide focus on engagement and listening to deepen opportunities for community input.  A significant milestone in this effort was the superintendent’s initial 100-day listening tour, which involved visits to every department and school, along with direct outreach to students, staff, and community partners. This initiative focused on relationship-building and transparent dialogue to ensure that district decisions are rooted in the lived experiences of the community. Key themes emerging from these discussions included a collective desire for clear organizational priorities, increased transparency, and better alignment across various district initiatives. This emphasis on active listening served as the foundation for a comprehensive, five-year Strategic Planning process that is intended to be co-constructed, public, and measurable. To broaden participation, the district utilizes focus groups, surveys, community open houses, and feedback cycles that involve the Board of Education and all educational partners. Engagement has been extensive and representative, evidenced by thousands of participants in the Culture and Climate Survey, as well as involvement through targeted outreach and leadership sessions. To further support participation, RUSD has enhanced its communication infrastructure through regular updates to the Board, public recaps, and increased digital outreach. These improvements ensure that community members are not only kept informed but are actively encouraged to help shape district priorities. By integrating long-standing advisory systems with new, intentional engagement strategies, RUSD continues to foster a transparent and inclusive environment that centers community voices to improve student outcomes.|Based on educational partner input and local data, Riverside Unified School District (RUSD) has identified key focus areas to strengthen how it seeks and incorporates input in decision-making, particularly by increasing participation from underrepresented families and ensuring feedback translates into clear, visible action. One major area of focus is elevating the voice of families of underrepresented students through more targeted, accessible communication about community resources and opportunities to engage in decision-making. While RUSD has expanded outreach through in-person and virtual engagement sessions, surveys, and advisory groups, the district recognizes the need to strengthen further participation by ensuring families are aware of opportunities, understand how to engage, and see how their input influences outcomes. The superintendent’s first 100 days reinforced this need through a districtwide listening effort that included direct engagement with students, families, staff, and community partners across all schools and departments. This process highlighted a strong desire for increased transparency, clearer communication about decisions, and more consistent opportunities for meaningful input. While participation levels were high, feedback indicated that engagement must continue to expand in both reach and depth to ensure all voices are represented. In response, the district’s ongoing Strategic Planning process is intentionally designed to improve how input is gathered and used. Through surveys, focus groups, and community open houses, RUSD is working to create a more inclusive, co-constructed process that engages students, families, staff, and community partners at multiple points and ensures feedback is reflected in district priorities and actions. A key area for continued growth is closing the feedback loop by more clearly communicating how community input shapes decisions and outcomes. RUSD is also focused on expanding capacity for family advocacy and participation. Programs such as the Parent Institute for Quality Education (PIQE), which continue to expand to additional school sites each year, equip families with the knowledge and skills to navigate the educational system, support their children’s academic and social-emotional success, and engage confidently in school and district decision-making. Together, these focus areas reflect RUSD’s commitment to moving beyond participation toward deeper, more inclusive engagement. By improving access, strengthening communication, and ensuring that input leads to visible action, the district is working to build a more transparent and responsive decision-making process that reflects the voices of all families.|Riverside Unified School District (RUSD) is deeply committed to fostering equitable engagement with underrepresented families by improving accessibility, streamlining communication, and expanding meaningful opportunities to participate in district decision-making. The transition to ParentSquare has significantly expanded two-way communication, allowing for more consistent, multilingual outreach and empowering the district to use data to identify engagement gaps and adjust strategies in real time. To support this work, RUSD provides school sites with communication toolkits and professional development.  This ensures that staff are effectively equipped to build authentic partnerships with families, with a focus on those who have been historically marginalized. Efforts to expand translated materials and deliver information through accessible channels continue to eliminate barriers to participation. Key insights from the Superintendent’s first 100-day listening tour, alongside ongoing community feedback, reinforced the need for transparent communication, trust-based relationships, and inclusive outreach to ensure all voices are heard. In response, the district’s Strategic Planning process includes expanded opportunities for input through surveys, focus groups, and community engagement activities designed to reach a broader range of families. Moving forward, RUSD will continue to strengthen collaborations with community partner organizations, expand outreach beyond traditional channels, and ensure families clearly see the impact of their contributions on decision-making. These efforts reflect our commitment to building a responsive, inclusive, and equitable educational environment.|4|4|4|4|3|4|3|4|4|4|4|4|Met||2026-06-25|2026
33672150126128|REACH Leadership STEAM Academy|3|The LEA currently offers school-wide activities and support groups that promote family engagement: (1) Parents meet the teachers, support staff, and administration the week before school starts in our annual Meet and Greet, and again during Parent-Teacher conferences in the fall.  During these events families also learn about REACH’s program and extracurricular activities; (2) Communication updates are sent via ParentSquare which allows parents to translate postings into other languages. ParentSquare has allowed the administration to collect feedback on school policies and procedures that otherwise might not have been brought to their direct attention. (3) The governing board and parent committees, i.e., School Site Council, African American Parent Advisory Committee (AAPAC), and English Language Advisory Committee (ELAC), are spaces for parents to connect with school administration and leadership to provide feedback. Through a wide range of campus events, we create meaningful opportunities for families to build relationships and stay connected to our school community.|Our African American student population is currently yellow on the CA Dashboard for performance levels in English Language Arts and Mathematics. Our Hispanic/Latino population is currently orange on the CA Dashboard for performance levels in English Language Arts and Mathematics. To increase participation and awareness from these parent groups, (1) The LEA currently has an African American Parent Advisory Committee (AAPAC) composed of a diverse and dedicated group of parents that are concerned with the narrative data depicted; (2) School Site Council (SSC)  is another means by which parents are able to participate in school governance and decision making; (3) Parents of students who are learning English as a second language are invited to participate in ELAC meetings twice in a year as a means to get connected, stay informed, and to voice concerns about their unique experiences in accessing teachers, school personnel and academic materials. As a school, we will also be focusing on strengthening communication with families regarding school events, academic progress, grades, and other important updates.|The LEA has parent engagement committees that aim to authentically engage all parents in the academic and social-emotional development of their children. The School Site Council (SSC) is currently in its sixth year of implementation and its primary focus is to engage their parent peers. The school administration has presented local assessment data, Local Control and Accountability Plan and LCFF funds, and a School-wide Action Plan. As a committee composed of a parent majority, the SSC (1) aims to utilize its public meetings as a space for parents to address the LEA’s academic offerings and progress towards goals; (2) brainstorm school-wide activities that support all students especially our underrepresented/unduplicated population; and (3) brainstorm ways on how to support other committees.|The LEA has created platforms for our families to receive the resources, support, and necessary information to help our scholars progress in academics. Throughout the year, there are opportunities for our families to be involved in the educational process for their children. The LEA holds math nights for families and scholars, parent-teacher conferences, a STEAM Expo, and informational meetings (SSC, LCAP)  throughout the year to help support improved student outcomes. We want all parents, regardless of their background, to feel heard and supported. The LEA currently has a homeless liaison that provides identified families with community resources and supplies families need, including but not limited to, nonperishable food items and clothing. We also have a SART team that supports families of scholars who are chronically absent. Meetings take place with the families of scholars who are truant to identify ways in which we can support the scholars in coming to school on time.|The LEA will intentionally focus on improving our systems and processes to better support families in understanding their child’s academic progress. This includes providing clearer, more consistent communication regarding grades, academic performance, and available supports. By strengthening these systems, we aim to increase family engagement, foster stronger school-home partnerships, and ensure families have the information needed to actively support their child's success The LEA. has several events and activities designed to effectively and authentically improve parent relationships, partnerships, communication and access to information. As a general rule, all on-site activities are well-attended by families. Two-way parent-to-school communication is regular and continuous. The LEA gathers parent feedback annually as a means to improve and strengthen ties. The LEA  previously identified parent involvement in the evolution and continuous improvement loop of the Local Control and Accountability Plan (LCAP) and its service to our student population as an area of growth. Parent feedback is solicited each year. This year we were able to solicit more feedback, but we would like to get more parent participation in surveys related specifically to LCAP goals, actions, and service. Parents are strongly encouraged to attend planning meetings and to participate in surveys related specifically to the LCAP. With a focus on equitable access, the goal in the 2026-27 school year shall be to continue to improve parent participation by sharing LCAP goals on all communication channels, including social media, sharing meeting dates well in-advance of planned meetings, providing incentives for attending, as well as communicating information around the significance of the LCAP in more parent-friendly terms, reaching out to parents directly emphasizing the importance of their attendance drawing the correlation between individual parent involvement and its influence in how money is allocated within the organization.|An identifiable area of growth would be for staff to continue to seek opportunities to learn about the cultures of our families, to strengthen our communication with all families. The LEA has a diverse population of families and students. We have honored and celebrated many cultures during designated months. However, we can improve in advertising and showcasing the many things we do to celebrate different cultures throughout the school year. This school year, the LEA marked on the calendar monthly cultural celebrations to continue to be inclusive as it relates to highlighting the unique contributions that every culture adds to our school community and beyond. We will continue to calendar monthly cultural celebrations and will also update our families on the events and outcome of the events highlighting each cultural celebration by posting on our school website and social media pages. This year we improved in planning and executing events that represent many cultures within our school community. We will continue to be intentional about representing and celebrating all cultures at our school.|The LEA currently has parents on its governing board which adds knowledge and perspective to the decisions that impact our families. Other parent committees (SSC, AAPAC, & ELAC) also allow opportunities for parent voice and choice related to key financial decisions around curriculum and material purchases as well as other actions and services offered to students. The LEA also sends annual climate surveys to parents, staff, and students. The sections and questions have remained relatively unchanged in the last few years so that the administration can draw longitudinal conclusions for the Local Control and Accountability Plan and other plans. The LEA understands that ample notice is needed for parents to secure time and childcare. Our event calendar is posted during the summer so parents can look at a glance and anticipate events. As the event gets closer, flyers and digital reminders are sent home.|The LEA shall continue to seek input for decision-making as identified in the sections above. The LEA is committed to its education partners having a strong voice and taking part in the decision-making. We have solicited input from our SSC as it relates to our LCAP goals and budget. This school year we included the AAPAC (African American Parent Advisory Committee) and ELAC (English Language Advisory Committee) committees in the decision-making for our school in relation to the LCAP and will continue to do so in the coming school year (2026-2027). As previously mentioned, the LEA will also commit to improving our attendance at informational meetings that will allow our families to have a voice in how the school is governed and how funds are allocated to improve student outcomes.|To improve engagement for underrepresented families, the LEA shall continue with its outreach to homeless and foster youth families, starting with identifying families in need at the start of each school via survey response data. In addition, the ELAC (English Language Advisory Committee), AAPAC (African American Parent Advisory Committee) and School Site Council (SSC) Committees are intended to provide a platform for all parents to be heard and to disseminate data in formats that are more accessible to the different cultures that are represented. The LEA shall continue to use translation services to ensure all parents can access school information and shall provide information and training intended to develop parent knowledge and skills related to methods for working together in ways that benefit underrepresented students in particular. Our homeless liaison reaches out to families directly informing them of ways in which the LEA can provide support and assistance in areas of need. The committees, in particular, are designed to seek input from families that would not otherwise participate in open forums. The LEA shall continue to seek ways to make information more readily available to underserved families by assisting them in making their presence and voices heard in ways that are productive to improve student outcomes.|4|5|4|4|4|4|4|4|4|4|4|4|Met||2026-06-29|2026
33672310000000|Romoland Elementary|3|The district continues to demonstrate a strong commitment to building meaningful relationships with parents and families. Staff across all schools express a clear desire to connect with families and increase engagement and communication. Tools such as ParentSquare, the Aeries Parent Portal, and Teacher/Parent Goal Setting Conferences are consistently used to promote transparency and two-way communication. Schools maintain a warm and welcoming environment, supported by ongoing professional development focused on family engagement and the regular collection of feedback from parents and community members. Parent volunteer trainings further strengthen the connection between schools and families.|As the district reflects on areas for growth, key priorities include: continuing to grow the community cohesion at the new TK-8 school in the district, provide better language support for families by increasing use of audio messaging, deepening staff understanding of families’ backgrounds and cultures, and building capacity of staff to build trusting and respectful relationships with families.|Strategies to foster stronger teacher-family connections include enhanced communication practices, home visits, and offering refreshers on the Navigating Difference training, along with annual Title I Parent Engagement training and other relevant professional learning opportunities.|The district is committed to building strong partnerships with families to support student success. Current strengths include the effective use of Community Engagement Clerks, the School Engagement/Foster Youth Liaison, and Parent-Teacher Conferences to connect families with community resources and foster two-way communication. Intake meetings and ongoing education about how parents can be involved in schools help create a foundation for engagement. Teachers actively partner with families, and the district’s School Engagement/Foster Youth Liaison plays a vital role in coordinating support and advocacy. ParentSquare continues to be a powerful platform for sharing information about resources, supports, and ways to advocate for student needs.|To strengthen these efforts, the district  recognizes the need for: consistency in implementation across all schools and district office sites, the importance of incorporating more celebrations, incentives, and foods into family engagement events, and supporting parents in knowing their rights to advocate for their children.|The district will incorporate more celebrations, incentives, and foods into family engagement events, and support parents in knowing their rights to advocate for their children. Additional professional learning for staff is also a priority to enhance their capacity to engage families effectively.|The district demonstrates strong practices in engaging families as partners in the decision-making process. There is intentionality in building the capacity of families to contribute meaningfully, and consistent efforts are made to include them in opportunities to learn more about school and district initiatives. Parents are invited to serve on various committees and teams, both at the school site and district levels, ensuring that their voices are considered in shaping programs and policies.|As the district looks to improve, it recognizes the importance of expanding outreach efforts to engage a wider range of cultural groups and to ensure all families feel welcomed and heard.|Strategies for growth include providing clear, accessible information about the Parent Ambassadors at each school, increasing parent input during meetings, and offering personal invitations to encourage broader participation in formal committees and decision-making forums. These efforts will further strengthen inclusive practices and support more representative and responsive family engagement across the district.|4|4|3|4|4|5|5|4|5|4|4|5|Met||2026-06-16|2026
33672490000000|San Jacinto Unified|3|San Jacinto Unified School District currently engages families through seven advisory groups representing Foster Youth/McKinney-Vento, Native American, African American, Latino, Special Education, English Learner, and LCAP stakeholders. Survey results indicate that one of the district's strengths is creating welcoming environments for families, with 61% of respondents providing a favorable rating. An identified area for continued growth is building staff capacity to better understand and incorporate each family's unique strengths, cultures, languages, and educational goals for their children. The district remains committed to strengthening authentic family partnerships through ongoing professional learning, meaningful engagement opportunities, and culturally responsive practices.|Analysis of educational partner feedback and local survey data indicates that San Jacinto Unified School District's primary focus for improvement is strengthening authentic partnerships between school staff and families. While the district has established multiple opportunities for family engagement through seven advisory groups, LCAP survey results indicate opportunities to deepen these relationships. The district's highest priority is increasing staff capacity to engage families in culturally responsive ways by recognizing and valuing each family's strengths, cultures, languages, and educational goals for their children. Additional focus areas include expanding meaningful two-way communication that is accessible and understandable for all families and strengthening the capacity of administrators, teachers, and classified staff to build trusting and respectful relationships with families. These actions are intended to strengthen school-family partnerships and support improved student outcomes aligned with the district's goals and Dashboard priorities.|To address engagement of underrepresented families, the district will continue to strengthen professional learning focused on culturally responsive family engagement and effective communication practices while enhancing opportunities for families to serve as active partners in school and district decision-making. Building upon the existing advisory group structure, the district will continue to increase opportunities for family participation and shared leadership, ensuring that family voice is reflected in continuous improvement efforts.|Based on the Spring 2025–2026 San Jacinto Unified Family Survey (1,670 responses), the district demonstrates a strong foundation in building partnerships that support student outcomes. Families reported an overall favorable rating of 95%, reflecting high levels of trust, communication, and engagement. Survey results indicate that families feel well informed about their child's academic progress and ways to partner with schools to improve student outcomes (93% favorable). Families also reported that the district provides information and resources to support learning and development at home (93% favorable) and offers meaningful opportunities for families, teachers, principals, and district administrators to collaborate in planning, implementing, and evaluating family engagement activities (95% favorable). Additionally, 92% of families reported having opportunities to provide input on school and district policies and programs, while 98% indicated they understand and exercise their rights to advocate for their child. Overall satisfaction with their child's school experience was also very strong at 96% favorable.|Analysis of educational partner feedback and local data indicates that San Jacinto Unified School District's primary focus for improvement is strengthening authentic partnerships between school staff and families through culturally responsive engagement and meaningful two-way communication. While family survey results demonstrate that families feel welcomed, informed, and supported, staff survey results identify the need to build greater capacity to understand and value each family's strengths, cultures, languages, and educational goals, expand meaningful two-way communication, and strengthen trusting relationships with families. The district will continue to build staff capacity through professional learning and expand opportunities for families to serve as active partners in supporting student learning and continuous improvement.|Based on educational partner input and local data, San Jacinto Unified School District will strengthen engagement of underrepresented families by expanding culturally responsive family engagement practices and increasing opportunities for authentic two-way communication. The district will continue to partner with families through its advisory groups representing Foster Youth/McKinney-Vento, Native American, African American, Latino, Special Education, English Learner, and LCAP stakeholders while intentionally increasing outreach to families whose voices have been historically underrepresented. To improve engagement, the district will provide multiple opportunities for families to participate through accessible meeting formats, translated communications, interpretation services, flexible meeting times, and targeted outreach. Professional learning will support administrators, teachers, and classified staff in building trusting relationships with families by recognizing and valuing each family's strengths, cultures, languages, and educational goals. The district will also expand opportunities for families to serve in leadership and decision-making roles, ensuring that educational partner feedback continues to inform school and district improvement efforts that support positive student outcomes.|Based on educational partner input and local data, San Jacinto Unified School District has established a strong culture of seeking educational partner input to inform district and school decision-making. Family survey results reflect these strengths, with 95% of respondents indicating that schools provide opportunities for families, teachers, principals, and district administrators to work together to plan, design, implement, and evaluate family engagement activities, and 92% reporting that they have opportunities to provide input on school and district policies and programs. The district uses feedback from advisory committees, local surveys, public meetings, and stakeholder engagement activities to inform the development of the Local Control and Accountability Plan (LCAP), district initiatives, and school improvement efforts. Educational partner input is reviewed alongside local and state data to identify strengths, determine areas for growth, and guide resource allocation. Through these collaborative structures, San Jacinto Unified continues to strengthen transparency, shared decision-making, and partnerships that support improved outcomes for all students.|Analysis of educational partner input and local data indicates that San Jacinto Unified School District's focus for improvement is expanding meaningful participation from underrepresented families and strengthening how stakeholder feedback informs district and school decision-making. While family survey results demonstrate that families value the opportunities provided to share input and collaborate with schools, the district recognizes the need to ensure that all family groups are equitably represented and that engagement reflects the diversity of the community.|To improve participation, the district will continue to provide translated communications, interpretation services, flexible meeting formats and times, and multiple opportunities for families to provide feedback through surveys, advisory committees, and community engagement events. Staff will receive ongoing professional learning to strengthen culturally responsive engagement practices and build trusting relationships that encourage meaningful family participation. The district will also expand opportunities for families to serve in leadership roles and will continue using educational partner feedback to inform the LCAP, school improvement planning, and district initiatives. These efforts are intended to ensure that all families have equitable access to decision-making processes and that diverse perspectives are reflected in actions that support improved student outcomes.|4|4|3|4|3|4|4|4|3|4|4|3|Met||2026-06-16|2026
33672496114748|San Jacinto Valley Academy|3|San Jacinto Valley Academy (SJVA) has a Learning Partnership Agreement (LPA) in place for all students in grades TK–12. The LPA outlines the expectations and responsibilities of staff, students, and parents/guardians, creating a shared commitment to student achievement and educational success. SJVA actively promotes family involvement by encouraging parents to participate in schoolwide events, assist with projects and activities, and volunteer as chaperones on field trips to help supervise small student groups. In addition, weekly and monthly newsletters are distributed to families to communicate current events, school highlights, and important updates.  SJVA provides multiple layers of academic and social support to ensure the success of all students. The school has expanded instructional support services through the addition of instructional aides and tutors to assist students who may need extra academic intervention. Enrichment opportunities are also offered during and after school to help students meet and exceed academic standards. Regular Student Success Team (SST) meetings are conducted to identify student needs and develop individualized strategies and support that promote academic growth and achievement.  In addition to academic support systems, SJVA continues to expand its Career Technical Education (CTE) pathways, providing students with increased access to career exploration, hands-on learning experiences, industry-relevant skills, and college and career readiness opportunities.|At San Jacinto Valley Academy (SJVA), we actively involve and seek input from all stakeholders in school decision-making through participation on the governing board, advisory committees, and the School Leadership Team. Each year, the school board elects parent representatives to serve on the governing board. These representatives attend both open and closed board meetings, provide meaningful input, and participate in voting on action items that impact the school community.  Parent representatives also serve on the Site Advisory Committee (SAC) and Parent Advisory Committee (PAC), where they collaborate with school leadership to provide feedback on important topics such as school-to-home communication, the school website and calendar, upcoming events, and progress related to Local Control and Accountability Plan (LCAP) goals and metrics. SJVA values parent engagement and believes that strong family involvement is essential to both student achievement and overall school success.  SJVA’s School Leadership Team consists of administrators, deans, learning community coordinators, grade-level and department leads, counselors, and support staff. This team works collaboratively to guide the overall direction of the academy while promoting strong instructional and pedagogical leadership across all grade levels and programs.  In addition, SJVA gathers stakeholder input through the annual LCAP survey. Parents are encouraged to participate in surveys that measure satisfaction, school climate, communication effectiveness, and overall perceptions of the school. This feedback helps SJVA continuously improve programs, services, and supports to better meet the needs of students and families.|San Jacinto Valley Academy (SJVA) will continue to strengthen family engagement by reaching out to parents and families in their native language to ensure clear and effective communication. SJVA remains committed to creating an inclusive and welcoming environment by inviting families to participate in school events, activities, and educational opportunities throughout the year. In addition, the school will continue providing families with resources, information, and support services to help ensure they have the knowledge, tools, and access needed to actively support their students’ academic achievement, personal growth, and overall success.|San Jacinto Valley Academy (SJVA) has a Learning Partnership Agreement (LPA) in place for all students in grades TK–12. The LPA clearly outlines the expectations and responsibilities of staff, students, and parents/guardians, promoting a shared commitment to student achievement and positive educational outcomes.  In addition to the LPA, SJVA utilizes a comprehensive Student Success Team (SST) process that addresses all areas of student concern, including attendance, academics, social-emotional needs, and behavior. The SST team may include counselors, teachers, parents/guardians, administrators, and students when appropriate. Through collaboration and data review, the team develops individualized support strategies to help students succeed academically and personally.  To provide additional academic support for students in grades 6–12, SJVA has designated staff members who monitor students with missing assignments or grades of D or F. Staff members communicate directly with students and parents to identify barriers to success and develop plans for completing missing work, improving academic performance, and retaking assessments when appropriate.  At the elementary level, students identified as at risk of not meeting grade-level standards are provided with targeted interventions through after-school programs, small-group instruction, and support from instructional aides during the school day. These interventions are designed to provide individualized academic assistance and strengthen foundational skills.  SJVA also offers daily Enrichment opportunities at the end of the school day. During Enrichment, students may receive assistance from teachers and tutors, complete missing assignments, work on projects, study for assessments, or retake tests. This additional support time helps ensure students have access to the resources and academic assistance necessary to meet and exceed learning expectations.|SJVA will continue provide a variety of opportunities and resources to help improve student outcomes through interventions, accelerations, and a various pathways and options.|SJVA will continue to improve communication with students and families to ensure that information is timely, clear, and accessible. The school will also continue to utilize the counseling department to provide targeted supports, guidance, and resources that address students’ academic, social, emotional, and behavioral needs.  In addition, SJVA will maintain and expand program offerings and support services for identified student groups to ensure equitable access to opportunities for success. These ongoing efforts reflect SJVA’s commitment to continuous improvement and to meeting the diverse needs of all learners.|San Jacinto Valley Academy (SJVA) actively involves and seeks input from all stakeholders in school decision-making through participation on the governing board, advisory committees, and the School Leadership Team. Each year, the school board selects parent representatives to serve on the governing board. These representatives attend both open and closed board meetings, provide meaningful input, and participate in voting on action items that impact the school community.  Parents also serve on the Site Advisory Committee (SAC) and Parent Advisory Committee (PAC), where they provide feedback on key areas such as school-to-home communication, the school website and calendar, upcoming events, and updates related to Local Control and Accountability Plan (LCAP) goals and metrics. Parent representatives are appointed annually to the governing board and advisory committees through an application and interview process.  SJVA values the active involvement of parents as essential to student achievement and overall school success. The School Leadership Team includes administrators, deans, learning community coordinators, grade-level and department leads, counselors, and support staff. This team helps guide the overall direction of the school while maintaining a strong focus on instructional leadership and academic excellence.  In addition, parents are provided opportunities to share input and feedback through the annual LCAP survey, which collects information on satisfaction, school climate, and overall perceptions of the school community.|SJVA will continue to offer a variety of surveys, advisory committees, and stakeholder meetings to gather feedback that informs the school’s decision-making process.|SJVA will continue to offer a variety of surveys, advisory committees, and stakeholder meetings to gather feedback that informs the school’s decision-making process. Communication and translation services will be made available to increase access and ensure that all families and stakeholders can fully participate in school engagement opportunities.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-11|2026
33736760000000|Coachella Valley Unified|3|CVUSD has established strong foundational systems to build welcoming and inclusive school environments. Districtwide communication tools, including ParentSquare and emergency notification systems, ensure that approximately 99% of families are reachable through multiple platforms, with communication delivered in families’ home languages.  Survey results indicate that 89% of families report feeling welcomed at their school, and 88% feel respected and valued by staff.  Families consistently highlight positive interactions with school staff, particularly front office personnel, teachers, and site administrators. The district maintains multiple formal structures for relationship-building and engagement, including School Site Councils (SSC), site English Learner Advisory Committees (ELAC), the District English Leaner Advisory Committee (DELAC), the District LCAP Advisory Committee, and other district level advisory committees. Additionally, survey data shows that a majority (89%) of families rate school-to-home communication positively, with many indicating satisfaction with opportunities for two-way engagement.|While overall perceptions of family engagement are positive, data indicates a need to strengthen the consistency and depth of relationship-building across the district. Ratings related to staff capacity to build strong partnerships and understand family backgrounds remain at the “implementation” level rather than full implementation. Families have identified concerns regarding the timeliness and consistency of communication, limited opportunities for meaningful two-way dialogue, and uneven customer service experiences in school front offices. In addition, access to Parent/Community Liaisons is limited, with only three positions serving 22 school sites due to budget constraints. Feedback also highlights the need for more culturally responsive engagement, including additional cultural events and expanded language support, such as services for Purepecha-speaking families.|CVUSD will strengthen relationship-building by expanding the Parent/Community Liaison model to increase site-based support and targeted outreach. The district will enhance culturally responsive engagement by offering more events and workshops in community-based locations and increasing opportunities for meaningful family participation. Translation and interpretation services will be expanded to better support underrepresented languages, and flexible engagement options, such as evening events, virtual meetings, and childcare supports, will be provided to reduce participation barriers. Additionally, communication data will be used to identify and directly engage families who are not actively connected to school programs. These actions are designed to build stronger relationships with low-income families, English learners, migrant families, and other historically underrepresented groups.|CVUSD demonstrates strong implementation in supporting families as partners in student learning, with high ratings in providing information, meeting with families, and helping them understand their rights. Approximately 91% of families report that teachers positively impact their child’s learning, and between 86% and 89% indicate they receive regular updates on academic progress. The district has established systems and programs that support student success, including academic intervention programs identified as the highest-impact support, college and career readiness initiatives, and digital tools that allow families to support learning at home. In addition, a centralized Parent Hub and Parent/Community Liaison support help families access enrollment, services, and resources. Ongoing collaboration across departments ensures that families have consistent access to academic information and support systems that promote student success.|Despite strong systems, there are gaps in ensuring all families can fully support student learning. Survey data indicates a decline in family perceptions regarding communication about academic progress, suggesting a need for more consistent and timely updates. Families also expressed a need for additional academic supports, including tutoring, homework assistance, and access to bilingual resources. In addition, professional development for staff on effective family engagement remains an area of partial implementation, with only about 57% of staff reporting it as effective. These findings highlight the need to strengthen communication, expand academic support resources, and build staff capacity to engage families as active partners in student learning.|To strengthen partnerships for improved student outcomes, CVUSD will implement a series of targeted actions to better equip families to support learning and advocate for their children. The district will expand professional learning for staff focused on effective family engagement and culturally responsive practices to build stronger relationships with families. Access to bilingual academic resources, tutoring, and family workshops will be increased to support learning at home. CVUSD will also provide targeted outreach and differentiated supports for English learners, foster youth, low-income families, and other underserved groups. Partnerships with community organizations will be strengthened to co-design workshops and services that reflect family needs and priorities. In addition, the district will use survey and engagement data to identify gaps and guide continuous improvement in reaching and supporting all families.|CVUSD has established multiple structures to gather input from families and educational partners. These include SSC, ELAC, DELAC, District PAC, and LCAP advisory processes. The district engaged 2,500+ participants through LCAP surveys and held multiple DELAC and LCAP meetings to gather input on programs and services.  Many families report that the district provides opportunities to participate in decision-making and that their input is valued.|Despite these structures, participation and awareness remain inconsistent, indicating that access to engagement opportunities is not yet equitable across all families. Some families report being unaware of available opportunities to engage, while others experience challenges related to meeting schedules, communication, and clarity of purpose. Feedback also highlights the need for earlier notification of meetings and clearer agendas to support meaningful participation. In addition, community members note limited district presence at community-based events, suggesting the need to strengthen outreach and visibility beyond school sites.|CVUSD will improve input and decision-making processes by strengthening communication, access, and participation across all stakeholder groups. The district will publish annual calendars for advisory meetings and provide multilingual outreach to ensure families are aware of opportunities to engage. Communication will be expanded through multiple channels, including direct outreach to underrepresented families, to increase awareness and participation. CVUSD will also provide training for staff and parent leaders to support inclusive, informed, and effective participation, along with workshops to help families better understand advisory roles and decision-making processes. In addition, the district will increase its presence at community events and strengthen partnerships with local organizations to broaden engagement beyond school sites. To further reduce participation barriers, CVUSD will offer additional supports such as childcare, transportation assistance, and flexible meeting formats.|4|3|3|3|3|4|5|5|4|3|3|3|Met||2026-06-25|2026
33736760121673|NOVA Academy - Coachella|3|LEA strengths in the area of “Building Relationships Between School Staff and Families” include a wide variety of opportunities for school staff and parent engagement, including Back to School Night, Parent-Teacher Conferences, Open House, Parent University, School Site Council, and Wellness Committee meetings, as well as consistent communication regarding campus activities and events via weekly newsletters.|An area of potential improvement within this category is the percentage of parents participating in school events and attending meeting opportunities with faculty, especially as it pertains to academic progress.|LEA efforts to continue improvement in this focus area will include providing outreach and greater flexibility to encourage participation among non-English speaking parents, parents of English-Language Learners and Special Education students, and other underrepresented families.|LEA strengths in the area of “Building Partnerships for Student Outcomes” include: campus-wide implementation of Visible Learning strategies; regularly scheduled professional development meetings and faculty collaboration time; Social-Emotional Learning exercises in Family class (homeroom); and ongoing use of Renaissance Star benchmark assessments to evaluate student progress.|An area of potential improvement within this category is the reinforcement of key ELA and Math skills within other classes. Due to the impact that proficiency in the core skills of these subjects has on success within other fields of study, inter-departmental collaboration in supporting these skills is crucial to student success.|LEA efforts to continue improvement of student outcomes and engagement with underrepresented families will include: collaboration among faculty in the review of benchmark assessment results; campus-wide parent and student engagement events (Information Nights, Posada, Open House, etc.); and seeking additional opportunities for stakeholder partnerships at student and parent events.|LEA strengths in the area of “Seeking Input for Decision-Making” include an exceptionally high participation rate among students for annual feedback surveys, as well as the offering of numerous input opportunities throughout the year, such as Parent University events and meetings of the SSC, ELAC, and PAC.|An area of potential improvement within this category is the number of parents participating in feedback opportunities, with only a small portion of parents regularly attending campus events and the majority of parents not completing the Family-School Relationship Survey.|LEA efforts to continue improvement in this focus area will include: expanded outreach efforts and participation incentives for Parent University meetings, SSC, and PAC; providing additional opportunities for educational partners to provide input via flexible meetings, online surveys, opinion/feedback cards at events, and direct follow-up outreach; and exploring more personalized approaches for seeking stakeholder input, especially when inviting underrepresented families to participate.|4|4|4|4|4|4|4|4|5|3|4|5|Met||2026-06-25|2026
33744920000000|Riverside County Office Of Education ROP|3||||||||||||||||||||||Not Met|||2026
33751760000000|Lake Elsinore Unified|3|According to the 2026 LCAP annual survey, 63% of staff indicate that LEUSD is at full implementation or full implementation with sustainability as it relates to creating welcoming environments for families and the community. LEUSD increased its ability to build relationships in the 2025-2026 school year by providing multiple opportunities to engage with LEUSD and the community through the Family Financial Literacy Night, Winter Fest, College Kick Off Month, Step Up and Kick Off Spring event and multiple advisory and input opportunities for parents and families.|According to the 2026 LCAP annual survey, 54% of staff indicate that LEUSD is at full implementation or full implementation with sustainability as it relates to building relationships between school staff and families. The LCAP community forums reinforced the desire to build strong relationships between LEUSD and its community. The Superintendent's Advisory Committee was formed in the 2023-2024 school year to encourage student voice among the high school students on matters of importance in LEUSD. Informed decision making between LEUSD and its educational partners continues to be a focus in the school district.|According to the 2026 LCAP annual survey, 39% of staff indicate that LEUSD is at full implementation or full implementation with sustainability as it relates to engaging parents and families strengths, cultures, languages and goals for their children. Several advisory groups help parents/families to be engaged with their children as well as their families needs such as the District English Language Advisory Council, the Foster Youth Parent Advisory Council, the African American Parent Advisory Council, the District Advisory Council as well as the parent summits sponsored by Student Support Services, to name a few.|"Strengths: Lake Elsinore USD values the relationships and partnerships it continues to hold with students, families, and staff members. Feedback was gathered through the LCAP survey, committee involvement, and the Superintendent’s Listening Tour. Parents rated the highest involvement statements having to do with ""Grade level expectations are clearly communicated"" (88%), ""Classroom resources help support my child"" (75%) and ""LEUSD is providing a safe environment"" (73%). While parents rated their involvement on committees much lower (21%), involvement takes many forms and thus their commitment to keep the school up to date and monitor communication is noteworthy. Seventy-six percent (76%) of parents believe trusting relationships are created between staff and their student). And eighty-six percent (86%) of parents believe trusting relationships are created between staff and parents/guardians. LEUSD has continued to offer the Student and Families Essential Resources (SAFER) program which helps students and families in need – specific to homelessness and poverty."|Focus Areas: LEUSD has continued to recognize the need to provide professional learning to teachers and principals on how to improve the school’s ability to partner with families – to provide information and resources to aid student learning at home, and how to support families in their understanding of how to exercise their legal rights to advocate for their students. To increase engagement with underrepresented families, six areas have been identified by the Superintendent’s Listening Tour which has resulted in the following District Priorities: Academic Excellence, Student Well-Being, Empower Staff, Family/Community Engagement, Effective Governance and Educational Environment.|To increase engagement with underrepresented families, six areas have been identified by the Superintendent’s Listening Tour which has resulted in the following District Priorities: Academic Excellence, Student Well-Being, Empower Staff, Family/Community Engagement, Effective Governance and Educational Environment.|Strengths: In 2025/26, LEUSD continued its partnership with advisory groups: PTSA, the African American Parent Advisory Committee (AAPAC),the English Learner Advisory Committee (ELAC)/District English Learner Advisory Committee (DELAC), Foster Youth Parent Advisory Council (FYPAC) and Title I parent meetings at all school sites to provide District staff the input from various groups, inclusive of underrepresented groups, in the school community. Internal partnerships with District administrators were also fostered in 25/26; specifically, to build their capacity on the knowledge and use of the LCAP Goals and Actions. By building capacity in these groups, a better understanding of how parent advisory groups, district departments, and district sites can be more in alignment to the goals and actions outlined in Goal One: Academic Excellence.|Focus Areas: Even though there has been a commitment to regularly engage with these groups, there remains much work in the areas of supporting principals to support underrepresented groups, supporting families to actively engage and participate in advisory groups, supporting families to become involved in policy making, and supporting school sites to partner with families to offer additional family engagement activities. These areas will be addressed next year specifically by District staff to not only offer professional learning support, but also to survey families in these specific areas on progress made by the district.|In order to address the need of improving engagement of underrepresented families, District staff will offer professional learning support and will also survey families in specific areas on progress made by the district.|4|4|4|4|3|3|4|3|3|3|3|3|Met||2026-06-11|2026
33751760120204|Sycamore Academy of Science and Cultural Arts|3|Through the analysis of educational partner feedback and local data, the LEA demonstrates strong and sustained progress in strengthening relationships between school staff and families. Key strengths include intentional communication practices that promote collaboration, transparency, and shared understanding. The LEA actively engages families through town halls, family events, surveys, and accessible communication channels, fostering meaningful opportunities for involvement and feedback. The LEA also prioritizes inclusivity by valuing diverse perspectives and implementing culturally responsive family engagement practices. These efforts have contributed to increased parent participation, positive family feedback, and a supportive school community that promotes student well-being and academic success.|Based on educational partner feedback and the review of local data, the LEA has identified several opportunities to further enhance family engagement and strengthen partnerships between school staff and families. One area of focus is increasing outreach efforts to ensure all families, particularly those from diverse backgrounds, feel connected, valued, and actively involved in the school community. While progress has been made, the LEA remains committed to continuously improving engagement practices to better meet the needs of all families.  Another area for growth is strengthening communication through the effective use of technology and communication platforms. Feedback from families indicates that more consistent, timely, and organized communication would further support engagement and collaboration. The LEA also recognizes the importance of providing ongoing professional development for staff to enhance their skills in family engagement, communication, and relationship-building.  These opportunities for growth will help Sycamore Academy continue building strong partnerships with families, creating a welcoming and inclusive school environment, and supporting positive outcomes for all students.|Using educational partner feedback and local data, Sycamore Academy continues to refine and strengthen its efforts to engage all families as valued partners in student learning. Feedback from families, staff, and community members has reinforced the importance of maintaining strong communication, expanding opportunities for participation, and ensuring all families feel connected to the school community.  Moving forward, Sycamore Academy will continue to enhance outreach efforts to better engage families from diverse backgrounds. The school will provide accessible communication, translated materials when needed, and multiple opportunities for families to participate in school activities, events, and decision-making processes.  The school will also continue to utilize a variety of communication platforms, including ParentSquare, email, social media, surveys, and family meetings, to ensure timely and consistent communication. These efforts are designed to improve access to information and increase family engagement across all student groups.  Additionally, Sycamore Academy remains committed to fostering a welcoming and inclusive school environment where all families feel respected, heard, and valued. Family events, community-building activities, and opportunities for educational partner input will continue to be prioritized to strengthen relationships and collaboration.  To support these efforts, staff will participate in ongoing professional learning focused on effective communication, cultural responsiveness, and family engagement strategies. Through continuous reflection and improvement, Sycamore Academy will build upon its strengths and further strengthen partnerships with families to support the academic success and well-being of all students.|Based on educational partner feedback and local data, Sycamore Academy continues to demonstrate strong implementation of programs and practices that foster meaningful partnerships among families, staff, students, and the broader community. These partnerships play a vital role in supporting student achievement, well-being, and overall school success.  A key strength of the school is its commitment to family engagement and shared decision-making. Parents and guardians are provided with multiple opportunities to participate in school planning and provide input through the School Site Council, Sycamore Foundation, Board meetings, town halls, surveys, and family engagement events. Feedback from educational partners indicates that families feel welcomed, informed, and valued as active members of the school community.  Sycamore also continues to strengthen partnerships with community organizations and local businesses that enhance educational opportunities for students. These collaborations provide additional resources, enrichment opportunities, and experiences that support student learning both inside and outside the classroom.  In addition, the school remains focused on ensuring equitable access and opportunities for all students. Through ongoing analysis of local data and educational partner feedback, Sycamore works collaboratively with families and community partners to identify student needs, remove barriers to success, and provide targeted supports that promote positive outcomes for all learners.  These strengths reflect Sycamore Academy's ongoing commitment to building a collaborative and inclusive school community where strong partnerships contribute to student success and continuous improvement.|Through continued analysis of educational partner feedback and local data, Sycamore Academy has identified opportunities to further strengthen and expand partnerships that support student achievement, engagement, and overall success.  One area of focus is building greater sustainability and depth within existing partnerships. While current collaborations provide valuable support and resources, Sycamore will continue working toward developing more structured, long-term partnerships that create consistent opportunities and lasting impact for students and families.  The school also recognizes the importance of expanding the diversity of partnerships to better meet the evolving needs of the school community. Moving forward, Sycamore will continue exploring opportunities to collaborate with additional community organizations, nonprofit groups, local businesses, and partners connected to student interests, enrichment opportunities, and future career pathways.  Additionally, Sycamore will continue to strengthen processes for evaluating the effectiveness and impact of partnerships. By collecting feedback, reviewing participation data, and analyzing outcomes, the school can make informed decisions to enhance current partnerships and identify opportunities for continued growth.  Sycamore also recognizes the value of ongoing professional learning for staff involved in partnership development. Continued training focused on collaboration, communication, and culturally responsive practices will support staff in building meaningful relationships with community partners and families.  By focusing on these areas of growth, Sycamore Academy remains committed to strengthening collaborative partnerships, increasing opportunities for students, and fostering an inclusive and supportive environment where all learners can thrive.|Based on educational partner feedback and local data collected through the self-reflection process, Sycamore Academy has identified strategies to further strengthen engagement with underrepresented families and build meaningful partnerships that support positive student outcomes.  A continued area of focus is expanding culturally responsive outreach efforts to ensure all families have meaningful opportunities to engage with the school community. Sycamore will continue implementing intentional communication practices, including translated resources, accessible messaging, and outreach strategies that reflect and respond to the diverse backgrounds and needs of families.  To increase access and participation, Sycamore will continue sharing information about programs, resources, and engagement opportunities through a variety of communication channels, including school communication platforms, social media, community networks, and family events. These efforts will help ensure families who may not traditionally engage with the school have multiple pathways to connect and participate.  Sycamore is also committed to creating welcoming and inclusive environments where all families feel valued, respected, and supported. This includes providing interpretation services when needed, offering flexible opportunities for participation, and ensuring school events and communication reflect the diversity of the school community.  Additionally, Sycamore will continue developing partnerships with community organizations and trusted local partners that support and serve diverse populations. These collaborations will provide valuable insight, resources, and opportunities to better align school initiatives with the needs and experiences of the families we serve.  Through these ongoing efforts, Sycamore Academy remains committed to strengthening inclusive partnerships, increasing equitable family engagement, and creating a supportive school community where all students and families can thrive.|Based on educational partner feedback and local data, Sycamore Academy continues to demonstrate strong practices in engaging stakeholders and incorporating their perspectives into the school’s decision-making processes. The school has developed a culture of collaboration, transparency, and inclusion where families, staff, students, and community partners feel valued and empowered to contribute.  Sycamore provides multiple opportunities for meaningful stakeholder engagement through surveys, focus groups, town hall meetings, advisory committees, School Site Council, Board representation, and other feedback opportunities. These structures allow the school to gather a wide range of perspectives and intentionally include voices from across the school community, including historically underrepresented groups.  A continued strength is Sycamore’s ability to use stakeholder feedback to inform planning, evaluate programs, and guide continuous improvement efforts. The school actively reviews input from educational partners and uses that information to make decisions that reflect the needs, experiences, and priorities of the community it serves.  These strengths demonstrate Sycamore Academy’s commitment to collaborative and transparent governance. By creating meaningful opportunities for engagement and ensuring stakeholder voices influence decisions, Sycamore continues to foster a supportive, student-centered environment focused on the success and well-being of all learners.|Based on educational partner feedback and local data, Sycamore Academy has identified opportunities to further strengthen stakeholder engagement and participation in the decision-making process.  A key area for growth is expanding outreach efforts to ensure all families, community members, and educational partners have meaningful opportunities to provide input, particularly those whose voices may be underrepresented. Sycamore will continue to enhance communication practices by providing clearer information about how feedback is collected, considered, and used to guide school decisions.  The school will also continue to improve accessibility by offering multiple ways for stakeholders to engage, including varied communication formats, platforms, and language supports. Ongoing efforts to strengthen collaboration and dialogue will help ensure feedback leads to meaningful action and continuous improvement.  Through these efforts, Sycamore remains committed to fostering a transparent, inclusive, and collaborative decision-making process that reflects the needs and priorities of the entire school community.|Based on educational partner feedback and local data, Sycamore Academy has developed strategies to strengthen engagement with underrepresented families and increase their participation in the decision-making process.  Sycamore will continue building partnerships with trusted community organizations to expand outreach and create additional opportunities for family involvement. The school will focus on providing clear, accessible, and multilingual communication, along with flexible engagement opportunities such as virtual options, interpretation services, and varied meeting formats.  Additionally, Sycamore will support staff in developing culturally responsive communication practices and strategies that foster meaningful collaboration with families. These efforts will help ensure that all voices are valued, represented, and considered when shaping programs, policies, and initiatives that support student success and well-being.|5|5|4|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
33751920000000|Temecula Valley Unified|3|Temecula Valley Unified School District (TVUSD) demonstrates a strong commitment to building meaningful relationships between school staff and families. According to recent educational partner surveys, 76% of parents/guardians agree that the district builds trusting and respectful relationships with families. Additionally, 76% believe that TVUSD creates supportive environments that promote student learning, and 75% feel the district values the diversity of students’ cultural and personal backgrounds.  TVUSD’s strength in this area is further reflected in positive feedback regarding communication. Families report high levels of satisfaction with the district’s use of multiple, accessible communication platforms, including district- and school-level newsletters, social media updates, user-friendly websites, and direct communication via email and text messaging. These systems support transparency, build trust, and ensure families feel informed and connected to their child’s educational experience.  In recent years, the district has also expanded opportunities for two-way communication, including forums such as parent advisory committees (e.g., DELAC, CAP, SCC, PAC, PTA), and regular feedback opportunities through surveys. These strategies help staff better understand and respond to the needs, values, and concerns of the community.  TVUSD will continue to build on these efforts by increasing personalized outreach and expanding engagement opportunities for families who have been historically underrepresented in school decision-making processes|TVUSD has identified key areas for growth in strengthening relationships between school staff and families, particularly around accessibility of information and increased opportunities for engagement. Feedback from educational partners and survey results point to a continued need to improve family engagement across the district.  One major focus area is enhancing the accessibility and clarity of communication tools. The district is actively working to improve both district and school site websites to ensure information is easier to navigate, timely, and available in families' preferred languages. Through the implementation of a unified newsletter platform, all outgoing communication can now be automatically translated into multiple languages, helping to reduce barriers for non-English-speaking families.  Additionally, survey data highlight a desire for more meaningful and consistent opportunities for families to engage in their children’s education. To address this, TVUSD is committed to expanding family engagement opportunities at both the district and site levels. This includes increasing the visibility and accessibility of parent advisory groups, listening sessions, and other involvement opportunities.  The district is also refining its outreach strategies to better market and communicate how families can participate in school decision-making processes. By enhancing communication tools, diversifying engagement methods, and fostering inclusive environments, TVUSD aims to ensure that all families—especially those from historically underserved communities—feel welcomed, valued, and empowered to contribute to the success of their children and schools.|TVUSD is committed to improving engagement with underrepresented families, including those of low-income students, foster youth, and English learners. Analysis of educational partner feedback and survey data—particularly from the Family Survey of Safety, Climate, and Connectedness and the Family Survey of Engagement, Support, and Efficacy—indicates that some families feel less connected to schools or are uncertain about how to engage meaningfully in their child’s education.  To address this, the district will continue to leverage the K-12 Insight platform as a key tool to promote communication and foster stronger relationships with these families. This accessible, user-friendly platform allows families to share feedback, ask questions, and express concerns in real time. It is prominently available on the district website and on every school site’s webpage, making it easy for families to engage regardless of language, schedule, or comfort with traditional engagement methods.  In addition to using K-12 Insight, TVUSD is expanding outreach strategies to personally connect with families of unduplicated students. These efforts include targeted communications in multiple languages, collaboration with community liaisons and EL coordinators, and increased visibility of parent engagement opportunities such as DELAC, school site councils, and family workshops.  By making communication more accessible, offering multiple pathways for input, and intentionally reaching out to underrepresented groups, TVUSD seeks to ensure that every family feels welcomed, heard, and involved in shaping their child’s educational journey.|TVUSD has made meaningful progress in building partnerships that support student outcomes by creating multiple, inclusive opportunities for families to engage with both school and district staff. A key strength is the district’s commitment to collaborative decision-making through active family participation in advisory and governance groups, including the District English Learner Advisory Committee (DELAC), site-level English Learner Advisory Committees (ELAC), Title I Advisory Committee (TAC), School Site Councils, the Community Advisory Committee (CAC), and Community Advisory Partners (CAP). These groups ensure that family voices—especially those of English learners and special education families—are included in shaping instructional programs and services.  Parent Teacher Associations (PTAs) are active across all school sites and play a vital role in strengthening school communities. PTAs regularly coordinate family events at elementary schools and support student-focused programs at middle and high schools, fostering a strong sense of school connectedness that research shows contributes to positive student outcomes.  Communication remains a foundational strength in TVUSD’s family engagement efforts. Each school site distributes newsletters through S'More with embedded translation features in over 100 languages, ensuring families from diverse linguistic backgrounds can access important information. In addition, the district-wide Let’s Talk platform provides a simple, accessible tool for families to directly communicate with site or district staff, supporting two-way communication and quick responses to questions or concerns.  These systems reflect TVUSD’s ongoing commitment to fostering authentic partnerships with families as essential contributors to student learning, growth, and success.|While TVUSD has established strong systems for family engagement, analysis of educational partner input and local survey data indicates that more intentional efforts are needed to deepen partnerships that directly support student outcomes—particularly for underrepresented families.  A primary focus area for improvement is ensuring that all families feel equipped and empowered to support their child’s academic progress. TVUSD is addressing this by increasing targeted outreach for Family Engagement Nights and expanding site-based co-curricular and academic events that encourage parents and guardians to engage in their child’s learning in meaningful ways.  The district is exploring more structured opportunities for families to partner with educators in setting learning goals and supporting progress. These efforts are grounded in the district’s LCAP goal to increase engagement with all educational partners and reflect TVUSD’s belief that authentic family partnerships are essential to improving academic outcomes and student success.|TVUSD is committed to improving engagement with underrepresented families—particularly those of English learners, foster youth, and students experiencing homelessness—by removing barriers to participation and fostering inclusive partnerships focused on student success.  To support English learner families, TVUSD employs Bilingual Clerks and District Translators who provide interpretation and translation services across all school sites. These services ensure families can fully engage in parent-teacher conferences, IEP meetings, advisory committees, and other school events. All written communications are available in multiple languages, and the TK–12 Insight web-based communication platform allows families to submit questions or feedback in their home language, promoting accessible two-way communication.  To accommodate diverse family schedules and increase participation, parent meetings and engagement events are scheduled at flexible times, with most also offered via Zoom. This hybrid approach allows families to participate in school-related activities, workshops, and advisory groups regardless of work or transportation constraints.  For foster and homeless youth, the district’s liaison personally meets with every newly enrolled family to provide support, explain available services, and help them navigate the school system. In addition, all new students are met by a member of the district's Social-Emotional Learning (SEL) team, who conducts an empathy interview to identify needs and ensure students are connected to appropriate supports. These efforts help build trust and lay the foundation for ongoing engagement between schools and families.  TVUSD will continue to refine these strategies and monitor participation trends to ensure that underrepresented families feel welcomed, valued, and empowered to contribute meaningfully to their child’s academic journey.|TVUSD has demonstrated strong progress in seeking input for decision-making by fostering inclusive and well-supported advisory structures at both the school and district levels. School Site Councils (SSCs), English Learner Advisory Committees (ELACs), and Community Advisory groups provide families and community members with regular, meaningful opportunities to contribute to planning and decision-making processes that directly impact student learning and school improvement.  To ensure these groups are effective and informed, TVUSD provides annual professional learning for site administrators and advisory members. This training focuses on building capacity to engage diverse perspectives, especially in the development of School Plans for Student Achievement (SPSAs), allocation of site resources, and the creation and monitoring of the District’s Local Control and Accountability Plan (LCAP). These learning opportunities have contributed to more thoughtful, data-informed dialogue between staff and educational partners.  In recent years, TVUSD has expanded its efforts to meet families where they are—offering multilingual communication, virtual engagement options, and intentional outreach to remove barriers to participation. These efforts have contributed to broader, more diverse engagement in advisory groups and district feedback processes.  Together, these structures and supports reflect TVUSD’s belief that educational partner input is essential to continuous improvement and to the success of every student.|TVUSD recognizes the importance of ensuring that all families and educational partners—particularly those who have been historically underrepresented—are not only invited to participate, but also feel empowered to provide meaningful input in decision-making processes. While existing engagement structures such as advisory committees, surveys, and parent-teacher conferences provide opportunities for input, educational partner feedback and local data indicate a need to deepen outreach and increase participation among families who may face language, access, or trust barriers.  One focus area for improvement is expanding the reach and accessibility of feedback opportunities. TVUSD is committed to offering multiple platforms for input, including virtual and in-person meetings, online surveys in multiple languages, and informal feedback channels such as the Let’s Talk platform. The district will also work to improve the timing and promotion of engagement opportunities so more families are aware of how and when they can participate.  Additionally, TVUSD will continue to provide professional learning and support to school sites focused on inclusive engagement practices—ensuring that school and district leaders are equipped to actively seek input from all voices and create welcoming environments that encourage honest, constructive feedback.  The district will also increase efforts to communicate how family input is used to inform key decisions, including the development of School Plans for Student Achievement (SPSAs), budget allocations, and the Local Control and Accountability Plan (LCAP). By making this connection more transparent, TVUSD aims to build trust and encourage deeper participation.  These efforts reflect TVUSD’s ongoing commitment to shared decision-making and to strengthening the role of families and partners in shaping the educational experience for all students.|TVUSD recognizes that meaningful engagement of underrepresented families—particularly those of English learners, low-income students, and foster or homeless youth—is essential to improving student achievement and ensuring equitable participation in decision-making. Research and local data consistently affirm the positive impact of parental involvement on student academic performance, language development, and social-emotional well-being.  To strengthen the input of underrepresented families, TVUSD will build on existing structures such as Title I School Site Councils, English Learner Advisory Committees (ELAC), the District Title I Advisory Committee, and the District English Learner Advisory Committee (DELAC). These groups provide formal avenues for input; however, the district recognizes the need to enhance participation and reduce barriers that may prevent some families from engaging fully.  To improve engagement, TVUSD is implementing the following strategies: Targeted outreach and relationship-building: Site and district staff will continue personalized outreach efforts, including phone calls, home-language communication, and support from bilingual clerks and cultural liaisons to build trust and awareness of engagement opportunities.   Flexible, accessible participation options: Meetings and engagement opportunities will be scheduled at various times and offered both virtually and in person to accommodate different work schedules and transportation needs.   Capacity-building for families: The district will continue expanding programs such as Parent University to provide underrepresented families with the tools, knowledge, and confidence needed to participate actively in school governance and decision-making.   Capacity-building for staff: Ongoing professional learning will help site leaders create inclusive and welcoming spaces that encourage underrepresented families to share honest input and see how their voices impact outcomes.   By removing barriers, increasing flexibility, and creating culturally responsive pathways for input, TVUSD is committed to ensuring that all families—regardless of background or circumstance—can actively contribute to shaping their child’s educational experience.|4|5|5|5|4|4|5|5|5|4|4|5|Met||2026-06-23|2026
33751923330917|Temecula Preparatory|3|Temecula Preparatory School continues to foster strong partnerships with families through consistent communication, meaningful opportunities for involvement, and a welcoming school culture. Parents and guardians are encouraged to provide input through monthly parent meetings, LCAP and strategic planning discussions, and a variety of school events throughout the year. These opportunities allow families to engage directly with school leadership and contribute to ongoing school improvement efforts.  To keep families informed, the school provides weekly newsletters, teacher communications, text message reminders, and other outreach efforts. Communications are translated according to family language preferences, ensuring English Learners and families whose primary language is not English have meaningful access to school information.  Family engagement is reflected in the high level of volunteer participation throughout the school community. Parents regularly support classrooms, accompany field trips, and assist with school activities. In addition, the school's parent organization, PATS, coordinates well-attended events that celebrate student learning and strengthen relationships among students, families, and staff. Recent efforts to expand opportunities for parent and student engagement have further enhanced the sense of community and collaboration across the school.|While family engagement remains a strength, the school is committed to increasing participation and strengthening relationships with all families, particularly those who have historically been less engaged. Educational partner input indicates that continuing to expand opportunities for meaningful two-way communication and increasing awareness of available school programs and events will help foster greater participation. The school will also continue evaluating the effectiveness of its communication methods to ensure information is timely, accessible, and reaches all families. Ongoing efforts to provide multiple opportunities for family involvement and feedback will help strengthen partnerships between families and school staff.|Educational partner input from underrepresented families indicates they value the school's virtue education program and Positive Behavioral Interventions and Supports (PBIS), particularly the recognition students receive for demonstrating positive behaviors. To strengthen engagement with these families, the school will increase the frequency of positive communications celebrating student success and recognizing students who exemplify the school's core virtues. The school will continue providing translated communications based on family language preferences, offer multiple opportunities for participation and feedback, and maintain accessible communication through newsletters, text messages, teacher updates, and family meetings. These efforts are intended to strengthen relationships, increase participation, and ensure all families feel welcomed, informed, and connected to the school community.|Temecula Preparatory School’s educational partners consistently identify strong communication and accessibility as key strengths in supporting student success. Families are provided with multiple opportunities throughout the year to stay informed about student progress and engage with the school community, including Back-to-School Night, parent-teacher conferences, student showcases, and other school events. Participation in these activities remains high and reflects the strong partnership between families and the school. The school has also made continued progress in ensuring that families are active participants in the educational process. Student Support Team (SST), Section 504, and Individualized Education Program (IEP) meetings are conducted in a collaborative manner that emphasizes clear communication, family input, and shared decision-making. Feedback from parents indicates that these meetings are well organized and help families better understand available supports and services. Another strength is the school’s commitment to maintaining open lines of communication. Parents have direct access to teachers, counselors, and administrators and are encouraged to reach out whenever questions or concerns arise. This culture of accessibility and responsiveness helps build trust with families and supports positive outcomes for students.|A continued area of focus for Temecula Preparatory School is ensuring that stakeholder feedback directly informs school decisions and strengthens partnerships with students, families, and the broader school community. Over the past year, the school successfully transitioned to a new food service provider in response to feedback regarding the breakfast and lunch program. The school will continue to seek input from students and families to evaluate satisfaction and identify opportunities for further improvement. Another important focus area this year was increasing open communication with families regarding school safety. Throughout the year, the school provided opportunities for parents and students to participate in in-person discussions about campus safety, share concerns, ask questions, and provide feedback. These conversations helped strengthen understanding of the school's safety practices while allowing school leadership to better understand the priorities and perspectives of educational partners.|Temecula Preparatory School is committed to ensuring that all families feel heard and represented in the school's decision-making process. While the school regularly gathers feedback from parents and educational partners, local data indicates an opportunity to strengthen communication regarding how stakeholder input influences school actions and decisions. To improve engagement, TPS will place greater emphasis on closing the feedback loop by clearly communicating changes, improvements, and initiatives that result from stakeholder suggestions. By demonstrating the impact of parent and community input, the school aims to encourage broader participation, strengthen trust, and ensure that all families recognize the value of their involvement in supporting positive student outcomes.|Temecula Preparatory School utilizes multiple avenues to gather meaningful input from educational partners and incorporate that feedback into school decision-making processes. Annual stakeholder surveys provide valuable feedback from parents, students, staff, and teachers, helping the school identify strengths, areas for growth, and priorities for future planning. In addition to surveys, families and community members have regular opportunities to engage with school leadership through monthly parent meetings, Board meetings, and other school events. The school has also begun conducting annual parent and student focus groups that explore a specific topic of interest each year, with the focus area selected based on trends and feedback identified through stakeholder survey results. These discussions provide deeper insight into stakeholder perspectives and help inform school improvement efforts. Student voice continues to be an important part of the decision-making process. Through focus groups and other feedback opportunities, students are encouraged to share their experiences and ideas regarding school programs and initiatives. Additionally, the school’s parent organization, PATS, holds regular meetings and works closely with administration to support school activities, address school needs, and strengthen family engagement. These efforts have helped TPS build a culture in which educational partners feel valued and included in shaping the direction of the school.|Based on stakeholder feedback, Temecula Preparatory School has identified an opportunity to further strengthen family participation in school leadership, volunteerism, and decision-making processes. While parents have multiple avenues for involvement, the school continues to focus on increasing awareness of the distinct roles and contributions of both PATS (Parents and Teachers Supporting Students) and the TPS Foundation. Moving forward, TPS will work to create additional opportunities for collaboration between PATS and the TPS Foundation through coordinated events, outreach efforts, and shared communication with families. By highlighting the important work of both organizations and providing more opportunities for families to engage with them, the school aims to broaden participation, strengthen community connections, and encourage greater stakeholder involvement in supporting school initiatives and priorities.|To ensure that all families have meaningful opportunities to participate in decision-making processes, Temecula Preparatory School will continue to prioritize accessible and inclusive communication practices. Surveys, notices, and other key communications will continue to be translated as needed to accommodate the language preferences of families, and bilingual staff members will continue to provide translation support during meetings, conferences, and school events. The school will also continue to foster an environment in which all families feel welcomed, respected, and encouraged to share their perspectives. By maintaining strong relationships with families and reducing barriers to participation, TPS seeks to increase engagement among underrepresented groups and ensure that a diverse range of voices is reflected in school planning and decision-making efforts.|4|5|4|5|4|4|5|5|4|4|4|4|Met||2026-06-17|2026
33751926112551|Temecula Valley Charter|3|TVCS continues to demonstrate a high-level of parent engagement including 70- 80% of our TVCS parents have completed volunteer certification and are regularly engaged in volunteering in classrooms, serving as field trip chaperones, assisting in fundraising, coaching/supporting athletics and supporting grade-level and school wide events. Volunteer training opportunities have expanded to on-line training sessions for volunteers using Zoom platforms as well as expanding times and dates of trainings. We are seeing increased participation by fathers in the volunteer training. Additionally, this year we piloted a Cougar Collective of a group of parents who support all teachers in completing tasks such as manipulatives, materials compilation, etc...TVCS continues to utilize multiple ways of communicating with parents including Parent Square, printed flyers, electronic message boards and posted signage to promote school activities and involvement. TVCS also regularly updates its website to keep parents and the public informed. At the classroom level, teachers regularly communicate with parents utilizing several different platforms (teacher's choice) including Class Dojo, newsletters and emails to engage with parents.|Partner feedback indicates that parents continue to desire parent education opportunities, particularly in a virtual format. Identied topic areas include how to manage challenging behaviors, social-emotioinal issues iin children (eg. anxiety) social media use, and how to assist their child academically.|Historically, TVCS has had a very small number of English Language Learners (11 students). As our population of ELL students grows, intention outreach in the form of ELL Parent meetings and school communication are targeting these families for engagement.|TVCS has a high level of parent involvement in volunteering in classrooms, educational fieldtrips and academic enrichment events. Parents are also highly involved in supporting student's extra-curricular activities in performing arts, athletics and clubs.|TVCS continues needs to work with families to build a sense of parent-school collaboration with regards to attendance and collaboration around addressing behavioral and social-emotional challenges. TVCS has continued to offer Family LIteracy Nights and Family Math Nights to target parent partnership in academics. TVCS will be expanding online resources and offerings in this area.|TVCS is continuing to strategize ways to engage parents who report that while the school offers many opportuniites for involvement; their work and personal committments prevent engagement in the school community.|"TVCS has parents involved in all school committees including Educational Foundation, Safety and Wellness, and ACT (LCAP) committee. Additionally, parents attend quarterly ""Tea with the Executive Director"" events. Administrators are present every morning and afternoon at pick-up and drop-off to engage with parents."|"LCAP Parent Survey data indicated that  38% of parents Strongly Agree, 36% Agree, and 19% ""Somewhat Agree"" with the statement that ""TVCS gives me the opportunity to voice ideas that will enhance my child's success"". TVCS would like to expand the participation of our school committees and advisory groups. Although many parents initially express interest in attending, very few attend meetings throughout the year; despite accommodating scheduling requests."|"TVCS has learned that we have many families who are willing to get involved if personally asked to particpate (rather than respond to a group email or Parent Square). TVCS has now purchased a more ""user friendly"" feedback system which allows users to respond orally, by video or in writing to questions thus increasing the ease of gaining data quickly and efficiently from parent partners."|5|5|5|5|4|5|4|5|5|4|3|5|Met||2026-06-10|2026
33752000000000|Murrieta Valley Unified|3|Murrieta Valley Unified School District is committed to fostering authentic, ongoing engagement with our educational partners, including parents/guardians, students, staff, and community members. Our schools serve as the foundation for building strong, trusting relationships between staff and families. School sites host events that welcome families onto campus, celebrate student work, and highlight extracurricular involvement, all of which strengthen the school community. When students require additional support, staff collaborate directly with families to develop responsive support plans, reinforcing the critical partnership between home and school.  A hallmark of MVUSD’s approach to engagement is the strength and breadth of our advisory groups. The district has established and sustained multiple advisory councils, including the Special Education Parent Advisory Council (SEPAC), District English Learner Advisory Council (DELAC), African American Parent Advisory Council (AAPAC), Latino Parent Advisory Council (LPAC), Military Support Advisory, Career Technical Education (CTE) Advisory, and Student LCAP Advisories. Our LCAP Advisory—called Partnership for Thriving Students and Families (PTSF)—brings together a diverse, representative group of educational partners to provide input on family engagement, LCAP development, and other districtwide initiatives. This collaborative structure ensures that a wide range of voices are included in shaping district priorities and practices.  Each advisory group hosts regular meetings that promote two-way communication and structured feedback opportunities. In addition to these meetings, advisories coordinate community-wide events such as the Black History Month Celebration, Special Education Resource Fair, and Day of the Child Celebration. These events further build connections among families, staff, and the broader community. As these groups mature, parent leaders have increasingly taken on facilitation and planning roles—demonstrating the sustainability and shared ownership of our engagement efforts. Overall, our advisory groups exemplify MVUSD’s commitment to building partnerships that center student success and family involvement.|Through participation in the state’s Community Engagement Initiative (CEI), Murrieta Valley Unified School District identified the need to strengthen relationships between school staff and families as a key area for improvement. While existing structures such as advisory groups and school events support engagement, feedback and reflection revealed a need for more personalized, consistent connections—particularly with families who may not yet feel fully connected to their school communities.  This year’s parent feedback highlighted the importance of timely, clear, and two-way communication between schools and families, as well as opportunities for meaningful collaboration in support of student success. Families also expressed a desire to partner with school staff when addressing students’ academic needs, peer conflicts, and social-emotional challenges. As a result, the district continues to focus on strengthening communication practices and fostering trusting relationships that support student learning, well-being, and engagement.|The district will strengthen engagement with underrepresented families by deepening relationships between school staff and families. This will be achieved through continued enhancement of district-level parent advisories and the development of additional site-based parent advisory groups that reflect the unique needs of each school community.  Ongoing training for school leaders will reinforce the importance of inviting and supportive practices and provide strategies for actively listening to and valuing the voices of all families. The Partnership for Thriving Students and Families (PTSF) advisory team will continue to study this area, reflect on districtwide progress, and provide recommendations to guide future efforts in building stronger relationships with all families.|Educational partners consistently identify strong communication as a key strength in Murrieta Valley Unified School District’s efforts to build partnerships that support student success. Families report positive experiences with district communication tools and praise the quality and clarity of communication from schools. Many also highlight meaningful, supportive interactions with teachers, counselors, and administrators as central to their engagement. Additionally, the district is recognized for its effective collaboration with families of students with IEPs, particularly in developing supportive partnerships to meet individual needs.  MVUSD remains committed to strengthening family-school partnerships and continues to build upon this foundation each year. Districtwide parent advisories serve as a cornerstone of this work, creating structured opportunities for dialogue and collaboration. The LCAP Advisory, Partnerships for Thriving Students and Families (PTSF), exemplifies the district’s commitment to creating impactful spaces for families and staff to work together in support of student learning and well-being.|Murrieta Valley Unified School District is committed to strengthening partnerships with families to support student success. While overall parent engagement is strong, educational partner input and local data point to key areas where improvement is needed to deepen these partnerships. As a result of participating in the state’s Community Engagement Initiative, the district identified the need to more actively bring families alongside staff in supporting student learning and growth.  One focus area is improving the consistency and clarity of grade communication tools. Although communication is generally viewed as a district strength, families have expressed the need for more regular and aligned updates on student progress. Another area for improvement involves supporting families in helping their children with math, as many parents report difficulty understanding how to assist their students in this subject. In addition, families have shared that they are not always aware of the academic programs and course options available, particularly during key transitions between school levels.  To address these concerns, the district is working to enhance communication systems, provide more accessible math support resources for families, and improve outreach around program offerings and decision-making processes during transitional years. These efforts reflect our ongoing commitment to building meaningful, informed partnerships that contribute to improved student outcomes.|The district will strengthen engagement with underrepresented families by deepening relationships between school staff and families. This will be achieved through continued enhancement of district-level parent advisories and the development of additional site-based parent advisory groups that reflect the unique needs of each school community.  Ongoing training for school leaders will reinforce the importance of inviting and supportive practices and provide strategies for actively listening to and valuing the voices of all families. The Partnership for Thriving Students and Families (PTSF) advisory team will continue to study this area, reflect on districtwide progress, and provide recommendations to guide future efforts in building stronger relationships with all families.|Murrieta Valley Unified School District is intentional in its efforts to authentically engage educational partners and incorporate their input into decision-making. Parent and student advisory groups serve as meaningful platforms for collaboration, allowing staff to gather feedback on district initiatives and broader community needs. This input has directly shaped district decisions and led to the development of new services for students. The district remains committed to expanding these opportunities and refining systems that elevate partner voice and ensure responsiveness.  Another strength is the active engagement of PTSA organizations and School Site Councils (SSCs) at every school. These site-level teams provide valuable avenues for staff to hear directly from families, address concerns, and co-create solutions. This year, district staff continued their visits to School Site Councils as part of the LCAP engagement process—an effective practice that brings more voices into the planning process and helps align decisions with the unique needs of each school.  In addition, educational partners consistently highlight the strength of parent involvement in the special education process. Parents of students with IEPs report being meaningfully included in decision-making and value the collaborative approach taken to support their children’s success.|Murrieta Valley Unified School District recognizes the need to expand and strengthen opportunities for educational partners to provide meaningful input into decision-making. While existing structures offer some avenues for engagement, the scope of input remains limited, and more intentional systems are needed to ensure feedback is consistently integrated into school and district-level decisions.  Recent participation in the Community Engagement Initiative has provided valuable insights and strategies for enhancing our practices in this area. In addition, we are actively working to build administrators’ understanding of how to authentically seek and use input through professional learning, modeling, and leadership development efforts. This includes encouraging site leaders to create consistent opportunities for families and students to share feedback and see their input reflected in decisions.  Survey data reinforces this focus: While 85% of respondents are satisfied with their student’s school, 77% report feeling that the school values their opinions. While this data is positive overall, it also highlights a continued need for improvement in how schools invite and act upon family input. Strengthening this connection will remain a key area of focus moving forward.|The district will strengthen engagement with underrepresented families by deepening relationships between school staff and families. This will be achieved through continued enhancement of district-level parent advisories and the development of additional site-based parent advisory groups that reflect the unique needs of each school community.  Ongoing training for school leaders will reinforce the importance of inviting and supportive practices and provide strategies for actively listening to and valuing the voices of all families. The Partnership for Thriving Students and Families (PTSF) advisory team will continue to study this area, reflect on districtwide progress, and provide recommendations to guide future efforts in building stronger relationships with all families.|3|3|2|3|3|3|3|3|3|3|3|3|Met||2026-06-16|2026
33752420000000|Val Verde Unified|3|Val Verde Unified School District continues to demonstrate strong progress in building meaningful, trusting, and respectful relationships between school staff and families through a culture grounded in authentic care, accessibility, collaboration, and ongoing communication. Educational partner input reflected that families across the district feel welcomed, valued, heard, and supported by school and district staff. Families consistently described school environments as respectful, safe, inclusive, and relationship-centered, highlighting the accessibility of principals, teachers, counselors, support staff, and district leadership.  Families emphasized that communication is frequent, transparent, and multifaceted, utilizing ClassDojo, phone calls, text messages, emails, newsletters, translated materials, social media, and in-person interactions to maintain strong home-school connections. Families particularly appreciated personal phone calls and direct outreach from staff, noting these efforts help them feel connected, informed, and supported. Regular updates regarding school events, programs, student supports, and involvement opportunities also help families remain engaged.  The district continues to strengthen culturally and linguistically responsive engagement by prioritizing translation and interpretation services, multilingual communication, and celebrations that honor the diverse cultures and experiences represented throughout the district. Families expressed appreciation for inclusive environments where students and families from all backgrounds feel recognized and respected. Educational partners also highlighted the positive impact of cultural events, restorative and wellness-centered practices, and Community Schools initiatives in strengthening relationships and fostering belonging.  Families further recognized staff members' responsiveness, empathy, and commitment to supporting students beyond academics. Teachers and staff intentionally build relationships through daily interactions, conferences, family engagement activities, celebrations, and ongoing communication about student progress and well-being. Families also acknowledged the district's continued efforts to support multilingual families through accessible communication, ELPAC and newcomer supports, and family engagement opportunities that strengthen understanding and partnerships.  Local data, educational partner feedback, participation trends, and ongoing family engagement efforts demonstrate sustained implementation of relationship-centered practices across the district. Families report feeling increasingly comfortable communicating with schools, participating in events and meetings, and partnering with educators to support student success. These efforts continue to strengthen trust, connectedness, family-school partnerships, and a shared commitment to the academic, social-emotional, and overall well-being of all students.|While Val Verde Unified School District continues to demonstrate strong implementation in building relationships between school staff and families, educational partner input and local reflection data identified some focus areas for continued growth and refinement. Families emphasized the importance of continuing to strengthen consistency in communication and relationship-building practices across all school sites, classrooms, and staff roles to ensure all families experience the same high level of responsiveness, accessibility, and support.  Families shared that while many staff members consistently provide welcoming interactions and strong communication, there are occasions when communication may be delayed or inconsistent, particularly regarding classroom concerns, academic questions, or individualized student needs. Families expressed a desire for timely follow-up, proactive outreach, and consistent two-way communication across all school personnel. Educational partners also emphasized the importance of maintaining clear, responsive, and collaborative communication with families of students with disabilities and students requiring additional supports regarding services, meetings, and student progress.  Educational partner feedback also highlighted the need to continue expanding culturally and linguistically responsive communication for underrepresented language groups beyond Spanish-speaking families. Although families widely recognized and appreciated the district's translation and interpretation services, some noted that translated resources for languages such as Thai, Punjabi, Hindi, and other emerging language groups are not always as readily available. Families encouraged the district to continue expanding multilingual outreach, translated materials, and inclusive engagement opportunities.  Families also identified opportunities to improve the accessibility and clarity of communication by ensuring information is concise, easy to navigate, and accessible for families with varying levels of technology experience. While digital communication platforms have strengthened communication, families indicated they continue to value personal phone calls, text messages, printed materials, and face-to-face interactions. Families also expressed interest in continued improvements to operational systems that affect their school experience, including arrival and dismissal procedures, campus access, and navigation of school resources.  The district will continue using educational partner feedback, local data, Community Schools structures, restorative and wellness-centered practices, multilingual outreach, and family engagement opportunities to strengthen relationship-centered systems that ensure all families feel welcomed, informed, respected, and meaningfully connected to their school communities.|Val Verde Unified School District will continue strengthening engagement of underrepresented families by expanding culturally responsive, multilingual, and relationship-centered outreach practices that remove barriers to participation and increase family connectedness across all school communities. Educational partner input highlighted the importance of strengthening outreach for smaller underrepresented language groups, families with limited access to technology, working families, newcomer families, and those who may be less familiar with school systems, programs, or engagement opportunities.  The district will continue utilizing multiple communication methods, including personal phone calls, text messages, translated materials, newsletters, social media, school messaging platforms, and in-person outreach to ensure information is accessible and understandable to all families. Families consistently shared that direct, personal communication strengthens trust, increases participation, and helps families feel welcomed and supported. The district will continue prioritizing translation and interpretation services while expanding inclusive communication and outreach for emerging language groups represented throughout the district.  Schools will continue fostering welcoming and inclusive environments through culturally responsive practices, Community Schools initiatives, restorative and wellness-centered approaches, cultural celebrations, and family engagement events that strengthen belonging and authentic relationships. Educational partner feedback also emphasized the importance of ensuring families clearly understand available supports, points of contact, meeting purposes, and opportunities for involvement. In response, the district will continue refining communication to provide clearer, more family-friendly information regarding programs, services, meetings, and available resources.  Additionally, the district will continue expanding flexible engagement opportunities that accommodate varying family schedules, including after-hours events, family workshops, child-friendly meeting spaces, and ongoing opportunities for families to provide feedback and participate in school decision-making. The district will continue identifying and supporting parent leaders and community connectors who strengthen outreach and relationships with families who may not yet feel fully connected to their school communities.  Through ongoing educational partner input, local data analysis, multilingual outreach, Community Schools structures, and collaborative family engagement efforts, the district remains committed to strengthening equitable access, representation, belonging, and meaningful participation for all families.|Val Verde Unified School District continues to demonstrate strong progress in building meaningful partnerships with families to support positive student outcomes through ongoing communication, family education opportunities, collaborative engagement structures, and integrated academic, wellness, and enrichment supports. Educational partner input reflected that families feel included, informed, and valued as active partners in supporting student success both inside and outside the classroom.  Families consistently highlighted the district's strong communication systems and the intentional efforts of teachers, administrators, counselors, support staff, and Community Schools teams to maintain partnerships regarding student learning, programs, resources, and opportunities for involvement. Families expressed appreciation for multiple communication methods, including phone calls, text messages, ClassDojo, newsletters, meetings, translated communication, and in-person interactions that help them remain connected despite varying schedules. Educational partners also valued ongoing reminders, accessible information sessions, and staff responsiveness when questions or concerns arise.  Educational partner feedback also reflected appreciation for family workshops, informational sessions, tutoring, wellness supports, technology assistance, and academic engagement activities that strengthen families' ability to support learning at home. Families specifically identified the value of workshops related to academics, financial literacy, wellness, technology access, and student supports, as well as information about programs such as Expanded Learning Opportunities Programs (ELOP) and other school-based services. Families also recognized the positive impact of ELPAC tutoring, newcomer supports, reclassification celebrations, and multilingual family engagement efforts in strengthening student achievement and increasing understanding of available educational pathways and supports.  Schools continue strengthening family-school partnerships by providing opportunities for families to participate in performances, celebrations, cultural events, field trips, parent committees, advisory groups, and engagement activities that foster connectedness, belonging, and collaboration. Educational partners shared that student performances, art showcases, cultural celebrations, reclassification recognitions, and other family-centered events help create welcoming school environments where families feel respected and meaningfully connected to student learning.  Families also expressed appreciation for the district's ongoing efforts to create caring and supportive school environments where staff members are approachable, responsive, and supportive.|While Val Verde Unified School District continues to demonstrate strong implementation in building partnerships with families to support student outcomes, educational partner input and local reflection data identified several areas for continued growth. Families emphasized the importance of strengthening the accessibility, clarity, and consistency of communication and family support systems to ensure all families feel equipped to support their students academically, socially, and emotionally.  Families expressed a desire for additional support in navigating educational technology platforms, including Google Classroom, ClassLink, Aeries, and other instructional tools. While communication systems and digital access have improved significantly, some families continue to benefit from technology workshops, hands-on guidance, and family-friendly resources that build confidence in accessing student information, assignments, grades, and school resources. Families also emphasized the importance of keeping communication concise, understandable, and accessible for those with varying levels of technology experience.  Educational partner feedback further highlighted the need to strengthen awareness of available school supports, programs, services, and points of contact. Families expressed interest in more streamlined guidance that clearly identifies who to contact regarding academics, attendance, behavior, bullying concerns, mental health services, program placement, and other student needs. Increasing visibility and understanding of these supports will further strengthen trust, access, and family partnerships.  Families also emphasized the importance of expanding workshops, informational sessions, and engagement opportunities that respond to evolving community needs. Educational partners expressed continued interest in academic support workshops, wellness resources, financial literacy, technology training, college and career readiness, and social-emotional supports that help families strengthen learning at home and school. Families appreciated after-hours opportunities and encouraged the district to continue offering flexible engagement formats that accommodate working families and varying schedules.  Educational partner input also highlighted the importance of strengthening outreach and participation among historically underrepresented families and secondary-level families, where participation rates may be lower. The district will continue using educational partner feedback, local data, Community Schools structures, multilingual outreach, and relationship-centered engagement practices to strengthen equitable access, family partnerships, and meaningful collaboration in support of positive outcomes for all students.|Val Verde Unified School District will continue strengthening engagement of underrepresented families by expanding equitable, culturally responsive, and family-centered partnership practices that increase access, participation, and connectedness to student learning and support systems. Educational partner input identified the importance of strengthening outreach to working families, newcomer families, families representing underrepresented language groups, families with limited technology access or familiarity, and families who may feel less connected to secondary schools and engagement opportunities.  The district will continue utilizing multiple communication methods, including personal phone calls, text messages, translated materials, printed communication, newsletters, workshops, and in-person outreach to ensure families receive timely, accessible, and understandable information about student learning, programs, resources, and opportunities for involvement. Families emphasized that direct, personal communication strengthens trust, participation, and meaningful family-school partnerships. The district will continue expanding multilingual communication and interpretation services while strengthening outreach to emerging language groups represented throughout the district.  Schools will continue providing workshops, informational sessions, and family engagement opportunities that strengthen families' ability to support student success academically, socially, emotionally, and through college and career pathways. Educational partners expressed continued interest in technology workshops, academic support sessions, wellness resources, financial literacy opportunities, and family-friendly guidance related to educational platforms and student support systems. The district will continue refining communication to ensure families clearly understand available supports, programs, meeting purposes, and points of contact.  The district will also continue expanding flexible engagement opportunities that increase participation among underrepresented families, including after-hours events, child-friendly meeting spaces, culturally responsive activities, community-building events, and family celebrations that strengthen belonging and connectedness. Schools will continue identifying and supporting parent leaders and community connectors who encourage participation among families who may not yet feel fully connected to their school communities.  Additionally, the district will continue leveraging Community Schools initiatives, restorative and wellness-centered practices, multilingual outreach, advisory groups, family workshops, tutoring opportunities, and collaborative engagement structures to strengthen equitable access, meaningful family partnerships, and positive student outcomes for all students.|Val Verde Unified School District continues to demonstrate strong progress in creating meaningful opportunities for families, students, staff, and community members to participate in decision-making at both the school and district levels. Educational partner input reflected that families feel welcomed, supported, heard, and encouraged to share their ideas and feedback through advisory groups, committees, meetings, surveys, engagement events, and collaborative planning opportunities.  Families consistently identified ongoing opportunities for participation through ELAC, SSC, PTA, AAPAC, Community Schools committees, budget meetings, family workshops, and other site-based engagement activities that allow families to contribute to school programs, services, and planning. Educational partners expressed appreciation for the district's efforts to create spaces where families feel comfortable asking questions, sharing concerns, offering ideas, and participating in decisions that impact students and school communities.  Educational partner feedback also highlighted the district's relationship-centered approach to engagement, which strengthens participation and connectedness. Families shared that schools create welcoming environments through cultural celebrations, informational sessions, family events, performances, and community-building activities that foster belonging, collaboration, and meaningful relationships. Families particularly valued opportunities that combine important school information with relationship-building and community connection.  Families also expressed appreciation for consistent communication regarding meetings, programs, activities, and opportunities for involvement. Newsletters, weekly updates, translated communication, reminders, and outreach from school staff help families remain informed and engaged. Educational partners further recognized the district's efforts to involve families in school improvement planning, program development, student support discussions, and budget conversations where their input is valued and considered.  Families also acknowledged the district's commitment to creating inclusive and accessible engagement opportunities through flexible meeting formats, child-friendly events, multilingual communication, and ongoing outreach. They shared that schools continue to foster welcoming environments where family voice meaningfully influences school programs, services, and engagement activities.  Local data, participation trends, Community Schools structures, multilingual outreach, restorative and wellness-centered practices, and ongoing educational partner engagement continue to demonstrate sustained implementation of collaborative decision-making systems that strengthen family voice, representation, and partnership across the district.|While the Val Verde Unified School District continues to demonstrate strong implementation in creating opportunities for family participation and shared decision-making, educational partner input, and local reflection data identified some areas for continued growth. Families emphasized the importance of strengthening participation, communication, and accessibility to ensure all families understand available opportunities for involvement and feel empowered to engage in meaningful leadership and decision-making.  Educational partners shared that while schools maintain consistent advisory meetings, committees, and engagement opportunities, participation varies across sites and grade levels, particularly at the secondary level. Families identified barriers that may affect participation, including work schedules, childcare needs, transportation, meeting times, and competing responsibilities. They encouraged the district to continue expanding after-hours opportunities and flexible engagement formats that increase accessibility for working families.  Families also identified the need for clearer, more intentional communication regarding the purpose of meetings, opportunities for involvement, and available supports and programs. Educational partners noted that acronyms, program names, and district structures can sometimes be confusing, particularly for families who are newer to the educational system. Families expressed interest in more family-friendly communication that clearly explains meeting goals, discussion topics, volunteer opportunities, available supports, and points of contact.  Educational partner input further highlighted the importance of strengthening targeted outreach to underrepresented groups and specialized committees to ensure families are consistently aware of opportunities to participate and contribute their perspectives. Families emphasized the value of ongoing reminders, personal outreach, translated communication, and relationship-centered engagement practices that help families feel welcomed, informed, and motivated to participate.  Families also recognized the importance of supporting teachers and staff through professional learning, collaboration, and appreciation efforts that strengthen their capacity for family engagement and partnership-building. They acknowledged that strong family-school partnerships are fostered when educators feel supported, valued, and equipped with effective communication and relationship-building strategies.  The district will continue using educational partner feedback, surveys, Community Schools structures, multilingual outreach, restorative and wellness-centered practices, and ongoing collaboration with families to strengthen equitable participation, family leadership opportunities, and meaningful engagement in decision-making across all school communities.|Val Verde Unified School District will continue strengthening engagement of underrepresented families in decision-making by expanding equitable, relationship-centered, and culturally responsive outreach that increases awareness, accessibility, representation, and meaningful participation across all school communities. Educational partner input highlighted the importance of strengthening engagement with working families, newcomer families, families representing underrepresented language groups, secondary-level families, and families who may be less familiar with school systems, committees, programs, or leadership opportunities.  The district will continue utilizing multiple communication methods, including personal phone calls, text messages, translated materials, newsletters, printed communication, social media, school messaging platforms, and direct outreach to ensure families receive timely, understandable information about meetings, advisory groups, and opportunities for involvement. Educational partners emphasized that ongoing reminders, clear communication, and personal invitations increase participation and help families feel welcomed and valued. Schools will continue refining communication to clearly explain meeting purposes, discussion topics, available supports, volunteer opportunities, and ways families can contribute their voice and leadership.  Schools will continue expanding flexible, family-friendly engagement opportunities that accommodate varying schedules and family needs through after-hours meetings, child-friendly events, culturally responsive activities, community-building opportunities, and engagement formats that combine important information with opportunities for connection and collaboration. Educational partners also emphasized the importance of maintaining inclusive spaces where families feel safe, respected, and comfortable sharing ideas and feedback.  The district will continue identifying and supporting parent leaders, family ambassadors, and community connectors who strengthen outreach and encourage participation among families who may not yet feel fully connected to their school communities. Educational partners shared that parent-to-parent outreach is especially effective in increasing participation, trust, and representation among underrepresented groups.  Additionally, the district will continue leveraging Community Schools structures, multilingual outreach, restorative and wellness-centered practices, family engagement events, advisory committees, surveys, and collaborative planning opportunities to strengthen family leadership and shared decision-making. Through ongoing educational partner input and local data analysis, the district remains committed to ensuring all families have meaningful opportunities to help shape decisions that impact students, families, and school communities.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
34103480000000|Sacramento County Office of Education|3|The SCOE student programs have continuously invested in hiring employees who excel in building relationships with students and families and in on-going family and community engagement professional development for those employees. Our schools and programs are welcoming places for all parents. Students and families participate in enrollment meetings, where strengths, goals and the family culture are discussed and understood by our team. The detailed enrollment process ensures appropriate wrap-around services and referrals are provided and staff help to connect families to community resources. The schools engage with community partners to further support their needs. Parents are actively engaged in decision-making processes through IEP meetings, student study team meetings, student-led conferences, and site council meetings. Students in our court school participate in a new student interview and families are invited to call or visit with school staff in the visitor center on any school day and on our formal visitation evenings once per month. Families are also invited to attend our court school graduation event. During the academic year, SCOE invites families to campus to view exhibition projects, participate in events and family arts nights, and cultural celebrations.|SCOE's transition specialists (two per campus) engage in frequent outreach to families. Based on need, the initial outreach is often related to attendance, but these staff continue to build strong relationships as the year progresses. Students frequently express appreciation for the connection with transition specialists.  The addition of school counselors has added another layer of positive connections between students, families, and schools. They work with students and parents to develop academic and individual success plans and provide career and college workshops that families can join. Our school counselors are representative of the students and families that we serve and are well-received by students on campus.  The enrollment of English learners, including some refugee students whose first language is other than English, is prevalent for SCOE schools. While SCOE has a contracted translation agency and a master list of interpreters that work across our organization, we strive to recognize and understand the cultures and languages of our students.|Developing multiple opportunities for authentic two-way communication between families and school staff is ongoing. To improve engagement of underrepresented families, it is important that communication is systematic so that it includes everyone.|SCOE provides a Family and Community Engagement professional development program, which our administrators and staff participate in and we support all staff participation in additional outside professional development sequences. Staff have received training from Parent Teacher Home Visits, designed to foster relationship-building through home visits. The Community Schools Partnership Program grant has also enabled the COE to add a Coordinator of Family Engagement and helped us to identify new ways to engage families.  SCOE is in contract with multiple non-profit agencies that partner with our administration and staff to engage families with resources to support student learning and development in the home. Our teams consistently participate in student study team meetings with families and set goals and expectations for continued student success. Each family receives transition support and information for their student's transition back to mainstream, high quality school district programs and we ensure all families understand their right for legal representation, as we provide information on free legal services. Our teams are committed to advocating for our students and helping families develop advocacy skills as well.|To build partnerships with families of underrepresented students, when many families are disengaged and unhappy with the student's placement, consistency in communication is important. Every family and student should be informed about SCOE's academic programs, career preparation, credit recovery options, and the student's transition plan. Sharing information about how prior students in similar circumstances have been successful in our programs may help to alleviate worries from families.|Our increased engagement with community partners helps build relationships with students and families, and is consistently highlighted in educational partner input as authentic, meaningful, and effective. The Family and Community Engagement team will continue to make connections with families at enrollment and throughout the student's term. SCOE leaders are researching the options for app-based communication to simplify engagement in a non-intrusive way. SCOE plans to implement relational home visits in the upcoming year following the voluntary training by Parent Teacher Home Visits.|Leadership is invested in developing parent capacity. SCOE leadership is seeing growing participation in advisory committees. SCOE's progress towards seeking input from parents/guardians in decision making and efforts to promote parental participation in programs is measured through a consistent annual survey that is translated for our non-English speaking families and administered via paper and electronically. The survey is designed to be accessible and specific to the issues that are most relevant to our non-traditional student populations. The survey included an assessment of whether parents feel their child's school offers activities to bring families onto campus, and whether parents would recommend SCOE’s programs.|A focus area is to sustain and grow participation in advisory committees.|Key to improving engagement of underrepresented families is systematic outreach and reflection of the needs communicated. The Community Schools model can help to remove barriers that prevent underrepresented families from engaging fully.|4|4|4|3|4|3|5|4|3|3|4|3|Met||2026-06-23|2026
34103480136275|Fortune|3|At Fortune, we have built strong connections between our school staff and families on our School Site Council. These regular meetings enable parents to interact with many Fortune staff and learn about how they can partner with us to help their scholars. We also held multiple Parent Cafes, which create spaces for families to interact with one another and build skills that increase their resilience.|Teachers were less likely than non-teachers to report feeling quite or very safe on campus as well as connected to our school. We hope to improve in this area so that all staff feel similarly safe and connected.|At Fortune, we will continue to reach out to our families of English Learners and students with disabilities to ensure that they feel safe and connected to our school.|At Fortune, we have robust partnerships with local organizations such as the Sacramento Observer, the NAACP Sacramento branch, and the National Action Network Sacramento branch. These partnerships enable us to teach scholars how to advocate for themselves as they navigate the world outside our school.|We had far fewer suspensions than the years immediately after the COVID-19 pandemic, but we still had too many scholars fight with one another. We continue to work with partners to fine-tune our discipline policy and make our campus a safe place for everyone to learn.|At Fortune, we will continue to reach out to our families of English Learners and students with disabilities to ensure that they feel safe and connected to our school.|At Fortune, we have a robust School Site Council and English Learner Advisory Committee that enable staff and families to join our decision-making processes. They learn about our LCAP and provide input for each annual update.|We hope to have more parent participation in our School Site Council and English Learner Advisory Committee. It is difficult for parents to make the time to join the meetings given their jobs, children, and other commitments|At Fortune, we will continue to reach out to our families of English Learners and students with disabilities to ensure that they feel safe and connected to our school.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-25|2026
34103480140160|American River Collegiate Academy|3|At American River Collegiate Academy (ARCA), we prioritize building strong relationships between school staff and families. This work begins before the first day of school, with intentional outreach and welcoming communication. Staff greet students and families daily at drop-off and continue to build rapport through informal interactions, personal phone calls, emails, and more structured meetings. Each week, families receive newsletters with both classroom and school updates, reinforcing transparent and consistent communication. Throughout the 2025–26 school year, ARCA continued using ParentSquare as a centralized platform to communicate with families, providing timely updates on events, school news, and classroom highlights. The platform has helped streamline communication and create greater consistency in how information is shared with families. Staff also continued strengthening their confidence and consistency in using the platform so families experience more predictable communication and know what to expect across classrooms and school programs. Families are invited to participate in key events throughout the year, including Back to School Night, parent-teacher conferences, Core Knowledge Night, family events, Local Control and Accountability Plan (LCAP) input sessions, Parent School Partnership (PSP) events, and monthly PSP meetings. These opportunities foster two-way communication, provide families with opportunities to share input, and support the school’s efforts to remain responsive to family needs and perspectives. Aligned with the mission of Rocklin Academy Family of Schools (RAFOS) to strengthen education through community and parent partnerships, ARCA continues to encourage family involvement through volunteering, attending school events, and participating in school improvement and engagement opportunities. During the 2025–26 school year, the school also sought to learn more about the experiences, interests, hobbies, expertise, and cultural backgrounds of families through surveys and other outreach efforts. This information helps staff identify meaningful opportunities for families to contribute to classroom learning and strengthens connections between students, families, and the school community. In the 2025–26 school year, 100% of ARCA families completed the annual parent survey. Among those: 100% expressed overall satisfaction with the school (up from 94.21%. 93.5% agreed that RAFOS seeks their input on decisions (up from 86.78% last year). 92% reported participating in school-related activities (up from 87.6%). 98% indicated intent to return for the 2026–27 school year (up from 91% last year). This data reflects strong engagement and positive relationships, reinforcing our continued efforts to listen, connect, and partner with families in service of student success.|Based on educational partner input and local data, American River Collegiate Academy (ARCA) has identified a refined focus area for improving relationships between school staff and families in 2026–27. In 2025–26, ARCA strengthened communication consistency, increased family input through surveys and feedback opportunities, expanded use of ParentSquare, and worked to learn more about the experiences and expertise families bring to the school community. While participation in surveys and written feedback opportunities remained strong, the school identified an opportunity to increase participation in collaborative planning, Parent School Partnership (PSP) meetings, and other ongoing engagement structures where families help shape school initiatives and community-building efforts. In 2026–27, the school will focus on better understanding and addressing barriers that may prevent families from participating in PSP meetings and other collaborative engagement opportunities. The school has experimented with a variety of approaches, including morning and evening meetings, in-person and virtual participation options, and subcommittee structures, yet participation has remained limited. As a result, ARCA will continue exploring family preferences, communication strategies, meeting structures, and engagement opportunities to better understand how families want to contribute to school planning and decision-making. The school will also leverage unique community-building opportunities associated with ARCA’s 25th anniversary celebrations, including events such as the Jubilee and community picnic, as opportunities to strengthen relationships, gather family input, and create additional pathways for families to become involved in ongoing school partnership efforts. These next steps are rooted in family feedback and internal reflection and are intended to deepen trust, strengthen collaboration, and create more meaningful opportunities for families to actively participate in shaping the school community.|Building relationships between school staff and families continues to be a top priority at American River Collegiate Academy (ARCA), with a specific focus on improving engagement with underrepresented groups, including families of English learners, students with disabilities, and socioeconomically disadvantaged students. Because ARCA serves a relatively small student population and engagement data is generally strong across family groups, identifying clear trends among underrepresented populations can be challenging. As a result, the school continues to focus on individualized outreach, relationship-building, and removing barriers to participation for families who may benefit from additional support or connection opportunities. In 2026–27, ARCA will build on these efforts by: Continuing to maximize the use of ParentSquare and Language Line Solutions to support accessible, inclusive communication with families and ensure information is available in families’ preferred languages. Exploring additional ways to make in-person meetings and engagement opportunities accessible to families who are not fluent English speakers, while remaining responsive to the needs of the school’s multilingual families. Being more proactive in inviting families to share their cultural knowledge, lived experiences, traditions, and expertise as part of classroom learning and school community events, particularly when families may not volunteer this information independently. Expanding opportunities for parent voice and family-to-family connection through tools available within ParentSquare, including surveys, polls, and other engagement features that allow families to share feedback, contribute ideas, and connect with one another. These steps reflect ARCA’s commitment to inclusive, trust-based partnerships and its belief that strong relationships are built through responsive communication, meaningful participation, and authentic opportunities for families to share their voices and experiences.|At American River Collegiate Academy (ARCA), we believe student success is strengthened by meaningful, ongoing partnerships between school staff and families. Based on the analysis of educational partner input and site-level reflection, several key strengths have been identified in building partnerships focused on student outcomes. Teachers and administrators consistently provide weekly communication to families, including classroom updates, school announcements, and academic reminders. The superintendent’s monthly newsletter complements this by sharing highlights and updates across the Rocklin Academy Family of Schools (RAFOS) network. These regular communications keep families informed and connected to student learning. In 2025–26, ARCA deepened its family engagement by offering collaborative meetings tied to student progress and support, including parent-teacher conferences, Student Study Team (SST) meetings, Individualized Education Program (IEP) meetings, newcomer welcome and intake meetings, and School Attendance Review Team (SART) meetings. These sessions allowed families and staff to collaborate, review student needs, and develop shared plans to support student success. The parent portal continues to provide families with real-time access to report cards, attendance, and assessment data, supporting transparency and collaboration. These efforts reflect a sustained commitment to building partnerships that are timely, responsive, and centered on student growth and achievement.|Based on the analysis of educational partner input and local data, American River Collegiate Academy (ARCA) has identified refined focus areas for improving how we partner with families to support student outcomes. In 2025–26, the school completed full implementation of ParentSquare to support more consistent two-way communication between home and school. The school also continued developing academic-focused family events and expanding opportunities for families to engage in ways that support student learning and school community connections. For 2026–27, the school will focus on: Continuing to reinforce the importance of completing the Parent Expertise Inventory as a tool for learning more about the experiences, interests, cultural backgrounds, and expertise families bring to the school community. Information gathered through the inventory will help create more intentional outreach opportunities and celebrate the unique strengths and perspectives of ARCA families. Continuing to develop and implement academically focused family events that strengthen connections between home and school learning while providing families with practical ways to support student success. Creating clearer pathways for families to volunteer their time, expertise, and presence in support of classroom learning, enrichment opportunities, and school community events. These improvements reflect ARCA’s continued commitment to meaningful, informed partnerships that support each student’s academic growth and success, in alignment with the mission of Rocklin Academy Family of Schools to strengthen learning through family collaboration.|Based on the analysis of educational partner input and local data, American River Collegiate Academy (ARCA) is committed to deepening engagement with underrepresented families in support of student outcomes. In 2026–27, ARCA will continue and expand the following actions: Using ParentSquare to support language accessibility, as its automatic, two-way translation feature allows families to receive communication in their preferred language, alongside continued use of Language Line for meetings, to help ensure all families stay informed and connected to their child’s learning. The school will also enhance newcomer and intake meetings to ensure families receive support in establishing language preferences and accessing communication tools from the start of their experience at ARCA. Strengthening outreach to foster youth and low-income families through more frequent check-ins, with the goal of identifying unmet needs and providing, or connecting families to, relevant support. Maintaining dedicated staff roles focused on attendance and chronic absenteeism to provide direct outreach and ongoing support to families navigating barriers to regular school participation. These ongoing efforts reflect ARCA’s commitment to inclusive, responsive partnerships that promote success for all students.|Based on the analysis of educational partner input and local data, American River Collegiate Academy (ARCA) has identified several strengths in seeking input for decision-making: Participation in the Parent School Partnership (PSP) Collective, which brings together representatives from all sites across Rocklin Academy Family of Schools to share feedback and elevate school-specific and system-wide priorities. Local Control and Accountability Plan (LCAP) engagement meetings with families, teachers, and staff. Opportunities to provide input through surveys such as the annual Intent to Return survey and parent engagement surveys. Informal and formal discussions with classroom teachers and school leaders. Access to meetings where input is invited, such as Board meetings, PSP meetings, and English Learner (EL) parent meetings. Participation in the California Collaborative for Educational Excellence (CCEE) Community Engagement Initiative Community of Practice (CEI-COP), which has supported the school’s use of “street data” and other engagement practices to gain deeper understanding of educational partner perspectives, experiences, wants, and needs in order to inform responsive decision-making. ARCA remains committed to improving how input is gathered to ensure all voices are heard and that feedback meaningfully informs school decisions.|"Families at American River Collegiate Academy (ARCA) are eager to participate in decision-making, and the school recognizes that their input is critical to student and school success. Based on the analysis of educational partner input and local data, ARCA has identified the following areas for improvement in how input is sought and used for decision-making: Continue strengthening opportunities for dialogue and feedback. ARCA has made progress in increasing face-to-face interactions and creating more visible opportunities for families, students, and staff to share input. The school will continue building on this progress by providing opportunities for informal conversations, structured discussions, and other engagement activities while strengthening communication about how feedback informs decisions and school improvement efforts. Continue collecting and utilizing ""street data"" to inform decision-making. Building on learning from participation in the California Collaborative for Educational Excellence (CCEE) Community Engagement Initiative Community of Practice (CEI-COP), ARCA will continue gathering qualitative feedback from a variety of stakeholder groups to better understand their experiences, perspectives, wants, and needs. This information will be used alongside other data sources to guide planning and support meaningful improvements in key aspects of school culture, student experience, and family engagement. These focus areas are intended to strengthen authentic engagement, increase transparency in decision-making, and ensure that school improvement efforts continue to be informed by the voices of students, families, and staff."|Families at American River Collegiate Academy (ARCA) are eager to participate in decision-making, and the school recognizes that their input is critical to student and school success. Based on the analysis of educational partner input and local data, ARCA has identified the following areas for improvement in how input is sought and used for decision-making: Continue to strengthen how input is gathered, communicated, and used: ARCA has made progress in increasing face-to-face interactions and creating opportunities for families, students, and staff to provide feedback. However, the school continues to see value in strengthening how input is collected, communicated back to educational partners, and incorporated into decision-making processes. ARCA will continue prioritizing opportunities for dialogue, feedback, and collaboration while ensuring participants better understand how their input informs school decisions. Expand student voice through the Kindness Crew and other leadership opportunities: The continued growth of the Kindness Crew is creating meaningful opportunities for students to gather input from peers, staff, and administration while planning community-building activities and school improvement efforts. This work not only strengthens student voice in decision-making but also deepens student agency as students see their ideas translated into actions that positively impact the broader school community. The school will continue expanding opportunities for students to contribute their perspectives and help shape school experiences. Continue collecting and utilizing “street data” to inform decision-making: Building on learning from the California Collaborative for Educational Excellence (CCEE) Community Engagement Initiative Community of Practice (CEI-COP), ARCA will continue collecting qualitative “street data” from a variety of educational partner groups. These conversations and experiences provide important context beyond surveys and help the school better understand stakeholder perspectives, identify emerging needs, and plan for meaningful improvements in key areas of school life. These focus areas are intended to strengthen authentic engagement, increase transparency in decision-making, and ensure that school improvement efforts continue to be informed by the voices of students, families, and staff.|5|5|4|5|5|4|5|5|5|5|5|5|Met||2026-06-22|2026
34103480142091|Capital College & Career Academy|3|As a small community based charter school, positive relationships between school staff and families is baked into our DNA. We have continued to develop our advisory program which includes twice annual student-led parent meetings. Advisors are also holding initial SST meetings. Our campus mentor lead is having more data driven conversations with both staff and the counseling team to address student needs. Parents continue to engage with the campus regularly when asked. An area for growth is centered on doing a better job with our parent volunteer hour tracking and with the family response rate on our annual climate surveys.|Our monthly parent meeting participation has remained low, parent university participation has also been abysmal. Furthermore our annual climate survey participation remains in the low teens. We must find mechanisms to engage our families and solicit authentic feedback so we can make better informed decisions regarding the school.|We have significant parent participation when it comes to our end of the semester award ceremonies and during our portfolio meetings. We must be more strategic and use these opportunities to gather input. We must also find ways to meaningfully engage our families outside of these events.|Our teacher incentive plan has built in metrics and a fully developed structure centered on student performance and teacher development. This process has been refined every year we have been open. Furthermore, we work closely with a number of community partners which help push thinking and build staff capacity. These partners include Strive Community Health, Neighborhood Wellness, and the Sacramento Youth Center.|We will continue to focus on data driven inquiry to drive student outcomes. We would like to see greater English and Math growth for all students.|The mandatory portfolio meetings afford us twice annual opportunities to meet in person with all families. More structure and routine centered on student outcomes will be essential to support overall student growth. We are also looking at expanding staffing to support students with their dual enrollment participation and also increasing campus mentors to further reduce barriers to student success.|We have very high parent participation on campus and parents are routinely engaged when requested. As we enter our next WASC accreditation and charter renewal soon, it is critical that we actively engage a diverse parent group to provide targeted feedback. We have great processes in place for teacher development and teacher / staff feedback but must improve our teacher retention process.|We will need to make more targeted asks for our parents as we move into various renewal topics. Teacher retention is also an area of immense focus. As a small staff it is critical that we not only develop but retain teachers.|We will continue to provide outreach and access with our mentors and community partners. We are rolling out a special education kickoff orientation this year and will take advantage of our advisory / portfolio structures to ensure there is diverse representation and input from all stakeholders.|4|4|4|4|4|3|4|4|3|4|4|4|Met||2026-06-01|2026
34672800000000|Arcohe Union Elementary|3|The LEA’s current strengths in building relationships between school staff and families are rooted in a culture of accessibility, visibility, and open communication. School staff and administrators maintain a visible presence on campus and are readily available to speak with students, families, and community stakeholders, fostering trusting and collaborative relationships. As a small school community, families benefit from direct access to teachers, support staff, and administration, allowing concerns, questions, and celebrations to be addressed in a timely and personal manner.  The district promotes transparency and engagement through open Board meetings and regular opportunities for educational partner input. Surveys of families and staff are utilized to gather feedback, assess school climate, and identify areas for continued improvement. Analysis of survey results and local data indicates that families value the close-knit nature of the school community and appreciate opportunities for communication and involvement. These practices have supported continued progress in strengthening relationships, maintaining open lines of communication, and promoting meaningful family engagement in support of student success.|Based on educational partner input and local data, the LEA has identified opportunities to further strengthen relationships between school staff and families by increasing inclusive engagement practices and ensuring all families feel welcomed and comfortable participating in school communication and decision-making processes. A focus area for improvement includes expanding outreach and communication supports so that individuals of all language backgrounds feel comfortable sharing information, asking questions, and participating meaningfully in school activities and feedback opportunities.  Additionally, the LEA seeks to strengthen representation of diverse family and community perspectives in advisory, leadership, and decision-making roles to ensure a broader range of voices is reflected in district planning and school improvement efforts. Continued attention will be given to creating structures that encourage participation from underrepresented groups and to fostering an environment where all educational partners feel their perspectives are valued, respected, and considered in decision-making processes.|Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families by strengthening inclusive communication practices and expanding opportunities for meaningful participation in school and district decision-making. The LEA will work to ensure that families of all language backgrounds feel comfortable sharing information, asking questions, and engaging with school personnel by increasing accessible communication methods, reducing barriers to participation, and creating welcoming opportunities for feedback.  As a small school community with direct access to staff and administration, the LEA will continue to build personal connections while intentionally increasing outreach to families whose voices may be underrepresented in traditional engagement activities. The district will seek broader representation of diverse family groups in advisory, leadership, and decision-making opportunities and will utilize surveys, direct conversations, and educational partner input to better understand barriers to engagement and inform ongoing improvement efforts. Through these actions, the LEA aims to foster a school environment in which all families feel welcomed, represented, and valued as partners in supporting student success.|The LEA’s current strengths in building partnerships for student outcomes are grounded in open communication, collaborative relationships, and meaningful family involvement in student learning. School staff maintain consistent communication with families regarding student progress, academic expectations, and school activities, helping to establish strong partnerships focused on student success. Parent-teacher conferences provide structured opportunities for families and staff to discuss student strengths, areas for growth, and strategies to support achievement both at school and at home.  The LEA also promotes family engagement through activities such as family learning nights, which encourage participation in the educational process and strengthen home-school connections around student learning. Educational partner input and local data indicate that families value opportunities to collaborate with school staff and participate in shared decision-making related to student supports and school improvement efforts. Continued progress has been made in fostering a culture in which families are viewed as active partners in promoting positive academic, social, and behavioral outcomes for students.|Based on the analysis of educational partner input and local data, the LEA has identified opportunities to strengthen partnerships for student outcomes by increasing supports that ensure all students and families have equitable access to the resources needed for success. A key focus area for improvement is continuing to meet the diverse academic, social-emotional, and individual needs of all learners through stronger collaboration with families and more responsive systems of support.  The LEA will work to ensure that every family has equal access to educational materials, information, and learning opportunities so families are equipped to support student achievement both at school and at home. In addition, the district recognizes the importance of strengthening access to basic and wraparound supports, including food, clothing, medical services, and mental health resources, to reduce barriers that may impact student learning and engagement. Educational partner feedback highlights the importance of continuing to build partnerships that connect families with available supports and ensure all students have equitable opportunities to succeed.|Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families by strengthening equitable access to information, resources, and support systems that directly impact student success. The district will enhance communication practices to ensure all families receive timely and accessible information regarding academic expectations, instructional materials, and available student supports, regardless of language or background.  In addition, the LEA will intentionally connect families to essential wraparound services, including food, clothing, medical, and mental health resources, to reduce barriers that may limit engagement in their child’s education. By expanding awareness and access to these supports, the district aims to ensure that all families are better positioned to participate fully in their students’ learning.  The LEA will also strengthen opportunities for shared decision-making and family input by actively engaging underrepresented families in surveys, conferences, family events, and school planning processes. These efforts will focus on building trust, increasing participation, and ensuring that all families feel welcomed, informed, and empowered as partners in supporting student outcomes.|The LEA’s current strengths in seeking input for decision-making are grounded in multiple, accessible avenues for educational partner engagement and feedback. School Site Council provides a structured forum for collaborative input on school planning, programs, and improvement efforts, ensuring that staff, families, and community members have a voice in key decisions.  In addition, open Board of Trustee meetings promote transparency and allow educational partners to stay informed and provide input on district-level decisions. Families and staff also benefit from direct access to school personnel, which supports ongoing, informal communication and timely feedback on student and school needs. The LEA further gathers stakeholder input through surveys distributed to families and staff, helping to identify priorities, monitor satisfaction, and guide continuous improvement efforts. Collectively, these practices demonstrate steady progress in maintaining inclusive and consistent opportunities for stakeholder participation in decision-making.|Based on the analysis of educational partner input and local data, the LEA has identified opportunities to strengthen and expand how stakeholder input is gathered and used in decision-making processes. A key focus area for improvement is ensuring that all families, regardless of language background, have equitable access to meaningful opportunities to provide input and participate in decision-making. This includes continuing to refine communication practices and engagement strategies so that language is not a barrier to participation.    In addition, the LEA recognizes the need to explore new and varied approaches for collaboration beyond traditional structures, intentionally seeking innovative ways to engage educational partners. While existing systems such as School Site Council, surveys, and open Board meetings provide valuable input, the district aims to avoid relying solely on established practices and instead consider additional methods that may reach a broader and more diverse group of families and stakeholders. These efforts will support more inclusive, representative input and strengthen continuous improvement processes across the LEA.|Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families by ensuring that all stakeholders, regardless of language or background, have equitable access to meaningful opportunities to provide input into decision-making processes. The district will strengthen communication systems and outreach practices so that information about surveys, School Site Council, Board meetings, and other engagement opportunities is accessible, clear, and inclusive for all families.  The LEA will also intentionally expand and diversify methods for gathering input beyond traditional approaches in order to better reach families who may not typically participate in established structures. This includes exploring additional formats for engagement and removing barriers that may limit participation. By increasing accessibility and broadening engagement strategies, the district aims to ensure that underrepresented families are actively included in shaping decisions that impact student learning and school improvement efforts.|5|5|5|5|4|3|5|5|5|5|5|5|Met||2026-06-17|2026
34673140000000|Elk Grove Unified|3|We believe when families and schools build a foundation of trust and respect, students truly thrive. This partnership is the foundation of our learning community. Parent Survey results show that 93% of parents agree that their school has been effective in providing a respectful and welcoming environment. The FACE Department partners with school leaders and the Multilingual Education team to foster inclusive, trusting environments. We provide the training, resources, translation and interpretation needed to ensure every family feels heard, seen, and connected.|EGUSD continues to prioritize family-school partnerships through targeted staff training and our Parent-Teacher Home Visit program. This model fosters student belonging and improves attendance. From June 2025 to date, 1,502 positive home visits have been conducted as we continue to transition from virtual visits to impactful in-person connections.|Elk Grove Unified has adopted several different strategies to improve engagement of underrepresented families. The district purchased TalkingPoints, a two-way communication tool that allows home-school communication in over 100 different languages. TalkingPoints has allowed families who were disengaged due to language barriers to become connected to their teachers and schools. EGUSD continues to create welcoming environments for all families, especially those that are underrepresented. EGUSD continues to develop parent affinity groups such as Families of Black Students United and El Santuario de Mariposas, which allow caregivers to build community, make connections, and increase capacity to be advocates for change in their communities and schools.|Many of EGUSD’s departments and offices partner to provide a seamless array of trainings to improve a school’s capacity to achieve effective family-school partnerships for student outcomes. Trainings on cultural awareness, trauma informed practices, and implicit bias support educators in better connecting with students and families. Trainings on social and emotional development are also supportive of and foundational to students’ academic success. Based on stakeholder requests, workshops in the Family and Staff Wellness Series include topics such as parenting in the age of AI focused on helping families create safe boundaries and responsible use of AI for their children, healthy behaviors, managing angst, and learning strategies to create better boundaries, expectations, and connection. In Spring 2025, Parent Survey results showed that 91% of parents agreed that their school has been effective in providing parent involvement and parent education opportunities.|Parent survey data continued to show that parents were less satisfied with ideas for supporting academics in the home. FACE Family Resource Teachers work to create tools, resources, and training to help school staff improve partnerships with families and the community to help enhance learning at home. The FACE Department is also collaborating closely with both the Curriculum and Professional Learning Department and the Multilingual Education Department to ensure high quality instruction includes tools for families to help enhance learning in the home.|EGUSD site staff often begin fostering engagement with underrepresented families by conducting relationship-building home visits and using the two-way communication tool, Talking Points. These serve as the building blocks for successful ongoing relationships, deeper engagement and partnership for student success. The district will continue to provide training and support for wider implementation of these strategies to foster positive and effective connections with underrepresented families to support stronger student outcomes.|EGUSD understands the importance of parent and community feedback and continues to make progress in seeking input for decision-making. Through various parent committees, such as the District Advisory Committee, the District English Learner Advisory Committee, the Community Advisory Committee, Families of Black Students United, Latina Madres, and the Superintendent’s Parent Advisory Committee, parents routinely provide feedback and recommendations to district leaders in making decisions, including school and district LCAPs. On a wider scale, the district annually seeks parent/community feedback through a Parent/Guardian Perspective Survey that includes LCAP Needs items. Survey responses inform efforts to improve instructional programs and engagement efforts. In Spring 2025, Parent Survey results showed that 87% of parents agreed that the school has been effective in providing opportunity for parent input in making decisions for the school or district.|One focus area for improvement is making sure all principals have the opportunity to understand how to plan, design, implement, and evaluate family engagement activities in collaboration with their families. Efforts to systematically measure and monitor welcoming environments and family engagement activities are currently under review, with an eye toward revisions for improvement. The goal is to have accurate measures of FACE program implementation at each site, which will then support continuous improvement.|The district continuously seeks input on policies and programs, including the best way to reach and hear from underrepresented groups in our school communities. One approach is to ask families that are new to the district and country, what they need to support their transition, and the best ways to communicate with them. The district also utilizes opportunities when parents are in the district office - for example, during immunization clinics - to obtain information on needed support. Information from these sources help staff identify additional support that can be provided through the district’s Newcomer and Refugee program. The district will continue to engage underrepresented families through Families of Black Students United and EL Santuario de Mariposas, which focus on improving school experiences of African American and Spanish-speaking students and families, respectively. These groups build the capacity of parents, employees and allies providing targeted supports for students.|5|5|5|5|5|4|4|5|4|4|4|4|Met||2026-06-23|2026
34673140111732|California Montessori Project - Elk Grove Campus|3|CMP encourages direct communication through regular parent-student-teacher conferences and utilizes ParentSquare, a parent communication app that reaches 99% of families, as a vehicle to share information and respond to inquiries between parents and staff. Through ParentSquare, the school can message families via their preferred phone number, email, or other contact method.  CMP holds Campus Advisory Committee meetings to provide educational partners with opportunities to learn about and provide input into school activities. To gather broader feedback on school culture and climate, CMP administers surveys for students in grades 3-8, staff, and families each year.  CMP administration meets with students, families, and staff annually to inform the LCAP. In 2025-26, LCAP educational partner feedback sessions were offered via Zoom across the network, expanding access for families and staff regardless of location. Through an open discussion format, educational partners are encouraged to share feedback, ask questions, and make suggestions for improvement on any school-related topic. CMP also provides an online survey available to all families and staff to share feedback on the LCAP. This process supports a shared level of decision-making and increases the voice of all partners.  CMP campuses hold community events throughout the year to engage families in the school community and strengthen connections between home and school.|CMP continues to focus on improving student attendance by strengthening communication and engagement with families around positive attendance practices. In 2025-26, the Student Services team has been actively promoting attendance expectations and strategies through ParentSquare, ensuring timely and accessible messaging reaches families through their preferred communication channels.|CMP's website and ParentSquare communication system allow parents to translate content into their preferred language, ensuring effective and accessible communication for all families.  In 2025-26, CMP hired a Restorative Practices Coordinator to support the implementation of restorative practices across the school community, building stronger relationships between staff, students, and families — particularly for those who have historically been underrepresented or underserved.  CMP's Montessori Instruction and Innovation Department (MIID) Team has maintained a focus on building English Language Development (ELD) systems in the classroom, supporting English Learner families by strengthening the academic experience of their students.  In response to educational partner feedback expressing a desire for enrichment opportunities, CMP will prioritize expanding enrichment offerings in the 2026-27 school year. Providing enrichment options that serve the whole child is a meaningful way to engage underrepresented families and ensure all students have access to a well-rounded educational experience.|Based on educational partner feedback, CMP's current strengths in building partnerships for student outcomes are rooted in the community's appreciation for the Montessori method and its dedicated teaching staff. Educational partners widely recognized the Montessori approach for fostering independence and a love of learning through hands-on experiences, reflecting strong alignment between CMP's educational philosophy and family values. Respondents also commended teachers for providing social-emotional support and academic interventions, highlighting the meaningful relationships that exist between staff and students.  Families also noted that CMP campuses provide a physically safe environment, pointing to secured campuses and organized drop-off procedures as tangible indicators of a well-managed school community. The breadth and depth of educational partner input — spanning program expansion, facilities, behavior management, and enrichment — reflects a community that is actively engaged and invested in partnering with CMP to improve student outcomes.|CMP's focus area for improvement in building partnerships for student outcomes centers on strengthening systems that connect families to student progress and intervention support. Educational partner feedback highlighted a desire for more consistent communication regarding student behavior and incidents, as well as clearer follow-through from administration — areas CMP is actively working to address.  To support this, CMP has established structured internal systems to ensure student needs are identified and addressed in a timely and collaborative manner. PBIS Tier 2 teams meet monthly to review student progress and any Request for Assistance submissions. Intervention teams also meet monthly with administration to review progress and program implementation. Additionally, RTI review meetings are held three times per year with staff to ensure consistent monitoring of student needs across the school year. These systems reflect CMP's commitment to a partnership approach between educators and administrators in supporting student outcomes, and CMP will continue to work toward ensuring families are informed partners in these processes as well.|CMP seeks to engage underrepresented families by ensuring campus administration and staff remain present and visible in the school community. When families are not being reached through standard communication channels, direct outreach via phone calls and in-person meetings is made to ensure families receive the information and support they need. CMP also provides on-campus services for families in need, including computer access, translation services, and meals.  Educational partner feedback highlighted strong interest in expanded enrichment programming — including music, athletics, visual and performing arts, and hands-on learning experiences such as gardening. CMP recognizes that offering a broader range of engaging programs serves as a meaningful entry point for underrepresented families, creating more opportunities for connection to the school community and investment in their student's educational experience. By expanding enrichment options that reflect the interests and values of all families, CMP aims to build stronger partnerships that support student outcomes across all student groups.|CMP encourages parent participation and views families as essential educational partners in their child's learning. CMP continuously seeks input from various groups of educational partners, especially as it relates to the LCAP process. In 2025-26, LCAP educational partner feedback sessions were offered virtually via Zoom across the network, expanding accessibility for families and staff regardless of location. Students, staff, and families were encouraged to provide input to help guide goal-setting and priorities for the coming year. CMP also administers culture and climate surveys for students in grades 3-8, staff, and families, providing additional structured opportunities for educational partners to share their perspectives and inform decision-making throughout the year.|CMP seeks to improve and promote partner involvement and collaboration through multiple pathways. In 2026-27, CMP will reintroduce Parent Cafes as a dedicated forum for family engagement, with a structured list of topics being developed to ensure sessions are meaningful and responsive to family interests and needs. Campus Advisory Council (CAC) meetings, composed of parent, teacher, and administrative representation, will continue to provide a standing forum for stakeholder input. CMP also maintains an open-door policy to foster a culture of collaboration and shared purpose between families and staff.  A key focus for improvement is ensuring that input gathered through these channels is visibly reflected in school decisions and communicated back to families, addressing the educational partner feedback that highlighted a desire for more consistent administrative follow-through.|CMP is committed to ensuring that underrepresented families have meaningful access to input opportunities and decision-making processes. Through ParentSquare, CMP administration is able to reach 99% of the family community via their preferred communication channel, including families without reliable access to computers or the internet. ParentSquare also allows families to translate content into their preferred language, reducing barriers for non-English-speaking families.  In 2026-27, the reintroduction of Parent Cafes will provide an additional in-person forum for families who may be less likely to engage through virtual or written channels. Topic selection for Parent Cafes will be informed by educational partner feedback, ensuring sessions are relevant and accessible to all families, including those who are historically underrepresented. CMP's Restorative Practices Coordinator will also continue to support relationship-building across the school community, helping to create an environment where all families feel welcomed and heard.|4|5|4|5|5|5|5|5|4|5|5|4|Met||2026-06-22|2026
34673140137281|SAVA - Sacramento Academic and Vocational Academy - EGUSD|3|Based on the analysis of educational partner feedback from the 2025 Hanover survey, SAVA Elk Grove continues to show strength in building meaningful and positive relationships between school staff and families. Survey responses indicate that families feel welcomed, respected, and supported by staff, and many families report that communication from the school is accessible and effective. These results reinforce the impact of our foundational relationship-based practices, including Capturing Kids’ Hearts (CKH), which remains a central component of our school culture and staff development.  SAVA’s wraparound support system—including student support specialists, counselors, administrators, and special education staff—ensures that students and families are supported through a collaborative, team-centered approach focused on connection, trust, and proactive support. This approach is especially important within a continuation school setting, where students may face a variety of academic, social, or emotional challenges that impact engagement. Staff work intentionally to develop mentoring relationships with students and maintain strong communication with families to foster partnership, trust, and a sense of belonging. These ongoing efforts continue to contribute to a positive school climate and are reflected in survey data demonstrating strong relational connections between families and school personnel.  To further strengthen family engagement and school connectedness, SAVA has increased opportunities for family-centered events throughout the school year. These events are designed to encourage stronger partnerships between families and the school, celebrate student growth and achievement, and provide families with greater awareness of available programs, supports, and opportunities.  SAVA first implemented the Capturing Kids’ Hearts (CKH) framework during the 2011–2012 school year through training provided by The Flippen Group. CKH continues to serve as a key component of our school culture by emphasizing the importance of strong, trusting relationships among students, staff, and families. All employees receive CKH training upon hire, and CKH practices are embedded throughout classrooms, meetings, and school-wide interactions. The framework provides staff with strategies to build positive relationships, create emotionally safe learning environments, and facilitate meaningful team-building and communication practices that support student success both inside and outside of school.  As part of our continued focus on school culture and relationship-building, SAVA is implementing a CKH “reboot” to reinforce core CKH practices and expectations for both newly hired and veteran staff members. This renewed focus is intended to strengthen consistency across the campus, deepen staff understanding of CKH strategies, and reinforce the relationship-centered practices that contribute to student engagement, accountability, and belonging.|The preliminary student learner need for SAVA is to increase student attendance and engagement by increasing parent involvement and creating relevant, hands-on curriculum. This major student learner need is based on SAVA’s families high percentage of low socioeconomic families and the continued focus on engaging families and guardians in the school. This will also continue to decrease SAVAs drop out rate and increase the graduation rate. The area within the LCAP that needs to be addressed is goal 3 to increase engagement with all stakeholders and the area within the CSI/School Learning Plan plan that needs to be addressed are the student and teacher needs to support engagement and PD/ for teachers.|Based on educational partner input and local data, SAVA Elk Grove is committed to strengthening engagement with underrepresented families by building on initiatives that create access, voice, and connection. Survey feedback highlights areas of strength in relational trust with staff, but also indicates the need for more consistent engagement and outreach to families of students who are new, credit-deficient, or navigating transitional periods in their academic journey.  To address this, SAVA will deepen its focus on engaging 9th-grade students, seniors, and transfer students through targeted family engagement strategies. These will include enhanced orientation experiences, family workshops, and small-group meetings designed to build personal relationships and ensure families understand graduation requirements, support services, and postsecondary options from the outset.  SAVA will also expand its Career and Technical Education (CTE) outreach by involving families in program showcases, career panels, and field-based experiences that highlight how CTE prepares students for high-demand industries. By connecting these programs to real-world outcomes, we aim to increase relevance and build excitement—particularly for students and families who may not have previously seen college or specific careers as accessible.  Additionally, SAVA will increase opportunities for underrepresented students and their families to participate in field trips, college tours, and dual enrollment information nights. These activities serve as key engagement tools, exposing families to educational pathways and reinforcing a shared vision of success.  Finally, through our Capturing Kids’ Hearts (CKH) framework and expanded multilingual communications, SAVA will continue to foster trust and relational consistency. Our goal is to ensure every family, regardless of background, feels seen, heard, and supported as part of the SAVA community.|At SAVA, parents/guardians are involved from the minute a student enrolls in the program. SAVA enrollment personnel meet with each family and explain the program and also provide a site tour. SAVA staff work diligently to keep parents and guardians informed of their student’s progress and to involve families in any behavior, attendance, and academic intervention meetings that are held. Parents/ guardians are also invited to attend all SST, 504, and IEP meetings. Every parent/ guardian is invited to be a member of their site’s School Site Council/DELAC, which allows them to have an active voice in the direction of the school. Parents/guardians are apprised of their student’s progress on a regular basis; school personnel are in contact with parents/guardians on a weekly basis, at minimum.   Parents are invited to several school events each year, including Orientations, Back to School Night, College and Career Fair, CTE Showcase, Student Appreciation events, and promotion/graduation. Parent workshops are offered to assist families in the financial aid process as well as to share CAASPP assessment information and other relevant topics, as needed.   School site newsletters are mailed home to inform parents of important school dates and events and to celebrate student and school successes. Each site utilizes the ParentSquare application which connects to student and parent emails and phones to communicate regular updates. SAVA also has a website where parents/guardians can access information about all of SAVA’s programs, events and information. Mailers and all-calls are used to inform parents/guardians of important programs, dates and testing information and all standardized test results and report cards are mailed home as well. Parent also have access to their parent portal through Aeries where they can check on student attendance and grades.|In order to be highly effective, SAVA must continue to find ways to reach out to parents, community members and key stakeholders and increase support at school events.|Based on the analysis of educational partner input and local data, SAVA Elk Grove will continue to strengthen partnerships with underrepresented families by expanding personalized and culturally responsive support systems. One key strategy will be the continuation of home visits to ensure direct, relationship-based outreach for families who may not otherwise engage with traditional school events. These visits help build trust, provide opportunities to better understand student needs, and connect families with relevant resources.  SAVA will also reinforce communication equity by ensuring that all families are aware of their right to request interpreters for any school-related meetings. This will be paired with improved multilingual communication and outreach efforts to remove language as a barrier to engagement.  Additionally, through the Community Schools Grant, SAVA is investing in expanded wraparound services focused on mental health, family stabilization, and community resource coordination. These supports will be integrated into the school’s broader intervention systems, with the goal of empowering families to be active collaborators in their students’ academic and personal growth. By reducing access barriers and increasing individualized support, SAVA aims to improve student outcomes through more effective and sustained family-school partnerships.|Based on educational partner input and local data, SAVA Elk Grove continues to demonstrate strong progress in building a culture of shared decision-making and inclusive stakeholder engagement. One key area of strength is the continued growth in family and staff participation in School Site Council (SSC) and District English Learner Advisory Committee (DELAC). We have seen increased interest from parents and guardians in engaging in these decision-making spaces, where they contribute meaningfully to conversations about program strengths, resource allocation, and areas for improvement.  SAVA also ensures that when advisory or input opportunities are offered—whether through family nights, feedback sessions, or focus groups—there is consistent and active participation from families. These events provide critical space for gathering input on school climate, program development, and support services.  Student voice remains a central pillar of our model. Students regularly participate in planning major school events such as graduation and the CTE Showcase. They are actively involved in support meetings like SSTs, 504s, and IEPs, and their feedback influences the design of live classes, clubs, and enrichment activities. Our cohort model includes weekly “community time,” where students are encouraged to share perspectives, advocate for needs, and help shape their learning environment.  SAVA continues to prioritize student mental health and well-being through contracted services that include group counseling and wellness support. These services also help inform how we tailor our intervention and support systems to meet the needs of underrepresented student populations. Overall, SAVA remains committed to cultivating authentic and ongoing engagement from all educational partners in our decision-making processes.|SAVA families will give great input and feedback through targeted advisory groups and phone calls/ zoom. We do need to improve upon the participation in surveys that are sent out out and that require feedback.|SAVA will improve seeking input for decision making of underrepresented families by: •	Targeting parent/guardians of underrepresented families for school advisory groups and decision making •	Send surveys out in multiple languages that represent the SAVA demographic •	Have staff attend targets PD around ELL students and supporting families to effectively engage in decision-making|5|5|4|4|4|4|5|4|4|4|4|4|Met||2026-06-16|2026
34673146112254|Elk Grove Charter Academy|3|The school’s structure for independent study requires all students and their parents/guardians to attend face-to-face meetings upon enrollment and the school’s Master Agreement defines that parents/guardians may be required to attend monthly upon request. EGCA has multiple communication platforms that include email, phone, text. More specifically, Talking Points (a 3rd party communication tool) allows for translation into multiple languages. As a small school site, EGCA teachers and staff are more accessible and the one-on-one nature of independent study allows for greater connection between not only the teacher and student, but also the teacher and parents.|Parent/guardian connection to the school’s information system including the electronic gradebook (Synergy). An area of growth is building a stronger system that helps teachers and staff address not only how to connect, but more importantly when to connect. Improving the school’s MTSS intervention system is an area for improvement. EGCA staff need to increase capacity to perform student intervention and build systems to coordinate interventions between all education partners. In addition, EGCA needs to address low participation in Advisory Council meetings and create a system to more effectively recruit new members.|EGCA continues to provide more activities for students on campus. EGCA offers limited activities on campus as students/families participating in non-classroom-based programs typically do not participate in school wide activities.However, EGCA assigned staff members coordinate/promote activities to all students including underrepresented families. EGCA will work to normalize the use of the Talking Points application for translation for those families who need it and increase communication from all EGCA departments (Admin, Counseling, ISP, Workshop) to build relationships. EGCA will continue to increase connection/log-in to Synergy by all families through standardized protocols and procedures. Greater access to support (ex. tutoring, study hall, 1x1 supports) with multiple delivery options (on-line, in-person, AI) will be aligned to the needs of targeted populations of students who demonstrate the most need.|EGCA’s greatest strength has been consistently rising A-G completion rates. This is due to increased training and awareness among students, parents, and staff. Onboarding processes highlight  A-G completion benefits and provides families with a strong academic foundation. During initial appointments, teachers lead detailed transcript evaluations, course planning, ensuring students understand their academic progress, and completion of master agreement contracts. The EGCA intervention and success planning process is explained. As a hybrid ISP/direct-instruction program, EGCA leverages its small departments and individualized focus to foster deep, long-term relationships between families and educators, ensuring that student outcomes are monitored with precision and care. Our staff’s commitment to consistent communication and academic advocacy reinforces these successes, creating a supportive environment where students are empowered to meet rigorous academic standards.|College and career planning is a primary focus. A-G completion rates have improved; however,  it is too early to determine the impact on college-going rates. EGCA looks to expand partnerships beyond traditional 2- and 4-year pathways to ensure partners are better informed about post-secondary options. We will provide targeted staff training to effectively promote these pathways, ensuring every student has a clear vision for their future. Additionally, we must deepen understanding of A-G requirements and application processes. We will refine schoolwide systems to more proactively identify needs and address them through our support structures, ensuring a comprehensive approach to student post-secondary success. We also intend to strengthen our partnership with local community colleges and industry leaders to provide students with early exposure to college-level and career-oriented experiences, bridging the gap between high school and post-secondary opportunities.|EGCA is committed to increasing access and support for all underrepresented families. Offering flexible delivery options both on-line and in-person. We prioritize accessible communication through the use of TalkingPoints in multiple languages, ensuring schoolwide communications are translated. To serve the English learner community, we are expanding outreach to provide targeted support to EL students and their families to help them navigate programs and services. We are also integrating more personalized, AI-driven tutoring and study hall resources. Our two EL coordinators will lead staff training via a teacher-of-teachers model to better identify and address specific linguistic and cultural needs. Furthermore, EGCA continues to collaborate with district experts to support foster, homeless, and economically disadvantaged students, ensuring all families—regardless of their starting point—have the resources necessary to support improved student outcomes and meaningful engagement.|EGCA conducts weekly staff/department meetings where staff are engaged in decision making activities. Students are engaged in decision making opportunities through a weekly leadership class and monthly principal advisory committee. However, the primary vehicle for student/parent input is through the school’s ISP/advocacy program. Students and parents are able to connect 1x1 with their teacher and provide input on school programs and student progress. Students in grades 7-10 attend a weekly advocacy class and have the ability to provide input on school programs. Lastly, EGCA has a parent/community Advisory Committee that meets quarterly. This committee is primarily responsible for providing input on the school’s various continuous improvement plans.|EGCA’s advisory committee is organized, but partner participation is low. The purpose of the council and format of meetings needs to be addressed to attract more participants and engage families in the schools overall decision-making process. As well, areas for improvement include building stronger connections with new and current families to promote stronger public relations and branding of the school’s programs. Administration needs to improve opportunities for students to engage in leadership opportunities through both formal and informal means. Over the years, EGCA has had inconsistent participation in the Principal’s Student Advisory committee. The development of formal student leadership and government positions would aid in the student involvement in school programs and decisions.|EGCA has small numbers of underrepresented families and students but increasing awareness of decision-making opportunities is needed to improve both their connection with the school and the school’s ability to meet their needs. Specifically in regards to students/parents who are learning English, the school’s English development program would benefit from a focus on not only increased student access to the curriculum/content, but also on parent/guardian access to school programs and services. EGCA has a small number of currently identified EL students, but a large number of redesignated students and parents who are English Learners. Other underrepresented groups (ie. foster, homeless) have small enrollment, but EGCA transient population makes planning and engagement activities difficult. Improving the school’s on-boarding process will assist in greater engagement of underrepresented families.|4|5|4|5|5|4|3|4|3|3|3|3|Met||2026-06-23|2026
34673220000000|Elverta Joint Elementary|3|As a school district, the Elverta Joint Elementary School District (Elverta JESD) keeps a clear vision on our mission and goals that work towards developing and implementing a culture that is welcoming, transparent, and supportive of families. Through open door policies provided by administration, teachers, and staff, families have the opportunities to connect with staff. This relationship building offers an open and collaborative environment that fosters communication and trust.|The Elverta JESD strives to identify and improve in all areas. Additional relationship building opportunities are focused upon and as a staff, we continue to work towards meeting the needs of families and their students. As the district continues to grow, our desire is to become a destination school district that provides value, support, social and emotional growth, and is welcoming to all families.|"The Elverta JESD continues to invest in the relationships between school staff and families. As the Spanish speaking population continues to grow within the district, meetings take place to offer support for the Spanish speaking families. This outreach demonstrates support and a welcoming environment that works to establish a collaborative environment. Also, newsletters, emails, voicemails and ""Red Folders"" that provide English and Spanish versions of communication, go out weekly to families."|The Elverta JESD works to identify opportunities that are specific to building partnerships with staff and families that provide academic and social-emotional supports for students. Administration and instructional staff work together with families to invest into identifying each student's needs for social-emotional and academic growth. Conferences, 1:1 check-ins, and additional supports from staff all work towards meeting student needs and increasing outcomes.|The Elverta JESD strives to identify improvement opportunities in partnering with families for increased student outcomes. To this end, the district invests into each student early on in the school year, the establishment of academic and social-emotional benchmarks. These benchmarks are revisited throughout the school year. Families are brought into to the process with the sharing of information, observations, and intended outcomes that can be achieved with a collaborative approach from staff and families.|As the Elverta JESD continues to grow, the needs of the community change. The staff at the district takes an assertive effort to identify needs of families as they enroll in the district. The district continues to invest in bilingual staff that support the communication process in a welcoming manner. Additionally, opportunities are identified and take place that work towards making productive relationships of caring and understanding towards the underrepresented families. For example, this takes place with townhall meetings for Spanish speaking families and individual meetings that support and encourage communication and meeting the academic and social-emotional needs of students.|The Elverta JESD will work to identify opportunities to accelerate a robust communication, collaborative, and support environment between staff and families. A district-wide open door policy takes place to where educational partners can discuss decision-making and works towards better meeting the needs of all students.|The Elverta JESD has focused on communication home to families that presents an open and willing-to-listen culture. Families are often times welcomed into the classrooms or administrative offices for discussions on ideas, opinions, and identifying opportunities for improvements. The district's goal of increased communication and involvement with families will make the organization better and more represented of the immediate needs of families and the community.|The underrepresented families are a focal point for the staff of the Elverta JESD. Seeking a higher level of understanding of the needs of these families and how the district can better support the students is a cornerstone of the continued success of the district. Being assertive early-on in the school year towards welcoming and meeting with the underrepresented families individually or in small group settings will set a tone of caring, relevance, and trust in wanting to include these families in our district culture and family.|4|5|4|4|4|5|5|4|4|4|4|4|Met||2026-06-17|2026
34673300000000|Folsom-Cordova Unified|3|Strengths: Folsom Cordova Unified School District (FCUSD) has made strong strides in creating meaningful opportunities for family engagement. The district has established inclusive structures such as Parent Summits, School Site Councils (SSC), English Learner Advisory Committees (ELAC), and the District Advisory Committee (DAC), which elevate parent and guardian voice in school decision-making.  In addition, FCUSD hosts multiple *Data Walks* and maintains a robust parent involvement program. The district offered four Parent Summits 2025-2026 school year and monthly family engagement workshops to foster collaborative, trusting relationships among families, school staff, and community partners. These workshops are designed to strengthen knowledge and skills in areas such as family literacy, English as a Second Language (ESL), social-emotional learning, cultural responsiveness, academic supports, and college and career readiness.  To maximize accessibility, workshops are offered in multiple languages, at various times, and in both in-person and virtual formats. Communications are sent out in families’ home languages and shared across diverse platforms—phone, email, text, social media, district websites, and flyers, ensuring a broad and inclusive outreach. Progress: FCUSD has made notable progress in engaging historically underrepresented and marginalized family groups. Recent Parent Summits have been well-received, with feedback reflecting families’ appreciation and a strong desire for continued opportunities to engage through summits and Data Walks. These efforts mark a positive shift toward more authentic, informed, and inclusive family-school partnerships.|FCUSD has made measurable progress in strengthening connections with underrepresented families by increasing outreach efforts and hiring culturally and linguistically diverse staff. These hires help reflect the diversity of our student body and allow for more inclusive communication and support strategies tailored to family needs.  Based on feedback from educational partners and a review of local engagement data, a key area for continued improvement is amplifying the voices of families and students who have experienced adverse educational conditions. FCUSD will address this by expanding opportunities for authentic engagement, including hosting recurring parent summits, facilitating empathy interviews, organizing student fishbowl discussions, and encouraging ongoing participation at school sites. These activities aim to foster mutual trust, elevate lived experiences, and guide equity-driven improvements in family-school relationships.|During the self-reflection process, FCUSD identified the need to strengthen trust and two-way communication with historically underrepresented families. In response, the district will implement the Welcoming Schools Standards to foster inclusive, relationship-centered school cultures.  We will continue direct outreach to families in underserved communities by meeting them in familiar spaces, building trust through consistent presence, and creating opportunities for meaningful participation. This includes expanding efforts such as Parent Summits, English Learner Advisory Committees (ELACs), School Site Councils (SSCs), District Advisory Committees (DACs), and Community Advisory Committees (CACs), ensuring they are accessible, inclusive, and representative.  To support authentic engagement, FCUSD will enhance practices that create psychologically safe environments for open dialogue and exchange of ideas. This includes providing language interpretation, childcare, and culturally responsive facilitation to reduce barriers to participation.  In the upcoming year, we will support school sites in creating systems that actively welcome families, strategically leverage engagement events, and offer trauma-informed, equity-centered professional development. These actions aim to deepen trust across the district.|Strengths: FCUSD continues to promote meaningful collaboration between families and educators by providing minimum days for Parent-Teacher Conferences, enabling in-depth discussions centered on student progress and academic goals. These conferences include translation services, ensuring equitable access for bilingual families.  The implementation of the Community Schools Grant at nine school sites serves as a lever for deepening school-family-community partnerships. This grant brings school and district staff into the community and fosters collaboration with local agencies, enhancing students’ academic and social-emotional outcomes through wraparound supports.   Progress: FCUSD has renewed its focus on strengthening parent participation in School Site Councils (SSC) and English Learner Advisory Committees (ELAC). Efforts this year have included clear communication to both parents and staff about the roles, responsibilities, and purpose of each committee, ensuring that families are empowered as active contributors to school planning and decision-making.|FCUSD is committed to expanding opportunities for students and their families to understand their educational rights and develop advocacy strategies that support academic and social-emotional success. To ensure consistent and effective communication across all school communities, the Categorical Programs team provides translation and partners with the Communications Department to enhance how key information is shared with families.  This collaboration focuses on providing clear, culturally and linguistically responsive messaging that supports families in navigating the educational system and actively engaging in their child’s learning. By aligning efforts across departments, FCUSD aims to foster strong family-school partnerships grounded in shared knowledge and advocacy.|FCUSD is deepening its commitment to equitable family engagement by strengthening meaningful participation in School Site Councils (SSC) and English Learner Advisory Committees (ELAC). These spaces are being used not only to inform but to build trusting relationships and mutual understanding between families and school communities.  To support this work, FCUSD has developed ongoing training opportunities that build the capacity of families and staff to engage collaboratively. These trainings are designed to integrate available resources and equip families with tools to participate actively in school planning and student support efforts.  As part of our broader outreach strategy, the district redesigned its website and social media platforms to ensure families can more easily access key information, events, and district initiatives. In parallel, FCUSD is expanding its partnership network by intentionally collaborating with culturally diverse community-based organizations and district departments. These partnerships are tailored to address the unique needs of underserved and marginalized student groups, including African American students, English Learners, Foster Youth, students experiencing homelessness, LGBTQ+ youth, refugees, and others.|FCUSD seeks the input of families through the use of surveys, Thought Exchanges, Data Walks, and focus group meetings. We have a strong, ongoing commitment to seeking input from families and involving them in the decision-making processes, especially through opportunities to serve on formal and informal site and district committees. In partnership with parent advisory committees (DELAC, DAC), FCUSD has increased opportunities for families to participate in LCAP Data Walk sessions and focus groups, including intentionally partnering with diverse community partners to lead culturally and linguistically responsive input gathering.  Strengths: To reach hard-to-reach families, direct outreach using translated email and text, as well as personal invitations, was used to encourage families to participate in ELAC, DELAC, Parent Summits, DAC, and School Site Council meetings.  Progress: Increased attendance from many stakeholders when provided both in-person and virtual options. Previous barriers, such as transportation and childcare, were among parents' barriers to participation.|Areas of Focus: Increase opportunities for families to become engaged through targeted outreach and recruitment for participation in the School Site Council, District Advisory Committee, ELAC, and DELAC. We are looking forward to expanding and designing family engagement plans to better support schools and departments.|Improve:  Focused outreach and creating space for equity-focused dialogue.  Bridge resources and have staff go to parents. Provide data and create opportunities to show the progress their students have made.  Identify with families what they think works, what doesn't, and what next steps make sense.  This upcoming school year, we will continue to create opportunities for families, school staff, and district departments to collaborate on designing, planning, implementing, and evaluating family engagement plans for the school year. We will be providing opportunities for families to learn about the importance of being engaged in site and district-level decision-making, as well as providing workshops and training for families to learn more and join various decision-making committees. Lastly, we will be working closely with our schools and departments to help evaluate current family engagement practices and determine ways to level up their offerings to better support students and families while also providing multiple opportunities to seek input and involve families in decision-making.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-18|2026
34673300106757|Folsom Cordova K-8 Community Charter|3|Building strong school staff and families relationships continues to be a strength for FCCC. The staff and teachers at FCCC work closely with families to build trusting relationships and partner with families to support their child's academic and socio-emotional progress. The 2025-26 annual parent survey responses indicate an overall high level of parent satisfaction with the school, family communication, school safety, staff and family engagement.|Based on educational partner input and the responses to the 2025-26 parent survey compared to the previous school year survey, FCCC staff and teachers have made good progress in continuously building relationships between staff and families to overall satisfaction of 93%.  FCCC staff and teachers improved in all areas of the parent survey and in particular the two of last year's focus goals; on how they inform all parents of their child's academic progress and their grade level academic standards improved by 16% to 96% satisfaction. FCCC also improved on last year's focus goal of improving teacher availability to help students by 13% to 93%.|Based on educational partner input and the self-reflection process, FCCC will improve engagement of underrepresented families by continuing to make personal connections, in-person invitations to join the school advisory council, and inviting underrepresented families to attend Meet & Greets with other families and the Principal.|FCCC Staff and Families work together closely to identify student learning needs and create lessons and assignments to meet student learning outcomes. This is a strength of the homeschool program.|Based on educational partner input and the 2025-26 parent survey responses, one area of improvement is in informing parents about their child's progress and/or concerns. Another area for continued improvement is in increasing assessment participation rates.|Based on educational partner input and the 2025-26 parent survey responses, one area of improvement for engaging underrepresented families, is early communication, identification and intervention for underrepresented families and students.|FCCC Staff and Teachers continuously seek input from educational partners through one-on-one conversations, weekly family newsletter, regular invitations to attend and participate in the school advisory council, and through the bi-weekly family meetings conducted between the teacher, student and parents. This is a strength of our program.|Based on educational partner input and the 2025-26 parent survey responses, one area of improvement is in increasing frequency and regularity of in-person Meet & Greets to provide a regular forum for families for informal input on decision-making.|Based on educational partner input and the 2025-26 parent survey responses, one area of improvement is for improving engagement of underrepresented families in decision-making, is to continuously invite underrepresented families to provide input and perspective on upcoming decisions.|5|5|5|4|5|5|5|5|5|5|5|5|Met||2026-06-18|2026
34673300142208|New Pacific Charter - Rancho Cordova|3|According to the most recent LCAP parent survey, 78% of respondents reported overall satisfaction with the school. Additionally, 76% felt well-informed when making decisions related to their child’s education, 73% agreed that New Pacific Charter Rancho Cordova is meeting their child’s learning needs, and 86% felt the school communicates regularly and effectively.   NPC-RC continues to utilize a robust Parent-Teacher Organization (PTO), which has played an active role in organizing and supporting a variety of school events, further strengthening school-community engagement.|New Pacific Charter Rancho Cordova places great significance on receiving feedback from our educational partners, recognizing its crucial role in our planning and decision-making processes. To establish a foundation of trust and respect from the very first day of school, the NPC-RC staff is focused on building strong and meaningful relationships. NPC-RC strives to actively engage with parents and students, gaining valuable insights into each family's unique culture, as well as their academic and socio-emotional goals for their children. To ensure effective communication and documentation, teachers diligently maintain a family communication log, where detailed notes are recorded for future reference. Based on feedback from educational partners NPC-RC expanded its use of social media by implementing Parent Square for the 2024-2025 school year. This allowed parents greater access to information regarding school events and meetings and clarified the decision-making process. The continued use of the Kelvin survey tool allows efficient surveys of students, parents, and staff and provides the school with the opportunity to address questions and concerns several times during the school year. NPC-RC l maintains an active website and Facebook page, serving as essential platforms for transparent and timely communication with our families. We firmly believe in accessibility and provide all families with the means to contact their teachers and school administration through email, text, and phone, ensuring open lines of communication at all times.|We plan to improve our engagement of underrepresented families by first understanding their hopes and aspirations for their children at our school. Classroom teachers will be seeking to understand this perspective and designing opportunities to engage these families.|According to the most recent LCAP parent survey, 78% of respondents reported overall satisfaction with the school. Additionally, 76% felt well-informed when making decisions related to their child’s education, 73% agreed that New Pacific Charter Rancho Cordova is meeting their child’s learning needs, and 86% felt the school communicates regularly and effectively.|New Pacific Rancho Cordova is committed to strengthening partnerships that support positive student outcomes. The school will continue efforts to increase stakeholder satisfaction, enhance communication among all members of the school community, and offer parent training workshops designed to equip families with the tools to support their scholars beyond the classroom. Additionally, NPC-RC remains dedicated to addressing the social-emotional learning (SEL) needs of its students as a foundational element of its educational approach.|We plan to collaborate with parents to discuss and first understand the academic outcomes and academic goals of their students. Second, we will build a plan with the families to support their students in those specific academic areas.|The school provided multiple opportunities and methods for families to communicate their thoughts about the school and sought their opinions for the school decision making process through LPAC surveys, PAC meetings, and informal events.|Based on feedback from educational partners, NPC-RC will continue to utilize Parent Square for the 2026–2027 school year. This platform has enhanced parent access to information about school events, meetings, and the overall decision-making process. The continued use of the Kelvin survey tool allows NPC-RC to efficiently gather input from students, parents, and staff, providing multiple opportunities throughout the year to identify and address emerging questions and concerns. NPC-RC remains committed to improving stakeholder engagement in decision-making by actively incorporating feedback from the Parent Advisory Council (PAC) and English Learners Advisory Committee (ELAC). In addition, the school is increasing the number of informal stakeholder events to create more opportunities for open dialogue between families, staff, and administration.|NPC-RC wants to personally seek out the input of underrepresented families at the school.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-08|2026
34673480000000|Galt Joint Union Elementary|3|"GJUESD utilizes the California School Parent Survey, (CSPS) to provide data to help foster better parental involvement, one of the required priorities of Local Control and Accountability Plans (LCAP), and to bring parent voice into the school improvement process. The survey aims to raise awareness of how well the school is doing in its parent involvement efforts and what are the needs and concerns of parents that the school should address.  2026 Survey Indicators: 49% Percent of parents surveyed district-wide reported ""Strongly Agree"": Parents feel welcome to participate at this school (Goal of 50%) 47% Percent of parents surveyed district-wide reported ""Strongly Agree"": Promotion of parental involvement (Goal of 50%)  Communication with parents about school: 89% Percent of parents survey district-wide reported ""Agree or Strongly Agree"": Teachers responsive to child’s social and emotional needs 76% Percent of parents survey district-wide reported ""Agree or Strongly Agree"": School provides parents with advice and resources to support my child’s social and emotional needs Current strengths district-wide in the area of Building Relationships Between School Staff and Families include: -Every school has a Social Worker or Counselor that performs daily outreach and home visits for students and families. -Bilingual Community Outreach Assistants and Bilingual Community Outreach Coordinator has supported communication at all schools. -Every school site includes bilingual office staff to welcome families upon arrival to the office. -Grades PreK-8 meet with parents for individual conferences one or more times per year. -All communications are sent home in both English and Spanish. Interpreters are provided at all parent meetings. -The District and individual school site websites are available in multiple languages. -The District supports the funding of a full time School Resource Officer dedicated to its schools. The resource officer promotes safe positive safe school environment; meeting with parents and students. -Bilingual staff are available at each school to support great family engagement and increase two-way communication between teachers and parents. -Family engagement activities are implemented at all sites: School Picnics, Literacy Nights, Science Nights, Math Nights, Back-to School Nights, Open House, Fall -Festivals, Movie Nights, Color Runs, etc. -Parent Advisory Committee meetings offered over Zoom to accommodate families schedule and childcare needs. -The Superintendent provides monthly newsletter and district updates. -GJUESD participation at local community events."|The District’s focus area is to continue building staff capacity to better understand and value each family’s strengths, cultures, languages, and goals for their children while strengthening communication practices that foster meaningful parent involvement and participation, particularly at the middle school level.|Representation and participation of underrepresented families in district wide advisory committees (DAC, DELAC and SpEd PAC) is an area of relative strength for the district.  To improve engagement of underrepresented families in Building Relationships Between School Staff and Families, the District will continue to improve the outreach to families by: -Utilizing bilingual assistants, bilingual staff and the Bilingual Community Outreach Coordinator to provide interpretation and translation at parent meetings/events -Have an outreach table at school and community events -Making personal phone calls to families for attendance at parent advisory committee meetings -Maintain the School Readiness parent center at Fairsite with resources and services -Provide parent education classes in English and Spanish: nutrition series, english classes, wellness groups -District wide newsletters and frequently scheduled reminders. -Offer virtual meeting options|"2026 California School Parent Survey Results:  50% Of parents surveyed reported they ""Strongly Agree"": Teachers communicate with parents about what students are expected to learn in class. (Goal is 50%) 54% Of parents surveyed reported they ""Strongly Agree"": School keeps me well-informed about school activities. (Goal is 50%)  Current strengths district-wide in the area of Building Partnerships for Student Outcomes include: -ParentVUE in the District's student information system for parents to have daily access to student progress. -Technology trainings and live tech support for students and parents. -Parent Advisory Committees at the site and district levels (ELAC/DELAC, DAC, Migrant PAC, Special Education PAC, Preschool Advisory); Parent leadership meetings-School Site Council. -Student Advisory Committee at McCaffrey Middle School: Bulldog Senate -The examination of state and local data are presented at the site and district stakeholder meetings. -Bilingual Community Outreach Coordinator to strengthen services for our migrant families. -Parent education classes offered through the School Readiness Center. -Site based Student Study Team meetings. -Parent-Teacher Conferences held at least once per year."|The focus area for the District to improve is to continue developing staff capacity by providing additional professional learning to teachers and principals to improve their schools’ capacity to partner with families. The role of the Bilingual Community Outreach Coordinator, counselors and social workers is being expanded to provide support to families afterschool, into the evenings and through home visits.|Representation and participation of underrepresented families in district wide advisory committees (DAC, DELAC and SpEd PAC) is an area of relative strength for the district.  To improve engagement of underrepresented families in Building Relationships Between School Staff and Families, the District will continue to improve the outreach to families by: -Utilizing bilingual assistants, bilingual staff and the Bilingual Community Outreach Coordinator to provide interpretation and translation at parent meetings/events -Have an outreach table at school and community events -Making personal phone calls to families for attendance at parent advisory committee meetings -Maintain the School Readiness parent center at Fairsite with resources and services -Provide parent education classes in English and Spanish: nutrition series, english classes, wellness groups -District wide newsletters and frequently scheduled reminders. -Offer virtual meeting options|"2026 California School Parent Survey Results:  Indicator identified as an area of strength: 48% of parents surveyed district wide reported ""Strongly Agree"" : School encourages me to be an active partner  Indicators identified the following area of improvement needed: 36% of parents surveyed reported ""Strongly Agree"": School actively seeks the input of parents before making important decisions.  Current strengths in the area of Seeking Input for Decision Making include: -Numerous Stakeholder Feedback sessions annually provide direction and feedback for the district to incorporate into the LCAP; sessions are presented in English and Spanish. -LCAP Feedback opportunities are provided to families through district Blackboard message on multiple occasions. -Numerous parent advisory groups include: District Advisory Committee (DAC), District English Learner Advisory Committee (DELAC), School Site Council (SSC), English Learner Advisory Committee. (ELAC), Special Education Parent Advisory Committee(PAC). Parents actively play a role in the decision-making process at the site and district levels. The groups include information shared in English and Spanish. -Principals and teachers attend the District Advisory Committee meetings with parent representatives from each site. -LCAP progress updates and the examination of state and local data are included in quarterly District Advisory Committee (DAC) and District English Learner Advisory Committee (DELAC) meetings. -The annual CalSCHLS survey is conducted with families to provide feedback in the following areas: Parent engagement, Communication, Facilities and School Safety. -Principals actively work alongside their Parent Clubs at each site to plan, design and implement a wide variety of family engagement activities. -Dual Language Immersion Program parent meetings held annually."|The focus area for the District to improve is to continue encouraging school district administration to engage more families to provide input on policies and site decision-making processes. Increasing the number of families that participate in the English Learner Advisory Committees at schools will provide parents a greater voice. Increasing the informal parent- principal meetings or special school-wide events will also keep parents better informed and more able to participate in the decision making process.|Representation and participation of underrepresented families in district wide advisory committees (DAC, DELAC and SpEd PAC) is an area of relative strength for the district.  To improve engagement of underrepresented families in Building Relationships Between School Staff and Families, the District will continue to improve the outreach to families by: -Utilizing bilingual assistants, bilingual staff and the Bilingual Community Outreach Coordinator to provide interpretation and translation at parent meetings/events -Have an outreach table at school and community events -Making personal phone calls to families for attendance at parent advisory committee meetings -Maintain the School Readiness parent center at Fairsite with resources and services -Provide parent education classes in English and Spanish: nutrition series, english classes, wellness groups -District wide newsletters and frequently scheduled reminders. -Offer virtual meeting options|4|5|4|5|4|4|5|5|5|5|5|5|Met||2026-06-17|2026
34673550000000|Galt Joint Union High|3|The District has been utilizing ParentSquare and text messaging through our 8X8 phone system as the primary means to send and receive communications between school and families. Families and staff have embraced these platforms over the past few years and use them frequently (Over 3500 users on a regular basis). Additionally, this year, the Superintendent and Director of Ed. Services conducted 9 in person LCAP feedback meetings with parents and students, with plans to implement this event at all feeder districts in 2026-267 school year and beyond.  District Cabinet members including the Superintendent are intentionally more visible at school events and meetings, and for the first time in 10 years, Math, Language Arts and English Learner teacher articulation meetings with the 4 feeder districts occurred. The Superintendent also started a bi weekly District update sent out via Parent Square|The District seeks to strengthen and improve communications with Hispanic families.  Based on the need for improvement in this area, the District will now ensure our Spanish speaking families are also receiving messaging from the District as ParentSquare can provide a translated message  (5% of our students are English Learners in the District). On the 2026 GJUHSD Panorama survey which was sent out via ParentSquare, there was an overall increase in favorable responses to parent engagement compared to the last two years. Additionally, our English Learner coordinators make personal phone calls to parents before DELAC meetings encouraging them to attend. In 2025-26 the parent participation at DELAC meeting tripled from the first meeting of the year to the last meeting in May due to that fact that the District held DELAC meetings prior to the Hispanic parenting group meetings conducted by our Transition Partnership Program coordinator. The Panorama survey data has also revealed that our African American/Black families are not satisfied with various issues in the District which also makes these concerns a priority for improvement on the part of GJUHSD.|The 2024-25  Panorama Survey indicated that 56% of parents responded favorably to the question, “The school values the diversity of students’ backgrounds?”  While 65% of parents responded favorably to “Given your child’s cultural background, how good a fit is his/her school?” Both of these scores are up substantially from the year before. The District is making a concerted effort to raise these percentage points even higher by continuing to provide parents more access to school events and meeting by consistently providing interpreters, dinner and childcare to the extent possible. The Panorama survey also reveals that our multi-race families and students responded with the lowest favorable scores on school fit topics which signals to the District that more outreach to these members of our community is vital. Also, personal outreach by staff to underrepresented families  by way of phone calls, texts, home visits and counseling meetings is also increasing in order to make families of our underrepresented and unduplicated students feel more welcome.|Educational Partners appreciate that every school in the District provides after school tutoring, conducted by our own staff members 4 days a week. Tutors provide support in all subject matter disciplines. Also, further strengths include the fact that our teachers  monitor student progress via PowerSchool and Canvas and notify families through these platforms or by email or phone  when students are behind or struggling in the course. Parents and teachers can request a parent teacher conference before or after school and have an administrator present if so desired. The District also has a strong counseling staff, and support staff that is available to  reach out to families about student progress and attendance which may include home visits as needed. We also have specific staff to support Foster and Homeless youth, Students with Disabilities, English Learners and Migrant students. Our Multi-Tiered systems of Support Team at each site meets weekly to review the needs of “at risk” students and reaches out the families of these students to discuss supports and/or differentiated placements for students in order to optimize student outcomes.|Analysis of educational partner feedback and local data indicates that the District needs to improve in the area of too many bus route cancellations, the need for consistent discipline and grading policies across schools, common assessments and providing a more welcoming atmosphere for our English Learners and Multi-race families at all schools and events. The District is also reaching out to community partners to align community interests with the District's student outcomes for college and career.|Based on self-reflection from the feedback of families, students and staff, the District will seek to improve engagement of underrepresented families by implementing additional outreach via personal invitations to parents of unduplicated students to join the District English Learner Advisory Committee, the District Advisory Committee, and school site events. Our Multi-race families are at a lower population percentage in the District, but appear to be the most disenfranchised, which calls out the need for the District to offer more focused attention for these families. Additionally, the District has done extensive review of discipline policies and implemented a Positive Behavioral Interventions and Support initiative that created incentives for students to earn  positive grades and attendance in order to increase their sense of belonging and to create a more positive climate on  each campus. Suspension Rates are at an all time low across the district including each school showing lower suspension rates. District notifications will be always disseminated in a bilingual format, and our Transportation Services department will be actively recruiting for more substitute school bus drivers, an more community awareness are slated for school year 2026-2027.|Hearing the voices from our education partners is a priority for the District. Not only do we actively recruit parents for the District Advisory committee and District English Learner Advisory committee, but each of our school sites also have a School Site Council which identify student needs and areas for improvement for the school, and the members also participate in the creation/revision of the Single Plan for Student Achievement.  There are also strong parent and community advisory committees in the District  for the Agriculture Career Technical Education pathway, the STEM/Engineering pathway and Sports Medicine Pathway at our comprehensive high schools. From this point going forward, the District also regularly seeks input from parents of students at out feeder elementary districts, along with our teacher committees (calendar, master scheduling, English Learners, AVID, VAPA), the Panorama Survey results, and annual student focus groups.|The District needs to continue to encourage and recruit parents to be involved in parent groups and  to volunteer for school events. The most recent Panorama survey indicated that only 2% of parents volunteer at their child’s school throughout the year. This means that the current parents who are involved are most likely on multiple committees and provide the majority of the family input on District decision making. Conducting more phone calls, emails, and ParentSquare communications along with the District being out and  more visible at community events will help the District increase parent engagement overall.|Specific efforts will be made to encourage underrepresented families to participate on committees and advisory groups. Efforts may include home visits, offering surveys at community-wide events such as the local Galt Flea Market, Saturday Market, and providing translation/interpretation at school events. Also, providing all School and District communications in Spanish will also help us to reach out and seek more input from underrepresented families.|3|4|5|5|3|4|4|3|4|4|4|4|Met||2026-06-25|2026
34674130000000|River Delta Joint Unified|3|Based on educational partner feedback and local data, River Delta Unified School District continues to demonstrate strong relationships between school staff, students, and families. The district provides numerous opportunities for families to engage in their children’s education and participate in the school community. Family engagement opportunities during the 2025–26 school year included School Readiness Home Visits, services through the First 5 Family Resource Center, Migrant Education Parent Advisory Council meetings and conferences, Family Education Nights, Family Arena Nights, Senior Parent Nights, and Financial Aid Information and Assistance Nights. School sites also hosted informal family engagement events, such as “Donuts for Grown-Ups,” which provided opportunities for families to build relationships with school staff and administrators in a welcoming environment. The district continued its commitment to elevating student voice by conducting student listening sessions at the high school level for the second consecutive year. These sessions provided students with meaningful opportunities to share their perspectives on school climate, academic programs, and student supports. Feedback from these listening sessions has become an important component of the district’s continuous improvement process and complements input received from families and staff. Another strength of the district is the emphasis placed on celebrating student success and creating opportunities for families to connect with schools. Each school site hosts a variety of events throughout the year that recognize student achievement and participation, including awards ceremonies, seasonal performances, athletic events, and other school celebrations. These events strengthen the connection between families and schools while fostering a sense of belonging and pride within the school community. While attendance at LCAP educational partner engagement meetings remained strong during the 2025–26 school year, participation was somewhat lower than the previous year. The district will continue to explore additional strategies to increase family participation and ensure that the voices of students, families, and staff continue to inform district decision-making and improvement efforts.|Based on educational partner feedback and local data, River Delta Unified School District has identified strengthening two-way communication and increasing meaningful family engagement as key areas for improvement. While the district offers numerous opportunities for families to participate in school and district activities, feedback from educational partners indicates a need to further expand opportunities for families to share their perspectives and engage in collaborative problem-solving with school staff. The district continues to gather feedback through multiple avenues, including the California Healthy Kids Survey, California School Staff Survey, California Parent Survey, student listening sessions, LCAP engagement meetings, ELAC/DLAC, School Site Council meetings, Parent Advisory Committee meetings, and Board of Trustees meetings. These data sources provide valuable insight into the experiences and needs of students, families, and staff and help inform district improvement efforts. A continued focus area for River Delta Unified School District is ensuring that communication with families is timely, responsive, and solutions-oriented. During the 2026–27 school year, the district will continue to provide training and support for staff focused on effective family engagement practices, customer service, and relationship-building strategies that foster trust and collaboration. Staff development will emphasize proactive communication, active listening, and maintaining a solution-focused approach when addressing family concerns.|Based on the self-reflection process, educational partner feedback, and local data, River Delta Unified School District recognizes the importance of increasing engagement and representation of families whose voices have historically been underrepresented in district decision-making processes. The district is committed to ensuring that all families, particularly those of unduplicated pupils, including English learners, low-income students, foster youth, and migrant families, have meaningful opportunities to participate in their children's education and contribute to district and school improvement efforts. During the 2026–27 school year, the district will continue to utilize multiple communication methods, including ParentSquare, phone calls, text messages, paper flyers, social media, and direct personal outreach by staff to ensure families receive information in accessible and culturally responsive ways. The district will also continue to invite families to participate in ELAC/DLAC, School Site Council, Parent Advisory Committee, LCAP engagement meetings, and other governance and advisory groups. To strengthen engagement with underrepresented families, the district will partner closely with its Family Liaison to develop and implement new outreach strategies specifically designed to increase participation among unduplicated pupil populations. These efforts will focus on building relationships, identifying barriers to participation, and gathering feedback regarding the supports, resources, and opportunities families believe would best meet their needs. The district will use this information to improve family engagement practices and ensure that programs and services are responsive to the priorities of the community.|RDUSD will continue to build partnerships with families to help them be a strong support for their students. Based on California Schools Parent Survey data 90% of respondents report being well informed about school activities, 77% report having attended a school or class event, 47% have attended a general school meeting, 55% have participated in school fundraising, and 49% have participated in a parent organization. Only 25% of parents report serving on a school committee. Additionally, 76% of parents have received information about what their student is expected to learn, and 91% of parents report that the adults at the school care about the students. Ninety-one percent of elementary parents reported that the participated in a parent teacher conference, 79% of middle school parents participated in a parent teacher conference while only 47% high school parents have met with a counselor. In RDUSD at the middle and high school levels schools offer arena style conferencing and these data are not collected on the California Healthy Kids survey suite. Based on these data RDUSD parent participate at a high level in many activities that directly benefit their student and the greater school community.|Currently the community is able to participate in dialog at District Language Acquisition Committee meetings (DLAC), site English Language Acquisition meetings (ELAC), Migrant Education Parent Advisory Counsel (MPAC), School Site Counsel (SSC) meetings and Board of Trustee meetings. Families participating in our Migrant PAC continue to expressed interest in having training on how to use technology and how to use parental controls. The Board of Trustees regularly interacts in dialog with their constituents and receives public input at every School Board meeting. We will focus on leveraging our internal systems to better publicize opportunities for dialog and provide information to parents on the impact and importance of committee participation. In the most recent CAL Schools survey 84% of parents report feeling encouraged by the school to partner with them and 85% of parents report feeling welcome at the school.|The district remains committed to engaging families through ELAC, DLAC, School Site Council, Parent Advisory Committee, Migrant Parent Advisory Committee (MPAC), and other stakeholder groups. To address the unique geographic challenges faced by many families in our rural district, River Delta Unified School District will continue to offer both in-person and virtual participation options to increase accessibility and remove barriers to engagement. The district will also continue to provide Spanish translation and interpretation services to ensure that families can fully participate in meetings and decision-making processes. During the 2025–26 school year, despite uncertainty surrounding federal funding, the district remained committed to supporting migrant students and families by maintaining an active Migrant Parent Advisory Committee. District staff worked closely with migrant parent leaders to strengthen family engagement, build leadership capacity, and ensure that migrant family voices remained an important part of district planning and decision-making. These efforts contributed to the successful return of the district's Migrant Summer Program, providing additional academic support and enrichment opportunities for students. In addition, the district continues to expand learning opportunities for unduplicated pupil populations through summer intervention and enrichment services offered through the Expanded Learning Opportunities Program (ELOP). By working collaboratively with families to identify student needs and by providing multiple pathways for engagement, River Delta Unified School District seeks to strengthen partnerships that support improved academic outcomes, attendance, engagement, and overall student success. During the 2026–27 school year, the district will continue to work with its Family Liaison and parent leadership groups to develop new strategies for engaging underrepresented families, identifying barriers to participation, and ensuring that family input directly informs programs and services designed to improve student outcomes.|RDUSD is effectively using technology tools to gather stakeholder input for decision making. The district continues to facilitate hybrid Board of Trustee meetings to allow community members to view the meetings where they are most comfortable. Twenty-twopercent of parents responding to the California Schools Parent Survey report serving on a school committee. Sixty-four percent of parents reported that the school seeks input about important decisions. The average number of school governance opportunities offered at each site is 11, the district average is 16 (Board Meetings and LCAP sessions). RDUSD continues to gather community input offering engagement opportunities such as our District English Language Advisory Committee meeting, English Language Advisory meetings, Meet the Principal events, Migrant Education Parent Advisory Council, Site Council meetings, and LCAP community input sessions.|Based on educational partner feedback and local data, RDUSD has identified increasing participation in decision-making processes as an area for continued improvement. While the district provides multiple opportunities for students, families, staff, and community members to share input, participation levels vary across engagement activities and stakeholder groups. Feedback indicates that surveys remain one of the most accessible and preferred methods for gathering input; however, response rates continue to be inconsistent, limiting the district’s ability to fully capture the perspectives of all educational partners. During the 2026–27 school year, RDUSD will continue to utilize surveys, advisory committees, public meetings, student listening sessions, and community engagement events to gather feedback on district initiatives and priorities. The district will focus on improving participation by leveraging ParentSquare, social media, district websites, direct outreach, and other communication systems to better publicize opportunities for involvement and increase awareness of how stakeholder input influences district decisions. The district will also work to strengthen the connection between participation and outcomes by providing educational partners with regular updates on how their feedback has informed planning, programs, and resource allocation decisions. By closing the feedback loop and demonstrating the impact of stakeholder engagement, RDUSD seeks to increase trust and encourage greater participation in future decision-making opportunities.|Based on the self-reflection process, educational partner feedback, and local data, RDUSD recognizes the importance of increasing participation from families whose voices have historically been underrepresented in district and school decision-making processes. The district remains committed to ensuring that the perspectives of English learner families, low-income families, migrant families, foster youth caregivers, and other underrepresented groups are included in the development, implementation, and evaluation of district programs and services.  During the 2026–27 school year, the district will continue to actively recruit and encourage participation from underrepresented families through ELAC, DLAC, School Site Councils, the Parent Advisory Committee, the Migrant Parent Advisory Committee, LCAP engagement meetings, and other stakeholder groups. School and district leaders will leverage established relationships with families and utilize direct outreach strategies, including personal invitations, phone calls, text messages, ParentSquare communications, social media, and community events, to increase participation and representation.  To address barriers related to geography, transportation, work schedules, and family obligations, the district will continue to offer both in-person and virtual participation options whenever possible. Meetings and engagement opportunities will be scheduled at times that are accessible to families, and translation and interpretation services will be provided to ensure meaningful participation for multilingual families. The district will also work closely with its Family Liaison and parent leadership groups to identify additional strategies for engaging families who have not traditionally participated in decision-making opportunities. These efforts will focus on understanding barriers to engagement, building trust, and creating more welcoming and responsive opportunities for families to provide input. Feedback gathered from these efforts will be used to inform district priorities, resource allocation, and program development.  Additionally, the RDUSD Board of Trustees will continue its practice of holding meetings at different school sites throughout the district to increase accessibility and provide community members across the district's geographically diverse service area with opportunities to engage directly with district leadership. Through these combined efforts, the district seeks to ensure that decision-making processes reflect the diverse experiences, needs, and perspectives of all families served by RDUSD.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-23|2026
34674130114660|Delta Elementary Charter|3|Consistent Parent Square messages, Coyote Den Digest, Coffee With Principal, Parent-Teacher Conferences, Meet & Greet, Back to School Night, PTC events, Treats with PTC, Treats on Bus A Stop and ELAC.|Communication of dates on Parent Square and Discipline Committee meetings.|Providing information digitally, paper, and through social media to help all families get access to information about school events and parent meetings.|i Ready diagnostic three times a year, Parent-Teacher Conferences, open door/accessible, PBL Signature Nights, art/music performances.|Independent Study, After School tutoring and clubs|New parent surveys after all IEPs for feedback and improvement|PTC Committees, parent-teacher communication|Send survey to parents about regarding best time to attend committee meetings.|Ensure that all documents are translated and provided in multiple formats (digital, paper). Invite members of ELAC to Parent Advisory Committee Meetings.|5|4|3|4|3|4|4|4|4|4|4|5|Met||2026-06-22|2026
34674210000000|Robla Elementary|3|Robla School District is striving to provide an environment where parents and families feel welcome. We understand that parents play a vital role in their child's education. We provide a number of services to parents to involve them actively in their child's education and to provide them with the knowledge and understanding they need to support their child. We have been successful in engaging parents in discussions on understanding the challenging state academic standards, state and local academic assessments and how to monitor their child's progress through yearly, in-person parent conferences. We have expanded our parent/family outreach by growing our family events.  Each school site holds at least 5 parent events throughout the school year, welcoming parents to be a part of the school community. In addition, all sites are participating in the California Community Schools Partnership Program. The addition of Community School Liaisons has allowed us to expand our outreach and support for our students and their families.|We are committed to expanding our capacity for building relationships between school staff and families. Robla is working to transform how we interact with parents, specifically interacting with families of underrepresented students. We have embarked on a comprehensive professional learning plan for all staff with the goal of building a better response and understanding of our communities’ colors, cultures, and belief systems. We continue to work with educational partners to provide professional learning for all district staff on identifying cultural barriers and racial bias, building cultural understanding and identifying inequities. We have also expanded our outreach to parents in the area of mental health and social-emotional learning.|As a district we will continue to strive to provide highly qualified personnel that are also representative of the community that we serve. We are proud to have several bilingual employees working in all aspects of the district which helps build our capacity for regular communication with our families. We work with local educational partners to bring the existence of the Robla School District to the public and to potential personnel. We will continue to provide parent dinners that celebrate prominent cultural groups within our community as well as expand our staff's knowledge and understanding of diverse cultural and ethnic backgrounds through curricular materials, celebration events and integration into our art and music curriculum. We are expanding the parent professional learning events we offer to include more opportunities for the parents of students with disabilities and to address the social emotional needs of students and families.|Robla School District administered the Kelvin Education Parent-School Relationship Survey. The parent survey measured school climate, school safety and how well the district engages with parents. Ninety-four percent of parents responded favorably in regards to their perceptions of the overall social and learning climate of the school. Ninety-one percent of the parents responded favorably on their perceptions of student physical and psychological safety at school. This is a 8% increase from the prior year.|The Robla School District is committed to the implementation of Positive Behavior Intervention & Support (PBIS) district wide. The broad purpose of Positive Behavior Intervention & Support (PBIS) is to improve the effectiveness, efficiency, and equity of schools and other agencies. It improves social, emotional, and academic outcomes for all students, including students with disabilities and students from underrepresented groups. In 2025, Main Ave. received the Platinum status of recognition and Taylor St. received Gold status. We continue our work with district staff on cultural sensitivity and awareness in an effort to build a culturally responsive environment for our students and their families. We continue to strive to make our school campuses inviting and welcoming to all parents and guardians. The utilization of bilingual community outreach assistants, technological resources that provide translation to all school communications, social media to highlight positive school experiences and introduction to staff are all ways in which we are working to break down barriers and to promote a positive environment for parents and staff alike.|The Robla School District takes every effort to ensure that all families, no matter their home language, racial or ethnic background, feel welcome and supported. The district utilizes a yearly parent survey as well as a Parent Advisory Committee, District English Learner Advisory Committee and site parent committee meetings to seek input for providing other reasonable support for parent/guardian activities as parent/guardians shall request. We welcome and encourage family participation in our decision making process. We continually seek parent and staff input on ways to increase parent and family engagement in participating in decision making bodies. Community outreach assistants and bilingual personnel are an integral piece of providing outreach and support to our families and helping us to bridge language barriers so all students and families can be a part of our community engagement.|The Robla School District currently operates an active District Parent Advisory Committee and District English Language Advisory Committee. We hold at least three community events and invite our educational partners to participate on district level decision making committees at both the district and site level. We utilize our Title I Parent Meeting and Back to School Night events to inform parents of their right and opportunity to participate on these committees. We also utilize our parent communication portal, Parent Square, and social media to keep parents abreast of school and district events. We utilize these platforms to invite our educational partners to committee convening’s as well as distribute flyers. All communication is translated into Spanish, Russian and Hmong. In an effort to seek input and participate in decision making, each school site conducts a parent survey on school climate, school safety and barriers to engagement each academic year with the opportunity for participants to write in comments and give feedback.|Parent survey data tells us that 92% of families feel a connection to their child’s school as well as 92% feeling they have a relationship with the school personnel. In response to analysis of educational partner input and local data collected, the Robla School District has determined that flexibility in setting meeting days and times could help increase family engagement. Additionally, we will work to provide more opportunities for childcare or engagement of children in family activities to promote participation and a family focus. We will continue to focus our efforts on bridging cultural barriers and providing positive school experiences for our community which we see as essential in bridging social and cultural gaps.|We will continue to provide outreach to our community through positive school experiences: site based family events, parent empowerment dinners, the walking club and through our Community School grant activities and Community School liaison. The district will partner with community based organizations such as the Sacramento Food Bank and Elica, to provide resources to our families. The inclusion of community outreach and bilingual outreach personnel has been an effective program for addressing underrepresented families. We will continue to seek opportunities to expand in this area.|4|4|4|5|5|4|4|5|5|5|5|5|Met||2026-06-25|2026
34674210132019|Paseo Grande Charter|3|A defining strength of our school is the collaborative relationship we cultivate with families and educational partners to promote student achievement and overall program success. We maintain consistent two-way communication through newsletters, recognition events, parent-teacher conferences, weekly student check-ins, focus groups, and ongoing staff collaboration. Students and families are supported by a comprehensive network that includes Academic Advisers, credentialed teachers, counselors, and Community and Parent Liaisons, along with regular communication highlighting available community resources. Families and mentors are encouraged to engage in six-week advisory meetings and quarterly English Learner and Parent Advisory Town Halls, where their perspectives directly inform school decisions. In addition to these structured opportunities, staff maintain frequent contact with families through text and virtual meetings. Celebrating student perseverance and achievement remains central to our culture, reinforcing the strength of a connected and supportive school community.|During the school year, staff leaves of absence and the transition to a new communication platform disrupted the consistency of schoolwide messaging. As systems were adjusted, some families experienced uneven communication. In addition, participation in advisory committees and town halls has not yet met our goals. Moving forward, we are strengthening internal communication protocols, refining outreach processes, and implementing targeted strategies to increase meaningful family engagement.|Ensuring equitable representation in feedback and decision-making remains a priority. Current engagement levels do not fully mirror the diversity of our families. In response, we are enhancing direct outreach to underrepresented groups, increasing access to interpretation services, refining culturally responsive communication strategies, and providing varied meeting times and formats to encourage broader participation.|A core strength of our program is the comprehensive, wraparound support we provide to students and families. Counselors connect students to services such as Hazel Health, Care Solace, college readiness workshops, and the HOPE Program for pregnant and parenting teens. Community liaisons link families to local resources, and tutors offer targeted academic support to strengthen skills and confidence. Educational partners consistently value the positive impact these coordinated supports have on student achievement.|As our program expands and new team members join, we are prioritizing sustained professional development to maintain consistency in student support services. Training efforts will emphasize clear referral protocols, comprehensive awareness of resources, and strong relationship-based approaches to ensure every student receives equitable and coordinated support.|Our commitment to growth is reinforced by the success stories of underrepresented students and parents (most of our student population). Many students who entered our program after repeated challenges in core classes have achieved academic success and rebuilt their confidence. Their progress underscores the effectiveness of strong family partnerships, intentional support systems, and sustained professional learning.|Participation in ELAC, PAC, parent focus groups, and annual surveys has increased, generating meaningful feedback that shapes school priorities. Higher attendance at advisory meetings reflects a growing and active family voice. Parents frequently identify strong communication and consistent support as key distinctions of our program.|With continued growth, we are prioritizing stronger systems for seeking and incorporating stakeholder voice into school decisions. Although advisory meetings, surveys, and forums are in place, participation and awareness can be further strengthened. We are enhancing communication, increasing intentional outreach, and building more accessible opportunities for input to ensure decisions reflect the perspectives of our full school community.|While multiple feedback structures are in place, participation does not yet fully reflect the diversity of our community. We are strengthening targeted outreach, refining communication about advisory opportunities, and creating clearer, more accessible pathways for input to ensure all voices meaningfully inform school improvement efforts. We will also track data on underrepresented groups to monitor participation trends and elicit more engagement from these groups.|4|4|4|4|5|4|4|4|4|4|4|4|Met||2026-05-29|2026
34674210137950|Marconi Learning Academy|3|Marconi Learning Academy (MLA) has consistently demonstrated a strong commitment to fostering positive, enduring relationships with families and the broader community. Building connections with educational partners has long been a priority, reflected in initiatives such as the Parent Advisory Committee, English Learner Advisory Committee, Parent-Teacher Conferences, student and family celebrations, and weekly updates through the Data + Design system. These efforts ensure that families feel closely connected to both the school and their child’s academic progress. The effectiveness of these strategies is evident in both engagement and feedback. Annual surveys indicate that 100% of parents feel the school is safe, 100% feel connected to the school and satisfied with their child’s progress, and 100% report that communication from the school is clear and effective a. Additional feedback from engagement events reinforces these findings, with parents noting that staff genuinely care about students’ social and academic well-being, value parent input, and provide timely communication and resources to support student success. Families also appreciate that their children are treated with respect and receive a high-quality education that prepares them for life beyond graduation. Through these sustained practices, MLA demonstrates both progress and strength in cultivating trusting, collaborative relationships between school staff and families.|Participation and engagement from educational partners at MLA have grown significantly, as reflected in strong attendance at school meetings, events, and activities. However, the school recognizes that some parents are still unable to attend due to scheduling or other challenges. To address this, MLA has adjusted event schedules throughout the year, offering sessions at different times to ensure accessibility for all families. Survey feedback indicates increased participation at PAC and ELAC meetings, with more parents recognizing the value of effective, two-way communication using accessible language. The school remains committed to continually gathering meaningful feedback, as parent input is essential to ongoing school improvement. While parent involvement in their students’ education has increased, some families still find aspects of the school program complex, including attendance requirements, credit completion, policies, and the roles of parents and students. To address this, MLA has enhanced the onboarding process for new students and maintains ongoing communication to support the academic and socio-emotional needs of all students. Additionally, the school prioritizes clear, two-way communication and ensures staff availability during school hours, allowing families and students consistent access to support and opportunities to fully engage with all aspects of the program.|MLA staff recognize the diverse needs of our community, particularly those of underrepresented families, and are committed to ensuring these families are fully included in school activities and decision-making. To enhance engagement, staff provide translation services for all communications and personally reach out to families in their preferred language, helping them feel valued, welcomed, and comfortable within the school community. The school offers multiple participation opportunities, both in-person and virtually, as well as workshops and classes tailored to the interests and needs of educational partners. Targeted outreach, including personal calls to families in special populations, ensures additional avenues for involvement and supports meaningful engagement. By expanding access and implementing these inclusive communication strategies, MLA aims to strengthen connections with underrepresented families, enabling them to actively participate and positively impact their child’s educational experience.|A key strength of MLA is our diverse and knowledgeable staff, dedicated to meeting the unique needs of every student. From enrollment, staff assess students’ academic levels and develop individualized programs to support growth, providing access to tutors, counselors, and retention specialists as needed. Staff maintain consistent communication with families through multiple channels including email, text, and social media to keep parents informed and involved in their child’s education. Feedback from educational partners highlights the school’s welcoming environment, flexibility, and responsiveness in supporting both students and families. Students and parents benefit from live instructional support, weekly progress updates, and access to a variety of academic tools and resources. School survey data show that parents greatly appreciate these outreach efforts, especially during periods of academic challenge or disengagement. MLA will continue to build on these strengths, evolving practices based on ongoing feedback from educational partners to strengthen partnerships that promote student success.|Data analysis and feedback indicate that MLA aims to increase engagement of underrepresented families and students in small group instruction, counseling sessions, workforce partner workshops, and mental health/social-emotional services. Expanding access and participation in these programs will strengthen relationships between students, families, and the school, while supporting academic growth and overall student success. Targeted outreach, clear communication, and culturally responsive practices will ensure that all families, especially those historically underrepresented, can actively participate and benefit from these opportunities.|A key focus for MLA is increasing engagement with underrepresented families. While parents consistently express confidence in the services and support provided to students, the school recognizes the need to continually strengthen these partnerships. MLA is committed to ensuring that all families have equitable access to programs and resources, providing targeted outreach, clear communication, and culturally responsive support to help students thrive academically and socially throughout their educational journey.|MLA has demonstrated flexibility and responsiveness in engaging educational partners, consistently offering meetings at times that best accommodate parents, which has resulted in increased attendance and engagement. A key strength lies MLA’s ongoing efforts to gather input from families and provide opportunities for feedback. While parent participation in meetings and events has been strong, the school recognizes the need to further involve families in the planning and implementation of programs. To address this, staff are participating in professional development focused on effectively connecting with families, eliciting meaningful feedback, and making collaborative decisions. Moving forward, MLA remains committed to expanding these efforts, identifying topics of interest, and strengthening strategies that encourage family input in decision-making, ensuring all voices are heard and valued.|MLA is committed to increasing engagement of underrepresented families in school decision-making. Personalized outreach, including phone calls in families’ primary language (such as Spanish), will continue to invite participation in key events like ELAC and LCAP Educational Partner meetings. Relevant documents will be translated, and live translation will be available during meetings to ensure accessibility. Additionally, the school will offer workshops and classes tailored to parents’ interests to further encourage meaningful participation. With the addition of staff, including paraprofessionals, retention specialists, and counselors, MLA can provide more support and actively engage additional families in the school community. Annual survey data show that parents appreciate opportunities to provide input and participate in school events. Moving forward, MLA will continue expanding inclusive strategies to ensure all families, especially those underrepresented, have multiple avenues to share feedback and contribute to decision-making.|At MLA, we recognize that underrepresented families, particularly Spanish-speaking families, require accessible communication and support. To address this, we will hire certified bilingual staff and actively recruit community members to join our team. When staffing capacity is insufficient, we will collaborate with external organizations to ensure families continue to receive high-quality support and opportunities to engage in school decision-making. Recent local survey data indicate that 97% of parents and guardians feel the school encourages their participation and input in activities, events, workshops, and meetings. To build on this, MLA remains committed to fostering engagement through PAC and ELAC meetings, student recognition events, open houses, back-to-school nights, and parent-teacher-student conferences, providing multiple opportunities for meaningful participation in school decisions.|5|5|4|5|4|4|4|4|4|4|4|4|Met||2026-05-29|2026
34674210140178|New Hope Charter|3|As we work with intentionality, we continue to see significant increases in parent engagement and involvement during our first five years of operation .  NHCS has worked to build relational trust with each student and family. We are very pleased with the growth in the level of family engagement and in-person communication that took place this year, but we strive to increase our collaboration with families.  We successfully held several ??Parent Engagement Workshops that provided families with a rich evening of learning about how to support their scholars both in academics and through cyber safety. We continue to communicate with families in multiple ways to meet the needs of all our families. While we are happy with the increasing levels of communication. One area of improvement that we implemented is a new communication platform that increases two-way communication between school and families. Equally exciting for 2025-26 was our implementation of student-led parent/teacher conferences. With approximately 96% of all families engaging in both the Fall and Spring Student-Led Conferences, the home-school communication and collaboration was strengthened dramatically.|Next year, we will again focus on increasing our attendance for families at the various events throughout the year, inclusive of our Parent Engagement Workshops, as well as our School Site Council (SSC) and English Learner Advisory Committee (ELAC), and Student-Led Conferences.  We know the importance of high engagement and the impact it has on each student’s academic performance and sense of belonging at school.|Improving the engagement of underrepresented families in our school is crucial for building strong relationships and fostering a supportive educational environment. For the school year 2026-27, we will continue to focus our efforts on Culturally Responsive Communication.  This will include more intention around language accessibility for our families. We will ensure that all communication materials, including newsletters, emails, school websites, and text messaging are available in multiple languages spoken by the diverse families in our school community. This continues to help non-English-speaking parents or guardians feel more included and informed. Additionally, we will include more personalized outreach. This will look like tailored communication strategies to meet the needs and preferences of individual families. Some parents may prefer face-to-face meetings, while others may prefer digital communication. By adapting our approach, we can make parents feel more valued and heard.|As we continue to build upon successes of this year in ensuring our families feel welcomed and involved in the school community, we heard from staff and families to continue our focus on establishing Family Engagement Committees and focus on our School Site Council and English Learner Advisory Committee.  By forming committees of parents, educators, and community members to collaborate on strategies and activities to increase family engagement allows families to provide insights into the unique needs of families and can help create a welcoming and inclusive school environment.|Next year, we will continue our focus on increasing our attendance for families at the various events throughout the year, inclusive of our Parent Engagement Workshops, as well as our School Site Council (SSC) and English Learner Advisory Committee (ELAC), and Student-Led Conferences.  We know the importance of high engagement and the impact it has on each student's academic performance and sense of belonging at school. In addition to focusing on building greater attendance at our family events and meetings, we will increase our focus during the SSC and ELAC meetings on student academic data and include more opportunities for viewing and interpreting data, while also creating enough space for families and school leadership to discuss strategies for improvement.|Improving the engagement of underrepresented families in our school is crucial for building strong relationships and fostering a supportive educational environment. For the school year 2026-27, we will focus our efforts on Culturally Responsive Communication.  This will include more intention around language accessibility for our families. We will ensure that all communication materials, including newsletters, emails, and school websites, are available in multiple languages spoken by the diverse families in our school community. This will help non-English-speaking parents or guardians feel more included and informed. Additionally, we will include more personalized outreach.  This will look like tailored communication strategies to meet the needs and preferences of individual families. Some parents prefer face-to-face meetings, while others may prefer digital communication. By adapting our approach, we can make parents feel more valued and heard.|New Hope Charter School’s leadership team has created a timeline to address the development and implementation of the 2024-2027 LCAP and to ensure all educational partners have the opportunity to engage in the development process of 2026-27 LCAP. Our LCAP serves as our primary planning document and outlines our school’s goals, strategies, and budget, and including our educational partners in this process remains our focus to ensure all families are included in the decision making process. The process has been designed to allow time for each advisory group (parent/community, advisory councils, English learner committee, special education advisors, teachers, principal, administrators and students) to provide input, review and approve the plan. This timeline includes a scheduled public hearing at least 30 days prior to the regular Board Meeting in which the Board of Directors adopts the LCAP and school budget.|Next year, we will continue to focus on increasing our attendance for families at the various events throughout the year, inclusive of our Parent Engagement Workshops, as well as our School Site Council (SSC) and English Learner Advisory Committee (ELAC).  We know the importance of high engagement and the impact it has on each student’s academic performance and sense of belonging at school. In addition to focusing on building greater attendance at our family events and meetings, we will increase our focus during the SSC and ELAC meetings on student academic data and include more opportunities for viewing and interpreting data, while also creating enough space for families to provide their input and feedback and school leadership to discuss strategies for improvement.|Improving the engagement of underrepresented families in our school is crucial for building strong relationships and fostering a supportive educational environment. For the school year 2026-27, we will focus our efforts on Culturally Responsive Communication.  This will include more intention around language accessibility for our families. We will ensure that all communication materials, including newsletters, emails, and school websites, are available in multiple languages spoken by the diverse families in our school community. This will help non-English-speaking parents or guardians feel more included and informed. Additionally, we will include more personalized outreach.  This will look like tailored communication strategies to meet the needs and preferences of individual families. Some parents prefer face-to-face meetings, while others may prefer digital communication. By adapting our approach, we can make parents feel more valued and heard.|5|5|5|5|5|5|5|5|5|4|5|4|Met||2026-06-22|2026
34674390000000|Sacramento City Unified|3|SCUSD strives to build the capacity of both school staff and families to develop positive relationships and collaboratively support the success of students. A number of ongoing district efforts reflect strengths in this area. The district’s Parent Teacher Home Visits (PTHV) is a model program that, beginning in 1998 as a pilot project, catalyzed the growth of a national network. There are now approximately 40 schools participating in PTHV. This research-based practice aligns to other SCUSD efforts to address chronic absenteeism, improve academic performance, and shift mindsets of both staff and families. Visits are voluntary on the part of staff and families and staff are provided training and compensated for their time. More information about the program can be found at pthvp.org. SCUSD launched a parent feedback survey in 2024-25 to increase understanding of parent perspective after receive a Parent Teacher Home Visit. We also increased focus on transitional visits between segments to support students in families in transition from elementary to middle school. An educator survey is planned for 2025-26 to monitor educator outcomes and experiences in partnership with the National PTHV Organization.|While the above strengths are important to note, the district is aware that significant improvement is needed in this area. A focal area for improvement is the systematizing and scaling of efforts that are currently operating in isolation or in the early stages. At the school site level, administrators, staff, and parents need to be collectively supported in identifying key needs in the area of relationship building and translating these needs into actionable goals. These goals in turn need to be aligned to specific, district-supported strategies that will be effective in improving the quality of the overall relationship building on a district-wide scale. Opportunities to address this focus include multiple school site leadership structures such as School Site Councils, Parent Teacher Associations, and English Learner Advisory Committees. To increase the effectivity of any efforts in this area, SCUSD staff can benefit from additional parent engagement training. An ongoing challenge in this area is the limited time in which professional development can be provided and the multiple forms of professional development of high priority.|To improve the engagement of underrepresented families the efforts at systematizing and scaling must take into account the specific needs of student/family groups. These needs might include translation, location/format of after school events, and efforts of staff that span multiple school sites. Individual school sites must balance the dual demands of districtwide initiatives with the specific needs assessed/identified in their local context. The FACE Department increased engagement opportunities by increasing the number of workshops, community outreach events, and family engagement activities.|SCUSD’s Family and Community Empowerment team works in partnership with various departments to provide parents/guardians an array of tools and resources to support student learning. Efforts are aligned with other district initiatives in the areas of SEL, Bullying Prevention, and Positive Attendance to ensure a holistic perspective in addressing student outcomes. In addition to the success of the PTHV program, there are several areas the district would like to highlight as strengths. The Parent Empowerment Pathway (PEP) Program is a site-based series of workshops. Key topics in the series include the core aspects of the educational system and factors that lead towards developing the skills to become leaders within their school community. Another strength of the district is the range of events/opportunities to educate and connect parents/guardians to community and post K-12 resources. The Parent Information Exchange brings together monthly parents, SCUSD staff, community organizations, and community-based partners to share and discuss programs/services available for families.|Efforts to build and engage in partnership with parents/guardians for student outcomes have yielded successes, but significant room for improvement had been indicated. To increase and improve communication about the available partnership, engagement, and support opportunities, FACE focused department efforts to ensure that messaging from the district and school site levels was accessible to all. As result, many SCUSD departments and programs work with the FACE department to create parent friendly, understandable materials and messaging in predominant languages with easy to understand visuals. Site are provided individual support by FACE staff to identify and address specific parent engagement opportunities/activities in their parent engagement policies and other school plans. FACE supports district departments and parent advisory committees through outreach, workgroup participation and trainings. Examples include the Local Control and Accountability Plan Parent Advisory Committee (LCAP PAC), Community Advisory Committee (CAC), District English Learner Advisory Committee (DELAC), site-based English Learner Advisory Committees (ELACs), School Site Council (SSC) trainings, and Scholarship Committee.|A key improvement in engaging underrepresented families will be increased and improved outreach/communication. This will ensure that underrepresented families can be fully included in capacity building opportunities and partnerships for improved student outcomes. FACE maintains ongoing contact and relationships with our SCUSD families through personal phone calls, parent chats, emails and texts. These prove invaluable in identifying areas of need and challenge, so that FACE could provide appropriate and timely supports and referrals. Weekly parent workshops (PEP) provide increased connection by creating a network of parent-to-parent contact and support. Additionally, in 2024-25, a large scale effort was made by FACE to increase access and enrollment in the Parent Square and Infinite Campus communication networks.|SCUSD highly values stakeholder input when making program decisions and considers the voice of parents/guardians to be critical within this process. A strength of the district is the ongoing effort to broaden and deepen the range of opportunities parents/guardians have to providing input toward decision- making. All school sites operate formal School Site Councils (SSCs) and, where required, ELACs. The district maintains active groups including the LCAP PAC, DELAC, and CAC that acts in an advisory capacity to the Special Education Local Plan Area (SELPA). Task Forces have been commissioned specific to identified issues or student groups. In 2017-18, the Graduation Task Force was created to study the impacts of low graduation rates on the Sacramento community and develop recommendations for improvement. In 2018-19, The African American Achievement Task Force (AAATF) was commissioned to create recommendations to significantly improve the student achievement and social emotional outcomes for African American students in SCUSD K-12. This taskforce is now a districtwide Black/African American Advisory Board (B/AAAB).|Though many opportunities exist for building capacity and directly engaging in decision-making, there is always room for improvement. Focal areas for improvement include: providing additional parent trainings specific to the work of SCUSD advisory committees at both the site and district level and ongoing collaboration with Community Based Organizations (CBOs) to increase outreach and engagement when seeking input.|In both of the above areas (training and collaboration with CBOs), an additional emphasis must be placed on outreach to, inclusion of, and capacity building for parents/guardians of underrepresented and marginalized families. Highlighting CBOs that currently work with and have connections to underrepresented student groups will increase the district’s ability to engage these families in the decision- making process. Focusing trainings to groups that represent school sites with high numbers of underrepresented groups will increase the capacity of such groups to engage in critical decision-making that impacts their students.|5|4|5|4|4|5|4|4|4|4|4|4|Met||2026-06-18|2026
34674390101048|St. HOPE Public School 7|3|We have established many activities that encourage families to come on campus and really be a part of the PS7 family. These include events such as: Summer Orientation for all families, Back to School Night, Fall and Spring Parent/Student/Teacher Conferences, and events such as Literacy Night, award ceremonies, and promotion ceremonies. These events are well attended. Based on the 2025-26 parent/guardian survey, 90% of middle school parents/guardians and 90% of elementary parents/guardians feel that PS7 provides a welcoming environment for all families in the community (agree/strongly agree to the statement).  In addition, we communicate with families regularly and through a variety of methods such as: email/text blasts, ClassDoJo, auto-calls, weekly communication packets, online grades and attendance via the school’s student information system, and parent-teacher conferences. 80% of middle school parents/guardians and 87% of elementary parents/guardians feel that the school communicates frequently and consistently, 80% of middle school parents/guardians and 82% of elementary parents/guardians feel that their scholar’s teachers communicate frequently and consistently, and 90% of middle school parents/guardians and 87% of elementary parents/guardians feel that expectations for academics and behavior are communicated clearly.  We continue to utilize the Dragon’s Closet we added in 2023-24 , a program to provide scholars with resources to ensure they have what they need to attend school.  Through Dragon’s Closet, scholars are able to get school and hygiene supplies and even do laundry.|In reviewing the LCAP/SPSA, the SSC reported that we do a good job of planning and holding engagement events throughout the school year.  The SSC did note that teachers would like more time with families in formal conferences throughout the year and that new teachers/staff could use support in working with families.  We are planning to provide tools for parenting, working with their scholars and more, as well as engage more parent/guardian volunteers and active community members on campus.|To improve engagement of underrepresented families, We will improve on existing strategies by: - Continuing to utilize the school’s Homeless Liaison to engage homeless families and implement more options for identifying homeless youth, - Engaging staff and teachers in working with homeless youth through professional development, - Providing translations of key documents and working to implement more translations as necessary and requested (i.e., the parent survey), - Engaging teachers in English Learner development through professional development, - Holding online or phone meetings with families that are not able to participate in-person for a variety of reasons. - Providing more protected time for teachers and staff to communicate proactively with families, intervene early, and coordinate support around individual scholar needs.|We focus on partnering with families to support positive scholar outcomes. We frequently and consistently communicate with parents via a number of methods and offer multiple opportunities for regular parent engagement including parent-teacher conferences and on-campus events such as Back to School Night.  Part of this is giving parents the tools to support their scholar’s learning and development at home.  93% of middle school parents/guardians and 92% of elementary parents/guardians feel that the school offers multiple opportunities for teachers to meet with families and scholars to discuss progress and ways to work together for student success.  Teachers receive professional development on analyzing data, making data-driven decisions and utilizing this information directly with scholars, but also when communicating with parents on areas of strength and development.  Every year, PS7 teachers receive professional development about the importance of communicating strengths and areas of growth with families and how to build relationships with students and families.    PS7 teachers have also received specific PD around how to create strong relationships with families and on parent/guardian communication methods.  This is revisited throughout the year, and practiced with managers.|To continue to build partnerships for student outcomes we will continue multiple modes of communication with families, whether en masse or to address individual scholar needs.  Professional development on working with families will continue to be a focus as will addressing the challenges of communication such as finding ways to work with families that have difficulty meeting in-person or need translations to facilitate communication.|To improve engagement of underrepresented families, we will build on existing strategies by: - Continuing to utilize the school’s Homeless Liaison to engage homeless scholars, - Engaging staff and teachers in working with homeless youth through professional development, - Engaging teachers in EL development through professional development, - Meeting with teachers, staff, administrators, scholars and parents/guardians to target specific scholar challenges in behavior, attendance and academics. - Holding online or phone meetings with families that are not able to participate in-person for a variety of reasons. - Providing more protected time for teachers and staff to communicate proactively with families, intervene early, and coordinate support around individual scholar needs.|We have an active School Site Council (SSC) that meets regularly and actively participates in a variety of activities aimed at assisting the school in making decisions regarding the school.  This group serves as the primary means for input from a variety of educational partners including administrators, staff, teachers, parents/guardians and students.  The SSC regularly looks at school data and outcomes as it reviews policies (i.e., the Parent Involvement Policy) and planning tools (i.e., the LCAP/SPSA) towards improving scholar and school success.  The SSC also serves as the schools DELAC/ELAC (District/English Learner Advisory Council) as necessary to ensure English Learner families are represented in school site review and planning.|We have an active School Site Council (SSC) that meets regularly and actively participates in a variety of activities aimed at assisting the school in making decisions regarding the school.  This group serves as the primary means for input from a variety of educational partners including administrators, staff, teachers, parents/guardians and students.  The SSC regularly looks at school data and outcomes as it reviews policies (i.e., the Parent Involvement Policy) and planning tools (i.e., the LCAP/SPSA) towards improving scholar and school success.  The SSC also serves as the schools DELAC/ELAC (District/English Learner Advisory Council) as necessary to ensure English Learner families are represented in school site review and planning.|To improve engagement of underrepresented families, we will build on existing strategies by: Continuing to utilize the school’s Homeless Liaison to engage homeless scholars, - Engaging staff and teachers in working with homeless youth through professional development, - Engaging teachers in EL development through professional development, - Meeting with teachers, staff, administrators, scholars and parents/guardians to target specific scholar challenges in behavior, attendance and academics. - Holding online or phone meetings with families that are not able to participate in-person for a variety of reasons. - Translating more documents for families that do not speak English. - Adding a Director of Student Services position so we have direct oversight and can expand upon the offerings we provide to our families.|5|5|4|4|4|5|5|4|4|4|4|4|Met||2026-06-25|2026
34674390101295|Sol Aureus College Preparatory|3|SACPREP's current strengths in building relationships between school staff and families appear to be a strong, shared school culture, clear communication, and a collaborative climate among staff, which supports more consistent and positive family engagement. Staff also reported that school leadership communicates effectively with the entire school community and that the school culture is respectful and inclusive, suggesting progress in creating trust and partnership with families.|SACPREP’s focus areas for improvement in Building Relationships Between School Staff and Families are to increase parent involvement on campus, expand social and cultural events, and offer more family workshops after school and on Saturdays. These priorities would help deepen family participation, broaden access for working families, and create more opportunities for meaningful two-way relationships between staff and families.|SACPPREP will improve engagement of underrepresented families by using targeted outreach strategies, such as community events, workshops, and information sessions designed around families’ needs and preferences. SACPREP will also designate a family liaison at each site to serve as a bridge between underrepresented families and school staff, helping improve communication, address concerns, and build trust.|SACPREP has made steady progress in building partnerships that support student outcomes, with staff and families connected through school orientation, shared expectations, and regular communication. Current strengths include relationship-building practices that help families understand school policies and how to work with staff to support learning, along with professional development that helps teachers better support student outcomes.|SACPREP's focus areas for improvement in Building Partnerships for Student Outcomes are to expand workshops and training for parents, guardians, educational partners, and advocates so families have more tools to support student learning at home. SACPREP also appears to be strengthening school-to-home communication and making partnership opportunities more accessible so families can more consistently engage in ways that improve student outcomes.|SACPREP will improve engagement of underrepresented families by increasing direct, personalized outreach and making communication more accessible and welcoming. This can include using bilingual or translated communication, reaching families through multiple formats and times, and connecting them with school staff, counselors, or other trusted personnel who can help address concerns and invite participation.|SACPREP’s current strengths in Seeking Input for Decision-Making are a strong culture of collaboration, open communication, and shared responsibility among staff, which provides a solid foundation for gathering and using stakeholder input. Staff responses also suggest that the school already has structures for teamwork and discussion, showing progress toward more inclusive decision-making practices.|SACPREP's focus areas for improvement in Seeking Input for Decision-Making are to create more structured and consistent ways to gather family and staff input before decisions are made and to ensure that input is actually reflected in school planning and site-level decisions. Another likely improvement area is expanding outreach so underrepresented families and less frequently engaged stakeholders have more opportunities to share feedback and participate in decision-making processes.|SACPREP will improve engagement of underrepresented families by using more consistent and accessible outreach so families have meaningful opportunities to share input. This includes communicating through multiple channels, offering translation or other supports as needed, and making sure families are invited into surveys, meetings, and other decision-making opportunities in ways that fit their schedules and needs.|5|5|5|5|4|4|4|4|4|4|4|4|Met||2026-06-30|2026
34674390101881|Sacramento New Technology Early College High|3|New Tech's current strengths and progress in building relationships between school staff and families can be highlighted through several key areas:  1. Effective Communication: New Tech has established multiple communication channels, ensuring that parents and families are regularly updated on their children's progress and school events. This includes newsletters, emails, parent-teacher conferences, and social media updates. The accessibility and transparency of information have been well-received by parents.  2. Inclusive School Culture: The school fosters an inclusive culture where all families feel welcomed and valued. Events and activities that celebrate diverse cultures and backgrounds are regularly organized, promoting a sense of community and belonging among students and their families.  3. Parental Involvement Programs: New Tech actively encourages and facilitates parental involvement through various programs and initiatives. Workshops, volunteer opportunities, and parent advisory councils are some ways in which parents can engage with the school and contribute to its development.  4. Responsive Support Systems: The school has put in place responsive support systems to address the needs and concerns of families promptly. Dedicated staff members are available to assist with academic, social, and emotional issues, ensuring that parents feel supported and heard.  5. Collaborative Decision-Making: New Tech involves its teachers, students, parents and community members in the decision-making process, particularly on issues that directly impact students. This collaborative approach has strengthened trust and partnership between the school and families.  6. Positive Feedback Loop: Regular feedback from parents and the community is solicited and acted upon. This ongoing dialogue helps the school to continuously improve its practices and maintain a positive relationship with families.  These strengths illustrate New Tech's commitment to building and maintaining strong, positive relationships between school staff and families, contributing to a supportive and cohesive school environment.|New Tech's focus areas for improvement in building relationships between school staff and our underrepresented families can be summarized as follows:  1. Culturally Responsive Communication: Enhancing communication strategies to be more culturally responsive and tailored to the unique needs and preferences of underrepresented families. This includes training staff to understand and effectively engage with cultural nuances.  2. Increased Representation and Inclusion: Actively working to increase representation of underrepresented families in school activities, decision-making processes, and leadership roles. This involves creating more opportunities for parents of underrepresented students to participate and ensuring their voices are heard and valued.  3. Targeted Outreach Programs: Implementing targeted outreach programs aimed at engaging underrepresented families, addressing barriers to involvement, and providing support resources specific to their needs. This may include community liaisons, support groups, and educational workshops.  4. Building Trust and Collaboration: Focusing on building trust and collaboration through consistent and meaningful engagement with underrepresented families. This involves listening to their concerns, addressing issues promptly, and creating a welcoming and inclusive school environment.  5. Professional Development for Staff: Providing ongoing professional development for school staff on cultural competency, anti-racism, and effective family engagement practices. This ensures that all staff members are equipped to build strong, respectful relationships with students of underrepresented families.  These focus areas reflect the LEA’s commitment to improving relationships with students of underrepresented families, fostering an inclusive community, and ensuring equitable support for all students.|New Tech plans to improve the engagement of underrepresented families, as identified during the self-reflection process, through the following strategies:  1. Enhanced Communication Channels: Develop more inclusive and accessible communication methods tailored to the needs of underrepresented families. This includes multilingual resources, user-friendly platforms, and regular updates to ensure all families are well-informed and can easily participate.  2. Cultural Competency Training: Provide ongoing cultural competency training for staff to better understand and address the unique needs of diverse families. This training will help staff build stronger, more respectful relationships with underrepresented communities.  3. Targeted Outreach Programs: Implement targeted outreach initiatives to actively involve underrepresented families in school activities and decision-making processes. These initiatives may include home visits, community events, and partnerships with local organizations to build trust and engagement.  4. Parent Advisory Councils: Establish parent advisory councils that specifically include representatives from underrepresented groups. These councils will provide a platform for these families to voice their concerns, share their perspectives, and contribute to school policies and programs.  5. Resource and Support Centers: Create resource and support centers within the school that offer assistance with language barriers, educational resources, and other needs specific to underrepresented families. These centers will act as a hub for family engagement and support.  6. Feedback Mechanisms: Develop robust feedback mechanisms to continuously gather input from underrepresented families. Regular surveys, focus groups, and open forums will be used to understand their experiences and improve engagement efforts based on their feedback.  By implementing these strategies, New Tech aims to foster a more inclusive environment that actively engages and supports underrepresented families, ensuring their voices are heard and valued in the school community.|New Tech's current strengths and progress in building partnerships for student outcomes can be summarized as follows:  1. Strong Community and Industry Connections 2. Collaborative Learning Environment 3. Family and Community Involvement 4. Supportive Student Services 5. Innovative Use of Technology 6. Positive Feedback from Stakeholders  These strengths demonstrate New Tech's commitment to building and maintaining effective partnerships that contribute to the academic, social, and emotional success of its students.|New Tech’s focus areas for improvement in building partnerships for student outcomes include:  1. Expanding Industry Partnerships 2. Enhanced Family Engagement 3. Strengthening Higher Education Connections 4. Improving Communication and Collaboration 5. Resource Allocation and Support 6. Evaluating Partnership Impact By focusing on these areas, New Tech aims to strengthen its partnerships, thereby enhancing student learning experiences and outcomes.|New Tech will improve the engagement of underrepresented families in building partnerships for student outcomes through the following strategies:  1. Culturally Relevant Outreach Programs 2. Inclusive Communication Strategies 3. Family Liaison Roles 4. Partnership Advisory Committees 5. Flexible Involvement Opportunities 6. Empowerment and Capacity Building 7. Continuous Feedback and Improvement By implementing these strategies, New Tech aims to create a more inclusive and participatory environment where underrepresented families feel valued and empowered to contribute to student outcomes through strong partnerships.|New Tech's current strengths and progress in seeking input for decision-making include:  1. Inclusive Decision-Making Processes: New Tech has established inclusive processes that actively involve a wide range of stakeholders, including students, parents, teachers, and community members, in decision-making. This approach ensures diverse perspectives are considered.  2. Regular Feedback Mechanisms: The school regularly solicits feedback through surveys, focus groups, and suggestion boxes. These mechanisms provide ongoing opportunities for stakeholders to share their insights and concerns.  3. Transparent Communication: New Tech maintains transparency in its decision-making processes by clearly communicating how input is gathered and used. This transparency builds trust and encourages more stakeholders to participate.  4. Parent and Community Councils: The school has established parent and community advisory councils that meet regularly to discuss school policies, programs, and initiatives. These councils provide a structured platform for stakeholders to contribute to school decisions.  5. Student Voice Initiatives: New Tech actively promotes student voice initiatives, such as student councils and leadership programs, allowing students to have a direct impact on school decisions and policies.  6. Effective Use of Technology: The school leverages digital tools and platforms to facilitate communication and gather input efficiently. Online surveys, virtual meetings, and digital suggestion boxes make it easier for stakeholders to participate.  These strengths demonstrate New Tech’s commitment to fostering a collaborative environment where input from all stakeholders is valued and integrated into the decision-making process.|New Tech's focus areas for improvement in seeking input for decision-making include:  1. Enhanced Outreach to Underrepresented Groups 2. Improved Feedback Loops 3. Increased Transparency 4. Utilizing Advanced Analytics 5. Expanding Participation Platforms 6. Regular Stakeholder Training By focusing on these areas, New Tech aims to enhance the inclusivity, effectiveness, and transparency of its decision-making processes, ensuring that all stakeholders have a meaningful impact on school policies and initiatives.|New Tech will improve the engagement of underrepresented families in seeking input for decision-making through the following strategies:  1. Targeted Outreach Initiatives 2. Culturally Relevant Communication 3. Flexible Participation Options 4. Family Liaisons and Advocates 5. Inclusive Advisory Committees 6. Capacity Building Workshops 7. Regular Feedback Mechanisms By implementing these strategies, New Tech aims to create a more inclusive environment where underrepresented families feel valued and empowered to actively participate in the decision-making process.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-18|2026
34674390101899|George Washington Carver School of Arts and Science|3||||||||||||||||||||||Not Met|||2026
34674390101907|The MET|3|Teachers receive professional development on analyzing data and making data-driven decisions and utilize this information directly with scholars, but also when communicating with parents on areas of strength and development.|Overall, the LEA's focus areas for improvement in building relationships between school staff and families revolve around communication, outreach and engagement, cultural competence, parental involvement in education, and providing family support services. By prioritizing these areas, the LEA aims to create a more collaborative and inclusive educational environment that promotes student success and well-being.|The goal is to ensure that these families feel valued, respected, and included in their student's education, leading to improved academic outcomes and overall student success.|The Met focuses on partnering with families to support positive scholar outcomes. The school frequently and consistently communicates with parents via a number of methods and offers multiple opportunities for regular parent engagement including parent-teacher conferences and on-campus events such as Back to School Night. In addition, families receive regular communication from teachers and the school, particularly during exhibitions, to close out each quarter. Part of this is giving parents the tools to support their scholar’s learning and development at home. Teachers receive professional development on analyzing data and making data-driven decisions and utilize this information directly with scholars, but also when communicating with parents on areas of strength and development.|Parent and Family Engagement: Recognizing the crucial role of parents and families in a student's educational journey, we will prioritize strategies to increase parent and family engagement. This may involve hosting workshops, parent-teacher conferences, and creating communication channels that foster meaningful dialogue between educators and families.Overall, the focus is our commitment to building robust partnerships that can provide students with a comprehensive support network, engage families, facilitate college and career readiness, empower educators, leverage technology, and utilize data effectively to drive improvements in student outcomes.|We will implement targeted communication and outreach initiatives to actively engage underrepresented families. This may involve utilizing various channels such as multilingual materials, translated documents, and culturally appropriate communication methods. Special attention will be given to reach families who have limited English proficiency or face other communication barriers.We plan to focus on improving the engagement of underrepresented families and build strong partnerships that contribute to positive student outcomes. The ultimate goal is to ensure that every family, regardless of their background, feels valued, supported, and actively involved in their children's education.|The Met has an active School Advisory Board (SAB) that meets regularly and actively participates in a variety of activities aimed at assisting the school in making decisions regarding the school. As a single school LEA, this group serves as the primary means for input from a variety of stakeholders. The SAB regularly looks at school data and outcomes as it reviews policies (i.e, the Parent Involvement Policy) and planning tools (i.e., the LCAP/SPSA) towards improving scholar and school success. The SAB also serves as the schools DELAC/ELAC (District/English Learner Advisory Council) as necessary to ensure English Learner families are represented in school site review and planning. The school has implemented a variety of other, less formal, parent/family groups to provide input into school planning as necessary, including focus groups.|We are committed to continuously improving its practices in seeking input for decision-making. It aims to regularly evaluate the effectiveness of its strategies, solicit feedback from stakeholders on their experiences with the input process, and make necessary adjustments. This iterative approach will ensure that the LEA's decision-making processes are responsive, inclusive, and reflective of the evolving needs of the educational community.|We will establish clear and accessible feedback mechanisms to collect input from underrepresented families. This could include online surveys, suggestion boxes, or designated staff members available to listen to concerns, suggestions, and feedback from families. This will contribute to more inclusive and equitable decision-making, ultimately leading to better educational outcomes for all students within the community.|4|4|4|4|4|4|4|4|4|3|3|4|Met||2026-06-18|2026
34674390102038|Sacramento Charter High|3|We offer many opportunities for families to come onto campus, connect with our team, and be part of the Sac High community. These include Summer Orientation for all families, Back to School Night, college-going events like FAFSA support, and family conferences throughout the school year. We also come together for events like our Awards Ceremony, Signing Day, and Graduation to celebrate the accomplishments of our senior class.  We communicate with families regularly and in a variety of ways, including email and text updates, automated calls, weekly communications, online access to grades and attendance through our student information system, and individual conferences as needed.  The School Site Council (SSC) discussed family engagement as part of the review of the Local Control and Accountability Plan/School Plan for Student Achievement (LCAP/SPSA) in the spring of 2026.  The council noted that we offer a wide-range of opportunities throughout the year for engagement , but that the school should continue to look at alternate forms of communication, such as monthly Coffee Talks or a Booster Club.    In addition, SCHS provides individualized support through multiple members of our team. Eleventh graders meet with the College Counselor to make sure they are on track, identify their goals and next steps after high school, and complete the steps needed to pursue the college or career pathway of their choice. Students who are struggling academically or facing challenges outside of school also receive targeted support from members of our school team. We work closely with families to strengthen the connection between home and school and make sure students have the support they need to be successful.|In the SSC’s LCAP/SPSA review they noted  that areas of growth in building relationships include targeting families that have not historically engaged and having more individual contacts, perhaps by finding even more ways to contact families (i.e., apps or in person informal meetings).  In addition, for the 2026–27 school year, we are focused on building stronger relationships with families through more frequent, proactive communication and more opportunities to engage in the Sac High community. Our goal is to ensure families feel informed, connected, and meaningfully involved in supporting their scholars throughout the year.|To improve engagement of underrepresented families, We will improve on existing strategies by: - Continuing to utilize the school’s Homeless Liaison to engage homeless families and implement more options for identifying homeless youth, - Engaging staff and teachers in working with homeless youth through professional development, - Providing translations of key documents and working to implement more translations as necessary and requested (i.e., the parent survey), - Engaging teachers in English Learner development through professional development, - Holding online or phone meetings with families that are not able to participate in-person for a variety of reasons. - Building more protected time into teacher and staff schedules for proactive family communication, early intervention, and coordinated student support.|We are focused on building strong partnerships with families because we know those relationships matter for scholar success. Families hear from us regularly through a variety of methods, and we create multiple opportunities for engagement throughout the year, including parent-teacher conferences, Summer Orientation, Back to School Night, and Family Conferences. We also want families to have the information and tools they need to support their scholar’s learning and development at home.  Teachers receive professional development on using data to identify scholar strengths and areas for growth, make instructional decisions, and communicate clearly with families. They also receive support in building strong, proactive family partnerships.  We continue to expand the resources available to scholars and families. Dragon’s Closet provides school supplies, hygiene items, laundry access, and other essentials scholars may need to attend school ready to learn. Through our partnership with St. HOPE Academy, families can also access the St. HOPE Corner Store and select donated Amazon items at no cost. We also provide credit-recovery opportunities to help scholars stay on track toward graduation.|To continue strengthening partnerships with families and improving scholar outcomes, we will use multiple forms of communication, both schoolwide and in response to individual scholar needs. Professional development on working with families will remain a focus, including how to communicate proactively and navigate barriers such as limited availability for in-person meetings or the need for translation support.|To improve engagement of underrepresented families, we will build on existing strategies by: - Continuing to utilize the school’s Homeless Liaison to engage homeless scholars, - Engaging staff and teachers in working with homeless youth through professional development, - Engaging teachers in EL development through professional development, - Meeting with teachers, staff, administrators, scholars and parents/guardians to target specific scholar challenges in behavior, attendance and academics. - Holding online or phone meetings with families that are not able to participate in-person for a variety of reasons. - Providing more protected time for teachers and staff to communicate proactively with families, intervene early, and coordinate support around individual scholar needs.|We have an active School Site Council (SSC) that meets regularly and plays an important role in helping the school make decisions. The group includes administrators, staff, teachers, parents and guardians, and students, and serves as a primary way for different educational partners to provide input.  The SSC regularly reviews school data and outcomes as part of its work on policies, including the Parent Involvement Policy, and planning tools such as the LCAP and SPSA, all with the goal of improving scholar and school success. The SSC also serves as the school’s DELAC/ELAC, as needed, to ensure English Learner families are represented in school-site review and planning. The school may also use less formal focus groups as needs arise. In addition, our open-door policy allows families to come to campus and connect with teachers, staff, and administrators. Our expectation is that all staff respond to incoming communication within 24 hours so that all educational partners feel heard.|We will continue to utilize the School Site Council and parent/guardian focus groups in order to gather input and continue to grow.  The annual parent survey is a valuable tool that has not provided valuable input as the response rate is low.  In 2025-26, there were fewer than 20 responses..  We will continue to revise our survey process to garner feedback from parents.|To improve engagement of underrepresented families, we will build on existing strategies by: - Continuing to utilize the school’s Homeless Liaison to engage homeless scholars, as well as providing resources for scholars through Dragon’s Closet, - Engaging staff and teachers in working with homeless youth through professional development, - Engaging teachers in EL development through professional development, - Meeting with teachers, staff, administrators, scholars and parents/guardians to target specific scholar challenges in behavior, attendance and academics. - Holding online or phone meetings with families that are not able to participate in-person for a variety of reasons. - Translating more documents for families that do not speak English. - Providing more protected time for teachers and staff to communicate proactively with families, intervene early, and coordinate support around individual scholar needs.|5|5|4|4|5|5|5|5|4|4|5|5|Met||2026-06-25|2026
34674390102343|Aspire Capitol Heights Academy|3|At Aspire Capitol Heights Academy, we continue to prioritize building strong, trusting relationships between school staff and families. We believe that meaningful connection and open communication are essential to student success. This year, we maintained regular outreach through surveys, family meetings, and community events to ensure families feel welcomed, informed, and heard. Teachers and school leaders made intentional efforts to reach out individually to families, especially during key moments in the school year. These practices have helped strengthen our partnership with families and create a supportive, inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected, but visibly acted upon.|To better support underrepresented families, we are enhancing our communication methods and outreach strategies. This includes offering translation services, flexible meeting times, and multiple ways for families to share input — such as surveys, one-on-one conversations, and small group listening sessions. We are also working to build stronger relationships through family liaisons, cultural events, and community partnerships. By continuously listening and adapting, we are committed to making sure every family feels seen, valued, and empowered to be an active part of our school community.|Aspire Capitol Heights Academy continues to support strong partnerships between families and educators to promote student success. This includes sharing academic updates, hosting family events, and offering resources to help parents support learning at home. Teachers regularly communicate with families through student-led conferences, newsletters, and online platforms. We also offer professional learning to staff that strengthens their ability to collaborate with families and understand diverse student needs. These efforts have fostered a shared sense of purpose and a stronger learning community.|We are committed to deepening our partnerships with families by improving consistency and expanding how we share information and gather feedback. One area of growth is ensuring families not only receive updates, but also have opportunities to co-create strategies that support their child’s learning. We also seek to increase family understanding of academic expectations and how they can advocate for their students at all levels.|To better reach families who may not be as engaged, we are implementing more targeted and accessible approaches, such as offering multilingual materials, evening events, and varied formats for school-home communication. We are also working to build trust with underrepresented families through consistent outreach, inclusive programming, and leadership opportunities that honor the voices and strengths of our diverse community.|We believe families are essential partners in shaping our school’s vision and priorities. Aspire Capitol Heights Academy regularly invites families to provide input through surveys, School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. Principals and teachers use this feedback to inform key decisions, including academic programming, student support systems, and community-building activities. This ongoing engagement helps ensure that our school reflects the needs and hopes of the community we serve.|As we continue to strengthen our systems for shared decision-making, we are focused on expanding participation in advisory groups and ensuring the input we receive represents the full diversity of our families. We also aim to increase transparency by more clearly communicating how family feedback is used to make decisions.|To better include underrepresented voices in decision-making, we are developing new strategies to invite and support family participation — such as personal outreach, translation services, and meeting formats that are flexible and culturally responsive. We are also exploring additional ways to elevate family leadership in school planning efforts, so that every family feels empowered to shape their child’s educational experience.|4|5|5|5|4|5|5|4|4|4|4|5|Met||2026-06-18|2026
34674390106898|The Language Academy of Sacramento|3|During the mandated school closures and implementation of full distance learning and to present time in-person return, LAS depended on its existing strong, well-established relationship with students and their families to keep the teaching and learning momentum.|Constant bilingual communication via: on-going surveys, REMIND /Parent Square app, LAS newsletters, daily 360 family outreach to ensure attendance, regular material distributions dates, and parent ZOOM meetings/orientation, families felt welcomed and connected during the year.|Families who needed an extra outreach received it in conjunction with the MTSS/IPT and office support and administrative staff. Lastly, LAS continues to develop its Anti-Racist professional development implementation where staff and families received on-going interactive workshop on the subject, including within the context of socio-emotional learning.|There is always room for improvement in ensuring families and students have functioning understanding of the basic metrics of student learning and effective strategies to implement in school and at home.|LAS ensured that it had a fully functioning Parent Council who reviewed the Family and Community Engagement (FACE), formerly known as Parent Involvement Policy during the year and who was fully aware of the rapid changes in teaching and learning.|Moreover, LAS utilized LLMF monies in the fall FY21 and additional ARPA funds in FY22 to develop concurrent teacher and parent professional development workshops via the Parents as Partners Program on the expectations of learning priority standards via various digital platforms: ZOOM, SeeSaw, Google Classroom, etc. as well as the importance of socio-emotional learning and parenting in the midst of a pandemic. Participation of families, particularly those at risk of disengagement, were prioritized.|LAS conducts annual stakeholder surveys: staff, families, and students. This system allows for constant system of triangulated reflection on what's working and what needs to be improved, including the lines of communication and connections among all members of the LAS community. (Refer to relevant data provided) PARENT INVOLVEMENT AND ITS ROLE IN SUPPORTING THE FULFILLMENT OF LAS MISSION Survey Data 1 (May, 2026): 94% of families completed the annual school survey. Survey Data 2: 98% of families stated that they would recommend the school to others. PARENT VOLUNTEER HOURS (Pre-COVID closures, June, 2018): 4930.50 hrs/yr with 62% of families participating. GOVERNING BOARD ELECTIONS VOTER PARTICIPATION: FY19: 5/2019= 76%FY21: 10/2020 = *29% (Lowest Record due to COVID-19 Closure), FY22: 11/2021 = 80%, FY23: 11/2022: 82% (*Highest record), FY24: 10/2023=79% and FY26: 11/2025 = 72% and 1/2026 = 79%.|LAS conducts annual stakeholder surveys: staff, families, and students. This system allows for constant system of triangulated reflection on what's working and what needs to be improved, including the lines of communication and connections among all members of the LAS community. (Refer to relevant data provided)|The survey system allows for constant system of triangulated reflection on what's working and what needs to be improved, including the lines of communication and connections among all members of the LAS community. (Refer to relevant data provided)|5|4|4|4|4|4|4|4|5|4|4|5|Met||2026-06-25|2026
34674390111757|California Montessori Project - Capitol Campus|3|CMP encourages direct communication through regular parent-student-teacher conferences and utilizes ParentSquare, a parent communication app that reaches 99% of families, as a vehicle to share information and respond to inquiries between parents and staff. Through ParentSquare, the school can message families via their preferred phone number, email, or other contact method.  CMP holds Campus Advisory Committee meetings to provide educational partners with opportunities to learn about and provide input into school activities. To gather broader feedback on school culture and climate, CMP administers surveys for students in grades 3-8, staff, and families each year.  CMP administration meets with students, families, and staff annually to inform the LCAP. In 2025-26, LCAP educational partner feedback sessions were offered via Zoom across the network, expanding access for families and staff regardless of location. Through an open discussion format, educational partners are encouraged to share feedback, ask questions, and make suggestions for improvement on any school-related topic. CMP also provides an online survey available to all families and staff to share feedback on the LCAP. This process supports a shared level of decision-making and increases the voice of all partners.  CMP campuses hold community events throughout the year to engage families in the school community and strengthen connections between home and school.|CMP continues to focus on improving student attendance by strengthening communication and engagement with families around positive attendance practices. In 2025-26, the Student Services team has been actively promoting attendance expectations and strategies through ParentSquare, ensuring timely and accessible messaging reaches families through their preferred communication channels.|CMP's website and ParentSquare communication system allow parents to translate content into their preferred language, ensuring effective and accessible communication for all families.  In 2025-26, CMP hired a Restorative Practices Coordinator to support the implementation of restorative practices across the school community, building stronger relationships between staff, students, and families — particularly for those who have historically been underrepresented or underserved.  CMP's Montessori Instruction and Innovation Department (MIID) Team has maintained a focus on building English Language Development (ELD) systems in the classroom, supporting English Learner families by strengthening the academic experience of their students.  In response to educational partner feedback expressing a desire for enrichment opportunities, CMP will prioritize expanding enrichment offerings in the 2026-27 school year. Providing enrichment options that serve the whole child is a meaningful way to engage underrepresented families and ensure all students have access to a well-rounded educational experience.|Based on educational partner feedback, CMP's current strengths in building partnerships for student outcomes are rooted in the community's appreciation for the Montessori method and its dedicated teaching staff. Educational partners widely recognized the Montessori approach for fostering independence and a love of learning through hands-on experiences, reflecting strong alignment between CMP's educational philosophy and family values. Respondents also commended teachers for providing social-emotional support and academic interventions, highlighting the meaningful relationships that exist between staff and students.  Families also noted that CMP campuses provide a physically safe environment, pointing to secured campuses and organized drop-off procedures as tangible indicators of a well-managed school community. The breadth and depth of educational partner input — spanning program expansion, facilities, behavior management, and enrichment — reflects a community that is actively engaged and invested in partnering with CMP to improve student outcomes.|CMP's focus area for improvement in building partnerships for student outcomes centers on strengthening systems that connect families to student progress and intervention support. Educational partner feedback highlighted a desire for more consistent communication regarding student behavior and incidents, as well as clearer follow-through from administration — areas CMP is actively working to address.  To support this, CMP has established structured internal systems to ensure student needs are identified and addressed in a timely and collaborative manner. PBIS Tier 2 teams meet monthly to review student progress and any Request for Assistance submissions. Intervention teams also meet monthly with administration to review progress and program implementation. Additionally, RTI review meetings are held three times per year with staff to ensure consistent monitoring of student needs across the school year. These systems reflect CMP's commitment to a partnership approach between educators and administrators in supporting student outcomes, and CMP will continue to work toward ensuring families are informed partners in these processes as well.|CMP seeks to engage underrepresented families by ensuring campus administration and staff remain present and visible in the school community. When families are not being reached through standard communication channels, direct outreach via phone calls and in-person meetings is made to ensure families receive the information and support they need. CMP also provides on-campus services for families in need, including computer access, translation services, and meals.  Educational partner feedback highlighted strong interest in expanded enrichment programming — including music, athletics, visual and performing arts, and hands-on learning experiences such as gardening. CMP recognizes that offering a broader range of engaging programs serves as a meaningful entry point for underrepresented families, creating more opportunities for connection to the school community and investment in their student's educational experience. By expanding enrichment options that reflect the interests and values of all families, CMP aims to build stronger partnerships that support student outcomes across all student groups.|CMP encourages parent participation and views families as essential educational partners in their child's learning. CMP continuously seeks input from various groups of educational partners, especially as it relates to the LCAP process. In 2025-26, LCAP educational partner feedback sessions were offered virtually via Zoom across the network, expanding accessibility for families and staff regardless of location. Students, staff, and families were encouraged to provide input to help guide goal-setting and priorities for the coming year. CMP also administers culture and climate surveys for students in grades 3-8, staff, and families, providing additional structured opportunities for educational partners to share their perspectives and inform decision-making throughout the year.|CMP seeks to improve and promote partner involvement and collaboration through multiple pathways. In 2026-27, CMP will reintroduce Parent Cafes as a dedicated forum for family engagement, with a structured list of topics being developed to ensure sessions are meaningful and responsive to family interests and needs. Campus Advisory Council (CAC) meetings, composed of parent, teacher, and administrative representation, will continue to provide a standing forum for stakeholder input. CMP also maintains an open-door policy to foster a culture of collaboration and shared purpose between families and staff.  A key focus for improvement is ensuring that input gathered through these channels is visibly reflected in school decisions and communicated back to families, addressing the educational partner feedback that highlighted a desire for more consistent administrative follow-through.|CMP is committed to ensuring that underrepresented families have meaningful access to input opportunities and decision-making processes. Through ParentSquare, CMP administration is able to reach 99% of the family community via their preferred communication channel, including families without reliable access to computers or the internet. ParentSquare also allows families to translate content into their preferred language, reducing barriers for non-English-speaking families.  In 2026-27, the reintroduction of Parent Cafes will provide an additional in-person forum for families who may be less likely to engage through virtual or written channels. Topic selection for Parent Cafes will be informed by educational partner feedback, ensuring sessions are relevant and accessible to all families, including those who are historically underrepresented. CMP's Restorative Practices Coordinator will also continue to support relationship-building across the school community, helping to create an environment where all families feel welcomed and heard.|4|4|4|5|4|4|4|4|4|4|4|4|Met||2026-06-22|2026
34674390121665|Yav Pem Suab Academy - Preparing for the Future Charter|3|Through the analysis of parent, scholar, classified staff, exempt staff, and special education stakeholder input, Yav Pem Suab Academy continues to strengthen relationships between school staff and families through consistent communication, welcoming environments, and meaningful opportunities for engagement. Families identified communication, supportive staff, scholar safety, study trips, cultural programs, and the school's emphasis on LIFESKILLS and Lifelong Guidelines as strengths of the school. The school provides multiple opportunities for family participation through Parent-Teacher Conferences, IEP meetings, SST meetings, Academy Council meetings, school performances, study trips, volunteer opportunities, and family events. During the 2025–2026 school year, over 200 family members participated in Parent-Teacher Conferences, and many parents expressed interest in supporting the school through volunteering, committees, study trips, fundraising, tutoring, Tiger Society, and other school activities. YPSA utilizes multiple communication systems, including Class Dojo postings, PowerSchool, School Messenger, digital newsletters, phone calls, emails, and in-person meetings to support ongoing communication between families and educators. Families identified Parent-Teacher Conferences, Class Dojo, and school communications as important methods for receiving information and staying connected to their scholar's education. Stakeholder feedback also highlighted strong collaboration among staff and positive relationships between scholars and adults. Scholars frequently identified teachers, friends, study trips, enrichment opportunities, and school events as positive aspects of their school experience. While the school continues to strengthen staff capacity to learn about family strengths, cultures, languages, and goals, stakeholder feedback indicates that YPSA has established a strong foundation of trust, communication, and family engagement that supports scholar success.|Based on the analysis of educational partner input and local data, Yav Pem Suab Academy's focus areas for improvement include strengthening staff capacity to build deeper partnerships with families and increasing opportunities to learn about and incorporate family strengths, cultures, languages, and educational goals into the school experience. Parent survey feedback identified a desire for more consistent and advanced notice regarding school events, programs, and scholar progress updates. Families also expressed interest in additional opportunities to engage with the school through family learning events, parent education workshops, cultural activities, and schoolwide celebrations. As nearly half of the school's teaching staff continue to participate in induction and early-career professional growth, the school will continue supporting staff in developing effective family engagement practices, culturally responsive communication strategies, and relationship-building skills. YPSA will also seek to increase opportunities for meaningful family participation through academic nights, family engagement events, volunteer opportunities, and activities that strengthen the partnership between home and school. These efforts will help ensure that all families feel connected, valued, and engaged in supporting scholar success.|Yav Pem Suab Academy will continue to strengthen engagement with underrepresented families, including families of English Learners, scholars with disabilities, low-income families, and families who may face language, transportation, or scheduling barriers. The school utilizes multiple communication methods, including Class Dojo, School Messenger, PowerSchool, phone calls, emails, newsletters, conferences, and in-person meetings to ensure families have access to important school information in a timely manner. Translation and interpretation services are provided when needed to support meaningful communication and participation. Families of scholars receiving special education services receive additional support through IEP meetings, SST meetings, progress monitoring updates, and ongoing communication with teachers and service providers. Parent survey feedback also identified a desire for increased communication regarding school programs, events, and scholar progress. In response, the school will continue to expand outreach efforts, provide advance notice of events, and create additional opportunities for family participation through academic nights, cultural celebrations, volunteer opportunities, and parent engagement activities. The school will also continue gathering feedback through surveys, meetings, and stakeholder engagement opportunities to better understand the needs, strengths, and goals of underrepresented families. These efforts will help ensure that all families feel welcomed, informed, valued, and connected as partners in their scholar's educational journey.|One of the current strengths of Yav Pem Suab Academy is its commitment to building partnerships between families, staff, and scholars to support positive student outcomes. During the 2025–2026 school year, 764 family members participated in Parent-Teacher Conferences, demonstrating strong family engagement in discussions regarding scholar achievement, attendance, behavior, and academic progress. Additionally, 552 parents expressed interest in volunteering, serving on school committees, supporting study trips, tutoring scholars, participating in Tiger Society, and assisting with school events and activities, reflecting a high level of family investment in the school community. Parent survey results further demonstrate positive partnerships between families and educators. Specifically, 85.7% of parents agreed or strongly agreed that they feel comfortable contacting teachers or staff with questions or concerns, 85.7% agreed or strongly agreed that the school provides opportunities for families to volunteer and participate in school activities, and 85.7% agreed or strongly agreed that staff treat scholars fairly and respectfully. In addition, 71.4% of parents agreed or strongly agreed that they receive timely updates regarding scholar academic progress and that teachers clearly communicate academic expectations. Furthermore, 100% of responding parents agreed or strongly agreed that school events, performances, celebrations, and study trips encourage scholar attendance and engagement in school. These results indicate that the school has established meaningful structures that encourage collaboration between home and school. Another strength is the school's implementation of the Lifelong Guidelines and LIFESKILLS, which provide a common language and framework for supporting scholar success. Parent survey results indicated that 85.7% of parents agreed or strongly agreed that the school promotes positive behavior through the Lifelong Guidelines and LIFESKILLS. Across parent, scholar, and staff surveys, stakeholders consistently identified supportive teachers, study trips, enrichment programs, scholar safety, and the school's emphasis on character development as strengths that contribute to positive student outcomes. The school continues to provide families with information and resources through Parent-Teacher Conferences, IEP meetings, SST meetings, Class Dojo, PowerSchool, School Messenger, phone calls, emails, newsletters, and in-person meetings. Families of scholars receiving special education services receive additional support through IEP meetings, progress reports, and ongoing communication with service providers. While opportunities remain to continue building staff capacity and expanding family awareness of available resources, stakeholder feedback demonstrates that YPSA has established strong partnerships that support scholar learning, development, and overall success.|An analysis of educational partner input and local data of the teacher-created assessments indicate 73% of students meeting grade level expectations and 27% not meeting expectations.  Further analysis of school programs shows that the Individual Learning Plan (ILP) process for students at Tier 2 and Tier 3 is also not fully implemented during the school year.  The implementation of the ILP needs to be a focus area between parents and teachers in the upcoming year with an emphasis on planning and design, collaboration between parents and teachers, follow-up meetings to review progress, and recalibration of strategies to meet the needs of students. 1. Staff receive guidance on communicating with families.  2. Teachers participate in Parent-Teacher Conferences.  3. Administration seeks parent input through surveys.  4. Staff attend Academy Council meetings when appropriate.  5. Family engagement expectations exist but are not yet systematic. One focus area for improvement is strengthening the capacity of staff and families to work together in supporting scholar achievement, attendance, and overall development. While 85.7% of parents agreed or strongly agreed that they feel comfortable contacting teachers and staff, and 85.7% agreed or strongly agreed that the school provides opportunities for family involvement, only 71.4% agreed or strongly agreed that they receive timely updates regarding academic progress and that academic expectations are clearly communicated. These results suggest an opportunity to improve the consistency and frequency of communication regarding scholar performance and learning goals.  Parent survey feedback also identified a desire for additional communication, earlier notification of school events, more academic information, and increased opportunities for family engagement. Several families expressed interest in learning more about how to support reading, mathematics, attendance, and scholar success at home. In response, the school will continue to strengthen family education efforts through parent workshops, academic family nights, attendance awareness activities, and resources that help families support learning beyond the school day. Additionally, staff, classified, and special education survey feedback identified opportunities to strengthen intervention systems, support scholars performing below grade level, and improve consistency in the implementation of academic and behavioral supports. As approximately half of the school's teachers continue to participate in induction and early-career professional growth, YPSA will continue providing professional learning and coaching focused on family engagement, effective communication practices, intervention planning, and collaborative problem-solving with families. Through these efforts, the school aims to strengthen partnerships between home and school, increase family access to information and resources, and improve outcomes for all scholars.|Analysis of parent, special education, staff, and scholar survey results indicates that Yav Pem Suab Academy should continue strengthening support and engagement for underrepresented families, including families of English Learners, scholars with disabilities, and families who may experience language, transportation, or scheduling barriers. While 85.7% of parents agreed or strongly agreed that they feel comfortable contacting teachers and staff and 85.7% agreed or strongly agreed that the school provides opportunities for family participation, only 71.4% agreed or strongly agreed that they receive timely academic progress updates and that academic expectations are clearly communicated.   Parent feedback also identified a need for earlier communication regarding school events, field trips, academic programs, and opportunities for parent involvement. Several parents expressed a desire for additional information regarding governance, committees, school programs, and ways to support learning at home. Parents specifically suggested family engagement activities, academic workshops, and increased communication regarding scholar progress and available support services.  Additionally, special education stakeholder feedback highlighted the importance of ongoing communication, progress monitoring, accommodations, interventions, and family involvement in supporting scholars with disabilities. Staff surveys similarly identified the need for increased support for struggling learners, stronger intervention systems, and continued family partnership efforts. These findings suggest a need to strengthen access to information and resources for families whose scholars require additional academic, behavioral, or special education supports. In response, the school will continue providing translation and interpretation services, utilizing multiple communication platforms, and increasing outreach to underrepresented families through IEP meetings, SST meetings, parent workshops, academic family nights, Hmong cultural events, Academy Council meetings, and stakeholder feedback opportunities. The school will also continue monitoring participation rates and gathering stakeholder input to ensure that all families have meaningful opportunities to access resources, advocate for their scholars, and partner with the school to improve student outcomes.|Based on local data, Yav Pem Suab Academy continues to make progress in providing educational partners with opportunities to contribute to school improvement efforts and decision-making processes. During the 2025–2026 school year, over 200 family members participated in Parent-Teacher Conferences, and many parents expressed interest in volunteering, serving on committees, supporting study trips, tutoring scholars, participating in Tiger Society, and assisting with school events and activities. This level of participation demonstrates a strong foundation for family engagement and stakeholder involvement in the school community. Parent survey results indicate positive relationships between families and school staff that support ongoing communication and feedback. Specifically, 85.7% of parents agreed or strongly agreed that they feel comfortable contacting teachers and staff when they have questions, and 85.7% agreed or strongly agreed that the school provides opportunities for families to volunteer and participate in school activities. Additionally, 85.7% agreed or strongly agreed that the school helps scholars feel they belong and matter, reflecting a positive school climate that supports family engagement. The school regularly gathers input from parents, scholars, certificated staff, classified staff, and special education stakeholders through annual surveys, Parent-Teacher Conferences, IEP meetings, SST meetings, Academy Council meetings, LCAP engagement activities, and other stakeholder feedback opportunities. Feedback gathered during the 2025–2026 school year informed discussions regarding communication practices, family engagement opportunities, scholar support systems, special education services, attendance initiatives, school safety, staffing needs, and enrichment programs. Stakeholders identified supportive teachers, study trips, cultural programs, scholar safety, and the school's emphasis on LIFESKILLS as strengths, while also providing recommendations related to governance awareness, communication, intervention supports, and family involvement opportunities. As a result of stakeholder input, the school continues to refine family engagement practices, expand communication efforts, strengthen support systems for scholars, and use educational partner feedback to inform the annual LCAP, schoolwide planning, and continuous improvement efforts. While opportunities remain to increase family leadership capacity and collaborative planning with educational partners, YPSA has established multiple structures for gathering stakeholder input and using that feedback to guide decisions that support scholar success.|Analysis of educational partner input and local data indicates that Yav Pem Suab Academy's primary focus area for improvement is strengthening opportunities for families, staff, and school leaders to collaboratively participate in the planning, implementation, and evaluation of school programs and family engagement activities. While stakeholder feedback is regularly collected through surveys, Parent-Teacher Conferences, Academy Council meetings, IEP meetings, SST meetings, and LCAP engagement activities, opportunities for educational partners to engage in ongoing collaborative decision-making remain an area for growth. Parent survey feedback identified a need for greater awareness of governance structures, including school committees, advisory groups, and governing board roles. Parents expressed interest in receiving more information regarding how decisions are made, how feedback is utilized, and how families can become more actively involved in school leadership and improvement efforts. Staff feedback similarly emphasized the importance of increasing transparency, strengthening feedback loops, and creating additional opportunities for educational partners to contribute to schoolwide planning and continuous improvement efforts. As a result, the school will focus on increasing stakeholder awareness of advisory groups and governance structures, expanding opportunities for educational partners to participate in planning and evaluation activities, and strengthening communication regarding how stakeholder feedback informs school decisions. The school will continue to utilize stakeholder input gathered through surveys, meetings, and engagement activities to inform LCAP development, family engagement initiatives, academic support programs, and schoolwide improvement efforts. These actions will help strengthen shared decision-making, increase stakeholder ownership, and build a stronger culture of collaboration across the school community.|Analysis of educational partner input indicates that Yav Pem Suab Academy should continue strengthening opportunities for underrepresented families, including families of English Learners, scholars with disabilities, low-income families, and families who may experience language, transportation, work schedule, or technology barriers, to participate in school decision-making processes. Parent feedback identified a desire for greater awareness of governance structures, advisory groups, committees, and opportunities to provide input on school programs and initiatives. Parents also expressed interest in learning more about how school decisions are made and how stakeholder feedback influences school improvement efforts. To address these needs, the school will expand family education and engagement opportunities through parent workshops, informational sessions, online videos, digital resources, and stakeholder training opportunities focused on topics such as the LCAP, Academy Council, special education services, attendance, school safety, academic programs, and family leadership. Resources will be provided through multiple formats to increase accessibility for families who may not be able to attend meetings in person. The school will continue utilizing surveys, IEP meetings, SST meetings, Academy Council meetings, Parent-Teacher Conferences, and LCAP engagement activities to gather stakeholder input. Translation and interpretation services, multilingual communications, and accessible meeting options will continue to be provided to ensure meaningful participation from diverse family groups. Additionally, the school will increase efforts to communicate how stakeholder feedback is reviewed, considered, and incorporated into schoolwide planning and decision-making processes. These actions will help build family leadership capacity, increase stakeholder understanding of governance and decision-making structures, and ensure that underrepresented families have meaningful opportunities to participate in shaping programs, services, and priorities that impact scholar success.|3|4|2|5|3|3|3|3|3|4|3|2|Met||2026-06-08|2026
34674390123901|Capitol Collegiate Academy|3|n SY 2025-2026, Teachers started the year conducting family visits. The expectation was to visit the home, schedule a Zoom, or give the family a phone call. Also, we really pushed our Open Door Policy by allowing families on campus and in classrooms throughout the day so that they can spend time with students during their instructional blocks. Many parents completed the Volunteer Packets so they could volunteer on campus and attend class trips. We engaged with our 7th and 8th grade families and students around high school matriculation for their student; hosting information nights, coordinating school visits, and providing individual student and family support for the high school application process. All families (TK-8) have access to the parent resources aligned with our ELA and math curricula.|Areas of Improvement: Implementation on Classroom Parents so that communication and participation can be strengthened.|Engagement of underrepresented families will be done by community outreach from our new Family/ELOP Coordinator that will support bringing families onto campus through 1:1 conversations, invites, and requests.|CCA is building partnerships with our families, community businesses, and community friends. In order to build a strong social emotional foundation, we have our in-house counselor that pushed into the community to bring resources to our families that help strengthen bonds between families and students so that parents can better support reading, writing, and math for greater student achievement. We also began a relationship with a tutoring company to provide more supports where parents felt uncomfortable with helping their scholars at home.|Focus area for improvement: introduce Townhall Meetings, increase families to attend SSC Meetings, Suggestion Box or online portal where parents can give feedback and/or adding back the formal survey|Engagement of underrepresented families will be done by community outreach from our new Family/ELOP Coordinator that will support bringing families onto campus through 1:1 conversations, invites, and requests.|Seeking input is imperative for community building, oneness, and overall student success. Families must be valued pieces of the decision making process. The School Site Council (SSC) was implemented and has been running effectively. This included teachers, staff, and 5 members of the school community (4 parents and 1 community member). The SSC worked from September to June working diligently to bring more into the fold and make major decisions around Title I funds and student achievement.|The SSC and ELAC  was formulated because of the gap of parent input in the following areas: Student Achievement and LCAP. We also pushed to have more family-centered events on campus so we added: Family Math Night, Bingo Night, and Movie Night. 2 of these events were planned and sponsored by the SSC Parent-Leaders. We are also in the beginning phases of establishing the CCA PTA.|The Parent-Leaders that make-up the SSC are a diverse representation of our student population. We ensure that our community is inclusive and allows for engagement and input through SSC and ELAC Meetings and CCA Board Meetings. Open Forum sections are included in the agenda. Families are given the opportunity to bring up concerns, ask questions, and make suggestion. The PTA is also another vehicle for all parents to lead, contribute to the schools needs, and make their voices heard.|5|5|4|4|5|5|5|4|4|4|4|4|Met||2026-06-15|2026
34674390131136|New Joseph Bonnheim (NJB) Community Charter|3|New Joseph Bonnheim (NJB) continues to prioritize community building and listening to students and families as the foundation for strong school-family relationships. As over half of NJB students come from homes where English is a second language—primarily Spanish—the school remains committed to two-way communication in both English and Spanish. Bilingual front office staff, including the Office Manager and Attendance Technician, provide families with accessible and timely support in their home language.  In 2024–2025, the school replaced the EL Resource Teacher role with a Site Instructional Coordinator who now leads ELAC meetings, CAASPP preparation, and facilitates data-driven instructional planning with teachers during CPT. Monthly ELAC meetings continue to provide families with valuable resources and information on topics such as immigration, healthcare, and college readiness.  All staff received 15 hours of professional learning at the start of the school year and are encouraged to attend additional trainings aligned with their interests. Teachers also collaborate on thematic learning, laying the groundwork for further expansion in 2025–2026 with the addition of a Resource Teacher, Science Teacher, and two Reading Intervention Teachers.  The principal continues to build relationships through regular meetings with the PTA, ELAC, and Steering Committee, scheduled at varied times to accommodate parent availability. Efforts to increase parent engagement in the LCAP process included community education on the role of the Steering Committee and a transparent nomination and election process to ensure representative family participation.Joseph Bonnheim (NJB) continues to prioritize strong relationships between school staff and families as a foundation for student success. With over half of NJB students coming from homes where English is a second language—primarily Spanish—the school remains committed to clear, two-way communication in both English and Spanish. Bilingual front office staff ensure families receive timely support and information in their home language, increasing accessibility and trust.  oseph Bonnheim (NJB) continues to prioritize strong relationships between school staff and families as a foundation for student success. With over half of NJB students coming from homes where English is a second language—primarily Spanish—the school remains committed to clear, two-way communication in both English and Spanish. Bilingual front office staff ensure families receive timely support and information in their home language, increasing accessibility and trust.  In 2025–2026, NJB strengthened family engagement by expanding communication structures and increasing opportunities for input. Monthly ELAC meetings continue to provide families with resources and information on topics such as academics, immigration, and healthcare, while also creating space for families to share feedback that informs school decisions. Participation in ELAC and other fa|1. Communication: Utilize district tools for communication to home which translates in all language and provides updates on attendance, school and district communication, and allows families easy access school portal and contact information 2. Create a family centered culture on campus where families have access to information for school and district services, meet with administration and staff, and participate in the decision making process on campus 3. Connectivity and Attendance: Increasing FTE of office tech to provide better outreach to families to overcome attendance challenges and build a relationship with families so trust is built and solutions can occur to why a child is not attending school 4. Kelvin Data: While the data from students reflected trusting relationships with adults on campus and feelings of safety, students did not feel they had the tools to identify emotions and feelings and thus express them.  Based on educational partner input and local data, NJB has identified the need to strengthen consistency and depth of family engagement across all grade levels. While participation in groups such as ELAC, PTA, and the Steering Committee remains steady, feedback indicates that not all families feel equally connected or informed about their child’s academic progress or how to support learning at home.  A key focus area is improving two-way communication between teachers and families. NJB will work to ensure communication is consistent across classrooms, timely, and accessible in families’ home languages. This includes strengthening systems for sharing student progress, providing clear expectations, and increasing opportunities for families to ask questions and provide input.  NJB also aims to expand outreach to families who are not yet actively engaged in school events or committees. This includes offering more flexible meeting times, increasing informal opportunities for connection, and building staff capacity to engage families in culturally responsive and inclusive ways.  Additionally, the school will continue refining structures that connect family input to decision-making, ensuring that feedback collected through meetings, surveys, and conversations is clearly reflected in school actions and priorities.  Through these focus areas, NJB is committed to building stronger, more consistent partnerships with all families to support student success.|In 2024, NJB partnered with the district's SEL team to have a school wide audit to identify the strengths and challenges of the culture as it is seen through the family and student's perspective. In 2024-2025, a training specialist will support NJB's effort to use that data to find opportunities to engage better with students of color who according to the Kelvin Survey, feel pride in their culture but are not comfortable with sharing it with peers and staff. A Site Instructional Coordinator has been added to the staff to collaborate with teachers to ensure standards based instruction is happening in the classroom but also to provide guidance on how to embed culturally responsive lessons, literature, and conversation into the instruction. Students who feel safe, valued, and heard are better able to focus on instruction and develop a joy for learning. In addition, the focused engagement with students will extend to families. Using the same data, NJB will begin reaching out directly to families to have have individual and small group conversations to find out not only their immediate needs but also how to have policies, procedures, and communication which does not turn them away from the school setting and break down trust but provides opportunities for engagement, learning, and partnership. In addition, NJB is creating a parent center, developing a Cultural Corner in the library to feature all cultures, and showcase those items, literature, cultural relics, and art, which makes students proud of their heritage and family.   Based on educational partner input and local data, NJB has identified the need to more intentionally engage families who are underrepresented in school events and decision-making processes, particularly families of English Learners and those unable to attend meetings due to work or scheduling constraints.  To improve engagement, NJB will strengthen communication by ensuring all outreach is provided in both English and Spanish and by using multiple platforms (ParentSquare, phone calls, and in-person support) to reach families. Staff will prioritize direct, personalized communication with families who have not been actively engaged to build trust and connection.  The school will also expand flexible opportunities for participation by offering meetings at varied times, providing virtual options when possible, and creating more informal, school-based events that encourage family involvement in a welcoming environment.  In addition, NJB will continue to build staff capacity in culturally responsive practices to ensure all families feel respected, valued, and included. Family input will be actively gathered through ELAC, surveys, and direct outreach, and the school will clearly communicate how that feedback is used to inform decisions.  Through these actions, NJB aims to increase participation from underrepresented families and strengthen meaningful partnerships that support student success.  Going forward from the 2-25-2026 school ye|NJB is a collaborative site where teachers and staff come together to share data to better understand students' academic progress. NJB has student conferences three times a year for families to meet directly with teachers. NJB has a school counselor, RSP teacher, Speech and Language Therapist, and a Site Instructional Coordinator. For a school of 290, there is a higher level of support than other sites in the community.  Joseph Bonnheim (NJB) continues to build strong partnerships that directly support student outcomes. The school has developed meaningful collaborations with families, community organizations, and educational partners to expand learning opportunities and strengthen student achievement.  NJB maintains active partnerships with family groups such as PTA, ELAC, and the Steering Committee, ensuring that family voice is included in school planning and decision-making. These groups provide ongoing input that helps shape priorities, including academic supports, school climate, and resource allocation.  The school has also expanded partnerships that enhance student learning beyond the classroom. Through the Expanded Learning Opportunities Program (ELO-P), students have access to academic support, enrichment activities, and hands-on learning experiences aligned to school-day instruction. Community partnerships connected to the Living Schoolyard initiative provide students with opportunities to engage in science, environmental literacy, and real-world problem solving.  In addition, NJB collaborates with district departments and instructional partners to strengthen teaching and learning. Support in areas such as professional development, English Learner services, and intervention programs has contributed to more consistent implementation of standards-based instruction.  These partnerships have resulted in increased access to academic support, enrichment opportunities, and family engagement, all of which contribute to improved student outcomes and a stronger, more connected school community.NJB’s current strengths in Building Partnerships for Student Outcomes include strong relationships between staff, students, and families, increased opportunities for family involvement, and a continued focus on creating a welcoming and community-centered school environment. Educational partner feedback reflects that families value the school’s communication, accessibility of staff, and commitment to supporting the whole child both academically and socially.  The school has made progress in increasing family participation through events, student performances, classroom activities, PTA involvement, ELAC, School Site Council, and Living Schoolyard projects that actively involve families and community members. NJB has also expanded communication through ParentSquare, phone calls, conferences, and regular school updates to keep families informed and connected to school initiatives and student progress.  Local data and ongoing reflection also show positive progre|1. Site Instructional Coordinator will collaborate with staff to use regular assessments for ELA and Math, use the data to drive instruction, create intervention, and communicate with students and families on students progress and opportunities to improve 2. Data is not used to identify areas where students are falling behind and then provide targeted intervention. In 2024-2025, NJB will use common assessments to drive instruction and create opportunities for Tier 2 instruction in the classroom. In addition, specified time will be allocated on the daily schedule to provide very specific and targeted instruction in ELA and Math. 3. Data from state testing and I-Ready reflect a gap in student learning, especially in foundational reading skills which impacts students ability in all content areas. A goal has been set to provide all teachers with professional learning in LETRS, SIPPS, LEXIA and DIBELS and where there is a gap, provide direct instructional support in these programs which support academic progress in foundational reading skills and for EL students, the acquisition of language.  Based on educational partner input and local data, NJB has identified the need to strengthen alignment and consistency across partnerships to ensure a more direct impact on student outcomes. While the school has a range of strong partnerships, feedback indicates that not all partnerships are clearly connected to measurable academic goals or consistently integrated into the school day.  A key focus area is ensuring that all partnerships—particularly within expanded learning programs—are closely aligned with grade-level standards and instructional priorities. NJB will work to strengthen coordination between school-day instruction and after-school programming to better support student learning, especially in literacy and math.  Another area for growth is improving communication and collaboration between partners and school staff. This includes establishing clearer expectations, regular check-ins, and shared accountability for student progress to ensure partnerships are effective and responsive to student needs.  Additionally, NJB aims to expand data use across partnerships by more consistently monitoring student participation, engagement, and academic progress. This will allow the school to evaluate which partnerships are most impactful and make informed decisions about continuing, adjusting, or expanding services.  Through these focus areas, NJB is working to ensure that all partnerships are purposeful, aligned, and directly contributing to improved student outcomes. Based on educational partner feedback and local data, NJB identified several focus areas for improvement in Building Partnerships for Student Outcomes. While family engagement and communication have increased, the school continues to work toward ensuring consistent participation and meaningful involvement from all families, particularly those from underrepresented student groups, including families of|The return of student celebrations will be critical invitations for our families to be active participants in celebrating their student or school programs. At the end of 2024, events such as Morning Movement, Family Dinner in February, Bingo Night, and Science Fair proved effective in engaging diverse groups of families.  Using site funds and in partnership with PTA, NJB will ensure supplies needed school supplies are available for all parents. Schools can provide theme parent night based on school priorities. . During events, ensure that there are childcare options that are available to all families, so that childcare is not a barrier for parent participation. For families with transportation issues, ensure bus vouchers are readily available without feelings of shame or guilt. Continue a high level of participation in Student-Parent Home Visit with an effort to prioritize families who have identified needs. Ensure schools follow up with families who don't attend schedule a meeting and provide multiple ways/times to meet. Use a Coordination of Services Team, COST,  with the GOAL of communicating the importance of regular on time attendance with families. When possible, combine parent workshops with Community Nights and Fun Activities. Based on educational partner input and local data, NJB has identified the need to more intentionally engage underrepresented families—particularly families of English Learners and those not regularly participating in school events—in partnerships that support student outcomes.  To improve engagement, NJB will strengthen outreach by using multiple communication methods, including ParentSquare, phone calls, and in-person connections, with all communication provided in both English and Spanish. Staff will prioritize personalized outreach to families who have not traditionally engaged, with a focus on building trust and understanding barriers to participation.  NJB will also create more accessible and relevant opportunities for families to engage in their child’s academic experience. This includes offering workshops and events connected to literacy, math, and student progress, as well as providing flexible meeting times and virtual options to accommodate family schedules.  In addition, the school will work to more clearly connect partnerships—such as expanded learning programs and community-based opportunities—to student outcomes, and communicate this connection to families. By helping families understand how to access and support these opportunities, NJB aims to increase participation and impact.  Family input will continue to be gathered through ELAC, surveys, and direct outreach, with a focus on ensuring underrepresented voices are included in decision-making and program development.  Through these actions, NJB will strengthen meaningful partnerships with underrepresented families and increase their engagement in supporting student success. Based on educational partner input and local data, NJB identified the need to|oseph Bonnheim (NJB) continues to prioritize multiple, meaningful opportunities for families to provide input in school decision-making. At the site level, the Steering Committee, PTA, and ELAC actively engage families and provide input on school priorities, programs, and resources. These groups create structured opportunities for families to share perspectives and help guide decisions that impact student outcomes.  NJB has strengthened transparency by clearly communicating the role of each advisory group and increasing opportunities for participation through varied meeting times and formats. ELAC continues to play an important role in gathering input from families of English Learners, while the PTA and Steering Committee support broader school-wide engagement.  At the district level, families also have access to additional input structures, including the Superintendent’s Parent Advisory Committee and DELAC, which provide opportunities for families to share feedback directly with district leadership.  Through these systems, NJB continues to build a culture where family voice is valued and contributes to school and district decision-making.|Based on educational partner input and local data, NJB has identified the need to increase participation across all family input structures, including the Steering Committee, PTA, ELAC, and district advisory groups. While systems for input are in place, participation is not yet representative of the full school community.  A key focus area is improving family understanding of the purpose and impact of each advisory group. Families have indicated a need for clearer communication about how their input influences decisions and how they can get involved.  NJB will also focus on strengthening outreach and recruitment efforts to ensure broader representation, including families who have not traditionally participated. Increasing access through flexible meeting times, consistent communication, and translation services will remain a priority.|NJB will take intentional steps to increase engagement of underrepresented families in decision-making processes. This includes strengthening outreach through bilingual communication (English and Spanish), using multiple platforms such as ParentSquare, phone calls, and in-person connections to ensure families are informed and invited to participate.  The school will continue to offer flexible meeting times and explore virtual options to reduce barriers related to work schedules and access. NJB will also create more inclusive and welcoming opportunities for families by hosting events that celebrate the diverse cultures within the school community and encourage participation from all groups.  In addition, NJB will improve communication by developing clear, consistent messaging about advisory groups and school initiatives, including exploring a centralized family newsletter or communication hub.  Family voice will continue to be gathered through ELAC, PTA, and the Steering Committee, with a focus on ensuring underrepresented families are included and their input is reflected in school decisions|4|5|4|4|4|4|5|4|5|5|5|5|Met||2026-06-18|2026
34674390135343|Growth Public|3|GPS continues to have strong family relationships and effective family communication systems. Families remain supportive of the school through events, fundraising, and strong participation in school celebrations. The school also benefits from a positive culture, strong community partnerships, and students generally feeling welcomed and supported. These strengths show that families remain connected to GPS and continue to see the school as a community they want to support.|A key focus area is strengthening trust and communication with families. While families are engaged in events and celebrations, current reflection shows that engagement is stronger in participation than in decision-making. Communication is also not always proactive, which can reduce trust when families do not feel fully informed. GPS will focus on improving proactive communication, expanding family engagement opportunities, and creating more consistent systems for gathering family feedback.|GPS will improve engagement of underrepresented families by creating more intentional opportunities for family voice, leadership, and feedback. This includes using smaller family gatherings, targeted outreach, and more consistent feedback systems to better understand family experiences, concerns, and reasons for disengagement. GPS will also focus on strengthening retention through relationship-building, especially when concerns arise, so families feel heard and supported before dissatisfaction leads to attrition.|GPS has made progress in building partnerships with families by maintaining strong family relationships and communication systems. Families continue to support the school, and the school remains focused on students through caring and committed staff and leaders. Instructional systems are also improving, including stronger PLCs and coaching, expanded small-group instruction, improved reading and math growth, and growth among English Learners and Students with Disabilities. These strengths provide a foundation for partnering with families around student progress and outcomes.|GPS will focus on strengthening how staff partner with families around academic progress, attendance, and student support. Current reflections show that overall proficiency remains below target, classroom instruction is inconsistent, student attendance remains a challenge, and achievement gaps persist. Because of this, GPS needs more consistent and proactive communication with families about student progress, intervention, attendance concerns, and ways families can support learning at home.|GPS will improve engagement of underrepresented families by providing more accessible and proactive communication about student learning, progress monitoring, and available supports. This includes helping families understand academic data, progress reports, attendance concerns, and intervention plans. GPS will also strengthen teacher-family communication when concerns arise, including when students are absent or at risk of disengagement, so families are included earlier as partners in supporting student success.|GPS has a strong foundation for family engagement because families continue to support the school and participate in events, fundraising, and celebrations. Leadership also remains student-centered and resilient, and the school has an experienced leadership team that values family relationships. These conditions support the school’s ability to seek family input and use family perspectives to inform planning.|GPS will focus on moving family engagement from participation toward shared decision-making. Current reflection shows limited family leadership opportunities and a need to increase family voice and leadership. GPS will also work to improve communication across stakeholder groups and build more sustainable systems for collecting and using family input, rather than relying on informal or inconsistent practices.|GPS will more intentionally seek input from underrepresented families by using multiple feedback structures, including small-group gatherings, surveys, advisory opportunities, and direct outreach. The school will use family feedback to better understand lack of involvement, dissatisfaction with school decisions, and potential reasons for attrition. This will help GPS ensure that school decisions are informed by a broader range of family voices, not only those who already participate regularly.|3|3|3|3|3|3|3|3|3|3|3|3|Met||2026-06-22|2026
34674390137406|SAVA - Sacramento Academic and Vocational Academy - SCUSD|3|Based on 2026 input results and ongoing local data for SAVA SCUSD, a continued strength is the strong sense of trust and connection between families and school staff. High percentages of parents and students continue to report feeling respected, supported, and safe—outcomes that reflect the sustained implementation of the Capturing Kids’ Hearts (CKH) model. CKH remains a foundational practice across all sites, with staff consistently applying its principles to build positive relationships and maintain safe, supportive learning environments.  During the 2025–26 school year, SAVA SC has further strengthened family engagement through more intentional and consistent communication, including regular outreach from teachers, counselors, and support staff. Participation in School Site Council (SSC) and District English Learner Advisory Committee (DELAC) has remained steady, with continued efforts to make meetings accessible through multiple communication methods and interpretation services. Additionally, staff have placed an increased emphasis on proactive communication around student progress, attendance, and engagement, helping families feel more informed and connected to their student’s experience.  SAVA SC has also deepened its focus on relationship-centered practices as part of its broader MTSS and student support systems. Student support staff continue to play a critical role in maintaining strong family connections and addressing both academic and social-emotional needs. Ongoing professional development, including equity-focused work and cycles of inquiry, has supported staff in strengthening relationships with students and families while addressing identified areas of need. These efforts contribute to a culture where all students and families feel valued, supported, and connected to the school community.|Based on the analysis of educational partner input and local data, a key focus area for improvement at SAVA SCUSD is strengthening family engagement to support increased student attendance and overall engagement. While strong relationships exist, data indicates a continued need to deepen meaningful family involvement—particularly in supporting consistent student participation and academic progress. This is especially important given SAVA’s high percentage of students from low socioeconomic backgrounds, where additional barriers to engagement may exist.  During the 2025–26 school year, SAVA SC has identified the need to expand proactive, two-way communication with families and increase opportunities for families to engage in their student’s learning experience. This includes clearer communication around attendance expectations, academic progress, and available supports, as well as creating more accessible and relevant opportunities for family involvement.  This focus aligns with LCAP Goal 3, which prioritizes increasing engagement with all stakeholders. Additionally, within the School Improvement Plan, there is a continued emphasis on addressing both student and teacher learner needs related to engagement. This includes ongoing professional development to support staff in implementing strategies that foster stronger family partnerships and more engaging, relevant learning experiences for students. Strengthening these areas is expected to support improved attendance, reduce dropout rates, and increase graduation outcomes.|Based on the analysis of educational partner input and local data, SAVA SCUSD will improve engagement with underrepresented families by expanding targeted, relationship-centered outreach and increasing access to meaningful participation opportunities. While survey data continues to reflect strong relational trust, it also highlights the need for more consistent and intentional engagement with families of students who are new to SAVA, credit-deficient, or experiencing transitions.  During the 2025–26 school year, SAVA SC has prioritized structured onboarding and ongoing engagement for 9th-grade students, seniors, and transfer students. This includes enhanced orientation processes, small-group family meetings, and workshops focused on graduation requirements, attendance expectations, academic supports, and postsecondary planning. These efforts are designed to ensure families feel informed, connected, and empowered from the start.  SAVA SC will also continue to expand Career and Technical Education (CTE) engagement opportunities by intentionally including families in showcases, advisory events, and hands-on experiences. By highlighting clear connections between CTE pathways, industry certifications, and career opportunities, the school aims to increase relevance and participation among underrepresented families.  In addition, the school will increase access to field trips, college visits, and dual enrollment informational sessions, with a focus on reducing barriers to participation. Communication efforts will be strengthened through consistent, multilingual outreach and multiple platforms to ensure families receive timely and accessible information.  Through the continued implementation of the Capturing Kids’ Hearts (CKH) framework and alignment with MTSS practices, SAVA SC will maintain a strong focus on building trusting relationships while creating more inclusive and equitable engagement opportunities. These efforts are intended to ensure that all families, particularly those historically underrepresented, feel welcomed, valued, and actively connected to their student’s educational experience.|At SAVA SCUSD, building strong partnerships with families and the broader community is a key strength that directly supports student outcomes. Parents and guardians are engaged from the moment of enrollment, where staff meet individually with each family to explain the program, review expectations, and provide a site tour. This early connection establishes a foundation of trust and ensures families feel informed and supported from the start.  Throughout the school year, staff maintain consistent and proactive communication with families. Teachers, counselors, and support staff connect with parents/guardians regularly—at minimum on a weekly basis—to provide updates on student progress and to collaborate on addressing academic, attendance, and social-emotional needs. Families are actively included in Student Success Team (SST), 504, and IEP meetings, reinforcing their role as essential partners in decision-making and student support.  SAVA SCUSD also provides multiple opportunities for families to engage in the school community and contribute to school improvement efforts. Parents/guardians are invited to participate in School Site Council (SSC) and District English Learner Advisory Committee (DELAC), ensuring their voices are included in shaping school programs and priorities. Additional engagement opportunities include Orientations, Back to School Night, College and Career Fairs, CTE Showcases, Student Appreciation events, and graduation ceremonies. Parent workshops are offered to support understanding of financial aid, CAASPP assessments, and other relevant topics.  Communication systems have continued to strengthen through the use of multiple platforms, including newsletters, mailers, all-calls, the Parent Square application, and the school website, which includes a “Let’s Talk” feature for direct communication. These tools ensure families receive timely, accessible information and remain connected to their student’s educational experience.  During the 2025–26 school year, SAVA SCUSD has further expanded partnerships that support college and career readiness. This includes the growth of internships and work-based learning (WBL) opportunities, as well as the implementation of pathway-specific advisory board meetings. These advisory boards include school staff, industry partners, students, and families, creating meaningful collaboration that aligns programs to real-world expectations and strengthens outcomes for students. These efforts reflect SAVA’s commitment to building authentic partnerships that enhance student engagement, preparedness, and long-term success.|Based on the analysis of educational partner input and local data, a key focus area for improvement at SAVA SCUSD is increasing meaningful and consistent engagement with families, community members, and key stakeholders to strengthen partnerships that directly support student outcomes. While communication systems and participation opportunities are in place, data indicates a need to increase attendance and involvement at school events and expand opportunities for two-way engagement.  SAVA SCUSD will focus on creating more accessible, relevant, and engaging opportunities for families and community partners to participate, including increased outreach for school events, workshops, and career-connected learning experiences. Additionally, the school will continue to strengthen partnerships with industry and community organizations to expand work-based learning, internships, and postsecondary opportunities. These efforts aim to build deeper, more impactful partnerships that support student engagement, attendance, and overall success.|Based on the analysis of educational partner input and local data, SAVA SCUSD will improve engagement with underrepresented families by expanding personalized, relationship-based, and culturally responsive partnership strategies. A key approach is the continued use of targeted outreach, including home visits and individualized meetings, to build trust and connect with families who may not engage through traditional school structures. These efforts allow staff to better understand family needs, strengthen relationships, and connect families to appropriate academic and community resources.  SAVA SCUSD will also strengthen communication equity by increasing multilingual outreach and ensuring families are consistently informed of their right to request interpretation for all school-related meetings and events. Communication will be delivered through multiple accessible platforms to ensure families receive timely and relevant information.  In addition, through the Community Schools Grant, SAVA SCUSD is expanding wraparound supports, including mental health services, family resource coordination, and connections to community-based organizations. These services are integrated within the school’s MTSS framework to provide holistic support for students and their families.  SAVA SCUSD will also continue to intentionally connect underrepresented families to college and career readiness opportunities, including Career Technical Education (CTE) pathways, work-based learning experiences, and dual enrollment. By increasing access and relevance, these efforts aim to empower families as active partners in their student’s education and improve outcomes related to engagement, attendance, and postsecondary success.|Based on educational partner input and local data, SAVA SCUSD continues to demonstrate strong progress in fostering a culture of shared decision-making and inclusive stakeholder engagement. A key strength is the increased participation of families and staff in School Site Council (SSC) and District English Learner Advisory Committee (DELAC). Families are increasingly engaging in these spaces, contributing meaningful input on school programs, resource allocation, and areas for improvement.  SAVA SCUSD also provides multiple structured opportunities for stakeholders to share input, including family engagement events, feedback sessions, and surveys. These opportunities consistently result in active participation and provide valuable insight into school climate, program effectiveness, and student support needs. Feedback collected through these channels is used to inform site-level decisions and continuous improvement efforts.  Student voice remains a central component of SAVA’s model. Students play an active role in planning school events such as graduation and CTE Showcases, and they are included in decision-making processes through SST, 504, and IEP meetings. Additionally, the cohort model incorporates regular “community time,” where students are encouraged to share feedback, advocate for their needs, and contribute to shaping their learning experience. Student input has also informed adjustments to live instruction, engagement strategies, and enrichment opportunities.  To support student well-being and ensure their voices are represented, SAVA SCUSD continues to provide access to mental health and wellness services through contracted providers, including group counseling and targeted supports. These services help inform school practices and interventions, particularly for underrepresented student groups.  Overall, SAVA SCUSD remains committed to maintaining transparent, inclusive, and ongoing engagement with all educational partners, ensuring that stakeholder input meaningfully informs decision-making and supports improved student outcomes.|Based on the analysis of educational partner input and local data, a key focus area for improvement at SAVA SCUSD is increasing participation in formal feedback mechanisms, particularly surveys. While families and stakeholders provide strong, meaningful input through advisory groups, phone calls, and Zoom meetings, survey response rates remain lower than desired, limiting the breadth of perspectives collected.  To address this, SAVA SCUSD will focus on improving outreach and accessibility of surveys, including clearer communication about their purpose, simplifying formats, and providing multiple opportunities and platforms for completion. The school will also continue to leverage personalized outreach methods to encourage participation from underrepresented families. Strengthening participation in these feedback tools will ensure more comprehensive input to inform decision-making and continuous improvement.|Based on the analysis of educational partner input and local data, SAVA SCUSD will improve engagement of underrepresented families in decision-making by implementing targeted, inclusive, and capacity-building strategies. The school will intentionally recruit and support participation from underrepresented parents/guardians in advisory groups such as School Site Council (SSC) and DELAC to ensure a broader range of voices are represented in decision-making processes.  To increase accessibility, SAVA SCUSD will expand multilingual communication by providing surveys and outreach materials in languages that reflect the school community. Surveys will be simplified and offered through multiple platforms, with additional follow-up and personalized outreach to encourage participation from families who may not typically engage.  SAVA SCUSD will also invest in staff professional development focused on supporting English Learner (EL) students and effectively partnering with their families. This includes strategies for culturally responsive communication and building trust to support meaningful participation in school decisions.  Additionally, SAVA will increase efforts to build family knowledge and confidence in navigating educational systems by providing information sessions on topics such as dual enrollment, college and career pathways, and graduation requirements. By increasing awareness and understanding, families will be better equipped to provide informed input and actively participate in decision-making processes.  Through these efforts, SAVA SCUSD aims to ensure that underrepresented families are not only included, but empowered as active partners in shaping school programs and priorities.|5|5|4|4|4|4|5|4|4|4|4|4|Met||2026-06-16|2026
34674396033799|Bowling Green Elementary|3|Bowling Green has invested money into the Student Support Center to keep full time Social Worker available for the increasing need of our students' social and emotional health needs. These investments have shown extreme value for our students, particularly following the return to school from closures during the pandemic. Students are receiving SEL curriculum as well as one on one supports through the center. Many others are receiving connections to counseling and community supports with the aide of our SSC.|Administration worked closely with staff, community, Steering and ELAC to elicit feedback on prioritization of funding. Feedback overwhelmingly showed a need for increased instructional aides, full Student Support Center at each SLC, class size reduction to address learning needs, and materials and technology to support student learning in a more robust classroom environment.|Community events have enabled staff to have increased personal interactions with families, assisting with seeking input.|Bowling Green has invested time into partnering with Sacramento State University, the local arts program CLARA and Sierra Journey. We also partner with Operation School Bell and Sacramento Public library. These investments have shown extreme value for our students as they provide our students with extra-curricular opportunities.|No Response|No Response|No Response|No Response|No Response|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-18|2026
34674470000000|San Juan Unified|3|San Juan Unified is committed to building strong school-home partnerships through meaningful family engagement and collaboration with schools, departments, and community partners. This year, we have continued to dive deeper into building relationships with students, families, and communities. We created our FACE Framework, a comprehensive set of six family and community engagement standards that include a foundation of relationship building. This framework was rolled out to all site and department administrators, as well as community partners, through a monthly professional learning series with integrated resources and support. Additionally as a district, relationships have served as the foundational element for the instructional focus of the Checking for Understanding strategy that has been launched across our school sites.   Additionally, our district is in its second year of implementing Talking Points, a two-way communication platform to engage families. Our FACE team has helped the Communications team support this roll out and focused this year on helping families and schools learn ways to better use this tool as a relationship-builder. Our FACE team also launched a Parent Teacher Home Visit pilot with UCLA and five school sites to help address chronic absenteeism through the use of relationship building and home visits. We’ve seen some incredible results and, as a district, have already noticed a significant decrease in chronic absenteeism.   Lastly, other FACE team-specific supports that have focused on building relationships with students, families and community have included our Parent Family Support Ambassador who serves as a Welcome Ambassador at San Juan Central, welcoming new families who enroll into our district, helping them navigate resources and then calling to check in with them after the first week of school to see how things have been going. We also have expanded our Community Care Hubs to various regions across our district and added additional community partners to meet a variety of needs for families, including multilingual, immigrant/refugee, disabilities, health/wellness, legal, advocacy, and more.|San Juan Unified’s key areas of improvement in Building Relationships Between School Staff and Families consist of continuing to offer staff development opportunities that assist in building capacity of staff to create a welcoming school environment and creating ways for family and student voices to be sought and amplified. We will continue to dive deeper into the FACE Framework with administrators and site/department staff, while also developing a Family Companion Guide to the FACE Framework this next year that we will provide learning opportunities for with families. We’ll also be identifying six pilot sites—one per FACE Framework standard—to partner with us this next year and focus on that one family/community engagement standard with our support, utilizing the FACE Framework as a tool. We’ll also continue to expand our Mini Grants based on the FACE Framework to help sites utilize the Framework’s resources to expand family engagement initiatives at their sites without cost being a barrier.   Offering a variety of professional development workshops to various staff roles such as classified support staff, front office staff, administrators, certificated staff, and new teachers, along with learning workshops for families, will serve as a support for staff and caregivers to gain knowledge and critical tools to help create a strong foundation in the school-home partnership, which will positively impact the building of relationships between school staff and families.   Additionally, during our FACE Mobile visits and Community Care Hubs, we work closely with schools to involve them in the visit, learn about ways to support families with community and district resources, and help them to proactively build relationships with their families. This includes having them identify and personally invite specific families who may need additional support to the FACE Mobile visit. One specific area of focus that we are continuing to improve upon is partnering with schools to build their site team’s capacity to create, plan, and implement site-based family education and outreach opportunities. By helping build the capacity of staff and connecting families with specific staff from the school, bridges are being built between the school, home, and community which positively support our students and help continue to build relationships.|San Juan Unified will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families by identifying barriers and creating opportunities for increased access to supports and resources is key to improving the engagement of underrepresented families. One way we are continuing to guide this work is to by partnering with our Communications department and school sites to help provide aligned ways for families to receive school and district information in their native language, provide opportunities for families to have two way communication with their child’s school staff, and support school sites in creating ways to invite families of diverse backgrounds on campus for events, volunteer opportunities, or participation in school meetings. This was very successful this year when we partnered together for our School Experience Survey outreach and collection from families—we had an overall increase in responses as a district, and especially at sites where FACE and Comms worked together to provide targeted outreach. This will be especially important this year as we collect voice around our midpoint check in with our Strategic Plan, ensuring that our underrepresented families have their voice and feedback shared on how the objectives of the plan have been going for them and what areas of improvement can be made.  Additionally, continuing to work with local community partners and organizations allows us to create an environment that is culturally responsive and welcoming for underrepresented students and families. This year’s Partnership Connection bimonthly community partner/district collaborative meeting has really been a huge help in advancing this, and we have been able to bring in new partnerships specifically supporting underrepresented groups, including Raising a Reader, which has provided books in primary languages for families to read at home together in an effort to increase students’ literacy scores. This is just one of several culturally responsive partnerships that are providing incredible supports this year for some of our most underrepresented communities.|San Juan Unified family engagement efforts strongly support an authentic partnership between school, home, and community. Our district provides many opportunities for families, schools, district departments, and the community to build collaborative and trusting relationships in order to support student success. San Juan’s Family and Community Engagement (FACE) department offers family engagement workshops and educational classes throughout every month to help families and staff build their skills and knowledge around effective school-home partnerships and best practices to support students. Topics include, but are not limited to: understanding the U.S. school system, effective two-way communication, cultural diversity and responsiveness, college-career readiness, positive behavior supports for home and school, social-emotional health and wellness, and academic learning resources. These workshops are offered both in-person and on Zoom so that families can choose what is safe and accessible for them and are presented in a variety of languages, days, and times to support the varying schedules of families.  This year, we responded to the challenges and concerns that many of our families were experiencing and offered workshops and resources focused on immigration, Know Your Rights, Medi-Cal and benefits, Special Education/IEP, mental health/wellness, and advocacy. Knowing that many of our immigrant, refugee, undocumented, and families of color may not feel comfortable physically attending workshops or seeking out resources in person at their school, we also developed ways for families to find resources online, including a dedicated Immigration resource page on our website with links to immigration information, resources, legal aid, and more, as well as a Community Resources webpage for links to food banks, housing, medical, childcare, legal, etc. Additionally, we recorded our workshops and have created a Video Library for families and staff to access at any time, so they can view recordings (closed-captioned and translated) in an effort to mitigate barriers and expand knowledge and access to resources and support.|Supporting the rollout of our new math adoption, as well as continued literacy supports, is an area of focused improvement in Building Partnerships for Student Outcomes for San Juan Unified. Through staff development training focused on ways to welcome and effectively communicate with families, valuing families as assets to support student learning, and providing families with ongoing opportunities to be engaged in their student’s education are all examples of ways to support this effort. We also want to continue building capacity with schools to co-lead their own family education workshops, as well as increase participation in the Neighborhood Learning Project and Parent Teacher Home Visit Project.   Additionally, we intend to continue our targeted site family engagement pilot program with the FACE Framework to support school teams with ongoing support of family engagement training and practices. We have been analyzing each school’s School Experience Survey results from families, students and staff and have been comparing the feedback they’ve voiced from the past three years. We’ve also compared that feedback to the feedback shared from administrators on their FACE Framework Baseline Survey Assessments, so we can see what correlations exist and what next steps with family and community engagement we can help support each site with next year.|Increasing targeted efforts and communication is one way to help improve the engagement of underrepresented families in the district. Through the use of surveys, listening circles, and family education workshops facilitated in different languages, we can create an environment where underrepresented families feel included, much like they did this year with the successes seen in partnering with Communications at FACE and school site events for targeted voice collection efforts in primary languages. Increased opportunities for families to learn about the education system, how to support their students learning at home, and about resources and programs in the community are also key to improving the engagement of underrepresented families.|San Juan Unified has a myriad of strong, sustainable systems to gather to ensure input for decision making. We are committed to seeking ongoing input and involving families in the decision-making process, especially through opportunities to serve on school and district committees. One way that we seek input for decision-making is through the FACE Mobile, Community Care Hub, and FACE event surveys, which families, staff, and community members can anonymously complete when they visit the FACE Mobile, Care Hub, or other FACE events. Their feedback helps us determine what strengths and areas of opportunity exist to strengthen our support for families, as well as what types of resources and supports are being requested and utilized. Furthermore, there have been a variety of initiatives that consisted of family and community input gathering, such as the creation of the district’s Strategic Plan, student dress code revisions, facilities master planning, curriculum adoptions, cell phone policy, FACE Framework creation, family engagement policies, and more. Additionally, community partners have also been engaged in input and decision making as part of our Partnership Connection collaborative, which is a bi-monthly collaboration that invites all of our community partners into one space so that they can learn more about our district, discuss goals and outcomes, review data, brainstorm ideas to support the needs of our students, families and schools, and network with other community partners.   Most recently, families participated in our annual School Experience Survey that was administered districtwide, and we were able to increase our participation across the entire district, thanks to targeted outreach efforts and increased communication and barrier mitigation strategies. Our FACE team helped support this effort with targeted outreach with families, but also by providing additional support to administrators with analysis of the results of the survey. By referring to our FACE Framework Standard #6- Shared Decision Making, we were able to help administrators learn more about the importance of engaging families in the shared decision-making process, as well as how to analyze the feedback they shared in the survey and involve them in the next steps in the solutions. We created an action guide for each of the ten survey sections that gives administrators next steps they can take to involve families in shared decision making based on lower scores in those sections. This guide helps administrators understand what the family feedback shared may indicate and what they can now do to help address it, while centering families as collaborative partners in the decision-making process.|A key area of focus to support the improvement in seeking input for decision making is creating ongoing communication to various audiences about the importance of family engagement and providing opportunities for families to share input in school and district plans. Specifically, helping sites utilize the Next Steps in Decision-Making action guide we created to support the School Experience Survey results. An area of focus to improve Seeking Input for Decision Making is ongoing data review and analysis to determine which voices or groups are not participating or are harder to reach with input gathering efforts. We also will be creating a Family Companion Guide for the FACE Framework this year, which will include Standard #6- Shared Decision Making. This standard will help families learn how to be involved as decision makers in their children’s education and how to be collaborative partners and advocates.|To strengthen engagement of underrepresented families in decision-making processes, San Juan Unified is committed to creating communication materials available in different languages and in terminology that is understandable can support the improvement of engagement of underrepresented families in relation to seeking input for decision making. Additionally, creating opportunities for families to learn about school and district committees, how they can increase their knowledge of ways to participate in decision making, and who they can contact to get more involved are key strategies to increasing engagement of underrepresented families. Lastly, implementing different ways to communicate and seek feedback from diverse families will help ensure that families have multiple ways to access information. For example, this year, we collaborated with our Communications department and had them partner with our FACE ambassadors and parent liaisons our school sites with high unduplicated student counts and generally low participation to distribute School Experience Survey flyers with families they meet with. This was extremely effective, so we will expand this practice next year.   Finally, our School Site Councils (comprised of parents/guardians, community members and staff) at every school provide input and partnership in shared decision making to improve equitable student outcomes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-23|2026
34674470112169|California Montessori Project-San Juan Campuses|3|CMP encourages direct communication through regular parent-student-teacher conferences and utilizes ParentSquare, a parent communication app that reaches 99% of families, as a vehicle to share information and respond to inquiries between parents and staff. Through ParentSquare, the school can message families via their preferred phone number, email, or other contact method.  CMP holds Campus Advisory Committee meetings to provide educational partners with opportunities to learn about and provide input into school activities. To gather broader feedback on school culture and climate, CMP administers surveys for students in grades 3-8, staff, and families each year.  CMP administration meets with students, families, and staff annually to inform the LCAP. In 2025-26, LCAP educational partner feedback sessions were offered via Zoom across the network, expanding access for families and staff regardless of location. Through an open discussion format, educational partners are encouraged to share feedback, ask questions, and make suggestions for improvement on any school-related topic. CMP also provides an online survey available to all families and staff to share feedback on the LCAP. This process supports a shared level of decision-making and increases the voice of all partners.  CMP campuses hold community events throughout the year to engage families in the school community and strengthen connections between home and school.|CMP continues to focus on improving student attendance by strengthening communication and engagement with families around positive attendance practices. In 2025-26, the Student Services team has been actively promoting attendance expectations and strategies through ParentSquare, ensuring timely and accessible messaging reaches families through their preferred communication channels.|CMP's website and ParentSquare communication system allow parents to translate content into their preferred language, ensuring effective and accessible communication for all families.  In 2025-26, CMP hired a Restorative Practices Coordinator to support the implementation of restorative practices across the school community, building stronger relationships between staff, students, and families — particularly for those who have historically been underrepresented or underserved.  CMP's Montessori Instruction and Innovation Department (MIID) Team has maintained a focus on building English Language Development (ELD) systems in the classroom, supporting English Learner families by strengthening the academic experience of their students.  In response to educational partner feedback expressing a desire for enrichment opportunities, CMP will prioritize expanding enrichment offerings in the 2026-27 school year. Providing enrichment options that serve the whole child is a meaningful way to engage underrepresented families and ensure all students have access to a well-rounded educational experience.|Based on educational partner feedback, CMP's current strengths in building partnerships for student outcomes are rooted in the community's appreciation for the Montessori method and its dedicated teaching staff. Educational partners widely recognized the Montessori approach for fostering independence and a love of learning through hands-on experiences, reflecting strong alignment between CMP's educational philosophy and family values. Respondents also commended teachers for providing social-emotional support and academic interventions, highlighting the meaningful relationships that exist between staff and students.  Families also noted that CMP campuses provide a physically safe environment, pointing to secured campuses and organized drop-off procedures as tangible indicators of a well-managed school community. The breadth and depth of educational partner input — spanning program expansion, facilities, behavior management, and enrichment — reflects a community that is actively engaged and invested in partnering with CMP to improve student outcomes.|CMP's focus area for improvement in building partnerships for student outcomes centers on strengthening systems that connect families to student progress and intervention support. Educational partner feedback highlighted a desire for more consistent communication regarding student behavior and incidents, as well as clearer follow-through from administration — areas CMP is actively working to address.  To support this, CMP has established structured internal systems to ensure student needs are identified and addressed in a timely and collaborative manner. PBIS Tier 2 teams meet monthly to review student progress and any Request for Assistance submissions. Intervention teams also meet monthly with administration to review progress and program implementation. Additionally, RTI review meetings are held three times per year with staff to ensure consistent monitoring of student needs across the school year. These systems reflect CMP's commitment to a partnership approach between educators and administrators in supporting student outcomes, and CMP will continue to work toward ensuring families are informed partners in these processes as well.|CMP seeks to engage underrepresented families by ensuring campus administration and staff remain present and visible in the school community. When families are not being reached through standard communication channels, direct outreach via phone calls and in-person meetings is made to ensure families receive the information and support they need. CMP also provides on-campus services for families in need, including computer access, translation services, and meals.  Educational partner feedback highlighted strong interest in expanded enrichment programming — including music, athletics, visual and performing arts, and hands-on learning experiences such as gardening. CMP recognizes that offering a broader range of engaging programs serves as a meaningful entry point for underrepresented families, creating more opportunities for connection to the school community and investment in their student's educational experience. By expanding enrichment options that reflect the interests and values of all families, CMP aims to build stronger partnerships that support student outcomes across all student groups.|CMP encourages parent participation and views families as essential educational partners in their child's learning. CMP continuously seeks input from various groups of educational partners, especially as it relates to the LCAP process. In 2025-26, LCAP educational partner feedback sessions were offered virtually via Zoom across the network, expanding accessibility for families and staff regardless of location. Students, staff, and families were encouraged to provide input to help guide goal-setting and priorities for the coming year. CMP also administers culture and climate surveys for students in grades 3-8, staff, and families, providing additional structured opportunities for educational partners to share their perspectives and inform decision-making throughout the year.|CMP seeks to improve and promote partner involvement and collaboration through multiple pathways. In 2026-27, CMP will reintroduce Parent Cafes as a dedicated forum for family engagement, with a structured list of topics being developed to ensure sessions are meaningful and responsive to family interests and needs. Campus Advisory Council (CAC) meetings, composed of parent, teacher, and administrative representation, will continue to provide a standing forum for stakeholder input. CMP also maintains an open-door policy to foster a culture of collaboration and shared purpose between families and staff.  A key focus for improvement is ensuring that input gathered through these channels is visibly reflected in school decisions and communicated back to families, addressing the educational partner feedback that highlighted a desire for more consistent administrative follow-through.|CMP is committed to ensuring that underrepresented families have meaningful access to input opportunities and decision-making processes. Through ParentSquare, CMP administration is able to reach 99% of the family community via their preferred communication channel, including families without reliable access to computers or the internet. ParentSquare also allows families to translate content into their preferred language, reducing barriers for non-English-speaking families.  In 2026-27, the reintroduction of Parent Cafes will provide an additional in-person forum for families who may be less likely to engage through virtual or written channels. Topic selection for Parent Cafes will be informed by educational partner feedback, ensuring sessions are relevant and accessible to all families, including those who are historically underrepresented. CMP's Restorative Practices Coordinator will also continue to support relationship-building across the school community, helping to create an environment where all families feel welcomed and heard.|4|4|4|5|5|5|5|5|4|5|5|4|Met||2026-06-22|2026
34674470114983|Golden Valley River|3|The school demonstrates commendable strengths and progress in building robust relationships between school staff and families. Teachers initiate individualized connections with parents and students. This personalized approach is rooted in understanding each student's strengths, areas for improvement, learning goals, and interests. The school's commitment to fostering strong relationships is evident in its diverse curricular options, addressing the varied needs of students. Social-emotional learning (SEL) support is a notable strength, acknowledging the importance of holistic student development. The school actively engages the community, providing numerous opportunities for student and family participation in school activities, extracurriculars, and engagement. The emphasis on creating an environment where students and families feel genuinely supported is a significant achievement. The school's curriculum allows students to explore and develop their interests. The community engagement initiatives further strengthen bonds within the school community. Comprehensive student support mechanisms are a key feature, addressing individual challenges to ensure every student receives the necessary assistance. This holistic approach reflects the dedication to creating a connected and supportive school environment. Through these collaborative efforts, the school aims to cultivate a sense of belonging and success for each member of its school community, marking significant progress in building relationships between school staff and families.|Based on the thorough examination of feedback from educational partners and localized data, the school has identified pivotal areas for enhancing relationships between school staff and families. By fostering open lines of communication, the school aims to ensure that parents and guardians are informed about their child's progress, upcoming events, and any pertinent school-related matters. Additionally, the school is dedicated to the continued enhancement of personalized interactions between school staff and families. This personalized approach allows for a deeper understanding of students' strengths, areas for improvement, learning goals, and interests, ultimately strengthening the bond between home and school. Moreover, the school is committed to providing opportunities for family involvement in school activities and decision-making processes. By actively engaging families in school events, extracurricular activities, and parent-teacher conferences, parent enrichment offerings, and parent meetings, festivals, and community events, the school seeks to create a sense of belonging and ownership within the school community. Additionally, involving families in decision-making processes allows them to contribute valuable insights and perspectives, fostering a collaborative approach to student education and well-being. Furthermore, the school recognizes the importance of strengthening collaboration between the home and school environments to support student success. By fostering a culture of partnership and collaboration, the school aims to create a supportive ecosystem where students feel valued, supported, and empowered to reach their full potential. Through joint efforts between school staff and families, the school seeks to create a nurturing and inclusive educational environment that fosters student growth and achievement. In summary, the school's focus areas for improvement in building relationships between school staff and families revolve around enhancing communication channels, fostering personalized interactions, promoting family involvement, and strengthening collaboration between the home and school environments. By prioritizing these key areas, the school aims to create a supportive and inclusive educational community where every student has the opportunity to thrive.|Based on the analysis of educational partner input and local data, the school acknowledges the need to enhance engagement with underrepresented families as part of building relationships between school staff and families. In response to the self-reflection process, the school has devised strategic measures to bolster support for underrepresented families. To address the specific needs of underrepresented families, the school has implemented a range of initiatives to broaden support. The school prioritizes academic and social-emotional learning (SEL) interventions and supports to foster the holistic development of underrepresented students and their families. By integrating SEL components into the curriculum and support services, the school aims to nurture emotional resilience, interpersonal skills, and a sense of belonging among underrepresented families. In summary, the school's endeavors to enhance engagement with underrepresented families encompass a range of initiatives focused on communication, instructional support, and social-emotional learning. Through these efforts, the school aims to forge stronger connections between school staff and underrepresented families, fostering equity, inclusion, and academic success for all students.|Partnerships are the cornerstone of our educational philosophy. At our school, we believe that working collaboratively with parents is essential to student success. Every decision made on behalf of the student is a result of thoughtful collaboration between educators and parents. This collaborative effort occurs during various meetings, including learning period meetings, Individualized Education Program (IEP) meetings, Student Success Team (SST) meetings, and parent/teacher/admin conferences. This personalized approach ensures that every student receives the support and resources they need to thrive academically. Through these collaborative efforts, we strive to create a supportive and inclusive learning environment where parents are valued partners in their child's education. By working together, we can effectively address the individual needs of each student and empower them to reach their full potential.|Our primary objective is to ensure that effective teaching takes place in the classroom in an age-appropriate manner. To support this goal, we offer various opportunities for parent education, including workshops and informational sessions so that families are able to support the efforts of the school at home. Additionally, we provide professional development opportunities for our teachers, specifically focused on enhancing their teaching and learning practices.|To improve the engagement of underrepresented families we will facilitate parent/family advisory committees to address the unique needs of underrepresented students in order to better support their academic and social emotional achievement.|The school has many groups of parents to engage with in the area of governance and community goals. Parent surveys and meetings are held regularly to gain parent input and guide school priorities and decision-making.  Based on the analysis of educational partner input and local data, the LEA demonstrates notable strengths and progress in seeking input for decision-making. The LEA conducts surveys for both staff and families multiple times a year to gather feedback on the school's success in meeting student needs and achieving its mission and vision. These initiatives reflect a proactive approach to engaging educational partners and incorporating their input into decision-making processes, highlighting the LEA's commitment to collaborative decision-making and continuous improvement.|Based on the analysis of educational partner input and local data, the LEA's focus areas for improvement in seeking input for decision-making include enhancing parent involvement and continuing parent advisory committees. This year, efforts have been made to increase support from parents by communicating opportunities to be part of the decision-making process to the school community. The goal is to further grow parent involvement and address their requests and concerns, demonstrating the LEA's commitment to listening to families and valuing their feedback.|Based on the analysis of educational partner input and local data, the LEA is committed to improving the engagement of underrepresented families in decision-making processes.  The LEA ensures that all families, including underrepresented ones, have access to opportunities to ask questions and receive support. Additionally, the school has designated a foster and homeless youth liaison who provides free resources, social-emotional learning (SEL) support, and access to the student's curriculum, thereby addressing the unique needs of these vulnerable populations. These initiatives demonstrate the LEA's commitment to fostering inclusivity and ensuring that the voices of underrepresented families are heard and valued in the decision-making process.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-03|2026
34674470120469|Aspire Alexander Twilight College Preparatory Academy|3|At Aspire Twilight College Preparatory Academy, we continue to prioritize building strong, trusting relationships between school staff and families. We believe that meaningful connection and open communication are essential to student success. This year, we maintained regular outreach through surveys, family meetings, and community events to ensure families feel welcomed, informed, and heard. Teachers and school leaders made intentional efforts to reach out individually to families, especially during key moments in the school year. These practices have helped strengthen our partnership with families and create a supportive, inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected, but visibly acted upon.|To better support underrepresented families, we are enhancing our communication methods and outreach strategies. This includes offering translation services, flexible meeting times, and multiple ways for families to share input — such as surveys, one-on-one conversations, and small group listening sessions. We are also working to build stronger relationships through family liaisons, cultural events, and community partnerships. By continuously listening and adapting, we are committed to making sure every family feels seen, valued, and empowered to be an active part of our school community.|Aspire Twilight College Preparatory Academy continues to support strong partnerships between families and educators to promote student success. This includes sharing academic updates, hosting family events, and offering resources to help parents support learning at home. Teachers regularly communicate with families through student-led conferences, newsletters, and online platforms. We also offer professional learning to staff that strengthens their ability to collaborate with families and understand diverse student needs. These efforts have fostered a shared sense of purpose and a stronger learning community.|We are committed to deepening our partnerships with families by improving consistency and expanding how we share information and gather feedback. One area of growth is ensuring families not only receive updates, but also have opportunities to co-create strategies that support their child’s learning. We also seek to increase family understanding of academic expectations and how they can advocate for their students at all levels.|To better reach families who may not be as engaged, we are implementing more targeted and accessible approaches, such as offering multilingual materials, evening events, and varied formats for school-home communication. We are also working to build trust with underrepresented families through consistent outreach, inclusive programming, and leadership opportunities that honor the voices and strengths of our diverse community.|We believe families are essential partners in shaping our school’s vision and priorities. Aspire Vincent Shalvey Academy regularly invites families to provide input through surveys, School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. Principals and teachers use this feedback to inform key decisions, including academic programming, student support systems, and community-building activities. This ongoing engagement helps ensure that our school reflects the needs and hopes of the community we serve.|As we continue to strengthen our systems for shared decision-making, we are focused on expanding participation in advisory groups and ensuring the input we receive represents the full diversity of our families. We also aim to increase transparency by more clearly communicating how family feedback is used to make decisions.|To better include underrepresented voices in decision-making, we are developing new strategies to invite and support family participation — such as personal outreach, translation services, and meeting formats that are flexible and culturally responsive. We are also exploring additional ways to elevate family leadership in school planning efforts, so that every family feels empowered to shape their child’s educational experience.|4|5|5|5|4|5|5|4|5|5|4|5|Met||2026-06-18|2026
34674470121467|Aspire Alexander Twilight Secondary Academy|3|At Aspire Alexdander Twilight Secondary Academy we continue to prioritize building strong, trusting relationships between school staff and families. We believe that meaningful connection and open communication are essential to student success. This year, we maintained regular outreach through surveys, family meetings, and community events to ensure families feel welcomed, informed, and heard. Teachers and school leaders made intentional efforts to reach out individually to families, especially during key moments in the school year. These practices have helped strengthen our partnership with families and create a supportive, inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected, but visibly acted upon.|To better support underrepresented families, we are enhancing our communication methods and outreach strategies. This includes offering translation services, flexible meeting times, and multiple ways for families to share input — such as surveys, one-on-one conversations, and small group listening sessions. We are also working to build stronger relationships through family liaisons, cultural events, and community partnerships. By continuously listening and adapting, we are committed to making sure every family feels seen, valued, and empowered to be an active part of our school community.|Aspire Twilight Secondary Academy continues to support strong partnerships between families and educators to promote student success. This includes sharing academic updates, hosting family events, and offering resources to help parents support learning at home. Teachers regularly communicate with families through student-led conferences, newsletters, and online platforms. We also offer professional learning to staff that strengthens their ability to collaborate with families and understand diverse student needs. These efforts have fostered a shared sense of purpose and a stronger learning community.|We are committed to deepening our partnerships with families by improving consistency and expanding how we share information and gather feedback. One area of growth is ensuring families not only receive updates, but also have opportunities to co-create strategies that support their child’s learning. We also seek to increase family understanding of academic expectations and how they can advocate for their students at all levels.|To better reach families who may not be as engaged, we are implementing more targeted and accessible approaches, such as offering multilingual materials, evening events, and varied formats for school-home communication. We are also working to build trust with underrepresented families through consistent outreach, inclusive programming, and leadership opportunities that honor the voices and strengths of our diverse community.|We believe families are essential partners in shaping our school’s vision and priorities. Aspire Vincent Shalvey Academy regularly invites families to provide input through surveys, School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. Principals and teachers use this feedback to inform key decisions, including academic programming, student support systems, and community-building activities. This ongoing engagement helps ensure that our school reflects the needs and hopes of the community we serve.|As we continue to strengthen our systems for shared decision-making, we are focused on expanding participation in advisory groups and ensuring the input we receive represents the full diversity of our families. We also aim to increase transparency by more clearly communicating how family feedback is used to make decisions.|To better include underrepresented voices in decision-making, we are developing new strategies to invite and support family participation — such as personal outreach, translation services, and meeting formats that are flexible and culturally responsive. We are also exploring additional ways to elevate family leadership in school planning efforts, so that every family feels empowered to shape their child’s educational experience.|4|5|5|5|4|5|5|4|5|5|4|5|Met||2026-06-18|2026
34674470128124|Gateway International|3|The Capturing Kids' Hearts (CKH) program continues to guide GIS in fostering strong, trusting relationships with families. Throughout the school year, GIS hosted a variety of events at different times of the day, providing families with multiple opportunities to engage in ways that best fit their schedules. Each grade level organized at least one field trip for all students, the school held special assemblies, and parents and caregivers were welcomed to visit campus and participate in school activities. GIS has once again been named a CKH National Showcase School, demonstrating the school’s continued commitment to building strong relationships both in and out of the classroom. To further strengthen family engagement and elevate parent voice, GIS launched a new Parent Advisory Council this year in collaboration with the district’s Community Engagement Department. This council provides additional opportunities through regular meetings for parents and caregivers to share input, offer feedback, and partner with school staff around school programs and priorities. Through ongoing family events, open communication, and expanded structures for parent input, GIS continues to strengthen its commitment to equity, collaboration, and continuous improvement.|Communication between staff and families remains an important focus area for continuous improvement. Over the past year, GIS has institutionalized the practice of proactive, positive communication with families by building protected time into regular recurring staff meetings for teachers to engage in this work. Teachers continue to be encouraged to reach out regularly to share student achievements, progress, and classroom updates, rather than communicating only when concerns arise. This consistent practice has helped build trust, strengthen relationships, and create a more supportive dialogue between school staff and families. GIS has received positive feedback from families regarding these efforts, indicating that proactive communication is helping families feel more connected to their children’s school experience. In addition, GIS experienced success this year in strengthening communication around parent volunteer opportunities. The school’s Parent Liaison developed new structures to better communicate available volunteer opportunities to parents and caregivers, while also gathering additional input from teachers about classroom and schoolwide needs. These efforts helped create clearer pathways for families to come to campus, contribute in meaningful ways, and partner with staff to support students and the broader school community. Moving forward, GIS will continue refining its communication systems to ensure all families are informed, welcomed, and encouraged to participate in school life.|GIS is committed to strengthening relationships between school staff and families, with a continued focus on improving engagement of underrepresented families identified through the self-reflection process. To better serve our diverse student population, GIS will continue prioritizing culturally responsive communication, inclusive family engagement practices, and direct outreach to families who may face barriers to participation. The school’s Parent Liaison will continue to play a central role in building trust with families, particularly refugee families, multilingual families, and other underrepresented groups. This includes proactively reaching out to families, helping them navigate school systems, sharing information about school events and volunteer opportunities, and ensuring they feel welcomed, heard, and supported. GIS will also continue using input from families and staff to identify specific needs and remove barriers that may limit family participation. To further improve engagement, GIS will continue to provide culturally responsive learning materials and resources that help families support student learning at home. The school counselor will also continue offering social-emotional support, with attention to the unique experiences and challenges that students and families from underrepresented backgrounds may face. In addition, the administrative team will continue addressing chronic absenteeism through direct family engagement, supportive problem-solving conversations, and connections to community resources. Through these efforts, GIS will deepen trust with underrepresented families, expand opportunities for meaningful participation, and ensure that all families are empowered as partners in their children’s education.|GIS has established a clear and comprehensive communication process to keep families informed and engaged in support of student outcomes. The school primarily uses the ParentSquare app to share important information through phone calls, text messages, and emails. Additional updates and announcements are shared through GIS social media platforms, including Facebook, X, and Instagram. Academic progress is regularly communicated through mid-trimester progress reports and end-of-trimester report cards. Parent-teacher conferences are held at the conclusion of the first and second trimesters to review student progress and strengthen collaborative support between home and school. To support students experiencing academic or behavioral challenges, GIS implements a structured system of interventions, including Student Study Team (SST) meetings, Section 504 evaluations, and Individualized Education Programs (IEPs). This year, GIS worked to develop a clearer SST process timeline for staff, supporting more timely identification of student needs and more proactive partnership with families. By clarifying expectations and timelines for staff, GIS is better positioned to engage families earlier in the intervention process, collaborate around student supports, and monitor progress more effectively. These efforts ensure that families are informed, involved, and supported throughout their child’s educational journey, while strengthening the partnership between school staff and families to improve student outcomes.|GIS aims to continue strengthening communication between teachers, students, and families in order to build more effective partnerships for student outcomes. Teachers are expected to regularly discuss academic progress with students and maintain consistent communication with families to support learning at home. To further promote student ownership of learning, GIS holds academic conferences with students in grades 3–8. These conferences focus on reviewing learning outcomes and setting individual goals, fostering a culture of reflection, accountability, and growth. Based on parent feedback, one focus area for improvement is providing greater clarity and consistency in homework communication across classrooms. Families have indicated that more uniform communication about homework expectations, assignments, and ways to support learning at home would help them better partner with teachers and support student success. Moving forward, GIS will work to refine homework communication practices so that families have clearer, more consistent information and can more effectively reinforce student learning outside of school. By strengthening communication around academic progress, student goal setting, and homework expectations, GIS will continue building stronger partnerships with families that directly support improved student outcomes.|GIS will continue to improve engagement of underrepresented families by creating inclusive opportunities for families to connect with the school community and contribute to student success. Having a diverse staff allows students to see themselves reflected in the adults around them, helping them feel more comfortable, supported, and connected at school. This representation fosters a sense of belonging and encourages students to seek help when needed. It also communicates to families that GIS values inclusivity and reflects the diversity of the community it serves, strengthening trust and partnership between home and school. This year, GIS launched a new community event, GIS Cultural Night, which invited families to campus to share and celebrate their cultures with students, staff, and the broader school community. This event provided an important opportunity for families, including those from underrepresented communities, to feel seen, valued, and welcomed as partners in the school experience. GIS plans to continue hosting Cultural Night annually as part of its ongoing commitment to honoring family voice, strengthening relationships, and building partnerships that support positive student outcomes. Through diverse representation, inclusive family events, and continued outreach to underrepresented families, GIS will deepen trust, increase family participation, and strengthen the connection between home and school in support of student success.|GIS benefits from active and engaged School Site Council (SSC) and District English Learner Advisory Committee (DELAC) members who play a vital role in shaping decisions related to student learning, school programs, and family engagement. These advisory groups provide important opportunities for educational partners to review data, offer feedback, ask questions, and contribute to decision-making processes that support student success. This year, GIS also launched a new Parent Advisory Council in collaboration with the district’s Community Engagement Department. The council provides an additional structure for parents and caregivers to share input, offer feedback, and partner with school leadership around school happenings, programs, priorities, and areas for improvement. By expanding opportunities for family voice through SSC, DELAC, and the Parent Advisory Council, GIS continues to strengthen its commitment to inclusive decision-making and meaningful educational partner engagement.|GIS recognizes the continued opportunity to increase family involvement in school governance and engagement activities. Greater efforts are still needed to actively invite families to attend Board meetings, School Site Council (SSC) meetings, District English Learner Advisory Committee (DELAC) meetings, and parent workshops. GIS will continue working to strengthen parent participation by offering meaningful opportunities for families to learn, ask questions, and provide input on school priorities. GIS continues to host Family Literacy Night and plans to offer this workshop annually. This event is designed to help parents better understand the science of reading and learn practical ways to support literacy development at home. By continuing this annual event, GIS aims to empower families with tools and strategies that directly support student learning. In addition, GIS is working to increase opportunities for meaningful parent input within SSC and DELAC meetings by reviewing specific funding sources and inviting parents to provide feedback on related expenditures. This includes engaging families in more detailed conversations about how funds are used to support student learning, school programs, and identified needs. By bringing parents more directly into discussions about funding priorities and expenditures, GIS seeks to strengthen transparency, deepen family voice in decision-making, and build stronger school-community partnerships that promote student success.|GIS will continue enhancing outreach efforts to ensure underrepresented families are informed of and welcomed into key advisory groups such as the School Site Council (SSC), District English Learner Advisory Committee (DELAC), and other opportunities for educational partner input. To reduce barriers to participation, GIS will share translated versions of meeting invitations and communications in families’ home languages and offer interpreting services so families can fully participate in discussions and decision-making processes. GIS will also continue to provide flexible meeting times and both in-person and virtual options when possible to make participation more accessible for families with varying work schedules, transportation needs, or other responsibilities. By improving language access, expanding communication methods, and creating multiple pathways for participation, GIS aims to increase the engagement of underrepresented families and ensure their voices are meaningfully included in school decision-making.|5|4|4|5|4|4|5|4|4|4|4|4|Met||2026-06-16|2026
34674470132399|Golden Valley Orchard|3|The school demonstrates commendable strengths and progress in building robust relationships between school staff and families. Teachers initiate individualized connections with parents and students. This personalized approach is rooted in understanding each student's strengths, areas for improvement, learning goals, and interests. The school's commitment to fostering strong relationships is evident in its diverse curricular options, addressing the varied needs of students. Social-emotional learning (SEL) support is a notable strength, acknowledging the importance of holistic student development. The school actively engages the community, providing numerous opportunities for student and family participation in school activities, extracurriculars, and engagement. The emphasis on creating an environment where students and families feel genuinely supported is a significant achievement. The school's curriculum allows students to explore and develop their interests. The community engagement initiatives further strengthen bonds within the school community. Comprehensive student support mechanisms are a key feature, addressing individual challenges to ensure every student receives the necessary assistance. This holistic approach reflects the dedication to creating a connected and supportive school environment. Through these collaborative efforts, the school aims to cultivate a sense of belonging and success for each member of its school community, marking significant progress in building relationships between school staff and families.|Based on the thorough examination of feedback from educational partners and localized data, the school has identified pivotal areas for enhancing relationships between school staff and families. By fostering open lines of communication, the school aims to ensure that parents and guardians are informed about their child's progress, upcoming events, and any pertinent school-related matters. Additionally, the school is dedicated to the continued enhancement of personalized interactions between school staff and families. This personalized approach allows for a deeper understanding of students' strengths, areas for improvement, learning goals, and interests, ultimately strengthening the bond between home and school. Moreover, the school is committed to providing opportunities for family involvement in school activities and decision-making processes. By actively engaging families in school events, extracurricular activities, and parent-teacher conferences, parent enrichment offerings, and parent meetings, festivals, and community events, the school seeks to create a sense of belonging and ownership within the school community. Additionally, involving families in decision-making processes allows them to contribute valuable insights and perspectives, fostering a collaborative approach to student education and well-being. Furthermore, the school recognizes the importance of strengthening collaboration between the home and school environments to support student success. By fostering a culture of partnership and collaboration, the school aims to create a supportive ecosystem where students feel valued, supported, and empowered to reach their full potential. Through joint efforts between school staff and families, the school seeks to create a nurturing and inclusive educational environment that fosters student growth and achievement. In summary, the school's focus areas for improvement in building relationships between school staff and families revolve around enhancing communication channels, fostering personalized interactions, promoting family involvement, and strengthening collaboration between the home and school environments. By prioritizing these key areas, the school aims to create a supportive and inclusive educational community where every student has the opportunity to thrive.|Based on the analysis of educational partner input and local data, the school acknowledges the need to enhance engagement with underrepresented families as part of building relationships between school staff and families. In response to the self-reflection process, the school has devised strategic measures to bolster support for underrepresented families. To address the specific needs of underrepresented families, the school has implemented a range of initiatives to broaden support. The school prioritizes academic and social-emotional learning (SEL) interventions and supports to foster the holistic development of underrepresented students and their families. By integrating SEL components into the curriculum and support services, the school aims to nurture emotional resilience, interpersonal skills, and a sense of belonging among underrepresented families. In summary, the school's endeavors to enhance engagement with underrepresented families encompass a range of initiatives focused on communication, instructional support, and social-emotional learning. Through these efforts, the school aims to forge stronger connections between school staff and underrepresented families, fostering equity, inclusion, and academic success for all students.|Partnerships are the cornerstone of our educational philosophy. At our school, we believe that working collaboratively with parents is essential to student success. Every decision made on behalf of the student is a result of thoughtful collaboration between educators and parents. This collaborative effort occurs during various meetings, including learning period meetings, Individualized Education Program (IEP) meetings, Student Success Team (SST) meetings, and parent/teacher/admin conferences. This personalized approach ensures that every student receives the support and resources they need to thrive academically. Through these collaborative efforts, we strive to create a supportive and inclusive learning environment where parents are valued partners in their child's education. By working together, we can effectively address the individual needs of each student and empower them to reach their full potential.|Our primary objective is to ensure that effective teaching takes place in the classroom in an age-appropriate manner. To support this goal, we offer various opportunities for parent education, including workshops and informational sessions so that families are able to support the efforts of the school at home. Additionally, we provide professional development opportunities for our teachers, specifically focused on enhancing their teaching and learning practices.|To improve the engagement of underrepresented families we will facilitate parent/family advisory committees to address the unique needs of underrepresented students in order to better support their academic and social emotional achievement.|The school has many groups of parents to engage with in the area of governance and community goals. Parent surveys and meetings are held regularly to gain parent input and guide school priorities and decision-making.  Based on the analysis of educational partner input and local data, the LEA demonstrates notable strengths and progress in seeking input for decision-making. The LEA conducts surveys for both staff and families multiple times a year to gather feedback on the school's success in meeting student needs and achieving its mission and vision. These initiatives reflect a proactive approach to engaging educational partners and incorporating their input into decision-making processes, highlighting the LEA's commitment to collaborative decision-making and continuous improvement.|Based on the analysis of educational partner input and local data, the LEA's focus areas for improvement in seeking input for decision-making include enhancing parent involvement and continuing parent advisory committees. This year, efforts have been made to increase support from parents by communicating opportunities to be part of the decision-making process to the school community. The goal is to further grow parent involvement and address their requests and concerns, demonstrating the LEA's commitment to listening to families and valuing their feedback.|Based on the analysis of educational partner input and local data, the LEA is committed to improving the engagement of underrepresented families in decision-making processes.  The LEA ensures that all families, including underrepresented ones, have access to opportunities to ask questions and receive support. Additionally, the school has designated a foster and homeless youth liaison who provides free resources, social-emotional learning (SEL) support, and access to the student's curriculum, thereby addressing the unique needs of these vulnerable populations. These initiatives demonstrate the LEA's commitment to fostering inclusivity and ensuring that the voices of underrepresented families are heard and valued in the decision-making process.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-03|2026
34674470165431|New Pacific Charter - Arden Arcade|3|According to the most recent LCAP parent survey, 90% of respondents reported overall satisfaction with the school. Additionally, 86% felt well-informed when making decisions related to their child’s education, 86% agreed that New Pacific Charter Arden Arcade is meeting their child’s learning needs, and 100% felt the school communicates regularly and effectively.|New Pacific Charter Arden Arcade places great significance on receiving feedback from our educational partners, recognizing its crucial role in our planning and decision-making processes. To establish a foundation of trust and respect from the very first day of school, the NPC-AA staff is focused on building strong and meaningful relationships. NPC-AA strives to actively engage with parents and students, gaining valuable insights into each family's unique culture, as well as their academic and socio-emotional goals for their children. To ensure effective communication and documentation, teachers diligently maintain a family communication log, where detailed notes are recorded for future reference. Based on feedback from educational partners NPC-AA will continue to utilize Parent Square for the 2026-2027 school year. This allowed parents greater access to information regarding school events and meetings and clarified the decision-making process. The continued use of the Kelvin survey tool allows efficient surveys of students, parents, and staff and provides the school with the opportunity to address questions and concerns several times during the school year. NPC-AA l maintains an active website, serving as essential platforms for transparent and timely communication with our families. NPC-AA firmly believes in accessibility and provide all families with the means to contact their teachers and school administration through email, text, and phone, ensuring open lines of communication at all times.|NPC-AA plans to improve our engagement of underrepresented families by first understanding their hopes and aspirations for their children at our school. Classroom teachers will be seeking to understand this perspective and designing opportunities to engage these families.|According to the most recent LCAP parent survey, 90% of respondents reported overall satisfaction with the school. Additionally, 86% felt well-informed when making decisions related to their child’s education, 86% agreed that New Pacific Charter Arden Arcade is meeting their child’s learning needs, and 100% felt the school communicates regularly and effectively.|New Pacific Arden Arcade is committed to strengthening partnerships that support positive student outcomes. The school will continue efforts to increase stakeholder satisfaction, enhance communication among all members of the school community, and offer parent training workshops designed to equip families with the tools to support their scholars beyond the classroom. Additionally, NPC-AA remains dedicated to addressing the social-emotional learning (SEL) needs of its students as a foundational element of its educational approach.|NPC-AA plans to collaborate with parents to discuss and first understand the academic outcomes and academic goals of their students. Second, the school will build a plan with the families to support their students in those specific academic areas.|The school provided multiple opportunities and methods for families to communicate their thoughts about the school and sought their opinions for the school decision making process through LPAC surveys, PAC meetings, and informal events.|Based on feedback from educational partners, NPC-AA will continue to utilize Parent Square for the 2026–2027 school year. This platform has enhanced parent access to information about school events, meetings, and the overall decision-making process. The continued use of the Kelvin survey tool allows NPC-RC to efficiently gather input from students, parents, and staff, providing multiple opportunities throughout the year to identify and address emerging questions and concerns. NPC-AA remains committed to improving stakeholder engagement in decision-making by actively incorporating feedback from the Parent Advisory Council (PAC). In addition, the school is increasing the number of informal stakeholder events to create more opportunities for open dialogue between families, staff, and administration.|NPC-AA will personally seek out the input of underrepresented families at the school.|3|3|3|3|3|3|3|3|3|3|3|3|Met||2026-06-08|2026
34674473430691|Options for Youth-San Juan|3|OFY-San Juan continues to strengthen relationships with educational partners by creating multiple opportunities for connection and engagement. Family-centered events at the site level, including Family Paint Nights, Awards Nights, local field trips, and student Art Shows, provide opportunities to celebrate student achievement and build community. The charter also hosts larger charter-wide events such as Trunk or Treat, Prom, and College and Career Fairs to encourage collaboration and connection among students, families, staff, and community partners. In addition, the LEA has successfully maintained both a Parent Advisory Committee (PAC) and a Designated English Learner Advisory Committee (DELAC), ensuring families and community members have meaningful opportunities to participate in school decision-making. Teachers and support staff maintain regular communication with families through email, text, and Google Chat, while the school administration sends out bi-weekly School Messenger newsletters to ensure educational partners remain informed about student progress, school events, available programs, and support services. These efforts are intended to ensure all families feel welcomed, informed, and valued within the school community. The charter also utilizes ongoing engagement tools, including the Fall School Climate Survey (Altitude) and Spring LCAP Survey, to gather feedback from students, families, and staff in order to guide continuous improvement efforts. While survey data showed some decline in student peer connection and parent perceptions of inclusion, positive indicators remained strong. Approximately 87% of students reported feeling comfortable reaching out to a teacher for support, and 70% agreed or strongly agreed that they feel part of the school community. Semester Achievement Chats further strengthen relationships by providing opportunities for collaboration, academic planning, goal-setting, and ongoing communication between families and staff. Together, these efforts create multiple pathways for meaningful engagement and help foster a supportive, inclusive, and student-centered environment. Additionally, staff participate in professional development opportunities through organizations such as the California Association for Bilingual Education, Learning Forward, and the National Council of Teachers of Mathematics to learn effective instructional strategies and bring new ideas back to the charter. Staff also collaborate through school site based Professional Learning Communities (PLCs) to develop workshops, resources, and student supports aligned to identified areas of need. Positive feedback and increased student participation in workshops demonstrate the value of these efforts. As the charter moves into the 2026-2027 school year, staff will continue refining programs, developing new initiatives, and implementing targeted interventions aligned to LCAP goals and student needs.|To strengthen relationships between school staff and families, Options for Youth-San Juan is focused on increasing consistent participation in advisory groups such as the Parent Advisory Committee (PAC) and the District English Learner Advisory Committee (DELAC). While many families currently attend one or two meetings each year, the charter aims to encourage deeper and more consistent involvement by creating more in person programming that is engaging and relevant to the realities of our student populations.  The charter will also continue encouraging student participation in PAC and DELAC meetings to elevate student voice and create a more welcoming and comfortable environment for families to participate alongside their children.Additionally, the charter plans to increase student involvement within both the online program and brick-and-mortar school sites by strengthening the OP Student Advisory Committee and expanding active participation in Student Councils. These efforts are intended to increase student engagement and help develop programming that better reflects student interests, needs, and experiences.  In addition to advisory participation, the charter is committed to expanding creative and student-centered opportunities such as art classes, film clubs, sewing clubs, and book clubs to strengthen relationships between students and staff while enhancing overall school climate. These activities are designed to promote student connection, engagement, and social-emotional growth. To improve communication and visibility around these efforts, the charter also plans to strengthen its social media presence to keep educational partners informed and involved in real time. Social media platforms will also be used to support programming focused on online safety and helping students navigate digital challenges in safe and responsible ways. Finally, the charter will develop a more consistent ongoing system for surveying students to gather feedback and identify areas where adjustments may be needed to improve student and family engagement.|Options for Youth-San Juan has identified several key areas for strengthening relationships between staff and families, particularly those from underrepresented populations. To ensure families feel informed, connected, and included, the charter is committed to providing bi-weekly schoolwide communication in both English and Spanish through School Messenger. In addition, translation devices will be available to support newcomer students and families as they transition into the school system, helping create a more inclusive and welcoming environment. OFY-SJ will also continue providing live Spanish translation during DELAC and PAC meetings to ensure families feel included and can actively participate in discussions and decision-making processes.To further support English Learner (EL) families, the EL Department will continue the culturally responsive newsletter featuring resources, updates, and information specifically relevant to the EL community.   The charter also plans to strengthen partnerships with local community organizations to increase access to services and supports for underserved students and families. A designated charterwide liaison for foster and homeless students will continue collaborating with the Sacramento County Office of Education to provide coordinated communication, resources, and support to educational partners. Although care closets and support resources are already available at school sites, the charter recognizes the need for increased awareness and communication about these services through center meetings, charterwide communication, and social media posts. Regular semester counselor meetings with foster youth will continue to focus on graduation progress, student support, and increasing awareness of available services. Additionally, each school site will dedicate a professional learning community group to addressing the specific needs of our EL, Foster, and Homeless students.  Together, these efforts reflect OFY-SJ’s commitment to building equitable, supportive relationships that address the diverse needs of its student population.|OFY-SJ provides families with multiple ways to track, monitor, and communicate about student progress through both online platforms and in-person communication. Families can monitor student engagement in online curriculum by reviewing time spent on coursework, assignment quality, assessment scores, and overall credit completion. Teachers also maintain regular communication with families when students are excelling academically or falling behind on goals established during semester Achievement Chats. School Climate Survey results showed that 84.5% of families felt comfortable communicating with teachers, while 87% agreed that teachers communicate consistently with families. Achievement Chats provide opportunities for families and staff to collaborate on academic planning, coordinate supports, and address concerns before students fall behind in graduation progress. These semester meetings encourage timely intervention and strengthen the partnership between home and school. In addition, all staff members have Google Voice numbers so families and students can directly text or call teachers, along with access to general center phone numbers for broader support needs. Building respectful and ongoing relationships remains a priority for the charter, with 91% of students reporting that relationships between staff and students are respectful. OFY-SJ recognizes that strong student outcomes are closely connected to how comfortable families feel seeking support. As a result, the charter continues to create structures and communication systems that encourage families to ask questions, access resources, and remain actively engaged throughout the school year.|OFY-San Juan has identified several key areas for strengthening partnerships and collaboration in order to improve student outcomes. A major focus of this work is the ongoing review of student performance data and continuous monitoring of LCAP goals and metrics throughout the school year. By regularly analyzing data and gathering feedback from educational partners, the charter is able to refine implementation strategies, respond to student needs in a timely manner, and ensure support remains aligned to areas of greatest impact. To further strengthen this collaborative approach, Professional Learning Communities (PLCs) shifted to a more site-specific structure so staff could design programming around the unique needs of their local student populations. Each school site established four focused PLC groups dedicated to Mathematics, English, Graduation/Senior Cohorts, and targeted support for English Learners, Foster Youth, and students experiencing homelessness. This structure allows staff to work more closely together, monitor student progress more intentionally, and develop interventions that directly address the needs of the students they serve. The charter is also expanding partnerships and opportunities that support college, career, and social-emotional readiness. Career Technical Education (CTE) courses are being added to multiple school sites to reduce transportation barriers and encourage consistent participation. In addition, a new dual enrollment College Readiness cohort, developed through a partnership with an online college, will provide students with increased exposure to post-secondary expectations and opportunities. OFY–SJ is also expanding access to Empower U for high school students to strengthen mental health supports, build resilience, and promote student well-being. Lastly, the charter is committed to increasing family and community involvement by growing participation in the Parent Advisory Committee (PAC) and District English Learner Advisory Committee (DELAC). Through expanded in-person programming, clearer communication, and increased outreach, OFY–SJ aims to ensure a broader range of voices and perspectives are represented in the decision-making process. Strengthening these partnerships will help guide future LCAP goals, actions, and services to better support student success.|OFY-San Juan is committed to strengthening engagement and building meaningful partnerships to improve student outcomes, particularly for underrepresented families. The charter continues to implement initiatives that provide targeted support while also recognizing and celebrating student success. A key component of this work is the use of Achievement Chats, which create intentional opportunities for collaboration among students, families, and staff. These meetings support the development of academic learning plans for English Learners, semester planning for special populations, meetings for students with Individualized Education Plans (IEPs), and the creation of workshops and events designed to address barriers faced by underrepresented families. The primary purpose of these conversations is to ensure all educational partners work together to develop strategies that strengthen individual student outcomes. Achievement Chats also help families become more familiar with the tools, resources, and supports available through the school. The LEA also prioritizes recognizing student growth, perseverance, and resilience as part of fostering a positive and supportive school culture. Students are celebrated for demonstrating grit, overcoming challenges, and making academic and personal progress through initiatives such as Student Award Nights, Bilingual Scholar celebrations, newsletters, Senior Breakfasts, CREW celebrations, and monthly recognition for timely work completion. These efforts reinforce a growth mindset and emphasize the value of persistence and continuous improvement alongside academic achievement. Additionally, the District English Learner Advisory Committee (DELAC), Parent Advisory Committee (PAC), and Online Program Student Advisory Committee will continue meeting throughout the school year to monitor progress and help guide future goals. These groups include representation from underrepresented families and provide important opportunities for educational partners to share feedback, voice concerns, and contribute to decision-making based on their experiences and student needs.|Engagement with educational partners remains a top priority for OFY-SJ. Through consistent communication with parents, students, and staff, the charter encourages ongoing feedback that helps shape school practices and supports adjustments to better meet the diverse needs of the student population we serve. To support the development and refinement of LCAP goals, OFY-SJ actively seeks input from educational partners through a variety of formal and informal engagement opportunities. In addition to the daily and weekly communication that occurs between teachers, families, students, and staff, the charter provides structured opportunities for collaboration through advisory committees. The District English Learner Advisory Committee (DELAC), made up of English Learner parents, students, and staff, focuses on the needs of English Learners by reviewing student data, discussing learning outcomes, and identifying ways to strengthen the Bilingual Scholars Program. DELAC members receive updates on progress toward LCAP and Comprehensive Support and Improvement (CSI) goals and provide feedback to help guide future planning efforts. Participants also share ideas for increasing family engagement and participation in school events and programs. The Parent Advisory Committee (PAC), which includes parents, students, staff, teachers, and community members, meets regularly to review data, discuss budget allocations, and monitor progress related to LCAP and SPSA initiatives. Feedback from PAC members plays an important role in informing instructional planning, school programming, and future priorities. Additional educational partner feedback is gathered through the annual School Climate Survey and LCAP Survey, as well as Achievement Chats, PAC and DELAC meetings, weekly parent check-ins, and ongoing informal conversations throughout the school year. Teachers and staff also participate in quarterly professional development sessions informed by educational partner feedback and contribute insights during PAC and DELAC meetings related to upcoming initiatives and LCAP refinement. Weekly leadership and center meetings further support alignment across the charter by keeping staff informed of priorities, gathering feedback on implementation practices, and ensuring continuous collaboration throughout the school year.|OFY-SJ remains committed to strengthening educational partner participation in school decision-making processes, including input from parents, students, community members, and staff. While maintaining consistent participation in advisory groups such as DELAC and PAC continues to be a challenge, survey results show positive perceptions of involvement, with 83.15% of parents reporting they are provided enough opportunities to participate in school decisions and 83.89% believing their students have opportunities to be involved at school. To build on this progress, the charter will continue increasing awareness about the purpose, importance, and impact of advisory committees through newsletters, social media, and School Messenger communications. The charter also plans to create more intentional opportunities for students to learn about the LCAP process through student council meetings and related programming, helping students better understand their role in shaping school goals and initiatives. Additionally, the staff will be given the opportunity to provide feedback during in-services and center meetings to ensure that educational programming is purposeful and effective. OFY-SJ remains committed to ensuring all educational partners feel valued, welcomed, and encouraged to contribute meaningful feedback that helps guide continuous improvement across the school community.|OFYSJ is committed to strengthening feedback and engagement from underrepresented families through the continued use of surveys, advisory groups, Achievement Chats, and ongoing communication methods such as phone calls, texts, emails, and Google Chats. To ensure accessibility, all major communication and surveys are translated for families whose primary language is not English. The charter also plans to make more intentional efforts to monitor participation in order to better understand whether feedback reflects the diverse populations served by the school. While survey responses will remain anonymous, targeted outreach through EL Specialists, counselors, and Independent Study teachers will help ensure more meaningful participation from underrepresented groups. Additionally, OFY-SJ aims to increase representation from English Learners, Foster Youth, Students with Disabilities, and socioeconomically disadvantaged families within DELAC and PAC to ensure these educational partners have a stronger voice in decision-making processes. To support accessibility and participation, DELAC and PAC meetings will continue to be offered virtually, with the addition of at least one in-person event each year to encourage community-building and connection among families. The LEA will also continue expanding inclusive and culturally responsive engagement opportunities. The EL Department will maintain its targeted newsletter focused on the needs of English Learner students and families while creating opportunities to celebrate student achievement and strengthen family connections. Student recognition events will continue to highlight academic growth, perseverance, character development, and personal progress, helping strengthen relationships between home and school while reinforcing a positive school culture. To address the unique needs of specific student groups, the charter will continue investing in targeted academic and social-emotional supports. Specialized staff, including Post-Secondary Counselors and intervention personnel, will provide individualized support through workshops, one-on-one meetings, and semester Achievement Chats. These outreach efforts will help staff better understand student needs and develop responsive supports, with a continued focus on Foster Youth, students experiencing homelessness, socioeconomically disadvantaged students, and English Learners who require additional assistance.|4|4|4|4|4|4|5|5|4|3|4|3|Met||2026-06-26|2026
34674473430717|Visions In Education|3|"Based on the analysis of educational partner input and local data, Visions has demonstrated significant strengths and progress in building relationships between school staff and families. This is evidenced by the results of the LCAP survey, where 98% of parents responded with ""strongly agree"" or ""agree"" to statements indicating they feel cared about, listened to, respected, have trustworthy people at Visions, and have opportunities to connect. These high levels of parental satisfaction reflect the Vision's commitment to fostering a supportive and inclusive school community. Initiatives such as regular communication, family engagement events, and responsive support systems have been instrumental in achieving this positive feedback, highlighting the successful efforts of Visions in strengthening school-family partnerships."|The primary focus will be on increasing educational partner engagement and improving communication. Efforts will include implementing more frequent and varied opportunities for parents and guardians to participate in school activities, decision-making processes, and feedback sessions. Additionally, Visions plans to enhance communication channels, ensuring timely and transparent information sharing. Data analysis has identified African American students and students experiencing homelessness as focus groups for improvement. Through targeted outreach, staff engagement, and partnerships with community-based organizations, Visions will strengthen relationships with these families and increase access to supports and opportunities. These initiatives aim to create a more inclusive environment where all educational partners feel valued and actively involved in the school community.	|Visions will improve engagement of underrepresented families by creating more consistent, personalized, and culturally responsive opportunities for connection between families and school staff. Feedback from educational partners and local data indicate a need to strengthen relationships with families who have historically participated at lower rates in school engagement activities. Through Parent University, family workshops, student support meetings, and expanded communication efforts, Visions will provide families with meaningful opportunities to connect with teachers, counselors, social workers, and program staff. Staff will use multiple communication methods, including virtual and in-person engagement opportunities, to increase accessibility and remove barriers to participation. In addition, Parent Advisory Groups and Parent Partner Leads will create ongoing structures for two-way communication, allowing families to share perspectives, inform school improvement efforts, and build stronger partnerships with school staff. These efforts are intended to increase trust, belonging, and family engagement while strengthening the connection between home and school in support of student success.|Visions In Education has demonstrated significant strengths and progress in building partnerships for student outcomes. Visions values educational partner input and engagement, actively supporting student progress through various collaborative efforts. The continued implementation of an English Language Advisory Committee, as well as Visions being a part of the Charter Special Education Local Plan Area highlight our commitment to these partnerships. Two-way communication with our partners is vital, and we provide numerous opportunities for engagement and feedback through diverse forums, ensuring that all voices are heard and considered in our continuous improvement efforts.		|Visions In Education has identified strengthening family, school, and community partnerships as a key focus area for improving student outcomes. Educational partner feedback and local data indicate opportunities to expand meaningful family participation in programs and initiatives that support academic achievement, engagement, attendance, and social-emotional well-being. To address this focus area, Visions will continue to strengthen Parent University, Parent Advisory Groups, and other family engagement initiatives that provide families with knowledge, resources, and opportunities to actively support student learning. Visions will also deepen partnerships with community-based organizations and agencies to increase access to academic, behavioral, mental health, and basic-needs supports. These efforts will create stronger connections between families, schools, and community resources, fostering shared responsibility and collaboration that contributes to improved student outcomes.|Visions will improve engagement of underrepresented families by increasing access to programs, resources, and partnership opportunities that directly support student success. Educational partner feedback and local data indicate the importance of creating more intentional pathways for families to participate in decision-making, access supports, and engage in their child's educational experience. Through Parent University, Parent Advisory Groups, family workshops, and targeted outreach efforts, Visions will provide families with opportunities to build knowledge, strengthen advocacy skills, and partner with staff in supporting student achievement and well-being. Visions will also collaborate with community-based organizations to connect families with academic, social-emotional, mental health, and basic-needs resources. These efforts are designed to increase family participation, strengthen school-family-community partnerships, and improve outcomes for students across all learning models.|Visions In Education has demonstrated significant strengths and progress in seeking input for decision-making. The English Language Advisory Committee (ELAC) ensures that the perspectives of multilingual families are represented and considered. Additionally, the annual LCAP Survey and Employee Experience Survey, which are part of the LCAP educational partner engagement process, gathers comprehensive feedback from parents, students, and staff, which is critical for informed decision-making. Complementing this, LCAP listening sessions are held to engage directly with the community, allowing for real-time feedback and discussions. These efforts collectively ensure that Visions maintains a transparent and inclusive approach to decision-making, fostering a collaborative environment where all educational partners feel heard and valued.	|Visions’ Parent University (ParentU) is a year-long workshop series designed to support families and caregivers across all Visions’ learning models, including Home School Academy (HSA), Online Middle School (OMS), Independent Study (IS), Credit Recovery (CR), and University Prep (UP). The 2026–27 series is structured around two complementary strands. Curriculum and Instruction (Instruction) and will focus on practical strategies to support academic learning, guided instruction at home, and increased student engagement. Social-Emotional Learning (SEL) and Behavior components will focus on tools and approaches to strengthen SEL skills, positive behaviors, and family-student partnerships that support emotional growth and resilience (Student Services and SPED). Each session breaks down essential educational and social-emotional processes so family partners can build learning routines, engagement, and holistic student growth at home. In addition, Visions is expanding opportunities for family voice and leadership through the establishment of Parent Advisory Groups and Parent Partner Leads. These groups will provide ongoing opportunities for families to collaborate with school leadership, share feedback, inform decision-making, and help strengthen family-school partnerships across all programs and academies.|As part of a multiple-departmental approach, the Office of Equity & Student Engagement, in collaboration with State & Federal Programs, will leverage Title resources to provide outreach, family engagement opportunities, and supports.The Curriculum & Instruction department will facilitate support in curriculum and instruction across all academies in Family Learning Community sessions will be inperson and online this year as a part of Parent University. These include an overview from curriculum coordinators, and group learning & feedback sessions specific to subject and grade. Family partners will play an integral part in delivery & community response. Tech/AI Family & Student Learning opportunities will be provided through our EdTech Dept and will allow for participants to engage and share information and connect with others within the school community. Our CTE Department will be focusing on parent and student partnerships to enhance current programs and provide relevant and timely feedback for improvement and expansion. In order to engage and support our youngest learners and their families, our ECE Department will continue with engagement opportunity expansion in all service areas and will include a Parent Mentorship & Advisory Committee in 26/27.The Counseling & Social Work teams will continue to foster strong partnerships with families and educational partners by engaging in two-way communication and providing culturally responsive resources and supports. Through proactive outreach, collaborative problem-solving, and individualized assistance, these teams will empower families to actively participate in their students’ education & connect them with services that promote academic, social-emotional, and behavioral success.To further support family engagement and student well-being, Visions will offer Positive Parenting workshops and learning opportunities through Parent University and the CAFE program. These opportunities are designed to equip families with effective strategies for fostering positive relationships, supporting healthy child development, strengthening communication, and promoting resilience. Through CAFE, families will have opportunities to connect with staff, access resources, build networks with families, and engage in learning experiences that strengthen family-school partnerships. These efforts will empower families to actively participate in their child's educational journey and contribute to a positive, inclusive, and supportive school community. The initiation of community-based Coffee Talks with families, facilitated by administration, senior leadership, and parent leaders, will serve as a basis to connect families with resources, build trust, and increase participation in programs that promote academic success, attendance, engagement, and overall student well-being.  Further, Visions will be adding Parent Partner Leads to its comprehensive family-partner and student onboarding efforts, starting in the 26/27 school year.|5|5|4|4|4|5|5|4|4|4|4|4|Met||2026-06-25|2026
34674473430758|San Juan Choices Charter|3|Families of students at Choices understand that their participation in their partnership with the school is essential to their students' success. Upon enrollment, they learn to navigate the online curriculum and to support their students in meeting school requirements and deadlines. Parents and students feel included and involved at Choices. School survey data demonstrates that Choices families are highly satisfied with the partnership that they share with the school and the outcomes that the partnership produces.  School-developed satisfaction surveys are administered annually to all parents and students who were enrolled the previous year in grades 6-11. Graduates complete an internally developed exit survey, reporting about their experiences while enrolled at Choices. These surveys have been administered for several years, allowing for the identification of trends in data over time. Student and parent satisfaction with the Choices program has been consistently strong.  In 2025:  97% of students felt that their experience at Choices was positive during the previous year 100% of students felt safe at Choices *  95% of students stated that their feelings about their education had become more positive since enrolling at Choices *  99% of students felt that the staff is caring and responsive to student needs 98% of students stated that the CCS program serves all students in an equitable fashion 99% of students felt accepted and included *   99% of parents stated that they have had opportunities to provide input about the school program *  100% of parents were satisfied with how the school keeps them informed about their students' academic progress *  100% of parents felt that the educational program at Choices met their expectations *  99% of parents stated that their student had made satisfactory progress in learning during the previous year *  100% of parents felt that Choices provides a positive educational experience *   97% of Students with Disabilities felt safe at Choices *  72% of Students with Disabilities reported that they have experienced less anxiety since attending Choices *   100% of graduates stated that they would recommend Choices Charter to other students *  50% of graduates reported that they believe that they would not have graduated if they had not attended Choices 100% of graduates felt that there was a teacher or some other adult at Choices who cared about them, listened to them when they had something to say, and wanted them to do their best *   *While all data points are extremely positive, metrics identified with an asterisk (*) reflect all-time high results.|At Choices, strong partnerships between students, parents, and staff are essential to students' success. These partnerships are established and strengthened through frequent communication and the availability of supports. During Information Sessions and again during the enrollment process, families are advised that their students' success depends largely on parent supervision of and involvement in the learning process. The Master Agreement signed by families upon enrollment informs families of the rights and responsibilities involved in becoming a student at Choices. Both students and parents are given login credentials for the online curriculum and receive demonstrations about navigating the system. How-to videos reside on the school website and serve as resources when families feel unsure. A community outreach worker guides new families as they acclimate to the independent study model. Advisory teachers serve as main points of contact for the families in their care. Parents are encouraged to contact the advisory teacher or course teachers with any concerns that they have. Teachers and tutors support students on campus and from a distance and communicate with parents when students are struggling. The assistant director and counselor provide intervention services from an administrative point of view, modifying student schedules and providing counseling, when appropriate. The recent pilot of a Tiered Re-engagement Framework has established a systematic process for identifying and supporting students in need, promoting timely intervention and minimizing potential learning loss.|Choices is able to effectively support a wide variety of students and families through its highly customizable educational program and thanks in large part to its dedicated Special Education Department, English Language Development team, and close working relationship with the on-site SJUSD Foster Youth Department. School Satisfaction Survey data demonstrates that nearly all students at Choices feel that the program serves students in an equitable fashion (98%) and feel accepted and included (99%). Communication with families occurs frequently and feedback is welcome; nearly all parents (99%) state that they have had opportunities to provide input about the school program.  The Advisory Council highlights the voices of students, parents, and community members. An annual family survey allows families to advise the staff on ways to most effectively meet their students' and families' needs. The CCS staff will continue to communicate with families through a variety of means and venues, requesting frequent feedback. Technology resources will be provided to students/families in need to ensure access to curriculum and student data. Translation of online curriculum and phone communications will support students and families who speak languages other than English. Regularly scheduled IEP and 504 meetings will provide an opportunity for educational partners to communicate and implement formal learning plans.|Students feel safe, supported, and included at Choices. Parents feel satisfied with their students' experiences and academic progress. Survey data demonstrates that relationships between school staff and families are positive and strong.  School-developed satisfaction surveys are administered annually to all parents and students who were enrolled the previous year in grades 6-11. Graduates complete an internally developed exit survey, reporting about their experiences while enrolled at Choices. These surveys have been administered for several years, allowing for the identification of trends in data over time. Student and parent satisfaction with the Choices program has been consistently strong.  In 2025:  97% of students felt that their experience at Choices was positive during the previous year 100% of students felt safe at Choices *  95% of students stated that their feelings about their education had become more positive since enrolling at Choices *  99% of students felt that the staff is caring and responsive to student needs 98% of students stated that the CCS program serves all students in an equitable fashion 99% of students felt accepted and included *   99% of parents stated that they have had opportunities to provide input about the school program *  100% of parents were satisfied with how the school keeps them informed about their students' academic progress *  100% of parents felt that the educational program at Choices met their expectations *  99% of parents stated that their student had made satisfactory progress in learning during the previous year *  100% of parents felt that Choices provides a positive educational experience *   97% of Students with Disabilities felt safe at Choices *  72% of Students with Disabilities reported that they have experienced less anxiety since attending Choices *   100% of graduates stated that they would recommend Choices Charter to other students *  50% of graduates reported that they believe that they would not have graduated if they had not attended Choices 100% of graduates felt that there was a teacher or some other adult at Choices who cared about them, listened to them when they had something to say, and wanted them to do their best *   *While all data points are extremely positive, metrics identified with an asterisk (*) reflect all-time high results.|Choices will continue to serve families effectively with its flexible personalized learning program, which meets each student where they are and guides them towards their long-term goals through consistent academic, technology, and social-emotional support. Advisory teachers introduce themselves as the family's main point of contact at school and provide assistance, as needed. A community outreach worker position supports new students and their families as they transition to the independent study model. The assistant director and counselor work in tandem to provide intervention communication and services when students are struggling. Free on-campus support classes, tutoring, and counseling provide students with additional help when needed. School events, recognition programs, and extracurricular activities enhance relationships between staff and family, engaging students in their education at Choices. The recent pilot of a Tiered Re-engagement Framework has established a systematic process for identifying and supporting students in need, promoting timely intervention and minimizing potential learning loss.|Choices is able to effectively support a wide variety of students and families through its highly customizable educational program and thanks in large part to its dedicated Special Education Department, English Language Development team, and close working relationship with the on-site SJUSD Foster Youth Department. School Satisfaction Survey data demonstrates that nearly all students at Choices feel that the program serves students in an equitable fashion (98%) and feel accepted and included (99%). Communication with families occurs frequently and feedback is welcome; nearly all parents (99%) state that they have had opportunities to provide input about the school program.  The Advisory Council highlights the voices of students, parents, and community members.  An annual family survey allows families to advise the staff on ways to most effectively meet their students' and families' needs. The CCS staff will continue to communicate with families through a variety of means and venues, requesting frequent feedback. Technology resources will be provided to students/families in need to ensure access to curriculum and student data. Translation of online curriculum and phone communications will support students and families who speak languages other than English. Regularly scheduled IEP and 504 meetings will provide an opportunity for educational partners to communicate and carry out formal learning plans.|At Choices, all educational partners are involved in reviewing student data and providing insights and recommendations based on the data. Data-based feedback from educational partners is the foundation on which school decisions are made.  Student data analysis is built into weekly staff and departmental collaboration meetings to help identify areas of strength, areas for improvement, and possible solutions. Staff members frequently meet in departments, as well as in focus groups, to review data and make recommendations. The Advisory Council, comprised of students, parents, community members, staff, and a district representative meet three times a year to review data and all official school reports. All school community members are welcome to attend Advisory Council meetings. An annual family survey provides additional insight. Families are invited to ask questions and provide feedback at any time.  Nearly all parents (99%) stated in 2025 that they have had opportunities to provide input about the school program.|In the spring of 2024, a visiting committee from the Western Association of Schools and Colleges (WASC) observed and evaluated the program. In preparation for this visit, Choices conducted a thorough and extensive self-study that involved input from all educational partners. WASC's visiting committee issued a 6-year accreditation (the highest possible rating), and CCS continues to grow and improve based on their recommendations.  A Student Leadership club enhances the student voice in decision-making processes. An annual family survey is administered each spring and provides new ideas about ways that Choices can more effectively meet the specific needs of its families. The Advisory Council, comprised of parents, students, community members, and CCS staff members, provides input at meetings three times a year.|Nearly all parents (99%) state that they have had opportunities to provide input about the school program. Choices will continue to communicate with all families frequently and through a variety of methods to ensure that they are well-informed and feel welcome to provide feedback. In 2026-27, Choices will strengthen onboarding practices for new students and families, expand in-person meetings with students, implement a new Tiered Re-engagement Framework, and enhance communication with families about school programs.|4|4|4|4|4|4|4|4|4|4|5|5|Met||2026-06-23|2026
34739730000000|Center Joint Unified|3|The Center Joint Unified School District is deeply committed to building meaningful partnerships that enhance student outcomes. A variety of initiatives reflect this dedication, including family-focused events, active PTAs at each school site, and regular engagement with English Learner Advisory Committees (ELAC). Signature events like the Back to School Bash, along with the establishment of Site Councils and student/parent advisories, ensure that all voices are heard in shaping the educational experience. The district also prioritizes clear, inclusive communication through social media, interpreting services, and targeted support for homeless and foster families. Central to these efforts is the Student and Family Support Services team, which plays a vital role in cultivating healthy relationships and fostering a welcoming, inclusive community for all families.|The CJUSD is committed to improving student outcomes by continuing to prioritize effective communication among all partners.|In an effort to improve engagement of underrepresented families, the district is doing the following:  Focused Outreach: A Communications Director dedicated to inclusive communication will design targeted outreach strategies that address the unique needs and preferences of underrepresented families. This ensures messaging is accessible, culturally relevant, and delivered through channels those families trust and use.  Building Trust Through Transparency: By ensuring transparent and consistent communication, the district can build trust with families who may have felt disconnected or overlooked in the past. When families see that their voices matter and are heard, they are more likely to engage actively.  Amplifying Equity Initiatives: Using the knowledge acquired during the district's collaboration with West Ed on inclusion and equity, the Communications Director can spotlight these efforts clearly to the community, demonstrating the district’s commitment and progress. This visibility reassures families that equity is a priority.  Creating Inclusive Messaging: A dedicated leader ensures that all communication materials—whether newsletters, social media, or events—reflect the diversity of the community, using multiple languages and culturally sensitive content that resonates with all families.  Overall, this strategic move signals a real commitment to listening, understanding, and partnering with underrepresented families, which is crucial for improving student outcomes and building a truly inclusive school community.|The Center Joint Unified School District is deeply committed to building meaningful partnerships that enhance student outcomes. A variety of initiatives reflect this dedication, including family-focused events, active PTAs at each school site, and regular engagement with English Learner Advisory Committees (ELAC). Signature events like the Back to School Bash, along with the establishment of Site Councils and student/parent advisories, ensure that all voices are heard in shaping the educational experience. The district also prioritizes clear, inclusive communication through social media, interpreting services, and targeted support for homeless and foster families. Central to these efforts is the Student and Family Support Services team, which plays a vital role in cultivating healthy relationships and fostering a welcoming, inclusive community for all families.|The CJUSD is committed to improving student outcomes by continuing to prioritize effective communication among all partners.|In an effort to improve engagement of underrepresented families, the district is doing the following:  Focused Outreach: A Communications Director dedicated to inclusive communication will design targeted outreach strategies that address the unique needs and preferences of underrepresented families. This ensures messaging is accessible, culturally relevant, and delivered through channels those families trust and use.  Building Trust Through Transparency: By ensuring transparent and consistent communication, the district can build trust with families who may have felt disconnected or overlooked in the past. When families see that their voices matter and are heard, they are more likely to engage actively.  Amplifying Equity Initiatives: Using the knowledge acquired during the district's collaboration with West Ed on inclusion and equity, the Communications Director can spotlight these efforts clearly to the community, demonstrating the district’s commitment and progress. This visibility reassures families that equity is a priority.  Creating Inclusive Messaging: A dedicated leader ensures that all communication materials—whether newsletters, social media, or events—reflect the diversity of the community, using multiple languages and culturally sensitive content that resonates with all families.  Overall, this strategic move signals a real commitment to listening, understanding, and partnering with underrepresented families, which is crucial for improving student outcomes and building a truly inclusive school community.|Students, parents, and staff have multiple opportunities to actively engage and share their perspectives through various platforms, including Panorama Surveys, District Advisory Committees, English Language Advisory Committees (site-based and district-level), PTA, Booster Clubs, LCAP surveys, Superintendent’s Advisory Committee, and Community Comments during Board meetings. These avenues promote inclusivity and empower all stakeholders to meaningfully participate in the district’s decision-making processes.|Goal: To increase family participation in key school activities such as Panorama surveys, School Site Council, PTA, ELAC, DELAC, and Booster Club meetings. These opportunities allow families to share their input and actively contribute to decisions that affect students' education and overall well-being.|The district will strengthen engagement with underrepresented families in decision-making by prioritizing effective communication. This will be achieved through the leadership of the Communication Director, who will implement strategic outreach efforts to ensure families are well-informed about the various opportunities available to participate in the district's decision-making processes.|4|4|4|4|4|5|5|5|4|4|5|5|Met||2026-06-17|2026
34745000000000|Sacramento County ROP|3||||||||||||||||||||||Not Met|||2026
34752830000000|Natomas Unified|3|NUSD continues to strengthen this area as we are completing year three of Parent Square, a multilingual communication platform that allows staff and families to connect and to stay updated about students, and district/school information. The platform supports our diverse community with the translation of more than 100 languages, providing greater access to families. The district increased the number of offerings of family engagement sessions which help to build relationships between school staff and families. Next school year, we are planning to offer more training sessions for staff to be able to strengthen relationships at individual school sites.|We continue to work closely with our HEART department to serve families of Foster Youth and Unhoused students. In addition to providing educational events for our families to strengthen relationships between school staff and families, we also provide engaging events that are fun for families to attend and also as an opportunity to gather their input on needs and desires. We provide opportunities to engage with families eligible for free and reduced meals before and after school.|We will continue to utilize engaging opportunities to get parents more interested in participating in school/district events. To get families of underrepresented groups more involved, we provide specific outreach to them and create an environment where they can get childcare, food, and important information to support their student’s success. We eliminate barriers for them not to attend. To improve in this area, we will continue with our intentional outreach and get their ideas and feedback from surveys, street data and focus groups.|To enhance the language arts skills of our early learners, we created a family toolkit that includes diverse cultural books, family activity guides, videos of readings with community partners, and resources to strengthen skills. We offer family engagement literacy events throughout the year in different modalities to get the greatest participation. Whether it’s virtual, in-person, during the lunch hour, or in the evening, families can be partners for the benefit of student outcomes.   Each elementary and K-8 school hosts diversity literacy nights where families come and enjoy reading with their students. Our Communications and Family Engagement team visits all schools at the beginning of the year, greeting families and providing them with information about Parent University as part of the Coffee with CAFE series.   We offer multiple Parent University topics that build partnerships with our families for student outcomes such as topics on understanding A-G courses, public vs. private universities, impacts of social media on our children, and diverse conversations where we intentionally reach out to families in underrepresented groups.|Our focus area for improvement in building partnerships for student outcomes is providing relevant topics and events that meet the needs of our families. While some of our sessions such as Diverse Conversations, which includes intentional outreach to hear the voices of our foster families, unhoused families, underrepresented (Black/African American, Hispanic/Latino, Native American, etc.), EL families, and families at our Title 1 schools, it is also important for us to provide other opportunities to continually get their perspectives. We will continue to look for ways to build the capacity of parents with a parent ambassador program or Parent University graduate.|We will continue to host diverse conversations as a way to hear more perspectives from families from underrepresented groups but we will maximize our efforts with site-based diverse conversations. We will continue to use ParentSquare and personal phone calls as a way to focus our efforts on underrepresented groups with invitations to engage with their student’s school for the benefit of their student’s outcomes.   We will also leverage opportunities with our Foster and Homeless staff to provide resources, Parent University workshops, and materials to those families during meetings and events. There is a permanent motel in our community for families that were unhoused. We will continue to provide engagement sessions at their place of living throughout the year to make it easier for families to attend.   We will create opportunities to provide professional development and tips to teachers to build partnerships for student outcomes.|We utilize surveys, focus groups, and testimonials to seek input for decision making. We have learned that our feedback is more effective when we use a variety of methods. We utilized Thought Exchange, an engagement platform that allows families to be more interactive. Families were able to see what others thought and rated them. We shared the results with our families during the meeting in real-time.  We also utilized our existing parent groups, student groups, and underrepresented groups including foster and unhoused families to ensure we received a broad-range of feedback.   We will continue to use our cycle of continuous learning and improvement to see how we can get better in this area.|We will look for ways to engage directly with parents at events and at the school sites during drop off and pick off to connect with families. We will continue to use our existing groups and communication tools to facilitate interactive input. Our Communication and Family Engagement Team will continue to provide Coffee with CAFE, a great way to kick off the new year and engage with and educate our families about how they can provide input in the decision-making. We will continue to look for creative ways to improve in this area to seek input for decision-making.|We will continue to host diverse conversations as a way to hear more perspectives from families from underrepresented groups but we will maximize our efforts with site-based diverse conversations. This will help us to reach more families and improve in this area.  We will continue our intentional outreach to underrepresented groups with phone calls and text message reminders of opportunities to engage with their student’s school for the benefit of their student’s outcomes. To improve, we will provide training sessions and support to ensure families know how to access the information on their devices to stay informed, which will support their engagement for opportunities to provide their input for decision-making.  We will leverage opportunities with our Foster and Homeless families when they are already going to be at an event or meeting to share resources and to seek their input for decision-making. Our motto is to go where they are, rather than wait for them to come to us.|4|4|4|5|4|5|4|4|4|4|4|4|Met||2026-06-24|2026
34752830108860|Westlake Charter|3|WCS leverages multiple measures to build relationships between school staff and families. The school’s mission opens with, “We demonstrate what is possible when school and community collaborate.” A portion of this opening phrase, “...when school and community collaborate,” is also the framework for Goal Area 2 in the school’s strategic plan. Goal Area 2 has five corresponding objectives, each of which is mirrored in the LCAP and each speaks directly to Building Relationships between school and community. School leadership regularly reports progress made on each strategic objective. The school’s strategic goal dashboard shows that 148 narrative reports have been made regarding the five objectives aligned with building relationships between school staff and families. This demonstrates fully implemented and sustainable practices in this category.  During the 2025-2026 school year, Westlake Charter School has engaged in the process to draft its next Strategic Plan. This process included stakeholder voices through survey, focus groups, and individual interviews, including families, students and staff. This process generated representative data of our whole school population and produced both statistically valid quantitative results as well as thematic qualitative data that shaped the plan.|In response to stakeholder feedback, the school has sought new ways to increase volunteer opportunities across both campuses. This expansion of volunteer opportunities was in direct response to stakeholder feedback indicating a desire for more opportunities to partner with the school. WCS developed a parent education series to train families on was to engage in on-campus volunteerism. These efforts resulted in over 100 family members completing these training and an increase in logged parent volunteers over last year.|During the 2025-2026 school year, as WCS engaged in the process of drafting its next strategic plan, this topic was codified into a Goal Area and an Action Step that is primed for implementation and ongoing monitoring. The district within which we serve has been ranked as the most diverse school district in the state of California, and third most in the nation. In an effort to increase culturally and linguistically responsive communication practices, WCS has worked with Dr. Sharroky Hollie to build instructional practices to serve our diverse student community. The competencies gained during this work will directly impact the action step described above to engage all families.|As a Tier I universal practice, the communication streams designed to create access for all families are well established. While these are typically one-way communication streams, they are incredibly consistent, reliable, and set families up to successfully collaborate with the school in discussing student outcomes. The regularly produced family surveys indicate that communications is one of our highest scoring areas. In one such survey this year, in response to the question, “How would you rate Westlake’s efforts to include your family through regular communications,” the mean scaled score on a scale of 1 to 10, with 10 being excellent, was a 9.3. Furthermore, the results in response to the question, “Rate Westlake’s efforts to create opportunities for your family to collaborate with the school,” produced a mean score of 9.2.  To foster authentic 2 way communication, Westlake hosts conferences for Kindergarten families in the first week of school, then again for all families in the fall, then again for all families again in the spring. During conferences, families are engaged in 2 way communications about student outcomes and progress. When in-class, teacher-designed, Tier II interventions are utilized with limited results, the school’s MTSS team assigns a case manager to the student and this case manager engages with the family as well as the teacher. As a team, the teacher, case manager, and family members work together to monitor progress. These partnerships are perpetual, ongoing, and can be leveraged for both academic and social-emotional outcomes. According to parent survey results, families indicate that the partnership and supports offered by the school regularly exceed expectations.|The LEA is continuously seeks constituents who are interested in serving on the WCS Board and Board Committees. The current WCS Strategic Plan, Goal 2, Objective 2: ” The WCS Board of Directors will seek to recruit directors and committee members who better reflect the diversity of the community in an effort to prioritize equity and access.” This area of focus is critical because as the school has grown to now serve K-12, it is important to include more stakeholders in the oversight process. Ensuring that the members who sit on the WCS Board and Board Committees reflect the diversity of the community creates representation when analyzing student outcome data. Furthermore, the 2025-2026 Executive Director Goal #1 reads, “Lead a multi-year effort to show measurable growth and progress toward academic and social-emotional readiness in alignment with the WCHS Graduate Profile,” which will assist the board in meeting its Goal #1:The Board is committed to becoming regularly informed about the continuous improvement efforts and outcomes regarding academic and social-emotional readiness, as well as providing feedback from diverse perspectives. The collection of goals described above demonstrates a commitment by the LEA to broaden representation and deepen the commitment of the organization to analyzing outcomes through partnerships and participation with stakeholders. The one year board and executive director goals, in conjunction with the multi-year strategic plan goals, represent the LEAs commitment to a cycle of continuous improvement as well as building partnerships for student outcomes.|Each of the goals described above speaks to deepening the engagement of underrepresented families. Therefore, the LEA seeks to improve engagement of underrepresented families by, “recruit[ing] directors and committee members who better reflect the diversity of the community in an effort to prioritize equity and access,” while simultaneously, “monitor[ing] and analyze[ing] student outcomes through the lenses of diversity, equity, and inclusion.” These two goals are intentionally designed to work in partnership in an effort to engage families for historically underrepresented communities. Furthermore, these two goals are intended to help meet the LEAs Strategic Goal 2, Objective 4, “WCS will include student, staff and parent voices as key elements in strategic decision making.”|Each year the LEA sends out three family surveys. These surveys are aligned to the LCAP and Strategic Plan. Families are asked to quantitatively rank the school’s progress in each of the overarching strategic areas. Families rank the school’s performance on a scale of 1 to 10, with 10 being excellent. Furthermore, families are asked to offer narrative feedback in each area by responding to a prompt which reads, “How can we improve in this area?” This question is intentionally designed to imply that there is always room for improvement, demonstrating the school’s commitment to a cycle of continuous improvement. These qualitative responses are coded and reported to the board, along with the quantitative scores, then used to help shape the goals, practices, and indicators aligned with the LCAP and strategic plans.  Each month, the school hosts Coffee Talks with the parent community. These coffee talks are utilized as a two-way communication opportunity to include family input into decision-making. These meetings are hosted in person, and have also been broadcast on youtube in an effort to create equitable opportunities for all families to participate. Several key improvements and decisions have been made due to the input offered at these parent meetings.  According to the bylaws which govern the LEA, the Board of Directors is made up of 7 - 11 directors and at least one must be a parent of a current student. Currently, six of  nine have students served by the school, and two of the directors are also teachers at the school. The recruitment of parents to serve as board members is done by first asking if parents would like to serve on one of the four board committees. These committees act as advisory committees to the board in the areas of finance, governance, development, and academic impact. There are eight committee positions, across the four committees that are held by parents. Furthermore, the LEA advertises its board, and committee meetings through all channels of communication in advance of the meetings. Board meetings are held in person, but simultaneously broadcast through youtube. These practices help offer access to all stakeholders and allow for public comment to be made in person or virtually which opens another form of 2-way communication and shared decision-making.|In alignment with Board Goal #3, “Strengthen community engagement at all levels of the organization, focusing on fostering community engagement from the classroom to the boardroom. Ensure that parent and community engagement is leveraged to support our mission in alignment with the Charter.” and strategic plan Goal 2, Objective 2, “The WCS Board of Directors will seek to recruit directors and committee members who better reflect the diversity of the community in an effort to prioritize equity and access,” the LEA will focus on recruiting more board and committee members from the families that are served by the school. These efforts will continue to empower families from a broad range of stakeholder groups to become a part of the shared leadership structures which make decisions at the LEA. These recruitment efforts will place stakeholders into committees which will discuss academic and social emotional student outcomes intentionally seeking out gaps in performance between groups. This analysis will be improved when the committees are staffed with a diverse group of stakeholders. Furthermore, shared decision-making will be better performed by committees that reflect the diversity of the community which the LEA serves.|In conjunction with Board Goal 3 described above, strategic plan Goal 2, Objective 2, “The WCS Board of Directors will seek to recruit directors and committee members who better reflect the diversity of the community in an effort to prioritize equity and access,” intentionally addresses recruitment to shared decision-making bodies through an equity and access paradigm. This goal will guide the school in recruiting stakeholders and partners that reflect the broad diversity of the LEA. These diversities include, but are not limited to, ethnic, racial, linguistic, cultural, intellectual, and socio-economic. According to a 2024 report published by the CDE, the district in which the LEA is housed is ranked as the most diverse in the state. It is for this reason that the school must continually strive to recruit shared decision-makers that represent the diversity of the community it serves.|4|5|4|4|5|4|5|4|4|4|4|4|Met||2026-06-11|2026
34752830112425|Natomas Pacific Pathways Prep|3|NP3 is committed to professional development and understands the critical role families play in the education of their children. NP3 teachers and staff have attended workshops and engaged in professional development around Professional Learning Communities, Trauma Informed Schools, Restorative Justice, and EL Instruction. In all of these trainings, the importance of communication between home and school is stressed.|NP3 communicates often with families to encourage continued student learning at home. Student-led conferences are held twice a year to review and update progress on learning goals and advisory teachers reach out at least monthly to provide information about student learning. In addition, weekly messages are sent home and our website is updated with resources for parents and students. Parents also have access to our student information system to track grades and attendance. In addition to our student-led conferences, our counselors regularly meet with parents and we hold Academic Intervention Conferences two times a year for students who need extra support.|Our counselors and teachers also coordinate Academic Intervention Conferences for students who need assistance. As a school we host an annual Academic Planning Night and College Fair, which allows parents to be actively involved in their student’s course selection. Families at NP3 also know their legal rights and are always provided with these rights during our IEP meetings. We have structures in place that allow parents the opportunity to address concerns with the principal, executive director, and board if necessary.  This year’s survey showed that 84% of families felt like their ideas are valued and included in school plans.  In addition, 92% of staff and 78% of students also agreed with that statement.  Nearly all NP3 families (92%) feel confident that the school provides adequate support to students’ families to help their students succeed, with 100% of staff agreeing and 87% of students agreeing.|NP3 staff greatly values relationships with their students and families. We believe communication and interactions are the basis of forming relationships and allows for the opportunity of shared understanding for student learning, celebrations, areas of growth, and more. Likewise, both the amount of communication and how NP3 communicates is highly valued by the parent community. Partnerships between school and home are carried out both formally and informally at NP3. Beyond partnerships with families, NP3 also builds relationships with neighboring schools and professionals in the field of law and science. These partnerships enhance student outcomes, as students are able to interact with members of our community in meaningful ways.|Examples of informal communication include regular contact between Advisors and Advisee families and volunteer opportunities. Formal communication includes: weekly messages from the Principal, student-led conferences, evening events, parent nights, academic planning evenings, celebrations, and parent surveys. In all communications and parent events, NP3 strives to create a welcoming environment for all families.|NP3 has many staff members who are bilingual and we are able to reach out to our non-English-speaking families and include them in events. Our front office staff speaks five different languages and frequently translates information for our families. Our staff and teachers are very familiar with our family's languages, cultures and educational goals for their children. Regular parent conferences and counselor check-ins allow our staff to keep in contact with families and build strong and lasting relationships. In addition, NP3 now uses ParentSquare to communicate with families, allowing the information to be translated into the families’ home language.|NP3 values our parent community and conducts surveys to ensure parent input in decision making and processes. NP3 allows opportunities for parents to address our Board at our regularly scheduled Board meetings. Parent advisory groups are gathered to discuss policy decisions and changes and the advisory groups reflect the diversity of the school. When planning and implementing family engagement activities, NP3 considers the makeup of our school community and works to create events that are meaningful to our families.|An area for improvement is increased participation at student-led conferences, evening events, parent nights, academic planning evenings, celebrations, and parent surveys. In all communications and parent events, NP3 strives to create a welcoming environment for all families.|We have many staff members who are bilingual and we are able to reach out to our non-English-speaking families and include them in events. Our front office staff speaks five different languages and frequently translates information for our families. Our staff and teachers are very familiar with our family's languages, cultures and educational goals for their children. Regular parent conferences and counselor check-ins allow our staff to keep in contact with families and build strong and lasting relationships.|5|5|5|4|4|5|5|5|4|4|4|4|Met||2026-06-02|2026
34752830120113|Natomas Pacific Pathways Prep Middle|3|Natomas Pacific Pathways Prep (NP3) greatly values relationships with their students and families. NP3 believes communication and interactions are the basis of forming relationships and allows for the opportunity of shared understanding for student learning, celebrations, areas of growth, and more. Likewise, both the amount of communication and the way in which NP3 communicates is highly valued by the parent community.|Partnerships between school and home are carried out both formally and informally at NP3. Examples of informal communication include regular contact between Advisors and Advisee families and volunteer opportunities. Formal communication includes: student-led conferences, evening events, parent nights, Leadership Day, celebrations, and parent surveys. The parent survey began seven years ago and the intention was to vary ways in which feedback was gathered. NP3 uses the information to reflect and improve upon practices and programs. The parent survey covers topics such as school safety, communication, environment, and learning.|This year’s survey showed that 84% of families felt like their ideas are valued and included in school plans.  In addition, 86% of staff and 81% of students also agreed with that statement.  Nearly all NP3 families (97%) feel confident that the school provides adequate support to students’ families to help their students succeed, with 100% of staff agreeing and 90% of students agreeing.|NP3 greatly values relationships with their students and families. NP3 believes communication and interactions are the basis of forming relationships and allows for the opportunity of shared understanding for student learning, celebrations, areas of growth, and more. Likewise, both the amount of communication and the way in which NP3 communicates is highly valued by the parent community. Partnerships between school and home are carried out both formally and informally at NP3.|Examples of informal communication include regular contact between Advisors and Advisee families and volunteer opportunities. Formal communication includes student-led conferences, evening events, parent nights, academic planning evenings, celebrations, and parent surveys. In all communications and parent events, NP3 strives to create a welcoming environment for all families.|We have many staff members who are bilingual and we are able to reach out to our non-English-speaking families and include them in events. Our front office staff speaks five different languages and frequently translates information for our families. Our staff and teachers are very familiar with our family's languages, cultures, and educational goals for their children. Regular parent conferences and counselor check-ins allow our staff to keep in contact with families and build strong and lasting relationships. In addition, NP3 now uses ParentSquare to communicate with families, allowing the information to be translated into the families’ home language.|Natomas Pacific Pathways Prep (NP3) greatly values communication with and input from their students, families, and the surrounding community. NP3’s relationships with their community, as well as opportunities to participate in various events and with different groups, allow for the community to share their ideas about celebrations, areas of growth, needs, suggestions and more. Feedback and communication is highly valued and it has a special role within the reflection and decision-making process of practices and programs of the school. NP3 embeds opportunities for such input and feedback, in more formal settings such as: Back to School Night, parent surveys, family conferences, newsletters, and events such as Leadership Day.|The NP3 Board also represents its families and community members with a parent of a student as one of the Board Members. There is also an active parent volunteer group, Boosters, whose mission is to support students and brainstorm different ways to support those needs. Many of Booster's ideas and actions are in the realm of helping create and contribute to the needs for a family-engaging school activity. NP3 also encourages and ensures community members who participate in these events and opportunities represent the diversity of our school community.|NP3 has several processes in place that are dedicated to reflecting on the effectiveness of practices, input from the community and changes the school might benefit from. These processes are integrated into school-wide discussions and focused team meetings annually.|5|5|5|5|5|5|5|5|4|4|4|4|Met||2026-06-02|2026
34752830126060|Leroy Greene Academy|3|Leroy Greene Academy continues to have strong support from families for academic programs. We have an Advisory program, where teachers work with students and families surrounding academics, and setting up plans for the student to be successful. Advisory teachers also work to support the whole student and provide additional social-emotional support when necessary. We are working as a school site to find more dynamic ways to engage all educational partners, including parents, which continues to be an area that needs improvement.|This area continues to be a challenge for LGA.  The staff have plans to continue the new parent engagement opportunities created in 2023-2024. The use of technology for parent engagement continues to be a strong engagement effort, but more is still needed.|A continued focus area for the next few years centers on developing the capacity of staff to build trusting and respectful relationships with families. An important vehicle for this push will be through our Advisory program, where each teacher has the opportunity to get to know a small group of families on a more personal level, and can team with families to provide the needed support. These groups are created purposefully and will continuously and proactively reach out to all families, including underrepresented families, for support.|A continued focus area for the next few years centers on developing the capacity of staff to build trusting and respectful relationships with families. An important vehicle for this push will be through our Advisory program, where each teacher has the opportunity to get to know a small group of families on a more personal level, and can team with families to provide the needed support. These groups are created purposefully and will continuously and proactively reach out to all families, including underrepresented families, for support.|Leroy Greene Academy continues to have strong support from families for academic programs. We have an Advisory program, where teachers work with students and families surrounding academics, and setting up plans for the student to be successful. Advisory teachers also work to support the whole student and provide additional social-emotional support when necessary.|We are working as a school site to find more dynamic ways to engage all educational partners, including parents, which continues to be an area that needs improvement.|Parents have various opportunities to be involved with LGA’s school site council, ELAC, PTSA, and Executive Council. Within these groups, parents can seek input and help with decision-making.|Messaging goes out to all families during the summer, start of school, and throughout the school year regarding participation in parent groups at LGA. Even with consistent messaging, parent input is minimal.|LGA will continue to find different avenues to seek parent input on decision-making that impacts the education of students at LGA.|4|4|4|4|4|4|4|3|3|3|3|4|Met||2026-06-11|2026
34752830134049|Natomas Pacific Pathways Prep Elementary|3|NP3 Elementary welcomes the school year with a Meet the Teacher Day. During this time, families are encouraged to meet their next year's teachers. New NP3 Families participate in a New Family Orientation. During this orientation, the principal welcomes the new families and shares pertinent school information. Every home room teacher calls their students before school. Not only does this help build a relationship, it allows families to start the year off in a positive direction. Within the first couple of weeks, NP3 will hold Back to School Night. During this time, the principal will share new school business with families. After, teachers will share the year long plan for teaching, essential grade level standards, school wide social and emotional supports, and field trips.|NP3 provides additional family support in a variety of ways. NP3's counselor works with families on a variety of issues. Counseling is provided for individuals or groups. Parents can request counseling for their children (or families) at any time. Students who need more instructional support may work with an instructional assistant to fill gaps or to even extend their learning. Student Success Team Meetings are held for students who need more specialized instruction. The student's learning team comes together to identify ways to assist the student meet their learning targets. Kindergarten families participate in Kindergarten Round-Up. Teachers work with students to assess their school readiness. Classes are created to ensure balance and equity. NP3 encourages families to participate in their students' classrooms and in the school. Although many parents get involved, there are parents who are not able to participate at school. One area NP3 would like to improve on is in our ability to include our working parents. NP3 is going to livestream and record PTA meetings. Meetings can be posted to the school website. We are hopeful this will bridge any gap in communication those families might feel.|NP3 provides additional family support in a variety of ways. NP3's counselor works with families on a variety of issues. Counseling is provided for individuals or groups. Parents can request counseling for their children (or families) at any time. Students who need more instructional support may work with an instructional assistant to fill gaps or to even extend their learning. Student Success Team Meetings are held for students who need more specialized instruction. The student's learning team comes together to identify ways to assist the student meet their learning targets. Kindergarten families participate in Kindergarten Round-Up. Teachers work with students to assess their school readiness. Classes are created to ensure balance and equity. NP3 encourages families to participate in their students' classrooms and in the school. Although many parents get involved, there are parents who are not able to participate at school. One area NP3 would like to improve on is in our ability to include our working parents. NP3 is going to livestream and record PTA meetings. Meetings can be posted to the school website. We are hopeful this will bridge any gap in communication those families might feel.|NP3 Elementary greatly values relationships with students and families. NP3 believes communication and interactions are the basis of forming relationships and allows for the opportunity of shared understanding for student learning, celebrations, areas of growth, and more. Likewise, both the amount of communication and the way in which NP3 communicates is highly valued by the parent community. Partnerships between school and home are carried out both formally and informally at NP3. Examples of informal communication include regular contact between classroom teachers with families and various volunteer opportunities. Emails, phone calls, and home visits occur regularly.|Our front office is able to speak, read, and write five prominent languages used by NP3 Families. Parents and students who need translation are provided a translator whenever possible. Formal communication includes monthly principal communications, quarterly counseling newsletters, weekly grade-level communications, student-led conferences, evening events, parent nights, Leadership Day, celebrations, parent surveys, Friday take home folders. A weekly school-wide communication, The Matey Message is delivered to each family electronically and in a hard copy. The NP3 PTA members are an integral part of our learning community. Families are encouraged to participate in community-building activities. For example, our NP3 PTA organization hosts an annual Matey Carnival for the Natomas community. This brings our diverse population together in a celebratory way. Our families are also responsible for the creation and the administration of our school library.|A parent survey is administered annually with the intention to gather feedback about NP3 Elementary Educational Programs, student learning, and family communication. NP3 uses the information to reflect and improve upon practices and programs. The parent survey covers topics such as school safety, communication, environment, and learning. The survey also provided details on volunteer and school activity interests and feedback on other school opportunities. The survey questions are directly related to NP3’s LCAP goals, which directly impact the school and grade level goals. NP3 Staff has participated in professional development that supports the understanding of their diverse learning population. Guest parent speakers, book talks, and student perspectives are a regular part of weekly Professional Development meetings.|NP3 Elementary's consistent and ongoing communication encourages families to feel that they are part of the process. NP3 asks for and encourages parents to assist in their student's learning. Teachers encourage parents to come in and work with the students in a variety of ways. For example, families may assist in the classroom by working with small groups, teaching a lesson of expertise, eating lunch with their student, working in the library, chaperoning field trips, or working in the school garden.|Twice a year families are asked to complete a survey about school academics, social and emotional supports, teacher instruction, administrative support, and school safety. The NP3 Leadership Team uses the survey findings to inform instruction and to make change. Every other month the P3 Parent Booster group meets to discuss ways in which families can support and participate in their students' school experience. Bi-weekly, NP3 Elementary Administration meets with the NP3 PTA Vice Presidents to discuss family wants and needs. This communication helps NP3 Elementary identify what is important to families. All families are welcome to join P3 and all families are encouraged to be a part of the learning community.|NP3 has offered free fingerprinting to families in need. Whenever possible, NP3 Administration seeks input from the learning community. At the end of the school year, NP3 administers a survey to parents about family engagement opportunities. NP3 Administration and PTA work to identify ways that we can foster community. There are a couple of community-building events that parents help to organize. The annual Multicultural Fair is an opportunity to celebrate all cultures and to foster relationships. Students count on the Book Fair twice a year. Parents work with teachers to ensure students are able to build their love of reading by providing books that are aligned with student interests and abilities. When NP3 opened in August of 2016 curriculum choices had been made. With the changes to the Science and Social Studies Standards, the curriculum will be revisited for effectiveness. NP3 Elementary will reach out to the parent community to assist in those decisions.|5|4|5|4|5|5|5|4|4|4|4|4|Met||2026-06-02|2026
34752833430659|Natomas Charter|3|Natomas Charter School demonstrates continued strength in the collaborative relationships we build with all parents/families. Teachers at the school use websites and the school’s learning management system as tools for communicating resources and information for parents to use in supporting their student’s learning and development. NCS continues to hold monthly board meetings, academy and whole school parent/family meetings to allow parents a venue for making community connections and sharing feedback. NCS continues to expand parent and student participation through academy and schoolwide parent groups.|All academies hosted on-site Back to School Nights and parent/family orientations with the goal of providing families the tools and information they need to adequately support students. The Student Services department held parent education sessions and shared many resources to support students in their social emotional development at home including topics such as Mental Health Awareness, Red Ribbon Week & Drug Awareness, and School Safety) Principals held Literacy and Math Fluency Nights to build community knowledge on current school strategies and home strategies to support learners. For the 2026-2027 school year, NCS continues to refine its own independent special education department by providing greater opportunities for parents/families to be included in the decision making for students with exceptional needs as one of the outcomes.|While building partnerships is a strength of Natomas Charter School, the school community continues to refine its practices by ensuring all families are fully engaged in these partnerships and looking for opportunities to incorporate more parental decision making. A decrease in student and family connectedness resulted from previous pandemic and the community's hesitancy to attend in person meetings. For the 2026-27 school year the school continues to build relationships with families and community members with a focus on  developing healthy social emotional skills and academic learning strategies for students. Families have indicated through our parent/family surveys that the most significant barrier to being fully engaged in school activities is their own personal schedules. Using this information, staff and administrators have been exploring different models for providing information, such as online access and creating events that are more focused on specific topics or areas of interest. Overall, parents/families reported on surveys that they feel the communication level has been high over the course of the past year.|Natomas Charter School demonstrates continued strength in the collaborative relationships we build with all parents/families and students. The development of our multi-tiered systems of support (MTSS) over the past seven years has grown to be a strength for building partnerships for student outcomes. MTSS has been a focus of professional development over the past years with a specific focus on using the Plan Do Study Act (PDSA) process in teams. 2025-2026 focused on training leadership in Professional Learning Communities (PLCs) to enhance the MTSS process.  In 2026-2027 year, all instructional staff will participate in PLCs with a focus on math or literacy. The MTSS strategies result in data focused discussions with staff as they focus on struggling students and partnering with families for student success. Through student success team meetings families partner with staff to support students in success strategies. In addition, the student services department holds Parent University nights to teach parents about common parenting and educational hurdles and how to support students at home.|For the 2025-2026 school year, NCS continued to refine developing the NCS community and rebuilding it after the pandemic. While we were able to reach many parents/families through the use of live streaming Board of Directors meetings on YouTube, our goal is to get more parents/families back on campus to be a part of the community. Staff and parent/family groups have been working extra hard to bring families back on campus and communicating about how families can volunteer and support the work at the school. Parent/Family feedback shows growth of parent/family community and a desire for more community connection. Examples of this include the Welcome Back Family Picnic, Family Math Night, Back to School Night, STEAM Night, Humanities Nights, NCS Carnival, NCS Block Party, and many more.|Building partnerships is a strength of Natomas Charter School. The school continues to place a focus on community development through more on campus activities and opportunities for parent involvement. Examples of this are the Open House, NCS Multicultural Celebration, LGBTQ+ Pride Student Conference, Black History Month Celebrations, and performances on campus. Each academy parent group (P4A, LEAP, EPIC, etc.) ramped up events in the past year. The school also hosted multiple formal and informal parent groups including the English Learner Advisory Committee (ELAC) and Black Student Union (BSU) family mixers. Staff-led parent groups continue in the coming school year for example parent book clubs. Overall, parents/families reported on surveys that they feel the communication level has been high over the course of the past year. In the 2026-27 school year the school will continue to partner with parents and families to build stronger parent/family groups including relaunching our community advisory council for special education.|Natomas Charter School demonstrates continued strength in the collaborative relationships we build with all parents/families and students. A strength is in our awareness that students and parents/families should have a voice in the process of decision making. Students are encouraged and educated on the proactive strategies to be active participants in the educational process and in sharing input through clubs, ASB, leadership, and senior projects. Students are encouraged to gather student voices and ideas to make changes to policies and procedures at the school. Parent committees are focused on gathering feedback and sharing ideas and planning for policies and procedures for the coming school year. Each year families, staff, and students are surveyed on school climate, academics, culture, and current topics. In 2025-2026, student, staff, and family feedback sessions were held to follow up on survey data in the areas of homework, academic rigor, school safety, etc.  Surveys and feedback sessions are used as a part of the data to determine the direction of policies and procedures.|For the 2026-2027 school year, NCS continues to ensure that a diverse cross section of the community is attending meetings and sharing input with the school. Ensuring all voices are heard is important to a healthy community and culture at NCS. A focus area is increasing the diversity and numbers of stakeholders that are engaged in sharing input and a part of the decision-making process.|The school’s three way compact with the family, student, and school has been a strength since the beginning in 1993.  The school just completed a Self Study and WASC review for Western Association of Schools & Colleges (WASC) accreditation process, which engages all stakeholders in reflective conversations and a review of goals, action plans, and data. The Self Study revised goals for success and aligned WASC, LCAP, and strategic plan goals. NCS earned the highest accreditation rating (6 years without a review) from WASC, which is an acknowledgement of the reflective and data driven process inherent in the NCS community. These goals are used to inform LCAP development at NCS in 2026-2027 and for years to come.|5|5|5|5|5|5|5|5|5|4|4|4|Met||2026-06-17|2026
34765050000000|Twin Rivers Unified|3|Twin Rivers has a strong community across very diverse neighborhoods in the district boundaries. The greatest strengths are the community involvement with enrichment programs and attendance at events such as athletics, arts, academic recognition, etc. There is a growing group of parents and community members that is expanding organically to be involved in decision making input, learning about creating model parent engagement plans, and how to support district goals at home and in the community.|.The inclusion of  District Family Liaisons committed to outreach for underserved or non-attending families in the district includes education for families regarding involvement opportunities including School Site Council, ELAC, Family and Community Engagement meetings and more. The team is working with sites on a data driven model to improve quality and quantity of engagement. Priorities for next year based on data are the formation of parent leadership groups organized by high school attendance patterns, additional training and support for ELAC and DELAC participation and engagement, and continuation in our participation with the Community Engagement Initiative and involving school sites.|The 2025-26 school year continued to address the need to engage underrepresented families. Our Family and Community Engagement (FACE) department hosted a number of events and formed new groups of parents and community members with students in these subgroups. The 2025-26 school year has an expansion of events tailored for families of underrepresented groups as well as a Community Liaison and site based initiatives based on local data to increase parent involvement amongst all groups. Use of our improved communication tools have provided more families access to sharing input and partnering with the LEA to inform decision-making. Twin Rivers developed a parent cohort to attend training and create a district plan for the Community Engagement Initiative and provided consultation and facilitation of other school districts involved in the process. We noticed a gap in community leadership and a need to develop strong cohorts of parent and community leaders in the upcoming school year.|During the 2020-21 school year, parent access expanded with the implementation of 1:1 student: device ratio and emerging platforms for meeting with and engaging parents. The 2021-22 school year showed the continued benefit for 1:1 Chromebook access. Attendance at SST and IEP meetings was enhanced by technology, allowing for the more equitable distribution of information and resources. Professional learning was expanded across the year with a comprehensive menu of topics to meet the academic, social emotional and data monitoring needs of teachers and staff. Staff engaged in academies that consisted of multiple days of training. Providing staff with more in-depth professional development over multiple days help teachers plan for the implementation and develop greater expertise. The process and content will continue in subsequent years in order to maintain a robust professional learning catalog and the further development of high performing teachers.|Twin Rivers implemented additional training for families included modules that help families support the social and emotional learning of their students and others that help families navigate math curriculum and standards. There were multiple offerings of family and community learning sessions that ranged across topics such as technology, supporting early literacy, and more. We also increased parent learning cohorts participating in Parent Project and other multi-day opportunities to build skills and community.|The district has identified the need to support sites in providing more family engagement centered around student outcomes and a system to track and improve the implementation of family and community engagement. The Community Engagement Cohort is continuing to refine our tools to measure engagement.  A focus on engaging families that are new, underserved, and have chronically absent students will be an aim for 2026-27. Additionally, we will be forming and supporting multiple parent leadership and advisory groups.|During the pandemic, Twin Rivers made gains in the number of community and family members being reached. The connection to technology made a large increase across 2020-2023. This increase seemed to plateaued in 2022-23, so a review of advisory and input meetings was done to provide a more streamlined but predictable schedule for advisory and input meetings. The strength of the district was that there were many departments improving the inclusion of community and family members in decision making input. Re-structuring and collaborating across departments is a new strength of the district. This year, we saw a trend in the positive direction for engagement in our input surveys. We have feedback that provided insight into the decision to form regional parent input leadership groups next school year.|Throughout the 2025-26 school year, Educational Partner input processes (such as LCAP)  were able to capture the ideas of 6,364 people including 38.01 % unique parents, 12,723 thoughts, and 59,855 ratings. From this feedback we were able to successfully identify critical trends, ratings, and input necessary to guide and support our District LCAP work.  *Requests for smaller class sizes and additional support staff (including paraeducators and behavior specialists). (Addressed in LCAP Goal 1) *Cell phone use guidelines, with diverging perspectives on whether phones are helpful as learning tools or simply distractions. (Not addressed in LCAP, but cell phone policy developed) *The need for stronger academic interventions, notably in reading, math, and English language development (ELD). (Addressed in LCAP Goal 1) *Enthusiasm (and some frustration) around after-school programs, sports, clubs, and community engagement activities. (Addressed in LCAP Goal 3) *Concerns about student mental health, restroom cleanliness, school safety, and consistent communication between home and school. (Addressed in Goal 5 and in other funding plans outside of LCAP) *Appreciation for programs that address social-emotional needs, provide enrichment opportunities, and offer tutoring or weekend academies. (Addressed in LCAP Goal 2 and 3) *Increased salary and benefits for staff. (Addressed in LCAP Goal 11)  We will continue to provide numerous opportunities at the school site and district level to facilitate and support the engagement of our parents, staff and community. We will also continue to collect and analyze the attendance and participation data to ensure we are reaching and supporting underrepresented families. We will create systems to support the engagement of parents, staff, and community members throughout our school district.|Twin Rivers has a new parent engagement plan and calendar that will involve multiple departments collaborating around the goal of gathering more input together and the development of parent leadership groups. This will include the Special Projects & Equity Department, Family and Community Engagement Department, Student Advancement, Budget and Fiscal Services, and Special Projects. 2025-26 was a better year for collaborating around parent engagement. Our Special Projects & Equity team has made great strides in developing a plan to increase family engagement and the capacity of our families to collaborate in decision making. Additional planning with sites is the next focus area for family engagement in the coming year. Additionally, we will be exploring new ways to send out multilingual, multimedia communication to support those not literate or with language needs that have challenging translation.|3|3|3|3|3|3|3|3|3|2|3|3|Met||2026-06-23|2026
34765050101766|Community Outreach Academy|3|Community Outreach Academy (COA) continues to demonstrate strong relationships between school staff and families, as evidenced by educational partner feedback, parent participation, enrollment retention, and ongoing engagement activities. Since its founding, COA has been committed to providing a family-centered educational environment that reflects the needs and values of the community it serves. As a tuition-free public charter school, COA remains a school of choice for many families who report feeling welcomed, respected, and actively involved in their children's education.  Educational partner feedback and local survey data indicate that families feel connected to the school community and value the open communication and support provided by staff. COA's Community Engagement Specialists, Parent Liaisons, teachers, counselors, and administrators work collaboratively to foster meaningful partnerships with families and ensure that parents have multiple opportunities to participate in school programs and decision-making processes.  COA has continued to strengthen family engagement through regular parent workshops and educational presentations, volunteer opportunities, weekly communication through radio programming and other outreach efforts, monthly newsletters, and ongoing collaboration with community organizations and local businesses. The school also provides resources and referrals for families seeking additional academic, social-emotional, or community support services.  Parents actively participate in School Site Council (SSC), District English Learner Advisory Committee (DELAC), and other school leadership opportunities, providing valuable input into school programs, services, and planning efforts. Parent surveys and educational partner feedback continue to play an important role in informing school decisions and identifying areas for improvement.  Through these efforts, COA has maintained a strong culture of trust, communication, and collaboration between families and school staff. The school remains committed to strengthening these partnerships and ensuring that all families feel connected, supported, and empowered as active members of the COA community.|Based on educational partner feedback and local data, Community Outreach Academy's primary focus area for improvement in building relationships between school staff and families is expanding outreach and support services to meet the evolving needs of its diverse community. While families consistently report positive relationships with school staff, COA recognizes the importance of continuously strengthening connections with all families, particularly those facing unique challenges or barriers to engagement.|Based on educational partner input and local data, Community Outreach Academy will continue to strengthen engagement with families who may be underrepresented in school activities, leadership opportunities, and decision-making processes. Through surveys, meetings, and ongoing communication with families, the school has identified the need to provide additional outreach and support to families who may face language, cultural, transportation, scheduling, or other barriers to participation.  COA has established a committee of administrators, staff, and educational partners that regularly gathers feedback from stakeholders and reviews opportunities to improve school culture, family engagement, and communication. The committee has developed and continues to implement a plan focused on creating a welcoming and inclusive environment where all families feel valued and connected to the school community.  To improve engagement among underrepresented families, COA will continue to expand multilingual communication, increase opportunities for parent participation through flexible meeting formats and schedules, strengthen outreach efforts by Community Engagement Specialists and Parent Liaisons, and connect families with community resources and support services. The school will also continue to seek feedback from families whose voices may be underrepresented to better understand their needs and ensure that school programs and services are responsive and accessible.  Through these efforts, COA aims to increase meaningful family participation, strengthen relationships between home and school, and ensure that all families have opportunities to contribute to the success of their children and the broader school community.|Based on educational partner input and local data, Community Outreach Academy (COA) continues to demonstrate strengths in building partnerships with families to support positive student outcomes. COA staff and administration work collaboratively to ensure that families are informed about school events, academic expectations, learning opportunities, homework, assessments, and resources that support student success.  Teachers maintain regular communication with families through parent messaging applications, email, phone calls, progress updates, and parent-teacher conferences held multiple times throughout the year. Families are also provided guidance on how to access online platforms to monitor student grades, assignments, attendance, and academic progress. These communication systems help parents stay informed and actively involved in their child’s education.  COA’s intervention team, which may include parents, classroom teachers, intervention teachers, specialists, counselors, and administrators, works collaboratively to identify and support students who need additional academic, behavioral, social-emotional, or language support. This team-based approach strengthens communication between home and school and ensures that families are included in the process of developing strategies to help students succeed.  Parent workshops and educational sessions continue to serve as an important tool for building family capacity. These workshops provide parents with information, strategies, and resources to support learning at home and reinforce the connection between school programs and student achievement. Through consistent communication, collaborative intervention practices, and parent education opportunities, COA continues to strengthen partnerships with families in support of improved student outcomes.|Based on educational partner input and local data, Community Outreach Academy's primary focus area for improvement in building partnerships for student outcomes is increasing family capacity to support student learning, particularly for English Learners, newcomer students, and families who may face language or cultural barriers to engagement.  COA was founded with a commitment to serving socioeconomically disadvantaged and underserved students, including refugee families and students who enter school with limited English proficiency. While the school has established strong systems of academic and language support, educational partner feedback indicates the importance of continuing to strengthen partnerships with families so they can more effectively support learning at home and actively participate in their children's educational journey.  To address this focus area, COA will continue to expand parent education opportunities related to academic expectations, English language development, assessment results, graduation and promotion requirements, and strategies for supporting student success at home. The school will also continue to strengthen multilingual communication, provide translation and interpretation services when needed, and increase outreach efforts to families who may be less likely to participate in school activities or leadership opportunities.  By building family knowledge, confidence, and access to resources, COA aims to further strengthen the partnership between home and school and improve outcomes for all students, particularly those from historically underserved populations.|Based on educational partner input and local data, Community Outreach Academy will continue to strengthen engagement with underrepresented families by providing targeted outreach, individualized support, and meaningful opportunities for participation in their children's education. Feedback from parent surveys, student surveys, and ongoing communication with educational partners helps the school identify families who may face barriers to engagement, including language differences, limited access to resources, or challenges navigating the educational system.  COA administrators, Site Managers, Community Engagement Specialists, Parent Liaisons, teachers, counselors, and Student Support Specialists work collaboratively to build relationships with families and connect them to academic, social-emotional, and community resources. These staff members provide direct support to families, facilitate communication between home and school, and help ensure that families are informed about available programs, services, and opportunities to support student success.  To improve engagement among underrepresented families, COA will continue to utilize multilingual communication, conduct targeted outreach to families who are less connected to school activities, and provide workshops and resources that help parents understand academic expectations and available student supports. The school will also continue to use survey feedback and student outcome data to identify students and families who may need additional support and proactively connect them with appropriate services.  Through these efforts, COA aims to strengthen family-school partnerships, increase participation among underrepresented groups, and ensure that all students and families have equitable access to the resources and support needed for academic and social-emotional success.|Based on educational partner input and local data, Community Outreach Academy (COA) continues to demonstrate strong practices in seeking stakeholder input to inform school and district decision-making. COA values the perspectives of students, families, staff, and community members and has established multiple avenues for meaningful participation and feedback.  The school regularly gathers input through parent and student surveys, social media communication, parent messaging platforms, community events, and ongoing conversations with educational partners. Formal opportunities for stakeholder engagement include School Site Council (SSC) meetings, District English Learner Advisory Committee (DELAC) meetings, annual district-level meetings, and regularly scheduled Governing Board meetings. These forums provide stakeholders with opportunities to review school programs, discuss priorities, provide recommendations, and participate in decisions that impact students and families.  Educational partner feedback is routinely reviewed by administration and leadership teams and is used to inform planning, resource allocation, program development, and continuous improvement efforts. Participation in stakeholder groups and survey responses continues to provide valuable insights regarding academic programs, family engagement, student support services, school climate, and overall school effectiveness.  Through these ongoing efforts, COA has maintained a culture of transparency, collaboration, and shared responsibility, ensuring that stakeholder voices remain an important part of the decision-making process and contribute to positive outcomes for students and families.|Based on educational partner input and local data, Community Outreach Academy's primary focus area for improvement in seeking input for decision-making is increasing participation and representation among families in school and district leadership opportunities. While COA offers multiple avenues for stakeholder feedback and involvement, the school recognizes the importance of ensuring that all family groups are represented in the decision-making process.  Educational partner feedback indicates the need to continue expanding parent participation in School Site Council (SSC), District English Learner Advisory Committee (DELAC), Governing Board meetings, and other leadership and advisory groups. COA is committed to increasing awareness of these opportunities and encouraging broader participation from families, including those who may face language, scheduling, transportation, or other barriers to involvement.  To address this focus area, the school will continue to strengthen outreach efforts, provide timely communication regarding meetings and opportunities for input, and explore strategies that make participation more accessible for families. COA will also continue to gather stakeholder feedback through surveys and other engagement activities to ensure that decision-making reflects the diverse perspectives and needs of the school community.  By increasing family participation and representation in advisory and leadership groups, COA aims to strengthen shared decision-making processes and ensure that stakeholder voices continue to guide school improvement efforts and student success.|Based on educational partner input and local data, Community Outreach Academy will continue to improve engagement of underrepresented families by proactively identifying and removing barriers that may limit participation in school and district decision-making processes. Through survey responses, meeting participation data, and ongoing communication with families, COA works to identify groups whose perspectives may not be fully represented in advisory committees, leadership opportunities, and stakeholder feedback activities.  COA administrators, Site Managers, Community Engagement Specialists, Parent Liaisons, counselors, and teachers collaborate to build relationships with families and encourage participation in school governance and decision-making opportunities. Staff conduct targeted outreach through phone calls, written communication, electronic messaging platforms, and personal invitations to ensure that families are aware of opportunities to provide input and participate in school activities.  To increase engagement among underrepresented families, COA will continue to provide multilingual communication and translation support, host regular bilingual meetings with school leadership, and offer multiple avenues for families to share feedback and participate in discussions regarding school programs and services. The school will also continue to monitor participation trends and seek input from families who may not traditionally engage in school leadership activities to better understand their needs and perspectives.  Through these efforts, COA aims to ensure that all families, regardless of language, background, or circumstances, have meaningful opportunities to contribute to school decision-making and help shape programs and services that support student success.|5|5|4|5|5|5|4|4|5|4|4|5|Met||2026-06-16|2026
34765050101832|Futures High|3|Current strengths include a positive school culture, multiple communication platforms, opportunities for input through SSC, ELAC, DELAC, surveys, parent meetings, and school events, and an overall family perception that the school encourages parent involvement.|While the results are positive, the data also shows a need to increase actual family participation. Only 44% agree and 19% strongly agree that parents are highly involved, while 11% strongly disagree, 15% disagree, and 11% are neutral. This shows that while families see the school as welcoming and communicative, Futures still needs to improve actual participation in events, committees, conferences, and decision-making opportunities.  Families identified several supports that would help increase involvement. The most selected options were parent-teacher conferences with the child’s teacher at 41%, back to school night or open house at 35%, family or community forums at 29%, more communication in the family’s primary language at 35%, and more information about involvement opportunities at 24%.|Futures will improve parent and family engagement by increasing parent-teacher conference opportunities, strengthening back to school night and open house participation, creating more family and community forums, and providing more communication in families’ primary languages. The school will also provide families with more information about involvement opportunities through email, phone calls, flyers, teacher contact, and schoolwide communication platforms.  Futures will continue to intentionally seek input from underrepresented families, including English Learner families, socioeconomically disadvantaged families, families of students with disabilities, and families who may not regularly attend school events. The goal is to make family engagement easier, more useful, and more directly connected to student success.|Futures High School continues to build strong partnerships with families to support student outcomes. Local survey data shows that families generally feel the school encourages parent involvement, communicates with parents, and provides opportunities for family voice. Families identified parent-teacher conferences, back to school night/open house, and family or community forums as helpful ways to stay involved. Futures also uses multiple communication methods, including schoolwide messages, teacher contact, phone calls, emails, meetings, and parent advisory groups, to keep families informed about student progress and school opportunities. In addition, the school provides families with information related to student learning, graduation progress, college and career readiness, and available supports. These efforts show progress in creating a stronger connection between school, students, and families.|Although Futures High School has made progress in communicating with families and encouraging parent involvement, local data shows that actual family participation remains an area for growth. While many families feel the school encourages involvement, fewer families report that parents are highly involved. Families also identified the need for more communication in their primary language, more information about involvement opportunities, and more convenient ways to participate. Futures will continue to improve how families receive information about student progress, academic supports, parent-teacher conferences, school events, and opportunities to participate in decision-making. The school will also continue working to make communication more clear, consistent, accessible, and directly connected to student success.|Futures High School will improve engagement of underrepresented families by using more intentional and accessible communication strategies. This includes providing more communication in families’ primary languages, sharing clearer information about involvement opportunities, and using multiple methods of outreach such as phone calls, emails, flyers, schoolwide messages, and teacher contact. Futures will also continue to promote parent-teacher conferences, back to school night/open house, family forums, SSC, DELAC, and other advisory opportunities. The school will focus on increasing participation from English Learner families, socioeconomically disadvantaged families, families of students with disabilities, and families who may not regularly attend school events. The goal is to make family engagement easier, more welcoming, and more useful in supporting student progress.|Futures High School continues to provide families with opportunities to give input and participate in decision-making. Current strengths include a positive school culture, multiple communication platforms, and opportunities for input through SSC, DELAC, surveys, parent meetings, and school events. Local survey data shows that families generally feel the school encourages parent involvement and provides opportunities for family voice. Families also reported that the school encourages community involvement and communicates with parents regarding student needs and school information. These efforts show progress in creating systems for families to share feedback and participate in decisions connected to school programs, student support, and overall school improvement.|While Futures High School provides opportunities for families to give input, local data shows that actual family participation remains an area for growth. Only 44% of respondents agreed and 19% strongly agreed that parents are highly involved, while 11% strongly disagreed, 15% disagreed, and 11% were neutral. Families also identified several supports that would help increase involvement, including parent-teacher conferences at 41%, back to school night or open house at 35%, family or community forums at 29%, more communication in the family’s primary language at 35%, and more information about involvement opportunities at 24%. Futures will continue working to make decision-making opportunities more visible, accessible, and easier for families to participate in.|Futures High School will improve engagement of underrepresented families by using more intentional outreach and providing clearer information about opportunities to participate in decision-making. This includes communication through phone calls, emails, flyers, schoolwide messages, teacher contact, and communication in families’ primary languages when needed. Futures will continue to promote participation in SSC, DELAC, parent meetings, family forums, surveys, and school events. The school will focus on increasing participation from English Learner families, socioeconomically disadvantaged families, families of students with disabilities, and families who may not regularly attend school events. The goal is to make family input easier to provide and more directly connected to school planning, student support, and program improvement.|5|4|3|4|4|4|5|3|4|3|3|3|Met||2026-06-16|2026
34765050108415|Heritage Peak Charter|3|eritage Peak Charter School understands the importance of feedback from educational partners. Teachers meet regularly with families establishing trusting, respectful relationships beginning on the first day of school. Families are invited and encouraged to attend ongoing community building events. During individual family meetings, teachers engage with families to learn about their unique culture, as well as the family's academic and social emotional goals for every child. Notes are kept by each teacher in a family communication log for reference. Heritage Peak has an active website and social media that are used to communicate with families. All families have access to their teacher and school administration via email, text and phone.|Based on feedback from educational partners HPCS has continued utliizing Parent Square for the 2025-2026 school year. This allowed parents greater access to information regarding school events and meetings and clarified the decision-making process. The continued use of the Kelvin survey tool allows efficient surveys of students, parents, and staff and provides the school with the opportunity to address questions and concerns several times during the school year.|Reclassification ceremonies are hosted to acknowledge and celebrate our redesignated students and their families for their accomplishment in attaining an academic level of English equal to their English only counterparts.  Additionally, regular awards are given to highlight students making progress in specific content areas and are publicly recognized.|Heritage Peak Charter School teachers and administration work to provide support and partnership for all families in part by using professional development to train teachers to work with parents on all academic programs including, but not limited to: Exact Path, IXL, Edmentum, Reading Eggs, Math Seeds, and Lexia. Parents/guardians are given access to curriculum to use in their homes to support continual improvement of academic growth. 2-3 times per year, all students K-11 are assessed using DIBELS (K-2) and mClass (K-2) or NWEA/MAP. These scores are reviewed and discussed with families. These conversations are used to align learning goals and progress on previous goals.|Teachers are trained on how to share student data in a manner that helps families understand grade level expectations and where their child is performing in relation to these standards. This is being modeled during our PLCs.|With the model of education set forth by HPCS, all families are met face-to-face in an equal and fair manner.  Student computers and Internet access are provided to help ensure that barriers are removed to access materials and support for all families.|Parents/guardians are asked to provide feedback on coursework and field trips. Families are encouraged to attend education nights and other community opportunities. Meetings are held prior to these events for parents/guardians to provide input on policies and procedures. Annually, parents/guardians are asked to participate in an annual satisfaction survey. The results from the survey are used to make local school-wide decisions.|Based on feedback from educational partners, HPCS expanded its communication efforts by implementing Parent Square for the 2024–2025 school year. This platform has enhanced parent access to information about school events, meetings, and the overall decision-making process. The continued use of the Kelvin survey tool allows HPCS to efficiently gather input from students, parents, and staff, providing multiple opportunities throughout the year to identify and address emerging questions and concerns.  HPCS remains committed to improving stakeholder engagement in decision-making by actively incorporating feedback from the Parent Advisory Council (PAC), English Learner Advisory Committee (ELAC), and School Site Council (SSC). In addition, the school is increasing the number of informal stakeholder events to create more opportunities for open dialogue between families, staff, and administration.|HPCS has improved engagement of underrepresented families by increasing staff training for the impacted groups.  The school has also hired a dedicated EL teacher to provide training and resources for both teachers and families.  Finally, HPCS will continue professional development of the counseling team.|5|5|5|5|5|5|5|5|4|4|4|4|Met||2026-06-08|2026
34765050108795|Creative Connections Arts Academy|3|Based on the analysis of educational partner input and local data, Creative Connections Arts Academy (CCAA) in Sacramento has demonstrated significant strengths and progress in building relationships between school staff and families.  CCAA has made notable strides in developing the capacity of its staff, including administrators, teachers, and classified staff, to build trusting and respectful relationships with families. The school recognizes the crucial role of strong partnerships with families in supporting student success and has provided professional development opportunities focused on family engagement strategies and cultural competency. As a result, staff members have shown increased sensitivity and responsiveness to the diverse needs, cultures, and goals of families, fostering an environment of trust and respect.  The school has also made remarkable progress in creating welcoming environments for all families in the community. CCAA has implemented inclusive practices that prioritize equity and embrace the diverse backgrounds and experiences of its students' families. Efforts have been made to ensure that school facilities, events, and communication materials reflect the cultural and linguistic diversity of the community, making families feel valued, respected, and comfortable in engaging with the school.  CCAA has shown commitment in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children. The school recognizes that meaningful engagement requires an understanding of the unique backgrounds and aspirations of families. Through ongoing professional development, staff members have gained knowledge and skills in culturally responsive practices, actively seeking to build relationships that honor and leverage the assets and perspectives of each family.  CCAA has made significant strides in developing multiple opportunities for two-way communication between families and educators using language that is understandable and accessible to families. CCAA has implemented various communication channels, such as parent-teacher conferences, newsletters, digital platforms (Parent Square and Aeries), and community events, to facilitate open and transparent dialogue. Efforts have been made to ensure that communication is not only informative but also inclusive, considering diverse linguistic needs and providing interpretation and translation services when necessary.|Based on the analysis of educational partner input and local data, the focus areas for improvement in building relationships between school staff and families at Creative Connections Arts Academy (CCAA) in Sacramento have been identified. These areas require attention and targeted efforts to enhance the existing practices and further strengthen the partnerships with families.  One focus area for improvement is increasing the frequency and depth of engagement with families. While CCAA has made progress in establishing communication channels and facilitating two-way communication, there is room for improvement in the consistency and regularity of these interactions. The school could work towards returning to more frequent opportunities for family engagement, such as workshops, parent forums, or family events, to foster ongoing dialogue and collaboration.  Another area of focus is enhancing cultural competency among staff members. Although CCAA has made efforts to support staff in learning about each family's strengths, cultures, languages, and goals, there is a need for continuous professional development to deepen this understanding. The school can provide additional training and resources to ensure that staff members have the necessary knowledge and skills to effectively engage with families from diverse backgrounds and effectively address their unique needs.  Additionally, there is a need to improve accessibility and inclusivity in communication. While CCAA has taken steps to make communication understandable and accessible, there may be opportunities to further enhance these practices. The school could consider implementing strategies to ensure that communication materials are available in multiple languages, providing interpretation services during important school events, and exploring innovative ways to reach families who may face barriers to communication.  Finally, it is important to strengthen partnerships with families who are historically underrepresented or less engaged. CCAA could focus on targeted outreach efforts to ensure that all families feel welcomed and included in school activities. This may involve building relationships with community organizations or leaders who can help reach out to these families, as well as considering strategies to address any specific barriers to engagement they may face.|2025-26 school year presented great challenges. Improving communication using new tools, providing additional expanded learning opportunities, and providing the access to the arts daily for students. Parent and family engagement has been a cornerstone of CCAA and began to return to prior levels when the restrictions of COVID-19 began to ease. In-person services and opportunities for families will be the focus for continued improvement.|Relationship building and parent and family connection remained a priority fotr CCAA in 25-26. Partnering with families is a part of the culture with volunteer hours and opportunities advertised and emphasized. Based on educational partner input and local data, Creative Connections Arts Academy (CCAA) in Sacramento has shown strengths and progress in building partnerships for student outcomes. Key areas of strength include:  Professional Learning: CCAA provides teachers and principals with professional development to enhance their ability to partner with families effectively.  Information and Resources: CCAA equips families with information and resources to support student learning at home through workshops, newsletters, online resources, and family centers.  Collaborative Discussions: CCAA has implemented policies and programs for teachers to meet with families and students to discuss student progress and work together to improve outcomes.  Empowering Families: CCAA supports families in understanding and exercising their legal rights and advocating for their students and all students.  Overall, CCAA's efforts in professional learning, providing information and resources, promoting collaboration, and empowering families contribute to successful partnerships for student outcomes.|Based on educational partner input and local data, CCAA's focus areas for improving partnerships for student outcomes are:  Enhancing professional learning and support for teachers and principals in family partnerships. Improving accessibility and dissemination of information and resources to families. Increasing the frequency and quality of collaborative discussions between teachers, families, and students. Strengthening efforts to empower families to understand and exercise their legal rights and advocate for their students. Addressing these areas will enhance CCAA's partnerships and positively impact student outcomes.|To improve engagement of underrepresented families in building partnerships for student outcomes, CCAA will:  Implement targeted outreach efforts through community partnerships to reach underrepresented families.  Improve language accessibility by providing interpretation and translation services and offering communication materials in multiple languages.  Provide tailored workshops and resources addressing the specific needs and interests of underrepresented families.  Create welcoming and inclusive environments that respect and value the diversity of underrepresented families.|Based on educational partner input and local data, CCAA's strengths and progress in seeking input for decision-making are:  Building capacity of principals and staff to engage families in advisory groups and decision-making. Empowering and supporting family members to participate effectively in advisory groups and decision-making. Providing opportunities for all families to provide input on policies and programs, including underrepresented groups. Facilitating collaborative planning, implementation, and evaluation of family engagement activities.|Parents, staff and community members want the best for their children, and they value the learning opportunities and partnership that our school district provides. Parents value the hard-working staff and their dedication to helping students learn. Parents and community members appreciate the participation opportunities at the school site and district level and want us to continue to push for high levels of engagement. Parents, staff and community members want to be involved and they know that working together makes a positive difference for everyone. We will continue to provide numerous opportunities at the school site and district level to facilitate and support the engagement of our parents, staff and community. We will also continue to collect and analyze the attendance and participation data to ensure we are reaching and supporting underrepresented families. We will create systems to support the engagement of parents, staff, and community members throughout our school district.|To improve engagement of underrepresented families in decision-making, CCAA will:  Conduct targeted outreach to reach underrepresented families. Provide language accessibility through interpretation and translated materials. Adopt culturally responsive approaches to engage underrepresented families. Build trust through active listening and valuing their input. Empower family leaders from underrepresented communities. Establish convenient feedback mechanisms for input.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-23|2026
34765050108837|Community Collaborative Charter|3|Based on analysis of educational partner input and local survey data, CCCS continues to demonstrate strong progress in building positive relationships between school staff and families. Parent survey results from the 2025–2026 school year reflect high levels of trust, communication, and engagement between families and school staff. Survey data showed that 89% of parents agreed or strongly agreed that teachers keep them well informed about their child’s progress, while 89% also agreed that the school keeps them informed about school events and activities. Additionally, 94% of parents reported that they are able to communicate with teachers and staff when needed, demonstrating strong accessibility and responsiveness from school personnel. Families also reported positive perceptions regarding school culture and relationships. 74% of respondents agreed or strongly agreed that students feel safe at school, while 72% agreed that students feel comfortable talking with school staff. 82% agreed that staff feel safe at school, and 88% agreed that students from different cultural backgrounds are respected and included. These results reflect continued efforts to foster welcoming, supportive, and inclusive school environments.  CCCS also demonstrated strength in promoting family engagement and involvement. 82% of respondents agreed or strongly agreed that the school encourages parental involvement, and 84% agreed that parents are offered a voice in the decision-making process. Families identified communication with teachers, ParentSquare communications, text messages, and the GCC website as primary methods for receiving information from the school. Parents also identified additional opportunities for involvement, communication, and flexible participation times as areas that would further strengthen engagement efforts. Survey results further indicated strong confidence in school supports and staff relationships. 86% of parents agreed that they understand available social-emotional supports, 83% agreed they understand academic supports, and 77% agreed that students receive the resources and support they need. Parents also expressed positive views of teachers and staff, with 94% agreeing that teachers help students when they do not understand something and 86% agreeing that teachers regularly encourage students. Overall, local data and educational partner feedback demonstrate that CCCS has made continued progress in establishing strong relationships with families through consistent communication, inclusive school climates, accessible staff support, and meaningful opportunities for parent involvement and engagement.|CCCS continues to prioritize increasing the volume of activities and work more strategically to connect parents to events throughout the year. We are also looking forward to more opportunities becoming available for the school to have parents and community members volunteer on-campus and specifically in classrooms and during events.|Based on analysis of educational partner input and local data, CCCS identified several focus areas for improvement in building stronger relationships between school staff and families, as well as communication. Although survey results reflected generally positive perceptions regarding communication and engagement, educational partner feedback highlighted opportunities to improve consistency, accessibility, and participation. A primary area for improvement is increasing family engagement and participation opportunities. Parent feedback indicated that families would like more information about opportunities to become involved at school, additional communication between the school and parents, and more convenient times for participation in school activities and meetings. Families also expressed interest in receiving more guidance and resources to support student learning at home.  CCCS also identified a need to strengthen two-way communication systems to ensure families feel consistently informed and connected. This year, the LEA has worked on utilizing a consistent method using Parent Square.  While families reported using multiple communication platforms, survey responses suggest the importance of continuing to improve the clarity, frequency, and accessibility of communication across all grade levels and programs. Another focus area is continuing to strengthen school climate, student connectedness, and family trust. Survey responses related to students feeling safe, comfortable speaking with staff, and peer interactions reflected opportunities for continued growth in fostering supportive relationships and a stronger sense of belonging for all students and families.  Additionally, local data highlighted the need to further increase parent voice and participation in school decision-making processes. This year, CCCS increased the participation of student voice, agency, and community partner input through advisory councils for the programs, community schools, and CTE.  CCCS will continue working to expand opportunities for educational partners to provide feedback and participate in school planning through surveys, meetings, committees, and school events. Based on educational partner input, CCCS will focus on improving family outreach, increasing opportunities for meaningful engagement, strengthening communication systems, and promoting an inclusive and supportive school climate that builds stronger relationships among students, families, and staff.|CCCS continues to prioritize building partnerships with industry professionals to increase access to resources needed for students to achieve educational goals.|CCCS has a goal to increase the volume of opportunities for parents to engage with our school in the areas of community building, student recognition, and professional school to home educational opportunities for parents. These events will be structured to provide resources and learning opportunities for families in important ways that they can help their student academically and social-emotionally at home. School leadership and Gateway Community Charters leadership will work to increase engagement with community partners and outside agencies to bring additional resources to students and families, as well as to enhance student and family experiences during on-campus events.|Based on educational partner feedback and analysis of local data, the CCCS identified a need to increase engagement among underrepresented families, particularly those of English learners, foster youth, students experiencing homelessness, students with chronic absenteeism, and students who are credit deficient. Feedback indicated that barriers such as work schedules, transportation, language access, and limited familiarity with school systems can impact participation in school events and decision-making opportunities.  To strengthen partnerships that support student outcomes, the CCCS will implement targeted outreach efforts through personalized phone calls, text messaging, ParentSquare communications, virtual and in-person meetings, and, when appropriate, home visits. Communication will be provided in families' home languages, and flexible opportunities for participation will be offered through virtual conferences, surveys, advisory groups, and family engagement events.  CCCS has a functioning School Site Council and District English Learner Advisory Committee and will continue to proactively engage families in discussions regarding academic progress, attendance, graduation pathways, college and career readiness, and available support services. Staff will regularly monitor engagement data and use educational partner feedback to refine outreach strategies and ensure families have meaningful opportunities to contribute to school improvement efforts.  Through these actions, the CCCS aims to strengthen trust, increase family participation in decision-making processes, and foster collaborative partnerships that support student engagement, attendance, credit attainment, graduation, and overall student success.|For the past two years, CCCS continued to implement parent surveys to solicit feedback on the LCAP, school culture, academic programs, and other areas identified as a need within our student population. Our School Site Council//DELAC meet six times this year and provided input on all important decisions and documents produced by CCCS, including the Parent Involvement Policy, SPSA, CCCS Safety Plans, and LCAP. In addition, we held four Community Schools Advisory Councils meetings at the Sacramento Youth Center and three at the CCCS Main Campus.  In addition, four CTE pathways held Advisory Council meetings for their program.|Based on educational partner feedback and local data, CCCS identified a need to increase participation from underrepresented families, including families of English learners, foster youth, students experiencing homelessness, students with disabilities, and students who are credit deficient or chronically absent. To ensure these voices are represented in decision-making processes, the CCCS will implement targeted outreach strategies designed to reduce barriers to participation and increase opportunities for meaningful input.  CCCS will utilize multiple communication methods, including ParentSquare, phone calls, text messages, surveys, and personal outreach, to gather feedback from families. Meetings and engagement opportunities will be offered at flexible times and in multiple formats, including virtual and in-person options. Translation and interpretation services will be provided to ensure equitable access for all families.  CCCS will continue to seek input through advisory committees, school site meetings, focus groups, and surveys to inform school improvement efforts, LCAP development, and program implementation. Feedback collected from underrepresented families will be reviewed and considered when making decisions related to student supports, academic programs, school climate initiatives, and resource allocation. Through these efforts, the LEA seeks to create a more inclusive decision-making process that reflects the needs and perspectives of all educational partners.|Based on educational partner input and local data, CCCS identified the need to increase participation from underrepresented families, including families of English learners, foster youth, students experiencing homelessness, and students with disabilities. To improve family engagement in decision-making, the LEA will expand outreach efforts through personalized communication, multilingual surveys, phone calls, text messaging, and virtual participation options to reduce barriers and increase access.  The CCCS will provide multiple opportunities for families to share feedback through School Site Council, advisory committees, family forums, surveys, and focus groups. Feedback gathered will be reviewed and used to inform decisions related to school improvement efforts, student support services, academic programming, and LCAP development. By creating more accessible and inclusive opportunities for participation, the LEA aims to ensure that the perspectives of underrepresented families are reflected in decisions that impact student outcomes and school success.|4|4|3|3|4|3|4|3|4|4|3|3|Met||2026-06-16|2026
34765050113878|Higher Learning Academy|3|We are increasing our Parent Faculty Organization to support our school. They are strong advocates for the school and push for consistent improvement.|We use translation services to make sure our educational partners are all being engaged. We will continue our multicultural events but bring in more academics to educate our families about our IB programs as well as celebrate student work.|Based on educational partner input and local data, the LEA will strengthen engagement with underrepresented families, particularly those of English Learners (ELs) and students from low socioeconomic status (SES) backgrounds, by improving communication regarding student outcomes and academic progress.  ELPAC data will serve as a foundation for meaningful conversations with families of English Learners about their students’ English language proficiency and overall academic achievement. To better support all families, especially those from low SES backgrounds, the LEA will implement report cards that provide clearer learning targets, progress indicators, and information about student growth.  Additionally, the LEA will utilize ongoing assessment tools and consistent, two-way communication to foster stronger partnerships with families. These efforts are intended to ensure that families are well informed, actively engaged, and empowered to support their child’s educational journey.|We are increasing parent engagement by hosting multiple multicultural events.  We have also moved to standards-based grades and report cards at the elementary level, which has helped us give more actionable information to those families about their scholars' progress.|As we continue to refine our essential standards and clarify the knowledge and skills that students must master, we will be able to provide parents with more focused and meaningful information about their scholars’ progress. Additionally, now that we are improving Tier I and Tier II interventions to be better positioned to provide targeted supports for students while also equipping families with strategies and resources to support learning at home.|ELPAC data can be a good starting point to communicate with our ELs around academic outcomes and English proficiency progress, but ongoing communication and assessment tools will be used as well. Our low SES students will benefit the most from report cards with clearer learning targets and progress information.|HLA consistently seeks input from educational partners to inform decision-making; however, we recognize the need to better analyze and address the barriers that prevent some families from engaging with the school community. By identifying and reducing these barriers, we aim to increase participation and ensure that all educational partners have meaningful opportunities to contribute.  We regularly hold School Site Council (SSC) and District English Learner Advisory Committee (DELAC) meetings to gather feedback and promote family involvement. To encourage participation, we provide food and childcare during meetings and offer surveys in multiple languages to ensure accessibility for all families. Moving forward, we will continue to refine our outreach efforts and engagement strategies to better serve our diverse school community.|Higher Learning Academy will continue to bring more educational partners to the table to support decision-making. Increased attendance at School Site Council (SSC) and District English Learner Advisory Committee (DELAC) meetings will serve as a key metric for determining the success of these efforts.|In an effort to engage more underrepresented families, we will implement two key strategies. First, we will increase the frequency of home visits to build stronger relationships and improve communication with families. Second, we will recognize students for a variety of achievements during School Site Council (SSC) meetings.  These efforts are intended to encourage greater family participation by creating positive opportunities for involvement and fostering a welcoming environment. As more families attend and become familiar with the purpose and structure of these meetings, we anticipate that any uncertainty or intimidation associated with participation will diminish, leading to increased engagement and meaningful input from a broader range of educational partners.|4|4|4|4|2|2|4|2|2|2|2|2|Met||2026-06-16|2026
34765050114272|SAVA - Sacramento Academic and Vocational Academy|3|Based on the 2025 Hanover survey results for SAVA Twin Rivers (TRUSD), strong relationships between school staff and families remain a key strength of the school community. Despite being a small site, responses show high levels of trust, respect, and perceived safety. Over 88% of respondents on the parent Hanover Survey agreed that SAVA Twin Rivers staff effectively communicates with parents regarding their Childs progress. Additionally, 75% of cf respondents reported having a voice in the decision making process at SAVA Twin Rivers.  SAVA’s cohort model and small student-to-staff ratio help foster personalized connections between staff and families. The site also benefits from consistent implementation of Capturing Kids’ Hearts (CKH), which builds a relational foundation across all interactions. Staff regularly engage in proactive communication and individualized outreach, which has helped to create a welcoming and responsive school environment.  Although the overall number of responses was lower than at other sites, the feedback that was collected reflects a positive trend in family engagement and satisfaction. Continued attention to targeted outreach and interpreting services will help ensure all families, especially those from underrepresented groups, remain connected and involved.   In the 2011-2012 school year, SAVA began implementing the Capturing Kids' Hearts (CKH) model, developed by The Flippen Group. CKH is central to our approach, transforming our schools by fostering trusting relationships among teachers, staff, families, and students. All staff members are trained in CKH upon employment, and the principles of CKH are practiced consistently in all classes, meetings, and events. This program equips staff with tools to build meaningful relationships, create a safe learning environment, and develop team-building dialogues. At its core, CKH aims to create self-managing systems that enable students to confidently apply the skills they learn both in and outside of school.  In addition to CKH, SAVA is committed to promoting equity and continuous improvement. Each year, the school and district identify an equity goal and participate in professional development to address it. This year, we have developed Academic Teams in which all staff focus on data and continuous improvement, viewing their work through an equity lens. Each Academic Team targets specific sub-groups where potential inequities have been identified, aiming to decrease gaps and promote equity. Furthermore, equity and data discussions are incorporated into our School Improvement Plan (SIP) work, cycles of inquiry, site-based meetings, and in-house professional development.  At SAVA, we believe that all students can learn, achieve, and thrive when they are loved, taught effectively, and guided appropriately. This belief drives our commitment to creating a supportive and equitable educational environment, ensuring that every student has the opportunity to succeed.|Based on educational partner input and local data, SAVA TRUSD is committed to strengthening engagement with underrepresented families by building on initiatives that create access, voice, and connection. Survey feedback highlights areas of strength in relational trust with staff, but also indicates the need for more consistent engagement and outreach to families of students who are new, credit-deficient, or navigating transitional periods in their academic journey.  To address this, SAVA will deepen its focus on engaging 9th-grade students, seniors, and transfer students through targeted family engagement strategies. These will include enhanced orientation experiences, family workshops, and small-group meetings designed to build personal relationships and ensure families understand graduation requirements, support services, and postsecondary options from the outset.  SAVA will also expand its Career and Technical Education (CTE) outreach by involving families in program showcases, career panels, and field-based experiences that highlight how CTE prepares students for high-demand industries. By connecting these programs to real-world outcomes, we aim to increase relevance and build excitement—particularly for students and families who may not have previously seen college or specific careers as accessible.  Additionally, SAVA will increase opportunities for underrepresented students and their families to participate in field trips, college tours, and dual enrollment information nights. These activities serve as key engagement tools, exposing families to educational pathways and reinforcing a shared vision of success.  Finally, through our Capturing Kids’ Hearts (CKH) framework and expanded multilingual communications, SAVA will continue to foster trust and relational consistency. Our goal is to ensure every family, regardless of background, feels seen, heard, and supported as part of the SAVA community.|Based on the analysis of educational partner input and local data, SAVA TRUSD will continue to strengthen partnerships with underrepresented families by expanding personalized and culturally responsive support systems. One key strategy will be the continuation of home visits to ensure direct, relationship-based outreach for families who may not otherwise engage with traditional school events. These visits help build trust, provide opportunities to better understand student needs, and connect families with relevant resources.  SAVA will also reinforce communication equity by ensuring that all families are aware of their right to request interpreters for any school-related meetings. This will be paired with improved multilingual communication and outreach efforts to remove language as a barrier to engagement and implementing the GCC SART Process to re-engage families.   Additionally, through the Community Schools Grant, SAVA is investing in expanded wraparound services focused on mental health, family stabilization, and community resource coordination. These supports will be integrated into the school’s broader intervention systems, with the goal of empowering families to be active collaborators in their students’ academic and personal growth. By reducing access barriers and increasing individualized support, SAVA aims to improve student outcomes through more effective and sustained family-school partnerships.|At SAVA, parents/guardians are involved from the minute a student enrolls in the program. SAVA enrollment personnel meet with each family and explain the program and also provide a site tour. SAVA staff work diligently to keep parents and guardians informed of their student’s progress and to involve families in any behavior, attendance, and academic intervention meetings that are held. Parents/ guardians are also invited to attend all SST, 504, and IEP meetings. Every parent/guardian is invited to be a member of their site’s School Site Council/DELAC, which allows them to have an active voice in the direction of the school. Parents/guardians are apprised of their student’s progress on a regular basis; school personnel are in contact with parents/guardians on a weekly basis, at minimum.   Parents are invited to several school events each year, including Orientations, Back to School Night, College and Career Fair, CTE Field Day, Student Appreciation events, and promotion/graduation. Parent workshops are offered to assist families in the financial aid process as well as to share CAASPP assessment information and other relevant topics, as needed.   School site newsletters are mailed home to inform parents of important school dates and events and to celebrate student and school successes. Each site utilizes the Parent Square application which connects to student and parent emails and phones to communicate regular updates. Mailers and all-calls are used to inform parents/guardians of important programs, dates and testing information and all standardized test results and report cards are mailed home as well.|In order to be highly effective, SAVA must continue to find ways to reach out to parents, community members and key stakeholders and increase support at school events.|SAVA will improve building partnerships of underrepresented families by: •	Continuing to do home visits •	Providing resources and support for obtaining those resources •	Making sure that families know that they can request and have interpreters for any meetings held|Based on the analysis of educational partner input and local data, SAVA TRUSD  will continue to strengthen partnerships with underrepresented families by expanding personalized and culturally responsive support systems. One key strategy will be the continuation of home visits to ensure direct, relationship-based outreach for families who may not otherwise engage with traditional school events. These visits help build trust, provide opportunities to better understand student needs, and connect families with relevant resources.  SAVA will also reinforce communication equity by ensuring that all families are aware of their right to request interpreters for any school-related meetings. This will be paired with improved multilingual communication and outreach efforts to remove language as a barrier to engagement.  Additionally, through the Community Schools Grant, SAVA is investing in expanded wraparound services focused on mental health, family stabilization, and community resource coordination. These supports will be integrated into the school’s broader intervention systems, with the goal of empowering families to be active collaborators in their students’ academic and personal growth. By reducing access barriers and increasing individualized support, SAVA aims to improve student outcomes through more effective and sustained family-school partnerships.|Based on educational partner input and local data, SAVA TRUSD continues to demonstrate strong progress in building a culture of shared decision-making and inclusive stakeholder engagement. One key area of strength is the continued growth in family and staff participation in School Site Council (SSC) and English Learner Advisory Committee (ELAC). We have seen increased interest from parents and guardians in engaging in these decision-making spaces, where they contribute meaningfully to conversations about program strengths, resource allocation, and areas for improvement.  SAVA also ensures that when advisory or input opportunities are offered—whether through family nights, feedback sessions, or focus groups—there is consistent and active participation from families. These events provide critical space for gathering input on school climate, program development, and support services.  Student voice remains a central pillar of our model. Students regularly participate in planning major school events such as graduation and the CTE Showcase. They are actively involved in support meetings like SSTs, 504s, and IEPs, and their feedback influences the design of live classes, clubs, and enrichment activities. Our cohort model includes weekly “community time,” where students are encouraged to share perspectives, advocate for needs, and help shape their learning environment.  While SAVA no longer has a dedicated, full time school social workers, GCC does employ social workers to support schools. We continue to prioritize student mental health and well-being through contracted services that include group counseling and wellness support. These services also help inform how we tailor our intervention and support systems to meet the needs of underrepresented student populations. Overall, SAVA remains committed to cultivating authentic and ongoing engagement from all educational partners in our decision-making processes.|SAVA will improve seeking input for decision making of underrepresented families by: •	Targeting parent/guardians of underrepresented families for school advisory groups and decision making •	Send surveys out in multiple languages that represent the SAVA demographic •	Incorporate PBIS supports and Multi-lingual supports for all students/families.|4|4|3|4|4|4|4|4|3|3|4|4|Met||2026-06-16|2026
34765050130757|Highlands Community Charter|3|"HCCS  serves only adult students 22 years and over. However HCCS places a strong emphasis on building relationships between students and staff.  Survey data indicates a strong bond between students and the school with  99% of students reporting they Agree or Strongly Agree with the statement ""My teacher really cares about me and respects me, 99% reporting ""All students from different backgrounds and countries are treated kindly"" and 92% reporting ""I feel connected to the school, my classmates, and teacher."""|HCCS will focus on engagement strategies intended to amplify the voices of lower proficiency English Language Learners. Also in the past there were many more opportunities for direct engagement of our students' children and spouses. Recent budget cuts eliminated child care and family engagement events but HCCS will explore ways to increase engagement with the student's entire family.|HCCS will seek to directly engage English Language Learners with limited proficiency (NRS level 0-1)  in educational partner events with translation support.|HCCS invests heavily in supporting student success through partnerships with local workforce agencies and social services including partnerships with DHA, SETA, and Sac RT.  HCCS also partnered with the Race and Gender Equality Project to identify needs, goals, and barriers to success for our students.  Staff PD - Held twice a year with continuous trainings included to help teachers better serve their students.  Principal PD - Bringing in presenters outside of the organization who are specialized in their respective fields and roles to help improve the Principal's capacity and role.  Multiple annual educational partner events to seed student input.|HCCS is focused on continuous improvement. We will continue to seek opportunities to promote student outcomes. HCCS is deeply rooted in community partnerships and through community partnerships we will build new legacies leading to self sufficiency and generational change.  Based on educational partner feedback the opportunities for improvement include:  1. Better understanding of available state and local services.  2. Better understanding of graduation requirements 3. Increased access to post-secondary planning.  Education partner input indicates a strong need for clear paths to post-secondary outcomes. HCCS will focus on developing workforce programs aligned with the priorities of local workforce development boards including the Sacramento Employment and Training Agency (SETA). In addition HCCS is strengthening its partnership with the Los Rios Community college district including the hiring of a full-time specialist to assist with post-secondary transition.|More than 90% of our Highlands students speak a language other than English at home. Considering the number of English language learners we serve, we distribute the Student Climate Survey in 11 languages and provide language support at all educational partner events. Through language support, we are able to collect valuable student information to continue improving our academic programs and student services. Highlands will continue to provide services for students with socioeconomically disadvantaged families.  HCCS will engage English language learners with support services and supplemental curriculum to improve access to career and college services and increase awareness and access to social services. This includes the hiring of social worker and multi-lingual student service navigators to ensure students are able to understand their options in their first language.|This year we sent out staff surveys in October. 355 students complete surveys in 11 languages. We provided language support in:  English Spanish Russian Ukrainian Dari Pashto Arabic Chinese Armenian Turkish Vietnamese   Additionally, HCCS partnered with the Race and Gender Equality (RAGE) project to seek input on student needs and goals. HCCS also conducted internal educational partner events including the annual Your Voice Matters event to seek quantitative and qualitative data from students. HCCS also established a student advisory council to provide the board and staff with input from students..|HCCS will focus on empowering the voices of English Language learners with lower proficiency, especially NRS levels 0-1.|HCCS will use input from the RAGE project to inform further investigation into student needs along with the newly establish student advisory council. HCCS will be focused on increasing the survey response rate from NRS 0-1 ELLs and increasing the number of opportunities for students to express their views to the board, staff, and peers in their first language.|4|5|5|5|3|3|3|3|3|3|3|3|Met||2026-06-18|2026
34765050139584|California Innovative Career Academy|3|"CICA serves adult students 22 years and over.  CICA places a strong emphasis on building relationships between students and staff. Survey data indicates a strong bond between students and the school with 99% of students reporting they Agree or Strongly Agree with the statement ""My teacher really cares about me and respects me, 99% reporting ""All students from different backgrounds and countries are treated kindly"" and 92% reporting "" I feel connected to the school, my classmates, and teacher."""|CICA will focus on engagement strategies intended to amplify the voices of lower proficiency English Language Learners. Also in the past there were many more opportunities for direct engagement of our students' children and spouses. Recent budget cuts eliminated child care and family engagement events but CICA will explore ways to increase engagement with the student's entire family.|CICA will seek to directly engage English Language Learners with limited proficiency (NRS level 0-1) in educational partner events with translation support.|CICA  invests heavily in supporting student success through partnerships with local workforce agencies and social services including partnerships with DHA, SETA, and Sac RT. CICA  also partnered with the Race and Gender Equality Project to identify needs, goals, and barriers to success for our students. Staff Professional Development - Held twice a year with continuous trainings included to help teachers better serve their students. Principal PD - Bringing in presenters outside of the organization who are specialized in their respective fields and roles to help improve the Principal's capacity and role. CICA has also conducted multiple annual educational partner events to seed student input.|CICA is focused on continuous improvement. We will continue to seek opportunities to promote student outcomes. CICA  is deeply rooted in community partnerships and through community partnerships we will build new legacies leading to self sufficiency and generational change. Based on educational partner feedback the opportunities for improvement include: 1. Better understanding of available state and local services. 2. Better understanding of graduation requirements 3. Increased access to post-secondary planning. Education partner input indicates a strong need for clear paths to post-secondary outcomes. CICA will focus on developing workforce programs aligned with the priorities of local workforce development boards including the Sacramento Employment and Training Agency (SETA). In addition CICA is strengthening its partnership with the Los Rios Community College District.|More than 90% of CICA students speak a language other than English at home. Considering the number of English language learners we serve, we distribute the Student Climate Survey in 1o languages and provide language support at all educational partner events. Through language support, we are able to collect valuable student information to continue improving our academic programs and student services. CICA will continue to provide services for students with socioeconomically disadvantaged families. CICA will engage English language learners with support services and supplemental curriculum to improve access to career and college services and increase awareness and access to social services. This includes the hiring of social worker and multi-lingual student service navigators to ensure students are able to understand their options in their first language.|CICA sent out student climate surveys in December of 2025. 235 students responded. Surveys were made available in the following languages:  English Spanish Russian Ukrainian Dari Pashto Arabic Chinese Armenian Turkish Vietnamese  Additionally, CICA partnered with the Race and Gender Equality (RAGE) project to seek input on student needs and goals. CICA also conducted internal educational partner events including the annual Your Voice Matters event to seek quantitative and qualitative data from students. CICA also established a student advisory council to provide the board and staff with input from students..|Education partner input indicates a strong need for clear paths to post-secondary outcomes. HCCS will focus on developing workforce programs aligned with the priorities of local workforce development boards including the Sacramento Employment and Training Agency (SETA). In addition CICA is strengthening its partnership with the Los Rios Community college district including the hiring of a full-time specialist to assist with post-secondary transition.|CICA will use input from the RAGE project to inform further investigation into student needs along with the newly establish student advisory council. CICA will be focused on increasing the survey response rate from NRS 0-1 ELLs and increasing the number of opportunities for students to express their views to the board, staff, and peers in their first language.|4|5|5|5|4|4|3|3|3|3|3|3|Met||2026-06-18|2026
34765056033336|Smythe Academy of Arts and Sciences|3|Dedicated school site staff, including District Community Liaison that works directly with families across multiple languages. Communications sent home in family's preferred language choice. Multiple family/community nights and meets with administrative teams. SSC, ELAC, and LCAP Input Meetings.|Increase the number of families who regularly communicate and participate in school/community events. Increase participation across all subgroups. Increased collaboration between the Twin Rivers FACE Department and school site to align district resources with family needs.|Continue staffing for the 26-27 school year to include bilingual support staff to improve communications with Smythe families. Increase capacity of District Community Liaison to promote communication between non-English speaking families.|Smythe will continue to develop partnerships with families, local organizations, and Twin Rivers resources to support student outcomes. In collaboration with stakeholders, administration has identified needs, resources, and multiple ways to advertise.|Continue to build partnerships with local organizations and promote involvement to families. Continue to utilize the Parent Volunteer Room as a way to get parents involved with the school.|Target specific underrepresented subgroups with direct communication in preferred home language. Continue to promote two way school and home communication with all families and advertise local resources.|Established plan to seek feedback from community members and stakeholders. Continue to utilize Kelvin and Thought Exchange as a way to survey families.|Throughout the 2026-27 school year, Educational Partner input processes (such as LCAP) were able to capture the ideas of parents and stakeholders through meetings and surveys. From this feedback we were able to successfully identify critical trends, ratings, and input necessary to guide and support our District LCAP work. Parents, staff and community members want the best for their children, and they value the learning opportunities and partnership that our school district provides. Parents value the hard-working staff and their dedication to helping students learn. Parents and community members appreciate the participation opportunities at the school site and district level and want us to continue to push for high levels of engagement. Parents, staff and community members want to be involved and they know that working together makes a positive difference for everyone. We will continue to provide numerous opportunities at the school site and district level to facilitate and support the engagement of our parents, staff and community. We will also continue to collect and analyze the attendance and participation data to ensure we are reaching and supporting underrepresented families. We will create systems to support the engagement of parents, staff, and community members throughout our school district.|Target specific underrepresented subgroups with direct communication in preferred home language.|4|4|3|5|4|4|4|4|5|5|4|3|Met||2026-06-23|2026
34765056112643|Westside Preparatory Charter|3|The LEA has made great progress over the year in building relationships between school staff and families. Through the implementation of several initiatives, such as parent engagement surveys, parent-teacher conferences, and home visits, the LEA has made efforts to foster positive working relationships between staff and families. Additionally, the LEA provides professional development on the importance of family engagement, ensuring that staff are equipped with the skills and knowledge needed to effectively engage and build relationships with families. These initiatives have resulted in more open and trusting staff-parent collaborations and partnerships that promote success in the classroom.|The LEA's focus area for improvement in Building Relationships Between School Staff and Families includes creating family-centric education, increasing family engagement strategies in schools, and embracing a shared understanding of cultural backgrounds and home languages. These focus areas emphasize developing an understanding of the importance of a school-family partnership, building trust among families and school staff, and developing policies and practices to support and strengthen family relationships. They also work to develop effective communication between school staff and families through strengthening administrative and classroom practices, utilizing technology, and providing culturally relative resources and supports.|Westside Preparatory Charter School (WPC) is utilizing tools such as Parent Portal to connect with and build strong relationships with community and families. We have utilized tools such as Kelvin to monitor the progress of our site, staff and parent connection to school. Favorability rating this year as a whole community is 80% positive.|Westside Preparatory Charter School continues to develop partnerships with the community with a goal of increasing the effectiveness of these partnerships. In 2025-2026 WPCS reached out to families via parent square, provided opportunities for families to join either on zoom or in person, so it was at the families convenience. WPCS created a partnership with families through PBIS. A Parent from one campus was asked to join as a PBIS team member to discuss the needs of the site and provide parent feedback.  Parents were also encouraged to participate in school site council and the behavioral committee team. In 2025-2026 an effort continues to maintain and effectively communicate with our families through newsletters and Parent Square.|Westside Preparatory Charter School plans to have a parent representative from each campus on their PBIS Tier 1 team in the 2026-2027 school year. Parents will also have the opportunity to chat with administrators more often with Principal Coffee and chats which will happen bi-monthly next school year. This will help build communication as well as a partnership amongst schools and families.|The LEA's plan to improve engagement of underrepresented families will include several initiatives. First, create a parent and family advisory board to ensure that representatives of all backgrounds are able to weigh in on goals and improvements. The LEA could also provide training to staff in order to help build relationships with underrepresented families and understand their particular needs. Finally, the LEA could explore additional resources such as hosting family events and providing access to organizations and services that could better assist underrepresented families on a amore regular basis. Additionally, the use of data and research can help the LEA to identify areas in which they need to focus their attention, and create programs that target the specific issues facing underrepresented families. By making sure these initiatives address the specific needs of underrepresented families, the LEA will be able to ensure that everyone's voices are being heard in the school community.|Throughout the 2025-2026 school year, Educational Partner input processes (such as LCAP) engaged with 237 unique participants. From this feedback we were able to successfully identify critical trends, ratings, and input necessary to guide and support our  LCAP work.|Parents, staff and community members want the best for their children, and they value the learning opportunities and partnership that our school district provides. Parents value the hard-working staff and their dedication to helping students learn. Parents and community members appreciate the participation opportunities at the school site and district level and want us to continue to push for high levels of engagement. Parents, staff and community members want to be involved and they know that working together makes a positive difference for everyone.|We will continue to provide numerous opportunities at the school site and district level to facilitate and support the engagement of our parents, staff and community. We will also continue to collect and analyze the attendance and participation data to ensure we are reaching and supporting underrepresented families. We will create systems to support the engagement of parents, staff, and community members throughout our school district.|5|5|5|5|4|5|5|4|4|4|4|4|Met||2026-06-23|2026
35103550000000|San Benito County Office of Education|3|The LEA builds strong relationships with families through consistent communication, inclusive decision-making, and a whole-child approach. The school engages families via Parent Square, newsletters, and events like Community Family Knights, and SSC meetings. Family and student voices shape the SPSA and LCAP through advisory groups and leadership classes. The wellness center and trauma-informed practices foster a welcoming environment, while increased access to student data through Aeries supports transparency. These efforts reflect the school’s commitment to authentic partnerships that support student success.|Based on educational partner input and local data, ensuring consistent and active family participation remains a challenge. Another area of focus is expanding digital access and parent use of platforms like Aeries, as well as improving communication methods for families with limited internet access or language barriers. The school also aims to collect more comprehensive parent feedback, with a goal of achieving at least 85% participation in end-ofyear surveys. These efforts will help strengthen two-way communication and ensure that all families feel connected, informed, and valued as partners in their student’s education.|The LEA will improve engagement of underrepresented families by providing personalized invitations and recognizing students at evening celebrations with food. These efforts, along with culturally responsive communication and flexible meeting times, help build trust and increase meaningful family involvement.|During the 2025-2026 school year the San Benito County Office of Education Alternative Education Programs administered one Parent Survey to parents of students at each alternative education site (grades 7-12). The survey included questions about engaging families and providing high quality teaching. 80% of families felt that the school prioritizes physical safety; 80% of families felt that the school prioritizes social-emotional safety. Parent feedback included continuing the helpful support and services, particularly counseling and academic help.|Continuing to offer opportunities for parents and students to engage in the academic progress of the students was important, as well as providing career exposure and job opportunities for students was important to parents. Finding the right time to communicate and engage parents is critical, especially parents working multiple jobs.|The LEA uses Aeries Parent Square to communicate information about the school as well as individual phone calls are made to parents to keep parents informed and connected. We have proposed to have additional parent/community nights to better engage parents throughout the year. Asking parents when and how they want to be communicated with has made a difference in the communication and engagement.|The LEA’s current strengths in seeking input for decision-making include that 75% of parents feel comfortable speaking with a teacher or administrator when needed. To gather additional input, personalized phone calls are made inviting parents to complete short surveys or share concerns. While attending meetings can be challenging for some, parents are willing to provide feedback by phone at convenient times. The LEA has made progress in identifying the best times and methods to effectively reach and engage families for their input|The LEA’s focus for improvement in seeking input for decision-making is to increase participation from families who face barriers to engagement, such as limited time or language differences. Efforts will focus on expanding accessible communication methods, including more flexible and varied opportunities for input beyond meetings, and strengthening outreach to ensure all voices are represented in decision-making processes.|The LEA will improve engagement of underrepresented families in decision-making by offering multiple, accessible ways to provide input, such as personalized phone calls, surveys, and virtual options. Efforts will also focus on building trust through culturally responsive communication and flexible scheduling to ensure families can share their perspectives in ways that fit their needs.|4|4|3|4|4|3|3|4|4|4|4|4|Met||2026-06-25|2026
35103550142489|Polytechnic Academy|3|Polytechnic Academy’s strength is its small, family-oriented environment, which allows staff to build personal relationships with students and families. The school has made progress through regular communication by text, phone, email, and the Cariina student information platform, as well as through conferences, open houses, School Site Council meetings, and individual student check-ins. Families are increasingly engaged in discussions about attendance, academic progress, student needs, and Personalized Success Plans. Educational partner input indicates that families value the school’s accessibility, responsiveness, and commitment to creating a welcoming and supportive culture.|Polytechnic Academy will focus on creating more consistent and structured opportunities for family engagement. Improvement areas include expanding parent participation in conferences, School Site Council meetings, workshops, and school events. Polytechnic Academy will provide families with clearer access to academic, attendance, and progress information. The school will also strengthen systems for collecting and using family feedback in schoolwide decision-making.|Polytechnic Academy will improve engagement of underrepresented families by providing more consistent, welcoming, and accessible opportunities for communication. The school will use personalized outreach, multilingual communication when needed, flexible meeting options, family workshops, conferences, and School Site Council participation to reduce barriers. Staff will also seek feedback from families who have participated less frequently and use their input to improve student supports and schoolwide decisions.|Polytechnic Academy’s strength is its small, family-oriented environment, which supports meaningful partnerships among staff, families, students, and community organizations. The school has made progress by involving families in goal-setting conferences,  and discussions about attendance and academic progress. Partnerships with families, ASU,and community organizations are helping expand academic support, dual enrollment, and career exploration learning opportunities that contribute to improved student outcomes.|Polytechnic Academy will focus on creating more consistent and structured partnerships with families and community organizations to support student outcomes. Improvement areas include increasing family participation in academic planning and decision-making, expanding college and career partnerships, strengthening work-based learning opportunities, and providing families with clearer information and resources to support attendance, academic progress, graduation, and postsecondary readiness.|Polytechnic Academy will improve engagement of underrepresented families through personalized and multilingual outreach, flexible meeting options, and targeted invitations to conferences, workshops, School Site Council meetings, and academic planning sessions. The school will actively seek and use family input while connecting families with resources that support attendance, academic achievement, graduation, and college and career readiness.|Polytechnic Academy has begun seeking educational partner input through School Site Council meetings, family conferences, open houses, surveys, and informal communication with students, families, and staff. The school’s small size supports personalized outreach and allows leadership to respond directly to concerns. Input has helped inform decisions related to student support, attendance, academic progress, school culture, and family engagement; however, formal and consistent systems for gathering and using input are still in development.|Polytechnic Academy will focus on developing more consistent and structured systems for seeking and documenting educational partner input. Improvement areas include increasing participation in surveys and advisory groups, expanding multilingual and accessible outreach, providing flexible participation options, and intentionally engaging underrepresented families. The school will also strengthen processes for showing how partner feedback influences policies, programs, resource allocation, and student supports.|Polytechnic Academy will improve engagement of underrepresented families by using personalized and multilingual outreach, flexible meeting options, targeted surveys, and direct invitations to advisory groups and School Site Council meetings. The school will actively seek input from families who have participated less frequently, reduce barriers to participation, and clearly communicate how their feedback influences policies, programs, resources, and student supports.|4|3|3|4|2|2|3|3|3|2|2|2|Met||2026-06-23|2026
35674540000000|Bitterwater-Tully Elementary|3|One strength is that our school provides a warm and welcoming environment to all students. Having a student in our class for multiple years, allows teachers to have a better understanding of a students' strengths and weaknesses. We are still working on increasing home-school communication.|Our focus area is to increase parental involvement in our PTF Meetings, and school functions. We are looking into the availability of having a translator attend meetings and offering food to increase attendance. We are continuing to offer meeting both virtually and in-person.|We will continue to offer a variety of communication methods such as: Sign-up Genius, Parent-Communication app, Google Classroom, email, phone calls, and informal check-ins during community events, drop off and pick up.|One strength we have is that we meet with parents on a regular basis. We have parent-teachers conferences twice a year and monthly hot lunches where we can have informal conversations and discuss students' progress. An area that we are continuing to promote is parents education events to support our parents and students.|Our focus area is to continue to improve our Literacy events and family events engaging students and families.|By promoting our Literacy events and family events, we will provide make-and-take home activities.|We have multiple meetings throughout the school year where our stakeholders can discuss different aspects of school. From School Board, PTF, SSC, Staff Meeting, Surveys, Parent-Teacher Conferences, and monthly hot lunches, our stakeholders have several opportunities to express their concerns and suggestions.|Our focus area will be offering a variety of incentives to get more parental input for decision-making.|We are looking into providing translators at meetings to improve engagement of underrepresented families and possibly food to encourage families to attend these meetings and provide input.|3|4|4|3|3|3|4|3|4|3|3|4|Met||2026-06-24|2026
35674620000000|Cienega Union Elementary|3||||||||||||||||||||||Not Met|||2026
35674700000000|Hollister|3|"The Hollister School District (HSD) has demonstrated significant progress in building relationships between school staff and families through high digital connectivity, school site Liaisons, and a strong consensus on the importance of family engagement. Current Strengths and Progress High Communication Connectivity: A primary strength is the district's 99% connectivity rate with families through the ParentSquare platform, facilitating consistent outreach. Partners emphasize that maintaining bilingual communication (Spanish and English) and using diverse outreach methods, such as phone calls and physical newsletters, are essential for reaching all populations. Broad Alignment on Priorities: There is overwhelming agreement among educational partners that Family Support, Parent Communication, and Parent Engagement & Education should remain top District priorities. Quantitatively, many respondents ""Strongly Agree"" that these actions are vital for student success. Successful Community Events: Positive feedback was specifically noted for site-based initiatives like parent recognition events, which partners described as ""awesome"" and recommended for continuation to build morale and a sense of belonging. Teacher Commitment to Communication: Progress is also evident in the staff's self-identified needs; teachers have requested specific professional development (PD) focused on parent communication to better support their students and families. Flexibility and Accessibility: To further progress, respondents suggested offering Zoom options or evening meetings to better accommodate working families and commuters, showing a community-driven desire for more accessible school-staff interactions."|"Based on the analysis of educational partner input and local data, the Hollister School District has identified several key focus areas for improvement to strengthen the relationship between school staff and families. These focus areas center on increasing accessibility, improving administrative transparency, and providing specialized training for staff. Focus Areas for Improvement Increasing Accessibility and Flexibility for Working Families: A primary focus is adjusting the timing and format of engagement efforts. Partners suggested moving meetings to evenings or offering Zoom options to accommodate commuters and working parents.  Additionally, there is a call to maintain physical newsletters and utilize phone calls in Spanish to reach families who may face technology barriers or rely on non-digital communication. Enhancing Administrative Transparency and Proactive Communication: Educational partners expressed a need for site-level leadership to be more proactive and visible in their communication. Focus areas include providing earlier notification for events and ensuring greater transparency regarding how funds are allocated at specific school sites. Improving Specialized Communication for Vulnerable Populations: There is a targeted need for better communication regarding students with special needs (IEPs and 504 plans) and foster youth. Parents reported delays in the legal process and requested that staff be more proactive and responsive to testing requests and service implementation. Staff Training on Parent Engagement: Data from the teacher questionnaire indicates that educators are seeking professional development specifically focused on parent communication.  Partners also suggested that front-office staff and paraprofessionals receive training on how to interact with families in a more welcoming and empathetic manner. Fostering a Welcoming School Culture: To move beyond purely academic communication, the district aims to continue successful ""morale boosters"" such as parent recognition events.  Partners also recommended using quick surveys to keep busy families engaged and feeling heard without requiring a significant time commitment."|"Based on the analysis of educational partner input and teacher feedback, the Hollister School District will improve engagement for underrepresented families by focusing on accessibility, diverse communication methods, and targeted staff training. These improvements are designed to bridge gaps identified for families of English Learners, Foster Youth, and students with special needs. Strategies for Improving Engagement Diverse and Non-Digital Communication: To reach families with limited technology access or those facing language barriers, the district will prioritize physical newsletters and phone calls in Spanish. Partners suggested that resources must be intentionally allocated to ensure the Spanish-speaking population is reached in their native language. Flexible Engagement Formats: HSD will work to accommodate the schedules of working families and commuters by offering evening meetings and providing virtual options via Zoom for after-school supports and workshops. Respondents also noted that ""quick surveys"" can help busy families feel engaged without a significant time commitment. Targeted Parent Education: The district plans to offer specialized support, such as classes for parents on how to navigate the ParentSquare portal and general ""orientations"" for families entering the school system for the first time. These orientations will help families understand school culture, identify who to go to with questions, and learn what resources are available. Professional Development for Staff: As identified in the teacher questionnaire, educators are seeking professional development specifically focused on parent communication. Furthermore, partners recommended training for front-office staff and paraprofessionals to ensure they are welcoming, empathetic, and responsive to family needs. Improved Support for Vulnerable Subgroups: For families of students with special needs and foster youth, the focus will be on proactive communication. This includes ensuring foster parents know exactly who to contact for resources and educating the Special Education department on better protocol for response times and empathy when handling IEP or 504 plan requests. Site-Level Transparency and Accountability: The district aims to improve engagement by ensuring administrative transparency regarding how funds are allocated at specific sites and increasing the visibility of site-level leadership. Partners emphasized that administrators should be more ""engaged and communicative"" to build trust with students and families."|"The Hollister School District has demonstrated significant progress and several key strengths in building partnerships for student outcomes. Analysis of input from 203 educational partners and various staff members reveals a strong foundation of community trust and a clear commitment to collaborative success. Current Strengths and Progress High Communication Connectivity and Accessibility: A primary strength is the district’s high digital connectivity, maintaining a 99% reach with families through the ParentSquare platform. This infrastructure allows for consistent, bilingual outreach in both English and Spanish, which partners emphasize is essential for reaching all populations. Many respondents ""Strongly Agree"" that Family Support, Parent Communication, and Parent Engagement should remain top priorities, signaling a broad consensus on the value of these partnerships. Success in Morale-Building and Community Recognition: The district has made progress in fostering a sense of belonging through targeted community events. Respondents specifically identified parent recognition events as ""awesome"" and a successful strategy for building morale among families. This progress is echoed by parents who expressed deep satisfaction with their school choices, with one stating they ""wouldn't want to be in any other school"". Collaborative Focus on the ""Whole Child"": Progress is evident in the successful integration of mental health and academic supports, which partners view as a shared responsibility. The expansion of mental health services has been lauded as ""wonderful,"" providing students with ""safe spaces"" that ""warm the heart"" of families. Additionally, specialized programs like Preventing Academic Failure and Intervention Teachers are seen as vital contributors to student outcomes, with parents reporting that their children receive the ""best help"" tailored to their specific needs. Staff Commitment to Collaborative Growth: Progress is also reflected in the professional culture of the district. Teachers have identified District-Wide Collaboration as ""essential opportunities"" for growing collaboratively to better support student learning and schoolwide goals. Furthermore, staff members have proactively requested professional development focused on parent communication, signaling a desire to deepen the skills necessary to build effective partnerships with families. Equitable Support for Specialized Populations: Narrative feedback indicates that the district is perceived as doing a ""great job"" in supporting English Learners and students with special needs. Staff and parents alike note that these targeted supports are making ""equality for every learner"" possible and ensuring ""no one is left behind""."|"Based on the analysis of educational partner input and local data, the Hollister School District has identified several critical focus areas for improvement to strengthen partnerships that directly impact student outcomes. These areas center on increasing the accessibility of engagement, improving transparency, and providing targeted academic support for families. Focus Areas for Improvement in Building Partnerships Improving Transparency and Site-Level Accountability: A recurring focus is the need for greater transparency regarding the usage and allocation of LCAP funds at specific school sites. Partners emphasized that site-level leadership must become more proactive and visible in their communication, ensuring that families feel their voices are heard and that school culture is collaboratively shaped. Accommodating Working Families and Commuters: To ensure representative participation, the district aims to improve the timing and format of engagement efforts. This includes moving meetings to evenings and offering virtual options via Zoom or providing concise ""power slide"" follow-ups for those who cannot attend in person due to work schedules. Diversifying Communication Strategies: While digital connectivity is high, the district must address the ""digital divide"" by prioritizing non-digital outreach. Focus areas include maintaining physical newsletters and utilizing phone calls in Spanish to reach underrepresented families who may have technology barriers or language preferences. Enhancing Communication for Vulnerable Subgroups: Partners identified a need for more consistent and urgent communication regarding the Special Education process. This involves educating staff on better response protocols for IEP/504 requests and ensuring families of foster youth are proactively connected with available academic and case management resources. Expanding Parent Education on Academic Readiness: To better support learning at home, families requested workshops focused on math and reading readiness, as well as specific strategies for supporting English Learners. There is also a focus on providing general orientations for first-time school parents to help them navigate school culture, understand available resources, and learn to use communication tools like ParentSquare. Staff Training on Partnership Building: Data from teachers indicates a desire for professional development specifically focused on parent communication. Partners further suggested training for all staff, including front-office personnel and paraprofessionals, to ensure interactions with families are consistently welcoming, empathetic, and supportive."|"Based on the analysis of educational partner input and local data, the Hollister School District will improve the engagement of underrepresented families, including families of English Learners, Foster Youth, and students with special needs, by focusing on accessibility, targeted communication, and staff capacity building. The LEA will implement the following strategies to strengthen partnerships for student outcomes: Bilingual and Multi-Modal Outreach: The district will ensure that all communication is provided in Spanish and that resources are intentionally allocated to reach Spanish-speaking populations via phone calls and physical newsletters for those with limited technology access. Partners emphasized that non-digital outreach is essential for inclusive engagement. Flexible Engagement Formats: To better accommodate working families and commuters, HSD will improve the timing of engagement efforts by offering evening meetings and virtual options via Zoom. Some partners also suggested utilizing ""quick surveys"" as a low-barrier way for busy families to provide input. Targeted Support for Vulnerable Subgroups: Foster Youth: The district will prioritize timely and open communication with foster parents, including scheduling immediate meetings with teachers following new placements to review academic needs. English Learners: HSD will offer specialized workshops for parents on homework strategies and instructions on how to use communication tools like the ParentSquare portal. Special Education: There is a focus on improving the responsiveness and empathy of the Special Education department, ensuring families receive timely responses to IEP and 504 plan requests. General Orientations for New Families: The district will provide orientations for families entering the school system for the first time to help them navigate school culture, identify key points of contact for questions, and understand available resources. Staff Professional Development: Recognizing that effective partnerships require skilled staff, teachers have proactively requested professional development (PD) specifically focused on parent communication. Partners also recommended training for front-office staff and paraprofessionals to ensure all family interactions are welcoming and supportive. Academic Partnership Workshops: Families have requested increased outreach regarding math and reading readiness, suggesting that the district provide ""Family/Parent Nights"" to model instructional strategies that parents can use at home."|"Based on the analysis of educational partner input and local data, the Hollister School District has established a systematic approach to gathering feedback that informs strategic planning and budgetary priorities. The following describes the LEA’s current strengths and progress in seeking input for decision-making: Current Strengths and Progress Robust Digital and Bilingual Outreach: A primary strength is the district’s ability to reach nearly its entire community, maintaining a 99% connectivity rate with families through the ParentSquare platform. This infrastructure facilitates the distribution of ""quick surveys,"" which partners noted are effective for helping busy families feel engaged without requiring significant time commitments. Furthermore, the district ensures accessibility by providing these opportunities in both English and Spanish. Targeted Stakeholder Consultations: The district has made significant progress in implementing specific feedback loops for different groups. For example, the Mid-Year Teacher Questionnaire and the LCAP Input Survey allow for nuanced data collection from parents, community members, and both certificated and classified staff. These tools go beyond general sentiment by asking participants to rank specific priorities, such as staffing determinations and core curriculum effectiveness. Empowering Teacher Voice in Budgetary Decisions: A key area of progress is the intentional solicitation of staff input regarding fiscal constraints. The district explicitly asks teachers to identify staffing priorities (e.g., choosing between intervention teachers and lower class sizes) in anticipation of potential funding reductions. Teachers have identified ""District-Wide Collaboration"" days as ""essential opportunities"" to align instruction with standards and collaboratively support schoolwide goals. Actionable Curriculum Feedback: The LEA successfully uses input to evaluate the ""real-world"" effectiveness of its instructional materials. Decision-making is guided by detailed teacher feedback on programs like Eureka Math, Benchmark Advance, and the PAF literacy program. For instance, the high level of staff support for the PAF program has directly informed its status as a district priority. Transparent Strategic Alignment: There is strong progress in aligning community values with district goals. Survey data shows a high degree of consensus, with many respondents ""Strongly Agreeing"" that core LCAP actions, such as Early Literacy, Mental Health and Wellness, and Safe Spaces, should remain top priorities for funding. This indicates that the district’s decision-making is currently moving in a direction that reflects the stated values of its educational partners."|"Based on the analysis of educational partner input and teacher survey data, the Hollister School District has identified several focus areas for improving how it seeks and utilizes input for decision-making. These areas prioritize transparency, data representativeness, and the practical integration of stakeholder feedback into district operations. Focus Areas for Improvement in Seeking Input Ensuring Statistically Significant and Representative Input: Educational partners expressed that major district decisions should be guided by statistically significant participation data. There is a call for broader outreach to ensure that input is truly representative of the district’s diverse family population before significant changes are implemented. Enhancing Transparency in Resource Allocation: A major theme in parent feedback is the need for greater accountability and transparency regarding how LCAP funds are used and allocated at both the district and site levels. Partners noted that families need more information to provide ""better responses"" and feel that their input should directly influence budget priorities. Operationalizing Teacher Input through Program Piloting: Teachers emphasized that their professional input is vital for curriculum decisions, noting that it is essential to pilot programs before the district makes a large-scale purchase. Specifically, they highlighted that this collaborative process was lacking during the recent adoption of the TK curriculum. Improving the Logistics of Staff Feedback: Data from the teacher questionnaire reveals a need to reconsider how input is collected from employees. Staff suggested that surveys and feedback tools should be completed during dedicated staff meetings rather than on their personal time, as current time constraints make it difficult to provide thorough responses. Valuing and Respecting Qualitative Input: Partners identified a need for families to feel more ""heard, respected, and included"" in the decision-making process. This includes ensuring that the voices of parents with students in specialized programs (such as IEPs or 504 plans) are proactively sought and integrated into site-level planning. Targeted Site-Level Consultations: Feedback suggests that input-seeking should be more intentional and site-specific. Partners believe that administrators should be more ""engaged and communicative"" at their specific schools to capture the unique needs of that community rather than relying solely on district-wide trends."|"Based on the analysis of educational partner input and local data, the Hollister School District will improve the engagement of underrepresented families in the decision-making process by focusing on data representativeness, accessibility, and transparency. Strategies for Improving Input for Decision-Making Ensuring Representative Participation: A primary focus is ensuring that major district decisions are guided by statistically significant and representative participation data. The district will implement broader outreach strategies to ensure that input reflects the diversity of the student population before significant changes or program adoptions are finalized. Bridging the Digital and Language Divide: To reach families facing technology or language barriers, the LEA will prioritize non-digital communication methods, such as phone calls in Spanish and physical newsletters. Partners emphasized that resources must be intentionally allocated to reach the Spanish-speaking community in their native language to ensure their voices are included in strategic planning. Flexible Feedback Formats: Recognizing the ""busy lifestyle"" of many families, the district will utilize ""quick surveys"" to facilitate engagement without a significant time commitment. Additionally, HSD will improve the timing of input-seeking opportunities by offering evening meetings and Zoom options for working families and commuters who cannot attend traditional after-school sessions. Enhancing Transparency for Informed Input: Educational partners noted that families often lack the necessary information to provide meaningful feedback. To address this, the district will improve transparency regarding the usage and allocation of funds at both the district and site levels, allowing families to provide better-informed responses during the LCAP input process. Targeted Orientations and Site-Based Outreach: The LEA will provide general orientations for new parents, particularly those with PreK or Kindergarten students, to help them navigate school culture and understand how to participate in decision-making. By hosting these sessions at familiar school sites, the district aims to create more welcoming environments for families who may otherwise feel disconnected from the process. Integrating Staff and Collaborative Expertise: To ensure decisions are grounded in practical classroom experience, the district will continue to use tools like the Teacher Questionnaire to gather input on curriculum effectiveness and staffing priorities. Teachers suggested that this input is most effective when gathered during dedicated staff meeting time rather than on their own time, ensuring more thorough and thoughtful responses."|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-23|2026
35674700127688|Hollister Prep|3|Over the past several years, Navigator Schools has continued to expand supports that strengthen relationships between school staff and families. Efforts include both formal programs and informal outreach designed to meet families where they are and address a variety of needs. These supports include resource fairs, assistance for food- and housing-insecure families, after-school interventions, home visits for chronically absent students, community events, and ongoing communication through ParentSquare. Collectively, these efforts have helped families feel more connected to their school communities and to the organization as a whole, while strengthening communication and collaboration between families and school staff.|Reestablishing and deepening community and family involvement on campus remains a central area of focus for Hollister Prep. An identified area for continued growth is expanding opportunities to celebrate and recognize the contributions of local community members, both past and present. The school is committed to creating more intentional opportunities for family participation and engagement while strengthening connections between families, students, staff, and the broader community. These efforts will help ensure that families feel welcomed, valued, included, and connected to the life of the school.|Informed by educational partner input and local data, Navigator Schools is working to strengthen engagement with underrepresented families through multiple strategies. In addition to expanding outreach to enroll more students who qualify for Free and Reduced-Price Lunch, Navigator is developing Community Schools that will provide expanded resources and supports for families. These schools will serve as hubs for connecting families, particularly those who have been historically underrepresented, with services aligned to their needs. Navigator will also continue creating opportunities for families to participate in school activities and on-campus events to build stronger, more consistent relationships with staff and the school community.|Students at Navigator Schools are actively engaged in monitoring their academic progress and are recognized for growth and achievement. Families have access to their child's academic information through the Illuminate Parent Portal, which allows them to stay informed and participate in supporting student learning. In addition, the annual family engagement survey helps assess parents' understanding of their child's academic goals and provides valuable feedback used to strengthen school-home partnerships. These efforts support collaboration between families and educators and help improve student outcomes.|An identified area for improvement is ensuring that students are fully prepared for the academic and social demands of high school after completing their time at Navigator Schools. Supporting this transition requires a collaborative effort among families, staff, and students. To strengthen this partnership, site teams will work closely with local high schools to create reciprocal opportunities that allow students to explore high school expectations while continuing to receive guidance and support from Navigator staff. This ongoing collaboration aims to create a more seamless and informed transition for students and their families.|Ensuring all sites have numerous bilingual staff members available to answer parent questions and provide important updates helps students and families feel supported and able to access needed resources. Navigator will continue to provide home visits for students who are not engaged or who need additional support. In addition, Community School coordinators and attendance specialists will work with community partners to expand tutoring centers, after-school support programs, and college counseling services. These efforts are intended to increase engagement among underrepresented families and strengthen partnerships that support student success.|Navigator Schools has established a strong culture of collaboration by consistently seeking input from stakeholders to inform decision-making. The organization utilizes a variety of formal and informal methods, including family surveys, town hall meetings, staff meetings, weekly leadership team meetings, cross-site collaboration, and daily site huddles. By employing multiple tools to gather feedback, Navigator ensures that voices across the organization are heard and considered in shaping school- and system-level decisions.|An area identified for improvement is the need to formalize systems for collecting, analyzing, and sharing stakeholder input with leadership in a consistent and structured way. While input is regularly gathered across a variety of settings, developing a clear process for how feedback is synthesized, communicated, and used to inform decisions will strengthen transparency, improve follow-through, and support more informed decision-making at both the site and organizational levels.|Navigator Schools provides multiple opportunities for families to participate in school governance and decision-making. These opportunities include parent representation on the Navigator Schools Board of Directors, School Site Councils, parent coffees, LCAP advisory meetings, and parent clubs. In addition, annual family engagement surveys are conducted and reviewed, with satisfaction ratings below 80 percent identified for follow-up and action. These efforts help ensure that underrepresented families have meaningful opportunities to share their perspectives, participate in decision-making processes, and influence programs and services that affect students and families|3|3|3|4|4|4|4|5|5|5|3|4|Met||2026-06-15|2026
35674880000000|Jefferson Elementary|3||||||||||||||||||||||Not Met For Two or More Years|||2026
35675040000000|North County Joint Union Elementary|3|Parents and the community are encouraged to participate in both events during the school day and also after hours.  All parents are encourages to attend parent conference two times per year, Back to School Night, Open House, special events, and classroom activities.  Over 75% of all parents attend at least one event.  Educational partnership is a strength is shared in the results of the LCAP Google survey.|The District focuses on communication with our educational partners through emails, parentsquare, monthly Tiger Talks, weekly Thursday communication folders, District and school website, facebook and instagram. This can always be strengthened and the District will continue to reach out to educational partners to determine the most efficient way to continue to build relationships.  Attendance continues to be a priority.  Parents are invited to meet with the Vice Principal when their student has over 6 absences. During these meetings, relationships are built.  With 18 students who are chronically absent in 2025-2026, the District will continue to find ways to improve this relationship as well. Based on the LCAP Google survey, parents have expressed interest in more community building events outside of the school day.|Underrepresented families are a priority to the District.  Communication is sent home to parents to attend ELAC meetings.  However, a small number attend consistently.  A survey will go out families to determine how and when to provide support and engagement. Based on the data gathered from sign in sheets, our underrepresent families do attend parent conferences, family nights, and school events.|Based on input for educational partners and local data, the District works closely with the YMCA for the ELOP program, San Benito Arts Council for art in all classrooms, after school intervention and tutoring for 1st- 8th grade, enrichment classes for 1st-8th grade, Theater Arts Program for 2nd-8th grade, Tech Challenge for 4th-8th grade, Band Program for 4th-8th grade. All programs support the LCAP goals for our students.|One area of focus is for our English Learners.  The goal is to move all students up one level on the ELPAC and redsignate within 5 years of attending Spring Grove School.  An after school EL program was started in January.  The District needs to begin the program at the start of the school year and work with parents to support the EL goal.|The District will work to provide more support during and after school for our English Learners.  The District is also revising the Special Education services to ensure that students are meeting their goals and parents are being informed throughout the year.|Administration works closely with staff to ensure that decisions are being made in the best interest of all students.  Staff and administration use formative and summative data to drive decisions.  The District does not purchase programs, professional development, and curriculum that is not in line with the needs and goals of the District.|The District's focus areas for improvement for the 2026-2027 school year included: writing at all grade levels, English Learner support to reach proficiency, District Assessment Calendar, strategies to support math mastery.  These were all based on the LCAP survey to educational partners and the staff Google survey.|In order to support our underrepresented families, the District will ensure that information is distributed in educational partners' home language, families are invited to attend informational meetings, and will reach out through personal phone calls.|5|5|4|5|5|5|5|5|5|3|3|4|Met||2026-06-23|2026
35675200000000|Panoche Elementary|3|During the 2025-20265 school year Panoche School administered a Parent Survey to parents of all students. The survey included questions regarding the level to which parents felt encouraged to become involved in school-related activities, their satisfaction with school/campus safety, and the extent to which they felt the learning needs of their child were being met. Panoche’s very small enrollment allows for daily interaction between the teacher/principal and parents, increasing the strength of the relationship between parents and staff. 100% of families attended the Fall 2026 'Back to School Night', as well as Winter and Spring music concerts. The reluctance of underrepresented families to engage is often informally reported as having to do with a language barrier.|Based on the analysis of educational partner input and local data, Panoche School should focus on the following areas to improve relationships between school staff and families:  Address language barriers: Provide translation services at school events Offer multilingual communication materials Organize language support for parents Research possible digital translation tools due to the difficulty in securing live translators in our rural location  Diversify engagement opportunities: Offer virtual meeting options Provide flexible scheduling for parent-teacher conferences Organize informal meetups like coffee mornings  Implement targeted outreach: Send personalized invitations to school events Schedule one-on-one meetings to discuss student progress Create a family mentorship program  Enhance feedback mechanisms: Conduct regular focus groups Set up anonymous suggestion boxes Use digital platforms for ongoing feedback  Provide cultural competency training: Train staff in cultural sensitivity and inclusive practices Focus on understanding diverse family needs  These focus areas aim to build on Panoche School's strengths, such as its small size and high parent attendance at events like 'Back to School Night and concerts', while addressing challenges in engaging underrepresented families. The school's small enrollment allows for daily interaction between staff and parents, which can be leveraged to strengthen relationships.  By implementing these strategies, Panoche School can work towards: Increasing involvement of underrepresented families Improving communication with all families Ensuring all parents feel their child's learning needs are being met Maintaining and enhancing the strong school-family relationships already in place  The school should regularly assess the effectiveness of these initiatives through surveys, direct feedback, and monitoring of parent engagement levels. This ongoing evaluation will allow for adjustments to the approach as needed, ensuring continuous improvement in building and maintaining strong relationships between school staff and families.|Address language barriers: Implement a comprehensive language support system, including translation services for all school events and communications. Offer bilingual or multilingual materials for all school-related information. Consider providing language classes or conversation groups for parents to help bridge the communication gap.  Personalized outreach: Leverage the school's small size to conduct targeted, personalized outreach to underrepresented families. Assign staff members to act as liaisons for specific families, ensuring consistent communication and support. Conduct home visits or one-on-one meetings to build trust and understand individual family needs.  Culturally responsive engagement: Provide cultural competency training for all staff members to better understand and respect diverse family backgrounds. Organize cultural events or celebrations that recognize and value the diversity within the school community. Ensure school policies and practices are inclusive and respectful of all cultural backgrounds.  Flexible engagement opportunities: Offer a variety of engagement formats, including virtual options, to accommodate different family schedules and preferences. Provide childcare during school events to make it easier for parents to attend. Schedule meetings and events at various times to accommodate different work schedules.  Empower parent voices: Create a parent advisory committee with representation from underrepresented groups. Implement a system for regular feedback from all families, ensuring that the voices of underrepresented families are heard and valued. Act on feedback received and communicate changes made as a result of parent input. By implementing these strategies, Panoche School can work towards more inclusive and effective engagement of underrepresented families, strengthening relationships between school staff and all families in the school community.|1. High parent engagement: The 100% attendance at the Fall 2026 'Back to School Night' and both Winter and Spring concerts demonstrates a strong foundation of parent involvement and interest in their children's education. This high level of participation indicates that parents are eager to partner with the school for student success. 2. Small school advantage: Panoche's very small enrollment allows for daily interaction between the teacher/principal and parents. This frequent, personal contact provides an excellent opportunity for building strong partnerships and keeping parents informed about their child's progress and needs. 3. Strong school-family relationships: The daily interactions facilitated by the small school size have likely contributed to strengthening the relationships between parents and staff. These strong relationships form a solid base for collaborative efforts to support student outcomes. 4. Proactive communication: The school's ability to maintain daily interactions with parents suggests a proactive approach to communication, which is crucial for building effective partnerships. 5. Parent feedback mechanism: The administration of a Parent Survey indicates that the school values parent input and is actively seeking feedback to improve its practices. This demonstrates a commitment to continuous improvement in partnership building. 6. Focus on key areas: The survey's focus on parent involvement, school safety satisfaction, and meeting learning needs shows that the school is prioritizing critical areas that directly impact student outcomes. 7. Inclusive approach: The school's awareness of the language barrier for some underrepresented families indicates a recognition of diversity and a desire to include all families in the educational process. These strengths and progress indicators suggest that Panoche School has established a solid foundation for building partnerships that support student outcomes. The school's small size and high level of parent engagement provide unique advantages that can be leveraged to further strengthen these partnerships and ensure all students receive the support they need to succeed.|Language barrier resolution: Implement comprehensive language support services to address the reported reluctance of underrepresented families to engage due to language barriers. Provide multilingual communication materials and translation services for all school events and communications.  Diversify engagement strategies: While maintaining successful events like 'Back to School Night', introduce a variety of engagement formats to cater to different family needs and schedules. Consider virtual options, flexible timing for meetings, and alternative formats for parent-teacher interactions. Targeted support for underrepresented families: Develop specific strategies to increase engagement of underrepresented families, leveraging the school's small size for personalized outreach. Create mentorship or buddy programs pairing new or underrepresented families with more established ones.  Enhanced feedback mechanisms: Expand on the existing Parent Survey by implementing more frequent and diverse ways to gather parent input. Consider regular focus groups, suggestion boxes, or digital platforms for ongoing feedback.  Parent education and empowerment: Offer workshops or resources to help parents better understand the education system and how to support their child's learning at home. Provide information sessions on curriculum, assessment methods, and college and career readiness.  Collaborative goal-setting: Involve parents more directly in setting and monitoring academic and developmental goals for their children. Ensure regular communication about student progress and collaborative problem-solving when challenges arise.  Community partnerships: Explore partnerships with local organizations or businesses to provide additional resources and opportunities for students and families. Leverage these partnerships to offer expanded learning experiences or support services. By focusing on these areas, Panoche School can build upon its existing strengths to create more robust and inclusive partnerships that effectively support student outcomes for all learners, including those from underrepresented families.|Panoche School can improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes in the following ways:  1. Address language barriers: Implement comprehensive translation services for all school communications and events. Provide bilingual or multilingual materials for all school-related information. Offer language classes or conversation groups for parents to improve communication. 2. Personalized outreach: Leverage the school's small size to conduct targeted, one-on-one outreach to underrepresented families. Assign staff members as dedicated liaisons for specific families to ensure consistent support and communication. Conduct home visits or individual meetings to build trust and understand unique family needs. 3. Flexible engagement opportunities: Offer a variety of engagement formats, including virtual options, to accommodate different family schedules. Provide childcare during school events to facilitate parent attendance. Schedule meetings and events at various times to suit different work schedules. 4. Cultural responsiveness: Provide cultural competency training for all staff to better understand and respect diverse family backgrounds. Organize cultural events or celebrations that recognize and value the community's diversity. Ensure school policies and practices are inclusive and respectful of all cultural backgrounds. 5. Empower parent voices: Create a parent advisory committee with representation from underrepresented groups. Implement a system for regular feedback from all families, ensuring underrepresented families' voices are heard. Act on received feedback and communicate changes made as a result of parent input. 6. Tailored academic partnerships: Develop individualized student success plans in collaboration with families, addressing specific needs and goals. Offer workshops on supporting learning at home, tailored to the needs of underrepresented families. Provide resources and guidance on navigating the education system and accessing additional support services. 7. Community connections: Partner with local community organizations that serve underrepresented groups to provide additional resources and support. Facilitate connections between families and community services that can support student success.  By implementing these strategies, Panoche School can work towards more inclusive and effective engagement of underrepresented families, strengthening partnerships that directly contribute to improved student outcomes.|Stakeholder surveys and monthly board meetings were used as the main venue to solicit parent input for decision-making. In addition, Back to School Night was held to review school and LCAP goals and seek input from parents about the actions in the LCAP to meet those goals. Continuous outreach continues through daily conversation and bilingual home-school communication.|Focus areas for improvement in Seeking Input for Decision-Making at Panoche School: Diversify input gathering: Ensure all family groups, especially underrepresented ones, are included. Create multiple channels for input to overcome language barriers. Improve language accessibility: Provide translation services for all input-seeking activities. Make all documents available in multiple languages. Expand feedback mechanisms: Implement more frequent and diverse ways to gather input. Consider focus groups, suggestion boxes, and digital platforms. Increase transparency: Clearly communicate how parent input is used in school decisions. Provide regular updates on how feedback influences policies. Foster collaborative decision-making: Encourage more parents to join school committees. Provide training on school governance processes. Leverage small school advantages: Use daily interactions to gather informal input regularly. Create opportunities for in-depth discussions. Target underrepresented families: Develop specific strategies to seek input from less engaged families. Consider personal invitations or one-on-one meetings. Improve data use: Enhance analysis of data from parent surveys and feedback. Share data insights with the school community. Enhance accessibility: Offer input opportunities at various times and through different mediums. Consider both in-person and virtual options. These focus areas aim to create a more inclusive and effective process for seeking input, ensuring all families have a voice in shaping the school's direction.|1. Address language barriers: Provide comprehensive translation services for all decision-making processes and communications. Offer documents in multiple languages and interpreters at meetings. 2. Personalized outreach: Use the school's small size for targeted, one-on-one outreach to underrepresented families. Assign staff liaisons to ensure families are informed about and included in decision-making opportunities. Conduct home visits or individual meetings to gather input from families who may not attend school events. 3. Diverse input channels: Offer multiple ways for families to provide input: in-person meetings, written surveys, digital platforms, and phone calls. Implement both physical and digital suggestion boxes for anonymous input. Create a dedicated phone line or text service for easy sharing of thoughts. 4. Cultural responsiveness: Provide cultural competency training for staff. Ensure decision-making processes respect all cultural backgrounds. Organize focus groups specific to underrepresented communities. 5. Empowerment and education: Offer workshops on school decision-making processes. Create a mentorship program pairing new or less engaged families with experienced ones. 6. Flexible scheduling: Offer input opportunities at various times, including evenings and weekends. Provide virtual options for families who cannot attend in-person meetings. 7. Feedback loop: Regularly communicate how input from underrepresented families is used in decision-making. Follow up with families who provide input to show their voices are valued. 8. Representative committees: Ensure school committees include representatives from underrepresented families. Create specific committees focused on the needs of underrepresented groups if necessary.  Implementation strategies:  1. Conduct a needs assessment to identify specific barriers for underrepresented families.  2. Develop a comprehensive engagement plan with clear goals and timelines.  3. Train staff on new engagement strategies and cultural competency.  4. Launch a communication campaign to inform families about new input opportunities.  5. Start with small-scale initiatives and gradually expand based on feedback and success.  6. Regularly evaluate the effectiveness of new strategies and adjust as needed.  7. Celebrate and publicize instances where input from underrepresented families led to positive changes.  8. Foster a school culture that values and actively seeks diverse perspectives in all decision-making processes.   By implementing these strategies, Panoche School can create a more inclusive environment where all families, especially those previously underrepresented, feel empowered to participate in school decision-making.|4|4|4|4|4|3|4|4|4|3|4|4|Met||2026-06-15|2026
35675380000000|San Benito High|3|San Benito High School District continues to demonstrate full implementation in building respectful, trusting, and collaborative relationships between school staff and families. The district provides multiple opportunities for families to connect with administrators, counselors, teachers, and support staff through Strategic Plan engagement activities, community walkthroughs, grade-level information nights, family events, and other schoolwide events. Leadership visibility at school and community events also supports transparency and helps families better understand instructional programs, student services, and available supports.  The district continues to strengthen two-way communication by providing information through multiple formats and in both English and Spanish. Families receive ongoing assistance with Aeries and other district platforms so they can monitor grades, attendance, academic progress, and school communications. Counseling staff and supplemental programs also provide individualized outreach and support to help families navigate graduation requirements, course planning, interventions, and college and career opportunities.  Family-centered events, including Baler-o-Rama, grade-level information nights, Academy parent evenings, and other engagement activities, provide both formal and informal opportunities for families to ask questions, share feedback, and establish relationships with school staff. These efforts reflect the district’s ongoing commitment to creating a welcoming school community in which families are recognized as essential partners in student success.|Although the district continues to sustain full implementation, SBHSD recognizes the importance of continually improving the consistency and accessibility of family engagement opportunities. A primary focus is on increasing participation among families who may experience barriers related to work schedules, transportation, language, technology access, or familiarity with high school systems and processes.  The district will continue exploring flexible scheduling, virtual or hybrid participation options, bilingual communication, and multiple methods of sharing information. Continued attention will also be given to helping families confidently navigate Aeries and other digital platforms used to monitor grades, attendance, assignments, and student progress.  SBHSD will further strengthen the role of bilingual staff, community liaisons, counselors, and other support personnel in providing individualized outreach. These efforts are intended to ensure that families of English Learners, students with disabilities, socioeconomically disadvantaged students, and other historically underrepresented groups feel welcomed, informed, and connected to their students’ educational experience.|SBHSD will continue using targeted and relationship-based outreach to increase the engagement of underrepresented families, particularly families of English Learners and socioeconomically disadvantaged students. The district has a very active District English Learner Advisory Committee (DELAC) and Migrant Parent Advisory Committee, both of which provide families with meaningful opportunities to ask questions, share their perspectives, and help shape programs and services. Monolingual Spanish-speaking parents also serve on the School Site Council, ensuring that Spanish-speaking families are directly represented in school-level planning and decision-making.  Workshops and family resources will continue to address areas such as Aeries access, academic planning, graduation requirements, college and career readiness, intervention opportunities, and student support services. Information will be provided in accessible language and, when appropriate, in both English and Spanish.  The district will also use multiple communication platforms and the support of bilingual staff and family liaisons to reach families who may not traditionally participate in school activities. Through consistent communication, personal outreach, and practical assistance, SBHSD will continue working to ensure that all families feel heard, respected, and empowered to participate in their student’s education.|SBHSD continues to demonstrate full implementation in developing meaningful partnerships with families and community organizations to support student achievement, well-being, and postsecondary readiness. Counselors work directly with students and families to develop and update four-year academic plans that reflect individual goals, graduation requirements, and college and career interests. Grade-level information nights and individual counseling meetings provide families with timely information about course selection, interventions, academic pathways, and postsecondary options.  Families also participate through established advisory groups, including the District English Learner Advisory Committee, Migrant Parent Advisory Committee, and School Site Council. These structures provide ongoing opportunities for families to review information, ask questions, provide recommendations, and contribute to discussions regarding programs and services.  The district also seeks family and student input on significant instructional and operational initiatives. Engagement activities have included discussions related to Haybaler Support Time, student expectations, school policies, accreditation processes, academic programs, and other priorities. These opportunities demonstrate the district’s commitment to using family and community partnerships to inform decisions and strengthen outcomes for students.|The district’s continued focus is to ensure that family partnerships are clearly connected to measurable student outcomes. While families receive substantial information about programs and services, SBHSD will continue improving how academic expectations, student performance data, interventions, and postsecondary opportunities are communicated.  Additional emphasis will be placed on helping families understand how they can support student learning, attendance, course completion, reassessment, intervention participation, and college and career preparation. The district will also continue developing stronger connections among families, counselors, teachers, and support staff so concerns can be identified and addressed in a timely manner.  Future engagement opportunities may include workshops related to academic interventions, graduation and college eligibility requirements, career pathways, dual enrollment, financial aid, and available student support resources. The district will continue collaborating with community partners to expand access to tutoring, mentoring, enrichment, wellness, and college and career services.|To improve partnerships with underrepresented families, SBHSD will continue providing direct outreach and support through bilingual personnel, family liaisons, counselors, case managers, and community partners. Communication regarding academic progress, intervention opportunities, college and career planning, and student services will be offered through multiple formats and in languages that are accessible to families.  The district will continue offering flexible meeting options, including morning, afternoon, evening, and virtual opportunities when appropriate. Surveys, meeting materials, presentations, and invitations will be designed to be understandable, culturally responsive, and accessible.  SBHSD will also continue strengthening partnerships with organizations that already have trusted relationships with families. Most importantly, the district will work to demonstrate how family input has been considered and incorporated into programs, services, and decisions. Closing this feedback loop will help strengthen trust and reinforce the connection between family participation and improved student outcomes.|SBHSD continues to demonstrate full implementation in seeking family input and including educational partners in district and school decision-making. Families have multiple opportunities to provide feedback through DELAC, the Migrant Parent Advisory Committee, School Site Council, LCAP engagement activities, surveys, parent information nights, Strategic Plan meetings, community walkthroughs, and other targeted engagement sessions.  These structures provide families with information about district priorities while also allowing them to identify concerns, recommend improvements, and share perspectives regarding student programs and services. The district uses input from these groups to inform planning related to instructional supports, student engagement, school climate, college and career readiness, English Learner services, and other LCAP priorities.  SBHSD also provides families with opportunities to participate in individualized decisions regarding their students through academic planning meetings, counseling conferences, intervention discussions, and other student support processes. Together, these practices reflect the district’s commitment to transparent, inclusive, and collaborative decision-making.|SBHSD will continue working to broaden participation in decision-making, particularly among families whose voices may not be consistently represented in formal advisory groups or districtwide engagement activities. The district recognizes that language, scheduling, transportation, technology, and unfamiliarity with district processes may affect a family’s ability to participate.  To address these barriers, the district will continue providing flexible meeting schedules, virtual participation options, bilingual materials, interpretation services, and targeted outreach. SBHSD will also explore additional ways for families to provide input outside of traditional meetings, including surveys, small-group conversations, individual outreach, and engagement opportunities connected to existing school events.  Another ongoing focus will be strengthening the feedback loop. Families should not only be asked to provide input but should also receive clear information about what was heard, how themes were identified, and how their feedback affected district actions or decisions.|SBHSD will improve the participation of underrepresented families by using personalized, multilingual, and culturally responsive outreach strategies. Bilingual staff, family liaisons, counselors, case managers, and community partners will continue to play an important role in personally inviting families to participate and helping them understand the purpose and importance of advisory groups, surveys, and engagement sessions.  The district will offer a range of participation options to accommodate different schedules and levels of comfort, including in-person meetings, virtual sessions, surveys, smaller group conversations, and individual outreach. Meeting content and materials will be presented in clear and accessible language so families can participate meaningfully and confidently.  SBHSD will also communicate the outcomes of family engagement activities by sharing major themes, responses, and resulting actions. Demonstrating how family input influences district policies, programs, and resource decisions will help build trust, encourage continued participation, and promote shared ownership of district improvement efforts.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-23|2026
35675530000000|Southside Elementary|3||||||||||||||||||||||Not Met|||2026
35675610000000|Tres Pinos Union Elementary|3|Tres Pinos Union School has a PTO and Panther Community Schools committee that includes parent involvement in the decision making of the school. The Parent Teacher Organization has a monthly meeting the 1st Monday of every month and the Principal and staff members attend each meeting to discuss the needs of the school and the areas of the LCAP that have been implemented. The establishment of a Panther Council that includes staff, parent, student, and educational partner voices has improved collection of input and opinions that directly impact the LCAP.|Input from the PTO is that the LEA needs to focus on recruiting participatory parents and families. Holding events with included babysitting was discussed previously and currently family members watch students during PTO meetings so that more families can participate. In 2025-2026, PTO meetings became virtual to try to encourage parental participation from home where childcare isn't an issue. Encouraging and supporting bilingual families inclusion through use of interpreters and translation services during meetings and events to increase comfort levels and understanding was implemented through the inclusion of our bilingual aide in the PTO meetings and through her presence at events.|The LEA will actively recruit underrepresented families and provide translation services as needed in flyers, meetings (in person and virtual), events, and materials.|The LEA is steadily increasing participatory levels in community school events (Health Fair, Color Run, Open House; Dance Performance Night, etc...) as evidenced by sign up sheets, sign-in sheets, and photographic evidence for said events that improve student mental well being and have a positive effect on student outcomes.|Partner input would like to see more combined event nights held at school (i.e. Open House/Dance Performance Night), participation in County Level events, and more hands-on learning.|The LEA will actively encourage underrepresented families to attend and participate in these events by providing translation as needed and bilingual support staff.|The LEA actively encourages through daily conversations, meetings, and surveys input for decision making.|Local data shows a need for a broader cross section of the families to be engaged.|The LEA will actively recruit and encourage participation by holding events on dates that historically have the greatest attendance thus opportunity for input and encouraging families to participate through a variety of modes of input; survey, in person interviews, phone interviews, workshops, and school wide meetings.|4|4|4|4|4|4|4|5|4|4|4|4|Met||2026-06-11|2026
35675790000000|Willow Grove Union Elementary|3|Our LEA has strengthened the relationships between school staff and families by implementing after school events such as Fall Festival, Winter Program, and monthly field trip opportunities.|Our LEA will continue building relationships between school staff and families by hosting a STEAM fair and family cultural events in addition to the other events we currently host.|Our LEA will improve engagement of underrepresented families by community outreach and parent classroom involvement throughout the school year. We also will improve the connections with families during parent-teacher conferences and student portfolios to get to know the family unit.|Our LEA's current strengths in building partnerships for student outcomes is all through one-to-one communication before and after school. The small school atmosphere makes it easier to connect with families daily and build partnerships face-to-face.|Our LEA's plans for improvement will include student portfolios and student-led conferences to build the connections through academics and social-emotional student progress or concerns.|Our LEA will improve engagement of underrepresented families by addressing 100% communication and feedback from them.|Our LEA's strengths for seeking input is the daily one-to-one correspondence we are capable of having since we are a small school.|Our LEA's focus for improvement will be to get 100% feedback with decision-making opportunities.|Our LEA's focus for improvement will be to get 100% feedback, including all languages needed, with decision-making opportunities.|4|5|4|4|3|4|3|3|3|3|3|3|Met||2026-06-16|2026
35752590000000|Aromas - San Juan Unified|3|The Aromas-San Juan Unified School District (ASJUSD) continues to make meaningful progress in building strong relationships between school staff and families. Across all school sites, the district offers multiple opportunities for engagement, including Back to School Nights, Open Houses, coffee hours with principals and the superintendent, and town hall forums. These events foster open communication and build trust. ASJUSD also utilizes platforms such as ParentSquare and Class Dojo to deliver timely and accessible communication in both English and families' home languages. The district prioritizes outreach to English Learner (EL) families through personal calls about ELAC and DELAC meetings and encourages participation in school and district-level events. Site-based cultural events and celebrations further reinforce a welcoming and inclusive school culture. These practices contribute to stronger partnerships and a shared commitment to student success.|ASJUSD is focused on strengthening partnerships with families by more deeply integrating family engagement efforts with student academic goals. Specific improvement areas include increasing parent participation among English Learner, low-income, and students with disabilities (SWD) families, enhancing support for academic growth (particularly in mathematics), and reducing chronic absenteeism. A key area for refinement is scheduling family engagement meetings—such as ELAC, DELAC, SELPA, and advisory groups—to better accommodate working families and increase attendance. The district will expand its use of translation services by investing in professional interpretation through LCAP resources and continuing enhancements to its communication systems, including an updated phone menu with Spanish-language options. These actions aim to increase accessibility, meaningful participation, and responsiveness to family needs, particularly for underrepresented communities and families of students with disabilities.|To strengthen engagement with underrepresented families—including those of English Learners, foster youth, low-income students, and students with disabilities—ASJUSD has implemented several targeted strategies. During the 2025–26 school year, parents played a key role in determining which workshops to offer, ensuring that family voices and priorities guided the planning process.  ASJUSD will continue co-designing parent education workshops with families, covering topics such as student supports, technology use, and career and college readiness. The district has added an EL Intervention TOSA to continue providing targeted support for engagement. In addition, a district needs assessment identified the need for English-language classes for community members. In response, ASJUSD has established a partnership with Gavilan College to provide ESL classes at Anzar High School. These efforts aim to deepen trust and strengthen partnerships with families across the district.|ASJUSD continues to strengthen partnerships with families to support student achievement. The district uses multiple communication platforms, including ParentSquare and ClassDojo, as well as its newly redesigned district website, to provide consistent, timely, and accessible information to families. Messages are shared daily, weekly, or as needed, and are available in English and Spanish. ParentSquare’s built-in translation features support over 100 languages, helping ensure all families stay informed and connected. The new website further enhances communication by providing easier access to district news, resources, calendars, and important information for families and community members.  Monthly “Coffee Hours” with the Superintendent and school principals provide a valuable space for two-way dialogue with families, fostering trust and collaboration. Additionally, the district is committed to transparency in student performance data, sharing disaggregated results—particularly for English Learners, students with disabilities, and Unduplicated Pupil Percentage (UPP) student groups—at town halls, ELAC/DELAC meetings, School Site Councils, and other stakeholder forums. These efforts promote shared ownership of student progress and deepen the partnership between home and school.|ASJUSD is focused for the 2026–27 school year on developing more intentional partnerships that align family and community engagement with academic and whole-child goals. Areas of focus include strengthening support for English Learners, improving academic outcomes in mathematics, and addressing chronic absenteeism. The district recognizes the need to further build the capacity of both staff and families to collaborate around student learning and will continue to refine how it supports families in navigating academic expectations and available resources. Improving the alignment between family engagement activities and student learning outcomes remains a key area for growth.|To enhance engagement with underrepresented families in 2026-2027—including those of English Learners, foster youth, and low-income students—ASJUSD will continue outreach using multiple, accessible communication methods. The district will implement a series of parent workshops focused on understanding legal rights, supporting student success, and accessing available academic and community resources. These workshops will be held at both school sites and the district office to support broad participation. Additionally, the district’s administrative team will collaborate with school site leaders to establish consistent family engagement practices that can be implemented across all campuses. These strategies aim to empower underrepresented families as active partners in student achievement and well-being and will expand in the 2026-2027 school year.|ASJUSD actively seeks input from educational and industry partners, as well as the broader community, to inform district decision-making. Multiple avenues for engagement are in place, including regular communication through ParentSquare and other platforms; structured opportunities for input at coffee hours with site and district leadership; School Site Council (SSC) meetings; DELAC/ELAC meetings; and Board of Education meetings. In addition, the district is developing focused, intentional industry partner engagement, including establishing a new CTE District Advisory Board to strengthen career pathway alignment and ensure that programs reflect current workforce needs and opportunities.  In 2025-2026, ASJUSD achieved 100% compliance in convening SSC, ELAC, DELAC, and Parent Advisory Committee (PAC) meetings, demonstrating the district’s commitment to inclusive input. Families and community members are consistently informed through transparent sharing of information and data, including academic performance and program updates, during community forums. These practices reflect the district’s ongoing progress in fostering shared responsibility, career-connected learning, and continuous improvement through meaningful community participation.|Looking ahead to 2026–27, ASJUSD is focused on strengthening its systems for gathering meaningful input from families, students, and community members. While current practices include surveys, town halls, and advisory group meetings, the district recognizes the need to broaden participation and ensure a more representative range of voices is consistently engaged.  A key area of improvement is building staff capacity to design inclusive, welcoming, and accessible engagement opportunities that promote authentic participation. The district will also expand communication strategies, increase meeting accessibility, and provide more flexible and responsive opportunities for families—particularly those from underrepresented groups—to participate in district planning and decision-making. These efforts are intended to strengthen shared ownership of student success and ensure all educational partners have a meaningful voice in shaping programs, services, and outcomes.|To improve engagement of underrepresented families in the decision-making process, ASJUSD will prioritize targeted outreach and relationship-building efforts throughout 2026–27. A key strategy will be to strengthen engagement and participation in ELAC and DELAC meetings by providing personalized invitations, translation services, flexible meeting formats, and phone calls home to each parent to increase awareness and participation.  These strategies are outlined in LCAP Goal 2, which emphasizes inclusive engagement practices. Additionally, the district will provide training and ongoing guidance to site leaders and staff to foster welcoming environments where families feel valued and empowered to contribute. This training will need to be continued and expanded to ensure consistent, high-quality implementation across all sites. By being intentional in outreach and responsive to family needs, ASJUSD seeks to ensure that underrepresented families have consistent opportunities to participate meaningfully in shaping school and district decisions.|3|3|3|3|3|3|3|3|4|4|3|2|Met||2026-06-17|2026
36103630000000|San Bernardino County Office of Education|3|The LEA has progressed to full implementation and sustainability in building strong, trusting relationships between school staff and families. Educational partner input and local data demonstrate that relationship-centered practices are now embedded into daily operations, professional learning, and school culture across sites.   A key strength is the LEA’s sustained focus on capacity-building for staff. Administrators, teachers, and classified staff participate in ongoing professional learning that emphasizes culturally responsive practices, trauma-informed engagement, and relationship-based communication. These efforts ensure that staff are equipped to build respectful, trusting partnerships with families and to respond effectively to diverse needs.   The LEA continues to prioritize welcoming and inclusive environments for all families. School sites intentionally create spaces where families feel valued and respected through friendly front-office interactions, inclusive signage, family-centered events, and consistent outreach. These practices are no longer event-based but are integrated into how schools operate daily.   Another area of sustained progress is the LEA’s commitment to understanding and honoring family strengths, cultures, languages, and goals. Family voice is gathered through surveys, listening sessions, workshops, and ongoing conversations. This input directly informs programming, communication strategies, and supports, particularly for families of unduplicated students and those experiencing housing instability or other challenges.   The LEA has also institutionalized multiple, accessible two-way communication channels. Families receive timely information through newsletters, websites, podcasts, meetings, and in-person events, with attention to language access and clarity. Just as importantly, families are provided opportunities to give feedback, ask questions, and co-create solutions alongside educators.   Finally, collaboration with community partners and counseling teams strengthens relationship-building efforts by addressing whole-family needs. Supports such as holiday assistance, resource distribution, and targeted outreach for McKinney-Vento families reinforce trust and demonstrate the LEA’s commitment to caring for students and families beyond the classroom.|The LEA’s focus during the 2024–25 school year centered on strengthening authentic, trust-based relationships between school staff and families through intentional capacity-building, shared ownership, and collaborative engagement structures. The LEA prioritized creating consistent opportunities for staff and families to build relationships grounded in mutual respect, cultural responsiveness, and shared responsibility for student success. This included facilitating professional development sessions focused on effective family engagement practices, as well as ongoing meetings with school leadership to align relationship-building efforts to site needs and LCAP priorities.   A key area of focus was direct support to school staff through one-on-one and small group collaboration with teachers and site teams to strengthen their confidence and skills in engaging families as partners. These individualized supports helped staff reflect on their current practices, identify barriers to engagement, and implement strategies that promote two-way communication and inclusive outreach. Feedback from staff and families indicates that this personalized approach supported greater consistency in how families experience communication, responsiveness, and relationship-building across sites.   The LEA also expanded relationship-centered engagement through the development and delivery of new Family Empowerment workshops that intentionally brought staff and families together. These workshops were designed to move beyond information-sharing and instead promote connection, trust, and shared learning between educators and families. By creating spaces where families and staff could engage collaboratively, the LEA strengthened understanding of family strengths, student needs, and the role of partnership in supporting student outcomes.   Additionally, the LEA implemented a collaborative process with school sites to develop customized site-based family engagement calendars. This process emphasized joint ownership between school staff and the LEA, ensuring engagement activities were responsive to each school community while reinforcing consistent relationship-building practices. Through shared planning and ongoing communication, these calendars became a tool to promote transparency, coordination, and sustained engagement rather than isolated events.   Overall, the LEA’s work reflects a strong focus on building and sustaining relationships between school staff and families through intentional professional learning, direct staff support, inclusive programming, and shared planning structures. These efforts have strengthened trust, increased alignment across sites, and established a strong foundation for continued implementation and sustainability of relationship-based family engagement practices in the 2025–26 school year.|Th LEA will continue to improve engagement of underrepresented families by strengthening access to culturally responsive communication, coordinated supports, and integrated community partnerships that address both educational and basic needs barriers. During the 2024–25 school year, the LEA prioritized relationship-based strategies that meet families where they are, recognizing that engagement for many underrepresented families must be connected to trust, relevance, and direct support aligned to LCAP goals related to engagement, school climate, and access to services.   One key strategy has been the development and expansion of a culturally responsive Family Empowerment newsletter designed to increase access to information for families who may not regularly engage through traditional school communication channels. This newsletter elevates culturally relevant content, shares available supports, highlights community resources, and reinforces family voice, ensuring families receive timely, accessible, and affirming information tied to student learning, wellness, and engagement opportunities. Educational partner feedback indicates this approach has improved awareness of services and increased families’ sense of connection to school and district supports.   The LEA has also strengthened engagement of underrepresented families through continued and expanded partnerships with IEHP Health Navigators, homeless liaisons, school counselors, and Student Services teams. These collaborative efforts allow families experiencing housing instability, health challenges, or economic hardship to access supports through trusted school-based relationships. In particular, the IEHP Health Navigator partnership provides intensive, one-on-one support by meeting families in their homes and communities and working with them for up to three months to address health care access, referrals, and related barriers that impact student attendance and engagement. This model directly supports LCAP goals related to student engagement and conditions for learning by reducing non-academic barriers to school participation.   Additionally, the LEA has coordinated connections with community-based organizations to expand access to food support, laundry services on school sites, mental health resources, dental services, and other wraparound supports. By integrating these services into school environments, the LEA reduces stigma and logistical barriers while strengthening relationships between families and school staff. Educational partner input indicates that families are more likely to engage with schools when supports are visible, accessible, and connected to trusted staff.   Collectively, these efforts reflect the LEA’s commitment to improving engagement of underrepresented families by addressing cultural, linguistic, health, and basic needs barriers alongside educational engagement. By aligning communication strategies, cross-agency partnerships, and wraparound supports to LCAP priorities,|The LEA has demonstrated strong progress and clear strengths in Building Partnerships for Student Outcomes by intentionally aligning family engagement efforts, student supports, and community partnerships to improve conditions for learning. Feedback from families, staff, and educational partners indicates that partnerships are increasingly coordinated, purposeful, and focused on addressing academic engagement, attendance, wellness, and social-emotional needs rather than operating as isolated supports. This approach reflects a shared understanding that student success is strengthened when schools, families, and community partners work collaboratively.   A key strength is the LEA’s integrated Family Empowerment team, which intentionally connects families, school staff, and service providers around student outcomes. Through workshops, learning opportunities, and ongoing outreach, families are equipped with practical tools and knowledge that support attendance, persistence, and academic readiness. Many of these offerings are designed to directly reinforce classroom learning and student goals, helping families better understand how to support students at home while fostering stronger partnerships with school staff. This work aligns closely to LCAP goals focused on engagement, school climate, and improved student outcomes.   The LEA has also made significant progress in leveraging cross-agency partnerships to support the whole child. Partnerships with health and wellness providers, including Health Navigators and Student Services teams, have strengthened access to coordinated supports that address barriers impacting learning. Educational partner feedback indicates that these partnerships contribute to improved attendance, increased trust in school systems, and greater student confidence in seeking help. By integrating health, counseling, and family support services into school and family engagement efforts, the LEA has strengthened the connection between family engagement and student readiness to learn.   Another area of strength is the LEA’s collaboration with site leadership to align partnership efforts to site-specific student needs. Through shared planning, reflection on local data, and coordinated family engagement calendars, schools and the LEA work together to connect families to academic supports, attendance interventions, counseling services, and basic needs resources. This shared responsibility has increased consistency across sites while allowing flexibility to respond to each school community, resulting in stronger partnerships that directly support improved student engagement and outcomes.   Overall, the LEA’s progress reflects a strong and growing system of partnerships that intentionally connects families, schools, and community agencies to support student success. These coordinated efforts demonstrate alignment with LCAP priorities and reinforce family engagement and cross-sector collaboration as essential drivers.|The LEA’s focus areas for improvement in Building Partnerships for Student Outcomes center on strengthening coherence, consistency, and sustainability across partnership efforts so that all collaborations more directly and measurably contribute to student success. While partnerships with school sites, Student Services teams, and community agencies are well-established, educational partner feedback indicates an opportunity to further align these partnerships to shared student outcome goals, including attendance, engagement, academic progress, and social-emotional well-being.   One focus area is improving coordination and clarity across partnerships to ensure families experience a seamless system of support rather than disconnected services. As partnerships continue to expand, the LEA will focus on strengthening communication and role clarity among school staff, Family Empowerment team members, counselors, and community partners so families receive consistent messaging and timely follow-up. This includes refining referral pathways, strengthening cross-team collaboration, and ensuring supports are intentionally connected to student learning and engagement goals aligned to the LCAP.   Finally, the LEA will focus on sustaining and scaling effective partnership practices across sites. As new initiatives such as Family University, Welcome Corners, and expanded cross-agency collaborations are implemented, the LEA will prioritize documenting best practices, strengthening systems for continuity, and ensuring equitable access for all families. These focus areas will guide continuous improvement efforts and inform LCAP updates to ensure partnerships remain intentional, impactful, and aligned to improved student outcomes.|The LEA will improve engagement of underrepresented families by strengthening coordinated partnerships that directly support student outcomes and address barriers to learning. The LEA recognizes that meaningful engagement for many underrepresented families is most effective when partnerships connect academic, behavioral, health, and basic needs supports in a way that is accessible, culturally responsive, and sustained over time. Moving forward, the LEA will focus on deepening collaboration between school sites, Student Services teams, and community-based partners to ensure families experience aligned, consistent, and outcome-driven supports.   A key improvement focus is strengthening how partnerships are used proactively to support student attendance, engagement, and academic persistence. The LEA will continue aligning family engagement efforts with attendance interventions, counseling supports, and academic monitoring so families are engaged early and as active partners in supporting student progress. Educational partner feedback indicates that when families clearly understand how partnerships connect to student outcomes, participation and follow-through increase. As a result, the LEA will further integrate partnership efforts into site-level planning and LCAP actions to ensure engagement activities are directly connected to student needs and measurable outcomes.   The LEA will also improve engagement of underrepresented families by enhancing coordination and communication across partner agencies and school teams. This includes clarifying referral processes, strengthening follow-up systems, and increasing shared ownership among staff, counselors, family engagement teams, and community partners. By improving internal coordination, the LEA aims to reduce duplication, close gaps in support, and ensure families receive timely, personalized assistance that supports student stability and success.  Additionally, the LEA will continue building staff capacity to leverage partnerships effectively. Ongoing professional learning and technical assistance will support teachers, administrators, and support staff in using family and community partnerships as part of daily instructional, attendance, and intervention practices. This approach reinforces the understanding that building partnerships for student outcomes is a shared responsibility and not limited to special programs or isolated events.   Finally, the LEA will strengthen how partnership impact is monitored and used for continuous improvement. By more intentionally using local data and educational partner feedback, the LEA will refine partnerships to ensure equitable access for underrepresented families and sustained alignment with LCAP priorities. These focus areas will support stronger, more intentional partnerships that empower families and contribute to improved student outcomes across sites.|The LEA has demonstrated strong strengths and continued progress in Seeking Input for Decision-Making by establishing multiple, intentional avenues for families, students, staff, and community partners to share feedback and meaningfully inform district and site-level decisions. Input is gathered through structured advisory groups, surveys, focus group discussions, family engagement events, and continuous two-way communication, ensuring diverse perspectives, especially from underrepresented communities, are reflected in planning and improvement efforts.    A key strength is the LEA’s consistent engagement of families in formal decision-making bodies such as DAC, DELAC, AAPAC, SSC meetings, and LCAP educational partner sessions. These forums provide families with regular opportunities to share lived experiences, priorities, and recommendations related to student engagement, supports, and outcomes. Educational partner feedback from these spaces is intentionally documented, reviewed, and used to shape LCAP goals, actions, and services, reinforcing family and student voice as a central component of the LEA’s decision-making process.    The LEA has also made progress in expanding accessible feedback mechanisms to reach a broader range of families. Surveys, feedback forms, and interactive activities offered during family empowerment events and professional learning opportunities allow families who may not participate in formal committees to share input in culturally responsive and low-barrier ways. Educational partner input indicates that these varied approaches have improved family awareness of opportunities to provide feedback and strengthened trust in the LEA’s responsiveness to community voice.    Another area of strength is the LEA’s use of input to guide continuous improvement rather than as a compliance activity. Family and staff feedback collected through the Local Indicator Self-Reflection process, site evaluations, and ongoing engagement has directly informed refinements to family engagement strategies, partnership development, and student support services. This reflective practice ensures decisions are grounded in local data and aligned to student and family needs.    Overall, the LEA’s progress in seeking input for decision-making reflects a culture of shared responsibility, transparency, and collaboration, where educational partners are actively engaged as contributors to planning and improvement efforts aligned with LCAP priorities and student success.|While families, students, staff, and community partners have multiple opportunities to share input through advisory groups, surveys, meetings, and engagement activities, feedback indicates a need to further strengthen how input is sustained, broadened, and visibly connected to decisions that impact students and families.   The LEA has also identified the need to improve alignment and coordination of input across sites and departments. As feedback is collected through multiple channels, there is an opportunity to strengthen systems for synthesizing input, identifying common themes, and using local data more consistently to guide planning and improvement. This includes aligning site-level feedback with district priorities and ensuring input is reviewed collaboratively with school leadership and support teams.   The LEA will focus on building staff capacity to actively seek, value, and use input as part of continuous improvement rather than a periodic activity. Ongoing professional learning and guidance will support staff in facilitating meaningful dialogue with families and students and using feedback proactively to inform practice. These focus areas will guide the LEA’s continued efforts to strengthen seeking input for decision-making in alignment with LCAP priorities and equitable student outcomes.|The LEA will continue to improve engagement of underrepresented families in Seeking Input for Decision-Making by building on existing strengths and expanding inclusive, relationship-based opportunities for families to share their voice. The LEA has intentionally designed multiple ways for families to provide input throughout the year, and moving forward will further emphasize accessibility, trust, and shared ownership so families see themselves as valued contributors to decisions that impact students and schools.   To strengthen engagement, the LEA will continue offering varied and low-barrier opportunities for input beyond traditional committee settings. Family feedback will be gathered through advisory groups, family empowerment events, surveys, workshops, and informal conversations, allowing families with different schedules, languages, and comfort levels to participate. These approaches support underrepresented families who may not engage in formal meetings but are eager to share experiences, priorities, and ideas when engagement feels approachable and relevant.   tion, and LCAP actions. Clearly closing the feedback loop helps strengthen trust, increase participation over time, and reinforce the message that family voice directly shapes outcomes for students.   Another strategy for improving engagement is strengthening staff capacity to actively seek and elevate underrepresented voices. Staff will continue to be supported in facilitating welcoming conversations, encouraging participation from families who may not traditionally engage, and using culturally responsive practices when gathering feedback. This focus ensures that seeking input is an ongoing practice embedded within school culture, not limited to scheduled meetings or compliance activities.   Finally, the LEA will continue using  local data and educational partner input to refine engagement strategies and ensure equitable access for all families. By reviewing participation trends, feedback themes, and community needs, the LEA will adapt outreach methods and engagement structures to better reflect the voices of underrepresented families. Together, these efforts strengthen inclusive decision-making practices and support sustained family engagement aligned to LCAP priorities and student success.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-08|2026
36103630115808|Norton Science and Language Academy|3|Norton Science & Language Academy has made strides in building relationships between school staff and families. Through regular communication channels such as social media, messaging, email, direct mail, and face to face, the school ensures all educational partners have access to information.|NSLA's focus area for improvement in Building Relationships Between School Staff and Families centers on fostering strong partnerships and open communication channels to promote collaboration and support between the school and families. The four goals are: Enhancing Family Engagement: Implement strategies to increase family involvement in school activities, events, and decision-making processes, fostering a sense of ownership and investment in the school community. Improving Communication: Enhance communication between school staff and families through regular updates, newsletters, and technology platforms, ensuring timely and transparent information sharing about school events, policies, and student progress. Providing Support Services: Expand access to support services and resources for families, such as counseling, parent education workshops, and community referrals, to address the diverse needs and challenges faced by students and their families. Strengthening Partnerships: Cultivate partnerships with community organizations, businesses, and stakeholders to provide additional resources and opportunities for students and families, promoting holistic support and positive outcomes for all members of the school community.|To improve the engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families, NSLA will focus on three key goals: Culturally Responsive Communication: Develop and implement culturally responsive communication strategies that cater to the diverse linguistic and cultural backgrounds of underrepresented families. This includes providing translated materials, hosting bilingual events, and utilizing culturally relevant communication channels to ensure all families feel included and valued. Family Support Services: Expand access to family support services and resources that address the unique needs and challenges faced by underrepresented families. This may include offering parent workshops on topics such as navigating the education system, accessing community resources, and supporting student success at home. Relationship Building: Strengthen relationships between school staff and underrepresented families through personalized outreach, home visits, and family engagement events. By building trust, rapport, and a sense of belonging within the school community, we can foster meaningful partnerships that support student success and well-being.|NSLA's demonstrates several strengths and notable progress in Building Partnerships for Student Outcomes: Collaborative Culture: The LEA fosters a collaborative culture that values partnerships between schools, families, community organizations, and stakeholders. This collaborative approach allows for shared decision-making, collective problem-solving, and mutual support in advancing student success. Strong Community Connections: The LEA has established strong connections with community organizations, businesses, and stakeholders, leveraging external resources and expertise to support student learning and development. These partnerships enhance students' access to additional educational opportunities, support services, and enrichment programs. Family Engagement Initiatives: The LEA has implemented effective family engagement initiatives that promote meaningful involvement of parents and guardians in their child's education. These initiatives include parent workshops, family literacy programs, and community events, creating opportunities for families to actively participate in their child's learning journey and contribute to student outcomes.|NSLA's focus area for improvement in Building Partnerships for Student Outcomes centers on enhancing collaboration and coordination among stakeholders to maximize support for student success. The three goals are: Strengthening Community Partnerships: Expand and deepen partnerships with community organizations, businesses, and stakeholders to provide comprehensive support services, resources, and opportunities for students. This includes fostering mutually beneficial relationships, coordinating efforts, and aligning resources to address the diverse needs of students and families. Increasing Family Engagement: Implement strategies to increase family engagement in student learning and school activities, promoting collaboration between families and schools to support student success. This includes providing opportunities for meaningful involvement, empowering families as partners in decision-making processes, and enhancing communication and outreach efforts to ensure all families feel welcome and valued. Enhancing Professional Collaboration: Foster collaboration and coordination among educators, support staff, and external partners to maximize the impact of support services and interventions on student outcomes. This includes promoting interdisciplinary teamwork, sharing best practices, and providing professional development opportunities to strengthen partnerships and improve collective efficacy in meeting the needs of all students.|NSLA aims to improve the engagement of underrepresented families by implementing targeted strategies to address barriers and increase participation. The three goals are: Culturally Responsive Outreach: Develop and implement culturally responsive outreach strategies to actively engage underrepresented families, including translated materials, culturally relevant events, and community liaisons to bridge language and cultural barriers. Family Empowerment Programs: Provide family empowerment programs and resources that equip underrepresented families with the knowledge, skills, and support needed to advocate for their children's education, navigate school systems, and actively participate in decision-making processes. Relationship Building: Strengthen relationships between school staff and underrepresented families through personalized communication, home visits, and family-centered events to build trust, rapport, and a sense of belonging within the school community.|NSLA demonstrates several strengths and notable progress in Seeking Input for Decision-Making: Stakeholder Engagement: The LEA actively seeks input from diverse stakeholders, including parents, students, teachers, staff, and community members, ensuring that decisions reflect a broad range of perspectives and priorities. Transparent Communication: The LEA maintains transparent communication channels, providing timely and accessible information about decision-making processes, opportunities for input, and outcomes, fostering trust and accountability among stakeholders. Collaboration and Collaboration: The LEA fosters a collaborative approach to decision-making, encouraging teamwork, consensus-building, and shared ownership of outcomes among stakeholders. This collaborative culture promotes innovation, creativity, and collective problem-solving in addressing complex challenges and achieving shared goals.|NSLA's focus areas for improvement in Seeking Input for Decision-Making center on enhancing stakeholder engagement, fostering transparency, and promoting inclusivity in the decision-making process. Three areas for improvement include: Diverse Representation: Increase representation of diverse stakeholders, including parents, students, teachers, staff, and community members, in decision-making bodies and processes to ensure that a wide range of perspectives and voices are heard and considered. Proactive Outreach: Implement proactive outreach strategies to solicit input from underrepresented or marginalized groups, including culturally and linguistically diverse families, low-income communities, and students with special needs, to ensure their needs and priorities are effectively addressed in decision-making processes. Feedback Mechanisms: Establish clear and accessible feedback mechanisms, such as surveys, focus groups, and town hall meetings, to gather input from stakeholders on key decisions, policies, and initiatives, and ensure that their feedback is carefully considered and integrated into decision-making processes.|To improve the engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making, NSLA will focus on three key goals: Culturally Responsive Outreach: Develop and implement culturally responsive outreach strategies tailored to the needs and preferences of underrepresented families, including translated materials, culturally relevant communication channels, and targeted outreach efforts to bridge language and cultural barriers. Family Empowerment Workshops: Offer family empowerment workshops and training sessions designed to equip underrepresented families with the knowledge, skills, and resources needed to effectively participate in decision-making processes, advocate for their children's needs, and engage with the school community. Community Partnerships: Forge partnerships with community organizations, cultural associations, and grassroots groups representing underrepresented families to leverage their expertise, networks, and resources in reaching and engaging with these communities, fostering trust, collaboration, and mutual support in decision-making processes.|5|4|4|5|4|4|4|4|5|4|4|4|Met||2026-06-08|2026
36103630139147|Sycamore Academy of Science and Cultural Arts - Chino Valley|3|Through the analysis of educational partner feedback and local data, Sycamore Academy continues to demonstrate strong progress in strengthening relationships between school staff and families. A key strength is the school’s intentional approach to communication and engagement, which promotes collaboration, transparency, and shared understanding among all stakeholders.  Sycamore provides multiple opportunities for families to connect and provide input through town halls, family events, surveys, and accessible communication platforms. These efforts support meaningful partnerships, increase family involvement, and help ensure families feel informed and connected to the school community.  The school also remains committed to creating an inclusive environment that values diverse perspectives and incorporates culturally responsive practices into family engagement efforts. Continued attention to accessibility, communication, and relationship-building has contributed to increased participation, positive family feedback, and a stronger partnership between home and school.  Through these ongoing efforts, Sycamore continues to foster a supportive school community that promotes student belonging, well-being, and academic success.|Based on educational partner feedback and local data, Sycamore Academy has identified opportunities to further strengthen relationships between school staff and families. A key area of focus is expanding outreach efforts to ensure all families, including those from diverse backgrounds, have meaningful opportunities to engage and participate in the school community.  The school will continue to enhance communication practices by leveraging technology and improving the consistency, accessibility, and clarity of information shared with families. Feedback indicates that continued refinement of communication systems will support stronger connections and increase family engagement.  Additionally, Sycamore recognizes the importance of ongoing professional development for staff focused on effective family communication, collaboration, and relationship-building strategies. These efforts will support staff in creating meaningful partnerships with families and ensuring that all voices are valued.  Through these continued areas of growth, Sycamore Academy remains committed to building inclusive, supportive partnerships with families that strengthen student success and overall school community engagement.|Based on educational partner feedback and local data, Sycamore Academy has developed strategies to strengthen engagement with underrepresented families and increase opportunities for meaningful participation in the school community.  Sycamore will continue to expand targeted outreach efforts that are responsive to the diverse needs of families. This includes using culturally responsive communication practices, providing translated resources when needed, and ensuring families have access to information in ways that are clear and accessible.  The school will also continue to enhance communication methods by utilizing multiple platforms, including school communication systems, social media, mobile applications, and community connections, to better reach families who may not traditionally participate through existing channels.  Additionally, Sycamore is committed to creating welcoming and inclusive opportunities for family involvement through accessible school events, interpretation services, and activities that recognize and celebrate the diverse backgrounds of the school community.  Ongoing staff professional development will support stronger family partnerships by building capacity in effective communication, cultural responsiveness, and relationship-building practices. Through these efforts, Sycamore aims to ensure all families feel valued, connected, and empowered to actively participate in their child’s educational experience.|Based on educational partner feedback and local data, Sycamore Academy continues to demonstrate strong progress in developing partnerships that support student success, engagement, and overall well-being. A key strength is the school’s collaboration with community organizations and local businesses, which provides students with additional resources, enrichment opportunities, and meaningful real-world learning experiences.  Sycamore also prioritizes strong partnerships with families by creating opportunities for parents and guardians to participate in decision-making and contribute to the educational experience. Through the School Site Council, Sycamore Foundation, Board representation, town halls, surveys, and other feedback opportunities, families are actively engaged as valued partners in supporting student growth and success.  Additionally, Sycamore continues to leverage partnerships to promote equity and inclusivity. Through targeted supports and collaboration with educational partners, the school works to identify student needs, reduce barriers, and expand access to resources and opportunities for all learners.  These strengths reflect Sycamore’s continued commitment to a collaborative, community-centered approach that strengthens relationships, supports student achievement, and creates a positive and inclusive learning environment for all students.|Based on educational partner feedback and local data, Sycamore Academy has identified opportunities to further strengthen partnerships that support student achievement and engagement. A key area of focus is developing more sustainable and intentional partnerships with community organizations and local businesses to create consistent, long-term opportunities for students.  Sycamore will also continue exploring ways to expand the diversity of partnerships by connecting with additional organizations, community groups, and industry partners that align with student needs, interests, and future pathways.  Another area for continued growth is strengthening systems for evaluating the impact of partnerships. By collecting feedback, monitoring participation, and reviewing outcomes, Sycamore can better understand the effectiveness of collaborations and make informed decisions to enhance student supports.  Additionally, ongoing professional learning for staff involved in partnership development will support stronger communication, collaboration, and relationship-building practices. These efforts will help ensure partnerships are meaningful, equitable, and aligned with the needs of the school community.  Through these continued improvements, Sycamore remains committed to expanding impactful partnerships that increase opportunities, support student success, and strengthen an inclusive and connected school community.|Based on educational partner feedback and local data collected through the self-reflection process, Sycamore Academy has identified strategies to further strengthen engagement with underrepresented families and build meaningful partnerships that support positive student outcomes.  A continued area of focus is expanding culturally responsive outreach efforts to ensure all families have meaningful opportunities to engage with the school community. Sycamore will continue implementing intentional communication practices, including translated resources, accessible messaging, and outreach strategies that reflect and respond to the diverse backgrounds and needs of families.  To increase access and participation, Sycamore will continue sharing information about programs, resources, and engagement opportunities through a variety of communication channels, including school communication platforms, social media, community networks, and family events. These efforts will help ensure families who may not traditionally engage with the school have multiple pathways to connect and participate.  Sycamore is also committed to creating welcoming and inclusive environments where all families feel valued, respected, and supported. This includes providing interpretation services when needed, offering flexible opportunities for participation, and ensuring school events and communication reflect the diversity of the school community.  Additionally, Sycamore will continue developing partnerships with community organizations and trusted local partners that support and serve diverse populations. These collaborations will provide valuable insight, resources, and opportunities to better align school initiatives with the needs and experiences of the families we serve.  Through these ongoing efforts, Sycamore Academy remains committed to strengthening inclusive partnerships, increasing equitable family engagement, and creating a supportive school community where all students and families can thrive.|Based on educational partner feedback and local data, Sycamore Academy continues to demonstrate strong practices in incorporating stakeholder input into school decision-making processes. The school has established a culture of collaboration, transparency, and shared responsibility where families, staff, students, and community partners feel valued and connected.  Sycamore provides multiple opportunities for educational partners to share their perspectives through surveys, focus groups, town halls, advisory committees, School Site Council, and other engagement opportunities. These structures support meaningful participation and ensure that a variety of voices are considered when developing programs, policies, and initiatives.  A continued strength is Sycamore’s responsiveness to stakeholder feedback. The school regularly reviews input and uses it to inform improvements, strengthen programs, and address the evolving needs of the school community. This ongoing feedback process builds trust and reinforces a commitment to continuous improvement.  These strengths reflect Sycamore’s dedication to inclusive and collaborative decision-making, ensuring that school priorities align with the needs of students, families, and the broader community while supporting a positive, student-centered learning environment.|Based on educational partner feedback and local data, Sycamore Academy has identified opportunities to further strengthen how stakeholder input is gathered, communicated, and incorporated into decision-making processes.  A key area of focus is expanding outreach efforts to ensure a broader range of voices, including historically underrepresented groups, have meaningful opportunities to participate in school discussions and planning. Sycamore will continue developing strategies to increase engagement and create more accessible pathways for stakeholder involvement.  The school also recognizes the importance of continuing to improve transparency around decision-making processes. Providing clearer communication about how feedback is collected, reviewed, and used to inform policies and initiatives will help strengthen trust and understanding among educational partners.  Additionally, Sycamore will continue enhancing accessibility by offering varied opportunities for input through multiple formats and communication platforms that support different needs and preferences.  To further support meaningful collaboration, Sycamore will focus on strengthening the capacity of staff and stakeholders through ongoing training in communication, collaboration, and effective dialogue. These efforts will help ensure stakeholder feedback results in informed decisions and continuous improvement.  Through these areas of growth, Sycamore remains committed to fostering an inclusive, transparent, and collaborative decision-making process that reflects the voices and priorities of the entire school community.|Based on educational partner feedback and local data, Sycamore Academy has identified strategies to further increase the engagement of underrepresented families in school decision-making and strengthen partnerships across the school community.  Sycamore will continue to develop intentional outreach efforts that create meaningful opportunities for families who may have been less engaged in traditional school processes. By collaborating with community partners and trusted organizations, the school will work to build stronger connections, increase awareness of engagement opportunities, and encourage broader participation.  The school will also continue improving communication systems by providing clear, accessible, and culturally responsive information. This includes utilizing multiple communication platforms, offering translated resources, and ensuring families understand how their input can influence school programs, policies, and initiatives.  To remove barriers to participation, Sycamore will provide flexible opportunities for engagement through virtual options, interpretation support, and varied meeting formats that better accommodate the needs of families.  Additionally, Sycamore will continue building staff capacity through professional learning focused on communication, cultural responsiveness, and meaningful family collaboration. These efforts will help ensure that all family perspectives are valued and incorporated into the decision-making process.  Through these continued efforts, Sycamore is committed to creating an inclusive and collaborative environment where all families feel connected, respected, and empowered to contribute to the success of their students and the school community.|5|5|5|5|5|5|5|5|5|4|5|4|Met||2026-06-16|2026
36103630140012|Entrepreneur High Fontana|3|LEA has directed schools to send monthly newsletters to parents informing them of all activities and school updates. The school has monthly activities to build relationships with parents and students.|The current focus area for improvement is the sustainability of the monthly newsletter, activities, and communication with parents.|The school facilitates monthly and quarterly educational partner meetings specifically for our African American (AAPAC) and Latino (ELAC) parents, our largest demographic. During these meetings, the council/committee reviews student achievement data and makes decisions and recommendations to improve practices. The LEA has implemented the following based on meeting outcomes: Adoption and implementation of Ellevation, a software program that will allow for greater support and teaching-learning strategies to improve language acquisition and development of EL students.  Adoption and implementation of student organizations that will focus on student leadership (Leadership course, Executive Leaders) , SEL supports, and college and career readiness activities and events. Adoption and implementation of test preparedness course offerings during non-instructional blocks.|78% of students passed all of their classes in the 25-26 school year, this is evidence that our strategy and attention to this outcome is primary in our focus. Parents' primary concern is that their students are successfully passing their classes.|We are constantly improving protocols for reaching the “unmotivated” student. We have many clubs and sports which students and parents attend. We have significantly improved the number of  mental health professionals.|Through our communication protocols - newsletters, parent meetings, texting with parents when students do not complete an assignment have proven fruitful. 78% of all students passed all of their classes during the 24-25 school year and we expect the same or better for the 25-26 school year.|Site administrators meet with district LEA to stay abreast of local changes. Administrators meet on the 3rd Thursday of each month to gather, review, and analyze data to inform our decision making process . The Admin Memo is shared among Administrators bi-weeky to communicate critical information regarding students, deadlines, and school planning for students’ success.|Improvements are consistently made with input from our educational partners through our various parent leadership meetings, staff meetings and professional development. Data is shared to ensure educational partners are aware of the vision and mission. We also implemented the RJA Instructional Framework to progress monitor our academic achievement and attendance/participations.  Principals collaborate with educational partners including community based organization (CBO) to provide alternative interventions for our youth. Site Administrators have a “What can we do better?” attitude to ensure positive outcomes for our student achievements and program successes.|The majority of our demographics are underrepresented families, attention to this group is always first and foremost in our strategic planning. We include our educational partners in decision-making processes within the LEA through various committees and councils. We also held our first Town Hall meeting this school year in which parents provided detailed feedback in areas of strength, areas of growth, and goal setting (LCAP).  Throughout the school year, we provide opportunities to engage our educational partners in reviewing existing LCAP, analyzing data, and modifying/updating LCAP as deemed necessary.|4|3|3|4|3|3|3|3|4|4|3|4|Met||2026-06-17|2026
36103630142547|Inland Empire Springs Charter|3|"Based on this year's analysis of educational partner input, the LEA demonstrates significant strength in fostering a culture of mutual respect and clear communication. Parent perception remains high, with 91% reporting trusting relationships and 94% affirming welcoming environments. This is mirrored by staff sentiment, where 95% report high satisfaction with teacher-to-family interactions and 90% report positive communication with program leadership. Building Staff Capacity & Relationship Growth The LEA has institutionalized the ""whole family"" approach through the Belonging Committee and Student Services. Data shows 89% of families feel staff are successfully partnering with them. Our personalized learning model remains a core strength; by using interest inventories and strength-finder assessments, teachers move beyond surface-level interactions. This is reinforced by student data, where 86% of students report that adults at school know their names and 84% feel encouraged to work hard, demonstrating that staff capacity for relationship-building translates directly into the student experience. Welcoming Environments & Restorative Culture The implementation of Restorative Practices, supported by dedicated coaching, has solidified a safe and connected environment. Student responses highlight a culture of respect: 87% of students feel adults treat them with respect, and 85% report they can get along with others who are different from them. Furthermore, school safety and anti-bullying efforts are highly effective, with 88% of students stating that adults make it clear bullying is not okay, and 87% confident that adults will help if an issue arises. These metrics underscore our progress in creating a site where families and students feel secure and valued. Two-Way Communication & Targeted Outreach Accessibility is a primary strength, with 97% of families reporting that school communication is understandable. The LEA utilizes ParentSquare, regional ""SPREE"" events, and ""Coffee Chats"" to maintain 2-way dialogue. While 84% of families feel empowered to engage in decision-making bodies (SSC/DELAC), student data suggests an area for continued growth in student agency, as 46% of students feel they have a voice in school activities. Moving forward, the LEA will leverage its strong communication infrastructure to further bridge the gap between parent advocacy and student-led decision-making."|"The LEA will prioritize building a deep sense of belonging by utilizing the Belonging Committee as a central resource for staff and families. Rather than a top-down mandate, the committee will serve as a hub for cultural proficiency, offering insights that help educators celebrate varied cultures, traditions, and rituals. A key focus will be deepening Restorative Practice support across all learning environments to ensure every student and family feels culturally represented and emotionally safe.  To move beyond high satisfaction toward true partnership, the LEA will focus on empowering students and families as co-designers of the educational experience. The school will:  Utilize student-led conferencing, parent/student/teacher conferences, and student goal-setting and tuning meetings. These forums will provide a structured space for families and students to work alongside staff to co-design the learning path and school rules. Our aim is to ensure each student has personalized academic and socio-emotional goals, with regular opportunities to meet and discuss progress, ensuring the ""whole child"" is supported both at home and at school.   Continue to deepen Restorative Practices training providing specific tools and language needed to mirror school conflict-resolution strategies in the school and home setting.  Current data highlights a disparity between adult-to-student respect 87% and peer-to-peer respect 65%.  Involving the families in acquiring these skills and common language will build a more cohesive school community."|Based on the 2026 self-reflection and partner input, the LEA will refine its strategies to engage underrepresented families by moving from broad outreach to data-driven, personalized inclusion. Following the initial rollout, the LEA will fully leverage Branching Minds as a centralized MTSS and SEL data hub. This platform allows support staff to identify the specific needs of underrepresented student groups, including English Learners and students requiring specialized interventions. By using these insights, staff will initiate targeted communication with families, shifting from general updates to data-informed partnerships. This empowers caregivers with specific tools and research-based resources to support their child’s unique learning goals at home.   While 97% of families find communication accessible, the LEA recognizes that true engagement requires cultural resonance.  The school will:   Utilize the Belonging Committee to help staff move beyond standard translations toward culturally proficient engagement that honors the traditions and languages of our diverse community. Enhance support for families of English Learners by deepening the capacity of our specialized staff to act as cultural liaisons, ensuring that welcoming environments (94% positive rating) are felt equally across all demographic subgroups. To address the fact that only 84% of families currently feel they have opportunities to provide input—and specifically to capture the voices of underrepresented groups—the LEA will:   Continue to provide opportunities for student-led conferencing and tuning meetings. These settings 7 provide a structured, low-pressure environment for underrepresented families to co-design personalized learning goals alongside their children and teachers.  Actively monitor and individually recruit for SSC and DELAC participation to ensure these decision-making bodies reflect the actual diversity of our student population.  To improve peer-to-peer respect (currently 65%) and overall school climate, the LEA will continue to focus on Restorative Practices training. and supports. We will provide tools and understanding through ParentSquare and different parent training opportunities. By providing families with the same conflict-resolution tools used by staff, we create a consistent, supportive bridge between the school and home. This shared language fosters a deeper sense of safety and belonging, ensuring that the 87% of students who feel respected by adults see that same level of care reflected in their peer interactions and family-school partnerships.|"A cornerstone of our model is the Personalized Learning Plan (PLP) which ensures that the community is the classroom. We involve families as primary partners in the Mastery Learning cycle, including initial goal setting and ongoing progress monitoring. Currently, 89% of families report that teachers meet with them specifically to discuss student progress and ways to partner for improved outcomes. Furthermore, 90% of parents affirm that they have the necessary resources to support student learning at home, demonstrating that our school-to-home connection is effectively bridging the gap between credentialed teachers and home-based instruction.  The LEA has fully implemented multiple channels to ensure families are informed and empowered.  Accessibility: 97% of families report that school communication is understandable and accessible, ensuring that grade-level standards and expectations are clearly defined. In-Person & Virtual Engagement: Signature events such as Parent Ignite!, regional ""SPREE"" events, and ""Coffee with the Principal"" sessions provide open forums for input and resource sharing. The LEA’s progress is reinforced by a strong internal culture of professional growth. Staff satisfaction remains high, with 95% of teachers reporting positive interactions with families. We develop high-impact partnerships through the use of Branching Minds, which allows staff to share MTSS and SEL data with families to co-create interventions. Currently, 89% of families believe staff are actively improving their capacity to partner with them, a reflection of our ongoing professional development focused on cultural proficiency and collaborative coaching. Survey data is not just collected but is utilized by leadership teams to adjust learning communities. With 85% of students reporting that adults give extra help when they are struggling, the partnership between school staff and families ensures that interventions are timely, personalized, and supported by all educational partners."|Every student will be supported in co-designing academic and socio-emotional goals. We will provide regular opportunities for families and students to meet and discuss progress, ensuring that learning goals are consistently supported in both school and home settings. To move beyond traditional parent-teacher conferences, the LEA will prioritize student-led conferencing and student goal-setting and tuning meetings. These forums will empower students to present their learning to others (currently a growth area at 59%) and involve families as active co-designers of the educational path. By shifting the focus to student agency, we aim to increase the percentage of students who find school interesting and relevant to their future. Building on the successful implementation of Branching Minds, the LEA will focus on using this centralized data source to improve two-way communication with families of underrepresented students and those requiring extra help. With 85% of students reporting that adults give extra help when they are struggling, our goal is to use this platform to offer specific, research-based interventions and resources to caregivers, fostering a stronger partnership in the MTSS process. Our focus remains on the professional development of teachers and leaders to master these specific engagement strategies, ensuring that the partnership between school and home directly results in improved, equitable student outcomes.|The LEA will move beyond general support by fully utilizing Branching Minds and Benchmark as centralized hubs for MTSS and SEL data. These tools allow staff to identify specific achievement gaps and social-emotional needs unique to underrepresented student groups.  By aligning these data points with research-based interventions, staff will co-create Individual Student Plans that provide families with specific, actionable resources to support their child’s progress in both in-person and virtual settings.  The school plans to actively monitor and recruit for SSC and DELAC to ensure that decision-making bodies are representative of our entire school community, providing underrepresented families with a clear pathway to advocate for their students and influence school policy.|"A primary strength is the intentionality of our outreach; 84% of respondents agree the school specifically seeks input from underrepresented groups. This is facilitated through relationships built between staff and families, and  parent groups, ensuring those most impacted by achievement gaps have a seat at the table.  The school's transition to highly accessible communication (97%) ensures that a broad demographic of parents can provide feedback on policies and programs through surveys and open-forum ""Coffee Chats.”   Progress is evident in the shift toward co-designing the educational experience. By involving families in student-led conferences and tuning meetings, the LEA is bridging the gap between providing general feedback and making specific, data-driven decisions regarding student goals and school culture."|"The primary focus area is to move beyond general solicitation of feedback toward a collaborative ""co-design"" model that empowers families, teachers, and administrators to work together in planning, implementing, and evaluating family engagement activities. While 84% of families currently feel encouraged to join advisory groups, we will prioritize diversifying representative governance within the School Site Council and DELAC to ensure typically underrepresented groups are active partners in decision-making. We will also focus on closing the gap in student agency, leveraging the fact that only 46% of students currently feel they have a voice in school activities, by integrating student-led conferencing and tuning meetings into our leadership forums. By utilizing Branching Minds as a transparent data resource, the LEA aims to provide families with the specific insights needed to advocate for their students’ unique needs and collaboratively shape school-wide policies and programs."|The charter staff does an excellent job embracing and welcoming families as partners in education.  We will use those partnerships to seek input from families. We want to shift families from passive observers to active co-designers in the entire educational process.  We will engage underrepresented families by transitioning from providing access to fostering active, data-driven advocacy. We will deepen participation in advisory groups, such as DELAC and School Site Council, by moving beyond standard meeting invitations to a targeted recruitment model that ensures these bodies reflect our diverse student demographics. To remove barriers to entry, we will continue providing culturally responsive, multilingual forums and flexible virtual options. Furthermore, the LEA will utilize Branching Minds as a transparency tool, providing underrepresented families with direct access to their student’s MTSS and SEL data. This ensures that when families participate in decision-making, they are equipped with the specific insights needed to collaborate with leadership on high-quality curriculum and academic interventions.  We will continue to implement student-led conferencing and tuning meetings, which offer underrepresented families a structured, low-pressure environment to shape personalized learning goals and school policies alongside their children. These efforts are complemented by expanded parent education workshops that focus not only on navigating school systems but also on empowering caregivers as primary stakeholders in the mastery learning cycle. By combining proactive, multilingual communication with these opportunities for direct academic influence, the LEA aims to build the trust and agency necessary for underrepresented families to become permanent partners in the school’s decision-making framework.|5|5|5|5|5|4|5|5|4|5|5|5|Met||2026-06-11|2026
36103630165258|Scholarship Prep - San Bernardino County|3|Scholarship Prep’s relationship-centered approach is a strength in building strong partnerships between school staff and families. Based on educational partner feedback and local data, families generally feel welcomed, informed, and connected to the school community.  Scholarship Prep has made progress in strengthening relationships through regular communication, family events, student-led conferences, family education opportunities, and advisory groups. Families have multiple ways to engage in school life through School Site Council (SSC), English Learner Advisory Committee (ELAC), PEP Squad, surveys, and school events. Scholarship Prep has also expanded opportunities for participation by offering flexible meeting times, virtual attendance options, and multiple ways for families to communicate with staff.  Feedback from families shows that strong relationships and open communication continue to be important strengths. Staff work to build trust with families and maintain regular communication to support student success.|A focus area for improvement is continuing to strengthen two-way relationships with families and increasing engagement from families who may face barriers to participation. While Scholarship Prep has strong family engagement systems, there is an opportunity to increase participation and ensure all families feel connected and heard.  Scholarship Prep will continue to strengthen staff practices for building relationships with families from different backgrounds and experiences. SP will focus on improving communication, increasing opportunities for family input, and making participation more accessible. Additional efforts will include increasing family involvement in advisory groups and school decision-making opportunities.|Scholarship Prep will continue to improve engagement of underrepresented families through intentional outreach and increased opportunities for participation. Based on educational partner input and self-reflection, we recognize the importance of reducing barriers that may limit family involvement.  To improve engagement, Scholarship Prep will continue offering flexible meeting times, virtual participation options, translation and interpretation support, and culturally responsive family engagement opportunities. School staff will also use direct outreach, including phone calls and individual follow-up, to encourage participation and strengthen relationships with families who may be less connected to school systems.  Scholarship Prep will continue using surveys, conferences, ELAC, SSC, PEP Squad, and other engagement opportunities to gather family input and ensure all families have opportunities to participate in school decisions and support student success.|Scholarship Prep believes strong student outcomes are built through strong partnerships with families. Based on educational partner input and local data, a key strength is the ongoing partnership between school staff and families to support academic progress, attendance, school engagement, and overall student success.  Scholarship Prep has made progress in strengthening these partnerships through regular communication, student-led conferences, family meetings, Math and ELA family nights, and opportunities for families to better understand how to support learning at home. Families are regularly informed about student progress and are encouraged to partner with school staff to address student needs and celebrate successes.  We also provide opportunities for family participation through School Site Council (SSC), English Learner Advisory Committee (ELAC), PEP Squad, and family surveys. Educational partner feedback continues to show that families value being included in their child’s educational experience and appreciate opportunities to learn more about academics, school supports, and student progress.|A focus area for improvement is increasing access to family learning opportunities and ensuring more families can participate in supports related to student success. While Scholarship Prep offers a variety of family engagement opportunities, educational partner input shows there is an opportunity to make these supports more accessible for families who are unable to attend events in person or participate in live virtual meetings.  Scholarship Prep will continue strengthening partnerships for student outcomes by expanding family education opportunities and improving access to academic support resources. SP will continue offering events such as Math and ELA family nights while also developing asynchronous trainings and recorded resources that families can access on their own schedule. This will help ensure families have access to tools and information to support student learning regardless of scheduling barriers.|Scholarship Prep will continue improving engagement of underrepresented families by reducing barriers to participation and increasing access to information about student learning and school supports. Based on educational partner input and self-reflection, we recognize that some families may face barriers related to work schedules, transportation, language, or prior experiences with school systems.  To improve engagement, Scholarship Prep will continue offering flexible meeting times, virtual participation options, translation and interpretation support, and direct outreach from school staff. SP will also develop asynchronous family trainings and recorded academic workshops, including Math and ELA support resources, so families can engage at times that work best for them.  Scholarship Prep will continue using family surveys, conferences, ELAC, SSC, PEP Squad, and other engagement opportunities to gather feedback and strengthen partnerships that support student success.|Scholarship Prep values family voice and has made strong progress in creating opportunities for educational partners to provide input on school decisions. Based on educational partner feedback and local data, a key strength is the variety of ways families can share feedback and engage with school leadership.  Families regularly provide input through School Site Council (SSC), English Learner Advisory Committee (ELAC), PEP Squad, family surveys, conferences, and school events. Scholarship Prep has also seen success with informal opportunities for feedback, including Coffee with Admin, which has helped strengthen relationships between families and school leaders while creating a welcoming space for questions, ideas, and discussion.  Educational partner input is used to help inform school priorities, family engagement efforts, and school improvement planning. Scholarship Prep continues to make progress in ensuring families have multiple ways to provide feedback and stay connected to school decision-making.|A focus area for improvement is increasing participation in family leadership and advisory opportunities while strengthening the effectiveness of existing structures for feedback and decision-making. While Scholarship Prep has strong systems for gathering input, educational partner reflection shows there is an opportunity to increase participation and engagement in some advisory groups.  SP will focus on increasing participation in PEP Squad and strengthening the effectiveness of School Site Council (SSC) meetings to ensure families feel informed, engaged, and able to meaningfully contribute to school decisions. Scholarship Prep will continue working to make meetings more engaging, relevant, and accessible while improving communication about opportunities for involvement and leadership.|Scholarship Prep will continue improving engagement of underrepresented families by reducing barriers to participation and increasing opportunities for families to share input in ways that feel accessible and meaningful. Based on educational partner input and self-reflection, the LEA recognizes that some families may not participate due to scheduling challenges, language barriers, or previous experiences with school systems.  To improve engagement, Scholarship Prep will continue offering flexible meeting times, virtual participation options, translation and interpretation support, direct outreach, and multiple ways for families to provide feedback. School staff will intentionally encourage participation from families who have historically been underrepresented in school leadership opportunities and advisory groups.  We will continue using Coffee with Admin, surveys, ELAC, SSC, PEP Squad, and other family engagement opportunities to ensure all families have a voice in school decision-making.|3|3|3|3|3|3|3|3|3|3|3|3|Met||2026-06-18|2026
36103633630761|Excelsior Charter|3|Excelsior Charter Schools has developed a culture of accessibility and responsiveness that supports strong relationships between staff and families across all sites. Educational partner feedback and local data indicate that families consistently report positive interactions with teachers and staff, particularly in areas related to communication, support, and responsiveness to student needs.  The LEA has implemented consistent communication expectations, including regular progress updates, conferences, and ongoing outreach, which contribute to relationship continuity. Staff are trained to maintain proactive communication with families, ensuring that concerns are addressed early and that families remain informed of student progress.  Survey results reflect that families feel comfortable reaching out to school staff and perceive staff as approachable and supportive. The LEA has also made progress in standardizing communication practices across sites, helping to ensure that families experience consistent levels of engagement regardless of location.  Overall, the LEA’s progress is demonstrated through the establishment of reliable, two-way communication practices that support trust and collaboration between school staff and families.|While overall feedback reflects positive relationships, analysis of local data indicates variability in the strength of relationships experienced by families across different sites and student groups. Some families report less frequent communication or lower levels of connection to school staff, suggesting inconsistencies in how relationship-building practices are implemented.  The LEA has identified a need to strengthen the quality and consistency of interactions, particularly beyond academic updates, to ensure that relationships are not solely transactional but also supportive and engagement-focused. There is also an opportunity to improve how staff initiate and sustain relationships with families who may be less responsive to traditional communication methods.  Additionally, data suggests that while communication occurs regularly, it may not always result in a deeper sense of connection or partnership for all families. The LEA will focus on improving the effectiveness of communication to ensure it builds trust and fosters ongoing collaboration.|Excelsior Charter Schools will implement more intentional, relationship-centered strategies to engage families who have been identified as underrepresented in the self-reflection process. The LEA will move beyond general outreach and focus on sustained, personalized engagement efforts designed to build trust over time.  Staff will prioritize consistent points of contact for families, ensuring continuity in communication and relationship development. Targeted outreach will include proactive check-ins, individualized communication plans, and increased opportunities for direct interaction with staff.  To ensure effectiveness, the LEA will monitor engagement patterns and adjust strategies based on participation and feedback. These efforts are intended to create stronger, more durable relationships with families who have historically been less connected, ensuring they are fully included as partners in their student’s education.|Excelsior Charter Schools has made measurable progress in developing partnerships that directly support student outcomes by aligning family engagement with academic and programmatic goals. Educational partner input and local data show that the LEA effectively connects families to student learning through structured touchpoints such as progress reviews, goal-setting conferences, and program-specific communication.  The LEA has strengthened its ability to link family engagement to student success by integrating communication about academic expectations, graduation progress, and available supports into regular interactions. Families are provided with timely information regarding student performance, intervention opportunities, and college and career pathways, allowing them to actively support their student’s progress.  Across sites, systems have been implemented to ensure that engagement efforts are connected to measurable outcomes, including attendance, course completion, and credit attainment. Feedback indicates that families feel informed about their student’s academic status and understand how to access resources.  Overall, the LEA demonstrates progress in moving beyond general engagement toward purposeful partnerships that contribute to improved student achievement and progress toward graduation.|Analysis of educational partner input and local data indicates a need to strengthen the alignment between family engagement and student outcomes for all student groups. While families are informed about student progress, there is variability in the extent to which engagement translates into sustained academic support at home.  The LEA has identified an opportunity to deepen family understanding of how to effectively support student learning, particularly in relation to academic interventions, credit recovery, and long-term planning. Some families report needing clearer guidance on how to navigate available programs and supports.  Additionally, participation in outcome-focused engagement opportunities, such as conferences or academic planning discussions, is not consistent across all student groups. This limits the LEA’s ability to ensure that all families are equally equipped to support student success.  The LEA will focus on strengthening the connection between engagement efforts and measurable student outcomes by improving clarity, consistency, and accessibility of information provided to families.|Excelsior Charter Schools will implement targeted strategies to ensure underrepresented families are more fully engaged in supporting student outcomes. The LEA will focus on increasing participation in outcome-driven activities such as academic planning, progress monitoring, and intervention discussions.  Staff will provide more structured guidance to families on how to support their student’s academic progress, including clearer explanations of course requirements, available supports, and postsecondary pathways. Outreach efforts will be tailored to ensure that families who have not consistently engaged in these processes receive additional support and follow-up.  The LEA will also improve accessibility by simplifying communication, expanding language supports, and offering flexible opportunities for participation. Efforts will include more direct assistance in navigating school systems and understanding student data.  To monitor effectiveness, the LEA will track participation and outcomes across student groups and adjust strategies as needed. These actions are designed to ensure that all families, particularly those previously underrepresented, are actively engaged as partners in supporting student achievement and long-term success.|Excelsior Charter Schools has established structured and replicable processes for collecting educational partner input to inform decision-making. The LEA utilizes formal tools such as LCAP surveys, stakeholder meetings, advisory groups, and site-level feedback processes that are aligned to planning timelines and compliance requirements.  Educational partner input is systematically collected across multiple points in the year and is reviewed in conjunction with local performance data, including academic outcomes, attendance, and program participation. The LEA has made progress in standardizing these practices across sites, ensuring that input collection is consistent and aligned to key decision-making cycles, including LCAP development and program evaluation.  Data systems are used to aggregate and organize feedback, allowing leadership to identify trends and common themes across student groups and sites. This structured approach supports more data-informed decisions related to resource allocation, program design, and student supports.  Overall, the LEA demonstrates strength in maintaining organized, compliant systems for gathering and incorporating input into decision-making processes.|Analysis of educational partner input and local data indicates a need to strengthen the representativeness and depth of input collected through formal processes. While systems are in place, participation rates in structured feedback opportunities, such as surveys and advisory meetings, vary across student groups and sites.  The LEA has identified an opportunity to improve how input is analyzed and applied, particularly in ensuring that disaggregated data is consistently used to inform decisions. In some cases, feedback is collected but not fully leveraged to drive targeted actions or clearly documented in decision-making processes.  Additionally, there is a need to enhance transparency by more clearly communicating how input results in specific changes or decisions. Educational partners have indicated a desire for more visibility into how their feedback influences outcomes.  The LEA will focus on strengthening data analysis practices, increasing participation in formal input systems, and improving documentation to ensure that input is both representative and actionable.|Excelsior Charter Schools will implement targeted strategies to increase participation of underrepresented families in formal decision-making processes. The LEA will analyze participation data to identify gaps in representation across surveys, meetings, and advisory opportunities.  To address these gaps, the LEA will expand outreach efforts specifically tied to input collection activities, including direct invitations, follow-up communication, and simplified access to surveys and feedback tools. Additional supports, such as translation services and alternative response formats, will be provided to reduce barriers to participation.  The LEA will also incorporate multiple methods for collecting input, allowing families to provide feedback through formats that are more accessible and convenient. Efforts will be made to ensure that input from underrepresented families is included in data analysis and reflected in decision-making processes.  Progress will be monitored through participation metrics and disaggregated data to ensure improved representation over time. These actions are intended to strengthen the inclusivity and reliability of input used to guide LEA decisions.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-23|2026
36103636111918|Desert Trails Preparatory Academy|3|Based on educational partner feedback, families report positive relationships with school staff and appreciate the consistent communication regarding their scholars' academic, behavioral, and social-emotional progress. Parents indicate that teachers and staff are welcoming, responsive, and genuinely care about the well-being and success of every scholar. The school provides multiple avenues for two-way communication, including SchoolStatus, phone calls, emails, parent-teacher conferences, monthly Donuts with the Directors meetings, monthly calendars, and the OneCall notification system. Families also value opportunities to participate in school events such as the Harvest Festival, music performances, awards ceremonies, Reading nights, family engagement activities, and volunteer opportunities. Educational partners report that the school's social-emotional learning supports contribute to a positive, safe, and respectful learning environment where scholars feel supported.|Desert Trails Preparatory Academy continues to use educational partner feedback, survey results, and student achievement data to strengthen school programs and family engagement. The school will continue expanding parent education opportunities focused on literacy, mathematics, attendance, ELPAC proficiency, academic expectations, and strategies families can use to support learning at home. Additional efforts will focus on increasing participation among families who have historically attended school events less frequently by offering flexible meeting times, multilingual communication, virtual participation options when appropriate, and increased outreach to English Learner families and families of students with disabilities. The school will continue monitoring family participation data to ensure all educational partners have meaningful opportunities to engage in school improvement efforts.|Desert Trails Preparatory Academy will continue implementing intentional outreach to ensure all families have equitable opportunities to participate in school activities and decision-making. Communication will continue to be provided in families' home languages whenever possible, with interpretation available during meetings and conferences. The school will continue offering parent workshops focused on supporting scholar achievement, understanding assessment results, PBIS expectations, social-emotional learning, and English Learner progress. Staff will continue personal outreach through phone calls, SchoolStatus, conferences, and family meetings to strengthen partnerships with families of English Learners, students with disabilities, and other underrepresented groups.|Educational partners report that Desert Trails Preparatory Academy provides a high-quality educational program supported by consistent communication between home and school. Parents indicate they receive timely information regarding scholar progress through progress reports, report cards, conferences, SchoolStatus, classroom communication, and assessment results. Families appreciate the school's academic interventions, enrichment opportunities, and commitment to ensuring scholars receive individualized support. Educational partners recognize that teachers work collaboratively with families to establish academic goals and provide strategies to reinforce learning at home.|Desert Trails Preparatory Academy will continue strengthening partnerships between school and home by increasing opportunities for families to understand state assessments, local assessments, ELPAC results, intervention supports, and curriculum expectations. Parent workshops will continue to provide families with practical strategies for supporting reading, mathematics, attendance, and social-emotional development. The school will also continue expanding opportunities for families to participate in academic events and school improvement activities.|The school will continue providing quarterly academic updates, assessment information, and individualized progress reports for scholars requiring additional support. Families will continue to participate in parent-teacher conferences twice annually, with additional meetings scheduled as needed. English Learner families and families of students with disabilities will receive individualized support to better understand academic progress, intervention services, and available educational resources. Staff will continue maintaining ongoing communication to ensure families remain active partners in supporting scholar success.|Educational partner feedback indicates that Desert Trails Preparatory Academy provides multiple meaningful opportunities for families to participate in school decision-making. Parents contribute through annual surveys, Donuts with the Directors meetings, parent conferences, and school activities.|The school will continue expanding opportunities for educational partners to participate in advisory groups, surveys, school committees, and improvement planning. Additional efforts will focus on increasing participation from families who have traditionally been underrepresented by providing multilingual communication, flexible meeting schedules, and increased outreach.|Desert Trails Preparatory Academy will continue collecting educational partner input throughout the school year using surveys, parent meetings, and ongoing communication with families. Parent participation opportunities will continue to expand through workshops, family engagement events, and school committees. The school will actively seek feedback from underrepresented groups to ensure all families have an opportunity to contribute to school improvement efforts.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-25|2026
36675870000000|Adelanto Elementary|3|Adelanto Elementary School District demonstrates a strong commitment to building positive and meaningful relationships between school staff and families through effective communication, inclusive engagement opportunities, and ongoing efforts to understand and respond to the diverse needs of its school community. A key strength of the district is its focus on developing the capacity of administrators, teachers, and classified staff to build trusting and respectful relationships with families, ensuring that systems and practices are in place to support meaningful family engagement and collaboration.  The district provides a variety of opportunities for family involvement and learning, including Parent-Teacher Student Associations (PTSAs), ESL workshops, GED classes, social-emotional learning classes for parents, Zumba classes, family nights, and participation in advisory committees. These efforts have contributed to increased parent engagement and participation across the district. Through ongoing communication using multiple platforms, translation services, and opportunities for family feedback and involvement in decision-making, the district has strengthened partnerships between schools and families, resulting in increased engagement, improved communication, and a shared responsibility for student success. The district will continue to build on this progress by promoting active participation in school events, educational programs, and decision-making processes.|Based on educational partner feedback and local data, Adelanto Elementary School District's focus area for improvement is strengthening meaningful and consistent relationships between school staff and families, particularly with underserved and underrepresented groups. While the district has multiple communication channels and family engagement opportunities in place, feedback indicates that some families would like more personalized communication, including phone calls, text reminders, and direct outreach from school staff.  The district will continue to improve family engagement by increasing culturally responsive outreach efforts, expanding translation and interpretation services, and exploring additional bilingual support staff to strengthen connections with families. Efforts will also focus on standardizing outreach practices across schools to ensure families receive consistent information and opportunities for involvement. Additionally, the district seeks to increase participation in school governance and decision-making processes by providing flexible meeting options, reducing barriers to participation, and creating more opportunities for meaningful engagement. Ongoing professional development for staff on effective family engagement strategies and cultural responsiveness will further support the district's goal of building trusting partnerships that contribute to improved student outcomes.|Based on educational partner feedback and local data, Adelanto Elementary School District will continue to strengthen engagement with underrepresented families by implementing targeted outreach efforts and increasing opportunities for meaningful participation. All parents including parents of English Learners, Foster Youth, and low-income students will be invited to participate in a Welcome Back to School event where they will receive important school and community resource information. These outreach efforts are intended to foster trusting relationships, increase family engagement, and strengthen connections between families and the school community. The district will expand personalized communication through ParentSquare, phone calls, text messages, social media, and translation services to ensure families receive timely and accessible information. Efforts will focus on building trusting relationships through culturally responsive practices, family workshops, advisory committees, and partnerships with community organizations. The district will also provide flexible opportunities for involvement, strengthen parent leadership opportunities, and continue professional learning for staff on effective family engagement strategies and cultural responsiveness. These efforts are intended to ensure all families feel welcomed, valued, and empowered to actively participate in their children's education and school community.|The Adelanto Elementary School District's strengths include fostering meaningful partnerships with families and community members to support positive student outcomes. Feedback from parents, staff, students, and community partners indicates that the district has increased opportunities for engagement through advisory committees, family workshops, school events, and ongoing communication efforts. Participation in district and school-level committees has provided families with opportunities to contribute to decision-making processes and provide input on programs and services that support student success.  The district has made progress in building the capacity of both staff and families to engage as partners in education. Professional development has been provided to administrators, staff, and committee leaders on conducting effective committee meetings and facilitating meaningful educational partner engagement. These efforts have strengthened parent and community partnerships by improving communication, increasing opportunities for collaboration, and supporting shared decision-making. Additionally, families continue to receive information and resources to support student learning, understand their educational rights, and participate actively in their children's education. Local data and educational partner feedback indicate that these efforts have contributed to stronger relationships between schools, families, and the community, supporting improved outcomes for students.|The Adelanto Elementary School District (AESD) is committed to a focused on improvements to further strengthen family engagement by increasing access to information, resources, and meaningful participation opportunities for all families. While parent meetings have provided information and resources to support student outcomes, including services and supports available to foster youth, students experiencing homelessness, and other student groups, educational partner feedback indicates a need to expand access and communication for families whose primary language is not English.  To address this need, Adelanto Elementary School District will expand translation and interpretation services across school events, meetings, and communications to reduce language and access barriers. The district will also continue to strengthen family-school partnerships by providing culturally responsive staff and liaisons who can offer real-time support, connect families to resources, and assist them in navigating school systems and services. These efforts are intended to increase family participation, improve communication, and ensure that all families have equitable opportunities to engage in and support their students' educational success.|Adelanto Elementary School District (AESD) will continue to strengthen engagement efforts for underrepresented families, including families of Foster Youth, English Learners, students with disabilities, and low-income students. AESD has demonstrated progress in fostering a culture of inclusive decision-making by actively seeking input from families whose voices have historically been underrepresented in district planning and decision-making processes.  To increase participation and engagement, district and school staff have conducted personal outreach through phone calls to families, providing information about upcoming meetings, surveys, and opportunities to participate. Translators have personally communicated with families in their primary language to explain the purpose of meetings, the importance of their attendance, and the value of their feedback in shaping district programs and services. Additionally, surveys have been provided in both digital and paper formats to increase accessibility and accommodate family preferences.  Moving forward, AESD will continue to expand targeted outreach efforts, provide language supports and interpretation services, and remove barriers to participation to ensure all families have equitable opportunities to engage in decision-making and support improved student outcomes. These efforts will help strengthen partnerships between schools, families, and the community while ensuring that the perspectives of underrepresented groups are reflected in district planning and continuous improvement efforts.|The Adelanto Elementary School District's (AESD) strengths include fostering meaningful partnerships with families and community members to support positive student outcomes. A key strength identified through the self-reflection process is the district's commitment to personalized communication and intentional outreach to families. AESD has implemented targeted engagement strategies, including personal phone calls, individualized invitations, and direct communication in families' primary languages to encourage participation in meetings, surveys, and decision-making opportunities. These efforts have helped build trust, increase awareness of district initiatives, and strengthen relationships with underrepresented families, resulting in more meaningful engagement and educational partner input.  Feedback from parents, staff, students, and community partners indicates that the district has expanded opportunities for involvement through advisory committees, family workshops, school events, and ongoing two-way communication. Participation in district- and school-level committees has provided families with meaningful opportunities to contribute to decision-making processes and provide input on programs, services, and initiatives that support student achievement and well-being. Through these efforts, AESD continues to strengthen collaboration among schools, families, and the community to promote student success.  The district has made progress in building the capacity of both staff and families to engage as partners in education. Professional development has been provided to administrators, staff, and committee leaders on conducting effective committee meetings and facilitating meaningful educational partner engagement. These efforts have strengthened parent and community partnerships by improving communication, increasing opportunities for collaboration, and supporting shared decision-making. Additionally, families continue to receive information and resources to support student learning, understand their educational rights, and participate actively in their children's education. Local data and educational partner feedback indicate that these efforts have contributed to stronger relationships between schools, families, and the community, supporting improved outcomes for students.|The Adelanto Elementary School District (AESD) has identified opportunities to further strengthen how educational partner input is gathered and incorporated into district and school decision-making processes. Based on the analysis of educational partner feedback and local data, a key focus area for improvement is increasing meaningful family engagement and participation among all educational partner groups.  Survey results indicate that families highly value personalized communication and relationship-building efforts. While families appreciate ParentSquare and other digital communication tools, many expressed a preference for direct communication through personal phone calls, text messages, and in-person interactions. Families shared that these personalized approaches help them feel more connected, informed, and valued as partners in their children's education.  To address this area of improvement, site administrators will continue to prioritize personalized outreach by making phone calls, engaging in direct communication, and building authentic relationships with parents and families. The district will continue to provide translators and interpretation services during meetings, events, and communications to ensure families can fully participate in discussions and decision-making processes in their preferred language. These efforts are intended to increase participation in surveys, advisory committees, school events, and district decision-making processes by ensuring families feel welcomed, informed, and empowered to share their perspectives. The district will also continue to expand opportunities for educational partners to provide feedback and will use that input to inform district and school-level planning, programs, and services that support student success.  Professional development will play an important role in advancing this work. AESD will provide ongoing training for administrators, staff, and committee leaders on authentic stakeholder engagement, effective communication practices, and strategies for fostering inclusive participation. These efforts will strengthen the district's capacity to create welcoming environments where all voices are heard, valued, and meaningfully integrated into decision-making processes that support improved student outcomes.|The Adelanto Elementary School District (AESD) will improve engagement of underrepresented families by continuing personalized outreach efforts, including phone calls, text messages, and direct communication from school staff and administrators. The district will provide translation and interpretation services to reduce language barriers and ensure all families can participate meaningfully in meetings, surveys, and decision-making opportunities.  The Adelanto Elementary School District will also expand opportunities for feedback and continue building authentic relationships with families to increase participation from English Learners, Foster Youth, low-income families, students with disabilities, and African American students, ensuring their voices are represented in district and school planning processes. In addition, the district will increase parent programs throughout the school year to provide ongoing opportunities for engagement, learning, and connection to school communities. Regular feedback mechanisms, including surveys, focus groups, and feedback sessions, will target underrepresented families to gather their input on school policies, programs, and engagement practices. This feedback will inform ongoing adjustments and improvements to better support families and strengthen engagement practices.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-23|2026
36675870128462|Taylion High Desert Academy/Adelanto|3|During the 2025–26 school year, Taylion High Desert Academy continued to prioritize strong collaborative  relationships with families, recognizing that meaningful school-family partnerships positively impact student learning,  engagement, and achievement. Family engagement remained a central focus throughout the year, beginning with  outreach efforts that included welcome letters, orientation meetings, and enrollment conferences designed to  establish positive connections and support student success from the outset.    Throughout the school year, families participating in both homeschool and independent study programs were  provided with multiple formal and informal opportunities to communicate with teachers regarding their child's  academic progress, strengths, and areas for growth. To ensure accessibility and meaningful participation, meetings  and written communications were translated when needed to meet the linguistic needs of families.    The school also continued to foster family involvement through a variety of educational and community-building  events. Families participated in activities such as Back-to-School events, seasonal celebrations, educational field  trips, community outings, park days, and other school-sponsored gatherings that promoted student engagement and  strengthened connections among students, families, and staff. These events provided valuable opportunities for  family input and helped cultivate a strong sense of community within the school.    Communication with families remained consistent and multifaceted throughout the year. Monthly school newsletters  highlighted upcoming events, student accomplishments, academic information, and important school updates.  Administrators, teachers, and support staff regularly utilized Remind, email, and phone calls to share timely  information, provide reminders, celebrate student successes, and offer resources related to social-emotional  wellness, college and career readiness, academic support, and school activities. These ongoing communication  efforts helped ensure that families remained informed, engaged, and connected to their students' educational  experiences.|Taylion Academy has continued to make meaningful efforts to build and strengthen partnerships with parents and  guardians in support of positive student outcomes. Throughout the 2025–26 school year, the school provided  multiple opportunities for family engagement through awards ceremonies, family events, educational activities, and  community-building gatherings. These events encouraged collaboration among students, families, and staff and  helped foster a welcoming school culture.    While these efforts have contributed to increased family participation and stronger connections between home and  school, school leaders have identified relationship-building and two-way communication as ongoing areas for growth.  Feedback from families and staff suggests that increasing opportunities for meaningful dialogue, gathering more  frequent family input, and creating additional avenues for participation will further strengthen trust and engagement  among educational partners. As a result, Taylion Academy plans to expand its family engagement efforts during the upcoming school year by  implementing more targeted and in-depth family surveys, increasing opportunities for parent feedback through  meetings, and enhancing communication practices to ensure families feel informed, valued, and connected to the  school community. The school will also continue to provide a variety of family-centered events designed to promote  positive relationships between school staff and families while supporting student success. These improvement efforts  will focus on developing stronger partnerships that encourage shared responsibility for student learning and well being.|Based on the self-reflection process, Taylion High Desert Academy will continue implementing targeted strategies to  increase engagement and strengthen relationships with underrepresented families. The school will further enhance  its website and family communication platforms to ensure that enrollment information, school resources, and  important communications are accessible, user-friendly, and available to all families. Efforts will continue to remove  barriers that may limit family participation and access to school programs and services.    To better support English Learner families and families whose primary language is not English, Taylion will continue  prioritizing the recruitment and retention of bilingual staff and ensuring translation services are available during  meetings, school events, and written communications. These efforts are intended to promote meaningful  participation and foster stronger connections between families and school staff.    In addition, the school will expand opportunities for family involvement by offering a variety of educational events,  workshops, community activities, and field trips designed to meet the diverse interests and needs of students and  their families. Family surveys, feedback opportunities, and direct outreach efforts will be utilized to better understand  the perspectives of underrepresented families and to inform future engagement practices.    Through these efforts, Taylion High Desert Academy aims to create a more inclusive environment where all families  feel welcomed, valued, and empowered as active partners in their children's education. Strengthening relationships  between school staff and families will remain a key focus area as the school works to improve student outcomes and  build a stronger school community.|Taylion High Desert Academy's current strengths in building partnerships for student outcomes include its strong  commitment to maintaining open communication and meaningful collaboration with families. Throughout the 2025–26  school year, families were provided with numerous opportunities to engage with educators and school staff through  orientations, parent-teacher conferences, Back-to-School events, monthly homeschool meetings, IEP meetings, and  various school-sponsored activities. Staff across all school sites continued to foster welcoming and supportive  environments where families felt valued as important partners in their children's education.    The school made continued progress in strengthening family engagement by utilizing multiple communication  methods, including phone calls, emails, monthly newsletters, and the Remind platform, to keep families informed and  connected. Homeschool families remained actively involved in educational planning and provided input regarding  curriculum and enrichment opportunities. Additionally, translation services were made available when needed to  ensure all families could fully participate in school programs and decision-making processes.    Taylion also continued to celebrate student achievement and family involvement through awards ceremonies,  promotion events, and graduation celebrations. These efforts have contributed to positive relationships between  school staff and families and have reinforced a collaborative approach focused on supporting student success and  academic growth.|Taylion High Desert Academy's focus for improvement in building partnerships for student outcomes is to strengthen  collaboration with families and community partners while increasing opportunities for meaningful engagement. During  the upcoming school year, the school will continue to expand relationships with local organizations and community  resources that support student learning, college and career readiness, and social-emotional development.  Additionally, Taylion will seek to increase family participation in school activities, feedback opportunities, and  educational events to ensure that parents and guardians remain active partners in supporting student success.  Through these efforts, the school aims to further connect students and families to their local community while  fostering a shared commitment to positive student outcomes.|To improve engagement of underrepresented families, Taylion High Desert Academy will continue to actively seek  feedback through family surveys, direct outreach, and participation opportunities designed to ensure all voices are  represented. Building on the success of culturally inclusive events held during the 2025–26 school year, the school  will continue to provide activities and celebrations that recognize and honor the diverse backgrounds, cultures, and  experiences of its students and families. These events help foster a sense of belonging and strengthen connections  between families and the school community.    During the 2026–27 school year, Taylion will expand efforts to gather meaningful input from underrepresented  families through targeted surveys, family engagement activities, and ongoing communication opportunities. The  school will use this feedback to inform decision-making, improve programs and services, and strengthen  partnerships that support positive student outcomes for all students.|Taylion High Desert Academy's current strengths in seeking input for decision-making include its commitment to  engaging a broad range of educational partners in meaningful discussions about school improvement and student  success. During the 2025–26 school year, teachers, students, parents, administrators, board members, and  community partners continued to provide valuable feedback through Board meetings, staff meetings, student  leadership activities, surveys, and other stakeholder engagement opportunities. Parent and family input remained an  important component of the school's ongoing review of goals, programs, and services.    The school also continued to benefit from collaboration with key external partners, including its local SELPA,  workforce development organizations, local school districts, county education agencies, community organizations,  and health service providers. Feedback gathered through WASC review, parent/guardian input, and community partnership meetings helped inform school planning and continuous improvement efforts. These collaborative  practices have strengthened Taylion's ability to make informed decisions that support student achievement,  engagement, and overall well-being.|Taylion High Desert Academy's focus for improvement in seeking input for decision-making is to increase the  consistency and effectiveness of stakeholder engagement processes. During the 2026–27 school year, the school  will implement a more structured schedule for gathering feedback from educational partners, including students,  families, staff, community partners, and board members. Special attention will be given to increasing participation  from underrepresented groups to ensure that a diverse range of perspectives is reflected in school planning and  decision-making. The school will utilize surveys, meetings, and other feedback opportunities to inform the  development and continuous improvement of school programs, services, and events. Through these efforts, Taylion  aims to strengthen stakeholder voice and promote more inclusive and informed decision-making practices.|To improve engagement of underrepresented families in relation to seeking input for decision-making, Taylion High  Desert Academy leadership will continue to collaborate with the counseling department, Learning Center  Coordinators, lead teachers, and additional staff to identify and implement strategies that strengthen family voice and  participation in school decisions. During the 2026–27 school year, the school will expand structured opportunities for  families to provide input on school policies, programs, and services through general parent meetings, targeted  surveys, and school events.    In addition, Taylion will place greater emphasis on intentionally reaching out to underrepresented families to  encourage participation and ensure their perspectives are included in decision-making processes. The feedback  gathered will be systematically reviewed and used to guide school planning and improvement efforts, with the goal of  creating more responsive and inclusive practices that support meaningful family engagement in students’ education.|5|5|4|4|4|5|5|4|4|4|4|5|Met||2026-06-29|2026
36675950000000|Alta Loma Elementary|3|The Alta Loma School District (ALSD) has a longstanding tradition of strong partnerships with families, local businesses, and faith-based organizations. District and school sites offer multiple opportunities for family engagement and student recognition, including parent involvement events, social media highlights, Back to School Night, Coffee with the Principal, parent-teacher conferences, and Open House. Nine school sites benefit from active Parent Teacher Associations (PTAs), while one site partners with a Parent Faculty Student Association (PFSA). These organizations play a vital role in building community connections by coordinating fundraisers and organizing student and family events throughout the year. They also actively pursue partnerships with local businesses and community members to support school initiatives. During the summer, ALSD expands learning opportunities through a summer enrichment program.  This summer program is available to all students and collaborates with local agencies to provide enrichment activities such as art, dance, world language, sports and music.  To support families facing financial hardship, The District provides various support programs and community resources. For example, our summer program is available at no charge for families who qualify under state requirements.  Additionally, the District provides parental and community support through our District liaison and each of our Title 1 schools have parent ambassadors. The District also operates a year-round Parent Resource Center. The center is stocked with necessities, clothing and food donations and serves as a hub for connecting families to essential services. Additionally, ALSD partners with community groups and nonprofit organizations to provide access to food banks, shelters, clothing closets, health services, and transportation. For example, at the start of the school year the District partners with the Rotary Club to provide shoes and socks to students in need and during the winter holidays, the District provides these families an opportunity to receive clothing, Christmas gifts for students and other essential items.|Based on input from educational partners and analysis of local engagement data, the Alta Loma School District (ALSD) has identified strengthening relationships between school staff and families as a key area for continued growth. While a variety of opportunities for family engagement currently exist, feedback indicates a need to expand two-way communication and increase participation among underrepresented families.  To address this, ALSD will enhance relationship-building efforts through expanded outreach and communication strategies, including the Superintendent’s Weekly Newsletter, Board meeting highlights, the Superintendent’s Community Cabinet, the Parent Leader Group, the LCAP Advisory Committee, District English Learner Advisory Committee (DELAC), State of the District events, the Student Advisory, and the Family Engagement Series and other parent forums for for student groups such as Foster Youth and African-American families. These platforms will be used to strengthen trust, relationships, transparency, and invite parental input.  At the site level, staff will focus on deepening connections with families through increased engagement in events such as Back to School Night, School Site Council meetings, Coffee with the Principal, parent conferences, parent meetings, Family Nights, and PTA/PFSA activities. To support Title I communities specifically, the District will continue to provide trained parent ambassadors who assist families in navigating resources and fostering school-home partnerships.|Based on the analysis of educational partner input and local data gathered through the self-reflection process, the Alta Loma School District (ALSD) has identified the need to improve engagement among underrepresented families as a priority in building stronger school-family relationships. The District’s goal is to ensure that all families feel welcomed, valued, and connected to their school community.  To address this, ALSD will continue to offer both in-person and virtual engagement opportunities and ensure that communication delivered through email, text, and school platforms is accessible and inclusive. The District will regularly review state and local data, as well as direct feedback from families, to identify participation gaps or emerging needs. When trends or barriers are identified, staff will make timely adjustments to engagement strategies and support.  At the site level, schools are expected to analyze local engagement data and take intentional steps to personally invite underrepresented families to participate in school activities, meetings, and advisory forums. PTAs and PFSAs will continue to support this effort by broadening outreach and ensuring that school events are inclusive, culturally responsive, and accessible to all families.|The Alta Loma School District (ALSD) and the community have a long-standing history of working together to provide high quality educational environments for all students at each of our ten schools.  Each school site takes pride in their relationship with students and families and uses a team approach to support well being and academic growth. Each schools establishes partnership focused organizations and forums such as PTA, PFSA, School Site Council,  English Learner Advisory Committee (ELAC),  Coffee with the Principal, Parent Conferences and evening activities and events such as Back to School Night, Parent/Teacher Conferences, Back to School nights and other evening and holiday events. These parent, community and student engagement opportunities allow school staff to strengthen and nurture trust, relationships, and transparency and provide parents an opportunity to give input.|Based on the analysis of educational partner input and local data, Alta Loma School District will continue to strengthen meaningful engagement with families, students, staff, and community partners to support positive student outcomes. Feedback gathered through surveys, advisory committees, parent meetings, Curriculum Council, and school-site engagement opportunities indicates a need to expand two-way communication, increase participation from underrepresented groups, and provide additional opportunities for educational partners to contribute to district decision-making. To address these needs, the District will focus on enhancing communication strategies, increasing access to engagement opportunities through multiple formats and languages, and strengthening partnerships that support student learning and well-being. Specific efforts include expanding family education opportunities, increasing parent involvement in district and site advisory groups, supporting the implementation of the Dual Language Immersion program, and utilizing educational partner feedback to inform continuous improvement efforts. The District will monitor participation data, survey results, and stakeholder feedback to evaluate the effectiveness of these efforts and ensure that partnerships contribute to improved student outcomes.|Based on the analysis of educational partner input and local data, Alta Loma School District identified opportunities to increase engagement among underrepresented families, particularly families of English learners, students with disabilities, foster youth, and socioeconomically disadvantaged students. Feedback from surveys, advisory committees, and parent meetings indicates that barriers such as scheduling, language access, and awareness of engagement opportunities may limit some participation.  To improve engagement, the District will expand communication through multiple platforms and languages, provide flexible opportunities for participation both in person and virtually, and increase outreach efforts to families who have traditionally been less represented in district and site decision-making processes. The District will continue to strengthen partnerships through targeted family education events, advisory committee participation, and outreach connected to programs such as English Learner Services, Foster Youth, Special Education, and the Dual Language Immersion program. Educational partner feedback will be regularly reviewed to ensure engagement strategies are responsive to family needs and support meaningful participation in decisions that impact student success.|The Alta Loma School District (ALSD) demonstrates strong practices in seeking input for decision-making through ongoing collaboration with students, families, staff, bargaining units, advisory committees, and community partners. The District regularly gathers feedback through surveys, parent meetings, school site and district committees such as Curriculum Council, ELA and Math Task Force English Learner Advisory Committees (ELAC), District English Learner Advisory Committee (DELAC),  AI Task Force and the Local Control and Accountability Plan (LCAP) engagement process.  The District has made progress in increasing opportunities for educational partners to provide input on key decisions related to curriculum, instructional programs, student support services, and district priorities. Feedback from educational partners has informed initiatives such as the implementation of the Dual Language Immersion program, updates to the Master Plan for English Learners, professional development priorities, and the development of district goals and actions within the LCAP. Through these ongoing engagement efforts, the District has strengthened transparency, increased stakeholder participation, and ensured that educational partner voices are considered in decision-making processes that support student success.|Based on the analysis of educational partner input and local data, The Alta Loma School District has identified opportunities to strengthen the process for seeking input in decision-making by increasing participation from underrepresented groups and expanding opportunities for meaningful engagement. Feedback from surveys, advisory committees, and community meetings indicates a need to further improve awareness of engagement opportunities, increase accessibility of communication, and ensure that a broader representation of families and staff are included in district decision-making processes.  To address these areas for improvement, the District will continue to expand outreach efforts, utilize multiple communication platforms and languages, and provide flexible opportunities for educational partners to participate in surveys, committees, focus groups, and meetings. The District will also strengthen efforts to gather input from families of English learners, students with disabilities, foster youth, and socioeconomically disadvantaged students to ensure their perspectives are represented. Additionally, the District will continue to refine feedback processes so that educational partners can see how their input informs decisions related to curriculum, instructional programs, student support services, and district priorities. These efforts will help ensure that decision-making reflects the diverse needs and perspectives of the Alta Loma School District community.|Based on the analysis of educational partner input and local data, Alta Loma School District identified opportunities to increase participation from underrepresented families, particularly families of English learners, students with disabilities, foster youth, and socioeconomically disadvantaged students, in decision-making processes. Feedback from surveys, advisory committees, and parent meetings indicates that barriers such as scheduling conflicts, language access, and limited awareness of engagement opportunities may affect participation.  To improve engagement in decision-making, the District will increase targeted outreach to underrepresented families through multilingual communications, direct invitations to participate in advisory committees, and flexible opportunities for input through surveys, focus groups, and in-person and virtual meetings. The District will continue to strengthen participation in groups such as ELAC, DELAC, Special Education parent meetings, and the LCAP engagement process to ensure that diverse family perspectives are represented. Additionally, the District will provide ongoing communication regarding how educational partner feedback influences district decisions, helping families understand the impact of their participation and fostering greater involvement in future decision-making opportunities.|5|5|5|4|5|5|5|5|5|5|5|5|Met||2026-06-17|2026
36676110000000|Barstow Unified|3|The strengths BUSD enjoys that are related to building partnerships for student outcomes include a robust Local Control Accountability plan that focuses heavily partnerships for student outcomes as well as fully functioning school site councils at all school sites along with free standing English Language Learner Advisory councils that each meet 5 times a year. These meetings consist of allocation of funds tied directly to student achievement, recognition of student achievement, parent/staff/student input on programs and long range planning, etc. BUSD schools have made steady progress in building these partnership with a renewed focus that is centered on data, program alignment, and accountability. Through the data disaggregation our educational partners have expressed a need for our district to focus on the needs of the whole child. This means that developing a fully functioning multi-tiered support system (MTSS) at all school sites is paramount. Because the MTSS model focuses on behavioral, academic, and social-emotional student progress, schools will begin developing the tools necessary to support the whole child during their learning experience at BUSD.|"BUSD's focus areas for improving Building Relationships Between School Staff and families includes Fall and Spring parent nights to invite parents to the school, Community building events through the Superintendent's office to highlight student achievement and solicit parent input, increased public information sharing through the Public Information office, and  ""Parent Square"" software application that will enable increased communication across the entire district."|"he superintendent's office will hold regularly scheduled parent input meeting targeting at risk groups such as foster youth, African American, and low-socio-economic student groups. School sites will utilize the ""Parent Square"" software application to communicate directly via a phone app to our underrepresented families with important student progress information, attendance information, and important dates at the school sites."|Barstow Unified School District's commitment to building relationships starts with a concerted effort to increase communication and transparency with the community. BUSD's has experienced progress in this area with the inception of our Public Information Officer position that can be noted in the LCAP. The PIO is tasked with maintaining all district-wide communications about school events, district news, and happening. This information is shared via social media, website postings, e-mails, phone calls, etc. Each school site is required to hold school site council meetings, English Language Learner Advisory council meetings, back to school nights, and other various family activities throughout the year. Each school has achieved each of the required metrics in this area as noted in the LCAP.|BUSD is committed to partnering with parents and guardians to ensure students are achieving and feel safe and comfortable in our school environments. We will engage in many opportunities to support student outcomes such as parent conferences, student study teams , Individualized Educational Plan meetings, School site councils, English Language Learner committees, School Attendance Review Board Meetings, School attendance review team meetings, live and automated phone calls home and utilization of Parent Square. Parent Square is a one stop shop for all important information as it relates to school happenings, individual student progress, attendance, 2-way communication between school and home, and much more.|BUSD and each of its schools are launching district and school-wide Multi-Tiered Systems of Support (MTSS) models to support students in academic, behavioral, and social-emotional growth at school. Through the MTSS process the district and each of the schools will look at data to make informed decisions about 3 levels of intervention that will be needed to address student outcomes. Tier I supports which includes 85% of the student population will be addressed with interventions that will have an affect on most of the the student population achievement. Tier II supports which includes 10% of the student population will be addressed with interventions that will have an affect on a smaller student group with more intense support. Finally, Tier III supports will be addressed with interventions that will affect a very small group of students with individualized supports. For the underrepresented families, the students who fall in one of the three categories of support, the MTSS team will design opportunities for input and collaboration on the types of supports that will best meet the needs of students. The MTSS teams will include a parent representative to ensure decision for intervention supports include their input.|BUSD and each of its schools are launching district and school-wide Multi-Tiered Systems of Support (MTSS) models to support students in academic, behavioral, and social-emotional growth at school. Through the MTSS process the district and each of the schools will look at data to make informed decisions about 3 levels of intervention that will be needed to address student outcomes. Tier I supports which includes 85% of the student population will be addressed with interventions that will have an affect on most of the the student population achievement. Tier II supports which includes 10% of the student population will be addressed with interventions that will have an affect on a smaller student group with more intense support. Finally, Tier III supports will be addressed with interventions that will affect a very small group of students with individualized supports. For the underrepresented families, the students who fall in one of the three categories of support, the MTSS team will design opportunities for input and collaboration on the types of supports that will best meet the needs of students. The MTSS teams will include a parent representative to ensure decision for intervention supports include their input.|BUSD's focus to improve seeking input for decision-making begins with a renewed effort to communicate with our families at opportune times during the school year. These opportune times would include the early winter release of the California dashboard that launches the collaborative work of reviewing the current district LCAP and beginning conversations to develop the next LCAP. At this time a parent survey will be released to all parents asking for input related to the 8 state outcomes required in the development of the LCAP. Also. at the school level each site leadership team will solicit partner input to develop the Single School Plan for Achievement (SPSA) in late Spring. The SPSA is required to address specific student needs at the school but also align with the goals and actions found in the district LCAP. As the implementation of the 2026-2027 LCAP ensues, BUSD will be required to ensure that a goal for each school site, specific to its students is included in the plan. As part of the SPSA development and Title I requirements, each school will administer a Title I survey to solicit partner input as well as hold an annual Title I parent meeting to inform partners of the results of student achievement for the previous year, the SPSA for the current year, and other pertinent information.|"Barstow Unified School District will improve the process for seeking input from underrepresented educational partners by revamping the parent advisory committee to include representatives from this group. This parent group is vital to the development and monitoring of the BUSD Local control accountability plan. This is a year long effort that includes educational partners from the district, each school site, and the community. Also, this group includes student representatives from the secondary school sites. Through a process of collaboration and data disaggregation, the LCAP is formed by addressing ""all student"" needs and ""unduplicated count"" student needs. By reviewing Title I survey data, and LCAP survey data, this group will engage in discussion and decision-making activities to ensure underrepresented educational partners' voices are represented."|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-23|2026
36676370000000|Bear Valley Unified|3|BVUSD finds it imperative to maintain constant communication with all Educational Partners throughout the year. Multiple Educational Partner meetings were held throughout the 2025-2026 school year in order to share student successes and challenges and to gather input as to assist with the development of the 2026-2027 LCAP. BVUSD's current strengths are related to the openness of communication between all Educational Partners. Parent Conferences are held annually in TK - 8th grades to further communication. In addition, School Site Council, District and Site English Learner Advisory Committee meetings also provide opportunities for input. This year, a Parent Advisory Committee as well as a Student Advisory Committee were continued. Both these groups meet monthly with the Superintendent. In order to gather input from educational partners that may have been unable to attend any of the meetings, a Parent and Family Engagement survey (both English and Spanish) was sent out as well as an additional LCAP survey.|BVUSD continues to strive for engagement with Educational partners throughout the year. As with all LEAs, a challenge remains with trying to engage all educational partners. The focus is to provide opportunities for partnerships with families with Quarterly English Learner Advisory Committee, District English Learner Advisory Committee meetings, and School Site Council Meetings at each site. Each site also has a Booster club made up of volunteer parents. District level input is gathered at the annual Local Control Accountability meetings as well as at the Parent Advisory and Student Advisory Committee meetings. Another avenue of communication used is Parent Square to facilitate dialogue between parents and teachers at each site.|To improve engagement of underrepresented families as we continue to build partnerships, we have two District English Learner Coordinators and English Learner site coordinators at each school, along with a districtwide English Learner Parent Community Liaison to address the needs of our EL families. We are working on creating opportunities for English Learner parents to attend evening meetings to facilitate the navigation of their child(ren)'s educational progress. Additionally, BVUSD also created an English Learner Student Liaison position to focus on the college and career readiness of our EL students . For our Students with Disabilities, we have two District Psychologists, a counselor dedicated to each school site, and continual support from our Special Education Local Plan Area (SELPA) organization. For our Foster Youth/Homeless population, the District Liaison works directly with the families to make sure their needs are being met, school supplies provided if needed, and children are being supported in their educational needs. In addition, we have ensured that under represented families have a voice on the Superintendent’s Parent Advisory Group that meets monthly.|BVUSD offers multiple opportunities for partnerships with families to ensure positive student outcomes while giving families information and resources to support student learning at home. Quarterly English Learner Advisory Committee, District English Learner Advisory Committee meetings, and School Site Council Meetings are held at each site. Each site also has a Booster club made up of volunteer parents. At BBHS, there are two groups of parents, Parents in Support of Academics, and Bear Backers who support students on all athletic teams. On Financial Aid Night, scholarships, college finances, and the college application process are discussed to facilitate the partnership between counselors and students as they look at post secondary education. BBHS also offers “Freshman Orientation” to familiarize incoming freshmen with the staff and logistics of navigating high school. In the fall, Elementary and Middle School sites hold parent conferences to discuss the academic progress of students. These opportunities and support for our students serve to strengthen the parent and BVUSD staff partnership. At the District level, the Parent Advisory and Student advisory Committees meet monthly with the Superintendent.|A challenge regarding parent involvement continues as many of our parents work outside the home and many jobs in Big Bear are seasonal causing certain levels of transiency within local families. To continue to build these partnerships, teachers utilized Google Classroom to keep parents and students informed; parents can access a parent portal in our student information system, and many teachers use additional apps that communicate with parents online such as Parent Square which allows parents to choose their preferred language. Additionally, BVUSD has an app that can be downloaded on a cell phone for site and district updates. In addition, a focus area continues to be the building of community partnerships and Real World Speakers coming to the classrooms to provide opportunities for students to interact with and learn about various community entities that are directly related to the Career Technical Education program at BBHS. Dual enrollment has also increased the opportunity for underrepresented students to obtain high school and college credits.|BVUSD continues to seek input on educational decisions made. To improve engagement, the communication tools will be used to inform and celebrate student achievement via District Facebook, Website, Parent Square App, emails, and text messages. All communication is distributed in Spanish and English. Parent conferences are held annually from TK - 8 grades and teachers stay in touch with students through Google Classroom and the Remind App. As well, annual Local Control Accountability Plan (LCAP) meetings are held several times a year to gather input for student programs. Our underrepresented students are supported by the District and Site English Learner Coordinators as well as the English Learner Parent Community Liaison . For our Students with Disabilities, we have two District Psychologists, a counselor dedicated to each school site, and continual support from our Special Education Local Plan Area (SELPA) organization. For our Foster Youth/Homeless population, the District Liaison works directly with the families to make sure their needs are being met, school supplies provided if needed, and children are being supported in their educational needs.|BVUSD values the input of all Educational Partners. Multiple decision making meetings were held with parents, including LCAP meetings, Parent Advisory, Student Advisory, School Site Council, and Parent Booster clubs. Administrators, Teachers, Staff, Parents (including parents of English Learners and parents of students with disabilities), Credentialed/Classified Staff Association Representatives, Child Welfare and foster youth representatives, and community members were in attendance at the LCAP meetings. All meeting announcements are sent via Facebook, emails, dial outs, Instagram and posted on the district website. BVUSD also uses the district-wide app to enhance communication. During these communications it is essential to build a strong and trusting relationship between the LEA and all educational partners. Areas of strength remain our open communication and welcoming of educational partner input. Areas of strength remain our open communication and welcoming of educational partner input.|A challenge continues to be the direct involvement of parents in decision making, whether through face to face meetings or online surveys. A focus will be the inclusion of community partners to gather input into how to best provide opportunities to gain authentic work experience and develop employable skills for life after graduation. Another area of focus has been to work with multiple service organizations to determine local student needs and provide opportunities for parent/student/community education in these areas. As a district we are looking to improve on the amount of communication that is provided for upcoming meetings and events.|A challenge continues to be the direct involvement of parents in decision making, more specifically our underrepresented families. To ameliorate these challenges, meetings are scheduled at various times and days, Chromebooks are provided on-site for parents to respond to surveys, and hard copies are available. District English Learner Advisory committee and Site English Learner Advisory committees meet quarterly. All English Learner families have direct access to the EL Parent Liaison. Personal phone calls are made with parents of Students with Disabilities to ensure attendance and input at Individual Educational Plan (IEP) meetings and to offer support when needed. Personal contact is also made with Foster Youth/Homeless by the District Liaison to provide needed support to these students as well. In addition, childcare, food, and a link to the live presentations are provided.|4|4|4|4|4|4|4|4|3|3|4|4|Met||2026-06-17|2026
36676450000000|Central Elementary|3|Based on input from educational partners and analysis of local data, the district demonstrates a high level of implementation in Priority 3: Parent and Family Engagement. The district actively seeks and values input from parents and families, using multiple measures, including surveys and engagement opportunities, to inform decision-making. Recent survey results show that over 96% of parents agree or strongly agree that they have meaningful opportunities to be involved in their child’s education.  The district promotes broad and inclusive participation by providing multiple engagement opportunities that are accessible to all families. These efforts ensure that parent voice is consistently represented in school and district processes. In addition, the district has strengthened partnerships with community organizations and local educational partners, further expanding opportunities for collaboration and engagement.  Feedback from parents and educational partners is systematically analyzed and used to guide continuous improvement. Data-driven processes ensure that engagement strategies are responsive to the diverse needs of the community and are adjusted to increase participation and effectiveness over time.  To support improved student outcomes, the district integrates parent and family engagement efforts with its Multi-Tiered System of Supports (MTSS). This alignment ensures that families are informed, involved, and able to support their children’s academic, behavioral, and social-emotional development. Through these coordinated efforts, the district promotes shared responsibility for student success.|Based on analysis of educational partner input and local data, the district has identified areas for growth in Priority 3: Parent and Family Engagement, particularly in strengthening systems for engagement, communication, and capacity-building to support student outcomes.  To improve the seeking and use of parent input, the district will refine its engagement strategies to ensure more consistent, meaningful opportunities for parents, families, and community partners to provide feedback. This includes expanding outreach efforts and increasing representation from underrepresented groups to ensure diverse perspectives are included in decision-making processes.  To enhance parent participation and engagement, the district plans to develop more intentional and accessible opportunities for families and community organizations to actively partner in supporting student learning. This includes strengthening collaboration structures and increasing opportunities for ongoing involvement across multiple settings. Improving communication systems is another key focus area. The district aims to ensure that information about programs, initiatives, and student supports is clear, timely, and accessible to all families. Strengthening two-way communication will promote transparency and allow for more consistent input from educational partners. The district has also identified the need to strengthen the use of data to inform engagement efforts and monitor effectiveness. By more systematically analyzing engagement data and outcomes, the district will be able to target strategies, allocate resources more effectively, and improve responsiveness to student and family needs.  Finally, the district will invest in building the capacity of staff and educational partners through ongoing professional development. Training will focus on effective family engagement practices, cultural responsiveness, and strategies for developing strong, collaborative relationships with families and community organizations.|To strengthen implementation of Priority 3, the district has established a comprehensive system of support focused on building authentic partnerships with families, particularly those from underrepresented groups. This includes a dedicated Director of Student and Family Engagement and Parent Involvement Coordinators at the sites who work collaboratively to increase access, improve communication, and foster trust between schools and families.  These roles are instrumental in supporting the district’s efforts to seek input and promote participation among families who have historically been underrepresented in engagement opportunities. Through targeted outreach and relationship-building, staff facilitate meaningful two-way communication and ensure that family perspectives are included in decision-making processes. The district has implemented specific strategies to support diverse student populations and their families, including targeted services for families experiencing homelessness, foster youth and their guardians, and parents of English learners. These efforts are designed to reduce barriers to participation and provide families with the information, resources, and support necessary to actively engage in their children’s education.  By aligning these targeted supports with broader engagement efforts, the district is working to create a more inclusive, equitable, and responsive system of family engagement. These actions strengthen partnerships with educational partners and ensure that all families have the opportunity to contribute to and support improved student outcomes.|In 2026, the district analyzed educational partner input, LCAP survey results, and the California Department of Education (CDE) Self-Reflection Tool to assess its current stage of implementation in Priority 3: Building Partnerships for Student Outcomes. This analysis indicates that the district continues to demonstrate a high level of implementation, with ongoing growth in systems that support meaningful parent and family engagement.  Findings show that the district consistently provides multiple, accessible opportunities for parents and families to actively participate in their children’s educational experiences, reflecting sustained progress in promoting participation. Current survey data indicates that parents report a strong sense of belonging and voice, with the majority affirming that their input is welcomed, respected, and used to inform school and district decision-making. These results demonstrate effective and increasingly systematic practices for seeking, valuing, and incorporating parent input.  The district has continued to strengthen a culture of inclusion and collaboration, resulting in stronger relationships between school staff and families. These efforts have contributed to increased trust, improved communication, and greater shared accountability for student success.  In addition, the district has expanded and deepened its partnerships with community organizations, city agencies, and local resources to further enhance engagement efforts and provide comprehensive support to students and families. These collaborations ensure that engagement efforts are informed by both data and diverse community perspectives, strengthening the district’s ability to respond to evolving needs.  Overall, the district’s continued use of multiple data sources, combined with intentional engagement strategies and expanded partnerships, demonstrates a well-developed and sustainable approach to building meaningful relationships with educational partners. These efforts support informed decision-making and contribute to improved student outcomes, reflecting sustained and strengthened implementation of Priority 3.|In 2026, the district continued to refine and strengthen communication channels and engagement strategies between school staff and families as part of its ongoing implementation of Priority 3: Building Partnerships for Student Outcomes. To further promote meaningful parent participation, the district expanded opportunities for families to engage in school activities and decision-making processes. These efforts are designed to foster a greater sense of ownership, collaboration, and shared responsibility for student success.  The district enhanced its approach to supporting families by identifying and addressing specific needs, including access to social services, counseling, and academic supports. This coordinated effort reflects a more holistic system of support that connects family engagement to student well-being and achievement. A data-driven approach continues to guide improvement efforts. The district regularly analyzes student performance data alongside parent feedback and engagement metrics to assess the effectiveness of its strategies. This ongoing analysis allows the district to continuously refine practices; target supports and improve responsiveness to family and student needs.  The district has also strengthened and expanded community partnerships, collaborating with local organizations, agencies, and community leaders to provide additional resources and services for families. These partnerships extend support beyond the school setting and enhance the district’s capacity to serve diverse populations.  To build family capacity and understanding, the district increased opportunities for parent education by providing resources, workshops, and guidance aligned to student learning, academic expectations, and strategies for supporting learning at home. These efforts empower families to actively contribute to their children’s academic and social-emotional development. Through these coordinated actions, the district continues to build a more inclusive, responsive, and effective system of family engagement, resulting in stronger relationships between school staff and families and contributing to improved student outcomes.|Based on the 2026 analysis of educational partner input and local data, the district has refined its approach to improving engagement with underrepresented families identified through the Self-Reflection Tool. These efforts are focused on strengthening systems for inclusion, access, and meaningful participation as part of Priority 3: Building Partnerships for Student Outcomes.  To build staff capacity, the district has expanded professional learning for administrators and school staff to deepen their understanding of the cultural backgrounds, values, and needs of underrepresented families. This training supports more responsive practices and strengthens staff ability to build trusting, respectful relationships.  The district has continued to improve access to communication by strengthening the use of interpreter and translation services, ensuring that families who experience language barriers receive timely, accurate, and accessible information. These efforts support more equitable participation and engagement across diverse family groups. Schools have increased opportunities for inclusive engagement by hosting community events, workshops, and school-based activities intentionally designed to welcome and involve underrepresented families. These opportunities promote positive interactions, relationship-building, and a stronger sense of belonging within the school community.  In addition, the district has enhanced its systems for seeking and using feedback by implementing regular, structured opportunities for input, including surveys, parent meetings, and advisory groups. Feedback from underrepresented families is analyzed and used to inform continuous improvement of engagement strategies and district decision-making. Through these targeted and coordinated actions, the district is creating a more inclusive, equitable, and responsive system of family engagement. These efforts strengthen partnerships between school staff and underrepresented families and contribute to improved student outcomes by ensuring that all families are empowered to participate meaningfully in their children’s education.|In 2026, the district continues to utilize analysis of educational partner input, LCAP survey results, and the California Department of Education (CDE) Self-Reflection Tool to guide decision-making practices and strengthen implementation of Priority 3: Building Partnerships for Student Outcomes. Current data indicates that a growing number of parents and families report feeling valued and respected as partners in the educational process, demonstrating sustained progress in effectively seeking and using input across the district. The district remains committed to building the capacity of both staff and families by providing ongoing training and support for School Site Council (SSC) members and parent leaders. Collaboration between School Site Councils (SSCs) and English Learner Advisory Committees (ELACs) at each school continues to play a critical role in informing the development and monitoring of the School Plan for Student Achievement (SPSA), as well as ensuring that programs for English learners are responsive to student needs.  At the district level, advisory groups such as the District Advisory Committee (DAC) and the District English Learner Advisory Committee (DELAC) continue to be actively engaged in the review and development of district priorities and plans, in alignment with state and federal requirements. These structures ensure that diverse parent perspectives are consistently incorporated into district-level decision-making. The district has also strengthened efforts to elevate student voice by continuing to engage upper elementary and middle school students, including 5th- and 7th-grade representatives, in providing input on programs that impact their academic achievement and social-emotional development. This intentional inclusion of student perspectives enhances the district’s understanding of student needs and supports more responsive planning.  Additionally, the district has refined its approach to the LCAP Family Survey process to ensure increased participation from unduplicated pupil groups, including foster youth, English learners, and families experiencing socioeconomic challenges. Targeted outreach and engagement strategies have been implemented to ensure these voices are represented and meaningfully inform district decisions.  Overall, the district demonstrates a well-developed and increasingly systematic approach to seeking, valuing, and using input from a broad range of educational partners, including families, students, and community stakeholders. These efforts reflect continued growth in Priority 3 implementation and support more inclusive, informed decision-making that contributes to improved student outcomes.|Based on the 2026 analysis of educational partner input and local data, the district has identified and acted on key areas for improvement in strengthening systems for seeking input to inform decision-making as part of Priority 3: Building Partnerships for Student Outcomes.  The district has enhanced its communication systems through the expanded use of ParentSquare, creating more accessible, timely, and consistent opportunities for parents, community organizations, and educational partners to both receive information and provide input. This strengthened two-way communication system ensures that district and site-level decisions are informed by both data and meaningful community feedback.  In addition, the district has prioritized providing family resources and supports that promote positive school climate and improved attendance. Families are offered multiple, ongoing opportunities to engage at both the school and district levels, increasing access and participation. A monthly newsletter, coupled with brief surveys, continues to serve as a consistent strategy for gathering feedback, sharing resources, and encouraging family involvement in their children’s education.  At the site level, schools have strengthened collaboration with School Site Councils (SSCs) and parent leadership groups to review and update Parent and Family Engagement Policies. This process ensures that families are actively involved in shaping the practices and expectations that guide engagement efforts, reinforcing shared decision-making and accountability. Through these coordinated actions, the district is building a more systematic, inclusive, and responsive approach to seeking and using educational partner input. These efforts reflect continued growth in Priority 3 implementation and support more informed decision-making that contributes to improved student outcomes.|Based on the 2026 analysis of educational partner input and local data, the district has strengthened its approach to engaging underrepresented families as part of Priority 3: Building Partnerships for Student Outcomes.  District and site staff continue to incorporate input from families, including those in Special Education and English learner programs, to inform decision-making and improve services. Current data reflects sustained high levels of family engagement, with parents reporting multiple meaningful opportunities to participate and contribute.  The Director of Student and Family Engagement, in collaboration with Parent Involvement Coordinators, leads targeted outreach to underrepresented groups, including English learners, foster youth, students experiencing homelessness, and low-income families. These efforts ensure families are informed, supported, and able to participate meaningfully. The district has also expanded training for administrators and staff to strengthen culturally responsive engagement practices. District advisory groups, including DAC and DELAC, continue to provide diverse perspectives that inform district planning and decisions.  Overall, the district is building a more inclusive and systematic approach to engaging underrepresented families, ensuring that all voices are represented in decision-making and supporting improved student outcomes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-11|2026
36676520000000|Chaffey Joint Union High|3|The District continues to demonstrate meaningful progress in building trusting, respectful relationships between school staff and families. Results from the 2025–2026 Parent/Guardian Educational Partner Survey reflect this positive momentum: 90% of responding parents indicated that their student's school creates a welcoming environment for their family and community, with even stronger agreement among English Learner families (93%) and Low Income families (95%). Additionally, 94% of families districtwide reported that school communication is provided in ways that work for them in terms of language, format, and timing.  In support of these outcomes, the District continued to invest in resources and structures that foster meaningful connection with all families. This year, the District's Family and Community Engagement (FACE) Committee hosted a districtwide kickoff event at the beginning of the school year, designed to welcome families from across the community and establish early, positive relationships between families and school staff. The District also continued to enhance its translation devices and expand opportunities for families to feel connected to their schools, ensuring that language remains a bridge rather than a barrier. Board Policy 1090.1 School/Community Relations continues to anchor these efforts, reflecting the District's enduring commitment to inclusive, accessible family engagement.|Based on the analysis of educational partner input and local data, the District's primary focus area for improvement continues to center on deepening staff understanding of each family's individual strengths, cultures, languages, and goals for their children. Survey data from 2025–2026 reflects this as a meaningful area of growth: while 70% of families agree that their school makes efforts to learn about their family's background and aspirations, the District recognizes the opportunity to strengthen this practice more broadly and consistently across all sites.  To advance this goal, the District continues to maintain its FACE Committee, led by the Director of Community Engagement, with a focus on expanding culturally responsive practices and deepening authentic family-school connections. This year, the District further invested in administrator development by providing additional trainings for administrators who oversee family and community engagement, equipping campus leaders with the tools and strategies needed to foster environments where families from all backgrounds feel genuinely known and valued. These efforts reflect the District's ongoing commitment to moving from awareness to action in honoring the diversity of its school communities.|The District remains deeply committed to strengthening the engagement of underrepresented families, recognizing that meaningful partnerships are built through sustained, intentional outreach. Survey data from 2025–2026 indicates that 28% of English Learner families and 33% of Foster Youth families reported not participating in any school events during the year, underscoring the importance of continued targeted efforts to connect with these communities.  In response, the District continues to take proactive, personalized steps to reach and support underrepresented families. Disaggregating educational partner feedback remains a critical strategy for identifying where gaps exist and designing targeted actions to address them. Outreach efforts continue to evolve through culturally responsive workshops, personalized invitations, and dedicated staff who support accessible communication. Enhanced translation devices and expanded interpretation services ensure that language is not a barrier to engagement. The FACE Committee's districtwide kickoff event served as an intentional entry point for families who may not yet have strong connections to their school communities. The District affirms that all families—regardless of background—deserve to feel welcomed, respected, and meaningfully connected to their child's school.|The District continues to build strong, meaningful partnerships that support student outcomes, grounded in the belief that student success is most powerfully advanced through reciprocal collaboration among schools, families, and communities.  Survey results from the 2025–2026 Parent/Guardian Educational Partner Survey reflect broad family confidence in these partnerships: 87% of parents agreed that their school encourages them to be an active partner in the education of their child—rising to 92% among English Learner families—and 90% reported that their school communicates their student's progress in a way that is accessible to them and their family.   The District continued to strengthen the capacity of school leaders to foster effective family partnerships. This year, additional trainings were provided for administrators who oversee family and community engagement, further equipping campus leaders with knowledge and strategies to build authentic, productive relationships with families. Each campus continues to benefit from an academic counselor for every student and an Assistant Principal of Achievement who leads parent training and informational sessions. The Director of Special Education remains actively engaged with families of students with IEPs, ensuring meaningful collaboration and alignment of services and supports across sites.|Based on the analysis of educational partner input and local data, the District's primary focus area for improvement is strengthening the accessibility and clarity of information provided to families regarding post-high school planning. Survey results indicate that while 82% of families agree that their school provides post-high school planning information that is easy for their family to understand, approximately 18% of families identified this as an area where additional support would be beneficial.  The District views this as a meaningful opportunity to deepen partnerships by ensuring all families are well-equipped to engage in conversations about their students' futures.  Ongoing ELAC, DELAC, and site-based meetings continue to provide structured opportunities to address topics such as the EL Master Plan, Reclassification criteria, and the Newcomer Program, all with a focus on empowering families as informed partners in their students' academic journeys. The District is actively expanding these supports to ensure that all families—across all student groups—have equitable access to clear, actionable information.|The District remains committed to improving engagement with underrepresented families in building partnerships for student outcomes. Survey data indicates that EL families, Foster Youth families, and families of students with disabilities continue to be priority groups for targeted partnership outreach, particularly in the areas of post-secondary planning and understanding of available supports and resources.   The District continues to deploy Community Health Education Workers as connectors for families navigating community-based barriers to educational access. Translation and interpretation services—further enhanced this year through upgraded translation devices—support clear communication with all families. Outreach staff provide mentorship and support to students in foster care, those who are unhoused, and unaccompanied youth. Expanded administrator training for family and community engagement ensures that campus leaders are better equipped to proactively reach out to and support families who may be less connected to school systems. The overarching goal is to cultivate inclusive environments where every family feels empowered to advocate for their student and to partner meaningfully in supporting student success.|The District continues to make meaningful progress in seeking input for decision-making, and survey results from 2025–2026 reflect a broad base of family engagement across school activities. Among the District’s parent respondents, 68% participated in Back-to-School Night, 57% attended school events such as sports and extracurricular activities, and 15% engaged in Coffee with the Principals—a key opportunity for direct dialogue between families and campus leadership. An additional 18% of families participated in family or community forums.   The FACE Committee's districtwide kickoff event, held at the beginning of the 2025–2026 school year, further broadened family engagement by creating an accessible, welcoming entry point for families across the district to connect with school staff and learn about available opportunities for involvement. The District remains committed to building the capacity of principals and staff to engage families meaningfully in advisory groups and key decision-making processes, and this commitment is reflected in the expansion of targeted administrator trainings for those who oversee family and community engagement.|Based on the analysis of educational partner input and local data, the District's primary focus area for improvement in Seeking Input for Decision-Making is expanding the meaningful participation of family members in formal advisory structures. Survey data from 2025–2026 indicates that participation in School Site Councils and the English Learner Advisory Committee remains an area of growth, with 3% and 2% of all responding families reporting involvement in these structures, respectively. The District views this as an important opportunity to build family awareness of and access to advisory roles that directly influence school and district-level decision-making.  With the development of a new LCAP cycle, there is a renewed commitment to engaging families more deeply in the planning and evaluation processes that shape district priorities. The FACE Committee will continue to play a central role in informing and expanding the District's outreach strategies, helping to connect more families—particularly from underrepresented groups—with meaningful opportunities to contribute their voices.|Improving the engagement of underrepresented families in decision-making processes remains a key priority for the District. Survey data shows that 28% of EL families and 33% of Foster Youth families reported not participating in any school events during the year, reinforcing the need for intentional, sustained outreach to ensure these voices are present and influential in District decision-making. Guided by findings from the self-reflection process, the District is committed to ensuring that all families—regardless of background—are welcomed, heard, and empowered to participate in shaping educational outcomes. To support this, the District will continue to take intentional steps: Recognizing Diverse Needs: The District affirms the importance of understanding the cultural norms, languages, and communication preferences of all communities it serves. Cultural Competency: Ongoing and expanded administrator training builds trust, enhances relationships, and improves communication with diverse families. Language Access: Communication materials and feedback tools continue to be available in multiple languages, supported by enhanced translation devices. Varied Feedback Options: The District offers multiple avenues for input, including virtual and in-person meetings, online platforms, and culturally inclusive surveys. Personalized Outreach: Individual communication through phone calls and home visits remains a strategy to reach families who may not engage through traditional channels. Inclusive Events: Meetings and events continue to be scheduled at convenient times and accessible locations for underrepresented families. FACE Committee Engagement: The FACE Committee—including its new districtwide kickoff event—broadens outreach, supports family communication, and advocates for community needs. Action and Transparency: The District shares survey results and outlines steps it plans to take in response to family input to build trust and accountability. Celebrating Diversity: The District continues to host cultural events and heritage celebrations that honor and reflect the community's diversity. Ongoing Improvement: Engagement practices are reviewed annually, with adjustments made based on feedback and evolving community needs. As a high school-only district, the District acknowledges the unique challenges of family engagement at the secondary level. It remains committed to continuous improvement, recognizing that lasting partnerships require ongoing reflection, responsiveness, and dedication to ensuring that every family has a strong and influential voice in shaping the future of their children's learning.|3|4|2|3|3|3|2|3|4|3|3|3|Met||2026-06-10|2026
36676780000000|Chino Valley Unified|3|The District continues to offer workshops that support families during transitions between grades, ensuring that both students and their caregivers feel prepared and confident throughout each stage of their educational journey. These workshops provide valuable resources, guidance, and opportunities for families to engage directly with educators and staff.  Additionally, District-wide Action Teams for Partnership (ATP) meetings actively collaborate with school sites to share best practices, identify areas for growth, and develop innovative strategies. This collaboration strengthens our capacity to build and maintain strong partnerships with families and community members, fostering open and effective communication that benefits student success.  We also place a continued emphasis on implementing targeted strategies specifically designed to support our homeless and foster youth students and their families. These efforts include tailored outreach, resource coordination, and personalized support systems aimed at addressing their unique challenges and promoting stability, engagement, and academic achievement.|Based on the 2025–2026 School Quality Survey results, 89% of families agreed or strongly agreed that their school creates a welcoming environment for all families in the community. The District remains committed to strengthening staff capacity to build trusting and respectful relationships with families by enhancing opportunities for two-way communication. This includes expanding interactive committees that actively incorporate student voice and input.|To increase engagement with underrepresented families, the District provides bilingual support for both written and verbal communication. Bilingual Clerks, Community Liaisons, and HOPE Center staff play a vital role in connecting with families to promote equitable access to positive educational outcomes for all students. Additionally, feedback from underrepresented families is gathered through various district-wide and site-based collaborative sessions with educational partners. These insights inform recommendations and strategies reflected in the LCAP to better meet the needs of these families.|Chino Valley Unified School District (CVUSD) continually builds partnerships to strengthen student outcomes by providing families with valuable information and resources that support student learning and development at home. According to the 2025-2026 School Quality Survey, 91% of parents agree that our schools effectively inform families about school-sponsored activities such as tutoring, after-school programs, and student performances. Additionally, 96% of parents feel encouraged to attend these activities, and 91% agree that schools keep families informed of their student’s academic progress, for example, through the CVUSD Aeries Parent Portal. Furthermore, 90% of families report that the district provides multiple opportunities for two-way communication 		between families and educators, using language that is understandable and accessible.  In support of these efforts, CVUSD continues to increase the number of campus-based bilingual clerks and community liaisons annually, ensuring better communication and connection with our diverse community. Action Teams for Partnerships (ATPs) at each school site provide additional opportunities for collaboration among families and school staff. These teams focus on shared learning and the development of key documents such as the yearly Home-School Compact and the Family Engagement Policy.  Moreover, School Plans for Student Achievement (SPSA) are developed using multiple data points to outline a shared vision for student success. School Site Councils actively monitor and provide feedback on the SPSA, Home-School Compact, and Family Engagement Policy to ensure that the goals align with the Local Control Accountability Plan (LCAP) and address the needs of all students and families.|Chino Valley Unified School District (CVUSD) is committed to building strong partnerships with families to enhance student outcomes by providing resources and information that support learning and development at home. According to the 2025–2026 School Quality Survey, 91% of parents agreed that schools inform families about school-sponsored activities such as tutoring, after-school programs, and student performances. Additionally, 96% of parents agreed that families are encouraged to attend these school-sponsored activities. 91% of parents agreed that schools keep families informed of their child’s academic progress, including through tools such as the CVUSD Aeries Parent Portal. Furthermore, 90% of families agreed that the District provides multiple opportunities for two-way communication using language that is both understandable and accessible.  To further support family engagement, CVUSD continues to increase the number of campus-based bilingual clerks and community liaisons each year. Each school site also maintains an Action Team for Partnerships (ATP), composed of families and school staff. These teams focus on shared learning and collaborate on key family engagement documents, including the Home-School Compact and the Family Engagement Policy.  Additionally, each school develops a School Plan for Student Achievement (SPSA) informed by multiple data points and designed to outline a shared vision for student success. School Site Councils play a vital role in monitoring the SPSA, Home-School Compact, and Family Engagement Policy to ensure alignment with the District’s Local Control and Accountability Plan (LCAP).|The District continues to offer workshops for families that support students during key grade-level transitions. In addition, District-wide Action Team for Partnership (ATP) meetings support continued collaboration with school sites to strengthen existing partnerships and enhance communication. A continued focus will also be placed on implementing targeted strategies to better support homeless and foster youth and their families.|Chino Valley Unified School District (CVUSD) is committed to inclusive decision-making by actively seeking feedback and input from educational partners. According to the 2025–2026 School Quality Survey, 90% of parents agreed or strongly agreed that their school provides opportunities for families to participate in advisory groups and decision-making committees such as School Site Council (SSC), English Learner Advisory Committee (ELAC), Local Control and Accountability Plan (LCAP) Advisory Committee, and Superintendent’s Student Advisory Council (SSAC).  The District’s Family Engagement Center serves as a central hub where parents, families, staff, and community members can access training and workshops that support meaningful engagement in school and district-level decision-making. CVUSD principals and staff actively welcome and encourage educational partners to advocate for all students by participating in leadership and advisory roles.  School sites offer multiple avenues for family involvement, including participation in SSC, PTA/PTO/PFA, DELAC, ELAC, the LCAP Advisory Committee, PBIS parent representatives, the District Parent Advisory Committee, and the GATE Advisory Committee. These opportunities allow families to contribute input, share concerns, and engage in shaping policies and practices.  In the past year, the Family Engagement Center hosted 53 workshops designed to build the knowledge, skills, and relationships necessary for parents, staff, and administrators to effectively participate in the decision-making process.|Based on the 2025-2026 School Quality Survey, 90% of parents agreed or strongly agreed that schools offer opportunities for families to participate in advisory groups on decision making committees. CVUSD continues to focus on building the capacity of school site leadership and staff to effectively engage families in advisory groups in decision-making and implementing strategies to seek input from underrepresented groups in the school community.|The District will continue to provide school sites with training and materials to support the effective operation of School Site Councils and to build the capacity for meaningful family engagement in decision-making committees. To ensure equitable access, interpreters and translation services are made available so that language is not a barrier to participation. School sites utilize multiple platforms and communication tools, including translated materials, to gather input from families for committee decision-making. Additionally, school principals remain intentional in ensuring that underrepresented groups are included when selecting representatives to serve on committees, promoting inclusive and diverse participation.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-18|2026
36676780137547|Allegiance STEAM Academy - Thrive|3|ASA Chino continues to strengthen relationships between school staff and families through consistent communication, accessible engagement opportunities, and a focus on building trust across the school community. Based on educational partner input and local survey data, the school has demonstrated progress in creating welcoming environments and increasing opportunities for meaningful two-way communication between families and educators. Parent survey results indicate strong family-school relationships, with 88% of families reporting they feel connected to the school, 94% agreeing there are several ways for families to be involved, 94% reporting they can communicate with their child’s teacher when needed, and 87% reporting they can communicate with an administrator when needed. Families also reported high levels of satisfaction with school communication and opportunities to provide feedback. ASA Chino supports family engagement through ongoing communication, family events, parent conferences, and opportunities for direct interaction with school leadership. Communication platforms and resources are accessible in families’ preferred languages, helping ensure all families can access important information and participate in the school community. The school remains committed to strengthening authentic partnerships with families and continuously improving practices that support student success and a positive school culture.|Based on educational partner input and local survey data, ASA Chino has identified opportunities to further strengthen relationships between school staff and families and deepen understanding of the diverse backgrounds, languages, and goals represented within the school community. While survey results indicate strong levels of family satisfaction and communication, the school remains committed to continuous improvement. Focus areas include increasing engagement from families who may be less connected to traditional involvement opportunities and strengthening two-way communication practices that encourage meaningful family feedback and participation. Through these efforts, ASA Chino aims to further enhance trust, collaboration, and shared responsibility for student success.|Based on educational partner input and local data, ASA Chino will continue to strengthen outreach and engagement efforts for families who may be less connected to school activities and feedback opportunities. The school will utilize multiple communication methods, provide information in families’ preferred languages, and continue offering a variety of engagement opportunities at different times and formats to increase accessibility. ASA Chino will also continue monitoring participation in surveys, family events, and stakeholder engagement activities to identify groups that may be underrepresented in school feedback and decision-making processes. School staff and administrators will use targeted outreach and relationship-building efforts to encourage broader participation and ensure all families have opportunities to share their perspectives and engage as partners in their child’s education. Through these efforts, ASA Chino seeks to strengthen connections with all families and ensure that diverse voices are represented in the school community.|Based on educational partner input and local data, ASA Chino continues to make progress in building partnerships with families that support student learning and achievement. The school provides families with regular information regarding academic expectations, student progress, attendance, assessment results, and school programs through ParentSquare, conferences, progress reports, and other communication channels. Families have opportunities to meet with teachers and school staff to discuss student progress, identify areas of need, and develop strategies to support learning both at school and at home. Parent-teacher conferences, intervention meetings, and ongoing communication between families and staff help foster collaboration focused on student success. ASA Chino also provides families with information about available programs, services, and supports, including resources for students receiving special education services, English learner support, and academic interventions. Survey results indicate that families feel connected to the school and are able to communicate with teachers and administrators when needed, providing a strong foundation for continued partnership. The school remains committed to strengthening family engagement practices that support student outcomes and ensuring families have meaningful opportunities to partner with educators in their child's education.|Based on educational partner input and local data, ASA Chino will continue to strengthen engagement with families who may be underrepresented in conferences, surveys, workshops, and other family engagement opportunities. The school will utilize multiple communication methods, provide information in families’ preferred languages, and offer a variety of opportunities for participation to increase accessibility and engagement. ASA Chino will continue monitoring participation data and feedback to identify families who may benefit from  additional outreach and support. School staff and administrators will use targeted communication and relationship- building efforts to encourage participation in discussions related to student progress, available supports, and  educational opportunities. Through these efforts, ASA Chino aims to ensure all families have meaningful opportunities to engage as partners in supporting student learning and achievement.|Based on educational partner input and local data, ASA Chino will continue to strengthen engagement with families who may be underrepresented in conferences, surveys, workshops, and other family engagement opportunities. The school will utilize multiple communication methods, provide information in families’ preferred languages, and offer a variety of opportunities for participation to increase accessibility and engagement.  2026-27 Local Performance Indicator Self-Reflection for Allegiance STEAM Academy - Thrive Page 13 of 21 ASA Chino will continue monitoring participation data and feedback to identify families who may benefit from  additional outreach and support. School staff and administrators will use targeted communication and relationship- building efforts to encourage participation in discussions related to student progress, available supports, and  educational opportunities. Through these efforts, ASA Chino aims to ensure all families have meaningful opportunities to engage as partners in supporting student learning and achievement.|Based on educational partner input and local data, ASA Chino continues to demonstrate strong progress in seeking family input and incorporating stakeholder feedback into school decision-making processes. Families are provided multiple opportunities throughout the year to share feedback through LCAP surveys, school climate surveys, parent meetings, advisory groups, and direct communication with school staff and administrators. Survey results indicate that families feel informed, have access to school leadership, and believe the school values their input. ASA Chino utilizes a variety of communication platforms and engagement opportunities to ensure families can provide feedback on school programs, policies, and priorities. Information and surveys are made available in families’ preferred languages to promote broad participation and accessibility. The school has also strengthened its capacity to engage families in decision-making by encouraging participation in advisory groups, public meetings, and stakeholder engagement activities. Family feedback is regularly reviewed and considered when evaluating programs, planning improvements, and developing the Local Control and Accountability Plan (LCAP).  2026-27 Local Performance Indicator Self-Reflection for Allegiance STEAM Academy - Thrive Page 14 of 21 ASA Chino remains committed to maintaining transparent communication and providing meaningful opportunities for families, staff, and school leadership to work together in support of continuous improvement and student success.|Based on educational partner input and local data, ASA Chino has identified opportunities to further increase family participation in advisory groups, stakeholder meetings, and other decision-making processes. While the school provides multiple opportunities for families to share feedback, participation levels vary across engagement activities. A primary focus area is increasing representation from families who may be less likely to participate in surveys, meetings, and advisory opportunities. The school will continue refining outreach strategies, communication methods, and engagement opportunities to encourage broader participation and ensure a diversity of perspectives are represented. ASA Chino also seeks to expand opportunities for families, staff, and school leadership to collaborate in evaluating programs, identifying priorities, and supporting continuous improvement efforts. Through these efforts, the school aims to strengthen shared ownership of school initiatives and ensure decision-making reflects the needs and perspectives of the broader school community.|Based on educational partner input and local data, ASA Chino will continue to strengthen engagement with families who may be underrepresented in surveys, advisory groups, stakeholder meetings, and other decision-making opportunities. The school will utilize multiple communication methods, provide information in families’ preferred languages, and offer a variety of opportunities for participation to increase accessibility and encourage broader engagement. ASA Chino will continue monitoring participation data and feedback to identify groups that may be underrepresented  in school decision-making processes. School staff and administrators will use targeted outreach and relationship- building efforts to encourage participation and ensure all families have opportunities to share their perspectives on  school programs, policies, and priorities. Through these efforts, ASA Chino seeks to increase representation in stakeholder engagement activities and ensure that decision-making is informed by the diverse voices and experiences of the school community.|3|4|3|4|3|3|3|3|4|4|5|3|Met||2026-06-08|2026
36676860000000|Colton Joint Unified|3|Based on educational partner input and local data, CJUSD has made significant progress in building strong relationships between school staff and families.  CJUSD offers a wide range of real-world elective courses that engage students and prepare them for practical experiences. Additionally, initiatives promoting kindness, responsibility, and multicultural awareness contribute to a positive school culture, strengthening connections between students, staff, and families. Academic support, including after-school tutoring and online assistance, ensures students receive the help they need beyond the classroom, reinforcing school-family partnerships.  The district continues to prioritize open communication and collaboration, with leadership—including the superintendent, principals, and district staff—actively engaging with parents. Platforms such as ParentSquare, email, and an expanded social media presence foster strong connections and responsiveness.  CJUSD offered a series of workshops to parents regarding safe use of Artificial Intelligence where parents and students were able to interact together to see practical application of AI and how it can support the educational process.  We also continue to increase parent engagement by expanding support through our District English Language Advisory Committee (DELAC) and our African American Parent Advisory Council (AAPAC) through additional meetings, resources, and targeted experiential field trips supporting all families. Furthermore, district meetings remain inclusive, offering multilingual support, structured participation activities, and diverse outreach efforts to ensure all voices are heard. Increased participation in LCAP surveys reflects growing family involvement, reinforcing CJUSD’s commitment to meaningful collaboration with parents and the community.|Based on the information provided, CJUSD can focus on the following areas to further strengthen relationships between school staff and families:  Expanded Parent Engagement Opportunities – Increase structured opportunities for parents to engage with schools, such as more frequent meetings, parent workshops, and mentorship programs for families.  Enhanced Communication & Outreach – Continue to improve the use of ParentSquare, email, and social media while expanding multilingual communication efforts to ensure all families receive timely and accessible information.  Stronger Academic Support for Families – Provide more parent education programs, such as technology training, navigating online learning platforms, and understanding academic expectations to better support student success at home.  More Inclusive Decision-Making – Strengthen parent involvement in school and district-level decision-making by increasing participation in SSC, ELAC, DELAC, and other advisory committees.  Targeted Support for AAPAC Families – Expand resources and academic support for African American students and their families through culturally responsive programs, student mentorship, and increased outreach efforts.  Strengthening After-School and Tutoring Programs – Expand tutoring and academic intervention programs, ensuring that families are well-informed and involved in their child’s learning progress.  By focusing on these areas, CJUSD can continue to foster a strong, collaborative relationship between school staff and families, ultimately supporting student success and a more engaged school community|To improve engagement with underrepresented families, CJUSD will expand efforts to foster inclusivity, cultural awareness, and stronger school-family connections. The district will continue offering diverse, real-life elective courses while emphasizing multicultural engagement and celebrating diversity, ensuring all students and families feel represented and valued.  CJUSD will also enhance communication by increasing access to meetings, workshops, and forums where families can actively participate. Utilizing platforms such as Thought Exchange, ParentSquare, and email, the district will ensure clear, multilingual communication and create a welcoming environment for all families.  Parental involvement in decision-making will be strengthened by expanding multilingual meetings and providing structured participation activities. Underrepresented families will be encouraged to share their perspectives through surveys and advisory groups. Additionally, the district will address key concerns, such as increasing funding for field trips, improving access to special education services, and ensuring diverse representation in staff and curriculum.  Mental health support and equitable access to resources remain priorities. CJUSD will continue to expand student and family support services, ensuring all students have the tools they need to succeed. By focusing on these areas, the district aims to build stronger, more inclusive relationships with underrepresented families and create a supportive school community.|CJUSD actively builds partnerships for student success through various programs, district meetings, and community events. Now in its fifth year of implementing the district’s design plan, CJUSD provides parents and community members with opportunities to engage in district meetings, including Community Cabinet, and participate in workshops at both the district and site levels to support positive student outcomes.  The district has also prioritized cultural competency by conducting interviews with African American, Multilingual English Learner, and Students with Disabilities and sharing findings with parents and educators to develop targeted action plans.   CJUSD offers extensive college and career readiness programs, including career pathways and AVID, aimed at preparing students for success beyond high school. The district’s Early College program, now in its third year at Bloomington High School and second year at Colton and Grand Terrace High Schools, enables students to graduate with both a high school diploma and an Associate of Arts (AA) degree. Career exploration activities and field trips at the elementary and middle school levels further reinforce these pathways.  CJUSD hosts annual district events such as college and career fairs, Pencil, Pen & Brush, Science Fair, Tomorrow’s Leaders, and student recognition programs, providing families with meaningful engagement opportunities. The district also offers expanded learning programs, including before- and after-school enrichment, 30 additional learning days on non-school days, and a high-dosage tutoring program at elementary schools to enhance student achievement. Additionally, parents and community members actively participate in quarterly Community Cabinet meetings, where district programs and initiatives are highlighted.|Based on the analysis of educational partner input and local data, areas of focus for  improvement are school climate, attendance, English Language Arts and Mathematics and a focus on differentiated instruction for all learners but specifically targeting English Learners, African American, Foster Youth, Homeless and Special Education students.    Continued improvement of implementing PBIS across the 3 tiers is critical to addressing a positive school culture.  School sites are focused on implementing restorative practices to help support student success.  We will continue to work with school sites on communication with parents and community partners to improve relationships and understand resources and support available to students and families.  CJUSD will continue to provide support for students on school sites with Teachers on Assignment, literacy coaches, enrichment teachers, elementary counselors, after-school tutoring, high-dosage tutoring, reading specialists, and wellness staff to support increased student outcomes.|CJUSD will enhance engagement with underrepresented families to strengthen partnerships for student outcomes by increasing attendance and participation in English Language Advisory Committee (ELAC) meetings, establishing more African American Parent Advisory Committees (AAPAC) at the site level, and expanding involvement in DPAC and AAPAC at the district level. Additionally, the district will foster stronger collaborations with local community partners through Community Cabinet meetings. To further support families, CJUSD will improve communication efforts to encourage greater participation in site and district workshops, equipping parents with the knowledge and resources needed to navigate the school system and effectively support their child's success.|CJUSD actively seeks input from educational partners to inform decision-making through various parent and community committees. At the district level, these include the District Parent Advisory Committee (DPAC), LCAP Parent Committee, District English Language Advisory Committee (DELAC), African American Parent Advisory Committee (AAPAC), Dual Immersion Parent Network (DIPN), and Community Cabinet. Additionally, GATE and Special Education Nights provide support and resources for families in these programs. Each school site also maintains School Site Councils and English Language Advisory Committees (ELAC) to engage parents at the local level.  CJUSD fosters a culture of openness and collaboration, with the superintendent, principals, and staff committed to engaging with parents. Communication is facilitated through multiple platforms, including ParentSquare, Thought Exchange, and email, while social media enhances outreach and opportunities for input. While some schools face challenges in participation, ongoing efforts are being made to strengthen engagement in the decision-making process.  To ensure accessibility, many district meetings are offered in a hybrid format, making it easier for parents of low-income, English Learner, and Foster Youth students to participate. Structured activities and multiple communication channels encourage meaningful involvement and feedback.  The LCAP survey, widely distributed via email, the district website, and social media, reflecting greater educational partner input. CJUSD also demonstrates transparency through public hearings and by posting the Superintendent’s responses online.  Educational partners play a vital role in shaping district initiatives, as committees analyze data, establish goals, and propose key metrics. The district’s equity-focused approach ensures that student needs—ranging from academic support to mental health services and cultural representation—are prioritized.  Overall, CJUSD’s strength lies in its inclusive approach to engagement, leveraging multiple communication channels, fostering collaboration, and integrating diverse perspectives into meaningful decision-making.|Based on the analysis of educational partner input and local data, the LEA has identified key areas for improvement in seeking input for decision-making. These include enhancing communication and engagement with parents, ensuring equitable representation across all schools, and refining metrics to gain a more comprehensive understanding of student needs and experiences.  One priority is increasing parent participation in district communication platforms, such as the Parent Portal, to improve access to information and opportunities for involvement. Additionally, the LEA aims to ensure equitable representation by actively engaging parents and guardians from diverse backgrounds in decision-making processes.  Last year, the district refined its metrics to provide a more holistic view of student well-being and school climate. While existing metrics such as the Dashboard, school climate data, and chronic absenteeism remain the main focus, new indicators have been introduced to better capture student experiences. These include mental health measures, staff connectedness, and student surveys focused on their school environment and access to support services.  Furthermore, in response to educational partner feedback, the LEA is committed to strengthening parent and family engagement, expanding staff training and professional development, and improving access to mental health resources. By addressing these needs, the district aims to enhance decision-making processes and foster greater student success.|To enhance engagement of underrepresented families in decision-making, CJUSD will implement targeted strategies based on educational partner input and local data.  First, improving communication will be a priority. The district will expand outreach efforts to ensure families are well-informed about meetings and events through multiple platforms, Parent Square, email, and social media.  Second, accessibility and inclusivity will be strengthened in decision-making processes. Meetings will be conducted in both English and Spanish, with active invitations extended to diverse parent groups such as DELAC and AAPAC, ensuring that underrepresented families have a meaningful voice in shaping policies and programs.  Additionally, the district has refined its metrics to gain deeper insights into the experiences and needs of underrepresented students and families. This includes incorporating indicators related to mental health, staff connectedness, and student perceptions of support and inclusion.  By enhancing communication, fostering inclusivity, expanding parent engagement, and refining data collection, CJUSD aims to increase representation of underrepresented families in decision-making, ultimately creating a more equitable and supportive educational environment.|4|5|4|5|4|4|4|4|4|4|4|4|Met||2026-06-18|2026
36676940000000|Cucamonga Elementary|3|We continue to provide in school solution advisors at each of the school sites to help students create plans for improvement as necessary. Our district also provides parent liaisons that support our sites with connecting families in need of resources that impact our students educational and emotional success.|CSD continues to work with parents to support student and family needs. We continue to identify our families needs and areas of support through various meetings and surveys. We have streamled and strengthened the use of our Parent Portal and Parent Square to enhance communication with our families and community.|CSD provides various opportunities for our families to participate in classroom and school site events that is responsive to the diverse communities we serve within our community.|We continue to provide In School Solution (ISS) advisors at each of the school sites to help students create plans for improvement as necessary. Our district also provides parent liaisons that support our sites with connecting families in need of resources that impact our students educational and emotional success.|CSD uses various methods of gathering input from our educational partners via online and paper surveys and in-person meetings. Our methods of communication are improving as we continue to use Parent Square and enhance our Parent Portal.|CSD provides various opportunities for our families to participate in classroom and school site events that is responsive to the diverse communities we serve within our community.|CSD continues to work with parents to receive input on how parents can support our student and provide input as decision makers for our schools and district. We continue to identify our families needs and areas of support through various meetings and surveys. We have streamlined and strengthened the use of our Parent Portal and Parent Square to enhance communication with our families and community.|CSD uses various methods of gathering input from our educational partners via online and paper surveys and in-person meetings. Our methods of communication are improving as we continue to use Parent Square and enhance our Parent Portal.|CSD has streamlined and strengthened the use of our Parent Portal and Parent Square to enhance communication with our families and community. All of our Parent Portal communications are available in the families language.|5|5|4|5|4|4|4|4|4|4|4|4|Met||2026-06-11|2026
36677020000000|Etiwanda Elementary|3|Based on educational partner input, local data, and the Priority 3 Self-Reflection Tool, the Etiwanda School District continues to demonstrate strong progress in building relationships between school staff and families. In the area of Building Relationships Between School Staff and Families, the district rated itself at Level 5, Full Implementation and Sustainability, in three of the four practices: developing staff capacity to build trusting and respectful relationships with families; creating welcoming environments for all families; and supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. The district rated itself at Level 4, Full Implementation, for developing multiple opportunities for two-way communication between families and educators using language that is understandable and accessible to families.  Family survey results further support this progress. In the 2025–26 LCAP survey, 4,246 parents and guardians participated, with representation from all school sites and student groups. Families reported high levels of agreement on several indicators directly connected to relationship-building. Specifically, 98% of families agreed that school administrators are regularly visible on campus, 97% agreed that their school is a place where parents/guardians and staff trust one another and get along, and 96% agreed that school staff are generally friendly, helpful, and show care for all students, including those from diverse backgrounds. In addition, 96% of families agreed that school staff respect and respond to the community’s cultural, racial, and language differences, and 97% indicated they would recommend their school to others.  These results affirm that families experience school environments as welcoming, responsive, and grounded in positive relationships. They also reflect the district’s ongoing focus on creating school cultures where families feel respected, connected, and confident in their child’s school experience. Educational partner feedback gathered through site-based Community Forums further reinforced these findings, with families identifying safety and belonging, communication and partnership, personalized support, and representation and inclusion as districtwide strengths to sustain. The district also continues to maintain strong systems for two-way communication. Communication tools, school and district websites, newsletters, parent conferences, advisory committees, engagement events, translation supports, and direct communication from teachers and administrators provide families with multiple ways to stay informed and connected. While two-way communication is well established, the district identified this area as Level 4 to reflect the need for continued refinement, consistency, and accessibility across all schools and family groups.|Based on educational partner input, local data, and the Priority 3 Self-Reflection Tool, the Etiwanda School District has identified areas for continued investment and refinement in Building Relationships Between School Staff and Families. Overall results are very positive, with the district rating itself at Level 5 in staff capacity to build trusting relationships, welcoming environments, and understanding family strengths, cultures, languages, and goals. Therefore, the district’s focus is not on developing new systems, but on strengthening consistency, accessibility, and responsiveness within practices that are already in place.  One area for continued refinement is two-way communication. Although the district has fully implemented multiple communication systems, this area was rated at Level 4, indicating an opportunity to further strengthen consistency across school sites and classrooms. The district will continue supporting staff in providing timely, clear, and accessible communication regarding school events, student progress, available resources, and opportunities for family engagement. This includes continued use of district communication platforms, school newsletters, parent conferences, direct teacher communication, and translation tools to support families in accessing information in a way that is understandable and useful.  A second area for continued investment is culturally responsive relationship-building. While the district’s ratings and survey results reflect strong family trust and positive school environments, sustaining this work requires ongoing attention. The district will continue professional learning and site-based conversations that support staff in recognizing family strengths, listening to family perspectives, and responding to the diverse cultural, racial, and language backgrounds represented across the community. These efforts will help ensure that positive relationships are experienced consistently by families across all school sites and student groups.  A third area for refinement is strengthening feedback loops with families. Educational partner input has shown that families value opportunities to be heard and appreciate when schools explain how feedback is used. The district will continue improving how it communicates next steps after surveys, advisory meetings, and engagement events so families can see how their input informs decisions, supports, and school practices.  Through these continued investments, the district will build on its strong foundation while ensuring relationship-building practices remain consistent, inclusive, and responsive to the needs of all families.|The Etiwanda School District will continue improving engagement of underrepresented families by building on existing relationship-centered practices and strengthening intentional outreach, accessibility, and reciprocal communication. Through the Priority 3 Self-Reflection Tool, LCAP surveys, ThoughtExchange input, advisory committees, and site-based community forums, the district identified the importance of ensuring that families of English Learners, students with disabilities, Foster Youth, socioeconomically disadvantaged students, and families who may not traditionally participate in school events feel welcomed, heard, and connected to their school community.  Because the district’s Building Relationships ratings reflect strong implementation, with Level 5 ratings in staff capacity, welcoming environments, and understanding family strengths, cultures, languages, and goals, the district’s focus is on ensuring these practices are experienced consistently across all school sites and family groups. Schools will continue using personalized outreach, translated communication, family engagement events, advisory committee participation, and direct staff contact to strengthen relationships with families who may face barriers to participation.  Language access will remain a key strategy. The district will continue using translation tools, multilingual communication options, and staff support during parent conferences, advisory meetings, English Learner parent events, IEP and 504 meetings, community forums, and school office interactions. These supports help families access information, ask questions, share concerns, and participate more fully in their child’s educational experience.  The district will also continue investing in culturally responsive relationship-building through professional learning, site-based collaboration, and advisory input. These efforts support staff in recognizing family strengths, listening to family perspectives, and responding to the diverse cultural, racial, and language backgrounds represented across the community.  Through coordinated outreach, language access, advisory opportunities, and culturally responsive practices, the Etiwanda School District will continue strengthening relationships with underrepresented families and ensuring all families feel welcomed, respected, and valued as partners in their child’s education.|The Etiwanda School District used multiple measures to evaluate progress in Building Partnerships for Student Outcomes, including the Priority 3 Self-Reflection Tool, Parent/Guardian Survey results, ThoughtExchange input, advisory committee participation, and site-based Community Forum feedback. These tools provided evidence of how families are informed, supported, and included as partners in student learning.  The 2025–26 self-reflection results show continued progress. The district committee rated Etiwanda at a Level 4 in providing professional learning and support to teachers and principals to strengthen family partnerships, and Level 4 in providing families with information and resources to support learning at home. The strongest growth was reflected in Practices 7 and 8. The district increased from Level 4 to Level 5 in supporting teacher, family, and student conversations about student progress, and from Level 3 to Level 5 in supporting families to understand their rights and advocate for students.  Survey results further support these ratings. In the 2025–26 Parent/Guardian Survey, 4,246 families participated. Families reported strong agreement on items connected to student outcomes and school-home partnership: 97% agreed that their child receives weekly Universal Access or small-group instruction in reading or mathematics, 96% agreed that the school effectively communicates regarding student progress, 92% agreed that teachers engage students in data discussions to set learning goals, 94% agreed that their child receives academic support needed to reach grade-level standards, 95% agreed that teachers understand and address their child’s learning needs, and 98% agreed that the school provides opportunities for families to engage in their child’s education.  These results show families value clear communication about student progress, access to academic supports, and opportunities to partner with school staff. Educational partner input also reinforced the importance of continuing to explain assessment results, learning goals, Universal Access, intervention and enrichment opportunities, and available student supports in ways that are understandable and useful to families.  As a result, the district continued and refined LCAP actions related to family communication, student progress updates, and engagement opportunities. This includes Action 4.3, which supports digital communication and outreach regarding student progress, homework, events, supports, and enrichment opportunities, and Action 4.4, which emphasizes conferences, progress updates, and timely notices for students performing below expectations. There will be continued support for family advocacy through IEP and 504 processes, English Learner supports, advisory committees, translated communication, and parent engagement events.  Overall, the data demonstrate that Etiwanda has strengthened systems for partnering with families around student learning, progress monitoring, and advocacy.|Based on educational partner input, local survey data, and the Priority 3 Self-Reflection Tool, the Etiwanda School District identified continued refinement of family-facing information and academic progress communication as focus areas for Building Partnerships for Student Outcomes. Current ratings are strong, with Level 5 ratings in practices related to discussing student progress with families and supporting families in understanding their rights and advocacy opportunities. As a result, the district’s focus is on sustaining these systems while improving clarity and consistency across all school sites.  Family survey data reflect strong partnerships, with 96% of families agreeing that their child’s school effectively communicates regarding student progress, 97% agreeing that their child receives weekly Universal Access or small-group instruction in reading or mathematics, and 92% agreeing that teachers engage students in data discussions to set learning goals. While these results are positive, educational partner input shows families continue to value clearer explanations of assessment results, learning goals, Universal Access, intervention and enrichment opportunities, and ways to support learning at home.  The district will also continue improving how families access information about available resources and support services. Although 92% of families agreed they are aware of resources and supports available at their school, the district will continue refining communication so families can easily locate and understand academic, social-emotional, counseling, English Learner, special education, attendance, and enrichment supports.  To address these focus areas, the district will continue implementing and refining LCAP actions related to student progress communication, family engagement, and access to support resources. This includes conferences, progress updates, parent engagement nights, digital communication tools, translated resources, advisory committees, and targeted outreach to ensure families have the information and confidence needed to actively support their child’s success.|To improve engagement of underrepresented families in Building Partnerships for Student Outcomes, the Etiwanda School District will continue making academic supports, progress information, and family partnership opportunities more visible, accessible, and responsive. While overall results reflect strong family confidence, the district recognizes that some families may benefit from clearer explanations of available programs and more personalized support in accessing information.  A continued area of focus is helping families better understand the supports available during the school day. The district will provide simple explanations of programs such as Universal Access, intervention and enrichment opportunities, advanced learner supports, counseling services, and student data discussions or goal-setting. Sharing concrete examples of what these supports look like in practice will help families recognize how students are supported and how they can reinforce learning at home.  The district will also strengthen two-way communication by supporting families in using tools such as Rooms, Aeries, email, and other district communication platforms. Step-by-step guides, translated resources, and opportunities to ask questions in families’ home languages will help ensure families can access information and communicate with school staff more confidently.  In addition, ESD will continue expanding culturally responsive outreach by partnering with families and trusted school staff to design engagement opportunities that reflect the needs, schedules, and experiences of diverse communities. This includes using advisory committees, small-group meetings, parent nights, and direct outreach to support families who may feel less familiar with school processes.  Finally, the district will continue strengthening trust by making follow-up visible. When families share concerns related to academic progress, safety, bullying, or responsiveness, schools will continue providing clear information about available supports, inviting families into problem-solving conversations, and demonstrating how feedback informs school practices. These efforts will help underrepresented families feel informed, included, and empowered to participate in decisions that support their child’s academic growth and overall success.|The Etiwanda School District used multiple measures to evaluate progress in Seeking Input for Decision-Making, including the Priority 3 Self-Reflection Tool, LCAP surveys, ThoughtExchange, advisory committee participation, site-based Community Forums, School Site Councils, English Learner Advisory Committees, and district leadership meetings. These tools provide ongoing opportunities for families, students, staff, and community partners to provide input on district priorities, school programs, family engagement, and LCAP revisions.  The 2025–26 self-reflection results show full implementation across all four practices in this section, with ratings of Level 4 in supporting principals and staff to engage families in advisory groups, supporting family members to participate in decision-making, providing all families opportunities for input, and creating opportunities for families, teachers, principals, and district administrators to work together. These ratings reflect established systems that are functioning across the district while also identifying opportunities to further strengthen consistency, representation, and feedback loops.  Local participation data further demonstrates progress. The 2025–26 LCAP survey included 4,246 family responses, 7,060 student responses, and 1,280 staff responses. ThoughtExchange included 7,510 participants and 187,797 total exchanges, providing broad input from students, families, and teachers. The district also strengthened its Community Forum process by shifting to site-based forums. Participation increased from 77%, and the number of feedback responses increased 81%. This provided more school-specific input and allowed families to better connect district goals, LCAP actions, and school-level priorities.  Educational partner input shows that families value clear communication, meaningful engagement opportunities, and transparency in how district goals connect to school practices. Families also identified safety and belonging, personalized support, communication and partnership, and representation and inclusion as districtwide strengths to sustain.  As a result, the district continued to refine LCAP actions related to communication, advisory input, family engagement events, and decision-making opportunities. The district will continue using surveys, ThoughtExchange, advisory committees, community forums, and online feedback tools to ensure educational partner input remains central to planning, implementation, and continuous improvement.|Based on educational partner input, local participation data, and the Priority 3 Self-Reflection Tool, the Etiwanda School District identified two focus areas for continued improvement in Seeking Input for Decision-Making. While the district has fully implemented multiple systems for gathering input, the Level 4 ratings across all four practices reflect the district’s commitment to continued refinement rather than a need to create new systems.  The district will continue building on its broad participation efforts to ensure input reflects the voices and experiences of families across all schools and student groups. The annual survey platform supported greater language access, with families selecting 13 different languages to complete the survey. This strengthened the district’s ability to gather input from families with varied language preferences and will continue to inform future outreach. Continued refinement will focus on offering flexible ways to participate, clearly explaining the purpose of each input opportunity, and supporting families in advisory and decision-making spaces so their perspectives can be meaningfully included.  A second focus area is continuing to strengthen feedback loops. Educational partners consistently value transparency and opportunities to understand how their input informs district decisions, school priorities, and LCAP revisions. The district will continue summarizing feedback, sharing common themes, and explaining how input influenced actions, communication practices, family engagement opportunities, and student supports. This follow-up helps families see the connection between their participation and the district’s continuous improvement efforts.  To address these focus areas, the district will continue refining LCAP Actions 4.6 and 4.8, which support multiple pathways for educational partner input and advisory committee collaboration. This includes continued use of surveys, ThoughtExchange, advisory committees, school-level forums, translated communication, online feedback portals, and follow-up communication that helps families see how their voices contribute to district planning and continuous improvement.|To improve engagement of underrepresented families in Seeking Input for Decision-Making, the Etiwanda School District will continue shifting from simply offering opportunities for input to ensuring that families can meaningfully participate and see the impact of their feedback. This includes families of English Learners, students with disabilities, Foster Youth, socioeconomically disadvantaged students, and families who may be less represented in traditional advisory meetings or engagement events.  The district will continue using advisory committees, site-based forums, surveys, and targeted outreach to gather input from a broad range of educational partners. To strengthen access, the district will continue providing translated communication, flexible participation options, clear meeting materials, and opportunities for families to ask questions in smaller or more familiar settings.  The district will also continue partnering with site leaders and trusted staff to personally invite families into engagement opportunities. This approach helps reduce barriers for families who may be unfamiliar with district processes, unsure how their input will be used, or less comfortable participating in formal meetings. Site-based outreach also allows families to connect decisions to their child’s school experience, including academic supports, safety, communication, enrichment, and family engagement.  A continued area of refinement is making feedback loops more visible. After surveys, forums, and advisory meetings, the district will continue sharing common themes, next steps, and examples of how input influenced LCAP revisions, school practices, communication strategies, and support systems. This helps families understand that participation is meaningful and that their perspectives contribute to district planning.  Through these efforts, ESD will continue strengthening inclusive decision-making structures so underrepresented families are not only invited to participate, but are informed, supported, and empowered to help shape programs and practices that affect their children’s school experience.|5|5|5|4|4|4|5|5|4|4|4|4|Met||2026-06-11|2026
36677100000000|Fontana Unified|3|Overall, Fontana Unified School District demonstrates several strong practices for building relationships with families and the broader community, particularly through communication, engagement opportunities, and welcoming school environments.  A consistent strength is the district’s use of multiple communication platforms, especially ParentSquare. Families appreciate having access to information through email, text, phone calls, websites, and social media, which allows for flexible and timely communication. Families appreciate how the district shares detailed and important information effectively, providing families with meaningful opportunities to stay informed and engaged.  Another strength lies in school and district level family events, such as back-to-school nights, open houses, holiday and seasonal family events, college application support days at the high school level, and community-based events. These opportunities allow families to connect with school staff, administrators, and one another, helping foster a sense of belonging and trust. Additionally, sites and the district offer informal engagement opportunities, such as coffee chats with principals or superintendents.  Additionally, Fontana offers welcoming campuses and provides opportunities for families to share feedback. Families appreciate how staff listen to concerns and provide avenues for families to voice input both at the school site and district level. Community Aides serve as essential connectors who support family engagement and communication, particularly for diverse communities.  Finally, Fontana interacts with diverse organizations and community partners as a means of strengthening outreach and communication. This approach supports broader engagement and reflects an effort to meet families where they are, academically, culturally, and emotionally.|According to educational partners, Fontana Unified School District’s focus areas for building relationships between school staff and families center on strengthening communication, increasing meaningful engagement opportunities, and ensuring culturally responsive practices across all school sites.  Educational partners expressed a need for more frequent, accessible, and two-way communication between families and school staff. Families identified overreliance on email and limited touchpoints (e.g., Back-to-School Night) as barriers, particularly for families with limited technology access or language needs.   Another key area of improvement is increasing in-person and relationship-centered engagement opportunities. Educational partners emphasized the importance of more family nights, learning labs, cultural events, and staff–family collaboration days scheduled at varied times (including evenings and weekends) to align with parent availability.   Educational partners also highlighted the need for cultural responsiveness and inclusivity, particularly as district demographics continue to evolve, including growth in Asian and other diverse family populations  Finally, there was strong support for professional learning and accountability for staff. Families called for mandatory professional development focused on relationship-building, effective communication, and family engagement, paired with clear expectations and accountability for implementation.   Collectively, these focus areas aim to create consistent, inclusive, and relationship-driven partnerships between school staff and families, ensuring families feel informed, welcomed, and empowered to actively participate in their students’ education.|Based on educational partner recommendations, Fontana Unified School District will strengthen engagement of underrepresented families by intentionally meeting families where they are and removing common barriers to participation. Traditional school-based activities and one-size-fits-all communication methods do not reach many families due to work schedules, language differences, transportation challenges, or prior experiences with schools. Therefore, Fontana Unified School District will expand personalized outreach efforts, including phone calls, text messages, home visits, and direct invitations to events, particularly for families who do not typically engage. School and district staff will increase their presence in the community by attending cultural events, extracurricular activities, athletic events, and community job sites, reinforcing that family engagement extends beyond meetings held on campus.  To build trusting relationships, Fontana Unified will prioritize culturally responsive practices by learning about the backgrounds of students and families and adapting communication styles, languages, and formats accordingly. Schools will expand the use of multilingual, digital, and physical communication tools—such as bi-monthly automated calls or texts, virtual engagement opportunities, and written communication—to ensure families with limited time or access can stay informed and involved. Parent centers and family liaison supports will be strengthened to provide consistent points of contact and ongoing assistance throughout the school year.  Importantly, Fontana Unified will shift toward engagement strategies that are meaningful to families by actively seeking input from those who are underrepresented, listening to what they value, and recognizing diverse forms of engagement, including supporting students at home or attending extracurricular activities. Opportunities such as community meetings, shared meals, cultural celebrations, and hybrid in-person/virtual events will be offered across multiple school sites to foster two-way communication, relationship-building, and a sense of belonging. Through these targeted, relational, and inclusive approaches, the Fontana aims to build stronger partnerships between school staff and families who have historically been less connected to schools.|Fontana Unified School District demonstrates meaningful strengths and steady progress in building partnerships for student outcomes, particularly in the areas of family engagement, communication, and shared decision-making.  Educational partners note frequent and varied opportunities for family involvement, especially at the elementary level. These include open houses, back-to-school nights, parent-teacher conferences, family learning nights, cultural and holiday events, and classroom-based volunteering. Such opportunities help families stay connected to school activities and better understand student learning experiences. Partners also highlight the value of parent trainings and tutoring supports, which strengthen families’ capacity to support learning at home.  Fontana Unified shows strong progress in seeking and maintaining partnerships through advisory and stakeholder committees, such as LCAP Committee, DELAC, DAAPAC, and other site- and district-level groups. Educational Partners emphasize that families and students are provided voices in decision-making, reinforcing trust and collaboration between the school system and the community. Clear communication with parent advisory committees is frequently identified as a strength.  Communication tools and practices further support partnerships. Educational partners reference ongoing communication with families through conferences, phone calls or emails when students need support, and platforms such as ParentSquare. This responsiveness reinforces a shared responsibility for student behavior, well-being, and academic progress.  Additionally, respondents recognize Fontana Unified’s emphasis on student safety, learning, and community support, noting that these priorities align with family values and contribute to positive relationships. Community partnerships, site-based engagement opportunities, and districtwide events further strengthen connections beyond the classroom.|Per educational partners, Fontana Unified’s focus areas for improvement in building partnerships for student outcomes center on strengthening communication, increasing accessibility and inclusivity, and expanding meaningful engagement opportunities for families—particularly at the secondary level.  Educational partners emphasize the need for more effective, timely, and two-way communication between schools and families. They note gaps in communication at middle and high school, where teachers manage large student caseloads and parent outreach can be inconsistent or occur too late to proactively support learning. There is a clear call to improve systems and tools (e.g., ParentSquare, emails, texts) so families better understand grade-level expectations, student progress, and the “why” behind instructional practices.  Another key focus area is access and convenience. Families express a need for more flexible meeting times, including evenings, weekends, and virtual options, to accommodate working parents. Holding multiple sessions of the same topic, offering hybrid or online participation, and ensuring events are communicated well in advance were identified as strategies to increase participation. Expanding opportunities for in-person connections—such as parent-teacher conferences, workshops, open houses, home visits, and resource fairs—was also frequently mentioned.  Educational partners also highlight the importance of equitable, inclusive, and welcoming partnerships. They indicate a need to be more intentional about engaging historically underserved communities, including first-generation families and underrepresented racial and cultural groups, and ensuring they have the same access to platforms, information, and decision-making spaces. Improving outreach about existing committees and partnership opportunities was identified as an area for growth.  Finally, there is a need to build family capacity through support and resources, particularly related to technology and navigating district systems. Suggestions included parent technology days, centralized support centers, and workshops that help families access tools, resources, and learning strategies to better support their children’s academic and social-emotional growth.  Together, these findings point to a focused improvement effort on clear, inclusive communication; flexible and accessible engagement structures; targeted outreach to underserved communities; and capacity-building supports that position families as active partners in student learning and success.|Based on input from educational partners, Fontana Unified School District will improve engagement of underrepresented families by shifting toward more personalized, culturally responsive, and flexible outreach practices focused on building trust and reducing barriers to participation. Partners indicate that families who are least engaged often face practical constraints (e.g., work schedules, childcare, transportation, language barriers) and are less responsive to one-size-fits-all or problem-based communication.  To address this, Fontana Unified will prioritize proactive, relationship-based engagement strategies, including personal phone calls, face-to-face conversations, and home or community-based visits conducted by trained staff or outreach liaisons. Educational partners emphasized the importance of meeting families “where they are,” both physically and relationally, and engaging them in neutral, welcoming contexts rather than only when concerns arise. Expanding multilingual communication—particularly in Spanish—through written, verbal, and in-person formats will further remove access barriers.  Fontana Unified will also increase flexibility in engagement opportunities by offering events, workshops, and conferences at varied times (mornings, evenings, weekends) and locations, including school sites and community settings. Family events connected to student interests (e.g., VAPA, athletics, celebrations) and incentives such as food or raffles will be used to encourage participation. Additionally, schools will gather direct feedback from non-participating families through surveys and conversations to better understand what engagement means to them and what supports they need.  Collectively, these actions will strengthen partnerships by honoring family voice, addressing structural barriers, and creating multiple, meaningful entry points for underrepresented families to engage as partners in supporting student outcomes.|Per educational partners, Fontana Unified School District demonstrates clear strengths and continued progress in seeking input to inform decision-making. Educational partners consistently note that the district offers multiple, recurring opportunities for engagement, including annual and ongoing surveys, advisory committees (e.g., ELAC, AAPAC), parent meetings, workshops, and forums such as Coffee or Breakfast with Principals and district-led education partner meetings. These structures provide families and community members with regular avenues to share perspectives, ask questions, and provide feedback on district plans, programs, and priorities.  Partners also highlight Fontana Unified’s intentional communication and transparency, noting that information about decisions, initiatives, and opportunities for input is routinely shared through email, meetings, and district communications. Several comments specifically referenced the LCAP process and parent advisory committees as effective venues for gathering stakeholder voice and incorporating feedback into planning.  Progress is also evident in the breadth of outreach methods, with Fontana Unified utilizing surveys, in-person meetings, and committee-based input to reach families and staff. Educational partners acknowledged that the district is informative, detailed, and responsive in listening to family input, and that many structures are already in place to support shared decision-making and continuous improvement.  Overall, Fontana Unified has established a strong foundation for seeking input for decision-making, characterized by frequent engagement opportunities, active advisory structures, and transparent communication. The district continues to make progress by listening to stakeholder feedback and identifying ways to make engagement more inclusive, accessible, and impactful.|According to educational partners, Fontana Unified’s primary focus areas for improvement in seeking input for decision-making center on expanding access, increasing participation, and diversifying the voices involved in district decision-making.  Educational partners consistently indicate a need for more inclusive and accessible engagement strategies, particularly for families who are traditionally underrepresented or less responsive to current outreach efforts. Partners emphasize the importance of intentionally pulling in minority groups and forming more diverse committees so that district decisions reflect the needs and experiences of a broader cross-section of the community. There is a clear call to move beyond reliance on surveys alone and ensure families feel their voices are genuinely heard and valued.  Another key area for improvement is communication methods and outreach. Participants noted that current approaches—primarily email and time-limited surveys—do not reach all families effectively. Suggested improvements include using text messages, automated phone calls, paper handouts, and personal invitations to increase awareness and participation. Partners highlight the need for clearer explanations of the purpose of surveys and how the information will be used, which may help build trust and increase response rates.  Educational partners also identified the need for more frequent and varied opportunities to provide input. Suggestions included offering parent suggestion boxes (both online and at school sites), feedback boxes in front offices, and opportunities for live, in-person engagement such as meetings, conferences, and school-based discussions outside of formal survey windows. These options would allow for more continuous input rather than limiting feedback to specific survey periods.  Finally, partners emphasize improving information access and transparency, particularly through school and district websites. Ensuring families have timely, easy-to-understand information is viewed as critical to supporting informed participation in decision-making processes.|Based on feedback from educational partners, Fontana Unified School District will strengthen engagement of underrepresented families by expanding accessible, culturally responsive, and relationship-based opportunities for input into decision-making. Feedback highlights that many families face barriers related to language, technology access, time, and comfort with traditional engagement structures. To address these challenges, the Fontana Unified will increase in-person outreach strategies, including school-based meetings, home visits when appropriate, and direct personal contact through phone calls or face-to-face conversations. These approaches are intended to build trust and ensure voices are captured beyond those who typically participate.  Fontana Unified will also reduce reliance on technology alone by offering multiple modalities for feedback, such as in-person town halls, and opportunities to share input during school events. When digital tools are used, families will have options such as text messaging, QR codes, and simple links, paired with incentives to increase participation. To further address access gaps, Fontana Unified will provide translation services, bilingual communication materials, and clear supports for families with limited English proficiency.  Additionally, Fontana Unified will intentionally seek to understand the root causes of disengagement by listening to families’ experiences and using that feedback to refine outreach strategies. By meeting families where they are—both physically and linguistically—and offering flexible ways to participate, the LEA aims to create more inclusive decision-making processes that reflect the perspectives of underrepresented families and ensure their input meaningfully informs district and school actions.|3|4|3|3|3|3|3|3|3|4|3|3|Met||2026-06-24|2026
36677100141952|Allegiance STEAM Academy - Thrive, Fontana|3|ASA Fontana continues to strengthen relationships between school staff and families through consistent communication, accessible engagement opportunities, and a focus on building trust across the school community. Based on educational partner input and local survey data, the school has demonstrated progress in creating welcoming environments and increasing opportunities for meaningful two-way communication between families and educators. Parent survey results indicate strong family-school relationships, with 86% of families reporting they feel connected to the school, 90% agreeing there are several ways for families to be involved, 91% reporting they can communicate with their child’s teacher when needed, and 87% reporting they can communicate with an administrator when needed. Families also reported high levels of satisfaction with school communication and opportunities to provide feedback. ASA Fontana supports family engagement through ongoing communication, family events, parent conferences, and opportunities for direct interaction with school leadership. ParentSquare and the Weekly Wolf Update continue to serve as highly effective communication tools, helping families stay informed and connected to the school community. Communication platforms and resources are accessible in families’ preferred languages, helping ensure all families can access important information and participate in school activities. The school remains committed to strengthening authentic partnerships with families and continuously improving practices that support student success and a positive school culture.|Based on educational partner input and local survey data, ASA Fontana has identified opportunities to further strengthen relationships between school staff and families and deepen understanding of the diverse backgrounds, languages, and goals represented within the school community. While survey results indicate strong levels of family satisfaction and communication, the school remains committed to continuous improvement. Focus areas include increasing engagement from families who may be less connected to traditional involvement opportunities and strengthening two-way communication practices that encourage meaningful family feedback and participation. Survey results also indicate an opportunity to further strengthen families’ sense of connection to the school community and continue ensuring that all families feel welcomed, valued, and included. Through these efforts, ASA Fontana aims to further enhance trust, collaboration, and shared responsibility for student success.|Based on educational partner input and local data, ASA Fontana will continue to strengthen engagement with families who may be underrepresented in surveys, family events, and other engagement opportunities. The school will utilize multiple communication methods, provide information in families’ preferred languages, and offer a variety of opportunities for participation to increase accessibility and encourage broader engagement. ASA Fontana will continue monitoring participation data and feedback to identify families who may be less connected  to school activities and communication. School staff and administrators will use targeted outreach and relationship- building efforts to encourage participation and ensure all families have opportunities to share their perspectives and  engage as partners in their child's education. Through these efforts, ASA Fontana seeks to strengthen connections with all families and ensure that diverse voices are represented within the school community.|Based on educational partner input and local data, ASA Fontana continues to make progress in building partnerships with families that support student learning and achievement. The school provides families with regular information regarding academic expectations, student progress, attendance, assessment results, and school programs through ParentSquare, conferences, progress reports, and other communication channels. Families have opportunities to meet with teachers and school staff to discuss student progress, identify areas of need, and develop strategies to support learning both at school and at home. Parent-teacher conferences, intervention meetings, and ongoing communication between families and staff help foster collaboration focused on student success. ASA Fontana also provides families with information about available programs, services, and supports, including resources for students receiving special education services, English learner support, and academic interventions. Survey results indicate that families feel connected to the school and are able to communicate with teachers and administrators when needed, providing a strong foundation for continued partnership. The school remains committed to strengthening family engagement practices that support student outcomes and ensuring families have meaningful opportunities to partner with educators in their child's education.|Based on educational partner input and local data, ASA Fontana has identified opportunities to strengthen family partnerships that directly support student learning and achievement. While families report strong levels of communication and access to school staff, the school seeks to increase family understanding of academic expectations, available supports, and strategies that can be used to reinforce learning at home. Additional focus areas include increasing participation in conferences, workshops, and other opportunities designed to support student success, as well as strengthening family awareness of programs and services available to meet individual student needs. Survey results also indicate an opportunity to increase confidence in the supports available for both struggling and high-performing students. Through these efforts, ASA Fontana aims to deepen collaboration between families and educators and further strengthen shared responsibility for positive student outcomes.|Based on educational partner input and local data, ASA Fontana will continue to strengthen engagement with families who may be underrepresented in conferences, surveys, workshops, and other family engagement opportunities. The school will utilize multiple communication methods, provide information in families’preferred languages, and offer a variety of opportunities for participation to increase accessibility and engagement. ASA Fontana will continue monitoring participation data and feedback to identify families who may benefit from  additional outreach and support. School staff and administrators will use targeted communication and relationship- building efforts to encourage participation in discussions related to student progress, available supports, and  educational opportunities. Through these efforts, ASA Fontana aims to ensure all families have meaningful opportunities to engage as partners in supporting student learning and achievement.|Based on educational partner input and local data, ASA Fontana continues to make progress in seeking family input and incorporating stakeholder feedback into school decision-making processes. Families are provided multiple opportunities throughout the year to share feedback through LCAP surveys, school climate surveys, parent meetings, advisory groups, and direct communication with school staff and administrators.  2026-27 Local Performance Indicator Self-Reflection for Allegiance STEAM Academy - Thrive Fontana Page 13 of 20 Survey results indicate that families feel informed, have access to school leadership, and believe the school values their input. ASA Fontana utilizes a variety of communication platforms and engagement opportunities to ensure families can provide feedback on school programs, policies, and priorities. Information and surveys are made available in families’ preferred languages to promote broad participation and accessibility. The school has also strengthened its capacity to engage families in decision-making by encouraging participation in advisory groups, public meetings, and stakeholder engagement activities. Family feedback is regularly reviewed and considered when evaluating programs, planning improvements, and developing the Local Control and Accountability Plan (LCAP). ASA Fontana remains committed to maintaining transparent communication and providing meaningful opportunities for families, staff, and school leadership to work together in support of continuous improvement and student success.|Based on educational partner input and local data, ASA Fontana has identified opportunities to further increase family participation in advisory groups, stakeholder meetings, surveys, and other decision-making processes. While the school provides multiple opportunities for families to share feedback, participation levels vary across engagement activities. A primary focus area is increasing representation from families who may be less likely to participate in surveys, meetings, and advisory opportunities. The school will continue refining outreach strategies, communication methods, and engagement opportunities to encourage broader participation and ensure a diversity of perspectives are represented. ASA Fontana also seeks to expand opportunities for families, staff, and school leadership to collaborate in evaluating programs, identifying priorities, and supporting continuous improvement efforts. Through these efforts, the school aims to strengthen shared ownership of school initiatives and ensure decision-making reflects the needs and perspectives of the broader school community.|Based on educational partner input and local data, ASA Fontana will continue to strengthen engagement with  families who may be underrepresented in surveys, advisory groups, stakeholder meetings, and other decision- making opportunities. The school will utilize multiple communication methods, provide information in families’  preferred languages, and offer a variety of opportunities for participation to increase accessibility and encourage broader engagement. ASA Fontana will continue monitoring participation data and feedback to identify groups that may be underrepresented in school decision-making processes. School staff and administrators will use targeted outreach and relationship-building efforts to encourage participation and ensure all families have opportunities to share their perspectives on school programs, policies, and priorities. Through these efforts, ASA Fontana seeks to increase representation in stakeholder engagement activities and ensure that decision-making is informed by the diverse voices and experiences of the school community.|4|3|3|4|3|3|3|4|4|4|3|3|Met||2026-06-08|2026
36677360000000|Helendale Elementary|3|Based on the analysis of educational partner input and local data, Helendale School District's primary strength in building relationships between school staff and families lies in consistent, proactive communication at the site levels. Site principals maintain regular contact with families through ongoing emails, newsletters, and direct communication regarding student attendance and tardies. This consistent outreach ensures parents are kept informed about their child's engagement at school and reinforces a shared responsibility between home and school for student success.    Both school sites currently utilize ClassDojo and ParentSquare as a family communication platform, and the district is taking steps to formalize ClassDojo as a unified, district-wide program rather than separate site-level tools. This move toward a single, consistent communication system reflects the district's commitment to making family engagement coherent, accessible, and equitable across all sites.    In addition, each school site maintains an active social media presence to share school events, celebrations, and important information with families in real time. The district has also updated its website, with a relaunch planned to improve navigation, accessibility, and the timeliness of information available to families. Together, these efforts demonstrate the district's progress in strengthening relationships between school staff and families and building a culture of open, two-way communication.|Based on the analysis of educational partner input and local data, Helendale School District has identified two focus areas for improvement in building relationships between school staff and families.    The first is strengthening and unifying district and site communication. While site-level communication is a current strength, the district aims to build greater consistency across platforms—including social media, the updated district website, and the adoption of a unified communication tool—so that families receive clear, timely information regardless of which school their child attends. The district is also exploring the development of a district-level newsletter or similar regular communication to keep families and community members informed of district-wide initiatives, programs, and opportunities for involvement.    The second focus area is creating more structured opportunities for in-person family engagement. The district intends to explore parent workshops and community meetings designed to help families better understand and engage with their student's educational program. In addition, the district plans to leverage existing site events by incorporating opportunities for family input and feedback in order to increase participation, gather meaningful educational partner input, and strengthen the partnership between school staff and families.|Based on the analysis of educational partner input and local data, Helendale School District will improve engagement of underrepresented families through targeted outreach and relationship-building efforts designed to meet families where they are.    The district will develop targeted events focused on the needs of underrepresented families, including workshops for families of students with disabilities that help parents understand the special education process and their procedural safeguards and rights. These events will also serve to initiate and strengthen connections between district staff, county vendors, and community partner organizations, so that families are aware of and connected to the full range of resources and supports available to them.    In addition, the district and sites’ liaisons for students experiencing homelessness and foster youth will conduct proactive, personalized outreach to students and their families. Rather than waiting for families to seek out support, liaisons will initiate contact to build personal connections, ensure families know what services and protections are available to them under McKinney-Vento and foster youth provisions, and establish a trusted point of contact within the district. This individualized approach reflects the district's understanding that engagement of underrepresented families is built through relationships, trust, and consistent follow-through.|Based on the analysis of educational partner input and local data, Helendale School District's strength in building partnerships for student outcomes lies in the consistent, structured communication of student progress and the collaborative identification of supports available to families.    The district engages parents as partners through multiple formal venues, including SST meetings, IEP meetings, and Section 504 meetings, where staff and families review student progress together and discuss the supports, services, and accommodations available to help parents support their child's learning. These meetings are designed not only to inform families but to equip them with concrete strategies and resources they can use at home, reinforcing the partnership between school staff and families in pursuit of shared student outcomes.    Teachers regularly update student progress, and this ongoing communication assists families in understanding where their child is performing academically and what next steps are appropriate. Parents also have continuous access to their student's grades online through ParentSquare, providing real-time visibility into academic performance between formal reporting periods and enabling timely conversations between home and school.    Together, these practices ensure that families are informed, involved, and equipped to partner with the district in supporting their child's academic growth, and reflect the district's commitment to transparency and shared responsibility for student outcomes.|Based on the analysis of educational partner input and local data, Helendale School District has identified increasing family access to and use of digital communication platforms as a primary focus area for improvement in building partnerships for student outcomes.    The district will continue to utilize ParentSquare for ongoing communication of student progress while working to increase family adoption and usage of ClassDojo across sites. This includes actively inviting and onboarding families to the platform so that all parents—not just those already engaged—have consistent, real-time access to information about their child's learning and school activities.    In addition, the district will provide training and workshops for families to strengthen their capacity to partner with school staff in supporting student outcomes. These offerings will help parents navigate district communication tools, understand student progress information, and learn concrete strategies for supporting their child's academic growth at home. By pairing improved digital access with in-person capacity-building opportunities, the district aims to deepen partnerships between staff and families and ensure that engagement translates into improved outcomes for students.|Based on the analysis of educational partner input and local data, Helendale School District will improve engagement of underrepresented families in building partnerships for student outcomes through personalized outreach and the removal of barriers to participation. The district recognizes that underrepresented families are most effectively engaged through direct, personal connections rather than general communication alone. District staff will conduct personalized outreach to ensure these families are invited into and supported through key meetings regarding their student's progress, including special education meetings and other student-centered planning processes. To remove language barriers for English Learner families, the district will provide translation and interpretation services for meetings, ensuring that all families can fully understand and meaningfully participate in conversations about their child's learning and available supports.    In addition, the district will utilize home visits as a strategy to build trust and strengthen partnerships with families who may be less likely to engage through traditional channels. The district's liaisons—including those serving foster youth and students experiencing homelessness—will continue to provide individualized support, serving as consistent, trusted points of contact who connect underrepresented families with resources and keep them engaged in their student's educational progress.|Based on the analysis of educational partner input and local data, Helendale School District's strength in seeking input for decision-making lies in the breadth of venues through which educational partner voice is gathered and incorporated into district planning.    The district actively seeks input through multiple structured channels, including annual LCAP surveys administered to parents, students, and staff; School Site Council meetings; the Parent Advisory Committee; district committees; and public board meetings where community members are invited to provide comment. These venues ensure that input is gathered from a wide range of educational partners and that feedback directly informs the development of the LCAP, district goals, and site-level decision-making.   In addition, community partners engage with school sites and the district to offer resources and supports to our schools, and their input and expertise are incorporated into district planning as well. This partnership-based approach ensures that decision-making reflects not only the perspectives of families, students, and staff, but also the knowledge of the broader community organizations that serve them.    Together, these practices demonstrate the district's commitment to transparent, inclusive decision-making in which educational partners have meaningful, ongoing opportunities to shape the direction of the district.|Based on the analysis of educational partner input and local data, Helendale School District has identified several focus areas for improvement in seeking input for decision-making.    First, the district will improve the consistency of its input-gathering meetings by establishing regular meeting schedules—monthly, quarterly, or by semester, as appropriate to each committee or group—so that educational partners can rely on predictable, ongoing opportunities to provide input rather than occasional or irregular engagement. Second, the district will expand the avenues through which feedback is collected. This includes developing an additional feedback tool, such as a social-emotional wellness survey for parents and community partners, to capture input on student and family wellbeing that may not surface through existing academic-focused surveys. The district will also work to include community members more intentionally in decision-making processes and connect them with resources that support their meaningful participation.    Finally, the district will leverage its full range of communication platforms—including social media, the district website, ClassDojo, and ParentSquare—to continuously invite input from families, promote upcoming opportunities for engagement, and close the feedback loop by communicating how partner input has shaped district decisions.|Based on the analysis of educational partner input and local data, Helendale School District will improve engagement of underrepresented families in seeking input for decision-making by removing language barriers, increasing targeted outreach, and improving the district's ability to hear from these families directly.    The district's communication and input tools, including the LCAP survey, can be translated into families' home languages, and the district will provide translation when communicating with families about opportunities to provide input. This ensures that English Learner families and other linguistically diverse households can fully access and participate in the district's decision-making processes.    In addition, the district will increase the frequency and intentionality of outreach to underrepresented families, ensuring that invitations to surveys, committee meetings, and other input opportunities reach these families directly rather than relying on general communication alone.    Finally, the district will refine its surveys to allow families the option to identify themselves as members of underrepresented groups. This will enable the district to disaggregate input by student group, better understand the specific needs and perspectives of underrepresented families, and use that information to make effective, impactful changes on behalf of those students. By connecting partner voice directly to identifiable needs, the district strengthens the link between input and action.|5|5|4|5|4|4|4|3|3|4|5|4|Met||2026-06-24|2026
36677360116723|Academy of Careers and Exploration|3|Based on the analysis of educational partner input and local data, ACE’s primary strength in building relationships between school staff and families lies in consistent, proactive communication at the site levels. The site principal maintains regular contact with families through ongoing emails, newsletters, and direct communication regarding student attendance and tardies. This consistent outreach ensures parents are kept informed about their child's engagement at school and reinforces a shared responsibility between home and school for student success.    ACE currently utilizes ClassDojo and ParentSquare as a family communication platform, and the district is taking steps to formalize Class Dojo as a unified, district-wide program rather than separate site-level tools. This move toward a single, consistent communication system reflects the district's commitment to making family engagement coherent, accessible, and equitable across all sites.    In addition, ACE maintains an active social media presence to share school events, celebrations, and important information with families in real time. The district has also updated its website, with a relaunch planned to improve navigation, accessibility, and the timeliness of information available to families. Together, these efforts demonstrate the district's progress in strengthening relationships between school staff and families and building a culture of open, two-way communication.|Based on the analysis of educational partner input and local data, ACE has identified two focus areas for improvement in building relationships between school staff and families.    The first is strengthening and unifying district and site communication. While site-level communication is a current strength, the district aims to build greater consistency across platforms—including social media, the updated district website, and the adoption of a unified communication tool—so that families receive clear, timely information regardless of which school their child attends. The district is also exploring the development of a district-level newsletter or similar regular communication to keep families and community members informed of district-wide initiatives, programs, and opportunities for involvement.    The second focus area is creating more structured opportunities for in-person family engagement. We intend to explore parent workshops and community meetings designed to help families better understand and engage with their student's educational program. In addition, the district plans to leverage existing site events by incorporating opportunities for family input and feedback in order to increase participation, gather meaningful educational partner input, and strengthen the partnership between school staff and families.|Based on the analysis of educational partner input and local data, ACE will improve engagement of underrepresented families through targeted outreach and relationship-building efforts designed to meet families where they are.    ACE will develop targeted events focused on the needs of underrepresented families, including workshops for families of students with disabilities that help parents understand the special education process and their procedural safeguards and rights. These events will also serve to initiate and strengthen connections between district staff, county vendors, and community partner organizations, so that families are aware of and connected to the full range of resources and supports available to them.    In addition, the district and site liaisons for students experiencing homelessness and foster youth will conduct proactive, personalized outreach to students and their families. Rather than waiting for families to seek out support, liaisons will initiate contact to build personal connections, ensure families know what services and protections are available to them under McKinney-Vento and foster youth provisions, and establish a trusted point of contact within the district. This individualized approach reflects the district's understanding that engagement of underrepresented families is built through relationships, trust, and consistent follow-through.|Based on the analysis of educational partner input and local data, ACE’s strength in building partnerships for student outcomes lies in the consistent, structured communication of student progress and the collaborative identification of supports available to families.    We engage parents as partners through multiple formal venues, including SST meetings, IEP meetings, and Section 504 meetings, where staff and families review student progress together and discuss the supports, services, and accommodations available to help parents support their child's learning. These meetings are designed not only to inform families but to equip them with concrete strategies and resources they can use at home, reinforcing the partnership between school staff and families in pursuit of shared student outcomes.    Teachers regularly update student progress, and this ongoing communication assists families in understanding where their child is performing academically and what next steps are appropriate. Parents also have continuous access to their student's grades online through ParentSquare, providing real-time visibility into academic performance between formal reporting periods and enabling timely conversations between home and school.    Together, these practices ensure that families are informed, involved, and equipped to partner with ACE in supporting their child's academic growth, and reflect our commitment to transparency and shared responsibility for student outcomes.|Based on the analysis of educational partner input and local data, ACE has identified increasing family access to and use of digital communication platforms as a primary focus area for improvement in building partnerships for student outcomes.    ACE will continue to utilize ParentSquare for ongoing communication of student progress while working to increase family adoption and usage of ClassDojo across sites. This includes actively inviting and onboarding families to the platform so that all parents—not just those already engaged—have consistent, real-time access to information about their child's learning and school activities.    In addition, ACE will provide training and workshops for families to strengthen their capacity to partner with school staff in supporting student outcomes. These offerings will help parents navigate district communication tools, understand student progress information, and learn concrete strategies for supporting their child's academic growth at home. By pairing improved digital access with in-person capacity-building opportunities, the district aims to deepen partnerships between staff and families and ensure that engagement translates into improved outcomes for students.|Based on the analysis of educational partner input and local data, ACE will improve engagement of underrepresented families in building partnerships for student outcomes through personalized outreach and the removal of barriers to participation.   ACE recognizes that underrepresented families are most effectively engaged through direct, personal connection rather than general communication alone. ACE staff will conduct personalized outreach to ensure these families are invited into and supported through key meetings regarding their student's progress, including special education meetings and other student-centered planning processes. To remove language barriers for English Learner families, the district will provide translation and interpretation services for meetings, ensuring that all families can fully understand and meaningfully participate in conversations about their child's learning and available supports.    In addition, ACE will utilize home visits as a strategy to build trust and strengthen partnerships with families who may be less likely to engage through traditional channels. ACE’s liaisons—including those serving foster youth and students experiencing homelessness—will continue to provide individualized support, serving as consistent, trusted points of contact who connect underrepresented families with resources and keep them engaged in their student's educational progress.|Based on the analysis of educational partner input and local data, ACE’s strength in seeking input for decision-making lies in the breadth of venues through which educational partner voice is gathered and incorporated into site planning.    We actively seek input through multiple structured channels, including annual LCAP surveys administered to parents, students, and staff; School Site Council meetings; the Parent Advisory Committee; district committees; and public board meetings where community members are invited to provide comment. These venues ensure that input is gathered from a wide range of educational partners and that feedback directly informs the development of the LCAP, district goals, and site-level decision-making.   In addition, community partners engage with ACE and the district to offer resources and supports to our schools, and their input and expertise are incorporated into planning as well. This partnership-based approach ensures that decision-making reflects not only the perspectives of families, students, and staff, but also the knowledge of the broader community organizations that serve them.    Together, these practices demonstrate ACE’s commitment to transparent, inclusive decision-making in which educational partners have meaningful, ongoing opportunities to shape the direction of ACE.|Based on the analysis of educational partner input and local data, ACE has identified several focus areas for improvement in seeking input for decision-making.    First, ACE will improve the consistency of its input-gathering meetings by establishing regular meeting schedules— monthly, quarterly, or by semester, as appropriate to each committee or group—so that educational partners can rely on predictable, ongoing opportunities to provide input rather than occasional or irregular engagement.    Second, ACE will expand the avenues through which feedback is collected. This includes developing an additional feedback tool, such as a social-emotional wellness survey for parents and community partners, to capture input on student and family wellbeing that may not surface through existing academic-focused surveys. We will also work to include community members more intentionally in decision-making processes and connect them with resources that support their meaningful participation.    Finally, we will leverage its full range of communication platforms—including social media, the district website, ClassDojo, and ParentSquare—to continuously invite input from families, promote upcoming opportunities for engagement, and close the feedback loop by communicating how partner input has shaped district decisions.|Based on the analysis of educational partner input and local data, ACE will improve engagement of underrepresented families in seeking input for decision-making by removing language barriers, increasing targeted outreach, and improving the district's ability to hear from these families directly.    Our communication and input tools, including the LCAP survey, can be translated into families' home languages, and the district will provide translation when communicating with families about opportunities to provide input. This ensures that English Learner families and other linguistically diverse households can fully access and participate in the district's decision-making processes.    In addition, ACE will increase the frequency and intentionality of outreach to underrepresented families, ensuring that invitations to surveys, committee meetings, and other input opportunities reach these families directly rather than relying on general communication alone.    Finally, we will refine its surveys to allow families the option to identify themselves as members of underrepresented groups. This will enable us to disaggregate input by student group, better understand the specific needs and perspectives of underrepresented families, and use that information to make effective, impactful changes on behalf of those students. By connecting partner voice directly to identifiable needs, we strengthen the link between input and action.|5|4|4|5|4|4|4|3|3|4|5|4|Met||2026-06-24|2026
36677360128439|Empire Springs Charter|3|"Based on this year's analysis of educational partner input, the LEA demonstrates significant strength in fostering a culture of mutual respect and clear communication. Parent perception remains high, with 91% reporting trusting relationships and 94% affirming welcoming environments. This is mirrored by staff sentiment, where 95% report high satisfaction with teacher-to-family interactions and 90% report positive communication with program leadership.  Building Staff Capacity & Relationship Growth The LEA has institutionalized the ""whole family"" approach through the Belonging Committee and Student Services. Data shows 89% of families feel staff are successfully partnering with them. Our personalized learning model remains a core strength; by using interest inventories and strength-finder assessments, teachers move beyond surface-level interactions. This is reinforced by student data, where 86% of students report that adults at school know their names and 84% feel encouraged to work hard, demonstrating that staff capacity for relationship-building translates directly into the student experience.  Welcoming Environments & Restorative Culture The implementation of Restorative Practices, supported by dedicated coaching, has solidified a safe and connected environment. Student responses highlight a culture of respect: 87% of students feel adults treat them with respect, and 85% report they can get along with others who are different from them. Furthermore, school safety and anti-bullying efforts are highly effective, with 88% of students stating that adults make it clear bullying is not okay, and 87% confident that adults will help if an issue arises. These metrics underscore our progress in creating a site where families and students feel secure and valued.  Two-Way Communication & Targeted Outreach Accessibility is a primary strength, with 97% of families reporting that school communication is understandable. The LEA utilizes ParentSquare, regional ""SPREE"" events, and ""Coffee Chats"" to maintain 2-way dialogue. While 84% of families feel empowered to engage in decision-making bodies (SSC/DELAC), student data suggests an area for continued growth in student agency, as 46% of students feel they have a voice in school activities. Moving forward, the LEA will leverage its strong communication infrastructure to further bridge the gap between parent advocacy and student-led decision-making."|"The LEA will prioritize building a deep sense of belonging by utilizing the Belonging Committee as a central resource for staff and families. Rather than a top-down mandate, the committee will serve as a hub for cultural proficiency, offering insights that help educators celebrate varied cultures, traditions, and rituals. A key focus will be deepening Restorative Practice support across all learning environments to ensure every student and family feels culturally represented and emotionally safe.  To move beyond high satisfaction toward true partnership, the LEA will focus on empowering students and families as co-designers of the educational experience.  The school will: Utilize student-led conferencing, parent/student/teacher conferences, and student goal-setting and tuning meetings. These forums will provide a structured space for families and students to work alongside staff to co-design the learning path and school rules. Our aim is to ensure each student has personalized academic and socio-emotional goals, with regular opportunities to meet and discuss progress, ensuring the ""whole child"" is supported both at home and at school.  Continue to deepen Restorative Practices training providing specific tools and language needed to mirror school conflict-resolution strategies in the school and home setting.  Current data highlights a disparity between adult-to-student respect 87% and peer-to-peer respect 65%.  Involving the families in acquiring these skills and common language will build a more cohesive school community."|Based on the 2026 self-reflection and partner input, the LEA will refine its strategies to engage underrepresented families by moving from broad outreach to data-driven, personalized inclusion.  Following the initial rollout, the LEA will fully leverage Branching Minds as a centralized MTSS and SEL data hub. This platform allows support staff to identify the specific needs of underrepresented student groups, including English Learners and students requiring specialized interventions. By using these insights, staff will initiate targeted communication with families, shifting from general updates to data-informed partnerships. This empowers caregivers with specific tools and research-based resources to support their child’s unique learning goals at home.  While 97% of families find communication accessible, the LEA recognizes that true engagement requires cultural resonance.   The school will: Utilize the Belonging Committee to help staff move beyond standard translations toward culturally proficient engagement that honors the traditions and languages of our diverse community. Enhance support for families of English Learners by deepening the capacity of our specialized staff to act as cultural liaisons, ensuring that welcoming environments (94% positive rating) are felt equally across all demographic subgroups. To address the fact that only 84% of families currently feel they have opportunities to provide input—and specifically to capture the voices of underrepresented groups—the LEA will: Continue to provide opportunities for student-led conferencing and tuning meetings. These settings provide a structured, low-pressure environment for underrepresented families to co-design personalized learning goals alongside their children and teachers. Actively monitor and individually recruit for SSC and DELAC participation to ensure these decision-making bodies reflect the actual diversity of our student population. To improve peer-to-peer respect (currently 65%) and overall school climate, the LEA will continue to focus on Restorative Practices training. and supports. We will provide tools and understanding through ParentSquare and different parent training opportunities. By providing families with the same conflict-resolution tools used by staff, we create a consistent, supportive bridge between the school and home. This shared language fosters a deeper sense of safety and belonging, ensuring that the 87% of students who feel respected by adults see that same level of care reflected in their peer interactions and family-school partnerships.|"A cornerstone of our model is the Personalized Learning Plan (PLP) which ensures that the community is the classroom. We involve families as primary partners in the Mastery Learning cycle, including initial goal setting and ongoing progress monitoring. Currently, 89% of families report that teachers meet with them specifically to discuss student progress and ways to partner for improved outcomes. Furthermore, 90% of parents affirm that they have the necessary resources to support student learning at home, demonstrating that our school-to-home connection is effectively bridging the gap between credentialed teachers and home-based instruction.  The LEA has fully implemented multiple channels to ensure families are informed and empowered.  Survey data results show that 97% of families report that school communication is understandable and accessible, ensuring that grade-level standards and expectations are clearly defined.  The charter offers in-Person and virtual engagement for families.  Signature events such as Parent Ignite!, regional ""SPREE"" events, and ""Coffee with the Principal"" sessions provide open forums for input and resource sharing.  The LEA’s progress is reinforced by a strong internal culture of professional growth. Staff satisfaction remains high, with 95% of teachers reporting positive interactions with families. We develop high-impact partnerships through the use of Branching Minds, which allows staff to share MTSS and SEL data with families to co-create interventions. Currently, 89% of families believe staff are actively improving their capacity to partner with them, a reflection of our ongoing professional development focused on cultural proficiency and collaborative coaching.  Survey data is not just collected but is utilized by leadership teams to adjust learning communities. With 85% of students reporting that adults give extra help when they are struggling, the partnership between school staff and families ensures that interventions are timely, personalized, and supported by all educational partners."|Every student will be supported in co-designing academic and socio-emotional goals. We will provide regular opportunities for families and students to meet and discuss progress, ensuring that learning goals are consistently supported in both school and home settings.  To move beyond traditional parent-teacher conferences, the LEA will prioritize student-led conferencing and student goal-setting and tuning meetings. These forums will empower students to present their learning to others (currently a growth area at 59%) and involve families as active co-designers of the educational path. By shifting the focus to student agency, we aim to increase the percentage of students who find school interesting and relevant to their future.  Building on the successful implementation of Branching Minds, the LEA will focus on using this centralized data source to improve two-way communication with families of underrepresented students and those requiring extra help. With 85% of students reporting that adults give extra help when they are struggling, our goal is to use this platform to offer specific, research-based interventions and resources to caregivers, fostering a stronger partnership in the MTSS process.  Our focus remains on the professional development of teachers and leaders to master these specific engagement strategies, ensuring that the partnership between school and home directly results in improved, equitable student outcomes.|The LEA will move beyond general support by fully utilizing Branching Minds and Benchmark as centralized hubs for MTSS and SEL data. These tools allow staff to identify specific achievement gaps and social-emotional needs unique to underrepresented student groups.  By aligning these data points with research-based interventions, staff will co-create Individual Student Plans that provide families with specific, actionable resources to support their child’s progress in both in-person and virtual settings.  The school plans to actively monitor and recruit for SSC and DELAC to ensure that decision-making bodies are representative of our entire school community, providing underrepresented families with a clear pathway to advocate for their students and influence school policy.|"A primary strength is the intentionality of our outreach; 84% of respondents agree the school specifically seeks input from underrepresented groups. This is facilitated through relationships built between staff and families, and  parent groups, ensuring those most impacted by achievement gaps have a seat at the table.  The school's transition to highly accessible communication (97%) ensures that a broad demographic of parents can provide feedback on policies and programs through surveys and open-forum ""Coffee Chats.”  Progress is evident in the shift toward co-designing the educational experience. By involving families in student-led conferences and tuning meetings, the LEA is bridging the gap between providing general feedback and making specific, data-driven decisions regarding student goals and school culture."|"The primary focus area is to move beyond general solicitation of feedback toward a collaborative ""co-design"" model that empowers families, teachers, and administrators to work together in planning, implementing, and evaluating family engagement activities. While 84% of families currently feel encouraged to join advisory groups, we will prioritize diversifying representative governance within the School Site Council and DELAC to ensure typically underrepresented groups are active partners in decision-making. We will also focus on closing the gap in student agency, leveraging the fact that only 46% of students currently feel they have a voice in school activities, by integrating student-led conferencing and tuning meetings into our leadership forums. By utilizing Branching Minds as a transparent data resource, the LEA aims to provide families with the specific insights needed to advocate for their students’ unique needs and collaboratively shape school-wide policies and programs."|The charter staff does an excellent job embracing and welcoming families as partners in education.  We will use those partnerships to seek input from families. We want to shift families from passive observers to active co-designers in the entire educational process.  We will engage underrepresented families by transitioning from providing access to fostering active, data-driven advocacy. We will deepen participation in advisory groups, such as DELAC and School Site Council, by moving beyond standard meeting invitations to a targeted recruitment model that ensures these bodies reflect our diverse student demographics. To remove barriers to entry, we will continue providing culturally responsive, multilingual forums and flexible virtual options. Furthermore, the LEA will utilize Branching Minds as a transparency tool, providing underrepresented families with direct access to their student’s MTSS and SEL data. This ensures that when families participate in decision-making, they are equipped with the specific insights needed to collaborate with leadership on high-quality curriculum and academic interventions.  We will continue to implement student-led conferencing and tuning meetings, which offer underrepresented families a structured, low-pressure environment to shape personalized learning goals and school policies alongside their children. These efforts are complemented by expanded parent education workshops that focus not only on navigating school systems but also on empowering caregivers as primary stakeholders in the mastery learning cycle. By combining proactive, multilingual communication with these opportunities for direct academic influence, the LEA aims to build the trust and agency necessary for underrepresented families to become permanent partners in the school’s decision-making framework.|5|5|5|5|5|4|5|5|4|5|5|5|Met||2026-06-11|2026
36677360130948|Independence Charter Academy|3|Based on the analysis of educational partner input and local data, ICA’s primary strength in building relationships between school staff and families lies in consistent, proactive communication at the site level. The site principal maintains regular contact with families through ongoing emails and direct communication regarding student engagement.    ICA currently utilizes ClassDojo and ParentSquare as a family communication platform, and the district is taking steps to formalize ClassDojo as a unified, district-wide program rather than separate site-level tools. This move toward a single, consistent communication system reflects the district's commitment to making family engagement coherent, accessible, and equitable across all sites.    In addition, ICA maintains an active social media presence to share school events, celebrations, and important information with families in real time. The district has also updated its website, with a relaunch planned to improve navigation, accessibility, and the timeliness of information available to families. Together, these efforts demonstrate the district's progress in strengthening relationships between school staff and families and building a culture of open, two-way communication.|Based on the analysis of educational partner input and local data, ICA has identified two focus areas for improvement in building relationships between school staff and families.    The first is strengthening and unifying district and site communication. While site-level communication is a current strength, the district aims to build greater consistency across platforms—including social media, the updated district website, and the adoption of a unified communication tool—so that families receive clear, timely information regardless of which school their child attends. The district is also exploring the development of a district-level newsletter or similar regular communication to keep families and community members informed of district-wide initiatives, programs, and opportunities for involvement.    The second focus area is creating more structured opportunities for in-person family engagement. We intend to explore parent workshops and community meetings designed to help families better understand and engage with their student's educational program. In addition, the district plans to leverage existing site events by incorporating opportunities for family input and feedback in order to increase participation, gather meaningful educational partner input, and strengthen the partnership between school staff and families.|Based on the analysis of educational partner input and local data, ICA will improve engagement of underrepresented families through targeted outreach and relationship-building efforts designed to meet families where they are.    ICA will develop targeted events focused on the needs of underrepresented families, including workshops for families of students with disabilities that help parents understand the special education process and their procedural safeguards and rights. These events will also serve to initiate and strengthen connections between district staff, county vendors, and community partner organizations, so that families are aware of and connected to the full range of resources and supports available to them.    In addition, the district and site liaisons for students experiencing homelessness and foster youth will conduct proactive, personalized outreach to students and their families. Rather than waiting for families to seek out support, liaisons will initiate contact to build personal connections, ensure families know what services and protections are available to them under McKinney-Vento and foster youth provisions, and establish a trusted point of contact within the district. This individualized approach reflects the district's understanding that engagement of underrepresented families is built through relationships, trust, and consistent follow-through.|Based on the analysis of educational partner input and local data, ICA’s strength in building partnerships for student outcomes lies in the consistent, structured communication of student progress and the collaborative identification of supports available to families.    We engage parents as partners through multiple formal venues, including SST meetings, IEP meetings, and Section 504 meetings, where staff and families review student progress together and discuss the supports, services, and accommodations available to help parents support their child's learning. These meetings are designed not only to inform families but to equip them with concrete strategies and resources they can use at home, reinforcing the partnership between school staff and families in pursuit of shared student outcomes.    Teachers regularly update student progress, and this ongoing communication assists families in understanding where their child is performing academically and what next steps are appropriate. Parents also have continuous access to their student's grades online through ParentSquare, providing real-time visibility into academic performance between formal reporting periods and enabling timely conversations between home and school.    Together, these practices ensure that families are informed, involved, and equipped to partner with ICA in supporting their child's academic growth, and reflect our commitment to transparency and shared responsibility for student outcomes.|Based on the analysis of educational partner input and local data, ICA has identified increasing family access to and use of digital communication platforms as a primary focus area for improvement in building partnerships for student outcomes.    ICA will continue to utilize ParentSquare for ongoing communication of student progress while working to increase family adoption and usage of ClassDojo across sites. This includes actively inviting and onboarding families to the platform so that all parents—not just those already engaged—have consistent, real-time access to information about their child's learning and school activities.    In addition, ICA will provide training and workshops for families to strengthen their capacity to partner with school staff in supporting student outcomes. These offerings will help parents navigate district communication tools, understand student progress information, and learn concrete strategies for supporting their child's academic growth at home. By pairing improved digital access with in-person capacity-building opportunities, the district aims to deepen partnerships between staff and families and ensure that engagement translates into improved outcomes for students.|Based on the analysis of educational partner input and local data, ICA will improve engagement of underrepresented families in building partnerships for student outcomes through personalized outreach and the removal of barriers to participation.    ICA recognizes that underrepresented families are most effectively engaged through direct, personal connections rather than general communication alone. ICA staff will conduct personalized outreach to ensure these families are invited into and supported through key meetings regarding their student's progress, including special education meetings and other student-centered planning processes. To remove language barriers for English Learner families, the district will provide translation and interpretation services for meetings, ensuring that all families can fully understand and meaningfully participate in conversations about their child's learning and available supports.    In addition, ICA will utilize home visits as a strategy to build trust and strengthen partnerships with families who may be less likely to engage through traditional channels. ICA’s liaisons—including those serving foster youth and students experiencing homelessness—will continue to provide individualized support, serving as consistent, trusted points of contact who connect underrepresented families with resources and keep them engaged in their student's educational progress.|Based on the analysis of educational partner input and local data, ICA’s strength in seeking input for decision-making lies in the breadth of venues through which educational partner voice is gathered and incorporated into site planning.    We actively seek input through multiple structured channels, including annual LCAP surveys administered to parents, students, and staff; School Site Council meetings; the Parent Advisory Committee; district committees; and public board meetings where community members are invited to provide comment. These venues ensure that input is gathered from a wide range of educational partners and that feedback directly informs the development of the LCAP, district goals, and site-level decision-making.    In addition, community partners engage with ICA and the district to offer resources and supports to our schools, and their input and expertise are incorporated into planning as well. This partnership-based approach ensures that decision-making reflects not only the perspectives of families, students, and staff, but also the knowledge of the broader community organizations that serve them. Together, these practices demonstrate ICA’s commitment to transparent, inclusive decision-making in which educational partners have meaningful, ongoing opportunities to shape the direction of ICA.|Based on the analysis of educational partner input and local data, ICA has identified several focus areas for improvement in seeking input for decision-making.    First, ICA will improve the consistency of its input-gathering meetings by establishing regular meeting schedules— monthly, quarterly, or by semester, as appropriate to each committee or group—so that educational partners can rely on predictable, ongoing opportunities to provide input rather than occasional or irregular engagement. Second, ICA will expand the avenues through which feedback is collected. This includes developing an additional feedback tool, such as a social-emotional wellness survey for parents and community partners, to capture input on student and family well-being that may not surface in existing academic-focused surveys. We will also work to include community members more intentionally in decision-making processes and connect them with resources that support their meaningful participation.    Finally, we will leverage its full range of communication platforms—including social media, the district website, ClassDojo, and ParentSquare—to continuously invite input from families, promote upcoming opportunities for engagement, and close the feedback loop by communicating how partner input has shaped district decisions.|Based on the analysis of educational partner input and local data, ICA will improve engagement of underrepresented families in seeking input for decision-making by removing language barriers, increasing targeted outreach, and improving the district's ability to hear from these families directly.    Our communication and input tools, including the LCAP survey, can be translated into families' home languages, and the district will provide translation when communicating with families about opportunities to provide input. This ensures that English Learner families and other linguistically diverse households can fully access and participate in the district's decision-making processes.    In addition, ICA will increase the frequency and intentionality of outreach to underrepresented families, ensuring that invitations to surveys, committee meetings, and other input opportunities reach these families directly rather than relying on general communication alone.    Finally, we will refine its surveys to allow families the option to identify themselves as members of underrepresented groups. This will enable us to disaggregate input by student group, better understand the specific needs and perspectives of underrepresented families, and use that information to make effective, impactful changes on behalf of those students. By connecting partner voice directly to identifiable needs, we strengthen the link between input and action.|5|4|4|4|4|4|4|3|3|4|5|4|Met||2026-06-24|2026
36677360136069|Sage Oak Charter|3|Sage Oak Charter School excels in fostering strong relationships between staff and families through consistent communication, meaningful engagement opportunities, and collaborative partnerships. Regular virtual and in-person communication keeps families informed and connected to school goals and student progress. Families actively participate in the Parent Advisory Committee (PAC), Student Advisory Committee (STAC), English Learner Advisory Committee (ELAC), and monthly board meetings, all of which promote two-way communication and transparency in decision-making. The school also hosts Fall and Spring Parent Summits that provide workshops focused on academic achievement, college and career readiness, technology, and social-emotional support, with the Fall Summit including the annual Title 1 Parent/Guardian information meeting. Educational partner feedback gathered through surveys, committees, and events directly informs school planning and continuous improvement efforts, reflecting Sage Oak’s commitment to family engagement and shared responsibility for student success.|Based on educational partner input and local data, Sage Oak seeks to increase awareness and participation in family engagement opportunities. Some families may not fully understand the purpose of advisory committees, available support services, or ways to become involved in school decision-making. The school recently launched the Sage Connections Committee (SCC) to expand opportunities for family involvement and collaboration; however, participation has been limited and will continue to be promoted through targeted outreach and communication efforts. Additional focus areas include increasing participation in PAC, ELAC, STAC, Parent Summits, and school events while improving communication regarding academic, social-emotional, and college and career readiness resources. Sage Oak will continue evaluating participation trends and educational partner feedback to identify barriers and improve accessibility for all families.|To strengthen engagement among underrepresented families, Sage Oak will increase targeted outreach efforts to recruit diverse voices for advisory groups, including PAC, ELAC, and the Sage Connections Committee (SCC). The school will continue promoting SCC participation to strengthen family connections and collaboration across the school community. Fall and Spring Parent Summits and other family engagement events will include sessions tailored to the needs of English learner families, socioeconomically disadvantaged families, and families of students with disabilities. Sage Oak will provide flexible participation options, translated communication, and culturally responsive outreach practices to reduce barriers to engagement. These efforts reflect the school’s ongoing commitment to equity, inclusion, and ensuring all families have meaningful opportunities to contribute to school programs, planning, and decision-making.|Sage Oak Charter School has made consistent progress in cultivating strong family-school partnerships that support student success. Bi-monthly teacher PLC meetings provide training in effective communication, learning period facilitation, and collaborative parent engagement strategies. Families benefit from regular learning period meetings, parent-teacher conferences, and ongoing communication that support student progress monitoring, resource sharing, and individualized learning goals. The school also promotes transparency through its website and handbooks, which include Title IX contacts, student rights, and uniform complaint procedures. Parents of students with IEPs receive Procedural Safeguards annually, and translation services are available during IEP meetings to support non-English-speaking families. These practices reflect Sage Oak’s commitment to accessible, informed, and meaningful partnerships.|Based on educational partner feedback and local data, Sage Oak seeks to expand access to engaging instructional opportunities and targeted academic supports. The school has established a goal to offer 200 synchronous classes by 2026–27 to increase student engagement through interactive instruction and equitable access to learning opportunities. A key focus area is increasing participation in math intervention programs for Students with Disabilities (SWD), Socioeconomically Disadvantaged students (SED), and English Learners (EL) to address achievement gaps and improve outcomes. The school is also working to increase EL student participation in core synchronous classes to support language development and academic growth. These priorities were identified through educational partner feedback and data analysis as areas where stronger family-school partnerships can improve student outcomes.|Sage Oak is committed to strengthening engagement with underrepresented families through targeted outreach and increased access to resources and support. Teacher professional development will continue to strengthen live instruction practices, making synchronous learning more accessible and effective for diverse learners. School counselors will provide additional live sessions to address the unique academic and social-emotional needs of families requiring additional support. The school will continue promoting available resources and opportunities through weekly newsletters, social media, advisory committees, and direct teacher communication. Translation services, flexible virtual participation opportunities, and culturally responsive communication practices will help reduce barriers to engagement. These efforts aim to build trust, strengthen partnerships, and empower all families to actively participate in their student’s educational journey.|Sage Oak Charter School continues to strengthen its decision-making process by actively engaging educational partners through multiple platforms. During the 2025–26 school year, the school operated the Parent Advisory Committee (PAC), English Learner Advisory Committee (ELAC), and Student Advisory Committee (STAC), all of which met regularly to reflect on student needs and school priorities. The school also launched the Sage Connections Committee (SCC) to expand opportunities for family involvement and collaboration. Additional input is gathered through annual and mid-year surveys, Parent Summits, live and recorded trainings, and ongoing communication between families and teachers. Events such as field trips, socials, college tours, and graduation ceremonies further promote communication and educational partner involvement. This multifaceted approach ensures families, students, and staff remain informed, included, and heard throughout the year.|For 2026–27, Sage Oak is focused on increasing participation in decision-making opportunities and expanding educational partner representation. While the Sage Connections Committee (SCC) was launched to strengthen family voice and collaboration, participation remains limited and will continue to be promoted through targeted outreach and communication efforts. The school also plans to launch a Teacher Advisory Committee (TAC) to provide additional opportunities for staff voice and collaboration in school planning and improvement efforts. Sage Oak will continue strengthening recruitment efforts for PAC, ELAC, STAC, SCC, and future TAC participation to ensure broader representation and increased engagement in school decision-making processes.|To improve participation among underrepresented families, Sage Oak will continue implementing targeted strategies focused on accessibility, inclusion, and outreach. The school will use multiple communication methods, including email, social media, website updates, newsletters, and direct teacher-family communication, to promote surveys, advisory meetings, Parent Summits, and public board sessions. Staff will proactively invite families from diverse backgrounds to participate in PAC, ELAC, STAC, and SCC. Presentations during school events and onboarding opportunities will also help families understand how they can contribute to school planning and decision-making. These efforts aim to strengthen belonging, reduce barriers to participation, and ensure a broader range of family voices help guide the school’s direction.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-18|2026
36677360136937|Vista Norte Public Charter|3|Overall, Vista Norte Public Charter School (VNPC) is doing well at providing opportunities for parent engagement via our TK-12 program. Throughout the school year, we offered numerous opportunities for the parents to meet virtually (both individually and as a group) with school administration. School administrators, counselors, and other staff offered virtual meetings and sent 2-way communication via text, email, and social media. The school also utilized L4L Connect to regularly communicate flyers, notices, and school-wide messages. Connecting with our educational partners is a priority at Vista Norte Public Charter School. We held regular parent meetings, including our Parent Advisory Committee and English Learner Advisory Committee, Parent-Teacher Conferences, student and family celebrations, seasonal festival celebrations, Awards Nights, and weekly communication. Our families express a sense of feeling highly connected to the school (100%) and their student’s progress (98.6%). This evidenced by our data results, high participation in the Annual School Climate Survey, engagement at events and feedback received. Our employment of School Liaisons is a crucial component of our work to connect with families and community partners. One area of strength in our communication is through the use of staff cell phones. The school-provided phones are used for regular check-in, scheduling appointments, progress monitoring, tutoring, and for after-hours support should a student have an emergency. Our staff are dedicated to their students and the cell phones have been a bridge of communication that students and their families have come to trust.|This school year, the school improved parent and student feedback through increased opportunities. Our Principals supported in-person PAC and ELAC meetings. The feedback helped the school elicit input on LCAP CSI and DA plans, field trips, school events, and upcoming school activities. Future topics for PAC meetings may include feedback opportunities from our educational partners on topics such as college planning, English classes for families, gang prevention, drug/alcohol abuse, etc. We also plan to share our progress in connecting youth to post-secondary opportunities via Career Technical Education and college dual enrollment opportunities. The school also invested heavily in site-improvements through the purchase of new furniture, flooring, security devices, and other infrastructure. These upgrades are a refreshing improvement to the environment within the site, and they reflect our focus on creating a warm and positive environment for students and their families.|VNPC made efforts to improve representation by all educational partners this year and we identified that underrepresented groups needed additional outreach for inclusion in school input and feedback loops. We made efforts to glean feedback in both English and Spanish this year, translated our PAC and ELAC agenda into Spanish, and embedded a translation system into our school website that allows parents to view the school website in the language of their choice. The school has a robust ELAC that is supported by multiple staff members who believe strongly in the importance of parent feedback as a cornerstone of providing academic support tostudents. Next school year, we plan to increase the amount of opportunities for educational partner feedback for input at PAC, ELAC, and school-wide meetings. We will also continue to offer meeting agendas and minutes in both English and Spanish with translation available at meetings for non-native English speakers.|Vista Norte Public Charter School is an independent study TK-12 charter school. We work diligently to create positive relationships between the students and their families as a means of encouraging progress toward graduation. We have seen a monumental shift since the end of the COVID-19 pandemic. Many of our students now prefer to complete their school packets via a school-issued Chromebook. Due to this shift in preference, we continue to offer in-person campus one-on-one teaching, tutoring, and small group instructional support but have increased virtually hosted sessions with the support of our counseling teams. Parents receive support for their student’s learning through teacher conferences, the personalized individualized learning plan (ILP) and progress updates. School staff and teachers meet with parents/guardians at the beginning of the year to plan out their students' courses for the year. Teachers communicate academic progress with students and parents in frequencies that work from them, ranging from weekly to monthly. Student participation in dual-enrollment and CTE programs is now on the upswing, as students benefit greatly from in-person instruction and academic support. From the input received from our educational partners an area of strength is our flexibility in providing opportunities for our families to receive support and timely communication. The school has also expanded social work supports through the support of a regional social work team. . These staff members are crucial to connecting our families with opportunities of need.|Vista Norte Public Charter aims to improve student outcomes through a regular analysis of the partnerships and educational partners’ feedback. We have improved each year in our ability to gather meaningful feedback as we have provided more opportunities and also provided professional development for staff that interact with students. We have also been mindful of issues in greater society and provided training to our staff in advance of major issues, ranging from social-emotional crisis, individual crisis, housing insecurity, and drug awareness trainings. We also ramped up tutoring supports through the hiring of additional tutors for academic support. We have fully-staffed our Community Liaison team, and the your hand-in-hand with the school social workers to provide expanded access to resources both within the school and their greater community.|The school has identified underrepresented students in the Foster, African American, homeless, Special Education, and English Learner groups. To increase participation in student and family engagement, the school made efforts to expand our communication efforts. The school’s Community Liaison personnel continue to investigate community partnerships and then share those opportunities with families to increase parents’ knowledge and connection to school and community resources. Educational partners in our underrepresented families have expressed a strong confidence in service and support to our students. We will continue in our commitment to provide partnerships and accessibility in services as our students continue on their educational journey.|Our strength at Vista Norte Public Charter School (VNPC) is providing information and soliciting feedback from our educational partners in multiple opportunities and spaces that work with our parents' needs for flexible hour options for connection to the school. The school also utilized L4L Connect to regularly communicate flyers, notices, and school-wide messages. Connecting with our educational partners is a priority at VNPC. We offer PAC and ELAC meetings at different times throughout the school year so that parents and students are more likely to be able to attend. Other school events that we hold are award assemblies, Parent-Teacher Conferences, Back to School Nights, Open House events, seasonal festival celebrations, Awards Nights, etc. We also distribute an annual survey to gather input from staff, students, and parents. One important data point from the survey this year is that 99.4% of parents felt that the school utilizes clear and effective communication. Our high rate of participation in the annual School Climate Survey provides supporting evidence and feedback to inform our leadership of areas of strength and areas we can improve. The results of our annual surveys are shared with students, parents, and staff at PAC and ELAC meetings during the school year. We also employ numerous School Liaisons whose primary scope of work is to connect with families and community partners.|Last year, we shared that Vista Norte intended to improve the parent participation rate in the annual survey because their feedback is an important part of the school’s decision-making process. Last year, 285 students and 75 parents completed the survey. In the 2025-2026 school year, 637 students, 193 parents, and 59 staff completed the survey. Survey results are an important part of our process in gauging the need for social-emotional support, new courses, and academic supports. This has been a multi-year effort and we believe that better communication, increased staff priority on participation, and other local efforts to increase student participation were very successful. The school will continue to benefit from having regular quarterly meetings PAC/Parent Advisory Committee that can support with feedback and improvement of the school outcomes. We have expanded our PAC and ELAC participation methods through all Principals hosting their own PAC and ELAC versus our prior years' school wide model, and also have communicated the meetings in numerous avenues. Our participation numbers have increased.|The school can improve by engaging our underrepresented families through personal phone calls in their primary language, like Spanish, that invite them to meaningful school decision-making events like ELAC and PAC meetings, and LCAP Educational Partner meetings. One key finding from the local survey was from parent/guardian responses. When asked in the last school survey if they felt that their school encourages parents/guardians’ participation and input in activities, events, parent workshops and meetings, 97.9% responded that they agree/strongly agree. This reflects is an increase from last school year. We are also ensuring that translation services are available at meetings for our non-native English speaking families.|4|5|4|4|4|4|4|3|4|3|4|4|Met||2026-06-05|2026
36677360139576|Excel Academy Charter|3|Excel Academy Charter School (EACS) is committed to fostering strong, collaborative educational partnerships among parents, students, staff, and the broader learning community. Through transparent communication, in-person and virtual learning period meetings, shared decision making, and consistent collaboration, EACS ensures that all educational partners have a voice in shaping school-wide growth and student success. EACS values educational partner input to reflect on overall progress, celebrate successes, and identify opportunities for continuous program improvement. Partnerships are foundational to driving instruction, achieving school-wide goals, and enhancing student learner outcomes. Building strong connections with students and parents leads to increased student engagement, learning, and achievement. At the heart of EACS is a dedicated team of educators who ensure consistent, responsive, and respectful communication between all educational partners. The number one priority at EACS is supporting the academic, social, and emotional success of each individual student. Through robust systems of support, personalized learning, and data-driven instruction, each student is empowered to meet or exceed grade- level expectations.  Based on the input survey results, parents and students agree that EACS is dedicated to providing an education that denotes excellence. EACS had 389 more responses this year than in 2025.  Overall Satisfaction Report: Based on 676 parent/guardian responses:  97% of survey respondents agree that students have access to rigorous curriculum and resources that allow for mastering grade level standards and core content, and are encouraged to attain their academic goals. 99% of survey respondents agree that EACS clearly communicates academic expectations, encourages academic excellence, student progress, and provides a safe and welcoming environment. 95% of survey respondents agree that students set personal academic achievement goals, and work independently in a timely manner to achieve the set goals. 95% of survey respondents believe that the school uses assessment data to modify and monitor curriculum and instruction of students. 99% of survey respondents agree Excel Academy’s vision and mission are clear and understandable. 97% of survey respondents agree that the school provides input opportunities for parents/guardians to participate in the school and their child’s education, and feel connected to the school, valued, and respected.  Meaning: Overall high satisfaction rate with the school program. Use: EACS will remain steadfast in its commitment to student progress and achievement through transparency, consistent communication, and collaborative partnerships. Through the ongoing provision of targeted resources, personalized support, and learning opportunities, EACS supports all students to be lifelong learners. EACS will continue to survey educational partners to solicit feedback and analyze strengths and areas of growth.|Based on the analysis of educational partner input and local data, EACS will continue to strengthen and refine its focus on improving relationships between school staff and families while building on the strong systems already in place. Educational partner feedback indicates overall positive experiences with communication, engagement, and access to school information; therefore, the primary focus moving forward is not on redesigning systems, but on deepening participation, expanding consistency, and increasing meaningful engagement opportunities for all educational partners.  EACS will continue implementing effective communication practices that have proven successful in keeping educational partners informed and connected to student learning. The school remains committed to maintaining timely, transparent, and accessible communication through multiple platforms that support consistent two-way interaction. As education continues to evolve, EACS is also committed to staying current with communication tools and practices that enhance connection, accessibility, and responsiveness between school staff and families.  A key area for continued improvement is increasing participation in structured collaboration opportunities such as SSC, ELAC, and PAC meetings. While these opportunities are currently in place, EACS recognizes the importance of further encouraging consistent family involvement and expanding awareness so that more educational partners can actively contribute to shared decision-making and school improvement efforts. Increasing engagement in these committees will support deeper collaboration and ensure that diverse voices are represented in school planning and student support.  In addition, in-person and virtual learning period meetings will continue to serve as an essential bridge between home and school. EACS will focus on refining these touchpoints to ensure they remain meaningful, accessible, and responsive to educational partner needs. Strengthening attendance and participation in these meetings will further enhance the connection between families and instructional staff and support ongoing collaboration around student progress.  Another area of focus is the continued use of educational partner surveys. Survey feedback has been valuable in identifying strengths and guiding improvements in communication, instructional support, and engagement practices. EACS will work to increase response rates and ensure that feedback collected from educational partners is consistently analyzed and used to inform decision-making and improve family engagement strategies.  Overall, EACS remains committed to strengthening relationships between school staff and families by building upon existing strengths while intentionally improving participation, communication consistency, and engagement opportunities. These efforts will ensure that all educational partners continue to feel informed, valued, and actively involved in supporting student success.|EACS is committed to strengthening engagement with underrepresented families by creating meaningful, accessible, and culturally responsive opportunities for participation and collaboration. EACS recognizes that strong family-school partnerships are essential to student success, especially within an independent study charter model where ongoing communication and support are critical to student engagement and academic progress.  Through its flexible and personalized learning model, EACS provides customized educational experiences designed to support all students, including English Learners, students with disabilities, socioeconomically disadvantaged students, foster youth, homeless youth, and other underrepresented student groups. This commitment extends through intentional outreach efforts that ensure all families feel welcomed, informed, valued, and connected to the school community.  Teachers, students, and parents collaborate regularly through learning period meetings, academic support meetings, IEP meetings, parent-teacher conferences, and intervention planning sessions to monitor student progress and establish individualized academic goals. EACS also provides virtual participation opportunities, translated materials when needed, and multiple communication platforms to increase accessibility and engagement for all families. To improve engagement of underrepresented families, EACS provides parent education opportunities and workshops that equip families with tools and resources to support student success at home. These include training related to English Learner progress and reclassification, parent portal access, curriculum resources, webinars, Parent Academy informational sessions, Parent Power-Up events, Back to School events, intervention supports, and teacher-parent collaboration strategies.  EACS prioritizes proactive outreach through the Assistant Director of Special Programs, counselors, and support staff, who regularly connect with families of homeless youth, foster youth, students with disabilities, and students experiencing academic or social-emotional challenges. These efforts help strengthen communication and ensure families feel supported as active educational partners.  Parents and guardians are consistently informed and encouraged to participate in SSC, ELAC, and PAC meetings through emails, text messages, and postings on Beehively, the EACS website, and school handbook. EACS also incorporates cultural awareness activities that honor and celebrate the diverse backgrounds, languages, customs, and traditions represented within the school community, contributing to improved participation and stronger family engagement.  Moving forward, EACS will continue analyzing educational partner feedback and participation data to improve outreach efforts and ensure all families remain active partners in supporting student achievement and school success.|EACS is committed to using disaggregated internal benchmark and state data to identify and support all students, including English Learners, students with disabilities, socioeconomically disadvantaged students, and other underrepresented groups requiring targeted intervention in English language arts and mathematics. This data-driven approach ensures timely identification of achievement gaps and implementation of evidence-based interventions to accelerate student growth and mastery of grade-level standards.  Participation in intervention services, including targeted instruction and live academic support, strengthens student outcomes by reinforcing foundational skills and improving academic performance. EACS continuously monitors progress and adjusts supports to ensure interventions remain effective and responsive.  EACS prioritizes strong, trusting relationships between teachers, parents, and students through consistent, respectful communication. Families have multiple avenues to engage in their child’s education, including direct teacher communication, a parent portal, conferences, learning period meetings, and governance meetings.  To support school-home collaboration, EACS uses multiple communication platforms to ensure timely access to academic updates and student progress. Required notifications, policies, and resources are posted on the school website and in the parent and student handbook.  EACS ensures families are informed of their rights and supports. Counselors and the Assistant Director of Special Programs communicate regarding student rights, Title I and Title III requirements, and available supports. In alignment with SB 1375, Title IX and Uniform Complaint Procedures are accessible online and in the handbook.  For students with IEPs, Procedural Safeguards are provided annually and at each meeting in English and Spanish, with translation and interpretation available as needed. EACS encourages ongoing family engagement through regular communication via email, phone, and meetings, strengthening partnerships and supporting student success.|EACS will continue to focus on partnership and student outcome improvement by offering additional parent education opportunities in person and virtual, annual surveys, and opportunities for engagement through SSC, ELAC, and PAC meetings. These structures will continue to be strengthened to ensure meaningful family voice and consistent collaboration in supporting student achievement and school improvement efforts.  EACS is dedicated to enhancing student engagement in live instruction, specifically for English Learners and students who are working below grade level. A continued area of focus is ensuring that students are actively participating in instruction and receiving consistent academic support that promotes progress toward grade-level standards and closes achievement gaps.  The intervention department will continue to assess the quality of the classes and make adjustments when deemed necessary in order to provide tailored instruction to fit the individual needs of the students. Data from assessments, participation, and progress monitoring will be used to guide instructional decisions and improve the effectiveness of intervention supports.  Support and guidance to address specific needs and challenges for underrepresented students and families will continue to be assessed by teachers, counselors, and case managers. These staff members will continue to collaborate to ensure students are identified early for support, receive appropriate interventions, and that families remain informed and engaged in their student’s academic progress.  EACS will also continue to strengthen communication and partnership between school staff and families in order to improve student outcomes. Through ongoing collaboration, targeted interventions, and expanded engagement opportunities, EACS remains committed to supporting the academic success of all students.|EACS is committed to strengthening partnerships with families and the broader community to foster increased engagement, involvement, safety, and satisfaction, all in direct support of student learning and achievement. A key area of focus for improving engagement of underrepresented families is ensuring that communication and outreach efforts are consistent, inclusive, and responsive to the needs of all educational partners, including families of English Learners, students with disabilities, and other unduplicated student groups.  EACS will continue to expand opportunities for meaningful family input in decision-making related to policy and program improvement through structured engagement opportunities such as SSC, ELAC, and PAC meetings, as well as ongoing surveys and feedback tools. These opportunities are designed to ensure that family voice is actively considered in shaping school practices and improving student outcomes.  The teacher-parent-student relationship remains central to student success, and EACS will continue to cultivate these relationships by maintaining open and consistent lines of communication. Families are provided regular updates on student progress and have multiple avenues to engage with teachers and staff regarding academic and social-emotional needs.  To further support underrepresented families, EACS will continue providing equity-based instruction and targeted supports, including individualized interventions and resources aligned to student needs. Teachers, counselors, and support staff will continue to collaborate to identify students early who may need additional academic or social- emotional support and ensure families are engaged in the planning process. Homeroom attendance, tutoring support, and office hours are available to students.  Parents and guardians will remain informed and actively involved in their students’ educational journey through clear communication, accessible information, and ongoing engagement opportunities. Through these efforts, EACS aims to strengthen trust, increase participation, and ensure all families are meaningfully engaged as partners in supporting student success.|EACS has demonstrated strong and improving progress in Seeking Input for Decision-Making, as evidenced by a steady overall increase in participation over time. Survey participation has grown significantly, 676 participants in 2025-26, reflecting a substantial expansion in outreach, engagement efforts, and overall family and student involvement in school improvement processes. Although there was a slight decline in parent participation in 2024-25 (287 respondents compared to 351 in 2023-24), this was followed by a notable overall increase in the most recent cycle, along with a significant rise in student responses, indicating broader engagement across groups.  EACS is focused on providing effective and meaningful communication that ensures all educational partners have multiple opportunities to provide input into decision-making related to equity-based instruction, student support, and overall school program quality. Communication regarding input opportunities is consistently shared through learning period meetings, social media platforms, Beehively, school newsletters, and structured engagement meetings such as SSC, ELAC, and PAC. These multiple communication channels help ensure that families, students, and staff remain informed and connected to opportunities for participation.  In addition to LCAP surveys, EACS also utilizes ongoing feedback tools provided by various departments. Monthly “pulse-check” surveys through the Possip platform allow the school to gather timely qualitative and quantitative feedback, identify trends, and respond to concerns or suggestions in a timely manner. This continuous feedback loop strengthens responsiveness and supports ongoing program improvement.  To promote transparency and trust, survey results and key findings are regularly shared during SSC and ELAC meetings as well as through monthly newsletters. This ensures that families and staff can see how their input is being used to guide decisions and improve programs.  Overall, EACS values feedback as a critical driver of decision-making. This input is actively used to evaluate existing programs, policies, and procedures and to guide improvements that better support student success. EACS will continue to monitor participation trends and refine outreach strategies to further increase engagement and ensure all voices are represented in decision-making processes.|EACS annually measures growth and progress by seeking input and feedback from all educational partners through annual surveys, teacher/student/parent meetings, board meetings, and participation in SSC, ELAC, and PAC meetings. EACS reports collected results to all educational partners in order to promote transparency and collaboration.  A key focus area for improvement is increasing consistent and representative participation in all input opportunities, ensuring that feedback reflects all student groups, including underrepresented populations. EACS will continue to strengthen outreach and engagement strategies to support broader participation in decision-making processes. Using a survey platform that provides educational partners with the ability to complete the questionnaires via email or text has proven to be successful.  Empowering educational partners to provide input and participate in decision-making remains central to EACS. This creates a positive environment where staff, parents/guardians, students, community members, and governing board members all have opportunities to share their voices.  EACS will continue to discuss best practices and provide staff training on effective communication and outreach strategies that integrate inclusion, trust, and collaboration. These efforts will support stronger and more consistent engagement with families and students.  EACS remains committed to increasing engagement in SSC, ELAC, and PAC meetings by exploring new strategies to encourage participation and strengthen collaboration. The goal is to ensure educational partners are actively involved in decisions that impact student learning and school programs.  Ultimately, EACS will continue working alongside educational partners to create a positive and successful school environment where students receive the necessary interventions, resources, and support to thrive and become lifelong learners.|EACS will continue to strengthen engagement of all families in Seeking Input for Decision-Making through consistent, meaningful, and accessible communication. Although survey data did not indicate lower engagement from underrepresented families, EACS remains committed to proactively ensuring all families are included in opportunities for input and participation.  EACS will continue to provide in-person and virtual opportunities for families to share feedback and participate in decision-making processes that support school improvement. This includes expanding in-person engagement opportunities through parent education workshops and community events designed to strengthen understanding of academic programs, student supports, and school-wide initiatives. Multiple communication platforms will be used to ensure families are informed of upcoming events and engagement opportunities, including SSC, ELAC, PAC, and board meetings, with timely reminders to encourage participation.  EACS will also maintain clear and proactive communication with families regarding student academic, social, and emotional progress to support early intervention and collaboration when concerns arise. Staff will continue to strengthen outreach practices to ensure communication remains consistent, inclusive, and responsive.  Through these efforts, including increased opportunities for in-person engagement, EACS will continue to promote strong family involvement and ensure all families have meaningful opportunities to provide input that informs decision-making and supports student success.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-18|2026
36677770000000|Morongo Unified|3|Based on the analysis of educational partner input and local data, Morongo Unified School District demonstrates strong progress in building positive relationships between school staff and families, while continuing to refine systems to ensure consistent engagement across all families.  District survey data reflects high levels of trust and communication. A majority of parents report that schools provide a welcoming environment (88%) and that communication is timely and responsive, with approximately 82% agreeing the school contacts them in a timely manner and that staff respond within one workday.  These results indicate strong foundational practices in fostering respectful and supportive interactions with families.  Parent engagement data further demonstrates meaningful opportunities for connection. Seventy-one percent of parents participated in parent-teacher conferences, and many engaged in school events such as Back-to-School Night (69%) and award ceremonies (41%).  These opportunities support collaborative relationships between staff and families focused on student success.  Educational partner input also highlights improvement in communication practices, with 31% of parents identifying communication as an area of growth.  The LCAP confirms these findings, citing increased access to information, improved responsiveness, and expanded outreach through digital platforms, newsletters, and in-person engagement opportunities.  Additionally, the district has strengthened structures for engagement through advisory committees (e.g., PAC, DELAC, CAC) and community forums, ensuring families have opportunities to provide input and participate in decision-making.  While strengths are evident, data also identifies areas for growth. Approximately 24% of parents indicated communication could still be improved, and barriers such as scheduling conflicts (27%) and lack of awareness of events (9%) limit participation for some families.  These findings highlight the need to expand flexible engagement opportunities and strengthen outreach to ensure equitable access.   Overall, Morongo Unified School District has made meaningful progress as evidenced by strong perceptions of welcoming schools, high satisfaction with communication, and consistent participation in school activities. The district will continue to build on these strengths by enhancing communication systems, increasing access to engagement opportunities, and addressing barriers to participation, ensuring that all families feel connected, informed, and valued.|Based on analysis of educational partner input and local data, Morongo Unified School District demonstrates strong progress in building positive relationships between school staff and families while continuing to refine systems to ensure consistent engagement with all families.  District survey data reflects high levels of trust and communication. A majority of parents report that schools provide a welcoming environment (88%) and that communication is timely and responsive, with approximately 82% agreeing that the school contacts them promptly and that staff respond within one workday.  These results indicate strong foundational practices in fostering respectful and supportive interactions with families.  Parent engagement data further demonstrates meaningful opportunities for connection. 71% of parents participated in parent-teacher conferences, and many also attended school events, including Back-to-School Night (69%) and award ceremonies (41%).  These opportunities support collaborative relationships between staff and families focused on student success.  Educational partner input also highlights improvement in communication practices, with 31% of parents identifying communication as an area of growth.  The LCAP confirms these findings, citing increased access to information, improved responsiveness, and expanded outreach through digital platforms, newsletters, and in-person engagement opportunities.  Additionally, the district has strengthened structures for engagement through advisory committees (e.g., PAC, DELAC, CAC) and community forums, ensuring families have opportunities to provide input and participate in decision-making.  While strengths are evident, data also identifies areas for growth. Approximately 24% of parents indicated communication could still be improved, and barriers such as scheduling conflicts (27%) and lack of awareness of events (9%) limit participation for some families.  These findings highlight the need to expand flexible engagement opportunities and strengthen outreach to ensure equitable access.   Overall, Morongo Unified School District has made meaningful progress as evidenced by strong perceptions of welcoming schools, high satisfaction with communication, and consistent participation in school activities. The district will continue to build on these strengths by enhancing communication systems, increasing access to engagement opportunities, and addressing barriers to participation, ensuring that all families feel connected, informed, and valued.|Based on the analysis of educational partner input and local data, Morongo Unified School District has identified several key focus areas to strengthen relationships between school staff and families, particularly in expanding equitable access to engagement opportunities, improving consistency of communication, and increasing family awareness and participation.  While overall communication is viewed positively, survey data indicate that approximately 24% of parents believe communication could be improved.  This suggests a need to strengthen consistency across sites in the way information is shared, ensuring that all families receive timely, clear, and accessible communication. The district’s focus will include enhancing outreach practices and expanding the use of multiple communication platforms to better meet the diverse needs of families.  Increasing participation and reducing barriers to engagement are other key areas for improvement. Although many parents report participating in school events, a portion of families cited barriers such as scheduling conflicts (27%), lack of awareness of events (9%), and limited opportunities to participate.  These findings highlight the need for more flexible engagement options, including varied meeting times, increased virtual opportunities, and improved promotion of events to ensure equitable access for all families.  The district has also identified the need to strengthen family awareness of academic programs and expectations. LCAP findings indicate that only a portion of families are aware of key college- and career-readiness requirements, such as A–G expectations.  This limits families’ ability to fully engage as partners in supporting student academic planning. Improving the clarity and accessibility of information related to academic pathways, opportunities, and expectations will remain a priority.   Additionally, input from educational partners highlights the importance of strengthening two-way communication and ensuring that families have meaningful opportunities to provide feedback and participate in decision-making processes. While structures such as advisory committees and surveys exist, the district will focus on increasing participation from a broader, more representative group of families.  Overall, Morongo Unified School District will prioritize improving the consistency of communication, expanding engagement opportunities, increasing awareness of academic programs, and reducing barriers to participation. These efforts are intended to ensure all families feel informed, connected, and empowered as partners in their students’ educational experience.|Based on the analysis of educational partner input and local data, Morongo Unified School District demonstrates strong progress in building partnerships that support student outcomes through consistent communication practices, structured opportunities for family engagement, and targeted supports that connect families to student learning.  District data reflects strong implementation of systems that promote collaboration between families and school staff. A majority of parents report that schools provide a welcoming environment (88%) and that communication is timely and responsive, with approximately 82% agreeing that schools communicate effectively regarding their students’ progress.  These results indicate that schools have established a foundation of trust that supports ongoing partnerships focused on student success.  The district has also made significant progress in providing professional learning and structures that support staff–family collaboration. The LCAP outlines ongoing professional development focused on instruction, intervention, and communication practices, with 95% of parents indicating that ongoing staff training is important.  These efforts strengthen staff capacity to engage families as partners in supporting student learning.  In addition, the district demonstrates strong implementation of programs that connect families with student progress and outcomes. Opportunities such as parent-teacher conferences, attended by 71% of parents, and other school events provide consistent opportunities for families to engage in meaningful discussions about student learning and growth.  These structures reflect a high level of implementation in ensuring families are actively involved in supporting student outcomes.  Morongo Unified has also strengthened access to information and resources that support learning at home. Survey data indicate that 90% of parents believe students have access to instructional materials and technology to support learning.  The district’s continued expansion of academic supports, intervention services, access to technology, and college- and career-readiness pathways further enhances families’ ability to support students beyond the classroom, as outlined in the LCAP.  Additionally, the district has established systems to support family advocacy and participation, including advisory committees (PAC, DELAC, CAC), community forums, and structured opportunities for input within the LCAP process. These systems ensure families have opportunities to engage in decision-making and advocate for improved student outcomes.  Overall, Morongo Unified School District demonstrates strong progress toward full implementation in building partnerships for student outcomes. The district has established effective systems for communication, professional learning, and family engagement, while continuing to strengthen these efforts to ensure all families are active partners in supporting student success.|Based on the analysis of educational partner input and local data, Morongo Unified School District has identified key focus areas to strengthen partnerships that directly support improved student outcomes, including increasing consistency of communication, expanding family understanding of academic programs, and reducing barriers to participation in meaningful engagement opportunities.  Although survey data reflect generally positive communication, a portion of families continue to report the need for greater clarity, consistency, and timeliness in how information is shared across sites. This indicates a need to strengthen systems so that all families receive clear, actionable information about student progress, available supports, and next steps for improvement. Ensuring consistency in communication practices across schools will remain a priority.  Another area of focus is improving families' understanding of academic expectations and pathways, including assessment results, intervention supports, and college- and career-readiness requirements. Local data indicate that not all families feel fully informed about how to support their child’s academic success, which limits their ability to engage as effective partners in improving outcomes. The district will continue to refine how academic information is communicated to ensure it is accessible, relevant, and understandable for all families.  The district has also identified the need to increase equitable access to engagement opportunities. While participation rates in events such as parent-teacher conferences are strong, some families continue to face barriers to involvement, including scheduling conflicts and limited awareness of available opportunities. Expanding flexible engagement structures, including virtual options and varied meeting times, will be critical to increasing participation among all family groups.  Additionally, there is a need to strengthen targeted outreach to underrepresented families to ensure broader participation in advisory committees and decision-making processes. Increasing representation across diverse student groups will support more inclusive input and stronger partnerships aligned to student needs.  Finally, the district will continue to enhance professional learning for staff to further build capacity in engaging families as partners in student learning. While strong systems are in place, continued focus on effective communication, relationship-building, and family engagement strategies will support deeper and more consistent implementation across all sites.  Overall, Morongo Unified School District will prioritize improving the consistency of communication, increasing families' understanding of academic systems, expanding access to engagement opportunities, and strengthening inclusive outreach efforts to ensure all families can actively partner to support improved student outcomes.|Based on the analysis of educational partner input and local data, Morongo Unified School District will prioritize targeted strategies to improve engagement of underrepresented families by increasing access to information, strengthening outreach, and expanding inclusive opportunities for participation that directly support improved student outcomes.  Local data indicates that while many families participate in engagement opportunities, some groups remain underrepresented due to barriers such as scheduling conflicts, limited awareness of available programs, and challenges accessing information about academic expectations and supports. These gaps limit some families' ability to fully engage as partners in supporting student learning and progress.  To address these needs, the district will expand flexible and accessible engagement opportunities by increasing virtual and hybrid meeting options, offering events at varied times, and providing additional opportunities for asynchronous participation. These efforts are designed to remove scheduling barriers and ensure that more families can engage in discussions related to student progress, academic supports, and school programs.  The district will also strengthen targeted communication and outreach to underrepresented families. This includes increasing the use of multiple communication platforms, improving translation and language supports, and ensuring messaging is clear, accessible, and focused on actionable steps families can take to support student learning. Enhanced communication will include greater clarity on assessment results, intervention supports, and college- and career-readiness pathways, ensuring families are equipped to support their child’s academic success.  In addition, the district will expand efforts to increase representation in advisory and decision-making structures, including PAC, DELAC, CAC, and site-based committees. Outreach will focus on engaging a broader, more representative group of families, ensuring that input reflects the diverse needs of the district’s student population and strengthening alignment between district actions and student outcomes.  The district will also continue to build staff capacity through professional learning focused on culturally responsive family engagement, effective communication practices, and strategies for partnering with families to support student achievement. Strengthening these practices will support more consistent and meaningful engagement across all schools.  Through these targeted actions, Morongo Unified School District will reduce barriers, improve access to information, and strengthen inclusive engagement practices to ensure underrepresented families are informed, empowered, and actively involved as partners in supporting improved student outcomes.|Based on the analysis of educational partner input and local data, Morongo Unified School District demonstrates strong progress in seeking and incorporating input from families and educational partners through well-established engagement structures, inclusive outreach practices, and consistent opportunities for shared decision-making.  The district has implemented robust systems to gather input from families and stakeholders, including advisory committees such as PAC, DELAC, and CAC, as well as community forums and districtwide surveys. These structures provide ongoing opportunities for families, staff, and community members to contribute to the development, monitoring, and refinement of district policies and programs. The consistency and breadth of these engagement opportunities reflect a high level of implementation in seeking input for decision-making.  Morongo Unified has also made significant progress in building staff capacity to effectively engage families in advisory groups and decision-making processes. Through ongoing professional learning, site and district leaders are equipped with strategies to facilitate meaningful engagement, ensure inclusive participation, and incorporate feedback into planning and implementation efforts. These practices support collaborative decision-making and strengthen alignment between stakeholder input and district actions.  In addition, the district provides multiple, accessible opportunities for all families to provide input, including participation in surveys, LCAP engagement sessions, and school-site meetings. Efforts to gather feedback across a variety of platforms have increased overall participation and ensured that families have multiple entry points to share their perspectives. These systems reflect strong implementation in providing opportunities for broad stakeholder input.  The district has also demonstrated strength in facilitating collaboration among families, staff, and administrators to plan, design, and evaluate family engagement activities. Cross-stakeholder collaboration is embedded in district processes, particularly through the LCAP development cycle, where input is actively reviewed and used to guide decision-making related to programs, services, and resource allocation.  Finally, Morongo Unified has established systems to support family participation in decision-making, including providing information, access to meetings, and opportunities for ongoing engagement. While continued efforts are needed to expand capacity among all family groups, current practices reflect strong progress toward sustainability.  Overall, Morongo Unified School District demonstrates strong implementation in seeking input for decision-making through structured engagement systems, inclusive practices, and collaborative processes that ensure educational partner voices inform district priorities and actions.|Based on the analysis of educational partner input and local data, Morongo Unified School District has identified key focus areas to strengthen efforts to seek input for decision-making, particularly by building family capacity to engage in advisory groups, increasing equitable representation, and expanding awareness of opportunities for participation.  While the district has established strong systems for gathering input, data indicate a need to further build families' capacity to engage effectively in decision-making processes. Some families may be less familiar with advisory structures, district processes, or how their input informs decisions. Strengthening training, guidance, and support for families will better equip them to participate meaningfully and confidently in advisory groups and decision-making opportunities.  Another area for improvement is increasing the representation of underrepresented families in advisory committees and engagement structures. While opportunities for participation are widely available, not all student groups are proportionally represented in decision-making processes. The district will continue to refine outreach strategies to ensure broader participation and more inclusive representation across diverse family groups.  The district has also identified the need to increase awareness of engagement opportunities. Some families report limited awareness of advisory groups, community forums, and opportunities to provide input, which can result in uneven participation. Strengthening communication strategies, including clearer messaging and expanded outreach across multiple platforms, will be critical to ensuring all families are informed about how and when they can provide input.  Additionally, there is an opportunity to further strengthen **two-way communication and feedback loops**. Ensuring families understand how their input is used in decision-making processes will help build trust, increase engagement, and reinforce the value of participation. Providing clear follow-up and transparency around decisions informed by educational partner input will support continued participation.  Finally, the district will continue to enhance staff practices that support inclusive engagement, ensuring that meetings and input opportunities are accessible, welcoming, and structured to encourage participation from all families.  Overall, Morongo Unified School District will focus on building family capacity, increasing representation, improving awareness of engagement opportunities, and strengthening communication and feedback systems to ensure all families can effectively participate in decision-making processes.|Based on the analysis of educational partner input and local data, Morongo Unified School District will prioritize targeted strategies to improve engagement of underrepresented families in decision-making by increasing access, strengthening outreach, and building capacity for meaningful participation in advisory groups and district processes.  Local data indicates that while the district provides multiple opportunities for input, participation in advisory committees and decision-making structures is not fully representative of all student groups. Barriers such as limited awareness of opportunities, scheduling challenges, and unfamiliarity with district processes may limit participation among some families. These gaps highlight the need for more intentional and targeted strategies to ensure inclusive engagement.  To address these needs, the district will expand targeted outreach and communication efforts to underrepresented families. This includes increasing the use of multiple communication platforms, providing clear, accessible information about advisory groups and opportunities to provide input, and enhancing translation and language supports to ensure all families are informed about how to engage in decision-making processes.  The district will also focus on building family capacity to engage effectively by providing training, guidance, and support on advisory roles, district decision-making processes, and the use of family input to inform policies and programs. Strengthening family understanding and confidence will support more meaningful participation and ensure that engagement goes beyond attendance to active contribution.  In addition, Morongo Unified will continue to expand flexible and accessible participation opportunities, including virtual and hybrid meeting options, varied meeting times, and alternative ways for families to provide input. These efforts are intended to reduce barriers related to time and access and increase participation from families who may not be able to attend traditional meetings.  The district will also strengthen feedback and transparency practices by ensuring families receive clear communication about how their input is used in decision-making. Providing follow-up and demonstrating the impact of family voice will build trust and encourage continued participation, particularly among underrepresented groups.  Through these targeted strategies, Morongo Unified School District will improve engagement by reducing barriers, increasing access, and empowering underrepresented families to participate fully and meaningfully in decision-making processes that support student success.|4|5|4|4|4|4|5|5|5|4|5|5|Met||2026-06-16|2026
36677850000000|Mountain View Elementary|3|Based on input from our educational partners, which included the Educational Partner Advisory Committee (EPAC), District English Learner Advisory Committee (DELAC),and the District Curriculum Council (DCC), strengths include the district's ability to create a welcoming environment for all families in the community. All groups reported this as a district strength.  Also listed as a strength was the district's progress in developing the capacity of staff to build relationships with families and developing multiple opportunities to engage in two-way communication with families. Common input included the addition of technology methods that include translation for parents.|Based on input from our educational partners, which included the Educational Partner Advisory Committee (EPAC), District English Learner Advisory Committee (DELAC),and the District Curriculum Council (DCC), an area of focus, or continued implementation, would be in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children.|Based on the analysis of input and data the district will continue opportunities for engagement and involvement in the area of building relationships.  Parents serve on school site committees such as: School Site Council, English Language Advisory Council (ELAC), and Parent Teacher Associations. Parent Training and Workshops are offered such as: West End Counseling Parenting Classes, Back-to-School Night, Family Resource (with Math and ELA) Night, Parent /Teacher Conferences, Coffee/Pastry with the Principal, Parent Seminars on current social issues and supporting/parenting middle school students, Volunteer Classroom Training, and California Schools Dashboard Meeting. Parents serve as volunteers in the following capacities such as: Classroom (instructional, individual tutoring, chaperones), supporting Academic Days (such as 4th Grade Gold Rush Day), Athletic Events, Band/Choir/Drill Team Programs and clubs. Parents are invited to attend various events such as: Back to School Night, Open House, Awards Assemblies, School Board Meetings, Volunteer Tea (volunteer recognition activity), Cultural Events such as Grade Level Programs, Concerts, Performances and Competitions, PTA Family Nights, Student Academic Presentations and PTA Meetings. Parent Communication includes: in-person, phone contact, virtual (via Zoom or Teams), ParentSquare (email, SMS and App), School Newsletters /Notifications from the office, Teacher Newsletters, Report Cards/Deficiency Notices, Online grade books, Email, School Website, LCAP Educational Partner Survey and School Banners.  Principals are working with their staff and School Site Councils and working to insure underrepresented families are included in their committees. Additional parent communication tools that provide the ability to translate in additional languages have been implemented as additional methods of communicating student progress and goals, specifically in the areas of English Language Arts and Mathematics..|Based on input from our educational partners, which included the Educational Partner Advisory Committee (EPAC), District English Learner Advisory Committee (DELAC),and the District Curriculum Council (DCC), strengths include the district's implementation of policies and programs to meet with families and students to discuss student progress, as well as the district's progress in supporting families to understand and exercise their legal rights and advocate for their own student.|Based on input from our educational partners, which included the Educational Partner Advisory Committee (EPAC), District English Learner Advisory Committee (DELAC),and the District Curriculum Council (DCC), all areas within Building Partnerships, were strengths. Although groups designate an area as full implementation, two areas were only listed as Full Implementation. These areas include the district's progress in providing professional learning and support to teachers and principals to improve a school's capacity to partner with families, and the district's progress in providing families with information and resources to support student learning and development in the home.|Based on the analysis of input and data the district will continue opportunities for engagement and involvement in the area of building partnerships.  To target this area the district is increasing methods of communication that allow school-teacher-parent communication that supports multiple languages. The district has increased the usage of technology accessible from home. This includes customized learning programs that allow students to work on specific learning objectives. The district is also improving the availability of data available to parents as well as content standards and resources included on district websites. In addition, Parent Nights are focused on supporting students both academically and socially. The district held Family Resource Night to provide resources to families.|Based on input from our educational partners, which included the Educational Partner Advisory Committee (EPAC), District English Learner Advisory Committee (DELAC),and the District Curriculum Council (DCC), all areas within Seeking Input were strengths for the district and listed as Full Implementation and Sustainability.  This includes the district's implementation of policies and programs to meet with families and students to discuss student progress, as well as the district's progress in supporting families to understand and exercise their legal rights and advocate for their own student.|Although all areas of Seeking Input were listed as a strength, an area of focus moving forward would be to insure our new families in our new area housing development area receive the high level of collaboration that has been realized at our other sites. It has, and will be, a multi-year focus to increase stakeholder involvement during a time of geographical growth.|Based on the analysis of input and data the district will continue opportunities for engagement and involvement in the area of seeking input.  The district continues to reach out to new families for involvement and feedback. The district has maintained open lines of communication via meetings, committees, and an available input form. Methods to increase the number of languages supported is being implemented for district, school, and teacher communication that will increase the opportunity for parents to engage in school and district advisory groups.|4|5|3|4|4|4|5|5|5|5|5|5|Met||2026-06-11|2026
36677930000000|Mt. Baldy Joint Elementary|3|Mt. Baldy School has established strong systems for family communication and relationship-building through consistent use of ParentSquare, Aeries, Zoom options, family mixers, Coffee with the Principal, Parent Education Nights, community events, surveys, and ongoing informal communication. Educational partners consistently noted that the district values communication and accessibility. The district provides multiple pathways for families to engage with staff and participate in school activities. Family events such as Pancake Breakfasts, Gratitude Feast, Family Day, Drum Circle events, and monthly community engagement opportunities support relationship-building and strengthen school connectedness. The district’s small school environment allows staff to build personalized relationships with families and respond quickly to concerns and student needs.|While the district has strong communication systems, participation rates in surveys and engagement activities remain an area for growth. The district identified a need to improve overall educational partner participation and ensure broader representation from all family groups. The district will continue reviewing communication methods and engagement opportunities to ensure that outreach remains accessible, meaningful, and responsive to family needs.|The district will continue utilizing multiple communication platforms, flexible meeting options, surveys, translated communication when needed, and varied engagement opportunities to increase participation from underrepresented families. The district will also continue actively seeking input from families of socioeconomically disadvantaged students, students with disabilities, and families who may face barriers to participation. Flexible scheduling, virtual participation opportunities, and personalized outreach will remain priorities.|Mt. Baldy School continues to build strong partnerships focused on student outcomes through regular communication, conferences, engagement events, parent education opportunities, and collaborative problem-solving. Families receive ongoing information related to academics, attendance, social-emotional learning, school climate, and student supports. Teachers and administrators regularly communicate with families regarding student progress and intervention needs. The district actively seeks parent input related to educational programs and services through surveys, advisory groups, and public meetings connected to LCAP development and school improvement planning. The district’s emphasis on social-emotional learning, attendance support, and mathematics intervention reflects direct educational partner feedback and demonstrates collaboration between families and school staff to support student achievement.|The district identified a need to further strengthen family understanding of student data and academic progress, particularly in mathematics. The district also seeks to increase participation rates in engagement opportunities and continue improving systems that support family access to information related to student achievement, interventions, and available supports.|The district will continue prioritizing outreach to families of socioeconomically disadvantaged students, students with disabilities, and other underrepresented groups through personalized communication, advisory participation opportunities, and flexible engagement structures. The district will continue ensuring families have access to information regarding student rights, academic supports, intervention opportunities, and available school resources.|The district has established multiple structures for educational partner input, including Parent Advisory Committee meetings, Student Advisory Committee meetings, staff collaboration meetings, surveys, community events, and public board meetings. Educational partners participated throughout development of the 2026–27 LCAP through meetings, surveys, advisory groups, and community discussions. The district used feedback from students, parents, teachers, community members, and staff to revise and strengthen LCAP goals and actions. Educational partner feedback directly influenced district priorities, including: Increased support for mathematics instruction and intervention Revisions to climate survey questions Expansion of student voice opportunities Increased inclusion of TK–3 data in district analysis Evaluation and eventual elimination of transportation services due to implementation concerns The district values transparency and regularly shares data and progress updates with educational partners.|The district seeks to increase participation rates across advisory groups and surveys to ensure broader representation from all educational partner groups. The district also identified a need to strengthen opportunities for upper-grade students to analyze and reflect on school data and improvement efforts.|The district will continue providing multiple opportunities for participation through in-person meetings, Zoom access, surveys, and flexible engagement opportunities. Targeted outreach to families of socioeconomically disadvantaged students and students with disabilities will continue to ensure all voices are represented in district decision-making processes.|4|4|4|5|4|4|4|4|4|4|4|4|Met||2026-06-04|2026
36678010000000|Needles Unified|3|Based on the analysis of educational partner input and local data, the LEA demonstrates several strengths and notable progress in building relationships between school staff and families. The district actively engages families through a variety of school-based events, such as Back-to-School Nights, academic award assemblies, literacy and math nights at Vista Colorado Elementary, and high school athletics and high school assemblies. Monument Peak Schools further enriches family engagement by hosting student plays and other community-centered activities. To encourage participation, the LEA utilizes a comprehensive communication strategy through Parent Square, mailed postcards, and incentives for attendance. Additionally, the district collects feedback via parent surveys to inform and improve engagement efforts. These combined initiatives reflect a strong and growing commitment to fostering meaningful partnerships with families.|Based on the analysis of educational partner input and local data, the Local Education Agency has identified several key focus areas for improvement in building relationships between school staff and families. The district aims to expand access to parent-based workshops by offering them at multiple times to accommodate diverse schedules. Increasing on-campus parent involvement is a priority, along with boosting participation in the District Advisory Committee and School Site Councils to ensure broader representation and input. The LEA is also working to increase the number of families who download and use Parent Square, enhancing the district’s ability to communicate effectively through text messaging and other tools.  Additionally, the district is helping families learn how to use web-based instructional tools to support student learning.  These focus areas reflect a commitment to deepening engagement and strengthening the home-school connection.|Based on the analyses of educational partner input and local data, the Local Education Agency will improve engagement of underrepresented families by implementing several targeted strategies aimed at building stronger relationships between school staff and families. To address barriers to participation, the district will offer parent-based workshops at multiple times, ensuring greater accessibility for families with varying schedules. Efforts will also focus on increasing on-campus parent involvement to foster stronger connections and a sense of belonging. Additionally, the LEA will actively encourage underrepresented families to participate in the District Advisory Committee and School Site Councils to ensure more inclusive representation. To enhance communication, the district will work to increase the number of families who download and use Parent Square, enabling more effective and accessible text-based outreach.  Also, the high school has a student food pantry and a student clothing closet.  These efforts are designed to create more equitable opportunities for all families to engage meaningfully with their schools.|The Local Educational Agency (LEA) demonstrates strong progress in Building Partnerships for Student Outcomes through meaningful collaboration with key community stakeholders. Notably, the LEA has established and maintained positive relationships with the Fort Mojave Indian Tribe and the Chemehuevi Tribe, actively engaging their educational liaisons to support student success. The LEA also prioritizes family engagement by regularly seeking parent input through surveys and equipping teachers with cell phones to enhance direct communication with families. Additionally, a successful partnership with the City of Needles Parks and Recreation department has enabled the development of a comprehensive after-school program, providing students with extended learning opportunities in a supportive environment. The district's partnership with the City of Needles Parks and Recreation has significantly enhanced after-school athletic opportunities for students, supporting programs such as high school and middle school softball and middle school baseball.  These efforts reflect a strong commitment to community collaboration and student-centered support.|Based on the analysis of educational partner input and local data, the Local Educational Agency has identified several focus areas for improvement in Building Partnerships. A key goal is to increase the number of parents who download and use Parent Square to enhance text-based communication between school and home. Additionally, the LEA aims to boost parent participation in workshops by offering sessions at various dates and times to accommodate diverse schedules. Another priority is to expand training opportunities for parents on student academic programs, ensuring families are better equipped to support their children's educational progress. Also, the LEA is providing families with a list of behavior health supports throughout the community of Needles. These efforts reflect the LEA’s ongoing commitment to strengthening family engagement and fostering collaborative support for student success.|Based on the analysis of educational partner input and local data, the Local Educational Agency (LEA) will improve engagement of underrepresented families by implementing targeted strategies focused on communication and access. To strengthen partnerships for student outcomes, the LEA will increase efforts to promote the use of Parent Square, encouraging more families to download the app in order to enhance two-way communication through text messaging. Additionally, to accommodate diverse schedules and improve participation, parent workshops will be offered at multiple dates and times. The LEA will also expand training opportunities to better inform families about student academic programs, ensuring they are equipped to support their children's educational progress.  Also, the LEA is providing families with a list of behavior health supports throughout the community of Needles.  These efforts aim to remove barriers to engagement and foster stronger connections between families and schools.|The local educational agency demonstrates strong engagement practices and ongoing progress in seeking input for decision-making. Strengths include the consistent use of parent surveys and the hosting of multiple family nights, which provide valuable opportunities for families to share feedback and stay informed. Additionally, the presence of a district advisory committee and school site councils at each school ensures that stakeholder voices are included in planning and decision-making processes. The high visibility of the administrative team at extracurricular and community events further strengthens relationships and fosters open communication with families and community members.  We are a small town and the expectation is that we listen to all of our stakeholders.|Based on the analysis of educational partner input and local data, the local educational agency has identified key areas for improvement in seeking input for decision-making. One focus area is expanding parent workshops and training by offering multiple dates and time options to better accommodate family schedules and increase attendance. Another area for improvement is to strengthen our human connection by reaching out by phone instead of by email or text.  Additionally, the agency aims to boost participation in advisory committees by educating families on the purpose and importance of these groups, thereby fostering a deeper understanding of how their involvement directly impacts school and district decisions.|The local educational agency has identified the need to improve accessibility and engagement in its decision-making processes. To address this, the agency will expand parent workshops and training by offering multiple dates and time options, ensuring more families have the opportunity to participate. Another area for improvement is to strengthen our human connection by reaching out by phone instead of by email or text.  Additionally, to increase involvement in advisory committees, the agency will focus on educating families about the value and impact of committee work, helping them understand how their participation contributes to shaping educational programs and policies.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-24|2026
36678190000000|Ontario-Montclair|3|The District has a Family and Community Engagement Department with the goal of increasing family and community engagement with equitable opportunities for all our educational partners. A Parent Education Center (PEC) is preparing parent leaders to create a bridge between the District and the school sites. Through parenting classes, materials, resources, and training, the center helps parents to work with their children to improve their children’s achievement. The District also provides differentiated training based on school site needs at the Parent Educational Center and at school sites. Some of the topics offered at the PEC are technology, ESL, digital citizenship, academic preparation to support their children, health, nutrition, internet safety, reading literacy, math, positive parenting, social-emotional learning, and wellbeing. An Annual Parent Leadership Conference is provided annually to parents where they attend workshops designed to support them helping their child succeed academically, behaviorally and socially. Family and Community Engagement has an additional district-wide community event, the Multicultural Family Festival. 34 schools are utilizing a two-way communication platform in 2025-2026 that provides automatic translations in more than 180 languages. All communication and flyers from sites include both English and Spanish translations.|As part of the District Five Year Action Plan, the District is placing a focus on enhancing student, family, and community partnerships through culturally responsive practices. The District is working to develop parent leaders to help bridge the work being done between the school site and district in an effort to prepare parents to support the academic, social emotional, and behavioral needs of students. In addition to providing ongoing training and parent classes, an Annual Parent Leadership Conference is provided annually to parents where they attend workshops designed to support them helping their child succeed academically, behaviorally and socially.|The District has actively engaged in creating multiple engagement opportunities to connect with our underrepresented families. Each site has hired an Outreach Consultant to ensure families are provided with the information and resources they need to support in the academic, behavioral, and social-emotional success of their children. A school site mentor is also available to support the behavior and social-emotional wellbeing of children and connect with families. Additionally, various input platforms such as survey, site and district meetings, and outreach to families has improved the participation and engagement of underrepresented families.|The District educates teachers, specialized instructional support personnel, principals, and other school leaders, and other staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school. The district has two Teachers on Assignment (TOA) that provide workshops specific to English Language Arts and Math to provide parents with the tools and strategies they need to support their students at home.|The District provides training to administrators on supporting strong parent involvement at the school sites. The District prepares tools and resources for administrators to use with their staff to develop their ability to build strong connections between home and school. Further efforts to build relationships with parents are evident in parent participation in district and site advisory groups. Cultural proficiency learning has been built into professional development workshops for site and district leaders to increase awareness of one’s own cultural identity and views about difference, and the ability to learn and build on the varying cultural and community norms of staff and families, in order to build stronger relationships with staff and families.|As part of the effort to provide tools and resources to administrators to implement with staff, the Director of Family & Community Engagement Department is working directly with school leaders, staff, and leader parents to design academic workshops and training around site specific needs for our underrepresented groups.|The District has consistency in the LCAP process by providing educational partners with resources, information and multiple opportunities to engage in the LCAP development process. LCAP resources include presentations, data sets, surveys, infographics, Superintendent communications, opportunities for engagement, written Comments for the Superintendent forms, and meeting agendas are provided to educational partners and administrators for use in conducting input meetings.|Each year, the District contracts with “Thought Exchange”, a portal designed to provide participants a vehicle to give input and collaborate with one another, as they rate one another’s 'Thoughts.' As a result of this interactive process among educational partners that participate, the highest rated 'Thoughts' are highlighted and themes emerge giving the District critical and relevant information to inform the LCAP. Understanding that some of our families may need varying opportunities to engage in decision-making, other survey opportunities and communication in a variety of ways is being implemented to access more families. Continuing to expand marketing of existing efforts for parent engagement will further increase families’ participation in input for decision-making to be incorporated into advisory groups and LCAP and Schoolwide Plan for Student Achievement (SPSA) processes.|The District ensures it meets its responsibility to provide multiple opportunities to consult with educational partners and engage them in the LCAP development and Annual Update process in a transparent way at both the District and site levels. These meetings include information on the Local Control Funding Formula (LCFF), Local Control Accountability Plan (LCAP), LCAP Federal Addendum, District and Site Level student achievement, student and parent engagement data, and LCAP Annual Update. The District will improve engagement of underrepresented families by continuing to equip families with the tools and resources they need to become leaders and/or active and contributing members.|4|4|2|4|4|4|4|4|5|5|5|5|Met||2026-06-18|2026
36678270000000|Oro Grande|3|Oro Grande School District currently offers numerous opportunities for parents to engage with the school sites and provide feedback about educational and extracurricular activities. Parents partner with each school site in the decision-making process through English Language Advisory Meetings (ELAC), which occur on a monthly basis. During these meetings, parents have the opportunity to engage with staff members from all levels of the organization, from district and site leadership to site staff members. Oro Grande School District also has a strong parent group, the Parent Advisory Committee (PAC), which meets monthly to support each school site through planning and hosting activities and learning about and providing feedback on district information and initiatives. Each school site also hosts numerous campus events for stakeholders to participate in, including athletic events and banquets, musical concerts and performances, academic events such as honor roll and awards nights, and events for all ages such as fall festival, color runs, and STEM nights. As a result, 92.6% of parents/guardians surveyed reported that they feel that they are part of the decision-making process at Oro Grande School District.|One continued focus area for improvement is finding new and innovative ways to promote engagement. This can include options such as offering child care opportunities, expanding locations of our events into the local communities of our families, and continuing to provide families with the opportunity to connect virtually to all events. Another opportunity for renewed focus is increasing the number of personalized meetings with the principals at each site. Although we host coffee or pastries with the principals’ events in the past, increasing the frequency of these events will provide families with authentic situations to engage with the leadership team and provide families with the opportunity to continue to build relationships with site staff in a less formalized setting.|Oro Grande School District will continue to provide information in the reported home language of our families and will offer translators across all sites. Additionally, Oro Grande School District strives to offer beneficial family and community events, such as family literacy night and community health fairs, to support the local community. With the addition of our CTE building and its anticipated opening in May 2026, we will also have a full-service community health center for our local community to access basic mental health and wellness services on site. Additionally, Oro Grande School District sets aside time each school year for scheduled parent-teacher conferences at the end of 1st and 3rd quarters. During these scheduled dates, teachers set appointments with families to discuss student academic progress and outcomes and plan and update student goals for the school year. Oro Grande School District will continue to work on being strategic and intentional in personally inviting our underrepresented families and seek to understand any hurdles that may be limiting their participation.|Oro Grande School District maintains partnerships with multiple colleges and universities, including our local community college, Victor Valley Community College, in order to provide students with opportunities for CCAP dual enrollment courses through our ECA+ academy, as well as supporting students with their non-CCAP concurrent enrollment courses. Students taking CTE courses also have the opportunity to earn articulated college credit in each of our current pathways. In addition to academic partnerships, Oro Grande School District has a full-time community liaison and foster and homeless youth liaison that are available to support students with social emotional and health and wellness support.  All site and district staff members participate in the Plan Do Study Act (PDSA) cycle each school year in order to review historical data, set goals for student outcomes, and set specific dates for progress monitoring throughout the school year to ensure that there is a focus on continual improvement.|One focus area is encouraging more participation from a wide range of stakeholders as part of the PDSA cycle. While the PDSA cycle does not specifically require stakeholder input, ensuring that all stakeholders are aware of individualized site goals will encourage collaboration and accountability amongst all partners. This will provide stakeholders with an additional way to connect with the school sites and provide feedback and suggestions for goal setting and progress monitoring.|Oro Grande School District is continually exploring ways to increase the home-school connection. In order to improve the engagement of underrepresented families, we strive to connect our families to community resources via our community liaison and foster and homeless youth liaison. We will also focus on intentionality when planning events, including garnering feedback from our underrepresented families to determine what, if any, barriers are preventing their attendance and how our staff can work to help bridge any gaps. Additionally, we will continue to focus on providing a wide range of opportunities to connect with staff via email and phone calls, on campus or virtual meetings, printed information and flyers, and updated information shared via the school’s website and social media platforms.|Oro Grande School District actively seeks input in decision-making through partnerships with the School Site Council, ELAC, and the PAC. Since our school spans grade levels TK-12, our PAC participation has stayed fairly constant, as families are able to remain in the same parent group and continue to support their students as they move across grade levels at all sites. During these meetings, parents/guardians are able to provide feedback on LCAP, share ideas about how funds should be allocated, and provide feedback and suggestions for curriculum and programs that are offered.|One focus area for improvement is expanding the number of participants that regularly attend the School Site Council and ELAC meetings. While we do reach the required percentages of participation based on our EL population of 10%, the goal is to exceed this number and garner feedback from as many unique viewpoints as possible.|Oro Grande School District seeks input from a diverse group of stakeholders and wants to ensure that our underrepresented families are included in all decision-making processes. In order to achieve this goal, Oro Grande School District will provide translation services for all home languages and ensure that all communication is offered in the reported home language of our families. It is also important that there are numerous formats for participation, including in person, virtual, and local events to provide our families with as many opportunities as possible to connect the decision-making process.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-17|2026
36678270113928|Riverside Preparatory|3|Riverside Preparatory School currently offers numerous opportunities for parents to engage with the school sites and provide feedback about educational and extracurricular activities. Parents partner with each school site in the decision-making process through English Language Advisory Meetings (ELAC), which occur on a monthly basis. During these meetings, parents have the opportunity to engage with staff members from all levels of the organization, from district and site leadership to site staff members. Riverside Preparatory School also has a strong parent group, the Parent Advisory Committee (PAC), which meets monthly to support each school site through planning and hosting activities and learning about and providing feedback on district information and initiatives. Each school site also hosts numerous campus events for stakeholders to participate in, including athletic events and banquets, musical concerts and performances, academic events such as honor roll and awards nights, and events for all ages such as fall festival, color runs, and STEM nights. As a result, 92.6% of our parents/guardians surveyed reported that they feel that they are part of the decision-making process at Riverside Preparatory School.|Since Riverside Preparatory is a charter school, it is located outside of the community boundaries for the majority of enrolled students, which can make it more challenging for all families to participate in on-campus events due to their geographical distance from the school sites. One continued focus area for improvement is finding new and innovative ways to promote engagement. This can include options such as offering child care opportunities, expanding locations of our events into the local communities of our students, and continuing to provide families with the opportunity to connect virtually to all events. Another opportunity for renewed focus is increasing the number of personalized meetings with the principals at each site. Although we have hosted coffee or pastries with the principals’ events in the past, increasing the frequency of these events will provide families with authentic situations to engage with the leadership team and provide families with the opportunity to continue to build relationships with site staff in a less formalized setting.|Riverside Preparatory School will continue to provide information in the reported home language of our families and will offer translators on each site. Additionally, Riverside Preparatory School strives to offer beneficial family and community events, such as family literacy night and community health fairs, to support the local community. With the addition of our CTE building and its anticipated opening in May 2026, we will also have a full-service community health center for our local community to access basic mental health and wellness services on site. Additionally, Riverside Preparatory School sets aside time each school year for scheduled parent-teacher conferences at the end of 1st and 3rd quarters. During these scheduled dates, teachers set appointments with families to discuss student academic progress and outcomes and plan and update student goals for the school year. Riverside Preparatory School will continue to work on being strategic and intentional in personally inviting our underrepresented families and seek to understand any hurdles that may be limiting their participation.|Riverside Preparatory School maintains partnerships with multiple colleges and universities, including our local community college, Victor Valley Community College, in order to provide students with opportunities for CCAP dual enrollment courses through our ECA+ academy, as well as supporting students with their non-CCAP concurrent enrollment courses. Students taking CTE courses also have the opportunity to earn articulated college credit in each of our current pathways. In addition to academic partnerships, Riverside Preparatory School has a full-time community liaison and foster and homeless youth liaison that are available to support students with social emotional and health and wellness support.  All site and district staff members participate in the Plan Do Study Act (PDSA) cycle each school year in order to review historical data, set goals for student outcomes, and set specific dates for progress monitoring throughout the school year to ensure that there is a focus on continual improvement|One focus area is encouraging more participation from a wide range of stakeholders as part of the PDSA cycle. While the PDSA cycle does not specifically require stakeholder input, ensuring that all stakeholders are aware of individualized site goals is important to encourage collaboration and accountability amongst all partners. This will provide stakeholders with an additional way to connect with the school sites and provide feedback and suggestions for goal setting and progress monitoring.|Riverside Preparatory School is continually exploring ways to increase the home-school connection. In order to improve the engagement of underrepresented families, we strive to connect our families to community resources via our community liaison and foster and homeless youth liaison. We will also focus on intentionality when planning events, including garnering feedback from our underrepresented families to determine what, if any, barriers are preventing their attendance and how our staff can work to help bridge any gaps. Additionally, we will continue to focus on providing a wide range of opportunities to connect with staff via email and phone calls, on campus or virtual meetings, printed information and flyers, and updated information shared via the school’s website and social media platforms.|Riverside Preparatory School actively seeks input in decision-making through partnerships with the School Site Council, ELAC, and the Parent Advisory Committee (PAC). Since our school spans grade levels TK-12, our PAC participation has stayed fairly constant, as families are able to remain in the same parent group and continue to support their students as they move across grade levels at all sites. During these meetings, parents/guardians are able to provide feedback on LCAP, share ideas about how funds should be allocated, and provide feedback and suggestions for curriculum and programs that are offered.|One focus area for improvement is expanding the number of participants that regularly attend the School Site Council and ELAC meetings. While we do reach the required percentages of participation based on our EL population of 10%, the goal is to exceed this number and garner feedback from as many unique viewpoints as possible.|Riverside Preparatory School seeks input from a diverse group of stakeholders and wants to ensure that our underrepresented families are included in all decision-making processes. In order to achieve this goal, Riverside Preparatory School will ensure that we have translators available for all home languages and that all communication is offered in the reported home language of our families. It is also important that there are numerous formats for participation, including in person, virtual, and local events to provide our families with as many opportunities as possible to connect the decision-making process.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-17|2026
36678270137174|Mojave River Academy - Gold Canyon|3|Mojave River Academy Schools currently offers numerous opportunities for parents to engage with the school sites and provide feedback about educational and extracurricular activities. Parents partner with each school site in the decision-making process through community events, academic and extra curricular acknowledgement ceremonies, Local Control Accountability Plan (LCAP) input meetings, and English Language Advisory Committee (ELAC) meetings, which occur periodically throughout the year. During these meetings, parents have the opportunity to engage with staff members from all levels of the organization, from district and site leadership to site staff members. Each school site also hosts numerous campus events for stakeholders to participate in, including parent literacy events, banquets, art/music events and performances, academic events such as honor roll and awards nights, and events for all ages. As a result, 98.9% of parents/guardians surveyed reported that they feel that they are part of the decision-making process at Mojave River Academy Schools.|One continued focus area for improvement is finding new and innovative ways to promote engagement. This can include options such as offering child care opportunities, expanding locations of our events into the local communities of our families, and continuing to provide families with the opportunity to connect virtually to all events. Another opportunity for renewed focus is increasing the number of personalized meetings with the principals at each site. Although we have hosted coffee or pastries with the principal events in the past, increasing the frequency of these events will provide families with authentic situations to engage with the leadership team and provide families with the opportunity to continue to build relationships with site staff in a less formalized setting.|Mojave River Academy Schools will continue to provide information in the reported home language of our families and will offer translators across all sites. Additionally, we strive to offer beneficial family and community events, such as family literacy nights and community health fairs, to support the local community. Additionally, Mojave River Academy Schools’ parents have access to teachers on a daily basis for parent-teacher conferences and scheduled conferences at the end of the 1st and 3rd quarters. During these scheduled dates, teachers set appointments with families to discuss student academic progress and outcomes and plan and update student goals for the school year. Mojave River Academy Schools will continue to work on being strategic and intentional in personally inviting our underrepresented families and seek to understand any hurdles that may be limiting their participation.|Mojave River Academy Schools maintains partnerships with local colleges, including our local community college, Victor Valley Community College, to provide our students with opportunities for concurrent enrollment.  We also engage in several partnerships to ensure student and family mental health services are available to all who need them.  In addition to academic partnerships, Mojave River Academy Schools has full-time social workers and marriage and family therapists to support foster and homeless youth and any other student needing mental health and/or social emotional services.   All site and district staff members participate in the Plan Do Study Act (PDSA) cycle each school year in order to review historical data, set goals for student outcomes, and set specific dates for progress monitoring throughout the school year to ensure that there is a focus on continual improvement.|One focus area is encouraging more participation from a wide range of stakeholders as part of the PDSA cycle. While the PDSA cycle does not specifically require stakeholder input, ensuring that all stakeholders are aware of individualized site goals will encourage collaboration and accountability amongst all partners. This will provide stakeholders with an additional way to connect with the school sites and provide feedback and suggestions for goal setting and progress monitoring.|Mojave River Academy Schools is continually exploring ways to increase the home-school connection. In order to improve the engagement of underrepresented families, we strive to connect our families to community resources.  We will also focus on intentionality when planning events, including garnering feedback from our underrepresented families to determine what, if any, barriers are preventing their attendance, and how our staff can work to help bridge any gaps. Additionally, we will continue to focus on providing a wide range of opportunities to connect with staff via email and phone calls, on campus or virtual meetings, printed information and flyers, and updated information shared via the school’s website and social media platforms.|Mojave River Academy Schools (MRA) actively seeks input in decision-making through partnerships with the ELAC, DELAC and other parent engagement activities. Additionally, we have multiple opportunities for parents to interact directly with staff and the principal.  As MRA serves students in grades TK-12, families are able to remain in the same parent group and continue to support their students as they move across many grade levels at all sites. During these meetings, parents/guardians are able to provide feedback on the LCAP, share ideas about how funds should be allocated, and provide feedback and suggestions for curriculum and programs that are offered.|One focus area for improvement is expanding the number of participants that regularly attend the ELAC/DELAC meetings. MRA strives to hold these meetings on a more frequent basis and to reach a quorum for each meeting.  Currently, it has been difficult to have consistent participation.  However, we continue to hold these meetings and make efforts to increase participation to garner feedback from as many unique viewpoints as possible.|Mojave River Academy Schools seeks input from a diverse group of stakeholders and wants to ensure that our underrepresented families are included in all decision-making processes. In order to achieve this goal, MRA will provide translation services for home languages and ensure that key communication is offered in the reported home languages of our families. It is also important that there are numerous formats for participation, including in person, virtual, and local events to provide our families with as many opportunities as possible to connect the decision-making process.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-18|2026
36678270137182|Mojave River Academy - National Trails|3|Mojave River Academy Schools currently offers numerous opportunities for parents to engage with the school sites and provide feedback about educational and extracurricular activities. Parents partner with each school site in the decision-making process through community events, academic and extra curricular acknowledgement ceremonies, Local Control Accountability Plan (LCAP) input meetings, and English Language Advisory Committee (ELAC) meetings, which occur periodically throughout the year. During these meetings, parents have the opportunity to engage with staff members from all levels of the organization, from district and site leadership to site staff members. Each school site also hosts numerous campus events for stakeholders to participate in, including parent literacy events, banquets, art/music events and performances, academic events such as honor roll and awards nights, and events for all ages. As a result, 98.9% of parents/guardians surveyed reported that they feel that they are part of the decision-making process at Mojave River Academy Schools.|One continued focus area for improvement is finding new and innovative ways to promote engagement. This can include options such as offering child care opportunities, expanding locations of our events into the local communities of our families, and continuing to provide families with the opportunity to connect virtually to all events. Another opportunity for renewed focus is increasing the number of personalized meetings with the principals at each site. Although we have hosted coffee or pastries with the principal events in the past, increasing the frequency of these events will provide families with authentic situations to engage with the leadership team and provide families with the opportunity to continue to build relationships with site staff in a less formalized setting.|Mojave River Academy Schools will continue to provide information in the reported home language of our families and will offer translators across all sites. Additionally, we strive to offer beneficial family and community events, such as family literacy nights and community health fairs, to support the local community. Additionally, Mojave River Academy Schools’ parents have access to teachers on a daily basis for parent-teacher conferences and scheduled conferences at the end of the 1st and 3rd quarters. During these scheduled dates, teachers set appointments with families to discuss student academic progress and outcomes and plan and update student goals for the school year. Mojave River Academy Schools will continue to work on being strategic and intentional in personally inviting our underrepresented families and seek to understand any hurdles that may be limiting their participation.|Mojave River Academy Schools maintains partnerships with local colleges, including our local community college, Victor Valley Community College, to provide our students with opportunities for concurrent enrollment.  We also engage in several partnerships to ensure student and family mental health services are available to all who need them.  In addition to academic partnerships, Mojave River Academy Schools has full-time social workers and marriage and family therapists to support foster and homeless youth and any other student needing mental health and/or social emotional services.   All site and district staff members participate in the Plan Do Study Act (PDSA) cycle each school year in order to review historical data, set goals for student outcomes, and set specific dates for progress monitoring throughout the school year to ensure that there is a focus on continual improvement.|One focus area is encouraging more participation from a wide range of stakeholders as part of the PDSA cycle. While the PDSA cycle does not specifically require stakeholder input, ensuring that all stakeholders are aware of individualized site goals will encourage collaboration and accountability amongst all partners. This will provide stakeholders with an additional way to connect with the school sites and provide feedback and suggestions for goal setting and progress monitoring.|Mojave River Academy Schools is continually exploring ways to increase the home-school connection. In order to improve the engagement of underrepresented families, we strive to connect our families to community resources.  We will also focus on intentionality when planning events, including garnering feedback from our underrepresented families to determine what, if any, barriers are preventing their attendance, and how our staff can work to help bridge any gaps. Additionally, we will continue to focus on providing a wide range of opportunities to connect with staff via email and phone calls, on campus or virtual meetings, printed information and flyers, and updated information shared via the school’s website and social media platforms.|Mojave River Academy Schools (MRA) actively seeks input in decision-making through partnerships with the ELAC, DELAC and other parent engagement activities. Additionally, we have multiple opportunities for parents to interact directly with staff and the principal.  As MRA serves students in grades TK-12, families are able to remain in the same parent group and continue to support their students as they move across many grade levels at all sites. During these meetings, parents/guardians are able to provide feedback on the LCAP, share ideas about how funds should be allocated, and provide feedback and suggestions for curriculum and programs that are offered.|One focus area for improvement is expanding the number of participants that regularly attend the ELAC/DELAC meetings. MRA strives to hold these meetings on a more frequent basis and to reach a quorum for each meeting.  Currently, it has been difficult to have consistent participation.  However, we continue to hold these meetings and make efforts to increase participation to garner feedback from as many unique viewpoints as possible.|Mojave River Academy Schools seeks input from a diverse group of stakeholders and wants to ensure that our underrepresented families are included in all decision-making processes. In order to achieve this goal, MRA will provide translation services for home languages and ensure that key communication is offered in the reported home languages of our families. It is also important that there are numerous formats for participation, including in person, virtual, and local events to provide our families with as many opportunities as possible to connect the decision-making process.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-18|2026
36678270137190|Mojave River Academy - Oro Grande|3|Mojave River Academy Schools currently offers numerous opportunities for parents to engage with the school sites and provide feedback about educational and extracurricular activities. Parents partner with each school site in the decision-making process through community events, academic and extra curricular acknowledgement ceremonies, Local Control Accountability Plan (LCAP) input meetings, and English Language Advisory Committee (ELAC) meetings, which occur periodically throughout the year. During these meetings, parents have the opportunity to engage with staff members from all levels of the organization, from district and site leadership to site staff members. Each school site also hosts numerous campus events for stakeholders to participate in, including parent literacy events, banquets, art/music events and performances, academic events such as honor roll and awards nights, and events for all ages. As a result, 98.9% of parents/guardians surveyed reported that they feel that they are part of the decision-making process at Mojave River Academy Schools.|One continued focus area for improvement is finding new and innovative ways to promote engagement. This can include options such as offering child care opportunities, expanding locations of our events into the local communities of our families, and continuing to provide families with the opportunity to connect virtually to all events. Another opportunity for renewed focus is increasing the number of personalized meetings with the principals at each site. Although we have hosted coffee or pastries with the principal events in the past, increasing the frequency of these events will provide families with authentic situations to engage with the leadership team and provide families with the opportunity to continue to build relationships with site staff in a less formalized setting.|Mojave River Academy Schools will continue to provide information in the reported home language of our families and will offer translators across all sites. Additionally, we strive to offer beneficial family and community events, such as family literacy nights and community health fairs, to support the local community. Additionally, Mojave River Academy Schools’ parents have access to teachers on a daily basis for parent-teacher conferences and scheduled conferences at the end of the 1st and 3rd quarters. During these scheduled dates, teachers set appointments with families to discuss student academic progress and outcomes and plan and update student goals for the school year. Mojave River Academy Schools will continue to work on being strategic and intentional in personally inviting our underrepresented families and seek to understand any hurdles that may be limiting their participation.|Mojave River Academy Schools maintains partnerships with local colleges, including our local community college, Victor Valley Community College, to provide our students with opportunities for concurrent enrollment.  We also engage in several partnerships to ensure student and family mental health services are available to all who need them.  In addition to academic partnerships, Mojave River Academy Schools has full-time social workers and marriage and family therapists to support foster and homeless youth and any other student needing mental health and/or social emotional services.   All site and district staff members participate in the Plan Do Study Act (PDSA) cycle each school year in order to review historical data, set goals for student outcomes, and set specific dates for progress monitoring throughout the school year to ensure that there is a focus on continual improvement.|One focus area is encouraging more participation from a wide range of stakeholders as part of the PDSA cycle. While the PDSA cycle does not specifically require stakeholder input, ensuring that all stakeholders are aware of individualized site goals will encourage collaboration and accountability amongst all partners. This will provide stakeholders with an additional way to connect with the school sites and provide feedback and suggestions for goal setting and progress monitoring.|Mojave River Academy Schools is continually exploring ways to increase the home-school connection. In order to improve the engagement of underrepresented families, we strive to connect our families to community resources.  We will also focus on intentionality when planning events, including garnering feedback from our underrepresented families to determine what, if any, barriers are preventing their attendance, and how our staff can work to help bridge any gaps. Additionally, we will continue to focus on providing a wide range of opportunities to connect with staff via email and phone calls, on campus or virtual meetings, printed information and flyers, and updated information shared via the school’s website and social media platforms.|Mojave River Academy Schools (MRA) actively seeks input in decision-making through partnerships with the ELAC, DELAC and other parent engagement activities. Additionally, we have multiple opportunities for parents to interact directly with staff and the principal.  As MRA serves students in grades TK-12, families are able to remain in the same parent group and continue to support their students as they move across many grade levels at all sites. During these meetings, parents/guardians are able to provide feedback on the LCAP, share ideas about how funds should be allocated, and provide feedback and suggestions for curriculum and programs that are offered.|One focus area for improvement is expanding the number of participants that regularly attend the ELAC/DELAC meetings. MRA strives to hold these meetings on a more frequent basis and to reach a quorum for each meeting.  Currently, it has been difficult to have consistent participation.  However, we continue to hold these meetings and make efforts to increase participation to garner feedback from as many unique viewpoints as possible.|Mojave River Academy Schools seeks input from a diverse group of stakeholders and wants to ensure that our underrepresented families are included in all decision-making processes. In order to achieve this goal, MRA will provide translation services for home languages and ensure that key communication is offered in the reported home languages of our families. It is also important that there are numerous formats for participation, including in person, virtual, and local events to provide our families with as many opportunities as possible to connect the decision-making process.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-18|2026
36678270137208|Mojave River Academy - Route 66|3|Mojave River Academy Schools currently offers numerous opportunities for parents to engage with the school sites and provide feedback about educational and extracurricular activities. Parents partner with each school site in the decision-making process through community events, academic and extra curricular acknowledgement ceremonies, Local Control Accountability Plan (LCAP) input meetings, and English Language Advisory Committee (ELAC) meetings, which occur periodically throughout the year. During these meetings, parents have the opportunity to engage with staff members from all levels of the organization, from district and site leadership to site staff members. Each school site also hosts numerous campus events for stakeholders to participate in, including parent literacy events, banquets, art/music events and performances, academic events such as honor roll and awards nights, and events for all ages. As a result, 98.9% of parents/guardians surveyed reported that they feel that they are part of the decision-making process at Mojave River Academy Schools.|One continued focus area for improvement is finding new and innovative ways to promote engagement. This can include options such as offering child care opportunities, expanding locations of our events into the local communities of our families, and continuing to provide families with the opportunity to connect virtually to all events. Another opportunity for renewed focus is increasing the number of personalized meetings with the principals at each site. Although we have hosted coffee or pastries with the principal events in the past, increasing the frequency of these events will provide families with authentic situations to engage with the leadership team and provide families with the opportunity to continue to build relationships with site staff in a less formalized setting.|Mojave River Academy Schools will continue to provide information in the reported home language of our families and will offer translators across all sites. Additionally, we strive to offer beneficial family and community events, such as family literacy nights and community health fairs, to support the local community. Additionally, Mojave River Academy Schools’ parents have access to teachers on a daily basis for parent-teacher conferences and scheduled conferences at the end of the 1st and 3rd quarters. During these scheduled dates, teachers set appointments with families to discuss student academic progress and outcomes and plan and update student goals for the school year. Mojave River Academy Schools will continue to work on being strategic and intentional in personally inviting our underrepresented families and seek to understand any hurdles that may be limiting their participation.|Mojave River Academy Schools maintains partnerships with local colleges, including our local community college, Victor Valley Community College, to provide our students with opportunities for concurrent enrollment.  We also engage in several partnerships to ensure student and family mental health services are available to all who need them.  In addition to academic partnerships, Mojave River Academy Schools has full-time social workers and marriage and family therapists to support foster and homeless youth and any other student needing mental health and/or social emotional services.   All site and district staff members participate in the Plan Do Study Act (PDSA) cycle each school year in order to review historical data, set goals for student outcomes, and set specific dates for progress monitoring throughout the school year to ensure that there is a focus on continual improvement.|One focus area is encouraging more participation from a wide range of stakeholders as part of the PDSA cycle. While the PDSA cycle does not specifically require stakeholder input, ensuring that all stakeholders are aware of individualized site goals will encourage collaboration and accountability amongst all partners. This will provide stakeholders with an additional way to connect with the school sites and provide feedback and suggestions for goal setting and progress monitoring.|Mojave River Academy Schools is continually exploring ways to increase the home-school connection. In order to improve the engagement of underrepresented families, we strive to connect our families to community resources.  We will also focus on intentionality when planning events, including garnering feedback from our underrepresented families to determine what, if any, barriers are preventing their attendance, and how our staff can work to help bridge any gaps. Additionally, we will continue to focus on providing a wide range of opportunities to connect with staff via email and phone calls, on campus or virtual meetings, printed information and flyers, and updated information shared via the school’s website and social media platforms.|Mojave River Academy Schools (MRA) actively seeks input in decision-making through partnerships with the ELAC, DELAC and other parent engagement activities. Additionally, we have multiple opportunities for parents to interact directly with staff and the principal.  As MRA serves students in grades TK-12, families are able to remain in the same parent group and continue to support their students as they move across many grade levels at all sites. During these meetings, parents/guardians are able to provide feedback on the LCAP, share ideas about how funds should be allocated, and provide feedback and suggestions for curriculum and programs that are offered.|One focus area for improvement is expanding the number of participants that regularly attend the ELAC/DELAC meetings. MRA strives to hold these meetings on a more frequent basis and to reach a quorum for each meeting.  Currently, it has been difficult to have consistent participation.  However, we continue to hold these meetings and make efforts to increase participation to garner feedback from as many unique viewpoints as possible.|Mojave River Academy Schools seeks input from a diverse group of stakeholders and wants to ensure that our underrepresented families are included in all decision-making processes. In order to achieve this goal, MRA will provide translation services for home languages and ensure that key communication is offered in the reported home languages of our families. It is also important that there are numerous formats for participation, including in person, virtual, and local events to provide our families with as many opportunities as possible to connect the decision-making process.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-18|2026
36678270137216|Mojave River Academy - Rockview Park|3|Mojave River Academy Schools currently offers numerous opportunities for parents to engage with the school sites and provide feedback about educational and extracurricular activities. Parents partner with each school site in the decision-making process through community events, academic and extra curricular acknowledgement ceremonies, Local Control Accountability Plan (LCAP) input meetings, and English Language Advisory Committee (ELAC) meetings, which occur periodically throughout the year. During these meetings, parents have the opportunity to engage with staff members from all levels of the organization, from district and site leadership to site staff members. Each school site also hosts numerous campus events for stakeholders to participate in, including parent literacy events, banquets, art/music events and performances, academic events such as honor roll and awards nights, and events for all ages. As a result, 98.9% of parents/guardians surveyed reported that they feel that they are part of the decision-making process at Mojave River Academy Schools.|One continued focus area for improvement is finding new and innovative ways to promote engagement. This can include options such as offering child care opportunities, expanding locations of our events into the local communities of our families, and continuing to provide families with the opportunity to connect virtually to all events. Another opportunity for renewed focus is increasing the number of personalized meetings with the principals at each site. Although we have hosted coffee or pastries with the principal events in the past, increasing the frequency of these events will provide families with authentic situations to engage with the leadership team and provide families with the opportunity to continue to build relationships with site staff in a less formalized setting.|Mojave River Academy Schools will continue to provide information in the reported home language of our families and will offer translators across all sites. Additionally, we strive to offer beneficial family and community events, such as family literacy nights and community health fairs, to support the local community. Additionally, Mojave River Academy Schools’ parents have access to teachers on a daily basis for parent-teacher conferences and scheduled conferences at the end of the 1st and 3rd quarters. During these scheduled dates, teachers set appointments with families to discuss student academic progress and outcomes and plan and update student goals for the school year. Mojave River Academy Schools will continue to work on being strategic and intentional in personally inviting our underrepresented families and seek to understand any hurdles that may be limiting their participation.|Mojave River Academy Schools maintains partnerships with local colleges, including our local community college, Victor Valley Community College, to provide our students with opportunities for concurrent enrollment.  We also engage in several partnerships to ensure student and family mental health services are available to all who need them.  In addition to academic partnerships, Mojave River Academy Schools has full-time social workers and marriage and family therapists to support foster and homeless youth and any other student needing mental health and/or social emotional services.   All site and district staff members participate in the Plan Do Study Act (PDSA) cycle each school year in order to review historical data, set goals for student outcomes, and set specific dates for progress monitoring throughout the school year to ensure that there is a focus on continual improvement.|One focus area is encouraging more participation from a wide range of stakeholders as part of the PDSA cycle. While the PDSA cycle does not specifically require stakeholder input, ensuring that all stakeholders are aware of individualized site goals will encourage collaboration and accountability amongst all partners. This will provide stakeholders with an additional way to connect with the school sites and provide feedback and suggestions for goal setting and progress monitoring.|Mojave River Academy Schools is continually exploring ways to increase the home-school connection. In order to improve the engagement of underrepresented families, we strive to connect our families to community resources.  We will also focus on intentionality when planning events, including garnering feedback from our underrepresented families to determine what, if any, barriers are preventing their attendance, and how our staff can work to help bridge any gaps. Additionally, we will continue to focus on providing a wide range of opportunities to connect with staff via email and phone calls, on campus or virtual meetings, printed information and flyers, and updated information shared via the school’s website and social media platforms.|Mojave River Academy Schools (MRA) actively seeks input in decision-making through partnerships with the ELAC, DELAC and other parent engagement activities. Additionally, we have multiple opportunities for parents to interact directly with staff and the principal.  As MRA serves students in grades TK-12, families are able to remain in the same parent group and continue to support their students as they move across many grade levels at all sites. During these meetings, parents/guardians are able to provide feedback on the LCAP, share ideas about how funds should be allocated, and provide feedback and suggestions for curriculum and programs that are offered.|One focus area for improvement is expanding the number of participants that regularly attend the ELAC/DELAC meetings. MRA strives to hold these meetings on a more frequent basis and to reach a quorum for each meeting.  Currently, it has been difficult to have consistent participation.  However, we continue to hold these meetings and make efforts to increase participation to garner feedback from as many unique viewpoints as possible.|Mojave River Academy Schools seeks input from a diverse group of stakeholders and wants to ensure that our underrepresented families are included in all decision-making processes. In order to achieve this goal, MRA will provide translation services for home languages and ensure that key communication is offered in the reported home languages of our families. It is also important that there are numerous formats for participation, including in person, virtual, and local events to provide our families with as many opportunities as possible to connect the decision-making process.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-18|2026
36678270137224|Mojave River Academy - Silver Mountain|3|Mojave River Academy Schools currently offers numerous opportunities for parents to engage with the school sites and provide feedback about educational and extracurricular activities. Parents partner with each school site in the decision-making process through community events, academic and extra curricular acknowledgement ceremonies, Local Control Accountability Plan (LCAP) input meetings, and English Language Advisory Committee (ELAC) meetings, which occur periodically throughout the year. During these meetings, parents have the opportunity to engage with staff members from all levels of the organization, from district and site leadership to site staff members. Each school site also hosts numerous campus events for stakeholders to participate in, including parent literacy events, banquets, art/music events and performances, academic events such as honor roll and awards nights, and events for all ages. As a result, 98.9% of parents/guardians surveyed reported that they feel that they are part of the decision-making process at Mojave River Academy Schools.|One continued focus area for improvement is finding new and innovative ways to promote engagement. This can include options such as offering child care opportunities, expanding locations of our events into the local communities of our families, and continuing to provide families with the opportunity to connect virtually to all events. Another opportunity for renewed focus is increasing the number of personalized meetings with the principals at each site. Although we have hosted coffee or pastries with the principal events in the past, increasing the frequency of these events will provide families with authentic situations to engage with the leadership team and provide families with the opportunity to continue to build relationships with site staff in a less formalized setting.|Mojave River Academy Schools will continue to provide information in the reported home language of our families and will offer translators across all sites. Additionally, we strive to offer beneficial family and community events, such as family literacy nights and community health fairs, to support the local community. Additionally, Mojave River Academy Schools’ parents have access to teachers on a daily basis for parent-teacher conferences and scheduled conferences at the end of the 1st and 3rd quarters. During these scheduled dates, teachers set appointments with families to discuss student academic progress and outcomes and plan and update student goals for the school year. Mojave River Academy Schools will continue to work on being strategic and intentional in personally inviting our underrepresented families and seek to understand any hurdles that may be limiting their participation.|Mojave River Academy Schools maintains partnerships with local colleges, including our local community college, Victor Valley Community College, to provide our students with opportunities for concurrent enrollment.  We also engage in several partnerships to ensure student and family mental health services are available to all who need them.  In addition to academic partnerships, Mojave River Academy Schools has full-time social workers and marriage and family therapists to support foster and homeless youth and any other student needing mental health and/or social emotional services.   All site and district staff members participate in the Plan Do Study Act (PDSA) cycle each school year in order to review historical data, set goals for student outcomes, and set specific dates for progress monitoring throughout the school year to ensure that there is a focus on continual improvement.|One focus area is encouraging more participation from a wide range of stakeholders as part of the PDSA cycle. While the PDSA cycle does not specifically require stakeholder input, ensuring that all stakeholders are aware of individualized site goals will encourage collaboration and accountability amongst all partners. This will provide stakeholders with an additional way to connect with the school sites and provide feedback and suggestions for goal setting and progress monitoring.|Mojave River Academy Schools is continually exploring ways to increase the home-school connection. In order to improve the engagement of underrepresented families, we strive to connect our families to community resources.  We will also focus on intentionality when planning events, including garnering feedback from our underrepresented families to determine what, if any, barriers are preventing their attendance, and how our staff can work to help bridge any gaps. Additionally, we will continue to focus on providing a wide range of opportunities to connect with staff via email and phone calls, on campus or virtual meetings, printed information and flyers, and updated information shared via the school’s website and social media platforms.|Mojave River Academy Schools (MRA) actively seeks input in decision-making through partnerships with the ELAC, DELAC and other parent engagement activities. Additionally, we have multiple opportunities for parents to interact directly with staff and the principal.  As MRA serves students in grades TK-12, families are able to remain in the same parent group and continue to support their students as they move across many grade levels at all sites. During these meetings, parents/guardians are able to provide feedback on the LCAP, share ideas about how funds should be allocated, and provide feedback and suggestions for curriculum and programs that are offered.|One focus area for improvement is expanding the number of participants that regularly attend the ELAC/DELAC meetings. MRA strives to hold these meetings on a more frequent basis and to reach a quorum for each meeting.  Currently, it has been difficult to have consistent participation.  However, we continue to hold these meetings and make efforts to increase participation to garner feedback from as many unique viewpoints as possible.|Mojave River Academy Schools seeks input from a diverse group of stakeholders and wants to ensure that our underrepresented families are included in all decision-making processes. In order to achieve this goal, MRA will provide translation services for home languages and ensure that key communication is offered in the reported home languages of our families. It is also important that there are numerous formats for participation, including in person, virtual, and local events to provide our families with as many opportunities as possible to connect the decision-making process.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-18|2026
36678270137232|Mojave River Academy - Marble City|3|Mojave River Academy Schools currently offers numerous opportunities for parents to engage with the school sites and provide feedback about educational and extracurricular activities. Parents partner with each school site in the decision-making process through community events, academic and extra curricular acknowledgement ceremonies, Local Control Accountability Plan (LCAP) input meetings, and English Language Advisory Committee (ELAC) meetings, which occur periodically throughout the year. During these meetings, parents have the opportunity to engage with staff members from all levels of the organization, from district and site leadership to site staff members. Each school site also hosts numerous campus events for stakeholders to participate in, including parent literacy events, banquets, art/music events and performances, academic events such as honor roll and awards nights, and events for all ages. As a result, 98.9% of parents/guardians surveyed reported that they feel that they are part of the decision-making process at Mojave River Academy Schools.|One continued focus area for improvement is finding new and innovative ways to promote engagement. This can include options such as offering child care opportunities, expanding locations of our events into the local communities of our families, and continuing to provide families with the opportunity to connect virtually to all events. Another opportunity for renewed focus is increasing the number of personalized meetings with the principals at each site. Although we have hosted coffee or pastries with the principal events in the past, increasing the frequency of these events will provide families with authentic situations to engage with the leadership team and provide families with the opportunity to continue to build relationships with site staff in a less formalized setting.|Mojave River Academy Schools will continue to provide information in the reported home language of our families and will offer translators across all sites. Additionally, we strive to offer beneficial family and community events, such as family literacy nights and community health fairs, to support the local community. Additionally, Mojave River Academy Schools’ parents have access to teachers on a daily basis for parent-teacher conferences and scheduled conferences at the end of the 1st and 3rd quarters. During these scheduled dates, teachers set appointments with families to discuss student academic progress and outcomes and plan and update student goals for the school year. Mojave River Academy Schools will continue to work on being strategic and intentional in personally inviting our underrepresented families and seek to understand any hurdles that may be limiting their participation.|Mojave River Academy Schools maintains partnerships with local colleges, including our local community college, Victor Valley Community College, to provide our students with opportunities for concurrent enrollment.  We also engage in several partnerships to ensure student and family mental health services are available to all who need them.  In addition to academic partnerships, Mojave River Academy Schools has full-time social workers and marriage and family therapists to support foster and homeless youth and any other student needing mental health and/or social emotional services.   All site and district staff members participate in the Plan Do Study Act (PDSA) cycle each school year in order to review historical data, set goals for student outcomes, and set specific dates for progress monitoring throughout the school year to ensure that there is a focus on continual improvement.|One focus area is encouraging more participation from a wide range of stakeholders as part of the PDSA cycle. While the PDSA cycle does not specifically require stakeholder input, ensuring that all stakeholders are aware of individualized site goals will encourage collaboration and accountability amongst all partners. This will provide stakeholders with an additional way to connect with the school sites and provide feedback and suggestions for goal setting and progress monitoring.|Mojave River Academy Schools is continually exploring ways to increase the home-school connection. In order to improve the engagement of underrepresented families, we strive to connect our families to community resources.  We will also focus on intentionality when planning events, including garnering feedback from our underrepresented families to determine what, if any, barriers are preventing their attendance, and how our staff can work to help bridge any gaps. Additionally, we will continue to focus on providing a wide range of opportunities to connect with staff via email and phone calls, on campus or virtual meetings, printed information and flyers, and updated information shared via the school’s website and social media platforms.|Mojave River Academy Schools (MRA) actively seeks input in decision-making through partnerships with the ELAC, DELAC and other parent engagement activities. Additionally, we have multiple opportunities for parents to interact directly with staff and the principal.  As MRA serves students in grades TK-12, families are able to remain in the same parent group and continue to support their students as they move across many grade levels at all sites. During these meetings, parents/guardians are able to provide feedback on the LCAP, share ideas about how funds should be allocated, and provide feedback and suggestions for curriculum and programs that are offered.|One focus area for improvement is expanding the number of participants that regularly attend the ELAC/DELAC meetings. MRA strives to hold these meetings on a more frequent basis and to reach a quorum for each meeting.  Currently, it has been difficult to have consistent participation.  However, we continue to hold these meetings and make efforts to increase participation to garner feedback from as many unique viewpoints as possible.|Mojave River Academy Schools seeks input from a diverse group of stakeholders and wants to ensure that our underrepresented families are included in all decision-making processes. In order to achieve this goal, MRA will provide translation services for home languages and ensure that key communication is offered in the reported home languages of our families. It is also important that there are numerous formats for participation, including in person, virtual, and local events to provide our families with as many opportunities as possible to connect the decision-making process.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-18|2026
36678430000000|Redlands Unified|3|Overall, parents report that schools offer a welcoming and inviting atmosphere, with many agreeing that policies respect and value the diversity of the community. The district has made significant progress in 2-way communication, particularly through the use of platforms like ParentSquare, which parents frequently commended for keeping them well-informed about important issues and events. Many parents specifically highlighted the approachability and positive attitudes of school principals, front office staff, and teachers at the elementary level.|"A major focus area is the transition from elementary to secondary schools. Parents at middle and high schools expressed feeling ""locked out"" of the school community due to physical barriers like locked fences, policies preventing parents from walking students to class, and a general lack of approachability compared to elementary sites. Additionally, parents requested more proactive communication from teachers regarding behavioral and academic issues before report cards are issued, rather than finding out after grades have already dropped."|To improve engagement, the district needs to focus on creating a more supportive environment for families of students with special needs. Feedback indicated a request for better communication regarding IEP implementation and behavioral support. Furthermore, providing more consistent guidance and training for staff on working with diverse family structures (e.g., single parents, same-sex parents) and increasing multicultural events will help ensure all families feel recognized and respected.|Parents generally feel well-informed about their parental rights, noting that they are provided at the beginning of the year and are easy to find on the district's website. A strong majority of parents feel empowered to advocate for their own child's success in school. Parents also praised teachers who send home weekly progress reports and videos, which helps them stay connected to what their students are learning.|The primary focus area is providing parents with better access to the actual curriculum and instructional materials used in the classroom. Several parents noted that while Aeries and Google Classroom are utilized, they still struggle to help their students at home because they lack access to the textbooks or reference materials. Furthermore, parents show concern regarding proposed budget cuts to school counselors, librarians, and physical education teachers, viewing these roles as absolutely critical to student outcomes, academic success, and mental health.|The district should continue to prioritize ongoing, comprehensive training for teachers on how to effectively support students with diverse learning needs in general education settings. Ensuring that parents of struggling students are meaningfully included in academic planning and interventions, with access to translated materials or interpreters when necessary, will strengthen partnerships.|Parents report feeling welcome at PTA, PTO, and parent group meetings, which continue to be a strong avenue for family involvement at the site level. Many schools are also commended for effectively connecting students and families to community resources and expanded learning opportunities, such as the ELOP program.|Parents expressed a strong desire for enhanced involvement in critical decision-making processes. For example, parents request more communication regarding the middle-to-high school class registration planning with counselors. At the district level, parents request more information regarding major issues like budget cuts to staff (counselors, librarians), curriculum changes, and book restrictions. Parents would like to see more meaningful collaboration with the community regarding major decisions.|The district should continue to work to ensure that all demographic groups have equal opportunities for advisory representation. For instance, while some specialized advisory committees exist, parents requested more inclusive representation and culturally relevant events (such as Black History Month programs) across all campuses. Additionally, establishing a more transparent and responsive system for families to report bullying and safety concerns will help marginalized students and their families feel safer and more valued in the decision-making process.|4|4|4|4|3|3|4|4|4|3|3|3|Met||2026-06-23|2026
36678433630928|Grove|3|61% of Parents/guardians indicated in the 2025-26 California Healthy Kids Survey (CHKS) that they had attended a school event, and 38% indicated they had attended a meeting of the parent-teacher organization. 97% indicated that the school encourages them to be an active partner with the school in educating their child. 75% of parents said they feel that Grove actively seeks the input of parents before making important decisions and 87% said that parents feel welcome to participate at school.  Survey results also indicate that the school was responsive to their students' needs, communicated student progress well between report cards, and is doing a good job providing social emotional resources for their students. Grove has a strong partnership with Grove Parent Teacher Group (GPTG) and together the two groups host multiple events throughout the year to encourage educational partnerships with families. TGS engaged parents and families in a CHKS school climate survey in the fall, surveys about LCAP progress and input were sent in April, and listening circles were held in both the fall and the spring. The school continued using Parent Square for announcements, newsletters, and teacher-parent communication. A Parent Advisory Committee was formed and met for four quarterly meetings to meet and discuss goals, progress and action plans.|Data analysis indicates the following focus areas for improvement in building relationships between school staff and families: - Assign a specific staff member to ensure all technology and Parent Square platform questions are answered. - Ensure that teachers share the quality of student work through deeper feedback rather than just tracking assignment completion. - Engage in proactive communication regarding future campus planning, suggesting the integration of arts and sports facilities into the new campus layout.|Grove will reach out to underrepresented families through general means and personal invitations during school events. Leadership opportunities will be presented to underrepresented families by school administration during meetings and through direct email and phone calls. The language line will be used for families requiring translation services, and ParentSquare will continue to be used, with translation options available. A parent, student, and staff committee formed specifically for gathering feedback and input on the school climate and generating solutions for identified problems will begin in the summer of 2026 and personalized invitations for underrepresented families will be made.|Parents/guardians indicated on the CHKS that the Grove has high expectations for students, provides a safe environment, and that adults treat students with respect and care. All parents/guardians are invited to attend two Student-Led Conferences annually in which they provide input into students’ goals each fall, and their progress in meeting those goals each Spring. If parents/guardians are unable to attend, students may elect to have another adult in their life attend as a family representative.|Grove will continue offering family events and parent education nights. Grove now also has a School Site Council who meets regularly to review student outcomes and supports. Grove will continue working with the Student and Parent Advisory Councils, and will assign a point person for ParentSquare communications response. As Grove continues to develop and edit school policy, it plans to work closely with parents to collect feedback on key elements as well as impact and implementation.|Grove will reach out to underrepresented families through general means and personal invitations during school events to participate on advisory councils. The language line will be used for families requiring translation services, and ParentSquare will continue to be used, with translation options available. A parent, student, and staff committee formed specifically for gathering feedback and input on the school climate and generating solutions for identified problems will begin in the summer of 2026 and personalized invitations for underrepresented families will be made.|Grove continues to have strong attendance at and receives input from educational partners through regular scheduled meetings, special events, and online surveys. The 2025-26 CHKS indicated that educational partners had an overall positive view of Grove's attempts to include them in decision- making and keep them informed of opportunities.|Grove continues to work to expand its opportunities for parent input and decision-making. Grove will continue its School Site While Grove overall provides many opportunities for educational partner input and decision-making, more refinement and cohesion is needed on and for processes and communication. Grove’s advisory councils will continue refining their meeting process and engagement strategies to ensure they incorporate feedback on impact, implementation, and communication.|Grove continues to work to expand its opportunities for input and decision-making for underrepresented families. Grove will continue its School Site Council, who develops its School Performance Support Plan (SPSA), and plans to expand its Parent Advisory Committee (PAC) engagement and impact through direct outreach to underrepresented families. Starting in Summer 2026, Grove staff will be engaging in a shared decision-making/governance process via committees for schoolwide practices, programs, and policies.|4|4|5|4|4|4|5|4|3|3|3|4|Met||2026-06-08|2026
36678500000000|Rialto Unified|3|Rialto USD continues to demonstrate strong implementation of practices that build positive relationships between school staff and families. Educational partner feedback and local data indicate that families value the district’s efforts to create welcoming school environments and maintain multiple opportunities for two-way communication. In the local indicator self-reflection, the district rated itself at Full Implementation in developing staff capacity to build trusting relationships, creating welcoming environments, and supporting staff in learning about the families they serve, while two-way communication was rated at Full Implementation and Sustainability. Parent feedback reinforced these ratings, highlighting effective communication, welcoming school climates, and ongoing opportunities for family engagement as key strengths. Families noted that school events, communication platforms, and outreach efforts help them stay informed and connected to their children’s education. Feedback also reflected appreciation for staff who are approachable, supportive, and committed to fostering meaningful partnerships with families. Collectively, these efforts demonstrate continued progress toward strengthening trust, collaboration, and family engagement across the district.|Based on the analysis of educational partner input and local data, Rialto USD has identified opportunities to strengthen family engagement by improving the consistency, clarity, and accessibility of communication with families. Parent feedback highlighted the importance of timely, relevant, and easy-to-understand information, as well as a desire for greater transparency regarding district initiatives and decision-making processes. Families also expressed interest in additional opportunities to engage with schools through events, workshops, and advisory groups that foster meaningful collaboration between educators and families. The district will continue to expand efforts to ensure engagement opportunities are accessible to all families by offering flexible participation options and increasing outreach to families who may face barriers to involvement. In addition, educational partners identified a need for continued professional learning that strengthens staff capacity to build partnerships with families from diverse cultural and linguistic backgrounds. Addressing these areas will further enhance trust, strengthen family-school connections, and support meaningful family engagement throughout the district.|Based on the analysis of educational partner input and local data, Rialto USD will continue to strengthen engagement with underrepresented families by expanding outreach efforts and reducing barriers to participation. Parent feedback emphasized the importance of clear and consistent communication, accessible meeting times, and opportunities for families to engage meaningfully with schools and district staff. To address these needs, the district will continue providing multilingual communication through a variety of platforms and increase efforts to ensure families receive timely, relevant, and accessible information. The district will also expand opportunities for participation by offering family events, workshops, and meetings at varied times and through both in-person and virtual formats. Additionally, Rialto USD will continue to promote welcoming and inclusive school environments by supporting staff learning focused on cultural responsiveness and effective family engagement practices. These efforts are intended to strengthen relationships with families whose voices have historically been underrepresented and to ensure that all families feel welcome, valued, and empowered as partners in their children's education.|Based on analysis of educational partner input and local data, Rialto USD continues to strengthen partnerships with families to support student outcomes by providing families with information, resources, and opportunities to actively participate in their children's education. The district has established systems that help families stay informed about student progress through ongoing communication, parent-teacher conferences, parent portals, and school-based engagement activities. The self-reflection process identified Full Implementation in providing families with resources to support learning at home, implementing programs that encourage collaboration between families and educators, and supporting families in understanding and exercising their rights as advocates for their children. Parent feedback further highlighted the importance of communication and access to information, noting that families value opportunities to stay informed and connected to their children's educational experiences. These efforts reflect the district's continued commitment to fostering meaningful partnerships that support student learning, engagement, and academic success.|Based on the analysis of educational partner input and local data, Rialto USD has identified opportunities to strengthen family partnerships that directly support student outcomes. Educational partner feedback highlighted a desire for additional workshops, resources, and learning opportunities that help families better understand academic expectations and support learning at home. Families also expressed interest in receiving more timely, relevant, and accessible information regarding student progress, available services, and intervention supports. While the district has established systems to communicate with families and promote collaboration between home and school, continued efforts are needed to strengthen staff capacity to effectively partner with families in support of student achievement. The district will focus on expanding family education opportunities, improving communication related to student learning and progress, and increasing professional learning that equips staff with strategies to build strong family-school partnerships. These efforts will help ensure families are informed, engaged, and empowered to support their children's academic success.|Based on the analysis of educational partner input and local data, Rialto USD will continue to strengthen engagement with underrepresented families by increasing access to information, resources, and opportunities that support student learning and achievement. The district will expand outreach efforts through multilingual communication, family workshops, and school-based events designed to help families better understand academic expectations, available supports, and ways to monitor student progress. Efforts will also focus on reducing barriers to participation by offering flexible meeting and workshop formats, including virtual options and varied scheduling opportunities. In addition, the district will continue to build staff capacity to engage families as partners in the educational process and create welcoming environments where all families feel valued and heard. Through these efforts, Rialto USD will strengthen relationships with underrepresented families and increase their participation in decisions and activities that support positive student outcomes.|Based on the analysis of educational partner input and local data, Rialto USD continues to demonstrate strong implementation of practices that support meaningful educational partner involvement in decision-making. The district provides multiple opportunities for families to share feedback and participate in advisory groups, school site committees, surveys, and district engagement activities. Through these structures, families can contribute their perspectives on programs, services, and district priorities. The self-reflection process identified Full Implementation across all indicators in this area, reflecting the district’s commitment to supporting both staff and families in collaborative decision-making. Parent feedback further highlighted the value of opportunities to share input and engage with schools and the district. These efforts have strengthened communication, promoted shared responsibility, and ensured that family perspectives are considered in the planning, implementation, and evaluation of programs and services that support student success.|Based on the analysis of educational partner input and local data, Rialto USD has identified opportunities to strengthen family participation in decision-making by increasing awareness of available engagement opportunities and enhancing transparency regarding how feedback is used to inform district and school decisions. Parent feedback reflected a desire for clearer communication about district initiatives, greater visibility into decision-making processes, and additional opportunities for meaningful participation. Families also expressed interest in more accessible engagement opportunities that accommodate varying schedules and participation preferences. The district will continue to strengthen communication regarding advisory groups, surveys, and engagement activities while expanding outreach efforts to encourage broader participation from families across the community. By increasing accessibility, transparency, and opportunities for dialogue, the district will further strengthen educational partner engagement and ensure that family voices continue to inform decision-making processes.|Based on an analysis of educational partner input and local data, Rialto USD will continue to strengthen engagement with underrepresented families by expanding outreach efforts and creating additional opportunities for meaningful participation in decision-making. The district will provide information about advisory groups, surveys, and engagement opportunities through multilingual communication and a variety of outreach methods to ensure families are aware of opportunities to share their perspectives. Efforts will focus on reducing barriers to participation by offering flexible meeting formats, including virtual and in-person options, and scheduling opportunities at times that are accessible to families. The district will also continue to foster welcoming and inclusive environments where families feel comfortable sharing feedback and contributing to discussions that impact students and schools. Additionally, Rialto USD will strengthen communication regarding how educational partner input influences decisions and district priorities, helping families see the value of their participation and encouraging continued engagement. These efforts will support broader representation in decision-making and ensure that diverse family voices help shape district programs, services, and initiatives.|4|4|4|5|3|4|4|4|4|4|4|4|Met||2026-06-24|2026
36678680000000|Rim of the World Unified|3|Rim of the World Unified School District is committed to building strong, meaningful relationships between school staff, families, and the broader educational community. Based on educational partner feedback, survey data, and ongoing engagement opportunities, the district has continued to strengthen family-school partnerships through consistent communication, opportunities for input, and a focus on creating welcoming and supportive school environments.  During the 2025–2026 school year, the district utilized the Kelvin survey system in addition to the California School Dashboard Local Indicators rubric to gather feedback from parents and families regarding school climate and engagement. Kelvin “pulse” surveys were administered four times throughout the year to provide timely and actionable feedback that informed continuous improvement efforts connected to State Priorities 3 (Parent and Family Engagement) and 6 (School Climate).  The district achieved a 32% parent participation rate, with 81% of parent responses identified as favorable overall. Survey domains included Instructional Environment, Emotional Safety, Relationships, Sense of Safety, Physical Safety, and School Participation. Survey results demonstrated particular strength in the area of Instructional Environment, where 87% of parents reported favorable responses, reflecting positive perceptions of teaching, learning conditions, and support provided to students.  Educational partner input and local data also indicate continued progress in strengthening communication and relationships between schools and families through increased outreach efforts, multilingual communication, family engagement meetings, DELAC participation, school events, and opportunities for parent voice through surveys and advisory groups. These efforts have supported stronger school connectedness, increased family participation, and ongoing collaboration focused on improving outcomes for all students.|Based on educational partner feedback and local survey data, Rim of the World Unified School District identified increasing family participation and strengthening consistent two-way communication as ongoing focus areas for improvement in building relationships between school staff and families. On the 2025–2026 Kelvin pulse surveys, the domain of School Participation received a 71% favorable response rate, indicating an opportunity to further strengthen family engagement, participation in school activities, and connectedness to schools and district programs.  During the 2025–2026 school year, the district continued initial implementation efforts to improve communication and family engagement through multiple outreach platforms, including ParentSquare, Class Dojo, email communication, parent/guardian conferences, and school-based outreach efforts designed to support student success. Additionally, ROWUSD continued utilizing a Community Outreach Coordinator to strengthen communication, increase awareness of school opportunities, and encourage family participation across the district.  Educational partner input from LCAP meetings, DELAC, SSC, ELAC, PTA, surveys, and parent engagement activities indicated a continued desire for expanded communication, additional opportunities for meaningful involvement, increased awareness of school programs and activities, and more accessible engagement opportunities for families. In response, the district will continue to prioritize strategies that strengthen school-family partnerships, increase participation opportunities, expand multilingual communication and outreach efforts, and create more inclusive opportunities for educational partners to engage in decision-making processes and school community activities.|Based on educational partner feedback, survey data, and the district’s self-reflection process, Rim of the World Unified School District identified the continued need to strengthen engagement and participation opportunities for underrepresented families, including families of English learners, foster youth, low-income students, students with disabilities, and families experiencing barriers to participation. Local data and educational partner input indicated that families value increased communication, accessible engagement opportunities, multilingual outreach, and stronger connections between home and school.  To improve engagement with underrepresented families, the district will continue utilizing strategic personnel and resources to support targeted family outreach, workshops, educational opportunities, and student support programs designed to meet the unique needs of these student groups. The district will continue leveraging the Community Outreach Coordinator, site administrators, counselors, multilingual staff, and educational partner groups to strengthen relationships and improve communication with families.  To increase accessibility and participation, the district will continue providing virtual attendance options for meetings and events, multilingual communication and translation support, and consistent outreach through ParentSquare, Class Dojo, email, phone calls, and school-based communication systems. School sites will continue promoting involvement opportunities through PTA, ELAC, DELAC, School Site Council, LCAP educational partner meetings, and other family engagement activities.  Additionally, school leadership teams will continue integrating family engagement strategies within PBIS, MTSS, and school climate initiatives to strengthen school connectedness, improve communication, and create more inclusive and welcoming environments for all families. The district will continue analyzing educational partner feedback and local data to refine outreach efforts and increase meaningful participation from underrepresented families in school and district decision-making processes.|Rim of the World Unified School District is committed to building meaningful partnerships with parents, families, and educational partners to support positive student outcomes and continuous improvement. Based on analysis of educational partner feedback, local survey data, and the California School Dashboard Local Indicators self-reflection process, the district demonstrated strong progress in strengthening partnerships between schools and families. Using the state Parent and Family Engagement Local Indicator self-reflection rubric, the district earned ratings of 3 and 4, reflecting implementation and progress in engaging families as active partners in student learning and school decision-making processes.  Additional local data from the 2025–2026 Kelvin pulse surveys further demonstrated strengths in the district’s instructional partnerships with families. Overall, 81% of parent responses were favorable, with 87% of parents reporting positive perceptions of the district’s instructional environment. Educational partner input indicated that families value the district’s communication efforts, supportive school environments, opportunities for parent engagement, and ongoing collaboration focused on student success.  The district continued expanding opportunities for family engagement and partnership through ParentSquare communication, parent conferences, DELAC, ELAC, PTA, School Site Council participation, LCAP educational partner meetings, and school-based family engagement activities. School leadership teams also continued integrating family engagement strategies within PBIS and MTSS frameworks to strengthen school connectedness, communication, and collaborative support systems for students and families.  While survey data identified school participation as an area for continued growth, with a 71% favorable response rate, the district’s local data and educational partner feedback demonstrate continued progress in building trusting relationships, improving communication, and increasing opportunities for meaningful family involvement to support student outcomes.|Based on educational partner feedback and local data, Rim of the World Unified School District identified increasing meaningful family participation and strengthening family understanding of student learning and postsecondary readiness as ongoing focus areas for improvement in building partnerships for student outcomes. Educational partner input indicated that families value communication and engagement opportunities that are relevant, accessible, and directly connected to student success.  In response to parent feedback, school sites have continued refining family engagement opportunities to better align with family needs and increase participation. Back-to-School Nights were continuously improved to provide more meaningful information and engagement related to student learning, academic expectations, and available supports and resources. Ongoing parent-teacher conferences, progress reports, report cards, ParentSquare communication, email outreach, and Class Dojo updates continue to support communication between schools and families regarding student progress and learning needs.  Local data and educational partner feedback also identified the importance of expanding family engagement opportunities connected to college and career readiness, academic achievement, and student transitions. The high school continues offering parent workshops focused on college and career readiness, while the intermediate school hosts “Steps for Success” family engagement nights focused on middle school success strategies and CAASPP preparation resources.  Further LCAP Educational Partner meetings have been expanded to include grades 6-8 and 9-12 students to acquire input and feedback on the ROWUSD LCAP.   The district will continue improving partnerships for student outcomes by expanding meaningful family engagement opportunities, increasing communication regarding academic expectations and student progress, strengthening outreach to underrepresented families, and providing accessible workshops and resources that support families as active partners in student learning and long-term success.|Based on educational partner feedback, local survey data, and the district’s self-reflection process, Rim of the World Unified School District identified the continued need to strengthen engagement and participation opportunities for underrepresented families, including families of foster youth, English learners, low-income students, students with disabilities, and families experiencing barriers to participation. Educational partner input emphasized the importance of accessible communication, targeted supports, meaningful involvement opportunities, and stronger connections between families and schools to support positive student outcomes.  To improve engagement of underrepresented families in building partnerships for student outcomes, the district will continue strategically utilizing personnel and resources to provide intentional outreach, workshops, programs, and supports designed to meet the needs of these student groups and their families. Efforts will include expanding family engagement opportunities connected to academic achievement, college and career readiness, social-emotional supports, multilingual services, and understanding student progress and available resources.  The district will continue gathering and analyzing educational partner feedback through surveys, DELAC, ELAC, LCAP meetings, School Site Councils, PTA participation, and direct outreach efforts to refine engagement strategies and ensure family voice informs district and school decision-making processes. Additionally, schools will continue increasing accessibility through multilingual communication, virtual participation opportunities, ParentSquare outreach, family workshops, and ongoing communication between school staff and families to strengthen collaborative partnerships focused on improving student success and outcomes for all students.|Based on educational partner feedback, local survey data, and the district’s self-reflection process, Rim of the World Unified School District identified the continued need to strengthen engagement and participation opportunities for underrepresented families, including families of foster youth, English learners, low-income students, students with disabilities, and families experiencing barriers to participation. Educational partner input emphasized the importance of accessible communication, targeted supports, meaningful involvement opportunities, and stronger connections between families and schools to support positive student outcomes.  To improve engagement of underrepresented families in building partnerships for student outcomes, the district will continue strategically utilizing personnel and resources to provide intentional outreach, workshops, programs, and supports designed to meet the needs of these student groups and their families. Efforts will include expanding family engagement opportunities connected to academic achievement, college and career readiness, social-emotional supports, multilingual services, and understanding student progress and available resources.  The district will continue gathering and analyzing educational partner feedback through surveys, DELAC, ELAC, LCAP meetings, School Site Councils, PTA participation, and direct outreach efforts to refine engagement strategies and ensure family voice informs district and school decision-making processes. Additionally, schools will continue increasing accessibility through multilingual communication, virtual participation opportunities, ParentSquare outreach, family workshops, and ongoing communication between school staff and families to strengthen collaborative partnerships focused on improving student success and outcomes for all students.|Based on educational partner feedback, local survey data, and the district’s self-reflection process, Rim of the World Unified School District identified the continued need to strengthen engagement and participation opportunities for underrepresented families, including families of foster youth, English learners, low-income students, students with disabilities, and families experiencing barriers to participation. Educational partner input emphasized the importance of accessible communication, targeted supports, meaningful involvement opportunities, and stronger connections between families and schools to support positive student outcomes.  To improve engagement of underrepresented families in building partnerships for student outcomes, the district will continue strategically utilizing personnel and resources to provide intentional outreach, workshops, programs, and supports designed to meet the needs of these student groups and their families. Efforts will include expanding family engagement opportunities connected to academic achievement, college and career readiness, social-emotional supports, multilingual services, and understanding student progress and available resources.  The district will continue gathering and analyzing educational partner feedback through surveys, DELAC, ELAC, LCAP meetings, School Site Councils, PTA participation, and direct outreach efforts to refine engagement strategies and ensure family voice informs district and school decision-making processes. Additionally, schools will continue increasing accessibility through multilingual communication, virtual participation opportunities, ParentSquare outreach, family workshops, and ongoing communication between school staff and families to strengthen collaborative partnerships focused on improving student success and outcomes for all students.|During the self-reflection process, the district acknowledged that some underrepresented families have historically experienced barriers to participation and connection within the educational system. However, local data from the 2025–2026 Kelvin Climate Pulse surveys demonstrated significant progress in both participation and favorable perceptions from families. Family participation rates increased to 32% during the 2025–2026 school year, with 81% of family responses identified as favorable. Additionally, student participation reached 61% with 71% favorable responses, while staff participation reached 64% with 76% favorable responses.  The increase in favorable family feedback reflects continued progress in strengthening relationships, communication, and engagement opportunities between schools and families. Despite this progress, the district recognizes the continued need to expand meaningful participation opportunities for underrepresented families and increase representation in decision-making processes. The district remains committed to strengthening family-school partnerships by continuing to provide both in-person and virtual engagement opportunities, increasing multilingual communication and outreach, and developing targeted strategies to encourage participation from underrepresented families in forums such as School Site Council (SSC), PTA, ELAC, DELAC, and LCAP educational partner meetings.|4|4|3|4|3|4|3|4|4|3|3|3|Met||2026-06-25|2026
36678760000000|San Bernardino City Unified|3|SBCUSD demonstrates strength in building relationships between school staff and families by creating a strong foundation for two-way communication. This is accomplished by providing multiple levels of participation at the school and district levels. Increased participation is encouraged by scheduling meeting options in person, virtually, hybrid, and on various days and times. We provide opportunities for families to engage and participate in a language with which they are most comfortable.   Monthly parent advisory support was provided through District committees, including the District Advisory Committee (DAC), Equity Targeted Student Achievement (ETSA), District African American Advisory Council (DAAAC), Pacific Islander Advisory (PIA), Superintendent’s Parent Advisory Council (SPAC), District English Learners Advisory Committee (DELAC), and Community Advisory Committee (CAC). DAAAC and PIA supported culturally responsive family engagement. Annual training was provided for district and site groups, including English Learner Advisory Council (ELAC) and School Site Council (SSC). DELAC meetings included Vietnamese and American Sign Language interpreters based on parent request. These advisory groups increased parent involvement and provided opportunities for families to contribute to school and district decision-making. The District is committed to building a strong Family Engagement Department that fosters meaningful partnerships between schools and families. The department provides PD and coaching to school staff, equipping them with the tools to build trust, communicate effectively, and engage families in their children's academic and social growth. Our Parent Volunteer Workers, who are assigned to each school site are tasked with assisting families in navigating school systems and helping to identify and remove barriers–such as language, transportation, or access to technology–that may prevent families from fully engaging in their children’s education.  Additionally, the Family Engagement Centers located on High School campuses, serve as welcoming hubs where families can access information, attend workshops, and receive support in areas such as college and career readiness, digital literacy and community resources.  Community Resource Workers and Student Services Specialists connect families to community services, helping remove obstacles that may impact student success and well-being. The school district also has a DELAC board, which holds monthly planning meetings to decide what will be presented during the next month’s meeting. This board ensures that the needs and concerns of all EL learners are met, as well as addresses any concerns that the community has regarding EL learner services. The district also pays for parents to attend a variety of conferences throughout the year. Additional time is scheduled to work with parents on developing future themes and topics.|2025-26 LCAP Goal 3, Action 1 - Family Engagement, implemented by the Family Engagement Department, which provided training, workshops, and opportunities for parents to get involved in District decision-making processes to build capacity. The Family Engagement Department developed a new Family Engagement plan through their participation in the Community Engagement Initiative (CEI). Throughout the participation, families, school and district leaders, Family Engagement department staff, and community partners completed a root-cause analysis and developed a plan centered on the following priorities: continue hiring Site Parent Liaisons; continue Parent Leadership opportunities through the Superintendent Parent Advisory Council (SPAC) and parent leadership workshops; provide PD to help schools and departments more effectively support families in increasing academic achievement and social/emotional well-being; collaborate with departments to provide parent perspective and Family Engagement support; continue to build a community through partnerships; and support sites with their Family Engagement plans.  2025-26 LCAP Goal 3, Action 2 - Extended Interpretation and Translation Services in Vietnamese and ASL in addition to Spanish, implemented by the Multilingual Programs Department, provides supplemental interpretation services and bilingual support to families in their home languages to increase two-way communication between families and the District and engage the community as partners. Funds allowed SBCUSD to increase and improve services by increasing on-demand phone/video services and on-site interpretation services.  2025-26 LCAP Goal 3, Action 3 - Targeted Enrollment Support, implemented by the Enrollment and Placement Services Department, advertises District programs and Enrollment Fairs to increase student enrollment as described in the approved LCAP. SBCUSD hosted specialized enrollment fairs to support English Learner (EL), Low-Income (LI), and Foster Youth (FY) enrollment in pathway offerings and signature programs such as Gifted and Talented Education (GATE), Science, Technology, Engineering, Art, and Math (STEAM), magnet programs, and Dual Immersion.  SBCUSD invites parents to participate in various parent organizations, including ELAC. While a majority of our schools have working English Language Advisory Councils (ELACs), there are a few schools that are still working on establishing their ELACs. This can be a difficult task for some due to low parent involvement or a lack of meeting space.  The DELAC officers have been active in helping sites recruit and establish their ELACs. The ETSA Family Engagement team is committed to designing intentional, culturally responsive programming that fosters meaningful relationships with our families and community.|SBCUSD is committed to improving engagement with underrepresented families by integrating the efforts of multiple departments into a cohesive family engagement strategy. The Family Engagement Department collaborates with the Equity & Targeted Student Achievement (ETSA) and Multilingual departments, along with various parent advisory groups, to center family voice in decision-making. The department supports Parent Volunteer Workers at each school site who act as trusted liaisons, helping families navigate school systems and access key resources. Staff also receive ongoing professional development in cultural awareness, communication, and inclusive practices to strengthen family relationships. The Multilingual Programs (MLP) Department hosts monthly DELAC meetings, sharing information with families of ELs, including reclassification criteria, ELPAC and CAASPP assessments, ELAC committee roles, and the District’s Master Plan for ELs. A needs assessment is conducted to gather parent feedback and improve services. DELAC and ELAC members receive training to meet state compliance requirements. Meetings are held both in person and virtually. A monthly Cafe De Padres and bi-monthly meeting with ELAC representatives, develop themes and topics for future DELAC meetings. MLP celebrates student achievement through the Biliteracy Pathway and Reclassification ceremonies. Site-based MLP specialists support ELACs to ensure compliance and increase parent engagement. The MLP department hired a consultant that holds parent Last revised workshops and informs parents of the various SBCUSD programs. The consultant informs parents about district data.  The Categorical Programs Department ensures that underrepresented families participate in the District Advisory Council (DAC), which advises the Local Control and Accountability Plan (LCAP). The DAC bylaws require that over 51% of its members be parents of English Learners, low-income students, and foster youth. DAC also includes student leaders from the Student Leadership Advisory Council (SLAC). The District provides regular updates on data and finances to keep DAC members informed. ETSA promotes participation through advisory groups like the African American Parent Advisory Committee (AAPAC), Positive Role Model Mobs (PRMM),  District African American Advisory Committee (DAAAC), and the Pacific Islander Advisory (PIA). These groups foster communication, address barriers, and build community through data sharing and culturally relevant programming. ETSA collaborates with student groups such as Black Student Unions to increase engagement. Future plans include home visits, use of ParentSquare for outreach, and expanding school-level AAPAC participation. Parents of students with special needs participate in the Community Advisory Committee (CAC), which improves communication between parents and staff across special and general education. The CAC provides input on the development and review of the District's local plan.|SBCUSD focuses on building the capacity of parents and families as essential partners in improving student outcomes. The Family Engagement Department offers a variety of workshops to support families and staff, including topics like A-G requirements, ELPAC, study habits, NWEA, parent-teacher conferences, scholarships/FAFSA, and SAT/PSAT prep. Family engagement is embedded in each school’s Single Plan for Student Achievement (SPSA) and is a factor in administrator evaluations. Principals analyze Panorama Family Engagement Survey results to set engagement goals aligned with academic achievement and create actionable plans. The Multilingual Programs (MLP) Department supports families of English Learners through training and information sessions on reclassification, ELPAC, SPSA, CAASPP, ELAC committee roles, and the district’s EL Master Plan. Monthly DELAC meetings keep families informed, and a needs assessment allows parents to suggest improvements. The department ensures DELAC and ELAC committees comply with California Department of Education guidelines and sponsors parent participation in education conferences. The Categorical Programs Department strengthens parent understanding through trainings on School Site Councils, federal programs (Titles I–IV), school improvement, Equity Multiplier, and Differentiated Assistance. The DAC hosts presentations on Science, Technology, Engineering, Arts, Mathematics (STEAM), Visual and Performing Arts (VAPA), Expanded Learning Programs, Signature Programs and Lottery Schools, Specialized Programs including foster and homeless students, transportation services, Child Development Programs, bullying prevention, financial aid, complaint procedures, school safety, mental and physical wellness, and LCAP updates. The Special Education Department offers parent training on the SELPA Plan, LCAP, IEP processes, attendance, dyslexia, student transitions, and support in the least restrictive environment. Employee Parent Liaisons also assist families directly. The Equity & Targeted Student Achievement (ETSA) Department provides culturally responsive training for teachers, supports African American Parent Advisory Committees (AAPACs), and hosts workshops to improve attendance and engagement. In partnership with Family Engagement, ETSA connects families of LI, SWD, FY, EL, and AA students to community resources. Survey data and other metrics are used to assess the impact of family engagement efforts. ETSA also leads initiatives to increase mentorship opportunities and father involvement across the district.|In order to continue to build partnerships that lead to successful student outcomes, our District will focus on integrated work to improve our partnership with families. The Family Engagement focus areas for improvement include working with Elementary Instruction to improve early literacy/literacy, writing and early numeracy achievement and understanding with families; with Secondary Education to increase graduation rates and A-G completion; decrease D/F rates in Core subject areas, support on track mastery in ELA/ Math Percent Proficiency and increase English Learner Progress. With STEAM and AET hosting AI forums to build awareness and understanding of emerging technologies among families, helping them better support their students in a rapidly evolving academic and career landscape. The Multilingual Programs Department's focus areas include designated and integrated ELD instruction, reclassification of ELs, the English Learner Progress Indicator, and making sure that the district has a functioning DELAC and that all schools have functioning ELACs. The Categorical Programs Department's focus areas include LCAP development, monitoring, and evaluation, and District Advisory Council Meetings. These meetings inform parents, community members, and staff about available programs and services, provide updates on program monitoring and evaluation, and gather input from Educational Partners to enhance programs, services, and outcomes.  The Special Education Department focus areas include training and workshops to ensure that all individuals with exceptional needs from birth through age 21 are correctly identified, assessed, and provided a free appropriate public education (FAPE) with services designed to meet each student’s unique needs in the least restrictive environment (LRE).|SBCUSD will improve the engagement of underrepresented families by integrating the work of various departments into our family engagement program. Our Family Engagement department helps engage underrepresented families by collaborating with other district departments to address the needs of our families. The Family Engagement department works across the district to help these families support their students in achieving college, career, and scholarship goals. The family engagement department hires and trains parent liaisons from the communities they serve to support underrepresented families and strengthen student outcomes.  The Categorical Programs Department will engage Low-Income (LI), English Learners (EL), and Foster Youth (FY) families by actively working to invite the parents and community members to the LCAP Community meetings and District Advisory Council meetings to build their knowledge of district programs and to seek their input on the needs of the students and community. Through collaboration with community partners and our Family Engagement department, the ETSA department will continue to connect AA families and parent advisory committees across the district with resources to support their diverse needs, which includes working with school staff and clubs to increase AA engagement.   The Special Education Department works with families in conjunction with the CAC to provide education and support to parents, encourage community awareness of children with special needs, improve communication between parents, district administrators, and the Board of Education, and enhance the quality of special education in the SELPA. The Multilingual Department has program specialists at every site to make sure that all sites have functioning ELACs. Many of the topics included in the DELAC meeting are a direct result of parent input in addition to the required state topics to cover. The MLP also sends DELAC parents to various conferences throughout the year.|SBCUSD’s strengths and progress in seeking input for decision-making include active participation in all district advisory groups, such as SSC, ELAC, SPAC, DAAAC, DAC, CAC, and DELAC, with regular attendance from district departments to listen and respond to families. Parent opportunities designed to build capacity include family engagement events (planning and facilitating), school training, and professional development opportunities, including conference attendance. Feedback received from families is used to create workshops and professional development to support families and staff in collaborating about joint decisions that are in the best interest of students. Surveys provided to Educational Partners are used to gather information, in addition to input received through our SSC, SPAC, CAC, DAC, DAAAC, ELAC, DELAC, and Café de Padres meetings. Minutes are taken and shared with the group to promote follow-through.  The District’s strength is providing platforms for families, such as DAAAC, the Attendance Task Force committee, the AAPAC committee, and family engagement events. These platforms allow parents and the community to engage with the district. They are also used to survey our families and staff to gather information and input to better serve our students.|SBCUSD aims to improve input in decision-making by increasing family participation at the site level, particularly among Foster Youth (FY), African American (AA), and English Learner (EL) families. The goal is to encourage more families to attend school advisory committee meetings and District Board meetings to learn about governance and provide input. Parent participation is supported through hybrid meetings for DELAC, DAAAC, DAC, and CAC, allowing families to join virtually when in-person attendance is not possible. The DELAC committee has increased touch points with parents by creating Cafe de Padres and ELAC representative meetings that have provided additional avenues for partner input. The Categorical Programs Department gathers feedback through ThoughtExchange, an interactive platform for families, students, and staff to share and prioritize ideas. Additionally, the Panorama Family Survey provides insights into family experiences, helping inform decisions around academics, resources, and policy. Superintendent Parent Advisory Council (SPAC) meetings offer another forum for feedback and engagement. The District Advisory Council (DAC) seeks annual input on Board Policy 6020 (Parent Involvement). At the site level, School Site Councils (SSC) review, update, and approve the Parent and Family Engagement Policy and Home-School Compact, ensuring alignment with school goals and compliance with California Education Code § 64001 and ESSA § 1116. SSCs are responsible for integrating parent engagement strategies into the academic plan and ensuring shared responsibilities between families and educators. Policies must be reviewed and revised annually based on parent input and changing school needs, with meaningful consultation from all Educational Partners. The ETSA Department is focused on increasing family engagement through site-based AAPAC committees, supporting schools in recruiting families and planning meetings. ETSA also works to identify and address attendance barriers through family surveys and collaborates with the Family Engagement and Positive Youth Development departments to improve student attendance. These efforts are part of a broader initiative to build stronger school-family partnerships that support student achievement.|The Family Engagement department is seeking to involve underrepresented families in decision-making using creative ways to reach families and collaborating with those most closely connected to those families (pastors, coaches, etc.). The department has hired parent liaisons and partnered with the Loma Linda Health Education Workers (CHEWs) to serve underrepresented families and often seeks input for decision-making using a variety of methods. This work helps to capture family voices and develop relationships while children are in preschool and Transitional Kindergarten. In doing so, families will feel comfortable sharing their views and assisting with making decisions at the site and district levels. Additional training for school staff is planned to help school leaders support and engage AA families. The MLP Department will continue to provide multiple ELAC training opportunities and specific Café de Padres meetings for parents. Personal invitations to individual families will also be implemented via ParentSquare. The Special Education Department has quarterly CAC meetings where parents are involved in making recommendations and suggestions for annual priorities to be addressed in supporting SWD.  Categorical Programs supports the engagement of underrepresented families in decision-making by implementing inclusive strategies that address barriers to participation. The department ensures that families receive clear, accessible, and multilingual communication about opportunities to provide input through LCAP Community Meetings, District Advisory Council Meetings, and School Site Council meetings.  Additionally, the department offers flexible meeting formats, such as virtual and in-person options, to accommodate diverse family schedules and increase accessibility. By continuously gathering feedback from underrepresented families and refining engagement strategies, Categorical Programs strengthens family-school partnerships, ensuring all voices are heard in the decision-making process.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
36678760107730|ASA Charter|3|ASA Charter prides itself on the excellent rapport that we have built between ASA families and our school. We have focused in the last four years on strengthening and increasing the number of ways that we communicate with families. These include: Communication apps & platforms (classdojo, parentsquare, remind), all-calls, all-texts, e-mails, parent-teacher conferences, orientations, parent advisory meetings, regular communication by classroom teachers, flyers, Admin open-door policy, admin-parent meetings, school events, enrollment fairs, and performances. We have adopted a team-like approach, encouraging parents to meet with school personnel/admin, to develop plans to assist their students, or the family, in any way we can. ASA has implemented, through our Community Resource Liaison, new partnerships with mental/behavioral health programs (IEHP Health Navigators, Healthy Campus, & Warriors for Children) to provide more resources and support for our families. We have placed a focus on our homeless/foster youth and have partnered with UC Riverside and their Director of Homeless/Foster Youth, as well as San Bernardino County Schools, to provide needed resources.|ASA plans to continue looking into ways to communicate with our families who speak languages outside of English and Spanish, ways to address their health and mental health issues, assist where possible with food and financial assistance, and to continue to expand the number of community events where parent involvement occurs. One area of focus is to work on increasing the percentage of parent/family involvement in our monthly parent advisory meetings.|Our Community Resource Liaison is very active in addressing the needs of our underrepresented families. This is done through 1-on-1 meetings, parent advisory meetings, referrals, and parent surveys. We will continue to work to include a variety of resources in order to accommodate all areas of need, particularly for our underrepresented families. We plan to improve engagement with our underrepresented families by increasing the efficiency of communication within the school staff. We feel that our partnership with ParentSquare was a step in the right direction. We plan to hold monthly staff meetings/check-ins including our Gen. Ed teachers, counselors, school nurse, attendance clerk, Community Resource Liaison, admin, and support staff, to better relay information from those who are in constant daily contact with both students and parents.|ASA continues to partner with SB County Schools, Healthy Campus, and IEHP, as part of the Capacity Grant to help provide mental and behavioral health resources and supports. ASA currently also partners with IEHP Health Navigators to provide medical, mental, and Behavioral health supports. ASA Charter works closely with the SB County schools foster/homeless youth program, as well as UC Riverside. ASA currently has a strong, thriving, Special Education program, that functions as part of the Desert Mountain SELPA. ASA currently partners with the Fort Mojave River Native American tribe, who visits our school once during the schoolyear, to educate our students on Native American culture. ASA has African-American motivational speakers come in to speak to all students, but in particular to reach our African-American students. ASA partners with Feeding America, Warriors for Kids, and other community partners to provide food baskets, clothing, backpacks, hygiene materials, haircuts, dental cleanings, books, and toys to our families of Low-Socioeconomic status. ASA Charter continues to focus on college and career exploration for all students, with college visits and college/career events, including our very successful annual High School and Middle School College/Career Day.|Our main area of focus is to expand the number of motivational speakers, professionals, and community members to visit the school, who have experience and/or share the cultural backgrounds of all of our underrepresented student groups.|ASA will continue to provide parent surveys to gather parent feedback/input and will work to expand upon all areas of parent communication and support. We will encourage underrepresented parent involvement in all school events and parent committees in order to familiarize them with our current programs/resources and to better contribute their input in developing a more helpful and inclusive program. We will also continue to try to partner with community members who represent the cultural backgrounds of our underrepresented families.|ASA continues to offer annual parent, staff, and student surveys to seek input for future decision-making. ASA holds parent advisory meetings where parents have the opportunity to provide feedback and suggestions. ASA admin and teachers hold individual parent meetings throughout the schoolyear, including but not limited to SST meetings. All ASA parents are welcome to attend our monthly School Board meetings to provide input. 2-way communication apps are in place to allow for constant, open communication between parents and teachers. Parents have the ability to e-mail admin directly through our school website and ASA admin has an open-door policy where parents are welcome to come in and meet with admin to offer any feedback or suggestions at any time. ASA also seeks input for decision making through our WASC and Williams processes.|One area for improvement in seeking input for decision making is to add a suggestion box in our front office where parents/families can share thoughts and ideas for the school. We will encourage our parents to use the e-mail option through our website to share input and will encourage parents to attend board meetings, conferences, and parent advisory meetings.|We will continue to reach out to our underrepresented community and invite them to participate in our board meetings and parent advisory meetings. We will continue to offer parent and stakeholder surveys to gather input and feedback and to share data and results regarding their input.|5|5|5|5|5|5|5|5|5|5|5|4|Met||2026-06-23|2026
36678760109850|Public Safety Academy|3|The YouthTruth survey administered in February 2026 showed that families ranked PSA in the 72nd percentile in which families experience positive relationships with school staff compared to other California schools.|According to the YouthTruth survey that was administered in February 2026, building relationships was rated as one of the lowest categories for students, and staff; specifically in the area of being fair. An area of focus would be to create and implement a multi-tier support system for students that all staff could follow to promote fairness and consistency.|PSA will improve the engagement of underrepresented families by continuing to reach out to families in regard to their child’s academic progress.  The LEA will also plan for ways to increase building relationships.|The LEA works with the local fire agencies and police agencies to create realistic opportunities for our high school students.  The LEA offers several CTE courses for students who are interested in a career in public safety.|The LEA needs to do a better job of including middle schoolers in CTE programs to get them interested in careers in public safety careers.|PSA will begin outreach to underrepresented families to see if they have connections to the community to help with the mission and purpose of the school.|One of the highest ranking results from the YouthTruth was that families felt that the LEA does a good job of communication. The LEA uses online communication platforms such as ParentSquare for 2-way communications with families.  PSA saw an increase in family responses on the LCAP survey that was sent out in February 2026.|An area of improvement that the LEA needs to work on is using online communication tools such as ParentSquare and Google Forms to increase input from families for decision-making.|The LEA plans to improve engagement of underrepresented families by doing a better job of outreach in order to make families feel more included in the decision making processes such as the planning and developing the LCAP, SSC meetings, and planning community events.|5|5|5|5|5|5|4|5|4|4|4|4|Met||2026-06-17|2026
36678760117192|SOAR Charter Academy|3|Our parents are one part of a three part team; students, staff, and parents/ families. We know it's important for them to partner with us to provide an excellent program and to support student performance. Various programs and events have been established to initiate outreach and make connections with families. SOAR's current strengths and building relationships between school, staff, and families are: staff introductions at the beginning of the year, new family orientation meetings, grade level meetings, monthly newsletters, open house, family engagement events during the day and night, chaperoning school events, Christmas plays, volunteer opportunities (Firework Booth/ Golf Tournament), Parent Lighthouse Volunteers (PLVs) committee & meetings, give parent awards, Donuts with Directors, restaurant dinner fundraisers, wellness checks, general parent meetings, our Wellness center for resources (free clothing/ services for medical & mental health needs), & back to school events. Establishing these connections and developing relationships leads to greater parent involvement. We provide parent workshops on various topics of interest and need to our families. We also have Back to School Night in August to let parents know what the standards and expectations are for the current grade level. Progress reports go home to parents approximately every six weeks to make sure they are aware how their child is performing. We hold student led conferences twice a year to allow our student leaders to show accountability for their academic performance, behavior, community service, and goals. We also provide transportation for families in need with special circumstances.|Focus areas for improvement in building relationships between school staff and families are: communication about volunteer opportunities, upcoming events, their child's progress, resources for supplies (backpacks, pencils, paper, technology, hot spots for internet use), academic support, convenient QR codes for various sign ups for activities, Leader in Me information for parents, translation when needed, and community service opportunities. Staff at SOAR will communicate via Parent Square, Facebook, and other various ways. Examples include: Remind, Google Classroom, Aeries, Panorama, Class Dojo, text messages, phone calls, flyers, homework cover pages, and Mrs. Thomas (our Community Schools Coordinator). She researches and partners with community organizations to help find resources, like clothing, food, dental, vision, and mental/ medical health, housing, transportation, and other social services for families. Academic support is offered through after school tutoring from various teachers/ instructional aides & music lessons with our music teacher, parent volunteer tutoring in the classroom, and technology in the classroom and at home (including hot spots). Community service opportunities are shared via Facebook, flyers, monthly newsletters, Parent Square, etc. We use all these methods to try and improve the engagement of our underrepresented families as well. However, even with all these efforts, we do not have the amount of participation we would like. We will continue to strive to get more families involved. We have found that some more participate with personal invitations like we did for our English Learner and SART/SARB meetings.|To build relationships with our under represented families, we will continue to have meetings specific for English Learners. We plan to have meetings for our SPED families and support them with resources and information through our Wellness Center and/or workshops, post culturally relevant signs, and continue our conversation protocol. Our counselors also teach SEL (Social/ Emotional) lessons to all grade levels. General Parent meetings are held throughout the school year so our families are involved and our Wellness Center is available to all families who are in need.  We know it's important for them to partner with us to provide an excellent program and to support student performance. Various programs and events have been established to initiate outreach and make connections with parents, including the Parent Lighthouse Committee, various on campus and off campus volunteer opportunities, open house and parent orientations/ events, Family Engagement Nights, and Parent Workshops. Establishing these connections and developing relationships leads to greater parental involvement. We provide parent workshops on various topics of interest and need to our families. We also have Back to School Night in August to let parents know what the standards and expectations are for the current grade level; including community service. Progress reports go home to parents every six weeks to make sure they are aware how their child is performing and growth made. We hold student led conferences twice a year to allow our student leaders to show accountability for their academic performance, behavior, community service, and goals. Translation is also always considered or offered, transportation support, technology support, wellness checks and if families are need of temporary housing, we can support.|"SOAR has many current strengths and makes progress in building partnerships for student outcomes. Our staff continues to do a good job of using the Power of One to identify what students on campus may not have a connection with at least one adult. Next year, we will put intentional actions behind what we learn from the Power of One data. Teachers keep parents informed about students' grades through progress reports, Aeries, Panorama, report cards, and student-led conferences. Every student has the daily opportunity to complete a ""daily weather"" check first thing in the morning and if they request to talk to an adult, the staff member is available for counsel. Each Middle School student is assigned a mentor through our mentorship program. Students are held accountable to track their own attendance, goals, and or academic progress in their leadership binders. We plan each year for ""Get to Know You Know Days"" to help staff and students connect with one another and other students across campus. We are working on a strong MTSS process. This process may lead to a Student Study Team meeting for students who are in need of extra support, retention, or possible evaluation. We have a partnership with LLU who gives health lessons across grade levels and our counselors also teach SEL lessons. SOAR also provides a variety of sports, music, and leadership opportunities. All of these student opportunities leads to students being able to feel safe, heard, and feel confident leading to positive student outcomes."|Our focus areas for improvement in building relationships for student outcomes are: continuing cross buddy grade level activities 3 times a year, SEL lessons, and applying restorative justice practices. Students take monthly Culture surveys which allow the staff to reflect on what we can improve on and daily weather checks to check on students emotions. There will be an Intervention Teacher who will work along side our instructional aides to support students academic needs. We will also track this student progress in Panorama and use it to guide instruction.|To build relationships with underrepresented families, we will continue to have meetings for EL families. We will also have meetings and support for families of SPED students with resources and information through our Wellness Center (including all families), workshops, post culturally relevant signs. Our conversation protocol will continue to be used to discuss our students and families. Our Wellness Center will continue to provide medical and mental health support and use the Power of One so all students are acknowledged. It is important that all students feel they have at least one trusting relationship with an adult. All students will have the same opportunities at SOAR when it comes to relationship building.|SOAR Charter Academy is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process. In addition to the aforementioned parent engagement opportunities, parents are able to provide meaningful input in decision-making when attending parent meetings about the LCAP process, serving as a PLV (Parent Lighthouse Volunteer), a Board member, School Site Council, and/or participating in the two surveys we give to gather feedback annually. The surveys and their findings relate to the goals established in our LCAP and drive the development of new actions to address the findings. We also have Donuts with Directors three times a year to  collect more feedback from our families. All directors have an open door policy for parents when they need to express a concern. We will continue to invite our PLVs and families to attend parent meetings so they have the opportunity to give input. We also post our Board agenda and welcome all parents to attend.|We need to try to get more parents to give feedback by filling out the feedback form, completing surveys, and talking with us. If we can get more parents to participate in parent meetings and take our surveys, we are sure we can involve them in this process more. Our focus areas for improvement in seeking input for decision making are: continue our conversation protocol and tracking, continue to use QR code for easy surveys, and encourage parents to be more involved in all or some parent meetings offered throughout the year, and use school events as a way to promote families to share their input.|We will improve engagement of African American, English learner, and SPED families by discussing family needs during IEPs, SSTs, student led conferences, parent surveys, New Family Orientations, Donuts with Directors meetings, counselor's workshops, etc. For these meetings, we will work on having translators and various ways to join via zoom, phone call, or in person. One population that is often not heard from is our parents of SPED students.|5|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-16|2026
36678760120006|New Vision Middle|3|New Vision Middle School builds strong relationships between school staff and families through well-attended family and community activity nights, parent committees, parent conferences and communication through text, email, phone calls, ParentSquare and Minga.|New Vision Middle School’s focus area this year is building broader participation in our parent involvement committees, School Site Council, English Language Learners Advisory Committee, and African American Parent Advisory Committee|To improve NVMS’s engagement with underrepresented families, we are focused on increasing participation in parent-teacher conferences and parent advisory committees. Furthermore, we continue to aim to provide better service to parents through teacher, admin, and office contacts.|NVMS’s current strengths in building Partnerships for Student Success are parent-teacher conferences, teacher availability, and contact for students and parents. At NVMS, teachers email, text, Parent Square, Minga and meet with parents. During the first quarter, all parents are contacted to meet about their student’s academic performance and behavior. Follow-up meetings and contacts are set up by request from parents and/or teachers.|NVMS is focusing on more regular and meaningful collaboration between families and teachers, through regular contact to address challenges and celebrate student success.|NVMS will focus on underrepresented families through, support training for teachers, in identification, Parent Leadership Teams, Solutions Teams, and academic support.|NVMS currently holds quality activities for families and the community that are well attended.|New Vision must continue to prioritize and strengthen communication and input by increasing community partner attendance and engagement in key school committees such as the School Site Council, AAPAC (African American Parent Advisory Council), and ELAC (English Learner Advisory Committee). These forums play a critical role in ensuring that diverse voices are heard and represented in school decision-making. To further support parent involvement and empowerment, the school should also provide additional training for families on using tools like PowerSchool and ParentSquare. These platforms are essential for staying informed about student progress and school updates, and equipping parents with the skills to navigate them confidently will foster deeper connections between home and school.|New Vision Middle School can enhance its outreach to underrepresented families by improving its initial contact process to ensure these families are accurately identified and intentionally included in school communication efforts. This can begin with a thorough review of enrollment data to flag families who may face language, technological, or socio-economic barriers. From there, new contact procedures—such as personalized welcome calls, home language outreach, and culturally responsive communication—can be implemented to establish meaningful connections early on. These efforts would allow staff to engage in genuine conversations, gather general input, and better understand the unique challenges these families face. By proactively addressing barriers to participation, New Vision can foster a more inclusive environment where all families feel welcomed and supported in joining school councils and community input sessions.|4|5|3|4|4|4|4|4|3|3|3|3|Met||2026-06-17|2026
36678760120568|Options for Youth-San Bernardino|3|OFY San Bernardino continues fostering strong relationships between school staff and families through multiple engagement opportunities that encourage communication, connection, and collaboration. Families are welcomed through orientations, Back to School Night, Parent Teacher Conferences, FAFSA workshops, Senior Signing Night, college and career events, Club Rush activities, and ongoing counselor outreach. These efforts align with Goal 1, Actions 3 and 5, which focus on increasing school connectedness, educational partner engagement, and family involvement.  Educational partner feedback from the Spring 2026 LCAP Survey reflected strong positive perceptions regarding school climate, communication, and family engagement. Approximately 95 percent of parents responded positively regarding school communication and support systems, while approximately 90 percent responded positively regarding school safety, emotional support, equitable access to programs, and academic support. Student survey responses similarly reflected strong school connectedness and positive relationships with staff. Approximately 90 percent of students responded positively regarding feeling safe at school, receiving support when needed, and being treated respectfully by teachers and staff.  These findings also support Goal 1, Metric 4, which aims for at least 80 percent of students, parents, and staff to report a positive sense of connectedness and school climate annually. Spring 2026 survey data exceeded this target with 93 percent of staff, 91 percent of students, and 92 percent of families reporting positive connectedness and school climate perceptions.|While survey results remain overwhelmingly positive, educational partner feedback identified opportunities to continue strengthening communication and increasing family participation in school leadership and advisory opportunities.  Parent survey responses reflected lower participation indicators regarding school decision making compared to overall satisfaction with communication and support systems. Families also expressed interest in expanded enrichment opportunities including field trips, extracurricular programs, clubs, and additional career readiness pathways.  Students similarly expressed interest in additional sports, arts, music, and hands-on Career Technical Education opportunities. These findings align with Goal 1, Action 3 and Goal 4, Action 1, which support school connectedness and expanded postsecondary opportunities.  Staff feedback additionally identified workload balance, staffing support, and continued communication improvements as important areas for growth. The LEA recognizes the importance of continuing to strengthen outreach systems and awareness regarding advisory participation|To continue improving engagement among underrepresented families, OFY San Bernardino will maintain multiple flexible and inclusive engagement opportunities designed to reduce barriers related to transportation, scheduling, language access, and technology.  These efforts align with Goal 1, Actions 1, 2, 3, and 5, which focus on transportation support, attendance strategies, school connectedness, and family engagement.  The LEA will continue hosting events such as the Foster and Homeless Youth Summit, Club Rush, FAFSA workshops, mental health webinars, college and career events, and Parent Teacher Conferences to strengthen family partnerships and connect families with community resources. Virtual participation options, translated communication, Chromebooks, hotspots, and flexible scheduling will continue supporting participation for all families. Partnerships with organizations such as Daybreak and Prep for Success will continue supporting families through Parent Rights workshops, mental health webinars, special education supports, and social emotional wellness resources.  These efforts directly support Goal 1, Metric 4 related to improving school connectedness and positive school climate outcomes.|OFY San Bernardino continues cultivating strong partnerships between families, students, and staff that support improved student outcomes and school connectedness. Families are provided multiple opportunities to engage in their child’s educational experience through orientations, Parent Teacher Conferences, FAFSA workshops, college and career events, Senior Signing Night, and ongoing counselor communication.  These efforts align with Goal 1, Actions 3 and 5 and Goal 4, Actions 1 and 2, which focus on educational partner engagement, postsecondary planning, and school connectedness.  Results from the Spring 2026 LCAP Survey reflected strong educational partner satisfaction related to academic support, communication, and student well being. Approximately 90 percent of parents responded positively regarding academic support, school communication systems, student safety, and equitable access to school programs and services. Students also reported strong positive perceptions regarding school safety, respect from staff, emotional support, and overall connectedness to the school community.  Additionally, partnerships with organizations such as Daybreak and Prep for Success continue helping families access mental health resources, Parent Rights workshops, social emotional supports, and special education guidance. These supports align with Goal 1, Action 6 and Goal 2, Action 11 related to targeted student support and enhanced opportunities for students with disabilities.|Although educational partner feedback reflects strong positive relationships between families and school staff, survey responses identified opportunities to further strengthen awareness regarding advisory participation and school decision making processes.  Parents reported strong satisfaction with school communication and support systems overall, but participation indicators related to advisory involvement and school leadership opportunities were slightly lower than overall climate indicators.  Educational partner feedback also reflected continued interest in additional enrichment opportunities including clubs, sports, arts programs, field trips, and expanded Career Technical Education pathways.  These findings align with Goal 1, Action 3 and Goal 4, Action 1 related to increasing school connectedness and expanding postsecondary opportunities.  Staff feedback also highlighted the importance of workload balance, staffing support, and communication improvements to help sustain strong student and family partnerships.|To improve engagement with historically underrepresented families, OFY San Bernardino will continue implementing targeted outreach efforts aligned to LCAP goals focused on educational partner engagement, equity, and student support.  These efforts align with Goal 1, Actions 1 through 6 and Goal 2, Action 11.  The LEA will continue hosting the Foster and Homeless Youth Summit, virtual mental health webinar series, college and career events, and family engagement activities that provide direct access to school leadership, counselors, and community resources.  DELAC and PAC meetings will continue offering translation services, virtual access, technology support, and flexible scheduling to encourage participation from English Learner families, foster youth families, homeless families, and families of students with disabilities.  The school will also continue utilizing SchoolMessenger announcements, translated newsletters, counselor outreach, and community partnerships to increase awareness regarding advisory opportunities and school improvement participation.  These efforts are designed to ensure all families regardless of background or circumstance feel welcomed, supported, and empowered to participate in their child’s educational experience.|OFY San Bernardino continues making strong progress in creating a culture where educational partner input is valued and used to guide school improvement efforts.  In alignment with Goal 1, Actions 3 and 5, the LEA provides multiple opportunities for families, students, and staff to participate in school decision making processes through surveys, advisory meetings, Parent Teacher Conferences, Back to School Night, FAFSA workshops, college and career events, and ongoing counselor outreach.  Results from the Spring 2026 LCAP Survey reflected strong positive perceptions related to communication, engagement, and school connectedness. Approximately 90 to 95 percent of parents responded positively regarding school communication, student support systems, and school safety. Approximately 85 percent of parents also indicated the school values parent input and provides opportunities to participate in school decisions.  The Altitude School Climate Survey further supported these findings, identifying strong ratings in Student and Family Engagement, Connection and Belonging, and Social Emotional and Physical Safety.  These findings support Goal 1, Metric 4, which aims for at least 80 percent of students, parents, and staff to report a positive sense of connectedness and school climate annually.|While educational partner feedback remains overwhelmingly positive, survey results indicate opportunities to continue strengthening awareness regarding advisory participation and school decision making processes.  Although parents reported strong satisfaction with school communication and support systems overall, participation indicators related to advisory involvement and school leadership opportunities were slightly lower than overall climate indicators.  Educational partner feedback also reflected continued interest in expanded enrichment opportunities including athletics, clubs, arts programs, field trips, and additional Career Technical Education pathways. These findings connect to Goal 1, Action 3 and Goal 4, Action 1.  Staff feedback additionally highlighted the importance of maintaining effective communication systems, staffing support, and workload balance to sustain meaningful educational partner engagement and positive school climate outcomes.  The LEA recognizes the importance of continuing to strengthen communication practices, outreach efforts, and awareness regarding advisory participation opportunities to ensure all educational partners feel informed and empowered to participate in school improvement efforts aligned to Goal 1, Action 5.|OFY San Bernardino will continue implementing targeted outreach efforts to increase participation from historically underrepresented families, including families of English Learners, foster youth, homeless students, low income students, and students with disabilities.  These efforts align with Goal 1, Actions 1, 2, 3, and 5 and Goal 1, Metric 4 related to improving school connectedness and reducing barriers to engagement.  The LEA will continue offering virtual access, translated communication, flexible scheduling, Chromebooks, and hotspots to reduce barriers that may limit participation in advisory groups and school decision making opportunities.  The school will also continue promoting educational partner voice during events such as Back to School Night, Parent Teacher Conferences, Club Rush, FAFSA workshops, the Foster and Homeless Youth Summit, and college and career events.  Partnerships with organizations such as Daybreak and Prep for Success will continue supporting family engagement through mental health webinars, Parent Rights training, special education workshops, and social emotional support resources.  The LEA will also strengthen communication regarding how educational partner input is used to guide school decisions, LCAP development, intervention planning, and student support initiatives.|5|5|5|5|5|5|5|5|4|4|4|5|Met||2026-06-26|2026
36678760121343|iEmpire Academy|3|Based on the analysis of educational partner input and local data, current strengths include ongoing communication with families using tools such as Class Dojo and Parent Square which have been deemed as great methods of communication by our families, staff, and students.  We utilize these tools to communicate information regarding school-wide events, community events, student behavior (i.e. desired and undesired) and/or available resources such as those connected with our IEHP Navigators and partners established by our Community Connections site team. In addition at the classroom level, teachers utilize this tool to communicate classroom-specific news and events, student celebrations, as well as 1-1 messaging to communicate student-specific information. This year all teachers have also begun sharing weekly Family Dojo Reports which gives parents a snapshot into the glows and grows for their child each week. Additionally, admin share periodic school wide attendance and chronic absenteeism with families (weekly with staff) as way to foster collective ownership of school attendance data.  At IEmpire, we create welcoming environments for all families in the community through our monthly family nights as well as through the adoption of our various school councils on campus (i.e. School Site Council, African American Parent Advisory Council, English Learner Advisory Committee.) Additionally, we provide opportunities for parent involvement on campus during our quarterly “Reading Buddies” events which brings families and communities alike to our campus to read with our kids in addition to serving as guest speakers or as community business partners for our Career Day and Family BBQ events.|Based on the analysis of educational partner input and local data, iEmpire Academy administration and teachers have demonstrated strength in building meaningful relationships with families through strong communication, community engagement, and participation in family-centered events that bring the community onto our campus. These efforts support our vision of creating a collaborative environment where families and rising entrepreneurs work together toward academic and personal success. An area of continued focus and improvement is strengthening the capacity of staff members who join during the middle of the school year to build trusting relationships with our rising entrepreneurs and families. Due to the ongoing need to hire and onboard new team members, we recognize the importance of providing continuous professional development, mentorship, and coaching to ensure all staff are equipped to meet the diverse academic, social, and emotional needs of our school community. Building a culture rooted in trust, innovation, and student-centered support remains a priority. Another area for continued growth is increasing parent participation and leadership involvement in school programs and activities such as volunteer opportunities, council meetings, and school decision-making processes. While participation at our monthly family engagement nights has remained strong—and parent involvement in activities has increased this year—we aim to create stronger alignment between event attendance and ongoing family leadership participation. As we continue refining systems for collecting and tracking family engagement data, including sign-in systems connected to student incentives, we are now better positioned to establish measurable goals and action steps that foster deeper relationships among families, strengthen school-community partnerships, and support the long-term success of our rising entrepreneurs.|Based on the analysis of educational partner input and local data, iEmpire Academy continues to prioritize building strong partnerships with families through intentional communication and community engagement efforts. The school has increased outreach efforts through consistent overcommunication regarding school events, programs, and opportunities using both English and Spanish flyers, phone calls, digital platforms, and family notifications. While participation across events has varied, data and observations indicate that family attendance significantly increases when events include student performances, academic showcases, entrepreneurial projects, and/or student award recognition celebrations. As a result, the school plans to continue leveraging these opportunities to strengthen family engagement and create meaningful connections between home and school. Analysis of parent feedback and participation trends also identified the need to further engage underrepresented families within the school community. To better understand barriers to participation and areas of interest, iEmpire Academy will continue surveying families to gather input regarding preferred event topics, scheduling considerations, and factors that may have impacted attendance in the past, such as the day or time of events, transportation challenges, or limited interest in the event focus. This feedback will help guide future planning and support the development of more inclusive and engaging opportunities for families. Additionally, the school has implemented a campus-wide initiative focused on increasing parent volunteerism and leadership opportunities. Although volunteer participation has produced mixed results over the past several years, iEmpire Academy remains committed to creating more accessible pathways for families to become active partners in the school community. Through ongoing conversations with parents, the school has identified that the volunteer clearance and approval process can feel overwhelming or time-consuming for some families, creating barriers to participation. Moving forward, the school will continue exploring ways to streamline and simplify the volunteer approval process while increasing communication and support so that more families feel empowered and welcomed to contribute on campus.|Based on the analysis of our data, we provide families with information and resources to support student learning and development in the home including but not limited to best practices to support improved literacy and math skills via parent training at previous family nights, as well as walkthroughs of various platforms families can utilize to support their student at home (i.e. Unite for Literacy reading platform, Swun Math fact fluency platform, etc. In addition, we hold parent-teacher conferences each school year where classroom teachers provide detailed information regarding student progress including areas of strength, growth, and possible resources families could utilize with students to improve on areas of growth.|One area for improvement would be to continue to increase the number of community partnerships with our school. To be able to improve this area, we have continued to leverage staff on campus through our Community Connections team who work to identify and create partnerships that are equitable and beneficial to our various stakeholders. This is in addition to the partnership with IEHP Navigators which together, result in identifying more meaning and impactful resources aimed at fostering increased success around student outcomes.|Based on the analysis of educational partner input and local data, we will continue to work towards improving the engagement of underrepresented families through the efforts of our Parent Involvement and Community Connections site teams. Throughout the school year, the teams will review goals and action steps aimed towards fostering increased school and parent collaboration, and parent awareness around the information, and resources available to them to support student learning and development in the home. In addition, the specific policies and programs in place at the school site to support students and the steps families can take to advocate for said support for their student.|The current strengths of iEmpire around seeking input for decision-making is in regards to the frequency and multiple methods we utilize to engage our families and elicit their input and feedback. We regularly send out surveys to families regarding feedback on school-wide initiatives, programs/policies, and the action steps we have put in place to meet our LCAP goals. Requests for information from families are shared on Class Dojo, during family nights, parent-teacher conferences, Coffee with the Principal forums,  and school council meetings.      Based on the analysis of educational partner input and local data, briefly describe the LEA’s focus area(s) for improvement in Seeking Input for Decision-Making.    The current strengths of iEmpire around seeking input for decision-making is in regards to the frequency and multiple methods we utilize to engage our families and elicit their input and feedback. We regularly send out surveys to families regarding feedback on school-wide initiatives, programs/policies, and the action steps we have put in place to meet our LCAP goals. Requests for information from families are shared on Class Dojo, during family nights, parent-teacher conferences, Coffee with the Principal forums,  and school council meetings.|To increase family input and decision-making on campus, we will begin to implement various incentives (i.e. raffles) to foster increased participation in completing surveys. In addition, we will award students of families who attend family events, council meetings, etc., and share input on decision-making initiatives with “points” toward their assigned House.|To address this need, the school plans to strengthen outreach efforts by continuing to provide communication and event materials in both English and Spanish, increasing personalized communication with families, and offering flexible opportunities for participation that better accommodate varying work schedules and family responsibilities. The school will also continue surveying families to better understand barriers to participation, including scheduling conflicts, transportation needs, childcare concerns, or limited awareness of opportunities to provide input.|5|4|4|4|4|4|5|3|3|3|5|4|Met||2026-06-17|2026
36678760122317|Hardy Brown College Prep|3|At HBCP, we have built strong connections between our school staff and families on our School Site Council. These regular meetings enable parents to interact with many Fortune staff and learn about how they can partner with us to help their scholars. We also held multiple Parent Cafes, which create spaces for families to interact with one another and build skills that increase their resilience.|Teachers were less likely than non-teachers to report feeling quite or very safe on campus as well as connected to our school. We hope to improve in this area so that all staff feel similarly safe and connected.|At HBCP, we will continue to reach out to our families of English Learners and students with disabilities to ensure that they feel safe and connected to our school.|At HBCP, we have robust partnerships with local organizations such as Black Voice News and the NAACP San Bernardino branch.  These partnerships enable us to teach scholars how to advocate for themselves as they navigate the world outside our school.|We had far fewer suspensions than the years immediately after the COVID-19 pandemic, but we still had too many scholars fight with one another. We continue to work with partners to fine-tune our discipline policy and make our campus a safe place for everyone to learn.|At HBCP, we will continue to reach out to our families of English Learners and students with disabilities to ensure that they feel safe and connected to our school.|At HBCP, we have a robust School Site Council that learns about our LCAP and provides input for each annual update.  We also gather input from staff and families about our organizational priorities, comprehensive safety plan, and other important initiatives.|We hope to have more parent participation in our School Site Council. It is difficult for parents to make the time to join the meetings given their jobs, children, and other commitments|At HBCP, we will continue to reach out to our families of English Learners and students with disabilities to ensure that they feel safe and connected to our school.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-25|2026
36678760126714|Woodward Leadership Academy|3|All staff receive training in a data driven Social Emotional Learning Curriculum. Staff also participate in Professional Development. Team building events take place which bring staff closer together. Coffee with the counselor invites parents to interact with staff. Their voices are heard and suggestions are implemented. During each field trip the familes are invited to chaperone, and this is a welcomed invitation. Professional development was offered to staff and families - each family that participated was able to gain valuable insight and each expressed how they appreciated the opportunity to work along side the staff and experience the professional development. The families all felt that the things they learned will help them in their every day life at their jobs and home.|Continue to offer Professional Development to staff and families. Family nights have been a big success.|WLA will continue to reach our parents and stakeholders. The community schools liaison will be active in community involvement and gathering information that will be beneficial to our parents.|Team bonding was implemented with great success. It is believed that if the staff is on a cohesive level then that will overflow onto the student achievemnet.|A budget line has been implemented to alow for team building at different times during the year. The overall school climate will increase and therefore student outcomes will flourish.|Continue the surveys distributed throughout the year. Implement the suggestions that have been suggested. Continue team/family bonding.|The surveys and monthly meetings have proven to be very informative. Parents are eager to share their concerns, likes, and dislikes as well as ways for improvement. Participation by stakeholders in all monthly meetings has increased.|WLA will continue to value the imput that is shared and implement it as best as we can. Parent incentives are given at our monthly student awards. A parent group will be implemented.|By involving the parents and stakeholder, they feel welcomed and appreciated. by creating the parent group, parents will be more involved in all spects of the LEA.|4|3|3|3|4|4|4|4|4|4|4|4|Met||2026-06-29|2026
36678760133892|Ballington Academy for the Arts and Sciences - San Bernardino|3|The school has created an exceptionally strong culture that involves strong relationships between parents, students, staff. The small environment allows for a personal touch during all interactions. All educational partners shared a sense of community, strong communication, emotional safety, and a welcoming environment at the school.|Overwhelmingly, stakeholders felt that Relationships Between School Staff and Families is a major area of strength for the school. Local data suggests that the school can improve by removing obstacles for student attendance, and encouraging further attendance at Advisory Meetings.|The school will continue to work towards full engagement of underrepresented families as measured by student attendance at school and parent/caregiver participating in Advisory Meetings. The school will create personal invitations to Advisory meetings in whatever manner works for each unique family. In so doing, the staff member offering the invitation will work towards a stronger relationship, with a goal of discovering obstacles to attendance and implementing ways to remove those obstacles for that particular family.|The school has prioritized the professional growth of educators by creating opportunities for collaboration  among teachers and families. These collaborative networks allow educators to understand best practices for individual students, and work together with families to address diverse student needs. Staff also received training on multiple avenues of support for families, such as how to conduct a parent/teacher conference, how to help parents understand test data, and Special Education Parent Rights/Responsibilities. As a result, teaching quality and communication with families has improved, directly impacting student achievement. In addition, the school has established strong partnerships with families, local organizations, and community stakeholders. These relationships have fostered a collaborative approach to addressing student needs, particularly through programs that encourage family engagement and support for at-risk students. This partnership has further enhanced the ability to provide tailored academic and social support to students|Despite efforts to engage families, there remains a gap in involving underrepresented groups, including low-income families, English language learners, and families of students with disabilities. The school recognizes the need to strengthen outreach strategies to ensure all families have equal access to resources, information, and opportunities to engage in their child's education.|The school will increase efforts to reach underrepresented families through culturally responsive and language-appropriate communication. This includes providing translated materials, using bilingual staff, and utilizing community liaisons who are familiar with the unique needs of these families. Additionally, the school will expand outreach efforts to ensure that families are aware of available resources and events, such as parent-teacher conferences, workshops, and school program|The school has effectively involved a wide range of stakeholders—students, parents, and teachers- in the decision-making process. Regular surveys, focus groups, and advisory committees are utilized to gather feedback on various topics such as curriculum development, school policies, and resource allocation. This broad engagement ensures that decisions reflect the needs and perspectives of diverse groups within the community|While the school has made strides in gathering input from many stakeholders, there is a need to better engage hard-to-reach families, particularly those from underrepresented or marginalized communities, such as low-income families, English language learners, and families of students with disabilities. Many of these families may face barriers to participation, including language, transportation, or scheduling conflicts. The school aims to implement more targeted outreach strategies, including community-based partnerships and utilizing culturally appropriate methods to ensure that these families have a voice in the decision-making process|To improve engagement, the school will focus on building stronger personal relationships with underrepresented families. This will involve continued training school of staff to conduct home visits, offering community liaison services, or continuing the “Coffee with the Principal” chat sessions where families can share concerns and ideas in a low-pressure setting. These personal connections can help families feel more comfortable and valued in the decision-making process.|5|5|5|5|5|5|5|4|5|5|5|4|Met||2026-05-26|2026
36678760136952|Entrepreneur High|3|Based on the analysis of educational partner input and local data, our LEA’s current strengths and progress in building relationships between school staff and families are: Emphasizing academic success for all students by providing students with the tools and resources necessary to help them propel their academic careers, graduate, and go to college. The students are treated with respect by the staff.  Our staff is here because we love and care about our students.  We all make sure to welcome our students by standing at the doors and checking on them and their well-being at all times.  As staff, we like to build relationships with our students to better support them in their journey to success and through high school.    Providing the students with a safe place where the students can learn.  Our teachers are trained regularly to provide an atmosphere with an entrepreneurial mindset where it is ok to make mistakes and learn from them.  By providing this climate and support, students feel comfortable to venture out and learn. Providing a welcoming environment to parents.  We like to provide our parents with a family-friendly environment.  Everyone from our front office staff to our counselors, to our teachers, create relationships with all of our parents and families by having events such as Back to School Nights, College Kickoff Nights, Open House, School Site Council Meetings, etc.  This year we have purchased and implemented Parent Square, a new communication extension to PowerSchool. This has made our parent, family and staff communication more efficient and effective. Every Sunday the principal sends out a recap of the activities and events of the prior week and what is happening for the upcoming week. Teachers have used this platform to send newsletters to parents to keep them informed about what is happening in their classrooms.  To increase family engagement, we have hired a Director of Student Success and Family Engagement. The director will help with parent outreach and creating a family leadership team. The goal is to get more families involved and bring new ideas to the school.|Based on the analysis of educational partner input and local data, our LEA’s focus area of improvement in building relationships between school staff and families is having more communication with our stakeholders. Our staff has improved in providing families with information about their classes and their learning expectations. However, we would like to increase our in-person family involvement. We would like more parents to be involved in our on-campus activities. We have many events happening that we want more parents engaged in. We can also do a better job in encouraging parents to be more active partners with the school in educating their children by providing more workshops for the parents or hosting town hall meetings in which we can create those moments and that dialogue across all stakeholders.|Based on the analysis of educational partner input and local data, our LEA will improve the engagement of underrepresented families identified during the self-reflection process by building relationships between school and staff through providing more opportunities for us to support the community such as providing a food pantry, or support for our EL students and families to learn how to speak English or provide them with English language support after school for a few hours a week, etc.  Through our Director of Student Success and Family Engagement we have been able to provide our underrepresented families with the appropriate support. We have been able to create a network of support and have been able to leverage community resources to support our students and families who require assistance.|Based on the analysis of educational partner input and local data, our LEA’s current strengths and progress in building partnerships for student outcomes are: Our Career and Technical Education Pathways creates relationships with the San Bernardino Chambers of Commerce, along with several other industry partners that help strengthen our student outcomes. Our Dual Enrollment program through Valley College provides our students with ample opportunities to take advantage of different college courses after school or online. This year we created a college-bound pathway for our 9th grade students. The students who stay in this program for four years will grade high school with 43 college credits. We have created a strong partnership with Valley College. We have also articulated one course from every one of our CTE pathways.|We need to build more partnerships when it comes to programs that offer programs for our students on how to deal with restorative conversations and conflict resolution.  We also need to build more partnerships with entities that could help mentor our students, our young men and young women here at the school, who can be role models for our students.|Based on the analysis of educational partner input and local data, our LEA will improve the engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes by providing the families with different avenues in which they can share their wants and needs, by implementing town hall meetings, coffee with the principal meetings, etc.|Based on the analysis of educational partner input and local data, our LEA’s strengths and progress in Seeking Input for Decision-Making is collaborating with our different council groups such as School Site Council meetings, group discussions with teachers and staff during our PLC meetings, weekly meetings with our teachers and staff, coffee with the principal, back to school night, college kickoff nights.|Based on the analysis of educational partner input and local data, our LEA’s focus area of improvement in Seeking Input for Decision-Making is creating town hall meetings where parents, students, and teachers can voice their opinions and provide input in the areas that they feel the most passionate about.|Based on the analysis of educational partner input and local data, our LEA will improve the engagement of underrepresented families identified during the self reflection process in relation to Seeking Input for Decision making we will work with our counseling staff to create workshops for our underrepresented families in which they can express and give us their input.|4|4|4|4|3|4|4|4|3|3|3|3|Met||2026-06-17|2026
36678760137935|Savant Preparatory Academy of Business|3|At Savant Preparatory Academy of Business, we value and encourage strong educational partner engagement as an essential component of student success. Staff members across our school site and district office work collaboratively to create a welcoming, inclusive environment focused on providing exceptional service to students, families, and community members. Consistently high participation in parent-teacher conferences, principal coffee meetings, and school events reflects the strength of these relationships and our commitment to meaningful engagement. Regular communication from school leaders reinforces the importance of active educational partner involvement. From the onboarding process for new staff members, expectations regarding positive and effective family communication are clearly established. In addition, site leadership actively seeks input from parents and guardians regarding their needs, preferred methods of communication, and the information they find most valuable. This feedback is shared with staff and used to strengthen partnerships, enhance communication, and improve educational services and outcomes for students.|Savant Preparatory Academy of Business is committed to strengthening partnerships between school staff and families to ensure all educational partners remain informed, connected, and engaged in the educational process. The school continues to prioritize equitable access to communication by supporting families in accessing school information through multiple platforms and ensuring that families have the necessary technology resources, including internet connectivity and devices, whenever possible. A key area of focus is enhancing the consistency, timeliness, and effectiveness of communication between staff and families. The school is working to establish clear expectations and procedures for staff regarding family outreach, including when and how communication should occur. Particular emphasis is placed on promptly informing families about their child's academic progress, attendance, behavior, and any emerging concerns so that collaborative support strategies can be developed early. Through these efforts, SPAB aims to foster stronger relationships with families, improve transparency, and ensure that parents and guardians are active partners in supporting student success.|Savant Preparatory Academy of Business is committed to expanding opportunities for meaningful engagement with all families, with a particular focus on increasing participation among underrepresented groups. The school continually evaluates and refines its strategies and structures to ensure that all families feel welcomed, valued, and empowered to contribute to the school community. Throughout the year, SPAB has provided a variety of events, meetings, and engagement opportunities designed to gather family input regarding the school environment, programs, and student supports. These opportunities have helped foster open communication and encouraged families to share their perspectives and experiences. Moving forward, SPAB will continue to strengthen relationships between school staff and underrepresented families by creating inclusive engagement opportunities, removing barriers to participation, and actively seeking feedback to inform decision-making and improve outcomes for all students.|Savant Preparatory Academy of Business is committed to helping families understand academic expectations and actively support their children's education. Through Coffee with the Principal meetings, student-led conferences, parent workshops, and other engagement opportunities, families receive information about state academic standards, instructional programs, student achievement expectations, and strategies for supporting learning at home. Classroom-specific information is shared through the annual Parent Data Meeting, ongoing teacher communication, and site and district-level meetings that help parents better understand student progress and available supports. SPAB also values family input through the Local Control and Accountability Plan (LCAP) process, instructional rounds with parents, surveys, and other feedback opportunities. Technology is used to communicate important information and gather community feedback, helping ensure families remain informed, engaged, and connected to the school community.|Feedback from educational partners has highlighted a growing interest in learning more about the assessments, curriculum, and instructional practices used to support student achievement. To address this need, Savant Preparatory Academy of Business offers parent learning opportunities that provide insight into academic programs, assessment systems, and the data-driven improvement cycles used to monitor progress and promote student success. Additionally, SPAB creates and communicates a schedule of family information sessions throughout the year, ensuring parents and guardians have access to easy-to-understand resources and information that help them support their children's academic growth.|Savant Preparatory Academy of Business is committed to ensuring that all families have meaningful opportunities to participate in school decision-making and engagement activities. Special attention is given to increasing participation among families who have been historically underrepresented. To support equitable access, SPAB continues to provide communications and informational materials in formats that are accessible and understandable to all families. The school remains dedicated to identifying and implementing strategies that remove barriers to participation and strengthen family engagement. These efforts include personalized outreach, direct invitations to school events and committees, and adjustments to meeting times, locations, and formats to better accommodate family needs. Through these ongoing efforts, SPAB strives to foster inclusive partnerships and ensure that all family voices are represented and valued.|Savant Preparatory Academy of Business values the essential role that parents, guardians, and family members play in supporting student learning and success. The school recognizes that families are a child’s first teachers and that strong, ongoing partnerships between home and school contribute significantly to academic achievement, student well-being, and a positive school climate. SPAB is committed to providing meaningful opportunities for all families, including those participating in Title I programs, to engage in their children's education. The school collaborates with staff and families to offer a variety of involvement opportunities across all grade levels, including school events, advisory groups, leadership committees, and activities that support learning at home. Parent meetings, workshops, and surveys are regularly used to gather input, share information, and review parent and family engagement policies. In addition, SPAB communicates annually with families at the beginning of each school year regarding opportunities for involvement and the important role families play in supporting student success.|Savant Preparatory Academy of Business has expanded the range and frequency of opportunities for educational partners to share feedback by utilizing multiple engagement strategies and communication tools. These efforts are designed to ensure that family and community voices are consistently included in school planning and decision-making processes. A continued area of focus is increasing the level of meaningful engagement among families and identifying effective strategies to strengthen participation. SPAB is actively examining how engagement activities are designed and implemented in order to better support accessibility, relevance, and participation. Ongoing reflection and refinement of these practices will help ensure that engagement opportunities are inclusive and responsive to the needs of the school community.|Savant Preparatory Academy of Business ensures that all families receive consistent communication regarding school updates, as well as opportunities to participate in committees, forums, and other school-based engagement activities. Multiple communication platforms are utilized, and staff members also schedule individual meetings at times that are convenient for families in order to support accessibility and participation. The school closely monitors student attendance on a daily basis and maintains timely communication with families when concerns arise. This is especially important for supporting migratory, foster, and homeless youth, with the goal of reducing barriers and minimizing interruptions to educational services. SPAB continues to prioritize strengthening its communication systems and enhancing efforts to engage both students and families. Ongoing improvements focus on increasing responsiveness, improving outreach strategies, and ensuring that all educational partners remain informed and supported.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
36678763630993|Provisional Accelerated Learning Academy|3|Based on the analysis of educational partner input and local data, PAL Charter Academy (PCA) has made steady progress in building strong relationships between school staff and families by creating a supportive, welcoming, and well-resourced learning environment. One of PCA's core strengths is ensuring that all students have access to qualified teachers, standards-aligned curriculum materials, and safe, clean, and functional school facilities. To support this, PCA invests in regular professional development for both credentialed and classified staff. These training opportunities focus on keeping teachers up to date with best practices in instruction, communication, and student engagement, helping to foster stronger connections with students and families. Equity remains a central focus. PCA ensures all students have access to the learning materials they need, including textbooks, digital tools, and other classroom resources. By removing these barriers, students are better supported in their academic success, and families gain confidence that their children's educational needs are being met. Maintaining clean, safe, and functional school facilities is another key area of strength. The school regularly inspects its campuses to quickly address any safety issues and maintain a positive learning environment. PCA also has clear systems in place to handle complaints or concerns from families and staff, ensuring that any issues are resolved quickly and respectfully. In addition, PCA engages in ongoing strategic planning to improve both the learning environment and the school culture. This includes gathering input from families, students, and staff to identify priorities for academic improvement and facility enhancement. These planning efforts are a key part of how PCA keeps families involved in shaping the direction of the school. Together, these efforts show that PCA is committed to building and maintaining strong relationships between school staff and families by creating a safe, inclusive, and supportive learning environment where all voices are heard and valued.|At PAL Charter Academy (PCA), both classified and credentialed staff participate in ongoing professional development aimed at enhancing family engagement and building strong, lasting relationships with our school community. Recognizing that upwards of 60% of our student population identifies as Hispanic, PCA also hires bilingual staff to ensure effective communication and inclusive outreach. Throughout the school year, with support from our Community Schools Coordinator and Comprehensive Services Team, PCA hosts a range of community-focused events. These include a Career and College Fair, varsity football games, weekly family meal distributions through the Food Distribution IMPACT Program, Back-to-School nights each semester, and holiday giveaways. All events are communicated through Parent Square and shared with every enrolled family. In addition, PCA maintains an active social media presence, regularly posting videos and highlights from school events to keep families and the community informed and engaged. At the start of each school year, teachers host an Open House to welcome parents and introduce staff. We also honor parent volunteers with recognition awards and organize events such as IE Live, which showcases local vendors and musical performances. Guided by the analysis of both educational and local data, PCA remains committed to developing meaningful strategies that promote parent involvement and strengthen school-family partnerships in support of student success.|Based on the analysis of educational partner input and local data, PAL Charter Academy (PCA) recognizes the need to improve engagement with underrepresented families, particularly African American (12%) and White (4.8%) families. While Hispanic families, who make up 60% or more of the student population, are actively engaged through bilingual communication and culturally responsive outreach, PCA is committed to ensuring all families feel equally connected, supported, and represented. To build stronger relationships between staff and families, PCA has identified engagement barriers, family interests, and community priorities. This feedback guides the development of inclusive outreach efforts, including culturally relevant events, family focus groups, and targeted supports for underrepresented groups. Several strategies are already in place. Key school communications-flyers, emails, texts, and information on websites-are translated into families' home languages. Bilingual staff and interpreters help ensure full access to school activities and meetings. PCA home visiting regularly checks in with families who may feel disconnected, and informal meet-and-greet events with the Heads of Schools or Executive Director offer a comfortable setting for relationship-building. The school hosts culturally inclusive events throughout the year, encouraging families to share their traditions and participate in celebrations that reflect the diversity of the community. To make participation easier, PCA offers events at varied times, including evenings and weekends. To elevate parent voice, PCA has established advisory groups that reflect the school's demographics. Families are invited to engage in school planning and decision-making processes, including LCAP input. Communication is sent through various channels—texts, phone calls, WhatsApp, Parent Square, and social media-using dear and respectful language. PCA also partners with trusted local organizations to expand outreach and support services. In addition, the school offers resources and tools that help families navigate school systems, monitor student progress, and support learning at home. Finally, all staff are encouraged to have a cultural competency mindset and follow inclusive practices. Through these continued efforts, PCA is fostering a welcoming, respectful school culture where every family feels valued and empowered to support their child's success.|Based on the analysis of educational partner input and local data, PAL Charter Academy (PCA) has made progress in building partnerships for student outcomes by strengthening relationships between school staff and families. A key improvement has been the use of a family needs assessment to identify barriers and areas for growth. Based on this input, PCA has expanded its engagement opportunities to better meet families' needs and preferences. Currently, PCA families have multiple ways to engage with the school, including regular communication through Parent Square, participation in school events, parent workshops, and advisory groups. Staff-initiated outreach efforts, such as family check-ins and open house events, have further supported meaningful connections. These actions reflect PCAs commitment to building strong school-family partnerships that support student learning and overall success.|Based on the analysis of educational partner input and local data, such as the yearly School Survey, attendance at parent meetings or other school, events, PAL Charter Academy (PCA) has identified the need to strengthen family involvement in decision-making as a key focus area for improvement in building partnerships for student outcomes. While the board and internal staff consistently prioritize students and families in their decisions, PCA recognizes the importance of creating more structured and consistent opportunities for families to actively participate in school planning and feedback processes. To address this, PCA is working to expand parent advisory groups, increase family participation in LCAP and other planning meetings, and improve communication about how family input informs school decisions. These efforts aim to build more collaborative partnerships that directly support student learning and success.|PAL Charter Academy (PCA) will improve engagement of underrepresented families by strengthening communication and partnership efforts, particularly for families who speak languages other than English. One key action will be to continue hiring bilingual teachers and staff to ensure that families can communicate comfortably and effectively with school personnel. Additionally, PCA will expand access to translated materials, interpretation services at meetings, and culturally relevant outreach strategies. These steps will help build trust, improve understanding of student progress, and ensure that all families-especially those who have been historically underrepresented-are equipped to support their child's academic success and actively participate in school decisions.|PAL Charter Academy (PCA) has demonstrated strength in prioritizing student and family needs in decision-making processes. The Board, Executive Director, and internal staff work collaboratively to ensure that all major decisions reflect the best interests of students and their families. PCA actively seeks input from educational partners through staff and Department Head Meetings, surveys, parent meetings, Teacher collaborations, and advisory groups. Feedback gathered from these sources is used to guide school planning, resource allocation, and program development. This ongoing collaboration has helped PCA make more informed, inclusive decisions that support student outcomes and reflect the values and needs of its diverse school community.|Based on the analysis of educational partner input and local data, especially considering that many of our families are single-parent or working households and represent a highly diverse population across multiple Inland Empire cities, PAL Charter Academy (PCA) has identified a key area for improvement, creating more consistent and accessible opportunities to gather input from all educational partners. While PCA has established some engagement structures, we recognize that not all voices-particularly those of underrepresented families, students, and community members-are consistently included in planning and decision-making processes. This gap limits our ability to fully reflect the needs of the broader school community. To address this, PCA will enhance its outreach efforts by offering more flexible engagement options, increasing participation in surveys, focus groups, and advisory meetings, and ensuring that feedback is gathered in multiple languages and formats. These efforts are intended to better accommodate families' varying schedules, languages, and locations, while promoting greater inclusion and equitable participation. Ultimately, these improvements will help ensure that decisions are shaped by a wider range of perspectives and more accurately reflect the needs of all PCA students and families.|PAL Charter Academy (PCA) will improve engagement of underrepresented families in decision-making by creating more opportunities for them to share their experiences, perspectives, and needs with school staff and counselors. Recognizing that families from underrepresented backgrounds may face barriers to participation, PCA will offer more flexible and accessible forums for input, such as small group meetings, culturally responsive focus groups, and one-on-one outreach efforts. These opportunities will be supported by bilingual staff and held at varied times and formats—-both in-person and virtual —to ensure broader access. By creating safe and welcoming spaces for underrepresented families to voice their needs, PCA aims to ensure their feedback meaningfully informs school planning and decision-making processes.|4|5|4|5|4|5|5|5|4|4|4|4|Met||2026-06-25|2026
36678920000000|Trona Joint Unified|3|The district will continue to strengthen student engagement, attendance, and school connectedness through the coordinated efforts of site administration, the Graduation Success Facilitator, and the Elementary Counselor. The Graduation Success Facilitator will provide targeted support to secondary students by monitoring attendance, academic progress, credit completion, and graduation status, while also coordinating re-engagement strategies for students at risk of chronic absenteeism, disengagement, or dropping out. The Elementary Counselor will provide early support to students and families by addressing attendance concerns, social-emotional needs, student connectedness, and barriers to learning. Together, these positions will support a proactive, student-centered system of intervention designed to improve attendance, reduce chronic absenteeism, strengthen student engagement, and support successful transitions across grade spans.|The district will strengthen this action by improving the collection and use of information from students and families to better understand barriers related to attendance, engagement, academic progress, and school connectedness. This will include more intentional outreach, student and family check-ins, surveys, and documentation of concerns shared by families. By gathering more consistent input directly from students and parents/guardians, the Graduation Success Facilitator, Elementary Counselor, and site teams will be better able to identify needs early, coordinate appropriate supports, and monitor whether interventions are effectively addressing the barriers students and families are experiencing.|TJUSD recognizes the importance of acknowledging, supporting, and actively engaging all members of its school community, particularly families who have been historically underrepresented in school planning and decision-making processes. The district’s vision affirms a commitment to educating and empowering every student, and this guiding philosophy serves as the foundation for family engagement efforts. To improve engagement of underrepresented families, TJUSD will continue to strengthen outreach and communication practices to ensure families have meaningful opportunities to participate, provide input, and share their perspectives. The district will use multiple methods of communication, including direct outreach, school-based events, family meetings, surveys, and regular updates, to better understand family needs and reduce barriers to participation. TJUSD will also improve the collection and use of information from families and students to identify concerns related to attendance, engagement, academic progress, school connectedness, and access to services. By gathering more consistent input from families, especially those representing socioeconomically disadvantaged students, English Learners, foster youth, homeless youth, and students with disabilities, the district will be better able to respond to student and family needs, connect families with appropriate supports, and ensure that underrepresented voices are reflected in district planning and continuous improvement efforts.|TJUSD is committed to continuing an individualized approach to each student’s educational progress. As a small district, TJUSD is uniquely positioned to develop and implement customized educational supports that promote positive academic, social- emotional, and college and career outcomes for every student.|TJUSD will continue to build on its ability to be nimble and responsive in forming and sustaining partnerships with local industry, community organizations, families, and educational partners. These partnerships allow for meaningful collaboration that benefits students, strengthens community engagement, and supports improved student outcomes.|TJUSD will continue leveraging its ability to focus on the individual needs and strengths of each student while strengthening outreach to underrepresented families. The district will continue to improve communication, gather input from families and students, and use that information to better understand barriers to engagement, attendance, academic progress, and access to supports. These efforts will help ensure that underrepresented families and students have equitable access, meaningful opportunities to participate, and appropriate support for student success.|As previously noted, the small size of TJUSD enables staff to continue developing in- depth, personal knowledge of students and their families. The district continues to leverage these close connections with stakeholders to gather meaningful input through both formal engagement processes and informal day-to-day interactions.|TJUSD will continue partnering with a data collection provider to enhance its survey processes, with the goal of gathering more relevant and actionable data to inform decision-making and support continuous improvement efforts. The district will continue refining how input is collected, analyzed, and used to guide planning and improve outcomes for students.|TJUSD will continue to leverage its resources and the advantages of its small size to thoughtfully review and refine its engagement processes and strategies. The district will continue working to more effectively involve all educational partners and stakeholders, including underrepresented families, in decision-making efforts. This will include improving outreach, increasing opportunities for input, and using feedback from families and students to better understand needs and barriers to participation.|4|4|4|3|3|3|2|2|4|4|3|3|Met||2026-06-25|2026
36679180000000|Victor Elementary|3|On the annual parent survey question: I am given the opportunity to be part of my child’s education working together to help my child, 93.7% of respondents indicated Yes. This indicates strong parent school relations. Strengths for relationship building opportunities in VESD include providing two weeks each year that are dedicated to parent conferences, award assemblies, and whole school events such as back to school nights. Ten (10) sites also have family resources centers for training and resources for families. Our Child Welfare and Attendance Liaisons (CWAL) visit all newly enrolled TK/K families to welcome them to VESD and provide them with informational items and a welcome kit.|Focus area for improvement: Strengthening our School Attendance Review Team (SART) and School Attendance Review Board (SARB) programs with families. Our attendance data reflects reductions in Chronic Absenteeism when SART meetings are held with families regularly. We are looking to improve resources at our meetings by providing support in the areas of mental and physical health. VESD will continue to build on the Child Welfare and Attendance Liaison Program, working with school leadership teams to strengthen school-to-home relationships and increase SART opportunities with staff and families. Victor Elementary is also looking to create an enrollment process that is more accessible to families with increased communication and support.|The district Child Welfare and Attendance Liaisons (CWALs) made strides in the utilization of data to drive targeted supports. Chronic absenteeism data will be used to determine where support is needed. This data will drive decision-making, determining where additional CWAL support is needed. VESD will seek to improve by strengthening the connection between the CWALs and their work in this area, and school site MTSS leadership teams.|VESD has established ten community schools to provide resources and parent training to go alongside our district Family Resource Center. Our district has local community partnerships, including Millionaire Mind Kids, Think Together, and Champions.|Based on feedback from Victor Elementary's Strategic Study, providing medical and Social Emotional Learning (SEL) /mental health was a prominent trend in demonstrating a need to provide resources for our students.|VESD will continue to hold monthly Family Resource Center (FRC) meetings to discuss best practices and how to further engage families. In addition, the FRC will host monthly events to provide additional health and wellness resources to the community.|VESD holds regular LCAP meetings with our stakeholders through 6 committees. Our LCAP committees include the Budget Advisory Committee, District Parent Advisory Committee, District English Language Advisory Committee, African American Engagement Committee, Quality Works, and Foster Youth Committee. Annually, we hold a Strategic Study with representation from the 6 LCAP Committees to provide feedback and collaborate as a team. Our school sites hold School Site Council meetings, Parent Teacher Organization meetings, and English Language Advisory Council meetings to seek input. Meeting minutes are shared with all district employees. Parents are surveyed annually as well and feedback from this survey is considered in decision making. VESD also hosts a State of the District event, where community members are offered the opportunity to provide feedback concerning district practices.|Educational partner input showed a heavy emphasis on engaging parents through orientations, training, and involvement in school programs. Families continue to stress the need for various forums in order to provide an opportunity for collaboration in decision making.|VESD will continue to survey parents at the district and site level to tailor training opportunities based on parent needs and requests. VESD will improve the survey to gather actionable feedback concerning basic needs, physical needs, and mental health supports. School sites set goals to increase parent participation, including volunteer training. VESD schools also host orientation events in the fall, including TK/Kindergarten orientations and back-to-school night events to share school information.|4|5|5|5|5|4|4|5|5|4|4|4|Met||2026-06-24|2026
36679186101927|Sixth Street Prep|3|Strengths for relationship building opportunities in Sixth Street Prep include providing two weeks each year that are dedicated to parent conferences, award assemblies, and whole school events such as back to school nights.|Focus area for improvement: Strengthening our School Attendance Review Team (SART) program with families. Our attendance data reflects reductions in Chronic Absenteeism when SART meetings are held with families regularly. Sixth Street Prep will continue to build on the Child Welfare and Attendance Liaison Program, working with school staff to strengthen school-to-home relationships and increase SART opportunities with staff and families.|Sixth Street Prep will improve engagement by increasing site leadership capacity in data analysis to maximize the utilization of district Child Welfare and Attendance Liaisons (CWALs) to best provide information, resources, and support to underrepresented families to strengthen relationships.|SSP provides support and information to families in connection with VESD Family Resource Center. Monthly parent trainings are held and topics are selected based on parent feedback. SSP partners with Champions to provide Extended Learning for our students.|SSP will provide information and updates to families about the Family Resource Center opportunities. We will continue working toward improving partnerships for student outcomes at a site level through communication with families.|SSP will work with other schools, resources to exchange best practices for building partnerships for student outcomes|Strengths: Seeking input for decision making: SSP holds Site Council meetings with our stakeholders. We have representatives on District Committees  (District English Language Advisory Committee, African American Engagement Committee, Quality Works, and Foster Youth Committee). Our school site holds School Site Council meetings, Parent Teacher Organization meetings, and English Language Advisory Council meetings to seek input. Meeting minutes are shared with all committee members. Parents are surveyed annually as well and feedback from this survey is considered in decision making.|An emphasis on ongoing community involvement through current outlets including school site council and ELACs at the site level, and LCAP committees including DELAC and the African American Engagement Committee. SSP will increase opportunities for representatives from Distrit committees to share out with educational partners.|SSP will continue to survey parents at the district and site level to tailor training opportunities based on parent need and request. SSP will set goals to increase parent participation, including volunteer training. SSP also hosts Back to School Night and Orientation trainings/meetings.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-24|2026
36679186118350|Mountain View Montessori Charter|3|Strengths for relationship building opportunities in Mountain View Montessori (MVM) include providing three weeks each year that are dedicated to parent conferences: traditional fall and spring conferences, as well as winter intervention conferences. MVM hosts SHINE recognition/award assemblies twice each trimester to celebrate the accomplishments of our students in academics, growth mindset, and 21st Century skills. We host whole school events such as back to school nights, math workshops for families, Montessori Mondays, and our Mix & Mingle community events that coincide with our SHINE assemblies. Areas of progress include parent education in attendance, as evidenced by MVM maintaining a chronic absenteeism rate of 10% or less for the past two years.|Focus area for improvement: MVM will continue to educate families regarding the importance of attendance during our TK/Kindergarten Orientation, New Family Orientation, and Back to School Nights. We will continue to strengthen our School Attendance Review Team (SART) program with families to improve student attendance and achievement. Our attendance data reflects reductions in Chronic Absenteeism when SART meetings are held with families regularly. Mountain View Montessori will continue to maximize the use of the Child Welfare and Attendance Liaison Program to strengthen school-to-home relationships, notably with our TK and Kindergarten students, and to increase SART participation with families.|Mountain View Montessori will improve engagement by increasing site leadership capacity in data analysis to maximize participation in SART meetings to better support those families with improved attendance and to maximize the utilization of district Child Welfare and Attendance Liaisons (CWALs) to best provide information, resources, and support to underrepresented families to strengthen relationships.|Mountain View Montessori families have access to the ten (10) community schools our district has established to provide resources and parent training to go alongside our district Family Resource Center (FRC). MVM actively shares resources, opportunities, and activities being hosted by the FRC and the community school programs to engage and educate families on educational topics, parenting topics, life skills, and fun, hands-on projects. Our district has local community partnerships, including Millionaire Mind Kids, Think Together, Champions, and other local businesses such as Desert Valley Hospital, Victor Valley College, etc.|Based on feedback from our district’s Strategic Study, establishing community school committees was a prominent trend in building partnerships for student outcomes from our educational partner input. VESD has expanded satellite Family Resource Centers (FRCs) to a total of ten (10) schools through the Community Schools grant.|Our district, VESD, will continue to hold monthly Family Resource Center meetings to discuss best practices and how to further engage underrepresented families. Site-based family engagement surveys will also help to inform MVM of what supports families are in need of that can be addressed at the school site or through collaboration with the VESD FRC or VESD community schools.|Strengths in seeking input for decision making: MVM holds monthly Advisory Committee (site council) meetings to elicit ideas and gather feedback on school and community topics and needs from parents, certificated staff, classified staff, and district management. MVM’s Parent Teacher Organization (PTO) also hosts monthly meetings to seek input from families regarding family, school, and community needs. MVM sends out a Family Engagement Survey to new and returning families to elicit feedback on family needs.  Additionally, our district, VESD, holds regular LCAP meetings with stakeholders through 6 committees, of which MVM staff and parents are invited to participate. The VESD LCAP committees include the Budget Advisory Committee, District Parent Advisory Committee, District English Language Advisory Committee, African American Engagement Committee, Quality Works, and Foster Youth Committee. Annually, VESD holds a Strategic Study with representation from the 6 LCAP Committees to provide feedback and collaborate as a team. Parents are surveyed annually as well and feedback from this survey is considered in decision making.|Although MVM’s Advisory Committee (site council) has four (4) parent representative positions, only 2-3 positions are filled each year. MVM can improve parent participation on the AC by more actively educating parents on the roles of parent representatives during orientations, back to school events, and monthly principal meetings to recruit more parents on the AC.  Educational partner input from our district, VESD, showed a heavy emphasis on ongoing community involvement through current outlets including school site council and ELACs at the site level, and LCAP committees including DELAC, Foster Youth/McKinney Vento, and the African American Engagement Committee.|MVM and VESD will continue to survey parents at the district and site level to tailor training opportunities based on parent needs and requests. MVM sets goals to increase parent participation, including volunteer training to support classroom needs, field trip supervision, and our Parents at Lunch (PALs) program. MVM also hosts orientation events, back-to-school (BTS) night events, and monthly volunteer training to engage families and share school and classroom information, including how parents can participate in the Advisory Committee, PTO, DELAC, and the VESD African American Engagement Committee.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-24|2026
36679340000000|Victor Valley Union High|3|Across the district, school sites have expanded family-centered activities designed to build trust and foster positive relationships between families and staff. Sites hosted family game nights, literacy and reading nights, student showcases, cultural celebrations, and parent workshops that encouraged families to engage with schools in supportive and informal settings. These events provided opportunities for staff and families to build stronger personal connections while also supporting student learning and school connectedness.  Several school sites also strengthened outreach and engagement efforts through the African American Parent Advisory Committee and other targeted parent engagement groups. These meetings provided families with opportunities to share feedback, discuss student needs, and participate in conversations focused on improving outcomes for historically underserved student groups. Parent input gathered through these meetings informed school climate efforts, communication practices, and support services across the district.|Based on the analysis of educational partner input and local data, VVUHSD continues to focus on strengthening relationships between school staff and families by creating welcoming opportunities for meaningful engagement at school sites. Educational partner feedback consistently identified the importance of families feeling connected to their child’s school, informed about academic expectations, and included in school culture and decision-making processes. And area for improvement is to increase attendance at events and meetings.|Based on the analysis of educational partner input and local data, the LEA will improve the engagement of underrepresented families by mobilizing family engagement liaisons at each site, leadership teams, and site staff to work collaboratively on building and improving relationships between the school and families. This coordinated team will focus on breaking down systemic communication barriers through culturally responsive outreach and personalized connection strategies designed to build mutual trust. Additionally, site staff and leadership will engage in targeted professional development to foster a more welcoming environment, ensuring that the diverse perspectives of previously underrepresented families are actively integrated into the school community.|The LEA's strengths in building partnerships for student outcomes include strong collaboration with families, staff, students, community organizations, and educational partners. Regular engagement opportunities such as advisory committees, surveys, public meetings, school events, and targeted outreach efforts have increased participation and strengthened relationships across the district. Feedback from educational partners has informed district decision-making, program development, and resource allocation. Local data indicate continued progress in family engagement, communication, and stakeholder participation, while partnerships with community agencies have expanded opportunities and supports for students. These collaborative efforts contribute to improved student access, engagement, and overall educational outcomes.|The LEA will continue to strengthen partnerships with families and educational partners by increasing meaningful engagement opportunities and expanding participation among groups that have been historically underrepresented. Focus areas for the coming year include improving two-way communication between schools and families, increasing participation in advisory committees and district decision-making processes, enhancing outreach to families of English learners, foster youth, low-income students, and students with disabilities, and providing family learning opportunities that support student academic success and well-being. The LEA will also continue to refine communication methods, gather feedback through multiple channels, and use educational partner input to inform continuous improvement efforts and decision-making. Additional focus will be placed on analyzing participation trends and engagement feedback to identify barriers to involvement and implement targeted strategies that increase family participation and representation across all student groups.|To improve engagement with underrepresented families, VVUHSD will continue expanding relationship-based practices that build trust, improve communication, and create meaningful opportunities for families to participate in their child’s education. Educational partner feedback highlighted the need for more personalized outreach, increased cultural responsiveness, and stronger systems of support for families who may feel disconnected from schools. The district will continue developing and strengthening home visit teams across school sites to create more proactive and supportive connections with families. Home visits provide opportunities for staff to better understand the needs of students and families, strengthen relationships outside of traditional school settings, and increase family trust and engagement. These efforts are intended to improve communication, attendance, and overall student connectedness to school. Additional professional learning will also be provided for teachers of special education students, student services staff, and site teams to strengthen family engagement practices and improve communication with families of students with disabilities and other vulnerable student groups. Training will focus on culturally responsive communication, relationship-building strategies, family partnership practices, and systems designed to ensure families feel informed, respected, and included in educational decision-making processes. The district will also continue supporting and expanding opportunities for African American families to engage with schools through the African American Parent Advisory Committee and targeted outreach efforts. These opportunities provide families with meaningful ways to share feedback, participate in discussions regarding student outcomes and school climate, and collaborate with district and site staff to improve supports for students. Feedback from these groups continues to inform district actions, communication practices, and student support systems.|VVUHSD has continued to strengthen systems for seeking educational partner input and incorporating feedback into district and site decision-making processes. The district has established multiple opportunities for families, students, staff, and community members to provide meaningful input regarding programs, services, school climate, and district priorities. The district’s Local Control and Accountability Plan (LCAP) community engagement meetings continue to serve as a primary structure for gathering feedback from educational partners across all school sites. Through these meetings, families, students, staff, and community members are able to share perspectives regarding student needs, district priorities, and proposed actions and expenditures. Feedback collected during the engagement process directly informs the development and revision of district goals, actions, and services. In addition, school sites and the district continue to utilize parent advisory committees, English Learner advisory groups, African American Parent Advisory Committee meetings, and other targeted engagement structures to ensure underrepresented groups have opportunities to participate in decision-making processes. These committees provide ongoing opportunities for two-way communication between families and school staff while helping the district better understand the needs and experiences of specific student groups. Student voice has also remained a district priority through student advisory committees, student forums, and school-based leadership groups. Student input gathered through these opportunities has informed discussions related to school climate, safety, academic supports, student engagement, and wellness services. Educational partner feedback consistently demonstrates that students value having opportunities to share their experiences and contribute to school improvement efforts.|The LEA's focus areas for improvement include increasing meaningful participation from a broader range of educational partners, particularly students, families of underrepresented student groups, and community members.   The LEA will work with the FELs to attend monthly meetings or classes to seek meaningful input. Additionally, the LEA will focus on increasing awareness and understanding of district initiatives, including the LCAP, to support more informed and representative stakeholder participation in decision-making.|The LEA will improve the engagement of underrepresented families in decision-making by continuing to invite all stakeholders while maintaining an intentional, targeted focus on previously identified underrepresented groups, including English learners, foster youth, homeless students, special education families, and African American communities. To ensure their voices actively shape district policies, the LEA will remove barriers to participation by offering accessible meeting formats, multilingual communications, and tailored outreach strategies. By deliberately centering these underserved perspectives, the district will foster inclusive decision-making processes that truly reflect and support the diverse needs of the entire school community.|5|5|3|5|3|4|3|4|4|4|3|4|Met||2026-06-25|2026
36679343630670|Options for Youth-Victor Valley Charter|3|Options for Youth Victorville (OFY-VV) continues to strengthen positive and collaborative relationships between school staff, students, and families through consistent communication, personalized support, and meaningful educational partner engagement opportunities. Feedback gathered through parent surveys, DELAC meetings, Parent Advisory Board meetings, and stakeholder engagement activities indicates that families continue to feel welcomed, respected, and supported by school staff.  A continued strength of OFY-VV is its personalized learning model, which allows teachers, advisors, counselors, and support staff to build strong individualized relationships with students and families. Staff maintain regular communication with families through conferences, phone calls, emails, text messaging, School Messenger, StudentTrac, and parent meetings to provide academic updates, attendance support, and intervention resources. Families continue to report appreciation for the school’s responsiveness, flexibility, and commitment to student success.  OFY-VV also continues to expand opportunities for family involvement through parent engagement events, graduation activities, college and career readiness workshops, and informational meetings focused on student supports and academic progress. Bilingual communication and translation supports continue to improve access and participation for multilingual families, particularly within the Hispanic community.  Local data and educational partner feedback show continued growth in family participation at school events, student support meetings, and parent engagement activities. Parents consistently report positive relationships with staff and feel comfortable reaching out for support or assistance when concerns arise. Through ongoing communication, relationship-building efforts, and personalized student support, OFY-VV continues to foster strong family-school partnerships that positively contribute to student engagement, attendance, and academic success.|While Options for Youth Victorville (OFY-VV) has continued to strengthen relationships with families, educational partner feedback and local data indicate several areas for continued growth and improvement. A primary focus area remains increasing engagement and communication with families of students who are chronically absent, disengaged, credit deficient, or experiencing academic and attendance challenges. Many families continue to face barriers related to work schedules, transportation, language access, and limited familiarity with the independent study instructional model.  To address these needs, OFY-VV will continue focusing on strengthening two-way communication through flexible meeting options, increased outreach efforts, bilingual communication supports, and consistent parent contact regarding student progress, attendance, and available interventions. The school also recognizes the need to continue increasing participation in parent engagement opportunities, including DELAC meetings, Parent Advisory Board meetings, and school events, to ensure families from all student groups feel represented and connected to the school community.  Educational partner input also highlighted the importance of continuing to build family understanding of graduation requirements, college and career readiness opportunities, attendance expectations, and available academic and social-emotional supports. As a result, OFY-VV will continue expanding parent informational meetings, workshops, and outreach efforts designed to increase family awareness and involvement in student success.  By continuing to improve accessibility, communication, and family participation opportunities, OFY-VV aim|Options for Youth Victorville (OFY-VV) remains committed to improving engagement and strengthening relationships with underrepresented families through inclusive communication, targeted outreach, and meaningful opportunities for participation in the school community. Based on educational partner feedback and local data, the LEA recognizes the importance of increasing engagement among families of English Learners (ELs), Long-Term English Learners (LTELs), Students with Disabilities (SWDs), foster youth, homeless youth, and families of students experiencing chronic absenteeism or academic challenges.  To improve engagement, OFY-VV will continue providing flexible meeting options, bilingual communication, translation support, and multiple methods of outreach through phone calls, text messages, emails, School Messenger, StudentTrac, and in-person meetings. The school will continue hosting parent engagement activities, informational workshops, college and career readiness events, and graduation-focused meetings designed to increase family awareness of available academic programs, student supports, graduation requirements, and postsecondary opportunities.  OFY-VV will continue encouraging participation in DELAC meetings and Parent Advisory Board meetings to ensure families of underrepresented student groups have opportunities to provide input and participate in school decision-making processes. Staff will continue conducting proactive outreach to families who may face barriers related to transportation, work schedules, language access, or unfamiliarity with the independent study model. To further support Spanish-speaking families, OFY-VV expanded opportunities for parent involvement by adding courses and workshops through the Parent Institute for Bilingual Education (PIBE). These courses are designed to strengthen family engagement, increase understanding of the educational system, and provide parents with tools and resources to better support their child’s academic success.  The LEA also remains committed to supporting families of Students with Disabilities by encouraging active participation in the IEP process and strengthening communication between families, teachers, counselors, and support staff. Additionally, school sites will continue promoting cultural awareness activities and inclusive practices that celebrate the diverse backgrounds and experiences of students and families.  Through increased accessibility, relationship-building, targeted outreach, and culturally responsive engagement efforts, OFY-VV aims to strengthen meaningful partnerships with underrepresented families and improve student engagement, attendance, achievement, and overall school connectedness.|Options for Youth Victorville (OFY-VV) continues to demonstrate progress in building strong partnerships that support positive student outcomes. Educational partner feedback and local data highlight the effectiveness of the school’s personalized learning model, which promotes ongoing collaboration between teachers, counselors, support staff, students, and families to monitor academic progress and address individual student needs.  Regular communication through conferences, Individualized Learning Plans (ILPs), phone calls, emails, StudentTrac, School Messenger, and progress monitoring meetings helps ensure families remain informed and actively involved in their student’s educational journey. Families continue to report appreciation for the school’s responsiveness, flexibility, and individualized support systems designed to help students remain engaged and on track toward graduation.  OFY-VV has continued strengthening partnerships that support college and career readiness through expanded dual enrollment opportunities, Career Technical Education (CTE) pathways, A-G aligned coursework, and collaboration with local colleges and community partners. These partnerships provide students with increased access to postsecondary opportunities, career exploration, and workforce readiness experiences.  The school also continues to strengthen collaboration among general education, English Learner (EL), and Special Education teams to ensure students receive appropriate academic and intervention support. Families of English Learners and Students with Disabilities continue to be actively included in intervention planning, IEP meetings, and discussions regarding student progress and support services.  Additionally, OFY-VV expanded opportunities for family engagement through the Parent Institute for Bilingual Education (PIBE ), which provides courses and resources for Spanish-speaking families to increase understanding of the educational system and strengthen their ability to support student success.  Through continued collaboration with families, community partners, postsecondary institutions, and support teams, OFY-VV remains committed to building meaningful partnerships that improve student engagement, academic achievement, college and career readiness, and graduation outcomes.|Based on feedback from educational partners and local data, Options for Youth Victorville (OFY-VV) has identified several focus areas for continued improvement in building partnerships that support positive student outcomes. A primary area of focus is increasing families' understanding of students' academic progress, credit completion, graduation requirements, attendance expectations, and college and career readiness opportunities, particularly for families of English Learners, Students with Disabilities, foster youth, homeless youth, and students who are credit-deficient or disengaged.  The LEA recognizes the need to increase family understanding of how credit completion, attendance, course pacing, and graduation requirements directly impact a student’s ability to remain on track for graduation and postsecondary success. OFY-VV will continue to provide targeted outreach, graduation-planning meetings, progress-monitoring conferences, and informational workshops to help families better understand graduation pathways, credit-recovery opportunities, A-G requirements, and available academic support.  While communication systems and intervention support are in place, the LEA recognizes the need to continue expanding targeted outreach and family education opportunities to ensure families feel informed, connected, and empowered to support student success. OFY-VV will continue to increase access to bilingual communication, parent workshops, graduation and college-readiness meetings, and informational resources designed to help families better understand available academic programs, intervention supports, and postsecondary pathways.  Educational partner input also identified the need to strengthen family participation in intervention planning and follow-up support for students experiencing attendance, behavior, or academic challenges. The school will continue to focus on proactive communication, individualized support meetings, and increased collaboration among families, teachers, counselors, and intervention teams to improve student engagement and outcomes.  Additionally, OFY-VV will continue to expand opportunities for underrepresented families to participate in DELAC meetings, Parent Advisory Board meetings, PIBE parent courses, and other engagement activities that promote family involvement and leadership within the school community.  Through increased communication, culturally responsive outreach, family education opportunities, and stronger collaboration between school staff and families, OFY-VV aims to strengthen partnerships that positively impact student achievement, attendance, graduation, and college and career readiness outcomes.|Options for Youth Victorville (OFY-VV) will continue to improve engagement among underrepresented families by providing meaningful opportunities for participation, increasing access to information, and strengthening communication between families and school staff. Based on educational partner feedback and local data, the LEA will continue focusing on supporting families of English Learners (ELs), Students with Disabilities (SWDs), foster youth, homeless youth, and families of students experiencing academic or attendance challenges.  OFY-VV will continue to encourage participation in DELAC meetings, Parent Advisory Board meetings, and other stakeholder engagement activities to ensure families have opportunities to provide input on programs, services, student supports, and school decision-making processes. The school will also continue offering flexible meeting options, bilingual communication, translation support, and multiple forms of outreach to reduce barriers to participation.  To strengthen partnerships that support student outcomes, OFY-VV will continue hosting college and career readiness events, graduation planning meetings, parent workshops, and informational sessions focused on credit completion, graduation requirements, attendance expectations, and available intervention support. These efforts are intended to help families better understand how to support their students’ academic progress and graduation pathways.  Additionally, OFY-VV expanded opportunities for Spanish-speaking families through courses and workshops offered by the PIBE. These courses help families better understand the educational system, strengthen advocacy skills, and provide tools to support student success at home.  The LEA will also continue to encourage active family participation in IEP meetings, intervention planning, and student support meetings to strengthen collaboration among families, teachers, counselors, and support staff. Through culturally responsive outreach, increased accessibility, and ongoing relationship-building efforts, OFY-VV aims to improve engagement with underrepresented families and strengthen partnerships that positively impact student achievement, attendance, graduation, and college and career readiness outcomes.|Options for Youth Victorville (OFY-VV) continues to make progress in creating meaningful opportunities for educational partners to participate in decision-making processes. The LEA regularly gathers input from parents, students, staff, and community partners through surveys, stakeholder meetings, DELAC meetings, Parent Advisory Board meetings, staff collaboration meetings, and student feedback opportunities. These engagement structures provide stakeholders with opportunities to share feedback regarding the LCAP, instructional programs, student supports, school climate, and college and career readiness initiatives.  A continued strength of OFY-VV is its commitment to creating accessible and inclusive opportunities for participation. The school provides bilingual communication, translation support, flexible meeting formats, and multiple methods for collecting feedback, including in-person meetings, virtual meetings, surveys, emails, and phone outreach. These efforts have helped increase participation and engagement among families, including historically underrepresented groups.  Educational partner input has directly informed decisions related to curriculum implementation, intervention supports, student engagement strategies, parent education opportunities, and college and career readiness programming. Feedback from families and staff also contributed to expanded outreach efforts, increased communication regarding graduation requirements and credit completion, and the addition of parent courses through the PIBE to better support Spanish-speaking families.  Local data and stakeholder feedback indicate that families and students continue to feel more connected to the school community and value opportunities to provide input regarding programs and services that impact student success. Through ongoing collaboration and inclusive decision-making practices, OFY-VV continues to strengthen trust, shared responsibility, and educational partnerships that support positive student outcomes and continuous school improvement.|While Options for Youth Victorville (OFY-VV) has established multiple opportunities for educational partner input, stakeholder feedback, and local data indicate a continued need to expand participation and ensure underrepresented families are consistently engaged in the decision-making process. A primary focus area is increasing participation from families of English Learners, Students with Disabilities, foster youth, homeless youth, and families of students experiencing academic or attendance challenges.  The LEA recognizes the need to strengthen consistent engagement in DELAC meetings, Parent Advisory Board meetings, surveys, and other opportunities for stakeholder input to ensure a broader representation of voices in school planning and decision-making. OFY-VV also identified the importance of improving families' understanding of school programs, credit completion, graduation requirements, intervention supports, and college and career readiness pathways, so families can participate more meaningfully in discussions related to student success.  Additionally, feedback from educational partners indicated a need for stronger communication about how stakeholder input is used to guide school decisions, LCAP development, student support programs, and school improvement efforts. The LEA will continue working to strengthen transparency by providing follow-up communication and sharing how feedback influences planning and program development.  To improve engagement and participation, OFY-VV will continue implementing culturally responsive outreach strategies, bilingual communication, flexible meeting formats, virtual participation opportunities, and targeted outreach to families who may face barriers related to language, transportation, work schedules, or familiarity with the independent study model. The school will also continue expanding parent education opportunities, including PIQE courses and informational workshops, to help families feel more connected, informed, and empowered to participate in decision-making processes.  Through increased accessibility, communication, and relationship-building, OFY-VV aims to strengthen engagement with educational partners and ensure that all stakeholders have meaningful opportunities to contribute to school-wide decisions that support positive student outcomes.|According to local survey data and educational partner feedback, Options for Youth Victorville (OFY-VV) will continue strengthening engagement with underrepresented families by increasing opportunities for meaningful participation in school decision-making processes. The LEA remains committed to ensuring that families of English Learners (ELs), Students with Disabilities (SWDs), foster youth, homeless youth, and families of students experiencing academic or attendance challenges have opportunities to provide input and help guide school programs and support.  OFY-VV will continue providing opportunities for participation through DELAC meetings, Parent Advisory Board meetings, LCAP surveys, stakeholder meetings, and parent engagement events. These opportunities allow families to share feedback regarding instructional programs, intervention supports, school climate, graduation requirements, college and career readiness, and student support services.  The LEA will continue improving accessibility by offering bilingual communication, translation services, flexible meeting formats, virtual participation opportunities, and multiple methods for providing feedback.  Families of English Learners will continue to be invited to participate in Academic Learning Plan (ALP) meetings and DELAC discussions to provide input regarding supports and services that help students progress toward English proficiency and reclassification. Additionally, OFY-VV will continue to encourage the active participation of families of Students with Disabilities in the IEP process, intervention planning meetings, and ongoing collaboration with teachers, counselors, Special Education Specialists, and support staff.  The LEA will also continue to use surveys, outreach efforts, and stakeholder feedback to better understand barriers to participation and to improve engagement strategies for underrepresented groups. Through culturally responsive outreach, relationship-building, and increased accessibility, OFY-VV aims to strengthen educational partners' involvement and ensure that all families have meaningful opportunities to contribute to decision-making processes that support student success.|5|5|5|5|4|4|5|4|4|3|4|3|Met||2026-06-26|2026
36679590000000|Yucaipa-Calimesa Joint Unified|3|The Yucaipa-Calimesa Joint Unified School District (YCJUSD) has made strengthening the partnership between its staff and families a top priority, recognizing that engaged parents are essential to student success. A cornerstone of this effort is the district-wide implementation of ParentSquare, a unified communication platform designed to keep families easily informed and connected. By consolidating announcements, newsletters, direct messaging, and digital forms into one accessible hub, ParentSquare drastically reduces information overload and ensures consistent messaging. Crucially, the platform offers real-time, two-way translation features that eliminate language barriers, allowing teachers and administrators to communicate seamlessly with every household. This streamlined approach builds trust and transparency, and the efforts are already yielding positive results: recent district surveys indicate a marked improvement in overall communication levels and family satisfaction compared to the previous year.  Beyond enhanced digital connectivity, YCJUSD is actively expanding opportunities for parents to meaningfully participate at their students’ individual school sites. District and site leaders are focused on cultivating a welcoming campus climate where families are invited to be active contributors rather than just spectators. Schools are utilizing ParentSquare's built-in tools to simplify sign-ups for parent-teacher conferences, event RSVPs, and volunteer requests, making it easier than ever for parents to get involved locally. Whether through classroom volunteering, joining site-specific advisory groups, or attending localized community events, these efforts provide families with concrete ways to show up and engage. Ultimately, by bridging the gap between the classroom and the living room, YCJUSD is ensuring that parents are empowered as vital, collaborative partners in their child's educational journey.|YCJUSD is deeply committed to forging strong, authentic connections with our broader community and the families we serve. A major focus of this commitment has been the expansion of our educational partnership groups, ensuring that diverse voices are actively engaged in shaping our district's future. This collaborative spirit was instrumental in initiating the development of our new Learner Profile. By bringing together educators, families, and local community members, we are working collectively to define the essential skills, traits, and competencies our students need to thrive beyond graduation. This shared vision ensures that our educational goals are directly aligned with the values and aspirations of the community we represent.  Furthermore, our targeted efforts to elevate family voices have led to incredible momentum and growth within our specialized advisory groups. We have seen amazing participation and energy from our DELAC (District English Learner Advisory Committee) communities, who play a crucial role in advocating for the needs of our multilingual learners and strengthening cultural ties across the district. Building on this inclusive momentum, we are incredibly proud to have officially launched our AAPAC (African American Parent Advisory Council). This newly established council provides a dedicated space for families to collaborate, share experiences, and partner with the LEA to foster an equitable, supportive, and empowering environment for African American students. Together, these thriving partnerships reflect a dynamic, deeply connected district that truly values every family's contribution to student success.|The collective efforts of the Yucaipa-Calimesa Joint Unified School District to connect with our community are clearly heading in a very positive direction. The successful rollout of enhanced communication tools and the vibrant growth of partnership groups—such as DELAC, the newly formed AAPAC, and our Learner Profile collaborative—demonstrate that our families are eager to be involved. To sustain and build upon this momentum, it is essential that we continue prioritizing positive messaging and consistent, welcoming invitations to join our advisory and collaborative groups. By continually highlighting our shared successes and actively extending a hand to families, we reinforce a culture where every parent feels valued and knows their voice is essential to our students' success.  As we look forward, we also have clear, actionable feedback to guide our next steps. Recent survey results provided a key insight: families explicitly stated that offering more engagement opportunities directly at their individual school sites would significantly boost their ability to participate. Moving forward, taking this feedback to heart will be crucial. By decentralizing some of our collaborative efforts and hosting more meetings, workshops, and partnership events on local campuses, we can remove barriers to attendance and meet families where they are most comfortable. Blending our positive district-wide messaging with these accessible, site-based opportunities will be the key to deepening our relationships and ensuring our community partnerships continue to thrive.|At our school site, the survey feedback we receive from our families and educational partners provides us with a direct, localized roadmap for improving student outcomes right in our own classrooms. Hearing directly from our community reinforces our commitment to what we know matters most: Good First Instruction. Based on these insights, our teachers and site leadership are prioritizing highly engaging, effective lessons built upon a rigorous, standards-based curriculum. By focusing our collaborative energy on delivering high-quality instruction the very first time a concept is introduced, we are ensuring that all of our students develop the strong academic foundation they need to succeed on our campus and beyond.  Furthermore, the data from our local surveys serves as a vital reminder of the diverse learning needs present within our school, driving our site's dedication to Universal Design for Learning (UDL) and data-driven instruction. Our community has clearly voiced the value of inclusive classrooms, and in response, our teachers are actively utilizing UDL frameworks to offer students multiple ways to engage with the material and demonstrate their understanding. To ensure these instructional strategies are truly effective, our professional learning communities (PLCs) are consistently analyzing real-time classroom data and localized assessments. This targeted, data-driven approach allows us to adjust our teaching on the fly, provide immediate interventions, and guarantee that the feedback from our educational partners translates into tangible, everyday academic growth for every student we serve.|The feedback we receive through survey data from our educational partners is playing a pivotal role in shaping how the Yucaipa-Calimesa Joint Unified School District (YCJUSD) approaches student success. By actively listening to families, staff, and community members, we are able to target our instructional goals to ensure every classroom is equipped to elevate student outcomes. A key theme that has emerged from this collaborative data is the critical importance of Good First Instruction. Based on this feedback, the district is renewing its focus on ensuring that initial classroom teaching is highly engaging, deeply effective, and anchored in a rigorous, standards-based curriculum. By equipping our educators with the resources to deliver high-quality instruction from the moment a lesson begins, we are laying a strong foundation for academic achievement that aligns directly with our community's expectations.  Furthermore, our survey insights have highlighted the need to meet students exactly where they are, prompting a strategic embrace of Universal Design for Learning (UDL) and data-driven instruction. Educational partners have clearly voiced the need for inclusive classrooms that accommodate diverse learning styles and abilities. In response, YCJUSD is utilizing UDL frameworks to provide multiple means of engagement, representation, and expression, ensuring that the standards-based curriculum is accessible to all learners. Coupled with a strong emphasis on data-driven instruction, our teachers are continually analyzing localized assessments and real-time classroom data to adjust their teaching strategies on the fly. This dynamic, responsive approach—fueled directly by the insights of our community—ensures that our instructional practices are not only equitable but are continuously refined to drive meaningful improvements in student outcomes across the district.|Based on the analysis of local data and educational partner input gathered during our self-reflection process, YCJUSD recognized a critical need to deepen our engagement with underrepresented families to effectively build partnerships for student outcomes. Data indicated that language barriers and a lack of accessible campus opportunities were limiting the ability of some families to actively support their students' academic journeys. In response, the LEA is heavily investing in tools and strategies that bridge this gap. Our district-wide rollout of ParentSquare provides real-time, two-way translation, ensuring that multilingual and non-English-speaking families have equitable, daily access to academic updates, resources, and direct communication with educators. By breaking down these fundamental barriers, we are empowering previously disconnected families to become active co-navigators in their child’s day-to-day learning.  Furthermore, educational partner input clearly highlighted the necessity of culturally responsive outreach and representation. To that end, YCJUSD has significantly increased efforts to include and elevate underrepresented groups in shaping student outcomes. We are intentionally growing our specialized collaborative groups, evidenced by the high participation in our DELAC communities and the proud launch of our African American Parent Advisory Council (AAPAC). These dedicated spaces do more than gather feedback; they actively build the capacity of underrepresented families to understand educational standards, advocate for their students, and partner with the district on initiatives like the Learner Profile. Coupled with our commitment to hosting more workshops and engagement events locally at individual school sites, we are actively removing logistical barriers so that all families can meaningfully partner with us to drive student success.|Based on the analysis of local data and educational partner input gathered during our self-reflection process, YCJUSD’s primary strength in Seeking Input for Decision-Making lies in our expanded, multi-channel approach to gathering diverse stakeholder perspectives. A cornerstone of this progress is our significantly increased participation in the LCAP Parent Engagement Surveys. By leveraging the streamlined, accessible outreach capabilities of ParentSquare—including its real-time, two-way translation features—the district successfully reduced participation barriers. This led to a broader, more representative baseline of data from our families compared to previous years, giving district leadership a clearer, more accurate understanding of our community's needs and priorities.  In addition to quantitative survey data, our progress is marked by a deliberate shift toward embedding community voices directly into our strategic planning and decision-making frameworks. The LEA has cultivated robust, authentic feedback loops through our expanded educational partnership groups. The high engagement within our DELAC communities, the successful launch of the African American Parent Advisory Council (AAPAC), and the active inclusion of families in developing our district Learner Profile are evidence of this strength. These advisory bodies ensure that underrepresented groups have a direct seat at the table, transforming parent input from a checkbox requirement into an essential driver of district policy, resource allocation, and instructional design.|Based on the analysis of educational partner input and local data, YCJUSD’s primary focus area for improvement in Seeking Input for Decision-Making is decentralizing our engagement opportunities to make participation more accessible for all families. Survey feedback explicitly indicated that parents are much more likely to participate and share their insights when meetings, advisory councils, and collaborative forums are held locally at their students' individual school sites. Moving forward, the LEA will focus on empowering site leaders to host more of these decision-making opportunities directly on their campuses, effectively reducing the logistical and geographical barriers that often hinder attendance at district-wide events.  A secondary focus area is sustaining the momentum of our recent outreach through continuous, positive messaging. While we have seen incredible growth in groups like AAPAC and DELAC, we recognize that seeking input cannot be a one-time request. We must consistently utilize ParentSquare to issue warm, inclusive invitations that clearly explain how parent feedback directly impacts district decisions—such as the ongoing development of our Learner Profile. By combining localized, site-based opportunities with persistent, welcoming communication, we aim to increase the volume and diversity of voices contributing to our district's strategic planning and decision-making processes.|Based on the analysis of local data and educational partner input gathered during our self-reflection process, YCJUSD is taking intentional steps to ensure underrepresented families have a direct, accessible voice in district and site-level decision-making. Data revealed that logistical challenges and language barriers have historically limited the participation of certain demographic groups in strategic planning. To directly address this, the LEA will leverage the real-time translation capabilities of ParentSquare to distribute digital feedback forms and surveys—such as our LCAP Parent Engagement Surveys—ensuring that non-English-speaking and multilingual families can easily understand and contribute their perspectives on resource allocation and district priorities.  Furthermore, to gather deep, qualitative input from underrepresented families, YCJUSD will increasingly rely on our specialized advisory councils as primary drivers for decision-making. By actively consulting our DELAC communities and our newly launched African American Parent Advisory Council (AAPAC), we are providing culturally responsive, dedicated spaces where these families can safely and confidently share their insights. Because our survey data explicitly showed that parents prefer localized engagement, we will also focus on moving these input-gathering sessions and collaborative forums directly to individual school sites. By hosting decision-making opportunities on local campuses and utilizing targeted, welcoming communication, we aim to eliminate transportation and scheduling barriers, ensuring that the diverse voices of our underrepresented families actively shape district initiatives like our evolving Learner Profile.|4|4|3|4|4|4|4|4|4|4|4|4|Met||2026-06-23|2026
36679590114256|Inland Leaders Charter|3|ILCS is intentionally structured to foster meaningful connections between families and the instructional environment. The school employs a dedicated parent liaison and activities coordinator who facilitates events and monthly meetings to support volunteer engagement. ILCS recognizes parents as the primary educators of their children and values their partnership with teachers as essential to student success. Parents and guardians contribute significant volunteer hours annually, both within classrooms and through participation in school events. Parents assist with classroom activities including material preparation, shared reading, tutoring, and other instructional supports. In the early grades, parent volunteers support learning centers, enabling teachers to provide more targeted small-group instruction. Principals and the school director support new families through orientation nights designed to ensure a smooth and informative onboarding experience, reinforcing ILCS's welcoming culture.  The strength of these staff-family relationships is reflected in both parent and student survey data. 97% of parents feel welcome at ILCS and 98% are happy their child attends. Parents express strong trust in the school's commitment to safety and instructional quality, and credit the intentional positive leadership culture as significant to their student's social-emotional development. Students themselves reflect this relationship quality: 94% feel teachers treat them with respect, 92% agree that adults at the school care about them, 94% state that teachers believe in them and know that they can learn, and 88% feel there is an adult they trust to help them with any issues — all direct evidence of the staff-family relational environment ILCS has built.|While overall relationship indicators are strong, surveys reveal areas where ILCS can deepen its connection with families. Parents have identified a need for more training and support on topics including mental health, growth mindset, math skills, social media, and general parenting strategies. Currently, parent workshops focus primarily on instructional strategies and academic goals; expanding the scope and frequency of family learning events is an identified area for improvement. Additionally, ILCS recognizes that not all families are equally reachable through existing communication channels. The planned launch of a new SmartSites website integrated with the ParentSquare communication system is intended to create a more accessible and equitable online environment, particularly for families who may not currently engage through traditional outreach. Strengthening School Site Council (SSC) representation at both campuses is also a priority to ensure a broader range of family voices is reflected in school planning.|ILCS uses the English Learner Advisory Committee (ELAC) as a primary vehicle for building relationships with underrepresented families. ELAC meetings are held regularly and provide parents of English Learner students with information about instructional programs, services, and resources that support language development and academic achievement. Parents are encouraged to attend, share perspectives, and collaborate with staff to identify strategies that improve outcomes for English Learners. Through ELAC, families receive information in an accessible forum that strengthens communication and ensures the perspectives of English Learner families are represented in schoolwide planning. In addition, ILCS provides mobile Wi-Fi hotspots and Chromebook/iPad devices on a checkout basis to families who lack sufficient technology resources at home, reducing a barrier to engagement for socioeconomically disadvantaged families. Communication with all families is maintained through multilingual-capable tools, including ParentSquare, text, email, and phone outreach.|ILCS demonstrates strong progress in building partnerships that directly support student learning outcomes. The school hosts Parent Nights that provide families with information and resources related to student learning and school programs. During the 2024–2025 school year, ILCS hosted a Literacy Night focused on equipping families with strategies and tools to support literacy development at home. Individual teachers further support parents through grade-level events and instructional evenings. ILCS principals and the school director offer orientation nights for new families to ensure successful integration into the school community. To address the home technology gap, ILCS provides a 1:1 Chromebook ratio for grades 1–8 and iPads for kindergarten, along with mobile Wi-Fi hotspot lending for families without sufficient home internet access — directly extending the school-to-home learning partnership. Survey data confirms that parents feel genuinely engaged: 92% feel their voice matters at ILCS, and 99% report that the school communicates events and involvement opportunities clearly.|"The focus areas determined from educational partner input and local data include a need to better support parents in building their own skills to assist students with literacy, math, and writing at home. While ILCS has introduced more parent literacy nights through the Title I program, survey feedback indicates families would benefit from expanded workshops and take-home resources. ILCS recognizes that individual teachers currently provide much of this support through parent nights and grade-level events, and the goal is to systematize and broaden these offerings school-wide. Additionally, while the school's philosophy of ""parents as partners"" is reflected strongly in survey data, the school aims to develop a more structured pathway for parents to translate their involvement into measurable support for student academic outcomes."|ILCS engages underrepresented families in student outcome partnerships through several targeted strategies. The English Learner Advisory Committee (ELAC) provides EL families with regular information about assessment results, instructional programs, and home-based learning strategies, ensuring they are active partners in their students' academic progress. With the full implementation of ELOP, underrepresented families benefit from an extended learning day providing enrichment and academic support, as well as summer and intersession programming — reducing the gap in access to learning opportunities outside the traditional school day. The Title I Coordinator supports families with resources and referrals, and parent feedback meetings are intentionally offered during both daytime and evening hours to maximize participation across all family schedules and work situations.|ILCS has built robust structures for shared decision-making that meaningfully include family voices. Parents play an integral role in shaping school priorities through the Local Control and Accountability Plan (LCAP) process, with comprehensive LCAP meetings held throughout the year and input gathered through surveys administered at multiple points. To maximize participation, parent feedback meetings are offered during both daytime and evening hours. Parents also serve on the Finance Committee and the Title I School Site Council, through which they review school financial information including revenues, budgets, and expenditures, and collaboratively develop recommendations presented to the governing board. Survey data reflects that these structures are working: 92% of responding parents feel their voice or input matters at ILCS, and 98% agree that ILCS does a good job of clearly communicating events and how to get involved. Staff surveys similarly demonstrate strong sentiment that staff are involved in decision-making at most levels and that their voices are valued.|The most critical area of focus for ILCS in improving educational partner input is to implement a more effective School Site Council (SSC) at each school site. Current SSC participation does not yet fully represent the diversity of the student population, and ILCS aims to recruit more broadly — specifically targeting families of underrepresented students — to strengthen the council's role in informing school-level decisions. In addition, ILCS is developing a new parent-friendly website integrated with the ParentSquare communication platform to provide improved online resources and a clearer pathway for parents to engage with school governance and programs.|ILCS will begin School Site Council recruitment efforts early in the new school year with explicit outreach to families of underrepresented students, including socioeconomically disadvantaged families and families of English Learners. The SSC will be provided with disaggregated student outcome data to ground its recommendations in the specific needs of all student groups. Through ELAC, EL families already have a dedicated forum for providing input on programs and services that affect their students; ILCS will strengthen the connection between ELAC recommendations and the broader LCAP and SSC processes to ensure those voices inform schoolwide decisions. The new SmartSites website, integrated with ParentSquare, will provide equitable online access to school information and participation opportunities regardless of a family's primary language or prior experience navigating school systems.|5|5|5|5|5|4|5|5|5|4|4|5|Met||2026-06-29|2026
36679590124032|Competitive Edge Charter Academy (CECA)|3|The Yucaipa-Calimesa Joint Unified School District (YCJUSD) has made strengthening the partnership between its staff and families a top priority, recognizing that engaged parents are essential to student success. A cornerstone of this effort is the district-wide implementation of ParentSquare, a unified communication platform designed to keep families easily informed and connected. By consolidating announcements, newsletters, direct messaging, and digital forms into one accessible hub, ParentSquare drastically reduces information overload and ensures consistent messaging. Crucially, the platform offers real-time, two-way translation features that eliminate language barriers, allowing teachers and administrators to communicate seamlessly with every household. This streamlined approach builds trust and transparency, and the efforts are already yielding positive results: recent district surveys indicate a marked improvement in overall communication levels and family satisfaction compared to the previous year.  Beyond enhanced digital connectivity, YCJUSD is actively expanding opportunities for parents to meaningfully participate at their students’ individual school sites. District and site leaders are focused on cultivating a welcoming campus climate where families are invited to be active contributors rather than just spectators. Schools are utilizing ParentSquare's built-in tools to simplify sign-ups for parent-teacher conferences, event RSVPs, and volunteer requests, making it easier than ever for parents to get involved locally. Whether through classroom volunteering, joining site-specific advisory groups, or attending localized community events, these efforts provide families with concrete ways to show up and engage. Ultimately, by bridging the gap between the classroom and the living room, YCJUSD is ensuring that parents are empowered as vital, collaborative partners in their child's educational journey.|YCJUSD is deeply committed to forging strong, authentic connections with our broader community and the families we serve. A major focus of this commitment has been the expansion of our educational partnership groups, ensuring that diverse voices are actively engaged in shaping our district's future. This collaborative spirit was instrumental in initiating the development of our new Learner Profile. By bringing together educators, families, and local community members, we are working collectively to define the essential skills, traits, and competencies our students need to thrive beyond graduation. This shared vision ensures that our educational goals are directly aligned with the values and aspirations of the community we represent.  Furthermore, our targeted efforts to elevate family voices have led to incredible momentum and growth within our specialized advisory groups. We have seen amazing participation and energy from our DELAC (District English Learner Advisory Committee) communities, who play a crucial role in advocating for the needs of our multilingual learners and strengthening cultural ties across the district. Building on this inclusive momentum, we are incredibly proud to have officially launched our AAPAC (African American Parent Advisory Council). This newly established council provides a dedicated space for families to collaborate, share experiences, and partner with the LEA to foster an equitable, supportive, and empowering environment for African American students. Together, these thriving partnerships reflect a dynamic, deeply connected district that truly values every family's contribution to student success.|The collective efforts of the Yucaipa-Calimesa Joint Unified School District to connect with our community are clearly heading in a very positive direction. The successful rollout of enhanced communication tools and the vibrant growth of partnership groups—such as DELAC, the newly formed AAPAC, and our Learner Profile collaborative—demonstrate that our families are eager to be involved. To sustain and build upon this momentum, it is essential that we continue prioritizing positive messaging and consistent, welcoming invitations to join our advisory and collaborative groups. By continually highlighting our shared successes and actively extending a hand to families, we reinforce a culture where every parent feels valued and knows their voice is essential to our students' success.  As we look forward, we also have clear, actionable feedback to guide our next steps. Recent survey results provided a key insight: families explicitly stated that offering more engagement opportunities directly at their individual school sites would significantly boost their ability to participate. Moving forward, taking this feedback to heart will be crucial. By decentralizing some of our collaborative efforts and hosting more meetings, workshops, and partnership events on local campuses, we can remove barriers to attendance and meet families where they are most comfortable. Blending our positive district-wide messaging with these accessible, site-based opportunities will be the key to deepening our relationships and ensuring our community partnerships continue to thrive.|At our school site, the survey feedback we receive from our families and educational partners provides us with a direct, localized roadmap for improving student outcomes right in our own classrooms. Hearing directly from our community reinforces our commitment to what we know matters most: Good First Instruction. Based on these insights, our teachers and site leadership are prioritizing highly engaging, effective lessons built upon a rigorous, standards-based curriculum. By focusing our collaborative energy on delivering high-quality instruction the very first time a concept is introduced, we are ensuring that all of our students develop the strong academic foundation they need to succeed on our campus and beyond.  Furthermore, the data from our local surveys serves as a vital reminder of the diverse learning needs present within our school, driving our site's dedication to Universal Design for Learning (UDL) and data-driven instruction. Our community has clearly voiced the value of inclusive classrooms, and in response, our teachers are actively utilizing UDL frameworks to offer students multiple ways to engage with the material and demonstrate their understanding. To ensure these instructional strategies are truly effective, our professional learning communities (PLCs) are consistently analyzing real-time classroom data and localized assessments. This targeted, data-driven approach allows us to adjust our teaching on the fly, provide immediate interventions, and guarantee that the feedback from our educational partners translates into tangible, everyday academic growth for every student we serve.|The feedback we receive through survey data from our educational partners is playing a pivotal role in shaping how the Yucaipa-Calimesa Joint Unified School District (YCJUSD) approaches student success. By actively listening to families, staff, and community members, we are able to target our instructional goals to ensure every classroom is equipped to elevate student outcomes. A key theme that has emerged from this collaborative data is the critical importance of Good First Instruction. Based on this feedback, the district is renewing its focus on ensuring that initial classroom teaching is highly engaging, deeply effective, and anchored in a rigorous, standards-based curriculum. By equipping our educators with the resources to deliver high-quality instruction from the moment a lesson begins, we are laying a strong foundation for academic achievement that aligns directly with our community's expectations.  Furthermore, our survey insights have highlighted the need to meet students exactly where they are, prompting a strategic embrace of Universal Design for Learning (UDL) and data-driven instruction. Educational partners have clearly voiced the need for inclusive classrooms that accommodate diverse learning styles and abilities. In response, YCJUSD is utilizing UDL frameworks to provide multiple means of engagement, representation, and expression, ensuring that the standards-based curriculum is accessible to all learners. Coupled with a strong emphasis on data-driven instruction, our teachers are continually analyzing localized assessments and real-time classroom data to adjust their teaching strategies on the fly. This dynamic, responsive approach—fueled directly by the insights of our community—ensures that our instructional practices are not only equitable but are continuously refined to drive meaningful improvements in student outcomes across the district.|Based on the analysis of local data and educational partner input gathered during our self-reflection process, YCJUSD recognized a critical need to deepen our engagement with underrepresented families to effectively build partnerships for student outcomes. Data indicated that language barriers and a lack of accessible campus opportunities were limiting the ability of some families to actively support their students' academic journeys. In response, the LEA is heavily investing in tools and strategies that bridge this gap. Our district-wide rollout of ParentSquare provides real-time, two-way translation, ensuring that multilingual and non-English-speaking families have equitable, daily access to academic updates, resources, and direct communication with educators. By breaking down these fundamental barriers, we are empowering previously disconnected families to become active co-navigators in their child’s day-to-day learning.  Furthermore, educational partner input clearly highlighted the necessity of culturally responsive outreach and representation. To that end, YCJUSD has significantly increased efforts to include and elevate underrepresented groups in shaping student outcomes. We are intentionally growing our specialized collaborative groups, evidenced by the high participation in our DELAC communities and the proud launch of our African American Parent Advisory Council (AAPAC). These dedicated spaces do more than gather feedback; they actively build the capacity of underrepresented families to understand educational standards, advocate for their students, and partner with the district on initiatives like the Learner Profile. Coupled with our commitment to hosting more workshops and engagement events locally at individual school sites, we are actively removing logistical barriers so that all families can meaningfully partner with us to drive student success.|Based on the analysis of local data and educational partner input gathered during our self-reflection process, YCJUSD’s primary strength in Seeking Input for Decision-Making lies in our expanded, multi-channel approach to gathering diverse stakeholder perspectives. A cornerstone of this progress is our significantly increased participation in the LCAP Parent Engagement Surveys. By leveraging the streamlined, accessible outreach capabilities of ParentSquare—including its real-time, two-way translation features—the district successfully reduced participation barriers. This led to a broader, more representative baseline of data from our families compared to previous years, giving district leadership a clearer, more accurate understanding of our community's needs and priorities.  In addition to quantitative survey data, our progress is marked by a deliberate shift toward embedding community voices directly into our strategic planning and decision-making frameworks. The LEA has cultivated robust, authentic feedback loops through our expanded educational partnership groups. The high engagement within our DELAC communities, the successful launch of the African American Parent Advisory Council (AAPAC), and the active inclusion of families in developing our district Learner Profile are evidence of this strength. These advisory bodies ensure that underrepresented groups have a direct seat at the table, transforming parent input from a checkbox requirement into an essential driver of district policy, resource allocation, and instructional design.|Based on the analysis of educational partner input and local data, YCJUSD’s primary focus area for improvement in Seeking Input for Decision-Making is decentralizing our engagement opportunities to make participation more accessible for all families. Survey feedback explicitly indicated that parents are much more likely to participate and share their insights when meetings, advisory councils, and collaborative forums are held locally at their students' individual school sites. Moving forward, the LEA will focus on empowering site leaders to host more of these decision-making opportunities directly on their campuses, effectively reducing the logistical and geographical barriers that often hinder attendance at district-wide events.  A secondary focus area is sustaining the momentum of our recent outreach through continuous, positive messaging. While we have seen incredible growth in groups like AAPAC and DELAC, we recognize that seeking input cannot be a one-time request. We must consistently utilize ParentSquare to issue warm, inclusive invitations that clearly explain how parent feedback directly impacts district decisions—such as the ongoing development of our Learner Profile. By combining localized, site-based opportunities with persistent, welcoming communication, we aim to increase the volume and diversity of voices contributing to our district's strategic planning and decision-making processes.|Based on the analysis of local data and educational partner input gathered during our self-reflection process, YCJUSD is taking intentional steps to ensure underrepresented families have a direct, accessible voice in district and site-level decision-making. Data revealed that logistical challenges and language barriers have historically limited the participation of certain demographic groups in strategic planning. To directly address this, the LEA will leverage the real-time translation capabilities of ParentSquare to distribute digital feedback forms and surveys—such as our LCAP Parent Engagement Surveys—ensuring that non-English-speaking and multilingual families can easily understand and contribute their perspectives on resource allocation and district priorities.  Furthermore, to gather deep, qualitative input from underrepresented families, YCJUSD will increasingly rely on our specialized advisory councils as primary drivers for decision-making. By actively consulting our DELAC communities and our newly launched African American Parent Advisory Council (AAPAC), we are providing culturally responsive, dedicated spaces where these families can safely and confidently share their insights. Because our survey data explicitly showed that parents prefer localized engagement, we will also focus on moving these input-gathering sessions and collaborative forums directly to individual school sites. By hosting decision-making opportunities on local campuses and utilizing targeted, welcoming communication, we aim to eliminate transportation and scheduling barriers, ensuring that the diverse voices of our underrepresented families actively shape district initiatives like our evolving Learner Profile.|4|4|3|4|4|4|4|4|4|4|4|4|Met||2026-06-23|2026
36738580000000|Baker Valley Unified|3|This year, the BVUSD has continued to make meaningful progress in strengthening relationships between school staff and families. A key area of growth has been the consistent communication practices implemented across school sites. Regular parent-teacher conferences, school meetings, messaging platforms, and accessible parent portals have enhanced transparency and engagement, helping families remain informed and connected to their child’s educational experience.  Staff members have also participated in ongoing professional development focused on cultural responsiveness and effective family engagement strategies. These efforts have strengthened staff capacity to build trust, foster positive relationships, and effectively support families from diverse backgrounds. Increased participation in family-teacher conferences, many of which are offered at flexible times, reflects the district’s success in promoting stronger two-way communication between home and school.  Survey data continues to show that families feel welcomed, respected, and valued as active partners in the educational process. Overall, this progress demonstrates the BVUSD’s ongoing commitment to creating inclusive school environments where meaningful relationships between families and staff are prioritized and nurtured.|The BVUSD remains committed to supporting parents in effectively utilizing available communication tools and school technologies. Schools continue to provide ongoing training and assistance to help families navigate digital platforms such as parent portals, learning management systems, and messaging applications. These tools play a vital role in keeping families informed about student progress, assignments, school events, and important announcements. Through these continued efforts, the district aims to strengthen home-school communication and ensure all families have equitable access to essential educational resources and information.|The BVUSD is actively working to strengthen engagement with underrepresented families through intentional outreach efforts, inclusive practices, and meaningful community partnerships. Recognizing that traditional approaches to family engagement may not effectively reach all families, the LEA continues to implement culturally responsive and accessible strategies designed to ensure every family feels welcomed, valued, and empowered to participate in their child’s education.  Efforts include providing multilingual communication and translation services, offering flexible meeting times, and collaborating with community organizations to better support families’ diverse needs. Schools are also increasing opportunities for family input through surveys, advisory groups, and school events that encourage participation from all stakeholders. Through these ongoing initiatives, the BVUSD is committed to building stronger relationships with families and creating equitable opportunities for engagement across the district.|The BVUSD closely monitors student academic progress on a daily basis and consistently shares updates with parents and guardians to support student success. To strengthen communication and collaboration between home and school, the district has expanded opportunities for parent-teacher meetings and conferences focused on discussing student progress, academic performance, and individualized support strategies. These increased opportunities for engagement have helped foster stronger partnerships with families by encouraging ongoing dialogue, shared responsibility, and greater involvement in students’ educational experiences. Through timely communication and consistent progress monitoring, the BVUSD remains committed to supporting student achievement and maintaining meaningful connections with families.|The BVUSD remains focused on expanding family liaison roles to serve as trusted connections between schools and families, particularly for those who speak languages other than English and families from historically marginalized communities. These liaisons play an important role in fostering communication, building relationships, and ensuring families feel supported and connected to their child’s school community. To further reduce barriers to participation, the district continues to host community-based events in familiar and welcoming locations such as community centers, faith-based organizations, and local housing complexes. These efforts are designed to increase accessibility and encourage greater family involvement in school-related activities and decision-making processes. In addition, the BVUSD provides interpretation and translation services for major communications, meetings, and school events to ensure language differences do not prevent families from fully engaging in their child’s education. The district also offers flexible meeting times and virtual participation options for parent-teacher conferences, workshops, and school meetings to better accommodate varying family schedules, work commitments, and transportation limitations. Through these intentional efforts, the BVUSD continues to strengthen equitable family engagement across the district.|The BVUSD is actively working to strengthen engagement with underrepresented families through intentional outreach, inclusive practices, and strong community partnerships. Understanding that traditional methods of family engagement may not effectively reach all families, the LEA continues to implement culturally responsive and accessible strategies that ensure every family has the opportunity to participate meaningfully in their child’s education. The district is focused on creating welcoming environments where families feel valued, respected, and empowered as educational partners. Efforts include expanding outreach through family liaisons, increasing multilingual communication and translation services, and collaborating with community organizations to better support families from diverse backgrounds. Schools are also providing flexible opportunities for participation through virtual meetings, varied conference times, and community-based events designed to reduce barriers to engagement. Additionally, the BVUSD seeks regular family input through surveys, advisory committees, and school events to ensure that all voices are heard and considered in the decision-making process. These ongoing efforts reflect the district’s commitment to equity, inclusion, and building strong partnerships that support student success.|The BVUSD has demonstrated significant strengths in seeking and incorporating input from diverse stakeholders to guide district and school-level decision-making. One of the district’s most notable areas of progress has been the development of structured feedback systems through regular surveys, focus groups, and collaborative meetings involving parents, students, staff, and community partners. Parent advisory committees, including DELAC, ELAC, and School Site Councils, have been strengthened through increased training, guidance, and ongoing support designed to empower participants and promote meaningful engagement. These efforts have helped ensure that stakeholder voices play an active role in shaping important decisions related to budgeting priorities, academic programs, student supports, and school climate initiatives. The district’s commitment to inclusive decision-making has fostered greater transparency, collaboration, and trust among stakeholders. By creating consistent opportunities for input and dialogue, the BVUSD continues to build stronger partnerships that support equitable outcomes and continuous improvement across the district.|The BVUSD continues to offer flexible meeting times and virtual participation options for parent-teacher conferences, school meetings, and family workshops in order to accommodate varying family schedules, work commitments, and transportation challenges. By providing multiple opportunities for engagement, the district aims to increase accessibility and ensure that all families are able to actively participate in their child’s educational experience and school community.|The BVUSD is actively committed to improving engagement with underrepresented families through intentional outreach efforts, inclusive practices, and strong community partnerships. Recognizing that traditional methods of family engagement may not effectively meet the needs of all families, the LEA continues to implement culturally responsive and accessible strategies to ensure every family has a meaningful voice in their child’s education. The district works to create welcoming and inclusive environments where families from diverse backgrounds feel respected, supported, and empowered as educational partners. Ongoing efforts include expanding multilingual communication, increasing interpretation and translation services, collaborating with community organizations, and providing flexible opportunities for participation through virtual meetings and varied scheduling options. Additionally, the BVUSD continues to strengthen outreach through family liaisons, advisory committees, surveys, and community-based events designed to reduce barriers to engagement and encourage active participation from all stakeholders. These efforts reflect the district’s ongoing commitment to equity, inclusion, and building strong partnerships that support student achievement and well-being.|4|5|5|4|5|4|5|5|4|4|4|4|Met||2026-06-18|2026
36738900000000|Silver Valley Unified|3|Based on the analysis of educational partner input and local data, Silver Valley Unified School District demonstrates strong current performance in building relationships between school staff and families. Family survey results show that 95% of respondents rated Family Engagement favorably, including 93% who agreed that their involvement in their child’s education is valued at school and 96% who agreed that schools help connect families to needed supports such as counseling, health services, food, or community resources. Families also reported strong communication and access to school leadership, with 92% agreeing that their child’s school effectively communicates with them and 94% indicating that school site administrators are easily accessible.  Staff data further supports this strength. Staff reported a 93% favorable rating for School Climate, including 96% agreement that the School/District is welcoming to parents and facilitates their involvement, and 98% agreement that staff regularly use technology to communicate with parents, students, and/or colleagues. These results indicate that SVUSD has established consistent systems for communication, family support, and access to school staff and administrators.  Student data also reflects positive relationships with adults on campus. Among students in grades 3–5, 92% reported that there is a teacher or other adult who really cares about them, and 93% reported that an adult tells them when they do a good job. Among students in grades 6–12, 87% reported that there is an adult who cares about them and 87% reported that an adult believes they will be successful. Together, the data show that SVUSD’s relationship-building efforts are evident across families, staff, and students, with particular strengths in communication, administrator accessibility, family support, and caring adult-student connections.|Based on the analysis of educational partner input and local data, Silver Valley Unified School District will continue to strengthen two-way communication and relationship-building between school staff and families. While family engagement results are strong overall, with 95% favorable responses, the District will focus on ensuring that all families consistently feel informed, welcomed, and connected to school staff. A continued area of focus is increasing family awareness of available school and community supports, as 16% of families reported being unsure whether their child’s school helps connect families to needed supports such as counseling, health services, food, or community resources.  The District will also focus on improving student comfort in seeking help from adults at school, which is closely connected to family-school trust. Family survey results show that 67% of families reported their child is comfortable asking adults at school for help, indicating an opportunity to strengthen relationships and increase visibility of trusted adults on campus. Student data also supports this need, particularly for grades 6–12, where 71% of students reported that they know an adult on campus they can talk to when having a hard time with something outside of academics.  To address these areas, SVUSD will continue to build consistent communication systems, expand opportunities for families to connect with school staff, increase awareness of available supports, and strengthen schoolwide practices that help students and families identify trusted adults at each school site.|Based on educational partner input and local data, Silver Valley Unified School District will improve engagement of underrepresented families by strengthening targeted, two-way communication and increasing awareness of available school and community supports. While overall family engagement is strong, survey results show that some families remain unsure about how schools connect them to supports such as counseling, health services, food, and community resources. SVUSD will address this by using multiple communication methods, sharing information in accessible formats, and ensuring that school staff proactively reach out to families who may be less connected to school activities or advisory opportunities.  The District will also continue to increase participation from families of English Learners, students with disabilities, low-income students, foster youth, military-connected families, and families who face barriers related to transportation, work schedules, language access, or geographic distance. Strategies will include personal invitations to participate in school and district meetings, flexible meeting options, translated materials and interpretation as needed, expanded use of technology for communication, and intentional follow-up from school staff. These actions are intended to ensure that underrepresented families are welcomed, heard, and included as educational partners in decisions that support student success.|SVUSD’s current strengths in Building Partnerships for Student Outcomes include strong family engagement, clear communication, administrator accessibility, and coordination of school-based supports. Local survey data indicate that families feel valued as educational partners and recognize the District’s efforts to connect students and families with supports that promote academic, social-emotional, and physical well-being. Family Engagement was rated 95% favorable, and School Leadership and School Safety were both rated 94% favorable by families.  In addition, staff survey results show that SVUSD has systems in place to support family partnerships, including welcoming school environments and regular communication through technology. Staff reported 96% favorable agreement that the District is welcoming to parents and facilitates their involvement, and 98% reported using technology regularly to communicate with parents, students, and/or colleagues. Student survey results show that students experience these partnerships through academic help, encouragement, and caring adult relationships, supporting positive student outcomes across grade spans.|Based on the analysis of educational partner input and local data, Silver Valley Unified School District will focus on strengthening partnerships that more directly connect family engagement to student academic, social-emotional, and college/career outcomes. While overall family engagement is strong, local data indicate opportunities to improve how consistently families understand available supports and how those supports connect to student progress. For example, 16% of families reported being unsure whether their child’s school helps connect families to needed supports such as counseling, health services, food, or community resources.  SVUSD will also focus on increasing student and family confidence in accessing help from school staff. Family survey results show that 67% of families reported their child is comfortable asking adults at school for help, while grades 6–12 student results show that 71% know an adult on campus they can talk to when having a hard time with something outside of academics. These results suggest a need to strengthen family-school-student partnerships so that students and families clearly know who to contact for academic, behavioral, social-emotional, and postsecondary support.  To improve in this area, SVUSD will continue to expand proactive communication, increase family awareness of intervention and support services, strengthen connections between families and trusted school staff, and provide more opportunities for families to participate as educational partners in monitoring student progress and supporting student success.|SVUSD will improve engagement of underrepresented families by intentionally connecting family partnership efforts to measurable student outcomes, including academic progress, attendance, school connectedness, behavior, graduation readiness, and college/career preparation. The District will identify families who may be less connected to school through survey participation, advisory group attendance, parent conference participation, attendance data, intervention data, and student support referrals.  Strategies will include proactive outreach from school staff, personal invitations to participate in meetings and student progress conversations, expanded access to virtual or flexible meeting formats, translated materials and interpretation as needed, and clearer communication about how families can support learning at home. SVUSD will also increase family awareness of available supports such as tutoring, counseling, health services, food resources, special education services, English Learner supports, and college/career planning. These efforts will help ensure that underrepresented families are not only informed, but actively engaged as educational partners in improving student outcomes.|Based on the analysis of educational partner input and local data, Silver Valley Unified School District demonstrates strength and progress in seeking input for decision-making through multiple formal and informal engagement structures. The District gathers input from families, students, certificated staff, classified staff, school site councils, DAC/DELAC, and site-based planning processes to inform district priorities, LCAP development, school planning, and student support systems. SVUSD’s LCAP presentation documents educational partner input from all seven school sites, parent and student surveys, certificated and classified surveys, DAC/DELAC, and district strategic planning, with more than 1,600 survey responses collected.  Current survey data also demonstrates strong conditions for continued input and collaboration. Families reported high levels of engagement, with 95% favorable results for Family Engagement, including 93% agreement that their involvement in their child’s education is valued. Families also reported that school site administrators are accessible, with 94% favorable responses. Staff data further supports the District’s decision-making structures, with 91% agreeing that administrators/supervisors provide organizational support for collaboration and 93% reporting that leaders effectively communicate important information to staff.  Together, these results show that SVUSD has established meaningful systems for gathering input and using educational partner feedback to guide planning, communication, and continuous improvement.|Based on the analysis of educational partner input and local data, Silver Valley Unified School District will focus on expanding participation and representation in decision-making opportunities. While the District has strong systems in place for gathering input through surveys, School Site Councils, DAC/DELAC, LCAP engagement, and site-based planning, a continued focus area is ensuring that all educational partner groups are consistently represented, particularly families who may be less likely to participate because of work schedules, transportation, language access, military-related mobility, geographic distance, or unfamiliarity with district processes.  SVUSD will also focus on closing the feedback loop by more clearly communicating how educational partner input is used to shape decisions, programs, services, and LCAP priorities. To improve in this area, the District will continue using multiple communication methods, flexible meeting options, translated materials and interpretation as needed, targeted outreach, and follow-up communication after input is gathered. These efforts will help ensure that input is not only collected, but also meaningfully considered and reflected in district and site-level decisions.|Based on the analysis of educational partner input and local data, Silver Valley Unified School District will improve engagement of underrepresented families in decision-making by using more targeted, accessible, and intentional outreach strategies. The District will focus on families who may be less represented in surveys, advisory committees, School Site Councils, DAC/DELAC, LCAP engagement sessions, and site-based planning opportunities. This includes families of English Learners, students with disabilities, low-income students, foster youth, military-connected students, and families who may experience barriers related to transportation, work schedules, language access, geographic distance, or frequent mobility.  To improve participation, SVUSD will provide personal invitations from school staff and administrators, offer flexible and virtual meeting options, provide translated materials and interpretation as needed, and use multiple communication tools to share opportunities for input. The District will also strengthen its feedback loop by sharing what was heard, how input was considered, and how educational partner feedback shaped decisions, programs, services, and LCAP priorities. These actions will help ensure that underrepresented families are not only invited to participate, but are meaningfully included in district and site-level decision-making.|5|5|4|4|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
36739570000000|Snowline Joint Unified|3|Based on the 2026 Hanover Research LCAP Survey Analysis, Snowline Joint Unified School District continues to demonstrate strong progress in building positive relationships between school staff and families. Survey data indicate that 71% of parents agree that school staff provide consistent and accurate information to families, while 69% report satisfaction with the courtesy and respect demonstrated by school staff. Additionally, 68% of respondents report overall satisfaction with the customer service they have experienced in Snowline JUSD, and 66% indicate satisfaction with the responsiveness of school staff.  The district also continues to strengthen welcoming and relationship-centered school environments. Sixty-three percent of parents report feeling welcome when visiting schools, while 63% indicate that office staff build positive relationships with families. Sixty-one percent report that teaching staff build positive relationships with families, and 60% indicate they have collaborative working relationships with school staff to solve problems together. These results demonstrate continued progress toward creating supportive school environments where families feel respected, informed, and connected to their child’s educational experience.|Based on educational partner input and local data, Snowline JUSD’s focus areas for improvement include strengthening consistency in communication, responsiveness, and family engagement opportunities across all schools and departments. Although many families report positive experiences, survey data indicate continued opportunities to improve how schools listen to and respond to parent concerns, with 59% of respondents indicating that school staff listen to their concerns.  The district will continue refining customer service practices and strengthening two-way communication systems to ensure all families experience timely, respectful, and accessible communication. Additional efforts will focus on expanding relationship-building strategies, increasing family participation opportunities, and providing continued professional learning for staff related to culturally responsive engagement and effective communication practices. Snowline JUSD will also continue using survey data and educational partner feedback to monitor progress and identify areas where additional support may be needed.|Based on analysis of educational partner input and local data, Snowline JUSD will continue implementing targeted strategies to improve engagement with underrepresented families. Survey results indicate that scheduling conflicts remain one of the largest barriers to participation, identified by 24% of respondents. Additional barriers include uncertainty about how to participate and childcare needs.  To address these barriers, schools will continue increasing the use of families’ preferred communication methods, including email and text messaging, which were identified as the most preferred forms of communication by families. Schools will also provide more flexible opportunities for participation through varied meeting times, virtual options, and expanded outreach efforts. Family engagement opportunities will continue to emphasize accessibility, relationship building, and two-way communication.  Additionally, the district will continue supporting translation and interpretation services, family outreach efforts, and culturally responsive practices to ensure all families feel welcomed, informed, and empowered to participate in their child’s education and school community.|Based on the 2026 Hanover Research LCAP Survey Analysis, Snowline JUSD continues to demonstrate progress in building partnerships that support positive student outcomes. Survey results indicate that 75% of respondents understand the academic supports available to students, while 67% believe students receive the resources and support they need. Additionally, 67% report understanding the social-emotional supports available to students.  The district also continues to demonstrate strong support for student groups requiring additional services. Among English Learner families, 77% report that schools provide sufficient academic support, 71% report adequate social-emotional support, and 80% indicate schools provide encouragement for students. Families of students receiving Special Education services report positive perceptions of academic support (76%), social-emotional support (73%), accommodations (77%), and encouragement (79%). Low-income families also report favorable perceptions of academic support (76%), encouragement (76%), and access to learning materials and technology (77%).  These data demonstrate continued progress in supporting students through academic, social-emotional, and intervention services while strengthening partnerships with families around student success.|Based on analysis of educational partner input and local data, Snowline JUSD will continue focusing on increasing family awareness, engagement, and participation related to student support systems and student achievement. While survey results indicate positive perceptions overall, the district recognizes the need to strengthen family understanding of available services, increase opportunities for collaboration, and expand meaningful engagement in school and district decision-making processes.  The district will continue supporting DELAC, PAC, school site council committees, and other educational partner groups to strengthen communication and family participation. Additional efforts will focus on increasing outreach regarding academic, behavioral, and social-emotional supports available to students. Schools and district departments will continue collaborating to provide clear communication, accessible resources, and opportunities for families to partner in supporting student learning and achievement.|Based on educational partner input and local data, Snowline JUSD will continue implementing strategies to improve engagement with underrepresented families in ways that directly support student outcomes. The district will continue providing translation and interpretation services, culturally responsive outreach, and multiple opportunities for family participation.  Schools will continue utilizing family liaisons, expanded communication systems, and flexible participation opportunities to strengthen connections between families and schools. Outreach efforts will prioritize reducing barriers to participation and ensuring families receive accessible information regarding student supports, programs, services, and opportunities for involvement.  The district will also continue increasing opportunities for families to engage in conversations regarding academic progress, social-emotional supports, attendance, and intervention services to strengthen collaborative partnerships that positively impact student outcomes.|Based on the analysis of educational partner input and local data, the LEA has sought input for decision-making. The Hanover Research Local Control and Accountability Plan (LCAP) Survey Analysis indicates that 60.0% of parents and guardians believe they are given a say in the decision-making process at their child's school, with 52.0% feeling they have a voice at the district level. These figures suggest a developing foundation and a growing trust in the LEA's efforts to include community educational partners in crucial decisions, reflecting a positive step forward in fostering collaborative governance.|Based on analysis of educational partner input and local data, Snowline JUSD will continue focusing on increasing family participation and strengthening shared decision-making processes at both the school and district levels. Although survey results demonstrate positive progress, the district recognizes opportunities to expand awareness of participation opportunities and increase representation from all educational partner groups.  The district will continue strengthening communication regarding advisory groups, committees, surveys, and engagement opportunities while providing additional support to families participating in decision-making processes. District and site leadership teams will continue collaborating to improve strategic planning alignment and strengthen partnerships with families and community members.  Additionally, the district will continue reviewing educational partner feedback to improve engagement structures, communication systems, and opportunities for meaningful collaboration in district initiatives and school improvement efforts.|Based on educational partner input and local data, Snowline JUSD will continue implementing targeted strategies to improve participation and engagement of underrepresented families in decision-making processes. Survey data indicate that scheduling conflicts, uncertainty regarding participation opportunities, and limited awareness of involvement options continue to impact participation rates.  To address these barriers, schools and district departments will continue increasing communication through preferred methods such as email and text messaging while also providing flexible meeting formats, including virtual participation opportunities and varied meeting times. Schools will continue offering guidance, resources, and outreach efforts designed to help families better understand how to participate in advisory groups, committees, and school decision-making opportunities.  The district remains committed to fostering inclusive practices that ensure all families feel welcomed, valued, and empowered to contribute their perspectives to school and district improvement efforts.|4|4|4|5|4|4|4|4|4|4|4|4|Met||2026-06-30|2026
36741380000000|Colton-Redlands-Yucaipa ROP|3||||||||||||||||||||||Not Met|||2026
36742110000000|Baldy View ROP|3||||||||||||||||||||||Not Met|||2026
36745180000000|San Bernardino County ROP|3||||||||||||||||||||||Not Met|||2026
36750440000000|Hesperia Unified|3|Hesperia USD remains committed to breaking down language barriers and ensuring meaningful, two-way communication with all families. The district utilizes an integrated digital platform to distribute quick multilingual updates via text, social media, and automated calls, alongside the HUSD student information system, which gives families mobile access to real-time grades, attendance, and campus announcements. To enhance these efforts, the LEA leverages an AI-powered real-time translation and captioning for school events, which complements on-demand support from dedicated district Interpretation/Translation Specialists and contracted services covering over 200 additional languages.|Based on the analysis of educational partner input and local data, HUSD's focus is on improving Building Relationships Between School Staff and Families by increasing the use of our student information system by our staff, students, and families. Through these information systems, school staff post student assignments, grades, academic progress, attendance records, and teacher contact information. Families have access to continually monitor their students' success with up-to-date information. HUSD has expanded its family and community resources with the addition of a liaison at each school site. This addition allows for collaboration between the school site and families, as well as the sharing of best practices for family engagement and the provision of targeted resources as needed.|Hesperia Unified School District (HUSD) is actively developing a comprehensive Family and Community Engagement Framework designed to meet the diverse needs of our community through a tiered system of support. Much like academic interventions, this framework ensures that all families receive foundational communication and resources, while providing increasingly targeted, specialized assistance for families facing unique challenges.|Schools have identified a specific goal on their school plans focused on increasing family engagement. They strive to provide meaningful two-way communication with parents through various platforms. Based on feedback from our educational partners indicating a need to further increase family engagement, we have successfully added a Family Community Liaison at every school site to empower our parents to partner with us. As a result, this action continues to be included in our LCAP, providing schools with a coherent framework to support family engagement efforts districtwide. This is being accomplished through our Family and Community Engagement (FACE) team, which meets on a monthly basis with the purpose of implementing the National Standards for Family Engagement.|Schools across the district have pinpointed increasing family engagement as a key objective within their individual school plans. They are committed to fostering meaningful two-way communication with parents, utilizing a variety of platforms to achieve this. We have added a Family Community Liaison to every school site, a move designed to empower parents to become even stronger partners in their children's education. To ensure sustainability and impact, this action has been incorporated into our Local Control and Accountability Plan (LCAP), establishing a comprehensive Family and Community Engagement Framework across the district. This structured framework moves beyond traditional outreach by equipping schools with actionable strategies to meet families where they are. It outlines systemic practices for two-way communication, parent leadership development, and collaborative decision-making. HUSD provides school sites with the clear guidance, alignment, and resources necessary to cultivate an inclusive environment where every family can actively support their student's academic and social-emotional success.|District and school site staff are committed to equitable family outreach, specifically targeting underrepresented families to ensure diverse representation on advisory and decision-making bodies. To eliminate barriers to participation, schools are increasing accessibility by providing comprehensive translation and interpretation services, alongside flexible meeting formats—such as livestreams and virtual attendance options. This approach directly responds to community survey data, ensuring both district and school-site strategies are tailored to the unique needs of our families.|All school administrators have received ongoing training on the importance of including various educational partners in the decision-making process. Schools have established school site councils, English Learner Advisory Committees, and other parent decision-making groups. These groups are continuously involved in receiving information and providing input on school and district-level decisions. In addition to these committees, school sites analyze the responses from the annual district and site surveys to help make more informed decisions.|Our comprehensive needs assessment highlighted the essential need to elevate student voice within the district's decision-making process. In response, HUSD prioritized integrating student perspectives into key district-wide committees, including the District Advisory Committee (DAC). This student representation is now successfully established and will remain a permanent, foundational component of our shared governance moving forward. In addition, we send out a student survey annually, and the responses are analyzed by district and site educational partners.|As we gather input from educational partners via surveys and committees, the district remains committed to disaggregating feedback by student and family subgroups. This targeted analysis ensures that the unique perspectives, needs, and priorities of every demographic are clearly identified and addressed.|4|5|4|5|4|5|5|5|5|5|5|5|Met||2026-06-10|2026
36750440107516|Summit Leadership Academy-High Desert|3|SLA utilizes social media, the school website, and the text, call, and email functions in ParentSquare to communicate information about school matters and upcoming events to parents. SLA hosted multiple events to engage with partners, such as Back to School Night, student celebrations, orientation, and the graduation ceremony. The school site council/ELAC, Coffee Chats, and other parent meetings were also held on campus, in which staff and parents discussed areas of growth and celebrated successes.|SLA will improve two-way communication between parents and teachers by providing additional training for staff on ParentSquare and Elevate. SLA will also continue to hold athletic events, award ceremonies, and other activities to continue to provide opportunities for connection.|SLA will provide a virtual link to all campus meetings to include families who lack the resources and/or availability to attend in-person. SLA also designates an individual to manage and host community events and act as a single point of contact to liaise between families and staff.|SLA has partnered with multiple organizations to support positive student outcomes. The California Cadet Corps provides real-world career technical training for military and public safety industries. BeeWell and Desert Mountain Children’s Center provide mental health services for students and families. Victor Valley College offers dual and concurrent enrollment courses through which students may earn both high school and college credits simultaneously.|SLA will continue to build its partnership with Victor Valley College to remove barriers to enrolling in college programs. SLA will create more opportunities for formal and informal interactions between families and educators.|The Wellness Center staff will identify barriers to learning and connect students to resources based on need. SLA will continue to contract with community organization FamSpot to host parent nights in which parents are provided resources and information to support their students at home.|SLA hosted multiple School Site Council/English Learner Advisory Council meetings with virtual options, administered surveys, and held individual meetings with family members to solicit input to improve school programs. SLA also attended workshops provided by SBCSS to identify root causes and seek collaborative solutions. SLA holds regular board meetings that are broadcasted virtually.|SLA has identified increasing parent engagement and input in decision-making as a key focus area for improvement. To address this, SLA will enhance the utilization of communication platforms such as ParentSquare, social media, and online surveys by providing user-friendly reference materials (e.g., flyers and infographics) both digitally and in print. Additionally, SLA will expand opportunities for parent involvement by hosting more on-campus events and meetings beyond school hours, ensuring flexible scheduling to accommodate diverse family needs. These efforts aim to strengthen parent voice and participation in school decisions|SLA will administer verbal surveys with families to overcome barriers to completing them using conventional methods.|5|4|3|3|2|3|2|3|3|3|4|4|Met||2026-06-10|2026
36750440112441|Pathways to College K8|3|Based on educational partner input and local data, Pathways to College K8 demonstrates current strength and progress in Building Relationships Between School Staff and Families through its intentional, multi-layered approach to family engagement and communication. The school engaged parents through School Site Council meetings, Families and Educators Together meetings, Coffee and Tea with the Principal, newsletters, and a schoolwide LCAP survey. These opportunities allowed families to learn about school goals, budget priorities, and areas of need, while also providing meaningful input on academic supports, school climate, attendance, safety, course access, and resource priorities. Parent survey results indicate that families generally view the school positively. Parent and Family Engagement received an average rating of 3.47 out of 4, with 84.2% positive responses, showing that most families believe the school is making progress in this area. Families also identified family involvement as an important priority for the 2026–2027 school year, confirming that continued communication and relationship-building should remain a focus. Input from students, teachers, classified staff, administration, and the Board further reinforced the importance of strong relationships between school staff and families. Educational partners emphasized that student success is supported when families are informed, welcomed, and included in decisions related to attendance, academic intervention, school climate, and student support. Classified staff also highlighted the importance of parent communication as part of attendance improvement and MTSS, while administration and the Board helped ensure that family input was considered in budget and program decisions. Overall, the LEA’s strengths include maintaining multiple opportunities for family participation, using surveys and meetings to gather input, communicating LCAP priorities clearly, and creating a warm, safe, and welcoming school environment. Progress is evident in the school’s continued efforts to build trust with families and use their feedback to shape goals, actions, services, and budget priorities.|The LEA’s focus area for improvement in Building Relationships Between School Staff and Families is to make family and educational partner engagement more timely, ongoing, and connected to schoolwide decision-making throughout the year. While Pathways to College K8 provided multiple opportunities for input during the LCAP development process, local data and educational partner feedback indicate a need to begin these engagement efforts earlier in the school year and continue them more consistently. A key area for improvement is establishing clear expectations and timelines for gathering input from parents, students, teachers, classified staff, administration, and the Board beginning at the start of the year. This would allow educational partners to provide feedback on a wider range of topics, including academic programs, attendance supports, school climate, student activities, communication practices, family engagement opportunities, and resource needs, rather than limiting most formal input to the LCAP development window. The LEA will also focus on strengthening two-way communication with families so that input is not only collected, but also acknowledged and used to inform decisions throughout the year. By creating regular opportunities for feedback through meetings, surveys, newsletters, SSC, FET, Coffee and Tea with the Principal, and other forums, the school can continue building trust and shared responsibility between staff and families. Overall, the LEA’s improvement focus is to move from periodic engagement to a more continuous partnership model. This will help families feel more informed, valued, and connected to the school, while also giving staff better information to respond to student and family needs in a timely and meaningful way.|The LEA will improve engagement of underrepresented families by using a more intentional and targeted approach to communication and invitations throughout the school year. Based on the self-reflection process, Pathways to College K8 will continue to expand opportunities for family input while making special efforts to reach families who may not regularly attend meetings, complete surveys, or participate in formal school committees. To strengthen participation, the school will make specialized invitations to underrepresented parent groups, including families of English learners, socioeconomically disadvantaged students, students with disabilities, foster or homeless youth, and families whose students have attendance, academic, or engagement concerns. These invitations may include personal phone calls, direct messages, translated communication when needed, individual outreach from office staff or teachers, and targeted reminders before meetings or surveys close. The school will also use multiple engagement formats so families have more than one way to participate. This may include small-group parent meetings, SSC, FET meetings, Coffee and Tea with the Principal, family surveys, newsletters, parent conferences, and informal check-ins. By offering both in-person and written opportunities for input, the LEA can reduce barriers for families who may not be able to attend meetings during traditional times. Overall, the LEA will improve engagement by identifying which family groups are less represented, reaching out to them directly, and creating more welcoming and accessible opportunities for them to share feedback. This will help ensure that input from underrepresented families is included in decisions related to academic supports, attendance, school climate, family engagement, student services, and LCAP priorities.|Based on the analysis of educational partner input and local data, Pathways to College K8 demonstrates current strength and progress in Building Partnerships for Student Outcomes through its ongoing efforts to involve families as active partners in supporting student learning. The school has used Families and Educators Together (FET) meetings, Coffee and Tea with the Principal, School Site Council meetings, newsletters, and surveys to communicate with families, gather input, and strengthen the connection between home and school. A strength in this area is the school’s use of FET meetings to introduce parents to a wide variety of school functions, supports, and programs that can benefit students academically. These meetings help families better understand available academic resources, intervention supports, school expectations, and opportunities for students to be successful. By increasing parent awareness of these supports, the school helps families become more informed partners in their children’s education. The school has also made progress through Coffee and Tea with the Principal meetings, where discussions have included not only school priorities and LCAP input, but also ways parents can support learning at home. These conversations help reinforce the shared responsibility between school staff and families in improving attendance, academic progress, student engagement, and school readiness. Overall, the LEA’s strengths include creating multiple opportunities for families to learn about school programs, ask questions, provide feedback, and understand how they can support student outcomes. These efforts reflect progress toward building stronger partnerships between staff and families that are focused on improving academic achievement, engagement, attendance, and overall student success.|The LEA’s focus area for improvement in Building Partnerships for Student Outcomes is to provide families with more specific, practical guidance on how they can support student learning at home. While Pathways to College K8 has created opportunities for parents to learn about school programs and provide input, educational partner feedback and local data indicate a need to strengthen the connection between family engagement and measurable academic outcomes. A key improvement area is helping parents better understand the specific tasks, routines, and strategies they can use at home to support student progress, particularly in mathematics and foundational academic skills. This may include providing families with grade-level practice activities, examples of questions parents can ask during homework, strategies for building math fluency, reading and vocabulary routines, attendance reminders, and guidance on how to monitor student progress. The school will also consider offering parent and student academic events, such as a Math Night, where teachers can model academic support strategies for families. During these events, parents would have the opportunity to observe how math concepts are taught, learn simple ways to support problem-solving at home, and then practice those strategies directly with their children. This would help parents feel more confident and prepared to support learning outside of school. Overall, the LEA’s focus is to move beyond general family involvement and develop stronger academic partnerships with parents. By providing clear expectations, modeled strategies, hands-on practice opportunities, and ongoing communication, the school can better equip families to support academic achievement, improve student confidence, and contribute to stronger student outcomes.|The LEA will improve engagement of underrepresented families in Building Partnerships for Student Outcomes by using more targeted and personal outreach to ensure that all families have access to academic support opportunities. Based on the self-reflection process, Pathways to College K8 will make intentional efforts to include families who may not regularly attend meetings, complete surveys, or participate in school activities. A key strategy will be to specifically call parents of underrepresented student groups to invite them to meetings, workshops, and academic activities. This may include families of English learners, socioeconomically disadvantaged students, students with disabilities, foster youth, homeless youth, and students who are experiencing academic, attendance, or engagement concerns. Personal phone calls will help ensure that families receive the invitation directly, understand the purpose of the event, and feel welcomed to participate. The school will also use targeted invitations for events such as FET meetings, Coffee and Tea with the Principal, parent workshops, Math Night, student support meetings, and other academic partnership activities. These opportunities will be designed to show parents specific strategies they can use at home to support student learning, including math practice, homework routines, attendance habits, and ways to monitor academic progress. Overall, the LEA will improve engagement by identifying families who are underrepresented, personally inviting them to participate, and offering meaningful activities that connect family involvement directly to student outcomes. This approach will help build stronger partnerships with families, increase access to academic support information, and ensure that the voices and needs of underrepresented families are included in efforts to improve student achievement.|In developing the LCAP this year, the principal engaged a wide variety of educational partners through multiple methods of engagement. Parents provided input through School Site Council (SSC) meetings, Families and Educators Together (FET) meetings, and Coffee and Tea with the Principal meetings. During these opportunities, parents were invited to share feedback on potential improvements to the school’s academic program and on ways to continue maintaining a school environment that is warm, safe, and welcoming. Parents were also provided a survey to identify their budget priorities for funding various programs and supports in the upcoming school year. This broad engagement process reflects a current strength of the LEA in seeking input for decision-making and demonstrates progress in using educational partner feedback to inform planning, priorities, and resource allocation.|The LEA’s focus areas for improvement in Seeking Input for Decision-Making include establishing a more consistent, formal, and yearlong structure for gathering educational partner input. While Pathways to College K8 engaged parents, students, staff, administration, and the Board during the LCAP development process, the self-reflection process identified a need to begin input opportunities earlier in the school year and continue them on a regular basis. A key improvement area will be to hold School Site Council meetings monthly throughout the school year, beginning in August 2026. The school will plan for 10 SSC meetings during the year so that parents, staff, and other educational partners have ongoing opportunities to review data, discuss school priorities, provide input on programs and services, and participate in decision-making before major plans and budget decisions are finalized. Another focus area will be formalizing the English Learner Advisory Committee structure to ensure it meets state expectations. This includes ensuring that at least 51% of ELAC members are parents of English learner students, so that the committee reflects the voices of families most directly connected to English learner programs and services. The school will also develop ELAC bylaws to define membership, roles, meeting procedures, responsibilities, and the process for providing input to the school. Overall, the LEA will improve Seeking Input for Decision-Making by creating clearer structures, timelines, and expectations for parent and educational partner participation. These improvements will help ensure that input is gathered consistently throughout the year, that English learner families have a formal voice in decisions affecting EL students, and that feedback is used to inform school goals, actions, services, and budget priorities.|The LEA will improve engagement of underrepresented families in Seeking Input for Decision-Making by developing a more intentional process for identifying whose voices are being included and whose voices may be missing. Pathways to College K8 will monitor participation in SSC, ELAC, FET meetings, Coffee and Tea with the Principal, surveys, and other input opportunities to determine whether underrepresented families are meaningfully participating in school decision-making. To strengthen engagement, the school will use targeted outreach to families who may be less represented, including families of English learners, socioeconomically disadvantaged students, students with disabilities, foster youth, homeless youth, and families of students with academic, attendance, or engagement concerns. Outreach may include personal phone calls, direct invitations, translated communication when needed, reminders, and flexible opportunities to provide input through meetings, surveys, or individual conversations. The LEA will also improve engagement by creating a clear process for reflecting on parent input after it is collected. School leadership will review feedback from families, identify common themes, determine which suggestions can be implemented, and document how parent input influenced decisions related to goals, actions, services, and budget priorities. When suggestions cannot be implemented, the school will reflect on the reason and communicate that information when appropriate. Overall, the LEA will improve engagement of underrepresented families by monitoring participation, reaching out directly to families whose voices may be missing, and reviewing how parent input is used in decision-making. This process will help ensure that family feedback is not only collected, but also considered, acted upon when feasible, and reflected in future planning.|3|3|3|3|3|2|4|3|3|3|3|2|Met||2026-06-16|2026
36750440114389|Altus Schools Mirus|3|The school has made significant progress in building strong relationships between school staff and families: key strengths and progress in this area include: •	High-quality Teachers: Each student is assigned a high-quality Teacher who is responsible for supervising all subjects and providing personalized attention. This close relationship ensures teachers can adjust assignments to meet student needs and goals and facilitates timely communication with parents. •	Parental Involvement: The school emphasizes the importance of parental involvement in student success. Parents are encouraged to set high expectations, talk about school daily, monitor schoolwork, establish daily homework routines, stay aware of test schedules, and maintain regular contact with teachers. This partnership approach helps in creating a supportive environment for students. •	Family Resources: The school provides extensive resources for families, including financial aid information, standardized testing support, and help with college admissions. These resources are designed to assist families in navigating the academic landscape and supporting their children’s educational journey. •	Personalized Learning Environment: The school operates with a low student-to-teacher ratio, allowing for personalized attention and the ability to build strong, individualized relationships. Teachers are deeply familiar with their students' academic levels and progress, which fosters a more tailored and supportive learning experience. •	Regular Communication: The school ensures regular communication through weekly conferences where parents receive updates on their child’s progress, attendance, behavior, and upcoming events. This continuous engagement keeps parents informed and involved in their child's education. These efforts collectively enhance the relationship between school staff and families, ensuring that students receive the support they need to succeed both academically and socially. Parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 98.6% of parents report being able to provide input and feedback to the school through multiple ways. The school values the partnership between school staff and families as the foundation of parent and family engagement.  100% of Mirus parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 97.2% of parents report that the school provides innovative and engaging learning environments.|Engaging educational partners is an ongoing and sustained process focused on designing an educational program to meet student and community The school regularly consults with educational partners throughout the school year to understand the academic, social-emotional and physical needs of students and families. The school utilizes multiple methods to conduct meaningful engagement, including school events, trainings, meetings, committees and surveys. Additionally, the school’s educational model is centered on a strong school-to-home partnership. This partnership allows school staff to consult with students, parents and family members on a regular basis to discuss individual needs. All information received from educational partners is organized and analyzed to determine if existing programs and services are effective in meeting the needs of the school community and if new approaches are needed. The LEA’s focus areas for improvement in building relationships between school staff and families include increasing parental participation in the Family Learning Series to foster a deeper engagement with their children’s education. They aim to encourage parents to support their students in excelling in mathematics by providing resources and strategies to reinforce learning at home. Another focus is to gather more input from parents on specific needs such as language development and mental health, ensuring that the school’s programs are tailored to address these critical areas. These efforts are designed to create a more collaborative and supportive environment for students and their families.|To improve the engagement of underrepresented families the schools will address needs on several fronts. School materials will be translated, and interpreters have been made available for calls and meetings. The school will issue continue to Chromebooks and internet data plans to households in need of home technology. Increased Family Learning Series offerings to families focused on how to best support their child in academics, college/career interests, instructional support and health and safety for parents and families will be available.  Parent Square further provides communication and engagement opportunities between the educational partners and the school.|The LEA’s current strengths and progress in building partnerships for student success include providing a highly personalized academic experience through one-on-one instruction and small group sessions. The school emphasizes rigorous academic standards and regular assessments to ensure students meet or exceed expectations. The school offers various opportunities such as college courses, career technical education, internships, and leadership roles through programs like the California Cadet Corps. Additionally, the school engages students, parents and community partners in creating Pathways Personalized Education Plans to support individual student goals and needs.  The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and support for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and support to families throughout the school year.|The LEA’s focus areas for improvement in building partnerships for student outcomes include enhancing math resources and instructional support to boost student proficiency in mathematics. They also aim to strengthen college and career planning and guidance to ensure students are well-prepared for post-secondary education and career paths. Additionally, a focus is placed on improving strategies to help students graduate on time by providing targeted interventions and personalized support. These efforts are designed to create a more robust support system for student success. Based upon information collected from students, the school will maintain or expand Early College Credit partnerships to provide a broad and rigorous course of study while preparing students for post-high school pathways. In addition, the school is focused on providing students with additional counseling services to support and plan for post-high school pathways. The school will issue Chromebooks and internet data plans to households in need of home technology through the school’s connect program, managed by the school’s Equity and Inclusion Department which is focused on increasing opportunities for all students to succeed. In addition, a partnership with a local non-profit tutoring organization will provide additional academic tutoring opportunities for their students – particularly focused in Mathematics and ELA.|Mirus is fully committed to continuously improving the engagement of underrepresented families with our partnerships supporting student outcomes.  This includes working to increase community-based partnerships that support the needs of our educational partners. These include resources for academic, physical, and social emotional needs of students to eliminate barriers to each student successfully achieving their Personalized Pathway Educational Plan goals. To better facilitate school to home two-way communication and input with English Learner households, school materials will be translated as translators provided when needed. Demographically, the LEA is majority-minority, majority SED, and a higher percentage of students with disabilities than the surrounding community. All students have full access to the courses and opportunities offered at the school.  The school continues to solicit input from educational partners to identify and address student and family needs and to break down barriers to success.|The LEA’s current strengths and progress in seeking input for decision-making include actively involving teachers, principals, administrators, school staff, families, and students through multiple engagement methods. Teachers contribute through the Staff LCAP Engagement Survey, ELAC instructional meetings, and professional learning sessions. Principals and administrators provide input through team huddles, SSC meetings, and strategic planning sessions. Families participate in surveys, Open House, and Senior Night events, while students share their perspectives through surveys, School Site Council meetings, and other school events that provide opportunities for input on school programs. This inclusive approach helps ensure that the LCAP reflects the needs and priorities of educational partners and supports student-centered planning.  The school engages educational partners in its processes for continuous improvement and prioritizes building the capacity of staff and families to engage in advisory groups and decision making. The school provides training for SSC members annually and holds regular meetings to develop, refine, and update the LCAP. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides training, resources, support, and feedback opportunities throughout the school year. In 2025-2026 the school received input from 215 students and parents and used the results to inform development of the 2026-2027 LCAP.|The LEA’s focus areas for improvement in seeking input for decision-making include increasing family and student participation in surveys, increasing attendance at the Family Learning Series and College/Career Week, and increasing participation in Open House and other school events. By strengthening these engagement methods, the LEA aims to gather broader feedback from families so their perspectives can be reflected more fully in decision-making. This approach is intended to support a more inclusive and responsive environment that addresses the needs and priorities of students and families.|School staff will provide opportunities for students, parents, and family members to receive school information and resources at Open House and Senior Night Events. The school has also enhanced the Family Learning Series, which is ongoing and sustained training for parents and family members focused on their individual needs. The Family Learning Series is also committed to empowering parents and family members to be part of the school planning process – which includes reviewing schoolwide student engagement, achievement, and college/career readiness data. Instructional staff utilize ParentSquare to engage in two-way communication with students, parents and family members regarding the educational program and opportunities for input and engagement. Interactive English Learners Advisory Committee (ELAC) meetings will seek to increase parent participation and input into the English Learner Plan, including an annual Needs Assessment. The school will continue to provide translated materials and resources for parents and family members of English Learners.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-24|2026
36750440116707|Encore Jr./Sr. High School for the Performing and Visual Arts|3||||||||||||||||||||||Not Met For Two or More Years|||2026
36750440118059|LaVerne Elementary Preparatory Academy|3|All stakeholders are involved in identifying student needs and desired outcomes through regular communication with classroom teachers and administration. Parents indicated that they feel there is good communication regarding their child's academic progress and that they have opportunities to provide input. Scholars are provided the support they need to achieve progress toward their academic goals.|LEPA, in collaboration with educational partners, has developed and will continue to implement a school-level plan to address scholar performance and improve scholar outcomes. The plan is based on indicators in the statewide accountability system and is informed by all indicators, including scholar performance against long-term goals; evidence-based interventions; and resource inequities, including a review of LEA- and school-level budgeting, to be addressed through implementation of the school improvement plan. The first objective of the plan is to increase academic achievement in ELA and Math for scholars with Disabilities. This will be achieved through the implementation of evidence-based interventions such as differentiated instruction, small group instruction, and teacher professional development on effective strategies for teaching Scholars with disabilities. The second objective of the plan is to decrease chronic absenteeism among all scholars, especially Scholars with Disabilities. LEPA will analyze chronic absenteeism data to identify trends andpatterns among this group. The school will work with families and caregivers to identify and addressbarriers to regular attendance, including health concerns and family needs.|Bilingual staff members will increase opportunities to build relationships with our families who speak languages other than English. Frequent meetings with parents, including 3 Parent-Teacher conferences per year and Coffee with Admin, allow underrepresented families to build relationships with teachers and provide current information on student progress. The parent communication app provides translation, which makes communicating easier and more effective.|LEPA has regularly involved and engaged educational partners in our school’s improvement efforts. LEPA conducts a variety of surveys to gain insight and feedback from parents (School Quality Survey) and scholars (School Climate Survey). Focus groups are held representing teachers, scholar support services, classified employees, scholars, parents, and administration. All of their input is vital to planning and developing goals for the school. Teachers are also provided the opportunity to meet with administration and the leadership team. One hour weekly is set aside for staff meetings, professional development, and/or grade-level collaboration. During these meetings, teachers address their concerns with administration. It is during these meetings that school-wide data is analyzed and addressed (including surveys) and strategic plans are established.|Beyond surveys, ongoing and regular communication between educational partners will consistently take place; this will serve to increase parent engagement in the decision-making process. Teachers will be required to engage in three formal parent-teacher conferences per school year. In addition, teachers will utilize Parent Square to foster regular and open lines of communication with parents. Some teachers will check in weekly with parents, especially in the case of our most at-risk scholars.|The staff at LEPA continually seeks to improve engagement of all families, including those who are underrepresented. Focus groups provide for more intimate sharing of information and ideas. We will continue to utilize monthly meetings, parent conferences, communication applications, and our open-door policy to engage all our families.|LEPA regularly involves and engages educational partners in our school’s improvement efforts. Educational partners expressed their satisfaction with the methods LEPA uses to gain insight and feedback from parents. Surveys, focus groups, and monthly meetings are held, representing teachers, scholar support services, classified employees, scholars, parents, and administration. All of their input is vital to planning and developing goals for the school. Teachers are also provided the opportunity to meet with administration and the leadership team. One hour weekly is set aside for staff meetings, professional development, and/or grade-level collaboration. During these meetings, teachers address their concerns with administration. During these meetings, school-wide data is analyzed and addressed (including surveys), and strategic plans are established.|Beyond surveys, ongoing and regular communication between educational partners will consistently take place; this will serve to increase parent engagement in the decision-making process. Teachers will be required to engage in three formal parent-teacher conferences per school year. In addition, teachers will utilize Parent Square to foster regular and open lines of communication with parents. Some teachers will check in weekly with parents, especially in the case of our most at-risk scholars.|The staff at LEPA continually seeks to improve engagement of all families, including those who are underrepresented. Focus groups provide for more intimate sharing of information and ideas. We will continue to utilize monthly meetings, parent conferences, communication applications, and our open-door policy to engage all our families.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-26|2026
36750510000000|Lucerne Valley Unified|3|The district utilized a survey in the LCAP to gather parent input for decision making in the schools and help set direction for district goals.|The schools are expanding trainings or workshops for parents/guardians to include, science nights, math nights, college financial aid planning, high school graduation nights, etc.|Engaging parents at the site and district level is a key to future success. We recognize the importance of their input and will continue to work to gain their input through surveys.|The district utilized a survey in the LCAP to gather parent input for decision making in the schools and help set direction for district goals.|The schools are expanding trainings or workshops for parents/guardians to include, science nights, math nights, college financial aid planning, high school graduation nights, etc.|Engaging parents at the site and district level is a key to future success. We recognize the importance of their input and will continue to work to gain their input through surveys.|The district utilized a survey in the LCAP to gather parent input for decision making in the schools and help set direction for district goals.|The schools are expanding trainings or workshops for parents/guardians to include, science nights, math nights, college financial aid planning, high school graduation nights, etc.|Engaging parents at the site and district level is a key to future success. We recognize the importance of their input and will continue to work to gain their input through surveys.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-12|2026
36750510115089|Sky Mountain Charter|3|We continually strive towards building valuable relationships with families. Goal 3 of our LCAP states, “our stakeholders will be connected and engaged with their community.” In our independent-study education model, our teachers make home visits at least once every 20 school days. Relationship building is a strength of our school, and we have excellent two-way communication. We personalize the education for each of our students, and our staff works with enrolled families in a one-on-one setting to ensure each family is supported and working together towards academic goals. We have a parent council and a governing board, both open to the public, and we regularly survey our parents to gather feedback that helps inform decision-making. Because each family has an assigned teacher, families can make recommendations directly to school staff, and communications are tailored to each family.|An area for continued improvement is increasing participation in our ELAC and improving communication with families whose primary language is not English. We are directing some Title 1 funding to increase staffing for our EL support in an effort to work more closely with these underrepresented families. Another area we are addressing, based on educational partner feedback, is mental health support. We continue to expand support within our SEL program and increase our mental health staffing. Our families consistently ask for more in-person opportunities, and we have addressed this through offering more events such as family days, park days, field trips, etc.|Because of our personalized model, underrepresented families are already actively engaged in their child’s learning and have strong relationships with staff. We are working to extend that engagement beyond the individual level by increasing participation in ELAC, parent council, schoolwide surveys, and educational partner meetings. In addition, we are prioritizing efforts to diversify our certificated staff, so students see themselves reflected in the adults who support them.|We use one-time grant funding to support teachers and administrators with personalized professional development, school-wide training, adding single-subject matter and administrative credentials, and a teacher induction program. During our regular learning record meetings, teachers support parents in providing what their individual child(ren) need to be academically successful. Additionally, the school provides regular virtual parent training, including a highly attended virtual Curriculum Conference. We have a goal-setting program as part of a personalized student success plan for each student. This involves the parent, teacher, and student setting goals based on a student's area of need as determined by our internal assessment. The school operates with a high consideration on parental input where parents are empowered to make educational decisions for and with their children with the support of credentialed staff. This parent choice philosophy is a key component of what makes our school attractive for parents who want a greater say in their child’s education.|The school provides all required legal notifications either on our website (which can be translated to a language of a parent's choosing) or through the annual student agreement, but we are not strong at ensuring families understand and exercise those rights. Additionally, significant numbers of our educational partners fail to see the value in standardized assessments, which leads to opt-outs on testing, which leads to penalization for the school. An area of improvement is to improve the understanding of the need for and benefit of standardized testing.|The school will support underrepresented families to exercise their legal rights to advocate for their own students and all students through the legislative and public advocacy process. We will also monitor test participation rates and test outcomes by student subgroups. We also proactively direct our families to A.P.P.L.E., Alliance for Parents of Personalized Learning Education to help improve parent-driven advocacy for their students, while keeping an active social media presence on our IEM Charter Schools’ Families’ Facebook Page.|In our unique personalized learning independent study model of education, parents and teachers are deeply involved with decision-making on behalf of their children. Parent engagement in our school model is strong when it comes to educational issues surrounding their children. We provide school-wide opportunities for parents to serve on the parent council or our governing board, where we discuss key initiatives and policy changes. One of the key areas parents provide input into school-wide decisions is identifying community service providers who provide academic enrichment for our students. Our staff consult with parents at monthly learning record meetings, and we host department-specific office hours and content area parent trainings where parents can speak with a school administrator. We regularly survey families and staff to get their feedback on ways to improve the educational programs and services the school offers.|Parents are heavily involved in their child’s individualized learning plan. However, through thoughtful planning and increased opportunities for our families, this has led to more interest in school-wide decision-making. Through our efforts, we have made some improvements in this area with more interactive and engaging sessions in an effort to gather more input from our educational partners. This year, we have hosted weekly in-person events for students and families to provide learning activities for students and a space for parents to voice input with school administration and staff on school offerings and programs.|An area for improvement at our school is better targeting underrepresented groups to ensure they have the opportunity to provide school-level feedback. We continue to work towards our goal of improving parent participation in ELAC by regularly seeking input on curriculum and EL program development. Additionally, we are increasing our targeted support for our homeless families through personalized support from our McKinney-Vento liaison. While our strength is in planning, designing, and implementing family engagement activities, we need to increase our evaluation process to ensure we are meeting the needs of our families.|4|4|4|4|5|4|4|3|4|4|3|3|Met||2026-06-04|2026
36750510136432|Alta Vista Innovation High|3|Overall, the school is doing well at providing opportunities for parent engagement. The school has offered numerous opportunities for the parents to meet virtually (both individually and as a group) with school administration. Throughout the school year, school administrators offered virtual meetings and sent 2-way communication via text, email, and social media. The school also utilized L4L Connect to regularly communicate flyers, notices, and school-wide messages. Connecting with our educational partners is a priority at Alta Vista Innovation High School (AVIHS). We held regular parent meetings, including our Parent Advisory Committee and English Learner Advisory Committee, Committee and English Learner Advisory Committee, Parent-Teacher Conferences, seasonal festival celebrations, Awards Nights, student and family celebrations, and weekly communication. Our families express a sense of feeling highly connected to the school and their students’ progress. Our high rate of participation in the annual School Climate Survey provides supporting evidence and feedback to inform our leadership of areas of strength and areas we can improve. We employ a Community Programs Manager and numerous School Liaisons whose primary scope of work is to connect with families and community partners.  One area of strength in our communication is through the use of staff cell phones. The school-provided phones are used for regular check-in, scheduling appointments, progress monitoring, tutoring, and for after-hours support should a student have an emergency. Our staff are dedicated to their students and the cell phones have been a bridge of communication that students and their families have come to trust.|This school year, the school improved parent and student feedback through increased opportunities. Our Principals supported in-person PAC and ELAC meetings. The feedback opportunities helped the school elicit input on LCAP, field trips, school events, and upcoming school activities. Future topics for PAC meetings may include feedback opportunities from our educational partners on counselor-supported topics such as college planning, English classes for families, gang prevention, drug/alcohol abuse, etc. We also plan to share our progress in connecting youth to post-secondary opportunities via Career Technical Education and college dual enrollment opportunities. The school also invested heavily in site-improvements through the purchase of new furniture, flooring, security devices, and other infrastructure. These upgrades are a refreshing improvement to the environment within the site, and they reflect our focus on creating a warm and positive environment for students and their families.|underrepresented groups needed additional outreach for inclusion in school input and feedback loops. We made efforts to glean feedback in both English and Spanish this year, translated our PAC and ELAC agendas into Spanish, and embedded a translation system into our school website that allows parents to view the school website in their language of preference. Some of our school sites in the Los Angeles regional also provided materials to non-English speaking parents in other language, such as Tagalog.  The school has a robust ELAC that is supported by multiple staff members who believe strongly in the importance of parent feedback as a cornerstone of providing academic support to students. Next school year, we plan to increase the amount of opportunities for educational partner feedback for input at PAC, ELAC, and school-wide meetings. We will also continue to offer meeting agendas and minutes in both English and Spanish (as well as other languages) with translation available at meetings for non-native English speakers.|Alta Vista is an independent study charter school. We work diligently to create positive relationships between the students and their families as a means of encouraging progress toward graduation. We have seen a monumental shift since the end of the COVID-19 pandemic. Many of our students prefer to complete their school packets via a school-issued Chromebook. Due to this shift in preference, we continue to offer in-person campus one-on-one teaching, tutoring, and small group instructional support but have increased virtually hosted sessions with the support of our counseling and social work teams. Parents receive support for their student’s learning through teacher conferences, the personalized individualized learning plan (ILP), and progress updates. School staff and teachers meet with parents/guardians at the beginning of the year to plan out their students' courses for the year. Teachers communicate academic progress with students and parents in frequencies that work for them, ranging from weekly to monthly. Student participation in dual-enrollment and CTE programs is now on the upswing, as students benefit greatly from in-person instruction and academic support. From the input received from our educational partners, an area of strength is our flexibility in providing opportunities for our families to receive support and timely communication. The school has also expanded our social work supports for students through the hiring of social workers and interns. These staff members are crucial to connecting our families with opportunities of need.|Alta Vista aims to improve student outcomes through a regular analysis of the partnerships and educational partners’ feedback. We have improved each year in our ability to gather meaningful feedback as we have provided more opportunities and then provided professional development for staff that interact with students. We have also been mindful of issues in greater society and provided training to our staff in advance of major issues, ranging from social-emotional crisis, individual crisis, housing insecurity, and drug awareness trainings. We also ramped up tutoring supports through the hiring of additional tutors for academic support. We have fully-staffed our Community Liaison team, and they work hand-in-hand with the school social workers to provide expanded access to resources both within the school and their communities.|The school has identified underrepresented students in the Foster, African American, homeless, Special Education, and English Learner groups. To increase participation in student and family engagement, the school made efforts to expand our communication efforts. The school’s Community Liaison personnel continue to investigate community partnerships and then share those opportunities with families to increase parents’ knowledge and connection to school and community resources. Educational partners in our underrepresented families have expressed a strong confidence in service and support to our students. We will continue in our commitment to provide partnership and accessibility in services as our students continue on their educational journey.|Our strength at Alta Vista Innovation High School is providing information and soliciting feedback from our educational partners in multiple opportunities and spaces that work with our parents' needs for flexible hour options for connection to the school. Our leadership teams host PAC and ELAC meetings throughout the school year, and they are encouraged to identify times that work with our families to maximize attendance by students and parents. Other school events that we hold are award assemblies, Back to School Nights, Open House events, Parent-Teacher Conferences, seasonal festival celebrations, Awards Nights, etc. We also distribute an annual School Climate Survey to gather input from staff, students, and parents. Our participation rates in the survey continue to improve each year, which is encouraging. The results of our annual surveys are shared at Quarter 4 PAC and ELAC meetings held near the end of the school year as part of the LCAP process.|Last year, we shared that Alta Vista Innovation High School intended to improve the parent participation rate in the annual survey because their feedback is an important part of the school’s decision-making process. In the 2024-2025 school year, 1,618 students and 455 parents completed the survey. The 2025-2026 school year participation rates are encouraging, with 2,513 students, 1,078 parents, and 290 staff completing the survey. Survey results are an important part of our process in gauging the need for social-emotional support, new courses, and academic supports. This has been a multi-year effort and we believe that better communication, increased staff priority on participation, and other local efforts to increase student participation were very successful. The school will continue to benefit from having regular quarterly meetings PAC/Parent Advisory Committee that can support with feedback and improvement of the school model. We have expanded our PAC and ELAC participation through all Principals hosting their own PAC and ELAC versus our prior years' school wide model, and also have communicated the meetings in numerous avenues. Our participation numbers have increased.|The school can improve by engaging our underrepresented families through personal phone calls in their primary language, such as Spanish, and invite them to meaningful school decision-making events like ELAC and PAC meetings, and LCAP educational partner meetings. One key finding from the local survey was from parent/guardian responses. When asked in the last school survey if they felt that their school encourages parents/guardians’ participation and input in activities, events, parent workshops and meetings, 96.6% responded that they agreed and strongly agreed. This is an increase from 93.41% in the 2024-2025 school year. We are also ensuring that translation services are available at meetings for non-native English speaking families.|4|5|4|4|4|4|4|3|4|3|4|4|Met||2026-05-26|2026
36750510136960|Elite Academic Academy - Lucerne|3|At Elite, building meaningful connections with staff, students, and families is woven into every part of our school culture, beginning from the moment of onboarding.  We start with our staff. Each year, returning and new team members engage in a comprehensive onboarding process that includes an updated Staff Handbook, outlining key expectations and safety protocols. New staff also participate in both in-person and virtual professional development sessions that emphasize relationship-building as a core value of our school. These intentional efforts ensure that every team member begins the year aligned with our mission and equipped to foster strong, supportive relationships.  Similarly, we have created a highly personalized onboarding experience for our families. Every new family is paired with a dedicated Onboarding Coach, who serves as their guide and main point of contact until they are matched with their Teacher of Record. This coach walks families through the enrollment process, introduces them to key staff, and ensures they feel supported and welcomed from day one. Families also receive a comprehensive Onboarding Packet and complete a Welcome Survey that is used to personalize outreach and support across departments.  To maintain and strengthen connections, we offer diverse and accessible communication channels. Families can engage with our staff via email, ParentSquare, Zoom meetings, phone calls, monthly newsletters, synchronous sessions, and our website. We also host LCAP input sessions, Family Empowerment workshops, Parent Academy events, and ELPAC meetings. Translators are readily available to ensure all families can participate fully in our community.  We provide ongoing resources that promote relationship-building, including webinars and guidance for both staff and families focused on student development and effective communication. Our Student Support Team remains a critical partner, offering workshops, training, and support services year-round.  Whether through a virtual check-in, a field trip, or a family workshop, we prioritize consistent and authentic connection. From initial contact to everyday interactions, we are intentional about creating a welcoming environment where every student and family feels seen, heard, and supported.|While Elite already provides a wide range of communication and engagement opportunities, we recognize the importance of continuously improving and deepening these relationships. Our next steps are focused on fostering more informal, collaborative, and community-building interactions between families and staff.  1. Expanding Engagement Events We aim to increase the frequency and variety of in-person and virtual engagement events that encourage casual, meaningful interaction. These events—such as family picnics, cultural celebrations, and themed workshops—are designed to build a sense of community beyond formal communication channels. By creating relaxed, welcoming spaces for connection, we hope to strengthen relationships and increase participation from families across all regions we serve.  2. Promoting Family-Staff Collaboration Projects We are exploring ways to create shared experiences through collaborative projects that unite families and staff around common goals. Potential initiatives include community service activities, school beautification efforts, or co-led fundraising events. These projects provide a platform for shared decision-making, mutual respect, and authentic partnership between families and school personnel.  3. Establishing Peer Support Groups We see an opportunity to form peer support groups and parent-teacher committees where families and staff can regularly come together to share ideas, address common concerns, and provide encouragement. These groups will offer both virtual and in-person formats, with the goal of fostering ongoing dialogue, connection, and a strong sense of belonging within the school community.  By focusing on these areas, we are committed to building on our strong foundation and creating even deeper, more collaborative relationships with our families—ensuring every member of our school community feels valued, supported, and engaged.|Elite is committed to creating an inclusive and welcoming environment where all families—especially those historically underrepresented—feel empowered to engage in their child’s education. To strengthen these efforts, we are implementing targeted strategies that prioritize cultural responsiveness, accessibility, and empowerment.  We are enhancing our communication strategies to better reflect and respect the diverse cultural and linguistic backgrounds of our families. This includes consistently providing translated materials, ensuring interpretation services are available at school events, and using communication channels that are more accessible and familiar to underrepresented communities. These efforts are designed to remove language and cultural barriers, making it easier for families to stay informed and involved.|At Elite, we believe that student success is best achieved through intentional collaboration among educators, families, and educational partners. Our efforts are guided by a shared commitment to high expectations, clear communication, and data-informed practices that directly support student achievement.  Shared Vision for Student Success Our administrators and staff have collaboratively defined what it means to be an exemplary Elite graduate. This shared vision has shaped schoolwide expectations and learning goals, grounded in student-centered outcomes. Together, we’ve developed clear criteria for student success and aligned our practices to support measurable growth. We use a comprehensive set of internal and external tools—including CAASPP, iReady, IXL, and Fast ForWord—to track academic progress and adjust instruction based on real-time data.  Strengthening Communication and Collaboration We maintain strong internal partnerships through consistent and multi-layered communication. Weekly and bi-weekly staff meetings, regular in-person gatherings, and ongoing check-ins with Academy Directors provide structured opportunities for collaboration and support. We leverage digital tools like ParentSquare, Google Workspace for Education, and other platforms to streamline communication and planning. Our professional development program, aligned with schoolwide goals, focuses on analyzing student work, increasing engagement, and using data to inform instruction. These sessions empower teachers to make targeted decisions that directly benefit students.  Strategic Partnerships to Advance Learning We’ve built strong relationships with educational vendors and organizations whose tools and values align with our mission. Programs like Fast ForWord and iReady are helping us close literacy and math gaps, particularly for English Learners and at-risk students. Our NXTLVL initiative within EliteX supports students in developing higher-order thinking and real-world problem-solving skills. These partnerships are not limited to products; they include training and ongoing support for both staff and students. Our collaboration with Ambassadors of Compassion has also strengthened our focus on social-emotional learning, reinforcing the importance of resilience, purpose, and empathy.  Engaging Families as Partners Families play a vital role in student success, and we’ve worked to ensure their engagement is meaningful and consistent. Each student has weekly check-ins with their teacher, and formal learning period meetings every 30 school days that include students, parents, and educators. Monthly academy newsletters provide families with tips to support independent learning, and our staff hosts workshops in math and writing to empower parents to be active partners in their child’s education.  Through these ongoing efforts, we have built a culture of collaboration that keeps student outcomes at the center. By aligning internal and external partnerships, maintaining open com|While we have made strong progress in implementing high-quality instructional tools and supports, we recognize an opportunity to further strengthen student outcomes by deepening our community partnerships and making student data more accessible to staff.  Leveraging Data for Stronger Staff-Student Partnerships To enhance our ability to support the whole student, we implemented a centralized platform where staff can access key student data, including academic progress, attendance, support plans, and more. This one-stop system is designed to improve collaboration, identify student needs more quickly, and build stronger partnerships between educators and students. By providing a clear, real-time picture of each learner, we can better align our instructional strategies and support services.  Enhancing Community Engagement through Family Involvement We are also working to expand the role of families in shaping and benefiting from community partnerships. Our next steps include encouraging more family involvement in community-based initiatives, hosting joint school-community events, and creating parent-led advisory groups to help identify local resources that support student learning and well-being. By inviting parents into these conversations and decisions, we aim to create more culturally responsive, relevant, and sustainable partnerships that directly impact student growth.  These efforts reflect our belief that the most effective partnerships—whether internal or external—are built on shared goals, clear communication, and a deep understanding of student needs. With tools like Abre.io and increased family involvement, we are taking important steps to ensure all students are surrounded by a network of informed and engaged adults working toward their success.|We are committed to building authentic, culturally responsive partnerships with underrepresented families and ensuring that all students—regardless of background—feel seen, supported, and empowered to succeed. To deepen this work, we are focusing on both internal practices and external partnerships that center equity and student opportunity.  Cultural Competency Training for Staff We are expanding cultural competency training for all staff to build greater understanding of the diverse cultural backgrounds and lived experiences of our families. These trainings aim to strengthen communication, increase trust, and foster inclusive environments where families feel welcomed and valued as equal partners in their child’s education.  Collaborative Decision-Making We are working to intentionally include underrepresented families in collaborative decision-making processes. This includes forming parent advisory councils, organizing focus groups, and regularly seeking feedback from families on school policies, programming, and engagement strategies. These efforts ensure that family voices, especially those historically marginalized, are reflected in the design and delivery of educational experiences.  Expanding Community Partnerships in Underserved Areas To provide all students with more varied and relevant learning experiences, we are actively seeking new community partnerships in regions and populations that have traditionally been underserved. By connecting students with local organizations, career mentors, cultural institutions, and enrichment opportunities, we aim to expose them to broader future possibilities and help them see themselves in a range of academic and career pathways. These partnerships not only enhance learning but also help families feel more connected to the school and the larger community.  Together, these strategies reflect our ongoing commitment to equity, access, and relationship-building. By investing in the voices and experiences of underrepresented families and expanding opportunities for students, we are creating a more inclusive and inspiring educational environment for all learners.|At Elite, we prioritize gathering meaningful feedback from families, students, and staff to inform our decision-making and continually improve our programs. We believe that input from all stakeholders is essential to ensuring that our initiatives are effective and responsive to the needs of the community.  Families We maintain open, accessible communication channels for families to engage with teachers and school leadership. These include email, our school website, social media, and the Parent-Square app. Families are encouraged to participate in LCAP meetings and Parent Workshops, where they can provide valuable input on school goals, programs, and services. Additionally, we regularly distribute mini-surveys to parents before and during program implementation to gather their opinions and insights. These surveys help us assess the effectiveness of initiatives and make timely adjustments.  We also host Family Nights throughout the year, where families and students engage in enjoyable projects and receive updates from the school. During these events, we actively seek feedback via surveys to ensure we’re meeting the needs of our community. Families also receive a monthly Elite-wide newsletter, keeping them informed about upcoming events, available services, and opportunities for engagement.  Students For our students, we distribute brief check-in surveys—called Elite Care surveys—to gauge their well-being and identify areas where additional support may be needed. We also have an Elite Student Leadership team, which offers students a direct channel to provide feedback on school initiatives and actively participate in decision-making meetings. This ensures that students have a voice in shaping their educational experience.  Teachers and Staff We value ongoing feedback from our staff and use it to drive improvements in both instructional practices and school policies. Monthly board meetings, open to the public and posted on our website, offer an opportunity for transparency and input. At the conclusion of staff meetings and professional development sessions, we distribute mini-surveys to collect immediate feedback on the effectiveness of these sessions. Focus groups are also formed to address specific school-related concerns, allowing staff to collaborate and share their perspectives on ways to enhance the learning environment.  Through these ongoing efforts, we are creating a culture of continuous improvement where feedback is consistently gathered, valued, and used to make data-informed decisions that benefit our entire school community.|While Elite Academic Academy already has a range of feedback channels, we see opportunities to enhance their effectiveness and accessibility. Streamlining communication platforms, ensuring timely responses, and offering more engagement opportunities, such as virtual town halls or suggestion boxes, can help strengthen connections with our community.  To increase participation in surveys and meetings, we will focus on targeted outreach, making these opportunities more convenient, and providing incentives to encourage broader involvement from all stakeholders. These steps will help ensure that all voices are heard and actively contribute to our ongoing improvement.|We are committed to improving outreach strategies that are culturally responsive and tailored to the needs of underrepresented families. This includes offering communication in multiple languages, partnering with community organizations, and ensuring that all outreach methods are inclusive and accessible.  To increase participation in surveys, we will make them more accessible by translating into various languages, providing alternative formats, and actively reaching out to encourage input from underrepresented families. These efforts will ensure that all voices are heard and valued in our decision-making process.|5|5|5|5|5|4|5|5|5|4|5|5|Met||2026-06-18|2026
36750510137794|Gorman Learning Center San Bernardino/Santa Clarita|3|According to the GLCN Satisfaction Survey, 97.2% of parents state that Gorman provides a welcoming environment for all parents. In addition to this, 97.8% state that the concerns they share with their students’ teacher are heard and receive an appropriate response.|The focus area of improvement is to increase opportunities for parent engagement by offering a greater number of parent seminars and trainings throughout the school year. To better meet the needs of families with varying work schedules, sessions will be provided both virtually and in person at different times of the day, including morning, afternoon, and evening options. This approach aims to improve accessibility, increase participation, and strengthen partnerships.|The LEA will strengthen engagement with underrepresented families by providing ongoing, accessible support and communication throughout the school year. The Homeless and Foster Youth Liaison will offer weekly check-in opportunities for students, parents, and teachers to discuss academic progress, address concerns, and connect families with available resources. Essential school supplies and resource materials will be provided during in-person parent meetings and family engagement events to help remove barriers to student success.  The English Learner (EL) Coordinator and Special Education (SPED) team will facilitate monthly parent seminars to inform families about available programs, services, and supports while providing opportunities for parents to ask questions and receive guidance. Additionally, the SPED team will continue to provide Inclusion Specialist support to collaborate with teachers, ensure appropriate curriculum and accommodations are implemented, and help students receive the individualized support needed to achieve academic success.|Based on educational partner feedback and local data, the LEA continues to demonstrate strong partnerships with families. According to the Parent Satisfaction Survey, 95% of parents reported that Gorman offers a personalized program of study that focuses on rigorous academic standards while fostering strong partnerships between dedicated educators and families. The LEA's commitment to individualized student learning plans, driven by student interests, innovation, and flexibility, has strengthened family engagement and collaboration. These partnerships support shared decision-making and contribute to positive student outcomes by ensuring students receive personalized academic support that meets their unique needs.|Based on educational partner input and local data, the LEA's focus is to expand meaningful family engagement opportunities and strengthen partnerships with families throughout the school year. To support this effort, the LEA will utilize two Family and Community Engagement Specialists (FACES) to coordinate family events in multiple geographic locations, increasing accessibility and opportunities for families to connect with Gorman staff and one another. Additionally, the Multi-Tiered System of Supports (MTSS) team will provide weekly workshops that equip families with strategies, resources, and supports to address students' academic, behavioral, and social-emotional needs. These efforts are intended to increase family partnerships and improve student outcomes.|The LEA will strengthen engagement with underrepresented families by providing targeted supports and increasing opportunities for meaningful participation. The Homeless and Foster Youth Liaison will attend family engagement events to distribute essential school supplies and resource materials and connect families with available services. The liaison will also provide monthly updates and guidance to Gorman staff on effective strategies for supporting students experiencing homelessness and those in foster care.  To increase engagement among English Learner (EL) and Special Education (SPED) families, the LEA will administer surveys during monthly parent seminars to gather feedback on topics, resources, and supports families would like addressed in future sessions. By actively seeking and incorporating parent input, the LEA will strengthen partnerships, ensure family voices are reflected in planning, and provide resources that are responsive to the needs of underrepresented student groups.|The LEA has established multiple opportunities for educational partners to provide meaningful input that informs decision-making. Teachers conduct monthly one-on-one meetings with each student and their parent or guardian to discuss student progress, gather feedback on what is working well, and identify areas where additional support or improvements are needed. Teachers bring this feedback to monthly teacher meetings, where staff collaborate to identify ways to incorporate family input into instructional practices and program improvements.  Additionally, Gorman has established a Teacher Advisory Committee that meets directly with the Superintendent to provide staff perspectives and recommendations. This collaborative approach ensures that both family and teacher feedback are considered in the LEA's continuous improvement efforts and decision-making processes.|Based on educational partner input and local data, the LEA's focus is to expand opportunities for staff voice by increasing engagement with non-certificated employees. Monthly meetings will be established to provide non-certificated staff with a structured opportunity to share feedback on current practices, identify areas of success, and recommend improvements. Department supervisors will review and collaborate on the feedback received to identify common themes, determine areas for growth, and inform decisions that support continuous improvement across the LEA. This process will ensure that the perspectives of all staff members are considered in organizational planning and decision-making.|The LEA will increase opportunities for underrepresented families to provide meaningful input by expanding communication and feedback processes. Inclusion Specialists will continue to regularly connect with students receiving special education services and their families to gather feedback regarding supports and services. In addition, students will complete a monthly Google Form to reflect on what went well, identify challenges, and share suggestions for improvement. This feedback will be analyzed collaboratively to identify trends and inform program improvements.  To better engage families experiencing homelessness and those in foster care, the Homeless and Foster Youth Liaison will offer additional evening meeting opportunities to accommodate parents and guardians with nontraditional work schedules. Providing flexible meeting times and multiple avenues for feedback will help ensure these families have equitable opportunities to participate in decision-making and contribute to the continuous improvement of LEA programs and services.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-18|2026
36750510138107|Southern California Flex Academy|3|Southern California Flex Academy reviewed feedback from 302 respondents across all students and parents/guardians. The response rate was 20% for parents/guardians and 67% for students.   Building relationships between school staff and families is one of the main focuses within Southern California Flex Academy. As a fully remote, independent study charter school, having strong relationships between our families and our staff is key to student success.   Teachers and staff are expected to cultivate positive and meaningful relationships with their students and families within our programs. Regular communication from our teachers and staff helps to facilitate a trusting and collaborative environment for our students and families.   Our 2025-2026 Climate and Connectedness Surveys showed that parents/guardians and students feel they have developed strong relationships with the school staff at SCFA.   Parent/Guardian Feedback: - 93% of parents/guardians surveyed report that they feel welcome at the school - 96% of parents/guardians surveyed report that their student feels safe at the school - 91% of parents/guardians surveyed report that they feel their opinions and feelings are heard by teachers, staff, and administrators  Student Feedback: - 89% of students surveyed report that they believe students feel respect for the teachers and staff at the school - 87% of students surveyed report that they feel encouraged by the teachers and staff at the school - 84% of students surveyed report that they feel welcomed at SCFA  Teacher/Staff Feedback: - 86% of teachers and staff surveyed report that they feel supported by the school administration - 86% of teachers and staff surveyed report that they feel comfortable bringing concerns or suggestions to the administration. - 73% of teachers and staff surveyed report that they feel the professional development trainings provided during the year are useful for their roles.|"Based on the 2025-2026 Climate and Connectedness Survey, Southern California Flex Academy will prioritize actions directed at improving the following items:   Based on student feedback:  While overall sentiment is positive, the following data points highlight specific areas for growth:  1. Continue to build strong relationships:  - While 82.2% of students agree that at least one adult knows them well, approximately 17.8% feel neutral or disagree. This indicates a need for more targeted outreach to ensure every student feels a personalized connection to the staff and school.  2. Improve school identity and pride:  - Strengthening this sense of pride through shared school-family events and better communication of school successes is a key area for improvement to bridge the gap between staff and families.  Based on parent/guardian feedback:   1. Strengthen the ""Feedback Loop"":  - While scores are high, SCFA can improve communications to show how parent feedback directly influences decisions.  Based on teacher/staff feedback:   1. Continuing to standardize communication expectations:   - While teachers and staff generally feel supported, continuing to improve the clarity and consistency of messaging from leadership will ensure that staff provide a unified and transparent communication front to families."|Southern California Flex Academy will improve the engagement of underrepresented families in relation to building relationships between school staff and families as follows :  - Continue to provide support through the MTSS program - Provide additional professional development opportunities to teachers and staff - Continue to offer access to a Mental Health Counselor - Continue to offer access to Student Success Coaches - Increase the opportunities for parents/guardians to provide feedback to school leadership - Increase the opportunity for students to provide feedback to school leadership|At Southern California Flex Academy, we have two skilled teams whose purpose is to make sure that students experience both academic and social-emotional success. Our student success coaches track student's social and emotional success and provide resources as necessary. Our intervention team tracks students' academic progress and provides tiered support as needed.   Results from the 2025-2026 Climate and Connectedness Survey report the following strengths:  Student Feedback: - 95% of students surveyed feel that the teachers at SCFA created a safe environment in which to learn.  - 94% of students surveyed feel that their teacher provides them extra help when asked - 91% of students surveyed feel comfortable asking their teacher for help on coursework - 94% of students surveyed say that their teachers help them understand difficult lessons - 93% of students surveyed feel that their teachers care about them|Southern California Flex Academy has analyzed the survey data from the 2025-2026 Climate and Connectedness surveys. The following are areas of improvement.   1. Improving Student Comfort in Seeking Support with Coursework   - While the majority of students feel comfortable seeking support with coursework. SCFA aims to bridge the remaining gap by focusing on lowering barriers to communication between students and staff to ensure every student feels empowered to advocate for their academic needs.  2. Strengthening Teacher-Student Relationships:    - The overall majority of students feel their teachers care about them. SCFA aims to bridge the remaining gap by fostering deeper personal connections between students, support staff, and teachers.|Southern California Flex Academy will improve engagement of underrepresented families in relation to building partnerships for student outcomes as follows:   1. Parent Engagement and Involvement in Academic Success   - SCFA will continue to provide outreach and resources that empower parents to support their children’s academic success.  2. Removing Barriers to Academic Partnership   - SCFA will continue to provide targeted workshops for families on how to access support systems offered through the school.|At Southern California Flex Academy, we encourage our families and our staff to actively participate in the decision-making of our school. We have bi-yearly climate surveys that are administered to our teachers, students, and families to gather decision-making input. We hold a space for public discussion and input at each monthly board meeting, and administrators host public Town Hall meetings periodically throughout the school year.    An analysis of the 2025-2026 Climate and Connectedness surveys reports the following:   Teacher and Staff Feedback: - 81% of teachers and staff surveyed feel that teachers work collaboratively to make decisions and problem-solve as a group  Student Feedback: -73% of students feel that they are given a chance to help make decisions about the school  Parent/Guardian Feedback: -77% of parents/guardians surveyed feel that they have opportunities to provide their opinions to the administrative team at SCFA|Southern California Flex Academy has analyzed the feedback received from educational partners following the Town Hall meeting. The following are areas of improvement.   Parent//Guardian Feedback:  - Parents/guardians who provided feedback stated that they would like Town Hall meetings to be recorded so they can view them on their own time. They would also like to have more Town Hall meetings throughout the school year.   Teacher and Staff Feedback: - Teachers and staff who provided feedback stated that they would like to see more Town Hall meetings throughout the school year|Southern California Flex Academy will improve engagement of underrepresented families in relation to seeking input for decision-making as follows:  - Continue to provide recordings of the Town Hall meetings - Continue to alternate the timing of the Town Hall meetings - Continue to increase the number of Town Hall meetings throughout the school year - Continue to provide Spanish translation during Town Hall meetings|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-10|2026
36750510139188|Granite Mountain Charter|3|Granite Mountain Charter School continues to strengthen meaningful partnerships with families by prioritizing consistent communication, increased access to engagement opportunities, and intentional feedback cycles. This year, we continued to connect with families through our weekly Trailblazer Newsletter, which serves as a centralized communication tool highlighting updates across departments, including Student Life, Community Engagement, Experiential Learning (EXL), Positive School Culture, Special Education, and Vendor Partnerships. This regular communication ensures families remain informed and connected to the full scope of opportunities available to their students. We have also enhanced visibility and access to engagement opportunities by launching a dedicated events website where families can easily explore and register for both virtual and in-person offerings by grade level. This has streamlined participation and increased awareness of school-sponsored activities. Throughout the year, we continued to host a wide range of events designed to build community and strengthen relationships, including Back to School events, Community Resource Fair, prom, middle and high school social events, park days, and arts and music-focused field experiences. Our athletics and student club offerings further support student engagement and connection beyond the academic program. Family voice remains a critical component of our continuous improvement efforts. We actively gather input through multiple avenues, including ELAC meetings, Trailblazer Community Group meetings, Parent University, and feedback collected at events. These opportunities allow us to better understand family needs and adjust programming accordingly. Regional teams continue to build strong relationships with students and learning coaches through regular communication and personalized support, ensuring that each student’s educational experience is both individualized and connected.|Granite Mountain has made strong progress in expanding engagement opportunities and communication systems. We do recognize the need to continue increasing meaningful participation and deepening two-way communication with all families. Feedback from educational partners indicates that while awareness of events has improved, we have an opportunity to further increase consistent engagement across all student groups and regions. In the upcoming year, we will focus on strengthening participation by refining how we communicate the purpose and impact of events and opportunities, ensuring families understand how engagement directly supports student success. We will continue to enhance our events platform and outreach strategies to make participation more accessible and responsive to family needs. Additionally, we are working to create more structured and consistent feedback loops so that families not only provide input, but also clearly see how their feedback informs decisions and program improvements. Expanding targeted outreach to underrepresented groups and increasing opportunities for smaller, more interactive engagement experiences will be a priority. Granite Mountain remains committed to continuously evaluating our practices with a fresh perspective each year. By building on our current systems and focusing on intentional engagement, we aim to strengthen trust, increase participation, and further develop partnerships between staff, students, and families.|GMCS continues to work to improve engagement of underrepresented families by gathering their input and improving and changing programs based on this input. Input from our underrepresented families was gathered through ELAC meetings and LCAP surveys, which remain key structures for family voice and feedback.  Based on input from ELAC meetings, GMCS expanded in-person opportunities for families and students;  we also increased student awards and recognition events to celebrate achievement of our multilingual students and strengthen community connections. LCAP survey data supported the continuation of current programming while also helping identify areas of interest for future parent workshops, ELAC topics and engagement efforts.  Professional Learning Communities (PLCs) among teachers and staff contributed to stronger progress monitoring practices and the development of more targeted support systems for students. Staff collaboration focused on identifying effective strategies to better support and engage underrepresented families and ensure timely academic and social-emotional interventions.  GMCS continues to gather meaningful input from educational partners while analyzing academic trends and data. This feedback is used to strengthen support systems for students, families, and staff, and to guide ongoing program improvement.|In the 2025–26 school year, Granite Mountain placed a strong emphasis on improving math achievement for all students, with a focused collaboration with Special Education through Professional Learning Community (PLC) groups. Teachers and staff met regularly in PLCs to review student data, identify needs, and plan targeted math instruction, especially for students with disabilities and other groups needing additional support. Alongside this work, Granite Mountain continued to build strong partnerships with families through the Student Support department and Social Emotional Learning in collaboration with the Multilingual Learning and Special Education departments, strengthening connections with families whose students need additional support. Staff used Learning Period meetings and various family meetings such as SPED University, ELAC, and the Trailblazer Community Group to work with students and families on improving communication, building relationships, and increasing access to resources. Granite Mountain also continued to monitor progress for English Learners, McKinney-Vento students, and students with disabilities to ensure timely and effective support, while leadership stayed connected with community partners to share resources with families. As a result, family participation increased, including stronger involvement in ELAC and Special Education meetings, and families were more responsive to outreach, leading to stronger partnerships and improved support for students, including positive progress in math achievement and overall student success.|In the 2025–26 school year Granite Mountain identified several areas for growth in building stronger partnerships to improve student outcomes, especially in math achievement for all students. Further, based on feedback from families, staff, and local data, the LEA will continue to expand both virtual and in-person opportunities to better support students and increase participation. A key focus area is strengthening collaboration with families of students with disabilities by increasing communication, involvement, and understanding of academic goals, particularly in math. Moving forward, Granite Mountain is committed to creating more consistent, accessible, and meaningful opportunities for families to stay involved, share feedback, and partner with the school to support student success.|In the 25-26 school year, we continued to strengthen programming that we began in 24-25 to build stronger partnerships with our underrepresented families.  The Multilingual Department staff attended Learning Period meetings throughout the year, provided monthly progress reports on ELD instruction, and overall increased communication with Flex-Based Learning Teachers, parents and students.  The Department of Student Support increased progress monitoring and communication with both the teachers and staff of underrepresented families.  The Student Support Administrator became a certified Wellness Coach, allowing her to provide deeper supports to special populations and students in crisis.  The Intervention Department increased their relationship with the county by attending webinars that gave strategies used in intervention classes with students and Learning Coach sessions, strengthening the relationships between Intervention Coordinators, parents and students.  Through full implementation of the PATH survey to identify need, full implementation of BSST platform, and partner feedback analysis, the school was able to refine and strengthen by using feedback from targeted strategies to build partnerships that contributed to student outcomes.|Granite Mountain Charter School continues to refine and strengthen its systems for gathering and utilizing educational partner input to guide decision-making. Over the past year, we have focused on creating more intentional, consistent, and accessible opportunities for families, students, and staff to share their perspectives, while improving how that feedback is analyzed and applied across the organization. Teacher-led data conversations remain a central component of our professional development, with educators regularly reviewing student performance trends, identifying areas of need, and adjusting supports accordingly. These discussions are reinforced through regional team collaboration, ensuring that insights are not isolated but instead contribute to broader programmatic decisions and student support strategies. In addition to academic data, we have expanded how we collect and share educational partner feedback. Input gathered through surveys, Parent University, ELAC, Trailblazer Community Group meetings, and event-based feedback is reviewed and communicated with staff. This has allowed teams to more quickly identify patterns, respond to emerging needs, and align supports across departments. Through these practices, Granite Mountain is continuing to build a responsive system where input is not only collected but actively used to inform decisions, strengthen programs, and better meet the needs of our school community.|While Granite Mountain has made meaningful progress in expanding opportunities for educational partner input, we recognize the importance of continuing to strengthen both the depth and impact of engagement. Moving forward, our focus will be on ensuring that feedback processes are not only widely accessible but also consistently representative of all student groups and regions. One area for growth is increasing clarity and visibility around how input influences decision-making. While feedback is regularly collected and reviewed, we aim to explicitly communicate outcomes and next steps so educational partners can clearly see the connection between their input and school actions. Strengthening this transparency will help build trust and encourage continued participation. We also seek to refine our approach to gathering feedback by creating more targeted and timely opportunities for input. This includes exploring smaller group settings, focused discussions, and more frequent check-ins that allow for deeper dialogue and more actionable insights. Additionally, we will continue prioritizing outreach to underrepresented families to ensure a broader range of perspectives informs our work. As we move into the upcoming year, Granite Mountain is committed to evaluating our systems with a critical lens and making thoughtful adjustments that enhance both participation and impact. By strengthening feedback loops and increasing responsiveness, we aim to further develop a collaborative environment where educational partners play an active and meaningful role in shaping school decisions.|GMCS continues to seek input for decision making from underrepresented families.  The Student Support division has increased efforts to collaborate with and empower teachers to have conversations with and seek input from our underrepresented families.  This strategy was devised from educational feedback in 24-25.  By strengthening efforts between teachers and student support leadership, we have witnessed an increase in participation of supportive programs, more timely responses to our students in need, and increased academic monitoring and intervention.  Input has been provided through ELAC meetings, LCAP surveys, and Professional Development Communities.  This input has resulted in increased in person opportunities (both in person and virtually) for our English Learners, increased participation in our synchronous ELD program, shifts to best support students in crisis, strengthened relationships with county partners,  improvements in communication throughout the SST process, and higher effectiveness with 504 plans.|5|5|5|5|5|5|5|5|4|4|5|5|Met||2026-06-17|2026
36750690000000|Upland Unified|3|Based on feedback from our educational partners, the district demonstrates several strengths in building partnerships that support positive student outcomes. These strengths include regular communication with families about school activities and academic progress, meaningful opportunities for family involvement, and full access to a standards-based curriculum and supplemental resources. Additionally, families have shared that they feel supported and know they have someone to reach out to whenever a concern arises.|From our educational partners, we have learned that one key area for growth is increasing student access to counseling services at the secondary level. They have expressed a need for additional support in academic planning, mental health, and college and career readiness. As a district, we recognize the importance of ensuring that all students have timely access to qualified counselors who can provide guidance, intervention, and resources tailored to their individual needs.|To improve engagement among our underrepresented families, UUSD has focused on increasing participation in English Learner Advisory Committees (ELAC) at school sites and in parent and family advisory groups such as the District Family Advisory Committee (DFAC) and the District English Learner Advisory Committee (DELAC) at the district level. These committees provide meaningful platforms for families to share concerns, offer input, and collaborate on strategies to better support students. Moving forward, UUSD will strengthen its partnership with the county office of education to explore new and improved approaches to enhance family engagement across the district.|Upland Unified School District has fully implemented Wednesday Webinars, held two to three times per month throughout the school year, to provide families with valuable tools to support their students both academically and social-emotionally. Topics have included social-emotional learning, differentiated instruction, and college and career readiness—such as sessions on completing the FAFSA and understanding Dream Act options—which have been well received by families across the district. Additionally, through our family advisory committees (DELAC and DFAC), the district keeps families informed about the progress of our LCAP goals by sharing relevant data and gathering input on proposed actions. Every school in UUSD maintains an active School Site Council, PTA, and, where applicable, ELAC to foster strong home-to-school partnerships. Moving forward, UUSD will continue collaborating with the county office of education to explore new and innovative ways to strengthen family and community engagement.|Based on feedback from our educational partners, one key area of focus that has emerged is the need to increase opportunities for student involvement after school. In response, the district has expanded its after-school athletics programs at both the elementary and junior high levels to include cross country. Additionally, access to after-school visual and performing arts opportunities has grown, with programs such as folklórico and theater now offered to engage more students in creative and culturally enriching activities.|To improve engagement among underrepresented families, Upland Unified School District has focused on increasing participation in English Learner Advisory Committees (ELAC) at school sites and in advisory groups such as the District Family Advisory Committee (DFAC) and District English Learner Advisory Committee (DELAC) at the district level. These committees provide valuable platforms for families to share concerns and contribute ideas to better serve students and the broader school community. UUSD will also strengthen its collaboration with the county office of education to explore new and innovative strategies for enhancing family partnerships.|A key strength of Upland Unified School District in seeking educational partner input is the presence of multiple family and community groups at every school site and at the district level, fostering authentic dialogue around decision-making related to student support and learning outcomes. These groups contribute meaningfully to discussions on topics such as the School Plan for Student Achievement (SPSA), the Local Control and Accountability Plan (LCAP), and services for English Learners. As part of the LCAP feedback process, each site conducts three input sessions for families, as well as separate sessions for students and staff, ensuring diverse voices are heard and considered in the district’s planning and continuous improvement efforts.|To enhance input from our educational partners, the district has expanded outreach efforts to boost participation in committees at both the school site and district (LEA) levels. These efforts include improved communication strategies aimed especially at engaging families of underrepresented student groups.|o improve engagement among our underrepresented families, we have focused on increasing family participation in ELAC at the school sites and DFAC and DELAC at the district (LEA) level. These important committees provide families with a meaningful platform to share concerns and ideas on how to best support our students.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-17|2026
36750770000000|Apple Valley Unified|3|"Based on educational partner input and local data analyzed during the development of the 2026–27 Local Control and Accountability Plan (LCAP), Apple Valley Unified School District (AVUSD) has achieved substantial, measurable progress in building relationships and strengthening trust between school staff, families, and students. A primary indicator of this success is the district-wide improvement in perception data gathered from the annual YouthTruth Surveys, where family participation surged significantly to 25% of households. This data shows strong upward momentum in local stakeholder satisfaction. Specifically, elementary parent indicators regarding a ""friendly school environment"" grew by 6 percentage points from baseline (rising to 76%), while parent perceptions of ""engagement"" and ""school culture"" climbed by 12 and 7 percentage points, respectively. These improvements reflect a deeply felt sense of safety and connectedness across the community. Furthermore, targeted qualitative efforts to hear directly from historically underserved families have gained tremendous momentum. The expansion of localized networks, such as the District African American Parent Advisory Committee, has successfully amplified parent advocacy and established shared leadership models directly matching the Community Schools framework. Logistical and structural systems also serve as key pillars in AVUSD's relationship-building efforts. The district's five regional Family Centers continue to manage an exceptional volume of community outreach. This includes providing staple nutrition to roughly 150 to 220 families every single Friday through the local food pantry and facilitating a 55% increase in student clothing distribution from baseline. Simultaneously, the strategic stabilization of the district's home-to-school bussing services has successfully resolved critical physical and logistical attendance barriers. By keeping high-priority resources operational through broad community consensus, these combined relationship and outreach efforts have contributed to systemic benefits across our multi-tiered systems of support. Most notably, they have fueled a widespread 8.3% decrease in chronic absenteeism (dropping to 29.9%) and a 1.0% drop in overall suspension rates (dropping to 5.7%) for the district at large. Through purposeful alignment with the AVUSD Board Goals, the district continues to leverage site-based tools like ParentSquare and in-person listening sessions to ensure that strategic planning connects directly back to community voice and student wellness."|"Through deep collaborative cycles with our District Advisory Committee (DAC), District English Learner Advisory Committee (DELAC), student advisory groups, and school site councils, we have analyzed our local data and Dashboard indicators. While we celebrate significant district-wide milestones—including moving our overall graduation rate into the highest performance tier (93.0% - Blue) and securing broad 8.3% reductions in chronic absenteeism—our educational partners have identified critical, targeted focus areas where we must deepen our family-staff partnerships. To build equitable, authentic relationships that directly impact student wellness and performance, AVUSD is pivoting its strategic efforts toward the following localized improvement areas: 1. Re-Engaging High School Families Our local data reveals a distinct divergence in climate perceptions between grade spans. While elementary family engagement grew by 12 percentage points, YouthTruth Survey results highlight a critical secondary-level gap. High school parents reporting that they ""feel valued by my school"" faced a 15 percentage point decline (dropping to 44%), and high school parent engagement dipped by 4 points. AVUSD is prioritizing a secondary-level framework that moves past broad communications to implement site-specific, face-to-face feedback loops that restore connection and ensure high school parents are empowered collaborators. 2. Specialized Support for Exceptional and High-Need Subgroups True community partnership means ensuring no group is left underserved. Data shows that parents of students with special needs experienced sharp declines in feeling valued, dropping by 8 points at the elementary level and 17 points at the high school level. Furthermore, while district attendance improved overall, specific vulnerable networks faced stagnant or compounding attendance barriers. Chronic absenteeism climbed by 6.8 percentage points for Long-Term English Learners (LTEL) and by 10.3 percentage points for Foster Youth at our alternative Equity Multiplier site, Phoenix Academy. AVUSD is actively refining its outreach to integrate specialized staff, direct family interventions, and individualized barrier-removal strategies for these unique student populations. 3. Culturally Responsive Climate and Behavior Supports At our Equity Multiplier school sites, community feedback emphasized a critical link between family communication and school climate. Suspension rates for English Learners rose by 3.1 points. Simultaneously, high school parent perceptions of a ""friendly school environment"" stalled flat at 63%. AVUSD is focusing heavily on providing instructional and support staff with deep training in culturally responsive behavioral strategies and restorative practices[cite: 4, 10]. By aligning home and school expectations, we aim to eliminate exclusionary discipline and create welcoming spaces for linguistically diverse families. By combining targeted Learning Recovery Emergency Block Gra"|"To build an authentic framework, district administrators and Parent Advisory members actively participated in regional capacity-building sessions with the San Bernardino County Superintendent of Schools (SBCSS) LCAP Series. This training, delivered by regional family engagement experts, focused on leveraging the Community Schools model and embedding recursive continuous improvement protocols into our annual planning cycles Our self-reflection and comprehensive needs assessment process identified key areas where family-staff relationships must be structurally improved: Secondary Span Trust Alignment: Moving past broad, digital-only communication to correct a critical 15 percentage point decline in high school families reporting that they ""feel valued by my school"" (dropping to 44%). High schools are deploying localized, face-to-face feedback opportunities to treat parents as empowered postsecondary partners. Exceptional Subgroup Inclusion: Addressing marked declines in school climate satisfaction among parents of students with special needs (down 8 points elementary / 17 points high school) by introducing disaggregated site-level monitoring feedback loops. Dismantling Chronic Absenteeism Barriers: Responding to localized attendance spikes among Long-Term English Learners (LTEL) (+6.8 points) and Foster Youth (+10.3 points at Phoenix Academy). The district is expanding the use of Student Champions and attendance intervention teams to conduct targeted home visits and build stable family-school relationships. Linguistic Accessibility: Mitigating flatlining high school climate indicators among Spanish-speaking households by increasing relation-based, in-person translation support rather than relying solely on automated or telephone interpreters. Resource Alignment & Structural Supports: To ensure families are stable enough to engage as authentic educational partners, AVUSD has blended Learning Recovery Emergency Block Grant (LREBG) allocations with local Community Schools grants to fund specialized Community Engagement Liaisons and food pantry warehouse personnel. These direct-service positions augment our five regional Family Centers, which continue to provide essential nutrition to over 150–220 families every Friday and achieved a 55% increase in student clothing distribution from baseline."|Based on a rigorous, comprehensive needs assessment and collaborative data loops documented in the 2026–27 Local Control and Accountability Plan (LCAP), Apple Valley Unified School District (AVUSD) has established deep foundational strengths and secured exceptional progress in building staff, student, and family partnerships to accelerate student outcomes. The most visible indicator of our collective partnership framework is the substantial upward trajectory in high school graduation and postsecondary preparedness. The district achieved a landmark milestone as our overall graduation rate climbed to 93.0%, moving AVUSD into the California School Dashboard’s highest performance tier (Blue). Concurrently, our College and Career Indicator (CCI) surged by 7.4 percentage points to 52.8%, shifting our district status into the Green band. Targeted campus-level partnerships yielded historic gains for our most vulnerable student groups, resulting in a 12.2 percentage point graduation rate increase for both Foster Youth and Students with Disabilities, alongside an 18.9 point graduation rate increase for Homeless Youth. Our continuous improvement cycles are heavily grounded in expanding stakeholder voice. Family and guardian participation on the annual YouthTruth Survey rose to 25% of households, ensuring a much more representative pool of community input, while eligible district staff participation reached 81%. We also expanded vital, culturally responsive advocacy spaces by integrating feedback from the District African American Parent Advisory Committee and Student Advisory Committees directly into site-level planning. True collaborative partnerships require stabilizing households to remove barriers to learning. AVUSD operates five regional Family Centers that provide critical basic-needs infrastructure, including distributing food to 150–220 local families every Friday and facilitating a 55% increase in student clothing distribution from baseline. Driven by home-to-school transportation and whole-child wellness partnerships, the district secured a sweeping 8.3% broad decrease in chronic absenteeism.|"The first critical focus area addresses a significant grade-span perception gap in our family partnerships. While elementary school partnership metrics show strong upward growth, local YouthTruth Survey data highlights a sharp decline among high school parents, with positive responses to the question ""I feel valued by my school"" dropping by 15 percentage points from baseline to a concerning 44%. To reverse this trend, our high school sites are pivoting from broad, passive digital outreach to targeted, face-to-face feedback opportunities, targeted individual outreach, and site-based input sessions, ensuring secondary families are engaged as empowered partners in decision-making and postsecondary student planning. The second priority focuses on tailoring collaborative communication for exceptional and high-need subgroups. Self-reflection metrics reveal that parents of students with special needs experienced substantial drops in feeling valued by their schools, decreasing by 8 percentage points at the elementary level and 17 percentage points at the high school level. Simultaneously, specific student groups continue to face high attendance barriers, with chronic absenteeism rising by 6.8 percentage points for Long-Term English Learners (LTEL). AVUSD is prioritizing specialized, culturally responsive family-school compacts, utilizing Student Champions and attendance teams to conduct home visits, remove systemic barriers, and foster direct parent-staff mentoring relationships. The third focus area aligns family outreach with culturally responsive behavioral supports at our Equity Multiplier school sites. While elementary families feel highly supported by bilingual staff, high school family indicators for a ""friendly school environment"" stalled flat at 63%, a secondary-level stagnation that is compounded by rising suspension rates for English Learners (+3.1 points) and LTELs (+6.4 points). Our key focus is providing both instructional and support staff with deep professional learning in culturally responsive behavior interventions to minimize exclusionary discipline and improve dual-language family engagement. To fund these solutions during a period of budget reduction, the district has blended Learning Recovery Emergency Block Grant (LREBG) funds with Community Schools grants to deploy personnel directly into direct-service roles. These positions supplement our five regional Family Centers to stabilize high-poverty households, strengthen linguistic accessibility, and expand in-person translation services."|"Apple Valley Unified School District (AVUSD) has constructed a targeted strategy to elevate the engagement of underrepresented families, specifically in relation to building partnerships for student outcomes. The first actionable step addresses a distinct grade-span perception gap in our family partnerships. While elementary family metrics show strong growth, local YouthTruth Survey data highlights a sharp decline among high school parents, with positive responses to the question ""I feel valued by my school"" dropping by 15 percentage points from baseline to a concerning 44%. To reverse this trend, our high schools are pivoting from passive, digital-only communication to structured, face-to-face feedback opportunities and site-based input sessions, ensuring secondary families are re-engaged as active, empowered collaborators in decision-making and postsecondary student planning. The second priority focuses on customizing structural outreach for exceptional and high-need subgroups. Self-reflection metrics reveal that parents of students with special needs experienced substantial drops in feeling valued by their schools, decreasing by 8 percentage points at the elementary level and 17 percentage points at the high school level. Simultaneously, specific student groups continue to face high attendance barriers, with chronic absenteeism rising by 6.8 percentage points for Long-Term English Learners (LTEL). AVUSD is prioritizing specialized, culturally responsive family-school compacts, utilizing Student Champions and attendance teams to conduct home visits, remove systemic barriers, and foster direct parent-staff mentoring relationships. The third component aligns family outreach with culturally responsive behavioral supports. While elementary families feel highly supported by bilingual staff, high school family indicators for a ""friendly school environment"" stalled flat at 63%, a secondary-level stagnation compounded by rising suspension rates for English Learners (+3.1 points).  To fund these solutions during a period of budget reduction, the district has blended Learning Recovery Emergency Block Grant (LREBG) funds with Community Schools grants to fund specialized Community Engagement Liaisons and food pantry warehouse personnel. These positions supplement our five regional Family Centers to stabilize high-poverty households, distribute food to 150–220 families every Friday, maintain a 55% increase in student clothing distribution, and expand direct, in-person translation services."|Based on the analysis of educational partner input and local data, Apple Valley Unified School District has made strong progress in seeking input for decision-making by expanding opportunities for family and community engagement. The district has increased participation in advisory groups, site-based input sessions, and LCAP feedback meetings. Survey results reflect growth in the number of families who feel their voices are heard and valued. This progress is supported by the work of Family Centers and the Community Schools initiative, which have helped create more inclusive and accessible spaces for dialogue and collaboration.  Our work with a regional expert in community engagement has helped to build a solid foundation for increased input and true dialogue.|Based on the analysis of educational partner input and local data, Apple Valley Unified School District’s focus areas for improvement in seeking input for decision-making include increasing representation from underheard groups and ensuring that feedback directly informs school and district decisions. While overall participation has grown, data shows that some families—particularly from underrepresented communities—still face barriers to engagement. The district aims to strengthen outreach strategies and close feedback loops so all voices are reflected in planning and decision-making processes. In particular, parents of students with special needs indicate a desire for more input and support to engage.|Based on the analysis of educational partner input and local data, Apple Valley Unified School District’s focus areas for improvement in seeking input for decision-making include increasing representation from underheard groups and ensuring that feedback directly informs school and district decisions. While overall participation has grown, data shows that some families—particularly from underrepresented communities—still face barriers to engagement. The district aims to strengthen outreach strategies and close feedback loops so all voices are reflected in planning and decision-making processes.|4|4|4|4|4|4|4|4|4|3|3|4|Met||2026-06-11|2026
36750773631207|Academy for Academic Excellence|3|AAE boasts a parent volunteer force of 400. Parents volunteer in classrooms, at field trips, in our local outreach endeavors, and our playgrounds. We communicate weekly with families via email with news, updates, and important dates. Each month, the AAE hosts a parent meeting to provide updates in sports, counseling, academics, facilities, and PTC endeavors. Individual teachers also communicate weekly with their families through several media outlets.|Our goal is to increase our use of translated materials sent out to families. We also aim to provide translators in our quarterly lottery and new families orientation.|To improve engagement to underrepresented families, physical flyers about meetings were handed out during pick-up times in addition to the multiple media announcements. The principal also personally reminded parents during events, sports activities, and morning drop-off. Signs and posters are predominantly placed to invite parents to upcoming engagement opportunities.|AAE has created a School Site Council/ELAC that meets 9 times a school year. This council consists of parents, staff members, students, administration, and community members who work together to guide the direction of our decision-making. There are also monthly meetings called Parents and Pastries, that provides valuable information to all of our attendees from our counselors, athletic director, and administrators. This meeting provides a forum to give information and answer questions of any parent or community member in attendance. This meeting is streamed live, where participants can watch and ask questions. AAE works to be available every day with friendly staff to help address the needs of all of our visitors, parents, and students. Each year, AAE also provides surveys to our staff, parents, and students to acquire data from each group regarding what they believe will benefit our school. This data is reviewed and studied so that we can make decisions that take into consideration what many of our participants desire to change. In addition to the mentioned modes of communication, AAE conducts Family Voices, a meeting at our school with food provided. At this meeting, parents and community members are given data about our dashboard and LCAP, and then they are put into groups to develop ideas on what they believe will create impactful change at our school. We work hard to create many different opportunities for our students, staff, parents, and community members to have a voice in guiding the direction of AAE.|Despite the many ways in which AAE reaches out to gain insight about what all of our parents and community members feel, need and want, we often receive little input from these venues. The number of surveys, participants at Parents and Pastries, Family Voices, volunteer opportunities, etc. are small in number and participation. There is information that is advertised, food provided, teacher requests, and flyers that attempt to increase participation, but many parents do not take the initiative to provide their insight. This year, we are ensuring that both students and families know how their feedback was used to inform the LCAP and decisions made for the school's future.|There are many ways in which our school reaches out to our community and collaborators, but the number of participants does not meet our expectations or capacities of availability. AAE needs to utilize newer social media methods of advertisement to reach a greater number of participants. Through the Parent Square app, AAE will attempt to reach out and advertise to our parents the need for their input and guidance as we make decisions to improve our school and its policies. Further attempts to make the manner in which our community and collaborators are able to participate must be taken into consideration so that there is convenience and ease for them to provide feedback and input. There must also be more interaction between our staff and our parents to create interest in providing feedback. As a school, we will work to provide more convenient and varied opportunities to create interest in our community partners, investing in the decisions that are made to help AAE evolve and grow. An example of this is increasing our resources for parents to provide academic support at home through specific resources on our website. Parents indicated in their recent climate survey that this was an area they'd like support.|AAE has created a variety of opportunities to get input from our community partners. Surveys are provided each year to our staff, students, and parents that allow for input to be made into how we direct decision making. Monthly Parent and Pastries meetings are conducted on our campus that provide valuable information and allow participants to ask questions. This meeting is also projected online through Facebook so that community members can participate from home. Our School Site Council/ELAC committee is formed of staff members, administrators, students, parents and community members. This council meets 9 times a school year and allows for our community partners to receive information and participate in decision making for our school. AAE also provides a Family Voices meeting that allows for all who attend to learn more about our LCAP and dashboard results so that they can provide input in policy forming. AAE provides many different ways in which we can receive feedback from our community partners.|More efforts need to be made to advertise these opportunities so that we are reaching a larger number of possible participants in our efforts to get input. The location and times of the different ways that AAE works to gain insight from our community partners must be varied and made convenient to open opportunities for additional participation.|AAE will strive to make accommodations that meet the needs of all of the community partners. By providing translators and information that is given in Spanish and English, we can ensure that the information reaches the vast majority of our partners. We must also develop convenient locations and times for our input to be gathered in order to gain insight from all of our community partners.|5|5|4|5|4|4|4|5|5|5|5|5|Met||2026-06-08|2026
37103710000000|San Diego County Office of Education|3|Parent and Family Liaisons (PFL), staff, and administrators worked jointly to support families with multiple learning opportunities, social emotional supports and hybrid options for parent involvement. The Student & Family Engagement (SAFE) team meets monthly and includes School Counselors, School Social Workers, PFLs, Student Transition, and interns. Listening circles with the parents of English Learners supported deeper staff understanding of the strengths and representation of languages and cultures. Parent involvement and participation is a standing agenda item and is discussed at every meeting. Parent involvement is also discussed at monthly leadership team meetings, where opportunities and initiatives are reviewed for further dissemination throughout our schools. Trainings are provided to the following teacher/staff committees: Special Education, Independent Study teachers, English Language Development Assistants, Attendance Clerks, Registrars, Student Support Specialists, and Office Assistants. Expansion of resources in regional office Parent Centers will extend to all school sites.|A focus for improvement will be to continue to explore multiple methods of family involvement based on family feedback while also expanding opportunities for on-site resource opportunities and community events that include participation by teachers and other school staff. Expanded Social Emotional Learning (SEL) and Restorative Practice (RP) opportunities have been requested by families, and we will continue to expand these offerings. School social workers and school counselors closely collaborate with parent and family liaisons to develop SEL/RP workshop content for families. School exhibitions provide spaces for family engagement with school staff and other educational partners. We will continue to expand our exhibitions and other community-based learning opportunities. Families are viewed as a resource to our schools, and we are working collaboratively to develop learning options taught by parents with families and schools staff as the learners.|The Student and Family Engagement team, along with our leadership and District Equity Leadership Team will analyze regional, program wide, and county data to inform our planning and educational partner development. Through continued responsiveness to requested resources, support, and trainings with information gathered through enrollment surveys, parent leader feedback, and community school event evaluations, we will plan engagement opportunities that reflect expressed needs. We will continue to offer in-person, virtual, and hybrid events to create flexibility for family participation as parents have indicated that while they enjoy gathering at school sites and engaging in restorative field trips, virtual events can be easier to join. Community schools will continue to expand supports available at school sites and identify key partners to incorporate into our school communities in order to provide our families with the resources they need to support student success. We have joined the state-wide Community Engagement Initiative for the 2024-2026 school years and have a dedicated team comprised of parents, students, and school staff to engage in local and joint collaborative leading and learning to improve the engagement of our communities.|"Ongoing phone calls, texts, school-based events, CTE showcases, VAPA events, student led conferences, ""Design Jams"" and school reports provide opportunities for Parent Engagement and discussion of student progress. Additional opportunities for discussion of student progress occur via transition planning, IEP meetings and teacher calls to parents.  Both in-person and virtual workshops and trainings are available during the day and evening. Parent support, including translation and information, is provided for IEPs, transition meetings (both from a custodial setting to home and from community schools to home district), parent-teacher conferences, student exhibitions of learning and school open houses.  Specific activities, workshops, training opportunities, and “Coffee with the Principal” meetings included topics such as: academic success (A-G Requirements, graduation requirements, and local and state assessments among others), transition opportunities, attendance, financial aid and scholarships, restorative practices, human trafficking and CSEC, drug, tobacco use and vaping, use of technology, Career Readiness and Technical Education (CRTE), Visual and Performing Arts (VAPA) learning opportunities provided."|A focus area will be to increase communication on Parent Engagement activities, student progress, current research, available resources, extended and expanded learning opportunities, including dual college enrollment and pre-apprenticeships. Implementation of improvements to the student information system and related training materials and workshops will provide families with the tools to access the parent portal, further increasing accessibility of information on student progress. Improvement of our notification system through daily reports and staff training will support increased accuracy and will alert staff when further outreach is required. Updating and expanding resources on our website will allow for further dissemination of information and resources. We will also continue to expand opportunities for student exhibitions of learning through Student Led Conferences and Design Jams which include our educational partners in the development and execution of events that highlight student growth in academics, Career Technical Education, and Visual and Performing Arts.|"We will continue to engage our families via our identified areas of strength: school engagement activities, student led conferences, ""Design Jams"" and school reports provide opportunities for Parent Engagement and discussion of student progress. Parent surveys and listening circles provide information to support school staff response. Additional opportunities for discussion of student progress occur via Student-Led Conferences, transition planning, IEP meetings and teacher calls to parents. Our further work will include expanding opportunities for shared experiences through student exhibitions, community school events, and student/family feedback on the opportunities that are most engaging and successful from their perspective."|Parent trainings and workshops shifted to a hybrid format with offerings provided both in-person and virtually based on parent request. Parent feedback at outreach events,  LCAP Community Forums & stakeholder surveys were used to guide the creation of the 2025-26 LCAP Goals & actions and services which align with our SPSAs goals WASC action plans and CCSPP implementation. DPAC & DELAC members have been active leaders in contributing to the engagement of additional parents. Information regarding the PFEP is continuously provided via workgroups, at parent meetings & via the district website. Parent feedback on SPSA development and LCAP goals is solicited, encouraged & has been a key element in the development of our LCAP. Participation in the Community Engagement Initiative (CEI) has been instrumental in reviewing programs and priorities. Parents provided feedback and planning support for the development of workshops, parent trainings, Social Emotional Learning activities, educational book clubs and needs & assests to shape our growing partnerships via surveys, request at district meetings, feedback during “Coffee with the Principal” and small group discussion.|A focus area will be to increase communication on community school implementation, Community Engagement Initiative, parent involvement activities, student progress, current research, available resources, in-person and distance opportunities. Implementation of a new student information system and related training materials and workshops has provided families with the tools to access the parent portal, further increasing accessibility of information on student progress. Improvement of our notification system through daily reports and staff training has supported increased accuracy and will alert staff when further outreach is required. Expansion of the notification system to include additional texting features will improve communication with our parents in their preferred method of outreach. Updating and expanding resources on our website will allow for further dissemination of information and resources. We will also continue to expand opportunities for student exhibitions of learning through Student Led Conferences and Design Jams which include our educational partners in the development and execution of events that highlight student growth in academics, Career Technical Education, and Visual and Performing Arts.|The Parent and Family Liaisons, in collaboration with the Student and Family Engagement team along with our leadership and District Equity Leadership Team will continue to engage our families via multiple opportunities for input and feedback. Surveys upon enrollment provide us information on immediate family needs. Continuing opportunities for discussion and input will be available via community school advisory, the Community Engagement Initiative, School Site Council, district and school specific English Learner Advisory Councils, and our District Parent Advisory Council. We will continue to utilize empathy interviews to provide more in-depth responses to guide and shape our decision-making. Data will be provided to families to assist in our cycle of continuous improvement.|5|5|4|4|4|5|4|4|4|4|4|4|Met||2026-06-10|2026
37103710108548|Iftin Charter|3|Iftin Charter School has established strong, trusting relationships with families through consistent communication, culturally responsive engagement practices, and a commitment to creating an inclusive school community. The school provides a welcoming environment for all families, particularly those from immigrant, refugee, and newcomer backgrounds, including Somali, Arabic, Haitian, and other multilingual communities represented within the school.  Bilingual staff members, including the Parent Liaison and Outreach Coordinator, play a critical role in strengthening family-school partnerships by providing interpretation, translation, and direct support to families. Teachers and staff maintain regular two-way communication through ClassDojo, phone calls, parent-teacher conferences, school events, and materials translated into families’ home languages. These communication systems help ensure that families remain informed and engaged in their children's education.  The school also promotes meaningful family involvement through workshops, family engagement nights, cultural celebrations, volunteer opportunities, and participation in advisory groups such as the School Site Council (SSC) and English Learner Advisory Committee (ELAC). Educational partner feedback indicates that families feel welcomed, respected, and comfortable communicating with school staff. As a result, Iftin continues to strengthen a positive school culture where families are valued as essential partners in supporting student success and school improvement.|While Iftin Charter School has made significant progress in building strong relationships with families, the school recognizes opportunities to further strengthen family engagement practices. A primary focus area is increasing staff capacity to better understand and engage with the unique strengths, cultures, experiences, and goals of each family.Educational partner feedback and local data indicate that families value personalized communication and meaningful opportunities to participate in their children's educational journey.  To address this need, the school is working to implement more consistent student goal-setting conferences that actively involve students, families, and teachers in discussing academic progress and future goals. Iftin also plans to expand professional development opportunities focused on culturally responsive family engagement, effective communication strategies, and relationship-building practices for all staff, including new teachers and classified employees.  Additionally, the school seeks to strengthen systems for gathering and responding to family feedback throughout the year to ensure that engagement efforts remain responsive to the needs of the school community. These improvements will help deepen partnerships with families and further support student success, belonging, and academic achievement.|To improve engagement of underrepresented families, Iftin Charter School will continue to strengthen outreach efforts and remove barriers that may limit participation in school activities and decision-making processes. The school will increase opportunities for home visits, provide interpretation and translation services at all major meetings  2026-27 Local Performance Indicator Self-Reflection for Iftin Charter School  and events, and conduct targeted outreach to families of students with disabilities, English learners, newcomer students, and families who have historically been less involved in school activities.  The Parent Liaison and Outreach Coordinator will play a key role in this work by facilitating focus groups, conducting personalized outreach, and encouraging greater participation in advisory committees such as the School Site Council (SSC) and English Learner Advisory Committee (ELAC). The school will also host culturally responsive family forums and informational workshops designed to address the specific needs and interests of diverse family groups.  In addition, Iftin will continue to expand professional development for staff on culturally responsive communication, relationship-building strategies, and trauma-informed practices. These efforts will help ensure that all families feel welcomed, respected, informed, and connected to the school community. By creating multiple pathways for engagement and elevating family voice, the school aims to strengthen partnerships with underrepresented families and increase their meaningful participation in supporting student success and school improvement.|Iftin Charter School has made significant progress in building strong partnerships with families to support student learning and achievement. The school has established multiple structures that encourage meaningful family engagement and provide families with the knowledge and resources needed to support academic success at home. Parents are regularly invited to school events, workshops, and informational sessions focused on topics such as Common Core State Standards, literacy and math strategies, assessment results, and the effective use of educational tools such as IXL, MAP, Google Classroom, and other digital learning platforms.  The school conducts parent-teacher conferences throughout the year, creating ongoing opportunities for families and educators to discuss student progress, review academic goals, and collaborate on strategies for success. Staff maintain regular communication with families through ClassDojo, the PowerSchool Parent Portal, phone calls, emails, and translated materials to ensure information is accessible and understandable in families’ preferred languages.  Iftin also provides families with information and training related to educational rights, special education services, English Learner programs, intervention supports, and available community resources. The Parent Liaison and Outreach Coordinator play an essential role in connecting families to services, facilitating communication between home and school, and encouraging participation in school programs and decision-making opportunities. Educational partner feedback indicates that families feel informed, supported, and increasingly engaged in their children’s education. These efforts have strengthened family-school partnerships and contributed to a collaborative environment focused on improving student outcomes and ensuring every student has the support needed to succeed academically and socially.|While Iftin Charter School has established strong systems for family engagement, the school continues to identify opportunities to deepen partnerships that directly support student achievement. A key area for improvement is increasing personalized, goal-oriented collaboration among teachers, students, and families. Educational partner feedback indicates that families would like greater involvement in setting academic goals, monitoring progress, and understanding assessment results. In response, the school is working to strengthen practices that promote meaningful discussions about student learning, growth, and future goals.  To support this effort, Iftin plans to expand opportunities for student-led conferences and provide teachers with additional tools and strategies to facilitate data-informed conversations with families. These efforts will help families better understand student performance and actively participate in the development of academic and social-emotional goals.  Another focus area is enhancing staff capacity to engage families as authentic partners in the educational process. The school will continue to provide professional development focused on effective family engagement practices, culturally responsive communication, and strategies for building collaborative relationships with families from diverse linguistic and cultural backgrounds.  Additionally, Iftin will continue to seek family feedback regarding communication, workshops, and support services to ensure engagement efforts remain responsive to family needs. By strengthening these areas, the school aims to build even stronger partnerships that empower families to actively support student success and contribute to positive educational outcomes.|To better engage underrepresented families in supporting student outcomes, Iftin Charter School will expand outreach efforts through home visits, community-based events, and culturally responsive programming led by the Outreach Coordinator and Parent Liaison. These efforts will prioritize families of students with disabilities, English learners, newcomer students, and families who may be less familiar or comfortable navigating school systems.  The school will increase access to interpretation and translation services during parent-teacher conferences, academic workshops, IEP meetings, ELAC meetings, and other key events to ensure families can fully participate in conversations about student progress and supports. Iftin will also offer additional family education workshops based on survey feedback, with topics such as understanding assessment data, supporting literacy and math at home, accessing digital learning tools, understanding ELD and special education services, and advocating for student needs.  To strengthen partnerships, staff will provide more personalized communication and follow-up with families who are not regularly attending school events or conferences. The Parent Liaison and Outreach Coordinator will help identify barriers to participation and connect families with resources and opportunities to engage. Through these actions, Iftin aims to empower all families to actively support their children’s learning, understand available academic and social-emotional supports, and participate as partners in improving student achievement and overall school success.|Iftin Charter School has established a strong culture of family participation in school decision-making through active engagement in the School Site Council (SSC), English Learner Advisory Committee (ELAC), and other stakeholder engagement opportunities. These groups maintain meaningful representation from families and staff and provide valuable input on school policies, programs, budget priorities, and the development and monitoring of the Local Control and Accountability Plan (LCAP).  Families are regularly invited to participate in public board meetings, educational partner forums, and school-wide planning activities where updates are shared and feedback is actively encouraged. The school uses multiple methods to gather input, including surveys, meetings, focus groups, and informal conversations, ensuring families have ongoing opportunities to share their perspectives on school programs and services.  To promote equitable participation, Iftin provides information in multiple languages and utilizes bilingual staff to facilitate accessible and inclusive meetings. The Parent Liaison and Outreach Coordinator work closely with families to explain school processes, encourage participation, and help families understand how their feedback influences decision-making. Educational partner input indicates that families feel increasingly informed, respected, and valued as contributors to school improvement efforts.  These practices have strengthened trust between families and the school while creating a collaborative environment where family voice plays an important role in shaping programs, services, and priorities that support student success.|While Iftin Charter School has established multiple opportunities for families to provide input and participate in decision-making, the school recognizes the need to increase the participation and representation of underrepresented families, particularly newcomer families, families of students with disabilities, and those who may be unfamiliar with school governance structures. Educational partner feedback indicates that while opportunities for engagement exist, some families do not yet feel fully prepared or confident participating in discussions related to academic data, school planning, budgeting, and policy development.  To address this need, Iftin is focused on building family capacity through targeted outreach, informational workshops, and leadership development opportunities that help families better understand school systems and decision-making processes. The school will continue to provide multilingual resources, interpretation services, and additional support to ensure all families can participate meaningfully in advisory committees and stakeholder engagement activities.  Another area for growth is strengthening collaborative planning and evaluation of family engagement initiatives. While families currently provide feedback on school programs and events, the school seeks to increase opportunities for families, staff, and administrators to work together in designing, implementing, and evaluating engagement activities. This collaborative approach will help ensure that programs and events better reflect the diverse interests, perspectives, and needs of the school community.  By focusing on these areas, Iftin aims to expand meaningful family participation and strengthen shared decision making practices that support continuous school improvement and positive student outcomes.|To improve engagement of underrepresented families in decision-making processes, Iftin Charter School will strengthen outreach efforts and provide additional support to families who may be unfamiliar with school systems, governance structures, and advisory committees. Particular attention will be given to newcomer families, families of students with disabilities, English learner families, and others who have historically been underrepresented in school leadership and advisory groups.  The Outreach Coordinator and Parent Liaison will provide targeted training, orientation sessions, and individualized support to help families understand the purpose, responsibilities, and impact of participation in groups such as the School Site Council (SSC) and English Learner Advisory Committee (ELAC). These efforts will build confidence and increase families’ ability to participate meaningfully in discussions related to school programs, budgets, academic priorities, and student outcomes.  To reduce barriers to participation, the school will continue to expand access to multilingual resources, interpretation and translation services, and flexible meeting formats, including virtual, hybrid, and evening options. The school will also use surveys, focus groups, student-led presentations, and community forums to gather feedback from families who may not regularly attend formal meetings.  In addition, Iftin will work to elevate family voice by creating more opportunities for families to share their experiences, perspectives, and recommendations regarding school programs and services. Through these efforts, the school aims to broaden representation in decision-making processes, strengthen family leadership, and ensure that all families have meaningful opportunities to contribute to school improvement and student success.|4|5|5|5|4|4|4|5|4|5|4|5|Met||2026-06-18|2026
37103710114678|High Tech High Chula Vista|3|"Parent and family engagement is a core practice at HTH. Parents are children's first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way. ""When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices"" (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.  HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research-validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents' responses at a particular school site. The YouthTruth family survey given during the 2025/26 school year indicated continued strong relationships between students and teachers. HTH schools ranked at the 74th national percentile for families believing teachers and students care about each other — a position above three-quarters of schools surveyed nationally, while reflecting a modest decline from the prior year's results that we are actively examining.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades TK-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, interpretation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf"|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2025/26 school year indicated continued growth in family engagement. HTH schools were at the 73rd national percentile for families being engaged in school according to this survey, which represented an 8 percentile point improvement from the prior year.|HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:   HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.   Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.|"HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students.  Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.  Three HTH schools — HTeCV, HTMCV, and HTHCV — are participating in the Community Engagement Initiative (CEI). CEI is part of the California Statewide System of Support. The aim of CEI participants is ""Increasing the ability and capacity to implement effective, equitable and culturally responsive community engagement practices."" CEI participation is a 2-year commitment, and these schools will share their learning and best practices with the other HTH schools.  Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children's education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2025/26 school year reported a continued positive partnership between families and teachers. Specifically, the survey indicated that HTH schools were at the 77th national percentile for families believing that families and teachers care about each other — a result that places HTH above three-quarters of schools nationally on this measure, while reflecting a modest decline from the prior year that we are monitoring as part of our ongoing focus on family partnership."|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2025/26 school year indicated continued growth in family engagement. HTH schools were at the 73rd national percentile for families being engaged in school according to this survey, as compared to the 65th percentile in the 2024/25 school year — a sustained upward trend across multiple administrations of the survey.|"HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.  HTH is participating in the Cohort V of the Community Engagement Initiative, as of the fall of 2024. The goal of the initiative is to, ""Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices."" HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California."|HTH schools solicit parent feedback on HTH's service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, TK-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 2025/26LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 2025/26 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were interpreted into Spanish. Feedback from these meetings informed this year's LCAP.  Additional opportunities for family involvement at HTH schools include: - ELAC and DELAC meetings - Monthly coffee and conversation events with directors - Volunteer opportunities available in classrooms and buildings - Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards - Parent access to student information through the Parent Portal on PowerSchool, to stay up to date with school records on their child  In addition, family and student surveys developed by YouthTruth provide further opportunities for families to give input on the school's strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school-wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.|HTH families completing the YouthTruth family survey during the 2025/26 school year identified specific opportunities for deeper partnership. While families report strong understanding of school-wide goals (88%) and a willingness to recommend HTH to others (80%), the survey identified three lower-scoring areas representing genuine opportunities for growth: family empowerment in their child's school experience (60% positive), how families see themselves represented in the school community (61% positive), and family input into school planning and decision-making (63% positive). HTH will focus on these specific dimensions of family partnership in the year ahead, with particular attention to creating more structured opportunities for family voice in school-level decisions and ensuring that the perspectives of all families — particularly those of underrepresented communities — are reflected in school planning processes.|HTH has supported families to develop ELAC/DLACs across all of our sites. High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a Zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-18|2026
37103710114694|High Tech High North County|3|"Parent and family engagement is a core practice at HTH. Parents are children's first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way. ""When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices"" (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.  HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research-validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents' responses at a particular school site. The YouthTruth family survey given during the 2025/26 school year indicated continued strong relationships between students and teachers. HTH schools ranked at the 74th national percentile for families believing teachers and students care about each other — a position above three-quarters of schools surveyed nationally, while reflecting a modest decline from the prior year's results that we are actively examining.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades TK-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, interpretation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf"|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2025/26 school year indicated continued growth in family engagement. HTH schools were at the 73rd national percentile for families being engaged in school according to this survey, which represented an 8 percentile point improvement from the prior year.|HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:   HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.   Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.|"HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students.  Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.  Three HTH schools — HTeCV, HTMCV, and HTHCV — are participating in the Community Engagement Initiative (CEI). CEI is part of the California Statewide System of Support. The aim of CEI participants is ""Increasing the ability and capacity to implement effective, equitable and culturally responsive community engagement practices."" CEI participation is a 2-year commitment, and these schools will share their learning and best practices with the other HTH schools.  Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children's education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2025/26 school year reported a continued positive partnership between families and teachers. Specifically, the survey indicated that HTH schools were at the 77th national percentile for families believing that families and teachers care about each other — a result that places HTH above three-quarters of schools nationally on this measure, while reflecting a modest decline from the prior year that we are monitoring as part of our ongoing focus on family partnership."|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2025/26 school year indicated continued growth in family engagement. HTH schools were at the 73rd national percentile for families being engaged in school according to this survey, as compared to the 65th percentile in the 2024/25 school year — a sustained upward trend across multiple administrations of the survey.|"HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.  HTH is participating in the Cohort V of the Community Engagement Initiative, as of the fall of 2024. The goal of the initiative is to, ""Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices."" HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California."|HTH schools solicit parent feedback on HTH's service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, TK-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 2025/26LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 2025/26 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were interpreted into Spanish. Feedback from these meetings informed this year's LCAP.  Additional opportunities for family involvement at HTH schools include: - ELAC and DELAC meetings - Monthly coffee and conversation events with directors - Volunteer opportunities available in classrooms and buildings - Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards - Parent access to student information through the Parent Portal on PowerSchool, to stay up to date with school records on their child  In addition, family and student surveys developed by YouthTruth provide further opportunities for families to give input on the school's strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school-wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.|HTH families completing the YouthTruth family survey during the 2025/26 school year identified specific opportunities for deeper partnership. While families report strong understanding of school-wide goals (88%) and a willingness to recommend HTH to others (80%), the survey identified three lower-scoring areas representing genuine opportunities for growth: family empowerment in their child's school experience (60% positive), how families see themselves represented in the school community (61% positive), and family input into school planning and decision-making (63% positive). HTH will focus on these specific dimensions of family partnership in the year ahead, with particular attention to creating more structured opportunities for family voice in school-level decisions and ensuring that the perspectives of all families — particularly those of underrepresented communities — are reflected in school planning processes.|HTH has supported families to develop ELAC/DLACs across all of our sites. High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a Zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-18|2026
37103710119271|High Tech Middle North County|3|"Parent and family engagement is a core practice at HTH. Parents are children's first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way. ""When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices"" (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.  HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research-validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents' responses at a particular school site. The YouthTruth family survey given during the 2025/26 school year indicated continued strong relationships between students and teachers. HTH schools ranked at the 74th national percentile for families believing teachers and students care about each other — a position above three-quarters of schools surveyed nationally, while reflecting a modest decline from the prior year's results that we are actively examining.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades TK-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, interpretation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf"|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2025/26 school year indicated continued growth in family engagement. HTH schools were at the 73rd national percentile for families being engaged in school according to this survey, which represented an 8 percentile point improvement from the prior year.|HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:   HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.   Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.|"HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students.  Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.  Three HTH schools — HTeCV, HTMCV, and HTHCV — are participating in the Community Engagement Initiative (CEI). CEI is part of the California Statewide System of Support. The aim of CEI participants is ""Increasing the ability and capacity to implement effective, equitable and culturally responsive community engagement practices."" CEI participation is a 2-year commitment, and these schools will share their learning and best practices with the other HTH schools.  Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children's education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2025/26 school year reported a continued positive partnership between families and teachers. Specifically, the survey indicated that HTH schools were at the 77th national percentile for families believing that families and teachers care about each other — a result that places HTH above three-quarters of schools nationally on this measure, while reflecting a modest decline from the prior year that we are monitoring as part of our ongoing focus on family partnership."|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2025/26 school year indicated continued growth in family engagement. HTH schools were at the 73rd national percentile for families being engaged in school according to this survey, as compared to the 65th percentile in the 2024/25 school year — a sustained upward trend across multiple administrations of the survey.|"HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.  HTH is participating in the Cohort V of the Community Engagement Initiative, as of the fall of 2024. The goal of the initiative is to, ""Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices."" HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California."|HTH schools solicit parent feedback on HTH's service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, TK-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 2025/26LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 2025/26 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were interpreted into Spanish. Feedback from these meetings informed this year's LCAP.  Additional opportunities for family involvement at HTH schools include: - ELAC and DELAC meetings - Monthly coffee and conversation events with directors - Volunteer opportunities available in classrooms and buildings - Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards - Parent access to student information through the Parent Portal on PowerSchool, to stay up to date with school records on their child  In addition, family and student surveys developed by YouthTruth provide further opportunities for families to give input on the school's strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school-wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.|HTH families completing the YouthTruth family survey during the 2025/26 school year identified specific opportunities for deeper partnership. While families report strong understanding of school-wide goals (88%) and a willingness to recommend HTH to others (80%), the survey identified three lower-scoring areas representing genuine opportunities for growth: family empowerment in their child's school experience (60% positive), how families see themselves represented in the school community (61% positive), and family input into school planning and decision-making (63% positive). HTH will focus on these specific dimensions of family partnership in the year ahead, with particular attention to creating more structured opportunities for family voice in school-level decisions and ensuring that the perspectives of all families — particularly those of underrepresented communities — are reflected in school planning processes.|HTH has supported families to develop ELAC/DLACs across all of our sites. High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a Zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-18|2026
37103710123042|High Tech Middle Chula Vista|3|"Parent and family engagement is a core practice at HTH. Parents are children's first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way. ""When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices"" (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.  HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research-validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents' responses at a particular school site. The YouthTruth family survey given during the 2025/26 school year indicated continued strong relationships between students and teachers. HTH schools ranked at the 74th national percentile for families believing teachers and students care about each other — a position above three-quarters of schools surveyed nationally, while reflecting a modest decline from the prior year's results that we are actively examining.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades TK-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, interpretation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf"|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2025/26 school year indicated continued growth in family engagement. HTH schools were at the 73rd national percentile for families being engaged in school according to this survey, which represented an 8 percentile point improvement from the prior year.|HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:   HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.   Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.|"HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students.  Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.  Three HTH schools — HTeCV, HTMCV, and HTHCV — are participating in the Community Engagement Initiative (CEI). CEI is part of the California Statewide System of Support. The aim of CEI participants is ""Increasing the ability and capacity to implement effective, equitable and culturally responsive community engagement practices."" CEI participation is a 2-year commitment, and these schools will share their learning and best practices with the other HTH schools.  Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children's education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2025/26 school year reported a continued positive partnership between families and teachers. Specifically, the survey indicated that HTH schools were at the 77th national percentile for families believing that families and teachers care about each other — a result that places HTH above three-quarters of schools nationally on this measure, while reflecting a modest decline from the prior year that we are monitoring as part of our ongoing focus on family partnership."|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2025/26 school year indicated continued growth in family engagement. HTH schools were at the 73rd national percentile for families being engaged in school according to this survey, as compared to the 65th percentile in the 2024/25 school year — a sustained upward trend across multiple administrations of the survey.|"HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.  HTH is participating in the Cohort V of the Community Engagement Initiative, as of the fall of 2024. The goal of the initiative is to, ""Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices."" HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California."|HTH schools solicit parent feedback on HTH's service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, TK-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 2025/26LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 2025/26 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were interpreted into Spanish. Feedback from these meetings informed this year's LCAP.  Additional opportunities for family involvement at HTH schools include: - ELAC and DELAC meetings - Monthly coffee and conversation events with directors - Volunteer opportunities available in classrooms and buildings - Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards - Parent access to student information through the Parent Portal on PowerSchool, to stay up to date with school records on their child  In addition, family and student surveys developed by YouthTruth provide further opportunities for families to give input on the school's strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school-wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.|HTH families completing the YouthTruth family survey during the 2025/26 school year identified specific opportunities for deeper partnership. While families report strong understanding of school-wide goals (88%) and a willingness to recommend HTH to others (80%), the survey identified three lower-scoring areas representing genuine opportunities for growth: family empowerment in their child's school experience (60% positive), how families see themselves represented in the school community (61% positive), and family input into school planning and decision-making (63% positive). HTH will focus on these specific dimensions of family partnership in the year ahead, with particular attention to creating more structured opportunities for family voice in school-level decisions and ensuring that the perspectives of all families — particularly those of underrepresented communities — are reflected in school planning processes.|HTH has supported families to develop ELAC/DLACs across all of our sites. High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a Zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-18|2026
37103710123059|High Tech Elementary Chula Vista|3|"Parent and family engagement is a core practice at HTH. Parents are children's first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way. ""When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices"" (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.  HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research-validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents' responses at a particular school site. The YouthTruth family survey given during the 2025/26 school year indicated continued strong relationships between students and teachers. HTH schools ranked at the 74th national percentile for families believing teachers and students care about each other — a position above three-quarters of schools surveyed nationally, while reflecting a modest decline from the prior year's results that we are actively examining.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades TK-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, interpretation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf"|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2025/26 school year indicated continued growth in family engagement. HTH schools were at the 73rd national percentile for families being engaged in school according to this survey, which represented an 8 percentile point improvement from the prior year.|HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:   HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.   Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.|"HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students.  Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.  Three HTH schools — HTeCV, HTMCV, and HTHCV — are participating in the Community Engagement Initiative (CEI). CEI is part of the California Statewide System of Support. The aim of CEI participants is ""Increasing the ability and capacity to implement effective, equitable and culturally responsive community engagement practices."" CEI participation is a 2-year commitment, and these schools will share their learning and best practices with the other HTH schools.  Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children's education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2025/26 school year reported a continued positive partnership between families and teachers. Specifically, the survey indicated that HTH schools were at the 77th national percentile for families believing that families and teachers care about each other — a result that places HTH above three-quarters of schools nationally on this measure, while reflecting a modest decline from the prior year that we are monitoring as part of our ongoing focus on family partnership."|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2025/26 school year indicated continued growth in family engagement. HTH schools were at the 73rd national percentile for families being engaged in school according to this survey, as compared to the 65th percentile in the 2024/25 school year — a sustained upward trend across multiple administrations of the survey.|"HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.  HTH is participating in the Cohort V of the Community Engagement Initiative, as of the fall of 2024. The goal of the initiative is to, ""Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices."" HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California."|HTH schools solicit parent feedback on HTH's service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, TK-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 2025/26LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 2025/26 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were interpreted into Spanish. Feedback from these meetings informed this year's LCAP.  Additional opportunities for family involvement at HTH schools include: - ELAC and DELAC meetings - Monthly coffee and conversation events with directors - Volunteer opportunities available in classrooms and buildings - Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards - Parent access to student information through the Parent Portal on PowerSchool, to stay up to date with school records on their child  In addition, family and student surveys developed by YouthTruth provide further opportunities for families to give input on the school's strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school-wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.|HTH families completing the YouthTruth family survey during the 2025/26 school year identified specific opportunities for deeper partnership. While families report strong understanding of school-wide goals (88%) and a willingness to recommend HTH to others (80%), the survey identified three lower-scoring areas representing genuine opportunities for growth: family empowerment in their child's school experience (60% positive), how families see themselves represented in the school community (61% positive), and family input into school planning and decision-making (63% positive). HTH will focus on these specific dimensions of family partnership in the year ahead, with particular attention to creating more structured opportunities for family voice in school-level decisions and ensuring that the perspectives of all families — particularly those of underrepresented communities — are reflected in school planning processes.|HTH has supported families to develop ELAC/DLACs across all of our sites. High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a Zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-18|2026
37103710124321|Howard Gardner Community Charter|3|"Based on the analysis of educational partner input and local data, the LEA demonstrates significant strengths and progress in fostering robust relationships between school staff and families. Our multifaceted approach ensures open communication, active participation, and a strong sense of community.  A key strength is the consistent engagement through initiatives like ""Chats with Kat,"" which provides an informal yet direct channel for families to connect with leadership and discuss concerns or share feedback. The active participation of families in the School Site Council further exemplifies our commitment to shared decision-making, allowing parents to directly influence school policies and programs.  We have made substantial progress in addressing family interests and concerns through regular community meetings focused on ""hot topics."" These gatherings provide a vital forum for dialogue, ensuring that family voices are heard and considered on issues that matter most to them. Communication is further strengthened by weekly newsletters, which keep families informed about school activities, academic progress, and important announcements, ensuring transparency and continuity.  Our progress is also evident in the successful execution of various community-building events. Showcase nights celebrate student achievements and provide opportunities for families to witness the learning process firsthand, fostering pride and connection. Assemblies also play a crucial role in bringing the school community together, celebrating successes, and reinforcing shared values. Additionally, broader community events create welcoming environments that extend beyond academics, strengthening the bonds between families, staff, and the wider community. These efforts collectively contribute to a collaborative and supportive ecosystem where families feel valued, informed, and integral to their children's educational journey."|"While significant progress has been made, an identified area for improvement in building relationships between school staff and families is increasing family attendance at regular monthly events and activities. We recognize the importance of consistent engagement and are exploring strategies to enhance participation, ensuring that all families feel connected and have opportunities to contribute to our school community. We are increasing our ""fun days"" and other attendance incentives. We also have a dedicated team to parent phone calls to get students to school."|To address the challenge of engaging underrepresented families, particularly concerning attendance and funding, the LEA has initiated several strategies. Recognizing financial barriers, we have begun hosting free events to remove cost as an impediment to participation. However, through self-reflection and partner input, we've identified that transportation remains a significant struggle for many parents in getting to the school. Moving forward, the LEA will explore and implement additional solutions to mitigate transportation challenges, such as identifying potential off-site community locations for events, collaborating with community organizations for transportation support, or leveraging technology for virtual engagement opportunities where appropriate, to ensure all families have equitable access to school activities and can build stronger connections with staff.|Our approach is characterized by a strong commitment to parental engagement, academic support, and holistic development.  A key strength lies in our unwavering dedication to parental safeguards, which are consistently offered to parents, ensuring they are fully informed of their rights and resources. We prioritize keeping families abreast of academic expectations and student progress through multiple opportunities for parents to learn of the academics at HGCS, including dedicated events and informational sessions. This commitment culminates in two weeks of parent conferences, providing ample time for individualized discussions between families and teachers about student learning and growth.  Our progress in supporting student achievement extends beyond the regular school day. We actively offer after-school tutoring and online programs for students who wanted extra support during breaks, ensuring continuous learning and addressing academic needs outside of traditional classroom hours. Furthermore, recognizing the importance of both academic and social-emotional well-being, we provide ELOP (Expanded Learning Opportunities Program) camps during breaks, specifically designed to focus on both academic enrichment and social-emotional development. These initiatives collectively underscore our commitment to a collaborative partnership with families and the community, all geared towards maximizing every student's potential and fostering their success.|Based on the analysis of educational partner input and local data, an identified focus area for improvement in Building Partnerships for Student Outcomes is providing more diverse and engaging ways for parents and families to be actively involved in their child's learning journey. Moving forward, we are planning to have more family nights where parents and guardians can participate in interactive STEAM (Science, Technology, Engineering, Arts, and Mathematics) activities alongside their children. This initiative aims to foster deeper engagement, strengthen home-school connections, and provide families with practical ways to support academic growth in key areas. Before school starts we have an open house to do an activity, pick up uniforms, etc. It is a time for parents to ask questions and get support.|To enhance the engagement of underrepresented families identified during our self-reflection process, particularly in relation to Building Partnerships for Student Outcomes, the LEA is adapting its approach. Due to budgetary considerations, our dedicated community liaison role has transitioned into a joint effort amongst various staff members, ensuring that outreach and support continue to be integrated across our team. Despite this adjustment, we remain committed to providing comprehensive support. We continue to offer multiple outside resources, including dedicated assistance for foster and homeless families, and provide essential food resources through our Feeding San Diego pantry. These ongoing efforts aim to address critical needs and remove barriers to engagement, ensuring that all families, especially those who are underrepresented, feel supported and connected to the school community.|Our commitment to inclusive governance and responsive leadership is evident through multiple established channels designed to gather diverse perspectives.  A primary strength lies in the systematic collection of feedback through parent and student surveys, which are sent multiple times a year. This consistent outreach provides valuable quantitative and qualitative data on various aspects of the school environment and academic programs. Furthermore, to ensure timely and targeted input on specific issues, Google forms for opinions on hot topics are sent after each community meeting, allowing for a broader reach beyond those who can attend in person and capturing immediate reactions and suggestions.  Significant progress is also made through the active role of the School Site Council (SSC). Through SSC, parents openly discuss concerns and changes they want to see, directly influencing school-level decisions and resource allocation. This direct dialogue mechanism empowers families to voice their needs and contribute to the continuous improvement of our educational system. These combined efforts ensure that decision-making at the LEA is informed by the lived experiences and valuable insights of our entire educational community.|Based on the analysis of educational partner input and local data, a key focus area for improvement in Seeking Input for Decision-Making is increasing the overall volume of feedback received. Currently, only approximately 15% of parents respond to surveys and input forms that directly affect their child's educational experience. We recognize the importance of broader participation to ensure our decisions are truly representative of the entire school community and are exploring strategies to enhance engagement and response rates.|To improve the engagement of underrepresented families in our decision-making processes, particularly in light of the low survey response rates, the LEA will implement targeted strategies. Recognizing that traditional methods may not reach all families effectively, we will leverage our existing efforts to address barriers such as transportation, which has been identified as a challenge for attendance at events.  While our community liaison role is now a joint effort amongst staff due to budgetary considerations, we will empower this distributed team to conduct more direct and personalized outreach to underrepresented families. This includes exploring opportunities for one-on-one conversations, small group discussions, and culturally responsive communication methods. We will also consider offering input opportunities at community-based locations or during existing free events and assemblies, making it easier for families to participate without additional travel burdens. Furthermore, we will explore simplifying survey language, offering multiple language options, and providing clear explanations of how their input directly influences decisions that affect their child's education, thereby demonstrating the value of their participation. By making input opportunities more accessible and directly relevant, we aim to significantly increase the feedback received from all segments of our school community.|4|4|4|4|4|4|4|4|3|3|3|4|Met||2026-06-17|2026
37103710127605|High Tech Elementary North County|3|"Parent and family engagement is a core practice at HTH. Parents are children's first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way. ""When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices"" (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.  HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research-validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents' responses at a particular school site. The YouthTruth family survey given during the 2025/26 school year indicated continued strong relationships between students and teachers. HTH schools ranked at the 74th national percentile for families believing teachers and students care about each other — a position above three-quarters of schools surveyed nationally, while reflecting a modest decline from the prior year's results that we are actively examining.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades TK-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, interpretation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf"|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2025/26 school year indicated continued growth in family engagement. HTH schools were at the 73rd national percentile for families being engaged in school according to this survey, which represented an 8 percentile point improvement from the prior year.|HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:   HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.   Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.|"HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students.  Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.  Three HTH schools — HTeCV, HTMCV, and HTHCV — are participating in the Community Engagement Initiative (CEI). CEI is part of the California Statewide System of Support. The aim of CEI participants is ""Increasing the ability and capacity to implement effective, equitable and culturally responsive community engagement practices."" CEI participation is a 2-year commitment, and these schools will share their learning and best practices with the other HTH schools.  Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children's education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2025/26 school year reported a continued positive partnership between families and teachers. Specifically, the survey indicated that HTH schools were at the 77th national percentile for families believing that families and teachers care about each other — a result that places HTH above three-quarters of schools nationally on this measure, while reflecting a modest decline from the prior year that we are monitoring as part of our ongoing focus on family partnership."|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2025/26 school year indicated continued growth in family engagement. HTH schools were at the 73rd national percentile for families being engaged in school according to this survey, as compared to the 65th percentile in the 2024/25 school year — a sustained upward trend across multiple administrations of the survey.|"HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.  HTH is participating in the Cohort V of the Community Engagement Initiative, as of the fall of 2024. The goal of the initiative is to, ""Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices."" HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California."|HTH schools solicit parent feedback on HTH's service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, TK-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 2025/26LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 2025/26 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were interpreted into Spanish. Feedback from these meetings informed this year's LCAP.  Additional opportunities for family involvement at HTH schools include: - ELAC and DELAC meetings - Monthly coffee and conversation events with directors - Volunteer opportunities available in classrooms and buildings - Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards - Parent access to student information through the Parent Portal on PowerSchool, to stay up to date with school records on their child  In addition, family and student surveys developed by YouthTruth provide further opportunities for families to give input on the school's strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school-wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.|HTH families completing the YouthTruth family survey during the 2025/26 school year identified specific opportunities for deeper partnership. While families report strong understanding of school-wide goals (88%) and a willingness to recommend HTH to others (80%), the survey identified three lower-scoring areas representing genuine opportunities for growth: family empowerment in their child's school experience (60% positive), how families see themselves represented in the school community (61% positive), and family input into school planning and decision-making (63% positive). HTH will focus on these specific dimensions of family partnership in the year ahead, with particular attention to creating more structured opportunities for family voice in school-level decisions and ensuring that the perspectives of all families — particularly those of underrepresented communities — are reflected in school planning processes.|HTH has supported families to develop ELAC/DLACs across all of our sites. High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a Zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.|5|5|5|5|5|5|5|5|5|5|1|5|Met||2026-06-18|2026
37103710134577|Altus Schools Coastal|3|The school has made significant progress in building strong relationships between school staff and families: key strengths and progress in this area include: •	High-quality Teachers: Each student is assigned a high-quality Teacher who is responsible for supervising all subjects and providing personalized attention. This close relationship ensures teachers can adjust assignments to meet student needs and goals and facilitates timely communication with parents. •	Parental Involvement: The school emphasizes the importance of parental involvement in student success. Parents are encouraged to set high expectations, talk about school daily, monitor schoolwork, establish daily homework routines, stay aware of test schedules, and maintain regular contact with teachers. This partnership approach helps in creating a supportive environment for students. •	Family Resources: The school provides extensive resources for families, including financial aid information, standardized testing support, and help with college admissions. These resources are designed to assist families in navigating the academic landscape and supporting their children’s educational journey. •	Personalized Learning Environment: The school operates with a low student-to-teacher ratio, allowing for personalized attention and the ability to build strong, individualized relationships. Teachers are deeply familiar with their students' academic levels and progress, which fosters a more tailored and supportive learning experience. •	Regular Communication: The school ensures regular communication through weekly conferences where parents receive updates on their child’s progress, attendance, behavior, and upcoming events. This continuous engagement keeps parents informed and involved in their child's education. These efforts collectively enhance the relationship between school staff and families, ensuring that students receive the support they need to succeed both academically and socially.   Parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 100% of parents report being able to provide input and feedback to the school through multiple ways. The school values the partnership between school staff and families as the foundation of parent and family engagement. 100% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 100% of parents report that the school provides innovative and engaging learning environments.|Engaging educational partners is an ongoing and sustained process focused on designing an educational program to meet student and community The school regularly consults with educational partners throughout the school year to understand the academic, social-emotional and physical needs of students and families. The school utilizes multiple methods to conduct meaningful engagement, including school events, trainings, meetings, committees and surveys. Additionally, the school’s educational model is centered on a strong school-to-home partnership. This partnership allows school staff to consult with students, parents and family members on a regular basis to discuss individual needs. All information received from educational partners is organized and analyzed to determine if existing programs and services are effective in meeting the needs of the school community and if new approaches are needed. The LEA’s focus areas for improvement in building relationships between school staff and families include increasing parental participation in the Family Learning Series to foster a deeper engagement with their children’s education. They aim to encourage parents to support their students in excelling in mathematics by providing resources and strategies to reinforce learning at home. Another focus is to gather more input from parents on specific needs such as language development and mental health, ensuring that the school’s programs are tailored to address these critical areas. These efforts are designed to create a more collaborative and supportive environment for students and their families.|To improve engagement with underrepresented families, the school will address needs in several ways. School materials will be translated, and interpreters will be available for calls and meetings. The school will continue to issue Chromebooks and internet data plans to households in need of home technology. Additional Family Learning Series sessions will be offered to support families in academics, college and career planning, instructional support, and health and safety.  ParentSquare will continue to provide communication and engagement opportunities between educational partners and the school.|The LEA’s current strengths and progress in building partnerships for student success include providing a highly personalized academic experience through one-on-one instruction and small group sessions. The school emphasizes rigorous academic standards and regular assessments to ensure students meet or exceed expectations. The school offers various opportunities such as college courses, career technical education, internships, and leadership roles through programs like the California Cadet Corps. Additionally, the school engages students, parents and community partners in creating Pathways Personalized Education Plans to support individual student goals and needs.  The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and support for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and support to families throughout the school year.|The LEA’s focus areas for improvement in building partnerships for student outcomes include strengthening mathematics resources and instructional support to improve student proficiency. The school also aims to strengthen college and career planning to help students prepare for postsecondary education and career pathways. In addition, the school is focused on improving strategies that support on-time graduation through targeted interventions and personalized support. These efforts are intended to strengthen the overall system of support for student success.  Based upon information collected from students, the school has expanded Early College Credit partnerships to provide a broad and rigorous course of study while preparing students for post-high school pathways. In addition, the school is focused on providing students with additional counseling services to support planning for post-high school pathways. The school will continue to issue Chromebooks and internet data plans to households in need of home technology through the school’s Connect program, managed by the Equity and Inclusion Department to increase opportunities for student success. The school also partners with a local nonprofit tutoring organization to provide additional academic tutoring opportunities for students, particularly in mathematics and ELA.|Altus Schools Coastal is fully committed to continuously improving the engagement of underrepresented families with our partnerships supporting student outcomes.  This includes working to increase community-based partnerships that support the needs of our educational partners. These include resources for academic, physical, and social emotional needs of students to eliminate barriers to each student successfully achieving their Personalized Pathway Educational Plan goals. To better facilitate school to home two-way communication and input with English Learner households, school materials will be translated as translators provided when needed. Demographically, the LEA is majority-minority, majority SED, and a higher percentage of students with disabilities than the surrounding community. All students have full access to the courses and opportunities offered at the school.  The school continues to solicit input from educational partners to identify and address student and family needs and to break down barriers to success.|The LEA’s current strengths and progress in seeking input for decision-making include actively involving teachers, principals, administrators, school personnel, parents, and students through diverse engagement methods. Teachers contribute via the Staff LCAP Engagement Survey, ELAC Instructional Meetings, and professional learning sessions. Principals and administrators provide input through team huddles, SSC meetings, and strategic planning sessions. Parents participate in surveys, Open House, and Senior Night events, while students share their perspectives through surveys, School Site Council meetings, and various school events that focus on family engagement and provide opportunities for input into the school’s programs. This inclusive approach ensures the LCAP reflects the needs and priorities of all stakeholders, fostering a collaborative environment for student-centered actions and priorities.  The school engages educational partners in its processes for continuous improvement and prioritizes building the capacity of staff and families to engage in advisory groups and decision making. The school provides training for SSC members annually and holds regular meetings to develop, refine, and update the LCAP. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides training, resources, support, and feedback opportunities throughout the school year. In 2025-2026 the school received input from over 100 students and parents and used the results in the development of the 2026-2027 LCAP.|The LEA’s focus areas for improvement in seeking input for decision-making include increasing parent and student participation in surveys, increasing attendance for the Family Learning Series, College/Career week, and engaging more in Open House and other school events. By enhancing these engagement methods, the LEA aims to gather more comprehensive and diverse feedback from parents, ensuring that their perspectives are effectively incorporated into the decision-making process. This approach is intended to create a more inclusive and responsive environment that better supports the needs and priorities of students and their families.|School staff will provide opportunities for students, parents, and family members to receive school information and resources at Open House and Senior Night Events. The school has also enhanced the Family Learning Series, which is ongoing and sustained training for parents and family members focused on their individual needs. The Family Learning Series is also committed to empowering parents and family members to be part of the school planning process – which includes reviewing schoolwide student engagement, achievement, and college/career readiness data. Instructional staff utilize ParentSquare to engage in two-way communication with students, parents and family members regarding the educational program and opportunities for input and engagement. Interactive English Learners Advisory Committee (ELAC) meetings will seek to increase parent participation and input into the English Learner Plan, including an annual Needs Assessment. The school will continue to provide translated materials and resources for parents and family members of English Learners.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-24|2026
37103710136085|Scholarship Prep - Oceanside|3|Scholarship Prep’s relationship-centered approach is a strength in building strong partnerships between school staff and families. Based on educational partner feedback and local data, families generally feel welcomed, informed, and connected to the school community.  Scholarship Prep has made progress in strengthening relationships through regular communication, family events, student-led conferences, family education opportunities, and advisory groups. Families have multiple ways to engage in school life through School Site Council (SSC), English Learner Advisory Committee (ELAC), PEP Squad, surveys, and school events. Scholarship Prep has also expanded opportunities for participation by offering flexible meeting times, virtual attendance options, and multiple ways for families to communicate with staff.  Feedback from families shows that strong relationships and open communication continue to be important strengths. Staff work to build trust with families and maintain regular communication to support student success.|A focus area for improvement is continuing to strengthen two-way relationships with families and increasing engagement from families who may face barriers to participation. While Scholarship Prep has strong family engagement systems, there is an opportunity to increase participation and ensure all families feel connected and heard.  Scholarship Prep will continue to strengthen staff practices for building relationships with families from different backgrounds and experiences. SP will focus on improving communication, increasing opportunities for family input, and making participation more accessible. Additional efforts will include increasing family involvement in advisory groups and school decision-making opportunities.|Scholarship Prep will continue to improve engagement of underrepresented families through intentional outreach and increased opportunities for participation. Based on educational partner input and self-reflection, we recognize the importance of reducing barriers that may limit family involvement.  To improve engagement, Scholarship Prep will continue offering flexible meeting times, virtual participation options, translation and interpretation support, and culturally responsive family engagement opportunities. School staff will also use direct outreach, including phone calls and individual follow-up, to encourage participation and strengthen relationships with families who may be less connected to school systems.  Scholarship Prep will continue using surveys, conferences, ELAC, SSC, PEP Squad, and other engagement opportunities to gather family input and ensure all families have opportunities to participate in school decisions and support student success.|Scholarship Prep believes strong student outcomes are built through strong partnerships with families. Based on educational partner input and local data, a key strength is the ongoing partnership between school staff and families to support academic progress, attendance, school engagement, and overall student success.  Scholarship Prep has made progress in strengthening these partnerships through regular communication, student-led conferences, family meetings, Math and ELA family nights, and opportunities for families to better understand how to support learning at home. Families are regularly informed about student progress and are encouraged to partner with school staff to address student needs and celebrate successes.  We also provide opportunities for family participation through School Site Council (SSC), English Learner Advisory Committee (ELAC), PEP Squad, and family surveys. Educational partner feedback continues to show that families value being included in their child’s educational experience and appreciate opportunities to learn more about academics, school supports, and student progress.|A focus area for improvement is increasing access to family learning opportunities and ensuring more families can participate in supports related to student success. While Scholarship Prep offers a variety of family engagement opportunities, educational partner input shows there is an opportunity to make these supports more accessible for families who are unable to attend events in person or participate in live virtual meetings.  Scholarship Prep will continue strengthening partnerships for student outcomes by expanding family education opportunities and improving access to academic support resources. SP will continue offering events such as Math and ELA family nights while also developing asynchronous trainings and recorded resources that families can access on their own schedule. This will help ensure families have access to tools and information to support student learning regardless of scheduling barriers.|Scholarship Prep will continue improving engagement of underrepresented families by reducing barriers to participation and increasing access to information about student learning and school supports. Based on educational partner input and self-reflection, we recognize that some families may face barriers related to work schedules, transportation, language, or prior experiences with school systems.  To improve engagement, Scholarship Prep will continue offering flexible meeting times, virtual participation options, translation and interpretation support, and direct outreach from school staff. SP will also develop asynchronous family trainings and recorded academic workshops, including Math and ELA support resources, so families can engage at times that work best for them.  Scholarship Prep will continue using family surveys, conferences, ELAC, SSC, PEP Squad, and other engagement opportunities to gather feedback and strengthen partnerships that support student success.|Scholarship Prep values family voice and has made strong progress in creating opportunities for educational partners to provide input on school decisions. Based on educational partner feedback and local data, a key strength is the variety of ways families can share feedback and engage with school leadership.  Families regularly provide input through School Site Council (SSC), English Learner Advisory Committee (ELAC), PEP Squad, family surveys, conferences, and school events. Scholarship Prep has also seen success with informal opportunities for feedback, including Coffee with Admin, which has helped strengthen relationships between families and school leaders while creating a welcoming space for questions, ideas, and discussion.  Educational partner input is used to help inform school priorities, family engagement efforts, and school improvement planning. Scholarship Prep continues to make progress in ensuring families have multiple ways to provide feedback and stay connected to school decision-making.|A focus area for improvement is increasing participation in family leadership and advisory opportunities while strengthening the effectiveness of existing structures for feedback and decision-making. While Scholarship Prep has strong systems for gathering input, educational partner reflection shows there is an opportunity to increase participation and engagement in some advisory groups.  SP will focus on increasing participation in PEP Squad and strengthening the effectiveness of School Site Council (SSC) meetings to ensure families feel informed, engaged, and able to meaningfully contribute to school decisions. Scholarship Prep will continue working to make meetings more engaging, relevant, and accessible while improving communication about opportunities for involvement and leadership.|Scholarship Prep will continue improving engagement of underrepresented families by reducing barriers to participation and increasing opportunities for families to share input in ways that feel accessible and meaningful. Based on educational partner input and self-reflection, the LEA recognizes that some families may not participate due to scheduling challenges, language barriers, or previous experiences with school systems.  To improve engagement, Scholarship Prep will continue offering flexible meeting times, virtual participation options, translation and interpretation support, direct outreach, and multiple ways for families to provide feedback. School staff will intentionally encourage participation from families who have historically been underrepresented in school leadership opportunities and advisory groups.  We will continue using Coffee with Admin, surveys, ELAC, SSC, PEP Squad, and other family engagement opportunities to ensure all families have a voice in school decision-making.|4|4|4|5|4|4|4|4|4|4|5|4|Met||2026-06-18|2026
37103710136473|Altus Schools South Bay|3|The school has made significant progress in building strong relationships between school staff and families: key strengths and progress in this area include: •	High-quality Teachers: Each student is assigned a high-quality Teacher who is responsible for supervising all subjects and providing personalized attention. This close relationship ensures teachers can adjust assignments to meet student needs and goals and facilitates timely communication with parents. •	Parental Involvement: The school emphasizes the importance of parental involvement in student success. Parents are encouraged to set high expectations, talk about school daily, monitor schoolwork, establish daily homework routines, stay aware of test schedules, and maintain regular contact with teachers. This partnership approach helps in creating a supportive environment for students. •	Family Resources: The school provides extensive resources for families, including financial aid information, standardized testing support, and help with college admissions. These resources are designed to assist families in navigating the academic landscape and supporting their children’s educational journey. •	Personalized Learning Environment: The school operates with a low student-to-teacher ratio, allowing for personalized attention and the ability to build strong, individualized relationships. Teachers are deeply familiar with their students' academic levels and progress, which fosters a more tailored and supportive learning experience. •	Regular Communication: The school ensures regular communication through weekly conferences where parents receive updates on their child’s progress, attendance, behavior, and upcoming events. This continuous engagement keeps parents informed and involved in their child's education. These efforts collectively enhance the relationship between school staff and families, ensuring that students receive the support they need to succeed both academically and socially.  Parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 98.6% of parents report being able to provide input and feedback to the school through multiple ways. The school values the partnership between school staff and families as the foundation of parent and family engagement. 100% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 98.6% of parents report that the school provides innovative and engaging learning environments.|Engaging educational partners is an ongoing and sustained process focused on designing an educational program to meet student and community The school regularly consults with educational partners throughout the school year to understand the academic, social-emotional and physical needs of students and families. The school utilizes multiple methods to conduct meaningful engagement, including school events, trainings, meetings, committees and surveys. Additionally, the school’s educational model is centered on a strong school-to-home partnership. This partnership allows school staff to consult with students, parents and family members on a regular basis to discuss individual needs. All information received from educational partners is organized and analyzed to determine if existing programs and services are effective in meeting the needs of the school community and if new approaches are needed. The LEA’s focus areas for improvement in building relationships between school staff and families include increasing parental participation in the Family Learning Series to foster a deeper engagement with their children’s education. They aim to encourage parents to support their students in excelling in mathematics by providing resources and strategies to reinforce learning at home. Another focus is to gather more input from parents on specific needs such as language development and mental health, ensuring that the school’s programs are tailored to address these critical areas. These efforts are designed to create a more collaborative and supportive environment for students and their families.|To improve engagement with underrepresented families, the school will address needs in several ways. School materials will be translated, and interpreters will be available for calls and meetings. The school will continue to issue Chromebooks and internet data plans to households in need of home technology. Additional Family Learning Series sessions will be offered to support families in academics, college and career planning, instructional support, and health and safety.  ParentSquare will continue to provide communication and engagement opportunities between educational partners and the school.|The LEA’s current strengths and progress in building partnerships for student success include providing a highly personalized academic experience through one-on-one instruction and small group sessions. The school emphasizes rigorous academic standards and regular assessments to ensure students meet or exceed expectations. The school offers various opportunities such as college courses, career technical education, internships, and leadership roles through programs like the California Cadet Corps. Additionally, the school engages students, parents and community partners in creating Pathways Personalized Education Plans to support individual student goals and needs.  The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and support for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and support to families throughout the school year.|The LEA’s focus areas for improvement in building partnerships for student outcomes include strengthening mathematics resources and instructional support to improve student proficiency. The school also aims to strengthen college and career planning to help students prepare for postsecondary education and career pathways. In addition, the school is focused on improving strategies that support on-time graduation through targeted interventions and personalized support. These efforts are intended to strengthen the overall system of support for student success.  Based upon information collected from students, the school has expanded Early College Credit partnerships to provide a broad and rigorous course of study while preparing students for post-high school pathways. In addition, the school is focused on providing students with additional counseling services to support planning for post-high school pathways. The school will continue to issue Chromebooks and internet data plans to households in need of home technology through the school’s Connect program, managed by the school’s Student Access and Support Department to increase opportunities for student success. The school also partners with a local nonprofit tutoring organization to provide additional academic tutoring opportunities for students, particularly in mathematics and ELA.|The school is committed to improving engagement with underrepresented families in partnerships that support student outcomes. This includes expanding community-based partnerships that address the academic, physical, and social-emotional needs of students and help reduce barriers to success in meeting their Personalized Learning Plan goals. To strengthen school-to-home communication and gather input from English Learner households, school materials will be translated and interpreters will be provided when needed. The school will continue to solicit input from educational partners to identify and address student and family needs and reduce barriers to success.|The LEA’s current strengths and progress in seeking input for decision-making include actively involving teachers, principals, administrators, school staff, families, and students through multiple engagement methods. Teachers contribute through the Staff LCAP Engagement Survey, ELAC instructional meetings, and professional learning sessions. Principals and administrators provide input through team huddles, SSC meetings, and strategic planning sessions. Families participate in surveys, Open House, and Senior Night events, while students share their perspectives through surveys, School Site Council meetings, and other school events that provide opportunities for input on school programs. This inclusive approach helps ensure that the LCAP reflects the needs and priorities of educational partners and supports student-centered planning.  The school engages educational partners in its processes for continuous improvement and prioritizes building the capacity of staff and families to engage in advisory groups and decision making. The school provides training for SSC members annually and holds regular meetings to develop, refine, and update the LCAP. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides training, resources, support, and feedback opportunities throughout the school year. In 2025-2026 the school received input from 246 students and parents and used the results in the development of the 2026-2027 LCAP.|The LEA’s focus areas for improvement in seeking input for decision-making include increasing family and student participation in surveys, increasing attendance at the Family Learning Series and College/Career Week, and increasing participation in Open House and other school events. By strengthening these engagement methods, the LEA aims to gather broader feedback from families so their perspectives can be reflected more fully in decision-making. This approach is intended to support a more inclusive and responsive environment that addresses the needs and priorities of students and families.|School staff will provide opportunities for students, parents, and family members to receive school information and resources at Open House and Senior Night Events. The school has also enhanced the Family Learning Series, which is ongoing and sustained training for parents and family members focused on their individual needs. The Family Learning Series is also committed to empowering parents and family members to be part of the school planning process – which includes reviewing schoolwide student engagement, achievement, and college/career readiness data. Instructional staff utilize ParentSquare to engage in two-way communication with students, parents and family members regarding the educational program and opportunities for input and engagement. Interactive English Learners Advisory Committee (ELAC) meetings will seek to increase parent participation and input into the English Learner Plan, including an annual Needs Assessment. The school will continue to provide translated materials and resources for parents and family members of English Learners.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-24|2026
37103710137067|High Tech High Mesa|3|"Parent and family engagement is a core practice at HTH. Parents are children's first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way. ""When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices"" (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.  HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research-validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents' responses at a particular school site. The YouthTruth family survey given during the 2025/26 school year indicated continued strong relationships between students and teachers. HTH schools ranked at the 74th national percentile for families believing teachers and students care about each other — a position above three-quarters of schools surveyed nationally, while reflecting a modest decline from the prior year's results that we are actively examining.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades TK-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, interpretation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf"|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2025/26 school year indicated continued growth in family engagement. HTH schools were at the 73rd national percentile for families being engaged in school according to this survey, which represented an 8 percentile point improvement from the prior year.|HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:   HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.   Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.|"HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students.  Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.  Three HTH schools — HTeCV, HTMCV, and HTHCV — are participating in the Community Engagement Initiative (CEI). CEI is part of the California Statewide System of Support. The aim of CEI participants is ""Increasing the ability and capacity to implement effective, equitable and culturally responsive community engagement practices."" CEI participation is a 2-year commitment, and these schools will share their learning and best practices with the other HTH schools.  Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children's education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2025/26 school year reported a continued positive partnership between families and teachers. Specifically, the survey indicated that HTH schools were at the 77th national percentile for families believing that families and teachers care about each other — a result that places HTH above three-quarters of schools nationally on this measure, while reflecting a modest decline from the prior year that we are monitoring as part of our ongoing focus on family partnership."|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2025/26 school year indicated continued growth in family engagement. HTH schools were at the 73rd national percentile for families being engaged in school according to this survey, as compared to the 65th percentile in the 2024/25 school year — a sustained upward trend across multiple administrations of the survey.|"HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.  HTH is participating in the Cohort V of the Community Engagement Initiative, as of the fall of 2024. The goal of the initiative is to, ""Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices."" HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California."|HTH schools solicit parent feedback on HTH's service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, TK-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 2025/26LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 2025/26 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were interpreted into Spanish. Feedback from these meetings informed this year's LCAP.  Additional opportunities for family involvement at HTH schools include: - ELAC and DELAC meetings - Monthly coffee and conversation events with directors - Volunteer opportunities available in classrooms and buildings - Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards - Parent access to student information through the Parent Portal on PowerSchool, to stay up to date with school records on their child  In addition, family and student surveys developed by YouthTruth provide further opportunities for families to give input on the school's strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school-wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.|HTH families completing the YouthTruth family survey during the 2025/26 school year identified specific opportunities for deeper partnership. While families report strong understanding of school-wide goals (88%) and a willingness to recommend HTH to others (80%), the survey identified three lower-scoring areas representing genuine opportunities for growth: family empowerment in their child's school experience (60% positive), how families see themselves represented in the school community (61% positive), and family input into school planning and decision-making (63% positive). HTH will focus on these specific dimensions of family partnership in the year ahead, with particular attention to creating more structured opportunities for family voice in school-level decisions and ensuring that the perspectives of all families — particularly those of underrepresented communities — are reflected in school planning processes.|HTH has supported families to develop ELAC/DLACs across all of our sites. High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a Zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-18|2026
37103710137695|Community Montessori|3|"With all students enrolled in an Independent Study Program, parents play a pivotal role in their child’s education. They are more directly involved in understanding what their child is learning, how they are learning, and the best ways to provide support. By becoming familiar with their child’s Power Traits and preferred learning modalities, parents are better equipped to foster academic success.  Parents stay informed through weekly emails from their child’s teacher and a monthly update from the School Director. Families actively contribute to the school community by participating in various community service projects, such as Interfaith and Santee Santa, and donating needed supplies to each Learning Center. Additionally, parents have the opportunity to volunteer at the Learning Centers to assist staff with academics.  Each Learning Center has a vibrant Parent Club that organizes events for families and leads fundraising efforts. Parents also have representation on the Advisory Council, with at least one parent from every Learning Center serving on the council. Parents are invited to attend at least two student-led conferences annually, offering a unique window into their child’s progress and learning at the Learning Center. They can further deepen their understanding of Montessori education by participating in a ""Montessori Journey,"" which provides valuable insights into the Montessori Philosophy. The school also offers Positive Discipline workshops for parents, equipping them with tools to support their children effectively.  Through these opportunities, parents are actively engaged in both their child’s education and the broader school community, creating a collaborative and supportive learning environment."|As champions of self directed, independent learning we want to provide our families with more tools and resources to help ensure that their children are growing in this area. We are seeking to better clarify our mission so that as a school of choice, parents understand our mission and are aligned with it. We want to make sure that our families are provided with the resource and guidance that they need to help their students achieve this goal. This may take the form of workshops, informational events., book clubs as well as student assignments at home that help foster this goal.|We will continue to reach out to seek input from these families as to how we can best serve their needs. Surveys, Parent Square notifications, Student teacher conferences are all ways to make these connections|Feedback from our educational partners shows a high level of satisfaction with the school. Our students are achieving above State Level averages. We continue to look for ways to improve our student outcomes. We will continue to work on improving the things that we have been doing, such as regular communication, parent events at the Learning Centers, field trips and increased opportunities for parents to work alongside staff.|A focus area for us this year is Math and we will be providing families with more resources and tools to help support their students to be more successful in this area.|The LEA will continue to provide platforms like the Multi Lingual Learners Advisory Council to receive feedback and ideas on how to best serve these students. Work with individual teachers to provide the tools that they need to connect with and inspire these families.|The LEA conducts regular surveys of all our educational partners and shares the results of these surveys with them. We encourage open communication, send reminders of important events, are responsive to communication received. Staff hold regular collaborative meetings. The Advisory council meets 3x a year and is comprised of student, parent and staff representatives.|For parents, the survey response rates remain stubbornly low. We are looking for ways to streamline these.|The LEA will continue to offer to hold several MLAC meetings at various locations and at various times. Teachers are most often closest to our families and we are looking for strategies and resources that staff can use to ensure that these families feel heard and seen in the decision making process.|5|5|5|5|3|4|4|4|4|4|4|4|Met||2026-06-26|2026
37103710137752|Dimensions Collaborative|3|Dimensions Collaborative School (DCS) has demonstrated strong progress in building relationships between school staff and families, a key aspect of its educational model. This progress is rooted in the school’s commitment to personalized education and community involvement, which naturally fosters close connections between educators and family members.  Current Strengths and Progress:  Personalized Learning Plans: DCS emphasizes the development of personalized learning plans in partnership with parents and students. This approach requires frequent communication and collaboration between families and Educational Facilitators (EFs), helping to build trust and mutual understanding. By involving parents in the educational process, DCS ensures that families are not just informed but are active participants in shaping their children's learning experiences.Community-Based Learning: The school’s model extends the classroom into the community, involving families in various educational activities like field trips, project-based learning experiences, and community service projects. This inclusion helps families feel connected to the school’s mission and practices, enhancing the relational ties between staff and families.  Regular Workshops and Meetings: DCS regularly hosts workshops and meetings that are not only educational but also designed to involve families in the school community. These include Positive Parenting workshops, which align with the school’s Positive Discipline approach. Such events provide a platform for staff and families to interact in meaningful ways, share insights, and engage in the educational development of students.  Responsive Communication Channels: The school maintains open and responsive communication channels that allow for continuous feedback and dialogue between families and school staff. This responsiveness is crucial for addressing concerns, sharing achievements, and adapting to the evolving needs of students and their families.  Through these strategies, Dimensions Collaborative School has effectively strengthened the relationships between its staff and the families it serves, ensuring a supportive and inclusive educational environment. These efforts are vital for the school’s mission to develop self-directed learners who are prepared to thrive in diverse settings.|While Dimensions Collaborative School has made significant strides in fostering relationships between school staff and families, there are focus areas for further improvement identified through feedback from educational partners and analysis of local data:  Enhanced Cultural Competency Training: Although the school excels in personalized interactions, there is an opportunity to deepen understanding and responsiveness to the diverse cultural backgrounds represented within the student body. Providing ongoing cultural competency training for staff can enhance communication and ensure that all families feel equally respected and understood.  Streamlining Communication for Non-English Speaking Families: To improve inclusivity, the school could develop more robust systems for communicating with non-English speaking families. This could involve offering translated materials more consistently and employing multilingual staff or interpreters to ensure that all communications are accessible to every family.  Expanding Family Engagement Opportunities: Feedback indicates a desire for more varied opportunities for family involvement that go beyond academic support to include governance and decision-making processes. Increasing the ways families can contribute to school policy and program development may strengthen their investment in the school community.  Regular Feedback Mechanisms: Implementing more structured and regular feedback mechanisms can help the school gauge the effectiveness of its relationship-building efforts. Regular surveys, suggestion boxes, and community forums could provide ongoing insights into family needs and perceptions, facilitating continuous improvement. These focus areas are intended to build on existing strengths and address gaps, ensuring that family-school relationships continue to grow stronger and more collaborative, supporting the overall mission of fostering self-directed learners.|Dimensions Collaborative School, as an independent study charter school, has developed several effective strategies for building relationships between school staff and families, which are integral to its mission and operational approach. These strategies leverage the school's strengths in providing support for student learning and development, particularly within the home environment.  Current Strengths and Progress:  Parenting Classes and Positive Discipline: Dimensions Collaborative offers parenting classes that focus on positive discipline techniques. These classes are designed to help parents manage the home-based learning environment more effectively, ensuring that discipline supports educational outcomes rather than detracting from them. This approach aligns with the school's philosophy of fostering a supportive and constructive home learning atmosphere.  Regular Meetings with Teachers: Teachers meet with students and their parents every 20 school days. These meetings are crucial for maintaining open lines of communication and for allowing teachers to provide personalized support based on the student's academic performance and personal development needs. This regular interaction helps to foster a collaborative relationship between the school and families, which is key to enhancing student outcomes. Proactive Support for Underrepresented Families: The school administration has placed a strong emphasis on identifying and proactively supporting underrepresented families. By ensuring that these families receive the attention and resources they need, the school aims to create a more inclusive educational environment where every student has the opportunity to succeed.  Educational Workshops for Parents/Guardians: Dimensions Collaborative offers workshops that cover a range of topics crucial for successful independent study, including technology use, curriculum understanding, and more. These workshops are designed to empower parents and guardians by providing them with the tools and knowledge necessary to support their children’s education effectively.  Staff Training in Learning Styles and Social Emotional Learning: The school invests in comprehensive training for staff on various learning styles, positive discipline, and social-emotional learning standards. This training ensures that all staff members are equipped to meet the diverse needs of their student population, supporting all families regardless of their background or the specific challenges they face.  Through these focused and well-implemented strategies, Dimensions Collaborative School continues to build strong, effective relationships with families, enhancing its educational model and ensuring that all students have the support they need to thrive.|Dimensions Collaborative School has made substantial progress in building partnerships aimed at enhancing student outcomes, drawing on its strong community ties and diverse educational programs. These partnerships are integral to the school's mission to provide personalized, holistic education that prepares students for a variety of life paths. Here are some of the key strengths and areas of progress in this regard:  Community and Educational Partnerships: The school has established robust partnerships with local businesses, educational institutions, and community organizations. These collaborations provide students with access to a wide range of learning experiences beyond the traditional classroom setting, such as internships, workshops, and community service projects, which are tailored to meet the diverse needs and interests of the students.  Integration of Real-World Learning Opportunities: Through its partnerships, Dimensions Collaborative integrates real-world problems and scenarios into the curriculum, allowing students to apply their learning in practical, meaningful contexts. This approach not only enhances student engagement and learning outcomes but also helps students develop critical life skills such as problem-solving, leadership, and teamwork.  Focus on STEAM and Project-Based Learning: The partnerships also support the school’s strong emphasis on STEAM (Science, Technology, Engineering, Arts, and Mathematics) and project-based learning. Collaborative projects with local tech companies, arts organizations, and science labs enable students to engage deeply with these fields, fostering a passion for learning and innovation.  Parent and Family Engagement: The school actively involves parents and families in its partnership programs, recognizing their crucial role in the educational process. This includes opportunities for parents to participate in workshops and activities, which strengthens the community and enhances the educational experience for students.  Educational Facilitator (EF) Network: Dimensions Collaborative employs a network of Educational Facilitators who play a key role in nurturing these partnerships. EFs work closely with students and partners to tailor educational experiences that align with individual student goals and learning plans, ensuring that every student benefits optimally from these partnerships.  By continually expanding and deepening these partnerships, Dimensions Collaborative School enhances its educational offerings and supports its students in achieving outstanding outcomes, preparing them for success in an ever-changing global landscape.|Based on feedback from educational partners and analysis of local data, Dimensions Collaborative School has identified several key focus areas for improvement in building partnerships aimed at enhancing student outcomes:  Broader Industry Engagement: While existing partnerships have provided valuable opportunities, there is a need to broaden engagement with a wider range of industries, particularly in emerging fields such as green technologies and digital media. Expanding these partnerships will ensure that students have access to cutting-edge learning opportunities and are prepared for the jobs of the future.  Systematic Evaluation of Partnership Impact: Another area for improvement is the development of a systematic approach to evaluate the impact of these partnerships on student outcomes. Implementing robust metrics and regular evaluation processes will help the school understand the effectiveness of each partnership and adjust strategies as necessary to maximize benefits for students.  Increased Community Involvement: There is also a need to enhance community involvement in the school’s partnership programs. This could include more community-based projects and collaborations with local non-profits, which would not only enrich the students' learning experiences but also strengthen the school’s ties with the surrounding community.  Enhanced Communication and Coordination: Improved communication and coordination between the school, students, families, and partners could further enhance the effectiveness of partnerships. Ensuring that all parties are well-informed and actively involved in the planning and execution of partnership activities will lead to more aligned and successful outcomes.  Sustainability and Long-Term Planning: Finally, there is a need for more strategic long-term planning to ensure the sustainability of partnerships. This includes securing ongoing funding, resources, and commitment from partners, as well as adapting to changing educational and industry landscapes to keep the partnerships relevant and beneficial.  By focusing on these areas, Dimensions Collaborative School can strengthen its partnership programs, thereby enhancing educational experiences and outcomes for all students.|Based on the insights gathered from educational partner input and local data, Dimensions Collaborative School has developed a strategic plan to improve the engagement of underrepresented families in building partnerships for student outcomes. Here are the key initiatives planned:  Targeted Outreach Programs: The LEA plans to implement targeted outreach programs specifically designed to connect with underrepresented families. These programs will focus on understanding the unique challenges and needs of these families and providing tailored support to integrate them more effectively into the school community.  Cultural Competency Training: Recognizing the importance of cultural sensitivity, the school will enhance training for teachers and staff in cultural competency. This training will help ensure that all interactions with families are respectful and inclusive, fostering a welcoming environment that encourages participation.Multi-Language Support: To improve communication and ensure that all families have access to important information, the school will expand its multi-language support. This will include translating essential documents and communications into the primary languages spoken in the student community and providing interpretation services at key school meetings and events.  Inclusive Decision-Making: The LEA will involve underrepresented families more actively in decision-making processes. This could be facilitated through the creation of advisory panels that include representatives from these families, ensuring their voices are heard and considered in school policy and program development.  Community Partnership Development: The school will also focus on developing partnerships with community organizations that have strong connections to underrepresented groups. These partnerships can help bridge gaps between the school and these communities, improving trust and collaboration.  Feedback and Continuous Improvement: Finally, the school will establish mechanisms to regularly collect and analyze feedback from underrepresented families. This feedback will be crucial for assessing the effectiveness of the engagement strategies and for making ongoing improvements.  By implementing these strategies, Dimensions Collaborative School aims to enhance the engagement of underrepresented families, ensuring that all students benefit equally from the educational partnerships and opportunities provided by the school.|Dimensions Collaborative School has demonstrated effective practices in seeking input for decision-making, leveraging its collaborative and inclusive educational model. The local educational agency (LEA) emphasizes active participation from a diverse group of stakeholders to ensure that decisions are well-rounded and represent the interests and needs of the entire school community. Here are some of the strengths and areas of progress in this domain:  Community Forums and Surveys: The school routinely uses surveys and community forums to gather feedback from parents, students, and teachers. This approach helps the school to collect a broad range of perspectives and to ensure that the voices of all community members are considered in the decision-making process.  Parent-Teacher (EF) Meetings: Regular PTA meetings serve as a critical platform for discussing school policies, programs, and initiatives. These meetings allow parents to directly engage with school administrators and staff, providing a space for open dialogue and input.  Student Councils: Involvement of students in decision-making is a key strength of Dimensions Collaborative School. Student councils play an active role in representing the student body's interests, contributing ideas and feedback that directly influence school operations and academic programs.Advisory Panels: The school has set up advisory panels consisting of educators, community members, and industry experts. These panels assist in evaluating the school's strategic direction and curriculum, ensuring that the school stays aligned with both educational best practices and community needs.  Transparent Communication: Dimensions Collaborative maintains transparent communication channels that keep all stakeholders informed about how their input influences decisions. Regular updates via newsletters, the school website, and social media ensure that the community is kept in the loop regarding outcomes and developments.  By continually refining these processes and maintaining a high level of stakeholder engagement, Dimensions Collaborative School ensures that its decision-making is inclusive and reflective of its diverse community's values and needs.|Based on educational partner input and local data, Dimensions Collaborative School has identified several areas for improvement in seeking input for decision-making. These areas are aimed at enhancing inclusivity and the effectiveness of the feedback mechanisms already in place:  Increasing Representation from All Groups: Although the school has mechanisms to gather community input, there is a need to ensure that all demographic groups are adequately represented. This includes increasing efforts to engage underrepresented groups such as non-English speaking families and those from various socioeconomic backgrounds to ensure their voices are heard equally in the decision-making processes.  Improving the Use of Technology for Feedback: While the school uses traditional methods like surveys and meetings for feedback, there is a potential to enhance the use of technology to facilitate more frequent and convenient feedback. Implementing digital tools and platforms that are accessible and user-friendly can help gather more comprehensive input from the community.  Streamlining Feedback Processes: There is an opportunity to streamline the feedback process to make it more efficient and effective. This includes establishing clear guidelines and timelines for how feedback is collected, analyzed, and incorporated into decision-making, ensuring that all input is timely and leads to actionable outcomes.  Enhancing Communication on Impact: The community needs better communication regarding how their input has impacted school decisions. Improving transparency around decision outcomes and the rationale behind decisions can foster greater trust and encourage more active participation from stakeholders.Training and Development for Effective Facilitation: Investing in training for staff members who facilitate input sessions can improve the quality of these interactions. Effective facilitation skills can lead to more meaningful discussions and richer insights, which are crucial for informed decision-making.  By focusing on these areas, Dimensions Collaborative School aims to strengthen its decision-making processes, ensuring they are more inclusive, effective, and transparent. This commitment to continuous improvement reflects the school's dedication to its community-centered educational model.|Dimensions Collaborative School, guided by the insights from educational partners and local data, has developed strategies to improve the engagement of underrepresented families in the decision-making process. Here are the steps the LEA plans to take:  Enhanced Multilingual Communication: Recognizing the language barriers that may prevent some families from participating fully, the school will provide all communication regarding decision-making—including surveys, meeting invites, and informational materials—in multiple languages. This approach will ensure that non-English speaking families are well-informed and can contribute their perspectives effectively.  Outreach and Community Building Activities: To build stronger relationships with underrepresented families, the school plans to host community-building activities that are culturally relevant and accessible. These activities will not only serve as engagement platforms but also as opportunities for these families to express their needs and concerns in a welcoming and inclusive environment.  Flexible and Varied Feedback Channels: Understanding that different families may prefer different modes of communication, the school will offer various channels for providing input, such as online platforms, phone calls, and in-person meetings. This flexibility will help accommodate families' varying schedules and preferences, making it easier for them to engage.  Targeted Training for Staff: Staff members will receive training focused on cultural competence and engagement strategies to better connect with and support underrepresented families. This training will emphasize the importance of understanding and respecting cultural differences in the way families might perceive and interact with the school.  Establishment of Family Advisory Boards: The school will create advisory boards that include family members from underrepresented groups, giving them a formal role in the school’s governance and decision-making processes. This initiative will empower these families and ensure their ongoing involvement in shaping the educational experience at Dimensions Collaborative School.  Through these targeted improvements, Dimensions Collaborative School aims to enhance the inclusivity and effectiveness of its decision-making processes, ensuring that all voices within the school community are heard and valued.|4|4|3|3|4|4|4|4|4|4|4|4|Met||2026-06-26|2026
37103710138016|Pacific Springs Charter|3|"Based on this year's analysis of educational partner input, the LEA demonstrates significant strength in fostering a culture of mutual respect and clear communication. Parent perception remains high, with 91% reporting trusting relationships and 94% affirming welcoming environments. This is mirrored by staff sentiment, where 95% report high satisfaction with teacher-to-family interactions and 90% report positive communication with program leadership. Building Staff Capacity & Relationship Growth The LEA has institutionalized the ""whole family"" approach through the Belonging Committee and Student Services. Data shows 89% of families feel staff are successfully partnering with them. Our personalized learning model remains a core strength; by using interest inventories and strength-finder assessments, teachers move beyond surface-level interactions. This is reinforced by student data, where 86% of students report that adults at school know their names and 84% feel encouraged to work hard, demonstrating that staff capacity for relationship-building translates directly into the student experience. Welcoming Environments & Restorative Culture The implementation of Restorative Practices, supported by dedicated coaching, has solidified a safe and connected environment. Student responses highlight a culture of respect: 87% of students feel adults treat them with respect, and 85% report they can get along with others who are different from them. Furthermore, school safety and anti-bullying efforts are highly effective, with 88% of students stating that adults make it clear bullying is not okay, and 87% confident that adults will help if an issue arises. These metrics underscore our progress in creating a site where families and students feel secure and valued. Two-Way Communication & Targeted Outreach Accessibility is a primary strength, with 97% of families reporting that school communication is understandable. The LEA utilizes ParentSquare, regional ""SPREE"" events, and ""Coffee Chats"" to maintain 2-way dialogue. While 84% of families feel empowered to engage in decision-making bodies (SSC/DELAC), student data suggests an area for continued growth in student agency, as 46% of students feel they have a voice in school activities. Moving forward, the LEA will leverage its strong communication infrastructure to further bridge the gap between parent advocacy and student-led decision-making."|"The LEA will prioritize building a deep sense of belonging by utilizing the Belonging Committee as a central resource for staff and families. Rather than a top-down mandate, the committee will serve as a hub for cultural proficiency, offering insights that help educators celebrate varied cultures, traditions, and rituals. A key focus will be deepening Restorative Practice support across all learning environments to ensure every student and family feels culturally represented and emotionally safe.  To move beyond high satisfaction toward true partnership, the LEA will focus on empowering students and families as co-designers of the educational experience.  The school will: Utilize student-led conferencing, parent/student/teacher conferences, and student goal-setting and tuning meetings. These forums will provide a structured space for families and students to work alongside staff to co-design the learning path and school rules. Our aim is to ensure each student has personalized academic and socio-emotional goals, with regular opportunities to meet and discuss progress, ensuring the ""whole child"" is supported both at home and at school. Continue to deepen Restorative Practices training providing specific tools and language needed to mirror school conflict-resolution strategies in the school and home setting.  Current data highlights a disparity between adult-to-student respect 87% and peer-to-peer respect 65%.  Involving the families in acquiring these skills and common language will build a more cohesive school community."|Based on the 2026 self-reflection and partner input, the LEA will refine its strategies to engage underrepresented families by moving from broad outreach to data-driven, personalized inclusion. Following the initial rollout, the LEA will fully leverage Branching Minds as a centralized MTSS and SEL data hub. This platform allows support staff to identify the specific needs of underrepresented student groups, including English Learners and students requiring specialized interventions. By using these insights, staff will initiate targeted communication with families, shifting from general updates to data-informed partnerships. This empowers caregivers with specific tools and research-based resources to support their child’s unique learning goals at home.   While 97% of families find communication accessible, the LEA recognizes that true engagement requires cultural resonance.  The school will:  Utilize the Belonging Committee to help staff move beyond standard translations toward culturally proficient engagement that honors the traditions and languages of our diverse community. Enhance support for families of English Learners by deepening the capacity of our specialized staff to act as cultural liaisons, ensuring that welcoming environments (94% positive rating) are felt equally across all demographic subgroups. To address the fact that only 84% of families currently feel they have opportunities to provide input—and specifically to capture the voices of underrepresented groups—the LEA will:  Continue to provide opportunities for student-led conferencing and tuning meetings. These settings provide a structured, low-pressure environment for underrepresented families to co-design personalized learning goals alongside their children and teachers.  Actively monitor and individually recruit for SSC and DELAC participation to ensure these decision-making bodies reflect the actual diversity of our student population. To improve peer-to-peer respect (currently 65%) and overall school climate, the LEA will continue to focus on Restorative Practices training. and supports. We will provide tools and understanding through ParentSquare and different parent training opportunities. By providing families with the same conflict-resolution tools used by staff, we create a consistent, supportive bridge between the school and home. This shared language fosters a deeper sense of safety and belonging, ensuring that the 87% of students who feel respected by adults see that same level of care reflected in their peer interactions and family-school partnerships.|"A cornerstone of our model is the Personalized Learning Plan (PLP) which ensures that the community is the classroom. We involve families as primary partners in the Mastery Learning cycle, including initial goal setting and ongoing progress monitoring. Currently, 89% of families report that teachers meet with them specifically to discuss student progress and ways to partner for improved outcomes. Furthermore, 90% of parents affirm that they have the necessary resources to support student learning at home, demonstrating that our school-to-home connection is effectively bridging the gap between credentialed teachers and home-based instruction.  The LEA has fully implemented multiple channels to ensure families are informed and empowered. Accessibility: 97% of families report that school communication is understandable and accessible, ensuring that grade-level standards and expectations are clearly defined. In-Person & Virtual Engagement: Signature events such as Parent Ignite!, regional ""SPREE"" events, and ""Coffee with the Principal"" sessions provide open forums for input and resource sharing. The LEA’s progress is reinforced by a strong internal culture of professional growth. Staff satisfaction remains high, with 95% of teachers reporting positive interactions with families. We develop high-impact partnerships through the use of Branching Minds, which allows staff to share MTSS and SEL data with families to co-create interventions. Currently, 89% of families believe staff are actively improving their capacity to partner with them, a reflection of our ongoing professional development focused on cultural proficiency and collaborative coaching. Survey data is not just collected but is utilized by leadership teams to adjust learning communities. With 85% of students reporting that adults give extra help when they are struggling, the partnership between school staff and families ensures that interventions are timely, personalized, and supported by all educational partners."|Every student will be supported in co-designing academic and socio-emotional goals. We will provide regular opportunities for families and students to meet and discuss progress, ensuring that learning goals are consistently supported in both school and home settings. To move beyond traditional parent-teacher conferences, the LEA will prioritize student-led conferencing and student goal-setting and tuning meetings. These forums will empower students to present their learning to others (currently a growth area at 59%) and involve families as active co-designers of the educational path. By shifting the focus to student agency, we aim to increase the percentage of students who find school interesting and relevant to their future. Building on the successful implementation of Branching Minds, the LEA will focus on using this centralized data source to improve two-way communication with families of underrepresented students and those requiring extra help. With 85% of students reporting that adults give extra help when they are struggling, our goal is to use this platform to offer specific, research-based interventions and resources to caregivers, fostering a stronger partnership in the MTSS process. Our focus remains on the professional development of teachers and leaders to master these specific engagement strategies, ensuring that the partnership between school and home directly results in improved, equitable student outcomes.|The LEA will move beyond general support by fully utilizing Branching Minds and Benchmark as centralized hubs for MTSS and SEL data. These tools allow staff to identify specific achievement gaps and social-emotional needs unique to underrepresented student groups.  By aligning these data points with research-based interventions, staff will co-create Individual Student Plans that provide families with specific, actionable resources to support their child’s progress in both in-person and virtual settings.  The school plans to actively monitor and recruit for SSC and DELAC to ensure that decision-making bodies are representative of our entire school community, providing underrepresented families with a clear pathway to advocate for their students and influence school policy.|"A primary strength is the intentionality of our outreach; 84% of respondents agree the school specifically seeks input from underrepresented groups. This is facilitated through relationships built between staff and families, and  parent groups, ensuring those most impacted by achievement gaps have a seat at the table.  The school's transition to highly accessible communication (97%) ensures that a broad demographic of parents can provide feedback on policies and programs through surveys and open-forum ""Coffee Chats.”  Progress is evident in the shift toward co-designing the educational experience. By involving families in student-led conferences and tuning meetings, the LEA is bridging the gap between providing general feedback and making specific, data-driven decisions regarding student goals and school culture."|"The primary focus area is to move beyond general solicitation of feedback toward a collaborative ""co-design"" model that empowers families, teachers, and administrators to work together in planning, implementing, and evaluating family engagement activities. While 84% of families currently feel encouraged to join advisory groups, we will prioritize diversifying representative governance within the School Site Council and DELAC to ensure typically underrepresented groups are active partners in decision-making. We will also focus on closing the gap in student agency, leveraging the fact that only 46% of students currently feel they have a voice in school activities, by integrating student-led conferencing and tuning meetings into our leadership forums. By utilizing Branching Minds as a transparent data resource, the LEA aims to provide families with the specific insights needed to advocate for their students’ unique needs and collaboratively shape school-wide policies and programs."|The charter staff does an excellent job embracing and welcoming families as partners in education.  We will use those partnerships to seek input from families. We want to shift families from passive observers to active co-designers in the entire educational process.  We will engage underrepresented families by transitioning from providing access to fostering active, data-driven advocacy. We will deepen participation in advisory groups, such as DELAC and School Site Council, by moving beyond standard meeting invitations to a targeted recruitment model that ensures these bodies reflect our diverse student demographics. To remove barriers to entry, we will continue providing culturally responsive, multilingual forums and flexible virtual options. Furthermore, the LEA will utilize Branching Minds as a transparency tool, providing underrepresented families with direct access to their student’s MTSS and SEL data. This ensures that when families participate in decision-making, they are equipped with the specific insights needed to collaborate with leadership on high-quality curriculum and academic interventions.  We will continue to implement student-led conferencing and tuning meetings, which offer underrepresented families a structured, low-pressure environment to shape personalized learning goals and school policies alongside their children. These efforts are complemented by expanded parent education workshops that focus not only on navigating school systems but also on empowering caregivers as primary stakeholders in the mastery learning cycle. By combining proactive, multilingual communication with these opportunities for direct academic influence, the LEA aims to build the trust and agency necessary for underrepresented families to become permanent partners in the school’s decision-making framework.|5|5|5|5|5|4|5|5|4|5|5|5|Met||2026-06-11|2026
37103710138404|Classical Academy Vista|3|Parent engagement is key to the student's success in an Independent Study program. Since partnering with parents is a key value, we consistently provide professional learning on ways teachers can improve their communication and connection with parents.|As an Independent Study program, parents provide weekly instruction within the home environment. Our LMS system gives parents the resources to meet those academic goals. At The Classical Academies, teachers meet regularly with families to engage in a two-way conversation on the student’s academic progress and overall well-being in the school environment.|The LEA will continue to expand communication practices that are accessible, consistent, and culturally responsive, including multilingual outreach, flexible meeting opportunities, and personalized family support. Schools will prioritize creating welcoming environments where families feel valued as partners in student learning and decision-making. Additionally, staff will receive ongoing support in effective family engagement strategies to build trust, increase participation, and strengthen connections with families who have historically been less engaged in school processes.|The Classical Academy measures parent engagement by gathering input through an annual survey and frequent parent meetings at each school campus. The annual survey results are reported to the school community and local governing board.  In the 2025-2026 school year, the following questions were asked on the annual survey.|Parent Survey 76% reported a positive experience with our provided curriculum  69% positive responses reporting that their student feels a sense of belonging  74% reported a positive experience with customer service|Parents' concerns about the school are directed to the school site principal, who works to resolve the issues.  All school administrators are well-versed in the parents' processes to advocate for their students' rights.|The Classical Academy measures parent engagement by seeking input from parents through an annual survey and frequent parent meetings at each school campus. The annual survey results are reported to the school community and local governing board. Our website translates into every language to keep all families engaged, especially our underrepresented families.  Additionally, we deliver new student information to the local Boys and Girls Clubs, public libraries across North County, and YMCAs annually. Our marketing reaches a wide audience, and our digital advertising is translated into every language.  We also offer frequent school tours, with informed staff available to answer questions anytime. We have engaged a translation service (on-call) to provide services in-person, over the phone, and virtually.  Finally, we offer a podcast with diverse topics available to all families.|Our primary area of focus for continuous improvement is strengthening our ability to meet the evolving needs of our community. We remain committed to improving systems, supports, and instructional practices to better serve the diverse academic and social-emotional needs of our students and families. A continued focus area for improvement is ensuring that the needs of our community are reflected in our programs, services, and educational supports.|When parents have concerns about the school, they are directed to the school site principal, who works to resolve the issues.  All school administrators are well-versed in the parents' processes to advocate for their students' rights.  We will continue to survey parents to ensure we understand the needs in our community.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-05-29|2026
37103710138594|Dual Language Immersion North County|3|DLINC continues to demonstrate strong progress in building meaningful relationships between school staff and families. Teachers regularly participate in PTO meetings and events, strengthening visibility and partnership with families. Staff frequently invite parents into classrooms to support learning, volunteer, and engage with students, which has increased family presence on campus. Parents are also regularly asked to volunteer in a variety of school activities, creating consistent opportunities for connection and collaboration. All school communications are provided in both English and Spanish, ensuring families have equitable access to information and can fully participate in school life. These practices reflect a sustained commitment to fostering trust, accessibility, and partnership with all families.|Based on educational partner input and local data, DLINC has identified several areas for continued improvement in building relationships between school staff and families. While overall engagement is strong, the school aims to increase participation from families who may face barriers to attending community meetings or volunteering during the school day. DLINC also seeks to expand two-way communication opportunities, providing more structured ways for families to share feedback beyond regular meetings. Additionally, the school plans to offer more flexible and varied volunteer opportunities to accommodate different schedules and comfort levels. These focus areas will help ensure that all families feel connected, welcomed, and able to participate meaningfully in school life.|Based on the self-reflection process, DLINC will strengthen engagement of underrepresented families by expanding access, communication, and opportunities for connection. The school will increase flexible engagement options, including volunteer opportunities outside the traditional school day and more informal events that accommodate varied work schedules. DLINC will also enhance two-way communication by offering additional feedback opportunities—such as short surveys, listening sessions, and classroom-based input routines—to ensure all families can share their perspectives. To support new and historically underrepresented families, the school will strengthen onboarding and welcome practices, providing clearer information about how to get involved and building early relationships with teachers and staff. These strategies are designed to ensure that every family, regardless of background or schedule, feels connected, welcomed, and able to participate meaningfully in school life.|DLINC continues to make steady progress in building strong partnerships with families to support student learning and outcomes. The school holds parent-teacher conferences twice per year, ensuring families have clear, timely information about academic progress and areas for growth. Parents are also well-informed about the school’s unique testing protocols for both local and state assessments, which helps them understand expectations and support their children during assessment periods. DLINC recognizes students for perfect attendance and engages families early through Student Success Team (SST) meetings when attendance concerns arise, reinforcing the shared responsibility for student success. Teachers maintain ongoing communication with families throughout the year, and parents are regularly invited to participate in classroom activities and school events, strengthening the connection between home and school. These practices reflect a consistent commitment to partnering with families to promote positive academic and behavioral outcomes.|More frequent progress updates — Families appreciate the twice-yearly conferences, but many schools strengthen partnerships by adding brief mid-trimester check-ins or progress notes so parents can support learning earlier.  More family education on curriculum and standards — Parents often want to better understand what their children are learning and how to help at home. Curriculum nights, math strategy workshops, or literacy sessions are common next steps.  Expanding communication about interventions and supports — SSTs are strong, but families benefit from clearer communication about what happens before an SST (Tier 1 and Tier 2 supports) and how they can partner at home.  Increasing engagement of families who do not attend conferences — Even with high participation, there are always families who cannot attend due to work schedules or other barriers. Offering flexible times or virtual options is a safe improvement area.  Providing more opportunities for families to understand assessment data — You already communicate testing protocols; the next step is helping families interpret results and understand how they connect to student growth.|Based on the self-reflection process, DLINC will strengthen engagement of underrepresented families by creating more accessible and meaningful opportunities for them to understand and support their children’s learning. The school will expand flexible options for participating in progress-monitoring conversations, including virtual or alternative-time check-ins for families who cannot attend traditional conferences. DLINC will also increase family education opportunities, such as brief workshops or information sessions that help parents interpret assessment data and understand grade-level expectations. Additionally, the school will enhance communication around intervention supports, ensuring families are informed early and clearly about the strategies being used to help their child and how they can partner at home. These efforts are designed to ensure that all families—especially those historically underrepresented—are equipped and empowered to support strong student outcomes.|DLINC has established a strong, predictable monthly cycle of stakeholder engagement that ensures families, staff, students, and the governing board have regular opportunities to provide input on school decisions. Each week includes a dedicated engagement touchpoint: Wednesday staff meetings for instructional and operational feedback, Thursday mini-assemblies where students share their perspectives, Friday Coffee with the Principal for open dialogue with families, and Monday DLINC Board meetings where public comment and parent participation are encouraged. This consistent structure allows the school to disseminate information, gather meaningful feedback, and incorporate educational partner perspectives into planning and decision-making throughout the year. These practices reflect DLINC’s ongoing commitment to transparency, responsiveness, and shared decision-making.|Based on educational partner input and local data, DLINC has identified several areas for continued improvement in seeking input for decision-making. While the school regularly gathers feedback through surveys from all stakeholder groups, DLINC will work to increase participation among families and students who respond at lower rates. The school also plans to strengthen communication about how stakeholder input informs decisions, helping partners see the connection between their feedback and school actions. Additionally, DLINC will expand interactive input opportunities, such as brief listening sessions or targeted focus groups, to complement existing surveys and deepen engagement. These efforts will broaden participation and enhance transparency in the decision-making process.|Based on the self-reflection process, DLINC will strengthen engagement of underrepresented families in decision-making by expanding accessible and flexible opportunities for them to share input. The school will increase participation options, including virtual or alternative-time sessions connected to Coffee with the Principal and other engagement routines, to reduce barriers for families with work or childcare constraints. DLINC will also enhance communication about how family feedback is used, providing clear follow-up so underrepresented families see the impact of their contributions. In addition, the school will offer targeted outreach and small-group listening sessions to ensure families who have historically participated less frequently have structured, supportive opportunities to share their perspectives. These strategies are designed to broaden representation and ensure all families have a meaningful voice in school decision-making.|3|3|4|5|2|4|2|2|4|3|3|3|Met||2026-06-15|2026
37103710138768|High Tech Middle Mesa|3|"Parent and family engagement is a core practice at HTH. Parents are children's first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way. ""When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices"" (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.  HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research-validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents' responses at a particular school site. The YouthTruth family survey given during the 2025/26 school year indicated continued strong relationships between students and teachers. HTH schools ranked at the 74th national percentile for families believing teachers and students care about each other — a position above three-quarters of schools surveyed nationally, while reflecting a modest decline from the prior year's results that we are actively examining.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades TK-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, interpretation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf"|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2025/26 school year indicated continued growth in family engagement. HTH schools were at the 73rd national percentile for families being engaged in school according to this survey, which represented an 8 percentile point improvement from the prior year.|HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:   HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.   Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.|"HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students.  Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.  Three HTH schools — HTeCV, HTMCV, and HTHCV — are participating in the Community Engagement Initiative (CEI). CEI is part of the California Statewide System of Support. The aim of CEI participants is ""Increasing the ability and capacity to implement effective, equitable and culturally responsive community engagement practices."" CEI participation is a 2-year commitment, and these schools will share their learning and best practices with the other HTH schools.  Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children's education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2025/26 school year reported a continued positive partnership between families and teachers. Specifically, the survey indicated that HTH schools were at the 77th national percentile for families believing that families and teachers care about each other — a result that places HTH above three-quarters of schools nationally on this measure, while reflecting a modest decline from the prior year that we are monitoring as part of our ongoing focus on family partnership."|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2025/26 school year indicated continued growth in family engagement. HTH schools were at the 73rd national percentile for families being engaged in school according to this survey, as compared to the 65th percentile in the 2024/25 school year — a sustained upward trend across multiple administrations of the survey.|"HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.  HTH is participating in the Cohort V of the Community Engagement Initiative, as of the fall of 2024. The goal of the initiative is to, ""Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices."" HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California."|HTH schools solicit parent feedback on HTH's service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, TK-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 2025/26LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 2025/26 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were interpreted into Spanish. Feedback from these meetings informed this year's LCAP.  Additional opportunities for family involvement at HTH schools include: - ELAC and DELAC meetings - Monthly coffee and conversation events with directors - Volunteer opportunities available in classrooms and buildings - Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards - Parent access to student information through the Parent Portal on PowerSchool, to stay up to date with school records on their child  In addition, family and student surveys developed by YouthTruth provide further opportunities for families to give input on the school's strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school-wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.|HTH families completing the YouthTruth family survey during the 2025/26 school year identified specific opportunities for deeper partnership. While families report strong understanding of school-wide goals (88%) and a willingness to recommend HTH to others (80%), the survey identified three lower-scoring areas representing genuine opportunities for growth: family empowerment in their child's school experience (60% positive), how families see themselves represented in the school community (61% positive), and family input into school planning and decision-making (63% positive). HTH will focus on these specific dimensions of family partnership in the year ahead, with particular attention to creating more structured opportunities for family voice in school-level decisions and ensuring that the perspectives of all families — particularly those of underrepresented communities — are reflected in school planning processes.|HTH has supported families to develop ELAC/DLACs across all of our sites. High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a Zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-18|2026
37103710138776|High Tech Elementary Mesa|3|"Parent and family engagement is a core practice at HTH. Parents are children's first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way. ""When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices"" (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.  HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research-validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents' responses at a particular school site. The YouthTruth family survey given during the 2025/26 school year indicated continued strong relationships between students and teachers. HTH schools ranked at the 74th national percentile for families believing teachers and students care about each other — a position above three-quarters of schools surveyed nationally, while reflecting a modest decline from the prior year's results that we are actively examining.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades TK-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, interpretation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf"|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2025/26 school year indicated continued growth in family engagement. HTH schools were at the 73rd national percentile for families being engaged in school according to this survey, which represented an 8 percentile point improvement from the prior year.|HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:   HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.   Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.|"HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students.  Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.  Three HTH schools — HTeCV, HTMCV, and HTHCV — are participating in the Community Engagement Initiative (CEI). CEI is part of the California Statewide System of Support. The aim of CEI participants is ""Increasing the ability and capacity to implement effective, equitable and culturally responsive community engagement practices."" CEI participation is a 2-year commitment, and these schools will share their learning and best practices with the other HTH schools.  Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children's education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2025/26 school year reported a continued positive partnership between families and teachers. Specifically, the survey indicated that HTH schools were at the 77th national percentile for families believing that families and teachers care about each other — a result that places HTH above three-quarters of schools nationally on this measure, while reflecting a modest decline from the prior year that we are monitoring as part of our ongoing focus on family partnership."|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2025/26 school year indicated continued growth in family engagement. HTH schools were at the 73rd national percentile for families being engaged in school according to this survey, as compared to the 65th percentile in the 2024/25 school year — a sustained upward trend across multiple administrations of the survey.|"HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.  HTH is participating in the Cohort V of the Community Engagement Initiative, as of the fall of 2024. The goal of the initiative is to, ""Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices."" HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California."|HTH schools solicit parent feedback on HTH's service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, TK-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 2025/26LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 2025/26 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were interpreted into Spanish. Feedback from these meetings informed this year's LCAP.  Additional opportunities for family involvement at HTH schools include: - ELAC and DELAC meetings - Monthly coffee and conversation events with directors - Volunteer opportunities available in classrooms and buildings - Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards - Parent access to student information through the Parent Portal on PowerSchool, to stay up to date with school records on their child  In addition, family and student surveys developed by YouthTruth provide further opportunities for families to give input on the school's strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school-wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.|HTH families completing the YouthTruth family survey during the 2025/26 school year identified specific opportunities for deeper partnership. While families report strong understanding of school-wide goals (88%) and a willingness to recommend HTH to others (80%), the survey identified three lower-scoring areas representing genuine opportunities for growth: family empowerment in their child's school experience (60% positive), how families see themselves represented in the school community (61% positive), and family input into school planning and decision-making (63% positive). HTH will focus on these specific dimensions of family partnership in the year ahead, with particular attention to creating more structured opportunities for family voice in school-level decisions and ensuring that the perspectives of all families — particularly those of underrepresented communities — are reflected in school planning processes.|HTH has supported families to develop ELAC/DLACs across all of our sites. High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a Zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-18|2026
37103710138792|JCS - Manzanita|3|The School prioritizes strong partnerships with families as a core component of its personalized education model. In Spring 2026, 100% of surveyed parents agreed that teachers care about students and are accessible when needed. The School fosters family engagement through community events, social gatherings, field trips, conferences, and regular communication. In the Home Study program, teachers, parents, and students collaborate to create Personalized Learning Profiles (PLPs) that identify goals, strengths, challenges, and learning targets. In the Academy program, teachers build relationships through regular in-person instruction, student interest activities, daily interactions, conferences, IEP meetings, and school events. Communication is maintained through newsletters, phone calls, emails, text messages, meetings, and in-person conversations.  Feedback from parents and staff highlights strong communication, positive relationships, and a welcoming school culture. Parents consistently describe staff as friendly, responsive, caring, and accessible, and they value the individualized support provided to students. Families also appreciate the many opportunities to participate in school activities and community events. Staff similarly identified strong family engagement as a school strength, citing events such as park days, Science Night, field trips, and other community-building activities that strengthen connections among students, families, and staff.  Both parent and staff feedback reflect high levels of trust and collaboration between families and the School. Parents praised teachers, counselors, and staff for their encouragement, mentorship, responsiveness, and commitment to student success. These strong relationships help create an environment where families feel comfortable sharing concerns, providing feedback, and partnering with the School to support student learning. Overall, the feedback demonstrates continued success in fostering open communication, meaningful family engagement, and a strong sense of community that supports positive student outcomes.|Parent survey feedback reflects strong appreciation for the community events offered by the School and the opportunities they provide for connection and engagement. Families expressed interest in additional opportunities to socialize, build relationships, and strengthen the school community, which may support increased student and family retention. School leaders also seek to increase family participation in surveys, School Site Council meetings, board meetings, and other decision-making opportunities.  Feedback from parents and staff identified opportunities to further strengthen relationships through increased empathy, patience, and support, particularly for younger students who are new to the school environment. Families also expressed interest in additional community-building structures that help parents connect, such as classroom-based parent networking opportunities. In response, the School will continue expanding family engagement activities and opportunities for meaningful participation and connection within the school community.|The LEA uses multiple communication methods to build relationships with families, including ParentSquare, weekly newsletters, student-led goal-setting conferences, parent-teacher conferences, and project presentations. Outreach to underrepresented families is supported through personalized communication such as phone calls, emails, and in-person conversations during student drop-off and pick-up. To further improve engagement, the School will support teachers in implementing effective family outreach strategies and explore ways to better meet the needs of students requiring additional support. When language barriers exist, the School utilizes translation features within communication platforms and Spanish-speaking staff members to help ensure families can access information and participate meaningfully in their child’s education.|The School supports strong partnerships for student success through professional learning focused on formative assessment, data analysis, research-based literacy practices, MTSS, tiered interventions, and the Leader in Me program. Families are actively engaged through student-led goal-setting conferences, parent-teacher meetings, project presentations, and regular communication. The School also provides a Parent Handbook outlining family rights and advocacy resources, along with high-quality learning materials for home use. Through its hybrid and home study models, teachers maintain frequent, personalized communication with families and collaborate closely to support student learning.  Parent feedback highlights strong relationships, personalized support, and effective communication as key strengths. Families praised staff for helping students find appropriate curriculum pathways, providing mentorship, and supporting academic growth in areas such as reading, English language development, and time management. Parents also described the school as welcoming, encouraging, and supportive, noting that students feel safe, confident, and excited to learn. Additional strengths identified by families included individualized learning opportunities, student recognition programs, and staff members who foster motivation, confidence, and future readiness. Overall, feedback indicates that caring relationships, personalized support, strong communication, and a positive school culture contribute significantly to positive student outcomes and successful family partnerships.|The School will continue providing professional learning focused on data analysis, formative assessment, and effective instruction in ELA and mathematics. In the Home Study program, the School plans to expand standards-aligned curriculum options for middle school core subjects and continue improving resources that support learning at home. Feedback from families, students, and staff consistently emphasizes the value of choice and the need for additional curriculum options that are rigorous, engaging, and responsive to diverse learning styles. The School also plans to strengthen support for new Home Study families through training resources, including tutorials and guidance on accessing instructional platforms and educational tools.  Parent feedback identified several areas for growth that can strengthen partnerships and improve student outcomes. Families expressed a desire for clearer, more timely communication from school staff, including accurate student information and advance notice of schedule or event changes. Parents also emphasized the importance of consistent classroom expectations, student safety, and supportive learning environments. Feedback regarding technology reliability and instructional programs highlighted the need for ongoing collaboration with families when selecting and implementing academic resources. Overall, the School will focus on strengthening communication, responsiveness, family engagement, student support systems, and trust to enhance partnerships and support student success.|The School can strengthen engagement with underrepresented families by expanding inclusive communication, increasing relationship-building opportunities, and ensuring all families feel welcomed, valued, and supported as partners in their child’s education. Feedback highlights the importance of caring staff, personalized support, and positive interactions, suggesting that intentionally extending these practices to families who may feel less connected could improve engagement and student outcomes.  A key area for growth is creating more accessible, timely, and consistent communication. Families expressed a desire for clearer information, regular updates, and multiple avenues for two-way communication. Providing information in accessible formats and, when needed, multiple languages can help ensure all families remain informed and engaged in their child’s progress and school decisions.  The School will also continue expanding opportunities for families to build relationships with staff through engagement events, workshops, listening sessions, and community-building activities. Intentional outreach to families who do not regularly participate can help reduce barriers and strengthen connections to the school community.  Additionally, the School can enhance family partnerships by providing resources, guidance, and learning opportunities that help families support student success at home. Parent education sessions, curriculum information nights, and academic support resources can strengthen collaboration around student learning.  Finally, maintaining a safe, supportive, and positive school culture remains essential to family engagement. By prioritizing effective communication, meaningful relationships, family voice, and equitable access to support, the School can strengthen partnerships with underrepresented families and promote positive outcomes for all students.|The School maintains an effective School Site Council that includes Home Study parents and students who provide valuable feedback and input. The School actively seeks stakeholder perspectives through surveys, an open-door policy, and ongoing conversations between staff, families, and students. School leaders encourage regular communication and collaborative discussions about school policies, programs, and decision-making.  Feedback from parents and staff highlights the School’s strength in fostering stakeholder participation. Parents reported that teachers and administrators are approachable, responsive, and open to feedback, making it easy to share ideas and concerns. Families actively engage in discussions regarding curriculum, student well-being, communication systems, supervision, and future planning, demonstrating a strong commitment to supporting school improvement. Feedback also reflects confidence in the School’s processes for gathering stakeholder input on topics such as technology, lunch programs, scheduling, and campus changes. Overall, the responses indicate that the School has established trusting relationships with families and meaningful opportunities for participation, resulting in a collaborative culture focused on continuous improvement and positive student outcomes.|The School is committed to strengthening collaboration with families in the planning, implementation, and evaluation of family engagement activities. A key area of focus is increasing participation in surveys, School Site Council meetings, and other engagement opportunities through targeted outreach, direct communication from teachers, and strategies that encourage involvement.  Parent feedback identified opportunities to improve stakeholder engagement by providing more meaningful opportunities for input before decisions are made. Families expressed concerns related to school meals, grading systems, technology implementation, communication, and parent involvement, highlighting the importance of gathering feedback early and ensuring stakeholder perspectives are considered when evaluating programs and services. Parents also emphasized the need for greater transparency, clear communication, and opportunities to provide input during transitions involving new systems or operational changes.  Feedback further suggests a desire for stronger family engagement structures that promote ongoing collaboration and communication. Families want additional opportunities to stay informed, share perspectives, and contribute to school improvement efforts. Expanding advisory groups, listening sessions, surveys, and other feedback opportunities can help strengthen shared decision-making and increase stakeholder participation. Ensuring communication is timely, accessible, and responsive will further support meaningful engagement.  Overall, the School will continue working to create a more inclusive culture of collaboration where families are regularly consulted, feedback is valued, and stakeholders can see how their input influences improvements in programs, communication, student supports, and school operations.|To improve engagement with underrepresented families in decision-making processes, the School will focus on creating more inclusive, accessible, and relationship-centered opportunities for participation. The School plans to provide targeted outreach and individualized meetings to support English Learners, Foster Youth, and students experiencing homelessness, ensuring families have meaningful opportunities to share their perspectives and help shape student support plans.  The School will strengthen communication by providing information through multiple formats and, when needed, multiple languages. Communication tools such as ParentSquare and Google Docs will be used with translation features, and Spanish-speaking staff will assist with interpretation whenever possible. Flexible meeting times, virtual participation options, and other accommodations will help reduce barriers related to language, transportation, work schedules, or technology access.  To build trust and encourage participation, staff will increase personalized outreach to families who may feel less connected to the school community. Teachers will identify and communicate more frequently with families representing underserved student groups, while school leaders will utilize community partnerships, personal invitations, listening sessions, and small-group discussions to encourage meaningful engagement.  The School will also increase transparency by demonstrating how family input influences decisions. Survey results, feedback summaries, and resulting actions will be shared with stakeholders to strengthen accountability and trust. The principal will actively recruit School Site Council members who represent underrepresented student populations, including students with disabilities, low-income students, English learners, and other historically underserved groups.  Finally, the School will continue seeking stakeholder input proactively through surveys, community forums, advisory groups, and ongoing dialogue about academics, student well-being, school programs, and communication systems. These efforts will help ensure all families feel heard, respected, and represented in decisions that support positive student outcomes.|5|5|4|5|5|5|5|5|5|4|4|4|Met||2026-06-12|2026
37103716119119|Literacy First Charter|3|At Literacy First we believe our relationship with parents and their engagement is critical to student success. For that reason, it is our third goal in our LCAP. Communication is imperative in building this relationship and partnering with parents. We employ multiple means to reach out to parents. Bimonthly a school wide newsletter K-12 goes out to all families both electronically and paper form with school information that impacts the community as a whole. At the K-8 level, teachers send out weekly communication to keep parents informed of the class or grade level events and expectations. Educational apps, like Class Dojo, are also used to communicate quickly when necessary. Additionally at Literacy First, we provide information to our families that support their children’s learning which include educational articles, current research on timely topics, a school wide podcast and video parent conversations. These are targeted approaches at bringing parents in and educating them on issues that relate to the education of their child and our school.  This may include topics such as sight words lists, educational websites, educational games, reading and homework support, both in school and at home. Parents are kept informed on their student’s progress through parent conferences, progress reports, and results from school based assessments. Our events, such as math nights, read the night away, and standards based field trips bring our parents into our community and inform them of ways to support their student both in and out of school. Social media is also used to inform parents of the political climate around education, which provides them with information regarding their rights as parents and the need to be advocates for their children. We also make efforts to translate documents for our second language families and have translators at parent conferences, IEP meetings and larger schoolwide meetings. Our special education department this year made a push in all IEP meetings to discuss how parents of special education students can volunteer in the classroom and how they can support their child at home. DELAC targets our second language families providing support and translation. Similarly, our Parent Team Leadership Council (PTLC) and Patriot Legacy Education Foundation (PLEF) boards were established to support the needs of our students, school staff and their families.|Based on the input from our educational partners, our focus area for improving relationships between staff and families will be to continue to engage parents to participate in their children’s education. Parents tend to volunteer less as their children get older. We will seek to improve our parent involvement at our 6-HS level. We will also be working on sending our newsletter for the K-8 out electronically. We have found sending information out through multiple means helps to make sure families receive it.|As an organization, LFCS continually strives to engage our second language families. From emails to phone calls, and even in person meetings, we work to assure they have every opportunity to be informed of and be a part of their child's education. We also rely on our DELAC committee to connect with these families with translation services, planning the DELAC tea, and the multicultural fair for all families to enjoy. Our homeless and foster youth liaison works with these families to ensure they are supported with what they need for their child. Our Special Education Team engaged in an active push to increase parent involvement by discussing ways that parents can support classroom and school activities during IEP meetings. This resulted in many families that before had not thought they could be involved, get involved. It also allowed non English speaking families an opportunity to discuss involvement in a secure and private setting with a translator.|At Literacy First we understand the partnership between the school and families is crucial to student success. Weekly communication is sent home via classroom newsletters and a whole school newsletter sent every other week. This provides important information on upcoming events, deadlines for projects, and other important school events. Our classroom teachers provide information to their families that help support student learning by providing parents resources such as sight word lists, educational websites, educational games, reading and homework support. Our language support programs, progress reports, and student-led conferences inform parents of their child's progress and how they will work together to support the needs of the child. This year our special education department spoke to all families at each IEP to increase parent involvement by discussing ways that they can support the classroom and school activities. Our special events, like math night, read the night away and standards based field trips, bring our parents into our community and inform them of ways to support their student, both in and out of school. At the end of the first trimester, every family at the k-6th grade level has a conference with their child's teacher. This provides an opportunity for teachers to make connections and give specific tools to each family on how they can support their student.|An area of focus will be to continue having a high level of communication with our families. This is a constant focus as we team with families in their child's education. We work to build relationships and get to know our families aside from academics, by means of family movie nights and family fun events. These relationships aid in connecting with families when hard conversations need to be had. We will continue to work on communication and come up with other ways we are able to reach out to families and pull them in as partners in their child's education.|We continually work to engage our underrepresented families. They are encouraged and given opportunities to be active in their child's education and school community. DELAC targets our underrepresented  families, providing support and translation to every family. Similarly, our Parent Team Leadership Council (PTLC) and Patriot Legacy Education Foundation (PLEF) boards were established to support the needs of our students and their families.|Our parents are our strengths. They are actively engaged and on campus daily. Our volunteer hours are great each year because every culture and economic background is welcomed and encouraged to participate in school. Our parents know they can visit any one of our administrator's offices with concerns they have at any time. Our School Site Council serves as a voice in the decision making process regarding how to expense our Title I funds. Our PTLC supports and encourages parent engagement. The DELAC committee's specific mission is to make sure we are serving the needs of the underrepresented families. PLEF exists to raise funding for our students and their programs specifically.|An area of focus will be to create more campus specific opportunities for families to engage with school administration in a less formal setting. Our parents are an important part in the decision making for a school of choice. For this reason, they will always be a focus area. We continually take their feedback into consideration when making decisions.|Our DELAC committee's specific mission is to make sure we are serving the needs of our second language families. Our translators help these families communicate their needs or concerns for their child, as well as share the opportunities available to them around campus and in the classroom. We intentionally provide translation of our educational videos and educational information so everyone has full access to vital information.|5|5|5|4|4|4|5|5|4|4|4|4|Met||2026-06-10|2026
37679670000000|Alpine Union Elementary|3|Building strong relationships between school staff and families continues to be a priority in Alpine Union School District, as reflected in Goal #3 of our LCAP: increasing family and parent engagement with a focus on actively involving underrepresented groups and ensuring equitable participation. AUSD has identified and implemented key action steps to ensure that building relationships and engaging families remains a central focus.  Each school site offers a range of opportunities for families to engage on campus and promotes the importance of their involvement in the school community. These include meetings such as PTA, SSC, School Safety Plan meetings, Title I meetings, ELAC, and Principal coffee events. In addition, schools host a variety of events throughout the year designed to create a welcoming and inclusive environment where all families feel valued. These include Lunch on the Lawn, Donuts with Grown-Ups, school plays, dances, and festivals.  In addition to site-based efforts, the district has expanded opportunities for family engagement at the district level. Parents are invited and encouraged to attend meetings such as AIPC, DELAC, and PAC. The district also hosts events that bring the broader Alpine community together, including a beginning-of-the-year kickoff with community vendors, a family movie night, an ice skating night, and a districtwide Science and STEAM Fair in collaboration with the Alpine Education Foundation. These events are well attended, and local survey data indicates that families value both school- and district-level opportunities for engagement.  AUSD has also employed two Community Engagement Specialists over the past two years, which has significantly strengthened relationships with families. One specialist focuses specifically on supporting American Indian students and families, and we have seen an increase in family participation in school activities and meetings as a result.  Local survey data further reflects the positive impact of these efforts. Ninety-three percent of families agree or strongly agree that their child’s school provides a caring and welcoming environment. Sixty-six percent of parents report being actively involved in their child’s school, and 85% agree or strongly agree that their child’s school values parents as important partners in their child’s education. AUSD also places a strong emphasis on communication with families. Each principal sends a weekly newsletter, and teachers are expected to communicate with families on a regular basis. As a result, 94% of parents report that the school provides sufficient communication.  Overall, these efforts demonstrate AUSD’s strong commitment to fostering meaningful partnerships with families. The district will continue to build on this foundation to ensure all families feel connected, valued, and engaged in their child’s education.|While building relationships with our families continues to be a priority for AUSD, as reflected in LCAP Goal #3, and the district has made meaningful progress in this area, we also recognize there are still opportunities for growth.  The district has noted that while attendance at family events on campus remains high, participation in meetings such as the School Site Council (SSC), Parent Teacher Association (PTA), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), American Indian Parent Committee (AIPC), Parent Advisory Committee (PAC), and Coffee with the Principal is comparatively low, often with only a small number of parents in attendance. We have also seen a decline in participation at Back-to-School Night and parent-teacher conferences. While it is encouraging that families are engaging in school events, it is equally important that they are involved in committees and decision-making spaces where their voices are critical. This is especially important for our underrepresented student groups, including English Language Learners and American Indian families. While attendance at American Indian Parent Committee (AIPC) meetings has been strong, we aim to continue increasing participation across all advisory groups.  Survey data also indicates that 40% of parents would like increased parent education opportunities; however, these offerings are often underattended. Additionally, 51% of parents expressed a desire for more volunteer opportunities, suggesting a need to expand options beyond traditional, daytime volunteering to better meet families’ schedules and needs.  While families report that school and teacher communication is consistent, many parents have expressed a desire for more detailed information about what their child is learning and how they are performing academically so they can better support learning at home.  Moving forward, AUSD will focus on increasing meaningful family participation in decision-making opportunities, expanding flexible engagement and volunteer options, and strengthening communication around student learning. By continuing to refine these efforts, the district aims to ensure all families feel empowered, informed, and actively involved in their child’s education.|Based on the analysis of educational partner input and local data, AUSD will strengthen engagement with underrepresented families, particularly English Learner and American Indian families, by prioritizing targeted outreach, relationship-building, and increased access to meaningful participation opportunities. While overall family engagement at school events is strong, data indicates that underrepresented families are less consistently represented in decision-making groups such as the School Site Council (SSC), Parent Teacher Association (PTA), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), American Indian Parent Committee (AIPC), Parent Advisory Committee (PAC), and Coffee with the Principal.  To address this, the district will implement more intentional and culturally responsive outreach strategies, including personalized invitations, translated communications, and flexible meeting structures to reduce barriers to participation. AUSD will also continue to expand parent education opportunities and create more accessible ways for families to engage and volunteer, particularly for those who may not be able to participate during the traditional school day.  Community Engagement Specialists will play a critical role in this work by building trusting relationships with underrepresented families, providing direct support, and serving as a bridge between home and school. Their targeted outreach—particularly with American Indian families—has already resulted in increased participation in school events and meetings, and this work will continue to expand to ensure all families feel welcomed, valued, and empowered to engage.  Additionally, the district will strengthen communication by providing clearer and more consistent information about student learning and progress, ensuring that all families, especially those who may face language or access barriers, are equipped to support their children at home. Through these focused efforts, AUSD aims to create more inclusive systems that elevate the voices and participation of underrepresented families in meaningful and sustained ways.|A review of educational partner feedback and local data shows that AUSD continues to build strong, collaborative relationships with families in support of student success. The district has intentionally created multiple pathways for families to access information about academic expectations, student progress, and overall achievement, both at the individual and schoolwide levels.  At the site level, principals regularly share school performance data, goals, and instructional priorities through venues such as Title I Parent Meetings, School Site Council meetings, Parent Teacher Association meetings, staff meetings, and Back-to-School Nights. These opportunities are designed to promote transparency and ensure families understand how to support their child’s learning. At the district level, similar information is shared through the Parent Advisory Committee (PAC), Board of Education meetings, District English Learner Advisory Committee (DELAC), and American Indian Parent Committee (AIPC), allowing families to engage in broader conversations about district priorities and student outcomes.  In addition to these larger forums, AUSD places a strong emphasis on keeping families informed about their individual child’s progress. Families receive regular updates through report cards, parent-teacher conferences, and assessment reports such as i-Ready, CAASPP, and mCLASS/Lectura Home Reports. These resources are provided in both English and Spanish and are often reviewed with families to ensure clarity and understanding of student performance and next steps.  Student Study Team (SST) meetings offer another important opportunity for collaboration, bringing together families and school staff to develop targeted supports for students who may need additional academic or behavioral assistance. Teachers also maintain ongoing communication with families through phone calls, emails, digital platforms, and meetings to share updates, celebrate progress, and address concerns proactively.  This comprehensive and consistent approach to communication and partnership has been identified as a key strength by educational partners and continues to support a shared commitment to student success across the district.|A review of educational partner input and local data shows that communication with families has improved overall, particularly at the school and district levels. However, families are clearly expressing a need for more specific, ongoing communication about their individual child’s learning.  While report cards and formal conferences provide important updates, many parents have shared that they would like more regular insight into how their child is doing on a day-to-day basis. Families are asking for graded work to be sent home more consistently, as well as clearer information about what content and skills are currently being taught in the classroom. This type of communication helps parents better understand expectations and more effectively support learning at home.  In addition, although families do attend school events where academic information is shared, there is still a need to increase participation—particularly among underrepresented groups—to ensure all families feel informed and included.  Moving forward, AUSD will focus on strengthening classroom-level communication by supporting teachers in providing more timely, specific updates on student progress, sharing graded work, and clearly communicating instructional focus. These efforts will help ensure families feel more connected to their child’s daily learning and better equipped to support their success.|Based on the analysis of educational partner input and local data, AUSD will strengthen engagement with underrepresented families by focusing on more consistent, personalized communication and intentional follow-up to ensure families are both informed and actively engaged in supporting student outcomes.  While the district has made progress in improving communication—including providing student information, reports, and resources in Spanish—data and feedback indicate that simply sending information home is not always enough to ensure access or understanding. Some families, particularly those from underrepresented groups, may not consistently access or engage with these materials. As a result, AUSD will emphasize the importance of ongoing, two-way communication, including follow-up from both the school and the classroom teacher to ensure families understand their child’s progress and know how to support learning at home.  In addition, the district will support teachers in providing more frequent and specific updates about student performance beyond report cards, including sharing graded work and clearly communicating what content is being taught in the classroom. This will help families feel more connected to their child’s day-to-day learning.  Community Engagement Specialists will continue to play a critical role by conducting targeted outreach, building relationships, and following up directly with underrepresented families to ensure they feel welcomed, informed, and supported. These efforts will be paired with increased opportunities for families to engage in meaningful conversations about student progress through meetings, conferences, and school events.  Through these focused strategies—particularly consistent follow-up, clearer communication, and relationship-building—AUSD aims to ensure that underrepresented families are not only receiving information, but are actively engaged as partners in their child’s academic success.|AUSD uses multiple, intentional methods to gather meaningful input from families and educational partners to inform decision-making at both the school and district levels. These efforts are designed to ensure that a wide range of voices—especially those of underrepresented families—are included in shaping priorities and actions.  At the school level, families are engaged through groups such as the School Site Council (SSC) and Parent Teacher Association (PTA), as well as more informal opportunities like Coffee with the Principal. These settings provide space for families to share feedback on topics such as curriculum, student progress, and school goals, including those connected to the Local Control and Accountability Plan (LCAP).  At the district level, input is gathered through advisory groups including the District English Learner Advisory Committee (DELAC), the American Indian Parent Committee (AIPC), and the Parent Advisory Committee (PAC). These groups are especially important in elevating the perspectives of families from underrepresented student populations and ensuring their voices are included in district planning and decision-making.  In addition to these structures, AUSD has expanded its outreach efforts by using surveys and conducting empathy interviews to better understand family experiences and needs. These strategies have helped the district gather more detailed and representative feedback, particularly from families who may not typically participate in traditional meetings. This approach reflects AUSD’s ongoing commitment to inclusive, responsive, and data-informed decision-making.|Based on the analysis of educational partner input and local data, AUSD has identified increasing meaningful participation in decision-making as a key area for improvement—particularly among underrepresented families.  While the district provides multiple opportunities for families to share input through groups such as the School Site Council (SSC), Parent Teacher Association (PTA), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), American Indian Parent Committee (AIPC), Parent Advisory Committee (PAC), and Coffee with the Principal, attendance at these meetings is often low. This limits the district’s ability to gather broad and representative input from families.  In particular, it has been challenging to consistently engage underrepresented families in these forums, resulting in fewer opportunities for these voices to inform important decisions.  Moving forward, AUSD will focus on increasing participation by reducing barriers to attendance, strengthening outreach efforts, and creating more accessible and flexible ways for families—especially those from underrepresented groups—to share their perspectives and contribute to decision-making.|Based on the analysis of educational partner input and local data, AUSD has identified increasing engagement of underrepresented families in decision-making as a key focus area. While the district offers multiple opportunities for input—such as the School Site Council (SSC), Parent Teacher Association (PTA), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), American Indian Parent Committee (AIPC), Parent Advisory Committee (PAC), and Coffee with the Principal—participation from underrepresented families has remained limited.  To address this, AUSD is making a concentrated effort to create more welcoming, inclusive, and engaging meeting environments. Site and district leaders are being intentional about encouraging parent voice during meetings, ensuring families feel comfortable sharing their perspectives and understand the value of their input. In addition, the district is adjusting meeting structures and offering more flexible meeting times based on parent feedback to reduce barriers to participation.  AUSD is also expanding the use of surveys to gather input, including translating surveys and distributing them during committee meetings and school events to reach a broader group of families. These efforts are designed to capture feedback from families who may not typically speak during meetings or are unable to attend.  Community Engagement Specialists will continue to support this work by conducting targeted outreach and building relationships with underrepresented families, helping to increase participation and ensure their voices are represented in decision-making processes.  Through these focused strategies, AUSD aims to create more accessible and inclusive opportunities for all families—especially those historically underrepresented—to actively contribute to shaping school and district decisions.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-24|2026
37679830000000|Borrego Springs Unified|3|The 25-26 school year held an emphasis of parent communication. Being a small school, teachers get to know parents well, developing strong relationships over multiple years. The district uses multiple communication platforms, such as class dojo, to stay in constant communication.|Improvement for next year will be based in not the amount of communication, but the content. Staff will be trained in what types of communications parents are seeking and the best medium to use for such communication. The district is also using the Community Schools grant to strengthen its relationships with families and provide multiple activities for parents and families. Class dojo is being expanded to the middle and high schools.|The District will continue to serve all families of the district. According to the data, there are no 'underrepresented' families based on any factor as measured by the district. 89% of families are FRPM, and the district uses strategies to engage this, our largest population.|Borrego Springs Unified School District excels in building strong community partnerships and maintaining effective communication channels, which foster a supportive environment for student success. The district's progress is evident in increased parental involvement, enhanced support services, and a commitment to inclusivity and continuous improvement based on stakeholder feedback.|Based on the data, the district will focus on increased community and family events where parents will have time to mingle with staff and teachers in an informal environment.|Based on educational partner input and local data, Borrego Springs Unified School District aims to improve outreach and engagement with underserved families by utilizing the community schools grant, community coordinators, and home visits for the upcoming school year. These initiatives will focus on building stronger connections with families, addressing barriers to participation, and ensuring all students receive comprehensive support.|Based on educational partner input and local data, Borrego Springs Unified School District’s strengths in seeking input for decision-making include strong relationships across all staff levels and active focus on parent groups like the Parent Advisory, Site Council, and DELAC. In this small community, collaboration among parents, staff, and the broader community is a key element in implementing effective strategies for student success.|Based on educational partner input and local data, Borrego Springs Unified School District’s focus areas for improvement in seeking input for decision-making for the upcoming school year include encouraging greater parent and community involvement in the district's active parent councils and gathering more genuine feedback on important initiatives.|Based on the analysis of educational partner input and local data, Borrego Springs Unified School District will improve engagement of underrepresented families identified during the self-reflection process by encouraging greater involvement in the district's active parent councils and seeking more genuine feedback on important initiatives. The focus for the upcoming school year will be on enhancing outreach efforts and fostering a more inclusive environment to ensure all families have a voice in decision-making.|4|4|4|3|3|4|5|4|5|4|4|3|Met||2026-06-25|2026
37679830134890|San Diego Workforce Innovation High|3|San Diego Workforce Innovation High School (SDWIHS) engages educational partners through quarterly Parent Advisory Committee (PAC) and English Learner Advisory Committee (ELAC) meetings, where local data is reviewed, progress toward goals is discussed, and Educational Partner input is actively solicited. SDWIHS also conducts periodic career fairs for students and families to explore various post-secondary education and career opportunities. Additionally, the school prioritizes and maintains ongoing, two-way communication with families and Education Partners through parent-teacher-student conferences, L4L Connect posts, phone calls, text messages, emails, Data and Design meetings, and informational updates posted in the school lobby.|Based on stakeholder input and analysis of participation data, SDWIHS seeks to continue to focus on increasing Parent Involvement and Family Engagement at English Learner Advisory Committee (ELAC) meetings. To support this goal, the school has formed a Parent Involvement and Family Engagement (PIFE) Team comprised of a diverse group of staff to explore additional ways to involve the community. A large contingent of this group are English Language professionals who work with ELs and LTELs. This team is part of the school's larger continual improvement system. Additionally SDWIHS is pursuing ways to provide focused, high-interest topics for educational partners, such as college and career planning, family English language development opportunities, gang prevention awareness, and drug and alcohol prevention education.|To increase engagement among underrepresented families, SDWIHS is continuing additional targeted outreach efforts, including L4L Connect posts, phone calls, emails, text messages, Data and Design meetings, and home visits. The school has observed that consistent, multi-modal communication leads to increased attendance at school events and strengthens the relationship between families and the school community.|"Our program is distinguished by a comprehensive system of integrated student and family supports. Students have access to counseling services, including connections to Hazel Health, Care Solace referrals, post-secondary planning workshops, and the HOPE Program. Community liaisons help ensure families are connected to essential community resources, and targeted tutoring provides additional academic support. Our school utilizes PAC / ELAC meetings as a way to garner additional, meaningful interaction with the community including input from parents. One of our strengths is the amount and quality of communication between the school and parents. One parent of a 10th grade student in attendance at our quarter 1 PAC meeting stated ""I am very satisfied because the teachers’ communication has also rubbed off on my son, who is now making a real effort to communicate better. Thank you."" A student at the same meeting said ""Very satisfied. The school reaches out often even if nothing's wrong. As a student I appreciate it very much."""|While our outreach activities have improved, we plan to continue bolstering the types, quality and frequency of daily measures as well as outreach meant to build partnerships for positive student outcomes. We are expanding the scope of PAC / ELAC meetings, offering additional ways to attend, including in person and online. We conduct multiple PAC meetings each quarter across the region to ensure that each and every community has the opportunity to participate and share in equity of voice. Parents have voiced their preference for High Impact Tutoring, Social-Emotional Support, and Small Group Instruction as practices they value most. We will continue to lean into these practices and devote time and resources to ensuring they are at the forefront of our community-facing efforts.|We utilize a myriad of ways to engage underrepresented students and their families including PAC / ELAC meetings, Career Fairs, Community Outreach, Family Nights, and other events. We also are continuing to expand the scope and variety of home contact methods, through L4L Connect postings, OneCall messages, emails, phone calls, texts messages, texting through Data+Design, and home visits. This has shown to be effective in increasing the amount of participation we see by families in our various activities. Having options also has made it easier for families to stay connected to the school as not all families have the same ability to use specific contact methods.|Quarterly PAC / ELAC meetings are one of the most impactful ways we use to garner input from parents. Additionally, we administer a comprehensive Annual Survey that elicits feedback from parents on a wide variety of areas. Parent-Teacher conferences happen multiple times each year, giving parents an opportunity to have synchronous conversations with teachers and staff about their student. We heavily utilize this feedback to inform our planning and decision making process. We engage in year-round, daily dialogue with our community partners and provide multiple ways for two-way communication, including parent-teacher-student conferences, L4L Connect Posts, phone calls home, text messages, emails, Data and Design, and updates posted in the school lobby.|Based on stakeholder feedback and data analysis, SDWIHS seeks to continue to increase student and family participation in the annual survey to better inform decision-making. A higher response rate will provide more representative input to guide improvements in social-emotional supports, course offerings, and academic interventions. We are also including more time during PAC / ELAC meetings for direct parent interaction via surveys which we analyze and include as part of our decision making process.|To strengthen engagement with underrepresented families, DVE will continue to expand outreach efforts through L4L Connect Posts, phone calls, emails, text messages, Data and Design updates, and home visits. Utilizing multiple communication platforms has contributed to increased family participation and stronger school-home connections. The school will continue gathering input to inform decision-making, prioritizing each family’s preferred method of communication.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-05-26|2026
37679910000000|Cajon Valley Union|3|"he Cajon Valley Union School District (CVUSD) Family and Community Engagement (FACE) Department formally began in the Fall of 2015. Our diverse district serves students with 45 primary languages from 90 different counties. Our bilingual liaisons speak English, Arabic, Spanish, Farsi, and Pashto, which are the primary languages in the district. Our FACE department is a vital support in ensuring that the needs of our families are met. Based on the analysis of educational partner input and local data, Cajon Valley is demonstrating strengths in creating welcoming environments and providing robust linguistic and academic support to families. Data from the Spring 2026 DELAC and site ELAC surveys highlighted ""Creating welcoming environments for all families in the community"" as a standout success, achieving the highest average score of 4.25 within its evaluation category. This positive climate is reinforced by the district's extensive translation and interpretation services, which empowered over 3,985 families during the 2025/2026 school year through 832 internal interpretation meetings, 736 phone calls, and targeted IEP document translations. Furthermore, the LEA successfully engaged the community by hosting more than 130 literacy-focused family workshops, yielding highly favorable feedback; 85% of the 899 parent respondents reported being either ""Satisfied"" or ""Very Satisfied"" with these educational sessions."|Based on a local survey provided to families in the 2025/2026 school year, an area of focus is providing professional learning and support to staff to improve the school’s capacity to partner with families and seeking Input for Decision Making. As a result, Cajon Valley emphasizes a few specific strategies to ensure all sites continue to build staff capacity, including site FACE professional development, family teacher teams, and positive home visits.  Targeted Site FACE Professional Development  In collaboration with the FACE department, each site sets family engagement goals. These goals, included in each site’s School Plan for Student Achievement (SPSA) and are based on site specific needs determined by the Gallup Survey, given to families each year, and various listening sessions. The FACE Department can provide multiple professional development opportunities based on these site goals. However, we would continue to emphasize the following FACE Professional Development opportunities:  Family Teacher Teams  This is an opportunity to repurpose three traditional school events: Open House, Parent-Teacher Conferences, and Back to School Night. Utilizing these pre-existing structures, our goal is to build relationships with parents by asking them to share their hopes and dreams for their children with all the parents in the room. The teacher then shares academic data about the student with the parent. Finally, the teachers show the parent one activity to do at home to improve that data point.   Positive Home Visits  The purpose of Home Visits is to develop meaningful relationships between teachers, parents, and students.  Hopes, dreams, and aspirations are discussed in every home visit, leading to parents being more open to working with schools in a way that best supports their children. Each site has a Home Visit Teacher Lead that encourages other teachers to make positive home visits.  Visits are conducted after school or during summer in teams of two, and a cross-section of students is selected. As necessary, visits include FACE Community Liaisons for interpretation service and building upon the trust they have already developed with parents.|"The goal of our FACE department is to serve all families. To bridge these gaps and improve the engagement of underrepresented families identified during the self-reflection process, the LEA is implementing targeted structural adjustments. The district is actively decentralizing its language access workflows by shifting financial allocations previously reserved for Hana Interpreting Services directly to individual school sites, ensuring immediate, localized, and on-demand translation support that directly aligns with each campus's distinct demographic needs. To ensure equity of access, the internal registration framework for Parent-Teacher Conferences will be restructured to eliminate technical and procedural barriers that have historically marginalized underrepresented groups. Finally, these structural changes will be paired with an enhanced ""New Family Welcome Experience"" alongside the continued expansion of site-based community literacy workshops to ensure newly arriving and historically underserved families are immediately integrated into the school ecosystem."|Based on a local survey provided to families in the 2025/2026 school year, building partnerships for student outcomes continues to be a central priority. A particular strength of Cajon Valley, based on this survey data, is providing families with information and resources to support student learning and development in the home, which stands out as a core asset with a score of 4.12. In order to support this area, Cajon Valley works on the following:  Newcomer Welcome Meetings  Our FACE Community Liaisons meet with families who are newly enrolled in United States schools. We continue to be dedicated in ensuring our new families have the support needed to assist in a smooth transition into our schools. Beyond creating a smooth transition, a goal of these welcome meetings is to build relationships and connections between our school staff and our families and students.  Parent University  Parent University is a no-cost, reading and literacy skill-building class offered to parents that include weekly parent group sessions, and each session is approximately two hours. Groups are provided home or dual-language books and activities in one of our four primary home languages: English, Spanish, Arabic, and Farsi. Parents are provided with culturally and linguistically responsive materials within each language group. Parents are taught strategies for building specific literacy skills at home, such as story re-telling and making inferences. Parents also learn about positive reinforcement as a technique for creating stronger bonds and relationships with their children.|Based on our 2025/2026 local survey, an area of continued growth for Cajon Valley is supporting families to understand and exercise their legal rights and advocate for their own students and all students, which scored a 3.0. To continue growing in this area, FACE Community Liaisons provide hour-long workshops throughout the day for parents in Arabic, Spanish, Farsi, and English. These workshops offer a variety of subjects that are generated from parent input. Liaisons receive training on various school-based and community-based initiatives to support these workshops. For the 2025/2026 school year, the focus of many of these workshops was around literacy and how families can support student reading and academic growth at home. This focus was based on multiple family listening sessions throughout the previous school year.|"To intentionally improve the engagement of underrepresented families in driving student outcomes, Cajon Valley is executing targeted structural reallocations and systemic updates. The district is actively decentralizing its language accessibility model by redirecting centralized translation funds directly to individual school campuses. This structural shift guarantees that on-demand and pre-scheduled interpretation services are immediately available to support underrepresented families during critical student progress meetings and parent-teacher conferences. To ensure equitable access, Cajon Valley is also restructuring its internal parent-teacher conference registration framework to eliminate systemic barriers. These operational improvements are being integrated into an enhanced ""New Family Welcome Experience"" to immediately engage, orient, and empower historically underserved families as active partners in their children’s educational pathways from their very first day in the district."|Based on the 2025/2026 local survey records, an area of growth for Cajon Valley is building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making, scoring a 3.06. Over the past year, the participation in DELAC has decreased. Our goal is to help the committee see themselves as an example of parent empowerment so that they can lead the ELAC parent groups at the site to do the same. For the upcoming school year, a goal is to increase both attendance and participation in both DELAC and site ELACs. We will continue to rely on our DELAC board members, who support agenda setting and meeting facilitation, to determine next steps in growing and maintaining DELAC membership.|Based on the 2024/2025 local survey, an area of continued growth for our district is a continued need to provide opportunities for families to co-design and implement family engagement activities as well as continuing to help families understand how to advocate for their students in a school setting. In order to accomplish this, we continue to refine the participation and preparation of the district’s DELAC board, including an agenda setting meeting prior to the DELAC meeting. This ensures that our DELAC board has opportunities to co-design that advisory committee and provides space for agenda items pertinent to family needs.|The goal of our FACE department is to serve all families, including those that are typically underrepresented. In order to do this, we make sure we directly involve our families through advisory committees: site ELACs, DELAC, and LCAP. Additionally, we do this by making sure the Principal and Community Liaisons invite underrepresented families to our “Coffee with the Principal,” where they build authentic relationships, hear from, and communicate with our parents.    These more frequent, less formal events are where real relationships with parents are forged, and genuine information facilitates real change. The deeper the relationship between home and school becomes, the research shows that student achievement and outcomes are directly affected.|4|4|4|3|3|4|3|3|3|3|3|3|Met||2026-06-30|2026
37679910108563|EJE Elementary Academy Charter|3|Building staff capacity for trusting, respectful family relationships. EJEDLA has reached Full Implementation in developing the capacity of administrators, teachers, and classified staff to build trusting and respectful relationships with families. Ongoing staff development includes attention to communication, cultural responsiveness, and family engagement, and educational partner feedback during 2025-26 affirmed that families experience school staff as approachable and respectful. Creating welcoming environments for all families. EJEDLA has reached Full Implementation in creating welcoming environments. The school holds regular family events, cultural celebrations, schoolwide assemblies, and Coffee with the Principal sessions, and provides translated communications in Spanish in accordance with the school’s primary language survey and 15% translation threshold. Parents reported during the 2025-26 LCAP engagement process that they value the school’s field trips, schoolwide events, and visible community presence. Learning about each family’s strengths, cultures, languages, and goals. EJEDLA has reached Full Implementation in supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. As a dual-language school serving a predominantly Hispanic, bilingual community, EJEDLA’s program design and instructional model are themselves grounded in the cultural and linguistic strengths families bring. Staff actively learn about students’ home contexts through parent-teacher conferences, home visits when needed, and ongoing engagement through the Family and Community Director and Community Schools Coordinator. Two-way communication between families and educators. EJEDLA is at Initial Implementation in this practice. The school maintains regular communication through ParentSquare, the school website, the PowerSchool Parent Portal, Coffee with the Principal, and translated correspondence. Parents and the Parent Advisory Committee identified the desire for more consistent two-way communication beyond ParentSquare, including newsletters, text messages, and phone calls, and the school is responding through the new Family and Community Director, expanded teacher communication practices, and continued PIQE partnership. Overall, EJEDLA has built a solid foundation in three of the four Building Relationships practices and is making targeted improvements in the fourth, in direct response to educational partner feedback.|Strengthening two-way communication between families and educators. This is EJEDLA’s primary focus area for improvement, reflecting the practice rated at Initial Implementation in the self-reflection tool. Parents and the Parent Advisory Committee identified, through 2025-26 LCAP engagement, the desire for more consistent two-way communication beyond ParentSquare, including newsletters, text messages, and phone calls from teachers. Families also requested more parent workshops, including training on the PowerSchool Parent Portal, more informational sessions on school programs, and clearer communication about state-mandated assessments and the school’s reclassification criteria. EJEDLA will improve in this area through the work of the new Family and Community Director, expanded teacher communication practices that supplement ParentSquare, and the continued partnership with PIQE. Sustaining and elevating welcoming environments amid leadership transition. Although EJEDLA rates at Full Implementation in creating welcoming environments, the 2026-27 transition to new school leadership, including a new Executive Director and a new incoming Principal, requires deliberate work to sustain and elevate the welcoming practices families currently value. The school will continue Coffee with the Principal, cultural celebrations, schoolwide events, and translated communications, while ensuring that incoming leaders build relationships with families intentionally and visibly during the first year. Following through on partner input. Parent feedback during 2025-26 emphasized the importance of follow-through on input gathered through surveys and meetings. EJEDLA will improve in this area by ensuring that partner input is visibly used in school decision-making, including through the Influence of Partner Feedback narrative in the LCAP, regular updates to advisory committees on how their input shaped LCAP actions, and ongoing communication from the Family and Community Director on actions taken in response to feedback. Deepening engagement with families of unduplicated students and students with disabilities. While EJEDLA’s dual-language program is itself grounded in the cultural and linguistic strengths of the community, the school will continue to deepen engagement with families of English Learners, Long-Term English Learners, low-income students, foster youth, and students with disabilities through targeted outreach, ELAC/DELAC/EL-PAC participation, and the SELPA transition that will strengthen family communication around special education services.|Identified underrepresented family populations. Through the 2025-26 LCAP engagement process and the comprehensive needs assessment, EJEDLA identified that families of English Learners and Long-Term English Learners, families of students with disabilities and dually identified English Learner students with disabilities, families of foster youth, families experiencing housing instability or other socioeconomic stressors, and families whose home language is not English are most at risk of being underrepresented in school engagement, school governance, and day-to-day communication with school staff. Strengthening multilingual and accessible communication. EJEDLA will continue translating all family correspondence in Spanish in accordance with the school’s primary language survey and the 15% translation threshold, and will expand teacher communication channels beyond ParentSquare to include newsletters, text messages, and phone calls, ensuring that families can engage through the channels most accessible to them. The new Family and Community Director will lead this work and ensure that communication is consistent, two-way, and culturally responsive. Deepening English Learner family engagement. The combined ELAC, DELAC, and English Learner Parent Advisory Committee will continue to serve as the primary venue for English Learner family voice, with sustained meetings during the year on the LCAP, the English Learner program, the Multilingual Master Plan, reclassification criteria, and state-mandated assessment timelines. EJEDLA will also pursue the committee’s request that families have the opportunity to attend the California Association for Bilingual Education (CABE) conference. Strengthening special education family engagement. With the 2026-27 transition to the El Dorado SELPA, the Director of Special Education and the special education team will engage families in their home languages, ensure meaningful participation in IEP meetings, and connect families to community-based services that support student learning, attendance, and well-being. Connecting to community-based supports. As a Community School, EJEDLA will continue to use its Community Schools Coordinator, PIQE partnership, and community partners to extend engagement to families who experience barriers to traditional school participation, ensuring that every underrepresented family has a meaningful pathway to relationship with school staff.|Based on the analysis of educational partner input and local data, EJE Dual Language Academy (EJEDLA) identifies the following strengths and progress in Building Partnerships for Student Outcomes: Professional learning and support for staff to partner with families. EJEDLA has reached Full Implementation in providing professional learning and support to teachers and the Principal to improve the school’s capacity to partner with families. Ongoing professional development covers communication, cultural and linguistic responsiveness, and family engagement strategies, and the incoming Principal brings extensive English Language Development expertise that will strengthen the school’s capacity to partner meaningfully with English Learner families. The Family and Community Director, a new position for 2026-27, will further support staff capacity-building in family partnership work. Providing families with information and resources to support learning at home. EJEDLA has reached Full Implementation in this practice. Coffee with the Principal sessions cover literacy and math initiatives, the impact of chronic absenteeism on academic outcomes, PBIS implementation and SEL, and understanding state and local assessment results. The Community Schools Coordinator connects families with educational resources through partnerships with PIQE, Barrio Logan College Institute, UCSD Extension, and Grossmont Community College District. Parents reported during 2025-26 LCAP engagement that they appreciate field trips, college and university visits, and the school’s college-going culture as concrete supports for student learning. Supporting families to understand and exercise their legal rights and advocate for their students. EJEDLA has reached Full Implementation in this practice. The combined ELAC, DELAC, and English Learner Parent Advisory Committee provides English Learner families with structured information about reclassification criteria, state-mandated assessments, and the Multilingual Master Plan. The Director of Special Education, a new position for 2026-27, will ensure that families of students with disabilities understand IEP procedural safeguards, meaningfully participate in IEP meetings, and access community-based resources. Advisory committee training covers roles, responsibilities, educational terminology, the LCAP and SARC, and applicable policies. Teacher meetings with families and students to discuss student progress. EJEDLA is at Initial Implementation in this practice. The school holds parent-teacher conferences and uses ParentSquare and the PowerSchool Parent Portal to communicate student progress. Improvement work is underway to expand consistent teacher communication beyond ParentSquare.|Based on the analysis of educational partner input and local data, EJE Dual Language Academy (EJEDLA) identifies the following focus areas for improvement in Building Partnerships for Student Outcomes: Expanding consistent teacher-to-family communication on student progress. This is EJEDLA’s primary focus area for improvement, reflecting the practice rated at Initial Implementation in the self-reflection tool. While the school holds parent-teacher conferences and provides ongoing access to student progress through the PowerSchool Parent Portal and ParentSquare, parents and the Parent Advisory Committee identified during 2025-26 LCAP engagement the need for more consistent two-way communication from teachers beyond ParentSquare, including newsletters, text messages, and phone calls. Families also requested workshops on how to use PowerSchool Parent Portal effectively, more informational sessions on school programs, and clearer communication about state-mandated assessment schedules and the school’s reclassification criteria. EJEDLA will improve in this practice through the work of the new Family and Community Director, expanded teacher communication practices, and continued Coffee with the Principal and PIQE workshops. Deepening academic progress conversations with families of students with disabilities and English Learners. The 2026-27 transition to the El Dorado SELPA and the establishment of a Director of Special Education will strengthen family conversations on IEP progress, accommodations, and modifications for students with disabilities, including dually identified English Learner students with disabilities. The combined ELAC, DELAC, and English Learner Parent Advisory Committee identified the need for families of English Learners to receive more consistent information about reclassification progress and academic outcomes, which the school will address through structured Multilingual Master Plan engagement. Sustaining family partnership amid leadership transition. EJEDLA’s three practices rated at Full Implementation reflect a strong existing foundation. With the 2026-27 transition to a new Executive Director and incoming Principal, the school will deliberately sustain the family-partnership practices that families value and use the leadership transition as an opportunity to deepen, rather than disrupt, established partnerships. Following through on partner input on student-outcome partnership. EJEDLA will ensure that the input families provide on student-outcome partnership work is visibly used in school decision-making and is communicated back to families through the Family and Community Director, advisory committee updates, and the LCAP’s Influence of Partner Feedback narrative.|Based on the analysis of educational partner input and local data, EJE Dual Language Academy (EJEDLA) identifies the following underrepresented family populations and the strategies through which it will improve engagement in Building Partnerships for Student Outcomes: Identified underrepresented family populations. Through the 2025-26 LCAP engagement process and the needs assessment, EJEDLA identified families of English Learners and Long-Term English Learners, families of students with disabilities and dually identified English Learner students with disabilities, families of foster youth, families experiencing housing instability and other socioeconomic stressors, and families whose home language is not English as most at risk of being underrepresented in partnerships focused on student outcomes. Strengthening partnership conversations on student progress. EJEDLA will improve consistency and accessibility of teacher-to-family communication about student progress, with particular attention to families who do not regularly access ParentSquare or the PowerSchool Parent Portal. The new Family and Community Director will lead the expansion of multiple communication channels, including newsletters, text messages, and phone calls, and will ensure that conversations about student progress are conducted in families’ home languages. Strengthening English Learner family partnerships. The combined ELAC, DELAC, and English Learner Parent Advisory Committee will continue to serve as the primary venue for English Learner family voice. EJEDLA will provide consistent information about reclassification progress, ELPAC results, the Multilingual Master Plan, and academic progress for English Learners and Long-Term English Learners, and will pursue the committee’s request that families have the opportunity to attend the California Association for Bilingual Education (CABE) conference. Strengthening special education family partnerships. With the 2026-27 transition to the El Dorado SELPA, the Director of Special Education and the special education team will conduct family conversations on IEP progress, accommodations, modifications, and access to services in families’ home languages, ensuring meaningful participation in IEP meetings and clear understanding of procedural rights. Connecting families to community-based partners. As a Community School, EJEDLA will leverage the Community Schools Coordinator, the PIQE partnership, Barrio Logan College Institute, UCSD Extension, Grossmont Community College District, and other community partners to extend partnership opportunities to families who experience barriers to traditional school engagement, ensuring that every underrepresented family has a meaningful pathway to partner with the school on student outcomes.|Based on the analysis of educational partner input and local data, EJE Dual Language Academy (EJEDLA) identifies the following strengths and progress in Seeking Input for Decision-Making: Building staff capacity to engage families in advisory groups and decision-making. EJEDLA has reached Full Implementation in this practice. The school’s leadership, including the Executive Director and the Principal, actively convene and facilitate the Parent Advisory Committee (PAC), the combined English Learner Advisory Committee (ELAC), the District English Learner Advisory Committee (DELAC), the English Learner Parent Advisory Committee (EL-PAC), the Student Advisory Committee (SAC), the Community Schools Steering Committee, and the Community Engagement Initiative (CEI) Committee. Staff have built the capacity to lead substantive advisory work, presenting data, soliciting input on LCAP goals, actions, and metrics, reviewing the LCAP Mid-Year Update, and incorporating advisory feedback into the development of the 2026-27 LCAP. A sustained, year-long engagement cycle. EJEDLA’s advisory and engagement structure operated throughout the 2025-26 school year, with monthly staff development meetings, advisory committee meetings, Coffee with the Principal sessions, town halls, and surveys collecting input from administrators, teachers, classified staff, students, the Student Advisory Committee, parents, the Parent Advisory Committee, the combined ELAC/DELAC/EL-PAC, and the school’s SELPA. This sustained cycle, conducted in parallel with the school’s charter renewal process, generated a strong evidentiary foundation for LCAP decisions. Multiple advisory venues for diverse families. The combined ELAC, DELAC, and EL-PAC structure provides English Learner families a single, dedicated venue for advisory input. The Parent Advisory Committee and Community Schools Steering Committee provide venues for the broader parent and community partnership voice. The Student Advisory Committee, which includes representation from unduplicated pupils and students with disabilities, provides students a structured voice in school decision-making. Advisory committee training covers roles, responsibilities, educational terminology, the LCAP and SARC, and applicable school and authorizer policies. Three practices still in development. EJEDLA recognizes that three of the four practices in this section are at Initial Implementation, reflecting the school’s focus area for improvement on building family capacity to engage in advisory work, reaching underrepresented families, and convening families, teachers, principals, and administrators to plan and evaluate engagement together.|Based on the analysis of educational partner input and local data, EJE Dual Language Academy (EJEDLA) identifies the following focus areas for improvement in Seeking Input for Decision-Making: Building family capacity to effectively engage in advisory groups and decision-making. This is a primary focus area, reflecting the practice rated at Initial Implementation in the self-reflection tool. While EJEDLA convenes multiple advisory committees, families have requested additional training and information to participate meaningfully, including workshops on educational terminology and acronyms, the LCAP and School Accountability Report Card structures, applicable school and authorizer policies, the Multilingual Master Plan, and reclassification criteria. The new Family and Community Director will lead this capacity-building work for 2026-27, with particular attention to families whose home language is not English and families new to school governance. Reaching all families and underrepresented groups for input. This is a second focus area, rated at Initial Implementation. While EJEDLA’s advisory venues are accessible to families who can attend in person, the school will improve its strategies for reaching families who experience barriers to traditional engagement, including families of foster youth, families experiencing housing instability or other socioeconomic stressors, families of students with disabilities, and families whose home language is not English. The Family and Community Director will lead expansion of input channels beyond in-person meetings, including surveys in home languages, virtual options, and outreach through the Community Schools Coordinator and PIQE partnership. Convening families, teachers, principals, and administrators to plan, design, implement, and evaluate engagement together. This is the third focus area, rated at Initial Implementation. EJEDLA will create structured opportunities during 2026-27 for these groups to work together on engagement planning, including joint reviews of advisory data, co-design of communication strategies, and joint evaluation of engagement outcomes. The Community Schools Steering Committee and the CEI Committee will support this collaborative planning. Following through on partner input. Across all three focus areas, EJEDLA will ensure that input gathered through advisory work is visibly used in school decision-making and is reported back to families through the LCAP’s Influence of Partner Feedback narrative, regular advisory committee updates, and ongoing communication from the Family and Community Director.|Based on the analysis of educational partner input and local data, EJE Dual Language Academy (EJEDLA) identifies the following underrepresented family populations and the strategies through which it will improve engagement in Seeking Input for Decision-Making: Identified underrepresented family populations. Through the 2025-26 LCAP engagement process and the needs assessment, EJEDLA identified families of English Learners and Long-Term English Learners, families of students with disabilities and dually identified English Learner students with disabilities, families of foster youth, families experiencing housing instability or other socioeconomic stressors, and families whose home language is not English as most at risk of being underrepresented in school decision-making and advisory work. Building family capacity to participate in advisory work. EJEDLA will provide additional training and information to support meaningful participation in advisory groups, including workshops on educational terminology, the LCAP and SARC structures, the Multilingual Master Plan, reclassification criteria, and applicable school and authorizer policies. The new Family and Community Director will lead this capacity-building work, with particular attention to families whose home language is not English and families new to school governance. Expanding input channels beyond in-person meetings. EJEDLA will improve its strategies for reaching families who experience barriers to attending traditional advisory meetings. The school will use multilingual surveys, virtual meeting options, and targeted outreach in partnership with the Community Schools Coordinator and PIQE to ensure that families of foster youth, families experiencing housing instability, and families with limited time or transportation can contribute input. Translation and interpretation services will continue to support participation across language groups. Strengthening underrepresented family voice through existing advisory structures. The combined ELAC, DELAC, and English Learner Parent Advisory Committee will continue to serve as the primary venue for English Learner family voice on decision-making. The Student Advisory Committee, which includes representation from unduplicated pupils and students with disabilities, will continue to provide students a structured voice. The Parent Advisory Committee, Community Schools Steering Committee, and CEI Committee will each pursue intentional outreach to underrepresented families. Following through on input from underrepresented families. EJEDLA will ensure that input from underrepresented families is visibly used in school decision-making and is reported back through the LCAP’s Influence of Partner Feedback narrative and advisory committee updates.|4|4|4|3|4|4|3|4|4|3|3|3|Met||2026-06-29|2026
37679910119255|EJE Middle Academy|3|Building staff capacity for trusting, respectful family relationships. EJEDLA has reached Full Implementation in developing the capacity of administrators, teachers, and classified staff to build trusting and respectful relationships with families. Ongoing staff development includes attention to communication, cultural responsiveness, and family engagement, and educational partner feedback during 2025-26 affirmed that families experience school staff as approachable and respectful. Creating welcoming environments for all families. EJEDLA has reached Full Implementation in creating welcoming environments. The school holds regular family events, cultural celebrations, schoolwide assemblies, and Coffee with the Principal sessions, and provides translated communications in Spanish in accordance with the school’s primary language survey and 15% translation threshold. Parents reported during the 2025-26 LCAP engagement process that they value the school’s field trips, schoolwide events, and visible community presence. Learning about each family’s strengths, cultures, languages, and goals. EJEDLA has reached Full Implementation in supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. As a dual-language school serving a predominantly Hispanic, bilingual community, EJEDLA’s program design and instructional model are themselves grounded in the cultural and linguistic strengths families bring. Staff actively learn about students’ home contexts through parent-teacher conferences, home visits when needed, and ongoing engagement through the Family and Community Director and Community Schools Coordinator. Two-way communication between families and educators. EJEDLA is at Initial Implementation in this practice. The school maintains regular communication through ParentSquare, the school website, the PowerSchool Parent Portal, Coffee with the Principal, and translated correspondence. Parents and the Parent Advisory Committee identified the desire for more consistent two-way communication beyond ParentSquare, including newsletters, text messages, and phone calls, and the school is responding through the new Family and Community Director, expanded teacher communication practices, and continued PIQE partnership. Overall, EJEDLA has built a solid foundation in three of the four Building Relationships practices and is making targeted improvements in the fourth, in direct response to educational partner feedback.|Strengthening two-way communication between families and educators. This is EJEDLA’s primary focus area for improvement, reflecting the practice rated at Initial Implementation in the self-reflection tool. Parents and the Parent Advisory Committee identified, through 2025-26 LCAP engagement, the desire for more consistent two-way communication beyond ParentSquare, including newsletters, text messages, and phone calls from teachers. Families also requested more parent workshops, including training on the PowerSchool Parent Portal, more informational sessions on school programs, and clearer communication about state-mandated assessments and the school’s reclassification criteria. EJEDLA will improve in this area through the work of the new Family and Community Director, expanded teacher communication practices that supplement ParentSquare, and the continued partnership with PIQE. Sustaining and elevating welcoming environments amid leadership transition. Although EJEDLA rates at Full Implementation in creating welcoming environments, the 2026-27 transition to new school leadership, including a new Executive Director and a new incoming Principal, requires deliberate work to sustain and elevate the welcoming practices families currently value. The school will continue Coffee with the Principal, cultural celebrations, schoolwide events, and translated communications, while ensuring that incoming leaders build relationships with families intentionally and visibly during the first year. Following through on partner input. Parent feedback during 2025-26 emphasized the importance of follow-through on input gathered through surveys and meetings. EJEDLA will improve in this area by ensuring that partner input is visibly used in school decision-making, including through the Influence of Partner Feedback narrative in the LCAP, regular updates to advisory committees on how their input shaped LCAP actions, and ongoing communication from the Family and Community Director on actions taken in response to feedback. Deepening engagement with families of unduplicated students and students with disabilities. While EJEDLA’s dual-language program is itself grounded in the cultural and linguistic strengths of the community, the school will continue to deepen engagement with families of English Learners, Long-Term English Learners, low-income students, foster youth, and students with disabilities through targeted outreach, ELAC/DELAC/EL-PAC participation, and the SELPA transition that will strengthen family communication around special education services.|Identified underrepresented family populations. Through the 2025-26 LCAP engagement process and the comprehensive needs assessment, EJEDLA identified that families of English Learners and Long-Term English Learners, families of students with disabilities and dually identified English Learner students with disabilities, families of foster youth, families experiencing housing instability or other socioeconomic stressors, and families whose home language is not English are most at risk of being underrepresented in school engagement, school governance, and day-to-day communication with school staff. Strengthening multilingual and accessible communication. EJEDLA will continue translating all family correspondence in Spanish in accordance with the school’s primary language survey and the 15% translation threshold, and will expand teacher communication channels beyond ParentSquare to include newsletters, text messages, and phone calls, ensuring that families can engage through the channels most accessible to them. The new Family and Community Director will lead this work and ensure that communication is consistent, two-way, and culturally responsive. Deepening English Learner family engagement. The combined ELAC, DELAC, and English Learner Parent Advisory Committee will continue to serve as the primary venue for English Learner family voice, with sustained meetings during the year on the LCAP, the English Learner program, the Multilingual Master Plan, reclassification criteria, and state-mandated assessment timelines. EJEDLA will also pursue the committee’s request that families have the opportunity to attend the California Association for Bilingual Education (CABE) conference. Strengthening special education family engagement. With the 2026-27 transition to the El Dorado SELPA, the Director of Special Education and the special education team will engage families in their home languages, ensure meaningful participation in IEP meetings, and connect families to community-based services that support student learning, attendance, and well-being. Connecting to community-based supports. As a Community School, EJEDLA will continue to use its Community Schools Coordinator, PIQE partnership, and community partners to extend engagement to families who experience barriers to traditional school participation, ensuring that every underrepresented family has a meaningful pathway to relationship with school staff.|Based on the analysis of educational partner input and local data, EJE Dual Language Academy (EJEDLA) identifies the following strengths and progress in Building Partnerships for Student Outcomes: Professional learning and support for staff to partner with families. EJEDLA has reached Full Implementation in providing professional learning and support to teachers and the Principal to improve the school’s capacity to partner with families. Ongoing professional development covers communication, cultural and linguistic responsiveness, and family engagement strategies, and the incoming Principal brings extensive English Language Development expertise that will strengthen the school’s capacity to partner meaningfully with English Learner families. The Family and Community Director, a new position for 2026-27, will further support staff capacity-building in family partnership work. Providing families with information and resources to support learning at home. EJEDLA has reached Full Implementation in this practice. Coffee with the Principal sessions cover literacy and math initiatives, the impact of chronic absenteeism on academic outcomes, PBIS implementation and SEL, and understanding state and local assessment results. The Community Schools Coordinator connects families with educational resources through partnerships with PIQE, Barrio Logan College Institute, UCSD Extension, and Grossmont Community College District. Parents reported during 2025-26 LCAP engagement that they appreciate field trips, college and university visits, and the school’s college-going culture as concrete supports for student learning. Supporting families to understand and exercise their legal rights and advocate for their students. EJEDLA has reached Full Implementation in this practice. The combined ELAC, DELAC, and English Learner Parent Advisory Committee provides English Learner families with structured information about reclassification criteria, state-mandated assessments, and the Multilingual Master Plan. The Director of Special Education, a new position for 2026-27, will ensure that families of students with disabilities understand IEP procedural safeguards, meaningfully participate in IEP meetings, and access community-based resources. Advisory committee training covers roles, responsibilities, educational terminology, the LCAP and SARC, and applicable policies. Teacher meetings with families and students to discuss student progress. EJEDLA is at Initial Implementation in this practice. The school holds parent-teacher conferences and uses ParentSquare and the PowerSchool Parent Portal to communicate student progress. Improvement work is underway to expand consistent teacher communication beyond ParentSquare.|Based on the analysis of educational partner input and local data, EJE Dual Language Academy (EJEDLA) identifies the following focus areas for improvement in Building Partnerships for Student Outcomes: Expanding consistent teacher-to-family communication on student progress. This is EJEDLA’s primary focus area for improvement, reflecting the practice rated at Initial Implementation in the self-reflection tool. While the school holds parent-teacher conferences and provides ongoing access to student progress through the PowerSchool Parent Portal and ParentSquare, parents and the Parent Advisory Committee identified during 2025-26 LCAP engagement the need for more consistent two-way communication from teachers beyond ParentSquare, including newsletters, text messages, and phone calls. Families also requested workshops on how to use PowerSchool Parent Portal effectively, more informational sessions on school programs, and clearer communication about state-mandated assessment schedules and the school’s reclassification criteria. EJEDLA will improve in this practice through the work of the new Family and Community Director, expanded teacher communication practices, and continued Coffee with the Principal and PIQE workshops. Deepening academic progress conversations with families of students with disabilities and English Learners. The 2026-27 transition to the El Dorado SELPA and the establishment of a Director of Special Education will strengthen family conversations on IEP progress, accommodations, and modifications for students with disabilities, including dually identified English Learner students with disabilities. The combined ELAC, DELAC, and English Learner Parent Advisory Committee identified the need for families of English Learners to receive more consistent information about reclassification progress and academic outcomes, which the school will address through structured Multilingual Master Plan engagement. Sustaining family partnership amid leadership transition. EJEDLA’s three practices rated at Full Implementation reflect a strong existing foundation. With the 2026-27 transition to a new Executive Director and incoming Principal, the school will deliberately sustain the family-partnership practices that families value and use the leadership transition as an opportunity to deepen, rather than disrupt, established partnerships. Following through on partner input on student-outcome partnership. EJEDLA will ensure that the input families provide on student-outcome partnership work is visibly used in school decision-making and is communicated back to families through the Family and Community Director, advisory committee updates, and the LCAP’s Influence of Partner Feedback narrative.|Based on the analysis of educational partner input and local data, EJE Dual Language Academy (EJEDLA) identifies the following underrepresented family populations and the strategies through which it will improve engagement in Building Partnerships for Student Outcomes: Identified underrepresented family populations. Through the 2025-26 LCAP engagement process and the needs assessment, EJEDLA identified families of English Learners and Long-Term English Learners, families of students with disabilities and dually identified English Learner students with disabilities, families of foster youth, families experiencing housing instability and other socioeconomic stressors, and families whose home language is not English as most at risk of being underrepresented in partnerships focused on student outcomes. Strengthening partnership conversations on student progress. EJEDLA will improve consistency and accessibility of teacher-to-family communication about student progress, with particular attention to families who do not regularly access ParentSquare or the PowerSchool Parent Portal. The new Family and Community Director will lead the expansion of multiple communication channels, including newsletters, text messages, and phone calls, and will ensure that conversations about student progress are conducted in families’ home languages. Strengthening English Learner family partnerships. The combined ELAC, DELAC, and English Learner Parent Advisory Committee will continue to serve as the primary venue for English Learner family voice. EJEDLA will provide consistent information about reclassification progress, ELPAC results, the Multilingual Master Plan, and academic progress for English Learners and Long-Term English Learners, and will pursue the committee’s request that families have the opportunity to attend the California Association for Bilingual Education (CABE) conference. Strengthening special education family partnerships. With the 2026-27 transition to the El Dorado SELPA, the Director of Special Education and the special education team will conduct family conversations on IEP progress, accommodations, modifications, and access to services in families’ home languages, ensuring meaningful participation in IEP meetings and clear understanding of procedural rights. Connecting families to community-based partners. As a Community School, EJEDLA will leverage the Community Schools Coordinator, the PIQE partnership, Barrio Logan College Institute, UCSD Extension, Grossmont Community College District, and other community partners to extend partnership opportunities to families who experience barriers to traditional school engagement, ensuring that every underrepresented family has a meaningful pathway to partner with the school on student outcomes.|Based on the analysis of educational partner input and local data, EJE Dual Language Academy (EJEDLA) identifies the following strengths and progress in Seeking Input for Decision-Making: Building staff capacity to engage families in advisory groups and decision-making. EJEDLA has reached Full Implementation in this practice. The school’s leadership, including the Executive Director and the Principal, actively convene and facilitate the Parent Advisory Committee (PAC), the combined English Learner Advisory Committee (ELAC), the District English Learner Advisory Committee (DELAC), the English Learner Parent Advisory Committee (EL-PAC), the Student Advisory Committee (SAC), the Community Schools Steering Committee, and the Community Engagement Initiative (CEI) Committee. Staff have built the capacity to lead substantive advisory work, presenting data, soliciting input on LCAP goals, actions, and metrics, reviewing the LCAP Mid-Year Update, and incorporating advisory feedback into the development of the 2026-27 LCAP. A sustained, year-long engagement cycle. EJEDLA’s advisory and engagement structure operated throughout the 2025-26 school year, with monthly staff development meetings, advisory committee meetings, Coffee with the Principal sessions, town halls, and surveys collecting input from administrators, teachers, classified staff, students, the Student Advisory Committee, parents, the Parent Advisory Committee, the combined ELAC/DELAC/EL-PAC, and the school’s SELPA. This sustained cycle, conducted in parallel with the school’s charter renewal process, generated a strong evidentiary foundation for LCAP decisions. Multiple advisory venues for diverse families. The combined ELAC, DELAC, and EL-PAC structure provides English Learner families a single, dedicated venue for advisory input. The Parent Advisory Committee and Community Schools Steering Committee provide venues for the broader parent and community partnership voice. The Student Advisory Committee, which includes representation from unduplicated pupils and students with disabilities, provides students a structured voice in school decision-making. Advisory committee training covers roles, responsibilities, educational terminology, the LCAP and SARC, and applicable school and authorizer policies. Three practices still in development. EJEDLA recognizes that three of the four practices in this section are at Initial Implementation, reflecting the school’s focus area for improvement on building family capacity to engage in advisory work, reaching underrepresented families, and convening families, teachers, principals, and administrators to plan and evaluate engagement together.|Based on the analysis of educational partner input and local data, EJE Dual Language Academy (EJEDLA) identifies the following focus areas for improvement in Seeking Input for Decision-Making: Building family capacity to effectively engage in advisory groups and decision-making. This is a primary focus area, reflecting the practice rated at Initial Implementation in the self-reflection tool. While EJEDLA convenes multiple advisory committees, families have requested additional training and information to participate meaningfully, including workshops on educational terminology and acronyms, the LCAP and School Accountability Report Card structures, applicable school and authorizer policies, the Multilingual Master Plan, and reclassification criteria. The new Family and Community Director will lead this capacity-building work for 2026-27, with particular attention to families whose home language is not English and families new to school governance. Reaching all families and underrepresented groups for input. This is a second focus area, rated at Initial Implementation. While EJEDLA’s advisory venues are accessible to families who can attend in person, the school will improve its strategies for reaching families who experience barriers to traditional engagement, including families of foster youth, families experiencing housing instability or other socioeconomic stressors, families of students with disabilities, and families whose home language is not English. The Family and Community Director will lead expansion of input channels beyond in-person meetings, including surveys in home languages, virtual options, and outreach through the Community Schools Coordinator and PIQE partnership. Convening families, teachers, principals, and administrators to plan, design, implement, and evaluate engagement together. This is the third focus area, rated at Initial Implementation. EJEDLA will create structured opportunities during 2026-27 for these groups to work together on engagement planning, including joint reviews of advisory data, co-design of communication strategies, and joint evaluation of engagement outcomes. The Community Schools Steering Committee and the CEI Committee will support this collaborative planning. Following through on partner input. Across all three focus areas, EJEDLA will ensure that input gathered through advisory work is visibly used in school decision-making and is reported back to families through the LCAP’s Influence of Partner Feedback narrative, regular advisory committee updates, and ongoing communication from the Family and Community Director.|Based on the analysis of educational partner input and local data, EJE Dual Language Academy (EJEDLA) identifies the following underrepresented family populations and the strategies through which it will improve engagement in Seeking Input for Decision-Making: Identified underrepresented family populations. Through the 2025-26 LCAP engagement process and the needs assessment, EJEDLA identified families of English Learners and Long-Term English Learners, families of students with disabilities and dually identified English Learner students with disabilities, families of foster youth, families experiencing housing instability or other socioeconomic stressors, and families whose home language is not English as most at risk of being underrepresented in school decision-making and advisory work. Building family capacity to participate in advisory work. EJEDLA will provide additional training and information to support meaningful participation in advisory groups, including workshops on educational terminology, the LCAP and SARC structures, the Multilingual Master Plan, reclassification criteria, and applicable school and authorizer policies. The new Family and Community Director will lead this capacity-building work, with particular attention to families whose home language is not English and families new to school governance. Expanding input channels beyond in-person meetings. EJEDLA will improve its strategies for reaching families who experience barriers to attending traditional advisory meetings. The school will use multilingual surveys, virtual meeting options, and targeted outreach in partnership with the Community Schools Coordinator and PIQE to ensure that families of foster youth, families experiencing housing instability, and families with limited time or transportation can contribute input. Translation and interpretation services will continue to support participation across language groups. Strengthening underrepresented family voice through existing advisory structures. The combined ELAC, DELAC, and English Learner Parent Advisory Committee will continue to serve as the primary venue for English Learner family voice on decision-making. The Student Advisory Committee, which includes representation from unduplicated pupils and students with disabilities, will continue to provide students a structured voice. The Parent Advisory Committee, Community Schools Steering Committee, and CEI Committee will each pursue intentional outreach to underrepresented families. Following through on input from underrepresented families. EJEDLA will ensure that input from underrepresented families is visibly used in school decision-making and is reported back through the LCAP’s Influence of Partner Feedback narrative and advisory committee updates.|4|4|4|3|4|4|3|4|4|3|3|3|Met||2026-06-29|2026
37679910139394|Kidinnu Academy|3|Kidinnu Academy has demonstrated strong, measurable progress in building trusting and welcoming relationships with families across all three campuses. Schoolwide communication systems (ClassDojo) achieved 100% family enrollment, enabling direct two-way communication between parents, teachers, and site leadership. Fall parent conference participation rates were exceptionally high: 99% at Central Campus, 99.29% at North Campus, and 98% at South Campus. Spring Open House at North Campus drew 75% of families. Monthly parent coffees continued to provide informal touchpoints for relationship-building between leadership and families.  Family events such as Literacy Nights, a Robotics Showcase, and the annual Winter Show offered meaningful opportunities for engagement beyond the school day. Daily drop-off and pick-up routines further support organic relationship-building between staff and families. Office staff across all campuses are known for being welcoming and accessible. Instructional aides — many of whom are bilingual or multilingual in Arabic, Chaldean, English, Spanish, and Kurdish — serve as critical bridges for home-school communication, particularly for our diverse community where over 90% of families speak Arabic, Chaldean, and/or English.|Kidinnu Academy will focus on increasing the depth of parent education and expanding resources families can use to support learning at home. A key initiative for 2025–2026 is providing 100% of South Campus students with home devices to access blended learning programs, reducing barriers for families who wish to be actively involved in academic support. The school will continue soliciting parent feedback on desired workshops and community events to ensure offerings are responsive to family interests and needs.|All three campuses achieved 100% family enrollment in the school's communication system. To ensure underrepresented families remain connected, the school will continue deploying multiple preferred communication methods — including in-person, digital, and language-specific outreach. With nearly 50% of staff fluent in Arabic, Chaldean, or other home languages of the community, and with additional staff fluent in Spanish and Kurdish, the school is well-positioned to ensure that underrepresented families can communicate and engage meaningfully. All families requiring interpretation services at conferences received one.|Kidinnu Academy has cultivated strong partnerships with families in support of student academic outcomes. Over 90% of parents reported learning new skills, strategies, or approaches to support their children's learning this year. 100% of families engaged with their child's teacher through ClassDojo, creating consistent academic communication throughout the school year. Over 95% of families participated in Fall Parent Conferences across campuses, with accommodations — including virtual attendance options and interpretation services — made for all families who needed them.  Academic data shared at conferences was grounded in real-time assessment results. For example, North Campus saw Renaissance STAR Early Literacy proficiency grow from 43.2% (BOY) to 60% (EOT2), and Reading proficiency grow from 59.7% to 62.8% by Tri 1. Math proficiency at North Campus grew from 68.8% (BOY) to 77.6% (EOT2). South Campus Reading proficiency climbed from 36% (BOY) to 56% (EOT2). These data points — shared transparently with families — support meaningful conversations about student progress and next steps.|The school will expand parent education resources and increase families' capacity to support academic learning at home. Providing all South Campus students with home devices will be a priority action, ensuring equitable access to blended learning platforms. The school will continue to refine the systems and schedules that make it easy for all families to maintain regular contact with their child's teacher and access academic support.|Data from parent conferences and the annual parent survey indicate that underrepresented families are engaged at rates consistent with the broader school community — over 90% of all families participated. The school will continue to monitor participation data disaggregated by student group to identify any emerging gaps early and respond proactively. Interpretation services, multilingual staff, and flexible conference formats will remain standard practice.|"Kidinnu Academy actively seeks and incorporates family input into school decision-making. Annual parent survey response rates were high: 99% of North Campus families and 85% of South Campus families completed surveys that included both multiple-choice and open-ended questions about school strengths and areas for growth. Parent coffees and the parent leadership team provided ongoing forums for gathering input beyond the annual survey cycle. School climate survey data affirmed that families feel safe and engaged: 91.2% of North Campus students and 90.1% of South Campus students reported feeling safe ""all or most of the time,"" and 0% of South Campus students reported feeling unsafe. Parent conference attendance rates — 99% at Central, 99.29% at North, and 98% at South — also reflect a community that is highly engaged and trusting of school leadership."|The school will continue hosting monthly parent coffee meetings, which have proven to be a highly effective mechanism for capturing candid, ongoing feedback from families. These conversations inform real-time adjustments to programs and priorities, and the school intends to expand participation by connecting coffees to specific academic themes and family learning opportunities.|The perspectives of all families — including underrepresented families — are essential to the school's continuous improvement process. The school will continue employing multiple communication channels and providing a variety of participation formats (in-person, virtual, language-specific) to ensure every family has a meaningful opportunity to contribute input. Survey instruments and meeting agendas will continue to be offered in home languages. The school's multilingual staff will remain a key asset in facilitating genuine two-way dialogue with families whose primary language is not English.|5|5|5|5|4|4|5|5|4|4|5|4|Met||2026-06-18|2026
37679910140558|Bostonia Global|3|Bostonia Global has continued to strengthen relationships between staff and families through a school model centered on belonging, personalization, and sustained relationships. Teachers, advisors, administrators, counselors, and support staff communicate regularly with families regarding student progress, attendance, academic needs, social-emotional development, and future goals.  The school provides multiple opportunities for families to connect with staff, including student-led conferences, family meetings, parent information sessions, orientation activities, individualized conferences, schoolwide events, phone calls, email, electronic messaging platforms, and meetings with administrators and support teams. Staff are expected to communicate proactively rather than waiting until a student is experiencing significant difficulty.  Bostonia Global’s advisory and personalized-learning structures help staff develop a deeper understanding of students’ strengths, interests, cultures, family circumstances, and postsecondary aspirations. Student-led conferences provide students and families with opportunities to review progress, reflect on learning, discuss goals, and identify areas in which additional support may be needed.  The school also works to create a welcoming environment by maintaining accessible administrative and support staff, offering individualized assistance to families navigating school programs, and providing interpretation or translated communication when needed. Family feedback indicates that relationships with individual teachers, advisors, and school leaders remain an important strength of the program.|ostonia Global’s primary area for improvement is developing greater consistency in the quality, frequency, and documentation of family engagement across all grade levels and programs. Although many staff members maintain strong relationships with families, the school recognizes that family experiences may vary depending on the classroom, grade level, advisor, or individual staff member.  The school will continue developing shared expectations for proactive family communication, including when families should receive progress updates, how concerns should be communicated, and how staff should document follow-up efforts. Additional professional learning will support staff in facilitating culturally responsive conversations, communicating difficult information constructively, and partnering with families whose prior experiences with schools may have created mistrust or disengagement.  Bostonia Global will also improve the accessibility and coordination of school communications. Families currently receive information through several platforms and communication methods. The school will work to reduce duplication, clarify where families can locate essential information, and ensure that important messages are provided in family-friendly language.  Additional attention will be given to measuring the effectiveness of engagement efforts rather than relying primarily on participation counts or informal feedback. Family surveys, focus groups, participation data, and communication records will be reviewed to identify which families are being reached consistently and which families may require different engagement strategies.|Bostonia Global will use enrollment, participation, attendance, survey, and communication data to identify families who may be underrepresented in conferences, advisory groups, school events, and decision-making activities. This includes families of English learners, socioeconomically disadvantaged students, students with disabilities, foster youth, students experiencing housing instability, and families who have historically had limited participation in school-based activities.  The school will increase individualized outreach through trusted staff members, advisors, bilingual personnel, case managers, counselors, and administrators. Outreach will include direct phone calls, personalized invitations, translated communication, flexible meeting formats, virtual participation options, and meeting times that better accommodate family work and caregiving responsibilities.  Rather than relying only on families to attend large schoolwide events, Bostonia Global will create smaller and more relational opportunities for families to share their experiences. These may include grade-level listening sessions, student-group-specific meetings, targeted surveys, individual conferences, and facilitated discussions connected to programs such as special education, English learner services, attendance, dual enrollment, and work-based learning.  The school will also seek input regarding barriers that prevent participation and will use that feedback to modify communication methods, meeting structures, scheduling practices, and family supports. The goal is not simply to increase attendance, but to ensure that families who have been least represented experience meaningful access, trust, and influence.|Bostonia Global has developed several structures that position families as partners in student learning and development. Student-led conferences, individualized family meetings, advisory communication, academic progress reviews, attendance meetings, special education meetings, and counseling conferences provide opportunities for families, students, and educators to examine student progress and determine next steps together.  The school’s personalized-learning approach encourages students to reflect on their strengths, interests, competencies, and future goals. Families are invited to participate in conversations that extend beyond grades and test scores to include belonging, engagement, attendance, career interests, dual-enrollment opportunities, work-based learning, and preparation for life after high school.  Families receive information and support related to academic expectations, student progress, intervention opportunities, special education services, English learner supports, graduation requirements, college and career planning, dual enrollment, and school programs. At the secondary level, staff work directly with students and families to navigate nontraditional elements of the Bostonia Global model, including competency-based learning, the Growth Transcript, college coursework, internships, mentorships, and work-based learning experiences.  The school also provides individualized support when students encounter academic, behavioral, attendance, social-emotional, or logistical challenges. Staff regularly coordinate with families to identify barriers, connect students with interventions, and establish shared plans for improvement.|Bostonia Global will strengthen the consistency and depth of professional learning related specifically to family partnership. Staff receive training in areas such as advisory, personalization, student support, and communication; however, the school recognizes the need for a more intentional professional-learning sequence focused on effective family engagement.  Future professional learning will address proactive communication, culturally responsive family partnerships, asset-based conversations, conflict resolution, facilitation of student-led conferences, communication with families of students receiving specialized services, and strategies for partnering with families around attendance and academic intervention.  The school will also expand the resources available to families to support learning outside of school. Resources should be organized, accessible, and connected to specific student needs rather than distributed only during times of concern. Particular attention will be given to helping families understand competency-based assessment, student progress indicators, intervention systems, dual enrollment, graduation planning, career pathways, and postsecondary transitions.  Bostonia Global will further strengthen systems that help families understand their educational rights and available advocacy processes. This includes providing clearer information regarding special education, English learner services, complaint procedures, student records, discipline, academic supports, and opportunities to participate in school governance and planning.|Bostonia Global will provide more targeted partnership opportunities for families whose students are disproportionately represented in academic intervention, chronic absenteeism, discipline, special education, English learner services, or other areas of identified need.  Families will receive individualized information that is directly connected to their student’s experience and presented in understandable language. Staff will avoid relying solely on broad schoolwide communications and will instead provide personal outreach, opportunities to ask questions, and follow-up support.  For families of students with disabilities and English learners, the school will strengthen coordination among teachers, advisors, case managers, specialists, counselors, and administrators so that communication is timely and families receive consistent information. Interpretation, translated materials, virtual meeting options, and flexible scheduling will be used to increase access.  The school will also develop family learning opportunities around topics that have significant implications for student outcomes, including attendance, literacy, academic intervention, student wellness, graduation planning, dual enrollment, career pathways, work-based learning, and postsecondary financial aid.  Participation data will be reviewed by student group to determine whether engagement opportunities are reaching the families most directly affected by school programs and decisions. When participation remains low, staff will seek direct feedback from families and adjust the location, format, timing, communication method, or content of future activities.|Bostonia Global provides families with multiple opportunities to offer input regarding school programs, student needs, priorities, and the development of the Local Control and Accountability Plan. Input is gathered through surveys, family meetings, school events, conferences, advisory groups, individualized conversations, and opportunities to communicate directly with teachers and administrators.  The school’s relatively personalized structure allows family feedback to reach decision-makers quickly. Families routinely provide input regarding instructional programs, student supports, communication practices, attendance, school culture, special education, extracurricular activities, dual enrollment, work-based learning, and college and career preparation.  Bostonia Global also seeks feedback from families when developing or refining programs that differ from traditional school structures. This is especially important for the school’s competency-based instructional model, personalized pathways, advisory program, independent-study components, college coursework, internships, and career-connected learning opportunities.  Family and educational partner input is considered alongside student outcome data, participation data, survey results, staff feedback, and local performance indicators during the LCAP development process. School leaders use this information to identify priorities, evaluate existing actions, and determine where additional investment or program modification may be necessary.|Bostonia Global’s primary focus area is moving from opportunities for families to provide input toward a more systematic model of shared planning, evaluation, and decision-making. Although families can provide feedback through multiple channels, participation in formal advisory and planning structures is not yet consistently representative of the full school community.  The school will strengthen recruitment, orientation, and support for family representatives participating in advisory groups, school planning, and LCAP engagement. Families should receive clear information regarding the purpose of each group, the decisions within its scope, how input will be used, and how outcomes will be communicated back to participants.  The school will also improve the documentation of family input and its influence on decisions. Feedback should be synthesized, reviewed by student group when appropriate, and connected clearly to resulting actions, revisions, or resource allocations. Closing the feedback loop will help families understand how their participation contributes to school improvement.  Additional professional learning and planning support will be provided to staff responsible for facilitating advisory groups and engagement activities. This will include strategies for equitable facilitation, reducing barriers to participation, encouraging contributions from less vocal participants, addressing disagreement respectfully, and ensuring that meetings do not become limited to information delivery.|Bostonia Global will intentionally recruit family participants who reflect the diversity of the student population rather than relying only on families who are already highly engaged. Recruitment will include personal outreach to families of English learners, students with disabilities, socioeconomically disadvantaged students, foster youth, students experiencing housing instability, and students who have experienced chronic absenteeism or other barriers to school engagement.  Staff members who already have trusted relationships with these families will support outreach and participation. Families will receive clear, personalized invitations that explain why their perspective is needed, what the commitment involves, and how their input may shape school decisions.  To reduce participation barriers, Bostonia Global will offer a combination of in-person, virtual, individual, and small-group input opportunities. Meeting schedules, translation needs, transportation barriers, childcare responsibilities, technology access, and work schedules will be considered when planning engagement activities.  The school will supplement traditional advisory meetings with targeted listening sessions, brief surveys, phone interviews, student-and-family conferences, and outreach conducted during existing school events. This approach will allow families to contribute even when they are unable or uncomfortable participating in formal committees.  Bostonia Global will review participation by student group, identify voices that remain absent, and conduct follow-up outreach before major decisions are finalized. The school will also communicate how family input influenced planning, program design, resource allocation, or revisions to the LCAP so that engagement is transparent, consequential, and connected to continuous improvement.|4|4|4|4|3|4|4|3|3|3|4|3|Met||2026-06-30|2026
37680070000000|Cardiff Elementary|3|Based on the analysis of educational partner input and local data in the Local Indicators June 2026 document, Cardiff School District has demonstrated significant strengths and progress in building relationships between school staff and families. A foundational element of this success is reflected in the 2026 LCAP survey results, which reveal that ninety-eight percent of parents and staff feel connected to the schools and ninety-eight percent feel safe, with educational partners widely praising the district for fostering a warm, welcoming, and collaborative culture. This sense of connection translates into robust community participation, as evidenced by nearly one hundred percent attendance at Back to School Nights and a high volume of on-campus volunteers. Specifically, Cardiff School averages one hundred sixty-five volunteer visits per month while Ada Harris Elementary averages one hundred fifteen visits, contributing to an active environment where families and the parent advisory group partnered to host approximately sixty-five special events during the school year.    Communication strategies have also progressed substantially to keep families well-informed and engaged. The district adopted ParentSquare as its primary communication platform, allowing families to receive tailored classroom and school updates via email, text, or an app with automatic translation options. This digital connectivity is supplemented by The Wednesday Wave, a weekly electronic newsletter that provides school updates, principal messages, and home-based activities aligned with the district's social-emotional learning curriculum. Furthermore, classroom teachers utilize learning management systems to give parents direct visibility into weekly assignments and student progress.    Finally, the district has made targeted progress in deepening relationships with underrepresented, multilingual, and English Learner families. Bilingual office assistants are utilized at each school site to provide direct translation, help families navigate student achievement data, and support five annual ELAC and DELAC meetings. These assistants and school staff also engage in proactive, personalized outreach—including phone calls, home visits, and attendance incentive contracts—to support families facing attendance challenges. These focused efforts have successfully enhanced engagement with underrepresented groups and contributed to a substantial drop in the districtwide chronic absenteeism rate from fourteen point three percent down to six point six percent.|Based on the analysis of educational partner input and local data in the Local Indicators June 2026 document, Cardiff School District has identified key focus areas to further improve its partnerships with families. While the number of English Language Learner families has decreased over the past two years, the district recognizes a critical need to boost attendance at its ELAC and DELAC meetings and to create more robust involvement opportunities specifically tailored for non-English speaking parents. To address this, school staff plan to directly contact multilingual and English Learner families to determine the most convenient days and times for future meetings. Additionally, the district will focus on providing targeted training for these families on Google Classroom once it is fully implemented as the districtwide learning management system next year. Finally, bilingual office assistants are actively leveraging connections made at community networking breakfasts to secure and provide additional resources for underrepresented families, ensuring more equitable engagement across the school community.|Based on the analysis of educational partner input and local data in the Local Indicators June 2026 document, the district will improve the engagement of underrepresented families by implementing targeted communication and outreach strategies. To boost participation among multilingual and English Learner families, school staff will directly contact them to identify the most convenient days and times to host future ELAC and DELAC meetings. The district also plans to remove technical barriers by providing specific training on Google Classroom once it is fully rolled out as the districtwide learning management system next year. Additionally, bilingual office assistants will continue to attend community networking breakfasts twice a year to gather and connect underrepresented families with helpful resources. Finally, to sustain improvements in attendance and connection, bilingual assistants, attendance clerks, and principals will continue utilizing localized support, including personalized phone calls, home visits, and attendance contracts with incentives.|Based on the analysis of educational partner input and local data in the Local Indicators June 2026 document, Cardiff School District demonstrates strong progress in building partnerships for student outcomes through consistent, direct communication and exceptionally high parent participation. A major strength is the district's low student turnover, which allows teachers and intervention staff to form deep, long-term relationships with families and regularly communicate student progress toward grade-level standards. This includes the Learning Center and Learning Lab sending out detailed progress reports with every report card regarding specific reading interventions. Families also stay closely connected to daily academic life through digital learning management systems like Seesaw, Google Classroom, and Schoology, which allow them to track weekly assignments and view video updates of student progress.    The district's collaborative efforts are further highlighted by an outstanding ninety-eight percent attendance rate at parent-teacher conferences, which successfully included parents of English Learners, students with disabilities, and unduplicated students. To support these multilingual families, bilingual office assistants are placed at each school to help parents interpret student achievement data and navigate intervention services. Furthermore, forty-eight percent of district families and staff actively provided input on academic priorities through the annual Cardiff SEA survey. This feedback successfully guided the maintenance of vital student services, such as the district's shared counselor and popular specialty programs in physical education, science, Spanish, art, music, and garden instruction.|Based on the analysis of educational partner input and local data in the Local Indicators June 2026 document, the district's primary focus areas for improvement in building partnerships for student outcomes center on enhancing opportunities for non-English speaking parents and addressing scheduling challenges for student interventions. While the total number of English Language Learner families has decreased over the past two years, the district has identified a distinct need to boost overall attendance at ELAC and DELAC meetings and create more meaningful ways for these parents to engage. To address this, staff will directly consult with multilingual families to find the most convenient meeting times and will provide targeted parent training on Google Classroom as the district transitions to it as a unified learning management system next year. Additionally, partner feedback highlighted an ongoing structural challenge in providing Tier 2 and Tier 3 general education interventions without pulling students away from core classroom instruction. To resolve this and better support student outcomes, the administration is focusing on a synchronized core instruction model across grade levels, allowing special education and intervention students to receive targeted pull-out services simultaneously without missing critical, grade-level content.|Based on the analysis of educational partner input and local data in the Local Indicators June 2026 document, the district will improve the engagement of underrepresented families by removing communication and scheduling barriers to better support student success. To increase participation among non-English speaking and multilingual families, the district will directly contact these parents to determine the most convenient days and times to host future ELAC and DELAC meetings. Additionally, to ensure these families can effectively track their children's academic progress, the district will provide targeted training on Google Classroom as it transitions into the unified, districtwide learning management system next year. Bilingual office assistants will also continue to attend community networking breakfasts twice a year, using those connections to secure and deliver extra resources to underrepresented families. Finally, the district will maintain its specialized support, such as offering translation at community parent nights and utilizing bilingual assistants at each school site to help English Learner families directly understand achievement data and connect with essential intervention services.|Based on the analysis of educational partner input and local data in the Local Indicators June 2026 document, Cardiff School District demonstrates strong progress in seeking input for decision-making through comprehensive, multi-layered engagement with its community. The district utilized a widespread LCAP survey link to gather priorities from all educational partners, including certificated and classified staff, parents of students with disabilities, and English Language Learner families, resulting in forty-eight percent of district families and staff providing feedback through the annual survey. To ensure diverse perspectives were included, the district also conducted student focus groups at both school sites and shared the LCAP draft with parents, classified staff, and certificated bargaining unit members for review and response. Furthermore, dedicated opportunities for LCAP input were provided to a broad range of administrative and community groups, including the School Site Council, the local Special Education Local Plan Area, the District English Language Advisory Committee, the Cardiff SEA, certificated and classified staff, administrative leadership, and the Board of Trustees.    This inclusive process successfully captured meaningful feedback and established a clear consensus on district strengths and needs. Educational partners and staff expressed overall satisfaction with the district’s focus on engaging academic experiences, personalized instruction, parent participation opportunities, and the launch of the Lifelong Learner Profile, which almost all respondents indicated they were aware of being taught in classrooms. The gathered input also allowed parents to express specific desires for more rigorous academic instruction, acceleration, and device monitoring, while allowing students to share their enjoyment of staff, specialty classes, and recess activities alongside requests for future campus additions like a school newspaper or new playground equipment.|Based on the analysis of educational partner input and local data in the Local Indicators June 2026 document, the district's primary focus areas for improvement in seeking input for decision-making center on addressing specific community desires for academic rigor, student monitoring, and targeted engagement with underrepresented groups. While partner feedback indicated broad satisfaction with the district's collaborative culture, parents specifically voiced a need for more academic challenge through rigorous instruction and acceleration, as well as additional monitoring of students on digital devices. Furthermore, although the district successfully gathered input from numerous advisory committees and staff groups, local data revealed a critical focus area in boosting participation and creating more decision-making opportunities for non-English speaking and multilingual parents. To address this, the district is focusing on directly contacting English Learner families to adjust future meeting schedules to better accommodate them, ensuring their feedback is more effectively incorporated into district priorities and future LCAP planning.|Based on the analysis of educational partner input and local data in the Local Indicators June 2026 document, the district will improve the engagement of underrepresented families in decision-making by directly removing barriers to their participation in advisory and planning groups. To ensure that the voices of non-English speaking and multilingual parents are better represented in district planning, school staff will directly contact English Learner families to identify the most convenient days and times to host future District English Language Advisory Committee and English Learner Advisory Committee meetings. The district will also provide targeted training on Google Classroom once it is fully implemented as the districtwide learning management system next year, empowering underrepresented families with the technological familiarity needed to track student progress and offer informed feedback on district priorities. Additionally, bilingual office assistants will continue to attend community networking breakfasts twice a year to forge connections and bring back extra resources that help underrepresented families connect with the school. By pairing these scheduling, technological, and community outreach adjustments with existing bilingual translation services and direct home outreach, the district aims to ensure these families can actively participate in future Local Control and Accountability Plan survey opportunities and decision-making committees.|5|5|4|5|5|5|5|4|5|5|5|5|Met||2026-06-08|2026
37680230000000|Chula Vista Elementary|3|Each year, CVESD invites educational partners to participate in feedback meetings to share their insights and perspectives on district decision-making. Many parents take part in school governance by serving on site-specific councils and advisory groups, helping shape school culture and supporting student success. One of CVESD’s key strengths is the use of DAC/DELAC meetings to inform and engage the learning community. The district also fosters strong partnerships through initiatives such as Parent Ambassadors which is expanding in 2026-27 to Senior Parent Ambassadors, CVESD University, Safety Committee, Budget Advisory Council, and School Site Councils (SSC), all focused on promoting positive student outcomes.|The Chula Vista Elementary School District is committed to identifying innovative and effective ways to engage parents and families in support of student success and a strong learning community. This includes a variety of family engagement initiatives, community partnerships, feedback opportunities, and supports designed to meet the diverse needs of families. As part of this commitment, CVESD has identified family engagement as a priority within its LCAP goals, recognizing the important role families play in fostering meaningful connections and enhancing student learning experiences. Key focus areas include community outreach, parent leadership development, educational opportunities, and expanded digital engagement. Through these efforts, CVESD strives to create an inclusive and welcoming environment where families feel respected, valued, and actively connected to their children’s education.|CVESD is strengthening engagement with underrepresented families through Community Expos, expanded Parent Communications Department efforts, and Parent Ambassador programs. These initiatives bring together families, school staff, and community partners to build meaningful connections and provide workshops and resources that reflect the diverse needs of the community. The enhanced communications efforts ensure that important information reaches families through multilingual newsletters, social media, and targeted outreach. Parent Ambassadors are supporting school sites to create opportunities for family leadership and support key district programs and initiatives.   CVESD continues to expand its communication and family engagement efforts.  CVESD University now offers more opportunities for families to participate in learning and community activities, while the district expands partnerships with organizations that continue to provide sessions focused on positive outcomes for students.   In addition, the growth of Community Schools across the district highlights a strong commitment to family engagement by fostering welcoming and inclusive environments where families feel valued and connected. The program continues to offer a wide range of resources, workshops, and support services designed to meet the diverse needs of families. Through strong partnerships among schools, families, and the community, the program empowers families to take an active role in their children’s education, ultimately supporting student success, well-being, and a thriving school community.|The Chula Vista Elementary School District has a long-standing commitment to building strong relationships with parents and the community. Educational partners consistently report that CVESD schools provide welcoming and supportive environments where staff and teachers are approachable and responsive. According to the Hanover Survey, parent participation in parent-teacher conferences remains high, and families are informed about opportunities to support school programs such as the School Site Council (SSC) and English Learner Advisory Committee (ELAC). Efforts to strengthen home-school connections continue through active parent leadership across the district in shaping the District Parent and Family Engagement Policy. This policy is collaboratively developed and reviewed annually, with valuable input from members of the District Advisory Council (DAC), the District English Learner Advisory Committee (DELAC), and school leadership teams.|The Chula Vista Elementary School District is actively strengthening partnerships with local organizations and agencies to enhance student outcomes.    As part of this effort, the district is emphasizing their Rigorous Learning for All five-year plan which embeds the Cultures of Thinking framework. This approach promotes learning environments where critical thinking, collaboration, and high expectations are prioritized, ensuring that all students are actively engaged in meaningful and challenging learning experiences.   CVESD also provides strategic, site-specific support initiatives designed to meet the unique needs of each school community. The district has developed strong partnerships with local institutions of higher learning such as programs that offers participants district-supported opportunities, including stipends along with hands-on teaching experience and ongoing professional development aimed at improving K–12 student achievement through innovative teacher preparation.   Recognizing the unique needs of military-connected families—such as frequent relocations impacting enrollment, transfers, and graduation requirements—CVESD continues to provide dedicated support services. Schools with the highest populations of military-connected students have access to Military Family Counselors, and the district works closely with a Naval Base liaison officer to strengthen and expand resources and services for military families.|Chula Vista Elementary School District (CVESD) is dedicated to expanding opportunities for collaboration to improve student outcomes, with a particular emphasis on unduplicated student groups as outlined in the LCAP. Grounded in the belief that “it takes a village” to support student success, CVESD remains committed to ensuring all students achieve positive outcomes. The district fosters family engagement through initiatives such as CVESD University, which provides parents and caregivers with education, resources, and workshops to build their capacity to support student learning. CVESD has also expanded opportunities for unduplicated students through the ELOP LEAD program, further supporting enrichment and extended learning beyond the school day. To strengthen these efforts, CVESD has expanded the Parent Ambassador program , welcoming Senior Ambassadors, and enhancing family involvement and deepening connections within the community. Together, these strategies promote an inclusive, supportive environment where all families feel valued and connected to CVESD schools.   To support improved attendance and student engagement, CVESD takes a proactive, collaborative approach. Staff members closely monitor attendance and work in partnership with families to identify and address barriers to consistent participation, with the goal of increasing student engagement and overall academic success. In addition, CVESD LEAD programs offer after-school attendance recovery. When a student attends an after-school club taught by a credentialed teacher covering grade-level Math, English, Science, or Social Science, they are eligible to receive credit toward a missed school day after 4 hours of attendance.|Collaboration with staff, families, and the community is a cornerstone of CVESD’s decision-making process, as reflected in the district’s vision and outlined on its website. Each year, CVESD gathers input from parents and family members through surveys and active engagement efforts to inform the development and annual updates of the LCAP, the LCAP Federal Addendum, and other state- and federally funded programs. At the school level, educational partner input is also collected through SSC and ELAC meetings to support the development of each site’s SPSA. This collaborative structure ensures that all educational partners have a meaningful voice in decisions about how resources are allocated to support students at both the district and school levels. In addition, CVESD’s Rigorous Learning for All Five-Year Plan is shaped by ongoing input from educational partners, helping guide the district’s efforts to raise academic expectations and expand equitable learning opportunities for all students. The district is further strengthened by an active DAC/DELAC and Executive Board, where parent leaders from across CVESD meet in person each month. These meetings provide a forum to discuss topics related to student learning, build connections among families, and collaborate with site leaders to enhance parent engagement while increasing input on school plans and policies that impact students’ education.|CVESD is committed to strengthening and expanding engagement with educational partners to foster a shared sense of responsibility and accountability in supporting the home–school connection and ensuring high-quality learning experiences for all students. As part of the Rigorous Learning for All initiative, the district continues to gather and incorporate valuable feedback from educational partners to inform its planning and priorities for the coming years. CVESD continues to prioritize ongoing two-way communication, create meaningful opportunities for input, and strengthen communication systems, including strategic enhancements to both district and school websites.|CVESD is committed to strengthening engagement among underrepresented families through targeted actions outlined in the LCAP. These efforts include expanding Community Outreach and Engagement to build stronger relationships with diverse families and community groups, increasing Parent Leadership and Education Opportunities to equip parents with the knowledge and skills needed to take an active role in their children’s education, and enhancing Digital Engagement to improve access and communication through user-friendly technology platforms. By focusing on these areas, CVESD seeks to ensure that a broader and more diverse range of voices are included in key district initiatives and decision-making processes, such as LCAP development and the Parent and Family Engagement Policy. This approach promotes inclusivity, equity, and strong partnerships between the district and the families it serves.|5|4|5|4|4|4|4|4|4|4|4|4|Met||2026-06-17|2026
37680230119594|Leonardo da Vinci Health Sciences Charter|3|LdVCS continues to demonstrate strong progress in building relationships between school staff and families through consistent communication, meaningful engagement opportunities, and shared decision-making structures. Families have multiple opportunities to connect with teachers and discuss student progress through Back to School Night, English Learner Language Conferences, and Trimester Parent-Teacher Conferences. Ongoing communication is supported through tools such as ClassDojo, daily and weekly announcements, and regular teacher outreach, helping families stay informed and involved in their child’s education. The school actively seeks educational partner input through the Parent Advisory Committee (PAC), English Learner Advisory Committee (ELAC), Governance Committees, and Board of Trustees meetings, all of which are held publicly and monthly. Parent workshops, volunteer opportunities, and school events further strengthen partnerships between families and staff. Feedback from educational partners highlights excellent communication, well-organized school activities, and positive relationships with teachers. Families value the frequent updates on student progress, teachers’ discussions of student strengths and areas for growth, and the welcoming, collaborative environment that fosters trust and confidence between students, families, and staff. These efforts have contributed to strong family engagement and a culture of partnership across the school community.|Based on educational partner feedback and local data, LdVCS has identified opportunities to further strengthen relationships between school staff and families by increasing family engagement and participation in leadership and advisory groups. The school will continue efforts to expand Parent Advisory Committee (PAC) membership and participation in other committees by providing clear invitations, increasing outreach, and ensuring all families feel welcomed, informed, and empowered to share their perspectives. Maintaining open opportunities for families to express ideas and provide feedback will remain a priority. Another focus area is increasing opportunities for families to connect with school staff beyond classroom teachers. Families expressed interest in learning more about school leaders and support staff and understanding the roles they play in supporting students. To address this need, LdVCS is exploring the addition of a Community Outreach Spokesperson to strengthen communication, build rapport, and foster stronger partnerships between families and school personnel. The school will also continue creating opportunities for staff participation in family events and workshops. Educational partners also recommended providing additional opportunities to review school policies, expectations, and student success initiatives at the beginning of the school year. Suggestions included hosting welcome events for all families, reviewing key topics such as attendance and school procedures, and allowing more time for questions and discussion during meetings and workshops. LdVCS will continue to prioritize open communication, encourage meaningful dialogue between teachers, students, and families, and strengthen collaborative partnerships that support positive outcomes for all students.|LdVCS will improve engagement of underrepresented families by increasing awareness of opportunities for involvement and creating more accessible entry points for participation. The school’s beginning-of-the-year parent orientation will provide clear information about how families can become involved in school committees, events, and decision-making processes. Information booths and outreach materials will help families learn about available opportunities, resources, and supports, while emphasizing the importance of family voice in shaping the school community. To encourage greater participation, LdVCS will strengthen communication efforts by using multiple methods to share information and reminders about meetings, workshops, and school events. Teachers will continue to encourage family participation through direct outreach, while reminders will be shared through ClassDojo and other communication platforms. Meeting invitations will include clear explanations of discussion topics, the purpose of each meeting, and the value of parent involvement so families can make informed decisions about attending and participating. LdVCS will also focus on providing families with information that helps them better understand the educational system and the resources available to support student success. Workshops and meetings will include topics such as navigating the U.S. education system, understanding school programs, and the importance of attendance and family engagement. The exploration adding a Community Outreach Spokesperson will further support these efforts by building relationships with families, increasing outreach to underrepresented groups, and ensuring all families feel welcomed, informed, and connected to the school community.|LdVCS has demonstrated strong progress in building partnerships that support positive student outcomes through collaboration, communication, and meaningful family engagement. A key strength has been the development of a partnership with University of California, San Diego (UCSD) to provide free parent education workshops that offer relevant information and resources to families. This partnership reflects the school’s commitment to collaboration, resource sharing, targeted support, data-informed decision-making, and community engagement, all of which contribute to improved student outcomes and a more comprehensive approach to education. The school also maintains strong partnerships with families through consistent communication regarding student progress and achievement. Families receive regular updates on student performance, including weekly information about assignments, homework, and assessment results. Teachers discuss student growth in detail, including i-Ready performance data, during parent-teacher conferences and other meetings. Families also have opportunities to stay connected to classroom learning through ClassDojo, where student projects, activities, and accomplishments are shared through photos and updates. Educational partners highlighted the value of programs and activities that support both academic and social-emotional growth. Theater, gardening, field trips, extracurricular activities, and social-emotional learning opportunities help build community while fostering student engagement and success. Families appreciate discussions about student motivation, well-being, and happiness, recognizing that these factors are essential foundations for academic achievement. Together, these efforts demonstrate LdVCS’s commitment to building strong partnerships that support the whole child and promote positive outcomes for all students.|LdVCS has identified several areas for growth in strengthening partnerships that support student outcomes. A primary focus is increasing equity, inclusion, and educational partner engagement to ensure all families have access to information, resources, and opportunities to participate in their child’s education. The school plans to expand communication through additional informational webinars, meetings, and outreach efforts so families are better informed about academic programs, student progress, and available supports. Another area for improvement is strengthening communication and collaboration between teachers and students while maintaining strong family partnerships. Educational partners expressed a desire for increased opportunities for meaningful teacher-student conversations that support student engagement, motivation, and academic growth. LdVCS will continue working to close communication gaps by creating more consistent systems for sharing information and fostering stronger connections among students, families, and staff. LdVCS will also continue its focus on improving schoolwide alignment and staff capacity to ensure all students and families receive a consistent educational experience across grade levels. Educational partners emphasized the importance of ensuring that information, expectations, and supports are communicated consistently throughout the school. To support this goal, LdVCS plans to invest in additional professional development, strengthen collaboration among staff, and continue aligning instructional practices and communication systems across all grade levels. These efforts will help build stronger partnerships and support improved outcomes for all students.|LdVCS will improve engagement of underrepresented families by continuing to implement culturally responsive practices, targeted outreach, and meaningful opportunities for participation. The school is committed to creating an inclusive environment where all families feel welcomed, valued, and empowered to contribute to their child’s education. To increase equitable representation, LdVCS strives to recruit at least one parent representative from every grade level, ensuring that a broader range of family perspectives is included in school discussions and decision-making processes. The school will strengthen communication efforts by emphasizing the importance of family participation and using multiple methods to share information about meetings, programs, and opportunities for involvement. Teachers will play an active role in promoting family engagement by discussing upcoming meetings and events with parents and encouraging participation. LdVCS will continue to expand outreach efforts so that families are aware of available resources, support services, and opportunities to partner with the school to promote student success. LdVCS will also focus on helping families better understand how they can support both their children and the school community. The school will seek additional programs, community partnerships, and resources that address the needs of underrepresented families while providing clear information about how these supports contribute to student achievement. Through ongoing communication, tailored support, and increased opportunities for involvement, LdVCS aims to strengthen partnerships with all families and ensure every educational partner has a voice in supporting positive student outcomes.|LdVCS demonstrates strong progress in seeking educational partner input for decision-making through a commitment to collaboration, transparency, and continuous improvement. The school regularly gathers feedback from families and other educational partners through Board meetings, committee meetings, and advisory councils. These structures help ensure that decisions are informed by a variety of perspectives and support positive outcomes for students. LdVCS continues to look for ways to increase participation and engage a broader range of educational partners in school decision-making processes. A key strength is the consistent implementation of monthly Parent Advisory Committee (PAC) and English Learner Advisory Committee (ELAC) meetings, which provide families with opportunities to share feedback, ask questions, and contribute ideas. Educational partners noted that parents are encouraged to provide their opinions during meetings and participate in meaningful discussions about school programs, services, and priorities. Board meetings are also accessible through Zoom and include translation services, helping remove barriers to participation and ensuring that more families can engage in school governance. LdVCS also supports informed decision-making through regular communication and transparency. Website updates, public meetings, and ongoing outreach help keep educational partners informed about school initiatives and opportunities for involvement. Families are encouraged to participate in governance committees and leadership groups, strengthening shared decision-making and fostering a culture where educational partners feel valued and empowered to contribute to the school’s continuous improvement efforts.|LdVCS has identified several opportunities to strengthen its processes for seeking educational partner input in decision-making. A primary focus area is increasing participation and ensuring more diverse representation in advisory groups, committees, and school meetings. The school will continue improving outreach and engagement strategies to encourage greater family involvement and ensure that all educational partners have opportunities to contribute their perspectives to school decisions. Another area for growth is expanding communication and engagement with students as active participants in the decision-making process. Educational partners expressed a desire for students to receive important school information on a regular basis and to have more opportunities to share their perspectives. LdVCS will explore additional ways to involve students in discussions about key school topics and initiatives that directly impact their educational experience. LdVCS will also focus on strengthening communication, transparency, and the use of educational partner feedback to guide decision-making. Educational partners recommended increasing student involvement in topics such as attendance, Habits of Mind, and other schoolwide priorities. By building capacity among students, families, and staff and creating more opportunities for meaningful participation, LdVCS aims to ensure that decision-making processes remain inclusive, responsive, and aligned with the needs of the school community.|LdVCS will improve engagement of underrepresented families in decision-making by implementing culturally responsive outreach practices and creating targeted opportunities for participation. The school is committed to ensuring that all families feel welcomed, informed, and empowered to contribute their perspectives. Through a continued focus on equity, relationship-building, and family empowerment, LdVCS seeks to increase participation from families whose voices have traditionally been underrepresented in school decision-making processes. To increase awareness and participation, LdVCS will strengthen communication about meetings and leadership opportunities through multiple platforms, including ClassDojo and other school communication channels. Invitations will include clear explanations of each meeting’s purpose, agenda topics, and the importance of family participation. The school will emphasize how parent input directly contributes to shaping school programs, policies, and decisions that impact student success, helping families understand the value of their involvement. LdVCS will also expand outreach and marketing efforts to ensure information reaches families through a variety of communication methods. By providing consistent reminders, increasing transparency, and clearly communicating opportunities for engagement, the school aims to remove barriers to participation and encourage broader involvement. These efforts will support a culture of honesty, collaboration, and shared decision-making, ensuring that underrepresented families have meaningful opportunities to help guide the future direction of the school.|5|5|5|4|5|5|5|5|5|4|5|5|Met||2026-06-25|2026
37680230138073|Learning Choice Academy - Chula Vista|3|Parents and guardians are encouraged and welcomed to become involved in the formal education of their children. Educational research validates that support at home is critical to a child’s academic success. TLC provides numerous opportunities for families to be involved at school, including serving on the: governance committees, special events, fundraising events, parent organizations, in classrooms, and by participating in advisory committees, and special events. Parents are encouraged to support their children at home by making their expectations about school clear and creating a positive learning environment at home.|We are committed to communicating with and engaging parents as partners in their children’s education. Most communication to parents and families is in the family’s primary language. However, we are working diligently to make sure all forms and communications are transcribed. We are also committed to obtaining community resources for our school and invite all members of our community to assist us in the education of our students|Parents have many opportunities to be involved at their children’s school site (i.e., school site council, special events, fund raising events, field trips, and in classrooms). We encourage parents to support their children at home by making their expectations about school clear and creating a positive homework and learning environment.|The mission of The Learning Choice Academy focuses on building relationships with students and parents. The Learning Choice Academy works hand in hand with parents, teachers and students on an ongoing basis. Parents have ample opportunities to participate in school programs through surveys, School Site Council (SSC), ELAC, parent workshops and monthly meetings with teachers.|A focus area for improvement for Learning Choice Academy is the need to increase school to family’s communication through the Parent Square app to increase the various methods on how we communicate to families. Another focus area for improvement is to support families to understand and exercise their legal rights and advocate for their own child(ren)|The Learning Choice Academy will continue to engage the underrepresented families through personal phone calls in their primary language and invite families to meaningful decision-making events such as the ELAC and LCAP stakeholder meetings.|The Learning Choice Academy has a Family and Parent Engagement policy. The policy has been developed jointly with, and agreed on with, parents, family members, SSAs, teachers, administration, and community stakeholders at The Learning Choice Academy. Parents have many opportunities to be involved at their children’s school site (i.e., advisory committees, special events, fund raising events, parent organizations, and in classrooms).|A focus area for improvement is that TLC would like to see an increase of parents attend and participate in the School Site Council (SSC), and English Language Advisory Committee (ELAC) as well as continue to grow our partnerships in the community. The SSC and ELAC meet quarterly.|The Learning Choice Academy will continue to engage the underrepresented families through personal phone calls in their primary language and invite families to meaningful decision-making events such as the ELAC and LCAP stakeholder meetings.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-17|2026
37680236037956|Feaster (Mae L.) Charter|3|Feaster Charter School has made meaningful progress in strengthening relationships between school staff and families, as reflected in local data and input from educational partners. A key strength is the school’s intentional approach to creating multiple, accessible avenues for communication and collaboration, fostering trust and increasing family engagement across our TK–8 community. Feaster has developed a comprehensive framework for family engagement that includes monthly parent workshops (e.g., healthy eating, ESL) and schoolwide events such as Wax Museums, Career Days, festivals, and student recognition assemblies. These opportunities are designed to welcome families onto campus, provide meaningful learning experiences, and support parents in actively contributing to their child’s education. Feedback from surveys and forums consistently indicates that families feel welcomed, valued, and connected as partners in the school community.  They appreciate all the events and constantly request additional cultural celebrations.  Supporting multilingual families remains a significant strength. Feaster provides interpretation services and translates essential communications to ensure equitable access to information. The school also offers targeted engagement opportunities, including DELAC meetings, District English Language Advisory meetings, Coffee and Community events, and parent-teacher conferences with translation support. These efforts have strengthened communication and trust with our diverse family population. In response to input from educational partners, Feaster has prioritized fostering a culture of belonging through social-emotional learning and positive behavior supports. These inclusive practices have strengthened relationships by ensuring students feel supported and families feel confident in the school’s commitment to their child’s well-being. Additionally, teachers received training this year on conducting home visits to deepen connections with families and better understand their needs. Teachers and administrators maintain regular communication through phone calls, email, ClassDojo, and in-person meetings. Survey data indicate that families feel comfortable reaching out with questions or concerns and believe that staff genuinely care about their children’s academic and personal success. The school’s QR code reporting system has further enhanced accessibility by providing an additional avenue for families to communicate concerns directly with administration. As Feaster continues to strengthen family-school partnerships, the school remains committed to using family feedback to guide continuous improvement and deepen collaboration. Ongoing, open communication between families and staff is a cornerstone of the school’s culture and a critical component in advancing student success.|Based on analysis of educational partner input and local data, Feaster Charter School has identified Building Relationships Between School Staff and Families as a key area for continued improvement, with a focus on increasing accessibility, strengthening trust, and ensuring consistent, meaningful engagement across all student groups. Educational Partner feedback from surveys, focus groups, and advisory committees indicates that families value current engagement efforts, while also expressing a need for more consistent communication, greater understanding of school programs, and increased opportunities to partner with staff in supporting student learning. Staff similarly identified the importance of strengthening relationships with families to improve attendance, engagement, and academic outcomes. In response, Feaster has prioritized family engagement under LCAP Goal 1, focusing on expanding access and participation. Through Action 1.5, the school significantly increased opportunities for family engagement, offering between 12 and 32 sessions per quarter during the 2025–2026 school year, compared to a prior baseline of 6 per quarter. These opportunities included English language development, parenting workshops, digital literacy, and resource-based events to equip families to support their children’s education. Feaster also strengthened systems that promote direct and personalized communication with families. Through the implementation of a structured, data-driven SART process (Action 1.7), the school increased outreach, collaboration, and follow-up with families to address attendance barriers. As a result, chronic absenteeism declined from 27.6% in 2022–2023 to 7.1% in 2024–2025, with continued improvement across student groups. This demonstrates the impact of intentional family engagement strategies on student outcomes. Additionally, Feaster has invested in professional development (Action 1.8) focused on student, family, and community engagement, culturally responsive practices, and restorative approaches to strengthen staff capacity to build trusting relationships with families. Expanded counseling services and mentorship programs under Goal 2 further support communication and connection, particularly for historically underserved student populations. Moving forward, Feaster will continue refining its approach by increasing communication consistency, expanding inclusive engagement opportunities, and using disaggregated data to better understand and respond to the needs of English Learners, Students with Disabilities, and socioeconomically disadvantaged families. The LEA remains committed to building authentic, respectful partnerships with families as a critical driver of student success.|Based on the analysis of educational partner input and local data, Feaster Charter School will strengthen engagement of underrepresented families, particularly English Learners, socioeconomically disadvantaged families, and families of students with disabilities, by implementing targeted, data-driven strategies that prioritize access, communication, and relationship-building. Educational Partner feedback highlighted the need for more consistent, accessible, and meaningful opportunities for families to engage with school staff. In response, Feaster is expanding family engagement efforts aligned to LCAP Goal 1, with a focus on removing barriers and increasing participation. Through Action 1.5, the school significantly increased opportunities for parent advancement, offering between 12 and 32 sessions per quarter during the 2025–2026 school year, compared to a baseline of 6 sessions. These sessions include English language development, digital literacy, and workshops that support families in navigating school systems, with a particular emphasis on meeting the needs of multilingual and low-income families. To further improve access, Feaster will continue to provide bilingual communication, flexible meeting options, and intentional outreach practices, such as Café y Convivio, surveys, and focus groups, to ensure underrepresented families have multiple entry points for engagement and voice in decision-making processes. Additionally, Feaster will strengthen relationship-building through its structured SART process (Action 1.7), which emphasizes personalized outreach and collaboration with families to address attendance barriers. This approach has already contributed to a significant reduction in chronic absenteeism, from 27.6% in 2022–2023 to 7.1% in 2024–2025. In 2025-2026, our current Chronic Absentee rate is 7.8%, with continued improvement across student subgroups. These efforts demonstrate the impact of direct, relationship-centered engagement with families. Feaster is also enhancing staff capacity through ongoing professional development (Action 1.8) focused on culturally responsive practices and inclusive communication. These trainings support staff in building trust and effectively engaging families from diverse backgrounds. Finally, through Action 1.6, Feaster is improving coordination of student supports by ensuring timely SST processes, with 85.1% of SSTs on cycle in 2025–2026. This increases transparency and collaboration with families, particularly those whose students require additional academic or behavioral support. Through these aligned strategies, Feaster will continue to build authentic partnerships with underrepresented families, ensuring they are not only included but actively engaged as essential partners in their children’s education.|Based on educational partner input and local data, Feaster Charter School has demonstrated strong progress in Building Partnerships for Student Outcomes through intentional, inclusive engagement and clear alignment between Educational Partner input and school actions. A key strength is Feaster’s comprehensive, multi-tiered engagement process for informing the LCAP. The school actively engaged families, students, staff, and advisory groups, including PAC and DELAC parent committees, through surveys, focus groups, and community meetings. These structures ensured that input was representative, accessible, and reflective of the diverse needs of the school community. This engagement has directly influenced programmatic decisions and resource allocation. For example, educational partner input contributed to expanding opportunities for parent advancement. In addition, Feaster has continued to expand and strengthen its Career Technical Education (CTE) program to provide students with additional opportunities to apply their learning through hands-on, real-world experiences connected to career exploration and college readiness. Student voice has also been a critical component of partnership efforts. Through initiatives such as the College and Career Showcase, STEAM Career Fair, and the implementation of RIASEC and Mindlabs surveys, nearly all students were able to identify their strengths, interests, values, and future career goals, demonstrating meaningful engagement in their educational journey. Partnerships have also supported improvements in school climate and student well-being. Expanded counseling services increased support for student self-referrals from 62% to 70%, while mentorship and SEL programs have fostered stronger relationships and increased student engagement. Overall, Feaster’s progress is evidenced by strong educational partner engagement systems, responsiveness to partner input, expanded opportunities for applied learning, and measurable improvements in attendance, engagement, and student support. The school continues to build a culture where partnerships are central to decision-making and student success.|Based on the analysis of educational partner input and local data, Feaster Charter School has identified several focus areas for improvement in Building Partnerships for Student Outcomes centered on strengthening family engagement, school connectedness, student wellness, and coordinated systems of support. A primary focus area is expanding intentional, outcome-driven family partnerships. Educational Partner feedback from surveys, PTO, DELAC, and community meetings indicates that families value current engagement opportunities, but desire more consistent, skill-based supports directly connected to student learning, attendance, college and career readiness, and social-emotional well-being. Feaster will continue refining these opportunities to ensure they are accessible, academically aligned, and responsive to family needs. A second focus area is strengthening school connectedness and student engagement. Although Feaster continues to outperform state averages in several school climate indicators, local CHKS data showed declines in school connectedness, perceived safety, and meaningful participation, while reports of bullying and school boredom increased during the 2025–2026 school year.  These findings highlight the need to deepen restorative practices, opportunities for student voice, enrichment activities, and positive school culture initiatives that foster belonging and engagement. Another focus area is enhancing coordinated systems of intervention and communication through MTSS and SST processes. Staff identified the need for stronger progress monitoring, timely follow-through, and improved communication with families regarding academic, attendance, behavioral, and social-emotional supports. To address this, Feaster established an MTSS Instructional Assistant role and implemented EduClimber to strengthen intervention tracking, data analysis, and collaboration between staff and families. Additionally, student mental health and wellness remain an area of focus. While students continue to report strong levels of life satisfaction and optimism, local Mental Health Report data also reflected increases in chronic sadness and social-emotional distress from the previous year.  Feaster will continue to strengthen counseling services, mentorship opportunities, SEL supports, and family education on student wellness. Finally, Feaster will continue to expand partnerships related to college, career, and applied learning opportunities. The school has developed its Career Technical Education (CTE) pathways and enrichment opportunities to provide students with meaningful opportunities to apply learning through real-world experiences while increasing family engagement in career exploration and future planning. These focus areas reflect Feaster’s commitment to strengthening partnerships that improve student outcomes, engagement, and overall well-being.|Based on the analysis of educational partner input and local data, Feaster Charter School will improve engagement of underrepresented families, specifically English Learners (EL), socioeconomically disadvantaged (SED) students, students with disabilities (SWD), foster youth, and homeless families, by strengthening systems that build authentic partnerships focused on improving student outcomes. Educational partner feedback gathered through surveys, DELAC, PTO, PAC, focus groups, and Community School Steering Committee meetings identified the need for more accessible communication, expanded family supports, and increased opportunities for meaningful participation in school decision-making. Local data from the California Healthy Kids Survey and School Climate Report Card also highlighted the importance of strengthening school connectedness, parent involvement, and student wellness supports. In response, Feaster will continue to expand family advancement opportunities through Action 1.5, including parent workshops, leadership development, and the implementation of a Tier 3 Family Guidebook to help families better access academic, behavioral, mental health, and community supports. Feaster will also deepen culturally responsive and bilingual engagement practices to ensure that meetings, resources, and school communications are accessible in families’ home languages. Targeted outreach by the Parent Liaison and Community School staff will continue, prioritizing historically underserved families to reduce barriers to participation. To further strengthen inclusion and shared decision-making, Feaster is collaborating with PTO and DELAC families to establish a multicultural parent committee to elevate family voice, strengthen cultural connectedness, and increase representation of underrepresented groups in school activities and planning processes. Inclusive advisory structures, including DELAC, PTO, PAC, SST meetings, and targeted focus groups, will continue to ensure that educational partner input directly informs program design, resource allocation, and student support systems. Family input has already contributed to measurable programmatic improvements, including expanded counseling services, targeted Math and Reading interventions, increased academic enrichment opportunities, and the continued development of Feaster’s Career Technical Education (CTE) program to provide students with additional opportunities for hands-on, applied learning connected to college and career pathways. Student voice initiatives such as the College and Career Showcase, STEAM Career Fair, RIASEC surveys, and Mindlabs activities continue to strengthen student engagement and future readiness. Additionally, Feaster will continue implementing its data-driven Student Attendance Review Team (SART) and MTSS systems to strengthen communication, collaboration, and timely intervention with families.|Feaster Charter School demonstrates significant strengths and measurable progress in seeking educational partner input for decision-making through a comprehensive, inclusive, and collaborative engagement process tied directly to the development and refinement of the Local Control and Accountability Plan (LCAP). One of Feaster’s primary strengths is its intentional effort to ensure broad representation from all educational partner groups, including teachers, administrators, classified staff, students (TK–8), parents and guardians, the Parent Teacher Organization (PTO), and the District English Learner Advisory Committee (DELAC). The school has made progress in creating multiple avenues for participation so that educational partners can provide meaningful input in accessible, responsive ways that meet their needs. Feaster Charter utilizes a variety of engagement methods to gather feedback and strengthen shared decision-making. Teachers participated in focused group discussions regarding academic achievement, intervention supports, and instructional effectiveness, while administrators contributed through weekly leadership meetings, surveys, and educational partner focus groups. Families were engaged through LCAP focus groups during “Café y Convivio”, bilingual surveys, and dedicated office hours where staff provided support in completing surveys and answering questions regarding LCAP goals and actions. PTO and DELAC meetings also served as important forums for reviewing priorities, discussing proposed actions, and gathering feedback. A notable area of progress has been the expansion of student voice in decision-making. Feaster intentionally included students across all grade spans, including Transitional Kindergarten through 2nd grade, using age-appropriate facilitation strategies and feedback tools. Students in grades 3–8 participated in surveys and focus groups on academic supports, school climate, wellness resources, and enrichment opportunities, providing valuable insights into student experiences and needs. Educational partner input has directly informed schoolwide decisions and program improvements. Feedback gathered through surveys, focus groups, and advisory meetings contributed to updates to the 2026–2027 LCAP, including integrating the EduClimber data system to strengthen intervention monitoring, expanding parent advancement opportunities, and refining SST timelines and protocols to improve responsiveness and collaboration with families. Feaster also demonstrates progress in maintaining transparency and accountability throughout the decision-making process. Regular LCAP progress reports are shared with the Governing Board, educational partner feedback is reviewed during leadership planning discussions, and formal public hearing and adoption processes ensure opportunities for continued community participation. Overall, Feaster Charter School has developed a strong culture of collaboration with educational partners.|Based on the analysis of educational partner input and local data, Feaster Charter School identified several focus areas for improvement in Seeking Input for Decision-Making within the 2026–2027 LCAP process. While the school has established strong engagement structures through surveys, focus groups, Café y Convivio events, PTO, DELAC, Community Schools advisory meetings, and educational partner office hours, reflection on feedback and participation data revealed opportunities to strengthen the consistency, transparency, and long-term impact of these engagement efforts. One focus area is increasing transparency regarding how educational partner input influences school decisions. Although educational partners participated extensively in the LCAP development process, Feaster identified the need to more clearly communicate how feedback directly shapes priorities, actions, and resource allocation. In response, the LEA plans to strengthen follow-up communication by revisiting feedback themes, sharing outcome data, and highlighting actions taken in response to educational partner input during PTO, DELAC, Board, and Community School advisory meetings. A second focus area is expanding equitable access and participation opportunities for underrepresented groups, including English Learners, socioeconomically disadvantaged families, foster youth, homeless families, and students with disabilities. While surveys and meetings were offered bilingually and supported through office hours and individualized outreach, local reflection demonstrated the need to further strengthen engagement practices for families and younger students who may face barriers to participation. Feaster plans to continue expanding culturally responsive outreach, bilingual supports, and developmentally appropriate strategies to better capture the voices of TK–2 students. Another area for improvement is the systematization and monitoring of educational partner feedback. Feaster identified the need for more consistent systems to track, analyze, and revisit input throughout the year, rather than primarily during the annual LCAP cycle. The implementation of EduClimber will support this effort by improving monitoring processes and organizing both quantitative and qualitative educational partner feedback connected to school goals and outcomes. Finally, Feaster identified student leadership and voice as an area for continued growth. While students participated in surveys and focus groups, Feaster aims to expand ongoing student leadership opportunities to ensure that student perspectives continue to inform decisions related to school climate, wellness, enrichment, and engagement initiatives throughout the school year. Feaster’s focus for improvement centers on strengthening transparency, equitable participation, ongoing feedback systems, and collaborative decision-making to ensure the educational partner's voice meaningfully informs continuous improvement efforts.|Based on the analysis of educational partner input and local data, Feaster Charter School will improve engagement of underrepresented families, particularly English Learners (EL), socioeconomically disadvantaged families, families of students with disabilities (SWD), foster youth, and homeless families, by strengthening inclusive practices and expanding opportunities for meaningful participation in decision-making processes. During the self-reflection process, Feaster identified barriers impacting participation from historically underrepresented families, including language access, digital literacy, and limited familiarity with educational systems. In response, Feaster will continue implementing targeted strategies to improve engagement and ensure family voice informs school planning and decision-making. A primary strategy is to continue expanding parent advancement opportunities through Action 1.5. These opportunities include English classes, digital literacy workshops, parenting education, and the development of a Tier 3 Family Guidebook created in collaboration with parents through the Community School Steering Committee. These supports are designed to help families navigate school systems more effectively and advocate for their children’s academic and social-emotional needs. Feaster will also continue strengthening multilingual and culturally responsive outreach practices. Educational partner surveys, meetings, and LCAP engagement opportunities are offered in both English and Spanish, including dedicated LCAP office hours that provide individualized assistance to families completing surveys and reviewing school goals and actions. To increase authentic family participation in decision-making, Feaster will continue to elevate the educational partner voice through DELAC, PTO, Community Schools Parent Advisory Council meetings, and targeted focus groups. Administration is also collaborating with PTO representatives to establish a multicultural parent committee to ensure all families, regardless of background, have meaningful opportunities to engage and contribute input. Educational partner feedback has already directly influenced school decisions and LCAP actions, including expanded counseling supports, increased academic intervention services in Math and Reading, improved SST processes, and the implementation of EduClimber to strengthen communication, intervention monitoring, and transparency with families. Additionally, Feaster’s data-driven SART process (Action 1.7) and MTSS supports (Action 1.6) will continue strengthening communication and collaboration between home and school by ensuring timely follow-through, problem-solving, and outreach to families needing additional support. Through ongoing analysis of disaggregated data and continuous feedback from educational partners, Feaster Charter School will continue to refine engagement strategies to ensure that underrepresented families are active partners in shaping decisions.|5|5|5|4|5|5|5|5|5|5|5|5|Met||2026-06-10|2026
37680236037980|Mueller Charter (Robert L.)|3|Mueller Charter School has a strong, well-established history of fostering meaningful partnerships between staff and families to ensure every student experiences success. Teachers conduct home visits for all students at the beginning of each school year, with release time provided to support these connections, and follow up with at least two additional conferences to share student progress. Families are further engaged through a variety of workshops, trainings, community events, and family nights designed to build relationships and support student achievement. As a community school, both Mueller and Bayfront continue to expand family engagement in both formal and informal 2026-27 Local Performance Indicator Self-Reflection for Mueller Charter School (Bayfront Charter High School) Page 10 of 23 settings, including increasing parent education opportunities informed by needs assessment data. Families also play an active role in decision-making through participation in DELAC/ELAC, Parent Councils, the Community Advisory Council, and representation on the Charter Board. In addition, ongoing feedback is gathered through surveys as part of the LCAP/Community Schools needs assessment process, ensuring that family voice remains central in shaping programs, supports, and continuous school improvement efforts.|Mueller Charter School is committed to building strong home–school connections with students and their families; however, an identified area for growth is increasing broader representation of parents and guardians in governance, planning, and input opportunities. A key focus moving forward is parent education on graduation requirements, A-G Completion requirements, post secondary pathways, wellness, English classes, and parenting classes. This year, the school implemented parent training opportunities based on survey data. Encouragingly, there was an increase in family/community survey responses, providing valuable needs assessment data to guide future efforts. To strengthen communication, the school aims to use platforms like Jupiter more consistently, incorporate text messaging for reminders, provide weekly updates through newsletters or tools such as class dojo, and expand its social media presence. Additional priorities include continuing structured homework support and incentives. Parent education will be enhanced through workshops on topics such as wellness, financial literacy, ESL, and community resources, offered at preferred times and in flexible formats. Efforts will also focus on health and safety supports, including access to medical and mental health services, and increasing family engagement through events like student-led conferences, Family Nights, and cultural celebrations. Finally, the school will strengthen systems to track participation and evaluate the effectiveness of programs to ensure continuous improvement and meaningful family involvement|In addition to home visits and student-led conferences, Mueller Charter School prioritizes ongoing, two-way communication with all educational partners as a critical component of student success. Important school information is shared weekly through multiple platforms, including Peachjar, the digital marquee, Remind 101, Jupiter Grades, School Messenger, and school websites, ensuring families have consistent and timely access to updates. The school has also invested in additional tools to strengthen communication and continues to refine its approach based on family feedback, with a focus on streamlining messaging through preferred platforms such as Jupiter, text messaging, weekly emails, and an expanded social media presence on Instagram. As part of the Community Schools initiative, Mueller established a parent and community outreach role at each site to further enhance engagement and connection. Feedback indicates that families feel welcomed and value opportunities such as workshops, student-led events, and community celebrations. There is also strong demand for expanded academic and enrichment supports, including before- and after-school tutoring, arts, robotics, and ELOP programs. Additionally, families have expressed interest in resources related to health and life skills— such as CPR, wellness, nutrition, housing resources, and community resources in navigating broader community challenges—guiding the school’s ongoing efforts to align services with identified family needs. All communication is translated in Spanish to reach our Spanish speaking families.|Mueller and Bayfront’s commitment to serving students through a holistic approach is grounded in over 32 years of collective work as a charter organization. Central to this effort is the Resiliency Monitoring Process, a comprehensive UTK–12 framework designed to identify and address barriers to learning by monitoring academic performance, attendance, behavior, health, social-emotional needs, and external factors impacting students. This system ensures targeted interventions for high-need student groups, including socioeconomically disadvantaged students, multilingual learners, and students experiencing homelessness or foster care. A robust network of support staff—including counselors, psychologists, nurses, deans, and a Coordinator of Student Support Services—works collaboratively to meet student needs, with counselors at each site coordinating outreach and services in partnership with the Coordinator. Through the Community Schools initiative, both sites have expanded resources such as a community resource rooms that provide food, clothing, and referrals, while leveraging partnerships with local organizations to deliver wraparound supports. At Bayfront, we have continued to strengthen college and career readiness through the expansion of dual enrollment opportunities. The partnership with Southwestern College has expanded with dedicated staffing that has resulted in increased student access and participation. Graduation rates remained strong at 100%, earning a “Blue” rating on the California Dashboard (2025). Across both sites, enrichment opportunities—including athletics, clubs, after-school programs, and cross-age tutoring—continue to enhance student engagement and connection. These coordinated efforts, informed by data from surveys, attendance, and discipline, reflect ongoing improvements in student well-being and the creation of safe, inclusive, and supportive school environments.|Mueller/Bayfront Charter School is committed to developing and sustaining strong partnerships with families to ensure student success. Teachers conduct annual home visits for every student and hold at least two additional conferences throughout the year to provide updates on academic progress. At Bayfront, Student-Led Conferences have been expanded, particularly for students in need of additional academic support, to increase engagement and ownership of learning. We conduct SLC's in the fall and spring of each year at the high school. We had strong participation rates. To further strengthen communication and increase parent participation, the school is enhancing outreach through messaging platforms, websites, social media, School Messenger, and text messaging. As part of the Community Schools approach, Mueller and Bayfront have also expanded efforts to gather family input by embedding feedback opportunities into community events, administering additional surveys, and conducting targeted outreach to better understand family needs. This ongoing engagement ensures that family voice continues to inform programs, supports, and overall school improvement efforts.|Mueller/Bayfront Charter School is deeply committed to building strong home–school connections to support student success. Home visits are conducted for every student at the start of each school year, and families are invited to participate in workshops, trainings, and family nights designed to strengthen their ability to support their child’s academic progress. The school prioritizes ongoing, two-way communication with all educational partners, utilizing platforms such as Peachjar, a digital marquee, Jupiter Grades, social media, and school websites to share weekly updates and important information. These efforts have resulted in high levels of engagement, with a 96% participation rate in home visit and 92% participation in Student-Led Conferences at the high school. Communication is accessible and inclusive, with all materials translated into Spanish to meet the needs of the predominantly Spanish-speaking community. Targeted supports are also in place for specific student groups, including McKinney-Vento outreach for students experiencing housing instability, consistent counselor outreach to families, and coordinated support from Student Attendance Review Teams (SART) for students with chronic absenteeism. Additionally, strong communication between families, teachers, and special education staff ensures that students with disabilities receive the support they need, reflecting the school’s comprehensive and inclusive approach to family engagement.|Opportunities for parent and family input are designed into Mueller/Bayfront systems of governance. Parent Advisory Council/s LCAP Input Sessions are held to gather input. Information is shared about LCAP, data trends, goals and a facilitated conversation to gather input towards actions and metrics. Family Community Surveys are sent out in English and Spanish. The Leader in Me Family Survey is sent out annually providing additional insights. DELAC/ELAC provided input and consultation during their meetings. Community Schools Advisory Council meet and provide input regarding Community Schools within the context of LCAP overarching goals. A community schools survey was also collected to provide additional needs assessment information. Collected data informs LCAP development and school-wide decision-making. In addition, empathy interviews and data trends are gathered from conferences, home visits and parent engagement opportunities including parent nights, workshops and events. Parent Advisory Councils meet consistently throughout the school year and providing on-going consultation.|Based on the analysis of educational partner input and local data, Mueller Charter School has identified increasing participation in decision-making processes as a key focus area for improvement. While the school maintains strong home–school connections and values ongoing, two-way communication, there is a need to expand outreach to recruit a broader and more representative group of parents and guardians—particularly those who are traditionally underrepresented—to engage in governance, input sessions, and school decision-making. Mueller will continue to strengthen communication systems and identify additional strategies to ensure all educational partners are informed, feel welcomed, and are provided meaningful opportunities to share input that informs school programs and priorities. We do continue to gather input from families through a variety of modalities including surveys, parent conferences, and at all of the community events we provide throughout the year. Our belief is that each interaction with a parent provides insight and input in how we can better serve their student and the greater school community.|Mueller is committed to developing strong home–school relationships with students and their families, with a continued focus on increasing participation from parents and guardians who are traditionally underrepresented in governance, input sessions, and decision-making processes. As part of its Community Schools work, Mueller has prioritized expanding outreach and communication strategies to ensure all educational partners are informed and have meaningful opportunities to contribute. The school intentionally uses conferences, community events, and engagement activities as spaces to gather family input that directly informs site-based decisions. To promote 2026-27 Local Performance Indicator Self-Reflection for Mueller Charter School (Bayfront Charter High School) Page 14 of 23 accessibility and inclusivity, all surveys and input sessions are provided with translation, ensuring families feel welcomed, valued, and able to fully engage in the school community.|5|4|4|4|4|5|5|5|4|4|4|4|Met||2026-06-08|2026
37680236111322|Discovery Charter|3|Admin meets regularly with parents in various formats, such as Coffee with Admin meetings, DELAC meetings, in person office meetings, and informally either before or after school or at school events. Teachers communicate with parents regularly through class dojo. Relationships are established before and after school at pick up and drop off as well as when parents meet with teachers a few times a year, such as at Discover Discovery Night, Curriculum Night, parent conferences, and at meetings requested by the parent.|The LEA's focus area for improvement in Building Relationships between school staff and families is to continue to offer opportunities for parents to engage with the school community on campus.|Being available at different times and in different ways depending on parents' availability. Surveying families of their needs and interests in being a part of our school community. Providing more meetings in families' home language of Spanish.|We communicate with all of our educational partners seeking their input, their support, and their feedback. Depending on the student's needs, this helps us determine what next steps are to improve student outcomes. We are surveying our students to understand their social-emotional needs, academic needs, and extra-curricular interests.|Providing as many opportunities as possible for parents and students to be on campus together to see how the students are engaging academically and socially.|We will reach out more to underrepresented families to understand better how to best support the student and the family by giving them information, supports, services, and access to their child's education.|Discovery actively seeks input from our educational partners for decision making when possible through our monthly Board meetings, regular Coffee with the Admin meetings, PTC meetings and DELAC meetings. We are transparent about our data, our budget, our thought process in developing new plans and their implementation.|Discovery is trying to reach more of our underrepresented families to get their input as well. We recognize that not all of our families attend our regular parent meetings to give input, so we are trying to find other ways to reach out to them.|Discovery will seek their input whenever we see them, for example at drop off and at pick up before and after school. We will offer them multiple ways to give us their input. We will give teachers more PD on building relationships with these families and on getting to know their cultures.|5|5|5|5|3|4|5|5|5|5|5|5|Met||2026-06-09|2026
37680236115778|Chula Vista Learning Community Charter|3|The Chula Vista Learning Community Charter School promotes parent engagement by providing a robust learning experience related to language development, social justice, global perspectives and community engagement. Parallel articulation with all educational partners builds strong relationships that center on student academic outcomes and social emotional learning practices.|The Chula Vista Learning Community Charter School continues to focus on building educational partnerships to support student outcomes through community service projects and career pathway internships.|The Chula Vista Learning Community Charter School continues to implement advisory committees and councils for all underrepresented families to actively engage in the process of planning, designing, implementing, and evaluating structures that increase family engagement and student academic achievement.|The Chula Vista Learning Community Charter School strongly believes in the full potential of each and every individual within the organization and values their integrity to create their own knowledge to transform their current community. Therefore, strong professional development in thinking and learning is essential to meet our vision. By engaging all educational partners in the process, we establish the foundations to improve conceptual development, meta-cognitive skills, and multimodal awareness.|The Chula Vista Learning Community Charter School continues to focus on building relationships with families by increasing the amount of in-person meetings and events at each school site.|The Chula Vista Learning Community Charter School continues to implement advisory committees and councils for all underrepresented families to actively engage in the process of planning, designing, implementing, and evaluating structures that increase family engagement and student academic achievement.|The Chula Vista Learning Community Charter School through its annual needs assessment identifies key components in strengthening input for decision-making. The school has created and implemented advisory committees and councils for all targeted and underrepresented subgroups (this includes families) to actively engage in the process of planning, designing, implementing, and evaluating structures that increase family engagement and student academic achievement.|The Chula Vista Learning Community Charter School continues to focus on improving educational partner input for decision-making by providing in-person, virtual and electronic communication opportunities for family and community members to share their thoughts and opinions on social-emotional, academic and enrichment programs.|The Chula Vista Learning Community Charter School continues to implement advisory committees and councils for all underrepresented families to actively engage in the process of planning, designing, implementing, and evaluating structures that increase family engagement and student academic achievement.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-08|2026
37680236116859|Arroyo Vista Charter|3|Arroyo Vista Charter Staff communicates regularly with our families to inform them of academic and social-emotional standards and goals for students at each grade level. Weekly newsletters are sent to families from teachers regarding the academic focus in each content area for students and the social-emotional learning objective for the week. Parent -Teacher Conferences are held in September and student -led conferences are held in March to provide collaboration between school and home on goals for students and to celebrate student success. Additional progress reporting is provided to families in December and June. Curriculum Nights will be held at the beginning of the school year for families to share grade-level curriculum, expectations, and special events.  The school team has updated the website to ensure that communication is updated for families.  A messenging system allows for weekly communication to families about upcoming events.|The Arroyo Vista Charter School Team will focus on families of English Learners and Foster/Homeless Youth to ensure that communication is being received and understood. Opportunities for in-person meetings with school staff will be provided to answer questions and explain school resources for additional support.|The Arroyo Vista Charter School Team will continue to reach out to our underrepresented families to learn how we can provide ongoing support and services. Members of the team will contact families prior to school and PTA events to encourage participation.|"School administration meets with families in a variety of settings: Principal Chat events, office meetings when requested, before and after school as students arrive and are dismissed and at school and PTA events. Teachers communicate weekly with families to provide a ""week at a glance"" with regards to academics, social-emotional lessons and special classroom activities and events. Conferences are held twice a year with families to discuss and celebrate student progress. An updated website and message systems will be used throughout the year to provide families with current school updates."|Arroyo Vista Charter has seen an increase in family attendance at Principal Chat events and PTA events, however, our participation rate needs to continue to improve so we have representation from all grades and demographic groups. Our focus will continue to be on outreach to families to encourage participation at English Language Advisory Meetings meetings, PTA Meetings and schoolwide Family Nights.|The school office team will extend personal invitations to underrepresented families to encourage participation at meetings. The school team will provide translation as needed at Parent Leadership Events. The school team will explore the options for childcare to support family attendance at all Parent Leadership events held during school hours.|Arroyo Vista Charter School gathers input from surveys, Principal Chat events, Parent-Teacher Conferences and informally at schoolwide PTA events.|The school team needs to explore new ways to encourage greater family participation in school surveys and decision-making committees.|The school team will explore ways to have additional support staff reach out to underrepresented families to seek their input and to provide information on supports and services provided by the school.|5|5|5|5|4|5|5|4|4|4|4|4|Met||2026-06-01|2026
37680310000000|Coronado Unified|3|CUSD staff has deep appreciation for the high levels of educational partner involvement.  Staff at every school site and our district office contribute to warm, welcoming environments dedicated to providing exceptional customer service to all educational partners.  High levels of attendance at teacher conferences, principal coffees, and other school and district events, as well as high numbers of parents/guardians volunteering at school sites each day, provide evidence of the effectiveness in this area.  Regular communication from school and district leaders reinforce the importance of educational partner involvement. CUSD leaders continually model and provide ongoing messaging regarding actions needed to support active educational partner involvement.  This messaging begins intentionally during orientation for new staff regarding parent/guardian communication.  Additionally, site and district leadership partner with our parent/guardian groups to educate staff regarding specific parental/guardian needs, preferred modes of communication, critical information that educational partners want to know, etc. This information is shared with staff in order to improve educational services for all students.|CUSD is committed to continuing to improve relationships with school staff and families in order to ensure all families are connected to published school communications and have internet and/or a device at home.  One focus area is streamlining and communicating expectations for staff regarding timely communication and the format of communication with families about educational progress of students, especially when there is a concern about student progress.  CUSD will be entering year 5 of implementation of our adopted LMS - Canvas.  Canvas has supported streamlining individual class pages through the use of an universal template and foundational expectations for course learning pages, making it easier for students and families to access and digest the information.|CUSD is committed to improving strategies and structures that will result in increased engagement of underrepresented families.  CUSD has held numerous community forums to garner input from families related to school improvement, as well as extended intentional invitations to underrepresented families to be members of various site and district committees related to MTSS and the CUSD Portrait of a Graduate initiative. CUSD will continue to engage with and build relationships with individual families and provide necessary, personalized supports that will foster strong relationships between school staff and underrepresented families.|CUSD provides assistance to our families in understanding academic expectations through several strategies.  These include regular principal coffees at all school sites and district community forums.  These meetings address various topics to help parents in understanding state academic standards, the instructional program, and the ways they can best support their children's achievement in school. Classroom-specific information is provided via Back-to-School night and individually during parent-teacher conferences.  The LCAP process also provides many opportunities at the site and district level to assist parents/guardians with understanding expectations for their children.  Additionally, collaboration through the LCAP process and through numerous parent/guardian advisory committees provide valuable information regarding how to best support our families in continuing to be involved at high levels. Technology is also used to both communicate information and request feedback about LCAP goals from the community.  Information and questionnaires are posted on the district and school websites.  Annual surveys for educational partners are facilitated using Google forms.  Requests for feedback and participation is sought through email communications and newsletters.|Educational partner input shows a desire to have more in depth knowledge of the local assessments, curriculum and instructional strategies utilized to improve and accelerate student learning.  CUSD has provided numerous reports at board meetings and workshops surrounding these topics and the local improvement cycles used to ensure all students are at or above grade level.  CUSD is continuing to implement and refine a comprehensive, balanced assessment plan.|Participation from all parents is solicited, including the engagement of underrepresented families.  CUSD has continued to translate communications and documents to make information more accessible to our multilingual families, even though CUSD does not meet the 15% threshold to make this a requirement.  CUSD will continue to develop strategies to improve engagement of underrepresented families, including personal invitations to participate, adjusting meeting times and locations, and utilizing virtual options.|Referring to CUSD Board Policy and Administrative Regulation 6020, CUSD recognizes that parents/guardians are their child's first and most influential teachers and that sustained parent/guardian involvement in the education of their children contributes greatly to student achievement and a positive school environment.  Additionally, CUSD ensures that parents/guardians and family members participating in Title I programs are provided with opportunities to be involved in their child's education.  CUSD works with staff and parents/guardians to develop meaningful opportunities at all grade levels for parents/guardians to be involved in district and school activities, advisory, decision-making, advocacy roles and activities to support learning at home. This is achieved through regularly scheduled PAC, DELAC, LCAP, SSC meetings, surveys and numerous advisory committees where parent/guardian involvement policies are shared and jointly developed. CUSD communicates with families on an annual basis regarding the CUSD Parent Involvement Policy at the beginning of each school year.  The policy is included in the CUSD Registration Handbook.|CUSD has continued to increase the number of opportunities, using a variety of engagement tools, for educational partners to provide input.  An area of focus is to evaluate what tools successfully engaged families at the school and district levels and what steps CUSD can take to improve the design and implementation of engagement activities.|CUSD ensures ALL families receive communications and invitations to participate on committees and in forums, through communication accommodations, such as translation, interpreters, scheduling individual meetings at a convenient time for individual families, home visits, etc.  CUSD closely monitors student attendance on a daily basis and communicates with families in a timely manner, especially families of migratory, foster or homeless youth, in order to minimize disruptions to educational services. CUSD has seen an increase in student absences as a result of the pandemic and continues to focus on improving efforts to communicate with and engage students and families.|4|5|4|4|4|4|4|4|5|4|4|4|Met||2026-06-18|2026
37680490000000|Dehesa Elementary|3|Dehesa Elementary School District continues to make meaningful progress in building relationships between school staff and families through expanded communication, increased opportunities for parent voice, and a stronger focus on inclusive family engagement. As a small, one-school district with multiple educational programs, Dehesa has prioritized maintaining a family-centered culture while also responding to enrollment growth and the changing needs of students and families.  During the 2025–26 school year, the District expanded opportunities for families to connect with staff and provide feedback through Rise and Soar Coffee Talks, Parent Advisory Committee meetings, Dehesa United PTA development meetings, ELAC, Safety Committee meetings, Back to School Night, family nights, parent-teacher conferences, attendance meetings, award assemblies, Reading Under the Stars, the Art Show/Open House, and other schoolwide events. These opportunities helped families ask questions, learn about instructional priorities, discuss school climate and safety, and provide input into the LCAP and schoolwide planning.  The District also made progress in engaging families of English Learners, students with disabilities, low-income students, foster youth, and other students needing additional support. The development of ELAC provided English Learner families with a more formal opportunity to share their experiences, understand available programs, and provide feedback. Families also participated in reclassification celebrations, IEP/504/SST meetings, and attendance meetings focused on reducing barriers and increasing student engagement.  Local data reflects growth in parent participation. Parent participation in meetings and engagement opportunities is ahead of baseline, and the District held numerous events beyond the original baseline for programs supporting unduplicated students and students with exceptional needs. Families have also demonstrated increased leadership through the establishment of Dehesa United PTA and participation in parent advisory structures. These efforts reflect a growing sense of partnership between families and school staff and demonstrate that families are increasingly seeing the school as a place where their voices are welcomed and valued.|While Dehesa has made significant progress in expanding engagement opportunities, local data and educational partner feedback identify several areas for continued improvement in building relationships between school staff and families. Parent involvement will always remains an area of focus. Feedback show that engagement has different meanings for all of our diverse families and the limited number of survey responses show that our district needs to reach families in different format. We continue to plan varying options for parents to engage on campus. Staff also noted concerns that growth in staffing and student enrollment may affect the close-knit culture of the District, making intentional communication and relationship-building even more important.  Parent feedback also identified the need for clearer and more consistent communication regarding school rules, behavior expectations, and how expectations are enforced. Some families expressed concerns that rules are not always clearly understood or applied consistently and that students are not always recognized frequently enough for positive behavior. This feedback connects directly to the District’s continued work around school climate, PBIS, MTSS, student recognition, and consistent messaging between staff and families.  Another important area for improvement is the parent survey response rate. Although many families participate in meetings and events, the formal parent survey response rate decreased below baseline. The District found that parents are more likely to provide feedback immediately following events or through direct participation in meetings than through an end-of-year survey. As a result, the District needs to improve how it collects, organizes, and disaggregates parent feedback so that engagement data more accurately reflects the voices of families across programs and student groups.  Moving forward, Dehesa will focus on increasing survey participation, improving communication systems, clarifying behavior expectations, increasing volunteer opportunities, and ensuring that families receive timely, accessible, and consistent information. The District will also continue to strengthen the role of PTA, PAC, ELAC, Safety Committee, and other parent leadership groups as key structures for two-way communication and collaborative problem-solving.|Dehesa Elementary School District will improve engagement of underrepresented families by continuing to expand targeted outreach, reducing barriers to participation, and creating more intentional opportunities for families to provide input in ways that are accessible, welcoming, and responsive to their needs. The District’s self-reflection process identified the need to strengthen engagement with families of English Learners, low-income students, foster youth, students with disabilities, and families who may not regularly attend meetings or complete surveys.  To improve engagement, the District will continue to use multiple parent groups and engagement structures, including ELAC, Parent Advisory Committee, Dehesa United PTA, Safety Committee, attendance meetings,  IEP/504/SST meetings, and family events. These groups will be used not only to provide information, but also to listen to families, gather feedback, and identify barriers that may affect attendance, academic success, behavior, and school connectedness.  The District will also personalize communication for families of English Learners and students with exceptional needs. This includes improving translation supports when needed, using multilingual parent leaders as partners, and ensuring that families understand available services, academic expectations, attendance supports, and opportunities for participation. ELAC will continue to serve as a key structure for listening to English Learner families and honoring the languages, experiences, and needs of those families.  In response to parent feedback, the District will also expand easier ways for families to provide input, including the use of QR codes during pickup, events, and meetings so families can complete surveys quickly and conveniently. Feedback will be collected closer to the time families are already engaged with the school, rather than relying only on an end-of-year survey. The District will also work to better disaggregate participation data to identify which families and student groups are participating and which groups need additional outreach.  Through these actions, Dehesa will continue to build trust, strengthen two-way communication, and ensure that underrepresented families are actively included in decisions that affect student achievement, school climate, attendance, and family engagement.|Dehesa Elementary School District continues to strengthen partnerships that support positive student outcomes through meaningful collaboration with families, staff, community organizations, and educational partners. The District has expanded opportunities for family involvement through the Parent Advisory Committee, Dehesa United PTA, ELAC, Safety Committee, Rise and Soar Coffee Talks, parent conferences, and schoolwide family events.  Educational partner feedback indicates that families value the high expectations teachers hold for students and appreciate the District’s commitment to student success. Partnerships with families have also supported improved attendance, student engagement, and increased opportunities for students to participate in academic, literacy, enrichment, and recognition activities. The District has also strengthened partnerships with community organizations, SELPA, and local agencies to provide additional academic, behavioral, and social-emotional supports for students. These efforts have resulted in increased family participation, stronger communication between home and school, and greater opportunities for educational partners to contribute to decisions that impact student achievement and well-being.|While the District has expanded partnership opportunities, educational partner feedback indicates a need to increase participation among families who are not regularly engaged in school activities, meetings, and surveys. The District also recognizes the need to improve communication regarding academic expectations, student behavior, attendance, and available support services.  Additional focus will be placed on increasing family understanding of student progress and strengthening connections between home and school to support academic achievement. The District will continue to improve communication systems, increase opportunities for parent leadership, and gather more meaningful feedback from families to ensure that partnership efforts are directly supporting student outcomes.  The District also seeks to improve participation rates in formal surveys and better analyze engagement data to identify groups that may require additional outreach and support.|The District will continue to strengthen engagement with underrepresented families, including English Learner families, families of students with disabilities, foster youth, and low-income families, by providing targeted outreach and multiple opportunities for participation. ELAC, IEP meetings, Parent Advisory Committee meetings, attendance conferences, and PTA activities will continue to serve as important avenues for family voice and collaboration.  To reduce barriers to participation, the District will provide more accessible communication methods, increase the use of QR codes and event-based surveys, and continue to offer translation and language support when needed. The District will also work with parent leaders and staff to personally connect with families who have historically participated at lower rates.  By creating welcoming environments and ensuring that all families have meaningful opportunities to contribute, the District will strengthen partnerships that support student attendance, academic achievement, school connectedness, and overall student success.|Dehesa Elementary School District has made significant progress in creating multiple opportunities for educational partners to provide input into district and school decision-making. The District regularly seeks feedback from families, staff, students, bargaining units, and community partners through the Parent Advisory Committee, Dehesa United PTA, ELAC, Safety Committee, Rise and Soar Coffee Talks, parent conferences, attendance meetings, surveys, and LCAP engagement activities.  Educational partner input has directly influenced District priorities, including family engagement efforts, school climate initiatives, communication practices, attendance supports, student recognition programs, and the establishment of Dehesa United PTA. Families and staff have reported that they appreciate having opportunities to provide feedback and participate in discussions regarding school improvement efforts.  The District’s commitment to collaboration has strengthened transparency, increased stakeholder participation, and helped ensure that decisions are informed by the experiences and needs of students, families, and staff.|While the District offers multiple opportunities for educational partners to provide input, participation levels are not consistent across all stakeholder groups. Survey response rates remain lower than desired, and some families do not regularly attend meetings, events, or engagement opportunities where important decisions are discussed.  The District will continue to focus on increasing participation from families who have historically been less engaged, while also improving the methods used to collect feedback. Educational partner input highlighted the need for more accessible opportunities to share perspectives, greater awareness of advisory groups, and clearer communication regarding how stakeholder feedback influences decisions.  Moving forward, the District will work to increase participation, improve feedback collection processes, and strengthen two-way communication so that a broader range of voices is represented in decision-making efforts.|The District will continue to strengthen participation from underrepresented families, including families of English Learners, students with disabilities, foster youth, and low-income students, by providing multiple pathways for engagement and feedback. ELAC, PTA, Parent Advisory Committee meetings, IEP meetings, attendance conferences, and school events will continue to serve as important opportunities for families to participate in decision-making processes.  To increase participation, the District will expand the use of QR codes, electronic surveys, event-based feedback opportunities, and personalized outreach to families who may not traditionally participate. Translation support and multilingual communication will continue to be provided when needed to ensure families can meaningfully engage in discussions and provide input.  The District will also continue to review participation data to identify gaps in engagement and implement targeted outreach strategies. These efforts will help ensure that all families have opportunities to contribute to decisions that impact student achievement, school climate, and the overall educational experience.|4|5|4|4|4|4|4|4|3|4|4|4|Met||2026-06-24|2026
37680490127118|The Heights Charter|3|Site and classroom teacher emails/bulletins/newsletters/event calendars sent home to families Ongoing school/family engagement events Parents feel welcome when visiting onsite, provide interpreter when needed Timely response to parents questions, comments, and/or concerns|Continuing to strengthen and develop multiple opportunities for the school to engage in two-way communication between families Making sure that positive communication about students goes home on a consistent basis, not just when corrective action is needed|Offer assistance in areas of need, such as providing internet hotspots for students who do not have internet available, offer electronic devices for students' school work, provide scholarships for field trips and camp to encourage student/family participation as needed Providing families with information and resources to support student learning and development in the home Supporting families to understand how to advocate for their own students|Site calendars and schedule of events, classrooms emails/newsletters sent home to families Fall Back to School Nights and Evening Events such as our Art Showcase, Drama Productions, and other Family Events Ongoing school/family engagement events and family/student/staff field trips Parent Association Meetings - alternately offered during the day and also in the evening for working parents|Ongoing, consistent phone calls and emails home to reinforcement the positive things the students are accomplishing, not just when corrective actions are needed Continuing to encourage volunteer activities and parent input|Evaluate parents' needs to help their students Train teachers to work with underrepresented families Accommodate families' work schedule Use technology to link parents to the classroom, including but not limited to, providing hotspots as needed Make school visits easier Provide interpreters as needed Reduce distrust and cultural barriers. Address language barriers|All families are provided with opportunities to give input on policies and programs as well as feedback regarding school activities. Our parent association meetings are offered during the day and also during the evening to help encourage working parents' participation. We respect the varying opinions of all the educational partners.|Continue to provide opportunities to obtain input from educational partners to plan, design, implement, and evaluate families engagement activities at school using a variety of means that includes but is not limited to surveys, emails, round table discussions, etc.|Continually encourage communication with underrepresented families and foster two-way communication. Using multiple modes of communication, letting these families know that we value their input while we make a concerted effort to understand the views from all families regarding involvement.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-22|2026
37680490129221|MethodSchools|3|Survey data shows that many families have positive relationships with school staff, especially teachers. Most parents report that teachers are supportive and responsive, and open-ended feedback highlights strong individual connections and care for students. Overall satisfaction improved from fall to spring, and a large percentage of families report wanting to be highly involved in their child’s education. This indicates a strong foundation of trust and willingness to engage. The LEA has also provided opportunities for involvement, such as parent trainings and ongoing communication with teachers.|The primary area for improvement is communication. Many families indicated a need for more direct communication with teachers and clearer guidance on curriculum and assignments. Parent feedback also points to inconsistent communication across staff and limited proactive outreach from some school leaders. Families want more clarity, consistency, and structured communication, as well as more meaningful opportunities to be involved.|To better engage underrepresented families, the LEA will focus on improving communication and access. This includes more proactive outreach to families, clearer and more consistent updates on student progress, and better guidance on curriculum and expectations. The LEA will also expand flexible engagement opportunities, such as virtual workshops and parent resources, to meet families’ varying schedules. These efforts aim to reduce barriers, increase participation, and ensure all families feel informed and connected.|Method Schools has made strong progress in building meaningful partnerships that support student outcomes by creating consistent, structured opportunities for family engagement and feedback. The full implementation of “Connection Sessions” has strengthened two-way communication, allowing staff to gather valuable insights from families and use that data to inform quarterly staff discussions and continuous improvement efforts. The LEA has also expanded its support for student learning at home through intentional practices such as orientation, parent-teacher conferences, and a well-defined MTSS framework. Transparency remains a key strength, with families regularly receiving progress reports, access to the parent portal, and updates on local diagnostic and CAASPP performance. Additionally, training school administrators in Facilitated IEPs has enhanced collaboration and communication practices across meetings, positively influencing the structure and effectiveness of parent-teacher conferences and MTSS discussions.|Method Schools has identified key areas for growth in strengthening partnerships to better support student outcomes. A primary focus is enhancing communication and connection with families around postsecondary opportunities, including increasing awareness and engagement in dual enrollment and Career Technical Education (CTE) pathways. Additionally, the LEA aims to further strengthen its MTSS framework by more intentionally incorporating family involvement, ensuring that parents and guardians are active partners in the identification of student needs and the development of targeted supports.|Method Schools has identified key areas for improvement in seeking input for decision-making, particularly in strengthening communication and increasing meaningful opportunities for family feedback. Survey results indicate that families want clearer guidance on curriculum and assignments and more direct communication with teachers, highlighting a need to improve how information is shared and how input is gathered. Additionally, while families express a strong desire to be involved, the LEA can improve by creating more structured and accessible opportunities for input to ensure broader and more consistent participation. By refining communication systems and expanding engagement opportunities, Method Schools can further strengthen how educational partner feedback informs decision-making.|Method Schools has made strong progress in seeking input for decision-making by regularly collecting and using feedback from families through surveys and engagement opportunities. Survey results show that most families are satisfied with their experience, indicating they feel heard and valued. The LEA also uses this feedback to guide improvements. For example, many families expressed a need for clearer communication about curriculum and more direct communication with teachers, which helps inform school priorities. Additionally, families report a high interest in being involved in their child’s education, reinforcing the importance of continued engagement efforts.  Overall, Method Schools effectively uses input to guide decisions and improve programs.|The LEA’s focus for improvement in seeking input for decision-making is to expand and deepen stakeholder engagement to ensure more consistent and representative feedback across all student groups. While survey participation is strong, there is an opportunity to increase input from underrepresented populations and ensure all voices are consistently heard. Additionally, while ongoing touchpoints such as one-on-one meetings and Connection Sessions provide valuable insight, the LEA can strengthen systems for analyzing and consistently using this feedback to inform decisions. Open-ended responses also highlight areas for improvement (e.g., curriculum tools, workload, and communication), indicating a need to more systematically translate stakeholder input into actionable changes and clearly communicate those actions back to stakeholders.|The LEA will improve engagement of underrepresented families by implementing targeted outreach strategies, including personalized communication, multilingual resources, and increased use of flexible meeting formats (virtual and in-person) to reduce participation barriers. The LEA will also leverage homeroom teachers, who regularly meet one-on-one with students and facilitate Connection Sessions, to build stronger relationships with families and encourage ongoing feedback. Additionally, the LEA will expand opportunities for input beyond surveys by offering small group discussions, focus groups, and family engagement events designed to elevate underrepresented voices. Feedback collected will be more systematically analyzed and communicated back to families to ensure transparency and demonstrate how their input informs decision-making.|5|5|5|5|5|4|5|5|5|4|4|5|Met||2026-06-03|2026
37680490132506|Cabrillo Point Academy|3|Our teachers and other staff members work closely with students and their parents/guardians, fostering positive relationships. Annual feedback survey responses from parents and guardians show that 98% state that adults at the school care about students, and 99% shared that staff members treat them and their children with respect.  Ninety percent of students report that their teachers really know them, and 92% shared that teachers care about them.|We have a positive relationship with our non-English-speaking parents/guardians, and we continue to focus on refining our communication/support infrastructure for them. We provide translation services and invite families to join our Multilingual Learner Advisory Committee. Ninety-six percent of parents/guardians of multilingual learners who responded to our annual input survey shared that adults at the school care about their children, and 100% agree or strongly agree that CPA staff members treat parents and students with respect.|We will continue to analyze the results of family engagement surveys to identify areas of focus and discuss improvement strategies with them. Beyond that, we will continue to explore areas of needed improvement with our underrepresented families during various engagement meetings, including our Title I meeting and English Learner and LCAP Advisory Committees.|We assign each family an appropriately credentialed Home School Teacher (“HST”). The HST meets with families to collaboratively create a personalized learning plan, reflecting a combination of optimal learning approaches. Their role is similar to that of a case manager teacher within an exceptional needs’ education environment. During regularly scheduled meetings, HSTs collaborate with families to provide needed support and review student performance and progress. HSTs also teach lessons, administer formative assessments, and discuss essential standards with students and families. We ensure students are engaged in appropriate educational activities on instructional days and assess independent work quality and time value. Certificated staff members use the EduClimber platform to monitor student data and progress throughout the school year.|We have focused on communicating the importance of participating in and making an earnest effort in state assessments. Educational partner input survey results show that 97% of parents/guardians agree or strongly agree that they understand the importance of students’ participation in and performance on state assessments.|We will continue to analyze the results of family engagement surveys to identify areas of focus and discuss improvement strategies with them. We will also continue to explore areas of needed improvement with our underrepresented families during various engagement meetings, including our Title I meeting and English Learner and LCAP Advisory Committees.|Cabrillo Point Academy’s credentialed HSTs facilitate direct communication of opportunities to participate in LEA decision-making for the families to whom they are assigned. Additionally, we provide frequent opportunities to use electronic and in-person communication to share input and feedback, such as our LCAP Advisory Committee meetings and input survey links. Annual feedback surveys show that 96% of parents believe the school seeks their input in decision-making.|We are gathering input from various educational partners to develop methods for increasing parent and student participation in input surveys and advisory committees.|We strive to include underrepresented families in our LEA-wide decision-making. For example, we communicate opportunities to participate in decision-making in our parent communications, our Title I meetings, and our English Learner Advisory Committee.  Input survey responses from parents/guardians of all priority group students show that our school partners appreciate opportunities to participate in schoolwide decision-making. These surveys show that 100% of parents/guardians of multilingual students and 95% of parents of socioeconomically disadvantaged students agree or strongly agree that the school provides opportunities for them to provide input in decision-making activities. We received a survey response from one foster family, which strongly agreed with this statement. Additionally, 95% of parents/guardians of students with disabilities and 100% of parents/guardians of homeless students or those living in temporary housing agree or strongly agree that CPA staff members provide opportunities for them to provide input in decision-making activities.|5|5|5|5|5|5|5|4|4|4|4|5|Met||2026-06-05|2026
37680490136416|Pacific Coast Academy|3|Our teachers and other staff members work closely with students and their parents/guardians, fostering positive relationships. Annual feedback survey responses from parents and guardians show that 98% state that adults at the school care about students, and 99% of responding families shared that staff members treat them and their children with respect. Ninety percent of students report that their teachers really know them, and 93% shared that teachers care about them.|We have a positive relationship with our non-English-speaking parents/guardians, but we continue to focus on refining our communication/support infrastructure for them. We provide translation services and invite families to join our Multilingual Learner Advisory Committee. One hundred percent of parents/guardians of multilingual learners who responded to our annual input survey shared that adults at the school care about their children, and 97% agree or strongly agree that staff members treat parents and students with respect.|We will continue to analyze the results of family engagement surveys to identify areas of focus and discuss improvement strategies with them. Beyond that, we will continue to explore areas of needed improvement with our underrepresented families during various engagement meetings, including our Title I meeting and English Learner and LCAP Advisory Committees.|We assign each family an appropriately credentialed Home School Teacher (“HST”). The HST meets with families to collaboratively create a personalized learning plan, reflecting a combination of optimal learning approaches. Their role is similar to that of a case manager teacher within an exceptional needs’ education environment. During regularly scheduled meetings, HSTs collaborate with families to provide needed support and review student performance and progress. We ensure students are engaged in appropriate educational activities on instructional days and assess independent work quality and time value.|We have focused on communicating the importance of participating in and making an earnest effort in state assessments. Educational partner input survey results show that 96% of parents/guardians agree or strongly agree that they understand the importance of students’ participation in and performance on state assessments.|We will continue to analyze the results of family engagement surveys to identify areas of focus and discuss improvement strategies with them. We will also continue to explore areas of needed improvement with our underrepresented families during various engagement meetings, including our Title I meeting and English Learner and LCAP Advisory Committees.|PCA’s credentialed HSTs facilitate direct communication of opportunities to participate in LEA decision-making for the families to whom they are assigned. Additionally, we provide frequent opportunities to use electronic and in-person communication to share input and feedback, such as our LCAP Advisory Committee meetings and input survey links. Annual feedback surveys show that 97% of parents believe the school seeks their input in decision-making.|We are gathering input from various educational partners to develop methods for increasing parent and student participation in input surveys and advisory committees.|We strive to include underrepresented families in our LEA-wide decision-making. For example, we communicate opportunities to participate in decision-making in our parent communications, our Title I meetings, and our English Learner Advisory Committee.  Input survey responses from parents/guardians of all priority group students show that our school partners appreciate opportunities to participate in schoolwide decision-making. These surveys show that 94% of parents/guardians of multilingual students and 97% of parents of socioeconomically disadvantaged students agree or strongly agree that the school provides opportunities for them to provide input in decision-making activities. (No foster youth were enrolled at PCA during the 2025-26 school year.) Additionally, 98% of parents/guardians of students with disabilities and 95% of parents/guardians of homeless students or those living in temporary housing agree or strongly agree with this statement.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-03|2026
37680490165290|Method Summit Academy|3|Based on educational partner input and local survey data, Method Summit Academy has continued to strengthen relationships between school staff and families through consistent communication, personalized support, and meaningful engagement opportunities. Parent feedback reflected high levels of satisfaction with teacher communication, accountability, and student support, with 60% of parents reporting they were “Extremely satisfied” with the school. Families also expressed a strong desire for involvement, and students shared positive feedback about supportive teachers and coaches who help them succeed academically and personally.|Method identified several focus areas for improvement in strengthening relationships between school staff and families, including increasing direct communication with teachers, providing clearer guidance on curriculum and assignments, improving technical support for online platforms, and enhancing academic support for students. Parent feedback also highlighted concerns regarding campus cleanliness and staffing within athletic programs. In response, the LEA will continue to strengthen communication systems, expand family support resources, and increase opportunities for meaningful family engagement and feedback.|Based on educational partner input and local data, Method will continue improving engagement with underrepresented families by increasing direct and consistent communication, expanding academic and technology support resources, and providing clearer guidance regarding curriculum and student expectations. The LEA will also continue gathering family feedback through surveys, outreach, and engagement opportunities to better understand barriers to participation and ensure all families feel connected, informed, and supported in their child’s educational experience.|Method Summit Academy  has demonstrated strong progress in building partnerships that support positive student outcomes through consistent communication, individualized support, and collaborative relationships between families, teachers, and staff. Parents reported appreciation for increased accountability, teacher responsiveness, and ongoing communication regarding student progress, while students described teachers and coaches as supportive and helpful in both academics and personal growth. Survey feedback also reflected strong family interest in school involvement and engagement, demonstrating the LEA’s continued success in fostering collaborative partnerships focused on student achievement and well-being.|Based on educational partner input and local data, Method identified several focus areas for improvement in building partnerships for student outcomes, including increasing clarity around curriculum expectations and assignments, expanding academic and technology support resources, and strengthening communication between families, teachers, and coaches. Families also expressed interest in more direct communication and additional academic support for students, while some student feedback highlighted the need for clearer instructions and continued program improvements. The LEA will continue using educational partner feedback to strengthen collaboration, improve support systems, and enhance student success outcomes.|Based on educational partner input and local data, Method Summit Academy will improve engagement with underrepresented families by increasing outreach and two-way communication opportunities, providing clearer and more accessible academic information, and expanding supports related to technology, curriculum, and student achievement. The LEA will continue using surveys, family feedback, and personalized communication to identify barriers to engagement and ensure all families feel informed, supported, and included as active partners in improving student outcomes.|Based on educational partner input and local data, Method has demonstrated progress in seeking input for decision-making by regularly collecting feedback from families and students through surveys, ongoing communication, and engagement opportunities. Families reported positive relationships with teachers and staff and expressed a strong desire to remain actively involved in the school community. The LEA has used this feedback to identify areas for improvement related to communication, academic support, and student services, demonstrating a commitment to including educational partner voice in school planning and continuous improvement efforts.|Based on educational partner input and local data, Method identified several focus areas for improvement in seeking input for decision-making, including increasing participation from underrepresented families, expanding opportunities for meaningful two-way communication, and improving clarity and accessibility of information shared with families. Survey feedback also highlighted the need for stronger communication regarding curriculum, assignments, academic supports, and school programs. The LEA will continue strengthening outreach efforts and engagement strategies to ensure all educational partners have opportunities to provide feedback and participate in school improvement discussions and decision-making processes.|Based on educational partner input and local data, Method will improve engagement with underrepresented families by expanding outreach efforts, increasing opportunities for accessible two-way communication, and providing multiple ways for families to share feedback and participate in decision-making processes. The LEA will continue using surveys, personalized communication, and family engagement activities to identify barriers to participation and ensure all families feel informed, valued, and included in school planning and continuous improvement efforts.|4|4|3|4|4|3|4|4|4|4|4|3|Met||2026-06-03|2026
37680560000000|Del Mar Union Elementary|3|At Del Mar Union School District (DMUSD), we are committed to fostering strong, trusting, and respectful relationships between families and staff. We intentionally develop the capacity of all staff, administrators, teachers, and classified employees through professional learning opportunities that emphasize the importance of family engagement as a foundation for student success. These experiences deepen an asset-based approach to family interactions, equipping staff to foster inclusive, meaningful connections that translate into stronger support for every child. Creating welcoming environments is a priority across all nine school sites and the district office. Front office staff are trained to engage families with warmth, professionalism, and genuine responsiveness. Families are greeted in a supportive manner, and staff are empowered to access additional resources when needed to best serve parents. This consistent commitment ensures every family experiences a sense of belonging and care whenever they interact with DMUSD. Through staff training, site-level initiatives, and personal interactions, we support educators in viewing each family as a true partner in their child’s education. Through parent-teacher conferences, responsive and timely communication, and a variety of site-level engagement activities, authentic relationships are built that extend well beyond the classroom. To ensure communication remains accessible and consistent, DMUSD employs a broad range of outreach tools and strategies. Principals distribute weekly Smore newsletters featuring built-in translation capabilities, supporting families across all language backgrounds. The superintendent maintains regular connections with families through regular Extraordinary Every Day YouTube videos, quarterly Pursuit newsletters, and the DMUSD Annual Report.  Each is designed to keep our community informed in a clear, engaging, and timely manner. Together, these efforts reflect our enduring commitment to meaningful collaboration between families and schools.|A continued focus area for 2026-2027 is ensuring that information about our instructional program is communicated in ways that are clear, accessible, and meaningful to every family. When families have a strong understanding of our instructional frameworks, they are better positioned to engage as informed partners.  They gain insight into how their children are experiencing exceptional learning, being challenged by rigorous content, and building critical thinking skills that will serve them well beyond the classroom. As part of this work, DMUSD will share a district Scorecard with the community, offering specific data points that illustrate the degree to which our strategic plan, Destination 2028!, is being realized. This tool will help make our progress visible to our families.|DMUSD remains committed to ensuring that every family feels welcomed, valued, and connected to their child's school community. In 2026-2027, we will continue to partner with site-based parent groups to co-develop targeted supports for newcomer families, ensuring every parent has a genuine opportunity to engage in their child's learning and feel connected to the broader school community. To further reduce barriers to participation, DMUSD will implement a new translation platform designed to support real-time, multilingual communication during in-person meetings, allowing families who speak different languages to participate fully and simultaneously. These efforts reflect our belief that every family, regardless of background or language, deserves to be an informed and empowered partner in their child's education.|"At Del Mar Union School District, we place great value on cultivating positive, collaborative relationships with families and community partners, recognizing that these connections are fundamental to both rigorous academic achievement and the social-emotional development of our students. Principals share weekly updates to keep families informed and actively engaged in school life. Regular Principal Coffees and district parent education sessions are designed to deepen parent understanding of the DMUSD instructional program. In 2025-2026, district-wide parent education offerings focused on the social-emotional wellness of students and included ""The Shift to Empowerment: Raising Kids Who Believe In Themselves,"" a six-week Love and Logic series focused on building practical parenting skills, a session on Executive Functioning Skills, and a session on Protecting Kids and Raising Responsible Citizens in a Digital World. Our school counselors further strengthen this connection through the ""Counselor Corner,"" offering practical strategies to support the social-emotional wellness of students and families. Key events throughout the school year provide additional opportunities for meaningful partnership. At the start of the year, Kindergarten Kick-Offs welcome students and parents, laying the foundation for success. At Back-to-School Night, our teachers highlight instructional priorities for each grade level and offer practical strategies to help parents support their children's learning. Two schools receiving Title I funding hold parent meetings at the beginning of the year. These meetings ensure parents have an opportunity to understand the Title I program and are knowledgeable about the support in place to help students academically. Twice-annual Parent-Teacher Conferences offer dedicated time for teachers to share specific information about each child's academic progress and social-emotional well-being at school. Student Study Team and IEP meetings bring together parents, teachers, and support staff to discuss each child’s academic progress and social-emotional well-being and to identify necessary interventions and supports. Translation support is available to help support clear and effective communication with families who speak a language other than English. Collectively, these efforts reflect DMUSD’s commitment to building meaningful partnerships that place each student’s growth and success at the heart of our work."|DMUSD will maintain and build upon the effective strategies already in place to foster strong partnerships for student success. This includes continuing to offer parent education sessions that deepen families' understanding of the instructional frameworks underpinning the rigorous learning experiences all students receive across our district. A continued focus area for 2026-2027 is reducing chronic absenteeism rates. While DMUSD has made meaningful progress in this area, chronic absenteeism remains a concern, particularly among some of our most vulnerable student populations. The following strategies will continue to guide our efforts to improve attendance across all student groups: Each school will identify and implement site-specific actions within the School Plan for Student Achievement to support students in building consistent attendance habits. Schools will regularly utilize the Synergy Chronic Absenteeism Report to monitor student absences. The principal, counselor, health technician, teacher, and school nurse will collaborate with families to identify and address barriers to regular school attendance. Student Attendance Review Board meetings will be held at the district office to provide further support to families when attendance does not improve following site efforts.|DMUSD takes intentional steps to promote the active engagement of underrepresented families by ensuring their voices are represented in district decision-making. This includes participation on key advisory committees such as the LCAP Parent Advisory Committee and the District English Learner Advisory Committee. Additionally, community survey data is disaggregated by demographic group, ensuring that diverse perspectives meaningfully inform our planning and priorities. To further support families navigating language barriers, the district will continue to offer adult English-language development classes at two school sites. These classes provide valuable support to parents who are developing their English proficiency, helping them build the confidence and skills needed to navigate the education system and engage more fully in their children's schooling. To further reduce barriers to participation, DMUSD will implement a new translation platform designed to support real-time, multilingual communication during in-person meetings, allowing families who speak different languages to participate fully and simultaneously.|DMUSD is committed to ensuring that educational partners, including students, parents, and site and district staff, have meaningful opportunities to contribute to district planning and decision-making. Formal advisory groups serve as important channels for collaboration and include the School Board, Parent-Teacher Association (PTA), LCAP Parent Advisory Committee, English Language Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), School Site Council (SSC), North Coastal Consortium for Special Education Community Advisory Committee, and Destination 2028! Strategic Plan community input meetings. Principals, district leaders, and parents connect regularly through SSC and ELAC meetings, Principal Coffees, and other open forums. Parents serving on the SSC and ELAC play a meaningful role in developing each school's School Plan for Student Achievement. The LCAP Parent Advisory Committee and DELAC both review and provide feedback on the district's draft LCAP. All families have additional opportunities to share their perspectives through multiple surveys, including the Spring Community Survey, Proposed LCAP Actions Survey, and the Draft LCAP Survey.  This year, our new Superintendent also surveyed the parent community and met with focus groups to identify areas of district strength, opportunities for growth, and the hopes and dreams our community holds for DMUSD. Together, these efforts ensure that family and community voices remain at the forefront of our decision-making at every level of the organization. This year, parent perceptions were elicited through parent panels to provide direct input on the implementation of artificial intelligence tools in educational settings, ensuring that family perspectives inform the integration of emerging technologies into teaching and learning. Parent perceptions were also elicited in the development of an assessment and reporting practices guidance document, providing feedback to help align how student progress is communicated with the needs and expectations of the families we serve. Destination 2028! is DMUSD's five-year strategic plan, developed through extensive input from a robust and diverse group of community members representing all student groups. This collaborative process resulted in a strategic plan that reflects the needs, values, and aspirations of the broader DMUSD community. Twice each year, the district extends an open invitation to the community to provide input that helps shape priority actions for Destination 2028!, ensuring the plan remains responsive and relevant as we move forward together.|Del Mar Union School District remains committed to continually strengthening how we gather meaningful feedback from our educational partners. We will sustain and refine the existing practices that capture input from families across our district, ensuring these channels remain accessible and responsive. A continued focus area for 2026-2027 will be increasing parent participation in site-based English Learner Advisory Committees (ELACs). To support this goal, the district will continue to work closely with principals to strengthen communication and outreach efforts, helping to build greater awareness of and engagement in the ELAC process among the families these committees are designed to serve.|A continued focus for 2026-2027 will be strengthening the engagement of underrepresented families in the District English Learner Advisory Committee (DELAC). To support more meaningful participation, the district will provide translated meeting materials and agendas to families in advance of each meeting. By ensuring families have access to information in advance, in a language they understand, they are better positioned to arrive prepared, contribute their perspectives confidently, and engage as informed partners in the decision-making process.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-24|2026
37680800000000|Encinitas Union Elementary|3|EUSD's Site-Based Community Liaisons partner with principals, staff and families to communicate and provide the best supports possible for each student and family. Translation services are always offered and families are welcomed in every school and at every event.|EUSD continues to seek out translation services for real-time communication. EUSD continues to support school sites with partnerships between PTA and ELAC groups.|EUSD will continue to build up ELAC membership, partnership with PTA and SSC for site-based feedback opportunities at all schools.|By providing hotspots, family workshops, and guest speakers at ELAC meetings, EUSD builds partnerships for student outcomes through education and connection.|EUSD will offer a School 101 workshop at the beginning of the year and again in the middle of the year to assist families with school paperwork and understanding big events. In addition, EUSD will offer content-based workshops on how to help at home. All workshops will offered in English and Spanish.|The School 101 workshop will be facilitated by our Community Liaisons, who know best what underrepresented families are asking for support with and how they need support.|EUSD schools include families (and students and staff) in the decision-making process through PTA, EEF, SSC, and the ELAC input event. Families also have opportunities to share feedback in surveys throughout the year.|EUSD strives to receive more feedback from our underrepresented groups and will continue to partner with the Community Liaisons to seek out that feedback from our community.|The School 101 workshops and Community Liaisons individual family support will be the best way to engage families. In addition, the new partnerships between PTA and ELAC will bring greater representation into working groups.|5|4|4|4|4|4|5|5|4|4|3|4|Met||2026-05-19|2026
37680980000000|Escondido Union|3|Based on educational partner input, Needs and Assets Assessments, school climate data, and ongoing engagement with families, students, staff, and community partners, Escondido Union School District has made significant progress in strengthening relationships between school staff and families. Across the district, schools have expanded opportunities for family engagement and strengthened practices that support families as partners in student success and school improvement.  A key strength is the continued development and strengthening of leadership and advisory structures that elevate family voice in decision-making. Through Community School Advisory Committees (CSACs), School Site Councils (SSCs), English Learner Advisory Committees (ELACs), PTAs/PTSAs, the Superintendent’s Trustee Advisory Roundtable (STAR) and other collaborative leadership teams, families are actively engaged in reviewing school data, identifying priorities, providing feedback, and informing decisions related to school climate, student supports, attendance, academic achievement, and community school implementation. These structures have helped create more transparent, inclusive, and collaborative school communities.  The district has also expanded multiple modes of communication to increase access and strengthen relationships with families. Schools utilize multilingual newsletters, text messaging platforms, social media, phone outreach, home visits, family conferences, Coffee with the Principal events, workshops, family learning opportunities, and community events to ensure families remain informed and connected. Educational partner feedback indicates that these efforts have improved communication, increased family participation, and strengthened trust between families and school staff.  Another area of progress is the intentional development of family leadership and partnership opportunities. Schools are creating pathways for families to serve as leaders, advocates, and decision-makers through advisory groups, parent ambassador programs, leadership development, and committee participation. Efforts to provide translation, interpretation, and culturally responsive engagement practices have increased participation among multilingual families and historically underrepresented groups.  Local data and stakeholder feedback also highlight the positive impact of relationship-centered practices such as home visits, attendance outreach, family resource navigation, parent education workshops, and community-building events. These efforts have helped schools foster a stronger sense of belonging, increase family engagement, and create more welcoming school environments.  Overall, EUSD has made meaningful progress in moving beyond traditional family involvement toward authentic family partnership. Families are increasingly engaged as collaborators in supporting student success, shaping school improvement efforts, and helping create safe, inclusive, and connected school communities.|Based on educational partner input, local data, and ongoing community school implementation efforts, Escondido Union School District has identified several opportunities to further strengthen relationships between school staff and families. While schools have expanded family engagement opportunities and shared leadership structures, the district's focus is on increasing the consistency, depth, and impact of family partnership across all schools.  A key area for improvement is strengthening authentic family leadership and shared decision-making. The district seeks to increase family participation in advisory groups, school governance structures, and improvement planning processes while ensuring that family input is meaningfully incorporated into decisions. Schools will continue building the capacity of families to serve as leaders and partners in shaping school priorities, programs, and services.  The district also aims to strengthen feedback and accountability systems so families better understand how their perspectives influence school actions and outcomes. Educational partner input highlighted the importance of creating more visible feedback loops, increasing transparency around decision-making, and providing ongoing opportunities for dialogue between families and school staff.  Additionally, EUSD will focus on ensuring that successful family engagement practices are implemented consistently across all schools and integrated into long-term school improvement efforts. This includes strengthening collaboration among school teams, aligning engagement efforts across district initiatives, and using local data to continuously evaluate and improve relationship-building practices.  Through these efforts, the district will continue advancing from family involvement toward authentic family partnership, shared leadership, and collective responsibility for student success.|Based on educational partner input and local data, Escondido Union School District will improve engagement of underrepresented families through intentional outreach, barrier reduction, and relationship-centered engagement strategies. The self-reflection process identified a need to increase participation among multilingual families, working families, families experiencing economic hardship, families of students with chronic absenteeism, and families who have not traditionally participated in school leadership or engagement opportunities.  To address these needs, schools will expand culturally responsive outreach through multilingual communication, translation and interpretation services, family liaisons, home visits, personal phone calls, and relationship-based engagement practices that build trust and connection. Schools will also offer multiple opportunities for participation through flexible meeting times, virtual and in-person engagement options, family workshops, listening sessions, community events, and targeted outreach efforts designed to meet families where they are.  The district will intentionally recruit and support underrepresented families to participate in advisory committees, leadership groups, and school improvement processes. Schools will continue developing parent leadership pathways and creating welcoming environments where all families feel valued, respected, and empowered to contribute their perspectives.  By reducing barriers to participation and strengthening culturally responsive engagement practices, EUSD will ensure that a broader and more representative group of families has opportunities to build relationships with school staff and actively contribute to school decision-making and student success.|Based on educational partner input and local data, Escondido Union School District has made significant progress in building partnerships that support student success, well-being, and engagement. Across the district, schools have strengthened collaboration among students, families, staff, community-based organizations, and district departments to better address academic, social-emotional, behavioral, attendance, and wellness needs.  A key strength is the expansion of partnerships that provide students and families with access to services, resources, and opportunities that support the whole child. Schools collaborate with community organizations, mental health providers, family support agencies, expanded learning providers, and other partners to help reduce barriers to learning and increase student engagement. These partnerships support attendance improvement, mental health and wellness, enrichment opportunities, family supports, and positive school climate.  The district has also strengthened systems for gathering and utilizing educational partner input through advisory committees, school leadership teams, stakeholder meetings, needs assessments, surveys, and other engagement opportunities. These structures help schools identify priorities, align resources, and respond to the needs of students and families.  Educational partner feedback highlights increased collaboration among school staff, support personnel, families, and community partners to provide coordinated services and supports. Schools have expanded opportunities for student leadership, family engagement, enrichment programming, and access to resources that contribute to improved student experiences and outcomes.  Overall, EUSD continues to strengthen partnerships that promote student success through collaboration, shared responsibility, and coordinated supports that address both academic and non-academic needs.|Based on educational partner input and local data, Escondido Union School District has identified opportunities to strengthen the effectiveness, consistency, and impact of partnerships that support student outcomes. While schools have expanded collaboration with families, community organizations, and service providers, the district seeks to further improve coordination, alignment, and equitable access across all schools.  One area of focus is strengthening the connection between partnership efforts and measurable student outcomes. The district will continue refining processes for monitoring the impact of programs, services, and partnerships on attendance, engagement, school climate, academic achievement, and student well-being. Local data and stakeholder feedback will be used to evaluate effectiveness and guide continuous improvement.  The district also seeks to strengthen coordination among school staff, district departments, and community partners to ensure students and families can access services and supports in a timely and seamless manner. Educational partner input highlighted the importance of continued collaboration, communication, and resource alignment to maximize available supports and reduce barriers for students and families.  Another area for improvement is ensuring equitable access to programs, services, enrichment opportunities, and supports across schools and student groups. The district will continue examining participation data and stakeholder feedback to identify gaps and ensure that resources are responsive to the diverse needs of students and families.  Through these efforts, EUSD will continue strengthening sustainable partnerships that contribute to positive outcomes for all students while ensuring resources and supports are aligned with identified needs.|Based on educational partner input and local data, Escondido Union School District will improve engagement of underrepresented families by increasing opportunities for meaningful participation in the planning, implementation, and evaluation of programs, services, and partnerships that support student outcomes. The self-reflection process identified the need to ensure that families who have historically been less represented have greater access to information, resources, leadership opportunities, and decision-making processes.  To address this need, schools will continue conducting targeted outreach to multilingual families, working families, families experiencing economic hardship, and families who may face barriers to participation. Communication and engagement efforts will include multilingual materials, interpretation and translation services, flexible meeting formats, family workshops, listening sessions, and relationship-based outreach designed to increase awareness of available programs, services, and supports.  The district will also intentionally engage underrepresented families in needs assessments, advisory committees, school planning processes, and feedback opportunities related to student supports, expanded learning programs, attendance initiatives, wellness services, and community partnerships. Schools will use family input to better understand barriers to access and ensure programs and services reflect the needs and priorities of the communities they serve. By increasing representation in partnership planning and decision-making, EUSD will strengthen the relevance, accessibility, and effectiveness of supports available to students and families. These efforts will help ensure that all students benefit from strong partnerships that promote academic success, well-being, engagement, and belonging.|Based on educational partner input and local data, Escondido Union School District has strengthened systems and structures for gathering stakeholder feedback and incorporating multiple perspectives into decision-making processes. Across the district, schools and departments utilize a variety of engagement strategies to collect input from students, families, staff, community partners, and advisory groups to inform planning, resource allocation, and continuous improvement efforts.  A key strength is the district’s use of formal advisory structures and stakeholder engagement opportunities, including School Site Councils, English Learner Advisory Committees, District English Learner Advisory Committee meetings, parent groups, student leadership groups, surveys, needs assessments, listening sessions, and school and district committees. These structures provide opportunities for educational partners to share feedback on school climate, academic programs, student supports, family engagement, budgeting priorities, and other areas that impact student success.  The district has also expanded its use of local data and stakeholder feedback to inform school improvement planning and district initiatives. Schools regularly review attendance, achievement, engagement, and climate data alongside educational partner input to identify needs, establish priorities, and monitor progress. Educational partner feedback indicates increased opportunities for participation and greater transparency regarding school and district priorities.  Overall, EUSD has made progress in creating more inclusive and collaborative decision-making processes by intentionally seeking input from diverse stakeholder groups and using that feedback to inform continuous improvement efforts at both the school and district levels.|Based on educational partner input and local data, Escondido Union School District has identified opportunities to strengthen the consistency, accessibility, and effectiveness of stakeholder engagement processes used to inform decision-making. While schools and district departments provide multiple opportunities for input, the district seeks to increase participation from a broader range of educational partners and ensure that feedback is consistently incorporated into planning and decision-making across all schools.  One area of focus is strengthening communication regarding how stakeholder input influences decisions and actions. Educational partner feedback indicates a desire for stronger feedback loops that help participants understand how their perspectives were considered and how their input contributed to school and district priorities.  The district also seeks to improve consistency in stakeholder engagement practices across schools by expanding effective strategies for gathering input and increasing opportunities for meaningful participation. This includes continuing to use multiple methods for collecting feedback and ensuring engagement opportunities are accessible, representative, and responsive to community needs.  Additionally, EUSD will continue refining its use of local data and stakeholder feedback to support continuous improvement, identify emerging needs, and inform decision-making at both the school and district levels. Through these efforts, the district aims to strengthen trust, transparency, and shared ownership in decision-making processes.|Based on educational partner input and local data, Escondido Union School District will improve engagement of underrepresented families by increasing access to decision-making opportunities and reducing barriers to participation. The self-reflection process identified the need to ensure that families who have historically been underrepresented have meaningful opportunities to share their perspectives and influence decisions that affect students and schools.  To address this need, the district will continue expanding multilingual communication, translation and interpretation services, flexible meeting formats, surveys, listening sessions, and other engagement opportunities that make participation more accessible for families. Schools will utilize multiple outreach methods and relationship-based engagement practices to connect with families who may not traditionally participate in advisory groups or school decision-making processes.  The district will also intentionally recruit and support participation from underrepresented families in School Site Councils, English Learner Advisory Committees, District English Learner Advisory Committee meetings, parent leadership groups, school planning processes, and other stakeholder engagement opportunities. Input gathered through these efforts will be used to inform school and district priorities, resource allocation, and continuous improvement planning.  By expanding representation and reducing barriers to participation, EUSD will strengthen the diversity of perspectives reflected in decision-making processes and ensure that school and district decisions are informed by the experiences and needs of the communities they serve.|4|4|3|4|4|4|4|4|4|4|4|4|Met||2026-06-25|2026
37680980101535|Heritage K-8 Charter|3|Heritage K-8 Charter School (HK8) has consistently demonstrated a strong commitment to building respectful and trusting relationships between school staff and families. This year’s work represents a continued investment in practices that have long defined the school’s culture of partnership and open communication.  HK8 prioritizes clear, timely, and meaningful communication through regular email updates such as Heritage Elementary Notes, Heritage Junior High Notes, and Heritage Flex Notes. For urgent matters, the school uses the GreenRope platform to reach all families efficiently. These practices are not new, but rather well-established routines that support ongoing engagement.  In-person connection remains a cornerstone of HK8’s approach. Families are encouraged to attend Back-to-School Night to build relationships with teachers and understand academic expectations. Daily interactions at drop-off and pick-up further strengthen the bond between families and staff, with administrators making themselves visible and available during these times.  Teachers are proactive in maintaining regular communication with families through emails and phone calls to provide updates on student progress. Staff are supported in this effort by a leadership team that promotes a culture of openness and accessibility. Parent volunteers are also integral to school operations and community-building efforts.  The school continues to support engagement through long-standing programs such as Parent Education Seminars and informal Coffee Chats, which give families insight into their child’s education and create opportunities for two-way dialogue. A robust safety text messaging system also ensures rapid communication with families in the event of an emergency.  Events like Family Fun Day and student dances, along with campus tours for prospective families, contribute to a welcoming environment. Small class sizes and well-maintained facilities further reinforce HK8’s commitment to fostering positive and lasting relationships with its families—an area of strength that continues to be a defining feature of the school community.|Heritage K-8 Charter School (HK8) has long prioritized strong relationships with families and continues to refine its efforts in this area. Two ongoing areas of focus include expanding Parent Education Seminars to provide families with practical, relevant tools for supporting their students’ academic and social development, and enhancing multilingual communication to ensure all families can access and engage with school communications effectively.  As part of its commitment to continuous improvement, HK8 will also work to better understand and reflect the diverse backgrounds, strengths, and aspirations of its families. By creating more avenues for two-way communication and culturally responsive engagement, the school aims to strengthen trust and collaboration, ensuring that every family feels valued and empowered as an essential partner in their child’s education.|Heritage K-8 Charter School (HK8) continues its commitment to engaging all families, with focused attention on increasing connection and collaboration with those historically underrepresented in school feedback and planning processes. These families include those for whom English is not the primary language, families new to the school community, and those facing socioeconomic barriers. Building on an established foundation of inclusive communication and relationship-building, HK8 will expand its multilingual communication supports, ensuring important school messages are accessible and understood by all families. The school will also refine its Parent Education Seminar series, incorporating topics suggested by families and offering translated materials and interpreters when needed.  To deepen relationships, HK8 will enhance opportunities for informal dialogue between staff and families through ongoing Coffee Chats and small-group gatherings designed with input from underrepresented voices. These efforts, coupled with a culture of active listening and responsiveness, will help ensure that all families feel seen, heard, and empowered to be full partners in their students’ education.|Heritage K-8 Charter School (HK8) recognizes that strong partnerships with families are essential to improving student outcomes. Guided by the belief that parents are their children's primary educators, the school actively collaborates with families to support academic growth, character development, and personalized learning.  To meet the diverse needs of its community, HK8 offers a variety of educational pathways—including the Traditional Learning Option at Heritage Elementary and Heritage Junior High, and the Flex Learning Option at Heritage Flex Academy. These programs are designed in partnership with families to ensure alignment between school goals and student aspirations.  The school equips families with the tools and information they need to support learning at home. Homework assignments are updated daily online, and each student receives a planner to help with organization. Parents can monitor real-time progress through the school’s online gradebook, supported by three grading periods per semester that promote early intervention.  HK8 strengthens home-school collaboration through structured events like New Parent Orientation, required parent-teacher conferences at Heritage Flex Academy, and regular meetings with Academic Advisers. These touchpoints ensure families are deeply involved in developing personalized educational plans and provide opportunities to adjust instruction in response to student needs. After-school academic tutorials and readily available support staff further reinforce the school’s commitment to academic success. By prioritizing two-way communication and partnering meaningfully with parents, HK8 continues to build strong, outcome-focused relationships that support every student’s growth and achievement.|Heritage K 8 Charter School (HK8) has identified several targeted areas for improvement based on educational partner input and local data analysis. One key focus is strengthening communication with families, particularly those whose primary language is not English, by continuing to offer interpreting services and expanding inclusive outreach strategies to ensure all families can effectively engage in their child’s education.  To further support student outcomes, HK8 is enhancing before- and after-school opportunities through expanded tutorials and enrichment offerings. This focus reflects both stakeholder feedback and the school’s commitment to addressing diverse learning needs and maximizing instructional time.  Additionally, plans are underway to expand the Wooden Wins initiative, which emphasizes character development and emotional growth. This effort aims to deepen student engagement and strengthen the partnership between families and the school in fostering well-rounded student success.|Based on insights from the self-reflection process and local input, Heritage K-8 Charter School (HK8) is taking intentional steps to improve engagement with underrepresented families. To ensure inclusive and accessible communication, the school will expand its outreach by offering interpretation services, translating key materials, and ensuring that all families feel welcomed and informed.  One key strategy involves hosting community events that center on topics important to families—such as academic support, student well-being, and navigating the educational system. To encourage broad participation, these events will be scheduled at convenient times and thoughtfully supported with services such as language access and, when feasible, childcare accommodations.  Through these efforts, HK8 seeks to strengthen relationships with underrepresented families and ensure their perspectives are reflected in the school’s programs and decision-making processes.|At Heritage K–8 Charter School (HK8), engaging families in decision-making remains a strong priority and ongoing strength. Families are actively involved through multiple advisory groups and maintain representation on the school’s Governing Board. The Parent Volunteer Organization (PVO) collaborates regularly with school leadership to provide meaningful feedback on schoolwide initiatives and events.  Parents play a critical role in the development of the Local Control and Accountability Plan (LCAP). A parent advisory committee reviews and recommends changes to the draft plan, which is then made available online and in print upon request. All families are invited to submit comments before the public hearing and may offer input directly to the Board during the meeting. HK8 makes intentional efforts to include voices from all segments of the community, including those historically underrepresented. Online parent surveys are used throughout the year to gather timely feedback, and plans are in place to expand the use of social media to strengthen outreach and accessibility.  At Heritage Flex Academy, families play an especially active role through the independent study model. Parents work alongside academic advisors to help shape their student’s educational experience and provide feedback on enrichment offerings. HK8 remains committed to a culture of collaboration, where families are partners in planning, implementing, and improving engagement efforts. Moving forward, the school will continue exploring ways to simplify and expand family participation in advisory and decision-making processes, with a focus on removing barriers for those who may be less represented.|Heritage K–8 Charter School (HK8) continues to refine its efforts to ensure all families, particularly those from underrepresented groups, have equitable opportunities to participate in decision-making. A primary focus area is expanding accessible, inclusive input-gathering strategies. This includes increasing the frequency and visibility of online parent surveys and broadening the use of social media platforms to reach a more diverse audience.  To further improve engagement, HK8 plans to increase informal, low-barrier opportunities for dialogue between families and school leadership—such as mini-presentations, coffee talks, and small-group meetings. These events are designed to make it easier for parents to share feedback and engage in meaningful conversations about school initiatives and student outcomes.  In response to feedback from families whose primary language is not English, HK8 is strengthening its communication practices by ensuring timely, multilingual outreach. The school is exploring new formats and schedules for engagement opportunities to better accommodate family availability and preferences.  At Heritage Flex Academy, plans are in motion to enhance systems that capture family input on academic programming and enrichment offerings, ensuring all families feel empowered to shape their child’s educational experience.  Moving forward, HK8 is committed to lowering participation barriers and ensuring that advisory roles and decision-making processes reflect the diversity of the school community. This includes developing more personalized outreach strategies and exploring new tools to capture meaningful feedback from all educational partners.|Heritage K–8 Charter School (HK8) is committed to strengthening engagement with underrepresented families by expanding inclusive practices that ensure all voices are heard in the decision-making process. The school uses multiple strategies—such as targeted surveys, translated communications, and accessible staff presence during arrival and dismissal times—to create a welcoming environment and facilitate meaningful input.  One area of focus is improving the visibility and accessibility of opportunities for underrepresented families to contribute feedback. HK8 will continue to refine its outreach strategies by tailoring communications, simplifying participation processes, and offering informal engagement opportunities such as mini sessions and small group discussions.  At Heritage Flex Academy (HFA), where families are central to the independent study model, parents are deeply involved in educational decisions. This approach naturally fosters strong engagement and reduces barriers that might otherwise contribute to underrepresentation. HFA families also collaborate with academic advisors to shape enrichment offerings, further reinforcing their role in school planning.  Looking ahead, HK8 aims to further streamline family access to advisory roles and decision-making processes, with special attention to increasing participation from families who have been historically underrepresented. These efforts reflect the school’s ongoing commitment to equity, shared leadership, and responsive school governance.|5|5|4|5|4|5|5|4|4|4|4|4|Met||2026-06-15|2026
37680986116776|Classical Academy|3|Parent engagement is key to the student's success in an Independent Study program. Since partnering with parents is a key value, we consistently provide professional learning on ways teachers can improve their communication and connection with parents. Also, as an Independent Study program, parents provide weekly instruction within the home environment. Our LMS system gives parents the resources to meet those academic goals. At The Classical Academies, teachers meet regularly with families to engage in a two-way conversation on the student’s academic progress and overall well-being in the school environment. Parents' concerns about the school are directed to the school site principal, who works to resolve the issues. All school administrators are well-versed in the parents' processes to advocate for their students' rights.|The Classical Academy measures parent engagement by seeking input from parents through an annual survey and frequent parent meetings at each school campus. The annual survey results are reported to the school community and local governing board.  Our website translates into every language to keep all families engaged, especially our underrepresented families.  Additionally, we deliver new student information to the local Boys and Girls Clubs, public libraries across North County, and YMCAs annually. Our marketing reaches a wide audience, and our digital advertising is translated into every language.  We also offer frequent school tours, with informed staff available to answer questions anytime. We have engaged a translation service (on-call) to provide services in-person, over the phone, and virtually.  Finally, we offer a podcast with diverse topics available to all families.  When parents have concerns about the school, they are directed to the school site principal, who works to resolve the issues.  All school administrators are well-versed in the parents' processes to advocate for their students' rights.  We will continue to survey parents to ensure we understand the needs in our community.|The Classical Academy measures parent engagement by gathering input through an annual survey and frequent parent meetings at each school campus. The annual survey results are reported to the school community and local governing board. In the 2025-2026 school year, the following questions were asked on the annual survey.   Parent Survey 76% reported a positive experience with our provided curriculum  69% positive responses reporting that their student feels a sense of belonging  74% reported a positive experience with customer service  Parents' concerns about the school are directed to the school site principal, who works to resolve the issues.  All school administrators are well-versed in the parents' processes to advocate for their students' rights.|In the 2025-2026 school year, the following questions were asked on the annual survey.   Parent Survey 76% reported a positive experience with our provided curriculum  69% positive responses reporting that their student feels a sense of belonging  74% reported a positive experience with customer service|We always strive to improve our communication with our community.  Parents' concerns about the school are directed to the school site principal, who works to resolve the issues.  All school administrators are well-versed in the parents' processes to advocate for their students' rights.|The Classical Academy measures parent engagement by gathering input through an annual survey and frequent parent meetings at each school campus. The annual survey results are reported to the school community and local governing board. I|The Classical Academy measures parent engagement by seeking input from parents through an annual survey and frequent parent meetings at each school campus. The annual survey results are reported to the school community and local governing board.|When parents have concerns about the school, they are directed to the school site principal, who works to resolve the issues.  All school administrators are well-versed in the parents' processes to advocate for their students' rights.  We will continue to survey parents to ensure we understand the needs in our community.|Our website translates into every language to keep all families engaged, especially our underrepresented families.  Additionally, we deliver new student information to the local Boys and Girls Clubs, public libraries across North County, and YMCAs annually. Our marketing reaches a wide audience, and our digital advertising is translated into every language.  We also offer frequent school tours, with informed staff available to answer questions anytime. We have engaged a translation service (on-call) to provide services in-person, over the phone, and virtually.  Finally, we offer a podcast with diverse topics available to all families.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-05-29|2026
37681060000000|Escondido Union High|3|Based on educational partner input and local data, EUHSD continues to demonstrate progress in building positive and trusting relationships between school staff and families. Educational partners identified strengths in ongoing communication efforts, welcoming school environments, and opportunities for family engagement across school sites. Families and staff highlighted events and activities such as Family Nights, college fairs, Back-to-School Nights,  student recognition events, parent workshops, student-led conferences, and community resource events as important opportunities that strengthen school-home connections and increase family involvement.    Educational partners also noted the positive impact of personalized outreach efforts, including phone calls, counselor check-ins, home visits, newsletters, and ongoing communication from teachers, counselors, administrators, and parent liaisons. Schools continue to provide multiple opportunities for two-way communication through meetings, surveys, advisory groups, School Site Councils (SSC), ELAC, DELAC, and LCAP engagement sessions. Families expressed appreciation for staff who are responsive, supportive, and relationship-centered in their interactions with students and families.    EUHSD continues efforts to improve accessibility and communication for multilingual families through bilingual support, interpreters, translated materials, and multiple communication platforms including Canvas, Synergy, email, text messaging, and in-person meetings. Educational partner feedback emphasized that families value communication that is clear, consistent, and accessible in a variety of formats.    Local data and educational partner input also reflect the district’s continued focus on strengthening attendance and student engagement through relationship-based practices. Through participation in the RAISE Network and continued implementation of Multi-Tiered System of Supports (MTSS), schools have strengthened attendance teams, family outreach, and early intervention systems designed to support students experiencing barriers to attendance and engagement. Districtwide chronic absenteeism rates decreased from 24.0% to 20.2% during the 2025–2026 reporting period, reflecting continued progress in student engagement and connection to school.    Overall, educational partner feedback and local data indicate that EUHSD continues to strengthen school-home partnerships through intentional outreach, increased communication opportunities, and a commitment to creating welcoming and inclusive school communities for all families.|Based on educational partner input and local data, EUHSD has identified several focus areas for continued improvement in building stronger relationships between school staff and families. Educational partners emphasized the importance of strengthening communication systems to ensure information is clear, consistent, timely, and accessible for all families. Feedback identified a need to continue improving multilingual communication, increase access to translated materials, and expand outreach efforts to ensure families understand available programs, services, and supports.    Educational partners also expressed a desire for more opportunities to build authentic relationships through informal community engagement opportunities, student-centered events, workshops, and increased staff-family interaction outside of traditional meetings. Families emphasized the importance of personalized outreach and relationship building practices that help families feel connected, welcomed, and supported within the school community.    Another identified focus area is increasing family understanding of district and school processes, including advisory groups such as ELAC, DELAC, SSC, and LCAP engagement opportunities. Educational partners noted the importance of helping families better understand how their input is used in decision-making processes and ensuring meetings remain meaningful, accessible, and engaging.    Feedback also highlighted the need to continue strengthening staff capacity around effective family engagement practices, cultural responsiveness, and relationship-centered communication strategies. Educational partners expressed interest in more intentional efforts to connect with underrepresented families and families who may experience barriers to participation due to language, technology access, transportation, or scheduling challenges.    Additionally, educational partner input identified the need to improve consistency and usability of communication platforms such as Canvas and Synergy so families can more easily monitor grades, attendance, assignments, and school information. Families also emphasized the importance of maintaining strong communication regarding attendance, academic expectations, and available student supports.    In response to these identified needs, EUHSD will continue to strengthen family engagement practices through improved communication systems, expanded multilingual supports, increased opportunities for meaningful family participation, and continued implementation of relationship-based MTSS and attendance practices designed to improve student connection, engagement, and overall school experience.|Based on educational partner input and local data, EUHSD will continue implementing targeted strategies to improve engagement with underrepresented families and strengthen relationships between school staff and families. Feedback from educational partners emphasized the importance of personalized outreach, accessible communication, cultural responsiveness, and increasing opportunities for meaningful participation in school and district processes.    To improve engagement, schools will continue utilizing personalized outreach efforts including phone calls, home visits, counselor and staff check-ins, parent liaisons, and direct communication with families who may not regularly participate in traditional engagement opportunities. The district will continue using multiple communication methods, including email, phone calls, text messaging, Canvas, Synergy, social media, and in-person meetings, recognizing that families access information in different ways.    EUHSD will also continue strengthening multilingual communication supports through interpreters, translated materials, bilingual staff support, and increased efforts to ensure families understand available programs, services, academic expectations, and opportunities for involvement. Educational partner feedback identified the need to improve accessibility and clarity of communication for families whose primary language is not English.    Additionally, the district will continue expanding flexible engagement opportunities, including virtual meetings, workshops, advisory groups, and community-based events designed to reduce barriers related to transportation, scheduling, and access. Schools will continue seeking input from families regarding topics and supports most relevant to their needs and interests.    The district will also continue providing professional learning focused on relationship-centered practices, cultural responsiveness, and effective family engagement strategies to strengthen staff capacity to build trusting and inclusive partnerships with families from diverse backgrounds. Educational partner feedback emphasized the importance of ensuring all families feel welcomed, respected, heard, and connected to their school community.    Through these efforts, EUHSD aims to strengthen equitable family engagement practices, increase participation from underrepresented families, and continue building inclusive school communities that support student engagement, attendance, belonging, and success.|Based on educational partner input and local data, EUHSD continues to demonstrate progress in building partnerships that support positive student outcomes through expanded academic, social-emotional, and attendance supports for students and families. Educational partners identified strong communication and relationship-based practices across schools, including counselor support, parent outreach, wellness services, attendance interventions, college and career events, and opportunities for family engagement connected to student success.    One area of continued strength is the district’s effort to provide families with information, resources, and supports designed to help students succeed academically and socially. Families have access to workshops, family nights, ELAC, DELAC, School Site Councils (SSC), LCAP engagement opportunities, college and career planning events, counseling supports, and communication platforms such as Canvas and Synergy. Educational partners also noted the positive impact of parent liaisons, counselors, teachers, administrators, and support staff who work directly with families to strengthen home-school connections and provide individualized support.    EUHSD has also continued strengthening Multi-Tiered System of Supports (MTSS), restorative practices, and wellness-centered supports to address student needs holistically. Wellness centers, counseling supports, restorative approaches, mentoring opportunities, and attendance interventions continue to provide students and families with access to social-emotional and behavioral supports designed to improve student engagement, belonging, and academic success.    Educational partner feedback and local data also reflect progress in strengthening attendance systems and intervention practices through participation in the RAISE Network. Schools have continued implementing data-driven attendance practices, family outreach, and targeted interventions to support students experiencing barriers to attendance. Districtwide chronic absenteeism rates decreased from 24.0% to 20.2% during the 2025–2026 reporting period, reflecting continued progress in student engagement and connection to school.    Additionally, programs and supports such as AVID, intervention courses, tutoring opportunities, college and career readiness activities, and targeted student support systems continue to reinforce the district’s commitment to improving student outcomes and ensuring students have access to academic and social-emotional resources.    Overall, educational partner feedback and local data indicate that EUHSD continues to strengthen collaborative partnerships between schools and families through relationship-based practices, expanded student supports, improved communication systems, and ongoing efforts to support student engagement, well-being, and success.|Based on educational partner input and local data, EUHSD has identified several focus areas for continued improvement in building strong partnerships that support positive student outcomes. Educational partners emphasized the need for more consistent systems and structures that strengthen collaboration between families, students, and school staff around academic progress, attendance, social-emotional well-being, and available supports.    One identified area for improvement is increasing consistent opportunities for families, students, teachers, counselors, and support staff to engage in meaningful discussions regarding student progress and strategies for support. While schools currently implement a variety of meetings and outreach efforts, educational partner feedback indicated that practices vary across sites and programs. Families expressed interest in more proactive communication related to grades, attendance, interventions, graduation requirements, college and career readiness, and available student supports.    Educational partners also identified a continued need to strengthen family understanding and use of communication and monitoring platforms such as Canvas and Synergy. Families expressed the importance of having accessible and user-friendly tools that allow them to monitor assignments, attendance, grades, and school communication more effectively. Another focus area is continuing to strengthen staff capacity around relationship-centered practices, culturally responsive communication, and effective family engagement strategies that support improved student outcomes. Feedback indicated a need for ongoing professional learning to support staff in building strong partnerships with families from diverse backgrounds and ensuring families feel welcomed, respected, and included in decision-making processes related to their students.    Educational partner feedback also highlighted the importance of expanding targeted supports for students experiencing barriers to academic success, attendance challenges, or social-emotional needs. The district will continue strengthening Multi-Tiered System of Supports (MTSS), attendance intervention systems, and relationship based practices through ongoing participation in the RAISE Network and continued refinement of Tier 1 and Tier 2 supports.    Additionally, educational partners emphasized the importance of increasing opportunities for families to better understand available programs, graduation requirements, college and career pathways, student supports, and advocacy opportunities. The district will continue improving communication, outreach, and family engagement efforts to ensure families have access to the information and resources needed to support student success.    Through these efforts, EUHSD will continue strengthening collaborative partnerships between schools and families to improve student engagement, attendance, academic outcomes, and overall student well-being.|Based on educational partner input and local data, EUHSD will continue implementing targeted strategies to improve engagement with underrepresented families and strengthen partnerships that support positive student outcomes. Educational partner feedback emphasized the importance of increasing accessibility, strengthening communication, building trust, and providing meaningful opportunities for families to participate in their students’ educational experience.    To improve engagement, the district will continue utilizing personalized outreach efforts, including phone calls, home visits, counselor and teacher check-ins, parent liaison support, attendance outreach, and direct communication with families who may experience barriers to participation. Schools will continue using multiple communication methods, including phone calls, text messaging, email, Canvas, Synergy, social media, and in-person meetings to improve access to information and increase family participation.    EUHSD will continue strengthening multilingual supports through interpreters, translated materials, bilingual staff support, and increased access to communication in families’ primary languages. Educational partner feedback identified the need for continued efforts to ensure families understand available programs, academic expectations, graduation requirements, attendance processes, student supports, and opportunities for involvement in school and district decision-making.    The district will also continue expanding flexible engagement opportunities, including virtual meetings, workshops, advisory groups, family resource events, and community-based activities designed to reduce barriers related to transportation, scheduling, childcare, and technology access. Schools will continue seeking input from families regarding topics, supports, and resources most relevant to their needs and interests.    Additionally, EUHSD will continue strengthening staff capacity around relationship-centered practices, culturally responsive communication, and effective family engagement strategies through ongoing professional learning and support. Educational partner feedback emphasized the importance of ensuring all families feel welcomed, respected, heard, and connected to the school community.   The district will also continue utilizing MTSS and attendance intervention systems, including participation in the RAISE Network, to improve communication, early intervention, and family partnerships for students experiencing attendance, academic, behavioral, or social-emotional challenges. These efforts are intended to strengthen equitable access to supports and improve student engagement, belonging, attendance, and overall student outcomes.    Through these actions, EUHSD aims to strengthen inclusive family-school partnerships and increase participation from underrepresented families to support success for all students.|Based on educational partner input and local data, EUHSD continues to demonstrate progress in seeking meaningful input from families, staff, students, and community members to support decision-making processes at both the school and district levels. Educational partners identified multiple opportunities for participation and collaboration through LCAP meetings, ELAC, DELAC, School Site Councils (SSC), parent workshops, surveys, community meetings, and other advisory groups designed to gather feedback and strengthen family engagement.    One area of continued strength is the district’s focus on creating welcoming and accessible opportunities for participation. Schools and district staff continue utilizing personalized outreach efforts, including phone calls, emails, text messaging, parent liaison support, and direct communication with families to encourage participation and increase engagement. Educational partners noted that these relationship-based outreach efforts help families feel welcomed, valued, and connected to school decision-making processes.  EUHSD has also continued efforts to improve accessibility by providing bilingual support, interpreters, translated materials, virtual participation opportunities, childcare, and flexible meeting formats designed to reduce barriers to participation for families. Families have opportunities to provide feedback regarding programs, school climate, student supports, attendance, safety, academic needs, and district priorities through surveys and ongoing engagement activities.    Educational partner feedback also reflected appreciation for opportunities to collaborate with counselors, administrators, teachers, and support staff regarding student needs and school improvement efforts. Parent liaisons, counselors, administrators, and site teams continue to play an important role in supporting family participation and helping families better understand available programs, services, and leadership opportunities.    In addition, the district continues utilizing educational partner feedback and local data to inform planning, resource allocation, attendance improvement efforts, and student support systems. Through participation in the RAISE Network and ongoing Multi-Tiered System of Supports (MTSS) work, schools continue using family and educational partner input to strengthen attendance practices, improve student engagement, and support school connectedness.    Overall, educational partner feedback and local data indicate that EUHSD continues to strengthen inclusive decision making practices by expanding opportunities for engagement, improving communication and accessibility, and fostering collaborative partnerships between families, schools, and the district.|Based on educational partner input and local data, EUHSD has identified several focus areas for continued improvement in seeking meaningful input for decision-making. Educational partners emphasized the importance of strengthening communication, increasing participation from underrepresented families, and ensuring families clearly understand how their feedback is used to inform district and school decisions.    One identified area for improvement is increasing awareness and understanding of advisory groups and engagement opportunities such as ELAC, DELAC, School Site Councils (SSC), LCAP meetings, and other district and site committees. Educational partner feedback indicated that some families would benefit from additional support, clearer communication, and more accessible information regarding the purpose of these groups and how participation contributes to school and district decision-making.    Educational partners also emphasized the need to continue diversifying outreach and communication strategies to better meet families where they are and increase participation across all student groups. Feedback identified the importance of utilizing multiple communication methods, including phone calls, text messaging, email, social media, surveys, virtual meetings, and community-based outreach opportunities. Families also expressed the need for timely reminders, flexible meeting options, and communication that is clear, accessible, and available in multiple languages.    Another focus area is increasing opportunities for authentic collaboration and relationship-building between families, teachers, counselors, administrators, and support staff. Educational partners noted the importance of ensuring families feel welcomed, heard, respected, and meaningfully included in conversations regarding student supports, school climate, attendance, safety, and district priorities.    Feedback also identified the need to continue strengthening staff capacity around effective family engagement and culturally responsive communication practices to ensure outreach efforts are inclusive and responsive to the diverse needs of families across the district.    Additionally, educational partner input emphasized the importance of continuing targeted outreach efforts for families who may experience barriers to participation related to language, transportation, technology access, scheduling, or familiarity with school systems. The district will continue refining outreach practices and engagement opportunities to increase participation and representation from underrepresented groups.    Through these efforts, EUHSD will continue strengthening inclusive decision-making processes and collaborative partnerships that support student engagement, attendance, belonging, and success.|Based on educational partner input and local data, EUHSD will continue implementing targeted strategies to improve engagement of underrepresented families in decision-making processes at both the school and district levels. Educational partner feedback emphasized the importance of increasing accessibility, strengthening communication, building trusting relationships, and creating more flexible and inclusive opportunities for participation.    To improve engagement, the district will continue utilizing personalized outreach efforts including phone calls, home visits, parent liaison support, counselor and administrator outreach, text messaging, and direct communication with families who may not regularly participate in traditional engagement opportunities. Schools will continue using multiple communication methods, including email, phone calls, social media, surveys, virtual platforms, Canvas, Synergy, and in-person meetings to improve access to information and increase participation from underrepresented groups.    EUHSD will continue strengthening multilingual supports through interpreters, translated materials, bilingual staff support, and increased efforts to ensure families understand advisory groups, district initiatives, student supports, and opportunities to provide input. Educational partner feedback highlighted the importance of communication that is clear, accessible, and available in families’ primary languages.    The district will also continue expanding flexible engagement opportunities, including virtual meetings, varied meeting times, childcare support, community-based meetings, and family events designed to reduce barriers related to transportation, work schedules, childcare, and technology access. Schools will continue seeking feedback from families regarding the types of engagement opportunities and communication methods that best meet their needs.    Additionally, parent liaisons, counselors, administrators, and site teams will continue supporting relationship-based outreach efforts to help families feel welcomed, respected, and connected to school decision-making processes. Educational partner feedback emphasized the importance of creating environments where families feel their voices are valued and where they can meaningfully contribute to conversations regarding student supports, attendance, school climate, safety, and district priorities.    The district will also continue utilizing surveys and educational partner feedback to identify participation trends and strengthen outreach efforts for groups that may be underrepresented in advisory groups and engagement opportunities.    Through these efforts, EUHSD aims to strengthen inclusive decision-making practices and ensure all families have meaningful opportunities to participate in shaping school and district programs, supports, and priorities.|4|4|3|4|3|4|3|3|3|3|4|4|Met||2026-06-23|2026
37681060111195|Classical Academy High|3|as an Independent Study program, parents provide weekly instruction within the home environment. Our LMS system gives parents the resources to meet those academic goals. At Classical Academy High School, teachers meet regularly with families to engage in a two-way conversation on the student’s academic progress and overall well-being in the school environment.|Parent engagement is key to the student's success in an Independent Study program. Since partnering with parents is a key value, we consistently provide professional learning on ways teachers can improve their communication and connection with parents.|Parents' concerns about the school are directed to the school site principal, who works to resolve the issues. All school administrators are well-versed in the parents' processes to advocate for their students' rights.|The Classical Academy measures parent engagement by gathering input through an annual survey and frequent parent meetings at each school campus. The annual survey results are reported to the school community and local governing board.|Parent Survey 76% reported a positive experience with our provided curriculum  69% positive responses reporting that their student feels a sense of belonging  74% reported a positive experience with customer service|Parents' concerns about the school are directed to the school site principal, who works to resolve the issues.  All school administrators are well-versed in the parents' processes to advocate for their students' rights.|The Classical Academy measures parent engagement by seeking input from parents through an annual survey and frequent parent meetings at each school campus. The annual survey results are reported to the school community and local governing board.  We also offer frequent school tours, with informed staff available to answer questions anytime. We have engaged a translation service (on-call) to provide services in-person, over the phone, and virtually.  Finally, we offer a podcast with diverse topics available to all families.|Our primary area of focus for continuous improvement is strengthening our ability to meet the evolving needs of our community. We remain committed to improving systems, supports, and instructional practices to better serve the diverse academic and social-emotional needs of our students and families. A continued focus area for improvement is ensuring that the needs of our community are reflected in our programs, services, and educational supports.|Our website translates into every language to keep all families engaged, especially our underrepresented families.  Additionally, we deliver new student information to the local Boys and Girls Clubs, public libraries across North County, and YMCAs annually. Our marketing reaches a wide audience, and our digital advertising is translated into every language.  We also offer frequent school tours, with informed staff available to answer questions anytime. We have engaged a translation service (on-call) to provide services in-person, over the phone, and virtually.  Finally, we offer a podcast with diverse topics available to all families.  When parents have concerns about the school, they are directed to the school site principal, who works to resolve the issues.  All school administrators are well-versed in the parents' processes to advocate for their students' rights.  We will continue to survey parents to ensure we understand the needs in our community.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-05-29|2026
37681060137034|Altus Schools North County|3|The school has made significant progress in building strong relationships between school staff and families: key strengths and progress in this area include: •	High-quality Teachers: Each student is assigned a high-quality Teacher who is responsible for supervising all subjects and providing personalized attention. This close relationship ensures teachers can adjust assignments to meet student needs and goals and facilitates timely communication with parents. •	Parental Involvement: The school emphasizes the importance of parental involvement in student success. Parents are encouraged to set high expectations, talk about school daily, monitor schoolwork, establish daily homework routines, stay aware of test schedules, and maintain regular contact with teachers. This partnership approach helps in creating a supportive environment for students. •	Family Resources: The school provides extensive resources for families, including financial aid information, standardized testing support, and help with college admissions. These resources are designed to assist families in navigating the academic landscape and supporting their children’s educational journey. •	Personalized Learning Environment: The school operates with a low student-to-teacher ratio, allowing for personalized attention and the ability to build strong, individualized relationships. Teachers are deeply familiar with their students' academic levels and progress, which fosters a more tailored and supportive learning experience. •	Regular Communication: The school ensures regular communication through weekly conferences where parents receive updates on their child’s progress, attendance, behavior, and upcoming events. This continuous engagement keeps parents informed and involved in their child's education. These efforts collectively enhance the relationship between school staff and families, ensuring that students receive the support they need to succeed both academically and socially.  Parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 97% of parents report being able to provide input and feedback to the school through multiple ways. The school values the partnership between school staff and families as the foundation of parent and family engagement. Over 96% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 97% of parents report that the school provides innovative and engaging learning environments.|Engaging educational partners is an ongoing and sustained process focused on designing an educational program to meet student and community The school regularly consults with educational partners throughout the school year to understand the academic, social-emotional and physical needs of students and families. The school utilizes multiple methods to conduct meaningful engagement, including school events, trainings, meetings, committees and surveys. Additionally, the school’s educational model is centered on a strong school-to-home partnership. This partnership allows school staff to consult with students, parents and family members on a regular basis to discuss individual needs. All information received from educational partners is organized and analyzed to determine if existing programs and services are effective in meeting the needs of the school community and if new approaches are needed. The LEA’s focus areas for improvement in building relationships between school staff and families include increasing parental participation in the Family Learning Series to foster a deeper engagement with their children’s education. They aim to encourage parents to support their students in excelling in mathematics by providing resources and strategies to reinforce learning at home. Another focus is to gather more input from parents on specific needs such as language development and mental health, ensuring that the school’s programs are tailored to address these critical areas. These efforts are designed to create a more collaborative and supportive environment for students and their families.|To improve engagement with underrepresented families, the school will address needs in several ways. School materials will be translated, and interpreters will be available for calls and meetings. The school will continue to issue Chromebooks and internet data plans to households in need of home technology. Additional Family Learning Series sessions will be offered to support families in academics, college and career planning, instructional support, and health and safety.  ParentSquare will continue to provide communication and engagement opportunities between educational partners and the school.|The LEA’s current strengths and progress in building partnerships for student success include providing a highly personalized academic experience through one-on-one instruction and small group sessions. The school emphasizes rigorous academic standards and regular assessments to ensure students meet or exceed expectations. The school offers various opportunities such as college courses, career technical education, internships, and leadership roles through programs like the California Cadet Corps. Additionally, the school engages students, parents and community partners in creating Pathways Personalized Education Plans to support individual student goals and needs.  The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and support for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and support to families throughout the school year.|The LEA’s focus areas for improvement in building partnerships for student outcomes include strengthening mathematics resources and instructional support to improve student proficiency. The school also aims to strengthen college and career planning to help students prepare for postsecondary education and career pathways. In addition, the school is focused on improving strategies that support on-time graduation through targeted interventions and personalized support. These efforts are intended to strengthen the overall system of support for student success.  Based upon information collected from students, the school has expanded Early College Credit partnerships to provide a broad and rigorous course of study while preparing students for post-high school pathways. In addition, the school is focused on providing students with additional counseling services to support planning for post-high school pathways. The school will continue to issue Chromebooks and internet data plans to households in need of home technology through the school’s Connect program, managed by the Equity and Inclusion Department to increase opportunities for student success. The school also partners with a local nonprofit tutoring organization to provide additional academic tutoring opportunities for students, particularly in mathematics and ELA.|Altus Schools North County is committed to improving engagement with underrepresented families in partnerships that support student outcomes. This includes expanding community-based partnerships that address the academic, physical, and social-emotional needs of students and help reduce barriers to success in meeting their Personalized Learning Plan goals. To strengthen school-to-home communication and gather input from English Learner households, school materials will be translated and interpreters will be provided when needed. The school will continue to solicit input from educational partners to identify and address student and family needs and reduce barriers to success.|The LEA’s current strengths and progress in seeking input for decision-making include actively involving teachers, principals, administrators, school staff, families, and students through multiple engagement methods. Teachers contribute through the Staff LCAP Engagement Survey, ELAC instructional meetings, and professional learning sessions. Principals and administrators provide input through team huddles, SSC meetings, and strategic planning sessions. Families participate in surveys, Open House, and Senior Night events, while students share their perspectives through surveys, School Site Council meetings, and other school events that provide opportunities for input on school programs. This inclusive approach helps ensure that the LCAP reflects the needs and priorities of educational partners and supports student-centered planning.  The school engages educational partners in its processes for continuous improvement and prioritizes building the capacity of staff and families to engage in advisory groups and decision making. The school provides training for SSC members annually and holds regular meetings to develop, refine, and update the LCAP. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides training, resources, support, and feedback opportunities throughout the school year. In 2025-2026 the school received input from nearly 90 students and parents and used the results in the development of the 2026-2027 LCAP.|The LEA’s focus areas for improvement in seeking input for decision-making include increasing family and student participation in surveys, increasing attendance at the Family Learning Series and College/Career Week, and increasing participation in Open House and other school events. By strengthening these engagement methods, the LEA aims to gather broader feedback from families so their perspectives can be reflected more fully in decision-making. This approach is intended to support a more inclusive and responsive environment that addresses the needs and priorities of students and families.|School staff will provide opportunities for students, parents, and family members to receive school information and resources at Open House and Senior Night Events. The school has also enhanced the Family Learning Series, which is ongoing and sustained training for parents and family members focused on their individual needs. The Family Learning Series is also committed to empowering parents and family members to be part of the school planning process – which includes reviewing schoolwide student engagement, achievement, and college/career readiness data. Instructional staff utilize ParentSquare to engage in two-way communication with students, parents and family members regarding the educational program and opportunities for input and engagement. Interactive English Learner Advisory Committee meetings will continue to support parent participation and input into the English Learner Plan, including the annual needs assessment. The school will also continue to provide translated materials and resources for parents and family members of English Learners.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-24|2026
37681063731023|Escondido Charter High|3|Escondido Charter High School (ECHS) is committed to building trusting and respectful relationships with students and their families. We recognize that timely and relevant communication plays a vital role in creating a school environment that is open, inclusive, and responsive to the needs of our community.  To support this commitment, we use a variety of communication tools. Charter Notes, sent by email, serve as one of our main communication channels. These updates keep families informed about upcoming events, key activities, and important messages related to their student’s experience at school. For urgent or time-sensitive announcements, ECHS uses the GreenRope platform to quickly reach all parents by email. In addition, many of our dedicated teachers share class newsletters to maintain a steady and informative flow of communication with families.  We recognize that strong relationships among teachers, parents, and students are essential to both academic success and personal growth. To support this, we encourage teachers to maintain consistent communication with parents about student progress. This includes regular emails and phone calls, helping to build a productive and collaborative connection between home and school. To provide families with a clear understanding of their student's academic experience, we invite parents to attend Back to School Night. This event offers an opportunity to meet teachers and learn more about classroom expectations for the year. Our administrative team is also available during morning drop-off and afternoon pick-up to answer questions and engage in timely conversations. In addition, we work closely with the Parent Volunteer Organization to promote meaningful parent involvement in advancing our school's mission.  At ECHS, we extend communication beyond traditional methods by offering accessible and relevant special events. Our Parent Education Seminars equip families with tools to support student success, addressing timely topics such as social and emotional development, vaping, substance use, addictive behaviors, and age-appropriate safety protocols. We also host on-campus events that encourage family participation and celebrate student achievement. History Night highlights student work through interactive historical presentations, while the Arts Festival showcases creativity and talent in visual and performing arts. These events help strengthen our school community and deepen family engagement in the life of the school.|Current areas of focus for the school include holding parent education seminars and continued improvement of the school’s foreign language support. Moving forward, Escondido Charter High School will continue investing energy to learn more about our families, including their strengths, cultures, and goals for their students.|ECHS is committed to continuing its investment of energy and resources to learn more about our families, including their strengths, cultures, and goals for their students. Current engagement efforts include holding parent education seminars and continued improvement of the school’s foreign language support.|At ECHS, we believe that parents are the primary educators of their children, and we work in partnership with them to provide high-quality teachers, materials, and resources. This collaboration helps ensure that parents feel confident in supporting their students’ growth in both heart and mind. The school continually looks for ways to strengthen relationships with families and guide them in choosing the most appropriate learning options for their students. We offer a full spectrum of educational choices, including the Traditional Learning Option, the Flex Classical Learning Pathway, and the Personalized Learning Pathway.  Through various policies and programs, we equip families with the information and tools they need to support student learning and development at home. Before students begin at Escondido Charter High School, we host New Parent Orientation meetings to share academic expectations, review current policies, and address questions. In the week before school starts, new students participate in New Student Orientation, where they tour the campus, check out books, and find their lockers. Each student receives a daily planner, and all homework assignments are posted online and updated daily so that both students and parents can stay informed. Students who need extra academic support can attend tutorials held after school with their regular classroom teachers.  Our Student Services Department provides personalized guidance to students and their families. Counselors meet individually with each student annually to develop an educational plan tailored to their goals. The department continues to support students effectively through individualized planning, postsecondary guidance, and ongoing communication with families. The school also hosts multiple college seminars for students and parents to explore postsecondary options and develop strategies for long-term success. These offerings have recently expanded to include information on community colleges, as well as seminars focused on college, scholarship, and financial aid applications. Colleges are invited to visit the campus and share current information about their programs. In addition to face-to-face communication, parents can access the school’s online grade book to view real-time updates on student performance. Each semester includes three grading periods, helping families monitor progress and address concerns early.|As ECHS continues to strengthen partnerships with parents and improve student outcomes, we remain committed to clear and effective communication. Interpreting services are provided as needed to support inclusive and accessible communication between families and the school. In addition, the school is actively developing and expanding the Wooden Wins initiative, which focuses on character development and enhancing students’ emotional intelligence. This ongoing work reflects our dedication to fostering well-rounded students equipped with the values and interpersonal skills essential for lifelong success.|As the school seeks to improve its partnerships with parents and improve student outcomes, the communications framework will continue to evolve to provide exceptional parent/school communications, inclusive of all. An area of emphasis, designed to support underrepresented families, will include hosting community events for parents on topics of interest to the school’s families.|ECHS involves families through various advisory bodies and parent representation on the school’s Governing Board. The Parent Volunteer Organization collaborates with the school’s administration to provide input on activities and projects. During the development of the Local Control Accountability Plan (LCAP), parents serve on a committee to review the draft document and make recommendations. The draft LCAP is available to all families online and in print upon request. Parents are encouraged to submit comments before the public hearing and can also provide input directly at the hearing or at the board adoption meeting.  ECHS has consistently prioritized timely and accessible communication with parents and guardians whose primary language is not English, making it a central part of its family engagement efforts over the years. These ongoing efforts have significantly increased access to information and opportunities for input from all families. The school continues to implement and enhance strategies to seek input from all families, including those from underrepresented groups within the school community. As part of its continued commitment to parent partnership, the school regularly uses online surveys to gather feedback throughout the year. The communications team also plans to build on existing practices by expanding the use of social media to reach a broader audience. Additionally, ECHS will continue to create opportunities for families to connect with the administrative team through mini presentations, coffee talks, and other small group gatherings designed to encourage open dialogue and community engagement.   At ECHS, we work together to plan, implement, evaluate, and improve our family engagement activities. We continually seek input from parents on how we can enhance our current activities, increase the variety of activities, and ensure inclusivity for our underrepresented population.|The school consistently implements and refines strategies to seek input from all families, including those from underrepresented groups within the school community. Providing timely and accessible communication to parents and guardians whose primary language is not English has been a sustained area of focus, resulting in increased access to information and meaningful opportunities for engagement. As part of its continued partnership with parents, ECHS regularly uses online surveys to share information and gather feedback on key issues throughout the year. The communications team is committed to building on these established practices by expanding the use of social media to reach a broader audience. Additionally, the school continues to develop opportunities for families to connect with the administrative team in meaningful ways, including mini presentations, coffee talks, and other small-group activities.  Moving forward, efforts will remain centered on finding new and accessible ways for families—especially those from underrepresented groups—to participate in advisory groups and the decision-making process.|At ECHS, we are dedicated to thoughtfully planning, executing, evaluating, and enhancing our family engagement initiatives. We use a variety of strategies, including language translation services, targeted surveys to reach underrepresented populations, and a welcoming approach by our administrators who greet everyone as they enter and exit the campus before and after school.  We actively seek input from parents to refine our existing activities and expand the range of offerings available to our diverse community. Our goal is to ensure inclusivity for our underrepresented populations.  Looking ahead, we will continue to streamline the process of involving families in advisory groups and the decision-making process. We are particularly committed to increasing the involvement of underrepresented families in shaping our educational community.|5|5|5|5|4|5|5|4|4|4|4|4|Met||2026-06-15|2026
37681140000000|Fallbrook Union Elementary|3|"The Fallbrook Union Elementary School District (FUESD) conducts an annual TK–8 parent survey evaluating seven key areas, alongside open-ended feedback. The latest results closely align with input from the LCAP Parent Forum, highlighting strong community relationships, increased academic satisfaction, and a welcoming school climate:  School Safety & Climate: 95% of parents reported that their children feel safe at school, with an overall consensus that families feel ""welcome on campus.""  Engagement & Voice: 84% of families felt they have a voice and meaningful input in district matters.  Parent Education: 60% of families acknowledged that workshops of interest were offered, and rising attendance at district events demonstrates progress in building stronger family-school partnerships.  Academic Growth: Results showed an increase in positive parent perception regarding the quality of instruction across all core areas, including math, reading, writing, science, history/social science, English Language Development (ELD), and physical education."|FUESD's self-analysis suggested we continue our efforts to build relationships among the school community through supporting leadership opportunities at the school sites, such as organized volunteering and being inclusive of culturally responsive practices.|The district has identified staff training as our area of focus to support relationship building.  FUESD identified a need to support our staff with learning more about our families and our community.  We would like to focus on leveraging family's strengths, cultures, and languages to support students, as well as helping to understand parents' goals for their children.  We believe continuing the focus of creating supportive and positive school cultures and climates, along with providing our staff with additional training and support in understanding families, we will improve the engagement of underrepresented families.  We will be using our Bilingual Community Support to make individualized contacts to families to support higher engagement of underrepresented families.|FUESD actively fosters parent partnerships through consistent communication, leadership opportunities at both the site and district levels, and educational workshops. Annually, all schools outline these opportunities within a calendar of events included in their Parent-Family Engagement Policies, with parent advisory committees directly guiding the topics and offerings.  To maintain regular home-school communication, the district hosts two annual Parent-Teacher-Student Conference windows to review student progress. This is supplemented by continuous access to staff emails, work phone numbers, and classroom Google Sites. While foundational events like Back to School Night and Open House remain highly attended, FUESD is committed to expanding beyond these traditional practices to cultivate deeper, more collaborative two-way communication with our families.|While our schools and district maintain active committees and offer a variety of family workshops, we recognize an opportunity to build broader partnerships that focus on student outcomes beyond individual groups (such as ELAC, SSC, PTA, and Leadership Teams). Moving forward, our goals include fostering cross-participation among these committees, increasing attendance at academically focused educational events, and amplifying parent voice regarding student success.  To support these growth areas, FUESD will focus on two key strategic priorities:  Comprehensive Support: Implementing a holistic approach that supports both children and parents by addressing emotional health, safety, academics, and extracurricular activities.  Access and Flexibility: Expanding resource availability outside of traditional hours to better accommodate the schedules of full-time working parents.|An area of improvement will be providing professional learning that supports teachers and administrators to improve the schools' capacity to partner with families.  While we have systems that support regular communication, support with a variety of parent committees, we believe professional development is how to connect and build trust with our underrepresented families and would support stronger partnerships.|FUESD offers numerous pathways for families to actively participate in advisory groups and shared decision-making. Our network of site- and district-level committees includes:  - Districtwide Committees: The District Advisory Committee (DAC), the District English Learner Advisory Committee (DELAC), and the Migrant Education Program Parent Advisory Council. - Site-Based Committees: School Site Councils (SSC) and PTA/PTSO organizations at all sites (including our preschool center), English Learner Advisory Committees (ELAC) at all in-town schools, and school Lighthouse teams.  To support these groups, the Senior Director of Curriculum and Instruction meets annually with principals and staff to provide specialized training materials and guidance on fostering authentic family involvement.    We consistently seek meaningful parent feedback through an Annual Needs Assessment—collaboratively developed by DAC and DELAC—as well as district surveys via Panorama and Google Forms. Additionally, the district offers multiple meeting dates and times to gather community input for the Local Control and Accountability Plan (LCAP).  To ensure equitable access and higher participation among working and underrepresented families, FUESD implements the following practices:  - Multilingual Access: All committee meetings and engagement activities are fully bilingual, provided in both English and Spanish. - Flexible Scheduling: Meeting times vary throughout the year to accommodate diverse work schedules. - Multichannel Outreach: Event notifications are distributed via phone calls, text messages, emails, paper and digital flyers, and targeted personal outreach.  Our parent committees actively use survey data and Needs Assessment results to plan, implement, and evaluate all family engagement initiatives. Moving forward, FUESD remains deeply committed to sustaining high levels of communication and authentic involvement. We will continue to expand participation by intentionally recruiting a diverse cross-section of parents to step into leadership roles and committees.|As we continue to look to improve our seeking input for decision-making, we will be seeking ways to increase parent participation and engagement at the school sites, specifically in the area of LCAP Input sessions and our Title Parent Information Nights.  This year, we experienced low attendance at the school sites for these two input events.  While our parent committees are strong, we would like to broaden involvement and input beyond committees.|As we work to enhance our decision-making processes, FUESD is seeking innovative ways to increase broader parent participation and engagement at our school sites. Specifically, we aim to boost attendance at our LCAP Input Sessions and Title I Parent Information Nights. While our existing parent committees remain highly active and strong, our goal moving forward is to broaden community involvement and ensure a wider, more diverse range of voices to contribute to these vital input events.|3|5|3|4|3|4|3|3|4|4|3|3|Met||2026-06-18|2026
37681220000000|Fallbrook Union High|3|Fallbrook Union High School District continues to demonstrate strong progress in building relationships between school staff and families through intentional outreach, bilingual communication, parent leadership development, and expanded college and career support services. Educational partner feedback, participation data, and local engagement measures indicate that families value opportunities to connect with staff, receive information regarding their students' progress, and participate in decision-making processes.  A significant strength of the district is the Parent Center and the support provided through the district's bilingual Parent Outreach Liaison and bilingual College and Career Liaison. These positions serve as a bridge between families and schools by providing translation and interpretation services, assisting families in accessing student information systems, connecting families with community resources, supporting parent volunteer opportunities, and helping families navigate educational systems and postsecondary planning. The Parent Center provides a welcoming space where families can access technology resources, receive assistance, and participate in workshops and engagement activities.  The district has also expanded support through a K-14 Counselor position, which strengthens communication and collaboration between families, K-12 schools, community colleges, and postsecondary institutions. This position assists students and families with educational planning, dual enrollment opportunities, college and career exploration, and development of four-year and postsecondary plans. These efforts have increased opportunities for meaningful conversations between school staff, students, and families regarding future educational goals.  The district continues to build staff capacity to develop positive relationships with families through professional learning opportunities that emphasize cultural responsiveness, empathy, communication, and support for multilingual learners and their families. New staff members participate in English Learner-focused training that includes opportunities to learn directly from students and families through empathy interviews, student panels, and other engagement activities that strengthen understanding of the community's experiences and needs.  Families also have multiple opportunities to engage in leadership and decision-making through School Site Council, English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), Parent Teacher Student Association (PTSA), LCAP educational partner engagement activities, ThoughtExchange surveys, and site-based events such as Coffee with the Principal, parent workshops, college and career information sessions, and counseling presentations. The district's Parent Leadership Institute further supports parents in developing leadership skills and increasing meaningful participation in school and district decision-making processes.|Based on educational partner feedback and participation data, Fallbrook Union High School District has made significant progress in family engagement through ELAC, DELAC, School Site Councils, PTSA, Parent Leadership Institute, Mano a Mano workshops, PIQE programs, Saturday Academy, and site-based events such as Coffee with the Principal and counseling information sessions. These opportunities have strengthened parent participation and increased family voice in district and school decision-making.  A focus area for improvement is expanding opportunities for families, teachers, counselors, administrators, and district staff to collaborate more directly in the planning, implementation, and evaluation of family engagement activities. Educational partner feedback indicates that families value opportunities to build relationships with school staff and participate in conversations regarding academic achievement, college and career readiness, student well-being, and school improvement efforts.  The district will continue to expand two-way communication opportunities, increase teacher participation in family engagement activities, and create additional opportunities for families to provide input regarding programs, services, and student support systems. Participation data, surveys, ThoughtExchange results, committee feedback, and other educational partner input will continue to be reviewed to identify barriers to engagement and improve family-school partnerships.|Based on educational partner feedback and participation data, Fallbrook Union High School District will continue to strengthen engagement with underrepresented families through targeted outreach, parent leadership development, bilingual communication, and expanded opportunities for participation in school and district decision-making.  The district's Parent Leadership Institute, Mano a Mano workshops, PIQE programs, and Saturday Academy continue to serve as important avenues for engaging families who have historically been underrepresented in school activities and leadership opportunities. Through these programs, families have access to classes and workshops such as English as a Second Language (ESL), citizenship preparation, technology courses, INEA, cultural enrichment opportunities, and parent leadership development.  Educational partner feedback gathered through DELAC, LCAP engagement meetings, surveys, and parent committees identified a desire for increased communication regarding engagement opportunities and college and career readiness information. In response, the district will continue to provide bilingual college and career readiness workshops, parent education opportunities, and informational sessions regarding college and career milestones, graduation requirements, financial aid, dual enrollment, and postsecondary pathways. The district will also continue developing and communicating a yearlong family engagement calendar to increase awareness of opportunities available to families throughout the school year.  The district will continue to support family engagement through School Site Councils, ELAC, DELAC, PTSA, Coffee with the Principal, counseling events, athletics, band, Dual Language Immersion activities, and other site-based programs. Moving forward, the district's primary focus will be improving communication, increasing participation from underrepresented groups, and ensuring that engagement opportunities are accessible, welcoming, and responsive to the needs of all families.|Fallbrook Union High School District continues to demonstrate strong progress in building partnerships with families to improve student outcomes. Educational partner input and participation data indicate that families value opportunities to engage in school decision-making, learn about academic programs, and support their students' educational and postsecondary goals.  The district maintains multiple structures that promote family involvement and shared responsibility for student success, including ELAC, DELAC, School Site Councils, Coffee with the Principal, counseling information sessions, Freshman Showcase, and Local Control and Accountability Plan (LCAP) educational partner meetings. These opportunities provide families with information regarding student achievement, graduation requirements, college and career readiness, and district initiatives while also providing opportunities for families to influence school and district decisions.  The district has continued to invest in programs that strengthen parent knowledge and leadership capacity. Mano a Mano workshops, PIQE, Parent Leadership Institute activities, and Encuentros have provided families with opportunities to learn about the educational system, support student success, and participate more actively in school and district leadership. Attendance at these programs has remained strong and demonstrates ongoing family interest in supporting student achievement and engagement.  The Saturday Academy program also serves as an important partnership opportunity by providing classes and activities that encourage families and students to learn together while strengthening connections between home and school. In addition, the district's bilingual Parent Outreach Liaison, bilingual College and Career Liaison, and K-14 Counselor positions have expanded communication and support for families by providing assistance with academic planning, college and career readiness, dual enrollment opportunities, financial aid information, and access to school and community resources.  These efforts have strengthened partnerships between families and schools, increased participation in educational programs and leadership opportunities, and expanded access to information that supports student achievement, college and career readiness, attendance, and overall student success.|Based on educational partner feedback and local data, Fallbrook Union High School District will continue to focus on increasing meaningful family participation in activities that directly support student achievement, college and career readiness, and student well-being. The district has expanded opportunities for educational partner input through ThoughtExchange, surveys, empathy interviews, LCAP engagement meetings, ELAC, DELAC, School Site Councils, and other advisory groups. These efforts have increased participation and provided a broader representation of family voices in district planning and decision-making.  A focus area for improvement is increasing participation among families who may face barriers related to language, transportation, work schedules, or familiarity with the educational system. The district will continue to refine communication systems and outreach efforts to ensure that families are aware of opportunities to engage in discussions regarding student achievement, college and career pathways, graduation requirements, and school improvement initiatives.  The district will also focus on strategically coordinating parent workshops, informational meetings, and feedback opportunities with existing school events and activities that families already attend, such as athletic events, performances, award ceremonies, college and career events, and student showcases. Additionally, the district will continue expanding bilingual outreach, college and career readiness workshops, parent education opportunities, and family engagement activities designed to increase participation from historically underrepresented groups.  Educational partner feedback, participation data, ThoughtExchange results, surveys, and committee input will continue to be reviewed annually to evaluate the effectiveness of family engagement efforts and guide future improvements in building partnerships that support positive student outcomes.|Fallbrook Union High School District will continue to improve engagement of underrepresented families through targeted outreach, bilingual communication, leadership development opportunities, and expanded access to school programs and services. Educational partner feedback gathered through ELAC, DELAC, ThoughtExchange, surveys, and LCAP engagement activities has highlighted the importance of providing accessible opportunities for families to participate in their children's education and school decision-making.  The district will continue to engage underrepresented families through ELAC, DELAC, Parent Leadership Institute activities, college and career readiness workshops, and other parent education opportunities designed to increase understanding of the educational system, graduation requirements, college and career pathways, and available student supports. The district will also continue to expand bilingual communication and outreach efforts to ensure families have timely access to information and opportunities for involvement.  A focus area for improvement is increasing utilization of the Parent Welcome Center as a resource for families. The district will continue exploring opportunities to expand volunteer participation, provide additional parent workshops, connect families with community resources, and create welcoming opportunities for families to engage with school staff and programs.  The district will also continue to strengthen Saturday Academy by identifying additional community partnerships and expanding classes and activities that engage both students and parents. These opportunities provide families with meaningful connections to the school community while supporting student achievement, college and career readiness, and family engagement.  Educational partner feedback, participation data, and survey results will continue to be reviewed annually to identify barriers to participation and ensure engagement opportunities remain accessible, inclusive, and responsive to the needs of underrepresented families.|Fallbrook Union High School District has established multiple structures to seek meaningful educational partner input and incorporate feedback into district and school decision-making processes. The district regularly gathers input through ELAC, DELAC, School Site Councils, PTSA, Coffee with the Principal events, counseling presentations, LCAP educational partner meetings, surveys, empathy interviews, and ThoughtExchange opportunities. These engagement structures provide families, students, staff, and community members with multiple avenues to share perspectives and inform district priorities.  A significant strength of the district is its commitment to gathering input from a broad range of educational partners and utilizing that feedback in the development, implementation, and evaluation of the Local Control and Accountability Plan (LCAP). Information gathered through committees, surveys, ThoughtExchange, and engagement meetings is reviewed, disaggregated when appropriate, and considered during district planning and resource allocation discussions.  The implementation of ThoughtExchange has expanded opportunities for participation by allowing educational partners to provide feedback electronically and asynchronously, increasing access for individuals who may be unable to attend in-person meetings. The district continues to utilize both virtual and in-person engagement opportunities to maximize participation and ensure that a diverse range of voices is represented in decision-making processes.  School Site Councils at Fallbrook High School and Ivy High School provide ongoing opportunities for families, staff, students, and community members to participate in school-level planning and resource decisions. Site administrators actively recruit members who represent the diversity of their school communities and work to ensure that educational partner input informs school improvement efforts and student support programs.  As a result of these efforts, the district has strengthened educational partner participation, expanded opportunities for feedback, increased transparency regarding district decisions, and improved the use of educational partner input in planning processes that support student achievement and well-being.|Fallbrook Union High School District continues to focus on expanding opportunities for educational partners to provide meaningful input regarding district programs, services, and student outcomes. The implementation of ThoughtExchange has increased participation by providing an additional avenue for families, students, staff, and community members to share ideas and feedback. This platform has helped the district engage a broader and more diverse group of educational partners, including individuals who may not traditionally participate in committee meetings or school events.  A focus area for improvement is increasing participation from families and educational partners who may face barriers related to language, work schedules, transportation, or familiarity with school systems and decision-making processes. The district will continue to explore creative and flexible engagement strategies that increase accessibility and encourage broader participation in district and school planning efforts.  The district also seeks to increase participation by strategically aligning input opportunities with existing high-interest events such as athletic contests, performances, award ceremonies, college and career events, and family engagement activities. Additional efforts will focus on expanding bilingual communication, increasing awareness of opportunities to provide input, and ensuring educational partners understand how their feedback informs district decisions.  Participation data, survey results, ThoughtExchange feedback, committee input, and LCAP engagement data will continue to be reviewed to evaluate the effectiveness of engagement strategies and identify opportunities to increase meaningful participation in decision-making processes.|Fallbrook Union High School District will continue to improve engagement of underrepresented families in decision-making through targeted outreach, bilingual communication, leadership development opportunities, and expanded access to engagement activities. Educational partner feedback indicates that families are more likely to participate when opportunities are accessible, welcoming, and connected to their students' educational experiences.  The district currently engages underrepresented families through ELAC, DELAC, ThoughtExchange, LCAP engagement activities, parent leadership programs, and bilingual outreach efforts. These opportunities provide families with multiple avenues to share their perspectives and contribute to district and school decision-making.  To further improve engagement, the district will continue to expand the use of the Parent Welcome Center as a resource for families by increasing opportunities for volunteerism, parent education, and access to school and community resources. The district will also continue strengthening Saturday Academy through additional classes, family learning opportunities, and community partnerships that encourage participation from students and parents.  The district will continue to utilize ThoughtExchange, surveys, committee participation, and educational partner meetings to gather feedback from families who may not traditionally participate in school governance groups. Additional efforts will focus on expanding bilingual communication, increasing awareness of engagement opportunities, and reducing barriers that may limit participation.  Participation data, survey results, ThoughtExchange feedback, and committee input will be reviewed annually to evaluate the effectiveness of outreach efforts and ensure that underrepresented families have meaningful opportunities to participate in school and district decision-making processes.|3|4|3|4|3|3|2|4|4|4|4|3|Met||2026-06-24|2026
37681300000000|Grossmont Union High|3|One of the biggest areas of improvement in the District’s progress at building partnerships is the adoption, integration, and use of Schoology. Schoology is a web-based learning management system (LMS) that allows teachers to create and assign tasks. This provides parents and students with a robust connection to classroom assignments, homework, and course content. Five district schools are recipients of Community Schools grants which have led to several schools hiring Community Liaisons to further the community/school relationship building. Our district parent engagement team alongside our DPAC is working to provide opportunities to increase engagement among families. This year we held about 57 parent events across the district to support families.|The GUHSD is focused on expanding opportunities for partnership building and increasing parent involvement in events such as school site council meetings, advisory meetings, and events that promote parent engagement. This year a district-level engagement event brought resources from across the county, including Feeding San Diego, the WOW bus, and parent awareness sessions to serve families and students across the district. We plan to expand this offering next year by partnering with Granite Hills parent engagement liaison.|"The GUHSD is focused on expanding efforts to involve students and parents/guardians of underrepresented groups to increase involvement and awareness of school programs that affect student outcomes. During the 2024-2025 school year the District will partner with its County Office of Education in a ""Portrait of a Graduate"" development process to which will actively seek input from historically underrepresented families. In 2025-26, our graduate, adult, and systems portraits were finalized and approved by the Board. In 2026-27, our work will continue as we enter our strategic planning phase."|The Grossmont Union High School District (GUHSD) maintains a variety of ways to build productive relationships with students and their families. The GUHSD has conducted training for teachers, administrators, and staff on multiple online platforms (for example: ThoughtExchange and Talking Points) to provide two-way, multilingual options for parent and family communication. The District regularly holds public meetings and forums on everything from grant opportunities and initiatives to strategic planning to IEP nights, CTE career fairs, career webinars, and advisory meetings.|The Grossmont District continually reviews options for improving the school-family relationship. We are continuing to build the infrastructure needed to communicate with parents in real-time. We continue to use the parent portal to increase parent engagement. This is our main communication tool. Sites are provided a “no parent portal” list each year to encourage parents to sign up and ensure they don’t miss out on daily notifications regarding attendance, grades, report cards, and SIS messages.|The Grossmont District has expanded its ability to provide translations for school-generated correspondence and documents in addition to in-person events and meetings. Language support is available by District translators in Spanish and Arabic. Translation services are provided for other languages. School sites are encouraged to reach out for additional translation services as needed. Support for underrepresented families is a central item to the District’s LCAP plan and a variety of options are available for families with English Learners (EL), students with disabilities (SWD), as well as foster and homeless youth.|The District maintains a number of avenues for parents to get involved in decision-making. These include: school site councils, parent nights, IEP nights, Parent Access nights, the English Learner Advisory Council (ELAC), the District English Learner Advisory Council (DELAC), the District Parent Advisory Committee (DPAC), school site council meetings, APT meetings, Community Advisory Committee (CAC) offered through the SELPA, multiple opportunities to participate in WASC accreditation, the Parent Teacher Student Association (PTSA), booster clubs, the CTE Advisory Committee, and various community-based strategic planning sessions. This year our Portrait of a Graduate work was essential in determining feedback from educational partners.|The GUHSD continues to work on increasing parent and community engagement by expanding access and opportunities for involvement in district decision-making. We plan to continue our work with Portrait of a Graduate as we enter into the strategic planning phase. As we begin a new three year LCAP plan, we will ensure we are going out to sites to ensure the voices of our community are heard.|The District has more broadly advertised the availability of parent involvement forums and has made specific requests for getting parents more involved. Combined, these efforts correspond to the priorities contained in the District’s Local Control and Accountability Plan (LCAP) where parent engagement is a high priority. We will continue next year to utilize our Community Schools to support parent engagement as well throughout the district.|3|3|3|3|2|3|3|3|3|3|3|3|Met||2026-06-23|2026
37681300136077|Altus Schools East County|3|The school has made significant progress in building strong relationships between school staff and families: key strengths and progress in this area include: •	High-quality Teachers: Each student is assigned a high-quality Teacher who is responsible for supervising all subjects and providing personalized attention. This close relationship ensures teachers can adjust assignments to meet student needs and goals and facilitates timely communication with parents. •	Parental Involvement: The school emphasizes the importance of parental involvement in student success. Parents are encouraged to set high expectations, talk about school daily, monitor schoolwork, establish daily homework routines, stay aware of test schedules, and maintain regular contact with teachers. This partnership approach helps in creating a supportive environment for students. •	Family Resources: The school provides extensive resources for families, including financial aid information, standardized testing support, and help with college admissions. These resources are designed to assist families in navigating the academic landscape and supporting their children’s educational journey. •	Personalized Learning Environment: The school operates with a low student-to-teacher ratio, allowing for personalized attention and the ability to build strong, individualized relationships. Teachers are deeply familiar with their students' academic levels and progress, which fosters a more tailored and supportive learning experience. •	Regular Communication: The school ensures regular communication through weekly conferences where parents receive updates on their child’s progress, attendance, behavior, and upcoming events. This continuous engagement keeps parents informed and involved in their child's education. These efforts collectively enhance the relationship between school staff and families, ensuring that students receive the support they need to succeed both academically and socially.  Parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 98% of parents report being able to provide input and feedback to the school through multiple ways. The school values the partnership between school staff and families as the foundation of parent and family engagement. Over 98% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 98% of parents report that the school provides innovative and engaging learning environments.|Engaging educational partners is an ongoing and sustained process focused on designing an educational program to meet student and community needs. The school regularly consults with educational partners throughout the school year to understand the academic, social-emotional and physical needs of students and families. The school utilizes multiple methods to conduct meaningful engagement, including school events, trainings, meetings, committees and surveys. Additionally, the school’s educational model is centered on a strong school-to-home partnership. This partnership allows school staff to consult with students, parents and family members on a regular basis to discuss individual needs. All information received from educational partners is organized and analyzed to determine if existing programs and services are effective in meeting the needs of the school community and if new approaches are needed. The LEA’s focus areas for improvement in building relationships between school staff and families include increasing parental participation in the Family Learning Series to foster a deeper engagement with their children’s education. They aim to encourage parents to support their students in excelling in mathematics by providing resources and strategies to reinforce learning at home. Another focus is to gather more input from parents on specific needs such as language development and mental health, ensuring that the school’s programs are tailored to address these critical areas. These efforts are designed to create a more collaborative and supportive environment for students and their families.|To improve engagement with underrepresented families, the school will address needs in several ways. School materials will be translated, and interpreters will be available for calls and meetings. The school will continue to issue Chromebooks and internet data plans to households in need of home technology. Additional Family Learning Series sessions will be offered to support families in academics, college and career planning, instructional support, and health and safety.  ParentSquare will continue to provide communication and engagement opportunities between educational partners and the school.|The LEA’s current strengths and progress in building partnerships for student success include providing a highly personalized academic experience through one-on-one instruction and small group sessions. The school emphasizes rigorous academic standards and regular assessments to ensure students meet or exceed expectations. The school offers various opportunities such as college courses, career technical education, internships, and leadership roles through programs like the California Cadet Corps. Additionally, the school engages students, parents and community partners in creating Pathways Personalized Education Plans to support individual student goals and needs.  The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and support for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and support to families throughout the school year.|The LEA’s focus areas for improvement in building partnerships for student outcomes include strengthening mathematics resources and instructional support to improve student proficiency. The school also aims to strengthen college and career planning to help students prepare for postsecondary education and career pathways. In addition, the school is focused on improving strategies that support on-time graduation through targeted interventions and personalized support. These efforts are intended to strengthen the overall system of support for student success.  Based upon information collected from students, the school has expanded Early College Credit partnerships to provide a broad and rigorous course of study while preparing students for post-high school pathways. In addition, the school is focused on providing students with additional counseling services to support planning for post-high school pathways. The school will continue to issue Chromebooks and internet data plans to households in need of home technology through the school’s Connect program, managed by the Equity and Inclusion Department to increase opportunities for student success. The school also partners with a local nonprofit tutoring organization to provide additional academic tutoring opportunities for students, particularly in mathematics and ELA.|The school is committed to improving engagement with underrepresented families in partnerships that support student outcomes. This includes expanding community-based partnerships that address the academic, physical, and social-emotional needs of students and help reduce barriers to success in meeting their Personalized Learning Plan goals. To strengthen school-to-home communication and gather input from English Learner households, school materials will be translated and interpreters will be provided when needed. The school will continue to solicit input from educational partners to identify and address student and family needs and reduce barriers to success.|The LEA’s current strengths and progress in seeking input for decision-making include actively involving teachers, principals, administrators, school staff, families, and students through multiple engagement methods. Teachers contribute through the Staff LCAP Engagement Survey, ELAC instructional meetings, and professional learning sessions. Principals and administrators provide input through team huddles, SSC meetings, and strategic planning sessions. Families participate in surveys, Open House, and Senior Night events, while students share their perspectives through surveys, School Site Council meetings, and other school events that provide opportunities for input on school programs. This inclusive approach helps ensure that the LCAP reflects the needs and priorities of educational partners and supports student-centered planning.  The school engages educational partners in its processes for continuous improvement and prioritizes building the capacity of staff and families to engage in advisory groups and decision making. The school provides training for SSC members annually and holds regular meetings to develop, refine, and update the LCAP. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides training, resources, support, and feedback opportunities throughout the school year. In 2025-2026 the school received input from 128 students and parents and used the results in the development of the 2026-2027 LCAP.|The LEA’s focus areas for improvement in seeking input for decision-making include increasing family and student participation in surveys, increasing attendance at the Family Learning Series and College/Career Week, and increasing participation in Open House and other school events. By strengthening these engagement methods, the LEA aims to gather broader feedback from families so their perspectives can be reflected more fully in decision-making. This approach is intended to support a more inclusive and responsive environment that addresses the needs and priorities of students and families.|School staff will provide opportunities for students, parents, and family members to receive school information and resources at Open House and Senior Night Events. The school has also enhanced the Family Learning Series, which is ongoing and sustained training for parents and family members focused on their individual needs. The Family Learning Series is also committed to empowering parents and family members to be part of the school planning process – which includes reviewing schoolwide student engagement, achievement, and college/career readiness data. Instructional staff utilize ParentSquare to engage in two-way communication with students, parents and family members regarding the educational program and opportunities for input and engagement. Interactive English Learners Advisory Committee (ELAC) meetings will seek to increase parent participation and input into the English Learner Plan, including an annual Needs Assessment. The school will continue to provide translated materials and resources for parents and family members of English Learners.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-24|2026
37681300139063|The Learning Choice Academy - East County|3|Parents and guardians are encouraged and welcomed to become involved in the formal education of their children. Educational research validates that support at home is critical to a child’s academic success. TLC provides numerous opportunities for families to be involved at school, including serving on the: governance committees, special events, fundraising events, parent organizations, in classrooms, and by participating in advisory committees, and special events. Parents are encouraged to support their children at home by making their expectations about school clear and creating a positive learning environment at home.|We are committed to communicating with and engaging parents as partners in their children’s education. Most communication to parents and families is in the family’s primary language. However, we are working diligently to make sure all forms and communications are transcribed. We are also committed to obtaining community resources for our school and invite all members of our community to assist us in the education of our students.|Parents have many opportunities to be involved at their children’s school site (i.e., school site council, special events, fund raising events, field trips, and in classrooms). We encourage parents to support their children at home by making their expectations about school clear and creating a positive homework and learning environment.|The mission of The Learning Choice Academy focuses on building relationships with students and parents. The Learning Choice Academy works hand in hand with parents, teachers and students on an ongoing basis. Parents have ample opportunities to participate in school programs through surveys, School Site Council (SSC), ELAC, parent workshops and monthly meetings with teachers.|A focus area for improvement for Learning Choice Academy is the need to increase school to family’s communication through the Parent Square app to increase the various methods on how we communicate to families. Another focus area for improvement is to support families to understand and exercise their legal rights and advocate for their own child(ren).|The Learning Choice Academy will continue to engage the underrepresented families through personal phone calls in their primary language and invite families to meaningful decision-making events such as the ELAC and LCAP stakeholder meetings.|The Learning Choice Academy has a Family and Parent Engagement policy. The policy has been developed jointly with, and agreed on with, parents, family members, SSAs, teachers, administration, and community stakeholders at The Learning Choice Academy. Parents have many opportunities to be involved at their children’s school site (i.e., advisory committees, special events, fund raising events, parent organizations, and in classrooms).|A focus area for improvement is that TLC would like to see an increase of parents attend and participate in the School Site Council (SSC), and English Language Advisory Committee (ELAC) as well as continue to grow our partnerships in the community. The SSC and ELAC meet quarterly.|The Learning Choice Academy will continue to engage the underrepresented families through personal phone calls in their primary language and invite families to meaningful decision-making events such as the ELAC and LCAP stakeholder meetings.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-17|2026
37681303731262|Steele Canyon High|3|Steele Canyon High School continues to demonstrate strong progress in building positive relationships between school staff and families. Analysis of stakeholder input and local data, including the annual Local Control and Accountability Plan (LCAP) surveys, School Site Council feedback, English Learner Advisory Committee (ELAC) input, Parent Teacher Organization meetings, and participation in parent engagement events, indicates that families value the welcoming environment, communication, and support provided by school staff.  Steele Canyon High School maintains multiple avenues for communication and engagement, including ParentSquare, email, phone calls, school websites, social media, parent conferences, and informational meetings. Families are encouraged to participate in decision-making processes through School Site Council, ELAC, Cougar Council, booster organizations, and various advisory groups. These opportunities allow educational partners to provide meaningful feedback regarding school programs, academic supports, safety, and student well-being.  Survey results and stakeholder feedback indicate that parents and guardians generally feel welcomed, respected, and informed about their student’s progress and school activities. Families report positive relationships with teachers, counselors, administrators, and support staff, and appreciate the school's commitment to providing timely communication and access to resources.  Steele Canyon High School has continued to expand efforts to strengthen family engagement through college and career events, financial aid workshops, parent education opportunities, open house, back-to-school events, performing arts and athletic activities, and targeted outreach to families of English learners, foster youth, students with disabilities, and students experiencing academic or social-emotional challenges.  Local data and educational partner feedback demonstrate that Steele Canyon High School has made continued progress in fostering trusting and collaborative relationships between school staff and families. The school remains committed to maintaining a culture of partnership and ensuring that all families have opportunities to engage in their students’ educational experience and contribute to continuous improvement efforts.|Analysis of educational partner input and local data indicates that Steele Canyon High School will continue to focus on expanding meaningful family engagement opportunities and increasing participation among groups that have traditionally been underrepresented. While survey results and stakeholder feedback reflect positive relationships between school staff and families, the school recognizes the need to increase participation rates in surveys, advisory committees, and parent engagement activities to ensure that a broader range of voices informs decision-making.  Areas for continued improvement include enhancing two-way communication, increasing awareness of available academic and social-emotional supports, and providing additional opportunities for families to engage in college and career readiness activities. Steele Canyon High School will continue targeted outreach to families of English learners, students with disabilities, foster youth, and students experiencing academic challenges to ensure equitable access to information and resources.  The school will also continue to strengthen family engagement through ParentSquare communications, parent education workshops, college and financial aid information sessions, and opportunities for educational partners to provide input through the Local Control and Accountability Plan (LCAP), School Site Council, English Learner Advisory Committee (ELAC), PIQE and other advisory groups. By expanding participation and strengthening partnerships with families, Steele Canyon High School seeks to ensure that all educational partners are actively engaged in supporting student achievement and school improvement.|Based on the analysis of educational partner input and local data, Steele Canyon High School has identified the need to increase engagement among families who have historically been underrepresented in school decision-making and participation opportunities, including families of English learners, students with disabilities, foster youth, and students experiencing academic challenges. The school recognizes that increasing the diversity of family voices strengthens partnerships and supports improved outcomes for students.  To improve engagement, Steele Canyon High School will continue to expand the use of multiple communication platforms, including ParentSquare, email, phone calls, and the school website, to provide timely and accessible information to families. The school will conduct targeted outreach to encourage participation in stakeholder surveys, School Site Council, the English Learner Advisory Committee (ELAC), and other advisory groups to ensure that educational partner feedback reflects the experiences and needs of all student groups.  Steele Canyon High School will also provide additional opportunities for families to engage in their students’ educational experiences through parent conferences, college and career readiness events, financial aid workshops, parent education opportunities, and activities that support student success and well-being. Staff will continue to foster welcoming and responsive relationships with families and utilize educational partner feedback to refine programs and services. Through these efforts, the school seeks to strengthen trust, increase participation, and ensure that all families have meaningful opportunities to contribute to school improvement and support student achievement.|Based on the analysis of educational partner input and local data, Steele Canyon High School has demonstrated continued strength in building partnerships that support positive student outcomes. Survey feedback from students, families, and staff reflects a high level of trust in the school, strong relationships with teachers and staff, and broad appreciation for the academic, extracurricular, and support opportunities available to students.  Families consistently identified the school’s rigorous academic programs, college and career preparation, and caring staff as significant strengths. Students reported positive relationships with teachers and other trusted adults and expressed appreciation for the variety of academic pathways, extracurricular programs, and opportunities available to prepare them for life after high school. Staff members highlighted a positive professional culture, collaborative relationships, and responsive leadership that prioritizes student success.  The school actively engages educational partners through multiple avenues, including ParentSquare communications, School Site Council, English Learner Advisory Committee (ELAC), Cougar Council, Parent Teacher Organizations, booster organizations, foundation meetings, student leadership groups, surveys, and community partnerships. These structures provide opportunities for ongoing dialogue and meaningful input regarding school programs, priorities, and resource allocation.  Analysis of stakeholder feedback indicates progress in strengthening communication and fostering a culture of collaboration and trust. Educational partners overwhelmingly recognize Steele Canyon High School as a supportive and student-centered environment. Families and students value the school’s commitment to academic excellence and future readiness, while staff members cite strong relationships and a shared commitment to continuous improvement.  Local data and stakeholder feedback also demonstrate growing awareness of the importance of addressing the whole child. Students and families emphasized the importance of belonging, emotional wellness, and positive school culture, while staff identified opportunities to strengthen collaboration and communication across the organization. These findings support the school’s ongoing efforts to build authentic partnerships and ensure that educational partner voices continue to inform decisions that improve student outcomes.  Overall, stakeholder input reflects a strong foundation of trust, shared purpose, and commitment to providing all students with the academic, social-emotional, and extracurricular opportunities necessary to graduate college and career ready.|Based on the analysis of educational partner input and local data, Steele Canyon High School has identified several focus areas for improvement in building partnerships that support student outcomes. Stakeholder feedback from students, families, and staff consistently highlighted the importance of strengthening communication, expanding opportunities for meaningful engagement, and continuing to foster a positive and inclusive school culture.  Families expressed a desire for increased communication and transparency, including more consistent and proactive outreach regarding student progress, school initiatives, and opportunities for involvement. Staff members emphasized the need for additional opportunities for collaboration and shared decision-making, as well as professional learning that is responsive to the diverse needs of employees and students. Students indicated a desire for increased student voice and greater opportunities to provide input into school climate and programs that affect their educational experience.  Survey feedback also identified the need to strengthen students’ sense of belonging and emotional well-being. Students and families expressed concerns related to peer interactions, social pressures, stress, and mental health. As a result, the school will continue to prioritize efforts that promote respect, inclusion, and emotional safety while expanding systems of support through its Multi-Tiered System of Supports (MTSS).  In addition, stakeholder feedback highlighted the importance of ensuring that all students and families, particularly those who have historically been underrepresented in school activities and decision-making processes, have meaningful opportunities to participate and contribute. The school will continue to expand the use of multiple communication platforms, increase outreach efforts, and provide varied opportunities for engagement to ensure that diverse perspectives are represented.  Through ongoing surveys, advisory groups, committee participation, and community partnerships, Steele Canyon High School will continue to strengthen relationships with educational partners and use stakeholder feedback to guide continuous improvement efforts that support positive outcomes for all students.|Based on the analysis of educational partner input and local data, Steele Canyon High School has identified the need to increase engagement among families who have historically been underrepresented in school activities, advisory groups, and decision-making processes, including families of English learners, students with disabilities, foster youth, and students experiencing academic or social-emotional challenges. The school recognizes that increasing the diversity of family voices strengthens partnerships and contributes to improved outcomes for all students.  To improve engagement, Steele Canyon High School will continue to expand the use of multiple communication platforms, including ParentSquare, email, phone calls, and in-person meetings, to provide families with timely and accessible information. The school will continue to utilize School Site Council, the English Learner Advisory Committee (ELAC), parent education opportunities, surveys, and family events to gather input and encourage participation from a broad range of educational partners.  In addition, school staff, counselors, and support personnel will continue to conduct targeted outreach to families who may face barriers to participation and will provide opportunities for meaningful engagement that are flexible and responsive to family needs. Translation services, varied meeting times, and multiple methods for providing feedback will be used to increase access and participation.  Stakeholder feedback also highlighted the importance of belonging, emotional wellness, and positive relationships. Therefore, the school will continue to strengthen its Multi-Tiered System of Supports (MTSS) and promote a welcoming and inclusive environment where all families feel valued and connected to the school community.  Through ongoing communication, targeted outreach, and continuous collection of stakeholder feedback, Steele Canyon High School will work to ensure that underrepresented families are active partners in supporting student achievement, engagement, and college and career readiness.|Based on the analysis of educational partner input and local data, Steele Canyon High School has demonstrated continued strength in seeking input from students, families, staff, and community partners to inform decisions that support student outcomes. The school has established multiple structures and processes that encourage meaningful participation and provide opportunities for stakeholders to share their perspectives on school programs, priorities, and resource allocation.  Educational partner input is gathered through annual surveys, School Site Council, the English Learner Advisory Committee (ELAC), Cougar Council, parent organizations, booster groups, foundation meetings, student leadership groups, and ongoing collaboration with community agencies and postsecondary partners. Feedback collected through these avenues is used to inform the development and annual update of the Local Control and Accountability Plan (LCAP), program implementation, and continuous improvement efforts.  Survey results indicate that students, families, and staff value the school’s commitment to providing opportunities for input and appreciate the supportive relationships that exist throughout the school community. Staff members identified responsive leadership and a collaborative culture as strengths, while families expressed confidence in the school’s academic programs and the dedication of teachers and staff. Students reported positive relationships with trusted adults and recognized the variety of opportunities available to participate in school life and provide feedback.  Steele Canyon High School has also made progress in expanding communication and increasing opportunities for engagement through multiple platforms, including ParentSquare, email, meetings, and surveys. These efforts have supported increased participation and strengthened partnerships among educational partners.  Overall, stakeholder feedback reflects a culture of trust, collaboration, and shared responsibility for student success. The school continues to use educational partner input and local data to guide decision-making and ensure that programs and resources are aligned with the needs and priorities of students and the school community.|Based on the analysis of educational partner input and local data, Steele Canyon High School has identified several focus areas for improvement related to seeking input for decision-making. Feedback from students, families, and staff highlighted the importance of expanding opportunities for meaningful participation and ensuring that stakeholder voices are consistently reflected in school decisions.  Families expressed a desire for increased communication and transparency regarding school initiatives, resource allocation, and decisions that impact students. Stakeholders indicated that timely information and additional opportunities for two-way communication would strengthen trust and encourage greater involvement in the decision-making process.  Students identified a need for increased student voice and more opportunities to provide input on school climate, programs, and initiatives that affect their educational experience. Students emphasized the importance of feeling heard and having authentic opportunities to contribute to decisions that promote belonging, engagement, and overall well-being.  Staff members expressed interest in additional opportunities for collaboration and shared decision-making, particularly regarding professional learning, schoolwide initiatives, and systems designed to support student success. Staff feedback also indicated a need for increased communication and coherence across departments and programs.  Analysis of stakeholder participation data further identified the need to increase engagement among families and groups that have historically been underrepresented in advisory committees and school activities. The school will continue to focus on expanding outreach efforts, utilizing multiple methods for gathering feedback, and providing flexible opportunities for participation to ensure that a broad range of perspectives informs school decisions.  Through ongoing surveys, advisory committees, student leadership groups, and community partnerships, Steele Canyon High School will continue to strengthen structures for seeking input and use stakeholder feedback and local data to support continuous improvement and positive outcomes for all students.|Based on the analysis of educational partner input and local data, Steele Canyon High School has identified the need to increase participation among families who have historically been underrepresented in school decision-making processes, including families of English learners, students with disabilities, foster youth, and students who may face barriers to engagement. The school recognizes that diverse perspectives are essential to ensuring that decisions reflect the needs and priorities of the entire school community.  To improve engagement, Steele Canyon High School will continue to expand the use of multiple communication platforms, including ParentSquare, email, phone calls, text messaging, and in-person meetings, to ensure families receive timely and accessible information. The school will provide multiple opportunities for families to share input through surveys, School Site Council, the English Learner Advisory Committee (ELAC), parent education programs, and family engagement events.  School staff, counselors, and support personnel will continue targeted outreach efforts to encourage participation from families who may not traditionally engage in advisory groups or school activities. Translation services, varied meeting times, and multiple methods for providing feedback will be utilized to reduce barriers to participation and increase access for all families.  Stakeholder feedback emphasized the importance of creating welcoming environments and building trusting relationships with families. As a result, the school will continue to foster a culture of belonging and inclusion while providing opportunities for meaningful two-way communication and authentic participation in decisions that affect student success.  Through ongoing outreach, continuous collection of stakeholder feedback, and intentional efforts to engage diverse voices, Steele Canyon High School will work to ensure that underrepresented families are active partners in shaping programs, services, and decisions that support positive outcomes for all students.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-17|2026
37681303732732|Helix High|3|At Helix, our staff is dedicated to creating a welcoming environment for all families in our community. Teachers, Student Support, and Administrators maintain regular communication with families. Grade Level Teams (GLTs) send frequent updates and host monthly events such as Grade Level Coffee Talks and Family First parent education sessions.   We host Back-to-School Nights twice a year, providing teachers an opportunity to outline course goals and discuss how parents can collaborate with them throughout the year. Summer Conferences are held annually, offering the Grade Level Team a platform to discuss academic progress, four-year plans, and students' social-emotional status. Parents are encouraged to ask questions and learn specific ways to support their child.   For students who are not meeting expected goals or face attendance or behavior challenges, Student Intervention Team (SIT) meetings are organized. These meetings allow GLTs to collaborate with parents, teachers, and students to develop and implement strategies and accommodations for student success in all classes.   Students with an Individualized Education Plan (IEP) have annual meetings to review their progress and plan. Parents receive detailed information about their legal rights and are encouraged to ask questions. Translators are provided whenever necessary to ensure that all parents clearly understand the information being shared.|We will continue to implement the effective strategies listed to support partnerships that enhance student outcomes. This school year, we are focusing on proactive, early interventions by the Grade Level Teams. Additionally, we are refining and communicating our Multi-Tiered System of Supports (MTSS) and Multi-Tiered Multi-Domain Supports to the entire school community.|We actively seek feedback from underrepresented families through parent surveys and ensure their voices are heard by including representation on Advisory Committees. Our Multi-Tiered System of Supports (MTSS) and Multi-Tiered Multi-Domain Supports (MTDS) are designed to ensure no subgroups of students fall through the cracks. We are excited to reinstitute Family First parent information meetings, which will provide an opportunity to connect more closely with our underrepresented families.|At HCHS, we deeply value parent involvement, recognizing its critical role in student success. The strong attendance at Summer Conferences, Back-to-School Nights, Parent Shadow Days, and other school events underscores the effectiveness of our efforts in this area. Each staff member is dedicated to including all parents and guardians as equal partners in their children's education. Effective communication is pivotal in building and sustaining positive and productive relationships between families and our school.   This year, our Community Relations and Event Coordinator has bolstered communication and community engagement through Family First events, an updated website, and active social media channels. Additionally, the Grade Level Principal on Special Assignment focuses on improving community feedback, particularly on items such as the Local Control Accountability Plan.  Helix takes pride in our collaborative relationship with families, striving to cultivate a welcoming and supportive environment for students and their families. We engage in ongoing two-way dialogue through parent education evenings, strategic plan development, surveys, and a mix of on-site and virtual activities. Our Leadership Team ensures continuous updates through our InTouch phone caller system, monthly newsletters highlighting student learning and activities, and direct email communication.   To aid parents in understanding academic expectations, we offer various strategies, including Summer Conferences, Monthly GLT meetings, and Family First Thursday Info Nights. These events provide opportunities for parents to learn strategies for supporting their children's academic achievement and emotional well-being. Further information is disseminated through Back-to-School Nights, Open House events, and quarterly Progress Reports on academic progress.|In addition to maintaining the effective elements in place to sustain the positive relationships between school staff and families, the focus area for the 2024-25 school year will be the implementation of an ongoing Family Engagement Council. This council will monitor the effectiveness of existing communication structures and refine them as necessary to ensure continuous improvement.   Helix has expanded its administrative team by adding roles such as the Community Relations and Engagement Coordinator (CREC) and a Grade Level Principal (GLP) on Special Assignment. These additions have assisted in expanding parent outreach and communication efforts. The CREC has focused on optimizing the Helix website and social media channels as primary methods of communication. Meanwhile, the Director of Ed Services supports various behind-the-scenes programs on campus, thereby freeing up Grade Level Principals to dedicate more time to students.|Helix is committed to advancing diversity, equity, and inclusion initiatives. Recently, we are moving into our third and final year of Flex Prep Professional Development on campus–this PD is based on our work with the San Diego County Office of Education and the National Center for Urban School Transformation.  As part of our ongoing efforts to enhance accessibility, our parent email software now enables families to select from ten different home languages.|Stakeholders, including students, parents, and staff, actively participate in meaningful dialogue and contribute input to Helix's strategic planning process through various formal groups. These include the Charter Board, ParentTeacher Student Association (PTSA), English Language Advisory Committee (ELAC), Helix Teachers Association (HTA), Helix Classified Association (HCA), Restructuring Committee, Department Chair Council, Leadership Team, Professional Development Team, and Staff Equity Team.   Parent involvement in the development and annual review of schoolwide objectives is facilitated through participation in scheduled meetings, surveys, and focus group sessions. These sessions provide opportunities for parents to understand the expectations of the plans and how they impact their children.   To ensure authentic stakeholder input, including from students and families from underrepresented groups, the focus group sessions are continuously refined. Efforts are made to include methods for participation among families who speak languages other than English, fostering a more inclusive and comprehensive planning process.|During the 2025-26 school year, Helix worked to actively engage our educational partners as we continued to refine our work on our strategic plan, the Local Control Accountability Plan, based on our latest findings. Throughout this process, we are committed to ensuring input from all groups, particularly those that are underrepresented, to inform the development of this plan. We will implement methods to facilitate participation among families who speak languages other than English, fostering a more inclusive and representative planning process.|We are committed to maintaining the effective practices that ensure the input from underrepresented families is included and informs decision-making processes. Additionally, we will ensure their active participation in the strategic planning process.   The Community Relations and Engagement Coordinator (CREC) has been instrumental in optimizing the Helix website and social media channels as primary methods of seeking input from our diverse community. Meanwhile, the Grade Level Principal on Special Assignment (GLP) plays a crucial role in supporting various behind-the-scenes programs on campus, which will aid in gathering input from underrepresented families.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-29|2026
37681550000000|Jamul-Dulzura Union Elementary|3|Based on analysis of educational partner feedback and local data, JDUSD’s strengths and areas of continued growth include the revitalization of on-campus family engagement opportunities. The district has successfully expanded and enhanced a variety of events that bring families, students, and community members together to celebrate learning and strengthen school-community connections.  JDUSD continues to host several longstanding family engagement events, including Family Financial Literacy Night, sponsored by the San Diego Council on Economic Education, PTO-sponsored activities, and other opportunities for families to participate in school life. Additional events include two full musical theater productions, National History Day, Leadership Day/Open House, Back-to-School Nights, Science Fair, Movie Nights, and Parent Leadership courses. These events provide meaningful opportunities for families to engage with their children’s education and celebrate student achievement.  The district also prioritizes family voice and participation in decision-making processes through involvement in Strategic Planning, School Site Councils, ELAC/DELAC committees, and Parent Advisory Groups.  Looking ahead, JDUSD will continue partnering with the East County SELPA to host Parent IEP Education and Networking events. Planning is also underway for annual community-building events such as Family Literacy Night, Pi Night, Movie Night, and Night at the Museum in conjunction with National History Day. In addition, community partnerships continue to support family engagement efforts. For example, the Jamul Community Church provided its Common Thread clothing exchange during the elementary school’s Back-to-School Night, helping connect families with valuable resources while strengthening community ties.  Through these ongoing efforts, JDUSD remains committed to fostering strong partnerships with families and creating inclusive opportunities that support student success and community engagement.|Based on the analysis of educational partner feedback and local data, an area of focus for continuous improvement is increasing representation and participation from all student groups in family engagement and decision-making opportunities. JDUSD is committed to ensuring that the voices of all families are heard, particularly those representing our unduplicated pupil populations and the district’s major racial and ethnic groups.  To achieve this goal, the district will continue to actively recruit and encourage participation from a diverse range of families in advisory committees, leadership groups, and engagement activities. By fostering inclusive representation, JDUSD can better understand the needs, perspectives, and experiences of all students and families, ensuring that district decisions and programs reflect the diversity of our school community.|Based on the analysis of educational partner feedback and local data, JDUSD focused during the 2025–26 school year on improving family representation on the Strategic Planning Team. Particular emphasis was placed on including families of students with disabilities, socioeconomically disadvantaged students, and students experiencing homelessness. JDUSD has historically prioritized, and will continue to prioritize, the participation of families representing English Learners.  Although progress was made in broadening representation, the district was not successful in securing participation from families of students experiencing homelessness. JDUSD will continue to strengthen outreach efforts to better include this important student group in future strategic planning and engagement opportunities.|Based on the analysis of educational partner feedback and local data, JDUSD’s strengths in building effective partnerships to support student outcomes include providing multiple opportunities for family engagement and participation. The district offers a variety of committees and advisory groups through which families can contribute to school and district decision-making processes.  To maximize participation, meetings are scheduled at varying times whenever possible to accommodate diverse family schedules. JDUSD also provides translation services for meetings and materials to ensure accessibility for all families. Communication is delivered through multiple platforms, including automated phone calls, email, text messaging, and social media, allowing families to receive important information in the format most accessible to them.  In addition, JDUSD strengthens home-school partnerships by offering parent-teacher conferences to all families twice each year, providing regular opportunities for meaningful communication regarding student progress, academic achievement, and individual needs.|Based on the analysis of educational partner feedback and local data, an area of focus for continuous improvement is ensuring that all student groups are represented in family engagement and decision-making opportunities. JDUSD is committed to actively recruiting and encouraging participation from families who represent our unduplicated pupil populations, as well as the district’s major racial and ethnic groups.  By broadening representation and intentionally seeking diverse perspectives, the district aims to ensure that all voices are heard and considered in the development of programs, services, and decisions that impact student success. Strengthening inclusive family engagement will help JDUSD better understand and respond to the needs of its diverse student population.|Based on the analysis of educational partner feedback and local data, JDUSD focused during the 2025–26 school year on increasing family representation on the Strategic Planning Team, with particular attention to families of students with disabilities, socioeconomically disadvantaged students, and students experiencing homelessness. The district has long prioritized the inclusion of families representing English Learners and remains committed to maintaining their active participation.  While progress was made in expanding representation among several student groups, the district was not successful in securing participation from families experiencing homelessness. As a result, JDUSD will continue to strengthen its outreach and engagement efforts to ensure that the perspectives and experiences of these families are represented in future strategic planning and decision-making processes.|Based on the analysis of educational partner feedback and local data, JDUSD demonstrates multiple strengths in seeking input to inform decision-making. First, the district has established a strong Strategic Planning Team composed of staff, school board members, families, and community representatives. This team reviews relevant data and provides direct input into the development of the LCAP.  In addition, JDUSD offers multiple opportunities for educational partners to provide feedback throughout the year. To support broad participation, meetings are scheduled at various times of the day, virtual participation options are available, and translation services are provided for input meetings. These efforts help ensure that diverse perspectives are included in district planning and decision-making processes.|Based on the analysis of educational partner feedback and local data, an area of focus for continuous improvement in seeking input is increasing family awareness of, and participation in, opportunities to provide feedback. While JDUSD offers multiple avenues for educational partners to share their perspectives, the district recognizes the need to ensure that all families are aware of these opportunities and feel encouraged to participate.  Moving forward, JDUSD will continue to strengthen communication and outreach efforts to increase engagement from all family groups. By expanding awareness and reducing barriers to participation, the district aims to gather more representative feedback that can effectively inform planning, decision-making, and continuous improvement efforts.|Based on the analysis of educational partner feedback and local data, JDUSD will continue to focus on increasing engagement among underrepresented families. The district will utilize a variety of communication and outreach strategies, including the district website, social media platforms, principal automated phone calls, emails, personal phone calls, teacher communications, committees, surveys, and family engagement events.  In addition, JDUSD will continue to create opportunities for families to provide input during events that bring them to campus. By engaging families in settings where they are already connected to their children's learning and school community, the district aims to increase participation, gather diverse perspectives, and ensure that all families have meaningful opportunities to contribute to district and school decision-making.|4|4|4|5|5|5|4|4|5|5|4|5|Met||2026-06-25|2026
37681556117303|Greater San Diego Academy|3|Due to the nature of GSDA's personalized learning homeschool program, the area of building partnerships for student outcomes is an overall strength. Educational consultants meet monthly with parents to discuss student progress and provide information and resources to support student learning and development at home. GSDA educational consultants communicate with families via email and text regularly to support student learning and address family needs.  GSDA office staff also engage in regular communication with current and prospective families to provide support regarding the GSDA program.|Overwhelming feedback from parents showed that they are happy with the personalization, flexibility, and support provided by GSDA teachers. GSDA continues to brainstorm opportunities to create community.  This includes work on enhanced schoolwide events, schoolwide literacy and math themes, and improving communication via email, text, and social media.|GSDA has had limited success in engaging underrepresented subgroups.  The ELAC committee has seen an increase in participation and established parent leaders in the English Learner community. GSDA will continue to offer parent meetings via Zoom and in-person to encourage participation. GSDA plans to improve engagement through a multi-modality approach including offering a variety of formats and times for parent meetings, enhanced marketing of schoolwide events, and opportunities to provide feedback via surveys.|As a homeschool program that focuses on personalized education, GSDA's foundation is built on the ability of staff to build relationships with families. Monthly professional development builds on the staff's capacity for fostering strong relationships with the families they support. GSDA administers parent surveys for students in grades TK-12 annually. As part of our school mission, we seek to provide a safe and supportive learning environment for all students. Offering a variety of opportunities for feedback from parents and students including meetings and surveys helps to ensure that we are succeeding in providing that environment. In addition to our school mission, our annual LCAP also seeks to provide a safe and supportive learning environment for all students. Many of the specific steps taken each year as listed in our annual LCAP were derived from suggestions and feedback from our annual parent and student surveys.|Based on educational partner feedback, parents/guardians feel welcomed, supported, and encouraged at GSDA.  No specific areas for improvement around building partnerships was noted in our annual survey. Overall students are satisfied with the level of support they receive and the resources provided by GSDA.|Since all teachers meet parents and students at least monthly to discuss academic progress, social-emotional supports, and available resources, all families are equally represented in regards to building partnerships for student outcomes.|GSDA provides regular opportunities for parents to provide input through parent meetings, ELAC & Charter Council advisory groups, and surveys.  Additionally, parents have the opportunity to provide feedback during their monthly meetings with their Educational Consultant.|GSDA recognizes that an area for improvement is in parent involvement for English Learners and families that are participating in our primarily homeschool program. The population of English Learners has grown this year at GSDA. While opportunities for engagement have been developed with the ELAC advisory group, more work needs to be done on the overall involvement of parents of English Learners in the school community. Input from students that primarily engage with GSDA via virtual curriculum and virtual meetings is also an area that needs improvement. GSDA seeks to include representatives from these populations through invitations to participate on Charter Council & ELAC and to attend schoolwide events.|During recent educational partner meetings, we received feedback that offering parent meetings with a Spanish interpreter could improve participation. It was also noted that offering food at the in-person meetings is a big draw.  GSDA plans to increase communication via email and text to send reminders, links, and invitations.|5|5|5|5|5|5|5|5|4|3|4|4|Met||2026-06-25|2026
37681630000000|Julian Union Elementary|3|JUSD has established strong relationships with families, and opportunities for parents to engage. These include:  First Friday Lunches: Parents are welcomed onto campus on the first Friday of each month to eat lunch in the school garden with their student.  Coffee and Conversation: From 8:00-9:00AM each Wednesday, parents have the opportunity to have coffee and conversation with the school principal, as well as a community resource specialist. In addition to free-form conversation, monthly presentations by community partners in the medical, mental health, and counseling fields aim to inform parents and enable better support for all students.  Hispanic Family Liaison: JUSD has a Hispanic family liaison on campus for community outreach and support.  Native American Family Liaison: JUSD has a Native American Family Liaison on campus for community outreach and support.|The school's website is an area designated for improvements to better facilitate communication and information to families.|Historically underrepresented have opportunities to engage through school site counsel/LCAP, and active outreach occurs through our Native American and Hispanic Family liaisons.|JUSD provides PD to staff members focusing on areas like trauma informed care and cultural awareness to assist in understanding and connecting with students and families. In addition, practices like our beginning year '4-Square', where the general education, SAI, school counsel, principal and community resource specialist examine each student in areas such as academic progress, physical health, mental health/peer relationships, and family support at home allow the entire team to understand each student and family across multiple dimensions to tailor the support needed to each family.|Although many documents and web resources are available in alternate languages, more can be done to verify that all necesary resources are available in all necessary languages.|Historically underrepresented have opportunities to engage through school site counsel/LCAP, and active outreach occurs through our Native American and Hispanic Family liaisons.|Principals and staff attend regularly scheduled meetings of parent advisory committees to get input and connect with historically underrepresented groups. Parents and families have the opportunity to connect both in informal settings (such as Wednesday Coffee and Conversation) as well as formal settings (such as school site counsel/LCAP) to inform school site and district decision-making.|Parent attendance at formal events such as school site counsel/LCAP has been lower than it could be - JUSD is engaged in additional outreach to increase parent participation.|JUSD will engage in outreach through the Hispanic and Native American Family liaisons to drive participation of historically underrepresented groups in school decision making.|4|5|5|4|4|4|4|4|4|4|4|4|Met||2026-06-12|2026
37681630128421|Harbor Springs Charter|3|"Based on this year's analysis of educational partner input, the LEA demonstrates significant strength in fostering a culture of mutual respect and clear communication. Parent perception remains high, with 91% reporting trusting relationships and 94% affirming welcoming environments. This is mirrored by staff sentiment, where 95% report high satisfaction with teacher-to-family interactions and 90% report positive communication with program leadership. Building Staff Capacity & Relationship Growth The LEA has institutionalized the ""whole family"" approach through the Belonging Committee and Student Services. Data shows 89% of families feel staff are successfully partnering with them. Our personalized learning model remains a core strength; by using interest inventories and strength-finder assessments, teachers move beyond surface-level interactions. This is reinforced by student data, where 86% of students report that adults at school know their names and 84% feel encouraged to work hard, demonstrating that staff capacity for relationship-building translates directly into the student experience. Welcoming Environments & Restorative Culture The implementation of Restorative Practices, supported by dedicated coaching, has solidified a safe and connected environment. Student responses highlight a culture of respect: 87% of students feel adults treat them with respect, and 85% report they can get along with others who are different from them. Furthermore, school safety and anti-bullying efforts are highly effective, with 88% of students stating that adults make it clear bullying is not okay, and 87% confident that adults will help if an issue arises. These metrics underscore our progress in creating a site where families and students feel secure and valued. Two-Way Communication & Targeted Outreach Accessibility is a primary strength, with 97% of families reporting that school communication is understandable. The LEA utilizes ParentSquare, regional ""SPREE"" events, and ""Coffee Chats"" to maintain 2-way dialogue. While 84% of families feel empowered to engage in decision-making bodies (SSC/DELAC), student data suggests an area for continued growth in student agency, as 46% of students feel they have a voice in school activities. Moving forward, the LEA will leverage its strong communication infrastructure to further bridge the gap between parent advocacy and student-led decision-making."|"The LEA will prioritize building a deep sense of belonging by utilizing the Belonging Committee as a central resource for staff and families. Rather than a top-down mandate, the committee will serve as a hub for cultural proficiency, offering insights that help educators celebrate varied cultures, traditions, and rituals. A key focus will be deepening Restorative Practice support across all learning environments to ensure every student and family feels culturally represented and emotionally safe.  To move beyond high satisfaction toward true partnership, the LEA will focus on empowering students and families as co-designers of the educational experience.  The school will: Utilize student-led conferencing, parent/student/teacher conferences, and student goal-setting and tuning meetings. These forums will provide a structured space for families and students to work alongside staff to co-design the learning path and school rules. Our aim is to ensure each student has personalized academic and socio-emotional goals, with regular opportunities to meet and discuss progress, ensuring the ""whole child"" is supported both at home and at school.   Continue to deepen Restorative Practices training providing specific tools and language needed to mirror school conflict-resolution strategies in the school and home setting.  Current data highlights a disparity between adult-to-student respect 87% and peer-to-peer respect 65%.  Involving the families in acquiring these skills and common language will build a more cohesive school community."|Based on the 2026 self-reflection and partner input, the LEA will refine its strategies to engage underrepresented families by moving from broad outreach to data-driven, personalized inclusion. Following the initial rollout, the LEA will fully leverage Branching Minds as a centralized MTSS and SEL data hub. This platform allows support staff to identify the specific needs of underrepresented student groups, including English Learners and students requiring specialized interventions. By using these insights, staff will initiate targeted communication with families, shifting from general updates to data-informed partnerships. This empowers caregivers with specific tools and research-based resources to support their child’s unique learning goals at home.   While 97% of families find communication accessible, the LEA recognizes that true engagement requires cultural resonance.  The school will:  Utilize the Belonging Committee to help staff move beyond standard translations toward culturally proficient engagement that honors the traditions and languages of our diverse community. Enhance support for families of English Learners by deepening the capacity of our specialized staff to act as cultural liaisons, ensuring that welcoming environments (94% positive rating) are felt equally across all demographic subgroups. To address the fact that only 84% of families currently feel they have opportunities to provide input—and specifically to capture the voices of underrepresented groups—the LEA will:  Continue to provide opportunities for student-led conferencing and tuning meetings. These settings provide a structured, low-pressure environment for underrepresented families to co-design personalized learning goals alongside their children and teachers.  Actively monitor and individually recruit for SSC and DELAC participation to ensure these decision-making bodies reflect the actual diversity of our student population. To improve peer-to-peer respect (currently 65%) and overall school climate, the LEA will continue to focus on Restorative Practices training. and supports. We will provide tools and understanding through ParentSquare and different parent training opportunities. By providing families with the same conflict-resolution tools used by staff, we create a consistent, supportive bridge between the school and home. This shared language fosters a deeper sense of safety and belonging, ensuring that the 87% of students who feel respected by adults see that same level of care reflected in their peer interactions and family-school partnerships.|"A cornerstone of our model is the Personalized Learning Plan (PLP) which ensures that the community is the classroom. We involve families as primary partners in the Mastery Learning cycle, including initial goal setting and ongoing progress monitoring. Currently, 89% of families report that teachers meet with them specifically to discuss student progress and ways to partner for improved outcomes. Furthermore, 90% of parents affirm that they have the necessary resources to support student learning at home, demonstrating that our school-to-home connection is effectively bridging the gap between credentialed teachers and home-based instruction.  The LEA has fully implemented multiple channels to ensure families are informed and empowered. Survey data results show that 97% of families report that school communication is understandable and accessible, ensuring that grade-level standards and expectations are clearly defined. The charter offers in-Person and virtual engagement for families.  Signature events such as Parent Ignite!, regional ""SPREE"" events, and ""Coffee with the Principal"" sessions provide open forums for input and resource sharing. The LEA’s progress is reinforced by a strong internal culture of professional growth. Staff satisfaction remains high, with 95% of teachers reporting positive interactions with families. We develop high-impact partnerships through the use of Branching Minds, which allows staff to share MTSS and SEL data with families to co-create interventions. Currently, 89% of families believe staff are actively improving their capacity to partner with them, a reflection of our ongoing professional development focused on cultural proficiency and collaborative coaching. Survey data is not just collected but is utilized by leadership teams to adjust learning communities. With 85% of students reporting that adults give extra help when they are struggling, the partnership between school staff and families ensures that interventions are timely, personalized, and supported by all educational partners."|Every student will be supported in co-designing academic and socio-emotional goals. We will provide regular opportunities for families and students to meet and discuss progress, ensuring that learning goals are consistently supported in both school and home settings. To move beyond traditional parent-teacher conferences, the LEA will prioritize student-led conferencing and student goal-setting and tuning meetings. These forums will empower students to present their learning to others (currently a growth area at 59%) and involve families as active co-designers of the educational path. By shifting the focus to student agency, we aim to increase the percentage of students who find school interesting and relevant to their future. Building on the successful implementation of Branching Minds, the LEA will focus on using this centralized data source to improve two-way communication with families of underrepresented students and those requiring extra help. With 85% of students reporting that adults give extra help when they are struggling, our goal is to use this platform to offer specific, research-based interventions and resources to caregivers, fostering a stronger partnership in the MTSS process. Our focus remains on the professional development of teachers and leaders to master these specific engagement strategies, ensuring that the partnership between school and home directly results in improved, equitable student outcomes.|The LEA will move beyond general support by fully utilizing Branching Minds and Benchmark as centralized hubs for MTSS and SEL data. These tools allow staff to identify specific achievement gaps and social-emotional needs unique to underrepresented student groups.  By aligning these data points with research-based interventions, staff will co-create Individual Student Plans that provide families with specific, actionable resources to support their child’s progress in both in-person and virtual settings.  The school plans to actively monitor and recruit for SSC and DELAC to ensure that decision-making bodies are representative of our entire school community, providing underrepresented families with a clear pathway to advocate for their students and influence school policy.|"A primary strength is the intentionality of our outreach; 84% of respondents agree the school specifically seeks input from underrepresented groups. This is facilitated through relationships built between staff and families, and  parent groups, ensuring those most impacted by achievement gaps have a seat at the table.  The school's transition to highly accessible communication (97%) ensures that a broad demographic of parents can provide feedback on policies and programs through surveys and open-forum ""Coffee Chats.”  Progress is evident in the shift toward co-designing the educational experience. By involving families in student-led conferences and tuning meetings, the LEA is bridging the gap between providing general feedback and making specific, data-driven decisions regarding student goals and school culture."|"The primary focus area is to move beyond general solicitation of feedback toward a collaborative ""co-design"" model that empowers families, teachers, and administrators to work together in planning, implementing, and evaluating family engagement activities. While 84% of families currently feel encouraged to join advisory groups, we will prioritize diversifying representative governance within the School Site Council and DELAC to ensure typically underrepresented groups are active partners in decision-making. We will also focus on closing the gap in student agency, leveraging the fact that only 46% of students currently feel they have a voice in school activities, by integrating student-led conferencing and tuning meetings into our leadership forums. By utilizing Branching Minds as a transparent data resource, the LEA aims to provide families with the specific insights needed to advocate for their students’ unique needs and collaboratively shape school-wide policies and programs."|The charter staff does an excellent job embracing and welcoming families as partners in education.  We will use those partnerships to seek input from families. We want to shift families from passive observers to active co-designers in the entire educational process.  We will engage underrepresented families by transitioning from providing access to fostering active, data-driven advocacy. We will deepen participation in advisory groups, such as DELAC and School Site Council, by moving beyond standard meeting invitations to a targeted recruitment model that ensures these bodies reflect our diverse student demographics. To remove barriers to entry, we will continue providing culturally responsive, multilingual forums and flexible virtual options. Furthermore, the LEA will utilize Branching Minds as a transparency tool, providing underrepresented families with direct access to their student’s MTSS and SEL data. This ensures that when families participate in decision-making, they are equipped with the specific insights needed to collaborate with leadership on high-quality curriculum and academic interventions.  We will continue to implement student-led conferencing and tuning meetings, which offer underrepresented families a structured, low-pressure environment to shape personalized learning goals and school policies alongside their children. These efforts are complemented by expanded parent education workshops that focus not only on navigating school systems but also on empowering caregivers as primary stakeholders in the mastery learning cycle. By combining proactive, multilingual communication with these opportunities for direct academic influence, the LEA aims to build the trust and agency necessary for underrepresented families to become permanent partners in the school’s decision-making framework.|5|5|5|5|5|4|5|5|4|5|5|5|Met||2026-06-11|2026
37681630137109|Diego Valley East Public Charter|3||||||||||||||||||||||Not Met|||2026
37681630138156|JCS - Mountain Oaks|3|Building relationships between school staff and families is a foundational priority at JCS-Mountain Oaks. The School uses ParentSquare, weekly newsletters, student-led goal-setting conferences, parent-teacher conferences, and end-of-year scholarly presentations to foster communication and engagement. Families are encouraged to participate in School Site Council meetings, JCS-Inc. Board meetings, and school surveys that support continuous improvement and decision-making. In Spring 2026, 95% of parents reported that teachers care about students and are available to support them. Parents also identified the school’s nurturing community as a primary reason for choosing JCS-Mountain Oaks.  Educational partner feedback and local survey results indicate strong progress in building positive relationships with families. Parents reported that staff are respectful, welcoming, and communicate clearly and effectively. Families also noted that teachers and staff demonstrate genuine care for students and maintain ongoing communication regarding student progress and needs. These strengths contribute to a supportive school climate where families feel valued, connected, and engaged. Feedback further reflects the School’s continued efforts to strengthen trust, enhance communication, and expand opportunities for meaningful family involvement in support of student success.|Educational partner feedback and local data indicate opportunities to strengthen relationships between staff and families through more consistent communication, expanded family engagement opportunities, and increased support for school personnel. Families expressed interest in more frequent and proactive updates regarding student learning, school programs, and available resources. Feedback also highlighted the importance of adequate staffing and administrative support to ensure school personnel have the capacity to engage effectively with families and respond to student and community needs. Continued efforts to strengthen two-way communication, increase family participation, and support staff capacity will help further build trust, collaboration, and meaningful partnerships between the school and families.|The School will improve engagement with underrepresented families by strengthening consistent, two-way communication and providing more inclusive opportunities for participation. Efforts will include offering flexible meeting and event times, using multiple communication methods, and expanding opportunities for families to share feedback and contribute to school improvement efforts. The School will continue fostering trusting relationships by ensuring all families feel welcomed, respected, informed, and connected to their child’s education and available resources. To support English Learner families, the School will utilize translation features within communication platforms such as ParentSquare and Google Docs and, when possible, assist Spanish-speaking staff. These efforts are intended to increase meaningful family engagement, strengthen collaboration, and support equitable participation across all student groups.|JCS-Mountain Oaks promotes strong partnerships for student success through both its hybrid and home study programs. Teachers maintain personalized communication with families, meeting regularly to discuss student progress, learning goals, and support needs. The school provides high-quality learning resources for use at home, facilitates student-led conferences each fall, and regularly shares academic progress data from assessments such as NWEA MAP and i-Ready. When students require additional support, families and staff collaborate through the MTSS process to develop, monitor, and evaluate interventions. Staff also participate in ongoing professional learning, including GATE training and Cognitively Guided Instruction, to strengthen instructional practices and student outcomes. The School further supports families through a Parent Handbook that outlines legal rights and advocacy resources.  Educational partner feedback and local data indicate that the school has developed strong partnerships that support student learning and well-being. Families and staff recognize the school’s commitment to open communication, collaborative problem-solving, and responsive support for students. The school has strengthened relationships by connecting families with resources, addressing student needs, and fostering a caring and supportive school culture. These efforts have helped build trust, enhance collaboration among educational partners, and contribute to positive student outcomes.|JCS-Mountain Oaks plans to increase parent engagement to support improved student outcomes by establishing clear communication protocols, increasing in-person interactions with families during drop-off and pick-up, and offering monthly Principal Chats. The School will also enhance parent-teacher conferences by scheduling fall half-days, extending conference times, and adopting a format that includes both student-led and parent-teacher discussion components. These changes respond directly to family feedback requesting more opportunities for meaningful parent-teacher conversations focused on student progress, goals, and support needs.|The LEA can improve engagement with underrepresented families by reducing caseloads for teachers serving the highest concentrations of high-needs students. This will allow staff to provide more personalized instruction, resources, communication, and support, leading to improved student outcomes. The School will also focus on identifying underrepresented families early and proactively working to understand their unique needs, strengthen relationships, and address barriers to learning and achievement. These efforts will help ensure that all families feel supported, connected, and able to fully participate in their child’s educational experience.|The school actively promotes stakeholder participation through School Site Council meetings, family surveys, PTO meetings, and monthly JCS-Inc. Board meetings. The School regularly encourages families and educational partners to engage in decision-making opportunities and provide feedback on school programs and improvement efforts. In a parent survey, 60% of respondents reported that school staff always or often encourage participation in School Site Council meetings, Board meetings, and other decision-making forums.  Educational partner feedback and local data indicate that the school has made meaningful progress in seeking and incorporating input from families, staff, and other stakeholders. Survey responses suggest that educational partners generally feel their perspectives are welcomed and valued through ongoing communication, feedback opportunities, and collaboration with school personnel. The School has demonstrated a commitment to listening to stakeholders and using their input to inform school improvement efforts, student supports, and program development. These efforts have strengthened relationships, increased collaboration, and contributed to a more inclusive and responsive school culture.|An area of focus for the school is strengthening collaboration with educational partners in decision-making processes. Spring 2026 survey results indicate opportunities to increase stakeholder engagement and ensure families feel their voices are valued. Of 58 parent responses, 22.4% reported that school staff rarely or never seek their constructive feedback on policies and programs, while 24.1% reported that staff rarely or never collaborate with them in planning, implementing, and evaluating family engagement activities. These results suggest a need to expand opportunities for meaningful participation, strengthen two-way communication, and increase family involvement in school planning and improvement efforts.|The LEA will improve engagement with underrepresented families by identifying and supporting these families early, increasing communication, and reducing barriers to participation. Teachers will proactively identify students from marginalized groups and strengthen outreach to their families to better understand their needs and provide individualized support. Staff will also be available to collaborate with families of English Learners, Foster Youth, and students experiencing homelessness to address student needs and improve access to services.  To support effective communication, the school will utilize translation features within platforms such as ParentSquare and Google Docs when language barriers exist. Spanish-speaking staff members will assist with translation whenever possible. The school principal will also recruit School Site Council members who represent underrepresented student populations, including students with disabilities, low-income students, and English learners. These efforts are intended to increase family voice, strengthen participation in decision-making, and ensure all families feel represented, informed, and engaged in the school community.|4|4|4|5|5|4|4|4|5|4|4|4|Met||2026-06-12|2026
37681630138628|JCS - Cedar Cove|3|JCS–Cedar Cove prioritizes strong partnerships with families to support student success and foster a connected school community. In the Home Study program, teachers, parents, and students collaborate to develop individualized learning goals based on student strengths, interests, and needs. In the Academy program, teachers build relationships through regular instruction, student interest activities, parent meetings, conferences, daily interactions, and school events. Ongoing communication is maintained through newsletters, phone calls, emails, text messages, meetings, field trips, and family engagement activities.  Feedback from families and staff indicates that the school has been highly successful in building positive, trusting relationships. Parent survey results were overwhelmingly positive, with average ratings between 4.6 and 4.9 out of 5 for respectful relationships, welcoming environments, understanding family strengths and cultures, and effective communication. Families frequently described the school as nurturing, safe, and welcoming, and praised staff for their care, professionalism, and commitment to student success. Staff similarly reported strong collaboration, supportive relationships with colleagues, and meaningful partnerships with families. Overall, feedback reflects a positive school culture where families feel valued, heard, and connected, contributing to a strong sense of trust and community.|Educational partner feedback was highly positive overall, reflecting strong relationships and trust between families and school staff. Survey results suggest opportunities to further strengthen family engagement by deepening understanding of families’ strengths, cultures, and backgrounds through more personalized and culturally responsive outreach. Families also expressed interest in additional opportunities for communication, involvement, and access to campus-based supports. Staff identified operational and facility-related challenges that can occasionally impact collaboration and family interactions. Moving forward, the school will focus on expanding two-way communication, increasing opportunities for family participation and feedback, and strengthening inclusive partnerships that promote trust, connection, and engagement across the school community.|The school will continue strengthening engagement with underrepresented families through culturally responsive outreach, expanded two-way communication, and inclusive opportunities for participation. While parent feedback reflects high overall satisfaction, survey results indicate an opportunity to deepen understanding of families’ diverse backgrounds, strengths, and needs. To support this goal, the school will increase personalized communication, expand opportunities for family input, and ensure families feel welcomed, informed, and valued in decision-making processes. The school will also continue fostering trust and connection through supportive staff interactions, community-building activities, and accessible engagement opportunities that encourage participation from all families.|The school supports effective family engagement through professional learning for staff, including formative assessment training, writing PLCs, Leader in Me, and research-based literacy practices. Families receive curriculum resources, lessons, and activities to support learning at home, along with regular opportunities to discuss student progress through conferences, meetings, goal-setting activities, and project presentations. The school also provides a Parent Handbook outlining family rights and advocacy resources. Through its hybrid and home study models, teachers maintain frequent, personalized communication with families and provide high-quality learning resources for home use.  Feedback from families and staff indicates strong partnerships that support student success. Families reported high satisfaction with the school’s communication, resources, and collaboration in addressing students’ academic and social-emotional needs. Staff similarly highlighted a collaborative culture, strong relationships with families, individualized student support, and a shared commitment to student achievement and well-being. Overall, survey results and stakeholder feedback reflect a school community that values partnership, communication, and collaboration as key drivers of positive student outcomes.|While feedback on family partnerships was highly positive, stakeholders identified opportunities to strengthen communication, engagement, and support systems. Families expressed interest in more frequent updates on student progress, additional academic and social-emotional resources, and expanded opportunities to participate in school activities and decision-making. Staff also noted challenges related to workload, staffing, and facility limitations that can affect collaboration and support services. Moving forward, the school will focus on enhancing communication about student learning, expanding family engagement opportunities, and strengthening collaborative partnerships to support students’ academic, social, and emotional success.|Based on partner feedback, the school will strengthen engagement with underrepresented families by expanding inclusive communication, increasing opportunities for family participation, and fostering stronger home-school partnerships. While families expressed appreciation for the school’s supportive environment, they also identified a need for more consistent communication, additional resources, and stronger connections between home and school. In response, the school will enhance personalized outreach, provide more opportunities for family input and involvement, and ensure clear communication about student progress, academic supports, and social-emotional resources. These efforts will help ensure all families feel informed, valued, and connected while supporting positive academic and social outcomes for students.|The school provides multiple opportunities for stakeholder participation in decision-making, including School Site Council meetings, community surveys, quarterly Coffee Chats with school leaders, and public meetings of the JCS-Inc. Board of Directors. Through these forums, parents, classified staff, certificated staff, and community members provide input on school programs, policies, and improvement efforts. The school also actively recruits stakeholder participation and promotes opportunities for engagement.  Feedback indicates that the school has established a strong culture of collaboration and stakeholder involvement. Families reported feeling respected, welcomed, and comfortable sharing feedback, while expressing appreciation for staff responsiveness, communication, and willingness to listen to concerns. Staff similarly highlighted strong teamwork, communication, and a shared commitment to supporting students. Overall, stakeholder feedback reflects a positive environment where families and staff feel valued, heard, and encouraged to contribute to decisions that support students and the broader school community.|While stakeholder feedback was largely positive, responses identified opportunities to strengthen engagement and participation in decision-making processes. Families expressed interest in increased communication, additional opportunities for involvement, and stronger outreach to those who may not regularly participate in school activities or feedback opportunities. Staff also noted operational challenges, including workload and communication systems, that can affect collaboration and engagement. Moving forward, the school will focus on expanding opportunities for stakeholder input, strengthening two-way communication, and ensuring that underrepresented voices are actively included in school planning, improvement efforts, and decision-making processes.|The School will strengthen engagement with underrepresented families by expanding inclusive and accessible opportunities for participation in school decision-making. Although families generally report feeling welcomed and respected, feedback indicates a need for broader outreach and additional opportunities for all families to share their perspectives. The School will continue enhancing two-way communication through personalized outreach, surveys, meetings, and community-building events that encourage participation from families who may feel less connected to the school. Efforts will also focus on providing information in clear, accessible formats and ensuring family feedback is meaningfully incorporated into school planning and improvement efforts. By strengthening relationships and increasing opportunities for engagement, the School aims to ensure all families, particularly those from underrepresented groups, feel valued, heard, and represented in decision-making processes.|5|5|5|5|4|5|5|4|4|4|4|4|Met||2026-06-12|2026
37681630139402|Brookfield Engineering Science Technology Academy|3|We pride ourselves on our strong commitment to building positive and collaborative relationships between school staff and families. Through analysis of educational partner input and local data, several strengths and areas of progress have emerged in this crucial aspect of our educational community. We have established open and transparent communication channels between school staff and families, facilitating ongoing dialogue and information sharing. Our local assessment data demonstrates growth in academic learning once the individual monthly meetings were established. All teachers meet with every student on their advisory roster once per month. The meeting is with the student and family to discuss current achievement data, curricular progress, social-emotional status, reading progress, and engagement in the program. Furthermore, during these monthly meetings, a plan to address individual student areas of growth is created, and the student’s academic growth is monitored and adjusted as appropriate based on student data.|While academic achievement data are moving in the right direction, active parent engagement in surveys is low. To address low survey participation, we will implement targeted outreach efforts, including multiple reminders across various communication channels, to encourage families to provide input. Additionally, we will explore alternative survey formats and platforms that may better accommodate the preferences and needs of our diverse parent community. There has been a significant increase in family engagement through in-person field trips, and staff has attempted to encourage family engagement in other areas as well.These field trips include summer park days for families to engage with one another and staff, as well as STEM-focused field trips during the school year. We have field trips practically every week of the school year, and parents can choose from them.|We recognize the importance of culturally responsive communication in engaging underrepresented families. We will develop communication materials, including newsletters, flyers, and emails, that reflect the cultural and linguistic diversity of our school community. Translation services will be provided for families who speak languages other than English, ensuring that information is accessible to all. We will offer parent education workshops on topics of interest to underrepresented families, such as navigating the education system, understanding academic standards, and advocating for their children's success. These workshops provide valuable information and empower families to engage actively in their children's education and school community.|Through analysis of educational partner input and local data, BEST Academy has identified several strengths and areas for improvement in building partnerships to support student outcomes. These strengths highlight our commitment to collaboration, innovation, and student success. Monthly individualized and personalized student-teacher meetings have been successful academically and in developing trusting, caring partnerships with faculty and students. Students report that their teachers care and personalize their experience based on their needs. Weekly field trips have proven effective at engaging and enriching students and families.|After analyzing educational partner input and local data, BEST Academy has identified key focus areas for improving building partnerships to support student outcomes. While we have made significant progress in fostering collaboration and innovation, additional attention and resources are needed to strengthen the impact of our partnerships on student success. A renewed emphasis on teacher-led grade-level virtual synchronous classes, as well as synchronous classes for academic acceleration aligned to the specific academic growth needs of students based on student data. We have implemented an honors program at the elementary level and added additional academic high school counselors to our staff to improve our graduation rate and college and career readiness. We will invest in professional development opportunities for school staff, educational partners, and community members to enhance their capacity to collaborate effectively and drive positive student outcomes.|We recognize the importance of culturally responsive communication in engaging underrepresented families. We will develop communication materials, including newsletters, flyers, and emails, that reflect the cultural and linguistic diversity of our school community. Translation services will be provided for families who speak languages other than English, ensuring that information is accessible to all. We will offer parent education workshops on topics of interest to underrepresented families, such as navigating the education system, understanding academic standards, and advocating for their children's success. These workshops provide valuable information and empower families to engage actively in their children's education and school community.|"""Through analysis of educational partner input and local data, BEST Academy has identified several strengths and areas of progress in seeking input for decision-making. These strengths reflect our commitment to inclusivity, collaboration, and continuous improvement. Teachers can gather immediate data and feedback from families every month in their one-on-one meetings. This data is discussed in weekly Professional Learning Communities and relayed to the administration. The school can analyze the data and make informed decisions regarding systems and procedures. The school has established advisory groups that provide timely feedback on academic data, policies, procedures, and budget."""|Following an analysis of educational partner input and local data, BEST Academy has identified key focus areas for improvement in seeking input for decision-making. One notable area for enhancement is increasing parent participation in advisory committees and surveys. Low parent participation in advisory positions and surveys indicates a need for targeted efforts to improve engagement and ensure diverse perspectives are represented in decision-making. The following focus areas have been identified for improvement. We will implement targeted outreach to increase awareness and encourage parents to take on advisory roles. This may include personalized communication, informational sessions, and promotional materials that highlight the importance of parent involvement in decision-making. We understand the importance of a strong social media presence, so the school will invest in creating a clear, consistent message and information across social media.|Following an analysis of educational partner input and local data, BEST Academy has identified key focus areas for improvement in seeking input for decision-making. One notable area for enhancement is increasing parent participation in advisory committees and surveys. Low parent participation in advisory positions and surveys indicates a need for targeted efforts to improve engagement and ensure diverse perspectives are represented in decision-making. The following focus areas have been identified for improvement. We will implement targeted outreach to increase awareness and encourage parents to take on advisory roles. This may include personalized communication, informational sessions, and promotional materials that highlight the importance of parent involvement in decision-making. We will also strategically utilize teacher relationships with families to reach out to underrepresented families to gather data and input|4|4|4|4|4|3|4|4|4|3|4|3|Met||2026-06-09|2026
37681633731239|Julian Charter|3|Analysis of the 2025–2026 educational partner surveys and local data indicates that the LEA has made strong progress in building positive relationships between school staff and families. Parent survey results reflected high levels of satisfaction, with families rating staff highly for creating welcoming environments, maintaining accessible two-way communication, and demonstrating respect for families’ strengths, cultures, languages, and goals for their children. Open-ended responses highlighted appreciation for supportive teachers, responsive communication, personalized learning opportunities, and programs that help students feel connected and successful. Staff survey responses also identified welcoming school environments and ongoing family communication as key strengths, reflecting a shared commitment to family engagement across the organization.  Overall, the survey data suggest that the LEA continues to foster trusting relationships with families through strong communication practices, student-centered support, and meaningful partnership opportunities.  The School has also established a Parents as Partners group to strengthen communication and collaboration between families and the school. Participants have reported that the workshops, resources, and community-building opportunities provided through the program have been valuable and supportive. The School plans to continue expanding these efforts to strengthen family engagement and build a strong sense of community.  In addition, the Parent Teacher Organization (PTO) plays an important role in supporting school culture and family involvement. The PTO has sponsored successful events for students and families that promote connection, engagement, and school pride. The School looks forward to increasing participation in both Parents as Partners and PTO activities to further strengthen relationships and community partnerships in the coming year.|As a fully virtual school, the LEA faces unique challenges in building an active and engaged parent community. To address these barriers, staff have collaborated with other virtual schools to identify effective family engagement practices. Parent and student feedback indicated a desire for more opportunities to connect both virtually and in person. In response, the LEA has expanded field trips, virtual events, and community-building activities while increasing accessibility by covering costs and providing transportation when possible.  The LEA will continue focusing on increasing participation in family engagement activities, surveys, School Site Council meetings, board meetings, and other decision-making opportunities. Strengthening family involvement remains a priority as the school works to build a stronger sense of connection and community among students, families, and staff.  Educational partner feedback and local survey data also identified several areas for continued improvement. While parent responses were overwhelmingly positive, ratings related to staff understanding and valuing families’ strengths, cultures, languages, and goals were slightly lower than other relationship indicators, suggesting an opportunity to further strengthen culturally responsive engagement practices. Families also expressed a desire for clearer communication, more consistent information sharing, and increased accessibility for those balancing work schedules, transportation needs, and other responsibilities.  Staff feedback highlighted the importance of expanding meaningful opportunities for family input and collaboration in decision-making. Moving forward, the LEA will focus on strengthening inclusive communication practices, increasing culturally responsive engagement strategies, and providing additional opportunities for families to participate in school programs and share feedback. These efforts will help ensure that all families feel welcomed, valued, connected, and empowered as partners in their children’s education.|The LEA utilizes ParentSquare, weekly newsletters, student conferences, and project presentations to build strong relationships with families. Staff make focused efforts to engage underrepresented families through personalized outreach, including phone calls, text messages, emails, and individual conversations. When language barriers exist, the LEA utilizes bilingual communication tools and Spanish-speaking staff members to provide translation and improve access to information.  Based on educational partner feedback and self-reflection, the LEA recognizes the importance of expanding engagement opportunities for families who may face barriers related to language, transportation, scheduling, or technology access. While many families report feeling welcomed and supported, additional efforts are needed to ensure all families have equitable access to communication, school resources, and opportunities for involvement.  To improve engagement, the LEA will continue strengthening culturally and linguistically responsive communication practices, expanding flexible participation opportunities through both virtual and in-person meetings, and providing multiple avenues for families to share feedback and receive information. The LEA will also prioritize relationship-building strategies that increase trust and connection with families who may be less engaged through personalized outreach, family support services, and intentional efforts to recognize and honor the diverse backgrounds, strengths, and goals of students and families.  Through these actions, the LEA aims to create more inclusive partnerships, increase meaningful family engagement, and support positive student outcomes for all learners.|The LEA provides professional learning opportunities for teachers and administrators in areas such as formative assessment, data analysis, research-based literacy practices, MTSS, tiered interventions, and the Leader in Me social-emotional learning program. JCS-LIVE also requires teachers to participate in specialized training and certification focused on effective online instruction and supporting diverse learners and families in virtual environments. Staff have attended conferences focused on digital learning best practices, including the DLAC Conference, to strengthen instructional practices and family engagement strategies. The LEA also maintains updated parent and student handbooks to help families understand program expectations, available resources, and self-advocacy opportunities.  Analysis of educational partner feedback and local data demonstrates that the LEA has established strong partnerships that support positive student outcomes. Parent survey responses reflected high levels of satisfaction with individualized support, meaningful communication, and opportunities that help students feel connected and successful. Families frequently highlighted supportive teachers, responsive staff, flexible learning options, and programs that promote both academic achievement and social-emotional growth.  Staff survey results also reflected strong collaboration among educators and ongoing efforts to connect students and families with resources that support achievement and well-being. In addition, local data and stakeholder feedback indicate that the LEA has made progress in creating inclusive learning environments where students feel supported academically, socially, and emotionally.  Overall, the collaborative relationships among school staff, families, and students continue to strengthen engagement, build trust, and contribute to positive student outcomes. The LEA remains committed to maintaining strong family partnerships and continuously improving programs and services that support student success.|The LEA will continue providing professional learning in the use of data and formative assessment in ELA and Math to inform instruction and improve student outcomes. Staff have also identified a need for more engaging curriculum, rigorous standards-aligned assessments, and expanded opportunities that promote student engagement and achievement. To support college and career readiness, the LEA will continue broadening internship opportunities and expanding real-world learning experiences for high school students beyond the virtual environment. The LEA also recognizes the importance of strengthening social-emotional supports and is pursuing partnerships, such as Care Solace, to increase access to wellness resources for students and families.  Based on educational partner feedback and local data, the LEA has identified several areas for growth in building partnerships that support student outcomes. While survey responses were generally positive, families expressed a desire for more consistent communication regarding student progress, available resources, and opportunities to participate in educational planning and school activities. Feedback also highlighted the need for stronger coordination of academic, social-emotional, and college and career readiness supports to ensure equitable access for all students.  Staff emphasized the importance of increasing family engagement in shared decision-making and strengthening collaboration among educators, families, and community partners. Moving forward, the LEA will focus on improving communication systems, expanding opportunities for meaningful family participation, and strengthening partnerships that provide targeted academic and wellness supports. These efforts are intended to deepen collaboration, increase engagement, and improve outcomes for all students, particularly those requiring additional support.|The LEA recognizes that parents are essential partners in supporting student success and remains committed to increasing family engagement, particularly among underrepresented groups such as Students with Disabilities (SwD), socioeconomically disadvantaged (SED) students, Foster/Homeless Youth (F/HY), and English Learners (EL). The LEA utilizes a Foster/Homeless Youth Liaison and an EL Coordinator to strengthen communication and engagement through personalized outreach and support. The LEA also seeks to expand opportunities for synchronous instruction, tutoring, and direct support through staff and educational enrichment partners.  Based on self-reflection and educational partner feedback, the LEA recognizes the need to further strengthen engagement with underrepresented families. Survey data and local feedback indicate that some families face barriers related to language, scheduling, transportation, technology access, or familiarity with school systems and available resources. To address these challenges, the LEA will continue expanding culturally and linguistically responsive communication practices, providing flexible opportunities for participation through virtual and in-person meetings, and increasing outreach to families who may be less connected to school programs and services.  The LEA will also work to strengthen family understanding of academic expectations, student support services, and college and career readiness opportunities by providing accessible information, individualized assistance, and ongoing opportunities for collaboration and feedback. Through these efforts, the LEA aims to build stronger partnerships with underrepresented families and ensure all students and families feel valued, informed, connected, and supported throughout the educational process.|The school maintains regularly scheduled School Site Council meetings composed of parents, classified staff, and certificated staff, providing stakeholders with opportunities to participate in the development of policies, programs, and school improvement efforts. The school actively recruits School Site Council members and promotes attendance at JCS-Inc. Board of Directors meetings, and regularly surveys families, students, and staff to gather input. Through ongoing communication and collaboration, the LEA encourages educational partners to engage in constructive conversations that help shape decision-making and improve the school experience. Staff and families have recognized the LEA’s commitment to involving stakeholders in educational planning and decision-making processes.  Analysis of educational partner feedback and local data indicates that the LEA has made meaningful progress in seeking input for decision-making and fostering a collaborative culture. Survey responses suggest that families generally feel welcomed, informed, and encouraged to share feedback regarding school programs, student supports, and overall school experiences. Parents expressed appreciation for open communication with teachers and staff, while staff highlighted the LEA’s ongoing efforts to gather feedback through surveys, meetings, and regular communication practices.  The LEA has also demonstrated a commitment to continuous improvement by using stakeholder input to inform planning, identify needs, and guide organizational decisions. These efforts have strengthened trust among families, staff, and school leadership while supporting responsive, student-centered decision-making practices across the organization.|Despite significant efforts to include educational partners in decision-making, increasing parent participation remains an area of focus. The school seeks to strengthen collaboration with families in the implementation and evaluation of family engagement activities and increase participation in surveys, School Site Council meetings, and other decision-making opportunities. Strategies may include direct outreach from teachers, personalized communication, and incentives that encourage greater family involvement.  Based on educational partner feedback and local data, the LEA has identified several opportunities to improve stakeholder engagement in decision-making processes. While families and staff generally reported positive communication experiences, feedback suggests that additional efforts are needed to ensure all educational partners feel their voices are represented and valued. Some families expressed a desire for clearer communication about how feedback is used to inform decisions, as well as more accessible opportunities to participate in meetings, surveys, and school activities.  Staff feedback also emphasized the importance of ongoing collaboration and creating more structured opportunities for meaningful stakeholder engagement throughout the school year. Moving forward, the LEA will focus on increasing transparency regarding decision-making processes, expanding outreach to families who may be less engaged, and providing multiple, accessible ways for stakeholders to share feedback. These efforts are intended to strengthen trust, increase participation, and ensure that decision-making processes are inclusive, responsive, and reflective of the diverse needs of the school community.|To improve engagement with underrepresented families, the LEA will expand opportunities for individualized and small-group meetings focused on the needs of English Learners and Foster/Homeless Youth. The school will continue utilizing bilingual communication features in platforms such as ParentSquare and Google Docs and will engage Spanish-speaking staff to provide translation whenever possible. Teachers will identify students from underrepresented groups and increase personalized outreach to their families. The principal will also recruit School Site Council members who represent students with disabilities, low-income students, English learners, and other historically underserved populations.  Based on self-reflection and educational partner feedback, the LEA recognizes the importance of ensuring that decision-making processes reflect the perspectives of all families. Survey data and local feedback indicate that some families face barriers to participation, including language differences, limited technology access, transportation challenges, and scheduling conflicts. To address these barriers, the LEA will continue strengthening culturally and linguistically responsive communication, provide multiple methods for sharing feedback, and offer flexible opportunities for participation through both virtual and in-person engagement activities.  The LEA will also increase personalized outreach and improve transparency by clearly communicating how family feedback informs school planning and improvement efforts. Through these actions, the LEA aims to strengthen trust, increase participation among underrepresented families, and ensure all stakeholders have meaningful opportunities to contribute to school decision-making and continuous improvement.|4|4|4|4|3|4|4|4|4|4|4|4|Met||2026-06-12|2026
37681710000000|Julian Union High|3|Julian Union High School District's current strengths in building relationships between school staff and families include strong communication, accessibility of staff and administrators, and meaningful opportunities for family involvement. As a small rural district, JUHSD is able to foster personal connections with students and families through regular communication, parent conferences, School Site Council meetings, community events, and stakeholder engagement activities. Educational partner feedback indicates that families value the district's welcoming environment and the accessibility of school personnel. JUHSD has continued to strengthen relationships with families by providing multiple opportunities for input during the Local Control and Accountability Plan (LCAP) process and by maintaining open lines of communication focused on student success and well-being.|Based on educational partner input and local data, JUHSD's focus areas for improvement include expanding opportunities for family engagement and increasing participation from all families in district and school activities. The district will continue to explore additional methods of communication and outreach to ensure families have meaningful opportunities to provide input and remain informed about student learning and school programs. JUHSD will also continue to strengthen staff capacity to understand and respond to the diverse needs, perspectives, and goals of families while fostering an inclusive and welcoming environment for all educational partners. Through ongoing communication, stakeholder engagement, and continuous improvement efforts, the district seeks to further strengthen partnerships between families and school staff in support of student success.|JUHSD will continue to improve engagement with underrepresented families by expanding communication and outreach efforts, providing multiple opportunities for participation, and seeking feedback through surveys, meetings, and stakeholder engagement activities. The district will utilize a variety of communication methods to ensure families receive timely and accessible information about school programs, student progress, and opportunities for involvement. Staff will continue to foster welcoming and respectful relationships with all families and encourage participation in the LCAP process, School Site Council meetings, parent conferences, and other school events. Through these efforts, JUHSD aims to strengthen connections with families who have been historically underrepresented in school decision-making and increase meaningful family engagement in support of student success.|JUHSD's strengths in building partnerships for student outcomes include strong communication between families and school staff, regular opportunities to discuss student progress, and access to resources that support student learning. Families are encouraged to participate in parent-teacher conferences, Individualized Education Program (IEP) meetings, School Site Council meetings, and the LCAP development process. Educational partner feedback and local data indicate that families value the district's accessibility and collaborative approach to supporting student success. JUHSD continues to provide families with information regarding academic progress, graduation requirements, college and career readiness opportunities, and available student support services. These efforts help foster meaningful partnerships between families and educators that contribute to positive student outcomes.|Based on educational partner input and local data, JUHSD's focus areas for improvement include expanding opportunities for family engagement in supporting student learning and increasing awareness of available academic, college and career readiness, and support resources. The district will continue to strengthen communication with families regarding student progress and provide additional opportunities for meaningful collaboration between families and school staff. JUHSD will also continue to enhance outreach efforts to ensure all families have access to information, resources, and opportunities to participate in supporting student success. Through ongoing stakeholder engagement and continuous improvement efforts, the district seeks to further strengthen partnerships that positively impact student achievement and well-being.|Based on educational partner input and local data, JUHSD's focus areas for improvement include expanding opportunities for family engagement in supporting student learning and increasing awareness of available academic, college and career readiness, and support resources. The district will continue to strengthen communication with families regarding student progress and provide additional opportunities for meaningful collaboration between families and school staff. JUHSD will also continue to enhance outreach efforts to ensure all families have access to information, resources, and opportunities to participate in supporting student success. Through ongoing stakeholder engagement and continuous improvement efforts, the district seeks to further strengthen partnerships that positively impact student achievement and well-being.|JUHSD's strengths in seeking input for decision-making include maintaining open communication with educational partners and providing multiple opportunities for meaningful participation in district and school planning processes. Families, students, staff, and community members are encouraged to provide input through School Site Council meetings, the Local Control and Accountability Plan (LCAP) development process, surveys, public board meetings, and direct communication with district leadership. Educational partner feedback and local data indicate that stakeholders value the accessibility of district staff and the opportunity to contribute to discussions regarding district priorities, programs, and services. JUHSD has continued to strengthen stakeholder engagement by utilizing feedback to inform decision-making and support continuous improvement efforts focused on student success and well-being.|Based on educational partner input and local data, JUHSD's focus areas for improvement include increasing participation in stakeholder engagement activities and expanding opportunities for input from all educational partner groups. The district will continue to explore additional communication and outreach strategies to encourage broader participation in surveys, meetings, and planning processes. JUHSD will also focus on increasing engagement from families and community members who may not traditionally participate in district decision-making activities. Through ongoing communication, stakeholder outreach, and continuous improvement efforts, the district seeks to ensure that a diverse range of perspectives is represented in decisions that support student achievement and school improvement.|JUHSD will continue to improve engagement with underrepresented families by expanding outreach efforts and providing multiple opportunities for participation in district and school decision-making processes. The district will utilize a variety of communication methods to share information about surveys, School Site Council meetings, public board meetings, and the LCAP development process. JUHSD will actively seek feedback from families who have historically participated at lower rates and will continue to provide welcoming and accessible opportunities for engagement. Through ongoing communication, relationship-building, and targeted outreach, the district aims to increase participation from underrepresented families and ensure that a broad range of perspectives is considered in decisions that impact students, schools, and the community.|5|5|5|4|4|5|5|4|4|4|4|4|Met||2026-06-18|2026
37681890000000|Lakeside Union|3|LUSD has strengths in communication, accessibility, and relationship-building with community members supported by tools such as apps and emails. LUSD staff continues to engage in both virtual and in-person professional learning sessions with SDCOE and other organizations to build their capacity around areas such as trauma-informed practices, restorative practices, social emotional well-being and mental health of both staff and students, as well as managing behavior in the classroom to help them work more effectively with students and their families to build trusting and respectful relationships with them.|Since LUSD encounters challenges in truly engaging underrepresented families, including language barriers, the district will continue to partner with community organizations (i.e. Alliance for African Assistance) to assist with providing translation services in various languages as the District continues to observe an increase in the newcomer student population the last few years. We will also continue to offer parent education workshops with the Parent Institute for Quality Education (PIQE).|LUSD will work more closely with the community to develop an understanding of diversity and all families. Utilize technology to provide more avenues of access for all families. Organize family nights, and community resource fairs that occur on campus and during after school hours to provide information and the necessary resources to increase engagement of underrepresented families in the district. LUSD has also assigned three (3) community liaisons to different school sites to assist school staff in supporting families with various needs.|LUSD’s strengths include consistent communication with families and providing a supportive environment for student learning. Teachers and administrators have participated in professional learning opportunities around the alignment of Math units to academic standards, early literacy assessments/curriculum, continued implementation of the newly adopted Science and History-Social Science curriculum, focused ELD instruction (both designated and integrated), Equity, high-quality instructional strategies, MTSS, student engagement, and development of performance tasks to assess student learning.   In addition, teachers and administrators continue to engage in the Kidwatch process which entails identifying students who need additional support and/or interventions in the classroom based on academic, behavioral, and SEL data. The District has also made great progress in its efforts to engage with families, such as back-to-school nights, open houses, curriculum nights, and other community events.|An area of improvement for LUSD focuses on increasing the engagement of underrepresented families in decision-making processes and ensuring transparency in communication channels at both the district and site levels. LUSD will continue to provide information in multiple languages to overcome language barriers, focus on increasing staff diversity, and provide more staff training around building partnerships with families, and more parent training around supporting Special Education and EL students at home.|LUSD will offer more flexible meeting times, enhancing support for teachers facing diverse family needs, and actively involving families with students who have unique learning needs. In addition, the district will continue to offer parent education classes that leverage positive relationships with families, and implement more student advocacy. Parents from underrepresented families will also be encouraged to join parent advisory committees such as SSC, ELAC, DPAC, and DELAC  to provide input on how to improve student outcomes.|Overall, LUSD demonstrates strengths in effective communication, parent meetings, and multilingual outreach, with community liaisons actively informing underrepresented families about opportunities for involvement at the district and site levels.  DPAC/DELAC meetings occurred on a quarterly basis that welcomed input from staff, and parent/guardians for the LCAP, EL programming, and other district initiatives.  SSC/ELAC meetings were also conducted at the site level to obtain input in developing goals for their SPSAs.    Management meetings composed of district and site administrators were held on a weekly basis to obtain input regarding policies and programs before they are implemented districtwide.     Various advisory committees composed of students, staff, parents and/or administrators met throughout the school year to provide input/feedback on the new 3-year LCAP, district wide initiatives and policies to improve student outcomes and achievement.|Based on the input received from educational partners, there was a call for more personalized communication methods, such as phone calls and face-to-face interactions, rather than relying heavily on emails. Additionally, there was an emphasis on multilingual communication and better outreach to underrepresented families.   Another area of improvement involves placing more focus on parent involvement that emphasizes the importance of the school-to-home connection and the development of strong partnerships with families. Taking into consideration that some families may have difficulty attending input sessions at the site and district level due to both personal and professional obligations outside of school, some suggested strategies include offering meeting accessibility within walking distance, providing childcare and free meals, and utilizing both in-person and virtual formats.|LUSD will continue to establish family engagement events at the site level and increase the use of community liaisons and counselors to help ensure more engagement of underrepresented families. It is also important to take into consideration that some families may have difficulty attending input sessions at the site and district level due to full-time work and/or personal commitments, therefore, offering meeting accessibility within walking distance, providing childcare and free meals, and utilizing both in-person and virtual formats, would help address these areas for improvement. Lastly, the district will consider providing more resources for these families to use at home at their own convenience.|4|5|4|4|4|4|4|4|4|4|4|4|Met||2026-06-18|2026
37681893731072|River Valley Charter|3|River Valley Charter School is successful in providing opportunities for families and staff to collaborate in all aspects of school life. From serving on our school board or participating in our PTO, the families have opportunities to connect with school staff. While the opportunities exist, though, increasing the participation in these opportunities is a continual work in progress. We continually work to find new and innovative ways to reach our families. Based on educational partner input, RVCS hosts multiple community-building events throughout the school year. School administration and the PTO spend time collaborating to ensure opportunities exist for families and staff to interact, mingle, and spend time together. Community (internal and external) events are one of the strengths of RVCS, as students, educators, and families work together toward the common goal of providing the best possible education for students, as well as a positive experience for all educational partners.|Based on the analysis of educational partner data gathered over the course of the school year, RVCS identifies the most immediate need/focus area for building relationships between School Staff and Families as a more robust accountability and monitoring system to ensure equitable access and involvement in school events. It was noted that although RVCS offers events and encourages involvement, not all families are aware of the events, their focus, and how best to build relationships between the Families and School Staff at and after such events. For the 2026/27 school year, RVCS will continue to explore protocols for creating and following up on events and opportunities for improving the relationships between School Staff and Families.|Improved engagement for underrepresented families in Building Partnerships for Student Outcomes will be accomplished through teacher-requested parent-teacher conferences for all students, grade-level informational meetings for families held on campus and through online platforms, and through a multi-tiered re-engagement plan that both teachers and support staff will implement when it is felt that there is a risk that the student is not receiving the necessary support for success.  During 2025-26, RVCS conducted more home visits when parents/guardians did not respond to repeated school communications.  These home visits have helped to break down barriers with families, as they are aware of the school's focus on educating students.|Through educational partner input and local data, RVCS has identified more efficient communication of school-wide events such as community engagement activities, athletic events, on-campus non-academic activities, and off-campus educational activities as a priority for improving and building relationships between school staff and families.|River Valley Charter School’s focus areas for improvement in Building Partnerships for Student Outcomes are centered on two main points. First, RVCS aims to improve understanding of secondary and post-secondary graduation requirements and learning outcomes for both students and parents. An example of this improvement is a new graduation plan template and meeting schedule that educational partners will have access to upon enrollment and throughout their high school experience at River Valley. The second main area of focus for improvement comes at the course level, as RVCS instructors and support staff continually re-evaluate teaching methods and the rigor of courses available both through on-campus and online courses, as well as available Community College courses for our students to attend via dual enrollment.|River Valley Charter School strives to engage all students and families in the educational and relationship-building process. Based on the self-reflection process and input from educational partners, RVCS is strengthening outreach to underrepresented families through access to on-campus resources (personnel, technology, and counseling), as well as through more accessible and open lines of communication about school-wide events, academic concerns and accolades, and general community activities. By providing free counseling with a licensed therapist, River Valley has already seen enhanced engagement of underrepresented students and increased engagement in underrepresented families through resources that specifically benefit underrepresented families in the school community.|RVCS is strong when it comes to informing stakeholders of information and seeking feedback, but families have stated that they receive so many emails from the school that it makes it difficult to stay on top of the information that comes to their inboxes. Email is the main method of communication for the school, and as an independent study school, email is relied upon to convey important information, upcoming events, and general school notifications since students do not attend school every day.  To minimize the number of emails families have to read, the Dean of Students has started to create very quick video snippets of important/critical information that families can watch in lieu of reading messages.  The response to this method of communication has been positive.|Based on the analysis of educational partner input and local data gathered throughout the school year, RVCS will focus on a more widespread information access and decision-making plan for the 2026/27 school year. This plan entails, but is not limited to, increased in-person group information meetings for all educational partners, targeted meetings and open round-table discussions for families, and time allocated for staff meetings to discuss the outcomes of such discussions.|The primary step RVCS will take this year to improve engagement of underrepresented families as it relates to Seeking Input for Decision-Making is to work on building relationships between the school and families. One way the school has increased the communication home is by having teachers and staff members call families as this is not only a more immediate opportunity to reach out to families, but it is more personable than other means of communication. RVCS employees have also made a concerted effort to ensure that these phone calls are not only occurring during the scope of the work day. Staff members make phone calls in the evening and on weekends as it is recognized that families are not always available to talk during school hours. Additionally, staff members make home visits, and these visits have helped to open lines of communications between home and school.|4|5|4|5|4|4|5|5|5|4|4|4|Met||2026-06-15|2026
37681896120901|Barona Charter|3|Building strong partnerships between our school and student outcomes is crucial for fostering academic success and personal growth. At BCS, all of our teachers and staff prioritize nurturing positive relationships with all of our students. Teachers are very familiar with the individual needs of each of their students, and work to create an individual pathway for academic success. In addition, our school participates in a leadership program, called Leader in Me. This program trains both students and staff to develop skills to become leaders at school and in the community. This year BCS will complete our Core 3 (Year 3) training. We have already witnessed the confidence and growth of our students and the team building approach in the school at large. While leadership training is essential for the personal growth of our students, we have also added extra-curricular activities. BCS provides a variety of after-school activities to spark the interest and creativity of all of our students.|Building strong partnerships between our school and student outcomes is crucial for fostering academic success and personal growth. At BCS, all of our teachers and staff prioritize nurturing positive relationships with all of our students. Teachers are very familiar with the individual needs of each of their students, and work to create an individual pathway for academic success. In addition, our school participates in a leadership program, called Leader in Me. This program trains both students and staff to develop skills to become leaders at school and in the community. This year BCS will complete our Core 3 (Year 3) training. We have already witnessed the confidence and growth of our students and the team building approach in the school at large. While leadership training is essential for the personal growth of our students, we have also added extra-curricular activities. BCS provides a variety of after-school activities to spark the interest and creativity of all of our students.|Building strong partnerships between our school and student outcomes is crucial for fostering academic success and personal growth. At BCS, all of our teachers and staff prioritize nurturing positive relationships with all of our students. Teachers are very familiar with the individual needs of each of their students, and work to create an individual pathway for academic success. In addition, our school participates in a leadership program, called Leader in Me. This program trains both students and staff to develop skills to become leaders at school and in the community. This year BCS will complete our Core 3 (Year 3) training. We have already witnessed the confidence and growth of our students and the team building approach in the school at large. While leadership training is essential for the personal growth of our students, we have also added extra-curricular activities. BCS provides a variety of after-school activities to spark the interest and creativity of all of our students.|BCS recognizes that building relationships between school staff and families is crucial for a positive educational experience. Effective communication is key to achieving this. BCS staff reaches out to families with a multi-prong approach. Teachers connect with parents through our Infinite Campus software and other teacher -to-parents apps. Parents and teachers can communicate one-on-one or to classes as a whole. Parents can get information about curriculum and student progress. The school office communicates with families about various family events or important school-wide information in several ways: all-school messages (emails, voice calls and text messages) are utilized. In addition, printed newsletters keep families and students informed on a monthly basis. Finally, BCS holds family information events, such as Back-to-School Night, parent-teacher conferences and monthly “Coffee with the Principal” meetups, which give parents face-to-face opportunities to get information, ask questions or share concerns with the BCS Staff. Parents deserve the opportunity to be involved and knowledgeable about their child’s learning environment. BCS will continue to build this partnership between our school and our families.|There is always room for improvement when seeking to build relationships between school staff and families. A challenge that many families face is time. Most of the families at BCS are working families. This is a challenge when trying to balance the availability of staff and parents. BCS will try to bridge this gap by offering a variety of times for events, and teacher meetings, to accommodate our working families. In addition, we will work towards increasing fun, family-centered activities for the whole school|BCS recognizes and respects the diverse cultural backgrounds of our students and families. We strive to make sure our communication and events are respectful of various cultural traditions. BCS is unique in that it is located on a Native American Indian reservation. It is important that our school staff is knowledgeable of different perspectives and traditions of our native families in both their communication and actions. BCS holds cultural training each year for all staff, led by the curator of the Barona Indian Cultural Center. We are extremely grateful for the special perspective and great contributions of the native people to our school and community|Seeking input from educational partners such as teachers, parents, students and community members, is a valuable approach to making informed and inclusive decisions in education. BCS has worked hard toward increasing the involvement of stakeholders, specifically parents. Monthly gatherings with administration and parents give a platform for questions to be answered and trust to be built. We work hard to include stakeholders input through various stakeholder surveys and open forums.|Barona Charter School will continue to strengthen trust and improve accountability by actively engaging stakeholders in the decision-making process. We believe that meaningful collaboration with families, staff, students, tribal leadership, and community members leads to stronger outcomes and a shared commitment to student success. By increasing opportunities for input, communication, and transparency, the school fosters a culture of partnership where all stakeholders have a voice and a vested interest in supporting student achievement. As accountability and engagement grow, the responsibility for creating positive educational outcomes becomes a collective effort, benefiting both students and the broader school community.|Barona Charter School will continue to create opportunities for inclusivity by fostering meaningful engagement and participation from all members of the school community. Engaging a broad range of stakeholders helps ensure that decisions reflect the diverse perspectives, experiences, and needs of our students and families, including those from underrepresented groups. The school is committed to providing multiple avenues for feedback and involvement, encouraging open communication, and creating an environment where every voice is valued and respected. Through these efforts, BCS seeks to strengthen relationships, promote equity, and ensure that all students have access to the support and opportunities they need to succeed academically, socially, and emotionally. By embracing inclusivity as a core value, the school continues to build a welcoming community where all students and families feel connected, supported, and empowered.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-24|2026
37681970000000|La Mesa-Spring Valley|3|La Mesa-Spring Valley USD staff work in partnership with families to support student success, with strong school-family relationships as a district priority supported through multiple systems. The district provides resources to help families support learning at home and continues efforts to reduce chronic absenteeism by strengthening communication and reinforcing the importance of daily attendance. Family engagement is supported through three parent-community liaisons serving unduplicated students (English Learners, Foster Youth, low-income), who provide outreach, home visits, training, and connections to resources. Each school also has a social worker supporting family engagement and helping families navigate school and community systems. The district’s 13 Community Schools expand engagement through wraparound services, enrichment, parent education, and wellness supports. Districtwide workshops on special education, English learner support, social-emotional learning, and academics further build family capacity. Communication access has improved through the district website, parent portal, translation supports, Spanish materials, and Lingualinx on-demand interpretation. Each of the 21 schools offers parent workshops shaped by community input, and staff regularly participate alongside families. Formal structures such as parent-teacher conferences, home visits, and Student Study Teams provide consistent opportunities for collaboration and shared decision-making.|In 2023–24, the district focused on re-engaging families, expanding support for Newcomer families, and increasing access through parent liaisons. In 2024–25, it launched Community Schools at 13 sites, expanding wraparound services, enrichment, parent education, and wellness supports. In 2025–26, the district will focus on strengthening implementation across Community School sites, improving consistency and quality of services, and deepening engagement with underserved families. A key priority is improving coordination across schools and partners to ensure services are aligned, accessible, and responsive to student and family needs. The district will also continue strengthening family engagement as a core component of school improvement.|The district will strengthen engagement of underrepresented families by expanding staff capacity and improving systems that support relationship-building. Staff will continue professional learning focused on culturally responsive practices, social-emotional strategies, and effective communication, with emphasis on English Learners, Foster Youth, and low-income families. Social workers will continue supporting family outreach, resource navigation, and engagement at each site. At the district level, ongoing review of systems will identify and address barriers to engagement, including strengthening translation and interpretation services, improving communication access, and refining outreach strategies. Community Schools and family engagement staff will expand targeted outreach and support, ensuring families have meaningful opportunities to participate in their child’s education. Partnerships with community organizations will further strengthen equitable access and sustained engagement.|Employees of La Mesa-Spring Valley are dedicated to building positive partnerships with our students’ families. As we have worked to build the capacity of our staff, we have conducted numerous professional learning sessions for both our classified and certificated staff to help them work more effectively with students and their families and to build trusting and respectful relationships with them. Such opportunities for 2024-25 include both district-led and web-based instruction/information on trauma-informed care, restorative practices, and mental health.   We offer a robust selection of professional learning opportunities for all employees. In the coming year, we intend to offer even more opportunities to help develop our staff as they learn about each family’s strengths, cultures, and languages. As our educators work to ensure each and every student reaches high levels of achievement, they will engage in critical dialogue regarding race and social justice for historically marginalized groups. We are eager to continue our professional learning focused on equity.    We firmly believe that strong two-way communication between families and schools is necessary for students' success. The more parents and teachers share relevant information with each other about a student, the better equipped both will be to help that student thrive. Some avenues for two-way communication include:  • Parent conferences (in-person or virtually via Zoom, based on parent preference) • Parent Communication Portals • Teacher communication systems • Parent-teacher organizations and school community committees  Although the district translates district-wide notices for events into Spanish, as required, notices are also translated into other languages when needed. We have partnered with LinguaLinx, a company which completes translations for families in real-time into any language. This has helped with communication to all parent groups who speak another language. When other barriers to informed participation exist, the district provides childcare, transportation, sign language, and other support services, as necessary.|The district will continue to leverage the Parent Portal at the beginning of the year to update emergency information and residency verification.  Parent Portal will also be used to share statewide assessment results. Over 2024-2025, we have worked to build our parent groups. Groups such as LINK and DPAC, allow parents to learn about district initiatives and provide valuable input that supports the work. With the Community Schools grant, we have been able to expand partnership opportunities so the district and parent partners work together to support student outcomes|To improve the engagement of our underrepresented families in relation to building partnerships for student outcomes, we are engaging in ongoing collaboration specifically with families of students with disabilities (Special Education Parent Advisory Committee), families of English learners (District Parent Advisory Committee), those representing the needs of the students in our district experiencing homelessness and in foster care (SchoolLink committee meetings), and our underserved students (Spring Valley Collaborative, SAY San Diego); these are the organizations present and partnering with our district in service of our students.   While past and current efforts have yielded success in building positive partnerships between our staff and families, room for improvement remains. To increase and improve communication about the available partnerships, engagement, and support opportunities, we will ensure that messaging from the district and school site levels is accessible to all. This includes collaboration to create parent-friendly, understandable materials and messaging in predominant languages with easy-to-understand visuals.|The La Mesa-Spring Valley School District seeks parent and guardian input into school and district decision-making throughout the year. Our parents are surveyed and brought together regularly for input on community priorities and decision-making in the school district, including the development of the LCAP, in the following ways through the following groups: • Superintendent’s District Parent Advisory Group (DPAC), which includes our District English Learner Advisory Committee, meets five times per year • English Learner Advisory Committees meet four times per year at schools • SELPA Community Advisory Committee meets five times per year to advise the East County SELPA • School Site Councils (SSC) meet five times per year at each school • School Safety Committees meet two to four times per year at each school to revise their safety plans • PTA Boards meet monthly and provide principals with input • PTA Presidents meet monthly with the Superintendent and the School Board representative  Parent members of advisory committees (ie: ELAC, SSC) annually receive training on their roles and responsibilities as members, and their suggestions are always considered and incorporated into our plans whenever possible.  We also gain valuable input from our District Parent Advisory Committee (DOAC), which is composed of one to two parent representatives from every school site, including one parent of an English Learner.  Amongst the different parent surveys we conduct throughout the year, there is one that is specifically aimed at soliciting feedback to help direct the district and school sites related to the goals outlined in the LCAP. This survey is offered annually to all parents and guardians. The survey is translated into Spanish and was designed to include a range of questions to provide insight outside our traditional parent meetings, including SSC, ELAC, DELAC, parent-teacher conferences and various action committees. We partner with Qualtrics - an industry-standard platform that specializes in creating and distributing surveys that make it easy to analyze results and increase responsiveness.|La Mesa-Spring Valley recognizes the need to increase the collaboration and communication between families and schools in order to effectively make an impact on our students’ lives. Although the district continues to prioritize increasing parents’ capacity to participate in decision-making pertaining to their child’s education, we know that we must continually work on effectively engaging families in our school programs, councils, and family events.|Though many opportunities exist for building capacity and directly engaging families in decision-making, there is always room for improvement. Providing additional parent training, specific to the work of our advisory committees at both the site and district level, may be pursued. In addition, collaboration with our community-based partner organizations will continue, but an additional emphasis will be placed on increasing outreach to, inclusion of, and capacity building for parents/guardians of underrepresented and marginalized families. Highlighting the support that our community-based partner organizations can offer will increase the district’s ability to engage families, specifically from our underrepresented student group families, in the decision-making process. Focused training provided to groups that represent school sites with high numbers of underrepresented groups will increase the capacity of such groups to engage in critical decision-making that impacts their students.|5|5|5|5|4|5|4|5|5|5|3|3|Met||2026-06-16|2026
37681970136408|Sparrow Academy|3|Sparrow Academy's strongest areas include school safety. Parents feel both that their children feel safe at school and they, as parents, fell it is a safe environment for their children. Staff and students agreed that there is a safe school environment.|Sparrow Academy could work on increasing counseling and student support services for students.|Sparrow Academy will continue to offer opportunities for all families to communicate with school staff via multiple modalities. These include, but are not limited to in-person meetings, online meetings, a school wide online communication hub, on campus written posted communications, and a variety of celebratory events where parents are welcome to discuss concerns with staff.|Currently, Sparrow Academy's strengths are in the relationships built between staff, students, and families.|An area for improvement in Building Partnerships for Student Outcomes is consistent communication between the classroom teachers and families.|Sparrow Academy will continue to improve all forms of communication with families. This includes increasing access, interest, and availability to these communications.|Based on educational partner input and local data, shared decision-making is an area of growth needed for Sparrow Academy.|Based on educational partner input and local data, Sparrow Academy's focus will be in increasing shared decision-making.|Based on educational partner input and data, Sparrow Academy will offer more targeted surveys that better engage underrepresented families, as well as more targeted outreach to ensure underrepresented families are encouraged to participate in the shared decision-making.|5|4|4|4|4|4|4|4|3|3|3|3|Met||2026-06-22|2026
37682050000000|Lemon Grove|3|The Lemon Grove School District, comprising eight schools serving Preschool through 8th grade, is deeply committed to cultivating strong, meaningful relationships between school staff and families through proactive communication and robust support systems. To ensure families are co-creators and experience shared collaboration, the District implements a multifaceted approach for communication and outreach, delivering updates in English and Spanish via seven different modes of communication (using The Rule of Seven methodology): School Marquee, emails, texts, personal invitations, voice messaging, family newsletters, Talking Points, and ClassDojo posts.   To support effective communication and to ensure equity and access for all underserved communities, LGSD takes extra steps to honor the cultural richness, family experiences, and languages spoken by our families. LGSD provides opportunities for staff and families to participate in affinity groups and provides simultaneous interpretation for engagement, with Spanish, Somali, and Haitian-Creole interpretation available for select meetings.  At the heart of these efforts is the Family and Community Engagement (FACE) department, supported by the Director of Family and Community Engagement & Community Schools, who guides school administrators on engagement strategies and ensures alignment with parent policies. The FACE department supports welcoming Family Resource Centers at every campus. Staffed by Family and Community Engagement Liaisons, these centers are a bridge to access and resources, providing families with tech access (computers, internet, and printing), educational literature, a children's play area, and a lounge with refreshment offerings, while offering hands-on assistance with Infinite Campus Parent Portal support, online registration, and connections to vital site-based and local resources.  The staff within the FACE framework work collaboratively across various sites and departments to enrich the school community. FACE Liaisons serve as conduits for outreach and recruitment, phonebanking for key initiatives, and recruitment for committees and councils, such as the School Site Council (SSC), English Learner Advisory Committee (ELAC), and PTA, while partnering with Assistant Principals to host engagements like Lunch with a Loved One, STEAM and Literacy Nights, cultural celebrations, volunteer appreciation luncheons, and family learning workshops. In addition, backed by the California Community Schools Partnership Program (CCSPP) grant at five district campuses, two FACE District Representatives collaborate across school sites and with local organizations to bring specialized offerings directly to schools and families.|Lemon Grove School District (LGSD) families continue to share positive feedback about the various types of site-based engagements and the responsiveness of leaders and support staff. Family participation continues to grow across district engagements. Areas of opportunity continue to appear around the communication of available resources. Sites have shown improvement in creating and promoting monthly engagement calendars and planning upcoming events. Some partners recommend having a clear calendar or resource guide how families and partners can support. Families have communicated satisfaction for the enhanced extracurricular offerings available for students, such as art, dance, and STEAM opportunities, but have communicated families would like offerings to be available outside of the Extended Learning Program as well.  One main area of improvement is to focus on recruitment and retention for site-based and district-level committees. Membership in SSC, ELAC, DELAC, the Family and Community Collaboration Group, the Community Schools Steering Committee, and the District Advisory Committee (DAC) maintains inconsistent participation. One focus is for the FACE department to continue building relationships with families and practice effective outreach to invite guests to the various partner sharing opportunities.|Lemon Grove School District is deeply committed to connecting with our diverse families through meaningful, shared experiences for the purpose of increasing student achievement. This year, our schools hosted a variety of engagements where parents and children could learn and play together in disguised learning opportunities. From Back to School Nights, STEAM engagements, Literacy-based experiences, and site and district community-infused festivals, LGSD has intentionally expanded students' spheres of influence. District departments across the system, including the Expanded Learning Program (ELP) and Family and Community Engagement, continue to partner and align systems to strengthen the community schools model, coined as “the way we do school in LGSD.” ELP continues to strengthen student offerings in music, STEAM, chess, athletics, and hands-on learning.  To make sure every voice is heard, LGSD continues to offer and provide access to materials in Spanish. To expand access, LGSD provides simultaneous interpretation and written materials in Spanish, Somali, Vietnamese, and Haitian Creole for all DAC and DELAC meetings.  LGSD continues to strengthen relationships and community through community-led groups like the Special Education Advisory Board, the Committee on African American Student Achievement and Success, the Black & Pan-African Student Excellence Group, and our Family and Community Collaboration Group. To honor the richness of community and culture, LGSD continues to host and sponsor engagements that honor the feedback of students and families to join and learn about different people and cultures.|Lemon Grove School District continues to prioritize building partnerships to empower sites and educator success. True to LGSD’s commitment to student success, across district departments and sites, we’ve made significant strides in cultivating and sustaining powerful community partnerships and elevating site-based academic and enrichment offerings. LGSD has successfully embedded Culturally and Historically Responsive Teaching (CHRT) across all classrooms, backed by continuous coaching from site leaders, instructional coaches, and district experts to ensure our learning environments are genuinely inclusive and inviting. Parallel to this classroom growth, we have fortified our support infrastructure by establishing a robust Multi-Tiered System of Support (MTSS) and conscious discipline initiative at both the district and school-site levels.  LGSD’s progress in fostering collaborative family and community engagement is equally evident in how each site and leader strives to bridge gaps between school, community, and home, turning family and community engagement into true shared leadership and collaboration. Leaders and staff facilitate hands-on support through dynamic workshops, community-based engagements, and specialized parent and community workshops, such as our widely attended foundations in AI literacy workshop. As a relational touchpoint, our principals continue to offer Coffee with the community opportunities to keep lines of communication open and to broker support between support staff, such as social workers and FACE Liaisons.|"Lemon Grove School District (LGSD) continues to thrive in leveraging social capital and maximizing the impact of its strategic family and community investment. The California Community Schools Partnership Program (CCSPP) has allowed CCSPP sites to enhance shared leadership in schools, toward a system of community integration and systemic shared partnership. LGSD is grounded in the four pillars of the Community Schools framework and leveraging existing infrastructure (like the Expanded Learning Program (ELP)) to build and sustain partnerships that directly drive improved academic, social-emotional, and health outcomes for students.  Five LGSD campuses benefit from Community Schools. LGSD must continue to co-locate health & wellness services and expand access and partnerships with local healthcare providers (such as the existing on-site dental clinic at Lemon Grove Academy Middle School and the new San Diego County Family Wellness Center, to address needs and physical barriers to learning, attendance, and the overall education experience.  LGSD must continue to transform ""Involvement"" to Engagement, and Engagement to co-Leadership. LGSD is aware that traditional engagement asks parents to attend and participate in events and engagements; true partnership invites families and the community to share in governance.  FACE Liaisons are encouraged to build relationships, facilitating formal morning outreach during morning drop-off to recruit underrepresented families into decision-making bodies. We must continue to elevate representative advisory committees to ensure that critical equity committees, like the Special Education Advisory Board (SEAB), the Committee on African American Student Achievement and Success (CAASAS), the Black and Pan-African Student Excellence Group (B&PSE) , and the District English Learner Advisory Committee (DELAC), have a direct, protected pipeline to influence the next strategic plan, the School Plan for Student Achievement (SPSA), and the district-wide Local Control Accountability Plan (LCAP).  As reported during LGSD’s focus groups, we see a positive impact on the student experience by leveraging school culture and connecting the family engagement experience with student showcases, enrichment, and academic alignment to the home."|LGSD continues to highlight the need to provide additional intervention and support to our Black, African-American, or Pan-African, Multilingual, and Special Education students and families. Through out of school time offerings, LGSD prioritizes enrollment of UPP students and families to enrich the academic experience. LGSD workshops and district based offerings cater to engage and stimulate the needs and interest of underrepresented families.|Data, along with in-person feedback from the District Advisory Council (DAC), was used to inform the districts' progress on the Local Control Accountability Plan (LCAP).  In SSC and ELAC meetings families share input on various decisions made by the school, such as the budget, engagement policies, events, and upcoming opportunities.   Throughout the year LGSD deploys various surveys through our annual needs and assessment process to gain family and community input regarding events, academic programs, needs, school performance, LCAP, and more. Families are also welcomed and encouraged to provide feedback at the various parent committees, workshops, events, and through their child’s teacher.|One of the focus areas for seeking input for decision-making is to ensure that there is consistent attendance and membership in parent committees (SSC, ELAC, DELAC, DAC, CAASAS, etc.).  Families gave feedback that facilitating meetings at different times of the day, offering childcare, and offering meals may incentivize increased participation.|In order to improve engagement of underrepresented groups in relation to seeking input for decision making, all communication is offered in both English and Spanish, Haitian Creole, Vietnamese, Tagalog, and Somali interpretation is also offered when needed.  Teachers and staff are also aware of the translation services the District has access to through African Alliance. Whenever needed, teachers/staff can dial a number and get a live interpreter on the phone to help support families.   The District will increase communication about parent committees and the importance of family engagement and involvement in their child’s school.|4|5|5|4|4|4|3|4|4|4|4|5|Met||2026-06-23|2026
37682130000000|Mountain Empire Unified|3|Through educational partner input and local data analysis, Mountain Empire Unified School District (MEUSD) has identified continued strengths in building relationships between school staff and families. The district has established systems for ongoing communication, educational partner engagement, and collaborative decision-making that support meaningful family participation in school and district initiatives. Families are provided multiple opportunities to engage through School Site Councils, advisory committees, Community Schools activities, school events, surveys, and district communications.  MEUSD continues to strengthen partnerships with local tribes, community organizations, and families to ensure diverse perspectives are represented in planning and decision-making processes. The district's Community Schools approach has expanded opportunities for families to access resources, participate in school activities, and build connections with staff and community partners. Educational partner feedback indicates that families value the district's commitment to transparency, accessibility, and responsiveness. These efforts have supported a culture of trust and shared responsibility for student success while strengthening relationships between schools, families, and the broader community.|Based on educational partner input and local data, Mountain Empire Unified School District (MEUSD) will continue refining its family engagement systems to ensure communication and participation opportunities remain accessible, consistent, and meaningful for all families. A priority area is expanding two-way communication practices that allow families to provide ongoing feedback and engage in decision-making at both the school and district levels.  The district will continue strengthening communication through multiple platforms, including newsletters, digital communication tools, social media, family meetings, and in-person events. MEUSD also recognizes the importance of increasing participation among families who may face barriers related to transportation, scheduling, language, or geographic distance. Continued efforts will focus on providing accessible engagement opportunities, increasing awareness of district initiatives, and strengthening family understanding of academic programs, student supports, and district goals. These efforts will support deeper partnerships between families and schools while maintaining the district's commitment to continuous improvement.|Mountain Empire Unified School District (MEUSD) remains committed to ensuring that underrepresented families have meaningful opportunities to participate in school and district decision-making processes. Educational partner feedback emphasized the importance of continued outreach, culturally responsive engagement practices, and clear communication regarding district initiatives, student supports, and opportunities for involvement.  To strengthen engagement, MEUSD will continue leveraging its Community Schools framework to connect families with resources, services, and participation opportunities. The district will expand outreach efforts through multiple communication methods, including translated materials, digital communication platforms, family workshops, listening sessions, and community-based events. These efforts are designed to reduce barriers to participation and increase access to information and support.  MEUSD will also continue collaborating with local tribes, community organizations, and school-based advisory groups to ensure that the voices of Native American families and other underrepresented groups are reflected in planning and decision-making. By maintaining accessible communication, fostering trusting relationships, and creating multiple pathways for participation, the district will continue building an inclusive environment where all families feel welcomed, informed, and empowered to contribute to student success.|Mountain Empire Unified School District (MEUSD) has established strong partnerships with families, community organizations, local tribes, and educational partners that support student learning, well-being, and achievement. Families and educational partners recognize the district's commitment to fostering collaborative relationships that connect home, school, and community resources to improve student outcomes.  The district's Community Schools approach continues to strengthen these partnerships by providing students and families with access to academic supports, mental health services, enrichment opportunities, and community resources. Through ongoing engagement with families, advisory committees, School Site Councils, and community partners, the district has created multiple opportunities for educational partners to contribute to planning and decision-making processes that support student success.  MEUSD has also strengthened partnerships with local tribes to support culturally responsive practices and ensure Native American students and families have opportunities to participate in programs and initiatives that reflect their cultural and educational needs. These collaborative efforts support a shared commitment to student achievement, engagement, and overall well-being while reinforcing the district's focus on equitable outcomes for all students.|Based on educational partner input and local data, Mountain Empire Unified School District (MEUSD) will continue strengthening and expanding partnerships that support positive student outcomes. A key area of focus is increasing opportunities for families and community partners to engage in ongoing conversations about student learning, academic expectations, and available supports.  The district will continue enhancing communication systems that provide families with timely information regarding student progress, academic programs, college and career readiness opportunities, and available resources. Additional focus will be placed on expanding participation in family workshops, Community Schools activities, and educational partner engagement opportunities that strengthen connections between home and school.  MEUSD will also continue building partnerships with local tribes, community organizations, and regional agencies to increase access to services and supports that address academic, social-emotional, and college and career readiness needs. Through these efforts, the district will further strengthen the alignment between school, family, and community resources to support student success.|Mountain Empire Unified School District (MEUSD) remains committed to ensuring that underrepresented families have meaningful opportunities to participate in partnerships that support student outcomes. Educational partner feedback emphasized the importance of maintaining accessible communication, reducing barriers to participation, and providing multiple pathways for families to engage in their children's education.  To strengthen engagement, the district will continue leveraging its Community Schools framework to connect families with academic resources, support services, family workshops, and opportunities for participation in school and district initiatives. Outreach efforts will include multiple communication methods, translated materials when needed, family meetings, community events, and digital communication platforms designed to increase access and participation.  MEUSD will continue collaborating with local tribes, community organizations, and school-based advisory groups to ensure Native American families and other underrepresented groups are represented in planning and decision-making processes. The district will also continue creating opportunities for families to engage in discussions related to student achievement, college and career readiness, school climate, and student supports.  By maintaining strong relationships, culturally responsive engagement practices, and accessible communication systems, MEUSD will continue building partnerships that empower all families to actively contribute to positive student outcomes and long-term student success.|Through educational partner input and local data analysis, Mountain Empire Unified School District (MEUSD) has established strong systems for seeking and incorporating stakeholder input into district and school decision-making processes. Families, staff, students, community partners, local tribes, and advisory groups are provided multiple opportunities to participate in planning, program development, and continuous improvement efforts through School Site Councils, advisory committees, Community Schools initiatives, surveys, public meetings, and Local Control and Accountability Plan (LCAP) engagement activities.  The district has built the capacity of school and district leaders to facilitate meaningful educational partner engagement and has expanded opportunities for families to provide feedback on programs, services, and district priorities. Educational partner input is regularly reviewed and used to inform decisions related to student achievement, school climate, family engagement, and resource allocation.  MEUSD continues to strengthen partnerships with local tribes and community organizations to ensure diverse perspectives are represented in district planning and decision-making. Through ongoing collaboration and transparent communication, the district has fostered a culture of shared responsibility and continuous improvement that supports positive outcomes for students and families.|Based on educational partner input and local data, Mountain Empire Unified School District (MEUSD) will continue refining its systems for gathering, analyzing, and responding to stakeholder feedback. A key focus area is increasing participation from a broader range of families and community members to ensure decision-making processes reflect the perspectives and experiences of all student groups.  The district will continue expanding communication and engagement opportunities through multiple formats, including surveys, listening sessions, advisory committees, Community Schools activities, and public meetings. Additional efforts will focus on strengthening feedback loops by communicating how educational partner input influences district decisions, priorities, and program development.  MEUSD will also continue building staff and family capacity to participate effectively in decision-making processes through leadership opportunities, training, and ongoing engagement activities. These efforts will support sustained collaboration and ensure educational partners remain active contributors to district improvement efforts.|Mountain Empire Unified School District (MEUSD) remains committed to ensuring that underrepresented families have meaningful opportunities to participate in decision-making processes that affect students and schools. Educational partner feedback highlighted the importance of maintaining accessible communication, reducing barriers to participation, and creating multiple pathways for families to share their perspectives.  To strengthen engagement, the district will continue leveraging its Community Schools framework to connect families with resources, leadership opportunities, advisory groups, and district planning processes. Outreach efforts will include direct communication, family workshops, listening sessions, community events, translated materials when needed, and digital engagement opportunities designed to increase participation and access.  MEUSD will continue collaborating with local tribes, community organizations, and school-based advisory groups to ensure Native American families and other historically underrepresented groups are represented in district and school decision-making. The district will also continue using surveys and educational partner engagement activities to gather feedback and identify opportunities for improvement.  By maintaining accessible engagement practices, culturally responsive outreach, and transparent decision-making processes, MEUSD will continue strengthening partnerships that empower all families to contribute meaningfully to district priorities and student success.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-16|2026
37682130123224|San Diego Virtual|3|[San Diego Virtual School continues to prioritize strong relationships between school staff, students, and families through consistent communication and meaningful engagement opportunities. Staff maintain regular contact with families through phone calls, email, virtual meetings, newsletters, and individualized academic support. SDVS has expanded opportunities for students and families to participate in school-connected activities including Coffee with the Principal meetings, parent workshops, clubs, field trips, counseling supports, and community-building events designed to increase engagement and strengthen school connectedness. Bi-annual parent and student surveys continue to reflect positive feedback regarding communication, academic support, and the overall school environment. As an online independent study program, SDVS recognizes the importance of intentional relationship-building and continues to provide personalized support to ensure students and families feel connected, informed, and supported.]|[San Diego Virtual School will continue working to increase family participation and student engagement opportunities across all grade levels. SDVS will focus on expanding outreach efforts to families who may face barriers to participation and will continue developing strategies to strengthen two-way communication and student connectedness in the virtual learning environment. SDVS also seeks to expand participation in workshops, school events, and advisory opportunities while continuing to improve accessibility and responsiveness to family needs. SDVS remains committed to strengthening relationships with families through ongoing communication, increased engagement opportunities, and continuous improvement efforts informed by educational partner feedback.]|[San Diego Virtual School will continue improving engagement with underrepresented families by increasing access to translated materials, multilingual communication, and culturally responsive outreach practices. SDVS will continue providing flexible opportunities for participation through virtual meetings, surveys, workshops, and community events designed to increase accessibility for all families. Staff will continue connecting families with school and community resources that support student success, academic achievement, and social-emotional well-being. SDVS remains committed to ensuring all families feel welcomed, valued, informed, and empowered to participate in their student’s educational experience and school community.]|[San Diego Virtual School has continued to strengthen partnerships that support positive student outcomes through individualized academic support, counseling services, and expanded enrichment opportunities. Students and families are provided access to academic interventions, college and career readiness resources, FAFSA support, social-emotional services, and individualized graduation planning. SDVS also provides opportunities for students to participate in clubs, field trips, workshops, and school activities that promote engagement, peer interaction, and community connection. Teachers, counselors, and administrators regularly collaborate with families to monitor student progress and provide responsive supports aligned to individual student needs. SDVS maintains ongoing communication with families regarding academic expectations, student progress, interventions, and available resources to support learning at home. SDVS continues to expand real-world learning experiences and community partnerships that support academic achievement, post-secondary readiness, and student wellbeing.|[San Diego Virtual School will continue strengthening partnerships and expanding opportunities that support student engagement, attendance, academic achievement, and post-secondary readiness. SDVS will focus on increasing participation in enrichment opportunities, improving access to college and career resources, and enhancing interventions and supports for students needing additional academic or social-emotional assistance. Additional focus will be placed on expanding family participation in workshops, advisory opportunities, and school activities that support student success. SDVS will continue evaluating programs and services to ensure students and families have equitable access to the resources and supports needed to meet academic and personal goals.]|[San Diego Virtual School will continue improving engagement with underrepresented families by increasing access to translated materials, multilingual communication, and culturally responsive outreach practices. SDVS will continue providing flexible opportunities for participation through virtual meetings, workshops, surveys, and school events designed to increase accessibility for all families. Staff will continue connecting families with school and community resources that support academic achievement, college and career readiness, social-emotional well-being, and student success. SDVS remains committed to ensuring all families feel informed, supported, and empowered to participate as active partners in their student’s education.]|[San Diego Virtual School values educational partner input and provides multiple opportunities for families and stakeholders to participate in school improvement and decision-making processes. Families are encouraged to provide feedback through annual surveys, informational meetings, Coffee with the Principal sessions, workshops, and ongoing communication with staff. SDVS maintains regular communication with families regarding school programs, student progress, academic expectations, and available supports. Staff work collaboratively with students and families to develop individualized learning plans and interventions that support student success. SDVS continues to seek meaningful input from educational partners to guide program development, strengthen school climate, and improve services for students and families. Feedback gathered through surveys, meetings, and ongoing communication is used to support continuous improvement efforts and inform schoolwide planning and decision-making.]|[San Diego Virtual School will continue working to increase participation from families and educational partners in feedback opportunities and school decision-making processes. SDVS will focus on improving outreach efforts, increasing participation in workshops and advisory opportunities, and expanding engagement strategies that encourage broader family involvement. Additional focus will be placed on increasing participation from underrepresented groups and on ensuring that all families feel informed, welcome, and empowered to provide input on school programs, services, and student supports. SDVS will continue evaluating communication practices and engagement opportunities to strengthen collaboration between families, staff, and school leadership.]|[San Diego Virtual School will continue improving engagement with underrepresented families by increasing access to translated materials, multilingual communication, and culturally responsive outreach practices. SDVS will continue to provide flexible opportunities for participation through virtual meetings, surveys, workshops, and school events, designed to increase accessibility for all families. Staff will continue building relationships with families through individualized communication, outreach efforts, and connections to school and community resources. SDVS remains committed to ensuring all families have opportunities to provide input, participate in school planning processes, and contribute to decision-making efforts that support student success and continuous improvement.]|5|4|4|5|4|5|5|4|4|3|4|4|Met||2026-06-05|2026
37682130127084|Compass Charter Schools of San Diego|3|Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council reviewed the questions for the annual survey and added questions that they felt were important to scholars and parents. Compass conducted its annual survey with mostly the same questions to ensure input from all groups of scholars, families, and staff, as well as our authorizers, Board of Directors, and the community at large. The survey results provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. In reviewing the results, Compass demonstrated continued strength in the following areas: flexibility (flexibility that’s available for scheduling, pacing, curriculum, ways to meet state standards, and the ability to complete school work from home), supportive teachers (teachers' understanding, helpfulness, guidance, communication, and availability), independence (being able to work independently and at one's own pace), online nature/ease of use (convenience of online learning, absence of travel, and ease of using the online platform), individualized/personalized learning (ability to tailor education to individual needs, learn in preferred ways, and pursue personal interests), positive learning environment (positive attitudes of teachers, an enjoyable learning experience, as well as a supportive, non-judgmental, inclusive environment), resources/availability of resources (appreciation for the availability and providing of resources, curriculum support, and access to online resources as well as subscriptions), extracurricular/enrichment programs (clubs, field trips, diverse extracurricular activities, and access to enrichment programs along with additional classes), community and family orientation (family-oriented atmosphere, caring community, sense of community, and engagement events), and special education support (positive experiences and support for special education needs were noted). Further, our tiered re-engagement process continues to focus on restorative practices that solicit collaboration between families and the LEA to further support scholars academic progress and engagement.|Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council review input from parents and scholars via open suggestion forms throughout the year.. In addition, Compass conducted a schoolwide annual planning survey in March in order to ensure input from all groups of scholars, families, and staff, as well as our authorizers, the Board of Directors, and the community at large. The survey results provided qualitative and quantitative information on our Compass experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. In reviewing the results, Compass identified the following as focus areas for improvement in building relationships between school staff and families: streamlining material and educational resource ordering process, addressing issues with semester limits and deadlines), curriculum and instruction (adding more creative, hands-on projects, less rigidity, more recorded classes, and improving video quality in courses), social interaction (increased opportunities for social interaction, including more field trips and real-life activities), support and resources (enhancing support for special needs students and increasing local staff and events), communication (improved communication regarding deadlines), workload awareness (concern about the overall workload and the pace of the online curriculum), and local availability and vendor variety (more local vendors and services, especially in rural or remote areas as well as easier vendor approval processes).|Compass Charter Schools prioritizes and focuses on improving engagement of underrepresented families through building meaningful relationships with school staff based on feedback received from educational partner input and local data. One example of how Compass has built relationships is through providing extracurricular (engagement) offerings for scholars, learning coaches, and families to attend. As Compass has provided these engagement offerings, there has been reflection about registration and participation rates of underrepresented scholars for these events. In order to have productive conversations around this topic, the Engagement department, in partnership with the Staff Support department, built out a specific data tracking system that visually shows the percentages of emergent multilingual scholars, McKinney-Vento scholars, foster scholars, and socio-economically disadvantaged scholars. This scoreboard is now able to be the basis for conversations both cross-departmentally and district-wide to assess ways for improving the engagement rates of these underrepresented families within these offerings. Additionally, as Compass looks forward to celebrating the graduating 12th grade scholars and promoting 8th grade scholars at in-person ceremonies, there will continue to be a focus on ensuring that particularly our emergent multilingual scholars and their families feel a sense of belonging during such special educational milestones. Compass recently added and will continue to acknowledge the “Multilingual Achievement” award that recognizes scholars at 12th grade graduation for achieving the distinction of Reclassified Fluent English Proficient (RFEP) during their educational career. Also, to deepen relationships with multilingual families, Compass is preparing for new initiatives to increase accessibility and remove language barriers at the ceremonies. These efforts include displaying a multilingual greeting and providing clear instructions on how to utilize real-time translation applications during the events. Another example of how Compass builds communication between staff and families is through a recent initiative to offer the Pre-Master Agreement meeting in both Spanish and English to ensure that Spanish speaking families and learning coaches are on the same page as staff for what is expected of them to be successful in the day-to-day expectations of Compass’ programs. To further increase accessibility, Compass will be providing families with multiple ways to complete this requirement such as live group sessions, recorded presentations, and asynchronous NearPod lessons.|"Compass Charter Schools (CCS) demonstrates significant strengths and ongoing progress in building partnerships for student outcomes, primarily centered on the collaborative relationship between Supervising Teachers (STs) and families. STs are the foundation of CCS partnerships, with parents frequently describing them as ""lifelines"" and ""cheerleaders"" who are essential to their scholars' success. Families report that STs provide ""invested partnerships"" and are vital for navigating the personalized learning path. The school actively supports parents in their role as ""Learning Coaches"" through resources like the **Learning Coach Academy** and **AVID Learning Coach Resources**, which families report as helpful for supporting their scholars at home. The Options program is a major strength, allowing parents the autonomy to select personalized curriculum and schedules while maintaining professional oversight and accountability from CCS staff. The school utilizes multiple channels to maintain partnerships, including the Monday Morning Update (MMU), ParentSquare, and Connection Meetings, where STs and parents collaborate monthly on academic goals. Progress in Building Partnerships 2026-27 Local Performance Indicator Self-Reflection for Compass Charter Schools Los Angeles Page 12 of 22 There is broad consensus among staff and parents that LCAP Goal 2 (Increase scholar and parent engagement and involvement) is foundational to student success, with many stakeholders reporting that CCS is taking positive steps toward this goal. Staff reports indicate that internal initiatives like Whatever It Takes (WIT) meetings have improved collaboration between departments, shifting the culture toward a collective ""OUR scholars"" mentality to better serve families. Progress is being made in providing greater teacher expertise for high school scholars through the introduction of content-specific credentialed teachers, intended to better prepare students for post-secondary outcomes. The school has made progress in fostering in-person connections through an increase in field trips and the addition of local park meet-ups, which parents cite as valuable opportunities for peer and community connection."|"A primary focus area for improvement is the fragmentation of digital platforms. Parents and staff frequently report ""communication overload"" and frustration with navigating multiple systems such as ParentSquare, School Pathways, Seesaw, Clever, and Buzz. Partners are calling for a centralized portal or dashboard to streamline communication, work submissions, and access to resources, which would allow learning coaches to focus more on instruction rather than IT management. A multi departmental team is looking into providing a more cohesive communication platform including updating the school's website to incorporate current platforms and streamline access points."|Compass Charter Schools (CCS) is committed to improving the engagement of underrepresented families by intentionally incorporating their voices into school planning and providing targeted, data-driven support systems. The school leverages established groups, such as the English Learner Advisory Committee (ELAC) and the Parent Advisory Council (PAC), to provide parents from these communities with a formal platform to influence LCAP goals . To overcome systemic barriers like language differences and technical hurdles, the school is looking into expanding local outreach partnerships, specifically through organizations like the Parent Institute for Quality Education (PIQE), which encourages community involvement and enrichment initiatives. Key efforts to foster these outcomes involve the strategic use of state funding to provide specialized instruction, tutoring, and comprehensive social-emotional support specifically for foster youth, English learners, and low-income students to ensure they remain on track for graduation . The school is also refining its progress monitoring for EMS Newcomers and Long-term English Learners through dedicated roles like the EL Coordinator and cross-departmental collaboration with the Whatever It Takes (WIT) team. . Furthermore, leadership is exploring ways to include parents more directly in high-stakes decisions regarding school funding and program formats to ensure diverse homeschooling philosophies are respected . Staff members have also recommended diversifying field trips and scholar resources to better reflect the diverse cultural and geographic backgrounds of the school community . While these structures are in place, the school remains focused on reducing communication friction and moving toward authentic partnerships that go beyond procedural compliance to deeply understand the operational realities of all families.|"Leadership regularly uses surveys, feedback forms, and Town Hall meetings to gather input from staff, scholars, and parents. The school utilizes formal groups like the Parent Advisory Council (PAC), English Learner Advisory Committee (ELAC), and the Options Advisory Committee to provide a platform for stakeholder voices in school planning. Management explicitly solicits feedback when working out new processes, which helps employees feel empowered to contribute to the school's evolution. The school uses analytics from stakeholder surveys to inform and refine its Local Control Accountability Plan (LCAP) goals, ensuring that school priorities reflect community needs. In 2025, the school launched ""Solution Boxes"" for staff, scholars, and parents, to submit ideas for solutions throughout the school year. Submissions are reviewed and discussed by the committee that serves the partner group. Throughout the year, several changes have been implemented based on submissions to the solutions boxes."|Compass Charter Schools is focusing on moving toward a more authentic and proactive model for gathering stakeholder input in order to address a recurring perception that feedback is sought only after decisions have already 2026-27 Local Performance Indicator Self-Reflection for Compass Charter Schools Los Angeles Page 14 of 22 been finalized in the form of a newly implemented Change Model. This model is grounded in Steven Covey's Change Model and is being implemented at all levels of the organization. Staff members across multiple years have expressed a strong desire to be included earlier in the planning process, particularly when considering fundamental changes to the school model or program requirements, to ensure their expertise helps shape directives rather than just facilitating their implementation. This improvement involves shifting the format of key collaborative spaces, such as the weekly huddle and school town halls, away from performative information sessions that merely rehash updates and toward true forums for dialogue where concerns, questions, and suggestions are meaningfully addressed. Additionally, there is a push for significantly greater transparency from senior leadership, including making cabinet meeting notes or high-level discussion points more accessible to provide staff and families with a clearer understanding of the data and rationale driving major policy shifts. Improvement efforts also center on ensuring that senior decision-makers deeply understand the operational realities and diverse philosophies of the programs they lead, specifically the Options department, so that front-line expertise from Supervising Teachers and the direct input of parents regarding school funding and format authentically influence the school's trajectory. By fostering a culture where feedback is consistently considered and the rationale behind denied solutions is clearly explained, the school aims to rebuild organizational trust and ensure that its strategic decisions are genuinely supported by those closest to the scholars.|Compass Charter Schools aims to improve the engagement of underrepresented families by intentionally including them in the decision-making process through established advisory groups such as the Parent Advisory Council (PAC) and the English Learner Advisory Committee (ELAC). These committees provide a structured platform for families to influence school planning and Local Control Accountability Plan (LCAP) goals, though stakeholder feedback indicates that for this input to be truly impactful, families must be involved earlier in the planning stages before major decisions are finalized. To overcome identified participation barriers such as language differences and technical hurdles, the school plans to leverage local outreach partnerships, to encourage community involvement and provide enrichment opportunities like community gardens. Furthermore, the school is focusing on educational equity by utilizing state funding for targeted interventions and tutoring for foster youth, English learners, and low income students, while also refining its progress monitoring for newcomers and long-term English learners to ensure their academic and social-emotional needs are authentically represented. Leadership is also exploring ways to involve parents more directly in high-stakes decisions regarding school funding and program formats to ensure that the diverse philosophies of homeschooling families are respected and used to shape the school's future direction. Additionally, staff have recommended diversifying field trips and scholar resources to better reflect the diverse backgrounds and geographic locations of the school community, thereby fostering a more inclusive environment for seeking input.|5|4|5|4|4|5|5|4|5|5|5|4|Met||2026-06-13|2026
37682130129668|Motivated Youth Academy|3|MY Academy's personalized learning model supports strong relationships between staff and families through regular communication, individualized support, and collaborative educational planning. Families have multiple opportunities to provide input through surveys, meetings, advisory groups, and school events. During the 2025-26 school year, stakeholder participation increased, indicating stronger engagement and connection with the school community. Families report feeling welcomed, informed, and supported in their student's educational journey.|MY Academy will continue working to increase participation from families who are less connected to school activities and feedback opportunities. Areas for improvement include expanding two-way communication, increasing family participation in decision-making, and reducing barriers related to scheduling, language, and technology access.|MY Academy will increase outreach to underrepresented families through personalized communication, flexible meeting options, and continued use of surveys and engagement activities. The school will provide multiple ways for families to participate, including virtual and in-person opportunities, and will use stakeholder feedback to identify and address barriers to engagement.|MY Academy has established strong partnerships with families that support positive student outcomes. Through the school's personalized learning model, Learning Facilitators regularly meet with students and families to review progress, set goals, and identify supports needed for success. Families receive ongoing communication regarding academic progress, attendance, and available resources. Educational partner feedback indicates that families feel informed, supported, and valued as partners in their student's education.|MY Academy will continue expanding opportunities for families to actively participate in supporting student success. Focus areas include increasing family participation in engagement activities, strengthening awareness of available academic and support resources, and enhancing opportunities for two-way communication that promotes shared responsibility for student outcomes.|MY Academy will continue targeted outreach to families who are less represented in surveys, meetings, and school activities. The school will use multiple communication methods, flexible meeting options, and personalized support to reduce barriers to participation. Feedback from families will be used to identify needs and improve opportunities for meaningful engagement in their student's educational experience.|MY Academy values educational partner voice and provides multiple opportunities for students, families, staff, and community members to participate in decision-making. During the 2025-26 school year, participation increased across several educational partner groups, including the School Site Council (SSC), Educational Partner Advisory Committee (EPAC), and English Learner Advisory Committee (ELAC). Input gathered through surveys, meetings, advisory groups, and interviews has been used to inform school programs, services, and LCAP development. These efforts have strengthened collaboration and increased educational partner engagement in school improvement efforts.|MY Academy will continue working to increase participation from families and educational partners who are not yet consistently engaged in decision-making opportunities. Focus areas include expanding awareness of advisory groups and feedback opportunities, increasing representation from diverse educational partner groups, and strengthening two-way communication to ensure all voices are heard and considered.|MY Academy will continue using targeted outreach, flexible meeting options, and multiple communication methods to encourage participation from underrepresented families. The school will build on the increased engagement seen in SSC, EPAC, and ELAC by providing accessible opportunities for families to share feedback and participate in school decision-making. Educational partner input will continue to guide improvement efforts and help ensure decisions reflect the needs and perspectives of the school community.|4|4|4|4|5|5|4|4|4|3|3|4|Met||2026-06-18|2026
37682130136978|Elite Academic Academy - Mountain Empire|3|At Elite, building meaningful connections with staff, students, and families is woven into every part of our school culture, beginning from the moment of onboarding.  We start with our staff. Each year, returning and new team members engage in a comprehensive onboarding process that includes an updated Staff Handbook, outlining key expectations and safety protocols. New staff also participate in both in-person and virtual professional development sessions that emphasize relationship-building as a core value of our school. These intentional efforts ensure that every team member begins the year aligned with our mission and equipped to foster strong, supportive relationships.  Similarly, we have created a highly personalized onboarding experience for our families. Every new family is paired with a dedicated Onboarding Coach, who serves as their guide and main point of contact until they are matched with their Teacher of Record. This coach walks families through the enrollment process, introduces them to key staff, and ensures they feel supported and welcomed from day one. Families also receive a comprehensive Onboarding Packet and complete a Welcome Survey that is used to personalize outreach and support across departments.  To maintain and strengthen connections, we offer diverse and accessible communication channels. Families can engage with our staff via email, ParentSquare, Zoom meetings, phone calls, monthly newsletters, synchronous sessions, and our website. We also host LCAP input sessions, Family Empowerment workshops, Parent Academy events, and ELPAC meetings. Translators are readily available to ensure all families can participate fully in our community.  We provide ongoing resources that promote relationship-building, including webinars and guidance for both staff and families focused on student development and effective communication. Our Student Support Team remains a critical partner, offering workshops, training, and support services year-round.  Whether through a virtual check-in, a field trip, or a family workshop, we prioritize consistent and authentic connection. From initial contact to everyday interactions, we are intentional about creating a welcoming environment where every student and family feels seen, heard, and supported.|While Elite already provides a wide range of communication and engagement opportunities, we recognize the importance of continuously improving and deepening these relationships. Our next steps are focused on fostering more informal, collaborative, and community-building interactions between families and staff.  1. Expanding Engagement Events We aim to increase the frequency and variety of in-person and virtual engagement events that encourage casual, meaningful interaction. These events—such as family picnics, cultural celebrations, and themed workshops—are designed to build a sense of community beyond formal communication channels. By creating relaxed, welcoming spaces for connection, we hope to strengthen relationships and increase participation from families across all regions we serve.  2. Promoting Family-Staff Collaboration Projects We are exploring ways to create shared experiences through collaborative projects that unite families and staff around common goals. Potential initiatives include community service activities, school beautification efforts, or co-led fundraising events. These projects provide a platform for shared decision-making, mutual respect, and authentic partnership between families and school personnel.  3. Establishing Peer Support Groups We see an opportunity to form peer support groups and parent-teacher committees where families and staff can regularly come together to share ideas, address common concerns, and provide encouragement. These groups will offer both virtual and in-person formats, with the goal of fostering ongoing dialogue, connection, and a strong sense of belonging within the school community.  By focusing on these areas, we are committed to building on our strong foundation and creating even deeper, more collaborative relationships with our families—ensuring every member of our school community feels valued, supported, and engaged.|Elite is committed to creating an inclusive and welcoming environment where all families—especially those historically underrepresented—feel empowered to engage in their child’s education. To strengthen these efforts, we are implementing targeted strategies that prioritize cultural responsiveness, accessibility, and empowerment.  We are enhancing our communication strategies to better reflect and respect the diverse cultural and linguistic backgrounds of our families. This includes consistently providing translated materials, ensuring interpretation services are available at school events, and using communication channels that are more accessible and familiar to underrepresented communities. These efforts are designed to remove language and cultural barriers, making it easier for families to stay informed and involved.|At Elite, we believe that student success is best achieved through intentional collaboration among educators, families, and educational partners. Our efforts are guided by a shared commitment to high expectations, clear communication, and data-informed practices that directly support student achievement.  Shared Vision for Student Success Our administrators and staff have collaboratively defined what it means to be an exemplary Elite graduate. This shared vision has shaped schoolwide expectations and learning goals, grounded in student-centered outcomes. Together, we’ve developed clear criteria for student success and aligned our practices to support measurable growth. We use a comprehensive set of internal and external tools—including CAASPP, iReady, IXL, and Fast ForWord—to track academic progress and adjust instruction based on real-time data.  Strengthening Communication and Collaboration We maintain strong internal partnerships through consistent and multi-layered communication. Weekly and bi-weekly staff meetings, regular in-person gatherings, and ongoing check-ins with Academy Directors provide structured opportunities for collaboration and support. We leverage digital tools like ParentSquare, Google Workspace for Education, and other platforms to streamline communication and planning. Our professional development program, aligned with schoolwide goals, focuses on analyzing student work, increasing engagement, and using data to inform instruction. These sessions empower teachers to make targeted decisions that directly benefit students.  Strategic Partnerships to Advance Learning We’ve built strong relationships with educational vendors and organizations whose tools and values align with our mission. Programs like Fast ForWord and iReady are helping us close literacy and math gaps, particularly for English Learners and at-risk students. Our NXTLVL initiative within EliteX supports students in developing higher-order thinking and real-world problem-solving skills. These partnerships are not limited to products; they include training and ongoing support for both staff and students. Our collaboration with Ambassadors of Compassion has also strengthened our focus on social-emotional learning, reinforcing the importance of resilience, purpose, and empathy.  Engaging Families as Partners Families play a vital role in student success, and we’ve worked to ensure their engagement is meaningful and consistent. Each student has weekly check-ins with their teacher, and formal learning period meetings every 30 school days that include students, parents, and educators. Monthly academy newsletters provide families with tips to support independent learning, and our staff hosts workshops in math and writing to empower parents to be active partners in their child’s education.  Through these ongoing efforts, we have built a culture of collaboration that keeps student outcomes at the center. By aligning internal and external partnerships, maintaining open com|While we have made strong progress in implementing high-quality instructional tools and supports, we recognize an opportunity to further strengthen student outcomes by deepening our community partnerships and making student data more accessible to staff.  Enhancing Community Engagement through Family Involvement We are also working to expand the role of families in shaping and benefiting from community partnerships. Our next steps include encouraging more family involvement in community-based initiatives, hosting joint school-community events, and creating parent-led advisory groups to help identify local resources that support student learning and well-being. By inviting parents into these conversations and decisions, we aim to create more culturally responsive, relevant, and sustainable partnerships that directly impact student growth.  These efforts reflect our belief that the most effective partnerships—whether internal or external—are built on shared goals, clear communication, and a deep understanding of student needs. With tools like Abre.io and increased family involvement, we are taking important steps to ensure all students are surrounded by a network of informed and engaged adults working toward their success.|We are committed to building authentic, culturally responsive partnerships with underrepresented families and ensuring that all students—regardless of background—feel seen, supported, and empowered to succeed. To deepen this work, we are focusing on both internal practices and external partnerships that center equity and student opportunity.  Cultural Competency Training for Staff We are expanding cultural competency training for all staff to build greater understanding of the diverse cultural backgrounds and lived experiences of our families. These trainings aim to strengthen communication, increase trust, and foster inclusive environments where families feel welcomed and valued as equal partners in their child’s education.  Collaborative Decision-Making We are working to intentionally include underrepresented families in collaborative decision-making processes. This includes forming parent advisory councils, organizing focus groups, and regularly seeking feedback from families on school policies, programming, and engagement strategies. These efforts ensure that family voices, especially those historically marginalized, are reflected in the design and delivery of educational experiences.  Expanding Community Partnerships in Underserved Areas To provide all students with more varied and relevant learning experiences, we are actively seeking new community partnerships in regions and populations that have traditionally been underserved. By connecting students with local organizations, career mentors, cultural institutions, and enrichment opportunities, we aim to expose them to broader future possibilities and help them see themselves in a range of academic and career pathways. These partnerships not only enhance learning but also help families feel more connected to the school and the larger community.  Together, these strategies reflect our ongoing commitment to equity, access, and relationship-building. By investing in the voices and experiences of underrepresented families and expanding opportunities for students, we are creating a more inclusive and inspiring educational environment for all learners.|At Elite, we prioritize gathering meaningful feedback from families, students, and staff to inform our decision-making and continually improve our programs. We believe that input from all stakeholders is essential to ensuring that our initiatives are effective and responsive to the needs of the community.  Families We maintain open, accessible communication channels for families to engage with teachers and school leadership. These include email, our school website, social media, and the Parent-Square app. Families are encouraged to participate in LCAP meetings and Parent Workshops, where they can provide valuable input on school goals, programs, and services. Additionally, we regularly distribute mini-surveys to parents before and during program implementation to gather their opinions and insights. These surveys help us assess the effectiveness of initiatives and make timely adjustments.  We also host Family Nights throughout the year, where families and students engage in enjoyable projects and receive updates from the school. During these events, we actively seek feedback via surveys to ensure we’re meeting the needs of our community. Families also receive a monthly Elite-wide newsletter, keeping them informed about upcoming events, available services, and opportunities for engagement.  Students For our students, we distribute brief check-in surveys—called Elite Care surveys—to gauge their well-being and identify areas where additional support may be needed. We also have an Elite Student Leadership team, which offers students a direct channel to provide feedback on school initiatives and actively participate in decision-making meetings. This ensures that students have a voice in shaping their educational experience.  Teachers and Staff We value ongoing feedback from our staff and use it to drive improvements in both instructional practices and school policies. Monthly board meetings, open to the public and posted on our website, offer an opportunity for transparency and input. At the conclusion of staff meetings and professional development sessions, we distribute mini-surveys to collect immediate feedback on the effectiveness of these sessions. Focus groups are also formed to address specific school-related concerns, allowing staff to collaborate and share their perspectives on ways to enhance the learning environment.  Through these ongoing efforts, we are creating a culture of continuous improvement where feedback is consistently gathered, valued, and used to make data-informed decisions that benefit our entire school community.|While Elite Academic Academy already has a range of feedback channels, we see opportunities to enhance their effectiveness and accessibility. Streamlining communication platforms, ensuring timely responses, and offering more engagement opportunities, such as virtual town halls or suggestion boxes, can help strengthen connections with our community.  To increase participation in surveys and meetings, we will focus on targeted outreach, making these opportunities more convenient, and providing incentives to encourage broader involvement from all stakeholders. These steps will help ensure that all voices are heard and actively contribute to our ongoing improvement.|We are committed to improving outreach strategies that are culturally responsive and tailored to the needs of underrepresented families. This includes offering communication in multiple languages, partnering with community organizations, and ensuring that all outreach methods are inclusive and accessible.  To increase participation in surveys, we will make them more accessible by translating into various languages, providing alternative formats, and actively reaching out to encourage input from underrepresented families. These efforts will ensure that all voices are heard and valued in our decision-making process.|5|5|5|5|5|4|5|5|5|4|5|5|Met||2026-06-17|2026
37682130138636|JCS - Pine Valley|3|The LEA prioritizes strong partnerships with families as a cornerstone of student success and personalized education. In the Home Study program, teachers, parents, and students collaborate to create Personalized Learning Profiles (PLPs) that identify goals, strengths, challenges, interests, and learning targets. In the Academy program, teachers build relationships through regular instruction, conferences, field trips, school events, daily interactions, IEP meetings, and other family-requested meetings. Ongoing communication is supported through phone calls, emails, text messages, in-person conversations, and meetings.  Educational partner feedback indicates that the School has developed strong, positive relationships between staff and families. Parents consistently describe teachers, administrators, and support staff as caring, responsive, welcoming, and student-centered. Families report feeling respected, heard, and supported through regular communication and personalized attention. Staff feedback similarly reflects a commitment to relationship-building and creating welcoming school environments.  Overall, the School has made significant progress in fostering trust, accessibility, and meaningful family engagement across programs and sites. These strong partnerships contribute to a supportive school culture where families feel connected, valued, and actively involved in their children’s education.|While relationships between staff and families were viewed positively overall, educational partner feedback identified opportunities to improve communication consistency and responsiveness across programs and departments. Some families reported challenges related to delayed communication, unclear expectations, and navigating multiple communication platforms. These concerns suggest a need for more streamlined, timely, and transparent communication systems that provide clear information and consistent follow-through. Strengthening communication practices across sites and services will help build trust, improve family engagement, and ensure families feel informed, connected, and supported in their child’s educational experience.|The LEA utilizes ParentSquare, student-led goal-setting conferences, parent-teacher meetings, and project presentations to build strong relationships with families. Staff have found that personalized outreach—including in-person conversations, phone calls, and emails—is especially effective for engaging underrepresented families. To further strengthen engagement, the LEA will maintain small Academy class sizes to support individualized attention and will assist teachers in identifying and implementing strategies to engage underrepresented students and their families.  For English Learner families in the Home Study program, the LEA will continue assigning an Educational Facilitator with specialized experience supporting EL students and families. This targeted support is designed to strengthen relationships, increase family engagement, and improve student outcomes. When language barriers exist, the school will utilize bilingual communication features, translation tools, and Spanish-speaking staff whenever possible.  Based on educational partner feedback, the LEA will continue improving engagement with underrepresented families by strengthening culturally responsive communication and expanding opportunities for meaningful family connection. Planned efforts include more consistent communication, clearer information-sharing, targeted outreach, and additional relationship-building opportunities across programs and sites. These actions are intended to ensure all families feel welcomed, valued, informed, and supported as active partners in their child’s education.|The LEA supports student success by providing ongoing professional learning for teachers and administrators in areas such as formative assessment, data analysis, research-based literacy practices, MTSS, tiered interventions, and social-emotional learning programs, including Leader in Me (LiM) and Positive Behavior Interventions and Supports (PBIS). Staff regularly collaborate with families and students through student-led goal-setting conferences, parent-teacher meetings, and project presentations to monitor progress and support growth. The school also provides a Parent Handbook outlining family rights and advocacy resources, along with high-quality instructional materials and learning resources for use at home.  Through both hybrid and home study models, teachers maintain strong partnerships with families by providing personalized communication and individualized support. Educational partner feedback indicates that the LEA has made significant progress in building effective partnerships that support positive student outcomes. Parents frequently highlighted individualized instruction, strong communication, flexible learning opportunities, and collaborative approaches to addressing student needs. Staff also emphasized student-centered practices and ongoing efforts to support academic, behavioral, and social-emotional growth.  Families expressed appreciation for the school’s willingness to work closely with them to create positive outcomes for students, particularly through personalized learning environments, responsive support, and strong relationships. Overall, the feedback reflects a school culture that values collaboration, communication, and shared responsibility for student success.|Educational partner feedback related to Building Partnerships for Student Outcomes identified opportunities to strengthen consistency in student supports and access to programs and services. Some families expressed concerns regarding the consistency of special education services, behavioral supports, intervention systems, and equitable access to extracurricular and enrichment opportunities. Staff also noted challenges related to workload, coordination, and resource limitations that can affect collaboration and the delivery of student supports.  Moving forward, the LEA will continue focusing on strengthening coordinated support systems, improving communication and collaboration with families, and ensuring equitable access to academic, behavioral, social-emotional, and enrichment opportunities. Continued attention to service consistency, resource allocation, and family engagement will help strengthen partnerships and improve outcomes for all students.|The LEA will strengthen engagement with underrepresented families by maintaining small class and roster sizes, allowing teachers to provide more personalized instruction, communication, and support. The LEA will also continue expanding access to technology resources, including hotspots, to reduce barriers to learning and ensure students can access instructional materials and online supports.  Feedback from socioeconomically disadvantaged (SED), English Learner (EL), and Foster/Homeless Youth (FHY) families highlighted a need for more structured, user-friendly curriculum options that promote student independence. In response, school leaders will continue evaluating and aligning Home Study curriculum resources while expanding opportunities for synchronous instruction, tutoring, and support from educational enrichment partners.  To strengthen family engagement, the LEA will increase collaboration with the Parent Volunteer Association (PVA) and expand inclusive community-building opportunities such as family events, social gatherings, clubs, and student learning showcases. These activities will help families build connections with the school community and remain engaged in their child’s learning.  The school will also continue strengthening partnerships with underrepresented families by increasing collaboration around academic, behavioral, and social-emotional supports. Efforts will focus on improving access to intervention services, extracurricular opportunities, and individualized supports while increasing family awareness of available resources. Additional opportunities for participation in educational planning and decision-making will help ensure families are active partners in supporting positive student outcomes.|The school maintains regularly scheduled School Site Council meetings that include parents, classified staff, and certificated staff, providing opportunities for stakeholders to contribute to the development of policies and programs. The school actively recruits participation in the School Site Council and encourages attendance at JCS-Inc. Board of Directors meets regularly and surveys families, students, and staff to gather feedback and inform decision-making.  Educational partner feedback indicates that the school values stakeholder input and provides meaningful opportunities for families and staff to share perspectives and contribute to school improvement efforts. Parents expressed appreciation for approachable leadership, open communication, and opportunities to provide feedback, while staff highlighted supportive administrators and collaborative team structures that encourage participation in decision-making.  Feedback also identified opportunities to strengthen consistency in communication, coordination, and follow-through. While stakeholders generally feel heard and valued, continued attention to these areas will help ensure that input is effectively incorporated into planning and improvement efforts. Overall, the school demonstrates a strong commitment to gathering stakeholder feedback and using diverse perspectives to support continuous improvement and positive outcomes for students.|Although families and staff appreciated opportunities to provide feedback, educational partner responses identified a need for stronger follow-through, clearer communication, and greater organizational consistency after input is collected. Some staff expressed concerns about inconsistent communication across departments and a lack of clarity regarding procedures, expectations, and decision-making processes. Parents also reported challenges related to coordination and information-sharing, which can make it difficult to understand how concerns are addressed or how decisions are made.  These findings suggest an opportunity to strengthen transparency and accountability by improving communication systems, increasing consistency across programs and departments, and more clearly demonstrating how stakeholder feedback informs school improvement efforts. Moving forward, the school will focus on closing the feedback loop by communicating outcomes, actions taken, and decisions made in response to stakeholder input. These efforts will help build trust, increase engagement, and ensure families and staff feel their voices contribute meaningfully to school planning and continuous improvement.|To increase participation from underrepresented families, the LEA will provide transportation assistance, childcare, and virtual participation options when needed. The LEA will also establish regular support check-ins for English Learners and Foster/Homeless Youth to strengthen communication, engagement, and access to services. When language barriers exist, the school will utilize bilingual communication features, such as those available in ParentSquare and Google Docs, and will engage Spanish-speaking staff to provide translation whenever possible. Teachers will identify students from underrepresented groups and increase personalized outreach to their families, while the principal will recruit School Site Council members who represent students with disabilities, low-income students, English learners, and other historically underserved populations.  Based on educational partner feedback, the school will further improve engagement of underrepresented families by creating more accessible and inclusive opportunities for participation in decision-making. Efforts will focus on strengthening communication consistency, increasing transparency regarding how stakeholder feedback is used, and providing multiple avenues for families to share their perspectives. The school will continue using surveys, family outreach, meetings, and collaborative communication practices to gather diverse input while ensuring families remain informed about school priorities, decisions, and improvement efforts. These actions are intended to increase meaningful participation, strengthen trust, and ensure that all families have a voice in shaping the school community.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-12|2026
37682210000000|National Elementary|3|Throughout the 2025-2026 academic year, the National School District remained dedicated to deepening the bonds between our schools and families. We provided a diverse array of engagement opportunities at each site, including Back to School Nights, Open Houses, and recurring monthly events like Coffee with the Principal and curriculum-focused mornings and evenings. We observed consistent parent participation, with the highest engagement occurring at events centered on student involvement, such as fall festivals, winter performances, and curriculum sessions. Additionally, parent-teacher conferences saw strong attendance throughout the year.   Beyond these individual school activities, the District successfully convened PTA, DELAC, and DPAC meetings, which saw a notable rise in family attendance compared to the previous year. We also received encouraging feedback regarding the strength of our home-school connections; families frequently expressed appreciation for the school’s proactive communication and the dedicated efforts of our teachers. Furthermore, many parents shared that they feel genuinely welcomed and view our schools as inclusive, positive environments for their children and families|Based on the feedback gathered from our families via meetings and surveys, we have identified several actionable recommendations to further strengthen our collaborative relationships with school staff. Families expressed a strong interest in attending workshops facilitated by school or district staff to gain practical strategies for supporting their children in reading, math, and ELD. Additionally, we heard requests for more flexible event scheduling to better accommodate working parents, as well as the creation of daytime opportunities—such as “family days”—that would allow parents to engage directly in classroom activities alongside their children and teachers. We are committed to sharing these valuable insights with our school teams and will provide the necessary support to help them implement these initiatives. Strengthening family and community partnerships remains a core priority for the National School District. Building on the positive increase in family engagement observed during the 2025-2026 school year, we will continue to refine and expand upon the successful strategies that have helped us foster these vital connections with our families.|The National School District is deeply committed to engaging all families, with a particular focus on building relationships with our underrepresented communities. To foster these connections, we will continue to host targeted meetings for families of English learners to discuss reclassification processes and to welcome our newcomer families. Additionally, we are dedicated to supporting underrepresented families by connecting them with essential resources, including assistance for food, housing, and mental health. Our teachers, counselors, and administrators actively refer families to external agencies to ensure these needs are met, while maintaining consistent follow-up to provide ongoing support. In addition, the district offers comprehensive translation services, regardless of the primary language. As outlined in our LCAP, our resources are strategically directed to address the specific needs of our unduplicated students and their families.  Furthermore, our Community School coordinators and TOSAs play a vital role in advancing this goal. They coordinate workshops, events, and  home-school communication, with a dedicated focus on improving attendance and supporting the academic achievement of English learners and students with disabilities. They work in partnership with school and district staff to align resources and provide coordinated support for families.|The National School District remains deeply committed to partnering with families to drive positive student outcomes. We host a wide variety of events—including Back to School Nights, Open Houses, and parent-teacher conferences—which consistently see high levels of participation. Families have frequently shared that they feel welcomed on our campuses and value these opportunities to connect with educators and gain insights into their children’s progress toward grade-level standards. Additionally, parents actively participate in workshops and meetings designed to provide practical strategies for supporting their children’s academic development, particularly in reading and mathematics.  A significant strength of our district is that all ten of our schools are recipients of Community School funding. This funding supports dedicated coordinators who facilitate opportunities for families to deepen their understanding of how to foster their children’s academic, behavioral, and social-emotional growth. Key resources offered to our families during the 2025-2026 school year included a comprehensive parent resource hub on our district website, capacity-building workshops such as the UC San Diego Parent University, and our monthly Family Empowerment Newsletter.|The National School District is dedicated to empowering parents to effectively support their children’s academic, behavioral, and social-emotional growth. This past year, we observed a promising increase in parent participation—including from underrepresented families—across our school and district committees, workshops, and community events. Building on this momentum, a key priority for the District is to further enhance parent engagement. Through family feedback, we recognize that offering events at a wider variety of times is essential to accommodating diverse schedules and ensuring all families can participate. Additionally, parents have expressed a strong interest in more specialized workshops regarding the reclassification process for English language learners and strategies for supporting students with disabilities.  We have concrete plans to address these recommendations in the 2026-2027 school year. As a recipient of the Community Schools Grant, the District is actively collaborating with partners to provide robust resources aimed at improving student outcomes. To support these efforts, each school has established a tailored parent engagement plan integrated within its School Plan for Student Achievement. Finally, we are focusing on strengthening our outreach to preschool families to ensure seamless transitions into Transitional Kindergarten, as well as providing dedicated support to families of sixth graders as they prepare for the transition to middle school.|"The National School District is deeply committed to ensuring active engagement from our underrepresented families across all school meetings, committees, and events. Recognizing the powerful impact parent involvement has on student academic success, we have established a strategic plan to ensure representation for all families. With English learners making up approximately 47% of our student population, we prioritize accessibility by providing translation services at all parent meetings and offering workshops in both Spanish and English. Additionally, we ensure all home-school communication is translated into Spanish, and for families speaking other languages, we utilize professional translation services and provide training on web-based translation tools.  Our district website features a dedicated ""Parent and Community Resources"" section, serving as a hub for academic and wellness materials, as well as family engagement opportunities. This site, along with its resources, is available in both English and Spanish, and includes instructional videos to help families navigate our digital platforms in a variety of languages. Furthermore, the Superintendent hosts a monthly parent roundtable with representatives from underrepresented families. This collaborative group provides critical insights into family needs and specific, actionable ways the district can improve engagement efforts to better serve our underrepresented students."|The National School District places a high value on the perspectives of our families and community partners when making key decisions. Our commitment to collaborative decision-making is sustained through several established avenues: Superintendent’s Parent Roundtable: This group meets monthly throughout the school year, offering representatives from underrepresented families a direct channel to share insights and suggestions with district leadership. Parent Leadership Committees: Across all sites and at the district level, committees such as the SSC, ELAC, DPAC, and DELAC provide crucial input on student achievement, categorical funding, and policy implementation. Stakeholder Surveys and Town Halls: These events are essential for gathering feedback on our LCAP and other community-wide priorities. These ongoing structures represent a significant strength of our district. We have consistently incorporated parent and community member input into our LCAP every year, and this past year saw an encouraging increase in parent participation, which we attribute to more proactive communication regarding these opportunities.|"The National School District remains focused on increasing family engagement at meetings and events to ensure we gather valuable input for our school and district-wide plans. Our Community School coordinators and site principals continue to host welcome-back events to foster campus connections and encourage active participation in our various meetings throughout the year. Principals and teachers consistently invite parents to serve on school committees, attend recurring sessions like ""Coffee with the Principal,"" and volunteer on campus, as these interactions provide critical opportunities for meaningful feedback.  We are committed to maintaining in-person meetings for our district-level committees, as families have expressed a clear preference for these face-to-face opportunities to connect with school and district leadership. While we continue to invite all partners to join these sessions, we are also enhancing our accessibility by offering online surveys, ensuring that all families can contribute to our decision-making processes even if they cannot attend in person. Recognizing feedback regarding the need for more proactive outreach, we are actively exploring additional communication strategies to broaden our reach and further increase participation in all events."|The National School District deeply values the perspectives of our underrepresented families and actively encourages their participation in all decision-making forums. Through established committees such as ELAC and DELAC, we ensure that parents of English learners have a consistent voice in shaping school and district plans and budgets. Similarly, parents of students receiving special education services are integral members of our School Site Councils (SSCs), the Superintendent’s Parent Roundtable, and the District Parent Advisory Committee, where they contribute essential insights into the LCAP, SPSA, and our ongoing efforts to increase inclusionary practices. We remain committed to engaging families through flexible options—including in-person meetings, virtual participation, and surveys—to ensure every parent has the opportunity to meaningfully contribute to our district's decision-making process|4|5|4|4|3|5|5|4|4|5|5|4|Met||2026-06-24|2026
37682210101360|Integrity Charter|3|Per the LCAP survey that was given to families this school year, 95% of families say that Integrity Charter works with them to help their children do their best and 93.3% say that teachers communicate with them when their children are challenged with their academics. Also, 85% of families attended Family Fridays; 73.3% attended Back to School Night; 88.3% attended Parent Teacher Conferences; 75% attended Fall Festival and 65% attended Winter Concert.|Although there was 93.3% of families that felt like the teachers communicated with them regarding, some of the comments per the survey stated that they would like more communication from teachers and that they prefer that teachers call them.|It would be a good idea for Integrity to find a solution to the Family Friday events as they always happen during the school day. Family Friday is a time when information is given and families can visit their children's classroom. It would be important to share the information from Family Friday in or Jaguar Journal, a newsletter that goes out weekly to families, possibly record them and think about another evening event to invite families to. We had a big turn out to Open House this year and possibly doing another one in the middle of the school year could be a way to get more families in that cannot make daytime events.|As stated above, a large percentage of families feel that Integrity supports them with their children's learning.|Integrity could include more opportunities for families to learn about best ways to support their children at home. It would be nice to offer more parent classes.|It will be important to ensure that families have access to the information in their primary language. If there are parent conferences, there should be translation available. If notes are sent home or parent classes are offered, there should be translation.|Integrity hosts Family Friday/ELAC meetings where we seek input, we give our LCAP survey, School Site Council, and we also work with the parents of the Integrity Parent Group that provides feedback on a regular basis.|It might be helpful to give a survey another time in the school year.|It will be important to use all communication platforms to get information from families, all families including underrepresented families, a chance to provide input.|5|5|5|5|4|4|5|5|4|4|4|5|Met||2026-06-08|2026
37682960000000|Poway Unified|3|Building strong, lasting partnerships between school sites and families remains a top priority for the Poway Unified School District (PUSD). To better understand parent perspectives about our schools and district, we review data from parent and community surveys as well as themes from school and district parent meetings and advisory committees.   One method to collect input and perspectives from families across PUSD is the 2026 Winter Family Survey using the ThoughtExchange platform. Survey questions aligned to updated Board goals to establish baseline metrics, along with validated items from the California School Parent Survey (CSPS) tied to Local Control and Accountability Plan (LCAP) indicators to ensure continuity and comparability.  In a ThoughtExchange, participants respond to an open-ended prompt by sharing their ideas (called “Thoughts”). Responses are shared confidentially. After contributing their own thoughts, participants review and rate the thoughts of others on a five-star scale based on agreement or perceived importance. In the final step, participants can view how the group collectively rated the ideas. This process promotes transparency, shared understanding, and collective insight.  The purpose of the ThoughtExchange winter survey was to hear from parents, staff, and students. In total, 3,290 adults—78% of whom identified as parents—and 3,461 students responded to the prompt: “What do you value most about Poway Unified and what can we do better to prepare our students for the challenges and opportunities of the future?” The results show that 85% of parents feel Poway Unified actively encourages their involvement in their child’s education, and 91% feel their school sites are welcoming to parent participation.  The insights gained from this outreach are essential in shaping district priorities and goals, which are reflected in our LCAP and overall strategic direction. These priorities also guide how we allocate resources and develop budgets for the school year.  We also sought input from key educational partners who represent specific student populations, including families of English learners, foster youth, low-income students, and students with disabilities. Their voices were heard through key advisory bodies such as the Community Advisory Committee (CAC), District English Learner Advisory Committee (DELAC), District Advisory Committee (DAC), and School Site Councils.|Addressing Unconscious Bias: Over the last several years, Poway Unified School District has prioritized efforts to help school staff recognize and mitigate unconscious biases that may affect their interactions with families, fostering a more inclusive and understanding environment.  Enhancing Student Attendance: Our district is committed to working closely with families to understand and overcome challenges that may impact consistent student attendance. We are taking a proactive approach by expanding the work of attendance teams at each school, developing supportive and positive attendance plans, connecting families with local resources, and strengthening partnerships within our community.  Maintaining Restorative Practices: We are committed to ongoing use of Restorative Practices to strengthen relationships, prevent conflict, and repair harm. This involves partnering with families and equipping staff with tools that build connection, cultivate belonging, and ensure every student knows they are a valued and essential part of our school community.|Based on educational partner feedback and local data, Poway Unified School District (PUSD) will continue to strengthen relationships between school staff and historically underrepresented families through intentional outreach, inclusive engagement opportunities, and improved communication systems.  School and district leadership teams will continue efforts to strengthen equitable access and engagement for students and families whose voices have been historically underrepresented in school decision-making processes. Through school leadership structures, advisory committees, and improvement planning processes, schools will intentionally seek input from a broad range of educational partners to ensure family perspectives are reflected in school and district decisions.  The District will continue to expand opportunities for family engagement through multiple pathways, including the Family Learning Center, District Advisory Committee (DAC), District English Learner Advisory Committee (DELAC), Community Advisory Committee (CAC), Youth in Transition (YIT) supports, bilingual community liaisons, and events designed to support multilingual and immigrant families. Schools will continue to strengthen partnerships with families by creating meaningful opportunities for connection, communication, and participation in their child’s educational experience.  To improve access and understanding for all families, PUSD will continue strengthening communication systems to ensure information is clear, accessible, and available in families’ home languages. Efforts include enhancing translation and interpretation services, developing a more centralized process for requesting language support, and reviewing family-facing resources and communication systems to improve clarity and accessibility.|Poway Unified School District (PUSD) continues to strengthen partnerships with families to support positive student outcomes through welcoming school environments, ongoing communication, family engagement opportunities, and collaborative systems of support.  PUSD schools foster inclusive and engaging environments that encourage meaningful family participation in students’ educational experiences. Schools utilize multiple communication methods, including email, phone calls, websites, social media, principal meetings, and school events to share information and strengthen home-school partnerships. Parent volunteers continue to play an important role in supporting school communities.  The District prioritizes family voice and feedback through ongoing educational partner engagement efforts, including annual ThoughtExchange opportunities, advisory committees, and school and district feedback processes. Input gathered from families helps inform district priorities, school improvement planning, and decisions related to programs and services.  PUSD continues to build staff capacity to strengthen family partnerships through professional learning focused on supporting historically underrepresented student groups, including multilingual families and Youth in Transition (YIT). These efforts support stronger relationships between schools and families and reduce barriers to access and engagement.  Districtwide resources, including the Caring Connections Center, Family Learning Center, bilingual community liaisons, and Parent Ambassador Program, continue to expand access to services, family education, counseling supports, and community resources. In addition, the District Advisory Committee (DAC), District English Learner Advisory Committee (DELAC), and Community Advisory Committee (CAC) provide meaningful opportunities for families to partner with the District in planning and decision-making processes that support student success.|Based on educational partner feedback and local data, Poway Unified School District has identified several focus areas to further strengthen partnerships with families in support of positive student outcomes.  Fostering Family Belonging: We are committed to cultivating a strong sense of belonging for all families across every school site. This includes training administrators and staff to plan and host family events with an intentional focus on ensuring every family feels welcomed, valued, and supported.  Parent Education and Engagement: Using local data to inform planning, we will continue offering targeted parent education opportunities, such as the Family Engagement Series. Families will also be engaged through participation in key advisory groups, including School Site Councils, the Community Advisory Committee (CAC), District Advisory Committee (DAC), District English Learner Advisory Committee (DELAC), Parent-Superintendent Advisory Council, and other parent organizations. In addition, the Caring Connections Center will continue to expand its parent education offerings based on the evolving needs of our families.  Strengthening Multi-Tiered Systems of Support (MTSS): The District will continue to strengthen family partnerships within school support systems, including Student Success Strategies teams and Response to Intervention (RtI) processes, to ensure families are active partners in identifying student needs, monitoring progress, and co-developing plans to support student success.  Enhancing Attendance Communication: We will build upon our existing district and site-level attendance campaigns to highlight the importance of consistent school attendance. Additional tools and resources will be provided to assist families experiencing attendance-related challenges.  Maintaining a Parent-Superintendent Advisory Council: To deepen the partnership between families and the District, we will continue a Parent-Superintendent Advisory Council with parent representatives from every school site. The Council will serve as a space for collaborative dialogue around district initiatives, provide valuable feedback, and help guide continuous improvement efforts for all students.|Based on educational partner feedback and local data, Poway Unified School District (PUSD) will continue to strengthen engagement with historically underrepresented families by reducing barriers to participation, expanding targeted outreach, and increasing meaningful opportunities for family voice and partnership.  PUSD will continue efforts to identify and address barriers that may limit family participation in schools and district programs. This includes providing intentional outreach and district-sponsored events designed to engage historically underrepresented families, create opportunities to listen to family experiences, and gather feedback to inform programs, services, and district decision-making. Families participating in the Youth in Transition (YIT) program will continue to be surveyed regularly to better understand and respond to evolving needs related to housing instability and educational access.  The District will continue strengthening connections between underrepresented families and school communities through targeted outreach efforts led by Youth in Transition staff, bilingual community liaisons, the Family Learning Center, and school site teams. These efforts focus on improving communication, strengthening relationships, and ensuring families feel informed, connected, and supported in their child’s educational experience.  To increase equitable access to family learning opportunities, PUSD will continue to provide scholarships and reduced barriers for Parent Education courses and other family engagement opportunities for families experiencing financial hardship.  The District will also continue to elevate underrepresented family voices through active participation in advisory and engagement structures, including the Community Advisory Committee (CAC), District English Learner Advisory Committee (DELAC), District Advisory Committee (DAC), and other family engagement opportunities. These partnerships help ensure family perspectives inform school improvement efforts and district priorities in ways that support positive student outcomes.|Elevating Parent Voice in Decision-Making: Poway Unified places a strong emphasis on seeking, valuing, and incorporating parent input in decisions at both the district and school site levels. We believe families are essential partners in shaping the educational experience for all students.  Advisory Committees: Parents have meaningful opportunities to participate in site-based advisory groups such as the School Site Council, Safety Committee, and English Learner Advisory Committee. These committees help shape school policies, priorities, and programs by representing diverse family perspectives.  Annual Input through the LCAP Process: As part of our Local Control and Accountability Plan (LCAP) each year, we engage parents, students, staff, and community members through the ThoughtExchange platform. Participants respond to key questions like, “What do you value most about Poway Unified and what can we do better to prepare our students for the challenges and opportunities of the future?” This feedback directly informs the development of district goals and initiatives.  Targeted Outreach to Underserved Groups: To ensure all voices are heard, we conduct regular outreach to families of students experiencing homelessness and those in foster care. These targeted surveys are conducted multiple times a year, and the feedback received helps to guide supports and inform our LCAP planning.  Student-Superintendent Advisory Council (SSAC): The Student-Superintendent Advisory Council provides students a direct channel to district leadership. Composed of diverse student leaders nominated by high school principals across the district, the SSAC advises on student-centered issues, offers feedback on district decisions, builds leadership skills, and carries out a service project to benefit peers. This council ensures student voice is a key part of district decision-making.|Based on educational partner feedback and local data, Poway Unified School District (PUSD) has identified opportunities to strengthen how families provide input and participate in district and school decision-making processes. A key focus area is increasing meaningful opportunities for two-way communication and ensuring families understand how their feedback informs decisions that impact students, schools, and district priorities.  To strengthen school-level engagement, PUSD will continue refining the timing and implementation of the School Plan for Student Achievement (SPSA) process. By continuing the spring planning timeline, School Site Councils have additional time to review student data, identify priorities, and engage families in meaningful discussions that inform school goals, improvement strategies, and resource allocation.  The District will continue expanding opportunities for educational partner voice through district advisory structures, including the District Advisory Committee (DAC), District English Learner Advisory Committee (DELAC), Community Advisory Committee (CAC), and school-based leadership and advisory groups. Particular attention will be given to increasing participation from historically underrepresented families to ensure a broader range of perspectives are reflected in decision-making processes.  To further strengthen family-district partnerships, PUSD will continue the Parent-Superintendent Advisory Council with parent representatives from every school site. This council provides a structured opportunity for ongoing dialogue regarding district initiatives, educational priorities, and emerging needs, while creating an additional feedback loop between families and district leadership.  Additionally, the District will continue to strengthen communication and feedback systems, including surveys, ThoughtExchange opportunities, committee feedback, and school-based engagement efforts, to ensure educational partner input is regularly gathered, reviewed, and meaningfully incorporated into continuous improvement efforts.|Based on educational partner feedback and local data, Poway Unified School District (PUSD) will continue strengthening engagement with historically underrepresented families by increasing access to decision-making opportunities, reducing barriers to participation, and creating intentional pathways for family voice.  PUSD will continue targeted outreach efforts to increase participation from underrepresented families in school and district leadership opportunities, including School Site Councils, advisory committees, and school-based engagement structures. Outreach efforts will include relationship-building, direct communication, and personalized invitations to ensure families feel welcomed, informed, and supported in participating in school and district decision-making processes.  The District will continue creating intentional opportunities for underrepresented families to share experiences and provide input through programs and structures such as District English Learner Advisory Committee (DELAC), Community Advisory Committee (CAC), District Advisory Committee (DAC), ThoughtExchange engagement opportunities, and school and district events. These forums provide meaningful opportunities for dialogue and help ensure family perspectives inform district priorities, policies, and continuous improvement efforts.  To improve access for multilingual families, PUSD will continue strengthening translation and interpretation services and expanding language accessibility across communication and feedback systems. This includes continued use of multilingual engagement tools, translated communications, interpretation supports, and a more centralized process for requesting language assistance to ensure families can meaningfully participate in district conversations in their preferred language.  The District will also continue increasing awareness of opportunities for family input through expanded outreach and communication efforts, ensuring families understand how to participate, how feedback is used, and the important role their perspectives play in shaping decisions that impact students and schools.|4|4|4|4|4|5|5|5|4|5|4|4|Met||2026-06-15|2026
37683040000000|Ramona City Unified|3|Building positive and meaningful partnerships and relationships between school staff and families is a general strength for our district based on our LCAP Survey. According to the 2026 LCAP Parent/Family Survey, 89% of all families believe we are building trusting and respectful relationships well or very well. 91% of all families believe we provide a welcoming school environment well or very well. Both metrics saw slight increases over last year.|2026 LCAP Survey data (89% of parents selected well or very well) and input from educational partners from our LCAP Committee, DAC, and DELAC all say we do a good job of building relationships between school staff and families. Additionally, we have maintained Family Listening Circles at our two largest schools, Ramona High and Olive Peirce Middle and added two elementary schools, Mt. Woodson and Barnett Elementary, to promote on-going opportunities to have face-to-face conversations regarding what families need. These listening circles occur during school site ELAC meetings.|Engaging in 2-way communication using a language that is understandable and accessible to families is a strength as indicated by our LCAP Stakeholder Survey where 94% of parents say our district does this well or very well. Between 80-87% of our parent respondents to the LCAP Survey also stated our schools do a good or very good job at creating trusting and respectful relationships and providing welcoming environments for our families. Now that we have built trusting and welcoming relations with our families, we need to build our capacity to communicate with all families in a language that is accessible, and continue to improve our understanding of family culture and values. Once we build our capacity there, we can use that to leverage our ability to support students and families as it is needed. This process is supported through district Differentiated Assistance initiatives.|We are growing in this area since we acquired a bilingual family liaison in our district. We are growing participation in our DELAC and ELACs. Since the 20-21 school year, we are able to support a parent led DELAC Leadership team and offer classes to ALL parents based on what they wanted and needed to support their children at home. We also conducted districtwide professional development to improve schools' capacity to partner with families and support parents with student learning from home through our RLT trainer of trainer process. 82% of families thought we do this well according to our 2026 LCAP survey, an increase of 7% over the previous year.|While we have made good progress, we need to sustain and grow this success in a structured way so future years experience similar and continued improvement. We can improve practice by maintaining a central, accessible place for parents/families to gather important information, resources, and contacts for each school. Input has come from our Educational Partner committee which consists of parents, students, certificated, classified, and administrative teammates from every school site. Additionally, DAC and DELAC focus groups held in the Spring of 2025 verified work schedules and translation services can be barriers to family engagement.|Based on educational partner input and local and statewide accountability data, there is a need for improved communication and shared resources that will support parents/families at home for academic, social, and emotional student wellness. During the 2025-2026 school year, a parent/family resource hub was created and posted on our  district website in English and Spanish. School site webpages that will provide parents/families with the information they have requested, and to provide contact information to facilitate partnering with our school staff in support of our students.|School Site Councils (SSC) consist of parents/families that mirror that of the school's make-up within our district, and this flows into our District Advisory Committee (DAC) including students. In our DAC collaborations, we hold a SSC training annually so that representatives can take this information back to SSCs. Our District LCAP Committee consists of no less than 50% Parent/Student/Community member participation that reflects the demographic make-up of our school district. This committee reviews the comprehensive needs assessments for our district, reviews our goals, actions, and services for how we spend our funding to support students, families, and staff to improve student outcomes, making final recommendations to our district governing board after input from our DAC and DELAC has been gathered. We feel our community and family engagement in decision-making is a relative strength. Data from our DAC surveys also support this conclusion.|Our focus will continue to be gathering feedback and input from all families within Ramona Unified. Whether it is through School Site Councils, School directed ELACs, or our district led DAC, DELAC, and LCAP Committee, we offer access on our district website, we actively recruit, and we call families to ask them for their engagement.|Our full-time family liaison is very impactful, personally calling and making connections with parents of our English learner student population and our homeless student population. During our LCAP Survey time, she calls and encourages our families to participate. In our DELAC meetings, we consistently have 20-30 families represented, and she takes time to show families how to access and take our survey in a language they can understand. EL families are encouraged to be part of our DELAC leadership as well. To improve connectedness to schools and improve financial consistency for families, our family liaison has helped over 15 parents apply and navigate our employment process with a 67% successful hire rate. This work will continue, as this is a win-win for families and our school district to fill positions with our invested parent-community members. We will continue gathering DELAC and DAC input each spring for ways we can improve our efforts to engage parents and families.|5|5|5|5|4|5|3|3|4|4|4|4|Met||2026-06-25|2026
37683120000000|Rancho Santa Fe Elementary|3|Rancho Santa Fe School District has made significant progress in fostering a supportive and inclusive environment for collaboration between the board, school staff and families. Communication channels are open, leading to increased engagement. These initiatives have created opportunities for meaningful dialogue and collaboration between school staff, parents, and community members. These efforts have resulted in improved trust, creating a positive impact on student development, academic achievement and staff morale. Overall, the Rancho Santa Fe School District has successfully established strong relationships between school staff and families, driving continuous progress and success in the educational community.|Rancho Santa Fe School District will continue to focus on areas of improvement in building relationships between school staff and families include enhancing communication strategies, fostering a culture of collaboration, promoting inclusion, implementing family engagement initiatives, and providing resources and support for families. In addition, we have identified a need to provide more opportunities for parents to learn about and experience the District's curriculum and instruction in order to support their children with academic and social and emotional needs. The District launched a School Site Council that supports unifying our elementary and middle school families and staff in their support of our SPSA and LCAP. Our Parent Advisory Committee continues to support   the inclusive involvement of our families of students with exceptional needs. By prioritizing these focus areas, we aims to strengthen partnerships between school staff and families, ultimately enhancing student success and overall school community cohesion.|Rancho Santa Fe School District will implement targeted strategies to improve engagement of underrepresented families. The District will identify families of unduplicated students, ensure that we are communicating with them in their preferred method of communication, and that they are personally invited to participate in programs and opportunities at the school and district level. The district will increase outreach efforts by organizing culturally inclusive events, parent forums that address concerns of underrepresented students and accessible communication channels to foster positive connections between school staff and underrepresented families|The district continues a collaborative approach that fosters strong relationships with various community stakeholders, resulting in more enhanced educational programs for our students. The district continues to seek input from parents and teaching staff regarding the different programs offered in both our elementary and middle schools. These partnerships have contributed significantly to the improved programs for our students and a positive climate and culture for our community. This collaborative approach has paved the way for a more holistic and inclusive educational environment, benefitting all stakeholders involved in our district.|The district continues to focus on enhancing stakeholder engagement strategies, fostering collaborations with parents, teachers and the board. By focusing on these key areas, the district aims to strengthen partnerships that will positively impact student outcomes and create a more inclusive and supportive learning environment for all students. The commitment to collaboration and engagement reflects the district's dedication to transparency, accountability, and student.|The District will identify families of unduplicated students, ensure that we are communicating with them in their preferred method of communication, and that they are personally invited to participate in programs and opportunities at the school and district level. The parents of unduplicated students will also be given opportunities to offer input on curriculum, programs, and district initiatives. The District will run special programs and services for families of students with exceptional needs and will ensure that all families are personally invited to participate.|Rancho Santa Fe School District effectively engaged with stakeholders, including parents, staff, teachers, and community members, to gather diverse perspectives and insights. The District has shown a commitment to transparency and accountability by regularly seeking input through surveys, meetings, and other channels, and incorporating this feedback into their strategic planning and initiatives. In addition the District established a site council to support the engage of stakeholders in the development of a school plan for student achievement. The District will also provide opportunities for parental participation in parent education programs and parent coffee forums. These efforts in seeking input have enhanced communication, trust, and engagement among all stakeholders, contributing to a more inclusive and successful educational environment.|The district continues to focus on improvement in seeking input for decision-making include enhancing stakeholder engagement strategies, improving communication channels with parents, students, and community members, and increasing transparency in decision-making processes. The district aims to create a more inclusive and collaborative decision-making framework through surveys, parent forums, and community meetings that ensures the voices of all stakeholders are heard and considered in shaping educational policies and initiatives.|The district aims to enhance underrepresented parental involvement by integrating parents of English learners, low-income families, students with disabilities, and those at risk of not meeting academic standards in various committee work. By incorporating their perspectives and contributions, we can create a more inclusive and supportive educational community that prioritizes the holistic development and academic success of all students.|5|5|5|5|5|4|5|4|4|4|4|4|Met||2026-06-23|2026
37683380000000|San Diego Unified|3|The SDUSD is committed to partnering with families through engagement opportunities aligned with student learning and development goals at home, by elevating family engagement as a core lever for student achievement and school improvement. We continue to nurture parent leadership across our system that is responsive to the diverse needs of individual student populations. The Family Engagement Team has collaborated with educators in San Diego Unified to build the capacity of school and district leaders for reframing family engagement as an instructional strategy and for sustaining effective home-school partnerships. The emphasis is on strengthening the relationship between the teacher, parent/caregiver, and student.  In addition, family leadership opportunities and ongoing communication and information have been provided to families regarding instructional support, access to technology, mental wellness, basic needs, community resources, learning strategies, and health and safety guidelines. The Family Engagement Department encourages schools to utilize the Unified Operations Communication tool, which enables educators to send an immediate message to all parents in their preferred language through PowerSchool. In turn, parents can respond in their native language, and the school will receive it in English.|"An area of improvement to focus on in this area would be building and enhancing the capacity of educators and families in the ""4 C"" areas, i.e., Capabilities (skills + knowledge), Connections (networks), Cognition (shifts in beliefs and values), and Confidence (self-efficacy) to improve student overall outcomes. The plan of implementation is to build opportunities with schools to meaningfully engage families as equal partners in their child's learning and to collaborate with schools to examine student progress in relation to family engagement.  Parent learning opportunities will include school-based programs (e.g., the Integrated Multi-Tiered System of Supports and other academic support options based on students' learning goals, student data, families' feedback, and district initiatives). In addition, the Family Engagement team will continue to update the list of curated resources to support students' academic growth and social-emotional wellness, with a whole-child approach."|The district will improve engagement of underrepresented families by continuing to nurture parent leadership that is responsive to the diverse needs of individual student populations and by expanding 2-way communication in families' home languages. The Unified Operations Communication tool enables educators to send an immediate message to all parents in their preferred language through PowerSchool, and parents can respond in their native language, with the school receiving it in English. In addition, ongoing communication, information, and family leadership opportunities — including instructional support, access to technology, mental wellness, basic needs, and community resources — will continue to be provided so that underrepresented families can build trusting and respectful relationships with school staff.|The San Diego Unified School District (SDUSD) currently has strengths in creating welcoming environments for all families in the community. The district has made extensive efforts to develop friendly and welcoming environments for all schools and site personnel. Schools typically host various events to welcome parents and involve them in aspects of school culture. SDUSD understands the importance of including families as an essential part of the educational process, establishing a welcoming environment to foster a collaborative learning culture, and ensuring that all staff receive the necessary training, support, and resources to engage families in meaningful partnerships. The Family Engagement Department collaborated with Dr. Karen Mapp and Scholastic FACE to strengthen educators' capacity to understand the link between family engagement and student achievement. This effort prioritizes family engagement as an instructional strategy and aligns partnership practices with school and district goals to improve student achievement.  Another strength is the Family Engagement team's work alongside administrators and educators to provide professional learning, coaching, and curated resources that support engagement in inclusive family activities. The team has a clear vision for elevating family engagement, which includes the culture shifts necessary for lasting change (beliefs and mindsets) and the structures needed to sustain that change.|An area of improvement is helping families to understand their legal rights and advocate for students, with a dedicated focus on those receiving specialized education services.|The district will improve engagement of underrepresented families by helping families understand and exercise their legal rights and advocate for their students, with a dedicated focus on families of students receiving specialized education services. The Family Engagement team will continue to provide professional learning, coaching, and curated resources that support engagement in inclusive family activities, ensuring that partnership practices reach families of all student groups, including families of unduplicated students and students with exceptional needs.|The Family Engagement Team effectively supports participation and capacity-building among schools, district leadership, district advisory groups, and families in school communities. We hold monthly meetings with the Advisory/Committee chairs to build capacity, engage in effective decision-making regarding the Local Control and Accountability Plan (LCAP) and the School Plan for Student Achievement (SPSA), and to seek input to inform our next collaborative steps. The team ensures that a Family Engagement representative attends each meeting and provides families with updates on academic strategies, resources for parents, and information about school and community events. In addition, the Family Engagement team supports school teams, including the Site Governance Team (SGT), School Site Council (SSC), Parent-Teacher Association (PTA), Attendance Team, Family Circles, and site-based leadership teams, in outreach, planning, learning sessions, and resource development. Additionally, we are collaborating with the San Diego Unified Council of PTAs and offering professional learning sessions for principals and teachers centered on the National Family-School Partnership Standards. By implementing this research-based framework, the district, schools, and families are working collectively to boost student achievement, ensure equitable educational opportunities, and promote the well-being of every child. The professional development sessions focus on elevating students' overall success through six core standards: (1) Welcoming All Families, (2) Communicating Effectively, (3) Supporting Student Success, (4) Speaking Up for Every Child, (5) Sharing Power, and (6) Collaborating with Community.|Our improvement plan will include developing an annual program evaluation survey. The survey will enable families, teachers, principals, and district administrators to assess the learning opportunities with parents/caregivers at schools and community locations. The data gathered from the evaluations will guide decisions to adjust and refine the Family Engagement Team's work.|The district will improve engagement of underrepresented families in decision-making by continuing to hold monthly capacity-building meetings with Advisory/Committee chairs regarding the LCAP and SPSA, ensuring a Family Engagement representative attends each meeting, and supporting school teams — including the Site Governance Team (SGT), School Site Council (SSC), Parent-Teacher Association (PTA), Attendance Team, Family Circles, and site-based leadership teams — in outreach, planning, and resource development to reach families not yet represented. The planned annual program evaluation survey will enable families, including families of unduplicated students, students with exceptional needs, and other underrepresented groups, to assess learning opportunities at schools and community locations, and the data gathered will guide decisions to adjust and refine the Family Engagement Team's work.|3|3|3|3|3|3|3|3|3|3|3|3|Met||2026-06-23|2026
37683380101204|High Tech Middle|3|"Parent and family engagement is a core practice at HTH. Parents are children's first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way. ""When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices"" (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.  HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research-validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents' responses at a particular school site. The YouthTruth family survey given during the 2025/26 school year indicated continued strong relationships between students and teachers. HTH schools ranked at the 74th national percentile for families believing teachers and students care about each other — a position above three-quarters of schools surveyed nationally, while reflecting a modest decline from the prior year's results that we are actively examining.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades TK-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, interpretation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf"|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2025/26 school year indicated continued growth in family engagement. HTH schools were at the 73rd national percentile for families being engaged in school according to this survey, which represented an 8 percentile point improvement from the prior year.|HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:   HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.   Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.|"HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students.  Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.  Three HTH schools — HTeCV, HTMCV, and HTHCV — are participating in the Community Engagement Initiative (CEI). CEI is part of the California Statewide System of Support. The aim of CEI participants is ""Increasing the ability and capacity to implement effective, equitable and culturally responsive community engagement practices."" CEI participation is a 2-year commitment, and these schools will share their learning and best practices with the other HTH schools.  Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children's education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2025/26 school year reported a continued positive partnership between families and teachers. Specifically, the survey indicated that HTH schools were at the 77th national percentile for families believing that families and teachers care about each other — a result that places HTH above three-quarters of schools nationally on this measure, while reflecting a modest decline from the prior year that we are monitoring as part of our ongoing focus on family partnership."|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2025/26 school year indicated continued growth in family engagement. HTH schools were at the 73rd national percentile for families being engaged in school according to this survey, as compared to the 65th percentile in the 2024/25 school year — a sustained upward trend across multiple administrations of the survey.|"HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.  HTH is participating in the Cohort V of the Community Engagement Initiative, as of the fall of 2024. The goal of the initiative is to, ""Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices."" HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California."|HTH schools solicit parent feedback on HTH's service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, TK-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 2025/26LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 2025/26 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were interpreted into Spanish. Feedback from these meetings informed this year's LCAP.  Additional opportunities for family involvement at HTH schools include: - ELAC and DELAC meetings - Monthly coffee and conversation events with directors - Volunteer opportunities available in classrooms and buildings - Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards - Parent access to student information through the Parent Portal on PowerSchool, to stay up to date with school records on their child  In addition, family and student surveys developed by YouthTruth provide further opportunities for families to give input on the school's strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school-wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.|HTH families completing the YouthTruth family survey during the 2025/26 school year identified specific opportunities for deeper partnership. While families report strong understanding of school-wide goals (88%) and a willingness to recommend HTH to others (80%), the survey identified three lower-scoring areas representing genuine opportunities for growth: family empowerment in their child's school experience (60% positive), how families see themselves represented in the school community (61% positive), and family input into school planning and decision-making (63% positive). HTH will focus on these specific dimensions of family partnership in the year ahead, with particular attention to creating more structured opportunities for family voice in school-level decisions and ensuring that the perspectives of all families — particularly those of underrepresented communities — are reflected in school planning processes.|HTH has supported families to develop ELAC/DLACs across all of our sites. High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a Zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-18|2026
37683380101345|KIPP Adelante Preparatory Academy|3|At our school, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive. Additionally, KIPP SoCal has been awarded the Community Schools grant, enabling us to hire a dedicated Community School Manager for our school. This role has been instrumental in leading the Community School Advisory Council (“Community Coalition”), engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness.  While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.|We provide region-wide family leadership opportunities such as our Family Ambassador program. At each school site, our staff and family members lead a Community Coalition (School Site Council) where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.   By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Ambassador and Community Coalition (School Site Council) participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.|At our school, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families. By offering a variety of engagement opportunities such as leadership roles, Community Coalition (School Site Council) meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.   Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.|We recognize the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.  In addition, our school has implemented a Family Ambassador program in collaboration with our Community Coalition (School Site Council) to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly meetings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events.  Looking forward, we are actively exploring ways to expand and integrate the Community School Coalition program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.  Furthermore, our school educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and Community Coalition (School Site Council) meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.  We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.|The Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.  In addition to our advocacy efforts, our schools Community School Manager has continued to play a crucial role in supporting our students' holistic well-being. They have collaborated closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students.  Our Community School Manager (CSM) monitors student progress closely and adjusts support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally.  Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey. Our goal is to continue partnering with new organization to continue bringing resources to every school with the support of the Community School Manager.|Our school remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, Community Coalition (School Site Council), and Coffee with the Admin are offered in languages accessible to all school families.|At our school, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and School Site Council, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public.  Our Community Coalition (School Site Council) empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability.  Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they have learned.  To ensure the highest quality of engagement, we provide comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.|To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at our school. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.|We are dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates, as well as adaptable meeting formats (such as recordings and zoom options) and materials to accommodate diverse needs of our families. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.|4|4|4|4|4|4|5|5|4|4|4|4|Met||2026-06-11|2026
37683380106732|High Tech High International|3|"Parent and family engagement is a core practice at HTH. Parents are children's first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way. ""When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices"" (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.  HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research-validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents' responses at a particular school site. The YouthTruth family survey given during the 2025/26 school year indicated continued strong relationships between students and teachers. HTH schools ranked at the 74th national percentile for families believing teachers and students care about each other — a position above three-quarters of schools surveyed nationally, while reflecting a modest decline from the prior year's results that we are actively examining.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades TK-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, interpretation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf"|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2025/26 school year indicated continued growth in family engagement. HTH schools were at the 73rd national percentile for families being engaged in school according to this survey, which represented an 8 percentile point improvement from the prior year.|HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:   HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.   Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.|"HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students.  Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.  Three HTH schools — HTeCV, HTMCV, and HTHCV — are participating in the Community Engagement Initiative (CEI). CEI is part of the California Statewide System of Support. The aim of CEI participants is ""Increasing the ability and capacity to implement effective, equitable and culturally responsive community engagement practices."" CEI participation is a 2-year commitment, and these schools will share their learning and best practices with the other HTH schools.  Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children's education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2025/26 school year reported a continued positive partnership between families and teachers. Specifically, the survey indicated that HTH schools were at the 77th national percentile for families believing that families and teachers care about each other — a result that places HTH above three-quarters of schools nationally on this measure, while reflecting a modest decline from the prior year that we are monitoring as part of our ongoing focus on family partnership."|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2025/26 school year indicated continued growth in family engagement. HTH schools were at the 73rd national percentile for families being engaged in school according to this survey, as compared to the 65th percentile in the 2024/25 school year — a sustained upward trend across multiple administrations of the survey.|"HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.  HTH is participating in the Cohort V of the Community Engagement Initiative, as of the fall of 2024. The goal of the initiative is to, ""Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices."" HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California."|HTH schools solicit parent feedback on HTH's service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, TK-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 2025/26LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 2025/26 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were interpreted into Spanish. Feedback from these meetings informed this year's LCAP.  Additional opportunities for family involvement at HTH schools include: - ELAC and DELAC meetings - Monthly coffee and conversation events with directors - Volunteer opportunities available in classrooms and buildings - Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards - Parent access to student information through the Parent Portal on PowerSchool, to stay up to date with school records on their child  In addition, family and student surveys developed by YouthTruth provide further opportunities for families to give input on the school's strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school-wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.|HTH families completing the YouthTruth family survey during the 2025/26 school year identified specific opportunities for deeper partnership. While families report strong understanding of school-wide goals (88%) and a willingness to recommend HTH to others (80%), the survey identified three lower-scoring areas representing genuine opportunities for growth: family empowerment in their child's school experience (60% positive), how families see themselves represented in the school community (61% positive), and family input into school planning and decision-making (63% positive). HTH will focus on these specific dimensions of family partnership in the year ahead, with particular attention to creating more structured opportunities for family voice in school-level decisions and ensuring that the perspectives of all families — particularly those of underrepresented communities — are reflected in school planning processes.|HTH has supported families to develop ELAC/DLACs across all of our sites. High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a Zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-18|2026
37683380106799|Learning Choice Academy|3|Parents and guardians are encouraged and welcomed to become involved in the formal education of their children. Educational research validates that support at home is critical to a child’s academic success. TLC provides numerous opportunities for families to be involved at school, including serving on the: governance and advisory committees, special events, fundraising events, parent organizations, and in classrooms.  Parents are encouraged to support their children at home by making their expectations about school clear and creating a positive learning environment at home.|We are committed to communicating with and engaging parents as partners in their children’s education. Most communication to parents and families is in the family’s primary language. However, we are working diligently to make sure all forms and communications are transcribed. We are also committed to obtaining community resources for our school and invite all members of our community to assist us in the education of our students.|Parents have many opportunities to be involved at their children’s school site (i.e., school site council, special events, fund raising events, field trips, and in classrooms). We encourage parents to support their children at home by making their expectations about school clear and creating a positive homework and learning environment.|The mission of The Learning Choice Academy focuses on building relationships with students and parents. The Learning Choice Academy works hand in hand with parents, teachers and students on an ongoing basis. Parents have ample opportunities to participate in school programs through surveys, School Site Council (SSC), ELAC, parent workshops and monthly meetings with teachers.|A focus area for improvement for Learning Choice Academy is the need to increase school to family’s communication through the Parent Square app to increase the various methods on how we communicate to families. Another focus area for improvement is to support families to understand and exercise their legal rights and advocate for their own child(ren).|The Learning Choice Academy will continue to engage the underrepresented families through personal phone calls in their primary language and invite families to meaningful decision-making events such as the ELAC and LCAP stakeholder meetings.|The Learning Choice Academy has a Family and Parent Engagement policy. The policy has been developed jointly with, and agreed on with, parents, family members, SSAs, teachers, administration, and community stakeholders at The Learning Choice Academy. Parents have many opportunities to be involved at their children’s school site (i.e., advisory committees, special events, fund raising events, parent organizations, and in classrooms).|A focus area for improvement is that TLC would like to see an increase of parents attend and participate in the School Site Council (SSC), and English Language Advisory Committee (ELAC) as well as continue to grow our partnerships in the community. The SSC and ELAC meet quarterly.|The Learning Choice Academy will continue to engage the underrepresented families through personal phone calls in their primary language and invite families to meaningful decision-making events such as the ELAC and LCAP stakeholder meetings.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-17|2026
37683380107573|High Tech Middle Media Arts|3|"Parent and family engagement is a core practice at HTH. Parents are children's first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way. ""When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices"" (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.  HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research-validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents' responses at a particular school site. The YouthTruth family survey given during the 2025/26 school year indicated continued strong relationships between students and teachers. HTH schools ranked at the 74th national percentile for families believing teachers and students care about each other — a position above three-quarters of schools surveyed nationally, while reflecting a modest decline from the prior year's results that we are actively examining.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades TK-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, interpretation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf"|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2025/26 school year indicated continued growth in family engagement. HTH schools were at the 73rd national percentile for families being engaged in school according to this survey, which represented an 8 percentile point improvement from the prior year.|HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:   HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.   Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.|"HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students.  Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.  Three HTH schools — HTeCV, HTMCV, and HTHCV — are participating in the Community Engagement Initiative (CEI). CEI is part of the California Statewide System of Support. The aim of CEI participants is ""Increasing the ability and capacity to implement effective, equitable and culturally responsive community engagement practices."" CEI participation is a 2-year commitment, and these schools will share their learning and best practices with the other HTH schools.  Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children's education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2025/26 school year reported a continued positive partnership between families and teachers. Specifically, the survey indicated that HTH schools were at the 77th national percentile for families believing that families and teachers care about each other — a result that places HTH above three-quarters of schools nationally on this measure, while reflecting a modest decline from the prior year that we are monitoring as part of our ongoing focus on family partnership."|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2025/26 school year indicated continued growth in family engagement. HTH schools were at the 73rd national percentile for families being engaged in school according to this survey, as compared to the 65th percentile in the 2024/25 school year — a sustained upward trend across multiple administrations of the survey.|"HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.  HTH is participating in the Cohort V of the Community Engagement Initiative, as of the fall of 2024. The goal of the initiative is to, ""Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices."" HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California."|HTH schools solicit parent feedback on HTH's service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, TK-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 2025/26LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 2025/26 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were interpreted into Spanish. Feedback from these meetings informed this year's LCAP.  Additional opportunities for family involvement at HTH schools include: - ELAC and DELAC meetings - Monthly coffee and conversation events with directors - Volunteer opportunities available in classrooms and buildings - Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards - Parent access to student information through the Parent Portal on PowerSchool, to stay up to date with school records on their child  In addition, family and student surveys developed by YouthTruth provide further opportunities for families to give input on the school's strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school-wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.|HTH families completing the YouthTruth family survey during the 2025/26 school year identified specific opportunities for deeper partnership. While families report strong understanding of school-wide goals (88%) and a willingness to recommend HTH to others (80%), the survey identified three lower-scoring areas representing genuine opportunities for growth: family empowerment in their child's school experience (60% positive), how families see themselves represented in the school community (61% positive), and family input into school planning and decision-making (63% positive). HTH will focus on these specific dimensions of family partnership in the year ahead, with particular attention to creating more structured opportunities for family voice in school-level decisions and ensuring that the perspectives of all families — particularly those of underrepresented communities — are reflected in school planning processes.|HTH has supported families to develop ELAC/DLACs across all of our sites. High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a Zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-18|2026
37683380108787|High Tech High Media Arts|3|"Parent and family engagement is a core practice at HTH. Parents are children's first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way. ""When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices"" (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.  HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research-validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents' responses at a particular school site. The YouthTruth family survey given during the 2025/26 school year indicated continued strong relationships between students and teachers. HTH schools ranked at the 74th national percentile for families believing teachers and students care about each other — a position above three-quarters of schools surveyed nationally, while reflecting a modest decline from the prior year's results that we are actively examining.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades TK-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, interpretation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf"|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2025/26 school year indicated continued growth in family engagement. HTH schools were at the 73rd national percentile for families being engaged in school according to this survey, which represented an 8 percentile point improvement from the prior year.|HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:   HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.   Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.|"HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students.  Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.  Three HTH schools — HTeCV, HTMCV, and HTHCV — are participating in the Community Engagement Initiative (CEI). CEI is part of the California Statewide System of Support. The aim of CEI participants is ""Increasing the ability and capacity to implement effective, equitable and culturally responsive community engagement practices."" CEI participation is a 2-year commitment, and these schools will share their learning and best practices with the other HTH schools.  Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children's education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2025/26 school year reported a continued positive partnership between families and teachers. Specifically, the survey indicated that HTH schools were at the 77th national percentile for families believing that families and teachers care about each other — a result that places HTH above three-quarters of schools nationally on this measure, while reflecting a modest decline from the prior year that we are monitoring as part of our ongoing focus on family partnership."|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2025/26 school year indicated continued growth in family engagement. HTH schools were at the 73rd national percentile for families being engaged in school according to this survey, as compared to the 65th percentile in the 2024/25 school year — a sustained upward trend across multiple administrations of the survey.|"HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.  HTH is participating in the Cohort V of the Community Engagement Initiative, as of the fall of 2024. The goal of the initiative is to, ""Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices."" HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California."|HTH schools solicit parent feedback on HTH's service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, TK-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 2025/26LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 2025/26 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were interpreted into Spanish. Feedback from these meetings informed this year's LCAP.  Additional opportunities for family involvement at HTH schools include: - ELAC and DELAC meetings - Monthly coffee and conversation events with directors - Volunteer opportunities available in classrooms and buildings - Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards - Parent access to student information through the Parent Portal on PowerSchool, to stay up to date with school records on their child  In addition, family and student surveys developed by YouthTruth provide further opportunities for families to give input on the school's strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school-wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.|HTH families completing the YouthTruth family survey during the 2025/26 school year identified specific opportunities for deeper partnership. While families report strong understanding of school-wide goals (88%) and a willingness to recommend HTH to others (80%), the survey identified three lower-scoring areas representing genuine opportunities for growth: family empowerment in their child's school experience (60% positive), how families see themselves represented in the school community (61% positive), and family input into school planning and decision-making (63% positive). HTH will focus on these specific dimensions of family partnership in the year ahead, with particular attention to creating more structured opportunities for family voice in school-level decisions and ensuring that the perspectives of all families — particularly those of underrepresented communities — are reflected in school planning processes.|HTH has supported families to develop ELAC/DLACs across all of our sites. High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a Zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-18|2026
37683380109033|King-Chavez Arts and Athletics Academy|3||||||||||||||||||||||Not Met|||2026
37683380109157|Magnolia Science Academy San Diego|3|MSA-San Diego fosters trusting and respectful relationships with parents through various activities and events, such as the Summer Welcome Back Picnic, Student/Parent Orientation, Back to School Night, home visits and student-led conferences to encourage parental involvement in programs. Administrators greet all students and parents during morning drop-off and maintain an open-door policy for parents. Our staff connects with families through home visits, learning about students' interests, family dynamics, and home routines to build meaningful, individualized connections that contribute to creating happier, healthier, and more successful students. Home visits are a key component of our education program to enhance student and school performance. The school also holds regular meetings to gather input from families, including Parent Advisory Committee (PAC), Parent Task Force (PTF) meetings, Coffee with Principal meetings, and parent workshops.|MSA-San Diego conducts a family and student experience survey, focusing on areas such as safety, school connectedness, culture, climate, and other aspects of school improvement. The survey feedback highlighted strong relationships between school staff and families. In response to the survey results and input from educational partners, the school has offered additional parent workshops to provide tools for supporting students both academically and social-emotionally. However, despite the numerous workshop opportunities, participation levels were lower than expected. This year we collected feedback to increase parent participation in these workshops and meetings, as well as surveyed families for best meeting times, provided food and childcare, and virtual options.  Based on the results of these surveys, we have adjusted our meetings/workshops and have seen an increase in participation.  We will continue to collect this data annually to plan our family engagement opportunities.|The school staff engages with families through home visits, discovering students' outside interests, family dynamics, and home routines. This information is then used to establish meaningful, personalized connections that significantly contribute to creating happier, healthier, and smarter students. Home visits are a key element of the school's educational program aimed at enhancing student and school performance. Additionally, the school holds regular meetings to gather feedback from families, including student-led conferences, Parent Advisory Committee (PAC), Parent Task Force (PTF) meetings, Coffee with Principal meetings, and parent workshops.|MSA-San Diego staff receive training on MTSS expectations and the school culture model during summer inservice. As part of our program, MSA-San Diego enhances student learning through multi-tiered support systems, parent meetings, online tools shared by teachers weekly, newsletters, voice messages, and grade-specific communications. Additionally, student-specific feedback and resources are provided to parents during home visits, student-led conferences, and parent meetings.  MSA-San Diego's communication system, Parent Square, ensures continuous communication between parents and staff through various mediums, including texts, private messages, and voicemail. Parent Square also helps bridge language barriers with its automatic translation feature. Lastly, our teachers use the Kickboard positive behavior point system and Infinite Campus SIS to share students' academic and social-emotional progress and successes on a daily basis.|The school conducts a family and student experience survey with specific questions on Climate of Academic Learning and Knowledge and Fairness of Discipline, Rules and Norms. Our highest two categories were in safety and climate of support for academic learning with both ratings at 97%.  Based on the comments, families feel connected as part of a strong school community.  They note that this is in part to the numerous after school clubs and school events that are offered, as well as the good communication that happens on a regular basis.  Families also specifically noted that the teachers and staff are attentive, and genuinely invested in their child’s learning.  Many families praise the efforts the teachers and special education department make to help support our students with disabilities. Knowledge and Fairness of Discipline, Rules and Norms dropped by 2 percentage points, but still remains high favorability at 92%.|MSA San Diego's communication system, Parent Square, maintains constant communication between parents and staff through various mediums, including texts, private messages, and voicemail. Parent Square also overcomes language barriers between staff and families with its automatic translation feature. To ensure active parental involvement in their students' education, teachers offer both in-person and virtual meetings for parent/teacher conferences.  This year we collected feedback to increase parent participation in these workshops and meetings, as well as surveyed families for best meeting times, provided food and childcare, and virtual options.  Based on the results of these surveys, we have adjusted our meetings/workshops and have seen an increase in participation.  We will continue to collect this data annually to plan our family engagement opportunities.|MSA-San Diego regularly holds meetings to collect input from families, including Parent Advisory Committee (PAC), Parent Task Force (PTF) meetings, Coffee with Principal meetings, parent workshops, Wizard Student Council meetings, MTSS meetings, and community meetings. During these sessions, parents can review and provide feedback on the school's draft budget, MTSS plan, LCAP, WASC, Health and Wellness plan, and Safety plan. Additionally, the school conducts a family and student experience survey, focusing on aspects such as safety, school connectedness, culture, climate, and other areas for school improvement.  These groups analyze survey data and determine priorities for growth.|Based on the survey results educational partners confirm that they are part of the decision making process through surveys and various meeting. 96% of the families stated that they feel welcome to participate at our school, 95% state that school staff welcomes their suggestions. and 95% of the families stated that school staff treats them with respect.  To maintain this level of satisfaction, we will continue to encourage parent participation in our feedback opportunities such as surveys, Parent Advisory Committee (PAC), Parent Task Force (PTF) meetings, Coffee with Principal meetings, parent workshops.|All the families are offered translation services and virtual/in person meeting accommodations to ensure that they are part of the decision making process. The school shares all the resources through the student/ parent handbook and weekly communications. This year we also collected feedback to increase parent participation in these workshops and meetings, as well as surveyed families for best meeting times, provided food and childcare, and virtual options.  Based on the results of these surveys, we have adjusted our meetings/workshops and have seen an increase in participation.  We will continue to collect this data annually to plan our family engagement opportunities.  Lastly, our survey platform changed to add text notifications.  These daily notifications, while persistant, encouraged parents to share their feedback on surveys which led to a 23% increase in participation.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-17|2026
37683380111898|Albert Einstein Academies|3|Creating home-school relationships is essential to the success of AEA and is a vital component of our school culture. Staff understand expectations around family communication, volunteering, and participation opportunities through an annual review of our mission, norms, and practices at the start of every school year. AEA continues to increase the number of in-person events and volunteer opportunities.   Throughout each summer, both school sites host free AEA student uniform events where every student receives two polo shirts and one sweatshirt for the new school year. At AEACES, kindergarten families are invited to a Kinder Tea event the day before the first day of school, where they meet their kindergarten teachers and explore classrooms. Additionally, all incoming kindergarten families were asked to sign up for individual kinder intake time slots in May or June. This provided families a chance to visit the campus and gave staff the opportunity to better know each incoming student. At AEACMS Sixth grade families were invited to an orientation and could attend on Friday evening or Saturday morning the week before the school year begins., incoming 6th-grade families for the 26/27 school year are invited to the AEACMS Preview Night in April to learn about the school, ask questions, and meet teachers.  Parent/teacher conferences are held twice a year across our two sites. Although not required, AEA invites all families to volunteer to support their child's learning in the classroom, running club, middle school athletics, field day, field trips, or other opportunities created to support our IB PYP & MYP Units of Inquiry. Schools work closely with the parent organization, Friends of AEA, to create multiple opportunities for parent engagement, including regular meetings and numerous family events throughout the year including the addition of a Fall Festival and Spring Expo. ELAC and SSC groups offer additional opportunities for staff and families to collaborate on meaningful work that impacts the programs supporting our most vulnerable students. AEA is committed to providing live Spanish and, upon request, American Sign Language (ASL) interpretation for all community groups and events. ELAC meetings are hosted in Spanish, with live English interpretation available.|Some areas of improvement include understanding each family's specific needs. A strong connection to every family will improve student attendance. AEA is working to improve how families learn about student-created goals through regular communication with their students’ teachers. Additionally, AEA is developing strategies to increase parent participation that reflect our community. These include utilizing Counselors and the Community Liaison to create personal connections and support the needs of families. AEA works to analyze any cultural divide our non-native English-speaking families may feel and provide a plan to ensure they feel supported and included. Families will have more opportunities to visit the campus for student-led events such as IB Units of Inquiry and the annual IB Showcase, where students present their IB projects.|"To improve the engagement of underrepresented families, AEA is increasing the frequency and fidelity of parent surveys to collect input and determine critical interests. One example is the ELAC parent surveys, which inform the topics discussed during meetings throughout the school year. Another example is the variety of Parent University offerings that allow parents to engage with the academics and culture of AEA. These Parent University events include ""Supporting Your Beginning Reader,"" ""How to Support your Child with German at Home,” ""Trauma Informed Approach with Your Children,"" ""I Choose My Future (Drug Prevention Education),” ""Navigating Immigration Rights,"" ""Wellness Space Q&A and Family Loteria Night!,"" ""Basic German Class for Grown-Ups,"" and ""Screenagers Film Screening."" All events provide Spanish interpretation, and American Sign Language (ASL) interpretation is available upon request. Events are available in a hybrid format, offering both in-person and virtual participation via Zoom, which increases access, participation, and accessibility. All information is available on our website for parents to access at any time or from any place. We provide dinner and childcare, wheelchair-accessible locations, and special accommodations for families attending in-person events."|Assessment data and input received from various educational partners help align our school’s WASC, LCAP, and IB Self-Study, all of which primarily focus on improving student achievement. AEA provides Professional Development for teachers on intervention strategies and instructional practice for 21st-century learners. Parent-teacher conferences and student-led conferences offer students opportunities to exercise agency and set goals. Benchmark assessments throughout the school year ensure high-quality teaching and learning. Students are monitored in the SST process and through MTSS intervention, contributing to a learning-centered culture. AEA has numerous partnerships, including the SDSU nursing department, which develops grade-appropriate sexual education for our students. Additionally, we partner with the SDCOE for MTSS implementation, as well as with Elizabeth Hospice, Harmonium, Cornerstone, and Logan Heights CDC, to provide free family counseling services on and off school sites. We also collaborate with local community organizations to offer extracurricular activities. AEA has expanded after-school and school break learning opportunities with SummerStein, AfterStein, and SpringStein.|Although AEA has significantly improved event accessibility through live Spanish interpretation and hybrid formats, it remains an area for improvement to ensure that all families feel welcome, supported, and connected. AEA is developing a systematic approach to ELD by incorporating daily designated ELD instruction for all English Language Learner (ELL) students.|AEA’s latest initiatives to improve the engagement of underrepresented families include creating staff positions such as the Community Coordinator and Student Advocate, purchasing a Sprinter van to support chronic absenteeism by offering pickup and drop-off of students to and from school, holding ELAC meetings in Spanish with English interpretation available, and having ELAC and SSC meetings on the same evening at the same location to encourage participation.|AEA enables input on decision-making through various channels. Families are updated weekly by teachers and monthly by the administration through an email newsletter called the “AEA Monthly Leadership Message,” which is provided in three languages (English, Spanish, and German). AEACES hosted in-person Pastries with the Principal and evening virtual meetings with parents. Monthly board meetings provide public comment opportunities for all stakeholders. ELAC and SSC groups provide additional opportunities for staff and families to collaborate on important work that impacts the programs that support AEA’s most vulnerable students. AEA implemented a new survey platform and sends several community-wide surveys to seek feedback on a variety of AEA services and programs.|One growth area is to ensure the School Site Council has a fair representation of members that reflect our diverse community. Although we had representation on the SSC from both campuses this year, it still does not provide a fair representation of our diverse community. The council can actively recruit new members by utilizing the various communication avenues used by our population, including SMS messaging. Another growth area is to continue developing the survey system, allowing progress to be accurately measured.|To improve the engagement of underrepresented families, AEA will need to ensure technology is provided as needed so that all can access school-related content. There is a need to survey families after events to gather direct feedback on what needs improvement, what works well, and other relevant information. Multiple modes of engagement must be used, such as using phone banks to make personalized, individual phone calls to parents to invite them to events.|5|5|4|5|5|5|5|5|5|5|4|4|Met||2026-07-20|2026
37683380111906|King-Chavez Preparatory Academy|3||||||||||||||||||||||Not Met|||2026
37683380114462|Health Sciences High and Middle College|3|Based on input from our educational partner input, our strengths include our Parent Advisory Group, Parent Liaison, and Community-Based Events. To ensure stakeholder presence in decision making, outreach for membership in the Principal's Parent Advisory Group is conducted using a variety of social media forms such as phone calls, emails, texts, and mailings. All communication is offered to parents in different languages. The Parent Advisory Group meets at least quarterly each school calendar year to review the school’s budget and progress towards LCAP goals, objectives, activities and expenditures. Parents are encouraged and invited to attend quarterly School Board meetings to offer feedback and provide input. Resources, trainings, and materials are offered to families related to academic standards, state and local academic assessments, monitoring student progress and communicating with teachers.  The group’s goal is to improve achievement and attendance, college and career readiness, and provide other parent training opportunities.   In addition, HSHMC is committed to effectively communicating with families in a multitude of ways, such as a weekly voice bulletin sent out to families in multiple languages with the same information about what is happening at school each week posted on our website and on our Parent Portal through PowerSchool. Our Parent Liaison is focused on building relationships and gathering critical information from parents to better serve our students.  To further maximize parental involvement and participation, school meetings are arranged at a variety of times, or home visits are conducted, to accommodate working parents or other limitations that may prevent families from involvement. Staff reaches partners with parents to build ties between parents and the school, and encourages involvement in parent programs and activities.    Our new Kippy's outdoor space is used to host numerous community events, including Family Nights and our annual Symposium, bringing more neighborhood families to our school. Each year we elicit feedback from students, families, and the community to determine the types of events that will help foster relationships with the staff.|HSHMC will continue to build connections between school staff and families. We have been focusing on strengthening parent involvement in our District English Learner Advisory Committee (DELAC) through workshops, trainings, and opportunities for input on school programs and our LCAP. Staff are also given time and resources to reach out and connect with families through emails, phone calls and home visits.|A variety of communication processes are already in place to reach out to families (see #1 above), and we do so in a variety of languages and hold meetings at various times to give parents options for attending. Our hope is that the additional work in this area that will happen as part of both the CSI process and the implementation of the California Community School Partnership (CCSP) grant will generate new ideas and strategies for building even stronger relationships among all our educational partners. Currently, the role of Parent Liaison is growing and will be gathering more information in the coming year to provide more needed services, and build relationships between staff and families. Furthermore, our dedication to growing representation on our DELAC is another important effort to improve engagement.|HSHMC has built strong and effective partnerships with many community partners to provide positive outcomes for students. We have strong CTE pathways and a CCAP with Cuyamaca Community College. Partnerships with Sharp HealthCare and local community colleges give students real life experiences and a strong foundational knowledge that will allow them to be successful in joining that career field, or in continuing their education. The same is true for our relationships in Fire Sciences. We also have a new Child Development pathway that includes a partnership with a local elementary school. Teachers help students to see the relevance of what they are learning in high school to their future path to a related career in healthcare, fire science or another path. The same is true for the families of our students who have requested additional information on how they support their children in both being successful in school and preparing for the next steps in their college/career path.|HSHMC already has a strong culture of Restorative Practices and a Social Emotional Learning (SEL) lens that helps staff communicate effectively with students and families, while also fostering empathy. We continue to work towards strengthening our Multi-Tiered Systems of Support (MTSS).|Family outreach communication is organized with the intent to remove as many barriers to family involvement in the schools as possible. Multiple forms of communication through a variety of media, in several languages is a starting point. Meetings and trainings for families are usually offered at different times of the day, and when possible may be available virtually. And we have a parent liaison that focuses on getting to know the families and determining how to best meet their needs and connect with them so they feel comfortable coming to meetings and events.  We also constantly work to include voices of community members and existing partnerships to improve outcomes for our students. In fact, many of our Board Members have been employed by Sharp HealthCare. We also have dedicated staff to serve as liaisons with our community partners, such as a College Coordinator to maintain communication with our community college partners.|HSHMC collects input formally and informally in a variety of ways. We have an LCAP Survey, Parent Survey, Parent Advisory Group, and DELAC to formally gather input. We also gather feedback informally during family conferences, home visits, and at school events. In addition, parents are invited and encouraged to attend quarterly School Board meetings to offer feedback and provide input. The parent leadership team meets formally, no less than quarterly, to increase parent voice and participation. Our DELAC meets regularly to provide input on the programs we offer our Multilingual Learners and our LCAP. Activities include providing input and review school calendar; reviewing and expanding parent engagement strategies and opportunities; reviewing and providing input on LCAP goals, objectives, activities and expenditures. HSHMC has established and met goals in our LCAP that includes increased parent participation and capacity by continued development, planning, and advertising a year- long, school-wide calendar of events and activities that includes parent academies, volunteer opportunities, special events, and board meetings.|We continue to reach out to families and establish stronger connections with the community to ensure that parents, students and community partners know their input is valued and respected. Our Parent Liaison has helped to reach out to more families. Overall, our goal is to make sure we gather input from as many families as possible to ensure accurate representation.|We continue to work towards gathering more formal feedback through our LCAP and Parent Surveys. Our Parent Liaison has been including links/QR codes in weekly newsletters, flyers for events, and emails to families.|4|5|4|5|5|4|5|5|4|4|4|4|Met||2026-05-26|2026
37683380118083|Innovations Academy|3|The LEA demonstrates strong and sustained progress in building relationships between school staff and families, reflected in consistently positive educational partner input and high implementation ratings. Families report feeling welcomed and respected through frequent in-person engagement opportunities such as back-to-school night/open house, 6th-week conferences, the Halloween carnival, annual book fair, high school information night, Exhibition Nights, drama performances, family participation events and volunteer opportunities, the talent show, promotion ceremonies, and regular field trips. Weekly director and teacher communications provide timely information and resources that reinforce parents’ roles as their children’s primary educators, and families regularly contribute input on schoolwide events and the annual school calendar. The LEA’s Parent Connection structure further strengthens relationships by offering monthly meetings on the third Wednesday at 7 p.m. and ongoing communication through ParentSquare.|The LEA’s focus centers on continuing to provide parent support and deep relationships between school staff and families. We maintain a campus culture that encourages parents to visit classrooms, participate in the parent reading volunteers program, serve as chaperones on field trips, and attend educational opportunities (e.g., support for parents of anxious children and a parenting workshop). We remain committed to providing clear education about our program, our philosophical perspectives, and the expected parent involvement and commitment to learning, while ensuring open communication so parents can access the information they need to support their child’s progress. As part of this work, the LEA monitors communication systems to ensure updates are centralized, predictable, and accessible, reflecting parent feedback about clarity, progress visibility, and scheduling barriers. These improvements support the 2026-27 LCAP Reflection Priority 3 by strengthening systems for accuracy and access and ensuring families receive timely, consistent information and multiple ways to connect with staff.|Based on educational partner input and local data, the LEA continues to strengthen engagement of underrepresented families by expanding accessible supports and increasing personalized outreach. To deepen participation among underrepresented families, we maintain targeted outreach efforts, including individualized invitations and phone calls to parents of underrepresented groups, ensuring information is accessible and engagement opportunities feel welcoming. We continue encouraging families to participate actively in their child(ren)’s education, including reinforcing the importance of consistent attendance as part of building strong school-family relationships.|The LEA demonstrates strong progress in Building Partnerships for Student Outcomes, supported by consistent input from educational partners and full implementation across all practices. Families receive clear, regular information through weekly teacher newsletters outlining learning in each subject area and a weekly whole-school communication that provides updates and specific ways parents can support learning at home. Conferences, report cards, student-led conferences, and exhibition nights further strengthen shared understanding of student progress, and all families benefit from an open-door meeting policy that supports timely, two-way communication. The LEA uses designated communication software that allows parents and guardians to choose how they receive information, ensuring accessibility for all families. Our director maintains a hands-on approach to partnering with families to elevate student outcomes and engage all families in multiple ways to support skill development. These practices reflect a strong, sustainable approach to partnering with families to improve student learning and development.|The LEA’s focus centers on maintaining the way student progress is communicated so families can easily understand and use the information to support learning at home, including continuing to refine these tools to ensure they clearly reflect student learning (e.g., portfolio-based reporting, in-person conversations, and parent educational opportunities) to deepen shared understanding of student progress. As part of this continuous improvement work, the LEA will provide clear, consistent updates that reflect parents' requests for real-time insights and optional learning supports. These refinements directly support the 2026-27 LCAP Reflection Priority 1 by strengthening core instruction and targeted supports and reinforcing home-school collaboration around student learning. In addition, we continue to solicit and incorporate parent input to refine our work-make-up system so it remains responsive to family needs and supports improved student outcomes. These efforts reflect our ongoing commitment to strengthening partnerships with families and ensuring that communication about student learning is meaningful, accessible, and supportive of strong home-school collaboration.|Based on input from educational partners and local data, the LEA continues to engage underrepresented families through personalized outreach and coordinated support. We maintain a designated staff role to monitor engagement patterns, collaborate with teachers, and help develop strategies that support students’ academic growth in partnership with their families. We continue to communicate directly with underrepresented families to understand their needs and share supportive approaches that align with their children's goals. We encourage full participation in school activities by ensuring communication remains accessible, offering support when needed, and making staff readily available to families. These efforts reflect our ongoing commitment to fostering strong, inclusive partnerships that elevate student outcomes and ensure all families feel connected to and engaged in the school community.|The LEA demonstrates strong progress in Seeking Input for Decision-Making, supported by consistent input from educational partners and full implementation across all practices. Families have multiple accessible avenues to share feedback, including in-person conversations/meetings, surveys, open office hours, and engagement at school events. Staff actively invite input during daily interactions, such as drop-off and pick-up, and maintain an open-door meeting culture that encourages ongoing dialogue. Parents also participate through chaperoning field trips, volunteering in classrooms, and helping organize school social events, all of which provide additional opportunities for staff to gather meaningful input. The LEA’s communication systems strengthen engagement by allowing families to choose how they receive information and by ensuring timely updates about school decisions and upcoming opportunities for involvement. Parents consistently express satisfaction with weekly educational information and appreciate the availability of staff, including the option to connect discreetly by phone when preferred. These practices reflect a strong, responsive approach to ensuring all families have meaningful opportunities to contribute to school decision-making.|The LEA’s focus centers on input-gathering opportunities and communication so all families feel informed and empowered to contribute to decision-making. We strive for broad participation in surveys and educational opportunities, and we continue to offer multiple accessible ways to receive information and provide input as we share  updates on key initiatives. The LEA will continue to monitor ways to make input opportunities more accessible and to streamline communication about decisions, reflecting parent feedback on scheduling, parking availability, and commuter-school realities. While some factors are outside the school’s control, the LEA will continue to refine communication and engagement structures, where possible, so that participation remains predictable, inclusive, and easy for families to navigate, consistent with the 2026-27 LCAP Reflection Priorities 2 and 3. We encourage families to contribute to schoolwide decision-making by ensuring communication remains clear, timely, and responsive to their preferences. These efforts reflect our commitment to sustaining a strong, inclusive culture where all families have meaningful opportunities to share their perspectives and partner with the school.|Based on input from educational partners and local data, the LEA continues to engage underrepresented families by expanding personalized, relationship-based outreach. In-person connections, such as conversations at after-school pick-up, during after-care transitions, and when families check in with teachers, remain effective touchpoints. We continue to use these opportunities to invite participation and gather input. Our designated staff member conducts targeted outreach to underrepresented families to ensure they receive direct invitations to events and opportunities for input. We continue using multiple communication methods, including phone calls and text messages, when families prefer or respond more readily to those formats. In addition, we strengthen coordination with after-school program staff, who often serve as key points of contact for many underrepresented families, to support consistent message exchange and ensure families have clear, accessible opportunities to engage in decision-making.|4|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
37683380118851|King-Chavez Community High|3|KCCHS administered surveys to stakeholders from all grade levels. An area of strength is that 85% of parents and 100% of school staff feel the school has adults who really care about students. These high rates have been consistent year over year.|"The Healthy Kids Student Survey indicates 62% of students report caring adults at school. This rate remains a focus area due to this indicator’s connection with our mission statement, “We seek excellence in Academics, the Arts, and Athletics from the Foundation of Love.""  The school has offered intentional mindfulness practices, advisory, after school programming, and class meetings to promote this connection.  Staff were trained in trauma-informed practices to connect with all students, especially those who are undergoing challenges in and out of school."|We build relationships and promote home/school communication through multiple strategies.  Face-to-face interactions during conferences and home visits help staff to learn about each family’s strengths, challenges, and goals/expectations for their children. The school continues to make progress in leveraging the increased availability and usage of technology to promote two-way communication between home and school.  This includes the King-Chavez website, social media, our learning platform, phone calls, and flyers to engage families and keep them informed about upcoming school events and opportunities for participation.|KCCHS prides itself on serving our families. Surveys show 91% of parents feel staff go out of their way to help students.  70% of parents agree that the school provides parents with advice and resources to support their child’s social and emotional needs. 94% of staff agree the school encourages parents to be active partners.  KCCHS will continue to build partnerships with families by scheduling regular events where parents and teachers can discuss academic progress and ways to collaborate. These include parent conferences, Student Success Team meetings, and teacher professional learning community meetings.|A focus area for improvement is to work with community organizations to offer additional academic programming and enrichment opportunities. We have identified high-value community partnerships and resources that meet the needs of our families through our work with the California Community Schools Partnership Program (CCSPP).  We are currently formalizing and expanding relationships with these community partners.|KCCHS staff will reach out to underrepresented families to highlight on-campus partnership opportunities, ways to support student learning, and available community resources.  The school has provided a variety of survey opportunities to parents to gather their input, including one to determine the topics families would be most interested in for workshops for the following school year. We have also refined communication procedures between classroom teachers and intervention staff in support of student outcomes.  These include efficient scheduling, use of data and technology, and regular opportunities for collaboration.  The school will continue to work with external organizations, including other King-Chavez Academies and the County Office of Education, to provide additional staff development to improve the school’s capacity to partner with families.|Educational partners have multiple opportunities to provide input on policies and programs.  These include a team-based organizational structure: teams include partner teachers, grade levels, lead teachers, support staff, enrichment and RTI teachers, assessments, and instructional leadership. The school also supports advisory groups composed of families, administrators, and teachers in the development of the school plan and programs. 83% of parents agree the school seeks input before making decisions.|A focus area for improvement is to provide additional, relevant training for members of advisory groups so members may participate more effectively in decision-making.|KCCHS makes efforts to reach and seek input from all parents, and especially underrepresented families.  Information is disseminated through electronic and written means and translated whenever possible. The LEA will improve engagement by discussing opportunities to provide input and collaborate on family initiatives during regular meetings with parent groups.  Many of these meetings will be held and/or broadcast virtually, as well as scheduled at different times, to remove some of the barriers that may prevent parents from attending.|4|3|4|5|4|4|3|3|3|3|3|4|Met||2026-06-03|2026
37683380119610|Gompers Preparatory Academy|3|Gompers Preparatory Academy is committed to communicating with and engaging parents as partners in education. Parents have many opportunities to be involved at GPA. GPA parents are active members in the mission to accelerate academic achievement. Involvement opportunities included the following: Parent Student Teacher Connections (PTSC) meetings, English Language Advisory Committee (ELAC/DLAC), School Site Council (SSC), academic events: GPA open house, financial aid workshops, AP course information sessions, financial aid trainings, demonstrations of learning, parent education courses, musical production showcases, and student assessment data  2026-27 Local Performance Indicator Self-Reflection for Gompers Preparatory Academy Page 11 of 20 presentations. Additionally, GPA offers “Coffee with the Director” events every year where parents can learn about and give input on school programs, take campus tours, and engage in the mission/vision of GPA. These parent meetings are heavily promoted via auto-dialer, parent emails, website announcements, and GPA social media, and are very well attended by our families. GPA holds week-long parent teacher conferences two times per year which provides more time for connecting with families and working as a team for student success. In addition, parents are surveyed annually to provide feedback on our schoolwide programs. Data from surveys are used to help develop our LCAP goals. Parents also have access to our Family Support Center that includes counseling support, health support and additional wrap-around services. Spring 2026 parent survey data reports the following: 100% Strongly Agree/Agree - Parents believe in the GPA mission 99% Strongly Agree/Agree - Parents proud they made the choice for their child to attend GPA 98% Strongly Agree/Agree - Parents feel that teachers listen to them 98% Strongly Agree/Agree - Parents feel that leadership listens to them|Relationships between school staff and our families has always been part of our school’s mission and is a founding principle for GPA. Improvements in this area include continuing to ensure this critical foundation to our work is implemented in a culturally responsive manner. GPA’s continued goal is that our families receive timely, thoughtful, accurate information, have access to their child’s teachers, have access to the learning environment their child engages in, and feel their voices are heard through meetings, surveys, and ongoing school-wide events.  Spring 2026 parent survey data reports: 99% Strongly Agree/Agree - Parents feel that GPA encourages parent engagement This number has increased since last year, we contribute this to our continuous efforts to make parents/families feel welcome when they are on campus, invite parents to ongoing events at GPA, and involving our families with opportunities for their voices to be heard.|As a school that serves many students whose parents/guardians are primarily Spanish speakers, Spanish translation is provided for all parent communication and events, including but not limited to: auto-dialer messages to parents/ guardians, print material sent home, parents/ teacher conferences, trainings/ workshops for parents/ guardians that are linked to student learning and/or socio-emotional development/ growth, etc. GPA staff receive numerous informal and formal trainings on effective parent/ guardian engagement as part of our ongoing professional development. In an effort to improve engagement for our under-represented families, GPA staff will continue to make direct contact with those affected through phone calls, teacher-parent conferences, emails, and auto-dialers to increase their participation in our school community. GPA works with translation companies to provide translation support for any language other than English that is needed.|Collaborating with our educational partners has been at the core of the decision-making process and growth for Gompers Preparatory Academy (GPA). The Board of Directors for Gompers Preparatory Academy is composed of members of each of the following educational partner groups: teachers, staff, parents, leaders from our community, local businesses, and education. The Board of Directors meets throughout the year, with an active Finance subcommittee to fulfill goals that have been designed by parents, students, teachers, staff, Board of Directors and school leadership. The school implements strategies and processes for the regular involvement of parents and the community, including being active partners in the teaching/learning process. Additionally, GPA cultivates community partnerships with organizations such as: Union of Pan Asian Communities (UPAC) MCC - Multicultural Community Counseling Rhombus Education (Former New Vision) Logan Heights CDC (took over from Say San Diego) Care Center San Diego Youth Services Kickstart Harmonium San Ysidro Health Manhood Adolescent Behavior Challenge Kaiser Permanente Educational Theatre Urban Collaborative Project San Diego Police Foundation/ Safety Net San Diego County Office of Education McKinney Vento Program 2026-27 Local Performance Indicator Self-Reflection for Gompers Preparatory Academy Page 13 of 20 SDCOE Expanded Learning Program (Encore) STAR PAL/ Making Change SDCOE Friday Night Live Reality Changers AthLead Grossmont Community College Choir Sharp Mental Health TRIO Wahupa Educational Services Just the Beginning - Summer Legal Institute Hippocrates Circle Access Youth Academy DEA Center for Progressive Wellness Human Trafficking Taskforce DayBreak McKinney Vento.org Paddle for Peace MTS Pronto Youth Pass Program San Diego Health and Human Services Agency|GPA is focusing on moving forward with its educational partners through increased communication, continued surveys to gauge current needs, and continued focus on learning loss as well as social emotional needs of our students, families, and staff. Based on the results, additional community partnerships may be cultivated to create more resources to fill the ongoing needs of our learning community with a focus on SPED, MLL, Discipline, Attendance, ELA and Math achievement.|GPA will continue to engage with our underrepresented families through ongoing communication, surveys to gauge current needs, home visits when needed, empathy interviews, auto-dialer, phone calls, emails, and parent conferences.|Shared decision-making opportunities were evident through Parent Student Teacher Connections (PTSC) meetings, English Language Advisory Committee (ELAC,DLAC), School Site Council (SSC), parent conferences, academic events: open house, AP course information sessions, financial aid trainings, presentations of learning, parent education courses, student assessment data presentations. Additionally, GPA offers “Coffee with the Director” events where parents learn about and provide input on school programs, take school tours, and share feedback. These parent meetings are heavily promoted via auto-dialer, parent emails, and GPA social media, and are very well attended by our families.|GPA conducts annual surveys regarding various programs in order to gauge the ongoing needs of students, families, staff and the greater community. Survey data is analyzed to determine areas of need and current goals are evaluated and aligned accordingly with a focus on SPED, MLL, Discipline, Attendance, ELA and Math achievement. Spring 2026 survey data from our parents show the following as their top 3 areas of focus: High Graduation Rate (55%) Improve Student Achievement (53%) Positive School Climate (48%)|GPA will continue to assess our processes and procedures for communicating, providing access, and culturally responsive approaches to ensure our underrepresented families have ample opportunities for providing their  2026-27 Local Performance Indicator Self-Reflection for Gompers Preparatory Academy Page 15 of 20 valuable input. GPA staff will seek information directly from this target group. GPA will analyze parent surveys to determine who is most commonly responding and who needs additional outreach.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-16|2026
37683380121681|San Diego Global Vision Academy|3|All parents/guardians attend two conferences each school year to review academic and leadership report cards, utilize ParentSquare for two-way communication between home and school, increased attendance at Parent Advisory Committee (PAC) principal-led 7 meetings, parent/guardians invited to Learning Showcases, Open House, Family STEAM Night, host Family Fun weekend events, Community Service Saturdays and 100% family participation in SST and IEP meetings, provide translated documents and translators during meetings, ELAC biannual meetings, communication to families of students enrolled in RTI program, attendance by family at Intramural Program games by athletic season.|Areas for improvement based on survey data and feedback from SDGVA Families during PAC meetings and coffee with the principal include parents/guardians who would like to continue to join us for Community Service Saturdays, Parent Advisory Council (Coffee with Kane) and are interested in the addition of Parent University sessions being offered immediately after PAC meetings. Currently, our SDGVA staff results indicate that our team feels connected and aligned on our mission and vision to support students. The only concern that was offered on the survey is the perception that our site has enough resources to keep our students, staff feeling safe on campus but that a significant percentage report being highly concerned with safety. We intend to host empathy interviews (Connection Meetings) on staff perceptions of safety and what would improve their ability to feel safe on site.|Areas for improvement based on survey data and feedback from SDGVA Families during PAC meetings and coffee with the principal include parents/guardians who would like to continue to join us for Community Service Saturdays, Parent Advisory Council (Coffee with Kane) and are interested in the addition of Parent University sessions being offered immediately after PAC meetings. Currently, our SDGVA staff results indicate that our team feels connected and aligned on our mission and vision to support students. The only concern that was offered on the survey is the perception that our site has enough resources to keep our students, staff feeling safe on campus but that a significant percentage report being highly concerned with safety. We intend to host empathy interviews (Connection Meetings) on staff perceptions of safety and what would improve their ability to feel safe on site.  Continue efforts to communicate in multiple methods such as email, ParentSquare and printed paper copies, personally reach out to underrepresented families to ensure communication is received; ensure families of Building Relationships Between School Staff and Families.  English learners understand how to read and interpret ELPAC scores and EL program logistics; ensure families of Students with Disabilities receive continued progress monitoring reports throughout the year, to offer variety of options for Parent-Teacher conferences in terms of choice for in-person, virtual or phone format to review academic and SEL/behavior data and communicate with school staff and families regarding how best to support the students’ growth and progress in MTSS sessions with team. Continue to take attendance at meetings, family events, etc. to track which groups are attending and which groups need additional communication or access to events.|Educators are expected to host two report card conferences with families each school year. Instructional coaches and administrators provide differentiated support to help educators prepare for the meetings, listen and include family feedback, and work collaboratively with the family to create an action plan to improve academics, behavior, and/or social-emotional learning. Every educator writes notes from each conference for Instructional coaches and admin to support in providing Current strengths include all parents/guardians attending two report card conferences each school year, use of ParentSquare for two-way communication between home and school, increased participation in our Parent Advisory Council (PAC) & coffee with the principal meetings, Student Council meetings, Learning Showcases for Families to gain insight on academic and enrichment programs on site, Open House, Family STEAM Night, virtual Parent University and CAASPP videos, 100% family participation in SST and IEP meetings, Family Fun Weekend events, Community Service Saturdays and family attendance in the intramurals program. During the 2025-2026 school year, SDGVA completed the final requirements for the Community Engagement Initiative (CEI) grant. Within that work, the CEI grant team crafted a goal to increase the opportunities that families can engage meaningfully with our school program in ways that work for family work schedules. Pathways for volunteering will include in-person events, in-person weekly/monthly and off-site opportunities.|SDGVA Academic Leadership Team reviews data with grade level teams three times a year in Multi-Tiered System of Support meetings in which a variety of data is analyzed in academics, behavior and social-emotional learning. During those meetings, students are referred to tier three intervention services or tier two intervention plans are co-developed. SDGVA will continue to prioritize these meetings and ensure student groups with high needs are given priority enrollment in intervention services. We will continue to monitor collaborative sessions, which are designed to connect General Educators with English Language Development (ELD) Educators, RTI Staff, Counselor and Education Specialists to review current needs of students academically and social-emotional updates. These ongoing collaborative meetings throughout the year provide structured time for our team to meet during school hours to determine the next scaffolded steps needed to meet student outcomes.|SDGVA has personalized our outreach efforts to families to serve and/or attend Parent Advisory Committee (PAC) in terms of representation for decisions that impact policies, operations and maintain a safe, positive learning ecosystem for students. SDGVA continues to offer translation support for multilingual families during our Special Education meetings, SST Meetings and events. Translations support includes at least 4 languages and American Sign Language usage at meetings and assemblies. Administration continues to review attendance data from our school events for patterns of participation and areas in need of growth given underrepresented families connected to school culture. Focusing our efforts to increase attendance at school events (Open House, STEAM Night, Family Fun Days etc.) of the type of underrepresented families.|Our strengths continue to highlight taking feedback from families at Student Success Team (SST) meetings, high family participation in two report card conferences each school year, increased attendance at coffee with the principal annually, high-volume usage of ParentSquare for two-way communication between home and school. Parent/Guardians provided input during coffee with the principal and PAC meetings and through digital surveys. SDGVA has 100% family participation in SST, IEP, and 504 meetings. SDGVA administers surveys specifically for families of EL students and families of students with IEPs.|SDGVA elicits feedback from families in the classroom and school level throughout the year regarding the use of focus groups, empathy interviews and continued efforts to increase the number of families that complete the family feedback surveys. Continued recruitment for participation in terms of serving on and/or attending Parent Advisory Committee (PAC) and English Language Acquisition Committee (ELAC).|SDGVA will monitor family engagement and participation and actively work to increase participation from underrepresented families by offering a variety of engagement options. SDGVA will also continue to provide translated materials and translation surveys at school events.|4|5|5|4|5|4|4|4|4|4|4|4|Met||2026-06-10|2026
37683380122788|School for Entrepreneurship and Technology|3|SET High uses technology as a tool to connect with students and families, through Core Competency, a full-service portal that allows parents to stay abreast of all things happening at school.  They can check their student's assignments and grades, input community service hours, reserve school lunches, view grad plan progress, see how their student's passion project is outlined and so much more. This aids our teachers in building trusting relationships with students and their families.  To keep parents in the loop about all school activities, the Principal sends out a bi-monthly informational email that also points them to our Master Calendar.  That calendar is on our website and contains all school activities, athletic games, meetings, etc., with details for each event.  SET is in year 2 of the Nicky & Me podcast which features conversations between Neil McCurdy, Principal and Executive Director, and Nicky Geis, Assistant Principal of SET High.  In these conversations, they discuss everything from the importance of making the right choice for college to the mental health of our students and how we can better address the issues with which they struggle.  These podcast recordings are available on our website and Spotify and allow parents to listen in on these informative and enriching conversations whenever it is convenient for them.  We’ve already been getting enthusiastic feedback and have seen an improved connection to our community.  Finally, our SET Parent Association is strong and continues to have successful fundraising campaigns each year, mostly stemming from the Spring Soiree they hosted that brought all the SET parents together with teachers and staff.  With the money raised they were able to fund numerous teacher projects, providing more engaging and immersive experiences in every classroom.  They were also able to host another SET Family Picnic as well as provide delicious food for our Exhibitions, further strengthening our sense of community.  SET High will continue to use and improve CoreCompetency, our online portal that provides a parent view into everything that happens at SET.  This especially helps busy parents stay connected with their student’s education. We will continue to provide laptops to all students that the students can keep in their possession for their entire time at SET.  This evens the playing field for all families, ensuring that all students have access to the tools they need to be successful at SET.  All of our board meetings are public and agendized in compliance with the Brown Act.  In addition we engage with parents, staff, and community partners throughout the year to help us determine the funding priorities described in the LCAP.  We have an open-door policy for parents at the school, in the classrooms, and with administration.  We have a SET Parent Association that is great about ensuring that the parent voices are heard.  Parents are also represented on our board.|In our recent parent survey, families requested more direct communication from teachers so we are planning to implement an automatic messaging system.  Emails will be automatically sent from teachers to parents when a student's grade falls below a certain point or when a big project is not turned in on time.  This will be in addition to the normal emails that teachers send home at various intervals throughout the year.  We have been wanting to implement the automated communications for a couple of years but have struggled to create a system that is both accurate and gives the right amount of warning about slipping grades without turning into Spam emails that will be ignored by parents.  Hopefully we can get this balance correct this year.|To improve engagement with underrepresented families, we will be strategic with our use of communication platforms like Zoom, to allow those families to more easily connect, communicate and engage.|SET High's teachers and staff work in concert with the SPED department to try to assess and help every student, on an individual level.  This includes connecting students and their families with programs like DOR, to assist in finding jobs, and partnering with SAY San Diego to utilize their aid and services.  SET also has an agreement with Mesa College, part of the San Diego Community College District, through which students can take up to 3 college classes per semester, for free as a senior, and up to 2 classes per semester as a junior.  We help our students through that registration and selection process, thus providing a head start on their higher education.  Additionally, students can take college classes through the other local community colleges.|Parents and students have been frustrated with the difficulty of enrolling in Mesa classes.  We do not have control of the process, but we are working to provide as much support for the students as we can and are hopeful that we can help Mesa streamline their processes.  Additionally, we hope to partner with Mesa to bring a class back on our campus for concurrent enrollment opportunities for our students.  Our challenge is that we do not have enough students to fill the on-campus classes.|Our CTE teachers are working to increase the number of underrepresented individuals who enter into the engineering field.  The Computer Science classes we offer are specifically designed to help excite our underrepresented students about the technology field.|SET has always strived to be ultra transparent to all stakeholders and we feel we have been very successful in that capacity.  All of the school's goals are informed by the LCAP and the LCAP is informed, in part, by the Parent LCAP Advisory Committee, which is open to any parent who wants to be a part of it.  That committee meets several times per year to discuss the school's priorities and give feedback.  Update emails are sent to the community at large on a bi-weekly basis and any responses are always read, considered and responded to. At the end of the year, surveys are sent to parents and students and that feedback is considered in everything from the LCAP to our California Dashboard information.  Finally, our monthly board meetings are open to anyone who wants to attend and there is space in every meeting for public comment.  We have started a SET Senate to help give students voice.  They have been very productive this year, with the highlight being the request for Vape Detectors which, after installation, have eliminated vaping in the school bathrooms. We also now have a student representative on the Board of Directors. SET High board meetings are public and students and their families are encouraged to attend.  Agendas are made public 72 hours in advance so families can assess if they'd like to attend to give input on the slated topics.  We have events regularly, such as Exhibition, Back to School Nite and the SET Family Picnic, where students and parents can engage in open dialog with teachers, staff and administration. The SET PA has a standing agenda item on the SET Board of Directors to provide parent input to the board.|We need to do more to actually get input from parents.  Only a small number of parents actually participate in things like the LCAP Advisory Committee, and only a third of our parents respond to the parent survey.|To improve engagement with underrepresented families, we will be strategic with our use of communication platforms like Zoom, to allow those families to more easily connect, communicate and engage.|5|5|5|4|5|4|4|5|5|5|5|5|Met||2026-06-10|2026
37683380123778|Old Town Academy K-8 Charter|3|Building strong relationships with families is always a priority for Old Town Academy. To support this, the school uses a mix of ongoing efforts, including regular parent teacher conferences, weekly classroom updates, consistent emails, and staff who are available before and after school, both online and in person. OTA also holds monthly town hall style meetings so parents can share feedback and stay involved.|Old Town Academy is committed to building open and cooperative relationships with all its educational partners, while maintaining a culture of mutual respect and professionalism.|Old Town Academy will work to build strong relationships with families from underrepresented communities to support fair and inclusive involvement for everyone.|After reviewing the data, we saw that professional development plays a key role in building relationships that help students succeed. Our current strength is our small close knit community feels that leads to strong partnerships that aid in strong student outcomes across the board.|Old Town Academy has identified a need for more professional development on improving engagement with underrepresented families.|Based on feedback from educational partners and local data, Old Town Academy will improve engagement with underrepresented families by expanding professional development for staff on how to build stronger relationships with these families. This training will help staff communicate more effectively, remove barriers to participation, and create more welcoming opportunities for underrepresented families to get involved in their child's education.|The OTA community shows strong involvement, especially through active participation in the Parent Foundation and support from dedicated room parents.|Establishing a formal committee or advisory group would enable more intentional data collection and create opportunities for providing meaningful and actionable input.|OTA will set aside a fair portion of committee seats for members focused on building relationships and improving engagement with underrepresented communities.|4|4|4|4|4|3|4|3|4|3|3|4|Met||2026-07-13|2026
37683380124347|City Heights Preparatory Charter|3|City Heights Prep demonstrates a major strength in building relationships through effective communication between administrators, teachers, and families regarding student progress and behavior. Utilizing a translation app that provides instant access to translators in over 120 languages ensures meaningful conversations with all families. Additionally, partnerships with local nonprofits offer in-person translation services and community resources. The school benefits from a diverse staff, many of whom speak the major languages of the students and families. Since the 2022-23 school year, City Heights Prep has expanded opportunities for parent involvement, including various events such as the Parent Institute for Quality Education, Lunch with your Panther, Parent Panel with Staff, School-Wide Potluck, Coffee with the Director, Back to School Night, Parent-Teacher Conferences aimed at building resilience during challenging times. City Heights Prep also uses Thrillshare to communicate with parents through email and text regarding important school updates/resources. Thrillshare app also has language translation. The school has also been seeking increased|The language barriers present challenges in effectively communicating across all languages. To foster better relationships with our families, our goal is to partner with various community organizations. This collaboration will facilitate translation services for families, thereby enhancing interactions and relationships between school staff and 2026-27 Local Performance Indicator Self-Reflection for City Heights Preparatory Charter School Page 10 of 21 families.This initiative aims to help families better understand school matters, thereby increasing engagement, fostering stronger relationships, and enabling the school to provide better support to families. Additionally, we strive to maintain open communication with families, actively seeking feedback on areas of improvement and collaborating with them to meet their needs. It's crucial for our families to understand that we consider ourselves partners in their children's academic journey. Another challenge has been scheduling events at times and dates that accommodate everyone’s needs. To address this, the school now provides Zoom participation options and adjusts the days and times of meetings to maximize family involvement.|Regarding areas of improvement, our focus lies on addressing the language barrier between staff and families, ensuring consistent access to translation services, and enhancing parent involvement. To achieve this, our goal is to strengthen our relationship with various community organizations to facilitate translation services for families in need of enhanced communication support. By ensuring all staff members consistently reach out to families and utilize translators for effective communication, we aim to increase parent engagement. We will also continue to seek input from families regarding the types of parent engagement activities they would like to see at school. Also by reminding families that we are always open to individual meetings in-person, via-zoom, or over the phone.|2026-27 Local Performance Indicator Self-Reflection for City Heights Preparatory Charter School Page 11 of 21 City Heights Prep has shown strengths in providing families with resources to support student learning at home. This includes providing students with materials such as laptops, portable wifi’s, and any other school supplies needed. Other resources given out to families often include mental health resources, hygiene products, community medical assistance, and multiple student learning platforms. We partner with various community organizations such as Kupanda Kids, Karen Organization, IRC, UPAC Family Services, United Women of East Africa Support Team, Reality Changers and CareSolace, Somali Family Service, MCRT, Care Solace, Never A Bother and Wa Hupa. Each one of these organizations have assisted our families with housing, citizenship, medical, mental health, and basic needs (food, tax, etc.). We also collect parent contact information so they can be added to our LMS, parent communication app and behavior tracking system. This year, we have adopted a new and innovative platform to enhance communication between our school and parents. As a part of this initiative, we are proud to present the CHPrep app, a dedicated space designed specifically for our parents. This user-friendly app will serve as your go-to resource for staying up to date with everything related to our school and your child's education. We have a IEP/504 process that allows parents and teachers to recommend services to students in need. We post our student handbook, with policies and notices, and community/mental health resources on our parent communication app. Our goal will be to continue our parent/teacher engagement with partnerships in our community.|To enhance student outcomes, school staff can collaborate with other educators, administrators, organizations, and engage in professional development opportunities focused on creating supportive academic learning experiences. This collaboration may involve local community organizations that align with our student demographics who can provide valuable insights on how we can better support students. Additionally, improving student outcomes can be achieved by soliciting input from families and students regarding areas where they perceive gaps and how they would like the school to address them. This collaborative approach encourages joint efforts between school staff, families, and students to enhance student outcomes.|By continuing to ensure that families have access to a translators upon request, understand the forms provided, and are aware of their rights as parents, so that parents can continue to actively partner in their child's educational experience with the support of the school.|City Heights Prep's strength in seeking input for decision-making lies in the implementation of parent advisory groups such as the School Site Council, the LCAP committee, and the Community School Advisory. These groups ask for input about school policies, money allocation, areas of improvement, parent engagement opportunities, and student success discussions. Also, initiatives like lunch with you panther and coffee with the Director foster open communication, enabling parents to directly ask questions and build connections with school leaders. Additionally, school staff provides families updates from board meetings, including general and specific funding updates on educational learning platforms and general school updates. We also seek input on areas where parents would like to be involved. We also have enhanced communication efforts by collecting parent emails, increasing outreach through communication apps and LMS, and launching a new app to engage more parents. We make families aware that they can schedule a meeting with the staff anytime they want to speak to them. Furthermore, we encourage parents to schedule a meeting with the staff whenever they wish to discuss concerns or ideas, creating a supportive and accessible environment. Staff hosted a parent panel during professional development to learn about parent experiences and gain input on parent engagement and communication.|The school staff should survey parents to determine the most convenient times of day for families to attend family meetings. Additionally, the school can explore the option of gathering feedback through online survey databases to enhance family involvement in decision-making processes.|The areas of growth and improvement can be seen by focusing on engaging underrepresented families, particularly those facing language barriers and increasing attendance at advisory meetings. The staff could meet more regularly to discuss improvements and evaluate family engagement activities at the school level. The staff could review data on how many and which families attended to strategize ways to get more families to attend future events. This way, we continue to reach all families, including those who are underrepresented.|4|5|5|4|3|4|3|4|3|3|3|3|Met||2026-06-05|2026
37683380126730|Kavod Charter|3|Kavod Charter School has continued to strengthen meaningful partnerships between school staff and families by creating multiple opportunities for collaboration, feedback, and shared decision-making. During the past year, the school established a new Community Engagement Coordinator role to intentionally bridge communication between families and the school, strengthen relationships, and increase family involvement across the campus. The school also expanded its Kavod Parent Committee, consisting of highly engaged family representatives who serve as ambassadors within the school community. Through a network of class parents, committee members communicate with individual classrooms, gather feedback, share school information, and help ensure that family voices are represented and connected to school leadership. In addition, family feedback is collected throughout the year through surveys that provide valuable insight into school climate, communication, and areas for continued growth. Kavod Charter School also participated in the Community Engagement Initiative (CEI), bringing together a diverse committee of staff members, families, and students to engage in professional learning, reflect on current practices, and identify opportunities to strengthen family partnerships. The collaborative work completed through CEI provided valuable perspectives that informed schoolwide planning and goal setting. Analysis of educational partner feedback has directly influenced continuous improvement efforts. Based on themes identified through surveys, committee discussions, and the CEI process, the school has developed a year-long professional development plan focused on strengthening relationships with families, deepening alignment to the school's core values, improving classroom-level family engagement, and fostering stronger collaboration across departments. These efforts reflect Kavod Charter School's ongoing commitment to building a welcoming, responsive, and collaborative school community where families are valued as essential partners in student success.|Educational partner feedback identified opportunities to strengthen consistent family engagement at the classroom level and ensure that communication and relationship-building practices are implemented consistently across all grade levels and departments. As a result, Kavod Charter School's primary focus is strengthening staff capacity to build authentic partnerships with families through clear, proactive communication and meaningful collaboration. The school will implement a year-long professional development series centered on aligning staff practices with the school's core values, strengthening family engagement strategies, and improving collaboration across departments to provide families with a more cohesive and connected experience. The school will continue to gather ongoing feedback through surveys, the Kavod Parent Committee, class parent representatives, and other educational partner engagement opportunities to monitor progress and guide continuous improvement.|Kavod Charter School recognizes the importance of ensuring that all families have opportunities to engage in meaningful ways, including those who have historically been less represented in school feedback and engagement activities. The Community Engagement Coordinator will continue to expand outreach efforts by working closely with class parents and school staff to foster personal connections, encourage participation, and identify barriers to engagement. The school will continue using multiple methods to gather family input, including surveys, committee participation, and direct outreach, to ensure a broader range of voices are heard. Feedback collected through these efforts will be used to refine communication practices, increase accessibility to engagement opportunities, and strengthen relationships with families across the entire school community.|Kavod Charter School values families as essential partners in supporting student success and has demonstrated a strong commitment to responding to educational partner feedback. During the past year, family input helped inform efforts to significantly reduce individual screen time for students in Transitional Kindergarten through second grade while increasing hands-on, collaborative, and engaging learning experiences. Professional development was provided to teachers to strengthen instructional practices that promote active learning, developmentally appropriate instruction, and meaningful student engagement. The school has also expanded opportunities to strengthen students' social-emotional growth and sense of belonging through initiatives such as OLAM Community Day, which promotes kindness, responsibility, and respectful relationships across the school community. Schoolwide participation in Rachel's Challenge and the Global School Day of Play reinforced the importance of character development, community building, and play-based learning. In addition, the school continues to strengthen differentiated instructional practices by considering family feedback and working collaboratively to support the diverse academic and social-emotional needs of all students.|Educational partner feedback highlighted the importance of continuing to strengthen collaboration between families and school staff to support both academic achievement and student well-being. Kavod Charter School will continue expanding opportunities for hands-on, student-centered learning while ensuring families understand and are engaged in these instructional approaches. The school will also continue investing in professional development that supports differentiated instruction, meaningful family partnerships, and classroom practices that foster student engagement, belonging, and positive relationships. Ongoing family feedback will continue to guide refinements to instructional practices and schoolwide initiatives that contribute to positive student outcomes.|Kavod Charter School will continue expanding opportunities for all families to participate as partners in their child's educational experience by increasing personalized outreach and providing multiple avenues for communication and feedback. Recognizing that some families face language, scheduling, or communication barriers, the school will continue offering translated communications through ParentSquare, provide printed Hebrew materials when appropriate, and utilize bilingual staff members to support Spanish- and Hebrew-speaking families. The school will also strengthen relationships through direct phone calls, personal outreach, classroom events, and community-building opportunities such as OLAM Community Day and family engagement activities that encourage participation beyond traditional meetings. By creating accessible opportunities for families to learn about instructional practices, social-emotional initiatives, and student supports, Kavod Charter School seeks to ensure that all families—including those who have been historically underrepresented—have meaningful opportunities to partner with the school in supporting positive student outcomes.|Kavod Charter School has established multiple structures to ensure educational partners have meaningful opportunities to inform school decision-making. The school maintains an Instructional Liaison Leadership Committee (ILLC) that meets monthly and includes teacher representatives from each grade span and instructional team. Committee members gather input from their colleagues and collaborate with the administrative team on a wide range of topics, including school calendar development, schedule adjustments, class roster creation, policies and procedures, professional development priorities, curriculum needs, school improvement goals, organizational structures, and family engagement initiatives. This process ensures that staff perspectives are consistently represented in schoolwide decisions. Family voice is also incorporated through a parent representative serving on the Governing Board, providing an ongoing family perspective in governance and strategic planning. Additional input is gathered through parent surveys, the Kavod Parent Committee, Community Engagement Initiative (CEI) participation, and regular opportunities for feedback throughout the school year. These structures have strengthened collaboration, increased transparency, and fostered shared ownership of continuous school improvement.|Educational partner feedback indicates an opportunity to increase participation from families whose voices are not consistently represented through traditional communication methods. Kavod Charter School's focus is to expand outreach efforts and create additional pathways for families to provide meaningful input into school decisions. The school will continue strengthening two-way communication by increasing personalized outreach, including phone calls and direct conversations with families who do not regularly respond to emails or electronic messages. The school will also continue refining opportunities for staff and families to provide feedback throughout the year so that decision-making reflects a broad range of perspectives. These efforts will help ensure that school improvement planning is informed by the diverse experiences and needs of the entire school community.|Kavod Charter School is committed to reducing barriers that may limit family participation in school decision-making. To improve engagement of underrepresented families, the school will increase personalized outreach through phone calls, individual conversations, and relationship-building efforts led by administrators, teachers, and the Community Engagement Coordinator. The school will continue leveraging ParentSquare's translation features to provide communications in families' preferred languages and will provide printed Hebrew translations when appropriate. Staff members who are fluent in Spanish and Hebrew will continue supporting communication with families whose primary language is not English. In addition, the school will continue exploring strategies to increase participation from families who may be less responsive to electronic communication. These strategies include conducting outreach during school events, utilizing trusted class parent representatives and community ambassadors, offering both virtual and in-person opportunities for feedback, providing flexible meeting times, and using brief text message reminders or phone outreach when appropriate. By expanding communication methods and reducing language and accessibility barriers, Kavod Charter School aims to ensure that all families have meaningful opportunities to contribute to school decision-making.|4|3|3|4|3|5|5|4|3|3|4|3|Met||2026-06-16|2026
37683380127647|e3 Civic High|3|85% of parents said that the parent organization at e3 Civic High is organized and welcoming.|Families seek clearer, more consistent communication on events and academic progress.|Improve communication systems—multilingual, predictable, and centralized.|95% of families feel welcomed as volunteers—the highest in recent years.|Steering Committees and Advisory Committees offer opportunities to build student outcomes, as do Counselor parent workshops, but attendance is often low, though improving.|Connect more parents to e3 partnerships that improve student outcomes through special events throughout the year.|95% of parents feel included in school-wide decision making.|Fewer parents participate in School Site Council, Advisory and Steering Committees than do in parent-focused events like Coffee with the Principal.|Increase parent access to school decision-making committees.|4|4|4|4|4|4|4|4|5|4|4|5|Met||2026-06-22|2026
37683380129387|Empower Language Academy|3|Data from stakeholder surveys indicate that Empower has built strong relationships with families. 93% of parents reported they were treated with respect.  94% indicated that the school responds quickly to phone calls, messages, or emails.|We would like to involve parents more as partners in their child’s education.  49% of parents said they would benefit from workshops on supporting their children academically.  Others indicated interest in training in the areas of socio-emotional learning, child development, and exercise.|We will continue to offer flexible communication options based on their preferences and availability. These include ParentSquare notices, flexible meeting times, social media posts, and video conferencing to keep all families connected via 2-way communication.  Educational partner input also indicated the need to offer additional parent workshops to strengthen the relationship between home and school.|Empower builds partnerships by providing clear, consistent communication to families about school events and ways to become involved in their children’s education.  The data shows these efforts are successful.  89% of parents report that the school allows input, welcomes their participation, and encourages them to be active partners.|A focus area for improvement is to work with community organizations to offer additional academic programming and enrichment opportunities. We have identified high-value community partnerships and resources that meet our families’ needs through the work we have undertaken as part of the California Community Schools Partnership Program (CCSPP).|Empower will reach out to underrepresented families to highlight opportunities provided by our community partners.  Teachers will also facilitate sessions to help parents understand the academic program and how to support their students. The school will host regular events and meetings where parents and teachers can discuss academic progress and ways to collaborate.|Empower has established advisory committees composed of families, administrators, and teachers to assist in developing the school plan and programs. Family engagement opportunities are discussed at regular meetings with parent groups. Information is disseminated through electronic and written means and translated whenever possible. These meetings are held at times that a majority of parents (including underrepresented families) indicated they were available.  89% felt welcome to participate in the school.|An ongoing focus area of improvement is the recruitment and training of parent advisory committee members. We will also continue to promote consistent attendance at Parent/Teacher Organization meetings.|The Parent/Community Liaison is responsible for conducting parent and community outreach and coordinating school events and distribution of school news/school data to all stakeholders. This outreach aspect is a critical piece of ensuring that underrepresented families are engaged in decision-making opportunities at the school.|5|5|5|5|5|4|5|5|5|4|5|4|Met||2026-06-17|2026
37683380129395|Elevate|3|Elevate places a high value on developing trusting relationships with families and creating a welcoming school community. Families have multiple opportunities to build relationships with staff through Coffee with Directors, PAC, ELAC, family events, volunteer opportunities, student exhibitions, and regular school communications.  Family survey feedback indicates that families feel welcomed, informed, and connected to the school community. Further, over 85% of this year’s 5th graders will matriculate to Elevate’s middle school campus, evidencing strong trust built up with our  families.|While family engagement remains a strength, Elevate Seeks to increase participation among families  who face scheduling, transportation, language, or childcare barriers.  Elevate will also focus on strengthening family-to-family connections, particularly during key transition years when students move to a different campus (SM to TS and TS to EMS).|Elevate will continue to provide multiple opportunities for participation through in-person and virtual meetings, translated communications, and varied meeting times.  Evening engagement opportunities that include childcare and meals will be offered (when feasible) to support broader participation and ensure families have meaningful opportunities to engage with the school community.|Based on educational partner input and local data, our LEA has developed strong and growing partnerships that support student outcomes. Our Instructional Leadership Team (ILT) collaborates across campuses and grade levels to plan professional development based on student benchmark data, classroom observations, and teacher feedback from our LCAP staff survey. We foster meaningful family partnerships through positive parent contacts at the start of the year, weekly teacher communication via ParentSquare, and parent-student-teacher conferences. Families are regularly invited to engage directly in student learning through classroom volunteer opportunities, end-of-unit presentations and exhibitions of student learning, information nights offered both in person and on Zoom, and community events such as our Fall Festival, STEAM Night, and Exhibition Nights. This year, our Foundation also brought the annual Fun Run fully in-house, creating additional opportunities for family involvement, volunteerism, and school community building. We also value broader community partnerships, exemplified by our annual Leadership Day, when local leaders from business, government, and education visit classrooms to see our students in action. These partnerships, both within and beyond our school community, have had a positive impact on student growth, engagement, and school connectedness. Additional steps included creating a mentoring group at the middle school consisting of male family figures of our students. The goals of this MVP group (Men of Value and Purpose) are to support student confidence, behavior and decision making, home/school connection, and positive identity. This year, our middle school Special Education team also expanded family engagement by implementing transition meetings for Students with Disabilities, during which our Education Specialist facilitated collaborative meetings between students, their families, and representatives from each student's chosen high school. These meetings helped support a smooth transition to high school while ensuring that students and families were active participants in the planning process.|Based on the analysis of education partner input and local data, our focused area for improvement is improved attendance monitoring systems and improving our average daily attendance rate in order to lower the percentage of students on our chronic absenteeism list. Steps for improvement include refining our ISC and attendance recovery systems, improving our attendance incentives for students and families, and improving our attendance policy communications with families from the beginning of the school year. Communications will include education for families on the impact that attendance has on student learning. At the middle school, specifically, our Back to School Night program will be revised in order to better communicate the most important policies and priorities for our middle school students. In response to family feedback, our fourth and fifth grade campus has expanded opportunities for family engagement for students and families. Beginning next year, the campus will implement a comprehensive calendar of monthly family engagement opportunities designed to strengthen connections between home and school. Additionally, based on parent input regarding scheduling, the campus has moved its monthly Leader of the Month assemblies from Friday mornings to Friday afternoons to better accommodate family schedules and increase participation.|Elevate will continue partnering with ELAC, PAC, and Special Education families to ensure that families of English Learners, Students with Disabilities, and students from other historically underrepresented groups receive targeted information, meaningful opportunities for input, and ongoing support. As part of our community's professional learning efforts, we have also expanded our book club model to include family participation. Next year, families will be invited to join a book study focused on the use of technology in childhood and adolescence. Through shared learning and discussion, we hope to strengthen family engagement, build trust between home and school, and create greater continuity between the messages students receive at school and at home. These efforts reflect our commitment to fostering authentic partnerships with families as we work together to support student success.|Elevate has established systems for gathering and incorporating family input into school decision-making.  Families regularly provide feedback through annual surveys, PAC Meetings, ELAC Meetings, Coffee with Directors, Board meetings and school events.  Feedback from families directly informs the development of the LCAP, School improvement efforts, family engagement activities, and program priorities.|One area of improvement is to broaden participation in advisory groups and survey processes to ensure that feedback reflects the diversity of the school community.  The school will continue exploring strategies to reduce survey fatigue and increase participation rates.|Elevate will continue implementing targeted outreach efforts to families who may be underrepresented in engagement opportunities.  This includes, empathy interviews, varied meeting formats and times, and translation when needed.|4|4|4|4|4|5|5|4|5|5|5|5|Met||2026-06-08|2026
37683380131565|High Tech Elementary|3|"Parent and family engagement is a core practice at HTH. Parents are children's first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way. ""When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices"" (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.  HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research-validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents' responses at a particular school site. The YouthTruth family survey given during the 2025/26 school year indicated continued strong relationships between students and teachers. HTH schools ranked at the 74th national percentile for families believing teachers and students care about each other — a position above three-quarters of schools surveyed nationally, while reflecting a modest decline from the prior year's results that we are actively examining.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades TK-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, interpretation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf"|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2025/26 school year indicated continued growth in family engagement. HTH schools were at the 73rd national percentile for families being engaged in school according to this survey, which represented an 8 percentile point improvement from the prior year.|HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:   HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.   Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.|"HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students.  Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.  Three HTH schools — HTeCV, HTMCV, and HTHCV — are participating in the Community Engagement Initiative (CEI). CEI is part of the California Statewide System of Support. The aim of CEI participants is ""Increasing the ability and capacity to implement effective, equitable and culturally responsive community engagement practices."" CEI participation is a 2-year commitment, and these schools will share their learning and best practices with the other HTH schools.  Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children's education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2025/26 school year reported a continued positive partnership between families and teachers. Specifically, the survey indicated that HTH schools were at the 77th national percentile for families believing that families and teachers care about each other — a result that places HTH above three-quarters of schools nationally on this measure, while reflecting a modest decline from the prior year that we are monitoring as part of our ongoing focus on family partnership."|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2025/26 school year indicated continued growth in family engagement. HTH schools were at the 73rd national percentile for families being engaged in school according to this survey, as compared to the 65th percentile in the 2024/25 school year — a sustained upward trend across multiple administrations of the survey.|"HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.  HTH is participating in the Cohort V of the Community Engagement Initiative, as of the fall of 2024. The goal of the initiative is to, ""Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices."" HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California."|HTH schools solicit parent feedback on HTH's service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, TK-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 2025/26LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 2025/26 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were interpreted into Spanish. Feedback from these meetings informed this year's LCAP.  Additional opportunities for family involvement at HTH schools include: - ELAC and DELAC meetings - Monthly coffee and conversation events with directors - Volunteer opportunities available in classrooms and buildings - Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards - Parent access to student information through the Parent Portal on PowerSchool, to stay up to date with school records on their child  In addition, family and student surveys developed by YouthTruth provide further opportunities for families to give input on the school's strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school-wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.|HTH families completing the YouthTruth family survey during the 2025/26 school year identified specific opportunities for deeper partnership. While families report strong understanding of school-wide goals (88%) and a willingness to recommend HTH to others (80%), the survey identified three lower-scoring areas representing genuine opportunities for growth: family empowerment in their child's school experience (60% positive), how families see themselves represented in the school community (61% positive), and family input into school planning and decision-making (63% positive). HTH will focus on these specific dimensions of family partnership in the year ahead, with particular attention to creating more structured opportunities for family voice in school-level decisions and ensuring that the perspectives of all families — particularly those of underrepresented communities — are reflected in school planning processes.|HTH has supported families to develop ELAC/DLACs across all of our sites. High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a Zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-18|2026
37683380131979|Ingenuity Charter|3|Professional development is provided to staff on conducting these meetings and strategies to communicate effectively with families. At these meetings, a family needs assessment is conducted and both socio-emotional and academic support plans are written for students and carried out with responsibilities on the school, family, and student. Teachers meet quarterly (or more often, as needed) with students considered to be “at risk” to create supportive learning plans with them and their families. Progress is monitored throughout the remainder of the school year.|Based on the analysis of educational partner input and local survey data, the LEA’s focus area for improvement in Building Relationships Between School Staff and Families centers on enhancing clarity, consistency, and access to communication, especially for families of English learners and underrepresented groups.  The LEA is focused on ensuring strong relationships with all families, especially those who have had negative experiences with school, and can appear disengaged. Outreach efforts, personalized meetings, and other communication strategies have be developed and employed. Additional opportunities for family involvement such as dinner with the principal, family events, and outreach efforts have taken place this year and have resulted in increased numbers of families being involved.|Based on the analysis of educational partner input and survey data, the LEA recognizes the importance of strengthening its engagement with underrepresented families, particularly those of English learners and families uncertain about their child’s academic progress or access to resources. To address these needs, the LEA will focus on its communication practices, targeted professional learning in cultural responsiveness and that advisory opportunities are consistently communicated. In addition, the LEA hosts Family Forums several times per year. These meetings are held to build connections with all families. These meetings serve as both family education and opportunities for family voice. Topics for these events will be generated through feedback from students and families.|In addition, at all IEP and 504 meetings, parents are given and explained their rights as they pertain to educational access for their child. At SST meetings, parents are asked to discuss their concerns for their children and to be a part of the problem-solving discussion for students if/when they demonstrate need. An LCAP advisory group is made up of parents and staff members, which meets regularly to review and provide input on the LEAs LCAP.|The LEA can improve by increasing the number and content of parent workshops, and Family Fourums, to reach more families. These events should also be culturally relevant and responsive.|In addition, at all IEP and 504 meetings, parents are given and explained their rights as they pertain to educational access for their child. At SST meetings, parents are asked to discuss their concerns for their children and to be a part of the problem-solving discussion for students if/when they demonstrate need. An LCAP advisory group is made up of parents and staff members, which meets monthly to review and provide input on the LEAs LCAP.|groups. Survey data is used to gauge the effectiveness of programs, and programs are discussed at meetings. Recommendations for policy revisions are made, shared out with all educational partners, and staff. The LEA provides all family correspondence in English and Spanish and provides translation services at all parent meetings. Family outreach includes phone calls to personally invite families to attend ELAC, SSC, and LCAP advisory meetings. Dial outs and text messages are also sent to all families prior to meetings and events. The LEA provides opportunities for this at all family meetings and advisory committee meetings, which occur on a monthly basis. At the start of the academic year, the LEA conducts a needs assessment with families to evaluate areas of need and develop its family engagement activities for the school year. Teachers, principals, and families discuss activities openly at stakeholder meetings and notes are archived for future reference.|In addition, at all IEP and 504 meetings, parents are given and explained their rights as they pertain to educational access for their child. At SST meetings, parents are asked to discuss their concerns for their children and to be a part of the problem-solving discussion for students if/when they demonstrate need. An LCAP advisory group via School Site Council,  is made up of parents and staff members, which meets monthly to review and provide input on the LEAs LCAP. The LEA educates its parent groups (ELAC, SSC) on budgetary and programmatic initiatives at the school.|To improve the engagement of underrepresented families, the LEA will provide additional professional learning to administrators/staff on how to actively engage non-English speaking parents and underrepresented families. The LEA will then, in conjunction with community organizations, sustain several family friendly meetings and activities throughout the school year to involve parents at school and in its decision-making processes.|4|5|4|4|4|4|4|4|4|4|5|4|Met||2026-06-03|2026
37683380135913|Urban Discovery Academy Charter|3|The school has greatly enhanced communication efforts at multiple levels with a weekly newsletter, a frequently updated website calendar, and regular communication at family meetings. The school hosts monthly regular meetings with representatives of the school community: School Advisory Council, Parent Volunteer Network (PVN), and English Learner Advisory Council (ELAC). Student leadership (ASB) collaborates with the Parent Volunteer Network and school administration to lead school wide community events that build relationships between families and the school community. Family Friday events are held monthly to bring families and school staff events. The school has been participating in the Community Engagement Initiative (CEI) which is working to increase family engagement in the school community. As a result of these efforts, data strengths on the 25-26 parent climate survey include: - 90% of parents responded report that they “feel welcome to participate at the school”.  - 89.5% of parents responded that they “are involved”.  - 95% of parents responded that “there is opportunity at UDA for parent voices to be heard.”|Urban Discovery Academy plans to host additional family workshops to address specific family needs. UDA would also like to develop additional systems to support families who do not speak English.|The school will work to promote the attendance of English Learner family members at ELAC meetings by providing additional communication, translation, and food or remote access for these meetings. Additionally, UDA is collecting resources and seeking out other ways to support displaced and underrepresented families. The school has added a social worker intern program to support underrepresented, vulnerable families. This will ensure there is a social worker available when possible. The school is also working on informal processes to relate to and engage a wider group of representation, including data walks and other informal meetings with families.|Urban Discovery Academy (UDA) provides multiple opportunities to build partnerships with families and guardians to support student outcomes. Some traditional methods of communicating about the classroom and building relationships include Orientations for New Families, Back to School Night, Parent-Teacher conferences, and twice yearly Open House/Exhibition events, in addition to regular award assemblies. These events allow teachers and administrators to share with families the expectations the school has for students to ensure success, the content that their child will learn, information about how families can support their child’s success at home, and celebration of the learning that has occurred throughout the year. Additionally, UDA provides workshops for families focused on specific areas of interest. This year the school hosted a workshop to inform parents of the various academic opportunities available at the high school level, including dual enrollment and other post secondary opportunities.|Next year, UDA will increase the number of family workshops where families gain information and skills to help their child succeed academically and socially. UDA will also utilize home visits as needed for families who have difficulty attending in person events.|Teachers meet with families that cannot attend in-person events via Zoom. Next year, UDA will utilize home visits if needed to connect with families who cannot attend in person. Additionally, UDA will continue to build upon alternative informal opportunities to hear the voices of families who do not typically participate, such as informal data walks scheduled at times when families are already participating in student events.|Urban Discovery Academy (UDA) values family input into decision-making about policies, programs, and events. The School Advisory Council, Parent Volunteer Network (PVN), English Learner Advisory Council (ELAC) meetings provide families an opportunity to participate in decision-making throughout the year. All families are invited to participate in these meetings, as well as the annual family survey. UDA has also hosted Data Walks to provide a less formal opportunity for families to come and collectively look at school data and provide input on strategies for improvement. This less formal structure appealed to many families who do not feel comfortable participating in the advisory council meetings.|The school would like to see a greater and more consistent number of volunteers participating on our ELAC committee. UDA would like to grow and strengthen this committee and will recruit members in person at our Back to School Night and through continued multilingual efforts including direct email/phone invites.|Through the Community Engagement Initiative (CEI) work, UDA plans to host additional Cafecito nights and provide more informal opportunities/spaces to create parent relationships where parents feel comfortable with good food and music. By creating these spaces, families will feel comfortable to be able to share what is important to them. Since many parents attend student celebrations of success, UDA plans to incorporate opportunities for parent feedback during these events. Additionally, UDA plans to create more opportunities for remote engagement for families who cannot attend in-person events.|5|5|5|5|5|4|5|4|5|5|5|5|Met||2026-06-17|2026
37683380136663|America's Finest Charter|3|"America's Finest Charter School (AFCS) is dedicated to fostering strong partnerships with parents as essential collaborators in education. Parents have numerous opportunities to actively engage with the school community. AFCS maintains an ""Open Door"" policy that encourages regular communication between school administrators and families. Parents can provide input and feedback during ELAC and parent meetings, as well as through the annual LCAP survey. Recognizing the linguistic diversity of our community, AFCS serves many students whose parents or guardians speak Spanish, Vietnamese, or Somali. To support these families, we provide comprehensive translation services for all parent communications and events, including on-site interpretation, monthly newsletters in multiple languages, and ParentSquare—an automated messaging system that delivers information in both English and Spanish. Additionally, parents are invited to complete volunteer interest forms and participate in classroom activities as well as support learning through at-home assignments."|Based on our demographic data, we recognize the need to engage more effectively with Asian families and communities to enhance their involvement and representation within our school. To create a more welcoming and inclusive environment for all families, the school will provide ongoing professional development for all staff members focused on cultural responsiveness and family engagement strategies. Additionally, we will offer multiple schoolwide parent conference events throughout the year and host workshops designed to equip parents with tools and strategies to support their children's learning at home.|Our community includes parents who speak Spanish, Russian, French, Haitian Creole, and Vietnamese. To ensure that language is not a barrier to active participation, AFCS provides live translation services for non-English-speaking parents during both one-on-one meetings and schoolwide events.  To further enhance engagement with Asian families, the school will strategically place advertisements in local Asian- language newspapers to showcase our commitment to inclusivity and reach families in their preferred languages.  Additionally, we will actively invite local Asian-owned businesses to participate in school events, creating opportunities for collaboration and connection. These efforts will help foster a vibrant, welcoming environment where all families feel valued and involved.|At America's Finest Charter School, technology enhances family communication through ClassDojo, which teachers use to maintain regular contact with families regarding academic progress and social-emotional support. To further engage families and strengthen school-community relationships, we host a variety of meetings, conferences, and events throughout the year, including Curriculum Night/Open House, Math Night, parent-teacher conferences, and family engagement activities. Additionally, we provide consistent communication through informational flyers and the Director's weekly newletters to keep families informed and connected.|In the upcoming academic year, we will provide workshops and webinars to help families navigate the Parent Portal for statewide testing and better understand the school's grading system.|The school will survey all families to find out their preferred meeting days, times, and methods, and make follow up calls with families we don't hear from to ensure that more underrepresented families are included.|Parent involvement has been central to the decision-making process at America's Finest Charter School since its founding in 2011. The Board of Directors includes representatives from various stakeholder groups—staff, parents, and community leaders—and meets monthly to advance the goals of both the Board and school leadership. America's Finest Charter School actively engages both English-speaking and non-English-speaking families through multiple avenues. Parents have opportunities to participate in governance through the English Learner Advisory Committee (ELAC) and the School Site Council (SSC). Additionally, families are encouraged to attend and participate in school events such as Curriculum Night/Open House, Math Night, the International Music and Culture Festival, and the Arts in the Afternoon Gala.|AFCS is committed to building the capacity of parent leaders to engage in outreach and actively participate in school committees. School leadership will seek additional opportunities to raise the school's profile within the surrounding community and provide ongoing training to support and sustain parent engagement.|The school will survey all families to determine their preferred days, times, and methods for joining advisory groups. We will follow up with families we do not hear from to ensure the inclusion of more underrepresented families.|4|4|4|4|4|4|4|5|4|4|5|3|Met||2026-07-22|2026
37683383730959|Altus Schools Charter School of San Diego|3|The school has made progress in building strong relationships between school staff and families. Key strengths and progress in this area include: •	High-quality teachers: Each student is assigned a high-quality teacher who is responsible for supervising all subjects and providing personalized attention. This close relationship helps teachers adjust assignments to meet student needs and goals and facilitates timely communication with families. •	Parent and family engagement: The school emphasizes the importance of parent and family engagement in student success. Families are encouraged to set high expectations, talk about school daily, monitor schoolwork, establish homework routines, stay aware of testing schedules, and maintain regular contact with teachers. This partnership approach helps create a supportive environment for students. •	Family resources: The school provides resources for families, including financial aid information, standardized testing support, and assistance with college admissions. These resources help families navigate the academic program and support their child’s educational journey. •	Personalized learning environment: The school operates with a low student-to-teacher ratio, allowing for personalized attention and individualized relationships. Teachers are familiar with students’ academic levels and progress, which supports a more tailored learning experience. •	Regular communication: The school maintains regular communication through weekly conferences where families receive updates on student progress, attendance, behavior, and upcoming events. This ongoing engagement helps keep families informed and involved in their child’s education. These efforts collectively enhance the relationship between school staff and families, ensuring that students receive the support they need to succeed both academically and socially. Parents and family members are provided with opportunities to contribute input to their student’s education plan and to the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 99.7% of parents report being able to provide input and feedback to the school through multiple ways. The school values the partnership between school staff and families as the foundation of parent and family engagement. Over 100% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 100% of parents report that the school provides innovative and engaging learning environments.|Engaging educational partners is an ongoing and sustained process focused on designing an educational program that meets student and community needs. The school regularly consults with educational partners throughout the school year to understand the academic, social-emotional, and physical needs of students and families. The school uses multiple methods to conduct meaningful engagement, including school events, trainings, meetings, committees, and surveys. Additionally, the school’s educational model is centered on a strong school-to-home partnership. This partnership allows school staff to consult with students, parents, and family members on a regular basis to discuss individual needs. Information received from educational partners is organized and analyzed to determine whether existing programs and services are effectively meeting the needs of the school community and whether new approaches are needed. The LEA’s focus areas for improvement in building relationships between school staff and families include increasing parental participation in the Family Learning Series to foster a deeper engagement with their children’s education. They aim to encourage parents to support their students in excelling in mathematics by providing resources and strategies to reinforce learning at home. Another focus is to gather more input from parents on specific needs such as language development and mental health, ensuring that the school’s programs are tailored to address these critical areas. These efforts are designed to create a more collaborative and supportive environment for students and their families.|To improve engagement with underrepresented families, the school will address needs in several ways. School materials will be translated, and interpreters will be available for calls and meetings. The school will continue to issue Chromebooks and internet data plans to households in need of home technology. Additional Family Learning Series sessions will be offered to support families in academics, college and career planning, instructional support, and health and safety. ParentSquare will continue to provide communication and engagement opportunities between educational partners and the school.|The LEA’s current strengths and progress in building partnerships for student success include providing a highly personalized academic experience through one-on-one instruction and small group sessions. The school emphasizes rigorous academic standards and regular assessments to ensure students meet or exceed expectations. The school offers various opportunities such as dual enrollment and articulation college courses, career technical education, internships, and leadership roles through programs like the California Cadet Corps. Additionally, the school engages students, parents and community partners in creating Pathways Personalized Education Plans to support individual student goals and needs.  The school establishes formal partnerships with community colleges, community-based organizations and non-profit organizations to provide services and support for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and support to families throughout the school year.|The LEA’s focus areas for improvement in building partnerships for student outcomes include strengthening mathematics resources and instructional support to improve student proficiency. The school also aims to strengthen college and career planning to help students prepare for postsecondary education and career pathways. In addition, the school is focused on improving strategies that support on-time graduation through targeted interventions and personalized support. These efforts are intended to strengthen the overall system of support for student success.  Based upon information collected from students, the school has expanded Early College Credit partnerships to provide a broad and rigorous course of study while preparing students for post-high school pathways. In addition, the school is focused on providing students with additional counseling services to support planning for post-high school pathways. The school will continue to issue Chromebooks and internet data plans to households in need of home technology through the school’s Connect program, managed by the Equity and Inclusion Department to increase opportunities for student success. The school also partners with a local nonprofit tutoring organization to provide additional academic tutoring opportunities for students, particularly in mathematics and ELA.|The school is committed to improving engagement with underrepresented families in partnerships that support student outcomes. This includes expanding community-based partnerships that address the academic, physical, and social-emotional needs of students and help reduce barriers to success in meeting their Personalized Learning Plan goals. To strengthen school-to-home communication and gather input from English Learner households, school materials will be translated and interpreters will be provided when needed. The school will continue to solicit input from educational partners to identify and address student and family needs and reduce barriers to success.|The LEA’s current strengths and progress in seeking input for decision-making include actively involving teachers, principals, administrators, school staff, families, and students through multiple engagement methods. Teachers contribute through the Staff LCAP Engagement Survey, ELAC instructional meetings, and professional learning sessions. Principals and administrators provide input through team huddles, SSC meetings, and strategic planning sessions. Families participate in surveys, Open House, and Senior Night events, while students share their perspectives through surveys, School Site Council meetings, and other school events that provide opportunities for input on school programs. This inclusive approach helps ensure that the LCAP reflects the needs and priorities of educational partners and supports student-centered planning.  The school engages educational partners in its continuous improvement processes and prioritizes building the capacity of staff and families to participate in advisory groups and decision-making. The school provides annual training for SSC members and holds regular meetings to develop, refine, and update the LCAP. The school also provides annual training for English Learner Advisory Committee members and holds regular meetings to develop, refine, and update the English Learner Plan. Families of students in Special Education are engaged through the Community Advisory Committee, which provides training, resources, support, and opportunities for feedback throughout the school year. In 2025-2026, the school received input from over 500 students and families and used the results to inform development of the 2026-2027 LCAP.|The LEA’s focus areas for improvement in seeking input for decision-making include increasing family and student participation in surveys, increasing attendance at the Family Learning Series and College/Career Week, and increasing participation in Open House and other school events. By strengthening these engagement methods, the LEA aims to gather broader feedback from families so their perspectives can be reflected more fully in decision-making. This approach is intended to support a more inclusive and responsive environment that addresses the needs and priorities of students and families.|School staff will continue to provide opportunities for students, parents, and family members to receive school information and resources at events such as Open House and Senior Night. The school has also expanded the Family Learning Series, which provides ongoing training for parents and family members based on identified needs. The Family Learning Series also supports parents and family members in participating in the school planning process, including reviewing schoolwide student engagement, achievement, and college and career readiness data. Instructional staff use ParentSquare for two-way communication with students, parents, and family members regarding the educational program and opportunities for input and engagement. Interactive English Learner Advisory Committee meetings will continue to support parent participation and input into the English Learner Plan, including the annual needs assessment. The school will also continue to provide translated materials and resources for parents and family members of English Learners.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-25|2026
37683383731189|Preuss School UCSD|3|Preuss fosters positive relationships through its Advisory Program, where scholars are assigned to the same advisor grades 6–12, cultivating a long-term family-school bond. The school hosts monthly PTA meetings averaging 150 attendees, and communications (via ParentSquare) are offered in multiple languages. Counselors and administrators engage directly with families at events and through proactive outreach, ensuring scholars and families feel welcome and supported.|While overall engagement is strong, feedback from multilingual and underrepresented families indicates a need for improved cultural responsiveness and more personalized outreach regarding academic support. A more structured intake process to understand family strengths and educational goals is in development.|Preuss will expand translation services and launch a more comprehensive intake form to document family needs and strengths. Partnerships with community organizations will be leveraged to reach linguistically isolated and newly arrived families. Targeted listening sessions are planned for families of English Learners, students with disabilities, and scholars experiencing homelessness.|Preuss provides families with ongoing updates on scholar progress through Aeries access, trimester report cards, and parent-teacher conferences. All seniors participate in college-readiness activities, supported by information 2026-27 Local Performance Indicator Self-Reflection for The Preuss School UC San Diego Page 12 of 19 sessions on FAFSA and scholarship access. A Family Support Specialist provides outreach, and Saturday PTA events regularly include academic workshops.|Despite frequent communications, surveys show that some parents are unclear about their legal rights and available academic supports (especially for Multilingual Learners and IEP families). Staff training in inclusive communication and co-planning with families remains limited.|Preuss will expand family-facing workshops led by the Learning Services and Multilingual Learner teams. New sessions will be offered in parents’ primary languages and aligned with IEP/Multilingual timelines. Staff will receive training in culturally responsive partnership practices as part of Friday PD. Parent academy will be reinstituted.|Preuss maintains active School Site Council (SSC), MLAC (Multilungual Learner Advisory Committee), and PTA structures where parents contribute to LCAP and school improvement planning. Families are regularly invited to give feedback via ParentSquare, and data is disaggregated by subgroup to ensure input reflects our community.|Although structures exist, some families (especially those newer to the school or non-English-speaking) feel unsure of how to participate in decisions. Meeting times and formats can be a barrier, and parent leadership in engagement planning is limited.|The school will schedule hybrid meetings for MLAC/LCAP feedback with interpretation available. Leadership development sessions will be offered to parents who express interest in co-facilitating engagement activities. Parent feedback loops will be embedded into the monthly Preuss Positive newsletter.|4|4|3|4|3|4|4|3|4|3|3|3|Met||2026-06-29|2026
37683383731247|High Tech High|3|"Parent and family engagement is a core practice at HTH. Parents are children's first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way. ""When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices"" (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.  HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research-validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents' responses at a particular school site. The YouthTruth family survey given during the 2025/26 school year indicated continued strong relationships between students and teachers. HTH schools ranked at the 74th national percentile for families believing teachers and students care about each other — a position above three-quarters of schools surveyed nationally, while reflecting a modest decline from the prior year's results that we are actively examining.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades TK-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, interpretation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf"|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2025/26 school year indicated continued growth in family engagement. HTH schools were at the 73rd national percentile for families being engaged in school according to this survey, which represented an 8 percentile point improvement from the prior year.|HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:   HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.   Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.|"HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students.  Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.  Three HTH schools — HTeCV, HTMCV, and HTHCV — are participating in the Community Engagement Initiative (CEI). CEI is part of the California Statewide System of Support. The aim of CEI participants is ""Increasing the ability and capacity to implement effective, equitable and culturally responsive community engagement practices."" CEI participation is a 2-year commitment, and these schools will share their learning and best practices with the other HTH schools.  Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children's education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2025/26 school year reported a continued positive partnership between families and teachers. Specifically, the survey indicated that HTH schools were at the 77th national percentile for families believing that families and teachers care about each other — a result that places HTH above three-quarters of schools nationally on this measure, while reflecting a modest decline from the prior year that we are monitoring as part of our ongoing focus on family partnership."|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2025/26 school year indicated continued growth in family engagement. HTH schools were at the 73rd national percentile for families being engaged in school according to this survey, as compared to the 65th percentile in the 2024/25 school year — a sustained upward trend across multiple administrations of the survey.|"HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.  HTH is participating in the Cohort V of the Community Engagement Initiative, as of the fall of 2024. The goal of the initiative is to, ""Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices."" HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California."|HTH schools solicit parent feedback on HTH's service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, TK-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 2025/26LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 2025/26 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were interpreted into Spanish. Feedback from these meetings informed this year's LCAP.  Additional opportunities for family involvement at HTH schools include: - ELAC and DELAC meetings - Monthly coffee and conversation events with directors - Volunteer opportunities available in classrooms and buildings - Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards - Parent access to student information through the Parent Portal on PowerSchool, to stay up to date with school records on their child  In addition, family and student surveys developed by YouthTruth provide further opportunities for families to give input on the school's strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school-wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.|HTH families completing the YouthTruth family survey during the 2025/26 school year identified specific opportunities for deeper partnership. While families report strong understanding of school-wide goals (88%) and a willingness to recommend HTH to others (80%), the survey identified three lower-scoring areas representing genuine opportunities for growth: family empowerment in their child's school experience (60% positive), how families see themselves represented in the school community (61% positive), and family input into school planning and decision-making (63% positive). HTH will focus on these specific dimensions of family partnership in the year ahead, with particular attention to creating more structured opportunities for family voice in school-level decisions and ensuring that the perspectives of all families — particularly those of underrepresented communities — are reflected in school planning processes.|HTH has supported families to develop ELAC/DLACs across all of our sites. High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a Zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-18|2026
37683383731395|Altus Schools Audeo|3|The school has made significant progress in building strong relationships between school staff and families: key strengths and progress in this area include: •	High-quality Teachers: Each student is assigned a high-quality Teacher who is responsible for supervising all subjects and providing personalized attention. This close relationship ensures teachers can adjust assignments to meet student needs and goals and facilitates timely communication with parents. •	Parental Involvement: The school emphasizes the importance of parental involvement in student success. Parents are encouraged to set high expectations, talk about school daily, monitor schoolwork, establish daily homework routines, stay aware of test schedules, and maintain regular contact with teachers. This partnership approach helps in creating a supportive environment for students. •	Family Resources: The school provides extensive resources for families, including financial aid information, standardized testing support, and help with college admissions. These resources are designed to assist families in navigating the academic landscape and supporting their children’s educational journey. •	Personalized Learning Environment: The school operates with a low student-to-teacher ratio, allowing for personalized attention and the ability to build strong, individualized relationships. Teachers are deeply familiar with their students' academic levels and progress, which fosters a more tailored and supportive learning experience. •	Regular Communication: The school ensures regular communication through weekly conferences where parents receive updates on their child’s progress, attendance, behavior, and upcoming events. This continuous engagement keeps parents informed and involved in their child's education. These efforts collectively enhance the relationship between school staff and families, ensuring that students receive the support they need to succeed both academically and socially.  Parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 99.2% of parents report being able to provide input and feedback to the school through multiple ways. The school values the partnership between school staff and families as the foundation of parent and family engagement. Over 100% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 98.3% of parents report that the school provides innovative and engaging learning environments.|Engaging educational partners is an ongoing and sustained process focused on designing an educational program to meet student and community needs. The school regularly consults with educational partners throughout the school year to understand the academic, social-emotional and physical needs of students and families. The school utilizes multiple methods to conduct meaningful engagement, including school events, trainings, meetings, committees and surveys. Additionally, the school’s educational model is centered on a strong school-to-home partnership. This partnership allows school staff to consult with students, parents and family members on a regular basis to discuss individual needs. All information received from educational partners is organized and analyzed to determine if existing programs and services are effective in meeting the needs of the school community and if new approaches are needed. The LEA’s focus areas for improvement in building relationships between school staff and families include increasing parental participation in the Family Learning Series to foster a deeper engagement with their children’s education. They aim to encourage parents to support their students in excelling in mathematics by providing resources and strategies to reinforce learning at home. Another focus is to gather more input from parents on specific needs such as language development and mental health, ensuring that the school’s programs are tailored to address these critical areas. These efforts are designed to create a more collaborative and supportive environment for students and their families.|To improve engagement with underrepresented families, the school will address needs in several ways. School materials will be translated, and interpreters will be available for calls and meetings. The school will continue to issue Chromebooks and internet data plans to households in need of home technology. Additional Family Learning Series sessions will be offered to support families in academics, college and career planning, instructional support, and health and safety.  ParentSquare will continue to provide communication and engagement opportunities between educational partners and the school.|The LEA’s current strengths and progress in building partnerships for student success include providing a highly personalized academic experience through one-on-one instruction and small group sessions. The school emphasizes rigorous academic standards and regular assessments to ensure students meet or exceed expectations. The school offers various opportunities such as dual enrollment and articulation college courses, career technical education, internships, and leadership roles through programs like the California Cadet Corps. Additionally, the school engages students, parents and community partners in creating Pathways Personalized Education Plans to support individual student goals and needs.  The school establishes formal partnerships with community colleges, community-based organizations and non-profit organizations to provide services and support for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and support to families throughout the school year.|The LEA’s focus areas for improvement in building partnerships for student outcomes include strengthening mathematics resources and instructional support to improve student proficiency. The school also aims to strengthen college and career planning to help students prepare for postsecondary education and career pathways. In addition, the school is focused on improving strategies that support on-time graduation through targeted interventions and personalized support. These efforts are intended to strengthen the overall system of support for student success.  Based upon information collected from students, the school has expanded Early College Credit partnerships to provide a broad and rigorous course of study while preparing students for post-high school pathways. In addition, the school is focused on providing students with additional counseling services to support planning for post-high school pathways. The school will continue to issue Chromebooks and internet data plans to households in need of home technology through the school’s Connect program, managed by the school’s Student Access and Support Department to increase opportunities for student success. The school also partners with a local nonprofit tutoring organization to provide additional academic tutoring opportunities for students, particularly in mathematics and ELA.|The school is committed to improving engagement with underrepresented families in partnerships that support student outcomes. This includes expanding community-based partnerships that address the academic, physical, and social-emotional needs of students and help reduce barriers to success in meeting their Personalized Learning Plan goals. To strengthen school-to-home communication and gather input from English Learner households, school materials will be translated and interpreters will be provided when needed. The school will continue to solicit input from educational partners to identify and address student and family needs and reduce barriers to success.|The LEA’s current strengths and progress in seeking input for decision-making include actively involving teachers, principals, administrators, school staff, families, and students through multiple engagement methods. Teachers contribute through the Staff LCAP Engagement Survey, ELAC instructional meetings, and professional learning sessions. Principals and administrators provide input through team huddles, SSC meetings, and strategic planning sessions. Families participate in surveys, Open House, and Senior Night events, while students share their perspectives through surveys, School Site Council meetings, and other school events that provide opportunities for input on school programs. This inclusive approach helps ensure that the LCAP reflects the needs and priorities of educational partners and supports student-centered planning.  The school engages educational partners in its processes for continuous improvement and prioritizes building the capacity of staff and families to engage in advisory groups and decision making. The school provides training for SSC members annually and holds regular meetings to develop, refine, and update the LCAP. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides training, resources, support, and feedback opportunities throughout the school year. In 2025-2026 the school received input from over 200 students and parents and used the results to inform development of the 2026-2027 LCAP.|The LEA’s focus areas for improvement in seeking input for decision-making include increasing family and student participation in surveys, increasing attendance at the Family Learning Series and College/Career Week, and increasing participation in Open House and other school events. By strengthening these engagement methods, the LEA aims to gather broader feedback from families so their perspectives can be reflected more fully in decision-making. This approach is intended to support a more inclusive and responsive environment that addresses the needs and priorities of students and families.|School staff will provide opportunities for students, parents, and family members to receive school information and resources at Open House and Senior Night Events. The school has also enhanced the Family Learning Series, which is ongoing and sustained training for parents and family members focused on their individual needs. The Family Learning Series is also committed to empowering parents and family members to be part of the school planning process – which includes reviewing schoolwide student engagement, achievement, and college/career readiness data. Instructional staff utilize ParentSquare to engage in two-way communication with students, parents and family members regarding the educational program and opportunities for input and engagement. Interactive English Learner Advisory Committee meetings will continue to support parent participation and input into the English Learner Plan, including the annual needs assessment. The school will also continue to provide translated materials and resources for parents and family members of English Learners.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-25|2026
37683386039457|Darnall Charter|3|The school provides several ways for school staff and families to build relationships and partnerships including but not limited to family/teacher conferences held twice per year, several family engagement events held before and afterschool throughout the year, and partnerships with families through the school's SSC, DELAC, Wellness Committee, and other parent groups. To create sustainability, the school has integrated beginning of the year goal setting meetings into its school calendar, during which student strengths and background are discussed, and goals are set for the school year. Parents and teachers collaborate to create a plan for the child, sharing the responsibilities for its implementation. Families and teachers communicate frequently regarding student progress and areas in need of support through mid year academic meetings to support student growth and accountability for learning.|Based on educational partner input, 86% of families believe that the school encourages them to be an active partner with the school in educating their child, and 65% believe that the school actively seeks the input of parents before making important decisions. Therefore, the LEA will be focusing on establishing two way communication between families and staff in the coming year to ensure that the school is actively seeking feedback and communicating to families how it is incorporating that feedback into its decision making procedures. The school will be continuing its established LCAP goal to address this need and has established five action items to help the school meet this goal, including translation services, family engagement events, a family advisory committee, and communication tools.|According to educational partner feedback, 75% of families attended a class or school event and 80% attended a school meeting, however, only 15% stated that they served on a school committee.  While this data is representative of all families, not just those who are identified as underrepresented, the school is using this data as a springboard for additional improvements.  Therefore, it is the school's goal to improve its relationship building with underrepresented families by integrating a more robust beginning of the year family-teacher meeting procedure, and by better advertising its use of translators and child care services during meeting times so families are encouraged to attend and participate.  Additionally, the school will actively reach out to additional underrepresented family groups for participation in the school's family advisory committee.|The LEA's success in this area results from its family/teacher conference practices, which are now being held at the beginning of the school year, and help families and staff build partnerships with one another to achieve the best outcomes for students. Families are invited to campus as partners in their child's education. The school has made progress in this area and is now sustaining this progress into the next school year through conferences being built into the school calendar at the start of the year and throughout the year. To continue to build the capacity of families to partner with the school to improve student outcomes, the school will be offering family informational events and meetings throughout the next school year so families can receive information and tools on how to help their children succeed at school, and to dialogue about decision making, events, and school programs.|The LEA will continue strengthening staff support and professional learning focused on effective family engagement and partnership. Current efforts to provide targeted training in relationship building and communication will be enhanced through additional coaching and professional development during the coming school year. To further support scholars and strengthen partnerships with families, the school will offer parent engagement events and workshops on topics including homework support, CAASPP preparation, high school transition planning, early literacy, and other strategies to promote scholar success.|According to educational partner input data, 60% of families believe that the school provides parents with advice and resources to support their child’s social and emotional needs. As a result, the school will make this area a priority for this upcoming school year by implementing a structured family engagement series, as part of its goal of creating parent and family education workshops, focused on social emotional learning, including a workshop on positive behavior supports, trauma informed strategies, and at home regulation tools.  In addition, the school will strengthen communication so families receive clear, consistent updates on available supports, referral pathways, academic support information, and school based interventions for scholars.|The school's strengths in seeking input for decision making are in its regularly scheduled SSC, DELAC, and Wellness Committee meetings, during which families are brought into the decision making process at least monthly throughout the school year.  This is progress from the previous year during which meetings were held less frequently.  Now that the school is sustaining more frequent meetings and opportunities to seek decision making input, the school will continue to focus on increasing participation by holding meetings at times that are identified by families as convenient, offering childcare, and by offering translation services.|According to educational partner feedback data, 65% of families believe that the school actively seeks parent input before making important decisions. Therefore, the LEA will focus in the coming year on strengthening two way communication between families and staff to ensure that family feedback is consistently gathered, clearly acknowledged, and visibly reflected in decision making processes. The school will continue its established LCAP goal to address this need and will implement aligned actions, including expanded translation services, increased family engagement events, childcare during meetings, the facilitation of a family advisory committee, and improved communication tools.|The LEA will improve engagement of underrepresented families by expanding intentional outreach to Spanish speaking families (the school's largest language representation other than English) via phone calls and mailers.  Based on educational partner input, the LEA will strengthen systems for two way communication by providing translation services at all engagement events, offering multiple flexible meeting times, and using varied communication platforms such as Class Dojo, email, Aeries, text/dial outs, marquee, phone calls, and flyers, to increase accessibility. The LEA has established a family advisory committee that intentionally includes representation from underrepresented groups, such as English learner families, families of scholars with disabilities, and families experiencing housing instability, and will continue this practice into the new school year. Feedback collected through these structures will be documented, reviewed, and shared back with families to demonstrate how input is used in decision making processes and to build trust and sustained engagement.|5|5|5|4|4|4|5|5|4|4|4|4|Met||2026-06-29|2026
37683386039812|Keiller Leadership Academy|3|Keiller Leadership Academy has continued to strengthen relationships between school staff and families through consistent communication, meaningful engagement opportunities, and a commitment to fostering a welcoming school culture. Educational partner feedback and local data indicate that families feel informed, supported, and connected to the school community.  The school utilizes multiple communication platforms, including ParentSquare, phone calls, emails, and in-person meetings, to ensure families receive timely information regarding student learning, school events, and available resources. Family engagement opportunities such as parent-teacher conferences, family workshops, student performances, school celebrations, and community events have provided families with meaningful opportunities to participate in their children's education and build relationships with school staff.  Keiller Leadership Academy has also made progress in increasing family participation in school activities and decision-making processes through surveys, advisory meetings, and ongoing opportunities for feedback. Staff members work collaboratively to create a welcoming and inclusive environment where families feel valued and respected as partners in student success.  As a result of these efforts, the school has seen continued growth in family engagement and positive relationships between staff and families. These strong partnerships contribute to improved communication, increased trust, and a shared commitment to supporting the academic, social, and emotional success of all students.|Based on educational partner feedback and local data, Keiller Leadership Academy has identified opportunities to further strengthen family engagement by increasing participation among families who have historically been less involved in school activities and decision-making processes. While communication between the school and families remains strong, the school seeks to expand two-way engagement opportunities that allow families to provide meaningful input and actively contribute to school improvement efforts.  The school will continue working to increase attendance at family events, workshops, and advisory meetings by offering a variety of engagement opportunities that accommodate families' schedules and needs. Additionally, Keiller Leadership Academy will focus on improving outreach to multilingual families and ensuring that communication and resources are accessible to all members of the school community.  To strengthen partnerships, the school will continue gathering feedback through surveys, meetings, and informal conversations to better understand family needs and priorities. By increasing opportunities for family voice, enhancing communication practices, and reducing barriers to participation, Keiller Leadership Academy aims to build even stronger relationships between school staff and families in support of student success.|Keiller Leadership Academy will improve engagement of underrepresented families by implementing targeted outreach strategies designed to increase participation, strengthen communication, and ensure all families feel welcomed and valued as partners in their children's education. Based on educational partner feedback and local data, the school has identified the need to increase engagement among families who face barriers related to language, work schedules, transportation, or limited familiarity with school systems.  The school will continue to provide communication through multiple platforms, including ParentSquare, phone calls, text messages, translated materials, and in-person outreach to ensure information is accessible to all families. Family events, workshops, and meetings will be offered at varying times and formats to accommodate diverse schedules and increase participation opportunities.  Keiller Leadership Academy will also seek ongoing feedback from underrepresented families through surveys, focus groups, and individual conversations to better understand their needs and concerns. Staff will use this feedback to inform engagement efforts and improve family participation in school activities and decision-making processes. Through these intentional strategies, the school aims to strengthen trust, increase family involvement, and build meaningful partnerships that support student academic, social, and emotional success.|Keiller Leadership Academy has demonstrated continued growth in building partnerships that support positive student outcomes through strong collaboration among families, staff, community organizations, and educational partners. Feedback from families and local data indicate that the school has established meaningful partnerships that contribute to students’ academic achievement, social-emotional development, and overall well-being.  The school regularly communicates with families regarding student progress, attendance, and academic expectations, creating a shared responsibility for student success. Teachers and staff work collaboratively with families to identify student needs and provide targeted supports, interventions, and enrichment opportunities. Keiller Leadership Academy also leverages community partnerships to provide students with access to additional programs, resources, and learning experiences that enhance educational opportunities both during and beyond the school day.  Through ongoing family engagement activities, academic events, student showcases, and support services, the school has strengthened connections between home and school. These efforts have contributed to improved communication, increased family participation, and a stronger sense of partnership focused on helping all students succeed academically, socially, and emotionally.|Based on educational partner feedback and local data, Keiller Leadership Academy has identified opportunities to strengthen partnerships that directly support student outcomes by increasing family participation in academic initiatives and expanding collaboration with community partners. While the school has established positive relationships with families and stakeholders, there is a need to deepen engagement in ways that further support student achievement, attendance, and social-emotional development.  The school will focus on increasing family understanding of academic expectations, student progress data, and available support services so families can more effectively support learning at home. Keiller Leadership Academy also aims to increase participation in academic workshops, parent education opportunities, and school decision-making processes.  Additionally, the school will continue exploring partnerships with community organizations, local agencies, and educational programs that can provide students and families with expanded resources, enrichment opportunities, and support services. By strengthening collaboration among families, staff, and community partners, Keiller Leadership Academy seeks to create a more comprehensive network of support that promotes positive outcomes for all students.|Keiller Leadership Academy will improve engagement of underrepresented families by implementing intentional outreach and partnership strategies that promote equitable access to information, resources, and opportunities to support student success. Based on educational partner feedback and local data, the school recognizes that some families face barriers to participation due to language differences, work schedules, transportation challenges, or limited familiarity with school systems.  To address these barriers, the school will provide communication and resources in families’ home languages whenever possible and utilize multiple communication methods, including ParentSquare, phone calls, text messages, and in-person outreach. The school will offer family engagement events, academic workshops, and meetings at varied times and formats to increase accessibility and participation.  Keiller Leadership Academy will also seek regular feedback from underrepresented families through surveys, focus groups, and individual conversations to better understand their needs and identify effective strategies for engagement. Staff will work collaboratively with families to provide information about academic expectations, student progress, available interventions, and community resources that support student learning and well-being.  By strengthening communication, reducing barriers to participation, and creating more opportunities for family voice and involvement, Keiller Leadership Academy will build stronger partnerships with underrepresented families and enhance the collective support system that contributes to positive student outcomes.|Keiller Leadership Academy has made steady progress in seeking and utilizing input from educational partners to inform school decision-making processes. Feedback from families, staff, students, and community stakeholders has helped guide schoolwide priorities, program development, and continuous improvement efforts. The school values the perspectives of its educational partners and recognizes the importance of shared decision-making in supporting student success.  The school regularly gathers input through surveys, parent meetings, advisory committees, school events, and informal conversations. Families and staff are provided opportunities to share feedback on school programs, climate, communication, and academic initiatives. This input is reviewed and considered when developing school plans, allocating resources, and identifying areas for improvement.  Keiller Leadership Academy has also strengthened communication regarding school goals and initiatives, helping educational partners better understand how their feedback contributes to decision-making. As a result, the school has continued to build trust, increase stakeholder participation, and foster a culture of collaboration focused on improving outcomes for all students.|Based on educational partner feedback and local data, Keiller Leadership Academy has identified opportunities to increase participation and representation in decision-making processes, particularly among families and stakeholder groups that have historically been underrepresented. While the school provides multiple opportunities for input, participation levels vary, and additional efforts are needed to ensure a broader range of perspectives are included when making decisions that impact students and families.  The school will focus on increasing awareness of opportunities for engagement, improving communication about how stakeholder feedback is used, and reducing barriers that may limit participation. Keiller Leadership Academy also seeks to strengthen two-way communication by creating more opportunities for families, staff, and community members to provide meaningful input on school programs, services, and priorities.  Additionally, the school will continue to refine its processes for collecting, analyzing, and responding to stakeholder feedback to ensure that educational partner voices are reflected in school improvement efforts. By expanding participation and promoting transparency in decision-making, Keiller Leadership Academy aims to strengthen trust, collaboration, and shared ownership of student success.|Keiller Leadership Academy will improve engagement of underrepresented families in decision-making processes by implementing targeted outreach efforts and creating more accessible opportunities for participation. Based on educational partner feedback and local data, the school recognizes that some families may face barriers related to language, work schedules, transportation, or familiarity with school systems that can limit their involvement in providing input on school decisions.  To increase participation, the school will offer multiple methods for families to share feedback, including surveys, ParentSquare communications, focus groups, advisory meetings, and individual conversations. Information regarding school initiatives, meetings, and opportunities for input will be communicated through various platforms and, when possible, provided in families’ home languages to ensure accessibility.  Keiller Leadership Academy will also work to build awareness of how family feedback influences school decisions by sharing outcomes and actions taken as a result of stakeholder input. Meeting times and engagement opportunities will be offered in a variety of formats to accommodate diverse family schedules and needs. Through these efforts, the school aims to create a more inclusive decision-making process that values diverse perspectives and ensures that all families have meaningful opportunities to contribute to school improvement efforts and student success.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-09|2026
37683386040018|Harriet Tubman Village Charter|3|Harriet Tubman Village Charter School (HTVCS) continues to strengthen relationships with families through a growing number of engagement opportunities and structured input processes. The school hosts regular events such as Back to School Night, Family Learning Night, cultural celebrations, student performances, Trimester Award Assemblies, Open House, and Monthly Coffee with the Principal meetings. These events provide meaningful opportunities for families to connect with school staff, celebrate student achievement, and build strong relationships with the school community. Parents also volunteer in classrooms and participate in schoolwide events such as Black History Month, Hispanic Heritage Month and Asian American and Pacific Islander Heritage Month celebrations, helping to foster a strong sense of belonging and community.  In addition, the school provides multiple opportunities for families to participate in school planning and decision-making through the School Site Council, English Learner Advisory Committee (ELAC), Parent Teacher Organization (PTO), School Safety Committee, family surveys and regular board meetings. During the 2025-26 school year, families also participated in the principal selection process following a leadership transition, demonstrating the school’s commitment to educational partner input. Parent meetings were held at the beginning of the school year to help families connect with incoming school leadership and build relationships with the new administration. This year, the school established a Parent Teacher Organization (PTO), creating additional opportunities for family leadership, volunteerism, engagement, and feedback. The school also administered family surveys to gather input on school programs, communication, student supports, and school climate. These efforts continue to strengthen two-way communication and contribute to building strong, trusting relationships between the school and its families.|HTVCS will continue strengthening relationships with families by improving access to information, expanding wraparound supports, and increasing inclusive participation in decision-making, particularly for multilingual households. While strong progress has been made, barriers such as language access, limited translation services and difficulty navigating communication platforms like ClassDojo continue to prevent some families from staying connected or participating fully in school events and processes. The school has seen a growth in students from Haiti which highlights the need for culturally responsive outreach.  To address these needs, the school recently hired a Community Liaison who will help strengthen communication, connect families with school and community resources, support family engagement efforts, and provide more individualized outreach to families. Moving forward, the school will evaluate these barriers and implement more effective strategies to ensure all families, regardless of background, feel welcomed, informed, and empowered to engage in their student’s education and school leadership opportunities.|In 2025–26, with the hiring of a new principal and Community Liaison, the administration team will prioritize meeting with families to better understand and respond to the needs of the school community, especially underrepresented families. The team will continue to develop and sustain partnerships with families, with a focus on multilingual households who often face barriers accessing school events and communication platforms.  To improve access and inclusion, the school will continue to strengthen the role of the ELAC and provide additional opportunities for engagement through ELAC meetings and coffee meetings with parents of English Learners. These opportunities allow families to build relationships with school staff, learn about programs and services available to English Learners and provide input on school initiatives.  The school also continues to pair small, focused gatherings with larger school events to make support services more approachable and accessible. Addressing language access, improving navigation of tools like ClassDojo, and evaluating outreach strategies will be key components of this effort to strengthen engagement and belonging.|HTVCS has made strong progress in building partnerships that support student outcomes. The school programs and practices that support student leadership development and social-emotional well-being, while also creating shared language and tools that connect students, staff, and families. School staff have worked to build relationships with families that reinforce this work and strengthen school-home collaboration. HTVCS also provides consistent opportunities for families to engage in their child’s learning and development. Events such as Back to School Night, Family Learning Night, College and Career Readiness Week, and Read Across America Week help foster family connection to school culture and academic goals. Twice-yearly parent-teacher conferences offer focused time for families to discuss student progress, while classroom volunteer opportunities, PTO and board meetings encourage ongoing partnership. Throughout the school year, there has been increasing collaboration among staff on effective family engagement practices. Structures like the School Site Council and School Safety Committee also give families a voice in shaping school priorities. Continued work to expand these efforts, especially for underrepresented families, will further support strong outcomes for all students|HTVCS will continue to strengthen family partnerships by focusing on improving communication access, fostering inclusive engagement, and deepening collaboration with families to support student success. While family participation and communication have improved, barriers remain for some multilingual families due to limited translation and challenges navigating communication platforms. The school will prioritize enhancing multilingual systems and expanding outreach to ensure all families are informed and connected.  A key focus area will be improving student attendance through stronger family partnerships. The school recently revised its attendance policy and will continue to work closely with families through monthly meetings focused on attendance, engagement and student success. Families will be connected with school and community-based programs and resources designed to address barriers to attendance and support regular school participation.  HTVCS will also continue to strengthen opportunities for family input through school committees, such as PTO, School Site Council, ELAC, and Coffee with Principal meetings. These efforts will help strengthen family engagement in school decision-making while providing families with information, tools, and strategies to support student learning, attendance and overall well-being.|To improve engagement of underrepresented families, particularly multilingual households and families facing access barriers, HTVCS will implement targeted strategies that enhance accessibility, representation, and belonging. While the school has made progress in increasing parent involvement and improving communication systems, gaps remain in ensuring all families are fully engaged and empowered in supporting student outcomes.The school will continue to strengthen outreach through multilingual communication, ELAC meetings, Coffee with Principal and engagement opportunities designed to increase participation/ The school will continue to partner with SDCOE and community organizations to connect families of foster youth and other vulnerable student groups with available resources and supports. In addition, the school’s Social Worker intern will continue providing support to students and families by helping connect them to school and community services,addressing barriers to engagement, and strengthening family-school partnerships.|HTVCS has made significant progress in seeking input for decision-making by actively involving educational partners, especially families, in various structured and informal ways.The school gathers input through School Site Council (SSC), English Language Advisory Committee (ELAC), Parent Teacher Organization (PTO) meetings, School Safety Committee, Coffee with the Principal, Board meetings, family surveys and school events. These opportunities provide families with meaningful ways to share feedback, participate in school planning, and contribute to decision-making.  The school utilizes its annual surveys to gather feedback from families, students, and staff regarding school programs, climate, communication and student supports. As part of the Expanded Learning Opportunities Program (ELOP), families are surveyed annually to identify enrichment interests and opportunities for after school programs, helping ensure student activities and support reflect student needs and educational partner input. Parents have also participated in important school decisions, including providing input during leadership transitions and principal section processes. These efforts have increased opportunities for educational partner input in school improvement and decision-making.|The school will continue to strengthen family engagement in decision-making by increasing participation in the School Site Council and improving coordination of events to reduce barriers for working families. Efforts will include aligning larger school events with smaller meetings, enhancing promotion of informal gatherings to boost attendance, and launching a Parent Teacher Organization to support ongoing dialogue. The school also prioritizes improving outreach and translation services to better engage multilingual families and ensure inclusive, accessible opportunities for all voices to be heard.|HTVCS will continue to strengthen engagement of underrepresented families by increasing access to decision-making opportunities. The school will continue to expand participation through the ELAC, PTO, SSC, Coffee with the Principal meetings, family surveys and other engagement opportunities. Translation and interpretation services, multilingual communication, and flexible meeting formats will be utilized to ensure families can meaningfully participate and provide input. The school will also use targeted outreach efforts through the Community Liaison, Social Worker Intern and school staff to connect with and engage families in the decision-making process. Family surveys will be used to ensure educational partner feedback informs school programs, services, and improvement efforts|4|4|3|4|3|3|4|3|4|3|4|3|Met||2026-06-24|2026
37683386040190|King-Chavez Community Academy|3|A key finding from educational partner surveys was that 80% of parents feel the school has adults who really care about students.  97% of school staff agree that adults who work at this school really care about every student.  These high positivity rates for parent and staff responses have been consistent year over year.  The school continues to make progress in leveraging the increased availability and usage of technology to promote 2-way communication between home and school.  We have also expanded our evening parent offerings to accommodate working families.|"The Healthy Kids Student Survey indicates that 82% of Elementary and 57% of middle school students report high degrees of caring adults at school. This is a focus area due to this indicator’s connection with our mission statement: “We seek excellence in Academics, the Arts, and Athletics from the Foundation of Love.""  The school has offered daily mindfulness practices, after-school programming, and class meetings (i.e., Restorative Circles) to promote this connection.  Staff were trained in trauma-informed practices to connect with all students, especially those undergoing challenges in and out of school."|We build relationships and promote home/school communication across a variety of media: the King-Chavez website, social media, learning platform,  phone calls, conferences, Coffee with the Directors meetings, and paper notices to engage families and keep them informed about upcoming school events and opportunities for participation. Face-to-face interactions help staff to learn about each family’s strengths, challenges, and goals/expectations for their children.  Since the pandemic restrictions have eased, the school has resumed in-person parent meetings and home visits to underrepresented families. We also provide various parent training opportunities and referrals for services based on the needs of students and their families.|KCCA prides itself on serving our families. Surveys show 91% of parents feel staff go out of their way to help students, and 70% of parents agree the school provides parents with advice and resources to support their child’s social and emotional needs.  75% of parents agree that the school encourages parents to be active partners.  KCPA will continue to build partnerships with families by hosting regular events where parents and teachers can discuss academic progress and ways to collaborate. These include parent conferences, Student Success Team meetings, and teacher professional learning community meetings.|A focus area for improvement is to work with community organizations to offer additional academic programming and enrichment opportunities. We have identified high-value community partnerships and resources that meet the needs of our families through the California Community Schools Partnership Program (CCSPP) planning grant.  We are moving towards implementation by formalizing and expanding relationships with community partners.|Staff will reach out to underrepresented families to highlight on-campus partnership opportunities, ways to support student learning, and available resources in the community.  We are also refining communication procedures between classroom teachers and intervention staff in support of student outcomes.  This includes new assessment resources, efficient scheduling, use of data and technology, and regular opportunities for collaboration.  The school will continue to work with external organizations, including other King-Chavez Academies and the County Office of Education, to provide additional staff development to improve the school’s capacity to partner with families.|100% of parents feel the school is welcoming to parent participation. Educational partners have multiple opportunities to provide input on policies and programs.  These include a team-based organizational structure: teams include partner teachers, grade levels, lead teachers, support staff, enrichment and RTI teachers, assessments, and instructional leadership. The school also supports advisory groups composed of families, administrators, and teachers in developing the school plan and programs.|A focus area for improvement is to provide additional and relevant training for members of advisory groups so they can participate more effectively in decision-making.|KCCA makes efforts to reach and seek input from all parents, and especially underrepresented families.  Information is disseminated through electronic and written means and translated whenever possible. The LEA will improve engagement by discussing opportunities to provide input and collaborate on family initiatives during regular meetings with parent groups.|4|4|4|4|4|4|4|4|3|3|4|4|Met||2026-06-03|2026
37683386061964|The O'Farrell Charter|3|Survey data shows students perceive high levels of parent involvement across all grade bands, affirming the effectiveness of these efforts. OCR also hosts parent meetings, education nights, and advisory committees (PTO, DELAC, SSC), ensuring access through translated materials and parent-friendly summaries. These efforts reflect a consistent commitment to family engagement, accessibility, and trust-building.|Based on the analysis of educational partner input and survey data, OCR’s identified focus area for improvement in Building Relationships Between School Staff and Families is strengthening two-way communication. While families reported feeling involved and informed—reflected in consistently strong student survey ratings of parent engagement across grade bands—OCR recognized the need to create more opportunities for genuine dialogue. In response, family advisory committees were launched with intentional representation from all student groups. These committees met regularly to discuss school programs, share feedback, and shape improvement plans. This approach has shown early success, and OCR will continue expanding these structures to ensure that family voices directly inform planning, foster deeper trust, and strengthen relational engagement.|Based on the analysis of educational partner input and student survey data, OCR will improve engagement of underrepresented families by continuing and expanding its family advisory committees, which were designed to ensure representation from all student groups. While survey data indicates students generally feel supported by parent involvement, OCR recognizes the need to deepen engagement for families who may not consistently participate. To address this, the LEA has allocated LCAP funds to sustain these advisory groups and provide targeted professional development focused on culturally responsive communication. These efforts aim to create more inclusive, trusting spaces where all families—especially those historically underrepresented—feel empowered to engage in meaningful dialogue with school staff.|While the LEA has prioritized professional learning for teacher leaders and administrators to improve family engagement, it recognizes this as a continued area for growth. Ongoing coaching and knowledge-sharing across teams will further strengthen OCR’s capacity to partner with families, particularly in supporting diverse learning needs and ensuring inclusive participation in student planning.|Based on the analysis of educational partner input and survey data, OCR’s focus area for improvement in Building Partnerships for Student Outcomes is strengthening staff capacity to engage families more deeply in student planning and academic success. While student survey results indicate generally positive perceptions of parent involvement, the LEA recognizes the need to increase the impact of these partnerships, particularly in fostering advocacy and shared planning. To address this, OCR will enhance professional development for staff, emphasizing strategies to build stronger, more collaborative relationships with families. The goal is to move beyond communication to active co-planning, ensuring families—especially those less traditionally engaged—are empowered to contribute meaningfully to their child’s educational journey.|Based on the analysis of educational partner input and survey data, OCR will improve engagement of underrepresented families in Building Partnerships for Student Outcomes by continuing to strengthen its family advisory committees. While survey results show students generally perceive parent involvement positively, the LEA recognizes that some families remain less engaged in deeper academic planning. To address this, OCR will maintain and expand communication protocols within advisory committees to ensure all voices are represented. Strategies include offering translation services, conducting targeted focus groups, and hosting regular workshops and meetings that foster trust and inclusion. These efforts aim to create a safe, welcoming environment where underrepresented families feel equipped and empowered to collaborate in supporting student success.|"Principals and staff receive full support from the LEA to hold meetings and establish structures that enhance communication between families and the school, resulting in collaborative decision-making. The LEA regularly engages families and staff through family advisory committees, utilizing survey data to assess the effectiveness of programs throughout the year. Programs and recommendations for policy revisions are discussed at family and staff meetings, shared with all educational partners, and provided to school leadership teams.  The LEA educates its parent groups (DELAC, SSC, PTO, LCAP Advisory) on budgetary and programmatic initiatives at the school. Input is sought from parents throughout the school year, and LCAP documents are presented in small, easily understandable segments, with summaries provided in ""parent-friendly language.""  All parental correspondence from the LEA is available in English and Spanish, and translation services are provided at all parent meetings. To engage parents of ELL students, ELL assistants and the ELL coordinator personally invite families to attend DELAC, SSC, and LCAP advisory meetings. Additionally, dial-outs and text messages are sent to all families prior to meetings and events.  The LEA offers opportunities for developing and planning family engagement activities at parent meetings and advisory committee meetings, which occur monthly (DELAC meetings are held every other month). At the start of the academic year, the LEA conducts a needs assessment with families to identify areas of need and develop family engagement activities for the school year. Teachers, principals, and families openly discuss these activities at educational partner meetings."|The LEA maintained it focus area of creating family advisory committees to enhance two way communication with families and hopes to continue this valuable work in the upcoming school year as well.  To build on this focus area, the school will also work toward providing professional learning for families participating in these groups, so that they are fully equipped to become partners in the planning process with school personnel.|Members of the advisory committee are encouraged to reflect and collaborate with school staff, participating actively in decision-making processes. The LEA intends to enhance professional learning for members of its family advisory committees to foster effective practices within the group and to strengthen their influence and effectiveness.|5|5|5|5|4|5|5|5|5|5|5|5|Met||2026-06-03|2026
37683386113211|McGill School of Success|3|"To build a sustainable bridge between families and the school, McGill School is dedicated to connecting parents with in-school and community resources, supporting the English Learner Advisory Committee (ELAC), and facilitating meaningful parent-teacher conferences. The school consistently communicates vital updates through a multi-channel approach, including flyers, emails, the website, social media, text messages, A-frame signs, a parent bulletin board, a dedicated Parent Kiosk Computer, and direct word of mouth. To ensure comprehensive access and engagement, McGill offers translation support for conferences and hosts the ""Sunrise to Sunset"" before- and after-school program, providing a safe, enriching environment for students. Parents are actively encouraged to take on leadership roles via school-based committees and the school Board, and to participate in community events such as student performances, awards assemblies, ""Coffee with the Principal,"" orientations, and promotion ceremonies. Maintaining an open-door policy, McGill's administration and office staff remain readily available to address parent questions, discuss the parent/student handbook, and foster a welcoming collaborative environment."|McGill will implement ongoing surveys/questionnaires, give them the opportunity to attend committee meetings, continue to be a part of family activities during the ELOP summer camps, to give them the opportunity to give us feedback about what the school can do to improve communication with them. McGill will continue to create ongoing opportunities for parent/teacher conferences, access to math nights, open houses, continue to ensure that staff is sending out daily, weekly, monthly correspondence to the families via email, flyers, report cards, progress reports, voice mails, etc. The opportunity to create a PTO is still a goal for McGill to give parents the opportunity to help fundraise and to take part in their student’s academic growth.|McGill will continue to ensure that we have a bridge/parent liaison on staff to help with ensuring that our parents have access to in school resources and community resources as well. Foster youth, and unhoused students will continue to have access to services that our provided through the San Diego County of Ed such as bus tickets, meal information, etc. McGill will continue to inform parents of engagement opportunities through flyers, email, website, social media, and word of mouth. McGill will also commit to provide access to before and after school program so that they can have a safe and adequate place to bring their children for enrichment opportunities.|McGill’s current strengths include developing a family engagement committee to address, welcome and sustain underrepresented families. Our office staff works directly with the families to ensure that they have access to medical care, clothing, and or any other service necessary to assist with the well being of the student. Our advancement in technology has helped improve our communication with the families drastically. It has helped us send out electronic messengers, update the website, send out monthly newsletters and updated calendar of events, provide staff/parent conferences, coffee with the principal, workshops for parents, school wide performances, special events e.g., coffee with the principal, field trips, open house, family days through our Sunriseto Sunset program, muffins with mom and donuts with dad.|McGill has been committed to continuing to build partnerships with our parents by informing them about the implications of ongoing assessments, their meaning and future implications of the results. We provide progress reports and semester report cards to inform parents of their student’s progress and invite them to parent/teacher conferences to discuss any concerns or questions that the parents may have about their student’s progress. Our parents are also invited to attend McGill’s monthly academic awards assembly where students are acknowledged for their great academic work, music acuity, and physical education participation. We added a new component to our awards to tie our Character Award to one of the pioneer founders of McGill School of Success. We also give parents and students the opportunity to conference with the teachers and a big part of our conferences present how they are currrently doing what their goals are to improve.|McGill families are highly motivated to support the school’s financial sustainability, ensuring the continued delivery of programs that deeply impact their children's lives. In response, McGill remains committed to providing pathways for parental leadership through positions on the school Board and other campus governing committees. Furthermore, the school is nearing the official launch of a Parent Teacher Organization (PTO). This initiative will allow families to engage with the broader school vision, developing programs that positively influence both the academic achievement and social-emotional growth of their students.|McGill’s parent leadership continues to expand, with the English Learner Advisory Committee (ELAC) growing in overall membership and currently maintaining five dedicated officers. Additionally, the School Site Council (SSC) includes three parents who actively serve as co-chairs and voting members. Moving forward, the school's goal is to continue increasing family representation accross all campus leadership capacities.|To foster greater collaboration, McGill is committed to enhancing family involvement in the school’s decision-making process by providing timely, accessible information about leadership opportunities. The school will clearly communicate the nomination timeline and procedures for parent representatives through both the school website and printed materials. While word-of-mouth recommendations remain a valuable asset, expanding digital access ensures that parents can seamlessly participate in providing input, casting nominations, and guiding school governance.|McGill is open to holding town hall meetings to give parents the training and awareness of what it takes to become a part of the decision-making process.|5|5|5|5|4|5|5|5|5|5|4|5|Met||2026-06-05|2026
37683386115570|Museum|3|As a small charter, Museum School has thrived through parent engagement and collaboration. Communication from the school to the community has increased in a variety of manners aiming to keep parents informed of activities, decision-making opportunities, and ways to support their child in school and at home. Parents play a key role in the school's activities through volunteering as well as school fundraising thanks to the non-profit Friends of Museum School (FOMS). The staff knows students on a first-name basis, creating a familial atmosphere for children and stakeholders. Teachers and administrators engage students and parents in pick-up and drop-off hours to maintain friendly connections and regularly participate in community events. The school encourages and supports volunteers by subsidizing LiveScan costs for parents and the utilization of volunteer coordinators, or Room Parents to facilitate opportunities to work with students in the classroom or chaperone the many field trips throughout the year. The school has developed a wellness and family engagement position. The Museum School also has a Special Education Parent Advisory Committee (SEPAC) to engage families with exceptional children. Parent surveys were also sent to gather data regarding parent opinions and suggestions regarding the school's programming, safety, and culture, updated student information, and LCAP goals.|Three years of administrative changes had created a challenge in maintaining the Museum School culture of open and trusting relationships. Greater communication was needed to rebuild confidence and trust with the administration. S'mores newsletter was utilizied for weekly communication with parents. For the 2025-26 school year, videos were also used to streamline important information. This has resulted in greater parent satisfaction with communication. There was also a need to reestablish and increase activities that engage parents on campus to rebuild the solid relationship that has exemplified Museum School. As such, the school held a variety of community events to invite families to participate including a Move-a-Thon, Inclusion Activities, a 25th Anniversary Block Party, an Art Auction, Department Presentations, Drama Performances, Poetry Readings, and field trips. Parents were also involved in the interview and hiring process for some key positions at the school, including Special Education staff and the ongoing search for an Executive Director.|Museum School recognizes the importance of engaging underrepresented families. Having Spanish-speaking staff in the office has been of great assistance in supporting our Spanish speaking families. The school also utilizes the translation tools available in S'mores, and can deliver messages in multiple languages to families. The school has a homeless and foster child liaison to engage with families who may need services and support. We currently do not have Foster Students, and our Title I demographic is low. To increase economic diversity, the Museum School is publicizing enrollment in communities with a high number of underrepresented families in our region to increase the number of families we serve.|The Museum School has a long history of building positive partnerships with parents and community members. The Museum School has an over 20-year partnership with the Center for World Music to support its music programs. Likewise, the Museum School has been a part of the El Dorado SELPA for over 10 years and utilizes the staff, training, and support systems to strengthen teacher training and provide direct and indirect support to families. The School's Special Education Parent Advisory Committee collaborated with teachers to develop a variety of schoolwide inclusion activities. The Friends of the Museum School parent group organized a variety of activities as referenced above, and also organized volunteers to support classrooms and field trips. The School also has several younger teachers who are in the second year of clearing their credentials through the induction program at High Tech High.|The school community is interested in strengthening its partnerships within the museums and institutions of Balboa Park with a focus of art and science. The school will also continue to develop and strengthen the partnerships mentioned above.|During the 25-26 school year, Museum School will continue to utilize the Multi-tiered System of Support certification that supports staff in building positive supports and engagement of all parties to improve student outcomes. The school will maintain its Homeless and Family Liaison to engage fmailes who need further support.|The Museum School has incorporated various opportunities to capture input on school-wide decisions. As mentioned previously, there are monthly opportunities to provide input on school decisions during the Board of Directors meeting, staff meetings, staff and family surveys, etc. Parents also have the opportunity to contact the Director and meet about their concerns/recommendations.|There has been a noted improvement in communication and during the 2025-2026 school year as well as parent and staff involvement in decision-making. Nevertheless, an area of improvement will be addressed through seeking input earlier and more frequently from stakeholders via multiple surveys including a fall and spring set of surveys.|To improve engagement of underrepresented families, Museum School will utilize S'mores to seek family input in communication in their native language, initiate a site-run ELAC in the event of more than 21 students in the EL program, and build the capacity of family representatives via parent training opportunities.|4|5|4|3|3|4|4|4|4|3|3|3|Met||2026-06-16|2026
37683386117279|Holly Drive Leadership Academy|3|Holly Drive Leadership Academy views parents as partners in the education process.  We are a small school and strive to create a welcoming environment where parents can actively participate in the school, help celebrate our cultural diversity, and be part of the decision-making process.  More specifically, parents are involved in their student’s learning by volunteering in student classrooms, acting as a resource for projects, joining field trips, presenting during career day, and attending SSTs when applicable.  We communicate with parents specifically about their student’s progress with monthly, sometimes weekly, updates, parent conferences, and report cards/progress reports throughout the year.  We celebrate the cultures of our mostly African American and Latino students through our educational program and invite parents to participate in our culminating cultural celebration.  In addition, we also bring parents together for fun family events (e.g., trunk a treat, winter wonderland, and boxcar movie nights).  We had three fun family engagement activities in 25-26.  We ask for parent feedback and receive that informally as well as formally through our parent-teacher organization and school committees.  We are proud to say 93% of our families gave HDLA an A or a B on our spring 25-26 LCAP survey.  89% of parents agreed or strongly agreed that the school keeps parents informed of pupil progress and school activities.|Based on our parent feedback at the events and in our annual parent and community survey, parents are big fans of the school's three family fun nights (e.g. trunk a treat, winter wonderland, cultural celebrations, and boxcar movie nights).  We have included the metric of having at least 3 yearly family fun nights in our LCAP.|Almost all of Holly Drive's students are non-white and qualify for free or reduced-price lunch.  As a result, our engagement efforts are the same for everyone.  We celebrate the cultures of our mostly African American and Latino students through our educational program and invite parents to participate in our culminating black history and Hispanic heritage events.  In addition, we also bring parents together for fun family events (e.g., trunk a treat, winter wonderland, boxcar movie, and family game nights).|Parents are involved in their student’s learning by volunteering in student classrooms, acting as a resource for projects, joining field trips, presenting during career day, and attending SSTs when applicable.  We communicate with parents specifically about their student’s progress with monthly, sometimes weekly, updates, parent conferences, and report cards/progress reports throughout the year.    Holly Drive Leadership Academy focused on improving its ELA performance in the last 2 school years.  We implemented Curriculum Associates Magnetic Reading curriculum in 24-25 and worked to make sure parents understood our new curriculum.   89% of parents agreed or strongly agreed that Holly Drive keeps parents informed of pupil progress and school activities.|Holly Drive will continue to educate parents about its relatively new Magnetic Reading ELA program to ensure they understand not only what their students are doing in language arts, but also why they are doing it.  We are sharing information with parents both about the science of reading and the new curriculum.|All of Holly Drive's students are non-white and qualify for free or reduced-price lunch.  As a result, our engagement efforts are the same for everyone.|Given its small size, Holly Drive does an excellent job engaging its teachers in decision-making.  In 22-23 the school created a teacher-driven CSI improvement plan where they set the priorities, and the strategies were primarily based on their input.  Teachers have helped monitor the implementation of the plan and continue to provide feedback on the school's improvement strategies.|Parents are very active in the school and their children's education at Holly Drive.  The school has several teachers who are also parents of students who attend the school.  With the exception of parent LCAP meetings, the school has found it challenging to get non-teachers to participate regularly in the school's decision-making bodies.  The school will do a better job in 26-27 of providing advanced notice and proactively communicating when key decision-making bodies are meeting.|"Almost all of Holly Drive's students are non-white and qualify for free or reduced-price lunch.  As a result, our engagement efforts are focused on improving the engagement of ""underrepresented families""."|4|5|4|4|4|4|4|2|3|3|3|3|Met||2026-06-23|2026
37683386117683|High Tech Elementary Explorer|3|"Parent and family engagement is a core practice at HTH. Parents are children's first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way. ""When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices"" (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.  HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research-validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents' responses at a particular school site. The YouthTruth family survey given during the 2025/26 school year indicated continued strong relationships between students and teachers. HTH schools ranked at the 74th national percentile for families believing teachers and students care about each other — a position above three-quarters of schools surveyed nationally, while reflecting a modest decline from the prior year's results that we are actively examining.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades TK-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, interpretation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf"|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2025/26 school year indicated continued growth in family engagement. HTH schools were at the 73rd national percentile for families being engaged in school according to this survey, which represented an 8 percentile point improvement from the prior year.|HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:   HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.   Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.|"HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students.  Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.  Three HTH schools — HTeCV, HTMCV, and HTHCV — are participating in the Community Engagement Initiative (CEI). CEI is part of the California Statewide System of Support. The aim of CEI participants is ""Increasing the ability and capacity to implement effective, equitable and culturally responsive community engagement practices."" CEI participation is a 2-year commitment, and these schools will share their learning and best practices with the other HTH schools.  Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children's education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2025/26 school year reported a continued positive partnership between families and teachers. Specifically, the survey indicated that HTH schools were at the 77th national percentile for families believing that families and teachers care about each other — a result that places HTH above three-quarters of schools nationally on this measure, while reflecting a modest decline from the prior year that we are monitoring as part of our ongoing focus on family partnership."|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2025/26 school year indicated continued growth in family engagement. HTH schools were at the 73rd national percentile for families being engaged in school according to this survey, as compared to the 65th percentile in the 2024/25 school year — a sustained upward trend across multiple administrations of the survey.|"HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.  HTH is participating in the Cohort V of the Community Engagement Initiative, as of the fall of 2024. The goal of the initiative is to, ""Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices."" HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California."|HTH schools solicit parent feedback on HTH's service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, TK-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 2025/26LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 2025/26 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were interpreted into Spanish. Feedback from these meetings informed this year's LCAP.  Additional opportunities for family involvement at HTH schools include: - ELAC and DELAC meetings - Monthly coffee and conversation events with directors - Volunteer opportunities available in classrooms and buildings - Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards - Parent access to student information through the Parent Portal on PowerSchool, to stay up to date with school records on their child  In addition, family and student surveys developed by YouthTruth provide further opportunities for families to give input on the school's strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school-wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.|HTH families completing the YouthTruth family survey during the 2025/26 school year identified specific opportunities for deeper partnership. While families report strong understanding of school-wide goals (88%) and a willingness to recommend HTH to others (80%), the survey identified three lower-scoring areas representing genuine opportunities for growth: family empowerment in their child's school experience (60% positive), how families see themselves represented in the school community (61% positive), and family input into school planning and decision-making (63% positive). HTH will focus on these specific dimensions of family partnership in the year ahead, with particular attention to creating more structured opportunities for family voice in school-level decisions and ensuring that the perspectives of all families — particularly those of underrepresented communities — are reflected in school planning processes.|HTH has supported families to develop ELAC/DLACs across all of our sites. High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a Zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-18|2026
37683386119168|San Diego Cooperative Charter|3|San Diego Cooperative Charter school is dedicated to fostering strong partnerships with parents and building meaningful relationships between school staff and families. We believe that collaboration and open communication are essential components for creating a thriving educational environment.  We recognize that parents play a crucial role in their child's education, and we actively seek their involvement and input. Through regular meetings, workshops, and parent-teacher conferences, we provide opportunities for parents to actively engage in their child's learning journey. We value their perspectives and insights, as they have a unique understanding of their child's strengths, needs, and interests.  At San Diego Cooperative Charter, we strive to create a welcoming and inclusive atmosphere where all families feel valued and respected. We understand that each family is unique, with its own cultural, linguistic, and socio-economic background. We celebrate this diversity and work to ensure that all families feel represented and included.  Our dedicated staff members actively build relationships with families, taking the time to listen, understand, and address their concerns. We believe that open lines of communication between teachers, administrators, and families are vital for fostering trust and cooperation. We encourage feedback and welcome suggestions from parents, recognizing that their insights are invaluable for continuous improvement.  Through regular parent-teacher collaborations, we aim to create a strong support system for our students. By involving families in their child's education, we enhance the learning experience both inside and outside the classroom. We provide resources and tools to help parents actively participate in their child's learning, offering guidance on how to reinforce lessons at home and engage in meaningful educational activities.  San Diego Cooperative Charter school believes that when parents and school staff work together as partners, the students benefit greatly. We are committed to nurturing these partnerships and building lasting relationships that contribute to the success and well-being of every child in our school community. Together, we can create an enriching educational experience and empower our students to reach their full potential.|At San Diego Cooperative Charter School, we deeply value and encourage parent involvement through volunteering. As a cooperative school, family engagement is a foundational part of who we are. We believe that strong partnerships with families support student success, build community, and create a sense of belonging for all.  We offer a wide range of volunteer opportunities to match diverse schedules, interests, and talents—from classroom support to event planning, garden work, and fundraising. We strive to make involvement accessible and meaningful, recognizing that families contribute in many different ways.  Volunteering allows parents and caregivers to be active participants in their child’s educational journey and helps build strong relationships with teachers and staff. More than completing tasks, it models community, service, and shared responsibility. When students see their families engaged, they experience the value of collaboration and collective care.  As part of our work with the Community Engagement Initiative (CEI), we have taken a deeper look at how we engage families. While we have a strong culture of involvement, we recognize that engagement has not always been fully two-way or inclusive of all voices. In response, we are intentionally working to gather “street data” and elevate family perspectives, especially those that have not always been fully represented. Our goal is to ensure that family voice meaningfully informs decision-making.  Additionally, we have engaged in a deep reflection on our mission and vision to ensure alignment between our values and our daily practices. This ongoing work helps ensure that what we believe is consistently reflected in our classrooms and community.  To support involvement, we offer workshops, family education opportunities, and flexible ways to participate, including remote options when possible. We are committed to reducing barriers so all families can engage in ways that feel meaningful.  At SDCCS, parent volunteers are essential. Their partnership helps create a connected, collaborative community rooted in a shared commitment to every student’s growth and success.|San Diego Cooperative Charter School is committed to enhancing the engagement of underrepresented families identified during our self-reflection process. Through our work with the Community Engagement Initiative (CEI), we have taken a deeper look at our goal of building strong relationships with families and recognized that, while we value connection, our systems have not always resulted in authentic two-way communication or inclusive engagement. This realization is guiding our next steps.  We are intentionally working to elevate family voice by gathering “street data” and listening more closely to the lived experiences of our families, particularly those who have been historically underrepresented. Our goal is to ensure that family perspectives are not only heard but also actively inform decision-making and shape our programs and practices.  To support this, we actively reach out and invite participation from underrepresented families, recognizing that barriers to engagement may exist. We strive to create a welcoming and inclusive environment by extending personal invitations, providing clear and accessible information, and demonstrating genuine interest in family perspectives. These efforts are designed to build trust and strengthen relationships over time.  We also prioritize multilingual communication to ensure access for all families. By employing staff who speak the languages represented in our community, providing translation of key documents, and offering interpretation at meetings and events, we work to remove language as a barrier to engagement and foster meaningful participation.  In addition, we celebrate the involvement and contributions of underrepresented families by creating opportunities to share their cultures, experiences, and perspectives. Through community events and inclusive practices, we aim to build a sense of belonging and ensure that all families feel valued within our school.  Alongside this work, we have engaged in a deep reflection on our mission and vision to ensure alignment between our stated values and our daily practices. This ongoing process helps ensure that our commitment to relationships, equity, and community is evident in our “boots on the ground” work.  We continuously evaluate and refine our efforts through surveys, conversations, and feedback loops with families. This allows us to remain responsive and intentional in improving our engagement practices.  At San Diego Cooperative Charter School, we believe that every family’s voice matters. Through intentional outreach, authentic listening, and a commitment to continuous improvement, we are building stronger, more inclusive partnerships that support the success of all students.|San Diego Cooperative Charter School demonstrates a strong commitment and progress in Building Partnerships for Student Outcomes through its deeply rooted culture of collaboration and community engagement. As a cooperative school, family partnership is a foundational strength, with parents actively participating in classrooms, schoolwide events, and decision-making processes that directly support student learning and well-being.  Based on analysis of educational partner input and local data, SDCCS has identified relationship-building as a core strength. Families report feeling connected to the school community, and staff consistently prioritize communication, accessibility, and responsiveness. These partnerships enable the school to leverage diverse perspectives and resources to better meet students' academic and social-emotional needs.  Through its work with the Community Engagement Initiative (CEI), SDCCS has deepened this strength by engaging in reflective practices around family engagement. This process led to the recognition that, while involvement is strong, engagement has not always been fully two-way or inclusive of all voices. In response, the school has made meaningful progress by intentionally elevating family voice through the collection of “street data,” including direct conversations, surveys, and feedback from underrepresented groups. This information is increasingly used to inform school decisions, strengthen trust, and improve student outcomes.  Additional strengths include a commitment to multilingual communication, ensuring access for families from diverse linguistic backgrounds, and creating inclusive opportunities that reduce barriers to participation. The school also regularly reflects on its mission and vision to ensure alignment between its values and daily practices, strengthening coherence between community engagement and instructional approaches.  As a result of these efforts, SDCCS continues to build stronger, more authentic partnerships that support student outcomes. The school’s ability to reflect, adapt, and center family voice demonstrates meaningful progress toward more equitable and impactful engagement practices that benefit all students.|San Diego Cooperative Charter School is dedicated to continuously enhancing student outcomes through a focused effort on building partnerships with our parent community. To achieve this, we recognize the need to prioritize and improve our approach to educating parents about the crucial impact of school volunteerism on student development. By strengthening our communication channels, organizing informative workshops, and fostering a culture of active involvement, we aim to empower parents with the knowledge and understanding of how their engagement can positively influence their child's educational journey. Through this collaborative effort, we strive to cultivate a supportive environment that maximizes student potential and fosters a sense of community within our schools.  At San Diego Cooperative Charter Schools, we are committed to removing barriers to parental involvement.  This is an area of continuous focus and growth. We understand that balancing work, personal commitments, and volunteering can be challenging. Therefore, we offer flexible scheduling options, remote volunteering opportunities, and diverse roles that accommodate the unique circumstances of our parents.|The San Diego Cooperative Charter School is committed to improving the engagement of underrepresented families through various strategies identified during the self-reflection process. Here's how the school plans to enhance engagement and build partnerships for student outcomes:  Direct Communication: The school will implement a proactive approach to communicate with all parents, including underrepresented families. This may involve regular newsletters, emails, phone calls, and text messages to keep parents informed about school activities, events, and important updates. Clear and consistent communication will ensure that parents feel connected and involved in their child's education.  Inclusive Invitations: The school will make a deliberate effort to invite all parents, including underrepresented families, to participate in school activities, parent-teacher conferences, workshops, and events. By extending inclusive invitations, the school aims to create a welcoming and inclusive environment that encourages active involvement from all parents.  Strengthening Teacher-Parent Relationships: The school recognizes the importance of strong teacher-parent relationships in fostering engagement. Teachers will be encouraged to establish open lines of communication with parents, providing opportunities for regular dialogue and feedback. This may include scheduled parent-teacher meetings, conferences, or even informal check-ins to address any concerns or questions.  Valuing Parent Contributions: The school will actively acknowledge and appreciate the contributions of parents, ensuring that they feel valued and respected. This can be done through recognizing parent volunteers, involving them in decision-making processes, and seeking their input on school policies or initiatives. By valuing and respecting parents' perspectives, the school aims to build a sense of ownership and shared responsibility for student success.  Culturally Responsive Practices: The school will strive to adopt culturally responsive practices that recognize and honor the diverse backgrounds and experiences of underrepresented families. This may include incorporating culturally relevant curriculum, celebrating diverse holidays and traditions, and providing language support or interpreters when necessary. Such practices help create an inclusive learning environment where families feel recognized and appreciated.  By implementing these strategies, the San Diego Cooperative Charter School aims to improve engagement and build strong partnerships with underrepresented families. Through direct communication, inclusive invitations, strong teacher-parent relationships, valuing parent contributions, and culturally responsive practices, the school seeks to create an inclusive and supportive educational community where every family feels involved, valued, and empowered to contribute to their child's success.|San Diego Cooperative Charter School has made meaningful progress in seeking input for decision-making, leveraging educational partner input and local data as a core strength. The school recognizes that collaborative decision-making leads to more representative and effective outcomes. By actively engaging educational partners—including parents, students, staff, and community members—SDCCS has fostered an inclusive environment where diverse perspectives are valued.  Through ongoing data collection and analysis, the school demonstrates a strong commitment to evidence-based decision-making. Local data on student performance, engagement, and community needs are regularly reviewed to inform instructional practices, identify areas for growth, and allocate resources strategically. This approach ensures that decisions are responsive and aligned to student outcomes.  The school’s emphasis on input has also strengthened transparency and accountability. Educational partners are invited to participate through surveys, committees, conversations, and community forums. Through its work with the Community Engagement Initiative (CEI), SDCCS has further refined this practice by recognizing the need to deepen two-way communication and elevate underrepresented voices. The school is making progress by gathering “street data” and using that input to shape decisions and improve engagement.  Beyond families, SDCCS has developed strong partnerships with outside stakeholders that directly support student outcomes. Collaborations with University of San Diego Teacher Residency Program (US Prep) and San Diego State University provide teacher candidates who co-teach, support differentiated instruction, and expand capacity in classrooms. These partnerships not only strengthen instruction for current students but also contribute to the development of future educators aligned with the school’s mission and instructional approach.  By valuing input from both internal and external partners, SDCCS has cultivated a culture of shared responsibility and continuous improvement. This has led to innovative practices, expanded instructional support, and stronger alignment between community voice and school decisions. Moving forward, SDCCS will continue to deepen these partnerships and use data and feedback to enhance student outcomes and strengthen its collaborative model.|Based on analysis of educational partner input and local data, San Diego Cooperative Charter School has identified several focus areas for improvement in Seeking Input for Decision-Making. While the school has a strong culture of community involvement, feedback gathered through surveys, conversations, and its work with the Community Engagement Initiative (CEI) indicates a need to strengthen the consistency, inclusivity, and impact of stakeholder input.  A primary focus area is increasing authentic two-way communication. Data shows that while information is regularly shared with families, opportunities for meaningful dialogue and shared decision-making are not always consistent across all groups. SDCCS is working to shift from primarily informing to actively engaging, ensuring that input is gathered early and used to shape decisions.  Another key area for improvement is elevating the voices of underrepresented families. Analysis of participation and feedback trends indicates that not all groups are equally represented in current engagement structures. In response, the school is prioritizing the collection of “street data” through more targeted outreach, relationship-based conversations, and inclusive engagement strategies to better understand and respond to diverse family experiences.  SDCCS is also focusing on improving clarity and transparency around how input is used. Stakeholder feedback highlighted the need for stronger feedback loops so participants can see how their perspectives influence decisions. The school is working to more clearly communicate outcomes, next steps, and the impact of community input.  Additionally, the school is refining its systems for gathering input to ensure they are accessible, timely, and aligned with key decision-making cycles. This includes expanding multilingual supports, offering varied formats for engagement, and creating more flexible opportunities for participation.  Through these focus areas, SDCCS is strengthening its commitment to inclusive, responsive, and data-informed decision-making. This ongoing work supports stronger partnerships and ensures that stakeholder input meaningfully contributes to improved student outcomes.|San Diego Cooperative Charter School is committed to strengthening engagement of underrepresented families, particularly in seeking input for decision-making. Through analysis of educational partner feedback and our work with the Community Engagement Initiative (CEI), we recognize the need to move beyond participation toward more authentic, two-way engagement that elevates diverse voices.  To address this, SDCCS is intentionally expanding outreach to underrepresented families through relationship-based strategies, including personal invitations, small group conversations, and targeted communication. We are increasing opportunities to gather “street data” by listening to families’ lived experiences and ensuring those perspectives directly inform school decisions.  We are also broadening access points for input by offering multiple, flexible avenues for engagement, including surveys, family orientations, advisory groups such as ELAC, and informal feedback opportunities. Multilingual support, including translation and interpretation, is being strengthened to ensure that language is not a barrier to participation.  A key area of improvement is closing the feedback loop. SDCCS is working to more clearly communicate how input is used, sharing outcomes and next steps so families can see the impact of their contributions. This transparency is essential to building trust and sustaining meaningful engagement.  Through these efforts, SDCCS is creating a more inclusive and responsive decision-making process that reflects the diverse needs, perspectives, and experiences of our community, ultimately supporting more equitable outcomes for all students.|5|5|5|4|5|5|5|5|5|5|5|5|Met||2026-06-09|2026
37683386119598|King-Chavez Academy of Excellence|3|According to surveys, an area of strength is that 100% of parents and 100% of school staff feel the school has adults who really care about students. These high rates have been consistent year over year.|"The Healthy Kids Student Survey indicates 67% of elementary and 66% of middle school students report high degrees of caring adults at school. This is a focus area due to this indicator’s connection with our mission statement, “We seek excellence in Academics, the Arts, and Athletics from the Foundation of Love.""  The school has offered daily mindfulness practices, after-school programming, and class meetings to promote this connection.  Staff were trained in trauma-informed practices to further connect with all students, especially those undergoing challenges in and out of school."|We build relationships and promote home/school communication through multiple strategies.  The school continues to make progress in leveraging the increased availability and usage of technology to promote 2-way communication between home and school.  This includes the King-Chavez website, social media, our learning platform,  phone calls, and paper notices to engage families and keep them informed about upcoming school events and opportunities for participation.  Face-to-face interactions help staff to learn about each family’s strengths, challenges, and goals/expectations for their children. Practices include conferences, home visits, and Coffee with the Principal meetings.  We have expanded our evening parent offerings to accommodate working families. We also provide parent training opportunities and referrals for services based on the needs of students and their families.|KCAE prides itself on serving our families. Surveys show 96% of parents feel staff go out of their way to help students.  92% of parents agree that the school provides parents with advice and resources to support their child’s social and emotional needs. 97% of staff agree that the school encourages parents to be active partners.  KCAE will continue to build partnerships with families by scheduling regular events where parents and teachers can discuss academic progress and ways to collaborate. These include a monthly Coffee with the Principal meeting, parent conferences, Student Success Team meetings, and teacher professional learning community meetings.|A focus area for improvement is to work with community organizations to offer additional academic programming and enrichment opportunities. We have identified high-value community partnerships and resources that meet the needs of our families through the California Community Schools Partnership Program (CCSPP) planning grant.  We are moving towards implementation by formalizing and expanding relationships with community partners.|KCAE staff will reach out to underrepresented families to highlight on-campus partnership opportunities, ways to support student learning, and available resources in the community.  The school has provided a variety of different survey opportunities to parents to gather their input, including one to determine the topics families would be most interested in for workshops for the following school year. We have also refined communication procedures between classroom teachers and intervention staff in support of student outcomes.  These include efficient scheduling, use of data and technology, and regular opportunities for collaboration.  The school will continue to work with external organizations, including other King-Chavez Academies and the County Office of Education, to provide additional staff development to improve the school’s capacity to partner with families.|Educational partners have multiple opportunities to provide input on policies and programs.  These include a team-based organizational structure: teams include partner teachers, grade levels, lead teachers, support staff, enrichment and RTI teachers, assessments, and instructional leadership. The school also supports advisory groups composed of families, administrators, and teachers in the development of the school plan and programs. 100% of parents agree that the school seeks input before making decisions.|A focus area for improvement is to provide additional, relevant training for members of advisory groups so members can more effectively participate in decision-making.|KCAE makes efforts to reach and seek input from all parents, and especially from underrepresented families.  Information is disseminated through electronic and written means and translated whenever possible. The LEA will improve engagement by discussing opportunities to provide input and collaborate on family initiatives during regular meetings with parent groups.  Many of these meetings will be held and/or broadcast virtually, as well as scheduled at different times, to remove some of the barriers that may prevent parents from attending.|4|5|4|5|4|5|5|4|4|4|4|4|Met||2026-06-03|2026
37683460000000|San Dieguito Union High|3|SDUHSD educational partners report that SDUHSD is committed to supporting all students and continues to focus on providing a positive school climate where students feel that they belong, are included, and are supported in academic learning. SDUHSD administers the CALSCHLS suite of surveys for all educational partners on an annual basis, providing an opportunity for continued feedback on the district’s current progress related to building relationships between school staff and families.  All SDUHSD schools actively promote family involvement at school through weekly updates, family nights, committee work, and opportunities for volunteering. One measure of those efforts is the CA School Parent Survey. This survey was administered in December of 2025.  The December 2025 CA School Parent Survey results show that the majority of families feel safe, connected, welcomed, and valued at school.  -92%, Parents feel their school is a safe place for their child. -78%, Parents feel welcome to participate at this school. -90%, School staff treat parents with respect. -74%, School staff take parent concerns seriously. -80%, School promptly responds to my phone calls, messages, or emails -83%, School encourages parents to be an active partner with the school in educating their child|Based on a comprehensive analysis of our December 2025 CA School Parent Survey results and local LCAP educational partner input, SDUHSD continues to cultivate environments where families feel safe, connected, and valued. Our data highlights substantial foundational strengths in building relationships: 92% of parents report their school is a safe place for their child, 90% affirm that school staff treat them with respect, and 83% feel the district encourages them to be an active partner in their child’s education.  To achieve our LCAP goals of expanding access, fostering a deep sense of belonging, and raising achievement for each and every student, SDUHSD has identified targeted focus areas for improvement to deepen school-family partnerships and address remaining communication and engagement gaps.  1. Strengthening Two-Way Communication & Responsiveness While a strong majority (80%) of parents feel that schools promptly respond to phone calls, messages, or emails, 74% report that school staff take parent concerns seriously. To bridge this gap, SDUHSD is focusing on refining internal customer service standards and restorative communication practices. This includes implementing consistent, districtwide timelines for communication follow-through and developing more transparent protocols for how parent feedback is gathered, analyzed, and addressed. By ensuring that families see their input directly influencing site-level and district decisions, we will strengthen trust and collaborative problem-solving.  2. Enhancing Inclusive Opportunities for Participation Survey data shows that 78% of parents feel welcome to participate at their school. To elevate this metric, the district is focusing on removing systemic barriers to engagement, particularly for underrepresented families, families of students with disabilities, and our Multilingual learners. SDUHSD is actively auditing its advisory committees (such as DELAC and ELAC) and parent education offerings to ensure they provide flexible engagement modalities, robust translation services, and culturally welcoming environments. Our focus is moving beyond passive notification toward creating accessible, empowering spaces where all families feel an authentic sense of belonging and agency.  3. Activating Parents as Strategic Educational Partners Building on the 83% of parents who feel encouraged to partner with our schools, our focus is to transform that encouragement into actionable engagement. SDUHSD will expand site-level workshops, digital resource navigation tools, and family nights. These initiatives are designed to equip families with the clear insights needed to support their students’ individual academic pathways and mental well-being.  By addressing these communication and participation focus areas, SDUHSD ensures that family engagement is not just welcoming, but an equitable pillar supporting the holistic success of each and every student.|"Based on our self-reflection, local data, and LCAP partner input, SDUHSD is expanding efforts to engage families who have historically been underrepresented across our campuses. While overall survey data demonstrates high levels of safety and respect, we recognize that specialized student groups—including Multilingual learners, socioeconomically disadvantaged families, and families of students with disabilities—frequently face unique communication and structural barriers to full engagement.  To build authentic relationships between school staff and underrepresented families, SDUHSD is focusing on three targeted improvement areas aligned with our commitment to access, belonging, and achievement:  1. Driving Belonging via the ""One San Dieguito"" Initiative A cornerstone of our strategy to deepen community relationships is the One San Dieguito Initiative, our multiyear partnership with the National Conflict Resolution Center (NCRC). While initially focused on training staff and student ambassadors in inclusive communication and conflict de-escalation, we are scaling this framework directly to our community. The district is introducing NCRC-led community workshops and restorative dialogue spaces designed to engage underrepresented families. These sessions establish a shared language of mutual civility, ensuring every family feels a safe, dignified sense of belonging within our district.  2. Reimagining Cultural, Language, and Decision-Making Access To elevate engagement among our Multilingual learner communities, the district is restructuring its advisory frameworks, moving beyond passive meetings. We are expanding interactive Multilingual Learner Nights and hosting Family Listening Circles that feature multi-dialect translation services, student leadership panels, and post-secondary resource fairs. Furthermore, SDUHSD is auditing its advisory teams (including ELAC and DELAC) to shift toward collaborative agency, training staff in responsive practices that close the feedback loop so that underrepresented parent input directly shapes LCAP goals.  3. Deploying Localized Support Roles for Proactive Outreach Self-reflection data indicates that underrepresented families respond best to personalized, consistent points of contact. SDUHSD leverages site-based advocates, including our school social workers, counselors, and specialized coordinators, to initiate direct, proactive outreach. Rather than expecting families to navigate complex high school systems autonomously, staff actively connect families to academic pathways, specialized transition supports, and vital mental health resources (such as our CareSolace partnership). This personalized approach removes systemic barriers and establishes the school as a trusted partner.  By standardizing these intentional engagement efforts, SDUHSD will bridge participation disparities, guaranteeing a deep sense of campus belonging and academic achievement for each and every student."|Parents/Families reported that SDUHSD schools provide positive and supportive learning environments. All school and District leaders will continue to participate in training with the National Conflict Resolution Center through the One San Dieguito Initiative on effective communication and support strategies to enhance positive relationships and partnerships within our school communities.  The December 2025 CA School Parent Survey data shows that the majority of families feel their school has high expectations, appropriately supports their students, and keeps families informed. Below are the percentages of parents who strongly agree or agree that their school does the following:  -90%, provides high quality instruction to my child. -83%, has high expectations for all students. -91%, keeps me well-informed about school activities. -88%, promotes academic success for all students. -89%, treats all students with respect -81%, gives all students opportunities to “make a difference” by helping other people, the school, or the community. -81%, teachers communicate with parents about what students are expected to learn in class. -83%, lets you know how your child is doing in school between report cards. -75%, provides information about how to help your child with homework|"Based on a comprehensive analysis of the California School Parent Survey and local LCAP input, SDUHSD families express strong confidence in our academic standards, with 90% affirming the district provides high-quality instruction and 91% feeling well-informed. To transform this foundational support into deeper educational partnerships that advance our LCAP goals of access, belonging, and achievement, SDUHSD has identified two primary focus areas for improvement:  1. Enhancing At-Home Academic Support Resources While 81% of parents report that teachers communicate what students are expected to learn, only 75% feel they receive adequate information on how to help their child with homework. Recognizing that secondary coursework is uniquely rigorous, SDUHSD will improve access by expanding digital learning platform tutorials (like Google Classroom) for caregivers. We are developing accessible at-home resource toolkits and subject-specific digital dashboards designed to help families confidently guide their students outside of the classroom.  2. Expanding Student Agency and Service Pathways for Belonging Currently, 81% of parents believe the school gives students opportunities to ""make a difference"" through community or school service. To elevate student outcomes, SDUHSD will expand site-level leadership pathways and peer-mentorship groups. By intentionally looping families into these student-led projects and our ongoing work with the National Conflict Resolution Center, we reinforce a culture where families and staff partner to cultivate civic achievement and a profound sense of schoolwide belonging for each and every student."|Based on our self-reflection and the December 2025 CA School Parent Survey data, SDUHSD families report strong overall trust, with 90% affirming they are treated with respect. However, LCAP partner input reveals participation disparities among underrepresented groups, including Multilingual learners, socioeconomically disadvantaged families, and families of students with disabilities.  To bridge these gaps, SDUHSD will improve engagement across three systemic areas aligned with our LCAP priorities of access, belonging, and achievement:  1. Removing Barriers to Academic At-Home Resources While 90% recognize our high-quality instruction, only 75% feel they receive adequate information to support learning at home. Because navigating rigorous secondary coursework presents a heightened barrier for families who are non-native English speakers or lack access to private academic resources, SDUHSD will standardize at-home support pipelines. We are expanding site-level workshops on navigating Aeries, translating core curriculum guides into multiple primary languages (including Spanish and Mandarin), and deploying bilingual video tutorials that detail grading rubrics and graduation pathway milestones.  2. Tailoring Proactive Progress Monitoring & Specialized Advisory Groups Survey data indicates that 83% of parents feel informed about their child's progress between report cards. To support the remaining 17%—disproportionately represented by underserved groups—we are shifting away from passive, auto-generated digital notices. SDUHSD will utilize site-based advocates, including bilingual community liaisons, school social workers, and counselors, to provide personalized, early-alert phone calls. Additionally, our ELAC, DELAC, and Special Education frameworks are being adapted to feature collaborative sessions where staff help parents interpret and track their child's academic data.  3. Accessible Spaces for Collaborative Advocacy To improve the metric showing that 74% of parents feel their concerns are taken seriously, SDUHSD will tie campus-level decision-making directly to the lived experiences of our diverse community. Through localized Family Listening Circles, we are creating physically and linguistically accessible avenues for underrepresented parents to advocate for student outcomes, ensuring feedback directly shapes our continuous school improvement actions.  Through these enhancements, SDUHSD ensures that building partnerships for student outcomes is an accessible reality for each and every student.|Based on our self-reflection and the December 2025 CA School Parent Survey data, SDUHSD exhibits strong foundational progress in seeking educational partner input for decision-making. Families express deep institutional trust, with 90% affirming that school staff treat parents with respect and 83% reporting that their school actively encourages parents to be equal partners in educating their child.  In alignment with our LCAP goals of access, belonging, and achievement, SDUHSD has made significant strides by transforming traditional advisory frameworks—such as our ELAC, DELAC, and Superintendent councils—into collaborative, feedback-driven spaces. By utilizing localized outreach, multi-dialect translation services, and expanding interactive dialogue opportunities like our family Listening Circles, we have successfully diversified the voices guiding our strategic plans. This responsive approach ensures that partner input directly shapes district policy and site-level actions to benefit each and every student.|Based on our self-reflection process and local LCAP educational partner input, SDUHSD demonstrates strong institutional trust, with 90% of parents affirming that school staff treat them with respect and 83% feeling encouraged to be an active partner in their child's education. However, to fully realize our LCAP goals of expanding access, fostering a deep sense of belonging, and raising achievement, we must ensure our decision-making processes are deeply collaborative and accessible to all demographics.  Through our self-reflection, SDUHSD has identified three primary focus areas for improvement in seeking educational partner input for decision-making:  1. Elevating the Strategic Impact of DAC and DELAC While our District Advisory Committee (DAC) and District English Learner Advisory Committee (DELAC) serve as essential pillars for stakeholder feedback, our goal is to shift these spaces from compliance-driven review bodies into proactive centers for collaborative input. SDUHSD will improve engagement by standardizing mid-year data workshops within DAC and DELAC agendas, giving representatives earlier access to local metrics before key LCAP drafts are finalized. By equipping these committees with accessible data trends earlier in the planning cycle, we will empower our educational partners to co-author meaningful recommendations that directly influence district resource allocation.  2. Diversifying Representation and Removing Barriers to Attendance To ensure that district decisions reflect the diverse lived experiences of our entire community, we are focused on expanding representation within our advisory frameworks, specifically for underrepresented families, families of socioeconomically disadvantaged youth, and those supporting students with disabilities. SDUHSD will address participation barriers by offering flexible meeting formats, including hybrid attendance options, and providing robust, multi-dialect translation services. Furthermore, we will actively coordinate cross-site outreach through our bilingual community liaisons to recruit a broader spectrum of parent voices, ensuring that committee compositions mirror our student demographics.  3. Strengthening Site-to-District Leadership Communication Pathways A key focus area is improving the communication pipeline between school-site advisory groups and district-level committees. Currently, valuable input generated during individual school Site Council (SSC) and English Learner Advisory Committee (ELAC) meetings can remain isolated at the site level. SDUHSD will establish a structured reporting pathway where site-level parent leaders can directly share localized trends, challenges, and successes with DAC and DELAC representatives. Creating this interconnected feedback network ensures that grassroots school-site insights actively inform districtwide strategic planning and systemic decision-making.|Based on our self-reflection and LCAP partner input, SDUHSD is focused on transforming how we seek decision-making input from historically underrepresented groups, including Multilingual learners, socioeconomically disadvantaged families, and families of students with disabilities. To ensure district policies reflect our diverse community and advance our goals of access, belonging, and achievement, we will implement two targeted improvements:  1. Proactive, Targeted Recruitment for DAC and DELAC To ensure our District Advisory Committee (DAC) and District English Learner Advisory Committee (DELAC) accurately mirror our student demographics, we are shifting away from passive, districtwide digital invitations. SDUHSD will utilize site-based advocates, including bilingual community liaisons, school social workers, and counselors, to conduct direct, personal outreach to underrepresented families. By identifying and inviting parent leaders from underserved communities to join these committees, we ensure their unique perspectives are embedded in strategic planning.  2. Removing Structural Barriers with Flexible, Multilingual Formats We are re-engineering our advisory structures to remove systemic barriers to attendance. SDUHSD will standardize hybrid meeting options (virtual and in-person) and provide multi-dialect translation services alongside translated data overviews. By introducing collaborative, workshop-style agendas, we empower underrepresented families to comfortably co-create recommendations that directly influence district resource allocation for each and every student.|5|4|4|4|4|4|4|3|4|3|3|3|Met||2026-06-17|2026
37683530000000|San Pasqual Union Elementary|3|The District has demonstrated strong progress in building relationships between school staff and families. Based on educational partner input, current efforts to strengthen family engagement are highly effective. Survey results indicate that 97% of parents feel the school encourages active participation, and 98% report feeling welcome on campus. Additionally, 99% of parents feel well-informed about school activities, reflecting strong satisfaction with communication practices. Family involvement is also evident through high levels of participation, with 100% of respondents attending a school or classroom event and 82% volunteering their time. Further evidence of community trust and engagement is reflected in an 11% increase in student enrollment over the past two years. Collectively, these outcomes suggest that the District’s intentional focus on fostering meaningful partnerships with families is producing positive and measurable results.|While survey results indicate strong family engagement and high levels of satisfaction with school climate and communication, the District recognizes opportunities to further strengthen and sustain these efforts. Based on educational partner input, a key area of focus will be expanding opportunities for two-way communication to ensure all families feel heard and actively involved in decision-making processes. The District will also seek to broaden participation among families who may be less engaged, with an emphasis on removing barriers to involvement and increasing representation across all student groups. Additionally, efforts will focus on deepening the quality of engagement by providing more meaningful opportunities for families to contribute feedback and partner in supporting student learning. By building on current strengths, the District aims to enhance inclusive, responsive, and collaborative relationships with all families.|San Pasqual Union School is committed to strengthening engagement with underrepresented families identified through the self-reflection process, particularly non-English-speaking families. The District will continue to prioritize accessible, two-way communication through parent-teacher conferences and ongoing outreach focused on student progress and goal setting. Recent improvements, including a multilingual website, integrated communication systems, and the PeachJar platform, increase families’ access to information in their home language. In addition, a full-time EL/Intervention Teacher leads targeted outreach, communication, and support for Spanish-speaking families. Moving forward, the District will expand engagement opportunities and events designed to increase participation among underrepresented families and ensure their voices are included in school processes and decision-making. Through these efforts, the District aims to reduce barriers, increase participation, and strengthen inclusive partnerships with all families.|San Pasqual Union School District continues to demonstrate strong progress in building partnerships that support positive student outcomes. Engaging families and community partners remains a central priority, as reflected in the 2026 LCAP, Goal #3: Promote Family and Community Partnerships that Enhance Student Outcomes and Opportunities. The District actively collaborates with key parent and community groups, including the Parent-Teacher Organization (PTO), SP School Foundation, School Site Council (SSC), Red Barn Arts (RBA), and the District English Learner Advisory Committee (DELAC). These groups play an important role in supporting school programs, providing input on decision-making, and enhancing opportunities for students both inside and outside the classroom. In addition, the District has strengthened partnerships with local organizations such as the San Diego Zoo Safari Park and California State University San Marcos. These collaborations provide students with enriched learning experiences, including real-world connections, expanded academic opportunities, and access to community-based resources. Collectively, these efforts reflect a coordinated approach to leveraging family and community partnerships to support student engagement, enrich learning opportunities, and promote overall student success.|Based on educational partner input and local data, the District has identified the need to further strengthen the intentional alignment between family and community partnerships and measurable student outcomes. As outlined in the 2026 LCAP, Goal #3: Create and Maintain Purposeful Family and Community Partnerships that Enhance Student Outcomes and Opportunities, the District is focusing on expanding meaningful opportunities for student engagement and enrichment. Specifically, Action 3.2 prioritizes the development of additional engagement opportunities for elementary students that connect learning to real-world experiences and increase student motivation. The District has also revised its exploratory offerings to provide greater student choice and broaden access to enrichment opportunities. Moving forward, the District will continue to refine how partnerships are leveraged to directly support academic growth, student engagement, and overall well-being. This includes expanding opportunities for collaboration with community partners, increasing student access to programs, and ensuring that partnership efforts are strategically aligned to support improved student outcomes for all learners.|The District will continue to strengthen engagement with underrepresented families, particularly English learner families, by expanding outreach through the District English Learner Advisory Committee (DELAC). DELAC will serve as a key structure for building partnerships, gathering input, and increasing family voice in decisions that impact student outcomes. To improve access and participation, the District will provide translated materials, interpretation services, and flexible meeting formats to reduce language and scheduling barriers. Additionally, targeted outreach and communication will be used to increase awareness and participation among families who have historically been underrepresented. The District will also work to deepen the connection between family engagement and student outcomes by providing families with information, resources, and strategies to support learning at home. Through these efforts, the District aims to increase meaningful participation, strengthen trust, and ensure all families are empowered as partners in supporting student success.|The District has demonstrated strong progress in seeking meaningful input for decision-making through a comprehensive and inclusive engagement process. Multiple educational partner groups, including staff, families, students, and advisory committees, were provided structured opportunities to share input through both in-person meetings and survey data collection. Staff input was gathered through dedicated meetings and an LCAP survey, while ongoing engagement with the School Site Council (SSC/PAC) and the District English Learner Advisory Committee (DELAC) provided consistent opportunities for feedback and dialogue throughout the year. Parent and community input meetings were held regularly across multiple months, supplemented by an LCAP survey that generated strong participation. Student voice was also prioritized, with over 300 students contributing feedback through the survey process. These efforts reflect a deliberate approach to engaging a broad range of perspectives in District planning. The combination of recurring meetings and accessible survey tools has strengthened transparency, increased participation, and ensured that stakeholder input is consistently incorporated into decision-making processes. Collectively, this structured and multi-faceted approach demonstrates the District’s commitment to inclusive engagement and continuous improvement in aligning decisions with the needs and priorities of its educational partners.|While the District demonstrates strong practices in seeking input for decision-making, opportunities exist to further expand and deepen engagement across all educational partner groups. As a single-school district, decision-making is centralized at the school site, allowing for direct and consistent engagement with families and staff. Building on these strengths, the District has identified the need to broaden participation among underrepresented groups and ensure that input reflects the full diversity of the school community. Future efforts will focus on increasing accessibility and participation in engagement opportunities, including expanding outreach, offering flexible meeting formats, and utilizing multiple communication methods. Additionally, the District aims to strengthen transparency by more clearly communicating how stakeholder input informs decisions. This includes providing feedback loops to educational partners and highlighting how input is used to shape programs, priorities, and resource allocation. Through these improvements, the District will continue to enhance inclusive, transparent, and responsive decision-making processes.|The District will continue to strengthen engagement with underrepresented families, particularly English learner families, by expanding outreach through the District English Learner Advisory Committee (DELAC). DELAC will serve as a primary structure for gathering input, elevating family voice, and informing decision-making processes that impact student outcomes. To increase participation, the District will provide translated materials, interpretation services, and flexible meeting options to reduce language and access barriers. Targeted outreach efforts will also be used to ensure families who have historically been underrepresented are aware of and able to participate in engagement opportunities. In response to DELAC feedback, the District provides regular updates on DELAC discussions and progress at monthly Governing Board meetings, strengthening transparency and reinforcing the connection between stakeholder input and District decisions. Moving forward, the District will continue to refine communication and feedback loops to ensure families see how their input informs programs, priorities, and resource allocation. Through these efforts, the District aims to increase meaningful participation, improve representation, and ensure that all families are actively engaged in the decision-making process.|5|5|4|4|4|4|5|4|5|4|4|4|Met||2026-06-25|2026
37683610000000|Santee|3|The Santee School District works to communicate effectively with parents and families in order to build long-lasting partnerships and increase each student’s chance for success. We have continued to work on addressing chronic absenteeism, to reinforce the importance of daily attendance. We continue to offer support to parents through district-led workshops and meetings on special education issues and Multilingual Learner program updates, and through our Parent Handbook. Our district website has additional resources and up-to-date information for parents, and schools regularly send updates and newsletters by email. A translation function on the district website provides assistance for parents who speak languages other than English. School sites have held Math and Literacy Nights for parents to learn how to support their children’s academic work. These trainings have also been offered virtually for parents who were not able to attend in person. The District's measures of parent involvement continue to improve, with the number of volunteers on campus increasing. The District administers a Community Partner Survey through Panorama in the Fall of each school year. In 2025, this survey indicated that 85% of parents felt that students were respected by teachers and staff at their school, 86% of parents thought that students felt safe at school, and 82% of parents felt that their school was a good fit for the child’s cultural background.|In addition to encouraging and promoting volunteering on campus and on committees, we are also working to engage parents online or to bring back parents who have been disengaged, based on the families’ preferences. Professional development and training on building a welcoming and affirming school environment will be provided for public-facing staff at school sites. Additionally, in order to help support our teachers with Social-Emotional learning, Santee School District has implemented a research-based curriculum, and teachers are engaged in ongoing professional learning on trauma-informed care and other engagement practices to support the campus culture and climate for students.  To strengthen relationships between staff and families, the District employs a Director of Community Collaborative to focus on helping parents to support their children’s learning and well-being. The Director provides parent workshops and serves as a liaison to inform and connect parents to various community and school resources. Also, the Director of Communication and Community Engagement works to increase and improve communication with parents and the community.|District teachers, administrators, and office staff regularly participate in staff development which often focuses on best practices for building relationships and working as partners with parents. We intend to increase this work to enhance our staff members’ knowledge and skills. We are developing a program specifically for students who are newly arrived in the country, to support them and their families as they become accustomed to Santee schools. A social worker employed by the district supports students and families by identifying families’ needs and connecting them with community resources. This staff also puts on a Resource Fair during the back-to-school orientation for low-income families of preschool students. The District will continue funding the Director of Pupil Services, counselors, and paraeducators for multilingual learners. The District and sites will ensure that all official communications are translated into families’ home languages, as practical. We will continue to monitor and support Foster Youth, Homeless, Multilingual Learners, socio-economically disadvantaged students, and students with disabilities, looking to identify barriers to success and to address those barriers collectively with our family and community partners.|Staff at Santee School District are dedicated to building positive partnerships with families and community members. We have conducted numerous professional learning sessions for classified and certificated staff to help them work more effectively with students and their families to build trusting and respectful relationships. Such opportunities include information on trauma-informed instruction, restorative practices, and mental health and wellness. We intend to continue these offerings, and to expand to include workshops on building welcoming school environments.|The district intends to focus on ensuring that all families and community members feel welcomed at each school site, through training for public-facing office staff members. In addition, we will be expanding our outreach and communication in families’ home languages wherever possible.|To improve the engagement of underrepresented families, we are engaging in ongoing collaboration with families of students with disabilities (through the Special Education Advisory Committee) families of Multilingual Learners (through site English Learner Advisory Committees and District English Learner Advisory Committee), and homeless students and foster youth (through our District Liaison). A particular focus will be on increasing and strengthening participation in school site ELACs; district staff have prepared and distributed instructions and resources to guide site staff in building these teams as effective collaborative partnerships.|The Santee School District seeks parent and family input into school and district decision-making throughout the year. Parents are surveyed and collaborate to provide input on community priorities and decision-making, including the development of the LCAP, through the District Advisory Committee, the District English Learner Advisory Committee, English Learner Advisory Committees at school sites, Special Education Advisory Committee, School Site Councils, and PTA meetings, among others. We gather input from surveys as well, including the Community Partner Input delivered through Panorama, our State Preschool Parent Survey, LCAP surveys, and our Community Engagement Initiative Cohort Grant Survey[K.|One focus for the District this year will be increasing participation and strengthening the processes of site English Learner Advisory Committees. Site administrators have been provided with needed resources and guidelines for improving ELAC meetings and will use those to ensure that these teams continue to be vehicles for authentic parent and community input. Another focus is on broadening the methods and channels we use to gather input from parents, making sure that parents who are not able to attend meetings during the workday or on particular evenings, for example, can still have their voices heard and their input valued.|The focus areas listed above do address underrepresented families, and their success relies upon active outreach from district and site staff. We will ensure that we are proactively soliciting input from all educational partners and from all student groups, especially Multilingual Learners, students with disabilities, homeless and foster youth, and socio-economically disadvantaged families, instead of simply waiting for those families to contact us.|3|4|3|3|3|4|4|5|4|3|3|4|Met||2026-06-16|2026
37683790000000|San Ysidro Elementary|3|Based on educational partner feedback and local data, San Ysidro School District continues to demonstrate strengths in building positive relationships between school staff and families through consistent communication, meaningful engagement opportunities, and targeted support services. Families actively participate in School Site Councils, ELAC, DELAC, DPAC, and other advisory groups that provide opportunities for input and shared decision-making. Parent workshops, Coffee with the Principal meetings, parent conferences, and family engagement events continue to strengthen partnerships between home and school. Survey feedback from families and staff indicated that schools provide welcoming environments and maintain open communication through robocalls, emails, text messages, monthly calendars, translated materials, and district websites. Families expressed appreciation for opportunities to connect with school personnel and requested continued communication and additional opportunities for involvement. The district also provided targeted outreach and support to English Learners, Students with Disabilities, students experiencing homelessness, foster youth, and other unduplicated student groups. Participation data showed continued engagement through parent conferences, LCAP input sessions, DELAC, ELAC, and districtwide events. These efforts have helped strengthen trust, increase family participation, and support a positive school climate focused on student success and continuous improvement.|Based on educational partner feedback and local data, San Ysidro School District has identified several focus areas for strengthening relationships between school staff and families. Survey responses from families and classified staff indicated timely and two-way communication, as well as additional opportunities for meaningful family involvement. Educational partners expressed interest in receiving information through multiple formats, including text messages, emails, robocalls, flyers, and social media, and requested increased opportunities to volunteer and participate in school activities. The district will continue to focus on creating welcoming environments and building trust with families by expanding parent engagement opportunities and providing flexible meeting options to accommodate varying schedules. Additional efforts will focus on increasing participation among families of English Learners, Long-Term English Learners, Students with Disabilities, foster youth, students experiencing homelessness, military families, and other unduplicated student groups. Families also requested workshops and resources to better support learning at home, understand academic progress, navigate special programs and services, and address social-emotional and behavioral needs. The district will continue to strengthen communication systems, expand family education opportunities, and increase opportunities for educational partner voice and input to ensure that all families feel valued, connected, and actively engaged in supporting student success.|Based on educational partner feedback and local data, San Ysidro School District will continue to strengthen engagement with underrepresented families, including families of English Learners, Long-Term English Learners, Students with Disabilities, foster youth, students experiencing homelessness, military-connected students, and other unduplicated student groups. The district will expand outreach efforts through multiple communication methods, including text messages, emails, robocalls, translated materials, social media, and personal contacts, to ensure families receive timely and accessible information. To increase participation, schools will provide flexible meeting times, virtual options when available, childcare when available, and opportunities for families to engage through School Site Councils, ELAC, DELAC, DPAC, and other advisory committees. Parent workshops and family learning opportunities will focus on understanding academic expectations, supporting learning at home, navigating Special Education and English Learner programs, attendance, mental health and wellness, and college and career readiness. The district will continue collaborating with community partners and providing targeted outreach and support to reduce barriers to participation and strengthen trusting relationships with families. These efforts are intended to ensure that all families feel welcomed, valued, and empowered as active partners in their children's education.|Based on educational partner feedback and local data, San Ysidro School District continues to demonstrate strengths in building partnerships that support positive student outcomes. The district has established strong collaborations with families, community organizations, and educational partners to provide academic, social-emotional, and wellness supports for students. Partnerships with organizations such as SBCS, San Ysidro Health, YMCA, PIQE, CABE, and other community agencies have expanded access to counseling services, health resources, after-school programs, parent education, and enrichment opportunities. The district continues to engage families through School Site Councils, ELAC, DELAC, DPAC, LCAP input sessions, parent workshops, and family engagement events that provide opportunities for shared decision-making and support student achievement. Local data and stakeholder feedback indicate that families value these opportunities and appreciate the district’s efforts to provide accessible communication and targeted support services. Schools have strengthened collaboration through Multi-Tiered System of Supports (MTSS), Data Reflection Sessions, and ongoing monitoring of student academic, attendance, and social-emotional data to ensure students receive timely interventions and support. These partnerships have contributed to increased family engagement, expanded access to services, and a continued focus on improving academic achievement, attendance, student well-being, and equitable outcomes for all students.|Based on educational partner feedback and local data, San Ysidro School District has identified several focus areas for strengthening partnerships that support improved student outcomes. Families and staff expressed communication regarding available programs, academic expectations, and student progress, as well as additional opportunities for meaningful family involvement. The district will continue to strengthen collaboration with families, community agencies, and educational partners to increase access to academic, social-emotional, mental health, and attendance supports, particularly for English Learners, Long-Term English Learners, Students with Disabilities, students experiencing homelessness, foster youth, and other unduplicated student groups. Local data, including attendance, academic achievement, and survey results, indicate the need to increase family participation and awareness of available services and interventions. The district will focus on expanding parent education opportunities, strengthening community partnerships, and improving coordination of supports through the Multi-Tiered System of Supports (MTSS) framework. Additional emphasis will be placed on increasing participation in advisory committees, improving two-way communication, and ensuring that families have multiple opportunities and flexible options to engage in supporting student learning and well-being. These efforts will help strengthen partnerships and promote equitable outcomes for all students.|Based on educational partner feedback and local data, San Ysidro School District will strengthen engagement with underrepresented families, including families of English Learners, Long-Term English Learners, Students with Disabilities, foster youth, students experiencing homelessness, military-connected students, and other unduplicated student groups. The district will continue to provide clear, timely, and accessible communication through multiple formats, including text messages, emails, robocalls, translated materials, websites, and social media to ensure families are informed about programs, services, and opportunities to support student success. To reduce barriers to participation, schools will offer flexible meeting times, virtual options when available, and targeted outreach through ELAC, DELAC, DPAC, School Site Councils, and parent workshops. Family learning opportunities will focus on understanding academic expectations, supporting learning at home, navigating English Learner and Special Education services, attendance, mental health and wellness, and college and career readiness. The district will continue collaborating with community partners to connect families with health, counseling, and social services and will use educational partner feedback and local data to monitor participation and adjust supports. These efforts are intended to ensure that all families feel welcomed, informed, and empowered as active partners in improving student outcomes.|Based on educational partner feedback and local data, San Ysidro School District continues to demonstrate strengths in seeking input for decision-making through a variety of structured opportunities for stakeholder engagement. Families, students, staff, bargaining units, community partners, and community outreach personnel actively participate in School Site Councils, ELAC, DELAC, DPAC, LCAP advisory meetings, surveys, and public board meetings. During the 2025–2026 school year, the district conducted multiple engagement sessions and collected feedback through district and site surveys, with increased participation in the annual LCAP survey and DELAC input opportunities. Educational partner feedback has been used to inform district priorities, actions, and expenditures related to academic achievement, attendance, student well-being, parent engagement, and support services. Community outreach staff and Community Schools initiatives have strengthened connections between schools, families, and community-based organizations by expanding access to resources, family engagement opportunities, and wraparound supports. Stakeholder input has also guided professional development priorities, family engagement activities, and targeted supports for English Learners, Students with Disabilities, students experiencing homelessness, foster youth, and other unduplicated student groups. Families and staff reported that they value opportunities to provide input and appreciate the district's efforts to maintain transparent communication and shared decision-making processes. These efforts have strengthened collaboration and helped ensure that district plans and resources reflect the needs of students, families, and the community.|Based on educational partner feedback and local data, San Ysidro School District has identified several focus areas for improvement in seeking input for decision-making. Families, students, staff, and community partners expressed more opportunities to provide input regarding district programs, services, and priorities. Survey responses also indicated participation among underrepresented groups was low, including families of English Learners, Long-Term English Learners, Students with Disabilities, foster youth, students experiencing homelessness, military-connected students, and other unduplicated student groups. Educational partners emphasized the importance of expanding outreach efforts, increasing awareness of district initiatives and advisory committees, and providing multiple avenues for participation to ensure diverse perspectives are represented in decision-making. In response, the district will strengthen engagement through Community Schools and community outreach staff and continue using surveys, focus groups, committee meetings, and community engagement events to gather input. Educational partner feedback will continue to inform district priorities, resource allocation, and continuous improvement efforts. These actions are intended to increase participation, elevate educational partner voice, and strengthen shared decision-making processes across the district.|Based on educational partner feedback and local data, San Ysidro School District will strengthen engagement with underrepresented families, including families of English Learners, Long-Term English Learners, Students with Disabilities, foster youth, students experiencing homelessness, military-connected students, and other unduplicated student groups. The district will continue to expand outreach efforts through Community Schools initiatives and community outreach staff to ensure families are aware of opportunities to provide input and participate in decision-making processes. To reduce barriers to participation, the district will provide information through multiple communication platforms, including text messages, emails, robocalls, translated materials, websites, and social media. Flexible meeting times, virtual participation options, and targeted invitations will support increased participation in School Site Councils, ELAC, DELAC, DPAC, LCAP meetings, and other advisory groups. The district will also use surveys, focus groups, and community engagement events to gather feedback from families who may not traditionally participate in district processes. Educational partner input will continue to be reviewed and used to inform district priorities, resource allocation, and continuous improvement efforts. These actions are intended to ensure that all families feel welcomed, informed, and empowered to actively participate in decisions that support student achievement and well-being.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-18|2026
37683870000000|Solana Beach Elementary|3|Solana Beach School District (SBSD) recognizes and values the relationships between parents/families and staff to support positive outcomes for students. Areas of strength include: opportunities for two-way communication and venues to engage families across different platforms (e.g., in-person and virtual meetings, secure district text and email messaging system). In addition, regular communication from staff to families regarding school and classroom events is provided, including opportunities for families to get involved and support events at school. SBSD also has two District Bilingual Community Liaisons who support communication and outreach to families. According to the 2026 districtwide Local Control and Accountability Plan (LCAP) survey, 89% of families agree that the amount of communication between families and school is “just right.” SBSD staff has intentionally built sustainable systems of support for students and families within the schools, including connecting families to outside resources. Other areas noted from the LCAP survey as strengths included: 91% of families believe their student(s) and their families' cultures/heritages are acknowledged and respected, 96% of families believe the school environment is welcoming for students and adults.|SBSD continues to refine communication systems to support all families. The 2025-2026 DELAC committee recommended embedding volunteer sign-up opportunities at the beginning of the year to connect newcomer families with “ambassadors” who might speak the same primary home language, to be a resource/liaison to strengthen the community of learners. The SBSD Special Education Parent Advisory Council also continued to meet throughout the course of the 2026-27 school year, and provided input on ways to continue to strengthen communication with families of students with disabilities to enhance awareness and inclusive opportunities for school and district-wide events.|Bringing awareness to classroom, school, and district-wide events and supporting family participation and engagement continues to be a high priority and area of ongoing refinement. SBSD will continue to utilize a platform for two-way communication that supports English translation to the home language of choice. Connecting newcomer families with “ambassadors” who have the same primary home language is being explored. SBSD will continue to maintain Parent Advisory groups focused on supporting student populations that may be underrepresented, including students receiving special education services and English learners. SBSD will also continue with a full-time Licensed Clinical Social Worker (LCSW) and District Bilingual Community Liaisons who regularly seek input and feedback to strengthen efforts to engage and support all families. In addition, in the 2026-27 school year SBSD will explore additional options to support engagement (e.g., virtual lunch and learns).|Two-way communication between families and SBSD staff is a strength that fosters positive student outcomes. Having consistent venues and regular opportunities for connection - such as progress updates of student performance, Family/Teacher conferences, and individualized meetings when needed -  helps build strong partnerships between home and school. In addition, there are multiple venues for educational partners, including families of underrepresented student groups, to share input and stay engaged. Examples are: School Site Council meetings, PTA/PTO meetings, ELAC, Special Education Parent Advisory Group, and volunteer opportunities on campus. To further support students and enhance partnerships, SBSD has established systems of support, including a full-time Licensed Clinical Social Worker (LCSW), Social Work interns, District Community Liaisons, Teacher Specialists, and support staff.|Areas to continue to focus on are how SBSD can partner with families when students exhibit unexpected behaviors. Working together to maintain consistent strategies that support students inside and outside of the classroom helps create a sense of continuity and shared support. SBSD is also committed to ensuring clear communication and fostering ongoing, two-way dialogue with families. In addition, the review of technology use in classrooms and its purposeful application to support meaningful, developmentally appropriate learning will be an area of focus.|SBSD remains committed to gathering meaningful feedback from underrepresented families through direct outreach from classroom teachers and other district staff using multiple communication venues, including phone calls, emails, letters, and, when appropriate, home visits. In addition, SBSD will continue to gather feedback on preferred meeting times, formats, and locations to better align with families’ needs whenever possible. District Community Liaisons will maintain outreach efforts in families' primary languages whenever possible and help connect families to resources that may support their child. In addition, SBSD’s LCSW, social work interns, and other support staff will continue proactive communication to connect families to resources.|Solana Beach School District (SBSD) recognizes and values parent/family and staff input and inquiries in support of positive outcomes for students. Areas of strength in seeking input for decision-making include: two-way communication with educational partner groups, opportunities for participation in school and district committees (e.g., PTA/PTO/School Site Council, DELAC, ELAC, Parent Advisory Roundtable, Parent Advisory Council for Special Education), participation in site-specific events that promote community, staff meetings, and access to local Board of Education meetings (time is allocated at each Board of Education meeting for general public comment). In addition, site and district surveys are administered to gather a broader range of input from staff and families. District Bilingual Community Liaisons support communication and outreach to families and ensure all input gathering mechanisms - such as surveys - are supported with language translation. In the spring of 2026, survey participation from families increased through intentional efforts to provide ease of access to families through QR codes made available at Family/Teacher conferences. In addition to multiple communications at the site level to gather parent/family feedback. Internally, SBSD has regular opportunities to engage with staff and gather input through venues such as site-based staff meetings and districtwide ‘Updates and Dialogue’ quarterly meetings. These different venues for educational partner input are strategically implemented to support the development of School Plans for Student Achievement (SPSAs) and the District LCAP.|SBSD continually seeks to expand opportunities for educational partner input. One continued area of focus is increasing the number of families and staff who provide input. This goal is closely tied to a secondary focus: identifying the best venues to support meaningful two-way communication. A recurring theme from families and staff is that schedules are increasingly full, while the volume of emails and other communication seems to be growing. As a result, the district continues to prioritize optimizing engagement of families and staff using platforms and formats to which they are likely to be most responsive.|SBSD will continue to optimize the support of District Bilingual Community Liaisons, Licensed Clinical Social Worker (LCSW), and support staff to engage underrepresented families. Staff will continue to offer varied options for families to provide input, including virtual and in-person meetings, as well as written or verbal input outside of scheduled meetings. SBSD will also explore additional venues for input, such as “lunch and learns”.|5|5|5|5|5|5|5|5|5|5|5|4|Met||2026-06-18|2026
37683950000000|South Bay Union|3|Based on educational partner input and local data, the LEA has made progress in strengthening relationships between school staff and families. Key strengths include an increase in parent workshops offered to families, the use of empathy interviews at school sites to gather family feedback and develop responsive action plans, and the expansion of community school practices. Additionally, three schools have become Community Schools and have conducted comprehensive needs assessments to better understand and address family needs, resulting in stronger family engagement and collaboration.|Based on educational partner input and local data, the LEA’s primary area for improvement is increasing family participation in district committees and school based engagement opportunities. Efforts will focus on expanding outreach to engage a broader and more diverse group of families, rather than relying on the same parents who consistently participate in committees, workshops, and school events. This will help ensure that family input is more representative of the entire school community.|Based on educational partner input and local data, the LEA will improve engagement of underrepresented families by conducting surveys and gathering feedback from families and the Family Engagement and Support Liaison. This information will be used to identify additional strategies, opportunities, and communication methods that better meet family needs, strengthen relationships, and build trust between families, school staff, and the LEA.|Based on educational partner input and local data, the LEA’s strengths in building partnerships for student outcomes include the collaborative work of the Family Engagement and Support Liaison, social workers, counselors, Community School Coordinators, and the Parent Engagement and Support Coordinator to provide wraparound supports for families. These efforts have included districtwide food distributions, access to clothing and basic needs resources, translation and communication support, and family workshops focused on supporting student learning, behavior, and navigating the educational system. Staff have also worked to improve student attendance by communicating with families about the importance of regular school attendance. These partnerships have strengthened family engagement and increased access to resources that support student success.|The LEA’s focus areas for improvement in Building Partnerships for Student Outcomes include strengthening family and community engagement around student attendance and learning continuity. A key priority is continuing to decrease the number of students who are chronically absent by deepening communication with families about the importance and significance of daily attendance. This includes helping families understand that even one missed day of instruction can create gaps in learning, disrupt academic progress, and compound over time. The LEA will focus on building stronger partnerships that promote consistent attendance and shared responsibility for student success.|The LEA will improve engagement of underrepresented families by strengthening early and intentional relationship-building efforts across all school sites. Staff, including family engagement and support liaisons, attendance secretaries, principals, social workers, and the ICAN attendance team, will prioritize connecting with families at the start of the school year to establish trust and ongoing communication. In addition, the LEA will host parent workshops focused on the importance of attendance to increase awareness of how missed instructional time impacts learning. These coordinated efforts aim to reduce chronic absenteeism and prevent additional students from becoming chronically absent by fostering strong, supportive school and family partnerships from the beginning of the year.|The LEA’s current strengths in Seeking Input for Decision-Making include a wide range of established structures that ensure families, students, and community members can actively participate in shaping decisions. Each school site provides multiple opportunities for engagement, including School Site Council, ELAC, Coffee with the Principal, and ongoing surveys, as well as weekly communication with families to gather feedback and input prior to decisions being made. Sites also utilize Community Schools Committees composed of diverse educational partners. At the district level, input is further strengthened through DELAC, the Superintendent’s Advisory Committee, the LCAP Advisory Committee, and the District Student Council of middle school students. In addition, both the district and school sites implement the Title I Parent and Family Engagement Policy, which supports and invites families to engage through multiple platforms and opportunities for meaningful input.|The LEA’s focus for improvement in Seeking Input for Decision-Making is to broaden and diversify participation in the input process. This includes increasing engagement from families beyond those who typically participate, ensuring that input is not consistently limited to the same households. The LEA also aims to increase participation from parents who are not district employees to balance staff perspectives with authentic family and community voices. Additionally, the LEA seeks to better understand barriers to participation for underrepresented families and develop alternative methods to gather their input and ideas when in-person or virtual meeting attendance is not feasible.|The LEA will improve engagement of underrepresented families by administering additional targeted surveys focused on identifying preferred ways, formats, and platforms for participation, as well as barriers limiting involvement in district- and school-based committees. The LEA will use this feedback to adjust engagement strategies, expand accessible participation options, and remove identified barriers to increase meaningful input in decision-making processes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-18|2026
37683956040505|Imperial Beach Charter|3|There are several school activities that include the families and community. These are done at the request of families, and we provide information and resources based off of their feedback. The LEA has increased parent and family participation in events and as volunteers on campus. There are many opportunities provided for families to be involved, that are at different times, and different capacities ensuring that there is differentiation for families to participate.|The LEA will expand parent involvement in having them highlight their own talents and teach their family colleagues. This is going to provide them with a deeper connection to the school site, and ownership and connection to the community. There are also other family and parent events that will be led by the families and inspired by their suggestions to keep them connected to the LEA.|We have reached out to many of our disconnected families to provide other ways for them to become a part of the school community. This includes holding meetings only in Spanish for our Spanish speaking families, and culturally relevant events that ensure that our families feel comfortable and seen at out school site.|We have created several partnerships with outside organizations that are connected to the community. As a community school there are several organizations such as the local Kiwanis chapter, the IB Arts Bureau, the San Diego Food Bank, that have partnered with us to provide resources and supports to our community.|We would still like to connect to other mental health programs to help support our families and students. We would also like to engage our environmental partners to support the growth of our community based learning initiative focusing on the Tijuana River Sewage crisis.|We have planned for the following school year, events that are also focused on the academics for family nights. We will also be hosting a night for our Emerging Multilingual families with resources on how to reclassify their students, and how to support them in furthering their academic goals.|We currently do a yearly listening campaign of all students, families, and staff. This is done on a yearly basis that is with surveys, and also soft data collection such as Fish Bowls, Empathy Interviews, Family Walkthroughs, Teacher Walkthroughs, and Student Walkthroughs.|We have planned to collect family data in a different way that is deeper than just the surveys. This will be done during family meetings, events, and our San Diego Food Bank distribution so that it is more frequent and current.|Many of our new volunteers are our families that tend to be misrepresented. We will be using these parents and families to provide that input and reach out to their friends and other parents to bring them in to the decision making process, and in providing input.|4|4|5|5|4|4|5|4|4|4|4|4|Met||2026-06-18|2026
37683956040513|Nestor Language Academy Charter|3|Nestor Language Academy demonstrates strong progress in building relationships between school staff and families through consistent, bilingual, and culturally responsive engagement practices. As a dual immersion site, we prioritize communication in both Spanish and English, ensuring families have equitable access to information and opportunities to participate in their child’s education. We regularly provide workshops, family meetings, and school events in both languages, which has strengthened trust and increased family involvement. Additionally, staff intentionally foster welcoming environments and maintain ongoing two-way communication with families. Local data and feedback reflect high levels of family participation and a strong sense of connection to the school, particularly among our multilingual community.|Nestor Language Academy has identified several areas for growth in strengthening relationships between school staff and families. Based on educational partner input and local data, one focus area is expanding consistent, two-way communication that goes beyond school events to include more regular opportunities for family voice and feedback. While we provide bilingual communication, we aim to further ensure that all families feel empowered to actively engage in decision-making processes. Additionally, we seek to increase participation from families who may face barriers such as work schedules or limited access to technology by offering more flexible engagement opportunities. Strengthening staff capacity in culturally responsive family engagement practices is also a priority to ensure all interactions continue to be inclusive, respectful, and responsive to the diverse needs of our community.|Nestor Language Academy will improve engagement of underrepresented families by expanding intentional, accessible, and culturally responsive outreach strategies grounded in educational partner feedback and local data. The school will prioritize increasing opportunities for meaningful two-way communication by creating additional spaces for family voice, such as small-group listening sessions, surveys, and advisory committees offered in both Spanish and English.|Nestor Language Academy demonstrates strong progress in building partnerships for student outcomes through intentional collaboration with families, staff, and the broader community. As a dual immersion school, we prioritize bilingual and culturally responsive communication, ensuring families are actively engaged as partners in their child’s academic success. Educational partner input reflects that families feel welcomed and informed, with regular opportunities to participate in workshops, school events, and decision-making processes. The school has also strengthened internal collaboration among teachers, support staff, and specialists to align instruction and interventions that support bilingualism and biliteracy. Additionally, partnerships with community organizations and district supports have enhanced access to resources and services for students and families. Local data indicates increased family participation and improved alignment between home and school in supporting student achievement, highlighting continued progress in fostering meaningful partnerships that positively impact student outcomes.|Nestor Language Academy has identified key areas for growth in strengthening partnerships for student outcomes based on educational partner input and local data. One focus area is increasing consistent, two-way collaboration with families that directly connects to student learning goals, particularly ensuring families have clear strategies and tools to support bilingualism and biliteracy at home. Additionally, the school aims to expand engagement with underrepresented families, addressing barriers such as scheduling, language access, and familiarity with the school system to ensure all voices are reflected in decision-making processes. Strengthening alignment between school-based supports, community resources, and family needs is also a priority to better coordinate services that impact student success.|To reduce barriers to participation, Nestor will provide flexible engagement options, such as varied meeting times, virtual platforms, and support services like childcare when possible. The school will also increase opportunities for family voice in decision-making, including advisory groups and feedback structures that directly connect to student outcomes, particularly in bilingualism and biliteracy.|Nestor Language Academy demonstrates strong progress in seeking input for decision-making by providing multiple, accessible opportunities for educational partners to share their voice. The school actively engages families through ELAC and School Site Council, where parents contribute to discussions and decisions related to programs, funding, and services that support student achievement. In addition, Coffee with the Principal meetings create a welcoming and informal space for open dialogue, allowing families to ask questions, provide feedback, and stay informed about school initiatives. The school also utilizes surveys to gather input from families, staff, and students to inform continuous improvement efforts. Other structures, such as family workshops, Back-to-School Night, and parent-teacher conferences, further support ongoing communication and feedback. As a dual immersion school, Nestor ensures these opportunities are conducted in both Spanish and English, promoting equitable access and participation. Local data and educational partner input reflect that these efforts have strengthened trust, increased participation, and supported more inclusive decision-making processes aligned to student outcomes.|Nestor Language Academy has identified key focus areas for improvement in seeking input for decision-making based on educational partner feedback and local data. One area of growth is increasing broader and more representative participation, particularly from underrepresented families, to ensure that input reflects the full diversity of the school community. The school also aims to strengthen the use of consistent, two-way feedback systems, moving beyond participation in meetings and surveys to ensure families clearly understand how their input influences decisions and outcomes. Additionally, Nestor seeks to improve follow-through and communication by more consistently sharing outcomes, next steps, and the impact of stakeholder feedback.|The school will increase access by offering flexible meeting options (in-person and virtual), varied times, and continued bilingual support in Spanish and English across all engagement opportunities such as ELAC, School Site Council, and Coffee with the Principal. Nestor will also create smaller, more informal engagement spaces (e.g., listening sessions, focus groups) to elevate family voice, particularly for those who may feel less comfortable participating in larger meetings.|4|5|4|4|4|4|4|3|4|4|4|4|Met||2026-06-18|2026
37684030000000|Spencer Valley Elementary|3|Our school is committed to maintaining open, consistent communication with our families, providing regular updates in both English and Spanish. Every Monday, students take home a weekly folder containing important documents and classwork. To keep families informed with real-time updates, we also send out comprehensive calls and emails every Sunday evening in both languages, alongside a newly formatted monthly bilingual newsletter.  While we have seen incredible success and high participation with our 2 to 3 family evening events this year, we continue to face challenges with gathering family input, specifically regarding survey completion and attendance at our Educational Partners' meetings. We remain dedicated to finding innovative ways to collaborate with our community as we develop our Local Control and Accountability Plan (LCAP).|To deepen family and community engagement, our primary focus is transforming our relationship with families from passive participation into an active, collaborative partnership. While our efforts have successfully increased attendance at school events, our next crucial step is ensuring that families and the broader community have a meaningful voice in school decision-making. Specifically, we aim to boost attendance at our Educational Partner meetings to gather vital feedback and input.  Leveraging the insights gained through our work with the Community Engagement Initiative (CEI), we will establish a dedicated community engagement team that will meet three to four times a year. This team will design targeted activities and strategies to encourage, empower, and integrate families into our daily work and school-wide planning, positioning them as central contributors to our school's success.|To strengthen family and parent engagement, our primary focus is transforming our relationship with families from passive participation into an active, collaborative partnership. While our efforts have yielded great success and high turnout at our 2 to 3 family evening events, local data and educational partner input reveal a critical need to improve the engagement of underrepresented families. Specifically, we aim to boost attendance and participation in Educational Partner meetings, which have historically been areas of challenge for survey completion and feedback.  To bridge this gap, we will continue providing robust, bilingual outreach (English and Spanish) through our Monday folders, weekly Sunday evening calls and emails with real-time updates, and our monthly newsletter. Furthermore, leveraging insights from the Community Engagement Initiative (CEI), we will establish a dedicated community engagement team meeting 3 to 4 times a year. This team will develop targeted strategies to empower and encourage underrepresented families to provide feedback, ensuring their voices are directly heard, valued, and integrated into school-wide planning and decision-making.|Based on the analysis of educational partner input and local data, Spencer Valley's current strengths in building partnerships for student outcomes lie in its ability to create successful and well-attended family engagement events. The school has demonstrated significant progress in drawing families to campus by hosting fun and engaging activities like Family Bingo Night and Family Sip & Paint Night, which consistently attract 30 to 50 attendees—a substantial increase over prior years. These events, which include providing dinner for families, have been highly effective in building a positive, welcoming, and connected school community.|A key area needing focus is translating this strong event attendance into active parent input and strategic participation. Spencer Valley continues to experience challenges with consistent attendance at meetings focused on gathering input for general school matters and the LCAP process, a trend further reflected in low participation rates on the annual family survey. Recognizing these gaps, the school is committed to implementing new, targeted strategies to engage families in providing meaningful input, ultimately transforming these connections into a truly collaborative partnership.|Based on the analysis of educational partner input and local data, the LEA will improve the engagement of underrepresented families by strengthening relationships between school staff and families. The goal is to move beyond passive attendance at events toward active participation and partnership. To achieve this, the LEA will focus on increasing attendance and participation at Educational Partner meetings, which were identified as a key area needing improvement. This will provide a direct avenue for underrepresented families to provide their input on school matters. Additionally, the LEA will create a Community Engagment Team that will meet 3-4 times a year to continue to develop strategies that specifically empower and encourage underrepresented families to contribute their feedback, ensuring their voices are heard and valued in the decision-making process.|"While Spencer Valley's current progress in ""Seeking Input for Decision-Making"" is in its early stages, the school is actively working to refine its approach. The current strategy relies on providing an annual survey to families and hosting monthly Educational Partner meetings to gather input for the LCAP and other school decisions. However, recent data highlights a need for improvement in these areas, noted by low parent completion rates for the annual survey and limited attendance at monthly meetings. Recognizing that these traditional methods are not yet yielding optimal engagement, the school is committed to identifying and implementing more effective, innovative ways to involve families and ensure their input directly shapes school decisions."|Spencer Valley's primary focus for improvement is to increase participation and attendance within its formal feedback mechanisms. While the school currently administers an annual survey and hosts monthly Educational Partner meetings, these traditional methods are not yet yielding optimal engagement, as evidenced by low survey completion rates and minimal meeting attendance. Consequently, the school is pivoting its strategy to discover more accessible, innovative avenues for families to provide input. By expanding beyond current practices, the goal is to ensure that all educational partners have a meaningful, active voice in the LCAP process and broader school decisions.|"Spencer Valley’s primary focus is to increase participation and attendance within our formal feedback mechanisms. While our current methods—such as the annual survey and monthly meetings—are not yet effectively engaging families, our work with the Community Engagement Initiative (CEI) has successfully laid a foundation of trust. This progress is evidenced by the high turnout and strong engagement at our recent family nights. Building on this momentum, Spencer Valley is committed to deepening the involvement of all families, particularly those who are underrepresented, in the school decision-making process.  To achieve this, the school will look at diversifying feedback channels by moving beyond traditional surveys and formal meetings to offer alternative, more convenient avenues for input, such as quick, mobile-friendly polls via text message, social media, or a dedicated school app. We will also enhance accessibility and reduce barriers for underrepresented families by ensuring all communication and feedback opportunities continue to be provided in multiple languages, introducing virtual or hybrid attendance options, and providing childcare and dinner during in-person meetings. Furthermore, we plan to integrate feedback directly into existing events, capitalizing on the high attendance at our popular family nights by incorporating brief, informal input-gathering sessions like interactive ""feedback stations"" with QR codes or quick Q&A sessions. Finally, the school will strengthen strategic communication to proactively share the direct impact of parent input, clearly demonstrating how family feedback explicitly shapes school decisions and the LCAP process to highlight the value of their contributions and motivate ongoing participation."|4|4|2|4|3|3|3|1|2|1|1|2|Met||2026-06-24|2026
37684030125401|Insight @ San Diego|3|Met: Academic Advisors make Cougar Connections with families every month to learn about each family/student and provide any additional supports needed.  The increased attendance rates and satisfaction rates from our students and families are due to the relationships built by the staff at Insight.  Educational Partner meetings are held with students, families, staff, and community members to gather feedback on LCAP actions/data as well as school procedures. Insight values feedback from all members to support our school in addressing concerns or missed opportunities.   Learning Coach University sessions are held monthly with families and each session visits topics that support parents and students.  Insight created a peer support group for new families to be linked with a successful Learning Coach/parent who provides additional support for questions and concerns. Monthly newsletters are sent to families with updates and information from the school, they also include videos on multiple topics throughout the year and student celebrations.|Based on the analysis of educational partner feedback and local data, the LEA has identified strengthening relationships between school staff, students, and families as an ongoing area of focus within the virtual setting. Due to the unique nature of online learning, intentional and consistent relationship-building practices are essential to increasing student engagement, connectedness, and overall school satisfaction. The LEA will continue to prioritize meaningful connections through regular communication, student and family celebrations, committee participation opportunities, virtual and in-person outings, and proactive outreach from staff. These efforts are designed to foster a strong sense of community, increase family engagement, and ensure students and families feel connected, supported, and valued throughout their educational experience.|Based on the analysis of educational partner feedback and local data, the LEA identified a need to strengthen engagement and connection with underrepresented families within the virtual setting. During the 2025–2026 school year, the school created a student recognition program to increase positive and meaningful communication between staff, students, and families. Through weekly digital engagement badges, staff recognize students for attendance, resilience, participation, and growth, while personally connecting with students and learning coaches/guardians through emails, calls, texts, and outreach to celebrate student success. These intentional interactions are designed to build stronger relationships, increase family engagement, and foster a greater sense of connection to the school community.|Based on the analysis of educational partner feedback and local data, the LEA identified strong partnerships between school staff, students, and families as a current strength in supporting student outcomes. During the 2025–2026 school year, Insight created Graduation Coach positions to provide additional support for students experiencing academic challenges. Graduation Coaches work closely with students and families to monitor progress, address barriers, and help keep students on track toward graduation. In addition, counselors meet with students and families each trimester to review credits completed, discuss graduation progress, and identify remaining graduation requirements. These ongoing collaborative partnerships support increased communication, student accountability, and shared planning for student success. The school also utilizes its Academic Advisors, RAISE Team, Family and Student Champion and a Trauma Counselor to support student learning and development in the home as well as address family needs.|Based on the analysis of educational partner feedback and local data, the LEA identified a continued need to strengthen family understanding of educational systems, available supports, and parent rights in order to further improve partnerships for student outcomes. Insight’s focus areas for improvement include increasing opportunities for families to receive information, guidance, and support that help them understand and exercise their legal rights, advocate for their own students, and actively participate in school decision-making processes. The LEA will continue working to strengthen communication, provide accessible resources, and build family capacity to support student success both individually and across the broader school community.  Insight has also teamed with a community partner to provide Dual enrollment opportunities were provided beginning in Trimester 3 of the 2024-2025 school year. Insight has continued to offer dual enrollment options for the 2025-2026 school year and is looking to expand the program for 2026-2027.|Based on the analysis of educational partner feedback and local data, the LEA identified a need to increase engagement and participation of underrepresented families in school partnerships and decision-making processes. To improve engagement, the LEA will continue strengthening communication, increasing outreach efforts, and providing additional resources and supports to ensure equal access for all families. Focus areas include improving access to information, increasing opportunities for participation, and providing families with the tools and support needed to effectively advocate for their students and engage as active partners in student success.|Based on the analysis of educational partner feedback and local data, the LEA identified ongoing stakeholder input and communication as a current strength in seeking input for decision-making. Insight regularly surveys students and families and provides opportunities for parent feedback during parent nights focused on topics such as school connectedness and safety. Survey data reflects that many students feel safe learning within the virtual environment. Educational partner feedback has also helped identify areas for growth, including increasing in-person opportunities and expanding virtual clubs to strengthen student connectedness and socialization.|Based on the analysis of educational partner feedback and local data, the LEA identified increasing participation and engagement in feedback opportunities as an area for improvement in seeking input for decision-making. Although Insight provides parent information nights, hosts educational partner feedback sessions, conducts ELAC meetings, and regularly administers surveys, attendance and survey completion rates remain low. The LEA will continue exploring strategies to increase participation and ensure a broader representation of stakeholder voice in the decision-making process.|Based on the analysis of educational partner feedback and local data, the LEA identified a need to improve participation from underrepresented families in decision-making opportunities. To increase engagement, the LEA will consider hosting events in multiple locations, offering varied meeting times including morning options for greater flexibility, providing communications in families’ home languages, and incorporating attendance incentives such as raffles and prizes. These efforts are intended to reduce barriers to participation and ensure a broader representation of family voice in school decision-making processes.|4|5|4|5|5|5|5|4|4|4|4|4|Met||2026-06-22|2026
37684036120893|California Virtual Academy @ San Diego|3|The school is dedicated to cultivating trusting and respectful relationships with families to ensure student success in the virtual learning environment. Upon enrollment, families receive personalized onboarding support from a designated coach, including guidance on program expectations, communication channels, and navigation of online platforms and resources. These intentional connections help establish a strong sense of belonging from the start. Spanish-language onboarding is available for Limited English Proficient (LEP) families, along with translation tools for families who speak other languages. Teachers proactively connect with families through welcome calls, monthly check-ins, academic conferences, and live instruction aligned to California standards. Staff prioritize building strong relationships through consistent, face-to-face interactions and support student and family resilience through intentional social-emotional learning practices. The school emphasizes self-awareness, self-management, and executive functioning skills, while schoolwide behavioral expectations promote positive interactions, guide staff decision-making, and create consistent support systems for students. Beyond the classroom, the school offers in-person and virtual activities, clubs, and support sessions to foster connection and engagement. Year-round support is available, including during the summer months. School leaders regularly gather feedback from families, students, and staff through surveys and direct engagement to inform continuous improvement. Programs such as Compass provide targeted support for students experiencing homelessness, foster youth, and other underrepresented student groups, offering resources, engagement opportunities, and coaching, including bilingual support. Families, students, and staff actively participate in planning and decision-making through Title I meetings, the English Learner Advisory Committee (ELAC), and Partner Engagement Meetings. These forums provide opportunities to review and give input on the Local Control and Accountability Plan (LCAP) goals, actions, and services. The LCAP Advisory Committee ensures that feedback informs decision-making and program adjustments aligned with community needs. The school evaluates data through multiple accountability measures, using insights to refine action plans and enhance family engagement strategies. By prioritizing inclusive practices, strong communication, and meaningful partnerships, the school ensures all families feel welcomed, valued, and supported.|Current Areas of Improvement -Continue to refine the Enduring Connection Calls between teachers and students. -Schoolwide implementation of 3 Signature Practices across all departments -Training and Professional Development for staff based on trauma-informed practices, to support trusting and respectful relationships with families. -Provide additional training for all staff on how to access the primary and preferred language of Limited English Proficient (LEP) families. -Continue to refine the Language Access Plan - a resource that outlines ongoing efforts to improve access for limited English proficient (LEP) individuals – people whose primary language is not English and who have limited ability to read, speak, write, or understand English. -Continue to develop the Newcomer instructional and family support services provided by the English Language Development (ELD) Department to meet the needs of students in kindergarten through grade twelve (K–12) who were born outside the United States (U.S.) who have arrived in the U.S. in the last three years and who also are still learning English.|Solid relationships and research-based support/services improve outcomes for underrepresented students. The school provides engagement, attendance, academic, and SEL support for families, including English Learners, Students with Disabilities, and Socioeconomically Disadvantaged (SED) students. Support includes removing barriers and providing school supplies and resources, as well as academic support, to help them succeed in the virtual learning environment. The school has bilingual engagement staff for Spanish-speaking families to provide support throughout the calendar year to expand opportunities for LEP families and provide an increased level of translation and interpretation support from a school staff member. Additionally, schoolwide forms and documents have been translated into Spanish, and the school’s website includes a language toggle feature so that families can change the presentation of all information on the site to the language of their choice. In addition, the school contracts with an over-the-phone interpreting service, Certified Languages International (CLI), which provides interpreters in over 230 languages, allowing for teachers and other staff to communicate with LEP students and families during real-time phone calls or video conferences in their preferred language. In order for Limited English Proficient (LEP) families who speak a language other than English or Spanish to access school information, resources are included with school communication for seamless translation on demand. All parents and guardians of students may request free language translation services in their preferred language at any time, and staff members can request document translation for LEP families’ preferred languages at any time as well. The school seeks the participation of unduplicated students by offering specific onboarding follow-up for SED families who are not meeting designated engagement metrics, an internet subsidy so families can engage and connect with the school community, and the Compass team reaches out to parents and families when SED students are not engaged. We offer workshops to support resilience, specifically designed to support SED parents and families. This series focuses on skills to manage stress, solve problems, reflect on reactions in different situations and practice new ways to respond when facing challenges. For Students with Disabilities, GE teachers and Education Specialists do targeted outreach and seek their active participation in their child's education. Case Managers ensure families attend Individualized Educational Plan (IEP) meetings, specifically parents/guardians are invited to attend 30-day, annual, and triennial IEPs, evident in Team Meeting Notices. An ongoing area of improvement for the school is to continue analyzing parental engagement data to ensure consistent and significant participation from parents and students in unduplicated groups.|The school fosters strong partnerships with families to ensure student success. Recognizing the critical role parents play in an independent study charter school, the school actively engages families by providing information, resources, training, and opportunities to collaborate with other parents to support their children’s learning. Regular teacher-family conferences inform parents about student progress and expectations, while accessible systems provide visibility into grades, assessments, and online activities. Dedicated engagement and attendance support teams help keep students connected to their learning by supporting families with strategies and clear expectations. To improve outcomes for English Learners, the ELD Department includes a Bilingual Engagement Coach and ELD paraprofessionals who provide targeted outreach and personalized support. These efforts address attendance barriers and guide families in understanding student progress, fostering collaboration to accelerate English proficiency and reclassification. Graduation coaches also support students and families by providing guidance on requirements, progress tracking, and pathways to on-time graduation through meetings, assemblies, and conferences. As a Professional Learning Community (PLC), the school focuses on learning, collaboration, and results. Staff work together to analyze student progress, refine instruction, and strengthen communication with families through onboarding, connection calls, academic conferences, and ongoing support sessions. Programs such as CAVA2College and the Career & College Prep Program provide high school students with opportunities to explore career pathways, earn certifications, and prepare for postsecondary success. Middle school students engage in career exploration and can earn high school credit. The school utilizes multiple communication platforms, including ParentSquare, LC Community, social media, and the school website, to share information and build connections. The Family Teacher Organization (FTO) further strengthens partnerships through regular meetings and shared goals. Social-emotional well-being is also a priority. The SEL team provides student assemblies aligned to SEL benchmarks, crisis support, and access to community-based mental health resources through Care Solace. Monthly, Parenting with Purpose workshops offer families opportunities to build community and learn strategies that support positive parent-child relationships.|Current Areas of Improvements -Additional opportunities for students to engage with SEL assembly topics by incorporating content into the MS/HS ORN courses and supporting the elementary staff with resources to share during Paw Pride sessions. -Provide training and access to Care Solace for administrators, who can support families by initiating a warm handoff when needed. Continue to create understanding with staff around the difference between a “warm handoff” and “anonymous search” and how we can better support resource connection when we start a “warm handoff” for a family or student. -Increase the translation and interpretation services and documents provided in Arabic, an increasing primary language amongst Limited English Proficient (LEP) families at our school.|The school’s Attendance Advocates proactively address student absences daily, working with students and families to identify and overcome barriers to engagement. They assist parents with completing required surveys for offline work and schedule additional meetings when absences persist to ensure students are supported and re-engaged in their learning. To support McKinney-Vento (MKV) students, the school has increased staffing to ensure timely access to dedicated support. Students are provided with essential materials based on individual needs, including backpacks, school supplies, ink, paper, hotspots, and PE clothing. Staff also provide referrals and warm handoffs to community resources such as food, housing, health, and mental health services. All staff participate in ongoing professional development to strengthen their ability to support students and families. New teachers receive comprehensive onboarding and are paired with a dedicated support teacher during their first year to ensure strong alignment with schoolwide expectations and practices. The school continues to strengthen its implementation of a Professional Learning Community (PLC) model focused on collaboration, learning, and results. Key teams include: Leadership Team: Coordinates schoolwide efforts across departments and grade levels. Guiding Coalition: Leads PLC processes and supports a collaborative culture focused on student outcomes. Professional Learning Teams (PLTs): Collaborate on instruction, intervention, and support for shared students. MTSS/Intervention Team: Provides targeted support for at-risk students through data-driven interventions. Student Study Team (SST): Reviews student needs and recommends appropriate academic and social-emotional supports. The school has expanded college and career readiness opportunities through programs such as CAVA2College and Career & College Prep Program, offering dual enrollment, career pathways, and certification opportunities. Middle school students also have access to career exploration and technology courses that build early college and career readiness skills. Families are supported through multiple communication platforms, including ParentSquare, the digital handbook, LC Community, social media, and the CAVA website. These tools ensure families understand their rights, access resources, and stay connected. The Family Teacher Organization (FTO) meets monthly to strengthen partnerships between families and the school community.|The LCAP Needs Assessment Survey provides valuable feedback from families and educational partners to guide continuous improvement efforts and to inform the development and monitoring of LCAP goals, actions, and services. Leadership teams regularly review survey feedback alongside student engagement and achievement data to adjust schoolwide and departmental plans and strengthen family engagement initiatives. Families identified several strengths they value and want continued focus on, including academic supports and interventions, support for multilingual families and students with disabilities, graduation support, A-G completion, and core curriculum alignment , student engagement opportunities, family and community engagement, positive school climate, and strong teacher and staff support. Additional focus areas identified included summer school opportunities, attendance support, teacher communication, new teacher support, internet reimbursement awareness, consistency across schools and programs, and SEL (Social Emotional Learning), including staff training, connections to community-based supports, and strategies that strengthen the home-to-school connection. Areas identified for improvement included platform usability and technology experience, student connection and social opportunities, differentiation for advanced learners and special populations, and teacher training and consistency. Parents, families, students, and staff provide ongoing feedback and guidance to the school through a variety of engagement opportunities, including Title I Meetings, Winter and Spring Partner Engagement Meetings, the LCAP Needs Assessment Survey, ELAC Meetings, the EL Needs Assessment Annual Survey, the LCAP Parent Advisory Committee (PAC), School Climate Surveys, Family Teacher Organization (FTO) meetings, Student Government, parent coffee chats and trainings, and regular student and teacher check-ins. Feedback gathered through these opportunities helps inform schoolwide planning, programs, services, and continuous improvement efforts. The school maintains strong two-way communication with families through ParentSquare, LC Community, emails, Connection Calls, academic conferences, student support sessions, graduation plan reviews, Student Individualized Learning Plans (ILPs), Student Support Team (SST) meetings, Individualized Education Program (IEP) meetings, English Language Development (ELD) program meetings, and Bear Tracks, the weekly community newsletter that highlights school events, resources, and activities.|Based on parent feedback, the school will: -Continue parent engagement initiatives. -Continue to provide regular surveys and host Partner Engagement Meetings to share school goals and actions, gather feedback, and increase family participation in school decision-making. -Implement a new feedback system: a multilingual survey platform that allows anonymous text, audio, or video submissions through QR codes and ParentSquare links. This system identifies key themes and informs targeted interventions. -Improve scheduling and accessibility of board meetings for parents and staff. -Provide on-demand informational videos: short, accessible videos that explain LCFF, the LCAP process, and how to provide meaningful feedback. These can be accessed at any time to accommodate families' schedules. -Continue to provide time management tools, technology and school-platform training, and resources and support to strengthen parent and learning coach capacity. -Enhance onboarding and follow-up support for families, and provide extended targeted support for families needing additional assistance. -Expand and refine attendance and engagement support for families. -Communicate available, student-specific, research-based interventions delivered by specialized staff across multiple tiers of support. -Continue implementing the schoolwide collaborative Social-Emotional Learning (SEL) plan that actively engages teachers, students, staff, and families, with clearly defined, school-specific roles and responsibilities to ensure consistent and meaningful support for all students. -Increase peer-to-peer interaction through Class Connect sessions, clubs, K12 Zone activities, and in-person and virtual events. -Refine and expand support for students experiencing homelessness and housing insecurity. -Enhance communication to increase awareness of the Internet Service Provider (ISP) reimbursement, reduce delays in verification, improve usability, and support. -Proactively reach out to families who have not participated in feedback opportunities to identify and remove barriers, and communicate to all families how their input has led to meaningful school improvements and decisions. -Enhance multilingual supports.|Parents generally express satisfaction with the school, which positively impacts all students. They value the assistance that teachers and staff provide, as well as the school's efficient communication with students and families. Daily prompts regarding class attendance and assignments help students stay focused. Parents appreciate the opportunity to monitor their child's progress and access educational materials in advance to address any academic hurdles. They also value the school's diverse and comprehensive curriculum, which offers a wide range of courses and effective teaching methods. Additionally, parents welcome the various opportunities for high school students and socialization activities available at all grade levels. Furthermore, the staff dedicated to supporting Spanish-speaking parents is highly regarded.|4|5|4|5|5|5|5|5|4|4|4|4|Met||2026-06-10|2026
37684110000000|Sweetwater Union High|3|For the 2025–2026 school year, Sweetwater leadership is prioritizing clear, consistent, and streamlined communication to strengthen relationships with families and the broader school community. While Sweetwater has a strong legacy of meaningful connections between staff and families, there are physical and communication gaps that we are intentionally working to close.|All schools are committed to building stronger partnerships with families by improving the clarity, accessibility, and efficiency of communication, while continuing to offer flexible meeting options. Parent feedback has been clear: meetings should remain available in both in-person and virtual formats, and we will continue to honor those preferences to maximize participation and engagement.|Families have also emphasized the importance of communication being delivered through multiple, preferred channels. To meet this need, schools will ensure communication is clear, concise, and distributed across a variety of platforms—including school site websites that have been improved, email, text messaging, and traditional paper copies of important documents—so that all families receive timely and accessible information in the format that works best for them.    By focusing on streamlined messaging and multi-channel outreach, Sweetwater schools will strengthen connections, reduce barriers to engagement, and better support the families we serve.|At Sweetwater Union High School District, meaningful and sustained family engagement is recognized as a critical component of student success. In alignment with input gathered from districtwide advisory bodies—including the District Parent Advisory Committee (DPAC), District English Learner Advisory Committee (DELAC), and site-based parent groups—the district has provided targeted parent education and engagement opportunities on key topics such as student attendance, Community Schools, Multi-Tiered System of Supports (MTSS), English Learner programs, and school safety and compliance.|Stakeholder feedback has also highlighted the importance of ongoing, high-quality professional learning for educators. In response, the district will continue to prioritize professional development during the 2025–2026 school year, with a focused emphasis on strengthening instructional practices in literacy—particularly writing—and mathematics, to support students’ academic achievement as well as their social and emotional development.|Additionally, families have emphasized the need for more coherent and streamlined communication. The district remains committed to improving clarity, consistency, and accessibility of communication across all schools to ensure families are well-informed and able to effectively engage as partners in their students’ education.|Sweetwater benefits from strong parent leadership through its District Parent Advisory Council (DPAC) and District English Learner Advisory Committee (DELAC). The collaboration fostered within these groups has helped the district adjust and strengthen its practices to better support all Sweetwater families, particularly those who have been historically underrepresented. This year, parent concerns have centered on school site communication. In response, our district and school site teams are implementing Multi-Tiered Systems of Support (MTSS), which promote a welcoming and supportive school climate. These systems offer a range of responses to student behavior that move beyond traditional suspension practices. Each school collaborates with its staff and community to develop a behavior plan tailored to the unique needs of its student population.|A key focus for the 2026–27 school year is to continue to address chronic absenteeism. Schools are emphasizing proactive support for students and families, and implementing strategies to improve attendance, boost engagement, and enhance overall student well-being.|Additionally, in response to parent requests, the district began investing in tutoring services during the 2022–2023 school year. These programs have continued due to ongoing support from students and families seeking individualized academic assistance both in and outside of the classroom. Early data indicates that tutoring has had a positive impact on student learning outcomes. These programs are especially focused on supporting English Learners, socioeconomically disadvantaged students, and students with disabilities—helping ensure they receive the personalized support needed to master grade-level standards and succeed academically.|4|4|4|4|4|5|4|4|4|5|5|4|Met||2026-06-08|2026
37684110126086|Hawking S.T.E.A.M. Charter|3|Based on feedback gathered through our Parent Advisory Committee (PAC), Coffee with the Principal sessions, Friday family engagement events, and survey responses, our LEA has continued to make meaningful progress in strengthening relationships between school staff and families. One of our key strategies has been the steady increase in school-wide events designed to welcome and engage families in both academic and community-building experiences. Additionally, our continued implementation of Parent Teacher Home Visits has significantly expanded our outreach and deepened connections between educators and families. These visits provide a unique opportunity for teachers to meet families in their own space, helping to build trust and mutual understanding in a setting that is both personal and respectful. These intentional and consistent efforts have reinforced our belief that the foundation of strong school-family relationships begins with the partnership between the parent and the teacher.|Results from our Family-School Relationships survey indicate that engagement remains an area for growth. Parents expressed the desire for additional opportunities to attend meetings at different times beyond the school day and in the evening, stronger communication practices, and more frequent opportunities to get involved, whether through meetings, committees, or workshops. They also appreciated and welcomed more social events that included their children. In response, our schools are continuing to support and refine regular and inclusive events such as Coffee with the Principal, Fabulous Fridays, Family Days, Student-Led Conferences, Expos, and the Fall Festival to promote authentic school-family interaction. Increasing parent participation in site-level groups including DELAC, PAC, and Safety and Wellness Committees remains a focus as we aim to strengthen shared leadership and communication. In addition, a stronger feedback loop to parents can help show them where their concerns are welcomed, heard, and being addressed.|We have increased outreach to students and families from underrepresented groups, particularly those experiencing chronic absenteeism, and saw strong results from that practice this year. Our approach includes more personal communication and varied methods to ensure accessibility. We continue to be especially focused on connecting with families from groups that have been historically underrepresented at our schools, including White and African American students, to ensure all families feel respected, included, and engaged.|Our partnership with the San Diego County Office of Education supports our efforts to build a cohesive Multi-Tiered System of Support (MTSS). This work focuses on aligning our academic, behavioral, and wellness supports into an integrated framework that allows us to monitor student progress, respond to needs in real time, and ensure equitable access to services. To guide this work, we administer annual staff surveys to identify areas of interest and need in professional learning. Teachers are encouraged to request training throughout the year and to provide feedback on the relevance and effectiveness of the sessions they attend. This process helps us evaluate whether our current offerings meet staff needs and informs decisions about additional training and support. As a result, we have expanded professional development that addresses both academic instruction and the social-emotional needs of students.  This partnership with our parents has been strong, with survey results showing that Family Support ranks around the 90th percentile nationally with 79% favorable responses, driven by frequent parent-child conversations about learning (94%) and problem-solving discussions (94%).|As our systems evolve, Hawking will continue refining how we align professional learning with instructional practice while deepening our partnership with the County Office. This year, we will enter our third year as part of the Inclusive Education Network (IEN) on a consultation basis, where we are focused on maintaining and spreading the implementation the CA MTSS framework through structured Plan Do Study Act (PDSA) cycles. These cycles support ongoing reflection and improvement in our delivery of instruction. In addition, we will participate in the second year of the Middle School ASPIRE Network. This network is designed to support schools in implementing inclusive, asset-based practices that improve academic outcomes and school culture for middle school students. Through this partnership, we will focus on strengthening instructional coherence, improving student engagement, and developing systems that support equitable access to high-quality learning for all students. We are also continuing our Parent-Teacher Home Visits, Family Days, Student-Led Conferences, and Expos in order to strengthen our partnerships with families to support student outcomes. Parents have also requested increased communication about student progress and resources available to support students at home. Parents also expressed interest in having students work on more long-term projects rather than daily homework.|Hawking partners with South Bay Community Services to provide unduplicated pupils and their families with access to Summer School, Spring Expanded Learning, and the After-School Program. Required participation in Student-Led Conferences and beginning-of-year orientations creates additional touchpoints where staff share resources and build trust with families who have been underrepresented. Bilingual interpretation is available at every event, and several staff maintain direct contact with families to coordinate support and remove barriers throughout the school year.|Hawking continues to prioritize meaningful parent input through both in-person meetings and ongoing survey collection. We ensure parent voice is reflected in key decision-making bodies, including our governing board and site-based committees. For the past three years, we have implemented Parent Teacher Home Visits as a research-based strategy to strengthen family engagement. These visits offer a unique opportunity to gather input directly from families in the comfort of their homes. Parents often share insights and student needs with teachers, who then submit required reflections to school leadership. These reflections help inform planning, improve responsiveness, and deepen our understanding of student and family experiences. We plan to continue expanding this impactful practice in the coming years.|With the implementation of Panorama Family and Student Surveys, we receive more regular and detailed input on school climate and areas for growth. To strengthen this process, we are planning additional parent meetings focused on explaining the purpose and value of these surveys, as well as how the results inform actions and improvements. These forums will also give families the opportunity to propose solutions. Feedback gathered through Parent Teacher Home Visits continues to affirm their positive impact on relationships and school climate, reinforcing our commitment to expanding these efforts.|To increase participation from underrepresented families, Hawking will focus on improving communication around survey timelines and key family meetings. We will continue using multiple outreach platforms including Messenger, the Edlio Hawking app and website, and ClassDojo, while also encouraging personalized outreach through teacher-family communication. These efforts are intended to reduce barriers to participation and ensure that all families are included in the decision-making process.|4|5|5|4|4|4|5|4|4|4|4|4|Met||2026-06-24|2026
37684113731304|MAAC Community Charter|3|**1. Current Strengths and Progress in Building Relationships Between School Staff and Families**  MAAC Community Charter School continues to strengthen relationships with families through its Community Schools approach, which emphasizes trust, collaboration, and equitable access to support services. Educational partner feedback gathered through the LCAP process, school surveys, School Site Council (SSC), English Learner Advisory Committee (ELAC), and direct family engagement demonstrates that families value the school's welcoming environment, responsive staff, and commitment to meeting students' academic and social-emotional needs.  The school maintains multiple avenues for two-way communication, including ParentSquare with translation capabilities, phone calls, emails, text messaging, parent conferences, and community meetings. Bilingual staff and interpreters help ensure families can communicate in their preferred language. Families also benefit from MAAC's integrated wraparound services, including counseling, community resource referrals, workforce development, and family support programs. During the 2025-2026 school year, MAAC continued expanding family engagement through Community Schools initiatives, increased collaboration with community partners, and improved coordination of student supports.|**2. Focus Area(s) for Improvement in Building Relationships Between School Staff and Families**  MAAC Community Charter School recognizes the importance of continuously strengthening family engagement practices, particularly for families who face barriers related to transportation, work schedules, language, or other life circumstances. The school will continue expanding opportunities for meaningful participation by increasing flexible engagement options, enhancing outreach efforts, and strengthening communication throughout the school year.  As part of the Community Schools implementation, MAAC is refining family intake procedures, improving referral processes, and implementing Salesforce to better document family engagement, monitor student and family supports, and coordinate services across school departments and MAAC programs. These improvements will provide more timely follow-up, improve communication with families, and allow the school to better evaluate the effectiveness of engagement strategies through data-driven decision making.|**3. Improving Engagement of Underrepresented Families**  MAAC Community Charter School serves a diverse student population, including English Learners, foster youth, students experiencing housing instability, students with disabilities, and socioeconomically disadvantaged families. The school will continue prioritizing equitable engagement by providing bilingual communication, translation and interpretation services, flexible meeting options, and multiple opportunities for families to participate in school decision-making through SSC, ELAC, surveys, and community meetings.  The school will continue leveraging Community Schools partnerships and MAAC's comprehensive family services to reduce barriers to engagement by connecting families with academic, health, workforce, housing, and social service resources. The implementation of Salesforce will further strengthen outreach by allowing staff to better track family engagement, coordinate supports across departments, identify gaps in participation, and ensure underrepresented families receive timely follow-up and access to available services.|**1. Current Strengths and Progress in Building Partnerships for Student Outcomes**  MAAC Community Charter School partners with families as active participants in supporting student success. Through the Community Schools framework, the school provides families with academic information, attendance updates, college and career planning resources, counseling services, and connections to community-based supports that help remove barriers to learning. Families participate in parent-teacher conferences, MTSS meetings, IEP meetings, School Site Council (SSC), English Learner Advisory Committee (ELAC), and the annual LCAP development process, providing valuable input into school programs and student supports.  Educational partner feedback indicates that families value the school's personalized approach, accessibility of staff, and commitment to supporting the whole student. Bilingual communication through ParentSquare, phone calls, emails, text messages, and in-person meetings ensures families remain informed and engaged. Community partnerships with MAAC programs and other local organizations provide access to workforce development, behavioral health services, housing resources, food assistance, and other wraparound supports that contribute to improved student outcomes. These partnerships have strengthened family engagement while reinforcing the connection between academic success and overall student well-being.|**2. Focus Area(s) for Improvement in Building Partnerships for Student Outcomes**  MAAC Community Charter School is committed to expanding meaningful family participation throughout the educational process. The school will continue increasing opportunities for families to engage in academic planning, attendance improvement efforts, and college and career readiness activities while reducing barriers related to work schedules, transportation, and language access.  To strengthen these efforts, MAAC is refining its family intake process and implementing Salesforce to improve coordination of student and family services across school departments and MAAC programs. This system will enhance communication, document family participation, monitor referrals and interventions, and provide data that will help the school evaluate the effectiveness of family engagement strategies and continuously improve partnerships that support student achievement.|**3. Improving Engagement of Underrepresented Families**  MAAC Community Charter School will continue prioritizing engagement of underrepresented families, including English Learner families, students with disabilities, foster youth, students experiencing housing instability, and socioeconomically disadvantaged families. The school will maintain bilingual communication, translation and interpretation services, flexible meeting options, and multiple opportunities for families to participate in school decision-making and student support planning.  Through the Community Schools strategy and partnerships with MAAC programs, families will continue to receive coordinated access to academic supports, behavioral health services, workforce development, housing resources, and other wraparound services that reduce barriers to student success. The implementation of Salesforce will strengthen the school's ability to identify families who are not fully engaged, coordinate outreach across departments, monitor participation in services, and ensure equitable access to the resources and supports needed to improve student outcomes.|**1. Current Strengths and Progress in Seeking Input for Decision-Making**  MAAC Community Charter School values shared decision-making and actively seeks input from educational partners to guide school improvement efforts. Families, students, staff, and community partners participate in the development and evaluation of school programs through the annual LCAP process, School Site Council (SSC), English Learner Advisory Committee (ELAC), surveys, public board meetings, and other engagement opportunities. Feedback collected through these forums directly informs school goals, actions, and resource allocation.  The Community Schools framework has further strengthened educational partner engagement by expanding opportunities for collaboration and increasing access to wraparound supports that address barriers to student success. Families are encouraged to participate in school planning through bilingual communication, flexible meeting formats, and multiple methods for providing feedback. Educational partner input has played an important role in shaping student support services, attendance initiatives, family engagement strategies, and continuous improvement efforts outlined in the LCAP.|**2. Focus Area(s) for Improvement in Seeking Input for Decision-Making**  MAAC Community Charter School will continue expanding opportunities for meaningful educational partner participation by increasing outreach to families who have historically participated less frequently in advisory groups and school planning activities. The school will continue offering flexible meeting options, strengthening communication about participation opportunities, and increasing awareness of how educational partner feedback influences school decisions.  To support continuous improvement, MAAC is implementing Salesforce to better document educational partner engagement, monitor participation across advisory groups and outreach activities, and identify opportunities to increase representation. These improvements will help ensure that decision-making continues to reflect the diverse perspectives and needs of the school community.|**3. Improving Engagement of Underrepresented Families**  MAAC Community Charter School is committed to ensuring that underrepresented families have equitable opportunities to participate in school decision-making. The school will continue providing bilingual communication, translation and interpretation services, accessible meeting formats, and flexible opportunities for participation through SSC, ELAC, surveys, and the annual LCAP development process.  Through the Community Schools strategy and partnerships with MAAC programs, the school will continue reducing barriers to participation by connecting families with supportive services and resources that increase their ability to engage in their child's education. The implementation of Salesforce will strengthen outreach efforts by helping staff identify families who are not actively participating, coordinate targeted follow-up, track engagement over time, and ensure that the voices of English Learners, foster youth, students experiencing housing instability, students with disabilities, and socioeconomically disadvantaged families are reflected in school planning and continuous improvement efforts.|4|5|4|5|4|5|4|5|4|4|5|4|Met||2026-06-16|2026
37684370000000|Vallecitos Elementary|3|Vallecitos Elementary School District continues to strengthen relationships between school staff and families by fostering a welcoming, inclusive, and collaborative school culture. The district values family engagement as an essential component of student success and intentionally creates opportunities for meaningful partnerships throughout the school year.  The district maintains a highly welcoming environment by offering numerous family-centered events, including Back-to-School Night, Open House, Fall Festival, Lunch on the Lawn, Santa's Workshop, Movie Night, Spring Fling Art Show, Talent Show, our annual Promotion Ceremony, and other school celebrations that encourage families to participate in school life. These events provide opportunities for staff and families to build relationships outside the classroom while reinforcing a strong sense of community. Vallecitos continues to strengthen culturally responsive practices by providing bilingual communication, translation services, and family engagement opportunities that reflect the linguistic and cultural diversity of the school community. Staff work collaboratively with families through parent conferences, Individualized Education Program meetings, Student Study Team meetings, School Site Council, DELAC, LCAP meetings, and other school-based activities to better understand each family's goals, strengths, and needs. The district has also expanded staff capacity to build trusting relationships with families through ongoing professional learning. During the year, staff participated in training focused on Multi-Tiered System of Supports (MTSS), restorative practices, and strategies for building positive relationships with students and families. These efforts support respectful communication, collaborative problem-solving, and stronger partnerships centered on student success. Vallecitos continues to provide multiple avenues for meaningful two-way communication through ClassDojo, FinalSite, district and classroom communications, bilingual notices, phone calls, conferences, surveys, and direct access to school administration. Families are encouraged to participate in decision-making through advisory committees, public meetings, and ongoing opportunities to provide feedback that informs district planning and continuous improvement. Overall, the district has continued to strengthen relationships between staff and families by maintaining a welcoming school environment, expanding opportunities for meaningful engagement, increasing staff capacity to build positive partnerships, and ensuring that family voice remains an important component of district decision-making.|While Vallecitos has established a welcoming school culture and multiple opportunities for family engagement, the district recognizes several areas for continued growth. Educational partner input and local data indicate that strengthening authentic two-way partnerships with families remains an ongoing priority. The district will continue building staff capacity to engage families through culturally responsive communication, restorative practices, and effective collaboration. Professional learning will emphasize relationship-building strategies that promote meaningful dialogue, shared problem-solving, and productive partnerships with families from diverse backgrounds. Increasing participation among historically underrepresented families also remains an area of focus. The district will continue strengthening engagement with English Learner families, families of students with disabilities, and other groups whose participation in advisory committees and school activities has historically been lower. Expanding opportunities for participation while reducing barriers related to language, scheduling, and access will remain an important component of the district's family engagement efforts. Vallecitos will also continue enhancing communication systems to ensure families receive timely, understandable, and accessible information. The district will expand the use of multiple communication platforms, provide bilingual communications and translation services whenever appropriate, and continue seeking family input through surveys, advisory committees, conferences, LCAP engagement activities, and informal opportunities for feedback throughout the school year. As the district continues implementing its Multi-Tiered System of Supports (MTSS) framework and restorative practices, staff will strengthen partnerships with families by emphasizing early intervention, collaborative problem-solving, and shared responsibility for supporting student success. These efforts will help ensure that families remain active partners in both academic and social-emotional development. Through these continuous improvement efforts, Vallecitos seeks to further strengthen trust between families and school staff, increase meaningful participation in district decision-making, and ensure every family feels welcomed, valued, and connected to the educational experience of their child.|Vallecitos Elementary School District remains committed to ensuring that all families, particularly those who have historically been underrepresented in school decision-making, have meaningful opportunities to engage as partners in their children's education. The district will continue focusing on English Learner families, families of students with disabilities, socioeconomically disadvantaged families, and other groups whose participation may be limited by language, work schedules, transportation, or other barriers. The district will continue expanding multilingual communication by providing important information in English and Spanish, offering translation services during meetings, and utilizing multiple communication platforms, including ClassDojo, ParentSquare, phone calls, conferences, and the district website. These efforts help ensure that families receive timely, accessible information and have multiple opportunities to communicate with school staff. Vallecitos will continue strengthening the role of advisory groups, including DELAC, School Site Council, and the LCAP development process, by encouraging participation from families representing the district's diverse student population. Family surveys, public meetings, and direct outreach will continue to provide opportunities for educational partners to share their perspectives and help shape district priorities. The district will also continue building staff capacity to engage families through ongoing professional learning focused on culturally responsive communication, restorative practices, and collaborative problem-solving. These strategies support positive relationships between school staff and families while promoting early intervention and shared responsibility for student success. As part of the district's Multi-Tiered System of Supports (MTSS), school staff will continue working collaboratively with families to identify student needs early, develop appropriate interventions, and monitor progress. This proactive approach encourages regular communication and strengthens partnerships that support both academic achievement and social-emotional well-being. Through these efforts, Vallecitos seeks to ensure that every family feels welcomed, respected, informed, and empowered to participate in school life and district decision-making. The district will continue evaluating participation and educational partner feedback to identify additional opportunities for improving engagement among underrepresented families as part of its continuous improvement process.|Vallecitos Elementary School District continues to strengthen partnerships with families by recognizing that meaningful collaboration between home and school is essential to improving student outcomes. Analysis of parent surveys, staff input, and educational partner feedback indicates that families value the caring relationships they have with teachers and staff, the welcoming school culture, and the district's commitment to student success. Families also expressed a desire for additional academic opportunities, expanded extracurricular activities, continued communication, and increased involvement in supporting student learning. Professional learning continues to strengthen staff capacity to partner effectively with families. Throughout the year, teachers, administrators, and classified staff participated in professional learning focused on Multi-Tiered System of Supports (MTSS), restorative practices, collaborative problem-solving, and instructional practices designed to support all learners. These efforts have strengthened communication with families while promoting shared responsibility for student success. The district maintains multiple opportunities for families and educators to collaborate through parent-teacher conferences, Student Study Team meetings, Individualized Education Program meetings, MTSS problem-solving meetings, School Site Council, DELAC, and ongoing classroom communication. These structures promote early intervention, shared goal-setting, and collaborative decision-making to support students academically, socially, and emotionally. Vallecitos also continues to ensure that families understand and can exercise their educational rights by providing information regarding special education procedural safeguards, English Learner programs, district policies, and opportunities to participate in advisory committees and the LCAP development process. Translation services and bilingual communication remain available to ensure equitable access. The district continues expanding opportunities for families to support learning at home through classroom communication, literacy initiatives, digital communication platforms, and community partnerships. While educational partners identified opportunities to further strengthen curriculum-specific home learning resources and enrichment opportunities, Vallecitos has established strong partnerships that promote student success through trust, communication, and continuous collaboration between families and school staff.|Analysis of educational partner input identified several opportunities to further strengthen partnerships between families and schools to improve student outcomes. While families expressed appreciation for the supportive relationships they have with staff, they also identified opportunities to expand academic supports, enrichment opportunities, communication, and resources that help families reinforce learning at home. Staff similarly identified continued implementation of MTSS, mathematics achievement, writing instruction, social-emotional learning, and student engagement as priorities for continuous improvement. The district will continue expanding resources that help families support student learning outside the classroom. This includes providing curriculum-aligned information, literacy and mathematics strategies, digital learning resources, and practical guidance that families can use to reinforce classroom instruction at home. Strengthening ongoing communication regarding student progress also remains an area of focus. In addition to parent-teacher conferences, the district will continue encouraging timely communication between families and school staff through multiple platforms so that academic or behavioral concerns can be addressed proactively through collaborative problem-solving. Educational partner feedback also highlighted interest in additional enrichment opportunities and expanded student supports. As resources allow, the district will continue exploring opportunities to strengthen extracurricular activities, extended learning opportunities, family engagement events, and community partnerships that support the whole child. Finally, Vallecitos will continue building staff capacity through professional learning focused on MTSS, restorative practices, culturally responsive communication, and evidence-based instructional practices. These efforts will strengthen partnerships with families by promoting shared responsibility for student success and ensuring that educational decisions are informed through ongoing collaboration between home and school. Through these continuous improvement efforts, the district seeks to provide every family with the information, resources, and opportunities needed to actively support their child's academic, behavioral, and social-emotional success while strengthening meaningful partnerships that contribute to improved student outcomes.|Vallecitos Elementary School District will continue strengthening partnerships with underrepresented families by ensuring that all educational partners have equitable opportunities to participate in their children's education and district decision-making. The district will continue focusing outreach efforts toward English Learner families, families of students with disabilities, socioeconomically disadvantaged families, and families whose participation has historically been limited by language, work schedules, transportation, or other barriers. The district will continue expanding multilingual communication through bilingual notices, translation services, ClassDojo, FinalSite, phone calls, conferences, and district advisory meetings. These communication systems help ensure that families receive timely information in an understandable format while providing multiple opportunities for two-way communication with school staff. Vallecitos will continue using its Multi-Tiered System of Supports (MTSS) framework to strengthen partnerships with families through early identification of student needs, collaborative problem-solving, and ongoing progress monitoring. Families will continue to participate as active members of Student Study Team meetings, Individualized Education Program meetings, attendance interventions, and other support processes designed to improve academic, behavioral, and social-emotional outcomes. The district will continue encouraging participation from underrepresented families through DELAC, School Site Council, LCAP engagement activities, parent surveys, and public meetings. Educational partner feedback will continue informing district priorities and the development of programs and services that address the unique needs of Vallecitos students and families. Parent survey responses indicate that families value the caring relationships, communication, and family atmosphere of the school while also expressing interest in expanded academic supports, extracurricular opportunities, and continued communication regarding student progress. These priorities will continue guiding district improvement efforts. Through these ongoing efforts, Vallecitos will continue building meaningful partnerships with underrepresented families by reducing barriers to participation, strengthening communication, and ensuring that every family has the opportunity to actively contribute to their child's educational success and the continuous improvement of the district.|Vallecitos Elementary School District continues to strengthen opportunities for educational partners to participate in district decision-making through a transparent and collaborative engagement process. Parent surveys, staff input, student feedback, advisory committee meetings, and public Board meetings all contribute to the development, implementation, and evaluation of district programs and services. Educational partner feedback directly informed the priorities reflected in the 2026–27 Local Control and Accountability Plan, including continued emphasis on academic achievement, Multi-Tiered System of Supports (MTSS), student engagement, school climate, and expanded enrichment opportunities. The district provides multiple opportunities for families to participate in decision-making through School Site Council, DELAC, LCAP meetings, parent surveys, conferences, public hearings, and regular communication with school and district leadership. Families are encouraged to share feedback regarding district priorities, instructional programs, student supports, school safety, and family engagement activities. Translation services and bilingual communication help ensure that families can participate meaningfully regardless of language.  Staff members also play an active role in district planning through leadership meetings, professional learning communities, faculty meetings, MTSS discussions, and structured opportunities to provide input on instructional programs, student interventions, and resource allocation. Student perspectives continue to be incorporated through Student Council and other opportunities for student voice regarding school climate and student engagement. Educational partner feedback this year reflected strong appreciation for the district's caring staff, family atmosphere, communication, and commitment to students while also identifying opportunities to strengthen academic supports, extracurricular opportunities, and continued family engagement. This feedback has been incorporated into district planning and the annual update of the LCAP as part of Vallecitos' continuous improvement process. Overall, Vallecitos has established effective systems for gathering, considering, and acting upon educational partner input. The district remains committed to maintaining transparent decision-making processes that ensure families, students, staff, and community members have meaningful opportunities to help shape district priorities and improve outcomes for all students.|Analysis of educational partner input identified several opportunities to further strengthen the district's decision-making processes. While Vallecitos provides multiple opportunities for families, staff, students, and community members to participate, the district recognizes the importance of continually expanding meaningful participation and ensuring that all educational partners feel their voices are heard and reflected in district decisions. One area of continued focus is increasing participation among underrepresented families. The district will continue encouraging greater involvement from English Learner families, families of students with disabilities, and other groups that may experience barriers to participation due to language, work schedules, transportation, or other factors. Translation services, bilingual communication, and flexible engagement opportunities will continue supporting broader participation in advisory committees, public meetings, and the LCAP development process. The district will also continue strengthening communication regarding how educational partner input influences district decisions. Families and staff consistently provide valuable feedback through surveys, advisory committees, conferences, and public meetings. Continuing to communicate how this feedback informs district priorities, resource allocation, and program development will help strengthen trust and encourage ongoing participation. Educational partner feedback also highlighted the importance of maintaining open communication regarding academic programs, student supports, school safety, enrichment opportunities, and school climate. The district will continue seeking input on these priorities while expanding opportunities for families, students, and staff to participate throughout the school year rather than only during the annual LCAP development process. Finally, Vallecitos will continue strengthening staff capacity to facilitate meaningful engagement through professional learning focused on culturally responsive communication, collaboration, and effective facilitation of advisory groups. These efforts will help ensure that educational partner engagement remains authentic, inclusive, and focused on continuous improvement. Through these ongoing efforts, Vallecitos will continue building a culture of shared leadership in which families, staff, students, and community members play an active role in shaping district priorities and improving outcomes for all students.|Vallecitos Elementary School District will continue strengthening engagement of underrepresented families by ensuring that all educational partners have equitable opportunities to participate in district planning and decision-making. The district will continue focusing outreach efforts toward English Learner families, families of students with disabilities, socioeconomically disadvantaged families, and other groups that may experience barriers to participation due to language, work schedules, transportation, or limited access to school events. The district will continue reducing these barriers through bilingual communication, translation services, multiple communication platforms, and flexible opportunities for participation in School Site Council, DELAC, LCAP meetings, public hearings, parent conferences, and other advisory activities. Families will continue receiving information in accessible formats while having multiple opportunities to provide input throughout the school year. Educational partner surveys and stakeholder meetings demonstrated that families value the district's welcoming environment and caring staff while requesting continued communication, expanded academic supports, additional enrichment opportunities, and opportunities to remain involved in district planning. The district will continue using this feedback to guide improvements while ensuring that the voices of historically underrepresented families are intentionally included in the decision-making process. Vallecitos will also continue using its Multi-Tiered System of Supports (MTSS), advisory committees, parent surveys, and direct communication with families to identify barriers to student success and inform district priorities. Staff will continue building their capacity to engage families through professional learning focused on culturally responsive communication, restorative practices, and collaborative problem-solving that encourages meaningful family participation. Through these ongoing efforts, Vallecitos will continue strengthening trust, reducing barriers to participation, and ensuring that underrepresented families have meaningful opportunities to help shape district policies, programs, and services. The district remains committed to a continuous improvement process in which educational partner voice informs decision-making and contributes to improved outcomes for all students.|4|5|4|4|4|3|4|5|4|4|5|4|Met||2026-06-26|2026
37684520000000|Vista Unified|3|Based on the analysis of educational partner input and local data, Vista Unified School District continues to demonstrate strong progress in building meaningful relationships between school staff and families. Key strengths identified by educational partners include our Community Schools model and the district's Family and Community Engagement (FACE) network and the work of Community Liaisons, serving as trusted bridges between families and schools. Educational partners consistently highlighted the important role Community Liaisons play in fostering connections through home visits, interpretation services, enrollment support, resource navigation, and ongoing assistance tailored to family needs.  District investment in relationship-centered engagement practices, culturally responsive communication, and language access supports has strengthened partnerships between families and school staff while fostering a more inclusive and welcoming environment for all educational partners.|While Community Liaisons, translation services, and community schools are widely valued as effective family engagement strategies, opportunities for growth remain.  Areas for improvement identified by educational partners include increasing participation from underrepresented families, improving attendance at school and district meetings such as the School Site Council, (SSC) English Learner Advisory Committee (ELAC), District Parent Advisory Committee (DPAC), and the Local Control Accountability Plan (LCAP) community forums, and ensuring consistent family engagement practices across the district.|To improve engagement with underrepresented families identified through the self-reflection process, the district will continue to expand targeted outreach efforts through Community Schools, Community Liaisons, translation and interpretation services, and relationship-centered engagement practices. The district will prioritize outreach to families of English Learners, students experiencing homelessness, foster youth, students with exceptional needs, and newcomer families by providing culturally responsive communication, increasing opportunities for participation in school and district decision-making processes, and reducing barriers through flexible meeting options and accessible family engagement activities. These efforts are intended to ensure that all families feel welcomed, informed, and empowered as partners in their children's education.|Vista Unified School District has demonstrated strong progress in building meaningful partnerships that support student outcomes through a shared commitment to equity, student voice, family engagement, and collaborative decision-making.  A key strength is the Superintendent’s Council for Equity and Anti-Racism, which brings together educational partners and students to provide input and recommendations on district initiatives. Through this collaborative process, educational partners help identify barriers to student success, inform improvement strategies, and promote equitable access to opportunities and resources. The council’s focus on sustainable systems change reflects the district’s commitment to shared leadership and continuous improvement.  The district has also strengthened student voice by including three student representatives on the Board of Education, providing students with a meaningful opportunity to contribute to discussions that impact students’ educational experiences. In addition, ongoing engagement with families, advisory committees, and community partners helps ensure that district programs and services are responsive to the needs of students and families.|Based on analysis of educational partner input and local data, the district has identified key focus areas to strengthen partnerships that support equitable student outcomes. The district will continue to strengthen outreach to underrepresented families, increase participation in advisory committees and engagement opportunities, and ensure that educational partners understand how their feedback informs decision-making and improvement efforts. Additionally, the district will continue to elevate student voice and leadership opportunities while strengthening partnerships that support equitable access, student success, and positive outcomes for all students.|To ensure families can meaningfully support student success, the district will improve access to information about academic progress through family-friendly, translated communications and resources. The district will also expand family learning opportunities focused on understanding student assessments, graduation requirements, college and career readiness, and strategies to support learning at home. These efforts are intended to strengthen family-school partnerships and ensure all families have the knowledge, resources, and opportunities needed to support positive student outcomes.|Vista Unified School District demonstrates a strong commitment to engaging a broad range of educational partners in decision-making, reflecting its focus on equity, transparency, and shared leadership. A key strength is the district’s comprehensive approach to engagement, which includes structured opportunities for students, educators, families, and community members to provide input through student forums, parent focus groups, school site councils, and advisory committees. These engagement opportunities help inform district priorities, including the development of the Local Control and Accountability Plan (LCAP).  The district further strengthens family engagement through community liaisons who serve as trusted connections between schools and families, helping to build relationships, increase access, and elevate family voice. In addition, the district has made significant progress in elevating student voice through the inclusion of three student board members and the Superintendent’s Council for Equity and Anti-Racism, providing students with meaningful opportunities to influence district policies, practices, and decision-making.|Based on educational partner input, Vista Unified School District identified opportunities to strengthen how stakeholder feedback is solicited, communicated, and incorporated into decision-making. While the district provides multiple opportunities for engagement through surveys, forums, and advisory committees, some educational partners, particularly families from underrepresented groups, reported limited awareness of these opportunities and how to participate. Educational partners also expressed a desire for greater transparency regarding how their feedback influences district and school decisions, as well as more consistent communication and meaningful opportunities to engage in school planning and decision-making processes.|Based on Vista Unified School District’s self-reflection process and educational partner input, the district will strengthen engagement of underrepresented families by increasing awareness of opportunities to participate in district and school decision-making. The district will continue to provide multilingual communication, translation and interpretation services, and targeted outreach through Community Liaisons to ensure families have equitable access to engagement opportunities. To build trust and encourage ongoing participation, the district will improve communication regarding how educational partner feedback is considered and used to inform district and school decisions. These efforts are intended to ensure that underrepresented families have a meaningful voice in shaping programs, services, and priorities that impact student success.|4|5|4|5|4|3|4|4|5|5|5|4|Met||2026-06-26|2026
37684520106120|SIATech|3|SIATech strives to include families and community partners in the decision-making process. SIATech solicits input from families and community partners to develop programming for students and families in the continuous improvement process. SIATech formed its DELAC and ELAC committee in the 2020-21 school year. The DELAC and the ELAC steering committee include parents, adult students, community partners, teachers, principals, and district leaders. SIATech’s DELAC and ELAC meetings are held quarterly to address mandated requirements and updates and showcase EL student outcomes|SIATech established its Family and Community Engagement (F&CE) Steering Committee in the 2020 -21 school year. The F&CE Steering Committee utilized numerous data sources (i.e., equity audit, parent survey, staff survey, & asset mapping) to assess and determine areas of improvement. Based on the qualitative and quantitative data, the F&CE Steering Committee determined that establishing school-to-home connections is essential to student development.  In the 2023-24 school year SIATech will establish a Parent Advisory Committee to work alongside the F&CE committee to connect families to community resources that support their students' goals, interests, and needs. In the 2022 -2023 school year SIATech developed a Mental Health & Wellness Resources website to provide students and families with support and resources to address food assistance, housing, mental health and wellness, and other support services. SIATech will adopt Edgenuity in the 2023-24 school year. From this platform, families can access current information about their student's progress and performance and communicate with school staff.|SIATech is committed to improving strategies and structures to increase underrepresented families' engagement. SIATech has held advisory committee meetings to garner input from families related to school improvement and extended intentional invitations to underrepresented families to be members of various site and district committees. SIATech will continue to engage with and build relationships with individual families and provide necessary, personalized support to foster strong relationships between school staff and underrepresented families.|SIATech assists our families in understanding academic expectations through several strategies. These include mentor-teacher meetings at all school sites to discuss student progress and support needed to ensure success. These meetings address various topics to help parents understand state academic standards, the instructional program, and how they can best support their student’s achievement in school. The LCAP process also provides many opportunities at the site and district level to assist parents/guardians with understanding expectations for their students. Technology is also used to communicate information and request feedback about LCAP goals from the community. Information is posted on the district and school websites. Annual surveys for educational partners are given throughout the year. Requests for feedback and participation are sought through surveys.|Recent educational partner (DELAC/ELAC) input shows a desire for more in-depth knowledge of the local assessments, curriculum, and instructional strategies to improve and accelerate our EL student learning. SIATech developed the Wellness Industry School Home (WISH) comprehensive framework to assess and implement an action plan to build and strengthen partnerships that we anticipate will lead to greater student outcomes and provide students with educational stability.|Participation from all parents is solicited, including the engagement of underrepresented families. SIATech has continued translating communications and documents to make information more accessible to our multilingual families. SIATech will continue developing strategies to improve underrepresented families' engagement, including personal invitations to participate, adjusting meeting times and locations, and utilizing virtual options.|Referring to the SIATech Strategic Plan, SIATech recognizes that parents/guardians are their student's first and most influential teachers and that sustained parent/guardian involvement in the education of their students contributes greatly to student achievement and a positive school environment. Additionally, SIATech works with staff and parents/guardians to develop meaningful opportunities at all grade levels for parents/guardians to be involved in district and school activities, advisory, decision-making, advocacy roles, and activities to support learning at home. This is achieved through regularly scheduled DELAC/ELAC meetings, surveys, and numerous advisory committees where parent/guardian involvement policies are shared and jointly developed.|SIATech increased the number of opportunities, using various engagement tools, for educational partners to provide input. In 2023- 2023 SIATech began using the Panorama platform to gather educational partner input. An area of focus is to evaluate what tools successfully engage families at the school and district levels and what steps SIATech can take to improve the design and implementation of engagement activities.|SIATech ensures all families receive communications and invitations to participate on committees and forums through communication accommodations, such as translation, interpreters, scheduling individual meetings at a convenient time for individual families, home visits, etc. SIATech monitors student attendance daily and communicates with families in a timely manner, especially families of migratory, foster, or homeless youth, to minimize disruptions to educational services. SIATech partnered with Wellness Together and Justice for Youth (JU4Y) programs to improve attendance and address students' mental health and wellness needs.|3|3|3|3|3|3|3|3|3|3|3|3|Met||2026-06-16|2026
37684520114264|North County Trade Tech High|3|Strengths include creating multiple opportunities for families to engage with the school community, regular communication between school and home, an open door policy to meet with families and answer questions or address concerns in a timely manner.|Areas for improvement include obtaining increased participation in formal bodies including ELAC and SSC, reaching the families that are still disengaged from the school community, and offering more resources and supports to families.|Our team has developed several strategies to improve engagement including more community events (e.g. a night out on us with babysitting provided by our Child Development Pathway) and family resources (a community closet and a food pantry). We believe that helping to meet families' needs and being a resource for them will be a productive way of inviting them through the door, rather than asking something of them (e.g. to sit through an SSC meeting about the LCAP) which can feel alienating or like one more thing for them to do. We believe that once they are comfortable on campus in general, more will be interested and willing to take the next step of formal participation in decision making bodies.|Strengths include regular communication and a series of workshops. We also host parent teacher conferences where families are invited in to meet with all of their student's teachers.|Areas for improvement include helping families understand assessment results and how to navigate the learning management system to stay informed of their student's progress. We would also like to increase the number of workshops held and communications sent home that tackle key issue for student success including attendance, electronics, and the importance of sleep.|One of our priorities for this upcoming year is to invite underrepresented families into the school on a more regular basis, and in less traditional ways. For example, we are planning to open our classrooms in the evenings for families to use. This would include opportunities to come in and work in our woodshop or to make something in our art studio.|Strengths include the existence of an active advisory committee for industry partners for all CTE pathways as well as participation in many local organizations that partner to provide both feedback and resources.|Areas for improvement include offering families more ways to engage and finding better, more creative ways to outreach to underrepresented families. We would also like to grow our advisory committee and increase the number of outside organizations that we partner with to collaborate on decision making as well as providing resources.|This is all part of the same agenda described above that includes first prioritizing welcoming families into the school community, making them feel valued and appreciated, and finding low stakes ways to foster their engagement without expecting too much of their time. We want to meet families where they are at and find a mode of collaboration that works for them. We are going to experiment with phone banking to make sure we are calling and engaging with all families around input solicitation rather than hoping they will return a survey or attend an event.|4|3|3|4|4|3|4|4|4|3|3|3|Met||2026-06-09|2026
37684520124917|Guajome Learning Centers|3|Strong communication between staff and families.|More on campus time for families.|Find multiple ways to communicate and share resources with families.|Weekly one on one meetings help to track growth.|Maintaining student engagement outside of one on one meetings|Ensure students have access to proper technology|We have effective communication tools|More opportunities for one on one parent to teacher feedback|Continue to ensure access for families to provide feedback|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-09|2026
37684520128223|Bella Mente Montessori Academy|3|The LEA has many opportunities for School Staff and Families to build relationships: Parent Teacher conferences multiple times per year, Coffee Mingle with Leadership and parents once a month, Sneak Peek for all families to attend before school begins, Back to School Night after school begins, Winter Spectacular annual performance, Open House for all families in the Spring, Parent Education Nights, Game Nights, Movie Nights and other events where siblings are welcome to attend. Our events which encourage families to be part of their scholar's education are a strength.|The LEA will continue to offer events which draw a larger number of families to the campus. Some of the LEAs events are less well attended. The school's bilingual community liaisons will continue to help build relationships with families to encourage attendance at events.|The LEA has continued employment in the 2025-2026 school year, of two Spanish bilingual community liaisons. These LEA partners will continue to build relationships with our underrepresented families.|The LEA has a robust program which ensures our staff and teachers build partnerships with families to ensure positive student outcomes. When a teacher's partnership with a family is not leading to a desired outcome, other staff members are trained to be involved including the Principal, Community Liaisons, Counselor, Assistant Principal, Director of Compliance, Director of Student Services, and/or the Superintendent.|The LEA will continue to train all staff to ensure best practices are followed to build partnerships for student outcomes.|The LEA has continued employment in the 2025-26 school year, of two Spanish bilingual community liaisons. These LEA partners will continue to build relationships with our underrepresented families to increase engagement|The LEA ensures the entire leadership team is available to families once a month to answer questions and provide input during our monthly Coffee Mingle gatherings. In addition, Leadership attends all DELAC meetings to encourage communication with stakeholders. In addition, the LEA sends home digital surveys to families throughout the school year to gain valuable feedback on the LCAP and other items of importance to the LEA and student success.|The LEA produces surveys throughout the school year to seek input. These surveys have seen an increase in the number of responses from stakeholders. The LEA is focusing on different ways to survey families to ensure families are able to provide valuable input for decision-making.|The LEA will improve engagement of underrepresented families by encouraging bilingual staff to directly contact families in other modalities such as WhatsApp to ensure their voice is heard.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-09|2026
37684523730942|Guajome Park Academy Charter|3|Guajome Park Academy continues to strengthen relationships between school staff and families through intentional communication, family engagement opportunities, and personalized outreach. Educational partner feedback, family surveys, and participation data indicate that families value the school's welcoming environment, accessible staff, and commitment to fostering meaningful partnerships that support student success.  Families receive timely information through ParentSquare, which provides messages in their preferred language via email, text, phone, and mobile app. Additional communication channels include weekly newsletters, automated calls, the school website, social media platforms, flyers, and the school marquee. These multiple methods of communication help ensure families remain informed about academic programs, school events, student support services, and opportunities for involvement.  Guajome promotes meaningful family engagement through Parent University, which offers bilingual workshops and informational sessions focused on supporting student learning, wellness, college and career readiness, digital citizenship, and community involvement. The school also encourages participation through parent-teacher conferences, Back-to-School Night, Open House, student performances, athletic events, and advisory groups, including School Site Council, English Learner Advisory Committee, and parent leadership opportunities.  The Family and Community Resource Center serves as a central location for connecting families with academic, health, and community resources. The center provides access to computers, bilingual materials, literacy resources, take-home books, food distributions, educational workshops, and referrals to local support agencies. These services help remove barriers to engagement and strengthen connections between home and school.  Guajome has also continued implementation of the Guajome Home Visit Project in partnership with the Sacramento Home Visit Project. Since 2019, staff members have conducted home visits with incoming kindergarten families to build trust, establish positive relationships, and better understand the strengths and needs of students and their families. The school is exploring opportunities to expand this work to additional grade levels.  Through these efforts, Guajome has made significant progress in creating a culture of partnership, trust, and collaboration with families. The school remains committed to continuous improvement by seeking educational partner input, monitoring engagement data, and expanding opportunities for families to actively participate in their children's educational experience.|Based on educational partner feedback, family survey results, participation data, and ongoing review of engagement practices, Guajome Park Academy has identified several focus areas for continued improvement in strengthening relationships between school staff and families. While the school has made progress in expanding communication and family engagement opportunities, increasing meaningful participation among all family groups remains a priority.  One area of focus is increasing engagement and representation among families of English learners, students with disabilities, foster youth, and socioeconomically disadvantaged students. Feedback from advisory committees, family events, and surveys indicates that some families continue to experience barriers to participation due to work schedules, transportation, language differences, and limited familiarity with school systems. To address these challenges, Guajome will continue expanding multilingual communication, offering flexible meeting options, and providing translation, childcare, and other supports that encourage participation in school activities and decision-making processes.  The school also seeks to strengthen two-way communication by increasing opportunities for families to provide input and engage in meaningful dialogue with staff. Future efforts will focus on gathering more targeted feedback from underrepresented groups, increasing participation in School Site Council and English Learner Advisory Committee meetings, and using educational partner input to inform school improvement efforts and resource allocation.  Another area for growth is increasing family awareness and utilization of academic, social-emotional, and community support services. While Guajome maintains strong partnerships with community organizations and offers resources through the Family and Community Resource Center, data and feedback suggest that some families remain unaware of available supports. The school will continue to improve outreach efforts and provide workshops and resources that address topics identified by families, including academic support, mental health, college and career readiness, special education services, and family wellness.  Additionally, Guajome plans to expand relationship-building practices that foster trust and collaboration between families and school staff. Building on the success of the Guajome Home Visit Project, the school will explore opportunities to extend personalized outreach and relationship-centered engagement strategies to additional grade levels and student groups.  Through these improvement efforts, Guajome remains committed to creating an inclusive, welcoming, and responsive school community where all families feel valued, connected, and empowered to actively participate in their children's education.|Based on educational partner feedback, family surveys, participation data, and the self-reflection process, Guajome Park Academy has identified the need to further strengthen engagement among families of English learners, students with disabilities, foster youth, and socioeconomically disadvantaged students. These families indicated a desire for increased opportunities to participate in school decision-making, more personalized communication, and greater awareness of available academic and community resources.  To improve engagement, Guajome will continue expanding multilingual communication through ParentSquare, translated school materials, interpretation services, and bilingual outreach efforts. The school will utilize multiple communication platforms, including email, text messages, phone calls, social media, newsletters, and the school website, to ensure information is accessible to all families in their preferred language.  Guajome will also increase opportunities for underrepresented families to provide meaningful input through School Site Council, English Learner Advisory Committee (ELAC), LCAP engagement activities, family forums, and surveys. Efforts will focus on reducing barriers to participation by offering flexible meeting times, virtual attendance options, childcare, and translation services when appropriate.  The Family and Community Resource Center will continue serving as a hub for connecting families with academic, social-emotional, and community resources. Outreach efforts will focus on increasing awareness of available supports, including family education workshops, community partnerships, food distributions, mental health resources, college and career planning, and special education services.  Additionally, Guajome will expand relationship-centered practices that build trust between families and school staff. Personalized outreach, including phone calls, conferences, and home visits, will be used to strengthen connections with families who have historically been less engaged. The school will also explore opportunities to expand the Guajome Home Visit Project and develop parent leadership opportunities that empower families to serve as partners in school improvement efforts.  Through these actions, Guajome remains committed to creating an inclusive environment where all families feel welcomed, valued, informed, and empowered to actively participate in their children's education and the broader school community.|Based on educational partner feedback and local data, Guajome Park Academy continues to demonstrate strong progress in building partnerships that support positive student outcomes. The school has developed meaningful collaborations with families, community organizations, higher education institutions, and local agencies to provide students with academic, social-emotional, and college and career readiness opportunities.  A key strength is the school's commitment to engaging families as active partners in student success. Through ParentSquare, newsletters, social media, the school website, and direct outreach, families receive timely information and opportunities to participate in their children's education. Parent University and family engagement events provide resources and learning opportunities that help families support academic achievement, student wellness, and postsecondary planning.  Guajome's Family and Community Resource Center serves as a central hub connecting families to school and community resources. Through partnerships with organizations such as Vista Community Clinic, MANA, Vista Teen Outreach, and the Mexican Consulate, families have access to services that address barriers to learning, including healthcare, mental health support, food assistance, housing resources, and family education programs.  As an International Baccalaureate (IB) World School, Guajome has also expanded partnerships that enhance college and career readiness. Collaboration with local colleges, universities, business partners, and community organizations provides students with opportunities for dual enrollment, career exploration, internships, service learning, and mentorship experiences. These partnerships support the school's commitment to developing knowledgeable, caring, and globally minded learners prepared for success beyond high school.  Educational partner feedback indicates that families value the school's efforts to create strong connections between home, school, and community. Through ongoing collaboration and relationship-building, Guajome continues to strengthen a network of support that promotes student engagement, well-being, achievement, and long-term success.|Based on educational partner feedback, family surveys, and local data, Guajome Park Academy has identified several areas for continued growth in building partnerships that support positive student outcomes. As the school's population evolves, with increasing numbers of English learners, socioeconomically disadvantaged students, and students with disabilities, strengthening partnerships with these families remains a key priority.  Feedback indicates that some families continue to face barriers to engagement, including language differences, limited awareness of available resources, transportation challenges, and scheduling conflicts. To address these challenges, Guajome will focus on expanding culturally responsive outreach efforts, increasing access to translation and interpretation services, and providing multiple opportunities for families to engage with the school in ways that are accessible and meaningful.  Another area of focus is strengthening collaboration with community organizations that provide services supporting student academic achievement, well-being, and college and career readiness. The school will continue to expand partnerships with local agencies, higher education institutions, healthcare providers, and community organizations to ensure families have access to resources that address barriers to student success.  Guajome will also work to increase family participation in advisory groups and school decision-making processes, including the School Site Council, English Learner Advisory Committee, and LCAP engagement activities. By increasing representation from historically underrepresented groups, the school seeks to ensure that family perspectives help inform programs, services, and resource allocation decisions.  Through these efforts, Guajome aims to strengthen partnerships that promote equitable access to opportunities, improve student outcomes, and support the success of all learners.|Based on educational partner feedback and local data, Guajome Park Academy will continue to improve engagement of underrepresented families by expanding opportunities for meaningful participation in programs that support student success. Particular attention will be given to families of English learners, students with disabilities, and socioeconomically disadvantaged students who have been identified through the self-reflection process as requiring additional support and outreach.  A primary strategy is the continued expansion of family education and leadership opportunities through the Family and Community Resource Center. Parents are offered classes designed to build their capacity to support their children's academic achievement and social-emotional development. Programs include Parenting Partners, an eight-week course that helps parents strengthen communication skills, develop effective parenting strategies, and become active participants in their child's education. Classes are offered in both English and Spanish to ensure accessibility for multilingual families.  Guajome also provides Latino Literacy programs at the elementary and secondary levels. The Elementary Latino Literacy Program supports families in developing literacy skills together through shared reading experiences, while the Middle School and High School Latino Literacy Program uses the book Graciela's Dream to help families learn about college preparation while strengthening English language skills. Books and instructional materials are provided in English and Spanish.  To address technology barriers, the school offers computer literacy classes that teach parents essential skills such as email communication, navigating the Guajome website, accessing online resources, and utilizing educational technology tools that support student learning.  Families are informed about these opportunities through ParentSquare, email, personal phone calls, automated messages, weekly newsletters, the school website, and information posted in the main office. By providing culturally responsive programming, multilingual communication, and targeted outreach, Guajome seeks to empower underrepresented families as active partners in their children's education and strengthen the partnerships that contribute to positive student outcomes.|Based on educational partner feedback and local data, Guajome Park Academy has demonstrated strong progress in seeking and incorporating stakeholder input to guide school programs, services, and decision-making. The school values families as essential partners in the educational process and has established multiple structures that provide meaningful opportunities for participation and feedback.  Families are regularly invited to share their perspectives through school climate surveys, Local Control and Accountability Plan (LCAP) surveys, parent meetings, and community forums. Feedback gathered through these processes is reviewed by school leadership and used to inform school goals, resource allocation, student support services, and continuous improvement efforts.  Parent representation is embedded within the school's governance and advisory structures. Parent representatives serve on the Governing Board and provide valuable input on organizational priorities and policies. Families also participate in Friends of Frogs and Friends of Tadpoles, volunteer-led organizations that support school programs, family engagement activities, and student enrichment opportunities.  The School Site Council (SSC) plays a critical role in reviewing student achievement data, monitoring school improvement efforts, and recommending strategies to address the needs of all students, including historically underserved populations. The English Learner Advisory Committee (ELAC) provides guidance on programs and services for English learners and contributes to needs assessments, school planning, and family outreach efforts. The Community Advisory Committee (CAC) supports families of students with disabilities through educational workshops, advocacy, and collaboration with school staff.  In addition, the Guajome Schools Foundation engages parents and community members in supporting school initiatives through fundraising, volunteerism, and strategic planning. Educational partner input indicates that families value these opportunities to contribute to school decisions and appreciate the school's commitment to transparency, communication, and collaboration.  Through these structures and ongoing outreach efforts, Guajome continues to foster a culture in which stakeholder voices are actively sought, valued, and incorporated into decision-making processes that support student success.|Based on educational partner feedback, survey results, participation data, and local demographic trends, Guajome Park Academy has identified increasing the participation and representation of underrepresented families in decision-making processes as a key area for improvement. As the school serves a growing population of English learners, socioeconomically disadvantaged students, and students with disabilities, it is essential that these families have meaningful opportunities to contribute to decisions that affect student outcomes.  While Guajome has established multiple avenues for stakeholder input, including the School Site Council (SSC), English Learner Advisory Committee (ELAC), Community Advisory Committee (CAC), LCAP engagement activities, and family surveys, participation data indicates that some family groups remain underrepresented in these forums. Educational partner feedback suggests that barriers such as language differences, work schedules, transportation challenges, childcare needs, and limited familiarity with school governance processes may affect participation.  To address these barriers, Guajome will continue expanding multilingual communication and ensure that meeting materials, surveys, and informational resources are available in families' preferred languages. Translation and interpretation services will be provided at meetings and events to support meaningful participation. The school will also explore flexible engagement opportunities, including virtual meeting options, varied meeting times, and additional outreach efforts designed to increase accessibility.  Another focus area is increasing awareness of the purpose and impact of advisory committees and decision-making groups. Guajome will provide parent education opportunities that help families understand how their participation influences school planning, resource allocation, and student support programs. These efforts will include targeted outreach to families who have historically been less involved in school governance.  The school will also continue strengthening relationship-based engagement practices, including personalized outreach, family meetings, and home visits, to build trust and encourage participation from diverse family groups. Through these efforts, Guajome seeks to ensure that all families feel welcomed, informed, and empowered to contribute to decisions that support student success and continuous school improvement.|Based on educational partner feedback and local data, Guajome Park Academy will continue to improve engagement of underrepresented families by implementing targeted strategies that increase access, participation, and leadership opportunities in school decision-making processes. Particular focus will be placed on families of English learners, students with disabilities, foster youth, and socioeconomically disadvantaged students who have been identified through the self-reflection process as being underrepresented in advisory groups and stakeholder engagement activities.  To improve access, the school will continue providing multilingual communication through ParentSquare, translated documents, school websites, newsletters, surveys, and other communication platforms. Translation and interpretation services will be available for meetings, workshops, and school events to ensure families can fully participate and provide meaningful input.  Guajome will strengthen outreach efforts by utilizing personalized phone calls, targeted invitations, home visits, and direct communication from school staff to encourage participation from families who have traditionally been less involved in school governance activities. Flexible engagement opportunities, including virtual meeting options, varied meeting times, and family-friendly event scheduling, will help reduce barriers related to work schedules, transportation, and childcare.  The school will continue to recruit and support diverse parent representation on the Governing Board, School Site Council (SSC), English Learner Advisory Committee (ELAC), Community Advisory Committee (CAC), and LCAP engagement activities. Parent education opportunities will be expanded to help families better understand school governance structures, the decision-making process, and the impact their input has on programs, services, and resource allocation.  In addition, Guajome will leverage existing family engagement programs through the Family and Community Resource Center to build leadership capacity among parents. Programs such as Parenting Partners, Latino Literacy, technology workshops, and family education events provide opportunities for families to develop the knowledge, confidence, and skills needed to actively participate in school leadership and advocacy efforts.  Through these strategies, Guajome seeks to create a culture where all families feel welcomed, valued, and empowered to contribute their perspectives. The school remains committed to ensuring that decision-making processes reflect the diverse voices of the community and support equitable outcomes for all students.|4|5|4|5|4|5|5|4|4|4|5|5|Met||2026-06-11|2026
37735510000000|Carlsbad Unified|3|Carlsbad Unified schools hold various events to engage families in the educational process. This includes informal  coffee with the principal, family information nights, parent-teacher conferences, and other activities. In addition,  families are invited to participate in on-site/district committees and are asked to provide feedback and input on a variety  of topics through surveys. CUSD uses a home-school communication tool, which allows families to select their  preferred language and method for receiving messages.|Based on educational partner input and local data, the Carlsbad Unified School District (CUSD) will continue to  strengthen relationships between school staff and families by ensuring meaningful, two-way communication and  increasing opportunities for family engagement. Families identified the importance of maintaining high-quality  interpretation and translation services to support access to information and participation in school activities. CUSD  will also continue to expand Parent University offerings, providing workshops and resources aligned to family  interests and needs. In addition, families expressed a desire for greater transparency regarding district initiatives and  decision-making. To address this, CUSD will maintain accessible, forward-facing communication about progress on  the Forward Together Strategic Plan and actively encourage family participation on advisory committees, strategic  planning groups, and Board policy development processes. These efforts are intended to strengthen trust, increase  engagement, and ensure families are meaningful partners in supporting student success.|Based on educational partner input and local data, CUSD will continue to strengthen engagement with  underrepresented families by maintaining the Community Liaison position to serve as a bridge between home and  school, connecting families with resources, services, and opportunities for involvement. The district will enhance  proactive outreach efforts to ensure families are informed, welcomed, and supported in participating in their child's  education. CUSD will also continue to expand participation in the District English Learner Advisory Committee  (DELAC) by offering multiple pathways for engagement, including flexible participation options, translation and  interpretation services, and opportunities for parents to help shape meeting topics and priorities. These efforts will  support meaningful family partnerships and ensure diverse voices are represented in district decision-making.|CUSD’s current strengths in Building Partnerships for Student Outcomes include providing families with information,  resources, and learning opportunities that support student success both at school and at home. Families have  access to academic resources through the district website, parent-teacher conferences, and online learning  platforms available throughout the school year and summer. The district also offers Parent University workshops on  topics identified through family interest and feedback, helping families build knowledge and skills to support their  children’s learning. In addition, CUSD provides before- and after-school tutoring opportunities at various school sites,  as well as a range of summer programs focused on enrichment, academic support, and credit recovery. These  efforts strengthen the partnership between families and schools and help ensure students have access to the  support they need to succeed.|Based on educational partner input and local data, CUSD will continue to strengthen partnerships that support  student outcomes by providing families with practical strategies and resources to support their children’s academic  achievement and social-emotional well-being at home. Information and learning opportunities will continue to be  offered through Parent University workshops, site-based family engagement activities, parent meetings, and district  and school websites. The district will also focus on expanding outreach and communication regarding work-based  learning opportunities, with an emphasis on increasing awareness, access, and participation among  underrepresented student groups and families. These efforts will help ensure that all families have the knowledge,  resources, and opportunities needed to support student success.|Based on educational partner input and local data, CUSD will improve engagement of underrepresented families by  utilizing Community Liaisons to support outreach, communication, and connection between families and schools. The  district will continue to build principal capacity to lead inclusive family engagement efforts through site-based  opportunities such as English Learner Advisory Committee (ELAC) meetings, Coffee with the Principal events, and  regular school communications. In addition, CUSD will make targeted efforts to recruit and encourage participation  from underrepresented families on school and district advisory committees, ensuring that a diverse range of voices  are represented in decision-making processes.|Carlsbad Unified’s current strengths in seeking input for decision-making include providing multiple opportunities for  families to share feedback and participate in district and school decision-making processes throughout the year.  Families, including those of English Learners and Students with Disabilities, are engaged through informational  meetings, district and site advisory committees, focus groups, and surveys, including the annual LCAP survey. The  district has also made a concerted effort to increase access to and participation in District English Learner Advisory  Committee (DELAC) meetings through targeted outreach, expanded communication, and responsiveness to parent  feedback. These efforts have helped strengthen family voice, increase representation, and ensure that educational  partner input informs district priorities and decisions.|Based on educational partner input and local data, CUSD’s focus areas for improvement include increasing access  and participation for all families by continuing to provide interpretation and translation services as needed and  communicating information in clear, family-friendly language. The district will continue to offer workshops and  informational opportunities on topics identified through family interest and feedback, helping families feel informed  and empowered to participate in decision-making processes. CUSD will also leverage Community Liaisons to  strengthen connections with families, facilitate two-way communication, and support engagement among families  who may be underrepresented in district and school advisory groups. These efforts will help ensure that a broad and  diverse range of family perspectives informs district decisions.|Based on educational partner input and local data, CUSD will improve engagement of underrepresented families in  decision-making by supporting school sites with targeted strategies to engage families of multilingual learners and  students with disabilities. The district will continue to utilize Community Liaisons to conduct outreach, build  relationships, and reduce barriers to participation. In addition, CUSD will facilitate regular collaboration among  counselors, administrators, and Community Liaisons to share effective family engagement practices, coordinate  outreach efforts, and connect families with available resources and support services. These efforts will help ensure  that underrepresented families have meaningful opportunities to provide input and contribute to district and school  decisions.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-24|2026
37735690000000|Oceanside Unified|3|Open house and back to school night events are held at every site. All elementary sites host parent/teacher conferences annually. Weekly newsletters from the site and district level are share in families’ native languages. Childcare is provided at district committee events such as DELAC to enable increase parent participation.|An increase in flexible meeting times/variety of meeting options for parents with work limitations would benefit our community.|Increased opportunities through ELAC and DELAC for engagement by alternating meeting locations throughout district campuses where high concentrations of families are enrolled.|There are multiple opportunities annually for parents to visit campus and engaged with administration, teachers, and staff. Parent representatives are actively engaged in the LCAP review and development process. District campaign for parent participation in the LCAP survey process has been successful.|District parents would benefit from additional support and education around how to engage with school and support their students through the education process.|A proactive response to newly identified student groups in need of support (Native American students) will be built into district planning and communication for the coming year.|There are multiple opportunities annually for parents to visit campus and engaged with administration, teachers, and staff. Parent representatives are actively engaged in the LCAP review and development process. District campaign for parent participation in the LCAP survey process has been successful.|District parents would benefit from additional support and education around how to engage with school and support their students through the education process.|A proactive response to newly identified student groups in need of support (Native American students) will be built into district planning and communication for the coming year.|3|4|3|5|3|4|4|3|4|3|3|4|Met||2026-06-02|2026
37735690136267|Coastal Academy Charter|3|Parent engagement is key to the student's success in an Independent Study program. Since partnering with parents is a key value, we consistently provide professional learning on ways teachers can improve their communication and connection with parents. Also, as an Independent Study program, parents provide weekly instruction within the home environment. Our LMS system gives parents the resources to meet those academic goals. At The Classical Academies, teachers meet regularly with families to engage in a two-way conversation on the student’s academic progress and overall well-being in the school environment.|Parent engagement is key to the student's success in an Independent Study program. Since partnering with parents is a key value, we consistently provide professional learning on ways teachers can improve their communication and connection with parents.|Parents' concerns about the school are directed to the school site principal, who works to resolve the issues. All school administrators are well-versed in the parents' processes to advocate for their students' rights.|Coastal Academy Charter measures parent engagement by gathering input through an annual survey and frequent parent meetings at each school campus. The annual survey results are reported to the school community and local governing board.|Parent Survey 76% reported a positive experience with our provided curriculum  69% positive responses reporting that their student feels a sense of belonging  74% reported a positive experience with customer service|Parents' concerns about the school are directed to the school site principal, who works to resolve the issues.  All school administrators are well-versed in the parents' processes to advocate for their students' rights.|Coastal Academy Charter measures parent engagement by seeking input from parents through an annual survey and frequent parent meetings at each school campus. The annual survey results are reported to the school community and local governing board.  We also offer frequent school tours, with informed staff available to answer questions anytime. We have engaged a translation service (on-call) to provide services in-person, over the phone, and virtually.  Finally, we offer a podcast with diverse topics available to all families.|Our primary area of focus for continuous improvement is strengthening our ability to meet the evolving needs of our community. We remain committed to improving systems, supports, and instructional practices to better serve the diverse academic and social-emotional needs of our students and families. A continued focus area for improvement is ensuring that the needs of our community are reflected in our programs, services, and educational supports.|Our website translates into every language to keep all families engaged, especially our underrepresented families.  Additionally, we deliver new student information to the local Boys and Girls Clubs, public libraries across North County, and YMCAs annually. Our marketing reaches a wide audience, and our digital advertising is translated into every language.  We also offer frequent school tours, with informed staff available to answer questions anytime. We have engaged a translation service (on-call) to provide services in-person, over the phone, and virtually.  Finally, we offer a podcast with diverse topics available to all families.  When parents have concerns about the school, they are directed to the school site principal, who works to resolve the issues.  All school administrators are well-versed in the parents' processes to advocate for their students' rights.  We will continue to survey parents to ensure we understand the needs in our community.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-05-29|2026
37735693731221|Pacific View Charter|3|Relationship building is at the core of Pacific View Charter School. The weekly meetings between student, parent and teacher provide a designated time for families to engage with the school directly and build a strong partnership to ensure student progress through the curriculum. Each year, survey results indicate that parents of PVC students continue to be satisfied with the education that their child is receiving. In the Spring 2026 survey, 97% of parents rated themselves as satisfied and very satisfied with the school in general and 98% rated their child’s experience with their Supervisory Teacher as Good or Great. 90% of families who responded to the survey believe that PVC is preparing their students for life beyond high school.|An area of focus for the school continues to be the engagement of Spanish speaking families and the school has targeted actions in the current LCAP to address this.|The school has targeted actions in the current LCAP to address this including increasing translation services, continuing to recruit for the ELAC committee and transitioning the School Site Council into a less formal Parent/Student Advisory Council in the next school  year.|The personalized learning model at Pacific View requires that teachers meet weekly or biweekly with parents and students to track progress, review grades and conduct assessments. Families are supported in aiding their child' s progress through courses during these meetings and this is also an opportunity for families to voice suggestions and concerns with the program. Parents are also encouraged to review student grades and assignments in real time through their parent accounts in the school’s learning management system, Schoology. Families are supported in knowing their legal rights through the IEP and 504 processes. Further, all families are informed of their due process rights at enrollment.  In addition, the school has a robust set of interventions when students struggle, including an SST process that requires meetings between administration, teachers, parents and students to help students get back on track. The school is also open for any and all students who choose to enroll and no family is discouraged from enrollment or turned away.|Student Outcomes.   A focus for improvement in building partnerships with parents is the need for additional training for parents of home study middle school students to help these students be more successful in their course work through additional parent involvement, access to tutoring and attendance in the synchronous learning sessions.|The school is also working on expanding designated ELD courses to provide additional language support to students. Both of these items are addressed in 2024-2027 LCAP.|Parent input is sought in a variety of ways. Parents are encouraged to serve as school board members, bi-annual surveys for families are conducted and a variety of social activities are offered to encourage family participation including school festivals. Parents have also been essential in helping to get the school club sports teams operational. In the spring 2026 survey, 95% of parents rated their overall satisfaction with the school  as great. Parents are also encouraged to join the School Site Council and the ELAC committee to provide additional oversight and decision making in school programs.|During the 2025-26 school year, PVC implemented a School Site Council (SSC) on the advice of the SDCOE as a part of receiving Title Funding. However, under advisement of the CDE, a recommendation for charter schools to not hold a SSC, rather to create a parent committee was received. For the 2026-27 school year, PVC will transition the SSC to a Parent/Student Advisory Council, which can meet more frequently but with less restrictions that a SSC is required to have. The school anticipates that this change will allow for significant increases in participation and more input in decision making from educational partners.|The Executive Director with support from the Marketing and Communications Specialist will develop a plan to enlist parents in the advisory committee to provide input and guidance in the school decision making process. The Director of Student Services will also work with EL Support Teacher to increase participation in the ELAC.|5|5|5|5|5|5|5|5|5|4|5|4|Met||2026-06-23|2026
37737910000000|San Marcos Unified|3|Analysis of educational partner feedback and local data indicates that San Marcos Unified School District has established strong relationships between school staff and families and continues to make progress in creating welcoming, supportive, and inclusive school communities.  Parent survey results indicate several areas of strength related to communication, trust, and student support. Families reported positive perceptions of classroom experiences, including teachers' use of technology to support learning (91%), encouragement of student collaboration (88%), regular encouragement of students (83%), promotion of critical thinking (82%), and efforts to make learning engaging and interesting (82%). Parents also reported that teachers listen to students (79%), help students when they do not understand content (78%), and nurture creativity (77%).  The district has also strengthened opportunities for family engagement through multiple communication and outreach systems. Families participate in district and school decision-making processes through the Parent Advisory Committee (PAC), District English Learner Advisory Committee (DELAC), and Special Education Community Council (SECC). Translation and interpretation services, ParentSquare, family workshops, and parent training have expanded access to information and increased opportunities for meaningful engagement. Educational partner participation also included families representing multiple grade spans, languages, and student groups throughout the district.  School climate data further demonstrate positive family-school partnerships. Elementary students reported that 90% of parents regularly ask about school, while middle school and high school. The non-traditional school demonstrated particularly strong growth in parent engagement over time.|Analysis of educational partner input and local data identified several focus areas for improvement related to communication, family engagement, and access to information. Parent survey results indicate opportunities to strengthen communication regarding student progress, increase family awareness of available resources and supports, and expand opportunities for meaningful participation in school communities.  Parents reported lower levels of understanding regarding available social-emotional supports for students, with approximately 69% indicating they understand the types of supports available at school. In addition, 65% of parents indicated that students receive the resources and support they need, suggesting an opportunity to strengthen communication regarding available services and interventions. Parent survey data also identified communication regarding student progress as an area for continued attention. District analysis found a decline in parent perceptions regarding communication about student progress, indicating the importance of maintaining consistent and accessible communication between school staff and families.  Local data also identified opportunities to strengthen family engagement and educational partner participation. The district experienced lower participation in annual LCAP surveys compared to previous years. District analysis also identified the importance of continuing to engage families representing multiple languages, grade spans, and student groups to ensure broad representation across school communities.  Families of students with disabilities also identified access to resources and school involvement as important areas of focus. District analysis highlighted the importance of ensuring families are aware of available supports and opportunities to participate in school and district activities.|Analysis of educational partner input and local data identified the importance of increasing engagement among families that have historically participated at lower rates in district decision-making processes, including families of English Learners, students experiencing homelessness, foster youth, socioeconomically disadvantaged students, and families of students with disabilities. Educational partner feedback and local survey participation data also highlighted the need to strengthen outreach efforts to ensure broad representation from families across all grade spans, school sites, and language groups.  San Marcos Unified School District will continue to strengthen engagement by expanding access to communication and increasing opportunities for participation through existing district systems and structures. Translation and interpretation services will continue to support families whose primary language is not English, while ParentSquare and other communication platforms will provide families with timely and accessible information regarding school programs, services, and opportunities for involvement.  The district will also continue utilizing established educational partner groups, including the Parent Advisory Committee (PAC), District English Learner Advisory Committee (DELAC), and Special Education Community Council (SECC), to gather input and increase participation among families representing diverse student populations. These groups provide opportunities for families to engage in discussions regarding district goals, programs, and services that support student success.  Family workshops, parent training, and community outreach efforts will continue to provide additional opportunities for families to connect with schools and access information and resources. The district will maintain a focus on increasing participation among families representing multiple languages, grade spans, and student groups to ensure educational partner input reflects the diversity of the school community.  Local data also identified the importance of increasing awareness of available student supports and resources. As a result, the district will continue efforts to improve communication regarding academic, social-emotional, and wellness support available to students and families.  Overall, the district will continue to utilize multiple communication methods, advisory committees, translation and interpretation services, family training, and outreach efforts to increase engagement and strengthen relationships with underrepresented families across the district.|Based on the analysis of educational partner input and local data, San Marcos Unified School District's strengths in building partnerships for student outcomes are reflected in its collaboration with families, community organizations, institutions of higher education, business and industry partners, and local agencies. Educational partner feedback indicates that these partnerships expand student access to academic, social-emotional, college, career, and wellness opportunities aligned with the district's Strategic Promise and Portrait of a Graduate.  A key strength is the district's Career Technical Education (CTE) and dual-enrollment programs. Through partnerships with Palomar College, California State Universities, and local industry partners, SMUSD provides students with access to college coursework, career pathways, work-based learning, and workforce readiness experiences. Counselor-led workshops help families understand college and career pathways, graduation requirements, financial aid, and dual-enrollment opportunities. The Portrait of a Graduate framework establishes shared expectations between educators and families for student learning, character development, and postsecondary readiness.  The district also partners with community-based organizations and public agencies to support student wellness, attendance, and social-emotional development. These partnerships expand access to mental health services, attendance supports, family resources, and community services that reduce barriers to learning and promote student engagement. Educational partner feedback reflects support for the district's efforts to connect students and families with available resources and opportunities. SMUSD engages educational partners through the annual LCAP survey, advisory committees, and consultation with students, families, staff, bargaining units, and community groups. This process informs district goals, actions, and resource allocation. Survey participation included approximately 2,000 respondents representing students, parents, teachers, administrators, classified staff, and advisory groups across grade levels, languages, and student populations. Local data demonstrates continued progress in college and career readiness through increased participation in CTE programs, expanded dual-enrollment opportunities, improved College/Career Indicator performance, increased CTE pathway completion, and continued growth in supports that prepare students for postsecondary education and careers.|Based on the analysis of educational partner input and local data, San Marcos Unified School District has identified increasing participation and representation in stakeholder engagement as an area for improvement. While the district maintains established advisory committees, including DELAC, ELAC, and the LCAP Parent Advisory Committee, participation data indicates that some student and family groups remain underrepresented in district and school decision-making processes. These groups include multilingual families, families of students with disabilities, foster and homeless families, low-income families, and students whose perspectives may not be consistently represented.  Educational partner feedback also identified a need for greater transparency regarding how stakeholder input informs district decisions, policies, programs, and priorities. Families and staff expressed interest in receiving clearer communication about how feedback is considered and incorporated into district planning.  The district is focused on expanding participation by increasing outreach to underrepresented student groups and families and providing a broader range of opportunities for engagement. Recognizing that scheduling, childcare, transportation, and language can affect participation, the district will continue to provide multiple methods for educational partners to participate in district and school planning. The district will also continue to use surveys, advisory committees, listening sessions, and focus groups to gather input from a broader range of educational partners and strengthen communication regarding the relationship between stakeholder feedback and district actions.|The San Marcos Unified School District will improve engagement of underrepresented families by increasing access to meaningful opportunities for participation in district and school decision-making. The district will prioritize outreach to multilingual families, families of students with disabilities, foster and homeless families, low-income families, and other groups identified through the self-reflection process.  The district will expand site-based outreach by utilizing family liaisons and other trusted school staff to recruit and engage families who have been underrepresented in advisory groups and engagement activities. Schools will offer meetings, listening sessions, and input opportunities at school sites and in community locations, with childcare, meals, interpretation, and translation services provided when appropriate to reduce barriers to participation.  To improve accessibility, the district will continue to provide engagement opportunities through multiple formats, including in-person meetings, virtual meetings, surveys, and other multilingual feedback options offered at varied times. Advisory committees, focus groups, and targeted outreach efforts will continue to be used to gather input from a broader range of educational partners. The district will also communicate how educational partner feedback informs district planning and decision-making by sharing the outcomes of engagement activities and resulting district actions.|San Marcos Unified School District's strengths in seeking input for decision-making include the use of multiple engagement opportunities that gather feedback from students, families, staff, administrators, bargaining units, and community advisory groups. The district utilizes annual LCAP surveys, advisory committee meetings, and consultation with educational partners throughout the LCAP development process to inform district goals, actions, expenditures, and priorities.  The annual LCAP survey included approximately 2,000 respondents, representing students, parents, teachers, administrators, classified staff, and district leadership. Survey participants reflected a range of grade levels, languages, and student groups, including English Learners, students with disabilities, foster youth, migrant students, and families participating in the Free or Reduced-Price Meal Program. In addition to the survey, the district sought input through the District English Learner Advisory Committee (DELAC), the SELPA Administrator and Special Education Community Council (SECC), the Parent Advisory Committee (PAC), and regular consultation with certificated and classified bargaining units.  Educational partner feedback has been incorporated into the development of district goals, actions, metrics, and resource allocation. The district continues to use survey results, advisory committee input, and stakeholder consultation to identify priorities, review local data, and support continuous improvement through the LCAP process.|Based on the analysis of educational partner input and local data, San Marcos Unified School District has identified increasing participation and representation in decision-making as a focus area for improvement. While the district provides multiple opportunities for educational partners to participate through surveys, advisory committees, and stakeholder meetings, local data indicates that participation in the annual LCAP survey declined compared to prior years. Participation from some student and family groups also remains below desired levels.  Educational partner feedback identified a need to increase participation from multilingual families, families of students with disabilities, foster and homeless families, low-income families, and other groups that have been less represented in district and school decision-making. Feedback also indicated a desire for clearer communication regarding how stakeholder input informs district goals, actions, and resource allocation.  The district will continue to refine its engagement practices by expanding participation opportunities, increasing representation across student groups, and strengthening communication regarding the use of educational partner feedback in district planning and decision-making.|The San Marcos Unified School District will improve engagement of underrepresented families by expanding outreach and increasing access to opportunities for participation in district and school decision-making. The district will prioritize outreach to multilingual families, families of students with disabilities, foster and homeless families, low-income families, and other groups identified through the self-reflection process.  Schools will utilize family liaisons, community partners, and other trusted staff to recruit participation from families who have been underrepresented in surveys, advisory committees, and stakeholder meetings. The district will provide multiple opportunities for participation through in-person and virtual meetings, surveys, focus groups, and advisory committees offered at varied times and locations. Interpretation, translation, childcare, and other supports will continue to be provided, as appropriate, to reduce barriers to participation.  Beginning in 2026–27, the annual LCAP survey will be administered earlier in the school year to provide additional opportunities for educational partner participation throughout the LCAP development process. In addition, the district will hold a minimum of two community forums during the 2026–27 school year to gather educational partner feedback for the development of the next three-year LCAP.  The district will also strengthen communication by sharing how educational partner input informs district goals, actions, and resource allocation. These efforts are intended to increase participation, improve representation across student groups, and ensure educational partner input continues to inform district planning and decision-making.|4|3|3|4|3|3|3|3|4|4|3|3|Met||2026-06-25|2026
37737910138222|Pivot Charter School - San Diego II|3|"At Pivot Charter School, building relationships is the foundational infrastructure of our instructional model. Our goal is to use these relationships to transform the student’s experience in education. Our ""Full Implementation"" rating reflects a system where parents and caregivers are engaged as active team members; weekly one-on-one communications and monthly progress meetings between teachers, students, and families create a culture of collaboration. Building on this, we have successfully integrated ""Pivot P.R.I.D.E.,"" a program focused on building community through inclusive caregiver newsletters that provide school-to-community connections surrounding our core values. Last year, Pivot launched asynchronous family training, which removed traditional scheduling barriers and doubled participation, alongside a user-friendly Family Handbook. These efforts entered their second year of implementation this school year. Feedback from our annual parent survey consistently highlights that the trust, respect, and mutual flexibility between Pivot staff and the home support team are the primary drivers of student persistence and success."|"A primary focus area for Pivot is increasing parent participation in school-wide decision-making and collaborative training. This year, we launched monthly ""Family Homerooms"" to provide ongoing training and a forum for input; however, participation rates remained lower than anticipated. We are currently evaluating the format, timing, and outreach methods for these sessions to better facilitate family voice in school governance. Additionally, we have identified a need to standardize the frequency and quality of outreach across all teaching staff. Currently, Pivot lacks a centralized tool to monitor and audit one-on-one communications between educators and families. Exploring and implementing a unified communication management system is a priority for the coming year, as it will allow leadership to ensure all families receive the consistent, high-touch support that the Pivot model promises."|To improve engagement for underrepresented families, Pivot has created a new Bilingual Outreach Coordinator Position. Central to this effort is a new strategic position tasked with ensuring equity by providing culturally sensitive interpretation for family meetings. This role moves beyond administrative support to lead the organization and outreach for the English Learner Advisory Committee (ELAC) and School Site Council, ensuring that our most vulnerable families have a direct seat at the decision-making table. Furthermore, this position serves as a dedicated liaison for McKinney-Vento and foster youth, conducting home visits and maintaining a comprehensive database of community resources—including housing, legal, and mental health support—to remove environmental barriers to learning. We hope that the efforts of this position will help improve the engagement of underrepresented families.|Pivot continues to work to expand communication and collaboration between entire student teams. These teams may include combinations of the following: the student, parents or guardians, other family members that support the student, general education teachers, an administrator, special education teachers, school counselors, education advocates, and/or social workers. Pivot knows that when all educational partners are on the same page and working as a team to support the student, outcomes improve. Through group texts, emails, and meetings Pivot teachers and staff communicate regularly to student teams about progress and areas of need  to support improved student outcomes. Expectations related to the independent study program are communicated to student’s teams prior to enrollment, during enrollment, and after enrollment. Student teams meet at minimum once per month to discuss the student’s progress. Educational Coordinators (general education teachers) meet with students weekly, at minimum, to discuss the student’s progress. In addition to regular meetings, focused SST (Student Support Team) meetings are often scheduled with students identified through Pivot’s Multi-Tiered System of Support (MTSS) process. These additional meetings bring together the student’s team to help support the student who may be struggling in Pivot’s independent study program.|In the past school year, the LEA developed a staff training focused specifically on the philosophies related to the connection between partnerships and student outcomes. This effort will be continued through the development of instructional materials and shared resources around the best practices in this area. Administrators will continue to take an active role in supporting teachers during the Student Support Team process. Furthermore, systems will be put in place to facilitate teacher self-assessment, shared goal setting, observations and feedback between administrators and teachers. The LEA will also continue to improve communication and outreach efforts in order to increase the level of partner engagement.|The LEA will improve engagement of underrepresented families in partnerships by expanding the members of a student’s team to include their English Language Development teacher and Community Liaison, where applicable. The LEA will also continue to expand the connection of multilingual Educational Coordinators to families that can benefit from a teacher who speaks their home language. Parent/Guardian support will also be expanded in an ongoing skills program in multiple languages.   Pivot Charter School will also seek ways to improve how families can be provided with information and resources to support student learning and development in the home. Especially in an independent study program, it is essential that families thoroughly know how they can support their students. Communication is often directed toward the student first, and parents or guardians second, but addressing it as a team approach earlier upon enrollment at the school can make students feel vastly more supported in their education.|"Pivot Charter School excels in creating teams that unify students, caregivers, teachers, and educational specialists. Our ""Full Implementation"" rating is supported by a system where every student team, which may include general and special education teachers, counselors, and advocates, collaborates through group messaging, email, and mandatory monthly progress meetings. During monthly meetings, students and families play a key role in making decisions about the student’s education. A key strength is our Multi-Tiered System of Support (MTSS) process, where Student Support Team (SST) meetings are triggered for any student struggling with the independent study model. For students with exceptional needs (rated ""5"" in home support and legal rights), we have established a high standard of partnership, ensuring families are not just informed of their rights but are active participants in the IEP and 504 processes. By shifting from a teacher-to-student model to a ""Whole-Team"" approach in each of these meetings, we ensure that everyone plays a role in creating a plan to support the student."|"Our primary focus area is moving from family notification to authentic family governance. While we have high engagement in 1-on-1 academic meetings, our ""Initial Implementation"" rating in school-wide decision-making reflects a challenge in securing consistent participation in forums like our ""Family Homerooms."" This year’s low attendance highlighted a need to redesign these meetings to be more collaborative and less informative. We are focused on transforming these spaces into ""Input Hubs"" where parents can directly influence school policy, LCAP goal-setting, and resource allocation."|"Pivot recognized a disparity where families of students with exceptional needs (rated ""5"") feel more comfortable exercising their legal rights than our English Learner and foster/homeless families (rated ""3""). To bridge this gap, the new Bilingual Outreach Coordinator will act as a strategic facilitator for our English Learner Advisory Committee (ELAC) and School Site Council. Rather than just inviting families to meetings, this role will provide the ""pre-work"" support—explaining jargon and legal rights—so that underrepresented caregivers can enter decision-making spaces as informed partners."|5|5|4|4|4|4|4|4|3|3|3|3|Met||2026-06-16|2026
37745260000000|San Diego County ROP|3||||||||||||||||||||||Not Met|||2026
37754160000000|Warner Unified|3|We have historically sought out parent feedback to ensure student success through meetings, surveys and individual conversations and relationships. We have expanded our opportunities for Parent Engagement on Campus, with the intent of fostering the relationships between staff and families.  This year we held our back to school night for the third time in many years which was well attended and will become the new path forward.  In addition to 9 Parent Lunch events. We have more work to do to encourage families to participate in education. We have created a new Spanish Family Liaiason position.  We held events specifically aimed at Spanish Speaking families.  We will continue to grow this effort in years to come.  In the 2026-2027 year we will offer more opportunities to our families on campus.|Based on survey data that showed that parents were satisfied or very satisfied with communications from the elementary and middle school staff.  While high school communications were unsatisfactory, our focus for 2026-27 will be improving communications from the district at all levels.  We will be creating a Communication plan so that staff know when we expect them to communicate and how. Parents noted that the cleanliness of the school is not always at expectation, especially bathrooms.|Whatever plans are made to improve district communications will take into account barriers that families may have to receiving communication, such as not having internet at home.  These barriers disproportionately affect families of underrepresented students.|Warner has an open-door policy for parents and guardians. We encourage parents and students to come to us with their issues and needs. We plan to increase and reformat our surveys to gather more parent input.  Last year we conducted a Transportation Survey and an MTSS Parent Satisfaction survey.  We also do an annual facilities survey for staff to identify issues with their workspaces. Warner USD supports the efforts of our local Community Center as they expand their offerings to include added food deliveries to provide food and clothing options to the community.|The District’s new approach to our management and administration structure is in it’s 3rd year.  The new principal has brought the conversation of Academics back to the forefront of the school’s objectives and has made some significant changes.  The District is working to refocus attention on academics and instruction as evidenced by our Dashboard and Parent and Staff Satisfaction surveys.  Moving forward, the goal of the District’s full time Principal with the intention of improving our Academic Results, student engagement, and staff coaching/mentoring.  We are headed in that direction and as all of the pieces of the academic improvement plan as outlined in the LCAP are implemented, scores should improve.|The District continues to engage the Native American Community through liaison and the Indian Advisory Council.  We have a full scale communication plan for those families in the Indian Education Plan in which Native Families and the tribes are provided opportunities to weigh in on school academic matters.   The District has put effort into engaging ELL families.  Last year we added a stipend position of ELL Coordinator whose job is to increase parent participation in meeting ELL goals set for the students.  We also secured a parent whose job has been outreach and engagement to the EL community. We held meetings with families and hope to have even more involvement next year.|The administration seeks to include input from all stakeholders involved. At times a decision needs to be made with urgency and the input will need to come later to adjust the decision. Input is always sought.|The district’s new Principal has primary goal of encouraging engagement and input from parents.  We believe this increase in visibility and time and attention to these matters will help the district move in a positive direction.|With an Unduplicated Count of 79%, most of our families fall into the category of potentially underrepresented in decisions that affect the Academic environment.  It is the district’s responsibility to reach out to these families and to facilitate engagement and input.  We have been successful with two way communication with our Native American community and our EL Families engagement is in progress.|4|4|4|4|4|4|4|3|4|4|4|4|Met||2026-06-08|2026
37754160122796|All Tribes Elementary Charter|3|As All Tribes American Indian Charter School is placed within a rural community in Rincon territory, there is an advantage of many of the staff and administrators being from the community and knowing many of the families personally and professionally. There is a sustainability process at All Tribes which encourages former students to work at the school, especially as teachers. This process is crucial for maintaining an intimate relationship with the community and many of the families, of which many are reserved and mistrustful of bureaucratic interference. These close-knit community ties brought in from the former students allow sustainable communication and relationships. Many of the staff at All Tribes are also found at school events, such as Back to School Night, Winter Carnival, and many other events. At these events it is common to see teachers and families working together and conversing at events, from casual conversations to making food together. Staff are expected to know every student, including administrative staff, and this expectation is exemplified in the culture present at All Tribes Charter school. As All Tribes Charter School is outwardly open to the public, conversations between staff and parents can be seen before and after school. Frequent conversation is not only found in the front office but also in private meetings by the administrator who personally engages in the concerns and desires of families and students using an open-door policy.|All Tribes maintain a positive environment for staff and families to collaborate and maintain appropriate relationships yet there are several focus areas that remain such as trust and cultural sensitivity. Fostering enough trust for items such as the California Healthy Kids Survey (CHKS) is an area of importance for All Tribes. Many families rejected having their student participate and the data wasn’t as applicable as hoped.  A focus area is having a more open conversation about the survey and having staff speak more directly to families about what they think about the school.|Sitting down with families and having conversations about what the CHKS survey is and why All Tribes is administering it instead of sending emails informing them of it. Being able to talk about the survey and respond to concerns will convey respect and hopefully foster more trust within the relationship.|All Tribes American Indian Charter School’s partnerships consist mainly of local community organizations like IHC and some out of state organizations such as Grand Canyon University. All Tribes Charter has a strong connection with many of the local community partners due to tied cultural connections and shared goals of supporting students. Partners of All Tribes receive reciprocation of event participation and communication, holding consistent meetings and advertising via booths. Inviting local community partners to school events allows further integration of connectivity, benefiting students and introducing them to networking opportunities. An especially efficacious component of All Tribes’s partnership is its bond with its community. The 2025-2026 found All Tribes facilities being used extensively by local communities for sports and events, many of which involve students as extra-curriculars.|Partnerships are essential for positive Student outcomes at All Tribes American Indian Charter School, especially with the limitations imposed in a small rural charter school system. Focus areas of improvement within these limitations include building stronger relationships with local businesses to provide CTE students with networking opportunities, increased collaboration with IHC, and inviting more community partners to teach language and culture.|Engaging underrepresented families will involve contacting them and reaching out for sit down talks and interviews about their stake and interest in school partnerships and what they need from the school.|The interconnectedness of All Tribes staff with its community and students allows many decisions and policies to be influenced and contributed to by everyone involved. The process for decision making involves many in-person interviews or group discussions of staff, students, families, and community partners. Depending on the decision, the school’s policies are largely decided by the LEA’s governance council or our administrator who is consistently on site.|The input that goes into the decision making process is decentralized at All Tribes. When meetings with students are orchestrated, it is sporadic. These meetings are held unsystematically and are an area that All Tribes aim to improve upon, typically being held before a decision is made. With an increasing student and staff population, student input will require greater effort to receive. This added effort would be set towards more uniform modes of discussion, with semi-regular standardized meetings between staff and students.|The input from underrepresented families will be accessed through community connections and follow-ups from the school contacting the families directly for interviews and private conversations. Inviting underrepresented families to school events and meetings will hopefully encourage their voice to be recognized and integrated within the decision-making process.|5|5|4|3|5|5|5|5|5|5|5|4|Met||2026-07-23|2026
37754160132472|California Pacific Charter - San Diego|3|Strengths CPCS successfully engages in pupil and family outreach. CPCS offers two-way communication via the school's website, email, phone, text, Parent Square messaging, School Site Council (Parent Advisory Committee), and virtual meetings are held with pupils and families throughout the school year. Based on education partner survey feedback, parents agree that the school communicates community resources that are available to their families. In data collected from education partner surveys, 98.1% of parents feel satisfied with opportunities to provide input and participate in their child's education. 100% of parents indicate that they feel their input is valued. 98.1% of students agreed that their teacher is available to them when they need help and support with their schoolwork. 98.8% of students agree that their teacher cares about their education and helps them succeed. 98.1% of parents are satisfied with their child's school overall. 93.8% of students express an overall satisfaction with their school.|CalPac plans to continue to expand the parent university program, which provides resources and information to parents on various educational, social-emotional, academic, and safety topics regarding supporting their children and their children's best interests.|Focus Area To the greatest extent possible, CPCS would like to focus on pairing families whose primary language is a language other than English with a bilingual homeroom teacher who can facilitate meetings and support meaningful communication with parents in their primary language. CPCS will continue to offer two-way communication opportunities and opportunities to participate in the school community for all education partners, including families whose primary language may be a language other than English. The school is piloting a program that will provide real-time translation services in Zoom for improved communication between the school and pupils/families whose primary language is a language other than English.|Strengths CPCS assigns each pupil to a homeroom teacher. The primary role of the homeroom teacher is to work with each student and family in an effort to develop a personalized learning plan and success plan for each student. Homeroom teachers use student interest surveys in an effort to better understand student strengths and weaknesses and to gain a clear understanding of what resources and supports could best serve in supporting individual students in the independent study program. Homeroom teachers partner with parents in providing information and support that can assist their child in successfully engaging in school and reaching success. In data collected from education partner surveys, 100% of parents stated that they feel welcome to participate in meetings with their child's teacher to discuss and set education goals for their child. 98.1% of students responded that they agree that their teacher is available to help them and support them with their school work. 100% of students stated that their teacher cares about their education and helps them to succeed. 85.6% of students stated that if they have a problem, they know they have someone at school that they can talk to for support, and 93.8% of students stated that overall, they are satisfied with their school. CPCS is consistent in supporting families to understand their legal rights and advocate for their children. Parent rights are reviewed in IEP and 504 plan meetings. CPCS maintains a uniform complaint policy and makes the uniform complaint form available to education partners.|"Focus Area CPCS launched a Parent University program. Parent University is used for parent education, resources, and support in areas that can help support their students socially, emotionally, and academically. CPCS plans to continue to expand this program with additional resources to better support student outcomes. Additionally, CalPac launched a ""know your score"" campaign. Teachers meet with families at least twice per year to review individual student outcome data and set goals for student engagement and academic growth."|CPCS plans to further develop the homeless youth program by providing additional training for the homeless youth coordinator and holding regular meetings with students and families to ensure this student population is engaged in school and has every opportunity to be successful.|Strengths CPCS is currently engaged in this work. CalPac provides all education partners opportunities for input in decision-making at the program and charter levels.  Parents and students provide input through homeroom meetings, back-to-school nights, surveys, virtual events, public meetings, School Site Council meetings, club meetings, WASC focus groups, and other methods of 2-way communication with the school. Based on an education partner survey, parents indicated that they feel satisfied with the school in providing input opportunities for them to participate in the school and their child's education.|Focus Area The school will continue to work closely with the School Site Council members (SSC serves as Parent Advisory Committee) to seek input regarding decision-making.|CPCS plans to enhance the engagement of underrepresented families by implementing targeted outreach initiatives, including multilingual communication resources and community liaison roles to facilitate more inclusive participation. We will also establish regular, accessible forums and workshops designed to educate and empower these families, ensuring their voices are integral in our decision-making processes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
37754160138651|San Diego Mission Academy|3|Our program’s success is rooted in strong, intentional partnerships with families and community stakeholders that center on student growth and school improvement. We emphasize transparent and ongoing communication through schoolwide newsletters, student recognition ceremonies, conferences, weekly appointments, focus group discussions, and regular staff planning meetings. Families have access to a robust support system that includes Academic Advisers, highly qualified teachers, counseling services, and Community and Parent Liaisons, as well as shared information about community-based resources. Opportunities for engagement include six-week advisory sessions and quarterly ELAC and Parent Advisory Town Hall meetings designed to gather meaningful input. Outside of formal meetings, families stay connected through direct communication with staff via text and virtual platforms. By consistently sharing stories of student resilience and accomplishment, we reinforce a culture of partnership and collective responsibility for student success.|This year, staffing changes and the implementation of a new communication system created temporary inconsistencies in outreach to families. While engagement opportunities remain available, attendance at advisory meetings and town halls has been lower than desired. In response, we are clarifying communication expectations, streamlining messaging systems, and expanding efforts to encourage broader and more active family participation.|We are committed to ensuring that school decision-making reflects the full diversity of our community. Although multiple avenues for engagement are available, participation does not yet proportionally represent all student groups. To address this, we are strengthening targeted outreach efforts, expanding translation support, using culturally responsive communication practices, and offering flexible meeting formats to reduce barriers and increase meaningful involvement.|Our program is distinguished by strong systems of integrated student and family support. Through counseling services, students access resources including Hazel Health, Care Solace referrals, post-secondary planning workshops, and the HOPE Program. Community liaisons ensure families are connected to essential services, while tutoring provides focused academic assistance. Feedback from educational partners highlights the meaningful role these supports play in advancing student success.|With continued enrollment growth and the addition of new staff, we recognize the importance of strengthening professional learning to ensure consistent delivery of student supports. Ongoing training will focus on building staff knowledge of available resources, clarifying referral systems, and reinforcing relationship-centered practices to promote equitable access for all students.|Although we remain focused on continuous improvement, the impact of our efforts is evident in the experiences of underrepresented students and families. Students who previously struggled or failed core courses multiple times have gone on to complete those same courses successfully and with renewed confidence. These outcomes reflect the strength of our partnerships, responsive systems, and ongoing staff development.|We have seen growth in engagement across ELAC, PAC, parent focus groups, and annual surveys, with feedback directly informing school improvement efforts. Expanded participation in advisory meetings signals strengthened family partnership. Focus group parents regularly highlight responsive communication and individualized support as standout qualities of our school.|As our program grows, we recognize the need to further strengthen how we gather and use partner input in decision-making. While multiple feedback structures exist, we are working to ensure consistent awareness and participation across our community. We are refining communication about advisory groups, expanding outreach efforts, and creating clearer pathways for families and students to share feedback that meaningfully informs school improvement efforts.|Although advisory meetings, surveys, and forums are available, engagement levels across all student populations remain uneven. We are increasing intentional outreach, reducing participation barriers, and expanding inclusive opportunities for feedback so that decisions reflect the perspectives of our entire school community. We will also monitor participation trends and take action to increase underrepresented voices in our community.|4|4|4|4|5|4|4|4|4|4|4|4|Met||2026-06-05|2026
37754160139378|Sage Oak Charter School - South|3|Sage Oak Charter School excels in fostering strong relationships between staff and families through consistent communication, meaningful engagement opportunities, and collaborative partnerships. Regular virtual and in-person communication keeps families informed and connected to school goals and student progress. Families actively participate in the Parent Advisory Committee (PAC), Student Advisory Committee (STAC), and monthly board meetings, all of which promote two-way communication and transparency in decision-making. The school also hosts Fall and Spring Parent Summits that provide workshops focused on academic achievement, college and career readiness, technology, and social-emotional support. Educational partner feedback gathered through surveys, committees, and events directly informs school planning and continuous improvement efforts, reflecting Sage Oak’s commitment to family engagement and shared responsibility for student success.|Based on educational partner input and local data, Sage Oak seeks to increase awareness and participation in family engagement opportunities. Some families may not fully understand the purpose of advisory committees, available support services, or ways to become involved in school decision-making. The school recently launched the Sage Connections Committee (SCC) to expand opportunities for family involvement and collaboration; however, participation has been limited and will continue to be promoted through targeted outreach and communication efforts. Additional focus areas include increasing participation in PAC, STAC, Parent Summits, and school events while improving communication regarding academic, social-emotional, and college and career readiness resources. Sage Oak will continue evaluating participation trends and educational partner feedback to identify barriers and improve accessibility for all families.|To strengthen engagement among underrepresented families, Sage Oak will increase targeted outreach efforts to recruit diverse voices for advisory groups, including PAC and the Sage Connections Committee (SCC). The school will continue promoting SCC participation to strengthen family connections and collaboration across the school community. Fall and Spring Parent Summits and other family engagement events will include sessions tailored to the needs of English learner families, socioeconomically disadvantaged families, and families of students with disabilities. Sage Oak will provide flexible participation options, translated communication, and culturally responsive outreach practices to reduce barriers to engagement. These efforts reflect the school’s ongoing commitment to equity, inclusion, and ensuring all families have meaningful opportunities to contribute to school programs, planning, and decision-making.|Sage Oak Charter School has made consistent progress in cultivating strong family-school partnerships that support student success. Bi-monthly teacher PLC meetings provide training in effective communication, learning period facilitation, and collaborative parent engagement strategies. Families benefit from regular learning period meetings, parent-teacher conferences, and ongoing communication that support student progress monitoring, resource sharing, and individualized learning goals. The school also promotes transparency through its website and handbooks, which include Title IX contacts, student rights, and uniform complaint procedures. Parents of students with IEPs receive Procedural Safeguards annually, and translation services are available during IEP meetings to support non-English-speaking families. These practices reflect Sage Oak’s commitment to accessible, informed, and meaningful partnerships.|Based on educational partner feedback and local data, Sage Oak seeks to expand access to engaging instructional opportunities and targeted academic supports. The school has established a goal to offer 200 synchronous classes by 2026–27 to increase student engagement through interactive instruction and equitable access to learning opportunities. A key focus area is increasing participation in math intervention programs for Students with Disabilities (SWD), Socioeconomically Disadvantaged students (SED), and English Learners (EL) to address achievement gaps and improve outcomes. The school is also working to increase EL student participation in core synchronous classes to support language development and academic growth. These priorities were identified through educational partner feedback and data analysis as areas where stronger family-school partnerships can improve student outcomes.|Sage Oak is committed to strengthening engagement with underrepresented families through targeted outreach and increased access to resources and support. Teacher professional development will continue to strengthen live instruction practices, making synchronous learning more accessible and effective for diverse learners. School counselors will provide additional live sessions to address the unique academic and social-emotional needs of families requiring additional support. The school will continue promoting available resources and opportunities through weekly newsletters, social media, advisory committees, and direct teacher communication. Translation services, flexible virtual participation opportunities, and culturally responsive communication practices will help reduce barriers to engagement. These efforts aim to build trust, strengthen partnerships, and empower all families to actively participate in their student’s educational journey.|Sage Oak Charter School continues to strengthen its decision-making process by actively engaging educational partners through multiple platforms. During the 2025–26 school year, the school operated the Parent Advisory Committee (PAC) and Student Advisory Committee (STAC), all of which met regularly to reflect on student needs and school priorities. The school also launched the Sage Connections Committee (SCC) to expand opportunities for family involvement and collaboration. Additional input is gathered through annual and mid-year surveys, Parent Summits, live and recorded trainings, and ongoing communication between families and teachers. Events such as field trips, socials, college tours, and graduation ceremonies further promote communication and educational partner involvement. This multifaceted approach ensures families, students, and staff remain informed, included, and heard throughout the year.|For 2026–27, Sage Oak is focused on increasing participation in decision-making opportunities and expanding educational partner representation. While the Sage Connections Committee (SCC) was launched to strengthen family voice and collaboration, participation remains limited and will continue to be promoted through targeted outreach and communication efforts. The school also plans to launch a Teacher Advisory Committee (TAC) to provide additional opportunities for staff voice and collaboration in school planning and improvement efforts. Sage Oak will continue strengthening recruitment efforts for PAC, STAC, SCC, and future TAC participation to ensure broader representation and increased engagement in school decision-making processes.|To improve participation among underrepresented families, Sage Oak will continue implementing targeted strategies focused on accessibility, inclusion, and outreach. The school will use multiple communication methods, including email, social media, website updates, newsletters, and direct teacher-family communication, to promote surveys, advisory meetings, Parent Summits, and public board sessions. Staff will proactively invite families from diverse backgrounds to participate in PAC, STAC, and SCC. Presentations during school events and onboarding opportunities will also help families understand how they can contribute to school planning and decision-making. These efforts aim to strengthen belonging, reduce barriers to participation, and ensure a broader range of family voices help guide the school’s direction.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-18|2026
37754160139386|Excel Academy Charter|3|Excel Academy Charter School (EACS) is committed to fostering strong, collaborative educational partnerships among parents, students, staff, and the broader learning community. Through transparent communication, in-person and virtual learning period meetings, shared decision making, and consistent collaboration, EACS ensures that all educational partners have a voice in shaping school-wide growth and student success. EACS values educational partner input to reflect on overall progress, celebrate successes, and identify opportunities for continuous program improvement. Partnerships are foundational to driving instruction, achieving school-wide goals, and enhancing student learner outcomes. Building strong connections with students and parents leads to increased student engagement, learning, and achievement. At the heart of EACS is a dedicated team of educators who ensure consistent, responsive, and respectful communication between all educational partners. The number one priority at EACS is supporting the academic, social, and emotional success of each individual student. Through robust systems of support, personalized learning, and data-driven instruction, each student is empowered to meet or exceed grade- level expectations.  Based on the input survey results, parents and students agree that EACS is dedicated to providing an education that denotes excellence. EACS had 389 more responses this year than in 2025.  Overall Satisfaction Report: Based on 676 parent/guardian responses:  97% of survey respondents agree that students have access to rigorous curriculum and resources that allow for mastering grade level standards and core content, and are encouraged to attain their academic goals. 99% of survey respondents agree that EACS clearly communicates academic expectations, encourages academic excellence, student progress, and provides a safe and welcoming environment. 95% of survey respondents agree that students set personal academic achievement goals, and work independently in a timely manner to achieve the set goals. 95% of survey respondents believe that the school uses assessment data to modify and monitor curriculum and instruction of students. 99% of survey respondents agree Excel Academy’s vision and mission are clear and understandable. 97% of survey respondents agree that the school provides input opportunities for parents/guardians to participate in the school and their child’s education, and feel connected to the school, valued, and respected.  Meaning: Overall high satisfaction rate with the school program. Use: EACS will remain steadfast in its commitment to student progress and achievement through transparency, consistent communication, and collaborative partnerships. Through the ongoing provision of targeted resources, personalized support, and learning opportunities, EACS supports all students to be lifelong learners. EACS will continue to survey educational partners to solicit feedback and analyze strengths and areas of growth.|Based on the analysis of educational partner input and local data, EACS will continue to strengthen and refine its focus on improving relationships between school staff and families while building on the strong systems already in place. Educational partner feedback indicates overall positive experiences with communication, engagement, and access to school information; therefore, the primary focus moving forward is not on redesigning systems, but on deepening participation, expanding consistency, and increasing meaningful engagement opportunities for all educational partners.  EACS will continue implementing effective communication practices that have proven successful in keeping educational partners informed and connected to student learning. The school remains committed to maintaining timely, transparent, and accessible communication through multiple platforms that support consistent two-way interaction. As education continues to evolve, EACS is also committed to staying current with communication tools and practices that enhance connection, accessibility, and responsiveness between school staff and families.  A key area for continued improvement is increasing participation in structured collaboration opportunities such as SSC, ELAC, and PAC meetings. While these opportunities are currently in place, EACS recognizes the importance of further encouraging consistent family involvement and expanding awareness so that more educational partners can actively contribute to shared decision-making and school improvement efforts. Increasing engagement in these committees will support deeper collaboration and ensure that diverse voices are represented in school planning and student support.  In addition, in-person and virtual learning period meetings will continue to serve as an essential bridge between home and school. EACS will focus on refining these touchpoints to ensure they remain meaningful, accessible, and responsive to educational partner needs. Strengthening attendance and participation in these meetings will further enhance the connection between families and instructional staff and support ongoing collaboration around student progress.  Another area of focus is the continued use of educational partner surveys. Survey feedback has been valuable in identifying strengths and guiding improvements in communication, instructional support, and engagement practices. EACS will work to increase response rates and ensure that feedback collected from educational partners is consistently analyzed and used to inform decision-making and improve family engagement strategies.  Overall, EACS remains committed to strengthening relationships between school staff and families by building upon existing strengths while intentionally improving participation, communication consistency, and engagement opportunities. These efforts will ensure that all educational partners continue to feel informed, valued, and actively involved in supporting student success.|EACS is committed to strengthening engagement with underrepresented families by creating meaningful, accessible, and culturally responsive opportunities for participation and collaboration. EACS recognizes that strong family-school partnerships are essential to student success, especially within an independent study charter model where ongoing communication and support are critical to student engagement and academic progress.  Through its flexible and personalized learning model, EACS provides customized educational experiences designed to support all students, including English Learners, students with disabilities, socioeconomically disadvantaged students, foster youth, homeless youth, and other underrepresented student groups. This commitment extends through intentional outreach efforts that ensure all families feel welcomed, informed, valued, and connected to the school community.  Teachers, students, and parents collaborate regularly through learning period meetings, academic support meetings, IEP meetings, parent-teacher conferences, and intervention planning sessions to monitor student progress and establish individualized academic goals. EACS also provides virtual participation opportunities, translated materials when needed, and multiple communication platforms to increase accessibility and engagement for all families. To improve engagement of underrepresented families, EACS provides parent education opportunities and workshops that equip families with tools and resources to support student success at home. These include training related to English Learner progress and reclassification, parent portal access, curriculum resources, webinars, Parent Academy informational sessions, Parent Power-Up events, Back to School events, intervention supports, and teacher-parent collaboration strategies.  EACS prioritizes proactive outreach through the Assistant Director of Special Programs, counselors, and support staff, who regularly connect with families of homeless youth, foster youth, students with disabilities, and students experiencing academic or social-emotional challenges. These efforts help strengthen communication and ensure families feel supported as active educational partners.  Parents and guardians are consistently informed and encouraged to participate in SSC, ELAC, and PAC meetings through emails, text messages, and postings on Beehively, the EACS website, and school handbook. EACS also incorporates cultural awareness activities that honor and celebrate the diverse backgrounds, languages, customs, and traditions represented within the school community, contributing to improved participation and stronger family engagement.  Moving forward, EACS will continue analyzing educational partner feedback and participation data to improve outreach efforts and ensure all families remain active partners in supporting student achievement and school success.|EACS is committed to using disaggregated internal benchmark and state data to identify and support all students, including English Learners, students with disabilities, socioeconomically disadvantaged students, and other underrepresented groups requiring targeted intervention in English language arts and mathematics. This data-driven approach ensures timely identification of achievement gaps and implementation of evidence-based interventions to accelerate student growth and mastery of grade-level standards.  Participation in intervention services, including targeted instruction and live academic support, strengthens student outcomes by reinforcing foundational skills and improving academic performance. EACS continuously monitors progress and adjusts supports to ensure interventions remain effective and responsive.  EACS prioritizes strong, trusting relationships between teachers, parents, and students through consistent, respectful communication. Families have multiple avenues to engage in their child’s education, including direct teacher communication, a parent portal, conferences, learning period meetings, and governance meetings.  To support school-home collaboration, EACS uses multiple communication platforms to ensure timely access to academic updates and student progress. Required notifications, policies, and resources are posted on the school website and in the parent and student handbook.  EACS ensures families are informed of their rights and supports. Counselors and the Assistant Director of Special Programs communicate regarding student rights, Title I and Title III requirements, and available supports. In alignment with SB 1375, Title IX and Uniform Complaint Procedures are accessible online and in the handbook.  For students with IEPs, Procedural Safeguards are provided annually and at each meeting in English and Spanish, with translation and interpretation available as needed. EACS encourages ongoing family engagement through regular communication via email, phone, and meetings, strengthening partnerships and supporting student success.|EACS will continue to focus on partnership and student outcome improvement by offering additional parent education opportunities in person and virtual, annual surveys, and opportunities for engagement through SSC, ELAC, and PAC meetings. These structures will continue to be strengthened to ensure meaningful family voice and consistent collaboration in supporting student achievement and school improvement efforts.  EACS is dedicated to enhancing student engagement in live instruction, specifically for English Learners and students who are working below grade level. A continued area of focus is ensuring that students are actively participating in instruction and receiving consistent academic support that promotes progress toward grade-level standards and closes achievement gaps.  The intervention department will continue to assess the quality of the classes and make adjustments when deemed necessary in order to provide tailored instruction to fit the individual needs of the students. Data from assessments, participation, and progress monitoring will be used to guide instructional decisions and improve the effectiveness of intervention supports.  Support and guidance to address specific needs and challenges for underrepresented students and families will continue to be assessed by teachers, counselors, and case managers. These staff members will continue to collaborate to ensure students are identified early for support, receive appropriate interventions, and that families remain informed and engaged in their student’s academic progress.  EACS will also continue to strengthen communication and partnership between school staff and families in order to improve student outcomes. Through ongoing collaboration, targeted interventions, and expanded engagement opportunities, EACS remains committed to supporting the academic success of all students.|EACS is committed to strengthening partnerships with families and the broader community to foster increased engagement, involvement, safety, and satisfaction, all in direct support of student learning and achievement. A key area of focus for improving engagement of underrepresented families is ensuring that communication and outreach efforts are consistent, inclusive, and responsive to the needs of all educational partners, including families of English Learners, students with disabilities, and other unduplicated student groups.  EACS will continue to expand opportunities for meaningful family input in decision-making related to policy and program improvement through structured engagement opportunities such as SSC, ELAC, and PAC meetings, as well as ongoing surveys and feedback tools. These opportunities are designed to ensure that family voice is actively considered in shaping school practices and improving student outcomes.  The teacher-parent-student relationship remains central to student success, and EACS will continue to cultivate these relationships by maintaining open and consistent lines of communication. Families are provided regular updates on student progress and have multiple avenues to engage with teachers and staff regarding academic and social-emotional needs.  To further support underrepresented families, EACS will continue providing equity-based instruction and targeted supports, including individualized interventions and resources aligned to student needs. Teachers, counselors, and support staff will continue to collaborate to identify students early who may need additional academic or social- emotional support and ensure families are engaged in the planning process. Homeroom attendance, tutoring support, and office hours are available to students.  Parents and guardians will remain informed and actively involved in their students’ educational journey through clear communication, accessible information, and ongoing engagement opportunities. Through these efforts, EACS aims to strengthen trust, increase participation, and ensure all families are meaningfully engaged as partners in supporting student success.|EACS has demonstrated strong and improving progress in Seeking Input for Decision-Making, as evidenced by a steady overall increase in participation over time. Survey participation has grown significantly, 676 participants in 2025-26, reflecting a substantial expansion in outreach, engagement efforts, and overall family and student involvement in school improvement processes. Although there was a slight decline in parent participation in 2024-25 (287 respondents compared to 351 in 2023-24), this was followed by a notable overall increase in the most recent cycle, along with a significant rise in student responses, indicating broader engagement across groups.  EACS is focused on providing effective and meaningful communication that ensures all educational partners have multiple opportunities to provide input into decision-making related to equity-based instruction, student support, and overall school program quality. Communication regarding input opportunities is consistently shared through learning period meetings, social media platforms, Beehively, school newsletters, and structured engagement meetings such as SSC, ELAC, and PAC. These multiple communication channels help ensure that families, students, and staff remain informed and connected to opportunities for participation.  In addition to LCAP surveys, EACS also utilizes ongoing feedback tools provided by various departments. Monthly “pulse-check” surveys through the Possip platform allow the school to gather timely qualitative and quantitative feedback, identify trends, and respond to concerns or suggestions in a timely manner. This continuous feedback loop strengthens responsiveness and supports ongoing program improvement.  To promote transparency and trust, survey results and key findings are regularly shared during SSC and ELAC meetings as well as through monthly newsletters. This ensures that families and staff can see how their input is being used to guide decisions and improve programs.  Overall, EACS values feedback as a critical driver of decision-making. This input is actively used to evaluate existing programs, policies, and procedures and to guide improvements that better support student success. EACS will continue to monitor participation trends and refine outreach strategies to further increase engagement and ensure all voices are represented in decision-making processes.|EACS annually measures growth and progress by seeking input and feedback from all educational partners through annual surveys, teacher/student/parent meetings, board meetings, and participation in SSC, ELAC, and PAC meetings. EACS reports collected results to all educational partners in order to promote transparency and collaboration.  A key focus area for improvement is increasing consistent and representative participation in all input opportunities, ensuring that feedback reflects all student groups, including underrepresented populations. EACS will continue to strengthen outreach and engagement strategies to support broader participation in decision-making processes. Using a survey platform that provides educational partners with the ability to complete the questionnaires via email or text has proven to be successful.  Empowering educational partners to provide input and participate in decision-making remains central to EACS. This creates a positive environment where staff, parents/guardians, students, community members, and governing board members all have opportunities to share their voices.  EACS will continue to discuss best practices and provide staff training on effective communication and outreach strategies that integrate inclusion, trust, and collaboration. These efforts will support stronger and more consistent engagement with families and students.  EACS remains committed to increasing engagement in SSC, ELAC, and PAC meetings by exploring new strategies to encourage participation and strengthen collaboration. The goal is to ensure educational partners are actively involved in decisions that impact student learning and school programs.  Ultimately, EACS will continue working alongside educational partners to create a positive and successful school environment where students receive the necessary interventions, resources, and support to thrive and become lifelong learners.|EACS will continue to strengthen engagement of all families in Seeking Input for Decision-Making through consistent, meaningful, and accessible communication. Although survey data did not indicate lower engagement from underrepresented families, EACS remains committed to proactively ensuring all families are included in opportunities for input and participation.  EACS will continue to provide in-person and virtual opportunities for families to share feedback and participate in decision-making processes that support school improvement. This includes expanding in-person engagement opportunities through parent education workshops and community events designed to strengthen understanding of academic programs, student supports, and school-wide initiatives. Multiple communication platforms will be used to ensure families are informed of upcoming events and engagement opportunities, including SSC, ELAC, PAC, and board meetings, with timely reminders to encourage participation.  EACS will also maintain clear and proactive communication with families regarding student academic, social, and emotional progress to support early intervention and collaboration when concerns arise. Staff will continue to strengthen outreach practices to ensure communication remains consistent, inclusive, and responsive.  Through these efforts, including increased opportunities for in-person engagement, EACS will continue to promote strong family involvement and ensure all families have meaningful opportunities to provide input that informs decision-making and supports student success.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-18|2026
37754160139451|Pathways Academy Charter School - Adult Education|3|Pathways Academy has strengthened relationships between school staff and families through a consistent focus on communication, access, and meaningful opportunities for engagement.  Families are informed and invited to participate through surveys, teacher and parent meetings, and educational partner input meetings. Staff actively support family engagement by providing clear communication, guidance on student progress and access to resources. These efforts have contributed to increased participation and stronger connections between families and the school.  Pathways Academy posts information on the school website identifying the Title IX Coordinator, the rights of students and the responsibilities of schools, and instruction on how to file a complaint. The school website and the parent/student handbooks contain information pertaining to the Annual Notice of Uniform Complaint Procedures. The Notice of Procedural Safeguards are provided to parents of students with an IEP on an annual basis. This notice is provided electronically by email in English or Spanish and is also offered to parents at every IEP meeting.  A translator is present for non-English speakers as needed.|A continued focus area is increasing meaningful engagement across all educational partner groups. Growth in participation, over time, reflects progress in building relationships, with LCAP input survey participation increase from 7 participants in 2019-20 to 443 participants in 2025-26. While this demonstrates strong overall engagement, the school will continue to refine strategies to ensure consistent participation and representation across all student groups and families.|Analysis of educational partner input indicates strong overall engagement, with participation from English Learners, foster youth, low socioeconomic students, and students with disabilities. To continue strengthening engagement with underrepresented families, Pathways Academy will maintain a focus on increasing access and communication through multiple methods, including surveys, meetings and direct outreach.  Supports such as translation services, flexible meeting options, and staff outreach will continue to reduce barriers to participation. Ongoing monitoring of participation data will guide adjustments to ensure all families have meaningful opportunities to engage in school planning and decision-making.   Participation data continues to show growth in engagement across educational partner groups.|Pathways Academy demonstrates strong engagement of educational partners, including underrepresented families, in building partnerships that support student outcomes.  To strengthen engagement, the school continues to focus on increasing access and communication through multiple methods, including surveys, meetings, and direct outreach.  Supports such as translation services, flexible meeting options, and staff outreach reduce barriers to participation. Ongoing monitoring of participation data guides adjustments to ensure all educational partners have meaningful opportunities to provide input.|We will continue to seek educational partner input and assess our level of engagement through community participation and WIOA and/or other supported partnerships. We will identify our level of meaningful and transparent communication through direct community engagement, regular input meetings and surveys. Notices, reports, statements or records sent to a student, parent or guardian will be translated as needed. Support provided by instructional and classified staff to increase student engagement and performance and parent involvement.|Pathways Academy's strengths in engagement of underrepresented families and building partnerships for student outcomes: Total Input Survey Participants:443 participants Survey student group participants in the input survey: English Learner: 75 participants; Foster Youth: 23 participants; Low Socioeconomic: 21 participants; Homeless: 31 participants; Students w/Disabilities: 32 participants; Parent/Guardian of Pathways Student: 24 participants; Pathways Student: 287 participants,; Pathways Team Member: 79 participants; Educational Partner/Community Member: 11 participants.  Overall survey participation demonstrates educational partner engagement and Pathways Academy’s  communication of opportunities for participation and input 98% (434) were engaged and able to complete assignments 99.1% (439) Teacher regularly checked in and provided academic updates and support 98.9% (438) Access to supplemental learning/additional support for academic or developmental needs were available. 98.2% (426) reported that during counselor or teacher meetings, the student’s well-being was inquired about and if needed, information for accessing community-coordinated services (health, medical, physical, mental health, food, housing, other public assistance) was provided.   Meaning: There is a strong focus by administration, teachers, and staff to encourage and provide opportunities for all educational partners to participate in school input opportunities.  Meeting agendas and minutes are available on the school website. Use: To continue to support and engage all of our students and families in the input process, we will continue to communicate input opportunities through teacher/student/parent meetings and our school social media and school website.|Educational partner participation has increased steadily as the school continues to expand opportunities for engagement and feedback.  In the 2025-26 Educational Partner Input Survey, 443 individuals participated, including students, parents, and staff representing the diverse student groups such as English Leaners, students with disabilities, homeless students, and foster youth. Input is collected through educational partner meetings, surveys, teacher and student meetings, and communication through the school website and social media platforms ensuring educational partners are informed of school programs and have opportunities to contribute to planning and improvement efforts.   Participation has grown significantly over time, reflecting the school's commitment to actively engaging educational partners and providing meaningful opportunities for input.  These efforts have strengthened collaboration and ensured that feedback is used to inform decisions that support student outcomes.  These efforts ensure educational partners are informed of school programs, policies, and initiatives and have opportunities to provide input on school planning and improvement efforts.|While participation has increased, Pathways Academy will continue to strengthen communication and outreach to ensure educational partners are aware of opportunities to provide input.  Focus will be placed on increasing access for underrepresented groups and ensuring timely, clear communication about school programs, planning processes and opportunities for engagement.|Pathways Academy will continue to expand engagement opportunities for all educational partners, including underrepresented groups, through surveys, meetings, and targeted outreach. Communication will be provided through multiple platforms, including school meetings, the school website and social media, to ensure broad access.  These strategies will support increased participation and ensure all educational partners have meaningful opportunities to provide input that informs school planning and decision-making.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-02|2026
37754166119275|All Tribes Charter|3|As All Tribes American Indian Charter School is placed within a rural community in Rincon territory, there is an advantage of many of the staff and administrators being from the community and knowing many of the families personally and professionally. There is a sustainability process at All Tribes which encourages former students to work at the school, especially as teachers. This process is crucial for maintaining an intimate relationship with the community and many of the families, of which many are reserved and mistrustful of bureaucratic interference. These close-knit community ties brought in from the former students allow sustainable communication and relationships. Many of the staff at All Tribes are also found at school events, such as Back to School Night, Winter Carnival, and many other events. At these events it is common to see teachers and families working together and conversing at events, from casual conversations to making food together. Staff are expected to know every student, including administrative staff, and this expectation is exemplified in the culture present at All Tribes Charter school. As All Tribes Charter School is outwardly open to the public, conversations between staff and parents can be seen before and after school. Frequent conversation is not only found in the front office but also in private meetings by the administrator who personally engages in the concerns and desires of families and students using an open-door policy.|All Tribes maintain a positive environment for staff and families to collaborate and maintain appropriate relationships yet there are several focus areas that remain such as trust and cultural sensitivity. Fostering enough trust for items such as the California Healthy Kids Survey (CHKS) is an area of importance for All Tribes. Many families rejected having their student participate and the data wasn’t as applicable as hoped.  A focus area is having a more open conversation about the survey and having staff speak more directly to families about what they think about the school.|Sitting down with families and having conversations about what the CHKS survey is and why All Tribes is administering it instead of sending emails informing them of it. Being able to talk about the survey and respond to concerns will convey respect and hopefully foster more trust within the relationship.|All Tribes American Indian Charter School’s partnerships consist mainly of local community organizations like IHC and some out of state organizations such as Grand Canyon University. All Tribes Charter has a strong connection with many of the local community partners due to tied cultural connections and shared goals of supporting students. Partners of All Tribes receive reciprocation of event participation and communication, holding consistent meetings and advertising via booths. Inviting local community partners to school events allows further integration of connectivity, benefiting students and introducing them to networking opportunities. An especially efficacious component of All Tribes’s partnership is its bond with its community. The 2025-2026 found All Tribes facilities being used extensively by local communities for sports and events, many of which involve students as extra-curriculars.|Partnerships are essential for positive Student outcomes at All Tribes American Indian Charter School, especially with the limitations imposed in a small rural charter school system. Focus areas of improvement within these limitations include: building stronger relationships with local businesses to provide CTE students with networking opportunities, increased collaboration with IHC, and inviting more community partners to teach language and culture.|Engaging underrepresented families will involve contacting them and reaching out for sit down talks and interviews about their stake and interest in school partnerships and what they need from the school.|The interconnectedness of All Tribes staff with its community and students allows many decisions and policies to be influenced and contributed to by everyone involved. The process for decision making involves many in-person interviews or group discussions of staff, students, families, and community partners. Depending on the decision, the school’s policies are largely decided by the LEA’s governance council or our administrator who is consistently on site.|The input that goes into the decision making process is decentralized at All Tribes. When meetings with students are orchestrated, it is sporadic. These meetings are held unsystematically and are an area that All Tribes aim to improve upon, typically being held before a decision is made. With an increasing student and staff population, student input will require greater effort to receive. This added effort would be set towards more uniform modes of discussion, with semi-regular standardized meetings between staff and students.|The input from underrepresented families will be accessed through community connections and follow-ups from the school contacting the families directly for interviews and private conversations. Inviting underrepresented families to school events and meetings will hopefully encourage their voice to be recognized and integrated within the decision making process.|5|5|4|3|5|5|5|5|5|5|5|5|Met||2026-07-23|2026
37756140000000|Valley Center-Pauma Unified|3|Family engagement is a foundational pillar of the Valley Center-Pauma Unified School District’s systemic approach to fostering college and career readiness and elevating outcomes for all students. By cultivating robust collaboration, VCPUSD strategically monitors and enhances its progress across three core dimensions: building meaningful relationships, co-creating partnerships for student success, and actively integrating family voices into leadership and decision-making. The district measures the impact of these initiatives through comprehensive local surveys, dynamic communication metrics, high attendance at workshops and site events, and active participation in parent advisory meetings. The latest LCAP Parent Survey underscores a vibrant, collaborative culture and highlights the district’s success in maintaining an exceptionally welcoming and respectful educational environment. An outstanding 89.96% of families affirm that their school provides a deeply welcoming and inclusive atmosphere, characterized by mutual respect among staff, students, and parents. Furthermore, a remarkable 93.2% of parents report feeling well-informed about school activities, reflecting a highly successful, upward trajectory in the district's community outreach. Alongside these communication milestones, VCPUSD has successfully enriched its site-based support infrastructure by integrating dedicated counselors, psychologists, and a behavioral specialist, significantly expanding the district's capacity to deliver comprehensive, personalized student care.  While celebrating these strong foundations, VCPUSD remains committed to continuous optimization. Guided by valued community feedback, the district is proactively refining its communication systems to maximize consistency and impact. Future strategic initiatives will focus on elevating real-time, proactive updates regarding student academic progress and campus safety, expanding innovative and diverse pathways for student engagement, and ensuring highly responsive, continuous avenues to address family feedback efficiently.  VCPUSD staff members at every level are deeply invested in cultivating environments where all educational partners feel valued and empowered. This shared dedication is vividly demonstrated by robust family attendance at parent-teacher conferences, specialized workshops, and district-wide events. To sustain and elevate this high level of engagement, VCPUSD implements intentional, strategic professional development. Comprehensive training begins at onboarding during New Hire Orientation, establishing clear, proactive communication as a cornerstone expectation for all incoming staff. Additionally, site and district leaders partner directly with parent and guardian leadership groups to ensure staff members remain highly attuned to evolving family needs, preferred communication channels, and the essential insights families value most to support their child's educational journey.|The Valley Center-Pauma Unified School District is dedicated to fostering a positive, inclusive, and collaborative educational community where every family feels connected and empowered. Grounded in the insight that actively involved parents experience strong, supportive relationships with our schools, VCPUSD is enthusiastic about expanding this high level of engagement to all households. A primary strategic focus is ensuring that families who may not participate in formal advisory groups—such as ELAC/DELAC, School Site Councils, Migrant and/or Title VI parent advisory committees—still have seamless access to vital school information and meaningful opportunities to contribute their valuable input.  To bridge these connections, VCPUSD is deeply committed to ensuring that every family is fully integrated into our digital communication networks, which includes supporting home internet access and device availability. By streamlining our communication channels, the district aims to deliver timely, clear, and highly accessible updates regarding student development. This proactive approach is particularly essential when partnering with families to support student progress in attendance, behavior, and academics, ensuring a unified team effort around each child's success.  Furthermore, VCPUSD is excited to enhance the bridge between classroom learning and the home environment. In response to our community's desire for extended learning opportunities, the district is focused on providing families with targeted, impactful resources that can be utilized outside of the school day. Aligning these home-based tools directly with daily classroom instruction reinforces student achievement, deepens family partnerships, and ensures that every student has the comprehensive support needed to thrive.|The Valley Center-Pauma Unified School District remains deeply committed to advancing innovative strategies and structures that welcome and elevate the voices of our underrepresented families. To ensure school improvement decisions are truly collaborative, the district clearly communicates and hosts dynamic parent advisory meetings designed to gather diverse family insights. VCPUSD continuously prioritizes building meaningful, individualized relationships with families, offering personalized supports that foster mutual trust, strong connections, and long-term success between school staff and the community.  A key avenue for deepening these family connections is expanding the Expanded Learning Opportunities Program (ELOP), which serves English Learners, Foster Youth, and low-income students. The robust after-school offerings provide an excellent platform to connect with parents about family needs, directly informing future programming decisions. Building on this success, the district is expanding these academically based after-school programs to secondary grade levels. This strategic growth is a direct, positive response to valuable survey feedback collected from both parents and staff, ensuring our programming aligns with community priorities.  To ensure all families can fully participate in the educational journey, VCPUSD has dedicated additional resources to enhance translation and interpretation services at parent meetings. Furthermore, site staff are actively leveraging their strong, day-to-day relationships with families to provide personalized assistance during meetings and through general school communication. By removing barriers and maximizing these collaborative efforts, VCPUSD is creating an increasingly accessible, supportive, and inclusive environment where every family is empowered to help their student thrive.|At Valley Center-Pauma Unified School District, we love teaming up with our families to make sure everyone feels confident navigating our academic goals. One of the best parts of our district is how accessible our principals, teachers, and staff are. Whether it's chatting about state standards, diving into our daily learning programs, or sharing tips for supporting learning at home, our doors are always open. We connect face-to-face during neighborhood favorites like Back-to-School Nights and parent-teacher conferences, and we also weave these conversations into our annual LCAP planning. By working hand in hand through the LCAP process and our various parent advisory committees, we receive valuable feedback on how to keep our families closely connected to the school journey. Plus, we keep things simple and modern by using our websites and quick online surveys to share updates and hear what is on your mind. Our latest survey numbers show that this focus on open communication, teamwork, and easy-to-reach support is really making a difference. These strong relationships are the secret ingredient to helping our students thrive both in the classroom and in life. We are thrilled to share that 87.70% of our parents feel genuinely welcome to join school activities.  Looking ahead, our families have shown great enthusiasm for growing our after-school and extracurricular programs. There is a lot of excitement about bringing even more hands-on activities to our campuses, like coding, robotics, the arts, after-school tutoring, and a wider variety of student clubs. This incredible feedback shows just how invested our community is in giving our kids a well-rounded education with real-world applications. By focusing on personalized student support, keeping communication proactive, and listening to our families, we are proud to build a supportive environment that prepares every student for whatever exciting path they choose after graduation.|At Valley Center-Pauma Unified School District, we love how much our families care about their children's education. Recently, our parents shared that they would love a closer look at the actual curriculum and teaching strategies we use in the classroom every day. We think that is a fantastic goal, and we want to make it as easy as possible for everyone to get involved. Right now, one of our biggest focus areas is naturally boosting attendance at our school events and committees, since our current numbers are running a bit below where we want them to be. For instance, our ELAC attendance is at 65% against a 90% target, our Title VI advisory committee is at 51% against a 75% target, and Back-to-School Night sits at 41.88% against a 70% target. We see these numbers as a great reminder to keep working on ways to make our meetings more accessible and inviting for busy families.  To give our parents the inside scoop on daily learning, we have been hosting more family learning nights and hands-on workshops. Our goal is to create a seamless connection between classroom lessons and the kitchen table, so parents feel completely confident helping their kids at home. Looking ahead to the 2026-2027 school year, we are focusing these efforts on elementary school math and secondary college and career readiness.  At the same time, our surveys and conversations revealed another strong area where we can step things up. Parents are looking for more direct, individualized communication from teachers and principals about how their specific child is doing. We are actively working on ways to provide clearer, more consistent updates regarding daily assignments, upcoming tests, and overall student progress. By keeping our communication open, personal, and clear, we are excited to build an even stronger team around our students.|The Valley Center-Pauma Unified School District is deeply dedicated to welcoming and valuing the unique voice of every family within our educational community. A central part of our mission is ensuring that our underrepresented and multilingual households feel fully connected and empowered to participate in school life. To support this, the district continuously translates key communications and school documents, making essential information highly accessible. Moving forward, VCPUSD is excited to introduce even more flexible, personalized strategies to encourage broad participation. These initiatives include sending personal invitations to school events, adjusting meeting times and locations to better accommodate busy schedules, and offering convenient virtual options so families can join in from anywhere.  We know that a truly welcoming school environment starts with a well-supported staff. That is why comprehensive professional development for our teachers remains a cornerstone of our partnership strategy, ensuring that every family feels treated as a true, valued teammate in their child's learning journey. Alongside teacher training, the district is actively maximizing the use of user-friendly digital tools—including our main district website and our student information systems—to give parents real-time, transparent access to their child's academic world. By tracking parent attendance at school events and measuring how families interact with these helpful progress-monitoring tools, VCPUSD can continuously refine its approach under the LCAP framework, ensuring we build a supportive, inclusive, and highly collaborative environment where every student can thrive.|At Valley Center-Pauma Unified School District, we know that parents and guardians are a child’s very first and most important teachers. When families stay closely involved in the journey, our students achieve so much more, and our school culture truly shines. Because of this, our team works hand-in-hand with families to design great opportunities for everyone to get involved at every grade level. Whether you want to help out with school activities, join a committee, step into an advocacy role, or guide decision-making, there is a place for you. We make this happen through regular, welcoming spaces like our DELAC/ELAC meetings, Title VI Advisory meetings, School Site Councils, and various advisory groups, where family involvement is always the main focus of the conversation. We love starting the school year with clear communication on how you can jump in, and we keep that invitation wide open all year long. To make sure we are always listening and growing, we share a Parent Survey every year in both English and Spanish. While we send this out digitally, we always keep paper copies ready at our school offices for anyone who prefers them. This survey is a direct way for you to help shape our district-wide LCAP goals and our site-specific school plans. On top of that, our district team visits each campus in person to talk through these plans and listen to what our families care about most. We make sure to include an open-ended section on the survey so you can write in exactly what is on your mind, giving everyone a voice alongside our face-to-face meetings. Once we gather all this great feedback, we share the results with our school board, and our principals use the specific data from their campuses to plan the best ways to support their school communities. Currently, 83.17% of our parents feel that their school actively seeks their input. While that is a fantastic foundation, it also inspires us to keep pushing forward and finding even better ways to connect as we head into the upcoming 2026-2027 school year.|Over the past year, the Valley Center-Pauma Unified School District has focused heavily on creating more avenues for our families to share their ideas and perspectives. By introducing a wide variety of collaborative tools, we have made it easier than ever for our educational partners to weigh in on what matters most to them. Moving forward, we are excited to evaluate which of these methods resonated best with our community so we can continue refining how we design and host our campus activities.  With the expansion of our LCAP initiatives, we have successfully added more interactive parent workshops and family learning nights to our calendar. These gatherings have been fantastic for bringing in parents and guardians who might not typically visit a school site or join a formal advisory committee. We see these events as the perfect, relaxed opportunity to check in, gather valuable feedback, and naturally invite more voices into our planning. Ultimately, our goal is to continue nurturing these meaningful relationships, ensuring every family feels welcome, valued, and fully empowered to help guide the decisions that shape our students' futures.|The Valley Center-Pauma Unified School District is deeply dedicated to ensuring that every family feels fully included, informed, and valued within our school community. To break down barriers to participation, the district proudly provides a comprehensive range of communication accommodations, including high-quality translation and interpreter services. Recognizing that busy schedules can make campus involvement challenging, staff members proactively connect with families through flexible meeting times, personalized outreach, and supportive home visits.  This personalized care extends directly into our daily attendance monitoring practices at every school site. Our teams work diligently to maintain timely, open lines of communication with families, placing a special emphasis on supporting our migratory, foster, and homeless youth to ensure their educational services remain seamless and uninterrupted. While VCPUSD continues to address chronic absenteeism among specific student groups such as LTELs, Homeless Youth, and American Indian student groups, recent data highlight a very encouraging, steady decrease in absenteeism rates. Building on this positive momentum, the district is excited to deepen its collaboration with valued community partners to ensure that every student feels motivated and supported in attending school each day.  Ultimately, VCPUSD remains focused on reaching far beyond traditional communication methods to invite meaningful family input into the decision-making process. By working side by side with parents, guardians, and staff, the district is continually identifying innovative ways to increase engagement and nurture strong, lasting partnerships with our underrepresented families, creating a unified network where every student can thrive.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-25|2026
37764710000000|SBC - High Tech High|3||||||||||||||||||||||Not Met|||2026
37764710114678|High Tech High Chula Vista|3||||||||||||||||||||||Not Met|||2026
37764710114694|High Tech High North County|3||||||||||||||||||||||Not Met|||2026
37764710119271|High Tech Middle North County|3||||||||||||||||||||||Not Met|||2026
37764710123042|High Tech Middle Chula Vista|3||||||||||||||||||||||Not Met|||2026
37764710123059|High Tech Elementary Chula Vista|3||||||||||||||||||||||Not Met|||2026
37764710127605|High Tech Elementary North County|3||||||||||||||||||||||Not Met|||2026
37764710137067|High Tech High Mesa|3||||||||||||||||||||||Not Met|||2026
37764710138768|High Tech Middle Mesa|3||||||||||||||||||||||Not Met|||2026
37764710138776|High Tech Elementary Mesa|3||||||||||||||||||||||Not Met|||2026
37768510000000|Bonsall Unified|3|Based on the analysis of educational partner input and local data, Bonsall Unified School District has made significant progress in building positive relationships between school staff and families. The district has established multiple systems and structures that promote ongoing communication, collaboration, and partnership between families and schools.  A key strength is the district’s commitment to providing meaningful opportunities for family engagement through ELAC, DELAC, SSC, SECAC, PTA/PTO organizations, the Superintendent’s Advisory Committee, the Native Learner Advisory Committee (NLAC), Parent Universities, and community engagement forums. These structures provide families with opportunities to build relationships with staff, contribute feedback, and actively participate in their children's educational experiences.  Local data indicate that families continue to feel welcomed and valued as partners in education. The district maintained strong performance on the Local Parent and Family Engagement Indicator and continues to receive positive feedback regarding communication, accessibility of staff, and opportunities for involvement. Schools regularly communicate with families through newsletters, digital platforms, parent meetings, student-led conferences, and school events, while translation and interpretation services help ensure equitable access to information.  The district has also strengthened relationships with underrepresented families through targeted outreach efforts, individualized support from the Family and Community Liaison, and continued collaboration with the Pala Band of Mission Indians through the Native Learner Advisory Committee. Educational partner feedback reflects appreciation for the district’s responsiveness, transparency, and commitment to creating welcoming school environments.  These efforts have resulted in strong family-school partnerships characterized by trust, mutual respect, and shared responsibility for student success, supporting positive outcomes for students and strengthening the connection between families and schools throughout the district.|Based on the analysis of educational partner input and local data, Bonsall Unified School District recognizes the need to continue strengthening relationships between school staff and families by increasing engagement, improving communication consistency across sites, and expanding opportunities for meaningful family participation. While families report positive experiences with school staff and communication efforts, educational partner feedback indicates a desire for more frequent two-way communication, increased awareness of available programs and services, and additional opportunities to build connections with teachers and school leaders.  The district also recognizes the importance of increasing participation among families who have historically been less engaged in school activities and decision-making processes. Participation data from advisory committees, family engagement events, and surveys indicate opportunities to strengthen outreach to English learner families, Native American families, families of students with disabilities, and other underrepresented groups.  To address these areas for improvement, the district will continue expanding Parent Universities, family engagement events, student-led conferences, and advisory committee participation opportunities. Efforts will also focus on providing translated communications, interpretation services, flexible meeting formats, and targeted outreach strategies that reduce barriers to participation. In addition, the district will continue supporting staff through professional learning focused on relationship-centered communication, culturally responsive practices, and effective family engagement strategies.  These efforts will help strengthen trust, increase family participation, and ensure all families feel welcomed, informed, and connected as valued partners in supporting student success.|Based on the analysis of educational partner input and local data, Bonsall Unified School District will continue to strengthen engagement with underrepresented families by expanding outreach efforts, reducing barriers to participation, and creating more opportunities for meaningful relationship-building between families and school staff. Educational partner feedback and participation data indicate a need to increase engagement among English learner families, Native American families, families of students with disabilities, and families who have historically participated less frequently in school activities and advisory groups.  To improve engagement, the district will continue utilizing the Family and Community Liaison to provide individualized support, facilitate communication between families and schools, and connect families with district resources and services. The district will also continue supporting ELAC, DELAC, SECAC, SSC, and the Native Learner Advisory Committee (NLAC) to ensure underrepresented families have opportunities to build relationships with staff and provide input on programs and services.  Additional efforts will include providing translated communications, interpretation services, flexible meeting formats, childcare, and targeted outreach to increase participation in school events, Parent Universities, student-led conferences, and community forums. Staff will continue to engage in professional learning focused on culturally responsive practices, relationship-centered communication, and strategies for effectively partnering with diverse families.  Through these efforts, the district aims to foster trust, strengthen communication, and ensure all families feel welcomed, respected, and connected as valued partners in their children's education and success.|Based on the analysis of educational partner input and local data, Bonsall Unified School District has made significant progress in building partnerships that support positive student outcomes. Through collaboration with families, staff, students, community organizations, higher education partners, and the Pala Band of Mission Indians, the district has expanded opportunities that support academic achievement, student engagement, college and career readiness, and whole-child development.  A key strength is the district’s commitment to engaging educational partners through ELAC, DELAC, SSC, SECAC, the Native Learner Advisory Committee (NLAC), community forums, and the annual LCAP process. Feedback from these groups has informed district priorities and contributed to the development of programs and services aligned with student needs and district goals.  The district has strengthened partnerships that support college and career readiness through collaborations with Palomar College, local businesses, and community organizations. These partnerships have contributed to increased student participation in Early College opportunities, which exceeded the district’s three-year target with 36% of students participating in 2025–26, and expanded Career Technical Education opportunities that support future-ready learning. In addition, the district continues to leverage community partnerships to provide enrichment opportunities, wellness supports, and real-world learning experiences for students.  These efforts align with the Bonsall Unified Learner Profile, which emphasizes developing students as Effective Communicators, Engaged Community Members, Empathetic Collaborators, Critical Thinkers, Problem Solvers, and Resilient Learners. Through partnerships with families and the broader community, students are provided authentic opportunities to apply these skills in meaningful and relevant contexts.  Educational partner feedback indicates strong support for the district’s efforts to create collaborative relationships that connect learning to real-world experiences and strengthen student success. As a result, Bonsall Unified continues to build a culture of shared responsibility and collective investment in achieving positive outcomes for all students.|Based on the analysis of educational partner input and local data, Bonsall Unified School District recognizes the need to further strengthen partnerships that directly support student outcomes by increasing family participation, expanding community engagement opportunities, and creating stronger connections between learning experiences and real-world applications. While the district has established meaningful partnerships with families, community organizations, higher education institutions, and tribal partners, educational partner feedback indicates opportunities to broaden participation and ensure all students have equitable access to these opportunities.  Families and community members expressed interest in additional opportunities to support student learning, better understand academic expectations, and engage in college and career readiness experiences. Educational partners also emphasized the importance of expanding authentic learning opportunities that connect students with community resources, service learning, career exploration, and workforce experiences aligned to their interests and future goals.  To address these areas for improvement, the district will continue expanding partnerships with local businesses, community organizations, higher education institutions, and tribal partners to increase access to internships, career exploration, Early College opportunities, and community-based learning experiences. The district will also continue to strengthen family engagement through Parent Universities, student-led conferences, and workshops that support student learning and college and career readiness.  These efforts align with the Bonsall Unified Learner Profile and True North 2030 priorities by creating authentic opportunities for students to develop as Effective Communicators, Engaged Community Members, Empathetic Collaborators, Critical Thinkers, Problem Solvers, and Resilient Learners. Through continued collaboration with educational partners, the district aims to further strengthen shared ownership of student success and ensure all students are prepared for future opportunities.|Based on the analysis of educational partner input and local data, Bonsall Unified School District will continue to improve engagement of underrepresented families by expanding opportunities for meaningful participation in programs, services, and partnerships that support student success. Educational partner feedback and participation data indicate a need to increase engagement among English learner families, Native American families, families of students with disabilities, and families who have historically participated less frequently in school and district activities.  To strengthen these partnerships, the district will continue leveraging the Family and Community Liaison to provide individualized outreach, connect families with resources, and support participation in school and district initiatives. The district will also continue supporting ELAC, DELAC, SECAC, SSC, and the Native Learner Advisory Committee (NLAC) to ensure underrepresented families have opportunities to contribute to decisions that impact student learning, well-being, and future opportunities.  The district will expand access to Parent Universities, community forums, student-led conferences, college and career readiness events, and workshops designed to help families support student achievement and understand academic pathways. To reduce barriers to participation, the district will continue providing translated communications, interpretation services, flexible meeting formats, childcare, and targeted outreach efforts.  In alignment with the Bonsall Unified Learner Profile and True North 2030 priorities, the district will also strengthen partnerships with community organizations, higher education institutions, local businesses, and tribal partners to create authentic learning experiences and expand opportunities for all students. Through these efforts, the district seeks to ensure that underrepresented families are active partners in supporting the development of Effective Communicators, Engaged Community Members, Empathetic Collaborators, Critical Thinkers, Problem Solvers, and Resilient Learners.|Based on the analysis of educational partner input and local data, Bonsall Unified School District has established effective systems for seeking educational partner input to inform decision-making and rates its implementation in this area as a 4 – Full Implementation. The district has developed multiple structures that provide meaningful opportunities for students, families, staff, community members, and tribal partners to share feedback and contribute to district planning and improvement efforts.  The district regularly gathers input through ELAC, DELAC, SSC, SECAC, the Native Learner Advisory Committee (NLAC), PTA/PTO organizations, the Superintendent’s Advisory Committee, community forums, student voice opportunities, and the annual LCAP engagement process. In addition, the district utilizes local data sources, including LCAP surveys, climate surveys, the California Healthy Kids Survey, the California School Parent Survey, and staff feedback surveys to identify priorities and inform decisions.  Educational partner feedback has directly influenced district initiatives, including actions related to facilities improvements, student wellness supports, communication practices, college and career readiness opportunities, academic interventions, and family engagement efforts. The district has also expanded opportunities for stakeholder participation through translated communications, flexible meeting formats, and targeted outreach to increase representation from diverse groups.  While the district has strong systems in place for gathering and utilizing educational partner input, opportunities remain to further increase participation among underrepresented families and students and to strengthen feedback loops that demonstrate how stakeholder input influences final decisions. Continued efforts to expand engagement and communication will help ensure all educational partners are represented in district decision-making processes and support progress toward full implementation and sustainability.|Based on the analysis of educational partner input and local data, Bonsall Unified School District recognizes the need to further strengthen stakeholder participation and representation in district decision-making processes. While the district has established multiple avenues for gathering input, participation levels vary among educational partner groups, and some families, students, and community members remain underrepresented in advisory committees, surveys, and engagement activities.  Educational partner feedback identified opportunities to improve awareness of engagement opportunities, increase participation from underrepresented groups, and strengthen communication regarding how stakeholder feedback is used to inform district decisions. Families expressed a desire for additional opportunities to provide input throughout the year, as well as greater transparency regarding the outcomes of engagement efforts and the impact of their feedback on district priorities.  To address these areas for improvement, the district will continue expanding outreach efforts through translated communications, interpretation services, flexible meeting formats, and targeted engagement strategies. Additional efforts will focus on increasing student voice, strengthening participation in advisory committees, and providing more frequent opportunities for feedback through surveys, community forums, and focus groups. The district will also continue improving feedback loops by regularly communicating how educational partner input has influenced district plans, programs, and resource allocations.  These efforts will help ensure that decision-making processes reflect the perspectives of all educational partners and support a culture of transparency, collaboration, and shared ownership for student success.|Based on the analysis of educational partner input and local data, Bonsall Unified School District will continue to improve engagement of underrepresented families by expanding opportunities for participation in district and school decision-making processes. Educational partner feedback and participation data indicate a need to increase representation from English learner families, Native American families, families of students with disabilities, and families who have historically participated less frequently in surveys, advisory committees, and engagement activities. To address these needs, the district will continue supporting ELAC, DELAC, SECAC, SSC, and the Native Learner Advisory Committee (NLAC) as important venues for gathering input and ensuring diverse perspectives are represented. The Family and Community Liaison will continue providing individualized outreach, helping families understand engagement opportunities, and connecting them with district programs and resources.  The district will also continue to provide translated communications, interpretation services, flexible meeting formats, childcare, and multiple opportunities for participation through surveys, community forums, focus groups, and advisory meetings. Targeted outreach efforts will encourage participation from families whose voices may not traditionally be represented in district decision-making processes.  Additionally, the district will strengthen communication about how feedback from educational partners is used to inform district plans, programs, and resource allocations. By increasing access, reducing barriers, and improving transparency, Bonsall Unified School District aims to ensure all families have meaningful opportunities to contribute to decisions that impact student learning, well-being, and success.|5|5|4|4|5|5|5|5|5|5|4|5|Met||2026-06-25|2026
37768516113468|Vivian Banks Charter|3|Educational partner feedback highlights that families value the school's welcoming environment, individualized support, and responsive communication. The school's small size enables teachers, administrators, and support staff to know each student and family personally, creating frequent opportunities for meaningful two-way communication regarding academic progress, attendance, student well-being, and available supports. Families are encouraged to participate in parent-teacher conferences, classroom activities, school events, and Charter Council meetings, ensuring their voices help inform school decisions and continuous improvement efforts.  The school also strengthens family partnerships by honoring the culture, traditions, and values of the Pala community. Culturally responsive practices and community partnerships help families feel respected, connected, and represented in the educational program, contributing to a positive school climate where students experience both academic support and a strong sense of belonging.|Based on educational partner input and local data, Vivian Banks Charter School will continue strengthening communication and family engagement by expanding opportunities for meaningful participation in school decision-making and student learning. The school will focus on increasing family involvement in Charter Council meetings, academic planning, and progress monitoring while providing consistent, timely communication regarding student achievement and available supports. Additional efforts will emphasize culturally responsive engagement that reflects the values and traditions of the Pala community, ensuring all families feel welcomed, informed, and empowered as partners in their children's education. These improvements will further strengthen trust, collaboration, and shared responsibility for improving student outcomes.|Based on educational partner input and local data, Vivian Banks Charter School will strengthen engagement with underrepresented families by expanding culturally responsive communication and increasing opportunities for meaningful participation in school activities and decision-making. The school will continue partnering with families from the Pala community through personalized outreach, flexible meeting opportunities, and regular communication about student progress, academic supports, and school initiatives. Staff will actively seek family feedback through surveys, conferences, and Charter Council meetings to ensure all voices are represented in continuous improvement efforts. By reducing barriers to participation, fostering trusting relationships, and honoring the community's cultural values and traditions, the school will strengthen partnerships with families and support improved student engagement and achievement.|Based on educational partner input and local data, Vivian Banks Charter School has made meaningful progress in building partnerships that support positive student outcomes. The school's small size fosters strong collaboration among families, staff, the Pala community, and Bonsall Unified School District, creating a personalized learning environment where student needs are addressed collaboratively. Families are actively engaged through parent-teacher conferences, Charter Council meetings, school events, and regular communication regarding student progress and available supports.  The school continues to strengthen partnerships by providing individualized instruction, culturally responsive learning experiences, and ongoing collaboration with district staff to improve teaching and learning. District support includes professional learning in mathematics, writing, and TK–2 early literacy, along with targeted academic planning, progress monitoring, and intervention support to improve student achievement. These collaborative efforts have contributed to excellent attendance, positive student engagement, reading growth, and continued progress toward charter renewal. Together, school staff, families, the district, and community partners remain committed to improving academic outcomes while supporting the whole child.|Based on educational partner input surveys and local data, Vivian Banks Charter School will focus on strengthening partnerships that directly support improved student achievement. Priority areas include increasing family participation in academic planning, providing families with more frequent and meaningful communication about student progress and intervention supports, and expanding opportunities for collaborative goal setting between families and school staff. The school will also continue working closely with Bonsall Unified School District to provide targeted professional learning, implement data-informed instructional practices, and strengthen academic intervention systems. Through these efforts, the school will build stronger partnerships with families and the community to improve academic outcomes, increase student engagement, and ensure every student receives the support needed to be successful.|Vivian Banks Charter School will strengthen engagement with underrepresented families by providing culturally responsive outreach and creating additional opportunities for meaningful participation in their children's education. The school will continue partnering with families from the Pala community through personalized communication, flexible meeting opportunities, and regular updates on student progress, intervention supports, and academic goals. Staff will actively seek family input through conferences, surveys, and Charter Council meetings to ensure all families have a voice in school improvement efforts. By reducing barriers to participation, honoring the community's cultural values, and strengthening collaboration between families, school staff, and the district, the school will build stronger partnerships that support improved student achievement and positive student outcomes.|Vivian Banks Charter School has established multiple opportunities for families and community members to participate in school decision-making. The school actively seeks stakeholder input through educational partner surveys, parent-teacher conferences, school events, and ongoing communication regarding school programs and student learning. Families play an important role in shaping school priorities, continuous improvement efforts, and the Local Control and Accountability Plan (LCAP).  The school has strengthened its decision-making process by engaging families through several advisory groups, including the Title VI Educational Parent Advisory Committee, District Native Learner Advisory Committee, English Learner Advisory Committee (ELAC), and the Charter Council. These groups provide valuable feedback on academic programs, student supports, cultural responsiveness, family engagement, and school improvement priorities. Their recommendations help guide district and school leadership in making informed decisions that reflect the needs of students and the community.|Based on educational partner input and local data, Vivian Banks Charter School will focus on increasing meaningful participation from all educational partners, particularly families who have been historically underrepresented in school decision-making. The school will strengthen communication about opportunities to participate in the Title VI Educational Parent Advisory Committee, District Native Learner Advisory Committee, English Learner Advisory Committee (ELAC), and Charter Council while expanding outreach through personalized communication and flexible meeting options. The school will also improve the use of educational partner survey results by regularly sharing how stakeholder feedback influences school priorities, instructional decisions, and continuous improvement efforts. These actions will strengthen transparency, increase family voice, and ensure that decision-making reflects the diverse perspectives and needs of the school community.|Vivian Banks Charter School will improve engagement of underrepresented families by providing intentional, culturally responsive outreach and reducing barriers to participation in school decision-making. The school will continue partnering with families from the Pala community through personalized communication, flexible meeting schedules, and multiple opportunities to participate in the Title VI Educational Parent Advisory Committee, District Native Learner Advisory Committee, English Learner Advisory Committee (ELAC), and Charter Council. Staff will actively seek feedback through surveys, conferences, and community meetings while clearly communicating how family input influences school decisions and improvement efforts. These actions will ensure that all families have meaningful opportunities to share their perspectives, strengthen trust between home and school, and contribute to decisions that improve student outcomes.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-05-08|2026
37770990136077|Altus Schools East County|3||||||||||||||||||||||Not Met|||2026
37771070136473|Altus Schools South Bay|3||||||||||||||||||||||Not Met|||2026
37771560000000|SBE - Vista Springs Charter|3||||||||||||||||||||||Not Met|||2026
37771560137323|Vista Springs Charter|3|"Based on this year's analysis of educational partner input, the LEA demonstrates significant strength in fostering a culture of mutual respect and clear communication. Parent perception remains high, with 91% reporting trusting relationships and 94% affirming welcoming environments. This is mirrored by staff sentiment, where 95% report high satisfaction with teacher-to-family interactions and 90% report positive communication with program leadership. Building Staff Capacity & Relationship Growth The LEA has institutionalized the ""whole family"" approach through the Belonging Committee and Student Services. Data shows 89% of families feel staff are successfully partnering with them. Our personalized learning model remains a core strength; by using interest inventories and strength-finder assessments, teachers move beyond surface-level interactions. This is reinforced by student data, where 86% of students report that adults at school know their names and 84% feel encouraged to work hard, demonstrating that staff capacity for relationship-building translates directly into the student experience. Welcoming Environments & Restorative Culture The implementation of Restorative Practices, supported by dedicated coaching, has solidified a safe and connected environment. Student responses highlight a culture of respect: 87% of students feel adults treat them with respect, and 85% report they can get along with others who are different from them. Furthermore, school safety and anti-bullying efforts are highly effective, with 88% of students stating that adults make it clear bullying is not okay, and 87% confident that adults will help if an issue arises. These metrics underscore our progress in creating a site where families and students feel secure and valued. Two-Way Communication & Targeted Outreach Accessibility is a primary strength, with 97% of families reporting that school communication is understandable. The LEA utilizes ParentSquare, regional ""SPREE"" events, and ""Coffee Chats"" to maintain 2-way dialogue. While 84% of families feel empowered to engage in decision-making bodies (SSC/DELAC), student data suggests an area for continued growth in student agency, as 46% of students feel they have a voice in school activities. Moving forward, the LEA will leverage its strong communication infrastructure to further bridge the gap between parent advocacy and student-led decision-making."|"The LEA will prioritize building a deep sense of belonging by utilizing the Belonging Committee as a central resource for staff and families. Rather than a top-down mandate, the committee will serve as a hub for cultural proficiency, offering insights that help educators celebrate varied cultures, traditions, and rituals. A key focus will be deepening Restorative Practice support across all learning environments to ensure every student and family feels culturally represented and emotionally safe.  To move beyond high satisfaction toward true partnership, the LEA will focus on empowering students and families as co-designers of the educational experience. The school will: Utilize student-led conferencing, parent/student/teacher conferences, and student goal-setting and tuning meetings. These forums will provide a structured space for families and students to work alongside staff to co-design the learning path and school rules. Our aim is to ensure each student has personalized academic and socio-emotional goals, with regular opportunities to meet and discuss progress, ensuring the ""whole child"" is supported both at home and at school. Continue to deepen Restorative Practices training providing specific tools and language needed to mirror school conflict-resolution strategies in the school and home setting.  Current data highlights a disparity between adult-to-student respect 87% and peer-to-peer respect 65%.  Involving the families in acquiring these skills and common language will build a more cohesive school community."|Based on the 2026 self-reflection and partner input, the LEA will refine its strategies to engage underrepresented families by moving from broad outreach to data-driven, personalized inclusion. Following the initial rollout, the LEA will fully leverage Branching Minds as a centralized MTSS and SEL data hub. This platform allows support staff to identify the specific needs of underrepresented student groups, including English Learners and students requiring specialized interventions. By using these insights, staff will initiate targeted communication with families, shifting from general updates to data-informed partnerships. This empowers caregivers with specific tools and research-based resources to support their child’s unique learning goals at home.  While 97% of families find communication accessible, the LEA recognizes that true engagement requires cultural resonance.  The school will:  Utilize the Belonging Committee to help staff move beyond standard translations toward culturally proficient engagement that honors the traditions and languages of our diverse community. Enhance support for families of English Learners by deepening the capacity of our specialized staff to act as cultural liaisons, ensuring that welcoming environments (94% positive rating) are felt equally across all demographic subgroups. To address the fact that only 84% of families currently feel they have opportunities to provide input—and specifically to capture the voices of underrepresented groups—the LEA will: Continue to provide opportunities for student-led conferencing and tuning meetings. These settings provide a structured, low-pressure environment for underrepresented families to co-design personalized learning goals alongside their children and teachers.  Actively monitor and individually recruit for SSC and DELAC participation to ensure these decision-making bodies reflect the actual diversity of our student population. To improve peer-to-peer respect (currently 65%) and overall school climate, the LEA will continue to focus on Restorative Practices training. and supports. We will provide tools and understanding through ParentSquare and different parent training opportunities. By providing families with the same conflict-resolution tools used by staff, we create a consistent, supportive bridge between the school and home. This shared language fosters a deeper sense of safety and belonging, ensuring that the 87% of students who feel respected by adults see that same level of care reflected in their peer interactions and family-school partnerships.|"A cornerstone of our model is the Personalized Learning Plan (PLP) which ensures that the community is the classroom. We involve families as primary partners in the Mastery Learning cycle, including initial goal setting and ongoing progress monitoring. Currently, 89% of families report that teachers meet with them specifically to discuss student progress and ways to partner for improved outcomes. Furthermore, 90% of parents affirm that they have the necessary resources to support student learning at home, demonstrating that our school-to-home connection is effectively bridging the gap between credentialed teachers and home-based instruction.  The LEA has fully implemented multiple channels to ensure families are informed and empowered. Survey data results show that 97% of families report that school communication is understandable and accessible, ensuring that grade-level standards and expectations are clearly defined. The charter offers in-Person and virtual engagement for families.  Signature events such as Parent Ignite!, regional ""SPREE"" events, and ""Coffee with the Principal"" sessions provide open forums for input and resource sharing. The LEA’s progress is reinforced by a strong internal culture of professional growth. Staff satisfaction remains high, with 95% of teachers reporting positive interactions with families. We develop high-impact partnerships through the use of Branching Minds, which allows staff to share MTSS and SEL data with families to co-create interventions. Currently, 89% of families believe staff are actively improving their capacity to partner with them, a reflection of our ongoing professional development focused on cultural proficiency and collaborative coaching. Survey data is not just collected but is utilized by leadership teams to adjust learning communities. With 85% of students reporting that adults give extra help when they are struggling, the partnership between school staff and families ensures that interventions are timely, personalized, and supported by all educational partners."|Every student will be supported in co-designing academic and socio-emotional goals. We will provide regular opportunities for families and students to meet and discuss progress, ensuring that learning goals are consistently supported in both school and home settings. To move beyond traditional parent-teacher conferences, the LEA will prioritize student-led conferencing and student goal-setting and tuning meetings. These forums will empower students to present their learning to others (currently a growth area at 59%) and involve families as active co-designers of the educational path. By shifting the focus to student agency, we aim to increase the percentage of students who find school interesting and relevant to their future. Building on the successful implementation of Branching Minds, the LEA will focus on using this centralized data source to improve two-way communication with families of underrepresented students and those requiring extra help. With 85% of students reporting that adults give extra help when they are struggling, our goal is to use this platform to offer specific, research-based interventions and resources to caregivers, fostering a stronger partnership in the MTSS process. Our focus remains on the professional development of teachers and leaders to master these specific engagement strategies, ensuring that the partnership between school and home directly results in improved, equitable student outcomes.|The LEA will move beyond general support by fully utilizing Branching Minds and Benchmark as centralized hubs for MTSS and SEL data. These tools allow staff to identify specific achievement gaps and social-emotional needs unique to underrepresented student groups.  By aligning these data points with research-based interventions, staff will co-create Individual Student Plans that provide families with specific, actionable resources to support their child’s progress in both in-person and virtual settings.  The school plans to actively monitor and recruit for SSC and DELAC to ensure that decision-making bodies are representative of our entire school community, providing underrepresented families with a clear pathway to advocate for their students and influence school policy.|"A primary strength is the intentionality of our outreach; 84% of respondents agree the school specifically seeks input from underrepresented groups. This is facilitated through relationships built between staff and families, and  parent groups, ensuring those most impacted by achievement gaps have a seat at the table.  The school's transition to highly accessible communication (97%) ensures that a broad demographic of parents can provide feedback on policies and programs through surveys and open-forum ""Coffee Chats.”  Progress is evident in the shift toward co-designing the educational experience. By involving families in student-led conferences and tuning meetings, the LEA is bridging the gap between providing general feedback and making specific, data-driven decisions regarding student goals and school culture."|"The primary focus area is to move beyond general solicitation of feedback toward a collaborative ""co-design"" model that empowers families, teachers, and administrators to work together in planning, implementing, and evaluating family engagement activities. While 84% of families currently feel encouraged to join advisory groups, we will prioritize diversifying representative governance within the School Site Council and DELAC to ensure typically underrepresented groups are active partners in decision-making. We will also focus on closing the gap in student agency, leveraging the fact that only 46% of students currently feel they have a voice in school activities, by integrating student-led conferencing and tuning meetings into our leadership forums. By utilizing Branching Minds as a transparent data resource, the LEA aims to provide families with the specific insights needed to advocate for their students’ unique needs and collaboratively shape school-wide policies and programs."|The charter staff does an excellent job embracing and welcoming families as partners in education.  We will use those partnerships to seek input from families. We want to shift families from passive observers to active co-designers in the entire educational process.  We will engage underrepresented families by transitioning from providing access to fostering active, data-driven advocacy. We will deepen participation in advisory groups, such as DELAC and School Site Council, by moving beyond standard meeting invitations to a targeted recruitment model that ensures these bodies reflect our diverse student demographics. To remove barriers to entry, we will continue providing culturally responsive, multilingual forums and flexible virtual options. Furthermore, the LEA will utilize Branching Minds as a transparency tool, providing underrepresented families with direct access to their student’s MTSS and SEL data. This ensures that when families participate in decision-making, they are equipped with the specific insights needed to collaborate with leadership on high-quality curriculum and academic interventions.  We will continue to implement student-led conferencing and tuning meetings, which offer underrepresented families a structured, low-pressure environment to shape personalized learning goals and school policies alongside their children. These efforts are complemented by expanded parent education workshops that focus not only on navigating school systems but also on empowering caregivers as primary stakeholders in the mastery learning cycle. By combining proactive, multilingual communication with these opportunities for direct academic influence, the LEA aims to build the trust and agency necessary for underrepresented families to become permanent partners in the school’s decision-making framework.|5|5|5|5|5|4|5|5|4|5|5|5|Met||2026-06-11|2026
37771640000000|SBE - College Preparatory Middle|3||||||||||||||||||||||Not Met|||2026
37771640137356|College Preparatory Middle|3|Building trusting relationships with our students and their families is just as important as building an effective academic program. Now more than ever, instruction should also focus on building connections and avenues for student and family engagement. When schools and families work together-students achieve! We fully believe it is the relationships that we have with our families that make our school so successful, and we are focused on fostering opportunities for meaningful engagement. 92% of our families state that they feel welcomed and known on campus.  (Data: Parent Survey February 2026)|We continue to look for ways that families can become actively engaged in their student’s educational progress and support their academic learning at home. Our goal is to establish opportunities to foster communication, strengthen the home-school connection, and create opportunities for meaningful family engagement. We plan to develop more avenues to increase communication and parent participation in our school activities in the coming school year. Our  parent communication tool (Parent Square) that has improved our ability to communicate with our families, particularly about their academic progress. In the 2025-2026 school year, we have added a second set of parent conferences that occur in conjunction with our mid-year diagnostic assessments. This conference was well received and provided an excellent opportunity for staff and parents to review student progress at mid year.|"We established a 5th grade ""Welcome Night"" for our incoming 5th grade families. This offers incoming students and families the opportunity to meet 5th grade staff, look at the campus and receive a ""welcome Kit"" which includes College Prep themed treats as well as some ""summer practice"" to keep up reading and math skills over summer. Our Guidance Team offers our parents monthly ""parent connect"" meetings. This allows parents to meet other families and get answers to any questions they may have, learn more about our program and how to partner with the school to support student growth throughout the year. Topics covered are generally regarding the sorts of questions that are coming up or topics raised during the school year. We seek to gather parent feedback during these meetings to inform our LCAP goals and measure program effectiveness. We host a quarterly ELAC meeting for our English Learner families to familiarize them with the work the school will be doing to assist their student to become fluent speakers of English. We use these meetings as an opportunity to teach about the reclassification process and the supports that are in place to help our English Learners to meet the reclassification criteria. Additionally, this meeting serves to inform our LCAP, as parent input is a valued part of these meetings."|"Parent Surveys reflect a parent community that feels a strong sense of ""connectedness"" to our campus (92%%) (Data:Parent Survey Feb. 2026). The addition of our second School Counselor has enabled us to offer more opportunities for parent engagement this year. Monthly ""parent connection"" meetings as well as our active PTSA offer regular monthly opportunities for families to engage with the school program. 88% of our parents would recommend CPMS to other families (Data: Parent Survey Feb. 2026)."|We continue to explore ways to increase our engagement with our families and will strive in the 26-27 school year to offer more opportunities for parents to become engaged in their student’s learning and get to know teaching staff better. 91% of our parents report that they are invited and encouraged to attend parent and family events at campus. (Data: Parent Survey Feb. 2026)|Our goals and actions are aimed toward increasing the academic achievement of all CPMS students and engaging parents and community partners through education, communication and collaboration that promote student success. We will continue to develop ways to deliver meaningful engagement activities, including via personal family invitation, to promote increased participation.|"88% of our families believe their student is receiving a quality education at CPMS (Data: Parent Survey Feb. 2026) . We meet monthly with our parent advisory committee (PTSA) and look for their input/opinions on how to best serve the needs of all students on campus. Our Counselor hosts monthly ""Parent Connection"" meetings to speak about topics that have come up at school and the community and to solicit parent input about our school program. We run a quarterly ELAC parent committee with our language learner families. Through every parent interaction on campus (IEP, 504, SST, parent conference, monthly PTSA, monthly Parent Connection meetings, ELAC meetings, phone calls, etc.), we inform our LCAP goals and identify areas of need."|"We are always exploring ways to increase participation from our families. Life is busy these days! We continue to develop creative and imaginative avenues to determine how to collect the most input from our families in those times that are already embedded in the school day . This gives us a great opportunity to gather data quickly-without asking for any ""extra"" time from families. We will continue to build on these ideas for gathering input from our families in the coming school year. In order to increase parent participation in our school surveys, parents were given the survey at the end of their spring conference. As a result of this change, we were able to increase the number of surveys returned by 40% over last year."|"Early outreach is key. It is important that we personally invite our families to attend all school functions and have staff focus on making those contacts. We have purchased a new parent communication platform that expands our staff's ability to reach parents, via text, email and phone. We will continue to expand the use of ""parent square"" for staff to communicate directly with families. In spring 2026 we hosted a ""Welcome Night"" for our incoming 5th grade families, to introduce staff and give an overview of our program and hand out our ""Summer Assignments""."|5|5|4|5|5|5|5|5|5|5|5|5|Met||2026-06-09|2026
37771720000000|SBE - Baypoint Preparatory Academy San Diego|3||||||||||||||||||||||Not Met|||2026
37771720138099|Baypoint Preparatory Academy - San Diego|3|Looking holistically, BPA-SD’s educational model and its educational programs allow instructional staff to be involved in a targeted investigation of each student’s immediate and long-term needs. This provides instructional staff the opportunity to address individual student needs, leaving no margin for inequality among student groups, including the most vulnerable students. BPA-SD actively partners with educational partners  (students, teachers, staff, parents/guardians, administration) to support students' academic success and personal goals. BPA-SD has adopted and implemented processes and procedures to involve staff in shared decision-making and self-reflection and has encouraged staff to take accountability for supporting student learning throughout all programs. This involves staff meetings, training sessions, and professional development. Instructional staff qualifications are further developed through ongoing professional development. Feedback from staff regarding professional development and the effectiveness of the training further provides the administration with valuable insights to best assist instructional staff in catering to the BPA-SD students and families' diverse populations.|BPA-SD's efforts to improve partnerships for student outcomes are ongoing and deeply embedded in its commitment to fostering a clean, safe, and positive learning environment for both students and staff. Equally vital is the intentional support for students' social and emotional development as they progress through various grade levels. While BPA-SD’s blended learning and looping model emphasizes individualized academic growth, the school prioritizes whole-school engagement to promote sustained student success. Events such as Back to School Night, quarterly Educational Partner Meetings, school celebrations, and Open House strengthen connections between families, staff, and the broader school community. This commitment to cultivating strong partnerships and a unified school culture ensures that students benefit within the classroom as well as through meaningful relationships and experiences that extend beyond the school’s walls.|BPA-SD leadership and instructional staff continually examined quantitative and qualitative assessment data to drive and improve the instruction aligned with the CCSS. Blended Learning models and station rotations were developed to ensure individualized learning paths and outcomes for the most vulnerable students. Additionally, BPA-SD has implemented a 1–6 looping model, in which teachers follow the same group of students over multiple years. This continuity fosters stronger relationships, deepens instructional impact, and ensures a consistently personalized learning experience for students, teachers, and families. It saves valuable time each academic year by reducing the need for the traditional “getting to know the student” phase. Additionally, teachers are able to strategically plan at the end of the academic year for the year ahead, allowing instruction to begin effectively on the very first day of school. BPA-SD has an effective system to determine and monitor the most vulnerable students’ growth and progress where instructional staff, with the support of academic coaches, implements targeted intervention time. Instructional staff members have weekly meetings to verify student progress in the standards taught, in order to ensure that all grade levels are working towards meeting their targeted goals. Instructional staff used rubrics from the published curriculum programs and online resources, which play a role in the teachers’ determination of the student’s progress toward mastering the CCSS. Throughout the year, benchmark student achievement data is analyzed among the instructional staff during meetings and professional development days. Analysis of assessment results assists instructional staff in providing a personalized education experience, communicating effectively with underrepresented families, and providing resources to meet the set goals for their students.|To strengthen relationships between school staff and families, BPA-SD actively engages all educational partners through meaningful participation and broad representation. The school maintains consistent communication using a variety of platforms, including surveys, text messaging, weekly newsletters, ParentSquare announcements, social media (Facebook and Instagram), the school website, and both in-person and virtual meetings held throughout the academic year. Resources are introduced and communicated in English and Spanish to all families during student orientation. Invitations and notifications to school and local community events are sent out in both languages throughout the year. Communication with families is timely and clear throughout the year to provide resources, elicit feedback, and share further improvements. Each communication method invites families to reach out and/or schedule an appointment to address any concerns they may have, in addition to regularly scheduled Student-Parent-Teacher Conferences.|BPA-SD references the California Dashboard and internal i-Ready results to address areas needing improvement per Local Control and Accountability Plan goals (LCAP). All data gathered is used to inform educational partners of student progress and shared during Student-Parent-Teacher Conferences. Educational Partners Committee: School Site Council, Wellness Committee, English Learners Advisory Committee, and District English Learner Advisory Committee (ESWED), meet monthly/quarterly to work collaboratively with school staff to review, develop and recommend new strategies in support of students’ academic goals and students’ social-emotional well-being. Further, BPA-SD educational partners engage and collaborate to cultivate academic and social experiences (educational school events on and off campus: cultural events, parent workshops, etc.). It is a joint effort of educational partners to build and shape working relationships among the community members to ensure that all students succeed.|BPA-SD leadership and instructional staff continually examined quantitative and qualitative assessment data to drive and improve the instruction aligned with the CCSS. Blended Learning models and station rotations were developed to ensure individualized learning paths and outcomes for the most vulnerable students. Additionally, BPA-SD has implemented a 1–6 looping model, in which teachers follow the same group of students over multiple years. This continuity fosters stronger relationships, deepens instructional impact, and ensures a consistently personalized learning experience for students, teachers, and families. It saves valuable time each academic year by reducing the need for the traditional “getting to know the student” phase. Additionally, teachers are able to strategically plan at the end of the academic year for the year ahead, allowing instruction to begin effectively on the very first day of school. BPA-SD has an effective system to determine and monitor the most vulnerable students’ growth and progress where instructional staff, with the support of academic coaches, implements targeted intervention time. Instructional staff members have weekly meetings to verify student progress in the standards taught, in order to ensure that all grade levels are working towards meeting their targeted goals. Instructional staff used rubrics from the published curriculum programs and online resources, which play a role in the teachers’ determination of the student’s progress toward mastering the CCSS. Throughout the year, benchmark student achievement data is analyzed among the instructional staff during meetings and professional development days. Analysis of assessment results assists instructional staff in providing a personalized education experience, communicating effectively with underrepresented families, and providing resources to meet the set goals for their students.|Families and school community engagement and progress in seeking input for decision-making are vital to the success of all students. BPA-SD is committed to shaping authentic family-school partnerships in meaningful ways that systemically involve families across all grade levels. This partnership requires the commitment of all educational partners to contribute to the success of the organization. The accountability of all members increases BPA-SD students’ performance in the area of test scores, building self-esteem, and consistent daily student attendance and families’ attendance and participation at ESWED meetings and school events. Further, full attendance for each instructional day is vital to student academic success. BPA-SD strives to unify students, families, and instructional staff to support student learning. To achieve this, BPA-SD leadership offers support and resources to students and families to eliminate obstacles and ensure that students are engaged and meeting academic goals.|BPA-SD leadership provides students, staff, families, and the community with opportunities for engagement that are essential to the success of all students, including the most vulnerable students. Welcoming environment, volunteering opportunities, classroom culture, extracurricular activities, school-wide projects, and school events are ongoing and encouraged to contribute to BPA-SD students’ performance in the area of test scores, building self-esteem, and consistent daily attendance.|The school-wide implementation of revised and additional programs, services, and staff professional learning opportunities are intended to, and will continue to, foster a positive and inclusive learning environment, especially for the most vulnerable students. Further, the data and feedback on programs and services from underrepresented families increase educational partners’ knowledge and opportunities to engage in decision making (Student-Parent-Teacher conferences, Surveys, ESWED meetings, etc.). To help identify students’ areas of need, all educational partners are given an opportunity to engage in discussions to help identify support strategies for all BPA-SD students, including the most vulnerable students. BPA-SD students, underrepresented families, and staff conveyed that social emotional well-being, opportunities for school-wide engagement, the need for targeted academic support in the area of foundational skills as well as innovative and engaging curriculum are vital to students’ success.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-10|2026
38103890000000|San Francisco County Office of Education|3|SFUSD administers a survey to parents to understand their perspectives. In the most recent survey, 96% of parents indicated they feel a sense of belonging and connectedness at their school(s), and 97% indicated they feel welcome to participate at their school(s).|Families have named the priority of improving and deepening communication channels so that they can better partner with SFUSD/SFCOE to provide supports for their children and additionally communicate what is working and not working so that our district and county schools can implement the requested and necessary supports.|SFUD will continue to improve differentiated outreach for focal populations to ensure participation of parents of underrepresented students. This includes improving districtwide public information and family communications channels (e.g OASIS, The Family Bulletin, Parent newsletters, bulletins, website, ParentVue to ensure appropriate and meaningful engagement and participation.|SFUSD partners with community based organizations (CBOs) and parent advisory groups to host district-wide family events that  focus on academic outcomes. For example, the District English Learner Advisory Committee hosted Literacy, Math, & Science Fairs featuring hands-on activities, family workshops, and at-home learning resources. This included an event on December 6, 2025 at Cesar Chavez Elementary School, where 263 students and families participated and May 9th, 2026 at Gordon J. Lau Elementary School with 400 students and family participants.|SFUSD will continue to work towards full, two-way capacity building between families and district/school staff in order to strengthen the cultural sensitivity and responsiveness of all staff. This will include partnering with Parent Advisory Committees and community organizations to help staff build cultural awareness and skills to work, teach, and collaborate effectively with diverse communities, including culturally affirming curriculum and teaching methods. We also continue to increase opportunities for shared learning among families and community partners such as San Francisco Public Libraries, after-school program providers, and other community-based organizations.|"Family engagement has remained a central component of SFUSD's ""Each and Every by Name"" strategy, with a focus on equipping African American and Pacific Islander families with literacy tools, strengthening home-school partnerships, and increasing access to culturally affirming resources. We will build on these efforts by investing more resources in these strategies."|SFUSD is committed to working in partnership with our families, our community, and our city government, and we develop the systems and structures needed to build trust, listen deeply, craft shared goals and collaborate to attain them. This commitment is reinforced by the District's Guardrail 1 on Effective Decision-Making, which requires that any major decision involve genuine consultation with the parents, students, and staff affected — not as an afterthought, but at every stage: from the initial conception of an idea through its adoption and periodic review. SFUSD has 11 parent advisory committees representing San Francisco's diverse student population. These advisory committees meet throughout the school year to review data, discuss key issues and priorities and make recommendations to inform the LCAP and district direction. In 2025-26 significant efforts went to strengthening the 11 parent advisory committees and 2 student advisory councils that work to improve communication, engagement, partnership, and participation in district and school decision-making and progress monitoring. Numerous formal and informal events occurred throughout the year at the district and site levels to support community engagement for effective decision making including School Planning Summit, regular LCAP stakeholder engagement meetings, and School Site Council (SSC) and English Learners Advisory Committee (ELAC) meetings at schools. These meetings were designed to engage the parents and community in additional opportunities to receive updates on district and school priorities and performance, and to solicit input and ideas from parents and stakeholders.|Partners have asked SFUSD to continue to improve transparency around how certain decisions are made. Community engagement on structural decisions will continue to be a focus area for SFUSD.|As recommended by the LCAP Advisory Committee, SFUSD will strengthen how it elevates parent/guardian/caregiver leadership and share what works. We are working with the various parent advisory committees to build a coalition of parents/guardians/caregivers to lead and model best practices at their school sites that help staff create welcoming, inclusive school environments, especially for our focal populations.|3|4|3|3|3|3|4|4|4|4|4|4|Met||2026-06-23|2026
38684780000000|San Francisco Unified|3|SFUSD administers a survey to parents to understand their perspectives. In the most recent survey, 96% of parents indicated they feel a sense of belonging and connectedness at their school(s), and 97% indicated they feel welcome to participate at their school(s).|Families have named the priority of improving and deepening communication channels so that they can better partner with SFUSD/SFCOE to provide supports for their children and additionally communicate what is working and not working so that our district and county schools can implement the requested and necessary supports.|Collectively, we will continue to improve differentiated outreach to ensure participation of parents of underrepresented students. This includes improving districtwide public information and family communications channels (e.g OASIS, The Family Bulletin, Parent newsletters, bulletins, website, ParentVue to ensure appropriate and meaningful engagement and participation.  We will also continue to host events that connect families as partners in the academic and social development of their students, such as literacy and STEAM fairs|SFUSD partners with community based organizations (CBOs) and parent advisory groups to host district-wide family events that focus on academic outcomes. For example, the District English Learner Advisory Committee hosted Literacy, Math, & Science Fairs featuring hands-on activities, family workshops, and at-home learning resources. This included an event on December 6, 2025 at Cesar Chavez Elementary School, where 263 students and families participated and May 9th, 2026 at Gordon J. Lau Elementary School with 400 students and family participants.|SFUSD will continue to work towards full, two-way capacity building between families and district/school staff in order to strengthen the cultural sensitivity and responsiveness of all staff. This will include partnering with Parent Advisory Committees and community organizations to help staff build cultural awareness and skills to work, teach, and collaborate effectively with diverse communities, including culturally affirming curriculum and teaching methods. We also continue to increase opportunities for shared learning among families and community partners such as San Francisco Public Libraries, after-school program providers, and other community-based organizations.|"Family engagement has remained a central component of SFUSD's ""Each and Every by Name"" strategy, with a focus on equipping African American and Pacific Islander families with literacy tools, strengthening home-school partnerships, and increasing access to culturally affirming resources. We will build on these efforts by investing more resources in these strategies."|SFUSD is committed to working in partnership with our families, our community, and our city government, and we develop the systems and structures needed to build trust, listen deeply, craft shared goals and collaborate to attain them. This commitment is reinforced by the District's Guardrail 1 on Effective Decision-Making, which requires that any major decision involve genuine consultation with the parents, students, and staff affected — not as an afterthought, but at every stage: from the initial conception of an idea through its adoption and periodic review. SFUSD has 11 parent advisory committees representing San Francisco's diverse student population. These advisory committees meet throughout the school year to review data, discuss key issues and priorities and make recommendations to inform the LCAP and district direction. In 2025-26 significant efforts went to strengthening the 11 parent advisory committees and 2 student advisory councils that work to improve communication, engagement, partnership, and participation in district and school decision-making and progress monitoring. Numerous formal and informal events occurred throughout the year at the district and site levels to support community engagement for effective decision making including School Planning Summit, regular LCAP stakeholder engagement meetings, and School Site Council (SSC) and English Learners Advisory Committee (ELAC) meetings at schools. These meetings were designed to engage the parents and community in additional opportunities to receive updates on district and school priorities and performance, and to solicit input and ideas from parents and stakeholders.|Partners have asked SFUSD to continue to improve transparency around how certain decisions are made. Community engagement on structural decisions will continue to be a focus area for SFUSD.|As recommended by the LCAP Advisory Committee, SFUSD will strengthen how it elevates parent/guardian/caregiver leadership and share what works. We are working with the various parent advisory committees to build a coalition of parents/guardians/caregivers to lead and model best practices at their school sites that help staff create welcoming, inclusive school environments, especially for our focal populations.|3|4|3|3|3|3|4|4|4|4|4|4|Met||2026-06-23|2026
38684780101337|KIPP Bayview Academy|3|KIPP believes that meaningful family engagement builds parent efficacy, recognizes families as true assets, and leverages the community's strengths, experiences, and knowledge to strengthen the school. We are committed to partnerships that create lasting capacity for families — not just during their time with us, but beyond.  Families are reached through multiple communication channels including newsletters, emails, phone calls, and text messages. Staff share their email addresses and cell phone numbers directly with families to ensure accessible support for homework and other concerns. Progress reports and report cards are distributed throughout the year to keep families informed of their student's academic progress, and families are encouraged to schedule conferences with teachers at any point. Any student at risk of retention is required to meet with teachers and administrators to identify additional supports. Each year, the school begins building family relationships during new student orientation — before the school year begins — so that students and families feel connected and welcomed from day one.  The KIPP Family Council (KFC) serves as the school's primary family governance structure, providing families with a meaningful voice in school decision-making. Families drive the KFC, meeting monthly to review school data, plan community events, and advocate for the school's continued growth. The school leader meets regularly with the KFC to ensure alignment between school priorities and community needs. The Multilingual Learner Committee (MLC) provides an additional structured channel for multilingual families to engage, offering input on language development programming and supports for English learner students.  KIPP invests in staff capacity to engage families as equal partners. Front office and operational staff receive professional development on creating a warm and welcoming environment for all visitors. All school staff are expected to demonstrate strong, consistent connections with students and their families as a core professional expectation.  This year, the school hosted 20+ virtual and in-person family events open to all families. In the annual family survey, 66% of families reported satisfaction with opportunities to get involved on campus. The school will continue to use surveys, conferences, the KFC and MLC structures, and regular communication to deepen family engagement and build on this foundation.|KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 66% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress.  Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in the KIPP Family Council.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Council meetings.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Council and Multilingual Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings, and other school-sponsored events are always created considering the unique needs of the community.  The school hosted 20+ virtual and in-person events where all families were invited. In an annual family survey, 66% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will apply culturally responsive practices to existing school communications and will continue to use surveys, conferences, regular phone communication, and other forms of contact to engage all families.  The KIPP Family Council (KFC) and Multilingual Learner Committee (MLC) provide structured opportunities for underrepresented families — including multilingual learner families — to engage directly in school decision-making and provide input on school priorities.  Because language plays a crucial role in families' lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students' home languages, and when translation is needed, a school-provided translator will be available.  Additionally, KIPP will provide different types of opportunities for families to participate, including events scheduled in the morning and evening to accommodate varying family schedules and childcare needs.|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, KFC meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early KIPP Family Council meeting.  The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, KFCs, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP supports family engagement and decision making through the KIPP Family Council and Multilingual Council which meet regularly throughout the school year. The KIPP Family Council (KFC) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings, and other school-sponsored events are always created considering the unique needs of the community. KIPP will continue to seek diverse perspectives through active recruitment of families to the KIPP Family Council (KFC) and Multilingual Learner Committee (MLC). Both bodies provide structured opportunities for underrepresented families to review school data, respond to LCAP priorities, and make recommendations to school leadership.  Feedback gathered through these structures, as well as through the annual family survey and LCAP survey, is reviewed by school leadership and used to inform goal-setting, resource allocation, and program decisions. KIPP is committed to closing the feedback loop by sharing with families how their input has shaped school priorities and LCAP actions.  Additionally, KIPP will provide varied opportunities for families to participate, including events scheduled in the morning and evening to accommodate different family schedules and childcare needs.|4|4|3|4|4|3|4|2|1|1|3|2|Met||2026-06-04|2026
38684780101352|KIPP San Francisco Bay Academy|3|KIPP believes that meaningful family engagement builds parent efficacy, recognizes families as true assets, and leverages the community's strengths, experiences, and knowledge to strengthen the school. We are committed to partnerships that create lasting capacity for families — not just during their time with us, but beyond.  Families are reached through multiple communication channels including newsletters, emails, phone calls, and text messages. Staff share their email addresses and cell phone numbers directly with families to ensure accessible support for homework and other concerns. Progress reports and report cards are distributed throughout the year to keep families informed of their student's academic progress, and families are encouraged to schedule conferences with teachers at any point. Any student at risk of retention is required to meet with teachers and administrators to identify additional supports. Each year, the school begins building family relationships during new student orientation — before the school year begins — so that students and families feel connected and welcomed from day one.  The KIPP Family Council (KFC) serves as the school's primary family governance structure, providing families with a meaningful voice in school decision-making. Families drive the KFC, meeting monthly to review school data, plan community events, and advocate for the school's continued growth. The school leader meets regularly with the KFC to ensure alignment between school priorities and community needs. The Multilingual Learner Committee (MLC) provides an additional structured channel for multilingual families to engage, offering input on language development programming and supports for English learner students.  KIPP invests in staff capacity to engage families as equal partners. Front office and operational staff receive professional development on creating a warm and welcoming environment for all visitors. All school staff are expected to demonstrate strong, consistent connections with students and their families as a core professional expectation.  This year, the school hosted 20+ virtual and in-person family events open to all families. In the annual family survey, 81% of families reported satisfaction with opportunities to get involved on campus. The school will continue to use surveys, conferences, the KFC and MLC structures, and regular communication to deepen family engagement and build on this foundation.|KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center): • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 81% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians. Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress.  Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in the KIPP Family Council.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Council meetings.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Council and Multilingual Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings, and other school-sponsored events are always created considering the unique needs of the community. The school hosted 20+ virtual and in-person events where all families were invited. In an annual family survey, 81% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will apply culturally responsive practices to existing school communications and will continue to use surveys, conferences, regular phone communication, and other forms of contact to engage all families. The KIPP Family Council (KFC) and Multilingual Learner Committee (MLC) provide structured opportunities for underrepresented families — including multilingual learner families — to engage directly in school decision-making and provide input on school priorities. Because language plays a crucial role in families' lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students' home languages, and when translation is needed, a school-provided translator will be available. Additionally, KIPP will provide different types of opportunities for families to participate, including events scheduled in the morning and evening to accommodate varying family schedules and childcare needs.|Parent involvement in decision making at KIPP is demonstrated in multiple ways.  The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, KFC meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early KIPP Family Council meeting.  The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, KFCs, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP supports family engagement and decision making through the KIPP Family Council and Multilingual Council which meet regularly throughout the school year. The KIPP Family Council (KFC) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings, and other school-sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the KIPP Family Council (KFC) and Multilingual Learner Committee (MLC). Both bodies provide structured opportunities for underrepresented families to review school data, respond to LCAP priorities, and make recommendations to school leadership.  Feedback gathered through these structures, as well as through the annual family survey and LCAP survey, is reviewed by school leadership and used to inform goal-setting, resource allocation, and program decisions. KIPP is committed to closing the feedback loop by sharing with families how their input has shaped school priorities and LCAP actions.  Additionally, KIPP will provide varied opportunities for families to participate, including events scheduled in the morning and evening to accommodate different family schedules and childcare needs.|5|4|4|4|4|4|3|4|3|3|3|4|Met||2026-06-04|2026
38684780101774|Five Keys Charter (SF Sheriff's)|3|Students and families regularly state that the staff’s focus on relationship-building is one of the overall strengths of the program as a whole. Everyone who works for Five Keys is committed to creating a welcoming environment for all students and families.|Where Five Keys can improve is around 2-way communication, making sure to provide access to all students and families in their native languages.  Additionally, to move from full implementation to sustainability, Five Keys needs to ensure that all practices are implemented equitably across all sites and for all students.|To improve the engagement of underrepresented families, Five Keys will be more explicit with outreach to these families, using multiple modes of communication to ensure they are receiving the information.  Additionally, Five Keys will improve the site culture by making the signage more welcoming and inclusive of all families.|Five Keys has made progress in supporting school staff with developing and managing partnerships that support the whole student, including, but not limited to, parents.  As many of our students are their own parents/stakeholders, it is important that the partnerships that are built are done with with the needs of our students in mind.  This year, we have expanded our formal partnerships to include food banks, organizations that provide needed resources for babies and children, and many informal referral partners.|Building partnerships is a continued focus for Five Keys.  As a school that started serving adults, many of these practices are in place for working with our adult students but need to be better implemented in working with our minor and TAY students and their families.|To improve the engagement of underrepresented families in relation to building partnerships for student outcomes, Five Keys will be more explicit with outreach to these families, using multiple modes of communication to ensure they are receiving the information.  Additionally, Five Keys will improve the site culture by making the signage more welcoming and inclusive for all families.|This year, Five Keys greatly expanded the number of stakeholders who responded to surveys and other requests for feedback. By making the opportunities for feedback available in multiple languages and modalities (i.e. paper and online, more educational partners were able to provide their input.|To improve input for decision making, the input that is requested needs to be done on a more regular basis, rather than only 1-2 times a year.  This will ensure that Five Keys is getting educational partner feedback in more real time to allow for more timely adjustments to the program|To improve engagement with underrepresented families, Five Keys needs to continue to expand the ways that stakeholders can provide feedback.  Additionally, while continuing to allow people to provide feedback anonymously, we do need to collect demographic information to get a better understanding of who is responding and how the underrepresented are represented within the feedback|4|4|4|4|4|3|3|4|3|3|3|3|Met||2026-06-30|2026
38684780107300|City Arts & Leadership Academy|3|City Arts & Leadership Academy has multiple structures in place for developing trusting relationships between families and staff. Specifically, our advisory committees for families of English Language Learners and African American students allow families to play an active role in the community and build relationships with staff. We also hold student-led conferences where students update their families on their school experiences and progress, and parents can speak directly with their child’s teachers. Finally, families connect directly with staff during our monthly town halls.|We aim to build more consistency across all staff members in their capacity to build relationships with families. One example of this is in our efforts to create more consistent advisory experiences, which currently varies by staff member.|We plan to support all teachers, specifically advisory teachers, by training them in best practices and supporting them in their implementation of advisory groups.|We have structures in place to facilitate collaboration between families and staff. Specifically, we have systems for families to meet with staff about their students’ school experiences and progress reports. We are also deeply committed to informing families of their rights.|We are prioritizing developing stronger formal professional development experiences to support staff in improving their implementation of family partnerships.|During the 2nd semester of this year, we maintained our African American academic success goal. We continue to work towards ensuring better support for and communication with families.|We have established structured pathways for families to give input and participate in decision making. During our merger, we implemented more decision making opportunities for families throughout the transition. Having become more established since the merger, we have had fewer families participating in regular decision making.|We aim to establish more opportunities for seeking input overall, as there are currently limited opportunities for families to do so.|We plan to utilize advisory committees to solicit more input from families in our decision making processes in the future.|4|4|4|5|4|4|5|5|4|3|3|4|Met||2026-06-04|2026
38684780118141|Five Keys Independence HS (SF Sheriff's)|3|Students and families regularly state that the staff’s focus on relationship-building is one of the overall strengths of the program as a whole. Everyone who works for Five Keys is committed to creating a welcoming environment for all students and families.|Where Five Keys can improve is around 2-way communication, making sure to provide access to all students and families in their native languages.  Additionally, to move from full implementation to sustainability, Five Keys needs to ensure that all practices are implemented equitably across all sites and for all students.|To improve the engagement of underrepresented families, Five Keys will be more explicit with outreach to these families, using multiple modes of communication to ensure they are receiving the information.  Additionally, Five Keys will improve the site culture by making the signage more welcoming and inclusive of all families.|Five Keys has made progress in supporting school staff with developing and managing partnerships that support the whole student, including, but not limited to, parents.  As many of our students are their own parents/stakeholders, it is important that the partnerships that are built are done with with the needs of our students in mind.  This year, we have expanded our formal partnerships to include food banks, organizations that provide needed resources for babies and children, and many informal referral partners.|Building partnerships is a continued focus for Five Keys.  As a school that started serving adults, many of these practices are in place for working with our adult students but need to be better implemented in working with our minor and TAY students and their families.|To improve the engagement of underrepresented families in relation to building partnerships for student outcomes, Five Keys will be more explicit with outreach to these families, using multiple modes of communication to ensure they are receiving the information.  Additionally, Five Keys will improve the site culture by making the signage more welcoming and inclusive for all families.|This year, Five Keys greatly expanded the number of stakeholders who responded to surveys and other requests for feedback. By making the opportunities for feedback available in multiple languages and modalities (i.e. paper and online, more educational partners were able to provide their input.|To improve input for decision making, the input that is requested needs to be done on a more regular basis, rather than only 1-2 times a year.  This will ensure that Five Keys is getting educational partner feedback in more real time to allow for more timely adjustments to the program.|To improve engagement with underrepresented families, Five Keys needs to continue to expand the ways that stakeholders can provide feedback.  Additionally, while continuing to allow people to provide feedback anonymously, we do need to collect demographic information to get a better understanding of who is responding and how the underrepresented are represented within the feedback|4|4|4|3|4|3|3|4|3|3|3|3|Met||2026-06-30|2026
38684780123265|Gateway Middle|3|At both Gateway High School and Gateway Middle School, all faculty and staff participate in professional development related to engaging our families and building strong relationships with them.  Families report in surveys and focus groups that teachers and staff are responsive, supportive, and actively seek to partner in support of students.  In order to ensure that all families experience Gateway as welcoming and inclusive, we continue to improve interpretation at family events, as well as translation for materials that we send home.    We also hold virtual and in-person conferences for our students and families aimed at ensuring that families feel welcomed and valued in our school, as well as ensuring they feel effective as partners on behalf of their students.|Family engagement and relationship building continues to be a school priority.  This year we continued working on increasing opportunities for family engagement, participation and voice, with a focus on developing and growing our Family Council (GMS) / Family Advisory Group (GHS).  Both groups seek to facilitate greater partnership between families and the school.  In addition, we have worked with staff and partner organizations to grow family engagement in our African American Parent Advisory Council (AAPAC) and English Learner Advisory Council (ELAC). We also have current and alumni parents on our charter school governing board.|In a heterogeneous school setting like ours, it is important to specifically set goals related to better engaging families of historically marginalized students.  As mentioned above, we have established and are continuing to build parent affinity groups, such as AAPAC, and we have prioritized targeted outreach to Black and Latine families to participate in family events and input opportunities.  We have also prioritized engaging Black family members in our Family Advisory groups and as representatives on our governing board.|At Gateway Middle School, all staff participate in professional development related to better engaging our families and building strong partnerships with them on behalf of student learning.  To build effective partnerships to support student learning, we continue to focus on:  a. opportunities to build rapport with new families (e.g. mentor family outreach to new 6th families; teacher positive outreach at the beginning of the school year; direct outreach to 6th and 9th grade parents/caregivers early in year and for first conferences); b. opportunities to communicate about student progress and areas for growth (e.g. text/phone and email communications; conferences multiple times per year; parent resources on how to use PowerSchool to monitor progress); c. targeted outreach to families regarding additional academic or social-emotional supports; and d. opportunities for families to see their students’ learning (e.g. newsletters on what students are learning, student exhibitions of learning, affinity group events highlighting successes of students).|We continue to focus on expanding and deepening engagement and communication strategies with underrepresented families.  This includes targeted outreach and recruitment of families to participate in events, committees and opportunities for family input; and intentional school-wide events highlighting underrepresented groups.  We have also sought to increase engagement in conferences and meetings focused on students’ academic progress, through professional development for staff and targeted outreach to increase access for all families. For example, teachers and advisors are supported to call/text families to invite them to conferences and we have also asked CBO partner staff to support this outreach to underrepresented families.|See #2 above (our focus areas for improvement are grounded in seeking to improve engagement of underrepresented families).|At Gateway Middle School, we continue to work on creating spaces for families to provide input in decision making.  We seek family input through family meetings that are open and accessible to all, surveys to families about the school and student progress, and through family advisory groups.  This year, we strengthened our Family Council (GMS) / Family Advisory Group (GHS) that seek to support school-family partnerships and facilitate family input.  The Family Council (GMS) / Family Advisory Group (GHS) met regularly, reviewed and discussed school data, and provided input on family engagement. We also implemented a new Family Partnership Survey across school sites, so we can review and use family survey input for each school and across schools.   In addition, we have current and alumni parents on our charter school governing board, supporting family input in governance.|We continue to focus on supporting ways for families to provide input on school goals and decision making, and supporting parent leaders and school staff to build their capacity to better engage with our families.  We plan to continue to grow our Family Council (GMS) / Family Advisory Group (GHS) and to build the capacity of the leaders and members of those groups.  We also continue to prioritize seeking input from underrepresented families. For example, we can build upon the growth of our family affinity groups, such as African American Parent Advisory Council (AAPAC), to empower more parents to provide input on school goals and improvement.  In addition, we will continue to work with Gateway staff and CBO partner staff to increase outreach and engagement with underrepresented families.|See #2 above.|4|4|3|4|4|3|4|4|4|4|3|3|Met||2026-05-20|2026
38684780123505|Mission Preparatory|3||||||||||||||||||||||Not Met|||2026
38684780127530|KIPP San Francisco College Preparatory|3|KIPP believes that meaningful family engagement builds parent efficacy, recognizes families as true assets, and leverages the community's strengths, experiences, and knowledge to strengthen the school. We are committed to partnerships that create lasting capacity for families — not just during their time with us, but beyond. Families are reached through multiple communication channels including newsletters, emails, phone calls, and text messages. Staff share their email addresses and cell phone numbers directly with families to ensure accessible support for homework and other concerns. Progress reports and report cards are distributed throughout the year to keep families informed of their student's academic progress, and families are encouraged to schedule conferences with teachers at any point. Any student at risk of retention is required to meet with teachers and administrators to identify additional supports. Each year, the school begins building family relationships during new student orientation — before the school year begins — so that students and families feel connected and welcomed from day one.  The KIPP Family Council (KFC) serves as the school's primary family governance structure, providing families with a meaningful voice in school decision-making. Families drive the KFC, meeting monthly to review school data, plan community events, and advocate for the school's continued growth. The school leader meets regularly with the KFC to ensure alignment between school priorities and community needs. The Multilingual Learner Committee (MLC) provides an additional structured channel for multilingual families to engage, offering input on language development programming and supports for English learner students.  KIPP invests in staff capacity to engage families as equal partners. Front office and operational staff receive professional development on creating a warm and welcoming environment for all visitors. All school staff are expected to demonstrate strong, consistent connections with students and their families as a core professional expectation.  This year, the school hosted 10+ virtual and in-person family events open to all families. In the annual family survey, 50% of families reported satisfaction with opportunities to get involved on campus. The school will continue to use surveys, conferences, the KFC and MLC structures, and regular communication to deepen family engagement and build on this foundation.|KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  The school hosted over 10 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 50% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress.  Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in the KIPP Family Council.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Council meetings.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Council and Multilingual Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings, and other school-sponsored events are always created considering the unique needs of the community. The school hosted 10+ virtual and in-person events where all families were invited. In an annual family survey, 50% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will apply culturally responsive practices to existing school communications and will continue to use surveys, conferences, regular phone communication, and other forms of contact to engage all families.  The KIPP Family Council (KFC) and Multilingual Learner Committee (MLC) provide structured opportunities for underrepresented families — including multilingual learner families — to engage directly in school decision-making and provide input on school priorities.  Because language plays a crucial role in families' lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students' home languages, and when translation is needed, a school-provided translator will be available.  Additionally, KIPP will provide different types of opportunities for families to participate, including events scheduled in the morning and evening to accommodate varying family schedules and childcare needs.|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, KFC meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early KIPP Family Council meeting.  The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, KFCs, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP supports family engagement and decision making through the KIPP Family Council and Multilingual Council which meet regularly throughout the school year. The KIPP Family Council (KFC) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings, and other school-sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the KIPP Family Council (KFC) and Multilingual Learner Committee (MLC). Both bodies provide structured opportunities for underrepresented families to review school data, respond to LCAP priorities, and make recommendations to school leadership.  Feedback gathered through these structures, as well as through the annual family survey and LCAP survey, is reviewed by school leadership and used to inform goal-setting, resource allocation, and program decisions. KIPP is committed to closing the feedback loop by sharing with families how their input has shaped school priorities and  LCAP actions.   Additionally, KIPP will provide varied opportunities for families to participate, including events scheduled in the morning and evening to accommodate different family schedules and childcare needs.|3|3|3|3|3|3|3|4|2|2|2|2|Met||2026-06-04|2026
38684783830429|Life Learning Academy Charter|3|Frequent communication between the Principal/Co-ED, admin team, and head of Workforce Development and families with regards to attendance, employment, and general well being. Consistent communication between families of students living in the dorm in all areas. We have a Family Advisory Committee that meets (staffed by LLA’s Community Schools Coordinator) and communicates regularly to give input on programming and school policies. This year they worked with the staff and students to make improvements on how the school was communicating about and utilizing study hall and other intervention services. We added a communication tool to better engage in communication and to inform families of various activities.  There was also a focus on community building amongst families to help with engagement of underrepresented families.|Next year we will increase staffing to help increase communications with interested families and to engage in outreach and support for the school.|One key strategy is that we added a communication tool in 2025 using Constant Contact and we will better use that tool to expand the platforms of communication to better meet the needs of underrepresented families.|Continued to provide individualized levels of familial support, while also maintaining Family Advisory Council to help foster familial leadership roles and input on programming at LLA.  Conducted two Exhibitions of Learning where all students exhibited, presented and/or performed for family and community members. We increased communication with families regarding educational opportunities, access to therapeutic services, and workforce development.  Additionally we revised our attendance policy and intervention plan to help support students and their families with improving attendance and academic achievement.  We added an incentive program to improve attendance that included student goal setting and public celebrations of progress. This also included study hall three days a week in which teachers and parents helped support academic progress.|Create greater recruitment of families with areas they can participate in schoolwide initiatives including study hall, exhibitions and contributing skills to project based learning activities.|Create greater recruitment of families with areas they can participate in schoolwide initiatives including study hall, exhibitions and contributing skills to project based learning activities.|In 2024 we hired a community liaison to help support authentic parent engagement and to support students and families with the decision making processes at LLA and provide input on policies and programming. The Family Advisory Council was formed and met consistently to help improve school climate and give feedback/input on programming.  The Family Advisory Council will continue within the Community Advisory Council to create cohesive initiatives and opportunities for staff, students and families.  In addition, we have hired some family members to help support transportation and dormitory supervision, family members supported study halls, helped to arrange field work to augment the academics learning.  All students, staff and many families participated in the Exhibitions of Learning.  We look forward to finding more ways to formally engage family members.|Through the Community Schools initiative we developed a formalized process for shared decision making that engages families, community members, staff, and students.|Due to a staffing change, we are reigniting efforts to include student and family voices and the Community Advisory Council is committed to increased meetings to continue to build opportunities for families, staff, students, and community members to engage in shared decision making and provide programmatic input.|4|4|4|4|4|4|4|4|3|3|3|3|Met||2026-06-23|2026
38684783830437|Gateway High|3|This year, we transitioned to using a common Family Partnership Survey through a platform called Panorama.  This is one data point that informs our progress on parent engagement.  This year the Family Partnership survey data showed that: ?	86% of Gateway families report that they are satisfied with the school’s communications with families ?	87% of Gateway families report that there is a school staff they can reach out to if they have a question or concern ?	84% of Gateway families report that they are satisfied with opportunities to be involved in the school  Additionally, the percentage of families reporting satisfaction was consistent across racial groups and students with IEPs and 504 plans|At Gateway High School, all faculty and staff participate in professional development related to engaging our families and building strong relationships with them.  Families report in surveys and focus groups that teachers and staff are responsive, supportive, and actively seek to partner in support of students.  In order to ensure that all families experience Gateway as welcoming and inclusive, we continue to improve interpretation at family events, as well as translation for materials that we send home.    We also hold virtual and in-person conferences for our students and families aimed at ensuring that families feel welcomed and valued in our school, as well as ensuring they feel effective as partners on behalf of their students.|Family engagement and relationship building continues to be a school priority.  This year we continued working on increasing opportunities for family engagement, participation and voice, with a focus on developing and growing our Family Council (GMS) / Family Advisory Group (GHS).  Both groups seek to facilitate greater partnership between families and the school.  In addition, we have worked with staff and partner organizations to grow family engagement in our African American Parent Advisory Council (AAPAC) and English Learner Advisory Council (ELAC). We also have current and alumni parents on our charter school governing board.   In a heterogeneous school setting like ours, it is important to specifically set goals related to better engaging families of historically marginalized students.  As mentioned above, we have established and are continuing to build parent affinity groups, such as AAPAC, and we have prioritized targeted outreach to Black and Latine families to participate in family events and input opportunities.  We have also prioritized engaging Black family members in our Family Advisory groups and as representatives on our governing board.|At Gateway High School, all staff participate in professional development related to better engaging our families and building strong partnerships with them on behalf of student learning.  To build effective partnerships to support student learning, we continue to focus on:  a. opportunities to build rapport with new families (e.g. mentor family outreach to new 6th families; teacher positive outreach at the beginning of the school year; direct outreach to 6th and 9th grade parents/caregivers early in year and for first conferences); b. opportunities to communicate about student progress and areas for growth (e.g. text/phone and email communications; conferences multiple times per year; parent resources on how to use PowerSchool to monitor progress); c. targeted outreach to families regarding additional academic or social-emotional supports; and d. opportunities for families to see their students’ learning (e.g. newsletters on what students are learning, student exhibitions of learning, affinity group events highlighting successes of students).|We continue to focus on expanding and deepening engagement and communication strategies with underrepresented families.  This includes targeted outreach and recruitment of families to participate in events, committees and opportunities for family input; and intentional school-wide events highlighting underrepresented groups.  We have also sought to increase engagement in conferences and meetings focused on students’ academic progress, through professional development for staff and targeted outreach to increase access for all families. For example, teachers and advisors are supported to call/text families to invite them to conferences and we have also asked CBO partner staff to support this outreach to underrepresented families.|See #2 above (our focus areas for improvement are grounded in seeking to improve engagement of underrepresented families).|At Gateway High School, we continue to work on creating spaces for families to provide input in decision making.  We seek family input through family meetings that are open and accessible to all, surveys to families about the school and student progress, and through family advisory groups.  This year, we strengthened our Family Council (GMS) / Family Advisory Group (GHS) that seek to support school-family partnerships and facilitate family input.  The Family Council (GMS) / Family Advisory Group (GHS) met regularly, reviewed and discussed school data, and provided input on family engagement. We also implemented a new Family Partnership Survey across school sites, so we can review and use family survey input for each school and across schools.   In addition, we have current and alumni parents on our charter school governing board, supporting family input in governance.|We continue to focus on supporting ways for families to provide input on school goals and decision making, and supporting parent leaders and school staff to build their capacity to better engage with our families.  We plan to continue to grow our Family Council (GMS) / Family Advisory Group (GHS) and to build the capacity of the leaders and members of those groups.  We also continue to prioritize seeking input from underrepresented families. For example, we can build upon the growth of our family affinity groups, such as African American Parent Advisory Council (AAPAC), to empower more parents to provide input on school goals and improvement.  In addition, we will continue to work with Gateway staff and CBO partner staff to increase outreach and engagement with underrepresented families.|See #2 above.|4|4|3|4|4|3|4|4|4|4|3|3|Met||2026-05-20|2026
38684786040935|Thomas Edison Charter Academy|3|TECA staff have developed the capacity to build relationships with our community and continue to make this a priority, and to sustain this engagement organization. The majority of parents (89%) feel welcome at the school and believe it to be a safe place for their family as indicated by our most recent Family Survey. Additionally, communication satisfaction is trending upwards, from 69% to 86% over the last 2 years, showing that communication is now an area of strength for the school.|The school will be focusing on improving current efforts to make families feel welcome due to the recent decrease in the annual survey. We will continue offering opportunities for families to visit the school in a meaningful way to improve in this area.|In order to improve attendance and widen the audience at parent meetings to ensure attendees are representative of the school’s demographics, the Parent Liaison will be working to broaden the reach of her support. We’ll also work with organized parent group leaders to support them in building broader relationships with groups not represented.|TECAdemonstrates strength in Building Partnerships for Student Outcomes through a multi-layered approach to family engagement that offers multiple entry points for connection. Formal advisory and decision-making committees ensure families have substantive voice in school planning, while more accessible structures — including principal chats and parent cafés — create welcoming, lower-barrier settings for dialogue with school leadership. Schoolwide events further strengthen this ecosystem by centering student learning directly. When families engage with academic displays of student work, the connection between home and school is grounded in tangible evidence of progress, deepening family investment in the school community. Together, these varied structures — spanning formal governance, intimate dialogue, and academic showcases — reflect an understanding that strong partnerships require consistent, accessible touchpoints across the year, and position TECA well to reach a broad cross-section of families.|One area we would like to improve is in supporting families in their understanding of academic outcomes and needs for their children. While we have conferences, we believe there are additional opportunities for this that we’d like to pursue to empower families to be able to support their children. We began having opportunities to review student data and analyze their own child’s testing data, which families reporting being very informative. We would like to continue this work, while making efforts to increase visibility and attendance.|Our focus on continuing to develop our Parent Center’s in-person services, as well as making concerted efforts to have current parent leaders intentionally broaden the range of their voice to reach more families will allow TECA to continue to forge strong relationships with our community and provide wrap-around services to those in need to become partners with our families in their success, health, and overall well-being and to improve representation of underrepresented families in school engagement opportunities.|Shared decision-making remains a vital component of TECA’s systems. Less than 20% of survey respondents feel as though they do not have a role in decision-making at TECA. Regular parent gathering opportunities are held to update parents on district news, student data, and other relevant information, while also seeking their input on new decisions. Parents can join affinity groups such as the ELAC and the African American Parent Advisory Committee (AAPAC), as well as attend PTA and Parent Advisory Council (PAC) meetings. They can also attend scheduled Parent Café sessions and Principal Chats to maintain regular communication with the administration and parent liaison, all of whom are committed to engaging and empowering TECA parents. When major decisions are to be made, efforts are taken to ensure each group is able to provide their feedback. Our Parent Cafés serve as a community resource where the Parent Liaison provides information and resources on housing, food scarcity, diet and wellness, and immigration. The ELAC committee, fully autonomous in organization, has become a decision-making body supporting EL students. Committee members enthusiastically take on leadership roles, analyzing data trends to inform budgetary decisions for the benefit of TECA students. The African American Parent Advisory Council (AAPAC) is a dynamic organization that continues to offer valuable feedback to the school and organize school-wide events to foster community development and support of student achievement.|While we have made some strides in this area, we are continuing to work to increase the participation in each of our parent groups and will be actively recruiting additional members to attend meetings for the 26-27 school year in order to have a sounding board with various perspectives to provide feedback on school plans, new procedures, and general operations. We would also like to improve on cross-group communication to improve ties across groups of parents.|To improve engagement of underrepresented families, TECA will continue outreach efforts through multilingual communication channels, ensuring all families have access to important information and know they have an open invitation for participation in various committees. We will continue to offer culturally relevant workshops and events to foster a sense of belonging and community and relationship building between parent groups. Finally, we will analyze participation data to identify persistent gaps beyond assumptions, and adjust engagement strategies to ensure all voices are meaningfully represented in decisions that affect student outcomes|5|5|4|5|4|5|5|4|4|4|4|4|Met||2026-06-15|2026
38684786112601|Creative Arts Charter|3|Based on the analysis of educational partner input and local data, Creative Arts Charter School (CACS) continues to demonstrate strong progress in building meaningful relationships between school staff and families. Family engagement remains a core component of the school's mission and is reflected through ongoing communication, community-centered events, and a culture that values collaboration and partnership. Throughout the 2025–26 school year, CACS provided multiple opportunities for families to engage with teachers and staff through Back to School Night, Family/School Conferences, grade-level Community Meetings, Exhibitions of Learning, and milestone celebrations. These events fostered strong partnerships between families and staff while creating meaningful opportunities for families to participate in and celebrate their children's educational experiences. Survey data reflects the strength of these relationships. Family survey results indicate that 89.4% of families agree or strongly agree that Creative Arts is an inclusive community that makes them feel welcome, while 83.3% report feeling connected to the Creative Arts community. Families also expressed confidence in the school's ability to support students, with 74.2% agreeing that Creative Arts provides accessible curriculum and high-quality support, and 87.9% reporting that their child is honored and supported in developing their identity and sense of belonging. Additionally, 89.4% of families reported that their child feels safe at school. Staff feedback further reinforces the strength of the school's family partnerships. Staff identified the parent and family community as a valued source of connection and support and emphasized the importance of continuing family education nights, community-building events, and opportunities for family engagement. While family feedback reflects strong levels of belonging and connection, the school recognizes opportunities to further strengthen family voice and participation in decision-making. CACS remains committed to expanding opportunities for meaningful family input and continuing to build authentic partnerships that support student success. Guided by the school's C.A.R.E.S. values—Cooperation, Assertion, Responsibility, Empathy, and Self-Control—CACS continues to cultivate a welcoming and inclusive environment where families are respected as essential partners in the educational process.|Based on the analysis of educational partner input and local data, Creative Arts Charter School (CACS) will continue to build upon the strong relationships that exist between school staff and families. Family survey results indicate high levels of satisfaction with the school community, with families reporting that they feel welcomed, connected, and supported by the school. These positive results reflect the success of the school's ongoing efforts to foster meaningful partnerships with families and create a strong sense of belonging. As CACS continues to strengthen these relationships, the school will focus on expanding opportunities for family engagement and two-way communication. Families expressed appreciation for opportunities to provide feedback and participate in school events, and the school will continue refining structures that encourage family voice and involvement in school initiatives. The continued partnership with the Family Association has strengthened communication and helped provide families with more consistent access to school information and community events. CACS will also continue offering family education opportunities and community-building events that support student learning and well-being. Educational partners expressed interest in learning more about academic programs, social-emotional learning, and ways to support students at home. Building on the success of previous workshops, the school plans to continue providing opportunities for families to engage in conversations about student development, inclusion, belonging, and schoolwide initiatives. Through these efforts, CACS will continue to strengthen the already positive relationships between families and staff while ensuring that all families feel informed, connected, and valued as essential partners in their children's education.|"Based on the analysis of educational partner input and local data, Creative Arts Charter School (CACS) remains committed to ensuring that all families have meaningful opportunities to engage with school staff and participate in the life of the school. Particular attention continues to be given to families whose voices have historically been underrepresented, including families of Black and African American students and students with IEPs. This commitment is grounded in the school's Essential Question, first developed in 2020–21 and still serving as a guiding force for continuous improvement: ""What will it take for us – individually and collectively – to remain urgently, relentlessly committed to interrupt adult-centered and Eurocentric (or white supremacy cultural) practices in our school and hold ourselves and each other accountable for anti-racist, art-centered classrooms rooted in love that insist on the success and sense of belonging of our Black students and our students with IEPs?"" This Essential Question is embedded in all aspects of the school's operation and vision, including curriculum development, family engagement, professional learning, social-emotional learning, arts integration, hiring practices, and long-term strategic planning. It is closely aligned with the school's Mission and Portrait of a Graduate and helps ensure that decisions reflect the values of inclusion, equity, belonging, and creativity. Building on this commitment, Creative Arts Charter School successfully hired a Director of Inclusion and Student Services during the 2025–26 school year. This role supports the implementation of the school's Essential Question across all domains, with a specific focus on increasing belonging, access, and support for historically marginalized students and families. Working in partnership with the Wellness Team, Learning Center, and teaching staff, the Director helps ensure that the school's approach to relationship-building is responsive, culturally sustaining, and rooted in care.  Through family education workshops, community-building events, ongoing opportunities for feedback, and intentional outreach efforts, CACS seeks to ensure that families of Black and African American students, students with IEPs, and other historically underrepresented groups feel welcomed, heard, and valued as partners in their children's education. The school will continue to examine participation and feedback data, strengthen opportunities for family voice, and engage families in conversations about equity, inclusion, belonging, and student success. Through these efforts, CACS continues to deepen partnerships with underrepresented families and foster a more inclusive and collaborative school community where every child and caregiver feels seen, heard, valued, and supported."|Based on the analysis of educational partner input and local data, Creative Arts Charter School (CACS) has continued to strengthen partnerships with families to support positive student outcomes, particularly through its focus on inclusion, student support systems, and family engagement. A significant area of progress during the 2025–26 school year was the successful hiring of a Director of Inclusion and Student Services, a position designed to strengthen coordination among general education, special education, wellness services, and student support systems. This role has helped create greater alignment across services and provided families with additional support and communication regarding the resources available to their children. The school continues to prioritize family understanding of and access to student support systems through ongoing communication, collaboration, and educational opportunities. Family Education workshops and informational sessions have provided families with opportunities to learn about the school's Multi-Tiered System of Supports (MTSS), social-emotional learning programs, and other resources designed to support student success. These efforts help families better understand how academic, behavioral, and wellness supports are provided and how they can partner with the school to support their children. Survey data reflects the strength of these partnerships. Family survey results indicate that 74.2% of families agree or strongly agree that Creative Arts provides accessible curriculum and high-quality support for their child, while 87.9% agree that their child is honored and supported in developing their identity and sense of belonging. Families also reported strong perceptions of school safety, inclusion, and community connection, demonstrating the positive impact of the school's efforts to create supportive learning environments for all students. Through intentional collaboration between families, teachers, support staff, and school leadership, CACS continues to strengthen partnerships that support academic growth, social-emotional well-being, and equitable outcomes for all students.|Based on the analysis of educational partner input and local data, Creative Arts Charter School (CACS) will continue strengthening partnerships with families by expanding communication, collaboration, and shared understanding of the systems that support student success. Building on the successful implementation of the Director of Inclusion and Student Services role, the school will continue providing opportunities for families to learn about supports such as MTSS, SST, Section 504, special education services, and wellness resources.  CACS will also continue offering family education workshops and informational sessions designed to strengthen family engagement and ensure families feel informed, supported, and empowered as partners in their children's academic and social-emotional growth.|Creative Arts Charter School's Essential Question continues to guide our efforts to strengthen partnerships with families whose voices have historically been underrepresented, particularly Black families and families of students with disabilities. This commitment is embedded throughout the school's programs, practices, and approach to student support.  To improve engagement and student outcomes, CACS will continue prioritizing clear communication, accessible support systems, and meaningful opportunities for family voice and participation. The Director of Inclusion and Student Services plays a key role in coordinating supports for students and families, helping ensure that school systems are transparent, inclusive, and responsive to family needs.  Building on strong family survey results related to belonging, inclusion, and support, the school will continue offering family education opportunities, community events, and engagement activities that strengthen partnerships with families and support student success. Through these efforts, CACS remains committed to ensuring that all families feel welcomed, valued, and empowered as partners in their children's education.|Creative Arts Charter School (CACS) values educational partner voice and regularly seeks input from families, staff, and students to inform school decisions and continuous improvement efforts. The school has established multiple opportunities for participation and feedback, including Family Association leadership roles, Board membership, annual family and staff surveys, monthly Board meetings, and participation in the LCAP development process and public hearing. Survey results reflect the strength of these engagement efforts. Families report high levels of connection, belonging, and inclusion within the school community, while staff survey results indicate a strong sense of community and positive relationships among staff and school leadership. These results suggest that educational partners feel welcomed and have meaningful opportunities to share their perspectives and contribute to school improvement efforts. Through these ongoing structures and feedback opportunities, CACS continues to strengthen a culture of collaboration, transparency, and shared responsibility for student success.|Based on the analysis of educational partner input and local data, Creative Arts Charter School (CACS) will continue expanding opportunities for families to provide input and participate in school decision-making. While survey results reflect strong levels of family connection and belonging, the school recognizes the importance of ensuring that all families feel informed, empowered, and represented in feedback and leadership opportunities. To support this goal, CACS will continue offering Director's Coffees, Executive Director Office Hours, Family Association meetings, and other opportunities for two-way communication. The school will also build on the work of the Director of Inclusion and Student Services to strengthen engagement with families of students with IEPs, Section 504 Plans, and those participating in the Student Success Team (SST) process. Through these efforts, CACS aims to broaden participation, elevate family voice, and strengthen shared decision-making across the school community.|Creative Arts Charter School (CACS) remains committed to ensuring that families whose voices have historically been underrepresented, particularly Black families, multilingual families, and families of students with disabilities, have meaningful opportunities to inform school decision-making. The school continues to examine participation patterns and seek feedback from a broad range of families to ensure diverse perspectives are represented in school planning and improvement efforts. To support this work, CACS will continue leveraging the Director of Inclusion and Student Services role to strengthen communication, coordination, and partnership with families of students with IEPs, Section 504 Plans, and those participating in the Student Success Team (SST) process. The school will also continue providing translated communications in English, Spanish, and Vietnamese and refining outreach strategies to ensure multilingual families are not only informed but empowered to participate in school decision-making. In partnership with the Board of Directors and Family Association, CACS will continue to strengthen opportunities for family voice through surveys, leadership roles, Director's Coffees, Executive Director Office Hours, and community engagement events. Through these efforts, the school seeks to ensure that all families feel welcomed, valued, and empowered to contribute to decisions that support student success and strengthen the school community.|4|4|4|4|4|4|4|4|4|4|3|3|Met||2026-06-16|2026
38745340000000|San Francisco County ROP|3||||||||||||||||||||||Not Met|||2026
38769270000000|SBE - The New School of San Francisco|3|Based on the analysis of educational partner input and local data, New School San Francisco’s strengths in building relationships between school staff and families include strong family trust, consistent communication, and meaningful opportunities for engagement. Educational partner input was gathered throughout the year through family and staff climate surveys, community meetings, the Home School Collaboration (HSC), affinity groups, and the annual LCAP engagement process.  Winter 2025–26 family survey results reflect high levels of family satisfaction and connection. Among 237 responding families: • 91.6% would recommend New School San Francisco to other families (4.58 average rating) • 90.0% agreed that the school provides opportunities for their family to engage with the school community (4.50 average rating) • 89.0% reported feeling like a valued and welcomed member of the NSSF community (4.45 average rating) • 88.6% agreed they have access to timely and relevant information from the school (4.43 average rating) • 88.2% indicated that their concerns and comments are heard by educators and staff (4.41 average rating)  Staff feedback similarly reflects a positive culture that supports strong family partnerships. Staff reported a 4.43 average rating that supervisors and colleagues care about them as individuals, 4.05 for having someone who encourages their development, and 75% responded positively that there is someone at work who encourages their growth. In addition, staff continue to report strong alignment with the school’s mission and purpose (4.18 average rating).  Together, these results demonstrate that NSSF continues to foster trusting relationships, maintain open lines of communication, and create welcoming opportunities for families to engage as active partners in their children’s education.|Analysis of educational partner feedback and local data identified several areas for continued growth in building relationships between school staff and families. While survey results indicate strong overall family satisfaction and engagement, New School San Francisco recognizes opportunities to deepen partnerships and ensure all families feel fully seen, heard, and represented within the school community.  Family survey results show that families continue to value the school’s welcoming environment and communication practices; however, lower ratings were observed in areas related to the school reflecting families’ cultures and beliefs (4.27 average rating) and families feeling that their concerns and comments are consistently heard by educators and staff (4.41 average rating). These findings suggest an opportunity to further strengthen culturally responsive engagement practices and create additional avenues for meaningful family voice in school decision-making.  Educational partner feedback also highlighted the importance of continuing to build authentic relationships with families from historically underserved communities and ensuring that engagement opportunities are accessible to families with diverse linguistic, cultural, and socioeconomic backgrounds. In addition, staff feedback reinforces the need to continue developing staff capacity for relationship-centered communication and partnership-building.  As NSSF continues its commitment to transformative relationships, the school will focus on increasing opportunities for two-way communication, strengthening culturally responsive family engagement practices, and ensuring that all families experience a strong sense of belonging and partnership within the school community.|Based on the analysis of educational partner input and local data, New School San Francisco will continue to strengthen engagement with families who have historically been underrepresented in school decision-making processes, including families from historically marginalized racial and ethnic groups and multilingual families.  NSSF will build upon its commitment to anti-racism and transformative relationships by creating additional opportunities for authentic family partnership, feedback, and leadership. The school will continue to support affinity-based spaces, targeted family outreach, bilingual communication, and engagement opportunities designed to reduce barriers to participation. School leaders will also continue to gather input through family surveys, community meetings, the Home School Collaboration (HSC), and other feedback structures to ensure diverse perspectives are represented in school planning and decision-making.  In addition, NSSF will continue to strengthen staff capacity to build trusting relationships with families through culturally responsive communication practices and relationship-centered engagement strategies. Particular attention will be given to ensuring that families receive information in accessible formats and languages and have multiple opportunities to share feedback and collaborate with school staff.  Through these efforts, NSSF aims to deepen family partnerships, increase participation from underrepresented groups, and ensure that all families experience a strong sense of belonging, voice, and connection within the school community.|Based on the analysis of educational partner input and local data, New School San Francisco continues to demonstrate strong progress in building partnerships that support positive student outcomes. Family survey results indicate that families feel well-informed about their child’s learning and development, with 91.2% reporting that they understand how their child is progressing academically and 88.2% reporting that they understand their child’s social-emotional growth. Additionally, 88.6% of families agreed that the school provides timely and relevant information, reflecting strong communication systems that support meaningful family involvement in student success.  Staff survey results further reinforce this commitment to student outcomes. Staff reported strong alignment with the school’s mission and purpose (4.18 average rating), 86.7% indicated that colleagues are committed to doing quality work, and 75.0% reported that the mission of the organization helps them see the importance of their role. These results reflect a shared commitment among educators and families to support student achievement, belonging, and well-being.  To strengthen these partnerships, NSSF engages families through student-led conferences, family conferences, exhibitions of learning, regular progress updates, and ongoing opportunities for dialogue regarding student growth. Information is provided in both English and Spanish to promote accessibility, while affinity groups, the Home School Collaboration (HSC), and other family engagement structures create additional opportunities for families and staff to work together in support of student success. These efforts continue to foster collaborative partnerships that promote both academic achievement and whole-child development.|New School San Francisco has identified several opportunities to strengthen partnerships that support student outcomes. While family survey results indicate that most families feel informed about their child’s academic and social-emotional progress, educational partner feedback suggests a need to deepen two-way communication and further strengthen families’ role as active partners in student learning.  Family survey data indicate that 88.2% of families agree their concerns and comments are heard by educators and staff, reflecting a strong foundation while also highlighting an opportunity to increase responsiveness and follow-through when families seek support or information regarding their child’s progress. Additionally, although families report high levels of understanding about academic and social-emotional growth, NSSF recognizes the importance of continuing to provide accessible resources, guidance, and learning opportunities that help families support student success at home.  Staff feedback also points to opportunities to strengthen the systems that sustain strong family partnerships over time. Continued investment in staff development, inclusive communication practices, and collaborative problem-solving will support educators in building meaningful partnerships with families across diverse backgrounds and experiences.  As a result, NSSF will continue to focus on strengthening family access to information and resources, increasing opportunities for collaborative dialogue about student learning, and building staff capacity to engage families as partners in supporting academic achievement and whole-child development.|New School San Francisco will continue to strengthen partnerships with underrepresented families, particularly Black, Latino, and multilingual families, to ensure all families have equitable opportunities to support their children’s academic and social-emotional success.  NSSF will continue to expand culturally responsive and multilingual communication practices to ensure families receive clear, accessible information about student progress, learning expectations, available supports, and opportunities for involvement. The school will also provide multiple avenues for families to engage in conversations about student learning through family conferences, student-led exhibitions, affinity groups, and schoolwide engagement opportunities designed to promote collaboration between families and educators.  In partnership with affinity groups, school leaders will continue to gather feedback regarding barriers to participation and identify strategies that strengthen family access to resources and information. Staff will also continue to build their capacity to engage families through inclusive communication practices, collaborative problem-solving, and culturally responsive approaches that honor the diverse experiences of the school community.  Through these efforts, NSSF aims to increase participation among underrepresented families, strengthen family understanding of student learning and development, and ensure all families are empowered as partners in supporting positive student outcomes and whole-child success.|Based on the analysis of educational partner input and local data, New School San Francisco’s strengths in seeking input for decision-making include a strong culture of collaboration, multiple opportunities for educational partner participation, and intentional processes for incorporating feedback into school planning and improvement efforts. Educational partner input was gathered throughout the year through family and staff climate surveys, the Home School Collaboration (HSC), affinity groups, community meetings, and the annual LCAP engagement process.  Winter 2025–26 family survey results reflect strong levels of trust and engagement in school decision-making, as demonstrated by the highlights below: • 89.4% of families agreed they believe in the vision, direction, and leadership of the school • 89.0% reported feeling like a valued and welcomed member of the NSSF community • 90.0% agreed that the school provides opportunities for families to engage with the school community • 88.2% reported that their concerns and comments are heard by educators and staff  In addition, educational partners participated in the school’s annual planning and LCAP development process through surveys, community meetings, affinity groups, and leadership-led engagement opportunities. Feedback gathered from families, staff, and community members was reviewed and analyzed to help identify priorities, inform resource allocation, and guide continuous improvement efforts.  Together, these practices demonstrate NSSF’s commitment to transparency, shared leadership, and meaningful educational partner engagement in shaping school decisions and future priorities.|While New School San Francisco has established strong systems for gathering educational partner input, survey data and community feedback indicate opportunities to broaden participation and ensure a wider range of perspectives are represented in school decision-making processes. In particular, the school recognizes the importance of increasing engagement from families who have historically participated less frequently in surveys, advisory groups, and planning activities.  Educational partner feedback also highlighted the value of continuing to strengthen communication regarding how family, staff, and community input influences school decisions and priorities. As a result, NSSF will continue to refine outreach strategies, expand opportunities for participation, and strengthen feedback loops that help educational partners understand how their voices contribute to continuous improvement efforts.  These focus areas will support NSSF’s ongoing commitment to inclusive engagement, transparency, and shared responsibility for school improvement.|New School San Francisco is committed to strengthening engagement with underrepresented families, particularly Black, Latino, and multilingual families, in decision-making processes that impact students and the broader school community. While the school has established multiple avenues for educational partner input, survey data and community feedback indicate an opportunity to further increase participation from families whose perspectives have historically been less represented in school planning and advisory structures.  To address this need, NSSF will continue to expand outreach efforts through affinity groups, bilingual communication, targeted family engagement opportunities, and relationship-centered outreach by school leaders and staff. The school will also continue to provide multiple opportunities for families to share feedback through surveys, community meetings, the Home School Collaboration (HSC), and the annual LCAP development process.  In addition, NSSF will strengthen feedback loops by communicating how educational partner input influences school priorities, programs, and resource allocation. Through these efforts, the school aims to increase participation from underrepresented families, elevate diverse perspectives in decision-making, and ensure that school improvement efforts reflect the needs and experiences of the entire school community.|4|4|4|4|3|3|4|4|4|3|3|4|Met||2026-06-30|2026
38769270132183|The New School of San Francisco|3|Based on the analysis of educational partner input and local data, New School San Francisco’s strengths in building relationships between school staff and families include strong family trust, consistent communication, and meaningful opportunities for engagement. Educational partner input was gathered throughout the year through family and staff climate surveys, community meetings, the Home School Collaboration (HSC), affinity groups, and the annual LCAP engagement process.  Winter 2025–26 family survey results reflect high levels of family satisfaction and connection. Among 237 responding families: • 91.6% would recommend New School San Francisco to other families (4.58 average rating) • 90.0% agreed that the school provides opportunities for their family to engage with the school community (4.50 average rating) • 89.0% reported feeling like a valued and welcomed member of the NSSF community (4.45 average rating) • 88.6% agreed they have access to timely and relevant information from the school (4.43 average rating) • 88.2% indicated that their concerns and comments are heard by educators and staff (4.41 average rating)  Staff feedback similarly reflects a positive culture that supports strong family partnerships. Staff reported a 4.43 average rating that supervisors and colleagues care about them as individuals, 4.05 for having someone who encourages their development, and 75% responded positively that there is someone at work who encourages their growth. In addition, staff continue to report strong alignment with the school’s mission and purpose (4.18 average rating).  Together, these results demonstrate that NSSF continues to foster trusting relationships, maintain open lines of communication, and create welcoming opportunities for families to engage as active partners in their children’s education.|Analysis of educational partner feedback and local data identified several areas for continued growth in building relationships between school staff and families. While survey results indicate strong overall family satisfaction and engagement, New School San Francisco recognizes opportunities to deepen partnerships and ensure all families feel fully seen, heard, and represented within the school community.  Family survey results show that families continue to value the school’s welcoming environment and communication practices; however, lower ratings were observed in areas related to the school reflecting families’ cultures and beliefs (4.27 average rating) and families feeling that their concerns and comments are consistently heard by educators and staff (4.41 average rating). These findings suggest an opportunity to further strengthen culturally responsive engagement practices and create additional avenues for meaningful family voice in school decision-making.  Educational partner feedback also highlighted the importance of continuing to build authentic relationships with families from historically underserved communities and ensuring that engagement opportunities are accessible to families with diverse linguistic, cultural, and socioeconomic backgrounds. In addition, staff feedback reinforces the need to continue developing staff capacity for relationship-centered communication and partnership-building.  As NSSF continues its commitment to transformative relationships, the school will focus on increasing opportunities for two-way communication, strengthening culturally responsive family engagement practices, and ensuring that all families experience a strong sense of belonging and partnership within the school community.|Based on the analysis of educational partner input and local data, New School San Francisco will continue to strengthen engagement with families who have historically been underrepresented in school decision-making processes, including families from historically marginalized racial and ethnic groups and multilingual families.  NSSF will build upon its commitment to anti-racism and transformative relationships by creating additional opportunities for authentic family partnership, feedback, and leadership. The school will continue to support affinity-based spaces, targeted family outreach, bilingual communication, and engagement opportunities designed to reduce barriers to participation. School leaders will also continue to gather input through family surveys, community meetings, the Home School Collaboration (HSC), and other feedback structures to ensure diverse perspectives are represented in school planning and decision-making.  In addition, NSSF will continue to strengthen staff capacity to build trusting relationships with families through culturally responsive communication practices and relationship-centered engagement strategies. Particular attention will be given to ensuring that families receive information in accessible formats and languages and have multiple opportunities to share feedback and collaborate with school staff.  Through these efforts, NSSF aims to deepen family partnerships, increase participation from underrepresented groups, and ensure that all families experience a strong sense of belonging, voice, and connection within the school community.|Based on the analysis of educational partner input and local data, New School San Francisco continues to demonstrate strong progress in building partnerships that support positive student outcomes. Family survey results indicate that families feel well-informed about their child’s learning and development, with 91.2% reporting that they understand how their child is progressing academically and 88.2% reporting that they understand their child’s social-emotional growth. Additionally, 88.6% of families agreed that the school provides timely and relevant information, reflecting strong communication systems that support meaningful family involvement in student success.  Staff survey results further reinforce this commitment to student outcomes. Staff reported strong alignment with the school’s mission and purpose (4.18 average rating), 86.7% indicated that colleagues are committed to doing quality work, and 75.0% reported that the mission of the organization helps them see the importance of their role. These results reflect a shared commitment among educators and families to support student achievement, belonging, and well-being.  To strengthen these partnerships, NSSF engages families through student-led conferences, family conferences, exhibitions of learning, regular progress updates, and ongoing opportunities for dialogue regarding student growth. Information is provided in both English and Spanish to promote accessibility, while affinity groups, the Home School Collaboration (HSC), and other family engagement structures create additional opportunities for families and staff to work together in support of student success. These efforts continue to foster collaborative partnerships that promote both academic achievement and whole-child development.|New School San Francisco has identified several opportunities to strengthen partnerships that support student outcomes. While family survey results indicate that most families feel informed about their child’s academic and social-emotional progress, educational partner feedback suggests a need to deepen two-way communication and further strengthen families’ role as active partners in student learning.  Family survey data indicate that 88.2% of families agree their concerns and comments are heard by educators and staff, reflecting a strong foundation while also highlighting an opportunity to increase responsiveness and follow-through when families seek support or information regarding their child’s progress. Additionally, although families report high levels of understanding about academic and social-emotional growth, NSSF recognizes the importance of continuing to provide accessible resources, guidance, and learning opportunities that help families support student success at home.  Staff feedback also points to opportunities to strengthen the systems that sustain strong family partnerships over time. Continued investment in staff development, inclusive communication practices, and collaborative problem-solving will support educators in building meaningful partnerships with families across diverse backgrounds and experiences.  As a result, NSSF will continue to focus on strengthening family access to information and resources, increasing opportunities for collaborative dialogue about student learning, and building staff capacity to engage families as partners in supporting academic achievement and whole-child development.|New School San Francisco will continue to strengthen partnerships with underrepresented families, particularly Black, Latino, and multilingual families, to ensure all families have equitable opportunities to support their children’s academic and social-emotional success.  NSSF will continue to expand culturally responsive and multilingual communication practices to ensure families receive clear, accessible information about student progress, learning expectations, available supports, and opportunities for involvement. The school will also provide multiple avenues for families to engage in conversations about student learning through family conferences, student-led exhibitions, affinity groups, and schoolwide engagement opportunities designed to promote collaboration between families and educators.  In partnership with affinity groups, school leaders will continue to gather feedback regarding barriers to participation and identify strategies that strengthen family access to resources and information. Staff will also continue to build their capacity to engage families through inclusive communication practices, collaborative problem-solving, and culturally responsive approaches that honor the diverse experiences of the school community.  Through these efforts, NSSF aims to increase participation among underrepresented families, strengthen family understanding of student learning and development, and ensure all families are empowered as partners in supporting positive student outcomes and whole-child success.|Based on the analysis of educational partner input and local data, New School San Francisco’s strengths in seeking input for decision-making include a strong culture of collaboration, multiple opportunities for educational partner participation, and intentional processes for incorporating feedback into school planning and improvement efforts. Educational partner input was gathered throughout the year through family and staff climate surveys, the Home School Collaboration (HSC), affinity groups, community meetings, and the annual LCAP engagement process.  Winter 2025–26 family survey results reflect strong levels of trust and engagement in school decision-making, as demonstrated by the highlights below: • 89.4% of families agreed they believe in the vision, direction, and leadership of the school • 89.0% reported feeling like a valued and welcomed member of the NSSF community • 90.0% agreed that the school provides opportunities for families to engage with the school community • 88.2% reported that their concerns and comments are heard by educators and staff  In addition, educational partners participated in the school’s annual planning and LCAP development process through surveys, community meetings, affinity groups, and leadership-led engagement opportunities. Feedback gathered from families, staff, and community members was reviewed and analyzed to help identify priorities, inform resource allocation, and guide continuous improvement efforts.  Together, these practices demonstrate NSSF’s commitment to transparency, shared leadership, and meaningful educational partner engagement in shaping school decisions and future priorities.|While New School San Francisco has established strong systems for gathering educational partner input, survey data and community feedback indicate opportunities to broaden participation and ensure a wider range of perspectives are represented in school decision-making processes. In particular, the school recognizes the importance of increasing engagement from families who have historically participated less frequently in surveys, advisory groups, and planning activities.  Educational partner feedback also highlighted the value of continuing to strengthen communication regarding how family, staff, and community input influences school decisions and priorities. As a result, NSSF will continue to refine outreach strategies, expand opportunities for participation, and strengthen feedback loops that help educational partners understand how their voices contribute to continuous improvement efforts.  These focus areas will support NSSF’s ongoing commitment to inclusive engagement, transparency, and shared responsibility for school improvement.|New School San Francisco is committed to strengthening engagement with underrepresented families, particularly Black, Latino, and multilingual families, in decision-making processes that impact students and the broader school community. While the school has established multiple avenues for educational partner input, survey data and community feedback indicate an opportunity to further increase participation from families whose perspectives have historically been less represented in school planning and advisory structures.  To address this need, NSSF will continue to expand outreach efforts through affinity groups, bilingual communication, targeted family engagement opportunities, and relationship-centered outreach by school leaders and staff. The school will also continue to provide multiple opportunities for families to share feedback through surveys, community meetings, the Home School Collaboration (HSC), and the annual LCAP development process.  In addition, NSSF will strengthen feedback loops by communicating how educational partner input influences school priorities, programs, and resource allocation. Through these efforts, the school aims to increase participation from underrepresented families, elevate diverse perspectives in decision-making, and ensure that school improvement efforts reflect the needs and experiences of the entire school community.|4|4|4|4|3|3|4|4|4|3|3|4|Met||2026-06-30|2026
38771310000000|SBE - KIPP Bayview Elementary|3||||||||||||||||||||||Not Met|||2026
38771310137307|KIPP Bayview Elementary|3|KIPP believes that meaningful family engagement builds parent efficacy, recognizes families as true assets, and leverages the community's strengths, experiences, and knowledge to strengthen the school. We are committed to partnerships that create lasting capacity for families — not just during their time with us, but beyond. Families are reached through multiple communication channels including newsletters, emails, phone calls, and text messages. Staff share their email addresses and cell phone numbers directly with families to ensure accessible support for homework and other concerns. Progress reports and report cards are distributed throughout the year to keep families informed of their student's academic progress, and families are encouraged to schedule conferences with teachers at any point. Any student at risk of retention is required to meet with teachers and administrators to identify additional supports. Each year, the school begins building family relationships during new student orientation — before the school year begins — so that students and families feel connected and welcomed from day one.  The KIPP Family Council (KFC) serves as the school's primary family governance structure, providing families with a meaningful voice in school decision-making. Families drive the KFC, meeting monthly to review school data, plan community events, and advocate for the school's continued growth. The school leader meets regularly with the KFC to ensure alignment between school priorities and community needs. The Multilingual Learner Committee (MLC) provides an additional structured channel for multilingual families to engage, offering input on language development programming and supports for English learner students.  KIPP invests in staff capacity to engage families as equal partners. Front office and operational staff receive professional development on creating a warm and welcoming environment for all visitors. All school staff are expected to demonstrate strong, consistent connections with students and their families as a core professional expectation.  This year, the school hosted 10+ virtual and in-person family events open to all families. In the annual family survey, 72% of families reported satisfaction with opportunities to get involved on campus. The school will continue to use surveys, conferences, the KFC and MLC structures, and regular communication to deepen family engagement and build on this foundation.|KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  The school hosted over 10 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 72% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress.  Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in the KIPP Family Council.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Council meetings.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Council and Multilingual Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings, and other school-sponsored events are always created considering the unique needs of the community.  The school hosted 10+ virtual and in-person events where all families were invited. In an annual family survey, 72% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will apply culturally responsive practices to existing school communications and will continue to use surveys, conferences, regular phone communication, and other forms of contact to engage all families.  The KIPP Family Council (KFC) and Multilingual Learner Committee (MLC) provide structured opportunities for underrepresented families — including multilingual learner families — to engage directly in school decision-making and provide input on school priorities.  Because language plays a crucial role in families' lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students' home languages, and when translation is needed, a school-provided translator will be available.  Additionally, KIPP will provide different types of opportunities for families to participate, including events scheduled in the morning and evening to accommodate varying family schedules and childcare needs.|Parent involvement in decision making at KIPP is demonstrated in multiple ways.  The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, KFC meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early KIPP Family Council meeting.  The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, KFCs, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP supports family engagement and decision making through the KIPP Family Council and Multilingual Council which meet regularly throughout the school year. The KIPP Family Council (KFC) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings, and other school-sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the KIPP Family Council (KFC) and Multilingual Learner Committee (MLC). Both bodies provide structured opportunities for underrepresented families to review school data, respond to LCAP priorities, and make recommendations to school leadership.  Feedback gathered through these structures, as well as through the annual family survey and LCAP survey, is reviewed by school leadership and used to inform goal-setting, resource allocation, and program decisions. KIPP is committed to closing the feedback loop by sharing with families how their input has shaped school priorities and LCAP actions.  Additionally, KIPP will provide varied opportunities for families to participate, including events scheduled in the morning and evening to accommodate different family schedules and childcare needs.|4|4|4|4|4|4|4|1|1|2|4|4|Met||2026-06-04|2026
39103970000000|San Joaquin County Office of Education|3|"Based on the California Healthy Kids Survey (CHKS), 56% of students reported “Pretty much true” or “Very much true"" when asked whether there is a promotion of parental involvement in school, which was a 2% decrease from the 2024-25 school year. 47% of English learner students reported “Pretty much true” or “Very much true"" when asked whether there is a promotion of parental involvement in school, which is a 12% less compared to all students responding to this question. Based on the California School Staff Survey (CSSS), 44% of staff responded that they agree that there is a promotion of parental involvement, which is an 1% increase from the CSSS in 2023-24. This indicates a difference in perspective from students compared to staff on the promotion of parent involvement.  Staff believes in the importance of building positive relationships between students, staff, and families. Staff utilizes restorative practices and trauma-informed care strategies to create inclusive environments focused on strong relationships with families and students. Staff consistently use home visits to connect with families and build relationships. The one.Program uses Language Link, which helps bridge language barriers with families through on demand interpretation services in multiple languages. Sites also have a site celebration week at the beginning of each month highlighting students of the month, perfect attendance, academic achievement and contribution to positive site culture. The family engagement team assists school sites with providing resources and support for families. The family engagement team also provides parenting classes to help create opportunities for parents and families to learn strategies and techniques to build positive relationships with their children. Family conferences are held quarterly for teachers to meet with parents to discuss their student's progress in school to allow students the opportunity to improve during the current quarter if needed."|The one.Program will improve its implementation of family engagement activities and means of communication to strengthen the school community, including frequent newsletters to inform families of school-related events, updates, and deadlines. The one.Program will improve its communication with parents/guardians about their child's  academic and attendance progress.|The one.Program will continue to use home visits as a way to connect with underrepresented families. Staff will continue to be trained on how to utilize Language Link as a resource to communicate with parents/guardians who do not speak English. The one.Program will increase education on the importance of English learner reclassification and the importance of local assessment participation.|The one.Program provides quarterly parent conferences to ensure there is an opportunity for parents/guardians to engage with teachers in understanding student academic progress. The Family engagement team consistently provides resources for families. School site staff are responsive in providing supports to families when needed. Based on the LCAP feedback survey, 91.3% of parents stated that site teams respond in a timely manner if they have concerns about their child and 78.3% of parents receive information on services to meet the needs of their families.|The one.Program will continue to focus on improving site-based events and program-wide opportunities that engage families as educational partners in their child's learning. The one.Program will enhance its ability to communicate attendance and academic progress to families using online platforms that can be accessible to parents/guardians.|The one.Program will provide tiered support and outreach to underrepresented families to ensure they have the resources needed to support their child's learning. This includes ensuring families have hotspots so students can access their online curriculum, providing outreach to families from the Family Engagement team, outreach specialist, clinicians, and counselors to ensure families have the resources to support their child's learning at home. Family engagement specialist will continue to conduct positive home visits, to share with parents/guardians when their child has demonstrated academic growth or behavior improvement. The Family Engagement team has also established a partnership with a local food bank to provide a food pantry for families.|The one.Program administers LCAP surveys to solicit feedback from students and parents/guardians on how services and supports can be improved. The one.Program uses the weekly enrollment process to make a connection with each family and the Family Engagement Team provides a brief in-person survey and interview to obtain feedback on how students and their families can better be supported.|The one.Program will coordinate and support the School Site Council (SSC), English Learner Advisory Committee (ELAC), Parent Advisory Council (PAC), and Student Advisory Council (SAC) in ensuring they carry out their roles and responsibilities to make informed decisions and provide feedback to improve school systems and practices. The family engagement team will continue to communicate with advisory council members, ensure interpretation services are provided at meetings, and that parents/guardians have an opportunity to review data, Parent Compact and board-related policies, SPSA, and LCAP.|Staff at enrollments will ensure that each underrepresented family connects with each booth at enrollment, including the mental health clinicians, the foster youth and homeless services staff, 654 Team, and the health services staff. This direct and immediate connection will provide underrepresented families with a positive interaction with staff, and an invitation to participate in advisory councils to participate in the decision-making process.|4|5|4|4|4|3|3|4|4|4|5|4|Met||2026-06-18|2026
39103970120717|one.Charter|3|one.Charter demonstrates strong performance in building positive, respectful, and trusting relationships with families and the broader school community. This success is supported by the implementation of Restorative Practices and PBIS, with 93% of staff reporting these approaches are used effectively to resolve conflicts (CSSS).  The school fosters a welcoming environment for families and staff. 85% of staff agree that parents feel welcome to participate in school activities (CSSS), while 74% of parents report feeling welcomed at school (CSPS). Internally, 97% of staff report feeling welcomed at their school site (LCAP Staff Survey).  Indicators of respect and trust are also strong. 86% of parents report that staff treat them with respect (CSPS), and 94% of staff report feeling respected by colleagues and the school community (LCAP Staff Survey). Additionally, 95% of staff report taking parent concerns seriously (CSSS), and 97% indicate they have trusting relationships at their work site (LCAP Staff Survey).  Communication between the school and families is viewed positively. 90% of parents agree that the school responds promptly to phone calls, emails, and messages, while 83% report being well informed about school activities (CSPS). Among staff, 89% express satisfaction with communication between the school, students, and families (LCAP Staff Survey).  Family engagement remains an area of strength and continued growth. 60% of parents report that the school encourages them to be active partners in their child's education, and 59% agree that the school seeks parent input before making important decisions (CSPS). Supporting this work, 86% of staff report receiving information and resources that help build positive relationships among students, families, staff, and the community (LCAP Staff Survey).  Overall, these results demonstrate that one.Charter has established a strong foundation of welcoming, respect, communication, and partnership, ensuring families are valued and engaged as essential partners in the educational process.|Based on educational partner input and local data, one.Charter has identified two key areas for improvement in strengthening relationships between school staff, students, and families.  Mental Health and Social-Emotional Support  Expanding access to mental health and social-emotional supports remains a primary focus. California Healthy Kids Survey (CHKS) data indicates that 24% of students reported chronic sadness or hopelessness during the past year, 9% seriously considered suicide, 28% expressed some dissatisfaction with themselves, and 14% reported social-emotional distress. In addition, 52% of staff identified student depression as a moderate or severe concern (CSSS). Staff consistently report that addressing students' social-emotional needs is often a prerequisite for successful academic engagement. Strengthening counseling services, trauma-informed practices, and mental health supports will help create the conditions necessary for students to develop positive relationships with peers, staff, and families.  Family Communication and Awareness of Resources  While communication is a recognized strength, survey results indicate opportunities to deepen family engagement and awareness. Only 41% of parents strongly agree that the school seeks their input before making important decisions (CSPS). Additionally, parent perceptions of school safety (48%) are significantly lower than student perceptions (87%), suggesting a need for increased communication and transparency regarding school programs, supports, and campus climate. Staff also identified the need for stronger outreach to ensure that all families, particularly those of unduplicated students, are aware of available mental health, academic, and community resources (LCAP Staff Survey).  These focus areas reflect one.Charter's commitment to removing barriers to engagement, strengthening partnerships with families, and fostering the trusting relationships that support student well-being and academic success.|Based on educational partner input and local data, one.Charter will continue to strengthen engagement with underrepresented families by expanding culturally responsive outreach, increasing family voice in decision-making, and improving awareness of available supports and resources.  Because more than 87% of one.Charter students are socioeconomically disadvantaged and Hispanic or Latino/a students represent the majority of enrollment, engaging historically underrepresented families is a central component of the LEA's family engagement efforts. Staff and administrators will participate in ongoing professional learning focused on culturally responsive relationship-building and effective family engagement strategies. These efforts are designed to strengthen trust, increase participation, and ensure all families feel valued as partners in their child's education.  Survey data indicate an opportunity to increase meaningful family participation in school decision-making. While 90% of parents agree or strongly agree that the school responds promptly to communication, only 41% strongly agree that the school actively seeks parent input before making important decisions (CSPS). In response, one.Charter will implement more intentional outreach strategies to gather feedback from families whose voices have historically been underrepresented and increase opportunities for participation in school planning and improvement efforts.  The LEA will also continue to strengthen multilingual communication and expand awareness of mental health services, academic supports, and community resources. Special attention will be given to ensuring that families of English Learners, students with disabilities, foster youth, homeless youth, and other underserved student groups have equitable access to information, support systems, and opportunities for engagement.  Through these efforts, one.Charter aims to build stronger relationships with underrepresented families, increase family participation and voice, and ensure all families feel welcomed, respected, and connected to the school community.|Based on educational partner input and local data, one.Charter demonstrates meaningful progress in building partnerships that support positive student outcomes. The LEA maintains strong communication and collaboration between families and educators, with 64% of students and parents reporting participation in at least one family-teacher conference during the 2025–2026 school year (LCAP Student/Parent Survey).  Families are actively supported in extending learning beyond the classroom, as 83% of parents report receiving information about how they can help improve their student's learning at home (LCAP Parent Survey). Additionally, families report strong awareness of available supports, including mental health services, career development opportunities, family engagement programs, and truancy intervention resources.  one.Charter has also invested in building staff capacity to strengthen family partnerships. 86% of staff report receiving information to help establish positive relationships among schools, students, families, and the community (LCAP Staff Survey), while 94% report a personal responsibility to improve the school (CSSS), reflecting a culture of shared accountability and continuous improvement.  High expectations further support these partnerships, with 75% of students—and 80% of Hispanic or Latino/a students—reporting that adults at school hold high expectations for their success (CHKS). Together, these indicators demonstrate one.Charter's commitment to fostering collaborative partnerships that support both the academic and social-emotional success of all students.|Based on the analysis of educational partner input and local data, one.Charter has identified the following focus areas for improvement in Building Partnerships for Student Outcomes.   Formalizing Educational Partner Meetings:   A primary area of focus is the continued development of formal, structured educational partner meetings with parents and students. This need was specifically identified in the most recent WASC review and is supported by survey data. While 64% of parents and students attended at least one family/teacher conference this year (LCAP Student/Parent Survey), there remains an opportunity to increase that participation rate and ensure these touch points are more consistently structured and purposeful across all sites. Only 41% of parents strongly agree the school actively seeks their input before making important decisions (CSPS), indicating that more formalized engagement processes are needed to move families from passive recipients of information to active partners in decision-making.  Expanding Student and Family Advocacy:   Survey data indicates that while families are generally aware of available services, there is room to deepen their understanding of their legal rights and how to advocate for their students. one.Charter will focus on providing families — particularly those of unduplicated students, English Learners, and students with disabilities — with clearer guidance on navigating the educational system and exercising their rights as educational partners (CSPS; LCAP Parent Survey).   Strengthening Consistency Across Sites:   Given one.Charter's multi-site structure, ensuring consistent partnership practices across all locations remains an ongoing area of focus. The geographic separation between sites can create variability in how families experience engagement opportunities. one.Charter will work to standardize family partnership protocols and meeting structures to ensure equitable access to partnership opportunities regardless of site location.|Based on the analysis of educational partner input and local data, one.Charter has taken deliberate and measurable steps to improve engagement of underrepresented families in building partnerships for student outcomes.   Outreach Team Expansion:   In direct response to feedback from students and staff identifying barriers to family engagement, one.Charter made the strategic decision to build a dedicated Outreach Team to support home visits and direct outreach to underrepresented families. A primary focus of the Outreach Team is ensuring students are attending school and re-engaging those who have become chronically absent or disengaged. By making direct contact with families, particularly those of underrepresented students, the team works to remove barriers to attendance and reconnect students to their education. This team has now expanded to 11 staff members supporting students and families across the county. Anecdotal feedback from staff and families suggests this initiative has positively impacted family connection, student attendance, and re-engagement, and the continued expansion of the team reflects the LEA's confidence in this approach.  Targeting Underrepresented Populations:   one.Charter serves a student population where over 87% identify as socioeconomically disadvantaged, with Hispanic or Latino/a students representing the majority of enrollment. The data indicates that while communication is generally strong, only 41% of parents strongly agree the school actively seeks their input before making important decisions (CSPS). The Outreach Team model directly addresses this gap by making direct contact with families, removing barriers related to transportation, work schedules, and language, and working proactively to re-engage students who have become chronically absent or disconnected from school.   Connecting Families to Resources and Rights:   Outreach staff are also instrumental in ensuring underrepresented families, including those of English Learners, students with disabilities, foster youth, and homeless students, are informed of their legal rights and aware of available supports such as mental health services, community resources, and academic intervention programs. By maintaining consistent, trust-based relationships with families, the Outreach Team serves as a critical bridge between home and school, ensuring that all families feel empowered as active partners in their child's education regardless of background or circumstance.|Based on the analysis of educational partner input and local data, one.Charter has implemented several intentional strategies to improve engagement of underrepresented families in seeking input for decision-making.   Outreach Team as a Conduit for Family Voice:   one.Charter's dedicated Outreach Team, which has grown to 11 staff members supporting students and families across the county, plays a critical role in elevating the voices of underrepresented families in school decision-making. By maintaining direct, trust-based relationships with families, particularly those who are socioeconomically disadvantaged, English Learners, or chronically disengaged, Outreach staff are uniquely positioned to gather authentic family input and bring it back to school leadership. This ensures that the perspectives of families who may not otherwise participate in formal engagement opportunities are represented in the LEA's planning and decision-making processes.   Board Meetings at School Sites:   In a meaningful step toward reducing barriers to participation in formal decision-making, the Charter Board made the deliberate decision to hold two board meetings at local school sites during the 2024–2025 school year. This initiative was designed to make governance-level meetings more accessible to parents and educational partners who may face transportation, scheduling, or comfort barriers to attending meetings at a central location. By bringing decision-making forums directly into the school community, one.Charter signals a genuine commitment to inclusive governance and family voice.  Continued Focus on Input and Transparency:   CSPS data indicates that only 41% of parents currently strongly agree the school actively seeks their input before making important decisions (CSPS). one.Charter recognizes this as a significant area for growth and will continue to expand formal and informal input opportunities, including site-level meetings, surveys, and committee participation, to ensure all families, especially those of unduplicated and underrepresented students, have a meaningful seat at the table.|"Based on the analysis of educational partner input and local data, one.Charter has identified the following focus areas for improvement in Seeking Input for Decision-Making.   Increasing Meaningful Family Participation:   While one.Charter offers multiple opportunities for families to engage in input processes, including LCAP meetings, surveys, and committee participation, meaningful participation from underrepresented families has remained limited. The data reflects this gap, with only 41% of parents strongly agreeing the school actively seeks their input before making important decisions (CSPS). Staff hold a fundamental belief that working with students and families is critical to student success, and the LEA recognizes that creating the conditions for authentic participation requires more than simply offering opportunities, it requires actively removing the barriers that prevent families from engaging.   Addressing Barriers to Participation:   Identified barriers include transportation challenges, conflicting work and family schedules, and in some cases a limited trust or ""faith"" in the system among families who have historically felt disconnected from educational decision-making. one.Charter will continue to leverage its Outreach Team of 11 staff members to directly engage these families, gather their input, and bring their perspectives into school planning processes. Additionally, the LEA will continue exploring flexible engagement formats such as site-based meetings, virtual options, and informal input opportunities to reduce logistical barriers.  Co-Designing Family Engagement Activities:   A specific area of focus for improvement is shifting from informing families to genuinely co-designing engagement activities with them. one.Charter will prioritize creating structured opportunities for families, particularly those of unduplicated and underrepresented students, to actively participate in shaping the programs, services, and supports that affect their children. This includes expanding the role of the Parent Advisory Committee (PAC) and English Learner Advisory Committee (ELAC) as authentic vehicles for family voice in decision-making."|Based on the analysis of educational partner input and local data, one.Charter will continue to strengthen and expand its strategies to improve engagement of underrepresented families in decision-making, building on initiatives already underway.   Outreach Team as a Voice for Underrepresented Families:   one.Charter's dedicated Outreach Team, which has grown to 11 staff members supporting students and families across the county, plays a critical role in ensuring underrepresented families have a meaningful voice in school decision-making. Rather than waiting for families to come to the school, Outreach staff proactively make direct contact with families, gathering their perspectives, concerns, and input and bringing that feedback to school leadership. This is particularly important for families of socioeconomically disadvantaged students, English Learners, foster youth, and chronically absent students, who may face significant barriers to participating in traditional input processes. Anecdotal feedback from staff and families suggests this direct engagement approach has positively impacted family connection and re-engagement, and the team continues to grow to meet community needs.   Board Meetings at School Sites:   In a deliberate effort to make governance-level decision-making more accessible, the Charter Board held two board meetings at local school sites during the 2024–2025 school year. This initiative directly reduces barriers, including transportation, scheduling, and comfort with formal settings, that have historically prevented underrepresented families from participating in district-level decision-making. By bringing these meetings into the community, one.Charter demonstrates a commitment to inclusive governance where all families, regardless of background, have an opportunity to observe, participate, and provide input.  Looking Ahead:   one.Charter will continue to expand accessible input opportunities, including exploring additional site-based meetings, virtual participation options, and strengthening PAC and ELAC as formal vehicles for underrepresented family voice in school and district decision-making processes.|4|4|4|3|4|4|3|3|3|3|3|3|Met||2026-06-17|2026
39103970124958|TEAM Charter|3|Based on parent surveys, participation data, meeting attendance records, and feedback gathered through PAC, DELAC, Coffee with the Principal, Parent Café, and other family engagement activities, TEAM's current strength is its strong commitment to building positive relationships between school staff and families. Families consistently report that school staff are approachable, responsive, and supportive of student needs.  TEAM has made progress in increasing family engagement by expanding communication through ParentSquare, social media, newsletters, parent-teacher conferences, and community events. Participation in family engagement opportunities such as Multicultural Night, Hispanic Heritage Club, African American Engagement Club, Parent Café, and Coffee with the Principal has increased opportunities for families to connect with school staff, communicate with teachers, and provide input on school programs and services.  Additional strengths include the support provided by office staff, counselors, clinicians, parent outreach specialists, and the homeless liaison, who work closely with families to address barriers to student success. Targeted outreach to English learners, foster youth, homeless youth, students with disabilities, and low-income families has helped strengthen relationships and improve access to school resources and services.  Educational partner feedback and local data indicate that families value the school's welcoming environment, open communication, and responsiveness to concerns. TEAM has made progress in increasing opportunities for parent involvement in decision-making and strengthening partnerships that support student academic achievement and well-being. TEAM will continue to expand family engagement opportunities, gather stakeholder feedback, and use that feedback to inform decision-making and continuous improvement efforts.|Based on the analysis of educational partner input and local data, TEAM's focus areas for improvement in building relationships between school staff and families include enhancing the consistency and effectiveness of communication with all families, strengthening communication between parents and teachers, increasing participation among underrepresented family groups, and expanding access to family engagement opportunities. While TEAM offers a variety of engagement activities, including Coffee with the Principal, PAC, DELAC, Parent Café, and community events, participation data indicates opportunities to further increase involvement among families facing barriers related to work schedules, transportation, language, and technology access.  TEAM will continue to strengthen outreach efforts through multiple communication platforms, translation services, flexible meeting options, and targeted support for families experiencing socio-economic challenges. Additionally, TEAM will focus on ongoing staff development in cultural responsiveness, family engagement practices, and effective communication strategies to better serve the diverse needs of the school community.  Another focus area is improving the systematic collection, analysis, and use of family feedback to inform decision-making, school improvement planning, and the Local Control and Accountability Plan (LCAP) process. These efforts will help ensure that all families feel welcomed, informed, valued, and empowered as active partners in supporting student academic achievement and well-being.|Based on the analysis of educational partner input and local data, TEAM will improve engagement of underrepresented families by implementing targeted outreach initiatives, including personalized communication, phone calls, and home visits when appropriate, to build trust and strengthen relationships. The LEA will continue to provide translation and interpretation services to ensure that non-English-speaking families can fully participate in school activities, meetings, and communications. Additionally, TEAM will offer flexible meeting times and virtual engagement options to accommodate varying schedules and increase accessibility for families.  TEAM will continue collaborating with parents through established advisory groups and engagement opportunities, including DELAC, PAC, Coffee with the Principal, Parent Café, and other family engagement activities that encourage participation from underrepresented groups and ensure their voices are included in decision-making processes. The LEA will also continue partnering with community organizations to provide resources and support tailored to the unique needs of families, fostering a more inclusive and supportive school environment.  TEAM utilizes the Measurable Results Assessment (MRA), along with parent surveys and stakeholder feedback, to gather input from families regarding school culture, leadership, and academic programs. This feedback is used to identify barriers to participation, guide outreach efforts, and inform continuous improvement. Through these efforts, TEAM seeks to ensure that all families feel welcomed, informed, valued, and empowered as active partners in their child's education.|TEAM Charter School has made meaningful progress in building strong partnerships with families and the broader community to support student outcomes. Based on educational partner feedback and local data, one of our key strengths is consistent, two-way communication through platforms such as ParentSquare, Facebook, email, phone calls, monthly newsletter, parent conference, and regular teacher-family updates. These tools help families stay informed about academic progress, behavior, and upcoming school events, fostering trust and transparency.  We have increased opportunities for families to engage directly in student learning through academic family nights, parent workshops, and student-led conferences. These events have empowered families to support learning at home and helped students take ownership of their academic goals. Additionally, families participate in school decision-making through the Parent Advisory Council, District  English Learner Advisory Committee, and LCAP forums—venues that have led to meaningful input on programs, resources, and priorities.  Our school has also established partnerships with local organizations to expand wraparound supports for students, including mental health services, and afterschool enrichment. A notable area of progress is our collaboration with the San Joaquin County Office of Education (SJCOE) and Navigator Schools, which has provided ongoing professional development and coaching to support our continuous improvement efforts. Through this partnership, school leaders and staff have participated in professional learning communities and data reflection cycles that align instruction with student needs and improve family engagement strategies.  Together, these efforts reflect our commitment to creating a collaborative learning environment where families, educators, and community partners work together to support every student’s success.|TEAM Charter Schools has made significant progress in building strong, collaborative partnerships with families and community stakeholders to support student outcomes. Our current strengths include consistent two-way communication through tools like ParentSquare, student-led conferences, and regular academic nights that help families stay engaged in student learning. We provide meaningful opportunities for shared decision-making through School Site Council, the English Learner Advisory Committee, and LCAP engagement sessions. TEAM has also established partnerships with local service providers to increase access to mental health support, college and career readiness resources, and academic enrichment programs. Notably, our collaboration with the San Joaquin County Office of Education (SJCOE) has provided valuable professional development, coaching, and support for our continuous improvement work.  Based on educational partner input and local data, TEAM recognizes the need to broaden and deepen its network of partnerships. One key area of growth is our work with other local charter schools to maximize opportunities for resource-sharing and professional collaboration. We are also focused on enhancing our afterschool and enrichment programs. For example, we currently partner with the Stockton Kings to provide students with opportunities to attend games, and we are exploring ways to expand this relationship—such as creating reading challenges that could earn students a visit from the team mascot. We also plan to pursue a new partnership with the Stockton Ports to launch a reading incentive program, and we are working to secure rewards from local restaurants to encourage strong attendance.  In addition, TEAM aims to strengthen its partnerships with mental health agencies to better meet the social-emotional needs of students and families. To support and sustain these expanded efforts, the LEA is actively seeking grant funding and sponsorships. Moving forward, we are committed to ensuring that all partnerships are aligned to our mission and goals, with clearly defined expectations, shared objectives, and strong communication to maximize their impact on student outcomes.|Based on the analysis of educational partner input and local data, TEAM will improve the engagement of underrepresented families in building partnerships for student outcomes by implementing targeted outreach initiatives that respect and celebrate diverse cultural backgrounds. TEAM will enhance communication by providing culturally relevant materials and translation services as needed, ensuring that all families can participate fully. Flexible meeting times and virtual engagement options will be offered to accommodate diverse schedules and increase accessibility. TEAM will continue to host parent advisory committees that include representatives from various cultural groups to ensure their voices are included in decision-making processes.   Collaborations with community organizations will be strengthened to provide tailored resources and support to families from different cultural backgrounds. Additionally, TEAM will offer culturally responsive workshops and training sessions to help families understand and navigate the educational system, empowering them to support their children's academic success more effectively.  TEAM will collaborate with agencies such as Child Abuse Prevention Center, Sow-a-Seed, Amelia Ann Adams Whole Life Center, Reinvent South Stockton Coalition, Office of Violence Prevention, Stockton Kings, to name a few.|Based on the analysis of educational partner input and local data, TEAM's current strengths and progress in seeking input for decision-making include the implementation of multiple feedback mechanisms such as surveys, focus groups, and community forums, ensuring diverse voices are heard. TEAM has developed strong parent organizations like the African American Engagement Club and Hispanic Heritage Club, as well as the parent advisory committee, fostering a collaborative environment where community input is highly valued. Effective communication channels facilitate regular and transparent updates on school policies and decisions. Additionally, TEAM's commitment to inclusivity is evident in their efforts to engage underrepresented groups, ensuring that decision-making processes reflect the needs and perspectives of the entire school community. These efforts have led to more informed and responsive policy decisions, enhancing the overall educational experience for students and families.|Based on the analysis of educational partner input and local data, TEAM's focus areas for improvement in seeking input for decision-making include enhancing diversity and inclusivity, increasing participation, improving accessibility, and streamlining feedback processes. While parent organizations like the African American Engagement Club and Hispanic Heritage Club exist, efforts should be made to further diversify representation and actively engage with other underrepresented groups within the community. Despite the presence of feedback mechanisms, broader participation from parents and community members is needed to ensure a comprehensive range of perspectives. Ensuring accessibility to all members of the community, including those with language barriers or limited access to technology, is crucial. Simplifying and streamlining feedback processes can also make it easier for stakeholders to provide input, ultimately leading to more informed and equitable decision-making processes within the LEA.|Based on the analysis of educational partner input and local data, TEAM will improve the engagement of underrepresented families in seeking input for decision-making by implementing targeted outreach initiatives and creating more inclusive opportunities for involvement, such as Black History Month wax museum, Lunch on the lawn with parents, and Coffee with the Principal . TEAM will enhance communication by providing culturally relevant materials, translated resources, and interpretation services as needed, ensuring that all families can participate fully regardless of language or cultural background. Additionally, flexible meeting times, virtual engagement options, and alternative feedback methods will be offered to accommodate diverse schedules and preferences. TEAM will also establish parent advisory committees that include representatives from underrepresented groups to ensure their voices are included in decision-making processes. Collaborations with community organizations will be strengthened to provide tailored resources and support to families from different backgrounds. By actively engaging underrepresented families and creating an inclusive environment, TEAM aims to ensure that decision-making processes reflect the needs and perspectives of the entire school community.|4|5|4|5|4|5|5|5|5|5|5|4|Met||2026-06-24|2026
39103970142539|Unbound Stockton Community|3|Unbound Stockton's current strengths around Relationship Building between school staff and families revolve around providing as many touch points as possible. In our first school year we were able to spend a lot of time getting to know all our families as they were new to the school. This included hosting events, making phone calls, having beginning of the school year meetings, and answering questions along the way. As a small school, we are able to maintain and cultivate in person touch points, monthly events, phone calls, pick-up and drop-off conversations, as well as student showcases for learnings. All of these avenues allow us to build direct relationships for our staff with our famiies.|Our focus area for improvement for building relationships between school staff and families is ensuring we have proactive communication with our students and families. As a new school, there are a lot of new protocols, procedures, and even dates and events that are new to both staff and families, and providing enough lead time and communication is very important for all of us to be on the same page. Creating consistent structures for those communications to be proactive will build upon what Unbound Stockton has done already around our communication channels.|Particularly with our underrepresented families, Unbound Stockton needs to continue to rely on multiple means of communication. That means while digital is an option, we also need to think about phone calls, messages, texts, flyers, or even in person conversations. Given the variety of needs and accessibility, our team needs to consider both efficiency and effectiveness for communication for our underrepresented families. Our school team can also better identify which families are underrepresented in both receiving communication and responding to communication to best determine what adjustments we can make. This is also particularly important for our families who speak languages other then English, what tools and resources we can utilize to make our communication more accessible. Core items such as handbooks, applications, and other documents are translated, but we can also identify what other important places is accessibility a priority.|The Unbound Stockton school model looks to frame families as a partner in their child's education. Given this our strengths are around providing academic touch points and updates throughout the year - including formative assessments, inclusion in our quarterly showcases, as well as twice a year student lead conferences. These touch points are major milestones to calibrate and partner, and step back together in the best ways to support our students together.|Our focus for Building Partnerships for Impacting Student Outcomes is now how to make communication about academics a more regular part of the school year. Rather then wait for a particular event or milestone activity, how can we regular share scores, updates, and progress in more succinct and planned ways. Unbound Stockton plans to utilize more accessible grade check procedures, homework updates, and more to ensure student progress is consistently monitored both by school team and families. This also includes how to further create proactive monitoring and alert systems when difficulties arise.|For underrepresented families is it crucial we implement proactive monitoring systems, as we do not want our students to fall behind. This means proactive systems for identifying when students are struggling, actively communicating with families, and then thereby working in partnerships to address any gaps or areas of concerns together.|Unbound Stockton is a small and accessible school, with family members having ease of access to both staff and administrative staff at the school site. Parents and families have responded positively to schoolwide survey with almost a 70% survey completion rate, and high participation rate in schoolwide events. The school also hosts proactive conversation with families on a monthly basis, as well as has regular public board meetings for parents to both react to information as well as share updates and information as well.|The area for improvement around seeking input for decision making is being able to widely codify the varied opinions of families around needs. The parent survey happening once or twice a year does not give us consistent enough data for the needs of parents or their thoughts on a needs across the year. Therefore generating more participation or access to our more consistent communication measures and feedback opportunities, like our monthly coffee chats will help to ensure more voices are consistently taken into account for school wide decisions, budget planning, ,or day to day operational improvements.|For our underrepresented families seeking input for decision-making is about ensuring their voices are considered to begin with. This year the Unbound Stockton team will be more intentional in identifying what voices and perspectives are providing input, participating, and identifying gaps in those opportunities to participate or share feedback. Having more clarity in participation to see all families are part of the decision making process ensures that a wide variety of perspectives are valued and utilized in school-wide decision making.|3|3|3|3|3|3|3|3|3|3|3|3|Met||2026-06-23|2026
39103973930476|Venture Academy|3|"Analysis of educational partner input and local data point to the effort made by the LEA to increase communication and relationships with our second language students' families, specifically Venture Academy's Spanish speaking population. Venture Academy regularly reaches out to these families and has multiple community meetings to encourage parent participation. The Family Engagement Coordinator provides direct support to students and families through meetings, information sent home, and other ways to connect families with resources. This was noted by many parents that they felt there was attempts to engage this specific population. A large percentage of Venture Academy's clerical staff is bilingual, specifically Spanish speaking. Parents noted that they felt they always had someone to communicate with when they had questions or needed information in their home language. Communication was sent home regularly using the School Messenger system, survey results noted that educational partners felt that the amount information coming home was 'consistent"". Venture Academy's ASC and ELAC committees have both increased in size this past year and all positions have been filled."|Venture Academy needs to provide more opportunities for parents to be involved in the activities of the school. Survey results showed a desire for educational partners to be more active in the school's activities and felt that it had decreased in recent years. Venture Academy is looking to increase these opportunities and events in the upcoming year, including opportunities for parents/guardians to volunteer in classes and on field trips.|Venture Academy teachers act as Teacher of Record (TOR) for a group of students enrolled in their academy.  Their responsibilities include ongoing communication with students and their parents/guardians regarding students' academic progress, emotional well-being, and behavior.  Survey data indicates that this has been an effective tool for building positive, trusting relationships with families.  Venture Academy continues to refine the TOR role to provide consistent services for all students and families, regardless of the individual TOR.  Venture Academy will continue to improve development of accessible two-way communication with families through collaboration with the School Advisory Council in their outreach strategies to engage underrepresented families.|Teachers in Venture Academy communicate regularly with parents regarding student progress and performance and provide resources to support learning in the home.  Teachers use a learning management system, which includes a gradebook, to assist families with supporting their students with work completion and motivation to improve grades.  Additionally, Venture Academy offered systemized parent/teacher conferences twice this past school and parent(s)/guardian(s) felt that was a supportive action on the part of the school.  Student support teams hold regular Tiered Re-Engagement meetings to help students develop and sustain a long-term plan to improve their attendance.  Venture Academy will continue to improve parent partnerships to collaborate to support student outcomes. Venture Academy will continue to provide outreach to all families, with an emphasis on EL families, to encourage participation, with our active parent groups.|Educational partner and local data demonstrate a continued need for Venture Academy to provide resources to parents to understand how to use our learning management systems to best support their students' learning outcomes.  Parent/Guardian input had indicated that pursuing a texting service to communicate with parents would help increase communication between families and the school, which we did implement this past year and are committed to continue monitoring its progress.|Venture Academy will continue to reach out and provide engagement opportunities for underrepresented families through parent contact meetings, home visits, and other planned actions. Venture Academy will look to implement an exit survey for all students withdrawing from the school to better ascertain any concerns by parents who might not have felt comfortable coming onto campus to express concerns. Surveys will continue to be sent out in as many home languages as possible to offer opportunity for underrepresented families to provide input.|Venture Academy consistently seeks input from educational partners through multiple formats such as surveys, ASC and ELAC meetings, and informal conversations.  Venture Academy also utilizes the Advisory School Council parent group to advise and make decisions on allocating resources to students, school safety, and the LCAP and they are operating as the school site council.  The feedback from the ELAC and ASC groups is positive in that the families feel their opinions are being solicited in decision making.|Venture Academy will continue increase participation in the ASC and ELAC groups by providing information and outreach to families.  Venture Academy needs to seek out additional ways to solicit student and family input and ideas for what they would like to see improved or built upon at the school.|Venture Academy will continue to actively seek input from underrepresented families by advertising opportunities specifically to our EL parents and parents of foster youth and homeless youth. Parent surveys and outreach through school counselors and site administrators will be used to try to engage these families throughout the school year.|4|4|3|4|4|4|5|4|4|4|3|3|Met||2026-06-18|2026
39685020000000|Escalon Unified|3|EUSD is committed to building strong relationships between staff, families, and students. The district and site’s primary mode of communication is through the utilization of Parent Square. The Parent Square communication platform allows communication with families via multiple means including phone calls, text messages, emails, and alerts. It provides the ability to communicate in multiple languages including Spanish and English (the two primary languages spoken within EUSD). The district continues to utilize social media platforms such as Facebook and Instagram in addition to district and school site webpages. The utilization of these platforms has contributed to increasing family participation in parent nights, such as math, literacy, and science nights, as well as school performances and award ceremonies. These events, coupled with other family-oriented events such as music concerts, sporting events, and family fun nights, promote school community. Additionally, targeted events also provide families with information on best instructional practices and available supports they can utilize for their student’s success. When these means are added to communication strategies employed by individual classroom instructors, the result is stronger relationships and families that are more aware of student academic, behavioral, and social-emotional progress. Advisory committees, such as English Learner Advisory Committee (ELAC), School Site Council (SSC), District English Learner Advisory Committee DELAC), District Advisory Committee (DAC), and LCAP town halls, provide input that validates these efforts as important.|Educational partners predominantly express their appreciation and satisfaction with EUSD's efforts to provide timely and relevant communication. Over 94% of the parent responders in the LCAP survey indicate that they understand what the school expects of their child. This represents a 10% increase from the prior school year. Additionally, 97.4% state that they are able to communicate with teachers and staff when they need to.|The district maintains the goal of building capacity to create and maintain stronger partnerships with our families. The need to focus on engaging our historically underrepresented families, such as families of poverty and second language learner families, remains a top priority. The district will continue to provide supports that facilitate active parent and family participation. An example is access to translators during educational partner events, ELAC, and DELAC committees and the like. The district will continue to communicate with families in multiple languages to build relationships and encourage parent and family involvement. Relatedly, the district will continue to seek input from educational partners who comprise underrepresented families to better determine their needs.|As part of its efforts to build stronger school-family relationships, the district routinely seeks parent and educational partner input through various means including surveys, input from school site meetings, such as English Learner Advisory Committees (ELAC), School Site Council (SSC) meetings, and Parent Teacher Organization (PTO) meetings; as well as through other committees, such as the District English Learner Advisory Committee, District Advisory Committee, and Wellness Policy Committee. The district uses various forms of communication linked to Parent Square including phone calls, emails, and text messages. Posts on school and district websites, as well as posts on social media outlets (including Facebook and Instagram), also facilitate communication. The use of social media outlets has been well-received, especially when used to share relevant information. The district will continue to use all means of communication and will maximize the functionality of Parent Square to better communicate and engage with educational partners. Strong communication is important as it will ultimately support strong partnerships, which lead to better student outcomes. The district has continuously sought input from educational partners to support improved student outcomes. Input provided by our educational partners has been instrumental in developing targeted programming that supports the needs of our community. This has included access to intervention teachers who can assist in supporting individual student needs, broader access to mental health supports and services, and access to additional credit recovery opportunities.|The district continues to seek increased participation of educational partners in events intended for improved student outcomes. This may include creating opportunities for input during well-attended school events. The district will continue to monitor student academic, behavioral, and social-emotional progress and will work with families to improve student outcomes. This may include holding Student Study Team (SST) meetings as appropriate and involving families in the decision-making process to support individual student needs. The EUSD Wellness Center provides a centralized hub dedicated to student health, proactive safety, and holistic family support. The district School Attendance Review Board (SARB) works collaboratively with families of chronically absent students to support improved attendance. School sites will continue working with advisory committees and parent-teacher organizations (PTO's) to determine individual school site needs and subsequently develop action plans which support the unique needs of each school site.|The district will continue to implement strategies that support improved engagement of underrepresented families in relation to building partnerships that support student outcomes. One way the district will accomplish this is by offering parent information meetings on relevant topics, including post-secondary planning, A-G requirements, the impact of summative state assessments on overall school performance and an in-depth review of reclassification criteria (for English learners).|The district obtains parent and educational partner input while also providing opportunities for advisory and decision-making. All school sites within the district facilitate parent meetings and committees (ELAC, SSC, PTO, etc.) that not only provide information but also empower families to make informed decisions (re: academic, behavioral, and socio-emotional programming). The district office facilitates meetings and committees (DELAC, DAC, Wellness Committee, LCAP town hall meetings, etc.) that involve families and engage them in the decision-making process (e.g., LCAP actions, expenditures, Title III expenditures, policies, etc.) The district’s mission is to serve and connect with all students. This can be accomplished by meeting the needs of the whole child while seeking input from parents and educational partners, which ultimately helps shape program offerings. Therefore, the district will continue to actively seek input and participation from all educational partners with an additional focus on underrepresented families. Current efforts to increase participation and engagement include personal invitations to attend meetings and join committees, as well as offering meetings during the most convenient times for educational partners. In addition, results from needs assessments are used to create and offer training specific to identified areas of need in order to increase participation.|The district will work on increasing participation in the advisory and decision-making process. This action will be supported by providing increased opportunities to build capacity within principals, staff, and family members to engage in advisory groups and decision-making. The district will continue to provide training for site administration on the rights and responsibilities of advisory groups. This training will include explaining these roles and responsibilities to the respective educational partners. The district continues to make efforts to expand on these opportunities. Relatedly, the district will support school sites in their efforts to recruit members of underrepresented families to join advisory groups both at the site and district levels.|As noted above, the district will work with school sites to facilitate and support the recruitment of members of underrepresented families for advisory groups and, relatedly, to engage them within the decision-making process. This will be supported by early and improved communication, individual and personal outreach, as well as through the use of translators as needed and appropriate.|5|4|4|4|4|4|4|4|4|3|4|3|Met||2026-06-17|2026
39685020126011|Escalon Charter Academy|3|As part of the program, establishing positive and meaningful relationships with our families is paramount and is the backbone of the program. We provide a collaborative team of highly specialized educators to support our families regardless of caseload and if the school is unsuccessful in establishing and maintaining these relationships it will cease to exist. Based on feedback, 97% of respondents on the annual parent survey agreed or strongly agreed their satisfaction on the support they receive from their consulting teacher, this is an area of program strength. The charter maintains a Parent Leadership Team to serve as parent representatives of the school community and provide 2026-27 Local Performance Indicator Self-Reflection for Escalon Charter Academy Page 10 of 18 input and feedback on school program and policy. Our community outreach events have been tremendously successful, as evidenced by the high turnout for our Schoolwide events like Wildcat Welcome Back, Fall Walk, Winter Wonderland, and Family Fun Day carnival.|Although educational partners reported a high level of satisfaction with their consulting teacher and overall school program, several suggestions were received about creating a more connected parent community beyond the school by helping to facilitate more community events/activities for ECA parents and families. For the 2024-25 school year, in partnership with the parent leadership team, this will be an area of focus for ECA. Educational partners aldo shared a desire for improved communication regarding upcoming events (both at the charter and school site levels). Some educational partners shared concerns about information not being received regarding upcoming events in a timely manner. To address these concerns ECA will make better use of school calendars, social media and available communication tools to provide more timely and detailed information about upcoming events. An additional identified area of improvement was working with underperforming students and their families to ensure that Tier 1 instruction is is of acceptable quality and providing specific support (e.g. pacing guides, using formative assessments, etc.). In response, we will be requiring all new families to participate in parent orientation to better understand how to develop and implement their instructional practices. Additional content-specific training (e.g. elementary math) will be implemented.|The charter maintains the goal of building capacity to create and maintain stronger partnerships with our families. The need to focus on engaging our historically underrepresented families, such as families of poverty and second language learner families remains a top priority. The inherent design of the ECA program, provides equal access to all enrolled families as teacher caseloads are assigned by family rather than grade-levels. The consulting teacher works with the entire family to provide needed support and resources for each student, thereby eliciting full engagement and cooperation with all participants. In this design, all families are engaged partners, including underrepresented families. Data received from educational partners, 97% satisfaction with consulting teacher & 100% sense of connectedness.|ECA continues to invest energy and resources into building stronger school-family relationships. The charter routinely seeks parent and educational partner input through various means including surveys, input from school site meetings such as Parent Leadership Team, School Site Council (SSC) meetings and Parent Teacher Organization (PTO) meetings; as well as through other committees. Additionally, charter facilitates monthly meetings between student/family and instructional staff as well as providing parent training classes, 3-4 times per year, focused on Math and ELA instruction. The charter uses various forms of communication including robo-dialer calls, emails, text messages, posts on school and charter websites, as well as posts on social media outlets. Educational partner feedback through surveys indicates that community members prefer to receive information via phone calls, text messages, and emails. The use of social media has also been well received, especially when used to share relevant information. The charter will continue to use all means of communication and will maximize the functionality of Parent Square to better communicate and engage with educational partners. Strong communication is important as it will ultimately support strong partnerships which lead to better student outcomes. The charter has continuously sought input from educational partners to support improved student outcomes. Input provided by our educational partners has been instrumental in developing targeted programming which supports the needs of our community. This has included access to intervention teachers who can assist in supporting individual student needs, and broader access to mental health supports and services.|Although the charter has seen an increase in the participation of educational partners in events that seek input for improved student outcomes (e.g., LCAP town hall meetings) there is room for improvement. The charter will focus on identifying additional means of obtaining educational partner input that supports improved student outcomes. This may include creating opportunities for input during well attended school events. In addition, the charter will continue to monitor student academic, behavioral, and social-emotional progress and will work with families to improve student outcomes. This may include holding Student Study Team (SST) meetings as appropriate and involving families in the decision-making process to support individual student needs. The charter will use the School Attendance Review Board (SARB) to work collaboratively with families of chronically absent students to support improved attendance when needed. The charter will continue working with advisory committees and parent teacher organizations (PTO's) to determine individual school site needs and subsequently develop action plans which support the unique needs of each school site.|The charter will continue to implement strategies that support improved engagement of under presented families in relation to building partnerships that support student outcomes. One way the charter will accomplish this, is by offering parent information on relevant topics including post-secondary planning, a-g requirements, the impact of summative state assessments on overall school performance.|As a homeschool program, this is what we do. Working directly with families and students to guide and support decisions affecting their student’s educational growth. Educational partner feedback consistently identifies the focus on each individual student and their specific learning needs as a strength of the program. The charter also receives educational partner input through the school's parent leadership especially as it relates to homeschool specific program needs and concerns. The charter will continue to actively seek input and participation from all educational partners with an additional focus on underrepresented families. Current efforts to increase participation and engagement include parent training, outreach events, field trips, and similar activities.|The charter will work on improving increased participation in the advisory and decision-making process. This action will be supported by providing increased opportunities to build capacity the staff, and family members to engage in decision-making regarding student needs and programming. The charter has facilitated training for all staff on shared decision-making and organizational health, as well as PLCs to better understand the dynamics of collaboration and shared decisions. This model of decision-making will continue to an ongoing emphasis as it is still an unfamiliar approach in organizational practices.|As noted above, the charter will work with school sites to facilitate and support in the recruitment of members of underrepresented families for advisory groups and, relatedly, to engage them within the decision-making process. This will be supported by early and improved communication, individual and personal outreach, as well as through the use of translators as appropriate.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-17|2026
39685440000000|Jefferson Elementary|3|"Based on the analysis of educational partner input and local data, participating families responded that they are able to communicate with teachers and staff when they need to. A high percentage of families indicated the emails and text messages from Parent Square communication from the district and schools was ""just right"" and many appreciated the weekly school newsletter communication. Using Aeries Parent Square allows families to select their message preferences and language settings. Second Step SEL curriculum program and Peaceful Playgrounds are also utilized to encourage positive behavior and interactions."|While survey data shows families feel welcome and have positive relationships with school and district staff, a focus area is to provide educational partners more opportunities to be involved in the site/district decision making process.|JESD administers the California Healthy Kids Survey (CHKS) to parents every two years and, to increase participation this year, introduced an additional survey for all families. The data collected from these surveys is used to complete a self-reflection tool that helps assess progress, identify successes, and highlight areas for growth in family engagement policies, programs, and practices. This tool supports the district’s continuous improvement efforts and helps guide next steps for meaningful change. JESD will share the survey results with all educational partners to inform the Local Control and Accountability Plan (LCAP), evaluate past goals, actions, and services, and plan or revise future initiatives accordingly.|JESD current strengths include PBIS Training for school teams. Staff engage students and families with lessons on preventing bullying and harassment behaviors early on in the school year to make schools a welcoming place where all students know their rights and how to help others.|Parents have expressed a desire for more guidance on how to support their child's learning at home, as well as clearer information about their role in the educational process. Families are also interested in seeing expanded programs that support students with special talents, gifts, or unique needs. An area for improvement is enhancing communication about the various programs and training offered at the school, along with creating more opportunities for teachers and principals to collaborate with families.|JESD remains committed to strengthening partnerships with diverse families. The district will actively engage and encourage all families to participate in the self-reflection process to ensure that input is gathered from a broad range of voices, including families of unduplicated students, students with exceptional needs, and those from underrepresented groups, as well as staff and students across the LEA.|JESD current strengths include family participation in established advisory groups: LCAP Parent Meetings, School Site Council, ELAC, and DELAC. The District will focus on increasing diversity and participation from unduplicated student groups.|JESD continues to explore ways of improving parent input for decision making. A focus area of improvement is to increase participation on all groups.|JESD will continue to strengthen engagement with diverse families. The district will actively encourage participation in the self-reflection process to ensure that input from all educational partners is represented—including families, staff, and students—particularly those of unduplicated students, individuals with exceptional needs, and underrepresented groups.|5|5|3|4|3|3|4|5|4|4|4|5|Met||2026-06-23|2026
39685690000000|Lincoln Unified|3|Lincoln Unified excels at fostering positive relationships between school staff and partners, as evidenced by input from educational partners and local data analysis. Feedback from the YouthTruth survey and  Educational Partner input highlight the positive culture and climate of our LUSD sites and the diverse family engagement and extracurricular programs available at Lincoln further support this strength.|Parents and families appreciate Lincoln Unified's strengths in building relationships between schools and the communication that is consistent through the Parentsquare platform across all schools and at the district level.  Educational Partners have suggested that Lincoln consider additional communication methods beyond digital correspondence, with a desire for more phone communication and print notices when appropriate.|Lincoln Unified's Educational partners expressed an appreciation of the communication received through Parentsquare to families and students where Spanish is the primary home language. The request was for all information to be continued to be shared by the district and school sites in Spanish as well as English.|Lincoln Unified Schools provide a myriad of parent engagement and school community activities. Many on-campus events such as Family Math Nights and Literacy Fairs are aimed to support families with helping their students learn thereby boosting student outcomes.|We are seeking to improve partnerships and provide supports around student attendance to ensure all students come to school each and every day.|Attendance is an area of concern district wide. The district will continue to provide home-to-school transportation to support student attendance. We will also be continuing the social-emotional supports and restorative justice practices on our campuses.|All Lincoln Unified schools have fully functioning School Site Councils and PTA groups for parents to participate in decision making. Each site has an active English Language Advisory Committee and the District facilitates a Districtwide English Language Advisory Committee. Each school has a student leadership class. All of the aforementioned organizations encourage educational partner participation in the decision-making process.  Lincoln Unified participates annually in the YouthTruth survey to obtain insight and input from our educational partners: Staff, Students, and Families.|Educational Partners appreciate communication about input meetings which are consistently available in both English and Spanish.|In order to maximize Educational Partner input and opportunities for participation in school-related events and decision making, all publicity and invitations will continue to be made available in both English and Spanish. In addition, YouthTruth survey administration will become part of the mid-year Parent-Teacher Conference check-ins to further increase participation in the annual survey.|4|4|4|4|4|4|4|5|4|5|5|5|Met||2026-06-24|2026
39685690132415|John McCandless Charter|3|John McCandless excels at fostering positive relationships between school staff and educational partners, as evidenced by input from educational partners and local data analysis.  Feedback from the YouthTruth survey and educational partner input highlights the welcoming demeanor of teachers and staff. The diverse family engagement and educational programs available at John McCandless further support this strength.|While educational partners recognized John McCandless' strengths in building relationships, input and local data also note some areas that could use improvement.  Specifically, stakeholders have suggested that John McCandless hold more evening events for families to mingle and get to know each other.  This would allow parents to play a more meaningful role in educational decisions made at John McCandless.|John McCandless' educational partners expressed desire to improve engagement and provide resources for families and students where Spanish is the primary home language.  To meet this goal, John McCandless offers a bilingual interpreter for Spanish translation for events such as Board Meetings, PTSA Association Meetings and Parent Conferences/Academic Parent Teacher Team Meetings (APTT's).  Additionally, the John McCandless Administration has been actively encouraging participation in our ELAC group that meets once a trimester.  Lastly, John McCandless will focus on strengthening our efforts to recruit a more diverse staff when employment decisions are made.|John McCandless Charter School provides in-person parent engagement activities such as Tie-Dye Night, STEM Fest, Owl-O-Ween, many volunteer opportunities, Force Museum, and Field Day.  These events, in combination with the activities sponsored by our PTSA, School Site Council, and ELAC, are helping students learn thereby boosting student outcomes.|The main focus for school improvement is attendance.  John McCandless is working to improve partnerships and provide supports to ensure all students come to school each and every day.|Attendance is lowest amongst our underrepresented families.  John McCandless is increasing its support for high-engagement strategies such as Project-Based Learning and Technology Integration in order to increase student motivation for daily attendance.  John McCandless will also be continuing the social-emotional supports and restorative justice practices on our campuses. Attendance will be a focus for parent education moving forward through informative meetings and outreach efforts.|John McCandless has a fully functioning School Site Council and PTSA group for parents to participate in decision making.  Additionally, we have an active English Language Advisory Group which collaborate with Lincoln Unified's Districtwide English Language Advisory Group.  John McCandless has a Leadership class for students.  All of these opportunities encourage educational partner participation in the decision-making process.  John McCandless also participates annually in the Youth Truth survey to obtain insight and input from our educational partners: Staff, Students, and families.|John McCandless Educational Partners have asked for more daytime activities such as Coffee with the Principal.|In order to maximize Educational Partner input and opportunities for participation in school-related events and decision-making, all publicity and invitations will be made available in both English and Spanish. In addition, YouthTruth survey administration will become part of the second Academic Parent-Teacher Team Conference to further increase participation in the annual survey.|4|5|4|4|4|4|3|3|5|5|5|5|Met||2026-06-22|2026
39685770000000|Linden Unified|3|School cultures are strengthening relationships with parents through various ways of communication and technology. School site staff are building trusting and respectful relationships with families through various family activities.|Progress in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children. Continue to conference with families regarding student goals and supports.|Progress in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children. Continue to conference with families regarding student goals and supports. Utilize our translator and school social worker positions for family outreach.|We have systems in place for families to meet with teachers to discuss student progress (parent/teacher conferences, SSTs). Communication providing resources and information through technology, parent nights, English Learner Advisory Committee, School Site Council is another strength. We have parent education nights at each site to educate parents on how to advocate and empower students.|More specialized professional learning and support to teachers and principals to improve a school's capacity to partner with families. Opportunity to provide families with more focused parent events and parent education to promote partnerships for student success.|Building partnerships with our underrepresented families will include utilizing the Bilingual Paraeducators and Translators at every site to support academic outcomes for English Learners, after school and summer school opportunities focusing on academic outcomes for low-socioeconomic students, and focusing parent universities on how to support families to support their children.|School sites provide collaborative opportunities to implement and evaluate family engagements events through School Site Councils, Parent Teacher Clubs, English Learner Advisory Committees, and various parent nights. In addition, this year the district developed a District Advisory Committee to seek input for decision making.|Providing all families opportunities to seek input on policies and programs through in person, virtual, surveys, and social media.|LEA will continue implement strategies through Bilingual Paraeducators, Translators, and Social Workers to improve engagement of underrepresented families. The LEA will be forming a District Advisory Committee that will include underrepresented groups, family representation from all school sites, including teachers, administrators, and classified staff to provide opportunities for feedback to the district Local Accountability Plan.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-18|2026
39685850000000|Lodi Unified|3|Currently, communications are provided in parents’ primary languages for the groups which represent 15% or more of the district’s total population. Beginning July 1 with our district's transition to ParentSquare, all communication will be delivered in the families' preferred language indicated by our student information system. Families will also be able to respond directly to communication in their preferred language, which will then be automatically translated back to English for staff members. Care is taken to make the language understandable and accessible to families. In addition to traditional forms of communication, i.e. emails and flyers, the district uses several applications and platforms to support two-way communication with parents. Some examples include Smore Newsletters, Aeries parent portal, and ParentSquare (beginning July 1).|The District's newly developed five-year strategic plan outlines communication goals and initiatives. The District abides by this plan, which provides clear and concise frameworks for engaging and communicating with both external and internal audiences within the school communities and community partners.|The district is working hard to improve the engagement of our underrepresented families through activities such as Jump Into English. School sites are seeing improved parent involvement in site-based activities, such as the District English Learner Advisory Committee, School Site Council, and other similar site meetings. District staff is working collaboratively with site staff to encourage those parents to participate in district-level parent involvement opportunities. Foster Youth/ Homeless liaisons work with those community groups to maintain positive relationships with these families. The English Learner Department has been working with families whose primary language is not English to foster and develop relationships with these families. The district is also currently implementing Comprehensive Coordinated Early Intervening Services (CCEIS) plan to strengthen relationships with its African American communities.|The district supports parents in the knowledge of their rights and advocating for their students through the site and district committees, School Site Council (SSC), District Advisory Committee (DAC), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC) and Local Control Accountability Plan (LCAP). The DAC committee includes two or more students. English learner parents have requested classes on learning English. The district has been very successful with Jump Into English. This program continues to grow by parent request. In addition, teachers and parents meet at least once a year to discuss every student in their class and share strategies parents can use to help support their child in all academic content areas and other areas.|The district has redesigned its administrative structure and hired additional staff to support the facilitation of committee meetings such DAC, SSC, DELAC, ELAC mentioned previously. The district has reorganized into two regions to better serve the communities, which involves the increase in staffing to better meet the needs of the school sites and the families they serve in those regions.|The district is continuing its implementation of locally developed data visualizations, allowing district and site administrators the ability to easily disaggregate student enrollment into various groups to better address specific needs of underrepresented students. Foster Youth/ Homeless liaisons work with those community groups to maintain positive relationships with these families. The English Learner Department has been working with families whose primary language is not English to foster and develop relationships with these families. The district is also currently implementing Comprehensive Coordinated Early Intervening Services (CCEIS) plan to rebuild relationships with its African American communities.|Parents are encouraged to participate in site and district level advisory committees such as School Site Council (SSC), District Advisory Committee (DAC), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC) and its yearly School Climate Parent Survey for parent/guardians of all students in grades TK/K-12.  Parents are asked to provide input and recommendations on the Parent Compact and Parent Involvement Policy at both the site and district levels. The district, along with parents, uses the district level committee as a vehicle to communicate successes and challenges parents encounter at the site or district office.  Jump Into English workshops are another way the district encourages and provides parents with information on district policies and encourages their input. Workshop topics include Positive Parenting: Success Starts at Home, Creating Confident Kids, Communications that Works, Creating Structure for Achievement, Discipline: Practice for Success, and What Children and Teens Need to Succeed.|The district has redesigned its administrative structure and hired additional staff to support the facilitation of committee meetings such SAC, SSC, DELAC, ELAC mentioned previously. The district has reorganized into two regions to better serve the communities, which includes increases in staffing to better meet the needs of the school sites and the families they serve in those regions.|The district also continues utilizing technology such as Blackboard Connect to target communication to specific groups as needed, as well as the ThoughtExchange program which facilitates online community forums for qualitative input. Foster Youth/ Homeless liaisons work with those community groups to maintain positive relationships with these families. The English Learner Department has been working with families whose primary language is not English to foster and develop relationships with these families. The district is also currently implementing the Comprehensive Coordinated Early Intervening Services (CCEIS) plan to rebuild relationships with its African American communities. School sites are sending weekly newsletters inviting parents to school events and providing helpful information/reminders.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-16|2026
39685850101956|Aspire Benjamin Holt College Preparatory Academy|3|At Aspire Benjamin Holt Preparatory Academy, we continue to prioritize building strong, trusting relationships between school staff and families. We believe that meaningful connection and open communication are essential to student success. This year, we maintained regular outreach through surveys, family meetings, and community events to ensure families feel welcomed, informed, and heard. Teachers and school leaders made intentional efforts to reach out individually to families, especially during key moments in the school year. These practices have helped strengthen our partnership with families and create a supportive, inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected but visibly acted upon.|To better support underrepresented families, we are enhancing our communication methods and outreach strategies. This includes offering translation services, flexible meeting times, and multiple ways for families to share input — such as surveys, one-on-one conversations, and small group listening sessions. We are also working to build stronger relationships through family liaisons, cultural events, and community partnerships. By continuously listening and adapting, we are committed to making sure every family feels seen, valued, and empowered to be an active part of our school community.|Aspire Benjamin Holt Preparatory Academy continues to support strong partnerships between families and educators to promote student success. This includes sharing academic updates, hosting family events, and offering resources to help parents support learning at home. Teachers regularly communicate with families through student-led conferences, newsletters, and online platforms. We also offer professional learning to staff that strengthens their ability to collaborate with families and understand diverse student needs. These efforts have fostered a shared sense of purpose and a stronger learning community.|We are committed to deepening our partnerships with families by improving consistency and expanding how we share information and gather feedback. One area of growth is ensuring families not only receive updates, but also have opportunities to co-create strategies that support their child’s learning. We also seek to increase family understanding of academic expectations and how they can advocate for their students at all levels.|To better reach families who may not be as engaged, we are implementing more targeted and accessible approaches, such as offering multilingual materials, evening events, and varied formats for school-home communication. We are also working to build trust with underrepresented families through consistent outreach, inclusive programming, and leadership opportunities that honor the voices and strengths of our diverse community.|We believe families are essential partners in shaping our school’s vision and priorities. Aspire Benjamin Holt Preparatory Academy regularly invites families to provide input through surveys and School Site Council (SSC). The principal and teachers use this feedback to inform key decisions, including academic programming, student support systems, and community-building activities. This ongoing engagement helps ensure that our school reflects the needs and hopes of the community we serve.|As we continue to strengthen our systems for shared decision-making, we are focused on expanding participation in advisory groups and ensuring the input we receive represents the full diversity of our families. We also aim to increase transparency by more clearly communicating how family feedback is used to make decisions.|To better include underrepresented voices in decision-making, we are developing new strategies to invite and support family participation — such as personal outreach, translation services, and meeting formats that are flexible and culturally responsive. We are also exploring additional ways to elevate family leadership in school planning efforts, so that every family feels empowered to shape their child’s educational experience.|4|5|5|5|4|5|5|4|5|5|4|5|Met||2026-06-18|2026
39685850122580|Rio Valley Charter|3|At Rio Valley Charter School, our teachers and administration are dedicated to providing unwavering support and establishing collaborative partnerships with all families. One of our primary approaches is through comprehensive professional development programs designed to equip our educators with the skills necessary to effectively engage parents in all academic programs, encompassing but not limited to Exact Path, IXL, Edmentum, CTE, Reading Eggs, Math Seeds, PLATO, and Rosetta Stone.  We prioritize fostering a strong home-school connection by ensuring parents have access to curriculum materials that can be utilized at home to continually enhance academic growth. To assess student progress and facilitate meaningful discussions with parents, we administer NWEA/MAP assessments twice a year for students aged 3-11, while students in grades K-2 undergo reading assessments (Dibels) and math assessments (mClass) three times per year. These assessment scores are thoroughly reviewed and thoughtfully discussed with parents, enabling us to align learning goals and monitor progress in relation to previous objectives.  In our independent study model, where teachers regularly meet with each family and student, we strive to actively engage all stakeholders. These ongoing conversations and collaborative efforts ensure that all parties are fully involved in the educational journey, promoting a comprehensive and holistic approach to student development.|Rio Valley Charter School places great significance on receiving feedback from our educational partners, recognizing its crucial role in our planning and decision-making processes. To establish a foundation of trust and respect from the very first day of school, our teachers regularly meet with families on a weekly, bi-monthly, or monthly basis, fostering strong and meaningful relationships.  RVCS hosts Back to School events, as well as science, math, and ELA nights, where we showcase the accomplishments and progress of our students. Through individual family meetings, our teachers actively engage with parents and students, gaining valuable insights into each family's unique culture, as well as their academic and socio-emotional goals for their children. To ensure effective communication and documentation, teachers diligently maintain a family communication log, where detailed notes are recorded for future reference.  Based on feedback from educational partners RVCS is expanded its use of social media by implementing Parent Square for the 2024-2025 school year. This allowed parents greater access to information regarding school events and meetings and clarified the decision-making process. The continued use of the Kelvin survey tool allows efficient surveys of students, parents, and staff and provides the school with the opportunity to address questions and concerns several times during the school year.  Rio Valley Charter School maintains an active website and Facebook page, serving as essential platforms for transparent and timely communication with our families. We firmly believe in accessibility and provide all families with the means to contact their teachers and school administration through email, text, and phone, ensuring open lines of communication at all times.|With the model of education set forth by RVCS, all families are met with face to face in an equal and fair manner. Student computers and internet access are provided to help ensure that all engaged.families, even those in underrepresented sub groups are properly|Rio Valley Charter teachers and administration work to provide support and partnership for all families in part by using professional development to train teachers to work with parents on all academic programs including but not limited to: IXL. Edmentum, CTE, Reading Eggs, Math Seeds, PLATO, Rosetta Stone, Lexia, Lexia Pro, Keyboarding without Tears, and district adopted curriculum. Parents are provided with access to curriculum to use in their homes to support continual improvement of academic growth. All students 3-11 are assessed twice per year through NWEA/MAP, while those in grades K-2 are assessed three times per year through DIBELS and mClass math.  These scores are reviewed and discussed with parents. These conversations are used to align learning goals and progress on previous goals. In this model of independent study, where teachers meet with every family/ student regularly, all stakeholders are actively engaged.|The use of FIABs has allowed teachers to target areas of weakness in students, and plan targeted instruction.  This process, along with increased tutoring requested by parents has resulted in increased math scores.|With the model of education set forth by RVCS, all families are met with face to face in an equal and fair manner. Student computers and internet access are provided to help ensure that all families, even those in underrepresented sub groups are properly engaged.|Parents are asked to provide feedback on coursework, field trips, and community opportunities. Families are encouraged to attend parent education nights and an annual student showcase. All stakeholders are surveyed at least twice during the school year, and the results from these surveys are used to make school wide impact decisions.|Based on feedback from educational partners, RVCS will continue utilizing ParentSquare for the 2025–2026 school year. This platform has enhanced parent access to information about school events, meetings, and the overall decision-making process. The continued use of the Kelvin survey tool allows RVCS to efficiently gather input from students, parents, and staff, providing multiple opportunities throughout the year to identify and address emerging questions and concerns.  RVCS remains committed to improving stakeholder engagement in decision-making by actively incorporating feedback from the Parent Advisory Council (PAC), English Learner Advisory Committee (ELAC), and School Site Council (SSC). In addition, the school is increasing the number of informal stakeholder events to create more opportunities for open dialogue between families, staff, and administration.|RVCS will improve engagement of underrepresented families by increasing its services for English Learners.  This action is reflected in the current LCAP.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-08|2026
39685850133678|Aspire Benjamin Holt Middle|3|At Aspire Ben Holt Middle we continue to prioritize building strong, trusting relationships between school staff and families. We believe that meaningful connection and open communication are essential to student success. This year, we maintained regular outreach through surveys, family meetings, and community events to ensure families feel welcomed, informed, and heard. Teachers and school leaders made intentional efforts to reach out individually to families, especially during key moments in the school year. These practices have helped strengthen our partnership with families and create a supportive, inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected, but visibly acted upon.|To better support underrepresented families, we are enhancing our communication methods and outreach strategies. This includes offering translation services, flexible meeting times, and multiple ways for families to share input — such as surveys, one-on-one conversations, and small group listening sessions. We are also working to build stronger relationships through family liaisons, cultural events, and community partnerships. By continuously listening and adapting, we are committed to making sure every family feels seen, valued, and empowered to be an active part of our school community.|Aspire Ben Holt Middle continues to support strong partnerships between families and educators to promote student success. This includes sharing academic updates, hosting family events, and offering resources to help parents support learning at home. Teachers regularly communicate with families through student-led conferences, newsletters, and online platforms. We also offer professional learning to staff that strengthens their ability to collaborate with families and understand diverse student needs. These efforts have fostered a shared sense of purpose and a stronger learning community.|We are committed to deepening our partnerships with families by improving consistency and expanding how we share information and gather feedback. One area of growth is ensuring families not only receive updates, but also have opportunities to co-create strategies that support their child’s learning. We also seek to increase family understanding of academic expectations and how they can advocate for their students at all levels.|To better reach families who may not be as engaged, we are implementing more targeted and accessible approaches, such as offering multilingual materials, evening events, and varied formats for school-home communication. We are also working to build trust with underrepresented families through consistent outreach, inclusive programming, and leadership opportunities that honor the voices and strengths of our diverse community.|We believe families are essential partners in shaping our school’s vision and priorities. Aspire Vincent Shalvey Academy regularly invites families to provide input through surveys, School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. Principals and teachers use this feedback to inform key decisions, including academic programming, student support systems, and community-building activities. This ongoing engagement helps ensure that our school reflects the needs and hopes of the community we serve.|As we continue to strengthen our systems for shared decision-making, we are focused on expanding participation in advisory groups and ensuring the input we receive represents the full diversity of our families. We also aim to increase transparency by more clearly communicating how family feedback is used to make decisions.|To better include underrepresented voices in decision-making, we are developing new strategies to invite and support family participation — such as personal outreach, translation services, and meeting formats that are flexible and culturally responsive. We are also exploring additional ways to elevate family leadership in school planning efforts, so that every family feels empowered to shape their child’s educational experience.|4|5|5|5|4|5|5|4|5|5|4|5|Met||2026-06-18|2026
39685856116594|Aspire Vincent Shalvey Academy|3|At Aspire Vincent Shalvey Academy, we continue to prioritize building strong, trusting relationships between school staff and families. We believe that meaningful connection and open communication are essential to student success. This year, we maintained regular outreach through surveys, family meetings, and community events to ensure families feel welcomed, informed, and heard. Teachers and school leaders made intentional efforts to reach out individually to families, especially during key moments in the school year. These practices have helped strengthen our partnership with families and create a supportive, inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected but visibly acted upon.|To better support underrepresented families, we are enhancing our communication methods and outreach strategies. This includes offering translation services, flexible meeting times, and multiple ways for families to share input — such as surveys, one-on-one conversations, and small group listening sessions. We are also working to build stronger relationships through family liaisons, cultural events, and community partnerships. By continuously listening and adapting, we are committed to making sure every family feels seen, valued, and empowered to be an active part of our school community.|Aspire Vincent Shalvey Academy continues to support strong partnerships between families and educators to promote student success. This includes sharing academic updates, hosting family events, and offering resources to help parents support learning at home. Teachers regularly communicate with families through student-led conferences, newsletters, and online platforms. We also offer professional learning to staff that strengthens their ability to collaborate with families and understand diverse student needs. These efforts have fostered a shared sense of purpose and a stronger learning community.|We are committed to deepening our partnerships with families by improving consistency and expanding how we share information and gather feedback. One area of growth is ensuring families not only receive updates, but also have opportunities to co-create strategies that support their child’s learning. We also seek to increase family understanding of academic expectations and how they can advocate for their students at all levels.|To better reach families who may not be as engaged, we are implementing more targeted and accessible approaches, such as offering multilingual materials, evening events, and varied formats for school-home communication. We are also working to build trust with underrepresented families through consistent outreach, inclusive programming, and leadership opportunities that honor the voices and strengths of our diverse community.|We believe families are essential partners in shaping our school’s vision and priorities. Aspire Vincent Shalvey Academy regularly invites families to provide input through surveys, School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. Principals and teachers use this feedback to inform key decisions, including academic programming, student support systems, and community-building activities. This ongoing engagement helps ensure that our school reflects the needs and hopes of the community we serve.|As we continue to strengthen our systems for shared decision-making, we are focused on expanding participation in advisory groups and ensuring the input we receive represents the full diversity of our families. We also aim to increase transparency by more clearly communicating how family feedback is used to make decisions.|To better include underrepresented voices in decision-making, we are developing new strategies to invite and support family participation — such as personal outreach, translation services, and meeting formats that are flexible and culturally responsive. We are also exploring additional ways to elevate family leadership in school planning efforts, so that every family feels empowered to shape their child’s educational experience.|4|5|5|5|4|5|5|4|5|5|4|5|Met||2026-06-18|2026
39685856117675|Joe Serna Jr. Charter|3|"Joe Serna Jr. Charter School (JSJCS) does provide regular communication with parents to ensure they are being informed of essential activities that enhance building relationships between the staff and families. All communications are provided in English and Spanish. Care is taken to make the language understandable and accessible to families. Information is communicated through flyers, informational posters posted throughout the school in visible areas, bulletin board in the office entry, marquee posted on the outside wall of the school, Aeries Parent Portal, staff message parents via Class Dojo, Google Classroom, weekly newsletters via S'more platform, robo calls, emails, and text messages. In alignment with the district, we use several applications to support two-way communication with parents. Examples include weekly updates via S'more platform, e-mail, robo calls, and text messages via Blackboard Connect. In addition, I have implemented weekly positive phone calls. Teachers submit the names of two students on a form with the reason the students earned a positive phone call. There is a rotation schedule sent out weekly on the staff weekly bulletin.    For practices 1 and 2, data from the Parent Climate Survey indicated that 97% of families agree and strongly agree that ""I know how to contact school administrators and/or my child’s teacher(s) when I have questions or concerns."" 92% of families agree and strongly agree that ""School administrators and staff are responsive when I have questions or concerns."" 92% of families agree and strongly agree that ""The school staff (front office, teachers, support  personnel, and administration) treats me in a fair and respectful manner."" 86% families agree and strongly agree that ""School administrators and/or staff communicate with me on a timely and ongoing basis.`"" And 83% of families agree  and strongly agree that ""Overall, how satisfied are you with the educational programs at your child's school?""  For Practice 3, data from the Parent Climate Survey indicated that 81% of families agree and strongly agree that ""My child's teacher(s) recognize(s) and build(s) on my child's interests, abilities, and strengths.""  For practice 4, data from the Parent Climate Survey indicated that 89% of families agree and strongly agree that ""My  child’s teacher effectively communicates with me about the meaning of my child's grades, report cards, test scores, and other progress reports."""|JSJCS is working hard to improve the engagement and build relationships with all our families including underrepresented families through activities such as recruitment and participation in PTA and PTA focused events that need coordination to set up such as Scholastic Book Fair, 2nd grade Holiday Boutique, 3rd & 8th grade etiquette lunches, and various fundraisers. Additional activities include Jump Into English, ELAC meetings, Principal Chat with Parents &  Coffee with the Principal, PTA meetings, Science Camp and field trip chaperones, parent engagement activities such as Back to School Night, Fall Festival, promotion activities, school performances for club Folklorico and Modern Band, float building for the annual Parade of Lights in Lodi, Children's Day Festivity, campus beautification, on site Spring Picnic, annual field day, quarterly fun runs, Open House and many more offered throughout the year. Parents who support in coordinating these events earn volunteer hours. 30 hours of volunteer  hours per family per year were implemented and tracked; we had many families volunteer for various events and activities. A special recognition with food and certificates were provided to 60 families who met the 30 hours. We also invite parents to attend the annual winter performances, quarterly awards assemblies, Honor Roll assemblies, dance performances, music performances, Pathway to Seal of Biliteracy awards Assemblies, and Senior Walk. We are looking for opportunities to bring Donuts with Dads, science, math and reading nights with parents and family movie nights.|JSJCS will work in identifying underrepresented families and encourage participation in meetings and other related activities. Our community liaison supports with recruiting parents to patriate in parent meetings. We will also look into providing incentives to students and families for their participation in parent engagement events to have them provide input.|"During the 2025-2026 school year, we had 63 out of 261, 26% of parents complete the parent survey. JSJCS will continue to focus on communicating and partnering with families to build partnerships for positive student outcomes. Parents participated in parent engagement activities throughout the year along with participating in Advisory Committee meetings, Principal Chat with Parents meeting, Coffee with the Principal, ELAC meetings, and PTA  meetings which brought events that supported building partnerships on site. Staff reached out to parents to encourage participation in PTA and onsite events which included a Scholastic Book Fair, Fall Festival, Parade of Lights in Lodi, Winter Performance, Club Folklorico and Modern Band Performances, Spring Picnic, annual field day, fundraisers, and other events. Our English learner parents have requested classes on learning English and have  been able to participate in Jump Into English; the program grows by parent request. In addition, teachers and parents met during the first quarter for parent conferences to discuss every student in their class and share strategies with parents so that they can use to help support their child in all academic content areas. Parents make requests to meet with teachers throughout the year to discuss successes and concerns. We have two counselors that support and contribute with building partnerships for student outcomes. Additionally, we have monthly Student Support Team (SST) meetings with students' parents who are identified by their teachers to discuss academic and behavior concerns. The goal of these meetings is to establish a partnership and a positive relationship with the parent, and all staff involved in the meeting to better support the student. For practice 6 and 7, data from the Parent Climate Survey indicated that 89% of families agree and strongly agree that ""My child’s teacher effectively communicates with me about the meaning of my child's grades, report cards, test  scores, and other progress reports."" 83% of families agree and strongly agree that ""Teachers and school staff provide guidance and suggestions on how I can help my child learn at home.""  81% of families agree and strongly agree that ""My child's teacher(s) recognize(s) and build(s) on my child's interests, abilities, and strengths."" 79% of families agree and strongly agree that ""My child’s school provides support and/or interventions to students having  behavioral difficulties."" 74% of families agree and strongly agree that ""My child’s school provides support and/or interventions to students having academic difficulties."" 71% of families agree and strongly agree that ""My child’s school provides options for enrichment experiences in science, technology, engineering, art and mathematics (STEAM areas).""  For practice 8, data from the Parent Climate Survey indicated that 74% of families agree and strongly agree that ""School policies and procedures are clear and well-communicated."""|JSJCS supports parents in the knowledge of their rights and advocating for their students through the site by providing committees for them to join which include the Advisory Committee, PTA, ELAC, Principal Chats with the Parents and Coffee with the Principal. Continue to utilize our school counselors to provide academic counseling to students who are struggling. Utilize our Club Folklorico and Modern Band parents to build partnerships to gain positive student outcomes. We will continue to partner with Jump into English to provide families the opportunity to learn English. JSJCS will also continue its collaboration with PTA and identify events and activities to improve partnerships with parents to improve student outcomes. We will continue to improve on getting more parents to participate in completing the Parent Climate Survey. Additionally, having a full-time vice principal has helped with connecting with families and building relationships. Having a part time community liaison to support families who speak English as a second language to Bridge the family connection and support in parental involvement.|JSJCS will work in identifying underrepresented families and encourage participation in meetings and other related activities. We will also look into providing incentives to students and families for their participation in parent engagement events.|"Parents are encouraged to participate in the Advisory Committees, PTA meetings, ELAC meetings, Principal Chat with Parents meetings, Coffee with the Principal. and parent surveys. Parents are asked to provide input and recommendations on the LCAP, School Safety, Parent Handbook and other information. Parents use the Advisory Committee, Principal Chat with Parents meetings, Coffee with the Principal, ELAC and PTA meetings to communicate successes and challenges parents encounter at the site. During Advisory Committee, Principal Chat with Parents meetings, Coffee with the Principal, and ELAC meetings an overview of past and upcoming information was shared about LCAP, and input was received. Data from the Parent Climate Survey indicated that 92% of families agree and strongly agree that ""School administrators and staff are responsive when I have questions or concerns."" 71% of families agree and strongly agree that ""Parents are asked for input about important decisions about the school."" 71% of families agree and strongly agree that ""I feel that my input is taken into consideration as it relates to school decisions and direction."" 65% of families agree and strongly agree that ""Parents/caregivers are asked for input about important decisions that relate to the district."" 62% of families agree and strongly agree that ""I feel that my input is taken into consideration as it relates to district decisions and direction."""|Based on educational partner input, JSJCS will continue to host parent meetings in English and Spanish to seek  input and provide incentives such as earning hours towards the annual 30 hours. Also, by having a part time  community liaison position that supports with improving participation in completing the annual data confirmation and annual Parent Climate Survey and recruitment of parents to participate in parent meetings.|JSJCS will work in identifying underrepresented families and encourage participation in meetings and other related activities. We will look into providing incentives to students and families for their participation in parent engagement events. Also, having our community liaison connect and recruit  families to attend meetings.|5|5|5|5|4|5|5|5|5|4|5|5|Met||2026-05-20|2026
39685856118921|Aspire River Oaks Charter|3|At Aspire River Oaks Charter School, we continue to prioritize building strong, trusting relationships between school staff and families. We believe that meaningful connection and open communication are essential to student success. This year, we maintained regular outreach through surveys, family meetings, and community events to ensure families feel welcomed, informed, and heard. Teachers and school leaders made intentional efforts to reach out individually to families, especially during key moments in the school year. These practices have helped strengthen our partnership with families and create a supportive, inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected, but visibly acted upon.|To better support underrepresented families, we are enhancing our communication methods and outreach strategies. This includes offering translation services, flexible meeting times, and multiple ways for families to share input — such as surveys, one-on-one conversations, and small group listening sessions. We are also working to build stronger relationships through family liaisons, cultural events, and community partnerships. By continuously listening and adapting, we are committed to making sure every family feels seen, valued, and empowered to be an active part of our school community.|Aspire Aspire River Oaks Charter School continues to support strong partnerships between families and educators to promote student success. This includes sharing academic updates, hosting family events, and offering resources to help parents support learning at home. Teachers regularly communicate with families through student-led conferences, newsletters, and online platforms. We also offer professional learning to staff that strengthens their ability to collaborate with families and understand diverse student needs. These efforts have fostered a shared sense of purpose and a stronger learning community.|We are committed to deepening our partnerships with families by improving consistency and expanding how we share information and gather feedback. One area of growth is ensuring families not only receive updates, but also have opportunities to co-create strategies that support their child’s learning. We also seek to increase family understanding of academic expectations and how they can advocate for their students at all levels.|To better reach families who may not be as engaged, we are implementing more targeted and accessible approaches, such as offering multilingual materials, evening events, and varied formats for school-home communication. We are also working to build trust with underrepresented families through consistent outreach, inclusive programming, and leadership opportunities that honor the voices and strengths of our diverse community.|We believe families are essential partners in shaping our school’s vision and priorities. Aspire Aspire River Oaks Charter School regularly invites families to provide input through surveys, School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. Principals and teachers use this feedback to inform key decisions, including academic programming, student support systems, and community-building activities. This ongoing engagement helps ensure that our school reflects the needs and hopes of the community we serve.|As we continue to strengthen our systems for shared decision-making, we are focused on expanding participation in advisory groups and ensuring the input we receive represents the full diversity of our families. We also aim to increase transparency by more clearly communicating how family feedback is used to make decisions.|To better include underrepresented voices in decision-making, we are developing new strategies to invite and support family participation — such as personal outreach, translation services, and meeting formats that are flexible and culturally responsive. We are also exploring additional ways to elevate family leadership in school planning efforts, so that every family feels empowered to shape their child’s educational experience.|4|5|5|5|4|5|5|4|5|5|4|5|Met||2026-06-18|2026
39685930000000|Manteca Unified|3|The greatest strength was (again) creating welcoming environments for all families in the community.  Work continues to be done with all employee groups to recognize their role in making students and families feel welcome in our school community. Asset-based customer service drives the work with families in Manteca Unified.|The identified need is supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. MUSD continues to focus on the individual student and creating an environment where they are seen and valued.  Ongoing professional development focused on the whole child seeks to help staff recognize assets and uniqueness while the district is improving its commitment to sharing information through multiple languages and methods.|To improve engagement of underrepresented families identified during the self-reflection process—especially to strengthen relationships between school staff and families—MUSD will take a systematic, culturally responsive, and relationship-centered approach.  We will build trust through intentional relationship practices, removing barriers to participation, and making school environments welcoming and inclusive.|Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes through goal setting conferences has helped build partnerships with student outcomes are the focus.|MUSD continues to work with parents and families at all levels to build partnerships. Student outcome data is more timely and readily available than before, as it the explanatory information coupled with resources for school and home to work together,  improving student outcomes.|MUSD will connect engagement to student outcomes, build internal capacity for engagement by establishing clear expectations for staff in engaging families, allocate resources specifically for engagement activities, and use data to monitor and improve engagement.|Manteca Unified works on building the capacity of and supporting family members to effectively engage in advisory groups and decision-making. Training for advisory groups along with identifying and focusing on their purpose has helped to make the advisory groups more effective and worthwhile.|MUSD desires to provide all families with opportunities to provide input on policies and programs, and implements strategies to reach and seek input from underrepresented groups in the school community.  We support this desire by providing translation, varied meeting times and attempt to use plain language (not education-ese) in our communications. We also work at 2-way communication - seeking input early in the decision-making process.|Manteca Unified's goal is to move beyond passive outreach and create intentional, culturally responsive and accessible systems for participation by removing access barriers, building trust through relationships, using multiple communication channels, and making participation purposeful and transparent.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-16|2026
39686190000000|New Hope Elementary|3|NHESD takes pride in creating an environment that is welcoming to parents and the community. Events such as awards assemblies, The Lion King, and Movie Night were highly attended. The school community attends the Cinco de Mayo show put on by the After School Program. All parent meetings were attended with an average of 16 in attendance. Our Counselor has had seven meetings with a group of parents to plan student activities. Both sessions of Parent Conferences have above a 95% attendance rate.|Our Stakeholders want to continue to find ways to strengthen the partnership with families through developing the capacity of staff.|The majority of our families are underrepresented therefore we will continue to work with all of our families. We will continue with our temporary Bilingual Attendance Secretary.|Being a small school and many students attend New Hope from Kindergarten until 8th grade, relationships are built and long lasting. Nevertheless, as a site we can all improve to build stronger relationships with our students and families.|Our focus will continue to strengthen the relationships from staff to students.|We will hold meetings in the morning throughout the school year to build relationships with stakeholders and to answer questions and have topics of interest.|Our strengths lie on the relationships staff have with students and families.|We will continue to seek input during our community meetings with stakeholders.|We will continue to communicate and invite all families to our monthly meetings and inform them of all opportunities to participate and be involved with their child's education.|5|4|5|5|3|3|5|5|5|5|5|5|Met||2026-06-09|2026
39686270000000|New Jerusalem Elementary|3|Based on educational partner input and local data, New Jerusalem’s current strengths and progress in building relationships between school staff and families include creating welcoming opportunities for connection, strengthening two-way communication, and expanding programs that promote collaboration and trust. Schoolwide events such as Back-to-School Night, Open House, the Winter Program, Family Literacy Night, Hispanic Heritage Night, and other community activities provide regular opportunities for families to feel connected to the school and engaged in their students’ educational experience. New Jerusalem has also made progress by expanding opportunities for direct relationship-building between families and school leadership through Coffee with the Principal, which has supported communication, feedback, and stronger connections with families. Programs such as Reading Connections and the Parent Teacher Club have further strengthened partnerships by providing families opportunities to engage with staff, support student learning, and contribute to a positive school culture. Educational partner feedback indicates these efforts have helped build trust, increase participation, and strengthen shared responsibility for student success. Progress is reflected through family participation, educational partner feedback, and local measures of family engagement.|Based on educational partner input and local data, New Jerusalem has identified a focus area for improvement in expanding meaningful opportunities for collaboration and strengthening two-way communication with families. While the school has established strong engagement structures, feedback indicates a need to deepen opportunities for families to share perspectives, contribute ideas, and work alongside staff in support of student success. In response, New Jerusalem will continue strengthening school-home partnerships through intentional opportunities for dialogue in forums such as the Parent Teacher Club and English Learner Advisory Committee, expanded family learning opportunities, and community-building activities that foster connection and trust. These efforts are intended to strengthen relationships because regular opportunities for dialogue, collaboration, and shared problem-solving can increase family voice, improve responsiveness to family needs, and support stronger partnerships focused on student outcomes. Progress will be monitored through participation data, educational partner feedback, and local measures of family engagement.|Based on educational partner input and local data, New Jerusalem has identified a need to improve engagement of underrepresented families by reducing barriers to participation and expanding accessible, meaningful opportunities for connection. The school recognizes barriers such as language, work schedules, transportation, and limited familiarity with school systems may affect participation for some families. To improve engagement, New Jerusalem will continue expanding outreach, multilingual communication, and flexible opportunities for involvement through ELAC, Parent Teacher Club, monthly engagement opportunities, and multicultural events that help families feel welcomed, valued, and connected to the school community. Staff and administration will continue using these opportunities to listen to families, strengthen relationships, and identify supports that respond to family and student needs. These efforts are intended to improve engagement because increasing access, building trust, and creating multiple pathways for participation can support stronger relationships between families and school staff, particularly for underrepresented families. Progress will be monitored through participation data, educational partner feedback, and local measures of family engagement.|Based on educational partner input and local data, New Jerusalem’s current strengths and progress in Building Partnerships for Student Outcomes include strong school-home communication, multiple structures for family engagement, and continued efforts to build staff capacity to partner effectively with families. A key strength identified through the self-reflection process is the school’s use of multiple communication methods, including translated materials when possible, ELAC meetings, ParentSquare, the school office, and social media, to ensure families have access to information about school programs, student expectations, and supports. New Jerusalem has also made progress through parent-teacher conferences and ongoing communication that support shared understanding of student progress, academic and behavioral needs, and coordinated strategies between families and staff. Educational partner feedback indicates these structures have strengthened collaboration and supported family engagement in student learning. In addition, staff professional development focused on communication and family partnership practices has contributed to stronger school-home relationships and increased the school’s capacity to support student success through family engagement. Progress in this area is reflected through participation data, educational partner feedback, and local measures of family engagement.|Based on educational partner input and local data, New Jerusalem has identified a focus area for improvement in strengthening family understanding of school systems, available supports, and opportunities to participate in programs that support student success. Feedback from families and staff indicates a need to increase access to information related to legal rights, student support services, English learner programs, special education supports, attendance, academic progress, and family advocacy. In response, New Jerusalem will focus on expanding family learning opportunities through ELAC meetings, Parent Teacher Club meetings, parent-teacher conferences, Coffee with the Principal sessions, and guest speakers when appropriate. This focus is intended to reduce barriers to participation and strengthen families’ capacity to engage as informed partners in supporting student learning and well-being because families with increased understanding of available resources and supports are better able to participate in programs, communicate with staff, and support student outcomes. Progress will be monitored through family participation data, educational partner feedback, and local measures of family engagement.|Based on educational partner input and local data, New Jerusalem has identified a need to improve engagement of underrepresented families, including low-income and English learner families, by reducing barriers to participation and expanding access to meaningful opportunities for involvement. To improve engagement, the school will continue providing translated materials and interpretation services for meetings, conferences, and school communications to increase access for multilingual families. New Jerusalem will also continue the Reading Connections program and expand parent education opportunities focused on topics such as technology, community resources, stress management, and strategies for working with teenagers, with programs such as The Parent Project serving as entry points for these supports. In addition, the school will provide resources and tools to help families support literacy and learning at home and offer multiple opportunities for families to connect through meetings, workshops, and outreach efforts designed to meet families where they are. These efforts are intended to strengthen participation and collaboration because reducing barriers and increasing access can support more meaningful engagement in programs and services connected to student success. Progress will be monitored through participation data, educational partner feedback, and local measures of family engagement.|Based on educational partner input and local data, New Jerusalem’s strengths in seeking input for decision-making include established advisory structures, accessible communication practices, and collaborative opportunities for families to inform school programs and priorities. The school engages families through groups such as ELAC, Parent Teacher Club (PTC), and monthly engagement activities that provide regular opportunities for input on school decisions. Notices for meetings are publicized and translated, and interpretation is available to support meaningful participation for multilingual families. 2026-27 Local Performance Indicator Self-Reflection for New Jerusalem Elementary School District Page 13 of 18 New Jerusalem has also made progress in using these structures to support collaborative planning, implementation, and review of family engagement efforts. Through the joint work of ELAC and PTC, families have contributed to decisions supporting student programs in the arts, music, sports, college scholarships, and STEAM education. Educational partner feedback indicates these structures have supported ongoing communication and strengthened family participation in school decision-making.|Based on the self-reflection process, New Jerusalem has identified a focus area for improvement in expanding opportunities for underrepresented families to provide input on school policies, services, and priorities. While advisory groups provide important input, the school has identified a need to broaden participation and create additional entry points for families who may not regularly attend traditional meetings. To improve in this area, New Jerusalem will focus on strengthening Parent Teacher Club and ELAC meetings by incorporating guest speakers and facilitated dialogue to support informed feedback. The school will also expand opportunities for input through quarterly town hall meetings focused on LCAP goals, school services, and campus priorities, as well as embed feedback opportunities into larger events such as Back to School Night and Open House to increase participation from a broader range of families. These efforts are intended to strengthen inclusive decision-making by increasing access to input opportunities and ensuring feedback reflects diverse family perspectives.|New Jerusalem will improve engagement of underrepresented families in decision-making by increasing access to information, expanding opportunities for feedback, and reducing barriers to participation. The school will continue to intentionally share information about programs and policies during advisory meetings and schoolwide events in order to solicit family feedback. Annual surveys made available in multiple languages will provide additional opportunities for families who are unable to attend meetings to share their perspectives.|5|5|5|5|5|5|4|5|5|5|4|5|Met||2026-06-09|2026
39686270117796|New Jerusalem|3|Based on educational partner input and local data, New Jerusalem’s current strengths and progress in building relationships between school staff and families include creating welcoming opportunities for connection, strengthening two-way communication, and expanding programs that promote collaboration and trust. Schoolwide events such as Back-to-School Night, Open House, the Winter Program, Family Literacy Night, Hispanic Heritage Night, and other community activities provide regular opportunities for families to feel connected to the school and engaged in their students’ educational experience. New Jerusalem has also made progress by expanding opportunities for direct relationship-building between families and school leadership through Coffee with the Principal, which has improved communication, facilitated feedback, and strengthened connections with families. Programs such as Reading Connections and the Parent-Teacher Club have further strengthened partnerships by providing families with opportunities to engage with staff, support student learning, and contribute to a positive school culture. Educational partner feedback indicates these efforts have helped build trust, increase participation, and strengthen shared responsibility for student success. Progress is reflected through family participation, educational partner feedback, and local measures of family engagement.|Based on educational partner input and local data, New Jerusalem has identified a focus area for improvement in expanding meaningful opportunities for collaboration and strengthening two-way communication with families. While the school has established strong engagement structures, feedback indicates a need to deepen opportunities for families to share perspectives, contribute ideas, and work alongside staff in support of student success. In response, New Jerusalem will continue strengthening school-home partnerships through intentional opportunities for dialogue in forums such as the Parent Teacher Club and English Learner Advisory Committee, expanded family learning opportunities, and community-building activities that foster connection and trust. These efforts are intended to strengthen relationships because regular opportunities for dialogue, collaboration, and shared problem-solving can increase family voice, improve responsiveness to family needs, and support stronger partnerships focused on student outcomes. Progress will be monitored through participation data, educational partner feedback, and local measures of family engagement.|Based on educational partner input and local data, New Jerusalem has identified a need to improve engagement of underrepresented families by reducing barriers to participation and expanding accessible, meaningful opportunities for connection. The school recognizes barriers such as language, work schedules, transportation, and limited familiarity with school systems may affect participation for some families. To improve engagement, New Jerusalem will continue expanding outreach, multilingual communication, and flexible opportunities for involvement through ELAC, Parent Teacher Club, monthly engagement opportunities, and multicultural events that help families feel welcomed, valued, and connected to the school community. Staff and administration will continue using these opportunities to listen to families, strengthen relationships, and identify supports that respond to family and student needs. These efforts are intended to improve engagement because increasing access, building trust, and creating multiple pathways for participation can support stronger relationships between families and school staff, particularly for underrepresented families. Progress will be monitored through participation data, educational partner feedback, and local measures of family engagement.|Based on educational partner input and local data, New Jerusalem’s current strengths and progress in Building Partnerships for Student Outcomes include strong school-home communication, multiple structures for family engagement, and continued efforts to build staff capacity to partner effectively with families. A key strength identified through the self-reflection process is the school’s use of multiple communication methods, including translated materials when possible, ELAC meetings, ParentSquare, the school office, and social media, to ensure families have access to information about school programs, student expectations, and supports. New Jerusalem has also made progress through parent-teacher conferences and ongoing communication that support shared understanding of student progress, academic and behavioral needs, and coordinated strategies between families and staff. Educational partner feedback indicates these structures have strengthened collaboration and supported family engagement in student learning. In addition, staff professional development focused on communication and family partnership practices has contributed to stronger school-home relationships and increased the school’s capacity to support student success through family engagement. Progress in this area is reflected through participation data, educational partner feedback, and local measures of family engagement.|Based on educational partner input and local data, New Jerusalem has identified a focus area for improvement in strengthening family understanding of school systems, available supports, and opportunities to participate in programs that support student success. Feedback from families and staff indicates a need to increase access to information related to legal rights, student support services, English learner programs, special education supports, attendance, academic progress, and family advocacy. In response, New Jerusalem will focus on expanding family learning opportunities through ELAC meetings, Parent Teacher Club meetings, parent-teacher conferences, Coffee with the Principal sessions, and guest speakers when appropriate. This focus is intended to reduce barriers to participation and strengthen families’ capacity to engage as informed partners in supporting student learning and well-being because families with increased understanding of available resources and supports are better able to participate in programs, communicate with staff, and support student outcomes. Progress will be monitored through family participation data, educational partner feedback, and local measures of family engagement.|Based on educational partner input and local data, New Jerusalem has identified a need to improve engagement of underrepresented families, including low-income and English learner families, by reducing barriers to participation and expanding access to meaningful opportunities for involvement. To improve engagement, the school will continue providing translated materials and interpretation services for meetings, conferences, and school communications to increase access for multilingual families. New Jerusalem will also continue the Reading Connections program and expand parent education opportunities focused on topics such as technology, community resources, stress management, and strategies for working with teenagers, with programs such as The Parent Project serving as entry points for these supports. In addition, the school will provide resources and tools to help families support literacy and learning at home and offer multiple opportunities for families to connect through meetings, workshops, and outreach efforts designed to meet families where they are. These efforts are intended to strengthen participation and collaboration because reducing barriers and increasing access can support more meaningful engagement in programs and services connected to student success. Progress will be monitored through participation data, educational partner feedback, and local measures of family engagement.|Based on educational partner input and local data, New Jerusalem’s strengths in seeking input for decision-making include established advisory structures, accessible communication practices, and collaborative opportunities for families to inform school programs and priorities. The school engages families through groups such as ELAC, Parent Teacher Club (PTC), and monthly engagement activities that provide regular opportunities for input on school decisions. Notices for meetings are publicized and translated, and interpretation is available to support meaningful participation for multilingual families. New Jerusalem has also made progress in using these structures to support collaborative planning, implementation, and review of family engagement efforts. Through the joint work of ELAC and PTC, families have contributed to decisions supporting student programs in the arts, music, sports, college scholarships, and STEAM education. Educational partner feedback indicates these structures have supported ongoing communication and strengthened family participation in school decision-making.|Based on the self-reflection process, New Jerusalem has identified a focus area for improvement in expanding opportunities for underrepresented families to provide input on school policies, services, and priorities. While advisory groups provide important input, the school has identified a need to broaden participation and create additional entry points for families who may not regularly attend traditional meetings. To improve in this area, New Jerusalem will focus on strengthening Parent Teacher Club and ELAC meetings by incorporating guest speakers and facilitated dialogue to support informed feedback. The school will also expand opportunities for input through quarterly town hall meetings focused on LCAP goals, school services, and campus priorities, as well as embed feedback opportunities into larger events such as Back to School Night and Open House to increase participation from a broader range of families. These efforts are intended to strengthen inclusive decision-making by increasing access to input opportunities and ensuring feedback reflects diverse family perspectives.|New Jerusalem will improve engagement of underrepresented families in decision-making by increasing access to information, expanding opportunities for feedback, and reducing barriers to participation. The school will continue to intentionally share information about programs and policies during advisory meetings and schoolwide events in order to solicit family feedback. Annual surveys made available in multiple languages will provide additional opportunities for families who are unable to attend meetings to share their perspectives.|5|5|5|5|5|5|5|5|4|4|5|4|Met||2026-06-09|2026
39686270126755|ABLE Charter|3|ABLE Charter Schools continues to strengthen relationships between school staff and families through multiple engagement structures designed to promote communication, collaboration, and shared decision-making. Feedback from families, educational partners, and local data indicate that families value opportunities to provide input regarding school programs, student support services, and school improvement efforts. During the 2025–26 school year, ABLE expanded stakeholder engagement opportunities through the use of the Charter Advisory Council (CAC), which serves as the school's shared governance advisory committee and provides parents, staff, students, and community members with a structured forum for providing input on school initiatives, student achievement, and the Local Control and Accountability Plan (LCAP). ABLE also maintained an active English Learner Advisory Committee (ELAC), providing families of English Learners opportunities to review programs and services and offer recommendations regarding supports for multilingual learners. The school utilizes multiple communication platforms and engagement strategies to ensure families remain informed and connected to the school community. These include parent surveys, Possip feedback tools, family meetings, parent conferences, and ongoing communication from teachers, school leaders, and support staff. Information gathered through these processes is regularly reviewed and incorporated into school planning, intervention efforts, and LCAP development. ABLE's Parent Resource Center, counseling services, and attendance intervention efforts further strengthen partnerships with families by providing individualized support and connecting families to resources that promote student success. These systems allow school staff to proactively engage families when students require additional academic, behavioral, attendance, or social-emotional support. As a result of these efforts, ABLE continues to build a culture of collaboration and trust between families and school staff. Family input remains an important component of school improvement efforts and contributes to ongoing decisions regarding programs, services, and resource allocation.|Based on educational partner feedback and local data, ABLE Charter Schools has identified opportunities to further strengthen family engagement by increasing participation among underrepresented groups, expanding opportunities for two-way communication, and improving family understanding of student achievement and support systems. While ABLE provides multiple opportunities for family input through surveys, advisory committees, meetings, and school events, participation levels vary across stakeholder groups. The school seeks to increase engagement among families who have historically been less likely to participate in school governance, advisory committees, and feedback opportunities. Particular attention will be given to increasing participation from families of English Learners, students with disabilities, foster youth, and students experiencing chronic absenteeism. ABLE also seeks to strengthen ongoing communication with families by creating additional opportunities for meaningful dialogue regarding student progress, academic expectations, and available support services. Educational partner feedback indicates that families value regular communication and desire a greater understanding of how student achievement data, intervention services, and school improvement efforts support student success. Moving forward, ABLE will continue to strengthen the role of the Charter Advisory Council (CAC) and English Learner Advisory Committee (ELAC), expand outreach efforts, and utilize stakeholder feedback to guide decision-making. The school will also continue refining communication systems and increasing opportunities for families to engage in discussions regarding student achievement, attendance, school climate, and LCAP priorities. These efforts are intended to ensure that all families feel welcomed, informed, and empowered to participate as active partners in their child's education and in the continuous improvement of ABLE Charter Schools.|ABLE Charter Schools will continue to improve engagement with underrepresented families by expanding outreach efforts, reducing barriers to participation, and increasing opportunities for meaningful involvement in school decision-making processes. Through stakeholder feedback and local data, the school has identified opportunities to increase participation among families of English Learners, students with disabilities, students experiencing chronic absenteeism, and families who have historically participated at lower rates in advisory committees, surveys, and school engagement activities. To address these needs, ABLE will continue strengthening the role of the English Learner Advisory Committee (ELAC) and Charter Advisory Council (CAC) by increasing outreach, providing meeting reminders through multiple communication methods, and encouraging participation from a broader cross-section of families. The school will also continue utilizing family feedback tools, surveys, and direct outreach to gather input from families who may not traditionally participate in school governance activities. In addition, ABLE will leverage existing support structures, including the Parent Resource Center, counseling services, attendance intervention teams, and Student and Family Support Team, to build stronger relationships with families and connect them with school resources. School staff will continue providing individualized outreach to families whose students may require additional academic, attendance, behavioral, or social-emotional support. The school will also work to increase family understanding of student achievement data, intervention services, graduation requirements, and available educational opportunities. By providing families with timely information and opportunities for engagement, ABLE seeks to strengthen family-school partnerships and ensure that all families have meaningful opportunities to contribute to decisions that impact student success. Progress will be monitored through participation rates in advisory committees, survey responses, family engagement activities, and ongoing educational partner feedback. These efforts will support ABLE's commitment to creating an inclusive and collaborative school community where all families feel welcomed, informed, and empowered to participate.|ABLE Charter Schools has made significant progress in building partnerships with families that support positive student outcomes. Through a combination of academic support systems, family engagement structures, and collaborative problem-solving processes, the school actively partners with families to support student achievement, attendance, social-emotional well-being, and college and career readiness. Educational partner feedback and local data indicate that families value opportunities to work collaboratively with school staff to address student needs and support student success. ABLE utilizes a multi-tiered system of support (MTSS) framework that encourages active family involvement in identifying student needs, developing intervention plans, monitoring progress, and celebrating student growth. Families are regularly engaged through parent conferences, attendance intervention meetings, counseling services, and ongoing communication with teachers and school staff. The school has also expanded academic intervention services to provide additional support for students requiring targeted assistance in English language arts and mathematics. These efforts help ensure that students receive coordinated support both at school and at home. ABLE further strengthens partnerships through the Charter Advisory Council (CAC), English Learner Advisory Committee (ELAC), and Local Control and Accountability Plan (LCAP) engagement process. These structures provide families with opportunities to contribute to decisions regarding school priorities, student support programs, and resource allocation. Family feedback gathered through surveys, advisory committees, and direct outreach is reviewed by school leadership and incorporated into continuous improvement efforts. Additional supports, including the Parent Resource Center, attendance intervention systems, counseling services, and community partnerships, help connect families with resources that promote student success. Through these collaborative efforts, ABLE continues to strengthen the partnership between home and school and create shared responsibility for improving student outcomes. As a result, families play an active role in supporting student achievement, attendance, engagement, and overall well-being. ABLE remains committed to fostering meaningful partnerships that empower families as essential contributors to student success.|Based on educational partner feedback and local data, ABLE Charter Schools has identified opportunities to strengthen partnerships with families by increasing family understanding of student achievement data, expanding participation in intervention and support processes, and fostering greater shared ownership for student outcomes. While families actively participate in many school programs and engagement opportunities, local data indicate a need to increase family awareness of academic performance indicators, intervention supports, attendance expectations, and pathways to student success. The school recognizes that families are most effective as partners when they have a clear understanding of their child’s academic progress and the specific actions that can support improvement. ABLE also seeks to increase engagement among families of students who are experiencing academic challenges, chronic absenteeism, or other barriers to success. Educational partner feedback suggests that families value personalized communication and opportunities to collaborate with school staff regarding student goals, progress monitoring, and intervention planning. The school will continue working to ensure that these partnerships are consistent, proactive, and focused on measurable outcomes for students. Additionally, ABLE has identified opportunities to strengthen family participation in discussions regarding academic interventions, attendance improvement efforts, college and career readiness, and long-term educational planning. Expanding family engagement in these areas will help create stronger alignment between school supports and home support systems. Moving forward, ABLE will continue refining communication practices, increasing opportunities for data-informed conversations with families, and expanding outreach efforts to families whose students may require additional support. Through these efforts, the school seeks to deepen partnerships with families and strengthen the shared responsibility for improving student achievement, attendance, engagement, and overall student success.|ABLE Charter Schools will improve engagement of underrepresented families by increasing opportunities for meaningful participation in efforts directly connected to student achievement, attendance, and overall student success. Through stakeholder feedback and local data, the school has identified opportunities to strengthen partnerships with families of English Learners, students with disabilities, students experiencing chronic absenteeism, and families who have historically participated at lower rates in school programs and decision-making processes. To improve engagement, ABLE will continue providing proactive outreach and individualized support through its attendance intervention systems, Family & Student Engagement Specialist, counseling services, intervention programs, and parent engagement activities. School staff will work collaboratively with families to review student progress, identify barriers to success, establish goals, and develop plans to support improved academic and attendance outcomes. The school will also increase opportunities for families to participate in data-informed conversations regarding student achievement, assessment results, intervention services, English Learner progress, graduation requirements, and college and career readiness. By helping families better understand student performance data and available support systems, ABLE seeks to strengthen the connection between family engagement and student outcomes. Additionally, the school will continue utilizing the English Learner Advisory Committee (ELAC), Charter Advisory Council (CAC), family surveys, and direct outreach efforts to gather feedback from underrepresented families and ensure their perspectives inform school improvement efforts. Feedback received through these structures will be used to refine programs, services, and supports designed to meet the needs of diverse student populations.ABLE will monitor progress through participation rates, stakeholder feedback, student achievement data, attendance outcomes, and engagement in intervention and support programs. These efforts are intended to strengthen family-school partnerships, increase access to support services, and ensure that all families are empowered to actively contribute to their child's educational success.|ABLE Charter Schools has established multiple systems to actively seek input from educational partners and incorporate that feedback into school improvement efforts and decision-making processes. Feedback from families, students, staff, and community members plays an important role in shaping school priorities, programs, services, and resource allocation. The school utilizes a variety of formal and informal engagement structures to gather stakeholder input throughout the year. These include the Charter Advisory Council (CAC), English Learner Advisory Committee (ELAC), Local Control and Accountability Plan (LCAP) engagement activities, parent surveys, student surveys, staff surveys, Possip feedback tools, and stakeholder meetings. These opportunities provide educational partners with multiple avenues to share perspectives, identify areas of need, and contribute to discussions regarding school improvement. ABLE has made significant progress in strengthening stakeholder voice through use of the Charter Advisory Council, which serves as a key advisory body for reviewing school performance, discussing strategic priorities, and providing input on the LCAP. The school also maintains an active ELAC to ensure that families of English Learners have meaningful opportunities to provide recommendations regarding programs and services that support multilingual learners. The school regularly reviews local data, survey results, attendance trends, student achievement data, school climate data, and stakeholder feedback to identify strengths, areas for growth, and emerging needs. Educational partner input is incorporated into planning processes related to academic programs, intervention services, student support systems, school climate initiatives, and budget priorities. Through these efforts, ABLE has continued to strengthen a culture of collaboration and shared decision-making. Stakeholders are provided with meaningful opportunities to influence decisions that affect students and the broader school community, and school leaders remain committed to ensuring that educational partner input informs continuous improvement efforts throughout the organization.|Based on educational partner feedback and local data, ABLE Charter Schools has identified opportunities to strengthen stakeholder participation and increase representation in decision-making processes. While the school has established multiple avenues for collecting feedback, participation levels vary among stakeholder groups, and the school seeks to broaden engagement to ensure that decisions reflect the perspectives of the entire school community. One focus area for improvement is increasing participation from families and students who have historically been underrepresented in surveys, advisory committees, and stakeholder engagement activities. The school recognizes the importance of ensuring that families of English Learners, students with disabilities, students experiencing chronic absenteeism, and other underrepresented groups have meaningful opportunities to contribute to school planning and improvement efforts. ABLE also seeks to increase stakeholder awareness regarding how educational partner feedback is used to inform decisions. Educational partner input is regularly reviewed and considered; however, the school has identified an opportunity to strengthen communication regarding the connection between stakeholder feedback and resulting actions, priorities, and resource allocation decisions. Additionally, the school seeks to expand opportunities for ongoing input throughout the school year rather than concentrating engagement efforts around specific planning cycles such as the LCAP process. By creating more frequent opportunities for dialogue and feedback, ABLE aims to strengthen stakeholder ownership of school improvement efforts and foster a greater sense of shared responsibility for student success. Moving forward, ABLE will continue refining its stakeholder engagement processes, increasing outreach efforts, and utilizing multiple methods of communication and feedback collection to ensure that all educational partners have meaningful opportunities to contribute to decisions that impact students and the school community.|ABLE Charter Schools will improve engagement of underrepresented families by implementing targeted outreach strategies, expanding opportunities for participation, and reducing barriers that may limit involvement in decision-making processes. Through stakeholder feedback and local data, the school has identified opportunities to increase participation among families of English Learners, students with disabilities, students experiencing chronic absenteeism, and families who have historically participated at lower rates in surveys, advisory committees, and school engagement activities. To address these needs, ABLE will continue strengthening the role of the Charter Advisory Council (CAC) and English Learner Advisory Committee (ELAC) by actively recruiting participants who reflect the diversity of the school community. The school will utilize multiple communication methods, including electronic communication, phone calls, direct outreach, and school events, to increase awareness of opportunities for involvement and encourage broader participation. The school will also continue gathering feedback through surveys, stakeholder meetings, Possip feedback tools, and other engagement opportunities designed to reach families who may be unable to participate in traditional meeting formats. These efforts will provide families with multiple avenues to share input and ensure that diverse perspectives are represented during planning and decision-making processes In addition, ABLE will work to increase transparency by communicating how stakeholder feedback informs decisions related to school programs, student supports, resource allocation, and LCAP priorities. By helping families understand the impact of their participation, the school seeks to strengthen trust and encourage ongoing engagement. Progress will be monitored through participation rates, survey responses, advisory committee membership, and educational partner feedback. Through these efforts, ABLE will continue building an inclusive decision-making process that values the voices of all families and ensures that underrepresented groups have meaningful opportunities to influence decisions that affect students and the broader school community.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-24|2026
39686270127191|California Virtual Academy @ San Joaquin|3|The school is dedicated to cultivating trusting and respectful relationships with families to ensure student success in the virtual learning environment. Upon enrollment, families receive personalized onboarding support from a designated coach, including guidance on program expectations, communication channels, and navigation of online platforms and resources. These intentional connections help establish a strong sense of belonging from the start. Spanish-language onboarding is available for Limited English Proficient (LEP) families, along with translation tools for families who speak other languages. Teachers proactively connect with families through welcome calls, monthly check-ins, academic conferences, and live instruction aligned to California standards. Staff prioritize building strong relationships through consistent, face-to-face interactions and support student and family resilience through intentional social-emotional learning practices. The school emphasizes self-awareness, self-management, and executive functioning skills, while schoolwide behavioral expectations promote positive interactions, guide staff decision-making, and create consistent support systems for students. Beyond the classroom, the school offers in-person and virtual activities, clubs, and support sessions to foster connection and engagement. Year-round support is available, including during the summer months. School leaders regularly gather feedback from families, students, and staff through surveys and direct engagement to inform continuous improvement. Programs such as Compass provide targeted support for students experiencing homelessness, foster youth, and other underrepresented student groups, offering resources, engagement opportunities, and coaching, including bilingual support. Families, students, and staff actively participate in planning and decision-making through Title I meetings, the English Learner Advisory Committee (ELAC), and Partner Engagement Meetings. These forums provide opportunities to review and give input on the Local Control and Accountability Plan (LCAP) goals, actions, and services. The LCAP Advisory Committee ensures that feedback informs decision-making and program adjustments aligned with community needs. The school evaluates data through multiple accountability measures, using insights to refine action plans and enhance family engagement strategies. By prioritizing inclusive practices, strong communication, and meaningful partnerships, the school ensures all families feel welcomed, valued, and supported.|Current Areas of Improvement -Continue to refine the Enduring Connection Calls between teachers and students. -Schoolwide implementation of 3 Signature Practices across all departments -Training and Professional Development for staff based on trauma-informed practices, to support trusting and respectful relationships with families. -Provide additional training for all staff on how to access the primary and preferred language of Limited English Proficient (LEP) families. -Continue to refine the Language Access Plan - a resource that outlines ongoing efforts to improve access for limited English proficient (LEP) individuals – people whose primary language is not English and who have limited ability to read, speak, write, or understand English. -Continue to develop the Newcomer instructional and family support services provided by the English Language Development (ELD) Department to meet the needs of students in kindergarten through grade twelve (K–12) who were born outside the United States (U.S.) who have arrived in the U.S. in the last three years and who also are still learning English.|Solid relationships and research-based support/services improve outcomes for underrepresented students. The school provides engagement, attendance, academic, and SEL support for families, including English Learners, Students with Disabilities, and Socioeconomically Disadvantaged (SED) students. Support includes removing barriers and providing school supplies and resources, as well as academic support, to help them succeed in the virtual learning environment. The school has bilingual engagement staff for Spanish-speaking families to provide support throughout the calendar year to expand opportunities for LEP families and provide an increased level of translation and interpretation support from a school staff member. Additionally, schoolwide forms and documents have been translated into Spanish, and the school’s website includes a language toggle feature so that families can change the presentation of all information on the site to the language of their choice. In addition, the school contracts with an over-the-phone interpreting service, Certified Languages International (CLI), which provides interpreters in over 230 languages, allowing for teachers and other staff to communicate with LEP students and families during real-time phone calls or video conferences in their preferred language. In order for Limited English Proficient (LEP) families who speak a language other than English or Spanish to access school information, resources are included with school communication for seamless translation on demand. All parents and guardians of students may request free language translation services in their preferred language at any time, and staff members can request document translation for LEP families’ preferred languages at any time as well. The school seeks the participation of unduplicated students by offering specific onboarding follow-up for SED families who are not meeting designated engagement metrics, an internet subsidy so families can engage and connect with the school community, and the Compass team reaches out to parents and families when SED students are not engaged. We offer workshops to support resilience, specifically designed to support SED parents and families. This series focuses on skills to manage stress, solve problems, reflect on reactions in different situations and practice new ways to respond when facing challenges. For Students with Disabilities, GE teachers and Education Specialists do targeted outreach and seek their active participation in their child's education. Case Managers ensure families attend Individualized Educational Plan (IEP) meetings, specifically parents/guardians are invited to attend 30-day, annual, and triennial IEPs, evident in Team Meeting Notices. An ongoing area of improvement for the school is to continue analyzing parental engagement data to ensure consistent and significant participation from parents and students in unduplicated groups.|The school fosters strong partnerships with families to ensure student success. Recognizing the critical role parents play in an independent study charter school, the school actively engages families by providing information, resources, training, and opportunities to collaborate with other parents to support their children’s learning. Regular teacher-family conferences inform parents about student progress and expectations, while accessible systems provide visibility into grades, assessments, and online activities. Dedicated engagement and attendance support teams help keep students connected to their learning by supporting families with strategies and clear expectations. To improve outcomes for English Learners, the ELD Department includes a Bilingual Engagement Coach and ELD paraprofessionals who provide targeted outreach and personalized support. These efforts address attendance barriers and guide families in understanding student progress, fostering collaboration to accelerate English proficiency and reclassification. Graduation coaches also support students and families by providing guidance on requirements, progress tracking, and pathways to on-time graduation through meetings, assemblies, and conferences. As a Professional Learning Community (PLC), the school focuses on learning, collaboration, and results. Staff work together to analyze student progress, refine instruction, and strengthen communication with families through onboarding, connection calls, academic conferences, and ongoing support sessions. Programs such as CAVA2College and the Career & College Prep Program provide high school students with opportunities to explore career pathways, earn certifications, and prepare for postsecondary success. Middle school students engage in career exploration and can earn high school credit. The school utilizes multiple communication platforms, including ParentSquare, LC Community, social media, and the school website, to share information and build connections. The Family Teacher Organization (FTO) further strengthens partnerships through regular meetings and shared goals. Social-emotional well-being is also a priority. The SEL team provides student assemblies aligned to SEL benchmarks, crisis support, and access to community-based mental health resources through Care Solace. Monthly, Parenting with Purpose workshops offer families opportunities to build community and learn strategies that support positive parent-child relationships.|Current Areas of Improvements -Additional opportunities for students to engage with SEL assembly topics by incorporating content into the MS/HS ORN courses and supporting the elementary staff with resources to share during Paw Pride sessions. -Provide training and access to Care Solace for administrators, who can support families by initiating a warm handoff when needed. Continue to create understanding with staff around the difference between a “warm handoff” and “anonymous search” and how we can better support resource connection when we start a “warm handoff” for a family or student. -Increase the translation and interpretation services and documents provided in Arabic, an increasing primary language amongst Limited English Proficient (LEP) families at our school.|The school’s Attendance Advocates proactively address student absences daily, working with students and families to identify and overcome barriers to engagement. They assist parents with completing required surveys for offline work and schedule additional meetings when absences persist to ensure students are supported and re-engaged in their learning. To support McKinney-Vento (MKV) students, the school has increased staffing to ensure timely access to dedicated support. Students are provided with essential materials based on individual needs, including backpacks, school supplies, ink, paper, hotspots, and PE clothing. Staff also provide referrals and warm handoffs to community resources such as food, housing, health, and mental health services. All staff participate in ongoing professional development to strengthen their ability to support students and families. New teachers receive comprehensive onboarding and are paired with a dedicated support teacher during their first year to ensure strong alignment with schoolwide expectations and practices. The school continues to strengthen its implementation of a Professional Learning Community (PLC) model focused on collaboration, learning, and results. Key teams include: Leadership Team: Coordinates schoolwide efforts across departments and grade levels. Guiding Coalition: Leads PLC processes and supports a collaborative culture focused on student outcomes. Professional Learning Teams (PLTs): Collaborate on instruction, intervention, and support for shared students. MTSS/Intervention Team: Provides targeted support for at-risk students through data-driven interventions. Student Study Team (SST): Reviews student needs and recommends appropriate academic and social-emotional supports. The school has expanded college and career readiness opportunities through programs such as CAVA2College and Career & College Prep Program, offering dual enrollment, career pathways, and certification opportunities. Middle school students also have access to career exploration and technology courses that build early college and career readiness skills. Families are supported through multiple communication platforms, including ParentSquare, the digital handbook, LC Community, social media, and the CAVA website. These tools ensure families understand their rights, access resources, and stay connected. The Family Teacher Organization (FTO) meets monthly to strengthen partnerships between families and the school community.|The LCAP Needs Assessment Survey provides valuable feedback from families and educational partners to guide continuous improvement efforts and to inform the development and monitoring of LCAP goals, actions, and services. Leadership teams regularly review survey feedback alongside student engagement and achievement data to adjust schoolwide and departmental plans and strengthen family engagement initiatives. Families identified several strengths they value and want continued focus on, including academic supports and interventions, support for multilingual families and students with disabilities, graduation support, A-G completion, and core curriculum alignment , student engagement opportunities, family and community engagement, positive school climate, and strong teacher and staff support. Additional focus areas identified included summer school opportunities, attendance support, teacher communication, new teacher support, internet reimbursement awareness, consistency across schools and programs, and SEL (Social Emotional Learning), including staff training, connections to community-based supports, and strategies that strengthen the home-to-school connection. Areas identified for improvement included platform usability and technology experience, student connection and social opportunities, differentiation for advanced learners and special populations, and teacher training and consistency. Parents, families, students, and staff provide ongoing feedback and guidance to the school through a variety of engagement opportunities, including Title I Meetings, Winter and Spring Partner Engagement Meetings, the LCAP Needs Assessment Survey, ELAC Meetings, the EL Needs Assessment Annual Survey, the LCAP Parent Advisory Committee (PAC), School Climate Surveys, Family Teacher Organization (FTO) meetings, Student Government, parent coffee chats and trainings, and regular student and teacher check-ins. Feedback gathered through these opportunities helps inform schoolwide planning, programs, services, and continuous improvement efforts. The school maintains strong two-way communication with families through ParentSquare, LC Community, emails, Connection Calls, academic conferences, student support sessions, graduation plan reviews, Student Individualized Learning Plans (ILPs), Student Support Team (SST) meetings, Individualized Education Program (IEP) meetings, English Language Development (ELD) program meetings, and Bear Tracks, the weekly community newsletter that highlights school events, resources, and activities.|Based on parent feedback, the school will: -Continue parent engagement initiatives. -Continue to provide regular surveys and host Partner Engagement Meetings to share school goals and actions, gather feedback, and increase family participation in school decision-making. -Implement a new feedback system: a multilingual survey platform that allows anonymous text, audio, or video submissions through QR codes and ParentSquare links. This system identifies key themes and informs targeted interventions. -Improve scheduling and accessibility of board meetings for parents and staff. -Provide on-demand informational videos: short, accessible videos that explain LCFF, the LCAP process, and how to provide meaningful feedback. These can be accessed at any time to accommodate families' schedules. -Continue to provide time management tools, technology and school-platform training, and resources and support to strengthen parent and learning coach capacity. -Enhance onboarding and follow-up support for families, and provide extended targeted support for families needing additional assistance. -Expand and refine attendance and engagement support for families. -Communicate available, student-specific, research-based interventions delivered by specialized staff across multiple tiers of support. -Continue implementing the schoolwide collaborative Social-Emotional Learning (SEL) plan that actively engages teachers, students, staff, and families, with clearly defined, school-specific roles and responsibilities to ensure consistent and meaningful support for all students. -Increase peer-to-peer interaction through Class Connect sessions, clubs, K12 Zone activities, and in-person and virtual events. -Refine and expand support for students experiencing homelessness and housing insecurity. -Enhance communication to increase awareness of the Internet Service Provider (ISP) reimbursement, reduce delays in verification, improve usability, and support. -Proactively reach out to families who have not participated in feedback opportunities to identify and remove barriers, and communicate to all families how their input has led to meaningful school improvements and decisions. -Enhance multilingual supports|Parents generally express satisfaction with the school, which positively impacts all students. They value the assistance that teachers and staff provide, as well as the school's efficient communication with students and families. Daily prompts regarding class attendance and assignments help students stay focused. Parents appreciate the opportunity to monitor their child's progress and access educational materials in advance to address any academic hurdles. They also value the school's diverse and comprehensive curriculum, which offers a wide range of courses and effective teaching methods. Additionally, parents welcome the various opportunities for high school students and socialization activities available at all grade levels. Furthermore, the staff dedicated to supporting Spanish-speaking parents is highly regarded.|4|5|4|5|5|5|5|5|4|4|4|4|Met||2026-06-18|2026
39686270129890|Delta Home Charter|3|Our educators and staff at Delta Home Charter School remain committed to ongoing professional development across the diverse curricula offered to families. Staff members are highly knowledgeable in all aspects of the curriculum, enabling them to effectively support student learning at home throughout the school year. NWEA MAP assessment results are used to monitor student progress in English Language Arts and Mathematics, allowing teachers to identify targeted areas for growth and provide individualized academic support for each learner. To further support student achievement, the school provides enrichment opportunities and advanced learning resources designed to meet the diverse needs of students. Delta Home also recognizes the importance of ensuring that all families are informed of their educational rights and feel empowered to advocate for their children. To strengthen communication and engagement with families, the school purchased a translation device to assist with communication when an in-person translator is not available, helping ensure families are able to access important information and remain connected to their child’s education. In addition, the school hosted several family engagement events throughout the year that provided opportunities for families to visit the campus and participate in activities alongside their children. Delta Home also held its first English Learner Advisory Committee (ELAC) meeting, which had a strong parent turnout and encouraged increased family involvement and collaboration in supporting student success.|Enhancing engagement with families of non-native English speakers remains a priority for Delta Home Charter School. This year, the school held its first English Learner Advisory Committee (ELAC) meeting with a strong parent turnout and positive family involvement. For the upcoming school year, Delta Home plans to increase the number of ELAC meetings offered throughout the year to ensure parents remain informed and to further strengthen partnerships in supporting their child’s education. The school has also begun planning additional parent engagement opportunities for the upcoming school year, including Early TK and early education parent informational meetings that will take place throughout the year. These meetings are designed to build strong partnerships with families by providing support, resources, and guidance related to early childhood education. Families will have opportunities to learn about developmental skills, educational strategies, and key components of the TK program to better support student learning and success at home. In addition, the school is planning to host parent informational sessions focused on teaching mathematics, as many families have expressed a need for additional support in this area. These sessions will provide parents with practical strategies, instructional tools, and resources to help them confidently support their child’s math learning at home. Eventually, our goal is to also add Reading workshops for parents to attend as well.|Delta Home Charter School will hold periodic English Learner Advisory Committee (ELAC) meetings to support English Language Learner (ELL) students and strengthen family engagement. Families are encouraged to attend these meetings to learn more about the school’s academic programs, enrichment and sports opportunities, curriculum offerings, and support services available to students. ELAC meetings also provide families with opportunities to share input and feedback, helping guide meaningful school decisions and strengthen partnerships between home and school. In addition, the school will offer student data conferences that provide opportunities for students, families, and teachers to collaboratively review MAP assessment results and discuss academic progress. These conferences are designed to increase family engagement, support goal setting, and foster stronger relationships with all families, particularly those from underrepresented groups, through open communication and shared understanding. To further support families in their role as primary educators within the home learning environment, Delta Home also plans to offer parent workshops throughout the school year. These workshops will provide families with practical teaching strategies, curriculum support, organizational tools, and academic resources to help them confidently support their child’s learning at home. Special focus areas will include mathematics instruction, early literacy strategies, and best practices for creating successful learning routines.|At Delta Home, we are committed to strengthening the skills of our staff, administrators, teachers, and classified personnel to build trusting and respectful relationships with families. We recognize that effective communication between families and educators is essential to the success of our program. Teachers meet with families in person each month to foster meaningful connections, while weekly check-ins via email, phone, or text ensure consistent communication, support progress monitoring, and guide goal setting. Upon enrollment, the principal meets individually with each family and continues to engage regularly to promote student success, set clear objectives, and celebrate student achievements. Our facilities are clean, welcoming, and designed to provide a home-like environment where families feel comfortable and valued. We acknowledged the need to more fully recognize and celebrate the diverse cultures of our families—a key area for growth and we hosted our multi-cultural day where different families attended to share information about their culture. Students are welcome to visit the site for enrichment opportunities and academic support from teachers. We also offer weekly tutoring in Math, Science, and English Language Arts to further reinforce learning and provide targeted assistance.|To enhance student performance, we are introducing periodic data talks and family conferences throughout the academic year. These data talks will enable our qualified teachers to identify each student's specific needs, fostering improved educational results. Teachers will convene in Professional Learning Communities (PLCs) to deliberate and scrutinize student data. Following these PLC sessions, teachers will brief parents on their child's progress during student data conferences and offer strategies and resources for home use to bolster student achievement.|The principal will continue to meet personally with all families interested in enrolling at Delta Home, ensuring a welcoming and informative introduction to our program. Throughout each learning period, teachers will maintain consistent engagement with families to support student success. Weekly tutoring sessions will also be available for students as needed, providing targeted academic support. Through ELAC meetings and parent events, we aim to build strong, positive relationships with families—recognizing that meaningful family engagement plays a critical role in improving student outcomes.|Improving family engagement in policy and program decision-making is a key area of focus for Delta Home. Historically, parental involvement in this aspect has been limited, and school meetings intended to gather family input often experience low turnout. To address this, we are actively working to increase participation—particularly among underrepresented families—through ongoing family engagement events. The effectiveness of these initiatives is evaluated using parent surveys and feedback forms to ensure their relevance and impact. Delta Home remains committed to exploring innovative and inclusive strategies that encourage meaningful parental involvement in shaping school policies and programs.|We are initiating a series of parent support meetings and Coffee with the Principal events to involve families actively. These gatherings will be instrumental for us to make well-informed decisions, utilizing parent input and feedback to enhance our programs. Additionally, we will offer strategies and tools for parents to support their child's learning at home. These meetings will also function as an open forum for parents to pose questions and receive guidance on assisting their child within the home-schooling environment.|Delta Home is committed to increasing the engagement of underrepresented families by leveraging ELAC (English Learner Advisory Committee) meetings and creating community events for families to attend. These meetings and events provide meaningful opportunities for gathering input and applying feedback to more effectively support our families. Additionally, student data conferences will allow parents, students, and teachers to share insights and collaborate in the decision-making process, ensuring that the voices of all families are heard and valued.|5|5|5|5|5|5|5|5|4|5|4|4|Met||2026-06-09|2026
39686270129916|Valley View Charter Prep|3|Valley View Charter Prep understands the importance of feedback from educational partners and utilizes this feedback in planning and decision-making. Teachers meet weekly, bimonthly, or monthly with families establishing trusting, respectful relationships beginning on the first day of school. Families are invited and encouraged to attend Parent Fairs events, as well as Park Days. During individual family meetings, teachers engage with parents and students and learn about the family's unique culture, as well as the family's academic and social emotional goals for every child. Notes are kept by each teacher in a log for reference. Valley View has an active website and Facebook Page that are used to communicate with families. All families have access to their teacher and school administration via email, text and phone.|Based on feedback from educational partners VVCP will continue to utilize Parent Square for the 2026-2027 school year. This allows parents greater access to information regarding school events and meetings and clarify the decision-making process. The continued use of the Kelvin survey tool allows efficient surveys of students, parents, and staff and provides the school with the opportunity to address questions and concerns several times during the school year.|With the model of education set forth by VVCP, all families are met with face to face in an equal and fair manner. Student computers and internet access are provided to help ensure that all families, even those in underrepresented subgroups are properly engaged.|Valley View Charter Prep teachers and administration work to provide support and partnership for all families in part by using professional development to train teachers to work with parents on all academic programs including but not limited to: IXL. Edmentum, CTE, Reading Eggs, Math Seeds, PLATO, Rosetta Stone, Lexia, Lexia Pro, Keyboarding without Tears, and district adopted curriculum. Parents are provided with access to curriculum to use in their homes to support continual improvement of academic growth. All students 3-11 are assessed twice per year through NWEA/MAP, while those in grades K-2 are assessed three times per year through DIBELS and mClass math.  These scores are reviewed and discussed with parents. These conversations are used to align learning goals and progress on previous goals. In this model of independent study, where teachers meet with every family/ student regularly, all stakeholders are actively engaged.|The analysis of educational input and local data guided the LEA in the decision to add a K-2 math assessment during the 22-23 school year to increase parent knowledge of math standards and increase the use of math interventions.|With the model of education set forth by VVCP, all families are met with face to face in an equal and fair manner. Student computers and internet access are provided to help ensure that all families, even those in underrepresented sub-groups are properly engaged.|Parents are asked to provide feedback on coursework, field trips, and community opportunities. Families are encouraged to attend parent park days and parent fairs. Meetings are held prior to these events for parents to provide input on policies and procedures. Annually, parents are asked to participate in an annual satisfaction survey. The results from the survey are used to make school wide impact decisions.|Based on feedback from educational partners VVCP is expanding its use of social media by implementing Parent Square for the 2025-2026 school year. This will allow parents greater access to information regarding school events and meetings and clarify the decision-making process. The continued use of the Kelvin survey tool allows efficient surveys of students, parents, and staff and provides the school with the opportunity to address questions and concerns several times during the school year.|VVCP will continue to improve engagement of underrepresented families by offering Direct Instruction through our K-12 intervention program.|5|5|5|5|5|5|5|4|4|4|4|4|Met||2026-06-08|2026
39686270132050|Astronaut Jose' M. Hernandez Academy|3|Our school, Astronaut Jose M. Hernandez, is an independent charter school committed to continuous improvement through meaningful educational partners engagement and data-driven decision-making. We administer annual teacher, student, and family surveys to gather feedback on school programs, climate, communication, and overall effectiveness. Survey results, along with key dashboard data and student performance metrics, are regularly reviewed by school leadership and shared with educational partners to identify strengths, areas for growth, and opportunities for improvement. Our School Site Council holds monthly meetings where parents are encouraged to participate in discussions, review survey and dashboard data, and provide ideas and suggestions to support school improvement efforts. Families also participate in biannual student-led conferences, which provide opportunities for students to share their academic progress, reflect on their learning, and discuss goals with their families and teachers. To further promote family engagement, the school hosts quarterly community events such as Literacy Night, Science Night, talent shows, movie nights, and field days. In addition, the administrative team conducts monthly Coffee Chats, providing families with opportunities to ask questions, discuss topics of interest, review school initiatives and data, and learn about current classroom activities. Teachers, office staff, and administrators communicate with families daily through Parent Square and Class Dojo. These platforms support school-home communication, facilitate classroom engagement, track student behavior and activities, and provide a space for sharing student learning experiences. Families also have access to attendance records, report cards, assessment results, state testing information, and gradebooks through Aeries. This comprehensive system helps families stay informed and actively engaged in their child's educational journey while supporting transparency and collaboration between home and school.|A review of local data and the California School Dashboard identified areas of need related to the performance of our Multilingual Learners and rates of chronic absenteeism. These data points highlight the importance of strengthening partnerships with families to support consistent student attendance, academic achievement, and language development. Educational partner feedback emphasized the need for increased communication, resources, and collaboration between school staff and families to better support student success. As a result, the LEA's focus areas for improvement include enhancing family outreach efforts, increasing engagement with underrepresented families, improving access to student achievement and school performance data, and providing targeted support and communication for families of Multilingual Learners. The school will also continue to work collaboratively with families to address chronic absenteeism by promoting regular attendance, identifying barriers to attendance, and connecting families with appropriate supports and resources. These efforts are intended to strengthen relationships between school staff and families while improving student outcomes and overall school success.|Based on educational partner feedback, family engagement survey data, and local data from the California School Dashboard, Astronaut Jose M. Hernandez Academy identified a need to strengthen relationships with underrepresented families, particularly multilingual families, families of students with disabilities, and families who may face barriers to school participation. To improve engagement, the school will continue to expand communication and outreach efforts by providing monthly Special Education (SPED) team resources and newsletters, increasing the use of communication platforms by teachers to share academic supports and student progress, and ensuring that important school information is translated into multiple languages. The school will also increase family access to online academic platforms beyond school hours so families can more actively support student learning at home. In addition, the academy will provide Social-Emotional Learning (SEL) resources and connect families with community-based supports to address academic, social, and emotional needs. These actions are intended to create stronger, more consistent partnerships between school staff and families, increase accessibility for historically underrepresented groups, and promote meaningful family involvement in student success|Based on educational partner input and local data, the LEA demonstrates strong and growing capacity in building meaningful partnerships for student outcomes. A key strength is the LEA’s consistent and structured approach to family engagement through multiple feedback channels, including Coffee with Admin sessions, LCAP meetings, Student-Led Conferences, and ongoing student, staff, and parent surveys. This system allows the LEA to continuously gather actionable input and respond to identified needs, ensuring that decision-making is informed by families and aligned with student experiences beyond the classroom. The LEA has also made clear progress in responding directly to educational partner feedback. In particular, feedback highlighting students’ social-emotional needs led to the expansion of services, including contracting with an outside counseling agency and partnering with El Concilio of Stockton to provide additional social and emotional support for families. In addition, the implementation of a Community Outreach Day prior to the school year reflects a responsive and proactive approach to partnership-building, offering practical supports such as technology onboarding, school supplies, learning resources for home use, and clothing and uniform exchanges. Overall, these efforts demonstrate that the LEA has established a strong foundation for family engagement and is actively translating educational partner input into improved services and programs that support both student well-being and academic success.|Based on educational partner input and local data, the LEA’s primary focus areas for improvement in Building Partnerships for Student Outcomes include expanding family engagement opportunities beyond the academic day to better align with families’ availability, and strengthening outreach to increase participation from underrepresented families. The LEA also aims to improve access to student achievement and school performance data for families, enhance targeted communication, resources, and support for Multilingual Learner families, and deepen collaboration with families to address chronic absenteeism by identifying barriers to attendance and connecting families with appropriate resources. These efforts are intended to strengthen school–family partnerships and support improved student outcomes|Based on educational partner feedback, family engagement survey data, and local data from the California School Dashboard, Astronaut Jose M. Hernandez Academy identified a need to strengthen relationships with underrepresented families, particularly multilingual families, families of students with disabilities, and families who may face barriers to school participation. To improve engagement, the school will continue to expand communication and outreach efforts by providing monthly Special Education (SPED) team resources and newsletters, increasing the use of communication platforms by teachers to share academic supports and student progress, and ensuring that important school information is translated into multiple languages. The school will also increase family access to online academic platforms beyond school hours so families can more actively support student learning at home. In addition, the academy will provide Social-Emotional Learning (SEL) resources and connect families with community-based supports to address academic, social, and emotional needs. These actions are intended to create stronger, more consistent partnerships between school staff and families, increase accessibility for historically underrepresented groups, and promote meaningful family involvement in student success. By doing so this will build authentic trust in offering proactive, positive communication, and creating informal culturally responsive spaces for families to have a voice.|Based on the educational partner input and local data, the LEA demonstrates strong and consistent progress in seeking input for decision-making. Key strengths include the intentional creation of structured leadership opportunities such as a school leadership team and a Student Council Team, which ensure student voice is included in school-level decisions. The LEA also maintains multiple, accessible avenues for family and staff engagement, including Coffee with Admin meetings, School Site Council meetings, family surveys, and participation in school board meetings. These structures reflect a sustained commitment to shared decision-making and transparent communication. Additionally, the LEA has made meaningful progress in expanding access and inclusivity by providing materials in multiple languages and hosting engagement opportunities in both English and Spanish. This bilingual approach helps ensure that English learners and multilingual families can fully participate in discussions, including LCAP input sessions. Overall, the LEA’s strengths lie in its varied engagement platforms, commitment to multilingual communication, and consistent efforts to actively invite and incorporate input from all educational partners into decision-making processes.|An analysis of educational partner input and local data suggests several focus areas for improvement in seeking input for decision-making. One key area is increasing the depth and representativeness of participation. While multiple engagement opportunities exist, the LEA may need to further ensure that input consistently reflects the full diversity of the Astronaut Jose M. Hernandez Academy community, particularly families who are less frequently engaged or face barriers such as language access, work schedules, or limited familiarity with school governance processes. Another focus area is strengthening student voice beyond structured leadership groups. Expanding opportunities for broader student participation—not just Student Council members—could help ensure more comprehensive input from the student body. Additionally, the LEA may benefit from improving how feedback is documented, communicated back to stakeholders, and shown to influence final decisions. Strengthening this “closing the loop” process can increase trust and encourage continued participation by demonstrating how educational partner input directly impacts school decisions. Overall, while engagement systems are well established, the focus for improvement is on broadening participation equity, deepening student voice, and increasing transparency in how input informs decisions.|The LEA will improve engagement of underrepresented families by intentionally strengthening relationships and creating a more structured and consistent system for family voice in decision-making. A key strategy is the development of a schoolwide parent organization that will serve as a formal platform for families to share input on school decisions on an ongoing basis. Our plan would be for this organization to function as a liaison between the LEA and underrepresented families, helping to reduce barriers related to communication, access to information, and participation in school activities. By doing so, it will expand opportunities for families who are not consistently represented in current engagement structures. In addition, the LEA will continue collaborating with site administration, staff, and families to reflect on current strengths and areas for growth, ensuring that engagement practices are responsive to the specific needs of the Astronaut Jose M. Hernandez Academy community. These efforts will support more equitable participation, strengthen community relationships, and increase meaningful family voice in decision-making processes|4|4|4|4|3|4|4|4|4|4|4|4|Met||2026-06-09|2026
39686270133116|Insight @ San Joaquin|3|Met: Academic Advisors make Cougar Connections with families every month to learn about each family/student and provide any additional supports needed.  The increased attendance rates and satisfaction rates from our students and families are due to the relationships built by the staff at Insight.  Educational Partner meetings are held with students, families, staff, and community members to gather feedback on LCAP actions/data as well as school procedures. Insight values feedback from all members to support our school in addressing concerns or missed opportunities.   Learning Coach University sessions are held monthly with families and each session visits topics that support parents and students.  Insight created a peer support group for new families to be linked with a successful Learning Coach/parent who provides additional support for questions and concerns. Monthly newsletters are sent to families with updates and information from the school, they also include videos on multiple topics throughout the year and student celebrations.|Based on the analysis of educational partner feedback and local data, the LEA has identified strengthening relationships between school staff, students, and families as an ongoing area of focus within the virtual setting. Due to the unique nature of online learning, intentional and consistent relationship-building practices are essential to increasing student engagement, connectedness, and overall school satisfaction. The LEA will continue to prioritize meaningful connections through regular communication, student and family celebrations, committee participation opportunities, virtual and in-person outings, and proactive outreach from staff. These efforts are designed to foster a strong sense of community, increase family engagement, and ensure students and families feel connected, supported, and valued throughout their educational experience.|Based on the analysis of educational partner feedback and local data, the LEA identified a need to strengthen engagement and connection with underrepresented families within the virtual setting. During the 2025–2026 school year, the school created a student recognition program to increase positive and meaningful communication between staff, students, and families. Through weekly digital engagement badges, staff recognize students for attendance, resilience, participation, and growth, while personally connecting with students and learning coaches/guardians through emails, calls, texts, and outreach to celebrate student success. These intentional interactions are designed to build stronger relationships, increase family engagement, and foster a greater sense of connection to the school community.|Based on the analysis of educational partner feedback and local data, the LEA identified strong partnerships between school staff, students, and families as a current strength in supporting student outcomes. During the 2025–2026 school year, Insight created Graduation Coach positions to provide additional support for students experiencing academic challenges. Graduation Coaches work closely with students and families to monitor progress, address barriers, and help keep students on track toward graduation. In addition, counselors meet with students and families each trimester to review credits completed, discuss graduation progress, and identify remaining graduation requirements. These ongoing collaborative partnerships support increased communication, student accountability, and shared planning for student success. The school also utilizes its Academic Advisors, RAISE Team, Family and Student Champion and a Trauma Counselor to support student learning and development in the home as well as address family needs.|Based on the analysis of educational partner feedback and local data, the LEA identified a continued need to strengthen family understanding of educational systems, available supports, and parent rights in order to further improve partnerships for student outcomes. Insight’s focus areas for improvement include increasing opportunities for families to receive information, guidance, and support that help them understand and exercise their legal rights, advocate for their own students, and actively participate in school decision-making processes. The LEA will continue working to strengthen communication, provide accessible resources, and build family capacity to support student success both individually and across the broader school community.  Insight has also teamed with a community partner to provide Dual enrollment opportunities were provided beginning in Trimester 3 of the 2024-2025 school year. Insight has continued to offer dual enrollment options for the 2025-2026 school year and is looking to expand the program for 2026-2027.|Based on the analysis of educational partner feedback and local data, the LEA identified a need to increase engagement and participation of underrepresented families in school partnerships and decision-making processes. To improve engagement, the LEA will continue strengthening communication, increasing outreach efforts, and providing additional resources and supports to ensure equal access for all families. Focus areas include improving access to information, increasing opportunities for participation, and providing families with the tools and support needed to effectively advocate for their students and engage as active partners in student success.|Based on the analysis of educational partner feedback and local data, the LEA identified ongoing stakeholder input and communication as a current strength in seeking input for decision-making. Insight regularly surveys students and families and provides opportunities for parent feedback during parent nights focused on topics such as school connectedness and safety. Survey data reflects that many students feel safe learning within the virtual environment. Educational partner feedback has also helped identify areas for growth, including increasing in-person opportunities and expanding virtual clubs to strengthen student connectedness and socialization.|Based on the analysis of educational partner feedback and local data, the LEA identified increasing participation and engagement in feedback opportunities as an area for improvement in seeking input for decision-making. Although Insight provides parent information nights, hosts educational partner feedback sessions, conducts ELAC meetings, and regularly administers surveys, attendance and survey completion rates remain low. The LEA will continue exploring strategies to increase participation and ensure a broader representation of stakeholder voice in the decision-making process.|Based on the analysis of educational partner feedback and local data, the LEA identified a need to improve participation from underrepresented families in decision-making opportunities. To increase engagement, the LEA will consider hosting events in multiple locations, offering varied meeting times including morning options for greater flexibility, providing communications in families’ home languages, and incorporating attendance incentives such as raffles and prizes. These efforts are intended to reduce barriers to participation and ensure a broader representation of family voice in school decision-making processes.|4|5|4|5|5|5|5|4|4|4|4|4|Met||2026-06-12|2026
39686270136028|Delta Keys Charter|3|The site administrator proactively meets with new families interested in enrolling at the LEA to establish a personal connection between school leadership and the community. To foster ongoing relationships, teachers regularly engage with families through phone, text, email, and Zoom communications at least twice a week. Struggling or at-risk students and families are contacted daily. Additionally, families are kept informed and involved through group emails and texts as appropriate. Every twenty days or sooner, teachers schedule meetings with families to strengthen the bonds between school staff and the community. To further involve families in school activities and their children's education, regular ELAC and DELAC meetings are held either in person or digitally. The LEA also maintains a Padlet, which serves as a dynamic resource for families, offering updates on sports, academic schedules, support for new students, Edgenuity assistance, field trip details, graduation information, and more. This comprehensive approach ensures continuous engagement and relationship building with all school families.|"KEYS will begin to offer off campus community engagement activities in the neighborhoods of our students. Expand on-campus spaces to facilitate in-person meetings between teachers and families. Additionally, host more frequent ""Round Ups"" throughout the year, providing opportunities for teachers and administrators to connect with families, discuss upcoming school events, and share updates on student progress. Ensure the LEA’s Padlet is updated weekly, and post information in multiple languages to accommodate diverse family backgrounds. Also, maintain an active and regularly updated Instagram account to enhance communication. Organize regular ELAC and DELAC meetings in-person to actively involve families in school events and keep them informed about their children’s educational progress."|"Underrepresented families might experience additional barriers to engaging in the learning process especially if it means traveling to campus. KEYS will begin to offer community engagement activities in closer proximity to the homes of our families in hopes that they will find it easier to attend. Based on feedback from educational partners, the site administrator will continue to meet with new families interested in enrolling in the LEA to foster strong relationships. The school will maintain dedicated spaces for teachers to conduct in-person meetings with families. Regularly scheduled ""Coffee with Administrators"" sessions will continue, offering parents insights into upcoming school events and updates on student progress. The LEA’s Padlet and Instagram will be updated weekly, with information available in multiple languages to reach all families effectively. Regular in-person ELAC and DELAC meetings will be sustained to engage families in school events and monitor student progress. The LEA Padlet will consistently feature updates on sports, schedules, resources for new students, Edgenuity support, field trips, and graduation details."|Based on feedback from educational partners, the site administrator will continue to engage with new families interested in enrolling at the LEA, setting clear expectations and fostering partnerships aimed at enhancing student outcomes. To support and monitor students both in-person and digitally, parents are registered on the Edgenuity Family Portal, which is available in 28 languages. Additionally, parents receive regular updates on their child's grades and progress through emails in their preferred language. Teachers maintain frequent communication with guardians about student outcomes through phone, text, email, and Zoom meetings at least twice a week. Struggling or at-risk students and families will be contacted daily. The school prioritizes professional development (PD) days to focus on areas where staff can enhance their skills to better meet educational needs. The school counselor meets individually with each student to discuss their graduation and post-high school plans, helping to develop a personalized Matriculation Plan. The school offers a Vendor program featuring sports activities to further encourage student engagement and recognize their efforts. To assess and improve educational outcomes, Benchmark MAP testing is conducted twice a year, with teachers reviewing results with students, families, and other staff members to identify and implement strategies for improvement.|Surveys of students and staff have been conducted and analyzed to understand their needs for enhancing student outcomes. KEYS will begin offering localized outings for students and families with the express purpose of building community and partnerships with families. Professional development sessions, organized post-survey, are tailored to the requirements of both staff and students. Resources are allocated to enable staff empowerment and foster partnerships that support student success. The expansion of the Vendor program featuring sports activities aims to recognize a greater number of students and cultivate partnerships that contribute to student success. Monthly in-person staff meetings are dedicated to discussing ways to advance student outcomes.|The site administrator meets with new families interested in enrolling in the LEA to discuss expectations and foster partnerships for student success. Guardians are enrolled in the Edgenuity Family Portal to support and monitor students both in-person and digitally in their preferred language. Parents receive regular updates on student grades and progress through daily or weekly emails. Teachers update guardians on student performance via phone, text, email, and Zoom at least twice a week. Regular surveys from staff and students are conducted to support and provide necessary resources for student success. Professional development sessions for staff are organized to strengthen partnerships for student success. Live workshops, both in-person and digital, are held to build partnerships for student success. Students are recognized on the LEA Padlet through the 'Shout Out' column. The Vendor program and sports activities are expanded to reward more students and enhance partnerships for student 2026-27 Local Performance Indicator Self-Reflection for Delta Keys Charter Page 12 of 19 success. Students undergo benchmark MAP testing twice a year to evaluate their progress. Teachers discuss MAP scores with students, families, and colleagues, continuously seeking ways to enhance student success.|An annual climate survey is conducted to gather feedback from students and families on the school's vision and mission. Parents and students are given the opportunity to voice their preferences on how students should progress through their credits. Students are encouraged to take 5-6 classes at a time, but based on individual needs, students may complete one course at a time if it proves beneficial. Climate surveys are also collected from students, guardians, and staff to inform decision-making processes. Input from parents and guardians is actively sought during the monthly Local Plan (LP) meetings. Furthermore, during the 30-day, annual, and triennial meetings for students with Individualized Education Programs (IEPs), parents and guardians are encouraged to provide their insights.|Coffee with Administrators events are designed to foster engagement among families, providing parents with the chance to learn about forthcoming school events, monitor student progress, and offer their feedback to enhance the Local Education Agency (LEA). School will host monthly parent Zoom meetings with a Q and A format.|Organize community events near family neighborhoods to encourage participation. This will be a catalyst to forge relationships and gather further parent input. Keep taking the annual survey about school vision and mission from the students and families. Keep taking parents and students input on how the students want to go through the credits. Based on the needs, students may keep completing one course at a time if its beneficial. Keep taking the anonymous Climate surveys from students, guardian and staff to seek their input for decision making. Keep taking parents and guardian input during the monthly LP meetings. Keep taking parents and guardian input during the 30-day, annual, and triennial meetings for the students with IEP.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-09|2026
39686270136135|Delta Charter Online|3|The site administrator meets with new families interested in enrolling at the LEA to discuss expectations and establish partnerships aimed at enhancing student outcomes. To facilitate parental support and oversight, whether in-person or digitally, parents are registered on the Edgenuity Family Portal, which is available in 28 languages. This platform enables parents to receive daily or weekly updates on their child's grades and progress in their preferred language. Additionally, teachers maintain regular communication with guardians through phone calls, texts, emails, and Zoom meetings at least twice a week to keep them informed about student performance. Struggling students are contacted daily and placed onto an intervention plan to provide more structure. To further support our educational team, regular Professional Development (PD) days are organized, focusing on identified areas of need. Our school counselor engages with each student to discuss their graduation and post-secondary plans, developing a Matriculation Plan as necessary. Moreover, the LEA offers a Vendor program and sports to further encourage student engagement and reinforce partnerships for student success. Student progress is also evaluated through Benchmark MAP testing conducted twice annually. Teachers review MAP scores with students, families, and colleagues, collaboratively exploring strategies to enhance student performance.|Surveys were conducted among students and staff to identify their specific needs for improving student outcomes. Based on the analysis of these surveys, Professional Development (PD) sessions have been strategically planned to address the needs highlighted by both groups. Resources are allocated to empower staff and foster partnerships that enhance student achievements. To aid in concept and skill acquisition in fundamental areas such as math, reading, and writing, we offer regularly scheduled and on-demand tutoring. Additionally, we are expanding the Vendor program and sports activities to engage more students and strengthen partnerships that contribute to better student outcomes. Regular in-person monthly staff meetings provide a platform for discussing and brainstorming strategies to further improve student outcomes, ensuring that all initiatives are aligned with our educational goals.|The site administrator regularly meets with families interested in enrolling in the LEA to discuss expectations and forge partnerships aimed at enhancing student outcomes. Guardians are consistently enrolled in the Edgenuity Family Portal, which supports supervision of student progress either in person or digitally, in their preferred language. Parents receive regular updates on their child's grades and progress through daily or weekly emails. Teachers maintain communication with guardians about students' outcomes through phone calls, texts, emails, and Zoom meetings at least twice a week. Ongoing surveys from staff and students are conducted to identify and address the resources needed to improve student outcomes. Professional Development (PD) sessions are routinely organized for staff to strengthen partnerships focused on student achievements. Additionally, live workshops, both in-person and digital, are held to further these partnerships. The Vendor program and sports activities are also being expanded to engage and reward a larger number of students, thereby reinforcing these partnerships. Benchmark MAP testing is conducted twice a year to assess student progress. Teachers regularly review and discuss MAP scores with students, families, and other staff members, continually exploring strategies to enhance student outcomes.|"The site administrator holds meetings with families interested in enrolling at the LEA to discuss expectations and foster partnerships aimed at enhancing student outcomes. Parents are registered in the Edgenuity Family Portal, which allows them to support and monitor their children both in-person and digitally. The portal is available in 28 languages, and parents receive regular updates on their child’s grades and progress through daily or weekly emails in their chosen language. Teachers maintain frequent communication with guardians about student outcomes, reaching out via phone, text, email, and Zoom at least twice a week. Struggling students are contacted daily, placed on an intervention plan, and provided more structure in order to boost student success. Struggling students are required to come in to the Resource Center for added support until they get caught up. To further support the educational team, regular Professional Development (PD) days focus on areas where staff need enhancement. The school counselor individually meets with students to discuss their post-high school plans and creates a Matriculation Plan as necessary. Additionally, the LEA enhances student engagement and builds partnerships through its Vendor program and sports offerings. To monitor academic progress, Benchmark MAP testing is conducted twice a year. Teachers review these scores with students, families, and colleagues, collaboratively identifying strategies to improve student outcomes. The LEA holds ""Round Up"" three times a year to encourage parents and students to come on campus to meet with teachers regarding progress and participate in fun on campus activities."|Surveys were conducted among students and staff to identify their specific needs for improving student outcomes. Based on the analysis of these surveys, Professional Development (PD) sessions have been strategically planned to address the needs highlighted by both groups. Resources are allocated to empower staff and foster partnerships that enhance student achievements. To aid in concept and skill acquisition in fundamental areas such as math, reading, and writing, we offer regularly scheduled and on-demand tutoring. Additionally, we are expanding the Vendor program and sports activities to engage more students and strengthen partnerships that contribute to better student outcomes. Regular in-person monthly staff meetings provide a platform for discussing and brainstorming strategies to further improve student outcomes, ensuring that all initiatives are aligned with our educational goals.|The site administrator consistently meets with families interested in joining the LEA to set expectations and foster partnerships that support student outcomes. Guardians are regularly enrolled in the Edgenuity Family Portal, which facilitates both in-person and digital supervision of students in their preferred language. Parents continuously receive updates on their child’s grades and progress through daily or weekly emails. Teachers maintain frequent communication with guardians about students' progress, reaching out via phone, text, email, and Zoom at least twice a week. Surveys are conducted regularly among staff and students to identify and address resource needs that support student outcomes. Professional Development (PD) sessions are systematically organized to enhance staff capabilities and strengthen partnerships focused on student success. Additionally, both in-person and digital workshops are held to further develop these partnerships. The Vendor program and sports activities are continually expanded to engage more students and reinforce these partnerships. Benchmark MAP testing is conducted biannually to evaluate student progress. Teachers regularly discuss MAP scores with students, families, and other staff members, actively exploring strategies to improve student outcomes.|An annual climate survey is conducted to gather feedback from students and families on the school's vision and mission. Parents and students are given the opportunity to voice their preferences on how students should progress through their credits. Students are encouraged to take 5-6 classes at a time, but based on individual needs, students may complete one course at a time if it proves beneficial. Climate surveys are also collected from students, guardians, and staff to inform decision-making processes. Input from parents and guardians is actively sought during the monthly Local Plan (LP) meetings. Furthermore, during the 30-day, annual, and triennial meetings for students with Individualized Education Programs (IEPs), parents and guardians are encouraged to provide their insights.|Coffee with Administrators are organized to engage families to allow parents the opportunity to learn about upcoming school events, student progress and give their input to improve the LEA.|Organize community events near family neighborhoods to encourage participation. This will be a catalyst to forge relationships and gather further parent input. Keep taking the annual survey about school vision and mission from the students and families. Keep taking parents and students input on how the students want to go through the credits. Based on the needs, students may keep completing one course at a time if its beneficial. Keep taking the anonymous Climate surveys from students, guardian and staff to seek their input for decision making. Keep taking parents and guardian input during the monthly LP meetings. Keep taking parents and guardian input during the 30-day, annual, and triennial meetings for the students with IEP.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-09|2026
39686276119309|Delta Charter|3|Delta Charter High School (DCHS), located in Tracy, California, continues to demonstrate strong progress in building positive and collaborative relationships among school staff, students, families, and the broader school community. Educational partner input and local data indicate that DCHS has established a welcoming and inclusive culture that values meaningful family engagement, consistent communication, and strong partnerships in support of student success. One of DCHS’s key strengths is its intentional focus on maintaining high levels of family involvement. Families regularly participate in parent-teacher conferences, school events, and educational activities, demonstrating strong engagement and connection to the school community. DCHS has since developed our very own Dragon Booster Club where parents have ability to help the DCHS community and fundraise for school scholarships, campus beautification and other areas in which staff can reach out and request funds for school activities/projects. DCHS staff contribute to a warm, supportive, and student-centered environment by prioritizing positive interactions and exceptional customer service for all educational partners. School leaders consistently reinforce the importance of family engagement through ongoing communication, staff expectations, and professional culture. This commitment begins during new staff orientation, where parent and guardian communication expectations are clearly emphasized to ensure families feel informed, respected, and connected from the start. The school has also strengthened communication systems to improve accessibility and consistency for families. DCHS utilizes Parent Square to provide a universal communication platform that supports timely and consistent outreach between staff and families. In addition, weekly newsletters distributed through email and online postings help families easily access important school updates, upcoming events, academic information, and student support resources. Educational partner feedback and participation data reflect that these efforts have strengthened trust, communication, and collaboration between families and school staff. As a result, DCHS continues to build a strong 2026-27 Local Performance Indicator Self-Reflection for Delta Charter School Page 10 of 21 sense of community where students, families, and staff work together to support student engagement, well-being, and academic success. This aligns with the LCAP emphasis on meaningful educational partner engagement and continuous improvement through collaboration.|Delta Charter High School (DCHS) remains committed to strengthening relationships between school staff and families by continuing to improve communication systems, increasing inclusivity, and expanding opportunities for meaningful family engagement. Educational partner feedback and local data indicate that families value the school’s welcoming environment and communication efforts, while also identifying areas where additional consistency, accessibility, and engagement opportunities are needed. One identified focus area is ensuring that all families are connected to school communications and have equitable access to information and resources. DCHS will continue to improve outreach efforts by supporting families who may experience barriers related to technology access, internet connectivity, language, or scheduling. The school will work to ensure that communication platforms, resources, and events remain accessible and inclusive for all families. Another area for continued improvement is strengthening two-way communication between school staff and families regarding student progress and support needs. DCHS will continue refining expectations for staff related to timely, consistent, and proactive communication with families, particularly when concerns arise regarding academic performance, attendance, behavior, or social-emotional well-being. School leaders will provide ongoing guidance and support to staff regarding communication practices that build trust, collaboration, and partnership with families. DCHS also recognizes the importance of creating opportunities for families to feel connected to the school community. The school will continue expanding family engagement opportunities through events, activities, and programs that celebrate the diversity of the school community and encourage participation from all educational partners. Activities such as Multicultural Day, family events, and Booster Club involvement help strengthen relationships among students, staff, and families while fostering a greater sense of belonging and school pride. In addition, DCHS will continue utilizing Parent Square, weekly newsletters, email communication, and other outreach tools to streamline communication and provide families with clear, timely, and consistent information. These efforts are intended to strengthen collaboration between home and school because families who are informed, connected, and engaged are better able to support student learning, attendance, and overall success. Through these continuous improvement efforts, DCHS aims to further strengthen family-school partnerships, increase educational partner engagement, and maintain a positive and inclusive school culture that supports the success and well-being of all students.|To enhance the involvement of underrepresented families, Delta Charter School has devised the following strategy: 1. Carry out a survey in Fall 2026 to pinpoint the obstacles that hinder the participation of underrepresented families in school events. 2. Formulate a communication strategy that is culturally considerate and delivers consistent, clear information to families. 3. Organize family events and activities that are culturally pertinent and mirror the community's diversity. 4. Forge partnerships with local organizations that cater to underrepresented families. 5. Educate staff and teachers on cultural responsiveness and the needs and viewpoints of underrepresented families. 6. Continuously monitor and assess the strategy's impact, making necessary modifications.|Delta Charter Elementary is renowned for establishing partnerships that improve student achievements. The school has developed connections with various community groups, businesses, and educational bodies, providing students with diverse learning opportunities and resources. For instance, collaboration with the San Joaquin County Office of Education has led to scholarships for a Summer Art Camp, promoting creative education. Additionally, a partnership with Modesto Junior College offers English language classes to families of EL students, improving their language skills. Delta Charter collaborates with the SJCOE to offer specialized support in mathematics and English Language Arts. These partnerships contribute to a holistic educational setting that supports the academic, emotional, and vocational development of students. Delta Charter School's commitment to building partnerships is crucial for achieving safe, respectful, and fair outcomes. Delta Charter High School (DCHS) enables families to understand academic standards through initiatives like forums with the principal and WASC/LCAP community discussions. These forums address various topics, helping parents 2026-27 Local Performance Indicator Self-Reflection for Delta Charter School Page 12 of 21 understand state academic standards, the curriculum, and ways to support their children's education. DCHS excels in its comprehensive approach, facilitating family and student discussions about academic progress through regular report cards, progress updates, and parent-teacher meetings. Counselors ensure that students and parents are well-informed about college and career expectations, and parents are kept aware of their rights from the beginning of the school year.|Delta Charter High School (DCHS) continues to identify strengthening partnerships that support improved student outcomes as an important focus area for the 2026–27 LCAP. Educational partner input and local data indicate a continued need to strengthen instructional rigor, accelerate student learning, and expand opportunities that prepare students for college, career, and lifelong success. Recent feedback from students, families, and staff reflects a desire to increase the rigor of local assessments, curriculum implementation, and instructional strategies in order to better support academic achievement for all students. In response, DCHS will continue utilizing Professional Learning Community (PLC) data cycles to analyze student performance, identify learning gaps, and adjust instruction to better meet student needs. These collaborative practices support continuous improvement because staff regularly review data, monitor progress, and implement targeted instructional supports designed to accelerate learning and increase student achievement. DCHS also recognizes the importance of developing and maintaining partnerships that provide comprehensive support services and expanded learning opportunities for students, particularly English Learners, foster youth, and other student groups who may require additional academic or social-emotional support. The school will continue exploring and strengthening partnerships with community organizations, local agencies, higher education institutions, and industry partners to expand access to academic interventions, mentoring opportunities, counseling services, and college and career readiness experiences. In addition, DCHS will continue building partnerships that enhance Career Technical Education (CTE), work-based learning opportunities, and real-world learning experiences for students. These partnerships provide students with opportunities to apply academic skills in meaningful settings because hands-on experiences and career exploration increase student engagement, relevance of learning, and preparedness for postsecondary pathways. Educational partner input also emphasized the importance of fostering a strong sense of belonging and community connection as part of improving student outcomes. DCHS will continue collaborating with families, staff, and community partners to provide programs, events, and supports that strengthen relationships, encourage student engagement, and create inclusive learning environments where all students feel connected and supported. Through these focus areas, DCHS aims to strengthen collaborative partnerships that support rigorous instruction, equitable access to opportunities, and improved academic and social-emotional outcomes for all students.|Delta Charter High School (DCHS) remains committed to improving engagement with underrepresented families in order to strengthen partnerships that support positive student outcomes. Educational partner input and local data indicate that increasing accessibility, expanding communication opportunities, and creating more inclusive engagement practices will help ensure all families feel connected, informed, and empowered to participate in their student’s education. DCHS will continue implementing strategies designed to remove barriers to participation for multilingual families, low-income families, foster youth families, and families who may have limited access to school activities or communication platforms. School communications, documents, and important resources will continue to be 2026-27 Local Performance Indicator Self-Reflection for Delta Charter School Page 13 of 21 translated into multiple languages to improve accessibility and ensure families can fully engage in school processes and decision-making opportunities. To increase participation from underrepresented families, DCHS will continue utilizing multiple engagement strategies, including personal invitations to events and meetings, flexible scheduling options, virtual participation opportunities, and varied communication methods such as email, phone calls, Parent Square, newsletters, and social media. These efforts are intended to improve participation because families are more likely to engage when communication is accessible, timely, and responsive to their needs and schedules. DCHS will also continue strengthening relationships with community organizations and local partners that support immigrant families, foster youth, students with disabilities, and other underserved populations. These partnerships help connect families with academic, social-emotional, and community resources because coordinated support systems increase family access to services that support student success. Educational partner feedback also identified college and career readiness as an important priority area. In response, DCHS will continue expanding opportunities that support increased A–G completion rates, college readiness, and Career Technical Education (CTE) pathway participation. The school will continue offering CTE pathways aligned to student interests and high-demand career fields because relevant and engaging career pathways increase student motivation, engagement, and preparation for postsecondary opportunities. DCHS will evaluate the effectiveness of these engagement efforts and program improvements through ongoing educational partner feedback, participation data, family and student surveys, MAP assessment results, California School Dashboard indicators, and National Student Clearinghouse data. This continuous improvement process will help ensure that engagement strategies and programs remain responsive to the needs of students and families while supporting improved academic outcomes.|Delta Charter School is a community that initiates educational partner input through a variety of student and parent committees. Student government (ASB) is active and provides input and support to school leadership in developing a positive culture. The Parent Teacher Club (PTC) meets regularly with teachers and administration to provide feedback and support in planning events, fundraisers, academic enrichment, and maintain a safe, kind and fair culture. Teachers and staff meet regularly with school administration to plan, and support in decisions made regarding best practices regarding curriculum and instruction, any activities that need planning or adjustments to our PBIS matrix. Overall, Delta Charter School’s commitment to involving educational partner in decision-making has been instrumental in developing a transparency, which has been essential to its success. With that said, the LEA continues to look for ways to improve and grow its inclusivity with regard to decision making. DCHS that sustained parent/guardian involvement in the education of their children contributes greatly to student achievement and a positive school environment. Additionally, DCHS ensures that parents/guardians are provided with opportunities to be involved in their child's education via college and career counseling, FAFSA workshops, surveys, teacher conferences and a variety of other workshops and meetings. DCHS works with staff and parents/guardians to develop meaningful opportunities at all grade levels for parents/guardians to be involved in district and school activities, advisory, decision-making, advocacy roles and activities to support learning at home. This is achieved through regularly scheduled DELAC, LCAP, WASC meetings, surveys and numerous advisory committees where parent/guardian involvement policies are shared and jointly developed. DCHS has started a Booster organization this year as well.|While Delta Charter has made significant strides in involving educational partner in the decision-making process, there is still room for improvement. One area that the school is focusing on improving is the diversity of perspectives in decision-making. Despite the school’s commitment to democratic decision-making and involving all educational partners, there is a recognition that some voices may be underrepresented. As a result, Delta Charter School is actively working to increase the diversity of perspectives and voices involved in decision-making. This includes efforts to engage with underrepresented communities, as well as providing training and resources to educational partners to help them better understand how to effectively participate in the decision-making process. By continuing to focus on this area of improvement, Delta Charter School can ensure that educational partners have a voice in shaping the school’s direction. As a result of the pandemic, DCHS increased the number of opportunities, using a variety of engagement tools, for educational partners to provide input. An area of focus is to evaluate what tools successfully engaged families at the school and district levels and what steps DCHS can take to improve the design and implementation of engagement activities.|Delta Charter School is actively working to increase the diversity of perspectives and voices involved in decision-making. This includes efforts to engage with underrepresented communities, as well as providing training and resources to educational partners to help them better understand how to effectively participate in the decision-making process. By continuing to focus on this area of improvement, Delta Charter School can ensure that educational partners have a voice in shaping the school’s direction. Examples of opportunities include inclusion of our ELAC and DELAC, school site council and parent/teacher club input in the development of the LCAP. DCHS ensures ALL families receive communications and invitations to participate on committees and in forums, through communication accommodations, such as translation, interpreters, scheduling individual meetings at a convenient time for individual families, home visits, etc. DCHS closely monitors student attendance on a daily basis and communicates with families in a timely manner, especially families of migratory, foster or homeless youth, in order to minimize disruptions to educational services.|4|4|4|4|3|3|3|4|3|3|3|3|Met||2026-06-09|2026
39686350000000|Oak View Union Elementary|3|The District has strong relationships with families and will continue to provide opportunities to  connect with families, seek feedback and share information.|The District will continue to focus on timely communication with families about academic progress, behavior goals as well as communication about events and activities to families to become involved in their child's educational experience.|The District will continues to communicate with families in multiple forms to reach the underrepresented including providing for translation services.|The District has an SST program to actively engage parents in the process of improving student outcomes. The District also has 100% participation in student IEP meetings.|The District will continue to focus on increasing participation in Parent Teacher Conferences.|The District will continue to provide translation services, modified scheduling and alternative forms of meetings to engage with underrepresented families.|The District reports that 100% of families are actively connected to the District's communication tool and access it to provide input to surveys and questionnaires that are sent out.|The District will continue to focus on increased participation in the Parent-Student Annual Survey.|The District will continue to provide alternative forms of communication, flexible schedules and translation services to engage underrepresented families.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-25|2026
39686500000000|Ripon Unified|3|Professional learning has been ongoing in the area of reaching all students and families. Relationships continue to grow as programs and services continue for students. Strengths for Ripon Unified include an active parent community. There is good participation in regularly scheduled educational partner meetings. Parents stated how much they enjoy and learn at the Parent Advisory Club and the District English Learner Advisory Committee meetings. The local indicator survey involved 207parents.|Progress in supporting staff to learn about family's strengths, cultures, languages and goals for their children is an area that needs continued focus. This area has been woven into goal 2 of the LCAP and will continue to be an area we expand.  Progress has been made as a parent noted that lessons including various cultures are being woven into daily class activities and some sites held multi cultural events throughout the school year.|Ripon USD provides multiple ways for parents and schools to communicate. Bilingual staff provide communication assistance on a daily basis. Educational partners take part in ongoing conversations at all the site and district stakeholder meetings and events. A current focus is to increase cultural competence activities at school sites providing more opportunities for families and students to share their assets, backgrounds and cultures. More multi-cultural events have occurred allowing parents to participate, feel welcomed and share their knowledge and experiences.  Harvest High hosts meet and greet times with families, instead of back to school night, creating a more personalized experience.  Outstanding events such as our English Learner Family Night, speech contest, art contest, spelling bee and more, give families an enjoyable and educational experiences filled with lasting memories.|Boxes marked represent the highest percentage of parent responses. 207 parents responded to the LCAP survey. The survey shows teachers meeting with families to discuss student progress supporting student outcomes as a strength. Districtwide, teachers are taking a deep dive into English learner development standards to improve learning for students, and are able to discuss student strengths and areas for growth with parents.  Each English learner has an ELD standards folder and information that is put into Ellevation that allows teachers to monitor progress and focus on areas for growth. Teachers are focusing on both designated and integrated instruction for English learners, in order to improve learning.  Parent outreach is strong, as is parent participation.|Ripon High School continues to focus on outreach to parents of English learners, low-socio economic students and foster students to achieve better participation in A-G classes with the intent of increasing readiness for college with these student groups.  A multi-cultural lens will be applied to teacher's work with Universal Design for Learning and is making a difference in classroom activities. Ripon USD also did professional development in English Language Development to help support our EL students and ELA development with the Science of Reading. We will work with other educational partners to continue to strengthen our programs and improve outcomes for students.|Counselors and/or teachers will be scheduling times to meet with high school parents and students to discuss A-G classes.|Parents are participating and regularly share what they believe is working and what needs improvement.  LCAP input and changes are shared at all meetings and with all stakeholder groups.|207 parents responded to the LCAP survey.  Groups affected are the all student group, English learners, students with disabilities and homeless students. Ideas are brainstormed with stakeholders to help students make improvements in these areas.|Counselors and/or teachers will be scheduling times to meet with high school parents and students. Site administration and bilingual paraprofessionals will reach out to families for site committees and activities. Date taken to local governing board: June 30, 2026.|5|5|4|4|5|5|4|4|5|5|5|5|Met||2026-06-30|2026
39686500125849|California Online Public Schools Northern California|3|We are very proud of our weekly contact rate with our students and their families and the progress we have made to ensure all students are building relationships with our teachers and school.|We will continue to increase our efforts in our contact rate. This is an area we are dedicated to continuing and improving for students and families.|We will continue to find ways to better communicate with our families in their home language through verbal and written communication.|We are pleased with the rate at which we are able to provide families with information and resources to support student learning in the home.|We work hard to partner with caretakers and assist them in taking an active role in their students’ education.|We will continue to seek better ways to include and inform our families in their home languages at all levels of our program and school.|We are a very collaborative organization. This is exemplified in this area by the fact that we rate high for seeking input for decision making.|It is important to us that our staff and families know they have a voice, are heard, and actions are taken as a result of their input. We will continue to seek and encourage families and staff to provide us with input.|We are dedicated to engaging all of our families in our school, including our underrepresented families. We take great care to ensure we are providing all of our families with tools and resources that will encourage them to be heard in our school. We will continue to improve these efforts with all of our families, especially our underrepresented students and families.|5|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-09|2026
39686760000000|Stockton Unified|3|Stockton Unified School District (SUSD) has demonstrated significant strengths and progress in building relationships between school staff and families, reflecting a structured approach as outlined in their Parent and Family Engagement framework. This framework is divided into stages: Beginning, Full, and Full & Sustainable, each stage representing a deeper level of engagement and collaboration.  The progress made by SUSD in building relationships between school staff and families is evident through several key achievements. The establishment of two-way communication channels has facilitated continuous interaction, ensuring that parents are well-informed and can actively participate in their children’s education. Professional development programs have enhanced staff’s ability to engage effectively with families, fostering trust and respect.  Creating welcoming environments through family engagement nights, cultural celebrations, and open house events has further bridged the gap between school staff and families. These initiatives have been instrumental in making families feel included and valued, promoting a sense of community.  The district’s commitment to understanding and valuing family diversity stands out as a significant strength. Practices such as surveys, home visits, and community meetings have allowed school staff to gain deeper insights into the families they serve, enabling more personalized and effective engagement.  Stockton Unified School District has made commendable progress in building relationships between school staff and families. Through a structured approach that emphasizes communication, capacity building, and understanding family diversity, the district has fostered a collaborative and supportive educational environment. These efforts not only enhance educational outcomes but also build a strong, inclusive community. Moving forward, sustaining these engagement efforts and addressing challenges such as consistent district-wide implementation and overcoming language barriers will be essential for continued success.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has identified several key focus areas for improvement in building relationships between school staff and families. These focus areas are critical to advancing their Parent and Family Engagement framework and ensuring that relationships between families and school staff are not only established but also nurtured and sustained over time.  SUSD has identified several focus areas for improvement in building relationships between school staff and families. By strengthening two-way communication, enhancing professional development, creating consistent welcoming environments, supporting family diversity and inclusion, encouraging family input in decision-making, and addressing language barriers, the district can build stronger, more effective relationships with families. These improvements will not only enhance educational outcomes but also foster a more inclusive and supportive community for all students and their families.|Stockton Unified School District (SUSD) has pinpointed several critical areas for enhancement in building relationships between school staff and families. By concentrating on these areas, the district aims to foster a more inclusive and supportive community that will enhance educational outcomes for all students.  By focusing on these key areas—strengthening two-way communication, enhancing professional development, creating consistent welcoming environments, supporting family diversity and inclusion, encouraging family input in decision-making, and addressing language barriers—SUSD is poised to build stronger, more effective relationships with families. These improvements will not only enhance educational outcomes but also foster a more inclusive and supportive community for all students and their families. The district’s commitment to these focus areas underscores its dedication to creating an educational environment where every family feels valued and every student can succeed.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has shown significant strengths and progress in building partnerships for student outcomes. The district has effectively provided professional learning and support to teachers and principals, enhancing their capacity to partner with families. By offering families valuable information and resources, SUSD supports student learning and development at home. Furthermore, the implementation of policies and programs that facilitate meetings between teachers and families has fostered a collaborative environment focused on student success. This progress highlights SUSD's commitment to creating robust partnerships that positively impact student outcomes through continuous engagement and mutual support.|Stockton Unified School District (SUSD) has made commendable progress in establishing partnerships for student outcomes by prioritizing professional development for teachers and principals to strengthen their capacity to collaborate with families. By providing families with essential information and resources, SUSD supports student learning and development at home, fostering an environment where educational success is a shared responsibility. The district's efforts to implement policies and programs that encourage regular meetings between teachers, students, and families have further solidified these partnerships, ensuring that all stakeholders work together towards achieving positive student outcomes|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) plans to improve the engagement of underrepresented families by enhancing professional learning for staff to better understand and address the unique needs of these families. The district will provide targeted support and resources to help these families actively participate in their children's education. Implementing inclusive policies and creating programs that facilitate regular and meaningful interactions between teachers and underrepresented families are key strategies. Additionally, SUSD will offer translation services and bilingual staff to overcome language barriers, ensuring that all families can access information and participate fully in school activities. These efforts aim to build stronger partnerships that support student outcomes by making the engagement process more accessible and inclusive for all families.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has demonstrated notable strengths and progress in seeking input for decision-making. The district has been successful in supporting principals and staff to effectively engage families in advisory groups and decision-making processes, thereby ensuring that family perspectives are integrated into school governance. SUSD has also facilitated opportunities for family members to contribute their insights on policies and programs through structured platforms like surveys and community meetings. Furthermore, by providing avenues for families, teachers, principals, and district administrators to collaborate, SUSD has fostered a cooperative environment where all stakeholders can work together to plan, design, implement, and evaluate family engagement activities. This inclusive approach ensures that decisions are informed by diverse viewpoints, ultimately enhancing the educational experience for all students.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has identified several focus areas for improvement in seeking input for decision-making. These include expanding the opportunities for family members to provide input on policies and programs by creating more accessible and varied platforms for engagement, such as virtual meetings and online surveys, to reach a broader audience. Another area for improvement is increasing support for principals and staff to effectively facilitate these engagement opportunities, ensuring they have the necessary training and resources to engage families from diverse backgrounds. Additionally, SUSD aims to enhance the inclusivity of its decision-making processes by specifically targeting the engagement of underrepresented families, ensuring their voices are heard and considered in shaping school policies and programs. By addressing these areas, SUSD seeks to foster a more collaborative and inclusive decision-making environment that benefits all stakeholders.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) will improve the engagement of underrepresented families in decision-making by implementing targeted strategies to ensure their voices are heard. Firstly, SUSD will enhance outreach efforts by utilizing multilingual communication channels and community liaisons to build trust and facilitate participation among families with diverse linguistic and cultural backgrounds. Additionally, the district will provide training for principals and staff on culturally responsive engagement practices to better support and empower underrepresented families. SUSD plans to offer more flexible and accessible meeting formats, including virtual options and varied meeting times, to accommodate the schedules and needs of these families. Furthermore, the district will establish specific forums and advisory groups for underrepresented families, creating dedicated spaces for their input on policies and programs. By implementing these strategies, SUSD aims to create a more inclusive and participatory decision-making process that reflects the diverse perspectives of all families in the community.|4|4|5|4|4|4|4|4|4|4|4|4|Met||2026-06-23|2026
39686760108647|Aspire Rosa Parks Academy|3|At Aspire Rosa Parks Academy, we continue to prioritize building strong, trusting relationships between school staff and families. We believe that meaningful connection and open communication are essential to student success. This year, we maintained regular outreach through surveys, family meetings, and community events to ensure families feel welcomed, informed, and heard. Teachers and school leaders made intentional efforts to reach out individually to families, especially during key moments in the school year. These practices have helped strengthen our partnership with families and create a supportive, inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected but visibly acted upon.|To better support underrepresented families, we are enhancing our communication methods and outreach strategies. This includes offering translation services, flexible meeting times, and multiple ways for families to share input — such as surveys, one-on-one conversations, and small group listening sessions. We are also working to build stronger relationships through family liaisons, cultural events, and community partnerships. By continuously listening and adapting, we are committed to making sure every family feels seen, valued, and empowered to be an active part of our school community.|Aspire Rosa Parks Academy continues to support strong partnerships between families and educators to promote student success. This includes sharing academic updates, hosting family events, and offering resources to help parents support learning at home. Teachers regularly communicate with families through student-led conferences, newsletters, and online platforms. We also offer professional learning to staff that strengthens their ability to collaborate with families and understand diverse student needs. These efforts have fostered a shared sense of purpose and a stronger learning community.|We are committed to deepening our partnerships with families by improving consistency and expanding how we share information and gather feedback. One area of growth is ensuring families not only receive updates but also have opportunities to co-create strategies that support their child’s learning. We also seek to increase family understanding of academic expectations and how they can advocate for their students at all levels.|To better reach families who may not be as engaged, we are implementing more targeted and accessible approaches, such as offering multilingual materials, evening events, and varied formats for school-home communication. We are also working to build trust with underrepresented families through consistent outreach, inclusive programming, and leadership opportunities that honor the voices and strengths of our diverse community.|We believe families are essential partners in shaping our school’s vision and priorities. Aspire Rosa Parks Academy regularly invites families to provide input through surveys, School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. Principals and teachers use this feedback to inform key decisions, including academic programming, student support systems, and community-building activities. This ongoing engagement helps ensure that our school reflects the needs and hopes of the community we serve.|As we continue to strengthen our systems for shared decision-making, we are focused on expanding participation in advisory groups and ensuring the input we receive represents the full diversity of our families. We also aim to increase transparency by more clearly communicating how family feedback is used to make decisions.|To better include underrepresented voices in decision-making, we are developing new strategies to invite and support family participation — such as personal outreach, translation services, and meeting formats that are flexible and culturally responsive. We are also exploring additional ways to elevate family leadership in school planning efforts, so that every family feels empowered to shape their child’s educational experience.|4|5|5|5|4|5|5|4|5|5|4|5|Met||2026-06-18|2026
39686760111336|Pittman Charter|3|Stockton Unified School District (SUSD) has demonstrated significant strengths and progress in building relationships between school staff and families, reflecting a structured approach as outlined in their Parent and Family Engagement framework. This framework is divided into stages: Beginning, Full, and Full & Sustainable, each stage representing a deeper level of engagement and collaboration.  The progress made by SUSD in building relationships between school staff and families is evident through several key achievements. The establishment of two-way communication channels has facilitated continuous interaction, ensuring that parents are well-informed and can actively participate in their children’s education. Professional development programs have enhanced staff’s ability to engage effectively with families, fostering trust and respect.  Creating welcoming environments through family engagement nights, cultural celebrations, and open house events has further bridged the gap between school staff and families. These initiatives have been instrumental in making families feel included and valued, promoting a sense of community.  The district’s commitment to understanding and valuing family diversity stands out as a significant strength. Practices such as surveys, home visits, and community meetings have allowed school staff to gain deeper insights into the families they serve, enabling more personalized and effective engagement.  Stockton Unified School District has made commendable progress in building relationships between school staff and families. Through a structured approach that emphasizes communication, capacity building, and understanding family diversity, the district has fostered a collaborative and supportive educational environment. These efforts not only enhance educational outcomes but also build a strong, inclusive community. Moving forward, sustaining these engagement efforts and addressing challenges such as consistent district-wide implementation and overcoming language barriers will be essential for continued success.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has identified several key focus areas for improvement in building relationships between school staff and families. These focus areas are critical to advancing their Parent and Family Engagement framework and ensuring that relationships between families and school staff are not only established but also nurtured and sustained over time.  SUSD has identified several focus areas for improvement in building relationships between school staff and families. By strengthening two-way communication, enhancing professional development, creating consistent welcoming environments, supporting family diversity and inclusion, encouraging family input in decision-making, and addressing language barriers, the district can build stronger, more effective relationships with families. These improvements will not only enhance educational outcomes but also foster a more inclusive and supportive community for all students and their families.|Stockton Unified School District (SUSD) has pinpointed several critical areas for enhancement in building relationships between school staff and families. By concentrating on these areas, the district aims to foster a more inclusive and supportive community that will enhance educational outcomes for all students.  By focusing on these key areas—strengthening two-way communication, enhancing professional development, creating consistent welcoming environments, supporting family diversity and inclusion, encouraging family input in decision-making, and addressing language barriers—SUSD is poised to build stronger, more effective relationships with families. These improvements will not only enhance educational outcomes but also foster a more inclusive and supportive community for all students and their families. The district’s commitment to these focus areas underscores its dedication to creating an educational environment where every family feels valued and every student can succeed.|This measure addresses Parent and Family Engagement, including how an LEA builds relationships between school staff and families, builds partnerships for student outcomes and seeks in|Stockton Unified School District (SUSD) has made commendable progress in establishing partnerships for student outcomes by prioritizing professional development for teachers and principals to strengthen their capacity to collaborate with families. By providing families with essential information and resources, SUSD supports student learning and development at home, fostering an environment where educational success is a shared responsibility. The district's efforts to implement policies and programs that encourage regular meetings between teachers, students, and families have further solidified these partnerships, ensuring that all stakeholders work together towards achieving positive student outcomes.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) plans to improve the engagement of underrepresented families by enhancing professional learning for staff to better understand and address the unique needs of these families. The district will provide targeted support and resources to help these families actively participate in their children's education. Implementing inclusive policies and creating programs that facilitate regular and meaningful interactions between teachers and underrepresented families are key strategies. Additionally, SUSD will offer translation services and bilingual staff to overcome language barriers, ensuring that all families can access information and participate fully in school activities. These efforts aim to build stronger partnerships that support student outcomes by making the engagement process more accessible and inclusive for all families.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has demonstrated notable strengths and progress in seeking input for decision-making. The district has been successful in supporting principals and staff to effectively engage families in advisory groups and decision-making processes, thereby ensuring that family perspectives are integrated into school governance. SUSD has also facilitated opportunities for family members to contribute their insights on policies and programs through structured platforms like surveys and community meetings. Furthermore, by providing avenues for families, teachers, principals, and district administrators to collaborate, SUSD has fostered a cooperative environment where all stakeholders can work together to plan, design, implement, and evaluate family engagement activities. This inclusive approach ensures that decisions are informed by diverse viewpoints, ultimately enhancing the educational experience for all students.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has identified several focus areas for improvement in seeking input for decision-making. These include expanding the opportunities for family members to provide input on policies and programs by creating more accessible and varied platforms for engagement, such as virtual meetings and online surveys, to reach a broader audience. Another area for improvement is increasing support for principals and staff to effectively facilitate these engagement opportunities, ensuring they have the necessary training and resources to engage families from diverse backgrounds. Additionally, SUSD aims to enhance the inclusivity of its decision-making processes by specifically targeting the engagement of underrepresented families, ensuring their voices are heard and considered in shaping school policies and programs. By addressing these areas, SUSD seeks to foster a more collaborative and inclusive decision-making environment that benefits all stakeholders.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) will improve the engagement of underrepresented families in decision-making by implementing targeted strategies to ensure their voices are heard. Firstly, SUSD will enhance outreach efforts by utilizing multilingual communication channels and community liaisons to build trust and facilitate participation among families with diverse linguistic and cultural backgrounds. Additionally, the district will provide training for principals and staff on culturally responsive engagement practices to better support and empower underrepresented families. SUSD plans to offer more flexible and accessible meeting formats, including virtual options and varied meeting times, to accommodate the schedules and needs of these families. Furthermore, the district will establish specific forums and advisory groups for underrepresented families, creating dedicated spaces for their input on policies and programs. By implementing these strategies, SUSD aims to create a more inclusive and participatory decision-making process that reflects the diverse perspectives of all families in the community.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-05-27|2026
39686760114876|Aspire Port City Academy|3|"At Aspire  Port City Academy, we continue to prioritize building strong, trusting relationships between school staff and families. We believe that meaningful connection and open communication are essential to student success. This year, we maintained regular outreach through surveys, family meetings, and community events to ensure families feel welcomed, informed, and heard. Teachers and school leaders made intentional efforts to reach out individually to families, especially during key moments in the school year. These practices have helped strengthen our partnership with families and create a supportive, inclusive school culture.  In spite of families not desiring to run SSC or ELAC, we continue to host the meetings to assure that we are consistently providing opportunities for family feedback through Coffee Chats, post town hall ""after parties"" and ELAC meetings.  We also provide family surveys twice per year."|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected but visibly acted upon.  We have actively started planning promotional activities to bring more of our MLL families to school and actively providing feedback.|To better support underrepresented families, we are enhancing our communication methods and outreach strategies. This includes offering translation services, flexible meeting times, and multiple ways for families to share input — such as surveys, one-on-one conversations, and small group listening sessions. We are also working to build stronger relationships through family liaisons, cultural events, and community partnerships. By continuously listening and adapting, we are committed to making sure every family feels seen, valued, and empowered to be an active part of our school community.  With the new Community Schools Director on site, as well as our social worker and Family Outreach coordinator we have been able to create more school events, and provide resources to families to assure better communication, transportation solutions and meet basic family needs through community services like partnerships with local food banks and free dental screenings.|Aspire Port City Academy continues to support strong partnerships between families and educators to promote student success. This includes sharing academic updates, hosting family events, and offering resources to help parents support learning at home. Teachers regularly communicate with families through student-led conferences, newsletters, and online platforms. We also offer professional learning to staff that strengthens their ability to collaborate with families and understand diverse student needs. These efforts have fostered a shared sense of purpose and a stronger learning community.|We are committed to deepening our partnerships with families by improving consistency and expanding how we share information and gather feedback. One area of growth is ensuring families not only receive updates but also have opportunities to co-create strategies that support their child’s learning. We also seek to increase family understanding of academic expectations and how they can advocate for their students at all levels.  This includes sessions on understanding academic reports and also on how to advocate for students.|To better reach families who may not be as engaged, we are implementing more targeted and accessible approaches, such as offering multilingual materials, evening events, and varied formats for school-home communication. We are also working to build trust with underrepresented families through consistent outreach, inclusive programming, and leadership opportunities that honor the voices and strengths of our diverse community.|We believe families are essential partners in shaping our school’s vision and priorities. Aspire Port City Academy regularly invites families to provide input through surveys, School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. Principals and teachers use this feedback to inform key decisions, including academic programming, student support systems, and community-building activities. This ongoing engagement helps ensure that our school reflects the needs and hopes of the community we serve.  Because attendance to these meetings has been low we are currently rebuilding our plan to promote events and assure families that they will have access through translation and childcare to support attendance.|As we continue to strengthen our systems for shared decision-making, we are focused on expanding participation in advisory groups and ensuring the input we receive represents the full diversity of our families. We also aim to increase transparency by more clearly communicating how family feedback is used to make decisions.|To better include underrepresented voices in decision-making, we are developing new strategies to invite and support family participation — such as personal outreach, translation services, and meeting formats that are flexible and culturally responsive. We are also exploring additional ways to elevate family leadership in school planning efforts, so that every family feels empowered to shape their child’s educational experience.|4|5|5|5|4|5|5|4|5|5|5|4|Met||2026-06-18|2026
39686760117853|Dr. Lewis Dolphin Stallworth Sr. Charter|3|Dr. Lewis Dolphin Stallworth, Sr. Charter School continues to strengthen partnerships between school staff and families by fostering open communication, encouraging family engagement, and creating meaningful opportunities for collaboration. Educational partner feedback collected through parent surveys, meetings, and school events indicates that families value the school's welcoming environment, responsiveness, and commitment to student success. Parent survey results show high levels of satisfaction, with 100% of parents reporting that their child feels safe at school, 94% indicating their child is learning, 88% reporting they feel heard by school administration and staff, and 88% stating they receive meaningful communication from teachers, staff, and the Parent Teacher Organization.  The school uses multiple methods to maintain ongoing communication with families, including ClassDojo, phone calls, emails, parent-teacher conferences, newsletters, Back-to-School Night, open houses, Individualized Education Program (IEP) meetings, Student Success Team (SST) meetings, English Learner Advisory Committee (ELAC) meetings, Parent Teacher Organization (PTO) events, and Governing Board meetings. Families are encouraged to participate in school decision-making through surveys and advisory groups, and their feedback is used to inform schoolwide planning, the LCAP, WASC, and continuous improvement efforts.  The school also provides resources and supports to help families engage in their children's education, including information about academic programs, attendance, English learner services, and student supports. Staff members maintain regular communication regarding student progress and work collaboratively with families to address academic, behavioral, and social-emotional needs.  As reflected in stakeholder feedback and ongoing participation, Stallworth Charter has made continued progress in building trusting relationships with families and remains committed to strengthening family engagement as a key component of student success.|Based on educational partner feedback and local data, Dr. Lewis Dolphin Stallworth, Sr. Charter School will continue to strengthen relationships between school staff and families by increasing meaningful two-way communication and expanding family engagement opportunities. While parent survey results indicate high levels of satisfaction, the school recognizes the importance of increasing participation among all families, particularly those who have traditionally been less involved in school activities or decision-making.  Focus areas for improvement include expanding communication through multiple platforms, increasing participation in ELAC, PTO, and Governing Board meetings, providing additional family education workshops on academics, attendance, and student supports, and creating more opportunities for families to provide input on school programs and initiatives. The school will continue to strengthen communication regarding student progress, academic expectations, and available intervention services to ensure families are active partners in supporting student success.  The school will also continue to monitor stakeholder feedback through surveys and meetings, using the results to guide continuous improvement efforts. By building stronger partnerships with families and increasing opportunities for collaboration, Stallworth Charter aims to improve student achievement, attendance, and overall school connectedness while ensuring that every family feels welcomed, informed, and valued as an essential partner in their child's education.|Dr. Lewis Dolphin Stallworth, Sr. Charter School is committed to increasing engagement among families who have been historically underrepresented in school activities and decision-making, including families of English learners, students with disabilities, students experiencing homelessness, and families facing economic challenges. Using stakeholder feedback, participation data, and local needs assessments, the school has identified opportunities to strengthen outreach and reduce barriers to family involvement.  To improve engagement, the school will provide communications in families' preferred languages, utilize multiple communication platforms (including ClassDojo, phone calls, emails, and text messaging), and offer flexible meeting times to accommodate family schedules. Staff will conduct personalized outreach to families who are less engaged and encourage participation in ELAC, IEP and SST meetings, PTO activities, Governing Board meetings, and LCAP stakeholder input sessions.  The school will also provide workshops and resources focused on supporting student learning, attendance, English learner services, and social-emotional well-being. Feedback from underrepresented families will be regularly collected through surveys, meetings, and individual conversations to ensure their perspectives help inform school decisions and continuous improvement efforts. By strengthening communication, reducing participation barriers, and creating inclusive opportunities for involvement, Stallworth Charter seeks to ensure that every family feels welcomed, respected, and empowered as a partner in their child's education.|Dr. Lewis Dolphin Stallworth, Sr. Charter School has made continued progress in building strong partnerships that support positive student outcomes. The school collaborates with families, the San Joaquin County Office of Education, community organizations, and educational partners to enhance academic achievement, student well-being, and school improvement efforts. These partnerships provide professional development, instructional coaching, student intervention services, special education support, and expanded learning opportunities.  Educational partner feedback indicates that families value the school's commitment to communication, student safety, and academic growth. The school regularly engages stakeholders through parent conferences, ELAC, PTO, Governing Board meetings, IEP and SST meetings, surveys, and school events to gather input and strengthen collaboration. Stakeholder feedback is used to inform the LCAP, WASC, and other continuous improvement efforts.  The school has strengthened partnerships by expanding academic interventions, implementing daily English Language Development, providing counseling and social-emotional supports, and increasing opportunities for family involvement in student learning. Staff work collaboratively through Professional Learning Communities to analyze student data and coordinate supports that address academic and behavioral needs.  Through these ongoing partnerships, Stallworth Charter continues to improve communication, increase stakeholder engagement, and provide students with the academic, behavioral, and social-emotional supports necessary for success. The school remains committed to strengthening collaborative relationships that promote equitable outcomes for all students.|Based on educational partner feedback and local data, Dr. Lewis Dolphin Stallworth, Sr. Charter School will continue to strengthen partnerships that improve student outcomes by increasing collaboration with families, community organizations, and educational partners. While the school has established strong relationships with stakeholders, opportunities remain to expand family participation, strengthen communication, and increase access to academic and social-emotional supports.  Focus areas include increasing participation in parent leadership groups such as ELAC and PTO, expanding family education opportunities related to academics, attendance, and student achievement, and strengthening partnerships with community agencies to provide additional resources for students and families. The school will also continue to use student achievement, attendance, and behavioral data to identify areas of need and coordinate targeted interventions through a Multi-Tiered System of Supports (MTSS).  Teachers and staff will continue collaborating through Professional Learning Communities to analyze data, monitor student progress, and implement evidence-based instructional strategies. Ongoing stakeholder feedback will guide school improvement efforts and ensure that partnerships remain responsive to the needs of students and families. By strengthening collaboration among families, staff, and community partners, Stallworth Charter aims to improve academic achievement, student engagement, attendance, and overall student success.|Dr. Lewis Dolphin Stallworth, Sr. Charter School will strengthen partnerships with underrepresented families by increasing outreach and reducing barriers to participation for families of English learners, students with disabilities, students experiencing homelessness, and families facing economic challenges. The school will use multiple communication methods, including ClassDojo, phone calls, emails, text messages, and translated materials, to ensure families receive timely and accessible information.  Staff will provide personalized outreach and encourage participation in ELAC, IEP and SST meetings, PTO activities, Governing Board meetings, and LCAP engagement opportunities. Flexible meeting times, family workshops, and community resource events will help families better support their children's academic, behavioral, and social-emotional development.  The school will continue collaborating with community agencies and educational partners to connect families with needed services and supports. Stakeholder feedback and participation data will be regularly reviewed to identify barriers, measure progress, and guide continuous improvement. By creating inclusive opportunities for engagement and ensuring every family has a voice in school decision-making, Stallworth Charter will strengthen partnerships that promote equitable student outcomes and long-term student success.|"Dr. Lewis Dolphin Stallworth, Sr. Charter School has made significant progress in seeking educational partner input to guide school improvement and decision-making. The school regularly gathers feedback from parents, students, staff, and the Governing Board through surveys, parent-teacher conferences, ELAC, PTO meetings, Governing Board meetings, IEP and SST meetings, and LCAP stakeholder engagement activities. This input is used to inform the development of the LCAP, WASC, SARC, school goals, and other continuous improvement efforts.  Local data and stakeholder feedback have helped shape priorities such as strengthening Tier I instruction through the ""Back to the Basics"" initiative, expanding academic interventions, increasing support for English learners, improving communication with families, and enhancing social-emotional and behavioral supports. Weekly Professional Learning Communities also provide opportunities for staff to review student achievement data, collaborate on instructional strategies, and identify areas for improvement.  The school values transparency and collaboration by providing multiple opportunities for stakeholders to share their perspectives throughout the school year. By using both qualitative feedback and student performance data to guide decisions, Stallworth Charter continues to strengthen a culture of shared responsibility, continuous improvement, and equitable outcomes for all students."|Based on educational partner feedback and local data, Dr. Lewis Dolphin Stallworth, Sr. Charter School will continue to strengthen its decision-making process by increasing meaningful stakeholder participation and ensuring that all voices are represented. While the school has established multiple opportunities for input, it seeks to improve participation among families who are less engaged, including families of English learners, students with disabilities, and those experiencing economic hardship.  Focus areas include expanding outreach through multiple communication platforms, increasing participation in ELAC, PTO, Governing Board meetings, and LCAP engagement activities, and providing additional opportunities for families, students, and staff to share feedback throughout the school year. The school will continue to improve communication by sharing how stakeholder input influences school goals, programs, and resource allocation.  School leaders will regularly review survey results, student achievement data, attendance, and behavioral data to identify trends and guide continuous improvement. Staff will continue collaborating through Professional Learning Communities to analyze data and implement strategies that address identified needs. By increasing stakeholder engagement and maintaining transparent decision-making processes, Stallworth Charter will continue to strengthen partnerships and ensure that school improvement efforts reflect the needs and priorities of the entire school community.|Dr. Lewis Dolphin Stallworth, Sr. Charter School is committed to increasing participation in decision-making by engaging families who have been historically underrepresented, including families of English learners, students with disabilities, students experiencing homelessness, and families facing economic challenges. The school will expand outreach using multiple communication methods, including translated materials, ClassDojo, phone calls, emails, text messages, and personal outreach to ensure families are informed and able to participate.  To reduce barriers to engagement, the school will offer flexible meeting times, encourage participation in ELAC, PTO, Governing Board meetings, IEP and SST meetings, and LCAP stakeholder sessions, and provide opportunities for families to share feedback through surveys and individual conversations. Staff will emphasize the importance of family voice and communicate how stakeholder input influences school decisions, priorities, and resource allocation.  Participation data and stakeholder feedback will be reviewed regularly to identify gaps in engagement and adjust outreach efforts as needed. By creating inclusive and accessible opportunities for all families to contribute to school planning, Stallworth Charter will strengthen shared decision-making and ensure that school improvement efforts reflect the diverse needs of its community.|4|5|4|4|4|4|4|4|4|4|4|4|Met||2026-07-16|2026
39686760118497|Aspire Langston Hughes Academy|3|At Aspire Langston Hughes Academy, we continue to prioritize building strong, trusting relationships between school staff and families. We believe that meaningful connection and open communication are essential to student success. This year, we maintained regular outreach through surveys, family meetings, and community events to ensure families feel welcomed, informed, and heard. Teachers and school leaders made intentional efforts to reach out individually to families, especially during key moments in the school year. These practices have helped strengthen our partnership with families and create a supportive, inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected but visibly acted upon.|To better support underrepresented families, we are enhancing our communication methods and outreach strategies. This includes offering translation services, flexible meeting times, and multiple ways for families to share input — such as surveys, one-on-one conversations, and small group listening sessions. We are also working to build stronger relationships through family liaisons, cultural events, and community partnerships. By continuously listening and adapting, we are committed to making sure every family feels seen, valued, and empowered to be an active part of our school community.|Aspire Langston Hughes Academy continues to support strong partnerships between families and educators to promote student success. This includes sharing academic updates, hosting family events, and offering resources to help parents support learning at home. Teachers regularly communicate with families through student-led conferences, newsletters, and online platforms. We also offer professional learning to staff that strengthens their ability to collaborate with families and understand diverse student needs. These efforts have fostered a shared sense of purpose and a stronger learning community.|We are committed to deepening our partnerships with families by improving consistency and expanding how we share information and gather feedback. One area of growth is ensuring families not only receive updates, but also have opportunities to co-create strategies that support their child’s learning. We also seek to increase family understanding of academic expectations and how they can advocate for their students at all levels.|To better reach families who may not be as engaged, we are implementing more targeted and accessible approaches, such as offering multilingual materials, evening events, and varied formats for school-home communication. We are also working to build trust with underrepresented families through consistent outreach, inclusive programming, and leadership opportunities that honor the voices and strengths of our diverse community.|We believe families are essential partners in shaping our school’s vision and priorities. Aspire Langston Hughes Academy regularly invites families to provide input through surveys, School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. Principals and teachers use this feedback to inform key decisions, including academic programming, student support systems, and community-building activities. This ongoing engagement helps ensure that our school reflects the needs and hopes of the community we serve.|As we continue to strengthen our systems for shared decision-making, we are focused on expanding participation in advisory groups and ensuring the input we receive represents the full diversity of our families. We also aim to increase transparency by more clearly communicating how family feedback is used to make decisions.|To better include underrepresented voices in decision-making, we are developing new strategies to invite and support family participation — such as personal outreach, translation services, and meeting formats that are flexible and culturally responsive. We are also exploring additional ways to elevate family leadership in school planning efforts, so that every family feels empowered to shape their child’s educational experience.|4|5|5|5|4|5|5|5|4|4|4|4|Met||2026-06-18|2026
39686760119743|Stockton Early College Academy|3|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has shown significant strengths and progress in building partnerships for student outcomes. The district has effectively provided professional learning and support to teachers and principals, enhancing their capacity to partner with families. By offering families valuable information and resources, SUSD supports student learning and development at home. Furthermore, the implementation of policies and programs that facilitate meetings between teachers and families has fostered a collaborative environment focused on student success. This progress highlights SUSD's commitment to creating robust partnerships that positively impact student outcomes through continuous engagement and mutual support.|Stockton Unified School District (SUSD) has made commendable progress in establishing partnerships for student outcomes by prioritizing professional development for teachers and principals to strengthen their capacity to collaborate with families. By providing families with essential information and resources, SUSD supports student learning and development at home, fostering an environment where educational success is a shared responsibility. The district's efforts to implement policies and programs that encourage regular meetings between teachers, students, and families have further solidified these partnerships, ensuring that all stakeholders work together towards achieving positive student outcomes.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) plans to improve the engagement of underrepresented families by enhancing professional learning for staff to better understand and address the unique needs of these families. The district will provide targeted support and resources to help these families actively participate in their children's education. Implementing inclusive policies and creating programs that facilitate regular and meaningful interactions between teachers and underrepresented families are key strategies. Additionally, SUSD will offer translation services and bilingual staff to overcome language barriers, ensuring that all families can access information and participate fully in school activities. These efforts aim to build stronger partnerships that support student outcomes by making the engagement process more accessible and inclusive for all families.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has shown significant strengths and progress in building partnerships for student outcomes. The district has effectively provided professional learning and support to teachers and principals, enhancing their capacity to partner with families. By offering families valuable information and resources, SUSD supports student learning and development at home. Furthermore, the implementation of policies and programs that facilitate meetings between teachers and families has fostered a collaborative environment focused on student success. This progress highlights SUSD's commitment to creating robust partnerships that positively impact student outcomes through continuous engagement and mutual support.|Stockton Unified School District (SUSD) has made commendable progress in establishing partnerships for student outcomes by prioritizing professional development for teachers and principals to strengthen their capacity to collaborate with families. By providing families with essential information and resources, SUSD supports student learning and development at home, fostering an environment where educational success is a shared responsibility. The district's efforts to implement policies and programs that encourage regular meetings between teachers, students, and families have further solidified these partnerships, ensuring that all stakeholders work together towards achieving positive student outcomes.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) plans to improve the engagement of underrepresented families by enhancing professional learning for staff to better understand and address the unique needs of these families. The district will provide targeted support and resources to help these families actively participate in their children's education. Implementing inclusive policies and creating programs that facilitate regular and meaningful interactions between teachers and underrepresented families are key strategies. Additionally, SUSD will offer translation services and bilingual staff to overcome language barriers, ensuring that all families can access information and participate fully in school activities. These efforts aim to build stronger partnerships that support student outcomes by making the engagement process more accessible and inclusive for all families.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has demonstrated notable strengths and progress in seeking input for decision-making. The district has been successful in supporting principals and staff to effectively engage families in advisory groups and decision-making processes, thereby ensuring that family perspectives are integrated into school governance. SUSD has also facilitated opportunities for family members to contribute their insights on policies and programs through structured platforms like surveys and community meetings. Furthermore, by providing avenues for families, teachers, principals, and district administrators to collaborate, SUSD has fostered a cooperative environment where all stakeholders can work together to plan, design, implement, and evaluate family engagement activities. This inclusive approach ensures that decisions are informed by diverse viewpoints, ultimately enhancing the educational experience for all students.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has identified several focus areas for improvement in seeking input for decision-making. These include expanding the opportunities for family members to provide input on policies and programs by creating more accessible and varied platforms for engagement, such as virtual meetings and online surveys, to reach a broader audience. Another area for improvement is increasing support for principals and staff to effectively facilitate these engagement opportunities, ensuring they have the necessary training and resources to engage families from diverse backgrounds. Additionally, SUSD aims to enhance the inclusivity of its decision-making processes by specifically targeting the engagement of underrepresented families, ensuring their voices are heard and considered in shaping school policies and programs. By addressing these areas, SUSD seeks to foster a more collaborative and inclusive decision-making environment that benefits all stakeholders.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) will improve the engagement of underrepresented families in decision-making by implementing targeted strategies to ensure their voices are heard. Firstly, SUSD will enhance outreach efforts by utilizing multilingual communication channels and community liaisons to build trust and facilitate participation among families with diverse linguistic and cultural backgrounds. Additionally, the district will provide training for principals and staff on culturally responsive engagement practices to better support and empower underrepresented families. SUSD plans to offer more flexible and accessible meeting formats, including virtual options and varied meeting times, to accommodate the schedules and needs of these families. Furthermore, the district will establish specific forums and advisory groups for underrepresented families, creating dedicated spaces for their input on policies and programs. By implementing these strategies, SUSD aims to create a more inclusive and participatory decision-making process that reflects the diverse perspectives of all families in the community.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-02|2026
39686760120725|Stockton Collegiate International Elementary|3|Stockton Collegiate offers ongoing access to student progress and performance to students, parents/guardians, teachers, and counselors. In additions, regularly scheduled student-led parent conferences provide a specific time for progress updates. Student Success Teams provide time for assessing progress at any time during the year.|Stockton Collegiate recognizes that families would benefit from informational opportunities throughout the year on academic, mental health, and social-emotional health.|Stockton Collegiate has expanded its provision of information about programs to underrepresented in multiple languages with personalized follow-up to ensure that messages and invitations are received.  The counselors, teachers, and coordinators are intentional in how services and opportunities are presented to all students and families in order to most effectively engage all families, including underrepresented families, in all the Primary Years Program at Stockton Collegiate.|As a result of recent climate surveys Stockton Collegiate is focussing attention on integrating the systems that support student attendance, identifying the factors impacting each individual student’s access to the full Stockton Collegiate program, and tailoring the support systems to each student. This refreshed and enriched approach is supported by staff training, structured collaboration, and data collection and analysis to assess progress and guide development of the programs.|Stockton Collegiate identified a need for additional data gathering systems in order to more fully inform and guide the work of counselors, teachers, coordinators, and all staff in supporting all students.|Stockton Collegiate has expanded its provision of information about programs to underrepresented in multiple languages with personalized follow-up to ensure that messages and invitations are received.  The counselors, teachers, and coordinators are intentional in how services and opportunities are presented to all students and families in order to most effectively engage all families, including underrepresented families, in all the Primary Years Program at Stockton Collegiate.|Stockton Collegiate continues an ongoing process of evaluation, reflection, and action to identify best approaches to seeking input for decision making. The approaches include meetings focused on specific to a topics, student-led parent conferences, surveys, and a variety of relevant messages distributed to families from teachers, coordinators, counselors, and administration.|Stockton Collegiate recognizes the opportunity to provide additional, more frequent invitations for input on specific topics that bring together representatives of each stakeholder group.|Stockton Collegiate recognizes the opportunity to provide additional, more frequent invitations for input on specific topics that bring together representatives of each stakeholder group, including intentional invitations that engage traditionally underrepresented families.|4|4|4|3|4|4|4|3|4|3|3|3|Met||2026-06-18|2026
39686760120733|Stockton Collegiate International Secondary|3|Stockton Collegiate offers ongoing access to student progress and performance to students, parents/guardians, teachers, and counselors. In additions, regularly scheduled student-led parent conferences provide a specific time for progress updates. Student Success Teams provide time for assessing progress at any time during the year.|Stockton Collegiate recognizes that families would benefit from informational opportunities throughout the year on academic, mental health, and social-emotional health.|Stockton Collegiate recognizes the opportunity to provide information about programs to underrepresented in multiple languages with personalized follow-up to ensure that messages and invitations are received.|Stockton Collegiate has expanded its provision of information about programs to underrepresented in multiple languages with personalized follow-up to ensure that messages and invitations are received.  The counselors, teachers, and coordinators are intentional in how services and opportunities are presented to all students and families in order to most effectively engage all families, including underrepresented families, in the Middle Years Program and Diploma Program at Stockton Collegiate.|As a result of recent climate surveys Stockton Collegiate is focussing attention on integrating the systems that support student attendance, identifying the factors impacting each individual student’s access to the full Stockton Collegiate program, and tailoring the support systems to each student. This refreshed and enriched approach is supported by staff training, structured collaboration, and data collection and analysis to assess progress and guide development of the programs.|Stockton Collegiate identified a need for additional data gathering systems in order to more fully inform and guide the work of counselors, teachers, coordinators, and all staff in supporting all students.|Stockton Collegiate continues an ongoing process of evaluation, reflection, and action to identify best approaches to seeking input for decision making. The approaches include meetings focused on specific to a topics, student-led parent conferences, surveys, and a variety of relevant messages distributed to families from teachers, coordinators, counselors, and administration.|Stockton Collegiate recognizes the opportunity to provide additional, more frequent invitations for input on specific topics that bring together representatives of each stakeholder group.|Stockton Collegiate recognizes the opportunity to provide additional, more frequent invitations for input on specific topics that bring together representatives of each stakeholder group, including intentional invitations that engage traditionally underrepresented families.|4|4|4|3|3|4|4|3|4|3|3|4|Met||2026-06-18|2026
39686760121541|Aspire APEX Academy|3|At Aspire APEX Academy, we continue to prioritize building strong, trusting relationships between school staff and families. We believe that meaningful connection and open communication are essential to student success. This year, we maintained regular outreach through surveys, family meetings, and community events to ensure families feel welcomed, informed, and heard. Teachers and school leaders made intentional efforts to reach out individually to families, especially during key moments in the school year. These practices have helped strengthen our partnership with families and create a supportive, inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected but visibly acted upon. Our Sierra Vista and Southside Stockton community will be engaged with more as we have settled into our building.|To better support underrepresented families, we are enhancing our communication methods and outreach strategies. This includes offering translation services, flexible meeting times, and multiple ways for families to share input — such as surveys, one-on-one conversations, and small group listening sessions. We are also working to build stronger relationships through family liaisons, cultural events, and community partnerships. By continuously listening and adapting, we are committed to making sure every family feels seen, valued, and empowered to be an active part of our school community.|Aspire APEX Academy continues to support strong partnerships between families and educators to promote student success. This includes sharing academic updates, hosting family events, and offering resources to help parents support learning at home. Teachers regularly communicate with families through student-led conferences, newsletters, and online platforms. We also offer professional learning to staff that strengthens their ability to collaborate with families and understand diverse student needs. These efforts have fostered a shared sense of purpose and a stronger learning community.|We are committed to deepening our partnerships with families by improving consistency and expanding how we share information and gather feedback. One area of growth is ensuring families not only receive updates, but also have opportunities to co-create strategies that support their child’s learning. We also seek to increase family understanding of academic expectations and how they can advocate for their students at all levels.|To better reach families who may not be as engaged, we are implementing more targeted and accessible approaches, such as offering multilingual materials, evening events, and varied formats for school-home communication. We are also working to build trust with underrepresented families through consistent outreach, inclusive programming, and leadership opportunities that honor the voices and strengths of our diverse community.|We believe families are essential partners in shaping our school’s vision and priorities. Aspire APEX Academy regularly invites families to provide input through surveys, School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. Principals and teachers use this feedback to inform key decisions, including academic programming, student support systems, and community-building activities. This ongoing engagement helps ensure that our school reflects the needs and hopes of the community we serve.|As we continue to strengthen our systems for shared decision-making, we are focused on expanding participation in advisory groups and ensuring the input we receive represents the full diversity of our families. We also aim to increase transparency by more clearly communicating how family feedback is used to make decisions.|To better include underrepresented voices in decision-making, we are developing new strategies to invite and support family participation — such as personal outreach, translation services, and meeting formats that are flexible and culturally responsive. We are also exploring additional ways to elevate family leadership in school planning efforts, so that every family feels empowered to shape their child’s educational experience.|4|5|5|5|4|5|5|4|5|5|4|5|Met||2026-06-18|2026
39686760123802|Health Careers Academy|3|Stockton Unified School District (SUSD) has demonstrated significant strengths and progress in building relationships between school staff and families, reflecting a structured approach as outlined in their Parent and Family Engagement framework. This framework is divided into stages: Beginning, Full, and Full & Sustainable, each stage representing a deeper level of engagement and collaboration.  The progress made by SUSD in building relationships between school staff and families is evident through several key achievements. The establishment of two-way communication channels has facilitated continuous interaction, ensuring that parents are well-informed and can actively participate in their children’s education. Professional development programs have enhanced staff’s ability to engage effectively with families, fostering trust and respect.  Creating welcoming environments through family engagement nights, cultural celebrations, and open house events has further bridged the gap between school staff and families. These initiatives have been instrumental in making families feel included and valued, promoting a sense of community.  The district’s commitment to understanding and valuing family diversity stands out as a significant strength. Practices such as surveys, home visits, and community meetings have allowed school staff to gain deeper insights into the families they serve, enabling more personalized and effective engagement.  Stockton Unified School District has made commendable progress in building relationships between school staff and families. Through a structured approach that emphasizes communication, capacity building, and understanding family diversity, the district has fostered a collaborative and supportive educational environment. These efforts not only enhance educational outcomes but also build a strong, inclusive community. Moving forward, sustaining these engagement efforts and addressing challenges such as consistent district-wide implementation and overcoming language barriers will be essential for continued success.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has identified several key focus areas for improvement in building relationships between school staff and families. These focus areas are critical to advancing their Parent and Family Engagement framework and ensuring that relationships between families and school staff are not only established but also nurtured and sustained over time.  SUSD has identified several focus areas for improvement in building relationships between school staff and families. By strengthening two-way communication, enhancing professional development, creating consistent welcoming environments, supporting family diversity and inclusion, encouraging family input in decision-making, and addressing language barriers, the district can build stronger, more effective relationships with families. These improvements will not only enhance educational outcomes but also foster a more inclusive and supportive community for all students and their families.|Stockton Unified School District (SUSD) has pinpointed several critical areas for enhancement in building relationships between school staff and families. By concentrating on these areas, the district aims to foster a more inclusive and supportive community that will enhance educational outcomes for all students.  By focusing on these key areas—strengthening two-way communication, enhancing professional development, creating consistent welcoming environments, supporting family diversity and inclusion, encouraging family input in decision-making, and addressing language barriers—SUSD is poised to build stronger, more effective relationships with families. These improvements will not only enhance educational outcomes but also foster a more inclusive and supportive community for all students and their families. The district’s commitment to these focus areas underscores its dedication to creating an educational environment where every family feels valued and every student can succeed.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has shown significant strengths and progress in building partnerships for student outcomes. The district has effectively provided professional learning and support to teachers and principals, enhancing their capacity to partner with families. By offering families valuable information and resources, SUSD supports student learning and development at home. Furthermore, the implementation of policies and programs that facilitate meetings between teachers and families has fostered a collaborative environment focused on student success. This progress highlights SUSD's commitment to creating robust partnerships that positively impact student outcomes through continuous engagement and mutual support.|Stockton Unified School District (SUSD) has made commendable progress in establishing partnerships for student outcomes by prioritizing professional development for teachers and principals to strengthen their capacity to collaborate with families. By providing families with essential information and resources, SUSD supports student learning and development at home, fostering an environment where educational success is a shared responsibility. The district's efforts to implement policies and programs that encourage regular meetings between teachers, students, and families have further solidified these partnerships, ensuring that all stakeholders work together towards achieving positive student outcomes.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) plans to improve the engagement of underrepresented families by enhancing professional learning for staff to better understand and address the unique needs of these families. The district will provide targeted support and resources to help these families actively participate in their children's education. Implementing inclusive policies and creating programs that facilitate regular and meaningful interactions between teachers and underrepresented families are key strategies. Additionally, SUSD will offer translation services and bilingual staff to overcome language barriers, ensuring that all families can access information and participate fully in school activities. These efforts aim to build stronger partnerships that support student outcomes by making the engagement process more accessible and inclusive for all families.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has demonstrated notable strengths and progress in seeking input for decision-making. The district has been successful in supporting principals and staff to effectively engage families in advisory groups and decision-making processes, thereby ensuring that family perspectives are integrated into school governance. SUSD has also facilitated opportunities for family members to contribute their insights on policies and programs through structured platforms like surveys and community meetings. Furthermore, by providing avenues for families, teachers, principals, and district administrators to collaborate, SUSD has fostered a cooperative environment where all stakeholders can work together to plan, design, implement, and evaluate family engagement activities. This inclusive approach ensures that decisions are informed by diverse viewpoints, ultimately enhancing the educational experience for all students.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has identified several focus areas for improvement in seeking input for decision-making. These include expanding the opportunities for family members to provide input on policies and programs by creating more accessible and varied platforms for engagement, such as virtual meetings and online surveys, to reach a broader audience. Another area for improvement is increasing support for principals and staff to effectively facilitate these engagement opportunities, ensuring they have the necessary training and resources to engage families from diverse backgrounds. Additionally, SUSD aims to enhance the inclusivity of its decision-making processes by specifically targeting the engagement of underrepresented families, ensuring their voices are heard and considered in shaping school policies and programs. By addressing these areas, SUSD seeks to foster a more collaborative and inclusive decision-making environment that benefits all stakeholders.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) will improve the engagement of underrepresented families in decision-making by implementing targeted strategies to ensure their voices are heard. Firstly, SUSD will enhance outreach efforts by utilizing multilingual communication channels and community liaisons to build trust and facilitate participation among families with diverse linguistic and cultural backgrounds. Additionally, the district will provide training for principals and staff on culturally responsive engagement practices to better support and empower underrepresented families. SUSD plans to offer more flexible and accessible meeting formats, including virtual options and varied meeting times, to accommodate the schedules and needs of these families. Furthermore, the district will establish specific forums and advisory groups for underrepresented families, creating dedicated spaces for their input on policies and programs. By implementing these strategies, SUSD aims to create a more inclusive and participatory decision-making process that reflects the diverse perspectives of all families in the community.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-05-13|2026
39686760124248|Pacific Law Academy|3|Stockton Unified School District (SUSD) has demonstrated significant strengths and progress in building relationships between school staff and families, reflecting a structured approach as outlined in their Parent and Family Engagement framework. This framework is divided into stages: Beginning, Full, and Full & Sustainable, each stage representing a deeper level of engagement and collaboration.  The progress made by SUSD in building relationships between school staff and families is evident through several key achievements. The establishment of two-way communication channels has facilitated continuous interaction, ensuring that parents are well-informed and can actively participate in their children’s education. Professional development programs have enhanced staff’s ability to engage effectively with families, fostering trust and respect.  Creating welcoming environments through family engagement nights, cultural celebrations, and open house events has further bridged the gap between school staff and families. These initiatives have been instrumental in making families feel included and valued, promoting a sense of community.  The district’s commitment to understanding and valuing family diversity stands out as a significant strength. Practices such as surveys, home visits, and community meetings have allowed school staff to gain deeper insights into the families they serve, enabling more personalized and effective engagement.  Stockton Unified School District has made commendable progress in building relationships between school staff and families. Through a structured approach that emphasizes communication, capacity building, and understanding family diversity, the district has fostered a collaborative and supportive educational environment. These efforts not only enhance educational outcomes but also build a strong, inclusive community. Moving forward, sustaining these engagement efforts and addressing challenges such as consistent district-wide implementation and overcoming language barriers will be essential for continued success.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has identified several key focus areas for improvement in building relationships between school staff and families. These focus areas are critical to advancing their Parent and Family Engagement framework and ensuring that relationships between families and school staff are not only established but also nurtured and sustained over time.  SUSD has identified several focus areas for improvement in building relationships between school staff and families. By strengthening two-way communication, enhancing professional development, creating consistent welcoming environments, supporting family diversity and inclusion, encouraging family input in decision-making, and addressing language barriers, the district can build stronger, more effective relationships with families. These improvements will not only enhance educational outcomes but also foster a more inclusive and supportive community for all students and their families.|Stockton Unified School District (SUSD) has pinpointed several critical areas for enhancement in building relationships between school staff and families. By concentrating on these areas, the district aims to foster a more inclusive and supportive community that will enhance educational outcomes for all students.  By focusing on these key areas—strengthening two-way communication, enhancing professional development, creating consistent welcoming environments, supporting family diversity and inclusion, encouraging family input in decision-making, and addressing language barriers—SUSD is poised to build stronger, more effective relationships with families. These improvements will not only enhance educational outcomes but also foster a more inclusive and supportive community for all students and their families. The district’s commitment to these focus areas underscores its dedication to creating an educational environment where every family feels valued and every student can succeed|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has shown significant strengths and progress in building partnerships for student outcomes. The district has effectively provided professional learning and support to teachers and principals, enhancing their capacity to partner with families. By offering families valuable information and resources, SUSD supports student learning and development at home. Furthermore, the implementation of policies and programs that facilitate meetings between teachers and families has fostered a collaborative environment focused on student success. This progress highlights SUSD's commitment to creating robust partnerships that positively impact student outcomes through continuous engagement and mutual support.|Stockton Unified School District (SUSD) has made commendable progress in establishing partnerships for student outcomes by prioritizing professional development for teachers and principals to strengthen their capacity to collaborate with families. By providing families with essential information and resources, SUSD supports student learning and development at home, fostering an environment where educational success is a shared responsibility. The district's efforts to implement policies and programs that encourage regular meetings between teachers, students, and families have further solidified these partnerships, ensuring that all stakeholders work together towards achieving positive student outcomes.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) plans to improve the engagement of underrepresented families by enhancing professional learning for staff to better understand and address the unique needs of these families. The district will provide targeted support and resources to help these families actively participate in their children's education. Implementing inclusive policies and creating programs that facilitate regular and meaningful interactions between teachers and underrepresented families are key strategies. Additionally, SUSD will offer translation services and bilingual staff to overcome language barriers, ensuring that all families can access information and participate fully in school activities. These efforts aim to build stronger partnerships that support student outcomes by making the engagement process more accessible and inclusive for all families.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has demonstrated notable strengths and progress in seeking input for decision-making. The district has been successful in supporting principals and staff to effectively engage families in advisory groups and decision-making processes, thereby ensuring that family perspectives are integrated into school governance. SUSD has also facilitated opportunities for family members to contribute their insights on policies and programs through structured platforms like surveys and community meetings. Furthermore, by providing avenues for families, teachers, principals, and district administrators to collaborate, SUSD has fostered a cooperative environment where all stakeholders can work together to plan, design, implement, and evaluate family engagement activities. This inclusive approach ensures that decisions are informed by diverse viewpoints, ultimately enhancing the educational experience for all students.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has identified several focus areas for improvement in seeking input for decision-making. These include expanding the opportunities for family members to provide input on policies and programs by creating more accessible and varied platforms for engagement, such as virtual meetings and online surveys, to reach a broader audience. Another area for improvement is increasing support for principals and staff to effectively facilitate these engagement opportunities, ensuring they have the necessary training and resources to engage families from diverse backgrounds. Additionally, SUSD aims to enhance the inclusivity of its decision-making processes by specifically targeting the engagement of underrepresented families, ensuring their voices are heard and considered in shaping school policies and programs. By addressing these areas, SUSD seeks to foster a more collaborative and inclusive decision-making environment that benefits all stakeholders.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) will improve the engagement of underrepresented families in decision-making by implementing targeted strategies to ensure their voices are heard. Firstly, SUSD will enhance outreach efforts by utilizing multilingual communication channels and community liaisons to build trust and facilitate participation among families with diverse linguistic and cultural backgrounds. Additionally, the district will provide training for principals and staff on culturally responsive engagement practices to better support and empower underrepresented families. SUSD plans to offer more flexible and accessible meeting formats, including virtual options and varied meeting times, to accommodate the schedules and needs of these families. Furthermore, the district will establish specific forums and advisory groups for underrepresented families, creating dedicated spaces for their input on policies and programs. By implementing these strategies, SUSD aims to create a more inclusive and participatory decision-making process that reflects the diverse perspectives of all families in the community.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-05-19|2026
39686760136283|Team Charter Academy|3|From the very first day of school, TEAM Charter Academy prioritizes meaningful connections with our educational partners. In late August, every teacher reaches out by phone to introduce themselves and share their direct contact details, ensuring families know exactly who to turn to. Shortly thereafter, we welcome everyone to Back to School Night, where parents meet our instructional team in person and learn about our classroom goals. Throughout the year, staff at both our school sites and the district office cultivate a friendly, service-oriented atmosphere, greeting visitors warmly and addressing questions promptly.   Leadership at every level—site and district—reinforces the value of family involvement by consistently communicating its importance, beginning with new-staff orientation modules on effective parent-guardian outreach. We collaborate closely with our Parent Teacher Organization, School Site Council, and other parent groups to gather insights on preferred communication methods, key information needs, and specific family concerns; this feedback is then shared with all staff to enhance our programs. Teachers maintain regular contact with families via phone calls, emails, and quick face-to-face check-ins during drop-off and pick-up. Our school counselor makes personalized calls to guide parents through the options for specialized high schools, and actively invites them to join our various parent committees. Finally, we forge partnerships with local community organizations—whether to expand mental health services, supplement academic tutoring, or offer extracurricular opportunities—to ensure that every student benefits from the broader support network our community provides.|Recognizing the importance of real-time insight into student progress, TEAM Charter Academy launched a series of parent workshops that guide families through both Google Classroom’s missing-assignment tools and our district-wide PowerSchool gradebook for tracking individual assignment statuses. At the same time, we’ve reengineered our reporting procedures—streamlining data feeds and simplifying request protocols—so that guardians can pull up-to-the- minute grade and assignment information on demand, ensuring they always have a clear picture of their child’s academic standing.|Our latest Needs Analysis underscored the necessity for enhanced resources and wrap-around services for our most vulnerable students, those experiencing homelessness, in foster care, from low-income households, or receiving special education. In response, TEAM Charter Academy will continue to employ a full- time school psychologist, nurse, counselor, and mental health clinician, and will implement a focused social-emotional learning curriculum to support student well-being. Additionally, we are deepening our partnerships with community mental health agencies to ensure that students and their families have seamless access to the comprehensive care and resources they need.|From the very first day of school, TEAM Charter Academy prioritizes meaningful connections with our educational partners. In late August, every teacher reaches out by phone to introduce themselves and share their direct contact details, ensuring families know exactly who to turn to. Shortly thereafter, we welcome everyone to Back to School Night, where parents meet our instructional team in person and learn about our classroom goals. Throughout the year, staff at both our school sites and the district office cultivate a friendly, service-oriented atmosphere, greeting visitors warmly and addressing questions promptly.|Leadership at every level—site and district—reinforces the value of family involvement by consistently communicating its importance, beginning with new-staff orientation modules on effective parent-guardian outreach. We collaborate closely with our Parent Teacher Organization, School Site Council, and other parent groups to gather insights on preferred communication methods, key information needs, and specific family concerns; this feedback is then shared with all staff to enhance our programs.|Teachers maintain regular contact with families via phone calls, emails, and quick face- to-face check-ins during drop-off and pick-up. Our school counselor makes personalized calls to guide parents through the options for specialized high schools, and actively invites them to join our various parent committees. Finally, we forge partnerships with local community organizations—whether to expand mental health services, supplement academic tutoring, or offer extracurricular opportunities—to ensure that every student benefits from the broader support network our community provides.|TEAM Charter Academy conducts a comprehensive local climate survey—such as the California Healthy Kids Survey—to gauge perceptions of campus safety and connectedness. We present those findings at a regularly scheduled Governing Board meeting and share the results with our educational partners and the wider community via the California School Dashboard. In addition, we deploy the Leader in Me Measurable Results Assessment (MRA) to gather input from staff, parents, and students on ways to enhance leadership, school culture, and academic achievement. Ongoing feedback on TCA programs is collected through parent surveys and forums such as the School Site Council, DELAC, Parent Advisory Committee, Parent Coffee, Parent Teacher Organization and other advisory committees. Each fall, we distribute our Parent Involvement Policy to every family as part of the registration packet and include it in the Student-Parent Handbook to ensure everyone is informed of their role and opportunities for engagement. Based on the analysis of educational partner input and local data, briefly describe the LEA’s focus area(s) for improvement in Seeking Input for Decision-Making.|TEAM Charter Academy has expanded and diversified its engagement channels to give educational partners more avenues for providing input. Our next step is to analyze which tools most effectively connected families at both the school and district levels and to determine how best to refine and strengthen the design and execution of these outreach activities.|TEAM Charter Academy makes sure every family is invited and equipped to take part in our committees and forums by providing translation services, on-site interpreters, flexible scheduling for one-on-one meetings, and phone- conference options. We also track student attendance daily and reach out promptly—particularly to the families of migratory, foster, and unhoused students—to prevent any gaps in their learning. In light of the pandemic-related rise in absences, we are redoubling our efforts to strengthen two-way communication and deepen engagement with all students and their families.|4|5|4|5|4|4|5|5|5|3|5|4|Met||2026-06-24|2026
39686760139865|Aspire Stockton 6-12 Secondary Academy|3|At Aspire Stockton Secondary Academy, we continue to prioritize building strong, trusting relationships between school staff and families. We believe that meaningful connection and open communication are essential to student success. This year, we maintained regular outreach through surveys, family meetings, and community events to ensure families feel welcomed, informed, and heard. Teachers and school leaders made intentional efforts to reach out individually to families, especially during key moments in the school year. These practices have helped strengthen our partnership with families and create a supportive, inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected, but visibly acted upon.|To better support underrepresented families, we are enhancing our communication methods and outreach strategies. This includes offering translation services, flexible meeting times, and multiple ways for families to share input — such as surveys, one-on-one conversations, and small group listening sessions. We are also working to build stronger relationships through family liaisons, cultural events, and community partnerships. By continuously listening and adapting, we are committed to making sure every family feels seen, valued, and empowered to be an active part of our school community.|Aspire Stockton Secondary Academy continues to support strong partnerships between families and educators to promote student success. This includes sharing academic updates, hosting family events, and offering resources to help parents support learning at home. Teachers regularly communicate with families through student-led conferences, newsletters, and online platforms. We also offer professional learning to staff that strengthens their ability to collaborate with families and understand diverse student needs. These efforts have fostered a shared sense of purpose and a stronger learning community.|We are committed to deepening our partnerships with families by improving consistency and expanding how we share information and gather feedback. One area of growth is ensuring families not only receive updates, but also have opportunities to co-create strategies that support their child’s learning. We also seek to increase family understanding of academic expectations and how they can advocate for their students at all levels.|To better reach families who may not be as engaged, we are implementing more targeted and accessible approaches, such as offering multilingual materials, evening events, and varied formats for school-home communication. We are also working to build trust with underrepresented families through consistent outreach, inclusive programming, and leadership opportunities that honor the voices and strengths of our diverse community.|We believe families are essential partners in shaping our school’s vision and priorities. Aspire Stockton Secondary Academy regularly invites families to provide input through surveys, School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. Principals and teachers use this feedback to inform key decisions, including academic programming, student support systems, and community-building activities. This ongoing engagement helps ensure that our school reflects the needs and hopes of the community we serve.|As we continue to strengthen our systems for shared decision-making, we are focused on expanding participation in advisory groups and ensuring the input we receive represents the full diversity of our families. We also aim to increase transparency by more clearly communicating how family feedback is used to make decisions.|To better include underrepresented voices in decision-making, we are developing new strategies to invite and support family participation — such as personal outreach, translation services, and meeting formats that are flexible and culturally responsive. We are also exploring additional ways to elevate family leadership in school planning efforts, so that every family feels empowered to shape their child’s educational experience.|4|5|5|5|4|5|5|4|5|5|4|5|Met||2026-06-18|2026
39686760139907|Voices College Bound Language Academy at Stockton|3|Based on the analysis of educational partner input and local data, Voices Stockton has made meaningful progress in strengthening relationships between school staff and families. Parents reported improved access to field trips, and “community plazas” (student assembly) increased opportunities for engagement, and a stronger connection with the school leadership team. The expansion of cultural events and community-building activities has helped create a more inclusive, welcoming, and supportive school environment for all families. These efforts reflect our continued commitment to fostering authentic family partnerships. This year, the school experienced several staffing changes; however, new and returning staff quickly embraced the school's culture and values, working diligently to build positive relationships with students and families. While families recognized these improvements, they also emphasized the importance of continuing to increase teacher accessibility and strengthen parent-teacher communication to further support student achievement and family engagement.|Voices Stockton will continue to strengthen family engagement by increasing participation in Cafecitos, Plazas Comunitarias, and other school events, while maximizing the use of ParentSquare to improve communication and access to information. The Principal and Dean of Culture will continue proactively reaching out to families through phone calls and personal communication to foster stronger relationships and partnerships. Additionally, staff will receive ongoing support and training on effective parent-teacher conferences and family communication practices to ensure families receive regular updates on student progress and school initiatives. Voices Stockton will also work to increase participation in family surveys conducted twice each year to ensure a broader representation of family perspectives. Building on the increase in family attendance at events and activities this year, the school will continue promoting meaningful opportunities for collaboration and actively involve families in the planning and facilitation of school events and programs.|Voices Stockton will continue to strengthen communication and engagement with families by implementing targeted strategies to reach those who may be harder to connect with. These efforts include providing school communications and materials in both English and Spanish, as well as additional languages as needed, making proactive outreach calls from school leadership, and utilizing ParentSquare to share timely information and updates. The school will leverage multiple communication channels to ensure families are informed about available resources and supported in accessing services that meet their needs. Additionally, Voices Stockton will continue to provide guidance and professional development for teachers and staff on the importance of equitable, accessible, and culturally responsive communication practices. These efforts will help ensure that all families feel welcomed, informed, connected, and valued as essential partners in their children's education and success.|Voices Stockton has made notable progress in strengthening partnerships that support positive student outcomes. Key strengths include a strong focus on teacher professional development, increased dedicated time for collaborative planning and instructional practice during the school day, and access to curriculum-based training that helps align instruction to student needs and academic goals. Additionally, the implementation of individualized coaching has supported teacher growth, strengthened instructional practices, and fostered meaningful collaboration between educators and instructional leaders. These efforts have helped build staff capacity, promote continuous improvement, and create a more cohesive instructional program. As a result, Voices Stockton is better positioned to provide high-quality learning experiences that support student achievement, engagement, and overall success.|Voices Stockton's instructional team has identified the need to expand instructional coaching opportunities and develop systems that promote stronger teacher-to-teacher collaboration across grade levels. Increasing opportunities for educators to share best practices, analyze student data, and engage in collaborative planning will help strengthen instructional consistency and improve student outcomes. Teachers have also expressed a desire for greater clarity regarding Voices' instructional expectations, specifically which practices are considered non-negotiable and which allow for professional autonomy and flexibility. Providing clear guidance and aligned expectations will help educators feel supported, empowered, and confident in implementing high-quality instruction while maintaining their unique teaching strengths and styles.|Voices Stockton will prioritize increasing engagement among underrepresented families by offering greater flexibility in the scheduling of family meetings, including Cafecitos, ELAC meetings, and other parent engagement opportunities. Meetings will be offered at varying times and on different days to better accommodate family schedules, and both in-person and virtual participation options will be available based on parent feedback and preferences. Additionally, Voices Stockton will intentionally create more opportunities for families to contribute their perspectives and play an active role in decision-making processes related to school culture, events, and activities. These efforts will help ensure that all families feel welcomed, valued, and empowered as partners in the school community.|Voices Stockton’s greatest strength this year has been its ability to cultivate a stronger and more connected school community among staff, students, and families. This focus on relationship-building has contributed to increased family engagement, stronger partnerships with parents and guardians, and improvements in student behavior and school culture. In addition to these efforts, Voices utilizes Panorama, a third-party survey platform, to gather feedback from staff and families across the network. These surveys are administered twice each year and provide valuable data that informs school planning, continuous improvement efforts, and decision-making processes. This feedback helps ensure that stakeholder voices are reflected in school priorities and initiatives.|Voices Stockton hosts regular Cafecitos (Principal’s Coffee) and ELAC meetings throughout the school year, providing parents, families, and community stakeholders with meaningful opportunities to share feedback, ideas, and suggestions. These forums help strengthen partnerships and ensure that family voices are included in school decision-making. In addition, Voices will continue administering network-wide surveys to students, families, and staff twice each year and will use the feedback gathered to inform future planning and continuous improvement efforts. Voices Stockton will also prioritize seeking family input on enrichment opportunities, school events, and programs, while identifying meaningful ways for parents and guardians to actively participate in and support student learning and school activities.|To improve engagement with our underrepresented families, Voices Stockton implements multiple strategies to ensure communication is accessible, inclusive, and responsive to family needs. School communications and materials are provided in both English and Spanish, as well as in additional languages when needed. Information is shared through both digital platforms and printed materials to accommodate different preferences and levels of access (Send on Tuesday’s folder). School staff and leadership make proactive outreach calls to families to build relationships, provide support, and address questions or concerns. Additionally, the school offers office hours and individualized support opportunities, ensuring families have direct access to staff and resources that help them remain engaged in their child’s education.|3|3|3|3|3|3|3|4|3|3|3|2|Met||2026-06-24|2026
39686760139923|Aspire Arts & Sciences Academy|3|At Aspire Arts and Science Academy, we continue to prioritize building strong, trusting relationships between school staff and families. We believe that meaningful connection and open communication are essential to student success. This year, we maintained regular outreach through surveys, family meetings, and community events to ensure families feel welcomed, informed, and heard. Teachers and school leaders made intentional efforts to reach out individually to families, especially during key moments in the school year. These practices have helped strengthen our partnership with families and create a supportive, inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected, but visibly acted upon.|To better support underrepresented families, we are enhancing our communication methods and outreach strategies. This includes offering translation services, flexible meeting times, and multiple ways for families to share input — such as surveys, one-on-one conversations, and small group listening sessions. We are also working to build stronger relationships through family liaisons, cultural events, and community partnerships. By continuously listening and adapting, we are committed to making sure every family feels seen, valued, and empowered to be an active part of our school community.|Aspire Arts and Science Academy continues to support strong partnerships between families and educators to promote student success. This includes sharing academic updates, hosting family events, and offering resources to help parents support learning at home. Teachers regularly communicate with families through student-led conferences, newsletters, and online platforms. We also offer professional learning to staff that strengthens their ability to collaborate with families and understand diverse student needs. These efforts have fostered a shared sense of purpose and a stronger learning community.|We are committed to deepening our partnerships with families by improving consistency and expanding how we share information and gather feedback. One area of growth is ensuring families not only receive updates, but also have opportunities to co-create strategies that support their child’s learning. We also seek to increase family understanding of academic expectations and how they can advocate for their students at all levels.|To better reach families who may not be as engaged, we are implementing more targeted and accessible approaches, such as offering multilingual materials, evening events, and varied formats for school-home communication. We are also working to build trust with underrepresented families through consistent outreach, inclusive programming, and leadership opportunities that honor the voices and strengths of our diverse community.|We believe families are essential partners in shaping our school’s vision and priorities. Aspire Arts & Sciences Academy regularly invites families to provide input through surveys, School Site Council (SAC), and English Learner Advisory Committee (ELAC) meetings. Principals and teachers use this feedback to inform key decisions, including academic programming, student support systems, and community-building activities. This ongoing engagement helps ensure that our school reflects the needs and hopes of the community we serve.|As we continue to strengthen our systems for shared decision-making, we are focused on expanding participation in advisory groups and ensuring the input we receive represents the full diversity of our families. We also aim to increase transparency by more clearly communicating how family feedback is used to make decisions.|To better include underrepresented voices in decision-making, we are developing new strategies to invite and support family participation — such as personal outreach, translation services, and meeting formats that are flexible and culturally responsive. We are also exploring additional ways to elevate family leadership in school planning efforts, so that every family feels empowered to shape their child’s educational experience.|4|5|5|5|4|5|5|4|5|5|4|5|Met||2026-06-18|2026
39686760140616|KIPP Stockton|3|KIPP believes that meaningful family engagement builds parent efficacy, recognizes families as true assets, and leverages the community's strengths, experiences, and knowledge to strengthen the school. We are committed to  partnerships that create lasting capacity for families — not just during their time with us, but beyond.  Families are reached through multiple communication channels including newsletters, emails, phone calls, and text messages. Staff share their email addresses and cell phone numbers directly with families to ensure accessible support for homework and other concerns. Progress reports and report cards are distributed throughout the year to keep families informed of their student's academic progress, and families are encouraged to schedule conferences with teachers at any point. Any student at risk of retention is required to meet with teachers and administrators to identify additional supports. Each year, the school begins building family relationships during new student orientation — before the school year begins — so that students and families feel connected and welcomed from day one.  The KIPP Family Council (KFC) serves as the school's primary family governance structure, providing families with a meaningful voice in school decision-making. Families drive the KFC, meeting monthly to review school data, plan community events, and advocate for the school's continued growth. The school leader meets regularly with the KFC to ensure alignment between school priorities and community needs. The Multilingual Learner Committee (MLC) provides an additional structured channel for multilingual families to engage, offering input on language development programming and supports for English learner students.  KIPP invests in staff capacity to engage families as equal partners. Front office and operational staff receive professional development on creating a warm and welcoming environment for all visitors. All school staff are expected to demonstrate strong, consistent connections with students and their families as a core professional expectation.  This year, the school hosted 20+ virtual and in-person family events open to all families. In the annual family survey, 87% of families reported satisfaction with opportunities to get involved on campus. The school will continue to use surveys, conferences, the KFC and MLC structures, and regular communication to deepen family engagement and build on this foundation.|1.2  KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 87% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|2.1  KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress.  Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in the KIPP Family Council.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Council meetings.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Council and Multilingual Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings, and other school-sponsored events are always created considering the unique needs of the community.  The school hosted 20+ virtual and in-person events where all families were invited. In an annual family survey, 87% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will apply culturally responsive practices to existing school communications and will continue to use surveys, conferences, regular phone communication, and other forms of contact to engage all families.  The KIPP Family Council (KFC) and Multilingual Learner Committee (MLC) provide structured opportunities for underrepresented families — including multilingual learner families — to engage directly in school decision-making and provide input on school priorities.  Because language plays a crucial role in families' lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students' home languages, and when translation is needed, a school-provided translator will be available. Additionally, KIPP will provide different types of opportunities for families to participate, including events scheduled in the morning and evening to accommodate varying family schedules and childcare needs.|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, KFC meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early KIPP Family Council meeting.  The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, KFCs, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP supports family engagement and decision making through the KIPP Family Council and Multilingual Council which meet regularly throughout the school year. The KIPP Family Council (KFC) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings, and other school-sponsored events are always created considering the unique needs of the community. KIPP will continue to seek diverse perspectives through active recruitment of families to the KIPP Family Council (KFC) and Multilingual Learner Committee (MLC). Both bodies provide structured opportunities for underrepresented families to review school data, respond to LCAP priorities, and make recommendations to school leadership.  Feedback gathered through these structures, as well as through the annual family survey and LCAP survey, is reviewed by school leadership and used to inform goal-setting, resource allocation, and program decisions. KIPP is committed to closing the feedback loop by sharing with families how their input has shaped school priorities and LCAP actions.  Additionally, KIPP will provide varied opportunities for families to participate, including events scheduled in the morning and evening to accommodate different family schedules and childcare needs.|5|5|5|5|4|3|5|5|4|4|4|3|Met||2026-06-04|2026
39686760141358|KIPP University Park|3|KIPP believes that meaningful family engagement builds parent efficacy, recognizes families as true assets, and leverages the community's strengths, experiences, and knowledge to strengthen the school. We are committed to partnerships that create lasting capacity for families — not just during their time with us, but beyond.  Families are reached through multiple communication channels including newsletters, emails, phone calls, and text messages. Staff share their email addresses and cell phone numbers directly with families to ensure accessible support for homework and other concerns. Progress reports and report cards are distributed throughout the year to keep families informed of their student's academic progress, and families are encouraged to schedule conferences with teachers at any point. Any student at risk of retention is required to meet with teachers and administrators to identify additional supports. Each year, the school begins building family relationships during new student orientation — before the school year begins — so that students and families feel connected and welcomed from day one.  The KIPP Family Council (KFC) serves as the school's primary family governance structure, providing families with a meaningful voice in school decision-making. Families drive the KFC, meeting monthly to review school data, plan community events, and advocate for the school's continued growth. The school leader meets regularly with the KFC to ensure alignment between school priorities and community needs. The Multilingual Learner Committee (MLC) provides an additional structured channel for multilingual families to engage, offering input on language development programming and supports for English learner students.  KIPP invests in staff capacity to engage families as equal partners. Front office and operational staff receive professional development on creating a warm and welcoming environment for all visitors. All school staff are expected to demonstrate strong, consistent connections with students and their families as a core professional expectation.  This year, the school hosted 20+ virtual and in-person family events open to all families. In the annual family survey, 88% of families reported satisfaction with opportunities to get involved on campus. The school will continue to use surveys, conferences, the KFC and MLC structures, and regular communication to deepen family engagement and build on this foundation.|KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 88% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress.  Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in the KIPP Family Council.   KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Council meetings.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Council and Multilingual Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings, and other school-sponsored events are always created considering the unique needs of the community.  The school hosted 20+ virtual and in-person events where all families were invited. In an annual family survey, 88% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will apply culturally responsive practices to existing school communications and will continue to use surveys, conferences, regular phone communication, and other forms of contact to engage all families.  The KIPP Family Council (KFC) and Multilingual Learner Committee (MLC) provide structured opportunities for underrepresented families — including multilingual learner families — to engage directly in school decision-making and provide input on school priorities.  Because language plays a crucial role in families' lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students' home languages, and when translation is needed, a school-provided translator will be available.  Additionally, KIPP will provide different types of opportunities for families to participate, including events scheduled in the morning and evening to accommodate varying family schedules and childcare needs.|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents.   KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, KFC meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early KIPP Family Council meeting.  The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, KFCs, parent-teacher conferencing) to support parents’ participation in their children’s education.   During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP supports family engagement and decision making through the KIPP Family Council and Multilingual Council which meet regularly throughout the school year. The KIPP Family Council (KFC) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings, and other school-sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the KIPP Family Council (KFC) and Multilingual Learner Committee (MLC). Both bodies provide structured opportunities for underrepresented families to review school data, respond to LCAP priorities, and make recommendations to school leadership.  Feedback gathered through these structures, as well as through the annual family survey and LCAP survey, is reviewed by school leadership and used to inform goal-setting, resource allocation, and program decisions. KIPP is committed to closing the feedback loop by sharing with families how their input has shaped school priorities and LCAP actions. Additionally, KIPP will provide varied opportunities for families to participate, including events scheduled in the morning and evening to accommodate different family schedules and childcare needs.|4|4|4|4|4|3|4|3|3|2|3|3|Met||2026-06-04|2026
39686766042725|Nightingale Charter|3|Stockton Unified School District (SUSD) has demonstrated significant strengths and progress in building relationships between school staff and families, reflecting a structured approach as outlined in their Parent and Family Engagement framework. This framework is divided into stages: Beginning, Full, and Full & Sustainable, each stage representing a deeper level of engagement and collaboration.  The progress made by SUSD in building relationships between school staff and families is evident through several key achievements. The establishment of two-way communication channels has facilitated continuous interaction, ensuring that parents are well-informed and can actively participate in their children’s education. Professional development programs have enhanced staff’s ability to engage effectively with families, fostering trust and respect.  Creating welcoming environments through family engagement nights, cultural celebrations, and open house events has further bridged the gap between school staff and families. These initiatives have been instrumental in making families feel included and valued, promoting a sense of community.  The district’s commitment to understanding and valuing family diversity stands out as a significant strength. Practices such as surveys, home visits, and community meetings have allowed school staff to gain deeper insights into the families they serve, enabling more personalized and effective engagement.  Stockton Unified School District has made commendable progress in building relationships between school staff and families. Through a structured approach that emphasizes communication, capacity building, and understanding family diversity, the district has fostered a collaborative and supportive educational environment. These efforts not only enhance educational outcomes but also build a strong, inclusive community. Moving forward, sustaining these engagement efforts and addressing challenges such as consistent district-wide implementation and overcoming language barriers will be essential for continued success.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has identified several key focus areas for improvement in building relationships between school staff and families. These focus areas are critical to advancing their Parent and Family Engagement framework and ensuring that relationships between families and school staff are not only established but also nurtured and sustained over time.  SUSD has identified several focus areas for improvement in building relationships between school staff and families. By strengthening two-way communication, enhancing professional development, creating consistent welcoming environments, supporting family diversity and inclusion, encouraging family input in decision-making, and addressing language barriers, the district can build stronger, more effective relationships with families. These improvements will not only enhance educational outcomes but also foster a more inclusive and supportive community for all students and their families.|Stockton Unified School District (SUSD) has pinpointed several critical areas for enhancement in building relationships between school staff and families. By concentrating on these areas, the district aims to foster a more inclusive and supportive community that will enhance educational outcomes for all students.  By focusing on these key areas—strengthening two-way communication, enhancing professional development, creating consistent welcoming environments, supporting family diversity and inclusion, encouraging family input in decision-making, and addressing language barriers—SUSD is poised to build stronger, more effective relationships with families. These improvements will not only enhance educational outcomes but also foster a more inclusive and supportive community for all students and their families. The district’s commitment to these focus areas underscores its dedication to creating an educational environment where every family feels valued and every student can succeed.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has shown significant strengths and progress in building partnerships for student outcomes. The district has effectively provided professional learning and support to teachers and principals, enhancing their capacity to partner with families. By offering families valuable information and resources, SUSD supports student learning and development at home. Furthermore, the implementation of policies and programs that facilitate meetings between teachers and families has fostered a collaborative environment focused on student success. This progress highlights SUSD's commitment to creating robust partnerships that positively impact student outcomes through continuous engagement and mutual support.|Stockton Unified School District (SUSD) has made commendable progress in establishing partnerships for student outcomes by prioritizing professional development for teachers and principals to strengthen their capacity to collaborate with families. By providing families with essential information and resources, SUSD supports student learning and development at home, fostering an environment where educational success is a shared responsibility. The district's efforts to implement policies and programs that encourage regular meetings between teachers, students, and families have further solidified these partnerships, ensuring that all stakeholders work together towards achieving positive student outcomes.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) plans to improve the engagement of underrepresented families by enhancing professional learning for staff to better understand and address the unique needs of these families. The district will provide targeted support and resources to help these families actively participate in their children's education. Implementing inclusive policies and creating programs that facilitate regular and meaningful interactions between teachers and underrepresented families are key strategies. Additionally, SUSD will offer translation services and bilingual staff to overcome language barriers, ensuring that all families can access information and participate fully in school activities. These efforts aim to build stronger partnerships that support student outcomes by making the engagement process more accessible and inclusive for all families.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has demonstrated notable strengths and progress in seeking input for decision-making. The district has been successful in supporting principals and staff to effectively engage families in advisory groups and decision-making processes, thereby ensuring that family perspectives are integrated into school governance. SUSD has also facilitated opportunities for family members to contribute their insights on policies and programs through structured platforms like surveys and community meetings. Furthermore, by providing avenues for families, teachers, principals, and district administrators to collaborate, SUSD has fostered a cooperative environment where all stakeholders can work together to plan, design, implement, and evaluate family engagement activities. This inclusive approach ensures that decisions are informed by diverse viewpoints, ultimately enhancing the educational experience for all students.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has identified several focus areas for improvement in seeking input for decision-making. These include expanding the opportunities for family members to provide input on policies and programs by creating more accessible and varied platforms for engagement, such as virtual meetings and online surveys, to reach a broader audience. Another area for improvement is increasing support for principals and staff to effectively facilitate these engagement opportunities, ensuring they have the necessary training and resources to engage families from diverse backgrounds. Additionally, SUSD aims to enhance the inclusivity of its decision-making processes by specifically targeting the engagement of underrepresented families, ensuring their voices are heard and considered in shaping school policies and programs. By addressing these areas, SUSD seeks to foster a more collaborative and inclusive decision-making environment that benefits all stakeholders.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) will improve the engagement of underrepresented families in decision-making by implementing targeted strategies to ensure their voices are heard. Firstly, SUSD will enhance outreach efforts by utilizing multilingual communication channels and community liaisons to build trust and facilitate participation among families with diverse linguistic and cultural backgrounds. Additionally, the district will provide training for principals and staff on culturally responsive engagement practices to better support and empower underrepresented families. SUSD plans to offer more flexible and accessible meeting formats, including virtual options and varied meeting times, to accommodate the schedules and needs of these families. Furthermore, the district will establish specific forums and advisory groups for underrepresented families, creating dedicated spaces for their input on policies and programs. By implementing these strategies, SUSD aims to create a more inclusive and participatory decision-making process that reflects the diverse perspectives of all families in the community.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-05-21|2026
39745420000000|San Joaquin County ROP|3||||||||||||||||||||||Not Met|||2026
39754990000000|Tracy Joint Unified|3|Tracy Unified School District continues to make strong progress to foster meaningful connections between school staff and families. Leveraging ongoing professional development, staff are equipped with strategies to build and sustain trusting and respectful relationships with families from diverse backgrounds. Our district school sites maintain a welcoming, inclusive environment supported by family-friendly policies and accessible facilities. District-wide and school specific communications provide ongoing information for the students and families of our district. Programs support all staff to best understand the uniqueness of the students.  Specifically, staff work to develop each student’s individual goals and support the personalizing each student's learning experiences. Two-way communication is a top priority.  The district has fully implemented its approach to support two-way communication, while seeking continued opportunities to grow in this area.|Based on input from educational partners throughout the LCAP engagement process, Tracy Unified School District created both school site and District English Learner Advisory Committees (ELAC/DELAC), an evolved Community Advisory Committee (supporting all programs and multiple federal funding sources), Student Advisory Committee (SAC) and a Community Schools Committee to enhance our engagement process.  We provide platforms for students and families to engage in the decision-making process. In doing so, we increase transparency and broaden our community involvement efforts.|The district will continue to broaden its outreach initiatives. We seek to involve all district students and families into the decision-making process. Proactive communication serves as a necessary tool for the district to grow effective two-way communication with our students and families. Our data suggest positive relationships with students and families. This remains a priority and will guide district practices and procedures.|Generally, local indicator data suggests students, families, and staff have an overall level of satisfaction and feelings that our programs are fully implemented for the benefits of students and families. Students, families, and staff participate in the collaborative processes to discuss matters pressing to the district's ongoing success. They share thoughts and ideas, intended to positively impact learning outcomes for all students. Further, the district facilitates targeted outreach events, where students and families are taught strategies to better understand their rights. In partnership, these strategies support students and families to best advocate for each's individual needs.|Local indicator data demonstrates a positive perception that the district effectively engages all students and families. Moving forward, the district will center community engagement efforts on the instructional and behavioral priorities for all students. We seek to provide tools that contribute to higher reading and math outcomes for all students. Further, we seek to provide families with the tools to productively intervene on student behavioral concerns, that have led to historically high suspension rates and chronic absenteeism rates.|To effectively address the local indicator data, all district school sites will sustain each's School Site Council and English Learner Advisory Committee (ELAC) to review school plans, ensuring the unique needs of students are met. Further, these committees provide ongoing feedback, intended to advocate for underrepresented students and to ensure the ongoing fiscal viability of the entire school district, and individual school sites.|TUSD expanded its offerings for parent/family involvement. Offerings include School Site Council, District and site ELAC, Community Advisory Committees, LCAP Surveys, and LCAP Community Engagement Meetings. We strive to ensure our educational partners are well informed have a better collective understanding of district priorities and practices.|To continue improving the LEA's commitment of seeking partner input for decision-making, we increased the number of partner engagement meetings throughout the school year.  By providing increased frequency in terms of how often we met with students, staff, and families, we were able to discuss more topics and at greater depth.  Focusing discussions onto LCAP goals and priorities educational partners shared thoughts and opinions, intended to improve student performance outcomes. The increased engagement meetings allowed the LEA to better understand the needs of the community.  As such, this resulted in 2026-27 LCAP revisions to better reflect shared priorities and partnership with the decision-making process.|Following insights from last school year local indicator data, the district intentionally recruited and involved students and families from specific underrepresented groups to participate in the decision-making process. This helped to create a more diverse membership amongst educational partner groups.  Further, intentional recruitment of new members led to rich and robust dialogue in terms of what students and families from historically underrepresented demographic groups prioritize for long-term improved learning outcomes.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-23|2026
39754990102384|Primary Charter|3|The communication via our online Parent Square platform allows the LEA to engage families using language that is understandable and accessible like we never had before. Post are able to be translated at the touch of a button. Staff update families regularly using Parent Square.|PCS has tried multiple ways to engage our educational partners, however, in person meetings continue to be a challenge. We will continue to focus on a format that works best for all of our families.|The PCS staff will continue to work with the English language development department to continue outreach efforts and establish relationships with underrepresented families.|PCS demonstrates strength in building partnerships for student outcomes through consistent engagement with students, families, staff, and community partners. Feedback from surveys, meetings, and advisory groups reflects strong relationships, growing trust, and increased participation.|PCS will focus on improving outreach strategies, expanding access to engagement opportunities, and ensuring communication is timely, accessible, and responsive. Additionally, efforts will be made to more clearly connect partner input to decision-making, ensuring stakeholders see how their feedback informs actions and supports improved student outcomes.|PCS will prioritize targeted outreach to underrepresented families to strengthen engagement. This includes expanding culturally and linguistically responsive communication, increasing the availability of translated materials, and offering flexible opportunities for participation such as varied meeting times and virtual options.|Local data shows progress in using this feedback to inform planning and resource allocation, particularly in aligning programs and supports to student needs. PCS has also improved transparency by communicating decisions and the rationale behind them. These efforts reflect continued progress in fostering inclusive and responsive decision-making processes.|PCS will focus on improving outreach, refining data collection methods, and expanding opportunities for meaningful input. Additionally, efforts will be made to strengthen transparency by more clearly communicating how stakeholder feedback is used in decision-making, ensuring partners feel heard and valued.|Based on educational partner input and local data, PCS will strengthen engagement of underrepresented families by implementing targeted, culturally responsive outreach and expanding accessible opportunities to provide input. This includes offering translated materials, utilizing multiple communication platforms, and providing flexible meeting times and virtual options.|5|5|5|5|4|5|5|5|4|4|5|5|Met||2026-06-08|2026
39754990102392|Millennium Charter|3|MHS demonstrates strong and improving practices in building relationships between school staff and families. Educational partner input indicates that families feel welcomed and increasingly connected to school staff through conferences, school events, advisory groups, and regular communication. Local data reflects growing family participation in school activities and increased engagement in academic and behavioral supports for students. Staff have made intentional efforts to strengthen relationships through proactive communication, timely responses to concerns, and the use of multiple platforms to connect with families.|Based on educational partner input and local data, DCS has identified a need to strengthen consistent, two-way communication between school staff and families, particularly for families of unduplicated students and those less engaged in current school structures. While many families report positive relationships with staff, input indicates that communication can be inconsistent across teams and that some families do not feel fully informed or connected to school processes and student progress. MHS will focus on improving the consistency, timeliness, and clarity of communication, expanding opportunities for meaningful family engagement, and ensuring all staff have shared expectations and tools for building strong, trusting relationships with families across all student groups.|Based on educational partner input and local data, MHS will strengthen engagement of underrepresented families by implementing more intentional and culturally responsive outreach practices. This includes providing translated and accessible communication, using multiple platforms (text, email, phone, and in-person), and offering flexible opportunities for engagement such as varied meeting times and virtual options.|Based on educational partner input and local data, DCS demonstrates strengths in building partnerships for student outcomes through established systems for collaboration with families, staff, students, and community partners. Input from educational partners reflects growing engagement in advisory groups, school events, and feedback opportunities, with stakeholders noting increased opportunities to share input on student supports and school priorities. Local data also shows progress in expanding partnerships that support academic achievement, attendance, and student well-being, including collaboration with community organizations that provide academic and social-emotional resources.|Based on educational partner input and local data, DCS has identified a need to strengthen the consistency and depth of family and community engagement in supporting student outcomes. While partnership opportunities exist, participation is not yet equitable across all student groups, and some families report limited awareness of available supports and ways to contribute to decision-making. MHS will focus on expanding outreach to underrepresented families, improving communication about academic and student support programs, and increasing opportunities for meaningful collaboration between families, staff, and community partners. In addition, DCS will work to more clearly connect stakeholder input to actions and outcomes so that partners can see how their feedback informs improvements in student achievement, attendance, and well-being.|Based on educational partner input and local data, DCS will improve engagement of underrepresented families by strengthening targeted outreach and removing barriers to participation in school and district activities. This includes expanding multilingual communication, increasing the use of multiple communication platforms, and offering flexible engagement opportunities such as varied meeting times and virtual options.|Based on educational partner input and local data, MHS demonstrates strengths in Seeking Input for Decision-Making through established and expanding opportunities for stakeholder engagement. These include surveys, advisory groups, and family engagement events that provide multiple ways for students, families, and staff to share feedback.|Based on educational partner input and local data, MHS has identified a need to increase the consistency, representation, and depth of stakeholder participation in decision-making processes. While multiple structures for input exist, engagement is uneven across student groups, and underrepresented families are not consistently participating.|Based on educational partner input and local data, MHS will improve engagement of underrepresented families by increasing access to meaningful opportunities for input in decision-making processes. This includes expanding multilingual communication, using multiple outreach methods (text, email, phone, and in-person), and providing flexible participation options such as virtual meetings and varied scheduling times.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-08|2026
39754990139949|Tracy Independent Study Charter|3|Tracy Charter continues to strengthen meaningful relationships between school staff and families by incorporating feedback from educational partners and analyzing local data. Staff receive ongoing professional development focused on building respectful, trusting relationships with families from diverse backgrounds. The school promotes a welcoming and inclusive environment through family-friendly policies and accessible facilities. Regular communication, including a monthly community newsletter and a centralized communication hub, ensures families stay informed and connected. Staff are supported in understanding each student’s individual goals, which helps foster personalized learning experiences. In addition, Tracy Charter emphasizes two-way communication by providing multiple accessible channels, allowing all families to actively participate in their child’s education.|Based on input from educational partners, as well as findings from the WASC self-study and LCAP engagement process, Tracy Charter has identified key focus areas for strengthening relationships between school staff and families. The school will continue to support staff in building their capacity to effectively connect with and serve a diverse student population.  Additionally, Tracy Charter aims to expand opportunities for family engagement by increasing both in-person and virtual offerings, including targeted workshops, events, and advisory sessions. These efforts are intended to enhance family involvement and foster a more collaborative and connected school community.|Tracy Charter School leverages its small class sizes to promote strong, individualized relationships among staff, students, and families. Teachers dedicate at least one hour each week to in-person student support, which also provides meaningful opportunities to connect with families and strengthen home-school partnerships. These consistent, personalized interactions help build trust and support a collaborative approach to student success.  To improve engagement with underrepresented families identified through the self-reflection process, Tracy Charter utilizes a variety of communication tools, including automated phone calls, text messages, emails, district and school websites, and the Aeries Parent Portal. These tools help address diverse language, technology, and accessibility needs.  Moving forward, the school will partner with families to better understand their preferred communication methods and expand outreach using culturally responsive practices. By continuing to offer multiple inclusive communication options and incorporating ongoing family feedback, Tracy Charter aims to increase participation and ensure underrepresented voices are more fully included in the educational experience.|Tracy Charter continues to demonstrate strong progress in building partnerships that support positive student outcomes. The school prioritizes fostering meaningful relationships within both the school and the broader community. Staff collaborate to communicate available resources, programs, and services to students and families. In partnership with the TUSD Prevention Services Department, the school also provides targeted support for students experiencing homelessness and foster youth, ensuring families have access to essential services.  Families are regularly encouraged to engage in parent outreach events and provide input on school and district initiatives. Additionally, the school’s Advisory Council plays an important role in reviewing student performance data and helping to guide responsive strategies to address schoolwide needs. These collaborative efforts have strengthened partnerships between families and the school, contributing to enhanced support systems and improved student outcomes.|Based on educational partner feedback and local data analysis, Tracy Charter School has identified the need to strengthen and expand its efforts in building partnerships for student outcomes.  Key focus areas include increasing accessibility to school resources and ensuring families have the tools to support student learning at home.   The school will also work to provide more frequent, diverse, and inclusive opportunities for families, teachers, and students to engage in meaningful dialogue about academic progress.  Sustaining and deepening collaboration with community partners remains a priority, particularly in creating shared ownership of student success and ensuring all voices are represented in school planning and decision-making.|To improve engagement of underrepresented families, Tracy Charter School will implement a comprehensive, equity-focused approach aimed at building strong, trusting relationships within the school community. All staff will continue to play an active role in clearly communicating available resources and supports to ensure families are well-informed. In partnership with TUSD Prevention Services, the school will provide targeted assistance to students experiencing homelessness or in foster care, ensuring that the unique needs of these families are addressed.  The school will also expand parent outreach opportunities and strengthen the role of the Advisory Council to promote more inclusive family participation in school decision-making. By increasing access to culturally responsive and inclusive engagement opportunities, Tracy Charter seeks to empower underrepresented families to actively support their child’s academic success and contribute meaningfully to school improvement efforts.|Tracy Charter School demonstrates strong progress in seeking input for decision-making through intentional engagement of educational partners and analysis of local data. Parents and students have provided valuable input through the TUSD LCAP and WASC accreditation processes, which included multiple opportunities for review and feedback.  The school builds staff capacity to effectively engage families in advisory groups and decision-making processes, promoting a collaborative and inclusive environment. Additionally, Tracy Charter fosters partnerships among families, teachers, site leadership, and district administrators to inform the planning, design, implementation, and evaluation of programs and initiatives at both the school and district levels.|Tracy Charter School focuses on improving Seeking Input for Decision-Making by developing multiple, effective communication channels to gather family and community input and establishing regular opportunities for feedback through surveys, meetings, and forums. Additionally, Tracy Charter School aims to increase transparency around how input is used to inform decisions, fostering trust and accountability, and to create collaborative platforms where families, students, and staff can engage in meaningful dialogue about school initiatives and policies.|The school provides all families with opportunities to provide input on policies and programs through the LCAP process, with strategies in place to reach and seek input from underrepresented groups, ensuring inclusivity in decision-making processes.|4|4|4|5|4|4|4|4|4|4|4|4|Met||2026-06-23|2026
39754996118665|Discovery Charter|3|DCS demonstrates strong and improving practices in building relationships between school staff and families. Educational partner input indicates that families feel welcomed and increasingly connected to school staff through conferences, school events, advisory groups, and regular communication. Local data reflects growing family participation in school activities and increased engagement in academic and behavioral supports for students. Staff have made intentional efforts to strengthen relationships through proactive communication, timely responses to concerns, and the use of multiple platforms to connect with families.|Based on educational partner input and local data, DCS has identified a need to strengthen consistent, two-way communication between school staff and families, particularly for families of unduplicated students and those less engaged in current school structures. While many families report positive relationships with staff, input indicates that communication can be inconsistent across teams and that some families do not feel fully informed or connected to school processes and student progress. DCS will focus on improving the consistency, timeliness, and clarity of communication, expanding opportunities for meaningful family engagement, and ensuring all staff have shared expectations and tools for building strong, trusting relationships with families across all student groups.|Based on educational partner input and local data, DCS will strengthen engagement of underrepresented families by implementing more intentional and culturally responsive outreach practices. This includes providing translated and accessible communication, using multiple platforms (text, email, phone, and in-person), and offering flexible opportunities for engagement such as varied meeting times and virtual options.|Based on educational partner input and local data, DCS demonstrates strengths in building partnerships for student outcomes through established systems for collaboration with families, staff, students, and community partners. Input from educational partners reflects growing engagement in advisory groups, school events, and feedback opportunities, with stakeholders noting increased opportunities to share input on student supports and school priorities. Local data also shows progress in expanding partnerships that support academic achievement, attendance, and student well-being, including collaboration with community organizations that provide academic and social-emotional resources.|Based on educational partner input and local data, DCS has identified a need to strengthen the consistency and depth of family and community engagement in supporting student outcomes. While partnership opportunities exist, participation is not yet equitable across all student groups, and some families report limited awareness of available supports and ways to contribute to decision-making. DCS will focus on expanding outreach to underrepresented families, improving communication about academic and student support programs, and increasing opportunities for meaningful collaboration between families, staff, and community partners. In addition, DCS will work to more clearly connect stakeholder input to actions and outcomes so that partners can see how their feedback informs improvements in student achievement, attendance, and well-being.|Based on educational partner input and local data, DCS will improve engagement of underrepresented families by strengthening targeted outreach and removing barriers to participation in school and district activities. This includes expanding multilingual communication, increasing the use of multiple communication platforms, and offering flexible engagement opportunities such as varied meeting times and virtual options.|Based on educational partner input and local data, DCS demonstrates strengths in Seeking Input for Decision-Making through established and expanding opportunities for stakeholder engagement. These include surveys, advisory groups, and family engagement events that provide multiple ways for students, families, and staff to share feedback.|Based on educational partner input and local data, DCS has identified a need to increase the consistency, representation, and depth of stakeholder participation in decision-making processes. While multiple structures for input exist, engagement is uneven across student groups, and underrepresented families are not consistently participating.|Based on educational partner input and local data, DCS will improve engagement of underrepresented families by increasing access to meaningful opportunities for input in decision-making processes. This includes expanding multilingual communication, using multiple outreach methods (text, email, phone, and in-person), and providing flexible participation options such as virtual meetings and varied scheduling times.|5|5|4|5|5|5|5|5|5|5|5|5|Met||2026-06-08|2026
39767600000000|Lammersville Joint Unified|3|Lammersville Unified School District is committed to fostering strong partnerships between families and schools to support student academic success and well-being. Schools actively communicate with families through Aeries, ParentSquare, Canvas, and direct outreach from school sites and the Educational Services division. Learning in the home is supported through regular parent trainings and a variety of online opportunities. As a 1:1 district in grades K–12, students have access to technology that extends learning beyond the classroom. For families without internet access, the district provides WiFi hotspots to ensure equitable access. High school counselors work with students and families to develop individualized four-year graduation plans, and additional academic and social-emotional supports are provided to underrepresented students and their families.|Lammersville Unified School District (LUSD) has identified the need to strengthen two-way communication and deepen relationships with families—particularly those representing English Learners, foster youth, homeless youth, and socioeconomically disadvantaged students—as a key focus area for improvement. Feedback from educational partners, including input gathered through District Advisory Committee (DAC), District Parent Advisory Committee (DPAC), and District English Learner Advisory Committee (DELAC) meetings, along with parent surveys, indicates a desire for more personalized outreach, increased access to academic support information, and more culturally responsive engagement strategies. To address this, LUSD is prioritizing expanded parent involvement in school governance committees (e.g., SSC, ELAC, PTA, Wellness Committees), improving multilingual communication, and offering meetings and events at varied times to accommodate family schedules. Additionally, the district is committed to strengthening site-based family engagement practices through training and clearer guidance for school staff. As reflected in Goal 3 of the LCAP, efforts such as multilingual communication tools, expanded access to the Student Information System (SIS), and increased outreach through technology (e.g., robocalls, live-streamed meetings, and social media) are being used to improve relationships with families. These steps aim to create a more inclusive and responsive environment where all families feel welcomed, informed, and empowered to support their child’s educational journey.|Lammersville Unified School District (LUSD) recognizes that underrepresented families—including those of English Learners, foster youth, homeless students, and socioeconomically disadvantaged students—require targeted and responsive engagement strategies. Input from the self-reflection process, parent surveys, and advisory groups such as DELAC, DAC, and DPAC highlighted a need for more accessible communication, culturally responsive outreach, and personalized invitations to participate in school and district activities. To address these needs, LUSD is implementing several key actions: --Personalized outreach: Site leaders and staff will personally invite parents from underrepresented groups to participate in School Site Councils, ELAC, Foundations, and PTA meetings, with meeting times adapted to fit family schedules.  --Language access: The district will continue to provide translation and interpretation services to ensure non-English- speaking families can engage meaningfully.  --Increased communication channels: Continued use of multilingual robocalls, emails, live-streamed meetings, and social media platforms will ensure families receive timely, relevant information in a format that suits their needs. --Capacity building: Training for site staff will focus on improving cultural responsiveness, active listening, and strategies to create welcoming school environments. These efforts are reflected in LCAP Goal 3 and are designed to build trust, increase participation, and ensure all families—particularly those historically underrepresented—have meaningful opportunities to engage in their child’s education and school community.|Lammersville Unified School District (LUSD) has made significant progress in building partnerships that support student outcomes by fostering consistent collaboration between families, educators, and the broader community. Educational partners—including parents, students, teachers, classified staff, and community members—participate in ongoing advisory and planning bodies such as the District Advisory Committee (DAC), District Parent Advisory Committee (DPAC), District English Learner Advisory Committee (DELAC), School Site Councils, and site-level  foundations and PTAs. These groups provide meaningful input on student programs, budget priorities, and goal- setting through data reviews, focus groups, and surveys.  LUSD has enhanced access to student progress and academic planning through the expanded use of the Student Information System (SIS), parent portals, and regular communications across multiple platforms including multilingual robocalls, live-streamed meetings, and social media. Parents are encouraged to engage in their child’s learning through family nights, curriculum presentations, and targeted outreach by site teams and district-level staff. The district’s Student Services team—including counselors and the Director of Student Services—continues to prioritize outreach to underserved families, including those of English Learners, foster youth, homeless students, and  socioeconomically disadvantaged students. Interventions are supported through expanded academic and social- emotional services, which are directly informed by educational partner feedback and tracked through LCAP metrics.  LUSD’s focus on collaborative structures, transparent communication, and tailored outreach has strengthened its ability to partner with families in support of student achievement, particularly for underrepresented student groups.|Based on educational partner input and an analysis of student data, Lammersville Unified School District (LUSD) has identified the need to deepen academic-family partnerships that directly support student learning and growth— particularly for English Learners, students with disabilities, foster and homeless youth, and socioeconomically disadvantaged students. While LUSD has made strides in family engagement through robust communication systems and advisory committees, stakeholder feedback indicates that more targeted supports are needed to connect families with tools, data, and resources that directly influence student academic outcomes. Key areas for improvement include:  --Increasing academic transparency and collaboration: LUSD aims to expand opportunities for families to engage in their child's academic progress through improved access to formative data, standards-aligned instructional tools, and workshops that help parents support learning at home. --Strengthening outreach to underrepresented families: Personalized communication and culturally responsive engagement strategies will be prioritized to ensure all families—particularly those who are historically underserved— have equitable access to engagement opportunities. --Expanding connections between school and career/college pathways: As part of building student outcomes beyond the classroom, LUSD is focused on connecting families with information about CTE pathways, dual enrollment, and career exploration platforms such as World of Work, Nepris, and Vida Navis.  --Supporting social-emotional learning and wellness: Stakeholders have highlighted the importance of student well- being, prompting LUSD to strengthen partnerships with families around social-emotional learning, counseling  services, and wellness supports that reinforce academic and personal success. These focus areas are embedded in LCAP Goal 3 and are reflected in ongoing strategies such as family engagement nights, student-led events, increased access to digital learning tools, and multi-tiered systems of support. LUSD remains committed to building authentic partnerships that empower families as co-educators in the pursuit of equitable and positive student outcomes.|Lammersville Unified School District (LUSD) is committed to strengthening partnerships with underrepresented families by addressing barriers to engagement and creating more inclusive, accessible opportunities for participation. The self-reflection process and stakeholder feedback—including input from DELAC, DPAC, DAC, and site-level committees—highlighted the need to improve engagement with families of English Learners, foster youth, homeless students, Black/African American students, and socioeconomically disadvantaged students. To improve engagement with these underrepresented groups, LUSD is implementing the following strategies: --Personalized and culturally responsive outreach: Site administrators and district staff will increase individualized invitations to parents from underrepresented groups to join School Site Councils (SSC), English Learner Advisory Committees (ELAC), and other advisory bodies. Meetings will be offered to ensure families can participate meaningfully. --Expanded communication platforms: LUSD continues to utilize ParentSquare, the Student Information System (SIS), multilingual robocalls, and social media to keep families informed. Ongoing updates to district and school websites also support transparency and accessibility. --Targeted support events: LUSD hosts parent information nights at the high school specifically for Black/African American families, with a focus on academic achievement, postsecondary pathways, and student well-being. Similar efforts are expanding across other student groups, including English Learners and foster youth. --Partnerships with support staff: Student Services staff—including counselors and the Director—coordinate outreach and follow-up with families who may face additional challenges, including housing insecurity or language barriers. These efforts ensure that families receive both academic and social-emotional support connections. --Integration with LCAP goals: Family engagement strategies are embedded in LCAP Goal 3, which focuses on improving two-way communication, inclusive participation, and shared responsibility for student success. By implementing these targeted strategies, LUSD aims to foster meaningful partnerships that empower all families— especially those who have historically been underrepresented—to actively support their children’s academic, social, and emotional growth.|Lammersville Unified School District (LUSD) has demonstrated a strong and expanding commitment to inclusive, transparent decision-making by actively seeking input from a broad range of educational partners. Input related to district policies, programs, budget priorities, and the Local Control and Accountability Plan (LCAP) is regularly gathered through formal advisory groups including the District Advisory Committee (DAC), District Parent Advisory Committee (DPAC), District English Learner Advisory Committee (DELAC), English Learner Advisory Committees (ELAC), and School Site Councils (SSC). In addition to standing advisory committees, LUSD facilitates meaningful two-way communication with stakeholders through the Education Committee, Facilities Committee, Safety and Crisis Response Committee, Wellness Committee, and the Citizens’ Bond Oversight Committee. Parent Foundations, PTAs, and Booster groups across school sites further provide avenues for community voice and partnership. To engage families more deeply in instructional and pathway planning, LUSD hosts College and Career Technical Education (CTE) Pathway Nights, Curriculum Fairs, and parent information sessions aligned with academic programming. These events foster collaborative conversations between families and educators about course offerings, student support services, and postsecondary planning. The district uses multiple tools to collect stakeholder feedback, including annual surveys, focus groups, and live discussions. LUSD also ensures that underrepresented families—such as those of English Learners, foster youth, and socioeconomically disadvantaged students—have opportunities to contribute to decision-making processes. Targeted outreach is conducted to ensure diverse representation across committees and feedback channels. This multi-layered input system allows LUSD to continuously refine programs and services based on real-time feedback, ensuring that decision-making remains responsive to the evolving needs of students, staff, and families.|Lammersville Unified School District (LUSD) continues to strengthen its inclusive decision-making practices, with a focus on expanding meaningful engagement with underrepresented educational partners, particularly families of English Learners, foster youth, homeless students, students with disabilities, and socioeconomically disadvantaged students. While the district actively gathers input through advisory committees such as DAC, DELAC, DPAC, and SSCs, as well as through parent organizations and community committees, analysis of participation data and feedback from surveys and committee meetings has highlighted key areas for growth. The district’s primary focus for improvement is ensuring that stakeholder input—especially from historically underrepresented groups—is not only collected, but visibly reflected in final decisions and reported back to the community. Efforts are underway to increase two-way communication, close feedback loops, and build trust through transparency. Additionally, LUSD is working to improve the accessibility of input opportunities. Increased use of informal feedback mechanisms such as focus groups and digital surveys also aims to supplement formal input structures, ensuring broader and more representative participation in shaping district decisions.|Lammersville Unified School District (LUSD) is committed to improving the engagement of underrepresented families in district and school-level decision-making. Feedback from the self-reflection process and local data has identified the need to elevate the voices of families representing English Learners, foster youth, students experiencing homelessness, socioeconomically disadvantaged students, and Black/African American students. To address this, LUSD is implementing several targeted strategies: --Personalized Outreach: Site administrators and district staff will personally invite underrepresented families to serve on advisory committees such as the District English Learner Advisory Committee (DELAC), School Site Councils (SSCs), and English Learner Advisory Committees (ELAC). --Dedicated Forums: The Black/African American parent group meets monthly to provide a focused space for feedback on academic access, student support services, and school climate. --Responsive Support Structures: Academic counselors, social-emotional staff, and student services teams regularly review access to school resources to ensure alignment with student and family needs. These efforts are designed to ensure that underrepresented voices are not only heard but meaningfully influence decision-making processes across the district.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-17|2026
39773880000000|Banta Unified|3|Banta Unified School District was successful in building relationships between school staff and families by continuing to improve parent communication which includes two digital marquees, a digital monthly district newsletter (with 500 hits per month), and the parents club has been reorganized with new members bringing in more parent/family participation and input in decision making. New events geared toward community, fun, and volunteering are being created. Communication with families is very frequent, information and resources to support student learning are provided through newsletters, emails, website, parent/teacher conferences, SST and IEP meetings, all communications are provided in both English and Spanish. 88.8% of parents feel the school keeps all families informed about important issues and events and 96.3% of parents feel that the school has made an effort to build a relationship with their family. We have added actions/services in our LCAP that support increasing Parent/Family Engagement.|The district will address parent engagement, focusing on building our Parent Club membership/participation as members tend to be more involved in their child's education by participating in school events and decision making.|The district will improve engagement of underrepresented families by providing multiple ways for parents and school to communicate including translation services on a daily basis, all school office staff are bilingual. The district is actively recruiting and seeking parents from all targeted subgroups to be members of committees, English Learner Parent Advisory Committee (ELAC), LCAP advisory committee and are encouraged to participate in all school events. Regular staff development is provided as it relates to both academics, instruction, parent engagement and cultural differences.|Banta Unified School District administration believes children come first and Parent/Family engagement is vital to supporting student learning. We are working as a staff, to include communication and involve staff and parents in decisions that directly impact students, student learning and the Mustang community. We are maintaining a regular, positive presence on Facebook, monthly newsletters go home to parents in English and Spanish, and the district  and school website (both in English and Spanish) are updated regularly to keep the community informed of up- coming events and pertinent information related to improving their students well-being and student learning. The  school site works closely with the parent's club, English Learner Advisory Committee (ELAC), and the LCAP Advisory Committee to review and refine school plans and budgets to reflect the needs of the school, to improve student outcomes.|Although regular staff development is provided as it relates to both academics, instruction, parent engagement and cultural differences, additional information and professional development on family engagement, including supporting families to understand and exercise their legal rights, need to be provided to all administrators, teachers, and staff so they have the capacity to support all students.|The district continues to consider different methods of communicating with underrepresented families when distributing school information concerning student learning and outcomes.|Banta Unified School District is committed to including families in decision-making. Through out the year the district and school annually consulted with parents and families at PFA (Parent/Faculty Association), LCAP Parent Advisory Committee, English Learner Parent Advisory Committee (ELAC), Disability Advisory (DAC), site parent committees, parent surveys in English and Spanish, and through the LCAP stakeholder engagement process to gather input on policies and programs. 88.9% of parents feel they were provided with multiple opportunities to be part of decisions about the school through surveys and advisory groups.|The district's focus is to increase the percentage of parents involved in decision-making so that all of our students benefit from having parent/family input to better support their education.|The district is actively recruiting and seeking parents from all targeted subgroups to be members of committees, including ELAC and DAC, to improve parent and family participation rates in the decision making process.|5|5|4|5|5|4|5|5|4|4|5|5|Met||2026-06-11|2026
39773880127134|River Islands Technology Academy II|3|Building relationships between school and families and community is a priority for River Islands Technology Academy. We work as a staff to learn how to best support students/ families and on how best to communicate with families on an on-going, regular basis. We receive formal and informal verbal and written feedback from families on events and programs that they thought were successful or ways they can be improved and use that to tailor future events.|One area that we would like to expand is Parent/Caregiver Education and Community Connectedness through assemblies and cohort gatherings.|We have provided an SEL Assembly for Parents/Guardians to attend but we would like to expand our offerings to support our parents and open the dialog between school staff and families. Additionally, it is a goal of our school community to promote and increase participation in our Parent Booster Club and other volunteer opportunities for parents. Our Booster Club not only allows opportunities for parents and school staff to build relationships but to plan community building events that allow all to come together.|Parental volunteer participation, including unduplicated student parents and parents of students with exceptional needs, continues to be strong. This is verified by volunteer logs, attendance at school events, Parent Teacher Conferences, and meeting sign-in sheets. The large parent involvement component is vital to our school program. Parents are encouraged to volunteer 5 hours per child, per month at our school. At River Islands Academies, we have over 1,200 parent volunteers cleared to volunteer in classrooms and/or participate in school field trips. In addition to on-going work in the classrooms, there were many committees and activities where parent involvement plays a large role: Governing Board Meetings, LCAP Advisory Committee, Coffee and Chats, Parent/Teacher conferences, committee meetings, and IEP meetings. Many family events were held throughout the year to encourage parent involvement and participation such as; music concerts, awards ceremonies, sporting events, and Science and Technology Night. Regular emails and monthly newsletters verify ongoing efforts to seek/encourage parent participation in school events and offer input in school decisions.|River Islands Technology Academy is always looking for ways to encourage and increase parental involvement/ participation, creating and modifying events to best meet the needs of our students and families.|From the feedback we received in our survey and during meetings, we will change the times of events in an attempt to increase parent participation and figure out what will work best for a majority of our families. As our student population has continued to grow, we have enhanced our attendance policy and we would like to give parents multiple opportunities to learn about the policy and be a united team in having students in school every day.|River Islands Technology Academy provides various ways for parents to provide input and advise administration. School wide meetings, focus groups and committees, and one-one with classroom teachers and administration are just a few ways parents can provide input. Opinions of parents, and feedback is sought through surveys and open forms. Bi-monthly open conversations are held with the community and school administrators where parents are free to provide input, make suggestions for improvement or ask questions. There are advisory groups that are comprised of staff and parents that change annually, giving anyone the opportunity to participate in school planning. Parent/Teacher conferences and IEP meetings are held regularly that involve parents in decision making for their children.|An area that we will continue to explore is providing translation services for all languages spoken by families who attend our school to enable them to better participate in their child's learning and school environment.|One way we have begun to engage the families of students who are English Language Learners is to increase the frequency of our ELAC meetings and use that time to inform parents of events, meetings, and committees that they might not have been aware of. Based on our survey responses to our annual LCAP survey, we will continue our outreach to engage parents in meaningful ways and on a timely basis.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-17|2026
39773880131789|NextGeneration STEAM Academy|3|Building relationships between school and families and community is a priority for STEAM Academy. We work as a staff to learn how to best support students/families and on how best to communicate with families on an on-going, regular basis. We receive formal and informal verbal and written feedback from families on events and programs that they thought were successful or ways they can be improved and use that to tailor future events.|One area that we would like to expand is Parent/Caregiver Education and Community Connectedness through assemblies and cohort gatherings.|We would like to expand our offerings to support our parents and open the dialog between school staff and families. We also plan to support the implementation of gatherings of cohorts such as grade level communities, ethnic groups, etc. Additionally, it is a goal of our school community to promote and increase participation in our Parent Teacher Organization. Our PTO not only allows opportunities for parents and school staff to build relationships but to plan community building events that allow all to come together.|Parent volunteer participation, including unduplicated student parents and parents of students with exceptional needs, continues to be strong. This is verified by volunteer logs, attendance at school events, Parent Teacher Conferences, and meeting sign-in sheets. The large parent involvement component is vital to our school program. Parents are encouraged to volunteer 5 hours per child, per month at our school. At River Islands Academies, we have over 1,200 parent volunteers who are cleared to volunteer in classrooms and/or participate in school field trips. In addition to on-going work in the classrooms, there were many committees and activities where parent involvement plays a large role: Governing Board Meetings, LCAP Advisory Committee, Coffee and Chats, Parent/ Teacher conferences, committee meetings, and IEP meetings. Many family events were held throughout the year to encourage parent involvement and participation such as; music concerts, awards ceremonies, sporting events, and Science and Technology Night. Regular emails and monthly newsletters verify ongoing efforts to seek/encourage parent participation in school events and offer input in school decisions.|STEAM Academy is always looking for ways to encourage and increase parental involvement/ participation, creating and modifying events to best meet the needs of our students and families.|From the feedback we received in our survey and during meetings, we will change the times of events in an attempt to increase parent participation and figure out what will work best for a majority of our families.|STEAM Academy provides various ways for parents to provide input and advise administration. School wide meetings, focus groups and committees, and one-one with classroom teachers and administration are just a few ways parents can provide input. Opinions of parents, and feedback is sought through surveys and open forms. Bimonthly open conversations are held with the community and school administrators where parents are free to provide input, make suggestions for improvement or ask questions. There are advisory groups that are comprised of staff and parents that change annually, giving anyone the opportunity to participate in school planning. Parent/Teacher conferences and IEP meetings are held regularly that involve parents in decision making for their children.|An area that we will continue to explore is providing translation services for families who attend our school to enable them to better participate in their child's learning and school environment.|One way we have begun to engage the families of students who are English Language Learners is to increase the frequency of our ELAC meetings and use that time to inform parents of events, meetings, and committees that they might not have been aware of. Based on our survey responses to our annual LCAP survey, we will continue our outreach to engage parents in meaningful ways and on a timely basis.|4|4|4|4|4|3|4|4|4|3|3|3|Met||2026-06-17|2026
39773880140392|Banta Charter|3|Banta Charter was successful in building relationships between school staff and families by continuing to improve parent communication which includes two digital marquees, a digital monthly district newsletter (with 500 hits per month), and the parents club has been reorganized with new members bringing in more parent/family participation and input in decision making. New events geared toward community, fun, and volunteering are being created. Communication with families is very frequent, information and resources to support student learning are provided through newsletters, emails, website, parent/teacher conferences, SST and IEP meetings, all communications are provided in both English and Spanish. 88.8% of parents feel the school keeps all families informed about important issues and events and 96.3% of parents feel that the school has made an effort to build a relationship with their family. We have added actions/services in our LCAP that support increasing Parent/Family Engagement.|The charter will address parent engagement, focusing on building our Parent Club membership/participation as members tend to be more involved in their child's education by participating in school events and decision making.|The charter will improve engagement of underrepresented families by providing multiple ways for parents and school to communicate including translation services on a daily basis, all school office staff are bilingual. The district is actively recruiting and seeking parents from all targeted subgroups to be members of committees, English Learner Parent Advisory Committee (ELAC), LCAP advisory committee and are encouraged to participate in all school events. Regular staff development is provided as it relates to both academics, instruction, parent engagement and cultural differences.|Banta Charter administration believes children come first and Parent/Family engagement is vital to supporting student learning. We are working as a staff, to include communication and involve staff and parents in decisions that directly impact students, student learning and the Mustang community. We are maintaining a regular, positive presence on Facebook, monthly newsletters go home to parents in English and Spanish, and the district and school website (both in English and Spanish) are updated regularly to keep the community informed of up-coming events and pertinent information related to improving their students well-being and student learning. The school site works closely with the parent's club, English Learner Advisory Committee (ELAC), and the LCAP Advisory Committee to review and refine school plans and budgets to reflect the needs of the school, to improve student outcomes.|Although regular staff development is provided as it relates to both academics, instruction, parent engagement and cultural differences additional information and professional development on family engagement, including supporting families to understand and exercise their legal rights, need to be provided to all administrators, teachers, and staff so they have the capacity to support all students.|The charter continues to consider different methods of communicating with underrepresented families when distributing school information concerning student learning and outcomes.|Banta Charter is committed to including families in decision-making. Through out the year the district and school annually consulted with parents and families at PFA (Parent/Faculty Association), LCAP Parent Advisory Committee, English Learner Parent Advisory Committee (ELAC), Disability Advisory (DAC), site parent committees, parent surveys in English and Spanish, and through the LCAP stakeholder engagement process to gather input on policies and programs. 88.9% of parents feel they were provided with multiple opportunities to be part of decisions about the school through surveys and advisory groups.|The charter's focus is to increase the percentage of parents involved in decision-making so that all of our students benefit from having parent/family input to better support their education.|The charter is actively recruiting and seeking parents from all targeted subgroups to be members of committees, including ELAC and DAC, to improve parent and family participation rates in the decision making process.|5|5|4|5|5|4|5|5|4|4|5|5|Met||2026-06-11|2026
39773880141234|EPIC Academy|3|Building relationships between school and families and community is a priority for EPIC Academy. We work as a staff to learn how to best support students/families and on how best to communicate with families on an on-going, regular basis. We receive formal and informal verbal and written feedback from families on events and programs that they thought were successful or ways they can be improved and use that to tailor future events.|One area that we have not formally created processes or procedures is with families who need support for school/home communication in languages other than English.|We have provided an SEL Assembly for Parents/Guardians to attend but we would like to expand our offerings to support our parents and open the dialog between school staff and families. Additionally, it is a goal of our school community to promote and increase participation in our Parent Booster Club and other volunteer opportunities for parents. Our Booster Club not only allows opportunities for parents and school staff to build relationships but to plan community building events that allow all to come together.|Parental volunteer participation, including unduplicated student parents and parents of students with exceptional needs, continues to be strong. This is verified by volunteer logs, attendance at school events, Parent Teacher Conferences, and meeting sign-in sheets. The large parent involvement component is vital to our school program. Parents are encouraged to volunteer 5 hours per child, per month at our school. At River Islands Academies, we have over 1,200 parent volunteers cleared to volunteer in classrooms and/or participate in school field trips. In addition to on-going work in the classrooms, there were many committees and activities where parent involvement plays a large role: Governing Board Meetings, LCAP Advisory Committee, Coffee and Chats, Parent/Teacher conferences, committee meetings, and IEP meetings. Many family events were held throughout the year to encourage parent involvement and participation such as; music concerts, awards ceremonies, sporting events, and Science and Technology Night. Regular emails and monthly newsletters verify ongoing efforts to seek/encourage parent participation in school events and offer input in school decisions.|EPIC Academy is always looking for ways to encourage and increase parental involvement/ participation, creating and modifying events to best meet the needs of our students and families.|From the feedback we received in our survey and during meetings, we will change the times of events in an attempt to increase parent participation and figure out what will work best for a majority of our families. As our student population has continued to grow, we have enhanced our attendance policy and we would like to give parents multiple opportunities to learn about the policy and be a united team in having students in school every day.|EPIC Academy provides various ways for parents to provide input and advise administration. School wide meetings, focus groups and committees, and one-one with classroom teachers and administration are just a few ways parents can provide input. Opinions of parents, and feedback is sought through surveys and open forms. Bi-monthly open conversations are held with the community and school administrators where parents are free to provide input, make suggestions for improvement or ask questions. There are advisory groups that are comprised of staff and parents that change annually, giving anyone the opportunity to participate in school planning. Parent/Teacher conferences and IEP meetings are held regularly that involve parents in decision making for their children.|An area that we will continue to explore is providing translation services for all languages spoken by families who attend our school to enable them to better participate in their child's learning and school environment.|One way we have begun to engage the families of students who are English Language Learners is to increase the frequency of our ELAC meetings and use that time to inform parents of events, meetings, and committees that they might not have been aware of. Based on our survey responses to our annual LCAP survey, we will continue our outreach to engage parents in meaningful ways and on a timely basis.|4|4|4|4|4|4|4|4|4|4|3|3|Met||2026-06-17|2026
39773880141242|River Islands High|3||||||||||||||||||||||Not Met|||2026
40104050000000|San Luis Obispo County Office of Education|3|Over the 2025-26 school year, 100% of families and caregivers had online access to student achievement and attendance data through the LEA student information system, 99% of families and caregivers had access to two-way communication through ParentSquare and 100% of the families and caregivers were invited to participate in parent-teacher conferences and/or student meetings.|The school staff is continuing to explore more efficient and effective ways to facilitate ongoing two-way communication between families and staff.|The school sites will ensure they communicate in a mode that works best for each family whether it be personal call, text, email, in-person, virtually or via ParentSquare. Ongoing professional development will be provided to all staff with regard to intentionally building relationships, implicit bias and trauma informed practices.|Over the 2025-26 school year, 100% of families and caregivers were communicated to in their home languages and 100% of parents/guardians, as appropriate, were involved in the IEP/504/SST processes. Staff are explicitly encouraged to prioritize student and family relationships as the foundation for student success. Staff have been trained in building intentional relationships, which includes making contact with each individual family to establish and maintain relationships with the intent of better student outcomes.|Continued implementation of a multi-tiered system of support, including PBIS, with the goal of full and sustainable implementation meeting the needs of all students.|The school sites will ensure they communicate in a mode that works best for each family whether it be personal call, text, email, in-person, virtually or via ParentSquare. Ongoing professional development will be provided to all staff with regard to intentionally building relationships, implicit bias and trauma informed practices.|Over the 2025-26 school year, the School Site Councils have had off and on parent and student representation along with full staff participation. Each year both students and parents are surveyed regarding school climate and LCAP input. While the LEA has been able to receive some input from students, family input remains low. All teachers have been provided cell phones and are encouraged and provided with strategies to seek family input in a communication mode that works best for the family. Families meet with administration at enrollment and are provided opportunities to participate in decision-making through school site council, conferences and surveys. Administration and staff attend training and conferences that specifically address SLOCOE student demographics and school settings.|While the LEA has been able to receive some input from students, family input remains low. Increasing parent engagement remains an ongoing priority.|The school sites will ensure they communicate in a mode that works best for each family whether it be personal call, text, email, in-person, virtually or via ParentSquare. Ongoing professional development will be provided to all staff with regard to intentionally building relationships, implicit bias and trauma informed practices.|5|5|5|5|5|5|5|5|3|3|4|4|Met||2026-06-18|2026
40104050101725|Grizzly ChalleNGe Charter|3|Parent Engagement at Grizzly is high. While most families live outside the county, we work with all families and gather their input as often as possible. Still, while students are enrolled in the Charter School, the National Guard is their legal guardian. The charter school engages with the National Guard for input in all circumstances including planning/calendaring, health and social-emotional issues, academic needs and students' future needs.|Grizzly Challenge Charter School has expanded the ability of families and the school to communicate with one another and present information in the users' preferred language using online platforms.|As mentioned above, online platforms with built in translation services are being utilized at GCCS to allow for communication and information presentation in the home languages of our families.|Grizzly has developed strong partnerships with its families, especially in the area of communicating and supporting the future plans of our students once they complete the residential component of the program. Students are given assignments to complete with their families centered around the necessary next steps for students to remain on a path toward achieving their individual goals for a successful future. These assignments and plans are discussed with families and monitored for an additional 24 months after the students complete the residential phase.|Grizzly Challenge Charter School is working to increase the ease and frequency in which it communicates with families and for the families to communicate with the school site. As mentioned above, online platforms with built in translation services are being utilized at GCCS to allow for communication and information presentation in the home languages of our families. GCCS also invites families to participate in School Site Council and English Language Advisory Committee meetings to share concerns, celebrate successes and gather input.|As previously mentioned, GCCS invites families to participate in School Site Council and English Language Advisory Committee meetings to share concerns, celebrate successes and gather input.|As previously mentioned, GCCS invites families to participate in School Site Council and English Language Advisory Committee meetings to share concerns, celebrate successes and gather input.|As mentioned above, online platforms with built in translation services are being utilized at GCCS to allow for communication and information presentation in the home languages of our families.|The ability to allow families to attend various meetings online and with language support allows for improved engagement of underrepresented families in the decision making process.|4|4|4|4|4|4|4|4|4|5|4|4|Met||2026-06-09|2026
40104050125807|Almond Acres Charter Academy|3|We have a strong parent support organization that supports our staff through a variety of efforts. We have a two-way school messaging system where staff and parents can easily communicate back and forth.|AACA is focused on being more inviting and welcoming to families. This past school year parents were more involved than in the recent past, but there is a ways to go.|AACA will increase parent educational nights, DELAC meetings, and increase communication channels so families feel informed. Next school year, there we be more opportunities for parents to participate in school activities.|There was limited progress on building partnerships for student outcomes due to the fact that the entire admin team left at the beginning of the school year and was replaced by an entire new admin team.|AACA will increase parent educational nights, DELAC meetings, and increase communication channels so families feel informed. Next school year, there we be more opportunities for parents to participate in school activities.|AACA will increase parent educational nights, DELAC meetings, and increase communication channels so families feel informed. Next school year, there we be more opportunities for parents to participate in school activities.|For the first time in 4 years, there will be a teacher leadership team (Cabinet) that is involved in shared leadership and decision making. This team will meet over the summer for 2.5 days to make curriculum and scheduling decisions.|Next school year, AACA will focus on getting increased stakeholder input (students, teachers, parents, and community members) regarding the school's charter and  curriculum choices.|AACA will increase parent educational nights, DELAC meetings, and increase communication channels so families feel informed. NExt school year, there we be more opportunities for parents to participate in school activities.|3|3|3|4|3|3|3|3|3|3|3|3|Met||2026-06-24|2026
40687000000000|Atascadero Unified|3|Atascadero Unified School District has made great efforts to create a welcoming environment for families and creating 2-way communication between the district and families. AUSD annually administered a local survey to parents, teachers, and students in grades 4-12. With the implementation of FranklinCovey’s Leader in Me, the Measurable Results Assessment (MRA) is administered, and results used for these Local Indicator responses. MRA questions are aligned to the Local Indicators and this alignment highlights how the California Local Indicators assess various aspects of family engagement, while the FranklinCovey framework provides a broader structure to evaluate the impact on students, staff, and the overall school environment. Results show a positive perception of all areas surveyed and establish baseline results. The MRA scores on a 0-100 scale, where 0 is not at all effective and 100 is highly effective.|The questions and findings directly relate to the three goals established within our Local Control and Accountability Plan and the data from the survey is represented in the LCAP. Supporting staff in learning about family’s culture, languages, and goals for their children is an area needing to be developed.|This is information we have not gathered and professional development we have not provided. AUSD continues to explore effective resources to support administrators and staff in this area.|Over recent years AUSD has invested time and efforts to provide multiple parent nights to inform parents about our academic endeavors and provide parents with resources to support their children at home. We have hosted parent nights around Thinking Maps, Zearn, and multiple Next Generation Science Nights. This year we extended parent opportunities to include parental support for 7 Habits for kids. Events have been supported for families speaking both English and Spanish, the two primary languages in our community.|Our focus area within building partnerships for student outcomes lies in our need for additional professional development with administrators and teachers. Additionally funding for additional staff pay for after-hour events continues to be an obstacle we are reviewing.|AUSD continues to explore effective resources and programs to support administrators and staff in this area.|AUSD continues to place a high priority on seeking input from parents/guardians in school and district decision making and parental participation in programs. Two parent groups utilized to engage our underrepresented families. These include our site based English Learner Advisory Committee (ELAC), feeding into our District English Learner Advisory Committee (DELAC), and a district-wide Special Education Advisory Committee (SEAC). In addition to these committees targeting our underrepresented groups, we have multiple other groups to engage educational partners and seek input. These additional committees include: Budget Advisory, LCAP Steering Committee, PTA/PTO, booster groups, Student Ambassadors, and the Superintendent’s Parent Group.|As we seek to continue to improve in this area, we are working to better evaluate the success of these groups in staying informed and providing input.|AUSD will focus efforts on increasing participation on mentioned groups and opportunities for input during meetings.|3|4|3|4|3|3|3|3|4|4|3|3|Met||2026-06-09|2026
40687260000000|Cayucos Elementary|3|Cayucos School District continues to experience a thriving educational partnership with our community, as evidenced by significant positive trends. Building upon last year's success, we are thrilled to report an outstanding 84% participation rate in our recent LCAP survey up from 77% last year, demonstrating a strong commitment from parents in shaping our school's future. Moreover, an impressive 100% of parents now feel informed and aware of all that is happening within our district, a testament to the effectiveness of our increased communication initiatives, including coffee hours, diverse communication methods, and engaging family social events. Parents also feel overwhelmingly supported, with 95% confident in their ability to connect and meet with teachers when needed. This strong homeschool connection is further reinforced by the fact that 100% of parents continue to report their child has at least one caring adult on campus they can turn to (Local Survey Data 2025-26). This consistent improvement underscores the positive impact of our collaborative efforts in fostering a supportive and well-informed school community for all our students.|Cayucos Elementary School District continues to cultivate strong partnerships with families and the broader community, recognizing that meaningful engagement is essential to student success. During the **2025–26 school year**, the district achieved an exceptional **84% participation rate** in its annual LCAP Parent Survey, reflecting the high level of trust and engagement within the Cayucos community and providing valuable input for continuous improvement. Survey results demonstrate continued strength in family engagement and communication. **One hundred percent (100%) of parents reported feeling well-informed about school programs, events, and important information**, while **100% indicated that CESD maintains, fosters, and strengthens strong community partnerships.** Additionally, **98% of parents reported that their child has at least one caring adult on campus**, reinforcing the district's commitment to creating a safe, supportive, and connected learning environment for every student. Parents also continue to express confidence in the accessibility of staff, with the overwhelming majority indicating they can easily communicate and collaborate with their child's teachers and school personnel. The district has intentionally prioritized transparent communication, parent voice, and authentic engagement opportunities through School Site Council, the LCAP Parent Advisory Committee, Parent Partnership for Student Success trainings, community forums, and regular district communications. This focus has strengthened 2026-27 Local Performance Indicator Self-Reflection for Cayucos Elementary School District Page 13 of 23 relationships between home and school while ensuring educational partners have meaningful opportunities to participate in district decision-making.|CESD made sure to send the LCAP survey in all identified home languages and continued to use translated parent communication from the school. CESD also offered varying times for parent meetings including early morning and late evening to accommodate work schedules. We also offered additional video support prior to meetings to help families build background knowledge and feel more comfortable to participate. In 2024-25 100% of families with a language other than English as the primary language completed the LCAP survey.|Cayucos Elementary School District is proud to report unprecedented levels of family and community engagement throughout the 2025–26 school year. Parent participation in school activities, award ceremonies, Monday Flag Assemblies, classroom events, performances, and student celebrations has reached an all-time high, reflecting the 2026-27 Local Performance Indicator Self-Reflection for Cayucos Elementary School District Page 14 of 23 strong partnerships that exist between home and school. The district's annual LCAP Parent Survey achieved an outstanding 84% participation rate, demonstrating the community's commitment to providing meaningful input into district planning and continuous improvement efforts. Throughout the school year, CESD expanded opportunities for authentic parent engagement through a variety of educational and collaborative events. The district hosted a Parent Partnership for Student Success Training, providing families with information on student achievement data, academic supports, and strategies for helping students succeed. In addition, CESD launched a series of Town Hall Meetings focused on topics identified by parents, including technology use, school climate, and instructional practices. Each Town Hall attracted between 25 and 30 parents, resulting in thoughtful dialogue and collaborative problem-solving between families and school leadership. The district also strengthened communication systems through its monthly superintendent newsletter, enhanced social media outreach, expanded use of ParentSquare, and increased opportunities for parent participation through School Site Council, the LCAP Parent Advisory Committee, PTA meetings, and other advisory groups. Attendance at monthly PTA meetings and committee meetings continued to grow, reflecting a culture of shared leadership and partnership. Additionally, CESD hosted multiple Coffee with the Staff events throughout the year, providing informal opportunities for families to connect with teachers, administrators, and support staff while discussing school initiatives and student success. Parent education opportunities addressing topics such as bullying prevention, safe technology use, student wellness, and the transition to high school were also well attended and highly valued by families.|Based on analysis of educational partner feedback and local data, Cayucos Elementary School District continues to prioritize strengthening authentic family engagement through transparent communication, shared decision-making, and collaborative partnerships that support positive student outcomes. While survey data demonstrates exceptionally high levels of parent satisfaction and engagement, the district recognizes the importance of continually expanding opportunities for meaningful dialogue and ensuring families have a clear understanding of instructional practices, student behavior supports, and school initiatives. Throughout the 2025–26 school year, CESD intentionally increased opportunities for parent involvement through School Site Council meetings, LCAP Parent Advisory Committee meetings, monthly PTA meetings, Coffee with the Staff events, a Parent Partnership for Student Success Training, and a series of Town Hall meetings focused on topics identified by parents, including technology use, school climate, and student support systems. Attendance at these events regularly exceeded 25–30 parents, demonstrating strong community interest and engagement. Additionally, the district achieved an 84% participation rate in the annual LCAP Parent Survey, reflecting one of the highest participation rates in recent years. Educational partner feedback continues to affirm the district's strong relationships with families, with 100% of parents reporting they feel informed about school activities and that CESD fosters strong community partnerships, while 98% report that their child has a caring adult on campus. Although these results are overwhelmingly positive, district leadership recognizes the value of continuing to strengthen two-way communication and providing additional opportunities for parents to better understand district initiatives, behavioral expectations, academic supports, and instructional practices|Based on the analysis of educational partner input and local data, Cayucos Elementary School District will continue to strengthen engagement of all families, with particular attention to those who have historically participated less frequently in school activities and decision-making processes. Due to the district's small enrollment and close-knit community, individualized outreach remains a key strategy for ensuring every family has opportunities to engage in their child's education. During the 2026–27 school year, CESD will continue to expand the use of ParentSquare, monthly newsletters, social media communications, and personal phone calls to provide timely and accessible information to families. The district will continue hosting Parent Partnership for Student Success trainings, Town Hall meetings, Coffee with the Staff events, School Site Council meetings, and LCAP Parent Advisory Committee meetings while offering multiple opportunities for feedback throughout the year. Special efforts will be made to personally invite families of English Learners, socioeconomically disadvantaged students, and students requiring additional academic or behavioral supports to participate in school events, parent trainings, and decision-making committees. Staff will continue to provide individualized communication, flexible meeting opportunities, and translation support when needed to remove barriers to participation. CESD will also continue utilizing annual survey data, attendance data, and committee participation data to identify families who may be underrepresented and proactively engage them through relationship-building and personalized outreach. Through these intentional efforts, the district seeks to ensure that every family feels welcomed, valued, and empowered as an active educational partner in supporting student success.|Based on the analysis of educational partner input and local data, Cayucos Elementary School District demonstrates significant strengths in seeking educational partner input and incorporating stakeholder feedback into district decision-making. The district has established a culture of transparency and collaboration by providing multiple formal and informal opportunities for parents, staff, students, and community members to contribute to district initiatives and continuous improvement efforts. During the **2025–26 school year**, the district achieved an exceptional **84% participation rate** in the annual LCAP survey, reflecting high levels of engagement and trust within the school community. In addition to survey data, CESD actively sought stakeholder input through regularly scheduled School Site Council meetings, LCAP Parent Advisory Committee meetings, monthly PTA meetings, staff collaboration meetings, and public Board of Trustees meetings. The district also hosted **Parent Partnership for Student Success training** and multiple **Town Hall meetings**, each attended by approximately **25–30 parents**, providing opportunities for meaningful dialogue on topics such as technology use, school climate, student wellness, and instructional practices. The district has made significant progress in expanding communication and increasing accessibility through ParentSquare, monthly superintendent newsletters, enhanced social media engagement, Coffee with the Staff events, and direct outreach by school administrators and teachers. Feedback gathered through these venues has directly informed district decisions related to instructional technology, student wellness initiatives, school safety, and family engagement practices. CESD's strength lies in its commitment to authentic partnership by not only gathering educational partner input but also demonstrating how that feedback influences district planning and Local Control and Accountability Plan (LCAP) goals and actions. The district will continue to build upon these successful practices during the **2026–27 school year**, ensuring that all educational partners have meaningful opportunities to participate in decisions that support student achievement and overall school success.|During the 2026–27 school year, CESD will continue to diversify methods for gathering educational partner input through surveys, focus groups, Town Hall meetings, Parent Partnership for Student Success trainings, School Site Council meetings, LCAP Parent Advisory Committee meetings, and informal Coffee with the Staff events. The district will place additional emphasis on increasing participation from families of English Learners, socioeconomically disadvantaged students, and families who have historically been less involved in school decision-making by 2026-27 Local Performance Indicator Self-Reflection for Cayucos Elementary School District Page 17 of 23 providing personalized outreach, flexible meeting opportunities, and translation or interpretation services when needed.|Continue to offer varying time and hybrid offerings for meetings and plan development. Providing of multiple language communication and attendance at community outreach events.|5|5|4|5|5|5|4|5|5|5|4|5|Met||2026-06-23|2026
40687590000000|Lucia Mar Unified|3|The Local Control Accountability Plan (LCAP) Funding Feedback (2026) surveys was given to all parents and staff. California School Parent Survey (CSPS)  questions were given to all parents as part of this survey.  These surveys aim to raise awareness of how well schools are doing in their parent involvement efforts and what are the needs and concerns of parents that should be addressed. The results are used as metrics in the Lucia Mar LCAP. The surveys are a means to confidentially obtain parent perceptions about learning and teaching conditions, school climate, and parent-school involvement and relationships, including whether the school environment is academically challenging, caring and welcoming, participatory, safe, and fair.  Surveys were anonymous, and questions allowed disaggregation by ethnicity and school site/level. 871 responses were collected on the CSPS questions, which is an improvement from last year (683). More information about the CSPS survey is available on its website: csps.wested.org.   Key findings from CSPS survey: *73% agreed that their school encourages them to be an active partner with the school in educating their child. (-1) *56% agreed that their school actively seeks the input of parents before making important decisions (-2) *71% felt welcome to participate at their school (0) *84% felt that school staff treats parents with respect. (-2) *74% felt that school staff takes parent concerns seriously. (-1)  Key findings from LCAP Survey: *Additional after school or before school options for students, tutoring, enrichment, and counseling support ranked highest among the types of support that would be best to support our struggling students. *Counseling and therapist intern support ranked highest as the way to strengthen social/emotional wellness for students|Improving participation rates in district-administered surveys continues to be an area of focus, and we are proud of the gains seen in this area over the past few years. The inclusion of the CSPS questions in the LCAP feedback survey improved participation over how we administered the questions in the past as part of the California Healthy Kids Survey (CHKS) survey process, and allowed us to capture parent feedback across all schools.|We continue to refine our avenues for gaining educational partner input to improve engagement of underrepresented families.|Based on the survey responses, 86% of parents felt that school staff treats parents with respect. This affirms the cooperative relationships school staff build with our parents to support students.|Based on the survey responses, 56% agreed that their school actively seeks the input of parents before making important decisions. This affirms our continued efforts to seek parent input in district planning. One recent area of progress is our alignment of minimum days across sites. This effort stemmed from the recognition that parents who may have children attending school across multiple schools (elementary, middle, and high school) benefit from consistency when planning for the impact of a minimum day schedule.|We will continue to gather input in a variety of formats. Not every parent responds to district surveys, so it will continue to be important to give parents multiple avenues and opportunities to provide feeback.|Based on the survey responses, 84% of parents felt that school staff treats parents with respect. This affirms the cooperative relationships school staff build with our parents to support students.|Based on the survey responses, 56% agreed that their school actively seeks the input of parents before making important decisions. This affirms our continued efforts to seek parent input in district planning. One recent area of progress is our alignment of minimum days across sites. This effort stemmed from the recognition that parents who may have children attending school across multiple schools (elementary, middle, and high school) benefit from consistency when planning for the impact of a minimum day schedule.|We will continue to gather input in a variety of formats. Not every parent responds to district surveys, so it will continue to be important to give parents multiple avenues and opportunities to provide feeback.|4|4|4|4|4|4|5|4|4|4|4|4|Met||2026-06-16|2026
40687910000000|Pleasant Valley Joint Union Elementary|3|Teachers formally meet with parents twice a year to discuss students' academic progress. For students with IEPs, meetings occur more frequently. Additionally, teachers and staff hold informal discussions with parents as needed, often during student pick-up at the end of the school day. Given the small size of the school community, this approach is typically the most effective way to share information with both staff and parents. In addition, the District takes advantage of the ParentSquare communication platform to allow easy access between teachers/parents/administration.|Increasing attendance at district meetings and workshops has been a key goal. Although parent workshops have been offered in the past, participation has been minimal or nonexistent. We need to identify ways to make it easier for parents in our rural district to attend.|The District administrator should continue proactive, individualized outreach to families to encourage meeting attendance and participation in planning district programs and policies. Despite past efforts, family engagement has remained limited.|The District engaged in several practices to ensure the full involvement of educational partners, including families and staff. Each year, the district conducts three surveys to gather comprehensive feedback: two are designed for parents and staff (including classified, certificated, and administrative personnel) to evaluate the effectiveness of school programs, culture, and climate. A third, student-friendly survey is administered to students in grades two through six, covering these topics and addressing issues such as staff connectedness and school bullying. Survey details are shared with staff during monthly meetings and with parents via email and ParentSquare posts in January and March. At the January PTA meeting, the principal’s report further encourages parent participation. Survey links are available on the school website beginning in January, and the adult surveys are offered in both English and Spanish. Feedback from these surveys, along with informal conversations with parents during student pick-up, demonstrates the district’s effective use of communication channels to engage families and foster active participation in school programs and processes.|The District communicates with parents through ParentSquare and the district website. In addition, paper flyers are sent home for certain events. In response to survey feedback, we have expanded the use of paper flyers to include more events.|To better engage underrepresented families, we prioritize personal outreach, as underrepresented families are less likely to attend formal meetings. Teachers and staff make time to speak individually with parents during student pick-up at the end of the day. Since the school does not provide transportation, all parents are responsible for bringing their children to and from school, which facilitates these daily interactions. Additionally, teachers and staff use the ParentSquare program to connect with families.|Parent participation in decision-making meetings and discussions is proportional to that of larger districts. Depending on the topic, typically 5 to 6 parents are involved.|The primary area for improvement in Seeking Input for Decision-Making is to actively encourage parents to attend these meetings and to ensure the experience is as meaningful as possible for those who participate.|Personal invitations to these families may encourage greater attendance at decision-making school and district meetings.|5|5|4|4|3|3|4|3|3|3|3|3|Met||2026-06-24|2026
40688090000000|San Luis Coastal Unified|3|"SLCUSD has updated their Family Guides to help inform families around grade level standards and expectations for learning: https://www.slcusd.org/academics/grade-level-family-guides-for-learning. SLCUSD provided a Parent Education Series (https://www.slcusd.org/about/parent-education-series), including seminars on Social Media and Anti-Bullying Awareness; Drugs, Sexting, and Human Trafficking; Mental Health, Counseling, Student Privacy Rights, Parent Rights; Windows and Mirrors in San Luis Coastal. The district also created a podcast series ""Inside Your Schools"", with 7 different topics (https://www.slcusd.org/about/inside-your-schools-podcast)."|Feedback from educational partners continues to indicate a desire for MTSS supports and intervention. Through local partnerships and staff training, we will continue to expand and strengthen district safe schools work by developing and refining our current MTSS programs and interventions.|Our low-income, foster youth, and English learner student population has a need for additional support. The District, in collaboration with educational partners via DELAC/ELAC and School Site Councils will consider strategies for closing the achievement gap, addressing underlying barriers that impact student success, and developing long-term relationships with our typically marginalized parent community. Additionally, the district plans to expand its current parent education opportunities, with specific offerings for families who have students in the identified subgroups.|Family communication continues to be a goal this year. Sites provide a weekly newsletter to keep parents informed. In addition, the district office provides a community newsletter on an every other week basis for increased communication.|SLCUSD will continue to engage and educate parents about its academic and social-emotional programs through various initiatives. One of the key efforts is the Parent Outreach and Engagement initiative, which includes the continuation of its Common Ground Task Force. Additionally, the district plans to provide parent education opportunities, with a particular focus on outreach EL and SED families. Research supports the importance of parent engagement and education opportunities in improving student outcomes (Smith & Jones, 2020).|SLCUSD expects all district families to benefit from an increased participation in ELAC and DELAC committees. These committees will include participation in parent education opportunities, designed to promote family/parent participation of English learners and SED students. The increased participation by these parents/families will have a greater impact on our student groups.|Current structures and district-wide groups include multiple and diverse student and family voices, including: DELAC, Parent Leader Group, Student Senate.|Increasing parent participation in DELAC meetings next year.|The DELAC will consider strategies for closing the achievement gap, addressing underlying barriers that impact student success, and developing long-term relationships with our typically marginalized parent community.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-02|2026
40688096043194|Bellevue-Santa Fe Charter|3|Student goal setting conferences are held in the fall in which parents and teachers meet individually to discuss each individual's needs and set goals for success.|We continue to grow parent involvement programs through parent meetings with the director, the PTO and the Parent Square communication system.|All families are met with one on one with teachers. Administration communicates directly with underrepresented families via email and personal conversations.|The relationship between staff and families was integral to the creation of this school and continues to be what keeps our diverse project-based curriculum alive.|Our focus area is creating full understanding of accommodations and interventions for students with students with special needs.|Because we are small, we are able to focus on improved individual communication between highly trained staff and families.|BSFCS has a Governing Board with a community member, two staff representatives, an administrative representative, and three parent/guardian representatives. Meetings are held monthly (in accordance to the Brown Act regulations). The agenda items are school focused with community input. A Town Hall meeting is also held. BSFCS supports the PTO through collaboration and communication.|The focus for 2025/2026 is to help families of students with special needs better understand the IEP and 504 processes, intervention and accommodations.|We will continue to hold focus meetings and engage in personal one-on-one communications with families of students with special needs.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-05-26|2026
40688250000000|San Miguel Joint Union|3|Both of our schools have Teacher/Parent Committees on which staff encourages parents and community members to volunteer. We work with our families using surveys and conversations to identify areas of interest as well as how we can best facilitate parental involvement on the committees. We have implemented bi-annual meetings for parents of students with disabilities to increase parental awareness about opportunities both at school and in the community as well as to seek their input on district decision-making. We provide interpreters in Spanish for all meetings as needed. A challenging area at Lillian Larsen is providing interpreters for our Mixteco-speaking families. We were able to find Mixteco interpreters for the 2024/25 school year. They attended our DELAC meetings, Migrant PAC meetings, and Open House. This year, we added our Community School Steering Committee as an integral part of our parent/staff/community relationship building. As we move into our Community School Implementation grant next year we will continue to look for ways to get more families involved at Lillian Larsen, especially families who have been traditionally underrepresented.|The district is working with teachers on best practices for analyzing data and sharing results on our local assessments as well as statewide assessments. Our new Community Schools Coordinator will be an important piece to implement these improvements.|The district ensures that all parents have access to interpreters for parent conferences. We work with families to schedule meetings at times they can attend. This is especially important in the fall as many of our underrepresented families are migrant farm workers in the vineyards and fall is extremely busy for families due to harvest.|The district has developed strong partnerships with community agencies to support student success. We are very proud of our California Wheat Grant project which is bringing hands-on agricultural learning to our students at both of our sites. We have a strong partnership with San Luis Obispo Public Health Department and they provide us with Nutrition Education at Lillian Larsen along with many other services for families and children. We work with the County of San Luis Obispo to provide counselors at both of our sites.|The district is working towards increasing parent involvement on campus. We have opportunities for parents to participate on DELAC, PTO, SSC, and the Wellness Committee. We are working to add parents to our PBIS Tier One teams. We are also back to offering many fun events for families both during the school day, such as family barbeques, as well as in the evening. Both sites are implementing PBIS assemblies to which families will be invited.|The district has Spanish interpretation at all events. We have added Mixteco interpretation to most of all school events. The district has added a Mixteco Family Liaison position for the 2024/25 school year. As we have not filled this position to date, we continue to contract with the County Office of Ed to offer interpreting for Mixteco speaking families.|Our district administers surveys annually for LCAP educational partner input. We receive high marks in the areas of parent communication and opportunities for parents to collaborate. We offer many committees that our educational partners report to be helpful ways to provide input.|The district is working on having more parents sit on our advisory committees such as DELAC, LCAP, and School Site Council. While we receive excellent feedback from our parents on surveys, we would like parents to be a bigger part of the conversation when making decisions that impact students.|The district is exploring holding meetings at a variety of times to help parents who work different schedules. We always make sure that we have interpretation for parents so that they may be fully engaged. We are often combining meetings with other types of assemblies honoring children and show casing their talent because we know parents enjoy seeing their children's successes and are more willing to participate in meetings where their students are being celebrated.|5|5|4|4|4|4|5|4|5|4|4|4|Met||2026-06-11|2026
40688330000000|Shandon Joint Unified|3|All rating scores for Building Relationships are ranked as 4-Full Implementation. Staff at every school site has contributed to making our schools a warm and welcoming environment for students, families and guests. The district has worked hard to build home to school relationships by providing a platform for parents to share ideas and concerns and by hosting health and resource fairs. School sites typically have high parent attendance rates at sporting events, parent conferences, back to school night and open house. Our Wellness Center is available to help support the mental health needs of our students and families and we have provided counseling services at the elementary school.  All parent correspondence is done in the family's primary language through an all call system and bilingual support staff to maintain regular communication from school and district staff.|Shandon Joint Unified School District is committed to improving relationships with staff and families to ensure all families feel connected and supported at our schools. The student population in Shandon is predominantly Hispanic while the teaching staff is predominantly white. Educating staff on cultural and personal bias can help foster a stronger partnership between families and staff. More community outreach needs to be done to better understand the goals that families have for their own children.|Shandon Joint Unified School District is committed to improving strategies and structures that will result in increased engagement of underrepresented families. The district will continue to host community forums to provide opportunities for families to share thoughts on school improvement, as well  as extend personal invitations to underrepresented families to participate in advisory groups such as school Site Council, DELAC, and LCAP committees.  In addition, the district will continue to recruit bilingual staff to improve communication and cultural awareness.|SJUSD understands that training all staff to work collaboratively with parents is essential to building a successful learning environment. The district provides multiple opportunities for families to get assistance in understanding academic expectations, understanding of state standards, adopted instructional programs, and how to best support their students at home. These opportunities are provided through descriptions in the student handbook, back to school night, parent teacher conferences, community forums, and parent education nights.  In addition, parents are encouraged to participate in parent advisory groups, such as WASC, LCAP, DELAC and School Site Council to provide the district with valuable information on how to best support the community and families of Shandon. Annual surveys are conducted yearly and are available in English and Spanish and electronic and paper/pencil forms.|Feedback from educational partners has expressed a desire for the district to provide more social emotional supports for the students, and increasing opportunities for students to explore other topics of interest such as culinary skills, art, and music education. The district will continue to seek opportunities to provide educational experiences in music and art, meet student basic needs through the afternoon snack program and have counselors available to support students with trauma, anxiety and behavioral challenges.|Participation for all parents, including underrepresented families, is sought through translated communications and documents to make information accessible to our non-English speaking families.  Shandon Joint Unified School District will continue to seek opportunities to improve engagement of underrepresented families, including personal invitations to participate in school and district level events and meetings, adjusting meeting times and locations to meet the needs of working families, and utilizing virtual meeting options.|Research has shown that sustained parent/guardian involvement in the education of their children contributes greatly to student achievement and a positive school environment. To foster parent participation the district offers free TB testing to parents who wish to volunteer in the classroom and assists families with completing their yearly volunteer packets. In addition, the district hosts parent nights, community forums, DELAC and ELAC meetings, and distributes surveys designed to gather information relevant to planning and decision making. All meetings and surveys are available in the families primary language to maximize understanding and opportunity to participate.|The district is currently utilizing a variety of engagement tools, and providing multiple opportunities for educational partners to provide input. The district will continue to evaluate which engagement tools were the most successful in eliciting feedback from educational partners and focus on refining and improving those strategies.|Shandon Joint Unified has seen an increase in students with chronic absences since the onset of the COVID pandemic. All school sites closely monitor student attendance and communicate with families in a timely manner to identify barriers to regular attendance and to minimize disruptions in learning. All communication is conducted in the parents primary language through the use of translators and individual meetings are scheduled and planned around the most convenient time for the family to ensure greater success of parent availability and participation.|4|4|4|4|4|4|5|4|4|4|4|4|Met||2026-06-09|2026
40688410000000|Templeton Unified|3|Templeton Unified values partnership between school staff and families. Throughout the year, our sites host various events that get parents on campus to connect, learn about what students are learning and celebrate accomoplishments.|This year, the district send out a newsletter from the Superintendent each month updating families on district initiatives. We plan to continue this practice and will add an additional news letter to our families of students who are involved in special education.|Templeton Unified School District values meaningful partnerships with families and actively seeks stakeholder input to support student success. The district utilizes multiple methods to engage families, including surveys, advisory committees, school events, parent conferences, communication platforms, and public meetings. We have specific staff reach out to families that might need addtional reminders/contacts beyond the district wide communication system.|This year we put together a guided coalition team made up of teachers, parents, and community members. This group met several times througout the year to develop a unified vision, mission as well as a TUSD Portrait of a Learner.|Now that we have clearly developed our TUSD Portrait of a Learner, 2026-27 will be spent bringing this work to live across the district and the community. Our guided coalition along with district and site admin will be leading the rollout over the next 5 years.|We will continue to utilize multiple avenues to connect with families so that they are updated on our goals and outcomes.|Throughout the year, families are provided opportunities to participate in district decision-making through the LCAP process, school site councils, ELAC meetings, parent advisory groups, and strategic planning initiatives. Feedback gathered from stakeholders informs district priorities, resource allocation, and continuous improvement efforts.|We plan to continue the practices that are in place and add specific special education parent nights throughout the year where parents of students with special needs to hear updates about the program. provide input, and celebrate successes.|We will continue to utilize multiple avenues to connect with families so that they are updated on our goals and outcomes.|4|5|5|5|5|4|5|5|5|5|5|5|Met||2026-06-25|2026
40754570000000|Paso Robles Joint Unified|3|Building Relationships Between School Staff and Families Paso Robles Joint Unified School District (PRJUSD) has established a strong foundation in cultivating robust, respectful, and reciprocal family-school partnerships. Guided by our Strategic Plan and formalized through our Multi-Tiered System of Support (MTSS) framework, our current strengths and progress in building relationships include:  Strategic and Accessible Public Information: A major strength in our communication infrastructure is the active role of our Public Information Officer (PIO). The PIO works continuously to bridge the gap between home and school by providing families and the broader community with timely news, updates, and deep insight into district programs, resources, and educational systems, enhancing overall organizational transparency.  Empowering Collaborative Frameworks (PLCs): In structural partnership with WestEd, our Professional Learning Communities (PLCs) empower educators from the ground up. This system-wide collaboration moves away from a one-size-fits-all approach by providing dedicated time for teaching teams to analyze student data together. This structure allows staff to meet every learner exactly where they are while actively learning about and honoring each family’s unique strengths, cultures, and goals.  Proactive Site-Based Connection and Advocacy: The district has reinforced campus-level trust by placing a full-time Student Engagement Specialist (SES) at every elementary school. Working proactively alongside an Equity Multiplier-funded bilingual family advocate at designated alternative education sites, these staff members conduct personalized outreach to historically underrepresented households, establishing safe and welcoming school environments.  Inclusive Decision-Making Bodies: We ensure diverse family voices directly inform district decision-making through highly active advisory committees, including our LCAP Parent Advisory Committee (PAC), District English Learner Advisory Committee (DELAC), site-level ELACs, and site-level School Site Councils (SSCs). These platforms facilitate robust, two-way dialogue, ensuring our educational partners are collaborative co-creators of our safe and thriving learning environments.|Based on the analysis of educational partner input and local data, Paso Robles Joint Unified School District has identified key focus areas to further strengthen and refine its family-school partnerships:  Expanding Specialized, Two-Way Outreach: While our Student Engagement Specialists and bilingual family advocates have significantly improved outreach, educational partner feedback indicates a need to scale these efforts. A primary focus area is expanding dedicated, bilingual communication pathways to ensure that historically underrepresented households, particularly families of English Learners and dually identified students, receive personalized, ongoing support. This includes moving past traditional, one-way notifications toward interactive platforms that invite continuous family feedback and collaboration.  Deepening Cultural Responsiveness within PLCs: While our Professional Learning Communities (PLCs) effectively collaborate around academic data, a targeted focus area is more deeply integrating family context into this process. The district is focusing on providing professional development that helps teaching teams explicitly connect classroom learning goals with each family’s unique cultural strengths and home-based goals, ensuring that academic interventions feel collaborative rather than prescriptive.  Enhancing Direct Support for Families Experiencing Housing Insecurity: With 522 students identified as experiencing housing insecurity or homelessness, educational partner input highlights the critical need for streamlined, dignified access to district resources. A vital focus area is refining our cross-departmental coordination to proactively connect these families with stable school communications, transportation, and basic-needs support, lowering barriers to their active participation in school life.  Sustaining and Broadening Advisory Committee Engagement: While our LCAP PAC, DELAC, and School Site Councils already benefit from diverse participation, the district is focused on continuing and expanding this inclusivity. Improvement efforts will center on introducing alternative meeting times, offering flexible hybrid attendance options, and providing comprehensive childcare during events. By eliminating these logistical barriers, we aim to deepen collaborative ties and ensure all families can sustainably participate as active co-creators of our educational plans.|Based on the self-reflection process, Paso Robles Joint Unified School District will implement several targeted strategies to deepen and improve the engagement of underrepresented families, specifically focusing on English Learners, students with disabilities, dually identified students, and families experiencing housing insecurity:  Expanding Personalized, Bilingual Outreach Pathways: The district will maximize the impact of our Student Engagement Specialists (SES) and bilingual family advocates by establishing structured, personal outreach plans for historically underrepresented households. Rather than relying solely on broad, one-way digital notifications, staff will prioritize direct, two-way communication—such as phone calls, home visits, and personalized check-ins—to ensure these families are fully informed of and connected to district programs, resources, and intervention systems.  Integrating Family Context into Professional Learning Communities (PLCs): To ensure school-home relationships directly support academic mastery, the district will provide targeted professional development to teaching teams. Educators will learn to more explicitly integrate family context and unique cultural strengths into the PLC data-review process. By doing so, staff can design Tier 1 instruction and student interventions that reflect collaborative goals co-created with the family, rather than prescriptive measures.  Removing Barriers to Active Advisory Participation: While our LCAP PAC, DELAC, and School Site Councils benefit from diverse participation, the district will structurally expand this inclusivity by systematically eliminating logistical barriers. We will introduce flexible hybrid/virtual attendance options, alternate between morning and evening meeting times, and consistently provide comprehensive childcare and full translation services. These adjustments ensure that scheduling or resource constraints do not prevent underrepresented educational partners from serving as active co-creators of our school plans.  Streamlining Targeted Support for Families Experiencing Housing Insecurity: For our 522 students experiencing housing insecurity or homelessness, the district will strengthen cross-departmental coordination to proactively eliminate barriers to school involvement. This includes providing direct, dignified assistance with stable school communication channels, dedicated transportation to school events, and immediate access to basic-needs resources, allowing these families to comfortably and sustainably engage with school staff.|1. Strengths and Progress: Building Partnerships for Student Outcomes Paso Robles Joint Unified School District (PRJUSD) demonstrates strong progress in building active school-home partnerships directly focused on student success. Guided by our Local Control and Accountability Plan (LCAP), our foundational strength lies in equipping families with the tools and information necessary to advocate for their children’s academic journeys. A key pillar of this success is our Parent University and our partnership with the Parent Institute for Quality Education (PIQE), both of which provide structured workshops that empower parents to navigate school systems, understand academic expectations, and foster college-and-career readiness at home.  Furthermore, our district actively integrates parent voices into formal decision-making bodies, maintaining robust representation across a wide array of committees, including the LCAP Parent Advisory Committee (PAC), District English Learner Advisory Committee (DELAC), site ELACs, and School Site Councils (SSCs). These platforms facilitate authentic, two-way dialogue regarding resource allocation and student performance data. By keeping families highly informed and structurally involved in governance, PRJUSD ensures that our educational partners are co-creators of our learning environments, leading to collaborative support systems that directly elevate student achievement.|2. Focus Area(s) for Improvement or Expansion: Building Partnerships for Student Outcomes Based on local data and educational partner input, PRJUSD is focused on expanding and deepening the ways families actively engage in student academic outcomes. Moving forward, a major priority is to significantly increase parent participation in Parent University, PIQE, and our various advisory committees. To achieve this, the district will seek out additional, innovative modalities to elicit detailed parent input, ensuring we capture a comprehensive cross-section of community needs.  To foster deeper on-campus connections, we will enrich school-site engagement by expanding family learning nights—including dedicated STEM, STEAM, mathematics, science, and art events—while actively removing barriers to increase parent volunteerism on our campuses. Finally, we will refine and expand the structures of our parent-student-teacher conferences, transforming them into more collaborative, data-driven dialogues that explicitly show parents how to support their child’s academic mastery. By transitioning from traditional communication to active, hands-on academic partnership, PRJUSD will empower all families to deeply impact their children's educational success.|Improving Engagement of Underrepresented Families for Student Outcomes Based on our self-reflection process, Paso Robles Joint Unified School District will implement targeted strategies to deepen the academic engagement of underrepresented families—specifically focusing on families of English Learners, students with disabilities, dually identified students, and those experiencing housing insecurity:  Targeted and Language-Accessible Academic Pipelines: To ensure underrepresented families can actively support student outcomes, the district will intentionally expand personalized outreach for Parent University and the Parent Institute for Quality Education (PIQE). Bilingual family advocates and Student Engagement Specialists (SES) will conduct direct, one-on-one outreach to these cohorts, ensuring families receive tailored invitations and understand how these workshops directly translate into supporting their child's college-and-career readiness.  Interactive, Multi-Sensory Family Learning Events: The district will design future STEM, STEAM, mathematics, science, and art family nights to be highly accessible and culturally welcoming. By embedding language supports and practical, take-home academic resources into these interactive events, we will ensure that underrepresented families leave equipped with concrete strategies to reinforce foundational state standards at home.  Reimagining Collaborative Conferences: PRJUSD will restructure student-teacher-parent conferences into highly collaborative, two-way dialogues. We will focus on train-the-trainer models for staff to ensure student performance data (such as iReady, CAASPP, and local writing assessments) is shared transparently and constructively, inviting parents to serve as equal partners in co-creating academic intervention goals.  Systematically Eliminating Logistical Barriers: To ensure diverse and representative parent volunteerism and committee participation, the district will aggressively dismantle structural obstacles. This will include offering flexible hybrid meeting options, scheduling alternating morning and evening sessions, expanding on-site childcare, and providing comprehensive translation services at all site-level and district-level academic events.|Paso Robles Joint Unified School District (PRJUSD) has established comprehensive structural avenues to actively seek and incorporate educational partner input into district-wide decision-making. Guided by our Local Control and Accountability Plan (LCAP) and Strategic Plan, our primary strength lies in the operation of deeply integrated, representative advisory bodies. These include the LCAP Parent Advisory Committee (PAC), the District English Learner Advisory Committee (DELAC), site-level ELACs, and School Site Councils (SSCs).  To ensure a broad data collection model, the district regularly deploys multi-tiered annual surveys to students, staff, and families, gathering valuable feedback on school climate, academic needs, and resource distribution. The collection of this data is reinforced by our Public Information Officer (PIO), who helps publicize opportunities for engagement, and our site-based Student Engagement Specialists, who bridge the gap between home and school. By maintaining these diverse platforms, PRJUSD has built an active culture of consultation where educational partners are regularly invited to review district metrics and co-create strategic priorities.|"Based on local data and educational partner input, PRJUSD is focused on expanding its feedback systems while establishing greater internal assurances that the input we receive is explicitly heeded and acted upon. While we have robust systems in place to gather feedback, a primary focus area is building a transparent ""feedback loop."" This means moving beyond data collection to systematically report back to the community how their input directly shaped budget allocations, policy changes, and school site initiatives.  Additionally, the district aims to expand the modalities used to capture input. We recognize that traditional surveys do not capture every voice, so a key improvement area will involve introducing interactive town halls, localized focus groups, and digital feedback tools designed to elicit more detailed, nuanced qualitative input. By refining these systems and strengthening our internal accountability to partner feedback, PRJUSD will ensure that community voices consistently and visibly drive district outcomes."|To improve the engagement of underrepresented families in our decision-making processes, PRJUSD will intentionally eliminate barriers and create proactive feedback pipelines for families of English Learners, students with disabilities, dually identified students, and those experiencing housing insecurity:  Proactive, Single-Family Feedback Pipelines: Rather than relying solely on passive digital surveys, bilingual family advocates and Student Engagement Specialists (SES) will actively reach out to underrepresented households to conduct one-on-one empathy interviews and gather direct input on district needs, ensuring these voices are captured in the LCAP planning process.  Structural Assurances that Input is Heeded: To build trust with historically underrepresented cohorts, the district will create accessible, translated summary reports explicitly showing how their specific feedback was integrated into school-site and district plans, guaranteeing their contributions have a visible impact.  Removing Logistical Obstacles to Participation: To support sustainable attendance at decision-making meetings, the district will universally provide comprehensive translation services, on-site childcare, flexible hybrid/virtual attendance links, and alternating morning and evening meeting times across all advisory platforms.  Dignified Access for Highly Vulnerable Populations: For our 522 students experiencing housing insecurity, the district will establish streamlined coordination to provide transportation support and direct outreach, ensuring these families have a safe, dignified, and consistent way to voice their needs to district leadership.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-09|2026
40754650000000|Coast Unified|3|Relationship building between school staff and families continues to be an area of strength for the Coast Unified School District. The CGS PTA and CUHS Boosters remain highly involved in our schools, providing meaningful opportunities for family engagement and strong collaboration between parents and staff. School events such as parent-teacher conferences, athletic events, performances, and Open Houses continue to be well attended.  The district actively seeks parent and educational partner input through a variety of avenues. Parent engagement has expanded through the District Budget Advisory Committee, which provides families with opportunities to learn about district finances and contribute feedback on budget priorities. The district also continues to support meaningful engagement for families of English learners through the District English Learner Advisory Committee (DELAC).  DELAC participation has been especially strong this year, with more than 75 family members attending the fall meeting. The meeting included information on supporting student learning at home, education about the ELPAC assessment, and an English Learner Family Needs Survey. Survey results indicated that families highly value the district's welcoming school environments, feel they know how to access school resources, and continue to prioritize the Champions after-school care program and expanded after-school tutoring opportunities as important supports for their children.  To ensure meaningful communication with all families, the district employs a Spanish translator at the district level, and each school site has bilingual support staff available in the front office. The district will continue to strengthen family engagement through personalized communication provided in both English and Spanish using multiple platforms, including ParentSquare, flyers, newsletters, school websites, and community meetings. Coast Unified School District remains committed to building strong partnerships with families and providing multiple opportunities for parents and educational partners to participate in district decision-making and support student success.|Based on educational partner input and local data, Coast Unified School District will continue to focus on strengthening authentic partnerships with families by expanding opportunities for meaningful engagement in student learning and district decision-making. This year, participation remained strong across school events, parent-teacher conferences, DELAC meetings, and parent organizations, demonstrating that families value opportunities to connect with schools and support student success.  A particular area of strength was the District English Learner Advisory Committee (DELAC), where more than 75 family members attended the fall meeting. Families received information about supporting learning at home, ELPAC testing, and participated in an English Learner Needs Survey. Survey responses indicated that families feel welcomed at school, know how to access available resources, and continue to identify after-school tutoring and the Champions after-school program as important supports for their students. The district also expanded opportunities for parent participation through the Budget Advisory Committee, providing families with greater understanding of district priorities and meaningful opportunities to provide input on budget decisions.  Moving forward, the district's focus will be on sustaining these high levels of engagement while creating additional opportunities for families to participate in district planning and initiatives. The district will continue to strengthen two-way communication through accessible outreach in English and Spanish, regular sharing of student academic data during conferences and educational partner meetings, and expanded opportunities for families to contribute feedback that informs district decisions. In 2026–27, the district will also establish an AI and Technology Task Force to engage parents, staff, students, and community members in shaping the thoughtful and responsible implementation of emerging technologies in our schools.|Based on educational partner input and local data, Coast Unified School District will continue to strengthen engagement of underrepresented families by focusing on removing barriers to participation and expanding culturally and linguistically responsive outreach. While current efforts have supported strong attendance at school events and advisory meetings, the district recognizes the need to continue increasing access for families who are less consistently represented in decision-making spaces.  To improve engagement, the district will continue to expand proactive, personalized outreach using multiple communication platforms, including ParentSquare, phone calls, newsletters, and in-person contact, with information provided in both English and Spanish. Site-based bilingual support staff and district translation services will continue to play a key role in ensuring families can fully access information and participate in school processes.  In addition, the district will continue to design engagement opportunities that are flexible and accessible for families with work, transportation, or childcare barriers, including varied meeting times, virtual participation options when appropriate, and targeted outreach to families who have not historically participated in advisory groups or school committees.  These efforts will build on existing strengths in family engagement while ensuring that underrepresented families have consistent, equitable opportunities to share their voice and influence district and school-level decisions affecting student success.|Coast Unified School District has continued to demonstrate strong progress in building partnerships between families and schools that support positive student outcomes. A key strength is the consistent collaboration between school staff and family organizations such as the CGS PTA and CUHS Boosters, which support school climate, enrichment opportunities, and student engagement across grade levels.  Family participation in school-based events remains strong, including parent-teacher conferences, athletic events, performances, and Open Houses. These opportunities continue to serve as important touchpoints for two-way communication between families and staff regarding student progress and school priorities.  The district also maintains strong communication systems through ParentSquare, supported by bilingual staff at school sites and district-level translation services. This ensures that families receive timely and accessible information regarding academic supports, school programs, and student services in both English and Spanish.  Family input continues to inform district decision-making. This year, engagement through the Budget Advisory Committee provided families with an opportunity to better understand district fiscal priorities and contribute feedback to inform planning. In addition, DELAC participation remained strong, with over 75 family members attending the fall meeting, where families engaged in learning about supporting students at home, ELPAC assessment information, and provided feedback through a family needs survey. Responses highlighted continued support for after-school tutoring and the Champions after-school program.  Together, these efforts demonstrate that Coast Unified is building strong, responsive, and increasingly collaborative partnerships focused on both academic and social-emotional student outcomes.|While Coast Unified School District has developed strong foundational partnerships with families, continued improvement is needed to deepen engagement in ways that more directly support student learning and school improvement efforts.  A key focus area is increasing the depth of family participation beyond attendance at school events to more consistent involvement in academic-focused collaboration and decision-making structures. Although families regularly attend conferences and school events, participation in formal leadership opportunities such as advisory committees and site-based decision-making groups remains limited.  The district also recognizes the need to strengthen families’ understanding of how student data connects to learning goals and academic growth. While communication is frequent and accessible, families benefit from clearer connections between school updates, assessment results, and specific strategies for supporting learning at home.  Another area for growth is ensuring consistent engagement from families who may not regularly participate in digital communication platforms. While ParentSquare is widely used, additional outreach methods are needed to ensure all families are consistently reached and informed.  To address these needs, the district will continue strengthening personalized communication, expanding family learning opportunities focused on supporting student achievement, and increasing awareness of leadership and advisory roles. Staff capacity building will also continue to focus on supporting meaningful, student-centered family engagement practices at the school level.|Coast Unified School District is committed to strengthening engagement with underrepresented families, including English Learners, low-income students, and students experiencing housing instability, who make up a significant portion of the district’s enrollment.  To improve engagement, the district will continue to reduce barriers through accessible, multilingual communication provided in both English and Spanish, supported by district translation services and bilingual front office staff at each school site. These systems ensure families can access information and participate in school activities regardless of language or scheduling constraints.  The district will continue to expand relationship-based outreach through personalized communication, including phone calls, in-person contact, and targeted outreach to families who are less frequently engaged in school activities. This approach is designed to strengthen trust and increase participation among families who may not typically attend school or district meetings.  Family feedback from DELAC and other engagement opportunities continues to highlight the importance of after-school academic supports such as tutoring and the Champions program. In response, the district will maintain and strengthen these supports while continuing to use family input to guide program development.  In addition, the district will continue to design flexible engagement opportunities, including varied meeting formats and times, to ensure broader access. These efforts aim to ensure that underrepresented families not only receive information, but also have meaningful opportunities to contribute to decisions that impact student learning and school programs.|Coast Unified School District continues to make strong progress in providing structured and accessible opportunities for families, staff, and community members to provide input into school and district decision-making.  Educational partner input is gathered through multiple established structures, including School Site Councils, DELAC, ELAC, PTA, Boosters, and public board meetings. These opportunities allow families and staff to contribute feedback on school programs, student supports, and district priorities.  DELAC participation has been particularly strong, with high attendance at meetings focused on topics such as academic support, ELPAC testing, and family needs. These meetings continue to serve as meaningful spaces for families to engage in dialogue and provide input that informs district planning.  The district also uses multiple survey tools, including the LCAP Needs Survey and English Learner Family Needs Survey, administered in both English and Spanish and through multiple formats to increase accessibility. Feedback from these surveys has informed decisions related to expanded after-school programming, tutoring supports, and bilingual services.  Communication systems such as ParentSquare, newsletters, school websites, and direct outreach help ensure families receive timely information and have opportunities to respond to district initiatives. In addition, family engagement events such as conferences and school-wide gatherings continue to provide informal but valuable opportunities for input and feedback.  These combined efforts demonstrate that Coast Unified is strengthening a system of inclusive input that is increasingly informing both school-level and district-level decision-making.|While Coast Unified School District provides multiple structures for educational partner input, continued improvement is needed to broaden participation in formal decision-making processes and ensure input reflects the full diversity of the school community.  A key area for growth is increasing representation in governance and advisory structures such as School Site Councils, DELAC, and other site-based leadership groups. While overall family engagement remains strong across events and communications, participation in formal decision-making roles remains limited and not fully reflective of the district’s student population.  The district also recognizes the need to strengthen the feedback loop with families by consistently communicating how input is used to inform decisions. While surveys and meetings provide meaningful opportunities for input, families do not always receive clear follow-up on how their feedback influences district actions and priorities.  In addition, the district will continue to improve consistency of outreach beyond digital communication platforms to ensure families who are less engaged online are still informed and invited to participate. Strengthening awareness, clarity of roles, and accessibility of engagement opportunities remains essential to building broader participation in decision-making processes.|Coast Unified School District will improve engagement of underrepresented families by intentionally reducing barriers to participation in school and district decision-making and expanding relationship-based outreach strategies.  The district will continue to provide all communication and engagement opportunities in both English and Spanish, supported by bilingual staff and translation services, to ensure families can fully access information and participate in meetings and surveys. These supports will continue to be embedded across school sites and district-level engagement opportunities.  To reach families who may not typically participate in formal governance structures, the district will expand personalized outreach through direct phone calls, in-person communication, and bilingual liaison support. This approach is designed to increase awareness of opportunities to provide input and ensure families understand that their perspectives are valued in decision-making processes.  The district will also build on strong participation in DELAC and other family meetings by increasing clarity around how input is connected to district planning and decisions. When families see how their feedback influences outcomes, engagement in decision-making structures is expected to deepen.  In addition, the district will continue to improve accessibility of engagement opportunities by offering flexible meeting formats and simplifying pathways for families to join advisory and leadership groups. These efforts are intended to ensure that underrepresented families are not only informed but are actively included in shaping district and school-level decisions.|4|5|4|5|4|4|4|4|4|4|3|4|Met||2026-06-25|2026
41104130000000|San Mateo County Office of Education|3|The Bilingual Family Counselor at SMCOE serves as a vital link between schools, families, and the broader network of support systems surrounding students in Court and Community Schools. She provides direct support to students and families at Gateway and Canyon Oaks, monitoring progress and responding to emerging needs while guiding English Learner families through transitions to community or district school settings. Across all stakeholders - districts, behavioral health providers, probation staff, parents, and guardians - she facilitates communication, troubleshoots challenges, and keeps the day-to-day work of Court and Community Schools moving forward.|SMCOE has strengthened family engagement by expanding communication tools that meet parents where they are. Alongside Blackboard Connect, Court and Community Schools have fully implemented the Talking Points platform - a texting-based system that supports real-time messaging in over 100 languages and has proven to be the most effective way to reach our families. Any staff member can communicate directly with guardians regardless of home language, and parents can receive announcements and documents by text. Together, these tools give families more consistent access to information about their child's progress, goals, and social-emotional well-being - and more meaningful opportunities to engage.|Looking ahead, SMCOE will continue deepening family partnerships through consistent translation support at events and meetings, and by using data to monitor the strength of connections between families and school staff. In collaboration with our Bilingual Family Counselor, we are actively exploring expanded engagement opportunities for the coming year — building on the communication infrastructure already in place to reach more families in more meaningful ways.|Families who responded to our outreach consistently indicate that SMCOE meets their communication needs. Administrators and our Bilingual Family Counselor maintain regular contact with parents and caregivers - offering support, gathering input on school programs, and answering questions about next steps, whether that means transitioning to postsecondary opportunities or returning to a home district following enrollment in our programs.|In the year ahead, SMCOE will invest in professional learning for teachers and staff focused on strengthening family partnerships and expanding the ways we communicate and connect. These efforts will equip staff to better share resources and information that support student learning beyond the school day. We are actively exploring new strategies to increase participation and deepen engagement with parents and caregivers.|2026-27 Local Performance Indicator Self-Reflection for San Mateo County Office of Education Page 11 of 17 SMCOE will sustain the strategies that have proven effective, including translation support at meetings and ongoing use of the Talking Points platform, while expanding educational offerings and family-facing events in the coming year. We will continue using data to track progress in building meaningful relationships between staff and families, and will hold regular ELAC meetings to ensure families of English Learners remain informed, heard, and engaged.|Families have multiple avenues for meaningful participation in school life. The School Site Council and English Learner Advisory Committee both hold regularly scheduled meetings throughout the year, welcoming parent voice in school decision-making. Our Bilingual Family Counselor supports multilingual families by connecting them to the school community and helping them access needed resources. Additional support is available through the 17th District PTA, which serves Court and Community students and staff, and through parent counseling offered by Effective School Solutions and Behavioral Health Recovery Services.|SMCOE is committed to empowering families as genuine partners in school decision-making, and increasing that participation is a priority for 2026–27. We will actively encourage engagement through ELAC, SSC, and school-based events and activities, with progress reflected in our updated LCAP metrics and actions.|SMCOE will build on what's working - sustaining translation support at meetings and continued use of Talking Points - while expanding educational and support opportunities for families through additional events and programming. Data will remain central to monitoring progress in staff-family relationship building, and regular ELAC meetings will ensure families of English Learners stay connected, informed, and engaged throughout the year.|3|3|4|5|3|3|1|3|3|3|4|2|Met||2026-06-24|2026
41104130135269|Oxford Day Academy|3|Relationships between teachers and parents are critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which develops a strong, positive school environment and helps to prevent challenges. The school has implemented specific practices to strengthen the relationship between families and the school by providing consistent, frequent communication through regular communication from each student’s Social Emotional Learning Coach (SELC). The SELC is the liaison between parents, teachers, and students to ensure everyone works as a team to ensure students stay on track. The SELC is pivotal to parent engagement work and parents appreciate this level of support. The SELC facilitates meetings between teachers and students, and parents often reach out to the SELC as the first point of contact. Parent engagement has increased this year with more parents seen day to day and helping at school events.  The school has seen a notable increase in parent and family involvement. Parent participation during the annual site visits has grown, and there has been consistently strong attendance at school events. Additionally, community fundraising efforts have been successful, reflecting a high level of commitment and investment from families in supporting school programs.|Oxford Day Academy has very strong relationships between school staff and families. We will continue to focus on building relationships with families who cannot attend in-person meetings and/or events.|Oxford Day Academy staff will actively reach out to families who are not able to participate in on campus events to build relationships. SELCs continue to focus on increasing engagement with all families.|Oxford Day Academy has developed multiple practices that foster partnerships between families and staff in support of student growth. ODA hosts parent conferences with all its families to inform families of student progress. ODA also hosts parent teacher conferences at any time during the year for students who need additional support, as determined by either the teacher, the parent or the Social Emotional Learning Coach (SELC).  Oxford Day Academy hosts monthly informational meetings and provides parents with training on the Oxford instructional model to ensure families know what is expected of their student. Families are invited to observe the Oxford instructional model, especially the tutorials and written information on the model is available upon request.  The school has also strengthened partnerships with parents for Student Outcomes through the formation of community partnerships that provide a continuum of care for students that will enable them to be academically successful, prepared for college and career, and engaged with the community.|Oxford Day Academy is committed to ensuring that students are supported by prioritizing partnerships with families and the local community. We will continue to focus on expanding parents’ understanding of the college process and courses needed for college eligibility, as well as building family capacity to support students in navigating the college process. We also plan to continue to focus on building parents' understanding of the instructional model, and how to support bilingual students and ensure consistent attendance.|Reintroducing parent ELD courses, along with providing workshops focused on understanding the ODA program, parent rights, and strategies for supporting student success, is a priority moving forward. These efforts are intended to deepen engagement and empower families as active partners in their students’ education.|Oxford Day Academy values family input into decision-making about policies, programs, and events. Each year, parent representatives are elected to our School Board and we have parent representation on our School Site Council. ODA also administers a family survey each Spring to solicit feedback from families.  Additionally, ODA has a parent-student-teacher organization that has contributed significantly by fundraising for student activities, field trips, and other events. The Parent Teacher Student organization helps with decision-making and communicating about decisions made. They also help with recruiting other parents to participate in the group.|Oxford Day Academy is a small charter school, and as such does not have many formal advisory councils or systems in place. There are many informal opportunities for parents to provide feedback before and after school events, during pick-up and drop-off, or by calling the school. Despite these successes, challenges remain in expanding leadership-level parent involvement. Recruiting and maintaining parent board representation has been difficult, largely due to work schedules and availability constraints. Similarly, increasing participation in advisory groups such as ELAC and parent groups for Students with Disabilities continues to be an area for growth. The school recognizes the importance of strengthening these structures to ensure diverse parent voices are represented in decision-making processes.|To meet the needs of parents who are not as vocal, the Social Emotional Learning Coaches (SELCs) reach out to build relationships and encourage involvement.|4|5|4|5|4|4|4|4|3|3|4|4|Met||2026-06-22|2026
41688580000000|Bayshore Elementary|3|Through consistent communication, honoring every families unique cultural assets and investment in events centered on parent engagement through literacy, art and STEM, Bayshore Elementary School District continues to engage families.|Parent participation continues to be a focused area of improvement for our district. We continue to improve the structure of parent teacher conferences and organize events that are meaningful to our community. In addition, we work on removing barriers like child care and food to improve participation.|Multilingual communication, translation services and personal phone calls and ongoing home -school communication, SST meetings are ways in which we continue to engage our underrepresented families.|Our ongoing communication with progress reports, parent teacher conferences , use of online platform for 2 way messaging and professional learning focused on family engagement are our strengths.|Our area of improvement is seeking consistent feedback from families about resources needed to support their student's academic progress.|We continue to focus on multilingual communication and translation along with personalized contact to reach every family especially our underrepresented families. This is to ensure our families are actively engaged with teachers to support their student.|Through School Site Council, Bayshore PTO and Principal coffees, parent input is sought on decision making at all levels. The focus of such formats is to provide information and to seek input from parents on school wide decisions.|Parent participation continues to a challenge for us. We endeavor to provide multiple formats for input and in multiple languages.|By removing barriers like child care and food and asking families how best to communicate and seek input, we will focus on the needs and desires of our underrepresented families and personalize our approach to unique family needs when seeking input.|4|4|5|5|4|4|4|4|4|4|3|3|Met||2026-06-16|2026
41688660000000|Belmont-Redwood Shores Elementary|3|The LEA values community feedback and strong partnerships between the school staff and families.  School site principals have the autonomy and authority to create welcoming communities that elevate the voices of the maginalized.  We utlize technology tools to increase access between staff and families, and we empower our site teams to create community-specific structures that encourage greater interaction.|We do utilize technology tools and empower sites to make community-specific decisions, but there is an opportunity to increase the dialog and shift the onus of communication.  Parents can translate our communications within the ParentSquare platform, which is helfpul since we have so many home languages, and none reaching a 15% threshold in our community.  We can, though, do more to teach families how to access communications and how to participate meaningfully.|Our principals and teachers know our communities best, and we will continue to support the site-teams to be proactively outreaching to traditionally underrepresented families.|The LEA provides consistent and timely information to families through our ParentSquare communication tool.  Families are sent information prior to parent-teacher conferences by their principals, and provided an annotated report card during grading periods to help families understand grading tools.|There is an opportunity to improve the support we provide both families and staff regarding parent-teacher conferences.  Parents have also consistently requested more frequent communications from the school and classroom regarding student progress throughout the school year, and not relying solely on grading periods.|The LEA will provide principals and teachers with professional development to learn about proficiency scales, common formative assessments, and communicating progress to families through a consistent, aligned rubric at each grade level.  This will be ongoing, long term work in partnership with Marzano Consulting.|"The LEA offers focal groups across the various community groups (PTA, SSC, DELAC, staff) to present data, share plans, and solicit feedback.  There is also an ""open door"" policy whereby our community members are encouraged to send questions whenever they arise, and the feedback loop is publicized at all LEA-led gatherings."|While input is solicited and both virtual and in-person participation options are always provided, the rate of participation is generally low at district-wide events.  Our community groups are often representative of the dominant community, and we have a need to proactively seek the voice of our minority members.|Our prinicpals are the direct line to families and have the best understanding of what our communities need.  We need to provide them with greater professional devleopment to learn how to engage more voices in their local communities in order to ensure that we have equity of voice.|4|4|3|4|3|3|3|3|3|3|4|3|Met||2026-06-18|2026
41688740000000|Brisbane Elementary|3|The District’s small size facilitates staff’s ability to get to know students and families well. Staff put a lot of energy into building relationships with families and are consistent in their communications. Schools offer many events throughout the year to facilitate family engagement (e.g., Family Math Night, school picnics, field trips, science fair, and student performances. The District has recently invested in ParentSquare, which allows teachers, school front office staff, and the district office staff to send home messages that are translated automatically into families’ preferred home language.|Based on feedback from students and parents, our focus area is improved two-way communication with our multilingual families, especially those whose home language is a language other than English. The LCAP Advisory Committee recommended Bilingual Family Engagement Liaisons, and the District has created roles and stipends for bilingual staff serving in those roles.|As mentioned above, the new Bilingual Family Engagement Liaisons will serve to check-in with our multilingual families on a regular basis, invite families to upcoming events, troubleshoot issues with families, and facilitate communication between school staff, especially teachers, and our multilingual families.|Teachers and administrators are responsive and available to families. There are multiple avenues for families to request and receive additional assistance for students needing support. The increased availability of after-school enrichment programs and field trips districtwide is appreciated by families.|The District is focusing on making its elementary programs compliant with the Extended Learning Opportunities Program (ELOP) grant for 2026-27. The District is working with City partners, who run the elementary afterschool programs, to increase access and program quality to meet ELOP grant requirements.|In 2026-27, the District will improve engagement of underrepresented families via the new Bilingual Family Engagement Liaison roles and through increased access to afterschool programs. The ELOP grant provides the funding and regulatory expectations to ensure that all underrepresented families have access to quality afterschool programing. The District is focusing on ELOP compliance for improved access for our underrepresented families.|The District surveys families for input on policies and programs. For example, this spring, families were surveyed and site councils were consulted in the engagement process related to the development of the District’s student digital device policy|The District’s focus area for improvement in seeking input centers on our multilingual families. Though the Bilingual Family Engagement Liaisons and the English Language Advisory Committee(s), the District intends to focus on improving its ability to solicit input from and decision-making participation by its multilingual families.|As mentioned above, the District intends to use the Bilingual Family Engagement Liaison roles and the English Language Advisory Committee(s) to solicit input from and decision-making participation by its multilingual families. This will require an administrator, likely the superintendent, to work with our principals and Bilingual Family Engagement Liaisons to coordinate our multilingual family engagement efforts related to Seeking Input for Decision-Making.|4|3|3|3|3|3|3|3|3|3|3|3|Met||2026-06-17|2026
41688820000000|Burlingame Elementary|3|The Burlingame School District remains committed to fostering meaningful partnerships with families and creating an inclusive environment where every student and family feels welcomed, valued, and connected. Throughout the 2025–26 school year, families will have multiple opportunities to engage with schools through parent-teacher conferences, Back-to-School Nights, Open Houses, student performances, family education events, and other school-based activities that strengthen home-school connections. To ensure equitable access for all families, the district provides comprehensive interpretation and translation services, including both written and oral communication in families' primary languages.  BSD actively seeks input from educational partners through a variety of school and district committees that meet regularly throughout the year. These include the English Learner Advisory Committee (ELAC), which provides recommendations regarding programs and services for English Learners; School Site Councils (SSC), which support school improvement planning and student achievement efforts; and student leadership organizations that provide opportunities for student voice and engagement. In addition, families, staff, students, and community members contribute feedback through district advisory committees, surveys, community forums, and LCAP engagement activities that help guide district priorities, resource allocation, and continuous improvement efforts.|Based on educational partner feedback and local data, Burlingame School District will continue to strengthen relationships between school staff and families by expanding opportunities for meaningful engagement, improving two-way communication, and increasing access for all families. The District remains committed to ensuring that families feel welcomed, informed, and connected to their children's educational experience through school events, parent education opportunities, advisory committees, and ongoing outreach efforts.  During the 2025–26 school year, BSD will continue to support inclusive family engagement through school-based and district-wide events, including cultural celebrations, family learning opportunities, English Learner engagement activities, and opportunities for parent leadership and input. The District will also continue to provide translation and interpretation services, utilize multiple communication platforms, and gather feedback through surveys, advisory groups, and LCAP engagement activities to ensure all families have meaningful opportunities to participate in decision-making and contribute to continuous improvement efforts.|Educational partner feedback collected through the 2025–26 LCAP development process identified the importance of maintaining strong communication, meaningful family engagement opportunities, high-quality staff, targeted student supports, and equitable access to resources for all students. Families also emphasized the value of building relationships with school staff and increasing opportunities for collaboration between home and school.  In response, Burlingame School District will continue to strengthen community connections through a variety of engagement opportunities, including family education events, school and district advisory committees, parent leadership opportunities, and community outreach activities. The District will continue its presence at community events such as the Burlingame Fresh Market, where district leaders, Board members, school administrators, and community partners engage directly with families, share district information, and support student enrollment initiatives.  BSD will also continue to host New Parent Orientation events, Transitional Kindergarten outreach opportunities, and other family-focused programs designed to welcome new families and strengthen relationships with current families. Through ongoing communication, educational partner feedback, and community engagement efforts, the District remains committed to fostering trusting relationships and ensuring that all families feel informed, connected, and valued as partners in their children's education.|Based on educational partner input, survey feedback, committee participation, and local data, Burlingame School District has continued to strengthen partnerships with students, families, staff, and community organizations to improve student outcomes. The district has established a comprehensive engagement system that includes the District Advisory Committee (DAC), Local Control Accountability Committee (LCAC), District English Learner Advisory Committee (DELAC), Special Education District Advisory Committee (SEDAC), PTA Council, Wellness Committee, Technology Plan Committee, Device Policy Committee, and multiple stakeholder surveys. These structures provide ongoing opportunities for educational partners to review data, identify priorities, and contribute to district decision-making.  BSD has made significant progress in elevating student and family voice. Students contributed feedback through the California Healthy Kids Survey, leadership interviews, technology surveys, and participation in the Safe School Ambassadors program. Family input was gathered through advisory committees, district surveys, WestEd culture surveys, DELAC, SEDAC, PTA Council meetings, and targeted outreach to underrepresented groups, including families of English learners, students with disabilities, and socioeconomically disadvantaged students. These efforts have strengthened authentic engagement and ensured that district priorities reflect the needs and experiences of the broader community.  Educational partner feedback directly influenced district actions and services. Community partners consistently emphasized the importance of family engagement, student connectedness, attendance improvement, mental health supports, equitable access to services, and strengthening Multi-Tiered Systems of Support (MTSS). In response, the district expanded counseling supports, improved attendance-monitoring systems, increased restorative practices training, implemented behavioral support strategies, enhanced professional learning opportunities, and expanded the Safe School Ambassador program. These collaborative efforts have contributed to measurable progress in student outcomes and school connectedness. Between 2023 and 2025, BSD eliminated all schools identified in the Red performance level for Chronic Absenteeism and reduced districtwide student groups in Red from seven to one. This improvement reflects the effectiveness of the district’s partnership-focused approach, which combines stakeholder input, data analysis, and targeted supports to address barriers to student success.  Through transparent communication, multilingual translation services, advisory committees, targeted outreach, and continuous engagement with educational partners, BSD has strengthened trust, increased participation, and built a shared commitment to improving academic achievement, student well-being, and equitable outcomes for all students.|Based on educational partner feedback and local data, Burlingame School District has identified several areas for continued growth in building strong partnerships that support student success. While the district has established multiple avenues for partner engagement, feedback from families, students, and staff highlighted the need to increase participation from underrepresented groups, including families of English Learners, students with disabilities, socioeconomically disadvantaged students, and historically underserved populations. The district will continue expanding targeted outreach efforts to ensure all educational partners have meaningful opportunities to participate in decision-making and provide input on district priorities.  Educational partners also emphasized the importance of strengthening family engagement, improving communication, and increasing opportunities for two-way dialogue between schools and families. The district will continue leveraging advisory committees, surveys, multilingual communication tools, and community outreach efforts to improve accessibility, transparency, and participation for all families. Particular attention will be given to engaging families who have traditionally been less represented in district planning processes.  Student feedback identified opportunities to further strengthen student voice, belonging, and school connectedness. Students expressed the importance of supportive relationships with adults, meaningful engagement opportunities, and having their perspectives included in decisions affecting their educational experience. BSD will continue expanding opportunities for student leadership, student feedback, and participation in district initiatives to ensure student voice remains a central component of continuous improvement efforts.  Additionally, educational partners identified student wellness, mental health, attendance, and equitable access to supports as ongoing priorities. The district will continue strengthening partnerships with families, community organizations, and county agencies to address barriers to student success and ensure that all students, particularly English Learners, students with disabilities, foster youth, homeless students, and socioeconomically disadvantaged students, receive the academic, behavioral, and social-emotional supports necessary to thrive. Through these efforts, BSD seeks to deepen authentic partnerships, increase engagement across all groups, and strengthen the shared responsibility for improving student outcomes and well-being.|Based on educational partner input and local data, BSD recognizes the need to strengthen districtwide systems for tracking, monitoring, and evaluating family engagement and participation. While families participate through advisory committees, surveys, school events, and stakeholder groups, the district currently lacks a comprehensive system for consistently monitoring participation rates across all educational partner groups. Moving forward, BSD will develop more systematic methods for tracking attendance and engagement at meetings, events, surveys, and advisory committees to better identify underrepresented voices and evaluate the effectiveness of outreach efforts. This data will help the district make informed decisions about communication strategies, participation barriers, and engagement opportunities, ensuring that all families—particularly English Learners, families of students with disabilities, socioeconomically disadvantaged families, and other historically underrepresented groups—have meaningful opportunities to participate in district decision-making and student success initiatives.  Educational partners also emphasized the importance of providing more frequent opportunities for feedback throughout the school year rather than relying primarily on annual surveys and committee meetings. BSD will explore the implementation of a districtwide survey platform that allows for routine pulse surveys, targeted stakeholder feedback, and real-time data collection from students, families, and staff. A consistent survey system will improve participation, increase responsiveness to educational partner concerns, and provide the district with more timely information to guide decision-making, measure engagement efforts, and continuously improve programs and services. By collecting and analyzing stakeholder feedback on a regular basis, BSD will be better positioned to identify trends, respond to emerging needs, and strengthen partnerships that support positive student outcomes.|Family and staff participation continues to be a strength of the district's decision-making process. Parents, guardians, and staff contributed feedback through LCAP surveys, WestEd culture surveys, committee participation, climate surveys, professional learning surveys, and ongoing site and district meetings. Feedback from educational partners directly influenced district actions related to counseling services, attendance monitoring, restorative practices, behavioral supports, professional learning, social-emotional learning, and student engagement initiatives. Moving forward, BSD recognizes the need to expand opportunities for stakeholder feedback throughout the school year by collecting input earlier in the fall and at multiple points during the year. More frequent feedback cycles will allow the district to better understand emerging needs, monitor the impact of district initiatives, and incorporate educational partner perspectives into planning and decision-making in a more timely manner.  Through these multiple engagement structures, BSD has strengthened transparency, increased opportunities for partner participation, and established a collaborative decision-making process that ensures district priorities reflect the needs and perspectives of students, families, staff, and the broader community. As part of its continuous improvement efforts, the district will work to develop a more comprehensive engagement and feedback system that includes regular survey administration, participation tracking, and data analysis across groups. Establishing a districtwide system for collecting, monitoring, and reporting educational partner feedback will help ensure that input is representative, trends can be identified over time, and district leaders can more effectively evaluate the impact of engagement efforts on student outcomes and organizational decision-making.|Based on educational partner input and local data, BSD has identified the need to strengthen and systematize how education partner feedback is collected and used to inform decision-making. While the district gathers input through surveys, committees, and meetings, participation varies across stakeholder groups. BSD will focus on increasing engagement from underrepresented families, including families of English Learners, students with disabilities, and socioeconomically disadvantaged students, to ensure district decisions reflect the perspectives of all members of the community. BSD also seeks to increase the frequency of stakeholder feedback opportunities by collecting input throughout the school year rather than primarily during the annual LCAP process. More regular surveys and feedback opportunities in the fall, winter, and spring will provide timely information on stakeholder needs and district initiatives. In addition, the district will work to develop a centralized engagement and survey system that allows for consistent collection, tracking, and analysis of educational partner feedback. This system will help monitor participation rates, identify gaps in represenation, evaluate outreach efforts, and ensure stakeholder input continues to drive district planning and continuous improvement efforts.  Increasing participation from underrepresented groups. The LCAP specifically notes targeted outreach to families of English Learners, socioeconomically disadvantaged students, students with disabilities, and historically underrepresented groups, indicating a continued need to ensure these voices are represented in district decision-making. Increasing stakeholder participation rates. The DAC discussed the importance of increasing survey participation and continuing outreach efforts to ensure broad representation from all educational partner groups. Creating more consistent opportunities for feedback. While BSD gathers input through numerous committees and surveys, the LCAP process is heavily concentrated during specific times of the year. Developing more regular opportunities for feedback would allow the district to be more responsive to stakeholder needs. Developing stronger systems for collecting and analyzing engagement data. The LCAP describes extensive engagement efforts but does not identify a districtwide system for tracking participation, measuring representation, or monitoring engagement trends over time. Establishing such a system would help the district better evaluate the effectiveness of its outreach and engagement strategies.|Based on educational partner input and local data, BSD will continue to expand outreach and engagement efforts with underrepresented families, including families of English Learners, students with disabilities, socioeconomically disadvantaged students, and other historically underserved groups. The district will utilize existing structures such as DELAC, SEDAC, DAC, LCAC, PTA Council, and targeted outreach efforts to ensure these families have meaningful opportunities to provide input on district priorities, programs, and services.  BSD will also strengthen opportunities for participation by increasing the frequency of stakeholder feedback opportunities throughout the school year and improving access through multilingual communication and translation services. The district's artificial intelligence-based translation services and other language support resources will continue to help remove barriers to participation and ensure families can engage in meetings, surveys, and district decision-making processes in their primary language.  In addition, BSD will work to develop a more comprehensive engagement system that includes regular surveys, participation tracking, and analysis of partner feedback. This will help the district identify gaps in representation, measure the effectiveness of outreach efforts, and ensure that the perspectives of underrepresented families are consistently included in district planning and decision-making. By strengthening both outreach and feedback systems, BSD will continue building authentic partnerships and increasing the voice of families who have historically been less represented in district processes.|5|5|5|5|5|5|5|4|5|5|5|5|Met||2026-06-16|2026
41688900000000|Cabrillo Unified|3|Cabrillo Unified School District has demonstrated meaningful and sustained progress in building intentional, culturally responsive relationships between school staff and families. This progress is grounded in a year-long Strategic Plan development process that engaged parents, school site councils, parent-staff governance committees, district leadership, and the broader community through surveys, feedback sessions, and collaborative planning. Feedback collected through this process confirmed that families prioritize academic achievement, attendance, student safety, and access to social-emotional supports , all of which are directly reflected in the goals and actions of the current LCAP.  At the site level, the district has strengthened family connections through the expansion of wellness supports, including the Wellness Room at Half Moon Bay High School and the Chill Room at Cunha Intermediate School. These spaces serve as welcoming entry points for families seeking support and have reinforced a culture of care and accessibility across school communities. School-based attendance teams have been established at each site to proactively engage families whose students are experiencing chronic absenteeism, contributing to measurable reductions in chronic absenteeism at six of seven school sites compared to post-pandemic baseline levels.  The district has also expanded culturally competent outreach to ensure that families of English Learners, Socioeconomically Disadvantaged students, and Hispanic/Latino students feel welcomed and informed as partners in their children's education. Parent seminars, family meet-and-greet events, and multilingual communication efforts have been implemented districtwide to remove barriers to participation and strengthen the home-to-school connection. Action 3.3 of the LCAP specifically targets the provision of culturally responsive resources and the strengthening of community partnerships to support families in navigating district programs and services.  Community input gathered through educational partner engagement consistently emphasized the importance of transparent communication, accessible resources, and inclusive school environments. In response, the district has worked to ensure that family engagement is not a standalone initiative but is embedded across all four LCAP goals as a foundational strategy for improving student outcomes.  While the district has made significant progress, areas for continued growth include deepening engagement with families of Long-Term English Learners and Students with Disabilities, increasing family participation in school governance, and expanding multilingual parent education programming focused on college and career readiness pathways.|Based on the analysis of educational partner input, community survey data, and local outcome measures, Cabrillo Unified School District has identified several focus areas for improvement in building relationships between school staff and families. While the district has made meaningful progress in expanding family outreach and communication, data indicate a continued need to deepen engagement with the families of our most underserved student groups, particularly English Learners, Long-Term English Learners, Socioeconomically Disadvantaged students, and Students with Disabilities,who are disproportionately represented in chronic absenteeism, academic underperformance, and college and career readiness indicators.   The district will focus on expanding multilingual family communication and parent education programming, ensuring that language is not a barrier to meaningful participation in school and district decision-making processes. Additionally, the district will work to strengthen site-level family engagement capacity by providing staff with professional development in culturally responsive communication and relationship-building strategies, particularly at school sites where chronic absenteeism and academic outcome data reflect a need for more intensive family partnership efforts. Increasing consistent and structured family engagement at Half Moon Bay High School, where chronic absenteeism continues to rise, and ensuring that families of students with IEPs are meaningfully informed and included as partners in the educational planning process, remain priority areas for the 2026–2027 school year.|Based on educational partner feedback and local data, Cabrillo Unified School District will continue to strengthen relationships with underrepresented families by expanding opportunities for meaningful two-way communication, increasing access to information in families’ preferred languages, and creating more inclusive engagement opportunities. The District will collaborate with schools to develop consistent family outreach practices, provide opportunities for families to share input on student learning and school improvement efforts, and strengthen partnerships with community organizations. Additional focus will be placed on engaging English Learners, Socioeconomically Disadvantaged, and historically less-engaged families through targeted outreach, culturally responsive practices, and accessible opportunities that build trust and connection between families and school staff.|Based on educational partner input and local data, Cabrillo Unified School District has made progress in building partnerships that support student outcomes by strengthening collaboration among educators, families, and community partners. The District provides professional learning and support to staff focused on family engagement, culturally responsive practices, and strategies to support student success. Schools continue to expand opportunities for families to receive information about academic progress, student supports, and available resources through conferences, workshops, multilingual communication, and family engagement events.  The District has also strengthened systems that encourage collaboration between families and schools, including attendance teams, student support meetings, and opportunities for families to participate in planning and decision-making. These efforts have contributed to improved connections between schools and families and support the District’s commitment to ensuring all students have access to the resources and support needed for success.|Based on educational partner input and local data, Cabrillo Unified School District has identified opportunities to strengthen partnerships that more directly support student outcomes. The District will focus on expanding family access to academic resources, increasing parent education opportunities, and providing clearer information to help families support student learning at home. Additional efforts will include strengthening consistent systems for family-teacher collaboration around student progress, improving communication about academic pathways and supports, and increasing opportunities for families of English Learners, Students with Disabilities, and Socioeconomically Disadvantaged students to engage as active partners in their students’ educational success.|Based on educational partner input and local data, Cabrillo Unified School District will improve engagement of underrepresented families by expanding access to resources, workshops, and supports that help families understand and participate in their students’ academic success. The District will provide culturally responsive and multilingual opportunities focused on academic progress, graduation requirements, college and career pathways, and available student supports. Schools will strengthen family-school partnerships through consistent communication, progress monitoring conversations, and targeted outreach to English Learners, Students with Disabilities, Socioeconomically Disadvantaged students, and families who have historically experienced barriers to participation.|Cabrillo Unified School District continues to strengthen stakeholder engagement by providing multiple opportunities for students, families, staff, and community partners to provide input through LCAP engagement activities, surveys, advisory groups, site meetings, and ongoing communication. Feedback is reviewed and used to inform district priorities, resource decisions, and continuous improvement efforts. The District’s strength is its commitment to collaboration, transparency, and ensuring educational partner voices help shape decisions that support student achievement and equity.|Based on educational partner input and local data, Cabrillo Unified School District will continue to improve opportunities for broader and more consistent participation in decision-making. The District will focus on increasing engagement with underrepresented families, including English Learners and Socioeconomically Disadvantaged families, by expanding outreach, providing accessible communication, and creating additional opportunities for meaningful feedback. The District will also strengthen systems for sharing how stakeholder input informs decisions to build trust, transparency, and ongoing collaboration|Based on educational partner input and local data, Cabrillo Unified School District will improve engagement of underrepresented families by expanding outreach efforts, providing information in families’ preferred languages, and creating more accessible opportunities for meaningful participation in decision-making. The District will strengthen partnerships with schools and community organizations to build trust, increase family involvement in LCAP and school improvement processes, and ensure feedback from diverse families is considered when developing programs, services, and priorities.|4|3|3|4|4|3|3|3|3|3|3|4|Met||2026-06-18|2026
41689080000000|Hillsborough City Elementary|3|HCSD continues to show strength in policies and programs that allow teachers to meet with families and students to discuss progress and work together to support improved student outcomes. HCSD provides two conference periods and three report card periods throughout each school year. Additionally, K-5 students have Personalized Education Plans that help students, teachers, and parents set and track goals for each elementary student. Translation services are provided during conferences and any other meetings (ex. IEP, 504, Student Study Team meetings) where language may be a barrier. Crocker Middle School hosts multiple transition events for elementary parents and students throughout the school year. Crocker principals and the counselor visit elementary schools and host events for 5th grade students to visit the Crocker campus. HCSD increased the number of 5th/6th articulation events between teachers to strengthen instructional continuity between our elementary schools and our middle school. This helps build continuity for families, too, as their students matriculate from elementary to Crocker. The RISE and Belong parent groups, as part of APG, continue to support collaboration across school sites and with the district to highlight the achievements and needs of a wide range of learners. Again this year, HCSD students participated in a Special Olympics Special Skills Day and continues to post monthly resources to support recognition and understanding about diverse student groups.|We continue to work on ways to support staff to learn about each individual family's strengths, cultures, languages, and goals. In some ways, goals are addressed through elementary PEP processes, but we have opportunity to more systemically address this need.|HCSD will continue to reach out directly to families with the support of our strong parent groups and RISE and Belong groups.|HCSD continues to show strengths and progress in building trusting relationships, creating welcoming environments, and using language that is understandable and accessible to families. HCSD continues to have high levels of family engagement. Many family engagement opportunities are offered, including conferences twice per year, welcome back activities, parent group meetings and coffees, and school-based activities across the year. Report cards and grades are sent home three times per year. Families may request a Student Study Team meeting at any time. Family support resources are posted on our website and teachers share relevant resources with students and families to support continued learning beyond the school day.|One opportunity includes providing professional development on partnering with families.|HCSD will continue reaching out to underrepresented families and consider ways to more systematically ensure involvement. The Belong and RISE parent groups are strong partners in this work.|HCSD continues to show particular strength in supporting principals and staff to engage families in decision making and advisory groups and in providing staff opportunities to work alongside families to plan, design, implement and evaluate family engagement activities at the school and district levels. School sites have robust parent groups and information is shared with families during parent group meetings, principal coffees, and at Board of Trustees meetings. Parents and the community are also engaged in decision-making and planning. Families are included in school site councils and help in developing the School Plan for Student Achievement.|One area for focus is ensuring we are more fully engaging our underrepresented groups. We are grateful for the RISE and Belong parent groups for their continued support and collaboration.|HCSD will continue reaching out to underrepresented families and consider ways to more systematically ensure involvement.|5|5|4|5|3|5|5|5|5|5|3|4|Met||2026-06-16|2026
41689160000000|Jefferson Elementary|3|Jefferson Elementary School District continues to strengthen relationships between school staff and families through multiple engagement opportunities, communication systems, and collaborative partnerships. Families have opportunities to participate in Parent Involvement Advisory Committee (PIAC) meetings, DELAC, School Site Councils, ELACs, parent education events, and school-based activities throughout the year.  District and site staff have increased efforts to communicate with families through multiple platforms and languages to improve access to information regarding student learning, school programs, and available supports. Family feedback indicates that parents value opportunities to provide input and appreciate the district's commitment to listening to stakeholder perspectives during the development of the LCAP and other district initiatives.  The district has also expanded efforts to support family understanding of instructional programs, student achievement data, and social-emotional supports through parent workshops and informational meetings. Family engagement continues to be a priority within the district's Multi-Tiered System of Supports (MTSS), recognizing that strong school-family partnerships contribute to improved student outcomes, attendance, and school connectedness.  Educational partner feedback and local survey data suggest that families generally feel welcomed by school staff and value the relationships they have with teachers, administrators, and support personnel. The district will continue building upon these strengths to further strengthen trust, communication, and collaboration with families.|Analysis of educational partner feedback and local data identified several opportunities to strengthen relationships between school staff and families. Families expressed a desire for more timely, consistent, and accessible communication regarding student progress, academic supports, and school programs. Parents also requested additional opportunities to learn how to support their children's academic success, navigate district systems, and access available resources.  The district recognizes the need to continue improving communication systems to better meet the needs of multilingual families and working caregivers. Families have requested more flexible opportunities for participation, including virtual engagement options and varied meeting times.  Local data also suggests an opportunity to increase family participation rates across engagement opportunities and advisory groups to ensure that feedback reflects the diverse perspectives of the district community. Continued efforts are needed to strengthen family understanding of district initiatives, instructional programs, and available student supports.  The district will continue refining communication practices, expanding parent education opportunities, and creating additional pathways for families to engage as partners in their children's education.|Jefferson Elementary School District will continue implementing strategies designed to increase participation and engagement among underrepresented families, including multilingual families, families of English Learners, families of students with disabilities, families experiencing economic hardship, and families who have historically been less represented in district decision-making processes.  The district will expand outreach efforts through translated communications, interpretation services, and multiple communication platforms to increase access to information and engagement opportunities. Schools will continue utilizing ELAC, DELAC, PIAC, School Site Councils, and targeted family outreach to gather input from diverse family groups and ensure their perspectives are represented in district planning.  The district will also provide flexible engagement opportunities, including virtual participation options, varied meeting times, parent education workshops, and opportunities for two-way communication between families and school staff. Staff will continue to build culturally responsive practices that foster welcoming school environments and strengthen relationships with families from diverse linguistic and cultural backgrounds.  Through these efforts, the district seeks to increase participation, improve communication, and strengthen partnerships with families whose voices have historically been underrepresented in school decision-making processes.|Jefferson Elementary School District continues to strengthen partnerships with families by creating opportunities for meaningful participation in student learning and district decision-making. Through PIAC, DELAC, ELAC, School Site Councils, and LCAP engagement activities, families provide input that directly influences district priorities, programs, and services.  The district has expanded efforts to share student achievement data, attendance information, and program outcomes with families to increase understanding of student progress and available supports. Parent education opportunities have focused on topics such as literacy, mathematics, multilingual learner supports, attendance, and social-emotional well-being, helping families build capacity to support learning at home.  Educational partner feedback indicates that families value opportunities to provide input and appreciate the district's commitment to incorporating stakeholder feedback into planning processes. Family participation has contributed to district efforts to strengthen Tier 1 instruction, improve support for English Learners, enhance student engagement, and expand family education opportunities.  The district also continues to collaborate with community agencies and educational partners to provide resources and services that support student success, including academic, behavioral, attendance, and mental health supports. These partnerships contribute to a shared responsibility for improving student outcomes and promoting student well-being.|Analysis of educational partner feedback and local data indicates opportunities to strengthen family understanding of student achievement, available interventions, and ways to support learning outside of school. Families expressed interest in receiving clearer information regarding academic expectations, student progress, and the resources available to support students who are struggling or in need of additional challenge.  The district also recognizes the need to increase family participation in activities directly connected to student learning and achievement. While families engage in advisory groups and school events, participation varies across schools and student groups. Additional efforts are needed to ensure families understand how district initiatives, instructional programs, and intervention systems support student success.  Educational partner feedback also highlighted a desire for additional parent education opportunities related to supporting academic success, navigating district systems, understanding assessment results, and preparing students for future educational opportunities.  The district will continue refining family engagement efforts to increase family capacity as partners in student learning and strengthen shared responsibility for improving student outcomes.|Jefferson Elementary School District will continue implementing targeted strategies to increase participation among underrepresented families, including families of English Learners, students with disabilities, low-income students, and families whose voices have historically been underrepresented in school decision-making processes.  The district will expand outreach efforts through translated materials, interpretation services, and multiple communication methods to ensure families have access to information regarding student achievement, intervention supports, and educational opportunities. Parent education workshops will be designed to increase family understanding of academic expectations, assessment data, English Learner programs, attendance, and strategies to support learning at home.  Schools will continue utilizing ELAC, DELAC, PIAC, School Site Councils, and targeted outreach efforts to gather input from diverse family groups and ensure district decisions reflect the needs of all students. Flexible participation options, including virtual meetings and varied meeting times, will help reduce barriers to engagement for working families.  By increasing access to information, strengthening two-way communication, and expanding opportunities for meaningful participation, the district seeks to ensure all families are empowered as active partners in supporting student achievement and long-term success.|Jefferson Elementary School District has established multiple structures to gather meaningful input from families, students, staff, and community partners to inform district and school-level decision-making. Educational partner engagement occurs through PIAC, DELAC, ELAC, School Site Councils, student advisory opportunities, bargaining unit collaboration, staff surveys, and the annual LCAP development process.  Throughout the year, the district collects feedback regarding instructional programs, school climate, student supports, family engagement, and district priorities. Input gathered from educational partners is reviewed alongside local and state data to identify areas of need and inform decisions related to programs, services, and resource allocation.  The district has demonstrated a commitment to transparency by sharing data, providing opportunities for dialogue, and communicating how stakeholder feedback influences district planning. Recent examples include educational partner input that informed priorities related to instructional coherence, English Learner supports, family engagement, student belonging, and professional learning.  Educational partner feedback continues to play an important role in shaping district goals, actions, and services, contributing to a culture of collaboration and shared responsibility for student success.|Analysis of educational partner feedback and local data indicates opportunities to expand participation and ensure that a broader range of voices are represented in district decision-making processes. While the district offers multiple opportunities for input, participation levels vary across schools and stakeholder groups.  The district recognizes the need to increase awareness of advisory committees, engagement opportunities, and the role families can play in influencing district decisions. Additional efforts are needed to help educational partners understand how feedback is used and how their participation contributes to continuous improvement efforts.  The district also seeks to strengthen student voice and increase opportunities for students to provide meaningful input regarding their educational experiences, school climate, and learning environments. Continued efforts are needed to ensure stakeholder feedback reflects the diverse perspectives of the district community.  The district will continue refining engagement practices, increasing transparency, and expanding opportunities for educational partners to participate in decision-making processes at both the district and school levels.|Jefferson Elementary School District will continue implementing strategies to increase participation from underrepresented families, including multilingual families, families of English Learners, families of students with disabilities, low-income families, and families who have historically been less represented in district decision-making processes.  The district will expand outreach efforts through translated communications, interpretation services, targeted invitations, and multiple communication platforms to increase awareness of advisory committees, surveys, and opportunities to provide input. Schools and district staff will continue utilizing ELAC, DELAC, PIAC, School Site Councils, and other engagement structures to gather feedback from a diverse range of families.  To reduce barriers to participation, the district will continue offering flexible meeting formats, virtual participation options, varied meeting times, and opportunities for input through surveys and digital platforms. The district will also strengthen communication regarding how stakeholder feedback influences district decisions, helping families see the impact of their participation.  These efforts are intended to increase representation, strengthen trust, and ensure that district decisions reflect the perspectives and needs of all students and families.|4|4|4|4|4|4|3|4|3|3|4|3|Met||2026-06-24|2026
41689160112284|California Virtual Academy San Mateo|3|The school is dedicated to cultivating trusting and respectful relationships with families to ensure student success in the virtual learning environment. Upon enrollment, families receive personalized onboarding support from a designated coach, including guidance on program expectations, communication channels, and navigation of online platforms and resources. These intentional connections help establish a strong sense of belonging from the start. Spanish-language onboarding is available for Limited English Proficient (LEP) families, along with translation tools for families who speak other languages. Teachers proactively connect with families through welcome calls, monthly check-ins, academic conferences, and live instruction aligned to California standards. Staff prioritize building strong relationships through consistent, face-to-face interactions and support student and family resilience through intentional social-emotional learning practices. The school emphasizes self-awareness, self-management, and executive functioning skills, while schoolwide behavioral expectations promote positive interactions, guide staff decision-making, and create consistent support systems for students. Beyond the classroom, the school offers in-person and virtual activities, clubs, and support sessions to foster connection and engagement. Year-round support is available, including during the summer months. School leaders regularly gather feedback from families, students, and staff through surveys and direct engagement to inform continuous improvement. Programs such as Compass provide targeted support for students experiencing homelessness, foster youth, and other underrepresented student groups, offering resources, engagement opportunities, and coaching, including bilingual support. Families, students, and staff actively participate in planning and decision-making through Title I meetings, the English Learner Advisory Committee (ELAC), and Partner Engagement Meetings. These forums provide opportunities to review and give input on the Local Control and Accountability Plan (LCAP) goals, actions, and services. The LCAP Advisory Committee ensures that feedback informs decision-making and program adjustments aligned with community needs. The school evaluates data through multiple accountability measures, using insights to refine action plans and enhance family engagement strategies. By prioritizing inclusive practices, strong communication, and meaningful partnerships, the school ensures all families feel welcomed, valued, and supported.|Current Areas of Improvement -Continue to refine the Enduring Connection Calls between teachers and students. -Schoolwide implementation of 3 Signature Practices across all departments -Training and Professional Development for staff based on trauma-informed practices, to support trusting and respectful relationships with families. -Provide additional training for all staff on how to access the primary and preferred language of Limited English Proficient (LEP) families. -Continue to refine the Language Access Plan - a resource that outlines ongoing efforts to improve access for limited English proficient (LEP) individuals – people whose primary language is not English and who have limited ability to read, speak, write, or understand English. -Continue to develop the Newcomer instructional and family support services provided by the English Language Development (ELD) Department to meet the needs of students in kindergarten through grade twelve (K–12) who were born outside the United States (U.S.) who have arrived in the U.S. in the last three years and who also are still learning English.|Solid relationships and research-based support/services improve outcomes for underrepresented students. The school provides engagement, attendance, academic, and SEL support for families, including English Learners, Students with Disabilities, and Socioeconomically Disadvantaged (SED) students. Support includes removing barriers and providing school supplies and resources, as well as academic support, to help them succeed in the virtual learning environment. The school has bilingual engagement staff for Spanish-speaking families to provide support throughout the calendar year to expand opportunities for LEP families and provide an increased level of translation and interpretation support from a school staff member. Additionally, schoolwide forms and documents have been translated into Spanish, and the school’s website includes a language toggle feature so that families can change the presentation of all information on the site to the language of their choice. In addition, the school contracts with an over-the-phone interpreting service, Certified Languages International (CLI), which provides interpreters in over 230 languages, allowing for teachers and other staff to communicate with LEP students and families during real-time phone calls or video conferences in their preferred language. In order for Limited English Proficient (LEP) families who speak a language other than English or Spanish to access school information, resources are included with school communication for seamless translation on demand. All parents and guardians of students may request free language translation services in their preferred language at any time, and staff members can request document translation for LEP families’ preferred languages at any time as well. The school seeks the participation of unduplicated students by offering specific onboarding follow-up for SED families who are not meeting designated engagement metrics, an internet subsidy so families can engage and connect with the school community, and the Compass team reaches out to parents and families when SED students are not engaged. We offer workshops to support resilience, specifically designed to support SED parents and families. This series focuses on skills to manage stress, solve problems, reflect on reactions in different situations and practice new ways to respond when facing challenges. For Students with Disabilities, GE teachers and Education Specialists do targeted outreach and seek their active participation in their child's education. Case Managers ensure families attend Individualized Educational Plan (IEP) meetings, specifically parents/guardians are invited to attend 30-day, annual, and triennial IEPs, evident in Team Meeting Notices. An ongoing area of improvement for the school is to continue analyzing parental engagement data to ensure consistent and significant participation from parents and students in unduplicated groups.|The school fosters strong partnerships with families to ensure student success. Recognizing the critical role parents play in an independent study charter school, the school actively engages families by providing information, resources, training, and opportunities to collaborate with other parents to support their children’s learning. Regular teacher-family conferences inform parents about student progress and expectations, while accessible systems provide visibility into grades, assessments, and online activities. Dedicated engagement and attendance support teams help keep students connected to their learning by supporting families with strategies and clear expectations. To improve outcomes for English Learners, the ELD Department includes a Bilingual Engagement Coach and ELD paraprofessionals who provide targeted outreach and personalized support. These efforts address attendance barriers and guide families in understanding student progress, fostering collaboration to accelerate English proficiency and reclassification. Graduation coaches also support students and families by providing guidance on requirements, progress tracking, and pathways to on-time graduation through meetings, assemblies, and conferences. As a Professional Learning Community (PLC), the school focuses on learning, collaboration, and results. Staff work together to analyze student progress, refine instruction, and strengthen communication with families through onboarding, connection calls, academic conferences, and ongoing support sessions. Programs such as CAVA2College and the Career & College Prep Program provide high school students with opportunities to explore career pathways, earn certifications, and prepare for postsecondary success. Middle school students engage in career exploration and can earn high school credit. The school utilizes multiple communication platforms, including ParentSquare, LC Community, social media, and the school website, to share information and build connections. The Family Teacher Organization (FTO) further strengthens partnerships through regular meetings and shared goals. Social-emotional well-being is also a priority. The SEL team provides student assemblies aligned to SEL benchmarks, crisis support, and access to community-based mental health resources through Care Solace. Monthly, Parenting with Purpose workshops offer families opportunities to build community and learn strategies that support positive parent-child relationships.|Current Areas of Improvements -Additional opportunities for students to engage with SEL assembly topics by incorporating content into the MS/HS ORN courses and supporting the elementary staff with resources to share during Paw Pride sessions. -Provide training and access to Care Solace for administrators, who can support families by initiating a warm handoff when needed. Continue to create understanding with staff around the difference between a “warm handoff” and “anonymous search” and how we can better support resource connection when we start a “warm handoff” for a family or student. -Increase the translation and interpretation services and documents provided in Arabic, an increasing primary language amongst Limited English Proficient (LEP) families at our school.|Ways We Are Improving for Underrepresented Families The school’s Attendance Advocates proactively address student absences daily, working with students and families to identify and overcome barriers to engagement. They assist parents with completing required surveys for offline work and schedule additional meetings when absences persist to ensure students are supported and re-engaged in their learning. To support McKinney-Vento (MKV) students, the school has increased staffing to ensure timely access to dedicated support. Students are provided with essential materials based on individual needs, including backpacks, school supplies, ink, paper, hotspots, and PE clothing. Staff also provide referrals and warm handoffs to community resources such as food, housing, health, and mental health services. All staff participate in ongoing professional development to strengthen their ability to support students and families. New teachers receive comprehensive onboarding and are paired with a dedicated support teacher during their first year to ensure strong alignment with schoolwide expectations and practices. The school continues to strengthen its implementation of a Professional Learning Community (PLC) model focused on collaboration, learning, and results. Key teams include: Leadership Team: Coordinates schoolwide efforts across departments and grade levels. Guiding Coalition: Leads PLC processes and supports a collaborative culture focused on student outcomes. Professional Learning Teams (PLTs): Collaborate on instruction, intervention, and support for shared students. MTSS/Intervention Team: Provides targeted support for at-risk students through data-driven interventions. Student Study Team (SST): Reviews student needs and recommends appropriate academic and social-emotional supports. The school has expanded college and career readiness opportunities through programs such as CAVA2College and Career & College Prep Program, offering dual enrollment, career pathways, and certification opportunities. Middle school students also have access to career exploration and technology courses that build early college and career readiness skills. Families are supported through multiple communication platforms, including ParentSquare, the digital handbook, LC Community, social media, and the CAVA website. These tools ensure families understand their rights, access resources, and stay connected. The Family Teacher Organization (FTO) meets monthly to strengthen partnerships between families and the school community.|The LCAP Needs Assessment Survey provides valuable feedback from families and educational partners to guide continuous improvement efforts and to inform the development and monitoring of LCAP goals, actions, and services. Leadership teams regularly review survey feedback alongside student engagement and achievement data to adjust schoolwide and departmental plans and strengthen family engagement initiatives. Families identified several strengths they value and want continued focus on, including academic supports and interventions, support for multilingual families and students with disabilities, graduation support, A-G completion, and core curriculum alignment , student engagement opportunities, family and community engagement, positive school climate, and strong teacher and staff support. Additional focus areas identified included summer school opportunities, attendance support, teacher communication, new teacher support, internet reimbursement awareness, consistency across schools and programs, and SEL (Social Emotional Learning), including staff training, connections to community-based supports, and strategies that strengthen the home-to-school connection. Areas identified for improvement included platform usability and technology experience, student connection and social opportunities, differentiation for advanced learners and special populations, and teacher training and consistency. Parents, families, students, and staff provide ongoing feedback and guidance to the school through a variety of engagement opportunities, including Title I Meetings, Winter and Spring Partner Engagement Meetings, the LCAP Needs Assessment Survey, ELAC Meetings, the EL Needs Assessment Annual Survey, the LCAP Parent Advisory Committee (PAC), School Climate Surveys, Family Teacher Organization (FTO) meetings, Student Government, parent coffee chats and trainings, and regular student and teacher check-ins. Feedback gathered through these opportunities helps inform schoolwide planning, programs, services, and continuous improvement efforts. The school maintains strong two-way communication with families through ParentSquare, LC Community, emails, Connection Calls, academic conferences, student support sessions, graduation plan reviews, Student Individualized Learning Plans (ILPs), Student Support Team (SST) meetings, Individualized Education Program (IEP) meetings, English Language Development (ELD) program meetings, and Bear Tracks, the weekly community newsletter that highlights school events, resources, and activities.|Based on parent feedback, the school will: -Continue parent engagement initiatives. -Continue to provide regular surveys and host Partner Engagement Meetings to share school goals and actions, gather feedback, and increase family participation in school decision-making. -Implement a new feedback system: a multilingual survey platform that allows anonymous text, audio, or video submissions through QR codes and ParentSquare links. This system identifies key themes and informs targeted interventions. -Improve scheduling and accessibility of board meetings for parents and staff. -Provide on-demand informational videos: short, accessible videos that explain LCFF, the LCAP process, and how to provide meaningful feedback. These can be accessed at any time to accommodate families' schedules. -Continue to provide time management tools, technology and school-platform training, and resources and support to strengthen parent and learning coach capacity.  -Enhance onboarding and follow-up support for families, and provide extended targeted support for families needing additional assistance. -Expand and refine attendance and engagement support for families. -Communicate available, student-specific, research-based interventions delivered by specialized staff across multiple tiers of support. -Continue implementing the schoolwide collaborative Social-Emotional Learning (SEL) plan that actively engages teachers, students, staff, and families, with clearly defined, school-specific roles and responsibilities to ensure consistent and meaningful support for all students. -Increase peer-to-peer interaction through Class Connect sessions, clubs, K12 Zone activities, and in-person and virtual events. -Refine and expand support for students experiencing homelessness and housing insecurity. -Enhance communication to increase awareness of the Internet Service Provider (ISP) reimbursement, reduce delays in verification, improve usability, and support. -Proactively reach out to families who have not participated in feedback opportunities to identify and remove barriers, and communicate to all families how their input has led to meaningful school improvements and decisions. -Enhance multilingual supports.|Parents generally express satisfaction with the school, which positively impacts all students. They value the assistance that teachers and staff provide, as well as the school's efficient communication with students and families. Daily prompts regarding class attendance and assignments help students stay focused. Parents appreciate the opportunity to monitor their child's progress and access educational materials in advance to address any academic hurdles. They also value the school's diverse and comprehensive curriculum, which offers a wide range of courses and effective teaching methods. Additionally, parents welcome the various opportunities for high school students and socialization activities available at all grade levels. Furthermore, the staff dedicated to supporting Spanish-speaking parents is highly regarded.|4|5|4|5|5|5|5|5|4|4|4|4|Met||2026-06-11|2026
41689240000000|Jefferson Union High|3|The district prioritizes creating welcoming and inclusive environments, beginning with a supportive enrollment and intake process for all students, particularly English learners and students requiring additional supports. Dedicated bilingual staff assist families with registration and help connect them to academic, social-emotional, and community resources. Information gathered during the intake process is shared with school staff to ensure coordinated support and a positive transition into the school community.  Family engagement remains a priority across the district. Family liaisons at Jefferson High School and Westmoor High School provide ongoing assistance to families, helping them navigate school systems, access resources, and strengthen connections with school staff. Schools host a variety of events throughout the year, including Back-to-School Nights, College and Career Nights, wellness events, cultural celebrations, and parent advisory meetings that provide opportunities for families to engage in their children's education and school community.  Communication with families has been strengthened through the implementation of ParentSquare, the district’s primary communication platform. ParentSquare allows schools and the district to share timely information through emails, text messages, newsletters, forms, and direct messages. The platform includes automatic translation features that enable families to receive communications in their preferred language, helping ensure equitable access to important information and increasing engagement among multilingual families. The Superintendent also shares weekly newsletters, and principals provide regular site updates to keep families informed about school programs, events, and district initiatives.  The district continues to expand language access by providing Spanish interpretation at Board meetings and making multilingual interpretation devices available at school sites and family events. Additionally, the annual Immigration Resource Night connects families with legal, health, and community-based resources.  Recent family survey results indicate that many families feel welcomed, supported, and included in school processes. Families frequently cited responsive case managers, teachers, counselors, and support staff as strengths and expressed appreciation for the communication and individualized support provided to their children. Survey feedback also highlighted the importance of ongoing communication and collaboration between home and school, demonstrating the district’s continued progress in building trusting and meaningful relationships with families.|JUHSD recognizes that strengthening relationships between school staff and families is an ongoing priority. Educational partner feedback indicates that families would like more frequent communication regarding student progress, available supports, and opportunities for involvement. The district will continue to leverage ParentSquare's multilingual communication features while exploring additional ways to provide timely, proactive updates to families.  Another focus area is strengthening staff capacity to engage effectively with families from diverse cultural and linguistic backgrounds through professional learning focused on culturally responsive communication and family engagement practices.  Feedback from families of students with disabilities also highlighted the importance of consistent communication, clear information about services and supports, and strong collaboration between families and school staff. In response, the district will continue to expand opportunities for family engagement, strengthen partnerships with special education families, and ensure family input is regularly collected through surveys, advisory groups, and other feedback opportunities to guide continuous improvement.|JUHSD will continue to improve engagement with underrepresented families by increasing opportunities for meaningful, two-way communication and feedback. The district will use a variety of outreach methods, including direct phone calls, multilingual surveys, focus groups, and family engagement events, to better understand family experiences and reduce barriers to participation.  The district will continue to leverage ParentSquare's translation features and provide interpretation services to ensure families can access information and engage with schools in their preferred language. Schools will also create more opportunities for informal relationship-building through family nights, coffee chats, and other community-building events that help families connect with staff in welcoming settings.  In addition, JUHSD will strengthen partnerships with community-based organizations and trusted community members to expand outreach to families who may face language, cultural, or other barriers to engagement. The district will also continue efforts to engage families of students with disabilities through targeted outreach, informational workshops, and opportunities to connect with special education staff and other families. These strategies are intended to increase participation, strengthen trust, and ensure that underrepresented family voices inform district decision-making and continuous improvement efforts.|JUHSD continues to demonstrate strength in building partnerships that support positive student outcomes. The district maintains strong collaborations with community colleges, community-based organizations, and local agencies to expand access to academic, college and career readiness, wellness, and support services for students. These partnerships provide students with opportunities such as dual enrollment, career exploration, work-based learning experiences, and access to mental health and social-emotional supports.  The district has also deepened partnerships by intentionally incorporating student and family voice into decision-making processes. Student panels, surveys, and targeted listening sessions are conducted regularly to better understand student experiences, needs, and aspirations. Feedback from these engagement opportunities has informed decisions related to course offerings, wellness supports, and career pathways. Families are engaged through Back-to-School Nights, student showcases, advisory committees, and other school and district events that strengthen collaboration between schools and the communities they serve.  Through these partnerships, JUHSD continues to foster shared responsibility for student success and create opportunities for students to thrive academically, socially, and emotionally.|Based on educational partner input and local data, JUHSD has identified several opportunities to strengthen partnerships that support student success. One area of focus is increasing family engagement in academic planning, college and career readiness, and student support services. The District will continue to expand outreach and provide families with timely, accessible information so they can more actively support their child's educational journey.  Another focus area is ensuring that all students and families, particularly those from historically underrepresented groups, have equitable access to partnership opportunities and support services. The District will continue to strengthen collaboration with community organizations, higher education partners, and local agencies to expand access to academic, wellness, and career-connected learning opportunities.  Additionally, JUHSD will continue to strengthen structures for gathering and acting on student and family voice. The District has been selected to participate in the Community Engagement Initiative (CEI) Expansion cohort, a statewide effort designed to build capacity for meaningful student, family, and community engagement. Through this work, JUHSD will deepen authentic partnerships with educational partners, strengthen trust, increase participation of underrepresented groups in decision-making processes, and develop staff capacity to facilitate meaningful engagement. Lessons learned through the CEI cohort will help the District create more inclusive opportunities for collaboration and ensure that student, family, and community perspectives inform programs, services, and continuous improvement efforts.|JUHSD will improve engagement of underrepresented families by increasing opportunities for meaningful participation in conversations about student success. The district will continue to gather input through multilingual surveys, focus groups, advisory committees, and direct outreach to better understand family needs and barriers to engagement. This feedback will help inform programs, services, and communication strategies that support student achievement and well-being.  The district will also expand relationship-building opportunities through family workshops, school-based events, and informal gatherings that help families connect with school staff and learn about academic, college and career readiness, and support services available to students. By creating more accessible and welcoming opportunities for engagement, JUHSD aims to strengthen partnerships with underrepresented families and ensure they play an active role in supporting positive student outcomes.|JUHSD's commitment to seeking input for decision-making is reflected in the multiple structures used to gather feedback from students, families, staff, and community members. A key strength is the district's emphasis on student voice through the Student Trustee, student leadership groups, Student Equity Teams, student panels, and listening sessions. Student feedback has informed decisions related to wellness supports, course offerings, school climate, and equity initiatives.  The district also regularly seeks input from advisory groups such as the District Advisory Committee (DAC), DELAC, Special Education Parent Advisory Committee, and Board Policy Working Group. Educational partner feedback is further gathered through districtwide surveys, LCAP engagement activities, public meetings, and focus groups. This multi-layered approach helps ensure that district decisions are informed by diverse perspectives and reflect the needs and priorities of the JUHSD community.|Based on educational partner feedback and local data, JUHSD has identified the need to increase participation from underrepresented families and student groups in district decision-making processes. While advisory committees, surveys, and engagement opportunities exist, some families remain unaware of these opportunities or face barriers to participation.  The district will continue to improve outreach through multilingual communication, targeted engagement efforts, and a variety of feedback opportunities, including surveys, focus groups, listening sessions, and advisory committees. Additionally, JUHSD seeks to strengthen feedback loops by clearly communicating how educational partner input influences decisions, helping build trust, increase participation, and ensure that district actions reflect the needs and priorities of the broader school community.|To improve engagement of underrepresented families in decision-making, JUHSD will focus on increasing access, building trust, and creating more inclusive opportunities for participation. The district will continue to provide translated materials, interpretation services, and culturally responsive outreach to ensure families understand how to engage in district and school decision-making processes.  The district will also expand opportunities for families to share their perspectives through surveys, focus groups, listening sessions, advisory committees, and informal community gatherings. These varied engagement opportunities are intended to reduce barriers to participation and ensure that families from diverse backgrounds have meaningful opportunities to provide input. By creating more accessible and welcoming avenues for engagement, JUHSD aims to strengthen representation in decision-making and ensure that district actions reflect the needs and priorities of the entire school community.|4|4|4|4|3|3|3|3|3|3|3|3|Met||2026-06-09|2026
41689240127548|Summit Public School: Shasta|3|Summit Shasta has consistently worked hard to ensure that we are working with our community to support strong family and caregiver relationships with the school. This work has been intentional and through our direct work with our families, we have grown our capacity to sustain relationships that ensure all students in our school community are supported in their goals. To rate our progress we examined the feedback we have received from families through our annual parent and student survey results.|We have received really important feedback but have room for improvement in participation rates. At the same time, we have increased the ways in which we engage our families through regular established engagement activities at the school. We hold annual evening Town Halls, with simultaneous translation services and childcare where families were able to have meaningful engagement with the executive director and the Summit leadership directly through a neutrally facilitated circle discussion.|Focus Area for Improvement: Summit Shasta has made great strides in building strong relationships within our community. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.|By reviewing a number of explicit data points, the school has been able to evaluate progress on this indicator.  We examined: Professional Development structure and survey Parent newsletters (+language access) (analytics) Personalized Learning Plan meetings (parents/caregiver:student:mentor) Policy accessibility on website  Through 1:1 conferences, parents are shown how to monitor their child's progress and how to access resources that will support them in this effort. The online learning platform makes the curriculum, including scaffolds, easily available to families so that they can see what is expected of their students and know how to support them in completing their work.  The school holds a specific tech training for families so they know how to use these resources and follows up with individual support for parents as needed. Support staff have been trained to support all parents who come in person to show them how to use the resources available and provide on the spot tutorials as needed.  Additionally, parents are encouraged to regularly reach out to their child's mentor to get more specific information about their child's progress and how to go about working with specific teachers.  The school is very explicit in all communications the value that parents bring to supporting their child's academic successes.|Summit Shasta is explicit in training leaders, teachers and support personnel in the importance of parents as equal partners.  During professional development at the beginning of the year and then throughout the year the role that parents play is discussed and training for how to engage parents is provided.  Prior to 1:1 parent conferences there is specific training for how to hold these meetings in a way that respects parents and encourages their participation.  The Community Engagement Manager ensures that we are implementing and coordinating parent programs, such as the parent education series, in a way that encourages and validates the contributions of parents.|Summit Shasta utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate.    Additionally, the school ensures that parents/caregivers of migratory children are engaged.  This includes meeting with families prior to a departure and then again when they return.  The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized.|At Summit Shasta, one of our core beliefs is that the best results come from collaboration vs. individual contribution. As a result we strive for radical collaboration in all we do. In order to engage in effective collaboration, we dedicate significant energy to receiving robust input from all stakeholders. We believe that knowing the true status of a situation is critical to informating a solution and to understand status, all families, teachers, school leaders, and network team members must contribute.|In a review of this section, we looked to our community attendance and participation in engagement events including the Town Hall and board meetings.  School leaders regularly receive executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engaging families in advisory groups and with decision-making.|Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and to plan, design, implement and evaluate family engagement activities.|5|4|4|4|4|5|5|4|4|3|4|4|Met||2026-06-11|2026
41689320000000|Pacifica|3|During the 2025–2026 school year, Pacifica School District utilized local assessment tools and stakeholder feedback across its population of over 1,300 students, more than 3,000 participating families, and over 130 staff members to evaluate its progress in implementing the State Board of Education academic standards. Based on local LCAP survey data, the district has built a remarkably strong foundation of mutual trust and respect. Staff surveys indicate that relationships between families and our team of over 130 educators score in the highest national percentiles, with a vast majority of teachers reporting that parents treat them with high levels of respect and fairness. Similarly, family responses show that our schools are viewed as highly welcoming environments when parents reach out, with almost all respondents stating that an unwelcoming campus culture is not a barrier to their involvement.|While family data shows that our schools communicate well across cultural backgrounds, teacher surveys indicate that deeply learning about each family's unique strengths, home languages, and distinct learning goals for their children is not yet happening consistently across all classrooms. Furthermore, although families find the information they receive to be useful and timely, their feedback highlights a need to diversify communication channels, with preferences split among direct email, text messages, phone calls, and mobile family messaging applications.|By providing targeted professional development centered on culturally responsive family engagement. Simultaneously, the district will transition from traditional, one-way messaging to a dynamic, two-way dialogue that respects diverse family preferences. By utilizing targeted listening sessions, translating vital resources into primary home languages, and expanding communication channels to include direct email, texts, phone calls, and mobile family messaging applications, the district will ensure that our diverse family groups and staff can seamlessly collaborate to directly shape student outcomes.|For the 2025–2026 school year, Pacifica School District rates its progress at Initial Implementation (3) across all professional learning and family support categories. Teacher survey data indicates a strong climate of mutual respect, and family responses show that a significant majority of parents find the academic information they receive to be useful and timely. Furthermore, the district maintains an environment where families feel comfortable communicating across cultural boundaries and advocating for their children's baseline needs without experiencing cultural or structural barriers from school sites.|To move from initial implementation to a fully realized collaborative model, the district must transition from general information distribution to targeted, actionable capacity building. While families value the updates they receive, current teacher data indicates that deeply learning about each family's unique strengths, home languages, and specific goals for their children is not yet a consistent practice across all classrooms.|To bridge these gaps, the district is focusing its resources on establishing continuous, interactive feedback loops and expanding inclusive community events. By providing professional development centered on culturally responsive family engagement, delivering jargon-free academic guides for the home, and deploying bilingual community liaisons, the district will ensure that our staff and our diverse family groups can seamlessly collaborate to directly shape student outcomes.|For the 2025–2026 school year, Pacifica School District rates its progress at Initial Implementation (3) across all categories for building advisory capacity and collaborative decision-making. During the annual LCAP development and budget cycles, the district utilized public hearings and advisory committees including local parent groups, ELAC, and the LCAP Parent Advisory Committee (PAC) to gather community input on district goals and resource allocations. Through these sessions, the district critically reflected on participation data and identified persistent gaps in outreach among historically underserved populations, including low-income families, English learners, foster youth, and families of color.|Building on the success of our current school-to-home gatherings, the district will increase the frequency and variety of inclusive, community-wide events. These gatherings will focus on blending academic transparency with family connection, ensuring that flexible hours and hybrid options accommodate working households.|The district will move from traditional, one-way messaging to a more dynamic, two-way dialogue. By utilizing targeted listening sessions, translating vital resources into primary home languages, and deploying bilingual community liaisons, we will ensure that our diverse family groups and staff can seamlessly collaborate on policies and directly shape student outcomes.|3|3|3|3|3|3|3|3|3|3|3|3|Met||2026-06-24|2026
41689400000000|La Honda-Pescadero Unified|3|Weekly newsletters, Talking Points communication systems, expanded bilingual outreach, and continued website updates strengthened communication between schools and families during 2025-2026. LHPUSD continued providing Spanish interpretation at school meetings, parent conferences, School Site Council meetings, DELAC meetings, and district events. The district also continued implementation of Wordly interpretation services at board meetings to improve accessibility for multilingual families. Parent participation remained strong, with 97.4% participation in twice yearly conferences and 93.7% of families having access to Talking Points communication systems.|Educational partner feedback identified continued interest in strengthening community connections across school communities and increasing opportunities for families to engage informally with schools and one another. The district recognizes the need to continue refining communication systems, strengthening attendance intervention supports, and increasing opportunities for families to participate in school activities, advisory groups, and district planning processes. Additional focus areas include maintaining strong bilingual communication systems, expanding personalized outreach efforts, and ensuring all families remain connected to district resources, programs, and supports.|LHPUSD will continue improving engagement of underrepresented families through bilingual communication systems, multilingual outreach, interpretation supports, Talking Points communication tools, and community liaison services. Community liaisons will continue supporting direct outreach to families, attendance intervention, translation support, parent conference participation, and connections to school and community resources. The district will also continue maintaining multilingual points of contact at all school sites and personalized communication systems designed to reduce barriers related to transportation, communication access, and participation in school programs and activities.|LHPUSD continued implementing systems that support collaboration between families and school staff regarding student progress, attendance, and academic outcomes. Parent-teacher conferences continued twice yearly with multilingual communication and interpretation support available for families. The district also continued implementation of English Learner supports, including the English Learner Master Plan, newcomer protocols, ELPAC coordination systems, and multilingual learner supports designed to strengthen partnerships with families of English Learners and newcomer students. Family Climate Survey responses reflected positive perceptions regarding supportive teachers, individualized student attention, caring staff, and strong school-community relationships. Families frequently identified that staff care about students as individuals, create welcoming learning environments, and encourage student confidence, belonging, and engagement. Families also highlighted appreciation for field trips, phonics instruction, after-school programs, and opportunities that support well-rounded student experiences. District attendance systems and outreach efforts also contributed to improved attendance outcomes during 2025- 2026, with chronic absenteeism declining to 21.4% districtwide.|Educational partner feedback identified continued need for: 2026-27 Local Performance Indicator Self-Reflection for La Honda-Pescadero Unified School District Page 13 of 22 • Stronger communication regarding academic progress and student expectations • Expanded intervention and academic support systems • Additional staffing and classroom supports • Increased extracurricular, arts, music, and elective opportunities • Improved supervision, safety, and bullying prevention supports • Continued facility and campus improvements|The district will continue strengthening engagement systems for underrepresented families through bilingual outreach, interpretation supports, multilingual communication systems, and personalized family outreach. LHPUSD will continue implementation of multilingual learner supports, English Learner systems, newcomer supports, and family communication structures designed to improve participation, communication, and access to district programs and services for families requiring additional support. The district will also continue strengthening attendance outreach, family conferences, and communication systems that support collaboration between families and school staff regarding student learning and intervention supports.|During 2025-2026, LHPUSD continued gathering educational partner input through School Site Councils, DELAC meetings, parent collaboration meetings, conferences, surveys, and district outreach efforts. Family Climate Survey responses reflected strong family participation and investment in school programs and district improvement efforts. Families provided detailed feedback regarding school climate, communication systems, academic supports, student safety, enrichment opportunities, staffing needs, facilities, and extracurricular programming. Responses demonstrated that families feel connected to their schools and value opportunities to provide input regarding district priorities and student needs. Educational partner feedback continued informing district priorities related to communication systems, attendance intervention, multilingual supports, academic intervention systems, enrichment opportunities, school climate, and family engagement efforts.|LHPUSD identified continued need to strengthen systems supporting participation from underrepresented families and increase opportunities for educational partners to participate in district planning and advisory discussions. Additional focus areas include improving communication regarding district initiatives and school programs, increasing participation in advisory groups and surveys, and continuing to strengthen systems supporting meaningful educational partner input across all school communities.|The district will continue improving engagement of underrepresented families through bilingual outreach systems, multilingual communication supports, interpretation services, Talking Points communication tools, and personalized outreach from district staff and community liaisons. LHPUSD will continue collaborating with the Community Engagement Coordinator and Community Liaisons to identify barriers to participation, gather family feedback, strengthen relationships with families, and develop engagement opportunities that increase access to district planning and decision-making processes. The district will continue utilizing family meetings, multilingual communication systems, surveys, conferences, and outreach efforts to increase participation and strengthen opportunities for family voice in district decision-making processes.|3|4|4|3|4|3|4|4|4|3|4|3|Met||2026-06-18|2026
41689570000000|Las Lomitas Elementary|3|In 2025–2026, Las Lomitas Elementary School District continued to strengthen strategic communication and educational partnerships in support of student success. Across the district, efforts centered on providing consistent, timely, and culturally responsive communication that fostered meaningful engagement with families and staff.  Key accomplishments this year included:  * Maintaining the districtwide communication plan, with principal newsletters distributed bi-weekly and district newsletters shared monthly, ensuring clear and aligned messaging across all schools. * Expanding opportunities for family engagement by offering events at various times throughout the day, including Family Nights  and other parent education and involvement opportunities. * Prioritizing collaboration by sharing parent communications with staff in advance, whenever possible, to gather feedback and strengthen internal alignment. * Increasing accessibility through Principal’s Coffee meetings several times this year at each site. * Hosting in-person new family tours and grade level specific family nights to welcome and connect families to the school community.  At La Entrada, a particular emphasis was placed on elevating student voice and fostering a strong sense of belonging. Students, staff, and families worked collaboratively to strengthen school connectedness and community engagement. The Gay-Straight Alliance (GSA) Club led several schoolwide activities that promoted inclusivity and belonging. In addition, partnerships among the PTA, students, parents, and staff supported the planning and implementation of events that further strengthened community connections throughout the year.|LLESD continued to prioritize effective communication and family engagement through a coordinated, districtwide communication strategy. Throughout the year, all levels of the organization worked to provide consistent, timely, and culturally responsive communications that strengthened connections among students, families, and staff.  A comprehensive communication plan established a predictable cadence of monthly district newsletters and bi-weekly school newsletters. The district also collaborated closely with the PTA to align communication schedules and streamline messaging, ensuring families received clear, consistent information from multiple sources.  District newsletters highlighted progress toward strategic goals, upcoming events, new initiatives, and Board of Trustees actions. Articles featuring instructional programs and student learning experiences helped increase community awareness and engagement, while visual communication tools were used to make complex information more accessible. School newsletters provided site-specific updates, including information about programs, events, parent-teacher conferences, and Principal’s Coffees.  Survey and participation data indicated increased levels of engagement and connection among students, staff, and families. Based on these positive outcomes, the district will continue to implement and refine its communication plan in the coming year.  To further support student success and engagement, LLESD partnered with two external organizations to expand learning opportunities beyond the school day. These partnerships provided students with access to enrichment classes, athletics, music instruction, and individualized online tutoring in English Language Arts and mathematics. Together, these programs enhanced student access to academic support, enrichment, and meaningful learning experiences.|Through an analysis of the needs, conditions, and circumstances of our low-income families and multilingual families, including families of English Learners, LLESD identified that barriers to school engagement remain greater for these groups than for the broader K–8 population. Family survey data and engagement feedback indicate the need for continued efforts to improve access to information, strengthen communication, and foster meaningful participation in the school community.  To address these needs, the district will continue implementing inclusive communication tools across district and school websites, newsletters, and emergency messaging systems while supporting the transition to a new communication platform. School sites will maintain communication practices designed to be accessible, welcoming, and responsive to the needs of all families, with particular attention to multilingual families. These efforts are intended to increase access to information and create stronger connections between families and schools.  While these actions will be implemented on a districtwide basis and are expected to benefit all families, they are principally directed toward addressing the unique barriers experienced by multilingual families. As a result, the district anticipates that family engagement outcomes for English Learner families will improve at a greater rate than those of the overall student population.  Based on findings from the 2026 family survey and ongoing stakeholder feedback, providing additional support and targeted outreach to multilingual families represents the most effective use of funds to improve outcomes for unduplicated pupils.  In addition, LLESD's partnerships with external organizations expand access to afterschool enrichment opportunities for underrepresented students and families. These partnerships provide no-cost access to enrichment classes, team sports, and other extended learning opportunities. The district also fully funds tutoring services in English Language Arts and mathematics for eligible students, ensuring equitable access to academic support that may otherwise be unavailable. Tutoring services are tailored to individual student needs and informed by ongoing assessment data, enabling targeted intervention and support for student growth.|LLESD continues to strengthen partnerships with families by creating meaningful opportunities for engagement, feedback, and collaboration that support positive student outcomes. The district actively connects with newly enrolled English Learner (EL) families to better understand their experiences, needs, and priorities, and uses this information to inform educational programs and services. Parent education opportunities are offered throughout the year in areas including academics, social-emotional learning, and parenting, helping families support their children's success both at school and at home.  The district provides multiple avenues for family engagement and two-way communication. Opportunities such as Coffee with the Principal, parent education events, and community forums allow families to share feedback, ask questions, and participate in school improvement efforts. To support successful transitions for new families, LLESD maintains a Family Buddy program that connects incoming families with parent and student volunteers. Additional opportunities, including lunch gatherings and other community-building activities, help English Learner students and families develop connections with peers, staff, and the broader school community.  Educational partner input remains a cornerstone of district decision-making. Each school maintains active PTA and School Site Council organizations, while the Community Advisory Committee (CAC) serves as the district's LCAP Parent Advisory Committee. The CAC includes representatives from PTAs, School Site Councils, DELAC, the Las Lomitas Education Foundation, parents of students with disabilities, Board members, site administrators, and district leadership. Through regular meetings, members provide ongoing feedback regarding district priorities, programs, and services.  The District English Learner Advisory Committee (DELAC), which also serves as the LCAP English Learner Parent Advisory Committee, meets regularly throughout the year and includes representation from both school sites. In addition, families are engaged through district surveys, focus groups, and interactive meetings with teachers, principals, and district leadership. Feedback collected through these opportunities—including the district's equity audit, school climate surveys, and parent engagement surveys—has provided valuable insights into family experiences, informed district planning, and guided efforts to strengthen engagement and support student success.  As a result of these efforts, LLESD has established strong structures for family engagement and continues to make progress in building authentic partnerships with families that contribute to positive educational outcomes for students.|LLESD's primary focus for improvement is to further strengthen equitable access to information and increase meaningful engagement opportunities for all families, particularly multilingual families and those who may face barriers to participation. The district will continue to utilize inclusive communication tools across its website, newsletters, and emergency messaging systems to ensure that information is accessible, timely, and responsive to the needs of diverse families.  In addition, the district will continue implementing its comprehensive communication plan, which establishes consistent expectations for aligned, culturally responsive communication practices across all school sites. LLESD will also expand opportunities for family engagement by offering events, meetings, and educational opportunities in multiple languages and formats to increase participation and accessibility.  These efforts align with LCAP Goal 4: Strengthen educational partner engagement through strategic, culturally responsive, consistent, and timely communication that promotes meaningful family and staff engagement and supports student success.|LLESD will continue to strengthen engagement with underrepresented families by implementing practices that promote inclusion, belonging, and equitable access to participation. The district is committed to ensuring that district and site-level plans reflect an asset-based approach that recognizes and values the strengths, experiences, and contributions of all students and families. This approach helps create welcoming environments where families feel respected, connected, and empowered as partners in their children's education.  To support equitable engagement, the district will continue its focus on Diversity, Equity, Inclusion, Accessibility, and Belonging (DEIAB) by dedicating time and resources to implementing a shared vision, action plan, and accountability measures across district operations. LLESD will regularly review policies, practices, and data to identify disparities in access, participation, and outcomes among student groups and will use these findings to inform targeted strategies that address the needs of underrepresented families.  The district will also continue to partner closely with parent organizations to strengthen relationships and expand opportunities for family involvement. The Parent Teacher Association (PTA), Community Advisory Committee (CAC), District English Learner Advisory Committee (DELAC), and the Las Lomitas Education Foundation provide important avenues for family voice, collaboration, and engagement. Through these partnerships, the district seeks to ensure that diverse perspectives are represented in planning and decision-making processes.  To reduce barriers to participation, LLESD and its partner organizations will continue to provide supports that increase access to school events and engagement opportunities, including transportation assistance when needed, flexible meeting formats, and inclusive communication practices. These efforts are designed to strengthen relationships with underrepresented families, increase participation in school and district initiatives, and ensure that all families have meaningful opportunities to contribute to student success.|LLESD has established strong systems for gathering educational partner input and incorporating feedback into district and school decision-making processes. The district works closely with parent organizations to build trusting, collaborative relationships that support meaningful engagement. The Parent Teacher Association (PTA) serves as an important forum for partnership among families, teachers, site leaders, and district administrators, while the Las Lomitas Education Foundation provides additional opportunities for families to engage with schools and district leadership through community-building events and activities.  To promote equitable participation, the district and its parent organizations work to reduce barriers to engagement by providing supports such as transportation assistance and flexible participation opportunities for underrepresented families. These efforts have helped increase access to school and district events and have strengthened relationships across the school community.  Throughout the year, LLESD actively sought input from families, staff, students, and community members on key district initiatives and priorities. This included multiple engagement sessions focused on topics such as academic programs, student support services, and mathematics pathways. Feedback gathered through these meetings, surveys, advisory committees, and the LCAP development process has provided valuable insights into educational partner priorities and has informed district planning and decision-making.  Educational partner feedback consistently demonstrates a high level of interest in maintaining strong communication, increasing opportunities for engagement, and ensuring that families have meaningful opportunities to contribute to decisions that impact students. The district has made significant progress in creating structures for gathering input and remains committed to using educational partner feedback to guide continuous improvement efforts and support positive outcomes for students.|LLESD's focus for improvement is to continue expanding opportunities for educational partners to provide meaningful input and to further strengthen the use of feedback in district decision-making processes. During the development of the 2026–2027 LCAP, the district gathered input through a variety of methods, including meetings, facilitated discussions, surveys, shared documents, and advisory committee feedback. In addition, a district-designed survey was administered to assess progress toward LCAP goals, and the results were shared publicly with the Board of Trustees and the community.  Moving forward, the district will continue to refine its engagement practices to ensure that feedback is representative of the diverse perspectives within the school community and that educational partners have multiple opportunities to participate in decision-making. Particular attention will be given to increasing participation among families and groups that have historically been underrepresented in district engagement efforts.  The district will also continue to advance its commitment to Diversity, Equity, Inclusion, Accessibility, and Belonging (DEIAB), which serves as a foundational element of all LCAP goals and actions. Building on nearly a decade of sustained work, LLESD will continue to engage staff, families, and community members in ongoing learning and dialogue related to equity, culture, and belonging. Feedback from educational partners will continue to inform the district's efforts to create inclusive learning environments, improve equitable access to opportunities, and ensure that all voices are represented in the decision-making process.|To improve engagement of underrepresented families in decision-making, the LEA will sustain and expand its inclusive communication platform across website content, newsletters, and emergency notifications, while developing a district-wide communication plan that establishes clear expectations for consistent implementation at each site. This plan will ensure all school community members are reached in an equitable and accessible manner. Furthermore, the LEA will broaden parent involvement opportunities by offering multilingual options and flexible settings to meaningfully increase engagement among underrepresented families, in alignment with LCAP Goal 4.|5|4|4|4|4|4|5|4|4|4|4|4|Met||2026-06-10|2026
41689650000000|Menlo Park City Elementary|3|A strength of our district is the coordination that takes place between district and families through the efforts of our Family Engagement Coordinator. This staff member ensures that families’ needs are met through parent support programs such as Parent Cafe, translation for families during school meetings, and regular communication to connect parents with the school.|A focal area to improvement in building relationships is for staff, other than the Family Engagement Coordinator, to better understand families’ experiences in our schools.|An area we have been working on improving is incorporating empathy activities into our parent meetings in order for staff to build connections and better understand how our underrepresented families are experiencing school in our district so that we can take action in ways that are supportive and impactful.|One important factor in our students' academic progress is when parents/guardians have strong partnerships with families. In MPCSD, we continue to strengthen ways for our schools/district to engage our parent guardians. Some of those ways are through organized events such as DELAC, Parent Cafes, and opportunities through PTOs. Other ways include our annual parent education series as well as workshops through a Project Corner Stone Parent Education.|Through surveys and parent engagement, we are examining ways to better communicate the curricular foci happening at the schools. Principals have brought parents in to host coffees or updates through newsletters. This is an area we can improve.|Our district’s family engagement coordinator has been the backbone of support to our families and connecting them to all that is happening at the school sites. Families feel well supported by this service. We will continue to actively engage our underrepresented families to share with staff what they need to have better partnerships with their child’s school. One area for improvement is when we offer our parent teacher conferences. Our afternoon times can be inflexible and may cause parents to miss work. For underserved families, this can be a huge financial impact. We will begin to brainstorm ways to redesign conference schedules.|The district continues to reflect on how to advance inclusive decision-making by actively engaging stakeholders through DELAC, the LCAP Advisory Committee, and the Citizen Bond Oversight Committee. These groups provide meaningful input on programs, funding, and accountability. This consistent outreach has helped build community trust and ensure decisions reflect diverse perspectives.|A continued area of improvement is to increase participation from underrepresented families in decision-making processes.  The district can strengthen its efforts by actively inviting and engaging these families in DELAC and LCAP advisory and other forums.  Targeted outreach, language support, and more accessible meeting formats can help ensure all voices are heard and represented in shaping district priorities.|Engagement can include personalized outreach, culturally responsive communication, and the creation of welcoming spaces for dialogue. The family engagement coordinator can partner with counselors to identify and personally connect with underrepresented families, build relationships, and understand barriers to participation. They can co-host small-group meetings, provide translation support, and offer flexible meeting times to ensure families feel heard and empowered to contribute to decision-making.|5|5|4|5|4|4|4|4|4|4|4|4|Met||2026-06-11|2026
41689730000000|Millbrae Elementary|3|Millbrae Elementary School District continues to strengthen relationships between school staff and families through ongoing communication, family engagement opportunities, and partnerships that support student success. Throughout the 2025–26 school year, families were provided with multiple opportunities to share feedback through LCAP engagement activities, DELAC meetings, principal coffees, and school events. The District also continued to expand communication with families through multilingual outreach, family workshops, and collaboration with community partners. These efforts have helped strengthen connections between schools and families and ensure that family voice remains an important part of district decision-making and continuous improvement efforts.|Millbrae Elementary School District will continue to focus on strengthening partnerships between schools and families by expanding opportunities for meaningful engagement and increasing participation across all school communities. The District will continue to build upon the work of its Family Engagement Coordinator, whose role will expand in 26/27 to support increased family outreach, communication, attendance initiatives, and connections to community resources. Additional areas of focus include increasing participation from underrepresented groups, strengthening multilingual communication, and ensuring families have access to timely information and opportunities to provide input into district and school decision-making. These efforts will help ensure that all families feel welcomed, informed, and connected to their child's educational experience.|Millbrae Elementary School District will continue to strengthen efforts to engage families who have historically been underrepresented in school and district activities. The District will expand multilingual communication, increase outreach through the Family Engagement Coordinator, and provide additional opportunities for families to participate in meetings, workshops, surveys, and school events. The District will also continue to work with DELAC, school site leadership, and community partners to ensure that family voices are heard and reflected in district decision-making. By removing barriers to participation and creating more welcoming opportunities for engagement, the District aims to strengthen relationships with all families and increase meaningful involvement in their children's education.|Throughout the 2025–26 school year, the District continued to strengthen partnerships through collaboration with educational partners, community organizations, and San Mateo County Office of Education to support academics, attendance, social-emotional well-being, and family engagement. Key partnerships included The San Mateo County Big Lift, which supports early literacy and school readiness efforts, as well as planning for the 2026–27 Give Forward Literacy Grant in partnership with CORE Learning. The District also expanded opportunities for families to provide input through LCAP engagement activities, DELAC meetings, and school-based events. These partnerships have helped strengthen communication, increase access to resources and supports, and ensure that decisions are informed by the needs and perspectives of our students, families, and staff.|Millbrae Elementary School District will continue to focus on strengthening partnerships that directly support student outcomes. Areas for continued growth include increasing family participation in district and school initiatives, expanding opportunities for families to learn about academic expectations and available supports, and ensuring that partnerships are aligned to student needs. Increased parent education opportunities will expand to a district-wide Parent University Series for the 26/27 school year. The District will continue to strengthen collaboration with organizations such as The Big Lift, CORE Learning through the Give Forward Literacy Grant, San Mateo County Office of Education, and community-based agencies to support literacy, attendance, social-emotional learning, and family engagement. The District will also continue to look for ways to increase family voice in decision-making and ensure that all students and families have access to the resources and supports needed for success.|The District will expand outreach through multilingual communication, targeted family engagement efforts, and increased collaboration with advisory groups. The Family Engagement Coordinator will play a key role in connecting families to school and community resources, increasing participation in district events, and supporting two-way communication between families and schools. The District will also continue to provide multiple opportunities for families to participate in surveys, workshops, parent education events, and LCAP engagement activities to ensure that a broad range of perspectives informs decisions that impact student outcomes.|Throughout the 2025–26 school year, the District gathered feedback from students, families, staff, and community members through LCAP engagement activities, Curriculum Advisory Committee (CAC), DELAC meetings, principal coffees, staff meetings, and advisory groups. Educational partner feedback informed discussions related to literacy initiatives, social-emotional learning, family engagement, professional learning, and district priorities. The District has made progress in creating multiple opportunities for stakeholders to share their perspectives and remains committed to ensuring that decisions are informed by the voices of those we serve.|Based on educational partner feedback and local data, Millbrae Elementary School District will continue to focus on increasing participation in district and school decision-making processes, particularly among underrepresented groups. The District will expand opportunities for input through our Panorama survey, advisory committees, family engagement events, and ongoing communication to ensure a broader range of perspectives informs district priorities and decisions.|Millbrae Elementary School District will continue to improve engagement of underrepresented families by expanding multilingual communication, increasing outreach through the Family Engagement Coordinator, and providing multiple opportunities for participation in surveys, advisory committees, DELAC meetings, and LCAP engagement activities. The District will continue to seek input through a variety of formats and meeting times to reduce barriers to participation and ensure that family perspectives are reflected in district and school decision-making.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-02|2026
41689810000000|Portola Valley Elementary|3|"PVSD excels in fostering authentic partnerships through a blend of virtual meetings, informal ""chats,"" and collaborative parent-teacher conferences centered on joint goal-setting, empowering families as active participants in the educational process. Our success is reflected in the most recent End-of-Year Parent Survey, where 98% of respondents reported feeling comfortable communicating with school site staff. This high level of trust highlights a transparent and responsive school climate.  To ensure our self-reflection ratings precisely mirror current annual activities, the District calibrated its Section 1 scores this cycle. The rating for creating welcoming environments (Item 2) was increased to a 5 (Full Implementation and Sustainability), directly validated by our 2026 survey results showing that 95.5% of families experience a ""warm and welcoming"" school community."|PVSD is focused on evolving from broad communication to deeper, two-way dialogue with our diverse community. While overall engagement is high, our priority is increasing participation in district-level decision-making among Voluntary Transfer Program (VTP) families, families of students with special needs, and those with limited English proficiency. We are committed to formalizing feedback loops to ensure consistent follow-up on family input. Additionally, while relational capacity remains strong across our campuses, because staff-wide professional development on family engagement was not a primary focus this year due to other competing district priorities, we have adjusted our self-reflection ratings for Items 1 and 3 to a 4 (Full Implementation). We look forward to exploring targeted staff training pathways in future cycles to continually deepen these connections. By moving beyond annual events toward frequent, targeted outreach, we aim to ensure all voices directly influence our strategic planning and school climate.|To improve engagement, PVSD will continue its successful strategy of personalized outreach to families designated as unduplicated, providing transportation and direct support to remove barriers to participation. We remain committed to fostering a sense of belonging through culturally responsive communication and events like our Family Night in East Palo Alto. Moving forward, the District will expand these efforts toward creating more frequent opportunities for Voluntary Transfer Program (VTP) and underrepresented families to engage in direct two-way dialogue and district decision-making.|"The District prioritizes strong communication and partnerships as essential to academic success. PVSD partners with The Parent Venture to offer workshops that support student well-being and learning at home. Families also engage through classroom volunteering, reinforcing shared responsibility for learning. PVSD has seen increased participation by VTP parents in district advisory structures, such as the Superintendent’s Advisory Committee (which also serves as the LCAP Parent Advisory Committee), reflecting deeper collaboration with underrepresented families in support of equitable outcomes.  PVSD continues to build strong partnerships that directly impact student success by integrating feedback from students, families, and staff into district planning. Our current strengths, as evidenced by the 2026 End-of-Year surveys, include: - Exceptional Satisfaction: 98% of parents are satisfied with the District’s academic achievement, and 98% agree the school environment is safe and positive. - Robust Home-School Alignment: 89% of students report that teachers work closely with their parents to support their academic success. - Measured Sense of Belonging: New metrics show that 95.5% of families experience a ""warm and welcoming"" school community, and 92% of students view school as a positive experience. - Collaborative Decision-Making: The Superintendent’s Advisory Committee (SAC), student leadership groups (Grades 3–8), and staff members actively shape LCAP goals, including the refinement of action items for real-world learning and academic differentiation. - Strong Communication: 91% of parents feel well-informed by timely District communication, supporting a shared responsibility for student outcomes."|PVSD continues to refine student outcomes by integrating feedback from students, families, and staff into the LCAP process. Focus areas include: - Elevating Student Voice: Using student leadership focus sessions and surveys to guide instructional rigor and real-world relevance. Currently, 89% of students recognize the strong partnership between their teachers and parents. - Broadening Family Partnerships: Expanding collaboration across all parent groups to ensure district goals reflect our entire community's diverse perspectives and increasing participation in shared decision-making. - Professional Collaboration: Utilizing teacher feedback to align professional development with classroom needs, focusing on high-impact engagement and family collaboration. By synthesizing input from these three groups, we are building a cohesive system that translates community feedback into inclusive, high-quality academic support for every learner.|To improve the engagement of underrepresented families, PVSD will continue prioritizing personalized communication through direct phone calls and emails to foster stronger school-home connections. We will deepen these partnerships by collaborating with parent representatives from diverse communities to design more inclusive district events and participation pathways. Additionally, the District remains committed to removing logistical barriers by providing transportation to key meetings and expanded learning opportunities, ensuring all families have equitable access to the resources that drive student success|"PVSD is committed to integrating diverse perspectives into its decision-making process, ensuring that strategic goals are co-created with educational partners. The District gathers input through a variety of targeted channels and structures:  - Advisory Groups & Task Forces: The District leverages specialized bodies to provide high-level guidance on curriculum, finance, and operations. These include the Superintendent’s Advisory Committee (SAC which functions as the LCAP Parent Advisory Committee), the Budget Advisory Committee, the AI Task Force, the Citizen’s Parcel Tax Oversight Committee, and specialized staff committees for Safety, Math, ELA, Technology, and MTSS. - Student Leadership: Student leadership sessions for Grades 3–8 and student council reflections (LCAP Student Advisory) have directly influenced District action items, particularly regarding instructional relevance and ""voice and choice"". - Comprehensive Annual Surveys: PVSD utilizes annual data to identify community priorities. In 2026, 112 parents and 345 students participated, providing a strong foundation for evaluating school climate and academic needs. - Labor & Staff Collaboration: Regular meetings with certificated and classified staff, as well as labor partners (PVTA and CSEA), ensure that instructional roadmaps and safety protocols are informed directly by those working with students. - Community Partnerships & Transparency: Decision-making is further supported by the Portola Valley Schools Foundation, the Parent Teacher Organization, the district website, social media, and various Superintendent and Principal ""chats"".   This multifaceted approach fosters a deep culture of transparency, where 91% of parents report feeling well-informed and engaged in the District's progress."|"PVSD is focused on evolving from high levels of baseline transparency to deeper, more inclusive participation in formal decision-making. While 91% of parents report feeling well-informed, our priority is ensuring this information translates into empowerment for all groups, particularly families of students with disabilities, multilingual learners, and those in the Voluntary Transfer Program.  Key focus areas for improvement include: - Moving beyond annual surveys to ensure consistent follow-up on input received, particularly regarding curriculum adoptions and safety protocols. - Increasing the diversity of voices within the Superintendent’s Advisory Committee and district-level task forces to ensure strategic goals reflect our entire community.  By refining these engagement pathways, the District aims to ensure that ""seeking input"" is a dynamic, two-way process that directly impacts our instructional roadmap."|PVSD continues to build strong relationships through high transparency and targeted engagement. According to the 2026 End-of-Year Parent Survey, 98% of families feel comfortable communicating with school site staff, and 91% report being well-informed about district news. These partnerships are bolstered by collaborative parent-teacher conferences and the participation of diverse family group - including VTP, special education, and multilingual families - in advisory committees like the SAC. This trust is further evidenced by 98% of parents agreeing that the District provides a safe, positive learning environment.|4|5|4|5|4|5|5|5|4|5|4|5|Met||2026-06-16|2026
41689990000000|Ravenswood City Elementary|3|"Ravenswood has built consistent infrastructure for family engagement through structures like Promise Walks, ParentSquare communications, and site-based staff including Spanish Translator/Interpreters and Outreach Coordinators at each school (who are supported by the district Family & Community Engagement Coordinator.) Families have multiple access points to connect with school staff through site-level events, district-level listening sessions, and translated communications. Staff and administrators have participated in professional learning focused on culturally responsive family engagement and Outreach Coordinators are part of a monthly Professional Learning Community facilitated by district leadership. Some examples of opportunities for relationship building include ""Family Art Nights"", ""Cena con el Director"", ""Cafecito"" events with our Education Services department, ""Safe Routes to School"" partnership with SMCOE, ""Promise in Action"" literacy workshops, and our ""SSC/ELAC"" and ""DAC/DELAC"" meetings. We have continued our Promise Walk structures this year where we invite families to do classroom observations alongside school/district staff, review site-based data, and share their feedback and experiences. We also partner with organizations like Innovate to develop parent leadership skills through Parent Leadership Academy cohorts."|Our primary focus area of improvement is on reaching families and individuals who do not yet actively participate in the various structures for family engagement that we have in place. While we have seen significant growth in the uptake and participation rates for our school and district events, we want to ensure that the families we reach are representative of our community across various dimensions. We also want to encourage participation from families who have not historically participated. A continued focus on professional learning for staff will be an important part of this improvement.|Throughout our LCAP engagement and Local Indicator self-reflection processes this year, we have worked to focus on hearing from families who are traditionally underrepresented. In particular, our Outreach Coordinators and Family and Community Engagement Coordinator continue to reach out to families who are struggling, checking in with them regularly, and in some cases specific staff have even made home visits. One way to improve the engagement of our families is by eliminating barriers that limit our families from attending school-wide events, so by identifying those barriers and addressing them, we will likely improve the engagement of underrepresented families. We also want to hold space for events where they can share their own experiences and learn from each other. It’s also important that all school staff notice and identify students and families who need any sort of additional support. We are working at increasing the presence of school staff at after school events such as middle school sports games, and music concerts. By simply increasing the presence of staff in situations where families are already attending and supporting their children, we can increase the interactions and contact points that staff and families have. This allows for more authentic conversations and with more opportunities for relationship building. We also want to encourage and build the capacities of parents to create groups to support each other, leading to stronger relationships between school staff and the families. This year, we have begun a new Parent Navigator program whereby parent leaders are conducting focus groups, interviews, and surveys with other families in their school communities to understand the experiences and challenges that they face. This is work we will continue to build on in the future.|"Some examples of events or opportunities for partnership building include “Cafecito”, ""Promise in Action"" literacy workshops, “SSC/ELAC” or “DAC/DELAC” meetings with our families as community leaders, and Promise Walks. We have increasingly been sharing student outcome data with our as part of these events, including school-level data and individual student-level data (which is always paired with resouces and guides on how to interpret the data and support academic growth outside of the classroom.) One example of this was the district's inaugural ""Community Stepback"" event held in January to review our mid-year student outcome data with families and work in focus groups to develop action plans in response to the data. Conferences are still held three times per year, and it is a great opportunity for teachers and families to work together to develop and monitor the plans and actions to support their students. We have found that increased text/ParentSquare communication between families and teachers often leads to increased attendance at these conferences. In some cases, families do not feel confident in approaching the teacher about an issue or to request support, but they have spoken with the site Outreach Coordinator, who has been able to provide assistance in bridging any communication or comfort barriers. We also try to ensure that families have sufficient resources at home to support student learning, such as through our partnership with organizations like the Boys & Girls Club of the Peninsula (BGCP), East Palo Alto Tennis & Tutoring (EPATT), and City Year. All of these community partners support our students and families through offerings such as tutoring, homework time and space, and social-emotional support."|Educational partner input indicates that while families receive information about their children's progress, there is room to grow in how consistently and accessibly that information is communicated. Families have expressed wanting clearer guidance on how to support learning at home and more timely, two-way communication with teachers and staff about their child's specific needs. A key focus area is strengthening the connection between family engagement and instructional support: ensuring that families of English Learners, students performing below grade level, and students with high absenteeism are active partners in goal-setting and progress monitoring, not just recipients of updates.|When students and families are not aware of the resources and support available to them, it is extremely difficult for them to request these services. As a district, we are working on ensuring that all families, especially those whose voices and experiences are typically underrepresented, are fully aware of all options. Beginning in SY26-27, we will begin sharing student outcome data directly with families via physical mail so that this information is pushed out to families (rather than available for families to come seek out.) The district will also track whether engagement efforts are reaching the families most in need of support, using participation data disaggregated by student group to assess reach and adjust strategies accordingly.|We have been working on building staff skills in building strong relationships with families and students, and also working on developing the capacities and skills of families. We have seen increasing participation from families in decision-making, as well as the emergence of several parent leaders at each site who have demonstrated proactive initiative in conducting family outreach and advocacy. To increase accessibility, we focus on providing materials and holding meetings in both English and Spanish, and providing hybrid options or childcare options for in-person events where possible. We have also found it useful to go outside of the traditional “meeting” format, to gather input through conversations and at times when families are already interacting with school staff (such as at pick-up and drop-off times).|We would love to receive more input from families, and we are continuing to build our two-way communication channels to demonstrate that we hear and respond to the requests and suggestions of our families and students. We want to increase family participation in our decision-making processes and opportunities, and also add additional opportunities through multiple different methods of information gathering.|Ravenswood is intentionally expanding how and where it seeks input from families who are least represented in traditional engagement formats. This means moving input-gathering into community spaces and trusted settings, rather than relying solely on formal meetings or surveys that require families to come to the district. The district will ensure input opportunities are available in families' home languages, with sufficient context for families to meaningfully engage. Collected input will continue to be synthesized and shared back with families in plain language, so they can see how their perspectives shaped district decisions.|4|4|3|4|4|4|4|4|3|3|4|3|Met||2026-06-18|2026
41689990134197|Aspire East Palo Alto Charter|3|A priority is proactively building strong, trusting relationships between school staff and families, recognizing that meaningful connection and open communication are critical for student success. This is evident in our LEA's regular and structured engagement with families through platforms like annual surveys and quarterly family meetings, fostering open communication and trust. These interactions ensure families feel connected and supported, and the resulting feedback directly informs school policies and practices, aligning with Aspire's commitment to a supportive and inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected but visibly acted upon.|To better support underrepresented families, we are dedicated to continuously improving engagement strategies by enhancing communication and outreach through translation services, flexible meeting times, and diverse feedback options like surveys and discussions. We are also strengthening family/staff connections, cultural events, and community partnerships as part of a broader, ongoing commitment to deepen and enrich relationships with all family groups, ensuring every family feels seen, valued, and empowered to be an active part of our school community through consistent listening and adaptation.|We continue to develop strong partnerships between families and educators as a key part of student success. This multi-faceted approach includes sharing timely academic updates, hosting enriching family events, and offering practical resources to support parents in the home learning environment. Educators regularly connect with families through student-led conferences, informative newsletters, and user-friendly online platforms. Moreover, Aspire Public Schools invests in professional development for staff, enhancing their capacity to collaborate effectively with families and understand the diverse needs of their students. These comprehensive efforts have cultivated a shared sense of purpose and a more robust learning community.|To deepen our family partnerships, we are committed to more consistent and comprehensive information sharing and feedback processes. A key goal is to move beyond simply providing updates to actively involving families in developing and sharing learning support strategies for their children. We also aim to increase families' understanding of academic expectations and student progress and empower them to advocate effectively for their students at all levels.|To enhance our connection with underrepresented families, we are implementing more targeted and accessible strategies, including multilingual resources, evening events, and diverse communication methods. Simultaneously, we are focused on building trust with underrepresented families through consistent outreach, inclusive programming that reflects their experiences, and leadership opportunities that authentically value the voices and strengths of our diverse community.|Aspire Public Schools recognizes families as key partners in shaping our schools' vision and priorities. The school regularly invites family input through surveys, the School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. This feedback is then used by principals and teachers to inform key decisions about academics, student support, and community building, ensuring our schools reflect the needs and hopes of the communities we serve within the Aspire network.|Our ongoing dedication is continual improvement of these processes, guaranteeing their continued effectiveness and inclusivity. We will be prioritizing a more in-depth engagement strategy to ensure that the perspectives of all, with a particular focus on underrepresented and unduplicated student groups, are not just heard but are truly integral to our decision-making.|To deepen the involvement of underrepresented families in shaping our decisions, we are dedicated to expanding and improving how we gather interactive feedback. This proactive step aligns with our broader commitment to continuous improvement, where we consistently adapt our engagement methods based on current feedback and evolving community needs, ultimately strengthening our LCAP development and other key educational strategies.|4|4|4|4|4|4|4|4|5|5|5|5|Met||2026-06-18|2026
41689990135608|KIPP Valiant Community Prep|3|KIPP believes that meaningful family engagement builds parent efficacy, recognizes families as true assets, and leverages the community's strengths, experiences, and knowledge to strengthen the school. We are committed to partnerships that create lasting capacity for families — not just during their time with us, but beyond.  Families are reached through multiple communication channels including newsletters, emails, phone calls, and text messages. Staff share their email addresses and cell phone numbers directly with families to ensure accessible support for homework and other concerns. Progress reports and report cards are distributed throughout the year to keep families informed of their student's academic progress, and families are encouraged to schedule conferences with teachers at any point. Any student at risk of retention is required to meet with teachers and administrators to identify additional supports. Each year, the school begins building family relationships during new student orientation — before the school year begins — so that students and families feel connected and welcomed from day one.  The KIPP Family Council (KFC) serves as the school's primary family governance structure, providing families with a meaningful voice in school decision-making. Families drive the KFC, meeting monthly to review school data, plan community events, and advocate for the school's continued growth. The school leader meets regularly with the KFC to ensure alignment between school priorities and community needs. The Multilingual Learner Committee (MLC) provides an additional structured channel for multilingual families to engage, offering input on language development programming and supports for English learner students. KIPP invests in staff capacity to engage families as equal partners. Front office and operational staff receive professional development on creating a warm and welcoming environment for all visitors. All school staff are expected to demonstrate strong, consistent connections with students and their families as a core professional expectation. This year, the school hosted 20+ virtual and in-person family events open to all families. In the annual family survey, 75% of families reported satisfaction with opportunities to get involved on campus. The school will continue to use surveys, conferences, the KFC and MLC structures, and regular communication to deepen family engagement and build on this foundation.|KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 75% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress.  Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in the KIPP Family Council.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Council meetings.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Council and Multilingual Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings, and other school-sponsored events are always created considering the unique needs of the community.  The school hosted 10 virtual and in-person events where all families were invited. In an annual family survey, 66% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will apply culturally responsive practices to existing school communications and will continue to use surveys, conferences, regular phone communication, and other forms of contact to engage all families.  The KIPP Family Council (KFC) and Multilingual Learner Committee (MLC) provide structured opportunities for underrepresented families — including multilingual learner families — to engage directly in school decision-making and provide input on school priorities.  Because language plays a crucial role in families' lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students' home languages, and when translation is needed, a school-provided translator will be available.  Additionally, KIPP will provide different types of opportunities for families to participate, including events scheduled in the morning and evening to accommodate varying family schedules and childcare needs.|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents.  KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, KFC meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early KIPP Family Council meeting.  The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, KFCs, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP supports family engagement and decision making through the KIPP Family Council and Multilingual Council which meet regularly throughout the school year. The KIPP Family Council (KFC) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings, and other school-sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the KIPP Family Council (KFC) and Multilingual Learner Committee (MLC). Both bodies provide structured opportunities for underrepresented families to review school data, respond to LCAP priorities, and make recommendations to school leadership.  Feedback gathered through these structures, as well as through the annual family survey and LCAP survey, is reviewed by school leadership and used to inform goal-setting, resource allocation, and program decisions. KIPP is committed to closing the feedback loop by sharing with families how their input has shaped school priorities and LCAP actions.  Additionally, KIPP will provide varied opportunities for families to participate, including events scheduled in the morning and evening to accommodate different family schedules and childcare needs.|4|4|4|4|4|4|4|3|4|3|3|3|Met||2026-06-04|2026
41690050000000|Redwood City Elementary|3|Across the district, parent survey results show that families generally experience schools as welcoming and respectful. Districtwide, parents most consistently responded positively to school staff treating parents with respect, parents feeling welcome to participate, and schools encouraging parents to be active partners in their child’s education. Survey results also show evidence of regular communication through school activity updates, teacher communication about learning expectations, and progress updates between report cards. These results indicate that the district has built a foundation of positive school-family relationships and has continued to provide multiple ways for families to stay connected to school staff|The district’s focus area is to strengthen consistency across schools in how staff respond to parent concerns, communicate progress, and seek parent input before important decisions are made. While many families reported positive experiences, results varied by school, especially in the areas of parents feeling welcome, staff taking concerns seriously, and timely communication. The district will continue to support schools in using clear, accessible, and two-way communication practices so that families receive timely information and feel that their concerns are heard and addressed|The district will improve engagement of underrepresented families by expanding multilingual, culturally responsive, and accessible communication practices. This includes continuing to provide interpretation/translation, using multiple communication formats, and creating more intentional opportunities for families of English learners, socioeconomically disadvantaged students, students with disabilities, and other historically underrepresented groups to share feedback. School sites will be encouraged to use survey results and local participation data to identify families who may be less connected and provide targeted outreach through trusted staff, family liaisons, school events, and advisory opportunities|Parent survey results show that families are actively participating in many school-related activities, including school/class events, general school meetings, parent-teacher conferences, volunteering, and fundraising. Across the district, parent-teacher conference participation and attendance at school meetings were areas of relative strength. Families also reported that schools encourage them to be active partners in educating their children and provide information about school activities, classroom expectations, homework support, and student progress. These results reflect progress in building partnerships that connect families to student learning and school participation|The district’s focus area is to strengthen family partnership around student learning beyond general participation. Survey results suggest that families would benefit from more consistent information about why students are placed in particular groups or classes, how families can support learning at home, and how schools and families can work together when students need additional academic, behavioral, or social-emotional support. Participation in school committees and advisory-type roles was lower than attendance at general events, indicating an opportunity to deepen family partnership from attendance/participation to shared planning and problem solving|The district will improve engagement of underrepresented families by making student-outcome information easier to understand and more actionable for families. Schools will continue to provide information in family-friendly language and in families’ home languages when needed. The district will also focus on increasing outreach to families who may not regularly attend meetings or committees by offering flexible meeting times, multiple participation formats, and direct invitations to participate in conversations about student progress, intervention supports, and school programs. This will help ensure that families of unduplicated students, students with disabilities, and other underrepresented groups are included as partners in supporting student success|The district has established structures for families to provide feedback through the California School Parent Survey, school meetings, parent-teacher organizations, conferences, and other site-based engagement opportunities. Survey results show that many families participate in general school meetings and school events, which provides a foundation for gathering parent input. Some schools also showed stronger results in families reporting that the school actively seeks parent input before important decisions, demonstrating that effective practices exist within the district and can be shared across sites|The district’s primary focus area is to increase meaningful parent input in decision-making. Across the district, the item related to schools actively seeking parent input before important decisions was generally lower than items related to respect, welcoming environments, and general participation. Participation in school committees was also lower than participation in school events and parent-teacher conferences. This suggests the need to move beyond informing families and create more consistent opportunities for families to help shape programs, policies, and engagement activities|The district will improve engagement of underrepresented families in decision-making by using more targeted and intentional outreach strategies. Schools will review survey participation and local engagement data to identify groups that may be less represented in advisory groups or feedback opportunities. The district will support schools in reducing barriers by offering interpretation, translated materials, flexible meeting options, and alternative feedback methods such as short surveys, listening sessions, and direct outreach. The goal is to ensure that families who are not traditionally represented in formal committees still have meaningful opportunities to influence school and district decisions|4|5|4|4|4|4|5|3|5|5|4|5|Met||2026-06-17|2026
41690050127282|Connect Community Charter|3|Based on the analysis of educational partner input and local data, briefly describe the LEA’s current strengths and progress in Building Relationships Between School Staff and Families. Connect’s current strengths and progress in building relationships between Charter School staff and families include strong two-way communication,  2026 Local Indicators Report 7 welcoming family engagement practices, and accessible supports for families. Connect rated itself at full implementation and sustainability in developing staff capacity to build trusting relationships with families, creating welcoming environments, learning about families’ strengths, cultures, languages, and goals, and providing multiple opportunities for two-way communication in language that is understandable and accessible to families. Connect supports family relationships through bilingual staff at multiple levels, including administrators, teachers, and support staff. Staff provide translation and interpretation for written materials, forms, IEPs, community gatherings, curriculum information, and parent conferences, which helps families communicate comfortably with the Charter School. Connect also uses ParentSquare, Google Voice, the website, newsletters, and text messaging to provide accessible and timely communication with families. Connect continues to strengthen relationships through parent conferences, parent workshops, monthly community meetings, project presentation nights, family events, PBIS, counseling supports, the ASES After School Program, Public Library partnerships, and parent education provided by the School Counselor at monthly community meetings. These practices support a strong, welcoming, and connected Charter School community.|Connect’s focus areas for improvement in building relationships between Charter School staff and families include continuing to increase family participation in engagement opportunities and ensuring that communication remains consistent, accessible, and responsive to family needs. Although Connect has strong systems for two-way communication, the Charter School will continue strengthening outreach so that more families participate in parent conferences, monthly community meetings, parent education, ELAC, and Charter School events. Connect will also continue building staff capacity to engage families as partners, especially families of ELs, SWD, SED students, and other high needs student groups. The Charter School will continue using bilingual communication, ParentSquare, Google Voice, newsletters, translation and interpretation, and parent education provided by the School Counselor to ensure families feel welcomed, informed, and connected to the Charter School community.|Connect will improve engagement of underrepresented families by continuing to prioritize outreach to families of Hispanic students, low-income students, ELs, SWD, and other families who may be less represented in Charter School engagement activities. Connect will continue using bilingual communication, translation and interpretation, ParentSquare, Google Voice, newsletters, individual phone calls, and monthly community meetings to ensure families receive information in accessible ways. Connect will also continue encouraging families to participate in DELAC, Community Meetings, parent education, parent-teacher conferences, project and portfolio presentations, and other Charter School events. Staff will make individual calls home to build relationships, increase attendance at engagement opportunities, and support more meaningful participation in the Charter School program. This aligns with Connect’s identified focus on increasing attendance at DELAC and Community Meetings and strengthening parent participation and decision-making.|Connect’s current strengths and progress in Building Partnerships for Student Outcomes include strong communication systems, regular opportunities for families to understand student progress, and meaningful family participation in the Charter School community. Connect rated itself at full implementation and sustainability in providing families with information and resources to support student learning at home and in providing opportunities for teachers, families, and students to meet and discuss student progress. Connect rated itself at full implementation in professional learning to support family partnerships and in helping families understand and exercise their rights as advocates for their students. Connect holds parent-teacher conferences twice each year, with translation available, so families can understand student progress and how to support learning at home. The Charter School also administers annual surveys to parents, staff, and students and uses ParentSquare, email, phone calls, text notifications, weekly announcements, Facebook, and newsletters to communicate consistently with families. Connect also strengthens partnerships through meetings for families of SWD with the special education team, school psychologist, and School Counselor; family events such as Project and Presentation Night, Celebrate the Arts, and Back to School Night; parent workshops; DELAC participation; volunteer opportunities; field trips; and parent participation in committees, community activities, initiatives, and the Charter School Board of Directors. Community partnerships with the Sheriff Activities League, Fire Department, local public officials, and the Public Library also support project-based learning and student outcomes.|Connect’s focus areas for improvement in Building Partnerships for Student Outcomes include increasing attendance at DELAC and Community Meetings, strengthening parent decision-making skills, and expanding opportunities for meaningful parent participation in the Charter School program. Connect will continue to use ParentSquare, staff phone calls, parent-teacher conferences, parent workshops, and family events to encourage stronger family participation and partnership in support of student outcomes.|Connect will improve engagement of underrepresented families in Building Partnerships for Student Outcomes by continuing targeted outreach to families of ELs, SWD, SED students, Hispanic students, and families who may be less  2026 Local Indicators Report 10 represented in Charter School activities. The Charter School will continue using bilingual communication, translation and interpretation, ParentSquare, phone calls, text messages, newsletters, and individual staff outreach to ensure families receive information in accessible ways. Connect will also continue encouraging participation in DELAC, Community Meetings, parent-teacher conferences, parent workshops, student Portfolio Presentations, and Charter School events so families can better understand student progress and partner with staff to support academic, social emotional, and attendance outcomes. The Charter School will continue strengthening parent education opportunities to help families advocate for their children and support learning at home.|Connect’s current strengths and progress in Seeking Input for Decision- Making include multiple opportunities for families and educational partners to  provide feedback on Charter School programs, policies, and priorities. Connect gathers input through annual surveys, Community Meetings, DELAC, digital polls, climate surveys, public comment, and ongoing family communication. Connect rated itself at full implementation and sustainability in providing all families with opportunities to provide input on policies and programs, including strategies to reach underrepresented groups. The Charter School also rated itself at full implementation in supporting staff and families to participate in advisory groups and decision-making, and in providing opportunities for families, teachers, administrators, and staff to work together to plan, implement, and evaluate family engagement activities. Connect’s strengths also include providing information and gathering feedback in families’ home language, which supports more meaningful participation from families of ELs and other underrepresented groups. These practices help ensure that parent and family input informs decision-making and continuous improvement.|Connect’s focus areas for improvement in Seeking Input for Decision-Making include increasing attendance at DELAC and Community Meetings, strengthening parent decision-making skills, and expanding opportunities for meaningful parent participation in the Charter School program. Educational partner input and local data showed that families value that students are learning English, participating in hands-on activities, receiving individualized attention, and being cared for by staff and teachers. Connect will continue to send invitations through ParentSquare and have staff make calls home to encourage more families to participate in DELAC, Community Meetings, and other input opportunities that support shared decision-making.|Connect will improve the engagement of underrepresented families in Seeking Input for Decision-Making by continuing targeted outreach to families of ELs, SWD, SED students, Hispanic students, and families who may be less represented in advisory and feedback opportunities. The Charter School will continue using bilingual communication, translation and interpretation,  2026 Local Indicators Report 12 ParentSquare, phone calls, text messages, newsletters, and individual staff outreach to ensure families are informed and able to participate. Connect will continue encouraging participation in DELAC, Community Meetings, surveys, public comment opportunities, parent education, and Charter School events so families can provide input on programs, services, student needs, and LCAP priorities. Staff will continue making direct calls home and providing information in accessible formats to support stronger participation from underrepresented families in shared decision-making.|5|5|5|5|4|5|5|4|4|4|5|4|Met||2026-06-04|2026
41690050132068|KIPP Excelencia Community Preparatory|3|KIPP believes that meaningful family engagement builds parent efficacy, recognizes families as true assets, and leverages the community's strengths, experiences, and knowledge to strengthen the school. We are committed to partnerships that create lasting capacity for families — not just during their time with us, but beyond.  Families are reached through multiple communication channels including newsletters, emails, phone calls, and text messages. Staff share their email addresses and cell phone numbers directly with families to ensure accessible support for homework and other concerns. Progress reports and report cards are distributed throughout the year to keep families informed of their student's academic progress, and families are encouraged to schedule conferences with teachers at any point. Any student at risk of retention is required to meet with teachers and administrators to identify additional supports. Each year, the school begins building family relationships during new student orientation — before the school year begins — so that students and families feel connected and welcomed from day one.  The KIPP Family Council (KFC) serves as the school's primary family governance structure, providing families with a  meaningful voice in school decision-making. Families drive the KFC, meeting monthly to review school data, plan community events, and advocate for the school's continued growth. The school leader meets regularly with the KFC to ensure alignment between school priorities and community needs. The Multilingual Learner Committee (MLC) provides an additional structured channel for multilingual families to engage, offering input on language development programming and supports for English learner students.  KIPP invests in staff capacity to engage families as equal partners. Front office and operational staff receive professional development on creating a warm and welcoming environment for all visitors. All school staff are expected to demonstrate strong, consistent connections with students and their families as a core professional expectation.  This year, the school hosted 20+ virtual and in-person family events open to all families. In the annual family survey, 73% of families reported satisfaction with opportunities to get involved on campus. The school will continue to use surveys, conferences, the KFC and MLC structures, and regular communication to deepen family engagement and build on this foundation.|KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 73% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress.  Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in the KIPP Family Council.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Council meetings. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Council and Multilingual Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings, and other school-sponsored events are always created considering the unique needs of the community.  The school hosted 20+ virtual and in-person events where all families were invited. In an annual family survey, 73% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will apply culturally responsive practices to existing school communications and will continue to use surveys, conferences, regular phone communication, and other forms of contact to engage all families.  The KIPP Family Council (KFC) and Multilingual Learner Committee (MLC) provide structured opportunities for underrepresented families — including multilingual learner families — to engage directly in school decision-making and provide input on school priorities.  Because language plays a crucial role in families' lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students' home languages, and when translation is needed, a school-provided translator will be available.  Additionally, KIPP will provide different types of opportunities for families to participate, including events scheduled in the morning and evening to accommodate varying family schedules and childcare needs.|Parent involvement in decision making at KIPP is demonstrated in multiple ways.  The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents.  KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, KFC meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early KIPP Family Council meeting.  The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, KFCs, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP supports family engagement and decision making through the KIPP Family Council and Multilingual Council which meet regularly throughout the school year. The KIPP Family Council (KFC) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings, and other school-sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the KIPP Family Council (KFC) and Multilingual Learner Committee (MLC). Both bodies provide structured opportunities for underrepresented families to review school data, respond to LCAP priorities, and make recommendations to school leadership.  Feedback gathered through these structures, as well as through the annual family survey and LCAP survey, is reviewed by school leadership and used to inform goal-setting, resource allocation, and program decisions. KIPP is committed to closing the feedback loop by sharing with families how their input has shaped school priorities and LCAP actions.  Additionally, KIPP will provide varied opportunities for families to participate, including events scheduled in the morning and evening to accommodate different family schedules and childcare needs.|5|4|4|5|4|4|4|3|3|2|4|4|Met||2026-06-04|2026
41690050132076|Rocketship Redwood City|3|In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and is a cornerstone of the school's partnership with families. In the 2025-2026 school year, we enhanced our foundational relationships with families from the start of the year, investing in a successful day zero to day thirty initiative. The initiative focused on engaging families through the summer and start  of the year with a series of events and workshops intended to support relationship building between staff and families. We built on this momentum with the ongoing strength of our home visits and robust professional development for teachers, which included training on engaging families on an ongoing basis, and through our Los Dichos literacy program.    The success of these relationship building efforts is reflected in recent local data, with the school meeting its parent and family survey goals and achieving a significant increase in overall family satisfaction and connection with the school.|In order to continue to grow in the area of building relationships between school staff and families, the school will engage families, parent leaders and staff to define and implement standard core family engagement events and elicit input on continuing to increase engagement in these events. The school will continue to invest in parent leaders to support these events and provide meaningful outreach to all families.|The school invests in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff identify and directly partner with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities. To further engage underrepresented families, our Care Corps team conducts intensive, in person outreach - including whole needs assessments and community organization referrals - to build stronger partnerships with these families and support every student’s holistic success.|Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, and other interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect.   The school has made significant progress in building partnerships for student outcomes by launching a comprehensive academic toolkit and resource hub for families. Through this toolkit, the school partners with families as true academic collaborators, providing strategies, training and tools for families to engage their students at home, connecting learning at school with learning at home.  Additionally, the school hosted a series of Family Literacy Nights, which provided tools and development for families to engage their students through a love of reading.|In order to continue to grow in the area of building partnerships for student outcomes, the school will continue to increase parent understanding of our curriculum and how to best support their students at home. Now that the academic toolkit has been launched, the school will seek to embed the tool in a multitude of parent events and training, providing families with increased understanding of the curriculum and associated tools to support positive outcomes for their students.|The school will invest in the engagement of underrepresented families through support and professional learning for staff, including a monthly Care Corps presentation to staff focused on strategies, tools and training on engaging and supporting underrepresented students. Additionally, Care Corps is engaging in new ways with school leaders and underrepresented families, through participation in key meetings with families of these students, bringing a well rounded and holistic approach to the support provided.|In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. The school conducts multiple family surveys over the course of the year, gathering information about what is working well for families and how we can improve.  Results are reviewed and ways to improve are discussed at community meetings, SSC/ELAC meetings and Rocketship Board meetings. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage in the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.  In addition to SSC and ELAC, our campus has a community advisory group, which solicits feedback from the community including students, parents, school staff and school leaders and analyzes data on school academics, culture and student well being. The group identifies trends and gives input and recommendations on potential actions the school may take.  Lastly, we have partnered with the Rocketship network on the Regional Community Advisory Board to engage in decision making, support the creation of, and provide feedback on, Rocketship’s five year plan and annual goals and priorities. The advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan and priorities.|In order to continue to improve in seeking input for decision making, the school plans to engage focus groups of families to solicit their input on ways to engage the school community in decision making and foster ongoing dialogue around key decisions over the course of the year.|The school is focused on engaging underrepresented families by bringing an inclusive lens and mindset to the work of family engagement. All staff and school leaders receive training to support all families and incorporate that training into their work by reaching out to engage families of underrepresented groups.|5|5|5|5|5|4|5|5|4|5|4|4|Met||2026-06-11|2026
41690130000000|San Bruno Park Elementary|3|Based on educational partner feedback, survey results, participation data, and ongoing engagement efforts, SPBSD's current strengths in Building Relationships Between School Staff and Families include fostering open communication, providing multiple opportunities for family involvement, and creating welcoming environments that encourage meaningful partnerships. Families report feeling informed through regular communication from schools and the district, including newsletters, parent meetings, school events, and opportunities to provide input on district priorities such as the LCAP. SPBSD has made progress by expanding opportunities for family engagement through advisory committees, community forums, surveys, and school-based activities that promote collaboration between families and staff. Staff members have demonstrated a commitment to building positive relationships with families by responding to concerns, increasing accessibility to information, and encouraging participation in decision-making processes. Local data indicates continued family participation in engagement activities and increased opportunities for families to share feedback, helping the district better understand and respond to community needs. These efforts have strengthened trust between families and school staff and have supported a culture of partnership focused on improving student outcomes. SBPSD will continue to build upon these strengths by maintaining consistent communication, increasing opportunities for engagement, and ensuring all families feel welcomed, valued, and connected to their child's educational experience.|Based on the analysis of educational partner input, survey feedback, participation trends, and local data, the LEA has identified several focus areas for improvement in Building Relationships Between School Staff and Families. While families value the communication and engagement opportunities currently provided, feedback indicates a need to increase meaningful participation among underrepresented families and ensure all families feel connected, informed, and empowered to engage in their child's education. SBPSD will focus on strengthening two-way communication between families and school staff by expanding opportunities for families to provide input and receive timely information in accessible formats and languages. Additional efforts will be made to increase participation in surveys, advisory committees, LCAP engagement activities, and school events, particularly among families who have historically been less represented in district decision-making processes. SBPSD also recognizes the need to further build staff capacity to engage families as valued partners by promoting culturally responsive practices, relationship-building strategies, and welcoming school environments. Local data and educational partner feedback suggest that increasing outreach, improving awareness of available resources and opportunities, and reducing barriers to participation will help strengthen trust and collaboration between families and schools. By focusing on inclusive engagement, responsive communication, and meaningful family participation, SPBSD aims to deepen partnerships with families and ensure that all educational partners have opportunities to contribute to the continuous improvement of programs and services that support student success.|Based on the analysis of educational partner input and local data, SBPSD will strengthen engagement of underrepresented families by expanding structured, consistent opportunities for meaningful input, increasing accessibility of engagement processes, and ensuring feedback directly informs decision-making and is transparently communicated back to families. Across 2025–26 engagement efforts, the LEA gathered input through multiple advisory structures, including student advisory groups, staff engagement sessions, the Parent Advisory Committee (PAC) for the LCAP, and the Special Education Advisory Committee (SEAC), which also functions as an LCAP advisory body. These groups met regularly to review student outcome data, including California School Dashboard indicators, SPSA priorities, and locally collected survey data, and to identify gaps and inequities affecting students and families.  In response to this input, SBPSD will improve engagement of underrepresented families by strengthening outreach through advisory groups, ensuring multilingual and accessible communication, and expanding opportunities for families to participate in LCAP development, including review of draft plans and structured feedback cycles. The district will also enhance transparency by consistently sharing how input is used to shape goals and actions, while building stronger school-to-family relationships through clearer systems, improved communication, and more consistent opportunities for families—especially those historically underrepresented—to provide input on student support, school climate, and academic programs.|Based on the analysis of educational partner input and local data, the SBPSD’s current strengths and progress in building partnerships for student outcomes are demonstrated through consistent and intentional family engagement efforts. SBPSD has established multiple avenues for educational partner input, including LCAP engagement sessions, community schools connections, targeted family surveys, and ongoing opportunities for feedback.Participation in engagement opportunities reflects the LEA’s commitment to inclusive outreach, recognizing that families have varied schedules and access points. Recent efforts to broaden participation such as providing presentation materials and LCAP documents for review and offering multiple ways to provide input have strengthened communication and transparency with families.  Additionally, SBPSD benefits from structured stakeholder groups that regularly engage in reviewing data and identifying areas for improvement, contributing to a collaborative approach to decision-making. These practices demonstrate progress in strengthening trust, improving two-way communication, and building meaningful partnerships that support student success and continuous improvement.|Based on the analysis of educational partner input and local data, SBPSD’s focus areas for improvement in building partnerships for student outcomes include increasing the depth and consistency of family engagement across all educational partner groups, with particular attention to ensuring more equitable participation from underrepresented families. While multiple engagement opportunities are currently in place—such as LCAP engagement sessions, family surveys, and QR code feedback tools—continued work is needed to expand outreach strategies so that input reflects the full diversity of the community. Another key area for improvement is strengthening ongoing, two-way communication so that families not only provide input but also receive clear, timely updates on how their feedback is used in decision-making and planning processes. Enhancing feedback loops will help build trust and reinforce the value of participation. Additionally, SBPSD aims to further improve accessibility and engagement formats to better meet varying family needs, including language access, flexible participation options, and increased awareness of available engagement opportunities. These improvements will support more meaningful and sustained partnerships that directly contribute to improved student outcomes.|Based on the analysis of educational partner input and local data, SBPSD will improve engagement of underrepresented families identified during the self-reflection process in building partnerships for student outcomes by expanding and diversifying outreach strategies to ensure broader and more equitable participation. In addition to LCAP engagement sessions, family surveys, and QR code feedback options, the LEA will strengthen targeted outreach efforts to better connect with families who have historically been less represented in the feedback process. SBPSD will also enhance accessibility by increasing language support, offering multiple formats and times for participation, and utilizing trusted community-based communication channels to improve awareness and access to engagement opportunities. These efforts are intended to reduce barriers and ensure all families can meaningfully contribute their perspectives. Furthermore, SBPSD will strengthen follow-up communication to close the feedback loop, ensuring families understand how their input is used in decision-making. By deepening trust, improving access, and intentionally prioritizing underrepresented voices, SBPSD aims to build more inclusive partnerships that directly support improved student outcomes.|Based on educational partner input and local data, the SBPSD's current strengths and progress in seeking input for decision-making are rooted in consistent opportunities for engagement and a clear commitment to inclusive participation in the LCAP process. SBPSD has established regular structures for collaboration, including ongoing meetings with staff and advisory groups, which support the collection of feedback aligned to student needs and district priorities. Educational partners are provided opportunities to share input in both formal and informal settings, and staff feedback indicates that while some participants prefer to share perspectives in quieter or more reflective formats, SPBSD continues to ensure time and space are available for questions and discussion. Efforts to remain accessible after meetings further demonstrate responsiveness and openness to continued dialogue. Overall, SBPSD shows progress in strengthening engagement practices by maintaining consistent outreach, valuing multiple forms of input, and demonstrating a willingness to refine processes to better support meaningful participation in decision-making.|Based on the analysis of educational partner input and local data, a key focus area for improvement in Seeking Input for Decision-Making is ensuring that engagement is consistently inclusive, structured, and representative of all stakeholder groups. While the district already demonstrates strong and ongoing collaboration with labor partners—going beyond basic consultation through regular surveys and year-round participation in LCAP-related discussions—there is an opportunity to further strengthen systems for capturing broader, more diverse perspectives. Moving forward, SBPSD will focus on expanding participation pathways to ensure that all educational partners, including underrepresented voices, are meaningfully engaged in decision-making processes. This includes strengthening outreach strategies, increasing accessibility of input opportunities, and continuing to refine collaborative structures so that feedback is not only collected through surveys but also consistently integrated into ongoing, two-way dialogue that informs LCAP development and implementation.|Based on the analysis of educational partner input and local data, SBPSD will improve engagement of underrepresented families identified during the self-reflection process in relation to seeking input for decision-making by expanding outreach efforts and increasing the accessibility of engagement opportunities. Building on existing structures such as LCAP engagement sessions, family surveys, and QR code-based feedback, the LEA will implement more targeted and proactive strategies to ensure that underrepresented families are intentionally included in the input process. These efforts will include providing multiple avenues and formats for participation, strengthening language access, and increasing flexibility in engagement opportunities to accommodate varying family schedules and needs. SBPSD will also leverage trusted communication channels to increase awareness and participation among families who have been historically less engaged. In addition, SBPSD will enhance its communication processes to ensure that families understand how their input informs decision-making. By improving outreach, accessibility, and transparency, SBPSD aims to create more equitable opportunities for all families to meaningfully contribute to decision-making processes.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-17|2026
41690210000000|San Carlos Elementary|3|Please Note: The responses in the first three narratives in each section are meant to be read as one response that will address all 3 sections that make up the three separate priority areas.  Part 1 of 3:  SCSD is committed to meaningful stakeholder engagement as an integral part of developing and implementing our vision as described in the SCSD Strategic Plan. A variety of meetings and activities are held to involve all stakeholders in the continuous improvement process. Feedback from the District and site level committees (LCAP Parent Advisory Committee (PAC), District English Learner Advisory Committee (DELAC), Special Education District Advisory Council (SEDAC), School Site Councils and PTA) is incorporated into the development of the District LCAP, Strategic Plan and communications to all stakeholders. To this end, SCSD engaged in a comprehensive LCAP engagement process beginning in January 2026 through Spring 2026. The LCAP provides continuous focus to our district goals, LCAP goals, and efforts to further learning for all students.  The District’s annual web-based family engagement survey (California School Climate, Health, and Learning Survey) was conducted to gather feedback from students in Grades 3-8, staff/teachers and families during March 2026. The surveys were focused on culture and climate, mental health, resources, and family engagement.|Overall, 1,178 parent and caregiver responses were collected (~50%) on the 2026 California School Climate, Health, and Learning Parent Survey. The survey of families revealed a variety of results/needs and actions, which were included in the Annual Update of the 2026-27 SCSD Local Control Accountability Plan (LCAP), which can be found here: https://4.files.edl.io/bcec/06/15/26/224752-9ac1d492-fc19-4e5a-b6c2-e2c7f42eb142.pdf Reflections: Annual Performance Section: Pages 6-15  Goal 1 Metrics and Goal Analysis Section (Metric 1.9): Pages 39-40   Goal 2 Metrics and Goal Analysis Section (Metric 2.8): Pages 50-51  Goal 5 Metrics and Goal Analysis Section (Metric 5.1): Pages 68-69|Please see above.|Part 2 of 3:  The District’s annual web-based engagement survey (California School Climate, Health, and Learning Survey) was conducted to gather feedback from students in Grades 3-8, staff/teachers and families during March 2026. The surveys were focused on culture and climate, mental health, resources, and family engagement. 					 Overall, over 1,385 responses were collected (~77%) on the 2026 Student Survey (California Healthy Kids Survey). The survey of students revealed the a variety of results/needs and actions to improve building partnerships for student outcomes, which were included in the following sections of the SCSD 2025-26 SCSD Local Control Accountability Plan Annual Update which can be found here:  https://4.files.edl.io/bcec/06/15/26/224752-9ac1d492-fc19-4e5a-b6c2-e2c7f42eb142.pdf Goal 1 Metrics and Goal Analysis Section (Metric 1.9): Pages 39-40   Goal 2 Metrics and Goal Analysis Section (Metric 2.8): Pages 50-51  Goal 5 Metrics and Goal Analysis Section (Metric 5.1): Pages 68-69|Based on data analysis of parent input, there is a continued need to increase parent education for underrepresented populations in their native language. Parent engagement is also a high priority for the district’s Inclusion, and Belonging subcommittee in order for our offerings to fit the needs of our community and be accessible to all caregivers. Analysis of data identifies students and families participating in the Tinsley transfer program as a continued area of need. Therefore, the District will continue holding engagement meetings specifically with East Palo Alto families this school year to further engage families in the SCSD community. The Community Liaison (described below) has been and will continue to be integral in providing services to families and facilitating engagement activities and opportunities for these families and other high needs families.|Through both qualitative and quantitative data collection and analysis, SCSD has identified areas of need in underrepresented populations and addressed them aggressively over the past several school years. The primary student groups identified as needing further intervention are Students Learning English (EL), Students Experiencing Poverty, and Students with Disabilities.  Each of these areas has been addressed with the hiring of new staff and increased training for all staff.   SCSD has a Special Education Teacher on Special Assignment in place for 2026-27 to provide further support for Students with Disabilities, and ongoing support and training for teachers working with these students.  Additionally this position provides support for early intervention in preschool and primary grades.   For the 2026-27 school year, SCSD is designing ways to address issues facing students learning English, and to provide increased training, modeling, and curriculum for English Language Development.|Part 3 of 3: SCSD offers high-interest Parent Information and Engagement events to support learning/education for parents around a wide variety of topics related to the Strategic Plan and parenting. SCSD partners with The Parent  Venture to offer families high quality parent education in virtual and hybrid formats. Additionally, individual school sites provide regular parent education and information events depending on the needs at each school. These events are well attended and followed up with links to resources that are housed on the District and/or school websites.  Given the unique structure and configuration of SCSD (eight schools for grade levels TK-3, 4-5 and 6-8, for just 2,950 students), staff seeks input at the site level (PTA, Site Council, staff meetings, leadership teams, ELAC etc.) as well as from parent partners at both the district level (e.g. DELAC, PAC, labor union partners, SEDAC, Wellness Committee, Inclusion and Belonging subcommittee, etc.). This process is embedded in the day-to-day culture of the District and naturally extends into other district-wide processes for continuous improvement.|As described previously, SCSD is also well into an initiative in Inclusion and Belonging, and, as part of this effort, has placed increased emphasis on engaging underrepresented families. While there has been some progress in this area with regard to student achievement and chronic absenteeism, there continues to be a need in this area, particularly for students with disabilities, students experiencing poverty and students experiencing homelessness. SCSD’s community liaison continues to work to provide and strengthen engagement with these highest needs families so that the root cause of absenteeism can be identified and so that the district can further support all families.|The awarding of a California Department of Education Antibias grant in 2023 provided financial resources that allowed SCSD to hire a bilingual Community Liaison.  While that funding source has been depleted, the District has maintained this position through other finding streams as a result of positive feedback during community and stakeholder engagement. Under the direction of the Executive Director of Student Services, the community liaison works directly with underrepresented families to provide support with reengagement in school, educational and mental health needs,  access to a “care closet,” connection with community resources and social services and other related issues that may affect student achievement and attendance.|4|4|4|3|4|4|4|4|4|4|3|3|Met||2026-06-11|2026
41690216112213|San Carlos Charter Learning Center|3|The San Carlos Charter School is committed to a multi-pronged approach when it comes to building partnerships for student outcomes. At the heart of this approach is the empowerment of students through self-advocacy. We believe that when students are given the tools and confidence to advocate for their own needs and goals, they become more engaged in their education and take ownership of their learning journey. In addition, our school fosters strong connections between parents, educators, and learners through individual conferences. These personalized meetings provide a platform for open and constructive communication, ensuring that each student's unique strengths and challenges are recognized and addressed. Moreover, our commitment extends to weekly classroom newsletters that highlight the curriculum work being undertaken. This transparent communication keeps parents informed about classroom activities, enabling them to actively support their child's education. Through these initiatives, San Carlos Charter School is dedicated to nurturing a collaborative environment where every stakeholder plays a vital role in shaping the educational outcomes of our students.|The San Carlos Charter School plans to enhance its focus on culturally responsive training for staff, aiming to bridge communication gaps and foster more inclusive interactions with families. Additionally, the school intends to increase the frequency and variety of family engagement events to ensure they are accessible and welcoming to all families, particularly those who have been underrepresented in past initiatives.|To improve engagement of underrepresented families, San Carlos Charter School will implement targeted outreach programs that include multilingual communication channels and personalized invitations to school events. Furthermore, the school will establish a family advisory council comprising members from diverse backgrounds to ensure their perspectives and needs are directly integrated into school planning and decision-making processes. These focus areas and improvement plans reflect the school's commitment to fostering stronger, more inclusive relationships with all families, thereby supporting the overall educational experience and outcomes for every student.|San Carlos Charter School boasts several current strengths and notable progress in building partnerships for student outcomes. First and foremost, our successful community events have brought together families, educators, and learners, fostering a sense of unity and shared purpose within our school community. Additionally, our dedicated Parent Resource Team (PRT) plays a pivotal role in building community connections at multiple levels throughout the entire school, ensuring that everyone feels included and engaged. Furthermore, our incredibly strong volunteer program has been instrumental in supporting learner success and enriching the overall educational experience. These strengths collectively demonstrate our commitment to collaboration and partnership, which are key drivers in enhancing learner outcomes at San Carlos Charter School.|Based on the analysis of educational partner input and local data, the LEA should focus on enhancing its engagement strategies to ensure they are inclusive and effective in reaching all families. Key areas for improvement include: - Increasing the frequency and variety of communication channels to better inform and involve families. - Providing more targeted support and resources for families to assist their children's learning at home. - Expanding professional development for teachers and principals to strengthen their capacity to build and sustain partnerships with families.|To improve engagement of underrepresented families identified during the self-reflection process, the LEA plans to: - Develop and implement outreach programs specifically designed to connect with underrepresented groups, including multilingual resources and culturally responsive communication strategies. - Establish regular feedback mechanisms, such as surveys and focus groups, to gather input from underrepresented families on their needs and preferences. - Foster community partnerships with local organizations that serve underrepresented populations to provide additional support and resources to these families. These strategies are aimed at creating a more inclusive and supportive environment that encourages active participation from all family groups in the educational process|San Carlos Charter is governed by a board of directors composed of 5 parent members, 1 staff member and, currently, 1 community member. The Board of Directors votes on school policy presented by the administration of SCC. In addition, the board will have several working groups such as the finance committee and the anti-racism at SCC group. Family participation is a core value of the San Carlos Charter School and as such SCC engages parents in decision making processes.|Based on the analysis of educational partner input and local data, San Carlos Charter School has identified the following focus areas for improvement in seeking input for decision-making: Enhancing Participation in Decision-Making Processes: Although there are existing platforms for stakeholder engagement, participation levels, especially from underrepresented groups, need to be increased. This includes involving more families, students, and community members in advisory groups and decision-making processes. Improving Communication Channels: Current communication methods may not be effectively reaching all segments of the school community. Enhancing and diversifying communication strategies to ensure that all voices are heard is crucial. This includes leveraging digital platforms, community events, and multilingual communications to broaden outreach.|To improve the engagement of underrepresented families identified during the self-reflection process, the following strategies will be implemented: 1. Targeted Outreach Programs: a. Developing and implementing targeted outreach programs that specifically address the needs and preferences of underrepresented families. This could involve home visits, community liaison officers, and partnerships with local organizations to bridge communication gaps.  2. Cultural Competency Training: a. Providing cultural competency training for staff to better understand and address the diverse backgrounds and needs of the school community. This training will equip staff with the skills to create a more inclusive and welcoming environment for all families.  3. Flexible Engagement Opportunities: a. Offering flexible engagement opportunities that accommodate the varying schedules and commitments of families. This includes virtual meetings, after-hours events, and childcare provisions during school meetings to make participation more accessible.  These steps are part of a continuous effort to build a more inclusive and participatory decision-making environment at San Carlos Charter School, ensuring that all voices contribute to the educational process .|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-10|2026
41690390000000|San Mateo-Foster City|3|SMFCSD continues to make progress toward strong collaboration and positive relationships with our families, communities, and other key stakeholders--particularly as a result of this year’s Strategic Visioning work, the Community Schools initiative, the community school specialist positions, expanded translation services, additional engagements in Spanish, and a greater variety of translated digital communication.  The survey feedback above from families attests to improvements in this work.  In each area, family feedback improved significantly, with average ratings approaching or at Full Implementation.|The district’s focus will continue to implement the Community Schools model at our sites with the highest unduplicated student counts.  In addition, in 2026-27, the district will engage these families in the next Strategic Plan development through a variety of community and working group sessions.|Within the Community School model, the district will continue holding more Spanish-first listening sessions, funding Community School Specialists, and providing targeted support and education events, as exemplified by the PIQE parent education work.|Educational partners think that this is an important area of growth for SMFCSD, and the survey data show that these partners think the district is doing a significantly better job, with average ratings basically at Full Implementation.  SMFCSD continues to implement foundational wellness, responsive classroom, and restorative justice training for staff that address many of the issues at the core of identified “partnership needs” (e.g., welcoming classrooms, addressing student trauma, improving IEP processes, learning about implicit bias). In addition, the district has maintained its expanded support staff who play key partnership roles, such as counselors, social workers, and community school specialists.|The district’s focus will continue to implement the Community Schools model at our sites with the highest unduplicated student counts.  In addition, in 2026-27, the district will engage these families in the next Strategic Plan development through a variety of community and working group sessions.|The district’s focus is to continue building staff capacity for partnerships between schools and families.  The primary vehicle for this is the  full-service community programs at 5 schools with the highest percentages of unduplicated students.  In addition to the district’s Strategic Visioning engagements described above, SMFCSD’s committees and task forces this year (Dually Identified Multilingual Student planning group, Middle School Math Pathways Committee; AI Working Group; Equity; and Sanctuary) continue to model partnerships between families and the district, focused on improvement of educational programs, wellness support services, and professional learning strategies.|SMFCSD continued to implement its 2022-27 Strategic Plan, developed and adjusted through continued engagement with families, community and staff.  The district used its Strategic Visioning process, Board study sessions and separate community meetings, Superintendent engagements , and Community Schools events to communicate and receive feedback on strategic priorities (always with Spanish translation).  The District built on this engagement through regular input and LCAP processes with the District Parent Advisory/English Language Advisory Committee, Special Education District Advisory Committee,  Equity Task Force, Sanctuary Task Force, and other district planning groups.  In addition SMFCSD supported sites with guidance to engage families in SSCs, PTAs, etc.  The feedback from families and staff above shows that SMFCSD partners think the district is doing a significantly better job, essentially at Full Implementation.|The district’s focus will continue to implement the Community Schools model at our sites with the highest unduplicated student counts.  In addition, in 2026-27, the district will engage these families in the next Strategic Plan development through a variety of community and working group sessions.|SMFCSD will continue to support sites to strengthen their engagements for site-based input in similar ways and begin to implement systems for monitoring and providing feedback to leaders on the effectiveness of their engagements.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-25|2026
41690470000000|San Mateo Union High|3|Results from the 2026 Panorama Family Survey demonstrate meaningful progress in building relationships between school staff and families. Participation increased to 1,223 respondents, up from 1,166 in 2025, and overall family-engagement favorability reached 53%, compared with 17% in 2023-24. Communication remains a strength: 91% of families rated district and school communication as “well” or better, 86% reported receiving clear and understandable information, and 83% indicated that schools communicate in their home language. Additionally, 73% reported having at least one person at school with whom they can communicate about their student. The Spring 2026 DELAC process provides another important avenue for multilingual families to build relationships with staff and influence district practices. DELAC members developed recommendations addressing multilingual learner tutoring, postsecondary workshops in Spanish, consistent access to student and family wellness resources, and collaboration among counselors, wellness staff, and Family Engagement Coordinators. DELAC also provided guidance on making enrollment forms and family communications more concise, visual, culturally responsive, and accessible. Together, these findings demonstrate progress in developing trusted connections, elevating multilingual family voice, and using family input to strengthen communication and support.|Analysis of the 2026 Panorama Family Survey and Spring 2026 DELAC recommendations identifies several opportunities to deepen relationships between staff and families. Although overall communication is a strength, only 17% of families reported that schools frequently communicate something positive their student has done, 42% reported a favorable sense of belonging, and 61% felt their school effectively encourages and supports parent involvement. SMUHSD will focus on more frequent, proactive, and personalized two-way communication that builds trust before concerns arise. DELAC input also highlights the need for communication that is not only translated, but culturally responsive and accessible to families with varied educational backgrounds. Priorities include using concise language and more images, tailoring materials to the intended community, clearly identifying who programs and events are for, and providing timely reminders for required actions. The District will also strengthen collaboration among Family Engagement Coordinators, counselors, wellness staff, and teachers to expand multilingual workshops on postsecondary planning, student wellness, parent-teen communication, stress management, and available resources. These efforts will support stronger family belonging, trusted staff connections, and more equitable participation.|SMUHSD will improve engagement among families who are underrepresented in participation and feedback, with particular attention to multilingual families and those facing language, scheduling, transportation, childcare, or information-access barriers. Disaggregated survey and participation data will be used to identify gaps by school, home language, student group, and type of engagement. Guided by Spring 2026 DELAC recommendations, the District will make enrollment forms and family communications more accessible through concise language, visual supports, culturally adapted content, clear eligibility information, and timely reminders. Outreach will be provided in families’ home languages and through preferred methods, particularly email and text. Schools will also offer flexible meeting times, virtual and in-person options, translation and interpretation, and personalized outreach through trusted staff. Collaboration among Family Engagement Coordinators, counselors, wellness staff, teachers, and DELAC will support multilingual workshops on postsecondary planning, student wellness, available resources, and parent-teen communication. SMUHSD will monitor participation and feedback across family groups and report how family input influenced actions, strengthening trust, belonging, and meaningful engagement.|The 2026 Panorama Family Survey and Spring 2026 DELAC recommendations reflect a growing foundation for partnerships focused on student success. Overall family-engagement favorability increased to 53%, compared with 17% in 2023-24, and survey participation grew to 1,223 respondents. Communication remains a strength: 91% of families rated district and school communication as “well” or better, 86% reported receiving clear and understandable information, and 73% said they have at least one person at school with whom they can communicate about their student. Open-ended responses identified teachers, the Advisor Plan, office hours, flex time, academic classes, and other supports as practices families value. DELAC provides multilingual families with a formal role in shaping supports for student outcomes. Its Spring 2026 recommendations use local data to address multilingual learner tutoring, consistent postsecondary guidance, Spanish-language family workshops, access to CTE and dual-enrollment courses, student clubs, and school-based wellness resources. This process demonstrates progress toward partnerships in which families help identify needs, evaluate access, and recommend academic, social-emotional, and postsecondary supports that promote equitable student outcomes.|The 2026 Panorama Family Survey and Spring 2026 DELAC recommendations identify opportunities to strengthen partnerships around students’ academic, social-emotional, and postsecondary outcomes. Only 57% of families reported that schools clearly communicate how they support student learning, a nine-point decrease from the prior survey, and 51% expressed confidence that their child’s school provides effective social-emotional support. SMUHSD will focus on providing families with more timely, actionable information about academic progress, tutoring, interventions, counseling services, and college and career pathways. DELAC recommendations further highlight the need to improve multilingual learners’ access to math and science tutoring, monitor participation, notify families when students do not attend, and ensure consistent postsecondary information across schools. Additional priorities include Spanish-language workshops for multilingual families, equitable access to CTE and dual-enrollment courses, and consistent awareness of wellness resources at every site. Strengthening collaboration among families, teachers, advisors, counselors, Family Engagement Coordinators, and wellness staff will support earlier identification of needs and shared responsibility for student success.|SMUHSD will improve partnerships with underrepresented families, particularly multilingual learner families, by using disaggregated survey, participation, and student-outcome data to identify gaps by school, language, student group, and program. Guided by Spring 2026 DELAC recommendations, schools will conduct personalized, multilingual outreach through trusted teachers, advisors, counselors, Family Engagement Coordinators, wellness staff, and administrators. Communications will use concise language, visual supports, culturally adapted content, interpretation, and families’ preferred methods. Flexible in-person and virtual opportunities will make participation more accessible. Families will receive practical information and workshops on academic progress, tutoring, social-emotional supports, graduation requirements, college and career pathways, CTE, and dual enrollment, including Spanish-language postsecondary workshops. DELAC and other underrepresented families will be engaged early in reviewing access data, identifying barriers, and shaping supports such as multilingual learner tutoring and family wellness programming. The District will then report how input influenced actions and monitor participation, service access, and student outcomes to determine whether these partnerships are becoming more representative, responsive, and effective.|SMUHSD uses multiple complementary structures to gather educational partner input and inform decisions at both the school and district levels. The annual Panorama Family Survey provides broad input across all 10 schools on student support, safety, communication, engagement barriers, and school climate. Participation increased to 1,223 families in 2026, compared with 1,166 in 2025, and open-ended questions allow families to identify valued practices and emerging needs. At each school, English Learner Advisory Committees, School Site Councils, and Parent-Teacher Associations provide ongoing opportunities for families to review local data, identify priorities, and advise school leaders. At the district level, the District English Learner Advisory Committee elevates multilingual family perspectives, while the District Equity Advisory helps ensure that decisions consider access, representation, and equitable outcomes across student groups. DELAC’s Spring 2026 recommendations demonstrate how partner input informs priorities related to tutoring, postsecondary planning, wellness, program access, enrollment, and communication. Together, these structures combine broad survey feedback with sustained dialogue and representative advisory input to guide continuous improvement, program planning, and resource decisions.|SMUHSD’s primary focus is to broaden and diversify participation while strengthening coordination among the groups that inform school and district decisions. Although Panorama survey participation increased, only 13% of respondents reported meaningful involvement with groups at their student’s school, and favorability regarding information about involvement opportunities declined by 10 points. The District will improve outreach to increase participation in site English Learner Advisory Committees, School Site Councils, Parent-Teacher Associations, DELAC, and the District Equity Advisory, with particular attention to families whose perspectives are underrepresented. Panorama results will be disaggregated and shared with these groups so members can review common evidence, identify disparities, and develop recommendations. Guided by DELAC input, communications about engagement opportunities will use concise language, visual supports, culturally responsive content, translation, and families’ preferred communication channels. SMUHSD will also strengthen the feedback loop by clearly explaining what was heard, how recommendations were considered, and how input influenced programs, priorities, and resource decisions. This will help move engagement from consultation toward transparent, sustained, and meaningful participation in decision-making.|SMUHSD will use disaggregated Panorama survey, participation, and advisory-group data to identify families underrepresented in decision-making by school, home language, student group, and program. Schools will conduct personalized outreach through trusted teachers, counselors, Family Engagement Coordinators, administrators, and current family leaders to increase participation in English Learner Advisory Committees, School Site Councils, and Parent-Teacher Associations. At the district level, DELAC and the District Equity Advisory will provide focused opportunities for multilingual families and historically underserved communities to review data and shape priorities. Guided by DELAC recommendations, invitations and decision-making materials will use concise language, visual supports, culturally adapted content, translation, interpretation, flexible meeting times, and virtual and in-person options. Families will be engaged early, before priorities or solutions are finalized, and will have multiple ways to contribute through surveys, listening sessions, focus groups, advisory meetings, and individual conversations. SMUHSD will close the feedback loop by reporting what was heard, how recommendations were considered, and how input affected final decisions, while monitoring whether participation and influence become more representative over time.|4|4|3|4|3|4|4|4|4|4|4|4|Met||2026-06-25|2026
41690470129759|Design Tech High|3|We have created multiple opportunities for families to connect with school leaders both formally and informally and multiple opportunities for families to visit the school and see student work.|We want to host more events at different hours to allow for broader family participation. We did this by hosting two more events allowing students to display the work from their design lab courses and continuing the Innovation Showcase.|We want to host more events at different hours to allow for broader family participation. Our school director is also holding regular Zoom meetings for Spanish speaking families.|We have created multiple opportunities for families to connect with school leaders both formally and informally and multiple opportunities for families to visit the school and see student work.|We want to host more events at different hours to allow for broader family participation. We did this by hosting two more events allowing students to display the work from their design lab courses and continuing the Innovation Showcase.|We want to host more events at different hours to allow for broader family participation. Our school director is also holding regular Zoom meetings for Spanish speaking families.|The school director advisory committee continues to advise on school policy.|Connect the SDAC work more closely to the Board of Directors|By building relationships among advisors and all families information can be better shared and communication improved. We also need to engage families more around our AI policy.|4|4|3|4|4|4|4|4|4|4|4|4|Met||2026-06-03|2026
41690620000000|Sequoia Union High|3|SUHSD has monthly parent meetings at all sites in English and Spanish. In addition, also in English and Spanish, parent workshop series are offered throughout the year to further enable families to support their students.  Each comprehensive site has a full time Parent Center Coordinator, and the sites and District regularly communicate with families via newsletters, email, phone calls and texts.   This spring, the District is launching a new communication tool, Parent Squared, which will further enhance our ability to effectively communicate with families.   Annually, the District surveys parents and guardians to learn what they experience as our strengths and areas for growth in building positive relations between staff and families.  These inform our LCAP.  The results of our progress can be found below.|Only 34% of parents completely understand A–G requirements, and 41% completely understand graduation requirements. Of the 1,745 survey respondents, 1,004 identified email as their preferred communication channel. The District will leverage Parent Square's email functionality to deliver clearer, more frequent updates on A–G and graduation standing directly to families.|Extracurricular Involvement Gap: A significant disparity exists between Spanish- and English-speaking families' perceptions of student extracurricular involvement. The District will focus on closing this gap by increasing outreach and access for underrepresented student groups. Parent Involvement in School Groups: 68% of respondents reported no involvement in parent groups, signaling a need to build more accessible on-ramps to participation, particularly for families of EL and IEP students.|The District is sending home reports to all parents/guardians on their student's progress towards graduation and meeting A-G requirements.  We will continue our parent ed. series, 9th-grade parent/guardian orientation, grade level parent/guardian meeting nights, Back to School Night and Open House.  We will also continue to implement the Strategic Plan developed last year that runs in parallel with the LCAP.  Both documents are influenced by and involve ongoing progress in building partnerships for student outcomes.|For both the Strategic Plan and LCAP some of the actions included the involvement of parents/guardians in partnering in student learning.  In addition, the District is focused on a comprehensive training program around data that tracks student's progress towards graduation and meeting A-G requirements and provides Teacher, Administrator, Parent and Student data dashboards to support this effort.   At the beginning of this school year the District trained all staff at the start of the school year on positive ways to address parent/guardian concerns.  This work will continue in the 2026-27 school year.|The District will continue to support the work of the Community and Site Parent Liaisons, as they are producing favorable parent/guardian engagement outcomes. Reports are available to parents on students' progress towards meeting graduation and A-G requirements, and parents will continue be included in the District's efforts to lower suspensions and increase EL reclassification rates: both of which saw progress through the ongoing 2025-26 LCAP actions.|We had 1,834 parent responses in the District's survey, with the help of outreach using Parent Square and Qualtrics.  In the building of this year's LCAP, parent/guardian participation largely reflected the demographics of our student body.  Participant input greatly impacted the content of these documents as is reflected in the LCAP.|Staff response rate is up from last year, but still reflects a small percentage of the overall staff employed.  We could use to focus on finding more ways to solicit staff feedback, including some focus groups that focus on some of the LCAP goals.|The District will continue to support the work of the Community and Site Parent Liaisons, as they are producing favorable parent/guardian engagement outcomes. It will also continue to implement Parent Square.  In addition, it will follow the goals and actions set forth in the LCAP and Strategic Plan to further utilize parent/community engagement.|4|4|4|4|4|4|3|4|4|4|4|3|Met||2026-06-17|2026
41690620112722|Summit Preparatory Charter High|3|Summit Prep has consistently worked hard to ensure that we are working with our community to support strong family and caregiver relationships with the school. This work has been intentional and through our direct work with our families, we have grown our capacity to sustain relationships that ensure all students in our school community are supported in their goals. To rate our progress we examined the feedback we have received from families through our annual parent and student survey results.|We have received really important feedback but have room for improvement in participation rates. At the same time, we have increased the ways in which we engage our families through regular established engagement activities at the school. We hold periodic parent engagement nights throughout our year to collaborate, with simultaneous translation services where families are able to have meaningful engagement with school leaders. Sometimes these are content specific (i.e. teaching families how to use our platform or how to do the FAFSA, exposure to mental health resources for their children) and other times they are purely informal where we have coffee, snacks and chat with our community.  Annually, we pull focus groups together of parents who have students that are diverse learners (have IEPs) and are classified as multi language learners. Monthly, our community engagement manager hosts parent meetings. She also spends time doing small group and 1:1 engagement with families.|Focus Area for Improvement: Summit Prep has made great strides in building strong relationships within our community. We will continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue. To take our work to the next level, we are thinking about Spanish support for teachers who are not native to the language, increasing translation services in our budget, and having designated hours interpreters are on site for easy access of scheduling parent meetings for our mentors and teachers.|By reviewing a number of explicit data points, the school has been able to evaluate progress on this indicator.  We examined: Professional Development structure and survey Parent newsletters (+language access) (analytics) Personalized Learning Plan meetings (parents/caregiver:student:mentor) Policy accessibility on website  Through 1:1 conferences, parents are shown how to monitor their child's progress and how to access resources that will support them in this effort. The online learning platform makes the curriculum, including scaffolds, easily available to families so that they can see what is expected of their students and know how to support them in completing their work.  The school holds a specific tech training for families so they know how to use these resources and follows up with individual support for parents as needed. Support staff have been trained to support all parents who come in person to show them how to use the resources available and provide on the spot tutorials as needed.  Additionally, parents are encouraged to regularly reach out to their child's mentor to get more specific information about their child's progress and how to go about working with specific teachers.  The school is very explicit in all communications about the value that parents bring to supporting their child's academic successes.|Summit Prep is explicit in training leaders, teachers and support personnel in the importance of parents as equal partners.  During professional development at the beginning of the year and then throughout the year the role that parents play is discussed and training for how to engage parents is provided.  Prior to 1:1 parent conferences there is specific training for how to hold these meetings in a way that respects parents and encourages their participation.  Prep has developed systems for mentors and teachers to easily book translation services for our conference days throughout the year as well as for in the moment meetings. The Community Engagement Manager ensures that we are implementing and coordinating parent programs, such as the parent education series, in a way that encourages and validates the contributions of parents.|Summit Prep utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate.    Additionally, the school ensures that parents/caregivers of migratory children are engaged.  This includes meeting with families prior to a departure and then again when they return.  The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized.|At Summit Prep, one of our core beliefs is that the best results come from collaboration vs. individual contribution. As a result we strive for radical collaboration in all we do. In order to engage in effective collaboration, we dedicate significant energy to receiving robust input from all stakeholders. We believe that knowing the true status of a situation is critical to informing a solution and to understand status, all families, teachers, school leaders, and network team members must contribute.|In a review of this section, we looked at our community attendance and participation in engagement events including the Town Hall and board meetings.  School leaders regularly receive executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engaging families in advisory groups and with decision-making. Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school was more equipped to facilitate connected family engagement events and to plan, design, implement and evaluate family engagement activities. While Prep will not have a Community Engagement Manager in SY27, we expect to continue the progress with other members of the administration.|Post pandemic, it has been more challenging to gather families and guardians in group settings on zoom or in person. We have done a lot more 1:1 outreach to ensure we have a diverse group of parents represented in our decision making. We are continuing to try different strategies that are both sustainable for our operations teams and impactful for these goals.|5|5|4|4|4|5|5|4|4|4|4|4|Met||2026-06-11|2026
41690620119503|Everest Public High|3||||||||||||||||||||||Not Met|||2026
41690620126722|East Palo Alto Academy|3|EPAA has monthly morning and evening parent meetings. Perhaps more important are the strong relationships between each student and their Advisor.  Advisors are assigned to students and families for two-year intervals. They meet with families at least two times a year to revisit goals and grades. Additionally, we have annual grade-level meetings facilitated by the school counselors with support from the administration and advisors.  These are meetings in which we share student progress towards graduation, educational workshops facilitated by our school mental health team, and updates about resources in our community, often presented by our local community partners.   Workshops include sleep hygiene, coping with stress, and information about vaping and how addiction can impact the adolescent brain.  Finally, the most exciting events are those in which we celebrate the students’ culture through expressions such as dance, music, and food.  Each year we celebrate Black History Month, Fiestas Patrias, Asian American, and Pacific Islander Month, with a culminating event that includes large numbers of parents both helping and in attendance to celebrate.  Throughout the school year we also have events open to the community, such as movie nights, Winter Celebration,  and our new Community College and Career Tech fair open to all ages, where some parents consider adult college and career options, alongside many students.   The annual panorama survey also reflects a positive school climate, with 88% of parents and 56% of students agreeing that the school provides a nurturing learning environment, an increase by 1% from baseline. 70% of parents and 60% of students reported feeling safe at school, an increase in 1% from baseline as well.|Improving communication by building a strong communication system (calls and texts). Making personal phone calls instead of just sending emails.  Creating more opportunities for parents/guardians, families, and staff to share meals together (breaking bread together).  Increasing teacher presence, availability, and visibility during meetings.  Encouraging parents/guardians to participate in school volunteer opportunities. Increasing parent attendance to grade level and student conference meetings|We have continued with a full-time bilingual parent liaison this year.  We were so grateful to the many families, students, and stakeholders who joined us for our regular meetings, whether the monthly morning and evening meetings, the regular advisory team meetings, or our quarterly charter advisory meetings. We have been more strategic in our meetings to invite community partners to events where there is already a high percentage of families in attendance.  We have also expanded offerings to include resources for parents, such as access to English classes for adults, and community college and career options for returning adult learners.  We need to involve more of our Poly and Black families in our monthly meetings and continue to support cultural celebrations for all groups.|"As mentioned above, we provide various opportunities for teachers and staff to engage regularly with families in meaningful, student-centered, academic, educational, and celebratory ways. With many families having been with us for generations, we see expectations for quarterly celebrations, regular annual traditions, and bi-annual student-led conferences. We also continue to work with several local community-based organizations to ensure our students and families are aware of available resources. We frequently share monthly meeting times to educate families on topics such as housing rights, food programs, safe internet use, and accessing tutoring or summer programs to support students' success. We also have a full time restorative justice coordinator on campus who supports with student conflicts and parent meetings to address concerns at school that impact a student's learning environment.   We have expanded partnerships with local community-based organizations. In addition to participating in our fall club day and spring ""summer opportunities fair"", they also join career day and table at our cultural celebrations. Organizations like Live in Peace and BGCP, which provide coaching for students, regularly meet with students during lunch and Advisory. SVUDL has started incorporating debate into English, Social Science, and Spanish classes. We are excited about the Road to Legendary program, where several community-based organizations take over the school for 80 minutes to offer more electives and clubs of interest to our students seven times a year. These CBOs include YMCA, SVUDL, Street Code, YCS, EPA Center Arts, BGCP, and Live in Peace."|There continues to be concern about how much students are (or are not) accessing and implementing the available resources. This has been addressed by polling parents to see what resources or workshops they need and providing them at monthly meetings and continuing to reflect on ways to support and engage more families with individual calls and meetings for support.   We have also started more targeted outreach with our largest feeder school, CCRMS.  By building stronger relationships, we hope to better scaffold the academic support and expectations of high school, ensuring more successful transitions to ninth grade.|As mentioned above, all EPAA students fall in the category of “underrepresented families” when considering the number of students who qualify for free or reduced lunch or are first-generation high school students.  We have, however, honed in on finding ways to better support and encourage our students who are not likely going to be A-G eligible four-year university bound, due to earning a grade of a D or lower in the key A-G courses required for the CSU and UC admissions.  We started a career and community college consortium with local community-based organizations and various local community colleges. This includes visits to community colleges and visits by trade schools to speak to students, as well as increasing the number of vocational and trade presentations during a school wide career day.|East Palo Alto Academy takes great pride in engaging all of our community members in developing our WASC Action Plan and annual LCAP.  We encourage thoughtful participation through regularly scheduled meetings and include our plan development and evaluation as part of our routine agenda items when meeting with colleagues, and a variety of community members.    For example, with parents and guardians, this process is part of our regularly scheduled SSC/ELAC meetings. The SSC/ELAC team includes classified and certificated staff, parents/guardians, community partners, and students.  To develop our most recent LCAP we reviewed our priorities vis-a-vis student interview data, and parent/guardian in-put..  We looked at  the current goals and progress at the meetings we held.  Below is the outline of the schedule for our thoughtful engagements and collaboration to develop our LCAP during the 2025-2026 school year.        Throughout the 2025-2026 school year, we had the following meetings to discuss our goals for the LCAP and WASC: - Teachers & Administration: The Leadership Team (bi-weekly meetings) and Department Chair Team (monthly) reviewed our priorities, goals, measures, and actions. - The Student Advisory Council provided additional feedback during our monthly meetings.  We shared overall LCAP state goals as they relate to our own school goals.   - Parents & Students: School Site Council (SSC) & English Language Advisory Council (ELAC): Met for morning and evening meetings monthly to get feedback on action items related to school goals.  - Charter Advisory Board (CAB) includes students, parents/guardians, classified and certificated staff, community partners, a SUHSD representative, and the school administration.|Although we have these multiple meetings with different educational partners, we still need to increase attendance for more families to give input on a more consistent basis. We continue to strive to find new ways to get feedback and make actionable changes based on this feedback.|As mentioned above, all EPAA students fall in the category of “underrepresented families” when considering the number of students who qualify for free or reduced lunch or are first-generation high school students.  We are, however (also mentioned above) trying to engage more families of the minority groups on campus such as AAPI and Black/African American families, both of which represent 5-7% respectively of our overall student body that is predominantly Latine.  We have great success when engaging them through the cultural clubs and with the help of the facilitators of our on-campus, or community-based organizations that engage with these groups whose representation and voices we value and want more of.  We will continue to personally invite these families, building authentic relationships and therefore engaging them in our important program design and implementation.|4|4|4|5|4|5|5|4|4|4|4|4|Met||2026-06-17|2026
41690620139915|KIPP Esperanza High|3|KIPP believes that meaningful family engagement builds parent efficacy, recognizes families as true assets, and leverages the community's strengths, experiences, and knowledge to strengthen the school. We are committed to partnerships that create lasting capacity for families — not just during their time with us, but beyond.  Families are reached through multiple communication channels including newsletters, emails, phone calls, and text messages. Staff share their email addresses and cell phone numbers directly with families to ensure accessible support for homework and other concerns. Progress reports and report cards are distributed throughout the year to keep families informed of their student's academic progress, and families are encouraged to schedule conferences with teachers at any point. Any student at risk of retention is required to meet with teachers and administrators to identify additional supports. Each year, the school begins building family relationships during new student orientation — before the school year begins — so that students and families feel connected and welcomed from day one.  The KIPP Family Council (KFC) serves as the school's primary family governance structure, providing families with a meaningful voice in school decision-making. Families drive the KFC, meeting monthly to review school data, plan community events, and advocate for the school's continued growth. The school leader meets regularly with the KFC to ensure alignment between school priorities and community needs. The Multilingual Learner Committee (MLC) provides an additional structured channel for multilingual families to engage, offering input on language development programming and supports for English learner students.  KIPP invests in staff capacity to engage families as equal partners. Front office and operational staff receive professional development on creating a warm and welcoming environment for all visitors. All school staff are expected to demonstrate strong, consistent connections with students and their families as a core professional expectation.  This year, the school hosted 15 virtual and in-person family events open to all families. In the annual family survey, 69% of families reported satisfaction with opportunities to get involved on campus. The school will continue to use surveys, conferences, the KFC and MLC structures, and regular communication to deepen family engagement and build on this foundation.|KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  The school hosted 15 virtual and in-person events (when health and safety allowed) where all families were invited.  In an annual family survey, 69% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress.  Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in the KIPP Family Council.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Council meetings.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Council and Multilingual Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings, and other school-sponsored events are always created considering the unique needs of the community.  The school hosted 15 virtual and in-person events where all families were invited. In an annual family survey, 69% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will apply culturally responsive practices to existing school communications and will continue to use surveys, conferences, regular phone communication, and other forms of contact to engage all families.  The KIPP Family Council (KFC) and Multilingual Learner Committee (MLC) provide structured opportunities for underrepresented families — including multilingual learner families — to engage directly in school decision-making and provide input on school priorities.  Because language plays a crucial role in families' lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students' home languages, and when translation is needed, a school-provided translator will be available.  Additionally, KIPP will provide different types of opportunities for families to participate, including events scheduled in the morning and evening to accommodate varying family schedules and childcare needs.|Parent involvement in decision making at KIPP is demonstrated in multiple ways.  The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, KFC meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early KIPP Family Council meeting.  The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, KFCs, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP supports family engagement and decision making through the KIPP Family Council and Multilingual Council which meet regularly throughout the school year. The KIPP Family Council (KFC) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings, and other school-sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the KIPP Family Council (KFC) and Multilingual Learner Committee (MLC). Both bodies provide structured opportunities for underrepresented families to review school data, respond to LCAP priorities, and make recommendations to school leadership.  Feedback gathered through these structures, as well as through the annual family survey and LCAP survey, is reviewed by school leadership and used to inform goal-setting, resource allocation, and program decisions. KIPP is committed to closing the feedback loop by sharing with families how their input has shaped school priorities and LCAP actions.  Additionally, KIPP will provide varied opportunities for families to participate, including events scheduled in the morning and evening to accommodate different family schedules and childcare needs.|4|4|4|5|4|4|4|4|4|4|4|4|Met||2026-06-04|2026
41690700000000|South San Francisco Unified|3|Analysis of educational partner input and local data shows gains in family participation and a more focused, school-based approach to engagement. Survey response rates and community engagement meeting attendance have both increased, supported by digital communication tools and a growing network of Family Liaisons who assist with registration intake and conduct targeted outreach. The district's implementation of ParentSquare (after the acquisition of Remind) also reinforces this direction, as it supports multilingual, two-way communication between families and schools.  There is also evidence of SSFUSD's committee infrastructure as effective in providing a variety of entry points for input, depending on timing and format. Facilitated focus groups for staff, students, and families - offered in English and Spanish as much as possible - give each careholder group a direct channel to share their perspective on the LCAP and Strategic Plan. Feedback from these opportunities consistently identify direct, two-way gatherings as the most effective for districtwide engagement.|SSFUSD continues to focus on providing our educational partners the opportunity to provide input and feedback on district plans and priorities. While SSFUSD offers many engagement structures, participation remains the central area for improvement especially for district-wide events. Across the district and individual sites, families are invited to something nearly every three weeks, and the abundance of overlapping options appears to spread participation thin. Committee and event attendance often falls below 50 participants, and districtwide survey response rates remain under 30%.|SSFUSD continues to narrow its focus and shift resources to site-based models of support, recognizing that shorter, more frequent school-level communication and locally hosted events drive stronger participation than districtwide, in-person-only offerings. Educational partners have also asked for more accessible and clearly differentiated entry points: weekend options, both morning and afternoon meeting times, online participation, clearer flyers and signage at school sites, and stronger one-on-one outreach. SSFUSD therefore aims to improve engagement of underrepresented families by streamlining and clarifying the calendar, helping families distinguish school- from district-hosted events, reducing competing invitations, and frontloading information around which gatherings matter most for their student/s.|Analysis of educational partner input and local data shows that SSFUSD's strongest partnerships for student outcomes come from giving families clear and timely access to information about students' progress. Teachers use the Infinite Campus gradebook, and Parent Portal notifications alert guardians to missing assignments and the availability of progress reports. Parent webinars and outreach have steadily increased Portal use for monitoring attendance and grades, and Everyday Labs has improved communication about attendance and tardies. Counselors and staff also consistently review all available data to flag any potential concerns across academics, attendance, and behavior, so that early interventions can be put in place.  Beyond progress monitoring, SSFUSD partners with families through content-area events: Science and Math webinars explaining instructional shifts, parent webinars on technology tools, digital citizenship, social media, and mental health (with Daybreak clinicians). Transition support is a strength as well: elementary-to-middle articulation events help families of 5th and 8th graders navigate grade-span transitions. Opt-in expanded learning opportunities like ELOP aftercare, enrichment, outdoor education, and summer programming also extend support beyond the school day and strengthen community partnerships in service of student outcomes.|Analysis of educational partner input and local data points to helping families interpret and act on student-progress information as SSFUSD’s primary area for growth. Families benefit most when they understand not just where their student stands, but what the data mean and what to do next. SSFUSD will continue expanding parent-facing communication around its assessment suite - explaining what benchmark/interim and state results indicate as NWEA Map Growth gets adopted, and overall improving the timeliness of score reporting so that feedback reaches families while it can still inform support at home.  Increasing consistent use of the Infinite Campus Parent Portal remains a focus as well. While webinars and notifications have raised awareness, not all families regularly monitor attendance and academic progress, and continued multilingual outreach and how-to support will help close those gaps.|Analysis of educational partner input and local data shows that targeted, relationship-based programming most effectively engages underrepresented families in supporting student outcomes. Parent Cafes and Community Learning Exchanges continue to draw strong, predominantly Spanish-speaking participation, and in April 2026 the district's second RFEP Celebration recognized over a hundred reclassified students and their families.  SSFUSD will deepen these efforts through continued multilingual interpretation and translation support, Family Liaisons that support intake and outreach, and equity-based access to expanded learning and tutoring so that families who most need support can use it.  Overall, the district also intends to strengthen how we communicate student performance. SSFUSD will continue content area-specific events that explain or model the lessons that come with the district-adopted curriculum. Parent-teacher conferences will also remain a core touchpoint, supported by interpretation in families' home languages and new benchmark/interim assessment data that will give families and staff more timely information that approximates state assessment performance.|Analysis of educational partner input and local data shows that SSFUSD's strongest lever for seeking input in decision-making is the same infrastructure for education partner engagement: the Guiding Coalition, community learning exchanges, Promise Champions, DELAC meetings, and other monthly opportunities to collaborate with education partners. At the site level, site leaders are trained and equipped with materials to gather input through School Site Councils and other committees, and most parent and district committee meetings include dedicated input sessions. Slide decks and recordings are posted so families who cannot attend can still review and respond. Venues such as DELAC Cafes and Parent Cafes also provide consistent, two-way channels that inform district decision-making.|While input structures are strong, the area for growth is making the explicit connection between the input families provided and the decisions that result. Educational partners contribute through many venues, but it is not always clear to them how their feedback shaped district and site priorities, plans, or policies. SSFUSD's focus is to close this loop: to reflect back to families what was heard and how it influenced decision-making, and to extend structured input opportunities across a broader range of district and site policies.  Existing structures such as SSC and committee meetings, Parent Cafes, and DELAC Cafes, will continue to surface and uplift partner concerns - but a new key initiative is an updated Strategic Plan/LCAP progress dashboard which will allow the district to share progress on priorities in a concise and consistent manner so that partners can see how their input translates into outcomes.|Analysis of educational partner input and local data shows that our underrepresented families engage most when input is accessible, relational, and connected to results that are specific to them. SSFUSD is continuing to lower barriers to participation, and ensure that language needs are met across all offered opportunities; but more than that, crafting targeted messages and relevant information is a next step to make communications more specific. Regular empathy interviews with our Hispanic/Latinx community and parents/guardians of our students with disabilities also allow the district to hear directly from careholders about what decisions matter most to them and what influencing those areas could look like. These strategies will continue and be reassessed annually using participation and outcome data.|3|4|3|3|3|2|3|3|3|2|2|3|Met||2026-06-25|2026
41690880000000|Woodside Elementary|3|The annual school survey continues to indicate that parents are satisfied with communication from administration and other school groups, and thus feel well-informed and involved in the school community. WESD has made a distinct effort to ensure that materials continue to be translated for the benefit of all families and that interpreter services are available for meetings. Additionally, we continue to value community and school events and these are a highlight of our community and a strength in the way that we build relationships with families. Families have expressed appreciation for these opportunities to network with teachers and staff and to maintain positive relationships amongst the school community.|Our focus area is ensuring equitable access for all WESD families in terms of language preference for meetings and materials and access to school events. This is especially important when thinking about the relationships we foster with families who take part in the Tinsley Volunteer Transfer program.  Those, who live outside of district boundaries, have to travel further to be physically present at school events. We have also prioritized inclusion for all members of the school community, and we engage the staff in this work through our Whole Child committee. This will continue to be a priority for our District.|We will work to improve engagement of underrepresented families in relation to building relationships by continuing outreach efforts to invite families to join committees, attend events, provide feedback, and engage with staff members and other families. We are being proactive about these outreach efforts and have seen improved relationships between staff and families.|Our District's inclusion work has helped to support teachers and administrators in partnering with families to support the needs of all of our students. We have come a long way in recognizing which groups of students and families desire a greater level of partnership and working to make sure that all community members feel engaged and valued through this work. Our commitment to change and work to solicit feedback via surveys and school groups have been strengths in this work.|Our focus area moving forward for building partnerships for student outcomes is to continue to host opportunities for families to come together to discuss important issues with the school via frequent superintendent and admin chats. This year's topics included student behavior, e-bikes, and electronic devices. We seek to continue this initiative next year, informed by feedback on what is important and relevant to families. Additionally, we will continue to utilize the SST process as a way to bring caring teams together to brainstorm and implement solutions for students who need support in reaching positive outcomes.|We will continue to solicit feedback from families about current behavior management policies and the need for improvement, and we will work to ensure that underrepresented families feel that our policies align with their values and represent their families, while also providing education for all that aligns with our plans.|WESD has prioritized soliciting feedback regarding school policies and programs in a multitude of different ways. We have been able to provide access to many different venues for parents to share feedback and to learn about our policies and programs, including DELAC, School Site Council, Board meetings, and Superintendent chats. We regularly share out program and policy development in School Board meetings, bring community members together on committees such as PTA, JCOP, and DELAC to discuss decisions, and provide opportunity for all members of the school community to provide feedback throughout the school year. Looking forward to next year, we will begin the process for the new 5 year strategic plan and we look forward to bringing the community together to determine the school's vision for moving forward.|Our key focus area for improvement is to deepen and sustain ongoing engagement with our educational partners, rather than relying solely on major planning cycles. While the Superintendent's Parent Advisory Group and LCAP engagement processes are strong frameworks, we aim to improve our data collection loop by consistently reporting back to partners how their feedback was used to shape district decisions. Additionally, we are focusing on expanding representation within our advisory groups to ensure a broader cross-section of voices—particularly from historically underrepresented demographics—are actively participating in shared decision-making throughout the school year.|We will continue to improve engagement of underrepresented families in relation to seeking input for decision making through active outreach. Similar to other initiatives, we have and will continue to reach out to these families to actively solicit feedback and to invite them to engage in the process of shared decision making to ensure that all members of our community are actively represented in our future plans. Opportunities to provide input will include a welcoming open-door policy for individual conversations with school employees committee membership, meeting attendance, event attendance, and surveys.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-09|2026
42104210000000|Santa Barbara County Office of Education|3|We pride ourselves on our commitment to building relationships between staff and families through effective parent outreach efforts. We cultivate ongoing communication with parents to provide progress updates, offer support, and to invite them to workshops. These efforts have been appreciated by parents who report their children are learning and making meaningful progress. Several parents also shared that their relationships with their children have improved, pointing to positive growth beyond academics. An overwhelming 97% of families reported on the parent survey that their child feels safe at school.   Our contract with the Promotores Network enables us to have broad participation in our parent survey. The Promotores assisted by calling parents and administering the survey verbally, ensuring comprehension. This personal outreach resulted in responses from 46% of parents, providing valuable feedback. The survey revealed that 96.7% of parents feel the school provides positive support and guidance to their child, and 96.7% of parents believe our schools do a good job of evaluating their children's academic needs.|Based on educational partner input and local data, our focus for improvement in building relationships between school staff and families is increasing meaningful family engagement and reducing barriers to participation. Attendance data showed that families were most likely to participate in events that directly impacted their child’s academic success, safety, or transition planning. During 2025–26, 44.8% of families attended Goal Setting events, 42.9% participated in Disaster Preparedness workshops led by Promotores, 40% of 8th-grade families attended high school pre-registration night, and 35.3% attended Back-to-School events. These data suggest that families value timely, relevant information connected to their child’s educational experience. However, overall participation in family engagement activities declined this year, largely due to concerns related to immigration enforcement. As a result, JCCS will focus on strengthening trust, improving communication, and offering family engagement opportunities that are responsive to families’ needs while creating safe, welcoming environments that encourage participation and partnership.|Building strong relationships with families is a priority at JCCS. During enrollment, counseling staff strives to connect with each student’s family. Throughout the year, teachers maintain regular communication with parents, sharing updates on progress and meeting as needed. Formal parent-teacher conferences are held twice a year, and families often reach out for additional guidance on how to support their child. At our court school, parents are grateful their child is attending school and appreciate updates about progress.  For our Spanish-speaking families, bilingual office staff, teachers, and teaching assistants provide interpretation. Because our court school is located within a Probation facility, it is important for us to collaborate with Probation. They attend our weekly school meetings, which are devoted to discussing student progress and/or concerns. We attend Probation convened Treatment Team meetings held every 30 days for each student to discuss individual students’ progress while incarcerated.   Our community school weekly Intervention Team meetings are convened with the school counselors, therapist, and partner agencies, facilitated by the JCCS Coordinator. They review the referral/rehabilitation plan to determine appropriate interventions, monitor outcomes, and decide if additional supports or modifications to the current plan are needed.|Based on educational partner input and local data, JCCS has demonstrated strength and progress in building partnerships that support positive student outcomes. In a recent JCCS parent survey, 96.7% of respondents indicated that the school provides their child with positive support and guidance. Parent focus groups also revealed increased trust in school staff and appreciation for the academic, social-emotional, and individualized support provided to students and families. Families consistently reported feeling welcomed, valued, and connected to the school community. One parent shared that after school staff conducted a home visit to address concerns, their child’s attendance and academic performance improved significantly, while also strengthening the parent-child relationship. This feedback highlights the effectiveness of personalized outreach and the strong partnerships being developed between families and school staff to support student success.|At the community school, our local data indicates that 70.6% of high school students are chronically absent. This is an area where we need to intensify our partnerships with our parents and outside agencies. Even though a recent California Healthy Kids Survey (CHKS) shows that 62% of the students report that they have caring relationships with adults in school and 65% report that they are academically motivated and try hard at their schoolwork, continued absenteeism is still very prevalent among our students. Additionally, we need to further other options of motivating our students to attend school. A strategy that shows promise is our partnership with One Community Action that provides mentorship to promote student well-being, academic achievement, and overall development through a culturally responsive approach.|When we initially meet with families of the at-promise students, they are hesitant to trust the school since they have not been connected to their child's school in the past, except to deal with behavior issues. Therefore, we first need to establish trust so that families know we are truly available to help. The first step is connecting with parents during the enrollment process. For families of students in the Court School, this means calling home and talking with the parents. During phone calls, we assure parents that their child will attend school while incarcerated. For students attending our Community School, staff makes an effort to get to know all members of the family present during the enrollment appointment. Once the paperwork is completed, we then take them for a tour of the school. By taking the time during enrollment to connect with the parents/guardians, we have found that our parents/guardians are more willing to discuss issues that may arise later in the year.   Another engagement strategy at our court schools involves the Multi-Disciplinary Team (MDT). We partner with Probation during MDT meetings; in attendance are parents/guardians, the student, probation officer, probation supervisor, Behavioral Wellness clinician, WellPath Pediatrician and/or nurse, and school staff. The primary purpose of these meetings is to set goals, discuss progress, and share any concerns that may be getting in the way of the student's success. These meetings have helped get everyone on the same page to help the student achieve their goals.|JCCS takes great pride in working with education partners and has created multiple ways for partners to provide meaningful contributions to the LCAP process. Starting with our parents who are provided multiple opportunities to provide input throughout the school year including serving on the School Site Council, attending parent-teacher conferences, completing a parent survey and participating in parent focus groups.  Since one of our schools is located in a Probation facility, it is vital to have ongoing conversations with our Probation partners who attend weekly staff meetings. In addition to attendance at weekly staff meetings, the JCCS Director and Probation Manager meet regularly throughout the school year. We strongly believe that having regular meetings will further enhance our ability to work together and reach the whole child.   Since students attending JCCS typically are with us for only a fraction of the school year, 48 days in our court school and 61 days at the community, and then return to their school of residence, we engage with the local school districts throughout the school year. The JCCS Director met with school district representatives 23 times throughout the year to ensure a continuum of services, identify student needs, as well as evaluate student and program effectiveness. In order to provide a robust education for our students with disabilities, the JCCS Leadership met six times throughout the school year with Special Education Leadership.   The JCCS Leadership Team, consisting of management, general and Special Education teachers, teaching assistants, and a student information specialist met five times to provide input regarding how to address student academic and behavioral needs, professional development, CTE programs, and student achievement.|Based on educational partner input and local data, JCCS identified two focus areas for improvement in seeking input for decision-making: increasing parent participation in the LCAP survey and strengthening parent representation on the School Site Council (SSC). In 2025–26, 46% of parents participated in the LCAP parent survey. To improve participation, JCCS will provide multiple opportunities throughout the year for families to complete the survey and share feedback.  JCCS has also identified SSC participation as an area for continued growth. Over the past two years, staff participation has averaged approximately 75%; however, due to the highly mobile student population, it has been challenging to recruit and maintain parent representatives. Several SSC meetings were held without parent representation. Because family input is essential to program planning and decision-making, JCCS will continue exploring strategies to reduce barriers, encourage attendance, and create more accessible opportunities for parents to participate meaningfully in school governance.|Based on the self-reflection process, JCCS will improve engagement of underrepresented families in decision-making by expanding trusted, relationship-based outreach strategies. One key strategy is continuing our partnership with the Promotores Network, whose staff connect with families through home visits, workshops, and individualized support. These efforts help build trust, increase communication, and create opportunities for families to share their perspectives and participate in school decision-making.  JCCS will also increase home visits conducted by school staff to strengthen relationships with families who may not traditionally engage in school activities or governance. By building stronger connections and understanding family needs, we aim to encourage greater participation in School Site Council meetings and other school activities.  To ensure family voices are represented, JCCS will continue utilizing parent surveys and focus groups to gather feedback on school programs and services. Families have shared valuable insights about the positive impact of school supports on their child’s education and their relationship with the school. This feedback will be used to develop additional workshops and engagement opportunities that respond directly to parent-identified needs and priorities.|5|5|4|5|5|5|4|4|4|4|4|4|Met||2026-06-18|2026
42691040000000|Ballard Elementary|3|Ballard School District demonstrates significant strengths in family engagement and relationship-building. A major point of progress is the household survey response rate, which saw a substantial increase from a 15% baseline to 50% in the 2025-26 academic year. Furthermore, 91% of surveyed parents agree that the district actively seeks their input. The LEA has also maintained a 98% parent participation rate in school-wide events, and 98.3% of educational partners report a high level of connectedness and satisfaction with the school environment.|While the district has made excellent progress in gathering feedback, a primary focus area for improvement will be continuing to increase the household survey participation rate beyond the current 50%. Expanding this reach will ensure a more comprehensive and representative baseline of all family voices.|To improve and sustain the engagement of underrepresented groups, the LEA will continue explicit, targeted outreach to families of English Learners (EL), Socio-Economically Disadvantaged (SED) students, and Students with Disabilities (SWD). By maintaining tailored communication strategies and accessible involvement opportunities, the district aims to preserve its 98% event participation rate among these specific subgroups. The LEA will also leverage the high school connectedness rate (98.3%) to foster a welcoming, inclusive climate that encourages ongoing participation from underrepresented families.|The district has established strong collaborative frameworks to directly drive student outcomes. A core strength is ensuring equitable academic access; 100% of all students—explicitly including English Learners (EL), Socio-Economically Disadvantaged (SED) students, and Students with Disabilities (SWD)—are enrolled in a broad, required course of study that spans art, music, garden science, and physical education. Academic alignment is robust, maintaining 100% implementation of California State Standards. This foundation is reinforced by strong community and family buy-in, evidenced by a 98% parent participation rate in school-wide events and an increase in household survey feedback from 15% to 50%. Furthermore, staff collaboration on the California math framework, a new writing program, and Social Emotional Learning (SEL) ensures that partner input directly shapes high-quality instructional practices.|While the district maintains excellent curriculum implementation and event attendance, a key focus area is strengthening the direct link between family input and targeted academic goals. The LEA aims to push household survey participation past the current 50% threshold to capture a more complete data set regarding student academic and emotional needs.|To ensure partnerships actively benefit student outcomes across all demographics, the district will continue its explicit, targeted outreach to families of EL, SED, and SWD student groups. Ballard School District will leverage its high student connectedness rating (98.3%) to cultivate deliberate, individualized outreach that links underrepresented families with academic resources, progress updates, and specialized programs. By ensuring these specific parent communities remain fully integrated into the district's 98% event participation baseline, the LEA will foster shared accountability and collaborative planning to support the academic performance and success of every student.|The district has achieved progress in establishing reliable mechanisms for collecting partner feedback to guide school choices. According to the 2025-26 local data, 91% of parents surveyed agree that the district actively seeks parent input. This sentiment is supported by an increase in community participation, with the household survey response rate rising from a baseline of 15% to 50% in 2025-26. Additionally, 98.3% of educational partners report a high level of connectedness and overall satisfaction with the school. This alignment demonstrates that the district's current collaborative efforts are successfully capturing community partner perspectives and utilizing them to make community-centered decisions.|While a 50% household survey response rate is a major improvement from past years, a primary focus area will be implementing strategies to reach the remaining half of the parent community. Increasing survey return rates beyond 50% will provide a more comprehensive data set for decision-making. The district plans to broaden its communication channels and feedback formats to ensure every voice feels represented and empowered to influence school policy, curriculum framework adaptations, and resource allocations.|To guarantee that diverse student needs shape district governance, the LEA will enhance its proactive and targeted outreach to families of English Learners (EL), Socio-Economically Disadvantaged (SED) students, and Students with Disabilities (SWD). Ballard School District will leverage its high student connectedness and safety metrics (98.3%) to cultivate an accessible environment where underrepresented groups feel comfortable voicing their opinions.|5|5|5|5|5|4|5|4|5|4|4|4|Met||2026-06-18|2026
42691120000000|Blochman Union Elementary|3|Parental involvement was encouraged for parents of all students, including parents of underrepresented pupils and parents of students with exceptional needs. All parents were notified of School Site Council meetings, LCAP meetings, and other school activities through written communications, via our One Call message system, and by posting announcements on the district's website. During LCAP meetings stakeholders including certificated staff, classified staff, administrators, parents, students, and community members are encouraged to provide input for determining what data and information will be considered for analyzing the district’s progress.|A focus area of improvement would be to improve parent survey participation.|Underrepresented families receive additional communication and outreach, as needed.|Teachers received training in dealing with the social and emotional well being of students. Well-trained teachers are more effective in delivering educational resources to students. Training builds a teacher’s capacity to partner with families. Effective training enables teachers to provide a multi-tiered system of support that focuses on differentiated learning and individualized student needs, including the needs of underrepresented students. Teachers also received training in English Language Arts and Math.  The district provides two opportunities each school year for parents to meet one-on-one with teachers to discuss their student’s progress. These conferences are well attended by parents. The district’s Student Information System provides parents with on-line access to their student’s grades. Parents are encouraged to contact teachers at any time via email or telephone.|As with any system there is always room for improvement. The district will continue to work diligently to build successful partnerships for student outcomes, including engagement for underrepresented students.|As with any system there is always room for improvement. The district will continue to work diligently to build successful partnerships for student outcomes, including engagement for underrepresented students.|Our strengths are that parents are participating in School Site Council meetings. Also, the high rate of attendance at parent/teacher conferences demonstrates that parents are concerned about their children’s education. We are maintaining our progress in seeking input for decision making.|Parental involvement was encouraged for parents of all students, including parents of underrepresented pupils and parents of students with exceptional needs. All parents were notified of School Site Council meetings, LCAP meetings, and other school activities through written communications, via our One Call message system, and by posting announcements on the district's website. During LCAP meetings stakeholders including certificated staff, classified staff, administrators, parents, students, and community members are encouraged to provide input for determining what data and information will be considered for analyzing the district’s progress. An analysis of parental involvement for 2025/2026 revealed the following data: 1.	School Site Council meetings a.	Goal: 60% parent attendance at meetings. b.	Result: Parent attendance at meetings averaged 85% . c.	Analysis: Parents are participating in School Site Council meetings.  2.	Parent/Teacher Conferences a.	Goal: 75% of parents will attend Parent/Teacher conferences b.	Result: 96% of parents attended the first trimester parent/teacher conference. c.	Analysis: The high rate of attendance at parent/teacher conferences demonstrates that parents are concerned about their children’s education.  3.	Parent surveys a.	Goal: 50% of parents will respond to parent surveys. b.	Result: 92% of parents participated in West Ed’s California School Parent Survey. c.	Analysis: The high rate of attendance at parent/teacher conferences demonstrates that parents are concerned about their children’s education.|We will continue to encourage our underrepresented families to participate in all school activities.|5|5|5|5|4|4|5|5|5|5|5|5|Met||2026-06-11|2026
42691120111773|Family Partnership Charter|3|Staff builds close connections with students and families throughout their time at FPCS.  Teachers in grades 6-12 often serve students for the entirety of their middle school/high school years.  In all grades parents are invited to participate in weekly synchronous advisory meetings with students and parents.  At the elementary level, parent conferences are held twice yearly in person, to review student progress.  Parents actively participate in chaperoning field trips, volunteering in class, and attending school events such as the All School Orientation, STEAM Expo, jogathons, school picnics, and promotion/graduation ceremonies.|"This year FPCS held two family education nights that were virtual.  By partnering with Ron Huxley, LMFT we provided topics such as ""Hacking your Nervous System"" for staff, students in grade 6-12, and families.  The second topic was ""Building your Parenting Toolkit: Avoidant and Aggressive Behaviors"".  Both events had many attendees."|The Annual Student and Family surveys were sent out and requested input on topics for 2026-27.  The version sent to families was also translated in Spanish to increase access to families typically underserved.  Next year's family education nights will be developed based on those results.|FPCS teachers meet with individual students and parents weekly to discuss academic progress and performance.  During the meetings, additional support and intervention is identified and planned if appropriate.  Centers actively engage with the student study team process where parents are invited to a multi-disciplinary team meeting to identify areas of support and or intervention for struggling students.  The meeting reconvenes after the implementation of the interventions to gauge their effectiveness.  Students who are experiencing difficulty with consistent attendance and/or academic performance are provided with a Student Improvement Plan which is developed with parent input.  The plan outlines specific requirements necessary for the student to demonstrate adequate engagement .  The plan also includes a follow up date, which the parent are encouraged to attend. Elementary teachers hold parent conferences twice yearly to update parents on overall academic progress.  K-12 teachers, coordinators, and administrators regularly send information to parents via Parent Square.  Through the PS platform, parents are provided with real time reminders of upcoming events, a need for parent support, and ways to help support their students in our independent study model.  Parents are consistently provided with a document outlining their parent rights at the start of the 504 and IEP process.   Parent participation is welcomed and encouraged at all conferences, SST, SIP, 504, and IEP meetings where student progress and outcomes are discussed.|FPCS uses the Governing Board approved Independent Study Policy as the foundation for monitoring student engagement and academic progress.  Tiered Reengagement strategies are outlined and shared with families to gage whether students are appropriately placed in our independent study program.  The Student Improvement Plan (SIP) is a document of jointly agreed upon actions for a student to remain enrolled at the charter if they are failing to attend regularly or complete their work.  Student behavior can also be addressed in the SIP.  These efforts are all in place to ensure students are being monitored closely for their success.  Professional development this  year included three days of Science of Reading for K-5 staff and Discussion Builders for staff teaching 6-12th grades. The work and strategies were spiraled into the staff PLC meetings and other ALL Advisor training days throughout the year.|2026-27 Local Performance Indicator Self-Reflection for FPCS is authorized by Blochman Union School District Page 12 of 16  Selecting an independent study charter school is a choice by families for their child(ren) for personalized learning and schedule flexibility.  Therefore, family participation at center activities and events is high and well attended by FPCS families.|Administration holds quarterly FPCS Advisory Committees comprised of parents and staff to gather feedback and provide updates on school performance, policy and procedures.  Families also have the opportunity to attend monthly board meetings to voice their opinions on varied issues of concern.  Completing the Annual Family Survey is another way to give input and share suggestions.|A 2026 survey indicated that 95.7% of students and families agree that they are involved in making decisions for the school. That is up 4.7% from 2025. Our FPCS Advisory Committee meets multiple times throughout the year and accessibility is enhanced through the use of digital media such as Zoom. On an individual student level, upon enrollment parents and teachers discuss students' roadmap to graduation, and information is gathered from the parents on the student's post-secondary plans.  Coursework is then adjusted to ensure that students will be able to pursue their post-secondary goals.  Ongoing parent conferences at the K-8 level regularly keep parents updated on academic progress and social/emotional development.|The engagement of under represented families can be improved by offering family engagement activities at a time that is convenient for working parents.  Providing translation services during those events and translated documents utilized in the events will also reach more parents of second language learners.  In 2026-27, FPCS will contract with a Transition staff meeting to support students with exceptional needs to set and make progress to post-secondary goals.  This begins with a survey given to all 8th grade students as the foundation for the transition plan creation and monitoring each year in high school.|4|5|4|5|4|4|5|4|4|5|4|4|Met||2026-06-16|2026
42691120124255|Trivium Charter|3|Trivium is built on a family partnership model and works with each family individually. This system allows for a great relationship between Trivium and families.|The area we are working on is streamlining communication so staff and families can easily access the information they seek.|Trivium provides additional training, meetings and tech support to help any family who needs any extra assistance. Trivium utilized platforms that allow for language translation of documents.|We have a quick and thorough response rate to our families and solicit feedback through our HelpDesk system as well as synchronous and in-person opportunities.|We will increase engagement activities for our families back to or exceeding pre-Covid levels.|We will invite and specifically seek out information from underrepresented families.|Trivium provides extensive options for families to communicate their needs and wishes including in-person options, virtual options, and social media platforms. Trivium staff monitor and respond to inquiries and feedback. Surveys are also provided each year.|Providing additional synchronous or in-person opportunities to provide feedback.|Specific invitations can be provided to families to certain feedback events or platforms.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
42691120137877|Trivium Charter School Adventure|3|Trivium is built on a family partnership model and works with each family individually. This system allows for a great relationship between Trivium and families.|The area we are working on is streamlining communication so staff and families can easily access the information they seek.|Trivium provides additional training, meetings and tech support to help any family who needs any extra assistance. Trivium utilized platforms that allow for language translation of documents.|We have a quick and thorough response rate to our families and solicit feedback.|We will increase engagement activities for our families back to or exceeding pre-Covid levels.|We will invite and specifically seek out information from underrepresented families.|Trivium provides extensive options for families to communicate their needs and wishes including in-person options, virtual options, and social media platforms. Trivium staff monitor and respond to inquiries and feedback. Surveys are also provided each year.|Providing additional synchronous or in-person opportunities to provide feedback.|Specific invitations can be provided to families to certain feedback events or platforms.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
42691120137885|Trivium Charter School Voyage|3|Trivium is built on a family partnership model and works with each family individually. This system allows for a great relationship between Trivium and families.|The area we are working on is streamlining communication so staff and families can easily access the information they seek.|Trivium provides additional training, meetings and tech support to help any family who needs any extra assistance. Trivium utilized platforms that allow for language translation of documents.|We have a quick and thorough response rate to our families and solicit feedback.|We will increase engagement activities for our families back to or exceeding pre-Covid levels.|We will invite and specifically seek out information from underrepresented families.|Trivium provides extensive options for families to communicate their needs and wishes including in-person options, virtual options, and social media platforms. Trivium staff monitor and respond to inquiries and feedback. Surveys are also provided each year.|Providing additional synchronous or in-person opportunities to provide feedback.|Specific invitations can be provided to families to certain feedback events or platforms.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
42691200000000|Santa Maria-Bonita|3|The Santa Maria-Bonita School District (SMBSD) continues to strengthen the capacity of staff to build trusting and respectful relationships with families through professional learning, coordinated outreach, and expanded communication systems. The expansion of the Community Liaison team, including nearly 50 bilingual Community Liaisons across school sites and the district office, continues to strengthen the home-to-school connection. The District has enhanced multilingual and multiplatform communication, including ParentSquare messaging, translated materials, YouTube videos, social media outreach, and weekly 30-minute radio programming to improve accessibility and reach. Three Family Resource Centers, staffed by Promotora Family Advocates, continue to provide direct support to families including enrollment assistance, social services access, food distributions, parent education, and school readiness programming. These coordinated efforts support welcoming school environments and strengthen relationships between schools and families.|Based on educational partner input and available attendance and engagement data, SMBSD has identified the continued need to deepen positive interactions between staff and families, particularly through culturally responsive outreach and engagement strategies. Targeted efforts to address identified attendance disparities, including chronic absenteeism among African American students will include intentional family outreach and strengthened communication. Continued refinement of interpretation services and expanded opportunities for positive community events and celebrations remain areas of focus.|SMBSD continues to refine communication and outreach strategies to better engage underrepresented families. The Family Engagement team hosts regular food banks, clothing distributions, hygiene and cold-weather material distributions, and other community-based events in partnership with local organizations to address basic needs barriers. Multilingual messaging, audio recordings, expanded interpretation services, outreach tables in community locations, and collaboration with advisory groups including DELAC, Mixteco Parent Advisory Community, Migrant PAC, and Special Education Parent Committees support equitable access and inclusion.|Santa Maria-Bonita School District (SMBSD) continues to strengthen partnerships between schools and families to support improved student outcomes through structured advisory groups and expanded Parent Education programming. All 21 schools maintain active School Site Councils (SSC) and English Learner Advisory Committees (ELAC). At the district level, families participate in the District English Learner Advisory Committee (DELAC), District Parent Advisory Committee (DPAC), Migrant Education Parent Advisory Committee (MEP PAC), Mixteco Parent Advisory Community, Special Education Parent Committee, After School Parent Committees, and LCAP Educational Partner meetings. These committees provide ongoing opportunities for families to review data, offer input, and collaborate with district leadership. SMBSD has expanded Parent Education and Family Engagement programs to support student success at home and school. Offerings include English as a Second Language (ESL) classes provided both in person and online, Mixteco language and leadership classes through PIQE, Early Childhood Education classes offered by cluster, and various in-person and virtual workshops aligned to academic support, attendance awareness, and social-emotional development. Community Liaisons and Family Resource Centers support families in accessing these opportunities and provide direct outreach and follow-up when needed. Multilingual communication tools, including ParentSquare messaging, translated materials, YouTube videos, social media outreach, and weekly 30-minute radio programming, ensure families have equitable access to information about programs and engagement opportunities. These coordinated efforts strengthen family partnerships and contribute to shared responsibility for student learning and achievement.|Based on educational partner input and ongoing review of student outcome and engagement data, SMBSD will continue strengthening the depth and consistency of partnerships between schools and families to support student success. While advisory committees and Parent Education programs are well established, efforts will focus on increasing meaningful and sustained participation across grade levels and student groups, particularly among underrepresented families.                                                                                            The District will continue refining strategies to ensure that partnerships move beyond information-sharing toward collaborative engagement that supports student attendance, academic progress, and social-emotional development. This includes strengthening alignment between advisory input and school site practices, expanding culturally responsive outreach, and supporting parent leadership development to deepen shared responsibility for student outcomes.|Based on analysis of educational partner input and local data, SMBSD will continue strengthening engagement of underrepresented families to deepen partnerships that support student outcomes. The District’s Family Engagement team regularly gathers input from advisory committees and community partners to examine practices and refine strategies to better serve families, particularly those historically underrepresented in decision-making processes. Targeted outreach to families of students with exceptional needs, African American families, multilingual families, and other underrepresented groups continues through Community Liaison support, advisory committee participation, and culturally responsive Parent Education programming. The refinement of the three Family Resource Centers, expanded community outreach events, and topic- or group-specific parent education efforts, including focus groups and advisory committees, provide structured opportunities for families to engage in ways that directly support student attendance, academic progress, and social-emotional development. In addition, the Community Schools initiative will continue to provide responsive, community-based support to address identified needs and remove barriers to engagement, strengthening partnerships between schools and families across the district.|Santa Maria-Bonita School District (SMBSD) continues to provide structured opportunities for families to participate in advisory groups and district-level decision-making processes. All 21 schools maintain active School Site Councils (SSC) and English Learner Advisory Committees (ELAC). At the district level, families participate in the District English Learner Advisory Committee (DELAC), District Parent Advisory Committee (DPAC), Migrant Education Parent Advisory Committee (MEP PAC), Mixteco Parent Advisory Community, Special Education Parent Committee, After School Parent Committees, and LCAP Educational Partner meetings. These advisory groups review student outcome data, provide feedback on programs and services, and contribute to recommendations that inform district priorities and resource allocation. Community Liaisons support participation through outreach, interpretation coordination, and follow-up communication to ensure families are informed and able to engage meaningfully. Multilingual communication tools, including ParentSquare messaging, translated materials, YouTube videos, social media outreach, and weekly radio programming, further strengthen accessibility to decision-making processes. Ongoing training and technical assistance support families in understanding their roles and responsibilities within shared governance structures.|SMBSD will continue strengthening family leadership development to deepen meaningful participation in decision-making processes. While advisory structures are well established, efforts will focus on increasing sustained engagement and building families’ confidence in analyzing data, understanding district systems, and contributing to shared governance discussions. Continued refinement of orientation processes for new advisory members, expanded leadership training opportunities, and targeted outreach to underrepresented families will support broader and more representative participation.|SMBSD will continue expanding recruitment and support strategies to increase participation of underrepresented families in advisory and decision-making groups. Community Liaison outreach, multilingual communication, Family Resource Center engagement, and targeted invitations to advisory participation support greater representation of African American families, families of students with exceptional needs, multilingual families, and other historically underrepresented groups. Ongoing reflection on participation data and feedback from advisory committees will inform strategies to ensure that decision-making structures reflect the diversity of the district and strengthen equitable representation.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-24|2026
42691380000000|Buellton Union Elementary|3|Families reported strong access to school leadership and staff, with 100% of Jonata respondents and 97% of Oak Valley respondents indicating they can easily communicate with the principal. Open communication between parents and teachers reached 100% at both schools, while 100% of Jonata families and 99% of Oak Valley families agreed that teachers respond in a timely manner. Overall satisfaction with their child’s educational experience remained exceptionally high at 100% at Jonata and 97% at Oak Valley. Families also reported high levels of satisfaction with core academic programs, including English Language Arts, mathematics, science, social studies, and physical education.    Districtwide educational partner surveys further demonstrate confidence in the educational program and school climate. Approximately 81% of staff and 75% of parents reported that the District is preparing students well or very well for future academic success, while more than 90% of students indicated that their teachers are preparing them well or very well for the next grade level. In addition, 90% of staff, 90% of parents, and 88% of students agreed or strongly agreed that students feel safe, supported, and welcomed at school.    Educational partner feedback highlighted communication, caring and engaged staff, strong relationships, responsive administration, positive school culture, and social-emotional support as key strengths. Families specifically identified timely communication, supportive relationships with staff, academic support systems, student support programs, and a welcoming school environment as important contributors to student success. School Site Council feedback also reflected increased confidence in school safety, student support, and school climate, with 95–100% of respondents reporting that students feel safe, are socially and emotionally supported, and experience consistent and developmentally appropriate discipline practices.    Student survey data further support these findings. California Healthy Kids Survey results indicate that students experience strong connections with caring adults, high expectations from staff, positive school connectedness, and feelings of safety. Between 88% and 93% of students reported positive relationships with caring adults at school, while 93–94% reported that adults believe in their success and encourage them to do their best. Students also reported strong levels of academic motivation and access to social-emotional learning supports, demonstrating the positive impact of supportive relationships and school climate efforts.   (This is a redacted version as myCDE only allows a certain number of characters to be included)|Based on educational partner input and local data, BUSD has identified several focus areas for improvement in building relationships between school staff and families. While survey results indicate high levels of satisfaction and positive communication, educational partners expressed a desire for expanded opportunities for meaningful engagement, increased family participation in school activities, and stronger collaboration around student learning and well-being.    Parents, staff, and students identified the need for additional family engagement events, increased communication regarding academic progress and available supports, and more opportunities for families to provide input into school and district decision-making. Educational partners also emphasized the importance of strengthening partnerships around academic achievement, particularly in reading, writing, mathematics, support for students with disabilities, and advanced learning opportunities. Families expressed interest in greater access to information about academic expectations, intervention programs, and resources that support learning at home.    Local survey and California Healthy Kids Survey data also suggest opportunities to strengthen student engagement, belonging, and connectedness. Students identified a need for more enrichment opportunities, clubs, extracurricular activities, leadership opportunities, and meaningful participation in school decisions. Educational partners further prioritized mental health services, social-emotional learning supports, and strategies that promote positive peer relationships and student well-being.    BUSD will focus on strengthening two-way communication via Parent Square, in-person, and hybrid meetings,  increasing meaningful family engagement opportunities, expanding collaboration between families and school staff around student achievement and well-being, and creating additional opportunities for students and families to actively participate in school and district improvement efforts. These efforts are intended to further enhance trust, connectedness, and shared responsibility for student success.|Based on educational partner input and local data, BUSD has identified the need to strengthen engagement with families who have historically participated at lower rates in school and district activities, including families of English learners, students with disabilities, socioeconomically disadvantaged students, and families who may experience 2026-27 Local Performance Indicator Self-Reflection for Buellton Union School District Page 14 of 26 barriers related to language, transportation, work schedules, or access to information. Feedback from surveys and stakeholder engagement activities indicated that while overall communication and satisfaction levels are high, some families would benefit from additional opportunities to participate in meaningful ways and receive information through multiple communication channels.    To improve engagement of underrepresented families, BUSD will expand outreach efforts through targeted communication, translated messaging via Parent Square, flexible meeting formats, and increased opportunities for participation both in-person and virtually at Parent Advisory Committee/Town Hall Meetings. BUSD will continue to strengthen partnerships with advisory groups, such as PTSA, SSC, DELAC, and Parent Advisory Committee/Town Hall Meetings, while providing multiple opportunities for families to share feedback regarding academic programs, student supports, and school climate. BUSD will also increase family education opportunities focused on student achievement, social-emotional well-being, and available school and community resources. These efforts are intended to reduce participation barriers, increase family voice in decision-making processes, and strengthen relationships between school staff and families because greater family engagement supports stronger connections to schools, more informed educational decisions, and improved student outcomes.|Based on educational partner input and local data, BUSD has current strengths in building partnerships for student outcomes are reflected in collaboration among families, staff, students, and community partners to support academic achievement, student well-being, and school connectedness. Survey results indicate high levels of trust and satisfaction with the educational program, school climate, and communication between home and school. Families consistently reported positive relationships with school staff, timely communication, and meaningful opportunities to provide feedback regarding district priorities and student needs.   Educational partner engagement processes, including School Site Council meetings, surveys, parent advisory groups, and community outreach efforts, have strengthened shared responsibility for student success and informed district decision-making. Families identified strong communication, caring and responsive staff, academic support systems, social-emotional supports, and a positive school culture as key strengths that contribute to student learning and engagement. School Site Council feedback also highlighted collaborative efforts between families and schools to support student achievement through programs such as academic interventions, enrichment opportunities, student support services, and family engagement activities.    Local data further demonstrate progress in creating supportive conditions for student success. High percentages of families reported satisfaction with academic programs and confidence that schools are preparing students for future success. California Healthy Kids Survey results indicate that students experience strong relationships with caring adults, feel supported by school staff, and report positive levels of school connectedness and academic motivation. These findings suggest that partnerships among families, educators, and students are contributing to a learning environment where students feel supported both academically and socially.    Educational partners also demonstrated a shared commitment to continuous improvement by identifying future priorities, including strengthening literacy and mathematics achievement, expanding support for students with disabilities, increasing enrichment opportunities, enhancing social-emotional and mental health supports, and promoting greater student engagement and belonging. This ongoing collaboration reflects a strong foundation of partnership that enables the LEA to align resources, programs, and services with the needs and priorities of students and families.    Overall, local data and educational partner feedback indicate that BUSD has established strong partnerships that promote student success through effective communication, meaningful engagement, collaborative problem-solving, and a shared focus on improving academic, social-emotional, and school climate outcomes for all students.|Based on educational partner input and local data, BUSD has identified several focus areas for improvement in building partnerships that support positive student outcomes. While educational partners reported high levels of satisfaction with communication, school climate, and academic programs, families, staff, and students expressed a desire for stronger collaboration around academic achievement, student engagement, and social-emotional wellbeing.    Educational partners identified reading/language arts, mathematics, support for students with disabilities, chronic absenteeism, and advanced learning opportunities as important areas for continued focus. Families and staff also emphasized the need to strengthen partnerships that support student learning beyond the school day through increased communication about academic progress, intervention programs, and strategies families can use to support learning at home. Survey feedback highlighted interest in expanding family education opportunities related to literacy, mathematics, student well-being, and college and career readiness.    Local data and survey responses also indicate opportunities to strengthen partnerships that support student engagement, belonging, and well-being. Students and families identified a need for additional enrichment opportunities, clubs, extracurricular activities, leadership opportunities, and meaningful participation in school decision-making. Educational partners further prioritized expanded mental health services, social-emotional learning supports, and efforts to strengthen peer relationships and school connectedness.    BUSD will focus on deepening collaboration among families, students, staff, and community partners by increasing opportunities for shared decision-making, strengthening communication regarding student progress and available supports, expanding family learning opportunities, and enhancing programs that support academic achievement, student engagement, and social-emotional development. These efforts are intended to strengthen the partnership between home and school because collaborative relationships help ensure that supports are aligned to student needs and contribute to improved academic, behavioral, and well-being outcomes for all students.|Based on educational partner input and local data, BUSD has identified opportunities to strengthen engagement with families who have historically participated at lower rates in school and district initiatives, including families of English learners, students with disabilities, socioeconomically disadvantaged students, and families who may face barriers related to language, work schedules, transportation, or access to information. Feedback from surveys and stakeholder engagement activities indicated that while overall participation and satisfaction are high, additional efforts are needed to ensure that all families have opportunities to contribute to decisions that affect student outcomes.    To improve engagement of underrepresented families, BUSD will expand targeted outreach through multiple communication methods, translated Parent Square Messages, and increased participation, including virtual and inperson meetings. BUSD will continue to strengthen family participation in advisory committees, School Site Council meetings, parent education events, Parent Advisory Committee/Town Hall Meetings, and district planning processes while actively seeking feedback from families whose voices may be underrepresented. Additional efforts will include providing information and training related to academic and attendance expectations, student supports, socialemotional well-being, and strategies families can use to support learning at home.    The LEA will also increase the frequency, time, and participation options available to our school community to engage families in discussions about student achievement, intervention programs, enrichment opportunities, and school climate initiatives. These efforts are intended to strengthen partnerships between families and schools because meaningful family participation improves understanding of student needs, supports shared decision-making, and helps align resources and services to improve student outcomes. By reducing barriers to participation and expanding opportunities for engagement, the LEA aims to ensure that all families are active partners in supporting student success.|Based on educational partner input and local data, BUSD's current strengths in seeking input for decision-making are reflected in its varied engagement processes that actively seek input from families, students, staff, and community members in identifying priorities and informing district actions. BUSD regularly utilizes local surveys, School Site Council meetings, PTSA Meetings, parent engagement opportunities, student feedback, and other stakeholder consultation processes to gather perspectives on academic programs, school climate, student supports, and district priorities. BUSD has a strong DELAC which brings in the families of English Learners through community celebration and educational events.    School Site Council and local survey data indicate high levels of confidence in school leadership and responsiveness to stakeholder concerns. Families reported strong access to school administrators and teachers, timely communication, and opportunities to share feedback regarding school programs and services. These findings suggest that educational partners feel valued and believe their perspectives are considered in school and district decision-making processes.    BUSD has also demonstrated progress in using stakeholder feedback to guide planning and resource allocation. Educational partner input has informed decisions related to academic interventions, social-emotional learning supports, student wellness initiatives, enrichment programs, and family engagement activities. This ongoing cycle of gathering input, analyzing data, and incorporating feedback into planning reflects BUSD's commitment to meaningful engagement and continuous improvement.|A key area for improvement is increasing participation with varied meeting formats and times among underrepresented groups, including families of English learners, students with disabilities, socioeconomically disadvantaged students, and families who may experience barriers related to language, work schedules, transportation, or access to information. We also recognizes the need to expand opportunities for student voice, particularly regarding school climate, mental health supports, student engagement, enrichment opportunities, and academic programs.    Educational partner feedback highlighted the importance of strengthening two-way communication and ensuring that stakeholders understand how their feedback influences district decisions. Families, staff, and students expressed interest in more frequent opportunities to provide input on topics such as literacy and mathematics achievement, social-emotional learning, student wellness, support services, and future program development. Stakeholders also emphasized the value of receiving follow-up communication regarding actions taken in response to community feedback.    While satisfaction in this area is high, the district will continue to host events in person and virtually with translation services made available to solicit input for decision-making related to the life of the community and its schools.|To improve engagement of underrepresented families, BUSD will expand targeted outreach through multiple communication platforms, and translated materials. BUSD will provide flexible opportunities for participation, including virtual and in-person meetings, surveys, focus groups, and advisory committee participation. Efforts will also include increasing awareness of engagement opportunities, providing information in family-friendly formats, and offering opportunities for families to learn about district initiatives, student achievement data, and decision-making processes.  BUSD will continue to strengthen partnerships with parent advisory groups, School Site Councils, Parent Advisory Committee/Town Hall Meetings and other stakeholder committees while intentionally seeking feedback from families whose perspectives may not be fully represented in traditional engagement activities. BUSD will also communicate how stakeholder input influences district decisions because families are more likely to participate when they understand how their feedback contributes to planning and improvement efforts.|4|5|4|4|4|4|5|4|5|5|4|5|Met||2026-06-24|2026
42691460000000|Carpinteria Unified|3|Carpinteria School District excels at creating a welcoming environment for students and their families. This is evidenced by the CHKS results, which show 91% of parents reporting that they feel welcome at their child’s school.|Family engagement remains a priority, and we will actively encourage participation in school events. To ensure consistent opportunities for connection, each site will continue its monthly 'Coffee with the Principal’, complemented by diverse family events held at our schools throughout the year.|We are committed to significantly increasing the participation of underrepresented families in school site ELAC and parent support group meetings. To ensure equitable access to information and activities for all, schools will continue to send out all communications in both English and Spanish.|91% of parents report that schools encourage parents to be an active partner in their child’s education.|Increase parent participation at key engagement events, including Back-to-School Nights, Open House, and Parent-Teacher Conferences.|Schools will proactively engage underrepresented families, encouraging their participation in school events and providing practical strategies for supporting student learning at home.|79% of parents report that schools actively seek parent input.|All parents are actively encouraged to attend parent group meetings.  Schools will proactively send out communications in advance, provided in both English and Spanish.|Schools will focus on increasing the participation of underrepresented families in School Site Councils and Parent Support Groups.|5|5|5|5|5|5|5|5|4|4|4|4|Met||2026-06-09|2026
42691610000000|Cold Spring Elementary|3|Cold Spring School District continues to demonstrate strong progress in building meaningful, trusting, and collaborative relationships between school staff and families. As a small, single-school district, Cold Spring benefits from a highly personalized approach where staff know students and families well and work together to support each child’s academic, social-emotional, and personal growth.  Educational partner input and local data reflect a strong sense of community, belonging, and shared commitment to student success. Families are regularly welcomed onto campus for classroom celebrations, parent coffees, student performances, project-based learning showcases, volunteer opportunities, and schoolwide events such as Fall Festival, Movie Night, Run Club, Turkey Trot, and other community-building activities. These events help strengthen relationships, increase family connection, and reinforce the school’s positive culture.  Cold Spring staff maintain open and consistent communication with families through newsletters, teacher updates, parent conferences, direct outreach, schoolwide messages, and informal conversations. Teachers and staff are responsive to family needs and work proactively to address student academic, behavioral, and social-emotional concerns. The district’s relationship-driven culture is also reflected in its commitment to small class sizes, personalized instruction, intervention support, and a whole-child approach to education.  The district has made continued progress in creating opportunities for families to engage in their child’s learning. Parents are invited to participate in conferences, school events, classroom activities, advisory conversations, and educational workshops, including those focused on student wellness, digital citizenship, artificial intelligence, school safety, and academic programs. These opportunities have strengthened trust and helped families better understand the district’s instructional priorities.  Overall, Cold Spring’s greatest strength is its strong home-school partnership. Staff, families, and community members work together to create a safe, welcoming, high-expectation learning environment where students are known, supported, challenged, and celebrated.|Cold Spring will continue to focus on ensuring that all families feel a strong sense of belonging and partnership. This includes being intentional about outreach to underrepresented families, families new to the district, families whose children may need additional academic or social-emotional support, and families who may not regularly attend school events. The goal is to move beyond high overall participation and ensure engagement is meaningful, representative, and inclusive of all families.|Cold Spring will provide multiple ways for families to engage, including in-person meetings, phone calls, emails, surveys, parent coffees, classroom events, conferences, and informal check-ins. The district will continue to offer flexible opportunities for participation so that families who are unable to attend daytime events or large school gatherings still have meaningful ways to connect with teachers, staff, and school leadership.  The district will also continue to ensure that communication is clear, accessible, and welcoming. This includes using family-friendly language, providing timely information, offering individual follow-up when needed, and ensuring families understand academic expectations, intervention supports, enrichment opportunities, student wellness resources, and schoolwide initiatives.  Cold Spring will intentionally invite underrepresented families into conversations about school programs, student support, safety, technology, digital citizenship, and family engagement. Staff will continue to build trust through personal outreach, positive communication, and a commitment to listening to family perspectives.  By strengthening two-way communication and creating more inclusive opportunities for participation, Cold Spring School District will continue to ensure that all families feel valued, respected, and empowered as partners in their child’s education.|Cold Spring has also developed meaningful community partnerships that expand student opportunities beyond the traditional classroom. Partnerships with organizations such as Westmont College, the Santa Barbara Zoo, MOXI, local arts and music partners, wellness providers, and educational technology organizations provide students with enriched learning experiences connected to science, innovation, creativity, leadership, wellness, and real-world application.  The district continues to strengthen partnerships that support personalized learning and student achievement. Staff use local assessment data, classroom performance, intervention data, and family input to identify student needs and provide timely support. Families are included in conversations about academic progress, enrichment, intervention, attendance, behavior, and social-emotional development.  Cold Spring’s strong academic outcomes, high expectations, small class sizes, and relationship-driven culture reflect the impact of these partnerships. The district’s continued focus on whole-child learning, innovation, digital citizenship, student leadership, and community engagement has created a school environment where students are known, supported, challenged, and celebrated.  Overall, Cold Spring’s greatest strength in building partnerships for student outcomes is its ability to align staff, families, and community resources around a shared goal: ensuring that every student thrives academically, socially, emotionally, and creatively.|The district will continue to strengthen communication about academic progress, intervention supports, enrichment opportunities, attendance, social-emotional learning, digital citizenship, and emerging instructional tools such as artificial intelligence. As the learning environment continues to evolve, families need clear and accessible information about how partnerships and programs connect to student achievement, future readiness, and whole-child development.|Cold Spring will provide multiple ways for families to participate in partnership activities, including in-person meetings, phone calls, emails, surveys, parent coffees, conferences, classroom events, and individual check-ins. The district will continue to offer flexible opportunities for engagement so families who may not be able to attend daytime events or large gatherings can still provide input and remain connected to their child’s learning.  The district will also continue to ensure that communication is clear, family-friendly, and accessible. Families will receive information about academic expectations, student progress, intervention supports, enrichment opportunities, schoolwide initiatives, and community resources in ways that are easy to understand and act upon.|Cold Spring School District demonstrates strong progress in seeking input from educational partners to inform decision-making. As a small, single-school district, Cold Spring benefits from frequent, direct, and personalized communication among families, staff, students, community partners, and district leadership. This structure allows the district to gather feedback in both formal and informal ways and respond quickly to identified needs.  A key strength is the district’s relationship-centered culture. Families are known personally, staff are accessible, and school leadership maintains an open-door approach. This helps build trust and encourages families and staff to share ideas, concerns, and recommendations. Cold Spring’s high levels of family involvement and community participation reflect a strong shared commitment to student success.  Overall, Cold Spring’s progress in seeking input for decision-making is reflected in its ability to listen, respond, and continuously improve programs and practices based on the voices of educational partners and the needs of students.|Although Cold Spring School District has strong communication and high levels of family engagement, the self-reflection process identified several areas for continued growth in seeking input for decision-making. A primary focus area is ensuring that feedback is representative of the full school community, including families who may not regularly attend meetings, volunteer, complete surveys, or participate in schoolwide events.  The district will continue to strengthen systems for collecting input in multiple formats so that participation is accessible and inclusive. This includes expanding opportunities for families to provide feedback through surveys, individual outreach, parent coffees, conferences, informal check-ins, advisory conversations, and community forums. Cold Spring will also continue to consider flexible meeting times, digital options, and direct outreach to reduce barriers to participation.  Cold Spring will continue to use local data alongside educational partner feedback to make decisions that are evidence-based, transparent, and aligned to student outcomes. The district’s goal is to ensure that all voices are heard, especially those that may be less represented, and that decision-making remains inclusive, responsive, and focused on continuous improvement.|Cold Spring will continue to provide multiple ways for families to share feedback, including surveys, emails, phone calls, individual meetings, parent-teacher conferences, parent coffees, board meetings, and informal conversations. The district will also consider flexible meeting times, digital participation options, and targeted outreach to reduce barriers for families who may be unable to attend traditional school events or meetings.  Communication will remain clear, accessible, and family-friendly. The district will make intentional efforts to explain upcoming decisions, why input is being sought, how families can participate, and how feedback will be used. Cold Spring will also strengthen the feedback loop by sharing summaries of input received and explaining how that input informed decisions whenever appropriate.  The district will intentionally seek input from underrepresented families on topics that directly impact student outcomes, including academic support, intervention, enrichment, school climate, attendance, social-emotional learning, safety, technology, digital citizenship, and family engagement practices.  By expanding access, strengthening outreach, and closing the feedback loop, Cold Spring School District will ensure that underrepresented families are not only invited to participate, but are meaningfully included in decisions that shape the educational experience of all students.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
42691790000000|College Elementary|3|- Providing all written communication in both English and Spanish - Holding parent conferences and SST meetings - Having friendly office staff - Being present and positive at drop off and pick up - Hosting before and after-school social functions - Inviting parents to attend and participate in school functions|- Communicating with families via social media - Providing families with a calendar of events - Communicating updates on behavior and grades - Providing frequent positive communication - Providing more opportunities for parents to be on campus - Working regularly with community partnership programs and organizations - Creating an anti-bullying environment - Treating all families’ needs and beliefs with equal care - Utilizing the community liaison to reach out to underrepresented families - Ensuring underrepresented families feel included in district parent activities and decision making - Connect families to outside support organizations - Hiring, training, and retaining staff with the best interests of students and families - Providing resources to help families guide their children academically|- Being equitable in holding kids accountable for following school policies - Continuing to serve underrepresented populations through the adult education program - Creating transparent plans for the future of the district / school - Providing workshops for parents|- Communicating with families via ParentSquare - Providing all written communication in both English and Spanish - Having friendly office staff - Being present and positive at drop off and pick up - Providing a variety of times for family information sessions|- Communicating with families via social media - Providing frequent positive communication - Setting up open lines of communication with all stakeholders - Providing more opportunities for parents to be on campus - Working regularly with community partnership programs and organizations - Being equitable in holding kids accountable for following school policies - Continuing to serve underrepresented populations through the adult education program - Connect families to outside support organizations - Hiring, training, and retaining staff with the best interests of students and families|- Creating transparent plans for the future of the district / school - Providing workshops for parents|- Providing all written communication in both English and Spanish - Ensuring underrepresented families are present at DELAC, SSC and other committee meetings - Holding parent conferences and SST meetings - Holding regular School Site Council Meetings - Holding regular DELAC / ELAC Meetings|- Continuing to serve underrepresented populations through the adult education program - Providing workshops for parents on ELAC and DELAC purpose and rules|- Providing workshops for parents on School Site Council purpose and rules|4|4|3|4|3|2|2|3|3|2|3|2|Met||2026-06-09|2026
42691796118434|Santa Ynez Valley Charter|3|The involvement of stakeholders within all levels of the school, including governance, planning, and operations is an important founding principle of Santa Ynez Valley Charter School. There are many ways in which parents are involved in decision making activities as well as in programs, events and fundraising. The PTSO is an active partner in the organization of the school community.|The school works closely with the PTSO and creates strategic planning goals for parent engagement. The main area of growth for the school is to provide more opportunities to have families, teachers and admin work together to plan, design, implement and evaluate family engagement activities at the school level.|The school has a system for identifying underrepresented families and for ensuring their needs are met through outreach and by analyzing parent survey data. As part of the school’s strategic planning process, a plan is in place to identify and serve underrepresented students.|The school has a robust system in place for grade reporting and for student conferences on a regular and predictable basis. Communication between teachers and families is strong, and the school uses Parent Square for weekly updates. Survey results show that communication is a strength of the school.|The areas of improvement for the school are a. providing families with more resources to support student learning and development in the home and b. supporting families to understand and exercise their parental rights.|The school has a system for identifying underrepresented families and for ensuring their needs are met through outreach and by analyzing parent survey data. As part of the school’s strategic planning process, a plan is in place to identify and serve underrepresented students.|The school is focused on achieving its mission to be collaborative among all stakeholders. The school is governed by parents and works closely with the parent-teacher-student organization to effectively engage families in all aspects of the school, including decision-making.|The school has identified two action items in the strategic plan that relate to family engagement. 1. Strengthen PTSO and Parent Involvement, 2. Enhance visibility and knowledge of school mission. Although many of the structures are in place for achieving parent involvement, the school recognizes there is more that we can do as a community.|The school will conduct surveys of all families and conduct outreach to underrepresented families to evaluate the level of engagement and identify areas for improvement.|4|5|4|4|4|4|4|4|4|4|4|4|Met||2026-06-04|2026
42691950000000|Goleta Union Elementary|3|Based on the analysis of educational partner input and local data, the LEA demonstrates strong progress in Building Relationships Between School Staff and Families, with all related practices currently at the Full Implementation stage. Staff across school sites—including administrators, teachers, and classified personnel—are consistently building trusting and respectful relationships with families, which has been reinforced through targeted professional development and a shared commitment to family engagement. We see evidence in the responses to our parent survey that demonstrate parents are aware of their child's learning progress, are comfortable asking the school for support, that families feel welcome at school including for volunteer opportunities. The LEA has also made significant strides in creating welcoming environments for all families, ensuring that school campuses are inclusive, accessible, and culturally responsive. In addition, staff are actively supported in learning about families’ strengths, cultures, languages, and educational goals, which helps foster mutual respect and deeper partnerships.|While the LEA is at the Full Implementation stage, feedback indicates a need for continued professional development that moves beyond foundational training to emphasize culturally responsive practices, implicit bias awareness, and active listening skills. Additionally, improving systems for gathering and acting on family feedback—particularly from historically underrepresented groups—remains a priority to ensure all families feel seen, heard, and valued in the educational process. The LEA is exploring alternative parent survey options and methods for distribution in an effort to hear from more families.|Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families in Building Relationships Between School Staff and Families by focusing on several key strategies: Targeted Outreach: The LEA will enhance efforts to reach underrepresented families by partnering with community organizations and utilizing culturally relevant communication methods to ensure all families are aware of available resources and opportunities to engage with the school. Professional Development: Additional training will be provided to school staff on culturally responsive practices and building trust with families from diverse backgrounds, ensuring staff understand the specific needs and strengths of underrepresented communities.  Family Representation: The LEA will work to increase the participation of underrepresented families in decision- making by offering flexible meeting times, interpreting services, and transportation support to remove barriers to engagement. Feedback Mechanisms: The LEA will create opportunities for underrepresented families to share their experiences and feedback more regularly, using this input to adjust strategies and better meet their needs in relationship-building efforts. By focusing on these areas, the LEA aims to create more inclusive, equitable, and effective partnerships with underrepresented families, fostering stronger relationships that support student success.|Based on the analysis of educational partner input and local data, the LEA demonstrates solid progress in Building Partnerships for Student Outcomes. Our key strengths include: Professional Learning and Support: The LEA is at Full Implementation in providing professional development for teachers and principals, equipping them with the necessary tools and knowledge to effectively partner with families. This ongoing training enhances the capacity of school staff to collaborate with families, which is crucial for improving student outcomes. Family Resources and Information: The LEA also excels in providing families with the information and resources needed to support student learning at home, as evidenced by a Full Implementation rating. This ensures families are equipped to actively engage in their children’s educational journeys. Teacher-Family Collaboration: The LEA is successfully implementing policies and programs for teachers to meet with families and students to discuss progress and collaborate on strategies for student success. This practice is also at the Full Implementation stage, reinforcing the importance of consistent and meaningful communication between teachers and families. These strengths highlight the LEA’s commitment to fostering strong partnerships between school staff and families, recognizing that collaboration is vital for improving student outcomes.|Based on the analysis of educational partner input and local data, the LEA’s focus area for improvement in Building Partnerships for Student Outcomes is in supporting families to understand and exercise their legal rights and advocate for their own students. Currently rated at Initial Implementation (3), this practice reflects an opportunity for the LEA to enhance its efforts in educating families about their rights and empowering them to effectively advocate for their children. To improve in this area, the LEA may consider offering targeted workshops, resources, and personalized support for families to better navigate the legal aspects of education. Additionally, increasing awareness around special education, school policies, and student rights will be crucial in helping families take an active role in their children's academic success. Strengthening these supports will further reinforce family-school partnerships and contribute to better student outcomes across the district.|Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families in Building Partnerships for Student Outcomes by focusing on the following strategies: Targeted Communication and Outreach: The LEA will develop culturally relevant and accessible communication strategies to ensure underrepresented families are informed about available resources, programs, and opportunities to partner with schools. This may include utilizing community liaisons, translated materials, and multilingual communication channels to better reach these families. Personalized Support: The LEA will offer more personalized outreach and support to families in underserved communities. This could include one-on-one meetings, mentorship programs, or the creation of family advocacy teams to guide underrepresented families in advocating for their children’s academic success. Inclusive Decision-Making: The LEA will ensure underrepresented families are actively included in decision-making processes, offering flexible meeting times, childcare, and transportation assistance to remove barriers to participation. These efforts aim to build trust, increase accessibility, and ensure that underrepresented families have a stronger voice in shaping their children’s educational experiences and outcomes.|The LEA demonstrates significant strengths in Seeking Input for Decision-Making. The LEA is in the Full Implementation and Sustainability phase for engaging principals, staff, and families in advisory groups and decision-making processes. There are established systems in place that ensure consistent and meaningful engagement from all stakeholders, including traditionally underrepresented groups. Parent committees present on topics that families have asked to learn about and focus on responding to needs that are identified. The LEA has made strong progress in equipping both school staff and families with the knowledge and tools needed to participate effectively in these roles. In particular, the LEA provides diverse and accessible opportunities for families to offer input on policies and programs, reflecting a commitment to equity and inclusion. Additionally, collaborative efforts between families, educators, and district administrators to design and evaluate engagement activities indicate a culture of shared responsibility and partnership.|Based on the analysis of educational partner input and local data, the LEA’s primary focus area for improvement in Seeking Input for Decision-Making is building the capacity of family members to more effectively engage in advisory groups and decision-making processes. While systems are in place and implementation is strong, the current rating of “4 – Full Implementation” suggests there is room to deepen support for families, particularly in providing training, resources, and ongoing guidance to ensure they can confidently and effectively contribute to decision-making. Additionally, while collaboration between families, teachers, principals, and district administrators is well established, continued efforts are needed to ensure greater consistency and equity in these partnerships across all schools. The response rate for our LCAP parent survey indicates we have an opportunity to gather more information from additional families. A new survey tool is being pursued to help address the relatively low response rate.|Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families by implementing targeted strategies designed to address barriers to participation identified during the self-reflection process.|4|4|4|4|4|4|4|3|5|4|5|4|Met||2026-06-17|2026
42692030000000|Guadalupe Union Elementary|3|Based on the analysis of educational partner input and local data, Guadalupe Union School District has demonstrated significant strengths in fostering positive relationships between school staff and families. Feedback from parents and educational partners indicates that the district seeks and values parent input on important school-related decisions, promoting a culture of collaboration and shared responsibility. The district offers multiple opportunities for parent involvement through programs, conferences, parent education courses and activities designed to accommodate the diverse interests, needs, and schedules of families. Additionally, parents are encouraged to participate in leadership roles through committees and advisory groups that contribute to school and district decision-making. Consistent and effective communication further supports strong partnerships by keeping families informed and engaged in their children's education.|Based on the analysis of educational partner input and local data, Guadalupe Union School District has identified an area for growth in increasing meaningful family participation that directly supports student learning and educational outcomes. While the district provides a variety of opportunities for families to engage with schools, feedback indicates a need to expand opportunities that focus specifically on academic involvement, educational decision-making, and activities that strengthen the connection between home and school learning.|Guadalupe Union School District recognizes the importance of increasing engagement and participation among historically underrepresented groups, including Mixteco-speaking families.  The district will continue to reduce language and cultural barriers by providing interpretation and translation services, partnering with community organizations, and creating culturally responsive opportunities that encourage participation and foster a sense of belonging. As part of the district’s Community Schools initiative, GUSD is committed to developing authentic family partnerships that promote shared leadership, inclusive engagement, and meaningful participation in students’ educational experiences. Through the Community Schools framework, the district will expand opportunities for families to engage in academic workshops, school and district decision-making processes, and activities that support student learning both at school and at home. By emphasizing educationally focused family engagement and ensuring that opportunities are accessible and inclusive for all families, including Mixteco-speaking families, GUSD aims to strengthen partnerships that positively impact student achievement, student well-being, and overall educational outcomes.|GUSD's current strengths and progress in Building Partnerships for Student Outcomes include providing professional learning and support for teachers and administrators to enhance the capacity of schools to effectively engage and partner with families. The district has also implemented practices and programs that promote regular communication and collaboration among teachers, students, and families to discuss student progress, set goals, and identify strategies to support improved student outcomes. These efforts help foster strong family-school partnerships and reinforce a shared commitment to student success.|Areas for improvement in Building Partnerships for Student Outcomes include providing families with information and resources to support student learning an development in the home.|To improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes, GUSD leadership, staff, and personnel will discuss and plan to address the comments regarding a request for more increased information to families on Special Education laws and services, and open communication on the benefits and rights all students have. There is continued interest from families to take part in academic recognitions and incentive programs, volunteering, homework support, and information on Instructional Assistants and class sizes.|Guadalupe Union School District has an active District English Learner Advisory Committee (DELAC) and LCAP Advisory Committee, who provide different perspectives and insights on planned LCAP actions and school programs for English Language Learners. Additionally, School Site Councils and Leadership Teams have a high level of input into site decision-making, family engagement activities, and celebrating student success.|An area for improvements in Seeking Input and Decision-Making continues to be participation. Although there are multiple opportunities, venues, and formats to engage in decision-making, participation and attendance continues to be relatively low.|GUSD will improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making through collaborative problem solving, outreach, and use of all resources - especially those as part of the Community Schools model and Community Engagement Initiative.  A successful year has resulted in improved attendance and engagement that will continue into the next school year. Schedules for events have already been developed and regular, consistent communications are underway.|4|4|4|4|4|4|3|3|4|4|3|4|Met||2026-06-17|2026
42692110000000|Hope Elementary|3|The district continues to prioritize building trusting and respectful relationships with families through a student-centered approach. All three district schools emphasize strong connections among students, teachers, and parents to create a sense of belonging.|We continue to have strong survey results regarding positive relationships between school staff and families from both the family and staff CHKS surveys.|We will continue to utilize Parent Square, PTAs, ELAC, and DELAC to connect underrepresented families to our school and district community.|We utilize a Multi-Tiered System of Support (MTSS) that identifies individual student needs and engages parents in the process of providing targeted instruction and support.|We will continue to engage partnerships that will enable us to build effective partnerships focused on positive student outcomes.|We will continue to utilize Parent Square, PTAs, ELAC, and DELAC to connect underrepresented families to our school and district community.|"The district seeks input through various platforms, including student councils, surveys, and News Club, to empower students and their families in the decision-making process. In the CA Healthy Kids Survey (CHKS), the following was reported: 5th Grade: 49% felt they had opportunities for meaningful participation ""most"" or ""all of the time"". Specifically, only 31% felt they were given a chance to help decide school activities or rules. 6th Grade: 51% felt they had opportunities for meaningful participation ""most"" or ""all of the time"". Only 25% felt they had a voice in deciding school activities or rules. Decision Making: 79% of staff felt the school uses objective data in decision-making. Student Voice: 90% of staff believe the school encourages opportunities for students to decide things like class activities or rules. Keeping Parents Informed: 96% of parents felt the school keeps them well-informed about school activities. Parent Voice: 89%  felt the school ""very well"" or ""pretty well"" provides information about why their child is placed in particular groups or classes."|Based on the CHKS survey, students expressed a desire to have their voices heard more frequently.|We will explore opportunities to provide more feedback and input activities.|5|5|5|5|5|4|5|5|5|4|4|5|Met||2026-06-08|2026
42692290000000|Lompoc Unified|3|Based on the analysis of educational partner input and local data, Lompoc Unified School District has demonstrated notable strengths and progress in building relationships between school staff and families. In the California School Parent Survey, 53% of parents strongly agree that schools have high parental involvement, and 84% strongly agree/agree that they are welcome to participate at their child's school. In addition, 88% pf parents/guardians strongly agree/agree that school staff treat parents with respect, and 79% of parents feel school staff take parent concerns seriously. The district offers a variety of ways for parents to be involved, recognizing the diverse needs and schedules of families. This includes programs, conferences, and activities that are thoughtfully designed to fit family interests and availability. For instance, we offer meetings during the school day to accommodate parents who work in evening, and offer meetings in the evening to accommodate parents who work in the morning. We also try to provide child care for meetings, and offer a variety of options for parents to schedule parent/teacher conferences. In addition, LUSD actively includes parents in leadership roles through participation in groups and committees that help guide school decisions, such as DELAC, Sp Ed Parent Advisory, Superintendent Committees, and LCAP Advisory. Frequent and consistent communication with parents further strengthens these relationships, ensuring families are well-informed and engaged in the educational process. These efforts collectively reflect the district’s ongoing commitment to fostering meaningful partnerships with families. LUSD utilizes Parent Square which allows parents/guardians to receive information in their preferred format and language. For 2026-2027, LUSD plans to utilize Parent Square's Attendance Plus Program for ongoing and specifically targeted communication which focuses on proactively monitoring and informing parents/guardians about attendance at school.|Based on the analysis of educational partner input and local data, Lompoc Unified School District has identified key areas for improvement in building relationships between school staff and families. One focus area is increasing opportunities for parents to volunteer or participate more actively in their children’s classrooms. Expanding these opportunities would strengthen family-school connections and promote greater engagement in the learning environment. Another key area is to ensure parents feel their voices are heard and their ideas are valued. Through data, LUSD needs to ensure we communicate what we are doing to solve problems parents bring to us and how they can support our actions.|Based on the analysis of educational partner input and local data, Lompoc Unified School District will continue to build on its strengths while focusing on improving engagement of underrepresented families. Parent surveys show high participation in school events and parent-teacher conferences, and each school site offers a range of opportunities such as family nights, biannual conferences, and monthly School Site Council and PTA meetings designed to include all families. District-level efforts such as Parent Advisory Committee meetings, English Learner Advisory Committee meetings, parent training sessions, and the Superintendent’s Committees demonstrate a commitment to inclusive engagement. To further improve relationships with underrepresented families, the district recognizes the need to strengthen twoway, bilingual communication. While Parent Square has expanded outreach capabilities, enhancing its use to support more accessible and responsive communication—particularly for non-English-speaking families—will be a key focus. These efforts aim to ensure that all families, regardless of background, feel informed, valued, and empowered to participate in their children’s education.|Based on the analysis of educational partner input and local data, Lompoc Unified School District has demonstrated strengths and continued progress in building partnerships for student outcomes. In our California Schools Parent Survey results, 83% of parents strongly agree/agree teachers are responsive to their child's social and emotional needs, and that school provides parents with advice and resources to support their children (71%). . These results reflect the district’s efforts to foster positive relationships between school staff and families and to maintain clear and consistent communication regarding student success. To further strengthen these partnerships, LUSD is focusing on areas for growth, particularly at the secondary level. Efforts are underway to ensure all parents feel their students are safe at school and that staff are better equipped to understand each family’s culture, language, and educational goals. The district will continue to rely on site and district outreach consultants to make personalized connections with underrepresented families. Additionally, LUSD plans to provide training for administrators to enhance engagement strategies, ensure families understand and can exercise their legal rights, and support teachers in building effective partnerships with parents to assist with homework and postsecondary planning. These initiatives demonstrate the district’s commitment to inclusive, goaloriented family engagement that supports student success|After analyzing parent surveys and feedback, LUSD recognizes providing safe schools that are culturally relevant and culturally responsive are the key focus areas for improvement.|LUSD will continue to use Parent Square, a communication app, to continue to improve communication about school happenings, coordination, and engagement between home and the school community. LUSD will continue to translate school information items into Spanish and continue to provide translation services. Schools around the district will continue to offer PIQE courses designed at improving parent leadership and advocacy for their children, as well as offering other advocacy education. Lastly, LUSD will continue to build on the promotion of others cultural beliefs and practices through honoring cultures through our engagement activities, and establishing advisory groups for our most vulnerable groups of people.|The strengths of LUSD is how the district utilizes electronic and paper surveys written in Spanish and English, to gather information. Also, LUSD has an active District English Learner Advisory Committee (DELAC) and LCAP Advisory Committee, who provide different perspectives and insights on planned LCAP actions and school programs for English Language Learners. Additionally, School Site Councils and Leadership Teams have a high level of input into site decision-making, family engagement activities, and celebrating student success. Superintendent Committees have developed plans based on educational partner input which continue to be implemented, monitored and improved.|Based on the analysis of educational partner input and local data, Lompoc Unified School District demonstrates several strengths and continued progress in seeking input for decision-making. The district effectively uses both electronic and paper surveys in English and Spanish to ensure broad accessibility and gather meaningful feedback from diverse families. LUSD also benefits from active participation in advisory groups such as the District English Learner Advisory Committee (DELAC) and the LCAP Advisory Committee, which provide valuable perspectives on programs and planned LCAP actions, particularly for English Language Learners. At the site level, School Site Councils, PTAs and Leadership Teams play a significant role in decision-making, shaping family engagement activities, and promoting student success. Furthermore, district-level committees— including the Superintendent’s Committees—develop and refine plans based on input from educational partners. These plans are regularly monitored and adjusted, reflecting the district’s commitment to inclusive and responsive decision-making processes.|LUSD will improve engagement of underrepresented families by increasing access, such as clear communication and trying to provide translation services at all meetings and committees. Furthermore, we will continue to involve our Outreach Liaisons, Community Schools Liaisons, and School District Social Workers in making lasting and meaningful connections with our families.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-23|2026
42692290116921|Manzanita Public Charter|3|- Communicating with families via ParentSquare - Providing families with a calendar of events - Sending updates of classroom occurrences - Holding parent conferences and SST meetings - Having friendly office staff - Being present and positive at drop off and pick up - Inviting parents to attend and participate in school functions|- Communicating with families via social media - Providing frequent positive communication - Hosting before and after-school social functions - Providing a variety of times for family information sessions - Ensuring underrepresented families are present at DELAC, SSC and other committee meetings - Working regularly with community partnership programs and organizations - Creating an anti-bullying environment - Creating an environment where all students and families feel safe and respected - Being equitable in holding kids accountable for following school policies - Ensuring underrepresented families feel included in district parent activities and decision making - Connect families to outside support organizations - Providing resources to help families guide their children academically|- Utilizing the community liaison to reach out to underrepresented families - Continuing to serve underrepresented populations through the adult education program - Providing workshops for parents|- Communicating with families via ParentSquare - Providing families with a calendar of events - Sending updates of classroom occurrences - Holding parent conferences and SST meetings - Having friendly office staff - Being present and positive at drop off and pick up - Inviting parents to attend and participate in school functions - Providing professional development for all staff|- Communicating with families via social media - Ensuring underrepresented families are present at DELAC, SSC and other committee meetings - Working regularly with community partnership programs and organizations - Creating an anti-bullying environment - Utilizing the community liaison to reach out to underrepresented families - Continuing to serve underrepresented populations through the adult education program - Ensuring underrepresented families feel included in district parent activities and decision making - Connect families to outside support organizations - Providing workshops for parents|Participating educational partners identified no needed actions|- Holding parent conferences and SST meetings - Holding regular School Site Council Meetings|- Ensuring underrepresented families are present at DELAC, SSC and other committee meetings - Holding regular DELAC / ELAC Meetings - Working regularly with community partnership programs and organizations - Providing workshops for parents on School Site Council purpose and rules - Providing workshops for parents on ELAC and DELAC purpose and rules|- Utilizing the community liaison to reach out to underrepresented families - Continuing to serve underrepresented populations through the adult education program|4|5|4|4|3|2|3|3|3|3|3|2|Met||2026-06-17|2026
42692450000000|Los Olivos Elementary|3|Los Olivos Schools main focus is on relationship building with all constituents and evidence of that can be seen on how many parent volunteers help out in the classroom, are involved in our PTA called the Spartan Alliance, and our Los Olivos Foundation. The Foundation is the parent led  fundraising arm which allows our school to purchase new technology every year, as well as subsidizing middle school elective offerings to our middle school. Lastly, on our LCAP survey, 100% of families (21 out of 21 respondents) reported that they feel they can communicate with the Principal when needed—reflecting a high level of trust and connection between families and school leadership. Our SST meetings and reclassification meetings are 100% in terms of parent participation. Parent/teacher conferences are held twice a year for grades TK-5, and once a year for grades 6-8 with 100% parent participation. Additionally, middle school families (grades 6–8) are encouraged to request a spring conference if additional follow-up or discussion is needed.|Last school year, 2024-2025 we implemented a Leadership Team consisting of the Principal, School Secretary, Fiscal Specialist, Human Resources Director, and one elementary and one middle school teacher. This team has been a game changer for our school community, dramatically improving communication, transparency, and overall school culture. Regular meetings have created a space for open dialogue, collaborative problem-solving, and shared decision-making. In terms of student support, we are partnering with the Santa Barbara County Education Office for direct services for our Special Education program, as the Santa Ynez Valley Special Education Consortium (SYVSEC) has been dissolved. Our School Psychologist is dedicated to serving our special education students, as well as a Licensed Marriage and Family Therapist (LMFT) available to support our general education students as needed. This ensures that all students have access to mental health support when social or emotional needs arise. Our teachers hold daily morning meetings where they check in with students and monitor their well-being. If a student appears to need additional support, teachers often refer them directly to our LMFT, helping to provide immediate and meaningful interventions. We are also entering our 7th year of partnership with Care Solace, a vital resource that helps connect students, staff, and family members to outside mental health and wellness services. This partnership plays a key role in providing wraparound care for our entire school community. Together, these efforts reflect our strong commitment to fostering a safe, supportive, and connected learning environment for all.|We will continue to use ParentSquare as our primary platform for communication between school and home. Currently, 100% of our families have access to ParentSquare, ensuring consistent and timely communication. Every message is translated into Spanish, allowing all families to stay informed and engaged, regardless of language. The principal is bilingual and plays an active role in building relationships with our Hispanic families, often engaging with them directly in their native language to foster trust, inclusion, and partnership. We hold parent-teacher conferences twice a year for students in grades TK–5 and once annually for students in grades 6–8. We are proud to maintain 100% parent participation in these conferences. Additionally, middle school families (grades 6–8) are encouraged to request a spring conference if additional follow-up or discussion is needed. These practices reflect our ongoing commitment to transparent, inclusive, and proactive family engagement.|Based on educational partner input and local data analysis, Los Olivos School District has made strong progress in building partnerships that support student outcomes. One of our key strengths is the professional development we provide for staff, which directly aligns with identified student needs and instructional priorities. This year, we offered targeted training and mentoring in the areas of: Standards-Based Grading, The Science of Reading, and Response to Intervention (RTI) in English and Mathematics. These initiatives have strengthened instructional practices and led to measurable improvements in student achievement and engagement. By investing in educator capacity and aligning training with research-based strategies, we have enhanced our ability to respond to student needs and foster meaningful academic growth.|Based on input from educational partners and an analysis of local data, one of our key focus areas for improvement is in strengthening and expanding family partnerships related to student social-emotional well-being. Over the past year, we made progress by sending out monthly Care Solace flyers and newsletters through ParentSquare, each highlighting a different social-emotional topic. All communications were shared in both English and Spanish to ensure accessibility for all families. Additionally, insights gained through daily morning meetings with students have helped us identify those in need of emotional support. When appropriate, we proactively inform families about these concerns and offer referrals to our on-site Licensed Marriage and Family Therapist (LMFT) or Care Solace for further support. Moving forward, we aim to deepen engagement with families around mental health and wellness by increasing opportunities for two-way communication, outreach events, and education on available resources, helping to build trust and collaboration that further support student outcomes.|Based on the self-reflection process and local data, Los Olivos School District is committed to improving engagement with underrepresented families by using a personalized, relationship-based approach. As a small school and close-knit community, we know our underrepresented families individually and make intentional efforts to connect with them. We use ParentSquare for consistent communication in both English and Spanish, and our bilingual Principal regularly reaches out by phone, not just to report concerns, but also to celebrate student successes, building trust and positive relationships. Because of that mutual trust, and the fear of Immigration, Customs Enforcement (ICE), the principal was able to hand out at drop-off and pick-up guidance for families on how to prepare and respond to enforcement actions by immigration officials. Lastly, to improve accessibility, we have adjusted our parent/student conference schedules to offer evening appointments, making it easier for working families to attend. In addition, translators are always available to ensure that every parent can participate fully and meaningfully in conversations about their child’s learning and growth. These efforts reflect our ongoing commitment to equity, inclusion, and meaningful family engagement in support of student success.|Los Olivos School District has demonstrated strong progress in seeking and incorporating educational partner input into decision-making processes.  The Spartan Alliance hosted on Thursday November 13, 2025 Morning Coffee with the Principal, providing a welcoming opportunity for families to hear about the school’s vision and to share their feedback directly with school leadership. This event helped set a tone of openness and collaboration for the year. The Principal also maintains an open-door policy, fostering accessibility and responsiveness. According to the recent LCAP survey, 100% of families (21 out of 21 respondents) reported that they feel they can communicate with the Principal when needed, reflecting a high level of trust and connection between families and school leadership. To ensure broader input in decision-making, the district also distributes both the LCAP Survey and the California Healthy Kids Survey to students, staff, and families. These tools provide valuable data that help guide strategic planning and support student well-being. These practices reflect the district’s ongoing commitment to transparency, responsiveness, and inclusive stakeholder engagement.|The Los Olivos faculty and staff have asked for more communication from the Principal, so in the 2024-2025 school year, we implemented a Leadership Team consisting of the principal, school secretary, fiscal specialist, human resources director, and one elementary and one middle school teacher, we continued with this model in 2025-2026. This team has been a game changer for our school community, dramatically improving communication, transparency, and overall school culture. Regular meetings have created a space for open dialogue, collaborative problem-solving, and shared decision-making.There is also an agenda that is available for the first Thursday of the month which serves as our faculty and staff meeting.|Based on the self-reflection process and analysis of local data, Los Olivos School District is taking deliberate steps to improve engagement with underrepresented families in the decision-making process. To remove common barriers to participation, we have continued offering parent-teacher conferences during evening hours, making it easier for working families to attend without conflict with their job schedules. Additionally, we have secured on-site babysitting during these conference times, ensuring that families with young children can participate without added stress. The bilingual Principal maintains an open-door policy, making him approachable and available to all families, including those who may not feel comfortable navigating traditional school systems. The school secretary also supports communication efforts by sending out weekly ParentSquare messages, all of which are translated from English to Spanish to ensure accessibility and inclusion. These targeted efforts are designed to foster greater trust, access, and involvement from our underrepresented families, ensuring their voices are heard and valued in school decision-making processes.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-08|2026
42692520000000|Montecito Union Elementary|3|Each year Montecito Union School surveys every parent in the district to assess parent satisfaction, parent engagement, and seek input and feedback on the school's direction and decisions. The survey is refined annually to seek information on current and future needs and issues. These results are presented to the school board annually.  There is generally high praise for our academic programs, curriculum, character work, and learning environment.  99% of families agree or strongly agree that they feel invited to be part of the MUS community.  Administration is consistently rated at or near 100% in being approachable and responsive to needs.|"As scores are incredibly high there are not major areas of need to improve relationships with school staff and families.  The survey data indicates fewer ""strongly agree"" responses in questions related to the school board, so that will continue to be an area we focus on.  The Board has made strides through strong digital communication and offering in person office hours"|MUS will continue to offer translation services when needed.  The work of the Diversity Club will also work to to continue to welcome and invite underrepresented families|Each year Montecito Union School surveys every parent in the district to assess parent satisfaction, parent engagement, and seek input and feedback on the school's direction and decisions. The survey is refined annually to seek information on current and future needs and issues. These results are presented to the school board annually.  There is generally high praise for our academic programs, curriculum, character work, and learning environment.|We will continue to work on our world language programs to define expectations and ensure we continue to provide high-quality instruction.  100% of parents are satisfied with the quality of their child's education.|MUS will continue to work with the school board, teachers and diversity club to ensure we build partnerships with underrepresented families.|The school follows all required protocols for things like LCAP, etc.  Board meeting agendas and commentaries are emailed to all families in advance of meetings, board office hours are held each month, and the superintendent and principal have monthly office hours to seek input in decision-making.  In addition, specialized committees are created on a regular basis to inform decisions.  The annual survey also provides specific feedback for many school programs.|The District currently does this very well according to survey data so will continue the same efforts it has made in the past.|Specific proactive outreach will take place for any families with language barriers.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-09|2026
42692600000000|Orcutt Union Elementary|3|"Relationships between school staff and families are a strength in the Orcutt Union School District. In a parent/guardian survey done for the 2026 LCAP, 91.7% of respondents characterized communication from the school about school activities as ""excellent"" or ""good,"" and 84.0% of respondents characterized communication from teachers about their child's academic progress as ""excellent"" or ""good.""  The Parent Square communication platform allows for easier school-home communication because it sends messages in the parent/guardian's preferred format (email, text, or voicemail) and translates messages into Spanish or other language of choice. Principals, teachers, and office staff are well versed in how to post news and announcements on Parent Square, and the platform translates into the recipient’s preferred language. In the past three years schools have been relying more on posts for specific groups and direct messages to parents as opposed to ""blasts"" to the school population at large. In 2025-2026 the district began utilizing Parent Square's Attendance Plus Program for ongoing and specifically targeted communication, encouragement, and accountability for families of students with attendance challenges. Attendance Plus integrates with the Aeries student information system to identify at-risk students through daily attendance analysis, enabling immediate, tier-driven family outreach and intervention tracking.  Schools work to create welcoming environments for families. Parent-teacher conferences are held early in the year so teachers and parents can establish rapport. Community liaisons reach out to parents who speak Spanish or Mixteco to offer ongoing support.  School events are well attended. Parents serving as PTA or PTSA presidents report that interest in school and family events is strong but at the same time there are fewer parent volunteers. So parent leaders are interested in having more family events and showcases on campus so more parents can see school and PTA/PTSA programs and hopefully become more involved.  The district is working to build relationships between school staff and families even before students attend school. To this end, the district for the past two years has held informational events for incoming TK and K parents, and these events have been well attended. The district also is working on doing more to engage non- or limited-English-speaking parents. As an example, Joe Nightingale School hosted a special information night for Mixteco-speaking parents and their families in February 2026. The night was well attended and provided a template for more events of this sort in 2026-2027."|"The third practice above -- ""supporting staff to learn more about each family's strengths, cultures, languages and goals for their children"" -- is a focus area for our district. Our percentage of unduplicated students continues to increase (now 63.0%), and we can do more to be sensitive to poverty, language differences, transience, trauma, homelessness, and other conditions our students and families face. This past year staff participated in training in trauma-informed practice provided by Dr. Robert Macy and Frank Grijalva of the International Trauma Center. This training provided insight in Adverse Childhood Experiences (ACEs) and their impact on students. This year's foster/homeless liaison also provided a round of trainings on best practices for serving foster youth and students experiencing homelessness."|"The Orcutt Union School District has embedded parent engagement in its LCAP in the form of Goal 4: ""Serving as a cornerstone of the greater Orcutt community for generations, Orcutt schools will be a place where each family experiences equity and a sense of belonging and pride in their school."" Applicable LCAP actions include the following: - Action 4.1 School-Home Communication Platform - Action 4.2 Improved Marketing and Accessibility of District for Parent and Community Engagement - Action 4.3 Community Liaison and Interpreter Support for Non- and Limited-English-Speaking Families - Action 4.4 Support for Foster/Homeless Families - Action 4.5 Parent/Family Education Events"|Parents largely are very appreciative of their children's school and are complimentary of school staff. Parents indicate that teachers and staff at schools are responsive and helpful and will listen to parent concerns. One of the district practices most instrumental in supporting partnerships around student outcomes is the district's fall parent-teacher conferences. All parents/guardians are expected to attend, and the conferences are held early in the school year (in late September) so teachers and parents can review student progress to date and collaborate on goals for the school year.  The district Educational Services and Special Education departments plan trainings and workshops that help parents to support their children's learning and development. For the past three school years the Educational Services team planned a series of family math nights -- one at each elementary site -- that engaged students and parents in math games, puzzles, and challenges. The nights were well attended and well received, and they will continue in 2026-2027.  During the 2025-2026 school year the district organized six parent education nights on pertinent topics such as what parents should know about artificial intelligence, healthy eating/cooking, school safety, and human trafficking. Of note are a two-night series in which OUSD Nutrition Coordinator Dmitriy Tsoy provided parents with recipes as well as samples of such delectable dishes as roasted beet salad, chicken & bean chili with seasonal greens, and sweet potato chips; a school safety presentation offered at four venues that briefed parents on how the district addresses student behaviors as well as the Standard Response Protocol for responding to emergencies; and a presentation on online safety and human trafficking by California Highway Patrol Officer Maria Barriga that has been well attended by parents.  In Spring 2025, all district schools were awarded Purple Star School recognition by the California Department of Education for meeting multiple criteria for serving and supporting military connected students and their families. The district serves over 230 military connected students, and our community takes pride in this recognition.  At the start of each school year the district distributes to all parents its Annual Notification of Parent and Student Rights and Responsibilities. This outlines parents' legal rights. Each year the district informs parents of its Uniform Complaint Procedures. Parents of Special Education students are notified of their legal rights at IEP meetings and in communication from Special Education providers.|"The second practice above -- ""providing families with information and resources to support student learning and development at home"" is a focus area for the district, and progress in this area has been made in the past two years. The district website (https://www.orcuttschools.net/) has been completely revamped using the Parent Square website development platform. Considerable time has been invested in informational resources for families. Additionally, special web pages have been created to communicate about specific initiatives (i.e., for school boundary adjustments for 2025-2026, the Phone-Free Schools Act committee, etc.). The district sent home a Welcome Back Family Toolkit guide (in English and Spanish) to all families at the beginning of the school year. The guide includes important dates and information on school meals, Campus Connection and ASES childcare, bus transportation, Parent Square, Aeries, Clever, district-issued technology, health services, and more. In 2026-2027 the district plans to launch an OUSD Parent University web page that will feature videos that highlight district programs from a lens of what parents need to know."|"As mentioned above, the Orcutt Union School District has embedded parent engagement in its LCAP in the form of Goal 4: ""Serving as a cornerstone of the greater Orcutt community for generations, Orcutt schools will be a place where each family experiences equity and a sense of belonging and pride in their school."" LCAP actions applicable to building partnerships for student outcomes include the following: - Action 4.2 Improved Marketing and Accessibility of District for Parent and Community Engagement - Action 4.3 Community Liaison and Interpreter Support for Non- and Limited-English-Speaking Families - Action 4.4 Support for Foster/Homeless Families - Action 4.5 Parent/Family Education Events"|The district frequently surveys parents to gather input. This typically is done in association with the development of state and federal plans (i.e., LCAP), but the district also has surveyed parents on enrollment preferences, cellphone restrictions, summer programming, support for arts education, and more. Schools also survey parents. As an example, each fall they survey parents and students regarding the level of caring and responsiveness they experience at school.  Parents play a strong role in school and district groups such as School Site Councils, school English Learner Advisory Committees, the District English Learner Advisory Committee, the parent/superintendent group, and the district strategic planning group. The district can generate countless examples of how parent input made an impact on school and district plans.  Finally, student input is valued. In association with the development of the district LCAP, the district meets with student groups to seek a student perspective on how the district can improve academic programs, school climate, and services to unduplicated students.|"The first practice above -- ""building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision making"" -- is a focus area for the district. On October 15, 2024, school and district administrators participated in a training given by colleagues from the Santa Barbara County Education Office on best practices for engaging parents in advisory groups such as School Site Councils and English Learner Advisory Committees. The training was well received and has served as a point of reference for the district's work to seek input for decision-making."|"As mentioned above, parent engagement is part of the LCAP in the form of Goal 4: ""Serving as a cornerstone of the greater Orcutt community for generations, Orcutt schools will be a place where each family experiences equity and a sense of belonging and pride in their school."" LCAP actions applicable to seeking input from parents and families in decision making include the following: - Action 4.2 Improved Marketing and Accessibility of District for Parent and Community Engagement - Action 4.3 Community Liaison and Interpreter Support for Non- and Limited-English-Speaking Families - Action 4.5 Parent/Family Education Events"|4|4|3|4|3|4|4|4|4|3|4|3|Met||2026-06-05|2026
42692600116434|Orcutt Academy Charter|3|"Relationships between school staff and families are a strength at the Orcutt Academy. In a parent/guardian survey done for the 2025 LCAP, 82.4% of respondents characterized communication from the school about school activities as ""excellent"" or ""good,"" and 77.8% of respondents characterized communication from teachers about their child's academic progress as ""excellent"" or ""good.""  The Parent Square communication platform allows for easier school-home communication because it sends messages in the parent/guardian's preferred format (email, text, or voicemail) and translates messages into Spanish or other language of choice. Principals, teachers, and office staff are well versed in how to post news and announcements on Parent Square, and the platform translates into the recipient’s preferred language. In the past three years OA has been relying more on posts for specific groups and direct messages to parents as opposed to ""blasts"" to the school population at large. In 2025-2026 the district began utilizing Parent Square's Attendance Plus Program for ongoing and specifically targeted communication, encouragement, and accountability for families of students with attendance challenges. Attendance Plus integrates with the Aeries student information system to identify at-risk students through daily attendance analysis, enabling immediate, tier-driven family outreach and intervention tracking.  Schools work to create welcoming environments for families. At OAK-8, parent-teacher conferences are held early in the year so teachers and parents can establish rapport. OAHS holds an event for incoming ninth graders and their families before the school year begins.  School events are well attended. Parents serving as PTSA presidents are interested in having family events and showcases on campus so more parents can see school and PTSA programs and hopefully become more involved.  Because Orcutt Academy needs to recruit new enrollees each school year, the information nights and campus tours it holds leading up to the annual enrollment lottery serve to build relationships between school staff and families even before students attend OAHS or OAK-8. At information nights, which are held virtually to make it more convenient for prospective families to attend, school administrators describe school programming and take questions. At campus tours, prospective families visit classrooms, cafeteria, gym, and other key parts of the OA site. Both these events help prospective families feel connected to the OA Spartan Family even before they officially become part of it."|"The third practice above -- ""supporting staff to learn more about each family's strengths, cultures, languages and goals for their children"" -- is a focus area for our school and district. Orcutt Academy's percentage of unduplicated students continues to increase (now 46%), and we can do more to be sensitive to poverty, language differences, transience, trauma, homelessness, and other conditions our students and families face. This past year staff participated in training in trauma-informed practice provided by Dr. Robert Macy and Frank Grijalva of the International Trauma Center. This training provided insight in Adverse Childhood Experiences (ACEs) and their impact on students. This year's foster/homeless liaison also provided a round of trainings on best practices for serving foster youth and students experiencing homelessness."|"The Orcutt Academy has embedded parent engagement in its LCAP in the form of Goal 4: ""Serving as a cornerstone of the greater Orcutt community for generations, Orcutt schools will be a place where each family experiences equity and a sense of belonging and pride in their school."" Applicable LCAP actions include the following: • Action 4.1 School-Home Communication Platform • Action 4.2 Improved Marketing and Accessibility of District and School for Parent and Community Engagement • Action 4.3 Community Liaison and Interpreter Support for Non- and Limited-English-Speaking Families • Action 4.4 Support for Foster/Homeless Families • Action 4.5 Parent/Family Education Events"|Parents largely are very appreciative of their children's school and are complimentary of school staff. Parents indicate that teachers and staff at OA are responsive and helpful and will listen to parent concerns. At OAK-8, one of the practices most instrumental in supporting partnerships around student outcomes is fall parent-teacher conferences. All parents/guardians are expected to attend, and the conferences are held early in the school year (in late September) so teachers and parents can review student progress to date and collaborate on goals for the school year.  The district Educational Services and Special Education departments plan trainings and workshops that help parents to support their children's learning and development. For the past three school years the Educational Services team planned a series of family math nights -- one at each elementary site -- that engaged students and parents in math games, puzzles, and challenges. The nights were well attended and well received, and they will continue in 2026-2027.  During the 2025-2026 school year the district organized six parent education nights on pertinent topics such as what parents should know about artificial intelligence, healthy eating/cooking, school safety, and human trafficking. Of note are a two-night series in which the district nutrition coordinator provided parents with recipes as well as samples of such delectable dishes as roasted beet salad, chicken & bean chili with seasonal greens, and sweet potato chips; a school safety presentation offered at four venues that briefed parents on how the district addresses student behaviors as well as the Standard Response Protocol for responding to emergencies; and a presentation on online safety and human trafficking by California Highway Patrol Officer Maria Barriga that was well attended.  In Spring 2025, all district schools including OA were awarded Purple Star School recognition by the California Department of Education for meeting multiple criteria for serving and supporting military connected students and their families. The district serves over 230 military connected students, and our community takes pride in this recognition.  At the start of each school year the district distributes to all parents its Annual Notification of Parent and Student Rights and Responsibilities. This outlines parents' legal rights. Each year the district informs parents of its Uniform Complaint Procedures. Parents of Special Education students are notified of their legal rights at IEP meetings and in communication from Special Education providers.  On June 6, 2025, OA live-streamed its high school graduation for the first time. The initiative was well received, as there were nearly 200 connections to the live event feed on YouTube and 1,000 views of the recorded video in the days following the graduation. Live-streaming has great potential to increase engagement in our school. OA again will live-stream its high school graduation in 2026.|"The second practice above -- ""providing families with information and resources to support student learning and development at home"" is a focus area for the district, and progress in this area was made in 2024-2025. After considerable work in the fall, the district adopted a new logo, new tagline (""Where excellence shines and community thrives""), and key messages, and the refreshed district brand has been well received. The district website (https://www.orcuttschools.net/) has been completely revamped using the Parent Square website development platform. Considerable time has been invested in informational resources for families. Additionally, special web pages have been created to communicate about specific initiatives (i.e., for school boundary adjustments for 2025-2026, the Phone-Free Schools Act committee, etc.). The district sent home a Welcome Back Family Toolkit guide (in English and Spanish) to all families at the beginning of the school year. The guide includes important dates and information on school meals, Campus Connection and ASES childcare, bus transportation, Parent Square, Aeries, Clever, district-issued technology, health services, and more.   In 2026-2027 the district plans to launch an OUSD Parent University web page that will feature videos that highlight district programs from a lens of what parents need to know."|"As mentioned above, the Orcutt Academy has embedded parent engagement in its LCAP in the form of Goal 4: ""Serving as a cornerstone of the greater Orcutt community for generations, Orcutt schools will be a place where each family experiences equity and a sense of belonging and pride in their school."" LCAP actions applicable to building partnerships for student outcomes include the following: • Action 4.2 Improved Marketing and Accessibility of District for Parent and Community Engagement • Action 4.3 Community Liaison and Interpreter Support for Non- and Limited-English-Speaking Families • Action 4.4 Support for Foster/Homeless Families • Action 4.5 Parent/Family Education Events"|The Academy frequently surveys parents to gather input. This typically is done in association with WASC self-study work and the development of state and federal plans (i.e., LCAP), but the district also has surveyed parents on summer programming, dress guidelines, cellphone restrictions, and more. OAHS and OAK-8 also survey parents. As an example, each fall they survey parents and students regarding the level of caring and responsiveness they experience at school.  Parents play a strong role in school and district groups such as the School Advisory Council, the District English Learners Advisory Council (DELAC), the district parent/superintendent group, and the district strategic planning group. The school can generate countless examples of how parent input made an impact on school and district plans.  Finally, student input is valued. In association with the development of the Orcutt Academy LCAP, the assistant superintendent responsible for the LCAP meets with student groups to seek a student perspective on how the district can improve academic programs, school climate, and services to unduplicated students.|"The first practice above -- ""building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision making"" -- is a focus area for the district. On October 15, 2024, school and district administrators participated in a training given by colleagues from the Santa Barbara County Education Office in best practices for engaging parents in advisory groups such as School Site Councils and English Learner Advisory Committees. The training was well received and has served as a point of reference for the district's work to seek input for decision-making."|"As mentioned above, parent engagement is part of the LCAP in the form of Goal 4: ""Serving as a cornerstone of the greater Orcutt community for generations, Orcutt schools will be a place where each family experiences equity and a sense of belonging and pride in their school."" LCAP actions applicable to seeking input from parents and families in decision making include the following: • Action 4.2 Improved Marketing and Accessibility of District for Parent and Community Engagement • Action 4.3 Community Liaison and Interpreter Support for Non- and Limited-English-Speaking Families • Action 4.5 Parent/Family Education Events"|4|4|3|4|3|4|4|4|4|3|4|3|Met||2026-06-05|2026
42693100000000|Santa Maria Joint Union High|3|"Santa Maria Joint administers an annual social-emotional learning (SEL) survey to students, families, and staff to better understand perceptions of school climate, connectedness, and support as belonging continues to be an important area of focus for us. Results from the spring 2026 student survey indicate that 87% of all students responded, ""I am happy to be at this school."" Also, 83% of all students agreed that ""My school is a safe place to be."" We are very encouraged about this growth and we want to continue to strengthen students’ sense of connection, inclusion, and belonging. Research consistently demonstrates that students who feel valued, connected, and supported at school are more likely to experience academic success, positive well-being, and meaningful engagement in learning.  Family feedback remains a significant strength, with 84% of respondents indicating that they feel welcomed by their child’s school. This positive perception reflects the District’s ongoing efforts to build strong partnerships with families and provide meaningful support systems for students. Part of this success is based on having staff members who speak Spanish and Mixteco who make our families feel welcomed and appreciated. The District also offers training to staff to help them understand the beauty and nuances of the cultures that your students and families bring to our schools. Although we are happy with the District's progress in this area, we strive to continue to grow in helping parents/ guardians feel understood and welcomed in our schools."|Santa Maria Joint is taking proactive steps to strengthen student engagement and foster meaningful relationships throughout the school community by prioritizing effective, two-way communication. Building strong connections among students, families, and school staff is supported by research showing that positive relationships and consistent communication contribute significantly to student achievement, engagement, and overall well-being.  One area of focus will be to continue to improve the results we get on surveys, especially our parent survey, because we know that relationships between schools and families have continued to improve and remain a key district priority. Research data indicates that approximately 50% of family interactions occur through text messaging, 20% through individual phone calls, 6% through the ParentSquare platform. Other interactions are face-to-face during various meetings and school events. The District will continue to leverage these communication channels, along with in-person meetings and school events, to strengthen partnerships with families and other educational partners.  Expanding opportunities for meaningful engagement and collaboration is essential to creating a supportive learning environment where all students can thrive. SMJUHSD's decision to administer surveys during the spring of 2026 (after strong refinements to the student survey) reflects its commitment to gathering stakeholder feedback and using data to inform continuous improvement efforts.  By analyzing survey results and communication trends, the District can identify areas of strength, address opportunities for growth, and implement targeted strategies that build trust, enhance communication, and strengthen relationships across the school community. This data-driven approach ensures that decisions are responsive to the needs of students, families, and staff while supporting a culture of collaboration and shared responsibility for student success.|The Santa Maria Joint Union High School District builds trust with underrepresented families through strong educational partnerships and meaningful family engagement opportunities. Staff participate in parent conferences, school events, advisory meetings, and other activities that support student achievement. English-, Spanish-, and Mixteco-speaking families contributed to the development of the 2026–27 LCAP through the Partner Advisory Committee and annual feedback processes.  The District’s Family and Community Engagement Manager facilitated a variety of parent learning opportunities, including workshops on immigration-related topics, college and career readiness, STEM, social-emotional learning, PIQE, ESL classes, and introductions to the Migrant Resource Center and STEM programs. The Parent Mixteco Advisory Committee continued to provide Mixteco-speaking families with information and training related to community safety, communication, advocacy, and mental wellness.  The District remains committed to fostering an inclusive and equitable learning environment where all students and families feel respected, supported, and empowered. During the 2025–26 school year, key initiatives included the continued implementation of Ethnic Gender Studies courses for all ninth-grade students, expanded services for Mixteco-speaking families, and the use of Wellness Centers to provide mental health supports and resources that promote student well-being and academic success.  To strengthen communication and accessibility, the District utilizes ParentSquare to share information in English, Spanish, and Mixteco. Families are encouraged to participate in decision-making through Board of Education meetings, the English Learner Advisory Committee (ELAC), Migrant Parent Advisory Committee (MPAC), Partner Advisory Committee (PAC), and other engagement opportunities. These efforts promote collaboration, transparency, and shared responsibility in supporting student success.|The Santa Maria Joint Union High School District recognizes that ongoing progress monitoring and meaningful family engagement are critical components of student success. Throughout the school year, teachers and administrators utilize progress monitoring reports to track student achievement, identify areas of strength and need, and make informed instructional decisions that support continuous growth. This data-driven approach enables educators to provide timely interventions, targeted support, and differentiated instruction to meet the diverse academic needs of all students.  As part of the District’s Curriculum Alignment Project (CAP) and Guidance Alignment Project (GAP) efforts, schools implemented Data Reflection Sessions (DRS) and as well as analysis of students' academic progress to analyze the results of cycle assessments (CAP) and students' progress toward graduation and A-G completion (GAP). These collaborative sessions provide our staff with opportunities to review student performance data, identify effective instructional practices, share strategies across teams, and monitor student progress toward various academic goals.  Through this process, staff work collectively to ensure that all students receive the support necessary to achieve academic success. Districtwide results demonstrated steady improvement across various courses, with the strongest performance observed during the fourth cycle assessment, reflecting the positive impact of collaborative data analysis and instructional refinement. The District’s commitment to parent engagement and advocacy is reflected in the variety of opportunities available for families to participate in the educational process at both the school and district levels. Through forums such as the English Learner Advisory Committee (ELAC), School Site Council (SSC), school wide meetings, Partner Advisory Committee meetings, and other family engagement activities, parents and guardians are encouraged to share their perspectives, contribute to decision-making processes, and actively support student learning. As mentioned previously, 84% of families indicated that they feel welcomed by their child’s school.  By offering multiple avenues for participation, Santa Maria Joint ensures that families can engage in ways that align with their interests, needs, schedules, and language preferences. These opportunities foster open communication, strengthen partnerships between schools and families, and promote a shared responsibility for student achievement and well-being. Through ongoing collaboration with parents, guardians, and families as valued educational partners, we continue to build a culture of trust, engagement, and collective commitment to the success of every student.|"The 2025-26 Panorama survey results reflect SMJUHSD’s ongoing commitment to fostering a positive school climate, supporting the whole child, and creating learning environments that promote student growth, engagement, and success. The community, and our district, have experienced some challenges because of the current social-political environment, so there is a need to rebuild our partnership with our parents and families. The District knows that by continuing to implement the actions and services outlined in the LCAP, we will rebuild partnerships at levels prior to the present circumstances. Accordingly, we remain focused on enhancing educational experiences and outcomes for all students.  According to the spring 2026 Panorama survey, 94% of students said their teachers believe they are capable of achieving their full academic potential. Additionally, 96% of students said their teachers are available and willing to assist them when they need academic help. These results demonstrate a high level of confidence and success for our students, and we always strive to motivate and support our students every day so they will be prepared for their lives after high school. These data are a reflection of our focus on students and the partnerships that we have consistently enjoyed with our families.  In spite of challenges, Santa Maria Joint continues to invest in a broad range of programs and opportunities that support students' academic, social-emotional, and personal development. Students and families are very enthusiastic about athletic events, student activities, clubs, leadership programs, and visual and performing arts, so the District will continue to make these events safe and accessible to students and families. We know that when students are provided with meaningful opportunities to connect with their school community, they are able to explore their interests and develop important life skills. These experiences contribute to a positive school culture by fostering engagement, self-confidence, creativity, and a sense of belonging. As mentioned previously, results from the student survey indicate that 87% of all students responded, ""I am happy to be at this school.""  Research and local experience demonstrate that participation in extracurricular programs can strengthen students' connection to school while promoting leadership, collaboration, perseverance, and personal responsibility. By maintaining and expanding access to these opportunities, Santa Maria Joint supports the development of well-rounded students and reinforces its commitment to creating an inclusive environment where every student has the opportunity to thrive both inside and outside the classroom."|SMJUHSD remains committed to fostering a culture of continuous improvement by regularly administering school climate surveys and using stakeholder feedback to inform decisions that enhance student outcomes, engagement, and overall well-being. Survey data provides valuable insights into the experiences and perceptions of students, families, and staff, enabling the District to identify strengths, address areas of need, and implement targeted strategies that support academic success and positive school climates. Results from the spring 2026 parent survey indicate that 81% of respondents feel they know how to communicate with their student's school. We are pleased that the rate increased by 6%, but we also know there is room for growth with this data point.  Accordingly, the District will continue to engage students, parents, guardians, and families through advisory committees and other stakeholder engagement opportunities to ensure their voices are meaningfully incorporated into district planning and decision-making processes. By creating structured opportunities for dialogue and collaboration, we strengthen partnerships with educational partners and ensures that programs, services, and initiatives reflect the diverse needs and priorities of the community. We will continue to train staff about the cultures of our underrepresented students and their families. Santa Maria Joint’s commitment to data-informed decision-making and authentic stakeholder engagement reflects its dedication to equity, transparency, and shared accountability for student success. Feedback gathered through surveys, advisory committees, and community engagement activities will continue to guide the District’s efforts to improve programs, strengthen supports, and create inclusive learning environments where all students can thrive.  To ensure equitable access to information and meaningful participation, we will continue to provide translation and interpretation services in Spanish and Mixteco. By communicating with families in their primary language and continually evaluating the effectiveness of its outreach efforts, the District seeks to remove barriers to engagement and strengthen connections with all members of the school community. These efforts reinforce the District’s belief that strong partnerships among schools, families, and the community are essential to promoting student achievement and long-term success.|The District values meaningful stakeholder engagement as an essential component of effective decision-making and continuous improvement. We actively seek input from ed. partners, including students, families, staff, and community members, to ensure that decisions are informed by the diverse perspectives and experiences of those it serves. We recognize that strong communication and meaningful family engagement are essential to building effective partnerships that support student success. Data from the District’s communication efforts indicate that one of its greatest strengths is direct, face-to-face engagement with families through school and district meetings. These personal interactions are complemented by a comprehensive communication system that includes text messaging, individual phone calls, and ParentSquare notifications, which ensure families receive timely and accessible information through multiple channels and they are informed about when they can meet with our school leadership groups and committees.  Results from the spring '26 student survey indicate that 90% of respondents believe their school is effectively preparing them for college/career and real life problems and responsibilities after high school. This positive feedback reflects our ongoing commitment to creating supportive learning environments and providing equitable access to opportunities, resources, and support for all students. The annual administration of various stakeholder surveys provides the District with valuable data regarding academic programs, school climate, student well-being, and the effectiveness of services and supports. This feedback helps identify areas of strength and opportunities for growth, enabling us to make informed decisions and prioritize actions that best meet the needs of students and families.  In addition to survey data, we engage families through Partner Advisory Committee meetings and other stakeholder forums that support the development, implementation, and evaluation of the LCAP. These meetings provide opportunities for families to review data, discuss district priorities, and collaborate on strategies for continuous improvement. Student voice also remains a critical component of the District’s decision-making process. Through regular meetings with the Superintendent and other leadership opportunities, students are encouraged to share their experiences, perspectives, and recommendations regarding school climate, programs, and services. These conversations provide valuable insights that help guide efforts to improve school environments and strengthen student engagement and well-being.  By fostering open communication and collaboration with educational partners, we ensure that stakeholder voices are heard, respected, and incorporated into planning and decision-making processes. This commitment to partnership and shared responsibility helps create a more responsive, inclusive, and student-centered educational experience for all learners.|Santa Maria Joint realizes the importance of parents communication and input, especially during challenging circumstances. The current social-political climate has presented some challenges for our community and for our district. In some settings, parent participation has decreased. We have assured our parents and families of our commitment to our students' safety and education. We have since seen increased attendance and input in various setting. Accordingly, the District remains committed to increased participation and input from our parents and families. Family engagement also extends to the district level through participation in advisory groups such as the Partner Advisory Committee (PAC), Parent Mixteco Advisory Committee, Migrant Parent Advisory Committee (MPAC), and the District English Learner Advisory Committee (DELAC) among various other site and district committees. These committees play a vital role in ensuring that family voices are represented in district planning, policy discussions, and program development.  Throughout the development of the 2026-27 LCAP, the District actively engaged parents and guardians in reviewing student data, evaluating progress toward district goals, and providing feedback on proposed actions and services. Although there were some declines in attendance, participants' input helped inform decisions and priorities designed to improve outcomes for all students. Moving forward, we will continue to strengthen family engagement by reiterating our commitment to their safety and education and by collaborating with school sites to expand opportunities for participation and communication. Efforts will include evening informational meetings facilitated by counseling teams, district-sponsored workshops, and community resource events that connect families with academic, social-emotional, and community support services. By continuing to foster authentic partnerships with families, we reinforce our commitment to shared decision-making, transparency, and the collective responsibility of supporting every student's success.|The Santa Maria Joint Union High School District remains committed to engaging underrepresented families through meaningful outreach, inclusive participation opportunities, and collaborative decision-making processes with our underrepresented families. These efforts help create a more equitable, responsive, and student-centered educational environment where underrepresented students and families have the opportunity to succeed and feel valued as partners in education. As mentioned previously, the current social-political climate has presented some challenges for our community (especially our underrepresented families) and for our district. In some settings, parent participation has decreased. Using the various committees that represent our underrepresented families, we will continue to engage these partners as we have done in the past.  Aside from assuring our underrepresented students and families of their safety and right to an excellent education, the District will continue to provide in-person engagement opportunities that are accessible and welcoming to all families. To ensure meaningful participation, meetings include translation and interpretation services in Spanish and Mixteco, allowing families to receive information, ask questions, and share their perspectives in the language with which they are most comfortable. These supports help remove barriers to participation and ensure that the voices of historically underrepresented groups are heard and reflected in district planning and decision-making.  Recognizing the challenges many families face when attending meetings, the District will also continue to provide childcare and meals whenever possible. These supports help reduce logistical barriers and enable parents and guardians to participate fully while balancing their family and work responsibilities. In addition to gathering input, these meetings serve as opportunities to build family capacity and leadership. Families receive information, resources, and training that help them better understand educational programs, student supports, graduation requirements, college and career pathways, and their rights and responsibilities as educational partners. By increasing access to knowledge and resources, Santa Maria Joint empowers families to advocate effectively for their children and engage confidently in the educational process.  Through these ongoing efforts, SMJUHSD will further strengthen relationships with underrepresented students and families, elevate diverse voices, and foster a culture of collaboration, inclusion, and shared responsibility for student success. The District believes that when families are informed, engaged, and empowered, students benefit from stronger support systems and greater opportunities for academic and personal growth, in spite of challenging times.|3|4|3|4|3|4|4|4|4|4|3|4|Met||2026-06-17|2026
42693280000000|Santa Ynez Valley Union High|3|The Santa Ynez Valley Union High School District has made clear progress in seeking input for decision-making by establishing consistent and inclusive structures for educational partner engagement. Advisory groups at parent meetings, District English Learner Advisory Committee (DELAC), and student leadership teams meet regularly and provide meaningful contributions to planning and decision-making processes, including the development of the LCAP. The district offers multiple channels for feedback, such as surveys and public meetings, which help capture a range of perspectives from families, students, and staff. Additionally, the district is committed to transparency by sharing how educational partner input influences decisions, helping to strengthen two-way communication and build stronger partnerships between the school and its community.|Based on the analysis of educational partner input and local data in the 2026–27 LCAP, the Santa Ynez Valley Union High School District has identified key areas for improvement in building relationships between school staff and families. Although overall satisfaction with engagement efforts has increased, the parent survey response rate remained low at 11%, indicating a need for improved outreach strategies and more inclusive data collection methods to ensure a broader range of family voices are represented. Staff also observed that some parent groups, particularly families of unduplicated students and students with disabilities, remain less engaged, highlighting the importance of developing tailored outreach approaches and offering flexible engagement formats such as hybrid or asynchronous options. Additionally, while events like Back to School Night were well attended, the district recognizes the need to foster ongoing participation beyond single events.|"Based on the analysis of educational partner input and local data, the Santa Ynez Valley Union High School District will improve engagement of underrepresented families by implementing more targeted and accessible outreach strategies. The district plans to expand its use of hybrid and asynchronous formats for parent education events to accommodate diverse family schedules and needs. Additionally, it will continue to prioritize families of unduplicated students and students with disabilities in engagement efforts, including through partnerships with community organizations that offer culturally responsive support services. The district will also reestablish more informal engagement opportunities such as ""Coffee with the Principal"" in the 2026-27 school year."|Based on the analysis of educational partner input and local data, the Santa Ynez Valley Union High School District continued to strengthen family and community engagement during the 2025–26 school year. The district provided numerous opportunities for families to participate in school events and activities that highlighted student achievement and learning, including the Pirate Showcase Open House, student performances, athletic events, grade-level parent meetings, and college and career readiness programs. Parent education opportunities addressed topics such as attendance, wellness, postsecondary planning, and student success, helping families better support their students both academically and socially-emotionally.  The district continued to prioritize communication through weekly newsletters, ParentSquare updates, school websites, and direct outreach to families. Partnerships with community organizations, higher education institutions, and local service providers expanded opportunities for students and families to access academic, wellness, and college and career resources. Feedback gathered through surveys, DELAC meetings, LCAP Committee meetings, school events, and ongoing communication with families informed district decision-making and continuous improvement efforts. These actions reflect the district’s ongoing commitment to fostering meaningful family engagement and collaborative partnerships that support positive outcomes for all students.|Based on the analysis of educational partner input and local data, the Santa Ynez Valley Union High School District has identified several areas for continued improvement in building partnerships for student outcomes. While the district provides a variety of opportunities for family engagement, increasing participation among families who are not regularly involved in school events and activities remains a priority. The district will continue to explore strategies to improve participation rates in surveys, parent education opportunities, and school events to ensure that a broader range of family voices are represented in district decision-making.  The district also seeks to strengthen engagement with families of unduplicated pupils and students with disabilities by continuing to provide accessible communication, targeted outreach, and opportunities for meaningful involvement in their students’ education. Additionally, the district will focus on increasing sustained engagement by encouraging participation across multiple events and activities throughout the school year. These efforts are intended to strengthen partnerships between families and schools and support improved outcomes for all students.|Based on the analysis of educational partner input and local data, the Santa Ynez Valley Union High School District will continue to improve engagement of underrepresented families through targeted outreach, accessible communication, and opportunities for meaningful participation in school programs and decision-making processes. The district will continue to provide information through multiple communication channels, including ParentSquare, weekly newsletters, and direct contact with families, to ensure that all families are informed about available resources, programs, and opportunities for involvement.  The district will continue to engage families of unduplicated pupils and students with disabilities through DELAC meetings, parent education opportunities, grade-level parent meetings, and individualized outreach from counseling, student services, and special education staff. Partnerships with community organizations and local service providers will also be leveraged to connect families with academic, wellness, and postsecondary resources. These efforts are intended to increase participation among families who have historically been underrepresented and strengthen partnerships that support student success.|Based on the analysis of educational partner input and local data, the Santa Ynez Valley Union High School District’s strengths in seeking input for decision-making include providing multiple opportunities for educational partners to share feedback throughout the year. Input is gathered through annual surveys, LCAP Committee meetings, DELAC meetings, public board meetings, school events, and ongoing communication with students, staff, and families. The district uses this feedback to inform planning, resource allocation, and continuous improvement efforts, including the development and refinement of the Local Control and Accountability Plan. Consistent communication through weekly newsletters, ParentSquare, and district websites has helped increase awareness of opportunities for engagement and input, supporting a culture of transparency and collaboration.|Based on the analysis of educational partner input and local data, the Santa Ynez Valley Union High School District has identified increasing participation in feedback opportunities as a primary area for improvement in seeking input for decision-making. While multiple avenues for input are available, participation rates in surveys and engagement activities remain lower than desired, limiting the district’s ability to gather perspectives from all educational partner groups. The district will continue to focus on increasing awareness of opportunities to provide feedback and ensuring that input is representative of the diverse populations served. Additionally, the district seeks to further strengthen communication regarding how educational partner feedback informs decisions and district actions.|Based on the analysis of educational partner input and local data, the Santa Ynez Valley Union High School District will continue to improve engagement of underrepresented families by providing multiple opportunities and methods for participation in district and school decision-making processes. The district will utilize ParentSquare, weekly newsletters, direct outreach, DELAC meetings, and school events to encourage participation and gather feedback from families who have historically been underrepresented in engagement activities. Staff will continue to work collaboratively with families of unduplicated pupils and students with disabilities to ensure they are informed of opportunities to provide input and participate in discussions that impact student programs and services. These efforts are intended to broaden participation, strengthen relationships with families, and ensure that district decisions reflect the needs and perspectives of the students and communities served.|4|4|4|4|4|4|5|5|4|4|4|4|Met||2026-06-16|2026
42693360000000|Solvang Elementary|3|"The district demonstrates a high capacity for building trusting relationships, particularly through its commitment to linguistic equity and welcoming environments.  Welcoming Environment: 86% of parents report they feel welcome to participate at the school. The district has invested in bilingual office managers and clerks to ensure that every point of contact is accessible to Spanish-speaking families.  Two-Way Communication: The district utilizes ParentSquare, social media, and robocalls to engage in communication. 85% of parents report that school staff promptly respond to messages and phone calls.  Strengths: The district’s approach is rooted in the ""Dual Capacity-Building Framework,"" viewing parents as co-creators of their children’s education."|"Solvang School District’s focus areas for improvement in Building Relationships Between School Staff and Families center on increasing participation, removing practical barriers to engagement, and strengthening partnerships with specific student groups.   A primary goal is to reverse the decline in parent survey participation by addressing identified barriers, such as the electronic-only format and the length of the California Healthy Kids Parent Survey. Educational partners have recommended providing paper copies to families who prefer them. The district aims to engage a broader range of families, particularly those of English Learners (ELs) who might not currently participate in advisory groups like DELAC. Strategies include hosting more multicultural celebrations and educational evenings that provide childcare and food to facilitate attendance.   As the district transitions to an in-house Special Education program, a major focus is effectively partnering with families to navigate the IEP process and ensure they are active participants in their children's education.   Improving the timeliness and functionality of the district website is a priority for the summer of 2026 to ensure families can easily find essential information. While the district uses platforms like ParentSquare, partners have expressed concern about digital ""white noise"". The district is working to ensure communication is differentiated, understandable, and accessible, including using robocalls for urgent reminders and maintaining bilingual front-office support."|"Based on the analysis of educational partner input and local data, Solvang School District will improve the engagement of underrepresented families by implementing the following strategies:  Removing Practical Barriers to Participation: Educational partners, including the District English Learner Advisory Committee (DELAC) and the LCAP Parent Advisory Committee (PAC), identified the electronic-only format of surveys as a major barrier. To increase participation, the LEA will launch the surveys at Principal led meetings and make the links available on devices for parents to complete in their home language.  Additionally, the district will provide childcare and food at school events and family workshops, such as Literacy and Math Nights, to facilitate attendance for families who might otherwise be unable to participate.  Targeted Outreach and Cultural Inclusivity: To better engage families of English Learners (ELs) who are not currently active in formal advisory groups, the district will host more multicultural celebrations and potlucks to foster a welcoming environment and celebrate biliteracy.  Refining Communication Channels: The LEA will address concerns about digital ""white noise"" by utilizing robocalls for reminders and maintaining bilingual office staffing to ensure two-way communication is understandable and accessible to all families.  Empowering Advocacy for Specific Student Groups: As the district transitions to an in-house Special Education program in 2026-27, a primary focus is to support families of Students with Disabilities (SWD) in navigating the IEP process and ensuring they are active partners in their children’s education."|"Solvang has established systemic policies to support families as active partners in student learning. Progress Monitoring: The district holds two dedicated conference weeks annually to provide timely feedback on standards. 91% of parents report attending a regularly scheduled teacher conference.  Home Support Resources: To help families understand complex data, the district provides ""Video Score Cards"" that explain CAASPP results in the family’s home language. They also offer Family Workshops such as SEL, Literacy and/or Math Nights and are launching the Latino Literacy Project to bolster school readiness.  Legal Rights and Advocacy: The district prioritizes supporting families of Students with Disabilities (SWD) in navigating the IEP process and was highly involved in parent engagement during the transition to an in-house Special Education program."|"Based on the analysis of educational partner input and local data, Solvang School District’s focus areas for improvement in Building Partnerships for Student Outcomes (Priority 3, Section 2) include the following:  Strengthening Academic Rotations in Expanded Learning: Educational partners, particularly families of English Learners (EL), identified a need for more intentionality in the ELOP after-school program. The district plans to improve these partnerships by systematizing rotations for homework help, math, and ELD support to ensure after-school time is used effectively for learning recovery.  Enhancing Home Support for Core Proficiency: To address identified achievement gaps in mathematics, the district will focus on providing families with resources to support ""math fluency"" and ""math facts"" at home. This includes piloting new curriculum and providing families with ""Video Score Cards""—customized reports in their home language—to help them understand student proficiency and CAASPP results.  Empowering Advocacy during Program Transitions: A major focus for the 2026-27 school year is supporting families of Students with Disabilities (SWD) as the district transitions to an in-house Special Education program. The district aims to improve how families navigate the IEP process and ensure they are active partners in their child's specialized education.  Promoting School Readiness and Early Literacy: The district will launch the Latino Literacy Project in 2026-27, specifically designed to partner with families of Transitional Kindergarten (TK) students. This initiative focuses on family outreach and providing home-based resources to bolster early literacy and school readiness.  Refining Two-Way Progress Monitoring: Partners advocated for more consistent communication regarding grammar, spelling, and writing. The district will focus on using Common Formative Assessments and CASSPP Interim assessments to provide families with more nimble and frequent feedback on student learning between traditional report card cycles."|"Based on the analysis of educational partner input and local data, Solvang School District will improve the engagement of underrepresented families in Building Partnerships for Student Outcomes through the following targeted strategies:  Empowering Advocacy for Exceptional Learners: A primary focus for the 2026–27 school year is supporting families of Students with Disabilities (SWD) as the district transitions to an in-house Special Education program. The district aims to ensure these families are empowered partners in the IEP process, providing them with the necessary support and information to navigate their child's specialized education effectively.  Enhancing Home Support through Linguistic Access: To address achievement gaps for English Learners (EL), the district will continue providing ""Video Score Cards"". These are customized reports delivered in the family’s home language that explain student proficiency levels and CAASPP results, helping parents better understand how to support learning at home. Moreover, the teachers will solidify Designated English Language Development rotations during the school day.  Strengthening Academic Intentionality in Expanded Learning: Based on feedback from underrepresented families who utilize the ELOP after-school program, the LEA will refine the program to include more purposeful academic rotations. This includes systematizing support for homework, math, and ELD to ensure that expanded learning time is used effectively for academic recovery and growth.  Promoting School Readiness and Early Literacy: The district is launching the Latino Literacy Project in 2026–27. This initiative is specifically designed to partner with families of Transitional Kindergarten (TK) students, focusing on outreach and providing home-based resources to bolster early literacy and school readiness.  Refining Two-Way Progress Monitoring: Partners have advocated for more frequent communication regarding core skills like grammar and writing. The district will utilize Common Formative Assessments  and CAASPP Interim assessments to provide families with more nimble, timely feedback on student progress between traditional report card cycles, allowing for more proactive partnerships in student learning."|"While the district has robust advisory structures, self-survey data suggests this is an area for continued focus. Solvang School District maintains a robust structure for seeking input through the LCAP Parent Advisory Committee (PAC) and the English Learner Advisory Council (ELAC/DELAC). These educational partners meet regularly to conduct ""data dives,"" specifically analyzing CAASPP achievement gaps and English Learner progress. Their input has directly influenced major district decisions, such as the piloting of a new mathematics curriculum, the hiring of a mathematics interventionist for the MTSS team, and the transition to an in-house Special Education program."|"The primary focus area for improvement is increasing the depth and breadth of parent participation in decision-making processes. Local survey data indicates an area of opportunity, as only 10% of parents ""Strongly Agree"" that the school actively seeks parent input before making important decisions. Educational partners have identified that the electronic-only format and the length of the annual California Healthy Kids Parent Survey are significant barriers that must be addressed to ensure a more representative sample of parent voices. Based on input, the District will host more informal opportunities to gather input such as coffee chats with principals and invite parents o weigh in on homework and technology use."|In response to feedback, the district is working to increase multicultural events with food and childcare to remove practical barriers to participation. The goal is to improve engagement of underrepresented families and seek their input for decision-making. To improve the engagement of underrepresented families, the district will remove practical barriers. The District will support families with the electronic-only surveys through in person input sessions. Additionally, the District will host more multicultural celebrations and potlucks to create a less formal, more welcoming environment for sharing. This ensures access as all educational evenings and advisory meetings will provide childcare and food to facilitate attendance for families with work or family constraints. Additionally, the District will target outreach to families of English Learners and Students with Disabilities to ensure they are empowered as active members of advisory groups and have clear pathways to advocate for their children's specific needs.|4|4|4|4|4|4|4|4|4|3|4|3|Met||2026-06-24|2026
42693440000000|Vista del Mar Union|3|Families are regularly seen on campus and interact with the staff both in-person and through Parent Square. Attendance at Back to School, Open House, and Parent/Teacher conferences is very high (98%)|We would like to get to 100% participation in events, especially Parent/Teacher Conferences. Having a Zoom option for conferences has helped parents.|Continue to use services that allow families to communicate in their native language and at their convenience, through Parent-Square.|Parents are well-informed about the educational system and are provided guidance in how to navigate the 504, sst, and IEP processes.|We are looking for more at-home resoures in our new math adoption so the learning can continue at home.|Individual conversations have allowed us to better understand families' needs and how to better reach them.|Parents give formal input during monthly meetings and also during dismissal, when families come to get their children and staff are out to greet them.|We do not get input from all families, so reaching out to them individually to get feedback would increase participation.|See above|5|5|5|5|5|3|5|5|5|5|5|5|Met||2026-06-04|2026
42745670000000|Santa Barbara County ROP|3||||||||||||||||||||||Not Met|||2026
42750100000000|Cuyama Joint Unified|3|Based on analysis of educational partner input and local data, including the 2025–26 California Healthy Kids Survey (CHKS) and the November 2025 Community/School Partnership Survey, the LEA demonstrates meaningful progress in building trusting and respectful relationships between school staff and families. CHKS results indicate positive perceptions related to family involvement and supportive school relationships. Seventy-six percent (76%) of elementary students reported positive parent involvement in their schooling, while 81% reported that adults at school hold high expectations for them, and 64% reported having caring adult relationships at school. Additionally, 92% of students reported being treated with respect, and 75% reported feeling safe at school, reflecting welcoming environments that support family engagement and student well-being.  Results from the Community/School Partnership Survey further reinforce these strengths. Respondents, including families, staff, and community partners, rated statements related to trust, respect, and partnership at consistently high levels, with average ratings above 4.5 out of 5. A majority of respondents indicated that families feel welcomed on school campuses, that communication between families and educators is honest and transparent, and that families are viewed as partners in supporting student success. The LEA supports relationship-building through multiple two-way communication methods, including in-person meetings, phone calls, email, PowerSchool messaging, surveys, and school and community events. Survey feedback highlights that families value individualized, in-person communication and flexible scheduling, which the LEA continues to prioritize when feasible.  While survey data reflect strong progress, educational partners also identified ongoing barriers such as language differences, transportation challenges, and scheduling conflicts. These findings inform the LEA’s continued focus on strengthening culturally and linguistically responsive practices, expanding access, and sustaining inclusive family engagement efforts as part of continuous improvement and LCAP development.|Based on analysis of educational partner input and local data, including the 2025–26 California Healthy Kids Survey (CHKS) and the November 2025 Community/School Partnership Survey, the LEA has identified several focus areas to strengthen and sustain relationships between school staff and families. While survey results reflect generally positive perceptions of trust, respect, and communication, educational partners identified ongoing barriers that limit consistent family engagement. These include language differences, transportation challenges, work schedules, and competing family responsibilities, which can reduce families’ ability to participate in school activities and engage regularly with staff. Another focus area for improvement is the need to formalize and systematize family engagement practices across the district. Much of the LEA’s relationship-building currently occurs through informal, individualized efforts by staff. While effective, these practices are not always consistent or documented, which may lead to variability in family experiences across sites and programs.  Educational partner feedback also indicates an opportunity to strengthen staff capacity through targeted professional learning focused on culturally and linguistically responsive engagement strategies, effective two-way communication, and asset-based approaches to working with families. Expanding staff training will support more equitable and sustainable engagement practices districtwide. Additionally, the LEA seeks to improve proactive communication and advance notice of events, as families expressed a desire for clearer, more consistent information and flexible scheduling options, including evening or community-based engagement opportunities. These focus areas will guide future LCAP actions aimed at reducing barriers, strengthening staff capacity, and ensuring all families, particularly those of unduplicated students and students with exceptional needs, are meaningfully engaged as partners in supporting student success.|Based on analysis of educational partner input and local data, including the 2025–26 California Healthy Kids Survey (CHKS) and the November 2025 Community/School Partnership Survey, the LEA identified underrepresented families who experience barriers related to language access, transportation, work schedules, and limited availability to engage during traditional school hours. To improve engagement, the LEA will prioritize culturally and linguistically responsive communication, including providing translated materials, interpretation services, and plain-language communication to ensure families can access and understand school information. The LEA will continue to expand the use of multiple communication methods, such as phone calls, text messages, email, and in-person outreach, to meet families where they are and reduce reliance on a single communication platform.  The LEA will strengthen personalized outreach efforts through the use of trusted, relationship-based approaches. The district employs a Promotora, a community-based liaison who serves as a bridge between families, schools, and community resources. The Promotora supports family engagement by providing culturally responsive outreach, facilitating communication in families’ primary language, supporting navigation of school systems, and building trust with families who may be less likely to engage through traditional school structures.  In addition, the LEA prioritizes hiring staff from within the local community, including bilingual staff who speak Spanish, the primary language for many families in the district. This practice strengthens relationships by ensuring families can communicate with school staff in their home language and engage with individuals who understand the cultural context of the community.  These efforts include intentional follow-up with families who are less likely to participate in school events, particularly families of unduplicated students and students with exceptional needs. To address logistical barriers, the LEA will increase flexible engagement opportunities, including offering meetings and events during evenings, after school hours, or in community-based settings when feasible. When possible, the LEA will coordinate supports such as child-friendly activities and transportation assistance to reduce participation barriers.  Additionally, the LEA will build staff capacity through professional learning focused on equity-centered family engagement practices, asset-based approaches, and strategies for building trust with historically underrepresented families. Feedback from underrepresented families will be intentionally solicited through surveys, informal conversations, and community partnerships and will be used to continuously improve engagement strategies.  These actions will support the LEA’s goal of ensuring that all families feel welcomed, respected, and valued as partners in their children’s education and will inform ongoing LCAP development and continuous|Based on analysis of educational partner input and local data, including the 2025–26 California Healthy Kids Survey (CHKS) and the November 2025 Community/School Partnership Survey, the LEA demonstrates meaningful strengths and progress in building partnerships between families, educators, and schools to support positive student outcomes.  A key strength of the LEA is its small, close-knit school community, which allows administrators, teachers, and support staff to know every student by name and to maintain strong, personal relationships with students and their families. Educational partner input reflects that families feel known, respected, and comfortable communicating with school staff. This structure supports frequent communication, early identification of academic and social-emotional needs, and collaborative problem-solving focused on improving student outcomes.  Survey data further reflect positive conditions that support effective partnerships. CHKS results show that 81% of students reported that adults at school hold high expectations for them, 64% reported having caring adult relationships, and 76% of elementary students reported positive parent involvement. These findings indicate that families and staff are actively engaged in supporting student learning and development.  The LEA has also made progress in providing professional learning and support to teachers and administrators to strengthen family-school partnerships. Community/School Partnership Survey results demonstrate strong agreement that staff value families as partners and work collaboratively to support student success, with average ratings above 4.5 out of 5 on measures related to trust, collaboration, and shared responsibility.  Additional strengths include the LEA’s use of multiple communication and engagement opportunities, such as parent-teacher conferences, in-person meetings, phone calls, email, PowerSchool messaging, and school and community events. These approaches support ongoing dialogue between families and educators and reinforce partnerships centered on student progress.  Overall, educational partner input and survey data indicate that the LEA is progressing from Initial Implementation toward Full Implementation in building partnerships for student outcomes, with strong relational foundations and continued growth in consistency and structure. These strengths will continue to inform LCAP actions and continuous improvement efforts.|Based on analysis of educational partner input and local data, including the 2025–26 California Healthy Kids Survey (CHKS) and the November 2025 Community/School Partnership Survey, the LEA has identified several focus areas to strengthen and sustain partnerships with families in support of improved student outcomes.  While survey data reflect strong relationships and trust between families and school staff, educational partner feedback indicates a need to increase consistency and structure in how families receive information and resources to support student learning at home. Families expressed interest in clearer guidance related to academic expectations, progress monitoring, and strategies they can use to support learning outside of school. Strengthening this area aligns with the LEA’s Initial Implementation rating for providing families with learning resources.  Another focus area for improvement is expanding systematic opportunities for families, students, and teachers to collaboratively review student progress and identify strategies for improvement. Although conferences and meetings are offered, participation varies due to barriers such as work schedules, transportation, and availability. Survey feedback suggests that families would benefit from more flexible meeting options, increased advance notice, and alternative formats to support consistent participation.  Educational partner input also identified a need to improve how the LEA supports families in understanding and exercising their legal rights, particularly for families of unduplicated students and students with exceptional needs. While individualized support is available, survey responses indicate that information is not always provided in a consistent or proactive manner. The LEA recognizes the need to strengthen communication related to student supports, services, and advocacy opportunities.  Additionally, while staff demonstrate a strong commitment to partnering with families, the LEA has identified an opportunity to expand targeted professional learning focused on strengthening family-school partnerships tied directly to student outcomes. Continued professional development will support staff in using data, communication strategies, and culturally responsive practices to engage families as active partners in supporting academic and social-emotional growth.  These focus areas will guide future LCAP actions aimed at strengthening consistency, accessibility, and effectiveness of family-school partnerships to support improved student achievement and well-being.|Based on analysis of educational partner input and local data, including the 2025–26 California Healthy Kids Survey (CHKS) and the November 2025 Community/School Partnership Survey, the LEA identified underrepresented families who face barriers to full participation in partnerships that support student outcomes. These barriers include language access, transportation, work schedules, limited availability during traditional school hours, and varying levels of familiarity with academic systems and student support services. With an unduplicated pupil percentage of 87%, the LEA recognizes that the majority of students and families served experience one or more of these barriers, making equitable family engagement a critical priority.  To improve engagement, the LEA will strengthen relationship-based and culturally responsive partnership strategies that directly support student learning and development. The district will continue to utilize its Promotora, a trusted community-based liaison who supports families by facilitating communication in their primary language, helping families navigate academic systems, and connecting them to school and community resources. This role supports families in engaging more fully in discussions related to student progress, academic goals, and available supports.  The LEA will also continue to prioritize hiring bilingual staff from within the local community, particularly Spanish-speaking staff, to ensure families can meaningfully participate in conversations about their students’ academic progress, learning needs, and pathways to success. These practices are especially critical given the high percentage of unduplicated students served.  To further reduce barriers, the LEA will expand flexible and accessible opportunities for families to engage in partnership activities, including offering meetings during evenings, after school hours, and in community-based settings when feasible. Alternative formats such as phone conferences and small-group meetings will also be used to support participation.  In addition, the LEA will provide families with clear, accessible information and resources to support learning at home and to understand academic programs, services, and advocacy opportunities. Feedback from underrepresented families will be intentionally solicited through surveys, informal outreach, and community partnerships and will be used to continuously refine engagement strategies.  These actions will support the LEA’s goal of increasing equitable family participation in partnerships that promote improved academic achievement, social-emotional development, and long-term student success and will inform ongoing LCAP development and continuous improvement efforts.|Based on analysis of educational partner input and local data, including the 2025–26 California Healthy Kids Survey (CHKS) and the November 2025 Community/School Partnership Survey, the LEA demonstrates steady progress in providing meaningful opportunities for families, staff, and community members to participate in decision-making processes. Educational partner input reflects positive perceptions of the district’s commitment to transparency and two-way communication. Community/School Partnership Survey results show high levels of agreement, averaging above 4.5 out of 5, on items indicating that the LEA values family voice, listens to feedback, and considers that feedback in planning and decision-making. The LEA has established multiple avenues for collecting input, including annual surveys, School Site Council meetings, parent meetings, board meetings, informal conversations, and community events. These structures provide opportunities for families and stakeholders to share perspectives on student needs, school programs, and district priorities. CHKS data reinforce this progress, with students reporting strong perceptions of safety, respect, and positive relationships with adults at school—conditions that support a climate where families feel comfortable sharing input. A key strength is the LEA’s small, community-centered structure, which fosters close relationships between families and staff. Administrators and teachers are accessible, which helps families engage more readily in conversations about district planning. The LEA benefits from bilingual staff and a Promotora who support outreach to Spanish-speaking families, ensuring input opportunities are linguistically accessible. Surveys, meetings, and communication are consistently provided in English and Spanish, helping expand participation among underrepresented families and families of unduplicated students. Overall, the LEA has built a foundation for engaging educational partners in decision-making and is progressing from Initial Implementation toward more consistent practices. Local data show that families believe their voices are welcomed, respected, and considered. The district’s ongoing use of surveys, advisory groups, and personalized outreach demonstrates a commitment to continuous improvement in how educational partners inform the LCAP and other district plans.|Based on analysis of educational partner input and local data, including the 2025–26 California Healthy Kids Survey (CHKS) and the November 2025 Community/School Partnership Survey, the LEA has identified several key focus areas to strengthen its systems for seeking input and involving families in decision-making. A primary area for improvement is the need to formalize and systematize decision-making structures. While the LEA currently gathers feedback through surveys, meetings, and informal conversations, these processes vary across programs and are not consistently documented. Educational partner feedback indicates a desire for clearer processes that show how input is collected, analyzed, and used to inform decisions. Developing standardized procedures will increase transparency and help families understand how their contributions shape school and district planning. Another focus area is expanding participation from a broader and more representative group of families. Survey results indicate that language barriers, limited transportation, work schedules, and competing responsibilities continue to limit participation in advisory groups and engagement opportunities. The LEA recognizes the need to increase flexible options such as virtual meetings, evening sessions, community-based gatherings, and more proactive outreach to ensure all voices, especially those of unduplicated students and students with exceptional needs—are included. The LEA has also identified a need to build capacity for effective engagement. Staff would benefit from additional training on facilitating advisory groups, using culturally responsive strategies, and supporting two-way communication that encourages meaningful family participation. Families similarly expressed the need for clearer guidance on advisory roles, decision-making processes, and how their input contributes to the development of the LCAP and other district plans. Improving communication about opportunities for involvement is another area of focus. Educational partners requested earlier notification of meetings, clearer explanations of the topics under review, and more visible follow-up on how feedback has influenced district decisions. Strengthening communication loops will help families see their input as impactful and valued. Finally, the LEA intends to enhance targeted outreach to underrepresented families, particularly those of unduplicated students and students with exceptional needs. The LEA’s existing practices—such as bilingual communication and the use of a Promotora—will be expanded to ensure that the families who face the greatest barriers to participation are intentionally included in decision-making processes. Collectively, these focus areas will guide future LCAP actions aimed at building more consistent, accessible, and equitable systems for educational partner input and shared decision-making.|Based on analysis of educational partner input and local data, including the 2025–26 California Healthy Kids Survey (CHKS) and the November 2025 Community/School Partnership Survey, the LEA identified several groups of underrepresented families who face barriers to participation in decision-making. These barriers include language differences, transportation limitations, work schedules, childcare needs, and limited familiarity with school governance processes such as advisory groups and the LCAP. To address these barriers and strengthen equitable participation, the LEA will implement targeted strategies to improve access, communication, and family capacity for engagement. To ensure all families can meaningfully participate, the LEA will expand culturally and linguistically responsive communication. This includes continuing to provide translated materials, interpretation services, and plain-language explanations of topics under review. The LEA will also broaden its use of multimodal communication, text messages, phone calls, email, and in-person outreach, to better reach families who may not consistently engage through one platform. A central strategy is the continued and expanded use of the LEA’s Promotora, who serves as a trusted, culturally knowledgeable liaison between families and the school system. The Promotora will support outreach to families who participate less frequently in advisory groups, explain the purpose and value of involvement in decision-making, and help families of unduplicated students and students with exceptional needs navigate district processes. To reduce logistical barriers, the LEA will provide multiple, flexible avenues for participation. This includes offering meetings at various times of day, providing virtual and phone-based participation options, and hosting engagement opportunities at community-based locations when appropriate. When feasible, the LEA will coordinate supports such as childcare, transportation assistance, and family-friendly activities to increase accessibility for families with competing responsibilities. The LEA will also focus on strengthening the capacity of both staff and families to participate effectively in decision-making. Families will receive clearer information about advisory roles, decision-making processes, and how their input directly influences district actions. Staff will receive professional learning on culturally responsive facilitation, collaborative leadership, and strategies for engaging historically underrepresented families in meaningful dialogue. To build trust and reinforce the value of family participation, the LEA will enhance follow-up communication. This includes sharing summaries of family input and clearly communicating how feedback was used in district decisions, including the LCAP. Providing this transparency will help families see the impact of their voice and promote sustained and increased engagement. Through these strategies, the LEA will work to ensure that all|4|4|3|4|4|3|3|3|3|3|3|3|Met||2026-06-25|2026
42750100138891|California Online Public Schools Central Coast|3|We are very proud of our weekly contact rate with our students and their families and the progress we have made to ensure all students are building relationships with our teachers and school.|We will continue to increase our efforts in our weekly contact rate. This is an area we are dedicated to continuing and improving for students and families.|We will continue to find ways to better communicate with our families in their home language through verbal and written communication.|We are pleased with the rate at which we are able to provide families with information and resources to support student learning in the home.|We work hard to partner with caretakers and assist them in taking an active role in their students’ education.|We will continue to seek better ways to include and inform our families in their home languages at all levels of our program and school.|We are a very collaborative organization. This is exemplified in this area by the fact that we rate high for seeking input for decision making.|It is important to us that our staff and families know they have a voice, are heard, and actions are taken as a result of their input. We will continue to seek and encourage families and staff to provide us with input.|We are dedicated to engaging all of our families in our school, including our underrepresented families. We take great care to ensure we are providing all of our families with tools and resources that will encourage them to be heard in our school. We will continue to improve these efforts with all of our families, especially our underrepresented students and families.|5|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-09|2026
42767860000000|Santa Barbara Unified|3|Santa Barbara Unified School District (SBUSD) continues to make progress in building relationships between school staff and families through consistent family outreach, advisory committee engagement, language access, and site-based supports. A key strength is the District’s network of Family Engagement Liaisons, who help connect families with school resources, community services, academic supports, wellness services, and opportunities for meaningful participation.  Local data show growth in family engagement. Panorama family survey results increased districtwide from 24% favorable in 2023–24 to 32% in 2025–26. Elementary family engagement increased from 34.5% to 43.3%, and high school family engagement increased from 20.5% to 27.0%. Favorable responses related to barriers to engagement remained strong at 84% districtwide, indicating that families generally experience access to school information and participation opportunities.  Educational partner input also reflects progress in strengthening relationships with families. SBUSD engaged families and community partners through the District Emergent Multilingual Learner Advisory Committee, Special Education Advisory Committee, School Site Councils, and school site Emergent Multilingual Learner Advisory Committee meetings. Feedback from students, staff, and families affirmed the importance of clear communication, family partnership, language access, mental health supports, academic interventions, and college and career readiness information.  The District’s Language Access Unit continues to support family relationships by providing interpretation and translation services for advisory meetings, IEP meetings, family meetings, school events, and district communication. This support helps families participate more fully in their child’s education and strengthens trust between families and schools.  SBUSD’s progress also reflects continued investment in inclusive and welcoming school environments. Family Engagement Liaisons, mental health clinicians, school teams, advisory committees, and district departments work together to support students and families, particularly Emergent Multilingual Learners, students with disabilities, socioeconomically disadvantaged students, homeless youth, and foster youth. Overall, SBUSD’s strength lies in its coordinated approach to family engagement, combining relationship-based outreach, language access, wellness supports, advisory input, and data-informed improvement to build stronger partnerships between school staff and families.|Santa Barbara Unified School District (SBUSD) has identified several focus areas for improvement in building relationships between school staff and families.  A key area for improvement is strengthening communication about available student and family supports. Educational partners noted that resources such as tutoring, mental health clinicians, PEAC, AVID, college and career readiness supports, language supports, and campus-based support staff are valuable, but families and students may not always know how to access them. SBUSD will continue improving communication so families have clearer, more consistent information about academic, wellness, attendance, and college/career supports.  Another focus area is increasing consistency in family engagement across grade spans and school sites. While family engagement improved districtwide from 24% favorable in 2023–24 to 32% in 2025–26, engagement remains lower at the secondary level than at elementary schools. In 2025–26, elementary family engagement was 43.3%, compared with 20.0% at junior high schools and 27.0% at high schools. SBUSD will continue strengthening secondary family engagement through Family Engagement Liaisons, advisory structures, site-based outreach, and clearer communication about student progress and available supports.  Language access and inclusive communication remain continued priorities. Feedback from DEMLAC, PAC, SEAC, and families reinforced the need for timely interpretation, translation, and accessible information for families of Emergent Multilingual Learners, students with disabilities, and other underrepresented student groups. SBUSD will continue refining coordination between school sites and the Language Access Unit to support meaningful family participation in advisory meetings, IEP meetings, family conferences, and school events.  The District will also focus on strengthening family partnerships connected to attendance, wellness, and student engagement. Chronic absenteeism remains elevated for several student groups, including foster youth, students with disabilities, students experiencing homelessness, socioeconomically disadvantaged students, Hispanic/Latino students, and Emergent Multilingual Learners. Building stronger family-school relationships will be essential to identifying barriers early, supporting home visits and case management, and connecting families to appropriate academic, behavioral, mental health, and attendance supports.|SBUSD will improve engagement of underrepresented families by strengthening the systems that help families feel informed, welcomed, and connected to their schools. This includes focused outreach to families of Emergent Multilingual Learners, students with disabilities, socioeconomically disadvantaged students, students experiencing homelessness, foster youth, and families whose voices are less represented in district and site feedback processes.  Family Engagement Liaisons will continue to serve as trusted connectors between families, schools, and community resources. They will support participation in school meetings, advisory committees, family learning opportunities, and access to academic, attendance, wellness, and basic-needs supports. The District will also continue using home visits, case management, and coordinated outreach to better support families facing barriers to attendance and engagement.  SBUSD will strengthen language access by improving coordination between school sites and the Language Access Unit so families can participate meaningfully in IEP meetings, advisory committees, conferences, school events, and district input opportunities in their home language. The District will also continue building the capacity of EMLAC and DEMLAC members to understand EML programs, reclassification, student progress, and available academic supports.  To build stronger relationships, SBUSD will improve communication about available resources, including tutoring, mental health supports, PEAC, AVID, college and career readiness, special education supports, and language development services. The District will also strengthen feedback loops by sharing how family input is used to inform LCAP actions, school planning, and student support systems.  Through these efforts, SBUSD will continue moving from general outreach toward more intentional, relationship-based engagement that supports underrepresented families as active partners in student success.|SBUSD continues to make progress in building partnerships that support student outcomes through advisory input, family engagement, academic supports, wellness services, language access, and site-based collaboration. Educational partners, including PAC, DEMLAC, SEAC, students, families, staff, bargaining units, and Equity Multiplier school communities, helped shape the 2026–27 LCAP by identifying priorities related to academic intervention, mental health, family communication, Emergent Multilingual Learner supports, special education, and college and career readiness.  Local data show progress in several student outcome areas connected to these partnerships. In 2024–25, English Language Arts improved from 5.5 points below standard to 2.5 points below standard, and Mathematics improved from 36.0 points below standard to 27.2 points below standard. Graduation increased to 94.6%, the College/Career Indicator increased to 63.0%, and A-G completion increased to 64.1%. SBUSD also saw improvement in family engagement, increasing from 24% favorable in 2023–24 to 32% in 2025–26.  A key strength is the District’s coordinated use of Family Engagement Liaisons, the Language Access Unit, mental health clinicians, College and Career Counselors, AVID, PEAC, DEMLAC/EMLAC, SEAC, and school site teams to connect families and students to academic, wellness, attendance, and postsecondary supports. These partnerships help families better understand available services and support student progress.  SBUSD’s ongoing focus is to strengthen these partnerships by improving communication, expanding access to supports, and using both local data and educational partner feedback to refine services for students who need them most, including Emergent Multilingual Learners, students with disabilities, socioeconomically disadvantaged students, students experiencing homelessness, and foster youth.|SBUSD has identified several focus areas for improving partnerships that support student outcomes.  A key focus is strengthening communication about academic, wellness, and college/career supports so students and families know how to access available services. Educational partners shared that supports such as tutoring, PEAC, AVID, mental health clinicians, language services, and college and career readiness programs are valuable, but communication about these resources needs to be clearer and more consistent.  SBUSD will also continue strengthening partnerships focused on academic outcomes. While the District showed growth in English Language Arts, Mathematics, graduation, A-G completion, and college/career readiness, persistent gaps remain for Emergent Multilingual Learners, Long-Term Emergent Multilingual Learners, students with disabilities, socioeconomically disadvantaged students, students experiencing homelessness, and Hispanic/Latino students. The District will continue using MTSS, intervention data, PLCs, and advisory input to refine academic supports and monitor student progress.  Another focus area is improving coordination across general education, special education, multilingual learner services, expanded learning, counseling, and family engagement. SEAC, DEMLAC, PAC, and SELPA feedback emphasized the need for stronger coordination, inclusive practices, paraeducator training, ELD implementation, and family understanding of available supports.  Finally, SBUSD will improve how educational partner feedback is connected to program evaluation. Partners requested more focused data to determine whether LCAP actions and funded positions are improving outcomes for targeted students. The District will continue strengthening feedback loops, implementation monitoring, and the use of both quantitative and qualitative data to evaluate impact and guide future decisions.|SBUSD will improve engagement of underrepresented families by strengthening outreach, communication, and partnership structures that directly support student outcomes. The District will focus on families of Emergent Multilingual Learners, Long-Term Emergent Multilingual Learners, students with disabilities, socioeconomically disadvantaged students, students experiencing homelessness, foster youth, and families less represented in surveys, advisory committees, and school planning processes.  Family Engagement Liaisons will continue to connect families with teachers, staff and community partners to provide academic, attendance, wellness, and basic-needs supports. They will also help families participate in school meetings, advisory committees, family learning opportunities, and student progress conversations. The District will continue using coordinated outreach, home visits, and case management to support families facing barriers to attendance, engagement, and school participation.  SBUSD will also strengthen language access and family leadership. The Language Access Unit will continue providing interpretation and translation for advisory meetings, IEP meetings, conferences, and school events. EMLAC and DEMLAC members will receive support to better understand EML programs, reclassification, student progress, and available academic supports so they can participate more meaningfully in decision-making.  To improve partnerships for student outcomes, SBUSD will increase communication about tutoring, intervention, mental health services, PEAC, AVID, college and career readiness, special education supports, and language development services. The District will also strengthen feedback loops by sharing how family input informs LCAP actions, school planning, resource allocation, and evaluation of student supports.  These efforts are intended to move engagement beyond participation toward authentic partnership, ensuring underrepresented families help shape the academic, wellness, attendance, and college/career supports that impact student success.|SBUSD continues to demonstrate strength in seeking input for decision-making through a broad, structured, and data-informed engagement process. Educational partners were engaged through the Parent Advisory Committee, District Emergent Multilingual Learner Advisory Committee, Special Education Advisory Committee, Student Advisory Council, LCAP surveys, bargaining unit meetings, All District Leadership Team meetings, Board updates, and site-based consultation at Equity Multiplier schools.  The District used multiple opportunities for input during the 2026–27 LCAP development process, including PAC meetings, DEMLAC meetings, SEAC consultation, SELPA consultation, student input, staff and family surveys, and School Site Council and School Leadership Team meetings at La Cuesta, Alta Vista, and Alta Vista Alternative High School. Translation and interpretation were made available upon request to support broader participation.  A key strength is SBUSD’s use of educational partner feedback alongside local and state data to inform planning. Feedback influenced continued investments in academic intervention, Emergent Multilingual Learner supports, special education professional learning, mental health and wellness services, family engagement, language access, college and career readiness, AVID, PEAC, paraeducator training, and improved monitoring of LCAP-funded actions.  SBUSD also made progress in using feedback to refine implementation rather than simply collect input. Educational partners asked for clearer communication about available supports, stronger monitoring of program impact, expanded family engagement, and continued attention to student groups with persistent outcome gaps. These themes were incorporated into the 2026–27 LCAP through refined actions, stronger progress monitoring, and continued alignment between the LCAP, School Plans for Student Achievement, and the District’s Strategic Plan.|SBUSD has identified several focus areas for improving how educational partner input is gathered, used, and communicated in decision-making.  A key focus is strengthening feedback loops so families, students, staff, and advisory committees understand how their input influences LCAP actions, resource allocation, and implementation. Educational partners requested clearer communication about how feedback is reviewed, prioritized, and reflected in district decisions.  SBUSD will also continue improving access to input opportunities for underrepresented families, including families of Emergent Multilingual Learners, students with disabilities, socioeconomically disadvantaged students, students experiencing homelessness, and foster youth. This includes continued use of Family Engagement Liaisons, language access services, advisory committees, surveys, and site-based outreach.  Another focus area is using more targeted data to evaluate the impact of LCAP-funded actions and positions. Educational partners asked for stronger evidence about whether services are improving outcomes for the students they are intended to support. In response, SBUSD will continue refining progress monitoring, implementation reviews, student experience data, and qualitative feedback from staff, students, and families.  Finally, the District will strengthen coordination between districtwide engagement and site-based planning so input from advisory committees, School Site Councils, Equity Multiplier schools, and educational partner groups is more clearly connected to SPSA development, LCAP implementation, and continuous improvement.|SBUSD will improve engagement of underrepresented families in decision-making by strengthening outreach, access, and communication before, during, and after input opportunities. The District will focus on families of Emergent Multilingual Learners, students with disabilities, socioeconomically disadvantaged students, students experiencing homelessness, foster youth, and families less represented in surveys, advisory committees, and school planning processes.  Family Engagement Liaisons will continue to provide direct outreach and support so families can participate in surveys, advisory committees, School Site Councils, LCAP meetings, IEP meetings, and site-based planning. The District will also continue using targeted communication, personal outreach, and flexible participation opportunities to reduce barriers related to language, technology, schedules, and trust.  SBUSD will strengthen language access by coordinating interpretation and translation services through the Language Access Unit for district and school meetings, advisory committees, family conferences, and written communication. EMLAC and DEMLAC members will receive continued support to understand student data, EML programs, reclassification, academic supports, and district planning processes.  The District will also improve feedback loops by sharing how family input is used to inform LCAP actions, resource allocation, implementation, and evaluation. These steps are intended to ensure underrepresented families are not only invited to participate, but are supported as meaningful partners whose input helps shape decisions that affect student outcomes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-23|2026
42767866045918|Peabody Charter|3|Peabody has reached full implementation toward making continual progress in developing the capacity of staff (i.e., administrators, teachers, and classified staff) to build trusting and respectful relationships with families. This happens using established practices and tools. For example, Transitional Kindergarten and Kindergarten teachers still perform home visits before the school year starts to introduce themselves, meet the child and their family, share vital school information, and begin establishing a home-school relationship. These visits are conducted in the primary language of the child's home.|Based on the analysis of educational partner input and local data, Peabody Charter's focus area(s) for improvement in Building Relationships Between School Staff and Families include: Re-imagining Back to School Night in order to increase parent participation and engagement. The goal is to help parents understand how they can be involved and access the opportunities and resources provided by the school. 2. Maintain our current high participation rate in teacher-parent conferences 2x per year. 3. Communicate with families regularly through our electronic communication system (ParentSquare). 4. Provide parent education sessions on topics parents have shared that they would like more support. 5. Continuing staff development to deepen cultural competencies that can lead to stronger relationships between school staff and families. 6. Bilingual liaison available to support families and connect them with needed resources.|"Throughout the year, parent-led committees deepen the relationship between home and school. Our Parent- Teacher-Staff Organization, our English Language Advisory group called ""Podemos,"" our Foundation, School Board, and Sports Committee are all ways that parents engage with the school, providing support and learning more about how they can be supported.  Our Family Liaison and School Counselor also serve as points of contact who especially cater to our underrepresented families, helping them build strong, productive relationships with the school."|Founded on an expectation that the school and the families it serves would work together for the betterment of all the children in the school, Peabody has a long history of parent participation and input. With several in-person opportunities - conferences, committees, boards, associations, and school activities - as well as utilizing 21st-century communication tools that are accessible and easy to use, Peabody has many venues for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Peabody has also embraced the collecting and sharing of ongoing formative assessment data that is shared with families regularly, along with suggestions, tools, and resources for parents to support their children at home. Seeing communication as an important and essential form of transparency, parents are also aware of and able to exercise their legal rights and advocate for their own students and all students.|Peabody's focus area(s) for improvement in Building Partnerships for Student Outcomes centers around communicating with families who historically haven't been highly engaged. This includes families from across our diverse demographics and subgroups.|Peabody will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes by utilizing our bilingual liaison, maintaining translation at all school events, and increasing support services for families who need them.|The membership of Peabody's School Board is primarily comprised of parents at the school. These members, joined by community members, ultimately make the final decisions regarding policy and fiscal issues, as well as a host of other topics. Parents run Peabody's Parent-Teacher-Staff organization and provide a monthly forum to gather input and feedback from the parent body. Peabody's English Learner Advisory Council is run by staff who work with parents to provide parent education, solicit feedback on school efforts, and identify ways to support the school. Peabody's Foundation is run by parents who support the school through grant writing, fundraising, and community development. Taken together, these groups ensure a flow of information between the school and the community. Peabody reaches out to the parent community as a whole using various communication methods, including surveys and feedback forms.|One of Peabody's focus areas for improvement in Seeking Input for Decision-Making is to be mindful of the  recruitment processes for the various parent groups to ensure that potential candidates better represent the diversity of the school.|Peabody will improve the engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by identifying and establishing volunteer recruitment activities to reach all groups within the larger school community. Peabody also supports a liaison position that helps to facilitate and improve communication with underrepresented families.|4|4|3|4|3|4|4|4|4|4|4|4|Met||2026-06-17|2026
42767866111603|Santa Barbara Charter|3|Mission statement: Santa Barbara Charter School creates lifelong learners by cultivating the interest and building the skills of both students and their families in the arts, academics, and relationships.   We value and rely on parent participation, both at home and at school. When parents participate in all aspects of the school, it sends a message to the children that education is important and worth the investment.   And the result is, kids buy in. Parent volunteers support classroom, administrative, site, fundraising, community-building, and governance activities. Parents feel empowered at SBCS because they know that they are really making a difference in their child’s education. Participation develops a sense of community.   In the 2025-26 school year, parents/caregivers were instrumental in all areas of school functioning. Parents volunteered in the classrooms, on committees, and participated as chaperones on overnight field trips. Our Parent Alliance offered a plethora of opportunities for parents to connect with one another. Our community relations need ongoing support to connect the parents even more to one another.  Parent education events Parent meetings Providing interpreter and childcare during parent meetings; monthly Parent Teas for caregivers at HBP Hallway and informal conversations; rely on After School Program staff to connect with parents who aren't typically seen during the school day. Identifying a lead parent for each classroom that can relay information to all parents in that class via Parent Square, emails or phone calls Weekly administrative office hours|Focus areas:   Capacity-building for school or district staff toward supporting family engagement  Focus on empowering and enabling participants to be confident, active, knowledgeable, and informed;  Bring families and school staff together for shared learning that promotes networking;  Make activities interactive, so participants have an opportunity to try out new skills; don’t limit activities to disseminating information.  Focus group meetings with parents/caregivers of underrepresented families  Parent education events; Parent meetings Providing interpreter and childcare during parent meetings  Hallway and informal conversations; email conversations  Relying on After School Program staff to connect with parents who aren't typically seen during the school day.|Focus group meetings with parents/caregivers of underrepresented families  Parent education events; Parent meetings Providing interpreter and childcare during parent meetings  Hallway and informal conversations; email conversations  Relying on After School Program staff to connect with parents who aren't typically seen during the school day.|Santa Barbara Charter School classroom-based teachers worked mightily to build and maintain family/student/school partnerships.  The teachers at SBCS take student opinions and feedback seriously.  Students were surveyed in an ongoing manner through informal methods this year, such as with daily check-ins that were verbal, written, or symbolic. Teachers met one-on-one with students to check-in and support their well-being, while also gauging overall student emotion and well-being. Parents also share their child’s perspective with teachers and the SBCS administration.   SBCS increased the amount of counseling and mental health support by increasing staffing and continuing the parent liaison position. Staff also were supported and provided training on supporting children with difficult behavior problems.  Independent Study, HomeBased Partnership Families: Families who seek an independent study schooling experience want to maintain control over their child’s learning plan, and want to oversee the implementation of their child’s education.   Families choose to homeschool for many different reasons. Some families have shared a desire to keep a strong daily connection to their child as their primary goal, while others homeschool for medical reasons or travel. Some families enroll in our program after discovering that traditional public school was not a good fit for their child. This year, many new families have also noted the desire to have a more consistent routine for their child during otherwise unpredictable times.|Focus areas:   Capacity-building for school or district staff toward supporting family engagement  Focus on empowering and enabling participants to be confident, active, knowledgeable, and informed;  Bring families and school staff together for shared learning that promotes networking;  Make activities interactive, so participants have an opportunity to try out new skills; don’t limit activities to disseminating information.|Focus group meetings with parents/caregivers of underrepresented families  Continuing to work with families and caregivers: +Narrative reports and reporting to families–how to ensure the information is received by caregivers +Improve parent communication and increase parent volunteers in the classroom +Parent education (reading, ELA, assessment)  Parent education events Parent meetings, specifically the DEI Alliance  Providing interpreter and childcare during parent meetings Hallway and informal conversations; email conversations Relying on After School Program staff to connect with parents who aren't typically seen during the school day Weekly administrative office hours School satisfaction survey|Through electronic surveys and feedback forms, parental input is gathered and used to inform activities and decisions. The information from parents went directly to Teachers Council and the Budget Advisory Group for inclusion in the budgeting process.    Weekly newsletters on topics of importance for parents, such as child development, conflict resolution, culturally responsive teaching, and more are sent to parents from the classroom teachers as well as the Director of Education. Input from these activities informed the LCAP drafting process.|Focus areas:   Capacity-building for school or district staff toward supporting family engagement  Focus on empowering and enabling participants to be confident, active, knowledgeable, and informed;  Bring families and school staff together for shared learning that promotes networking;  Make activities interactive, so participants have an opportunity to try out new skills; don’t limit activities to disseminating information.|Parents of Unduplicated Students: Full scholarships in our After School Program were, and will continue to be, offered to students with a financial need. Focus group meetings with parents/caregivers of underrepresented families  Parent education events Parent meetings Providing interpreter and childcare during parent meetings Hallway and informal conversations Relying on After School Program staff to connect with parents who aren't typically seen during the school day Administrative office hours|4|4|4|3|3|5|5|4|4|3|3|3|Met||2026-06-24|2026
42767866118202|Adelante Charter|3|"Adelante Charter School continues to foster strong partnerships with families, as reflected in our 2025-26 parent survey results. Family feedback demonstrates high levels of trust, satisfaction, and engagement across our school community. The California School Parent Survey had 74 respondents, representing approximately 33% of families. Among respondents, 12% have children receiving Special Education services and 17% are parents of English Learners. Survey results remain overwhelmingly positive, with 100% of parents reporting that Adelante has adults who genuinely care about students, 99% indicating that the school motivates students to learn, and 98% reporting that the school promotes academic success for all students. Additionally, 98% of families report being treated with respect, 97% feel welcome to participate at school, and 97% report that Adelante is a safe place for their child. Families also report strong communication, with 95% indicating the school responds promptly to messages and 86% reporting that teachers communicate what students are expected to learn. Feedback from English Learner families (EBAC Survey) remains especially strong. 65 families responded. • Students are safe at school 89.2% • Someone speaks the parent's language in the office 100% • Parents are informed of academic progress 89.2% • Parents understand what it means to be an English Learner 95.4% • Parents understand ELPAC results 90.3% Adelante prioritizes meaningful two-way communication with families through bilingual staff, dual-language communication on ParentSquare, simultaneous interpretation at meetings, and translation of key documents. Families have multiple opportunities to engage through monthly Café con el Director meetings, parent workshops, newsletters, parent-teacher conferences, and active participation in advisory groups including EBAC, LCAP Parent Advisory Council, and the Special Education Parent Advisory Committee. EBAC hosted a mini conference in April. Workshops focused on learning de-escalation strategies that can be used at home led by a parent who is also a child therapist, ""Adelante con mi futuro"" which focused on the pathway to biliteracy and the goal of receiving the CA State Seal of Biliteracy upon high school graduation, and a workshop focused on improving our school. Looking at strengths, opportunities for growth and time to generate some possible solutions. Through these efforts, Adelante continues to cultivate a welcoming, inclusive environment where families are valued as essential partners in student success."|The 2025–26 data reaffirm that families continue to feel strongly connected to Adelante and value the relationships among staff, students, and families. Results from the California School Parent Survey indicate that 97% of responding parents feel welcome to participate at the school, 98% report that Adelante treats all parents with respect, and 95% indicate that the school responds promptly to phone calls, messages, and emails. In addition, 100% of respondents report that Adelante has adults who genuinely care about students. These results reflect the strong culture of trust, accessibility, and partnership that staff intentionally cultivate with families.  Feedback from English Learner families remains especially positive. Among the 65 responding parents, 100% reported that someone in the office speaks their language, 89.2% indicated they are informed of their child's academic progress, 95.4% reported understanding what it means for their child to be an English Learner, and 90.3% reported understanding their child's ELPAC results. These results suggest that efforts to provide language-accessible communication and targeted support for multilingual families continue to be effective.  Families consistently highlighted Adelante's welcoming environment, strong sense of community, cultural celebrations, arts programs, and the caring relationships staff develop with students and families. Parents particularly value the school's small size, the accessibility of leadership, and the safe, supportive environment created for students.  While these results demonstrate significant strengths, survey data also identified opportunities for growth. Although 86% of parents reported that teachers communicate about what students are expected to learn in class, this represents a decline from the previous year. Similarly, 87% reported that the school seeks parent input before making important decisions, while 10% were unsure. These results suggest a need to strengthen communication about academic expectations, expand opportunities for two-way engagement, and ensure families understand how their feedback informs school decisions.  Spanish-speaking families have also expressed interest in additional workshops focused on supporting learning at home and understanding language acquisition and academic progress. In response, Adelante plans to expand bilingual family education opportunities, continue parent learning sessions focused on ELPAC and reclassification, and relaunch the Latino Family Literacy Project.  Adelante's Emergent Bilingual Advisory Council (EBAC), LCAP Parent Advisory Council, and Parent Teacher Staff Organization (PTSO) continue to play important roles in promoting family engagement and shared decision-making. During the 2026–27 school year, the school will create additional opportunities for collaboration among these groups to strengthen communication, deepen family leadership, and ensure all families feel valued as partners in supporting student success.|Based on educational partner feedback and survey results, Adelante's primary areas of focus for continuous improvement are increasing family participation, strengthening two-way communication, and expanding family understanding of student learning and the Dual Language Immersion (DLI) program.  While survey results indicate that families feel welcomed, respected, and informed, opportunities remain to increase awareness of how families can provide input on school decisions, strengthen communication about academic expectations and student progress, and better support kindergarten families who are new to the Adelante community. In response, Adelante will enhance onboarding for new families to ensure they understand school programs, expectations, communication systems, and opportunities for involvement. The school will also strengthen its lead parent structure to increase family connections, communication, and engagement throughout the year.  Adelante will continue to expand parent leadership opportunities through EBAC, PTSO, the Special Education Parent Advisory Committee, and the LCAP Parent Advisory Council while increasing personal outreach and invitations to school events.  The school will provide additional parent education focused on understanding student achievement data, including STAR, ELPAC, and CAASPP results, as well as workshops that deepen families' understanding of biliteracy development, bilingualism, and the long-term benefits of the DLI model. Communication will continue to be provided in families' home languages through ParentSquare, translated materials, interpretation services, and paper copies of major communications when requested. Beginning in 2026–27, Adelante will also operate its own afterschool program, creating additional opportunities to strengthen family partnerships while providing targeted academic and English language development support for students.|Adelante continues to demonstrate strong partnerships with families that support positive student outcomes. Parent survey data reflects high levels of trust in the school and confidence in the learning environment. According to the 2025-26 California School Parent Survey, 100% of respondents report that Adelante has adults who genuinely care about students, 99% say the school motivates students to learn, 99% report that students are treated with respect, and 98% believe the school promotes academic success for all students. Additionally, 86% report that teachers communicate what students are expected to learn in class. Families also report strong levels of connection and belonging, with 98% indicating that parents are treated with respect and 97% stating that they feel welcome to participate in the school community. These results demonstrate Adelante's continued commitment to fostering meaningful partnerships with families as essential collaborators in supporting student success.|Based on educational partner feedback and local data, Adelante's focus for improvement in Building Partnerships for Student Outcomes is to strengthen two-way communication, increase meaningful family engagement, and expand family understanding of student learning and the Dual Language Immersion program. While families report feeling welcomed, respected, and connected to the school, survey results indicate opportunities to increase awareness of how families can provide input on school decisions and to strengthen communication about academic expectations and student progress. In response, Adelante will expand family education opportunities focused on understanding student achievement data, including STAR, ELPAC, and CAASPP results, while continuing workshops on biliteracy, language acquisition, and reclassification. The school will also strengthen onboarding for new families, increase parent leadership opportunities through EBAC, PTSO, the Special Education Parent Advisory Committee, and the LCAP Parent Advisory Council, and continue providing communication and engagement opportunities in families' home languages.|Adelante will continue to strengthen engagement and leadership opportunities for underrepresented families, particularly families of English Learners and Spanish-speaking families. The school will continue to support and expand the work of the Emergent Bilingual Advisory Council (EBAC) while creating more intentional collaboration among EBAC, the LCAP Parent Advisory Council, PTSO, and the Special Education Parent Advisory Committee. Adelante will increase family education opportunities focused on understanding student achievement data, biliteracy development, language acquisition, ELPAC results, and reclassification. To further support participation, the school will continue providing communication, interpretation, and translated materials in families' home languages, strengthen outreach to new families through enhanced onboarding, and relaunch the Latino Family Literacy Project. These efforts are designed to build family capacity, increase advocacy and leadership opportunities, and ensure all families are meaningful partners in supporting student success.|Based on the California School Parent Survey, 87% of parents reported that Adelante actively seeks parent input before making important decisions, while 10% indicated they were unsure. Although this remains a strong result, it suggests an opportunity to increase awareness of the ways families can participate in school decision-making and how their feedback informs school priorities. Through participation in the Emergent Bilingual Advisory Council (EBAC), Parent Teacher Staff Organization (PTSO), and LCAP Parent Advisory Council, parent leaders continue to deepen their understanding of school programs, policies, and improvement efforts while serving as important partners in decision-making. These leadership groups are committed to expanding outreach and increasing participation among a broader range of families in the coming year. Adelante also plans to create opportunities for these members to collaborate more intentionally, strengthening communication across groups and building a shared understanding of school goals, priorities, and community needs. By increasing collaboration and visibility of these leadership structures, the school aims to strengthen relationships between families and staff and promote meaningful engagement in school improvement efforts|The EBAC Needs Assessment continues to be an important tool for gathering meaningful input from families of English Learners and informing school improvement efforts. This year, the committee again achieved a high level of participation, collecting feedback from 65 EL families through a combination of paper surveys, direct outreach, and ongoing communication. This reflects the trust families have in the process and their commitment to partnering with the school to support student success. Survey results provided valuable insights into family priorities and areas for growth. Feedback highlighted strengths in communication, language access, and parent understanding of English Learner programs, while also identifying a desire for additional workshops focused on supporting academic achievement at home, understanding student progress, and navigating the reclassification process. Families also expressed appreciation for having opportunities to share their perspectives and contribute to school decision-making. Adelante will continue to engage English Learner families through EBAC and the annual EBAC Needs Assessment while expanding opportunities throughout the year for families to provide input through short surveys, parent meetings, workshops, and community gatherings. By seeking feedback regularly and sharing how that feedback informs school programs and services, the school aims to strengthen partnerships with families and ensure that the voices of English Learner families continue to shape school improvement efforts.|Adelante is committed to ensuring that underrepresented families, particularly families of English Learners and Spanish-speaking families, have meaningful opportunities to participate in school decision-making. The school will continue to support and strengthen the Emergent Bilingual Advisory Council (EBAC) while increasing collaboration among EBAC, the LCAP Parent Advisory Council, PTSO, and the Special Education Parent Advisory Committee. Adelante will continue providing interpretation, translation, and home-language communication to reduce barriers to participation and will expand family education opportunities so parents feel informed and empowered to provide input on school programs and priorities. The school will also increase personal outreach and invitations to meetings and events, helping families understand how their feedback influences decisions that impact student learning and school improvement.|5|5|5|5|5|4|5|5|5|5|5|5|Met||2026-06-18|2026
42771980000000|SBE - Olive Grove Charter - Orcutt/Santa Maria|3||||||||||||||||||||||Not Met|||2026
42771980138362|Olive Grove Charter - Orcutt/Santa Maria|3|OGCS’s strength lies in the capacity of staff to build trusting and respectful relationships with families. Teachers have contact with students at least weekly, often more, and they hold individual meetings with students once per week to review progress. The expectation is for parents/guardians of elementary and middle school students to participate in every meeting and those of high school students will participate at least monthly. We are making progress in engaging families in person, creating welcoming environments for all, and developing multiple opportunities for 2-way communication in understandable and accessible ways. We are improving in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children.|Goal 3 in our 2026-27 LCAP is to foster a welcoming and inclusive environment for all parents/guardians, families, and educational partners in support of all students' personal and academic success. Actions to achieve this goal include events and activities, workshops and trainings, and communication and involvement all specifically geared towards building relationships. We intend to do this through increasing parent/guardian involvement and capacity through events and workshops, as well as input in decision-making and participation through Advisory Council and surveys. Another focus area for improvement includes increasing the use of language that is understandable and accessible to families, particularly non-English speaking families. We have Spanish-speaking staff available to interpret and translate but need improvement in providing more written communications in languages other than English.|Due to the personalized nature of our school model our underrepresented families are engaged in the learning of their child and have strong relationships with school staff, as families are integrally involved in their child’s education. We seek to bring their engagement to a school-wide level through participation in our parent/guardian advisory council, as well as soliciting input from them on school-wide surveys.|OGCS teachers work one-on-one with each student/family to design a plan for each student’s learning and to monitor progress. OGCS has a well-defined program for discussing student progress and ways to work together to support improved student outcomes.|Goal 3 in our 2026-27 LCAP is to foster a welcoming and inclusive environment for all parents/guardians, families, and educational partners in support of all students' personal and academic success. We are implementing strategies to enhance our partnership with parents/guardians to promote understanding and involvement. We are doing this by developing resources to support families as they enroll and transition into our school, offering workshops and supports, as well as implementing attendance initiatives designed to remove barriers.|Goal 3 in our 2026-27 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school does this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also designated a parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents/guardians, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish. The school needs improvement in providing more written communications in languages other than English.|OGCS solicits input via the teacher-student meetings, surveys, input sessions, and the school has an Advisory Council but attendance and participation rates are low and irregular. We will continue to find ways to have families participate in advisory groups and decision making.|Though parents/guardians are integrally involved in their child’s education, parents/guardians tend to be less involved in school-wide decision making. This is an area for continued improvement.|Goal 3 in our 2026-27 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school does this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also designated a parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents/guardians, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish. The school needs improvement in providing more written communications in languages other than English.|5|4|4|4|4|5|5|5|4|3|4|4|Met||2026-06-11|2026
42772060000000|SBE - Olive Grove Charter - Lompoc|3||||||||||||||||||||||Not Met|||2026
42772060138370|Olive Grove Charter - Lompoc|3|OGCS’s strength lies in the capacity of staff to build trusting and respectful relationships with families. Teachers have contact with students at least weekly, often more, and they hold individual meetings with students once per week to review progress. The expectation is for parents/guardians of elementary and middle school students to participate in every meeting and those of high school students will participate at least monthly. We are making progress in engaging families in person, creating welcoming environments for all, and developing multiple opportunities for 2-way communication in understandable and accessible ways. We are improving in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children.|Goal 3 in our 2026-27 LCAP is to foster a welcoming and inclusive environment for all parents/guardians, families, and educational partners in support of all students' personal and academic success. Actions to achieve this goal include events and activities, workshops and trainings, and communication and involvement all specifically geared towards building relationships. We intend to do this through increasing parent/guardian involvement and capacity through events and workshops, as well as input in decision-making and participation through Advisory Council and surveys. Another focus area for improvement includes increasing the use of language that is understandable and accessible to families, particularly non-English speaking families. We have Spanish-speaking staff available to interpret and translate but need improvement in providing more written communications in languages other than English.|Due to the personalized nature of our school model our underrepresented families are engaged in the learning of their child and have strong relationships with school staff, as families are integrally involved in their child’s education. We seek to bring their engagement to a school-wide level through participation in our parent/guardian advisory council, as well as soliciting input from them on school-wide surveys.|OGCS teachers work one-on-one with each student/family to design a plan for each student’s learning and to monitor progress. OGCS has a well-defined program for discussing student progress and ways to work together to support improved student outcomes.|Goal 3 in our 2026-27 LCAP is to foster a welcoming and inclusive environment for all parents/guardians, families, and educational partners in support of all students' personal and academic success. We are implementing strategies to enhance our partnership with parents/guardians to promote understanding and involvement. We are doing this by developing resources to support families as they enroll and transition into our school, offering workshops and supports, as well as implementing attendance initiatives designed to remove barriers.|Goal 3 in our 2026-27 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school does this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also designated a parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents/guardians, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish. The school needs improvement in providing more written communications in languages other than English.|OGCS solicits input via the teacher-student meetings, surveys, input sessions, and the school has an Advisory Council but attendance and participation rates are low and irregular. We will continue to find ways to have families participate in advisory groups and decision making.|Though parents/guardians are integrally involved in their child’s education, parents/guardians tend to be less involved in school-wide decision making. This is an area for continued improvement.|Goal 3 in our 2026-27 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school does this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also designated a parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents/guardians, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish. The school needs improvement in providing more written communications in languages other than English.|5|4|4|4|4|5|5|5|4|3|4|4|Met||2026-06-11|2026
42772140000000|SBE - Olive Grove Charter - Buellton|3||||||||||||||||||||||Not Met|||2026
42772140138388|Olive Grove Charter - Buellton|3|OGCS’s strength lies in the capacity of staff to build trusting and respectful relationships with families. Teachers have contact with students at least weekly, often more, and they hold individual meetings with students once per week to review progress. The expectation is for parents/guardians of elementary and middle school students to participate in every meeting and those of high school students will participate at least monthly. We are making progress in engaging families in person, creating welcoming environments for all, and developing multiple opportunities for 2-way communication in understandable and accessible ways. We are improving in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children.|Goal 3 in our 2026-27 LCAP is to foster a welcoming and inclusive environment for all parents/guardians, families, and educational partners in support of all students' personal and academic success. Actions to achieve this goal include events and activities, workshops and trainings, and communication and involvement all specifically geared towards building relationships. We intend to do this through increasing parent/guardian involvement and capacity through events and workshops, as well as input in decision-making and participation through Advisory Council and surveys. Another focus area for improvement includes increasing the use of language that is understandable and accessible to families, particularly non-English speaking families. We have Spanish-speaking staff available to interpret and translate but need improvement in providing more written communications in languages other than English.|Due to the personalized nature of our school model our underrepresented families are engaged in the learning of their child and have strong relationships with school staff, as families are integrally involved in their child’s education. We seek to bring their engagement to a school-wide level through participation in our parent/guardian advisory council, as well as soliciting input from them on school-wide surveys.|OGCS teachers work one-on-one with each student/family to design a plan for each student’s learning and to monitor progress. OGCS has a well-defined program for discussing student progress and ways to work together to support improved student outcomes.|Goal 3 in our 2026-27 LCAP is to foster a welcoming and inclusive environment for all parents/guardians, families, and educational partners in support of all students' personal and academic success. We are implementing strategies to enhance our partnership with parents/guardians to promote understanding and involvement. We are doing this by developing resources to support families as they enroll and transition into our school, offering workshops and supports, as well as implementing attendance initiatives designed to remove barriers.|Goal 3 in our 2026-27 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school does this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also designated a parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents/guardians, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish. The school needs improvement in providing more written communications in languages other than English.|OGCS solicits input via the teacher-student meetings, surveys, input sessions, and the school has an Advisory Council but attendance and participation rates are low and irregular. We will continue to find ways to have families participate in advisory groups and decision making.|Though parents/guardians are integrally involved in their child’s education, parents/guardians tend to be less involved in school-wide decision making. This is an area for continued improvement.|Goal 3 in our 2026-27 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school does this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also designated a parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents/guardians, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish. The school needs improvement in providing more written communications in languages other than English.|5|4|4|4|4|5|5|5|4|3|4|4|Met||2026-06-11|2026
42772220000000|SBE - Olive Grove Charter - Santa Barbara|3||||||||||||||||||||||Not Met|||2026
42772220138396|Olive Grove Charter - Santa Barbara|3|OGCS’s strength lies in the capacity of staff to build trusting and respectful relationships with families. Teachers have contact with students at least weekly, often more, and they hold individual meetings with students once per week to review progress. The expectation is for parents/guardians of elementary and middle school students to participate in every meeting and those of high school students will participate at least monthly. We are making progress in engaging families in person, creating welcoming environments for all, and developing multiple opportunities for 2-way communication in understandable and accessible ways. We are improving in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children.|Goal 3 in our 2026-27 LCAP is to foster a welcoming and inclusive environment for all parents/guardians, families, and educational partners in support of all students' personal and academic success. Actions to achieve this goal include events and activities, workshops and trainings, and communication and involvement all specifically geared towards building relationships. We intend to do this through increasing parent/guardian involvement and capacity through events and workshops, as well as input in decision-making and participation through Advisory Council and surveys. Another focus area for improvement includes increasing the use of language that is understandable and accessible to families, particularly non-English speaking families. We have Spanish-speaking staff available to interpret and translate but need improvement in providing more written communications in languages other than English.|Due to the personalized nature of our school model our underrepresented families are engaged in the learning of their child and have strong relationships with school staff, as families are integrally involved in their child’s education. We seek to bring their engagement to a school-wide level through participation in our parent/guardian advisory council, as well as soliciting input from them on school-wide surveys.|OGCS teachers work one-on-one with each student/family to design a plan for each student’s learning and to monitor progress. OGCS has a well-defined program for discussing student progress and ways to work together to support improved student outcomes.|Goal 3 in our 2026-27 LCAP is to foster a welcoming and inclusive environment for all parents/guardians, families, and educational partners in support of all students' personal and academic success. We are implementing strategies to enhance our partnership with parents/guardians to promote understanding and involvement. We are doing this by developing resources to support families as they enroll and transition into our school, offering workshops and supports, as well as implementing attendance initiatives designed to remove barriers.|Goal 3 in our 2026-27 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school does this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also designated a parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents/guardians, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish. The school needs improvement in providing more written communications in languages other than English.|OGCS solicits input via the teacher-student meetings, surveys, input sessions, and the school has an Advisory Council but attendance and participation rates are low and irregular. We will continue to find ways to have families participate in advisory groups and decision making.|Though parents/guardians are integrally involved in their child’s education, parents/guardians tend to be less involved in school-wide decision making. This is an area for continued improvement.|Goal 3 in our 2026-27 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school does this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also designated a parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents/guardians, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish. The school needs improvement in providing more written communications in languages other than English.|5|4|4|4|4|5|5|5|4|3|4|4|Met||2026-06-11|2026
43104390000000|Santa Clara County Office of Education|3|The Santa Clara County Office of Education (SCCOE) and the Educational Services Division (ESD) prioritize family engagement and relationships with families. Staff members include families in decision-making regarding children and their growth and use various modes of communication to include families in school and after-school activities and to gather input from families as educational partners. Schools offer welcoming climates and prioritize family engagement activities as a means to build relationships, and partner with families to provide high-quality education for all students. Translation and interpretation services ensure two-way communication between staff and families, and a focus on culturally responsive teaching and learning enables a continuous process of authentic engagement. Outreach to families in both formal and informal settings is grounded in respecting the value of families as partners and providing support to families according to need. The SCCOE values inclusion and is consistently striving to increase parent and family engagement in decision-making and outreach activities. The SCCOE knows the impact of relationships with family in supporting students and provides outreach to families in times of need. Findings from: (a) the Local Control Accountability Plan (LCAP) survey, (b) LCAP input held through School Site Council for each program, and (c) feedback from the LCAP Parent Advisory Committee and District English Learner Advisory Committee indicate that parents feel comfortable approaching school staff and value the current practices of Cafecito's or Coffee Chats that principals hold for parents and families. Strengths also include other opportunities for families to engage with school staff to include: (a) School Site Council and English Learner Advisory Committee meetings, (b) parent conferences and annual Individualized Education Plan meetings, (c) intake meetings upon enrollment, and (d) frequency of parent engagement activities to include family nights and family educational excursions. Families also value parent and family education opportunities that are offered through the special education program and parent education classes that are offered through other programs. Opportunities for building relationships with families include scheduled meetings and structures as well as family fun nights and enrichment activities. The Parent Advisory Committee provides an opportunity for families to gather monthly and to provide input in the Local Control Accountability Plan processes. We are always striving to improve our parent and family engagement practices and are always looking for new and innovative ways to improve engagement.|Educational partner input indicates that areas for improvement in building relationships between school staff and families include: (a) expanding current practice of outreach to families, (b) provide opportunities for parents to collaborate and participate with home school districts, (c) continuing to provide family engagement activities to bring together families and the school, and (d) include families in community activities to support student life skill development. The ESD provides a focus on these areas through the Parent Advisory Committee/ School Site Councils, Parent Conferences and associated LCAP goals.|Engaging families is a top priority. The SCCOE Educational Services Division will continue to offer School Site Council/ Parent Advisory Committee Meetings, request input at parent events such as: open house, parent teacher conferences, family nights etc. This practice continues to be successful in building a cadre of parents who meet and provide valuable input both for the Local Control Accountability Plan (LCAP) and school to home communication. Topics and trainings enable parents to interact regarding practices relevant to their children. Court and Community School offer Coffee chats, Student Advisory Committee, School Site Council, and parent teacher conferences. Special Education offers Coffee chats, quarterly School Site Council meetings, and an annual open house. The department continues to allocate funding for family engagement and inclusive events. Foster Youth Services continues to support families providing foster youth services with transition of students to include aligning families with opportunities for higher education. The Educational Services Division programs solicit feedback from parents and families frequently during meetings both as decision-makers and advisers for best practices. 82% of alternative education families and 46% of special education families experience low socioeconomic status and often are underrepresented in school activities. The ESD includes all parents and families in invitations to activities and shares information in multiple languages.|The Santa Clara County Office of Education (SCCOE) services a diverse group of students and families. Staff members participate in professional learning to enable them to respond to the cultural as well as academic needs of students and families through trainings to include Positive Behavior Intervention Supports and Culturally Responsive Teaching and Learning. An attitude of inclusion guides the culture of the SCCOE. Administrators and staff members collaborate regularly through trainings regarding equity and culture. Families are provided educational opportunities through parent education courses, parent conferences, as well as up-to-date information through language-friendly newsletters and parent resources. Formal and informal structures are in place for families and staff to meet to discuss student progress, and the input of parents is a valued aspect of decision-making and individualized planning for students. Meetings include: (a) traditional parent conferences, (b) intake and transition meetings, and (c) Individual Education Plan (IEP) meetings, as well as: (a) frequent phone calls and meetings, and (b) family engagement nights. Families of students receiving English language services are offered opportunities for family educational excursions and educational conferences. Parents of students experiencing incarceration are offered resources to support students as they transition from facilities. Principals hold coffee chats with parents regularly as a means to gather input and build relationships with families and parents as available. All programs annually provide professional development to staff regarding the value of parent engagement. Parents are advised and trained regarding parent rights and advocacy through: (a) IEP, (b) District English Learner Advisory Committee, (c) intake meetings. The SCCOE consistently aspires to include more families in engagement activities and this is a continuous goal. Comments from parent surveys and input sessions indicate that parents feel a partnership with their schools.|An analysis of educational partner input indicates that overall parents are satisfied with the academic support their students receive. Over 50% of parents responding to the LCAP survey indicated they've seen an improvement academically and socially since their student has attended an SCCOE program. Majority of parents responding indicate the school provides a safe, supportive and engaging environment. Santa Clara County Office of Education and the Educational Services Division will continue to build partnerships with families and parents by continuing current outreach opportunities to include: (a) surveys, (b) advisory meetings, (c) parent conferences, and (d) update and intake meetings. LCAP Goal Three outlines Actions and Services intended to increase partnerships with parents. Parent input suggests heightened communication between home school districts and county programs, increased opportunities for students to participate in community partnerships, and increased family education and meetings in person.|An analysis of educational partner input and local data indicates that the SCCOE and the Educational Services Division (ESD) provide a pathway to communication for families. Emphasis on home and school communication will be a continued goal. The ESD will continue outreach to parents and families of students who receive English Learner services through family-focused trainings and meetings. Individualized attention to families is a priority for the ESD as we serve a student population of which (a) 53.3% represent a low socioeconomic status, (b) 30% of students receive English Learner services, (c) 1.9% of students receive services for housing insecurity and less than 1% foster youth status, and (d) 83.8% represent as Students with Disabilities. Per CALPADS (1.3) 25-26 the major ethnicity is Latinx at 50% and Educational Services serves students who represent at: (a) 26.4% Asian, (b) 13.4% White, (c) 3.6% African American (d) 4.2% Filipino (e) less than 1% American Indian/Alaskan Native, (f) less than 1% Native Hawaiian/Other Pacific Islander, and (g) less than 1% multiple or declined to respond. Educational Services continues to improve engagement of families through: (a) personal outreach and input spaces, (b) Empathy interview, (c) engaging activities, and (d) a culturally responsive environment.|Educational partner input and local data indicate areas for improvement in building relationships between school staff and families and include: (a) continue and expand current practice of outreach to families, (b) provide opportunity for home-to-school communication with home school districts, (c) continue to train staff members on positive family communication, and (d) provide home learning for students that families can support and engage with in the form of technology applications and software (e) expand practices of outreach such as other communication platforms. The ESD provides a focus on these areas through the School Site Councils and associated LCAP goals.|The Santa Clara County Office of Education (SCCOE) recognizes the value of family input in decision-making and governance. Principals and staff are trained annually on strategies to effectively engage families as a means to implement the School Site Council and English Learner Advisory Committee at school sites. These processes are also applied to meetings at the district level to include the District English Learner Advisory Committee. Each School Site Council is trained annually regarding engagement processes and as available parents or family members deliver these trainings. Parents provide advisement for budget development for the School Plan for Student Achievement and the Local Control Accountability Plan (LCAP), and the District English Learner Advisory Committee (DELAC) provides advisement for the SCCOE English Learner Master Plan. The DELAC also provides advisement for the Consolidated Application and in particular the Title III budget as it relates to English Learners and reviews the LCAP annually. Parents and families are invited to school site and LEA meetings through mailings, emails, and personal calls, and all communication is available in three languages: English, Spanish, and Vietnamese. Parent and family participation in meetings is enhanced through a welcoming climate grounded in respect for all opinions and suggestions. SCCOE parents also provide input annually in the LCAP Survey and participate in other surveys as needed at the site and district level. Partner input is valued, and the SCCOE authentically uses this input when making decisions regarding planning, actions, and budget. A common topic at all meetings is a discussion as to ways to engage more families both formally and informally. The SCCOE values input of families. Family advisement and engagement is a continuous process.|Analysis of educational partner input and local data did not reveal a perception of disproportionality in engagement of underrepresented families in regard to opportunities for decision-making. The SCCOE and the Educational Services Division will continue processes to include all parents in decision-making venues and surveys.|5|5|4|4|4|5|5|4|5|5|5|5|Met||2026-06-10|2026
43104390106534|Bullis Charter|3|Currently, BCS has a strong partnership with our family community through the parent association on campus (BBC).  There are lots of opportunities for parents to gain information (weekly family newsletter, class ambassadors, etc) and to be involved with learning about the school and providing input/feedback (curriculum chats, parent coffees, strategic planning  committees, ELAC committee, etc)|We remain focused on building relationships with our families new to BCS, recognizing that entering a new school can be challenging and overwhelming. Specifically, our TK families , specifically, many of whom are new to the school setting.|Our Director of Community Engagement and Outreach continues to work to engage underrepresented families through one-on-one meetings, calls, etc, including connecting these families to our greater community.|Our current strengths include adjusting structure and time for the Focused Learning Goal process, where families, students, and teachers work together to set personalized goals for each student and track progress towards goals throughout the course of the year. We have offered additional workshops and sessions to better understand assessment data as well.|We’d like to continue to provide more training and support for our families in how to stay informed on their student’s progress, as well as more opportunities to learn from experts in key content/topic areas of relevance.|We will provide opportunities for families to join office hours on a weekly basis with key leaders present at each of those office hours to provide more frequent and equitable access. We will also continue to offer (and expand offerings) of sessions and workshops online, hoping to provide access to more families.|We consistently seek out opportunities for families to be involved in school decisions. We’ve held multiple curriculum and content workshops this year, allowing families to learn about our vision for BCS curriculum and learn about our reporting systems.  We have invited families to participate in strategic planning committees and other working groups.|We’d like to continue to provide more opportunities for parents to continue to participate in strategic planning committees.|Our Director of Community Engagement and Outreach has been able to meet with some underrepresented families to gather individual input, and we’d like to formalize this structure moving into the 25-26 school year.|4|4|4|5|4|3|4|4|4|3|5|4|Met||2026-06-15|2026
43104390111880|Discovery Charter|3|As a parent partnership school, Discovery Charter School has a strong foundation in building meaningful relationships with families through a collaborative approach. Families regularly volunteer on campus and participate in programs, events, and leadership opportunities. The school is intentional about offering flexible opportunities that align with parents' skills, interests, availability, and personal commitments, reflecting the belief that families are essential partners in student success. According to the 2026 annual family survey, 87.9% of families agree that the school provides meaningful opportunities for them to be active members of the school community. The school further strengthens these relationships through monthly parent support meetings, positive discipline training for newly enrolled families, and Coffee with Carol events that provide opportunities for dialogue, questions, and feedback. The school is also committed to strengthening its communication efforts. In the 2025-26 school year, Discovery utilized a variety of tools including ParentSquare, a weekly Padlet newsletter, classroom-level newsletters and regular website updates. Based on recent survey data, 93.1% of families reported that the school effectively uses a variety of communication methods to keep families informed, including families of unduplicated pupils and individuals with exceptional needs. In addition, the school has expanded its use of teacher-led class meetings to foster stronger home-school connections and ensure that families are engaged in both classroom learning and the broader school culture. These ongoing efforts reflect Discovery’s commitment to continuous improvement in family engagement and two-way communication.|Discovery Charter School has identified several focus areas to strengthen relationships between school staff and families. A key priority is enhancing the effectiveness and consistency of communication through ParentSquare, ensuring that all families receive timely, clear, and accessible information. Efforts will also focus on expanding multilingual communication to better serve the needs of all families, including those whose primary language is not English. Family survey feedback indicated opportunities to further strengthen consistency of communication and increase participation among families who are less connected to school programs and leadership opportunities. The school will also continue to assess and refine strategies to increase participation in ELAC and ensure English Learner families are represented in school decision-making processes.  To further support relationship-building, the school has designated a Family Liaison whose role is to foster stronger connections between families and the school community. The Family Liaison will help identify equitable opportunities for family engagement and assume some responsibilities previously carried by parent volunteers, in order to reduce burnout and promote wider participation. Discovery will also continue to expand teacher-led class meetings and monthly parent education events schoolwide, providing consistent, inclusive spaces for dialogue and learning. In addition, the school plans to launch monthly “Courageous Conversations”, which are open forums for families to discuss lived experiences, external events, and their impacts on the school community. These conversations aim to deepen understanding, build trust, and create a more inclusive and responsive school culture.|To improve engagement of underrepresented families, Discovery will continue to seek flexible, inclusive ways for families to participate that honor their individual schedules, circumstances, and capacities. The school has established a Parent Partnership Committee dedicated to examining and refining the parent partnership model to ensure it is equitable, accessible, and welcoming to all families.  To better serve multilingual families, Discovery will expand the use of ParentSquare, utilizing its translation features to provide consistent, two-way communication in each family’s preferred language, with particular attention to the needs of English Learners (ELs). This is part of a broader effort to ensure that language is not a barrier to engagement. In addition, the school will strengthen outreach to English Learner families of students with disabilities through targeted communication, translation supports, and family education opportunities designed to increase participation and access to school programs and school decision-making opportunities. The school will also continue to host cultural celebrations and inclusive events, such as World Cultures Day, Iftar, and Holi, and will encourage families to partner with the school to share their heritage and experiences. These events provide meaningful opportunities for families from diverse backgrounds to feel seen, valued, and connected to the school community.|Discovery, as a parent partnership school, maintains strong and active relationships with families that directly support student outcomes. Parents continue to be an integral part of the school community, contributing through volunteerism, educational events, and regular communication with staff. According to the 2025-26 annual family survey, 100.0% of families reported attending parent-teacher conferences, school workshops, or other school-wide events, reflecting consistently high levels of participation. Additionally, 88.9% of families volunteered in programs, contributing time and effort toward school activities that support student learning. These engagement opportunities help families stay informed and involved in their child’s academic journey. Parent education events, including sessions on positive discipline, are designed for both staff and families to support a shared approach to student behavior and success. Parent-teacher conferences remain well attended, and the school regularly hosts Coffee with Carol sessions focused on academic topics such as student growth data and areas of success. Weekly academic emails from teachers further ensure that families remain connected to classroom instruction and curriculum progress. Together, these strategies reflect Discovery’s ongoing commitment to building meaningful partnerships with families that positively impact student achievement.|Family feedback indicated a desire for more consistent communication regarding student academic progress and learning goals as a key area for improvement. While overall engagement remains strong, Discovery will continue refining systems to ensure families receive regular, meaningful updates regarding student performance and opportunities for support with timely interventions. The school is also seeking ways to have more purposeful LCAP goal sharing opportunities. The school will implement a monthly “LCAP Highlights” update to provide families with accessible information about progress toward strategic goals and how their input is being used to shape school initiatives. These efforts aim to deepen parent understanding of and engagement in their student’s academic growth, while reinforcing the connection between school planning and student outcomes.|To improve engagement of underrepresented families, Discovery will prioritize creating flexible and accessible participation opportunities that accommodate diverse family schedules and needs. This includes offering evening events with Zoom options to ensure families can engage remotely when attending in person is not possible. The school will also provide translation services during conferences to support English Learner (EL) families and offer targeted family education opportunities focused on supporting English Learners, students with disabilities, and neurodiverse learners to strengthen family capacity to support academic success at home. These strategies are designed to foster stronger partnerships with all families, ensuring that underrepresented groups feel welcomed, informed, and empowered to support their students’ academic success.|As a parent partnership school, seeking parental input is invaluable to the school’s decision-making process. Based on survey results, 87.9% of parents report the school is effective in providing opportunities to give input into the decision-making process at the school. Discovery gathers parent input in a variety of ways, including community meetings, Parent Leadership Groups (such as the Program Site Council, English Learner Advisory Committee (ELAC), and Parent Education Team) and Discovery's Board of Director meetings. In addition, families provide input through the annual Family LCAP survey and stakeholder engagement activities conducted throughout the year to inform school programs, priorities and resource allocation.  Coffee with Carol sessions are regular community meetings with the principal where important topics such as the LCAP, school initiatives and financial updates are presented and discussed. Parent surveys administered throughout the year provide additional opportunities for families to share feedback, perspectives and suggestions regarding school programs and services. Program Site Council meetings are chaired and run by parent volunteers in partnership with the site director. This forum offers opportunities for interested parents to share ideas and provide input into the decision-making process at Discovery. Discovery's Board of Directors meets monthly and is another avenue for families and the community to provide input into the decision-making process at the school.|A continued area for growth is expanding participation in leadership and advisory groups to ensure a broader representation of family voices and perspectives across the school community. The school will continue to focus on empowering other parents to participate in these leadership roles through communication and outreach methods. The school is also seeking ways to have more purposeful LCAP goal sharing opportunities. The school will implement a monthly “LCAP Highlights” update to provide families with accessible information about progress toward strategic goals and how their input is being used to shape school initiatives.|To improve engagement of underrepresented families, Discovery will provide flexible opportunities for participation, especially for parents unable to attend on-campus meetings during school hours. The school utilizes ParentSquare, a communication platform that offers multilingual translation options, ensuring families receive important information in their preferred language. Additionally, Discovery will increase outreach through more frequent surveys available in multiple languages, offer Zoom options to facilitate remote participation, and provide translators during conferences to support English Learner families. Efforts will focus on strengthening the Parent Leadership team by encouraging families to take active roles in decision-making. Targeted parent outreach will ensure that this leadership team reflects the diversity of the school community. The school will also assess and refine strategies to increase participation in ELAC and other leadership groups to ensure English Learner families and other underrepresented groups are meaningfully represented in school decision-making processes.|5|5|5|5|4|4|5|5|5|5|5|5|Met||2026-06-24|2026
43104390113431|University Preparatory Academy Charter|3|Specific Areas of Success The staff newsletter has strengthened internal communication and helped keep teams informed. (While internal, improved staff communication can lead to more consistent and accurate messaging to families.) Direct updates from the Executive Director have increased transparency and reinforced an open-door culture with the broader community. (Directly supports relationship-building with families and the wider community through transparency and accessibility.) The English Language Development Coach now operates in a case management and teacher role, coordinating with teachers, students, and families to support instruction based on each student’s course placement and learning needs. (Direct engagement with families as part of individualized student support strengthens relationships.) UPA employs four full-time counselors, with multiple referral pathways available including student self-referral, academic counselors, teachers, and parents. (Inclusion of parent referral as a pathway reflects family involvement in student support systems.) Staff and community members contribute input on key operational elements, including changes to the bell schedule and school calendar. (Demonstrates shared decision-making and family voice in school operations.)|Here is a rewrite of section #2 focusing on the specific areas of growth and ongoing communication efforts at UPA:  2. Focus Areas for Communication & Transparency While UPA has made strides in community outreach, the academy is actively refining its communication channels to ensure deeper, more consistent engagement:  Timely Event Updates: Continually improving the scheduling and advance notification systems for school events so staff and families can plan ahead effectively.  Streamlined Messaging: Evaluating and upgrading internal communication structures to guarantee consistent, unified messaging between the school administration and student homes.  Evaluating Transparency: Increasing open lines of communication through routine surveys, regular school progress updates, and transparent decision-making channels. Stakeholder Capacity-Building: Creating dedicated spaces and opportunities that empower staff, families, and students to contribute meaningfully to new school initiatives.|To deepen connections with historically underrepresented groups, UPA targets support in several key areas:  Academic Access for English Learners: Developing inclusive instructional strategies aligned with UPA’s rigorous curriculum to build trust and transparency with EL families.  Closing the Achievement Gap: Focusing resources on unduplicated student populations and monitoring English Learner (EL) redesignation rates to open better pathways for family communication.  Data-Driven Partnerships: Integrating state and internal assessment data directly into day-to-day instruction, giving families a clearer, data-backed view of student progress.  Belonging & Mental Health: Tracking baseline data on student connectedness and expanding campus mental health services to eliminate broader emotional and structural barriers to learning.|Specific Areas of Success Direct updates from the Executive Director have increased transparency and reinforced an open-door culture with the broader community. (Improved communication with families and partners lays a foundation for collaboration toward shared academic goals.) Teachers have independently built collaborative relationships across departments to create and implement cross curricular projects and lessons. (These teacher partnerships enhance student learning experiences and outcomes.) Professional development time has significantly expanded due to the streamlining of staff meetings and the addition of more dedicated PD days. (Better-prepared educators contribute more effectively to student achievement.) The English Language Development Coach now operates in a case management and teacher role, coordinating with teachers, students, and families to support instruction based on each student’s course placement and learning needs. (This individualized approach engages families and staff in directly supporting academic progress.) An Early Warning System (EWS) is now in place and actively monitored by administrators and key staff to support early intervention. (Cross-role collaboration around at-risk students supports timely academic and behavioral interventions.) UPA employs four full-time counselors, with multiple referral pathways available including student self-referral, academic counselors, teachers, and parents. (Partnerships across school staff, students, and families help ensure students get the support they need.) Staff and community members contribute input on key operational elements, including changes to the bell schedule and school calendar. (Engaging partners in structural decisions can lead to improved conditions for student learning.)|Progress has been made in developing cross-curricular units; however, teachers continue to express the need for structured time to collaborate across content areas and grade levels. (This highlights an opportunity to deepen collaborative planning, which could extend to partnerships with families and community organizations around student learning.) Student well-being and the prevention of academic stress have been identified as ongoing priorities, with actions underway to support balance and wellness. (This reflects a developing area where family and community partnerships can play a larger role in supporting students’ academic and emotional needs.) Administration and staff have implemented wellness-focused activities and workshops designed to help students manage academic stress and maintain emotional well-being. (Indicates an effort in progress—could be expanded through partnerships with families or mental health professionals.) Internal communication systems are being evaluated and improved to better support consistent messaging within the school and between school and home. (Improved communication is foundational to effective partnerships around student outcomes—this is still in progress.) Spaces have been created to support stakeholder capacity-building, allowing staff, families, and students to contribute meaningfully to school initiatives. (Suggests an opportunity to strengthen these spaces specifically around academic initiatives and learning outcomes.)|Increase academic access for English Language Learners by developing more inclusive instructional strategies that align with UPA’s rigorous curriculum. (Improved access helps EL families engage meaningfully by connecting them to curriculum conversations and supports.) Implement targeted actions to close the achievement gap across all student demographics, with a focus on unduplicated students and EL redesignation rates. (Invites partnerships with families to support learning interventions and progress monitoring for historically underserved students.) Integrate state and internal assessment data into instructional planning, ensuring that teachers use data to guide day-to-day practice. (If communicated clearly to families, data use becomes a tool for joint goal-setting and academic planning.) Develop and use pre-, mid-, and post-assessments to establish clear benchmarks for student growth in core academic areas. (Benchmarks can be shared with families in accessible ways to track progress and foster shared accountability.) Collect and monitor baseline data on student connection to school to inform strategies that improve engagement and belonging. (Supports targeted outreach to families of students who may feel disconnected, opening doors to collaborative academic support.) Additionally, in response to caregiver feedback, we will enhance family engagement efforts with an emphasis on underrepresented families. This includes hosting educational sessions that demystify the U.S. school system and expanding structured opportunities for families to contribute meaningfully to conversations about student outcomes and school improvement.|Here is a rewrite of section #1 focusing on UPA’s current strengths and successes in building relationships with families and the community:  1. Strengths in Building Relationships UPA has established a strong foundation for community trust and connection through several key accomplishments:  Enhanced Transparency: Direct, regular updates from the Executive Director reinforce an open-door culture and build transparency across the broader school community.  Targeted Student Support: The English Language Development (ELD) Coach operates in a hybrid case management and teaching role, directly coordinating with families to align instruction with individual student needs.  Accessible Mental Health Resources: With four full-time counselors on staff, UPA offers multiple direct referral pathways—including parent-initiated referrals—to ensure families are active partners in student wellness.  Shared Decision-Making: Staff, families, and community members are actively invited to provide input on major operational elements, such as adjustments to the school calendar and bell schedules.  Stronger Internal Alignment: Improved internal communication tools, like the staff newsletter, ensure that school teams remain aligned and deliver consistent messaging to families.|While UPA actively gathers community feedback, the academy is continually refining its outreach systems to ensure more robust stakeholder participation:  Advance Scheduling Notifications: Improving the timeline and notice period for upcoming events and calendar updates so families can plan and participate more effectively.  Streamlined Advisory Channels: Evaluating and restructuring internal message delivery to ensure that requests for parental and staff feedback are unified and clear.  Broadening Communication Feedback Loops: Increasing opportunities for transparent decision-making by regularly evaluating community responses via surveys and open forums.  Capacity-Building for Partners: Creating more structured opportunities to empower staff, students, and families, giving them the tools needed to contribute meaningfully to new school-wide initiatives.|To cultivate broader participation in decision-making, particularly among underrepresented student groups, UPA is focusing on the following refinements:  Targeting Outreach and Feedback: Continuously refining survey methods and feedback loops to ensure the voices of English Learner (EL) families and unduplicated student populations are actively represented in school planning.  Proactive Information Sharing: Improving the transparency and timing of communication around policy changes, academic interventions, and data reviews so all families can participate equitably.  Cultivating Collaborative Spaces: Expanding opportunities and capacity-building resources that empower diverse parent communities to collaborate directly with staff on major school initiatives.  Bridging Data and Support: Sharing academic and wellness data openly to build joint pathways with families for student interventions and resource allocation.|5|5|4|5|4|5|5|4|5|5|5|5|Met||2026-06-25|2026
43104390113704|Rocketship Mateo Sheedy Elementary|3|In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and is a cornerstone of the school's partnership with families. In the 2025-2026 school year, we enhanced our foundational relationships with families from the start of the year, investing in a successful day zero to day thirty initiative. The initiative focused on engaging families through the summer and start  of the year with a series of events and workshops intended to support relationship building between staff and families. We built on this momentum with the ongoing strength of our home visits and robust professional development for teachers, which included training on engaging families on an ongoing basis, and through our Los Dichos literacy program.    The success of these relationship building efforts is reflected in recent local data, with the school meeting its parent and family survey goals and achieving a significant increase in overall family satisfaction and connection with the school.|In order to continue to grow in the area of building relationships between school staff and families, the school will engage families, parent leaders and staff to define and implement standard core family engagement events and elicit input on continuing to increase engagement in these events. The school will continue to invest in parent leaders to support these events and provide meaningful outreach to all families.|The school invests in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff identify and directly partner with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities. To further engage underrepresented families, our Care Corps team conducts intensive, in person outreach - including whole needs assessments and community organization referrals - to build stronger partnerships with these families and support every student’s holistic success.|Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, and other interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect.   The school has made significant progress in building partnerships for student outcomes by launching a comprehensive academic toolkit and resource hub for families. Through this toolkit, the school partners with families as true academic collaborators, providing strategies, training and tools for families to engage their students at home, connecting learning at school with learning at home.  Additionally, the school hosted a series of Family Literacy Nights, which provided tools and development for families to engage their students through a love of reading.|In order to continue to grow in the area of building partnerships for student outcomes, the school will continue to increase parent understanding of our curriculum and how to best support their students at home. Now that the academic toolkit has been launched, the school will seek to embed the tool in a multitude of parent events and training, providing families with increased understanding of the curriculum and associated tools to support positive outcomes for their students.|The school will invest in the engagement of underrepresented families through support and professional learning for staff, including a monthly Care Corps presentation to staff focused on strategies, tools and training on engaging and supporting underrepresented students. Additionally, Care Corps is engaging in new ways with school leaders and underrepresented families, through participation in key meetings with families of these students, bringing a well rounded and holistic approach to the support provided.|In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. The school conducts multiple family surveys over the course of the year, gathering information about what is working well for families and how we can improve.  Results are reviewed and ways to improve are discussed at community meetings, SSC/ELAC meetings and Rocketship Board meetings. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage in the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.  In addition to SSC and ELAC, our campus has a community advisory group, which solicits feedback from the community including students, parents, school staff and school leaders and analyzes data on school academics, culture and student well being. The group identifies trends and gives input and recommendations on potential actions the school may take.  Lastly, we have partnered with the Rocketship network on the Regional Community Advisory Board to engage in decision making, support the creation of, and provide feedback on, Rocketship’s five year plan and annual goals and priorities. The advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan and priorities.|In order to continue to improve in seeking input for decision making, the school plans to engage focus groups of families to solicit their input on ways to engage the school community in decision making and foster ongoing dialogue around key decisions over the course of the year.|The school is focused on engaging underrepresented families by bringing an inclusive lens and mindset to the work of family engagement. All staff and school leaders receive training to support all families and incorporate that training into their work by reaching out to engage families of underrepresented groups.|5|5|5|5|5|4|5|5|4|5|4|4|Met||2026-06-11|2026
43104390116814|ACE Empower Academy|3|Student-led conferences are one of ACE’s greatest strengths to build community and communication between staff, students, and their families. During the 2025-26 school year, ACE held week-long conferences using a minimum day schedule to provide flexibility to families who may not have otherwise been able to attend.   Cafecito and Parent Leadership Team meetings are held monthly to give families direct access to school leadership where they receive updates on the latest school events and news.  These meetings also allow parents and families to raise and address any concerns they see in the ACE community.|The majority of ACE’s low-income families have been historically marginalized and may lack the resources and knowledge to voice their concerns to school leaders or other persons in power. It has always been ACE’s mission and vision to serve families by intentionally building a Culture of Optimism and cultivating a sense of belonging for many of its families that have never felt a part of a school. ACE strives to create strong relationships with those families who cannot attend school events due to their work schedules.|As described above, ACE is working to engage underrepresented populations through its monthly Cafecito meetings, monthly Parent Leadership Team meetings, and student-led conferences. ACE will ensure that each family receives at least two outreach attempts to invite them to participate in school activities that foster strong relationships between the school and families.  Another way we are working to improve is by making a concerted effort to guarantee that our charter school network is reflective of the communities we serve. Given San Jose’s large Vietnamese population, we have worked to recruit more Vietnamese students at our school sites and make certain that our schools are creating a welcoming environment that is culturally responsive for all of our families. It’s important that all ACE families know and understand that there is someone within their school community who looks like them and can speak their language. Ultimately, we are committed to break cultural and language barriers throughout our network.|Student-led conferences are one of ACE’s greatest strengths to build community and communication between staff, students, and their families.  Our goal is for students to recognize that they have their own voice and choice in their pursuit of academic success. Students participate in weekly goal setting through their College Seminar course and are encouraged to own their academic growth. Using their goals and other measures of academic success, ACE prepares its students to discuss their growth with their parents. Parents are then able to walk away with a concrete understanding of where their students are and what their growth areas are. We ultimately want to encourage our families to continue these conversations within their home environments and be their biggest supporters throughout their academic career.  Families also learn how to support their child at home during Cafecito meetings.  Cafecito agendas include professional development for families to help them understand the academic program, social emotional supports, and Multi-Tiered System of Supports offered at ACE. Other topics covered include school culture, academic progress, ways to support their students, information about resources to support meeting basic needs such as food security, immigration rights, and ELD support. Time at Cafécitos is also devoted to ensuring families understand the importance of goal setting, growth measures, and how these translate into their homes.|Through annual parent surveys and the pandemic, we have come to realize that many of our families lack the technology and/or digital literacy to access their student’s online platforms, such as Google Classroom for assignments and PowerSchool for grades and attendance. Additionally, we provide opportunities for learning during our orientation, Back to School nights, Cafecitos, handouts, and other communication methods to ensure that our families have the skills to support their student’s academic success.|ACE modified its approach to student-led conferences to ensure that we achieve our goal of 100% parent and guardian participation. If any families are unable to attend our allotted times, they will receive a home visit at their location and time of choice. We want to guarantee that our families are well-informed about their student’s progress, know how to support at home, and can build a trusting relationship with school staff about student success.|ACE has invested in a broad program to engage and involve families. ACE staff ensures families have access, input, and space to advocate for student and family needs in Cafécitos, student-led conferences, college readiness workshops, parent panels, family inclusion on hiring and decision-making committees, and continued development of the parent programs. The hope is to lead families of all subgroups to be represented and empowered in being full partners in their child’s education, resulting in higher levels of optimism and college-readiness as expressed in the annual survey. In ACE’s spring 2025 family survey, families overwhelmingly responded favorably to questions related to their school connectedness and sense of belonging.  Through ACE’s parent leadership groups, and monthly Cafécitos, ACE provides opportunities for parents and families to access information and provide feedback on key issues to school leadership. ACE’s Parent Leadership program teaches and assists parents and families in developing leadership and advocacy skills to ensure schools are meeting the needs of families and students.  Furthermore, our parent leaders are trained to facilitate meetings with administrators when an issue that impacts ACE families arises. Some examples of these issues have been school culture, traffic control, and improving communication. We want our parents to understand that their voices are heard and that they have direct access to any administrator, from the principal to the CEO. Through this intentional work of building relationships, many of our parent leaders have personal relationships with several administrators at their school sites as well as the central office.|ACE Empower would like to increase the number of parents who participate in the Parent Leadership Team to ensure that new parents are involved and ready to take additional leadership roles when the current Parent Leaders move on.|ACE serves families and students who may be initially resistant and suspicious of partnering with their school and each other. ACE understands that this issue is further exacerbated by language barriers, cultural norms, immigration statuses, etc. that lead to a lack of access to information, including how to get involved with their school communities. We recognize that we must continue to reach out to our most vulnerable and disengaged families to seek input from all of our families and not just the families who are already engaged. We will seek to improve engagement by focusing on home visits, direct one to ones, and utilizing various methods of communication to work towards having 100% parent participation throughout our network.|4|4|5|5|3|3|4|4|4|4|4|4|Met||2026-06-17|2026
43104390119024|Rocketship Si Se Puede Academy|3|In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and is a cornerstone of the school's partnership with families. In the 2025-2026 school year, we enhanced our foundational relationships with families from the start of the year, investing in a successful day zero to day thirty initiative. The initiative focused on engaging families through the summer and start  of the year with a series of events and workshops intended to support relationship building between staff and families. We built on this momentum with the ongoing strength of our home visits and robust professional development for teachers, which included training on engaging families on an ongoing basis, and through our Los Dichos literacy program.    The success of these relationship building efforts is reflected in recent local data, with the school meeting its parent and family survey goals and achieving a significant increase in overall family satisfaction and connection with the school.|In order to continue to grow in the area of building relationships between school staff and families, the school will engage families, parent leaders and staff to define and implement standard core family engagement events and elicit input on continuing to increase engagement in these events. The school will continue to invest in parent leaders to support these events and provide meaningful outreach to all families.|The school invests in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff identify and directly partner with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities. To further engage underrepresented families, our Care Corps team conducts intensive, in person outreach - including whole needs assessments and community organization referrals - to build stronger partnerships with these families and support every student’s holistic success.|Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, and other interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect.   The school has made significant progress in building partnerships for student outcomes by launching a comprehensive academic toolkit and resource hub for families. Through this toolkit, the school partners with families as true academic collaborators, providing strategies, training and tools for families to engage their students at home, connecting learning at school with learning at home.  Additionally, the school hosted a series of Family Literacy Nights, which provided tools and development for families to engage their students through a love of reading.|In order to continue to grow in the area of building partnerships for student outcomes, the school will continue to increase parent understanding of our curriculum and how to best support their students at home. Now that the academic toolkit has been launched, the school will seek to embed the tool in a multitude of parent events and training, providing families with increased understanding of the curriculum and associated tools to support positive outcomes for their students.|The school will invest in the engagement of underrepresented families through support and professional learning for staff, including a monthly Care Corps presentation to staff focused on strategies, tools and training on engaging and supporting underrepresented students. Additionally, Care Corps is engaging in new ways with school leaders and underrepresented families, through participation in key meetings with families of these students, bringing a well rounded and holistic approach to the support provided.|In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. The school conducts multiple family surveys over the course of the year, gathering information about what is working well for families and how we can improve.  Results are reviewed and ways to improve are discussed at community meetings, SSC/ELAC meetings and Rocketship Board meetings. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage in the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.  In addition to SSC and ELAC, our campus has a community advisory group, which solicits feedback from the community including students, parents, school staff and school leaders and analyzes data on school academics, culture and student well being. The group identifies trends and gives input and recommendations on potential actions the school may take.  Lastly, we have partnered with the Rocketship network on the Regional Community Advisory Board to engage in decision making, support the creation of, and provide feedback on, Rocketship’s five year plan and annual goals and priorities. The advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan and priorities.|In order to continue to improve in seeking input for decision making, the school plans to engage focus groups of families to solicit their input on ways to engage the school community in decision making and foster ongoing dialogue around key decisions over the course of the year.|The school is focused on engaging underrepresented families by bringing an inclusive lens and mindset to the work of family engagement. All staff and school leaders receive training to support all families and incorporate that training into their work by reaching out to engage families of underrepresented groups.|5|5|5|5|5|4|5|5|4|5|4|4|Met||2026-06-11|2026
43104390120642|Rocketship Los Suenos Academy|3|In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and is a cornerstone of the school's partnership with families. In the 2025-2026 school year, we enhanced our foundational relationships with families from the start of the year, investing in a successful day zero to day thirty initiative. The initiative focused on engaging families through the summer and start  of the year with a series of events and workshops intended to support relationship building between staff and families. We built on this momentum with the ongoing strength of our home visits and robust professional development for teachers, which included training on engaging families on an ongoing basis, and through our Los Dichos literacy program.    The success of these relationship building efforts is reflected in recent local data, with the school meeting its parent and family survey goals and achieving a significant increase in overall family satisfaction and connection with the school.|In order to continue to grow in the area of building relationships between school staff and families, the school will engage families, parent leaders and staff to define and implement standard core family engagement events and elicit input on continuing to increase engagement in these events. The school will continue to invest in parent leaders to support these events and provide meaningful outreach to all families.|The school invests in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff identify and directly partner with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities. To further engage underrepresented families, our Care Corps team conducts intensive, in person outreach - including whole needs assessments and community organization referrals - to build stronger partnerships with these families and support every student’s holistic success.|Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, and other interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect.   The school has made significant progress in building partnerships for student outcomes by launching a comprehensive academic toolkit and resource hub for families. Through this toolkit, the school partners with families as true academic collaborators, providing strategies, training and tools for families to engage their students at home, connecting learning at school with learning at home.  Additionally, the school hosted a series of Family Literacy Nights, which provided tools and development for families to engage their students through a love of reading.|In order to continue to grow in the area of building partnerships for student outcomes, the school will continue to increase parent understanding of our curriculum and how to best support their students at home. Now that the academic toolkit has been launched, the school will seek to embed the tool in a multitude of parent events and training, providing families with increased understanding of the curriculum and associated tools to support positive outcomes for their students.|The school will invest in the engagement of underrepresented families through support and professional learning for staff, including a monthly Care Corps presentation to staff focused on strategies, tools and training on engaging and supporting underrepresented students. Additionally, Care Corps is engaging in new ways with school leaders and underrepresented families, through participation in key meetings with families of these students, bringing a well rounded and holistic approach to the support provided.|In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. The school conducts multiple family surveys over the course of the year, gathering information about what is working well for families and how we can improve.  Results are reviewed and ways to improve are discussed at community meetings, SSC/ELAC meetings and Rocketship Board meetings. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage in the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.  In addition to SSC and ELAC, our campus has a community advisory group, which solicits feedback from the community including students, parents, school staff and school leaders and analyzes data on school academics, culture and student well being. The group identifies trends and gives input and recommendations on potential actions the school may take.  Lastly, we have partnered with the Rocketship network on the Regional Community Advisory Board to engage in decision making, support the creation of, and provide feedback on, Rocketship’s five year plan and annual goals and priorities. The advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan and priorities.|In order to continue to improve in seeking input for decision making, the school plans to engage focus groups of families to solicit their input on ways to engage the school community in decision making and foster ongoing dialogue around key decisions over the course of the year.|The school is focused on engaging underrepresented families by bringing an inclusive lens and mindset to the work of family engagement. All staff and school leaders receive training to support all families and incorporate that training into their work by reaching out to engage families of underrepresented groups.|5|5|5|5|5|4|5|5|4|5|4|4|Met||2026-06-11|2026
43104390121483|Alpha: Cornerstone Academy Preparatory|3|We have multliple spaces for families to be involved in their child's education, including: Parent Association, Volunteer opportunities, School Site Council, ELAC meetings, parent teacher conferences, Sports, Events on campus, and parent surveys.|We would like to improve on providing more opportunities for families to join events on campus, including volunteer opportunities. Focus on parent involvement around academic support. Increased responses on parent surveys.|We are committed to providing translation on all documents and a translator for different parent meetings. We continue to share survey results with families. Increase attendance to Cafecitos, ELAC and Parent Association Meetings.  Opportunities that engage all families.|We continue to have strong data analysis systems including data meetings for our teaching staffing and touchpoints throughout the year where larger sets of data are analyzed (Stepback Days). This information is shared with families during SSC Meetings and parent meetings (PA, conferences), We have three rounds of parent teacher conferences.|We held a spelling bee and steam night based on parent input. Parents offered up suggestions during School Site Council meetings that we are thinking through how to incorporate.|Increase representation of all grades in our Parent Association, ELAC and SSC.  Engage families at all parent events with different resources, translators, and uplift voices from parent survey.|SSC, PA, Parent surveys.|We would love to increase the number of parents attending or participating in all of our parent groups: PA, ELAC, SSC, etc. We would love to continue collecting more responses from parents on the parent survey.|This is a focus for the upcoming year. Targeting certain families, sending materials out in all languages, connecting with our SPED and ELD teams to engage in conversations. When looking at any data regarding students (academic or culture data), zooming into our subgroups.|5|5|4|5|4|4|4|4|4|4|5|5|Met||2026-06-10|2026
43104390123257|Downtown College Prep - Alum Rock|3||||||||||||||||||||||Not Met|||2026
43104390123281|Rocketship Discovery Prep|3|In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and is a cornerstone of the school's partnership with families. In the 2025-2026 school year, we enhanced our foundational relationships with families from the start of the year, investing in a successful day zero to day thirty initiative. The initiative focused on engaging families through the summer and start  of the year with a series of events and workshops intended to support relationship building between staff and families. We built on this momentum with the ongoing strength of our home visits and robust professional development for teachers, which included training on engaging families on an ongoing basis, and through our Los Dichos literacy program.    The success of these relationship building efforts is reflected in recent local data, with the school meeting its parent and family survey goals and achieving a significant increase in overall family satisfaction and connection with the school.|In order to continue to grow in the area of building relationships between school staff and families, the school will engage families, parent leaders and staff to define and implement standard core family engagement events and elicit input on continuing to increase engagement in these events. The school will continue to invest in parent leaders to support these events and provide meaningful outreach to all families.|The school invests in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff identify and directly partner with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities. To further engage underrepresented families, our Care Corps team conducts intensive, in person outreach - including whole needs assessments and community organization referrals - to build stronger partnerships with these families and support every student’s holistic success.|Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, and other interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect.   The school has made significant progress in building partnerships for student outcomes by launching a comprehensive academic toolkit and resource hub for families. Through this toolkit, the school partners with families as true academic collaborators, providing strategies, training and tools for families to engage their students at home, connecting learning at school with learning at home.  Additionally, the school hosted a series of Family Literacy Nights, which provided tools and development for families to engage their students through a love of reading.|In order to continue to grow in the area of building partnerships for student outcomes, the school will continue to increase parent understanding of our curriculum and how to best support their students at home. Now that the academic toolkit has been launched, the school will seek to embed the tool in a multitude of parent events and training, providing families with increased understanding of the curriculum and associated tools to support positive outcomes for their students.|The school will invest in the engagement of underrepresented families through support and professional learning for staff, including a monthly Care Corps presentation to staff focused on strategies, tools and training on engaging and supporting underrepresented students. Additionally, Care Corps is engaging in new ways with school leaders and underrepresented families, through participation in key meetings with families of these students, bringing a well rounded and holistic approach to the support provided.|In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. The school conducts multiple family surveys over the course of the year, gathering information about what is working well for families and how we can improve.  Results are reviewed and ways to improve are discussed at community meetings, SSC/ELAC meetings and Rocketship Board meetings. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage in the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.  In addition to SSC and ELAC, our campus has a community advisory group, which solicits feedback from the community including students, parents, school staff and school leaders and analyzes data on school academics, culture and student well being. The group identifies trends and gives input and recommendations on potential actions the school may take.  Lastly, we have partnered with the Rocketship network on the Regional Community Advisory Board to engage in decision making, support the creation of, and provide feedback on, Rocketship’s five year plan and annual goals and priorities. The advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan and priorities.|In order to continue to improve in seeking input for decision making, the school plans to engage focus groups of families to solicit their input on ways to engage the school community in decision making and foster ongoing dialogue around key decisions over the course of the year.|The school is focused on engaging underrepresented families by bringing an inclusive lens and mindset to the work of family engagement. All staff and school leaders receive training to support all families and incorporate that training into their work by reaching out to engage families of underrepresented groups.|5|5|5|5|5|4|5|5|4|5|4|4|Met||2026-06-11|2026
43104390123794|Summit Public School: Tahoma|3|Summit Tahoma has consistently worked hard to ensure that we are working with our community to support strong family and caregiver relationships with the school. This work has been intentional and through our direct work with our families, we have grown our capacity to sustain relationships that ensure all students in our school community are supported in their goals. To rate our progress we examined the feedback we have received from families through our annual parent and student survey results.|We hold monthly meetings at school for caregivers to meet with our administrative team, and online Community Forums to discuss timely issues that arise.|Focus Area for Improvement: Summit Tahoma has made great strides in building strong relationships within our community. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services as school events and continue to work on decreasing the disproportionality of our faculty and staff to be more reflective of the community we serve, and our Dean of Operations who is bilingual has taken a leadership role in our parent events.|By reviewing a number of explicit data points, the school has been able to evaluate progress on this indicator.  We examined: Professional Development structure and survey Parent newsletters (+language access) (analytics) Personalized Learning Plan meetings (parents/caregiver:student:mentor) Policy accessibility on website  Through bi-annual 1:1 conferences known as “PLP Meetings” (personalized learning plan), parents are shown how to monitor their child's progress and how to access resources that will support them in this effort. The online learning platform makes the curriculum, including scaffolds, easily available to families so that they can see what is expected of their students and know how to support them in completing their work.  The school holds a specific tech training as part of Back to School Night for families so they know how to use these resources and follows up with individual support for parents as needed. Support staff have been trained to support all parents who come in person to show them how to use the resources available and provide on the spot tutorials as needed.  Additionally, parents are encouraged to regularly reach out to their child's mentor to get more specific information about their child's progress and how to go about working with specific teachers.|Summit Tahoma is explicit in training leaders, teachers and support personnel in the importance of parents as equal partners.  During professional development at the beginning of the year and then throughout the year the role that parents play is discussed and training for how to engage parents is provided.  Prior to 1:1 parent conferences there is specific training for how to hold these meetings in a way that respects parents and encourages their participation.  Our Executive Director and Dean of Operations ensure that we are implementing and coordinating parent programs, such as our New Family Welcome and Community Day, in a way that encourages and validates the contributions of parents.|Summit Tahoma utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate.|At Summit Tahoma, one of our core beliefs is that the best results come from collaboration vs. individual contribution. As a result we strive for radical collaboration in all we do. In order to engage in effective collaboration, we dedicate significant energy to receiving robust input from all stakeholders. We believe that knowing the true status of a situation is critical to informating a solution and to understand status, all families, teachers, school leaders, and network team members must contribute.|In a review of this section, we looked to our community attendance and participation in engagement events including PLP Meetings (personalized learning plan) and PIVOT meetings (Parents in Volunteer Organizing Teams.  School leaders regularly receive executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engaging families in advisory groups and with decision-making.|Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and  to plan, design, implement and evaluate family engagement activities.  We regularly host community engagement events, such as our Career Day and Celebration of Learning where stakeholders have the opportunity to deeply engage in the school model and reflect with the school leadership on how to increase this type of access. One growth area is in developing our ELAC (English Learner Advisory Council) - while we held two meetings in the fall, maintaining sustained parent participation was challenging. We are continuing to develop relationships and collaboration with those parents.|4|4|4|4|4|4|5|4|4|4|3|4|Met||2026-06-11|2026
43104390124065|Sunrise Middle|3|Sunrise Middle has strong bonds with many of its families. We meet regularly with our ELAC and our School Site Council and the parent support group and parent education classes. The parents are active in all our school events. We also have numerous meetings with the parents of struggling students. Two parents are voting members of our school board.|Sunrise would like for all of its families to be heavily involved in school life, as we know this results in more success for the students. While we improved greatly, we have made plans with our parent leaders to make an even greater effort next year to get all parents involved. We have invested in a new parent communications system called Parent Square and increased our parent liaison from half-time to full-time employment. She has guided other active parents in setting up more fun events to get everyone involved.|Our parent liaison conducts parent support classes that focus on issues of prime importance to recently immigrated families- issues such as housing, immigration and health care. Our special education director has set up meetings with all our SPED families to discuss the program for the coming year and ways in which the school can better assist the parents and their students.|The LEA's strengths lie in the area of forming strong relationships with a core group of active parents. We are showing progress every year in engaging more families who are traditionally underrepresented. We set aside Professional Development time now for parent communication. All 8th graders had someone working with them on their high school applications and financial aid packets. We meet with each parent at least once a year.|"Our active parents have advised us that we could build partnerships with less active parents by engaging them in more fun family nights, providing them food and entertainment, and holding more raffles. Therefore, Sunrise has introduced more of a ""fun"" element in its activities for parents and guardians - ie, the Love Dance, Kindness Party and Fall Back Festival - and will do even more so in next year."|Our parent liaison will conduct parent support classes that focus on issues of prime importance to recently immigrated families- issues such as housing, immigration and health care. Our special education director has already set up meetings with all our SPED families to discuss the program for the coming year and ways in which the school can better assist the parents and their students.|Sunrise Middle offers surveys to its parents and educational partners at various times through the school year in an effort to seek more input and opinion for decision making. We then analyze this data and hold focus groups to evaluate methods for improvement.|We are holding more one on one meetings with parents in all subgroups and documenting their input in our internal records.|Our parent liaison is leading the effort for more family events and parent meetings designed specifically to empower and fully engage them in the day to day operations of Sunrise Middle School.|4|4|4|5|4|3|4|5|4|4|4|4|Met||2026-06-15|2026
43104390125781|Rocketship Academy Brilliant Minds|3|In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and is a cornerstone of the school's partnership with families. In the 2025-2026 school year, we enhanced our foundational relationships with families from the start of the year, investing in a successful day zero to day thirty initiative. The initiative focused on engaging families through the summer and start  of the year with a series of events and workshops intended to support relationship building between staff and families. We built on this momentum with the ongoing strength of our home visits and robust professional development for teachers, which included training on engaging families on an ongoing basis, and through our Los Dichos literacy program.    The success of these relationship building efforts is reflected in recent local data, with the school meeting its parent and family survey goals and achieving a significant increase in overall family satisfaction and connection with the school.|In order to continue to grow in the area of building relationships between school staff and families, the school will engage families, parent leaders and staff to define and implement standard core family engagement events and elicit input on continuing to increase engagement in these events. The school will continue to invest in parent leaders to support these events and provide meaningful outreach to all families.|The school invests in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff identify and directly partner with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities. To further engage underrepresented families, our Care Corps team conducts intensive, in person outreach - including whole needs assessments and community organization referrals - to build stronger partnerships with these families and support every student’s holistic success.|Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, and other interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect.   The school has made significant progress in building partnerships for student outcomes by launching a comprehensive academic toolkit and resource hub for families. Through this toolkit, the school partners with families as true academic collaborators, providing strategies, training and tools for families to engage their students at home, connecting learning at school with learning at home.  Additionally, the school hosted a series of Family Literacy Nights, which provided tools and development for families to engage their students through a love of reading.|In order to continue to grow in the area of building partnerships for student outcomes, the school will continue to increase parent understanding of our curriculum and how to best support their students at home. Now that the academic toolkit has been launched, the school will seek to embed the tool in a multitude of parent events and training, providing families with increased understanding of the curriculum and associated tools to support positive outcomes for their students.|The school will invest in the engagement of underrepresented families through support and professional learning for staff, including a monthly Care Corps presentation to staff focused on strategies, tools and training on engaging and supporting underrepresented students. Additionally, Care Corps is engaging in new ways with school leaders and underrepresented families, through participation in key meetings with families of these students, bringing a well rounded and holistic approach to the support provided.|In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. The school conducts multiple family surveys over the course of the year, gathering information about what is working well for families and how we can improve.  Results are reviewed and ways to improve are discussed at community meetings, SSC/ELAC meetings and Rocketship Board meetings. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage in the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.  In addition to SSC and ELAC, our campus has a community advisory group, which solicits feedback from the community including students, parents, school staff and school leaders and analyzes data on school academics, culture and student well being. The group identifies trends and gives input and recommendations on potential actions the school may take.  Lastly, we have partnered with the Rocketship network on the Regional Community Advisory Board to engage in decision making, support the creation of, and provide feedback on, Rocketship’s five year plan and annual goals and priorities. The advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan and priorities.|In order to continue to improve in seeking input for decision making, the school plans to engage focus groups of families to solicit their input on ways to engage the school community in decision making and foster ongoing dialogue around key decisions over the course of the year.|The school is focused on engaging underrepresented families by bringing an inclusive lens and mindset to the work of family engagement. All staff and school leaders receive training to support all families and incorporate that training into their work by reaching out to engage families of underrepresented groups.|5|5|5|5|5|4|5|5|4|5|4|4|Met||2026-06-11|2026
43104390125799|Rocketship Alma Academy|3|In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and is a cornerstone of the school's partnership with families. In the 2025-2026 school year, we enhanced our foundational relationships with families from the start of the year, investing in a successful day zero to day thirty initiative. The initiative focused on engaging families through the summer and start  of the year with a series of events and workshops intended to support relationship building between staff and families. We built on this momentum with the ongoing strength of our home visits and robust professional development for teachers, which included training on engaging families on an ongoing basis, and through our Los Dichos literacy program.    The success of these relationship building efforts is reflected in recent local data, with the school meeting its parent and family survey goals and achieving a significant increase in overall family satisfaction and connection with the school.|In order to continue to grow in the area of building relationships between school staff and families, the school will engage families, parent leaders and staff to define and implement standard core family engagement events and elicit input on continuing to increase engagement in these events. The school will continue to invest in parent leaders to support these events and provide meaningful outreach to all families.|The school invests in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff identify and directly partner with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities. To further engage underrepresented families, our Care Corps team conducts intensive, in person outreach - including whole needs assessments and community organization referrals - to build stronger partnerships with these families and support every student’s holistic success.|Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, and other interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect.   The school has made significant progress in building partnerships for student outcomes by launching a comprehensive academic toolkit and resource hub for families. Through this toolkit, the school partners with families as true academic collaborators, providing strategies, training and tools for families to engage their students at home, connecting learning at school with learning at home.  Additionally, the school hosted a series of Family Literacy Nights, which provided tools and development for families to engage their students through a love of reading.|In order to continue to grow in the area of building partnerships for student outcomes, the school will continue to increase parent understanding of our curriculum and how to best support their students at home. Now that the academic toolkit has been launched, the school will seek to embed the tool in a multitude of parent events and training, providing families with increased understanding of the curriculum and associated tools to support positive outcomes for their students.|The school will invest in the engagement of underrepresented families through support and professional learning for staff, including a monthly Care Corps presentation to staff focused on strategies, tools and training on engaging and supporting underrepresented students. Additionally, Care Corps is engaging in new ways with school leaders and underrepresented families, through participation in key meetings with families of these students, bringing a well rounded and holistic approach to the support provided.|In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. The school conducts multiple family surveys over the course of the year, gathering information about what is working well for families and how we can improve.  Results are reviewed and ways to improve are discussed at community meetings, SSC/ELAC meetings and Rocketship Board meetings. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage in the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.  In addition to SSC and ELAC, our campus has a community advisory group, which solicits feedback from the community including students, parents, school staff and school leaders and analyzes data on school academics, culture and student well being. The group identifies trends and gives input and recommendations on potential actions the school may take.  Lastly, we have partnered with the Rocketship network on the Regional Community Advisory Board to engage in decision making, support the creation of, and provide feedback on, Rocketship’s five year plan and annual goals and priorities. The advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan and priorities.|In order to continue to improve in seeking input for decision making, the school plans to engage focus groups of families to solicit their input on ways to engage the school community in decision making and foster ongoing dialogue around key decisions over the course of the year.|The school is focused on engaging underrepresented families by bringing an inclusive lens and mindset to the work of family engagement. All staff and school leaders receive training to support all families and incorporate that training into their work by reaching out to engage families of underrepresented groups.|5|5|5|5|5|4|5|5|4|5|4|4|Met||2026-06-11|2026
43104390127969|Discovery Charter II|3|Discovery Charter School II is a parent partnership school where families regularly and actively contribute to the school community.  The school ensures that volunteer opportunities reflect families’ skills, interests, talents, availability and individual circumstances.The 2026 annual family survey indicates that 97.1% of families agree that the school provides opportunities to be active community members and partners in supporting student success. Discovery II holds monthly parent support meetings and provides Positive Discipline training for all families. Communication tools used in 2025-2026 included ParentSquare, a Padlet newsletter, frequent website updates, teacher newsletters, and two-way communication through the school website. The 2026 annual family survey indicates 94.1% of parents believe the school effectively uses a variety of  communication tools to ensure all families are informed about what is happening at the school. Additionally, the school offers Coffees with the Director and Walk and Talk events, which provide families with informal opportunities to connect directly with school leadership and staff, fostering open communication, collaboration and trust.|Discovery II will continue to strengthen the relationships with families by enhancing communication through ParentSquare and increasing opportunities for meaningful family involvement. The Family Liaison supports families in identifying ways to engage with the school community. Efforts will focus on expanding the use of ParentSquare’s translation features to ensure communications reach English Learner families in their preferred language and increasing accessibility and engagement.|To improve engagement of underrepresented families, Discovery II will continue to provide flexible opportunities for involvement that accommodate varying schedules and commitments. The Family Liaison will actively connect with families to ensure equitable opportunities for participation in the school community. The school will continue to expand the use of ParentSquare’s translation features to support multilingual communications for English Learner families. Additionally, the school will continue celebrating the diversity of its families through multicultural events (such as Eid, Holi, and Diwali) to foster an inclusive and welcoming environment for all.|Discovery Charter School II is a parent partnership school where families play an active role in supporting school success. Based on the annual survey results, 97.1% of families attended parent-teacher conferences, school workshops, or other school-wide family events, while 81% of families volunteered in school programs. These outcomes reflect strong family engagement and partnership in students’ academic and social development. Families participate in Positive Discipline training alongside staff, building a shared approach to supporting positive student behavior. The school also offers Family Education sessions on topics such as digital citizenship, social media, and conflict resolution. The Family Liaison supports outreach efforts including recruitment events at local preschools and activities designed to help families transition into the school community. Partnerships with community organizations, including the San Jose Police Department, further strengthen school-home-community connections and support student safety and well-being.|Discovery II will continue strengthening partnerships for student success by promoting  consistent and timely communication from classroom teachers regarding student progress. The school will also expand multilingual access to family engagement opportunities, including check-in processes and parent education sessions offered in multiple languages. Expanding the availability of translated materials and ensuring inclusive communication will help better engage families whose primary language is not English and support active participation in their child's academic growth.|Discovery II will improve engagement of underrepresented families by offering more flexible and accessible opportunities that accommodate varying schedules and commitments. The Family Liaison will continue building relationships with all families and ensuring that engagement opportunities are inclusive and equitable across the school community.  To further support underrepresented families, the school will expand the use of multiple languages in the check-in process and communication tools to better serve multilingual families. Parent education opportunities will be offered early in the school year, with translated materials and interpretation available to ensure all families can fully participate. Additionally, the school will continue to provide supportive resources such as the Kindness Closet and food-sharing programs throughout both the fiscal and holiday year. These efforts aim to reduce barriers to participation, foster inclusion, and build stronger trust within the school community.|"As a parent partnership school, Discovery II places high value on seeking and integrating parental input into the decision-making process. Based on recent survey data, 97.1% of parents indicated that they have provided input into the school decision-making process, highlighting a strong level of engagement. The school actively seeks parent voice through multiple, structured avenues, including community meetings, parent surveys, Parent Leadership Groups (such as the Program Site Council, English Learner Advisory Committee [ELAC], and Parent Education Team), and monthly Board of Directors meetings. Regularly scheduled ""Coffee with the Principal"" events (community meetings led by the principal) as a platform for sharing and discussing important topics such as the LCAP, school initiatives and financial updates. Additionally, “Walk and Talks” provide informal, approachable opportunities for parents to bring concerns, ideas, or questions directly to the school director. Parent surveys are distributed throughout the year to collect ongoing feedback and input regarding school programs and initiatives. The Program Site Council, which includes parent volunteers in partnership with the principal, serves as a key forum where parents can contribute to school planning and decisions. Similarly, ELAC meetings give families of English Learners the opportunity to provide input specifically related to language development programs. Finally, Discovery II’s Board of Directors meetings, which are open to the public and held monthly, offer another consistent and formal channel for parent and community engagement in governance and planning. These multiple pathways demonstrate Discovery II’s strong commitment to authentically seek input from its educational partners in decision-making processes."|One area for continued growth is expanding participation in leadership opportunities beyond the families who currently serve in multiple roles. The school will continue to focus on recruiting, supporting and empowering other parents to participate in these leadership roles through targeted communication and outreach. The school plans on improving how all parents can engage on campus with a participation menu or rubric, so that parents can choose the manner of participation that suits them.|Discovery II is committed to providing flexible and inclusive opportunities for participation, especially for parents who are unable to come to campus during school hours. ParentSquare will continue to be used to keep families informed and engaged while providing automatic translation into multiple languages.  The school will also expand interpretation and translation services during meetings, written communications, and school events. These efforts aim to remove language and accessibility barriers and increase participation from underrepresented families in school decision-making processes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-24|2026
43104390129213|Alpha: Jose Hernandez|3|Current strengths include multiple methods of two way communication by using Deanslist, IC and Konstella,  further growth in family leadership opportunities with launch of Padres Unidos (PA), maintaining of external partnerships for addition of family workshops on SEL for all grades and STEM for middle school grades. This year we have also added additional tracking of attendance across all programming to inform follow up and next steps.|Now that we have strengthened our data collection on attendance and engagement across existing programming we need to inform next steps in order to strengthen attendance across our 4-8 grades specifically. We also have the opportunity to strengthen how we connect our families to community resources.|We will conduct an analysis of data collected to inform supports and follow up for specific grade level teams as well as families who showed a pattern of low engagement to inform a stronger start.|We have quarterly conferences to partner with families in student's strengths, progress and opportunities from quarter to quarter; we provide specific academic and attendance data reports to all families. Our families have access to seeing their student's grades via the parent portal on Infinite Campus (we support with access) and receive weekly progress reports with academic and behavioral updates.|We will build on the strengthening of family understanding of varying academic assessments and zoom into key transition years to strengthen partnership between parents and school - specifically incoming 3rd, 5th and 7th/8th.|We need to zoom into the weekly report practice in order to strengthen how we use this system to ensure all families are kept up to date and partnering with teachers more frequently vs. only during quarterly conferences.|This year we experienced a decline in SSC and ELAC consistent family engagement after experiencing an increase for SSC last year so we need to revisit practice and focus on strengthening this for 2627.|We need to dig into what caused the shift down in engagement for SSC in particular from Quarter 1 to the following Quarters. We were able to hold meetings and experienced a lot more follow up being needed and more occasions of needing to reschedule to due lack of attendance.|We have an opportunity to further bring in our classroom teachers into outreach for SSC and ELAC involvement and making specific connections to the grade level their student is in and the opportunity to impact school decisions in service of specific areas for students.|5|5|4|5|4|4|4|3|4|3|3|4|Met||2026-06-10|2026
43104390131110|Rocketship Fuerza Community Prep|3|In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and is a cornerstone of the school's partnership with families. In the 2025-2026 school year, we enhanced our foundational relationships with families from the start of the year, investing in a successful day zero to day thirty initiative. The initiative focused on engaging families through the summer and start  of the year with a series of events and workshops intended to support relationship building between staff and families. We built on this momentum with the ongoing strength of our home visits and robust professional development for teachers, which included training on engaging families on an ongoing basis, and through our Los Dichos literacy program.    The success of these relationship building efforts is reflected in recent local data, with the school meeting its parent and family survey goals and achieving a significant increase in overall family satisfaction and connection with the school.|In order to continue to grow in the area of building relationships between school staff and families, the school will engage families, parent leaders and staff to define and implement standard core family engagement events and elicit input on continuing to increase engagement in these events. The school will continue to invest in parent leaders to support these events and provide meaningful outreach to all families.|The school invests in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff identify and directly partner with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities. To further engage underrepresented families, our Care Corps team conducts intensive, in person outreach - including whole needs assessments and community organization referrals - to build stronger partnerships with these families and support every student’s holistic success.|Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, and other interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect.   The school has made significant progress in building partnerships for student outcomes by launching a comprehensive academic toolkit and resource hub for families. Through this toolkit, the school partners with families as true academic collaborators, providing strategies, training and tools for families to engage their students at home, connecting learning at school with learning at home.  Additionally, the school hosted a series of Family Literacy Nights, which provided tools and development for families to engage their students through a love of reading.|In order to continue to grow in the area of building partnerships for student outcomes, the school will continue to increase parent understanding of our curriculum and how to best support their students at home. Now that the academic toolkit has been launched, the school will seek to embed the tool in a multitude of parent events and training, providing families with increased understanding of the curriculum and associated tools to support positive outcomes for their students.|The school will invest in the engagement of underrepresented families through support and professional learning for staff, including a monthly Care Corps presentation to staff focused on strategies, tools and training on engaging and supporting underrepresented students. Additionally, Care Corps is engaging in new ways with school leaders and underrepresented families, through participation in key meetings with families of these students, bringing a well rounded and holistic approach to the support provided.|In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. The school conducts multiple family surveys over the course of the year, gathering information about what is working well for families and how we can improve.  Results are reviewed and ways to improve are discussed at community meetings, SSC/ELAC meetings and Rocketship Board meetings. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage in the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.  In addition to SSC and ELAC, our campus has a community advisory group, which solicits feedback from the community including students, parents, school staff and school leaders and analyzes data on school academics, culture and student well being. The group identifies trends and gives input and recommendations on potential actions the school may take.  Lastly, we have partnered with the Rocketship network on the Regional Community Advisory Board to engage in decision making, support the creation of, and provide feedback on, Rocketship’s five year plan and annual goals and priorities. The advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan and priorities.|In order to continue to improve in seeking input for decision making, the school plans to engage focus groups of families to solicit their input on ways to engage the school community in decision making and foster ongoing dialogue around key decisions over the course of the year.|The school is focused on engaging underrepresented families by bringing an inclusive lens and mindset to the work of family engagement. All staff and school leaders receive training to support all families and incorporate that training into their work by reaching out to engage families of underrepresented groups.|5|5|5|5|5|4|5|5|4|5|4|4|Met||2026-06-11|2026
43104390131748|Voices College-Bound Language Academy at Morgan Hill|3|This year, the LEA continued running the English learner advisory committee (ELAC) as well as the parent committee/school events committee. Additionally, the coordination of classroom leaders for volunteer events allowed us to engage our families further in classroom leadership and on-campus events.|Voices Morgan Hill will continue to focus on attendance as a key component of family partnership for next school year. An additional area of focus will be in building capacity within our families to support their students’ academically at home and to have a better understanding of the services offered at school. We hope to empower our families to serve as guides and advocates for their students. VMH also plans to revamp the process for Student Success Teams to ensure that students of greater need have adequate support at home and school.|Voices Morgan Hill will improve engagement of underrepresented families by creating a communication plan for students with a greater need for engagement in the school starting in summer. Teachers and associate teachers will receive training regarding effective parent and family communication and how to ensure they are partnering with the families of their students. Additionally, when families are participating in the Panorama Family Survey, underrepresented families will be identified as priorities for completing the survey.|Families feel they are consistently able to receive communication from the school, particularly in response to specific challenges happening in the school environment. Families also feel satisfied with communication regarding cultural events and activities happening at the school. Additionally, parents reported strong communication from classroom teachers regarding academic needs for their student.|Families would like more opportunities to engage with the school regarding behavior policies and protocols. Families would like to have a better understanding of how to escalate conflicts or challenges when a resolution has not been identified that satisfies all parties. Additionally, families would like to partner more with the school regarding campus safety and security.|This year, Voices Morgan Hill will implement a new approach to engaging families that are new to Voices, offering a “new family meeting” in the late summer as opposed to early spring. This will allow families to meet with school leadership and understand the values, systems and practices that exist within our school community.|A current strength of Voices Morgan Hill in building partnerships for student outcomes includes the facilitation of the English Learner Advisory Committee for parents of English learners. This year, the ELAC hosted parent workshops regarding mental health and reading and hosted events including a bilingual Spelling Bee.|Voices Morgan Hill will continue to work on improving partnerships for student outcomes regarding behavior and motivation for students. This upcoming school year, VMH hopes to partner with families utilizing Student Success Teams to ensure students are partners in supporting their students’ behavioral success.|Voices Morgan Hill will continue to improve engagement of underrepresented families by providing differentiated outreach from the start of the school year for students needing additional layers of support whose families are not yet integrated within the school community.|4|5|5|5|4|4|4|4|4|3|4|3|Met||2026-06-24|2026
43104390132530|Voices College-Bound Language Academy at Mt. Pleasant|3|This year was marked by significant transitions within the leadership team. At the end of the previous school year, the Student Services Manager, Business Manager, and Instructional Coach all departed from their roles. The school year began with a new principal who later transitioned out in November, as well as a new Business Manager. During this period, the school operated without a Student Services Manager or an Instructional Coach. In November, a new principal joined the school in a part-time capacity and gradually assumed full-time leadership responsibilities in January 2026. These leadership transitions created both challenges and opportunities as the team worked to maintain stability, support staff and students, and continue moving the school forward. Voices MP consistently hosted ELAC meetings and Cafecitos throughout the year, providing parents and guardians with meaningful opportunities to share input and feedback on LCAP goals, school progress, academic programs, and overall school needs. All materials were made available in both English and Spanish to ensure accessibility. Additionally, families played an active role in the school community by helping plan and volunteer at fundraising events, deepening their engagement and strengthening the partnership between home and school.|Voices Mount Pleasant implemented a multi-faceted outreach strategy to increase engagement among underrepresented families identified during the self-reflection process related to strengthening relationships between school staff and families. The school continued to communicate in English, Spanish, and other languages as needed to ensure accessibility for all families. School leadership made proactive phone calls and utilized platforms such as ParentSquare to connect with families through their preferred methods of communication. These channels were also used to share information about community resources and support families in accessing needed services. In addition, Voices MP provided ongoing parent workshops for attendance and community resources to ensure families get connected to community resources. These meetings were both in person and virtual meetings and hosted in the evenings. Voices MP also provided training and guidance to staff on culturally responsive and inclusive communication practices for their staff. These efforts strengthened trust, fostered meaningful connections with families, and increased engagement among those who had historically been underrepresented or more difficult to reach.|Voices Mount Pleasant made significant progress in cultivating strong community partnerships that directly supported student outcomes. The school continued its collaboration with the Boys and Girls Club, Art in Action to enhance students’ academic, social, and emotional development. Through its partnership with the Boys and Girls Club, students received additional support during the enrichment block and gained access to expanded learning opportunities through the after-school program. These experiences strengthened student engagement and fostered meaningful relationships with caring adults. The Art in Action program, aligned with the National Core Arts Standards, enriched students’ creativity, self-expression, and critical thinking skills during enrichment time. Additionally, we purchased a set of classic guitars and offered a guitar club for the fall semester. Additionally, our school counselor provided valuable support to students and families through on-site parent workshops, targeted small-group interventions, and a weekly Social Emotional Learning (SEL) advisory program for middle school students. Collectively, these partnerships contributed meaningfully to the overall well-being, engagement, and success of Voices MP students.|Based on the analysis of educational partner input and local data, Voices Mount Pleasant demonstrated strong progress in building partnerships that supported positive student outcomes. Throughout the year, the school strengthened collaborations with community organizations, including the Boys and Girls Club, Art in Action, and our local school counselor, to enhance students’ academic, social, and emotional development. The Boys and Girls Club provided valuable support during the enrichment block and expanded after-school learning opportunities, fostering student engagement, relationship-building, and access to enriching experiences beyond the classroom. The Art in Action program, aligned with the National Core Arts Standards, enhanced students’ creativity, critical thinking, and self-expression through meaningful arts instruction. Through its partnership with Pacific Clinics, our school counselor was able to help Voices MP expand access to social-emotional supports, including individual and small-group services, as well as weekly Social Emotional Learning (SEL) advisory sessions for middle school students. In addition, the school made progress in strengthening family partnerships through more consistent and intentional communication regarding student growth, academic progress, and available support services. These efforts contributed to stronger home-school connections, increased family engagement, and a shared commitment to student success.|Based on educational partner feedback and local data, Voices Mount Pleasant identified the need to strengthen family engagement and ensure that all families, particularly those historically underrepresented, felt connected, informed, and empowered as partners in their children's education. Key areas for improvement included increasing participation in school events and decision-making processes, enhancing two-way communication between families and staff, and expanding access to community resources and support services. The school also recognized the importance of continuing to build staff capacity in culturally responsive communication practices to foster trust, strengthen relationships, and create more inclusive opportunities for family involvement that contribute to positive student academic, social, and emotional outcomes.|To increase engagement among underrepresented families, Voices Mount Pleasant ensures that all school communications are provided in both English and Spanish and distributed through multiple formats, including digital and printed materials, to maximize accessibility. The school is committed to fostering strong family partnerships by connecting families with community resources and conducting proactive outreach through phone calls and personalized communication when additional support is needed.  Additionally, teachers meet with parents and guardians through formal conferences twice each year and remain available to schedule additional meetings as requested, and this will be possible through the ongoing minimum Wednesday schedule. These ongoing opportunities for communication and collaboration help strengthen the home-school partnership, promote family engagement, and support student success.|Voices Mount Pleasant has made consistent progress in seeking input for decision-making by fostering multiple avenues for stakeholder engagement. The school regularly hosts Cafecitos and ELAC meetings throughout the year, providing opportunities for families, staff, and community members to share feedback, raise concerns, and offer suggestions. These gatherings are valuable forums for building trust and ensuring diverse voices are heard. In addition, Voices administers a Network-wide survey twice a year to staff, students, and families. The data collected from these surveys are carefully analyzed and directly inform school planning, initiatives, and improvements. These efforts demonstrate a strong commitment to collaborative decision-making and responsiveness to the needs and perspectives of the community. In addition, Voices Mount Pleasant also hosted several attendance improvement workshops to ensure parents continue to expand their understanding of the negative impact absences have on students outcomes.|Although Voices Mount Pleasant hosts regular Cafecitos (Principal’s Coffee) and ELAC meetings throughout the school year, allowing families and stakeholders to share feedback, input, and suggestions, there is a need to add monthly workshops for grade cohorts about biliteracy practices at home; homework support, and studying habits at home, etc.  In addition to in-person engagement opportunities, Voices conducts a network-wide survey twice each year through the Panorama platform to gather feedback from staff, students, and families. Voices Mount Pleasant will continue to prioritize increasing family participation in these surveys to ensure a more comprehensive understanding of community strengths, needs, and priorities. To support meaningful engagement, the school will provide multiple accessible avenues for families to share their perspectives, including surveys, focus groups, listening sessions, and community meetings. Efforts will include language support, flexible meeting times, and clear, consistent communication to reduce barriers to participation and ensure all families have opportunities to contribute. Recognizing that transparency is essential to building trust, Voices MP will regularly communicate how stakeholder feedback informs school decisions and improvement efforts through the parent portal and other communication platforms. The school remains committed to intentionally elevating underrepresented voices and promoting equitable participation in decision-making processes. Through parent leadership groups, family liaisons, and community partnerships, Voices MP will continue to strengthen authentic relationships and foster ongoing, meaningful engagement that reflects the diverse perspectives and experiences of its school community.|Voices Mount Pleasant will continue to refine and expand its outreach strategies to better connect with harder-to-reach families. These efforts include providing all communication materials in English, Spanish, and other languages as needed; making proactive phone calls from the Dean of Culture and Principal; and using bilingual messaging through ParentSquare. Additionally, we will offer parent/guardian meetings at mornings/evenings to accommodate diverse work schedules and ensure greater accessibility. Voices MP will also strengthen its efforts to connect families with relevant community resources, supporting both academic and non-academic needs. In addition we will continue with our initiative to improve daily student attendance through virtual attendance workshops, and in-person meetings, and building opportunities for underrepresented families.|4|4|3|5|5|4|4|4|5|5|5|5|Met||2026-06-24|2026
43104390133496|Rocketship Rising Stars|3|In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and is a cornerstone of the school's partnership with families. In the 2025-2026 school year, we enhanced our foundational relationships with families from the start of the year, investing in a successful day zero to day thirty initiative. The initiative focused on engaging families through the summer and start  of the year with a series of events and workshops intended to support relationship building between staff and families. We built on this momentum with the ongoing strength of our home visits and robust professional development for teachers, which included training on engaging families on an ongoing basis, and through our Los Dichos literacy program.    The success of these relationship building efforts is reflected in recent local data, with the school meeting its parent and family survey goals and achieving a significant increase in overall family satisfaction and connection with the school.|In order to continue to grow in the area of building relationships between school staff and families, the school will engage families, parent leaders and staff to define and implement standard core family engagement events and elicit input on continuing to increase engagement in these events. The school will continue to invest in parent leaders to support these events and provide meaningful outreach to all families.|The school invests in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff identify and directly partner with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities. To further engage underrepresented families, our Care Corps team conducts intensive, in person outreach - including whole needs assessments and community organization referrals - to build stronger partnerships with these families and support every student’s holistic success.|Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, and other interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect.   The school has made significant progress in building partnerships for student outcomes by launching a comprehensive academic toolkit and resource hub for families. Through this toolkit, the school partners with families as true academic collaborators, providing strategies, training and tools for families to engage their students at home, connecting learning at school with learning at home.  Additionally, the school hosted a series of Family Literacy Nights, which provided tools and development for families to engage their students through a love of reading.|In order to continue to grow in the area of building partnerships for student outcomes, the school will continue to increase parent understanding of our curriculum and how to best support their students at home. Now that the academic toolkit has been launched, the school will seek to embed the tool in a multitude of parent events and training, providing families with increased understanding of the curriculum and associated tools to support positive outcomes for their students.|The school will invest in the engagement of underrepresented families through support and professional learning for staff, including a monthly Care Corps presentation to staff focused on strategies, tools and training on engaging and supporting underrepresented students. Additionally, Care Corps is engaging in new ways with school leaders and underrepresented families, through participation in key meetings with families of these students, bringing a well rounded and holistic approach to the support provided.|In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. The school conducts multiple family surveys over the course of the year, gathering information about what is working well for families and how we can improve.  Results are reviewed and ways to improve are discussed at community meetings, SSC/ELAC meetings and Rocketship Board meetings. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage in the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.  In addition to SSC and ELAC, our campus has a community advisory group, which solicits feedback from the community including students, parents, school staff and school leaders and analyzes data on school academics, culture and student well being. The group identifies trends and gives input and recommendations on potential actions the school may take.  Lastly, we have partnered with the Rocketship network on the Regional Community Advisory Board to engage in decision making, support the creation of, and provide feedback on, Rocketship’s five year plan and annual goals and priorities. The advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan and priorities.|In order to continue to improve in seeking input for decision making, the school plans to engage focus groups of families to solicit their input on ways to engage the school community in decision making and foster ongoing dialogue around key decisions over the course of the year.|The school is focused on engaging underrepresented families by bringing an inclusive lens and mindset to the work of family engagement. All staff and school leaders receive training to support all families and incorporate that training into their work by reaching out to engage families of underrepresented groups.|5|5|5|5|5|4|5|5|4|5|4|4|Met||2026-06-11|2026
43104390135087|Opportunity Youth Academy|3|OYA believes that successful collaborative relationships with students and families have a positive impact on student learning and achievement. Teachers and paraeducators reach out to all students and their families before the start of the school year to welcome them back or to welcome them for the first time. Teachers hold a Meet and Greet so new students and families can visit their school site and students can meet their support staff. Throughout the school year, OYA hosts several parent engagement events including back-to-school nights focused on academic and social-emotional learning.|One area of improvement is to continue to work to increase parent participation at School Site Council and ELAC meetings.|OYA staff participate in all day professional development five times a year. A portion of this professional development is dedicated to the value and utility of contributions of parents and adult students, and in how to reach out to, communicate with, and work with them as equal partners, implement and coordinate school programs, and build ties between educational partners and the school. These professional development activities are driven by input from School Site Council meetings, Parent Engagement meetings, and surveys. Additionally, OYA has increased opportunities for the informed participation of educational partners on supporting our students with disabilities, English learners, Foster Youth, and low-income students. Educational partners are invited to collaborate with staff to ensure a full range of services and supports are available to students.|Parents and students have several opportunities in the school year to meet with teachers and discuss student progress. Quarterly Advisory conferences, at which teachers discuss individual student performance and goals, grades, attendance, and post-secondary plans, are scheduled four times a year with students and parents. Parents and students are welcome to schedule a meeting with their teacher at any time in the year. Additionally, teacher email and phone contact information are listed on the school website and shared with parents and students. Additionally, the Student/Parent Handbook is provided at the beginning of the school year and posted on the school website.|An analysis of educational partner input indicates that Opportunity Youth Academy will build partnerships with parents and students by continuing current outreach opportunities to include: (a) surveys, (b) School Site Council meetings, and (c) quarterly advisory conferences. LCAP Goal Three outlines Actions and Services intended to increase partnerships with parents.|An analysis of educational partner input and local data indicates that OYA provides a pathway to communication for families. Emphasis on home and school communication will be a continued goal of OYA. Individualized attention to families is a priority for OYA as during the 2025-26 school year we served a student population of 333 students who represented: (a) 80% Low Income, (b) 231% English Learner, and (c) 28% Foster and Homeless youth. Our major ethnicity is Latinx at 87% . We will continue to improve engagement of families through: (a) personal outreach, (b) engaging activities, and (c) a culturally responsive environment. An analysis of educational partner input and local data indicates that OYA provides a pathway to communication for families. Emphasis on home and school communication will be a continued goal of OYA. Individualized attention to families is a priority for OYA as during the 2025-26 school year we served a student population of 333 students who represented: (a) 80% Low Income, (b) 231% English Learner, and (c) 28% Foster and Homeless youth. Our major ethnicity is Latinx at 87% . We will continue to improve engagement of families through: (a) personal outreach, (b) engaging activities, and (c) a culturally responsive environment.|Educational partner input and local data indicate areas for improvement in building relationships between school staff and families and include: (a) continue current practice of outreach to families, (b) continue to train staff members on positive student and family communication, and (d) continue to promote parent participation in school site council and ELAC meetings.|Opportunity Youth Academy continuously works to build trust, respect and professionalism. The outreach and collaboration with educational partners for inclusion, participation, and growth as a community influences the building of trust in our school and community. Weekly administration group meetings are scheduled to discuss best practices and communication with staff across all sites. Monthly staff meetings and professional development opportunities build staff participation and contribution to achieve building a positive atmosphere. OYA uses multiple methods to encourage parent communication and input, including the School Site Council through monthly meetings, along with Opportunity Youth Academy Board meetings, Governance Council meetings, and parent/student/staff surveys.|Analysis of educational partner input and local data did not reveal a perception of disproportionality in engagement of underrepresented families in regard to opportunities for decision-making. OYA will continue processes to include all parents in decision-making venues and surveys.|5|5|5|5|5|5|4|5|4|3|5|4|Met||2026-06-24|2026
43693690000000|Alum Rock Union Elementary|3|During the 2025–2026 school year, Alum Rock Union School District continued to strengthen relationships between school staff and families by prioritizing welcoming environments, culturally responsive communication, and meaningful opportunities for engagement. Educational partner feedback gathered through LCAP engagement sessions, family surveys, School Site Councils (SSC), English Learner Advisory Committees (ELAC), DELAC, ParentSquare engagement data, and direct input from school communities demonstrates continued progress in strengthening trust and communication between schools and families.  A districtwide strength continues to be consistent site-based engagement practices, including Principal Coffees, Cafecitos, family meetings, and school community events that provide accessible opportunities for parents to connect with school staff, ask questions, receive updates, and participate in decision-making processes. Families continue to report valuing opportunities for direct communication with school leaders and staff in settings that are relationship-centered and responsive to community needs.  Community Liaisons remain a critical bridge between schools and families, helping parents navigate enrollment, attendance, school systems, student supports, and access to community resources. These staff members also support outreach to historically underrepresented families and strengthen communication between home and school.  Language access continues to be an area of progress. During the 2025–2026 school year, the district expanded interpretation and translation supports across meetings, events, and family communications to ensure families can meaningfully participate in their child’s education regardless of language spoken. Interpretation and translation services supported IEP meetings, parent conferences, school events, and district communications in multiple languages, with strong utilization among Spanish- and Vietnamese-speaking families.  The district’s continued use of ParentSquare has strengthened two-way communication between schools and families through translated messaging, reminders, and accessible communication tools that allow families to engage in their preferred language. Parent University workshops and family learning opportunities also continued to support stronger family-school partnerships by building family knowledge related to academics, social-emotional learning, student supports, and navigating educational systems.  Overall, educational partner feedback and local participation data indicate that families increasingly feel welcomed, informed, and connected to their schools. While the district recognizes continued opportunities to deepen engagement with families who have historically experienced barriers to participation, current systems and practices have strengthened relationships and established a strong foundation for authentic family partnership.|Based on analysis of educational partner input and local data during the 2025–2026 school year, Alum Rock Union School District identified several focus areas to further strengthen relationships between school staff and families and deepen authentic family engagement.  A continued area of focus is strengthening consistency in customer service and front office interactions across school sites. While many families report feeling welcomed and supported, feedback gathered through LCAP engagement sessions, surveys, School Site Councils (SSC), ELACs, DELAC, and direct conversations with families indicates that front office experiences significantly influence a family’s sense of connection and trust with the school. The district will continue supporting school sites in building welcoming, culturally responsive environments through professional learning focused on customer service, communication, and relationship-building practices.  Another focus area is increasing engagement among families who have historically experienced barriers to participation or are less connected to school systems. While ParentSquare has strengthened communication, educational partners emphasized the importance of maintaining multiple pathways for outreach, including phone calls, paper communications, home outreach, community liaison support, and in-person engagement opportunities. The district will continue expanding differentiated communication approaches to ensure information reaches families in ways that are accessible and responsive to individual needs and preferences.  Educational partner input also highlighted the need for more flexible and accessible family engagement opportunities. Families expressed interest in meetings and events offered at varied times, including evenings and alternative schedules, to better accommodate work and family commitments. Schools will continue exploring multiple formats, including virtual and in-person options, to increase participation and representation from a broader range of families.  Additionally, staff capacity-building remains an important focus area. Feedback from families, school leaders, and community liaisons identified a need for continued professional learning to strengthen staff skills in relationship-centered communication, conflict resolution, culturally responsive practices, and navigating difficult conversations related to academics, attendance, behavior, and special education services. Strengthening staff confidence and consistency in these interactions will support more productive, trust-based relationships with families.  These improvement areas continue to inform district planning, professional development, SPSA priorities, and LCAP actions as the district works to build stronger, more equitable partnerships between schools and families.|Based on analysis of educational partner input and local data during the 2025–2026 school year, Alum Rock Union School District will continue strengthening engagement with underrepresented families by focusing on barrier reduction, culturally responsive practices, relationship-building, and differentiated outreach strategies. Feedback gathered through LCAP engagement sessions, Panorama family surveys, SSCs, ELACs, DELAC, community liaisons, and direct school input identified that families experiencing housing instability, language barriers, inconsistent attendance, limited access to technology, or limited familiarity with school systems may require more intentional and personalized engagement efforts.  To improve engagement, the district will continue strengthening welcoming and inclusive school environments by providing professional learning for front office staff, administrators, teachers, and classified employees focused on culturally responsive communication, customer service, family partnerships, and relationship-centered practices. Recognizing that the quality of early interactions with schools strongly influences family trust and participation, sites will continue emphasizing welcoming school climates where families feel valued, respected, and supported.  The district will also expand differentiated communication and outreach efforts to better connect with families who have historically been underrepresented in school participation. In addition to ParentSquare communications, schools will continue utilizing personal phone calls, translated written materials, community liaison outreach, home outreach when appropriate, and in-person follow-up to ensure families receive information through accessible and trusted methods. Translation and interpretation services will continue to be provided to support meaningful participation in meetings, workshops, conferences, and school decision-making processes.  Schools will continue increasing access to engagement opportunities through flexible scheduling, varied meeting formats, and culturally responsive family events designed to build trust and strengthen school-home relationships. Parent University workshops, family resource nights, student showcases, and community-building events will continue to be offered with interpretation and supports responsive to community needs.  In partnership with ELACs, DELAC, McKinney-Vento services, foster youth supports, multilingual services, and school site teams, the district will continue identifying families who are not yet fully engaged and implement targeted outreach strategies to reduce barriers to participation. These efforts are embedded within SPSAs and LCAP actions and will continue to be monitored as part of the district’s commitment to equitable family engagement and stronger school-family partnerships.|Alum Rock Union School District believes in building strong partnerships with families to support student outcomes and long-term success. The district continues to strengthen staff capacity to engage families as collaborators in the educational process, while also equipping parents with the knowledge and tools to advocate for their children.  Educational partner input gathered through LCAP forums, school site feedback, and Panorama family surveys affirms that families feel welcomed, valued, and encouraged to participate. In the 2024–2025 Panorama family survey, 96% of parents reported feeling welcomed to participate in their child’s school, and 95% indicated that school staff welcome their input and suggestions. These results are clear indicators that parents feel supported and empowered to take part in decision-making, trainings, and school improvement conversations.  The district's ongoing investment in family-focused events further demonstrates this progress. In fall 2024, over 598 parents attended Parent University, which offered workshops on academic supports, social-emotional learning, digital tools, and navigating special education services. The event was held in multiple languages and included community partners, school staff, and district departments working together to provide accessible, relevant, and actionable resources for families.  Additionally, School Site Council (SSC) and English Learner Advisory Committee (ELAC) trainings were redesigned this year to increase clarity around purpose, roles, and input opportunities. This has led to stronger participation and more informed contributions to school planning processes.  Our Community Liaisons continue to serve as critical connectors between schools and families, helping families navigate school systems, attend key meetings, and understand how to access academic and behavioral supports for their children.  Together, these efforts reflect the district’s commitment to building authentic, sustained partnerships that center family voice, increase advocacy, and ultimately improve outcomes for all students.|Based on the analysis of educational partner input and local data during the 2025–2026 school year, Alum Rock Union School District identified several focus areas to strengthen partnerships between families and schools in ways that more directly support student outcomes in academics, attendance, behavior, and social-emotional well-being.  A primary focus area is increasing family understanding of student learning, academic expectations, and available supports so families are better equipped to partner in their child’s success. Feedback gathered through LCAP engagement sessions, school site meetings, Panorama surveys, SSCs, ELACs, and direct family input highlighted a continued need for clearer communication regarding academic progress, assessment data, intervention systems, attendance expectations, and strategies families can use to support learning at home. Families expressed interest in more practical, actionable information that helps them understand how to monitor progress and advocate for student supports.  Another area of focus is strengthening the connection between districtwide family engagement opportunities and sustained site-level follow-up. While educational partners value Parent University, workshops, and district events, families indicated a need for more ongoing opportunities to engage with teachers and school staff around student progress, goal setting, intervention planning, and individualized supports. Schools will continue exploring more consistent structures such as grade-level family meetings, targeted workshops, student data conferences, and school-based family learning opportunities that build continuity between district resources and site practices.|Based on the analysis of educational partner input and local data during the 2025–2026 school year, Alum Rock Union School District will continue strengthening engagement of underrepresented families by expanding targeted, accessible, and relationship-centered opportunities that support families as active partners in student success. Feedback gathered through LCAP engagement sessions, Panorama family surveys, SSCs, ELACs, DELAC, and school-level input identified the need for more personalized support and clearer access to information for families experiencing barriers related to language, housing instability, transportation, unfamiliarity with school systems, inconsistent attendance, disability-related supports, and limited participation in traditional engagement opportunities.  To improve engagement, the district will continue expanding family learning opportunities that directly connect to student outcomes in academics, attendance, behavior, and social-emotional well-being. Building on educational partner feedback, schools and district departments will continue offering Parent University workshops, site-based family learning opportunities, and smaller “Mini Parent University” sessions designed to provide practical guidance related to academic expectations, assessment literacy, intervention systems, attendance supports, multilingual learner programs, special education services, and strategies families can use to support learning at home. Opportunities will continue to be offered through multiple formats, including in-person, virtual, and hybrid options, to reduce barriers to participation.  Educational partner feedback also highlighted a need for greater family understanding of student progress and assessment systems. In response, the district will continue strengthening assessment literacy efforts by providing accessible, family-friendly information to help families understand benchmark assessments, state testing, academic growth, intervention supports, and available resources to support student achievement.  To improve outreach to families in school decision-making and engagement activities, the district will continue using differentiated communication strategies, including multilingual outreach, translated materials, direct phone calls, personalized invitations, community liaison support, and targeted follow-up by school teams. Local participation data will continue to be reviewed to better understand engagement patterns and identify student groups and communities that may require additional support.  Community Liaisons, multilingual services, McKinney-Vento supports, foster youth services, and school site teams will continue playing a critical role in building trust and strengthening individualized outreach to families who may need additional assistance navigating school systems or accessing academic and behavioral supports. These efforts are embedded in SPSAs and LCAP actions and reflect the district's ongoing commitment.|Alum Rock Union School District continues to prioritize meaningful opportunities for families to engage in decision-making processes, with a strong emphasis on ensuring that parents from underrepresented communities have a voice in shaping school and district initiatives.  In our most recent Panorama family survey, 95% of parents responded favorably to the statement “school staff welcomes my suggestions,” reflecting a high level of trust and openness in our school communities. Every school in the district maintains active School Site Councils (SSCs) and English Learner Advisory Committees (ELACs), both of which are key structures for encouraging authentic parent leadership. These site-based groups ensure that families are part of ongoing discussions related to student outcomes, budget priorities, and program implementation.  At the district level, families also participate in advisory bodies such as the District Advisory Committee (DAC), District English Learner Advisory Committee (DELAC), and SPARC (Strategic Planning and Resource Committee). These committees offer families structured opportunities to review data, provide feedback, and influence broader planning efforts, including the LCAP, facilities master plan, and the district’s strategic plan.  Our annual Parent Jubilee continues to celebrate and elevate parent leadership across schools. This event highlights the contributions of family members who serve in advisory roles and encourages others to get involved in shaping the educational experience.  Parents have consistently shared through LCAP forums and site feedback sessions that they feel the district not only welcomes their input, but actively incorporates it into major decisions. From school principal coffees to targeted leadership trainings, parents are offered multiple pathways to voice their perspectives, raise concerns, and help co-create solutions that impact their school communities.  These collective efforts reflect the district’s deepening commitment to building capacity for family leadership, ensuring inclusive representation, and creating decision-making structures that honor parent voice as a critical element in student success.|Based on the analysis of educational partner input and local data during the 2025–2026 school year, Alum Rock Union School District identified several focus areas for improvement in strengthening meaningful educational partner participation in school and district decision-making. Feedback gathered through LCAP engagement sessions, Panorama surveys, SSCs, ELACs, DELAC, school-level meetings, and direct input from families highlighted the importance of increasing participation, representation, transparency, and understanding of how input influences decisions.  A primary focus area is increasing participation and sustained engagement among advisory group members, particularly families who have historically been underrepresented in school decision-making processes. While schools maintain active SSC and ELAC structures, participation levels and consistency vary across sites. Educational partner feedback indicates that families often require additional support, orientation, and ongoing communication to feel confident participating and understanding the purpose, responsibilities, and influence of advisory groups. In response, the district will continue strengthening onboarding, training, and leadership development opportunities for parent representatives to support meaningful engagement.  Another focus area is improving accessibility and reducing barriers to participation in decision-making opportunities. Families expressed a need for more flexible meeting structures, including varied meeting times, virtual and hybrid participation options, interpretation services, translated materials, and communication that is clear and easy to understand. Schools and district departments will continue refining outreach and engagement strategies to ensure participation opportunities are accessible to a broader range of families.  Educational partner feedback also identified a need to strengthen two-way communication and relationship-building between families, school staff, and district leaders outside of formal committee meetings. The district will continue encouraging listening sessions, informal engagement opportunities, site-based feedback meetings, and structured opportunities for dialogue so families feel heard and supported in contributing ideas, concerns, and recommendations.  Finally, the district identified a need to strengthen transparency and close the feedback loop by communicating how educational partner input informs decisions related to SPSAs, the LCAP, district initiatives, and school improvement efforts. Families consistently expressed greater trust and engagement when they understood how their feedback influenced actions and priorities.  These focus areas will continue informing district planning, family engagement strategies, professional learning, and site-level systems to ensure educational partner voice remains meaningful, representative, and connected to decision-making that supports student success.|To improve the engagement of underrepresented families in decision-making opportunities, Alum Rock Union School District will develop and implement a targeted outreach plan focused on increasing diverse representation and removing barriers to participation.  Input from LCAP forums, site meetings, and Panorama surveys has shown that while many families feel welcomed, there is a continued need to intentionally reach families who have historically been less represented in advisory roles—such as parents of English learners, students with disabilities, foster and unhoused youth, and newcomers.  The district will work with site leaders, community liaisons, and key district departments to design a strategic outreach and recruitment plan aimed at elevating the voices of these families. This includes personalized invitations, multilingual communications, and one-on-one follow-up to build trust and encourage participation in School Site Councils (SSCs), ELACs, and district advisory groups such as DELAC and DAC.  To further reduce barriers, the plan will prioritize accessibility supports, such as: *  Offering hybrid and virtual meeting options to accommodate work schedules and transportation needs; *  Providing childcare and interpretation services at in-person meetings; *  Ensuring that meeting materials are translated and delivered in plain language to increase clarity and accessibility.  In addition, the district will focus on building parent confidence and leadership skills through advisory-specific training sessions that demystify the decision-making process, clarify roles and responsibilities, and explain how parent input shapes site and district plans.  These actions will be supported by ongoing reflection and progress monitoring at the site and district levels to ensure outreach efforts are effective, inclusive, and responsive to the needs of all families.|4|4|3|3|4|4|3|2|3|3|3|3|Met||2026-06-25|2026
43693690106633|KIPP Heartwood Academy|3|KIPP believes that meaningful family engagement builds parent efficacy, recognizes families as true assets, and leverages the community's strengths, experiences, and knowledge to strengthen the school. We are committed to partnerships that create lasting capacity for families — not just during their time with us, but beyond.  Families are reached through multiple communication channels including newsletters, emails, phone calls, and text messages. Staff share their email addresses and cell phone numbers directly with families to ensure accessible support for homework and other concerns. Progress reports and report cards are distributed throughout the year to keep families informed of their student's academic progress, and families are encouraged to schedule conferences with teachers at any point. Any student at risk of retention is required to meet with teachers and administrators to identify additional supports. Each year, the school begins building family relationships during new student orientation — before the school year begins — so that students and families feel connected and welcomed from day one.  The KIPP Family Council (KFC) serves as the school's primary family governance structure, providing families with a meaningful voice in school decision-making. Families drive the KFC, meeting monthly to review school data, plan community events, and advocate for the school's continued growth. The school leader meets regularly with the KFC to ensure alignment between school priorities and community needs. The Multilingual Learner Committee (MLC) provides an additional structured channel for multilingual families to engage, offering input on language development programming and supports for English learner students.  KIPP invests in staff capacity to engage families as equal partners. Front office and operational staff receive professional development on creating a warm and welcoming environment for all visitors. All school staff are expected to demonstrate strong, consistent connections with students and their families as a core professional expectation.  This year, the school hosted 15 virtual and in-person family events open to all families. In the annual family survey, 69% of families reported satisfaction with opportunities to get involved on campus. The school will continue to use surveys, conferences, the KFC and MLC structures, and regular communication to deepen family engagement and build on this foundation.|KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. The school hosted 15 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 69% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians. Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress.  Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in the KIPP Family Council.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Council meetings.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Council and Multilingual Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings, and other school-sponsored events are always created considering the unique needs of the community.  The school hosted 15 virtual and in-person events where all families were invited. In an annual family survey, 69% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will apply culturally responsive practices to existing school communications and will continue to use surveys, conferences, regular phone communication, and other forms of contact to engage all families.  The KIPP Family Council (KFC) and Multilingual Learner Committee (MLC) provide structured opportunities for underrepresented families — including multilingual learner families — to engage directly in school decision-making and provide input on school priorities.  Because language plays a crucial role in families' lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students' home languages, and when translation is needed, a school-provided translator will be available.  Additionally, KIPP will provide different types of opportunities for families to participate, including events scheduled in the morning and evening to accommodate varying family schedules and childcare needs.|Parent involvement in decision making at KIPP is demonstrated in multiple ways.  The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, KFC meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early KIPP Family Council meeting.  The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, KFCs, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP supports family engagement and decision making through the KIPP Family Council and Multilingual Council which meet regularly throughout the school year. The KIPP Family Council (KFC) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings, and other school-sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the KIPP Family Council (KFC) and Multilingual Learner Committee (MLC). Both bodies provide structured opportunities for underrepresented families to review school data, respond to LCAP priorities, and make recommendations to school leadership.  Feedback gathered through these structures, as well as through the annual family survey and LCAP survey, is reviewed by school leadership and used to inform goal-setting, resource allocation, and program decisions. KIPP is committed to closing the feedback loop by sharing with families how their input has shaped school priorities and LCAP actions.  Additionally, KIPP will provide varied opportunities for families to participate, including events scheduled in the morning and evening to accommodate different family schedules and childcare needs.|4|4|4|5|4|4|4|4|4|4|4|4|Met||2026-06-04|2026
43693690125526|Alpha: Blanca Alvarado|3|We effectively cultivates trusting, collaborative partnerships with families through tiered engagement initiatives. Key strengths include robust governance and informational advisory groups (SSC, ELAC, Cafecito, Family Conferences, and Back-to-School nights) and vibrant community celebrations (Awards Days, Winter Fest, and Spring Performances). Furthermore, ABA has advanced equitable communication by implementing DeansList, a two-way platform that empowers families to connect directly with school staff in their preferred language.|We would like to refine our ELAC meetings to support our families to be more informed regarding the ways students to reclassify their children prior to completing 8th grade. Additionally, we want to reduce to chronic absenteeism by increasing the number of home visits for students who are at tier 2 and 3.|We would like to offer more differentiated parent workshops that offers resources and access to the parents who may not be familiar with the school systems in America. Through these opportunities, we hope to lower the entry points for families and support them to participate more school events and activities.|ABA was established by parents and the strong partnership is foundation to our success. Currently, we have active parent participations in multiple levels at our school site. Starting from the active board member to the ELAC, Cafecito and SSC, parents have multiple access to partner with school.  We also invite parents to share their insights through multiple family surveys given during family conference weeks.|Continuing the active family involvement in Middle school, particularly for our 6th and 7th grade will be the area that we hope to improve. We can begin by creating strong family engagements in 5th grade that will continue into the middle school.|By leveraging our comprehensive data dashboard, we will be able to identify the families who need more support with engagement and academic focus early on with our tier system. We will be able to progress monitor by creating the thorough partnership via SST process, which involves all stakeholders.|We are committed to creating authentic and continuous partnership with our families. This year, we launched Community School Advisory Council, which consists of parents, staff and community members to strengthen our community and well-being of our students. We are excited to continue our efforts to strengthen our collaboration to benefit all of our students.|Focusing on the strategic partnership with our families, we will have differentiated parent meetings with different topics to discuss with families. For instance, elementary and middle school have different interests, we will offer opportunities for families to share their concerns during the quarterly family meetings.|Our Community School Coordinator and School Operation Manager will continue to work closely with the underrepresented families to support their academic and engagement needs.|5|4|4|5|5|4|5|5|3|3|4|3|Met||2026-06-10|2026
43693690129924|Kipp Prize Preparatory Academy|3|KIPP believes that meaningful family engagement builds parent efficacy, recognizes families as true assets, and leverages the community's strengths, experiences, and knowledge to strengthen the school. We are committed to partnerships that create lasting capacity for families — not just during their time with us, but beyond.  Families are reached through multiple communication channels including newsletters, emails, phone calls, and text messages. Staff share their email addresses and cell phone numbers directly with families to ensure accessible support for homework and other concerns. Progress reports and report cards are distributed throughout the year to keep families informed of their student's academic progress, and families are encouraged to schedule conferences with teachers at any point. Any student at risk of retention is required to meet with teachers and administrators to identify additional supports. Each year, the school begins building family relationships during new student orientation — before the school year begins — so that students and families feel connected and welcomed from day one.  The KIPP Family Council (KFC) serves as the school's primary family governance structure, providing families with a meaningful voice in school decision-making. Families drive the KFC, meeting monthly to review school data, plan community events, and advocate for the school's continued growth. The school leader meets regularly with the KFC to ensure alignment between school priorities and community needs. The Multilingual Learner Committee (MLC) provides an additional structured channel for multilingual families to engage, offering input on language development programming and supports for English learner students.  KIPP invests in staff capacity to engage families as equal partners. Front office and operational staff receive professional development on creating a warm and welcoming environment for all visitors. All school staff are expected to demonstrate strong, consistent connections with students and their families as a core professional expectation.  This year, the school hosted 20+ virtual and in-person family events open to all families. In the annual family survey, 79% of families reported satisfaction with opportunities to get involved on campus. The school will continue to use surveys, conferences, the KFC and MLC structures, and regular communication to deepen family engagement and build on this foundation.|KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 79% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress.  Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in the KIPP Family Council.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Council meetings.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Council and Multilingual Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings, and other school-sponsored events are always created considering the unique needs of the community.  The school hosted 20+ virtual and in-person events where all families were invited. In an annual family survey, 79% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will apply culturally responsive practices to existing school communications and will continue to use surveys, conferences, regular phone communication, and other forms of contact to engage all families.  The KIPP Family Council (KFC) and Multilingual Learner Committee (MLC) provide structured opportunities for underrepresented families — including multilingual learner families — to engage directly in school decision-making and provide input on school priorities.  Because language plays a crucial role in families' lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students' home languages, and when translation is needed, a school-provided translator will be available.  Additionally, KIPP will provide different types of opportunities for families to participate, including events scheduled in the morning and evening to accommodate varying family schedules and childcare needs.|Parent involvement in decision making at KIPP is demonstrated in multiple ways.  The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, KFC meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early KIPP Family Council meeting.  The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, KFCs, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP supports family engagement and decision making through the KIPP Family Council and Multilingual Council which meet regularly throughout the school year. The KIPP Family Council (KFC) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings, and other school-sponsored events are always created considering the unique needs of the community.   KIPP will continue to seek diverse perspectives through active recruitment of families to the KIPP Family Council (KFC) and Multilingual Learner Committee (MLC). Both bodies provide structured opportunities for underrepresented families to review school data, respond to LCAP priorities, and make recommendations to school leadership.  Feedback gathered through these structures, as well as through the annual family survey and LCAP survey, is reviewed by school leadership and used to inform goal-setting, resource allocation, and program decisions. KIPP is committed to closing the feedback loop by sharing with families how their input has shaped school priorities and LCAP actions.  Additionally, KIPP will provide varied opportunities for families to participate, including events scheduled in the morning and evening to accommodate different family schedules and childcare needs.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-04|2026
43693770000000|Berryessa Union Elementary|3|Strategy Keepers with Dr. Niki Elliott Family Engagement series with Santa Clara County Office of Education (SCCOE) Professional Development for office staff  Professional Development for Home visits  Family Liaison positions Focus groups (CCEIS) w/ parents  Interpreters & access to translators  District English Language Advisory Committee (DELAC)  & Berryessa District Advisory Committee (BDAC)|Focus Area - creating/providing more parent education workshops|CIM for CCEIS work - parent liaisons (one hour positions) at each school site  District English Language Advisory Committee (DELAC) & Berryessa District Advisory Committee (BDAC)|The Berryessa Union School District (BUSD) has made notable progress in building partnerships for student outcomes through active engagement of educational partners and effective use of local data. Key strengths include:  1. Engagement of Educational Partners: BUSD has strong relationships with parents, community organizations, and local businesses, holding regular meetings and forums for input and feedback.  2. Use of Liaisons: Dedicated liaisons connect schools with the community, facilitating communication and organizing events to enhance family engagement.  3. Inclusion of Interpreters: Interpreters ensure non-English speaking parents can participate in school activities and understand important information.  4. Data-Driven Decision Making: BUSD uses local data to identify needs and track progress, tailoring strategies to support student outcomes.  5. Community Partnerships: Collaborations with local organizations provide additional resources and support services, such as after-school programs and mental health resources.  6. Family Engagement Programs: Workshops, informational sessions, and volunteer opportunities empower parents and guardians to get involved in their children's education.  7. Improved Student Outcomes: These collaborative efforts have led to higher student achievement and well-being.  Overall, BUSD's use of liaisons and interpreters, along with data-driven strategies, has significantly enhanced support for student outcomes.|Based on the analysis of educational partner input and local data, the Berryessa Union School District (BUSD) has identified key focus areas for improvement in building partnerships for student outcomes:  1. Welcoming Front Offices & District Personnel:  BUSD aims to create more welcoming and accessible front offices and district personnel. This involves training staff to be more approachable, ensuring that all families feel comfortable and supported when interacting with school and district offices.  2. Support for Newcomers:  The district recognizes the need for better support systems for newcomers, including new students and their families. This includes providing resources and information to help them integrate smoothly into the school community and access necessary services.  3. Addressing Chronic Absenteeism:  BUSD is focusing on reducing chronic absenteeism by identifying its root causes and implementing targeted interventions. This involves working closely with families to understand and address barriers to regular school attendance, such as health issues, transportation, and family support.  These focus areas are designed to enhance the overall engagement and support of families, ultimatelycontributing to better student outcomes.|Based on the analysis of educational partner input and local data, the Berryessa Union School District (BUSD) plans to improve engagement of underrepresented families through the following strategies:  1. DELAC Needs Assessment:  The District English Learner Advisory Committee (DELAC) will conduct a thorough needs assessment to identify the specific challenges and needs of underrepresented families, particularly those of English learners. This assessment will guide the development of targeted support and resources to better engage these families.  2. Survey - CA Healthy Kids Survey:  BUSD will utilize the CHK survey to gather comprehensive feedback from underrepresented students about their experiences and needs. The survey will provide valuable insights into areas where the district can improve its communication and support, ensuring that the voices of these families are heard and considered in decision-making processes.  By leveraging the DELAC needs assessment and the Panorama survey, BUSD aims to develop tailored strategies to enhance the engagement and participation of underrepresented families, ultimately leading to better partnerships and improved student outcomes.|One strength of the district in regards to seeking input for decision-making is that many opportunities for families, students, and staff to provide input are available.  For example, we have BDAC, DELAC, SSC, and other committees where the educational partners can provide input for decision-making.|One area where the district can improve is by seeking more diversity on the various teams and committees that allow for input.  The educational partners who participate on teams or committees that allow for input for decision-making are on all of the same committees.  Bringing more voices and perspective to our committees is one are for improvement.|The district will identify those educational partners who are underrepresented and make personal contact with them to invite them to participate in the committees that allow for input for decision-making.|3|3|3|3|3|4|3|3|2|2|2|2|Met||2026-06-24|2026
43693850000000|Cambrian|3|The Cambrian School District continues to demonstrate strong implementation of practices aimed at fostering meaningful relationships between school staff and families. With a rating of 4 or 5 across all measured practices, the district is in the Full Implementation phase, showing consistent and intentional efforts to sustain inclusive and responsive family engagement. The district benefits from a deeply involved and supportive parent community that actively contributes time, energy, and resources to enrich the learning environment. Building on this foundation, Cambrian has strengthened open communication through multiple accessible channels, including newsletters, email updates, and social media, ensuring families remain informed and connected to school life. Professional learning for staff remains a key strength, with ongoing training in cultural competency enhancing staff capacity to engage respectfully with families from diverse backgrounds. School sites prioritize creating welcoming and inclusive environments through events such as family nights, workshops, and volunteer opportunities, which foster a shared sense of belonging and partnership.  Cambrian has also made progress in establishing two-way communication structures, using language that is clear and accessible to all families. Mechanisms for gathering and responding to family feedback have been refined, ensuring that parent voices continue to influence school and district decisions. Support services, including counseling, translation, and family liaisons, further demonstrate the district’s commitment to removing barriers and supporting families as they navigate the educational system. These collective efforts reflect a robust and evolving culture of trust, collaboration, and mutual respect that anchors student success.|While the Cambrian School District has made strong progress in family engagement and communication, ongoing input from educational partners and data analysis indicate several key focus areas for continued improvement. A primary area of focus is enhancing the effectiveness of two-way communication, particularly by strengthening systems that ensure family feedback is meaningfully integrated into school and district decision-making, and that communication is timely and targetted.. Although mechanisms for collecting input are in place, the district is prioritizing efforts to make this process more transparent and responsive. Additionally, the district is committed to deepening staff capacity for cultural inclusivity through sustained professional development. This work aims to build even stronger relationships with families by affirming and valuing the school community's cultural and linguistic diversity. Another area for growth involves expanding outreach to historically underserved and underrepresented families. The district is working to ensure all families feel welcome, heard, and supported, particularly by increasing engagement opportunities and creating culturally responsive school environments. Finally, the district is exploring ways to broaden access to support services, including translation, interpretation, and parent education programs. These enhancements are designed to remove barriers to participation and empower families to play an active role in their children’s educational journey. Together, these focus areas are designed to build upon current successes and cultivate even more equitable, trusting, and collaborative partnerships between families and school staff.|The Cambrian School District is committed to deepening the engagement of underrepresented families by building on existing structures and incorporating new, more inclusive strategies identified through the self-reflection process. While strong participation is evident among many families, local data and input from educational partners highlight the need to engage further with families facing linguistic, cultural, technological, or economic barriers to participation. To address this, the district will enhance outreach by expanding multilingual communication and ensuring that all engagement materials and interactions are accessible in families' home languages. Translation and interpretation services will be prioritized and consistently offered at school events, meetings, and district communications. In addition the district will use technology to ensure communications are more targeted and user friendly.  The district will also leverage its site-based structures, such as ELAC, DELAC, and School Site Councils, to foster deeper and more personalized connections with underrepresented families. School leaders will actively invite and support the participation of these families in advisory roles, not only during required meetings but also through informal settings such as principal coffees, classroom showcases, and community gatherings.  Additionally, the district will continue to review and refine the District Parent Involvement Policy, integrating recommendations from advisory groups and ensuring alignment with evolving family needs. Efforts will include parent education workshops and resources, focused on helping all families, especially those from historically underserved communities, better understand academic expectations, school programs, and how to support their children's learning at home. By fostering a culture of welcome, responsiveness, and inclusion across all school sites and district operations, Cambrian aims to enhance equitable engagement practices and ensure that all families are meaningfully involved in shaping their children’s educational experiences.|The Cambrian School District continues to make notable progress in fostering partnerships that directly support student learning and development. These efforts reflect a strong foundation of collaboration with families, staff, community groups, and external educational organizations. One of the district’s core strengths is its extensive network of partnerships, which enriches student learning opportunities. Through initiatives such as arts and music programs, extended enrichment activities, and targeted intervention services, Cambrian ensures that students benefit from a well-rounded and supportive educational experience. These programs, offered during and beyond the school day, are made possible through strong family involvement and community collaboration. The district also facilitates structured opportunities for teachers to meet with families to discuss student progress, reflected in the highest rating of 5 for this practice. These meetings foster a shared commitment to student growth and ensure families are equal partners in supporting academic achievement. In addition, families are consistently provided with accessible information and resources, including standards-aligned report card companions, progress reports, and parent workshops that help them support student learning at home. This area is rated at the full implementation level and remains a critical component of the district’s engagement strategy.|Professional learning for teachers and administrators to enhance their capacity to build meaningful partnerships with families (rated at 3), and The Cambrian School District remains committed to strengthening its partnerships to improve student achievement and well-being. As identified through input from our educational partners and local data, several key focus areas have emerged to guide the next phase of improvement. One major focus is expanding professional learning for teachers and principals to enhance their capacity to partner effectively with families. As rated in the current reflection, this area remains at an initial implementation stage, and the district recognizes the need to provide targeted training on family engagement strategies, collaborative goal setting, and culturally responsive practices that promote student success. Another ongoing priority is supporting families in understanding and exercising their legal rights and advocating for their students. Cambrian aims to enhance outreach to underserved communities through multilingual workshops, legal rights education, and advocacy support resources, ensuring equitable access, voice, and influence across all student groups.  Additionally, Cambrian will work to enhance data-sharing practices with educational partners, promoting transparency and informed decision-making. Efforts will include refining how student performance data is communicated to families and leveraging digital tools that allow for more timely and meaningful conversations about student growth. Finally, the district aims to create more inclusive and accessible engagement opportunities, encouraging active parent participation. This includes refining existing platforms, such as survey platforms like Google Forms and Kelvin, and offering flexible formats —virtual and in-person —to meet families where they are.|The District recognizes the critical role of underrepresented families in advancing equitable student outcomes and remains dedicated to ensuring their full engagement in the educational process. Based on current self-reflection and stakeholder input, the district is implementing a comprehensive, equity-driven approach to deepen engagement with historically marginalized or less-represented families. A central strategy is the continued operationalization of equity through the Multi-Tiered System of Support (MTSS). This framework ensures that all students, regardless of background, have access to high-quality instruction and timely support and that families are partners in this process. The district will continue to promote Tier 1 supports and interventions within the general education setting, encouraging inclusive practices and family involvement from the outset. To better engage underrepresented families, Cambrian will strengthen culturally responsive communication practices by: -  Providing all family-facing materials in multiple home languages, when possible, and using user-friendly language when possible. -  Using diverse platforms (e.g., email, text, social media, printed flyers) to reach families based on their preferred modes of communication, and -  Hosting community-based events and learning workshops at accessible times and locations to reduce participation barriers.  Cambrian will expand professional development for staff, focusing on cultural humility, inclusive practices, and effective family engagement. This will equip educators to build deeper partnerships with all families, particularly those from linguistically and culturally diverse backgrounds. These collective efforts will ensure that all families feel valued, heard, and empowered as essential partners in their children's academic and social-emotional success, reinforcing the district’s goal of achieving equitable outcomes for every student.|The Cambrian School District (CSD) continues to demonstrate strong and inclusive practices in seeking input from educational partners to guide school and district decision-making. With a rating of 4 or 5 across most key indicators, the district operates at the Full Implementation stage in several areas, reflecting sustained progress and commitment to shared governance. A key strength lies in actively engaging diverse educational partners, including parents, staff, students, and community members, in structured advisory groups such as the Local Control and Accountability Plan (LCAP) Advisory Committee, the District English Language Advisory Committee (DELAC), the School Site Council (SSC), and the English Language Advisory Committee (ELAC). These groups provide regular forums for input on key initiatives, policies, and programs, ensuring that a broad spectrum of perspectives informs decision-making. The district has prioritized building the capacity of both school leaders and family members to participate effectively in these advisory bodies. This has been supported through targeted professional development and outreach efforts that promote understanding of roles, processes, and areas of influence.  The District has also strengthened its feedback loops through multilingual surveys, community engagement sessions, and digital platforms, making participation more accessible and inclusive. The use of these tools ensures that underrepresented voices are included in shaping district priorities and strategies. Although opportunities for planning and evaluation exist, increasing intentionality in how these groups co-design engagement efforts will further promote a sense of partnership and empowerment. Overall, Cambrian's structured, transparent, and responsive engagement practices have fostered a strong culture of collaboration, enabling the district to align its goals more closely with community priorities and the needs of its students.|The District is committed to deepening its inclusive decision-making practices and has identified several key focus areas to enhance how it gathers and utilizes input from all educational partners. A central area for improvement is the expansion and increased effectiveness of digital engagement strategies. While the district has successfully used technology to share information and collect feedback, such as posting LCAP goals, surveys, and updates on district and school websites, increasing participation with these tools remains a priority. The district aims to improve awareness, usability, and accessibility of online platforms to ensure more families, especially underrepresented groups, are informed and motivated to engage. Additionally, while surveys and email communications are routinely distributed across school and district levels, the district is focused on improving response rates and ensuring that participation reflects the full diversity of the community. Strategies include simplifying survey formats, offering translations in multiple languages, and utilizing various outreach channels, such as text alerts, social media, and direct personal outreach.  The District also recognizes the opportunity to enhance engagement beyond information sharing by fostering more collaborative input sessions. This involves providing families, staff, and community members with increased opportunities to co-plan, co-design, and evaluate district initiatives, particularly those related to family engagement activities. More intentional inclusion of underrepresented voices in the early phases of decision-making is a key goal moving forward. By focusing on these areas, Cambrian aims to ensure that feedback mechanisms are not only accessible but also trusted, responsive, and representative, reinforcing its commitment to equity and shared leadership in educational planning.|The District continues to prioritize equitable engagement practices that amplify the voices of underrepresented families in district and school decision-making. Informed by the self-reflection process and local input, the district is intentionally strengthening inclusive outreach and participation opportunities, particularly for families of English learners, students receiving Special Education services, foster youth, and socioeconomically disadvantaged students. To enhance engagement, the district will expand access to input opportunities by utilizing multilingual communication tools and culturally and linguistically responsive platforms. Cambrian continues to ensure that critical information is shared in multiple languages through Google Translate & SMORES, translated flyers, and targeted communication from school staff. The district also provides ongoing guidance to families on using translation features and accessing language support resources, increasing their confidence and ability to participate in feedback processes. To further reach underrepresented families, Cambrian will diversify its methods of collecting input, including in-person meetings, multilingual surveys, small group discussions, and direct outreach during community events. This approach is designed to meet families where they are, both physically and in terms of access, and to reduce barriers to engagement.  Additionally, the district will work to ensure underrepresented family representation on advisory councils, such as DELAC, ELAC, and the LCAP Advisory Committee. These representatives will have opportunities to provide input and help co-design engagement strategies that reflect the needs of their communities.|4|5|4|5|3|5|4|4|4|4|4|5|Met||2026-06-18|2026
43693856046445|Fammatre Elementary|3|The Cambrian School District continues to demonstrate strong implementation of practices aimed at fostering meaningful relationships between school staff and families. With a rating of 4 or 5 across all measured practices, the district is in the Full Implementation phase, showing consistent and intentional efforts to sustain inclusive and responsive family engagement. The district benefits from a deeply involved and supportive parent community that actively contributes time, energy, and resources to enrich the learning environment. Building on this foundation, Cambrian has strengthened open communication through multiple accessible channels, including newsletters, email updates, and social media, ensuring families remain informed and connected to school life. Professional learning for staff remains a key strength, with ongoing training in cultural competency enhancing staff capacity to engage respectfully with families from diverse backgrounds. School sites prioritize creating welcoming and inclusive environments through events such as family nights, workshops, and volunteer opportunities, which foster a shared sense of belonging and partnership.  Cambrian has also made progress in establishing two-way communication structures, using language that is clear and accessible to all families. Mechanisms for gathering and responding to family feedback have been refined, ensuring that parent voices continue to influence school and district decisions. Support services, including counseling, translation, and family liaisons, further demonstrate the district’s commitment to removing barriers and supporting families as they navigate the educational system. These collective efforts reflect a robust and evolving culture of trust, collaboration, and mutual respect that anchors student success.|While the Cambrian School District has made strong progress in family engagement and communication, ongoing input from educational partners and data analysis indicate several key focus areas for continued improvement. A primary area of focus is enhancing the effectiveness of two-way communication, particularly by strengthening systems that ensure family feedback is meaningfully integrated into school and district decision-making, and that communication is timely and targetted.. Although mechanisms for collecting input are in place, the district is prioritizing efforts to make this process more transparent and responsive. Additionally, the district is committed to deepening staff capacity for cultural inclusivity through sustained professional development. This work aims to build even stronger relationships with families by affirming and valuing the school community's cultural and linguistic diversity. Another area for growth involves expanding outreach to historically underserved and underrepresented families. The district is working to ensure all families feel welcome, heard, and supported, particularly by increasing engagement opportunities and creating culturally responsive school environments. Finally, the district is exploring ways to broaden access to support services, including translation, interpretation, and parent education programs. These enhancements are designed to remove barriers to participation and empower families to play an active role in their children’s educational journey. Together, these focus areas are designed to build upon current successes and cultivate even more equitable, trusting, and collaborative partnerships between families and school staff.|The Cambrian School District is committed to deepening the engagement of underrepresented families by building on existing structures and incorporating new, more inclusive strategies identified through the self-reflection process. While strong participation is evident among many families, local data and input from educational partners highlight the need to engage further with families facing linguistic, cultural, technological, or economic barriers to participation. To address this, the district will enhance outreach by expanding multilingual communication and ensuring that all engagement materials and interactions are accessible in families' home languages. Translation and interpretation services will be prioritized and consistently offered at school events, meetings, and district communications. In addition the district will use technology to ensure communications are more targeted and user friendly.  The district will also leverage its site-based structures, such as ELAC, DELAC, and School Site Councils, to foster deeper and more personalized connections with underrepresented families. School leaders will actively invite and support the participation of these families in advisory roles, not only during required meetings but also through informal settings such as principal coffees, classroom showcases, and community gatherings.  Additionally, the district will continue to review and refine the District Parent Involvement Policy, integrating recommendations from advisory groups and ensuring alignment with evolving family needs. Efforts will include parent education workshops and resources, focused on helping all families, especially those from historically underserved communities, better understand academic expectations, school programs, and how to support their children's learning at home. By fostering a culture of welcome, responsiveness, and inclusion across all school sites and district operations, Cambrian aims to enhance equitable engagement practices and ensure that all families are meaningfully involved in shaping their children’s educational experiences.|The Cambrian School District continues to make notable progress in fostering partnerships that directly support student learning and development. These efforts reflect a strong foundation of collaboration with families, staff, community groups, and external educational organizations. One of the district’s core strengths is its extensive network of partnerships, which enriches student learning opportunities. Through initiatives such as arts and music programs, extended enrichment activities, and targeted intervention services, Cambrian ensures that students benefit from a well-rounded and supportive educational experience. These programs, offered during and beyond the school day, are made possible through strong family involvement and community collaboration. The district also facilitates structured opportunities for teachers to meet with families to discuss student progress, reflected in the highest rating of 5 for this practice. These meetings foster a shared commitment to student growth and ensure families are equal partners in supporting academic achievement. In addition, families are consistently provided with accessible information and resources, including standards-aligned report card companions, progress reports, and parent workshops that help them support student learning at home. This area is rated at the full implementation level and remains a critical component of the district’s engagement strategy.|Professional learning for teachers and administrators to enhance their capacity to build meaningful partnerships with families (rated at 3), and The Cambrian School District remains committed to strengthening its partnerships to improve student achievement and well-being. As identified through input from our educational partners and local data, several key focus areas have emerged to guide the next phase of improvement. One major focus is expanding professional learning for teachers and principals to enhance their capacity to partner effectively with families. As rated in the current reflection, this area remains at an initial implementation stage, and the district recognizes the need to provide targeted training on family engagement strategies, collaborative goal setting, and culturally responsive practices that promote student success. Another ongoing priority is supporting families in understanding and exercising their legal rights and advocating for their students. Cambrian aims to enhance outreach to underserved communities through multilingual workshops, legal rights education, and advocacy support resources, ensuring equitable access, voice, and influence across all student groups.  Additionally, Cambrian will work to enhance data-sharing practices with educational partners, promoting transparency and informed decision-making. Efforts will include refining how student performance data is communicated to families and leveraging digital tools that allow for more timely and meaningful conversations about student growth. Finally, the district aims to create more inclusive and accessible engagement opportunities, encouraging active parent participation. This includes refining existing platforms, such as survey platforms like Google Forms and Kelvin, and offering flexible formats —virtual and in-person —to meet families where they are.|The District recognizes the critical role of underrepresented families in advancing equitable student outcomes and remains dedicated to ensuring their full engagement in the educational process. Based on current self-reflection and stakeholder input, the district is implementing a comprehensive, equity-driven approach to deepen engagement with historically marginalized or less-represented families. A central strategy is the continued operationalization of equity through the Multi-Tiered System of Support (MTSS). This framework ensures that all students, regardless of background, have access to high-quality instruction and timely support and that families are partners in this process. The district will continue to promote Tier 1 supports and interventions within the general education setting, encouraging inclusive practices and family involvement from the outset. To better engage underrepresented families, Cambrian will strengthen culturally responsive communication practices by: -  Providing all family-facing materials in multiple home languages, when possible, and using user-friendly language when possible. -  Using diverse platforms (e.g., email, text, social media, printed flyers) to reach families based on their preferred modes of communication, and -  Hosting community-based events and learning workshops at accessible times and locations to reduce participation barriers.  Cambrian will expand professional development for staff, focusing on cultural humility, inclusive practices, and effective family engagement. This will equip educators to build deeper partnerships with all families, particularly those from linguistically and culturally diverse backgrounds. These collective efforts will ensure that all families feel valued, heard, and empowered as essential partners in their children's academic and social-emotional success, reinforcing the district’s goal of achieving equitable outcomes for every student.|The Cambrian School District (CSD) continues to demonstrate strong and inclusive practices in seeking input from educational partners to guide school and district decision-making. With a rating of 4 or 5 across most key indicators, the district operates at the Full Implementation stage in several areas, reflecting sustained progress and commitment to shared governance. A key strength lies in actively engaging diverse educational partners, including parents, staff, students, and community members, in structured advisory groups such as the Local Control and Accountability Plan (LCAP) Advisory Committee, the District English Language Advisory Committee (DELAC), the School Site Council (SSC), and the English Language Advisory Committee (ELAC). These groups provide regular forums for input on key initiatives, policies, and programs, ensuring that a broad spectrum of perspectives informs decision-making. The district has prioritized building the capacity of both school leaders and family members to participate effectively in these advisory bodies. This has been supported through targeted professional development and outreach efforts that promote understanding of roles, processes, and areas of influence.  The District has also strengthened its feedback loops through multilingual surveys, community engagement sessions, and digital platforms, making participation more accessible and inclusive. The use of these tools ensures that underrepresented voices are included in shaping district priorities and strategies. Although opportunities for planning and evaluation exist, increasing intentionality in how these groups co-design engagement efforts will further promote a sense of partnership and empowerment. Overall, Cambrian's structured, transparent, and responsive engagement practices have fostered a strong culture of collaboration, enabling the district to align its goals more closely with community priorities and the needs of its students.|The District is committed to deepening its inclusive decision-making practices and has identified several key focus areas to enhance how it gathers and utilizes input from all educational partners. A central area for improvement is the expansion and increased effectiveness of digital engagement strategies. While the district has successfully used technology to share information and collect feedback, such as posting LCAP goals, surveys, and updates on district and school websites, increasing participation with these tools remains a priority. The district aims to improve awareness, usability, and accessibility of online platforms to ensure more families, especially underrepresented groups, are informed and motivated to engage. Additionally, while surveys and email communications are routinely distributed across school and district levels, the district is focused on improving response rates and ensuring that participation reflects the full diversity of the community. Strategies include simplifying survey formats, offering translations in multiple languages, and utilizing various outreach channels, such as text alerts, social media, and direct personal outreach.  The District also recognizes the opportunity to enhance engagement beyond information sharing by fostering more collaborative input sessions. This involves providing families, staff, and community members with increased opportunities to co-plan, co-design, and evaluate district initiatives, particularly those related to family engagement activities. More intentional inclusion of underrepresented voices in the early phases of decision-making is a key goal moving forward. By focusing on these areas, Cambrian aims to ensure that feedback mechanisms are not only accessible but also trusted, responsive, and representative, reinforcing its commitment to equity and shared leadership in educational planning.|The District continues to prioritize equitable engagement practices that amplify the voices of underrepresented families in district and school decision-making. Informed by the self-reflection process and local input, the district is intentionally strengthening inclusive outreach and participation opportunities, particularly for families of English learners, students receiving Special Education services, foster youth, and socioeconomically disadvantaged students. To enhance engagement, the district will expand access to input opportunities by utilizing multilingual communication tools and culturally and linguistically responsive platforms. Cambrian continues to ensure that critical information is shared in multiple languages through Google Translate & SMORES, translated flyers, and targeted communication from school staff. The district also provides ongoing guidance to families on using translation features and accessing language support resources, increasing their confidence and ability to participate in feedback processes. To further reach underrepresented families, Cambrian will diversify its methods of collecting input, including in-person meetings, multilingual surveys, small group discussions, and direct outreach during community events. This approach is designed to meet families where they are, both physically and in terms of access, and to reduce barriers to engagement.  Additionally, the district will work to ensure underrepresented family representation on advisory councils, such as DELAC, ELAC, and the LCAP Advisory Committee. These representatives will have opportunities to provide input and help co-design engagement strategies that reflect the needs of their communities.|4|5|4|5|3|5|4|4|4|4|4|5|Met||2026-06-18|2026
43693856046452|Farnham Charter|3|The Cambrian School District continues to demonstrate strong implementation of practices aimed at fostering meaningful relationships between school staff and families. With a rating of 4 or 5 across all measured practices, the district is in the Full Implementation phase, showing consistent and intentional efforts to sustain inclusive and responsive family engagement. The district benefits from a deeply involved and supportive parent community that actively contributes time, energy, and resources to enrich the learning environment. Building on this foundation, Cambrian has strengthened open communication through multiple accessible channels, including newsletters, email updates, and social media, ensuring families remain informed and connected to school life. Professional learning for staff remains a key strength, with ongoing training in cultural competency enhancing staff capacity to engage respectfully with families from diverse backgrounds. School sites prioritize creating welcoming and inclusive environments through events such as family nights, workshops, and volunteer opportunities, which foster a shared sense of belonging and partnership.  Cambrian has also made progress in establishing two-way communication structures, using language that is clear and accessible to all families. Mechanisms for gathering and responding to family feedback have been refined, ensuring that parent voices continue to influence school and district decisions. Support services, including counseling, translation, and family liaisons, further demonstrate the district’s commitment to removing barriers and supporting families as they navigate the educational system. These collective efforts reflect a robust and evolving culture of trust, collaboration, and mutual respect that anchors student success.|While the Cambrian School District has made strong progress in family engagement and communication, ongoing input from educational partners and data analysis indicate several key focus areas for continued improvement. A primary area of focus is enhancing the effectiveness of two-way communication, particularly by strengthening systems that ensure family feedback is meaningfully integrated into school and district decision-making, and that communication is timely and targetted.. Although mechanisms for collecting input are in place, the district is prioritizing efforts to make this process more transparent and responsive. Additionally, the district is committed to deepening staff capacity for cultural inclusivity through sustained professional development. This work aims to build even stronger relationships with families by affirming and valuing the school community's cultural and linguistic diversity. Another area for growth involves expanding outreach to historically underserved and underrepresented families. The district is working to ensure all families feel welcome, heard, and supported, particularly by increasing engagement opportunities and creating culturally responsive school environments. Finally, the district is exploring ways to broaden access to support services, including translation, interpretation, and parent education programs. These enhancements are designed to remove barriers to participation and empower families to play an active role in their children’s educational journey. Together, these focus areas are designed to build upon current successes and cultivate even more equitable, trusting, and collaborative partnerships between families and school staff.|The Cambrian School District is committed to deepening the engagement of underrepresented families by building on existing structures and incorporating new, more inclusive strategies identified through the self-reflection process. While strong participation is evident among many families, local data and input from educational partners highlight the need to engage further with families facing linguistic, cultural, technological, or economic barriers to participation. To address this, the district will enhance outreach by expanding multilingual communication and ensuring that all engagement materials and interactions are accessible in families' home languages. Translation and interpretation services will be prioritized and consistently offered at school events, meetings, and district communications. In addition the district will use technology to ensure communications are more targeted and user friendly.  The district will also leverage its site-based structures, such as ELAC, DELAC, and School Site Councils, to foster deeper and more personalized connections with underrepresented families. School leaders will actively invite and support the participation of these families in advisory roles, not only during required meetings but also through informal settings such as principal coffees, classroom showcases, and community gatherings.  Additionally, the district will continue to review and refine the District Parent Involvement Policy, integrating recommendations from advisory groups and ensuring alignment with evolving family needs. Efforts will include parent education workshops and resources, focused on helping all families, especially those from historically underserved communities, better understand academic expectations, school programs, and how to support their children's learning at home. By fostering a culture of welcome, responsiveness, and inclusion across all school sites and district operations, Cambrian aims to enhance equitable engagement practices and ensure that all families are meaningfully involved in shaping their children’s educational experiences.|The Cambrian School District continues to make notable progress in fostering partnerships that directly support student learning and development. These efforts reflect a strong foundation of collaboration with families, staff, community groups, and external educational organizations. One of the district’s core strengths is its extensive network of partnerships, which enriches student learning opportunities. Through initiatives such as arts and music programs, extended enrichment activities, and targeted intervention services, Cambrian ensures that students benefit from a well-rounded and supportive educational experience. These programs, offered during and beyond the school day, are made possible through strong family involvement and community collaboration. The district also facilitates structured opportunities for teachers to meet with families to discuss student progress, reflected in the highest rating of 5 for this practice. These meetings foster a shared commitment to student growth and ensure families are equal partners in supporting academic achievement. In addition, families are consistently provided with accessible information and resources, including standards-aligned report card companions, progress reports, and parent workshops that help them support student learning at home. This area is rated at the full implementation level and remains a critical component of the district’s engagement strategy.|Professional learning for teachers and administrators to enhance their capacity to build meaningful partnerships with families (rated at 3), and The Cambrian School District remains committed to strengthening its partnerships to improve student achievement and well-being. As identified through input from our educational partners and local data, several key focus areas have emerged to guide the next phase of improvement. One major focus is expanding professional learning for teachers and principals to enhance their capacity to partner effectively with families. As rated in the current reflection, this area remains at an initial implementation stage, and the district recognizes the need to provide targeted training on family engagement strategies, collaborative goal setting, and culturally responsive practices that promote student success. Another ongoing priority is supporting families in understanding and exercising their legal rights and advocating for their students. Cambrian aims to enhance outreach to underserved communities through multilingual workshops, legal rights education, and advocacy support resources, ensuring equitable access, voice, and influence across all student groups.  Additionally, Cambrian will work to enhance data-sharing practices with educational partners, promoting transparency and informed decision-making. Efforts will include refining how student performance data is communicated to families and leveraging digital tools that allow for more timely and meaningful conversations about student growth. Finally, the district aims to create more inclusive and accessible engagement opportunities, encouraging active parent participation. This includes refining existing platforms, such as survey platforms like Google Forms and Kelvin, and offering flexible formats —virtual and in-person —to meet families where they are.|The District recognizes the critical role of underrepresented families in advancing equitable student outcomes and remains dedicated to ensuring their full engagement in the educational process. Based on current self-reflection and stakeholder input, the district is implementing a comprehensive, equity-driven approach to deepen engagement with historically marginalized or less-represented families. A central strategy is the continued operationalization of equity through the Multi-Tiered System of Support (MTSS). This framework ensures that all students, regardless of background, have access to high-quality instruction and timely support and that families are partners in this process. The district will continue to promote Tier 1 supports and interventions within the general education setting, encouraging inclusive practices and family involvement from the outset. To better engage underrepresented families, Cambrian will strengthen culturally responsive communication practices by: -  Providing all family-facing materials in multiple home languages, when possible, and using user-friendly language when possible. -  Using diverse platforms (e.g., email, text, social media, printed flyers) to reach families based on their preferred modes of communication, and -  Hosting community-based events and learning workshops at accessible times and locations to reduce participation barriers.  Cambrian will expand professional development for staff, focusing on cultural humility, inclusive practices, and effective family engagement. This will equip educators to build deeper partnerships with all families, particularly those from linguistically and culturally diverse backgrounds. These collective efforts will ensure that all families feel valued, heard, and empowered as essential partners in their children's academic and social-emotional success, reinforcing the district’s goal of achieving equitable outcomes for every student.|The Cambrian School District (CSD) continues to demonstrate strong and inclusive practices in seeking input from educational partners to guide school and district decision-making. With a rating of 4 or 5 across most key indicators, the district operates at the Full Implementation stage in several areas, reflecting sustained progress and commitment to shared governance. A key strength lies in actively engaging diverse educational partners, including parents, staff, students, and community members, in structured advisory groups such as the Local Control and Accountability Plan (LCAP) Advisory Committee, the District English Language Advisory Committee (DELAC), the School Site Council (SSC), and the English Language Advisory Committee (ELAC). These groups provide regular forums for input on key initiatives, policies, and programs, ensuring that a broad spectrum of perspectives informs decision-making. The district has prioritized building the capacity of both school leaders and family members to participate effectively in these advisory bodies. This has been supported through targeted professional development and outreach efforts that promote understanding of roles, processes, and areas of influence.  The District has also strengthened its feedback loops through multilingual surveys, community engagement sessions, and digital platforms, making participation more accessible and inclusive. The use of these tools ensures that underrepresented voices are included in shaping district priorities and strategies. Although opportunities for planning and evaluation exist, increasing intentionality in how these groups co-design engagement efforts will further promote a sense of partnership and empowerment. Overall, Cambrian's structured, transparent, and responsive engagement practices have fostered a strong culture of collaboration, enabling the district to align its goals more closely with community priorities and the needs of its students.|The District is committed to deepening its inclusive decision-making practices and has identified several key focus areas to enhance how it gathers and utilizes input from all educational partners. A central area for improvement is the expansion and increased effectiveness of digital engagement strategies. While the district has successfully used technology to share information and collect feedback, such as posting LCAP goals, surveys, and updates on district and school websites, increasing participation with these tools remains a priority. The district aims to improve awareness, usability, and accessibility of online platforms to ensure more families, especially underrepresented groups, are informed and motivated to engage. Additionally, while surveys and email communications are routinely distributed across school and district levels, the district is focused on improving response rates and ensuring that participation reflects the full diversity of the community. Strategies include simplifying survey formats, offering translations in multiple languages, and utilizing various outreach channels, such as text alerts, social media, and direct personal outreach.  The District also recognizes the opportunity to enhance engagement beyond information sharing by fostering more collaborative input sessions. This involves providing families, staff, and community members with increased opportunities to co-plan, co-design, and evaluate district initiatives, particularly those related to family engagement activities. More intentional inclusion of underrepresented voices in the early phases of decision-making is a key goal moving forward. By focusing on these areas, Cambrian aims to ensure that feedback mechanisms are not only accessible but also trusted, responsive, and representative, reinforcing its commitment to equity and shared leadership in educational planning.|The District continues to prioritize equitable engagement practices that amplify the voices of underrepresented families in district and school decision-making. Informed by the self-reflection process and local input, the district is intentionally strengthening inclusive outreach and participation opportunities, particularly for families of English learners, students receiving Special Education services, foster youth, and socioeconomically disadvantaged students. To enhance engagement, the district will expand access to input opportunities by utilizing multilingual communication tools and culturally and linguistically responsive platforms. Cambrian continues to ensure that critical information is shared in multiple languages through Google Translate & SMORES, translated flyers, and targeted communication from school staff. The district also provides ongoing guidance to families on using translation features and accessing language support resources, increasing their confidence and ability to participate in feedback processes. To further reach underrepresented families, Cambrian will diversify its methods of collecting input, including in-person meetings, multilingual surveys, small group discussions, and direct outreach during community events. This approach is designed to meet families where they are, both physically and in terms of access, and to reduce barriers to engagement.  Additionally, the district will work to ensure underrepresented family representation on advisory councils, such as DELAC, ELAC, and the LCAP Advisory Committee. These representatives will have opportunities to provide input and help co-design engagement strategies that reflect the needs of their communities.|4|5|4|5|3|5|4|4|4|4|4|5|Met||2026-06-18|2026
43693856046486|Price Charter Middle|3|The Cambrian School District continues to demonstrate strong implementation of practices aimed at fostering meaningful relationships between school staff and families. With a rating of 4 or 5 across all measured practices, the district is in the Full Implementation phase, showing consistent and intentional efforts to sustain inclusive and responsive family engagement. The district benefits from a deeply involved and supportive parent community that actively contributes time, energy, and resources to enrich the learning environment. Building on this foundation, Cambrian has strengthened open communication through multiple accessible channels, including newsletters, email updates, and social media, ensuring families remain informed and connected to school life. Professional learning for staff remains a key strength, with ongoing training in cultural competency enhancing staff capacity to engage respectfully with families from diverse backgrounds. School sites prioritize creating welcoming and inclusive environments through events such as family nights, workshops, and volunteer opportunities, which foster a shared sense of belonging and partnership.  Cambrian has also made progress in establishing two-way communication structures, using language that is clear and accessible to all families. Mechanisms for gathering and responding to family feedback have been refined, ensuring that parent voices continue to influence school and district decisions. Support services, including counseling, translation, and family liaisons, further demonstrate the district’s commitment to removing barriers and supporting families as they navigate the educational system. These collective efforts reflect a robust and evolving culture of trust, collaboration, and mutual respect that anchors student success.|While the Cambrian School District has made strong progress in family engagement and communication, ongoing input from educational partners and data analysis indicate several key focus areas for continued improvement. A primary area of focus is enhancing the effectiveness of two-way communication, particularly by strengthening systems that ensure family feedback is meaningfully integrated into school and district decision-making, and that communication is timely and targetted.. Although mechanisms for collecting input are in place, the district is prioritizing efforts to make this process more transparent and responsive. Additionally, the district is committed to deepening staff capacity for cultural inclusivity through sustained professional development. This work aims to build even stronger relationships with families by affirming and valuing the school community's cultural and linguistic diversity. Another area for growth involves expanding outreach to historically underserved and underrepresented families. The district is working to ensure all families feel welcome, heard, and supported, particularly by increasing engagement opportunities and creating culturally responsive school environments. Finally, the district is exploring ways to broaden access to support services, including translation, interpretation, and parent education programs. These enhancements are designed to remove barriers to participation and empower families to play an active role in their children’s educational journey. Together, these focus areas are designed to build upon current successes and cultivate even more equitable, trusting, and collaborative partnerships between families and school staff.|The Cambrian School District is committed to deepening the engagement of underrepresented families by building on existing structures and incorporating new, more inclusive strategies identified through the self-reflection process. While strong participation is evident among many families, local data and input from educational partners highlight the need to engage further with families facing linguistic, cultural, technological, or economic barriers to participation. To address this, the district will enhance outreach by expanding multilingual communication and ensuring that all engagement materials and interactions are accessible in families' home languages. Translation and interpretation services will be prioritized and consistently offered at school events, meetings, and district communications. In addition the district will use technology to ensure communications are more targeted and user friendly.  The district will also leverage its site-based structures, such as ELAC, DELAC, and School Site Councils, to foster deeper and more personalized connections with underrepresented families. School leaders will actively invite and support the participation of these families in advisory roles, not only during required meetings but also through informal settings such as principal coffees, classroom showcases, and community gatherings.  Additionally, the district will continue to review and refine the District Parent Involvement Policy, integrating recommendations from advisory groups and ensuring alignment with evolving family needs. Efforts will include parent education workshops and resources, focused on helping all families, especially those from historically underserved communities, better understand academic expectations, school programs, and how to support their children's learning at home. By fostering a culture of welcome, responsiveness, and inclusion across all school sites and district operations, Cambrian aims to enhance equitable engagement practices and ensure that all families are meaningfully involved in shaping their children’s educational experiences.|The Cambrian School District continues to make notable progress in fostering partnerships that directly support student learning and development. These efforts reflect a strong foundation of collaboration with families, staff, community groups, and external educational organizations. One of the district’s core strengths is its extensive network of partnerships, which enriches student learning opportunities. Through initiatives such as arts and music programs, extended enrichment activities, and targeted intervention services, Cambrian ensures that students benefit from a well-rounded and supportive educational experience. These programs, offered during and beyond the school day, are made possible through strong family involvement and community collaboration. The district also facilitates structured opportunities for teachers to meet with families to discuss student progress, reflected in the highest rating of 5 for this practice. These meetings foster a shared commitment to student growth and ensure families are equal partners in supporting academic achievement. In addition, families are consistently provided with accessible information and resources, including standards-aligned report card companions, progress reports, and parent workshops that help them support student learning at home. This area is rated at the full implementation level and remains a critical component of the district’s engagement strategy.|Professional learning for teachers and administrators to enhance their capacity to build meaningful partnerships with families (rated at 3), and The Cambrian School District remains committed to strengthening its partnerships to improve student achievement and well-being. As identified through input from our educational partners and local data, several key focus areas have emerged to guide the next phase of improvement. One major focus is expanding professional learning for teachers and principals to enhance their capacity to partner effectively with families. As rated in the current reflection, this area remains at an initial implementation stage, and the district recognizes the need to provide targeted training on family engagement strategies, collaborative goal setting, and culturally responsive practices that promote student success. Another ongoing priority is supporting families in understanding and exercising their legal rights and advocating for their students. Cambrian aims to enhance outreach to underserved communities through multilingual workshops, legal rights education, and advocacy support resources, ensuring equitable access, voice, and influence across all student groups.  Additionally, Cambrian will work to enhance data-sharing practices with educational partners, promoting transparency and informed decision-making. Efforts will include refining how student performance data is communicated to families and leveraging digital tools that allow for more timely and meaningful conversations about student growth. Finally, the district aims to create more inclusive and accessible engagement opportunities, encouraging active parent participation. This includes refining existing platforms, such as survey platforms like Google Forms and Kelvin, and offering flexible formats —virtual and in-person —to meet families where they are.|The District recognizes the critical role of underrepresented families in advancing equitable student outcomes and remains dedicated to ensuring their full engagement in the educational process. Based on current self-reflection and stakeholder input, the district is implementing a comprehensive, equity-driven approach to deepen engagement with historically marginalized or less-represented families. A central strategy is the continued operationalization of equity through the Multi-Tiered System of Support (MTSS). This framework ensures that all students, regardless of background, have access to high-quality instruction and timely support and that families are partners in this process. The district will continue to promote Tier 1 supports and interventions within the general education setting, encouraging inclusive practices and family involvement from the outset. To better engage underrepresented families, Cambrian will strengthen culturally responsive communication practices by: -  Providing all family-facing materials in multiple home languages, when possible, and using user-friendly language when possible. -  Using diverse platforms (e.g., email, text, social media, printed flyers) to reach families based on their preferred modes of communication, and -  Hosting community-based events and learning workshops at accessible times and locations to reduce participation barriers.  Cambrian will expand professional development for staff, focusing on cultural humility, inclusive practices, and effective family engagement. This will equip educators to build deeper partnerships with all families, particularly those from linguistically and culturally diverse backgrounds. These collective efforts will ensure that all families feel valued, heard, and empowered as essential partners in their children's academic and social-emotional success, reinforcing the district’s goal of achieving equitable outcomes for every student.|The Cambrian School District (CSD) continues to demonstrate strong and inclusive practices in seeking input from educational partners to guide school and district decision-making. With a rating of 4 or 5 across most key indicators, the district operates at the Full Implementation stage in several areas, reflecting sustained progress and commitment to shared governance. A key strength lies in actively engaging diverse educational partners, including parents, staff, students, and community members, in structured advisory groups such as the Local Control and Accountability Plan (LCAP) Advisory Committee, the District English Language Advisory Committee (DELAC), the School Site Council (SSC), and the English Language Advisory Committee (ELAC). These groups provide regular forums for input on key initiatives, policies, and programs, ensuring that a broad spectrum of perspectives informs decision-making. The district has prioritized building the capacity of both school leaders and family members to participate effectively in these advisory bodies. This has been supported through targeted professional development and outreach efforts that promote understanding of roles, processes, and areas of influence.  The District has also strengthened its feedback loops through multilingual surveys, community engagement sessions, and digital platforms, making participation more accessible and inclusive. The use of these tools ensures that underrepresented voices are included in shaping district priorities and strategies. Although opportunities for planning and evaluation exist, increasing intentionality in how these groups co-design engagement efforts will further promote a sense of partnership and empowerment. Overall, Cambrian's structured, transparent, and responsive engagement practices have fostered a strong culture of collaboration, enabling the district to align its goals more closely with community priorities and the needs of its students.|The District is committed to deepening its inclusive decision-making practices and has identified several key focus areas to enhance how it gathers and utilizes input from all educational partners. A central area for improvement is the expansion and increased effectiveness of digital engagement strategies. While the district has successfully used technology to share information and collect feedback, such as posting LCAP goals, surveys, and updates on district and school websites, increasing participation with these tools remains a priority. The district aims to improve awareness, usability, and accessibility of online platforms to ensure more families, especially underrepresented groups, are informed and motivated to engage. Additionally, while surveys and email communications are routinely distributed across school and district levels, the district is focused on improving response rates and ensuring that participation reflects the full diversity of the community. Strategies include simplifying survey formats, offering translations in multiple languages, and utilizing various outreach channels, such as text alerts, social media, and direct personal outreach.  The District also recognizes the opportunity to enhance engagement beyond information sharing by fostering more collaborative input sessions. This involves providing families, staff, and community members with increased opportunities to co-plan, co-design, and evaluate district initiatives, particularly those related to family engagement activities. More intentional inclusion of underrepresented voices in the early phases of decision-making is a key goal moving forward. By focusing on these areas, Cambrian aims to ensure that feedback mechanisms are not only accessible but also trusted, responsive, and representative, reinforcing its commitment to equity and shared leadership in educational planning.|The District continues to prioritize equitable engagement practices that amplify the voices of underrepresented families in district and school decision-making. Informed by the self-reflection process and local input, the district is intentionally strengthening inclusive outreach and participation opportunities, particularly for families of English learners, students receiving Special Education services, foster youth, and socioeconomically disadvantaged students. To enhance engagement, the district will expand access to input opportunities by utilizing multilingual communication tools and culturally and linguistically responsive platforms. Cambrian continues to ensure that critical information is shared in multiple languages through Google Translate & SMORES, translated flyers, and targeted communication from school staff. The district also provides ongoing guidance to families on using translation features and accessing language support resources, increasing their confidence and ability to participate in feedback processes. To further reach underrepresented families, Cambrian will diversify its methods of collecting input, including in-person meetings, multilingual surveys, small group discussions, and direct outreach during community events. This approach is designed to meet families where they are, both physically and in terms of access, and to reduce barriers to engagement.  Additionally, the district will work to ensure underrepresented family representation on advisory councils, such as DELAC, ELAC, and the LCAP Advisory Committee. These representatives will have opportunities to provide input and help co-design engagement strategies that reflect the needs of their communities.|4|5|4|5|3|5|4|4|4|4|4|5|Met||2026-06-18|2026
43693856046494|Sartorette Charter|3||||||||||||||||||||||Not Met|||2026
43693930000000|Campbell Union|3|As a system, Campbell recognizes that communication from schools to home, and from families to schools and teachers is a non-negotiable component in supporting students and their families. To support this commitment, schools utilize Community Liaisons and outside providers to ensure families are able to actively participate in meetings and student conferences in their home language. In addition, Campbell communication tools such as SeeSaw and ParentSquare are used to keep families informed about student progress and performance on state and local assessments, and to share report cards, minimizing the number of logins and platforms needing to be accessed. Communication to all educational partners is supported through the work of our Public Information Officer, and our District Lead for Community Engagement to ensure aligned and responsive support. Where needed, staff use phone and written translation services to ensure families receive information in their home language, ensuring all families are able to access and connect with school and district staff. Families value our teachers, dedicated interpreters, and forums such as School Site Council (SSC), Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees (ELAC) along with Coffee with the Principal with dual-language translation. The regular use of ParentSquare, weekly newsletters, and consistent teacher updates keeps families informed. Parents appreciate having centralized, easy-to-access digital platforms to track classroom focus areas and real-time student progress. The active, daily presence of school staff during drop-off and pick-up times along with the friendliness and responsiveness of front office staff builds a sense of trust and partnership between schools and families. Community Liaisons are essential in creating connections for families, helping them navigate school resources, voice their concerns, and ensure they feel part of the school community. Additional pathways for home to school relationships include parent-teacher conferences, Back-to-School Nights, Multicultural events, parenting classes, and volunteer opportunities.|Feedback from SSCs and ELACs have surfaced focus areas for improvement to strengthen communication and relationship between staff and families. These areas include the following: Streamlining communication and expanding use of ParentSquare, monthly school and classroom newsletters, and keeping consistency between digital and paper-based communication to support aligned updates. Supporting systems and processes for feedback and communication such as positive phone calls home, and increased outreach outside of school events and conferences.  Where possible, expanding school events like workshops, math nights, and other school community events. Continuing to ensure staff visibility and proactive communication from school to home. Outreach and resources for families navigating specialized programs, including students with IEPs and non-English speaking families.|Our goal remains improving the engagement of underrepresented families to build connections to school staff and community. Community Liaisons are an integral part of supporting families of low income, English Learner students, as well as those experiencing homelessness and students in foster care. Along with school nurses, liaisons continue to connect families to school and community-based resources for academic, socio-emotional, and health needs, and Community Liaisons work closely with Campbell's District Lead for Community Engagement to ensure aligned and responsive support. Community Liaisons work to make sure families know who to connect with on campus, including office and support staff, host special welcome meetings for new families, and continue ELAC and Principal Coffees. Recognizing the importance of responding to families, Community Liaisons will follow up with support to address specific requests and needs based on feedback and requests.|Building on Campbell’s work in creating strong school to home relationships, schools demonstrate strengths and growth in supporting partnerships for student outcomes.  Families appreciate the open and regular communication from teachers and school staff regarding student progress. Tools like ParentSquare, email, Schoology, and SeeSaw are used by schools to support communication on student work, and parents who use these platforms report appreciation for updates and overviews of classroom activities, which help them stay informed about student learning. Parents share that when they reach out with questions and needs, school staff are responsive. Fall parent teacher conferences are well attended, and these meetings serve as a tool to set academic expectations and build a shared understanding between home and school at the start of the year. To better support parent understanding of student progress, in 25.26, Campbell revised its standards-based report card, with an improved layout and updated essential standards for English Language Arts and English Language Development, and in 26.27 the report card will launch with updated math essential standards. Coordination of Services Team (COST) meetings at all schools support staff and families in understanding and addressing student needs through a collaborative, strengths-based approach with action steps for families and school staff that focus on improving student outcomes.|Focal areas identified by sites for Campbell to improve partnerships for student outcomes include the following: Providing parents with ongoing resources and information needed to understand their student’s learning journey and to support learning and home, including grade level specific expectations, English Learner (EL) language progress, progress on classroom and student specific goals, report cards, and expanded information on results from local assessments. Communication with families on student areas of success as well as areas of need, via parent teacher conferences, Principal Coffees, or other methods to ensure parents understand the growth and progress of their student. Ensuring families understand that school staff, including teachers, are available to discuss student needs at any time, not just during formal conference windows.  Exploring the expansion of school community events to allow for engagement that includes academics and learning for all students and families.|To improve engagement of underrepresented families to build partnerships for student outcomes, Community Liaisons will continue to engage in personal outreach, welcome meetings for new families, offering workshops and resources in response to family requests in addition to existing meetings like ELAC and Principal Coffees as ways to improve engagement. Campbell remains committed to ensuring information on student progress is clear and easy to understand.|Campbell families provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to identify areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. Campbell’s annual Parent/Family Satisfaction Survey each winter as a way to gather input and feedback. School ELACs and SSCs receive regular presentations on school data and performance, and are asked for feedback to improve relationships, communication, and ways to receive input across the course of the year. ParentSquare updates, public postings, and other events support families in providing meaningful input on upcoming decisions. Non English speaking families are provided with materials, translation services, and outreach to support engagement and input and meetings such as Coffee with the Principal, SSC, and ELAC allow for understanding and information sharing with regard to site and district decisions, such as class configurations or start-time changes. Parents appreciate the collaborative nature of these meetings along with welcoming school campuses and Community Liaisons as pathways to school connection, engagement, and input.|Focal Areas identified by sites were:  Overcommunicating how feedback was received and providing updates in response to input. Streamlining and simplifying communication, information update, and feedback methods, including surveys, balancing digital outreach with physical, paper-based alternatives. Providing context to support families in understanding decision making processes. Diversifying and differentiating outreach methods to increase engagement to gather feedback and information from a broader range of families. Ensuring all families know the Community Liaison is a support for all parents on campus.  Identifying additional methods to gather input from students to inform decisions.|Schools remain committed to offering events and outreach to support increased engagement of families not yet represented. Community Liaisons continue to advocate for and create opportunities for connection and relationship, and understand the necessity of personalized connections in existing meetings such as ELAC as well as through direct outreach to parents. In addition, responses from our Parent/Family Satisfaction Survey continue to drive our work to better engage with and be responsive to underrepresented families.|5|5|4|4|4|4|4|3|5|4|5|5|Met||2026-06-25|2026
43693930106005|Village|3|As a system, Campbell recognizes that communication from schools to home, and from families to schools and teachers is a non-negotiable component in supporting students and their families. To support this commitment, schools utilize Community Liaisons and outside providers to ensure families are able to actively participate in meetings and student conferences in their home language. In addition, Campbell communication tools such as SeeSaw and ParentSquare are used to keep families informed about student progress and performance on state and local assessments, and to share report cards, minimizing the number of logins and platforms needing to be accessed. Communication to all educational partners is supported through the work of our Public Information Officer, and our District Lead for Community Engagement to ensure aligned and responsive support. Where needed, staff use phone and written translation services to ensure families receive information in their home language, ensuring all families are able to access and connect with school and district staff. Families value our teachers, dedicated interpreters, and forums such as School Site Council (SSC), Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees (ELAC) along with Coffee with the Principal with dual-language translation. The regular use of ParentSquare, weekly newsletters, and consistent teacher updates keeps families informed. Parents appreciate having centralized, easy-to-access digital platforms to track classroom focus areas and real-time student progress. The active, daily presence of school staff during drop-off and pick-up times along with the friendliness and responsiveness of front office staff builds a sense of trust and partnership between schools and families. Community Liaisons are essential in creating connections for families, helping them navigate school resources, voice their concerns, and ensure they feel part of the school community. Additional pathways for home to school relationships include parent-teacher conferences, Back-to-School Nights, Multicultural events, parenting classes, and volunteer opportunities.|Feedback from SSCs and ELACs have surfaced focus areas for improvement to strengthen communication and relationship between staff and families. These areas include the following: Streamlining communication and expanding use of ParentSquare, monthly school and classroom newsletters, and keeping consistency between digital and paper-based communication to support aligned updates. Supporting systems and processes for feedback and communication such as positive phone calls home, and increased outreach outside of school events and conferences.  Where possible, expanding school events like workshops, math nights, and other school community events. Continuing to ensure staff visibility and proactive communication from school to home. Outreach and resources for families navigating specialized programs, including students with IEPs and non-English speaking families.|Our goal remains improving the engagement of underrepresented families to build connections to school staff and community. Community Liaisons are an integral part of supporting families of low income, English Learner students, as well as those experiencing homelessness and students in foster care. Along with school nurses, liaisons continue to connect families to school and community-based resources for academic, socio-emotional, and health needs, and Community Liaisons work closely with Campbell's District Lead for Community Engagement to ensure aligned and responsive support. Community Liaisons work to make sure families know who to connect with on campus, including office and support staff, host special welcome meetings for new families, and continue ELAC and Principal Coffees. Recognizing the importance of responding to families, Community Liaisons will follow up with support to address specific requests and needs based on feedback and requests.|Building on Campbell’s work in creating strong school to home relationships, schools demonstrate strengths and growth in supporting partnerships for student outcomes.  Families appreciate the open and regular communication from teachers and school staff regarding student progress. Tools like ParentSquare, email, Schoology, and SeeSaw are used by schools to support communication on student work, and parents who use these platforms report appreciation for updates and overviews of classroom activities, which help them stay informed about student learning. Parents share that when they reach out with questions and needs, school staff are responsive. Fall parent teacher conferences are well attended, and these meetings serve as a tool to set academic expectations and build a shared understanding between home and school at the start of the year. To better support parent understanding of student progress, in 25.26, Campbell revised its standards-based report card, with an improved layout and updated essential standards for English Language Arts and English Language Development, and in 26.27 the report card will launch with updated math essential standards. Coordination of Services Team (COST) meetings at all schools support staff and families in understanding and addressing student needs through a collaborative, strengths-based approach with action steps for families and school staff that focus on improving student outcomes.|Focal areas identified by sites for Campbell to improve partnerships for student outcomes include the following: Providing parents with ongoing resources and information needed to understand their student’s learning journey and to support learning and home, including grade level specific expectations, English Learner (EL) language progress, progress on classroom and student specific goals, report cards, and expanded information on results from local assessments. Communication with families on student areas of success as well as areas of need, via parent teacher conferences, Principal Coffees, or other methods to ensure parents understand the growth and progress of their student. Ensuring families understand that school staff, including teachers, are available to discuss student needs at any time, not just during formal conference windows.  Exploring the expansion of school community events to allow for engagement that includes academics and learning for all students and families.|To improve engagement of underrepresented families to build partnerships for student outcomes, Community Liaisons will continue to engage in personal outreach, welcome meetings for new families, offering workshops and resources in response to family requests in addition to existing meetings like ELAC and Principal Coffees as ways to improve engagement. Campbell remains committed to ensuring information on student progress is clear and easy to understand.|Campbell families provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to identify areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. Campbell’s annual Parent/Family Satisfaction Survey each winter as a way to gather input and feedback. School ELACs and SSCs receive regular presentations on school data and performance, and are asked for feedback to improve relationships, communication, and ways to receive input across the course of the year. ParentSquare updates, public postings, and other events support families in providing meaningful input on upcoming decisions. Non English speaking families are provided with materials, translation services, and outreach to support engagement and input and meetings such as Coffee with the Principal, SSC, and ELAC allow for understanding and information sharing with regard to site and district decisions, such as class configurations or start-time changes. Parents appreciate the collaborative nature of these meetings along with welcoming school campuses and Community Liaisons as pathways to school connection, engagement, and input.|Focal Areas identified by sites were:  Overcommunicating how feedback was received and providing updates in response to input. Streamlining and simplifying communication, information update, and feedback methods, including surveys, balancing digital outreach with physical, paper-based alternatives. Providing context to support families in understanding decision making processes. Diversifying and differentiating outreach methods to increase engagement to gather feedback and information from a broader range of families. Ensuring all families know the Community Liaison is a support for all parents on campus.  Identifying additional methods to gather input from students to inform decisions.|Schools remain committed to offering events and outreach to support increased engagement of families not yet represented. Community Liaisons continue to advocate for and create opportunities for connection and relationship, and understand the necessity of personalized connections in existing meetings such as ELAC as well as through direct outreach to parents. In addition, responses from our Parent/Family Satisfaction Survey continue to drive our work to better engage with and be responsive to underrepresented families.|5|5|4|4|4|4|4|3|5|4|5|5|Met||2026-06-25|2026
43693930137273|Campbell School of Innovation|3|As a system, Campbell recognizes that communication from schools to home, and from families to schools and teachers is a non-negotiable component in supporting students and their families. To support this commitment, schools utilize Community Liaisons and outside providers to ensure families are able to actively participate in meetings and student conferences in their home language. In addition, Campbell communication tools such as SeeSaw and ParentSquare are used to keep families informed about student progress and performance on state and local assessments, and to share report cards, minimizing the number of logins and platforms needing to be accessed. Communication to all educational partners is supported through the work of our Public Information Officer, and our District Lead for Community Engagement to ensure aligned and responsive support. Where needed, staff use phone and written translation services to ensure families receive information in their home language, ensuring all families are able to access and connect with school and district staff. Families value our teachers, dedicated interpreters, and forums such as School Site Council (SSC), Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees (ELAC) along with Coffee with the Principal with dual-language translation. The regular use of ParentSquare, weekly newsletters, and consistent teacher updates keeps families informed. Parents appreciate having centralized, easy-to-access digital platforms to track classroom focus areas and real-time student progress. The active, daily presence of school staff during drop-off and pick-up times along with the friendliness and responsiveness of front office staff builds a sense of trust and partnership between schools and families. Community Liaisons are essential in creating connections for families, helping them navigate school resources, voice their concerns, and ensure they feel part of the school community. Additional pathways for home to school relationships include parent-teacher conferences, Back-to-School Nights, Multicultural events, parenting classes, and volunteer opportunities.|Feedback from SSCs and ELACs have surfaced focus areas for improvement to strengthen communication and relationship between staff and families. These areas include the following: Streamlining communication and expanding use of ParentSquare, monthly school and classroom newsletters, and keeping consistency between digital and paper-based communication to support aligned updates. Supporting systems and processes for feedback and communication such as positive phone calls home, and increased outreach outside of school events and conferences.  Where possible, expanding school events like workshops, math nights, and other school community events. Continuing to ensure staff visibility and proactive communication from school to home. Outreach and resources for families navigating specialized programs, including students with IEPs and non-English speaking families.|Our goal remains improving the engagement of underrepresented families to build connections to school staff and community. Community Liaisons are an integral part of supporting families of low income, English Learner students, as well as those experiencing homelessness and students in foster care. Along with school nurses, liaisons continue to connect families to school and community-based resources for academic, socio-emotional, and health needs, and Community Liaisons work closely with Campbell's District Lead for Community Engagement to ensure aligned and responsive support. Community Liaisons work to make sure families know who to connect with on campus, including office and support staff, host special welcome meetings for new families, and continue ELAC and Principal Coffees. Recognizing the importance of responding to families, Community Liaisons will follow up with support to address specific requests and needs based on feedback and requests.|Building on Campbell’s work in creating strong school to home relationships, schools demonstrate strengths and growth in supporting partnerships for student outcomes.  Families appreciate the open and regular communication from teachers and school staff regarding student progress. Tools like ParentSquare, email, Schoology, and SeeSaw are used by schools to support communication on student work, and parents who use these platforms report appreciation for updates and overviews of classroom activities, which help them stay informed about student learning. Parents share that when they reach out with questions and needs, school staff are responsive. Fall parent teacher conferences are well attended, and these meetings serve as a tool to set academic expectations and build a shared understanding between home and school at the start of the year. To better support parent understanding of student progress, in 25.26, Campbell revised its standards-based report card, with an improved layout and updated essential standards for English Language Arts and English Language Development, and in 26.27 the report card will launch with updated math essential standards. Coordination of Services Team (COST) meetings at all schools support staff and families in understanding and addressing student needs through a collaborative, strengths-based approach with action steps for families and school staff that focus on improving student outcomes.|Focal areas identified by sites for Campbell to improve partnerships for student outcomes include the following: Providing parents with ongoing resources and information needed to understand their student’s learning journey and to support learning and home, including grade level specific expectations, English Learner (EL) language progress, progress on classroom and student specific goals, report cards, and expanded information on results from local assessments. Communication with families on student areas of success as well as areas of need, via parent teacher conferences, Principal Coffees, or other methods to ensure parents understand the growth and progress of their student. Ensuring families understand that school staff, including teachers, are available to discuss student needs at any time, not just during formal conference windows.  Exploring the expansion of school community events to allow for engagement that includes academics and learning for all students and families.|To improve engagement of underrepresented families to build partnerships for student outcomes, Community Liaisons will continue to engage in personal outreach, welcome meetings for new families, offering workshops and resources in response to family requests in addition to existing meetings like ELAC and Principal Coffees as ways to improve engagement. Campbell remains committed to ensuring information on student progress is clear and easy to understand.|Campbell families provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to identify areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. Campbell’s annual Parent/Family Satisfaction Survey each winter as a way to gather input and feedback. School ELACs and SSCs receive regular presentations on school data and performance, and are asked for feedback to improve relationships, communication, and ways to receive input across the course of the year. ParentSquare updates, public postings, and other events support families in providing meaningful input on upcoming decisions. Non English speaking families are provided with materials, translation services, and outreach to support engagement and input and meetings such as Coffee with the Principal, SSC, and ELAC allow for understanding and information sharing with regard to site and district decisions, such as class configurations or start-time changes. Parents appreciate the collaborative nature of these meetings along with welcoming school campuses and Community Liaisons as pathways to school connection, engagement, and input.|Focal Areas identified by sites were:  Overcommunicating how feedback was received and providing updates in response to input. Streamlining and simplifying communication, information update, and feedback methods, including surveys, balancing digital outreach with physical, paper-based alternatives. Providing context to support families in understanding decision making processes. Diversifying and differentiating outreach methods to increase engagement to gather feedback and information from a broader range of families. Ensuring all families know the Community Liaison is a support for all parents on campus.  Identifying additional methods to gather input from students to inform decisions.|Schools remain committed to offering events and outreach to support increased engagement of families not yet represented. Community Liaisons continue to advocate for and create opportunities for connection and relationship, and understand the necessity of personalized connections in existing meetings such as ELAC as well as through direct outreach to parents. In addition, responses from our Parent/Family Satisfaction Survey continue to drive our work to better engage with and be responsive to underrepresented families.|5|5|4|4|4|4|4|3|5|4|5|5|Met||2026-06-25|2026
43693936046510|Blackford Elementary|3|As a system, Campbell recognizes that communication from schools to home, and from families to schools and teachers is a non-negotiable component in supporting students and their families. To support this commitment, schools utilize Community Liaisons and outside providers to ensure families are able to actively participate in meetings and student conferences in their home language. In addition, Campbell communication tools such as SeeSaw and ParentSquare are used to keep families informed about student progress and performance on state and local assessments, and to share report cards, minimizing the number of logins and platforms needing to be accessed. Communication to all educational partners is supported through the work of our Public Information Officer, and our District Lead for Community Engagement to ensure aligned and responsive support. Where needed, staff use phone and written translation services to ensure families receive information in their home language, ensuring all families are able to access and connect with school and district staff. Families value our teachers, dedicated interpreters, and forums such as School Site Council (SSC), Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees (ELAC) along with Coffee with the Principal with dual-language translation. The regular use of ParentSquare, weekly newsletters, and consistent teacher updates keeps families informed. Parents appreciate having centralized, easy-to-access digital platforms to track classroom focus areas and real-time student progress. The active, daily presence of school staff during drop-off and pick-up times along with the friendliness and responsiveness of front office staff builds a sense of trust and partnership between schools and families. Community Liaisons are essential in creating connections for families, helping them navigate school resources, voice their concerns, and ensure they feel part of the school community. Additional pathways for home to school relationships include parent-teacher conferences, Back-to-School Nights, Multicultural events, parenting classes, and volunteer opportunities.|Feedback from SSCs and ELACs have surfaced focus areas for improvement to strengthen communication and relationship between staff and families. These areas include the following: Streamlining communication and expanding use of ParentSquare, monthly school and classroom newsletters, and keeping consistency between digital and paper-based communication to support aligned updates. Supporting systems and processes for feedback and communication such as positive phone calls home, and increased outreach outside of school events and conferences.  Where possible, expanding school events like workshops, math nights, and other school community events. Continuing to ensure staff visibility and proactive communication from school to home. Outreach and resources for families navigating specialized programs, including students with IEPs and non-English speaking families.|Our goal remains improving the engagement of underrepresented families to build connections to school staff and community. Community Liaisons are an integral part of supporting families of low income, English Learner students, as well as those experiencing homelessness and students in foster care. Along with school nurses, liaisons continue to connect families to school and community-based resources for academic, socio-emotional, and health needs, and Community Liaisons work closely with Campbell's District Lead for Community Engagement to ensure aligned and responsive support. Community Liaisons work to make sure families know who to connect with on campus, including office and support staff, host special welcome meetings for new families, and continue ELAC and Principal Coffees. Recognizing the importance of responding to families, Community Liaisons will follow up with support to address specific requests and needs based on feedback and requests.|Building on Campbell’s work in creating strong school to home relationships, schools demonstrate strengths and growth in supporting partnerships for student outcomes.  Families appreciate the open and regular communication from teachers and school staff regarding student progress. Tools like ParentSquare, email, Schoology, and SeeSaw are used by schools to support communication on student work, and parents who use these platforms report appreciation for updates and overviews of classroom activities, which help them stay informed about student learning. Parents share that when they reach out with questions and needs, school staff are responsive. Fall parent teacher conferences are well attended, and these meetings serve as a tool to set academic expectations and build a shared understanding between home and school at the start of the year. To better support parent understanding of student progress, in 25.26, Campbell revised its standards-based report card, with an improved layout and updated essential standards for English Language Arts and English Language Development, and in 26.27 the report card will launch with updated math essential standards. Coordination of Services Team (COST) meetings at all schools support staff and families in understanding and addressing student needs through a collaborative, strengths-based approach with action steps for families and school staff that focus on improving student outcomes.|Focal areas identified by sites for Campbell to improve partnerships for student outcomes include the following: Providing parents with ongoing resources and information needed to understand their student’s learning journey and to support learning and home, including grade level specific expectations, English Learner (EL) language progress, progress on classroom and student specific goals, report cards, and expanded information on results from local assessments. Communication with families on student areas of success as well as areas of need, via parent teacher conferences, Principal Coffees, or other methods to ensure parents understand the growth and progress of their student. Ensuring families understand that school staff, including teachers, are available to discuss student needs at any time, not just during formal conference windows.  Exploring the expansion of school community events to allow for engagement that includes academics and learning for all students and families.|To improve engagement of underrepresented families to build partnerships for student outcomes, Community Liaisons will continue to engage in personal outreach, welcome meetings for new families, offering workshops and resources in response to family requests in addition to existing meetings like ELAC and Principal Coffees as ways to improve engagement. Campbell remains committed to ensuring information on student progress is clear and easy to understand.|Campbell families provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to identify areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. Campbell’s annual Parent/Family Satisfaction Survey each winter as a way to gather input and feedback. School ELACs and SSCs receive regular presentations on school data and performance, and are asked for feedback to improve relationships, communication, and ways to receive input across the course of the year. ParentSquare updates, public postings, and other events support families in providing meaningful input on upcoming decisions. Non English speaking families are provided with materials, translation services, and outreach to support engagement and input and meetings such as Coffee with the Principal, SSC, and ELAC allow for understanding and information sharing with regard to site and district decisions, such as class configurations or start-time changes. Parents appreciate the collaborative nature of these meetings along with welcoming school campuses and Community Liaisons as pathways to school connection, engagement, and input.|Focal Areas identified by sites were:  Overcommunicating how feedback was received and providing updates in response to input. Streamlining and simplifying communication, information update, and feedback methods, including surveys, balancing digital outreach with physical, paper-based alternatives. Providing context to support families in understanding decision making processes. Diversifying and differentiating outreach methods to increase engagement to gather feedback and information from a broader range of families. Ensuring all families know the Community Liaison is a support for all parents on campus.  Identifying additional methods to gather input from students to inform decisions.|Schools remain committed to offering events and outreach to support increased engagement of families not yet represented. Community Liaisons continue to advocate for and create opportunities for connection and relationship, and understand the necessity of personalized connections in existing meetings such as ELAC as well as through direct outreach to parents. In addition, responses from our Parent/Family Satisfaction Survey continue to drive our work to better engage with and be responsive to underrepresented families.|5|5|4|4|4|4|4|3|5|4|5|5|Met||2026-06-25|2026
43693936046536|Capri Elementary|3|As a system, Campbell recognizes that communication from schools to home, and from families to schools and teachers is a non-negotiable component in supporting students and their families. To support this commitment, schools utilize Community Liaisons and outside providers to ensure families are able to actively participate in meetings and student conferences in their home language. In addition, Campbell communication tools such as SeeSaw and ParentSquare are used to keep families informed about student progress and performance on state and local assessments, and to share report cards, minimizing the number of logins and platforms needing to be accessed. Communication to all educational partners is supported through the work of our Public Information Officer, and our District Lead for Community Engagement to ensure aligned and responsive support. Where needed, staff use phone and written translation services to ensure families receive information in their home language, ensuring all families are able to access and connect with school and district staff. Families value our teachers, dedicated interpreters, and forums such as School Site Council (SSC), Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees (ELAC) along with Coffee with the Principal with dual-language translation. The regular use of ParentSquare, weekly newsletters, and consistent teacher updates keeps families informed. Parents appreciate having centralized, easy-to-access digital platforms to track classroom focus areas and real-time student progress. The active, daily presence of school staff during drop-off and pick-up times along with the friendliness and responsiveness of front office staff builds a sense of trust and partnership between schools and families. Community Liaisons are essential in creating connections for families, helping them navigate school resources, voice their concerns, and ensure they feel part of the school community. Additional pathways for home to school relationships include parent-teacher conferences, Back-to-School Nights, Multicultural events, parenting classes, and volunteer opportunities.|Feedback from SSCs and ELACs have surfaced focus areas for improvement to strengthen communication and relationship between staff and families. These areas include the following: Streamlining communication and expanding use of ParentSquare, monthly school and classroom newsletters, and keeping consistency between digital and paper-based communication to support aligned updates. Supporting systems and processes for feedback and communication such as positive phone calls home, and increased outreach outside of school events and conferences.  Where possible, expanding school events like workshops, math nights, and other school community events. Continuing to ensure staff visibility and proactive communication from school to home. Outreach and resources for families navigating specialized programs, including students with IEPs and non-English speaking families.|Our goal remains improving the engagement of underrepresented families to build connections to school staff and community. Community Liaisons are an integral part of supporting families of low income, English Learner students, as well as those experiencing homelessness and students in foster care. Along with school nurses, liaisons continue to connect families to school and community-based resources for academic, socio-emotional, and health needs, and Community Liaisons work closely with Campbell's District Lead for Community Engagement to ensure aligned and responsive support. Community Liaisons work to make sure families know who to connect with on campus, including office and support staff, host special welcome meetings for new families, and continue ELAC and Principal Coffees. Recognizing the importance of responding to families, Community Liaisons will follow up with support to address specific requests and needs based on feedback and requests.|Building on Campbell’s work in creating strong school to home relationships, schools demonstrate strengths and growth in supporting partnerships for student outcomes.  Families appreciate the open and regular communication from teachers and school staff regarding student progress. Tools like ParentSquare, email, Schoology, and SeeSaw are used by schools to support communication on student work, and parents who use these platforms report appreciation for updates and overviews of classroom activities, which help them stay informed about student learning. Parents share that when they reach out with questions and needs, school staff are responsive. Fall parent teacher conferences are well attended, and these meetings serve as a tool to set academic expectations and build a shared understanding between home and school at the start of the year. To better support parent understanding of student progress, in 25.26, Campbell revised its standards-based report card, with an improved layout and updated essential standards for English Language Arts and English Language Development, and in 26.27 the report card will launch with updated math essential standards. Coordination of Services Team (COST) meetings at all schools support staff and families in understanding and addressing student needs through a collaborative, strengths-based approach with action steps for families and school staff that focus on improving student outcomes.|Focal areas identified by sites for Campbell to improve partnerships for student outcomes include the following: Providing parents with ongoing resources and information needed to understand their student’s learning journey and to support learning and home, including grade level specific expectations, English Learner (EL) language progress, progress on classroom and student specific goals, report cards, and expanded information on results from local assessments. Communication with families on student areas of success as well as areas of need, via parent teacher conferences, Principal Coffees, or other methods to ensure parents understand the growth and progress of their student. Ensuring families understand that school staff, including teachers, are available to discuss student needs at any time, not just during formal conference windows.  Exploring the expansion of school community events to allow for engagement that includes academics and learning for all students and families.|To improve engagement of underrepresented families to build partnerships for student outcomes, Community Liaisons will continue to engage in personal outreach, welcome meetings for new families, offering workshops and resources in response to family requests in addition to existing meetings like ELAC and Principal Coffees as ways to improve engagement. Campbell remains committed to ensuring information on student progress is clear and easy to understand.|Campbell families provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to identify areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. Campbell’s annual Parent/Family Satisfaction Survey each winter as a way to gather input and feedback. School ELACs and SSCs receive regular presentations on school data and performance, and are asked for feedback to improve relationships, communication, and ways to receive input across the course of the year. ParentSquare updates, public postings, and other events support families in providing meaningful input on upcoming decisions. Non English speaking families are provided with materials, translation services, and outreach to support engagement and input and meetings such as Coffee with the Principal, SSC, and ELAC allow for understanding and information sharing with regard to site and district decisions, such as class configurations or start-time changes. Parents appreciate the collaborative nature of these meetings along with welcoming school campuses and Community Liaisons as pathways to school connection, engagement, and input.|Focal Areas identified by sites were:  Overcommunicating how feedback was received and providing updates in response to input. Streamlining and simplifying communication, information update, and feedback methods, including surveys, balancing digital outreach with physical, paper-based alternatives. Providing context to support families in understanding decision making processes. Diversifying and differentiating outreach methods to increase engagement to gather feedback and information from a broader range of families. Ensuring all families know the Community Liaison is a support for all parents on campus.  Identifying additional methods to gather input from students to inform decisions.|Schools remain committed to offering events and outreach to support increased engagement of families not yet represented. Community Liaisons continue to advocate for and create opportunities for connection and relationship, and understand the necessity of personalized connections in existing meetings such as ELAC as well as through direct outreach to parents. In addition, responses from our Parent/Family Satisfaction Survey continue to drive our work to better engage with and be responsive to underrepresented families.|5|5|4|4|4|4|4|3|5|4|5|5|Met||2026-06-25|2026
43693936046544|Castlemont Elementary|3|As a system, Campbell recognizes that communication from schools to home, and from families to schools and teachers is a non-negotiable component in supporting students and their families. To support this commitment, schools utilize Community Liaisons and outside providers to ensure families are able to actively participate in meetings and student conferences in their home language. In addition, Campbell communication tools such as SeeSaw and ParentSquare are used to keep families informed about student progress and performance on state and local assessments, and to share report cards, minimizing the number of logins and platforms needing to be accessed. Communication to all educational partners is supported through the work of our Public Information Officer, and our District Lead for Community Engagement to ensure aligned and responsive support. Where needed, staff use phone and written translation services to ensure families receive information in their home language, ensuring all families are able to access and connect with school and district staff. Families value our teachers, dedicated interpreters, and forums such as School Site Council (SSC), Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees (ELAC) along with Coffee with the Principal with dual-language translation. The regular use of ParentSquare, weekly newsletters, and consistent teacher updates keeps families informed. Parents appreciate having centralized, easy-to-access digital platforms to track classroom focus areas and real-time student progress. The active, daily presence of school staff during drop-off and pick-up times along with the friendliness and responsiveness of front office staff builds a sense of trust and partnership between schools and families. Community Liaisons are essential in creating connections for families, helping them navigate school resources, voice their concerns, and ensure they feel part of the school community. Additional pathways for home to school relationships include parent-teacher conferences, Back-to-School Nights, Multicultural events, parenting classes, and volunteer opportunities.|Feedback from SSCs and ELACs have surfaced focus areas for improvement to strengthen communication and relationship between staff and families. These areas include the following: Streamlining communication and expanding use of ParentSquare, monthly school and classroom newsletters, and keeping consistency between digital and paper-based communication to support aligned updates. Supporting systems and processes for feedback and communication such as positive phone calls home, and increased outreach outside of school events and conferences.  Where possible, expanding school events like workshops, math nights, and other school community events. Continuing to ensure staff visibility and proactive communication from school to home. Outreach and resources for families navigating specialized programs, including students with IEPs and non-English speaking families.|Our goal remains improving the engagement of underrepresented families to build connections to school staff and community. Community Liaisons are an integral part of supporting families of low income, English Learner students, as well as those experiencing homelessness and students in foster care. Along with school nurses, liaisons continue to connect families to school and community-based resources for academic, socio-emotional, and health needs, and Community Liaisons work closely with Campbell's District Lead for Community Engagement to ensure aligned and responsive support. Community Liaisons work to make sure families know who to connect with on campus, including office and support staff, host special welcome meetings for new families, and continue ELAC and Principal Coffees. Recognizing the importance of responding to families, Community Liaisons will follow up with support to address specific requests and needs based on feedback and requests.|Building on Campbell’s work in creating strong school to home relationships, schools demonstrate strengths and growth in supporting partnerships for student outcomes.  Families appreciate the open and regular communication from teachers and school staff regarding student progress. Tools like ParentSquare, email, Schoology, and SeeSaw are used by schools to support communication on student work, and parents who use these platforms report appreciation for updates and overviews of classroom activities, which help them stay informed about student learning. Parents share that when they reach out with questions and needs, school staff are responsive. Fall parent teacher conferences are well attended, and these meetings serve as a tool to set academic expectations and build a shared understanding between home and school at the start of the year. To better support parent understanding of student progress, in 25.26, Campbell revised its standards-based report card, with an improved layout and updated essential standards for English Language Arts and English Language Development, and in 26.27 the report card will launch with updated math essential standards. Coordination of Services Team (COST) meetings at all schools support staff and families in understanding and addressing student needs through a collaborative, strengths-based approach with action steps for families and school staff that focus on improving student outcomes.|Focal areas identified by sites for Campbell to improve partnerships for student outcomes include the following: Providing parents with ongoing resources and information needed to understand their student’s learning journey and to support learning and home, including grade level specific expectations, English Learner (EL) language progress, progress on classroom and student specific goals, report cards, and expanded information on results from local assessments. Communication with families on student areas of success as well as areas of need, via parent teacher conferences, Principal Coffees, or other methods to ensure parents understand the growth and progress of their student. Ensuring families understand that school staff, including teachers, are available to discuss student needs at any time, not just during formal conference windows.  Exploring the expansion of school community events to allow for engagement that includes academics and learning for all students and families.|To improve engagement of underrepresented families to build partnerships for student outcomes, Community Liaisons will continue to engage in personal outreach, welcome meetings for new families, offering workshops and resources in response to family requests in addition to existing meetings like ELAC and Principal Coffees as ways to improve engagement. Campbell remains committed to ensuring information on student progress is clear and easy to understand.|Campbell families provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to identify areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. Campbell’s annual Parent/Family Satisfaction Survey each winter as a way to gather input and feedback. School ELACs and SSCs receive regular presentations on school data and performance, and are asked for feedback to improve relationships, communication, and ways to receive input across the course of the year. ParentSquare updates, public postings, and other events support families in providing meaningful input on upcoming decisions. Non English speaking families are provided with materials, translation services, and outreach to support engagement and input and meetings such as Coffee with the Principal, SSC, and ELAC allow for understanding and information sharing with regard to site and district decisions, such as class configurations or start-time changes. Parents appreciate the collaborative nature of these meetings along with welcoming school campuses and Community Liaisons as pathways to school connection, engagement, and input.|Focal Areas identified by sites were:  Overcommunicating how feedback was received and providing updates in response to input. Streamlining and simplifying communication, information update, and feedback methods, including surveys, balancing digital outreach with physical, paper-based alternatives. Providing context to support families in understanding decision making processes. Diversifying and differentiating outreach methods to increase engagement to gather feedback and information from a broader range of families. Ensuring all families know the Community Liaison is a support for all parents on campus.  Identifying additional methods to gather input from students to inform decisions.|Schools remain committed to offering events and outreach to support increased engagement of families not yet represented. Community Liaisons continue to advocate for and create opportunities for connection and relationship, and understand the necessity of personalized connections in existing meetings such as ELAC as well as through direct outreach to parents. In addition, responses from our Parent/Family Satisfaction Survey continue to drive our work to better engage with and be responsive to underrepresented families.|5|5|4|4|4|4|4|3|5|4|5|5|Met||2026-06-25|2026
43693936046577|Forest Hill Elementary|3|As a system, Campbell recognizes that communication from schools to home, and from families to schools and teachers is a non-negotiable component in supporting students and their families. To support this commitment, schools utilize Community Liaisons and outside providers to ensure families are able to actively participate in meetings and student conferences in their home language. In addition, Campbell communication tools such as SeeSaw and ParentSquare are used to keep families informed about student progress and performance on state and local assessments, and to share report cards, minimizing the number of logins and platforms needing to be accessed. Communication to all educational partners is supported through the work of our Public Information Officer, and our District Lead for Community Engagement to ensure aligned and responsive support. Where needed, staff use phone and written translation services to ensure families receive information in their home language, ensuring all families are able to access and connect with school and district staff. Families value our teachers, dedicated interpreters, and forums such as School Site Council (SSC), Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees (ELAC) along with Coffee with the Principal with dual-language translation. The regular use of ParentSquare, weekly newsletters, and consistent teacher updates keeps families informed. Parents appreciate having centralized, easy-to-access digital platforms to track classroom focus areas and real-time student progress. The active, daily presence of school staff during drop-off and pick-up times along with the friendliness and responsiveness of front office staff builds a sense of trust and partnership between schools and families. Community Liaisons are essential in creating connections for families, helping them navigate school resources, voice their concerns, and ensure they feel part of the school community. Additional pathways for home to school relationships include parent-teacher conferences, Back-to-School Nights, Multicultural events, parenting classes, and volunteer opportunities.|Feedback from SSCs and ELACs have surfaced focus areas for improvement to strengthen communication and relationship between staff and families. These areas include the following: Streamlining communication and expanding use of ParentSquare, monthly school and classroom newsletters, and keeping consistency between digital and paper-based communication to support aligned updates. Supporting systems and processes for feedback and communication such as positive phone calls home, and increased outreach outside of school events and conferences.  Where possible, expanding school events like workshops, math nights, and other school community events. Continuing to ensure staff visibility and proactive communication from school to home. Outreach and resources for families navigating specialized programs, including students with IEPs and non-English speaking families.|Our goal remains improving the engagement of underrepresented families to build connections to school staff and community. Community Liaisons are an integral part of supporting families of low income, English Learner students, as well as those experiencing homelessness and students in foster care. Along with school nurses, liaisons continue to connect families to school and community-based resources for academic, socio-emotional, and health needs, and Community Liaisons work closely with Campbell's District Lead for Community Engagement to ensure aligned and responsive support. Community Liaisons work to make sure families know who to connect with on campus, including office and support staff, host special welcome meetings for new families, and continue ELAC and Principal Coffees. Recognizing the importance of responding to families, Community Liaisons will follow up with support to address specific requests and needs based on feedback and requests.|Building on Campbell’s work in creating strong school to home relationships, schools demonstrate strengths and growth in supporting partnerships for student outcomes.  Families appreciate the open and regular communication from teachers and school staff regarding student progress. Tools like ParentSquare, email, Schoology, and SeeSaw are used by schools to support communication on student work, and parents who use these platforms report appreciation for updates and overviews of classroom activities, which help them stay informed about student learning. Parents share that when they reach out with questions and needs, school staff are responsive. Fall parent teacher conferences are well attended, and these meetings serve as a tool to set academic expectations and build a shared understanding between home and school at the start of the year. To better support parent understanding of student progress, in 25.26, Campbell revised its standards-based report card, with an improved layout and updated essential standards for English Language Arts and English Language Development, and in 26.27 the report card will launch with updated math essential standards. Coordination of Services Team (COST) meetings at all schools support staff and families in understanding and addressing student needs through a collaborative, strengths-based approach with action steps for families and school staff that focus on improving student outcomes.|Focal areas identified by sites for Campbell to improve partnerships for student outcomes include the following: Providing parents with ongoing resources and information needed to understand their student’s learning journey and to support learning and home, including grade level specific expectations, English Learner (EL) language progress, progress on classroom and student specific goals, report cards, and expanded information on results from local assessments. Communication with families on student areas of success as well as areas of need, via parent teacher conferences, Principal Coffees, or other methods to ensure parents understand the growth and progress of their student. Ensuring families understand that school staff, including teachers, are available to discuss student needs at any time, not just during formal conference windows.  Exploring the expansion of school community events to allow for engagement that includes academics and learning for all students and families.|To improve engagement of underrepresented families to build partnerships for student outcomes, Community Liaisons will continue to engage in personal outreach, welcome meetings for new families, offering workshops and resources in response to family requests in addition to existing meetings like ELAC and Principal Coffees as ways to improve engagement. Campbell remains committed to ensuring information on student progress is clear and easy to understand.|Campbell families provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to identify areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. Campbell’s annual Parent/Family Satisfaction Survey each winter as a way to gather input and feedback. School ELACs and SSCs receive regular presentations on school data and performance, and are asked for feedback to improve relationships, communication, and ways to receive input across the course of the year. ParentSquare updates, public postings, and other events support families in providing meaningful input on upcoming decisions. Non English speaking families are provided with materials, translation services, and outreach to support engagement and input and meetings such as Coffee with the Principal, SSC, and ELAC allow for understanding and information sharing with regard to site and district decisions, such as class configurations or start-time changes. Parents appreciate the collaborative nature of these meetings along with welcoming school campuses and Community Liaisons as pathways to school connection, engagement, and input.|Focal Areas identified by sites were:  Overcommunicating how feedback was received and providing updates in response to input. Streamlining and simplifying communication, information update, and feedback methods, including surveys, balancing digital outreach with physical, paper-based alternatives. Providing context to support families in understanding decision making processes. Diversifying and differentiating outreach methods to increase engagement to gather feedback and information from a broader range of families. Ensuring all families know the Community Liaison is a support for all parents on campus.  Identifying additional methods to gather input from students to inform decisions.|Schools remain committed to offering events and outreach to support increased engagement of families not yet represented. Community Liaisons continue to advocate for and create opportunities for connection and relationship, and understand the necessity of personalized connections in existing meetings such as ELAC as well as through direct outreach to parents. In addition, responses from our Parent/Family Satisfaction Survey continue to drive our work to better engage with and be responsive to underrepresented families.|5|5|4|4|4|4|4|3|5|4|5|5|Met||2026-06-25|2026
43693936046601|Lynhaven Elementary|3|As a system, Campbell recognizes that communication from schools to home, and from families to schools and teachers is a non-negotiable component in supporting students and their families. To support this commitment, schools utilize Community Liaisons and outside providers to ensure families are able to actively participate in meetings and student conferences in their home language. In addition, Campbell communication tools such as SeeSaw and ParentSquare are used to keep families informed about student progress and performance on state and local assessments, and to share report cards, minimizing the number of logins and platforms needing to be accessed. Communication to all educational partners is supported through the work of our Public Information Officer, and our District Lead for Community Engagement to ensure aligned and responsive support. Where needed, staff use phone and written translation services to ensure families receive information in their home language, ensuring all families are able to access and connect with school and district staff. Families value our teachers, dedicated interpreters, and forums such as School Site Council (SSC), Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees (ELAC) along with Coffee with the Principal with dual-language translation. The regular use of ParentSquare, weekly newsletters, and consistent teacher updates keeps families informed. Parents appreciate having centralized, easy-to-access digital platforms to track classroom focus areas and real-time student progress. The active, daily presence of school staff during drop-off and pick-up times along with the friendliness and responsiveness of front office staff builds a sense of trust and partnership between schools and families. Community Liaisons are essential in creating connections for families, helping them navigate school resources, voice their concerns, and ensure they feel part of the school community. Additional pathways for home to school relationships include parent-teacher conferences, Back-to-School Nights, Multicultural events, parenting classes, and volunteer opportunities.|Feedback from SSCs and ELACs have surfaced focus areas for improvement to strengthen communication and relationship between staff and families. These areas include the following: Streamlining communication and expanding use of ParentSquare, monthly school and classroom newsletters, and keeping consistency between digital and paper-based communication to support aligned updates. Supporting systems and processes for feedback and communication such as positive phone calls home, and increased outreach outside of school events and conferences.  Where possible, expanding school events like workshops, math nights, and other school community events. Continuing to ensure staff visibility and proactive communication from school to home. Outreach and resources for families navigating specialized programs, including students with IEPs and non-English speaking families.|Our goal remains improving the engagement of underrepresented families to build connections to school staff and community. Community Liaisons are an integral part of supporting families of low income, English Learner students, as well as those experiencing homelessness and students in foster care. Along with school nurses, liaisons continue to connect families to school and community-based resources for academic, socio-emotional, and health needs, and Community Liaisons work closely with Campbell's District Lead for Community Engagement to ensure aligned and responsive support. Community Liaisons work to make sure families know who to connect with on campus, including office and support staff, host special welcome meetings for new families, and continue ELAC and Principal Coffees. Recognizing the importance of responding to families, Community Liaisons will follow up with support to address specific requests and needs based on feedback and requests.|Building on Campbell’s work in creating strong school to home relationships, schools demonstrate strengths and growth in supporting partnerships for student outcomes.  Families appreciate the open and regular communication from teachers and school staff regarding student progress. Tools like ParentSquare, email, Schoology, and SeeSaw are used by schools to support communication on student work, and parents who use these platforms report appreciation for updates and overviews of classroom activities, which help them stay informed about student learning. Parents share that when they reach out with questions and needs, school staff are responsive. Fall parent teacher conferences are well attended, and these meetings serve as a tool to set academic expectations and build a shared understanding between home and school at the start of the year. To better support parent understanding of student progress, in 25.26, Campbell revised its standards-based report card, with an improved layout and updated essential standards for English Language Arts and English Language Development, and in 26.27 the report card will launch with updated math essential standards. Coordination of Services Team (COST) meetings at all schools support staff and families in understanding and addressing student needs through a collaborative, strengths-based approach with action steps for families and school staff that focus on improving student outcomes.|Focal areas identified by sites for Campbell to improve partnerships for student outcomes include the following: Providing parents with ongoing resources and information needed to understand their student’s learning journey and to support learning and home, including grade level specific expectations, English Learner (EL) language progress, progress on classroom and student specific goals, report cards, and expanded information on results from local assessments. Communication with families on student areas of success as well as areas of need, via parent teacher conferences, Principal Coffees, or other methods to ensure parents understand the growth and progress of their student. Ensuring families understand that school staff, including teachers, are available to discuss student needs at any time, not just during formal conference windows.  Exploring the expansion of school community events to allow for engagement that includes academics and learning for all students and families.|To improve engagement of underrepresented families to build partnerships for student outcomes, Community Liaisons will continue to engage in personal outreach, welcome meetings for new families, offering workshops and resources in response to family requests in addition to existing meetings like ELAC and Principal Coffees as ways to improve engagement. Campbell remains committed to ensuring information on student progress is clear and easy to understand.|Campbell families provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to identify areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. Campbell’s annual Parent/Family Satisfaction Survey each winter as a way to gather input and feedback. School ELACs and SSCs receive regular presentations on school data and performance, and are asked for feedback to improve relationships, communication, and ways to receive input across the course of the year. ParentSquare updates, public postings, and other events support families in providing meaningful input on upcoming decisions. Non English speaking families are provided with materials, translation services, and outreach to support engagement and input and meetings such as Coffee with the Principal, SSC, and ELAC allow for understanding and information sharing with regard to site and district decisions, such as class configurations or start-time changes. Parents appreciate the collaborative nature of these meetings along with welcoming school campuses and Community Liaisons as pathways to school connection, engagement, and input.|Focal Areas identified by sites were:  Overcommunicating how feedback was received and providing updates in response to input. Streamlining and simplifying communication, information update, and feedback methods, including surveys, balancing digital outreach with physical, paper-based alternatives. Providing context to support families in understanding decision making processes. Diversifying and differentiating outreach methods to increase engagement to gather feedback and information from a broader range of families. Ensuring all families know the Community Liaison is a support for all parents on campus.  Identifying additional methods to gather input from students to inform decisions.|Schools remain committed to offering events and outreach to support increased engagement of families not yet represented. Community Liaisons continue to advocate for and create opportunities for connection and relationship, and understand the necessity of personalized connections in existing meetings such as ELAC as well as through direct outreach to parents. In addition, responses from our Parent/Family Satisfaction Survey continue to drive our work to better engage with and be responsive to underrepresented families.|5|5|4|4|4|4|4|3|5|4|5|5|Met||2026-06-25|2026
43693936046619|Marshall Lane Elementary|3|As a system, Campbell recognizes that communication from schools to home, and from families to schools and teachers is a non-negotiable component in supporting students and their families. To support this commitment, schools utilize Community Liaisons and outside providers to ensure families are able to actively participate in meetings and student conferences in their home language. In addition, Campbell communication tools such as SeeSaw and ParentSquare are used to keep families informed about student progress and performance on state and local assessments, and to share report cards, minimizing the number of logins and platforms needing to be accessed. Communication to all educational partners is supported through the work of our Public Information Officer, and our District Lead for Community Engagement to ensure aligned and responsive support. Where needed, staff use phone and written translation services to ensure families receive information in their home language, ensuring all families are able to access and connect with school and district staff. Families value our teachers, dedicated interpreters, and forums such as School Site Council (SSC), Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees (ELAC) along with Coffee with the Principal with dual-language translation. The regular use of ParentSquare, weekly newsletters, and consistent teacher updates keeps families informed. Parents appreciate having centralized, easy-to-access digital platforms to track classroom focus areas and real-time student progress. The active, daily presence of school staff during drop-off and pick-up times along with the friendliness and responsiveness of front office staff builds a sense of trust and partnership between schools and families. Community Liaisons are essential in creating connections for families, helping them navigate school resources, voice their concerns, and ensure they feel part of the school community. Additional pathways for home to school relationships include parent-teacher conferences, Back-to-School Nights, Multicultural events, parenting classes, and volunteer opportunities.|Feedback from SSCs and ELACs have surfaced focus areas for improvement to strengthen communication and relationship between staff and families. These areas include the following: Streamlining communication and expanding use of ParentSquare, monthly school and classroom newsletters, and keeping consistency between digital and paper-based communication to support aligned updates. Supporting systems and processes for feedback and communication such as positive phone calls home, and increased outreach outside of school events and conferences.  Where possible, expanding school events like workshops, math nights, and other school community events. Continuing to ensure staff visibility and proactive communication from school to home. Outreach and resources for families navigating specialized programs, including students with IEPs and non-English speaking families.|Our goal remains improving the engagement of underrepresented families to build connections to school staff and community. Community Liaisons are an integral part of supporting families of low income, English Learner students, as well as those experiencing homelessness and students in foster care. Along with school nurses, liaisons continue to connect families to school and community-based resources for academic, socio-emotional, and health needs, and Community Liaisons work closely with Campbell's District Lead for Community Engagement to ensure aligned and responsive support. Community Liaisons work to make sure families know who to connect with on campus, including office and support staff, host special welcome meetings for new families, and continue ELAC and Principal Coffees. Recognizing the importance of responding to families, Community Liaisons will follow up with support to address specific requests and needs based on feedback and requests.|Building on Campbell’s work in creating strong school to home relationships, schools demonstrate strengths and growth in supporting partnerships for student outcomes.  Families appreciate the open and regular communication from teachers and school staff regarding student progress. Tools like ParentSquare, email, Schoology, and SeeSaw are used by schools to support communication on student work, and parents who use these platforms report appreciation for updates and overviews of classroom activities, which help them stay informed about student learning. Parents share that when they reach out with questions and needs, school staff are responsive. Fall parent teacher conferences are well attended, and these meetings serve as a tool to set academic expectations and build a shared understanding between home and school at the start of the year. To better support parent understanding of student progress, in 25.26, Campbell revised its standards-based report card, with an improved layout and updated essential standards for English Language Arts and English Language Development, and in 26.27 the report card will launch with updated math essential standards. Coordination of Services Team (COST) meetings at all schools support staff and families in understanding and addressing student needs through a collaborative, strengths-based approach with action steps for families and school staff that focus on improving student outcomes.|Focal areas identified by sites for Campbell to improve partnerships for student outcomes include the following: Providing parents with ongoing resources and information needed to understand their student’s learning journey and to support learning and home, including grade level specific expectations, English Learner (EL) language progress, progress on classroom and student specific goals, report cards, and expanded information on results from local assessments. Communication with families on student areas of success as well as areas of need, via parent teacher conferences, Principal Coffees, or other methods to ensure parents understand the growth and progress of their student. Ensuring families understand that school staff, including teachers, are available to discuss student needs at any time, not just during formal conference windows.  Exploring the expansion of school community events to allow for engagement that includes academics and learning for all students and families.|To improve engagement of underrepresented families to build partnerships for student outcomes, Community Liaisons will continue to engage in personal outreach, welcome meetings for new families, offering workshops and resources in response to family requests in addition to existing meetings like ELAC and Principal Coffees as ways to improve engagement. Campbell remains committed to ensuring information on student progress is clear and easy to understand.|Campbell families provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to identify areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. Campbell’s annual Parent/Family Satisfaction Survey each winter as a way to gather input and feedback. School ELACs and SSCs receive regular presentations on school data and performance, and are asked for feedback to improve relationships, communication, and ways to receive input across the course of the year. ParentSquare updates, public postings, and other events support families in providing meaningful input on upcoming decisions. Non English speaking families are provided with materials, translation services, and outreach to support engagement and input and meetings such as Coffee with the Principal, SSC, and ELAC allow for understanding and information sharing with regard to site and district decisions, such as class configurations or start-time changes. Parents appreciate the collaborative nature of these meetings along with welcoming school campuses and Community Liaisons as pathways to school connection, engagement, and input.|Focal Areas identified by sites were:  Overcommunicating how feedback was received and providing updates in response to input. Streamlining and simplifying communication, information update, and feedback methods, including surveys, balancing digital outreach with physical, paper-based alternatives. Providing context to support families in understanding decision making processes. Diversifying and differentiating outreach methods to increase engagement to gather feedback and information from a broader range of families. Ensuring all families know the Community Liaison is a support for all parents on campus.  Identifying additional methods to gather input from students to inform decisions.|Schools remain committed to offering events and outreach to support increased engagement of families not yet represented. Community Liaisons continue to advocate for and create opportunities for connection and relationship, and understand the necessity of personalized connections in existing meetings such as ELAC as well as through direct outreach to parents. In addition, responses from our Parent/Family Satisfaction Survey continue to drive our work to better engage with and be responsive to underrepresented families.|5|5|4|4|4|4|4|3|5|4|5|5|Met||2026-06-25|2026
43693936046627|Monroe Middle|3|As a system, Campbell recognizes that communication from schools to home, and from families to schools and teachers is a non-negotiable component in supporting students and their families. To support this commitment, schools utilize Community Liaisons and outside providers to ensure families are able to actively participate in meetings and student conferences in their home language. In addition, Campbell communication tools such as SeeSaw and ParentSquare are used to keep families informed about student progress and performance on state and local assessments, and to share report cards, minimizing the number of logins and platforms needing to be accessed. Communication to all educational partners is supported through the work of our Public Information Officer, and our District Lead for Community Engagement to ensure aligned and responsive support. Where needed, staff use phone and written translation services to ensure families receive information in their home language, ensuring all families are able to access and connect with school and district staff. Families value our teachers, dedicated interpreters, and forums such as School Site Council (SSC), Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees (ELAC) along with Coffee with the Principal with dual-language translation. The regular use of ParentSquare, weekly newsletters, and consistent teacher updates keeps families informed. Parents appreciate having centralized, easy-to-access digital platforms to track classroom focus areas and real-time student progress. The active, daily presence of school staff during drop-off and pick-up times along with the friendliness and responsiveness of front office staff builds a sense of trust and partnership between schools and families. Community Liaisons are essential in creating connections for families, helping them navigate school resources, voice their concerns, and ensure they feel part of the school community. Additional pathways for home to school relationships include parent-teacher conferences, Back-to-School Nights, Multicultural events, parenting classes, and volunteer opportunities.|Feedback from SSCs and ELACs have surfaced focus areas for improvement to strengthen communication and relationship between staff and families. These areas include the following: Streamlining communication and expanding use of ParentSquare, monthly school and classroom newsletters, and keeping consistency between digital and paper-based communication to support aligned updates. Supporting systems and processes for feedback and communication such as positive phone calls home, and increased outreach outside of school events and conferences.  Where possible, expanding school events like workshops, math nights, and other school community events. Continuing to ensure staff visibility and proactive communication from school to home. Outreach and resources for families navigating specialized programs, including students with IEPs and non-English speaking families.|Our goal remains improving the engagement of underrepresented families to build connections to school staff and community. Community Liaisons are an integral part of supporting families of low income, English Learner students, as well as those experiencing homelessness and students in foster care. Along with school nurses, liaisons continue to connect families to school and community-based resources for academic, socio-emotional, and health needs, and Community Liaisons work closely with Campbell's District Lead for Community Engagement to ensure aligned and responsive support. Community Liaisons work to make sure families know who to connect with on campus, including office and support staff, host special welcome meetings for new families, and continue ELAC and Principal Coffees. Recognizing the importance of responding to families, Community Liaisons will follow up with support to address specific requests and needs based on feedback and requests.|Building on Campbell’s work in creating strong school to home relationships, schools demonstrate strengths and growth in supporting partnerships for student outcomes.  Families appreciate the open and regular communication from teachers and school staff regarding student progress. Tools like ParentSquare, email, Schoology, and SeeSaw are used by schools to support communication on student work, and parents who use these platforms report appreciation for updates and overviews of classroom activities, which help them stay informed about student learning. Parents share that when they reach out with questions and needs, school staff are responsive. Fall parent teacher conferences are well attended, and these meetings serve as a tool to set academic expectations and build a shared understanding between home and school at the start of the year. To better support parent understanding of student progress, in 25.26, Campbell revised its standards-based report card, with an improved layout and updated essential standards for English Language Arts and English Language Development, and in 26.27 the report card will launch with updated math essential standards. Coordination of Services Team (COST) meetings at all schools support staff and families in understanding and addressing student needs through a collaborative, strengths-based approach with action steps for families and school staff that focus on improving student outcomes.|Focal areas identified by sites for Campbell to improve partnerships for student outcomes include the following: Providing parents with ongoing resources and information needed to understand their student’s learning journey and to support learning and home, including grade level specific expectations, English Learner (EL) language progress, progress on classroom and student specific goals, report cards, and expanded information on results from local assessments. Communication with families on student areas of success as well as areas of need, via parent teacher conferences, Principal Coffees, or other methods to ensure parents understand the growth and progress of their student. Ensuring families understand that school staff, including teachers, are available to discuss student needs at any time, not just during formal conference windows.  Exploring the expansion of school community events to allow for engagement that includes academics and learning for all students and families.|To improve engagement of underrepresented families to build partnerships for student outcomes, Community Liaisons will continue to engage in personal outreach, welcome meetings for new families, offering workshops and resources in response to family requests in addition to existing meetings like ELAC and Principal Coffees as ways to improve engagement. Campbell remains committed to ensuring information on student progress is clear and easy to understand.|Campbell families provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to identify areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. Campbell’s annual Parent/Family Satisfaction Survey each winter as a way to gather input and feedback. School ELACs and SSCs receive regular presentations on school data and performance, and are asked for feedback to improve relationships, communication, and ways to receive input across the course of the year. ParentSquare updates, public postings, and other events support families in providing meaningful input on upcoming decisions. Non English speaking families are provided with materials, translation services, and outreach to support engagement and input and meetings such as Coffee with the Principal, SSC, and ELAC allow for understanding and information sharing with regard to site and district decisions, such as class configurations or start-time changes. Parents appreciate the collaborative nature of these meetings along with welcoming school campuses and Community Liaisons as pathways to school connection, engagement, and input.|Focal Areas identified by sites were:  Overcommunicating how feedback was received and providing updates in response to input. Streamlining and simplifying communication, information update, and feedback methods, including surveys, balancing digital outreach with physical, paper-based alternatives. Providing context to support families in understanding decision making processes. Diversifying and differentiating outreach methods to increase engagement to gather feedback and information from a broader range of families. Ensuring all families know the Community Liaison is a support for all parents on campus.  Identifying additional methods to gather input from students to inform decisions.|Schools remain committed to offering events and outreach to support increased engagement of families not yet represented. Community Liaisons continue to advocate for and create opportunities for connection and relationship, and understand the necessity of personalized connections in existing meetings such as ELAC as well as through direct outreach to parents. In addition, responses from our Parent/Family Satisfaction Survey continue to drive our work to better engage with and be responsive to underrepresented families.|5|5|4|4|4|4|4|3|5|4|5|5|Met||2026-06-25|2026
43693936046668|Rolling Hills Middle|3|As a system, Campbell recognizes that communication from schools to home, and from families to schools and teachers is a non-negotiable component in supporting students and their families. To support this commitment, schools utilize Community Liaisons and outside providers to ensure families are able to actively participate in meetings and student conferences in their home language. In addition, Campbell communication tools such as SeeSaw and ParentSquare are used to keep families informed about student progress and performance on state and local assessments, and to share report cards, minimizing the number of logins and platforms needing to be accessed. Communication to all educational partners is supported through the work of our Public Information Officer, and our District Lead for Community Engagement to ensure aligned and responsive support. Where needed, staff use phone and written translation services to ensure families receive information in their home language, ensuring all families are able to access and connect with school and district staff. Families value our teachers, dedicated interpreters, and forums such as School Site Council (SSC), Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees (ELAC) along with Coffee with the Principal with dual-language translation. The regular use of ParentSquare, weekly newsletters, and consistent teacher updates keeps families informed. Parents appreciate having centralized, easy-to-access digital platforms to track classroom focus areas and real-time student progress. The active, daily presence of school staff during drop-off and pick-up times along with the friendliness and responsiveness of front office staff builds a sense of trust and partnership between schools and families. Community Liaisons are essential in creating connections for families, helping them navigate school resources, voice their concerns, and ensure they feel part of the school community. Additional pathways for home to school relationships include parent-teacher conferences, Back-to-School Nights, Multicultural events, parenting classes, and volunteer opportunities.|Feedback from SSCs and ELACs have surfaced focus areas for improvement to strengthen communication and relationship between staff and families. These areas include the following: Streamlining communication and expanding use of ParentSquare, monthly school and classroom newsletters, and keeping consistency between digital and paper-based communication to support aligned updates. Supporting systems and processes for feedback and communication such as positive phone calls home, and increased outreach outside of school events and conferences.  Where possible, expanding school events like workshops, math nights, and other school community events. Continuing to ensure staff visibility and proactive communication from school to home. Outreach and resources for families navigating specialized programs, including students with IEPs and non-English speaking families.|Our goal remains improving the engagement of underrepresented families to build connections to school staff and community. Community Liaisons are an integral part of supporting families of low income, English Learner students, as well as those experiencing homelessness and students in foster care. Along with school nurses, liaisons continue to connect families to school and community-based resources for academic, socio-emotional, and health needs, and Community Liaisons work closely with Campbell's District Lead for Community Engagement to ensure aligned and responsive support. Community Liaisons work to make sure families know who to connect with on campus, including office and support staff, host special welcome meetings for new families, and continue ELAC and Principal Coffees. Recognizing the importance of responding to families, Community Liaisons will follow up with support to address specific requests and needs based on feedback and requests.|Building on Campbell’s work in creating strong school to home relationships, schools demonstrate strengths and growth in supporting partnerships for student outcomes.  Families appreciate the open and regular communication from teachers and school staff regarding student progress. Tools like ParentSquare, email, Schoology, and SeeSaw are used by schools to support communication on student work, and parents who use these platforms report appreciation for updates and overviews of classroom activities, which help them stay informed about student learning. Parents share that when they reach out with questions and needs, school staff are responsive. Fall parent teacher conferences are well attended, and these meetings serve as a tool to set academic expectations and build a shared understanding between home and school at the start of the year. To better support parent understanding of student progress, in 25.26, Campbell revised its standards-based report card, with an improved layout and updated essential standards for English Language Arts and English Language Development, and in 26.27 the report card will launch with updated math essential standards. Coordination of Services Team (COST) meetings at all schools support staff and families in understanding and addressing student needs through a collaborative, strengths-based approach with action steps for families and school staff that focus on improving student outcomes.|Focal areas identified by sites for Campbell to improve partnerships for student outcomes include the following: Providing parents with ongoing resources and information needed to understand their student’s learning journey and to support learning and home, including grade level specific expectations, English Learner (EL) language progress, progress on classroom and student specific goals, report cards, and expanded information on results from local assessments. Communication with families on student areas of success as well as areas of need, via parent teacher conferences, Principal Coffees, or other methods to ensure parents understand the growth and progress of their student. Ensuring families understand that school staff, including teachers, are available to discuss student needs at any time, not just during formal conference windows.  Exploring the expansion of school community events to allow for engagement that includes academics and learning for all students and families.|To improve engagement of underrepresented families to build partnerships for student outcomes, Community Liaisons will continue to engage in personal outreach, welcome meetings for new families, offering workshops and resources in response to family requests in addition to existing meetings like ELAC and Principal Coffees as ways to improve engagement. Campbell remains committed to ensuring information on student progress is clear and easy to understand.|Campbell families provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to identify areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. Campbell’s annual Parent/Family Satisfaction Survey each winter as a way to gather input and feedback. School ELACs and SSCs receive regular presentations on school data and performance, and are asked for feedback to improve relationships, communication, and ways to receive input across the course of the year. ParentSquare updates, public postings, and other events support families in providing meaningful input on upcoming decisions. Non English speaking families are provided with materials, translation services, and outreach to support engagement and input and meetings such as Coffee with the Principal, SSC, and ELAC allow for understanding and information sharing with regard to site and district decisions, such as class configurations or start-time changes. Parents appreciate the collaborative nature of these meetings along with welcoming school campuses and Community Liaisons as pathways to school connection, engagement, and input.|Focal Areas identified by sites were:  Overcommunicating how feedback was received and providing updates in response to input. Streamlining and simplifying communication, information update, and feedback methods, including surveys, balancing digital outreach with physical, paper-based alternatives. Providing context to support families in understanding decision making processes. Diversifying and differentiating outreach methods to increase engagement to gather feedback and information from a broader range of families. Ensuring all families know the Community Liaison is a support for all parents on campus.  Identifying additional methods to gather input from students to inform decisions.|Schools remain committed to offering events and outreach to support increased engagement of families not yet represented. Community Liaisons continue to advocate for and create opportunities for connection and relationship, and understand the necessity of personalized connections in existing meetings such as ELAC as well as through direct outreach to parents. In addition, responses from our Parent/Family Satisfaction Survey continue to drive our work to better engage with and be responsive to underrepresented families.|5|5|4|4|4|4|4|3|5|4|5|5|Met||2026-06-25|2026
43693936046692|Sherman Oaks Elementary|3|As a system, Campbell recognizes that communication from schools to home, and from families to schools and teachers is a non-negotiable component in supporting students and their families. To support this commitment, schools utilize Community Liaisons and outside providers to ensure families are able to actively participate in meetings and student conferences in their home language. In addition, Campbell communication tools such as SeeSaw and ParentSquare are used to keep families informed about student progress and performance on state and local assessments, and to share report cards, minimizing the number of logins and platforms needing to be accessed. Communication to all educational partners is supported through the work of our Public Information Officer, and our District Lead for Community Engagement to ensure aligned and responsive support. Where needed, staff use phone and written translation services to ensure families receive information in their home language, ensuring all families are able to access and connect with school and district staff. Families value our teachers, dedicated interpreters, and forums such as School Site Council (SSC), Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees (ELAC) along with Coffee with the Principal with dual-language translation. The regular use of ParentSquare, weekly newsletters, and consistent teacher updates keeps families informed. Parents appreciate having centralized, easy-to-access digital platforms to track classroom focus areas and real-time student progress. The active, daily presence of school staff during drop-off and pick-up times along with the friendliness and responsiveness of front office staff builds a sense of trust and partnership between schools and families. Community Liaisons are essential in creating connections for families, helping them navigate school resources, voice their concerns, and ensure they feel part of the school community. Additional pathways for home to school relationships include parent-teacher conferences, Back-to-School Nights, Multicultural events, parenting classes, and volunteer opportunities.|Feedback from SSCs and ELACs have surfaced focus areas for improvement to strengthen communication and relationship between staff and families. These areas include the following: Streamlining communication and expanding use of ParentSquare, monthly school and classroom newsletters, and keeping consistency between digital and paper-based communication to support aligned updates. Supporting systems and processes for feedback and communication such as positive phone calls home, and increased outreach outside of school events and conferences.  Where possible, expanding school events like workshops, math nights, and other school community events. Continuing to ensure staff visibility and proactive communication from school to home. Outreach and resources for families navigating specialized programs, including students with IEPs and non-English speaking families.|Our goal remains improving the engagement of underrepresented families to build connections to school staff and community. Community Liaisons are an integral part of supporting families of low income, English Learner students, as well as those experiencing homelessness and students in foster care. Along with school nurses, liaisons continue to connect families to school and community-based resources for academic, socio-emotional, and health needs, and Community Liaisons work closely with Campbell's District Lead for Community Engagement to ensure aligned and responsive support. Community Liaisons work to make sure families know who to connect with on campus, including office and support staff, host special welcome meetings for new families, and continue ELAC and Principal Coffees. Recognizing the importance of responding to families, Community Liaisons will follow up with support to address specific requests and needs based on feedback and requests.|Building on Campbell’s work in creating strong school to home relationships, schools demonstrate strengths and growth in supporting partnerships for student outcomes.  Families appreciate the open and regular communication from teachers and school staff regarding student progress. Tools like ParentSquare, email, Schoology, and SeeSaw are used by schools to support communication on student work, and parents who use these platforms report appreciation for updates and overviews of classroom activities, which help them stay informed about student learning. Parents share that when they reach out with questions and needs, school staff are responsive. Fall parent teacher conferences are well attended, and these meetings serve as a tool to set academic expectations and build a shared understanding between home and school at the start of the year. To better support parent understanding of student progress, in 25.26, Campbell revised its standards-based report card, with an improved layout and updated essential standards for English Language Arts and English Language Development, and in 26.27 the report card will launch with updated math essential standards. Coordination of Services Team (COST) meetings at all schools support staff and families in understanding and addressing student needs through a collaborative, strengths-based approach with action steps for families and school staff that focus on improving student outcomes.|Focal areas identified by sites for Campbell to improve partnerships for student outcomes include the following: Providing parents with ongoing resources and information needed to understand their student’s learning journey and to support learning and home, including grade level specific expectations, English Learner (EL) language progress, progress on classroom and student specific goals, report cards, and expanded information on results from local assessments. Communication with families on student areas of success as well as areas of need, via parent teacher conferences, Principal Coffees, or other methods to ensure parents understand the growth and progress of their student. Ensuring families understand that school staff, including teachers, are available to discuss student needs at any time, not just during formal conference windows.  Exploring the expansion of school community events to allow for engagement that includes academics and learning for all students and families.|To improve engagement of underrepresented families to build partnerships for student outcomes, Community Liaisons will continue to engage in personal outreach, welcome meetings for new families, offering workshops and resources in response to family requests in addition to existing meetings like ELAC and Principal Coffees as ways to improve engagement. Campbell remains committed to ensuring information on student progress is clear and easy to understand.|Campbell families provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to identify areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. Campbell’s annual Parent/Family Satisfaction Survey each winter as a way to gather input and feedback. School ELACs and SSCs receive regular presentations on school data and performance, and are asked for feedback to improve relationships, communication, and ways to receive input across the course of the year. ParentSquare updates, public postings, and other events support families in providing meaningful input on upcoming decisions. Non English speaking families are provided with materials, translation services, and outreach to support engagement and input and meetings such as Coffee with the Principal, SSC, and ELAC allow for understanding and information sharing with regard to site and district decisions, such as class configurations or start-time changes. Parents appreciate the collaborative nature of these meetings along with welcoming school campuses and Community Liaisons as pathways to school connection, engagement, and input.|Focal Areas identified by sites were:  Overcommunicating how feedback was received and providing updates in response to input. Streamlining and simplifying communication, information update, and feedback methods, including surveys, balancing digital outreach with physical, paper-based alternatives. Providing context to support families in understanding decision making processes. Diversifying and differentiating outreach methods to increase engagement to gather feedback and information from a broader range of families. Ensuring all families know the Community Liaison is a support for all parents on campus.  Identifying additional methods to gather input from students to inform decisions.|Schools remain committed to offering events and outreach to support increased engagement of families not yet represented. Community Liaisons continue to advocate for and create opportunities for connection and relationship, and understand the necessity of personalized connections in existing meetings such as ELAC as well as through direct outreach to parents. In addition, responses from our Parent/Family Satisfaction Survey continue to drive our work to better engage with and be responsive to underrepresented families.|5|5|4|4|4|4|4|3|5|4|5|5|Met||2026-06-25|2026
43694010000000|Campbell Union High|3|The District is using ParentSquare for consistent communication from the District Office and each school site, with translation into multiple languages available on the platform. There was a large increase in LanguageLine usage to improve translation access. CUHSD has a District English Learner Advisory Council, and all comprehensive schools have English Learner Advisory Committees. CUHSD has six full-time Spanish-bilingual Community Liaisons whose primary responsibilities include Spanish-speaking family outreach across all school sites and assisting in gathering input from those communities on district-wide initiatives. A sixth Community Liaison was added to our continuation school site, Boynton High School, which has a high percentage of Spanish-speaking families. All school sites have outreach activities centered around incoming 9th-grade students and orientation. Parent education events include a district-wide college fair and career expo, and multiple school-based parent information nights. The learning management system Canvas has enabled teachers to communicate more effectively with families regarding student progress. Multiple school sites utilized the Parent Institute for Quality Education (PIQE) program to provide educational sessions for parents on how to support their students. Parent University is also available to parents for educational opportunities. The District is also actively exploring various partners for interpretation support, based on parent and staff feedback, to ensure the highest-quality interpretations are provided.|The District is working to celebrate additional cultures and expand our events to be more inclusive. The District is committed to supporting families in their understanding of the educational system. There is now a guide available to sites on how to welcome newcomer students and emerging multilingual families for those who are new to the U.S. educational system. The District is also making improvements to the website to have all documents available in multiple languages. Families have expressed interest in better understanding the technology and communication tools available, and the District is expanding its parent resources to provide relevant information and offer training opportunities. With counselors meeting with students to determine their career goals on a more individualized basis, and the SARB process improving, communication around attendance and school policies, as well as student outcomes, has improved significantly. Centralizing the work of Community Liaisons has better utilized their cultural expertise. The College Latinx College Access Night was held to engage families in a peer network of support.|The District has centralized collaboration among Community Liaisons across school sites to optimize collaboration and expand opportunities for emerging multilingual families to learn about the educational system, such as college field trips and districtwide college access nights. Parents are interested in hearing directly from instructional staff and hearing more about positive feedback. Prospect High School will be hosting a day for families to visit their students’ English Language Development classrooms. Community Liaisons are also working to develop parent leaders, including volunteer leadership roles such as outreach chairs, parent ambassadors, and event coordinators for emerging multilingual parents. The District will continue to improve upon efforts to ensure information is communicated in multiple languages and modalities, including online and paper communication. Training for staff on using translation features in ParentSquare and other tools, such as LanguageLine, will continue. The District will use ParentSquare to proactively push communications about student outcomes.|The District Office engages families in multiple ways about learning and community resources, including newsletters and targeted communications. Additionally, legal topics, including uniform complaint procedures and parent rights, were covered in School Site Council and English Learner Advisory Committee meetings, as well as at the District English Learner Advisory Committee. Multiple sites held educational events on immigration rights. All school sites utilized the Parent Institute for Quality Education (PIQE) program to provide educational sessions for parents on how to support their students. Family field trips were held to help families visit college campuses. College- and career-readiness educational events were held at all sites. There has been increased outreach around student academic performance and college and career planning with counselors. The District also has strong relationships with Latinos United for New America (LUNA), the Rapid Response Network, and the Santa Clara Office on Immigrant Relations.|The District is working to expand the types of communication to families about supports for socioemotional and mental health available on campus. The District is also working to better support families of students with disabilities. Community Liaisons incorporated wellness support information into community meetings at all sites. This included presentations on resources, sharing West Ed student culture and climate survey data on students' responses to mental health, and tours of the wellness centers.|The District is planning to work more closely with Community Liaisons to enhance their role in supporting multiple points of engagement with their family communities by centralizing their collaboration time. The District will also be piloting a family resource conference in 2025-2026. The District will also be working to expand opportunities for celebrating our various affinity groups to ensure they are fully inclusive of the diversity of our student population. The District will continue working closely with Community Liaisons to build staff capacity through additional train-the-trainer sessions on technology, especially Canvas and ParentSquare. Community Liaisons will more consistently build bridges with the feeder school community, as many families are not only future CUHSD families but also have multiple children. The Community Liaisons team will start launching micro-workshops tailored to more specific student needs, and will also adopt and showcase some of the strategies launched by instructional staff in the classroom with families during meetings to build stronger peer relationships and networks among family members (e.g., warm-up exercises).|Every comprehensive high school has a parent organization, an English Learners Advisory Committee (ELAC), and a School Site Council (SSC), with at least one parent on the ELAC who is also on the SSC. In addition, CUHSD has several advisory committees at the District level that include parents, including the Superintendent’s President’s Council, consisting of parent representatives from each site, the Measure P Citizens’ Oversight Committee, the Local Control and Accountability Plan Committee, an LGBTQIA+ Committee, a District English Learners Advisory Committee (DELAC), and an Equity Committee. CUHSD is building the capacity of underrepresented families to engage in advisory groups, with all school sites hosting Padres Unidos or similar groups. CUHSD also provides all families with opportunities to provide input on policies through regular DELAC meetings, the LCAP Committee, the President’s Council, ThoughtExchange for input on District priorities, and the ability to publicly comment at Board meetings. Community Liaisons and District Office staff work directly with Principals to further develop their school site plans (SPSA) goals around family engagement. The District has made progress in standardizing and improving web content across sites, and is looking to upgrade its web interface next year. The District has also provided additional training on digital communication tools, such as ParentSquare, to standardize use across the district.|One focus area for improvement is for CUHSD to improve parent response rates on the annual climate survey. Another area for improvement is in communicating to our full community how parent input is utilized in decision-making. The District is also working to expand outreach to include underrepresented families in more committees and advisory groups.|The District will work closely with Community Liaisons to develop more outreach opportunities for underrepresented families. The District is working with Community Liaisons across sites to ensure that digital communication tools are not only accessible but also well understood by families, improving website accessibility and navigability, and creating better language access tools in Canvas. The District is providing additional opportunities for incoming families to be trained on communication tools and will make additional efforts to push communication about student outcomes, such as progress reports. The District is also making efforts to better curate web content based on parent feedback regarding topics of interest. The District will continue to provide a paper survey option for the annual school survey, which helped to boost parent participation this year. Community Liaisons are developing more culturally responsive events at educational events, such as cultural potlucks, to build stronger peer networks and pride within the school community. Sites are incorporating a wider range of cultural student performances into educational and athletic programs. These efforts will help parents feel more welcome on campus. The District incorporated more recognition opportunities into various events to bring in more families, including at Board of Trustees meetings.|4|4|4|4|5|4|2|4|4|4|3|4|Met||2026-06-25|2026
43694190000000|Cupertino Union|3|4670 parents from all 23 school sites participated in our 2025-2026 LCAP parent survey (37.4% participation rate). 35% of responses came from parents of English Learners. Our results remain strong in every area of the survey: Culture/Climate, Communications, Involvement, Decision-Making and Resources. 93.1% of respondents reported a positive climate and culture at their school site; 88.9% reported favorable communications; 86% reported favorable involvement; 81.8% reported favorable decision-making opportunities and 82.3% reported favorable resources to support their child's learning.  Our schools offer welcoming environments and support to foster partnerships with families. On campus parent participation is high in our elementary schools. Communications have improved in recent years with the expansion of ParentSquare. This tool allows parents to choose their home language for sending and receiving messages. Parents have stated that we have a variety of ways to communicate, and a variety of resources available. Parent Education opportunities are regularly provided through our partnership with Parent Venture, and events are cataloged in an online video library for parents to access at any time. Parents/guardians and staff partner in order to discuss student progress. We also utilize a translation tool, Language Line, which provides live translation at the touch of a button. We are committed to developing partnerships with our parents in support of student learning and well-being. District Priorities include a focus on personalizing learning and supporting the whole child. Site communications, professional development, and parent education are focused on these areas. Based on our LCAP metrics, we see strong participation from parents across school sites.|While all areas of our LCAP parent survey yielded strong results, we continue to strive to engage parents in District Priority 1: Future-Ready Learning. In 2024-2025, we held a series of community roundtables to engage parents and community members in understanding our focus on future-ready, deeper learning. We will continue to place a strong focus on engaging our entire community in this important work. We also will continue to improve our parent education offerings to match District Priorities. Additionally, we will continue to host District-wide meetings for our parent leaders to foster collaboration and shared understanding.|Sites will aim to continue to increase the percentage of participants in our annual LCAP survey, with a focus on underrepresented families. With help from our Director of Communications, Principals track the percentage of respondents during the survey window. We also will continue to invite families for in-person conversations at the school site to foster dialogue and collaboration opportunities. Our Student Support Services Directors support principals in utilizing resources and methods to improve connections with our families, with a focus on underrepresented families. In 2024-2025, we increased our participation by 17%, reaching 49% overall participation. Participation in 2025-2026 was 37.4%, with 34.6% of responses coming from parents of English Learners.|On the 2025-2026 parent LCAP Survey, 89.9% of respondents indicated that their school communicates with families effectively and 84.3% of respondents indicated that their school communicates effectively about their child's progress. 84% of respondents indicated that staff support them in understanding their legal rights. 92.4% of respondents indicated that they are comfortable communicating with their child's teacher(s). CUSD uses a variety of tools to support partnerships for student outcomes. These include holding parent-teacher conferences, engaging students in goal-setting, and utilizing collaborative meeting processes such as the Student Study Team protocol to foster dialogue and build action plans to support student progress. Additionally, the District uses ParentVue to post students' results on benchmark assessments so that parents can stay up-to-date on their child's performance. We also utilize ParentSquare so that parents can communicate with CUSD in their preferred language. Building partnerships is an ongoing strength for CUSD.|CUSD will focus on continued academic excellence as well as strengthening our Portrait of a Learner. This is a set of transferable, durable competencies to prepare students for future success: Critical Thinker, Effective Communicator, Global Contributor, Inclusive Collaborator, Inspired Creator, and Resilient Learner. Each of these competencies is supported by an intentional focus on overall Wellness. We will continue to engage our community in dialogue about the importance of future-ready, deeper learning and how these competencies connect to state standards and our long-standing commitment to academic excellence in CUSD. We also plan to begin a new parent education series for TK/K parents connected to our focal competencies for 2026-2027: Resilient Learner and Global Contributor.|We will continue to offer 1:1 feedback opportunities to our homeless and foster youth. Additionally, we will place a strong focus on engaging our underrepresented families in our Portrait of a Learner conversations as well as our annual LCAP survey.|Overall, this area is a strength for CUSD. On our annual LCAP survey, 88.9% of respondents reported overall favorable communication, 86% of respondents reported overall favorable involvement, and 90% reported overall satisfaction. 81.2% reported that they feel informed about site/District decisions, and 82.3% feel they have opportunities to provide input into site/District decision making. 88% of respondents indicated that families are involved in their school community. Our families are engaged in their schools and in CUSD as a whole, and they want to be active participants in their child's education.|Our area of opportunity lies in developing stronger partnerships between staff and families to work together to plan, design, implement and evaluate family engagement activities at school and district levels. We will engage in dialogue with principals and our parent leaders to determine how to address this in 2026-2027. This has been a growing strength over the last several years, and we look forward to continued improvement.|Our community liaison and Student Support Services Director will reach out to our homeless and foster youth families to offer opportunities for 1:1 feedback. Site principals also will reach out to their underrepresented families as part of their SPSA process. We also will continue to track the percentage of responses coming in on our parent LCAP survey, as this is a metric in our LCAP.|5|5|5|5|4|4|4|4|4|4|3|3|Met||2026-06-18|2026
43694270000000|East Side Union High|3|The LEA's core strength lies in its commitment to fostering equitable communities where all educational partners are welcomed and valued. This vision is central to our efforts to boost family engagement, especially with underrepresented families.|East Side staff utilize various forums to engage parents, including informational meetings, individual meetings, parent-teacher-student conferences, and monthly principal meetings. These gatherings cover crucial topics such as College and Career Readiness, Attendance, Graduation, College Scholarships, and Mental Health/Social Emotional resources.|We have made progress in empowering families to advocate for their children and enhance their understanding of educational legal rights. However, a key focus area for improvement remains the necessity to strengthen two-way communication between parents/guardians and school staff.|The East Side Union High School District (LEA) conducted a survey for the LCAP to gauge parental satisfaction with family engagement efforts. Results indicate high parent satisfaction regarding the District’s success in connecting students and families with staff, supports, and options crucial for student achievement.|Despite this positive feedback, student performance data shows that not all students are achieving at high levels. Therefore, the LEA must adopt a more strategic and deliberate approach to family engagement. A key focus area for improvement is ensuring that underrepresented families have better access to vital services, including mental health and social-emotional support, alongside academic interventions.|The East Side Union High School District (LEA) will continue to utilize and innovate our communication methods to increase family engagement, seeking to meet our families where they are to support our student outcomes.|The East Side Union High School District (LEA) uses several methods to seek input for Decision-Making. This year, we implemented a new LCAP advisory committee in addition to our previously established district groups that help guide and provide feedback on district activities.|The East Side Union High School District (LEA) will continue to seek out input from our underrepresented groups, striving to provide multiple means of communication and methods for providing feedback, and maintain a connection to our district for the benefit of our students.|Each school site makes efforts to maintain that all parents/guardians are informed of their children’s academic progress, attendance, as well as any school events and resources available to them and their families. In particular, they provide support to Low-Income students, Homeless Youth, Students with Disabilities, Foster Youth, and English Learners and their families. Their efforts include, but are not limited to: ensuring all parents activate their accounts in the district’s student information system so they can access their students’ grades, assignments, and attendance. informing parents of school and district informational meetings. facilitating conversations between non-English speaking parents and school staff, including teachers. referring parents to school and community-based resources that support the students’ and families’ needs. facilitate and organize parent workshops in English, Spanish, and Vietnamese around topics of interest to parents of high school students.|4|3|4|3|3|3|3|3|3|2|2|3|Met||2026-06-18|2026
43694270107151|Escuela Popular/Center for Training and Careers, Family Learning|3|Escuela Popular CTC is committed to providing students over the age of 18 with opportunities and resources to support student learning at school and at home. Various programs and events take place at a convenient time, to which all students are invited to attend and encouraged to attend, to inform students of the school's goals and priorities, as well as gather feedback. The school also convenes quarterly Student Recognition Assemblies where students and teachers recognize students with honor roll, perfect attendance, and showcase class projects. All meetings are geared to the entire family and childcare is provided as needed. Annually, the school holds a Parent Workshop where speakers and training are offered to parents on supporting their children’s academic and social success and well-being. An online educational partner's feedback survey is completed by students, parents, and staff twice a year during fall and spring. About 60% of students provided feedback during our 2024-25 spring feedback survey.  We continue to use Facebook, EP’s website, and EP’s app as communication platforms, along with the main office phone lines, to keep students informed about school-wide events and classroom updates. The case manager continues to support the Escuela Popular community.|Reaching out to all of our students and keeping them informed about their academic progress is our priority. The Student Services Department continues to reach out to students and make themselves available to students who need to be connected with resources. Particular outreach and intervention services will be provided to students who are experiencing chronic absenteeism and/or are not making satisfactory progress towards graduation.|Escuela Popular Center for Training Careers serves students over the age of 18. The staff is committed to engaging students, and other educational partners and integrating their feedback in the school’s decision-making process. School leaders are trained on how to build trusting relationships with all educational partners. Committees of school leaders and support staff work together to organize and develop activities and training to gather feedback and input from students, teachers, and support staff.  We continue developing a comprehensive tool of resources to support our students in different areas of need, such as housing, employment, immigration, etc. To ensure they receive support for their basic needs, we continue to assess the assessment needs survey for current and new students.|Escuela Popular offers a family learning environment that provides educational opportunities to 9-12 grade to immigrant students. Over 90% of the students are Spanish-speaking, with a vast majority also being from immigrant households. Some of Escuela Popular’s strengths are the wrap-around services provided on-site at the school to facilitate access to social services such as medical, advocacy, and education to all members of the family. Over 90% of the staff are bilingual and bi-literate, removing language barriers to developing relationships with students to facilitate student involvement. Administrative support is available to meet the diverse needs of the students, such as the Student Support Team. No-cost childcare, medical services, referrals to local community-based organizations, and transportation support are provided to students.|Escuela Popular will continue looking for partnerships with organizations that can provide free services to underprivileged students and continue offering the services already provided. In addition, Escuela Popular will continue trying to reach out to unresponsive students to inform them about all of the services available to them.|Outreach and services will be bilingual and at a convenient time and location for students.|Escuela Popular is committed to engaging students and other educational partners and integrating their feedback into the school’s decision-making process. School leaders are trained on how to build trusting relationships with all educational partners. Committees of school leaders and support staff work together to organize and develop activities and training to gather feedback and input from students, teachers, and support staff. LCAP development is reviewed and monitored using a variety of modes for gathering input, such as surveys, focus groups, whole school, and community gatherings. Priority areas are developed with goals, actions, and metrics to monitor progress. The school provides meaningful ways for students to provide input in decision-making.|Increasing student participation in providing input remains a key area for improvement. We continually seek ways to make engagement more meaningful and accessible, especially given the time constraints many students face. To better inform school priorities and monitor progress, we aim to collect more insightful feedback through more efficient methods. Currently, semiannual feedback surveys are administered each year. In the 2024–25 school year, approximately 60% of students responded. For 2025–26, we plan to intensify our efforts to boost participation and ensure that a broader range of student voices are represented.|Outreach and services will be bilingual and at a convenient time and location for students.|5|4|4|5|3|3|4|4|3|3|3|3|Met||2026-06-15|2026
43694270116889|KIPP San Jose Collegiate|3|KIPP believes that meaningful family engagement builds parent efficacy, recognizes families as true assets, and leverages the community's strengths, experiences, and knowledge to strengthen the school. We are committed to partnerships that create lasting capacity for families — not just during their time with us, but beyond. Families are reached through multiple communication channels including newsletters, emails, phone calls, and text messages. Staff share their email addresses and cell phone numbers directly with families to ensure accessible support for homework and other concerns. Progress reports and report cards are distributed throughout the year to keep families informed of their student's academic progress, and families are encouraged to schedule conferences with teachers at any point. Any student at risk of retention is required to meet with teachers and administrators to identify additional supports. Each year, the school begins building family relationships during new student orientation — before the school year begins — so that students and families feel connected and welcomed from day one.  The KIPP Family Council (KFC) serves as the school's primary family governance structure, providing families with a meaningful voice in school decision-making. Families drive the KFC, meeting monthly to review school data, plan community events, and advocate for the school's continued growth. The school leader meets regularly with the KFC to ensure alignment between school priorities and community needs. The Multilingual Learner Committee (MLC) provides an additional structured channel for multilingual families to engage, offering input on language development programming and supports for English learner students.  KIPP invests in staff capacity to engage families as equal partners. Front office and operational staff receive professional development on creating a warm and welcoming environment for all visitors. All school staff are expected to demonstrate strong, consistent connections with students and their families as a core professional expectation.  This year, the school hosted 10 virtual and in-person family events open to all families. In the annual family survey, 58% of families reported satisfaction with opportunities to get involved on campus. The school will continue to use surveys, conferences, the KFC and MLC structures, and regular communication to deepen family engagement and build on this foundation.|KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center): • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. The school hosted over 10 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 58% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress.  Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in the KIPP Family Council.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Council meetings.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Council and Multilingual Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques.  During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings, and other school-sponsored events are always created considering the unique needs of the community.  The school hosted 10 virtual and in-person events where all families were invited. In an annual family survey, 58% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will apply culturally responsive practices to existing school communications and will continue to use surveys, conferences, regular phone communication, and other forms of contact to engage all families.  The KIPP Family Council (KFC) and Multilingual Learner Committee (MLC) provide structured opportunities for underrepresented families — including multilingual learner families — to engage directly in school decision-making and provide input on school priorities.   Because language plays a crucial role in families' lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students' home languages, and when translation is needed, a school-provided translator will be available.  Additionally, KIPP will provide different types of opportunities for families to participate, including events scheduled in the morning and evening to accommodate varying family schedules and childcare needs.|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, KFC meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early KIPP Family Council meeting.  The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, KFCs, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP supports family engagement and decision making through the KIPP Family Council and Multilingual Council which meet regularly throughout the school year. The KIPP Family Council (KFC) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings, and other school-sponsored events are always created considering the unique needs of the community. KIPP will continue to seek diverse perspectives through active recruitment of families to the KIPP Family Council (KFC) and Multilingual Learner Committee (MLC). Both bodies provide structured opportunities for underrepresented families to review school data, respond to LCAP priorities, and make recommendations to school leadership.  Feedback gathered through these structures, as well as through the annual family survey and LCAP survey, is reviewed by school leadership and used to inform goal-setting, resource allocation, and program decisions. KIPP is committed to closing the feedback loop by sharing with families how their input has shaped school priorities and LCAP actions.  Additionally, KIPP will provide varied opportunities for families to participate, including events scheduled in the morning and evening to accommodate different family schedules and childcare needs.|5|5|4|5|5|4|4|4|4|4|4|4|Met||2026-06-04|2026
43694270125617|ACE Charter High|3|Student-led conferences are one of ACE’s greatest strengths to build community and communication between staff, students, and their families. During the 2025-26 school year, ACE held week-long conferences using a minimum day schedule to provide flexibility to families who may not have otherwise been able to attend.   Cafecito and Parent Leadership Team meetings are held monthly to give families direct access to school leadership where they receive updates on the latest school events and news.  These meetings also allow parents and families to raise and address any concerns they see in the ACE community. In the 2026 annual family survey, 100% of ACE Charter High School parents/guardians had positive responses to questions about their connectedness to the school community.|The majority of ACE’s low-income families have been historically marginalized and may lack the resources and knowledge to voice their concerns to school leaders or other persons in power. It has always been ACE’s mission and vision to serve families by intentionally building a Culture of Optimism and cultivating a sense of belonging for many of its families that have never felt a part of a school. ACE strives to create strong relationships with those families who cannot attend school events due to their work schedules.|As described above, ACE is working to engage underrepresented populations through its monthly Cafecito meetings, monthly Parent Leadership Team meetings, and student-led conferences. ACE will ensure that each family receives at least two outreach attempts to invite them to participate in school activities that foster strong relationships between the school and families.  Another way we are working to improve is by making a concerted effort to guarantee that our charter school network is reflective of the communities we serve. Given San Jose’s large Vietnamese population, we have worked to recruit more Vietnamese students at our school sites and make certain that our schools are creating a welcoming environment that is culturally responsive for all of our families. This year, the school has enrolled several new students from Colombia and is working to ensure their culture and language are honored as well.  It’s important that all ACE families know and understand that there is someone within their school community who looks like them and can speak their language. Ultimately, we are committed to break cultural and language barriers throughout our network.|Student-led conferences are one of ACE’s greatest strengths to build partnerships with families to improve student outcomes.  Our goal is for students to recognize that they have their own voice and choice in their pursuit of academic success. Students participate in weekly goal setting through their College Seminar course and are encouraged to own their academic growth. Using their goals and other measures of academic success, ACE prepares its students to discuss their growth with their parents. Parents are then able to walk away with a concrete understanding of their child's current academic progress, the plan for continued growth, and how the parents can support at home. We ultimately want to encourage our families to continue these conversations within their home environments and be their biggest supporters throughout their academic career.   Families also learn how to support their child at home during Cafecito meetings.  Cafecito agendas include professional development for families to help them understand the academic program, social emotional supports, and Multi-Tiered System of Supports offered at ACE. Other topics covered include school culture, academic progress, ways to support their students, information about resources to support meeting basic needs such as food security, immigration rights, and ELD support.|Through annual parent surveys and the pandemic, we have come to realize that many of our families lack the technology and/or digital literacy to access their student’s online platforms, such as Google Classroom for assignments and PowerSchool for grades and attendance. Additionally, we provide opportunities for learning during our orientation, Back to School nights, Cafecitos, handouts, and other communication methods to ensure that our families have the skills to support their student’s academic success.|ACE has modified its approach to student-led conferences to ensure that we achieve our goal of 100% parent and guardian participation. If any families are unable to attend our allotted times, they will receive a home visit at their location and time of choice. We want to guarantee that our families are well-informed about their student’s progress, know how to support at home, and can build a trusting relationship with school staff about student success.|ACE has invested in a broad program to engage and involve families. ACE staff ensures families have access, input, and space to advocate for student and family needs in Cafécitos, student-led conferences, college readiness workshops, parent panels, family inclusion on hiring and decision-making committees, and continued development of the parent leadership program. In ACE’s spring 2026 family survey, families overwhelmingly responded favorably to questions related to their school connectedness and sense of belonging.  Through ACE’s parent leadership groups and monthly Cafécitos, ACE provides opportunities for parents and families to access information and provide feedback on key issues to school leadership.   The Parent Leadership Team has been instrumental in providing feedback over the last several years to support increased participation in the annual family survey, and the incorporation of their feedback has increased the family participation rate to 74% this year.  Furthermore, our parent leaders are trained to facilitate meetings with administrators when an issue that impacts ACE families arises. Some examples of these issues have been school culture, traffic control, and improving communication. We want our parents to understand that their voices are heard and that they have direct access to any administrator, from the principal to the CEO. Through this intentional work of building relationships, many of our parent leaders have personal relationships with administrators at their school sites as well as the central office.|ACE Charter High would like to increase the number of parents who participate in the Parent Leadership group.|ACE serves families and students who may be initially resistant and suspicious of partnering with their school and each other. ACE understands that this issue is further exacerbated by language barriers, cultural norms, immigration statuses, etc. that lead to a lack of access to information, including how to get involved with their school communities. We recognize that we must continue to reach out to our most vulnerable and disengaged families to seek input from all of our families and not just the families who are already engaged. We will seek to improve engagement by focusing on home visits, direct one to ones, and utilizing various methods of communication to work towards having 100% parent participation throughout our network.|4|5|5|5|3|3|4|4|4|4|4|4|Met||2026-06-17|2026
43694270130856|Luis Valdez Leadership Academy|3|LVLA: The LEA and The Foundation for Hispanic Education Schools work collaboratively to ensure that families’ strengths, perspectives, and contributions are recognized and integrated into the development of our school community. The LEA team is composed of the School Site Principal, Dean of Students, Office Manager, Attendance Clerk, Community Schools Coordinator, Student Life Team, Teachers, Counseling Team, Special Education Team and Social-Emotional Wellness Team. Key strengths and areas of impact include meaningful stakeholder engagement through forums such as the School Site Council, English Learner Advisory Committee, Monthly Cafecitos, and Attendance Meetings. To maintain strong communication with families, the LEA uses a variety of platforms, including weekly school newsletters, social media (Instagram, Facebook), website updates, and the ParentSquare messaging system. Since implementing ParentSquare, communication between families, teachers, and staff has become more efficient and accessible, with the added benefit of direct messaging outside of email. Additionally, the LEA hosts a series of professional development days each year to ensure that both classified and certificated staff are equipped with the tools needed to effectively engage and support students, families, and the broader community.|The LEA’s primary focus areas for this past academic year include increasing the percentage of scholars meeting or exceeding proficiency standards in English Language Arts (ELA) and Mathematics by 5% by the end of the academic year, fostering a college-bound culture by increasing the A-G completion rate by 5% each academic year, and cultivate a positive and welcoming school culture that promotes student learning in an academically and physically safe environment while maintaining a low suspension rate.  Our LEA is committed to strengthening relationships between school staff and families by supporting families in understanding student outcomes through meaningful engagement opportunities and workshops. Planned improvements include the development of informative dialogues, workshops, and accessible materials delivered through family governance structures such as the School Site Council, and English Learner Advisory Committee. These workshops and materials will focus on topics such as statewide testing, interpreting the LEA’s dashboard data, and understanding individual student performance scores to better equip families in supporting their children's academic success. By fostering a college-bound culture, our LEA actively encourages families to participate in workshops designed to help them understand the college-going process and explore ways the entire family can prepare for college success. Offerings include the Bridge to College program through the Parent Institute for a Quality Education (PIQE), Cash for College nights, and a variety of workshops led by the LEA’s academic counseling team. Each summer, the LEA hosts grade-level orientations on campus, welcoming families to engage in sessions that review students’ academic plans, grade-specific priorities, and key deadlines. These orientations are designed to support both students and their families in staying informed and aligned for the year ahead. Additionally, the LEA makes a concerted effort to support its most underrepresented students by regularly engaging with families to identify and remove barriers to success—such as transportation, access to nutrition services, and availability of learning materials—ensuring every student has the tools they need to thrive. Each year, the LEA remains committed to continuous improvement in fostering a positive, inclusive, and welcoming school culture while maintaining a low suspension rate. Our campuses are kept clean and safe to ensure that all instructional spaces are fully prepared for student and staff use. In compliance with the Williams Act, our schools are equipped with all necessary learning materials, including Google Chromebooks, textbooks, and appropriate classroom furniture. Additionally, families are encouraged to engage with school staff through various opportunities that strengthen our shared governance and empower families to actively contribute to building and sustaining a positive school culture and environment.|The LEA is dedicated to supporting our most underserved families to ensure students are on track to meet academic goals and become college-ready. This commitment is reflected in targeted engagement efforts, including individualized meetings with students, their families, and teachers. These meetings provide an opportunity for educators to highlight student strengths, identify areas for support, and collaborate with families to develop actionable plans that improve student outcomes. For families who are less actively engaged, the Foundation’s Dean of Attendance and Retention leads monthly Student Attendance Review Board (SARB) meetings aimed at reducing chronic absenteeism. These meetings are mandatory and focus on reinforcing the importance of regular attendance. The Dean also works closely with families to identify and address barriers—such as transportation, health, or personal challenges—and partners with LEA administrators to remove obstacles and ensure students attend school consistently.|Partnering to Support Students and Families Our Local Education Agency (LEA) is dedicated to building strong partnerships to support the strengths and meet the needs of our students and their families. Collaborating with our foundation, The Foundation for Hispanic Education (TFHE), we've established over 20 local and regional partnerships that support the whole family. These partnerships include: Parent Development: We offer courses and workshops on various topics, including quality education through the Parent Institute for a Quality Education, digital literacy with Everyone On, and a financial literacy workshop series. Nutrition Services: We work with organizations like Loaves and Fishes, Trader Joe's, and Second Harvest to provide food distribution and dinner services to families in need. Academic Enrichment: The Silicon Valley Education Foundation helps us provide additional math enrichment opportunities for our students. In addition to these external collaborations, we leverage our internal team's expertise to provide professional development for all staff and host core subject team meetings. We also offer a wide range of enrichment activities for students.  Student Clubs and Enrichment We have more than a dozen student clubs and after-school enrichment programs that allow students to explore recreational, artistic, and STEM-related topics. These programs are often unique opportunities that most students wouldn't have access to outside of school. The foundation's director of After School STEAM Enrichment regularly surveys both students and families to ensure that our offerings align with their interests and needs. This feedback helps us create programs that truly benefit our students.|"Our LEA's strategy for building partnerships is a key part of achieving our LCAP goals for student success. Our primary goals for improvement include: Boosting academic achievement: We plan to increase the number of students who meet or exceed proficiency standards in English Language Arts and Mathematics by 5% each year. Promoting college readiness: We're focused on fostering a college-bound culture by increasing the A-G completion rate by 5% annually. Ensuring a positive school environment: We strive to create a welcoming and safe school culture that supports learning while keeping our suspension rates low.   To help our students improve their academic performance, we're working with partners like the Silicon Valley Education Foundation, Santa Clara University and Elevate tutoring to expand our tutoring services. Our goal is to increase the number of students meeting or exceeding proficiency standards in both English Language Arts (ELA) and Mathematics by 5% this academic year. We've already increased our tutoring availability from three days a week to four. In addition, we've partnered with parents to offer special Saturday tutoring sessions before each quarterly grading period. During these sessions, peer mentors, teachers, and volunteer tutors all come together to provide extra support to the students who need it most. Enhancing College and Career Readiness: To improve our students' A-G completion rates, our academic counselors are creating more opportunities for engagement with students and their families. This past school year, we began introducing A-G and high school graduation requirements to incoming freshmen in April and July, before the school year even started. By engaging families as early as possible, we can better prepare students for college. Additionally, our counselors meet with at-risk students and their families each quarter to discuss academic progress. These conferences help ensure students are on track to pass their courses and meet all A-G requirements. For the upcoming school year, we're focused on: Expanding family engagement: Providing more ways for families to be involved in their student's education. Educating families: Offering lessons on what it means to be a ""high school and college-ready family."" Improving communication: Fostering stronger communication between teachers and families. LVLA: Celebrating Identity and Positive Behavior - Our LEA is committed to creating a positive and safe environment by celebrating our students' unique identities and accomplishments. We've done this through several initiatives: In the upcoming year, we plan to continue this work by: Expanding identity-based learning opportunities to help students connect with their heritage and personal stories. Increasing student and family participation in school-wide events. Establishing tiers for intervention to reduce our suspension rate and provide targeted support to students who need it most by partnering with the City of San Jose."|Increasing Family Engagement and Support Our LEA is committed to better engaging underrepresented families by helping them overcome barriers related to school governance, understanding student outcomes, and supporting their students' academic success. To build stronger partnerships and improve student outcomes, we will: Expand our partnerships to offer a wider range of programs and resources. Host multiple engagement opportunities each month at various dates and times to increase participation. Regularly survey our stakeholders to ensure our efforts align with their needs. Additionally, as we begin to implement the California Community Schools Partnership Program, we will analyze past data to determine which programs and resources have been most effective. In the initial year, our Community School Coordinator will conduct a self-study to identify and address the specific gaps affecting our most underrepresented families.|Enhancing Stakeholder Input for Decision-Making We are committed to incorporating feedback from our entire community in our decision-making process. Our current strengths in this area include ongoing communication through parent messaging apps, strong familial governance, and a continuous effort to gather suggestions. Key areas of impact for stakeholder engagement include: School Site Council English Learner Advisory Committee Monthly Cafecito with the Principals Grade-level town halls This past year, we made a concerted effort to involve all stakeholders in setting our latest LCAP goals. We held public comment sessions, hosted evening meetings for parents, and provided both students and parents with opportunities to complete surveys. Furthermore, we invited students and parents to serve on a panel where they could directly share their input with administrators and staff.|Families, students, and staff were the primary stakeholders who shared their experiences and helped us identify what our students need to reach their graduation goals. Our focus areas moving forward will include: Improving Communication: We will update all school policies, plans, and opportunities for family and student governance on our websites, mass communication tools, and social media platforms. Gathering Feedback: We plan to specifically reach out to students from historically underrepresented groups to better understand their strengths and areas where they need more support. Engaging Underrepresented Families: As we welcome new and returning students, we will focus on identifying and engaging with underrepresented families to ensure their voices are heard.|Our LEA believes that teachers, parents, and students must work together as partners to ensure every student receives a quality education and meets their goals. At the beginning of each school year, we re-familiarize students and families with our community expectations. We expect families to be actively involved in developing the LEA's strategic plans, sharing student needs, and tracking academic progress. To improve engagement with underrepresented families, we will: Empower them to become leaders in their student's educational journey. Our ongoing work includes following development plans, monitoring progress, assessing supplemental services, and continually seeking input and feedback from our entire LEA community.|4|5|4|4|4|4|4|4|5|4|4|4|Met||2026-06-17|2026
43694270131995|B. Roberto Cruz Leadership Academy|3|RCLA: The LEA and The Foundation for Hispanic Education Schools work collaboratively to ensure that families’ strengths, perspectives, and contributions are recognized and integrated into the development of our school community. The LEA team is composed of the School Site Principal, Office Manager, Attendance Clerk, Community Schools Coordinator, Student Life Team, Teachers, Counseling Team, Special Education Team, and Social-Emotional Wellness Team. Key strengths and areas of impact include meaningful stakeholder engagement through forums such as the School Site Council, English Learner Advisory Committee, Parent and Family Town Halls, Monthly Cafecitos, and SARB Attendance Meetings. To maintain strong communication with families, the LEA uses a variety of platforms, including weekly school newsletters, monthly family workshops, school bulletins, social media (Instagram, Facebook, LinkedIn), website updates, and the ParentSquare messaging system. Since implementing ParentSquare, communication between families, teachers, and staff has become more efficient and accessible, with the added benefit of direct messaging outside of email. Additionally, the LEA hosts a series of professional development days each year to ensure that both classified and certificated staff are equipped with the tools needed to effectively engage and support students, families, and the broader community.|The LEA’s primary focus areas for this past academic year include increasing the percentage of scholars meeting or exceeding proficiency standards in English Language  Arts (ELA) and Mathematics by 5% by the end of the academic year, fostering a college-bound culture by increasing the A-G completion rate by 5% each academic year, and cultivate a positive and welcoming school culture that promotes student learning in an academically and physically safe environment while maintaining a low suspension rate.  Our LEA is committed to strengthening relationships between school staff and families by supporting families in understanding student outcomes through meaningful engagement opportunities and workshops. Planned improvements include the development of informative dialogues, workshops, and accessible materials delivered through family governance structures such as the School Site Council, English Learner Advisory Committee, and School Town Halls. These workshops and materials will focus on topics such as statewide testing, interpreting the LEA’s dashboard data, and understanding individual student performance scores to better equip families in supporting their children's academic success. By fostering a college-bound culture, our LEA actively encourages families to participate in workshops designed to help them understand the college-going process and explore ways the entire family can prepare for college success. Offerings include the Bridge to College program through the Parent Institute for a Quality Education (PIQE), Cash for College nights, and a variety of workshops led by the LEA’s academic counseling team. Each summer, the LEA hosts grade-level orientations on campus, welcoming families to engage in sessions that review students’ academic plans, grade-specific priorities, and key deadlines. These orientations are designed to support both students and their families in staying informed and aligned for the year ahead. Additionally, the LEA makes a concerted effort to support its most underrepresented students by regularly engaging with families to identify and remove barriers to success—such as transportation, access to nutrition services, and availability of learning materials—ensuring every student has the tools they need to thrive. Each year, the LEA remains committed to continuous improvement in fostering a positive, inclusive, and welcoming school culture while maintaining a low suspension rate. Our campuses are kept clean and safe to ensure that all instructional spaces are fully prepared for student and staff use. In compliance with the Williams Act, our schools are equipped with all necessary learning materials, including Google Chromebooks, textbooks, and appropriate classroom furniture. Additionally, families are encouraged to engage with school staff through various opportunities that strengthen our shared governance and empower families to actively contribute to building and sustaining a positive school culture and environment.|The LEA is dedicated to supporting our most underserved families to ensure students are on track to meet academic goals and become college-ready. This commitment is reflected in targeted engagement efforts, including individualized meetings with students, their families, and teachers. These meetings provide an opportunity for educators to highlight student strengths, identify areas for support, and collaborate with families to develop actionable plans that improve student outcomes. For families who are less actively engaged, the Foundation’s Dean of Attendance and Retention leads monthly Student Attendance Review Board (SARB) meetings aimed at reducing chronic absenteeism. These meetings are mandatory and focus on reinforcing the importance of regular attendance. The Dean also works closely with families to identify and address barriers—such as transportation, health, or personal challenges—and partners with LEA administrators to remove obstacles and ensure students attend school consistently.|Partnering to Support Students and Families Our Local Education Agency (LEA) is dedicated to building strong partnerships to support the strengths and meet the needs of our students and their families. Collaborating with our foundation, The Foundation for Hispanic Education (TFHE), we've established over 20 local and regional partnerships that support the whole family. These partnerships include: Parent Development: We offer courses and workshops on various topics, including quality education through the Parent Institute for a Quality Education, digital literacy with Everyone On, and a financial literacy workshop series. Nutrition Services: We work with organizations like Second Harvest to provide food distribution to families in need. Academic Enrichment: The Silicon Valley Education Foundation and Jose Valdes Math Institute help us provide additional math enrichment opportunities for our students. In addition to these external collaborations, we leverage our internal team's expertise to provide professional development for all staff and host core subject team meetings. We also offer a wide range of enrichment activities for students.  Student Clubs and Enrichment We have more than a dozen student clubs and after-school enrichment programs that allow students to explore recreational, artistic, and STEM-related topics. These programs are often unique opportunities that most students wouldn't have access to outside of school. The foundation's Director of After School STEAM Enrichment regularly surveys both students and families to ensure that our offerings align with their interests and needs. This feedback helps us create programs that truly benefit our students.|"Our LEA's strategy for building partnerships is a key part of achieving our LCAP goals for student success. Our primary goals for improvement include: Boosting academic achievement: We plan to increase the number of students who meet or exceed proficiency standards in English Language Arts and Mathematics by 5% each year. Promoting college readiness: We're focused on fostering a college-bound culture by increasing the A-G completion rate by 5% annually. Ensuring a positive school environment: We strive to create a welcoming and safe school culture that supports learning while keeping our suspension rates low.   To help our students improve their academic performance, we're working with partners like the Silicon Valley Education Foundation, Santa Clara University and Elevate Tutoring to expand our tutoring services. Our goal is to increase the number of students meeting or exceeding proficiency standards in both English Language Arts (ELA) and Mathematics by 5-10% this academic year. We've already increased our tutoring availability from three days a week to four. Enhancing College and Career Readiness: To improve our students' A-G completion rates, our academic counselors are creating more opportunities for engagement with students and their families. This past school year, we began introducing A-G and high school graduation requirements to incoming freshmen in April and July, before the school year even started. By engaging families as early as possible, we can better prepare students for college. Additionally, our counselors meet with at-risk students and their families each quarter to discuss academic progress. These conferences help ensure students are on track to pass their courses and meet all A-G requirements. For the upcoming school year, we're focused on: Expanding family engagement: Providing more ways for families to be involved in their student's education. Educating families: Offering lessons on what it means to be a ""high school and college-ready family."" Improving communication: Fostering stronger communication between teachers and families.   RCLA: Creating a Positive School Environment - At the start of the last academic year, our LEA began piloting the Positive Behaviors and Intervention and Supports (PBIS) framework to build a more positive school culture. Our PBIS initiatives include: Grade-level talking circles to foster communication and a sense of community. An award system that recognizes students who demonstrate Jaguar P.R.I.D.E. (Pursuit of Excellence, Respect, Innovation, Diversity, and Empathy). Explicitly reteaching positive behavior to students. Establishing different tiers for intervention to provide targeted support when needed. We also host 6 Jaguar Spotlight awards for all grade levels. This awards ceremony allows teachers to recognize students for their positive behavior, academic achievements, and improvements, ensuring that different students are highlighted each time."|Increasing Family Engagement and Support Our LEA is committed to better engaging underrepresented families by helping them overcome barriers related to school governance, understanding student outcomes, and supporting their students' academic success. To build stronger partnerships and improve student outcomes, we will: Expand our partnerships to offer a wider range of programs and resources. Host multiple engagement opportunities each month at various dates and times to increase participation. Regularly survey our stakeholders to ensure our efforts align with their needs. Additionally, as we begin to implement the California Community Schools Partnership Program, we will analyze past data to determine which programs and resources have been most effective. In the initial year, our Community School Coordinator will conduct a self-study to identify and address the specific gaps affecting our most underrepresented families.|Enhancing Stakeholder Input for Decision-Making We are committed to incorporating feedback from our entire community in our decision-making process. Our current strengths in this area include ongoing communication through parent messaging apps, strong familial governance, and a continuous effort to gather suggestions. Key areas of impact for stakeholder engagement include: School Site Council English Learner Advisory Committee Monthly Cafecito with the Principals Grade-level town halls LCAP forums This past year, we made a concerted effort to involve all stakeholders in setting our latest LCAP goals. We held public comment sessions, hosted evening meetings for parents, visited advisory classrooms to speak with students, and provided both students and parents with opportunities to complete surveys. Furthermore, we invited students and parents to serve on a panel where they could directly share their input with administrators and staff.|Families, students, and staff were the primary stakeholders who shared their experiences and helped us identify what our students need to reach their graduation goals. Our focus areas moving forward will include: Improving Communication: We will update all school policies, plans, and opportunities for family and student governance on our websites, mass communication tools, and social media platforms. Gathering Feedback: We plan to specifically reach out to students from historically underrepresented groups to better understand their strengths and areas where they need more support. Engaging Underrepresented Families: As we welcome new and returning students, we will focus on identifying and engaging with underrepresented families to ensure their voices are heard.|Our LEA believes that teachers, parents, and students must work together as partners to ensure every student receives a quality education and meets their goals. At the beginning of each school year, we re-familiarize students and families with our community expectations. We expect families to be actively involved in developing the LEA's strategic plans, sharing student needs, and tracking academic progress. To improve engagement with underrepresented families, we will: Host one-on-one meetings to create a safe space for them to ask questions and learn about their student's academic plan. Empower them to become leaders in their student's educational journey. An Event Matrix will be created and shared with families so they are aware of events occurring throughout the year and can sign up to volunteer and/or participate  Our ongoing work includes following development plans, monitoring progress, assessing supplemental services, and continually seeking input and feedback from our entire LEA community.|4|5|4|4|4|4|4|5|4|4|4|4|Met||2026-06-17|2026
43694270132274|Alpha Cindy Avitia High|3|Our current strengths consist of the use of Dean's List Two-Way Communication platform, scheduled families events throughout the year, Parent Advocacy group.|Our focus area will be Higher attendance in family engagement meetings (Cafecitos, Family Conferences).|We will improve engagement by offering multiple modes to attend (i.e. virtually, different times), review survey data to learn more about expanding attendance for different events|Current strengths include Providing Chromebooks for all students to bring home to use to complete school work, supporting families with accessing student grades via Infinite Campus, attendance in IEP meetings|Focus area will be on Increasing attendance at family conferences two times a year to partner with families on their child's path towards graduation.|We will improve engagement by Continued and targeted outreach.|Our strengths include School Site Council, ELAC, multiple surveys throughout the year to collect feedback.|Our focus will be on Higher attendance in events + completion of surveys.|We will improve engagement by Continued and targeted outreach.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-10|2026
43694274330668|Latino College Preparatory Academy|3|LCPA: The LEA,  Latino College Preparatory Academy work to recognize and elevate families’ strengths and voices in building a strong school community. The LEA team includes the School Site Principal, Assistant Principal, Office Manager, Attendance Clerk, Community Schools Coordinator, Student Life Team, Teachers, Counseling Team, Student Services Team and Social-Emotional Wellness Team. Key areas of strength include robust stakeholder engagement through the School Site Council, English Learner Advisory Committee, Parent and Family Town Halls, Monthly Cafecitos, and Attendance Meetings. Communication with families is prioritized through multiple channels, including weekly school newsletters, monthly family workshops, school bulletins, social media (Instagram, Facebook, LinkedIn), website updates, and the Parent Square messaging system. Since implementing Parent Square, communication between families, teachers, and staff has become more streamlined and accessible, allowing for direct messaging beyond traditional email, and translation into a multitude of languages . Each year, the LEA provides a series of professional development sessions to ensure both classified and certificated staff are equipped with the tools needed to effectively engage students, families, and the broader community.|The LEA’s primary focus areas for this past academic year include increasing the percentage of scholars meeting or exceeding proficiency standards in English Language  Arts (ELA) and Mathematics by 5-10% by the end of the academic year, fostering a college-bound culture by increasing the A-G completion rate by 5% each academic year, and cultivate a positive and welcoming school culture that promotes student learning in an academically and physically safe environment while maintaining a low suspension rate.  Our LEA is committed to strengthening relationships between school staff and families by supporting families in understanding student outcomes through meaningful engagement opportunities and workshops. Planned improvements include the development of informative dialogues, workshops, and accessible materials delivered through family governance structures such as the School Site Council, English Learner Advisory Committee, and School Town Halls. These workshops and materials will focus on topics such as statewide testing, interpreting the LEA’s dashboard data, and understanding individual student performance scores to better equip families in supporting their children's academic success. By fostering a college-bound culture, our LEA actively encourages families to participate in workshops designed to help them understand the college-going process and explore ways the entire family can prepare for college success. Offerings include the Bridge to College program through the Parent Institute for a Quality Education (PIQE), Cash for College nights, and a variety of workshops led by the LEA’s academic counseling team. Each summer, the LEA hosts grade-level orientations on campus, welcoming families to engage in sessions that review students’ academic plans, grade-specific priorities, and key deadlines. These orientations are designed to support both students and their families in staying informed and aligned for the year ahead. Additionally, the LEA makes a concerted effort to support its most underrepresented students by regularly engaging with families to identify and remove barriers to success such as transportation, access to nutrition services, and availability of learning materials ensuring every student has the tools they need to thrive. Each year, the LEA remains committed to continuous improvement in fostering a positive, inclusive, and welcoming school culture while maintaining a low suspension rate. Our campuses are kept clean and safe to ensure that all instructional spaces are fully prepared for student and staff use. In compliance with the Williams Act, our schools are equipped with all necessary learning materials, including Google Chromebooks, textbooks, and appropriate classroom furniture. Additionally, families are encouraged to engage with school staff through various opportunities that strengthen our shared governance and empower families to actively contribute to building and sustaining a positive school culture and environment.|The LEA is dedicated to supporting our most underserved families to ensure students are on track to meet academic goals and become college-ready. This commitment is reflected in targeted engagement efforts, including individualized meetings with students, their families, and teachers. These meetings provide an opportunity for educators to highlight student strengths, identify areas for support, and collaborate with families to develop actionable plans that improve student outcomes. For families who are less actively engaged, the Foundation’s Dean of Student Attendance and Retention leads monthly Student Attendance Review Board (SARB) meetings aimed at reducing chronic absenteeism. These meetings are mandatory and focus on reinforcing the importance of regular attendance. The Dean also works closely with families to identify and address barriers such as transportation, health, or personal challenges and partners with LEA administrators to remove obstacles and ensure students attend school consistently. Additionally, the community schools coordinator reaches out to families whose students are chronically absent to identify the barriers that may be keeping their students from attending, and connects families with resources that meet the families needs. This includes, but is not limited to, food resources, housing assistance, and mental health supports.|Partnering to Support Students and Families Our Local Education Agency (LEA) is dedicated to building strong partnerships to support the strengths and meet the needs of our students and their families. Collaborating with our foundation, The Foundation for Hispanic Education (TFHE), we've established over 20 local and regional partnerships that support the whole family. These partnerships include: Parent Development: We offer courses and workshops on various topics, including quality education through the Parent Institute for a Quality Education, digital literacy with Everyone On, and a financial literacy workshop series. Nutrition Services: We work with organizations such as Second Harvest to provide food distribution to families in need.We also connect with organizations such as Sunday Friends, and Lighthouse Food Pantry to provide additional resources to address food insecurity.  Academic Enrichment: The Jose Valdes Summer Math Institute helps us provide additional math remediation & math enrichment opportunities for our students during the summer. TRiO also provides opportunities for students to take college level courses during the summer at Evergreen Valley College. The City of San José’s Safe Schools Campus Initiative and Parks, Recreation, and Neighborhood Services Department partner with LCPA to promote student safety, wellness, and positive youth development. Through collaborative programming, mentorship, conflict-resolution support, and enrichment opportunities, the partnership helps create a safe and supportive school environment while connecting students and families to valuable community resources and services. San Jose Crime Prevention: The San José Police Department Crime Prevention Unit has been a valuable community partner, providing free presentations and educational workshops for our students, families, and staff. Through topics such as personal safety, digital and internet safety, bullying and cyberbullying prevention, healthy relationships, gang awareness, drug and alcohol awareness, and fraud prevention, the partnership helps promote a safe and informed school community. The Crime Prevention Unit also connects families with community resources and services while strengthening positive relationships between law enforcement and our school through engagement opportunities and outreach programs. The Tenacious Group: Through its RESH 180 curriculum, partners with LCPA to provide students with social-emotional learning, mentorship, and life skills development. The program empowers students to build resilience, strengthen decision-making skills, develop healthy relationships, and navigate challenges both in and out of the classroom. Through engaging lessons and meaningful discussions, RESH 180 supports students' personal growth, well-being, and overall success while fostering a positive and supportive school culture.|"Our LEA's strategy for building partnerships is a key part of achieving our LCAP goals for student success. Our primary goals for improvement include: Boosting academic achievement: We plan to increase the number of students who meet or exceed proficiency standards in English Language Arts and Mathematics by 5% each year. Promoting college readiness: We're focused on fostering a college-bound culture by increasing the A-G completion rate by 10% annually. Ensuring a positive school environment: We strive to create a welcoming and safe school culture that supports learning while keeping our suspension rates low.   To help our students improve their academic performance, we're working with partners like Elevate Math and Santa Clara University to expand our tutoring services. Our goal is to increase the number of students meeting or exceeding proficiency standards in both English Language Arts (ELA) and Mathematics by 5% this academic year. We've already increased our tutoring availability from three days a week to four.  Enhancing College and Career Readiness: To improve our students' A-G completion rates, our academic counselors are creating more opportunities for engagement with students and their families. This past school year, we began introducing A-G and high school graduation requirements to incoming freshmen in April and July, before the school year even started. By engaging families as early as possible, we can better prepare students for college. Additionally, our counselors meet with at-risk students and their families each quarter to discuss academic progress. These conferences help ensure students are on track to pass their courses and meet all A-G requirements. For the upcoming school year, we're focused on: Expanding family engagement: Providing more ways for families to be involved in their student's education. Educating families: Offering lessons on what it means to be a ""high school and college-ready family."" Improving communication: Fostering stronger communication between teachers and families.   LCPA:  Cultivating a Positive and Safe School Culture -Our LEA continues to implement the Positive Behaviors and Intervention and Supports (PBIS) framework to build a more positive and supportive environment. Our PBIS initiatives include: An award system that recognizes students who exemplify our Eagle Warrior values of O.R.A.L.E (Orgullo, Respeto, Alianza, Liderazgo, and Educación). Reteaching positive behavior to ensure students understand our expectations. Establishing different tiers of intervention to provide targeted support when needed. To celebrate student success, we also host a quarterly Showcase of Learning for all grade levels. During these awards ceremonies, teachers recognize students for their positive behavior, academic achievements, and notable improvements, with the goal of highlighting different students at each event. These practices will continue to be a focus in the upcoming school year. Our goals for enhancing this"|ncreasing Family Engagement and Support Our LEA is committed to better engaging underrepresented families by helping them overcome barriers related to school governance, understanding student outcomes, and supporting their students' academic success. To build stronger partnerships and improve student outcomes, we will: Expand our partnerships to offer a wider range of programs and resources. Host multiple engagement opportunities each month at various dates and times to increase participation. Regularly survey our stakeholders to ensure our efforts align with their needs. Additionally, as part of the California Community Schools Partnership Program, we will analyze past data to determine which programs and resources have been most effective. This year our  Community Schools Coordinator will continue to conduct a self-study to identify and address the specific gaps affecting our most underrepresented families.|Enhancing Stakeholder Input for Decision-Making We are committed to incorporating feedback from our entire community in our decision-making process. Our current strengths in this area include ongoing communication through parent messaging apps, strong familial governance, and a continuous effort to gather suggestions. Key areas of impact for stakeholder engagement include: School Site Council English Learner Advisory Committee Monthly Cafecito with the Principals Grade-level town halls LCAP forums Community Schools Surveys   This past year, we made a concerted effort to involve all stakeholders in reviewing and revising (as needed) our LCAP goals. We held public comment sessions, hosted evening meetings for parents, visited advisory classrooms to speak with students, and provided both students and parents with opportunities to complete surveys.  Furthermore, we invited students and parents to serve on a panel where they could directly share their input with administrators and staff.|Families, students, and staff were the primary stakeholders who shared their experiences and helped us identify what our students need to reach their graduation goals. Our focus areas moving forward will include: Improving Communication: We will update all school policies, plans, and opportunities for family and student governance on our websites, mass communication tools, and social media platforms. Gathering Feedback: We plan to specifically reach out to students from historically underrepresented groups to better understand their strengths and areas where they need more support. Engaging Underrepresented Families: As we welcome new and returning students, we will focus on identifying and engaging with underrepresented families to ensure their voices are heard.|Our LEA believes that teachers, parents, and students must work together as partners to ensure every student receives a quality education and meets their goals. At the beginning of each school year, we re-familiarize students and families with our community expectations. We expect families to be actively involved in developing the LEA's strategic plans, sharing student needs, and tracking academic progress. To improve engagement with underrepresented families, we will: Host one-on-one meetings to create a safe space for them to ask questions and learn about their student's academic plan. Empower them to become leaders in their student's educational journey. Ensure that all families have access to and understand how to use parentsquare and powerschool as a means for communication, transparency and student progress. Our ongoing work includes following development plans, monitoring progress, assessing supplemental services, and continually seeking input and feedback from our entire LEA community.|4|5|4|4|4|4|4|5|4|4|4|4|Met||2026-06-17|2026
43694274330676|San Jose Conservation Corps Charter|3|SJCCCS significantly revamped its orientation and intake process to be more inclusive of families. Staff build connections in the beginning of a students tenure and continue close monitoring throughout their progress.|SJCCCS would like to include more families in campus activities.|SJCCCS serves entirely underrepresented families and it is our core mission to build relationships with them.|SJCCCS has made stronger use of data this year and academic counseling to drive student outcomes.|SJCCCS will continue to build on its ability to provide academic guidance and counseling.|All of SJCCCS students and families are underrepresented and therefore benefit from our improved counseling.|SJCCCS engages students effectively to provide input into decision- making through the newly reconstituted Leadership Crew.|SJCCCS can continue to develop the Leadership Crew and provide other avenues for input.|All families are underrepresented and therefore involved in decision making.|5|5|5|5|4|4|4|4|4|4|4|3|Met||2026-06-18|2026
43694274330726|Escuela Popular Accelerated Family Learning|3|Escuela Popular is committed to providing families with meaningful opportunities and resources to support student learning at school and at home. The school organizes various programs and events conveniently to ensure accessibility for all families. All parents and guardians are invited and encouraged to attend these events, which are designed to inform families about the school’s goals and priorities while gathering valuable feedback. As part of its commitment to continuous improvement, Escuela Popular has incorporated a systemic needs assessment process. Through this process, parents and students are invited to express their concerns and identify their needs. The feedback collected helps guide school planning and decision-making to better serve the community. Escuela Popular hosts five Family Nights throughout the year, during which students and teachers showcase classroom work and curriculum highlights. Parent-Teacher Conferences are held twice a year—in the fall and winter—and provide opportunities to review student academic progress. All meetings are open to the entire family, and childcare is provided as needed to support participation. The school also organizes a Parent Workshop each year, offering guest speakers and training sessions focused on helping families support their students' academic, social, and emotional development. To further strengthen its commitment to holistic student and family well-being, the school has added socioemotional support to its services. These services include individual, group, and family support, particularly for families experiencing challenges with their students. This approach aims to foster stronger relationships and healthy communication between students and caregivers.|Engaging all families in their students’ academic success remains a top priority for Escuela Popular. The school continues to focus on reaching families who face barriers to participating in engagement events. Home visits will remain a responsive strategy, tailored to the needs of individual families. Targeted outreach and intervention services are provided to families identified as truant or experiencing chronic absenteeism. During the 2024–25 school year, four community presentations were held by a district attorney from the truancy court, who informed families about the legal aspects of truancy. These sessions strengthened connections with families, helped uncover the root causes of absences, and enabled appropriate referrals for support. To further address chronic absenteeism, Escuela Popular is creating a new position focused exclusively on truancy prevention and support. This role continues to help families understand the importance of regular school attendance and the legal consequences of truancy. Additionally, members of the school’s truancy team will participate in professional development workshops offered by the Santa Clara County Office of Education.|Escuela Popular has implemented a comprehensive orientation process and family welcome sessions throughout the school year. As part of this process, a needs assessment tool was developed to identify required services early on. This proactive approach has enabled staff to assess family needs promptly and connect them with available resources. A follow-up meeting system has also been established to monitor ongoing needs and provide continued support. Many of our families are recent newcomers to the U.S. from Latin America. To ensure they receive appropriate assistance, we have created a structured process to connect them with legal, housing, and medical services.|Escuela Popular offers a unique family learning environment, providing educational opportunities to TK–12 grade students and their parents on a single campus. This intergenerational model strengthens family engagement and fosters a shared commitment to education. Over 90% of Escuela Popular families are Spanish-speaking, with the vast majority coming from immigrant households. The school is deeply rooted in serving its community through culturally responsive practices and comprehensive support systems. One of Escuela Popular’s key strengths lies in its wrap-around services, which are available on-site to help families access essential social services, including medical care, advocacy, and educational resources. These services are designed to support all members of the family and eliminate barriers to participation and success. More than 80% of the staff are bilingual and biliterate, which facilitates communication and the development of trusting relationships with families. This linguistic and cultural alignment helps foster meaningful parent involvement and collaboration. The school also provides robust administrative and personalized support, including access to the Student Support Team, which addresses the diverse academic, social, and emotional needs of students and families. In addition, Escuela Popular offers a wide range of no-cost support services, including: Childcare during parent classes and events, After-school care programs, On-site medical services and referrals to local community-based organizations, Free school meals, Transportation assistance, and legal consultation. These services reflect Escuela Popular’s holistic approach to education and its commitment to equity, inclusion, and community empowerment.|Looking ahead, Escuela Popular remains committed to expanding access to services by actively seeking new partnerships with organizations that offer free support to underprivileged students. The school will also continue offering existing services and prioritize efforts to engage families who have been less responsive, ensuring they are fully informed about the resources available to them. This continued outreach reflects Escuela Popular’s holistic approach to education and its unwavering dedication to equity, inclusion, and the well-being of every student and family.|Escuela Popular will continue to maintain an open-door policy for families during the school day, fostering a welcoming and accessible environment. Efforts will also focus on increasing awareness of the school’s internal referral system, ensuring families can more easily access services that support their needs. Additionally, the school will continue working to increase family participation in engagement activities to strengthen the home-school partnership.|Escuela Popular is committed to engaging students, parents, and educational partners in the school’s decision-making process. School leaders receive training to build trusting relationships with all educational partners. Committees made up of school leaders and support staff coordinate activities and training sessions to collect input from parents, teachers, and staff. The development of the LCAP is guided by various forms of community feedback, including surveys, focus groups, school-wide meetings, and community gatherings. Priority areas are identified with corresponding goals, actions, and metrics to track progress. Parents are encouraged to participate in decision-making through involvement in committees such as the School Site Council, English Learner Advisory Committees (ELAC/DELAC), LCAP community meetings, and Community Schools meetings.|Increasing parent participation in school input is a key area of improvement for Escuela Popular. The school aims to enhance the quality and accessibility of engagement opportunities, especially considering the time constraints many families face. To better inform school priorities and monitor progress, the school seeks more efficient and meaningful ways to collect feedback from parents and students. Semiannual surveys are administered each year as a primary tool for gathering input. Home visits are done when it is difficult for families to connect with the school. For the 2025–26 school year, efforts will focus on increasing participation rates and strengthening the overall impact of the feedback process|Outreach and services will be bilingual and at a convenient time and location for families.|5|4|4|5|3|3|4|4|3|3|3|3|Met||2026-06-15|2026
43694350000000|Evergreen Elementary|3|The Local Education Agency (LEA) has made significant progress in strengthening relationships among schools, staff, and families through a comprehensive array of initiatives and dedicated resources. Central to these efforts are the Biliterate Community Liaisons, who serve a critical role in bridging communication and cultural gaps between schools and families. Their work ensures mutual understanding, facilitates trust, and fosters meaningful collaboration across diverse communities.  A cornerstone of the LEA's family engagement strategy is the Parent Institute for Quality Education (PIQE), Parent Project Jr., and Active Parenting, which provides parents with essential skills and knowledge to actively participate in their children's education. Through PIQE, Parent Project Jr., and Active Parenting, parents are empowered to become informed advocates and partners in the academic success of their children.  To ensure inclusive and representative decision-making, the LEA supports several advisory bodies, including the District Advisory Committee (DAC) and the District English Learner Advisory Committee (DELAC). These committees provide structured opportunities for families and community members to engage in policy development and implementation, bringing diverse perspectives into the decision-making process.  At the school level, School Site Councils (SSC) promote grassroots involvement by enabling parents and staff to collaborate on initiatives that address site-specific needs and priorities. The English Learner Advisory Committee (ELAC) further amplifies the voices of families of multilingual learners, advocating for equitable access to educational opportunities and resources.  The LEA also celebrates the accomplishments of English learners through its Reclassification ceremony, which honors students who have met the criteria to be re-designated as fluent English proficient. This celebration fosters a sense of belonging and recognizes students’ perseverance and academic success.  In addition to these structured programs, the LEA facilitates ongoing engagement through parent-teacher conferences and student exhibitions of learning, providing platforms for meaningful dialogue and shared understanding of student progress. Informal events, such as parent coffees, offer relaxed settings where families can build relationships with school staff and voice concerns in a welcoming environment.  Collectively, these initiatives reflect the LEA’s unwavering commitment to fostering inclusive and collaborative partnerships among school staff, students, and families. By cultivating a culture of mutual respect and shared responsibility, the LEA is creating a supportive educational environment that empowers all members of the school community.|The Local Education Agency (LEA) has undertaken a thoughtful evaluation of its current efforts to build strong, collaborative relationships between school staff and families. As a result, several key areas for improvement have been identified, reflecting the LEA’s commitment to fostering a more inclusive, responsive, and supportive educational environment.  The LEA aims to expand and improve translation and interpretation services, with particular attention to ensuring that families are fully supported during Individualized Education Program (IEP) meetings. By enhancing these services, the LEA seeks to ensure that all families can meaningfully participate in their children's education, regardless of language barriers.  Additionally, the LEA acknowledges the linguistic diversity of its broader community and is working to extend language support services to accommodate a wider range of languages. This inclusive approach reflects the LEA’s commitment to equity and access for all families.  Professional development for staff is another key priority. The LEA is dedicated to providing ongoing training focused on cultural awareness and responsiveness. These professional learning opportunities will help staff develop a deeper understanding of the diverse cultural backgrounds represented in the school community and cultivate respectful, inclusive relationships with students and their families.  To further strengthen family-school partnerships, the LEA is actively working to increase family participation in both school and district-level events. By fostering a sense of belonging and encouraging family involvement, the LEA aims to build a vibrant, engaged community where all voices are heard and valued.  Moreover, the LEA is committed to creating an inclusive environment that supports the needs of diverse learners. This includes promoting empathy, understanding, and mindset shifts among students, staff, and families—shifts that embrace and celebrate differences as strengths. Through this work, the LEA seeks to cultivate a school culture where all individuals feel respected, supported, and empowered to succeed.  In summary, these strategic efforts reflect the LEA’s dedication to continuous improvement and its unwavering focus on equity, inclusivity, and meaningful engagement with all members of the school community.|The Local Education Agency (LEA) is committed to strengthening the engagement of underrepresented families by fostering collaborative relationships between schools, staff, and families. Guided by educational partner input and local data, the LEA has prioritized equity, inclusion, and active participation across its school communities.  Recognizing the unique needs of student groups such as English Language Learners, students with disabilities, homeless and foster youth, socioeconomically disadvantaged students, African American students, and Latinx families, the LEA continues its efforts through targeted outreach and the provision of tailored resources to remove systemic barriers.  A key strategy includes maintaining Response to Intervention (RtI) practices to address academic challenges early, ensuring students receive individualized, evidence-based support. Community liaisons also play a vital role, serving as cultural and communication bridges between families and schools to build trust and understanding.  The LEA also addresses non-academic barriers by offering wraparound services and partnering with community organizations. Collaboration with the Valley Transportation Authority (VTA) help address transportation challenges. The LEA provides families with food and other essential services. Clothing closets are available to support foster youth and homeless students.  Student empowerment is also a focus. Programs like B.L.A.C.K. (Building Leaders and Activists with Collective Knowledge) equip students with advocacy skills and create space for underrepresented voices.  To better understand and respond to family experiences, the LEA conducts empathy interviews that inform culturally responsive practices and guide professional development for school staff.  The LEA is also investing in long-term support by offering academic, health, and social-emotional services, thus providing stability and holistic success for students and families.  Through these initiatives, the LEA demonstrates its commitment to a more inclusive, respectful, and supportive educational environment—one in which all families are seen as essential partners in student success.|The LEA continues to demonstrate strong progress in fostering partnerships that support student achievement and whole-child development. Through targeted initiatives and collaboration, the LEA builds a solid foundation for student success.  A cornerstone of this work is the Student Study Team (SST) Handbook, which provides a structured process for early identification and support of academic and behavioral needs. This promotes timely, coordinated interventions.  Collaboration with educational partners is enhanced through regular meetings under the Comprehensive Coordinated Early Intervening Services (CCEIS) framework. These gatherings align strategies and resources across educational partners to improve student outcomes.  Family engagement remains central to the LEA’s approach. Parent-teacher and student-led conferences offer meaningful dialogue around student progress, supporting shared understanding and joint goal-setting between home and school.  The LEA’s Profile of a Learner defines key skills and attributes needed for student success and guides educators in aligning instruction and support with individual needs. This framework personalizes learning and strengthens intentional teaching.  To address diverse learning needs, the LEA uses a Multi-Tiered System of Supports (MTSS), delivering academic and social-emotional interventions at increasing levels of intensity. This ensures equitable access to support and promotes growth for all students. The identification of Essential Standards in ELA, Mathematics, and Science will further strengthen Tier 1 instruction for students.   Communication is further supported through ParentSquare, a digital platform that enables timely, transparent, and ongoing interaction between schools and families. It keeps families informed, engaged, and connected to their child’s learning.  Beyond academics, the LEA prioritizes well-being through the development of community schools and wellness centers. These hubs offer services that address students’ social, emotional, and physical needs, fostering stability and support.  In times of crisis, dedicated response teams provide swift and structured action to protect student safety and well-being, underscoring the LEA’s whole-child focus.  Transparency and family empowerment are promoted through the Parent Handbook of Rights and Responsibilities, which offers families key information to support informed and active participation in their child’s education.  Community engagement is further encouraged through events such as reclassification ceremonies, cultural celebrations, open houses, and back-to-school nights. These gatherings build relationships, celebrate student success, and strengthen school communities.   Collectively, these efforts demonstrate the LEA’s strong commitment to fostering inclusive partnerships that support student success and well-being by remaining responsive and intentional in its approach.|Based on input from educational partners and data from the Comprehensive Coordinated Early Intervening Services (CCEIS) process, the Local Education Agency (LEA) has identified key priorities to strengthen partnerships and improve outcomes for students, especially those with diverse learning needs. These priorities highlight the LEA’s commitment to equity, inclusion, and collaboration.  A major focus is addressing disproportionate representation of certain student groups in special education. The LEA is implementing targeted strategies to reduce disparities and promote equitable opportunities for all students.  Professional development is key, with emphasis on training special education teams in assessment practices that are culturally and linguistically appropriate. The LEA is refining protocols to assess multilingual learners in their primary language to support accurate identification and reduce misclassification.  To ensure transparency, the LEA has created a special education handbook that clarifies procedures, expectations, and available supports for families and educators.  The LEA is also prioritizing fidelity in the Student Study Team (SST) process, crucial for early identification of academic and behavioral issues. Ongoing training will ensure consistent, equitable use of SSTs across schools.  Clarifying the differences between Section 504 plans and Individualized Education Programs (IEPs) is another priority. Providing the right support through accommodations or specialized services helps prevent over-identification and supports informed decisions by families and educators.  The LEA emphasizes consistent implementation of IEP accommodations in general education settings, ensuring students with disabilities access the curriculum and thrive alongside peers.  To maintain accountability, the LEA conducts regular IEP file audits to ensure compliance, improve documentation, and identify areas for improvement.  Through these efforts, the LEA is strengthening collaboration among schools, families, and communities. By focusing on equity, clarity, and effective implementation, the LEA advances its mission to improve outcomes for all students, especially those with diverse learning needs.|Based on a comprehensive analysis of educational partner input and local data, the Local Education Agency (LEA) has launched strategic initiatives to enhance engagement of underrepresented families and build meaningful partnerships for improved student outcomes. These efforts reflect the LEA’s commitment to equity, inclusion, and collaborative support for all students.  A core strategy is the implementation and consistent usage of a districtwide behavior matrix that outlines clear expectations and consequences. This consistency helps create a positive school climate and allows families to reinforce expectations at home, fostering shared understanding and strengthening school-home partnerships.  The LEA is also integrating restorative practices into its discipline system. These approaches emphasize empathy, accountability, and communication, encouraging family participation in resolving conflicts. Restorative practices help build trust, especially with underrepresented communities, and contribute to a more inclusive school culture.  To support students who have disengaged, the LEA developed individualized re-engagement plans. These plans identify and address barriers to attendance and involvement while actively involving families in the process, ensuring they are key partners in their child’s return to school success.  The LEA has established wellness centers as hubs for student support. These centers provide students with access to social-emotional and academic resources in welcoming spaces that foster belonging and ongoing collaboration.  Expanding wraparound services is another focus. By offering access to counseling, healthcare, food, and social services, the LEA addresses the broader needs of families, helping remove obstacles to student learning and engagement. This whole-child, whole-family model underscores the district’s inclusive approach.  In addition, the LEA is strengthening partnerships with school-linked services, including mental health providers, social service agencies, and community-based nonprofits. These collaborations broaden the network of culturally responsive supports available to underrepresented families.  Collectively, these strategies demonstrate the LEA’s dedication to fostering an inclusive educational environment where all families—particularly those who have been historically underrepresented—are encouraged and supported in engaging with their children’s education. Through a focus on trust, accessibility, and collaboration, the LEA continues to strengthen meaningful partnerships that contribute to student success.|The Local Education Agency (LEA) has made significant progress in fostering inclusive and responsive decision-making by actively seeking input from educational partners. Through various collaborative mechanisms, the LEA ensures that the voices of students, families, educators, and community members shape programs, policies, and practices.  One key tool for feedback is the use of surveys, which engage parents, students, and staff on topics ranging from curriculum to school climate. These surveys provide valuable data to guide decisions aligned with community priorities.  The District Advisory Committee (DAC) is another important element, comprising representatives from School Site Councils across all Evergreen Elementary School District (EESD) schools. The DAC serves as a forum for dialogue on district initiatives, ensuring decisions reflect diverse community needs.  To address specific student populations, the District English Learner Advisory Committee (DELAC) offers a platform for English Language Learner (ELL) families to provide input on language programs, support services, and resources. DELAC plays a vital role in shaping policies that support multilingual students’ success.  Needs assessments conducted by the LEA identify areas for improvement, highlight strengths, and inform the strategic allocation of resources to better serve students and families.  Community input is further gathered through Local Control and Accountability Plan (LCAP) Community Engagement Surveys, which capture perspectives on district goals and funding priorities. This ensures the LCAP remains rooted in the community’s values, thus functioning as a transparent planning tool.  Safety surveys regularly assess perceptions of campus safety and student well-being, thereby enabling the LEA to tailor climate and security measures to community concerns.  Educator feedback is also collected via professional development surveys, helping to align staff training with preferences and instructional needs.  Through these inclusive engagement practices, the LEA demonstrates a strong commitment to collaborative decision-making and community-centered leadership. By consistently incorporating feedback from all educational partners, the LEA continues to foster a responsive and equitable educational system that supports student success and shared growth.|The Local Education Agency (LEA) has identified several opportunities to strengthen its processes for gathering input to support informed and effective decision-making. A key priority is increasing engagement with families who have been historically underrepresented while also ensuring that comprehensive needs assessments are consistently conducted at every school site.  To support more inclusive decision-making, the LEA is working to expand meaningful engagement opportunities that reflect the diverse perspectives of the school community. This includes exploring targeted outreach strategies that emphasize cultural responsiveness and language accessibility. Approaches such as empathy interviews and community-focused engagement opportunities are being considered to encourage participation from families of all backgrounds and ensure their perspectives help inform educational programs and policies.  In addition, the LEA remains committed to implementing thorough, site-specific needs assessments. By collecting and analyzing data that reflects the unique characteristics of each school community, the LEA can better identify specific challenges, priorities, and areas of need. This process supports more equitable and strategic allocation of resources while ensuring that decisions are responsive to the distinct needs of individual campuses.  Collectively, these efforts reflect the LEA’s commitment to developing decision-making processes that are both data-informed and inclusive. By strengthening opportunities for input—particularly from underrepresented families—and enhancing the quality of needs assessments, the LEA aims to ensure that all educational partners play a meaningful role in shaping initiatives that support student success.|Based on a thorough analysis of educational partner input and local data, the Local Education Agency (LEA) has developed targeted strategies to enhance the engagement of underrepresented families in the decision-making process, with a particular emphasis on actively seeking their input. Recognizing the vital role these families play in shaping educational outcomes, the LEA is committed to fostering meaningful participation throughout planning and implementation phases.  Under the guidance of the Director of Educational Services, community liaisons are playing an instrumental role in these efforts. They are participating in and facilitating committees made up of diverse educational partners, collaborating to develop family engagement activities that are culturally relevant and responsive to the unique needs and preferences of underrepresented families. This inclusive approach is creating meaningful opportunities that authentically reflect and connect with the community.  To ensure the continued effectiveness of these family engagement initiatives, the LEA will establish comprehensive evaluation mechanisms. These may include surveys, focus groups, and interviews designed to capture the experiences and perspectives of participating families. Such feedback will provide valuable insights, enabling the LEA to make informed adjustments and enhancements to future engagement efforts.  Through the implementation of these strategies, the LEA aspires to cultivate a more inclusive and participatory decision-making environment. By providing underrepresented families with meaningful opportunities to contribute, the LEA not only strengthens family-school partnerships but also ensures that decisions are enriched by a diverse array of voices. Ultimately, this approach supports more equitable and effective outcomes that benefit all students.|4|5|4|5|5|5|5|4|5|5|4|4|Met||2026-06-18|2026
43694500000000|Franklin-McKinley Elementary|3|The Franklin-McKinley School District utilized results from the 2025-26  Family LCAP Survey, which had 710 responses to support our self-assessment of building trusting and respectful relationships with families, ensuring they feel welcome in our schools, incorporating practices that include the strengths, cultures, and languages of the families we serve, and opportunities for open communication.  This response rate was an increase of 408 responses from the previous year. Based on 2025-26 LCAP Family Survey Data, the following results provide feedback on Relationship Building from the parents who participated in the survey:   98% of families responded favorably to feeling welcome  99% of families responded favorably to school and home communication being helpful and positive 97% of families responded favorably to the principal being available to parents this year  When Relationship Building was discussed at the District Advisory Committee meeting on March, parents and staff discussed current communication tools. Overall they feel schools are welcoming but feel that we need to identify improved ways to connect with families.   There is an expectation that our school sites communicate with families in their preferred language and provide various translation tools and processes to do so. We primarily serve English, Spanish, and Vietnamese speaking families across the District. Throughout the school year, the District will encourage school sites to celebrate culturally relevant holidays to build a sense of community for the families they serve (i.e. Lunar New Year Celebrations, Black April, Hispanic Heritage Month, Moon Festivals, etc.).|The Franklin-McKinley School District remains committed to increasing family participation and transforming this participation to engagement. As we build on this progress, FMSD is also focused on creating meaningful, authentic opportunities for families to engage and advocate in partnership with staff. Below are several strategies we believe will further strengthen these efforts:  Communication: The analysis has highlighted the need to enhance communication between school staff and families. This includes improving the clarity, frequency, and accessibility of communication channels to ensure that families are well-informed about school activities, policies, and their child's progress.  Cultural Competence: FMSD recognizes the importance of enhancing cultural competence among school staff. Training and professional development programs will be implemented to help staff understand and respect the diverse backgrounds and perspectives of the families they serve.  Language Access: Language barriers continue to be a challenge. FMSD will continue to provide translation and interpretation services to ensure that non-English-speaking families can engage effectively with school staff and participate fully in their child's education.  Family Engagement Opportunities: Creating more opportunities for family engagement is a priority. In collaboration with our district's Family Resource Centers, FMSD will continue to organize and expand events, workshops, and activities, in collaboration with school sites, that encourage families to actively participate in school life and build relationships with staff.  Flexible Meeting Times: Recognizing the diverse schedules of families, the LEA will offer flexible meeting times, including evenings and weekends, for parent-teacher conferences and other school-related meetings.  We have also seen an increase request from families to provide virtual meetings.  Parent Empowerment Programs: FMSD continues to expand its partnership with Parent Institute for Quality Education (PIQE) Program that empower parents to take an active role in their child's education. This includes training on how to support learning at home and navigate the education system.  FMSD anticipates including families from the Vietnamese community in future years.  By addressing these focus areas, FMSD will build stronger and more collaborative relationships between school staff and families, ultimately creating a more supportive and inclusive educational environment for all students.|Based on the analysis of educational partner input and local data, FMSD has identified several strategies to improve the engagement of underrepresented families in the context of Building Relationships Between School Staff and Families:  Culturally Responsive Training: The FMSD will provide cultural competence and sensitivity training to school staff to ensure they understand and respect the diverse backgrounds and perspectives of underrepresented families. This will foster more inclusive and respectful interactions.  District Liaisons: FMSD employs two Spanish speaking and two Vietnamese Speaking Liaisons who are culturally competent and representative of the underrepresented groups. These liaisons will serve as a bridge between school staff and families, helping to build trust and facilitate communication.  Language Access: Recognizing language barriers, FMSD will continue to provide translation and interpretation services to facilitate communication between school staff and non-English-speaking families, ensuring they can participate fully in school activities.  Community Engagement Events: In collaboration with the district's Family Resource Centers, FMSD will organize community events and workshops designed to engage underrepresented families. These events will provide opportunities for school staff to connect with families in informal settings.  Flexible Meeting Times: To accommodate the diverse schedules of underrepresented families, FMSD will continue to offer flexible meeting times, for parent-teacher conferences and other school-related meetings.  Feedback: Continue to collect regular feedback at all times, through surveys and focus groups, to encourage underrepresented families to share their concerns, suggestions, and needs directly with school staff.  Celebrating Diversity: FMSD will promote a culture of inclusion and diversity within schools, celebrating cultural heritage months and organizing events that highlight the rich backgrounds of underrepresented families.  By implementing these strategies, FMSD will continue to strengthen the relationships between school staff and underrepresented families, improve communication, and create a more inclusive and welcoming school environment. This, in turn, will support better educational outcomes for all students.|The Franklin-McKinley School District utilized results from the 2024-25 Family LCAP Survey, which had 701 responses to support our self-assessment of building trusting and respectful relationships with families, ensuring they feel welcome in our schools, incorporating practices that include the strengths, cultures, and languages of the families we serve, and opportunities for open communication. Based on 2024-25 LCAP Family Survey Data the following results provide feedback on Building Partnerships from the parents who participated in the survey:   97% families responded favorably to classroom climates, parent engagement opportunities, and sense of belonging.  This is 4/7 topics within the survey.   The other two topics, Conditions of Leaning (96%), and Outcomes (95%), though not the highest, still produced high results.|Based on the analysis of educational partner input and local data, Franklin-McKinley has identified the following focus areas for improvement in Building Partnerships for Student Outcomes:  Communication and Outreach: Feedback from families indicates a desire for greater coordination and streamlining of communications from teachers, schools, and the district. Families shared that receiving information from multiple sources can lead to communication fatigue, which may ultimately reduce engagement and participation. Opportunities exist to improve the consistency, timing, and alignment of messages to ensure families receive clear, concise, and actionable information.  Family Involvement and Empowerment: FMSD  intends to empower families to become more active participants in their children's education. This includes offering opportunities for family engagement and leveraging current parent groups throughout the district, so that district-sponsored workshops, advisory committees, and decision-making processes and parent-led with district and site support. Schools will continue to offer parent education engagement programs such as Cultivating Literacy and the Parent Institute for Quality Education.  Data Utilization and Monitoring: FMSD recognizes the importance of data-driven decision-making. It plans to improve its data collection, analysis, and utilization processes to continually assess the effectiveness of partnership-building efforts and make informed adjustments.  By focusing on these areas for improvement, FMSD aims to create a more inclusive, equitable, and collaborative educational environment that ultimately enhances student outcomes and overall success.|"FMSD has conducted a thorough analysis of educational partner input and local data as part of its self-reflection process regarding ""Building Partnerships for Student Outcomes."" To improve engagement with underrepresented families, the LEA will implement the following strategies:  Culturally Responsive Communication: The LEA will develop and disseminate communication materials that are culturally sensitive and accessible to all families, ensuring that language barriers and cultural differences are addressed to foster inclusivity.  Community Liaisons: FMSD will continue to utilize District Liaisons who are culturally competent and representative of the underrepresented groups. These liaisons will serve as bridges between the school system and families, helping build trust and engagement.  Parent Workshops and Events: FMSD will organize workshops, seminars, and community events specifically tailored to the needs and interests of underrepresented families. These events will promote understanding of educational processes and opportunities for involvement.  Flexible Meeting Schedules: Recognizing the diverse schedules of underrepresented families, FMSD will offer flexible meeting times, including evenings and weekends, to accommodate working parents and guardians.  Accessible Resources: FMSD will ensure that essential resources, such as educational materials, school policies, and support services, are readily available in multiple languages and formats to enhance accessibility.  Feedback: FMSD will seek feedback from families at all times to enhance dialogue and collaboration efforts.  In addition, FMSD will continue to administer formal surveys.  Community Partnerships: Collaborations with local community organizations and leaders will be fostered to create a network of support and resources that can benefit underrepresented families.  Professional Development: Training and professional development opportunities will be provided to educators and staff to enhance their cultural competence, empathy, and ability to engage effectively with underrepresented families.  By implementing these strategies, FMSD aims to build strong partnerships with underrepresented families, promote their active involvement in the education process, and ultimately improve student outcomes through a more inclusive and collaborative approach."|The Franklin-McKinley School District utilized results from the 2025-26 Family LCAP Survey, which had 710 responses, to support our self-assessment of building trusting and respectful relationships with families, ensuring they feel welcome in our schools, incorporating practices that include the strengths, cultures, and languages of the families we serve, and opportunities for open communication. Based on 2025-26 LCAP Family Survey Data, the following results provide feedback on Seeking Input to Decision Making  from the parents who participated in the survey:   96% of families responded favorably that the school takes parents’ opinions into consideration and 94% felt the district takes parents’ opinions into consideration.   FMSD has various advisory groups where parents have input in budgetary and programmatic decision-making. At the district level: the District English Learner Advisory Committee (DELAC), the District Advisory Committee (DAC), Special Education District Advisory Council (SEDAC) and the Citizens’ Bond Oversight Committee. In addition the board of education in partnership with the Superintendent and Cabinet host four Town Halls a year rotating to various sites across the district. At the site level, each school implements the required School Site Council and the English Learner Advisory Committee. In addition, several sites hold parent coffees which are less formal,  but provide parents with the opportunity to ask questions, voice concerns and express needs to the site principal. The DELAC and DAC are especially important in the development of the LCAP. Interpretation and translation is provided in Spanish and Vietnamese.|Based on the analysis of educational partner input and local data, FMSD has identified the following focus area(s) for improvement in Seeking Input for Decision-Making:  Educational Partner Engagement: FMSD recognizes the need to enhance its efforts in actively involving a diverse range of partners in decision-making processes. This includes parents, teachers, students, and community members.  Transparency and Communication: The analysis highlights a need for improved transparency in decision-making processes. FMSD  aims to enhance communication channels to ensure that educational partners are well-informed about upcoming decisions and have access to relevant information.  Equity and Inclusivity: FMSD is committed to addressing disparities in educational partner engagement. Efforts will focus on ensuring that the input of underrepresented groups is valued and that equitable opportunities for participation are provided.  Professional Development: FMSD acknowledges the importance of providing training and professional development opportunities to staff and administrators involved in decision-making to enhance their facilitation skills and ability to engage educational partners effectively.  Community Partnerships: Continue collaborations with local community organizations and district Family Resource Centers to strengthen access to additional resources and expertise for informed decision-making.  By focusing on these areas for improvement, FMSD aims to create a more inclusive, transparent, and participatory decision-making environment that reflects the diverse perspectives and needs of the community, ultimately leading to more effective and equitable outcomes in education.|Based on the analysis of educational partner input and local data, FMSD is working to improve the engagement of underrepresented families in the context of Seeking Input for Decision-Making. Some key strategies include:  Targeted Outreach: FMSD will continue to implement targeted outreach efforts to specifically engage underrepresented families. This is implemented by reaching out through culturally sensitive and accessible channels, including community-based organizations, non-English language materials, and neighborhood events, as well as multiple communication outreach tools (text, paper flyers, mailers, website, TV, radio, etc.).  Flexible Engagement Formats: Recognizing the diverse schedules and preferences of underrepresented families, FMSD will continue to offer flexible formats for providing input, such as virtual meetings, surveys, and in-person sessions at various times and locations.  Language Accessibility: To overcome language barriers, FMSD will continue to provide interpretation and translation services as needed to ensure that non-English-speaking families can participate effectively in discussions and provide input.  Resource Allocation: Continue to allocate resources to support outreach and engagement efforts targeted at underrepresented families, ensuring that adequate funding and support are available.  Continuous Evaluation: Regular assessments of the effectiveness of engagement strategies will be conducted through surveys of participants and the community, and adjustments will be made based on feedback.  By implementing these strategies, FMSD aims to create a more inclusive and participatory decision-making process that ensures the voices and perspectives of underrepresented families are heard and valued in shaping educational policies and practices.|3|3|4|4|3|3|3|2|3|3|3|3|Met||2026-06-06|2026
43694500113662|Voices College-Bound Language Academy|3|This year, Voices Flagship: College-Bound Language Academy continued with the Family and Community Engagement Coordinator role, and the impact has been clear. With dedicated support for family engagement, we have been able to offer more consistent, meaningful opportunities for families to connect with our school community, resulting in stronger turnout and deeper participation across events throughout the year. We also continued a beloved tradition: our end-of-year student recognition ceremony, where we celebrate the core values our students embody every day and honor the partnership between families and staff that makes their growth possible.|This year, Voices Flagship: College-Bound Language Academy has deepened its commitment to family engagement by increasing participation in key opportunities, including Cafecitos and ELAC meetings. We have strengthened communication around academics and provided targeted support for families of students with disabilities, newcomers, and English Language Learners.|This year, Voices Flagship expanded and strengthened its family engagement work across every level of our school community. Cafecitos and ELAC meetings served as anchors for ongoing academic communication, while dedicated outreach ensured families of students with disabilities, newcomers, and English Language Learners received the support they needed to stay connected.|This year, Voices Flagship: College-Bound Language Academy has continued to cultivate partnerships that directly support student growth and well-being. Our ongoing collaboration with the Boys and Girls Club provides students with free after-school, spring break and summer programming, offering structured homework time, academic support, and enrichment opportunities in the arts, sports, and beyond. Through our partnership with Pacific Clinics, students have access to consistent, school-based support group interventions, integrating social-emotional and mental health support into our broader commitment to the whole child. This year, we also hosted our second annual High School Night, bringing local high schools directly to our campus to help 8th grade students and their families explore post-elementary options with confidence. Our staff provided hands-on guidance through the application process, ensuring every graduating student had the support they needed to take their next step with clarity and purpose.|This year, Voices Flagship: College-Bound Language Academy has taken intentional steps to expand partnerships with local colleges and universities, bringing higher education closer to our students in meaningful ways. Through new and growing collaborations, we continue to create opportunities for students to visit college campuses and experience higher education firsthand. These experiences are designed to spark college awareness and build a college-going identity from an early age, with a particular focus on students who may be the first in their families to pursue a postsecondary education.|This year, Voices Flagship: College-Bound Language Academy has remained steadfast in its commitment to equitable access for every student, including those from underrepresented and under-resourced families. We have continued to prioritize enrichment opportunities, field trips, and programs that are free or low-cost, actively fundraising to cover the majority of expenses so that no student is left out due to financial circumstances. This commitment is not just a logistical decision; it is a reflection of our core belief that every child deserves access to experiences that expand their horizons and fuel their growth, academically and personally.|This year, Voices Flagship: College-Bound Language Academy has continued to place stakeholders at the center of decision-making, recognizing that the best outcomes for students emerge when families, staff, and school leaders work together. Academic decisions are made collaboratively with teachers, ensuring that instructional choices are grounded in classroom expertise and shared ownership. To keep families informed and engaged, we have maintained multiple communication channels, including in-person meetings, email, and family apps such as ParentSquare and ClassDojo, meeting families where they are and honoring their diverse preferences.|This year, Voices Flagship: College-Bound Language Academy has focused on increasing attendance.  As a school we have been tracking attendance data weekly to identify students at risk of chronic absenteeism early, sending automated alerts or personal outreach to families when absences begin to pattern and setting clear attendance goals and communicating expectations to families at the start of the year.|This year, Voices Flagship: College-Bound Language Academy has made attendance a school-wide priority, recognizing that consistent presence is the foundation of student learning and success. We established clear attendance goals at the start of the year and communicated expectations directly to families, ensuring everyone began the year with a shared understanding of what showing up means for our students. Throughout the year, we have tracked attendance data weekly to identify students at risk of chronic absenteeism early, allowing us to respond quickly and intentionally. When patterns of absence emerge, we reach out to families through automated alerts and personal outreach, ensuring no student slips through the cracks without support.|4|4|4|4|3|3|4|4|3|3|3|3|Met||2026-06-24|2026
43694500123299|Rocketship Mosaic Elementary|3|In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and is a cornerstone of the school's partnership with families. In the 2025-2026 school year, we enhanced our foundational relationships with families from the start of the year, investing in a successful day zero to day thirty initiative. The initiative focused on engaging families through the summer and start  of the year with a series of events and workshops intended to support relationship building between staff and families. We built on this momentum with the ongoing strength of our home visits and robust professional development for teachers, which included training on engaging families on an ongoing basis, and through our Los Dichos literacy program.    The success of these relationship building efforts is reflected in recent local data, with the school meeting its parent and family survey goals and achieving a significant increase in overall family satisfaction and connection with the school.|In order to continue to grow in the area of building relationships between school staff and families, the school will engage families, parent leaders and staff to define and implement standard core family engagement events and elicit input on continuing to increase engagement in these events. The school will continue to invest in parent leaders to support these events and provide meaningful outreach to all families.|The school invests in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff identify and directly partner with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities. To further engage underrepresented families, our Care Corps team conducts intensive, in person outreach - including whole needs assessments and community organization referrals - to build stronger partnerships with these families and support every student’s holistic success.|Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, and other interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect.   The school has made significant progress in building partnerships for student outcomes by launching a comprehensive academic toolkit and resource hub for families. Through this toolkit, the school partners with families as true academic collaborators, providing strategies, training and tools for families to engage their students at home, connecting learning at school with learning at home.  Additionally, the school hosted a series of Family Literacy Nights, which provided tools and development for families to engage their students through a love of reading.|In order to continue to grow in the area of building partnerships for student outcomes, the school will continue to increase parent understanding of our curriculum and how to best support their students at home. Now that the academic toolkit has been launched, the school will seek to embed the tool in a multitude of parent events and training, providing families with increased understanding of the curriculum and associated tools to support positive outcomes for their students.|The school will invest in the engagement of underrepresented families through support and professional learning for staff, including a monthly Care Corps presentation to staff focused on strategies, tools and training on engaging and supporting underrepresented students. Additionally, Care Corps is engaging in new ways with school leaders and underrepresented families, through participation in key meetings with families of these students, bringing a well rounded and holistic approach to the support provided.|In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. The school conducts multiple family surveys over the course of the year, gathering information about what is working well for families and how we can improve.  Results are reviewed and ways to improve are discussed at community meetings, SSC/ELAC meetings and Rocketship Board meetings. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage in the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.  In addition to SSC and ELAC, our campus has a community advisory group, which solicits feedback from the community including students, parents, school staff and school leaders and analyzes data on school academics, culture and student well being. The group identifies trends and gives input and recommendations on potential actions the school may take.  Lastly, we have partnered with the Rocketship network on the Regional Community Advisory Board to engage in decision making, support the creation of, and provide feedback on, Rocketship’s five year plan and annual goals and priorities. The advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan and priorities.|In order to continue to improve in seeking input for decision making, the school plans to engage focus groups of families to solicit their input on ways to engage the school community in decision making and foster ongoing dialogue around key decisions over the course of the year.|The school is focused on engaging underrepresented families by bringing an inclusive lens and mindset to the work of family engagement. All staff and school leaders receive training to support all families and incorporate that training into their work by reaching out to engage families of underrepresented groups.|5|5|5|5|5|4|5|5|4|5|4|4|Met||2026-06-11|2026
43694500128108|Rocketship Spark Academy|3|In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and is a cornerstone of the school's partnership with families. In the 2025-2026 school year, we enhanced our foundational relationships with families from the start of the year, investing in a successful day zero to day thirty initiative. The initiative focused on engaging families through the summer and start  of the year with a series of events and workshops intended to support relationship building between staff and families. We built on this momentum with the ongoing strength of our home visits and robust professional development for teachers, which included training on engaging families on an ongoing basis, and through our Los Dichos literacy program.    The success of these relationship building efforts is reflected in recent local data, with the school meeting its parent and family survey goals and achieving a significant increase in overall family satisfaction and connection with the school.|In order to continue to grow in the area of building relationships between school staff and families, the school will engage families, parent leaders and staff to define and implement standard core family engagement events and elicit input on continuing to increase engagement in these events. The school will continue to invest in parent leaders to support these events and provide meaningful outreach to all families.|The school invests in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff identify and directly partner with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities. To further engage underrepresented families, our Care Corps team conducts intensive, in person outreach - including whole needs assessments and community organization referrals - to build stronger partnerships with these families and support every student’s holistic success.|Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, and other interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect.   The school has made significant progress in building partnerships for student outcomes by launching a comprehensive academic toolkit and resource hub for families. Through this toolkit, the school partners with families as true academic collaborators, providing strategies, training and tools for families to engage their students at home, connecting learning at school with learning at home.  Additionally, the school hosted a series of Family Literacy Nights, which provided tools and development for families to engage their students through a love of reading.|In order to continue to grow in the area of building partnerships for student outcomes, the school will continue to increase parent understanding of our curriculum and how to best support their students at home. Now that the academic toolkit has been launched, the school will seek to embed the tool in a multitude of parent events and training, providing families with increased understanding of the curriculum and associated tools to support positive outcomes for their students.|The school will invest in the engagement of underrepresented families through support and professional learning for staff, including a monthly Care Corps presentation to staff focused on strategies, tools and training on engaging and supporting underrepresented students. Additionally, Care Corps is engaging in new ways with school leaders and underrepresented families, through participation in key meetings with families of these students, bringing a well rounded and holistic approach to the support provided.|In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. The school conducts multiple family surveys over the course of the year, gathering information about what is working well for families and how we can improve.  Results are reviewed and ways to improve are discussed at community meetings, SSC/ELAC meetings and Rocketship Board meetings. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage in the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.  In addition to SSC and ELAC, our campus has a community advisory group, which solicits feedback from the community including students, parents, school staff and school leaders and analyzes data on school academics, culture and student well being. The group identifies trends and gives input and recommendations on potential actions the school may take.  Lastly, we have partnered with the Rocketship network on the Regional Community Advisory Board to engage in decision making, support the creation of, and provide feedback on, Rocketship’s five year plan and annual goals and priorities. The advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan and priorities.|In order to continue to improve in seeking input for decision making, the school plans to engage focus groups of families to solicit their input on ways to engage the school community in decision making and foster ongoing dialogue around key decisions over the course of the year.|The school is focused on engaging underrepresented families by bringing an inclusive lens and mindset to the work of family engagement. All staff and school leaders receive training to support all families and incorporate that training into their work by reaching out to engage families of underrepresented groups.|5|5|5|5|5|4|5|5|4|5|4|4|Met||2026-06-11|2026
43694500129205|KIPP Heritage Academy|3|KIPP believes that meaningful family engagement builds parent efficacy, recognizes families as true assets, and leverages the community's strengths, experiences, and knowledge to strengthen the school. We are committed to partnerships that create lasting capacity for families — not just during their time with us, but beyond.  Families are reached through multiple communication channels including newsletters, emails, phone calls, and text messages. Staff share their email addresses and cell phone numbers directly with families to ensure accessible support for homework and other concerns. Progress reports and report cards are distributed throughout the year to keep families informed of their student's academic progress, and families are encouraged to schedule conferences with teachers at any point. Any student at risk of retention is required to meet with teachers and administrators to identify additional supports. Each year, the school begins building family relationships during new student orientation — before the school year begins — so that students and families feel connected and welcomed from day one.  The KIPP Family Council (KFC) serves as the school's primary family governance structure, providing families with a meaningful voice in school decision-making. Families drive the KFC, meeting monthly to review school data, plan community events, and advocate for the school's continued growth. The school leader meets regularly with the KFC to ensure alignment between school priorities and community needs. The Multilingual Learner Committee (MLC) provides an additional structured channel for multilingual families to engage, offering input on language development programming and supports for English learner students.  KIPP invests in staff capacity to engage families as equal partners. Front office and operational staff receive professional development on creating a warm and welcoming environment for all visitors. All school staff are expected to demonstrate strong, consistent connections with students and their families as a core professional expectation.  This year, the school hosted 20+ virtual and in-person family events open to all families. In the annual family survey, 78% of families reported satisfaction with opportunities to get involved on campus. The school will continue to use surveys, conferences, the KFC and MLC structures, and regular communication to deepen family engagement and build on this foundation.|KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  -Assume good intentions, and approach all families as partners who want the best for their children. -Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. -Invite parents or guardians to share information about family cultures and traditions. -Recognize and respect differences in family structures. -Recognize the role that identity and background may play in shaping relationships between teachers and families. -Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. -View linguistic, cultural and family diversity as strengths.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 78% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress.  Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in the KIPP Family Council.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Council meetings.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Council and Multilingual Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings, and other school-sponsored events are always created considering the unique needs of the community.  The school hosted 20+ virtual and in-person events where all families were invited. In an annual family survey, 78% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will apply culturally responsive practices to existing school communications and will continue to use surveys, conferences, regular phone communication, and other forms of contact to engage all families.  The KIPP Family Council (KFC) and Multilingual Learner Committee (MLC) provide structured opportunities for underrepresented families — including multilingual learner families — to engage directly in school decision-making and provide input on school priorities.  Because language plays a crucial role in families' lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students' home languages, and when translation is needed, a school-provided translator will be available.  Additionally, KIPP will provide different types of opportunities for families to participate, including events scheduled in the morning and evening to accommodate varying family schedules and childcare needs.|Parent involvement in decision making at KIPP is demonstrated in multiple ways.  The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, KFC meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early KIPP Family Council meeting.  The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, KFCs, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP supports family engagement and decision making through the KIPP Family Council and Multilingual Council which meet regularly throughout the school year. The KIPP Family Council (KFC) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings, and other school-sponsored events are always created considering the unique needs of the community.   KIPP will continue to seek diverse perspectives through active recruitment of families to the KIPP Family Council (KFC) and Multilingual Learner Committee (MLC). Both bodies provide structured opportunities for underrepresented families to review school data, respond to LCAP priorities, and make recommendations to school leadership.  Feedback gathered through these structures, as well as through the annual family survey and LCAP survey, is reviewed by school leadership and used to inform goal-setting, resource allocation, and program decisions. KIPP is committed to closing the feedback loop by sharing with families how their input has shaped school priorities and LCAP actions.  Additionally, KIPP will provide varied opportunities for families to participate, including events scheduled in the morning and evening to accommodate different family schedules and childcare needs.|5|4|4|4|4|4|5|4|3|3|4|4|Met||2026-06-04|2026
43694500129247|ACE Esperanza Middle|3|Student-led conferences are one of ACE’s greatest strengths to build community and communication between staff, students, and their families. During the 2024-25 school year, ACE held week-long conferences using a minimum day schedule to provide flexibility to families who may not have otherwise been able to attend.   Cafecito and Parent Leadership Team meetings are held monthly to give families direct access to school leadership where they receive updates on the latest school events and news.  These meetings also allow parents and families to raise and address any concerns they see in the ACE community. This year with the change in school leadership, the school is working hard to build new relationships and develop trust between the school and the families.|The majority of ACE’s low-income families have been historically marginalized and may lack the resources and knowledge to voice their concerns to school leaders or other persons in power. It has always been ACE’s mission and vision to serve families by intentionally building a Culture of Optimism and cultivating a sense of belonging for many of its families that have never felt a part of a school. ACE strives to create strong relationships with those families who cannot attend school events due to their work schedules.|As described above, ACE is working to engage underrepresented populations through its monthly Cafecito meetings, monthly Parent Leadership Team meetings, and student-led conferences. ACE will ensure that each family receives at least two outreach attempts to invite them to participate in school activities that foster strong relationships between the school and families.  Another way we are working to improve is by making a concerted effort to guarantee that our charter school network is reflective of the communities we serve. Given San Jose’s large Vietnamese population, we have worked to recruit more Vietnamese students at our school sites and make certain that our schools are creating a welcoming environment that is culturally responsive for all of our families. It’s important that all ACE families know and understand that there is someone within their school community who looks like them and can speak their language. Ultimately, we are committed to break cultural and language barriers throughout our network.|Student-led conferences are one of ACE’s greatest strengths to build partnerships with families to improve student outcomes. Our goal is for students to recognize that they have their own voice and choice in their pursuit of academic success. Students participate in weekly goal setting through their College Seminar course and are encouraged to own their academic growth. Using their goals and other measures of academic success, ACE prepares its students to discuss their growth with their parents. Parents are then able to walk away with a concrete understanding of where their students are and what their growth areas are. We ultimately want to encourage our families to continue these conversations within their home environments and be their biggest supporters throughout their academic career.   Families also learn how to support their child at home during Cafecito meetings.  Cafecito agendas include professional development for families to help them understand the academic program, social emotional supports, and Multi-Tiered System of Supports offered at ACE. Other topics covered include school culture, academic progress, ways to support their students, information about resources to support meeting basic needs such as food security, immigration rights, and ELD support. Time at Cafécitos is also devoted to ensuring families understand the importance of goal setting, growth measures, and how these translate into their homes.|Through annual parent surveys and the pandemic, we have come to realize that many of our families lack the technology and/or digital literacy to access their student’s online platforms, such as Google Classroom for assignments and PowerSchool for grades and attendance. Additionally, we provide opportunities for learning during our orientation, Back to School nights, Cafecitos, handouts, and other communication methods to ensure that our families have the skills to support their student’s academic success.|ACE has modified its approach to student-led conferences to ensure that we achieve our goal of 100% parent and guardian participation. If any families are unable to attend our allotted times, they will receive a home visit at their location and time of choice. We want to guarantee that our families are well-informed about their student’s progress, know how to support at home, and can build a trusting relationship with school staff about student success.|ACE has invested in a broad program to engage and involve families. ACE staff ensures families have access, input, and space to advocate for student and family needs in Cafécitos, student-led conferences, college readiness workshops, parent panels, family inclusion on hiring and decision-making committees, and continued development of the parent and community ambassador programs. The hope is to lead families of all subgroups to be represented and empowered in being full partners in their child’s education, resulting in higher levels of optimism and college-readiness as expressed in the annual survey. In ACE’s spring 2026 family survey, families overwhelmingly responded favorably to questions related to their school connectedness and sense of belonging.  Through ACE’s parent leadership groups and monthly Cafécitos, ACE provides opportunities for parents and families to access information and provide feedback on key issues to school leadership. ACE’s  Parent Leadership program teaches and assists parents and families in developing leadership and advocacy skills to ensure schools are meeting the needs of families and students.  Furthermore, our parent leaders are trained to facilitate meetings with administrators when an issue that impacts ACE families arises. Some examples of these issues have been school culture, traffic control, and improving communication. We want our parents to understand that their voices are heard and that they have direct access to any administrator, from the principal to the CEO. Through this intentional work of building relationships, many of our parent leaders have personal relationships with several administrators at their school sites as well as the central office.|ACE Esperanza would like to increase the number of parents who participate in the Parent Leadership group by continuing to communicate the important work that is done by this group and the value to the school community.|ACE serves families and students who may be initially resistant and suspicious of partnering with their school and each other. ACE understands that this issue is further exacerbated by language barriers, cultural norms, immigration statuses, etc. that lead to a lack of access to information, including how to get involved with their school communities. We recognize that we must continue to reach out to our most vulnerable and disengaged families to seek input from all of our families and not just the families who are already engaged. We will seek to improve engagement by focusing on home visits, direct one to ones, and utilizing various methods of communication to work towards having 100% parent participation throughout our network.|3|4|5|5|3|2|3|4|4|4|4|4|Met||2026-06-17|2026
43694680000000|Fremont Union High|3|In a community survey conducted in April 2026, the FUHSD continues to be viewed favorably and rated positively by most, and the high schools’ quality education and reputation remain the District’s top attributes.  Each school site implements parent engagement goals through their School Plan and WASC Action Plans with attention to communities that have traditionally been less engaged.  Each school site and program continues to make progress in developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families. This includes the importance of maintaining communication and providing professional development that focuses on building and maintaining positive relationships.  In support of creating welcoming environments for all families in the community, parent orientation programs are implemented and Back to School Night activities include an orientation for parents of newcomer English Learners. Outreach to students and families also occurs through Los Padres, Korean Parent Association, and Bilingual Committees and English Language Advisory Committees (ELAC) which provide outreach to families in their native language through student and parent mentors.  Students and families who are unhoused receive support coordinated by the Director of Educational Options and the Educational Options School Counselor with a connection to each school site/program. Supports for students who are  2026-27 Local Performance Indicator Self-Reflection for Fremont Union High School District Page 10 of 19 foster youth are coordinated by the School Counselor at Educational Options with ongoing communication to each site. The School Linked Services Specialist coordinates with the Educational Options Director and School Counselor as well as designated staff at each school site/program.  The District continues to provide support staff to learn about each family’s strengths, cultures, languages, and goals for their children.|Progress is being made in developing multiple opportunities for 2-way communication between families and educators. This includes an effort to reduce education-ese from communication as well as to provide translation of school documents. Each site has staff members in place to support verbal and written translation of materials and presentations in Spanish and Mandarin. A range of events are held for students and families who are new to the District, in particular for those who are new to the U.S. educational system. Presentations to parents regarding guidance information including course selection and college planning are held in multiple languages as needs are identified. Wordly is utilized during Board meetings and District English Language Advisory Committee (DELAC) to provide real-time AI translation, captions, transcripts, and summaries. School site ELACs will begin to utilize during the 2026-27 school year.  A focus area for improvement is to expand opportunities for staff to learn about each family’s strengths, cultures, languages, and goals for their children and to strengthen outreach to and input from families of English Learners and Long-Term English Learners, students with disabilities, students who are unhoused and students who are under-resourced.|The District will continue to engage families through Comprehensive Coordinated Early Intervening Services Educational Partners meetings and the Family Engagement Committee.|The FUHSD continues to implement professional learning and support to teachers and principals to improve our school’s capacity to partner with families and provide them with information and resources to support student learning and development in the home. Information about student learning is offered through avenues such as Guidance Nights. Families are invited to events such as a parent panel on post-high school options, financial aid, and guidance presentations. Development offerings include a 5-week Parenting Workshop in Mandarin, an 8-week course on Strengthening Families, and a one-evening course on substance use in both Spanish and English.  Our PTSAs provide presentations for families in the areas of college planning and parenting supports. The FUHS Foundation continues to provide a Parent Resource Network. The purpose is to have a centrally located list of resources and an organized series of parent education offerings, to improve effectiveness and efficiency in parent education delivery and address equity across the district.  The District is in our eighth full school year of a partnership with Santa Clara County Behavioral Health to implement School Linked Services. This resource has been particularly helpful in providing support to our underrepresented students and their families. During the 2025-26 school year, Fremont High School 6-year partnership with Seneca Center Family of Agencies transitioned to Prevention and Early Intervention (PEI) services. PEI continued to be offered for a fifth year at Cupertino High School and Homestead High School. Provision of community-based services such as mental health continued in coordination with Care Solace: access to live support is available 24/7 in a variety of languages.  School Linked Services, the Say Something-Anonymous Reporting System, and information about District complaint procedures have provided support to families to understand and exercise their legal rights and advocate for their own students and all students. The District is committed to transparency and community input to make sure it is serving as a good neighbor and an involved community partner. The District believes that the quality of the educational program can improve through listening to complaints, considering differences of opinion, and resolving disagreements through an established, objective process. Parents, students, and community members are encouraged to report problems, share concerns, or offer suggestions to the District. Based on student input an additional financial assistance process was introduced during the 2023-24 school year with information available on the District website and through multiple site communications/program advertisements.|The District continues to increase avenues for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Efforts include a Learning Management System, Schoology, and messaging through ReachMyTeach (available in multiple languages) to support the  2026-27 Local Performance Indicator Self-Reflection for Fremont Union High School District Page 12 of 19 importance of direct communication from teacher to parent, Student Study Team, and Student Attendance Review Team.  Progress is being made in developing multiple opportunities for 2-way communication between families and educators. This includes an effort to reduce education-ese from communication as well as to provide translation of school documents. Each site has staff members in place to support verbal and written translation of materials and presentations in Spanish and Mandarin. A range of events are held for students and families who are new to the District, in particular for those who are new to the U.S. educational system. Presentations to parents regarding guidance information including course selection and college planning are held in multiple languages as needs are identified.  A focus area for improvement is to expand opportunities for staff to learn about each family’s strengths, cultures, languages, and goals for their children and to strengthen outreach to, partnership with, and input from families of English Learners and Long-Term English Learners, students with disabilities, students who are unhoused and students who are under-resourced.|The District will continue to engage families through Comprehensive Coordinated Early Intervening Services Educational Partners meetings and the Family Engagement Committee.|FUHSD LCAP Goal 4 states that students, parents, staff, and other educational partners will have a variety of opportunities to learn about and give feedback on school and District priorities, expenditures, and programs. The District has developed a strength in building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making in coordination with supporting family members to effectively engage in advisory groups and decision-making. Parents and the community are engaged through a variety of opportunities including Principal coffees, Parent Teacher associations (PTA, PTSA, Los Padres, and Korean Parent Association), school and District English Language Advisory Committees (ELAC), School Site Council, and booster clubs. District committees including the District Wellness Council, the Family Engagement Committee, and the Community Oversight Committee for Bond Programs are additional ways that parents are able to contribute to District-level discussions and decisions. Parents of students with disabilities are provided opportunities for input and learning through the Special Education Local Plan Area Community Advisory Committee.  Since the spring of 2017, the Board of Trustees has held Board Office Hours at school sites on a rotating basis in order to reach further into the community and provide a more informal setting for parents and community members to speak with them. Translation into multiple languages is in effect for all Board meetings through Wordly. Trustees are regularly present at community events such as Tournament of Bands, Sunnyvale State of the City, and Cupertino Chamber of Commerce.  During the 2025-26 school year there were three student-led efforts with the Board of Trustees. A Lynbrook High School 9th grader and Climate Collective member proposed Resolution #2526-11 Climate Action at the December 9, 2025, Board meeting. He co-authored the resolution, reviewed with and was endorsed by the Climate Collective, and collaborated with District leadership. The resolution was approved. A Homestead High School 11th grader and Climate Collective member advocated for the FUHSD to adopt Board Policy 6142.5 Environmental Education. A Monta Vista High School 11th grader and Climate Collective member advocated for the FUHSD to address the ecoanxiety felt by this current generation of students. Together these two students collaborated with the Associate Superintendent for Teaching and Learning and the Science Curriculum Lead to customize the CSBA template for Board Policy 6142.5 Environmental Education. The students presented details about their advocacy and efforts at the January 27, 2026, Board meeting. The policy was approved. A Monta Vista High SChool 12th grader advocated for the FUHSD to update Board Policy and Administrative Regulation 5131.2, Bullying to more specifically address cyberbullying at the February 10, 2026 Board meeting, which was approved.|The District is making progress in providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community.|The District Family Engagement Committee is comprised of parents, including those who are raising students with disabilities, and staff representatives from all five school sites and several District administrators. A focus area for improvement is to continue opportunities for input on policies and programs including efforts to seek input from families of English Learners and Long-Term English Learners, students with disabilities, students who are unhoused and students who are under-resourced.|4|4|4|4|4|4|4|4|5|5|4|4|Met||2026-06-23|2026
43694840000000|Gilroy Unified|3|The district and sites have worked to build strong relationships with families. The district and many sites held family resource fairs to connect families to district and community resources. The district provides free fingerprinting services in order to remove barriers to volunteering during the regular school day. Other strengths in relationship building include the wide variety of advisory groups, committees, and community input sessions, such as the Counselor Cafecitos, Superintendent Talks, and Strategic Plan Process. Family engagement events such as parent workshops and family art or science nights were offered at most sites and by the district. This wide variety of events allows for meaningful relationship building between staff and families.|"In the 2025-26 school year, there were increased opportunities for building relationships with families through site activities and events that invited families to the school sites such as art nights at the elementary and middle schools, an electives showcase at one of the three middle schools, and parent workshops (such as PIQE, Project Cornerstone, and Cafecitos). The focus area of improvement continues to be training site staff and all administrators in addressing issues of equity and bias with the goal of establishing a supportive environment for all students and families, in addition to building coherence and alignment between all the diverse opportunities parents/guardians have to build relationships with their child’s school.    Most recent LCAP survey results indicated that an increased number of parents feel welcome in the school environment (at 91% responding favorably), and GUSD will continue to focus on maintaining a sense of welcoming and belonging to ensure that all families, particularly underrepresented groups, feel included in all aspects of their student’s educational program. While survey results were positive, community input sessions indicated that Parents would like to see multiple communication methods beyond digital platforms like Parent Square, including flyers and paper copies (""Wednesday Envelopes""); they also suggested offering parent education classes such as English, parenting, technology, and nutrition to empower families and foster stronger engagement. Parents also requested that the district continue to hold meetings for parent groups, such as the one started for parents of students with disabilities, the Migrant Parent Advisory Committee, and DELAC, while simultaneously encouraging parents to be involved in the site-based ELAC, looking at ways to increase parent participation in site-based ELAC groups."|While the district’s previous LCAP survey indicated that a high number of parents feel welcome in the school environment, we will continue to focus on creating a sense of welcoming and belonging to ensure that all families, particularly underrepresented groups, feel included in all aspects of their students’ educational program. Every site is equipped with a bilingual liaison to ensure families have someone in the office to communicate with. There is ongoing collaboration between the school district and Community-Based Organizations to identify and meet the needs of students/families. Surveys have been shared with students and parents throughout the course of the school year to gather input on the needs of families. The district and school sites will continue to provide interpretation services in Spanish at the various events.|Current strengths and progress for building partnerships for student outcomes include recurring and annual events such as frequent family nights at the site and district level (literacy, math, art, STEAM), open house, and other district and site committees that provide capacity-building trainings and workshops such as DELAC, ELAC, school site council, special education advocacy workshops, and other parent workshop with community partners such as PIQE and Project Cornerstone. All elementary and middle schools hold parent conferences every fall to ensure parents and teachers have the opportunity to discuss student progress and ways parents can support their students. This diverse offering at the site and district level provides multiple access points for families.   Additionally, family participation with site and district committees has continued to increase, and coherence between sites and the district has been strengthened through consistent support and training during professional meetings. Through these committees, the district has provided consistent training about exercising legal rights and advocating for their own and all students through DELAC, ELAC, school site council, and Migrant PAC.|Focus areas for improvement include continuing to provide evidence-based strategies and support to improve teachers' and principals’ capacity to partner with families, with a focus on discussing student progress and ways the home and school can work together to support the whole child. Opportunities and events exist already to do so; the district will continue to provide professional learning to support teachers’ and principals’ capacity to partner with families.|"There continues to be a need to support principals and teachers to partner authentically with families, particularly underrepresented families. Throughout our input sessions, parents request multiple communication methods beyond digital platforms like Parent Square (digital messaging), including flyers and paper copies (""Wednesday Envelopes""). Continuing to host events in Spanish and welcoming families into schools are necessary to make families feel connected and represented. The district will improve engagement with underrepresented families by continuing to emphasize access (whether literacy, language, or location) through intentional partnership with community-based organizations, seeking opportunities to outreach at neighborhood events, and providing targeted resources and input sessions for underrepresented families."|The district used a variety of venues and opportunities for families to engage in the decision-making process for the LCAP.  The district continued the effort to maintain the response rates on the various surveys used. This effort was successful with a near 70% of 5th-12th grade students responding, and maintaining a representative response rate from parents/guardians.   One such strength in seeking input for decision-making is the wide variety of committees and advisory groups the district facilitates. These committees and advisory groups (CTE Advisory Committee, Graduation Committee, Math Pathway Input Committee, YAC, and Strategic Plan Process. Special Education Parent Support Group) consist of parents/guardians, committee members, district staff, and site staff. The district and sites maintain and have grown involvement in standing committees such as DELAC, ELAC, SSC, and Migrant PAC. DELAC serves as the district’s LCAP committee to provide input for shared decision-making.|As a focus area, the district and school sites will continue to focus on creating welcoming and accessible committee meetings and advisory groups,  including the District English Learner Advisory Committee (DELAC), Superintendent/Parent Advisory Committee (SPAC), School Site Councils (SSC), advisory groups, and Parent Club groups from each site and Parent Advisory Council (Migrant). These meetings are designed deliberately to encourage families to access and engage in the major points of the LCAP and other funding sources and grants, and reflect on the specific actions the district has taken. The district will continue to improve the concerted effort to streamline communication and timelines between the schools and the district. Sites benefited from template presentations and models that guided and encouraged regular family input.|The district will improve engagement of underrepresented families by continuing to focus on outreach, identification, and engagement in order to build relationships, partnerships, and shared decision-making. The focus of ensuring families and groups of those who are traditionally underrepresented are involved in these decision-making processes remains a priority  by continuing to host district-level parent advisory groups based on special student populations and providing guided templates to sites with suggested timelines that encourage regular and frequent family/parent/guardian input and participation. The district will also explore ways to host large in-person LCAP input sessions, in addition to the various site-based input sessions that have been held.|3|4|3|4|4|4|3|4|4|4|4|4|Met||2026-06-18|2026
43694840123760|Gilroy Prep (a Navigator School)|3|Over the past few years, the Navigator community has navigated a range of challenges that have impacted students, families, and staff. In response, the organization has continued to develop and expand supports aimed at strengthening relationships between school staff and families. This has included both formal programs and informal outreach designed to meet families where they are, from basic needs assistance to increased opportunities for connection and communication. Efforts such as resource fairs, support for food and housing-insecure families, after-school 10 Gilroy Prep School, Local Indicators, June 2026 interventions, home visits for chronically absent students, community events, and consistent communication through platforms like ParentSquare have all contributed to this work. While the approach continues to evolve, the foundation built through these supports has helped families feel more connected to their school communities and to the organization as a whole.|Reestablishing and deepening community and family involvement on campus remains a central area of focus. One acknowledged area for continued growth is expanding opportunities to celebrate and highlight the contributions—both past and present—of local community members. As Navigator evolves, it recognizes the importance of creating intentional pathways that support both educational excellence and meaningful family engagement. Strengthening these connections will help ensure families feel welcomed, included, and connected to the life of the school.|Informed by educational partner input and local data, Navigator Schools is working to strengthen engagement with underrepresented families through multiple strategies. In addition to expanding outreach to enroll more students who qualify for Free and Reduced-Price Lunch, Navigator is in the process of developing Community Schools that will offer expanded resources and supports for families. These schools will serve as hubs for connecting families—particularly those historically underrepresented—to services aligned with their needs. The pandemic underscored the importance of creating more opportunities for families to participate in on-campus activities, and this remains an area of focus as schools work to build deeper, more consistent relationships with all members of the community|Students at Navigator schools are as committed to achieving their goals as their teachers. Students track their progress on blended learning programs, are celebrated for growth and achievement, and stay for academic intervention programs if they are not reaching their goals. Families have access through the Illuminate Parent Portal to immediately access their child's academic progress. In addition, the annual family engagement survey helps assess parents’ understanding of their child’s academic goals and informs ongoing efforts to strengthen school-home partnerships in support of student success.|An identified area for improvement is ensuring students are fully prepared for the academic and social demands of high school after completing their time at Navigator Schools. Supporting this transition requires a collaborative effort among families, staff, and students. To strengthen this partnership, site teams will work closely with local high schools to create reciprocal opportunities that allow students to explore high school expectations while continuing to receive guidance and support from Navigator staff. This ongoing collaboration aims to create a more seamless and informed transition for students and their families.|Ensuring all sites have numerous bilingual staff members available to answer parent questions and provide important updates ensures students and families feel supported and able to access the support they need. Navigator will continue to provide home visits for students who are not staying engaged or needing additional support. The community school’s coordinator/attendance specialist will also work with partners to create tutoring centers, after school support services, and college counseling services for students. These activities will help to engage scholars and families|Navigator Schools has established a strong culture of collaboration by consistently seeking input from stakeholders to inform decision-making. The organization utilizes a variety of formal and informal methods, including family surveys, town hall meetings, staff meetings, weekly leadership team meetings, cross-site collaboration, and daily site huddles. By employing multiple tools to gather feedback, Navigator ensures that voices across the organization are heard and considered in shaping school and system-level decisions.|An area identified for improvement is the need to formalize systems for collecting, analyzing, and sharing stakeholder input with leadership in a consistent and structured way. While input is regularly gathered across various settings, developing a clear plan for how this feedback is  synthesized and communicated to leadership teams will strengthen transparency, ensure follow-through, and support more informed decision-making at both the site and organizational levels.|Spelled out in the various site charters are the number of ways families can be involved in the governance of the school. These include, but are not limited to: parent representative seat on the Navigator Schools Board of Directors, School Site Councils, parent coffees, LCAP advisory meetings, and parent club. Additionally, annual engagement surveys are conducted, with any satisfaction score under 80% being highlighted for action steps. These surveys are reviewed by the directors to enable an organizational lens on parent voice and engagement.|4|4|4|5|4|3|4|4|5|5|3|4|Met||2026-06-15|2026
43694920000000|Lakeside Joint|3|Lakeside Joint School District’s strength in building relationships between school staff and families is rooted in its small-school environment, strong sense of community, and commitment to ongoing communication. During the 2025-2026 school year, the District maintained regular communication through weekly newsletters, email updates, parent conferences, Board meetings, community events, volunteer opportunities, and School Site Council meetings. Educational partner feedback and survey results indicate that families continue to feel connected to the school community and value opportunities to engage with staff and participate in school activities. Despite leadership transitions during the year, the District maintained meaningful opportunities for family involvement, transparency regarding District priorities, and ongoing collaboration with families, staff, students, and the Lakeside School Community Foundation to support student success.|Based on educational partner feedback and local data, Lakeside’s primary focus for improvement is expanding meaningful opportunities for family engagement and increasing participation in feedback processes, particularly the Spring LCAP Survey. The District also seeks to strengthen communication systems by ensuring consistent implementation of family engagement activities, including curriculum-focused events and other opportunities for families to better understand student learning. As a small district, Lakeside will continue refining its engagement structures to maximize participation, increase awareness of school initiatives, and further strengthen partnerships between families and staff in support of student success.|Based on educational partner feedback and local data, Lakeside will continue to improve engagement of underrepresented families by providing multiple opportunities for participation through surveys, community events, volunteer opportunities, School Site Council, and direct communication with school staff. The District will focus on increasing awareness of engagement opportunities, improving access to information through regular communications, and proactively inviting participation from families who may not traditionally engage in school activities. As a small school community, Lakeside will continue leveraging personal relationships and direct outreach to ensure all families feel welcomed, informed, and included in the educational process.|Lakeside Joint School District’s strengths in building partnerships for student outcomes include strong collaboration among families, staff, community organizations, and the Lakeside School Community Foundation. Educational partner feedback and local data demonstrate that these partnerships continue to enhance student learning opportunities, enrichment programs, school events, and overall student support. During the 2025-2026 school year, the District maintained active partnerships that supported academic programs, social-emotional learning, student leadership opportunities, and extracurricular experiences. Ongoing collaboration with families, community volunteers, SCCOE, SELPA, and the Foundation contributed to a positive school culture and helped ensure students had access to resources and experiences that support their academic and personal growth.|Based on educational partner feedback and local data, Lakeside’s primary focus for improvement is strengthening and expanding partnerships that directly support student achievement, enrichment, and well-being. The District will continue seeking opportunities to increase collaboration with community organizations, educational agencies, and families to provide additional learning experiences and resources for students. Feedback also highlighted the importance of maintaining strong communication and ensuring that stakeholders understand how partnerships contribute to student outcomes. Moving forward, the District will focus on deepening existing partnerships while identifying new opportunities that align with the academic, social-emotional, and enrichment needs of students.|Lakeside will continue working to engage underrepresented families by creating multiple pathways for participation in school programs, community events, leadership opportunities, and feedback processes. The District will utilize direct outreach, regular communication, and personal invitations to encourage involvement from families who may not traditionally participate in school activities. As a small district, Lakeside is uniquely positioned to build individual relationships with families and identify barriers to participation. Moving forward, the District will focus on ensuring all families have meaningful opportunities to contribute to school decision-making and to participate in partnerships that support positive student outcomes.|Lakeside Joint School District’s strengths in seeking input for decision-making are reflected in its culture of accessibility, transparency, and collaboration. Throughout the 2025-2026 school year, the District actively gathered feedback through LCAP surveys, School Site Council meetings, Board of Trustees meetings, staff meetings, Student Leadership, and community engagement events. Educational partner input was used to monitor progress toward LCAP goals and inform planning for future priorities. The District’s small size allows for direct communication and frequent interaction between families, staff, students, and administration, creating multiple opportunities for stakeholders to share perspectives and contribute to decision-making. As a result, Lakeside continues to foster a 2026-27 Local Performance Indicator Self-Reflection for Lakeside Joint School District Page 12 of 18collaborative environment where educational partner feedback is valued and incorporated into district and school improvement efforts.|Based on educational partner feedback and local data, Lakeside’s primary area for improvement is increasing participation in formal feedback opportunities, particularly among families who do not regularly engage in surveys, committees, or school events. The District will continue refining its communication and outreach efforts to ensure stakeholder input is representative of the entire school community and informs future decision-making.|Based on educational partner feedback and local data, Lakeside will improve engagement of underrepresented families by increasing direct outreach, offering multiple opportunities to provide input, and utilizing a variety of communication methods to ensure all families have access to decision-making processes. The District will continue to leverage its small-school environment to build personal connections, encourage participation in surveys and committees, and ensure that diverse family perspectives are represented when shaping school and district priorities.|5|5|4|4|4|4|5|4|4|4|3|3|Met||2026-06-24|2026
43695000000000|Loma Prieta Joint Union Elementary|3|We continue to monitor the number of parents that come to campus throughout the year which remains high and tells us that our parents feel supported and welcomed.  Our survey of SWD parents also indicates that they feel included and involved in the IEP development process (97%).|Currently, we offer a few Parent Education Night events throughout the school year.  We recently added a Math Pathways night for all parents.  We continue to seek our or develop more parent education opportunities in which parents can learn on how to support their child in the learning process.|We will continue our commitment to use the Language Line service with our non-English speaking parents.  We are also exploring ways in which to use AI technology to support simultaneous translation services.  We continue to support our SED families through offering free after and before school care program access, free bus passes, and targeted counseling services.|"This school year, we offered a Math Pathways workshop targeting our 4th through 8th grade parents so that they could better understand the various on ramps and off ramps for their child from upper elementary through high school n the area of math courses.  We presented another workshop on the dangers of students and online behaviors.  We continue to provide ""Board Chats"" where our parents can informally meet with 2 Board members to discuss any topics of interest of concern."|We plan to pull small groups of parents for further discussion around the recent CHKS results that showed a decline in the area of student safety.  This year's data differed greatly from previous years and yet we still had a very low level of student discipline.  We also heard from the LCAP listening campaigns that they parents would like to see our district offer more group-specific counseling for students.  We are currently working to secure funding for this in the coming school year.|We continue to reach out to our SED families to personally invite them to parent events.  We offer simultaneous language translation at any parent meetings, teacher-parent meetings, or Open House events.  We offer Special Education parent night events to help support advocacy for parents in the Special Education arena.|We provide several ways for our parents to participate in the decision making process.  We hold monthly Home School Connection meetings at each school site.  We hold monthly School Site Council meetings.  We offer a Budget Advisory Council meeting every other month to gather input from parents on developing the school budget.  We provide an opportunity called Board Chats in which parents can informally talk with two Board members on any topic.  This year, we chose to send out the CHKS survey to all parents in grades 3rd through 8th grade so that we could get a more representative sampling.|While we try to personally reach out to our underrepresented parents about joining our various committees, we struggle to get them to commit to attending.  We have tried to stagger the meeting times and offer the meetings virtually as well as in person.  We continue to want to make this a priority to having all voices heard and valued.|Our current parent groups work to specifically try to get representative parents from all our groups including our SED, SWD, EL, and ethnic groups.  In addition, we continue to seek a balanced panel of parents on our SSC and BAC committtees.|5|5|5|5|4|5|5|5|5|5|5|5|Met||2026-06-17|2026
43695180000000|Los Altos Elementary|3|This year LASD expanded our outreach to parents through launching a new tool for parent communication, Parent Square. We also administered a multilingual parent survey and got feedback that way.  According to the survey data, families feel connected and a sense of belonging in our schools.  We also have a new family engagement series that parents are engaged with throughout the year.|LASDs focus for improvement is strengthen consistency and intentionality in how schools build relationships with all families particularly families who may be less connected to school engagement opportunities.|Through our new tool, Parent Square, translation services into families home language will now be automated. This includes direct messaging between school staff and families. This will help eliminate communication barriers.|LASD continues to make progress in building partnerships with families that support student outcomes. Schools and district leaders engage families through conferences, site and district communications, parent education opportunities, advisory groups, surveys, principal coffees, and direct outreach. These structures give families multiple ways to understand the district’s direction, learn about student progress, and share input that informs decisions.|LASD has also strengthened partnerships by using family input to guide planning and improvement. Feedback from families helps the district identify needs, clarify communication, improve access to information, and support more consistent experiences across schools. This reflects continued progress toward a model of partnership in which families are not only informed, but are valued as important contributors to student success.|LASD will improve engagement of underrepresented families by strengthening outreach, access, and two-way communication so that all families have meaningful opportunities to participate in the school community and contribute to decisions that affect student outcomes. The district will continue to use multiple communication methods, translation and interpretation services, family surveys, advisory groups, principal coffees, listening sessions, and direct outreach to better understand the experiences of families who may be less represented in traditional engagement opportunities. Schools will also continue to examine barriers that may limit participation, including language, scheduling, transportation, comfort navigating school systems, and awareness of available opportunities.|LASD has strengthened its systems for seeking input from educational partners and using that input to inform decision making. A key area of progress has been the creation of new structures that make feedback more regular, representative, and connected to district priorities. The district created a Teacher Advisory Group to provide ongoing input from classroom educators on teaching, learning, implementation, and district planning. LASD also launched an Instructional Leadership Team to strengthen two-way communication between the district, school sites, grade levels, departments, and programs. These structures help ensure that decisions are informed by the perspectives of staff who are closest to students and daily implementation. LASD also continues to include parents and families on committees and advisory groups so that family perspectives are part of district planning and improvement efforts. In addition, the district uses the LCAP survey to gather broader feedback from families, staff, and other educational partners. Input from these sources has helped inform decisions related to curriculum, instruction, assessment, student supports, communication, and district priorities.|While LASD has created important structures for input, including the Teacher Advisory Group, Instructional Leadership Team, parent committees, and the LCAP survey, the district will continue to refine how these structures work together as part of a coherent feedback system. This includes making sure that input is gathered early enough to shape decisions, that a broad range of voices is represented, and that educational partners understand how their feedback influenced next steps.|The district will continue to use the LCAP survey, parent committees, advisory groups, site meetings, and district feedback structures, while also strengthening outreach to families, students, and staff who may be less represented in traditional engagement opportunities. This includes using translation and interpretation services, varied meeting formats, direct communication from school staff, and targeted invitations to participate.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-01|2026
43695260000000|Los Gatos Union Elementary|3|LGUSD offers many opportunities to build relationships between school staff and families. Our active Home & School Clubs, as well as our Education Foundation, serve as a conduit for this relationship building. LG One Community hosts many events at the sites to help families connect to the schools. LGUSD also regularly offers many parent workshops on many topics ranging from drug/alcohol abuse, anxiety, ADHD, and many more. DELAC also offers an opportunity for families of English Learners to connect with each other, as well as for families to learn more about how they can support their children as they learn English.|LGUSD strives to improve relationships between school staff and families. We held several family focus groups this year to learn more about what we could do better. Families shared ways they would like to be included. We will work with our Home/School Clubs to implement some of their ideas. We will also work with site leaders to find ways to be more inclusive of school events.|LGUSD has remained committed to providing professional learning opportunities for staff along with parent education sessions. Focus areas for the district during the past year have been on equity and inclusivity efforts, as well as differentiation and student engagement through project-based learning, STEAM, design thinking, literacy, and socialemotional learning. Professional development opportunities for teachers/staff, as well as parent education, have been provided in these areas. We will continue to leverage our DELAC meetings to connect with the families of our English Learners. We continue to hold our Community and Culture meetings with families and community members, including those of our underrepresented community. In 2022-23, LGUSD launched a Climate and Culture Committee, a group of parents/guardians. community members, and LGUSD staff working to address climate and culture on all five school sites. This group met 4 times during the 2025-2026 school year under the new name of Community and Culture. We plan to restructure these meetings during the 2026-2027 school year.|LGUSD is committed to partnering with the community to strengthen student outcomes. Parent conferences are offered twice a year at the elementary sites. During these conferences, parents/ guardians are able to chat with the teacher about their child's progress and academic/ behavioral needs. All of our elementary and middle school sites host an Open House to showcase student progress. Parents/guardians are also able to meet with teachers by request.|We will continue to increase and improve our communication utilizing our data reports from Acadience, DiBELS, and iReady. This will continue to be a focus for us in 2026-2027.|LGUSD plans to utilize the DELAC meetings to provide information to families on how to support their children, as well as how to prepare for the parent conferences. We also plan to provide our families who are SED with additional resources for summer reading. Finally, we will continue to utilize our Community and Culture Committee to engage our underrepresented families.|LGUSD has made extensive efforts to seek input for decision making. LGUSD utilizes both surveys and focus group meetings to gather input from the community. The district views multiple methods for gathering feedback as the  2026-27 Local Performance Indicator Self-Reflection for Los Gatos Union Elementary School District Page 12 of 14 most effective way to collect and synthesize information. The same strategies (focus groups meetings and surveys) are used to gather input from the LGUSD staff. The survey results are reviewed by district administration and shared with the Board of Trustees to inform decision making and the district's strategic plan.|The district will continue to improve communication and offer opportunities to contribute to the decision-making process by sending information out in a variety of formats and by specifically reaching out to underrepresented families. LGUSD would like to see an increase in the number of responses to surveys.|LGUSD will do more outreach to encourage participation in DELAC meetings.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-03|2026
43695340000000|Los Gatos-Saratoga Union High|3|In 2025-26, LGSUHSD conducted parent and staff climate surveys through the California School System for the third time. The district’s response rate and survey results were higher than the Santa Clara County average. At Los Gatos High School (LGHS), 78 percent of parent respondents agreed or strongly agreed to the statements included in the Promotion of Parental Involvement Cluster. At Saratoga High School (SHS), 88 percent of parent respondents agreed or strongly agreed with the statements in the same cluster.   The district also continued to publish its biannual report to the community, which is mailed to all postal addresses in the district, and to distribute a monthly district email newsletter, which is sent to subscribers and posted on social media.    LGSUHSD is also home to more than 20 school-connected organizations that together raise hundreds of thousands of dollars and volunteer thousands of hours in support of academic programs, athletics, performing arts, and extracurricular activities.   Significant work remains to be done, though. Families of English language learners, Hispanic students, and recent immigrants are underrepresented in parent groups.  However, participation in the English Learner Advisory Committees continued to grow from 33 families in 2024-25 to 48 families in 2025-26.|During the 2023-24 school year, the District engaged in an in-depth strategic planning process that established four focus areas for District work, including Area 4: Strategic Family/Community Alliances & Leadership. Within this focus area, the District established two goals related to improving relationships with families:    Goal 4.2 – LGSUHSD will promote family and community engagement to ensure all parents/guardians will feel respected, engaged, and valued by their child’s schools.   Goal 4.3 – LGSUHSD will implement a comprehensive system for sharing timely, relevant information with and collecting feedback from the community to maintain transparent communication and promote trust.|LGSUHSD will continue to work to expand the DELAC and to solicit parents of English language learners to serve on School Site Councils. In addition, the superintendent has convened a standing parent advisory committee to seek input on key district issues, and the membership will include underrepresented stakeholder groups. In 2025-26 the district continued convening the Superintendent’s and Principal’s student advisory committees to include more underrepresented student voices.|LGSUHSD has a robust process for involving families in planning interventions and supports to help their students achieve the outcomes described in the district’s graduate profile. More than 30 percent of the students in the district have an IEP or Section 504 plan, which are revised each year with parent input. In addition, school staff and parents hold Student Success Team (SST) meetings to identify appropriate supports for individual students who may be struggling to achieve the graduate profile outcomes. Each English language learner is also supported through an individual EL Plan, which is collaboratively by staff and parents.    The district also employs 10 guidance counselors and 10 mental health therapists to serve its 3,000 students. In the 2025-26 parent survey, more than 50 percent of parent respondents at each school reported meeting in person or virtually with a school counselor or therapist within the last year.|The district’s newly revised multi-year strategic plan includes a goal to improve strategic alliances with families and the community. Both schools are working to encourage more students to use the resources available in the newly expanded campus wellness centers. Both schools have also reviewed their most recent California Healthy Kids Survey data and have created lessons that will be taught during mandatory tutorial periods. These lessons will include information on how to access partner organization resources.|The district will use the newly reconstituted DELAC, the site SELACs, the Superintendent’s Parent Advisory Committee, and the SELPA Community Advisory Committee for Special Education, in addition to using its extensive network of school-connected organizations.|The district uses climate surveys for parents and staff, each linked to the California Healthy Kids Survey that it conducts annually with students.   School Site Council meetings, principal’s coffees, and information nights are well attended, as are the meetings of the more than 20 school-connected organizations. Schools hold periodic World Café sessions on “hot topics” to invite dialogue among stakeholders and gather input.   The district recently completed lengthy community input campaigns to develop a Facilities Master Plan.|The multi-year strategic plan’s new goal of building strategic alliances with families and communities will result in the creation of an implementation team tasked with deepening stakeholder input in key decisions.|The newly reconstituted English Learner Advisory Committees will be tasked with identifying and removing the obstacles that underrepresented families face in participating in district and site decision-making.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-11|2026
43695420000000|Luther Burbank|3|Strong relationships between school staff and families are essential to student success. Luther Burbank School District prioritizes family and community engagement through monthly parent forums that provide opportunities for families to learn about school programs, discuss upcoming events, and provide meaningful input on school initiatives. These forums help strengthen partnerships between home and school while supporting families in reinforcing student learning. Teachers maintain ongoing communication with families through phone calls, email, ParentSquare, and in-person meetings to share information about student progress, academic needs, and school activities. These efforts have contributed to increased family engagement and stronger connections between families and school staff. In addition to monthly parent forums, families participated in a variety of school events throughout the year, including Cafecitos, the Fall Festival, Multicultural Night, Open House, parent workshops, and student recognition activities. These events foster a welcoming school environment, celebrate the diversity of our community, and provide multiple opportunities for families to actively engage in their children's education.|We remain committed to strengthening parent engagement by expanding family engagement programs and leveraging technology to enhance communication. Moving forward, we recognize the need to improve our promotional efforts in order to boost parent attendance at school events|Based on the analysis of educational partner input and local data, the LEA will continue to strengthen relationships between school staff and families, with a particular focus on increasing engagement among underrepresented families identified during the self-reflection process. Families expressed a desire for additional opportunities to participate in school activities, leadership development, family engagement events, and volunteer opportunities. In response, the LEA will expand these opportunities and implement Parent Institute for Quality Education (PIQE) workshops to provide families with tools, knowledge, and strategies to support their children's academic success and strengthen family-school partnerships. The LEA will continue to provide timely communication in English and families' home languages through multiple platforms to ensure families remain informed and connected. Recognizing that some families continue to prefer printed materials, the LEA will also maintain the distribution of hard-copy communications to ensure equitable access to important school information. Through these efforts, the district aims to increase family participation, strengthen trust, and create meaningful opportunities for all families to engage in their children's education.|Based on the analysis of educational partner input and local data, the LEA is committed to increasing participation among underrepresented families by strengthening relationships and creating more meaningful opportunities for engagement in school decision-making. The district will work closely with classroom teachers and family leaders to encourage participation in surveys, advisory committees, LCAP meetings, and other input sessions. To support greater involvement, staff will conduct personalized outreach through phone calls, ParentSquare messages, and direct invitations to ensure families are aware of opportunities to share their perspectives. Teachers will continue to build strong partnerships with families by regularly communicating student successes, discussing academic goals, and seeking family input on ways to support student achievement. The district will also be more intentional and transparent in communicating how family feedback influences school programs, services, and district decisions. By strengthening two-way communication and expanding opportunities for participation, the LEA aims to ensure that all families feel valued, represented, and empowered to contribute to decisions that support student success.|Feedback gathered through the district’s LCAP survey identified several shared priorities among students, parents, and staff. Across all stakeholder groups, participants emphasized the importance of improving academic achievement through strong instruction, targeted interventions, and additional student support. Educational partners also identified student wellbeing, mental health, and a positive school climate as essential conditions for learning and success. In addition, students, parents, and staff expressed a desire for expanded enrichment opportunities, including arts, music, physical activity, extracurricular programs, and engaging learning experiences. In response to this feedback and an analysis of local student achievement data, the district allocated resources to establish a dedicated Language and Literacy Teacher on Special Assignment (TOSA) position to strengthen literacy instruction, intervention services, and professional learning for staff. The district also continues to invest in student wellness services, social-emotional supports, and expanded enrichment opportunities designed to increase student engagement and connectedness. The district remains committed to using educational partner input and student performance data to guide decisionmaking, strengthen instructional practices, and expand programs and services that address the academic, social emotional, and enrichment needs of all students. Through continuous evaluation and improvement, the district seeks to ensure that resources are strategically aligned to support positive outcomes for every learner.|Based on the analysis of educational partner input and local data, the LEA will continue to strengthen engagement with underrepresented families by expanding opportunities for meaningful participation in their children's education and school decision-making processes. Survey feedback indicated that families value strong communication, academic support, and opportunities to be actively involved in school programs and activities. To address these needs, the district will continue to provide communications in both English and Spanish and utilize multiple communication methods, including ParentSquare, phone calls, printed materials, and in-person outreach. The LEA will also implement Parent Institute for Quality Education (PIQE) workshops to build family capacity, increase understanding of the educational system, and provide strategies for supporting student success at home. To encourage broader participation, the district will continue offering survey stations during school events, provide multiple opportunities for families to share input throughout the year, and expand family engagement activities that foster stronger partnerships between home and school. These efforts are intended to increase participation among  2026-27 Local Performance Indicator Self-Reflection for Luther Burbank School District  underrepresented families, ensure all voices are heard, and strengthen collaboration in support of positive student outcomes.|The district has expanded opportunities for family engagement by increasing the number of parent workshops, Cafecitos, and informational meetings offered at various times throughout the day to accommodate diverse family schedules. These forums provide meaningful opportunities for families to share concerns, offer suggestions, and engage in collaborative discussions with school staff regarding student learning, school climate, and district priorities. Feedback gathered through Cafecitos, parent meetings, surveys, and the LCAP engagement process has been instrumental in shaping district decisions and priorities. The district actively incorporates educational partner input into the planning and implementation of school programs, services, and events. In addition, School Site Council, ELAC, and other school and district committees include family representatives who contribute to decision-making and continuous improvement efforts. To further strengthen engagement, the district regularly administers surveys in English and Spanish and provides multiple avenues for families to share feedback. These efforts ensure that the voices of parents and caregivers are heard and that district decisions reflect the needs and priorities identified by students, families, and staff.|Key areas for improvement in seeking input for decision-making include increasing participation among underrepresented families, strengthening two-way communication, and ensuring that all families have meaningful opportunities to contribute to district and school decisions. While the district has expanded opportunities for family engagement, survey results indicate a need to continue improving accessibility and participation for families with demanding work schedules and other barriers to involvement. To address these needs, the district will continue promoting the use of ParentSquare and provide support to ensure all families can access important school information and communication tools. The district is also redesigning its website to create a more user-friendly and accessible experience for families seeking information and opportunities for involvement. In addition, meetings and engagement activities will continue to be offered at varied times, with refreshments and child care provided when possible to increase participation. The district will also expand outreach efforts through personal invitations, multilingual communications, and family leadership opportunities, including participation in School Site Council, ELAC, and LCAP engagement activities. These efforts are intended to ensure that feedback from all families— particularly those who have been historically underrepresented—is reflected in district planning, decision-making, and continuous improvement efforts.|Based on the analysis of educational partner input and local data, the LEA is committed to increasing participation among underrepresented families by strengthening relationships and creating more meaningful opportunities for engagement in school decision-making. The district will work closely with classroom teachers and family leaders to encourage participation in surveys, advisory committees, LCAP meetings, and other input sessions. To support greater involvement, staff will conduct personalized outreach through phone calls, ParentSquare messages, and direct invitations to ensure families are aware of opportunities to share their perspectives. Teachers will continue to build strong partnerships with families by regularly communicating student successes, discussing academic goals, and seeking family input on ways to support student achievement. The district will also be more intentional and transparent in communicating how family feedback influences school programs, services, and district decisions. By strengthening two-way communication and expanding opportunities for participation, the LEA aims to ensure that all families feel valued, represented, and empowered to contribute to decisions that support student success.|4|4|3|4|3|3|3|3|3|3|4|3|Met||2026-06-23|2026
43695750000000|Moreland|3|Based on an analysis of educational partner input and local Panorama survey data, Moreland School District demonstrates key strengths in building relationships between school staff and families. Parent/guardian responses show a consistently high level of agreement with statements related to feeling respected, informed, and welcomed by school staff. In particular, the majority of families indicated that they feel comfortable reaching out to their child’s teacher and believe that school staff care about their child’s success.|The district has also made measurable progress in communication and family engagement. Survey results indicate strong performance in areas such as school-to-home communication, with parents reporting timely updates and clear information about their child’s learning. Open-ended comments further affirm that families appreciate the responsiveness of staff and the inclusive culture cultivated at school sites. These strengths reflect Moreland’s ongoing commitment to fostering a welcoming school climate and meaningful partnerships with families as part of its broader vision for student success.|Based on analysis of educational partner input and local Panorama survey data, Moreland School District has identified opportunities to improve engagement with underrepresented families in the area of Building Relationships Between School Staff and Families. While overall perceptions of school climate and communication remain strong, specific data points suggest the need for deeper outreach and culturally responsive engagement strategies.  For example, only 58% of families from underrepresented groups responded positively when asked if they feel like a valued part of the school community, compared to 74% of families overall. Similarly, responses to whether school staff “really know their child” were notably lower among historically underserved families, with 61% positive responses, revealing a gap in relationship-building efforts.  In response, Moreland will expand its efforts to create intentional spaces for listening to underrepresented voices, including multilingual forums, and increased collaboration with community liaisons. The district also plans to build staff capacity through professional development focused on affirming communication and inclusive practices. These strategies aim to ensure that all families, especially those who have felt less connected are engaged as authentic partners in their child’s education.|Based on educational partner input and local survey data, the Moreland School District continues to demonstrate strong progress in building meaningful partnerships with families to support positive student outcomes. The district utilizes multiple measures to gather feedback from families, including Panorama Family Surveys, DELAC meetings, ELAC meetings, Home and School Club meetings, parent education events, LCAP engagement sessions, and school-based communication systems. These feedback structures help ensure that parents and caregivers have opportunities to participate in decision-making, provide input, and engage as active partners in their child’s education.  Results from the 2025–26 Panorama Family Survey indicate continued positive perceptions across multiple areas connected to family engagement, communication, school climate, and student support. The district received 903 family responses, with favorable ratings increasing in several key areas. Families reported high levels of satisfaction with school communication and safety, including 99% favorable responses regarding being informed of school events, 98% favorable responses regarding schools being safe learning environments, and 97% favorable responses regarding communication about student academic progress. Additionally, 92% of families reported having opportunities to provide input that impacts school decision-making.  Survey results also reflected positive progress in school climate and connectedness. Eighty percent of families reported that children enjoy attending school, 88% indicated that students demonstrate respect toward staff, and 87% shared that teachers show respect toward students. Families also reported strong perceptions of belonging and inclusiveness, with 80% indicating their child feels a sense of belonging at school and 79% reporting that the school is a good fit for their child’s cultural background.  The district has continued to strengthen partnerships by increasing accessibility and communication with families through translation services, Zoom participation options, childcare during parent meetings, multilingual communication platforms, and outreach from community liaisons. Parent education opportunities focused on literacy, technology, social-emotional wellness, attendance, and positive parenting have also supported stronger home-school connections. Additionally, the district has continued to expand structures for stakeholder voice, including family participation in district committees related to curriculum adoption, social-emotional learning, school safety, and policy development.  Through these efforts, Moreland continues to foster collaborative relationships with families and educational partners that contribute to safe, inclusive, and supportive learning environments for all students.|This progress reflects the district's ongoing investment in family workshops, student-led conferences, and school-home communication tools. The district continues to prioritize partnerships that empower families as co-educators and reinforce a shared commitment to student success.|Based on educational partner input and local data, the Moreland School District identified the continued need to strengthen engagement with underrepresented families, particularly families of English Learners, families requiring translation support, families experiencing economic hardship, and families facing barriers related to work schedules, transportation, childcare, or familiarity with the school system. While survey results reflected strong overall family perceptions, the district recognizes the importance of ensuring all families feel connected, informed, and empowered to support their child’s success.  To improve engagement, the district will continue expanding accessible communication and participation opportunities through multilingual communication platforms, translated materials, interpretation services, Zoom meeting options, childcare during meetings, and flexible meeting times. The district will also continue utilizing community liaisons and targeted outreach to build relationships with families who may be less likely to participate in traditional school structures. Parent education opportunities focused on literacy, technology, attendance, social-emotional learning, and navigating the educational system will continue to strengthen families’ ability to support learning at home.  Survey data also identified opportunities to strengthen family connection and involvement, particularly by helping families connect with one another and ensuring activities align with student interests and needs. In response, schools will continue providing welcoming opportunities for engagement through school events, advisory committees, workshops, and collaborative decision-making groups.  The district will continue gathering feedback through surveys, DELAC, ELAC, Home and School Clubs, and LCAP engagement sessions to ensure underrepresented voices remain included in continuous improvement efforts and to guide future family engagement strategies.|Based on educational partner input and local survey data, the Moreland School District continues to demonstrate strong progress in seeking educational partner input to inform district and school decision-making. The district utilizes multiple structures to gather feedback from students, families, staff, and community members, including Panorama Surveys, DELAC meetings, ELAC meetings, Home and School Clubs, School Site Councils, LCAP engagement sessions, district committees, and collaborative stakeholder groups. These opportunities allow educational partners to provide meaningful input regarding academic programs, school climate, safety, communication, curriculum, and student supports.  Results from the 2025–26 Panorama Family Survey reflected positive perceptions regarding opportunities for family voice and participation in decision-making processes. Families reported high levels of communication and responsiveness from schools, with 92% of respondents indicating they had opportunities to provide input that impacts school decision-making. Families also reported strong confidence in school communication and relationships, including favorable responses related to feeling informed about school events, student progress, and school expectations.  Throughout the school year, the district intentionally engaged educational partners in several key initiatives and planning processes. Families, staff, students, and administrators participated in committees and feedback opportunities related to the cell phone policy development process, curriculum adoption, social-emotional learning initiatives, attendance improvement efforts, and LCAP development. The district also expanded opportunities for virtual participation through Zoom and increased the use of multilingual communication platforms and translation services to reduce barriers and increase access for families.  The district continues to prioritize collaborative decision-making by creating opportunities for educational partners to share perspectives, ask questions, and contribute to district improvement efforts. Feedback gathered through surveys, committees, meetings, and engagement sessions is reviewed by district and site leadership teams and used to guide professional development planning, resource allocation, student support systems, communication practices, and continuous improvement efforts. Through these ongoing structures, Moreland continues to strengthen trust, transparency, and collaboration with its educational partners to support positive outcomes for students.|Based on educational partner input and local data, the Moreland School District identified several focus areas for continued improvement related to seeking input for decision-making. While survey results reflected strong overall perceptions regarding communication and opportunities for engagement, the district recognizes the need to continue increasing participation and representation from underrepresented groups, including families of English Learners, families requiring translation support, families experiencing economic hardship, and families who may face barriers related to work schedules, childcare, transportation, or familiarity with school systems.  The district also identified the need to strengthen two-way communication and continue ensuring that educational partners clearly understand how their feedback influences district and school decisions. Although families reported positive perceptions regarding opportunities to provide input, the district seeks to increase transparency around how stakeholder feedback is reviewed, incorporated into planning processes, and reflected in district actions and priorities. Additionally, the district aims to expand opportunities for students and families to participate in advisory groups, committees, surveys, and engagement sessions connected to instructional programs, school climate, attendance, wellness, and policy development.  To address these areas, the district will continue expanding multilingual communication systems, translation services, Zoom participation options, flexible meeting times, and direct outreach through community liaisons and school staff. Schools and district departments will continue utilizing Panorama survey data, DELAC, ELAC, School Site Councils, Home and School Clubs, and LCAP engagement opportunities to gather ongoing feedback and monitor participation trends. The district will also continue strengthening communication practices that highlight how educational partner input informs decision-making and continuous improvement efforts. Through these actions, Moreland aims to foster stronger partnerships, increase representation of diverse perspectives, and ensure all educational partners feel welcomed, heard, and valued in the decision-making process.|Based on educational partner input and local data, the Moreland School District will continue to strengthen engagement with underrepresented families by expanding accessible and inclusive opportunities for participation in district and school decision-making processes. The district identified the need to increase participation from families of English Learners, families requiring translation support, families experiencing economic hardship, and families who may face barriers related to work schedules, transportation, childcare, technology access, or familiarity with the educational system.  To improve engagement, the district will continue utilizing multiple communication methods and outreach strategies to reduce barriers and increase accessibility. This includes providing translated materials, interpretation services, multilingual communication platforms, Zoom meeting options, flexible meeting times, childcare during meetings, and direct outreach from community liaisons and school staff. The district will also continue creating welcoming opportunities for families to participate in DELAC, ELAC, School Site Councils, Home and School Clubs, LCAP engagement sessions, parent education workshops, and district committees connected to curriculum, school climate, wellness, and student supports.  Additionally, the district will continue strengthening relationship-based outreach practices to ensure families feel valued, informed, and connected to their child’s school community. Schools and district leaders will continue reviewing participation data and educational partner feedback to identify gaps in engagement and adjust outreach efforts accordingly. The district also plans to increase communication regarding how stakeholder input influences district priorities and decisions to help families better understand the impact and importance of their participation.  Through these efforts, Moreland aims to increase representation of diverse voices, foster stronger partnerships with families, and ensure that all educational partners, particularly underrepresented families, have meaningful opportunities to contribute to district and school decision-making processes that support positive outcomes for students.|5|5|4|4|4|4|4|4|5|4|5|5|Not Met|||2026
43695830000000|Morgan Hill Unified|3|Continued analysis of educational partner data and input, MHUSD demonstrates several strengths and notable progress in building relationships between school staff and families. Three years ago, based on educational partner feedback, MHUSD launched a Welcoming Families initiative that saw the training of hundreds of staff across the district from June 2023 through the present with the intention to create schools and offices where all feel welcome. That PD continues to date.  Furthermore, positive feedback/survey data indicates that communication from school sites is robust, encourages parent/family involvement, and helps to build personal relationships, respect, and mutual understanding between schools and families. Overall, district parents indicate that they are well informed about events, activities, and their student's academic progress. Local data also indicates that parents/families often participate in activities hosted by the school/district, such as back-to-school night/open house, school/class events and performances, parent-teacher conferences, volunteering, Home & School Club, School Site Council, English Language Advisory Committee (ELAC), principal and district coffee chats, and forums/other meetings.  Overall, these strengths indicate that MHUSD is committed to creating a collaborative and supportive environment where parents/families are important partners in the education of their children. The progress made over the last several years reflects a strategic focus on enhancing family-school connections, which is essential for student success and community well-being.|MHUSD continues the work it began three years ago on making extensive efforts for all schools and site personnel to create welcoming, inviting, and friendly environments for all students and families as well as activities to promote family and community engagement. Further, through the District's ongoing efforts to solicit feedback via surveys, focus groups, and parent meetings, from parents of all backgrounds with a particular focus on families of unduplicated students, families of individuals with exceptional needs, and families of underrepresented students, several topics emerged including the need for continued parent education, centralized volunteer opportunities including a variety of opportunity options at sites and across the district, and additional ways for parent advocacy, and participation in decision making.  Through site and district parent engagement programs (e.g. parent education courses and series, workshops, family nights/events, volunteer opportunities to build on community), the district will continue to foster a sense of community and collaboration at the site/district level as well as close collaboration between sites and FACE. This includes continued PD for staff on welcoming family environments, engagement techniques/events, and effective communication strategies including families whose primary language is not English. Lastly, continued use of feedback mechanisms including surveys, focus groups, and parent groups (SSC, ELAC, DELAC, Home & School Club, and others) to ensure that parent/guardian voices are heard and valued in the decision-making processes so that family perspectives are integral to school practices/practices.  By focusing on these areas, MHUSD aims to create a more robust supportive and collaborative environment that strengthens the partnership between school staff and families, ultimately enhancing student outcomes.|To continue to work to improve engagement of underrepresented parents/families MHUSD will continue with several targeted strategies to strengthen the relationship between school staff and families. These key initiatives are focused on removing the barriers that prevent underrepresented and underserved families from feeling welcomed and included on campus and therefore maximize their engagement in their child(rens) education.  By enhancing communication efforts via more robust communication and language support/translation services that are effective, clear, and professional, the District continues to work toward ensuring that all Spanish speaking families receive information, making it easier for them to stay informed and involved. Morevever, as part of the FACE plan to district is exploring a new model for home visits that is proactive in establishing partnerships with families. Further, bilingual Community Liaisons, will continue to have professional development in the areas of translation skills, conducting home visits, engagement strategies for 1:1 and group efforts, etc. to maximize their effectiveness and ensuring continuous support for families districtwide. They participated in robust PD during the last two school school years.  Parent education continues to be a priority topic for parents as they seek to help their children at home to ensure their college and career readiness. Parent education courses/series includes workshops, classes in numerous topics, events on campus/district where parents/families learn effective strategies to support students academically and social-emotionally at home.  Lastly, by strategically partnering with schools that have identified cultural proficiency as a key concern, MHUSD brought in professional development to equip school staff, students, and parents with the skills needed to better understand, communicate with, and support individuals from diverse backgrounds. These efforts continue to expand to other sites every year and will eventually expand districtwide.  Ultimately, MHUSD parents/families are looking for comprehensive and flexible ways to support their children to become successful, thriving citizens of the world. Through practices such as personalized outreach, opportunities for feedback, targeted engagement opportunities, flexible scheduling, and inclusive practices that provide opportunities for parents/families to connect with each other and with school staff in a welcoming environment, MHUSD can begin to eliminate those things that impact the home-school relationship for underrepresented and underserved families.|As part of its school community and LCAP Goal #3: Student Engagement, the District continues making strides to increase student voice and agency. Examples of strengths in this area include seeking strategic and timely input from students across the district to voice their perspectives on student needs, campus climate, roles and responsibilities, school programs, etc., a Student Board Member and an Alternate Student Board Member role that can hold feedback sessions with peers, and introduction of a wide range of courses (i.e. Advanced Placement, Career Technical Education Pathways, College Dual Enrollment, college prep electives) at the high school level, along with specialized programming at the elementary (visual and performing arts; academy school focus). Data shows that schools foster student engagement, maintain a positive school climate, students want to do well in school, and many maintain strong friendships on campus.  Further, school administrators meet with student leadership and other student groups to establish/growth two-way communication and receive direct input from students on matters that impact academics/school climate and culture. District leadership and staff also routinely engage with student groups throughout the district and seek input through student surveys and focus groups on a variety of topics every school year.|Analysis of educational partner data, as part of LCAP Goal #3: Student Engagement, the District has identified areas for improvement in this category around enhancing student motivation, school connectedness, fostering a sense of belonging across all schools and, by extension, student relationships. Areas of focus continue to include: delivering high quality, inclusive, engaging instruction to all students to improve student outcomes, strengthening interpersonal relationships among students to create a supportive community and reduce bullying, and strengthening and collaborating with staff and teachers to build school climate and culture around trust and positive connections with students and adults, both in the classroom and with non-classroom personnel, including school administration.   Amplifying student voice and agency, empowering students to take charge of their educational journey, and ensuring that students become active participants in their school community remain top priorities.|Based on the analysis of educational partner input and local data, MHUSD continues to work to improve the engagement of underrepresented families by focusing on building partnerships for student outcomes through several key areas: parent education, access, communication (including bilingual materials and translation), events, volunteer opportunities, input gathering/feedback loop, and academic supports and opportunities for students. The recruitment, marketing, and awareness efforts for programs designed to engage students from underrepresented families will ensure all students have access to academic and extracurricular opportunities. These academic programs include Guaranteed Pathways Program with San José State University and Dual Enrollment, Equal Opportunity Schools, Career Technical Education, CCAP Dual Enrollment, AP Capstone Diploma, Advanced Placement courses, a future Early Middle College school/program, and specials rotations at the elementary level. Special attention will be given to engage families from these backgrounds to ensure their active participation, support, and use of these supports to improve student outcomes.|A priority for MHUSD is to continually engage with educational partners to actively support a shared vision of student achievement. The District has planned ongoing engagement through meetings with purposeful agendas designed to solicit input and feedback on programming, activities, procedures, and various topics. These groups include but are not limited to, staff (certificated, classified, and administrators), students and their respective groups, parents and their respective groups, community-based organizations, and parent groups such as Parent/District Roundtable, School Site Council, English Learner Advisory Committee, District English Learner Advisory Committee, and Home & School Club, Boosters, etc. Furthermore, this year, in direct response to parent/student and educational partner input, the district launched a new website in order to streamline navigation and ease communication. Additionally, the Superintendent hosts monthly coffee chats open to all parents, staff, and community members (with Spanish translation available) throughout the community to discuss successes, areas for improvement, and different approaches to enhance the school community's experience. The Superintendent also visits each school site regularly to check-in with administrators and be available for any staff member to discuss topics of interest to them during times when site staff can drop in. Further, the Superintendent also visits apartment buildings around town where a large number of district students live to meet with parents there--essentially going to them to facilitate the conversation.  Moreover, the Board of Education holds Themed Study Sessions aligned with the district LCAP goals, covering topics such as CA School Dashboard, Student Achievement and Outcomes, and Comprehensive Energy Plan, Workforce Housing, and Bond and Parcel Tax Measures (topics vary by year). Staff facilitate these sessions, which are designed to engage Board members and guests and provide insight into various topics.|MHUSD has identified several key areas to improve input-seeking for decision-making at both the site and district levels through improved stakeholder engagement. These areas include but are not limited to, streamlining and enhancing communication about parent meetings to ensure better attendance and participation, ensuring parent representation on task forces/committees reflects the student body's diversity with a particular focus on including parents/families from underrepresented backgrounds, collecting purposeful input from the community, parents, students, and staff on various topics relevant to each group and providing a feedback loop to demonstrate the importance in their voice/input, organizing family and community engagement activities tailored to community needs at both site and district levels.  Additionally, MHUSD aims to prioritize and leverage activities that traditionally see high parent and family participation, such as Back to School Night/Spring Open House, school/class events, parent-teacher conferences, and other site/district events. The district has also leveraged preferred communication methods—emails, text messages, website, and newsletters—to disseminate information and gather valuable feedback from families to families based on their preferred language as recorded in the student information system.|Based on the analysis of educational partner input and local data, MHUSD will continue its crucial work to improve the engagement of underrepresented families in decision-making through several targeted strategies. Key in this is the recently finalized Family and Community Engagement Plan (2024-25) and the development of clearer and more accessible communication regarding opportunities for input, ensuring that all parents, including those from underrepresented backgrounds, are well-informed about meetings and events; actively recruiting parents from underrepresented backgrounds to serve on advisory task forces/committees, ensuring that these groups are fairly represented and their perspectives included in decision-making processes; organizing specific community and family engagement activities that cater to the unique needs and preferences of underrepresented families, making participation more accessible and meaningful; using preferred communication methods such as text messages, personal phone calls, email, and newsletters to reach out to underrepresented families, ensuring they receive information in the most effective way possible; and establishing mechanisms for gathering feedback during high-participation events like back-to-school night/open house/parent-teacher conferences, thereby ensuring their voices are heard and considered.  MHUSD is well on its way to creating a more inclusive environment where all families feel valued and engaged in the decision-making process.|4|4|3|4|4|3|4|3|5|4|5|3|Met||2026-06-25|2026
43695836118541|Charter School of Morgan Hill|3|Staff and parents work together as a team to support academic outcomes. Over 90% of parents attend Back to School Night, Fall Exhibition, and Spring Exhibition. At these events, teachers take the opportunity to educate parents about how they can support their children at home. Every parent attends a goal-setting conference in the fall. Teachers, parents, and students work together to develop goals and an action plan for the school year. CSMH has subscribed to a program called ParentSquare. This program provides a quick and easy platform for parents and teachers to communicate with one another. CSMH has a Community Liaison whose primary job is to develop family engagement systems and activities that create support for teaching, learning, and student achievement.|CSMH staff continues to consider ways to understand and celebrate the various cultures of their students and families.|CSMH will continue to ensure that communications home are translated into other languages as needed. The administration and the school's Community Liaison will analyze parent participation and reach out to individual families to determine what is hindering their engagement.|Parent participation is a key component of CSMH’s mission and vision and is highly valued. Staff meet regularly to discuss and implement strategies for building trust and respectful relationships with families. CSMH prides itself on creating a welcoming and family-friendly environment. CSMH provides parent education opportunities each year. In the 2025-2026 school year, CSMH offered four parenting classes presented by Project Cornerstone. CSMH actively seeks out families in need of support. Grade levels adopted families for the holidays within the school community and throughout the city of Morgan Hill. Volunteers signed up to bring meals to those in need, donated gas gift cards to ease the financial burden of raising gas prices getting to and from a non-neighborhood school, and donated holiday decor and gifts. Each week in the parent newsletter, there was a link for families to submit a need or area of support confidentially. This year, CSMH held a canned food drive. Over 6,500 cans were collected and donated to Reach Out Food Pantry.|CSMH is committed to sustaining parent education that meets the needs of our families and that helps parents support their children's academic and social/emotional needs.|CSMH needs to make sure that underrepresented families know about the various educational opportunities offered. These opportunities need to be available at flexible times so that parents with different schedules are able to participate.|"CSMH utilizes a computerized check-in system, and a feature of this system allows for the tracking of at-school volunteer hours. On average, parents volunteer 800 hours a month. This does not include all of the hours parents contribute after school and on weekends. In addition, parents have an opportunity to participate in decision-making by being on the CSMH Board of Directors and/or attending monthly Board meetings. Parents also may serve on the Budget / LCAP committee or represent CSMH on the Community Advisory Committee for special education. Every May, CSMH holds a State of the School meeting. This meeting is attended by the majority of CSMH families and staff. At this meeting, parents have an opportunity to provide input into the school’s LCAP goals and ask questions regarding the budget. Three times per year, the parents are invited to ""Coffee Chats"" with administration. This is a way to gather in a smaller environment, hear school updates, provide input, and discuss suggestions. In the 2025- 2026 school year, a new parent input form was created, titled ""Suggestion Box."" Parents were able to fill out the form to share ideas and feedback for consideration."|CSMH needs to make sure that decision-making bodies have representation that reflects our school community.|Our Community Engagement Coordinator assists in tracking family engagement and regularly communicates with the classroom teachers. She frequently reaches out to families and discusses with them the different opportunities that are available for them to get involved in the school community and, more importantly, their child’s education. She also tries to understand what barriers might keep families from engaging and how those barriers might be eliminated. Making connections with families, including underrepresented families, has been very successful. CSMH can continue to focus on ensuring underrepresented families' are on decision-making committees and groups.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-23|2026
43695910000000|Mountain View Whisman|3|MVWSD is in the full Implementation phase in all four areas of building relationships.   Results from the District’s LCAP/Climate survey indicate that 88% (+2 Percentage Point (PP) from 2025) of parent respondents agreed or strongly agreed that the District is successful in creating welcoming environments for all families in the community and 89% (+1PP from 2025) agreed or strongly agreed that the District is successful in developing multiple opportunities for the LEA and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families.  Additionally,  82% (+2 PP from 2025) of parents agreed or strongly agreed that the District is supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children.|While MVWSD is in the full implementation phase of building relationships, parent perception of the District’s capacity of staff (admin, teachers, classified) to build trusting relationships continues to have lower percentages of parents that agree or strongly agree - 76% ( +2PP).|MVWSD is committed to improving communication with families and ensuring that they get needed information in easily accessible ways.   This is a focus in the District’s Strategic Plan 2027 in Goal Area 3 and in the District’s Local Control Accountability Plan Goal 3 - Inclusive and Welcoming Culture. Effective communication builds understanding and trust and will allow the District to work together with parents to support student’s wellbeing and development. The district is working to streamline and differentiate communication streams so parents get information that more closely matches their family attributes and communication preferences and tone. In 2026-27, we will work to identify and implement new practices in family-school communication, specifically with families that speak Spanish or are underserved in the community.    MVWSD wants to ensure it has two-way communication with all community partners.   Participation rates for families that speak Spanish or who are socio-economically disadvantaged are lower than those of families who are white or Asian and are not economically disadvantaged on the District’s LCAP/Climate Survey.   MVWSD also employs School and Community Engagement Facilitators at all school sites.  The facilitator acts as a liaison between students, staff, and parents to remove barriers to improve student learning and achievement.  Their responsibilities include serving as a resource for connecting students and parents to district and community agencies, resources, parent education, and other events and activities that are linked to strong, positive student outcomes.  Additional staffing was continued at our elementary schools (Castro and Mistral)  with high percentages of underrepresented families to provide more support in 2025-26.|MVWSD is in the full implementation phase in one area of Building Partnerships for student outcomes and three areas are in the initial phase. Results from the District’s LCAP/Climate survey indicate that  72% (same as 2025) of parents agreed or strongly agreed that the District is providing families with information and resources to support student learning and development in the home and 69% (-2 PP from 2025) of parents agreed or strongly agreed that the District is providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.  Additionally, 75% (same as  2025) agreed or strongly agreed that the District is implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.   While teachers are always available to meet with parents, the District does provide dedicated time, through minimum days in October for all parents to meet with teachers to review student progress.  In 2025-26,  all students in the District took i-Ready diagnostic assessments in English Language Arts and mathematics three times per year.  Students in grades K-2 took the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment. Results of both assessments were sent home to parents so they can see students’ progress and growth toward meeting grade level standards.  The District will be moving away from i-Ready and a new process for communicating results of District assessments will be created in 2026-27.  The District also offers Parent University which is a series of learning sessions and conversations that are designed to help parents support children's learning.   In 2025-26 there were five District wide sessions in English and Spanish which included the following: Presentation from My Digital Tat2 Interpreting Your Child's Score Reports Parent University: How to talk to kids about the news  Preparing for Middle School Preparing for High School|MVWSD is in the initial implementation phase in one area of Building Partnerships for student outcomes.  Sixty-one percent  (-1 PP from 2025)  of families agreed or strongly agreed that the District is supporting families to understand and exercise their legal rights and advocate for their own students and all students.|Again, the District has a focus on cultivating and maintaining an inclusive and welcoming culture that acknowledges, embraces, and empowers all stakeholders in its Strategic Plan (Goal 3). MVWSD is working directly and collaboratively with parents to build mutual capacity for supporting student learning through Parent University.  Additionally, each school does at least 2 school-based Parent University sessions each year.|MVWSD is at the full implementation phase for three areas regarding input for decision making.    In spring 2025, 75% of parents (same as 2025) agreed or strongly agreed that the District is providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.  Additionally, 73% (+3 PP from 2025) of parents agreed or strongly agreed that the district is building capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making, and 71% (+3 PP from 2025) of parents agreed or strongly agreed that the District is providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from an underrepresented groups in the school community.|MVWSD is at the initial implementation phase in 1 area regarding decision making. Results from the District’s LCAP/Climate survey indicate that only 66% (+2 PP from 2025) of parents agreed or strongly agreed that they have a say in the decision making process at their child’s school.|All school sites have School Site Councils and English Learner Advisory Committees, which play critical roles in developing school site plans.  MVWSD has a District Advisory Committee and a District English Learner Advisory Committee.  In spring 2024 the District added student advisory committees at each middle school. All committees are involved in the development of the Local Control Accountability Plan (LCAP).  Additionally, when the District is seeking input on issues, these groups are consulted and their input collected and used in the decision making processes.    In order to provide families with opportunities to share input on policies and programs, MVWSD uses survey tools.  The Climate/LCAP survey is given each year in February and results are used to develop the LCAP and school site plans.   The District updated its Parent University series structure in 2022-23. Reflecting the needs of traditionally underrepresented groups, more school-site specific sessions were offered as well as a Spanish-language seminar series. The District continues to refine this approach.   Site specific offerings in 2025-26 included but were not limited to: Supporting Early Literacy  Math Festival (math night) Science Night Positive Parenting Navigating PowerSchool Vaping Prevention Developing Family Engagement and Partnerships Academics - School accountability and standards Hispanic Heritage Celebration Transition Kindergarten and Kindergarten Orientation|4|4|4|4|3|4|4|3|3|4|4|4|Met||2026-06-11|2026
43696090000000|Mountain View-Los Altos Union High|3|MVLA continues to demonstrate strength and progress in building collaborative, trusting relationships between school staff and families. The district uses multiple structures to support two-way communication, shared learning, and meaningful family engagement across school and district settings.  The Family Partnership Council provides an ongoing forum for families and district leadership to review priorities, share input, and strengthen communication. DELAC continues to serve as an important space for multilingual families and English learner parents to provide feedback, learn about district programs, and help inform district planning. MVLA has also differentiated its Special Education family engagement by meeting with specific parent groups to better understand needs, answer questions, and provide more targeted communication and support.  MVLA continues to expand outreach and learning opportunities for families, including multiple in-person sessions and webinars for 8th-grade families as they prepare for the transition to high school. These opportunities help families understand course placement, graduation requirements, A–G requirements, student supports, and high school expectations.  To meet the diverse needs of the community, MVLA provides translation and interpretation, partners with organizations such as PIQE, and offers communication through websites, email, print materials, family meetings, and multilingual staff. Districtwide access to LanguageLine further supports families in engaging with schools in their preferred language. These efforts reflect MVLA’s continued commitment to creating welcoming school environments and strengthening relationships between families, staff, and district leadership.|Based on educational partner input and local data, MVLA’s focus for improvement is to continue strengthening consistent, accessible, and meaningful communication with families across all student groups. Families have expressed the need for information about academic expectations, timely student progress, A–G requirements, graduation pathways, college and career readiness, mental health and wellness supports, and how to access school and district resources.  MVLA will continue to expand differentiated outreach so that family engagement is not one-size-fits-all, but instead responsive to the needs of specific parent groups, including multilingual families, families of students with disabilities, incoming 8th-grade families, and families who may be less connected to school systems. This includes increasing opportunities for in-person and virtual learning, improving follow-up communication after meetings, and ensuring that families receive timely information in a language and format they can understand.|Based on educational partner input and local data, MVLA  will focus on families who may experience barriers to engagement, including multilingual families, families of English learners, families of students with disabilities, low-income families, foster and homeless youth families, incoming 8th-grade families, and families who have not historically participated in district or site meetings.  MVLA will strengthen engagement by offering multiple formats for participation, including in-person meetings, webinars, small-group sessions, targeted outreach, translated materials, interpretation, and individual follow-up from school and district staff. The district will continue using DELAC, ELAC, Family Partnership Council, School Site Council, Special Education parent meetings, transition meetings, and site-based outreach events to gather input and respond to family needs.  MVLA will also improve communication by providing clearer information about student progress, graduation requirements, A–G requirements, course pathways, college and career readiness, mental health and wellness supports, and available school resources. These efforts are intended to reduce barriers, increase family voice, and build stronger two-way relationships between underrepresented families, school staff, and district leadership.|MVLA continues to make strong progress in building partnerships with families that directly support student outcomes. A key strength is the district’s use of multiple, accessible structures to help families understand academic pathways, student supports, and opportunities that contribute to college and career readiness.  MVLA provides AVID family nights that help students and families learn about college-going expectations, academic planning, student supports, and the habits and resources that support success in rigorous coursework. These events strengthen the partnership between families, AVID teachers, counselors, and school staff in supporting student achievement and postsecondary readiness.  The district has also expanded transition supports for incoming 8th-grade families. MVLA offers multiple in-person information sessions and webinars, including family information nights focused on math pathways, course selection, graduation requirements, A-G eligibility, and the transition to high school. These sessions include site administrators, teachers, counselors, and district staff, so families receive consistent information and have opportunities to ask questions directly of the staff who support students.  MVLA’s robust district and school websites provide families with timely access to information about academic programs, course pathways, counseling services, college and career resources, school calendars, student supports, and district initiatives. Counselors and College and Career Center staff also provide clinics, workshops, and individual support to help students and families navigate academic planning, college applications, financial aid, dual enrollment, career exploration, and other postsecondary opportunities.  The district continues to provide multilingual communication, translated materials, interpretation, and direct outreach to support meaningful participation from all families. Through family nights, webinars, counseling supports, clinics, school websites, and ongoing communication, MVLA is strengthening the connection between families and school staff in ways that help students stay informed, supported, and on track for successful outcomes.|MVLA's analysis of educational partner input and local data points to three focus areas for improvement in building partnerships for student outcomes, each centered on equipping families to actively support student learning and postsecondary success.  • Timely, proactive communication about student progress. The Year 2 LCAP community survey identified untimely teacher-to-family communication about student progress, particularly when a student is struggling, as a continued concern. The District's focus is standardizing timely grade and progress updates in Aeries and Canvas and shifting staff toward proactive outreach early enough for families to partner in a student's recovery rather than after a grade is final.  • Building family capacity to navigate academic pathways. DELAC and Family Partnership Council feedback identified a need for families, especially multilingual and first-generation families, to better understand GPA, A-G requirements, course access, dual enrollment, CTE pathways, and financial aid. The District's focus is structured family workshops and resources, delivered in home languages, that help families guide course selection and postsecondary planning.  • Partnering families of students with disabilities in outcome-focused conversations. Special education families and the SELPA reported mixed perceptions of support and a desire to be full partners rather than meeting only with special education staff. The District's focus is on broadening the support circle so that general education and co-teaching staff participate in academic progress discussions with families.  Across these areas, the District will strengthen its use of disaggregated, subgroup-level data with families so that partnerships are grounded in each student's outcomes. These focus areas are embedded in LCAP Actions 1.6, 2.11, 1.4, and 2.13 and are reviewed with DELAC, ELAC, and the Family Partnership Council.|"Based on feedback from educational partners and local data, the district is implementing several targeted strategies to improve engagement with underrepresented families, with a particular focus on multilingual families and families of students with disabilities.  Multilingual Family Navigation Resources: In response to input from the District English Learner Advisory Council (DELAC) that immigrant families find the American school system difficult to navigate, the district is developing a visual ""Family Roadmap"". This resource will translate complex district systems into accessible formats covering A-G requirements, graduation timelines, and key annual decision points.  Structured ELD Family Workshops: The district will launch a series of ELD Family Workshops designed to demystify high school navigation. These workshops will provide training on grades, GPA, financial aid, and essential digital platforms like ParentSquare and Canvas.  Transition to Proactive Outreach: Survey data indicated that multilingual family communication was rated below average and that families desired more timely updates on student progress. Consequently, the district is training staff to adopt a proactive outreach model, reaching out to families as soon as a student begins to struggle rather than waiting for a failing grade.  Consolidating Engagement Structures: To reduce the participation burden on multilingual families, parents suggested consolidating several advisory groups (DELAC, ELAC, and the Latino Parent Organization (LPO/LUCHA)) into combined sessions. This pilot aims to strengthen attendance and community engagement by streamlining meeting schedules.  Special Education Family Partnerships: Feedback from families of students with disabilities highlighted a need for clearer accommodation processes and more responsive follow-through.   The district is responding by increasing the frequency of Special Education Family Partnership meetings and providing structured opportunities for these families to influence LCAP monitoring and district-level decision-making"|MVLA's strength in seeking input for decision-making lies in the breadth of its advisory structures, in which partner input shapes district decisions. In developing the 2026-27 LCAP, the District consulted 11 partner groups, including DELAC, ELAC, the Family Partnership Council, the Counselor Collaborative, the Special Education Community Advisory Committee, Admin Council, School Site Councils, and student input sessions, and gathered more than 85 staff survey responses and more than 160 student and family survey responses.  These bodies meet regularly throughout the year. The Family Partnership Council convened multiple times during 2025-26, and the Special Education CAC met five times between October and May, while DELAC and ELAC met and provided structured feedback. The District's clearest evidence of progress is that seven feedback themes from this engagement were each traced directly to a specific Year 3 action change. For example, DELAC feedback on family navigation led to ELD Family Workshops embedded in Actions 1.6 and 2.11, and Counselor Collaborative input informed improvements to Tier 2 counseling and Aeries tracking.  Participation has also grown. Family Partnership Council membership increased from 52 to 61, and participation by the superintendent and site student advisory expanded over the year. Input gathered through these structures informs both the site Single Plans for Student Achievement and the District LCAP, ensuring that decision-making is consistently grounded in the voices of educational partners.|MVLA's analysis of educational partner input and local data identifies three focus areas for improvement in seeking input for decision-making.  Broaden and make advisory participation more representative. ELAC and DELAC attendance averaged 8 to 20 participants per meeting, against a target of 15 to 30, and DELAC families noted that the number of meetings is a barrier. The District's focus is on reducing barriers to participation, including scheduling, language access, meeting load, and logistics, and intentionally recruiting underrepresented families into decision-making bodies so that input reflects the full community.  Strengthen data transparency for partners. The Family Partnership Council requested greater use of disaggregated subgroup data, the incorporation of SMART goals and benchmarks, and clearer information on how resources are aligned to goals. The District's focus is on providing partners with accessible, disaggregated data and clear goal-to-resource connections, so that input is informed and decision-making is transparent.  Close the feedback loop. While the District already traces partner themes to specific actions, it will improve the way it communicates to families and staff that their input has shaped decisions, thereby sustaining trust and ongoing participation.  These focus areas are addressed through the District's parent and family engagement work in LCAP Actions 1.6 and 2.11 and through continued refinement of the DELAC, ELAC, and Family Partnership Council processes.|"Based on partner feedback and local data, MVLA is implementing several targeted strategies to improve the engagement of underrepresented families, specifically multilingual families and those of students with disabilities, in the decision-making process:  Consolidating Engagement Structures: To reduce the participation burden on multilingual families, the district will pilot a combined meeting format in Spring 2027 that integrates the District English Learner Advisory Council (DELAC), English Learner Advisory Council (ELAC), and the Latino Parent Organization (LPO/LUCHA). This effort responds directly to parent feedback regarding the high volume of individual commitments and information overload.  Targeted Feedback Channels: The LEA will expand efforts to gather insights from families of students with exceptional needs through the Family Partnership Council (FPC) and Special Education Family Partnership meetings. These sessions will use tools such as Surveys to capture specific parent priorities and ensure parents have a formal voice in district-level decision-making.  Improving Navigation and Transparency: In response to DELAC input that the American school system is difficult to navigate, the district is launching a visual ""Family Roadmap"" and a series of ELD Family Workshops. These resources are designed to demystify complex systems (such as A–G requirements, GPA, and digital platforms like ParentSquare and Canvas), enabling families to engage as informed partners in their children's education.  Bridging the Digital Divide: The district will offer technology workshops specifically for newcomer and non-English-speaking families to ensure they feel confident using the digital tools necessary to access information and provide feedback to schools.  Structured Staff Input: Beyond family engagement, the district is adding a mid-year structured feedback session for staff to provide input on LCAP implementation, ensuring that the perspectives of those working directly with underrepresented students are incorporated into ongoing plan monitoring."|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-15|2026
43696170000000|Mount Pleasant Elementary|3|MPESD actively supports parent participation and engagement to meet the needs of our learning community. Our schools strive to create welcoming environments and prioritize family engagement as a key strategy for building relationships and partnering with families to ensure high-quality education for all students. To ensure clear and inclusive communication, MPESD provides Spanish and Vietnamese translation and interpretation services and promotes culturally responsive practices throughout the district. This year, we surveyed families to better understand their needs for support and social connection. In response, we tailored parent engagement efforts to reflect their input and expanded opportunities to build stronger school-family partnerships. We focused on consistent communication that included access to community resources, wellness supports, and program information. Much of our engagement took place in person through school-based and district events. All schools maintained consistent outreach using websites, social media, phone calls, ParentSquare, and in-person meetings. Regular events included Coffee with the Principal, School Site Council, PTA, ELAC meetings, and Superintendent’s Forums. MPESD also hosted four DELAC meetings to engage our English Learner families in district-wide conversations. Schools welcomed families through Back to School Nights, Open Houses, and Parent-Teacher Conferences. We also supported our community with monthly food bank access and in-person engagement events such as Book Fairs, Family Reading Nights, and STEM/STEAM Nights. This year, we launched a series of four Parent Academic Fairs with topics selected based on family input. Sessions included: K–5 Math and Reading Strategies, College and Career Readiness, AVID, Mindfulness, Wellness in Education (attendance, anxiety, fatigue, and hunger), CalKids savings accounts, Internet Safety, Language Development, Attendance, and tech tool tutorials (PowerSchool, iReady, and ParentSquare in English, Spanish, and Vietnamese). We also collaborated with RAFT to host a hands-on STEAM Night for families and students. Our middle school families were further supported through a partnership with Eastside Education Initiative, offering Parent Institute for Quality Education (PIQE) Digital Literacy classes, with 17 parents graduating from the program. In addition to academic-focused events, schools offered a variety of inclusive community gatherings such as Movie Nights, Paint Nights, Science Fairs, ALAS events, Nuestra Herencia, Seal of Biliteracy Awards, and cultural celebrations for Black History Month and Lunar New Year. These districtwide efforts fostered deeper relationships and supported the full family unit by honoring our community’s strengths. MPESD values inclusion and remains committed to expanding parent voice and engagement in school decision-making and outreach activities.|MPESD Educational Partners input included to continue to offer translation support so that all parents can continue to partake in the collaborations and discussions. They also wanted to continue to educate parents on various items such as Reclassification Process, how to support the students at home, and continue to offer site and district wide parent trainings such as the Parent Academic Fairs.|MPESD is dedicated to improve engagement of the underrepresented families.  The family case managers will continue to make connections, build relationships, and work closely with the identified students families to provide outreach support and connect them to additional services if needed. With the help of the Community Schools grant, we will be able to hire more staff such as counselors to address the identified needs of the parents. We will continue to support the families with translations and in-person technology support.  The Student Services will continue to support families by providing the foster youth services.  MPESD will gather comments and feedback from the parents and families frequently during meetings both as decision-makers and advisers for best practices.  In addition, the campus supervisors and Community School Coordinators will continue to support students and families.|MPESD proudly serves a diverse group of students and families and consistently aspires to include more families in engagement activities as this is a continuous goal. Teachers and staff participate in professional learning to create and engage in culturally responsive teaching and learning. Teachers partake in the Diversity, Equity, Inclusion, and Belonging (DEIB) committees which are key concepts crucial for building a fair and equitable learning environment. The teachers also partake in the Ethnic Studies cohorts where they develop skills to understand how race, gender, sexuality, and other forms of difference work in the world. Parents are advised and trained regarding parent rights and advocacy through IEP, District English Learner Advisory Committee, and intake meetings. Mount Pleasant Elementary School District worked closely with parents/guardians and other educational partners to meet informally and formally to discuss student progress and outcomes. We value collective decision making and seek comments and input from educational partners throughout the year. Each school site holds parent teacher conferences, intake and transition meetings, conducts Individual Education Plan (IEP) meetings, ELAC meetings, PTA, frequent phone calls, emails, text messages, ParentSquare communications and meetings, Book Fairs, Family Reading Nights, STEAM/STEM nights, Back to School Night, Open Houses, and other parent engagement activities. The site principals also hold regular Coffee with the Principals and share information and gather comment, input and build relationships with families and parents. The LCAP Committee worked carefully to evaluate the progress that had been made on each of the LCAP goals. The committees as well as the feedback received from different stakeholders provided feedback and recommendations for possible next steps. In addition, we have partnered with Eastside Education Initiative for our middle school students and families to educate parents with Parent Institute for Quality Education (PIQE) classes and graduates parents from the program annually. We also have academic counselors at the middle schools who communicate the importance of educations to our middle school students and parents/guardians.|Educational partner input indicates that areas for improvement in building relationships between school staff and families include the continuation of  - providing translation support to the families at the site and at the district level - providing opportunities for parents/guardians to learn about the Reclassification Process - providing parents with classes at the site and at the district Parent Academic Fairs to support their children at home and at school The school sites and the district continue to support the parents/guardians through Parent Teacher Association, School Site Council , English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), and District Local Control Accountability Plan (LCAP) committees.|MPESD is dedicated to improve engagement of the underrepresented families.  The family case managers will continue to make connections, build relationships, and work closely with the identified students families to provide outreach support and connect them to additional services if needed. With the help of the Community Schools grant, we will be able to hire more staff such as counselors to address the identified needs of the parents. We will continue to support the families with translations and in-person technology support.  The Student Services will continue to support families by providing the foster youth services.  MPESD will gather comments and feedback from the parents and families frequently during meetings both as decision-makers and advisers for best practices.  In addition, the campus supervisors and student advisor will continue to support students and families.|MPESD actively supports parent participation and engagement as a foundation for inclusive decision-making. Schools prioritize welcoming environments that foster family involvement, recognizing strong partnerships are essential for student success. A key strength of MPESD is its commitment to seeking educational partner input and using that feedback to guide decisions at both the site and district levels. To support inclusive communication, MPESD provides translation and interpretation services in Spanish and Vietnamese and promotes culturally responsive practices. In response to family needs, the district conducted surveys and used engagement tools such as ParentSquare, Blackboard, and ThoughtExchange to collect feedback. ThoughtExchange, in particular, allowed middle school students and families to share priorities that informed the development of LCAP goals and programs. MPESD values formal and informal ways for stakeholders to engage in meaningful dialogue. Families are regularly invited to provide input through School Site Councils, ELAC, DELAC, PTA meetings, and Superintendent’s Forums. These platforms offer opportunities for families to ask questions, express concerns, and shape programs. Feedback from DELAC and site ELACs directly influenced the selection of Parent Academic Fair topics and helped refine supports for English Learners. Stakeholders frequently voiced interest in more hands-on and accessible engagement. In response, MPESD expanded in-person activities such as Coffee with the Principal, Back to School Nights, Parent-Teacher Conferences, and Open Houses. Monthly food bank access and school-based events also addressed family wellness and resource needs. The district hosted four in-person Parent Academic Fairs based on survey feedback, covering K–5 math and reading, middle school readiness, AVID, wellness, language development, and digital tools (PowerSchool, i-Ready, and ParentSquare). Sessions were offered in English, Spanish, and Vietnamese.  Schools further amplified family voice through events such as Movie Nights, Paint Nights, Science Fairs, ALAS, Nuestra Herencia, Seal of Biliteracy Awards, and celebrations for Lunar New Year and Black History Month. MPESD’s progress in seeking input is reflected in the alignment between feedback and action. The district remains committed to ensuring that all voices, especially from underrepresented families, inform decisions that promote equity, wellness, and student achievement.|MPESD actively supports parent participation and engagement as a foundation for inclusive decision-making. Schools foster welcoming environments that encourage strong partnerships between families, staff, and the broader community, key to promoting student success. A districtwide strength lies in MPESD’s variety of platforms and strategies to gather input from educational partners and use that feedback to shape decisions. To ensure accessible communication, the district provides interpretation in Spanish and Vietnamese and promotes culturally responsive practices. We gather input through formal and informal tools such as ParentSquare, Blackboard, Google Forms, and surveys.  MPESD also values participatory forums including School Site Councils, ELAC, DELAC, PTA meetings, and Superintendent’s Forums. These spaces empower families to express concerns, ask questions, and directly influence initiatives such as English Learner supports and the development of Parent Academic Fair topics. A consistent theme in community feedback has been the desire for more interactive and accessible ways to engage. In response, the district expanded in-person events like Coffee with the Principal, Back to School Nights, Parent-Teacher Conferences, Open Houses, and cultural celebrations. Food bank access and wellness supports further addressed family needs. MPESD also hosted four Parent Academic Fairs on K–5 literacy and math, AVID, wellness, middle school readiness, and digital tools, all offered in English, Spanish, and Vietnamese. We also partnered with RAFT for STEAM Night and with Eastside Education Initiative for PIQE Digital Literacy classes. The Latino Literacy Project helped TK–5 families support home literacy and ended with a graduation celebration. To further improve decision-making through stakeholder input, MPESD has identified the following focus areas: Expanding data collection through the WestEd California Healthy Kids Survey (CHKS), Panorama surveys, and school-based surveys Conducting empathy interviews to elevate underrepresented voices Strengthening engagement via parent-teacher conferences, update/intake meetings, and committee participation Increasing parent participation in advisory bodies to better reflect the diversity of the school community These focus areas directly support LCAP Goal 3, which aims to deepen family-school partnerships. Stronger partnerships open the door for more students to access community learning opportunities and increase academic achievement. MPESD remains committed to building systems that elevate all voices and ensure equity, transparency, and collaboration in every step of the decision-making process.|Based on the self-reflection process and analysis of educational partner input and local data, MPESD has identified opportunities to strengthen engagement with underrepresented families, including those of English Learners, students with disabilities, foster youth, and families experiencing homelessness. The district will enhance communication strategies and create more accessible, inclusive opportunities for input. MPESD will continue prioritizing strong home-school communication through site and district-level committees, ensuring these voices are present in key discussions. The Student Services and Special Education Departments will deepen outreach to families of students with IEPs, foster youth, and those experiencing housing instability, with Family Case Managers continuing to support families through services such as mental health care, housing referrals, and resource access. For families of English Learners, the district will strengthen engagement through translated newsletters, ELAC and DELAC meetings, and culturally responsive communication. In addition, MPESD will expand the use of empathy interviews, multilingual surveys, and informal conversations to ensure the unique perspectives of underserved families are heard and reflected in school and district decisions. These efforts align with LCAP Goal 3 and reinforce the district’s commitment to equity and inclusive decision-making across all schools.|5|5|5|5|4|4|4|4|4|5|5|5|Met||2026-06-24|2026
43696176048045|Ida Jew Academies|3|The Ida Jew Academy collaborates closely with MPESD, which actively supports parent participation and  engagement to meet the needs of our learning community. Our schools strive to create welcoming environments and prioritize family engagement as a key strategy for building  relationships and partnering with families to ensure high-quality education for all students. To ensure clear and inclusive communication, IJA provides Spanish and Vietnamese translation and interpretation  services and promotes culturally responsive practices throughout the district.   This year, we surveyed to understand better the needs of families for support and social connection. In response, we  tailored parent engagement efforts to reflect their input and expanded opportunities to build stronger school-family  relationships. We focused on consistent communication that included access to community resources, wellness.  2025-26 Local Performance Indicator Self-Reflection for Mt. Pleasant Elementary School District (MPESD) and Ida  Jew Academy supports, and program information. Much of our engagement took place in person through school based and district events.  All schools maintained consistent outreach using websites, social media, phone calls, ParentSquare, and in-person  meetings. Regular events included Coffee with the Principal, School Site Council, PTA, ELAC meetings, and  Superintendent’s Forums. IJA and MPESD also hosted four DELAC meetings to engage our English Learner families  in district-wide conversations.  Schools welcomed families through Back to School Nights, Open Houses, and Parent-Teacher Conferences. We  also supported our community with monthly food bank access and in-person engagement events such as Book  Fairs, Family Reading Nights, and STEM/STEAM Nights.  This year, we launched a series of four Parent Academic Fairs with topics selected based on family input. Sessions  included: K–5 Math and Reading Strategies, College and Career Readiness, AVID, Mindfulness, Wellness in  Education (attendance, anxiety, fatigue, and hunger), CalKids savings accounts, Internet Safety, Language Development, Attendance, and tech tool tutorials (PowerSchool, iReady, and ParentSquare in English, Spanish, and  Vietnamese). We also collaborated with RAFT to host a hands-on STEAM Night for families and students. Our middle school families were further supported through a partnership with Eastside Education Initiative, offering  Parent Institute for Quality Education (PIQE) Digital Literacy classes, with 17 parents graduating from the program. In addition to academic-focused events, schools offered a variety of inclusive community gatherings such as Movie  Nights, Paint Nights, Science Fairs, ALAS events, Nuestra Herencia, Seal of Biliteracy Awards, and cultural  celebrations for Black History Month and Lunar New Year.|Ida Jew Academy Educational Partners input included to continue to offer translation support so that all parents can  continue to partake in the collaborations and discussions. They also wanted to continue to educate parents on  various items such as Reclassification Process, how to support the students at home, and continue to offer site and  district wide parent trainings such as the Parent Academic Fairs.|In partnership, Ida Jew Academy and MPESD is dedicated to improving the engagement of the underrepresented families.  The family case managers will continue to make connections, build relationships, and work closely with the identified  students families to provide outreach support and connect them to additional services if needed. With the help of the  Community Schools grant, we will be able to hire more staff such as counselors to address the identified needs of  the parents.  We will continue to support the families with translations and in-person technology support. The Student Services will  continue to support families by providing the foster youth services. MPESD will gather comments and feedback from  the parents and families frequently during meetings both as decision-makers and advisers for best practices. In addition, the Community School Coordinators will continue to support students and families.|Ida Jew Academy, in union with MPESD, proudly serves a diverse group of students and families and consistently  aspires to include more families in engagement activities, as this is a continuous goal. Teachers and staff participate  in professional learning to create and engage in culturally responsive teaching and learning. Teachers partake in the  Diversity, Equity, Inclusion, and  Belonging (DEIB) committees which are key concepts crucial for building a fair and equitable learning environment. The teachers also partake in the Ethnic Studies cohorts where they develop skills to understand how race, gender,  sexuality, and other forms of difference work in the world. Parents are advised and trained regarding parent rights  and advocacy through IEP, District English Learner Advisory Committee, and intake meetings. The Mount Pleasant Elementary School District worked closely with parents and guardians, as well as other  educational partners, to meet informally and formally to discuss student progress and outcomes. We value collective  decision-making and seek comments and input from educational partners throughout the year. Each school site  holds parent teacher conferences, intake and transition meetings, conducts Individual Education Plan (IEP)  meetings, ELAC meetings, PTA, frequent phone calls, emails, text messages, ParentSquare communications and  meetings, Book Fairs, Family Reading Nights, STEAM/STEM nights, Back to School Night, Open Houses, and other  parent engagement activities.  The site principals also hold regular Coffee with the Principals and share information and gather comments, input,  and build relationships with families and parents.  The LCAP Committee worked carefully to evaluate the progress that had been made on each of the LCAP goals. The committees as well as the feedback received from Thought Exchange platform provided feedback and  recommendations for possible next steps. In addition, we have partnered with Eastside Education Initiative for our  middle school students and families to educate parents with Parent Institute for Quality Education (PIQE) classes  and graduates parents from the program annually. We also have academic counselors at the middle schools who  communicate the importance of educations to our middle school students and parents/guardians.|Educational partner input indicates that areas for improvement in building relationships between school staff and families include the continuation of  • providing translation support to the families at the site and at the district level  • providing opportunities for parents/guardians to learn about the Reclassification Process • providing parents with classes at the site and at the district Parent Academic Fairs to support their children  at home and at school  The school sites and the district continue to support the parents/guardians through Parent Teacher Association, School Site Council , English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), and District Local Control Accountability Plan (LCAP) committees.|Ida Jew Academy is dedicated to improving the engagement of the underrepresented families. The family case  managers will continue to make connections, build relationships, and work closely with the identified students'  families to provide outreach support and connect them to additional services if needed. With the help of the  Community Schools grant, we will be able to hire additional staff, including counselors, to address the identified  needs of parents.  We will continue to support the families with translations and in-person technology support. The Student Services will  continue to help families by providing the foster youth services. IJA will gather comments and feedback from the  parents and families frequently during meetings, both as decision-makers and advisers for best practices. In addition, the campus supervisors and student advisor will continue to support students and families.|The Ida Jew Academy and MPESD actively support parent participation and engagement as a foundation for  inclusive decision-making.  Schools prioritize welcoming environments that foster family involvement, recognizing that strong partnerships are  essential for student success. A key strength of IJA is its commitment to seeking input from educational partners and  using that feedback to guide decisions at both the site and district levels.  To support inclusive communication, IJA provides translation and interpretation services in Spanish and Vietnamese  and promotes culturally responsive practices. In response to family needs, the district conducted surveys and utilized  engagement tools, including ParentSquare, Blackboard, and ThoughtExchange, to collect feedback. ThoughtExchange, in particular, allowed middle school students and families to share priorities that informed the development of LCAP goals and programs.  MIJA values formal and informal ways for stakeholders to engage in meaningful dialogue. Families are regularly  invited to provide input through School Site Councils, ELAC, DELAC, PTA meetings, and Superintendent’s Forums. These platforms offer opportunities for families to ask questions, express concerns, and shape programs. Feedback  from DELAC and site ELACs directly influenced the selection of Parent Academic Fair topics and helped refine supports for English Learners.  Stakeholders frequently voiced interest in more hands-on and accessible engagement. In response, IJA expanded  in-person activities such as Coffee with the Principal, Back to School Nights, Parent-Teacher Conferences and Open Houses. Monthly food bank access and school-based events also addressed family wellness  and resource needs.  The district hosted four in-person Parent Academic Fairs based on survey feedback, covering K–5 math and reading,  middle school readiness, AVID, wellness, language development, and digital tools (PowerSchool, i-Ready, and  ParentSquare). Sessions were offered in English, Spanish, and Vietnamese. .  Schools further amplified family voice through events such as Movie Nights, Paint Nights, Science Fairs, ALAS,  Nuestra Herencia, Seal of Biliteracy Awards, and celebrations for Lunar New Year and Black History Month. IJA’s progress in seeking input is reflected in the alignment between feedback and action. The district remains  committed to ensuring that all voices, especially from underrepresented families, inform decisions that promote  equity, wellness, and student achievement.|Both Ida Jew Academy and MPESD actively supports parent participation and engagement as a foundation for  inclusive decision-making.  Schools foster welcoming environments that encourage strong partnerships between families, staff, and the broader  community, key to promoting student success. IJA has a variety of platforms and strategies to gather input from  educational partners and use that feedback to shape decisions.  To ensure accessible communication, the district provides interpretation in Spanish and Vietnamese and promotes  culturally responsive practices. We gather input through formal and informal tools such as ParentSquare,  Blackboard, Google Forms, and surveys. This year,  IJA also values participatory forums including School Site Councils, ELAC, DELAC, PTA meetings, and  Superintendent’s Forums. These spaces empower families to express concerns, ask questions, and directly  influence initiatives such as English Learner supports and the development of Parent Academic Fair topics. A  consistent theme in community feedback has been the desire for more interactive and accessible ways to engage. In response, the district expanded in-person events like Coffee with the Principal, Back to School Nights, Parent Teacher Conferences, Open Houses, and cultural celebrations. Food bank access and wellness supports further  addressed family needs. IJA also hosted four Parent Academic Fairs on K–5 literacy and math, AVID, wellness,   middle school readiness, and digital tools, all offered in English, Spanish, and Vietnamese. We also partnered with  RAFT for STEAM Night and with Eastside Education Initiative for PIQE Digital Literacy classes. The Latino Literacy  Project helped TK–5 families support home literacy and ended with a graduation celebration. To further improve decision-making through stakeholder input, IJA has identified the following focus areas: Expanding data collection through the WestEd California Healthy Kids Survey (CHKS), Panorama surveys, and school-based surveys, conducting empathy interviews to elevate underrepresented voices  Strengthening engagement via parent-teacher conferences, update/intake meetings, and committee participation Increasing parent participation in advisory bodies to reflect the diversity of the school community better These focus areas directly support LCAP Goal 3, which aims to deepen family-school partnerships. Stronger  partnerships open the door for more students to access community learning opportunities and increase academic achievement. IJAremains committed to building systems that elevate all voices and ensure equity, transparency, and  collaboration in every step of the decision-making process.|In union with MPESD, the Ida Jew Academy, based on the self-reflection process and analysis of educational partner  input and local data, IJA has identified opportunities to strengthen engagement with underrepresented families, including those of English Learners,  students with disabilities, foster youth, and families experiencing homelessness. The district will enhance communication strategies and create more accessible, inclusive opportunities for input.  IJA will continue to prioritize strong home-school communication through site and district-level committees, ensuring  these voices are represented in key discussions. The Student Services and Special Education Departments will  deepen outreach to families of students with IEPs, foster youth, and those experiencing housing instability, with Family Case Managers continue to support families through services such as mental health care, housing referrals,  and access to resources.  For families of English Learners, the district will strengthen engagement through translated newsletters, ELAC, and  DELAC meetings, and culturally responsive communication. In addition, IJA will expand the use of empathy  interviews, multilingual surveys, and informal conversations to ensure the unique perspectives of underserved  families are heard and reflected in school and district decisions.  These efforts align with LCAP Goal 3 and reinforce the district’s commitment to equity and inclusive decision-making  across all schools.|5|5|5|5|4|4|4|4|4|5|5|5|Met||2026-06-24|2026
43696250000000|Oak Grove Elementary|3|Feedback from the district Educational Partners Feedback Survey points to strong overall capacity of district staff in building trusting and respectful relationships with families. 78% agree or strongly agree that there are multiple opportunities for two-way communication between parents and teachers, including written communication in parents' preferred language and in-person meetings. ParentSquare, Communicaid and district interpreters support streamlined communication to our families in the language of their choice. Additionally, 79% of educational partners feel that the schools create welcoming environments for all families in the community.|Based on data, we aim to providing more affirming opportunities for students and families to share about their assets, cultures, languages and goals. Family engagement in district advisory groups, school wide home connection activities and strong parent teacher relationships are areas that can support progress in this area.|We will continue to provide family engagement opportunities both online and in person, such as the Back to School Resource fair and encourage school site activities that welcome families and showcase students' work or performance, such as gallery walks in the classroom. Based on community feedback, we will work to provide more timely and printed communication, as well as bring parent education and community based resources to school in authentic and parent-led forums.|Partnerships require strong communication and outreach. 78% of educational partners feel that OGSD has avenues for teachers to meet with families and students to discuss student progress and ways to work together. Parent conferences, goal setting meetings, IEP meetings and SST meetings are all examples of this. The goal setting conferences for all TK-6 grade parents and teachers at the beginning of the year are a valuable process for connecting early to discuss their children's needs and provide families with information and resources to support student learning and development in the home.|57% of educational partners agreed or strongly agreed that the district supports families in understanding their legal rights. We increased our outreach beginning in the 2024-25 school year in the way of information about immigration law, and continued our efforts in the 2025-26 school year. For 2026-27 we will continue to provide information to families on this topic as well as supporting families of students with disabilities.|Current Board Policies and the District Student Handbook outline local rights and procedures for parents, but the data speaks to a need to share this information in a more readily accessible manner. Adult ESL classes were offered at three sites in 25-26 (Edenvale, Christopher, and Hayes), and we will continue to grow this program for families.|OGSD provides opportunities for families, teachers, principals and district leaders to work together to plan, implement and evaluate family activities.|60% of educational partners feel that OGSD provides all families with opportunities to provide input on policies and programs and implements strategies to seek input from underrepresented groups in the school community.|A mix of in-person and virtual district parent meetings has proven to be the most engaging and accessible offering in terms of attendance and participation. We will structure conversations and time for families to share their perspective and input on various topics at our parent meetings.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-25|2026
43696330000000|Orchard Elementary|3|"Based on the Orchard School District’s local data and feedback from educational partners, the LEA has made significant progress in Building Relationships Between School Staff and Families, consistently rating its efforts at Full Implementation or higher on local self-assessment metrics. Annual spring survey data underscores a strong foundation of relational trust, with 82% of parents reporting that their concerns are taken seriously and 80% feeling genuinely valued as educational partners. This success is driven by robust, two-way communication channels utilizing platforms like Class Dojo, Canvas, Talking Points, and the Orchard website. Furthermore, the district actively promotes inclusive decision-making through engagement in the School Site Council (SSC) and DELAC, while reinforcing welcoming school cultures via site-level initiatives such as ""Coffee with the Principal,"" parent-teacher conferences, and community-building events."|Offering hybrid delievery methods to increase parent access to in-person meetings.|Orchard has increased its reach through its parent commitment networks, which include the PTA and the PIQE program. In addition, the community school program continues to grow.|Orchard utilizes surveys and metrics to offer programs and resources that align with students' needs, while also providing choice.  This can be seen in the middle school electives, the overall master schedule, and the extracurricular offerings.|Orchard would like to increase offerings for students, but it is currently dependent on fiscal constraints.|"Orchard will use ""principal coffee"" and two-way communication to accompany the surveys sent throughout the year."|Orchard offers families a variety of ways to contribute, which include principal coffee, surveys, PTA, Community School Program, Liaison, conferences, and SSC.|Increase the number of short, brief surveys at all parent events.|Increase the number of short, brief surveys at all parent events.|4|4|3|5|4|3|4|4|5|4|4|5|Met||2026-06-16|2026
43696410000000|Palo Alto Unified|3|PAUSD continues to make strides in fostering meaningful relationships between school staff and families, as evidenced by educational partner input and local data analysis. Each school leverages the Family Engagement Specialist to facilitate stronger connections between educators and caregivers. This year, our Family Engagement Team hosted monthly parent education in identified areas by parents. Programs have been expanded to honor and integrate diverse cultural perspectives, strengthening trust and inclusivity. Staff have been provided with awareness and response training on Antisemitism and Islamophobia as part of the ongoing effort to strengthen the school climate.   The Director of Student Services offers support to families during transitions, providing assistance with transportation, translation, and the provision of basic school supplies. Each SAFE specialist is granted access to distribution lists to ensure families are promptly contacted, informed, and empowered to participate in their child's education journey. Increased wraparound services, particularly as it relates to mental health support, and parent education workshops, demonstrate a commitment to holistic family well-being.|PAUSD families were surveyed last year regarding what services and information would best support families in Building Relationships between School Staff and Families. The survey results revealed that the following areas should be addressed: how to communicate with the school, overview of school events, and parent education that addresses math, language arts, special education, and bullying. These needs will be addressed through a variety of ways. Families will be informed through Parent Square about events and parent opportunities and a variety of parent workshops were offered throughout the year. Additionally our SAFE specialists are creating a monthly calendar of events in order to promote personal outreach to families in the identified areas.|PAUSD has spent extensive time identifying which families have historically been underrepresented in our District. The names and contact information of those families have been shared with our SAFE specialists so that there is intentional outreach throughout the year. Additionally, SAFE specialists and school staff have been trained on the use of Panorama to track student interventions and communication with families in order to build more positive relationships between school staff and families.|PAUSD has a variety of community partnerships to promote engaging and positive student experiences at all grade levels. In the elementary schools, PAUSD partners with four different after school enrichment programs to offer free or reduced cost daycare under ELOP. Our elementary and high schools also participate in Youth Community Service (YCS), a service based learning and leadership program. In our Middle Schools, PAUSD partners with the YMCA, a free after-school tutoring, enrichment, and mentoring program for middle school students. Finally, at the high school level, PAUSD partners with AVID, a program designed to support first generation high school students interested in applying to and attending four year colleges.|One of the focused areas of improvement in our community partnerships is increasing access to the mentioned programs. Increased access may entail offering the appropriate support to our special education students, utilizing a variety of communication methods to inform families regarding these opportunities, and working through scheduling constraints to ensure that students can participate in these activities.|PAUSD plans to improve engagement through personal outreach from our SAFE specialists. Students and families need to know that there exists a variety of opportunities for students in PAUSD and have the appropriate information related to those opportunities in order to elicit support and participation.|PAUSD utilizes a variety of stakeholder input for key decision making. Over the past two years, PAUSD has formed a variety of ad-hoc committees related to high stakes decisions, including the bell schedule, Multilingual Learners, Early Childhood, athletics, enrollment, behavior, etc. The ad-hoc committee makes recommendations for key decision makers to consider. Additionally, PAUSD has content area steering committees in focused areas including math, history, special education, etc. The steering committees discuss strengths and areas of concern in the content areas and collaboratively work together to find solutions to the areas of concern. Finally, PAUSD has a variety of other District Parent Committees to involve them in high stakes decisions.|An  area of improvement related to Seeking Input for Decision-Making is making clear that our committee and parent groups understand that their work and input are recommendations for key decision makers. Additionally, PAUSD is working on ensuring that there are a variety of different stakeholders represented on our committees so that diverse representation and voices are heard. Finally, PAUSD is improving timelines relative to seeking input for decision making so that key decisions are made in a timely manner after receiving input from stakeholders.|Site administrators, teachers, district personnel and SAFE specialists are tasked with ensuring that underrepresented families participate in our decision making committees and groups. In order to support diverse representation, the time and location of the meetings needs to be considered along with childcare. PAUSD must also ensure that underrepresented families have access to the information being discussed relative to decision making which might include historical data, background information, and information translated in a variety of languages.|4|4|4|5|5|5|4|4|4|3|4|3|Met||2026-06-16|2026
43696660000000|San Jose Unified|3|The San José Unified Family Engagement office focuses on providing opportunities for families to support their child, better understand the school system, and increase involvement in schools. One of the tenets of our strategic plan is “a unified community that elevates opportunities for all.” Our goal is for at least 80% of our families to feel involved in their child’s education. We have a district-wide initiative to focus on building relationships and connections with students and families. San José Unified provides bilingual Family Liaisons (English and Spanish) at our Title I schools to support families, connect them with community resources, and help families navigate school and district processes and how to get involved in their child’s education. In addition to supporting families who request assistance, our Liaisons, in conjunction with the school staff and administrators, conduct outreach to work with families of students who may be struggling with regular attendance, academics, socioemotional wellness or other areas. Liaisons build strong relationships with families to better understand their needs and tailor their support to those needs. Our family engagement staff attend monthly meetings with parent representatives from a variety of schools to collect feedback and share updates. In addition, our school administrators hold parent/family meetings at least once per month to provide information, respond to questions, and collect feedback. We formally collect feedback each spring through our district-wide climate survey, where parents can share their perspective on their interactions with their teacher(s), school, and district. All districtwide communications are shared with families in English and Spanish. Simplified Chinese is also provided for families at Williams Elementary school. Additional languages are available upon request.|San José Unified utilizes a communication platform (ParentSquare) to better enable communication between the district, schools, and families. We leverage a combination of options, such as email, text, and phone calls to reach families and ensure they are engaged with their school community. Based on gathered feedback, we seek to increase access to the communication platforms by providing clear and consistent information at the start of the year, an orientation for new and returning families prior to the start of the school year (including an overview of apps for connecting with SJUSD), and ongoing district-level and site-based workshops focused on helping families support their children’s academic and socio-emotional well-being, connect with SJUSD, our schools, and our staff. We provide continued support with San Jose Unified School District Local Performance Indicators SY25-26 the use of SJUSD communication and information technology to ensure that families can use it to effectively send and receive communications with teachers, their school, and the district. We also use feedback to introduce new district workshops based on topics of need for families.|San José Unified serves an extremely diverse and vibrant community. School staff provide outreach to families using multiple channels (phone, email, text) throughout the year. When reaching families becomes challenging, staff conduct home visits at a families’ residence, particularly if there is a concern with the student’s academic progress. We publish a directory of community resources that we can recommend to our families in need of additional supports and services. We focus on reaching hard-to-contact families to build and sustain connections to their child’s school while also emphasizing strategies to increase access for newcomer immigrant families, English Learner families, and others with whom connecting has been a challenge in order to increase overall participation in decision-making committees and engagement in school and district events. Progress towards improved engagement is evaluated by gathering feedback from school staff and parents. Our data collection tracks engagement by school site, grade level, etc. to help determine where we need to increase engagement efforts.|The Family Engagement team hosts a variety of events, workshops, and trainings to help families support both the academic and social-emotional needs of their children and work in partnership with the teachers and school. Navigating the world of public education can be challenging, particularly for families who are new to the district, state, or country. We focus on equipping families with the necessary vocabulary to work with the teachers and school to be more involved with their school. Throughout the year, we offer classes/workshops to support families with topics such as acquiring English as a second language (for caregivers), understanding their child’s status as an English Learner, state academic assessments, a variety of mental health topics, and supporting their child’s transition to middle and high school. Workshops that are delivered via webinar are recorded and available for viewing on our district website in English and Spanish.|Families are provided information throughout the year about how to navigate apps that are key to staying current with student attendance, assignments/grades, and connecting to web meetings and workshops. These provide families with an understanding of how they can follow their child’s academic progress, communicate with teachers and school staff, and engage in workshops that will help them support their child’s academic and socio-emotional well-being. Workshop topics offered in 2025-2026 addressed district-wide needs, such as attendance, academic assessments, and the needs of specific groups (English Learners, transitions to new school settings, students with disabilities). New workshops and resources introduced in 2025-2026 included the highest requested topics of interest identified by families (understanding the special education process, supports for students with special needs, and how parents can provide academic support to their children at home). The Office of Family Engagement also partners with other SJUSD departments to help amplify awareness of additional opportunities that students may be eligible for. Highest requested areas of interest for the 2026-2027 school year include workshops on specific special needs (Autism, etc.) to gain a better understanding of how to support students and additional resources for families new to our school district.|San José Unified provides multiple opportunities for parents/guardians to learn about various school and district level leadership committees. In addition, leadership training will be provided for those who are serving, or interested in serving, as representatives on school or district committees. We build upon our district-wide system of providing important information (e.g. orientations) to English Learner and newcomer immigrant families to better support them as they enroll in SJUSD schools. Workshop topics provided in 2025-2026 included areas suggested in collected parent feedback. Progress towards improved engagement is evaluated by gathering feedback from school staff and parents. Our data collection tracks engagement by school site, grade level, etc. to help determine where we need to increase engagement efforts|San José Unified has a robust group of school level and district level parent committees and advisory groups. We provide training for parents/guardians who want to be involved with committees and for committee members on their roles and San Jose Unified School District Local Performance Indicators SY25-26 responsibilities. We build capacity in these parent committees and advisories and work to remove barriers that prevent more parents/guardians from participating. We have also been leveraging surveys to gather input from committee members and from workshop participants (via post-surveys) to gauge the value and importance of our offerings, programs, and initiatives and to inform our planning.|San José Unified has made progress in opening the opportunity for additional families to participate in events and to provide feedback, including underrepresented parents/guardians, but there is still room for growth. We review participation data and feedback from meetings and events to help identify best practices across schools for increasing family engagement. Average attendance for events has increased, but the amount of feedback received is minimal. We plan to increase post-workshop and webinar communications to participants and registrants to provide recording links, additional related resources, and satisfaction surveys in efforts to increase feedback opportunities. We will continue to provide a library of webinar recordings so parents/guardians who are unable to attend a meeting or workshop can receive the information, stay engaged, and provide input and feedback. From district advisory committees, input is gathered in-person for key initiatives and suggestions or revisions to current policies and plans.|SJUSD seeks to provide early and consistent communication to underrepresented families about site and district committees to increase awareness and promote involvement with their child’s school through new family orientations and direct messaging. Family workshops and webinars are focused on topics applicable to the academic and socio-emotional well-being of their child which has led to greater engagement and participation, and therefore greater opportunities for collecting feedback. We continue providing professional development to our Family Liaisons and school staff to expand their outreach towards underrepresented families, including home visits for families that are difficult to reach to engage them and gather their feedback. Progress towards improved engagement is evaluated by gathering feedback from school staff and parents. Our data collection tracks engagement by school site, grade level, etc. to help determine where we need to increase engagement and outreach.|4|5|4|5|4|5|5|4|4|5|4|4|Met||2026-06-25|2026
43696660129718|Downtown College Preparatory Middle|3||||||||||||||||||||||Not Met|||2026
43696660131656|ACE Inspire Academy|3|Student-led conferences are one of ACE’s greatest strengths to build community and communication between staff, students, and their families. During the 2025-26 school year, ACE held week-long conferences using a minimum day schedule to provide flexibility to families who may not have otherwise been able to attend.   Cafecito and Parent Leadership Team meetings are held monthly to give families direct access to school leadership where they receive updates on the latest school events and news.  These meetings also allow parents and families to raise and address any concerns they see in the ACE community.|The majority of ACE’s low-income families have been historically marginalized and may lack the resources and knowledge to voice their concerns to school leaders or other persons in power. It has always been ACE’s mission and vision to serve families by intentionally building a Culture of Optimism and cultivating a sense of belonging for many of its families that have never felt a part of a school. ACE strives to create strong relationships with those families who cannot attend school events due to their work schedules.|As described above, ACE is working to engage underrepresented populations through its monthly Cafecito meetings, monthly Parent Leadership Team meetings, and student-led conferences. ACE will ensure that each family receives at least two outreach attempts to invite them to participate in school activities that foster strong relationships between the school and families.  Another way we are working to improve is by making a concerted effort to guarantee that our charter school network is reflective of the communities we serve. Given San Jose’s large Vietnamese population, we have worked to recruit more Vietnamese students at our school sites and make certain that our schools are creating a welcoming environment that is culturally responsive for all of our families. It’s important that all ACE families know and understand that there is someone within their school community who looks like them and can speak their language. Ultimately, we are committed to break cultural and language barriers throughout our network.|Student-led conferences are one of ACE’s greatest strengths to build partnerships with families to improve student outcomes. During the school year, ACE held week-long conferences using a minimum day schedule to provide flexibility to families who may not have otherwise been able to attend. Our goal is for students to recognize that they have their own voice and choice in their pursuit of academic success. Students participate in weekly goal setting through their College Seminar course and are encouraged to own their academic growth. Using their goals and other measures of academic success, ACE prepares its students to discuss their growth with their parents. Parents are then able to walk away with a concrete understanding of where their students are and what their growth areas are. We ultimately want to encourage our families to continue these conversations within their home environments and be their biggest supporters throughout their academic career.   Families also learn how to support their child at home during Cafecito meetings.  Cafecito agendas include professional development for families to help them understand the academic program, social emotional supports, and Multi-Tiered System of Supports offered at ACE. Other topics covered include school culture, academic progress, ways to support their students, information about resources to support meeting basic needs such as food security, immigration rights, and ELD support. Time at Cafécitos is also devoted to ensuring families understand the importance of goal setting, growth measures, and how these translate into their homes.|Through annual parent surveys and the pandemic, we have come to realize that many of our families lack the technology and/or digital literacy to access their student’s online platforms, such as Google Classroom for assignments and PowerSchool for grades and attendance. Additionally, we provide opportunities for learning during our orientation, Back to School nights, Cafecitos, handouts, and other communication methods to ensure that our families have the skills to support their student’s academic success.|ACE has modified its approach to student-led conferences to ensure that we achieve our goal of 100% parent and guardian participation. If any families are unable to attend our allotted times, they will receive a home visit at their location and time of choice. We want to guarantee that our families are well-informed about their student’s progress, know how to support at home, and can build a trusting relationship with school staff about student success.|ACE has invested in a broad program to engage and involve families. ACE staff ensures families have access, input, and space to advocate for student and family needs in Cafécitos, student-led conferences, college readiness workshops, parent panels, family inclusion on hiring and decision-making committees, and continued development of the parent and community ambassador programs. The hope is to lead families of all subgroups to be represented and empowered in being full partners in their child’s education, resulting in higher levels of optimism and college-readiness as expressed in the annual survey. In ACE’s spring 2026 family survey, families overwhelmingly responded favorably to questions related to their school connectedness and sense of belonging.   Through ACE’s parent leadership group and monthly Cafécitos, ACE provides opportunities for parents and families to access information and provide feedback on key issues to school leadership. There is a small, but highly committed group of parents who participate in every school event and work to ensure the events are successful.  Furthermore, our parent leaders are trained to facilitate meetings with administrators when an issue that impacts ACE families arises. Some examples of these issues have been school culture, traffic control, and improving communication. We want our parents to understand that their voices are heard and that they have direct access to any administrator, from the principal to the CEO. Through this intentional work of building relationships, many of our parent leaders have personal relationships with several administrators at their school sites as well as the central office.|ACE Inspire would like to increase the number of parents who participate in the advisory council and Cafécitos.|ACE serves families and students who may be initially resistant and suspicious of partnering with their school and each other. ACE understands that this issue is further exacerbated by language barriers, cultural norms, immigration statuses, etc. that lead to a lack of access to information, including how to get involved with their school communities. We recognize that we must continue to reach out to our most vulnerable and disengaged families to seek input from all of our families and not just the families who are already engaged. We will seek to improve engagement by focusing on home visits, direct one to ones, and utilizing various methods of communication to work towards having 100% parent participation throughout our network.|4|4|5|5|3|2|3|4|4|4|3|3|Met||2026-06-17|2026
43696664330585|Downtown College Preparatory|3||||||||||||||||||||||Not Met|||2026
43696740000000|Santa Clara Unified|3|In terms of creating welcoming environments for all families in the community, Santa Clara Unified increased our rating from a level 3 “Initial Implementation” to a level 4, “Full Implementation”. However, all other areas of building relationships between school staff and families remained at level 3 “Initial Implementation”. The district recognizes the importance of this work, as well as the benefits that arise when clear systems and outcomes have been articulated. As such, we have incorporated several family-centered actions under Pillar 4 (Systems, Communication, and Accountability) of our newly adopted “North Star plan”.|Pillar 4 (Systems, Communication, and Accountability) of our newly adopted “North Star plan” highlights strengthening internal and external trust through clear, consistent, and timely communication and opportunities for engagement. We seek to measure the effectiveness of our new initiatives through various forms of feedback from our education partners and plan to increase transparency by providing the outcomes of these initiatives through a public-facing dashboard.|Engaging our underrepresented families continues to be a priority for the district and we continue to expand our parent and family engagement offerings. This year, workshop offerings varied from in-person sessions to hybrid and virtual, as well as English and Spanish languages to meet the needs of underserved populations, such as newcomers, English language learners, and immigrant families. A few of the workshops that were offered to district families include, Know Your Rights presentations in English and Spanish, Managing Stress and Fostering Resiliency, Parenting in the Digital Age, and Meeting Your Adolescent’s Brain, and the most popular event the Family Resource Fair with an attendance of 270 families who checked-in which served 394 students. All events are regularly communicated by our school site staff and family liaisons.|Unfortunately, the district saw a slight decrease in our rating from “Full Implementation” to “Initial Implementation” in the areas of providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families and in progress supporting families to understand and exercise their legal rights and advocate for their own students and all students. We remained at the Initial Implementation area in all other areas. Contributing to the stagnation in our self assessment results were findings from the Superintendent’s 100 Day report that highlighted a lack of reflection centered on student outcomes and establishing feedback loops with clear goals, success indicators and timelines. However, educational outcomes were a primary focus of the feedback we received from our educational partners during the community feedback sessions and represent the foundation for Pillar 1 (Academic Excellence and Instructional Coherence) within our new “North Star” plan.|The Superintendent’s 100 Day Plan revealed that in order to restore confidence and coherence among our educational partners, we needed to implement strong governance structures, standard decision-making templates, and a public accountability North Star Dashboard that transparently tracks progress towards our North Star goals. As such, the district has created outcomes under Pillar 4 (Systems, Communication, and Accountability) that outline the establishment of clear measures and monitoring of progress towards district goals, along with ensuring transparency and regular reporting to educational partners through a North Star dashboard that will serve as a shared accountability tool, making progress visible and reinforcing collective ownership of results.|The district’s Equity Framework highlights “Family & Community Partnership” as one of our key focus areas. Within this focus area is a commitment to foster engagement, agency and a sense of belonging among all students and families. This work is being elevated within the 2026-27 school year and across the next few years under Pillar 1 (Academic Excellence and Instructional Coherence) within our new “North Star” plan. Specifically, the implementation, monitoring and eventual expansion of each domain within the Equity Framework has been noted. Specific outcomes associated with this expansion include both academic and social emotional results related to enhanced school connectedness among our underrepresented student groups.|This year the district welcomed a new Superintendent. Upon his arrival, he engaged in an extensive 100 Day Listening and Learning journey throughout the fall. During that time, the Superintendent and Executive Cabinet hosted 5 listening sessions for the general public. During all of these sessions students, parents, certificated, classified and management staff attended. Each session focused on questions related to leadership and governance, achievement, culture and operations, and family and community engagement. In addition to these public feedback sessions, the Superintendent met with many educational partners throughout the fall during 20 minute, one-to-one, “coffee chats” either in person or virtually. Finally, the district sent a district wide survey to ensure a broader audience was able to provide feedback.|Attendance and participation in our various committees and councils continue to be unrepresentative of the communities we serve.The Superintendent’s 100 Day Listening and Learning journey culminated in a report and the findings within it highlighted key focus areas for improvement in seeking input for decision-making. Specifically, our students highlighted a need to build community and school spirit through school-wide events, traditions, and a multitude of clubs that foster collaboration and community. Additionally, enhancing student and family voice in decision making through earlier communication and more inclusive planning to build trust and prevent last-minute changes were noted.|During the Superintendent’s 100 Day Listening and Learning journey, the district hosted sessions specifically designed for our Spanish speaking community members, which represents the largest non-English home language within the district. Participants gave much feedback regarding the direction of the district. One question specifically asked during our community feedback sessions was related to how to increase participation in our decision making meetings among historically unrepresented families. Feedback suggested building trust among our families through enhanced resources and community support. The district will explore new ways of leveraging our resources to remove barriers for our families and build a sense of partnership.|3|4|3|3|3|3|3|3|3|3|3|3|Met||2026-06-11|2026
43696820000000|Saratoga Union Elementary|3|SUSD offers many opportunities to build relationships between school staff and families in our community. There are active Parent-Teacher Associations at each site, as well as the Saratoga Education Foundation and Music Boosters in the district. SUSD also offers a series of parent workshops, both in-person and online, throughout the year. Some topics covered include social-emotional strategies for parents and children, math pathways, and how to talk to your kids, TK-8, about healthy boundaries and body awareness. DELAC and site ELAC groups offer an opportunity for families of English learners to connect with one another and learn how their children are supported at school.|SUSD continually strives to improve communication and relationships. An annual survey offers parents an opportunity to provide suggestions.|"SUSD will enhance engagement with underrepresented families by expanding targeted outreach and offering diverse, accessible workshops that address identified needs. We will leverage existing platforms like District and School English Learner Advisory Committees, and introduce new topics, such as digital citizenship and ""How to Talk to Your Child"" sessions, to foster trust and facilitate two-way communication. Our goal is to create more inviting and relevant opportunities for all families to connect with school staff and contribute their input."|SUSD demonstrates strong progress in fostering partnerships for student outcomes through a multi-faceted approach to family engagement. Our core strength lies in providing diverse avenues for parents to actively participate and contribute input, ensuring programs and decisions are informed by the community voice.  Key mechanisms include:  *Comprehensive Survey Suite: Annually deployed LCAP, Comprehensive Sexuality Education, School Experience, and Communication surveys gather broad educational partner feedback, directly influencing district planning and program refinement. *Robust Committee Structure: Established committees such as the Superintendent's Advisory Committee (SAC), District English Language Advisory Committee (DELAC), School English Advisory Committees (ELAC), and site-based Parent Advisory Committees (PACs) offer structured platforms for ongoing dialogue and collaborative decision-making. Groups like the Comprehensive Sexuality Education Group, Saratoga Education Foundation (SEF), and Parent Workshop Series further deepen engagement on specific initiatives and provide valuable resources. We actively encourage participation from underrepresented families in DELAC, ELAC, and all school events, recognizing their critical role in shaping equitable student experiences. These sustained efforts reflect our commitment to building strong, collaborative relationships supporting student success.|SUSD works with the Saratoga Education Foundation (SEF) to continually revise it's parent night series to match the interests and needs of the community.|SUSD provides a yearly survey for all parents to gather feedback on the progress in implementing the strategic plan (aligned with the LCAP). The survey collects input to guide district decision-making and expand how we can increase parent participation opportunities. The survey has questions about the eight state priorities and was sent to families in May. In addition, DELAC and ELAC meetings are designed to hear suggestions from parents of English language learners. The SUSD social worker works closely with families of Foster Youth. The after-school program provides an annual survey to hear parent's feedback. A parent survey is given at the end of the summer programs, academic summer school, and Jumpstart.|SUSD demonstrates significant strength in seeking input for decision-making, fostering an inclusive environment where diverse perspectives inform district direction. Our established processes ensure feedback from educational partners directly impacts initiatives and outcomes.  Current Strengths and Progress: Diverse Input Channels: We systematically gather feedback through a robust array of methods, including annual District LCAP, Comprehensive Sexuality Education, School Experience, and Communication Surveys, alongside ongoing input from various parent groups like PTA, Superintendent’s Advisory Committee (SAC), District English Language Advisory Committee (DELAC), School English Advisory Committees (ELAC), and the Saratoga Education Foundation (SEF). This multi-pronged approach ensures a wide range of voices are heard.  Integrated Review Process: Input collected through these channels is rigorously reviewed by district administrators. This dedicated analysis ensures that insights are thoroughly understood and synthesized.|District personnel works closely to offer many types of parent engagement activities and opportunities for input. These opportunities include basic curricula such as math pathways, music, comprehensive sexual education, and materials adoptions. Additional opportunities, such as a social-emotional task force comprised of teachers, administrators, and parents, are formed regularly. Task forces have occurred for mathematics, comprehensive sexual education, extended-day kindergarten, and the arts. The focus area that was identified in 2019 is Social-Emotional Learning—the focus area for 2021-22 was communication.  Continued improvement in communication is a district goal.|SUSD will use personal invitations to encourage participation in ELAC meetings.|4|4|4|4|4|5|5|5|5|4|4|4|Met||2026-06-03|2026
43696900000000|Sunnyvale|3|Sunnyvale School District has made progress in strengthening relationships between school staff and families by increasing communication, collaboration, and opportunities for family engagement. Schools continue to provide families with timely information regarding student progress, academic supports, and available resources, while encouraging meaningful participation in the educational process. The District has also prioritized creating inclusive and culturally responsive practices that value family voice and promote strong school-home partnerships.  As implementation continues, the District will expand these efforts through targeted family engagement opportunities, including partnerships with community organizations, parent workshops focused on MTSS and high-quality instructional practices, and ongoing opportunities for families to provide input. These efforts are intended to build trust, strengthen collaboration, and ensure families are active partners in supporting student success.|Based on educational partner input and local data, the LEA's focus for improvement is strengthening consistent, meaningful partnerships between school staff and families, particularly with multilingual families, families of students with disabilities, and other underserved student groups. Survey feedback indicates that while families generally feel welcomed, there are opportunities to improve two-way communication, increase family understanding of student learning and available supports, and expand meaningful opportunities for families to participate in decision-making. The LEA will focus on providing clear, accessible communication in families' home languages, increasing family education opportunities around academics and MTSS, and strengthening staff capacity to build trusting, collaborative relationships that support student success.|The LEA will improve engagement of underrepresented families by implementing intentional, culturally responsive strategies that remove barriers to participation and strengthen two-way communication. The district will provide translated materials and interpretation services, offer flexible meeting times and multiple opportunities for participation, and partner with school sites to increase outreach to multilingual families, families of students with disabilities, and families experiencing socioeconomic challenges. Through family workshops, MTSS information sessions, and opportunities to provide ongoing feedback, families will gain a better understanding of student learning, available supports, and ways to partner with schools. The LEA will continue to monitor participation data and educational partner feedback to ensure engagement efforts are equitable, responsive, and aligned with the needs of underrepresented families.|Based on educational partner input and local data, the Sunnyvale School District has demonstrated strong progress in building partnerships that support student achievement, well-being, and equitable access to opportunities. The district has developed meaningful partnerships with families, students, community organizations, and educational partners to better understand student needs and align resources and supports. Structures such as the District English Learner Advisory Committee (DELAC), site English Learner Advisory Committees (ELACs), the LCAP Advisory Committee, and Superintendent’s Student Leadership Luncheons provide ongoing opportunities for collaboration and shared decision-making.  The district has strengthened partnerships with families by providing a variety of engagement opportunities designed to support student success, including ESL classes, family workshops, literacy events, and informational sessions focused on academic support, student wellness, digital citizenship, attendance, and community resources. Targeted outreach efforts have supported engagement with English Learner families, Latino/Hispanic families, African American families, families of students receiving special education services, and other historically underserved groups. The district has also reduced barriers to participation by offering translation and interpretation services, childcare, flexible scheduling, and multiple communication channels.  Community partnerships have further enhanced student outcomes through collaboration with organizations such as Sunnyvale Community Services, Project Cornerstone, the District Attorney’s Office, and other community providers. These partnerships have expanded access to resources, family learning opportunities, and supports that promote student belonging, safety, and success.  Educational partner feedback reflects several district strengths, including positive school climates, trusted relationships between students and staff, expanded supports for English Learners, PBIS and SEL implementation, access to after-school programs, and the use of stakeholder input and data to guide decisions. Moving forward, the district will continue to strengthen these partnerships by increasing collaboration with underrepresented families, expanding opportunities for student and family voice, and ensuring that partnerships remain aligned with the academic, social-emotional, and cultural needs of all students.|Based on educational partner input and local data, the Sunnyvale School District’s focus areas for improvement include strengthening and expanding partnerships with families, community organizations, and educational partners to ensure all students have equitable access to the supports and opportunities needed for success. Feedback from the LCAP Advisory Committee, DELAC, ELACs, students, and families identified the need to continue building stronger connections with underrepresented families, including English Learner families, families of students with disabilities, Latino/Hispanic families, African American families, and other historically underserved communities.  The district will focus on increasing meaningful collaboration with families by providing more opportunities for two-way communication, expanding family learning opportunities, and ensuring families understand available academic, social-emotional, and community supports. Additional efforts will focus on strengthening partnerships that support student outcomes through expanded access to tutoring, counseling, enrichment opportunities, after-school programs, and resources that address the diverse needs of students and families.  The district will also continue to strengthen collaboration among schools, families, and community partners by developing consistent systems for gathering feedback, monitoring the effectiveness of partnerships, and using data to guide decisions. These efforts will support the district’s goal of ensuring every student feels connected, supported, and included while providing equitable pathways for academic achievement and overall well-being.|Based on educational partner input and local data, the Sunnyvale School District will improve engagement of underrepresented families by strengthening culturally responsive partnerships that increase access, communication, and collaboration in support of student outcomes. The district will continue to focus on engaging English Learner families, families of students with disabilities, Latino/Hispanic families, African American families, and other historically underserved groups by creating meaningful opportunities for families to participate in planning, decision-making, and learning opportunities that support their students’ success.  The district will expand outreach efforts through bilingual staff, School Outreach Assistants, translated communication, interpretation services, SchoolMessenger, social media, and direct family connections to ensure families receive timely and accessible information. The district will continue to reduce barriers to participation by offering flexible meeting schedules, childcare, and family engagement opportunities that are responsive to community needs, including ESL classes, academic support workshops, literacy events, and informational sessions focused on student learning, MTSS supports, wellness, and available resources.  Additionally, the district will strengthen partnerships with community organizations and educational partners to provide expanded supports and opportunities for students and families, including academic enrichment, after-school programs, counseling and wellness supports, and resources that promote student success. Feedback from DELAC, ELACs, the LCAP Advisory Committee, and student voice opportunities will continue to inform district actions and ensure that partnerships are aligned with the needs of the community.  Through these efforts, the LEA will continue building trust, increasing family participation, and ensuring that underrepresented families have meaningful opportunities to contribute to decisions and access the supports necessary for their students to thrive.|The Sunnyvale School District has established a strong, systematic process for seeking meaningful input from educational partners to inform district priorities and decision-making. Throughout the 2025–2026 school year, the district engaged families, students, staff, and community members through multiple advisory groups and feedback opportunities, including the District English Learner Advisory Committee (DELAC), site English Learner Advisory Committees (ELACs), the LCAP Advisory Committee, Superintendent's Student Leadership Luncheons, and the district's Climate Survey.  The district has made significant progress in elevating student and family voice by providing multiple opportunities for educational partners to share feedback on school climate, instructional practices, student supports, family engagement, and district priorities. Feedback from these groups has directly informed planning for the Local Control and Accountability Plan (LCAP), Multi-Tiered System of Supports (MTSS), family engagement initiatives, and professional learning priorities. The district has also demonstrated a commitment to reducing barriers to participation by providing translation and interpretation services, childcare, flexible meeting times, and targeted outreach to multilingual families and historically underserved communities.  This ongoing engagement has strengthened transparency, increased collaboration with educational partners, and ensured that district decisions are informed by the diverse perspectives and experiences of the Sunnyvale community.|Based on educational partner input and local data, the Sunnyvale School District’s focus areas for improvement include expanding participation from underrepresented families, strengthening two-way communication, and ensuring that stakeholder feedback is consistently reflected in district and site-level decision-making. While the district has established multiple structures for gathering input, opportunities remain to increase engagement among families who may experience barriers to participation, including multilingual families, families of students with disabilities, and historically underserved communities.  The district will continue to refine outreach strategies, provide accessible opportunities for engagement, and strengthen communication about how feedback is collected, reviewed, and used to inform decisions. Additional focus will be placed on increasing student voice, creating more consistent processes for gathering input across school sites, and using participation data and feedback trends to ensure that decision-making reflects the diverse needs and experiences of all students and families.|Based on educational partner input and local data, the Sunnyvale School District will continue to improve engagement of underrepresented families by expanding culturally responsive outreach, strengthening two-way communication, and creating more accessible opportunities for families to participate in district and school-level decision-making. While the district has established strong structures for gathering input through DELAC, ELAC, the LCAP Advisory Committee, and family engagement events, feedback indicates a continued need to increase participation among English Learner families, families of students with disabilities, Latino/Hispanic families, African American families, and other historically underserved communities.  To address these areas of growth, the district will continue to provide targeted outreach through bilingual staff, School Outreach Assistants, SchoolMessenger, social media, and direct family communication. The district will expand opportunities for engagement by offering flexible meeting times, translation and interpretation services, childcare, and community-based events that reduce barriers to participation. The district will also continue to provide family learning opportunities, including workshops, ESL classes, and informational sessions focused on student learning, MTSS supports, academic programs, and district priorities.  Moving forward, the district will strengthen systems for collecting, analyzing, and responding to family feedback by ensuring that input from underrepresented families is meaningfully incorporated into decision-making processes. Through continued collaboration with DELAC, ELACs, the LCAP Advisory Committee, and community partners, the LEA will work to ensure that all families have a voice in shaping policies, programs, and supports that promote equitable outcomes for every student.|3|4|3|3|3|4|4|4|3|3|3|3|Met||2026-06-18|2026
43697080000000|Union Elementary|3|To ensure that our Spanish speaking community feels welcome in our district and are aware of school and district events, we  continued our Spanish Family series (and added a fourth evening) to share information about our art and music programs and facilitate fun hands-on activities, as well as parenting tips and discussions. We made efforts to personally invite and connect  these families to other meetings and events such as the District English Learner Advisory Committee, the Health and Wellness Fair and our end of the year Spanish Social.  We continued our adult English classes, offering both advanced and beginner classes in the fall and the spring. Furthermore, our elementary school sites continued their annual multicultural fairs, and both middle schools began their own as well.  All of these events were very well attended!  We continued to train staff on our Language Line translation service and by May 2026 had made 285 calls using the service.  Pocketalk translation devices were also purchased and rolled out for in school use for our newcomer English Learners in grades 2-8 .  Lastly, we continued our Language Ambassador volunteer program to pair new families who enroll in our district with another parent who speaks their same home language.  We plan on continuing all of these partnerships next year and are working to determine how we can increase participation.|Union School District is committed to supporting our students and families. In the last three years, we have supported our neediest families by providing access to local resources including health, food, clothing and housing. These resources are provided by our school office team and a designated district employee.  Starting In the 2022-23 school year, to link families with local resources, we began coordinating and hosting two district-wide events: our Helping Harvest and our Health and Wellness Fair. Not only were local agencies represented at the fair, such as El Camino Health, the Parks and Recreation Department, and the city of San Jose’s Walk and Roll program, our own mental health therapists and counselors provided mental health resources. The participation in these events continues to increase each year. We opened a Clothing Closet where our own district families donate new clothing for those in need. We altered the work location of our Community Liaison from one stationary locale, to a weekly schedule where she works from three of our Title I schools.  This has really helped to increase face to face contact with parents which has been well received. To bridge relationships with our school staff and families, our community liaison and other district personnel hosted a Spanish Family Series and a Spanish Social.|This year our Local Control Accountability Plan (LCAP) Educational Partners committee met multiple times to review and analyze LCAP data from our perception survey,  Student Senate data and English Learner Needs Assessment survey data.  The committee went through a process to then use this data to create and prioritize actions for our LCAP.  During this process we determined that our Hispanic community still maintains a high percentage of our chronically absent population even though they don’t make up a majority of our district.  Because of this, we know that we need to continue to bolster our positive attendance campaign, while following the pre School Attendance Review Board process with our Hispanic families who are missing school, utilizing our Spanish speaking community liaison and providing resources to help connect and make our our Hispanic families feel welcome and part of the school community.  We recently held our 4th Annual Spanish Social community building event and had increased participation from last year. After receiving positive feedback from participants, we continued offering beginning and advanced Adult English classes in both the fall and the spring.|Union School District connects with outside organizations to build partnerships within our local community and to provide resources for families in order to increase positive student outcomes. For years, we have been partnering with the San Jose Public Library system and each student is issued a student library card giving them access to books and educational tutoring and resources. We also partner with local food pantries to provide food for our homeless students who receive meals daily through Blessings in a Backpack. This year, we had bikes donated to our district which we provided to families to assist them in getting their students to school on time. For our Health Fair, we pass out toothbrushes from the County Health Department and link families to other mental and health resources. There are many, many organizations we partner with and Union School District thanks all of them for their support!|USD continually strives to find the best ways to connect with families.  We began implementing Parent Square in March of 2022 and have had great success in reaching families with this tool throughout the last four years.  Utilizing metrics within Parent Square, we can determine how many families are reached and in cases where that number was not sufficient, follow up with other means of communication (personal phone calls and emails.) Our Communications Specialist has provided training to our site administrators on how to best use Parent Square and offered sessions for teachers during our district wide professional development days as well. For some events, such as our Spanish Family Series, we have also created paper flyers to send home to families with event information; this has proved helpful as we had increased participation after doing so.  In addition, over the last several years, we have updated our Student Study Team (SST) process to ensure families have an opportunity to meet with teachers and school staff to determine strategies to help their students succeed with academic, behavioral and mental health. SST Overview presentations were held at both middle schools this spring to remind staff of the process.|In order to provide tools for teachers to better connect with families, we continue to implement the Language Line Interpretation services.  Staff are trained on how to use this tool and by May 2026, over 285 interpreted calls were made to have IEPs, parent-teacher conferences and office to home communications translated to ensure families were communicated with in their home language. In addition, we continue to provide a district community liaison who meets with underrepresented families to discuss student progress and support student outcomes.|Union School District has always valued input into decision making and thus provides a variety of ways for families to provide input into policies and programs. This work has expanded over the last four  years to include more underrepresented families by continuing to invite all parents of English Learners to attend our District English Language Advisory Committee (DELAC). Annually, we provide a perception survey to our community who give us feedback on our Local Control Accountability Plan, home to school connections, communications and more. We use this feedback to determine district goals and actions. In addition, we collect additional feedback with our English Learner community by providing a Needs Assessment survey to English learner parents. This annual survey helps drive what resources and topics we provide at our DELAC meetings and we also use the data and parent feedback for our annual LCAP revisions as well.|One of the challenges we continually face is getting input from each and every community member. While the numbers of survey responses have drastically improved over the last couple of years, it is clear surveys can feel daunting. Starting last year, we created a matrix to strategically determine when various surveys are sent to the community to ensure they are not overlapping.  Each year moving forward, we will analyze the matrix to see if we can refine our survey timing further to ensure the surveys reach the community.|This school year, our district and schools have done a wonderful job creating events to connect our students and families. Events such as Multicultural Fairs, variety shows, school performances, Science Technology Engineering Arts Mathematics (STEAM) Nights and Open House are really what helps bring parents onto campus to build community and connect families with their student’s classrooms and teachers. We also continued our efforts to connect with our Spanish speaking families by adding a Spanish Family Series. This, along with our third annual Spanish Social has helped build community among our families as well as bridge the home to school connection.  In addition, to increase engagement of underrepresented families we continued our Language Ambassador volunteer program for parents who would like to help out parents who are new to the country. The ambassadors connect new parents to their school, the district and our surrounding community in their home language.|4|4|4|4|4|4|3|3|4|4|4|4|Met||2026-06-08|2026
43733870000000|Milpitas Unified|3|MUSD demonstrates significant strengths in family engagement and campus culture. The 90% favorability regarding families feeling welcomed and respected suggests a highly inclusive environment. Additionally, the district's ability to actively communicate (83%) and show interest in family culture and goals (71%) indicates a strong foundation for home-to-school partnerships. The district's strengths lie in its welcoming and respectful climate for families, which is mirrored by high teacher respect and strong self-management skills among students. This is supported by teacher/school newsletters, classroom-based apps with communication features, administrator and district use of Parent Square, Back-to-School Nights, open houses and student conferences. Additionally, we engage a number of families through different site-based and district committees including, but not limited to: LCAP, CCEIS Equity Summit, ELAC/DELAC, School Site Councils, Parent Teacher Associations, Community Board Advisory Council, Booster Clubs, affinity groups, etc.|"Our primary focus area for improvement is deepening personalized partnerships with families. While the 90% ""welcomed and respected"" score is an incredible strength, the relative dip to 71% regarding ""interest in family strengths, culture, and goals"" highlights a specific opportunity for growth. We can shift from general hospitality to actively seeking out and integrating a family’s unique cultural assets and specific aspirations into the student’s learning path. We can move beyond active communication (83%) to ensuring that the school’s academic goals are co-created or deeply informed by the family’s specific goals for their children. And we can develop more intentional strategies for staff to learn about the diverse backgrounds and strengths of their families, rather than just providing a welcoming environment. This aligns with your earlier data showing a need for better engagement and academic self-efficacy in higher grades."|"Our district developed two cultural affinity groups for students and families/caregivers to continue to build our understanding of each culture in our community and foster support so stakeholders from every background feel heard, seen and valued. We also work to identify underrepresented families, contact families, identify potential barriers to engagement as is evident by the newly developed Community Design Team. We are also exploring how to support teachers to maintain communication with these families, and improve engagement. We will also continue to find ways to meet the language needs of our community by having multiple ways to disseminate information as well as multiple formats for meetings. We have three community liaisons, two who speak Spanish and one who speaks Vietnamese which is supporting the language needs of our community. We are also intentionally selecting families from underrepresented groups to sit on our Comprehensive Coordinated Early Intervening Services Equity Summit, LCAP Committee and by including their voice in panels presenting to the School Board. We can go a step further and empower the families on your LCAP and Equity committees to act as ""bridge-builders,"" reaching out to their peers who may not yet feel comfortable engaging directly with staff."|MUSD is doing well in building a structured environment for collaboration. Based on our survey results, we are providing professional learning, providing information and resources, and implementing policies that bring teachers and families together to focus on outcomes. This shows our partnership work is institutionalized, not just incidental. This is supported by teacher/school newsletters, classroom-based apps with communication features, administrator and district use of Parent Square, Back-to-School Nights, open houses and student conferences. Additionally, we engage a number of families through different site-based and district committees including, but not limited to: LCAP, CCEIS Equity Summit, ELAC/DELAC, School Site Councils, Parent Teacher Associations, Community Board Advisory Council, Booster Clubs, affinity groups, etc.|"An area for improvement is supporting families to understand and exercise their legal rights. This indicates that while families feel welcomed, they may not yet feel fully equipped to act as independent advocates within the system. We need to ensure we move beyond just giving resources to actively training families on how to navigate legal processes and district policies. We should also be intentional in focusing specifically on the families from underrepresented groups mentioned earlier to ensure they have the same confidence in exercising their rights as others. This focus area will help bridge the gap between being ""welcomed"" and being ""equal partners."|"MUSD will improve engagement of underrepresented families by shifting from a ""welcoming"" model to an ""empowerment"" model. We will continue to utilize the Spanish and Vietnamese-speaking liaisons not just for translation, but as ""partnership coaches"" who train underrepresented families to navigate school systems and exercise their legal rights. We can also leverage the families on the different committees to co-create the ""home-learning resources"" to ensure they are culturally relevant and truly reflect the goals of diverse households."|Milpitas Unified demonstrates a strong and balanced commitment to shared leadership, with key decision-making metrics consistently reaching 76% favorability. Our administrators work diligently to ensure family voices carry genuine weight by inviting parents and caregivers to serve on essential committees including CCEIS, SSC, LCAP, DELAC, and ELAC, where they provide vital feedback on Title 1 programs. To ensure this engagement is truly inclusive, our three community liaisons provide dedicated support for our Spanish- and Vietnamese-speaking families. We are continually striving to move beyond traditional feedback loops toward a true co-design model, where families, teachers, and administrators work as equal partners to plan and evaluate the activities that drive student success.|One area for growth is providing targeted advocacy training for parents and guardians. While many are willing to participate, some lack the comfort level to provide critical input. We aim to bridge this gap by shifting from a model of hospitality to one of true empowerment. MUSD will stay the course by leveraging Community Liaisons as partnership coaches to support our Spanish and Vietnamese-speaking families in navigating complex systems. We will continue to collaborate with families to workshop needs and investigate participation barriers and streamline messaging by developing consistent, caregiver-friendly formatting via ParentSquare and social media.|"MUSD will improve engagement by shifting from ""inviting"" underrepresented families to ""empowering"" them as co-leaders. We need a culturally responsive approach to parent engagement.  Students, families, and staff across our diverse school community want to feel connected, understood, respected, and heard; however, current school structures, practices, and communication patterns often prioritize transactional interactions over authentic relationships. These missed opportunities for constructive connection between students and staff, among peers, and across school and family partnerships undermine collaboration, belonging, and the support needed for all students to thrive."|4|5|3|4|4|4|4|3|3|3|3|3|Met||2026-06-23|2026
43742940000000|Metro Education|3||||||||||||||||||||||Not Met|||2026
43743020000000|Santa Clara County ROP|3||||||||||||||||||||||Not Met|||2026
43771490000000|SBE - KIPP Navigate College Prep|3||||||||||||||||||||||Not Met|||2026
43771490137315|KIPP Navigate College Prep|3|KIPP believes that meaningful family engagement builds parent efficacy, recognizes families as true assets, and leverages the community's strengths, experiences, and knowledge to strengthen the school. We are committed to partnerships that create lasting capacity for families — not just during their time with us, but beyond.  Families are reached through multiple communication channels including newsletters, emails, phone calls, and text messages. Staff share their email addresses and cell phone numbers directly with families to ensure accessible support for homework and other concerns. Progress reports and report cards are distributed throughout the year to keep families informed of their student's academic progress, and families are encouraged to schedule conferences with teachers at any point. Any student at risk of retention is required to meet with teachers and administrators to identify additional supports. Each year, the school begins building family relationships during new student orientation — before the school year begins — so that students and families feel connected and welcomed from day one.  The KIPP Family Council (KFC) serves as the school's primary family governance structure, providing families with a meaningful voice in school decision-making. Families drive the KFC, meeting monthly to review school data, plan community events, and advocate for the school's continued growth. The school leader meets regularly with the KFC to ensure alignment between school priorities and community needs. The Multilingual Learner Committee (MLC) provides an additional structured channel for multilingual families to engage, offering input on language development programming and supports for English learner students.  KIPP invests in staff capacity to engage families as equal partners. Front office and operational staff receive professional development on creating a warm and welcoming environment for all visitors. All school staff are expected to demonstrate strong, consistent connections with students and their families as a core professional expectation.  This year, the school hosted 10+ virtual and in-person family events open to all families. In the annual family survey, 85% of families reported satisfaction with opportunities to get involved on campus. The school will continue to use surveys, conferences, the KFC and MLC structures, and regular communication to deepen family engagement and build on this foundation.|KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  The school hosted over 10 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 85% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress.  Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in the KIPP Family Council.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Council meetings.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Council and Multilingual Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings, and other school-sponsored events are always created considering the unique needs of the community.  The school hosted 10+ virtual and in-person events where all families were invited. In an annual family survey, 85% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will apply culturally responsive practices to existing school communications and will continue to use surveys, conferences, regular phone communication, and other forms of contact to engage all families.  The KIPP Family Council (KFC) and Multilingual Learner Committee (MLC) provide structured opportunities for underrepresented families — including multilingual learner families — to engage directly in school decision-making and provide input on school priorities.  Because language plays a crucial role in families' lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students' home languages, and when translation is needed, a school-provided translator will be available.  Additionally, KIPP will provide different types of opportunities for families to participate, including events scheduled in the morning and evening to accommodate varying family schedules and childcare needs.|Parent involvement in decision making at KIPP is demonstrated in multiple ways.  The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, KFC meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early KIPP Family Council meeting.  The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, KFCs, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP supports family engagement and decision making through the KIPP Family Council and Multilingual Council which meet regularly throughout the school year. The KIPP Family Council (KFC) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings, and other school-sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the KIPP Family Council (KFC) and Multilingual Learner Committee (MLC). Both bodies provide structured opportunities for underrepresented families to review school data, respond to LCAP priorities, and make recommendations to school leadership.  Feedback gathered through these structures, as well as through the annual family survey and LCAP survey, is reviewed by school leadership and used to inform goal-setting, resource allocation, and program decisions. KIPP is committed to closing the feedback loop by sharing with families how their input has shaped school priorities and LCAP actions.  Additionally, KIPP will provide varied opportunities for families to participate, including events scheduled in the morning and evening to accommodate different family schedules and childcare needs.|4|4|3|4|4|2|3|3|1|1|2|3|Met||2026-06-04|2026
44104470000000|Santa Cruz County Office of Education|3|Based on educational partner input, over 90% of families affirm that school staff are deeply committed to student academic success. Additionally, 93% report that their children feel safe at school, and families overwhelmingly share that they are able to connect easily with school staff. These strong relationship-building efforts reflect a culture of trust, safety, and open communication across our programs.|While our feedback highlights positive relationships, we remain committed to continuous improvement. Across our programs, we will maintain and expand family conferences, ensure multiple accessible modes of communication, and remove language barriers. We aim to build even deeper, more inclusive relationships by focusing on responsive communication and culturally affirming engagement.|Engaging traditionally underserved families remains a high priority. Our programs provide outreach to ensure that all voices, particularly those of families with high needs, are welcomed and heard. Family engagement is central to Goal 3 of our LCAP: “Through collaborative partnerships with families, students, community organizations—including our local community college—and our workforce, we will promote confident learners prepared for college, career, and beyond.” Parent surveys indicate strong satisfaction with communication and support, and parents emphasized the importance of continuing our efforts to stay connected. Survey feedback also affirmed appreciation for academic, engagement, and social-emotional supports, reinforcing the need to strengthen these key services.|Every student entering our programs begins with a personalized intake process that centers their academic history, strengths, aspirations, and needs. This intentional approach ensures families are included from the start. Student progress is continuously monitored and communicated through regular conferences and ongoing engagement with teachers and educational teams. These touchpoints allow us to maintain a strong connection with families as partners in their child’s academic journey.|While families consistently report feeling informed and comfortable approaching staff, we recognize opportunities to deepen collaboration. Staff will track engagement more closely and proactively partner with families when student progress slows. Our goal is to collaboratively create support or transition plans when appropriate. Additionally, we will seek feedback directly from students and families about site-level improvements to better support student success and well-being.|Each of our school sites is supported by leaders focused on family and community engagement, with a specific emphasis on underserved families. These leaders engage in proactive outreach to ensure all families feel seen, heard, and supported. They facilitate intakes, coordinate family meetings, and provide direct support to students. Student-led conferences continue to be a key strategy for fostering dialogue, reflection, and shared goal-setting between staff, students, and families, ensuring all voices are part of the support system for improved outcomes.|The Santa Cruz County Office of Education Court and Community Schools regularly seeks and values input from students and educational partners. Feedback is collected through multiple channels including LCAP surveys, student conferences, English Learner Advisory Committees (ELAC/DELAC), School Site Councils (SSC), and parent engagement meetings. One of our key strengths is the dedication of site staff who cultivate strong, trusting relationships with families and students, creating a foundation for meaningful participation in school and program decision-making.|After evaluating our feedback data and reflecting upon our efforts of seeking input for decision making, a focus area for improvement would be to continue to refine the ways educational partners can provide input for decision making. We have gone through many transitions over the past few years with engaging our educational partners has shifted back to mostly in-person activities along with online options. The convenience of virtual meetings has brought in new voices and finding the right mix of in-person and virtual options continues to be an area for improvement.|Amplifying the voices of underrepresented families remains a central goal. Our multilingual team leaders are instrumental in building relationships and reducing barriers to participation, particularly for families navigating language differences or complex life circumstances. These leaders conduct personal outreach, facilitate input through advisory groups, host surveys, and support student-led conferences. We will continue investing in these practices to ensure decision-making is inclusive and informed by a full spectrum of family perspectives.|5|5|5|5|4|4|5|4|4|4|4|4|Met||2026-06-25|2026
44104470136572|Santa Cruz County Career Advancement Charter|3|At the Career Advancement Charter (CAC), we continue to build strong relationships between school staff, students, and families through intentional outreach and inclusive engagement opportunities. Our Student Advisory Council remains a cornerstone of this effort, providing a space for students to develop leadership skills, communicate their experiences, and collaborate with staff on school improvement. Meetings are scheduled quarterly with flexibility to meet student needs, and we continue to provide childcare and meals to remove participation barriers for families. This year, we have continued intentional onboarding and orientation process to foster early connections with students and their support systems, which has contributed to stronger student engagement and improved retention. We continue to adapt and refine this project to maximize student participation and success.   Our holistic support model remains central to our approach. Staff regularly update and maintain individualized student files that track academic progress, career and college goals, and social-emotional wellness. This ongoing work allows us to respond proactively to student needs and create targeted plans for success. With nearly 75% of our staff being bilingual, we are able to support a linguistically diverse student population, and this year we’ve expanded outreach efforts to ensure families feel welcomed and informed. However, we continue to work toward consistently having bilingual staff available across the program. Through these efforts, we are deepening trust, strengthening communication, and creating an environment where every student feels supported and heard.|Based on input from educational partners and a review of local data, one key focus area for improvement is expanding our outreach efforts and increasing our capacity to serve a broader range of students. While the Career Advancement Charter (CAC) offers a variety of support services, including individual and group tutoring, dual enrollment with local community colleges, short-term CTE programs aligned with high-demand careers, and access to social-emotional counseling and wraparound services, we have observed that student participation in some of these offerings remains inconsistent. Strengthening engagement and ensuring consistent follow-through are priorities for the upcoming year.  To address this, we are working to improve communication strategies, build stronger connections early in the student journey, and reinforce the value of available resources to students and families. We recognize that offering services alone is not enough; building trust, maintaining consistent relationships, and removing participation barriers are essential to ensuring students feel invested and supported. We will continue refining our outreach and support systems to ensure students and their families are not only aware of but also actively engaged in the full range of services available to them.|One of our continued strengths in engaging students, particularly within our adult High School Diploma (HSD) program, is creating a welcoming and supportive school environment. Student feedback consistently affirms that CAC staff are committed to student success, and we take pride in cultivating a community where students feel seen and supported. However, as our enrollment grows and we welcome an increasingly diverse student body, we recognize the need to enhance transitional support for underrepresented families and students navigating academic re-entry and the path toward college and career readiness. There is also a need for increased intentional coordination of services for incarcerated students leaving the correctional facilities and continuing with their HSD post-release. Increasing FTE as well as support staff in our secure facilities has improved our efforts.   To improve engagement with underrepresented families identified through our self-reflection process, we will continue to expand our targeted supports including ESL courses in North and South county, active case management, and culturally responsive outreach. We are also working to strengthen two-way communication by using multiple platforms, including texts, phone calls, printed materials, and in-person meetings to reach families in their preferred language and format. Additionally, we aim to increase collaboration with community-based organizations that serve immigrant, low-income, and multilingual families. These efforts will help ensure that families who have traditionally been underserved feel informed, empowered, and equipped to support their academic journey. Potential partnerships for HSD services may include the Human Services Division and Cabrillo College.|The Career Advancement Charter is committed to working as a community partner and functions as an active GOAL consortium member with our Adult Education partners at Cabrillo Community College, the Workforce Development Board, and the local school districts. We continue to enhance our relationships with community programs for basic needs such as food, health care, childcare, mental health, and housing, as well as external educational organizations and opportunities for our students. We are able to provide support for a number of students individually as the need becomes apparent. Staff members are knowledgeable about community resources and have experience making referrals and connections. We will continue to employ a full time mental health counselor for the upcoming school year and are exploring the possibility of adding a Mental Health intern.|A CAC focus area to build partnerships for student outcomes is to increase access and capacity to serve students through community engagement and outreach; with an emphasis on partnerships, sustainability, and centering student voice. We will also continue to work on expanding program offerings and design programming that works for our adult learners with a focus on relationship building, resource connections, and culturally responsive and diverse opportunities for students. Another focus area will be improving family engagement through providing more opportunities for family learning. An engaged student provides a foundation of success for attendance and academic achievement. Additionally, providing relevant professional learning options for all staff is a continued identified area of need that will support our team in our continuous improvement efforts. While individual support is helpful, we also will focus improvement on systematizing advocacy that is provided in the CAC. We will continue to partner with the internal COE Educational Services to provide professional learning opportunities for the staff.|We work to expand diverse resource connections within the CAC by hosting college/career fairs, health and wellness support, and family resource events. We will dedicate planning time to research and identifying new community connections, sustainability, and opportunities for growth. We continue to focus outreach efforts on new community partners to create new relevant programming, with a particular emphasis on opportunities for our system-impacted students in the correctional facilities and at the adult probation centers. We are working intentionally with the Sheriff's Office to provide additional programming in the locked facilities. Additionally, we will continue to put students at the center and incorporate their feedback into our planning and delivery of services.|The CAC leadership partners with Cabrillo College, Watsonville Aptos Santa Cruz Adult Education, Santa Cruz City Schools, and the Workforce Development Board as part of the Greater Opportunities through Adult Learning (GOAL) consortium. As a collective group, we are committed to improving and increasing educational opportunities for adult learners in our county. Our commitment is to meet student needs, sustain and expand program offerings, and provide a continued collective effort to design programming that works for our adult learners. This commitment will focus on resource connections, cultural responsiveness, diverse opportunities for students, and meeting them wherever they are on their educational journey. The Transition Support team has made great progress in collaborating and working to support adult students countywide. They meet regularly and represent the different Adult Education agencies in the county, working together to promote student transition success.|We engage our students throughout the year through surveys, intake sessions, small group meetings, and CAC newsletters. A focus area for the following year is refining our survey and discussion questions and sending them out more frequently. We will continue to leverage student participation in our Advisory Committee to create opportunities for authentic dialogue and feedback.|To improve engagement of underrepresented families in decision-making processes, the Career Advancement Charter (CAC) is committed to identifying and developing new opportunities that support student transitions to employment and post-secondary education. We actively collaborate with community partners and educational institutions to strengthen pathways for all students, with particular attention to those who have historically faced barriers to access and engagement.  Building on these efforts, we will create more structured opportunities for underrepresented students to share their perspectives through focus groups, surveys, and open forums during student orientation and advisory meetings. We are also exploring ways to involve families in program design discussions, especially in areas such as career technical education, adult education, and wraparound services. By intentionally creating space for all voices, especially those often left out, we are working to make our decision-making processes more inclusive, transparent, and reflective of the communities we serve.|4|4|5|4|4|4|4|4|4|4|4|4|Met||2026-06-25|2026
44104474430252|Pacific Collegiate Charter|3|Pacific Collegiate School is a school of choice for our families. Pacific Collegiate School provides a number of opportunities for families to learn more about the school and support their children in their education. Families are encouraged to participate in a school information sessions prior to enrolling, and then once enrolled to participate in new family orientation to learn about engagement strategies and opportunities available at PCS. Each year, we host a Welcome Back BBQ, Back-to-School Night, and Curriculum Nights, among others, to help families to support their students in making strong course selections and accessing the services students need to achieve success. Our Parent Volunteer Association is active and recruits parents to participate both on and off campus in a variety of activities, from family educational events to volunteer activities to support the mission and vision of PCS. Families are also invited to a wide variety of school events, from community dinners organized by student government to student exhibitions of Science Fair Projects, Art, and World Language Projects. Finally, we provide training to teachers both on the importance of involving families into education and provide supports to ensure positive communications with families.|From our recent WASC accreditation review and annual parent surveys, we have determined that PCS would benefit from better communication and engagement with families regarding Vision Mission and Values, Strategic Planning, LCAP development, and other decision-making and resource allocation processes.|PCS is currently implementing a plan to ensure that all materials published for families are available in both English and Spanish. PCS has a Community Development Coordinator who is responsible for supporting multilingual families and community outreach. Furthermore, our Diversity, Equity, and Inclusion Working Group analyzes school data to determine areas of growth for PCS in terms of developing relationships with all PCS families, particularly from 2026-27 Local Performance Indicator Self-Reflection for Pacific Collegiate School Page 11 of 18 underserved populations. Multi-day student orientations, Basecamp, are offered before school starts each year to help students get to know each other, learn how to navigate the campus, and find available resources. In Summer 2026, an orientation will be offered for new parents. An in-person and virtual session (recorded) will be offered. Unlike new parent info sessions following the lottery, these sessions will be focused on practical needs to engage and support our new families.|Educational partners are reporting the need for expanded opportuities to share input and participate more fully in school activities. This is particularly true for families whose home language is other than English. *SST System - extremely well developed.|PCS continues to work on improving communication between educational partners to be sure all parents and caregivers can access school communication in ways that are efficient, effective, and communicates a culture of care. This will involve prioritizing hiring multilingual staff and faculty, ensuring that communications from school are translatable, and that live interpretation services are available at meetings with educational partners.|PCS will be conducting targeted outreach and offering extra support and programming to ensure the engagement of traditionally underrepresented families, including multilingual families, those who will be First to College, and those who are Socioeconomically Disadvantaged.|Educational partners are expressed the need for expanded opportunities to share input and participate more fully in school activities and decision making. This is particularly true for families whose home language is other than English. More virtual opportunities for Family Forums and parent education events have been offered which has significantly increased participation. A new Technology Advisory Committee facilitated by the Head of School was formed this year comprising parents, students, and faculty/staff. The committee primarily focused on revisions to the cell phone policy.|PCS engaged a wide variety of educational partners in our LCAP development and WASC accreditation work during the 2023-2024 school year. Through this work, the school identified more opportuntiies for multi-stakeholder 2026-27 Local Performance Indicator Self-Reflection for Pacific Collegiate School Page 13 of 18 engagement in school decision-making and set goals for creating additional opportunities for family and caregiver engagement.|PCS administration will continue to conduct targeted outreach and offering unique opportunities for traditionally underrepresented families to provide input that will inform school decision-making during the 2026-2027 school year and beyond.|4|4|3|3|4|4|5|4|4|3|3|4|Met||2026-06-10|2026
44697320000000|Bonny Doon Union Elementary|3|Our staff prides itself on building relationships with our families and community.  Our website is available to families in their home language, provides weekly updates to current families, and monthly updates to our entire community.  Additionally, we welcome family and community volunteers to share their skills and interests with students.|While this is an area of strength, we will continue efforts to increase readership of our weekly updates (currently at 79%).|This is a strong aspect of Bonny Doon School.  We continue to remove obstacles and improve efforts to create a trusting, respectful and thoughtful community.|BDUESD has worked hard to create and adapt communication approaches and systems to increase family engagement.  We continue many of the pandemic-related communication approaches, which received positive feedback.  Additionally, we made improvements to our school communications (all-call) systems and email notification systems.|Our school will continue to focus efforts for creating a culture of belonging for all students.|We will continue to reach out to underrepresented families for engagement and advocacy.|Our efforts to provide a range of opportunities from communications to meetings to conferences allows our families multiple avenues and approaches to provide input.|BDUESD believes strongly that including all stakeholders in the decision-making process.  A continued goal in this year's LCAP is focused on community engagement.  A hallmark of Bonny Doon School is family engagement, and we recognize that student success is improved with strong home-school partnerships.|We will continue to reach out to underrepresented families for input, engagement and advocacy.|5|5|5|5|5|4|5|5|4|4|4|4|Met||2026-06-04|2026
44697570000000|Happy Valley Elementary|3|Happy Valley School District conducts an annual survey for parents, students and staff.  97% of the responses show that the stakeholders feel that there are strong relationships between staff and family, and that they understand where to seek support when they have questions.|There are monthly parent meetings where all staff and families are invited to attend.  The meetings are via ZOOM.  There are annual teacher parent meetings, and teachers are always available for other meetings as requested.|The staff and administration reach out to underrepresented families via email and in person.  The communication includes funding support, English Language support, and other resources that are available through the District.|Happy Valley School District conducts an annual survey for parents, students and staff.  97% of the responses show that the stakeholders feel that there are strong relationships between staff and family, and that they understand where to seek support when they have questions.|Data is reviewed monthly during staff meetings. Student surveys are conducted school wide.  Each teacher engages in regular student feedback and shares the information schoolwide where appropriate.|The staff and administration reach out to underrepresented families via email and in person.  The communication includes funding support, English Language support, and other resources that are available through the District.|Happy Valley seeks feedback for decision making during monthly board meetings, monthly staff meetings, monthly parent club meetings, and annual surveys.|Every year the District reviews the questions asked on the LCAP survey and meetings to ensure that all stakeholders are included.|The staff and administration reach out to underrepresented families via email and in person.  The communication includes funding support, English Language support, and other resources that are available through the District.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-17|2026
44697650000000|Live Oak Elementary|3|Educational partners have indicated the following on our school surveys: *Services needed by families are provided in the languages that families need *The school responds in a timely manner to guardian concerns and needs *Educators, community members, school personnel, and administrators demonstrate trusting relationships with families. *Student voice and choice inform program offerings, after-school programming, weekend activities, and summer school Families feel included. They have noted that they are provided a space to come share their thoughts and participate. Following are areas of strength: *Welcoming environments at the beginning of the school day *School partners also expressed great enthusiasm for all of the family activities and events that were created *Developing student voice at each school site has also been an effective tool in further developing our cultural competency.|During meetings with the families, that helped write the original actions and services during the 22/23 school year, the need for a strategic plan for family engagement emerged. The district drafted and built the Family and Community Engagement (FACE) plan in partnership with families and community stakeholders. The framework for the plan is based upon the following high leverage engagement strategies: *Welcoming environments *Effective communication *Resources and opportunities *Shared responsibilities and leadership. The steering committee of the original goal four, Racial Justice and Equity (RJE), believed that including the work done in that committee should be included in the FACE plan. This work has now been included in the plan. This focus of RJ&E, will be about elevating student voice across the district.|We will continue to improve engagement in the areas of: *Welcoming Environments: Increasing opportunities for on site involvement including school events *Effective Communication: Regular two way communication between families and school/district in multiple languages *Family and Community Engagement: Increasing student and family school services as well as igniting families to be a part of leadership in community events *Resources for Family Engagement: Establishing pathways for students and parents in the area of elevated voice and opportunities for involvement *Opportunities for Families Within Shared Leadership: Further development of parent leadership, planning, and plan implementation|Educational partners (families, students, and staff) identified the following strengths of the Live Oak School District: * The power of parent-teacher conferences; ongoing communication; and support for addressing academic and/or social-emotional difficulties. * Further Development of family activities and events * On site visits of the superintendent * Superintendent and principals as partners with families * Family Art and Cultural Events * Leadership opportunities for caregivers and families * Making outside service agencies easily accessible to families * Meetings for families regarding their rights as citizens Educational partners (families, students, and staff) also identified the following areas for continued improvement: * More effective communication regarding the various ways parents can become involved * As an incentive highlight parent involvement in communication and other platforms * Parents would like to continue with training on how to create safe, supportive, age-appropriate spaces for students to discuss issues of race, racism, and equity; using culturally-mindful teaching practices; and cultivating effective, culturally-sensitive school/family relationships|The district will continue to partner with parents to understand and implement the five principles of the Whole Child Framework: * Environments filled with safety and belonging * Powerful and Rich Learning Experiences and knowledge development * Development of skills, habits, and mindsets * Positive developmental relationships * Integrated Wellness supports All district input from educational partners fits within one or more of these principals. Shared responsibilities and leadership is a new action and focus of the plan. For the past three years we have engaged deeply in the work of racial equity and justice. We will incorporate this work, in combination with shared responsibility and leadership, into the district's FACE Plan. We will continue to elevate student voice, especially at the middle school level. All students will be given the opportunity to participate in a teacher led action group that focuses on equity and voice. In addition we will maintain our commitment to welcoming and safe spaces for our BIPOC families and allies across the district in order to continue the elevation of all voices.|We will continue to offer resources to support family engagement and connection in the following ways: Communication continues to be a key focus area in terms of engaging our underrepresented families. Our communication platform, Parent Square, has proved to be highly effective. This platform is easy to use and creates space for two way communication in all languages.Utilizing this platform has been very effective this past school year.|* Parents have been the recipients of many opportunities to be involved in school and district-level decision-making through the new implementation of a community leadership group established by the superintendent. * At the school level, parents continue to provide input through Home and School Clubs, School Site Councils, and English Language Advisory Councils (ELAC). * The district's active seeking of input from the community, through its District English Language Advisory Council (DELAC), Information Events, has created open opportunities for leadership.|Educational partners (families, students, and staff) identified the following areas for improvement: * Broader representation of parents and educational partners, at the decision-making meetings described above, is a focus for improvement in order for there to be more diverse voices and perspectives. * More frequent meetings offered will allow for greater input. Earlier notice and context, regarding these meetings, is necessary for partners to prepare in advance. *Input meetings should be throughout the year, not just in the spring, or for specific grant writing. *Families expressed a desire to be a part of leading school wide and district wide events in partnership with Cradle To Career|The district utilizes the two way platform for communication, Parent Square. This platform has increased our outreach, as we seek to engage our underrepresented families in participation and decision making opportunities. This improvement will bring diverse and under-served voices. A variety of options for involvement will continue to be developed and offered. Multiple family and community partner events will continue to take place over the 26-27 school year.|4|4|3|5|3|4|5|5|4|5|4|4|Met||2026-06-03|2026
44697650100388|Tierra Pacifica Charter|3|"Tierra Pacifica was founded as a parent-participation school, so maintaining productive and engaged relationships with our parent community is essential. Parent involvement is always voluntary, never required. Parents work in governance, finance, the office, classrooms, site maintenance, leading electives, gardening, monitoring recess, tutoring, fund-raising, grant-writing, diversity work, strategic planning, technology, lunch service, laundry, and anything else that is needed, or for which they want to contribute. A team of parent representatives coordinate the parent involvement, which includes supporting each family in finding the best way for them to engage and give feedback. Parents often comment in surveys that volunteering helps them feel more connected to their child's educational experience and the school community, as well as feeling they are a part of something important and ""bigger"" than themselves. Parents wishing to get involved are encouraged to contact their classroom's Parent Representative."|"In our latest TP community survey, respondents offered that: 1) they know whom to go to in the front office for support, 2) they have strong relationships with the other members of the school community, and 3) their students understand the rules and consequences at the school. Parents have gained more understanding about the independent studies process, and gave feedback that having childcare provided at parent education events would enable more of them to attend in the evenings when events are offered. Families also shared that having a ""Buddy Family"" is very important for families new to TP, so we are re-instituting this practice next year."|Tierra Pacifica is a multi-generational community of learners and relationship-building is the central to our school community. The school maintains an open and inviting atmosphere for all family members to be a part of the school community. Teachers send weekly newsletters to their students' families sharing updates, asking for input and inviting participation in classroom activities. Teachers are skilled at incorporating parents into their classroom routines and home support jobs, and parent representatives for each classroom are trained to facilitate voluntary parent participation in a way that works for their family. The main communication tool used at TPCS is an online community platform called Parent Square. All posts to the community can be translated with one button either at the sender's end or the user's. The school calendar, important forms and school documents, and a directory are accessible to all community members there, as well as tools for getting involved. Tierra Pacifica Charter School is a place where parents are welcomed in and encouraged to participate on every level. In addition to the meetings and working teams, there are multiple opportunities for parents to interact at school from musical performances to maker spaces to parent education opportunities and more. It is our goal that every family will feel recognized, appreciated and respected for who they are and what they bring to the diverse network of relationships that makes our school so strong. New families at Tierra Pacifica attend an orientation at the beginning of the school year, and 2-3 classroom meetings, plus 2-3 All School Meetings add to the opportunity for community-building and involvement. Our new Executive Director for 25-26 is Spanish-speaking, which will hopefully serve our Spanish-speaking families even better. However, we are still striving to better represent the student and family demographic of our neighborhood, and will improve our enrollment outreach and communication.|"TP has a teaching staff that is highly committed and involved in cross-grade level and content collaboration to meet the needs of all students. They work on differentiation and extension, as well as providing both math and reading support for those students needing to build additional skills. Instructional staff participated this year three Santa Cruz County Office of Education opportunities: Science Initiative, Math Initiative, and the Anti-Racist, Anti-Bias Conference. We know that supporting the whole child means working with their village as well. One critical practice in addition to regular meetings and parent-teacher conferences is that of the Village Success Meeting. Village Success Meetings are proactive, solution-seeking gatherings of a student's ""village"" to hear from the most important people in that student's world. Together, we focus on the student's strengths and challenges and brainstorm actions the group members can implement as supports. Anyone can call a VSM; parent, teacher or student. Reasons for calling a VSM are myriad. Every team member can contribute their expert knowledge of the student, the research, or best practices likely to help. Together we work for successful student outcomes. We have a highly collaborative relationship with our authorizing district (Live Oak Elementary) and work together in the area of special education. Emerging Multilingual students have an extra large challenge to meet academic goals while simultaneously learning a new language. We have dedicated personnel to assess, support and monitor our emerging multilingual students, and most reclassify by upper elementary."|Parents and guardians have given TP staff productive feedback about how they would like to bridge academics at home and at school, which we will continue to work on next year. We are also working on a teacher newsletter template to organize information better for parents, and we are reconsidering the independent studies process and policy for the sake of all parties involved.|TP is committed to expanding our representation of diversity in our school community. Enrollment outreach may be our biggest strategy, and hosting more parent events is important.|Tierra Pacifica employs many ways of engaging parents in school operations, culture, and decision-making. A minimum of two parent meetings for each classroom are held during the school year where parents are engaged in learning about curriculum and school practices, are reminded of ways they can be a part of any school day and are asked to collaborate on a variety of school endeavors from planning to problem-solving. At least two All School Meetings are held each year for the entire parent body which also engage parents in understanding school goals and progress toward these goals. During this large meeting, parents are organized into small groups for the purposes of effective collaboration and are asked for feedback that will inform further actions toward our goals. Another way parents can engage at Tierra Pacifica is through parent teams and events, but cultural and functional. Teams are organized and run by parents to help support the different areas of need in the school, and parents can offer their own skills and interests to help the community. We collaborate with a parent group contributing to the school's capacity to serve all students is the Parent Anti-Racism Committee (PARC). The PARC offers experiential learning at each All School Meeting to give every parent an opportunity to engage in learning about one's own identity and biases. This group created a lending library for books on anti-racism topics. In addition the group is exploring the Social Justice standards that our classrooms are currently working on. This year, we held monthly Principal Coffee Chats to discuss issues of academics, school safety, children and technology, parent education, and LCAP feedback, among other topics. Parent recommendations are always heard and considering in decision-making for the school.|Tierra Pacifica continues to strive for the full engagement of our multilingual families. Although language accommodations are provided at meetings, some of these families are still not attending them.|The school will hold meetings with the local community parents to determine what steps we can take to improve our enrollment outreach and representation. Hearing from the community itself is the most important strategy.|5|4|5|5|4|4|5|5|4|5|4|5|Met||2026-06-10|2026
44697730000000|Mountain Elementary|3|Educational partner input shows that 97.1% of families feel welcomed and supported by MESD staff and 85% feel staff and teachers respond appropriately to concerns or questions. Parents stated that the feel the community works together and that parents are encouraged to partner with teachers and become involved in their student's education. They highlighted  MESD's communication, both the administrator's weekly newsletter and teacher updates, and teacher's quick responses when their are issue or concerns. Overall, parents report the school being a safe space for their student and welcoming to all families.|Parents have requested more feedback regarding the academic progress of their students throughout the school year and the addition of another conference in the winter.|MESD will continue to provide multiple ways to involve parents in school events, including zoom options for meeting so working parents can attend. Our Parent Communication tool has built in translation in multiple languages so all parents can access the information. We also ensure that all underrepresented students and families can participate in all aspects of school by providing scholarships and materials to ensure inclusion.|MESD has had great success in building partnerships for student outcomes. Teaching staff hold regular meeting where student data is analyzed for trends and adjustments are made according to student need. Through these data analysis sessions and the utilization of student study teams, students in need of support are identified early and staff is able to partner with parents to support students growth and development.|More attention is needed on building consistent, sustainable behavior support plans/initiatives to reduce the level of disruption to learning that is oftening happening in classrooms.|MESD will continue to provide multiple ways to involve parents in school events, including zoom options for meeting so working parents can attend. Our Parent Communication tool has built in translation in multiple languages so all parents can access the information. We also ensure that all underrepresented students and families can participate in all aspects of school by providing scholarships and materials to ensure inclusion. Translation is provided for parent/teacher meetings and conferences.|MESD has been successful at involving staff in the decision-making process. Teachers are actively engaged in School Site Council, Safety & Facilities and Budget Committees.|MESD has had a low rate of parent participation in committees. It is very challenging to get parents to commit to participating in these groups. The district will continue to provide meaningful opportunities for parents and attempt to increase attendance by offering meetings at different times of day and via zoom.|Again, parent engagement is a struggle. We will continue to expand the format of meetings and timing to include as many families as possible in addition to providing translation as needed.|4|5|4|5|5|5|5|5|4|4|4|4|Met||2026-06-11|2026
44697810000000|Pacific Elementary|3|Pacific is very small and we know all of our families. In fact, 2/3 of our staff are current and/or past parents of students. Daily assemblies offer opportunities for staff to engage with families. Board meetings are open to the public, and School Site Council membership includes parents. Parent conferences, SST meetings, IEP meetings, and numerous special events offer opportunities for communication with parents.|Next year, we will focus on improving communication with the less involved familiees.|We will prioritize bilingualism (English/Spanish) in hiring new staff.|Pacific's main strength is that staff know all of our families. We need to make more progress in having more staff become fluent in Spanish.|Pacific has increased RTI interventions to address the needs of students who are achieving below grade level but do not qualify for Special Education services.|Pacific will work with the Davenport Resource and Service Center to provide tutoring for struggling students.|The administration maintains an open door policy for both staff and parents. We also publish weekly parent memos and staff bulletins. There always seems to be a need for more communication because not everyone reads emails or websites.|We will update information on the website.|We need to hire more staff who are bilingual.|5|5|4|5|5|4|4|4|5|5|5|5|Met||2026-06-03|2026
44697990000000|Pajaro Valley Unified|3|PVUSD continues to make significant progress in building trusting and collaborative relationships between school staff and families. Educational partner feedback, participation data, and local survey results indicate that families increasingly view schools as partners in supporting student success and well-being.  A key strength is the district’s continued investment in family engagement structures at both the district and site levels. All schools maintain Family Engagement Plans aligned to identified family needs and district priorities. Through participation in the Family Engagement Leadership Institute (FELI), schools and departments have strengthened their ability to engage families through authentic listening practices, relationship-building strategies, and shared decision-making processes. This work has expanded across multiple cohorts and continues to build staff capacity to partner effectively with families.  PVUSD has also strengthened communication and outreach efforts through districtwide implementation of ParentSquare, expanded use of multilingual communication tools, and ongoing support for families through District Advisory Committee (DAC), District English Learner Advisory Committee (DELAC), school-site committees, and family engagement events. The district continues to provide Mixteco language support through translated communications, office hours, interpretation services, and a dedicated hotline to ensure greater accessibility for historically underrepresented families.  The Family Engagement and Wellness Center remains a significant asset for families, providing workshops, resource navigation, counseling referrals, community partnerships, Know Your Rights trainings, Child Safety Care Planning workshops, and other services designed to support student and family well-being. Community Schools initiatives and expanded partnerships with local organizations have further strengthened connections between schools, families, and community resources.  Family participation opportunities continue to grow through literacy nights, parent education workshops, conferences, leadership opportunities, and school-based events that encourage meaningful engagement in student learning. These efforts reflect PVUSD’s commitment to fostering welcoming, culturally responsive, and inclusive environments where families are valued as essential partners in education.  Overall, PVUSD continues to strengthen relationships between school staff and families through effective communication, authentic engagement, culturally responsive practices, and coordinated support systems that promote student success and family connectedness.|Based on educational partner feedback, YouthTruth survey results, family engagement data, and participation in district and site advisory groups, PVUSD has identified several focus areas for continued improvement in building relationships between school staff and families.  Deepening Engagement of Underrepresented Families: While the district has expanded outreach and communication efforts, participation data indicates the need to continue strengthening engagement with families who have historically been underrepresented in school decision-making processes, including families whose primary language is not English, newcomer families, and families experiencing housing or economic instability. The district will continue expanding culturally and linguistically responsive outreach strategies and reducing barriers to participation.  Building Family Engagement Capacity at School Sites: Through the Family Engagement Leadership Institute (FELI), schools have strengthened their ability to engage families through authentic listening and relationship-building practices. The next phase of this work is to increase consistency across all school sites so that family engagement is embedded in site culture and leadership structures rather than concentrated in a limited number of schools or programs.  Strengthening Two-Way Communication and Family Voice: Educational partner feedback continues to highlight the importance of meaningful opportunities for families to share their experiences, concerns, and ideas. The district will continue to strengthen structures that support two-way communication, family feedback, and shared decision-making through advisory committees, surveys, listening sessions, and school-based engagement activities.  Expanding Staff Capacity for Family Partnership Practices: While progress has been made in developing welcoming environments, continued professional learning is needed to support staff in building strong relationships with families from diverse cultural, linguistic, and socioeconomic backgrounds. The district will continue integrating family engagement, cultural responsiveness, and relationship-centered practices into professional learning opportunities for administrators, certificated staff, and classified staff.  Increasing Family Knowledge and Access to Resources: Families continue to express interest in learning more about academic expectations, college and career pathways, attendance, student wellness, and available community resources. PVUSD will continue expanding workshops, family education opportunities, and resource navigation supports through the Family Engagement and Wellness Center, Community Schools initiatives, and site-based family engagement efforts.  By focusing on these areas, PVUSD aims to strengthen trust, increase meaningful family participation, and ensure that all families feel welcomed, informed, and empowered as partners in their children's education.|Culturally and Linguistically Responsive Engagement: PVUSD will continue providing professional learning and support to staff focused on culturally responsive practices, relationship-building, and effective engagement of families from diverse linguistic, cultural, and socioeconomic backgrounds. Staff will be supported in recognizing family strengths and assets while creating more inclusive and welcoming school environments.  Language Access and Communication: The district will continue expanding language access through translation and interpretation services, multilingual communications, ParentSquare, Mixteco language supports, and outreach efforts designed to ensure that all families can access important information and participate meaningfully in school activities and decision-making processes.  Targeted Outreach to Underrepresented Families: PVUSD will utilize participation data, surveys, and stakeholder feedback to identify families who may not be actively engaged in school programs or advisory groups. Schools and district departments will implement proactive outreach strategies, including personal invitations, community-based engagement opportunities, and relationship-centered approaches designed to increase participation and representation.  Family Leadership and Partnership Opportunities: The district will continue strengthening opportunities for families to participate in advisory groups, leadership development programs, family workshops, and site-based engagement activities. Through the Family Engagement Leadership Institute (FELI), schools will continue building structures that elevate family voice and support authentic partnerships between families and educators.  Community Partnerships and Family Supports: PVUSD will continue leveraging Community Schools partnerships, the Family Engagement and Wellness Center, and collaborations with community-based organizations to connect families with educational, health, wellness, and social service resources that support student success and family well-being.  Continuous Feedback and Improvement: The district will continue gathering input through surveys, advisory committees, listening sessions, and engagement events to better understand family experiences and identify barriers to participation. This feedback will inform ongoing improvements to district and site family engagement practices.  Through these efforts, PVUSD aims to ensure that all families, particularly those who have historically been underrepresented, feel welcomed, valued, informed, and empowered as partners in their children's education.|Based on the analysis of educational partner input and local data, PVUSD continues to demonstrate significant strengths in building partnerships that support improved student outcomes. The district recognizes that student success is strengthened when schools, families, community organizations, and educational partners work collaboratively toward shared goals.  Collaborative Partnerships: PVUSD has continued to strengthen partnerships with community-based organizations, higher education institutions, businesses, health and wellness providers, and public agencies. These partnerships support students and families through academic enrichment, college and career readiness opportunities, wellness services, expanded learning programs, and family support resources. Community Schools initiatives have further strengthened coordination among partners to address barriers to student success and improve access to services.  Family and Community Engagement: The district actively engages families and community members in educational planning and decision-making through advisory committees, including DAC, DELAC, ELAC, SSC, LCAP engagement sessions, and other stakeholder groups. The expansion of family leadership opportunities and participation in the Family Engagement Leadership Institute (FELI) has strengthened the district’s ability to partner with families and incorporate family voice into improvement efforts.  Data-Informed Decision Making: PVUSD utilizes multiple sources of data, including YouthTruth surveys, Dashboard results, attendance data, family feedback, and LCAP engagement input to identify needs, evaluate progress, and guide resource allocation. Educational partner feedback continues to inform district priorities and improvement strategies designed to increase student achievement, engagement, and well-being.  Resource Coordination and Support Services: Through the Family Engagement and Wellness Center, Community Schools initiatives, and partnerships with community agencies, PVUSD has expanded access to counseling, family support services, wellness resources, parent education opportunities, immigration support resources, and other services that help remove barriers to learning and strengthen student outcomes.  Continuous Improvement and Shared Responsibility: PVUSD continues to foster a culture of continuous improvement by regularly evaluating partnership efforts, seeking stakeholder feedback, and refining strategies based on identified needs. The district’s collaborative approach reflects a shared commitment among schools, families, and community partners to ensure all students have access to the academic, social-emotional, and community supports needed to succeed.  Overall, PVUSD’s progress in building partnerships for student outcomes is reflected in its strong network of educational and community partners, increased family engagement, expanded support services, and ongoing commitment to using stakeholder input and local data to improve outcomes.|Based on educational partner input, YouthTruth survey results, LCAP engagement sessions, advisory committee feedback, and local data, PVUSD has identified several focus areas for continued improvement in building partnerships that positively impact student outcomes.  Strengthening Family Participation in Student Learning: While the district provides families with a wide range of information and resources, educational partner feedback indicates a continued need to increase family understanding of academic expectations, literacy and mathematics development, college and career pathways, attendance, and strategies to support learning at home. The district will continue expanding family education opportunities and workshops that directly connect family engagement to student achievement.  Increasing Representation and Leadership Opportunities: PVUSD will continue working to ensure that advisory groups, engagement activities, and decision-making processes reflect the diversity of the district's student population. Additional efforts will focus on increasing participation among underrepresented families, multilingual families, newcomer families, and families who may face barriers to engagement.  Expanding School-Based Family Engagement Capacity: Through the Family Engagement Leadership Institute (FELI) and other professional learning opportunities, PVUSD will continue building the capacity of school staff to engage families as partners in student success. The district will focus on increasing consistency across sites so that effective family engagement practices are embedded in school culture and improvement efforts districtwide.  Strengthening Evaluation of Partnership Impact: While the district has expanded partnerships and family engagement opportunities, additional work is needed to measure the direct impact of these efforts on student outcomes. PVUSD will continue refining data collection and evaluation practices to better understand how partnerships contribute to improvements in attendance, academic achievement, college and career readiness, student well-being, and family engagement.  Enhancing Coordination of Services and Resources: As Community Schools and other partnership initiatives continue to expand, the district will focus on strengthening coordination among schools, families, and community partners to ensure students and families can easily access academic, wellness, and support services that address barriers to learning.  By focusing on these areas, PVUSD aims to deepen partnerships that directly support student achievement, engagement, attendance, well-being, and long-term success while ensuring that all families have meaningful opportunities to contribute to educational decision-making and student growth.|Based on educational partner input, YouthTruth survey results, advisory committee feedback, LCAP engagement sessions, and participation data, PVUSD will continue implementing targeted strategies to improve engagement of underrepresented families and strengthen partnerships that support positive student outcomes.  Expanding Culturally and Linguistically Responsive Engagement: PVUSD will continue strengthening communication and engagement practices that honor the diverse cultures, languages, and experiences represented within the district. The district will provide multilingual communications, interpretation and translation services, Mixteco language supports, and culturally responsive outreach efforts to ensure families have meaningful opportunities to participate in their children's education and school decision-making processes.  Increasing Access and Reducing Barriers to Participation: The district will continue identifying and addressing barriers that may prevent families from engaging in school activities, leadership opportunities, and educational programs. Strategies include providing flexible meeting formats, accessible communication platforms, childcare when available, community-based engagement opportunities, and targeted outreach to families who have historically been underrepresented in school engagement efforts.  Strengthening Family Leadership and Voice: PVUSD will continue expanding opportunities for families to participate in advisory groups, leadership development, school improvement planning, and district decision-making processes. Through DAC, DELAC, ELAC, SSC, LCAP engagement activities, and the Family Engagement Leadership Institute (FELI), families will have increased opportunities to share feedback, influence decisions, and advocate for student needs.  Building School-Based Family Engagement Capacity: The district will continue supporting schools in developing site-based family engagement plans and implementing strategies that build trusting relationships with families. Professional learning opportunities will support staff in strengthening family partnership practices and creating welcoming environments where all families feel valued and included.  Connecting Families to Resources and Student Success: Through the Family Engagement and Wellness Center, Community Schools initiatives, and community partnerships, PVUSD will continue connecting families to academic, wellness, and social service resources. Family workshops and engagement activities will focus on helping families support attendance, literacy, mathematics achievement, college and career readiness, and student well-being.  Using Data and Feedback to Guide Improvement: PVUSD will continue utilizing participation data, surveys, advisory committee feedback, and engagement outcomes to identify underrepresented groups, monitor progress, and refine engagement strategies. This continuous improvement process will help ensure that family engagement efforts are responsive to t|ased on the analysis of educational partner input and local data, PVUSD continues to strengthen opportunities for families, staff, students, and community members to provide meaningful input into district and school decision-making processes.  A significant strength is the district's commitment to creating multiple pathways for educational partners to share feedback and participate in decisions that affect students and families. PVUSD regularly gathers input through YouthTruth surveys, LCAP engagement sessions, school-site meetings, family workshops, listening sessions, and advisory groups including DAC, DELAC, ELAC, and School Site Councils. These structures provide opportunities for stakeholders to share perspectives, identify priorities, and help guide district and site-level improvement efforts.  PVUSD has continued to strengthen family leadership and engagement through participation in the Family Engagement Leadership Institute (FELI). Through this work, schools and district departments have expanded their use of authentic listening practices, relationship-centered engagement strategies, and opportunities for families to contribute to planning and decision-making. Site Family Engagement Plans further support this work by establishing goals and strategies for increasing family voice and participation.  The district has also expanded outreach to underrepresented families through multilingual communications, ParentSquare, Mixteco language supports, newcomer family engagement opportunities, and targeted outreach efforts designed to increase participation from families who may not traditionally engage in school decision-making processes.  Educational partner input continues to play an important role in district planning and continuous improvement efforts. Feedback collected through surveys, advisory groups, engagement events, and community meetings informs decisions related to the LCAP, family engagement priorities, student supports, academic programs, and district initiatives.  Overall, PVUSD has made meaningful progress in creating systems and structures that encourage stakeholder participation, strengthen family leadership, and ensure that educational partner voices contribute to district and school decision-making processes.|Based on educational partner input, YouthTruth survey results, advisory committee feedback, LCAP engagement sessions, and local data, PVUSD has identified several focus areas for continued improvement in seeking input for decision-making.  Building Staff Capacity for Shared Decision-Making: While the district has expanded opportunities for stakeholder engagement, additional professional learning is needed to support administrators, teachers, and staff in effectively facilitating family engagement, authentic listening, and shared decision-making processes. The district will continue building staff capacity through professional learning, coaching, and participation in initiatives such as the Family Engagement Leadership Institute (FELI).  Increasing Participation of Underrepresented Groups: Although the district has strengthened outreach efforts, participation data indicates a need to continue increasing representation among multilingual families, newcomer families, families experiencing economic hardship, and other groups that have historically been underrepresented in advisory committees and decision-making processes. The district will continue implementing targeted outreach and engagement strategies to ensure that all voices are represented.  Expanding Opportunities for Co-Design and Collaboration: PVUSD seeks to move beyond gathering input toward creating more opportunities for families, staff, students, and community members to work together in planning, designing, implementing, and evaluating programs, services, and family engagement activities. The district will continue developing structures that support collaborative decision-making at both the school and district levels.  Strengthening Feedback Loops: Educational partners have expressed the importance of understanding how their input influences decisions. The district will continue improving communication regarding how stakeholder feedback is used to inform policies, programs, resource allocation, and district priorities, including the development and implementation of the Local Control and Accountability Plan (LCAP).  By focusing on these areas, PVUSD aims to strengthen authentic stakeholder engagement, increase representation in decision-making processes, and ensure that educational partner input continues to play a meaningful role in shaping district and school improvement efforts.|Based on educational partner input, participation data, YouthTruth survey results, LCAP engagement sessions, and feedback from advisory committees, PVUSD will continue implementing targeted strategies to improve engagement of underrepresented families in decision-making processes at both the district and school levels.  Expanding Culturally and Linguistically Responsive Engagement: PVUSD will continue strengthening culturally responsive engagement practices and ensuring that decision-making opportunities are accessible to families from diverse cultural, linguistic, and socioeconomic backgrounds. The district will continue providing multilingual communications, translation and interpretation services, Mixteco language supports, and outreach efforts designed to remove barriers to participation.  Increasing Representation in Advisory Groups and Leadership Opportunities: The district will continue implementing targeted outreach strategies to increase participation among multilingual families, newcomer families, families experiencing economic hardship, and other groups that have historically been underrepresented in advisory committees and leadership opportunities. Schools will continue identifying and inviting families whose perspectives may not yet be fully represented in school and district decision-making processes.  Building Family Leadership Capacity: Through DAC, DELAC, ELAC, School Site Councils, the Family Engagement Leadership Institute (FELI), and other leadership development opportunities, PVUSD will continue supporting families in understanding educational systems, district priorities, student data, and decision-making processes. These efforts are intended to strengthen families’ ability to advocate for students and actively participate in educational planning and improvement efforts.  Creating More Opportunities for Shared Decision-Making: The district will continue expanding opportunities for families, staff, students, and community partners to collaborate in planning, designing, implementing, and evaluating school and district initiatives. Community Schools implementation and site Family Engagement Plans will support the development of shared leadership structures that elevate family voice and strengthen collaborative decision-making.  Using Feedback to Drive Continuous Improvement: PVUSD will continue collecting and analyzing feedback from surveys, listening sessions, advisory committees, engagement events, and community meetings to better understand the experiences of underrepresented families and identify barriers to participation. This information will be used to refine engagement strategies and ensure that educational partner input meaningfully influences district and school decisions.  Through these efforts, PVUSD seeks to ensure that all families, particularly those who have historically been underrepresented, have equitable opportunities to participate in decision-making processes, contribute their perspectives, and help shape|4|4|4|5|3|5|4|4|3|4|4|3|Met||2026-06-24|2026
44697990117804|Ceiba College Preparatory Academy|3|Based on educational partner input gathered through bimonthly SSC/DELAC meetings and parent/guardian surveys (administered February 2025 and March 2026), along with local data, Ceiba demonstrates meaningful strengths in building relationships between staff and families. Ceiba's primary strength is its investment in dedicated relationship-building capacity. The school funds a Director of Parent/Student Engagement and Culture and a Parent Engagement Coordinator whose roles center on partnering with families, conducting personal outreach, and connecting parents to school resources. This investment is reflected in the school's Dashboard self-assessment for seeking parent input and promoting participation, which is rated at Full Implementation and Sustainability, and in Ceiba meeting the Parent and Family Engagement Local Indicator. A second strength is responsiveness to community context. Because most Ceiba families are first-generation college families, many with English as a second language, the school provides consistent bilingual (English/Spanish) communication and reports that the majority of families receive timely information about school events in both languages. Parent capacity-building is advanced through PIQE programming, with 71 families completing the Family Engagement program and 63 completing Bridge to College this year. Trusting relationships are further reinforced through the SSC/DELAC governance structure, which met six times with quorum, schoolwide culture-building events, parent/student orientation, parent recognition activities, and an annual parent survey that gives families a structured voice. Educational partner feedback shaping these efforts emphasized AVID strategy workshops, College Knowledge sessions, and stronger communication systems, all of which are reflected in Goal 3. Progress is evident in sustained governance participation, effective bilingual communication, and growing PIQE engagement. Ceiba's identified area for continued growth is non-mandatory family participation, where volunteerism declined from 62% to 19.7%; the school is responding by diversifying participation formats and strengthening personal outreach through its parent engagement staff.|Based on educational partner input from SSC/DELAC meetings and parent surveys, along with local participation data, Ceiba has identified the following focus areas to strengthen relationships between school staff and families. The most pressing focus area is rebuilding non-mandatory family participation. Local data show that the percentage of parents and guardians completing 25 non-mandatory volunteer hours declined sharply from 62% in 2024-25 to 19.7% in 2025-26, a 42-point drop that fell well short of the 60% target. Educational partners and staff attribute this to scheduling challenges, competing family obligations, and a continued shift away from in-person events following the pandemic. In response, Ceiba will diversify volunteer opportunity formats, including virtual and flexible-hour options, and build stronger personal outreach through the Director of Parent Engagement to make participation more accessible and personally relevant for families. A second focus area is building the capacity of all staff, not only dedicated engagement personnel, to form trusting relationships with families. Ceiba's relationship-building strengths currently rest heavily on specialized roles such as the Director of Parent/Student Engagement and Culture and the Parent Engagement Coordinator. Extending this capacity school-wide, so that teachers and classified staff are equipped through professional development to engage families directly, would deepen and sustain family partnership. A third focus area is strengthening an individualized, asset-based understanding of families. While Ceiba responds effectively to its community context as a predominantly first-generation, English-learner family population, there is an opportunity to develop more structured practices that enable staff to learn about each family's specific strengths, culture, language, and goals for their children, moving from broad community responsiveness toward more personalized family engagement. Sustaining the school's effective bilingual, two-way communication systems while addressing these areas will support continued progress in this building block.|Based on educational partner input and local data, Ceiba identified its underrepresented family populations as English Learner students (32.5%), Long-Term English Learner students, socioeconomically disadvantaged/low-income families (78.2%), families of students with disabilities (9%), and homeless youth families (11.2%). Because 96.8% of students are Latino and many families are first-generation college families navigating the U.S. educational system in a language other than English, intentional, asset-based engagement is essential to authentic relationship-building. To improve engagement of English Learners and Latino families, Ceiba will sustain and expand bilingual (English/Spanish) communication across all channels, ensure interpretation and translation at SSC/DELAC meetings and parent workshops, and continue PIQE Family Engagement and Bridge to College programming, which this year reached 71 and 63 families, respectively. The DELAC structure gives EL families a direct, ongoing voice in decision-making, and Ceiba's Dashboard self-assessment for seeking input from families of unduplicated students is rated at Full Implementation and Sustainability. To improve engagement of families of students with disabilities, Ceiba will strengthen proactive, relationship-centered communication between special education staff, MTSS Directors, and families, ensuring parents are partners in intervention planning rather than only mandatory IEP participants. To improve engagement of socioeconomically disadvantaged and homeless youth families, who often face the greatest barriers to participation, Ceiba will diversify engagement formats with virtual and flexible-hour options, deliver targeted personal outreach through the Director of Parent Engagement and MTSS Directors, and connect families to social-emotional and community resources. These actions directly address the sharp decline in non-mandatory family participation (from 62% to 19.7%) by removing access barriers that disproportionately affect underrepresented families. Across all groups, Ceiba will build staff capacity to learn about each family's strengths, culture, language, and goals, moving from broad community responsiveness toward individualized, trusting partnerships.|"Based on educational partner input from SSC/DELAC meetings and parent surveys, together with local data, Ceiba demonstrates substantial strengths in partnering with families to support student outcomes, particularly college readiness. Ceiba's defining strength is its college-going partnership with families. Because the majority of students are the first in their families to attend college, the school equips families with the information, resources, and structured support to make college concrete and financially accessible. This work produced exceptional results: a 100% graduation rate and 100% post-secondary placement (51% two-year college, 42% four-year university, 3% trade/workforce, 4% military), and a College/Career Readiness Indicator that rose to ""Very High"" at 79.6%, 27.9 percentage points above the state average. A second strength is direct capacity-building for parents. Through PIQE programming, Ceiba built family knowledge of how the U.S. educational system works, with 71 families completing Family Engagement and 63 completing Bridge to College. Educational partner feedback specifically affirmed the value of College Knowledge sessions and AVID strategy workshops, and the school hosts workshops supporting families with their children's academic, social-emotional, and behavioral needs. A third strength is shared, data-informed monitoring of student progress. Ceiba implemented the California College Guidance Initiative (CCGI) and now uses Synergy to track student college preparation and entry, giving staff and families a common platform for monitoring readiness. Home-to-school communication systems, including ParentSquare, bilingual weekly newsletters, and tracked communication data, keep families informed of their children's progress and the steps needed to support learning. Progress is evident in the strengthening of these systems year over year and in the consistency of college outcomes. Ceiba's identified growth opportunity is restoring the Positive Parenting Program (PPP), which was paused this year and will resume in 2026-27 to further strengthen the home-learning partnership."|Based on educational partner input and local data, Ceiba has identified the following focus areas for strengthening partnerships with families in support of student outcomes. The most immediate focus area is restoring and strengthening home-learning support for parents. The Positive Parenting Program (PPP), which builds parents' capacity to support their children's development and learning at home, was paused this year and will resume in 2026-27. Reinstating PPP, alongside Ceiba's PIQE and College Knowledge programming, will give families a more complete set of tools to partner in student learning beyond the school day. A second focus area is deepening families' direct use of student progress data. Ceiba has implemented the California College Guidance Initiative (CCGI) and adopted Synergy to track college preparation and student progress, and these systems are effective for staff. The opportunity ahead is to make this data more accessible and actionable for families themselves, so that parents can use real-time information about their children's academic standing and college readiness to partner in next steps. This connects to a broader local finding that data-analysis professional development was delivered but data is not yet being used systematically to drive practice; extending that systematic use to family-facing communication is a clear growth area. A third focus area is building the capacity of all staff, especially classroom teachers, to partner with families around academic outcomes. Ceiba's college-readiness partnership currently rests heavily on dedicated college and engagement staff. Equipping teachers to engage families directly in conversations about academic progress and learning-at-home strategies would broaden and sustain these partnerships. A fourth focus area is expanding structured, two-way opportunities for families and educators to discuss student progress. Building on Ceiba's strong communication systems, the school will develop more consistent, accessible forums for academic progress dialogue, moving from informing families toward genuine shared problem-solving around each student's outcomes.|Based on educational partner input and local data, Ceiba identified its underrepresented family populations as those of English Learner (32.5%) and Long-Term English Learner students, socioeconomically disadvantaged/low-income families (78.2%), families of students with disabilities (9%), and homeless youth families (11.2%), within a student body that is 96.8% Latino and largely first-generation college-bound. Ceiba will improve these families' partnership in student outcomes through the following targeted actions. For English Learner and Latino families, Ceiba will deepen college-going partnership by continuing PIQE Family Engagement and Bridge to College programming in Spanish, which this year reached 71 and 63 families, and by ensuring College Knowledge sessions, A-G and financial aid guidance, and CCGI/Synergy progress information are delivered bilingually with interpretation and translation. Because most families are navigating the U.S. college system for the first time, these supports are essential to making college access concrete rather than aspirational. For socioeconomically disadvantaged and homeless youth families, who face the greatest barriers to participation, Ceiba will diversify the formats through which families access progress information and college-planning support, offering virtual and flexible-hour options and proactive personal outreach through the Director of Parent Engagement and MTSS Directors. The school will also connect these families to social-emotional and community resources so that out-of-school barriers do not limit their ability to partner in their children's learning. For families of students with disabilities, Ceiba will strengthen partnership beyond required IEP meetings by ensuring special education staff and MTSS Directors engage families as ongoing partners in intervention planning and progress monitoring, using diagnostic data to set shared goals. Across all underrepresented groups, Ceiba will restore the Positive Parenting Program in 2026-27 and build staff capacity to recognize each family's strengths, language, and goals, ensuring partnerships for student outcomes are equitable, asset-based, and sustained.|Ceiba's central strength is its governance and advisory structure. The combined School Site Council (SSC) and District English Learner Advisory Committee (DELAC) met six times with quorum this year, exceeding the school's target, and the SSC is composed so that the number of parents equals or exceeds the number of staff members, ensuring families hold genuine decision-making weight. This structure gives both the general parent community and English Learner families, through DELAC, a direct and ongoing voice in school policies, programs, and the use of supplemental funds. A second strength is meaningful integration of family input into the LCAP itself. Parents and guardians engaged in LCAP development through bimonthly SSC/DELAC meetings and through parent/guardian surveys administered in February 2025 and March 2026, which gathered input on school safety, connectedness, and engagement. This feedback directly shaped Ceiba's four LCAP goals; for example, parent feedback emphasizing AVID strategy workshops, College Knowledge sessions, and improved communication systems is reflected in the school's goals and actions. A third strength is the breadth and accessibility of input opportunities. Ceiba administers an annual parent survey, provides information on the Uniform Complaint Procedures in both the Parent Handbook and on its website, and presents the Budget Overview for Parents and Goal Analysis to the Board of Directors for review. Input opportunities are offered bilingually, ensuring the school's predominantly Spanish-speaking, first-generation families can participate authentically. Progress is evident in the school's sustained governance participation and in its Dashboard self-assessment for seeking parent input and promoting participation among families of unduplicated students and students with exceptional needs, which is rated at Full Implementation and Sustainability. Ceiba has also streamlined its engagement metrics to ensure objective data and alignment with its WASC goals, strengthening how input is gathered and acted upon.|Based on educational partner input and local data, Ceiba has identified the following focus areas for strengthening how it seeks family input in decision-making. The primary focus area is broadening participation beyond the school's core advisory members. While Ceiba's SSC/DELAC met six times with quorum and engaged committed families effectively, local data show a sharp decline in wider family participation, with non-mandatory involvement falling from 62% in 2024-25 to 19.7% in 2025-26. This signals that decision-making input may rest disproportionately on a smaller group of consistently engaged parents. Ceiba's focus is to widen the circle of families contributing to decisions, ensuring input reflects the full community rather than only its most active members. A second focus area is building the leadership capacity of families to take on advisory and decision-making roles. Ceiba will strengthen its pipeline for developing parent leaders, using PIQE programming and the restored Positive Parenting Program in 2026-27 to equip more families, particularly first-generation and English Learner families, with the knowledge and confidence to participate in governance, not only attend. A third focus area is building staff capacity to partner with families in decision-making. As with Ceiba's other engagement work, this capacity currently rests heavily on dedicated engagement staff; extending it through professional development so that teachers and administrators actively invite and incorporate family voice would deepen and sustain shared decision-making. A fourth focus area is ensuring input-gathering tools reach and represent all families. Ceiba recently streamlined its engagement metrics to ensure objective data and WASC alignment. Building on this, the school will work to raise survey participation and capture input from underrepresented families specifically, so that decisions are informed by a representative range of voices and not skewed toward families who are easiest to reach. Together, these focus areas aim to move Ceiba from strong structures with committed participants toward genuinely inclusive, representative decision-making.|Based on educational partner input and local data, Ceiba identified its underrepresented family populations as those of English Learner (32.5%) and Long-Term English Learner students, socioeconomically disadvantaged/low-income families (78.2%), families of students with disabilities (9%), and homeless youth families (11.2%), within a student body that is 96.8% Latino and largely first-generation college-bound. Ceiba will improve these families' voice in decision-making through the following targeted actions. For English Learner and Latino families, Ceiba will continue to use the DELAC as a dedicated decision-making body for English Learner concerns and will ensure all advisory meetings, surveys, and governance materials are provided bilingually with interpretation and translation. The school will use PIQE Family Engagement and Bridge to College programming, which reached 71 and 63 families this year, to build the knowledge and confidence first-generation families need to move from attending meetings to actively shaping decisions. For socioeconomically disadvantaged and homeless youth families, who face the greatest barriers to participation, Ceiba will diversify how families can provide input, offering virtual and flexible-hour options for advisory meetings and surveys and conducting proactive personal outreach through the Director of Parent Engagement and MTSS Directors. This directly addresses the decline in broad participation (62% to 19.7%) by lowering the access barriers that most affect these families. For families of students with disabilities, Ceiba will create intentional opportunities for their input on programs and supports beyond required IEP processes, ensuring their perspectives inform school-level decisions about intervention and inclusion. Across all underrepresented groups, Ceiba will work to raise survey participation and develop a parent-leadership pipeline so that advisory bodies such as the SSC and DELAC reflect the full diversity of the community. Ceiba's Dashboard self-assessment for seeking input from families of unduplicated students and students with exceptional needs is rated at Full Implementation and Sustainability, and these actions are designed to sustain and deepen that representativeness.|4|4|3|4|4|4|4|4|3|3|4|4|Met||2026-06-09|2026
44697994430229|Pacific Coast Charter|3||||||||||||||||||||||Not Met For Two or More Years|||2026
44697994430245|Diamond Technology Institute|3|Diamond Technology Institute has demonstrated robust progress in cultivating high-performing relational environments, as validated by the February 2026 Youth Truth survey. A core institutional strength is our school culture and respect for diversity; 93% of families gave a positive rating for the overall Relationships category placing the school in the top 7% nationally. Furthermore, 94% of families explicitly agreed that teachers and students care about each other, placing Diamond Tech in the top 6% for relational trust. This is strongly reinforced by student data, where the overall theme of Belonging reached the 97th percentile nationally.  These outstanding indicators directly validate our work under LCAP Goal #3: Meaningful Partnerships, which focuses on building an inclusive, welcoming campus environment through targeted family nights, transparent communication pipelines, and collaborative community events. Staff perspective heavily mirrors this success, with 100% of staff reporting positive scores for both the Engagement and Relationships themes.|While foundational trust remains exceptionally high, the 2026 Youth Truth data reveals critical areas for improvement regarding stakeholder perception alignment. Although 87% of families feel positive about staff-student care, that metric represents an 11-point decrease from the prior survey round, dropping the school’s national percentile ranking by 12 points for that specific question. Furthermore, a significant perception gap exists regarding campus respect: only 41% of students feel that students treat adults with respect (a 16-point decline from last year), while only 78% of students feel adults treat students with respect.  Compounding this is our participation footprint. While the student response rate was excellent at 93%, the family survey response rate was limited to 45% (40 total responses out of a population of 88). Elevating participation is a high priority under LCAP Goal #2: Equitable Learning Environments, particularly ensuring that our highest-need subgroups—which encompass 78% economically disadvantaged students, 11% English Learners, and 9% students with disabilities—are thoroughly represented to eliminate data blind spots.|To systematically lower barriers and elevate feedback loops among underrepresented family populations identified during this self-reflection cycle, Diamond Tech will implement targeted actions aligned with LCAP Goal #3:  Multilingual Outreach Modalities: Deploying text-based micro-surveys and interactive intake tools translated into primary languages to accommodate our 11% English Learner community.  Targeted Focus Groups: Facilitating small-group feedback circles mapped specifically to families of students with disabilities (9% of enrollment) and socioeconomically disadvantaged households (78% of enrollment) to gather qualitative insights that traditional digital surveys miss.  Flexible Access Hours: Alternating parent leadership and input sessions across morning and evening windows, backed by hybrid virtual options, to accommodate shifting shift-work and economic schedules.  Site-Based Liaison Outreach: Directing targeted outreach through trusted community points of contact to proactively invite historically marginalized cohorts into the LCAP input pipeline.  Success will be quantified by tracking localized attendance metrics, monitoring subgroup participation rates, and targeting a family survey participation threshold of at least 65% in the next diagnostic cycle.|Diamond Tech’s commitment to forging rigorous academic partnerships is reflected in high tier-one stakeholder satisfaction metrics. According to the 2026 Youth Truth report, 95% of families feel their child receives a high-quality education at this school, marking a 7-point increase from the previous round and placing Diamond Tech in the 95th percentile nationally for that metric. Student sentiment strongly corresponds, with 87% of students confirming they receive a high-quality education (92nd percentile nationally). Campus safety also serves as a pillar for student learning; 97% of families report that their child's learning environment is safe (95th percentile nationally).  These strong marks are tied directly to LCAP Goal #1: Student Achievement. By integrating families into our robust Multi-Tiered System of Supports (MTSS) framework, organizing community-backed Career Technical Education (CTE) advisory networks, and maintaining high expectations, we have built a collaborative infrastructure where academic success is a shared home-school objective.|Despite strong overarching satisfaction with educational quality, the Youth Truth dataset brings to light clear opportunities to tighten our academic partnerships. For example, while student metrics for Academic Challenge reached the 91st percentile and College & Career Readiness hit the 97th percentile, student perception of fair discipline stands at just 56% positive. Strikingly, only 30% of staff feel that discipline at the school is fair.  This internal disconnect highlights a vital focus area: we must work collaboratively with staff, students, and families to co-create and clearly communicate equitable, restorative behavioral frameworks. Furthermore, with a 45% family response rate, we need to ensure that our strategies for student accountability and academic push are being built in tandem with the missing 55% of our households, centering the voices of our 78% economically disadvantaged demographic.|To drive equitable academic outcomes and anchor academic partnerships deeply within our most vulnerable student groups, Diamond Tech is mobilizing three concrete initiatives aligned with LCAP Goals #1 and #3:  Co-Created Academic & Behavioral Compacts: Restructuring student-led conferences so that students, staff, and families jointly audit academic data (MAP/CAASPP) and behavioral norms to build personalized success tracks.  Primary-Language Pathway Academic Seminars: Organizing evening workshops specifically translating the mechanics of high school graduation requirements, a-g alignment, and CTE sequences for our 11% English Learner demographic.  Restorative Justice Family Advisory: Constructing an inclusive panel featuring parents of low-income students, English Learners, and students with disabilities (9% of enrollment) to analyze the school's discipline data and co-author site-level restorative updates.  We will continually monitor these metrics by evaluating subgroup enrollment in advanced pathways, logging parent compact sign-offs, and measuring disaggregated disciplinary referral rates.|Diamond Tech has made exceptional progress in creating systems for family input. In the Youth Truth survey, family engagement rose 24 points, reaching a 92% positive rating. The percentile rank for communication and feedback rose to the 97th percentile, a result of intentional efforts such as LCAP input forums, student-led conferences, and partnerships with community colleges and industry leaders.  These gains directly align with LCAP Goal #3: Meaningful Partnerships, and reflect successful implementation of shared decision-making structures, including community events, advisory panels, and School Site Council involvement.|Despite this impressive growth, the low overall response rate from families (49%) means a significant portion of voices remain unheard particularly families of English Learners, students with disabilities, and migrant/homeless youth (4%). Additionally, while structures exist, not all families see how their input influences school policy, creating an opportunity to improve transparency and close the feedback loop.|To improve equitable input opportunities, Diamond Tech will: -Expand outreach via translated digital surveys, text alerts, and home visits. -Host quarterly “Community Cafés” in culturally relevant formats to hear directly from underrepresented families. -Publicly share outcomes from family input in “You Spoke, We Acted” reports. -Incorporate student voice through Youth Advisory Panels that include representatives from key student subgroups. These strategies directly|5|5|5|4|4|4|5|4|4|4|4|4|Met||2026-05-18|2026
44697996049720|Linscott Charter|3|At Linscott Charter School, we prioritize strong, trusting connections with our families. As a small school community, we know that meaningful home-school partnerships are essential to student growth and success. Our teachers maintain open lines of communication with families, regularly sharing both celebrations and areas of concern. The bonds formed during a student’s time at Linscott often extend well beyond 8th grade, reflecting the depth of our community ties.|One of our biggest challenges to parent engagement is increasing meaningful opportunities for our Spanish-only speaking families. Language and time can both be significant barriers. Families may be unable to attend events or meetings due to work schedules, and language differences can make communication more difficult. Ensuring these families are informed, involved, and empowered is essential to fostering equity and strengthening the sense of belonging that defines Linscott. When all families have access to engagement, students benefit both academically and socially.|Based on the analysis of educational partner input and local data, Linscott Charter School is committed to improving engagement with underrepresented families, particularly our Spanish-speaking families, by strengthening relationships between school staff and families. To address the identified gaps, we have contracted with interpretation services and have prioritized the hiring of bilingual (Spanish-speaking) staff across roles to ensure language is not a barrier to communication or connection. All school correspondence is now provided in both Spanish and English, and we are making a concerted effort to reach traditionally hard-to-reach families through personalized phone calls and physical notes sent home. These steps are aimed at fostering more inclusive, accessible, and trusting relationships that reflect our school’s values of equity and community.|Based on the analysis of educational partner input and local data, Linscott Charter School demonstrates significant strength in building partnerships for student outcomes through strong, trust-based relationships with families. As a small K–8 school, we pride ourselves on serving entire families—not just individual students—by fostering a welcoming and inclusive environment. Our commitment to maintaining open communication, involving families in meaningful ways, and supporting students both academically and emotionally has resulted in high levels of family engagement and a shared sense of responsibility for student success. Many families remain connected to the school long after graduation, a reflection of the lasting partnerships we build in support of student outcomes.|An area of growth for Linscott in building partnerships for student outcomes would be supporting families during their 7th and 8th grade years. During this time families start to distance themselves from the school, which is developmentally appropriate for their child, but which results in lost opportunities to support and connect with families during this important time|An area of growth for Linscott in building partnerships for student outcomes is strengthening engagement with families during the 7th and 8th grade years. While it is developmentally appropriate for students to seek more independence during this time, we recognize that family involvement often declines as a result. This creates missed opportunities to support families and maintain strong connections during a critical period in students’ academic and personal development.|Linscott currently has an all-parent governing board, ensuring that families have a direct voice in school policies and decision-making. This structure provides consistent opportunities for input and feedback, reinforcing a strong partnership between families and school leadership.|Linscott has made efforts to establish an English Learner Advisory Committee (ELAC) but has faced ongoing challenges in securing consistent membership. Increasing participation from families of English learners remains a key focus area to ensure their voices are represented in school decision-making.|Linscott administration recognizes the need for more open opportunities to engage families. To improve input from underrepresented families, we will be reintroducing parent feedback evenings. Although these sessions were previously discontinued due to low turnout, we are committed to creating a more inviting and accessible environment to encourage participation and gather valuable feedback.|5|5|4|5|5|4|5|4|4|4|4|4|Met||2026-06-18|2026
44697996049829|Alianza Charter|3|Analysis of educational partner feedback, school climate data, and local measures indicates that Alianza Charter School continues to make meaningful progress in building strong relationships between school staff and families. As a dual language immersion school, we prioritize frequent, bilingual communication and meaningful family engagement to ensure parents are active partners in their children's education. Staff members foster welcoming relationships with families through ParentSquare communications, parent-teacher conferences, ELAC, School Site Council, family engagement events, and volunteer opportunities. Survey data and parent participation demonstrate that families feel informed, respected, and connected to the school community. Parents consistently value the accessibility of staff, the school's culturally responsive environment, and opportunities to provide input on school programs and decisions. The school remains committed to strengthening these partnerships by expanding outreach to families whose participation has been limited, increasing opportunities for shared decision-making, and continuing to provide bilingual communication and supports that meet the needs of our diverse community.|Based on educational partner feedback and local data, Alianza Charter School's primary focus for improvement is increasing meaningful family engagement and strengthening two-way communication with all families, particularly those who have been historically underrepresented in school activities and decision-making. While participation in school events and committees remains strong, survey results indicate the need to expand opportunities for families to provide feedback and collaborate in ways that are accessible and responsive to their schedules and needs. To address these areas, Alianza will continue to strengthen bilingual communication, increase outreach through ParentSquare and personal contacts, expand family education opportunities, and provide additional avenues for parent leadership through ELAC, School Site Council, and other advisory groups. The school will also continue to use educational partner feedback to improve family engagement practices, ensuring that all families feel welcomed, valued, and empowered as partners in supporting student achievement.|Alianza Charter School will continue to strengthen engagement with underrepresented families by providing multiple opportunities for participation that are accessible, culturally responsive, and offered in both English and Spanish. The school will increase personalized outreach through phone calls, ParentSquare messages, home-school communication, and individual invitations to school events and leadership opportunities. Staff will continue to identify barriers to participation, such as work schedules and transportation, and offer flexible meeting times, virtual options when appropriate, and family events that encourage meaningful participation. In addition, Alianza will continue to gather feedback through surveys, ELAC, School Site Council, Coffee with the Principal, and informal family meetings to ensure the voices of all families are represented in school decision-making. This ongoing engagement will help the school build stronger partnerships, increase trust, and ensure that every family feels welcomed, informed, and empowered to support their child's academic and social-emotional success.|Based on educational partner feedback and local data, Alianza Charter School continues to demonstrate strong partnerships that support positive student outcomes. The school collaborates closely with families, staff, the Pajaro Valley Unified School District, the Santa Cruz County Office of Education, community organizations, and advisory groups to support students' academic achievement, bilingual development, and social-emotional well-being. Educational partners actively participate through the School Site Council, English Learner Advisory Committee (ELAC), parent workshops, and school events, providing valuable input that informs school decisions and continuous improvement efforts. Alianza has also strengthened partnerships through its Multi-Tiered System of Supports (MTSS), Community Schools initiatives, and collaboration with outside agencies to provide academic interventions, mental health services, attendance supports, and family resources. These coordinated efforts have increased access to services for students and families while fostering a collaborative school community focused on student success. The school remains committed to building and sustaining partnerships that promote equity, student achievement, and positive outcomes for all learners.|Based on educational partner feedback and local data, Alianza Charter School's focus for improvement is strengthening collaborative partnerships that directly impact student achievement, particularly in English Language Arts, Mathematics, and attendance. The school will continue to build stronger connections among families, staff, community organizations, and district partners to provide coordinated academic, social-emotional, and attendance supports for students. Alianza will expand opportunities for families to engage in their children's learning through parent education workshops, increased communication about student progress and academic expectations, and greater involvement in MTSS and intervention planning when appropriate. The school will also continue to strengthen partnerships with the Santa Cruz County Office of Education, Pajaro Valley Unified School District, and community agencies to increase access to academic enrichment, mental health services, and family resources. These collaborative efforts will help ensure that every student receives the comprehensive support needed to achieve academic success and thrive in a bilingual learning environment.|Alianza Charter School will improve engagement of underrepresented families by increasing personalized outreach and creating more accessible opportunities for families to participate as partners in their children's academic success. The school will continue to provide bilingual communication, flexible meeting times, and family workshops focused on understanding student achievement data, supporting learning at home, attendance, and the benefits of the dual language immersion program. Through the work of the Community Schools initiative, ELAC, School Site Council, and MTSS processes, staff will actively invite and support families whose voices have been underrepresented in school decision-making. Alianza will also strengthen collaboration with community agencies to connect families with academic, health, mental health, and social services that reduce barriers to student success. By intentionally increasing family participation and responding to educational partner feedback, the school will continue to build equitable partnerships that improve student outcomes and ensure every family feels valued as an essential member of the school community.|Based on educational partner feedback and local data, Alianza Charter School has made strong progress in creating a culture of shared decision-making by actively seeking input from families, staff, students, and community partners. The school uses multiple avenues to gather meaningful feedback, including the YouthTruth Survey, ParentSquare surveys, School Site Council (SSC), the English Learner Advisory Committee (ELAC), staff collaboration teams, and student voice opportunities. Input from these groups is used to guide decisions related to the Local Control and Accountability Plan (LCAP), school safety, instructional programs, family engagement, and school improvement efforts. Alianza values transparent communication and ensures that opportunities for participation are offered in both English and Spanish to increase accessibility for all educational partners. This ongoing collaboration has strengthened trust, increased stakeholder participation, and supported data-informed decisions that align with the needs and priorities of the school community.|Based on educational partner feedback and local data, Alianza Charter School's primary focus for improvement is increasing participation from families and stakeholders whose voices have been underrepresented in the decision-making process. While the school offers multiple opportunities for input, it will continue to expand outreach to ensure greater representation across all student groups and increase participation in surveys, advisory committees, and school planning activities. Alianza will strengthen two-way communication by providing additional opportunities for feedback through bilingual surveys, ParentSquare, Coffee with the Principal, ELAC, School Site Council, and community forums. The school will also continue to communicate how educational partner feedback influences decisions related to the LCAP, instructional priorities, school climate, and student support services. By increasing transparency, removing barriers to participation, and intentionally engaging a broader range of educational partners, Alianza will continue to strengthen shared decision-making and ensure that school improvement efforts reflect the needs and priorities of the entire school community.|Alianza Charter School will improve engagement of underrepresented families in decision-making by creating more intentional, accessible, and culturally responsive opportunities for families to share their perspectives and participate in school planning. The school will continue to strengthen bilingual outreach through ParentSquare, phone communication, personal invitations, and family events to ensure all families are aware of opportunities to provide input. Alianza will work to identify and reduce barriers that may prevent some families from participating, including scheduling challenges, language access, and limited familiarity with school decision-making processes. The school will provide clearer information about the purpose and impact of committees such as School Site Council and ELAC, encourage broader family representation, and continue offering opportunities for feedback through surveys, forums, and informal conversations. By increasing outreach and closing the feedback loop by sharing how family input informs decisions, Alianza will strengthen trust and ensure that all families have a meaningful voice in shaping programs and supports that impact student success.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-05-11|2026
44697996119077|Watsonville Charter School of the Arts|3|As a site we moved our School Site Council meetings to be before our school wide family events in order to increase the opportunities for families to attend. We have seen an increase in our relationships metrics as seen on the Youth Truth survey and we had monthly well attended family events.|We will continue to look at avenues for increased parent input by continuing to utilize and focus our Community Schools Specialist to develop House based events that are an entry point for all students, families and community members to have a place to feel included, empowered and welcomed.|We are in the full implementation of our English Language Advisory Council; however, we need to build a sustainable model where all families feel they can participate and use their voice.|WCSA has built a culture of trust and inclusivity with our students, teachers, and families. We would like to develop a sustainable model for parent engagement as well as parent/family education to strengthen the school/home connection.|We are looking to create systems of communication with families with a specific eye towards parent information regarding grade level standards and practices. All students are expected to meet grade level standards, yet not all parents know what grade level standards look like.  We will create a progressive portfolio with tables at each family event in order to guide families through what expectation looks like, and show them where their child is performing.|"We will specifically create events where we are able to identify the strengths of underrepresented families.  As a second step towards identification we will create secondary events, and means of ""school support"" where these families can feel that we value them as stake holders and community members.  In an attempt to create belonging we will hope to allow these families to magnify their voices, and take on greater ownership of their child's education."|Our Site Council meetings are structured in order to gather input for our school based decisions. We also provide readily available and easy to communicate tabling at our family events, parents are welcome to communicate with stakeholders via our communication platform and we are able to send out mass communications to make input and communication in both directions easier.|We have been consistent with representation from all families in our leadership team, however, we would like to strengthen the numbers in our ELAC team to hear the voice of underrepresented families.|We need to create systems that are particularly tailored toward under represented families.|4|4|3|4|4|3|2|2|4|4|3|3|Met||2026-05-07|2026
44698070000000|San Lorenzo Valley Unified|3|Based on educational partner input and local data, SLVUSD’s current strengths in building relationships between school staff and families include increased communication efforts, expanded family engagement opportunities, and stronger collaboration around student needs. Progress has been made through regular family surveys, site-based events, and outreach by counselors and support staff, resulting in improved trust and a more inclusive school culture.SLVUSD has demonstrated strong progress in building relationships between school staff and families, as evidenced by high levels of parent satisfaction and engagement across the district. Survey results show that over 94% of families feel welcomed at school sites, and more than 92% feel well-informed through newsletters and timely communication from teachers and principals. Additionally, over 88% of families report opportunities to give input and feedback, which reflects a commitment to two-way communication. SLVUSD has also expanded family engagement through surveys, LCAP meetings, and community liaison efforts, particularly to support multilingual families. These actions highlight the district’s strength in fostering a collaborative and inclusive school culture where families are seen as essential partners in student success.|SLVUSD’s areas for improvement in building relationships with families include enhancing communication around student academic progress and behavior, especially at the secondary level, where survey data indicated lower satisfaction with timely feedback. Educational partner input also highlighted the need for more culturally responsive engagement strategies to better connect with underrepresented families, such as those who are multilingual, economically disadvantaged, or part of historically marginalized groups. Additionally, the district identified a need to increase parent training opportunities to help families support their children both academically and behaviorally, and to expand channels for ongoing, meaningful feedback beyond annual surveys.|Based on educational partner input and local data, SLVUSD will improve engagement of underrepresented families—such as multilingual, economically disadvantaged, Homeless, and Foster Youth families—by expanding culturally responsive outreach and support strategies. The district will continue partnering with the Cradle to Career (C2C) Community Liaison to increase opportunities for multilingual families to participate in decision-making and school activities. SLVUSD will also offer more parent training sessions focused on academic and behavioral support, delivered in accessible formats and languages. Additionally, the district will develop more site-based family engagement events and improve real-time communication tools to ensure that all families, regardless of background, feel welcomed, informed, and empowered to support their student’s education.|SLVUSD has demonstrated strong progress in building partnerships that support student outcomes by fostering collaboration with families, staff, and community organizations. Survey data reflects high levels of family satisfaction with instructional quality and communication about student learning, with over **90% of families reporting timely responses from teachers and principals**. The district has also expanded **academic supports such as tutoring, credit recovery, and summer programs**, many of which were shaped through parent feedback during LCAP meetings. Additionally, SLVUSD continues to collaborate with **community partners like Cradle to Career (C2C)** and utilize input from student and parent surveys to guide improvements in curriculum, student wellness, and engagement—demonstrating a clear link between stakeholder input and enhanced student supports.|SLVUSD’s key areas for improvement in building partnerships for student outcomes include increasing real-time communication about academic progress, particularly at the secondary level, and providing more consistent updates through platforms like Schoology. Educational partners also identified the need to expand support for underrepresented student groups, including English Learners, Homeless Youth, and Students with Disabilities, by offering more targeted interventions and involving families in planning those supports. Additionally, there is a focus on strengthening family access to progress monitoring tools and training opportunities, so families are better equipped to assist with learning outside the classroom.|SLVUSD will improve engagement of underrepresented families—such as those of English Learners, Homeless Youth, Foster Youth, and Socioeconomically Disadvantaged students—by enhancing outreach through bilingual communication, multilingual family meetings, and community liaison support via the Cradle to Career (C2C) partnership. The district will also offer culturally responsive parent training focused on navigating academic expectations, understanding progress data, and accessing available resources. Additionally, SLVUSD will expand inclusive school events and use survey feedback to tailor engagement efforts that reflect the specific needs of these families, ensuring their voices directly inform actions that impact student outcomes.|SLVUSD has made strong progress in seeking input for decision-making by engaging a wide range of educational partners through surveys, LCAP meetings, site councils, and community forums. In Spring 2024, over 1,300 families participated in surveys, with more than 1,100 open-response comments reviewed by site principals and the superintendent, demonstrating a deep commitment to listening. Additionally, the district expanded student voice initiatives, including superintendent and principal student meetings and feedback sessions. This collaborative approach has helped shape key district initiatives, including academic support programs, SEL strategies, and improvements in communication, showing clear alignment between stakeholder input and district planning.|SLVUSD’s focus areas for improvement in seeking input for decision-making include broadening outreach to underrepresented families, such as multilingual households and families of Homeless and Foster Youth, to ensure their voices are consistently included in planning processes. Input from stakeholders also indicated a need to offer more frequent and varied opportunities for feedback beyond annual surveys, such as small-group discussions, focus groups, and parent workshops. Additionally, SLVUSD aims to strengthen follow-up communication, ensuring families see how their input is used to influence district decisions.|SLVUSD will improve engagement of underrepresented families—such as multilingual, Homeless, Foster Youth, and economically disadvantaged households—by expanding access to linguistically and culturally appropriate input opportunities. This includes leveraging the Cradle to Career (C2C) Community Liaison to facilitate participation in meetings and decision-making processes, offering translated materials, and holding family forums in multiple languages. The district will also implement more frequent, informal opportunities for feedback, such as listening sessions and targeted outreach events, and ensure transparent communication about how input is used to shape policies, programs, and supports that directly impact these student groups.|5|4|4|4|4|5|4|4|4|4|4|5|Met||2026-06-10|2026
44698070110007|Ocean Grove Charter|3|We continually strive towards building valuable relationships with families. Goal 3 of our LCAP states, “our stakeholders will be connected and engaged with their community.” In our independent-study education model, our teachers make home visits at least once every 20 school days. Relationship building is a strength of our school, and we have excellent two-way communication. We personalize the education for each of our students, and our staff works with enrolled families in a one-on-one setting to ensure each family is supported and working together towards academic goals. We have a parent council and a governing board, both open to the public, and we regularly survey our parents to gather feedback that helps inform decision-making. Because each family has an assigned teacher, families can make recommendations directly to school staff, and communications are tailored to each family.|An area for continued improvement is increasing participation in our ELAC and improving communication with families whose primary language is not English. We are directing some Title 1 funding to increase staffing for our EL support in an effort to work more closely with these underrepresented families. Another area we are addressing, based on educational partner feedback, is mental health support. We continue to expand support within our SEL program and increase our mental health staffing. Our families consistently ask for more in-person opportunities, and we have addressed this through offering more events such as family days, park days, field trips, etc.|Because of our personalized model, underrepresented families are already actively engaged in their child’s learning and have strong relationships with staff. We are working to extend that engagement beyond the individual level by increasing participation in ELAC, parent council, schoolwide surveys, and educational partner meetings. In addition, we are prioritizing efforts to diversify our certificated staff, so students see themselves reflected in the adults who support them.|We use one-time grant funding to support teachers and administrators with personalized professional development, school-wide training, adding single-subject matter and administrative credentials, and a teacher induction program. During our regular learning record meetings, teachers support parents in providing what their individual child(ren) need to be academically successful. Additionally, the school provides regular virtual parent training, including a highly attended virtual Curriculum Conference. We have a goal-setting program as part of a personalized student success plan for each student. This involves the parent, teacher, and student setting goals based on a student's area of need as determined by our internal assessment. The school operates with a high consideration of parental input, where parents are empowered to make educational decisions for and with their children, with the support of credentialed staff. This parent-choice philosophy is a key factor in what makes our school attractive to parents who want a greater say in their child’s education.|The school provides all required legal notifications either on our website (which can be translated to a language of a parent's choosing) or through the annual student agreement, but we are not strong at ensuring families understand and exercise those rights. Additionally, significant numbers of our educational partners fail to see the value in standardized assessments, which leads to opt-outs on testing, which leads to penalization for the school. An area of improvement is to improve the understanding of the need for and the benefit of standardized testing.|The school will support underrepresented families to exercise their legal rights to advocate for their own students and all students through the legislative and public advocacy process. We will also monitor test participation rates and test outcomes by student subgroups. We also proactively direct our families to A.P.P.L.E., Alliance for Parents of Personalized Learning Education to help improve parent-driven advocacy for their students, while keeping an active social media presence on our IEM Charter Schools’ Families’ Facebook Page.|In our unique personalized learning independent study model of education, parents and teachers are deeply involved with decision-making on behalf of their children. Parent engagement in our school model is strong when it comes to educational issues surrounding their children. We provide school-wide opportunities for parents to serve on the parent council or our governing board, where we discuss key initiatives and policy changes. One of the key areas in which parents provide input into school-wide decisions is identifying community service providers who provide academic enrichment for our students. Our staff consults with parents at monthly learning record meetings, and we host department-specific office hours and content area parent trainings where parents can speak with a school administrator. We regularly survey families and staff to get their feedback on ways to improve the educational programs and services the school offers.|Parents are heavily involved in their child’s individualized learning plan. However, through thoughtful planning and increased opportunities for our families, this has led to more interest in school-wide decision-making. Through our efforts, we have made some improvements in this area with more interactive and engaging sessions in an effort to gather more input from our educational partners. This year, we have hosted weekly in-person events for students and families to provide learning activities for students and a space for parents to voice input with school administration and staff on school offerings and programs.|An area for improvement at our school is better targeting underrepresented groups to ensure they have the opportunity to provide school-level feedback. We continue to work towards our goal of improving parent participation in ELAC by regularly seeking input on curriculum and EL program development. Additionally, we are increasing our targeted support for our homeless families through personalized support from our McKinney-Vento liaison. While our strength is in planning, designing, and implementing family engagement activities, we need to increase our evaluation process to ensure we are meeting the needs of our families.|4|4|4|4|5|4|4|4|4|4|3|3|Met||2026-06-03|2026
44698074430179|SLVUSD Charter|3|Based on surveys and local data, SLVUSD Charter's current strengths in building relationships between school staff and families include increased communication efforts, consistent and open-to all governance meetings, and stronger collaboration around student needs. Annual parent survey data reflects high levels of satisfaction with the avenues available to participate in governance, and with the community-centered culture of the school, with 88.3 of families reporting that they have opportunities to give input and feedback into school decision-making, and 94% of families agreeing or strongly agreeing that their child's program fosters community. SLVUSD Charter continues to receive  2026-27 Local Performance Indicator Self-Reflection for SLVUSD Charter School Page 11 of 17 positive feedback averaging 94% about the improvements made in our communication systems (biweekly Principal's newsletter, weekly program newsletters, public events Google calendar and individual program Google calendars). An average of 94% of survey respondents reported satisfaction with the timely responses they receive from teachers and the administrator. Student Success Team (SST) meeting procedures have been standardized, and teachers are clear about the process for inviting families to the table to discuss student concerns and work together on solutions. This year we expanded our marketing and reach by advertising in local newspapers and posting flyers at libraries and other community facilities, and as a result attendance at our Spring Info Nights increased and we have experienced an increase in our enrollment percentage site-wide ahead of the new school year, reflecting a positive reputation in our community of a collaborative and inclusive school culture where families are welcomed as essential partners in student success.|Feedback from the annual survey indicates that parents would like to have more timely communication from their child's teachers about academic progress, for example providing more timely progress updates in Schoology and/or feedback on submitted homeschool work samples. Homeschool families would also like the opportunity to collaborate more, in a structured way, to share best practices and provide mentoring opportunities to new families.|Based on survey input and local data, SLVUSD Charter will improve engagement of under-represented families - such as our socioeconomically disadvantaged families - by expanding outreach and support opportunities. In addition to Math Training for parents through Silicon Valley Math Initiative, a learning opportunity which has been in place for two years, we will be offering an expanded menu of parent trainings and mentorship opportunities in partnership with our Parent Booster organization, and with the help of veteran homeschool families as well as our own trained math and literacy specialists. Principles and practices of equity and cultural competency continue to be an area of focus for the SLVUD Charter staff. Next year we will expand participation in our teacher-included classroom observations and walkthroughs, begun this year with four early adopter volunteers, and rooted in the work of Zaretta Hammond (Culturally Responsive Teaching and the Brain). We were also able to hire a Mental Health Specialist for the 24-25 school year, and plan to continue the work of linking students and families in need of social emotional support to the resources they need.|SLVUSD Charter has demonstrated progress in building partnerships that support student outcomes by fostering collaboration with families, staff, and community organizations. Survey data reflects high levels of family satisfaction with instructional quality and communication about student learning, including significant improvements in satisfaction around the quality of instruction in Mathematics (from 85 - 90%), Social Studies (from 89 to 93%) Science (from 85 - 90%), Art (from 92 - 95%), Technology (from 73 to 78%) and Lifeskills (from 90 - 96%). The Charter expanded academic supports in the form of a new elementary Reading Intervention program for students in 2nd - 5th grade not reading at grade level, and continued the middle school before-school Math intervention program for students scoring below standard in their benchmark assessments. As mentioned above, our Student Success Team (SST) meeting process was standardized this year, leading to more timely and frequent referrals, and we instituted a referral system for social emotional and mental health supports needed by students, supported by our Mental Health Specialist.|"SLVUSD Charter's key areas for improvement in building partnerships for student outcomes include consolidating the way we provide feedback to both our classroom- and non-classroom-based students and families, in the form of more streamlined scheduling of independent study consult meetings every 20 days that include review of and feedback on targeted student work samples. We will also be improving our ""real-time"" communication about academic progress at the middle school level (classroom based program), providing more consistent progress updates through the Schoology platform. We also plan to improve and strengthen our families' access to progress monitoring tools and to training opportunities so that they are better equipped to assist their student with learning outside the classroom."|SLVUSD Charter will improve the engagement of underrepresented families - like our socioeconomically disadvantaged families - by scheduling community building, mentoring, and parent training opportunities mindfully, and offering childcare for younger siblings at these events, to allow parents to engage in the independent study partnerships productively with their child's teacher. Additionally, SLVUSD Charter will use survey feedback - including the biweekly customer satisfaction survey that is sent out with the weekly school newsletter - to tailor engagement efforts and ensure that our families' voices directly inform actions that impact student outcomes.|SLVUSD Charter has made strong progress in seeking input for decision-making by engaging a wide range of educational partners through surveys, LCAP meetings, Parent Advisory Councils, faculty meetings, and student focus groups and forums. In Spring 2025 over 85% of Charter Families participated in the annual parent survey, and 400 open-ended comments were reviewed by the principal, demonstrating a deep commitment to listening to the voices of the community. The Charter Principal and Superintendent met with the Charter staff and parent groups in the fall, and again in the spring, to share district LCAP information and gather feedback. Charter teachers meet twice a month at Faculty meetings to discuss initiatives and pending decisions with the Principal, and to provide input. Principal sends a weekly Update each Friday to all Charter staff, frequently including brief input surveys on items requiring team decision making. The principal communicates regularly with the lead teachers from each of the six programs, also meeting in person with them at a collaboration session at minimum once a month.The Principal's biweekly newsletter contains a customer satisfaction survey that seeks parent input on items including academic rigor, social emotional supports, student voice, and more. Principal monitors these survey results and shares at monthly PAC meetings to determine possible future initiatives for school improvement. The Charter has a strong Parent Advisory Council that meets monthly to discuss strategic plans and ensure parent support and feedback within all programs and grade levels, and a virtual meeting link is added to ensure parent participation even if they  2026-27 Local Performance Indicator Self-Reflection for SLVUSD Charter School Page 14 of 17 are unable to attend in person. Each homeschool program also holds regular group parent meetings to share classroom updates and discuss parent input in extracurricular events and classroom activities, along with their individual parent conferences every 20 days to discuss individual student progress and curriculum. Parents regularly participate in field trips and Charter special events. This year the SLVUSD Booster Club was established as a 501c3 and acts as a unifying body over the six separate program Parent Clubs, supporting all fundraising efforts and multiple Charter community events.|SLVUSD Charter's focus ares for improvement in seeking input for decision making include offering more frequent and varied opportunities for feedback beyond the biweekly and annual surveys, such as parent workshops. Including a Principal's Coffee and Conversation element to the Parent Advisory Council meeting agenda has also appeared to make a difference to the number of parents attending the monthly gatherings, so this practice will continue.|"SLVUSD Charter will improve engagement of underrepresented families - such as economically disadvantaged households - by providing a more flexible approach to the required parent meetings for our homeschool families, offering childcare to allow parents to come in person to these essential partner-building meetings. We will continue to utilize the benefits of the ""every 20 days"" requirement to engage under-represented families in their student's school experience, and to gather their input for decision making. Our classroom based program will offer a varied option for parent meetings, outside of school and work hours, for working parents to be able to attend and participate in planning and executing the parent-involvement essentials of the program. More consistent posting of PAC meeting minutes will ensure transparent communication about how input is used to shape policies, programs, and supports that directly impact these student groups."|4|5|5|4|4|5|5|4|4|4|4|5|Met||2026-06-10|2026
44698150000000|Santa Cruz City Elementary|3|Santa Cruz City Schools values meaningful partnerships with families and the broader community as essential to student success. The district monitors family engagement through the annual LCAP Family Survey, participation data, and ongoing feedback from families, school staff, and community stakeholders. These measures help the district assess the effectiveness of its engagement efforts and identify opportunities for continuous improvement.  Results from the 2025–26 LCAP Family Survey (1,141 respondents) reflect strong family-school partnerships and positive perceptions of school climate. Approximately 90% of families reported courteous interactions with school staff, 88% indicated that their child feels safe at school, and 85% reported that student accomplishments are recognized and celebrated. Families also reported positive perceptions of academic support and expectations, with approximately 77% indicating that schools maintain high expectations for students and 74% reporting that their child is supported to improve academically. In addition, more than 80% of families reported receiving sufficient information about their child’s education and knowing who to contact when questions or concerns arise.  School Community Coordinators continue to play a critical role in fostering family engagement and ensuring equitable access to information and resources. Coordinators provide translation and interpretation services, support newcomer family intake, connect families to school and community resources, and build relationships through regular outreach and communication. Their work helps create welcoming school environments where families feel informed, supported, and empowered to advocate for their children.  The district has also expanded communication efforts through multiple platforms, including newsletters, videos, social media, webinars, podcasts, and community events. The Communications Officer coordinates these efforts to ensure timely, transparent, and accessible communication with families and community members. One weekly video update reached more than 16,500 views, demonstrating strong community engagement and interest in district initiatives.  To further strengthen transparency and public engagement, SCCS distributes an annual State of the District report to local households and maintains regularly updated school and district websites. These efforts provide families and community members with information about student outcomes, district priorities, and opportunities for involvement.  Survey results indicate strong trust and communication between families and schools while also highlighting opportunities to expand participation in family education and engagement activities. Santa Cruz City Schools remains committed to strengthening partnerships with all families and ensuring that every voice is heard in support of student success.|Based on educational partner input and local data, Santa Cruz City Schools has identified strengthening family engagement and deepening relationships between school staff and families as key areas for continuous improvement. While results from the 2025–26 LCAP Family Survey reflect strong overall perceptions of school climate, communication, and trust, the district recognizes opportunities to increase participation and engagement among underrepresented groups, multilingual families, newcomer families, and families who may be less connected to school activities and decision-making processes.  The district's focus for improvement is to expand meaningful opportunities for two-way communication and partnership, ensuring that families are not only informed but actively engaged as partners in their children’s education. SCCS is working to increase access to family engagement opportunities, strengthen outreach efforts, improve language access, and create more inclusive structures for gathering and responding to family input.  To support these goals, the district continues to invest in relationship-centered engagement practices, including the work of School Community Coordinators who provide translation and interpretation services, support newcomer families, connect families with resources, and foster stronger school-home partnerships. SCCS also offers parent information nights, transition-focused webinars, and multilingual communication through newsletters, messaging platforms, websites, and community outreach efforts.  Moving forward, the district will continue to focus on building welcoming and inclusive school communities where all families feel valued, connected, and empowered to participate in student learning and school improvement efforts.|Based on educational partner input and local data, Santa Cruz City Schools will continue to strengthen engagement with underrepresented families by increasing access, reducing barriers to participation, and expanding opportunities for meaningful partnership in schools and district decision-making processes. Priority populations include multilingual families, families of students with disabilities, foster and homeless youth families, newcomer families, and families who have historically been less connected to school activities and engagement opportunities.  To improve engagement, the district will continue providing translated communications, interpretation services, and multilingual family engagement opportunities across schools and district programs. SCCS will expand outreach efforts through School Community Coordinators, direct family contact, community partnerships, and multiple communication platforms to ensure families receive timely, relevant, and accessible information. Schools will continue hosting prospective parent nights and informational events, while the district will offer family webinars and workshops designed to help parents navigate key school transitions and support student success.  The district will also strengthen opportunities for family voice and participation. In response to feedback from families of English Learners, SCCS is redesigning its DELAC structure to encourage greater participation through fewer, more purposeful meetings focused on learning, dialogue, and meaningful input. The district will continue to seek feedback from underrepresented families and use that input to inform programs, services, and engagement practices.  Additionally, staff will continue building capacity in culturally responsive, relationship-centered engagement strategies to ensure all families feel welcomed, respected, and valued as partners in their child’s education. Through these efforts, SCCS aims to create more inclusive and equitable opportunities for engagement and strengthen relationships between schools and the families they serve.|Based on educational partner input and local data, Santa Cruz City Schools has made strong progress in building partnerships that support student outcomes. The district has established systems and practices that promote meaningful collaboration between families, educators, and schools, as reflected in ratings of Full Implementation in providing professional learning for staff, supporting family advocacy, and implementing structures for ongoing communication between families and school personnel.  Schools regularly provide opportunities for teachers, administrators, students, and families to discuss student progress and identify strategies to support academic, social, and emotional success. Families have access to conferences, student support meetings, School Site Councils, English Learner Advisory Committees, and other engagement opportunities that strengthen home-school partnerships. The district also provides translation and interpretation services, School Community Coordinator support, and resources that help families understand educational programs, student services, and their rights as educational partners.  The district has also invested in professional learning and support for staff focused on relationship-building, culturally responsive engagement practices, and effective communication with families. These efforts have contributed to strong family perceptions of school climate, communication, and trust.  While significant progress has been made, the district recognizes that providing families with information and resources to support learning and development at home remains an area for continued growth. SCCS is working to expand family education opportunities, increase access to workshops and webinars, and provide more targeted resources that help families support student learning across grade levels. The district will continue strengthening these efforts to ensure all families have the knowledge, tools, and opportunities needed to actively support student success.|Based on educational partner input and local data, Santa Cruz City Schools has identified expanding family capacity to support student learning and development at home as a key area for continued improvement. While the district has established strong systems for communication, family advocacy, and school-family partnerships, data indicates an opportunity to provide more consistent and accessible resources that help families support academic success, social-emotional development, and college and career readiness across all grade levels.  The district will focus on increasing family education opportunities, including workshops, webinars, and informational resources tailored to the needs of families at different stages of their child’s educational journey. SCCS will also continue strengthening outreach to underrepresented families by providing multilingual resources, expanding access to family learning opportunities, and ensuring that information is relevant, accessible, and responsive to family needs.  Additionally, the district will continue building staff capacity to partner effectively with families and will seek ongoing feedback from educational partners to refine engagement strategies. Through these efforts, SCCS aims to strengthen family-school partnerships and ensure that all families have the knowledge, tools, and support needed to contribute to positive student outcomes.|engagement activities as priority groups for targeted outreach.  To strengthen partnerships with these families, SCCS will continue expanding language access through translation and interpretation services, multilingual communications, and culturally responsive outreach. School Community Coordinators will play a key role in connecting families to resources, supporting participation in school events and advisory groups, and helping families navigate educational systems and services.  The district will also increase opportunities for families to engage in learning about their child's academic progress, graduation and college readiness pathways, and available supports through workshops, webinars, and informational events. In response to feedback from English Learner families, SCCS is redesigning DELAC meetings to promote deeper engagement, more meaningful dialogue, and increased participation.  Through targeted outreach, relationship-building, and improved access to information and support, the district aims to ensure that all families have equitable opportunities to participate in their child's education and contribute to positive student outcomes.|Based on educational partner input and local data, Santa Cruz City Schools has established strong systems for seeking family and community input to inform district and school decision-making. The district has made significant progress in building the capacity of staff and families to participate meaningfully in advisory groups and engagement processes, as reflected in ratings of Full Implementation across multiple indicators and Full Implementation and Sustainability in providing collaborative opportunities for educational partners to shape family engagement efforts.  Families have multiple avenues to provide input on district priorities, programs, and policies. These include School Site Councils, English Learner Advisory Committees (ELACs), the District English Learner Advisory Committee (DELAC), the District Advisory Committee, LCAP engagement activities, and districtwide surveys. These structures ensure that family perspectives are incorporated into planning, implementation, and evaluation processes at both the school and district levels.  The district has also invested in building family leadership and engagement through initiatives such as Parent Leader Dinners, which provide opportunities for families to learn about district priorities, build relationships with district leaders, and contribute feedback on key initiatives. Families are also represented on district committees and task forces, including the Responsible Use of Technology Task Force, ensuring that parent voices help guide important decisions related to teaching, learning, and student well-being.  To support meaningful participation, SCCS provides translation and interpretation services, multilingual communications, and outreach through School Community Coordinators and other staff members. These efforts have strengthened participation, increased access to decision-making opportunities, and fostered collaborative partnerships between families, staff, and district leaders. Collectively, these structures and practices demonstrate the district’s commitment to shared decision-making and continuous engagement with educational partners.|Based on educational partner input and local data, Santa Cruz City Schools has identified increasing participation and representation among underrepresented families as its primary area for continued improvement in seeking input for decision-making. While the district has established multiple structures for family participation and shared governance, including advisory committees, leadership opportunities, surveys, and engagement events, participation levels do not always reflect the diversity of the district's student population.  The district will focus on strengthening outreach and reducing barriers to participation for multilingual families, families of students with disabilities, foster and homeless youth families, newcomer families, and other groups whose voices may be underrepresented in district and school decision-making processes. Efforts will include expanding language access, increasing awareness of leadership and advisory opportunities, offering more flexible engagement options, and creating additional opportunities for families to provide input through both formal and informal feedback mechanisms.  SCCS will also continue refining existing engagement structures to ensure that family participation results in meaningful dialogue and informs district decisions. By broadening participation and elevating diverse perspectives, the district seeks to strengthen shared decision-making and ensure that policies, programs, and services reflect the needs and experiences of the families it serves.|Based on educational partner input and local data, Santa Cruz City Schools will improve participation of underrepresented families in decision-making by creating more accessible, welcoming, and responsive opportunities for engagement. The district will prioritize outreach to multilingual families, families of students with disabilities, foster and homeless youth families, newcomer families, and other groups whose participation in advisory committees and leadership opportunities has historically been limited.  To increase participation, SCCS will continue providing interpretation and translation services, offering meetings and engagement opportunities in multiple formats, and utilizing School Community Coordinators to personally connect families with advisory groups, leadership opportunities, and district initiatives. The district will also strengthen communication about the purpose and impact of advisory committees so families better understand how their input influences district and school decisions.  In response to feedback from English Learner families, SCCS is redesigning DELAC meetings to support deeper discussion, learning, and collaboration while reducing barriers to participation. The district will also continue using surveys, focus groups, and targeted outreach efforts to gather perspectives from families who may not traditionally participate in formal committees.  Through these efforts, SCCS seeks to ensure that decision-making processes reflect the diverse experiences and perspectives of the community and that all families have meaningful opportunities to contribute to the planning, implementation, and evaluation of district programs and services.|5|5|4|5|4|3|4|4|4|4|4|5|Met||2026-06-10|2026
44698230000000|Santa Cruz City High|3|Santa Cruz City Schools values meaningful partnerships with families and the broader community as essential to student success. The district monitors family engagement through the annual LCAP Family Survey, participation data, and ongoing feedback from families, school staff, and community stakeholders. These measures help the district assess the effectiveness of its engagement efforts and identify opportunities for continuous improvement.  Results from the 2025–26 LCAP Family Survey (1,141 respondents) reflect strong family-school partnerships and positive perceptions of school climate. Approximately 90% of families reported courteous interactions with school staff, 88% indicated that their child feels safe at school, and 85% reported that student accomplishments are recognized and celebrated. Families also reported positive perceptions of academic support and expectations, with approximately 77% indicating that schools maintain high expectations for students and 74% reporting that their child is supported to improve academically. In addition, more than 80% of families reported receiving sufficient information about their child’s education and knowing who to contact when questions or concerns arise.  School Community Coordinators continue to play a critical role in fostering family engagement and ensuring equitable access to information and resources. Coordinators provide translation and interpretation services, support newcomer family intake, connect families to school and community resources, and build relationships through regular outreach and communication. Their work helps create welcoming school environments where families feel informed, supported, and empowered to advocate for their children.  The district has also expanded communication efforts through multiple platforms, including newsletters, videos, social media, webinars, podcasts, and community events. The Communications Officer coordinates these efforts to ensure timely, transparent, and accessible communication with families and community members. One weekly video update reached more than 16,500 views, demonstrating strong community engagement and interest in district initiatives.  To further strengthen transparency and public engagement, SCCS distributes an annual State of the District report to local households and maintains regularly updated school and district websites. These efforts provide families and community members with information about student outcomes, district priorities, and opportunities for involvement.  Survey results indicate strong trust and communication between families and schools while also highlighting opportunities to expand participation in family education and engagement activities. Santa Cruz City Schools remains committed to strengthening partnerships with all families and ensuring that every voice is heard in support of student success.|Based on educational partner input and local data, Santa Cruz City Schools has identified strengthening family engagement and deepening relationships between school staff and families as key areas for continuous improvement. While results from the 2025–26 LCAP Family Survey reflect strong overall perceptions of school climate, communication, and trust, the district recognizes opportunities to increase participation and engagement among underrepresented groups, multilingual families, newcomer families, and families who may be less connected to school activities and decision-making processes.  The district's focus for improvement is to expand meaningful opportunities for two-way communication and partnership, ensuring that families are not only informed but actively engaged as partners in their children’s education. SCCS is working to increase access to family engagement opportunities, strengthen outreach efforts, improve language access, and create more inclusive structures for gathering and responding to family input.  To support these goals, the district continues to invest in relationship-centered engagement practices, including the work of School Community Coordinators who provide translation and interpretation services, support newcomer families, connect families with resources, and foster stronger school-home partnerships. SCCS also offers parent information nights, transition-focused webinars, and multilingual communication through newsletters, messaging platforms, websites, and community outreach efforts.  Moving forward, the district will continue to focus on building welcoming and inclusive school communities where all families feel valued, connected, and empowered to participate in student learning and school improvement efforts.|Based on educational partner input and local data, Santa Cruz City Schools will continue to strengthen engagement with underrepresented families by increasing access, reducing barriers to participation, and expanding opportunities for meaningful partnership in schools and district decision-making processes. Priority populations include multilingual families, families of students with disabilities, foster and homeless youth families, newcomer families, and families who have historically been less connected to school activities and engagement opportunities.  To improve engagement, the district will continue providing translated communications, interpretation services, and multilingual family engagement opportunities across schools and district programs. SCCS will expand outreach efforts through School Community Coordinators, direct family contact, community partnerships, and multiple communication platforms to ensure families receive timely, relevant, and accessible information. Schools will continue hosting prospective parent nights and informational events, while the district will offer family webinars and workshops designed to help parents navigate key school transitions and support student success.  The district will also strengthen opportunities for family voice and participation. In response to feedback from families of English Learners, SCCS is redesigning its DELAC structure to encourage greater participation through fewer, more purposeful meetings focused on learning, dialogue, and meaningful input. The district will continue to seek feedback from underrepresented families and use that input to inform programs, services, and engagement practices.  Additionally, staff will continue building capacity in culturally responsive, relationship-centered engagement strategies to ensure all families feel welcomed, respected, and valued as partners in their child’s education. Through these efforts, SCCS aims to create more inclusive and equitable opportunities for engagement and strengthen relationships between schools and the families they serve.|Based on educational partner input and local data, Santa Cruz City Schools has made strong progress in building partnerships that support student outcomes. The district has established systems and practices that promote meaningful collaboration between families, educators, and schools, as reflected in ratings of Full Implementation in providing professional learning for staff, supporting family advocacy, and implementing structures for ongoing communication between families and school personnel.  Schools regularly provide opportunities for teachers, administrators, students, and families to discuss student progress and identify strategies to support academic, social, and emotional success. Families have access to conferences, student support meetings, School Site Councils, English Learner Advisory Committees, and other engagement opportunities that strengthen home-school partnerships. The district also provides translation and interpretation services, School Community Coordinator support, and resources that help families understand educational programs, student services, and their rights as educational partners.  The district has also invested in professional learning and support for staff focused on relationship-building, culturally responsive engagement practices, and effective communication with families. These efforts have contributed to strong family perceptions of school climate, communication, and trust.  While significant progress has been made, the district recognizes that providing families with information and resources to support learning and development at home remains an area for continued growth. SCCS is working to expand family education opportunities, increase access to workshops and webinars, and provide more targeted resources that help families support student learning across grade levels. The district will continue strengthening these efforts to ensure all families have the knowledge, tools, and opportunities needed to actively support student success.|Santa Cruz City Schools has identified expanding family capacity to support student learning and development at home as a key area for continued improvement. While the district has established strong systems for communication, family advocacy, and school-family partnerships, data indicates an opportunity to provide more consistent and accessible resources that help families support academic success, social-emotional development, and college and career readiness across all grade levels.  The district will focus on increasing family education opportunities, including workshops, webinars, and informational resources tailored to the needs of families at different stages of their child’s educational journey. SCCS will also continue strengthening outreach to underrepresented families by providing multilingual resources, expanding access to family learning opportunities, and ensuring that information is relevant, accessible, and responsive to family needs.  Additionally, the district will continue building staff capacity to partner effectively with families and will seek ongoing feedback from educational partners to refine engagement strategies. Through these efforts, SCCS aims to strengthen family-school partnerships and ensure that all families have the knowledge, tools, and support needed to contribute to positive student outcomes.|Santa Cruz City Schools will improve participation of underrepresented families in decision-making by creating more accessible, welcoming, and responsive opportunities for engagement. The district will prioritize outreach to multilingual families, families of students with disabilities, foster and homeless youth families, newcomer families, and other groups whose participation in advisory committees and leadership opportunities has historically been limited.  To increase participation, SCCS will continue providing interpretation and translation services, offering meetings and engagement opportunities in multiple formats, and utilizing School Community Coordinators to personally connect families with advisory groups, leadership opportunities, and district initiatives. The district will also strengthen communication about the purpose and impact of advisory committees so families better understand how their input influences district and school decisions.  In response to feedback from English Learner families, SCCS is redesigning DELAC meetings to support deeper discussion, learning, and collaboration while reducing barriers to participation. The district will also continue using surveys, focus groups, and targeted outreach efforts to gather perspectives from families who may not traditionally participate in formal committees.  Through these efforts, SCCS seeks to ensure that decision-making processes reflect the diverse experiences and perspectives of the community and that all families have meaningful opportunities to contribute to the planning, implementation, and evaluation of district programs and services.|Based on educational partner input and local data, Santa Cruz City Schools has established strong systems for seeking family and community input to inform district and school decision-making. The district has made significant progress in building the capacity of staff and families to participate meaningfully in advisory groups and engagement processes, as reflected in ratings of Full Implementation across multiple indicators and Full Implementation and Sustainability in providing collaborative opportunities for educational partners to shape family engagement efforts.  Families have multiple avenues to provide input on district priorities, programs, and policies. These include School Site Councils, English Learner Advisory Committees (ELACs), the District English Learner Advisory Committee (DELAC), the District Advisory Committee, LCAP engagement activities, and districtwide surveys. These structures ensure that family perspectives are incorporated into planning, implementation, and evaluation processes at both the school and district levels.  The district has also invested in building family leadership and engagement through initiatives such as Parent Leader Dinners, which provide opportunities for families to learn about district priorities, build relationships with district leaders, and contribute feedback on key initiatives. Families are also represented on district committees and task forces, including the Responsible Use of Technology Task Force, ensuring that parent voices help guide important decisions related to teaching, learning, and student well-being.  To support meaningful participation, SCCS provides translation and interpretation services, multilingual communications, and outreach through School Community Coordinators and other staff members. These efforts have strengthened participation, increased access to decision-making opportunities, and fostered collaborative partnerships between families, staff, and district leaders. Collectively, these structures and practices demonstrate the district’s commitment to shared decision-making and continuous engagement with educational partners.|Santa Cruz City Schools has identified increasing participation and representation among underrepresented families as its primary area for continued improvement in seeking input for decision-making. While the district has established multiple structures for family participation and shared governance, including advisory committees, leadership opportunities, surveys, and engagement events, participation levels do not always reflect the diversity of the district's student population.  The district will focus on strengthening outreach and reducing barriers to participation for multilingual families, families of students with disabilities, foster and homeless youth families, newcomer families, and other groups whose voices may be underrepresented in district and school decision-making processes. Efforts will include expanding language access, increasing awareness of leadership and advisory opportunities, offering more flexible engagement options, and creating additional opportunities for families to provide input through both formal and informal feedback mechanisms.  SCCS will also continue refining existing engagement structures to ensure that family participation results in meaningful dialogue and informs district decisions. By broadening participation and elevating diverse perspectives, the district seeks to strengthen shared decision-making and ensure that policies, programs, and services reflect the needs and experiences of the families it serves.|Based on educational partner input and local data, Santa Cruz City Schools will improve participation of underrepresented families in decision-making by creating more accessible, welcoming, and responsive opportunities for engagement. The district will prioritize outreach to multilingual families, families of students with disabilities, foster and homeless youth families, newcomer families, and other groups whose participation in advisory committees and leadership opportunities has historically been limited.  To increase participation, SCCS will continue providing interpretation and translation services, offering meetings and engagement opportunities in multiple formats, and utilizing School Community Coordinators to personally connect families with advisory groups, leadership opportunities, and district initiatives. The district will also strengthen communication about the purpose and impact of advisory committees so families better understand how their input influences district and school decisions.  In response to feedback from English Learner families, SCCS is redesigning DELAC meetings to support deeper discussion, learning, and collaboration while reducing barriers to participation. The district will also continue using surveys, focus groups, and targeted outreach efforts to gather perspectives from families who may not traditionally participate in formal committees.  Through these efforts, SCCS seeks to ensure that decision-making processes reflect the diverse experiences and perspectives of the community and that all families have meaningful opportunities to contribute to the planning, implementation, and evaluation of district programs and services.|5|5|4|5|4|3|4|4|4|3|4|5|Met||2026-06-10|2026
44698234430187|Delta Charter|3|Delta conducts informational enrollment interviews in order to learn more about each individual student and their specific needs, strengths, and areas for growth. Crucial information from these interviews is passed on to staff in order to better support students. Spanish translation services are available for these meetings. Delta holds quarterly meetings called evals where students, parents/guardians, and the advisor meet to discuss the student's progress. Each student has an opportunity to reflect on their progress and is provided with a written evaluation from each teacher highlighting the student's strengths and areas for growth. Spanish translation services are available for these meetings. Delta has a weekly Care Team meeting comprised of the principal, attendance clerk, social-emotional counselor, and lead teacher of college and career. This meeting discusses students that have been identified by staff as needing extra support for academics, attendance, behavior, or other concerns and determines what approach would most benefit the student. We provide translation when outreach in Spanish is necessary. Parent engagement is an ongoing area for growth. Delta's principal holds monthly parent meetings and sends out monthly newsletters that share important dates and information with the community. The lead teacher of college and career conducts grad planning meetings with students, as well as plans and hosts college/career events. Delta continues to improve communication about college and career events.|Delta will continue to build relationships between staff and families through the refinement of our already successful processes: intake meetings, evals, Care Team, parent meetings, monthly newsletters, and LCAP meetings.|Delta will continue to refine its processes for outreach to underrepresented families through our Care Team meetings, targeted social-emotional support and parent outreach, Spanish translation for all school meetings and important school communication. Delta's Dean will continue to provide targeted support for underserved students, including: grad planning meetings and targeted college/career support (scholarships, application and registration, mentoring). In the coming year, Delta intends to initiate a tracking system for all alumni, with a focus on our underrepresented students.|Delta has three different programs: Direct Instruction, Guided Studies, and Independent Studies. Through these three programs, families are able to find the right path for their desired outcome, whether that be more 1:1 support or more accelerated learning.|"Delta holds quarterly meetings called ""Evals"" where students, parents/guardians, and the advisor meet to discuss the student's progress. Each student has an opportunity to reflect on their progress and is provided with a written evaluation from each teacher highlighting the student's strengths and areas for growth. Spanish translation is provided. Delta regularly provides assessments for families seeking IEPs and maintains compliance with existing IEPs. 504 plans are updated regularly and our Lead Teacher assists students with transitioning their 504 plans to the community college. The principal sees a need for a more systematized approach for identifying students who need 504 plans and then tracking, reviewing, and amending the 504s throughout the student's enrollment."|Delta's student learner outcomes (Grad Skills) and Presentations of Learning were designed to meet the needs of and to engage our underrepresented students in owning and reflecting upon their learning and growth over time. The intended outcome is for all students but especially underserved students, to feel empowered by their growth over time.|100% of our families surveyed said they felt satisfied with our methods for community involvement and for seeking input which include: board meetings, open houses, eval meetings, parent meetings, site council meetings, and student/parent/staff surveys. In the 24-25 school year, Delta added Student Representative roles to the Board. These students provided meaningful feedback from a student perspective and we will continue this practice going forward.|Throughout the year Delta garners feedback from all stakeholders regarding the school's programs, curriculum, and operations. Students and families fill out LCAP surveys and the staff reviews the data and adjusts to meet the needs of families. In the past, our registrar has called Spanish-only parents and given them the survey verbally. Moving forward, Delta plans to translate the survey and results into Spanish. Delta holds 2 - 3 Open House events, quarterly board meetings, monthly parent meetings, and monthly college and career events. All families are invited and their participation and feedback is encouraged, but we consistently have low attendance at these events and attracting families to these events is an area of growth for us. We also hold five student-parent-advisor meetings called Evals, where parents are provided narratives on student progress and are given an opportunity to share their feedback. This feedback is logged in a Student Needs document and the appropriate staff respond to these needs.|Delta will continue refining our via emails, newsletters, and other communication outreach to underserved families in order to elicit their feedback regarding our operations and offerings.|5|5|5|5|5|5|5|5|5|5|4|4|Met||2026-06-11|2026
44698490000000|Soquel Union Elementary|3|"SUESD intentionally builds and sustains respectful and trusting relationships between staff, educators, and families by creating and sustaining a welcoming and inclusive environment at all schools. 96% of families surveyed said they ""feel welcomed and respected when I interact with my student(s)'s school, staff, teacher, or district office."""|It is always the goal of SUESD to provide families with adequate training/ support to help their children in school, however, only 90% of families surveyed felt they had enough training to do so. As such, this will be a continued area of focus moving forward|Based on the analysis of educational partner input and local data, briefly describe how the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families.|SUESD ensures all parents and families of preschool through grade 8 students are assured culturally appropriate and linguistically accessible supports and resources needed to take advantage of opportunities to provide input and participate in school planning and decision-making. Educators within the LEA have the capacity to offer such opportunities to parents and families. Parents and families utilize these opportunities to learn about their children’s schools and to participate meaningfully. SUESD provides training and opportunities for parents and families to learn about LEA and school plans, programs, and activities. SUESD also includes parents, students, and families in developing LEA and school site strategies to improve academic achievement and all students' social, emotional, and physical well-being.|While SUESD provides training and opportunities for parents and families to learn about LEA and school plans, programs, and activities through School Site Councils, ELAC, and DELAC, SUESD would like to to a greater extent, include more parents, students, and families in developing LEA and school site strategies to improve academic achievement and the social, emotional, and physical well-being of all students.|Based on the analysis of data related to the partnerships for student outcomes, and in concert with feedback related to relationships between staff and families, SUESD will hold education nights/ days district wide throughout the school year that specifically target academic support and instructional practices including reciprocal reading, modeling, questioning, research-based literacy strategies, math-talks, CAASPP results, etc.|A strength of the district in seeking input for decision-making: SUESD has a high level of commitment to the engagement of educational partners.  Family Survey Data: I feel welcomed and respected when I interact with my child's school or staff: 96% I receive an effective level of communication: 96% I have opportunities to share my thoughts and opinions: 96% I believe my child's strengths and talents are known and developed: 9o% My student has meaningful access to standards-based materials, activities, and resources: 93% My student receives high-quality and needs-responsive instruction: 90% Success: Levels of engagement and communication appear high.|An area of growth in seeking regular feedback about access to materials, as seen in the above data. Challenges: What is known about classroom instruction and materials needs further development in terms of providing meaningful two-way communication.|Based on the analysis of data related to input for decision-making, SUESD will continue to bolster professional learning for all staff in eliciting community input in decision-making process. This professional learning can be used at multiple site levels, including School, Site Council, English Learner Advisory Council, Home and School Club/Associations, Associated Students Councils, etc.|5|5|3|4|4|4|4|3|4|4|4|4|Met||2026-06-24|2026
44745750000000|Santa Cruz County ROP|3||||||||||||||||||||||Not Met|||2026
44754320000000|Scotts Valley Unified|3|The District has demonstrated success in strengthening relationships with schools and families. This progress is evident through school sites' dedicated efforts to increase both student and parent activities, fostering a stronger sense of community. The focus on Diversity, Equity, Inclusion, and Belonging (DEIB) has expanded, as evidenced by various engagement opportunities, such as the observance of heritage months, the Community Connections Calendar of resources, and the annual Multi-Cultural Fair, which is planned in partnership with a parent committee.The effectiveness of these initiatives is reflected in positive feedback from parents who report feeling encouraged to participate in their child’s education and school community via surveys, as well as in student responses in the California Healthy Kids Survey (CHKS). Furthermore, the district's long-standing DEIB Committee, now in its fourth year, underscores this commitment. This committee comprises district leadership, administrators, teachers, and parents representing all four school sites.|The district remains committed to its Diversity, Equity, Inclusion, and Belonging (DEIB) initiatives, which will further strengthen relationships between school staff and families. In the 25-26 school year, the district and individual school sites successfully hosted parent events that saw strong community attendance. Although the total number of events was fewer than in prior years, the district achieved its LCAP goal for parent engagement by offering these events in various formats. The district plans to continue exploring different event formats for parent trainings and actively solicit parent input on the types of training content they request.|SVUSD supports all students through various teams, including Multi-Tiered System of Support Teams, Student Succes Teams, 504 teams, and IEP teams, which operate at every school site. To foster family involvement, parent trainings are offered throughout the year, and every elementary student's family is invited to at least one parentteacher conference. Ensuring access to learning resources, many of the district's curricular and supplementary materials are available online for home access. Devices are loaned to students who need them for as long as necessary. Furthermore, optional trainings will be provided to secondary parents to help them access Synergy, the student information system where they can monitor their student's academic progress. To facilitate ongoing communication and support, all teachers are required to contact families at least monthly with curriculum updates, enabling families to effectively support their child's learning at home.|Scotts Valley Unified School District (SVUSD) utilizes the Synergy Digital System to provide parents with regular updates on student grades, assessments, and overall progress. In the 2023-24 school year, the District began integrating additional modules to support its Multi-Tiered Systems of Supports (MTSS). All staff, including new hires, received refresher training in the purposeful use of this platform during the 2025-26 school year. The District maintains websites that are compliant with 508 and ADA standards, which were updated to support distance learning. To facilitate family engagement, each school site hosts parent/teacher groups and a School Site Council. Furthermore, every site administers an annual parent survey to analyze feedback on family engagement perception. The District also operates a District English Learner Advisory Committee (DELAC) for parents of English learners. Both elementary schools have an established English Learner Advisory Committee (ELAC) specific to the needs of English learners at their respective sites. Finally, schools receiving Title I funding conduct an annual review of their Parent Compact and Policy.|To evaluate progress toward site and district goals, an annual parent climate survey is administered across all school sites. Survey data has identified a need to enhance communication with families, specifically through the provision of multilingual resources to better support Multilingual Learner (MLL) students and their families. Additionally, the district is committed to supporting teachers in shifting from a reactive feedback model, where communication primarily occurs when a student is struggling, to a proactive approach. This involves consistently sharing academic progress and providing families with concrete strategies to support student learning at home.|Scotts Valley Unified School District is dedicated to ongoing Diversity, Equity, Inclusion, and Belonging (DEIB) efforts, focusing on enhanced engagement and support for underrepresented families. This will be done through intentional professional development for counselors, teachers and administrators on identifying these families and connecting them with resources. A concerted effort will be made to increase publicity for DELAC meetings & Parent Advisory Committee meetings, translation services have been acquired to support multiple languages and an EL Liaison will continue to be incorporated into the district's EL support plan to increase parent awareness and engagement in students' education.Teachers will participate in professional learning focused on a comprehensive English Language Development (ELD) program, encompassing both integrated ELD support and relevant pedagogy and resources.|The district successfully streamlined family outreach by consolidating site-specific and district-wide feedback into a single, comprehensive annual survey for the 2025-26 school year. Using a modular design, parents provided targeted input for each school site where they had enrolled students. Despite a robust multi-channel communication strategy, including principal updates, web pop-ups, QR-coded flyers, and the Superintendent’s newsletter, participation saw a year-over-year decrease. To address this, increasing parent engagement remains a strategic priority, with a long-term goal of achieving majority participation. The district continues to strengthen this effort through its partnership with the Scotts Valley Educational Foundation (SVEF) and the LCAP Parent Advisory Committee. Notably, the district maintains a focus on inclusivity by personally inviting parents of unduplicated students to participate in the LCAP planning process.|The district and sites pushed to increase representation of families in the Parent Advisory Committee.  In 2025-2026 participation in the PAC committee was low and it remains a district goal to increase membership and voice through this group.  The Coordinator of Curriculum personally attended PTA, SSC, and Student Club meetings to ensure families and students had a voice and were able to provide input into the new LCAP.  With the use of our DEIB committee as well as DELAC, we plan to increase the family engagement activities and parent nights that interest and support our families who need more support and resources.|To boost family involvement in LCAP and district initiative decision-making, we will expand our communication methods. These methods will include sending home invitations/flyers, personal email invitations, and personal phone calls from the MLL Liaison or MLL Teacher. Additionally, providing food and childcare will help encourage participation.|3|4|4|4|4|5|4|5|4|5|4|4|Met||2026-06-16|2026
44754320139410|California Online Public Schools Monterey Bay|3|We are very proud of our weekly contact rate with our students and their families and the progress we have made to ensure all students are building relationships with our teachers and school.|We will continue to increase our efforts in our contact rate. This is an area we are dedicated to continuing and improving for students and families.|We will continue to find ways to better communicate with our families in their home language through verbal and written communication.|We are pleased with the rate at which we are able to provide families with information and resources to support student learning in the home.|We work hard to partner with caretakers and assist them in taking an active role in their students’ education.|We will continue to seek better ways to include and inform our families in their home languages at all levels of our program and school.|We are a very collaborative organization. This is exemplified in this area by the fact that we rate high for seeking input for decision making.|It is important to us that our staff and families know they have a voice, are heard, and actions are taken as a result of their input. We will continue to seek and encourage families and staff to provide us with input.|We are dedicated to engaging all of our families in our school, including our underrepresented families. We take great care to ensure we are providing all of our families with tools and resources that will encourage them to be heard in our school. We will continue to improve these efforts with all of our families, especially our underrepresented students and families.|5|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-09|2026
44772480000000|SBE - Watsonville Prep|3||||||||||||||||||||||Not Met|||2026
44772480138909|Watsonville Prep|3|Over the past several years, Navigator Schools has continued to expand supports that strengthen relationships between school staff and families. Efforts include both formal programs and informal outreach designed to meet families where they are and address a variety of needs. These supports include resource fairs, assistance for food- and housing-insecure families, after-school interventions, home visits for chronically absent students, community events, and ongoing communication through ParentSquare. Collectively, these efforts have helped families feel more connected to their school communities and to the organization as a whole, while strengthening communication and collaboration between families and school staff.|Reestablishing and deepening community and family involvement on campus remains a central area of focus. One identified area for continued growth is expanding opportunities to celebrate and highlight the contributions of local community members, both past and present. As Navigator Schools continues to evolve, the organization recognizes the importance of creating intentional pathways that support both educational excellence and meaningful family engagement. Strengthening these connections will help ensure families feel welcomed, included, and connected to the life of the school.|Informed by educational partner input and local data, Navigator Schools is working to strengthen engagement with underrepresented families through multiple strategies. In addition to expanding outreach to enroll more students who qualify for Free and Reduced-Price Lunch, Navigator is in the process of developing Community Schools that will offer expanded resources and supports for families. These schools will serve as hubs for connecting families, particularly those who have been historically underrepresented, to services aligned with their needs. The pandemic underscored the importance of creating more opportunities for families to participate in on-campus activities, and this remains an area of focus as schools work to build deeper, more consistent relationships with all members of the community.|Students at Navigator schools are actively engaged in monitoring their academic progress and are recognized for growth and achievement. Families have access to their child's academic information through the Illuminate Parent Portal, allowing them to stay informed and involved in supporting student learning. In addition, annual family engagement surveys help assess parents' understanding of their child's academic goals and provide valuable feedback that strengthens school-home partnerships. These efforts support meaningful collaboration between families and educators and contribute to improved student outcomes.|An identified area for improvement is ensuring students are fully prepared for the academic and social demands of high school after completing their time at Navigator Schools. Supporting this transition requires a collaborative effort among families, staff, and students. To strengthen this partnership, site teams will work closely with local high schools to create reciprocal opportunities that allow students to explore high school expectations while continuing to receive guidance and support from Navigator staff. This ongoing collaboration aims to create a more seamless and informed transition for students and their families.|Ensuring all school sites have bilingual staff members available to answer family questions and provide important updates helps students and families feel supported and able to access needed resources. Navigator Schools will continue to conduct home visits for students who are not fully engaged or who need additional support. Community school coordinators and attendance specialists will also work with community partners to expand tutoring opportunities, after-school support services, and college and career counseling resources. These efforts are intended to strengthen engagement among underrepresented families and support improved student outcomes.|Navigator Schools has established a strong culture of collaboration by consistently seeking input from stakeholders to inform decision-making. The organization utilizes a variety of formal and informal methods, including family surveys, town hall meetings, staff meetings, weekly leadership team meetings, cross-site collaboration, and daily site huddles. By employing multiple tools to gather feedback, Navigator ensures that voices across the organization are heard and considered in shaping school- and system-level decisions.|An area identified for improvement is the need to formalize systems for collecting, analyzing, and sharing stakeholder input with leadership in a consistent and structured way. While input is regularly gathered across various settings, developing a clear plan for how feedback is synthesized and communicated to leadership teams will strengthen transparency, ensure follow-through, and support more informed decision-making at both the site and organizational levels.|Families are encouraged to participate in school governance and decision-making through a variety of opportunities, including School Site Councils, parent representative positions on the Navigator Schools Board of Directors, parent coffees, LCAP advisory meetings, and parent clubs. In addition, annual family engagement surveys are conducted and reviewed, with satisfaction ratings below 80 percent identified for follow-up and action. These efforts help ensure that underrepresented families have meaningful opportunities to provide input, participate in decision-making processes, and influence programs and services that affect students and families.|4|4|4|5|4|4|4|5|5|5|3|4|Met||2026-06-15|2026
45104540000000|Shasta County Office of Education|3|SCOE staff has a deep appreciation for high levels of educational partner involvement. Staff at every school site contribute to warm, welcoming environments dedicated to providing exceptional customer service to all educational partners. High levels of attendance at teacher conferences, school celebrations, and other school events provide evidence of the effectiveness in this area.   Regular communication from school and district leaders through the ParentSquare platform reinforces the importance of educational partner involvement. SCOE leaders continually model and provide ongoing messaging regarding actions needed to support active educational partner involvement. This messaging begins intentionally during orientation for new staff regarding parent/guardian communication. Additionally, site leadership seeks survey information regarding specific parental/guardian needs, preferred modes of communication, critical information that educational partners want to know, etc. This information is shared with staff in order to improve educational services for all students.|SCOE is committed to continuing to improve relationships with school staff and families in order to ensure all families are connected to school communications and have internet and/or a device at home. We have worked to increase our hotspots available for checkout.  One focus area is Positive Behavior Intervention System (PBIS) Teams which meet to discuss ways to support students and families who have barriers to school attendance. This team has worked in streamlining and communicating with families about educational progress of students, even before there is a concern.  This work has been supported heavily with our Community Connectors campus support.  These positions provide connections for parents and families of our students to services that often go beyond school(Dental, mental health services, housing).  All school sites have also transitioned to the same ParentSquare communication platform, this consistency has made it easier for administrators and teachers to deliver information to families in a more frequent and accessible manner.|SCOE is committed to improving strategies and structures that will result in increased engagement of underrepresented families. SCOE has held numerous community forums to garner input from families related to school improvement, as well as extended intentional invitations to underrepresented families to be members of various site committees related to SART and PBIS. SCOE will continue to engage with and build relationships with individual families and provide necessary, through personalized supports that will foster strong relationships between school staff and underrepresented families.|"Parents/Guardians: Feedback indicated a strong desire for higher levels of academic engagement. A critical accountability gap was identified through counselor data showing that 37% of seniors did not complete the FAFSA, leading to a parent-driven request for more transparent information regarding financial aid and college application steps. Staff: There was a ""100% belief"" among site staff that current improvement efforts are correctly targeted. This consensus is rooted in the staff's assessment that site-based instruction is rigorous, grade-level appropriate, and aligned to Common Core State Standards. Furthermore, 100% of staff agreed their work significantly impacts student social skills development. Students: While metrics for teacher care (91%) and future preparation (92%) remain high, and 86% of students see real-world learning connections, only 79% reported ""enjoying school."" This 79% rating is treated as a ""Red"" indicator for school climate, necessitating immediate intervention through enhanced engagement strategies. Community Partners (Probation/Districts): Leadership from these agencies identified a persistent ""gap in communication"" during student transitions between agencies and school programs."|"Clear links between partner feedback and specific actions, such as Action 1.3 (Technology), Action 1.4 (Intervention Teachers), and the Goal 5 focus on CTE pathways to address chronic absenteeism. Input from parents and partners like the Shasta County Probation Department, HHSA, and Educational Support Services, led to the addition of ""Ignite Reading"" and improvements in transition communication."|Participation from all parents is solicited, including the engagement of underrepresented families. SCOE has continued to translate communications and documents to make information more accessible to our multilingual families, even though SCOE does not meet the 15% threshold to make this a requirement. SCOE will continue to develop strategies to improve the engagement of underrepresented families, including personal invitations to participate, adjusting meeting times and locations, and utilizing virtual options.|SCOE recognizes that parents/guardians are their child's first and most influential teachers and that sustained parent/guardian involvement in the education of their children contributes greatly to student achievement and a positive school environment. Additionally, SCOE ensures that parents/guardians and family members participating in Title I programs are provided with opportunities.  SCOE works with staff and parents/guardians to develop meaningful opportunities at all grade levels for parents/guardians to be involved in school activities, decision-making, and activities to support their students’ learning. This is achieved through regularly scheduled LCAP, SSC meetings, surveys and numerous advisory committees where parent/guardian involvement policies are shared and jointly developed. SCOE communicates with families on an annual basis regarding the SCOE Parent Involvement Compact at the beginning of each school year.|To build up partner voice, SCOE has increased the number of opportunities, using a variety of engagement tools, for educational partners to provide input. An area of focus is to evaluate what tools successfully engaged families at the school and what steps SCOE can take to improve the design and implementation of engagement activities.  We also have added community partners and student body participants to Instructional leadership teams (ILT).|SCOE ensures ALL families receive communications and invitations to participate on committees and in forums, through communication accommodations, such as translation, interpreters, scheduling individual meetings at a convenient time for individual families, home visits, etc. SCOE closely monitors student attendance on a daily basis and communicates with families in a timely manner, especially families of students with disabilities, foster or homeless youth, in order to minimize disruptions to educational services. SCOE will continue its focus on improving efforts to communicate with and engage students and families.|5|5|5|5|5|5|5|5|5|4|5|5|Met||2026-06-24|2026
45104540111674|Chrysalis Charter|3||||||||||||||||||||||Not Met|||2026
45104540129957|Northern Summit Academy Shasta|3||||||||||||||||||||||Not Met|||2026
45104540132944|Redding STEM Academy|3||||||||||||||||||||||Not Met|||2026
45698560000000|Anderson Union High|3|Anderson Union High School District (AUHSD) continues to prioritize meaningful partnerships between families and schools because family engagement provides opportunities for shared communication, informed decision-making, and support for student success. The district maintains multiple communication systems to ensure families have timely access to information regarding student progress, school programs, and upcoming events. Families receive regular updates through Aeries Communications, school and district websites, newsletters, parent-teacher conferences, and other outreach efforts. AUHSD has also expanded opportunities for family participation through programs and events designed to strengthen connections between families and schools. Examples include dual enrollment and FAFSA information nights, 8th-grade parent orientation events, Parent Advisory Committee meetings, and community engagement activities. These opportunities allow families to learn about academic programs, graduation and postsecondary pathways, and available student supports while providing opportunities for dialogue with district and school staff. In addition, AUHSD actively gathers input from families to inform district planning and decision-making. Feedback is collected through surveys, advisory committees, parent meetings, and other engagement opportunities. Information gathered from families is reviewed alongside student performance and local data to identify areas of need, evaluate programs and services, and inform continuous improvement efforts. Through these ongoing engagement practices, the district seeks to strengthen communication, increase family participation, and ensure that family perspectives are reflected in district priorities and actions.|Anderson Union High School District (AUHSD) has identified opportunities to strengthen family engagement by improving communication practices and expanding opportunities for meaningful participation in school and district decision-making. Educational partner feedback indicates the importance of ensuring that communication is timely, consistent, and accessible to all families. To address this need, the district will continue to enhance communication systems and outreach efforts by providing information through multiple platforms, including email, newsletters, district and school websites, social media, and other communication tools. The district seeks to ensure that families have access to important information regarding student learning, school programs, events, and available supports. In addition, AUHSD will increase efforts to gather family input through surveys, meetings, and other feedback opportunities to better understand family perspectives and needs. The district also aims to expand opportunities for family participation by providing regular advisory committee meetings, informational forums, and engagement events that encourage collaboration between families and school staff. These opportunities are intended to create avenues for families to share feedback, ask questions, and contribute to discussions regarding district programs and services. To promote broad participation, the district will continue to consider the diverse needs and schedules of families when planning engagement activities. Through these efforts, AUHSD seeks to strengthen partnerships with families, increase participation in engagement opportunities, and ensure that family input continues to inform district planning and continuous improvement efforts.|Anderson Union High School District (AUHSD) is committed to promoting inclusive family engagement by providing information through multiple communication methods and, when appropriate, in languages accessible to families. The district utilizes digital platforms, newsletters, social media, email, phone calls, mailed notices, and school websites to share important information regarding student learning, school programs, and engagement opportunities. These communication efforts are intended to increase access to information, encourage participation in school activities and decision-making processes, and strengthen connections with all families, including those who are underrepresented. Through ongoing outreach and engagement, AUHSD seeks to foster a welcoming and supportive environment where all families have opportunities to contribute to student success and district improvement efforts.|Anderson Union High School District (AUHSD) has continued to strengthen partnerships among families, students, and school staff to support positive student outcomes. A key area of progress has been the district’s efforts to foster open communication and provide meaningful opportunities for family engagement in the educational process. District efforts to promote family involvement include parent-teacher conferences, advisory committees, surveys, informational workshops, and other outreach activities. These opportunities help families stay informed about student progress, school programs, and district initiatives while providing avenues for input and collaboration. Through these engagement efforts, AUHSD has expanded opportunities for families to participate in discussions related to student learning and school improvement. Feedback gathered from parents, guardians, and students helps inform district planning and decision-making, supporting a collaborative approach to meeting student needs and strengthening educational outcomes.|Anderson Union High School District (AUHSD) is committed to strengthening partnerships among families, community organizations, local businesses, and school staff to support positive student outcomes. The district recognizes that meaningful collaboration among educational partners contributes to a supportive learning environment and helps connect students to academic, career, and personal development opportunities. A primary area of focus for our district is increasing family engagement through ongoing communication and opportunities for participation in school and district programs. AUHSD strives to ensure that families have access to information, opportunities to provide feedback, and meaningful involvement in their students’ educational experiences. The district also continues to seek measures to expand partnerships with local businesses and community organizations to enhance student learning opportunities. These collaborative enterprises further support career exploration, work-based learning experiences, and access to resources that complement classroom instruction and student support services. Through these efforts, AUHSD aims to strengthen connections between schools and the community, promote shared responsibility for student success, and create opportunities that support student achievement and postsecondary readiness.|Anderson Union High School District (AUHSD) is committed to increasing engagement of underrepresented families in school programs and decision-making. The district recognizes that meaningful family engagement contributes to stronger partnerships and supports student success. To strengthen these partnerships, AUHSD will continue to expand outreach efforts and improve communication practices to ensure families have access to timely and relevant information. The district will provide information through multiple communication channels and, when appropriate, in languages accessible to families. These efforts are intended to reduce barriers to participation and increase opportunities for families to engage with schools and district initiatives. By fostering inclusive communication and creating opportunities for family involvement, AUHSD seeks to strengthen relationships with underrepresented families, increase participation in engagement activities, and ensure that family perspectives help inform district planning and continuous improvement efforts.|Anderson Union High School District (AUHSD) continues to strengthen its processes for gathering educational partner input to inform district and school decision-making. A key area of progress has been the district’s commitment to engaging a broad range of educational partners, including families, students, staff, and community members, to ensure that multiple perspectives are considered when evaluating programs, services, and district priorities. The district provides numerous opportunities for input through parent advisory committees, informational meetings, parent nights, surveys, focus groups, and other engagement activities. These opportunities support open communication and allow educational partners to share feedback regarding student needs, school programs, and district initiatives. In addition, AUHSD has also expanded the use of technology to increase access to engagement opportunities. Online surveys and digital communication platforms provide additional avenues for educational partners to participate and share their perspectives. Through these efforts, the district continues to strengthen stakeholder engagement and utilize feedback to support continuous improvement and informed decision-making.|Anderson Union High School District (AUHSD) is committed to strengthening educational partner engagement as part of its decision-making processes. The district recognizes the value of input from families, students, staff, and community members in identifying needs, evaluating programs, and informing district priorities. A primary area of focus is expanding opportunities for participation and increasing awareness of engagement activities. AUHSD will continue to utilize multiple communication methods to inform educational partners about opportunities to provide input through advisory committees, meetings, surveys, workshops, and other feedback processes. The district also seeks to enhance the effectiveness of its feedback systems by increasing opportunities for input and ensuring that stakeholder perspectives are reviewed and considered during planning and decision-making. In addition, AUHSD will continue to support staff and school leaders in implementing meaningful engagement practices that encourage participation and foster collaborative relationships with educational partners. Through these efforts, the district aims to strengthen stakeholder involvement, promote inclusive decision-making, and ensure that district actions and priorities reflect the needs and perspectives of the community.|Anderson Union High School District (AUHSD) is committed to increasing engagement with underrepresented families in school and district decision-making processes. The district recognizes the importance of ensuring that all families have opportunities to access information, provide input, and participate in discussions that affect student learning and school programs. To support this goal, AUHSD will continue to strengthen communication and outreach efforts by providing information through multiple channels and, when appropriate, in languages accessible to families. The district will utilize digital communication platforms, family outreach activities, surveys, meetings, and other engagement opportunities to increase access and participation. These efforts are intended to reduce barriers to engagement, strengthen relationships between families and schools, and create more opportunities for underrepresented families to share their perspectives. Through ongoing outreach and inclusive engagement practices, AUHSD seeks to ensure that family input helps inform district planning, decision-making, and continuous improvement efforts.|4|4|4|4|3|4|4|4|3|3|3|3|Met||2026-06-17|2026
45698564530333|Anderson New Technology High|3||||||||||||||||||||||Not Met|||2026
45698720000000|Bella Vista Elementary|3|BVESD strengths are building a positive and collaborative culture that supports students, teachers and family success. We have many opportunities throughout the year to build relationships with families. We have many platforms for our families and staff to regularly communicate, share, inform and meet. In addition, we have implemented Capturing Kids Hearts and a social emotional platform that includes communication to parents so that they know what the focus for their child is each month. Our parent surveys indicate that parents are happy with their opportunities to communicate with school personnel.|Based on the analysis of educational partner input and local data, we have a focus area of communicating academic data, as well as reengaging parent participation in school events.|Building relationships with our underrepresented families has been a focus for our school staff.  We have an interpreter, a behavior interventionist, and offered free summer camp to meet the needs of our population of students. In addition, we have offered conferencing, targeted interventions, tutoring, and free after school programs.|We have a rich history in building partnerships for better student outcomes. Data and input from our educational partners, have indicated that our staff provides the necessary support and feedback for their students.  Staff have provided additional tutoring, interventions and acceleration based on the students' needs. We have partnered with the After School Program and other local organizations to support our students both in school and within the community.  At our monthly board meetings, we also recognize support staff, teachers, and students. These partnerships create a positive climate for our students and their families. They truly feel supported within our small community. When schools and community organizations work together to support learning, everyone benefits.|We meet with our School Site Council, and in collaboration meetings to review student outcomes. Parent conferences are held once a year and progress reports are sent to parents to inform them of their student's progress on a regular basis. Annual surveys are distributed in the spring to inform our district and school plans. We communicate in a multitude of ways (newsletters, social media, emails, one-on-one phone calls, meetings, surveys, website, auto dialers, text) and educational partners continue to stress the need to improve communication, student attendance, and additional support for students.|Based on our local data and input from our educational partners, the district will improve engagement and involvement of families. We connect our at-risk families to local community resources.  Additionally, our school teachers and support staff consistently reach out to our families both virtually and in-person. Staff meets to review data and adjust instruction and target students based on individual need. Interventions and additional support, like summer camp, tutoring and small group instruction are just some of the strategies used to support student outcomes. We have also maintained a PE teacher, a full-time counselor, a Behaviorist, intervention staff and support staff positions.|Our school community believes in supporting families, and the whole child, to improve educational outcomes for our students.  We strive to ensure that all students meet or exceed grade level standards as well as develop self-worth and social responsibility within a safe, healthy, and nurturing school environment. We regularly seek input from our educational partners through School Site Council, staff meetings and surveys. These committees provide the opportunity to include our educational partners with the decision making process to improve student outcomes and overall school climate. Data and goals are set based on identified needs. Surveys are completed bi-annually to ensure we receive feedback from students, staff and parents in order to improve our overall school programs.|Using educational partner survey data and input from our decision making bodies, we will continue to provide weekly outreach phone messages, one-on-one meetings, school apps, texting, emails and monthly newsletter to engage all families.|We go out of our way to reach out to our underrepresented families by providing free after school care, free breakfast, second chance breakfast, free lunch, academic supports, interventions, community connect referrals, and reading/math labs.|5|5|4|4|4|4|4|4|4|4|4|4|Met||2026-06-10|2026
45698800000000|Black Butte Union Elementary|3|We have many opportunities throughout the year to build relationships with families. We have held in-person school gatherings that have been well attended. We have many platforms for our families and staff to regularly communicate, share, inform and meet. This said, our school app and website has been successful.  In addition, we have implemented the Second Step Social Emotional Learning program that includes communication to parents so that they know what the focus for their child is each month.  This year we also implemented Setting Limits and held a parent night for to train them on the program.  Our parent surveys indicate that parents are happy with their opportunities to communicate with school personnel.|Based on the analysis of educational partner input and local data, we have a focus area of communicating academic data, as well as, school events.  We continue to add new means of communication to our families.  Next year, we will be adding an app for attendance to make it easier for parents to respond to absences.|Building relationships with our underrepresented families has been a focus for our school staff.  We have offered summer school and held engagement events where food is offered for free. In addition, we have offered conferencing, targeted assistance and tutoring, plus free and/or reduced after school and before care programs. We connect our family to local resources using our Community Schools Coordinator. When necessary, some door-to-door transportation is provided to support our underrepresented families.|We are making strong efforts to build partnerships for better student outcomes. Using data and input from our Professional Learning Communities, we have targeted interventions and additional support for grades K-8.  Staff have provided additional tutoring (6-8), interventions, and acceleration based on the students' needs. We have partnered with the After School Program and other local groups to support our students both in school and within the community.  At our monthly board meetings, we also recognize support staff, teachers, students and families. Parent engagement nights are held throughout the year; Back to School Night and Open House are just some examples. Professional development is provided to our staff based on identified needs. Finally, our Community School Coordinators connect with our most at-risk students and families. These resources and services have improved student outcomes.These partnerships create a positive climate for our students and their families. They truly feel supported within our small community. When schools and community organizations work together to support learning, everyone benefits. Partnerships can serve to strengthen, support, and even transform individual partners, resulting in improved program quality, more efficient use of resources, and better alignment of goals and student outcomes.|We meet regularly with our School Site Council to review student outcome data and set goals/actions based on identified needs. Parent conferences are held annually and progress reports (Grades 6-8) are sent to parents to inform them of their student's progress. Annual surveys are distributed in the spring to inform our district and school plans. Student attendance, engagement, social emotional learning, interventions and explicit direct instructional strategies will be a focus in the next few years as evidence by our goals and actions throughout the LCAP.  We also would like to reengage our parents so that we can increase student achievement and stress the need to set high expectations for every student, every day.|Based on our local data and input from our educational partners, the district will improve engagement of underrepresented families using our Community School Coordinators and the Capturing Kids Hearts framework. The Community Coordinators connects our at-risk families to local community resources and sets individual goals with students.  Additionally, our teachers and support staff consistently reach out to our families. Staff meet regularly to review data and adjust instruction and target students based on the data. Interventions and additional support like summer camp, tutoring, and small group instruction are just some of the strategies used to support student outcomes. We have a part-time assistant superintendent to assist with plan development and state/federal guidance, a PE teacher, a counselor/psychologist, Special Education staff, and support staff positions throughout the district.|We regularly seek input from our educational partners through School Site Council, staff meetings, Parent Safety Committee and surveys. These committees provide our educational partners the opportunity to be part of the decision making process in order to improve student outcomes and overall school climate. Data and goals are set based on identified needs. Surveys are completed annually to ensure we receive feedback from students, staff and parents to improve our overall school programs.|We will continue to use surveys and engagement community discussions to improved our decision making. The surveys provide us with a quick way to receive input and gauge our educational partner interests, concerns, challenges and our successes. We also use School Site Councils and family engagement events to receive input from our families.|We strive to reach our most underrepresented families by seeking input through a variety of ways: surveys, parent engagement nights with student performances, displays and incentives provided, resource connections, School Site Council, attendance meetings, informal meetings with the principal, the teachers and support staff, community events, parent conferences, Back to School Night, Open House Night, IEP meetings, etc. The principal and executive assistant meets and greets families every day as they enter the campus. This interaction allows for informal feedback and positive relationship building.|3|4|3|3|4|3|3|4|3|3|4|3|Met||2026-06-12|2026
45699140000000|Cascade Union Elementary|3|We have many opportunities throughout the year to build relationships with families.  Currently, all school gatherings have been well attended.  We have many platforms for our families and staff to communicate, share, inform, and meet.  This said, our presence on social media and our website has been successful.  In addition, we have implemented SEL that includes communication with parents so that they know what the focus for their child is each month.  Our parent surveys indicate that parents are happy with their opportunities to communicate with school personnel, even during COVID.   Open House nights at each site this school year were very well attended.  We had a meal gathering, classroom gatherings, and several partners, such as Cal Fresh, City of Anderson, Project Share, and Cascade Summer Adventure Program, in attendance to help inform parents.|Based on the analysis of educational partner input and local data, we have a focus area of communicating academic progress, as well as, future school family engagement events.  This year family engagement has been excellent; especially Back -to -School Night and Open House.|Building relationships with our underrepresented families has been a focus for our school staff. We have hired an interpreter, a behavior interventionists, and offered free summer camps and free Project Share  during June . In addition, we have offered virtual conferencing, targeted interventions, tutoring, plus free after school programs.|"Cascade School District has a rich history in building partnerships for better student outcomes. Using data and input from our educational partners, they have indicated that our staff provides the necessary support and feedback for their students.  Staff have provided additional tutoring, interventions, and acceleration based on the students' needs. We have partnered with Capturing Kids Hearts, the After School Program, Teen Center, Ascend Program,  Anderson Parks and Rec, Anderson Police Department, Players Pizza, and other local businesses to support our students both in school and within the community.  At our monthly board meetings, we also recognize support staff, teachers, students, and families through our "" Recognition Agenda Item (Good Things).""  Additionally, we have a strong Parent Club at each of our school sites. Professional development is provided through our partnership with the Mountain Valley Education Consortium & County Office of Education. Finally, our Community School Coordinator position was added to connect with our most at-risk students and families. These resources and services have improved Student Outcomes. These partnerships create a positive climate for our students and their families. They truly feel supported within our small community. When schools and community organizations work together to support learning, everyone benefits. Partnerships can serve to strengthen, support, and even transform individual partners, resulting in improved program quality, more efficient use of resources, and better alignment of goals and student outcomes."|We meet regularly with our School Site Council, LCAP Committee, English Language Advisory Committee (ELAC), and District English Language Advisory Committee (DELAC), which includes our staff and community, to review student outcome data and set goals based on identified needs. Although we communicate in a multitude of ways (newsletters, social media, emails, one-on-one phone calls, meetings, surveys, autodialers, text), educational partners stress the need to improve communication, student attendance, and additional support for students. This summer, we will continue the free Cascade Adventure Summer Program.  We have partnered with the city of Anderson,  Project Share, and several helpful educators to bring a multitude of Expanded Learning Opportunities to our students and community.  In the past 2 years, CUESD has had teachers with 15 years or more experience complete projects instead of evaluations to engage students in family night for science and math, after-school science club at AMS, assessment preparation, and understanding for new teachers. leadership club and class for 3-8 grade students, & building capacity in Accelerated Reader with rewards for year-long activities.|Based on our local data and input from our educational partners, the district will improve engagement among underrepresented families through our Community Schools Coordinators, who connect at-risk families to local community resources.  Additionally, our school teachers and support staff consistently reach out to our families both through Parent Square and in person. Staff meet regularly to review data and adjust instruction accordingly.  Interventions and additional support, like summer school, tutoring, and small group instruction, are just some of the strategies used to support student outcomes. We have also added a part-time assistant superintendent to assist with plan development and state/federal guidance & grant writing, an Attendance Clerk at every school,  & Behavior Intervention Support staff.|We regularly seek input from our educational partners through School Site Council, staff meetings, LCAP Committee, English Language Advisory Committee (ELAC), and the District English Language Advisory Committee (DELAC).  These committees provide the opportunity to include our educational partners with the decision making process to improve student outcomes and overall school climate. Data and goals are set based on identified needs. Surveys are completed annually to ensure we receive feedback from students, staff and parents in order to improve our overall school programs.|Using educational partner survey data and input from our decision making bodies, we will continue to offer brief surveys as a focus area of improvement in order to seek input for decision making. The surveys provide us with a quick way to receive input and gauge our educational partner interests, concerns, challenges and our successes.|We strive to reach our most underrepresented families by seeking input through a variety of ways: surveys, incentives, parent engagement nights, resource connections, School Site Council, attendance meetings, LCAP Committee meetings, meetings with the principals, meetings with the teachers and support staff, DELAC/ELAC meetings, community events, parent conferences, Back to School Night, Open House Night, IEP meetings, etc.|4|4|4|5|4|5|4|5|4|4|4|4|Met||2026-06-11|2026
45699140135624|Tree of Life International Charter|3|Parents feel respected by school staff, teachers feel respected by parents and students. Growth in parent leadership and volunteers over the past several years has resulted in increased number of parents supporting and planning school events, helping in the classroom, and supporting teachers.|To provide additional parent trainings in various areas: Parent Square, supporting your child at home with Reading and math, training in classroom volunteering. We have an increased effort at informing parents and students about internet safety and use of social media. Parents requested and teachers offered High Dosage Tutoring for struggling students and will continue in 2026-27. School staff are focusing this year on more personalized contact with parents via phone calls, in person conversations, and individualized parentsquare messaging regarding individual students.|Maintaining the DELAC committee with officers and regular meeting times; Providing individual parent/teacher conferences twice a year; Día del Niño student celebrations with parent volunteers, Food Pantry parent leadership, Latino parent representation on TLC Board of Directors, school site council, and as Amigos Officers. Staffing: Bilingual attendance coordinator, health clerk, special education teacher, and counselor.|Multiple forms of communication with translation options, bilingual staff, parent square, in person and phone calls, SST meetings for individual goal setting; bilingual health clerk, bilingual reflection sheets that lead to restorative chats go home for parents to discuss with students, bilingual training offered in internet safety and sex education.|Scheduling and maintaining an annual family STEAM night, Family Reading Night, training in Restorative practices and parenting classes for parents, student led parent teacher conferences, staff focus on more personalized and targeted parent communication through phone calls, in person conversations, and individualized parentsquare messaging.|Maintaining our DELAC with Latino parent leadership--with a meal option for the family and childcare when there are evening meetings or trainings. Food Pantry run by Latino parents and open every other week to augment family food budget. Full public translation in the front for all school and parent meetings.|Monthly Coffee with the Principal and Monthly Amigos (parent club) meetings give parents opportunities to come and ask questions, share ideas, bring concerns, get informed, participate in task forces for school fundraisers and funraisers, and meet other parents. Dads and Donuts is parent led task force to help support with physical needs around campus and was impetus for beginning a chicken coop building project and now a woodshop class. Monthly DELAC committee meetings held in Spanish engage Spanish speaking parents in leadership and decision making.|Have regularly scheduled School site council and DELAC Meetings beginning in September and continuing throughout the school year. Hold regular parent volunteer meetings/Room Parent meetings and gather input from parents. Engage bilingual parents as members of the school board of directors, amigos leadership, school site council and classroom volunteers.|Tech Director will create a bilingual tutorial on how to use Parent Square that will be shown to all parents at TK/K Meet and Greet, Boo Hoo Breakfast and Back to School Night. All parents will know how to use the communication tool. Teachers will send weekly newsletters home and communicate regularly with parents. Every class will have 2 Room Parents (Sp and Eng speaking) to help with group and individual communication between the teacher and the class. Schedule Regular Room parent meetings with the parent volunteer coordinator. DELAC meetings will encourage more participation from Latino parents.|5|5|5|5|5|5|5|5|5|4|5|4|Met||2026-06-24|2026
45699220000000|Castle Rock Union Elementary|3|Based on educational partner feedback and local data, Castle Rock Union Elementary School District continues to demonstrate strong relationships between school staff and families. Families report feeling welcomed, valued, and informed through regular communication, school events, parent-teacher conferences, and opportunities to participate in school decision-making processes. The district maintains an open-door approach and encourages ongoing collaboration between families and staff to support student success.  The district has made progress in increasing family engagement through events such as Back-to-School Night, Open House, family learning activities, athletic events, and community celebrations. Families are regularly informed through newsletters, school communications, social media, and direct outreach from teachers and administration. The district also provides opportunities for educational partners to participate in surveys, Local Control and Accountability Plan (LCAP) development, School Site Council meetings, and other stakeholder engagement activities.  Local attendance, participation, and survey data indicate that families value the personalized environment and strong sense of community provided by the school. Due to the district’s small size, staff are able to build meaningful relationships with students and families, resulting in increased communication, trust, and collaboration. Educational partner feedback consistently highlights positive relationships with teachers and staff as a strength of the district.  The district will continue to strengthen family partnerships by expanding opportunities for engagement, increasing participation in decision-making processes, and maintaining clear and consistent communication with all families.|Based on educational partner feedback and local data, Castle Rock Union Elementary School District's primary focus areas for improvement in building relationships between school staff and families include increasing family participation in surveys, advisory groups, and school decision-making processes, as well as expanding opportunities for meaningful family engagement throughout the school year. While the district maintains strong personal relationships with families, participation rates in formal feedback opportunities and school committees can be improved to ensure all family voices are represented.  The district will continue to strengthen communication systems by providing timely, consistent, and accessible information regarding student progress, school programs, and district initiatives. Additional efforts will focus on increasing attendance at family engagement events, improving outreach to families who are less connected to the school, and creating more opportunities for two-way communication between educational partners and school staff.  The district will also work to increase family awareness of available academic, social-emotional, and extracurricular supports while seeking ongoing feedback regarding student needs and school climate. By expanding engagement opportunities and strengthening communication practices, the district aims to further enhance partnerships between families and staff to support positive student outcomes and foster a strong sense of community.|Castle Rock Union Elementary School District will improve engagement of underrepresented families by increasing personalized outreach, expanding communication methods, and creating additional opportunities for meaningful participation in school activities and decision-making processes. Educational partner feedback indicated that some families face barriers to engagement due to work schedules, transportation challenges, limited availability, or lack of awareness of engagement opportunities.  To address these barriers, the district will utilize multiple communication platforms, including phone calls, text messages, emails, newsletters, social media, and in-person conversations to ensure families receive timely and accessible information. The district will continue to offer flexible opportunities for participation, including surveys, family events, conferences, and stakeholder meetings scheduled at varying times to accommodate family schedules.  Staff will make intentional efforts to personally invite and encourage participation from families who have historically been less involved in school activities. The district will also seek feedback from underrepresented families to better understand barriers to participation and identify strategies that support stronger engagement. Through its small-school environment, the district is uniquely positioned to build individual relationships with families and provide personalized support when needed.  By increasing outreach, removing barriers to participation, and strengthening two-way communication, the district aims to ensure all families feel welcomed, valued, and included as partners in supporting student success and school improvement efforts.|Based on educational partner feedback and local data, Castle Rock Union Elementary School District demonstrates strong partnerships that support positive student outcomes. The district benefits from a close-knit school community where staff, families, students, and community organizations work collaboratively to support student success. Educational partners report positive relationships with school staff and appreciate the personalized attention students receive in the district’s small-school environment.  The district has made progress in building partnerships through regular communication with families, stakeholder engagement opportunities, School Site Council participation, LCAP development meetings, parent-teacher conferences, and family-centered school events. Staff work closely with families to monitor student academic progress, attendance, behavior, and social-emotional well-being. These collaborative efforts help identify student needs early and provide appropriate supports and interventions.  The district also maintains partnerships with community organizations, local agencies, and educational service providers to expand opportunities and resources for students. These partnerships support academic programs, expanded learning opportunities, student wellness services, extracurricular activities, and enrichment experiences that may otherwise be unavailable in a small rural district.  Local data and educational partner feedback indicate that students benefit from strong relationships among staff, families, and community members. The district continues to strengthen a culture of collaboration and shared responsibility for student achievement, attendance, engagement, and overall well-being. These partnerships contribute to a positive school climate and support the district’s goal of ensuring all students are prepared for future academic and personal success.|Based on educational partner feedback and local data, Castle Rock Union Elementary School District's primary focus areas for improvement in building partnerships for student outcomes include increasing family participation in academic support efforts, strengthening data-sharing practices with educational partners, and expanding community partnerships that directly support student achievement and well-being.  The district will continue to improve communication regarding student academic progress, attendance, and available support services so families can more actively participate in their child's educational success. Efforts will focus on helping families better understand student performance data, academic expectations, and intervention opportunities through regular communication, conferences, and engagement activities.  The district also seeks to increase participation in stakeholder groups, LCAP development, and school improvement discussions to ensure that decisions are informed by diverse educational partner perspectives. Additional outreach will be conducted to engage families who have historically participated less frequently in school activities and decision-making processes.  As a small rural district, access to resources can be limited. Therefore, the district will continue to pursue and strengthen partnerships with community organizations, local agencies, and regional educational providers to expand academic enrichment opportunities, student wellness supports, career awareness experiences, and extracurricular programs.  By strengthening collaboration among families, staff, and community partners, the district aims to improve student attendance, academic achievement, engagement, and social-emotional well-being while ensuring all students have access to the resources and supports necessary for success.|Castle Rock Union Elementary School District will improve engagement of underrepresented families by implementing targeted outreach strategies designed to increase participation in activities that support student achievement and well-being. Educational partner feedback and local data indicate that some families may face barriers to engagement due to work schedules, transportation limitations, communication preferences, or limited awareness of available opportunities and resources.  The district will utilize multiple communication methods, including phone calls, text messages, emails, newsletters, social media, and personal outreach, to ensure families receive timely and accessible information regarding student progress, school programs, and support services. Staff will make intentional efforts to connect with families who have historically participated less frequently in school activities, conferences, surveys, and decision-making processes.  To increase accessibility, the district will provide flexible opportunities for engagement through a variety of meeting formats, family events, surveys, and stakeholder input opportunities scheduled at different times throughout the year. The district will also seek direct feedback from underrepresented families to better understand barriers to participation and identify strategies that encourage meaningful involvement.  Additionally, the district will continue to connect families with academic, attendance, social-emotional, and community resources that support student success. Through personalized communication and relationship-building efforts, the district aims to ensure all families feel welcomed, informed, and empowered as partners in improving student outcomes. By strengthening engagement with underrepresented families, the district will foster greater collaboration between home and school and support equitable opportunities for all students.|As part of its initial implementation of the California School Dashboard Local Indicator for Seeking Input for Decision-Making, Castle Rock Union Elementary School District has established processes to gather feedback from educational partners and incorporate their perspectives into district and school decisions. The district's small size allows for frequent and meaningful communication between staff, families, students, community members, and the Board of Trustees.  Current strengths include an open and accessible decision-making process, regular opportunities for stakeholder participation through School Site Council meetings, Board meetings, Local Control and Accountability Plan (LCAP) engagement activities, surveys, parent-teacher conferences, and school events. Educational partners are encouraged to provide input regarding academic programs, school climate, student supports, and district priorities.  The district has made progress by increasing opportunities for stakeholder feedback and using educational partner input to inform planning, budgeting, and continuous improvement efforts. Feedback collected through surveys, meetings, and informal conversations has helped guide decisions related to student programs, expanded learning opportunities, school safety, and family engagement initiatives.  Local data and educational partner feedback indicate that stakeholders feel welcomed and valued when providing input. The district continues to foster a culture of transparency, collaboration, and shared responsibility by actively seeking feedback and communicating how stakeholder input influences district decisions. These efforts provide a strong foundation for continued growth and meaningful educational partner engagement in the decision-making process.|Based on educational partner feedback and local data, Castle Rock Union Elementary School District's primary focus areas for improvement in seeking input for decision-making include increasing participation in surveys and stakeholder engagement opportunities, ensuring broader representation of all educational partner groups, and strengthening communication regarding how stakeholder feedback influences district decisions.  While the district provides multiple opportunities for input through School Site Council meetings, Board meetings, LCAP engagement activities, surveys, and informal conversations, participation levels vary among families and community members. The district will focus on increasing outreach and engagement efforts to ensure that a greater number and diversity of stakeholders are represented in the decision-making process.  Additional efforts will be made to improve communication about district initiatives, priorities, and opportunities for input. The district seeks to increase awareness of engagement opportunities and make participation more accessible through multiple communication methods and flexible meeting formats. The district will also work to provide clearer feedback loops by sharing how stakeholder input is considered and incorporated into district planning and decision-making.  As the district continues implementation of this local indicator, it will focus on collecting meaningful feedback from families, staff, students, and community partners, particularly from groups that have historically been underrepresented in engagement activities. These efforts will help strengthen transparency, collaboration, and shared ownership of district goals and improvement efforts.|Castle Rock Union Elementary School District will improve engagement of underrepresented families in seeking input for decision-making by implementing intentional outreach strategies that increase awareness, access, and participation opportunities. Based on educational partner feedback and local data, the district recognizes that some families may participate less frequently in surveys, meetings, and decision-making activities due to barriers such as work schedules, transportation, limited communication access, or unfamiliarity with engagement opportunities.  The district will strengthen communication efforts by using multiple methods, including phone calls, text messages, emails, newsletters, social media, and personal outreach from staff, to ensure families receive information in a timely and accessible manner. Staff will make direct connections with families who have been less engaged and encourage their participation in LCAP development, School Site Council meetings, surveys, and other opportunities to provide feedback.  The district will also provide flexible opportunities for participation by offering varied meeting times, informal feedback opportunities, and family engagement events where input can be gathered in welcoming and accessible settings. Staff will seek to better understand barriers experienced by underrepresented families and use their feedback to improve engagement practices.  To strengthen transparency and trust, the district will continue communicating how family and community input is used to guide decisions related to programs, services, and school improvement efforts. Through intentional outreach, relationship-building, and increased accessibility, Castle Rock Union Elementary School District will work to ensure all families have meaningful opportunities to participate in decisions that impact student success.|4|5|5|5|3|3|4|4|4|3|3|3|Met||2026-06-11|2026
45699480000000|Columbia Elementary|3|We have many opportunities throughout the year to build relationships with families. School gatherings have been well attended.  We have many platforms for our families and staff to regularly communicate, share, inform and meet.  This said, our presence on our website has been successful.  In addition, we have implemented Social Emotional Learning (SEL) that includes communication to parents so that they know what the focus for their child is each month.  Our parent surveys indicate that parents are happy with their opportunities to communicate with school personnel.|Based on the analysis of educational partner input and local data, we have identified a focus area of communicating student academic progress to staff and families, as well as providing additional future school family engagement events. Positive Behavior Interventions and Supports at Mountain View Middle School. Our Preschool/Kindergarten programs and Mountain View Middle School received the Best of the North State honors while Columbia Elementary was a finalist for this recognition.  Parent survey results at both schools concerning positive relationships, communication and safety are consistently high; MVMS is a Gold level PBIS and behavior data is incredible.|Building relationships with our underrepresented families has been a focus area for our school staff. We go out of our way to reach out to our underrepresented families by providing Title I ELPAC meetings, free after school care, breakfast and lunch, opportunities and academic supports, and interventions. In addition, an Attendance Coordinator connects families to local resources, and reading/math labs.|We have a long history in building partnerships for better student outcomes. Using data and input from our educational partners, they have indicated that our staff provides the necessary support and feedback for our students.  Staff has provided additional tutoring, interventions and acceleration based on students' needs. We have partnered with the After School Program and other local businesses to support our students both in school and within the community.  We also recognize support staff, teachers, students and families. Parent engagement nights are held throughout the year; Back to School Night, and Open House are just some examples.  Additionally, we have very collaborative Parent Clubs. Professional development is provided to our staff based on identified needs. These resources and services have improved student outcomes. These partnerships create a positive climate for our students and their families and help them feel supported within our small community. When schools and community organizations work together to support learning, everyone benefits. Partnerships can serve to strengthen, support, and even transform school programs resulting in improved program quality, more efficient use of resources, and better alignment of goals and student outcomes.|We meet regularly with our School Site Council and the LCAP is a standing agenda item on every board agenda to review student outcome data and set goals/actions based on identified needs. Parent conferences are held  and progress reports are sent to parents to inform them of their child's progress. Annual surveys are distributed in the spring to assess our district and school plans. Although we communicate in a multitude of ways (newsletters, emails, one-on-one phone calls, meetings, surveys, website, auto dialers, text), educational partners stress the need to continue to improve student attendance and provide additional support for students.|Based on our local data and input from our educational partners, the district will continue to use School Attendance Review Teams and the School Attendance Review Board to connect our at-risk families with local community resources and sets individual goals with students.  Additionally, our teachers and support staff consistently reach out to our families to provide additional support. Staff meet regularly to review data and adjust instruction and target students based on the data. Interventions and additional support like summer school, tutoring, and small group instruction are just some of the strategies used to support student outcomes. We also have a vice principal, nurse, counselors, Special Education staff, and support staff positions that provide additional support to students.|We are a tight-knit community that supports families and the whole child.  We strive to ensure that all students meet or exceed grade level standards as well as develop self-worth and social responsibility within a safe, healthy, and nurturing school environment. We regularly seek input from our educational partners through School Site Council, staff meetings, and annual surveys. These committees provide the opportunity to include our educational partners with the decision making process to improve student outcomes and overall school climate. Data and goals are set based on identified needs. Surveys are completed annually to ensure we receive feedback from students, staff and parents in order to improve our overall school programs.|Using educational partner survey data and input from our decision making bodies, we will continue to provide weekly outreach phone messages, one-on-one meetings, emails and monthly newsletter to engage all families. We will continue to offer brief surveys as a focus area of improvement in order to seek input for decision making. The surveys provide us with a quick way to receive input and gauge our educational partner interests, concerns, challenges and our successes. Additionally, the number of responses from parents at the Mountain View Middle School increased significantly and the positive results also increased.  The district is considering beginning a social media presence.|We strive to reach our most underrepresented families by seeking input through a variety of ways: annual surveys, incentives, parent engagement nights, resource connections, School Site Council, Title I English Learner meetings, attendance meetings, LCAP feedback meetings with the principals, meetings with the teachers and support staff, community events, parent conferences, Back to School Night, Open House Night, IEP meetings, etc. We have recently added an ELOP Coordinator and are making plans to significantly improve our program; making it more academic, more engaging, and more structured non-curricular activities.|5|5|4|5|5|4|5|4|5|4|5|5|Met||2026-06-22|2026
45699480134122|Redding School of the Arts|3|"RSA continues to prioritize strong, positive relationships between school staff and families, recognizing that meaningful family engagement is essential to student success. One of the school's greatest strengths is the variety of opportunities provided throughout the year for families to connect with teachers, staff, and the broader school community both on campus and through school-sponsored events.  As part of the annual parent survey, 83 families provided feedback regarding their participation in school activities and events. Survey results demonstrate strong family engagement across multiple opportunities:  Before School Meet and Greet – 81.82% Moon Festival – 71.43% Back to School Night – 83.12%  Open House –46.75%  PTC-Sponsored Skate Night – 46.75%  Volunteered in Child's Classroom/Library – 45.45%  Chaperoned or Drove for a Field Trip – 63.64% Theme Day Volunteer – 48.05%  These participation rates reflect the strong partnerships RSA has developed with families and the school's ongoing efforts to create welcoming and inclusive opportunities for engagement. Survey results also indicate that families value the opportunities provided to participate in their children's education. In response to the statement, ""There are sufficient opportunities for family involvement,"" 91.03% of respondents agreed, 6.41% were neutral, and only 2.56% disagreed. RSA's commitment to fostering two-way communication, creating welcoming environments, and providing meaningful opportunities for participation continues to strengthen relationships between families and school staff. These efforts have contributed to a culture of trust, collaboration, and shared responsibility for student success."|While RSA continues to demonstrate strong family engagement and communication practices, we remain committed to strengthening and expanding opportunities for meaningful connections between families and school staff. Survey results indicate that 86.59% of families agree that school staff maintain regular and open communication, while 11% responded neutral and 2.44% disagreed. Although these results are positive overall, RSA recognizes the importance of continually refining communication practices to ensure all families feel informed, connected, and engaged. To build upon this strength, RSA will continue enhancing communication  through multiple platforms, including Parent-Square, school newsletters, social media, and an updated school website. These tools provide families with timely information and multiple avenues for two-way communication with staff. RSA will also continue to expand opportunities for family involvement in both classroom activities and school-wide events that reflect the unique culture of the school, including field trips, performances, cultural celebrations, and volunteer opportunities. During the 2025–2026 school year, RSA introduced Parent Community Nights as a new family engagement initiative. These monthly events provided parents with opportunities to participate in arts-based learning experiences while students engaged in supervised enrichment activities. The program was highly successful and received positive feedback from families, creating additional opportunities for relationship-building, community connection, and meaningful engagement with school staff. Moving forward, RSA will continue seeking family input and exploring innovative ways to strengthen partnerships that support student success and foster a strong sense of community.|Based on educational partner input and local data, RSA will continue to strengthen engagement with underrepresented families, particularly families of English Learners and students with disabilities, by expanding inclusive practices within its existing family engagement efforts. The school will enhance communication and outreach strategies to ensure all families receive timely, accessible information and feel welcomed and encouraged to participate in school activities, including Meet and Greet events, Back-to-  School Night, student-led conferences, performances, and other  community-building opportunities. RSA will also continue to refine its Multi-Tiered System of Supports (MTSS) processes to promote meaningful family participation in the identification, planning, and monitoring of academic, behavioral, and social-emotional supports for students. Through collaborative meetings, regular communication, and intentional outreach, families will have increased opportunities to share their perspectives and contribute to decisions affecting their children's educational experiences.  Additionally, RSA will continue to seek feedback from underrepresented families to better understand barriers to participation and identify strategies that foster greater inclusion and belonging. These efforts are intended to strengthen trust, increase family engagement, and ensure that all families feel valued as essential partners in supporting student success.|RSA's strong sense of community and family-centered culture serve as key strengths in building effective partnerships that support student outcomes. The school actively seeks and values input from educational partners, fostering a collaborative environment in which families, staff, students, and community members share responsibility for student success. A particular strength of RSA is its proactive approach to academic, behavioral, and social-emotional support through a well-established intervention system.  Families are engaged early in the process and are viewed as essential partners in identifying student needs, developing support plans, and monitoring progress. Through regular communication, collaborative problem-solving, and MTSS processes, RSA works closely with families to ensure students receive the support necessary to succeed. RSA also provides numerous opportunities for meaningful family involvement through  mission-driven activities, performances, volunteer opportunities, cultural events, conferences, and school-wide programs. These experiences strengthen partnerships between home and school while reinforcing the shared commitment to student achievement, engagement, and well-being. As a result, RSA continues to sustain a positive school climate where strong family-school partnerships contribute directly to improved student outcomes.|Based on educational partner feedback and local data, RSA's focus for continuous improvement is to further strengthen family participation in school activities and decision-making processes that support student success. While family engagement remains a significant strength, the school will continue to expand opportunities for meaningful involvement and remove barriers that may limit participation for some families. RSA will encourage increased family engagement through classroom volunteering, attendance at assemblies and performances, field trip chaperoning, participation in student showcases, theme days, and family-oriented evening events. The school will also continue promoting active involvement in both the Parent Teacher Club (PTC) and Theater Booster Club, recognizing the important role these organizations play in supporting student programs and strengthening school-home partnerships. Additionally, RSA will continue to communicate the value of family engagement and provide flexible opportunities for participation that accommodate diverse family schedules  and interests. Research consistently demonstrates a strong connection between family involvement and positive student outcomes, including improved academic achievement, attendance, engagement, and school connectedness. By increasing opportunities for meaningful participation, RSA aims to further strengthen partnerships that contribute to student success and a positive school culture.|Based on educational partner input and local data, RSA will continue to strengthen engagement with underrepresented families, including families of English Learners and students with disabilities, by fostering meaningful partnerships that support student success. The school will work to ensure that communication is accessible to all families by providing translated documents and interpretation services when available and appropriate. RSA will also continue to create opportunities for families to share their perspectives, celebrate diverse cultures, and participate in school events and activities that promote inclusion and belonging. Through ongoing outreach, relationship-building efforts, and regular opportunities for feedback, the school seeks to establish sustainable partnerships with families whose voices may be underrepresented in traditional engagement opportunities. Additionally, RSA will continue to encourage participation in student support meetings, school committees, family engagement events, and other collaborative processes that contribute to positive student outcomes. By strengthening communication, increasing access, and valuing diverse perspectives, RSA aims to ensure that all families feel welcomed, respected, and empowered as partners in their children's education.|RSA continues to demonstrate a strong commitment to inclusive and meaningful stakeholder engagement by providing multiple opportunities for families, students, staff, and community members to participate in school decision-making processes. A key strength of the school is its collaborative culture, where educational partner input is actively sought, valued, and used to inform schoolwide planning and continuous improvement efforts. RSA maintains a robust network of educational partner groups, including the Parent Teacher Club (PTC), Theater Booster Club (TBC), certificated and classified staff, teacher leadership teams, administration, Governing Board members, and student representatives in grades 4–12. These groups play an important role in reviewing school initiatives, identifying areas of need, and contributing to the development of goals and priorities, including those outlined in the Local Control and Accountability Plan (LCAP). To increase accessibility and participation, RSA offers multiple avenues for engagement, including in-person meetings, virtual participation options, surveys, and committee membership opportunities. Families are encouraged to participate in advisory and decision-making bodies related to curriculum adoption, school safety, LCAP development, school finance, and governance. In addition, the PTC and TBC continue to serve as strong parent-led organizations that support school programs while providing meaningful opportunities for family leadership and input. RSA is committed to ensuring that diverse perspectives are represented in decision-making processes and continues to seek feedback from all educational partners, including underrepresented groups within the school community. These ongoing efforts have strengthened transparency, collaboration, and shared ownership of school initiatives, contributing to a positive school culture and improved outcomes for students.|Based on educational partner feedback and local data, RSA's focus for continuous improvement is to further expand and strengthen opportunities for meaningful stakeholder participation in decision-making processes.  While the school has established strong systems for gathering input, RSA will continue working to increase participation from a broad range of educational partners and ensure that all voices are represented in school planning efforts. RSA will continue utilizing its various educational partner groups, including families, students, staff, the Parent Teacher Club, Theater Booster Club, leadership teams, and Governing Board committees, to review data, identify priorities, and provide input on the development and refinement of LCAP goals, actions, and services. The school will also continue to enhance communication regarding opportunities for participation and seek feedback through surveys, meetings, and advisory groups. By maintaining a transparent and collaborative approach to decision-making, RSA aims to strengthen stakeholder ownership of school initiatives and ensure that school goals and priorities reflect the needs, perspectives, and aspirations of the entire school community.|Based on educational partner input and local data, RSA will continue to strengthen the engagement of underrepresented families in school decision-making processes by increasing access to participation opportunities and removing potential barriers to involvement. The school will provide translated materials and communication when feasible, offer a variety of meeting times, and utilize multiple participation formats, including in-person meetings, virtual options, and surveys, to accommodate the diverse needs of families. RSA will make intentional efforts to encourage participation from families of English Learners, students with disabilities, and economically disadvantaged students by providing targeted outreach and invitations to advisory groups, focus groups, committees, and other stakeholder engagement opportunities.  The school will continue to seek feedback from these families regarding school programs, policies, and priorities to ensure their perspectives are represented in planning and continuous improvement efforts. By fostering inclusive participation and creating multiple pathways for engagement, RSA aims to strengthen partnerships with underrepresented families and ensure that decision-making processes reflect the diverse voices and experiences of the entire school community.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-11|2026
45699480139543|Shasta View Academy|3|SVA has been successfully partnering with families to educate their children for 26 years. The school’s personalized learning/independent study learning model is uniquely dependent on the establishment of long-term relationships between the assigned SVA Teacher and the student’s family as well as the secondary relationships with the school’s educational specialists (math, reading, writing and science), high school coordinator, special education staff, and administration.   SVA’s strengths and progress building relationships between school staff and families include the following: Highly qualified general education teachers who support families throughout a student’s educational journey (grades TK-12).  Daily communication opportunities between parents and staff via in person meetings, phone, text, and emails. Clean safe resource centers provide special education services, supplementary classes, and access to the school libraries.  Supplementary classes offered in person and virtually in math, writing, and science for every grade level. Highly qualified special education service providers. Parent orientations and trainings aimed at assisting parents with daily instruction in the home. A strong professional development program for all staff members. Use of a school-wide communication system to share information about important information, activities and events, parent meetings, and school board/Advisory Council meetings.|SVA staff has identified better communication and opportunities for staff to interact with school staff as a focused area of improvement for the 2026-2027 school year.    In order to address the identified need, the school will initiate the following actions: Continue offering parent workshops that support student learning and academic growth specifically in math, reading, writing, and science. Offer an increased number of field trips and school-wide events that facilitates staff and family engagement. Plan and offer a minimum of three social events focused on building relationship between school staff and families (Back to School Bash, Parent Connect Events).|Through analysis of survey data, SVA has identified the following areas of focus to improve engagement with underrepresented families: Provision of internet hotspots to improve communication and access to educational resources for families that do not have reliable internet. Staff training in SEL and Trauma Informed Practices. Improved support to families in rural communities that have limited access to support services. Staff training and support in the use of protocols to increase student oversight and interaction when students are struggling or not making adequate progress with curriculum and assignments. The continued development of a strong RTI program that includes identification of struggling students and intervention strategies aimed at academic improvement and support.   Parent training to include Supportive Strategies and Student Growth Plans, Reading Strategies, Successful Math Practices, Effective Use of Curriculum, Explicit Direct Instruction, Monitoring Student Academic Growth Plans, and Differentiated Instruction.|SVA’s long-term success is a byproduct of the school’s ability to build and maintain successful partnerships aimed at student achievement. SVA parents who school their children at home benefit from a wide array of school and community partnerships that include the following:   SVA General Ed Teachers dedicated to facilitating a personalized learning program for each student. SVA Academic Specialists (Math, Reading, Writing, Science, CTE) provide secondary support to students in the form of assessment, instruction, tutoring, and curriculum guidance. SVA High School Coordinator provides academic counseling, support, and expertise to HS students and staff. Experienced SVA administrative staff dedicated to school-wide success. A strong Special Ed staff provides instruction and support to students with IEPs. Support and expertise available through our special education partner, the El Dorado Charter SELPA. A strong relationship with local community colleges providing concurrent and dual enrollment to SVA students. A wide array of extracurricular/enrichment opportunities available through SVA’s Enrichment Partner program. Community partners who offer field trip opportunities (local businesses, performing arts centers, community organizations, natural resource agencies, community service providers, and trade schools).   Staff and parent training offered by County Offices of Education, charter advocacy organizations, and private vendors.  Community business partners providing internships to SVA HS students. Access to community partners who offer mental health support and services.   Parent and staff access to information about legal rights offered by the school’s legal counsel, well trained staff members, a thorough set of board policies, a Parent-Student Handbook, a High School Handbook, and access to the school’s SELPA website.|The following actions will be implemented in the 26-27 school year to build partnerships for student success:  Continue to maintain an accessible curriculum center in Shasta County. Increase the number of businesses and organizations providing internships to SVA High School students. Expand the list of Enrichment Partner opportunities for students in all counties of service. Expand the number of field trips offered in the outlying counties of service.   Improve and maintain the school’s website. Continue to add business/trade partners looking for students to feed into their workforce.|SVA will improve engagement with underrepresented families in relation to building partnerships through the following actions: Distribute school handbooks and notifications in languages other than English for non-English speaking families. Provide hotspots for internet connectivity to help students access their teachers and SVA virtual classes. Provide bus passes for students attending community college, school events, and Enrichment Partner opportunities. Continue to improve networking opportunities for special education students and families.|SVA staff sought input regarding school plans and decisions from parents and guardians throughout the 2025-2026 school year using the following methods: SVA Teacher/Parent Meetings – SVA Teachers share information about school policies, programs, and school leadership opportunities.  Parent/Teacher communication also creates an opportunity to gather information from families to help direct school policy, goals, and action items. Advisory Council: The SVA Advisory Council includes 3 parents, 2 high school students and 2 staff members. The group meets a minimum of four times per year and is key to school planning and important decisions made throughout the year.  All meetings are open to the public and all community partners are invited to attend. Board of Directors: The SVA, Inc. Board of Directors includes 5 parents. The board oversees school program planning, policies, and budget.  The board meets on a monthly basis.  All meetings are open to the public and school stakeholders are invited to attend. LCAP: SVA included all educational partners in the process to create and implement SVA’s LCAP.  LCFF priorities were addressed in the established goals and information and feedback were gathered using annual surveys.  February 2026 surveys were created for parents, high school students, students grades 5-8, and staff members.  Survey questions were tailored to the values important to our school, families, and community.  Information gathered in the surveys was key to the evaluation of school success in meeting goals, fulfillment of action items, and program decisions made for the 2025-2026 school year.  SVA's 2026 parent survey results indicate that 96% of parents agree that they have opportunities to participate in our school's decision-making process.|SVA will focus on the following actions in the 2026-2027 school year to improve the methods to seek input for school decision making: Continue using Parent Square to notify educational partners about Advisory Council meetings by posting agendas in a timely manner. Continue using Parent Square to notify educational partners about School Board meetings by posting agendas in a timely manner. Provide virtual (Zoom) access to SVA Advisory Council and School Board meetings in order to encourage meeting participation from educational partners unable to attend meetings in person. Post School Board and Advisory Council agendas and meeting minutes on the school website. Continue to have teachers inform parents of ways to serve on the advisory council and board at learning period meetings.|SVA staff will improve engagement with underrepresented families when seeking input for decision making by offering the following:   Hotspots for internet access so that families can participate in meetings virtually and complete online surveys. Provision of school Chromebooks to help families communicate with school leaders and staff. Zoom access to Advisory Council and Board of Director meetings to reduce travel expenses. Zoom access to IEP/504 meetings.  Transportation assistance for meeting participants.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-09|2026
45699480141580|Phoenix Charter Academy College View|3|The strength of the educational program at PCACV is the relationships between school staff and families. Teachers at PCACV offer a personalized, high-quality, standards based education which utilizes a wide variety of learning options using multiple learning modalities to meet the needs of each student. Students have the support and accountability of a teacher of record that meets with students and families every two to three weeks. During these meetings, students receive one-on-one tutoring if necessary, and parents benefit from a parent-teacher conference-not just once per year, but on a regularly scheduled basis. In addition, teachers are available throughout different times of the day, such as before and after school. Communication is also key to building relationships with families, and PCACV sends out a monthly newsletter and regular emails with announcements. We also communicate via Facebook, via text, as well as postings on our website.|Based on input and local data, PCACV has determined that the focus areas for improvement in building relationships between school staff and families are surveys and communication. Although the school has many things in place for communication, including website, email, social media, newsletter, and face to face meetings, survey results indicate this remains an area of improvement. Survey participation was found to be low, so we have contracted with PARSEC to help create and distribute the surveys, as well as to analyze the data. This is critical in order to obtain necessary feedback. PCACV staff determined that there is a need for coordinated family and staff events. As a result, several events are to be scheduled.|PCACV works to improve engagement of underrepresented families by ensuring they have Internet access and devices. We also provide breakfast and lunch to the students which allows for time in which parents to come in with their children. There is also a concentrated effort by teachers working together on behalf of a student. PCACV's Staff members also provide assistance when families need school paperwork explained and completed. All meetings are offered via Zoom to provide full access for input from all stakeholders independent upon their ability to attend meetings in person.|The key to PCACV's Personalized Learning method is the relationship between the student, the parent(s) or guardian(s), and the student’s TOR. This learning team meets often, depending on student need. The team creates a personalized learning plan that is appropriate to the goals and needs of the student, and evaluates the achievement of the student during the school year. The students of Phoenix Charter Academy College View are offered every opportunity to achieve their learning goals. To facilitate this, we provide access to a variety of innovative curriculum options and resources. All approved learning programs are designed to adhere to the educational standards of Phoenix Charter Academy College View and the State of California. Additionally, the Student/Parent Handbook is available on the school website.|The focus areas for improvement in building partnerships for student outcomes is by clearly defining expectations for both students and parents and improving access of supports for both students and parents.|PCACV will improve engagement of underrepresented families by meeting with students and families more often. Increased communication, ensuring that families understand assessment results so that they understand the need for support.|Stakeholder engagement has always been a critical component of the educational program of PCACV and without it the school would not be successful. Teachers, classified staff, and administration work with board members, parents, and students on a regular basis. The PCACV Advisory board meets monthly and reports to the school director and the board. In addition there are parent and student surveys used to collect data, as well as regularly schedule family meetings. A civics class has been started and this has led to student attendance at the board meetings to provide student input. The PCACV Governing Board meets monthly with Zoom access for those who can not attend in person. This makes it easier for those with children, transportation issues, or disabilities to attend and have public comment and input. Staff meetings, including teachers, administrators, and classified staff are partly devoted to the development and update of the LCAP. In addition WASC committees continue to meet to address findings and to make suggestions for improvements.|PCACV's focus areas for improvements in seeking input for decision-making are to revise the current survey and ensure it is given during the academic year and to increase the number of parents attending advisory council meetings.|PCACV will improve engagement of underrepresented families in several ways. All announcements, including workshops and meetings are posted on the school website, which then has the capability to translate text to different languages. In addition all meetings are able to be Zoom or Google Meets in order to ensure accessibility to all families. Frequent phone calls are made to check in and offer assistance, when families need extra support.|5|5|5|5|5|5|5|5|4|4|4|4|Met||2026-06-09|2026
45699550000000|Cottonwood Union Elementary|3|We have many opportunities throughout the year to build relationships with families. We have many platforms for our families and staff to regularly communicate, share, inform and meet. This said, our presence on social media and our website has been successful.  In addition, we have implemented social emotional learning that includes communication to parents so that they know what the focus for their child is each month. Our parent surveys indicate that parents are happy with their opportunities to communicate with school personnel.|Based on the analysis of educational partner input and local data, we have a focus area of communicating academic progress, as well as, future school family engagement events.|Building relationships with our underrepresented families has been a focus for our school staff. We go out of our way to reach out to our underrepresented families by providing free after school care (with a sliding scale), breakfast and lunch, academic supports, interventions, Attendance Clerk that connects families to local resources, and reading/math labs.|We have a rich history in building partnerships for better student outcomes. Using data and input from our educational partners, they have indicated that our staff provides the necessary support and feedback for their students.  Staff have provided additional tutoring, interventions and acceleration based on the students' needs. We have partnered with the After School Program to support our students both in school and within the community.  At our monthly board meetings, we also recognize support staff, teachers, students and families. Parent engagement nights are held throughout the year; Back to School Night, the Christmas Program, and Open House are just some examples.  Additionally, our Parent Club continues provide support for our students and the schools. Professional development is provided to our staff based on identified needs. Finally, our Attendance Clerk and Counselor connect with our most at-risk students and families. These resources and services have improved student outcomes. These partnerships create a positive climate for our students and their families. They truly feel supported within our small community. When schools and community organizations work together to support learning, everyone benefits. Partnerships can serve to strengthen, support, and even transform individual partners, resulting in improved program quality, more efficient use of resources, and better alignment of goals and student outcomes.|We meet regularly with our School Site Council to review student outcome data and set goals/actions based on identified needs. Parent conferences are held annually and progress reports are sent to parents to inform them of their student's progress. We have additional parent conferences when needed. Annual surveys are distributed in the spring to inform our district and school plans. Although we communicate in a multitude of ways (newsletters, social media, emails, one-on-one phone calls, meetings, surveys, website, school app, auto dialers, text), educational partners stress the need to improve communication, student attendance and additional support for students. We added a new website and school app to make it easier to communicate and connect families.|Based on our local data and input from our educational partners, the district will improve engagement of underrepresented families using our Counselor. The Counselor connects our at-risk families to local community resources and sets individual goals with students. Additionally, our school teachers and support staff consistently reach out to our families both virtually and in-person. Staff meet regularly to review data and adjust instruction and target students based on the data. Additional support like summer school, tutoring, and small group instruction are just some of the strategies used to support student outcomes. We continue to maintain Special Education staff, a school psychologist, two speech teachers, two intervention teachers, two home school teachers, and support staff positions throughout the district.|We are a tight-knit community that supports families and the whole child. We strive to ensure that all students meet or exceed grade level standards as well as develop self-worth and social responsibility within a safe, healthy, and nurturing school environment. We regularly seek input from our educational partners through School Site Council, staff meetings, and surveys. These committees provide the opportunity to include our educational partners with the decision making process to improve student outcomes and overall school climate. Data and goals are set based on identified needs. Surveys are completed annually to ensure we receive feedback from students, staff and parents in order to improve our overall school programs.|Using educational partner survey data and input from our decision making bodies, we will continue to provide weekly outreach phone messages, one-on-one meetings, school app, emails and monthly newsletter to engage all families. We will continue to offer brief surveys as a focus area of improvement in order to seek input for decision making. The surveys provide us with a quick way to receive input and gauge our educational partner interests, concerns, challenges and our successes.|We strive to reach our most underrepresented families by seeking input through a variety of ways: surveys, incentives, parent engagement nights, resource connections, School Site Council, attendance meetings, LCAP Committee meetings, meetings with the principals, meetings with the teachers and support staff, community events, parent conferences, Back to School Night, Open House Night, IEP meetings, family engagement nights, etc.|5|5|5|5|4|5|5|5|5|5|5|5|Met||2026-06-24|2026
45699550121640|Cottonwood Creek Charter|3|Cottonwood Creek's strengths are building a positive and collaborative culture that supports students, teachers and family success. We have many opportunities throughout the year to build relationships with families. We have many platforms for our families and staff to regularly communicate, share, inform and meet. Our parent surveys indicate that parents are happy with their opportunities to communicate with school personnel.|Based on the analysis of educational partner input and local data, we have a focus area of improving parent participation in school events, parental input for new electives, and increasing parent participation in our annual surveys.|Building relationships with our underrepresented families has been a focus for our school staff. We will continue our monthly check-ins between teachers and their families and we will continue to offer targeted interventions, tutoring, and a variety of after school elective programs.|We have a rich history in building partnerships for better student outcomes. Using data and input from our educational partners, they have indicated that our staff provides the necessary support and feedback for their students. Staff have provided additional tutoring, interventions and acceleration based on the students' needs. We have partnered with our After School Elective Program to support our students both in school and within their electives. Our school model of independent study with site based classes allows for monthly check-ins between staff and all families. This model has kept our attendance rate over 98% for many years. Our educational model creates a positive climate for our students and their families. They truly feel supported within our small community.|Monthly check-ins and progress reports allow our parents to be informed of their student's progress. Annual surveys are distributed in the spring to inform our school plans. We also communicate in a multitude of ways that include newsletters, social media, emails, one-on-one phone calls, meetings, surveys, website, and auto dialers.|Our school model of small class sizes, monthly check-ins, and frequent school to home communication has especially benefitted underrepresented families. Amazingly, the students from underrepresented families are outperforming students that are not from underrepresented families on state testing.|"We are a tight-knit community that supports families. Our school motto is ""Working Together With Families."" We strive to ensure that all students meet or exceed grade level standards as well as develop social responsibility within a safe, healthy, and nurturing school environment. We regularly seek input from our educational partners through informal parent conferences, monthly check-ins, and parent surveys."|Using educational partner survey data and input from our decision making bodies, we will continue to provide outreach phone messages, one-on-one meetings, school apps, texting, emails and monthly newsletter to engage all families.|We go out of our way to reach out to our underrepresented families by providing free and low cost after school elective classes, lunch, breakfast, academic supports, and interventions.|5|4|3|4|4|4|4|3|4|3|3|4|Met||2026-06-15|2026
45699710000000|Enterprise Elementary|3|Enterprise Elementary School District provides ongoing training in building trusting relationships. Two-way communication is offered through digital platforms, forums and meetings, parent advisory committees, and conferences. A Spanish interpreter is present at all meetings where interpretation is deemed necessary.|Enterprise Elementary School District wants to continue to improve in learning about each family's strengths, cultures, languages, and goals for their students.|The district will improve engagement with underrepresented families by offering more parent education opportunities and providing more formats of communication, including an increase in social media, videos, podcasts, and parent engagement opportunities|The district offers multiple avenues for meeting with parents to support student learning beyond parent conferences twice a year. Educational Partners attend a yearly Educational Partners meeting to give input, and Site Councils meet regularly to review data and give input at a site level. Two-way communication through a digital platform gives staff and families direct access to communicate regarding student outcomes.|The district needs to provide staff with greater professional development on partnering with families, as there are diverse needs across the district.|The district will improve in using creative measures and formats to communicate and build partnerships with families for their students’ outcomes.|The district maintains advisory groups and provides training for its members. These groups provide input on decisions. Each school site develops unique family engagement activities supported by LCAP funds. Regular communication cadences are developed at each site.|The district can continue to focus on exploring more creative mediums of two-way communication to receive more input.|The district will attempt to improve the engagement of underrepresented families by incentivizing district-sponsored events to seek input.|5|5|4|5|4|5|5|5|5|5|5|4|Met||2026-06-10|2026
45699710135848|Redding Collegiate Academy|3|RCA builds trusting relationships with its educational partners by modeling communication practices from Capturing Kids' Hearts and Leader in Me, both of which have been adopted and fully implemented by our LEA. These practices are consistently evident in parent-teacher-student meetings, School Site Council meetings, TK–12 classrooms, staff interactions, and communications with the broader community. RCA’s strong relational culture has had a meaningful impact on the learning community, as reflected in positive student engagement and growth in both social-emotional development and academic achievement.|RCA will continue strengthening full implementation and long-term sustainability through ongoing reflective practices that include analyzing communication experiences, reflecting on outcomes, evaluating the effectiveness of interactions, integrating new learning into practice, collaboratively reviewing strategies, and documenting effective practices for continued growth. These systemic practices are embedded across all forms of communication and support meaningful engagement with students, staff, families, and community partners.|RCA will continue to provide equitable communication and engagement opportunities for all educational partners through parent-teacher-student conferences offered both in person and virtually; newsletters; digital communication platforms; the school website; social media platforms including Instagram, Facebook, and YouTube; the school digital reader board; telephonic messaging systems; and both virtual and on-site engagement opportunities.|RCA is a homeschool charter school in which staff work with families to develop a personalized learning plan tailored to their child’s educational needs and goals. Ongoing training and support are provided to assist parents in effectively using instructional materials and teaching academic content. In addition, the school provides access to counseling services, community resource referrals, and partnerships with organizations such as the Employment Development Department to support families beyond the classroom.|RCA will continue to provide staff with regular professional development in partnering with families.|RCA will continue to improve in using creative measures and formats to communicate and build partnerships with families for their students’ outcomes.|RCA maintains advisory groups and provides training for its members. These groups provide input on decisions. RCA develops unique family engagement activities supported by LCAP funds.|RCA has a very stout system of 2 way communication. As described earlier.|RCA, along with EESD,  will attempt to improve the engagement of underrepresented families by incentivizing district-sponsored events to seek input.|5|5|5|5|5|5|5|4|5|5|4|5|Met||2026-06-10|2026
45699890000000|Fall River Joint Unified|3|There is an overall effort on the part of all staff to build better relationships with families. Administrators and staff are encouraged to regularly reach out to parents via voice mail, text email, or notes home; this is an on-going effort. All sites provide various opportunities for families to participate in cultural and academic activities, parent information rights, and other student-parent events such as Back to School Nights, Open House, and Club and Sporting events. Communication is provided in both English and Spanish to better reach the majority of families. Parent communication continues to be a formal goal through the Single Plan for Student Achievement and WASC Accreditation. The District partners with the Shasta County Office of Education (SCOE) in Instruction and grading equity practices, Reach Higher Shasta, Curriculum Leadership, and the County Cooperative Team to Build better relationships with families and keep current educational best practices. We also have a chair at the SELPA Program Advisory Committee and attend Community Advisory Committee meetings addressing special education best practices and how to better reach and educate our parent Site Council and LCAP meetings are held at each site level and a parent advisory committee for Indian Education and English Learners also provides input to improve engagement of families in our community. A community school grant was received at three sites enabling the chosen schools to better build communication. During the 2025/26 SY a Latino parent advisory council was started due to feedback that the district received from our LCAP meetings with parents in the Fall River McArthur communities.|Administrators and staff are encouraged to regularly reach notes home; this is an on-going effort. All sites provide various opportunities for families to participate in cultural and academic activities, Parent information nights and other parent student events such as Back to School Nights, Open House, and Club and Sporting events. Communication is provided in both English and Spanish to better reach the majority of families. Parent communication continues to be a formal goal through the Single Plan for Student Achievement and WASC Accreditation.|Administrators and staff will continue to regularly reach out to the families of EL students, Foster/Homeless students, and students with disabilities via voicemail, text, email, or notes home both in English and Spanish. All sites will provide various opportunities with timely notifications for families to participate in cultural and academic activities, parent information rights, and other students-parents events such as Back to School Nights, Open House, and Club and Sporting events.  The creation of the monthly Latino parent nights and collaboration with our native american parents and tribal members have created additional opportunities to build positive relations and improve student academic performance.|The district has two comprehensive elementary schools, and two comprehensive junior/senior high schools, two continuation schools, one community day schools, one independent study and a special education center. The comprehensive sites share the same adopted curriculum, allowing professional development to be offered district-wide and resources to be shared as needed. The same is true of the online curriculum used at both continuation high schools, the community day schools and the independent study program. Students are provided devices (Chromebooks) and the seventh through twelfth-grade students are allowed to take their devices home to complete school work. The teaching staff is also provided top-of-the-line technology, including laptops, touch screen TV's and cameras.  The monthly parent and community nights for our Latino and Native American families are opening up additional opportunities to partner with our community members.|The district continues to seek out and research best teaching practices and resources to meet the needs of all students, including EL students, Foster/Homeless students, and students with disabilities. Staff will continue to participate in professional development to build content knowledge and best practices.  We are also looking at holding quarterly community forum meetings to discuss issues and positive opportunities with our community members.|Administrators and staff will continue to regularly reach out to the families of EL students, Foster/Homeless students, and students with disabilities via voice mail, text, email, or notes home both in English and Spanish. All sites will provide various opportunities with timely notifications for families to participate in cultural and academic activities, parent information rights, and other students-parents events such as Back to School Nights, Open House, and Club and Sporting events.|The district seeks to meet with educational partners through the use of in-person and virtual meetings, and the use of social media and surveys. The district meets monthly with Site Council and Parent Committees, several times a year with the Indian Education and Indian Parent Committee, and the ELAC/DELAC committees. The district also meets with both bargaining units (classified and certificated), and administrative groups through Cabinet meetings. The community is invited to attend school board meetings each month and to Town Hall meetings. Parents and students are surveyed each year for input for the LCAP, and students are surveyed every two years for the Healthy Kids Survey. Additionally, elementary school students are surveyed five times each year to reveal school culture strengths or concerns.|The district will continue to meet with our educational partners and look at ways of expanding opportunities to connect and expand opportunities for shares decision making.|Administrators and staff will continue to regularly reach out to parents of EL students, Foster/Homeless students, and students with disabilities via voice mail, text, email, or notes home in both English and Spanish. All sites will provide various opportunities with timely notifications for families to participate on parent committees, including Site Council Meeting and Back to School Nights, where families can explore adopted or proposed curricula.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-10|2026
45699970000000|French Gulch-Whiskeytown Elementary|3||||||||||||||||||||||Not Met|||2026
45700030000000|Grant Elementary|3|Grant’s strengths are building a positive and collaborative culture that supports students, teachers and family success. We have many opportunities throughout the year to build relationships with families which include Art fair, and Science fair, parent informational evenings. We have many platforms for our families and staff to regularly communicate, share, inform and meet (Parent Square, Safety meetings, family nights). In addition, we have implemented Leader in Me, Positive Behavior Interventions and Supports, and Social Emotional Learning that includes communication to families regarding home support and celebrations. Our parent surveys indicate that parents are happy with their opportunities to communicate with school personnel.|Based on the analysis of educational partner input and local data, we have a focus area of communicating academic data, as well as reengaging parent participation in school events.|Building relationships with our underrepresented families has been a focus for our school staff.  We have a psychologist, school counselor, CORE team, behavior technician, and offer summer school and summer camp opportunities. In addition, we have offered conferencing, targeted interventions, tutoring, and free before and after school programs.|We have a rich history in building partnerships for better student outcomes. Using data and input from our educational partners, they have indicated that our staff provides the necessary support and feedback for their students.  Staff and administration have developed systems and processes to increase communication and resources. Staff have provided additional tutoring, interventions and acceleration based on the students' needs. We have partnered with the After School Program and other local organizations to support our students both in school and within the community.  At our monthly board meetings, we also recognize support staff, teachers, and students and we have incorporated community assemblies where students are recognized and families are part of the large community audience. These resources and services have improved student outcomes. These partnerships create a positive climate for our students and their families. They truly feel supported within our small community. When schools and community organizations work together to support learning, everyone benefits.|We meet regularly with our School Site Council and in collaboration meetings to review student outcomes. Parent conferences are held once a year and progress reports are sent to parents to inform them of their student's progress on a regular basis. Annual surveys are distributed in the spring to inform our district and school plans. We communicate in a multitude of ways (newsletters, social media, emails, one-on-one phone calls, meetings, surveys, website, auto dialers, text) and educational partners continue to stress the need to improve communication, student attendance, and additional support for students.|Based on our local data and input from our educational partners, the district has improved engagement of underrepresented families through direct communication from staff and the school counselor. The counselor connects our at-risk families to local community resources and sets individual goals with students.  Additionally, our school teachers and support staff consistently reach out to our families both virtually and in-person. Staff meets to review data and adjust instruction and target students based on individual need. Interventions and additional support, like summer camp and summer school, tutoring and small group instruction are just some of the strategies used to support student outcomes. We have also maintained a PE tech, a part-time counselor, intervention staff and support staff positions.|Our school community believes in supporting families and the whole child to improve educational outcomes for our students.  We strive to ensure that all students meet or exceed grade level standards as well as develop self-worth and social responsibility within a safe, healthy, and nurturing school environment. We regularly seek input from our educational partners through School Site Council, staff meetings, parent nights and surveys. These committees provide the opportunity to include our educational partners with the decision making process to improve student outcomes and overall school climate. Data and goals are set based on identified needs. Surveys are completed annually to ensure we receive feedback from students, staff and parents in order to improve our overall school programs.|Using educational partner survey data and input from our decision making bodies, we will continue to provide weekly outreach phone messages, one-on-one meetings, school apps, texting, emails and weekly communication to engage all families.|We go out of our way to reach out to our underrepresented families by providing free after and before school care, free breakfast, free lunch, academic supports, interventions, a school counselor that connects families to local resources, and reading/math labs.|4|5|4|4|4|4|5|5|4|5|4|4|Met||2026-06-18|2026
45700110000000|Happy Valley Union Elementary|3|We have many opportunities throughout the year to build relationships with families.  We have held several school gatherings that have been well attended.  We have many platforms for our families and staff to regularly communicate, share, inform and meet. In addition, we are part of a Community Schools Grant that support families and students. Our parent surveys indicate that parents are happy with their opportunities to communicate with school personnel. WE also work closely with the PTO partnering to provide additional family engagement opportunities.|Based on the analysis of educational partner input and local data, we have a focus area of communicating academic progress, as well as, future school family engagement events. In addition, we have improved our facebook presence.|Building relationships with our underrepresented families has been a focus for our school staff. We go out of our way to reach out to our underrepresented families by providing free after school care, breakfast and lunch, academic supports, interventions, Family Liaison that connects families to local resources, tutoring, after school program, and engaging camps during summer and holiday breaks. They also provide parenting support. Our Community Connect Liaison regularly makes personal contact with families. Additionally, we have improved our partnership with the Parent Teacher Organization and intentionally partner to provide family engagement opportunities.|We have a rich history in building partnerships with our families. Using data and input from our educational partners, they have indicated that our staff provides the necessary support and feedback for their students. Staff have provided additional tutoring, interventions and acceleration based on the students' needs. We have partnered with the After School Program and other local businesses to support our students both in school and within the community.  At our monthly board meetings, we also recognize support staff, teachers, students and families. Parent engagement nights are held throughout the year; Back to School Night, the Christmas Program, and Open House are just some examples. Professional development is provided to our staff based on identified needs. Finally, a Chronic Absenteeism Coordinator position was added to connect with our most at-risk students and families. We have also signed up to participate in RAISE. These resources and services have improved student outcomes. These partnerships create a positive climate for our students and their families. They truly feel supported within our small community. When schools and community organizations work together to support learning, everyone benefits. Partnerships can serve to strengthen, support, and even transform individual partners, resulting in improved program quality, more efficient use of resources, and better alignment of goals and student outcomes.|We meet regularly with our School Site Council and LCAP Committee to review student outcome data and set goals/actions based on identified needs. Parent conferences are held during the year and progress reports are sent to parents to inform them of their student's progress. Annual surveys are distributed in the spring to inform our district and school plans. Although we communicate in a multitude of ways (newsletters, social media, emails, one-on-one phone calls, meetings, surveys, website, school app, auto dialers, text), educational partners stress the need to improve communication, student attendance and additional support for students.|Based on our local data and input from our educational partners, the district will improve engagement of underrepresented families using our Chronic Absenteeism Coordinator. The Coordinator connects our at-risk families to local community resources and sets individual goals with students.  Additionally, our school teachers and support staff consistently reach out to our families both virtually and in-person. Staff meet regularly to review data and adjust instruction and target students based on the data. Interventions and additional support like summer school, tutoring, and small group instruction are just some of the strategies used to support student outcomes. We will maintain part-time support to assist with plan development and state/federal guidance, two counselors, Special Education staff, intervention teachers, a Family Liaison, Behavior Coach and support staff positions throughout the district.|We are a tight-knit community that supports families and the whole child.  We strive to ensure that all students meet or exceed grade level standards as well as develop self-worth and social responsibility within a safe, healthy, and nurturing school environment. We regularly seek input from our educational partners through School Site Council, staff meetings, coffee chats, the LCAP Committee and surveys. These committees provide the opportunity to include our educational partners with the decision making process to improve student outcomes and overall school climate. Data and goals are set based on identified needs. Surveys are completed annually to ensure we receive feedback from students, staff and parents in order to improve our overall school programs.|Using educational partner survey data and input from our decision making bodies, we will continue to provide weekly outreach phone messages, one-on-one meetings, school app, emails and monthly newsletter to engage all families. We will continue to offer brief surveys to identify areas of strength and areas for improvement. This information will help provide us with the information necessary for decision making. The surveys allow us to receive input and gauge our educational partner interests, concerns, challenges and our successes. In addition, administrators are present before and after school to listen to input from educational partners.|We strive to reach our most underrepresented families by seeking input through a variety of ways: surveys, incentives, parent engagement nights, resource connections, School Site Council, attendance meetings, LCAP Committee meetings, meetings with the principals, meetings with the teachers and support staff, community events, parent conferences, Back to School Night, Open House Night, IEP meetings, etc. Our Spanish speaking population has grown and we have a bilingual Family Liaison who translates fliers, etc. into Spanish.|4|4|4|4|4|4|5|5|4|4|4|5|Met||2026-06-12|2026
45700290000000|Igo, Ono, Platina Union Elementary|3|Parents and guardians continue to participate in district committees such as the District Advisory Committee (DAC), the Parent Advisory Committee (PAC), School Site Council (SSC), and Parent Clubs. The district has held parent events such as a Safety Fair and literacy nights to promote initiatives of the school.|The school will continue to collaborate with parents in order to offer engagement activities, such as literacy nights, math nights, science nights, etc.|Community partners and the school's counselor will continue to connect specifically with underrepresented families in order to increase involvement in school activities.|The LEA distributes a Parent Rights Handbook at the beginning of each year and upon every new enrollment. In addition, the school holds a Back to School Night, Open House, and holds annual Parent/Teacher/Student conferences.|The LEA will continue to work on developing Family Nights around literacy, math, science, and Social Emotional Learning (SEL).|The LEA distributes a Parents Rights handbook at the beginning of each year and upon every new enrollment.|The District holds Parent Advisory Committee meetings, District Advisory Committee meetings, and District English Learner Advisory Committee meetings. The school holds School Site Council meetings, Parent Club meetings, and English Language Advisory Committee meetings.|The school has a two-way messaging platform. Based on parent feedback, a common two-way messaging platform has been implemented.|The District will continue to use multiple means of outreach to solicit feedback, such as meetings, surveys through Parent Square, surveys distributed at school, surveys distributed at parent events, mailers, etc.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-12|2026
45700450000000|Junction Elementary|3|We have many opportunities throughout the year to build relationships with families.  Our school gatherings are well attended.  We have many platforms for our families and staff to regularly communicate, share, inform and meet.  This said, our presence on social media and our website have been successful.  In addition, we have implemented social emotional learning that includes communication to parents so that they know what the focus for their child is each month. Our parent surveys indicate that parents are happy with their opportunities to communicate with school personnel. In the Spring of 225, the district changed over to Parent Square as the new communication platform.|Based on the analysis of educational partner input and local data, we have a focus area of communicating academic progress, as well as, future school family engagement events.|Building relationships with our underrepresented families has been a focus for our school staff. We go out of our way to reach out to our underrepresented families by providing free after school care, breakfast and lunch, academic supports, interventions, Chronic Absenteeism Coordinator that connects families to local resources, and reading/math labs.|We have a rich history in building partnerships for better student outcomes. Using data and input from our educational partners, they have indicated that our staff provides the necessary support and feedback for their students.  Staff have provided additional tutoring, interventions and acceleration based on the students' needs. We have partnered with the After School Program.  At our monthly board meetings, we also recognize support staff, teachers, students and families. Parent engagement nights are held throughout the year; Back to School Night, the Christmas Program, and Open House are just some examples. Professional development is provided to our staff based on identified needs. Finally, a Chronic Absenteeism Coordinator position was added to connect with our most at-risk students and families. These resources and services have improved Student Outcomes. These partnerships create a positive climate for our students and their families. They truly feel supported within our small community. When schools and community organizations work together to support learning, everyone benefits. Partnerships can serve to strengthen, support, and even transform individual partners, resulting in improved program quality, more efficient use of resources, and better alignment of goals and student outcomes.|We meet regularly with our School Site Council and LCAP Committee to review student outcome data and set goals/actions based on identified needs. Parent conferences are held several times a year and progress reports are sent to parents to inform them of their student's progress. Annual surveys are distributed in the spring to inform our district and school plans. Although we communicate in a multitude of ways (newsletters, social media, emails, one-on-one phone calls, meetings, surveys, website, Parent Square (text and email), educational partners stress the need to improve communication, student attendance and additional support for students.|Based on our local data and input from our educational partners, the district will improve engagement of underrepresented families. We will connect our at-risk families to local community resources and sets individual goals with students. Additionally, our teachers, administrator and support staff will consistently reach out to our families through email, text, phone call or home visit. Staff meet regularly to review data and adjust instruction and target students based on the data. Interventions and additional support like summer school, tutoring, and small group instruction are just some of the strategies used to support student outcomes. We also provide small class sizes, a PE teacher, a music teacher, a counselor, special education staff, and support staff positions to improve engagement for our underrepresented families.|We are a tight-knit community that supports families and the whole child.  We strive to ensure that all students meet or exceed grade level standards as well as develop self-worth and social responsibility within a safe, healthy, and nurturing school environment. We regularly seek input from our educational partners through School Site Council, staff meetings, strategic planning sessions, district leadership team, Junction Education Foundation meetings, and surveys. These committees provide the opportunity to include our educational partners with the decision making process to improve student outcomes and overall school climate. Data and goals are set based on identified needs. Surveys are completed annually to ensure we receive feedback from students, staff and parents in order to improve our overall school programs.|Using educational partner survey data and input from our decision making bodies, we will continue to provide weekly outreach phone messages, one-on-one meetings, Parent Square, emails and weekly newsletter to engage all families. We will continue to offer brief surveys as a focus area of improvement in order to seek input for decision making. The surveys provide us with a quick way to receive input and gauge our educational partner interests, concerns, challenges and our successes.|We strive to reach our most underrepresented families by seeking input through a variety of ways: surveys, incentives, home visits, parent engagement nights, resource connections, School Site Council, attendance meetings, District Leadership Team meetings, meetings with the principals, meetings with the teachers and support staff, community events, parent conferences, student-led conferences at the middle school, Back to School Night, Open House Night, IEP meetings, etc.|4|4|4|4|4|3|4|3|4|3|4|4|Met||2026-06-17|2026
45700520000000|Millville Elementary|3||||||||||||||||||||||Not Met|||2026
45700780000000|North Cow Creek Elementary|3|We have many opportunities throughout the year to build relationships with families.  We have held many school gatherings that have been well attended.  We have many platforms for our families and staff to regularly communicate, share, inform and meet. This said, our presence on social media and our continued use of the Parent Square App have been successful.  Staff have indicated they would like to continue with the Parent Square App to better communicate with families, as families give positive feedback on the use of this app.   In addition, we continue to provide Leader in Me character education that includes communication to parents so that they know what the focus of learning for their child is each week.  Our parent surveys indicate that parents are happy with their opportunities to correspond with school personnel. Based on feedback from our parents, we will be changing our community communication progress to increase and improve our school.|Based on the analysis of educational partner input and local data, we have a focus area of communicating academic progress, character education, and future school family engagement events.|Building relationships with our underrepresented families has been a focus for our school staff. We go out of our way to reach out to our underrepresented families by providing after school and summer care, free breakfast and lunch, academic supports, reading/math intervention, and student support teams including attendance and behavior.|We have a rich history in building partnerships for better student outcomes. Using data and input from our educational partners, they have indicated that our staff provides support and feedback for their students.  Staff have provided additional tutoring, interventions, and enrichment based on the students' needs. We have partnered with the After School Program and other local businesses to support our students both in school and within the community. Parent engagement activities are held throughout the year; Back to School Night, the Christmas Program, Talent Show, movie, and Open House are just some examples. Professional development is provided to our staff based on identified needs and local/state data. Finally, our student support teams connect with our most at-risk students and families to ensure students are thriving. These resources and services have improved student outcomes. These partnerships create a positive climate for our students and their families. Though they feel supported within our small community, survey results showed a drop in family engagement satisfaction regarding family support for learning from home. This contrasts with the survey results that show a significant increase in opportunities for service learning support. When schools and community organizations work together to support learning, everyone benefits. Partnerships can serve to strengthen, support, and even transform individual partners, resulting in improved program quality, more efficient use of resources, and better alignment of goals and student outcomes.|The whole staff meet to review student outcome data and provide feedback that help set goals/actions based on identified needs. Parent conferences are held at least twice a year and progress reports are sent to parents to inform them of their student's progress. Annual surveys are distributed in the spring to inform our district and school plans. Although we communicate in a multitude of ways (social media, emails, one-on-one phone calls, meetings, surveys, website, PAretn Square app, text), educational partners stress the need to improve communication regarding student attendance and additional support for students.|Based on our local data and input from our educational partners, the district will improve engagement of underrepresented families using our Attendance Support Team. Our support technician connects our at-risk families to local community resources and sets individual goals with students.  Additionally, our school teachers and support staff consistently reach out to our families both virtually and in-person. Staff meet regularly to review data and adjust instruction and target students based on the data. Interventions and additional support like summer camp, tutoring, and small group instruction are just some of the strategies used to support student outcomes.|We are a tight-knit community that supports families and the whole child.  We strive to ensure that all students meet or exceed and grow when it comes to obtaining grade level standards as well as develop self-worth and social responsibility within a safe, healthy, and nurturing school environment. We regularly seek input from our educational partners through staff, student and community meetings and surveys. These committees provide the opportunity to include our educational partners with the decision making process to improve student outcomes and overall school climate. Data and goals are set based on identified needs. Surveys are completed annually to ensure we receive feedback from students, staff and parents in order to improve our overall school programs.|Using educational partner survey data and input from our decision making bodies, we will continue to provide weekly outreach messages, one-on-one meetings, our school app, emails and notifications to engage all families. We will continue to offer surveys as a focus area of improvement in order to seek input for decision making. The surveys provide us with a quick way to receive input and gauge our educational partner interests, concerns, challenges and successes.|We strive to reach our most underrepresented families by seeking input through a variety of ways: surveys, incentives, parent engagement activities, resource connections, student support meetings, meetings with the principal, meetings with the teachers and support staff, community events, student-led parent conferences, Back to School Night, District Advisory meetings, Open House Night, IEP meetings, etc.|5|5|4|5|4|4|5|5|5|4|4|4|Met||2026-06-12|2026
45700860000000|Oak Run Elementary|3|1. Building Relationships Between School Staff and Families: Oak Run Elementary School District recognizes the essential role that parent and family involvement plays in student success. Our staff deeply value the partnership between home and school and are committed to including all parents and guardians as equal partners in their children's education. Strong, consistent communication is central to building and maintaining positive, productive relationships with our families. Attendance at Back-to-School Night and other school-based events demonstrates our progress in this area and reflects the trust families place in our school community. To extend our reach, the District partners with the local community newsletter and the local community church to share information and strengthen connections between the school and the families it serves. 2. Building Partnerships for Student Outcomes: The District works to build partnerships with parents and families that are focused on improving student outcomes. Staff engage families as collaborators in supporting student learning and well-being, and we continue to develop opportunities for parents and guardians to participate meaningfully in their children's academic progress. 3. Seeking Input from Parents and Families in Decision-Making: The District values family voice in shaping decisions that affect students. We continue to seek input from parents and families and to strengthen the channels through which they can contribute to school and District decision-making.|While maintaining the effective practices already in place to sustain the positive relationships between school staff and families, the District's focus area for the 2025–26 school year will be to implement an ongoing family engagement campaign, led by the School Site Council, to monitor the effectiveness of existing communication structures and refine them as needed.|In addition to sustaining the practices that already support positive relationships between school staff and families, the District's focus for 2025–26 will be to launch an ongoing family engagement campaign, led by the School Site Council, that regularly assesses how well current communication structures are working and refines them as needed.|The District works to provide a welcoming environment for all families in our community. Teachers, student support staff, and administrators communicate with families regularly, including through monthly staff coffee talks and Family First parent education sessions. Back-to-School Nights and other events give teachers the opportunity to share the year's goals and to show parents specific ways they can partner with the school throughout the year. These gatherings allow staff to provide families with detailed information about their child's academic progress, year-long plan, and social-emotional well-being, and parents are encouraged to ask how they can best support their child at home. When students are not meeting expected goals or are showing attendance or behavioral concerns, Student Success Team (SST) meetings bring parents, teachers, and students together to develop and implement strategies and accommodations that support success across all classes. Students with an Individualized Education Program (IEP) have annual meetings to review their progress and update their plan; parents receive information about their legal rights and are encouraged to ask questions. Translators are provided whenever needed to ensure that all families clearly understand the information being shared.|In addition to continuing the effective strategies already in place to support partnerships for student outcomes, the District's focus for the current school year is on proactive, early intervention by teachers and staff. We are also refining our Multi-Tiered System of Supports (MTSS) and communicating it clearly to the entire school community so that families understand how students are supported and how they can be part of that process.|The District seeks feedback specific to underrepresented families through parent surveys and takes care to ensure these families are represented on advisory committees so their voices inform decisions. Our MTSS team works to ensure that no student subgroup is overlooked in the support process. Building on this, the District is introducing Family First parent information meetings as a dedicated opportunity to connect with and engage our underrepresented families.|Educational partners—including students, parents, and staff—engage in meaningful dialogue and provide input into the District's strategic planning through both formal and informal channels, such as Board meetings, parent-teacher meetings, District Advisory Leadership Team meetings, surveys, and email, phone, and in-person conversations. Parents contribute to the development and annual review of schoolwide objectives through scheduled meetings, surveys, and focus group sessions. The strategic planning and annual goal-setting process also helps parents understand the expectations within the plans and how those plans affect their children. Continued refinement of focus group sessions will strengthen authentic input from all educational partners, including students and families from underrepresented groups and those who speak a language other than English.|During the 2025–26 school year, Oak Run Elementary School District will engage our educational partners as we continue to refine our strategic plan and Local Control and Accountability Plan (LCAP) based on our current findings. Throughout this process, we will actively seek input from all groups—including underrepresented families—to inform the plan's development, and we will provide methods for participation among families who speak a language other than English.|The District will continue the existing practices that have effectively ensured underrepresented families' input is gathered and used to inform decision-making, while strengthening their participation in the strategic planning process. To advance this work, Oak Run Elementary School District has added a Community Connect Liaison to our administrative team—a dedicated role focused on building relationships with underrepresented families and ensuring their voices reach the decision-making table.|3|5|4|5|2|3|3|3|3|2|3|2|Met||2026-06-19|2026
45700940000000|Pacheco Union Elementary|3|Pacheco Union School District (PUSD) demonstrates significant strengths in building robust relationships between school staff and families through a variety of engaging and inclusive opportunities. We prioritize open communication and active involvement by hosting a diverse array of events that foster community engagement and dialogue. Evening events such as Community Feedback sessions and State of the District meetings offer families a platform to voice their perspectives and stay informed about district initiatives. Additionally, Family Math and Coffee Chats create informal settings for parents to connect with educators, discuss their children’s progress, and gain insights into the academic programs. Our commitment to gathering input from our community is further reflected in regular community surveys, ensuring that we remain responsive to the needs and suggestions of our families. Throughout the school year, PUSD organizes numerous family-oriented events that strengthen the bond between home and school. Celebrations like the Harvest Festival and Family Day at Water Works Park provide fun, interactive experiences that bring families together in a relaxed environment. Parent-student events, including Teacher Conferences, Back to School Nights, and Open House, facilitate meaningful conversations about student progress and foster a collaborative approach to education. Our Science Fair, Meet and Greets, and various concerts, shows, and student showcases offer families the opportunity to celebrate their children’s achievements and talents, further reinforcing a sense of community and shared purpose. These efforts highlight PUSD’s dedication to creating a welcoming and supportive atmosphere for all families, ensuring that everyone feels valued and connected to their child’s educational journey.|Pacheco Union School District (PUSD) is committed to continuously improving the relationships between school staff and families by focusing on several key areas. One primary focus is gathering more comprehensive family feedback. We aim to implement more frequent and varied methods for families to share their thoughts, needs, and suggestions, ensuring that we capture a diverse range of perspectives. By expanding our community surveys and increasing the frequency of open-forum meetings, we hope to make every family feel heard and valued in the decision-making process. Another critical focus area is enhancing open communication and providing ample opportunities for families to engage with our school culture and learn about the services available for students and families. We will continue to encourage transparent and regular communication through newsletters, social media updates, and direct outreach. Additionally, we plan to host more informational sessions and workshops that allow families to better understand the educational opportunities and support services we offer. These initiatives will help build a more informed and connected community, ensuring that families feel empowered and involved in their children’s education.|To improve engagement of underrepresented families identified during the self-reflection process, Pacheco Union School District (PUSD) will implement targeted strategies to ensure these families feel welcomed and valued. First, we will establish dedicated outreach programs, including home visits and personalized communication, to build trust and foster connections with families who may not typically participate in school activities. By understanding their unique needs and barriers to engagement, we can tailor our approaches to be more inclusive and supportive. We will also collaborate with community organizations to reach out to underrepresented families, leveraging their established trust and networks. By providing diverse platforms for feedback and involvement, such as focus groups and informal gatherings, we aim to create multiple avenues for these families to share their perspectives and become more actively involved in their children’s education.|Pacheco Union School District (PUSD) excels in building strong partnerships for student outcomes, demonstrated by several key strengths and ongoing progress. One significant strength is our weekly collaboration time for certificated staff. These sessions foster a culture of continuous improvement and shared best practices, enabling teachers to work together to identify student needs and develop effective instructional strategies. This collaborative environment is further supported by the presence of Instructional Coaches, who provide targeted guidance and professional development to help teachers address specific student needs and enhance their instructional practices. Additionally, PUSD emphasizes targeted intervention supports and data-driven instruction to ensure every student receives the help they need to succeed. By utilizing comprehensive data analysis, teachers can identify learning gaps and implement tailored interventions that address those specific areas. Our targeted intervention programs are designed to support students at all levels, ensuring that they receive the appropriate resources and assistance to achieve their academic goals.|Pacheco Union School District (PUSD) is focusing on several key areas for improvement in building partnerships for student outcomes. One primary area is enhancing the integration and utilization of data to inform instructional decisions more effectively. While data-driven instruction is a strength, we aim to refine our processes for collecting, analyzing, and applying data to ensure interventions are timely and precisely targeted. We are working to expand our targeted intervention supports to reach a broader range of students. This includes developing more robust support systems for students who are not meeting academic benchmarks, as well as those who require advanced enrichment opportunities.|To improve the engagement of underrepresented families identified during the self-reflection process, Pacheco Union School District, our staff, and the counselor at each site will act as a dedicated family liaison who can bridge the gap between the school and these families, providing personalized support and facilitating communication. We will strengthen our partnerships with local community organizations that already have established trust within these communities. By collaborating with these organizations, we can create more inclusive and welcoming environments for underrepresented families to engage with the school.|Pacheco Union School District (PUSD) demonstrates significant strengths and ongoing progress in seeking input for decision-making through various opportunities provided throughout the school year. A key strength is our commitment to inclusivity and transparency, evident in our comprehensive approach to gathering stakeholder input. This includes regular LCAP Review and Implementation Workshops, where parents, teachers, and community members can review and contribute to the Local Control and Accountability Plan, ensuring that our strategies align with the community’s needs and priorities. Additionally, PUSD actively involves stakeholders through Site Council and Safety Committees, which play a crucial role in shaping school policies and ensuring a safe and effective learning environment. We also conduct a variety of surveys throughout the school year, focusing on different aspects such as academic programs, school climate, and family engagement, to gather diverse perspectives and make informed decisions. Parent Group meetings and collaboration sessions further enhance our engagement efforts, providing platforms for parents to voice their concerns, share ideas, and work together with school staff on initiatives that benefit students. Conferences and individual meetings also offer personalized opportunities for parents and teachers to discuss student progress and needs.|One primary area for improvement is the continual evaluation and enhancement of communication channels to ensure that all families and community members can easily access information and provide feedback. This includes leveraging multiple platforms such as social media, newsletters, and the district website to disseminate information more effectively and ensure transparency. Additionally, PUSD aims to provide more structured and consistent supports to facilitate family and community feedback. This includes offering more opportunities for feedback through regular town hall meetings, focus groups, and suggestion boxes at school events.|Our goal is to increase community feedback by actively reaching out to underrepresented groups and ensuring their voices are heard. Through continued and increased partnerships with community organizations and other districts in the county, to collaborate on best practices to improve engagement with underrepresented families.|4|5|4|5|5|4|4|4|4|4|5|4|Met||2026-06-25|2026
45701100000000|Redding Elementary|3|Parents and guardians continue to participate in district committees such as the District Advisory Committee (DAC), the Parent Advisory Committee (PAC), School Site Councils (SSC), and Parent Clubs. The district has held parent events such as a Safety Fair and a Trunk Or Treat to promote initiatives across the district.|School sites will continue to collaborate with parents in order to offer engagement activities, such as literacy nights, math nights, science nights, etc.|Community Partners and counselors will continue to connect specifically with underrepresented families in order to increase involvement in school activities.|The LEA distributes a Parent Rights Handbook at the beginning of each year and upon every new enrollment. In addition, each site holds a Back to School Night, Open House, and holds annual Parent/Teacher/Student conferences.|The LEA will continue to work on developing Family Nights around literacy, math, science, and Social Emotional Learning (SEL).|The LEA distributes a Parents Rights Handbook at the beginning of each year and upon every new enrollment.|The District holds Parent Advisory Committee meetings, District Advisory Committee meetings, and District English Learner Advisory Committee meetings. Each site holds School Site Council meetings, Parent Club meetings, and English Language Advisory Committee meetings.|Each site in the LEA has a two-way messaging platform. Based on parent feedback, a common two-way messaging platform has been implemented district-wide.|The District will continue to use multiple means of outreach to solicit feedback, such as meetings, surveys through Parent Square, surveys distributed at school, surveys distributed at parent events, mailers, etc.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-18|2026
45701100135889|Stellar Charter|3|Stellar is a homeschool/onsite hybrid program that meets with parents, at least monthly, to provide input and feedback into the school program, student outcomes, and the personalized student program. Parents share that they feel connected and a partner in their child's personal outcomes.  Teachers of Record are a vital point of contact for developing rapport and trust with the students and families and determining the values and cultural needs of each family. This information is then communicated to the larger staff and to our Parent Advisory Committee to employ a wide range of culturally sensitive strategies to encourage our families and communities involvement.  The School Counselor and Director have an open door policy - encouraging parents, students, and staff to communicate needs and share values so that the school can respond appropriately and create and design activities that are engaging and reflective of Stellar Charter School communities values. In addition, multiple educator partner's meetings are held each year at varying days and times to accommodate families.|Create a variety of opportunities for student and parent involvement in the mission, leadership, and governance of the school. Implement Parent Square to increase communications between families and school. 78% of 36 parents shared they feel connected to Stellar in our local survey.|Teachers of Record are a vital point of contact for developing rapport and trust with the students and families and determining the values and cultural needs of each family. This information is then communicated to the larger staff and to our Parent Advisory Committee to employ a wide range of culturally sensitive strategies to encourage our families and communities involvement.|Stellar Charter School assigns a Teacher of Record who is established as the go-to staff member for two way communication. Families meet at a minimum of once every twenty-twenty five days to discuss their students learning and personalized program. In addition the school utilizes Parent Square to communicate at a minimum of weekly with families. Families may also use this communication tool to 'text' any staff member. 79% of students' caregivers are satisfied with the way the school includes them in their child's learning through inclusive opportunities, communication, and support for learning at home.|Stellar will continue to provide opportunities for parent input and increase communication regarding these opportunities. The staff have been working collaboratively on creating a monthly guide and tools to better build partnerships with families for student outcomes.|Stellar will improve engagement of underrepresented families by utilizing TOR's to communicate directly, face to face, with our underrepresented families. They will continue to have an open door policy, will continue to provide family engagement events and will continue to improve their relationships and communication with their families. Sharing any feedback with administration and the leadership team so that the school may respond to needs expressed.|84% of 19 parent/guardian respondents stated they agree or strongly agree that they have the opportunity to participate in and be involved in school and district level programs and decision making. The school makes an effort to reach out to parents and provide opportunities for input into decision-making by having the principal and staff attend the parent club meetings, and scheduling monthly open door meetings for families. The school provides a multitude of opportunities for family engagement activities at the school level.|The school will continue to provide monthly opportunities for parent input in decision making and communicate these opportunities more effectively as well as provide opportunities at TOR monthly meetings to provide input into decision making for the school program.|By providing opportunities at individual parent meetings with Teacher of Records, we will engage underrepresented families in school decision making. In addition, building trusting relationships between educators and families and connecting with families through family engagement activities will strengthen our efforts to receive input into our decision making. The school continues to build on its' family engagement activities and provide culturally responsive outreach. Providing things such as TK 'boot camp' for parents and literacy and math events to help families provide support at thome for learning. We also believe providing enrichment opportunities such as community outings and field trips increase students prior knowledge and application of real life skills.|4|4|5|5|4|4|5|5|4|4|4|4|Met||2026-06-18|2026
45701106117931|Monarch Learning Center|3|Based on the analysis of educational partner input and local data, Monarch Learning Center demonstrates strong progress in building meaningful relationships between school staff and families. As a small school community, staff are able to maintain consistent and personal communication with families, fostering trust and collaboration. Families are regularly informed of student progress through informal check-ins, conferences, and ongoing communication, which allows concerns to be addressed quickly and effectively.  Additionally, Monarch encourages family involvement through community-based activities, field trips, and school events, creating opportunities for positive engagement beyond the classroom. Educational partner input reflects that families feel welcomed, heard, and valued as part of the school community. The school has continued to strengthen these relationships by maintaining open lines of communication and being responsive to family needs, resulting in a supportive and connected school environment.|Based on the analysis of educational partner input and local data, Monarch Learning Center has identified several focus areas for improvement in building relationships between school staff and families. While strong informal communication exists, the school aims to develop more structured and consistent systems for family engagement, ensuring that all families receive timely and uniform information.  Additionally, the school is working to increase participation from all families, particularly those who may be less engaged or face barriers to involvement. This includes expanding communication methods, providing clearer expectations around attendance and academic progress, and offering more opportunities for meaningful family input in school decision-making.  Monarch also recognizes the need to formalize feedback collection processes to better capture family perspectives and use that data to guide continuous improvement. By strengthening these areas, the school seeks to build more equitable, consistent, and inclusive partnerships with all families.|Based on the analysis of educational partner input and local data, Monarch Learning Center will implement targeted strategies to improve engagement of underrepresented families identified during the self-reflection process. The school will expand communication methods to ensure accessibility for all families, including multiple formats such as phone calls, emails, and in-person meetings, as well as flexible scheduling to accommodate working families.  To increase meaningful participation, Monarch will provide additional opportunities for families to engage in school activities and decision-making, including surveys, meetings, and community events designed to be inclusive and welcoming. The school will also prioritize building relationships through individualized outreach, particularly for families who have historically had lower levels of engagement.  In addition, Monarch will work to remove barriers to participation by clearly communicating expectations related to attendance and academics, and by offering support and resources when needed. Feedback from families will be consistently collected and reviewed to ensure that engagement efforts are responsive and continuously improving. Through these actions, Monarch aims to create a more equitable and inclusive environment where all families feel valued and connected to the school community.|Based on the analysis of educational partner input and local data, Monarch Learning Center demonstrates strong progress in building partnerships that support positive student outcomes. The school has developed meaningful relationships with families and community partners that enhance both academic and social-emotional learning opportunities for students.  Monarch’s small school environment allows for consistent collaboration between staff and families, ensuring that student needs are identified and addressed in a timely manner. Families are actively informed about student progress and are encouraged to participate in supporting academic growth and attendance.  In addition, the school has established partnerships with local organizations to provide enrichment opportunities such as field trips and physical education activities, which contribute to a well-rounded educational experience. Educational partner feedback indicates that these partnerships are effective in supporting student engagement, promoting student success, and strengthening the overall school community.|Based on the analysis of educational partner input and local data, Monarch Learning Center has identified several focus areas for improvement in building partnerships for student outcomes. While existing partnerships support student learning and enrichment, the school aims to strengthen the alignment between partnerships and measurable academic outcomes. This includes developing clearer goals and expectations for partnerships and more consistently evaluating their impact on student achievement and engagement.  Additionally, Monarch seeks to expand partnerships to better support diverse student needs, including academic intervention, enrichment opportunities, and social-emotional supports. The school also recognizes the need to increase opportunities for families and community partners to provide input into programs and services that directly affect student outcomes.  Finally, Monarch will work to formalize partnership structures and improve communication with partners to ensure consistency, accountability, and sustainability. By focusing on these areas, the school aims to build more strategic and effective partnerships that directly contribute to improved student success.|Based on the analysis of educational partner input and local data, Monarch Learning Center will implement targeted strategies to improve engagement of underrepresented families in building partnerships that support student outcomes. The school will prioritize personalized outreach to families who have historically been less engaged, including direct communication through phone calls, meetings, and check-ins to build trust and strengthen relationships.  Monarch will expand opportunities for meaningful family involvement in student learning by providing accessible ways for families to participate in academic planning, progress monitoring, and school decision-making. This includes offering flexible meeting times, increasing the use of surveys and feedback tools, and ensuring communication is clear and consistent regarding student expectations, attendance, and available supports.  To reduce barriers to participation, the school will provide additional support and resources to families as needed and ensure that engagement opportunities are welcoming and inclusive. Monarch will also monitor participation data and regularly review feedback to assess the effectiveness of these strategies and make adjustments as needed.  Through these actions, the school aims to create stronger, more equitable partnerships with underrepresented families that directly contribute to improved student achievement and overall student success.|Based on the analysis of educational partner input and local data, Monarch Learning Center demonstrates strong progress in seeking input for decision-making. Due to the school’s small size, staff are able to maintain open and ongoing communication with families, allowing for frequent opportunities to gather feedback through informal conversations, meetings, and direct outreach.  The school regularly incorporates input from families and staff when making decisions related to school programs, student supports, and policies. Educational partner feedback indicates that families feel comfortable sharing their perspectives and believe their voices are heard and valued.  In addition, Monarch has made progress in using feedback to inform decisions by responding to concerns in a timely manner and adjusting practices when appropriate. This ongoing collaboration between staff and families has contributed to a responsive and inclusive decision-making process that supports continuous improvement and strengthens the overall school community.|Based on the analysis of educational partner input and local data, Monarch Learning Center has identified key focus areas for improvement in seeking input for decision-making. While the school benefits from strong informal communication with families and staff, there is a need to develop more formalized and consistent systems for gathering input from all educational partners. This includes establishing regular schedules for surveys, structured feedback opportunities, and documented processes for collecting and reviewing stakeholder input.  In addition, Monarch seeks to increase engagement from underrepresented families to ensure that input reflects the full diversity of the school community. The school also recognizes the importance of improving how feedback is analyzed and how decisions are communicated back to stakeholders, so that it is clear how input is used to inform school planning and improvement efforts. By strengthening these systems, Monarch aims to create a more transparent, equitable, and systematic approach to decision-making that ensures all voices are meaningfully included.|Based on the analysis of educational partner input and local data, Monarch Learning Center will implement targeted strategies to improve engagement of underrepresented families in seeking input for decision-making. The school will expand outreach efforts using multiple communication methods, including phone calls, emails, text messaging, and in-person meetings, to ensure families have accessible opportunities to share their perspectives.  Monarch will also provide flexible engagement options, such as varied meeting times and brief, focused surveys, to reduce barriers to participation for working families and those with limited availability. In addition, the school will prioritize intentional relationship-building through individualized outreach to families who have historically been less engaged, ensuring their voices are actively included in the decision-making process.  To strengthen participation, Monarch will clearly communicate how family input is used in school decisions and will provide follow-up summaries to show how feedback has influenced actions and improvements. The school will also monitor participation data to identify gaps and adjust outreach strategies as needed. Through these efforts, Monarch aims to ensure that all families are meaningfully represented in school decision-making processes.|5|4|3|5|4|5|4|4|4|4|4|4|Met||2026-06-12|2026
45701280000000|Shasta Union Elementary|3|Parents and guardians continue to participate in district committees such as the District Advisory Committee (DAC), the Parent Advisory Committee (PAC), School Site Council (SSC), and Parent Club. The district has held parent events such as a Safety Fair and literacy and science nights to promote initiatives across the district.|The school will continue to collaborate with parents in order to offer engagement activities, such as literacy nights, math nights, science nights, etc.|Community partners and the school counselor will continue to connect specifically with underrepresented families in order to increase involvement in school activities.|The LEA distributes a Parent Rights Handbook at the beginning of each year and upon every new enrollment. In addition, the school holds a Back to School Night, Open House, and holds annual Parent/Teacher/Student Conferences.|The LEA will continue to work on developing Family Nights around literacy, math, science, and Social Emotional Learning (SEL).|The LEA distributes a Parent Rights handbook at the beginning of each year and upon every new enrollment.|The District holds Parent Advisory Committee meetings, District Advisory Committee meetings, and District English Learner Advisory Committee meetings. The school holds School Site Council meetings, Parent Club meetings, and English Language Advisory Committee meetings.|The school has a two-way messaging platform. Based on parent feedback, a common two-way messaging platform has been implemented at the school.|The district will continue to use multiple means of outreach to solicit feedback, such as meetings, surveys through Parent Square, surveys distributed at school, survey distributed at parent events, mailers, etc.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-17|2026
45701360000000|Shasta Union High|3|The LEA's strengths in building relationships with our staff and families lie in the numerous opportunities we provide for staff to engage with our parents. Many of these opportunities are centered around information nights, such as financial aid sessions, curriculum fairs, and content-specific events, including AP information nights. Parents and staff also have opportunities to connect through our co-curricular activities and booster organizations. Examples include sports, music, and choir boosters. Our parent faculty organizations also provide another avenue for staff and parents to connect.  For our English Language (EL) students and their families, we also hold ELAC and DELAC meetings throughout the year, providing additional opportunities for families to connect with the school and learn more about available support services.|Areas for improvement include increasing the diversity of parents coming to our events. We know parents from our unduplicated (EL, foster youth, and low income) students tend to have less representation. We are actively working to increase their voice in our gatherings.|"Shasta Union High School District (SUHSD) has taken comprehensive steps to enhance family engagement and ensure parents are active partners in their children's education. The district sought input from parents of Title I students through Title I parent information nights, ""town hall"" meetings, and surveys sent to all homes. Additionally, schools collaborated with parents and students to develop written family engagement compacts, which were distributed at parent information nights.  SUHSD reached out to parents through the Student Success Academy, a series of two-night sessions in which school staff partner with parents to discuss academic, behavioral, and social issues. These sessions help families understand challenging state academic standards and state and local academic assessments, as well as how to monitor a child's progress and collaborate with educators to improve achievement.  Professional development is a key component of SUHSD's strategy, provided four to five times per month with a professional development schedule every Wednesday when students are released early. This time allows all staff, including teachers, specialized instructional support personnel, principals, and other school leaders, to engage in professional development. A portion of this training focuses on the value and utility of parents' contributions, effective communication with parents, and building partnerships between parents and schools. Input from Site Council parents and students drives these activities, ensuring they are relevant and impactful. Staff reviews state academic standards, assessments, and strategies to monitor and improve student progress during these sessions. Parental input is gathered through discussions and exit surveys to guide the use of funds reserved for parental involvement activities.  Title I parents are included on the LCAP advisory board, allowing SUHSD to collaborate with them to enhance the family engagement policy. The district also partners with parents through ELAC and DLAC meetings, providing increased opportunities for the informed participation of parents and family members with disabilities, as well as migratory children. SUHSD provides information and school reports in accessible formats and languages using software that translates phone messages into home languages and district and school websites into 18 languages. This ensures parents can access all pertinent information, such as grades, attendance, school policies, and resources, to fully partner with the district in serving their students. Interpreters are also provided for classroom instruction and after-school activities, further supporting comprehensive family engagement."|As a Local Education Agency (LEA), Shasta Union High School District (SUHSD) highly values and relies on family engagement to gather feedback and gain insights into our students' needs. To achieve this, we host Site Council meetings, District LCAP meetings, and Student Success Academies, and conduct surveys with students, staff, and parents. Each school within SUHSD has established a written family and parent engagement policy and a parent-school compact.  Our needs assessment is informed by feedback from family engagement and the California Dashboard. Through this process, we identified that our students were facing significant social and emotional challenges. In response, we partnered with an external counseling agency to provide necessary support services. Additionally, we recognized the need to increase access to AP testing for our students from low socioeconomic backgrounds. While many students enrolled in AP classes, they often did not take the required exams to earn college credit. We are also committed to improving our A-G completion rate to facilitate the transition of more students to college after graduation.  These program adjustments were driven by the input received during our family engagement process. To assess the effectiveness of these changes, we will use student and parent surveys, review College Board AP Statistics data on course and exam participation, and track the number of students transitioning to higher education or careers after graduation. By continually engaging with our educational partners and using their feedback to inform our strategies, SUHSD strives to build strong partnerships that support student outcomes and success.|Based on an analysis of input from educational partners and local data, the Shasta Union High School District (SUHSD) has identified several focus areas for improving partnerships to achieve student outcomes. Parent feedback indicated a desire for more frequent surveys and the ability to reply to emails sent out by the school. Additionally, parents' preferred methods of communication varied, highlighting the need for a more flexible approach to engagement.  Generally, parents want to be involved, but many face challenges due to work schedule conflicts. To accommodate these schedules, it has been suggested that more opportunities to interact with the school be available after school hours. Furthermore, parents expressed a need for clearer, more consistent communication about their children's progress and school events.  In response, SUHSD will continue to use feedback from parents, students, and staff to tailor engagement opportunities better to meet the needs of the majority of parents. This includes exploring various communication methods, such as evening meetings, virtual town halls, and more interactive digital platforms. Additionally, the district plans to increase the frequency of surveys and improve the responsiveness to parent emails to ensure ongoing, two-way communication.  By addressing these areas, SUHSD aims to create a more inclusive and effective partnership with parents, thereby enhancing the overall support system for student outcomes.|Based on analysis of educational partner input and local data, the Shasta Union High School District (SUHSD) will enhance engagement with underrepresented families identified during the self-reflection process by exploring innovative methods to reach all parents. Specifically, SUHSD will focus on underrepresented families by hosting engagement opportunities in the communities where these families reside, making participation more convenient and accessible for them.  Feedback from parents will be solicited early in the school year to develop plans that best meet their needs and abilities, and facilitate their involvement in their child's education. This approach will ensure that the voices of underrepresented families are heard and considered in the planning and implementation of engagement activities. Additionally, SUHSD will use community centers, local events, and culturally relevant communication methods to effectively reach these families.  By proactively engaging with underrepresented families and tailoring its approach to their specific needs, SUHSD aims to build stronger partnerships that support student outcomes and foster a more inclusive educational environment.|Shasta Union High School District (SUHSD) demonstrates significant strengths and progress in seeking input for decision-making. Our schools and the district frequently communicate with staff and parents about the decision-making processes that occur within our schools. We provide numerous opportunities for input through Site Council meetings, which include public comment periods and active participation by students, staff, and parents.  Similarly, SUHSD school board meetings offer opportunities for parents, teachers, and community members to provide feedback on school and district decisions. These meetings are open to the public, ensuring transparency and inclusivity in our decision-making processes. Additionally, we actively welcome and encourage input from all educational partners through various forums and surveys conducted throughout the year.  This inclusive approach ensures that the voices of our educational partners are heard and considered, leading to more informed and effective decisions that benefit our students and the entire school community. Through these efforts, SUHSD continues to foster a collaborative environment where educational partner feedback plays a crucial role in shaping our educational strategies and initiatives..|Based on the analysis of educational partner input and local data, Shasta Union High School District (SUHSD) has identified several focus areas for improvement in its decision-making. Our LEA has worked directly with and sought feedback from our Title I parents and students through various channels, including Title I parent information nights, town hall meetings, and surveys sent to all homes. Our schools collaborated with parents and students to develop written family engagement compacts and distributed the final product at parent information nights.  SUHSD reached out to parents through the Student Success Academy, a series of two-night sessions in which school staff partner with parents on academic, behavioral, and social issues. These sessions help families understand topics such as challenging State academic standards, State and local academic assessments, and how to monitor a child's progress and collaborate with educators to improve achievement.  As an LEA, we provide professional development four to five times per month, with a professional development schedule every Wednesday when students are released early. This allows all staff, including teachers, specialized instructional support personnel, principals, and other school leaders, to engage in professional development. A portion of this training focuses on the value and utility of parents' contributions, effective communication with parents, and building partnerships between parents and schools. These professional development activities are driven by input from the Site Council, which includes parents and students.  Staff reviews outline academic standards, assessments, and strategies for monitoring and improving student progress during these sessions. Parental input is gathered through discussions and exit surveys to guide the use of funds reserved for parental involvement activities. Title I parents are included on our Local Control and Accountability Plan (LCAP) advisory board, enabling us to work jointly with them to enhance our family engagement policy. We also partner with parents at our ELAC and DLAC meetings, increasing opportunities for the informed participation of parents and family members with disabilities and migrant children.  To further support family engagement, SUHSD provides information and school reports in accessible formats and languages. We have purchased software that automatically translates phone messages into the home language identified by parents in our student information system. Additionally, our district and school websites are available in 18 languages, enabling parents to access all relevant information, including grades, attendance records, school policies, and resources. This ensures parents can fully partner with the district to serve their students effectively.|Shasta Union High School District (SUHSD) will improve the engagement of underrepresented families identified during the self-reflection process in several ways. SUHSD will continue to explore new and innovative methods to reach all parents, with a specific focus on underrepresented families. This includes hosting engagement opportunities in the communities where these families live, making it more convenient and accessible for them to participate.  Early in the school year, SUHSD will solicit feedback from parents to develop plans that best meet their needs and abilities for involvement in their child's education. This feedback will help tailor engagement activities to better align with the schedules and preferences of underrepresented families. Additionally, SUHSD will utilize community centers and local events to facilitate more inclusive engagement opportunities.  To ensure effective communication, the district will employ culturally relevant methods and provide information in these families' preferred languages. This includes using software to translate phone messages and translating district and school websites into multiple languages, ensuring all parents have access to vital information.  By implementing these strategies, SUHSD aims to build stronger partnerships with underrepresented families, ensuring their voices are heard and considered in the decision-making process, ultimately enhancing student outcomes and fostering a more inclusive educational environment.|5|5|4|4|4|4|4|4|4|4|3|4|Met||2026-06-09|2026
45701360106013|University Preparatory|3|Based on the 2026 Parent Survey, 96.19% of our parents indicated that U-Prep keeps them well-informed about school events and activities. Through this survey, parents provided valuable input on optimal time frames for events, desired topics for parent education, and preferred activities for participation.  All U-Prep faculty members serve as coaches and advisors, fostering relationships with students and families outside the classroom. This includes roles such as coach, performing arts director, mentor, advisor, club sponsor, and tutor.   U-Prep has a tradition of maintaining strong relationships with its students and families through positive school communications. The most recent parent survey data indicates that Parent Square email, text, and phone systems, and the school app are highly valued by parents for staying informed.  Additionally, U-Prep prepares a daily bulletin read by a student representative, with a parent section distributed via the school app and email. The monthly Panther Pride Newsletter, information displayed on the school’s color marquee, and interactive online forums (such as teacher websites, Google Classrooms, and school social media) ensure continuous communication.  Furthermore, U-Prep organizes numerous Grade-level trips and activities from 6th to 12th grade, including college campus visits, visual and performing art activities, and athletic experiences which further strengthen these relationships. These initiatives demonstrate U-Prep’s commitment to building and maintaining strong and meaningful relationships with families, fostering a supportive and engaging school community.|Based on the analysis of educational partner input and local data, U-Prep has identified key areas for improvement in building relationships between school staff and families. Our primary focus is to provide increased opportunities for parents and our school community to be informed and engaged with school events and activities. This includes enhancing our informational presence online and on social media platforms to reach a broader audience and ensure timely updates.  We aim to increase attendance at Back-to-School Night and various Parent University evenings, recognizing these as crucial opportunities for direct engagement and collaboration. Additionally, we seek to boost participation in parent organizations, fostering a more active and involved parent community.  Within our culture of continuous improvement, we will maintain open communication with our educational partners, student advisory groups, school accreditation processes, school governance teams, and other collaborative efforts. By strengthening these communication channels and offering more engagement opportunities, we aim to build even stronger relationships with our families, ensuring they are well-informed and actively involved in our school community.|Based on the analysis of educational partner input and local data, U-Prep is committed to improving the engagement of underrepresented families. To support the ongoing involvement of these families, we have designated staff members responsible for coordinating services and conducting personalized outreach. These staff designees will work closely with underrepresented families to understand their unique needs and preferences, ensuring they feel welcomed and valued within our school community.|Based on the analysis of educational partner input and local data, U-Prep has demonstrated significant strengths and progress in building partnerships that support positive student outcomes. The school fosters a collaborative culture in which students, families, teachers, counselors, support staff, and administrators work together to support student success.  U-Prep maintains strong systems of communication and collaboration with families through regular parent meetings, conferences, student support meetings, and ongoing communication regarding student progress. Educational partner feedback consistently highlights the value of these partnerships and the school's commitment to addressing student academic and social-emotional needs.  Student progress is closely monitored through multiple measures, including course grades, benchmark assessments, state assessments, PSAT results, attendance, and other indicators of student success. Counselors, teachers, and administrators collaborate with students and families to identify needs and provide timely interventions. Supports such as Student Study Teams, academic conferences, Study Hall, Advisory/Tutorial periods, academic support classes, and Academic Saturday School help ensure that students receive individualized assistance when needed.  U-Prep also prioritizes equitable access to opportunities and supports for all students. Counselors work closely with students and families to promote college and career readiness, while additional resources and supports are provided for students with identified needs, including English learners, students with disabilities, and unduplicated pupils.  Collaboration among staff further strengthens student outcomes. Teachers meet regularly in grade-level, departmental, and curricular teams to analyze student data, discuss instructional practices, coordinate supports, and plan interventions. The Site Literacy Coach works alongside teachers to implement benchmark assessments and use data to inform instruction. These collaborative structures support a shared commitment to continuous improvement and student achievement.  Through these partnerships and collaborative practices, U-Prep continues to strengthen student engagement, academic achievement, and overall student success.|We will continue to work with our department and grade level teams utilizing our school resources (assessments, counselors, collaboration, etc.) to help improve student learning and outcomes.|U-Prep recognizes the importance of ensuring that all families have meaningful opportunities to participate in their students' education and school decision-making processes. While family engagement levels remain strong overall, the school will continue to focus on increasing participation among underrepresented families, including families of English learners, students with disabilities, socioeconomically disadvantaged students, and families who may face barriers to participation.  To improve engagement, U-Prep will continue to offer multiple opportunities for input through surveys, parent meetings, conferences, Student Study Team meetings, and school events. The school will utilize a variety of communication methods, including email, phone calls, text messaging, social media, and the school website, to ensure families receive timely and accessible information.  Additionally, U-Prep will continue to provide flexible meeting times, individualized outreach, and targeted support from counselors, teachers, and administrators to strengthen relationships with families and encourage participation in school activities and decision-making processes. Feedback from educational partners will be regularly reviewed to identify barriers to engagement and inform ongoing efforts to build strong partnerships that support student success. Through these actions, U-Prep seeks to strengthen connections with all families and ensure that every educational partner has a voice in supporting positive outcomes for students.|Based on the analysis of educational partner input and local data, U-Prep has made significant strides in seeking input for decision-making. Our 2026 parent survey provided valuable insights into our strengths and areas for improvement:  Parental Interests and Program Priorities: Parents showed strong support for small class sizes, rigorous academics with access to college-credit opportunities (AP and dual enrollment), and comprehensive academic support. They also emphasized the importance of maintaining a close-knit community of teachers/advisors.  Effective Communication Channels: The Parent Square online/phone system, the school newsletter, and the school app are the most used and valued communication methods, with 97% of parents reporting that U-Prep provides a supportive learning environment for their students.  College and Career Preparation: Parents highly valued Shasta College dual enrollment offerings, free PSAT testing for all 8th, 10th, and 11th graders, and the personalized support provided by teachers.  Safety and Parental Involvement: While 95.30% of parents reported feeling U-Prep was a safe place for their students, there is a strong interest in engaging in grade-level events, parent organizations, and assisting with student transportation.  Overall, U-Prep continues to build on its foundation by ensuring that all families have opportunities to provide input on policies and programs, actively seeking to include underrepresented groups. Our efforts to facilitate collaboration among families, teachers, principals, and district administrators are evidenced by our ongoing commitment to planning, designing, implementing, and evaluating family engagement activities at all levels.  Focus Area for Improvement We will continue to enhance our strategies to reach and engage underrepresented families, ensuring their voices are integral to decision-making processes. This includes expanding our outreach efforts, providing diverse engagement opportunities, and maintaining a welcoming environment for all family members. Through these efforts, we aim to strengthen our community and support the success of all our students.|Based on the analysis of educational partner input and local data, U-Prep's primary area for improvement in Seeking Input for Decision-Making is increasing participation from parents and families in school engagement and feedback opportunities. While the school regularly gathers input through surveys, meetings, and conferences, U-Prep seeks to further strengthen family engagement by increasing participation in parent organizations, grade-level events, and other school-sponsored activities.  By expanding opportunities for meaningful involvement, the school aims to gather more diverse perspectives and ensure that parents have a stronger voice in decisions that impact student learning and school programs. U-Prep will continue to utilize multiple methods of communication and outreach to encourage participation and reduce barriers to engagement.  Additionally, the school will continue to seek input from students, staff, and families through surveys, meetings, and stakeholder groups to inform schoolwide planning and continuous improvement efforts. Increasing educational partner participation will help ensure that decision-making reflects the needs, priorities, and perspectives of the broader U-Prep community and supports positive student outcomes.|Based on educational partner feedback and local data, U-Prep recognizes the importance of increasing participation from underrepresented families in school decision-making processes. To improve engagement, the school will continue to expand outreach efforts and provide multiple opportunities for families to share their perspectives through surveys, parent meetings, conferences, grade-level events, and school committees.  U-Prep will utilize a variety of communication methods, including email, phone calls, text messaging, and the school website, to ensure families are informed about opportunities to provide input. The school will also continue to offer flexible meeting times and both in-person and virtual participation options when appropriate to reduce barriers to involvement.  Through these efforts, U-Prep aims to strengthen family engagement, increase participation in school decision-making, and ensure that the perspectives of all educational partners are represented in the continuous improvement process.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-10|2026
45701364530267|Shasta Charter Academy|3|Students in grades 9-11 are assessed locally using NWEA MAP in Mathematics, Reading, Language Arts, and Science twice annually. Results are discussed with each family and inform student learning plans. - Student learning plans are developed twice per year, at minimum, in consultation with each family. - All students have access to the school counselor - The school counselor meets with all freshmen to develop four-year plans as part of freshman social science. - All families meet with the Director/ Superintendent upon enrollment to develop learning plans.|- The staff would like to increase parental education and accountability in monitoring and motivating student achievement. - Increase on-campus activities in which families can participate. - Increase training for parents in the use of Aeries Database, Google Classroom, and Learning Team engagement application (ROAR)|- Based on the analysis of educational partner input and local data, no changes were indicated and this was found to be a strength of the Personalized Learning model of learning.|Outcomes are directly related to relationships in a Personalized Learning school like Shasta Charter Academy. As described above, we believe building relationships is paramount to each student's success, and we are intentional about providing spaces to foster those partnerships. As feedback from our students in the Local Climate Survey shows, our students really appreciate what has been created here at SCA.|- Increasing parental engagement in student learning|- Based on the analysis of educational partner input and local data, no changes were indicated, and this was found to be a strength of the Personalized Learning model of learning.|- Families and staff have a high level of engagement in providing input in decisions by direct communication with school staff, scheduling appointments, attending Board meetings, and responding to annual satisfaction surveys. - As part of the Personalized Learning model, families begin having personal contact with administration and school staff, and that engagement is sustained throughout the student's enrollment. - All parents/ guardians are notified via ParentSquare of upcoming Governing Board Meetings|- The school would like to see increased involvement in School Board meetings. - The school would also like to see increased participation in schoolwide surveys.|- Based on the analysis of educational partner input and local data, no changes were indicated, and this was found to be a strength of the Personalized Learning model of learning.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-04|2026
45701690000000|Whitmore Union Elementary|3|Our website is now fully launched and functional.  We continue to update it with content.  In addition, the school now has a weekly newsletter that is sent home to parents via email, hard copy, text, and posted on the website.  Our homeschool teachers have been engaging their respective parents with meaningful conversations relating to curriculum, lessons, and assessments.|Revitalizing our parent club will be a priority during the upcoming school year.  Both current parents are resigning, plus there are only a few students, so the number of parents available is minimal.  However, another goal is to have homeschool families meet together more often for net working and enrichment for their students.  That will be another focus area during next school year.|The district will continue to utilize current communication means.  In addition, the district will conduct surveys periodically in order to solicit better feedback and input from any underrepresented families.|With the continued addition of our Curriculum and Instruction Director, we have been able to help our newer teachers to understand and implement all of our core curriculum.  The Director has helped with lesson development, intervention strategies, training for staff, and progress monitoring.  All of the Director's efforts help student outcomes.|Consistent and Digital communication will continue to be an area of focus for the school.  There will be some new teachers next school year, so supporting and training them to utilize all the aspects of communication tools and how often to communicate to parents, especially the homeschool parents, will be vital.|The district continues to utilize family input and feedback, through discussions, email, website, surveys, etc., to ensure that families are engaged and help with improvement with underrepresented families.  In addition, a concerted effort is being made to recruit parents to join the School Site Council and/or parent club.|The district utilizes community meetings, parent conferences, school board meetings, and parent club meetings to help with getting community and parent input and feedback.  In addition, the district sends out surveys occasionally to seek input for decision-making.|The district will continue to focus on utilizing the existing communication to solicit input from educational partners.  In addition, the district is currently working on new and various ways to seek input which includes upgraded technological means (parent portal), as well as conducting more specific parent engagement nights, additional educational partner surveys, and having standing agenda items for School Site Council, etc. that allows for more specific input based on current data.|The district will continue to use various ways of communication to help seek input from underrepresented families.  Some of those ways include additional parent informational nights, multiple ways to send home messages (email, flyers, website, all-call, post cards, etc.).|4|4|4|4|4|4|4|4|4|3|4|4|Met||2026-06-23|2026
45737000000000|Mountain Union Elementary|3|Relationships with parents and families continues to be one of Montgomery Creek's priorities.  There is concerted effort to foster good relationships with families, both from individual teachers and from the school as a whole.  Several school-wide and community events have been planned, implemented and successful throughout the school year so far.  Some of the events included the Fall Festival, parent-teacher conferences, and lots of information in the weekly bulletins.|We still have areas that we can improve on building trusting relationships with families.  One of those areas is continuing to incorporate our local Native American peoples culture and heritage in our school community.  We have been trying over the last few years to have various events that would showcase and offer activities for our students revolving around Native American culture.  This school year we've been able to have at least 2 events.  One was during Back to School Night and the other was a bead making event in the last fall during the school day for students.  There are plans for the local Pit Rive Tribe to help with additional events, such as doing things during Open House and for next school year to help with celebrating Indigenous Peoples' Day.|The implementation of a full-time counselor, in addition to contracting with 5 Peaks for wellness coaches, has allowed to school to reach many underrepresented students and families.  This has been successful, especially alongside with the Community Connect Coordinator.|Besides continuing with the MOU for a Curriculum Director and Instructional Coach, the school contracted with 5 Peaks to work alongside our counselor to provide groups and individual coaching with wellness coaches.|The implementation of the new 6-8 grade incentive program has improved somewhat.  The students enjoy the field trips and are learning more responsibility and accountability, because their eligibility is related to grades, attendance, and behavior.  The school also started a Cross Country team and a co-ed basketball team.  These things have helped with students having more involvement and commitment to their overall education.|Between the Community Connect Coordinator, school counselor, and wellness coach, the school is reaching more of the underrepresented families with better outreach for supports and resources.|Several surveys are administered throughout the school year.  PLCs and staff meetings are held monthly, with opportunity for all staff members to give input.|For the most part, 8th grade parents tend to be the main group of parents that engage with the school as it relates to 8th grade graduation.|Our Community Connect Coordinator continues to reach our families that are underrepresented.|5|5|4|4|4|4|4|5|5|4|4|5|Met||2026-06-24|2026
45745830000000|Shasta-Trinity ROP|3||||||||||||||||||||||Not Met|||2026
45752670000000|Gateway Unified|3|Based on the analysis of educational partner input and local data, Gateway Unified School District continues to demonstrate strengths in building relationships between school staff and families through intentional communication, stakeholder engagement, and collaborative decision-making. The district utilizes annual surveys of students, staff, and families to gather feedback that informs district priorities, school improvement efforts, and development of the Local Control and Accountability Plan (LCAP). This process ensures that educational partner voices are incorporated into decision-making and continuous improvement efforts. During the 2025–26 school year, the district expanded opportunities for family engagement through Parent Advisory Committee (PAC) meetings, school site events, community forums, and additional surveys related to district initiatives, including grade reconfiguration planning. These opportunities allowed families to provide input, ask questions, and engage directly with district and site leaders regarding decisions impacting students and schools. Gateway Unified continues to utilize a variety of communication tools to keep families informed and connected. ParentSquare serves as the district’s primary communication platform and is supplemented by school and district websites, social media, newsletters, email, phone messaging, and community outreach efforts. School websites provide access to calendars, meeting information, district plans, and resources that promote transparency and accessibility. The district has also strengthened partnerships with community organizations, local agencies, tribal partners, and the City of Shasta Lake to support students and families. Through advisory committees, public meetings, and ongoing outreach efforts, Gateway Unified has increased opportunities for meaningful participation and collaboration. These efforts have helped build trust, improve communication, and foster stronger relationships between families and schools in support of student success.|Based on educational partner input and local data, Gateway Unified School District has identified several focus areas for continued improvement in building relationships between school staff and families. While survey data and participation rates indicate that families generally feel informed about school activities and district initiatives, opportunities remain to deepen engagement and increase meaningful participation in decision-making processes. One area of focus is increasing participation from families who have historically been underrepresented in surveys, advisory committees, and school events. The district will continue to examine participation data and strengthen outreach efforts to ensure that diverse perspectives are represented when making decisions that impact students and schools. Survey results also identified school climate as an area that remains important to families. As a result, the district will continue to improve communication regarding student supports, behavior expectations, school climate, school safety efforts, and available resources. Providing families with a clearer understanding of district actions and opportunities for involvement will help strengthen trust and partnerships. Additionally, the district recognizes the need to continue expanding opportunities for two-way communication and feedback. While communication systems have improved through ParentSquare and other digital platforms, the district will continue encouraging meaningful dialogue between families and school staff through advisory committees, community forums, surveys, and school events. As Gateway Unified implements district initiatives, including school reconfiguration and continued academic improvement efforts, maintaining transparent, timely, and responsive communication with families will remain a priority. These focus areas will guide the district’s efforts to strengthen relationships, increase engagement, and ensure that all families feel valued as partners in supporting student success.|Based on the analysis of educational partner input and local data, Gateway Unified School District will continue implementing targeted strategies to increase engagement among families who have been historically underrepresented in district decision-making and school activities. Survey results, committee participation, and engagement data indicate opportunities to strengthen connections with families of students with disabilities, Native American families, families experiencing homelessness, and families who have not traditionally participated in district feedback processes. The district will continue to utilize frequent, streamlined communication through ParentSquare, phone calls, email, social media, school websites, newsletters, and direct outreach from school staff. By providing information through multiple platforms, Gateway seeks to ensure that all families have access to important updates, opportunities for involvement, and resources that support student success. During the 2025–26 school year, the district expanded opportunities for family participation through Parent Advisory Committee (PAC) meetings, community forums, school events, and reconfiguration information sessions. These efforts will continue with a focus on recruiting diverse representation and ensuring that educational partners have meaningful opportunities to provide input on district initiatives, school climate, student supports, and academic programs. Gateway will also maintain and strengthen partnerships with community organizations, local agencies, tribal partners, the City of Shasta Lake, and local businesses to connect families with resources and services that support both academic and non-academic needs. These partnerships help reduce barriers to participation and create additional pathways for family engagement. The district will continue to recognize and celebrate family involvement through school events, advisory committees, student showcases, and community activities. Survey data, attendance records, and participation rates will be reviewed annually to identify gaps in representation and guide future outreach efforts. Through intentional communication, community partnerships, and expanded opportunities for participation, Gateway Unified aims to ensure that all families feel welcomed, valued, and empowered as partners in their children's education.  To further support underrepresented families, Gateway will provide resources that address both academic and non-academic needs. This includes offering workshops, informational sessions, and access to community services that can help families navigate challenges and support their children's education. By addressing broader family needs, Gateway can create a more supportive and inclusive environment that empowers families to be active participants in their children's learning journey.|Based on the analysis of educational partner input and local data, Gateway Unified has demonstrated notable strengths and progress in building partnerships for student outcomes. These efforts have been particularly effective across several key areas.  Gateway has prioritized professional development for its administrative staff, focusing on leadership skills, community engagement, and effective communication strategies. By equipping administrators with the necessary tools and knowledge, Gateway ensures that school leaders are well-prepared to foster strong partnerships with parents, community members, and other stakeholders. This ongoing professional development has led to a more collaborative and inclusive school environment, where administrators are proactive in addressing the needs and concerns of the school community.  Literacy nights have become a cornerstone of Gateway’s community engagement strategy. These events are designed to promote a love of reading and literacy among students and their families. By inviting parents and community members to participate in interactive reading activities, book discussions, and workshops, Gateway has created a supportive network that emphasizes the importance of literacy in student success. These literacy nights have not only improved student reading skills but also strengthened the bond between the school and the community.  Back to school nights have become a successful tradition within Gateway, providing an excellent opportunity for parents to engage with teachers and administrators at the start of the academic year. These events are well-organized and widely attended, reflecting the community's commitment to education. During back to school nights, parents receive important information about the curriculum, school policies, and ways to support their children's learning at home. The positive feedback from parents indicates that these events are highly effective in fostering a sense of partnership and shared responsibility for student outcomes.  Parent-teacher conferences are a key component of Gateway's strategy to build strong partnerships with families. These conferences are scheduled regularly and are designed to be flexible to accommodate parents' availability. Gateway has implemented training for teachers to ensure that conferences are productive and focused on student progress, strengths, and areas for improvement.|Based on the analysis of educational partner input and local data, Gateway Unified School District has identified several focus areas for continued improvement in building partnerships that support student outcomes. While the district has established strong relationships with families, community organizations, higher education partners, and local businesses, opportunities remain to expand the impact and accessibility of these partnerships. One area of focus is increasing participation and representation among families and community members who have historically been underrepresented in district engagement efforts. The district will continue to strengthen outreach strategies and seek input from a broader range of educational partners to ensure that programs and services reflect the needs of all students and families. Educational partner feedback and survey results also highlighted the importance of continuing to strengthen partnerships that support student well-being, school connectedness, attendance, and a positive school climate. The district will continue collaborating with families, community agencies, and local organizations to provide resources, mentoring opportunities, student supports, and activities that foster a sense of belonging and engagement for all students. Additionally, the district will focus on expanding college and career readiness opportunities through increased collaboration with higher education institutions, industry representatives, and community organizations. Continued growth of dual enrollment, career exploration, mentoring opportunities, and Career Technical Education partnerships will help ensure that students have access to meaningful pathways aligned to their future goals. Gateway Unified will also continue evaluating the effectiveness of existing partnerships through participation data, survey feedback, and student outcome measures. This ongoing review process will help the district identify gaps, strengthen successful programs, and develop new partnerships that support academic achievement, student engagement, and overall student success.|Based on the analysis of educational partner input and local data, Gateway Unified School District is committed to increasing engagement among families who may face barriers to participating in district and school partnership opportunities. The district recognizes that strong family, school, and community partnerships contribute to improved student outcomes and seeks to ensure that all families have meaningful opportunities to provide input and engage in their children's education. Educational partner feedback indicates that attendance at meetings and events can be challenging for some families due to work schedules, transportation, childcare responsibilities, and other commitments. To address these barriers, the district will continue to offer multiple opportunities for engagement through surveys, Parent Advisory Committee (PAC) meetings, school events, community forums, and advisory groups. Gateway will also expand the use of virtual participation options when feasible, allowing families to engage in ways that are more accessible and convenient. The district will continue utilizing multiple communication methods, including ParentSquare, phone calls, email, social media, websites, newsletters, and direct outreach from school staff. Translation and multilingual communication features will be leveraged to increase accessibility and ensure that families can receive information and provide feedback through a variety of formats. Gateway will also strengthen partnerships with community organizations, local agencies, Indian Education, Community Connect, College Options, and other community partners that help connect families to resources and support services. These partnerships provide additional pathways for engagement and help ensure that families are aware of opportunities to participate in district and school initiatives. Participation data, survey results, and educational partner feedback will be reviewed annually to identify barriers to engagement and inform future outreach efforts. Through accessible communication, flexible participation options, and strong community partnerships, Gateway Unified seeks to ensure that all families feel welcomed, valued, and empowered as partners in supporting student success.|Based on the analysis of educational partner input and local data, Gateway Unified School District has demonstrated continued strength in seeking input from educational partners to inform district and school decision-making. The district values collaboration and has established multiple structures that provide opportunities for students, staff, families, and community members to share feedback and contribute to district initiatives. A key strength is the district’s use of advisory groups and committees, including School Site Councils, the District Advisory Committee (DAC), and the Parent Advisory Committee (PAC). These groups review district priorities, student outcome data, school climate information, and Local Control and Accountability Plan (LCAP) actions. The DAC remains open to all educational partners and includes participation from administrators, employee association representatives, district staff, parents, and community members, providing diverse perspectives on district initiatives and priorities. Annual surveys of students, staff, families, and community members continue to provide valuable information regarding school climate, communication, student support, safety, and academic programs. Survey results are reviewed alongside local and state data to identify strengths, areas for growth, and priorities for continuous improvement. During the 2025–26 school year, the district sought input from educational partners regarding LCAP development, district reconfiguration, academic initiatives, and curriculum adoption. Stakeholder feedback was gathered through committee meetings, surveys, school events, and ongoing communication with staff and families. The district’s K–8 mathematics adoption process included participation from teachers, administrators, instructional coaches, parents, and district leadership, ensuring that multiple perspectives informed the final recommendation. Gateway continues to utilize ParentSquare, district and school websites, newsletters, social media, public board meetings, and school events to communicate with educational partners and provide opportunities for feedback. These efforts have strengthened transparency and supported informed decision-making focused on student success|Based on the analysis of educational partner input and local data, Gateway Unified School District has identified several focus areas for continued improvement in seeking input for decision-making. While the district provides multiple opportunities for educational partners to share feedback through surveys, advisory committees, meetings, and school events, increasing participation and ensuring broad representation remain important areas of focus.  Educational partner feedback indicates that attendance at meetings and engagement opportunities can be challenging due to work schedules, family commitments, transportation, and other barriers. To address these challenges, the district will continue exploring flexible participation options, including virtual attendance opportunities when feasible, varied meeting times, and multiple methods for providing feedback. The district will also continue utilizing surveys and digital communication tools to gather input from stakeholders who may be unable to attend meetings in person.  Another area of focus is increasing awareness of opportunities for participation and ensuring that educational partners understand how their feedback contributes to district decisions. Gateway will continue communicating through ParentSquare, websites, newsletters, social media, and school communications to share information regarding upcoming engagement opportunities and the outcomes of stakeholder input.  The district will also continue refining its engagement processes to ensure that meetings, committees, and feedback opportunities are purposeful, accessible, and responsive to stakeholder needs. Participation data, survey results, and educational partner feedback will be reviewed annually to identify barriers to engagement and inform future improvements.  Through these efforts, Gateway Unified seeks to strengthen stakeholder participation, increase the diversity of perspectives represented in decision-making processes, and ensure that educational partners continue to play an active role in shaping district priorities and initiatives.|Recognizing the importance of inclusive and broad-based input, Gateway is committed to implementing strategies that address barriers to participation and respect the diverse needs of families. GUSD has identified several key strategies to improve the engagement of underrepresented families in the decision-making process. These strategies are designed to address the unique needs and challenges faced by these families, ensuring their voices are heard and valued.  In addition to the work of community liaisons, Gateway will enhance engagement through partnerships with other community support networks. This includes collaborating with local cultural centers, non-profit organizations, and community groups that have established relationships with underrepresented families. These community partners can help extend Gateway's reach and build trust within these communities, encouraging families to participate in decision-making processes.  Gateway will also implement individualized outreach efforts. Recognizing that each family has unique circumstances and needs, Gateway will tailor its outreach efforts to better connect with underrepresented families. This might include home visits, personalized invitations to meetings and events, and one-on-one meetings to discuss their concerns and ideas. By providing targeted support and showing a genuine interest in their input, Gateway aims to build stronger, more meaningful relationships with these families.  Gateway will also utilize the second language features available in new communication platforms. Many underrepresented families face language barriers that can hinder their participation in school activities and decision-making. By adopting platforms that offer translation and multilingual support, Gateway can ensure that all families receive information in their preferred language. This not only makes communication more accessible but also demonstrates Gateway’s commitment to inclusivity and respect for diverse linguistic backgrounds.  By addressing the specific barriers these families face, Gateway aims to ensure that their voices are an integral part of the decision-making process, ultimately leading to more equitable and effective outcomes for all students.|5|5|4|4|4|4|5|5|5|4|4|4|Met||2026-06-24|2026
45752670113407|Rocky Point Charter|3|At Rocky Point Charter, we foster a welcoming and inclusive environment by greeting students and families daily and encouraging active parent involvement through events, classroom volunteering, and field studies. We prioritize building a positive, collaborative culture that supports the success of students, teachers, and families. Strong communication is maintained through various platforms and regular updates, including monthly Social Emotional Learning focuses. Parent surveys reflect high satisfaction with communication and engagement opportunities.|At RPCS, we believe strong relationships between school staff and families are essential to creating a supportive educational environment. We foster these connections through social events, volunteer opportunities, and active parent involvement in school committees. Events like family nights and cultural celebrations allow families and staff to build trust in informal settings. Volunteering in classrooms, field studies, and activities strengthens engagement and collaboration. Additionally, inviting parents to serve on school committees empowers them to contribute to school decision-making and student success.|Building strong relationships between school staff and families is essential to creating a positive and supportive educational environment. Continuing to offer social events and volunteer opportunities plays a key role in fostering these connections. These initiatives help parents feel like valued members of the school community, especially when information is provided in their home language to ensure accessibility and inclusion. Offering clear, consistent communication about expectations empowers families to engage confidently. True collaboration with parents takes time and trust, and is rooted in open, ongoing communication that makes them feel respected, informed, and included in their child’s educational journey.|One of Rocky Point Charter School’s greatest strengths is our positive and collaborative culture that supports the success of students, teachers, and families. We offer numerous opportunities throughout the year to build strong relationships with families and maintain consistent, open lines of communication. Multiple platforms—including phone calls, emails, Google Meet or Zoom, and in-person meetings—allow for regular connection between families and staff.  We’ve implemented programs like Capturing Kids’ Hearts and Social Emotional Learning (SEL), with monthly focus areas communicated to parents to keep them informed and engaged. Our school counselor supports students’ social-emotional growth and collaborates with both teachers and parents to provide resources and guidance.  Parents are invited to participate in Student Study Team (SST) meetings to help support their child’s academic and emotional development. While formal conferences are scheduled twice a year, our policy encourages parents to request additional meetings at any time. Parent survey results consistently show high levels of satisfaction with communication and opportunities for involvement.|Based on an analysis of educational partner input and local data, we have identified two key focus areas: improving communication around academic data and reengaging families in school events.  We regularly collaborate with our parent teacher organization and hold team meetings to review student outcomes and guide decision-making. Parent-teacher conferences are scheduled twice a year, and progress reports are sent home consistently to keep families informed of their student’s academic performance. Each spring, we distribute annual surveys to gather feedback that shapes our district and school planning.  We utilize a variety of communication methods—including newsletters, social media, emails, phone calls, meetings, surveys, our website, auto-dialers, and text messaging—to reach families. Despite these efforts, educational partners continue to emphasize the importance of strengthening communication, improving student attendance, and increasing support for students, which will remain priorities moving forward.|Ongoing communication between parents and teachers is essential for building strong partnerships that support positive student outcomes. At Rocky Point Charter, we are especially focused on strengthening relationships with our underrepresented families. To support this effort, we provide access to an interpreter, offer summer programs, and ensure inclusive communication. Additionally, we support students and families through conferencing, targeted interventions, tutoring, and free after-school programs—all designed to promote academic success and engagement.|At our school, we are committed to supporting families and the whole child to enhance educational outcomes for all students. Our goal is for every student to meet or exceed grade-level standards while also developing a strong sense of self-worth and social responsibility in a safe, healthy, and nurturing environment.  We actively seek input from our educational partners...students, families, and staff through the PTO, staff meetings, and annual surveys. These collaborative forums ensure that our partners have a voice in the decision-making process and contribute to shaping our goals, improving student achievement, and fostering a positive school climate. Data-driven goals are established based on identified needs, and feedback is consistently used to refine and strengthen our school programs.|We regularly meet with our Parent Teacher Organization and hold collaborative team meetings to review student outcomes and guide school improvement efforts. Parent-teacher conferences are scheduled twice a year, and progress reports are sent home regularly to keep families informed of their child’s academic performance.  Each spring, we distribute annual surveys to gather input that informs both district and school planning. We maintain open lines of communication through various channels, including newsletters, social media, emails, phone calls, meetings, surveys, our website, auto-dialers, and text messaging. Despite these efforts, our educational partners continue to highlight the need for improved communication, increased student attendance, and expanded support services—areas we remain committed to addressing.|Based on local data and valuable input from our educational partners, Rocky Point Charter is committed to improving engagement with underrepresented families by connecting at-risk families to local community resources and working with students to set individualized goals. Our teachers and support staff maintain consistent communication with families to foster strong relationships and support student success.  Staff regularly meets to review data, adjust instruction, and provide targeted interventions based on individual student needs. Support strategies include a summer program, after-school tutoring, WIN Time, and small group instruction. To further strengthen these efforts, we continue to prioritize and maintain a full-time school counselor, intervention staff, and additional support personnel dedicated to addressing both academic and social-emotional needs.|5|5|4|5|4|4|4|4|4|4|3|4|Met||2026-06-18|2026
46104620000000|Sierra County Office of Education|3|We place a strong emphasis on building positive partnerships with families, as outlined in LCAP Goal #3: “All families and the larger school community will have increased levels of engagement with our schools, and families will feel welcomed to be an active participant in their child’s education.” All elementary teachers, as well as some junior high and high school teachers, hold parent-teacher conferences for every student to discuss strengths and areas for growth. In addition, our schools regularly conduct Student Study Team (SST), 504, and IEP meetings that involve teachers, administrators, families, and students-all centered around improving student outcomes. At Loyalton High School, staff meet individually with each student and their family to review the student’s personalized 4-year plan for graduation and postsecondary goals.  During the 24-25 school year, the school district created a Loyalton Middle School Advisory Committee to investigate, inform, and collaborate the re-opening of the Loyalton Middle School. This committee included several parents, board members, and other members of the school community and met once a month to ensure that the opening of the school went smoothly. This committee continues to meet as the need arises and through the dedicated efforts of this advisory team, the school opened this year.  We maintain active school site councils, booster clubs, parent clubs, and welcome numerous parent volunteers who support our schools in meaningful ways. We’ve also strengthened communication through the use of electronic school message boards, which help keep families informed of upcoming events and key announcements. This year, we changed our communication system to Parent Square which allows parents to be fully informed of school events, informational sessions, deadlines, and college and career opportunities. All communications are translated into Spanish for our Spanish-speaking parents and guardians. The WASC mid-cycle and yearly updates have been instrumental in creating opportunities for family input and involvement. In addition to having students and families investigate areas for self-study, they are also involved in planning WASC events, meetings, and connecting with the visitation teams when they come to our schools.  During the 2025-2026 school year, we have hired college & career counselors. These counselors have built strong relationships with students and parents in all grades 9-12 at both Loyalton High School and Downieville School. These counselors met with every rising junior and their parents/guardians during the spring to ensure their 4-year plan and courses are aligned with their college and career goals.  In 2025-2026, SPJUSD hired a CAL-Math, Science, Computer Science Coordinator who put on three different MSCS Family Nights. These nights saw high participation by students, families, and community stakeholders (between 65%-70% of total student populpopulations at each site).|Our focus areas for the 2026-2027 school year include continuing to improve our school and district websites, specifically at our newly-reopened Loyalton Middle School, as well as improving communication to ensure all families are aware of school activities and events. At Downieville School, we will improve weekly communications in both English and Spanish.|To improve engagement of underrepresented families, we are committed to strengthening personal outreach and increasing inclusive communication. We filled the bilingual aide and liaison position for the district during the 2025-2026 school year and utilize her to make personal contact with Spanish-speaking families and ensure they feel connected to their child’s school and informed about their education. This year, with the support of our Director of Student Improvement, our district bilingual aide and liaison started an English Language Advisory Committee (ELAC) at Downieville School. During our ELAC meetings, parents provide input and suggestions to ensure students are successful. Additionally, Downieville School had it's mid-cycle WASC review in 2025-2026 and sent our bilingual parent surveys around climate and culture at the school.  Looking ahead, we will re-administer the EL Parent Survey and site-specific climate surveys to gather input and identify areas for continued growth. We will continue to increase bilingual communication and prioritize more one-on-one meetings with families, particularly those from underrepresented groups. We will also send out information in Spanish and continue ensuring that all site-specific emails and all-calls are translated into Spanish.  Our Foster and Homeless Liaison will also continue to reach out personally to families under her purview, ensuring they are aware of and connected to school and community supports. In partnership with the School Attendance Review Board (SARB) team, we will continue to connect families with available resources to reduce barriers and strengthen their involvement in their child’s education.|We have many strengths in the area of building partnerships with families to support student outcomes. Our communication systems ensure consistent and transparent information flow between the school and families. These include weekly all-calls, a text and email communication system, weekly menus, newsletters, updated school and district websites, Facebook, and parent-teacher conferences. Parents play a crucial role in the education of SPJUSD's school children and are active in our school communities. They partner as coaches, site council members, volunteers (sports drivers, classroom, chaperones, etc), aides, teachers, administrators, and presenters for various fairs (Back-to-School Fairs, College & Career Fairs, Mock Job Interviews, judges for senior project presentations). We have also implemented a variety of family engagement initiatives, such as Back to School Night, Open House, Senior Variety Show, and a Math, Science Computer Science Family Nights at each school site, which are designed to involve parents in the educational process and empower them with tools to support their children’s learning at home. The hiring of a CA-MSCS Coordinator this year has brought added value in terms of parent and community partnerships in the area of math, science, and computer science. The coordinator has forged relationships with key community stakeholders, including parents, who are experts in the fields of math, science, and computer science to lead workshops, fairs, and field trips to enhance student learning. SPJUSD actively involves families in decision-making through committees and councils, promoting a sense of ownership and collaboration in school improvement efforts. In 2025–2026, we shared new, easy-to-read parent CAASPP Score Reports, as well as score reports generated from our Amplify DIBELS assessment system, helping families better understand their child’s literacy progress and how they can support learning at home. Our intervention teacher assesses students in reading and math using DIBELS and STAR Reading and Math four times per year and parent-student conferences, SSTs, and IEP meeting involve sharing achievement data with parents and guardians.  We also created an part-time attendance clerk position to strengthen home-school partnerships around student attendance. This staff member makes personal contact with families when students are absent to identify challenges, offer support, and reinforce the importance of consistent attendance as a key component of academic success. We offer a range of supports such as counseling services, academic interventions, and community partnerships to address diverse family needs, creating a collaborative and inclusive environment. Collectively, these efforts help build strong school-family partnerships that directly enhance student learning and success. Our college and career counselors meet with parents and students of rising juniors and seniors, and our 4-year planning nights involve parents/guardians.|One of our key focus areas for improvement in building partnerships for student outcomes is increasing the number of opportunities for families to engage with their child’s learning. In particular, we want to create more opportunities in the form of family events, middle school college & career workshops, and student conferences at Loyalton Middle School.   For the 2026-2027 school year, we are expanding our MSCS Family Nights and community connections to have events in the fall and the spring. Additionally, we are strengthening our partnerships with regional community colleges and broadening our course offerings for all of our students district-wide. The college & career counselors will actively promote dual enrollment with students in Downieville and continue the work at Loyalton High School. After a slight gap in our partnership with Feather River College's TRIO Program that includes their counselors coming to our school sites to offer workshops and FAFSA support, we are reconnecting with this aspect of our partnership to have more events, field trips, and in-school workshops with their program.   By expanding these offerings, we hope to strengthen our partnerships with families and outside educational partners to better support student achievement across subject areas.|To improve engagement of underrepresented families, we will continue to prioritize personalized outreach and inclusive communication strategies. Our English Learner Aide and Liaison will build on the 2025-2026 program to increase her role to support communication with Spanish-speaking families as needed. This personal outreach and relationship-building remain key strategies for ensuring families feel informed, welcomed, and connected to their child’s education.   We will re-administer the EL Parent Survey, along with school-specific climate surveys, to gather feedback and identify areas for continued improvement. We will also increase communication in both Spanish and English and expand opportunities for one-on-one meetings with families to strengthen relationships and promote student success. We are dedicated to reaching our EL community and ensuring they feel included, valued, and that their input matters.  In addition, our Foster and Homeless Liaison will continue to reach out personally to the families she supports, ensuring they are aware of and connected to school and community resources. We will also work with our School Attendance Review Board (SARB) team to provide families with needed support and to remove barriers that may be preventing full engagement in the educational process. Additionally, through our increased communication to families around student achievement, families will be informed in a timely manner so as to better partner with the schools where learning and academic growth are concerned.|We have many strengths when it comes to seeking input for decision-making. We have active School Site Councils, advisory boards, booster clubs, and parent groups where families are engaged and regularly contribute to decisions that impact their child’s school. We conduct surveys and host LCAP community input sessions to gather feedback on key priorities. In addition, we maintain open and transparent communication channels, providing families with timely updates and multiple opportunities to share input during public meetings.  We have expanded our engagement efforts in several meaningful ways. We held town hall meetings to solicit parent and community feedback on the reopening of the middle school. The Middle School Advisory Committee convened in the spring of 2025 and has continued to function to provide input and expertise surrounding a variety of issues as we opened and maintained the school. The superintendent has an open-door policy around parents and students who want to provide input around ways to improve the middle school.  Downieville School has an active ELAC committee this year and has held meetings and hosted dinners to provide a space for parents to provide input around how to improve learning and school experience for our EL students. As this was a mid-cycle review for Downieville School's WASC Self-Study, parents and community members were highly involved in providing input for the mid-cycle report and were present for interviews from the WASC Visiting Team. The input from the Full Self-Study informed many of the positive changes Downieville School made over the last three years in the areas of communication, student achievement, and climate and culture.  These efforts demonstrate our commitment to inclusive and responsive decision-making that values the voices of our educational partners at every level.|While we have strong systems in place for gathering input, we recognize the need to broaden participation and increase the number of families engaged in our decision-making processes. Based on feedback and participation data, our focus area for improvement is expanding outreach to engage more parents and guardians. This includes exploring flexible meeting times, virtual participation options, and more personalized communication strategies. We also want to provide information about how input is used, so families see the impact of their involvement. We also plan on improving our website communication system at Loyalton Middle School and Downieville School.|We will continue to emphasize personal outreach as a key strategy for engaging families. As with all small school communities, one-on-one contact is often the most effective way to seek input. With the addition of our EL liaison, this contact is more consistent and the district will ensure that the information she collects from EL families and students is communicated to leadership in order that the feedback is authentic and used in decision-making. Families have expressed appreciation that our all-calls, surveys, emails, and text messages through Parent Square now go home in both Spanish and English, and that materials sent home in hard copy are also provided in Spanish when needed.   We will continue administering the EL Parent Survey and each school’s climate survey to gather input. Our Foster and Homeless Liaison will also continue personally connecting with families to help them access support services and stay informed. Additionally, we will work with the School Attendance Review Board (SARB) team to connect families with community resources and provide appropriate supports. One area for improvement is ensuring that our homeless and foster youth get early and often college and career counseling. With the hiring of one full time college & career counselor and one part time counselor, we will ensure that they focus and monitor their work with this underrepresented student population.|5|5|5|5|2|3|5|5|5|5|5|5|Met||2026-06-23|2026
46701770000000|Sierra-Plumas Joint Unified|3|We place a strong emphasis on building positive partnerships with families, as outlined in LCAP Goal #3: “All families and the larger school community will have increased levels of engagement with our schools, and families will feel welcomed to be an active participant in their child’s education.” All elementary teachers, as well as some junior high and high school teachers, hold parent-teacher conferences for every student to discuss strengths and areas for growth. In addition, our schools regularly conduct Student Study Team (SST), 504, and IEP meetings that involve teachers, administrators, families, and students-all centered around improving student outcomes. At Loyalton High School, staff meet individually with each student and their family to review the student’s personalized 4-year plan for graduation and postsecondary goals.  During the 24-25 school year, the school district created a Loyalton Middle School Advisory Committee to investigate, inform, and collaborate the re-opening of the Loyalton Middle School. This committee included several parents, board members, and other members of the school community and met once a month to ensure that the opening of the school went smoothly. This committee continues to meet as the need arises and through the dedicated efforts of this advisory team, the school opened this year.  We maintain active school site councils, booster clubs, parent clubs, and welcome numerous parent volunteers who support our schools in meaningful ways. We’ve also strengthened communication through the use of electronic school message boards, which help keep families informed of upcoming events and key announcements. This year, we changed our communication system to Parent Square which allows parents to be fully informed of school events, informational sessions, deadlines, and college and career opportunities. All communications are translated into Spanish for our Spanish-speaking parents and guardians. The WASC mid-cycle and yearly updates have been instrumental in creating opportunities for family input and involvement. In addition to having students and families investigate areas for self-study, they are also involved in planning WASC events, meetings, and connecting with the visitation teams when they come to our schools.  During the 2025-2026 school year, we have hired college & career counselors. These counselors have built strong relationships with students and parents in all grades 9-12 at both Loyalton High School and Downieville School. These counselors met with every rising junior and their parents/guardians during the spring to ensure their 4-year plan and courses are aligned with their college and career goals.  In 2025-2026, SPJUSD hired a CAL-Math, Science, Computer Science Coordinator who put on three different MSCS Family Nights. These nights saw high participation by students, families, and community stakeholders (between 65%-70% of total student populations at each site).|Our focus areas for the 2026-2027 school year include continuing to improve our school and district websites, specifically at our newly-reopened Loyalton Middle School, as well as improving communication to ensure all families are aware of school activities and events. At Downieville School, we will improve weekly communications in both English and Spanish.|To improve engagement of underrepresented families, we are committed to strengthening personal outreach and increasing inclusive communication. We filled the bilingual aide and liaison position for the district during the 2025-2026 school year and utilize her to make personal contact with Spanish-speaking families and ensure they feel connected to their child’s school and informed about their education. This year, with the support of our Director of Student Improvement, our district bilingual aide and liaison started an English Language Advisory Committee (ELAC) at Downieville School. During our ELAC meetings, parents provide input and suggestions to ensure students are successful. Additionally, Downieville School had it's mid-cycle WASC review in 2025-2026 and sent our bilingual parent surveys around climate and culture at the school.  Looking ahead, we will re-administer the EL Parent Survey and site-specific climate surveys to gather input and identify areas for continued growth. We will continue to increase bilingual communication and prioritize more one-on-one meetings with families, particularly those from underrepresented groups. We will also send out information in Spanish and continue ensuring that all site-specific emails and all-calls are translated into Spanish.  Our Foster and Homeless Liaison will also continue to reach out personally to families under her purview, ensuring they are aware of and connected to school and community supports. In partnership with the School Attendance Review Board (SARB) team, we will continue to connect families with available resources to reduce barriers and strengthen their involvement in their child’s education.|We have many strengths in the area of building partnerships with families to support student outcomes. Our communication systems ensure consistent and transparent information flow between the school and families. These include weekly all-calls, a text and email communication system, weekly menus, newsletters, updated school and district websites, Facebook, and parent-teacher conferences. Parents play a crucial role in the education of SPJUSD's school children and are active in our school communities. They partner as coaches, site council members, volunteers (sports drivers, classroom, chaperones, etc), aides, teachers, administrators, and presenters for various fairs (Back-to-School Fairs, College & Career Fairs, Mock Job Interviews, judges for senior project presentations). We have also implemented a variety of family engagement initiatives, such as Back to School Night, Open House, Senior Variety Show, and a Math, Science Computer Science Family Nights at each school site, which are designed to involve parents in the educational process and empower them with tools to support their children’s learning at home. The hiring of a CA-MSCS Coordinator this year has brought added value in terms of parent and community partnerships in the area of math, science, and computer science. The coordinator has forged relationships with key community stakeholders, including parents, who are experts in the fields of math, science, and computer science to lead workshops, fairs, and field trips to enhance student learning. SPJUSD actively involves families in decision-making through committees and councils, promoting a sense of ownership and collaboration in school improvement efforts. In 2025–2026, we shared new, easy-to-read parent CAASPP Score Reports, as well as score reports generated from our Amplify DIBELS assessment system, helping families better understand their child’s literacy progress and how they can support learning at home. Our intervention teacher assesses students in reading and math using DIBELS and STAR Reading and Math four times per year and parent-student conferences, SSTs, and IEP meeting involve sharing achievement data with parents and guardians.  We also created an part-time attendance clerk position to strengthen home-school partnerships around student attendance. This staff member makes personal contact with families when students are absent to identify challenges, offer support, and reinforce the importance of consistent attendance as a key component of academic success. We offer a range of supports such as counseling services, academic interventions, and community partnerships to address diverse family needs, creating a collaborative and inclusive environment. Collectively, these efforts help build strong school-family partnerships that directly enhance student learning and success. Our college and career counselors meet with parents and students of rising juniors and seniors, and our 4-year planning nights involve parents/guardians.|One of our key focus areas for improvement in building partnerships for student outcomes is increasing the number of opportunities for families to engage with their child’s learning. In particular, we want to create more opportunities in the form of family events, middle school college & career workshops, and student conferences at Loyalton Middle School.   For the 2026-2027 school year, we are expanding our MSCS Family Nights and community connections to have events in the fall and the spring. Additionally, we are strengthening our partnerships with regional community colleges and broadening our course offerings for all of our students district-wide. The college & career counselors will actively promote dual enrollment with students in Downieville and continue the work at Loyalton High School. After a slight gap in our partnership with Feather River College's TRIO Program that includes their counselors coming to our school sites to offer workshops and FAFSA support, we are reconnecting with this aspect of our partnership to have more events, field trips, and in-school workshops with their program.   By expanding these offerings, we hope to strengthen our partnerships with families and outside educational partners to better support student achievement across subject areas.|To improve engagement of underrepresented families, we will continue to prioritize personalized outreach and inclusive communication strategies. Our English Learner Aide and Liaison will build on the 2025-2026 program to increase her role to support communication with Spanish-speaking families as needed. This personal outreach and relationship-building remain key strategies for ensuring families feel informed, welcomed, and connected to their child’s education.   We will re-administer the EL Parent Survey, along with school-specific climate surveys, to gather feedback and identify areas for continued improvement. We will also increase communication in both Spanish and English and expand opportunities for one-on-one meetings with families to strengthen relationships and promote student success. We are dedicated to reaching our EL community and ensuring they feel included, valued, and that their input matters.  In addition, our Foster and Homeless Liaison will continue to reach out personally to the families she supports, ensuring they are aware of and connected to school and community resources. We will also work with our School Attendance Review Board (SARB) team to provide families with needed support and to remove barriers that may be preventing full engagement in the educational process. Additionally, through our increased communication to families around student achievement, families will be informed in a timely manner so as to better partner with the schools where learning and academic growth are concerned.|We have many strengths when it comes to seeking input for decision-making. We have active School Site Councils, advisory boards, booster clubs, and parent groups where families are engaged and regularly contribute to decisions that impact their child’s school. We conduct surveys and host LCAP community input sessions to gather feedback on key priorities. In addition, we maintain open and transparent communication channels, providing families with timely updates and multiple opportunities to share input during public meetings.  We have expanded our engagement efforts in several meaningful ways. We held town hall meetings to solicit parent and community feedback on the reopening of the middle school. The Middle School Advisory Committee convened in the spring of 2025 and has continued to function to provide input and expertise surrounding a variety of issues as we opened and maintained the school. The superintendent has an open-door policy around parents and students who want to provide input around ways to improve the middle school.  Downieville School has an active ELAC committee this year and has held meetings and hosted dinners to provide a space for parents to provide input around how to improve learning and school experience for our EL students. As this was a mid-cycle review for Downieville School's WASC Self-Study, parents and community members were highly involved in providing input for the mid-cycle report and were present for interviews from the WASC Visiting Team. The input from the Full Self-Study informed many of the positive changes Downieville School made over the last three years in the areas of communication, student achievement, and climate and culture.  These efforts demonstrate our commitment to inclusive and responsive decision-making that values the voices of our educational partners at every level.|While we have strong systems in place for gathering input, we recognize the need to broaden participation and increase the number of families engaged in our decision-making processes. Based on feedback and participation data, our focus area for improvement is expanding outreach to engage more parents and guardians. This includes exploring flexible meeting times, virtual participation options, and more personalized communication strategies. We also want to provide information about how input is used, so families see the impact of their involvement. We also plan on improving our website communication system at Loyalton Middle School and Downieville School.|We will continue to emphasize personal outreach as a key strategy for engaging families. As with all small school communities, one-on-one contact is often the most effective way to seek input. With the addition of our EL liaison, this contact is more consistent and the district will ensure that the information she collects from EL families and students is communicated to leadership in order that the feedback is authentic and used in decision-making. Families have expressed appreciation that our all-calls, surveys, emails, and text messages through Parent Square now go home in both Spanish and English, and that materials sent home in hard copy are also provided in Spanish when needed.   We will continue administering the EL Parent Survey and each school’s climate survey to gather input. Our Foster and Homeless Liaison will also continue personally connecting with families to help them access support services and stay informed. Additionally, we will work with the School Attendance Review Board (SARB) team to connect families with community resources and provide appropriate supports. One area for improvement is ensuring that our homeless and foster youth get early and often college and career counseling. With the hiring of one full time college & career counselor and one part time counselor, we will ensure that they focus and monitor their work with this underrepresented student population.|5|5|5|5|2|3|5|5|5|5|5|5|Met||2026-06-23|2026
46748800000000|WIlliam (R) Rouse ROP|3||||||||||||||||||||||Not Met|||2026
47104700000000|Siskiyou County Office of Education|3|Our staff is excellent at working with our Moderate to Severe families.  They offer trainings, guidance, and encouragement to our families.|An area of improvement for our LEA would be in the area of communicating with families in language that is understandable and accessible and offer more opportunities to share this information to the families.|We will provide additional opportunities for families to provide input.  We have few families that need translation services, and will provide those services when needed.|SCOE SpEd staff offers guidance and information to our families on how to support student attendance and academics via meetings and electronic communications.|The SCOE LEA needs to work on offering more opportunities for families to come together and learn from each others' experiences in special education.|The SCOE LEA will provide additional opportunities for families to provide input via surveys and meetings, as well as provide parent education workshops.|We have made progress in building capacity of principals, staff, and family members in engaging in decision making.|While we have made progress in building capacity, it is difficult to schedule times when all stakeholders can be present in order to plan and design family engagement activities.  We need to work on expanding our CAC members and meetings.|We continue to work on finding better ways to build the capacity of principals, staff, and family members.|3|4|4|3|4|3|4|5|3|3|3|3|Met||2026-06-24|2026
47104700117168|Golden Eagle Charter|3|Following up on last year's deep needs assessment, the community school coordinator worked with the community school advisory council (CSAC) to identify needs within our school community and build systems to address those needs. Actions completed by the CSAC this year included school-sponsored events in some of the outlying areas served by our school to bring families together and build community. The CSAC is working on organizing more of these events for next year. The CSAC also organized a school-wide food drive to address food insecurity for our families. The Community Engagement Initiative (CEI) grant continued this year, and our CEI team including staff, parents, and students participated in ongoing professional development around building relationships and engaging families in education.|Building an effective system of 2-way communication between the school and families continues to be a focus area for improvement. Another focus area is building connection and engagement with families in outlying areas.|The CSAC team will continue to engage with families to identify needs. They will organize further school events in all parts of our geographic region, especially in outlying areas, to build community and ensure that our most remote families are able to engage meaningfully with the school. Although the CEI grant ended this year, the work of the CEI team will continue through our Learning Improvement Teams, with one team focused on family engagement to support learning.|Over the past two years, the school has expanded our capacity to build partnerships for student outcomes through the work of the CEI team. We are expanding our PLC structure (now renamed Learning Improvement Teams) to include a team that will be working on family engagement to support learning.  Our community school coordinator has built a strong partnership with Siskiyou First Five to offer community events in our South County location, and the CSAC team is working to organize community events in other regions we serve.|The school's focus areas for improvement include engaging families in supporting students who are struggling academically and intentionally connecting with new families to build systems of support.|A newly created community connection team will intentionally build relationships with new families to increase communication with and engagement for all new families, including underrepresented families. The family engagement for student success learning improvement team will develop systems and structures to engage families in supporting student success. Furthermore, by organizing community events in outlying areas, we will increase opportunities for engagement where transportation is a barrier for families.|Our Community Engagement Initiative (CEI) grant has provided an opportunity for families, teachers, and administrators to work together to plan, design, implement and evaluate family engagement activities. The community school advisory committee continues to offer opportunities for families to provide input for decision making.|Although the Community School Advisory Council (CSAC) provides an opportunity for families to provide input for decision making, attendance is low and inconsistent. This is an area for improvement.|The community school coordinator will continue outreach to underrepresented families to encourage participation in the Community School Advisory Council (CSAC). Furthermore, the CSAC will expand the schedule of community events in outlying areas to help overcome transportation barriers for involvement.|5|5|5|4|4|4|5|4|4|4|4|4|Met||2026-06-11|2026
47104700137372|Northern United - Siskiyou Charter|3|In the area of building relationships with our families, we see this as a tremendous strength.  With our participants believing that we are at Full Implementation and Sustainability, it is clear that we are building trusting respectful relationships in which our families feel connected.|As for area(s) of improvement, we will continue to make extra efforts to reach out to all of our more rural families. Some of our more rural families do not make it to our facilities often and do not participate in our engagement activities. This creates challenges in relationship building between school staff and families.|To enhance engagement with underrepresented families, our school will prioritize diverse representation in all communications and activities, conduct ongoing cultural competency training for staff, forge partnerships with community organizations, offer parent leadership opportunities, ensure accessibility of communication channels, develop culturally relevant programming, and establish regular feedback mechanisms. Through these initiatives, we aim to create a more inclusive and supportive environment where all families feel valued and empowered to actively participate in their children's education.|In the area of building partnerships for student outcomes, the data shows that the majority of our participants believe we have Full Implementation with Sustainability in providing families with information and resources to support student learning and development in the home. The majority of respondents believe we have Full Implementation with Sustainability with families understanding and exercising their legal rights and advocating for their student’s needs. Both of these are strengths according to our respondents.|As for an area of improvement in building partnerships for student outcomes, we need to continue to coach parents as they are the often the main educator of the children in an independent study school. Supporting the parents in improving their instructional skills helps to improve student outcomes. We have offered workshops for parents, but they have been poorly attended. We need to partner with parents to better understand what their needs are.|To improve engagement with underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes, our school will implement targeted strategies. This includes actively reaching out to underrepresented families to involve them in decision-making processes regarding their children's education and well-being. Through our Community School, we will establish collaborative partnerships with community organizations that specifically support these families, ensuring that resources and support are readily accessible. Additionally, we will offer tailored workshops and information sessions that address the unique needs and concerns of underrepresented families, fostering a sense of inclusion and empowerment within the school community. Through these efforts, we aim to strengthen partnerships with underrepresented families, ultimately enhancing student outcomes through collaborative engagement and support.|The area of seeking input for decision making was one of our strengths with the majority of our participants responding that we have Full Implementation or Full Implementation with Sustainability in supporting family members to effectively engage in advisory groups and decision-making.|As for area of improvement, in the areas of supporting principals and staff to effectively engage families in advisory groups and with decision-making improved this year.  We have been focusing on bringing all educational partners' voices to the table through our Community Engagement Initiative, however we continue to see low involvement by educational partners in whole school events that provide opportunities for input in decision-making. This is true in our survey response rate, our board meeting attendance, our LCAP meetings and our PAC meetings.|Our school will enhance engagement with underrepresented families identified during the self-reflection process by implementing targeted strategies for seeking input in decision-making. This involves proactively reaching out to these families through culturally sensitive communication channels and providing opportunities for meaningful participation in decision-making forums. We will prioritize listening to their perspectives, concerns, and suggestions, ensuring their voices are heard and valued in shaping school policies and practices. By fostering an inclusive and collaborative approach, we aim to build trust, strengthen partnerships, and ultimately improve outcomes for all students.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-30|2026
47701850000000|Big Springs Union Elementary|3|Big Springs has made progress in building relationships between school staff and families through increased parent outreach, regular school communication, family feedback opportunities, student recognition activities, School Site Council/PTO involvement, and schoolwide events. Educational partner feedback indicates that families view the school as safe and supportive, with staff who care about students. The District continues to strengthen two-way communication through both online and paper feedback options so families can participate in ways that are accessible to them.|Big Springs will continue improving consistent two-way communication with families, especially around attendance, academic progress, school events, and student support needs. The District will also continue strengthening opportunities for families to provide input before major planning decisions are finalized. A continued focus area is making family engagement more intentional, consistent, and accessible across all grade levels and family groups.|Big Springs will improve engagement of underrepresented families by using multiple communication methods, including paper communication, online surveys, phone calls, school events, and direct outreach. The District will continue to seek input from low-income families, families of students with disabilities, English learner families, and families who may not regularly attend school meetings. The goal is to reduce barriers to participation and ensure that family feedback is reflected in school planning, LCAP development, attendance support, and student engagement efforts.|Big Springs has made progress in building partnerships for student outcomes through regular communication with families, parent feedback opportunities, progress reporting, School Site Council/PTO involvement, and educational partner input during LCAP development. Families receive information about student learning, school programs, and opportunities for involvement. Educational partner feedback reflects that families view the school as safe and supportive, and the District continues to use family input to guide decisions related to school climate, academic support, attendance, and student engagement.|Big Springs will continue strengthening the connection between family engagement and measurable student outcomes, including attendance, academic progress, intervention, and school connectedness. A continued focus area is developing more consistent systems for helping families understand assessment results, student progress, attendance patterns, and available supports. The District will also continue improving staff capacity to partner with families in ways that are proactive, clear, and focused on student success.|Big Springs will improve engagement of underrepresented families by using multiple outreach methods and by providing information in accessible formats. The District will continue direct outreach to low-income families, families of students with disabilities, English learner families, and families who may not regularly participate in school meetings or surveys. The District will use family input to improve student supports, attendance intervention, academic communication, and access to school programs.|Big Springs has made progress in seeking input for decision-making through School Site Council/PTO involvement, educational partner input meetings, family surveys, staff input, student input, and LCAP engagement activities. The District provides families and staff with opportunities to share feedback related to school climate, academic support, attendance, family engagement, and student programs. Input gathered from educational partners has helped shape LCAP actions, including school climate supports, parent outreach, academic intervention, technology needs, and student engagement efforts.|Big Springs will continue improving the consistency and structure of its decision-making input process. Focus areas include providing families with earlier opportunities to review and respond to proposed plans, increasing participation in advisory groups, improving communication about how feedback is used, and creating more predictable systems for gathering input before decisions are finalized. The District will also continue strengthening staff and family understanding of the role of advisory groups in LCAP development and school planning.|Big Springs will improve engagement of underrepresented families by using multiple outreach methods, including paper surveys, online surveys, phone calls, direct invitations, school events, and individual follow-up. The District will continue to seek input from low-income families, English learner families, families of students with disabilities, and families who may not regularly attend meetings. The District will use this input to inform decisions related to student support, attendance, academic intervention, family engagement, and school climate.|4|4|3|4|3|4|4|3|3|3|4|3|Met||2026-06-12|2026
47701930000000|Bogus Elementary|3|The LEA sends out monthly newsletters informing parents of all upcoming events. Teachers ensure they meet with each family multiple times a year to discuss students progress, strengths, and weaknesses. Families are encouraged to volunteer for multiple projects at the school, such as the greenhouse and annual plant sale. We also provided food at events such as the holiday play and back to school night. Based on the annual parent survey, 87% of families felt they were provided opportunities to be involved in the school decisions, and 87% felt they were provided opportunities to be involved in their child's education.|The LEA's does not have any EL families enrolled currently, however we want to be prepared for if/when a family does enroll. Therefore we will continue to work on providing all communication in both languages.|Due to 87% positive response in families feeling involved, the LEA will continue with our monthly newsletter, quarterly meetings, and encouraging family participation in events and volunteering at the school.|"100% of families responded 'yes' to the annual survey question that asked ""The school provides information and training that helps me support my child's learning."" Based on this data, having quarterly meetings with parents to ensure they understand where their child is at academically has been beneficial. Additionally, offering to work with families after school hours and answer questions on students homework/classwork has helped many families feel confident with common core and other curriculum changes."|The LEA completed a workshop with GAMUT that updated all policies and put them online. Among those where policies on teachers meeting with family every first quarter and then any quarter afterwards when the student is struggling and/or failing a class.|Due to the LEA being such a small school, 14 families in all, it hard to find an underrepresented family. With such small numbers it is easy to engage all families and meet each individual need.|The LEA sends home several surveys a year asking for families input before making decisions, such as summer school or extra learning opportunities. Families, teachers, administration, staff, and board members all have many opportunities to add input into the schools LCAP and future direction at monthly board meetings. Staff has an extra opportunity at monthly staff meetings, and families have extra opportunities during quarterly report card meetings. 90% of families felt they were provided opportunities to be involved in school decisions on this years annual family survey.|The LEA does not have a parent club or site council. Starting one may be beneficial and allow parents to take on more responsibilities around the school such as fundraising.|Due to the LEA being such a small school, 14 families in all, it hard to find an underrepresented family. With such small numbers it is easy to engage all families and meet each individual need.|5|4|4|4|4|4|5|4|4|4|4|4|Met||2026-06-10|2026
47702010000000|Butteville Union Elementary|3|Butteville Elementary maintains strong relationships with families through regular communication, responsive staff, and multiple opportunities for parent involvement. Parent survey results indicate high levels of satisfaction with school communication, respect shown toward students, and overall school climate, demonstrating a strong foundation of trust between families and staff.|While overall satisfaction is high, some families expressed a desire for more frequent updates regarding academic progress, student behavior concerns, and school activities. Increasing communication consistency across grade levels will help ensure all families feel equally informed and connected.|The district will continue offering multiple methods of communication, including digital platforms, surveys, and in-person events, to reach families with varying needs and schedules. Staff will make targeted outreach efforts to families who participate less frequently to ensure all voices are represented and valued.|Parents report that school staff support student learning and maintain high expectations for academic success. Staff and families alike identified intervention supports, enrichment opportunities, and strong teacher-parent communication as important contributors to positive student outcomes.|Survey feedback suggests that some families would benefit from additional information regarding curriculum expectations, student progress monitoring, and ways to support learning at home. Expanding family education opportunities will strengthen partnerships that directly impact student achievement.|The district will provide additional workshops, resources, and flexible meeting opportunities to help families participate in their child's educational program. Efforts will focus on reducing barriers to participation and ensuring all families have access to information needed to support student success.|Butteville regularly gathers stakeholder feedback through surveys, LCAP meetings,  parent/student advisory committees, and informal community conversations. Parent and staff surveys indicate that stakeholders generally feel their opinions are welcomed and considered in district planning efforts.|Although participation rates are positive, some family groups remain underrepresented in decision-making processes. The district will continue working to increase participation from families who may face scheduling, language, or other barriers to engagement.|The district will expand outreach efforts by offering flexible meeting times, electronic participation options, and personalized invitations to planning events. Additional efforts will focus on clearly communicating how stakeholder feedback influences district decisions.|5|5|4|5|4|4|5|4|4|3|4|4|Met||2026-06-18|2026
47702270000000|Delphic Elementary|3|The current strength of the LEA in progress in Building Relationships Between School Staff and Families is the in place structures for meeting, communicating, and receiving feedback.|The LEA will continue to foster relationships between staff and families by continuing bi-monthly parent meetings, back to school night and open house, in addition to other events where educational partners and staff can build relationship.|The LEA will continue to reach out to underrepresented families and ensure they have a part in providing input for improvement and change.|The LEA's current strengths and progress in Building Partnerships for Student Outcomes include multiple opportunities for educational partner input and participation in school programs.|The LEA's current area for improvement in Building Partnerships for Student Outcomes includes expanding opportunities for educational partner input and participation in school programs.|The LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes by interpreting participation in school wide surveys and school events and individually reaching out to families not participating.|The LEA's current strengths and progress in Seeking Input for Decision-Making include holding multiple meeting opportunities for educational partners to provide input for district decision making.|The LEA's current area of improvement for Seeking Input for Decision-Making includes getting more participation from families in decision making meetings.|The LEA will improve the engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by reaching out to families not currently participating in decision-making events (surveys, parent meetings, etc.).|5|5|5|5|3|4|5|5|5|4|3|4|Met||2026-06-30|2026
47702430000000|Dunsmuir Elementary|3|Dunsmuir Elementary School District has continued to prioritize building strong, trusting relationships between school staff and families. A key strength of the district is the sense of connection and belonging that staff work to create with students and families. Teachers maintain regular communication with families through Class Dojo, newsletters, phone calls, conferences, and other individual outreach. The district has also expanded communication opportunities through the use of Apptegy to provide families with accessible and timely information.  Family engagement opportunities, including Back-to-School Night, family curriculum nights, Family Math Night, student performances, and other school events, provide opportunities for families and staff to connect and collaborate. Educational partner feedback indicates that families feel welcomed and supported at Dunsmuir Elementary. Survey results showed that 90% of responding families agreed or strongly agreed that they felt welcome at DES, 85% felt their children were happy at DES, and 100% agreed that staff care about their children.  The district will continue to strengthen communication systems and create meaningful opportunities for families to share input, participate in decision-making, and partner with the school to support student success.|Dunsmuir Elementary School District will continue to strengthen systems for consistent, meaningful two-way communication with all families. The district will focus on increasing opportunities for families to receive information about student progress, understand academic goals, and partner with teachers to support student success. The district will continue expanding family engagement opportunities, including family curriculum nights, conferences, parent advisory opportunities, and school events.  Additional focus will be placed on ensuring that all families, including underrepresented families and families who may face barriers to participation, have accessible opportunities to provide input and engage with the school. The district will continue using multiple communication methods and gathering stakeholder feedback to strengthen relationships and ensure families feel valued as partners in their child’s education.|Dunsmuir Elementary School District will continue to use multiple communication methods and engagement opportunities to ensure all families, including underrepresented families, have meaningful access to school information and opportunities to participate. The district will continue to provide accessible communication through tools such as Apptegy, Class Dojo, phone calls, newsletters, conferences, and personal outreach as needed.  The district will continue to build relationships with families by providing opportunities for connection through family curriculum nights, school events, parent advisory opportunities, and other activities that encourage family participation. Staff will continue to seek family input, identify barriers to participation, and work collaboratively with families to ensure all voices are included in supporting student success.|Dunsmuir Elementary School District continues to build strong partnerships with families to support student learning and success. A key strength of the district is the commitment of staff to communicate regularly with families and work collaboratively to address student needs. Teachers provide families with information regarding student progress through parent conferences, individual meetings, phone calls, Class Dojo, newsletters, and other communication methods.  The district provides multiple opportunities for families to engage in student learning through events such as Back-to-School Night, Family Curriculum Nights, Family Math Night, student performances, and other school activities. These opportunities allow families and educators to connect, share information, and support student growth.  Educational partner feedback demonstrates strong family trust and connection with the school. Parent survey results showed that 90% of responding families agreed or strongly agreed they felt welcome at Dunsmuir Elementary, and 100% agreed that staff care about their children. The district will continue building upon these strengths by expanding opportunities for families to participate in decision-making, provide feedback, and partner with the school to support improved student outcomes.|Dunsmuir Elementary School District will continue to strengthen systems that support families as active partners in student learning and success. Focus areas for improvement include increasing opportunities for families to receive resources and information that support learning at home, expanding opportunities for families to understand student progress and academic goals, and strengthening consistent two-way communication between families and educators.  The district will continue developing meaningful opportunities for family input through parent advisory opportunities, family events, surveys, conferences, and ongoing communication. Additional focus will be placed on ensuring families understand how they can participate in decision-making processes, advocate for their students, and partner with educators to support improved student outcomes.|Dunsmuir Elementary School District will continue to strengthen engagement with underrepresented families by increasing outreach, improving access to information, and creating meaningful opportunities for participation. The district will continue using multiple communication methods, including Apptegy, Class Dojo, phone calls, newsletters, conferences, and personal outreach to ensure families receive information in accessible and understandable formats.  The district will focus on reducing barriers to participation by offering flexible opportunities for family engagement, gathering input through surveys and parent advisory opportunities, and ensuring families have meaningful opportunities to contribute to decisions that impact students. Staff will continue building relationships with families by learning about their needs, strengths, and goals for their children.  Through continued collaboration with families and educational partners, Dunsmuir Elementary will work to ensure all families, including those who may have historically been less engaged, feel welcomed, valued, and empowered as partners in supporting student success.|Dunsmuir Elementary School District has made progress in creating opportunities for educational partners to provide input and participate in decision-making processes. The district values the perspectives of families, students, staff, and community members and uses multiple methods to gather feedback, including surveys, meetings, conferences, school events, and LCAP engagement opportunities.  A key strength of the district is the strong relationships and open communication between staff, families, and administration. Educational partners are encouraged to share feedback regarding school programs, student needs, and areas for improvement. The district uses this input to inform planning, including LCAP development, school programs, and family engagement efforts.  As a small rural district, Dunsmuir Elementary benefits from close connections among educational partners, allowing staff and leadership to respond quickly to community needs. The district will continue building upon these strengths by expanding opportunities for meaningful participation and shared decision-making.|Dunsmuir Elementary School District will continue to strengthen systems for meaningful educational partner engagement and shared decision-making. Focus areas for improvement include increasing consistency in opportunities for families, students, staff, and community partners to provide input on district programs, policies, and priorities.  The district will continue to develop and strengthen parent advisory structures, expand opportunities for stakeholder participation in LCAP development and school improvement planning, and ensure that input from all educational partners, including underrepresented families, is intentionally sought and considered.  Moving forward, the district will focus on improving communication about how stakeholder feedback is used to inform decisions and creating more opportunities for families and community members to participate in planning, implementation, and evaluation of school programs and engagement activities.|Dunsmuir Elementary School District will continue to strengthen outreach and engagement strategies to ensure that all families, including underrepresented families, have meaningful opportunities to participate in decision-making processes. The district will use multiple approaches to seek input, including surveys, parent advisory opportunities, individual outreach, family events, conferences, and accessible communication methods.  The district will focus on reducing barriers to participation by providing flexible opportunities for engagement, clearly communicating opportunities for families to provide feedback, and ensuring families understand how their input contributes to decisions related to school programs, policies, and student supports.  Through the continued development of Community Schools engagement structures and parent advisory opportunities, Dunsmuir Elementary will work to increase representation from all families and create authentic partnerships where families feel valued, heard, and empowered to contribute to improving outcomes for all students.|5|5|4|3|3|3|3|3|3|3|3|3|Met||2026-06-23|2026
47702500000000|Dunsmuir Joint Union High|3|We build a strong community through respectful interactions at various functions and in various ways. We use multiple means of communication - social media, flyers, emails, phone calls, Alma (SIS), Google Classroom, and parent-teacher conferences|Parental involvement is a struggle. We are trying to get more parents involved via continued contact and communication with parents, students, and staff. We are focused on the expansion of existing relationships with the community, businesses, and institutions of higher learning.|Based on educational partner input and local data, the LEA will strengthen relationships with underrepresented families by increasing targeted outreach, improving communication through multiple channels, and providing more opportunities for meaningful participation in school decision-making and engagement activities. This will help ensure all families feel welcomed, informed, and connected to their child’s education.|We have lots of avenues for parent involvement, including site council, Title I and LCAP meetings, and informal fun events. Our communication is robust in that it is multi-faceted and continual.|Our focus is on more participation, increased dual enrollment, additional career pathways and alignment for individual students.|We will continue to improve communication via collaboration with local businesses, institutions of higher learning, faith-based groups, parental units/guardians and students.|Our passion, knowledge of the community, and willingness to find what works allow us to innovate new ways to bring in the community to be involved.|We cover as many bases as possible faced with an apathetic clientele, but we continue to communicate and to expand all our programs|Via continued communication, collaboration, flexibility, passion, and hard work.|5|5|5|5|4|5|5|4|4|5|5|5|Met||2026-06-24|2026
47703180000000|Gazelle Union Elementary|3|The current strengths and progress in Building Partnerships for Student Outcomes include: -families and the community generally report positive partnerships with Gazelle Elementary and ease in communication The current progress in Building Partnerships for Student Outcomes include: -continuing to build and grow community relationships and partnerships|The area we would like to focus on to improve building relationships between staff and families is communication.  We would like to implement a hard copy of the newsletter and other communications for those parents that are unable to access information digitally.|We will invite families to school-wide activities more often.|Current strengths include parent participation in school events and parent feedback regarding relationships between school staff and families.|Current strengths include parent participation in school events and parent feedback regarding relationships between school staff and families.|One hundred percent of Gazelle's families contributed input to the LEA decision- making process.|The LEA's current strengths in Seeking Input for Decision Making is administration of fall and spring surveys that help the district plan for school priorities.|The LEA will provide parents with current academic achievement data and help them to understand the information in order to provide feedback of improvement.|One hundred percent of Gazelle's families contributed input to the LEA decision- making process.|4|4|4|3|3|3|3|4|4|3|3|3|Met||2026-06-18|2026
47703260000000|Grenada Elementary|3|While building trusting and respectful relationships with families remains a core strength of Grenada Elementary School District, recent changes in staffing - including turnover in both certificated and classified positions—have created a need to reestablish continuity and deepen relational capacity across all roles. In addition, the lingering  effects of the COVID-19 pandemic continue to influence family engagement patterns and the overall school climate.  Recognizing these shifts, GESD has identified the need to intentionally rebuild and strengthen connections between families and school personnel. In the coming year, we will prioritize professional development focused on cultivating meaningful, respectful partnerships with families. This includes enhancing staff capacity to engage with families from diverse backgrounds, fostering inclusive communication practices, and creating more consistent opportunities for two-way dialogue.  By investing in training and reflective practices, GESD aims to revitalize its culture of connection and ensure that all families feel welcomed, valued, and heard as active participants in their child’s education.|While building trusting and respectful relationships with families remains a core strength of Grenada Elementary School District, recent changes in staffing - including turnover in both certificated and classified positions—have created a need to reestablish continuity and deepen relational capacity across all roles. In addition, the lingering  effects of the COVID-19 pandemic continue to influence family engagement patterns and the overall school climate.  Recognizing these shifts, GESD has identified the need to intentionally rebuild and strengthen connections between families and school personnel. In the coming year, we will prioritize professional development focused on cultivating meaningful, respectful partnerships with families. This includes enhancing staff capacity to engage with families from diverse backgrounds, fostering inclusive communication practices, and creating more consistent opportunities for two-way dialogue.  By investing in training and reflective practices, GESD aims to revitalize its culture of connection and ensure that all families feel welcomed, valued, and heard as active participants in their child’s education.|To strengthen engagement with underrepresented families, Grenada Elementary School District is prioritizing staff development and capacity-building initiatives. 27 out of 28 GES staff members completed the OCCE MTSS Learning Modules in the 2024–25 school year. These modules focused on developing the knowledge and skills necessary to foster trusting, respectful, and culturally responsive relationships with all families, including those who may have historically been less engaged or represented.  Additionally, in 2024–25 and further expanding in 25/26,, GESD increased our office support staff to enhance outreach efforts and improve two-way communication between the school and the broader community. This position plays a critical role in creating welcoming environments and building stronger personal connections with families.  As we continue to deepen our implementation of Social-Emotional Learning (SEL) practices in conjunction with SCOE MHSSA, EduSoutions, and the Four Pillars of Well-being, we are intentionally applying these strategies to strengthen partnerships with families. SEL provides a framework that helps staff better understand each family’s unique strengths, cultural background, language preferences, and aspirations for their children. This holistic approach ensures that all families - especially those who may be underrepresented - feel seen, respected, and meaningfully involved in their child’s educational experience.|Grenada Elementary School District (GESD) continues to demonstrate strength in fostering a collaborative school environment where all staff members actively advocate for the academic and social-emotional well-being of students. Teachers, classified staff, and administrators regularly engage with families to identify student needs and work collectively to support improved outcomes. The district provides ongoing professional learning opportunities to build staff capacity for meaningful family partnerships. In addition, families are supported with timely information and resources to help extend learning and development at home.  GESD also partners with local agencies such as First 5 Siskiyou, the Siskiyou County Office of Education (SCOE), the HUB, and Siskiyou County Behavioral Health to deliver parent education, social-emotional resources, and wraparound services. These collaborations enhance our ability to serve the whole child and ensure families have access to supports that extend beyond the classroom. Ongoing collaboration with these agencies has become a foundational part of our strategy to improve student outcomes through strong family-school partnerships.|Analysis of our 2025 CHKS and Aperture data, along with attendance and suspension records, indicates meaningful progress in student engagement. Chronic absenteeism has decreased, and suspension rates remain low. However, Aperture results reveal persistent student needs in areas related to emotion regulation, self-confidence, and peer relationships. These insights highlight the importance of expanding access to counseling and mental health supports.  While staff continue to prioritize strong school-family partnerships, there is a need to enhance opportunities for families to receive training and guidance to support their children’s development, particularly in social-emotional learning (SEL). GESD is committed to deepening its work with community partners such as SCOE and Siskiyou County Behavioral Health to address these identified needs and offer expanded services both on campus and at home.|To support the needs of underrepresented families, including those of low-income students and foster youth, GESD is continuing its collaboration with SCOE and Siskiyou County Behavioral Health through the MHSSA grant. This partnership enables the district to provide on-site mental health services, access to counseling, and case management for students and families.  Additionally, GESD plans to offer targeted outreach and training opportunities focused on building family awareness of available supports and empowering families to advocate effectively for their children. This includes hosting information sessions, providing culturally responsive resources, and expanding communication in accessible formats. These efforts are designed to ensure that all families—especially those historically underrepresented - feel connected to the school and are equipped to contribute to student success.|Grenada Elementary School District (GESD) continues to demonstrate strength in fostering a collaborative school environment where all staff members actively advocate for the academic and social-emotional well-being of students. Teachers, classified staff, and administrators regularly engage with families to identify student needs and work collectively to support improved outcomes. The district provides ongoing professional learning opportunities to build staff capacity for meaningful family partnerships. In addition, families are supported with timely information and resources to help extend learning and development at home.  GESD also partners with local agencies such as First 5 Siskiyou, the Siskiyou County Office of Education (SCOE), the HUB, and Siskiyou County Behavioral Health to deliver parent education, social-emotional resources, and wraparound services. These collaborations enhance our ability to serve the whole child and ensure families have access to supports that extend beyond the classroom. Ongoing collaboration with these agencies has become a foundational part of our strategy to improve student outcomes through strong family-school partnerships.|Analysis of our 2025/26 CHKS and Aperture data, along with attendance and suspension records, indicates meaningful progress in student engagement. Chronic absenteeism has decreased, and suspension rates remain low. However, Aperture results reveal persistent student needs in areas related to emotion regulation, self-confidence, and peer relationships. These insights highlight the importance of expanding access to counseling and mental health supports.  While staff continue to prioritize strong school-family partnerships, there is a need to enhance opportunities for families to receive training and guidance to support their children’s development, particularly in social-emotional learning (SEL). GESD is committed to deepening its work with community partners such as SCOE and Siskiyou County Behavioral Health to address these identified needs and offer expanded services both on campus and at home.|To support the needs of underrepresented families, including those of low-income students and foster youth, GESD is continuing its collaboration with SCOE and Siskiyou County Behavioral Health through the MHSSA grant. This partnership enables the district to provide on-site mental health services, access to counseling, and case management for students and families.  Additionally, GESD plans to offer targeted outreach and training opportunities focused on building family awareness of available supports and empowering families to advocate effectively for their children. This includes hosting information sessions, providing culturally responsive resources, and expanding communication in accessible formats. These efforts are designed to ensure that all families - especially those historically underrepresented - feel connected to the school and are equipped to contribute to student success.|4|4|3|3|4|4|4|4|4|3|3|3|Met||2026-06-22|2026
47703340000000|Happy Camp Union Elementary|3|"1) In addition to the described MTSS training, there has been a strong focus on ""systems change"" with a future focus on positively addressing school culture needs in a way that helps staff maintain accountability to key improvement processes and needs. 2) There has been an increased focus on Social Studies, helping students make informed decisions about the accuracy of content. 3) There is a boys' and girls' group meeting during school. 4) Restorative practices are a part of behavior intervention. 5) The school continues to support and implement an athletic program, as well as fund fieldtrips throughout the year. 6) The School Board has worked through a complete revision of its Board policies so that new policies address and support the whole child (academic needs, behavioral needs, and social/emotional needs). 7) Staff have collaborated throughout the year in defining their purpose. This purpose is driven by the OARS acronym, which stands for openness, accountability, respect, and safety."|1) Paraprofessionals require additional training in supporting students academically and behaviorally. 2) Providing more opportunities for 1:1 instruction with the support of paraprofessionals, teachers, and peer buddies. 3) Placing a strong focus on reading instruction so that students are more successful. It is also believed that helping students strengthen their reading skills will positively build their confidence, resulting in fewer behavioral problems. 4) Providing broader access to the curriculum through hands-on Science activities and an updated Social Studies/History program. 5) Enhancing connections between schools and communities. Based on a review of this data, addressing the social, emotional, and behavioral needs of students emerges as a key focus area for the upcoming school year. In addition, students need to develop skills for working positively with their peers and cultivating a strong sense of pride in the overall school environment, as well as becoming a positive contributor to the school culture and climate. Opportunities need to be expanded to address the academic needs of students through Tier 1 MTSS strategies that also utilize specialized services for students. Building systems of accountability for all members of the school community will help build effective collaboration opportunities as well as build the capacity for staff and student leadership.|Engagement is being enhanced through an intensive focus on building staff capacity to address the specific academic and emotional needs of all students. Through the use of grants, concentration, and supplemental funding sources, the district is working with a consultant to build this capacity through focused training and guidance, implementing the comprehensive MTSS framework to address the academic, behavioral, and emotional needs of students. This process includes developing strategies for engaging the families of these students through culture- building activities, effective communication to all families, and bringing in supports to assist families with their emotional needs, with a particular focus on those needs associated with the impacts of the fire that swept through the community five years ago.|Based on current surveys, students report liking the current staff, a sentiment supported by the PBIS program. Parents want continued extracurricular activities to engage students. This is a strength based on current sports programs and field trips taken. Staff want consistency in implementing behavior expectations for students. After completing his first year, the Superintendent/Principal has agreed to continue for a second year, working to expand on communication with the community.|In summary, students have a high level of respect for their teachers, feel their teachers provide appropriate work, and are available to help them. Students indicate some inconsistencies in how staff treat different students. Students report feeling safe within their classroom and in the school setting. Regarding peer relationships, students express concern about the respect their peers show, noting that their peers tend to act without thinking and become angry fairly quickly when confronted with difficult situations.|Engagement is being enhanced through an intensive focus on building staff capacity to address the specific academic and emotional needs of all students. Through the use of grants, concentration, and supplemental funding sources, the district is working with a consultant to build this capacity through focused training and guidance, thereby implementing the full MTSS framework to address the academic, behavioral, and emotional needs of students. This process involves developing strategies to engage the families of these students through culture-building activities, effective communication with all families, and securing support to address their emotional needs, with a particular focus on those associated with the impacts of the fire that swept through the community five years ago.|Conversations producing qualitative data are ongoing. The CHKS is administered annually and reviewed by staff.|For improvement, the CHKS Parent and Staff survey will be distributed in the 2025/2026 school year.|Midway through the 2024/2025 school year, Happy Camp Elementary School and Happy Camp High School partnered together to minimize parent meetings, including Community School, Title VII, Site Council, and any other parent-based meetings that come up to lessen the impact on parent time.|4|4|4|3|3|2|3|3|3|3|3|3|Met||2026-06-11|2026
47703590000000|Hornbrook Elementary|3|Hornbrook Elementary School District’s small size supports close, trusting, and respectful relationships between school staff and families. With approximately 19 students representing 12 families, staff members know students and caregivers personally and are able to communicate directly regarding academic progress, attendance, behavior, social-emotional needs, and family circumstances.  Families have regular access to teachers, school leadership, the community school coordinator/social worker, and other support staff through telephone calls, email, text-based communication, conferences, school meetings, informal conversations, and scheduled appointments. The school’s small and welcoming environment allows concerns to be identified early and addressed through individualized communication and support.  Staff members work to understand each family’s strengths, goals, circumstances, and preferred methods of communication. The District recognizes that families in a remote rural community may experience transportation difficulties, limited access to services, work-schedule conflicts, unreliable internet or cellular service, and other barriers that affect participation. Staff respond flexibly by offering individual meetings, telephone participation, alternate meeting times, and direct follow-up.  The community school coordinator/social worker has strengthened relationships with families by connecting them with community services, helping address attendance or transportation barriers, and providing support when students or families experience personal challenges. These practices contribute to a school culture in which families are known, respected, and encouraged to communicate directly with staff.|The District’s primary focus is to make its strong informal family relationships more consistent, documented, and sustainable. Because much of the communication occurs through direct personal contact, the District will work to ensure that important family input, concerns, requests, and follow-up actions are documented appropriately and shared with relevant staff.  The District will also continue expanding communication options for families who cannot attend meetings in person or who experience transportation, work-schedule, internet, or telephone-access barriers. Notices and school information should be provided with adequate lead time, written in clear and understandable language, and delivered through more than one method when possible.  Another area for improvement is ensuring that all families, including those who communicate less frequently with the school, receive regular positive communication rather than being contacted primarily when a concern arises. Staff will seek opportunities to share student accomplishments, classroom activities, attendance improvements, and other positive developments.  The District will continue assessing whether families need translation, interpretation, disability-related accommodations, transportation assistance, child care, or alternative meeting formats. Although the number of families requiring these supports may be small, the District must maintain systems that are responsive when a need arises.|Because Hornbrook Elementary serves only approximately 12 families, the District does not rely solely on large-group meetings or broad surveys to engage underrepresented families. Staff will use individualized outreach to families who are less likely to attend meetings, respond to surveys, or initiate communication with the school.  The District will identify participation barriers through direct conversation and offer flexible options such as telephone calls, virtual participation when feasible, individual meetings, alternate meeting times, paper surveys, and assistance from the community school coordinator/social worker. Families will be able to provide input privately when they are uncomfortable speaking in a public meeting.  The District will monitor participation by families of low-income students, English learners, foster youth, homeless students, students with disabilities, and other students who may be underrepresented. Due to extremely small student-group sizes, this information will be reviewed confidentially and will not be publicly reported in a manner that could identify individual students or families.  Staff will continue building trust through timely follow-up, positive communication, respectful treatment, and connections to resources. When a family does not participate through standard methods, staff will use personal outreach rather than assuming that the family is not interested in being involved|Hornbrook Elementary School District works closely with families to support individual student outcomes. Teachers communicate directly with parents and caregivers regarding academic achievement, classroom participation, attendance, behavior, social-emotional development, and areas requiring additional support.  Families receive information through conferences, report cards, progress updates, telephone calls, email, school notices, individualized meetings, and direct communication with staff. Because class sizes are small, teachers can provide specific information about each student’s progress and recommend strategies, materials, routines, or interventions that families can use at home.  When a student needs additional assistance, staff work with the family to identify concerns and coordinate support. This may include academic intervention, differentiated instruction, counseling, attendance support, referrals to outside agencies, or special education assessment and services. The community school coordinator/social worker assists families in addressing barriers that may affect a student’s ability to attend school, participate fully, or make academic progress.  Families of students with disabilities participate in the Individualized Education Program process and receive required notices, procedural safeguards, progress information, and opportunities to participate in decisions. Families are also informed about available programs, services, complaint procedures, attendance requirements, and other rights and responsibilities as applicable.  The District’s small size allows staff and families to develop individualized partnerships rather than relying exclusively on standardized programs.|The District will focus on developing a more systematic approach to staff learning related to effective family partnership practices. Staff benefit from strong personal relationships with families, but additional professional learning would support consistent practices in areas such as culturally responsive communication, difficult conversations, trauma-informed engagement, special education rights, attendance interventions, and strategies for supporting learning at home.  The District will also improve the consistency of resources provided to families. Information about grade-level expectations, assessment results, attendance, intervention services, special education, digital learning tools, and ways to support learning at home should be clear, timely, and accessible.  Another focus area is ensuring that family meetings result in clearly documented next steps. When concerns are discussed, staff and families should have a shared understanding of the actions to be taken, the person responsible, available supports, and the date or method for follow-up.  The District will continue strengthening its ability to explain family rights and procedural options in understandable language. This includes rights related to special education, student records, complaints, attendance, discipline, homeless and foster youth services, and access to programs. When necessary, the District will seek assistance from the county office, SELPA, legal counsel, or other qualified agencies.|Hornbrook Elementary will provide individualized outreach to families whose students may need additional academic, attendance, behavioral, disability-related, or social-emotional support. Staff will avoid relying solely on written notices or public meetings and will follow up directly to confirm that families understand the information provided and have an opportunity to ask questions.  The District will offer flexible meeting formats and schedules and will provide translation, interpretation, disability-related accommodations, or assistance accessing meetings when needed. The community school coordinator/social worker will help families navigate available school and community services and will support families who may be hesitant to request assistance.  For families of students with disabilities, foster youth, homeless students, English learners, low-income students, or students experiencing attendance or academic difficulties, the District will provide clear explanations of available programs, services, rights, and decision-making processes. Information will be presented in plain language and reviewed verbally when appropriate.  The District will also seek family input when designing interventions so that plans reflect the student’s needs, family circumstances, and the family’s knowledge of the child. Follow-up communication will be used to determine whether agreed-upon supports are effective and whether adjustments are needed.|Hornbrook Elementary School District provides families with opportunities to participate in school and district decision-making through governing board meetings, School Site Council activities when applicable, LCAP engagement, surveys, conferences, school events, individual conversations, and direct communication with administrators and staff.  The District’s small size makes it possible to seek input personally from a substantial portion of the school community. Families can communicate directly with staff and school leadership without navigating multiple administrative levels. This allows the District to receive timely input regarding programs, student needs, school climate, family services, facilities, scheduling, transportation, enrichment activities, and the use of available resources.  Family feedback is considered during the development and annual update of the LCAP and other school plans. Staff also gather input through routine conversations and individualized meetings, particularly when decisions affect a specific student or family.  The District recognizes that formal meeting attendance is not the only measure of family engagement. Input received through telephone calls, email, surveys, individual meetings, and informal conversations is also considered. This approach is particularly important in a remote rural community where transportation, employment schedules, weather, child care, and limited internet access may affect participation.|The District’s primary focus is to improve the structure and documentation of family participation in decision-making. While families frequently provide input through informal communication, the District will work to document how that input is gathered, analyzed, and used in decisions related to the LCAP, school programs, family engagement, and resource allocation.  The District will also provide families with clearer explanations of the purpose of advisory groups, public meetings, surveys, and planning processes. Families may be more likely to participate when they understand the decision being considered, how their input will be used, and what actions resulted from prior feedback.  Additional efforts are needed to build family confidence in participating in formal settings. Some caregivers may be comfortable speaking individually with staff but less comfortable addressing a board, serving on a committee, reviewing planning documents, or commenting on budgets and policies.  The District will seek input earlier in the planning process, before major decisions are finalized, and will provide follow-up communication describing common themes and resulting actions. Meeting dates, surveys, and participation opportunities will be shared through multiple communication methods and with sufficient advance notice|Hornbrook Elementary will use direct, individualized outreach to engage families who are not represented through public meetings, advisory groups, or surveys. Staff will personally invite families to participate and explain why their input is relevant to the decision being considered.  The District will provide multiple ways to participate, including written surveys, telephone calls, individual meetings, email responses, virtual participation when available, and confidential conversations with staff. Families will not be required to speak publicly in order for their input to be considered.  The District will review participation to determine whether families of unduplicated students, students with disabilities, students experiencing homelessness, foster youth, English learners, low-income students, and other underrepresented groups have had meaningful opportunities to provide input. Because these groups may include only one or two students, the District will protect confidentiality and avoid public reporting that could identify individual families.  The community school coordinator/social worker and other trusted staff will assist with outreach when families face transportation, communication, technology, language, disability, or trust-related barriers. The District will also close the feedback loop by informing families how educational partner input influenced plans, actions, services, or funding decisions.|4|4|3|5|4|3|3|3|3|3|3|4|Met||2026-06-09|2026
47703670000000|Junction Elementary|3|Working towards school staff and families having open communion with each person, while maintaining confidentiality.|Will be working on establishing a working relationship through student functions, field trips, and curricular projects.|Have been working towards building trust, and respectful relationships with both families, and staff.|Building respectful relationships employees, families, and students.  Implementing a shared decision making council made up of staff students, parents and partners.|Implementing a shared decision making council made up of staff students, parents and partners. We are also implementing our community school grant to further build partnership with families and provide needed supports.|Making sure both school and all parents/guardians are kept informed about all school functions, and asking for previously un-engaged parents/guardians to help in the ongoing school field trips, and school fundraisers.|Implementing a shared decision making council made up of staff students, parents and partners.|Annual parent and student input survey reviewed by the shared decision making council, staff,  and the board. Specific improvement actions are generated from the survey and followup discussions.|Intentional representation of underrepresented families on our shared decision making council.|4|3|4|3|3|3|3|3|3|3|3|3|Met||2026-06-11|2026
47703750000000|Klamath River Union Elementary|3|The LEA's currents strengths are using surveys to gather information from staff and families on how the LEA is doing and where they feel the most need is. The LEA uses surveys to help improve building relationships between staff and families. The LEA uses a monthly email newsletter to share more information with families and keep communication open. All information is also sent to families/parents via email and flyers. Surveys are sent out twice a year to gain knowledge on strengths and weaknesses|The LEA's focus area for improvement in building relationships between school staff and families is always working on open & honest communication between staff, families and students|The LEA will improve engagement of underrepresented families identifies during our self-reflection process in relation to building relationships between school staff and families by allowing communication to flow openly in any capacity|The LEA's current strengths are having an open door policy for all families to speak with the LEA on student outcomes|The LEA's focus area is making sure families know we are a team and letting them know what their options are regarding student outcomes and concerns|The LEA will improve engagement of underrepresented families by making sure they receive all the same information all families receive and make a concerted effort to meet their individual needs.|The LEA's current strengths and progress in seeking input for decision-making is scheduling meetings with food, after hours. The LEA also gives educational partners the option to complete a survey or submit a written ideas if they are unable to attend a scheduled meeting|The LEA will focus on improvement in seeking input for decision making and encouraging more interactive engagement and gathering of local data.|The LEA will improve engagement of underrepresented families identified by attempting to accommodate their need to be a part of the decision making process.|4|4|4|4|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
47703830000000|Little Shasta Elementary|3|Little Shasta Elementary School’s small size helps staff build strong, trusting relationships with students and their families. Staff work hard to maintain open communication through ClassDojo, family surveys, the Parents Club, and multiple family events each year.  All of these help keep families informed and connected to the school community.|Little Shasta Elementary School will continue working to increase family participation in surveys, school events, and parent engagement opportunities. The school will focus on expanding two-way communication and identifying additional ways to connect with families who are unable to participate regularly due to work schedules or other barriers.|The school will continue using ClassDojo and other communication methods to ensure all families receive timely information and opportunities to participate. Staff will provide flexible meeting options, personally reach out to families who are less engaged, and continue inviting all families to school events, volunteer opportunities, and decision-making activities to strengthen partnerships.|Little Shasta Elementary School's small size allows staff to develop strong partnerships with families that support student success. Through ClassDojo, 100% of families have access to school communication, calendars, reminders, and student updates, ensuring all families receive timely information. Family surveys, the Parents Club, and school events provide additional opportunities for families to stay connected and support student learning.|While 100% of families have access to communication through ClassDojo, the school recognizes that access has not yet translated into increased two-way communication or family participation. The LEA will focus on encouraging more meaningful family engagement by increasing opportunities for feedback, promoting participation in school activities, and strengthening partnerships that positively impact student outcomes.|The LEA will continue using ClassDojo to ensure all families receive consistent information while increasing personalized outreach to families who are less engaged. Staff will offer flexible opportunities for participation, actively seek family input through surveys and conversations, and continue inviting all families to school events and decision-making opportunities to strengthen partnerships that support student achievement.|Little Shasta Elementary School values family and community input and provides multiple opportunities for educational partners to participate in the decision-making process through surveys, Parents Club meetings, School Board meetings, and school events. While participation rates vary, the feedback received is consistently positive and reflects strong support for the school's programs, staff, and overall learning environment.|The LEA's primary focus is increasing participation in opportunities for families and community members to provide input and engage in school decision-making. Efforts will continue to promote meetings, surveys, and volunteer opportunities while exploring additional ways to reduce barriers to participation and encourage a broader representation of family voices.|The LEA will continue to provide multiple avenues for input through ClassDojo, surveys, meetings, and personal outreach to ensure all families have opportunities to participate in school decision-making. Staff will encourage participation by offering reminders, seeking feedback in a variety of formats, and fostering welcoming relationships that help families feel comfortable sharing their perspectives and ideas.|4|4|4|5|5|5|5|5|5|5|5|5|Met||2026-06-10|2026
47704090000000|McCloud Union Elementary|3|Because our school enrollment is so small (approximately 45 students) it is easy for staff members to keep in close communication with parents, families, and community members.  The LEA disseminates information in several ways to provide families with many opportunities to stay informed and provide input.|One protocol that the LEA kept as a leftover from the pandemic is the morning greeting at the door.  The office staff and sometimes a teacher greet each child and/or parent as they enter the building. This habit has increased the morale of students and families as they enter the building that was closed to them for so long.   The LEA's only subgroup is Low Income, and the majority of families are in this category (approx. 80%).|One protocol that the LEA kept as a leftover from the pandemic is the greetings at the door each morning.  The office staff and a teacher greet each child and/or parent as they enter the building. This habit has increased the morale of students and families as they enter the building that was closed to them for so long.  The LEA hopes to encourage people to return to campus to interact with and enrich students.  The LEA's only subgroup is Low Income, and the majority of families are in this category (approx. 80%).|Professional learning opportunities are presented to the teaching staff as soon as administration is made aware of training, but staff can also present training opportunities to the administration.  There are only 3 full-time teachers, so it is not difficult to accommodate training requests.  An obstacle in this area is the lack of substitute teachers in the county and the distance most trainings require travel.  The LEA is adept at supporting families and providing access to resources.|An area for improvement remains enticing families to attend formal meetings, such as School Site Council Meetings and Board Meetings.  Additionally, parent survey participation remains low, and the LEA needs to engage more parents to respond and provide input.|We currently do not have underrepresented families in the sense of EL students or families. Issues and requests for input are presented to all families, as our unduplicated pupil count is for low-income students who make up approximately 80% of our students.  We will continue to disseminate information in various forms and provide opportunities for parents and guardians to provide input.|"The LEA is currently communicating with parents and guardians via many different modes: Catapult Connect, email, hard copy, text, Facebook, and our website.  We hope that the saturation of information in various forms will help reconnect families and encourage their participation.  ""Initial Implementation"" was selected for all because, despite the LEAs efforts, parents remain mostly disengaged in formal committees or meetings."|The LEA offers many opportunities for families to participate in decision-making, but families rarely do so.  The LEA has even offered free meals as an incentive, but most people do not partake or want to be involved in more than informal ways.  Parents and community members attend social events at the school in high numbers, but formal meetings are rarely, if ever, attended.|We currently do not have underrepresented families in the sense of EL students or families. Issues and requests for input are presented to all families, as our unduplicated pupil count reflects low-income students, who make up approximately 80% of our students.  We will continue to disseminate information in various forms and provide opportunities for parents and guardians to provide input.|4|5|4|4|4|4|4|4|4|3|3|3|Met||2026-06-18|2026
47704170000000|Montague Elementary|3|Montague Elementary School District’s current strengths in building relationships between school staff and families include a strong small-school culture, accessible staff, and regular communication with families regarding student progress, attendance, behavior, and school activities. Educational partner feedback indicates that families value the personal connections they have with teachers, office staff, and school leadership, and the district continues to make progress in creating a welcoming environment where families feel known, respected, and able to communicate directly with school staff.  Local data and stakeholder input also show that the district has made progress in using family feedback to inform planning, including the use of LREBG funds to support teacher professional learning that strengthens inclusive, restorative, and student-centered practices. These efforts support stronger school-family partnerships by helping staff respond more effectively to student needs and engage families as partners in student success.|Montague Elementary School District’s focus area for improvement is to strengthen consistent, two-way communication between school staff and families, particularly for families whose students need additional academic, behavioral, attendance, or social-emotional support. Educational partner input and local data indicate a need to continue improving how families are informed, included, and engaged as partners in identifying student needs and developing supports.  The district will continue to focus on building staff capacity to use restorative, inclusive, and relationship-centered practices that support stronger family partnerships, improve trust, and help ensure families feel welcomed, heard, and connected to the school community.|To support improvement, the LEA will focus on proactive outreach, more consistent communication from school staff, family-friendly meeting formats, translation or interpretation when needed, and opportunities for families to provide input outside of formal meetings. Staff will also continue to build capacity in relationship-centered practices, including restorative communication, inclusive practices, culturally responsive engagement, and strategies that help families feel welcomed, respected, and connected to the school community. These efforts are intended to increase trust, improve family participation, and ensure that underrepresented families have a meaningful voice in decisions that affect student learning, attendance, behavior, and overall school success.|Montague Elementary School District’s current strengths in building partnerships for student outcomes include a strong small-school structure that allows staff to know students and families well, communicate directly about student needs, and coordinate supports in a timely manner. Educational partner input indicates that families value the personal relationships they have with teachers, support staff, and school leadership, and local data continues to be used to identify areas of academic, behavioral, attendance, and social-emotional need.  The district has made progress in aligning family input, staff feedback, and student outcome data to guide planning and resource decisions. This includes continued attention to learning recovery, inclusive instructional practices, behavior supports, attendance, and student engagement, with the goal of ensuring that school staff, families, and community partners work together to support improved outcomes for all students.|The LEA will focus on developing more consistent systems for communicating student progress, involving families earlier when concerns arise, and using local data to guide collaborative problem-solving. These efforts are intended to ensure that school staff, families, and community partners work together more effectively to improve student engagement, attendance, behavior, and academic achievement.|Montague Elementary School District will improve engagement of underrepresented families by creating more intentional opportunities for families to participate in conversations about student progress, intervention, attendance, behavior, and social-emotional needs. The LEA will use educational partner input and local data to identify families who may be less represented in traditional engagement activities, including families of English learners, students with disabilities, socioeconomically disadvantaged students, foster youth, homeless youth, and families who may face barriers related to work schedules, transportation, language, or prior school experiences.  To strengthen partnerships for student outcomes, the district will focus on earlier and more proactive outreach, family-friendly meeting options, accessible communication, translation or interpretation when needed, and clearer explanations of student data and available supports. The goal is to ensure that underrepresented families are meaningfully included as partners in identifying student needs, developing supports, monitoring progress, and improving outcomes in academics, attendance, behavior, and student engagement.|Montague Elementary School District’s current strengths in seeking input for decision-making include its small-school structure, which allows school staff and leadership to gather feedback directly from families, staff, students, and community members through formal and informal opportunities. Educational partner input is used to help identify student needs, inform priorities, and guide decisions related to programs, services, school climate, and resource allocation.|Montague Elementary School District’s focus area for improvement is to increase the consistency, accessibility, and representation of educational partner input used in decision-making. While the district benefits from a small-school environment and direct communication with families and staff, local data and stakeholder feedback indicate a need to continue expanding opportunities for input, especially from families who may be less likely to attend traditional meetings or participate in formal feedback processes.  The LEA will focus on improving outreach, offering multiple ways for families and staff to provide feedback, and more clearly communicating how input is used to shape district priorities, LCAP actions, resource decisions, and student support systems. These efforts are intended to ensure that decision-making reflects a broader range of voices and is more directly connected to identified student needs.|Montague Elementary School District will improve engagement of underrepresented families by expanding the ways families can provide input into district decision-making beyond traditional meetings. The LEA will use local data and educational partner feedback to identify families who may be less represented in the input process, including families of English learners, students with disabilities, socioeconomically disadvantaged students, foster youth, homeless youth, and families who may face barriers related to language, transportation, work schedules, or prior school experiences.  To increase participation, the district will provide more accessible opportunities for input, such as family surveys, personal outreach, flexible meeting times, informal conversations at school events, translation or interpretation when needed, and targeted follow-up with families whose voices are not consistently represented. The LEA will also improve communication about how family input is used to shape LCAP priorities, programs, services, resource decisions, and student supports so that families understand their feedback is valued and connected to district action.|4|4|3|3|4|3|5|5|3|3|3|4|Met||2026-06-09|2026
47704250000000|Mt. Shasta Union Elementary|3|"Communicating with families and building relationships has been a focus the last few years in the district. Survey results show an improvement in this area however families would like to see communications contain a little less ""education jargon."""|The District will continue to work on this area. The consistent use of the newly acquired Parent Square, texting and email newsletters there should be continued improvement. The adoption of parent education nights will provide additional opportunities for growth.|Each school site will continue to reach out to all families in their school. The District Site Council will be a conduit for each site to help identify families that feel left out of school life. The District will use Spanish translations of communication tools to assure communication with the non-English speaking families.|Strengths include a caring and motivated staff, responsive administrators and a safe environment. Building partnerships with families, students and the community has been a focus.|Continue to utilize many communication tools. Using language that is familiar with noneducators will help in this area.|Using Spanish translations of communications will improve communication with our Spanish speaking families. Providing Spanish speakers, and making sure families know one will be present, at school events will also improve engagement. Site principals will contact parents personally when they become aware of a family that does not feel a part of the MSUSD community.|The District has regular meetings with the Site Council seeking input on a variety of issues. Emails, texts go out to families informing them of opportunities for them to be heard at board meetings and other school events. Site principals practice an open door policy and are available by phone.|Urging community members to become involved in school committees will help in this area. Sites will seek input when national and local issues come to the forefront.|The District and sites will communicate  opportunities and availability of staff to underrepresented families as well as all families in the District. Surveys reveal that communication has improved but often education jargon is used without adequate explanation.|4|5|5|4|4|4|5|5|4|4|4|3|Met||2026-06-17|2026
47704580000000|Seiad Elementary|3|The LEA's current strengths are using surveys to gather information from staff and families on how the LEA is doing and where they feel the most need is.  The LEA uses surveys to help improve building relationships between staff and families.  The LEA implemented a newsletter to get more information out to families and keep communication open.   All information is also sent to parents/families via email.  Surveys are sent out twice a year to gain knowledge on strengths and weaknesses|The LEA's focus area for improvement in building relationships between school staff and families is always working on open communication between staff, families and students.|The LEA will improve engagement of underrepresented families identified during our self-reflection process in relation to building relationships between school staff and families by allowing communication to flow openly in any capacity.|The LEA's current strengths are having an open door policy for all families to speak with the LEA  on student outcomes.|The LEA's focus area is making sure families know that we are a team and letting them know what their options are regarding student outcomes and concerns.|The LEA will improve engagement of underrepresented families by making sure they receive all the same information all families receive and make an effort to meet their individual needs.|The LEA's current strengths and progress in seeking input for decision-making is scheduling meetings after hours, offering food and childcare for meetings.  The LEA also gives educational partners the option to complete a survey or submit written ideas if they are unable to attend a scheduled meeting|The LEA's focus area for improvement in seeking input for decision making is trying to get more engagement and input.|The LEA will improve engagement of underrepresented families identified by attempting to accommodate their needs to be a part of the discussion and process.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-15|2026
47704660000000|Siskiyou Union High|3|Based on our Healthy Kids Survey data & our  District survey of both students and families, our stakeholders report a high degree of connectedness to their school.  We have focused initiatives that ensure that students and parents connect with teachers and school staff through a welcome day at the beginning of school, back to school BBQ, office hours established, regular email and phone communications, newsletters, preview days and open houses at the end of the school year.|Based on our health kids and District survey data and local focus group meetings, the district is focused on implementation of the Community Schools four pillar model across all of our school sites, including improving and expanding our wellness centers at each location, cultural partnerships with the Karuk Tribe, and a collaborative leadership model.  Key areas of improvement are a improving the school wide culture at Mt. Shasta High School, improving communication and outreach at Happy Camp High School, Increasing navigation signage across all campuses, providing improved transition services between feeder middle school and their high schools.|Though interest inventories, the healthy kids survey, and local focus groups, the community schools model has been chosen and is being implemented across all four school sites.  This is a focus on collaborative leadership, where students, guardians, faculty, and administration are all equal partners in program planning and implementation.   We have been successful in including both our families of color, low socio-economic status, and special education families into our leadership teams.  We are continuing to work on multi-lingual communications|Siskiyou Union HSD has begun the implementation of the Community Schools model for leadership.  We have established leadership advisories at each school site that meet regularly, provide input on the LCAP plan, and program development.  We have aligned our budget to support the advisories and wellness centers across each of the campuses.|Siskiyou Union High School District made significant progress on expanding and enhancing the community schools advisories at each school site to ensure that the teams are engaged and making program level decisions.  We have also  made significant progress on expanding community partnerships.  Both business and non profit community partners engaged in events and opportunities at each school site.  Further, signage that is helpful and inviting needs to be expanded across all four of the school sites.|We continue to reach out to parents and families that are under represented though events and surveys.  We invite under represented families in and move to where they gather ( ie festivals, local events, and community center outreach nights)|Siskiyou Union HSD has continued the process of implementing the Community Schools model for leadership.  We have established leadership advisories at each school site that meet regularly, provide input on the LCAP plan, and program development.  We have aligned our budget to support the advisories and wellness centers across each of the campuses.|Based on our district survey, health kids survey data and local focus group meetings, the district is focused on implementation of the Community Schools four pillar model across all of our school sites, including improving and expanding our wellness centers at each location, providing tier I, II, and III mutli-tiered systems of support, cultural partnerships with the Karuk Tribe, and a collaborative leadership model.  Key areas of improvement continue to be improving connectedness and a culture of belonging at Mt. Shasta High School, improving communication, outreach, and student engagement at Happy Camp High School, and improving attendance at Weed High School.   At all school sites: increasing navigation signage, providing improved transition services between feeder middle school and their high schools.|Through interest inventories,the district survey,  the healthy kids survey, and local focus groups, the community schools model continues to see support and is implemented across all four school sites.  This is a focus on collaborative leadership, where students, guardians, faculty, and administration are all equal partners in program planning and implementation.   We have been successful in including both our families of color, low socio-economic status, and special education families into our leadership teams.  We are continuing to work on multi-lingual communications|3|4|3|4|3|3|4|4|4|4|4|3|Met||2026-06-24|2026
47704820000000|Weed Union Elementary|3|Based on the analysis of educational partner input and local data, Weed Union Elementary School District's current strengths in building relationships between school staff and families center on transparency, communication, and meaningful family engagement. The District provides multiple opportunities for families to participate in school and district decision-making through School Site Council meetings, parent-teacher conferences, IEP meetings, public Board of Education meetings, surveys, and LCAP development activities.  Throughout the 2025-26 school year, the District continued to strengthen communication with families through newsletters, social media updates, direct outreach from staff, and community meetings. Special efforts were made to engage families in discussions regarding the school rebuilding project, district priorities, and local bond measures. These opportunities allowed parents and community members to ask questions, provide feedback, and stay informed about issues impacting students and the future of the district.  Educational partner feedback indicates that families appreciate the District's commitment to keeping parents informed and involved. Attendance at school events, family activities, community forums, and public meetings demonstrates strong family participation and a shared commitment to student success. Staff members work to maintain positive relationships with families by providing timely communication, responding to concerns, and partnering with parents to support student learning and well-being.  The District has made progress in creating a culture where families feel welcomed, valued, and connected to their children's education. Weed Union Elementary School District will continue to build on these strengths by expanding opportunities for family input, encouraging participation in district planning processes, and fostering strong partnerships between families, staff, and the community.|Based on the analysis of educational partner input and local data, Weed Union Elementary School District has identified opportunities to further strengthen communication and family engagement. While families report feeling informed and connected to the school community, the District seeks to increase participation from all families, particularly those who may face barriers to attending meetings, events, or school activities.  The District's focus for improvement includes expanding two-way communication opportunities, increasing parent participation in surveys and decision-making processes, and ensuring families have multiple avenues to provide feedback throughout the year. The District will continue exploring strategies to improve attendance at family engagement events and educational partner meetings by offering flexible communication methods and varied opportunities for participation.  Additionally, the District will work to strengthen family understanding of academic programs, student achievement data, and available supports and services. By increasing family awareness and involvement in student learning, the District aims to further enhance partnerships between school staff and families to support positive student outcomes.  Through ongoing communication, outreach efforts, and opportunities for meaningful engagement, Weed Union Elementary School District will continue building strong relationships with families and fostering a collaborative school community focused on student success.|Based on educational partner input and local data, Weed Union Elementary School District recognizes the importance of ensuring all families have meaningful opportunities to engage with the school community. The District will continue working to identify and reduce barriers that may prevent some families from participating in school events, meetings, surveys, and decision-making opportunities.  To improve engagement of underrepresented families, the District will increase direct outreach efforts through phone calls, personal invitations, electronic communications, and ongoing communication from teachers and administrators. The District will continue offering multiple methods for families to provide input, including surveys, parent meetings, School Site Council participation, public board meetings, and informal opportunities for feedback.  The District will also seek to provide flexible engagement opportunities by varying meeting times, utilizing virtual communication when appropriate, and sharing information through multiple platforms to ensure families can access important information in a manner that best meets their needs. Staff will continue to foster welcoming and inclusive school environments where all families feel valued, respected, and encouraged to participate.  Through these efforts, Weed Union Elementary School District aims to strengthen partnerships with all families, increase participation among underrepresented groups, and ensure that diverse family perspectives are considered in school and district decision-making processes.|Based on the analysis of educational partner input and local data, Weed Union Elementary School District's strengths in building partnerships for student outcomes include strong collaboration among families, staff, community organizations, and regional partners. The District recognizes that student success is enhanced when schools and communities work together to provide academic, social-emotional, and enrichment opportunities for students.  During the 2025-26 school year, the District continued to strengthen partnerships with families through regular communication, parent conferences, School Site Council participation, and LCAP engagement activities. The District also worked closely with community partners to support student wellness, after-school programming, and expanded learning opportunities. Partnerships with local organizations, community volunteers, and regional agencies have helped provide additional resources and services that support student achievement and well-being.  Educational partner feedback indicates that families value the District's commitment to maintaining open communication and involving stakeholders in decisions that impact students. Staff regularly collaborate with families to monitor student progress, address individual needs, and connect students with available supports and services.  The District has also made progress in fostering a culture of shared responsibility for student success. Through ongoing collaboration with families and community partners, Weed Union Elementary School District continues to expand opportunities that support positive academic outcomes, student engagement, and overall school connectedness.|Based on the analysis of educational partner input and local data, Weed Union Elementary School District has identified opportunities to further strengthen partnerships that directly support student outcomes. While the District benefits from strong relationships with families and community organizations, there is a continued need to expand participation and engagement among all educational partners in efforts that support student achievement and well-being.  The District's focus for improvement includes increasing family understanding of academic expectations, student achievement data, and available support services. The District will continue to provide opportunities for families to engage in discussions about student learning, school improvement efforts, and strategies that support academic growth both at school and at home.  Additionally, the District seeks to strengthen collaboration with community partners to expand enrichment opportunities, student supports, and access to resources that address the academic, social-emotional, and wellness needs of students. The District will continue exploring new partnerships and strengthening existing relationships to ensure students have access to a broad network of support.  Through ongoing communication, collaboration, and engagement, Weed Union Elementary School District will continue working to build stronger partnerships that contribute to improved student outcomes and increased student success.|Based on educational partner input and local data, Weed Union Elementary School District is committed to ensuring all families have meaningful opportunities to participate in partnerships that support student success. The District recognizes that some families may face barriers to engagement and will continue working to identify and address those challenges.  To improve engagement of underrepresented families, the District will increase personalized outreach efforts through phone calls, electronic communications, parent meetings, and direct communication from teachers and administrators. Families will continue to be provided with multiple opportunities to participate in discussions regarding student achievement, school programs, support services, and district priorities.  The District will also work to increase awareness of available resources and opportunities by utilizing a variety of communication platforms and offering flexible opportunities for participation. Staff will continue fostering welcoming and inclusive environments where all families feel valued and encouraged to contribute to their child's educational experience.  Through these efforts, the District aims to strengthen family-school partnerships, increase participation among underrepresented groups, and ensure that all families have opportunities to engage in supporting positive student outcomes.|Based on the analysis of educational partner input and local data, Weed Union Elementary School District's strengths in seeking input for decision-making include maintaining open lines of communication and providing multiple opportunities for educational partners to share feedback. The District actively seeks input from parents, staff, students, community members, and partner organizations through surveys, School Site Council meetings, public Board of Education meetings, LCAP engagement activities, parent conferences, and community forums.  Throughout the 2025-26 school year, the District provided numerous opportunities for stakeholders to participate in discussions regarding district priorities, student achievement, school climate, the ongoing facilities project, and budget planning. Feedback received through these engagement opportunities helped inform district decisions and ensure that the perspectives of educational partners were considered.  Educational partner feedback indicates that families and community members value the District's commitment to transparency and accessibility. Stakeholders have expressed appreciation for the District's efforts to communicate openly, respond to questions, and provide opportunities for meaningful participation in the decision-making process.  The District has made progress in fostering a culture of collaboration where educational partners are encouraged to contribute ideas and provide feedback on issues impacting students and the school community. Through these efforts, Weed Union Elementary School District continues to strengthen stakeholder engagement and promote shared ownership in supporting student success.|Based on the analysis of educational partner input and local data, Weed Union Elementary School District has identified opportunities to further strengthen stakeholder participation in decision-making processes. While the District provides multiple opportunities for input, a continued area of focus is increasing participation from families and educational partners who may not regularly engage in meetings, surveys, or district activities.  The District will continue working to improve awareness of opportunities for input by utilizing multiple communication methods and providing timely information regarding topics under consideration. Efforts will also focus on increasing participation in LCAP development, School Site Council meetings, surveys, and other stakeholder engagement activities to ensure a broader representation of perspectives.  Additionally, the District seeks to strengthen feedback loops by communicating how educational partner input is considered and incorporated into district decisions. Providing greater visibility into decision-making processes will help stakeholders better understand the impact of their participation and encourage continued engagement.  Through these efforts, Weed Union Elementary School District will continue fostering a culture of collaboration, transparency, and shared responsibility in decisions that support student achievement and district improvement.|Based on educational partner input and local data, Weed Union Elementary School District is committed to ensuring that all families have meaningful opportunities to participate in decision-making processes. The District recognizes that some families may be underrepresented in surveys, meetings, and other engagement opportunities and will continue working to reduce barriers to participation.  To improve engagement of underrepresented families, the District will increase direct outreach efforts through phone calls, electronic communications, personal invitations, and communication from school staff. The District will continue offering multiple methods for providing feedback, including surveys, public meetings, School Site Council participation, LCAP engagement activities, and informal opportunities for input throughout the school year.  The District will also seek to provide flexible opportunities for participation by varying meeting times, utilizing virtual communication tools when appropriate, and sharing information through multiple communication platforms. These efforts are intended to ensure families can participate in ways that are accessible and convenient for them.  By increasing outreach and expanding opportunities for engagement, Weed Union Elementary School District will continue to strengthen stakeholder participation and ensure that a broad range of family perspectives are represented in district and school decision-making processes.|4|5|4|5|5|4|4|5|5|3|4|5|Met||2026-06-25|2026
47704900000000|Willow Creek Elementary|3|Based on educational partner input and local data, Willow Creek Elementary School District has established strong relationships between school staff and families through frequent communication, accessibility, and meaningful engagement opportunities. The District's small size allows staff to build personal connections with families and respond quickly to student and family needs. Communication is maintained through phone calls, emails, text messaging, social media, newsletters, and the district website, ensuring families receive timely information about school events, student progress, and opportunities for involvement.  The District actively encourages family participation through Back-to-School nights, family engagement nights, School Site Council meetings, parent-teacher conferences, community events, and volunteer opportunities. Families are welcomed as valued partners in supporting student success, and staff make intentional efforts to create a welcoming and inclusive school climate for all students and families, including English learners, foster youth, low-income families, and students with disabilities.  Feedback collected through surveys, meetings, and informal conversations indicates that families feel connected to the school and appreciate the accessibility of staff and administration. The District continues to strengthen these relationships by expanding communication methods, increasing participation opportunities, and fostering a collaborative culture where families are respected as essential partners in their children's education.|Based on educational partner input and local data, Willow Creek Elementary School District has identified increasing family participation and engagement opportunities as an area for continued improvement. While the District maintains strong relationships with families, attendance at meetings and school events can be limited due to work schedules, transportation challenges, and the rural nature of the community. The District will continue to explore flexible meeting times, virtual participation options, and additional communication methods to increase accessibility for all families.  The District also seeks to strengthen engagement with families of unduplicated student groups and students with exceptional needs by providing targeted outreach and opportunities for meaningful participation in school programs and decision-making processes. Continued efforts will focus on expanding two-way communication, increasing family feedback through surveys and forums, and providing additional opportunities for parents to partner with staff in supporting student learning and school improvement initiatives.|Willow Creek Elementary School District will continue to strengthen engagement with underrepresented families by implementing intentional outreach strategies designed to increase participation and build trusting relationships. The District will provide multiple methods of communication, including phone calls, text messages, emails, newsletters, social media, and personal invitations to ensure families receive timely and accessible information.  To reduce barriers to participation, the District will offer flexible meeting times, virtual participation opportunities when feasible, and family events designed to encourage meaningful interaction with school staff. Staff will continue to conduct personalized outreach to families of English learners, low-income students, foster youth, students with disabilities, and other underrepresented groups to encourage involvement in school activities and decision-making processes.  The District will regularly collect feedback through surveys, meetings, and informal conversations and use this input to improve family engagement practices. By fostering a welcoming and inclusive environment where all families feel valued and heard, the District aims to strengthen partnerships that support student success and continuous school improvement.|Based on educational partner input and local data, Willow Creek Elementary School District has made significant progress in building partnerships that support positive student outcomes. The District values families as essential partners in the educational process and encourages regular communication between teachers, staff, and parents regarding student progress, attendance, behavior, and academic achievement.  Families are provided opportunities to participate in parent-teacher conferences, Student Study Team meetings, Individualized Education Program (IEP) meetings, School Site Council, and school events that promote student learning and engagement. Staff work collaboratively with families to identify student needs, establish goals, and implement strategies that support academic and social-emotional growth.  The District also partners with community organizations and local agencies to provide enrichment opportunities, expanded learning programs, nutrition services, and student support resources. Educational partner feedback indicates that families appreciate the personalized attention and collaborative approach that results from the District's small-school environment. These strong partnerships contribute to a positive school climate and help ensure students receive the academic and social supports necessary for success.|Based on educational partner input and local data, Willow Creek Elementary School District has identified increasing meaningful family participation in supporting student learning as a focus area for improvement. While families maintain positive relationships with school staff, the District seeks to expand opportunities for parents and guardians to actively engage in their child's academic progress through workshops, family learning events, and regular communication regarding student achievement data and available support resources.  The District will also continue to strengthen partnerships with community organizations and local agencies to provide additional academic, behavioral, and social-emotional supports for students and families. Efforts will focus on increasing participation among underrepresented groups, improving two-way communication, and providing families with the information and resources needed to reinforce learning at home. These actions will help create stronger school-family partnerships that contribute to improved student outcomes and overall student success.|Willow Creek Elementary School District will improve engagement of underrepresented families by implementing targeted outreach strategies that promote meaningful participation in their children's education and school activities. The District will utilize multiple methods of communication, including phone calls, text messages, emails, newsletters, social media, and personal outreach, to ensure families receive timely, accessible, and relevant information about student progress and available support services.  The District will continue to make individualized efforts to engage families of English learners, low-income students, foster youth, students with disabilities, and other underrepresented populations by encouraging participation in parent-teacher conferences, Student Study Team meetings, Individualized Education Program (IEP) meetings, School Site Council, and family engagement events. Staff will work collaboratively with families to identify student needs, share strategies for supporting learning at home, and connect families with available community resources.  The District will regularly solicit feedback through surveys, educational partner meetings, and informal conversations to evaluate the effectiveness of its family engagement efforts and identify opportunities for improvement. By fostering an inclusive, welcoming environment and building strong partnerships with all families, Willow Creek Elementary School District will strengthen collaboration, increase family participation, and support improved academic and social-emotional outcomes for all students.|Based on educational partner input and local data, Willow Creek Elementary School District has made significant progress in seeking meaningful input from families and educational partners to inform district decision-making. The District provides multiple opportunities for participation through School Site Council meetings, public Board meetings, LCAP surveys, parent-teacher conferences, community forums, and informal discussions with staff and administration. Families, staff, students, and community members are encouraged to share feedback on district priorities, programs, and services.  The District values the close relationships fostered within its small rural community, allowing educational partners direct access to school leadership and opportunities to participate in planning and continuous improvement efforts. Feedback gathered through surveys and meetings has informed decisions related to academic programs, expanded learning opportunities, school safety, student support services, and the development of the Local Control and Accountability Plan (LCAP).  The District continues to promote transparency by sharing information through newsletters, social media, the district website, and Board agendas, ensuring educational partners are informed and have meaningful opportunities to provide input before key decisions are made. These collaborative practices have strengthened trust and fostered a culture of shared responsibility for student success.|Based on educational partner input and local data, Willow Creek Elementary School District has identified increasing participation from a broader and more diverse group of educational partners as a focus area for improvement in seeking input for decision-making. While the District provides multiple opportunities for engagement, participation in surveys, advisory committees, and public meetings can be limited due to work schedules, transportation challenges, and the rural nature of the community.  The District will continue to expand outreach efforts by offering multiple methods for providing feedback, including online surveys, electronic communications, and flexible meeting opportunities. Additional efforts will focus on increasing participation from families of English learners, low-income students, foster youth, students with disabilities, and other underrepresented groups to ensure their perspectives are reflected in district planning and decision-making.  By strengthening two-way communication, increasing awareness of opportunities for involvement, and intentionally seeking diverse viewpoints, the District aims to make the decision-making process more inclusive and representative of the needs of the entire school community.|Willow Creek Elementary School District will improve engagement of underrepresented families in decision-making by implementing intentional outreach strategies that ensure all families have meaningful opportunities to share their perspectives. The District will use multiple communication methods, including phone calls, text messages, emails, social media, newsletters, and personal invitations, to inform families about surveys, School Site Council meetings, Board meetings, LCAP development activities, and other opportunities for input.  The District will make targeted efforts to engage families of English learners, low-income students, foster youth, students with disabilities, and other underrepresented groups by offering flexible meeting times, virtual participation options when feasible, and individualized outreach from school staff. Feedback opportunities will be designed to be accessible and easy to participate in, reducing barriers to involvement.  Input collected through surveys, meetings, and ongoing conversations will be carefully reviewed and used to inform district priorities, programs, and services. The District will communicate how educational partner feedback influences decisions, reinforcing the value of family participation and fostering a culture of transparency, collaboration, and shared responsibility for student success.|4|4|3|3|3|3|4|3|3|3|3|3|Met||2026-06-17|2026
47705080000000|Yreka Union Elementary|3|Yreka Union Elementary School District values strong partnerships with families and continues to strengthen communication through regular school updates, family engagement opportunities, and responsive collaboration between school staff and caregivers. Educational partner feedback and local survey data indicate that families feel welcomed and informed, while the district continues to expand opportunities for meaningful family involvement in supporting student success.|Yreka Union Elementary School District will continue to improve consistency and timeliness of communication across all schools while increasing opportunities for families to provide input and engage in district decision-making. The district will focus on expanding outreach to families who have traditionally been less engaged to ensure all families feel connected, informed, and valued as partners in their child's education.|Yreka Union Elementary School District will improve engagement with underrepresented families by providing multiple opportunities for participation through flexible meeting times, two-way communication, and outreach using a variety of communication methods. The district will continue to build trusting relationships by seeking family input, reducing barriers to participation, and ensuring all families have meaningful opportunities to contribute to their child's educational experience.|Yreka Union Elementary School District has built strong partnerships with families, staff, community organizations, and local agencies to support the academic, social-emotional, and behavioral success of all students. Educational partner feedback and local data indicate continued progress through collaborative programs, expanded student supports, and ongoing communication that connects students and families with the resources needed to promote positive student outcomes.|Yreka Union Elementary School District will continue to strengthen partnerships with community agencies, businesses, and families to expand academic, behavioral, and social-emotional supports for students. The district will also focus on increasing educational partner participation in planning and decision-making to ensure programs and services reflect the needs of all students.|Yreka Union Elementary School District will improve engagement of underrepresented families by providing accessible opportunities to participate in school events, advisory groups, and decision-making through flexible meeting options and multiple communication methods. The district will continue collaborating with community partners to reduce barriers, strengthen relationships, and ensure all families have equitable access to the supports and resources that promote positive student outcomes.|Yreka Union Elementary School District regularly seeks input from families, staff, students, bargaining units, and community partners through surveys, advisory committees, public meetings, and stakeholder engagement activities to inform district decisions. Educational partner feedback demonstrates continued progress in creating transparent decision-making processes and ensuring stakeholder input is considered in the development of district plans, priorities, and resource allocations.|Yreka Union Elementary School District will continue to increase participation from families, staff, students, and community members by expanding outreach efforts and offering multiple opportunities to provide feedback. The district will focus on ensuring underrepresented voices are included in decision-making by reducing barriers to participation and communicating how stakeholder input influences district priorities and actions.|Yreka Union Elementary School District will improve engagement of underrepresented families by offering flexible opportunities for participation, utilizing multiple communication platforms, and providing targeted outreach to encourage meaningful involvement. The district will continue to gather feedback through surveys, meetings, and advisory groups while ensuring families understand how their input informs district decisions and planning.|4|4|3|3|3|3|3|4|4|3|3|3|Met||2026-06-25|2026
47705160000000|Yreka Union High|3|We are utilizing Parent Square for communication with staff and families. This allows communication to come via text messages and emails to make sure we are able to reach all. We seek input from families through a parent survey that we administer annually. We also seek parent input through our Site Council as well as our District Parent Advisory Committee. We seek staff input through weekly staff meetings.|We will continue to work on inviting parents to participate in our Site Council, District Parent Advisory Committee, and our Title VI meetings to provide input. We will continue to promote our parent survey to grow our number of responses.|We have increased our communication with daily Parent Square messages that go out with the daily bulletin and a weekly communication with an informational memo as well as a monthly newsletter. We have our annual Back to School Night that we get a good attendance from parents and we are able to assist parents with signing up with Aeries so they can access student grades. We hold monthly Title VI meetings that we invite all of our Title VI Native American families to.|At the high school level, it can be difficult to get parent engagement. We have increased our communication with daily Parent Square notices that go out with the daily bulletin and a weekly communication with an informational memo as well as a monthly newsletter. We have our annual Back to School Night that we get a good attendance from parents and we are able to assist parents with signing up with Aeries so they can access student grades.|We continue to increase our communication with daily Parent Square messages that go out with the daily bulletin and a weekly communication with an informational memo as well as a monthly newsletter. We have our annual Back to School Night that we get a good attendance from parents and we are able to assist parents with signing up with Aeries so they can access student grades.|At the high school level, it can be difficult to get parent engagement. We continue to increase our communication with daily Parent Square messages that go out with the daily bulletin and a weekly communication with an informational memo. We have our annual Back to School Night that we get a good attendance from parents and we are able to assist parents with signing up with Aeries so they can access student grades.|Yreka Union High School District ls committed to engaging parents and other stakeholders and incorporating feedback in the decision-making process. We have events that have been established to initiate outreach and make connections with parents. Parents are invited to attend our annual Back to School night that takes place at the beginning of the school year. This initial communication allows parents to hear about the different programs we offer at Yreka Union High School, parents receive an invite to participate on our School Site Council, and parents get the opportunity to attend their student's classes and meet with their teachers. Establishing these connections and developing relationships leads us to better involvement from our parents. Throughout the school year we invite parents to our sophomore, junior, and senior night, which is designed specifically for that grade level. In the spring we invite the incoming freshman and their parents to an informational night about transitioning into high school where they have the opportunity to get assistance with the enrollment process. In addition to these informational nights, parents are invited to serve on our School Site Council and District Parent Advisory Committees. This parent engagement opportunity provides a more meaningful input in decision making. The parents who participate on the School Site Council and District Parent Advisory Committee assist with the LCAP and LCFF as well as provide feedback on our programs. The School Site Council meets monthly and the District Parent Advisory Committee meets annually. Both review the LCAP goals that were established, and also assist with the goals for the upcoming school year. These committees provide feedback and gather information on the quantity and quality of parent participation in events and programs as well as establish opportunities. We continue to send out a monthly newsletter, daily bulletin and a weekly memo to parents with the Parent Square service.|Throughout the school year we invite parents to our sophomore, junior, and senior night, which is designed specifically for that grade level. In the spring we invite the incoming freshman and their parents to an informational night about transitioning into high school and provide them with assistance in the registration process. In addition to these informational nights, parents are invited to serve on our School Site Council and District Parent Advisory committees. These parent engagement opportunities provides a more meaningful input in decision making. The parents who participate on the School Site Council and District Parent Advisory Committee assist with the LCAP and LCFF and provide feedback on our programs. The School Site Council meets monthly and the District Parent Advisory Committee meets annually. They review the LCAP goals that were established, and also assist with the goals for the upcoming school year. These committees provide feedback and gather information on the quantity and quality of parent participation in events and programs as well as establish opportunities.|The parents who participate on the School Site Council and District Parent Advisory Committee assist with the LCAP and LCFF to provide feedback on our programs. The School Site Council meets monthly and the District Parent Advisory Committee meets annually. They both review the LCAP goals that were established, and also assist with the goals for the upcoming school year. These committees provide feedback and gather information on the quantity and quality of parent participation in events and programs as well as establish opportunities.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-17|2026
47736840000000|Butte Valley Unified|3|Strengths in building relationships between school staff and families are: 	Elementary staff focus on school-family connections 	Elementary staff commitment to MTSS and PBIS implementation, specifically connecting with parents 	Administration commitment to including parents in decision-making and securing grant funding for partnerships 	Building partnerships, hiring staff, and building programs to promote parent engagement  Efforts to build relationships between staff and families have begun with MTSS training, successful application for Community School Grant funding, and contracting with a nonprofit to support parent engagement. Approximately half of BVES staff have completed MTSS training and have begun to implement MTSS and PBIS strategies, including connections with families. The CSG will provide valuable resources to build school and community relationships to support families with needed resources and social services to promote wellness. Continue partnership with nonprofit Tiny, Mighty, Strong will focus on community building and connecting students, parents, and our schools.|BVUSD solicited input from partners through the LCAP survey process and through Community Schools Grant community meetings. Parents indicated that they would like: 	Counseling and assistance supporting their children 	Literacy support in the home 	More engagement 	Community resources and social services facilitated by the schools  Efforts to meet these expressed needs will focus on: 	Continued staff development in MTSS/PBIS and parent engagement 	A community schools approach and CSG resources 	More social emotional supports and counseling 	Literacy and numeracy support at home 	Addition of a wellness coach to work with students and families|Engagement will be increased through improved rigor in academics, a focus on engaging activities, parent engagement events and services, increase focus on identifying and addressing barriers to access (counseling), and a focus on wellness. Unduplicated students will be prioritized for all services.|Strengths: 	Supportive families 	Implementation of programs to build partnerships 	Adoption of supplemental curriculum which values partnerships 	Addition of staff to support partnerships for all students 	Acquisition of grants and resources to support community engagement  Progress 	Implementation of Community Schools Grant 	Creation of a wellness coach position 	New admin with experience in community outreach 	Creation of additional counseling positions 	Creation of a community schools coordinator position|BVUSD's focus for improvement in Building Partnerships for Student Outcomes will be to increase outreach, improve engagement, and provide context for connections with families, both academically and socially.|BVUSD will increase services to support students' and families' social and emotional wellbeing. We will increase the number of community events we provide, with a focus on celebrations, family activities, education in the home, and improving school-home connections. As noted above, additional staffing will be created to support these efforts.|Strengths 	ELAC, DELAC, SSC, and a District Advisory Committee are very engaged 	A new admin has been hired to support leadership and community outreach efforts 	Staff are more engaged in collective work 	SCOE has partnered with us to develop leadership 	Surveys and other input methods are used frequently  Progress toward seeking more input for decision-making has been strong at the elementary school. Focus areas are academics, interventions, positive behavior supports, and ELLs. The elementary school has a strong culture of meeting the needs of students. High school staff generally provide input focused on logistics and behavior, but a unified effort towards overall improvement will occur with improved staffing, which is being addressed.|Improvements have been made in terms of committees, leadership structures, and input opportunities through surveys, committee meetings, and staff meetings. Opportunities for input will deepen as we increase our focus on reform efforts. We achieved new WASC accreditation in 2024-2025, with a six year accreditation and mid-cycle review.|Our focus for the coming school years will be closing achievement gaps, improving services for ELLs and immigrant students, improving engagement and attendance, and supporting underrepresented families. Increased counseling services, parent engagement events, home-school communication, and access to services will be areas where we take action. Hiring staff who are able to connect with underrepresented students is a focus, especially in the area of communication in Spanish.|2|2|1|2|2|1|2|1|2|3|3|3|Met||2026-06-25|2026
47748720000000|Siskiyou ROP|3||||||||||||||||||||||Not Met|||2026
47764550000000|Scott Valley Unified|3|"We continue to use Parent Square for direct messaging and have found this tool and the app to be a strength, such as the permission slip function. Parent Square offers unique functionality such as being able to see how many messages were read or opened as well as number of interactions. Many school based family and community events were very well attended this year such as athletic and curricular activities, including field trips. The elementary ""Meet and Greets"" have been very successful.  Other successful events included grade-level specific activities and increased use of social media.  The high school has regular high attendance at all athletic contests both home and away.  Parent Teacher Conference time was expanded and once again approved by the Board via the instructional calendar which greatly facilitated many opportunities for families to meet with teachers TK-8th grades. Overall, principals report a tremendous increase in progress toward building relationships between school, staff, and families."|We continue support and explore ways to increase the membership and engagement in competitive FFA and CTE teams; continue to recognize academic progress and stamina district-wide; our Board approved instructional calendar includes increased opportunities for Parent-Teacher Conferences for TK-8th grades; all athletic teams and clubs will participate in one community service project throughout the year. We will continue to extend invitations and opportunities to increase participation and engagement with Quartz Valley Indian Reservation leadership and families. We held our third graduation honoring dinner for eligible K, 8 and 12 grade Title VI students and their families. The principals/superintendent meet regularly with the Quartz Valley Indian Reservation Education Director and they attend the regularly scheduled Indian Education Parent meetings. The superintendent and chief business official regularly attend the Tribal/Business Council meetings at Quartz Valley Indian Reservation and when their schedule permits, two Trustees also attend.|While the size of our LEA makes it easier than most Districts to outreach directly to parents, how we outreach isn't uniform. The geographical size of our District can present outreach challenges. While most families express satisfaction with our communication, not all families feel the same way. Social media is the most successful avenue we have and our families appear to rely on it more than other formats. The 2023-24, 2024-25, and 2025-26 instructional calendars included additional Parent - Teacher Conference time for the elementary and junior high schools. EHS has been emailing the school bulletin to their students. There are many opportunities for families to engage in events on all campuses.  We utilize multiple methods to communicate District and site information to families. This year the district arranged for empathy/listening sessions in June and in coordination with the Quartz Valley Indian Reservation Education Director which were facilitated by our educational partner Kristian Stremberg of Siskiyou COE.|Family involvement remain at a high level across all school sites. The various educational partners , including students, expressed a desire to increase not only family involvement, community involvement, as well. The new school year will bring more opportunities for principals to work with school staff and customize site based engagement opportunities. The District continues to intentionally improve communication with the Quartz Valley Indian Reservation (QVIR) Tribal Leaders resulting in meeting this year with the leadership of Quartz Valley Indian Reservation. These meetings included two Board Members. These meetings specifically informed many decisions and provided ample opportunity to problem-solve together leading to improved outcomes for identified Native students. Monthly meetings take place between the QVIR Education Director and High School Principal as well as with the Superintendent.  Longer parent teacher conferences have allowed the LEA to provide families with information and resources to support student learning and development.|The 2023-24 school year's focus was on strengthening our social-emotional learning and wellness program and continuing our focus on site based Guiding Coalitions. School Handbooks underwent another deep review and edit to include multi-tiered systems. This work continued in the 2024-2025 and 2025-2026 school year sespecially in light of the District's Differentiated Assistance status due to chronic absenteeism and the suspension rates. These efforts support and improve building partnerships for student outcomes. Year three (3) of our full commitment to social-emotional learning further refined and routinized best practices for meeting students' primary, basic needs in order for their academic success and achievement. The Superintendent convened year 3 of the Student Advisory Council which authenticated student voice on district-wide priorities.|The addition of flexible dates with more options to schedule increased the percentage of parents/guardians who attended parent/teacher conference times at the elementary and junior high schools.  We want to examine how our teachers might meet with parents/families in the springtime, as informed by parent request, for students who are at-risk of not completing the school year at grade level or not approaching grade level learning targets. It is noted that improvements have been reported on the way the district is working with non-traditional systems and under-represented families. Competency trainings were prioritized and delivered to staff.|Input for decision-making has continued through our partnerships with the Siskiyou County Office of Education SELPA, the LCAP committee, the CARE Team, the Instructional Leadership Team (ILT), Safety Committee, Indian Parent Education Committee, Title VI Parents, the Superintendent's Student Advisory Council, Site Councils, site based Guiding Coalitions, monthly meetings at each site with the principal and Scott Valley Teachers Association (SVTA) site representatives, PTO's, EHS Booster Club, and public comment during Board Meetings, to name a few.  After-season surveys were distributed to all athletes and parents/guardians after each season of sport at the high school. Meetings of the classified and certificated Negotiation Teams provide a wealth of input for decision-making and summaries are shared districtwide.|While well-beyond the pandemic time, we recognize that our children and students were deeply impacted and continue to be, and we see this as an ongoing, critical area needing more attention and services to them.|We will continue to encourage a Tribal report at Board Meetings and extend opportunities for engagement and participation to all families, particularly those who are underrepresented. Additional training, in particular, will be reviewed.|4|5|5|4|5|4|4|4|5|5|5|4|Met||2026-06-17|2026
48104880000000|Solano County Office of Education|3|Areas of strength: 1. Outreach to students and parents through family welcome meetings, IEP meetings, parent-teacher-student conferences, etc. 2. Outreach to students, parents, and community members to participate in LCAP Educational Partner meetings. 3. Outreach to students, parents, and community members to participate in SSC meetings. 4. Outreach to families for participation in the full community school model at Golden Hills Community School.|We have identified four focus areas to build relationships between school staff and families: 1. Communication to families through various outreach strategies including personal invitations to school functions, Blackboard communication messages (robo calls and text messages in English and Spanish). 2. Access to community resources through our partnership with community-based organizations and internal departments that offer academic and social-emotional support. 3. Professional development for staff members focused on building relationships with students and their families. 4. Mental health and wellness for students which impact academic performance and positive behavior.|The continued implementation, monitoring, and assessment of our outreach programs and activities that support improved relationships between underrepresented families and school staff.|Our current strengths are as follows: 1. Professional learning for teachers, administrators, and support staff members 2. Community School - monthly community school meetings that provide students, parents, teachers, administrators, and community partners an opportunity to recommend resources and activities to support that academic and social-emotional needs of students. 3. Wellness Support - mental and wellness clinicians provide individual and group counseling to support students and their families. 4. Court School - our partnership with Probation contributes to students, teachers, parents, and caregivers engaging in meetings that focus on the academic and social-emotional needs of students.|We have identified the following areas of focus: 1. Increasing the opportunities to meet with community partners on a regular basis. 2. Increasing the opportunities for teachers and administrators to attend professional learning trainings that are focused on standards-based instructional practices and restorative practices.|In order to improve the engagement of underrepresented families we will focus on the following areas: 1. Outreach - extend personal invitations to underrepresented families to attend educational partner meetings. 2. Communication - ensure that electronic and print school announcements promote inclusivity through various linguistic deliveries. 3. Increased access to social-emotional resources to underrepresented families.|Our areas of strength are as follows: 1. Providing multiple opportunities for families to attend educational partner meetings and provide their input (LCAP, SSC, Community School). 2. Administrating surveys to students, parents, and staff members (LCAP, California Health Kids).|Our areas of focus for improvement are as follows: 1. Personal outreach (home visits) to families who have limited or no documented participation with educational partner meetings. 2. Partnering with community-based organizations to provide additional resources that encourage improved participation with educational partner meetings. 3. Recognizing families who attend educational partner meetings through celebrations (award ceremonies, coffee with the principal, lunch or dinner).|Engagement of underrepresented families will be improved through the following: 1. Personal outreach to families in their native language. 2. Consistent communication through print and electronic communication tools (Blackboard messaging system).|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-24|2026
48104880139030|Elite Public|3|Relationships between teachers and families are critical to our work at ELITE Public Schools and were noted as an area of strength during last year’s WASC visit. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which develops a strong, positive school environment and helps to prevent challenges. The school has implemented specific practices to strengthen the relationship between families and the school through frequent meetings, both large group and individual, to determine how to best support students with their learning, in addition to a weekly teacher newsletter regarding standards and upcoming assessments. This year multiple family gatherings have occurred, fostering a sense of community and involvement.|We strive to continue to strengthen our relationships with families by creating authentic opportunities for meaningful family volunteerism at ELITE Public Schools.|We will continue our outreach to underrepresented families to ensure they receive regular communication about school news and activities that allow them to develop a connection to the school community, even if they are unable to attend school events.|Relationships between teachers and families are critical to our work at ELITE Public Schools and were noted as an area of strength during last year’s WASC visit. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which develops a strong, positive school environment and helps to prevent challenges. The school has implemented specific practices to strengthen the relationship between families and the school through frequent meetings, both large group and individual, to determine how to best support students with their learning, in addition to a weekly teacher newsletter regarding standards and upcoming assessments. This year multiple family gatherings have occurred, fostering a sense of community and involvement.|We strive to continue to strengthen our relationships with families by creating authentic opportunities for meaningful family volunteerism at ELITE Public Schools.|We will continue our outreach to underrepresented families to ensure they receive regular communication about school news and activities that allow them to develop a connection to the school community, even if they are unable to attend school events.|ELITE Public Schools has developed practices that foster partnerships between families and staff in support of student growth. ELITE hosts parent conferences in Quarter 1 with all of its families to not only inform families of student progress but to also have parents partner in working toward improving students' social and emotional well-being. ELITE also awarded attendance, academic improvement, leadership, and honor roll at quarterly ceremonies with strong parent attendance. We provide families with information about their legal rights and how to advocate for their students in our student family handbook, throughout the special education process, and during family meetings throughout the year.  Our school is built to eliminate the opportunity gap with a special focus on African American and Latino students.  Policies are put in place with that in mind.  Our full-service community school recognizes the whole child. We have partnered with our County Office of Education and local colleges and universities to provide additional resources to our families and students. Community-based organizations are also supporting our work in these areas and attending quarterly collaborative meetings (Boys and Girls Empowerment Group, First Chance, Healthy Solano) to strengthen student and parent soft skills that are critical to school success.|ELITE Public plans to continue to work to improve relationships with families who cannot attend on campus family events.|ELITE plans to improve communication with underrepresented families by continuing to strengthen its outreach to those who are not able to attend parent conferences.  The entire ELITE staff has successfully supported our families to support their children, both academically and emotionally this year.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-09|2026
48705240000000|Benicia Unified|3|Our District and sites used a variety of surveys to solicit feedback on programs, events, communication, needs, and opportunities with families.  Teachers, Principals and the Superintendent send newsletters our monthly. Depending on the topic, phone outreach, in-person meetings, and/or home visits have been done to ensure feedback from underrepresented families.  In addition, BUSD hosted several parent meeting forums and workshops, including special education parent forums and English learner parent groups.  This allowed us to solicit particular feedback from these groups of families about their child's successes and challenges, as well as ideas for improvement. The District website and communication tool, Parent Square, has translation ability built in. To support families at home, the district uses many online programs.  Log-in information was provided to families to access these resources. In addition, many teachers used Google Classroom and invited parents to become members of that classroom. Parents could then see the work happening in the classrooms and support their children at home.|BUSD continued to work on communication with families as a whole and by school site.  We sent out more frequent and timely communications.  Our Superintendent had multiple listening and learning sessions along with coffee chats at each site.  These were held with staff, parents, and students, as well as particular parent groups such as those who have students receiving special education services.|BUSD will do additional outreach to families who are underrepresented.  This will be done through phone calls, emails and special forums to meet with particular groups of families.|BUSD has a regular communication channel, parent-teacher conferences at the elementary sites, Open Houses, and Back to School Nights.  All sites have a variety of parent nights, such as STEAM Night, Literacy Night, and Viking Night, where families attend and engage in schoolwide events.  The elementary schools have a STEAM Wheel program that offers classes to all 3-5 graders. These classes are taught by local community partner organizations.   All sites have student forums and leadership opportunities for students.  These are opportunities for students to plan events, provide feedback, and participate in developing the culture of their schools.|BUSD will continue to improve the engagement of underrepresented families by conducting additional outreach, working to create an environment where people feel valued and respected, and continuing professional learning in the area of equity & opportunity. We will do this through increased and improved communication from the District Office and at the site level as well as monthly accountability meetings with our administrators.|The superintendent is conducting listening and learning sessions with students at various school sites. Additionally, student forums are held regularly at our High Schools.  BUSD will invite particular groups of students to these forums to ensure that their voices are heard. Additionally, BUSD has student representatives on their LCAP team.|BUSD has several parent groups that function in an advisory capacity.  The LCAP parent group has representation from every school site.  All parents were invited to express interest and then a school-based election took place to vote in the site representatives.  This LCAP Parent group meets alongside the Union LCAP group and meets monthly.  In addition a special education parent group, and DELAC.  Each of these groups provides input into programs and services, including what is working and what needs attention.  During these meetings, we review data, and solicit input for the LCAP and programs offered. Each school site has a functioning Site Council and ELAC committee. At the site-level meetings, data and programs are reviewed. Each site has jointly developed with staff and parents a Single Plan for Student Achievement. These site-level plans are in direct alignment with the District LCAP.|We need to continue to build in time to listen to concerns and communicate in a more timely and complete manner. We need to bring parents into our inclusion and equity work.|BUSD will use surveys, parent forums, coffee chats, and listening and learning sessions to gather input from educational partners about what needs attention.  We will do extra outreach through personal contact and emails to ensure that all voices are heard.|4|4|4|5|4|4|4|4|4|4|4|4|Met||2026-06-16|2026
48705320000000|Dixon Unified|3|Dixon Unified School District continues to strengthen relationships between school staff and families through intentional communication, family outreach, and opportunities for engagement. Educational partner feedback and local data identified the strengths listed below.  - Communication and support from Parent Liaisons at each site - The use of ParentSquare - Accessibility of school staff  - Increased support for multilingual families and targeted outreach (Significant increases in DELAC participation; consistent ELAC participation across school sites; increased engagement opportunities for migrant families)  - School site advisory and other committees (School Site Council, Parent-Teacher Organizations etc.)  - Increased family engagement and decision making at DUSD’s two Community Schools (Anderson Elementary, Maine Prairie High School)  - School site events and traditions (e.g. Back to School Nights, Open House, literacy events, college and career fairs etc.)|Dixon Unified School District's primary focus areas for improvement in building relationships between school staff and families are strengthening communication practices, increasing family participation and engagement opportunities, and expanding support for multilingual families. Specifically, the District seeks to:  - Build greater consistency, clarity, and timeliness in communication between schools and families  - Add opportunities for parent education, including English language classes for Spanish-speaking families  - Support the continued development of ELAC at all sites|Based on educational partner feedback and local data, Dixon Unified School District identified a need to strengthen engagement with underrepresented families, including families of English learners, migrant families, and Spanish speaking families. Feedback indicated that families would benefit from increased opportunities for meaningful participation, improved access to information, and stronger communication with school staff.  To improve relationships between school staff and families, the district will continue to expand bilingual communication and outreach through parent liaisons, ParentSquare, and translated materials. The district will also strengthen family leadership opportunities through ELAC, DELAC, and other advisory groups (e.g., School Site Council, PTO, Migrant PAC, LCAP Parent Advisory), ensuring that underrepresented families have meaningful opportunities to provide input and participate in decision-making.  In addition, Dixon USD will provide parent education opportunities and targeted engagement activities (e.g., surveys, campus and classroom volunteer opportunities), designed to reduce barriers to participation and increase family involvement. Through these efforts, the district aims to build trust and ensure all families feel welcomed, valued, and connected to their children's schools.|Based on educational partner input and local data, Dixon Unified School District’s current strengths in building partnerships for student outcomes include strong family-school connections, a caring and responsive staff, effective communication systems, and expanding local partnerships. The District:  - Holds parent conferences at all elementary and secondary school sites - Hosts academic nights for families to engage with the curriculum and content their students are learning (e.g. Math Night, Literacy Night, curricula review opportunities etc.)  - Facilitates DELAC, ELAC and Migrant PAC meetings that include discussions of district and school site academic programs and data - Has expanded partnerships with postsecondary institutions, apprenticeship programs, local businesses, and community organizations, creating additional college and career readiness opportunities|Based on educational partner input and local data, Dixon Unified School District has identified several focus areas for improvement in building partnerships for student outcomes. They include:  - Develop, train, and support site-based Bilingual Parent Liaisons to consistently implement a framework for engaging parents around academic programs and data. • Further increase the number and scope of community partnerships with individual school sites. - Ensure 100% of PTOs participate in monthly Board of Education Meetings. - Engage in more accessible, inclusive, and responsive outreach strategies to increase participation in PTO, SSC, ELAC, DELAC, Migrant PAC, and special education advisory committee.  - Offer parent education, specifically English classes for Spanish-speaking families.|Based on educational partner input and local data, Dixon Unified School District identified families of English Learners, multilingual families, low-income families, foster and homeless youth families, and other historically underrepresented groups as populations that would benefit from additional outreach and engagement opportunities. To improve engagement of underrepresented families, the district will:  - Continue to invest in bilingual parent liaisons, including increased training and support to ensure consistency in efforts and outcomes across sites - Provide translation and interpretation services, and multilingual communication through ParentSquare  - Provide weekly school site and districtwide updates to families  - Increase use of social media platforms to share information and publicize academic and athletic progress and accomplishments  - Continue strengthening ELAC, DELAC, and other advisory groups to increase opportunities for family voice and participation in decision-making processes.|Based on educational partner input and local data, Dixon Unified School District has demonstrated strengths in seeking input from families, students, staff, and community members through a variety of engagement opportunities, including:  - Offering hybrid options for participation in advisory and other meetings (e.g. DELAC, ELAC, Migrant PAC, SSC etc.) to increase access and participation  - Increasing individual family outreach to strengthen participation in DELAC and Migrant PAC meetings  - Supporting the efforts of the District’s two Community Schools to solicit input from their families|Dixon Unified School District has identified several focus areas for improvement in seeking input for decision-making. These include:  - Offering additional feedback opportunities at the site level, including principal coffee chats, and other structures that support authentic family voice and participation  - Strengthening outreach to increase participation in parent LCAP surveys and committee  - Ensuring parent education and workshop topics are high interest and align with parent input and feedback  - Increasing monitoring and documentation of Parent Liaison efforts and outreach to unduplicated families|Dixon Unified School District will improve engagement of underrepresented families in decision-making processes by:  - Increasing monitoring and documentation of Parent Liaison efforts and outreach to unduplicated families  - Continuing to include hybrid options for participation in advisory and other meetings (e.g. DELAC, ELAC, Migrant PAC, SSC etc.)  - Adjusting meeting times to create more opportunities for access (e.g. before school, evening, weekends) based on family feedback|3|4|3|4|3|4|4|4|3|3|4|3|Met||2026-06-18|2026
48705320122267|Dixon Montessori Charter|3|Dixon Montessori Charter School (DMCS) demonstrates sustained excellence in building trusting, respectful relationships between school staff and families, fully aligning with our community-centric Montessori philosophy. A foundational strength is our proactive, multi-layered approach to communication. We utilize integrated platforms such as ParentSquare, weekly community newsletters, and updated teacher websites to ensure transparent, accessible information reaches all families.   Our school culture prioritizes a welcoming environment from the moment families join our community. This is highlighted by our active Parent Teacher Organization (PTO), regular principal coffee chats, and family education nights that demystify the Montessori and Project-Based Learning (PBL) frameworks. DMCS actively builds staff capacity to recognize and value the diverse strengths, cultures, and languages of our families through targeted professional development centered on inclusive practices. Furthermore, our multi-age classroom structures naturally facilitate deep, multi-year relationships between teachers and families, fostering a continuous, collaborative partnership that directly supports student well-being and academic success.|Data analyzed from our Winter 2025 Parent/Family Survey confirms strong overall satisfaction with our school communication, but pinpointed two specific target areas for growth. First, while digital communication platforms (such as ParentSquare) are highly utilized, a segment of families indicated a preference for streamlined, less fragmented messaging to prevent information fatigue. Second, survey feedback highlighted a desire for more specialized in-person workshops. Specifically, families requested learning opportunities that target transition points, such as entering the multi-age upper elementary environments and navigating the academic and social transitions into middle school.   To address this, our focus area is to establish a more uniform, predictable communication cadence from school administration and teaching staff alike. We are also designing a structured series of targeted family education workshops focused on multi-age developmental expectations and middle school readiness, providing parents with actionable tools to sustain strong, standard-aligned academic progress at home.|The Winter 2025 survey process identified a need to lower logistical and systemic barriers that limit participation among our historically underrepresented groups, including socioeconomically disadvantaged families and English learners. Responses revealed that traditional, centralized meeting formats often conflict with non-traditional work schedules or present language access hurdles.   To build deeper, more equitable relationships, Dixon Montessori Charter School will expand multi-lingual outreach by ensuring all vital community notices, survey materials, and meeting resources are translated into Spanish. We are implementing alternative engagement windows, such as virtual attendance options for school advisory committees. Additionally, the Executive Director will intentionally participate in our English Learner Advisory Committee (ELAC) at least once per school year. This approach allows us to proactively seek input, address distinct barriers to participation, and ensure that the voices of underrepresented families directly influence school site plans and strategic LCAP resource allocations.|Dixon Montessori Charter School (DMCS) has made excellent progress in building structural partnerships with families that directly improve student outcomes. A core strength of our program is our individualized parent-teacher conference model, which boasts nearly 100% participation. During these conferences, students actively share their portfolios, and teachers collaborate with families to establish personalized goals.   Furthermore, data from our Winter 2025 Parent/Family Survey indicates high satisfaction with the curriculum resources provided for home use. DMCS regularly distributes targeted learning toolkits as an independent study tool and digital mathematics access through the Zearn curriculum. To support our educators, we regularly embed family communication strategies within our Common Planning Time (CPT), ensuring teachers have the tools, data reports, and communication training necessary to effectively partner with diverse households.|While feedback from our Winter 2025 Parent/Family Survey confirms that families feel well-informed about general student progress, it also highlighted a clear area for growth: Parents want more explicit training on how to support common core math frameworks at home. Many families noted that traditional homework support methodologies do not always align with the way parents learned in their classrooms, occasionally causing confusion for students at home.   Our primary focus area for improvement is to provide our families with Zearn, this aligns with our in class Eureka math curriculum  and provides parents with concrete, parallel coaching strategies to use at home.|Our Winter 2025 self-reflection data showed lower attendance rates from socioeconomically disadvantaged families and families of English Learners at traditional evening activities. To bridge this gap and ensure equitable student outcomes, DMCS has restructured how we deliver parent information.   Specifically, we are expanding access to our digital math frameworks by providing targeted at-home training and bilingual resources for the Zearn platform, ensuring it directly supports the standard-aligned Eureka Math curriculum used in our classrooms. Rather than relying solely on traditional in-person workshops. We will also actively collaborate with our English Learner Advisory Committee (ELAC) to ensure targeted outreach, personal invitations, and direct digital access link distribution reach our historically underrepresented groups, minimizing scheduling barriers and empowering all families to engage as equal partners in their child's academic journey.|Dixon Montessori Charter School (DMCS) has established strong, sustainable pathways for seeking stakeholder input to guide institutional decision-making. A major strength is our structured governance and advisory network, which includes our Board of Directors, the English Learner Advisory Committee (ELAC), the Charter School Advisory Committee (CSAC), and the Parent Teacher Organization (PTO).   Data from our Winter 2025 Parent/Family Survey demonstrates that families feel their voices are heard and valued, particularly regarding strategic planning. DMCS routinely engages educational partners in the annual Local Control and Accountability Plan (LCAP) development process through comprehensive community forums, public hearings, and targeted surveys. This feedback directly shapes our school goals, resource allocations, and instructional priorities. Furthermore, our site administration actively supports staff and advisory leaders, building their capacity to facilitate collaborative, democratic spaces where families, teachers, and administrators work side-by-side to evaluate and design school programs.|"While our general input structures are robust, an analysis of the Winter 2025 survey data highlighted a distinct focus area for improvement: increasing day-to-day engagement and meeting attendance within our formal advisory bodies. Educational partners noted that while they appreciate broad annual surveys, they often find it difficult to commit to regular monthly advisory meetings due to late afternoon timing or a lack of clarity on how their ongoing attendance impacts final policy outcomes.   Our focus area is to demystify the explicit role of advisory groups like ELAC and school committees by providing transparent ""impact summaries"" after key decisions are made, showing parents exactly how their input changed a policy or budget item. Additionally, we aim to modernize how we gather ongoing input by incorporating short, single-issue interactive polls via ParentSquare to reach a broader cross-section of our community between major survey windows."|Our self-reflection process revealed that socioeconomically disadvantaged families and families of English Learners are underrepresented in our live governance and advisory meetings. To cultivate more equitable decision-making spaces, DMCS will intentionally adjust our outreach and meeting frameworks.   Moving forward, the Executive Director and school staff will partner directly with ELAC leadership to co-host advisory meetings that include real-time Spanish translation, integrated childcare, and accessible, plain-language breakdowns of complex school data or budgetary choices. To ensure scheduling barriers do not silence underrepresented voices, we will offer flexible, asynchronous digital input windows for all major LCAP revisions. We will also utilize personalized text messaging and direct phone outreach ahead of critical governance votes to ensure that our advisory boards truly mirror the diverse student population we serve.|5|5|5|5|4|5|5|4|4|4|4|5|Met||2026-06-16|2026
48705400000000|Fairfield-Suisun Unified|3|Educational partner input and local survey data indicate steady progress in building positive relationships between staff and families. Families described staff as approachable and highlighted key strengths such as consistent communication through ParentSquare, conferences, and direct outreach. Local survey results reflect moderate-to-strong progress in welcoming environments and access to information. CalSCHLS indicators align with this feedback, with 49% reporting strong communication with parents about school, and 79% reporting that  teachers are responsive to students’ social and emotional needs.  These findings suggest that FSUSD continues to strengthen foundational practices that support trust and engagement.|While foundational relationship-building practices are in place, educational partner input indicates a need to strengthen two-way communication and shared partnership. Families expressed a desire for more opportunities to initiate dialogue, receive timely follow-up, and feel that their perspectives are valued and acknowledged.  CalSCHLS data support these viewpoints, with lower levels of strong agreement regarding schools actively seeking parent input and encouraging active partnerships. Families also noted fewer relationship-building opportunities at the middle and high school levels, and requested clearer communication regarding learning expectations, expanded multilingual outreach, and engagement strategies that are more accessible to working families.|FSUSD will prioritize relationship-building efforts where data indicate the greatest need, including families of Multilingual Learners, students with disabilities, housing-insecure families, socio-economically disadvantaged families, and families experiencing access barriers. Educational partner feedback and survey results will inform targeted outreach strategies, including personalized invitations, structured listening opportunities, and culturally responsive engagement practices.  Schools will strengthen two-way communication by providing interpretation and translated materials as needed, offering flexible opportunities for connection, and using family feedback to continuously refine engagement approaches. These actions are intended to deepen trust, reduce barriers to participation, and strengthen relationships between staff and underrepresented family groups.|Based on analysis of educational partner input, including parent leader feedback and local data, FSUSD has established a strong foundation for building partnerships that support student outcomes through welcoming school climates, relationship-based engagement opportunities, and consistent communication practices.  CalSCHLS parent survey results indicate that families generally feel welcomed and respected at school sites. Forty percent of parents strongly agree that they feel welcome to participate, and 44% percent strongly agree that school staff treat parents with respect. Parents also reported high levels of responsiveness from teachers and staff, particularly in addressing students’ social and emotional needs.  Parent leaders identified effective partnership practices such as PTO/PTA involvement, Parent Cafes, Coffee with Principals, literacy nights, family engagement nights, conferences, community events, STEM clubs, art fairs, writing exhibits, family game nights, spirit weeks, and middle school athletics. Families emphasized that partnerships are strongest when schools involve families in goal setting, academic planning, and behavioral support, and when communication helps families anticipate what is coming next.|While the District has made progress, both quantitative and qualitative data point to important areas for improvement. CalSCHLS results show lower levels of parent agreement that schools actively seek parent input before making important decisions, and participation in formal leadership roles remains limited.  Engagement indicators decline at the middle and high school levels, signaling a need for more accessible and developmentally appropriate engagement strategies. Parent leader feedback highlights barriers such as limited access for working families due to event timing, inconsistent grading portal updates, insufficient advance notice for events, competing schedules across schools, and the need for clearer and more streamlined communication. Families also emphasized the importance of multilingual communication beyond Spanish and increased transparency regarding what students are learning.|In response to the self-reflection process, CalSCHLS data, and educational partner input, FSUSD will focus on reducing barriers and expanding inclusive, relationship-driven engagement strategies for underrepresented families, including Multilingual Learner families, housing-insecure and socio-economically disadvantaged families, working families, secondary school families, and families experiencing access challenges.  Planned improvements include offering engagement opportunities at varied times, providing hybrid participation options, improving coordination and simplification of communication, expanding multilingual outreach, and increasing the use of non-digital communication methods when appropriate. The District will continue leveraging Community Schools structures, Family Resource Centers, and parent leadership opportunities to build trust, strengthen partnerships, and ensure families are meaningfully engaged as partners in student success.|Based on analysis of educational partner input and local data, FSUSD has established multiple avenues for inviting family input at both the school and district levels. CalSCHLS parent survey results indicate that families generally experience schools as responsive and open to engagement, with 40% of parents strongly agreeing that schools encourage them to be active partners and 31% strongly agreeing that schools actively seek parent input before making important decisions. While these results indicate opportunities for growth, they also reflect a foundational level of trust and access that supports continued improvement.  Parent leader feedback reinforces these findings and highlights effective practices currently in place, including surveys, Google Forms, ParentSquare communication, weekly newsletters, PTA/PTO meetings, virtual and in-person forums, and direct conversations with school staff. Families also noted that staff visibility, volunteer opportunities, and the use of multiple communication platforms increase comfort and willingness to share perspectives.|Despite these strengths, both CalSCHLS data and parent leader input indicate that greater clarity is needed around how family input is used in decision-making. Families consistently expressed a desire for stronger follow-up, including communication about survey results, acknowledgment of contributions, and explanation of changes made or not made based on family feedback.  Parents also noted that decision-making processes are not always clearly understood and that district-level information does not consistently reach families at school sites. These findings align with CalSCHLS results showing lower levels of strong agreement that schools actively seek parent input, particularly at middle and high school levels, as well as limited participation in formal leadership roles.|In response to the self-reflection process, CalSCHLS data, and educational partner input, FSUSD will strengthen intentional strategies to engage underrepresented families in decision-making, including Multilingual Learner families, socio-economically disadvantaged families, housing-insecure families, working families, families with limited access to technology, and families less likely to participate in traditional forums.  Planned actions include expanding multilingual communication beyond Spanish, offering paper-based and anonymous input options, increasing outreach through trusted parent and community liaisons, and using multiple platforms to collect feedback. Schools will also expand virtual engagement opportunities and informational sessions to support family understanding of decision-making processes and resource allocation. By prioritizing relationship-based outreach and clearly communicating how family input informs decisions, the District aims to ensure that family voice is authentically represented and used to support student outcomes.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-25|2026
48705650000000|Travis Unified|3|"Parents and community members appreciated the easy to navigate grading systems (Aeries) and communication around grades and school procedures. Overall survey data reflects family satisfaction with their school site communication (ease and comprehensibility) with highest ratings at our elementary and alternative education sites.  92% of family survey respondents indicated they were ""satisfied"" or ""very satisfied"" with offerings to families, and 95.5% responded that schools have communications systems that are ""easy to access and understand."""|Information regarding school programming and academic options surfaced as an area of growth.  Overall positive marks for welcoming environment existed across the schools, with lower ratings at our middle school; however, the school has seen growth in this area in 2025-26.|This continues to be an area of growth but offering opportunities for families to engage with educational opportunities using multiple modalities, which was suggested by DELAC members, has been helpful to increase participation and access.  Additionally, the Travis Unified employs a bilingual parent liaison whose primary responsibility is to engage with underrepresented families.|We have been making progress in this area, especially around increased participation in family events and groups on school sites. All sites have to in person and online activities and parent meetings (PTSA, including conferences, IEPs and science/literacy nights) to engage families. All sites have at least one active parent group which serves as a place for principals to share information about their sites, as well as a forum for parents to share their insights about our schools.|Families identified areas of growth around providing more information about post high school options, college and career opportunities, and funding sources for college. Elementary families especially reported that they feel that information about college could be explored more. With this in mind, we plan to add additional information around CA grants, CTE pathways and local opportunities starting at younger grades.|English learner families identified that they needed additional information about engaging in the school community -- specifically about how to navigate the enrollment, attendance and college pathways. These topics will be included in ELAC and DELAC meetings and shared in more areas, such as our new website and principal newsletters.|"Families at elementary schools feel that there are avenues to influence decisions, especially with classroom teachers. PTSA, Boosters and SSC are the most sited areas of local decision making. This is increasing at the high school with the ""coffee with the principal"" events held monthly.   The district also conducts an annual LCAP survey, as well as other surveys as needed, to better understand the perspectives of educational partners."|Our middle school has lower levels of satisfaction for our families when it comes to decision making, although this is improving with a PTS that is growing, and a revamped Site Council.|Families of English Learners and low-income students are underrepresented in our engagement activities.  To improve this, principals will consult with parent-leaders from these communities to solicit ideas as to how to increase involvement.  In addition, the district will continue its community liaison program as this was sited as an area of strength by families.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-16|2026
48705730000000|Vacaville Unified|3|We continue to prioritize meaningful family engagement as an essential part of supporting student success, safety, and overall well-being. Rather than relying on a single approach, we use educational partner feedback, site-level information, and local data to identify where families need additional support and how we can strengthen communication, access, and collaboration across our schools.  Our schools provide a range of opportunities designed to help families feel informed, connected, and valued as partners in their child’s education. These efforts include family engagement events focused on topics such as academic support, Parent Academies, college and career readiness, and other areas identified by school communities as important to families. Many sites also offer workshops and informational sessions related to student safety and well-being, including both physical safety and responsible digital engagement, to help reinforce safe and supportive learning environments.  We also recognize that some families may experience barriers to participation, and we have continued to invest in staff and outreach structures that help build stronger connections. Parent liaisons, community outreach staff, and other site-based teams play an important role in welcoming families, answering questions, sharing information, and ensuring communication is accessible, culturally responsive, and responsive to family needs. In addition, we continue to refine the tools and systems we use to communicate with families. These platforms help provide timely updates, create opportunities for feedback, and support ongoing two-way communication between home and school.  To extend this work beyond our local resources, we also seek partnerships and outside funding that expand our capacity to serve students and families. Our collaboration with the County Office of Education, along with successful K12 Strong Workforce Program grant applications, has helped us broaden college and career readiness opportunities and provide additional supports that benefit both students and their families.|Based on educational partner feedback and our review of local data, we recognize the need to continue strengthening the ways we connect families with supports both within and beyond the school setting. A key area of focus is expanding partnerships with community-based organizations so that families, especially those who may experience barriers to accessing school-based resources, have more consistent and meaningful connections to available services.  Moving forward, we will focus on developing partnerships that are purposeful, sustainable, and aligned to the needs identified by students, families, and school communities. This includes increasing family access to local agencies and service providers that can help address academic, health, social-emotional, and other student and family needs.  We will also continue to seek partnerships that support whole child development. By collaborating with organizations that bring expertise in areas such as mental health, early learning, workforce readiness, and youth development, we can help extend support beyond the classroom and provide families with more comprehensive resources. These efforts are intended to strengthen trust, reduce barriers to participation, and ensure families are better connected to the supports that contribute to student success and well-being.|Based on what we learned through the self-reflection process, we will continue to strengthen our engagement with families who have historically been underrepresented in school and district decision-making. This work includes making full use of the resources we already have in place, while also identifying new opportunities to improve access, build trust, and create stronger connections between families and school staff.   A central part of this effort is ensuring that communication is clear, consistent, and accessible. We will continue using a variety of communication methods, including newsletters, email, phone calls, text-based platforms, and social media, to share information about school events, student progress, available supports, and opportunities for family participation. These communication efforts will be implemented with attention to language access, cultural responsiveness, and the preferences of the families we serve.  We will also continue to expand collaboration with local community-based organizations, non-profit partners, and businesses that are aligned with our commitment to educational equity. These partnerships can help connect families to resources and services that may not be available directly through the school system, particularly for families who experience barriers related to language, socioeconomic status, immigration status, transportation, or other access needs.  To support continuous improvement, we will use an ongoing cycle of reflection, feedback, and adjustment. This will include gathering input from underrepresented families, reviewing the effectiveness of our engagement strategies, and using local data to refine our approach over time. By regularly assessing what is working and where additional support is needed, we can continue building relationships that are more responsive, inclusive, and empowering for the families we serve.|We understand that meaningful, two-way relationships with families play an important role in supporting student achievement, engagement, and well-being. One of our continued strengths is the use of communication systems that help families stay informed, connected, and able to participate as partners in their child’s education. We use multiple communication methods to ensure families have timely access to important information. District and school websites provide centralized updates and resources, while social media allows schools to share reminders, celebrations, and timely information with the broader community. ParentSquare also supports consistent communication across schools by allowing staff and families to exchange messages in a format that is accessible, easy to use, and supportive of language needs.  Communication is also strengthened through classroom-based digital tools. At the elementary level, families can use Clever to access instructional resources and learning tools. At the secondary level, Google Classroom helps families and students stay connected to assignments, grades, teacher updates, and classroom expectations. These platforms support greater academic transparency and help families monitor and support student progress.  In addition to digital communication, we continue to value opportunities for in-person connection. Events such as back-to-school nights, curriculum showcases, family engagement evenings, and other site-based activities provide welcoming spaces for families to meet staff, learn about school programs, ask questions, and build stronger relationships with the school community.|Using educational partner feedback and local data as a guide, we have identified the need to strengthen how we welcome, orient, and communicate with families, particularly those who are new to our schools. As we continue to serve new students and families, we want to ensure that all families feel informed, connected, and confident in their ability to support their child’s success.   A key area for improvement is refining the way we introduce families to school and district systems. This includes providing clearer information about school expectations, academic programs, student supports, and opportunities for family involvement. These efforts are especially important during transition points, such as initial enrollment, promotion to a new grade span, or movement from one school site to another. Moving forward, we will focus on strengthening onboarding and orientation practices so families have a more inclusive and supportive entry into our schools. This may include improving the consistency of information shared with families, creating more welcoming orientation experiences, and helping families better understand how to access resources, communicate with staff, and participate in their child’s learning.  We will also continue to improve the accessibility and personalization of family communication. This includes expanding the use of translation and interpretation supports, using culturally responsive messaging, and considering family preferences when sharing important information. By making communication more accessible and relevant, we can help ensure that families from all backgrounds are able to engage meaningfully with schools.  Based on our analysis of educational partner input and local data, these efforts will help us build stronger relationships with families, reduce barriers to participation, and create a more welcoming and responsive experience for students and families across our schools.|Engaging families who have been historically underrepresented in school and district processes continues to be an important priority for us, especially as we welcome new students and families into the VUSD community each year. Through our self-reflection process and educational partner feedback, we recognize the importance of continually improving our outreach so that families from all backgrounds feel informed, respected, included, and able to actively support their child’s success.  To strengthen engagement, we will continue using communication practices that reflect the linguistic, cultural, and access needs of our community. This includes providing multilingual materials, sharing information in ways that are culturally responsive, and using communication tools that are accessible and commonly used by families. By aligning communication with family needs and preferences, we can help reduce barriers and support more meaningful participation. We will also continue to build trust through more personal and relationship-centered outreach. Strategies such as home visits, small-group listening opportunities, and community-based events can help create more welcoming spaces for families who may not always feel connected to traditional school activities. These efforts are intended to listen to family experiences, better understand barriers to engagement, and strengthen each family’s sense of belonging within our schools.  Finally, we will continue developing ways for underrepresented families to provide meaningful input on their experiences and needs. Surveys, advisory groups, listening sessions, and direct conversations will help us gather feedback and use it to refine our engagement practices. By maintaining these feedback loops, we can ensure our approach remains responsive, inclusive, and aligned with the needs of the families we serve.|We remain committed to making decisions in ways that are inclusive, transparent, and informed by the voices of our educational partners. One of our strengths in this area is the use of multiple feedback structures that allow students, families, staff, and community partners to share input that informs both districtwide and site-level planning.   Throughout the year, we gather feedback through a variety of surveys designed for families, staff, and students. These surveys help us better understand experiences, needs, and priorities related to district goals, programs, and areas for continued improvement. The information collected is used to monitor progress, identify emerging needs, and guide decisions about resources and supports in alignment with community input.  In addition to surveys, we continue to engage with advisory groups and representative family committees to ensure that feedback is ongoing and connected to specific student and family needs. Meetings with groups such as the District English Learner Advisory Committee (DELAC), the Foster Parent Advisory, and other educational partner groups provide important opportunities for families to ask questions, share concerns, and contribute ideas. These conversations help shape policies, programs, and services that directly affect students and support more responsive planning across our schools.|Below is a summary of the feedback we received from our LCAP Partner advisory groups:  Educational partner input continues to affirm that preparing all students for success after graduation—whether in college, career, or life—is our central priority. Feedback from staff, students, and families shaped several improvements focused on strengthening instruction, expanding access, and improving outcomes. To better support students with disabilities, we are expanding co-teaching opportunities (Action 1.10) to increase access to rigorous core instruction and collaboration between general and special education teachers. We are also strengthening educator support through coaching and mentoring (Action 1.11), including targeted push-in support for new teachers, with priority for sites with higher unduplicated student populations, staff turnover, and identified needs. LREBG funds will support districtwide training in Universal Design for Learning (Action 2.01), helping educators meet diverse academic and social-emotional needs. Students also identified the need for more ways to connect with peers and build belonging, leading to expanded after-school and out-of-school enrichment opportunities (Action 2.02) as Tier 1 and Tier 2 supports.  Families and teachers emphasized stronger literacy development, especially for early learners and students with reading gaps. Expanded library services, a districtwide reading incentive/recognition program, and literacy-focused summer ELOP offerings (Action 1.2) respond to concerns about book access, reading support, and motivation. Staff also requested a more coherent math approach, resulting in a focus on grade-level mastery standards, instructional alignment, and common formative assessments (Action 1.3).  Students and families shared that college and career readiness resources can feel inconsistent or difficult to access, particularly for unduplicated students. In response, VUSD added a proposed Counselor on Special Assignment (Actions 1.4 and 1.5) to expand outreach and provide direct support with A–G planning, CTE, and dual enrollment. Educational partners also emphasized the need for a strong Multi-Tiered System of Supports, including academic and social-emotional interventions, dropout prevention, and safe school environments. Feedback informed continued investments in individualized supports, positive school culture, student engagement, family partnerships, and community connection (Actions 2.1–2.5). Goal 2 additions include expanding preschool access for underserved groups, strengthening behavior supports, continuing professional learning in trauma-informed practices & SEL, and increasing parent engagement through guidance and recognition for Parent Booster groups. Goal 3, focused on SWAE, was shaped by input from families, staff, and community partners: this goal prioritizes reintegration supports, career exploration, and mentorship to support academic, social-emotional, and postsecondary success.|Based on educational partner input and local data, we will improve engagement of underrepresented families by strengthening the ways we invite, collect, and use their feedback in decision-making. We will continue to expand outreach through multiple communication methods, including multilingual materials, ParentSquare, phone calls, school-based contacts, advisory groups, and community-based opportunities, so families have accessible ways to share input.  We will also focus on reducing barriers that may limit participation, including language access, meeting times, familiarity with school systems, and comfort participating in traditional district meetings. Strategies may include targeted invitations, interpretation services, smaller listening sessions, and collaboration with trusted staff such as parent liaisons and outreach teams. Input from underrepresented families will be used to inform LCAP priorities, school planning, student supports, and family engagement strategies. By creating more consistent feedback loops and showing families how their input influences decisions, we will continue building trust, increasing participation, and ensuring that planning reflects the needs and experiences of the families we serve.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-25|2026
48705730129494|Kairos Public|3|Kairos Public Schools Parent/Guardian surveys show a 95% satisfaction rate and 98% strong communication rate. Kairos Public Schools has created an environment that welcomes and respects parents voice throughout the organization. Several KPS Board members are also parents of students within the school. The Kairos Parent Advisory council meets monthly to advise administration on policies, procedures and practices and to develop opportunities for relationship building.|Kairos Public Schools believes there is always work to be done to improve relations with families and stakeholder groups. We serve a diverse population with over 30% of our families in a homeschool/flex-based learning model of learning and the other families in a traditional education model. The preferred communication styles differ between academic programs and the age of the students. Thus, Kairos Public Schools is committed to using new ways to engage that meet the needs of all families.|Our EL population is growing at Kairos Public Schools, thus a focus on hiring staff who are bilingual and more readily available to help families who speak English as a second language is a priority for Kairos through the reflection process.|As an organization with a blended learning model, it is critical to equip families with the knowledge and tools to successfully help their scholars at home. Based on our survey results 95% of families feel their child is prepared for the next grade level. This is a strength. 96% of families report the curriculum is challenging. Kairos Public Schools has been relationships with parents as co-educators and this strength has translated into better student outcomes.|As technology changes and workforce changes in our world, Kairos Public Schools is finding it harder for families to have time to come to in-person training on various topics. To this end, Kairos Public Schools is focusing on improving participation in family training by going digital through the use of Youtube, Podcasts, Virtual Office Hours and More.|Kairos Public Schools believes in voice throughout the organization and strives to hear the voice of all stakeholder groups, including underrepresented families. We translate communications into a families native language, we engage with our special education families to include them in all decisions with their child and we strive to ensure all voices are heard.|In 2014, Kairos Public Schools was formed by a group of Vacaville parents and educators. Since the beginning, Kairos has formed and met with a Kairos Parent Advisory Council (KPAC) to review policies, procedures, laws, guidance and more to assist the school in the decision making process. This strength has helped us navigate the pandemic, enrollment growth of over 25% over the year and the addition of multiple academic programs.|Kairos Public Schools seeks input through annual staff and family surveys, monthly Kairos Parent Advisory Council meetings, an open door policy, email communication and more|Kairos Public Schools believes in voice throughout the organization and strives to hear the voice of all stakeholder groups, including underrepresented families. We translate communications into a families native language, we engage with our special education families to include them in all decisions with their child and we strive to ensure all voices are heard.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-18|2026
48705730135095|Ernest Kimme Charter Academy|3|Positive relationships with our families is where we thrive as a school. All families go through an orientation process that familiarize them with our school and our staff. Families are shown how ParentSquare (2 way communication tool) is used and access is given once the enrollment process is completed. Parents also come and participate in Back to School Night as well as Parent/Teacher Conferences. Families are kept up to date through monthly newsletters. They are also given quarterly updates on how their student is progressing.|Based on feedback that was given, we need to explore more ways for parents to be able to participate on campus. They are wanting information nights, celebrations, etc. We are also going to be focusing on parent outreach to our students who struggle with attendance to support them in getting their student to school.|We have started a new position for the 26-27 school year, a Student Re-engagement Specialist. This person is Spanish speaking and will help us form a stronger connection with our English Learner population. This position will focus on those students who struggle the most with attendance, which tend to be the underrepresented populations, to help identify solutions for barriers to attendance.|Based on input and data, the areas of strength are communication and supporting student learning. Families have constant access to 2 way communication and there is a school policy to respond within 24 hours. Families are provided with quarterly progress reports, quarterly report cards, and quarterly transcripts. The counselor sends quarterly messages home to each individual Senior updating the families on their progress towards graduation.|Based on the data, the area of improvement to focus on is supporting parents in understanding how to support with attendance and how to better support learning at home.|We will improve engagement to underrepresented families by ensuring that communication happens in multiple forms (mail, Parent Square, email, text, etc). Events like orientation, Back to School Night, and conferences will be shifted to later in the day to support working parents and a meal will be provided for school wide evening events so families don't have to worry about dinner in order to participate.|Multiple surveys go out to families throughout the year in order to seek input on funding plans as well as schoolwide initiatives. Families have a direct line of communication to administration and are able to provide input on an ongoing basis.|Areas for improvement include growing School Site council parent members. This is the key partner group responsible for decision-making and it can be a struggle to get parents to participate. While administration is able to find parents to be on the council, actual meeting attendance and participation needs to be strengthened.|To support stronger participation in School Site Council, several key factors are being looked at including time of day for the meeting, frequency of meetings, and meeting format.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-11|2026
48705734830113|Buckingham Collegiate Charter Academy|3|We value fostering partnerships between school staff and families. Our strengths include our various family engagement events as well as our school connected organization-SHIELD. Some of our family engagement events include:  -Back to School Night -Senior Parent Night -Four Year Planning Night -Parent-Teacher Conferences -Monthly meetings with parent board (SHIELD) in which non board members are welcomed and encouraged to attend -SHIELD organized fundraising events in which BCCA staff attend and/or participate -Action Plan meetings, SST Meetings, 504 Meetings and IEP meetings as appropriate -Parent Webinars on topics such as Mental Health Awareness & Suicide Prevention -Safety Committee Meetings -Associated Student Body hosted events such Fall Festival, Noche de los Muertos, or our Cherry Blossom festival -Department hosted events such as our Celebration of the Arts, school musicals/plays, and concerts|One of our focus areas for improvement is to increase and improve communication/ advertising for family engagement events so we can continue to increase participation. We have an LCAP metric to increase parent participation in our annual survey by 2% each year. We have increased by 3% from 2025 to 2026, but this is an area we want to continue to monitor and improve.|We will continue to target our communication toward underrepresented families by ensuring that we communicate using a variety of methods such as newsletters, emails, text messages, social media, and phone calls. We provide translation as needed.|Annually we conduct events such as Back to School Night, Senior Parent Night, Four Year Planning Night, Parent Teacher Conferences, and Open House in order to partner with families to discuss academic plans and student progress. We have a process to monitor our students' progress and develop action plans with students and their families if they are not experiencing academic success. We utilize monthly newsletters (which includes options for translation) and ParentSquare to keep parents informed and to encourage their involvement. We also have a school connected organization called SHIELD, which is a representative group of parents who help plan events and generate additional funding for the school. SHIELD helps us recruit new parent volunteers, strengthening our partnership with all Buckingham families. We encourage BCCA parents to apply to be approved/fingerprinted volunteers. Volunteers support with special events such as Pi Day, Generation Wealth, or Career Day. They also support with chaperoning field trips, act as drivers for teams attending sporting events and more. The parental involvement at Buckingham is one of the cornerstones of our positive and supportive school culture, which has a positive impact on our student's academic performance.|We are continuing to focus on improving our communication with parents and students about opportunities to become more involved/engaged. We have also increased our communication with the families of our incoming students by utilizing our enrollment system to communicate about opportunities for engagement prior to school starting.|Building relationships with underrepresented families remains a key focus. Setting up parent meetings with their work schedule in mind, offering child-care for evening events, providing translation services as needed, and additional outreach to families of unduplicated pupils are all ways we plan to continue to engage more families. We also conduct home visits to provide support when appropriate.|As a dependent charter of the Vacaville Unified School District, all of our families and staff are included in the various stakeholder groups that help guide the decision-making process district-wide. In addition to that, we administer surveys and seek feedback to guide the decision-making process that is unique to our charter school community. We greatly value our students' feedback as well. Results of parent and student surveys are analyzed by our site leadership team. LCAP goals and actions are developed based upon  the input provided by our entire school community.|In addition to survey data, we plan to provide more opportunities for in person discussions regarding how we can effectively implement the goals and actions in our LCAP.|We value the input of our underrepresented families and want to ensure their voices are included as we gather input that impacts our decision-making.  We ensure that our school connected organization meetings are open to all families and those who attend are all welcomed and their input is valued. Our district has provided training for our school connected organizations, and this has reduced barriers for individuals who might not typically participate by equipping them to do so.|4|4|4|4|4|4|4|4|4|4|4|3|Met||2026-06-11|2026
48705736051338|Fairmont Elementary|3||||||||||||||||||||||Not Met|||2026
48705810000000|Vallejo City Unified|3|The District utilizes Bilingual Parent Liaisons to assist school staff in connecting with and serving families. These staff members provide translation and interpretation services, hold office hours to answer parents' questions and facilitate training sessions for parents. In addition to this, school sites engage parents through events and provide parents with opportunities to be on campus to engage with staff in formal and informal ways. Schoolwide programs and events provide families the opportunity to engage positively with staff during themed events. Opportunities for meaningful input through the School Site Council, English Learner Advisory Council, school PTAs, and District English Learner Advisory Councils are available to all families. Significant promotion and outreach via social media, dedicated messaging platforms like Parent Square, calls, texts and emails are all utilized to inform families of the resources, programs and opportunities to engage. VCUSD was recently awarded the California Community Schools Partnership Grant. This grant will afford VCUSD the opportunity to enhance our efforts toward outreach to parents and families in the coming year. In the past year, more effort has been made to keep families informed through digital channels including the website, social media platforms and Parent Square. The efforts to ensure that all communications are ADA compliant has resulted in training for all staff to ensure that district communications are fully accessible to all community members. The Expanded Learning sports program has supported positive engagement with families and served to bring families together with district staff in support of their students.|Based upon feedback from educational partners the district will fund fingerprinting services to parents and guardians who wish to serve as volunteers on campuses. The addition of the position of Parent Support and Resolution Liaison will serve to have dedicated time to listen to parent concerns and facilitate resolution between the parents and site staff. The role of the Public Information Officer will support to enhance the communication systems for the community. Consistent, timely communication about key activities, programs and events will remain critical for effective relationship building.|The partnership with the African American Parent Network (AAPN) and the Latino Parent Network (LPN) will support the goals of meeting the needs of disproportionate outcomes for African American students and support our work in engaging African American families in the community. We will expand support for Full Service community schools services under the California Community Schools Partnership Grant aligned to the needs of our community. Foundational to that will be to add outreach staff and programs like the Parent Leadership Training Institute (PLTI) of Solano County. The Community Advisory Committee (CAC) is scheduled more consistently and advertised to families of students with an IEP to better engage with this underrepresented group. Lastly, advisory groups like School Site Council (SSC), English Learner Advisory Council (ELAC), District English Learner Advisory Council (DELAC) will all be opportunities to connect with families to build stronger relationships between school staff and families. A continued effort to bring families together through community based events will support our improved engagement.|The district adopted local academic assessments for all students in grades TK through 12th provide specialized reports for parents that are shared after each assessment period. This information can be used during parent conferences, SSTs, IEP meetings to build on student knowledge and growth to improve outcomes. Additionally, the use of Parent Square communication systems allow for global and individualized messaging to families and allows families direct messaging capabilities to teachers and administrators to request support. Aeries Parent Portal provides parents with direct access to data related to attendance and class grades. The implementation of  the Parent Leadership Training Institute (PLTI) programs offer parents educational opportunities to better engaged with the educational system and advocate for their student's as they progress to career or college. The districtwide emphasis on the regular use of the Student Success Team (SST) process is in place to ensure that families are partners in the process of improving outcomes for their student.|During educational partner sessions, parents/guardians requested additional modes of communication beyond direct messaging and expansion of parent education opportunities. Based upon these requests, additional funds have been allocated to provide expand engagement with the African American Parent Network (AAPN) and the Latino Parent Network (LPN). These groups serves to engage families of the African American and Latino communities to access district programs and provides opportunities for families to more meaninfully engage in school programs. VCUSD supports assigns support for each of these organizations in our Local Control Accountability Plan (LCAP) as part of our efforts to effectively engage with parent organizations in our local community.|The partnership with the African American Parent Network (AAPN) and the Latino Parent Network (LPN) will support the goals of meeting the needs of disproportionate outcomes for African American students and support our work in engaging African American families in the community. We will expand support for Full Service community schools services under the California Community Schools Partnership Grant aligned to the needs of our community. Foundational to that will be to add outreach staff and programs like the Parent Leadership Training Institute (PLTI) of Solano County. The Community Advisory Committee (CAC) is scheduled more consistently and advertised to families of students with an IEP to better engage with this underrepresented group. Lastly, advisory groups like School Site Council (SSC), English Learner Advisory Council (ELAC), District English Learner Advisory Council (DELAC) will all be opportunities to connect with families to build stronger relationships between school staff and families. A continued effort to bring families together through community based events will support our improved engagement.|In order to engage parents and the general school community in the development of the Single Plans for Student Achievement and the Local Control Accountability Plan, each site principal held on site meetings to gather feedback on the needs of VCUSD in the areas of accelerating academic progress, reducing disproportionate outcomes and increasing student safety and engagement. This input was used to inform the development of the LCAP and SPSAs.  The rate of participation in our LCAP survey increased in the 2025-26 school year. This increase is a result of strong outreach that started earlier in the school year to ensure that parents were presented with the opportunity to complete the survey both on their own at home and during events that they attend at school. Input shared at townhall meetings and family engagement events were considered alongside the formal survey data to determine needs of the local community.|To further improve the input we receive, we will be providing additional opportunities for educational partner input. Beginning our survey work earlier, providing opportunities for input during community wide events and providing district wide celebration opportunities that also allow us to elicit educational partner input. We will continue to provide multiple opportunities for engagement with families and provide virtual options whenever appropriate.|District staff track the participation of families from our representative student groups to ensure participation that mirrors our student demographics. Direct outreach through our student services staff to families serving foster youth has improved input from those families. We will continue to expand our outreach with the work of our Full Service Community Schools Manager to ensure that underrepresented families are provided with additional opportunities to engage in the school program. This work combined with increased collaboration with the African American Parent Network, the Latino Parent Network and other community groups will provide us with the additional opportunities to further engage our families.|4|4|4|4|4|4|4|4|4|3|3|3|Met||2026-06-17|2026
48705810115469|Vallejo Charter|3|Vallejo Charter utilizes the support of the Parent Liaisons and Bilingual Parent Liaisons to assist school staff in connected with and serving families. These staff provide translation services, hold office hours to answer parent questions and facilitate training sessions for parents. In addition, the school engages parents through events that showcase student accomplishments, offer community enrichment opportunities, workshops and other opportunities to be on campus in formal and informal ways.|Improvement on the consistency of messaging and information to families will be important as a new administrator assumes the position of principal at Vallejo Charter. Promoting community wide events and reestablishing the activities planned by the PTO and Charter Council for the benefit of the community as a whole will be improvements to the efforts to build strong relationships.|Targeted outreach to underrepresented Families for participation in the English Learner Advisory Council as well as promotion of the opportunities to participate in PIQE will improve access and engagement for underrepresented parents groups. Student led conferences and schoolwide crew activities will be leveraged to ensure inclusion.|Participation in the Charter Council is a strength of Vallejo Charter School. Parents are active leaders of this important group and assist in the development of all instructional and enrichment programs at Vallejo Charter School. Twice annual students led conferences allow parents to engage meaningfully in the outcomes for students.|Vallejo Charter School will focus on building engagement for parents from underrepresented groups. Further engagement of parents of Multilingual Learners and parent of students with an IEP is an area of focus and improvement. A general need for consistent regular communication and broadly engaging parents in school life will support ensuring partnerships for student outcomes.|School leadership is focusing on direct outreach to the parent community and building opportunities for authentic parent engagement at school and in providing consistency in communication on the progress of student achievement, social emotional learning and attendance outcomes. Outreach and relationship builiding to invite families of Mulitlingual learners and students with an IEP will be a critical component of an improvement plan for engaging underrepresented families.|Vallejo Charter has an involved Charter Council who are fully engaged in the decision-making process for the school. The Charter Council participates in the writing of the Local Control Accountability Plan and the work plan for EL implementation. They are advocates for the needs around the campus.|The focus for input on decision making will be to ensure broader engagement from families and educational partners to ensure that all voices are present. The English Learner Advisory Council will need additional engagement activities to ensure the voices of parents of Multilingual learners are present in the plans for Vallejo Charter School.|Vallejo Charter will improve engagement for underrepresented families through direct outreach for participation in community events and meetings to promote access to decision making opportunities and to seek input. The additional of surveying in the language of correspondence will be provided to ensure broad input from the VCS family community.|3|3|4|3|3|3|4|4|4|4|4|4|Met||2026-06-17|2026
48705810134262|Caliber: ChangeMakers Academy|3|"ChangeMakers has demonstrated strength in fostering high levels of overall satisfaction and trust, with 96% of families reporting they are satisfied with the school and 96% willing to recommend it to others. Progress in creating welcoming environments is evident, as 93% of families feel the school values the diversity of children’s backgrounds and 92% believe administrators create an environment that helps children learn. Furthermore, there is a strong foundation of mutual respect, with 92% of respondents indicating that students have respect for school staff. These metrics align with the school’s self-rating of ""4"" (Full Implementation) for its progress in developing staff capacity to build trusting relationships and creating welcoming environments."|While overall satisfaction is high, there is an opportunity to ensure that all families and students feel the same level of satisfaction. Families of students in Special Education reported lower levels of favorability regarding school safety. Strengthening these areas will support the school's goal of maintaining full implementation of two-way communication that is accessible and responsive to family concerns.|To improve the engagement of underrepresented families, the LEA will focus on groups that reported slightly lower levels of satisfaction, specifically families of students in Special Education. The LEA plans to address this by enhancing two-way communication that specifically seeks input on the school's approach to school safety and discipline, where these groups reported lower levels of favorability. By targeting outreach to these specific educational partners, the LEA aims to move toward Full Implementation and Sustainability in its efforts to learn about every family’s unique strengths and goals.|"Based on the analysis of educational partner input and local data, ChangeMakers demonstrates significant strengths and progress in Building Partnerships for Student Outcomes, particularly in academic preparation and professional capacity. The LEA has reached Full Implementation (Rating 4) in three of the four core practices for this section, including providing professional learning for staff to partner with families, providing resources to support learning at home, and implementing programs for teachers and families to discuss student progress. Kelvin survey data strongly supports these ratings: 2. Academic Preparation: 92% of families feel the school is successfully preparing their child for the next academic year. 3. Learning Environment: 92% of respondents believe that school administrators create an environment that helps children learn. 4. Instructional Engagement: Families report high levels of engagement with the curriculum, with 90% stating that classroom lessons are motivating and 88% agreeing that teaching styles match their child’s learning style. 5. Student Wellbeing and Success: The school has fostered a strong sense of school culture that supports student outcomes, with 92% of families reporting that their children enjoy going to school and 90% stating their child feels a sense of belonging. Based on the analysis of educational partner input and local data, briefly describe the LEA’s focus area(s) for improvement in Building Partnerships for Student Outcomes. The primary focus area for improvement is supporting families to understand and exercise their legal rights and advocate for their own students and all students. While the LEA has reached ""Full Implementation"" (Rating 4) in providing professional learning for staff and resources for home learning, regarding family advocacy is currently at the ""Initial Implementation"" (Rating 3) stage. Additionally, while families generally feel the school prepares students well, only 84% of families feel their child is comfortable asking for help from adults. Improving these areas will involve moving from simply providing information to empowering families as active partners in the advocacy and disciplinary processes."|"The primary focus area for improvement is supporting families to understand and exercise their legal rights and advocate for their own students and all students. While the LEA has reached ""Full Implementation"" (Rating 4) in providing professional learning for staff and resources for home learning, regarding family advocacy is currently at the ""Initial Implementation"" (Rating 3) stage. Additionally, while families generally feel the school prepares students well, only 84% of families feel their child is comfortable asking for help from adults. Improving these areas will involve moving from simply providing information to empowering families as active partners in the advocacy and disciplinary processes."|During the self-reflection process, the LEA identified families of students in Special Education requiring improved engagement. A focus on self- advocacy in our parent leadership team groups and among special educators will support students and families to advocate for their legal rights at school.|Inclusive Input Opportunities: The school has also achieved Full Implementation (Rating 4) in providing all families with opportunities to give input on policies and programs. This includes implementing specific strategies to reach and seek input from underrepresented groups within the school community. High Levels of Satisfaction and Trust: Local survey data indicates that these engagement efforts are effective, with 96% of families reporting overall satisfaction and 96% stating they would recommend the school to others. Cultural and Diversity Alignment: The success of the school's input-seeking processes is further reflected in family perceptions of inclusion: 93% of families feel the school values the diversity of children’s backgrounds, and 91% believe the school is a good fit given their child’s cultural background. This suggests that CMA is successfully incorporating diverse family perspectives into its decision-making and school culture.|"The opportunities for improvement focus on moving from providing opportunities for input to fostering deeper, collaborative leadership among families. Building Family Capacity for Leadership: While the school has ""Full Implementation"" in supporting staff capacity, it is currently at ""Initial Implementation"" (Rating 3) for building the capacity of family members to effectively engage in advisory groups and decision-making. The goal is to empower families with the skills needed to be active participants in school governance. Collaborative Planning and Evaluation: The LEA is also at the ""Initial Implementation"" (Rating 3) stage regarding providing opportunities for families and staff to work together to plan, design, and evaluate family engagement activities. Strengthening this partnership will ensure that school activities are more closely aligned with family needs and interests."|? Building Family Leadership Capacity: CMA identified that while staff are trained to seek input, the school needs to better support family members to effectively engage in advisory groups and decision-making. The LEA will provide targeted training for families in underrepresented groups to ensure they have the tools to participate in school governance. ? Collaborative Design and Evaluation: The LEA plans to involve these families directly in planning, designing, and evaluating family engagement activities through the parent leadership team and SSC. This addresses survey data showing that families in the Lunch Program and Special Education report lower favorability regarding how much the school values diversity (90% and 88%, respectively) compared to the school-wide average (93%).|4|4|4|4|4|4|4|4|4|3|4|3|Met||2026-06-18|2026
48705810137380|MIT Griffin Academy Middle|3|The Charter School’s strengths and progress in Building Relationships Between School Staff and Families include: -Parent Teacher Conferences are held twice a year to ensure families can fully understand their students’ progress and how parents can support student outcomes (translation is available). -Administer annual survey to parents, staff, and students. -Messaging tools are used to frequently with families to build support for positive student outcomes and to encourage families to attend school events. -Host meetings for families of students with disabilities with special education team, school psychologist, and school counselor who build partnership with families to ensure goal attainment. -Provide consistent communication through Parent Square email, phone calls, and text notification. Send weekly announcements. Post notifications on Facebook. -Host family events like Griffin Days and Back to School Night. -Parents participate on the School Site Council and English Learner Advisory Committee to advise the Board. -Opportunities to volunteer at the Charter School or on field trips. -The Charter School’s website will be updated regularly that will include the school’s calendar. -Counselor meets with students and families. -Charter School provides parent workshops on to ensure a partnership in the students' academic success, the importance of student attendance and engagement, supporting social emotional and mental health for the family, and college knowledge (A-G requirements, college readiness, etc.). Charter School provides materials during parent workshops in English and Spanish.|The Charter School’s focus areas for improvement in Building Relationships Between School Staff and Families include: -Work with parents to encourage stronger communication to ensure that the above strategies are effective. -Continue to encourage parents to attend events and be partners in their child's education. -Translate information in needed languages.|The Charter School will continue to focus on improving the engagement of underrepresented families in relation to Building Relationships Between School Staff and Families. The Charter School will continue to focus on ELAC with training and having parents reach parents to empower families. The Charter School focuses on student learning, individual goals for the students, and investing in families to include translation services to parents who are English Learners. The Charter School will continue to host events for parents at various times throughout the day to ensure that families can actively participate in the school community. To parents and families with disabilities, Charter School provides reasonable accommodations such as sign-language interpreters, accessibility to online systems with audio or visual enhancements, and physical access to school events. The Charter School will make special accommodations for communicating with parents or families with accessibility needs or other special needs like conducting home visits. For parents of migrant students, the Charter School will meet with the parents to develop an Individualized Learning Plan so students have the opportunity to continue their education. The Charter School will meet with the family when they return to incorporate any interventions needed. The process of addressing requests from parents of Title I students for additional supports includes a parent conference to review the supports currently being provided to the student, what additional supports are necessary to address the student’s specific needs and developing an Individualized Learning Plan to support the student.|The Charter School’s strengths and progress in Building Partnerships for Student Outcomes are developing a strong and supportive school culture through a Positive Behavior Intervention and Support (“PBIS”) program and restorative practices, family communication through an application, the website, partnerships through conferences, parent workshops, and family events and festivals. Our strengths in building relationships between school staff and families stem from open two-way communication. For families, being able to comfortably interact with our staff and other families helps strengthen our relationships. Finally, we host many events for families to connect with school such as Griffin Days, advisory meetings, and other events. We are constantly striving to build relationships between school staff and families.|The Charter School’s focus area for improvement in Building Partnerships for Student Outcomes includes increasing our test scores to include intervention programs. Also, we will continue to increase our attendance, reduce our chronic absenteeism rate, and reduce suspension rate by building partnerships with families to support the school community through participation in activities.|The Charter School’s will improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes will continue to build trusting relationships with families. For families of English Learners, the Charter School will continue to provide translation services, invite families to better understand the acquisition of the English language, and how to engage with the school. For families of students with disabilities, the Charter School will engage with families during IEP meetings and in planning activities and programs for students.|The Charter School’s strengths and progress in Seeking Input for Decision-Making are seeking input from educational partners through an annual survey, regular meetings, family events, English Learner Advisory Committee, School Site Council, and overall climate development. Being able to gather that information in families home language strengthens our work in this area.|The Charter School’s focus area for improvement in Seeking Input for Decision-Making will include programmatic decisions through the School Site Council and English Learner Advisory Committee. Furthermore, the families will have additional opportunities to share information through parent education workshops and annual surveys.|The Charter School’s will improve engagement of underrepresented families in relation to Seeking Input for Decision-Making by meeting parents of English Learners and parents of Students with Disabilities to provide information about the programs provided to the students.|4|4|4|4|3|3|4|4|4|4|4|3|Met||2026-06-16|2026
48705810139816|Griffin Academy High|3|The Charter School’s strengths and progress in Building Relationships Between School Staff and Families include: -Parent Teacher Conferences are held once a year to ensure families can fully understand their students’ progress and how parents can support student outcomes (translation is available). -Administer annual survey to parents, staff, and students. -Messaging tools are used to frequently with families to build support for positive student outcomes and to encourage families to attend school events. -Host meetings for families of students with disabilities with special education team, school psychologist, and school counselor who build partnership with families to ensure goal attainment. -Provide consistent communication through Parent Square email, phone calls, and text notification. Send weekly announcements. Post notifications on Facebook. -Host family events like Back to School Night and Griffin Days. -Parents participate on the School Site Council and English Learner Advisory Committee to advise the Board. -Opportunities to volunteer at the Charter School or on field trips. -The Charter School’s website will be updated regularly that will include the school’s calendar. -Counselor meets with students and families. -Charter School provides parent workshops to ensure a partnership in the students’ academic success, the importance of student attendance and engagement, supporting social emotional and mental health for the family, and college knowledge (A-G requirements, college applications, FAFSA forms, etc.) Charter School provides materials during parent workshops in English and Spanish.|The Charter School’s focus areas for improvement in Building Relationships Between School Staff and Families include: -Work with parents to encourage stronger communication to ensure that the above strategies are effective. -Continue to encourage parents to attend the events and be partners in their child's education. -Translate information in English and Spanish.|The Charter School will continue to focus on improving the engagement of underrepresented families in relation to Building Relationships Between School Staff and Families. The Charter School will continue to focus on ELAC with training and having parents reach parents to empower families. The Charter School focuses on student learning, individual goals for the students, and investing in families to include translation services to parents who are English Learners. The Charter School will continue to host events for parents at various times throughout the day to ensure that families can actively participate in the school community. To parents and families with disabilities, Charter School provides reasonable accommodations such as sign-language interpreters, accessibility to online systems with audio or visual enhancements, and physical access to school events. The Charter School will make special accommodations for communicating with parents or families with accessibility needs or other special needs like conducting home visits. For parents of migrant students, the Charter School will meet with the parents to develop an Individualized Learning Plan so students have the opportunity to continue their education. The Charter School will meet with the family when they return to incorporate any interventions needed. The process of addressing requests from parents of Title I students for additional supports includes a parent conference to review the supports currently being provided to the student, what additional supports are necessary to address the student’s specific needs and developing an Individualized Learning Plan to support the student.|The Charter School’s strengths and progress in Building Partnerships for Student Outcomes are developing a strong and supportive school culture through a Positive Behavior Intervention and Support (“PBIS”) program and restorative practices, family communication through an application, the website, and partnerships through conferences, parent workshops, and family events. Our strengths in building relationships between school staff and families stem from open two-way communication. For families, being able to comfortably interact with our staff and other families helps strengthen our relationships. Finally, we host many events for families to connect with school such as Griffin Days, advisory meetings, and other events. We are constantly striving to build relationships between school staff and families.|The Charter School’s focus area for improvement in Building Partnerships for Student Outcomes includes increasing our test scores to include flex time and intervention programs. Also, we will continue to increase our attendance, reduce our chronic absenteeism rate, and reduce suspension rate by building partnerships with families to support the school community through participation in activities.|The Charter School’s will improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes will continue to build trusting relationships with families. For families of English Learners, the Charter School will continue to provide translation services, invite families to better understand the acquisition of the English language, and how to engage with the school. For families of students with disabilities, the Charter School will engage with families during IEP meetings and in planning activities and programs for students.|The Charter School’s strengths and progress in Seeking Input for Decision-Making are seeking input from educational partners through an annual survey, regular meetings, family events, English Learner Advisory Committee, School Site Council, and overall climate development. Being able to gather that information in families' home language strengthens our work in this area.|The Charter School’s focus area for improvement in Seeking Input for Decision-Making will include programmatic decisions through the School Site Council and English Learner Advisory Committee. Furthermore, the families will have additional opportunities to share information through parent education workshops and annual surveys.|The Charter School’s will improve engagement of underrepresented families in relation to Seeking Input for Decision-Making by meeting parents of English Learners and parents of Students with Disabilities to provide information about the programs provided to the students.|4|4|4|4|3|3|4|4|4|4|4|3|Met||2026-06-16|2026
48705814830196|MIT Academy|3|The Charter School’s strengths and progress in Building Relationships Between School Staff and Families include: •Parent Teacher Conferences as needed to ensure families can fully understand their students’ progress and how parents can support student outcomes (translation is available). •Administer annual survey to parents, staff, and students. •Messaging tools are used to frequently with families to build support for positive student outcomes and to encourage families to attend school events. •Host meetings for families of students with disabilities with special education team, school psychologist, and school counselor who build partnership with families to ensure goal attainment. •Host Danishes with the Director. •Provide consistent communication through Parent Square email, phone calls, and text notification. Send weekly announcements. Post notifications on Facebook. •Host family events like Open Forum Nights, Back to School Night and Griffin Days. •Parents participate on the School Site Council and English Learner Advisory Committee to advise the Board. •Opportunities to volunteer at the Charter School or on field trips. •The Charter School’s website will be updated regularly that will include the school’s calendar. •Counselor meets with students and families. •Administrators will meet with all incoming 9th graders and any new students to the Charter School. •Charter School provides parent workshops to ensure a partnership in the students’ academic success, the importance of student attendance and engagement, supporting social emotional and mental health for the family, and college knowledge (A-G requirements, college applications, FAFSA forms, etc.). Charter School provides materials during parent workshops in English and Spanish.|The Charter School’s focus areas for improvement in Building Relationships Between School Staff and Families include: •Work with parents to encourage stronger communication to ensure that the above strategies are effective. •Continue to encourage parents to attend the events and be partners in their child's education. •Facilitate understanding of the importance of student daily attendance. •Encourage parents to understand how to support the school community and improve staff culture and morale.|The Charter School will continue to focus on improving the engagement of underrepresented families in relation to Building Relationships Between School Staff and Families. The Charter School hosts Multicultural Monday every month where students come in clothes of their ancestry and bring food to celebrate and will invite families to support the students, The Charter School will continue to focus on ELAC with training and having parents reach parents to empower families. The Charter School focuses on student learning, individual goals for the students, and investing in families to include translation services to parents who are English Learners. The Charter School will continue to host events for parents at various times throughout the day to ensure that families can actively participate in the school community. To parents and families with disabilities, Charter School provides reasonable accommodations such as sign-language interpreters, accessibility to online systems with audio or visual enhancements, and physical access to school events. The Charter School will make special accommodations for communicating with parents or families with accessibility needs or other special needs like conducting home visits. For parents of migrant students, the Charter School will meet with the parents to develop an Individualized Learning Plan so students have the opportunity to continue their education. The Charter School will meet with the family when they return to incorporate any interventions needed. The process of addressing requests from parents of Title I students for additional supports includes a parent conference to review the supports currently being provided to the student, what additional supports are necessary to address the student’s specific needs and developing an Individualized Learning Plan to support the student.|The Charter School’s strengths and progress in Building Partnerships for Student Outcomes are developing a strong and supportive school culture through a Positive Behavior Intervention and Support (“PBIS”) program and restorative practices, family communication through an application, the website, and partnerships through conferences, parent workshops, and family events. Our strengths in building relationships between school staff and families stem from open two-way communication. For families, being able to comfortably interact with our staff and other families helps strengthen our relationships. Finally, we host many events for families to connect with school such as Griffin Days, advisory meetings, and other events. Some of our community partnerships are connected to the Justice and Law Program and the Mock Trial. The Charter School has relationships with the Community Colleges for concurrent enrollment. We have college tutors for our AVID Program and also support other classes to support students, especially for math. We are constantly striving to build relationships between school staff and families. MIT Connect was started to support academics, attendance, behavior and engaged parents.|The Charter School’s focus area for improvement in Building Partnerships for Student Outcomes includes increasing our test scores to include flex time and intervention programs. Also, we will continue to increase our attendance, reduce our chronic absenteeism rate, and maintain low suspension rate by building partnerships with families to support the school community through participation in activities. Provide specific professional development to teachers, staff and administrators to improve their capacity to partner with families.|The Charter School’s will improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes will continue to build trusting relationships with families. For families of English Learners, the Charter School will continue to provide translation services (perhaps purchase headsets for concurrent translation), invite families to better understand the acquisition of the English language, and how to engage with the school. For families of students with disabilities, the Charter School will engage with families during IEP meetings and in planning activities and programs for students.|The Charter School’s strengths and progress in Seeking Input for Decision-Making are seeking input from educational partners through an annual survey, regular meetings, family events, English Learner Advisory Committee, School Site Council, Strategic Planning, and overall climate development. Being able to gather that information in families' home language strengthens our work in this area.|The Charter School’s focus area for improvement in Seeking Input for Decision-Making will include programmatic decisions through the School Site Council and English Learner Advisory Committee. Furthermore, the families will have additional opportunities to share information through parent education workshops and annual surveys. The Charter School will improve by providing opportunities to have families, teachers, principals, and network administrators to work together to plan, design, implement and evaluate family engagement activities at school and network levels.|The Charter School’s will improve engagement of underrepresented families in relation to Seeking Input for Decision Making by meeting parents of English Learners and parents of Students with Disabilities to provide information about the programs provided to the students. The Charter School would like to increase more individual meetings with families through a Parent Liaison for underrepresented families.|4|4|4|4|3|3|4|4|4|4|4|3|Met||2026-06-16|2026
48705816116255|Mare Island Technology Academy|3|The Charter School’s strengths and progress in Building Relationships Between School Staff and Families include: •  Parent Teacher Conferences are held twice a year to ensure families can fully understand their students’ progress and how parents can support student outcomes (translation is available). •  Administer annual survey to parents, staff, and students. •  Messaging tools are used to frequently with families to build support for positive student  outcomes and to encourage families to attend school events. •  Host meetings for families of students with disabilities with special education team, school psychologist, and school counselor who build partnership with families to ensure goal attainment. •  Provide consistent communication through Parent Square email, phone calls, and text  notification. Send weekly announcements. Post notifications on Facebook. •  Host family events like Griffin Days, cultural event, health and safety events, and Back to  School Night. •  Host community events and resources like health, library, mental health, social services,  clinics, etc. •  Parents participate on the School Site Council and English Learner Advisory Committee to advise the Board. •  Opportunities to volunteer at the Charter School or on field trips. •  The Charter School’s website will be updated regularly that will include the school’s calendar. •  Counselor meets with students and families. •  Charter School provides parent workshops on to ensure a partnership in the students' academic success, the importance of student attendance and engagement, supporting social emotional and mental health for the family, and college knowledge (A-G requirements, college readiness, etc.).  •  Charter School provides materials during parent workshops in English and Spanish. •  Targeted team conferences with students and families to develop a success plan.|The Charter School’s focus areas for improvement in Building Relationships Between School Staff and Families include: • Work with parents to encourage stronger and frequent communication. •  Continue to encourage parents to attend events and be partners in their child's  education. •  Provide parent workshops to understand the SIS, monitor child's academic progress, develop a parent engagement and volunteer program. • Track volunteer hours, provide multiple opportunities to volunteer, and honor volunteers  annually.|The Charter School will continue to focus on improving the engagement of underrepresented families in relation to Building Relationships Between School Staff and Families. The Charter School will continue to focus on ELAC with training and having parents reach parents to empower families. The Charter School focuses on student learning, individual goals for the students, and investing in families to include translation services to parents who are English Learners. The Charter School will continue to host events for parents at various times throughout the day to ensure that families can actively participate in the school community. To parents and families with disabilities, Charter School provides reasonable accommodations such as sign-language interpreters, accessibility to online systems with audio or visual enhancements, and physical access to school events. The Charter School will make special accommodations for communicating with parents or  families with accessibility needs or other special needs like conducting home visits. For parents of migrant students, the Charter School will meet with the parents to develop an Individualized Learning Plan so students have the opportunity to continue their education. The Charter School will meet with the family when they return to incorporate any interventions needed. The process of addressing requests from parents of Title I students for additional supports includes a parent conference to review the supports currently being provided to the student, what additional supports are necessary to address the student’s specific needs and developing an Individualized Learning Plan to support the student.|The Charter School’s strengths and progress in Building Partnerships for Student Outcomes are  developing a strong and supportive school culture through a Positive Behavior Intervention and  Support (“PBIS”) program, restorative practices, alternatives to suspension that engages the parent to be present on campus, family communication through an application, the website, partnerships through conferences, parent workshops, and family events. Our strengths in building relationships between school staff and families stem from open two-way communication. Our teachers reach out to parents of low achieving students, communicate about students using teacher office hours. Teachers participate in the after-school program to provide tutoring. The students have a voice through Student Council to receive input on activities and student needs. For families, being able to comfortably interact with our staff and other families helps strengthen our relationships. Finally, we host many events for families to connect with school such as Griffin Days, advisory meetings, and other events. We are constantly striving to build relationships between school staff and families.|The Charter School’s focus area for improvement in Building Partnerships for Student Outcomes includes increasing our test scores to include intervention programs. Also, we will continue to increase our attendance and reduce our chronic absenteeism rate by building partnerships with families to support the school community through participation in activities. The Charter School will follow attendance processes and procedures, educate parents about attendance, and connect with families to overcome barriers. There will be an attendance campaign and awards and rewards for perfect attendance and improved attendance.|The Charter School’s will improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes will continue to build trusting relationships with families. Much of these connections must be in-person or over the telephone. For families of English Learners, the Charter School will continue to provide translation services, invite families to better understand the acquisition of the English language, and how to engage with the school. The Charter School is texting parents about important information. For families of students with disabilities, the Charter School will engage with families during IEP meetings and in planning activities and programs for students.|The Charter School’s strengths and progress in Seeking Input for Decision-Making are seeking input from educational partners through an annual survey, regular meetings, family events, English Learner Advisory Committee, School Site Council, and overall climate development. Being able to gather that information in families home language strengthens our work in this area. The Charter School uses ParentSquare in English and Spanish. The administrators are visible during arrival and dismissal to allow for parents/guardians to address parent concerns. The Charter School is a welcoming environment. The parents support an alternative to suspension and serving as chaperones for dances and field trips. The School Site Council is very robust with active participation. Furthermore, two parents from the organization serve on the Board of Directors.|The Charter School’s focus area for improvement in Seeking Input for Decision-Making will include programmatic decisions through the School Site Council and English Learner Advisory Committee. Furthermore, the families will have additional opportunities to share information through parent education workshops and annual surveys. The Parent Academy will be on topics of interest: effective use of smartphone to support student learning, communication with teens, mental health awareness (self-harming, suicide prevention), high school and post-secondary options, and technology safety for students.|The Charter School’s will improve engagement of underrepresented families in relation to Seeking Input for Decision Making by meeting parents of English Learners to support their children at home and in the process of reclassification and parents of Students with Disabilities to provide information about the programs provided to the students. One of our goals is to provide parents opportunities to connect with each other so they can create their own friend groups to help with homework, transportation, babysitting, etc.|4|4|4|4|3|3|4|4|4|4|4|3|Met||2026-06-16|2026
49104960000000|Sonoma County Office of Education|3|"The Sonoma County Office of Education (SCOE) and Alternative Education staff demonstrate a strong commitment to building meaningful relationships between school staff and families. Family engagement is a clear priority. Multiple communication strategies, including translation and interpretation services, ensure two-way, culturally responsive interactions that foster inclusivity and trust. To further strengthen communication with families, SCOE adopted Language Line in 2026. This is an ""in real time"" interpretation service available in any language, providing all staff with immediate access to interpretation support and reducing language barriers for families.  To strengthen partnerships with parents, our schools create welcoming environments and offer a range of family-centered events such as family engagement nights, field trips, project exhibition events, and family/student/teacher conferences. In response to family feedback, parent engagement meetings have been shifted to school pick-up times to increase participation and accessibility. These meetings include food and childcare, as needed, to reduce barriers and encourage family involvement.  Outreach efforts are conducted both formally and informally, grounded in a deep respect for families as essential partners in student success. Input gathered through Local Control and Accountability Plan (LCAP) surveys, site input sessions, advisory committees, and family meetings is used to guide and inform decision-making. The Alternative Education team continues to seek opportunities to increase engagement through the Parent Advisory Committee (PAC), intake meetings, end of semester student/teacher/caregiver conferences, and IEP conferences. These practices reflect SCOE’s ongoing commitment to fostering strong, supportive, and inclusive relationships between families and schools."|Based on input from educational partners and data analysis of family surveys and the YouthTruth survey indicates several key areas for strengthening relationships between school staff and families. These include:  - Increase access to individualized outreach efforts to families by phone and in person communication with all staff members that is not limited to those who are bilingual.  - Continue to offer family engagement events that foster connections between families and the school and bring families onto campus, offering a variety of times and days to support work schedules  - Offer parent education workshops specifically focused on high school requirements and traditional and non traditional college/career pathways.  - Continue to include translation, child care, and food to increase participation in family/community outreach events.|After the implementation of ParentSquare which can be accessed in multiple modes and languages, access to information increased. There were still barriers, however, for many caregivers to communicate directly with their student's teachers or direct service providers if they needed interpretation services. Beginning in 2026, all staff now have access to real time translation in all languages with the adoption of Language Line. SCOE also hired an Attendance and Engagement Specialist and Transition Specialist who serve as a bi-literate liaisons between school, home, and each students past and future schools. The addition of child care, food, and translation and the change of meeting time for Educational Partner input sessions, increased attendance greatly. This will be come the practice for all family engagement meetings moving forward.|The Sonoma County Office of Education (SCOE) serves a diverse student and family population and demonstrates strong progress in building partnerships to support student outcomes. Staff members engage in ongoing professional development focused on Culturally Responsive Teaching and Learning, equipping them to meet both the cultural and academic needs of their communities. SCOE actively engages families through parent/student/teacher conferences and weekly updates and resources in multiple languages. Both formal and informal structures—such as traditional parent conferences, intake and transition meetings, and Individualized Education Program (IEP) meetings—support continuous communication between families and educators. Family engagement is further strengthened through events like project exhibition and family engagement night. Parents receive training on their rights and advocacy opportunities through IEP meetings, intake and transition meetings, and the Parent Advisory Committee (PAC). SCOE remains committed to expanding family participation in all engagement efforts, viewing it as an ongoing priority in its mission to improve student outcomes.|An analysis of educational partner input indicates that the Sonoma County Office of Education (SCOE) and the Alternative Education Team have strengthened partnerships with families and parents by expanding their outreach efforts including more personalized communications through direct contact with all staff members. They will also continue to host engagement meetings and events at times of day that best meet thier current population's needs. The addition of child care and food for all family engagement meetings will continue. SCOE will continue to offer individual parent/student/teacher conferences to ensure that each family has time to review and reflect on student progress and outcomes with their student's teachers.|"To improve engagement of underrepresented families during the self-reflection process, SCOE will implement two targeted strategies: 1. Adoption of Language Line, an ""in real time"" translation service for all staff members in multiple languages. 2. The hiring of a School Office Coordinator to ensure that there is a consistent person in the front office to support both walk in visitors and callers."|Based on the analysis of educational partner input and local data, the Sonoma County Office of Education (SCOE) demonstrates significant strengths and steady progress in seeking input for decision-making. SCOE serves a diverse student and family population and prioritizes meaningful family and community engagement to support positive student outcomes. The organization employs multiple formal and informal structures—such as parent/student/teacher conferences, intake and transition meetings, IEP meetings, and advisory committees—to ensure ongoing, two-way communication with families. Family engagement nights, project exhibition events and family/student/teacher conferences help to build strong school-home partnerships. Input from LCAP surveys, site input sessions, and Parent Advisory Committee (PAC) meetings are actively used to guide and inform local decisions.|Based on the analysis of educational partner input and local data, the Sonoma County Office of Education (SCOE) has identified several key focus areas for improvement in seeking input for decision-making. To strengthen partnerships with families, SCOE and the Alternative Education Team will expand outreach efforts by increasing personalized communication, including phone calls and in-person interactions during drop-off and pick-up times. These efforts aim to build stronger, more individualized relationships between families and school staff. Additionally, SCOE will enhance accessibility and inclusivity by providing child care, translation services, and meals at all family engagement meetings and advisory committee gatherings, such as the Parent Advisory Committee (PAC). Another area of focus is offering family engagement events at various times and days to accommodate working families and ensure broader participation. These targeted strategies reflect SCOE’s commitment to deepening family engagement and strengthening the role of families in shared decision-making.|Based on the analysis of educational partner input and local data, the Sonoma County Office of Education (SCOE) has identified key strategies to improve the engagement of underrepresented families in seeking input for decision-making. During the self-reflection process, it was noted that although the frequency of communications through tools like ParentSquare and email increased, there were still barriers for many caregivers to communicate directly with their student's teachers or direct service providers if they needed interpretation services. Beginning in 2026, all staff now have access to real time translation in all languages with the adoption of Language Line. SCOE also hired an Attendance and Engagement Specialist and Transition Specialist who serve as a bi-literate liaisons between school, home, and each students past and future schools. The addition of child care, food, and translation and the change of meeting time for Educational Partner input sessions, increased attendance greatly. This will be come the practice for all family engagement meetings moving forward.|3|3|3|4|3|3|4|4|4|4|4|4|Met||2026-06-25|2026
49402460000000|Petaluma City Schools|3|The junior highs is ranked in the 82nd percentile, which is far above the median for Sonoma County Schools. We will have the junior high's share their strengths and strategies with our Elementary and High Schools in this area. We have improved communication through our language interpreter program where we are able to reach a wider group of families who speak languages other than Spanish or English. In fact, our junior highs ranked in the 74th percentile for communication with families, which also far exceeds the median for Sonoma County Schools.|The high schools are ranked in the 43rd percentile, which is slightly below the county median. The elementary schools are ranked 30th percentile, which is far below the county median. PCS will continue to have the junior highs share their best practices with our elementary and high schools to continually find ways to engage with positive experiences for our community.|Petaluma City Schools will continue to build relationships with families by ensuring interpretations is available at district events and meetings. DELAC gave positive feedback on the authentic engagement during the 2026-27 Local Performance Indicator Self-Reflection for Petaluma City Schools, Valley Vista Public Waldorf, Penngrove, Mary Collins at Cherry Valley, Petaluma Accelerated Charter, Dual Language Immersion Academy Page 10 of 16 LCAP development process and has continued this year. We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families as well as our district youth truth pulse surveys given four times a year. We supported site administrators with the development of the Single Plans for Student Achievement and including families in the process.|83% of junior high families report that they receive the guidance/resources necessary to help their child succeed|30% of ES and HS families report that they receive the guidance/resources necessary to help their child succeed.|PCS will have the junior highs share their best practices with our elementary and high schools to continually find ways to engage with positive experiences for our community. Petaluma City Schools will continue to build relationships with families by ensuring interpretations is available at district events and meetings. We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families. PCS will continue to utilize DELAC to engage with families of multilingual learners. Implementation of the ELL Master plan will support multilingual learners and provide another avenue to engage with families. The district will also engage with families during the annual Title I Parent meeting and when students are reclassified.|67% of families report that they are included in planning school activities.|49% of families report that they are empowered to play a meaningful role in decision-making at their school.|The district will help schools engage with underrepresented families through continued translation and interpretation services for multiple languages. District will help support sites with their committees and help ensure, especially those that receive categorical funds, have equal representation within their communities. District will continue to fund parent workshops and work with the county office to add additional support. Principals will also attend PDs on ways to build a greater community of underrepresented families during their school events and family meetings with the principal.|3|3|3|3|2|3|4|3|3|2|2|3|Met||2026-06-30|2026
49402460131961|Petaluma Accelerated Charter|3|The junior highs is ranked in the 82nd percentile, which is far above the median for Sonoma County Schools. We will have the junior high's share their strengths and strategies with our Elementary and High Schools in this area. We have improved communication through our language interpreter program where we are able to reach a wider group of families who speak languages other than Spanish or English. In fact, our junior highs ranked in the 74th percentile for communication with families, which also far exceeds the median for Sonoma County Schools.|The high schools are ranked in the 43rd percentile, which is slightly below the county median. The elementary schools are ranked 30th percentile, which is far below the county median. PCS will continue to have the junior highs share their best practices with our elementary and high schools to continually find ways to engage with positive experiences for our community.|Petaluma City Schools will continue to build relationships with families by ensuring interpretations is available at district events and meetings. DELAC gave positive feedback on the authentic engagement during the LCAP development process and has continued this year. We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families as well as our district youth truth pulse surveys given four times a year. We supported site administrators with the development of the Single Plans for Student Achievement and including families in the process.|83% of junior high families report that they receive the guidance/ resources necessary to help their child succeed.|30% of ES and HS families report that they receive the guidance/ resources necessary to help their child succeed.|PCS will have the junior highs share their best practices with our elementary and high schools to continually find ways to engage with positive experiences for our community. Petaluma City Schools will continue to build relationships with families by ensuring interpretations is available at district events and meetings. We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families. PCS will continue to utilize DELAC to engage with families of multilingual learners. Implementation of the ELL Master plan will support multilingual learners and provide another avenue to engage with families. The district will also engage with families during the annual Title I Parent meeting and when students are reclassified.|67% of families report that they are included in planning school activities.|49% of families report that they are empowered to play a meaningful role in decision-making at their school.|The district will help schools engage with underrepresented families through continued translation and interpretation services for multiple languages. District will help support sites with their committees and help ensure, especially those that receive categorical funds, have equal representation within their communities. District will continue to fund parent workshops and work with the county office to add additional support. Principals will also attend PDs on ways to build a greater community of underrepresented families during their school events and family meetings with the principal.|2|3|3|3|2|3|4|3|3|2|2|3|Met||2026-06-30|2026
49402460142554|Dual Language Immersion Academy Charter|3|The junior highs is ranked in the 82nd percentile, which is far above the median for Sonoma County Schools. We will have the junior high's share their strengths and strategies with our Elementary and High Schools in this area. We have improved communication through our language interpreter program where we are able to reach a wider group of families who speak languages other than Spanish or English. In fact, our junior highs ranked in the 74th percentile for communication with families, which also far exceeds the median for Sonoma County Schools.|The high schools are ranked in the 43rd percentile, which is slightly below the county median. The elementary schools are ranked 30th percentile, which is far below the county median. PCS will continue to have the junior highs share their best practices with our elementary and high schools to continually find ways to engage with positive experiences for our community.|Petaluma City Schools will continue to build relationships with families by ensuring interpretations is available at district events and meetings. DELAC gave positive feedback on the authentic engagement during the LCAP development process and has continued this year. We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families as well as our district youth truth pulse surveys given four times a year. We supported site administrators with the development of the Single Plans for Student Achievement and including families in the process.|83% of junior high families report that they receive the guidance/ resources necessary to help their child succeed.|30% of ES and HS families report that they receive the guidance/ resources necessary to help their child succeed.|PCS willhave the junior highs share their best practices with our elementary and high schools to continually find ways to engage with positive experiences for our community. Petaluma City Schools will continue to build relationships with families by ensuring interpretations is available at district events and meetings. We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families. PCS will continue to utilize DELAC to engage with families of multilingual learners. Implementation of the ELL Master plan will support multilingual learners and provide another avenue to engage with families. The district will also engage with families during the annual Title I Parent meeting and when students are reclassified.|67% of families report that they are included in planning school activities.|49% of families report that they are empowered to play a meaningful role in decision-making at their school.|The district will help schools engage with  underrepresented families through continued translation and interpretation services for multiple languages. District will help support sites with their committees and help ensure, especially those that receive categorical funds, have equal representation within their communities. District will continue to fund parent workshops and work with the county office to add additional support. Principals will also attend PDs on ways to build a greater community of underrepresented families during their school events and family meetings with the principal.|2|3|3|3|2|3|4|3|3|2|2|3|Met||2026-06-30|2026
49402466051932|Mary Collins Charter School at Cherry Valley|3|The junior highs is ranked in the 82nd percentile, which is far above the median for Sonoma County Schools. We will have the junior high's share their strengths and strategies with our Elementary and High Schools in this area. We have improved communication through our language interpreter program where we are able to reach a wider group of families who speak languages other than Spanish or English. In fact, our junior highs ranked in the 74th percentile for communication with families, which also far exceeds the median for Sonoma County Schools.|The high schools are ranked in the 43rd percentile, which is slightly below the county median. The elementary schools are ranked 30th percentile, which is far below the county median. PCS will continue to have the junior highs share their best practices with our  elementary and high schools to continually find ways to engage with positive experiences for our community.|Petaluma City Schools will continue to build relationships with families by ensuring interpretations is available at district events and meetings. DELAC gave positive feedback on the authentic engagement during the LCAP development process and has continued this year. We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families as well as our district youth truth pulse surveys given four times a year. We supported site administrators with the development of the Single Plans for Student Achievement and including families in the process.|83% of junior high families report that they receive the guidance/ resources necessary to help their child succeed.|30% of ES and HS families report that they receive the guidance/ resources necessary to help their child succeed.|PCS willhave the junior highs share their best practices with our elementary and high schools to continually find ways to engage with positive experiences for our community. Petaluma City Schools will continue to build relationships with families by ensuring interpretations is available at district events and meetings. We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families. PCS will continue to utilize DELAC to engage with families of multilingual learners. Implementation of the ELL Master plan will support multilingual learners and provide another avenue to engage with families. The district will also engage with families during the annual Title I Parent meeting and when students are reclassified.|67% of families report that they are included in planning school activities.|49% of families report that they are empowered to play a meaningful role in decision-making at their school.|The district will help schools engage with underrepresented families through continued translation and interpretation services for multiple languages. District will help support sites with their committees and help ensure, especially those that receive categorical funds, have equal representation within their communities. District will continue to fund parent workshops and work with the county office to add additional support. Principals will also attend PDs on ways to build a greater community of underrepresented families during their school events and family meetings with the principal.|2|3|3|3|2|3|4|3|3|2|2|3|Met||2026-06-30|2026
49402466051981|Penngrove Elementary|3|The junior highs is ranked in the 82nd percentile, which is far above the median for Sonoma County Schools. We will have the junior high's share their strengths and strategies with our Elementary and High Schools in this area. We have improved communication through our language interpreter program where we are able to reach a wider group of families who speak languages other than Spanish or English. In fact, our junior highs ranked in the 74th percentile for communication with families, which also far exceeds the median for Sonoma County Schools.|The high schools are ranked in the 43rd percentile, which is slightly below the county median. The elementary schools are ranked 30th percentile, which is far below the county median. PCS will continue to have the junior highs share their best practices with our elementary and high schools to continually find ways to engage with positive experiences for our community.|Petaluma City Schools will continue to build relationships with families by ensuring interpretations is available at district events and meetings. DELAC gave positive feedback on the authentic engagement during the LCAP development process and has continued this year. We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families as well as our district youth truth pulse surveys given four times a year. We supported site administrators with the development of the Single Plans for Student Achievement and including families in the process.|83% of junior high families report that they receive the guidance/ resources necessary to help their child succeed.|30% of ES and HS families report that they receive the guidance/ resources necessary to help their child succeed.|PCS willhave the junior highs share their best practices with our elementary and high schools to continually find ways to engage with positive experiences for our community. Petaluma City Schools will continue to build relationships with families by ensuring interpretations is available at district events and meetings. We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families. PCS will continue to utilize DELAC to engage with families of multilingual learners. Implementation of the ELL Master plan will support multilingual learners and provide another avenue to engage with families. The district will also engage with families during the annual Title I Parent meeting and when students are reclassified.|67% of families report that they are included in planning school activities.|49% of families report that they are empowered to play a meaningful role in decision-making at their school.|The district will help schools engage with underrepresented families through continued translation and interpretation services for multiple languages. District will help support sites with their committees and help ensure, especially those that receive categorical funds, have equal representation within their communities. District will continue to fund parent workshops and work with the county office to add additional support. Principals will also attend PDs on ways to build a greater community of underrepresented families during their school events and family meetings with the principal.|2|3|3|3|2|3|4|3|3|2|2|3|Met||2026-06-30|2026
49402466119036|Live Oak Charter|3||||||||||||||||||||||Not Met For Two or More Years|||2026
49402530000000|Santa Rosa City Schools|3|Based on the analysis of educational partner input and local data, the LEA's current strengths and progress in Building Relationships Between School Staff and Families are demonstrated by its active encouragement of families to become stakeholders at both the site and district levels, including participation in policy decisions.  Significant progress is being made through dedicated efforts to improve family engagement strategies. Specifically, the LEA is committed to providing information in families' home languages, which directly addresses a key barrier to effective communication and fosters inclusivity. Furthermore, the LEA is strengthening communication by increasing the methods used to share information about events, leveraging electronic, phone, written, newsletters, flyers, and email channels to reach a wider and more diverse range of families.  While the level of family engagement currently varies by school, the district's proactive and multifaceted approach to communication and inclusion highlights its commitment to continually building stronger relationships between school staff and families.|"To improve relationships between school staff and families, particularly given Santa Rosa City Schools' (SRCS) commitment to student-centered learning, we need to focus on strategies that bridge the gap between home and school. Working to embrace the ""funds of knowledge"" that students bring from their homes and communities. Providing opportunities to share their stories, traditions, and historical perspectives in the classroom, tying it into the curriculum.  Providing ongoing professional development for all staff on culturally responsive communication, including training on implicit bias and understanding diverse family structures, is also essential."|Enhancing culturally responsive communication and engagement to engage our underrepresented families is an area we can improve upon. Proactively reaching out to families not just to address problems, but to celebrate student strengths, share positive updates, and learn about children's interests and home lives.  Offering flexible and accessible engagement opportunities to families. Scheduling meetings at various times (morning, evening, virtual options), providing childcare, and exploring transportation support to removing logistical barriers for families.    During the 25-26 school year, several of our elementary schools applied to become community schools and four of them were chosen to be part of the grant.  This Initiative fosters authentic partnerships among students, families, districts, and communities. It aims to cultivate relationships, establish trust, ensure cultural, racial, and linguistic equity, and drive transformative student outcomes.|The LEA has made  progress in building relationships that support student outcomes by actively encouraging families to become involved as stakeholders throughout the district, including participation in policy decisions. A  strength lies in our commitment to inclusive communication. We are currently providing essential information in families' home languages, recognizing the diverse linguistic needs of our community. Furthermore, we are expanding our communication reach by employing multiple methods such as electronic platforms, phone calls, written notices, newsletters, flyers, and emails—to ensure that information about events and opportunities for involvement reaches all families effectively. These foundational efforts underscore our dedication to fostering a collaborative environment where families feel informed and invited to contribute to their children's educational journey.|Based on our self-reflection and data analysis, a key area for improvement in building partnerships for student outcomes is enhancing how educators facilitate students' exploration of their family, cultural, and communal strengths. While our current efforts focus on broader engagement, there is a need to deepen this engagement by embedding it directly into the instructional experience. This requires a shift towards more student-centered teaching methods that are explicitly designed to promote self-exploration of identity and diversity, consistently connected to relevant academic standards across various disciplines. Our ongoing implementation of Ethnic Studies courses is a direct initiative to support this improvement area, aiming to provide a structured framework for this crucial work.|We will foster an asset-based approach, recognizing the valuable knowledge and insights all families possess. Staff will be trained to proactively reach out to families to celebrate student strengths and progress, shifting away from deficit based interactions. Ongoing professional development offered to all staff focusing on culturally competent communication, including addressing implicit bias, understanding diverse family structures, and mastering effective strategies for communicating across linguistic and cultural differences.|Through numerous meetings held this year focusing on our budget, school closures, and our LCAP we were able to gather input to support decision making. Through having Family Engagement Facilitators on site we were able to support staff, students, and families opportunites to provide input.|Based on analysis, strengthening how to gather and seek input for decision making through targeted outreach is one area we can work on improving. Overall, families are asking for transparent leadership, site-based support, and equity that is responsive to the unique needs of each community, rather than blanket policies.|Working on implementing strategies for running advisory group meetings where all voices, especially those of underrepresented families, feel heard and valued is an area we can improve upon. Focusing on techniques for establishing rapport and trust with families, especially those who may have historically felt marginalized or disengaged.|4|3|3|4|4|4|3|3|4|3|3|3|Met||2026-06-24|2026
49402530102533|Santa Rosa Accelerated Charter|3|SRACS communicates regularly with their parent community through ParentSquare and their website. This was reflected in the educational partner input and local data provided via family surveys and feedback gained during parent meetings. SRACS meets monthy with the SFPO (Student Faculty Parent Organization) and the Advisory Council to make informed, data-driven decisions with the input of all stakeholders.|SRACS will continue to send out weekly messages to their parent community via ParentSquare and will continue to regularly update their website and public calendar to ensure parents remain informed. Teachers will continue to improve on their communication with individual families about their child's progress.|SRACS will continue to provide information about after school childcare and community resources that are available for underrespresented families. SRACS will continue to push for more resources like bussing and childcare at their site to support families in need at to make the SRACS program available to families of all backgrounds.|The SRACS team is committed to continual improvement in their practices and dedicates LCAP funds to professional development opportunities which they regularly seek out. They analyze assessment data on a regular basis and make adjustments when needed. The SRACS program utilizes differentiated instruction to ensure all students make progress. This has resulted in high CAASPP scores year after year.|SRACS teachers adjust their practices based on the needs of their students and the changes that come each year. Post pandemic students have demonstrated that they need more academic support and are less accustomed to being required to complete work outside of the school day. Our teachers have adjusted their workload and expectations in order to keep students motivated and engaged without overwhelming them.|SRACS teachers are committed to ensuring the success of all students and provide after school enrichment opportunities for students who need additional support.|SRACS values the input of all stakeholders when making decisions for our LEA. The team holds monthly staff meetings, SFPO (Student Faculty Parent Organization) meetings, and Advisory Council meetings where assessment and survey data is shared and analyzed. The meeting agendas are made public in order to inform as many stakeholders as possible. Meetings are hybrid as well to allow families to remotely attend.|Focus areas for improvement revolve around SEL opportunities for students. Our community has been affected by local fires and the global pandemic, and we have seen through survey data that SEL needs to be a priority. We have brought in outside resources (Free to Be) and have utilized district adopted programs (Wayfinder, Panorama lessons) in order to address the needs of our students.|SRACS will improve engagement of underrespresented families by seeking input about when and where the team should hold meetings to allow all to attend and share their recommendations for the direction the LEA should take. We value all voices and want to ensure all families are heard.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-24|2026
49402530113530|Santa Rosa Charter School for the Arts|3|Santa Rosa Charter School for the Arts (SRCSA) places a high priority on building strong, meaningful relationships between school staff and families. Our commitment to fostering a collaborative and inclusive school community is reflected in several key strengths and areas of progress:  1. Consistent and Transparent Communication:  Weekly Newsletters: Our principal and teachers send out weekly newsletters that keep families informed about school events, important announcements, and classroom activities. This consistent communication helps build trust and keeps parents engaged in their children's education. Parent-Teacher Conferences: Regularly scheduled conferences provide opportunities for personalized communication, allowing teachers and parents to discuss student progress, set goals, and address any concerns. These meetings are crucial for developing a partnership approach to student success.  2. Active Parent Involvement:  Parent Advisory Board (PAB)/School Site Council (SSC) and School of the Arts Community Organization (SACO): These organizations offer structured avenues for parent involvement in school decision-making processes. Parents collaborate with school staff to plan events, provide feedback on school policies, and support school initiatives. Volunteering Opportunities: We encourage parents to volunteer in various capacities, from classroom assistance to organizing school events. This involvement not only supports the school but also strengthens the bond between families and the school community.  3. Inclusive and Welcoming School Environment:  VAPA Performances, Open House and Family Nights: Events like Open House, arts showcases, and family nights create welcoming opportunities for families to visit the school, see their children’s work, and interact with teachers and staff in a relaxed setting. Cultural Celebrations and Community Events: We celebrate diverse cultures and organize community events such as Pride Day, which help create an inclusive atmosphere where all families feel valued and respected. 4. Effective Use of Technology:  Digital Platforms: Platforms on ClassLink, Google Classroom, and ParentSquare facilitate real-time communication between teachers and parents. These tools allow for quick updates, sharing of student work, and seamless communication regarding assignments and school activities. Virtual Meetings and Workshops: Virtual meetings and workshops have become part of a hybrid format in maintaining strong connections with families, providing flexibility and accessibility for all. 5. Strong Support Systems:  Family Liaison and Counseling Services: Our district family liaison helps bridge the gap between school and home, offering support to families in need and connecting them with resources. Counseling services are available to support the social-emotional well-being of students and families. Student Success Teams (SST) and 504 Plans: These support structures involve parents in the planning and implementation of|Community Partnerships: Strengthening our collaboration with community organizations can provide additional support and resources for our families. We aim to build more partnerships with local nonprofits, cultural organizations, and service providers to offer comprehensive support to our school community.|Tailored Outreach and Communication:  Personalized Outreach: We will develop targeted outreach strategies to personally connect with underrepresented families. This includes phone and personalized invitations to school events and meetings. Community Liaisons: Appointing community liaisons from within these underrepresented groups can help bridge the communication gap. These liaisons can serve as trusted contacts who facilitate communication and engagement between the school and these families.  Family nights encourage community building.|The Santa Rosa Charter School for the Arts has demonstrated significant strengths and progress in seeking input for decision-making through its comprehensive and inclusive approach. We have cultivated a robust system of regular engagement with our educational partners, including students, parents, staff, and community organizations such as the Parent Advisory Board (PAB) and the School of the Arts Community Organization (SACO). Our progress is evident in the diverse and frequent opportunities provided for stakeholders to share their insights and feedback, such as through monthly Character Strong assemblies, regular committee meetings, and ongoing communication via the Arts Charter Newsletter. This active participation has directly influenced the development and refinement of our Local Control and Accountability Plan (LCAP), ensuring that our initiatives align with the needs and aspirations of our school community. By fostering a culture of open dialogue and collaboration, we have made significant strides in enhancing our educational programs and supporting student success.|Based on the analysis of educational partner input and local data, the Santa Rosa Charter School for the Arts has identified key focus areas for improvement in building partnerships for student outcomes. One primary area of focus is enhancing communication and collaboration between home and school to ensure a more cohesive support system for students. This involves increasing the frequency and variety of parent engagement activities, such as workshops and informational sessions on academic and social-emotional support strategies. Another area for improvement is strengthening the involvement of community organizations and local businesses in our educational programs, creating more opportunities for real-world learning experiences and mentorship for our students. Additionally, we aim to improve the accessibility of resources and support for all families, particularly those from underserved communities, by providing more targeted outreach and personalized support. By addressing these areas, we aim to build stronger, more effective partnerships that will drive improved student outcomes across all grade levels.|Based on the analysis of educational partner input and local data, the Santa Rosa Charter School for the Arts has developed a targeted plan to improve the engagement of underrepresented families in building partnerships for student outcomes. We recognize the importance of creating an inclusive and welcoming environment for all families, especially those who have been historically underrepresented. To achieve this, we will implement a multifaceted approach that includes increasing multilingual communication through translated materials and interpreters at meetings and events, ensuring that language is not a barrier to participation. We will also expand our outreach efforts by establishing stronger connections with community organizations that serve diverse populations, leveraging their networks to reach and engage more families. Additionally, we plan to offer flexible meeting times and virtual participation options to accommodate varying schedules and accessibility needs. By providing culturally responsive family workshops and creating dedicated spaces for underrepresented voices in decision-making processes, we aim to foster a more equitable and supportive school community where all families feel valued and empowered to contribute to their children's education.|Collaborative planning, designing, and evaluating family engagement activities with our stakeholders further enhances our inclusive approach. This dedication to open dialogue and alignment with community needs fosters a supportive environment and drives positive student outcomes.|Based on the analysis of educational partner input and local data, the Santa Rosa Charter School for the Arts has identified the need to enhance the inclusivity and accessibility of our decision-making processes as a key focus area for improvement. While we have made significant strides in engaging a broad range of stakeholders, we recognize the need to further support and empower underrepresented groups to participate actively. This includes developing more targeted outreach strategies to ensure that all voices, particularly those from marginalized communities, are heard and considered. We aim to provide additional training and resources for these groups to build their capacity for effective engagement. Additionally, we plan to diversify our communication methods and platforms to reach a wider audience and ensure that input is collected in a manner that is convenient and accessible for all families. By focusing on these areas, we hope to foster a more equitable and inclusive environment that better reflects the diverse perspectives within our school community.|Based on the analysis of educational partner input and local data, the Santa Rosa Charter School for the Arts has developed a targeted plan to improve the engagement of underrepresented families in seeking input for decision-making. We will enhance multilingual communication by providing translated materials and interpreters at meetings and events to ensure language is not a barrier. Our outreach efforts will be expanded by strengthening connections with community organizations that serve diverse populations, leveraging their networks to reach and engage more families. Additionally, we will offer flexible meeting times and virtual participation options to accommodate varying schedules and accessibility needs. By providing culturally responsive workshops and creating dedicated spaces for underrepresented voices in decision-making processes, we aim to build a more inclusive and supportive school community where all families feel valued and empowered to contribute to their children's education.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-24|2026
49402530125831|Santa Rosa French-American Charter (SRFACS)|3|"SRFACS enjoys robust and positive parent and staff relationships.  Given the number of participants at meetings and events, Parent Involvement and Family Engagement is an area of strength for SRFACS.  On the 2026 YouthTruth survey of families, responses were in the 88th percentile for the Engagement Summary Measure; 86% of families responded positively to the question, ""I feel engaged with my school."" The three parent/staff leadership groups are the ELAC, PAF (Parent Association Foundation) and SAB (School Advisory Board). All three groups have parent and staff representation and the meetings are well-attended. The ELAC, PAF and SAB review and provide inputs into the school LCAP. Annual surveys of our families indicate strong relationships between school staff and families. The PAF issues a weekly newsletter called La Plume that communicates volunteer opportunities and upcoming events. Weekly messages from the principal keep families informed about school events, assessments, policies, and other updates.  The SRFACS ELAC enjoys consistent and enthusiastic support. A core group of members participate in every meeting; many more come to the initial meetings of the year, ask questions and return as able and needed. ELAC enjoys open and dynamic discussions around topics such as attendance, academic achievement of our multilingual students, site safety, and social-emotional learning. One special occasion every year is the celebration of our reclassified students whom we honor with families in attendance and certificates. We alternate between day time in-person and evening zoom meetings to provide opportunities for more families to be engaged.  The PAF organizes a number of school community events to build relationships among staff and families. Events include a Return to School Picnic on a Saturday following the start of school where new staff members are introduced and families get to know each other. The annual fundraiser dinner has over 200 participants. Hundreds of volunteers participate in various events and activities."|The SRFACS bilingual Spanish-speaking Family Engagement Facilitator this school year supported staff to more easily communicate with Spanish-speaking families.  Holding ELAC meetings before pick-up time at school has been efficient and practical for families. By adding regular evening zoom meetings, additional families can be involved. Members of the different leadership groups are encouraged to attend each others meetings. Minutes of all meetings are available to all on the school website. The principal reports highlights from each group with the other groups. A special combination meeting was held this year and proved to be beneficial for building relationships across the parent groups and resulted in ideas for growth and improvement.|The SRFACS bilingual Spanish-speaking Family Engagement Facilitator this school year supported staff to more easily communicate with Spanish-speaking families.  Holding ELAC meetings before pick-up time at school has been efficient and practical for families. By adding regular evening zoom meetings, additional families can be involved. SRFACS will continue to provide information in multiple languages including Spanish and French. The Spring and Summer ELOP programs provide opportunities for underrepresented families to ask questions and give feedback. SRFACS does an annual Needs Assessment to gather feedback from ELAC families.|The SRFACS MTSS provides opportunities for parents and staff to discuss student needs. SRFACS has extremely active Parent Association Foundation (PAF), School Advisory Board (SAB) and English Learner Advisory Committee (ELAC). The SAB, PAF and ELAC have monthly meetings and all three groups enjoy lively public comment, especially regarding Student Outcomes.  Parents ask for and discuss data on student outcomes.  Parents and teachers may request Student Success Team meetings when the teachers, administrator, parents, and school counselor discuss areas of concern and develop strategies for improved outcomes.  The staff reviews student outcome data and pursue goals for improvement. Parent-Teacher Conferences give all families an occasion for partnering with their child's teacher and review data.|SRFACS will share more information in Spanish, English and French as possible so that families receive the information they need and desire. More frequent reporting of survey results and State testing outcomes could improve parent-school partnerships.|SRFACS has made good progress with building a stronger ELAC and creating bridges between the ELAC and PAF. The school will continue to work in this area. The ELAC is building capacity in understanding ELPAC and CAASPP results. Data from standardized tests helps underrepresented families understand the benefits of attendance and student engagement in their learning. Regularly scheduled meetings with the principal will give families opportunities to ask questions and discuss topics outside of the parent group meetings.|The site-based groups are excellent forums for receiving Inputs for Decision-Making.  In addition, various surveys gather inputs from the school community. All members of the school community, families and staff, are asked to participate in the school's surveys. All community members are invited to attend the ELAC, PAF, and SAB meetings.  Virtual meetings make it easier for more individuals to attend meetings that might be hard to attend in person.|SRFACS may benefit from increased involvement at the district level. District personnel and School Board members will be invited and encouraged to attend meetings and events. Repeating communication regarding meetings and agendas could increase parent awareness of the need for their inputs.|SRFACS may benefit from increased involvement at the district level. District personnel and School Board members will be invited and encouraged to attend meetings and events. Repeating communication regarding meetings and agendas could increase parent awareness of the need for their inputs.|5|5|5|4|4|4|5|5|5|5|4|5|Met||2026-06-24|2026
49402530128074|Cesar Chavez Language Academy|3|We at CCLA strive to ensure that families are engaged in all school activities. Teachers send weekly newsletters as well as our Family Engagement and administrators. We hold different events that are educational and fun for the whole family. We also partner with our Foundation to have other activities as well.|We would like to ensure that all families are utilizing parent square and Aeries to communicate with us. As well for us to be transparent on the students meeting standards and were they are.|We have a strong ELAC and DLAC representatives. We pride ourselves in having a strong family commitment to be involved at school. We have different opportunities for our parents to be involved.|Looking at our data we are continuously looking to grow and implement AVID strategies to engage students in their education to ensure high student outcomes.|We will continue to have PLC and have classroom learning rounds. We will also continue to have smart goal meetings with our students and parents to ensure that they have a clear understanding where they are at and what they need to do to improve.|Families are asked to become more involved as stakeholders in our district whether it is at a site level or whole district. This includes decisions in policies. The level of family engagement varies from site to site but much work is involved to grow in this capacity with providing opportunities for all families to gather information in their home language and increase the communication of inviting their participation to all events in multiple methods of communication (electronic, phone, written, newsletters, flyers, and or emails).|We are constantly meeting with our families in different groups such as: ELAC, coffee chats, Foundation, parent nights, bilingual advisor board and others.|We should be able to increase the participation in our surveys from our families.|We will hold meetings at different times and different media outlets.|4|4|4|4|4|4|4|4|3|4|4|4|Met||2026-06-24|2026
49402536116958|Kid Street Charter|3|Kid Street Charter School has made significant progress in building positive relationships between school staff and families. Analysis of local data from the 2025-2026 PBIS School Climate Survey indicates that families continue to view the school positively, particularly in the areas of teaching and learning, communication, and school climate. Families reported strong confidence in teachers' commitment to student success, high academic expectations, and the welcoming nature of the school environment.  The school provides numerous opportunities for families to engage with staff and participate in school life. Prior to the start of each school year, orientation events are held to help families understand school expectations, instructional programs, and opportunities for involvement. During the 2025-2026 school year, families participated in a variety of community-building events including Scoop Into Reading Night, student exhibitions, performing arts showcases, a schoolwide production of Aladdin, and a Winter Extravaganza highlighting student learning through artist residencies. These events provided meaningful opportunities for families to connect with teachers, celebrate student achievement, and learn more about the school's educational program.  Additionally, the school's free after-school program creates daily opportunities for relationship-building. Families personally sign students out each day, providing regular face-to-face interactions with school staff and strengthening communication between home and school. These ongoing connections help foster a welcoming school culture and support strong partnerships focused on student success.|Analysis of educational partner feedback identified family participation and volunteer involvement as areas for continued growth. While families reported positive relationships with school staff overall, the PBIS School Climate Survey indicated lower ratings in the area of parental involvement, particularly regarding participation in school activities and volunteer opportunities.  The school recognizes that many families face barriers to participation, including work schedules, transportation challenges, and competing family responsibilities. As a result, Kid Street Charter School will continue to seek ways to make involvement opportunities more accessible and meaningful for all families. The school will focus on increasing opportunities for family participation throughout the school year, expanding volunteer opportunities, and creating additional events that encourage collaboration between families and staff. Improving two-way communication and ensuring that families understand how they can contribute to school activities will remain an area of emphasis.|Kid Street Charter School is committed to ensuring that all families, including those who may be underrepresented in school activities and decision-making processes, have opportunities to engage meaningfully with the school community. Through survey feedback and ongoing communication with families, the school recognizes the importance of creating multiple pathways for participation that accommodate varying schedules, languages, and family circumstances.  To improve engagement of underrepresented families, the school will continue to provide a variety of family-centered events throughout the year, including orientation meetings, literacy nights, student performances, exhibitions of learning, and community celebrations. The school will also maintain regular communication through newsletters, conferences, electronic communication platforms, and personal outreach by staff members.  The daily sign-out process within the after-school program provides an additional opportunity for ongoing relationship-building with families who may not otherwise be able to attend school events. Staff will continue to use these interactions to strengthen connections, share information, and encourage participation in school activities. The school will also continue to monitor participation data and educational partner feedback to identify families who may be less connected to the school and develop targeted outreach efforts designed to increase their involvement and sense of belonging within the school community.|Kid Street Charter School has made progress in building partnerships with families and community members to support student outcomes. Before the school year begins, families attend orientation meetings with teachers to learn about classroom expectations, instructional priorities, communication systems, and ways to support learning at home. These early connections help establish shared responsibility for student success.  Throughout the year, teachers communicate with families about academic progress through conferences, regular communication, and the sharing of MAP Growth assessment data. Families are provided information about student progress in reading and mathematics so they can better understand areas of strength, growth, and needed support.  The school also uses the Student Study Team (SST) process as a collaborative structure to respond to student needs and honor parent concerns. When families raise academic, behavioral, or social-emotional concerns, the school often begins with an SST meeting to ensure that parents, teachers, intervention staff, and other key adults are involved in developing meaningful supports. The reading intervention teacher participates in SST meetings when appropriate and provides targeted support for students who need additional reading instruction.  Kid Street also benefits from community partnerships and volunteers who support student learning through programs such as Lexia and Word Busters. In addition, the school works closely with special education staff from its authorizing district to provide appropriate services and ensure that students with disabilities receive coordinated support. These partnerships strengthen the school’s ability to respond to individual student needs and improve outcomes for all learners.|Based on educational partner input and local data, Kid Street Charter School will continue to focus on strengthening communication with families about student progress and expanding family understanding of academic data. While the school currently shares MAP Growth data and holds family conferences, the school recognizes the need to continue helping families understand what assessment results mean and how they can support learning at home.  Another focus area is ensuring that families are consistently engaged early when academic, behavioral, or social-emotional concerns arise. The SST process is a strength, but the school will continue to refine systems so that parent concerns are responded to promptly and that follow-up communication after meetings is clear and consistent.  The school will also continue to strengthen partnerships with intervention staff, community volunteers, and special education providers to ensure that supports are well coordinated. This includes improving communication between general education teachers, intervention staff, families, and special education service providers so that students receive aligned support across settings.|To improve engagement of underrepresented families in building partnerships for student outcomes, Kid Street Charter School will continue to provide multiple opportunities for families to participate in conversations about student learning. These include beginning-of-year orientations, fall conferences, SST meetings, progress updates, and ongoing communication about MAP Growth and classroom assessment data.  The school will make intentional efforts to reach families who may be less likely to attend meetings or initiate communication with staff. This will include personal outreach, flexible scheduling when possible, clear explanations of student data, and invitations to participate in SST meetings or other support planning conversations when concerns arise. The school will continue to ensure that parent concerns are taken seriously and that families are included as essential members of the student support team.  Kid Street will also continue to use trusted relationships with teachers, after-school staff, intervention staff, and school leadership to strengthen family engagement. By creating multiple points of contact and making academic information more accessible, the school will support underrepresented families in participating more fully in decisions and partnerships that directly affect student outcomes.|Kid Street Charter School values input from families, students, staff, and community members and seeks feedback through a variety of formal and informal methods. Educational partner input is gathered through annual PBIS School Climate Surveys, family conferences, Student Study Team (SST) meetings, school events, and ongoing communication between families and staff.  The school has developed strong relationships with families from diverse backgrounds and experiences. Family participation is consistently high at school performances, exhibitions of learning, literacy events, field trips, orientation meetings, and other community activities. These opportunities provide meaningful ways for families to connect with staff, share perspectives, and contribute to their children's educational experiences.  Survey data indicates that families generally feel welcomed, respected, and comfortable communicating with school staff. The school also receives valuable feedback through individual conversations, conferences, SST meetings, and informal interactions throughout the school year. These relationships have helped create a culture of trust and collaboration that supports student success and family engagement.|While Kid Street Charter School has established strong relationships with families and receives regular feedback through surveys and informal communication, increasing participation in formal decision-making processes remains an area for improvement. The school has historically experienced limited participation in advisory groups and committees designed to provide input on school programs and decision-making.  Analysis of educational partner feedback suggests that many families are highly engaged in supporting their children through attendance at school events, conferences, volunteer activities, and field trips, but are less interested in participating in governance or advisory structures. As a result, the school recognizes the need to explore additional methods for gathering meaningful input that are responsive to the needs and schedules of working families.  The school will continue to examine ways to increase participation in decision-making opportunities while maintaining the strong relationships and communication systems that currently exist between families and staff.|Kid Street Charter School will continue to seek input from families who may be underrepresented in school decision-making processes by providing multiple opportunities for participation and feedback. The school recognizes that families have varying schedules, responsibilities, and preferences regarding how they engage with the school community.  During the 2026-2027 school year, the school plans to explore the formation of a family advisory group to provide additional opportunities for families to share perspectives regarding school programs, priorities, and student needs. The school will also continue to gather input through surveys, conferences, SST meetings, orientation events, and direct communication with teachers and administrators.  To increase participation, the school will continue to provide flexible opportunities for feedback and will seek input during events that already attract strong family participation, such as performances, exhibitions, literacy nights, and community celebrations. By meeting families where they are and offering a variety of ways to share their perspectives, Kid Street Charter School will work to ensure that all families have meaningful opportunities to contribute to school improvement efforts and decision-making processes.|5|5|5|5|5|4|5|5|3|3|5|4|Met||2026-06-25|2026
49705990000000|Alexander Valley Union Elementary|3|Based on Stakeholder input from our annual LCAP collection input form, families feel that our LEA's strengths include communication with our families. Alexander Valley School continues to make building and maintaining positive parent relationships a top priority. We are aware of the difficulty in building relationships with families due to the pandemic, and teachers are focusing on more outreach, such as newsletters, emails, and phone calls, in order to communicate with parents.|As we conclude our 2025-2026 school year, we are making a concerted effort to notify families of school-wide events, community events, and possible volunteer opportunities through our new ParentSquare e-communication tool. We are continuing to find ways to increase attendance and student engagement. Our office makes numerous phone calls to improve attendance and support families when students frequently miss school.|The LEA will make a concerted effort to engage underrepresented families in an attempt to build a strong relationship and support families when needed. We will increase our counselor time with the use of One-Time Funds in an attempt to engage these families through phone calls, emails, and at-home visits.|"Partner input through AVSPC, Staff meetings, Tech Committee, Safety Committee, Curriculum Committee, Budget Committee, and Board of Trustees Input, the community feels Alexander Valley School effectively builds partnerships for positive student outcomes. This is most reflected in K-6 student outcomes, including in our trimester benchmark data, highlighting 91% of AVS students ""at or above"" standards in ELA, and 82% of AVS students ""at or above"" in Math."|In early May 2026, we recorded over 400 visitors/volunteers at the school. This includes teachers soliciting parent volunteers for field trips and attending on-campus parent meetings. Over a year ago, this work fostered new families joining committees and supporting on/offcampus learning.|With 40% of our teachers fluent in Spanish, AVS will continue to help bridge support and personal outreach to our underrepresented families, including documents being translated going home to all families, holding in-person meetings to help support our families who may have felt less connected to our school. Phone calls, conferences, and other opportunities to meet and discuss important topics will be maximized. Having school-wide events such as Cinco de Mayo, Multicultural Day, and American Folk Hoedown Festival celebrations has been a key events to help engage and partner with some of our underrepresented families.|Through AVSPC meetings, weekly communication newsletters, committees, and our annual parent feedback sessions during parent/teacher conferences, we are able to receive a fair amount of feedback from our educational partners. This feedback has helped our team make adjustments in policies and procedures to ensure all aspects of teaching and learning are maximized.|The principal will meet with families and parents through our AVSPC parent club meetings. In addition, the principal and staff are often present in the parking lot during drop-off and pick-up to have a quick check-in chat with various families. These informal meetings will give families a chance to ask questions and address concerns, as well as receive weekly communication updates from the principal via our Tuesday Mail flyer. AVSPC meetings and other committees also allow the principal to speak directly with families and volunteers regarding decisions that need to be made with educational partner input.|"Our team continues to find ways to maximize outreach to our parents and community. We begin engaging our new families with registration and First Day packets, and our ""Back To School Night"" when the new school year begins. Meeting families and asking them to become involved in various committees helps provide underrepresented families with the opportunity to become engaged and show that we connect and value their insights. We host a questionnaire  Asking parents to sign up for committees and how they feel they can support our school at our Back to School event."|5|5|5|5|5|5|5|4|5|4|5|5|Met||2026-06-08|2026
49706070000000|West Sonoma County Union High|3|The District continued to focus on building relationships with parents and creating welcoming environments in our schools and district office. We created a communications specialist position and progress has continued with regard to connecting and building relationships with families.|The District utilizes the Youth Truth family, staff, and student surveys to collect and measure a variety of data. Through the re-imagination of our strategic plan which is the 2024-2027 LCAP, the District continues to employ two Family Engagement Facilitators to assist the District in the improvement of building meaningful connections and relationships between school staff and the families of our West County community.|Through a process of identifying the needs of underrepresented students, the District's LCAP Educational Partner team continued the process of conducting a root cause analysis in order to further identify the barriers that students face which inhibit their success. This is specifically examining the academic performance or areas of needed support for our unduplicated student population. Ongoing communication efforts and the addition of an additional Family Engagement Facilitator has supported the District on identifying targeted interventions in this area.|The District provides families with information and resources and is making progress in building partnerships with parent and student committees to continue our work in building a more robust educational partner engagement process.|The District is focused on continuous improvement with regard to the engagement of underrepresented families through the curation of authentic opportunities for engagement to best meet their personal needs.|The District has on-boarded a second Family Engagement Facilitator position to further support the engagement of underrepresented families as identified throughout our LCAP Educational Partner engagement sessions.|The District supports principals, administrators and staff with family engagement processes. The District continued to gather additional data throughout our LCAP Educational Partner engagement sessions to further inform how we improve in the area of seeking input for decision-making. The District continued a robust LCAP strategic planning process which included 3 sessions with our widely represented educational partner committee. In addition, the 3rd engagement session took place with the ELAC committee to ensure that the parents of our multi lingual learners were directly engaged in our process. Our TOSA of Educational Services facilitated educational partner committee meetings and conducted additional conversations with individual students representative of the underrepresented student groups.|We continue to develop our Site-Council teams and processes as well as provide additional opportunities for families to learn about our LCAP engagement process.  In addition our TOSA of Educational Services will continue to engage with staff and students throughout the year as they facilitate professional learning opportunities and foster a culture of positive student engagement and standards based grading. Our Access and Belonging TOSA will continue to foster our restorative culture and ensure that our underrepresented students have full access to our educational program.|The District has continued to improve the engagement of underrepresented families in the decision-making process by ensuring their representation on the School Site Council's and other parent represented committees that are responsible for assisting the District in informing our vision and implementing our strategic plan. Our Board represented Access and Belonging Committee meets monthly and has been working diligently to implement our Access and Belonging initiative framework and action plan. Members of our committee also represent their respective roles as members of the LCAP educational partner committee. We will continue to improve engagement of underrepresented families through our efforts to ensure that all students and families have equitable resources and access to our educational programs and MTSS services.|4|4|3|3|4|4|3|3|5|3|3|3|Met||2026-06-24|2026
49706150000000|Bellevue Union|3|BUSD strives to build positive relationships between school staff and families. The staff works to foster caring relationships with their students and families through their daily interactions and teaching.  Sites offer extracurricular and family engagement events to build a sense of school community and belonging.  In addition, these events help to create and develop a strong sense of school pride and connectedness.  Staff regularly contact parents to engage in two-way communication to ensure there is a supportive learning environment and robust partnership to best support students.  The use of Parent Square has facilitated greater communication between our families and the district, the school, and the classroom teacher.   Results from the Youth Truth survey indicated that our families responded favorably to building relationships between school staff and families.  The District will continue to focus on this positive response and work to strengthen the degree to which families experience respect, care, service, and approachability at the school sites.  The use of the Family Engagement Facilitators at all of the sites helps to strengthen the school-to-home relationships as these individuals communicate directly with our Spanish-speaking community to help increase the partnerships between schools and families.|To improve building relationships between school staff and families, the District will engage in professional development that builds teacher capacity to establish connections with their students and families.  Staff will attend training sessions that foster creating positive learning environments and inclusive school cultures.  The staff will experience training that details how to administer appropriate academic support and intervention, and how to respect and honor the diversity of our student body and community.  Staff will continue to work diligently to ensure all campuses are inviting and welcoming.  The District implements a social-emotional learning curriculum, where lessons throughout the school year focus on important character traits and attributes. The implementation of the curriculum will help students deal with conflict management, responsibility, and accountability. BUSD will also focus on building parent capacity to serve as leaders of site and district groups.|As a result of educational partner input and local data, the District will provide cultural competence and understanding of other backgrounds, nationalities, and cultures that represent less than 10% of the overall student population. The Family Engagement Facilitators will personally contact our underrepresented families and invite them to important meetings and events while encouraging unrepresented families to partner with the sites to best meet the individual needs of their children.  All sites, including the District Office, have bilingual staff to assist students and families.    BUSD will also provide parent training around inclusive practices for students with disabilities.   To support underrepresented families in building relationships with staff, the District will continue to provide opportunities for community building, recognition of achievements, and celebrations of success.  The District will also continue to seek feedback and input from its educational partners through town hall meetings, surveys, and site meetings with principals.|BUSD's strengths related to building partnerships for student outcomes include several actions to support students.  Parent/Teacher conferences are held in grades TK-6 to discuss student academic progress and social development with parents and guardians.  Sites utilize the Student Success Team (SST) model to meet with families if their child is struggling academically or socially, and parents are informed when it is determined that their child is classified as an English Language Learner, classified as a Long Term English Language Learner, and consulted when their child is reclassified for obtaining English proficiency.  All school sites have opportunities for counseling services should students need additional social/emotional support.  Students with disabilities are supported through the IEP (Individualized Education Program) process, and site and family teams work collaboratively to provide each child with his/her additional services to ensure academic and social progress.    In addition to partnering with families, the District partners with several community organizations, including the Sonoma County Office of Education, CALFire, North Bay Children's Center, the Redwood Empire Food Bank, the Sonoma County Public Library, and the Napa County Office of Education COOL School program, to ensure the academic, social-emotional, and health needs of all students are met.  Through relationships with these organizations and others, students are served and their needs are addressed.  These community partnerships allow the District to provide wrap-around services for students that include academic support, mental health counseling, medical services, and parent training/information sessions.|To improve building partnerships for student outcomes, the District is expanding its ability to provide training for staff and Family Engagement Facilitators to help parents understand the academic trajectory of student success.  The District will utilize opportunities at parent meetings to discuss the significance of attendance, behavior, and academics, with an emphasis on having students perform at their personal best.  Parent/Teacher conferences, School Site Council (SSC), English Language Advisory Committee (ELAC), and District English Language Advisory Committee (DELAC) meetings will outline the importance of progression in English to ensure English learners are reclassified before leaving the district if they have attended Bellevue schools for at least 5 continuous years, and discuss the significance of maintaining grade level standing.    Staff will continue the data review process to monitor student academic progress.  Through the use of Professional Learning Communities and data review teams, staff will analyze student achievement and adapt their teaching methods through differentiated instruction to best support learning.  Survey data has indicated there is a greater need for academic rigor, and to that end, the District will support and monitor the district's Instructional Framework to continue to build teacher capacity. In addition, the District will distribute information related to the use of district adopted adaptive programs in multiple languages.|The District will improve the engagement of underrepresented families to build partnerships for student outcomes by continuing to send home communication in multiple languages, continuing to develop and expand partnerships with community organizations including Santa Rosa Junior College and Sonoma County Adult Education to offer courses on campuses to support adult learning, and commit to providing professional development and training to staff to improve academic and social-emotional interventions to enable students to remain in good academic standing.  The District will also utilize the Family Engagement Facilitators and parent meetings to help with creating a more thorough understanding on the part of parents regarding the reclassification of English learners, the challenges Long Term English Learners (LTEL) and students considered at-risk of becoming a Long Term English Learner will face as they progress through the grade levels, and how students can become eligible for four-year universities and entry into the workforce.  The District will also build staff capacity around culturally responsive practices and the use of technology to ensure families and teachers can communicate in the families' home languages.|BUSD considers gathering feedback and input from our educational partners for decision-making one of its major priorities.  BUSD utilizes a robust communication system, office staff, and site and district newsletters to provide timely invitations to meetings that gather educational partner input and allow for data review and discussion opportunities.  Through both District and school site committees, educational partners are encouraged to share their thoughts and concerns regarding how to improve the educational experience of the students.  Numerous surveys are sent throughout the school year to help determine satisfaction or concern with the schooling system.  Information is shared through board meetings, committee meetings, school and district newsletters, websites, town hall meetings, coffee chats with the principals, weekly updates, marquis, and staff emails and phone calls.|"Data from the Youth Truth survey indicated that families reported ""Communication & Feedback"" as the greatest area of strength for the District.  While this is a significant area of strength, the District will continue striving to improve seeking input for decision-making.  The District will continue to increase outreach for individuals to serve on committees and participate in key decisions.  BUSD will continue to make a concerted effort to increase attendance at all district and site meetings through communication regarding these meetings and events and sending personal reminders to our families.  The District will empower parents by increasing their awareness of their impact in providing input for decision-making.  When inviting participants to attend the meetings, the District will explain the connections between educational partner input and the potential for change and improvement in student outcomes.  Through the initial Title I meetings with families, site principals will discuss the specific regulations and responsibilities the schools and parents will follow to ensure partnership and collaboration with families to improve seeking input for Decision-Making.   In addition, the District will increase its efforts to engage families in taking the YouthTruth Survey."|The District will continue to increase its efforts to connect with underrepresented families and extend invitations in multiple languages to participate in meetings and sessions where stakeholder input and feedback are gathered.  The Family Engagement Facilitators will personally provide invitations to underrepresented families and expand outreach efforts.  Through conversations that stress the importance of their feedback, the Family Engagement Facilitators will encourage underrepresented parents to participate in the meetings.  Translation services will be provided at the input gathering meetings to ensure parents of English language learners have the opportunity to share their input and feel comfortable in the meeting environment.|5|5|4|5|4|4|5|5|5|5|4|5|Met||2026-06-16|2026
49706230000000|Bennett Valley Union Elementary|3|BVUSD meets the standards for this state priority. Implementation and progress on Priority 3 are reflected in the LCAP through Action 2 and monitored using Metrics 2.1, 2.4, and 2.5, which track improvements in attendance, school climate, and family communication and engagement.  BVUSD seeks input from all families, including those of underrepresented student groups and families who may face barriers to participation. District-wide surveys like YouthTruth are key sources of feedback, alongside ongoing opportunities for input through site-level events, forums, and advisory meetings.  The 2025-26 YouthTruth Survey reflected strong progress. Families report high levels of connectedness (89%), school pride (90%), mutual respect (89%), and feeling valued (83%). Overall perceptions of school culture continue to improve, reflecting the district's commitment to authentic partnerships with families.  Families are invited to participate in decision-making and collaborative planning through the District Advisory Council, ELAC/DELAC, BVAPT, and BVEF. These partnerships ensure that feedback informs programs and services across both school sites.  BVUSD's strengths in this area include frequent communication, multiple input channels, inclusive advisory representation, and consistent two-way engagement. Going forward, the focus is on deepening engagement among families of unduplicated students and students with exceptional needs, ensuring all voices shape our shared work in support of student success.|While BVUSD has made meaningful progress in family engagement, the work continues. The percentage of families reporting positive engagement has risen from 58% (2024) to 66% (2025) to 71% (2026). The district is proud of this consistent upward trend while recognizing that strong relationships are built not just through communication but through meaningful collaboration. Strengthening recruitment and retention within advisory bodies is a top priority as we work toward sustained, equitable partnerships in support of student success.  A key area for improvement is participation in the District Advisory Council (DAC), now in its third year. The DAC was intentionally designed as a consolidated body for input across multiple stakeholder groups, including DELAC, parents of students with disabilities, and classified and certificated staff representatives. It also functions as the School Site Council and Budget Advisory Committee. Low and inconsistent attendance signals a need for more targeted outreach, clearer communication about the council's role and impact, and more accessible meeting formats.  BVUSD will continue efforts to increase active involvement in structured decision-making forums and to deepen connections with families who have historically been underrepresented in these spaces.|"The findings from this self-reflection directly inform the LCAP. Actions 2.4 and 2.5 support equitable access to information, inclusive family engagement, and culturally responsive communication, and are monitored through annual surveys, board updates, and districtwide data reviews.  BVUSD is committed to strengthening partnerships with families who have historically faced barriers to engagement, particularly Spanish-speaking families, socioeconomically disadvantaged households, and families of students with disabilities. Targeted strategies embedded in Actions 2.4 and 2.5 aim to ensure equitable access, inclusive structures, and culturally responsive communication.  To build stronger relationships, BVUSD will expand both formal and informal opportunities for underrepresented families to connect with staff and with one another. Community-building events like the ""Meet the Teacher"" event launched in 2023 provide accessible, welcoming entry points before the school year begins.  The DAC will continue to evolve as a space for meaningful family input. In the coming year, BVUSD will increase recruitment of diverse participants, including representatives of English learners and students with disabilities, and will work to reduce logistical barriers through hybrid meeting formats, translated materials, and intentional outreach by bilingual staff.  The district will also enhance partnerships with community-based organizations serving Spanish-speaking and low-income families, offering workshops and family education nights tailored to their expressed needs. Improved use of ParentSquare and translated communications will ensure every family receives information in their preferred language and format."|BVUSD meets the standards for LCFF Priority 3: Parent and Family Engagement. Implementation of this priority is woven throughout the LCAP and is most explicitly addressed in Goal 2, particularly Actions 2.4 and 2.5, which focus on building engagement, improving communication, and strengthening school connectedness. Family engagement is approached as a process of continuous improvement, with practices routinely evaluated and refined in collaboration with educational partners.    The 2025–26 YouthTruth Survey reflected strong progress. District families report high levels of  connectedness (89%), pride for schools (90%), mutual respect (89), and feeling valued by their school (83). Overall perceptions of school culture continue to improve demonstrating the district’s commitment to cultivating authentic, trusting partnerships with families.. These gains reflect strong relational trust and shared investment in student outcomes.   BVUSD supports multiple structures for family input and shared decision-making. Parents and guardians participate in the District Advisory Council, ELAC/DELAC, the Bennett Valley Alliance of Parents and Teachers (BVAPT), and the Bennett Valley Education Foundation (BVEF). These groups offer direct input on district programs, resource allocations, and schoolwide improvement efforts. Advisory groups include representation from families of English learners, socioeconomically disadvantaged students, and students with disabilities.   Feedback is also gathered through districtwide surveys (notably YouthTruth), public comment during board meetings, budget study sessions, and site-level events. LCAP development includes at least three public board presentations per year, and agendas are shared in advance with invitations to submit comments through ParentSquare. These engagement opportunities ensure input is both accessible and impactful.   District staff use collaboration time, including PLC meetings, to reflect on data, adjust instruction, and coordinate outreach to families. Communication of learning goals, academic progress, and student needs is prioritized. SEL programs such as Toolbox and RULER extend beyond the classroom, offering shared language and strategies for families at home. The California Principal Support Network (CAPS) further supports leadership in equity-focused, standards-aligned instructional practices that connect directly to family engagement goals.   BVUSD’s strengths include high participation rates, clear communication systems, inclusive advisory structures, and responsiveness to input. Moving forward, the district will continue prioritizing outreach and engagement among families of unduplicated students and individuals with exceptional needs to ensure all voices contribute to a supportive, inclusive school system.|This is largely an area of strength for the district. Nevertheless, we intend to focus on expanding these efforts in the upcoming school year.|BVUSD recognizes Building Partnerships for Student Outcomes as a district strength, yet local data and educational partner feedback suggest important areas for growth remain. While communication is frequent and generally well-received, there is still work to be done in translating it into sustained, two-way partnerships, particularly with families who have been historically underserved or underrepresented in school-level planning and decision-making.  The 2025-26 YouthTruth Survey indicated that 76% of families felt engaged by their school, up from 68% (2025) and 58% (2024). This is a positive trend, but one that leaves substantial room for continued improvement. The district intends to prioritize efforts that move families from feeling informed to feeling equipped and empowered to support their child's academic and social-emotional growth.  BVUSD is committed to strengthening staff capacity in family partnership practices through targeted professional development and deeper integration of family engagement into collaborative planning, with the goal of ensuring all families experience our schools as welcoming, inclusive, and genuinely committed to student success.  One emerging area of focus is ensuring families consistently receive timely, actionable feedback about student progress. Data show slight discrepancies by home language: Spanish-speaking and multilingual families reported somewhat lower clarity around academic expectations than their English-speaking peers.  Programs like Toolbox and RULER offer strong potential for school-to-home connection. BVUSD intends to expand family learning opportunities that align home strategies with school instruction, including workshops, translated resources, and interactive events focused on literacy, math, and social-emotional development.|BVUSD meets the standards for LCFF Priority 3: Parent and Family Engagement. This priority is integrated throughout the 2025-26 LCAP and most explicitly addressed in Goal 2, particularly Actions 2.4 and 2.5, which focus on fostering engagement, enhancing communication, and strengthening school connectedness. Family engagement is approached as a continuous improvement process with intentional structures for input, reflection, and refinement.  BVUSD demonstrates meaningful progress in seeking input for decision-making by ensuring educational partners, particularly families, have a voice in shaping district policies and priorities. Advisory groups include the District Advisory Council, ELAC/DELAC, BVAPT, and BVEF, with representation from families of English learners, socioeconomically disadvantaged students, and students with disabilities.  Throughout 2024-25, the district offered Budget Study Sessions (October through February) to provide transparent information and collect feedback on funding priorities. Family input was also solicited at board meetings, LCAP planning sessions, and through targeted outreach on the CSSP, SARC, and Local Indicators.  All engagement opportunities are communicated via ParentSquare, translated as needed, and offered in flexible formats including surveys, in-person events, and written comment. The YouthTruth survey received a strong response rate from families in 2025.  Families reported improvement across several key areas: 88% felt connected to their school (up from 86%), 73% felt valued (up from 66%), and 81% rated school culture positively (up from 75%). The district also observed growth in participation among Spanish-speaking families and parents of students with disabilities.  Key strengths include multiple entry points for family input, responsive and transparent communication, high engagement in feedback tools, and inclusive advisory structures. BVUSD will continue to prioritize engagement of families from underrepresented backgrounds and maintain clear, consistent communication channels that invite shared leadership and informed decision-making.|While BVUSD has established multiple avenues for family input, including the DAC, DELAC, board meetings, and surveys like YouthTruth, participation in some structures remains inconsistent. A clear area for improvement is increasing awareness of these forums, strengthening outreach, and reducing barriers to engagement.  Feedback indicates that some families are unsure how their voices influence decision-making or are unaware that advisory participation can directly shape district priorities. BVUSD plans to improve transparency about how input is used, including clearer communication that closes the gap between feedback collected and actions taken in response.  Another area of focus is building both family and staff capacity for meaningful shared decision-making. For families, this may include clearer onboarding materials for advisory participation, leadership development opportunities, and increased access to multilingual and culturally responsive facilitation. For site leaders, ongoing professional development will support more inclusive facilitation practices and a school culture grounded in listening, collaboration, and shared ownership.  The district also seeks to ensure that input from families of English learners, students with disabilities, foster youth, and low-income students is not only solicited but meaningfully integrated into planning. By elevating these voices and clarifying input-to-action pathways, BVUSD aims to deepen trust and build more authentic, sustained partnerships around district decisions.|Findings from the self-reflection process have emphasized the importance of deepening engagement with underrepresented families, particularly families of English learners, students with disabilities, and socioeconomically disadvantaged students, in meaningful decision-making. In response, BVUSD is strengthening its structures through LCAP Actions 2.4 and 2.5, which support inclusive, multilingual communication, family partnership, and equitable access to district planning.  To ensure underrepresented voices are not only heard but influential, the district will focus on expanding participation in the DAC, ELAC/DELAC, and joint parent-teacher organizations. This includes targeted recruitment of family members from underserved groups, clearer explanations of each group's purpose and impact, and logistical supports such as interpretation services and flexible meeting times.  BVUSD also plans to add new formats for input, including informal listening sessions, virtual town halls, and translated surveys, providing accessible alternatives for families who may not participate in traditional committee structures.  Two-way communication remains a priority. The district will continue utilizing ParentSquare with embedded translation tools, maintain clear messaging about how input is used, and offer direct engagement with site and district leadership through one-on-one meetings, public hearings, and feedback forums.  Participation in BVEF and BVAPT will remain a key avenue for shared decision-making, supported by teacher and administrative involvement and offering ongoing spaces for collaboration and shared problem-solving.  BVUSD maintains its commitment to reduce barriers, expand communication pathways, and ensure underrepresented families see their input reflected in district priorities and outcomes. Through culturally responsive outreach and strengthened engagement systems, the district remains committed to inclusive structures that support student success and family partnership.|4|4|4|4|4|4|4|4|4|3|5|4|Met||2026-06-11|2026
49706236098248|Bennett Valley Charter|3|BVUSD meets the standards for this state priority. Implementation and progress on Priority 3 are reflected in the LCAP through Action 2 and monitored using Metrics 2.1, 2.4, and 2.5, which track improvements in attendance, school climate, and family communication and engagement.  BVUSD seeks input from all families, including those of underrepresented student groups and families who may face barriers to participation. District-wide surveys like YouthTruth are key sources of feedback, alongside ongoing opportunities for input through site-level events, forums, and advisory meetings. The 2025-26 YouthTruth Survey reflected strong progress. Families report high levels of connectedness (89%), school pride (90%), mutual respect (89%), and feeling valued (83%). Overall perceptions of school culture continue to improve, reflecting the district's commitment to authentic partnerships with families.  Families are invited to participate in decision-making and collaborative planning through the District Advisory Council, ELAC/DELAC, BVAPT, and BVEF. These partnerships ensure that feedback informs programs and services across both school sites.  BVUSD's strengths in this area include frequent communication, multiple input channels, inclusive advisory representation, and consistent two-way engagement. Going forward, the focus is on deepening engagement among families of unduplicated students and students with exceptional needs, ensuring all voices shape our shared work in support of student success.|While BVUSD has made meaningful progress in family engagement, the work continues. The percentage of families reporting positive engagement has risen from 58% (2024) to 66% (2025) to 71% (2026). The district is proud of this consistent upward trend while recognizing that strong relationships are built not just through communication but through meaningful collaboration. Strengthening recruitment and retention within advisory bodies is a top priority as we work toward sustained, equitable partnerships in support of student success.  A key area for improvement is participation in the District Advisory Council (DAC), now in its third year. The DAC was intentionally designed as a consolidated body for input across multiple stakeholder groups, including DELAC, parents of students with disabilities, and classified and certificated staff representatives. It also functions as the School Site Council and Budget Advisory Committee. Low and inconsistent attendance signals a need for more targeted outreach, clearer communication about the council's role and impact, and more accessible meeting formats.  BVUSD will continue efforts to increase active involvement in structured decision-making forums and to deepen connections with families who have historically been underrepresented in these spaces.|"The findings from this self-reflection directly inform the LCAP. Actions 2.4 and 2.5 support equitable access to information, inclusive family engagement, and culturally responsive communication, and are monitored through annual surveys, board updates, and districtwide data reviews.  BVUSD is committed to strengthening partnerships with families who have historically faced barriers to engagement, particularly Spanish-speaking families, socioeconomically disadvantaged households, and families of students with disabilities. Targeted strategies embedded in Actions 2.4 and 2.5 aim to ensure equitable access, inclusive structures, and culturally responsive communication.  To build stronger relationships, BVUSD will expand both formal and informal opportunities for underrepresented families to connect with staff and with one another. Community-building events like the ""Meet the Teacher"" event launched in 2023 provide accessible, welcoming entry points before the school year begins. The DAC will continue to evolve as a space for meaningful family input. In the coming year, BVUSD will increase recruitment of diverse participants, including representatives of English learners and students with disabilities, and will work to reduce logistical barriers through hybrid meeting formats, translated materials, and intentional outreach by bilingual staff.  The district will also enhance partnerships with community-based organizations serving Spanish-speaking and low-income families, offering workshops and family education nights tailored to their expressed needs. Improved use of ParentSquare and translated communications will ensure every family receives information in their preferred language and format."|BVUSD meets the standards for LCFF Priority 3: Parent and Family Engagement. Implementation of this priority is woven throughout the LCAP and is most explicitly addressed in Goal 2, particularly Actions 2.4 and 2.5, which focus on building engagement, improving communication, and strengthening school connectedness. Family engagement is approached as a process of continuous improvement, with practices routinely evaluated and refined in collaboration with educational partners.    The 2025–26 YouthTruth Survey reflected strong progress. District families report high levels of  connectedness (89%), pride for schools (90%), mutual respect (89), and feeling valued by their school (83). Overall perceptions of school culture continue to improve demonstrating the district’s commitment to cultivating authentic, trusting partnerships with families.. These gains reflect strong relational trust and shared investment in student outcomes.   BVUSD supports multiple structures for family input and shared decision-making. Parents and guardians participate in the District Advisory Council, ELAC/DELAC, the Bennett Valley Alliance of Parents and Teachers (BVAPT), and the Bennett Valley Education Foundation (BVEF). These groups offer direct input on district programs, resource allocations, and schoolwide improvement efforts. Advisory groups include representation from families of English learners, socioeconomically disadvantaged students, and students with disabilities.   Feedback is also gathered through districtwide surveys (notably YouthTruth), public comment during board meetings, budget study sessions, and site-level events. LCAP development includes at least three public board presentations per year, and agendas are shared in advance with invitations to submit comments through ParentSquare. These engagement opportunities ensure input is both accessible and impactful.   District staff use collaboration time, including PLC meetings, to reflect on data, adjust instruction, and coordinate outreach to families. Communication of learning goals, academic progress, and student needs is prioritized. SEL programs such as Toolbox and RULER extend beyond the classroom, offering shared language and strategies for families at home. The California Principal Support Network (CAPS) further supports leadership in equity-focused, standards-aligned instructional practices that connect directly to family engagement goals.   BVUSD’s strengths include high participation rates, clear communication systems, inclusive advisory structures, and responsiveness to input. Moving forward, the district will continue prioritizing outreach and engagement among families of unduplicated students and individuals with exceptional needs to ensure all voices contribute to a supportive, inclusive school system.|This is largely an area of strength for the district. Nevertheless, we intend to focus on expanding these efforts in the upcoming school year.|BVUSD recognizes Building Partnerships for Student Outcomes as a district strength, yet local data and educational partner feedback suggest important areas for growth remain. While communication is frequent and generally well-received, there is still work to be done in translating it into sustained, two-way partnerships, particularly with families who have been historically underserved or underrepresented in school-level planning and decision-making.  The 2025-26 YouthTruth Survey indicated that 76% of families felt engaged by their school, up from 68% (2025) and 58% (2024). This is a positive trend, but one that leaves substantial room for continued improvement. The district intends to prioritize efforts that move families from feeling informed to feeling equipped and empowered to support their child's academic and social-emotional growth.  BVUSD is committed to strengthening staff capacity in family partnership practices through targeted professional development and deeper integration of family engagement into collaborative planning, with the goal of ensuring all families experience our schools as welcoming, inclusive, and genuinely committed to student success. One emerging area of focus is ensuring families consistently receive timely, actionable feedback about student progress. Data show slight discrepancies by home language: Spanish-speaking and multilingual families reported somewhat lower clarity around academic expectations than their English-speaking peers.  Programs like Toolbox and RULER offer strong potential for school-to-home connection. BVUSD intends to expand family learning opportunities that align home strategies with school instruction, including workshops, translated resources, and interactive events focused on literacy, math, and social-emotional development.|BVUSD meets the standards for LCFF Priority 3: Parent and Family Engagement. This priority is integrated throughout the 2025-26 LCAP and most explicitly addressed in Goal 2, particularly Actions 2.4 and 2.5, which focus on fostering engagement, enhancing communication, and strengthening school connectedness. Family engagement is approached as a continuous improvement process with intentional structures for input, reflection, and refinement. BVUSD demonstrates meaningful progress in seeking input for decision-making by ensuring educational partners, particularly families, have a voice in shaping district policies and priorities. Advisory groups include the District Advisory Council, ELAC/DELAC, BVAPT, and BVEF, with representation from families of English learners, socioeconomically disadvantaged students, and students with disabilities.  Throughout 2024-25, the district offered Budget Study Sessions (October through February) to provide transparent information and collect feedback on funding priorities. Family input was also solicited at board meetings, LCAP planning sessions, and through targeted outreach on the CSSP, SARC, and Local Indicators.  All engagement opportunities are communicated via ParentSquare, translated as needed, and offered in flexible formats including surveys, in-person events, and written comment. The YouthTruth survey received a strong response rate from families in 2025.  Families reported improvement across several key areas: 88% felt connected to their school (up from 86%), 73% felt valued (up from 66%), and 81% rated school culture positively (up from 75%). The district also observed growth in participation among Spanish-speaking families and parents of students with disabilities.  Key strengths include multiple entry points for family input, responsive and transparent communication, high engagement in feedback tools, and inclusive advisory structures. BVUSD will continue to prioritize engagement of families from underrepresented backgrounds and maintain clear, consistent communication channels that invite shared leadership and informed decision-making.|While BVUSD has established multiple avenues for family input, including the DAC, DELAC, board meetings, and surveys like YouthTruth, participation in some structures remains inconsistent. A clear area for improvement is increasing awareness of these forums, strengthening outreach, and reducing barriers to engagement.  Feedback indicates that some families are unsure how their voices influence decision-making or are unaware that advisory participation can directly shape district priorities. BVUSD plans to improve transparency about how input is used, including clearer communication that closes the gap between feedback collected and actions taken in response.  Another area of focus is building both family and staff capacity for meaningful shared decision-making. For families, this may include clearer onboarding materials for advisory participation, leadership development opportunities, and increased access to multilingual and culturally responsive facilitation. For site leaders, ongoing professional development will support more inclusive facilitation practices and a school culture grounded in listening, collaboration, and shared ownership.  The district also seeks to ensure that input from families of English learners, students with disabilities, foster youth, and low-income students is not only solicited but meaningfully integrated into planning. By elevating these voices and clarifying input-to-action pathways, BVUSD aims to deepen trust and build more authentic, sustained partnerships around district decisions.|Findings from the self-reflection process have emphasized the importance of deepening engagement with underrepresented families, particularly families of English learners, students with disabilities, and socioeconomically disadvantaged students, in meaningful decision-making. In response, BVUSD is strengthening its structures through LCAP Actions 2.4 and 2.5, which support inclusive, multilingual communication, family partnership, and equitable access to district planning.  To ensure underrepresented voices are not only heard but influential, the district will focus on expanding participation in the DAC, ELAC/DELAC, and joint parent-teacher organizations. This includes targeted recruitment of family members from underserved groups, clearer explanations of each group's purpose and impact, and logistical supports such as interpretation services and flexible meeting times.  BVUSD also plans to add new formats for input, including informal listening sessions, virtual town halls, and translated surveys, providing accessible alternatives for families who may not participate in traditional committee structures. Two-way communication remains a priority. The district will continue utilizing ParentSquare with embedded translation tools, maintain clear messaging about how input is used, and offer direct engagement with site and district leadership through one-on-one meetings, public hearings, and feedback forums.  Participation in BVEF and BVAPT will remain a key avenue for shared decision-making, supported by teacher and administrative involvement and offering ongoing spaces for collaboration and shared problem-solving.  BVUSD maintains its commitment to reduce barriers, expand communication pathways, and ensure underrepresented families see their input reflected in district priorities and outcomes. Through culturally responsive outreach and strengthened engagement systems, the district remains committed to inclusive structures that support student success and family partnership.|4|4|4|4|4|4|4|4|4|3|5|4|Met||2026-06-11|2026
49706490000000|Cinnabar Elementary|3|We are developing the capacity of staff to build trusting and respectful relationships with families through: ParentSquare for consistent communication, Parent Conferences / Progress Reports, Back to School Night/Open House, Events  We are creating welcoming environments for all families by welcoming and professional office staff, safe and well-kept facilities: Welcoming and professional office staff, Facilities, Teachers, Interpretation and Translation Services, events.  We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by holding Parent Teacher Conferences, ELAC/DELAC, and a thriving small school community.  We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Parent Information Night, Parent Conferences (including RFEP, IEP, 504, and SST meetings), Communication Platform, On-Campus Events, ELAC/DELAC, and Translation Services.	|"The focus area for this section will be ""engage in 2-way communication between families and educators using language that is understandable and accessible to families."|The district will continue to actively engage families and students by utilizing communication platform,  administering surveys, facilitating meetings (including ELAC/DELAC, individual, and small-group sessions), providing translation services, and holding parent–teacher conferences to gather feedback, strengthen communication, and support student success.|We are providing professional learning and support to teachers and principal to improve a school’s capacity to partner with families through: Professional Development Days, Workshops, and Events.  We are providing families with information and resources to support student learning and development in the home by Orientation, Events, Online Resources, Communication Platform, Parent Workshops, Parent Teacher Conferences, and Parent Meetings.   We are implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, Parent Meetings, and Surveys.  We are supporting families to understand and exercise their legal rights and advocate for their own students and all students through our Handbook, Annual Notifications, IEP/504 meetings, and DELAC/ELAC meetings.|"The focus area for this section will be ""implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes."""|The district will continue to actively engage families and students by utilizing communication platform,  administering surveys, facilitating meetings (including ELAC/DELAC, individual, and small-group sessions), providing translation services, and holding parent–teacher conferences to gather feedback, strengthen communication, and support student success.|We are building the capacity of and supporting our principal and staff to effectively engage families in advisory groups and with decision-making through leadership training.   We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Meetings, ELAC/DELAC, board meetings, and small school community.   We are providing all families with opportunities to provide input on policies and programs and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, ELAC/DELAC, parent meetings, and small school community.  We are providing opportunities to have families, teachers, and the principal to work together to plan, design, implement and evaluate family engagement activities at school and district levels through Parent Meetings, Board Meetings and Surveys. Within all the activities above we will seek to improve the engagement of underrepresented families.|"The focus area for this section will be ""building the capacity of and supporting family members to effectively engage in advisory groups and decision-making."""|The district will continue to actively engage families and students by utilizing communication platform,  administering surveys, facilitating meetings (including ELAC/DELAC, individual, and small-group sessions), providing translation services, and holding parent–teacher conferences to gather feedback, strengthen communication, and support student success.  Under LCAP Goal 2: Climate and Culture, LCAP Action 2.5 details our efforts to improve family engagement: All parents, including parents of unduplicated students (socio-economically disadvantaged, English Language Learners, students with disabilities, foster and homeless families) will be provided with appropriate opportunities to be involved in their students' education. - Meetings: Advertise and host ELAC/DELAC meetings and events. Schedule out the ELAC/DELAC meetings prior to the start of the year, and potentially organize family events around the ELAC meetings, so that it is a community event that draws more interest.  - Student Community Liaison: Our student community liaison is full-time in the office daily, works on translation of documents and interpretation in meetings. She is tasked with building strong community involvement and making sure the families are informed. - Communication Tools: Utilize parent square, the school website, advertising content and other communication tools that are easy for families to access.|5|5|5|5|5|5|5|4|4|4|4|4|Met||2026-06-23|2026
49706496051635|Cinnabar Charter|3|We are developing the capacity of staff to build trusting and respectful relationships with families through: ParentSquare for consistent communication, Parent Conferences / Progress Reports, Back to School Night/Open House, Events  We are creating welcoming environments for all families by welcoming and professional office staff, safe and well-kept facilities: Welcoming and professional office staff, Facilities, Teachers, Interpretation and Translation Services, events.  We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by holding Parent Teacher Conferences, ELAC/DELAC, and a thriving small school community.  We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Parent Information Night, Parent Conferences (including RFEP, IEP, 504, and SST meetings), Communication Platform, On-Campus Events, ELAC/DELAC, and Translation Services.	|"The focus area for this section will be ""engage in 2-way communication between families and educators using language that is understandable and accessible to families."|The district will continue to actively engage families and students by utilizing communication platform,  administering surveys, facilitating meetings (including ELAC/DELAC, individual, and small-group sessions), providing translation services, and holding parent–teacher conferences to gather feedback, strengthen communication, and support student success.|We are providing professional learning and support to teachers and principal to improve a school’s capacity to partner with families through: Professional Development Days, Workshops, and Events.  We are providing families with information and resources to support student learning and development in the home by Orientation, Events, Online Resources, Communication Platform, Parent Workshops, Parent Teacher Conferences, and Parent Meetings.   We are implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, Parent Meetings, and Surveys.  We are supporting families to understand and exercise their legal rights and advocate for their own students and all students through our Handbook, Annual Notifications, IEP/504 meetings, and DELAC/ELAC meetings.|"The focus area for this section will be ""implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes."""|The district will continue to actively engage families and students by utilizing communication platform,  administering surveys, facilitating meetings (including ELAC/DELAC, individual, and small-group sessions), providing translation services, and holding parent–teacher conferences to gather feedback, strengthen communication, and support student success.|We are building the capacity of and supporting our principal and staff to effectively engage families in advisory groups and with decision-making through leadership training.   We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Meetings, ELAC/DELAC, board meetings, and small school community.   We are providing all families with opportunities to provide input on policies and programs and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, ELAC/DELAC, parent meetings, and small school community.  We are providing opportunities to have families, teachers, and the principal to work together to plan, design, implement and evaluate family engagement activities at school and district levels through Parent Meetings, Board Meetings and Surveys. Within all the activities above we will seek to improve the engagement of underrepresented families.|"The focus area for this section will be ""building the capacity of and supporting family members to effectively engage in advisory groups and decision-making."""|The district will continue to actively engage families and students by utilizing communication platform,  administering surveys, facilitating meetings (including ELAC/DELAC, individual, and small-group sessions), providing translation services, and holding parent–teacher conferences to gather feedback, strengthen communication, and support student success.  Under LCAP Goal 2: Climate and Culture, LCAP Action 2.5 details our efforts to improve family engagement: All parents, including parents of unduplicated students (socio-economically disadvantaged, English Language Learners, students with disabilities, foster and homeless families) will be provided with appropriate opportunities to be involved in their students' education. - Meetings: Advertise and host ELAC/DELAC meetings and events. Schedule out the ELAC/DELAC meetings prior to the start of the year, and potentially organize family events around the ELAC meetings, so that it is a community event that draws more interest.  - Student Community Liaison: Our student community liaison is full-time in the office daily, works on translation of documents and interpretation in meetings. She is tasked with building strong community involvement and making sure the families are informed. - Communication Tools: Utilize parent square, the school website, advertising content and other communication tools that are easy for families to access.|5|5|5|5|5|5|5|4|4|4|4|4|Met||2026-06-23|2026
49706560000000|Cloverdale Unified|3|CUSD strives to build relationships between its staff and families. The staff works to build caring relationship with their students and families through their daily interactions and teaching. Sites offer extracurricular events and family engagement events to build a sense of school community and belonging. The district employs two (2) Family Outreach Liaisons to work directly with families. The district employees a translator who works all events, board meetings, and conferences to ensure access and provide a sense of belonging by using multiple languages during events. Staff regularly contact parents to engage in two-way communication to ensure there is a positive learning environment and robust partnership to best support students. In 2025-26, the district saw increased participation in parent groups such as DELAC and ELAC. Staff also attended a variety of workshops to learn about building relationships with families, in particular with parents of English Learners.|The district started a 3-year implementation of MTSS structures and Tier 1 supports during the 2023-24 school year. In 2025-26, the district built on its base understanding of MTSS and its self evaluation to build capacity in Tier 1 and 2 supports. One of the primary supports in Tier 1 is developing Caring Relationships. Relationships tend to decrease as students get older and have an increased number of teachers, and therefore, PBIS and MTSS structures will help to keep students connected as well as build the foundation for continuing relationships.|"We have implemented new two-way communication tools such as Parent Square. All communication is sent in English and Spanish. Translation services are provided at all formal and informal meetings including: Board Meetings, IEPs, Parent Teacher Conferences and ""Board Coffee Chats"". Each school site has at least one bilingual staff member to provide on-the-spot interpreting. The district also employees two (2) bilingual Family Outreach Community Liaisons, a Translator/Interpreter, and a bilingual ELD Coordinator. The English Learner department has increased family resources and parent engagement for 2025-26 school year. The district has sent an initial group of DELAC parents to CABE Workshops to increase parent engagement and capacity with the plan for these individuals to be the basis of a Parent Leadership program starting in 2023-24."|There are several pieces already in place at the district including the following: well-established conference practices and Portfolio Night at the high school. We share student assessment data regularly with families. We are working toward an assets-based approach to engaging families in their children's education that includes celebrating successes, sharing priorities and goals for students, and building trusting relationships through conferences, parent events, and surveys as well as other events. One of our goals is to implement Parent Education nights that provide parenting support while also allowing opportunities for parents and school staff to work together in support of students. However, families and students continue to feel disengaged and the district is working to create community at each site and to create parent leaders. Initial steps have occurred for this in 2023-2024 including: Family Literacy Nights at the Elementary school and sending a group of parents to CABE Workshops with English Learner staff.|The district started a 3-year implementation of MTSS structures and Tier 1 supports during the 2023-24 school year. In 2025-26, the district built on its base understanding of MTSS and its self evaluation to build capacity in Tier 1 and 2 supports. One of the primary supports in Tier 1 is developing Caring Relationships. Relationships tend to decrease as students get older and have an increased number of teachers, and therefore, PBIS and MTSS structures will help to keep students connected as well as build the foundation for continuing relationships. Another focus is educating parents regarding California's school systems and how they can support their students at home. The district is working to design programming and supports that will allow parents to be a full partner in their student outcomes.|The district is focusing on parent engagement and parent trainings that will be presented in English as well as Spanish in order to be accessible to all families. The district is also looking to partner with local groups such as La Familia Sena and Migrant Education to build wrap around services for students and families. The district has begun the initial plan and implementation of a Parent Leader team.|The District works diligently to gather feedback and input for decision-making from our educational partners. The District uses a robust communication system that provides timely invitations to meetings in both Spanish and English that gathers educational partner input and allows for opportunities for data reviews and discussions. DELAC, SSC, family LCAP surveys, Youth Truth Surveys, site and district level meetings, all provide feedback from a diverse range of educational partners. Information is shared through school and district newsletters, the district website, personal phone calls from staff, Parent Square, weekly emails, and marquis boards. The Parent Square platform also allows the District to gather information and family responses to surveys as well. This information is used to help the District's educational partners make informed decisions regarding the direction of the District and the needs of students. All meetings have a translator available to ensure access and some meetings have been held virtually to ensure access to working and/or busy families.|"We have a number of ways we invite families to provide input on polices and programs, particularly through our LCAP Committee, Site Councils, ELAC and DELAC, and informal avenues like ""Coffee Chats"". We have used surveys with some success as a tool for gathering parent input on priorities and programs. As mentioned above, we are working on providing services like parenting and mental health resources that encourage families to come to campuses and engage in conversations about programs and services. We also hope to get our School Site Councils and parent meetings off to an earlier start so that we can establish important due dates and goals early in the year in the hope that parents will continue to attend meetings as the year progresses. We have found that participation decreases as the year progresses. We have seen an increase in regular participation in DELAC during 2025-26 which we attribute to following-through on feedback/accountability (example- doing follow-up calls to parents with answers to questions brought up at DELAC meetings), regular dates and procedures for meetings, and participation from ALL administrators in DELAC meetings throughout the year allowing monthly access for parents to school site and district administrators."|The District has recognized turnout decreases as the year goes on and personal phone calls are more effective than other types of communication. In addition, the district has had conflicts with new local events that are run by newer organizations in the district. The district is in the process of reaching out to work with these agencies to avoid conflicts and to run cohesive events that inspire our families to attend and give feedback.|4|4|3|4|3|3|4|4|4|4|4|3|Met||2026-06-18|2026
49706720000000|Dunham Elementary|3|We are developing the capacity of staff to build trusting and respectful relationships with families through communication, Back to School Night, and Conferences.  We are creating welcoming environments for all families by events, staff members, communication, and events.  We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children.  We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Communication, Events, Parent Conferences.|"We plan to continue to focus on ""welcoming environments for all families in the community."""|Consistency in communication practices, personalized communication, maintain small school atmosphere.|We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, Workshop, and events.  We are providing families with information and resources to support student learning and development in the home by Online Resources, Communication, Workshops, Conferences, Events, Meetings.  We are implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences/meetings  We are supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbooks, Annual Notifications, IEP/504 Meetings|"We plan to focus on the area ""providing families with information and resources to support student learning and development in the home."""|Collaborate with family education organizations to offer workshops, resources, and support groups focused on parenting skills, academic support at home, and navigating the school system.|We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by LCAP process, meetings, events, surveys.  We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by parent meetings, board meetings, informal meetings and discussions.  We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by surveys and meetings.  We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by board meetings, meetings, events.|"We plan to focus on the area ""Providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels"""|Under LCAP Goal 2: Climate, Culture and Community, LCAP Action 2.3 Family Engagement details our efforts to improve family engagement:   - Parent Engagement: Parents, including parents of unduplicated students, are offered the opportunity to provide input on making decisions for the district and have multiple opportunities to take part in their children’s lives at school through classroom volunteering, after school volunteer opportunities, site council, and PTO meetings and events.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-11|2026
49706720122440|Dunham Charter|3|We are developing the capacity of staff to build trusting and respectful relationships with families through communication, Back to School Night, and Conferences.  We are creating welcoming environments for all families by events, staff members, communication, and events.  We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children.  We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Communication, Events, Parent Conferences.	|"We plan to continue to focus on ""welcoming environments for all families in the community."""|Consistency in communication practices, personalized communication, maintain small school atmosphere.|We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through Professional Development Days, Workshops, and events.  We are providing families with information and resources to support student learning and development in the home through online resources, Communication, Workshops, Conferences, Events, and meetings.  We are implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences/meetings We are supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbooks, Annual Notifications, and IEP/504 Meetings|"We plan to focus on the area ""providing families with information and resources to support student learning and development in the home."""|Collaborate with family education organizations to offer workshops, resources, and support groups focused on parenting skills, academic support at home, and navigating the school system.|We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by the LCAP process, meetings, events, and surveys.  We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by parent meetings, board meetings, informal meetings and discussions.  We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by surveys and meetings.  We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by board meetings, meetings, events.|"We plan to focus on the area ""Providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels"""|Under LCAP Goal 2: Climate, Culture and Community, LCAP Action 2.3 Family Engagement details our efforts to improve family engagement:   - Parent Engagement: Parents, including parents of unduplicated students, are offered the opportunity to provide input on making decisions for the district and have multiple opportunities to take part in their children’s lives at school through classroom volunteering, after-school volunteer opportunities, site council, and PTO meetings and events.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-11|2026
49706800000000|Forestville Union Elementary|3|We are developing the capacity of staff to build trusting and respectful relationships with families through Communication Systems, Back to School Night, and Conferences.  We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, Teachers, Back to School Night, Translation Services, and Events.  We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by Parent Teacher Conference, Meetings  We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Parent Information Night, Parent Conferences, Open House, ELAC.|Our focus area for this category is to continue to find ways to engage in 2-way communication between families and educators using language that is understandable and accessible to families.|Goal 2: School Climate, LCAP Action 2.6 Educational Partner Engagement details our efforts to improve family engagement:  Support efforts for families and school staff to work together to support and improve students' learning and engagement with the school community. - Parent/Guardian Engagement: Provide opportunities for parents to participate in planned school wide, classroom, and community building events, in addition to volunteering. Provide translation services as needed.  - Communication:  Maintain the school website with current information on school, classroom, and community events; utilize Parent Square to communicate with families (in English and Spanish). Utilize Schoolwise for gradebook for parents.   - Surveys: Administer the Youth Truth Survey to parents, students, and staff to provide more information on school climate and ways to improve, revise, and reflect on current practices, actions and goals. - Community/Family Engagement: Principal and Superintendent meet regularly with parents both formally and informally|We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days,  Back to School Night   We are providing families with information and resources to support student learning and development in the home by Orientation, Online Resources, Communication Platforms, Parent Meetings, Parent Teacher Conferences.  We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, Parent Meeting and ELAC.  We are Supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbooks, Annual Notifications, IEP/504 Meetings, ELAC|Our focus area for this category is exploring additional ways to provide families with information and resources to support student learning and development in the home, especially through the Schoolwise platform.|Goal 2: School Climate, LCAP Action 2.6 Educational Partner Engagement details our efforts to improve family engagement:  Support efforts for families and school staff to work together to support and improve students' learning and engagement with the school community. - Parent/Guardian Engagement: Provide opportunities for parents to participate in planned school wide, classroom, and community building events, in addition to volunteering. Provide translation services as needed.  - Communication:  Maintain the school website with current information on school, classroom, and community events; utilize Parent Square to communicate with families (in English and Spanish). Utilize Schoolwise for gradebook for parents.   - Surveys: Administer the Youth Truth Survey to parents, students, and staff to provide more information on school climate and ways to improve, revise, and reflect on current practices, actions and goals. - Community/Family Engagement: Principal and Superintendent meet regularly with parents both formally and informally|We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by Site Council, ELAC /DELAC, LCAP Process  We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs/Meetings, Board Meetings, ELAC/DELAC, Foundation Meetings  We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, and DELAC  We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by parent meetings, Surveys|Our focus area for this category is building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making.|Goal 2: School Climate, LCAP Action 2.6 Educational Partner Engagement details our efforts to improve family engagement:  Support efforts for families and school staff to work together to support and improve students' learning and engagement with the school community. - Parent/Guardian Engagement: Provide opportunities for parents to participate in planned school wide, classroom, and community building events, in addition to volunteering. Provide translation services as needed.  - Communication:  Maintain the school website with current information on school, classroom, and community events; utilize Parent Square to communicate with families (in English and Spanish). Utilize Schoolwise for gradebook for parents.   - Surveys: Administer the Youth Truth Survey to parents, students, and staff to provide more information on school climate and ways to improve, revise, and reflect on current practices, actions and goals. - Community/Family Engagement: Principal and Superintendent meet regularly with parents both formally and informally|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-18|2026
49706800112987|Forestville Academy|3|We are developing the capacity of staff to build trusting and respectful relationships with families through Communication Systems, Back to School Night, and Conferences.  We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, Teachers, Back to School Night, Translation Services, and Events.  We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by Parent Teacher Conference, Meetings  We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Parent Information Night, Parent Conferences, Open House, ELAC.|Our focus area for this category is to continue to find ways to engage in 2-way communication between families and educators using language that is understandable and accessible to families.|Goal 2: School Climate, LCAP Action 2.6 Educational Partner Engagement details our efforts to improve family engagement: Support efforts for families and school staff to work together to support and improve students' learning and engagement with the school community. - Parent/Guardian Engagement: Provide opportunities for parents to participate in planned school wide, classroom, and community building events, in addition to volunteering. Provide translation services as needed.  - Communication:  Maintain the school website with current information on school, classroom, and community events; utilize Parent Square to communicate with families (in English and Spanish). Utilize Schoolwise for gradebook for parents.   - Surveys: Administer the Youth Truth Survey to parents, students, and staff to provide more information on school climate and ways to improve, revise, and reflect on current practices, actions and goals. - Community/Family Engagement: Principal and Superintendent meet regularly with parents both formally and informally|We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days,  Back to School Night   We are providing families with information and resources to support student learning and development in the home by Orientation, Online Resources, Communication Platforms, Parent Meetings, Parent Teacher Conferences.  We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, Parent Meeting and ELAC.  We are Supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbooks, Annual Notifications, IEP/504 Meetings, ELAC|Our focus area for this category is exploring additional ways to provide families with information and resources to support student learning and development in the home, especially through the Schoolwise platform.|Goal 2: School Climate, LCAP Action 2.6 Educational Partner Engagement details our efforts to improve family engagement:  Support efforts for families and school staff to work together to support and improve students' learning and engagement with the school community. - Parent/Guardian Engagement: Provide opportunities for parents to participate in planned school wide, classroom, and community building events, in addition to volunteering. Provide translation services as needed.  - Communication:  Maintain the school website with current information on school, classroom, and community events; utilize Parent Square to communicate with families (in English and Spanish). Utilize Schoolwise for gradebook for parents.   - Surveys: Administer the Youth Truth Survey to parents, students, and staff to provide more information on school climate and ways to improve, revise, and reflect on current practices, actions and goals. - Community/Family Engagement: Principal and Superintendent meet regularly with parents both formally and informally.|We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by Site Council, ELAC /DELAC, LCAP Process  We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs/Meetings, Board Meetings, ELAC/DELAC, Foundation Meetings  We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, and DELAC  We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by parent meetings, Surveys.|Our focus area for this category is building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making.|Goal 2: School Climate, LCAP Action 2.6 Educational Partner Engagement details our efforts to improve family engagement:  Support efforts for families and school staff to work together to support and improve students' learning and engagement with the school community. - Parent/Guardian Engagement: Provide opportunities for parents to participate in planned school wide, classroom, and community building events, in addition to volunteering. Provide translation services as needed.  - Communication:  Maintain the school website with current information on school, classroom, and community events; utilize Parent Square to communicate with families (in English and Spanish). Utilize Schoolwise for gradebook for parents.   - Surveys: Administer the Youth Truth Survey to parents, students, and staff to provide more information on school climate and ways to improve, revise, and reflect on current practices, actions and goals. - Community/Family Engagement: Principal and Superintendent meet regularly with parents both formally and informally.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-18|2026
49706980000000|Fort Ross Elementary|3|"Our current strength for this category is ""Creating welcoming environments for all families in the community"" as each family receives one-on-one support and ""engage in 2-way communication between families and educators using language that is understandable and accessible to families.""  We are developing the capacity of staff to build trusting and respectful relationships with families through Back to School Night and Conferences. We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, Teachers, Back to School Night ,Interpretation and Translation Services, and Events. We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by Parent Teacher Conference, MTSS. We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Parent Conferences, Open House, and upgrading to a new website platform during the 2024-2025 school year to support increased communication."|Our focus area for this category is to continue to maintain communication from home to school, especially regarding absences.|Fort Ross meaningfully consults with families often through meetings, discussions, and surveys. Being an extremely small district with a small number of students, small number of families, and small number of staff we are able to understand the needs of our school instantly. Each family is provided with individualized assistance from the school, as needed, through After School Program Coordinator, Administrative Assistant, Instructional Assistants, Teachers, and/or Superintendent/Principal. We will also develop broader connections with educational partners through a multidistrict consortium to better understand the needs of the community as a whole.|"Our current strength for this category is ""meet with families and students to discuss student progress and ways to work together to support improved student outcomes.""  We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, Back to School Night. We are providing families with information and resources to support student learning and development in the home through Online Resources, Parent Teacher Conferences, Community Health Worker and Family Counseling Support services. We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, and frequent one on one meetings each trimester. We are supporting families to understand and exercise their legal rights and advocate for their own students and all students by Annual Notifications, IEP/504 Meetings, SARB Processes."|"Our focus area for this category is ""improve a school’s capacity to partner with families for supporting support socialemotional needs."""|Fort Ross meaningfully consults with families often through meetings, discussions, and surveys. Being an extremely small district with a small number of students, small number of families, and small number of staff we are able to understand the needs of our school instantly. Each family is provided with individualized assistance from the school, as needed, through After School Program Coordinator, Administrative Assistant, Instructional Assistants, Teachers, and/or Superintendent/Principal. We will also develop broader connections with educational partners through a multidistrict consortium to better understand the needs of the community as a whole.|"Our current strength for this category is ""building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making.""  We are progressing on our way to ""Full and Sustainable"" for the other listed areas. We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by site council and one on one meetings. We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by site council, board meetings, and one on one meetings. We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by surveys and one on one meetings. We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by Site Council, surveys and one on one meetings."|"Our focus area for this category is ""providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community."" Due to our small enrollment, the number of families available to join advisory groups is limited (e.g. only 1 family has an English language learner). As a small school community (less than 20 students), our size lends itself to facilitating effective engagement opportunities for all families."|Fort Ross meaningfully consults with families often through meetings, discussions, and surveys. Being an extremely small district with a small number of students, small number of families, and small number of staff we are able to understand the needs of our school instantly. Each family is provided with individualized assistance from the school, as needed, through After School Program Coordinator, Administrative Assistant, Instructional Assistants, Teachers, and/or Superintendent/Principal. We will also develop broader connections with educational partners through a multidistrict consortium to better understand the needs of the community as a whole. Goal 2: Climate and Culture, LCAP Action 2.1 Engagement, Connections, Safety details our efforts to improve and support family engagement.|4|5|4|5|4|4|5|4|5|4|4|4|Met||2026-06-16|2026
49707060000000|Geyserville Unified|3|We are at full implementation of staff building trusting and respectful relationships with families through ParentSquare for consistent communication.  -Parent Conferences / Progress Reports -Back to School Night/Open House  -Community Town Hall -Events  We are creating welcoming environments for all families by welcoming and professional office staff, safe and well-kept facilities -Welcoming and professional office staff -Facilities, Teachers -Interpretation and Translation Services -Back to School Night  We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by holding Parent Information Night, Parent Conferences, Open House, Parent Coffee, DELAC, UDL, MTSS, and 7-12 Parent/Student Schedule Meeting.   We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Parent Information Night, Parent Conferences (including RFEP, IEP, 504, and SST meetings), Communication Platform, Open House, ELAC/DELAC, Back to School Night, Translation Services.	|"The focus area for this section will be ""developing the capacity of staff to build trusting and respectful relationships with families""."|The district will continue to survey families and students using the Youth Truth Survey as well as conduct DELAC meetings, parent conferences, parent coffees, and 7-12 parent/student scheduling meetings.|We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, MTSS Workshop, and Bilingual Back to School Night.  We are providing families with information and resources to support student learning and development in the home by TK/K Orientation, Technology Night, Math/Literacy Night, Toolbox/Second Step, Online Resources, Communication Platform, Parent Workshops , Parent Teacher Conferences, Google Classroom, and Parent Coffee Meetings. Youth Truth Survey: “I receive information about what my child should learn and be able to do.”   We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, Title I Parent Meeting, LCAP Surveys, 7-12 Parent/Student Schedule Meeting, and Parent Meetings.  	  We are Supporting families to understand and exercise their legal rights and advocate for their own students and all students through our Handbook, Annual Notifications, IEP/504 meetings, and DELAC/ELAC meetings.								 													|"The focus area for this section will be ""implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes."""|The district will continue to survey families and students using the Youth Truth Survey as well as conduct DELAC meetings, parent conferences, parent coffees, and 7-12 parent/student scheduling meetings.|We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making through leadership training. Youth Truth Survey “Families and teachers care about each other.” Ways in which we seek input for decision making include: Parent meetings; ELAC /DELAC; LCAP Process  We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs, DELAC, board meetings, and small school community. Youth Truth “I feel represented by parent/family groups (i.e. Parent-Teacher Association) at my school.”   We are providing all families with opportunities to provide input on policies and programs and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, ELAC/DELAC, Coffee with the Principal, partnering with Corazon Healdsburg, and Small Community.  We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels through Parent Clubs and Surveys. Within all the activities above we will seek to improve the engagement of underrepresented families.																					|"The focus area for this section will be ""building the capacity of and supporting family members to effectively engage in advisory groups and decision-making."""|The district will continue to survey families and students using the Youth Truth Survey as well as conduct DELAC meetings, parent conferences, parent coffees, and 7-12 parent/student scheduling meetings.  Goal 1:  Provide safe, secure, and welcoming school environments, LCAP Action 1.4 Family Engagement details our efforts to improve family engagement:  Ensure families and school staff work together to support and improve students' learning, development, and health. Promote parental participation in programs for low income, English learners, foster youth pupils, and students with special needs. - Family Events: Continue to provide family events (Parent Information Night before school starts, Information on New Tech Academy, Information on TK program, Back to School Night (including Parent Training of “need to knows”), Open House/Exhibit Night, Winter Program (GES), Opera (GES), Awards Ceremony (trimester), Family Informational Nights, Campus Cleanup (GNTA), Parenting Classes - Geyserville Education Foundation: Partner with GEF to enhance the educational outcomes for GUSD students and families.  Assist in communicating and supporting GEF’s events and activities (monthly meetings, fundraising events, program support).  - Communication: Ensure effective communication to families ( utilize Parent Square to regularly communicate with families),  Utilize “All Call” system for emergencies only, enhance social media communication, utilize district website to communicate with families on legally required items.   - Chronically Absent: Work with families with chronic absenteeism to help decrease absences. Utilize Coordinated Services Team (CST) process to support families who need extra assistance. Brainstorm ways for staff to effectively connect with families.   - Promote parental participation and volunteerism in programs for all students, especially unduplicated pupils and individuals with exceptional needs (such as, events, meetings, tutors, volunteer at events, foundation support, Site Council, Parent Booster Club etc)|5|5|5|5|4|4|5|5|5|5|5|5|Met||2026-06-23|2026
49707140000000|Gravenstein Union Elementary|3|We are developing the capacity of staff to build trusting and respectful relationships with families through communication, events, meetings, and conferences.  We are creating welcoming environments for all families by events, staff members, communication, and events.  We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children.  We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Communication, Events, Parent Conferences.|"We plan to continue to focus on ""welcoming environments for all families in the community."""|"The engagement of underrepresented families is a key strategy included in our Tier II MTSS support plans. ""LCAP Action 2.3 Family and Community Engagement"" details our family engagement practices."|We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, Workshop, and events.  We are providing families with information and resources to support student learning and development in the home by Online Resources, Communication, Workshops, Conferences, Events, Meetings.  We are implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences/meetings  We are supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbooks, Annual Notifications, IEP/504 Meetings.|"We plan to focus on the area ""providing families with information and resources to support student learning and development in the home."""|"The engagement of underrepresented families is a key strategy included in our Tier II MTSS support plans. ""LCAP Action 2.3 Family and Community Engagement"" details our family engagement practices."|We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by LCAP process, meetings, events, surveys.  We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by parent meetings, board meetings, informal meetings and discussions.  We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by surveys and meetings.  We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by board meetings, meetings, events.|"We plan to focus on the area ""Providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels"""|"The engagement of underrepresented families is a key strategy included in our Tier II MTSS support plans. ""LCAP Action 2.3 Family and Community Engagement"" details our family engagement practices."|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
49707146051742|Gravenstein Elementary|3||||||||||||||||||||||Not Met|||2026
49707146051759|Hillcrest Middle|3||||||||||||||||||||||Not Met|||2026
49707220000000|Guerneville Elementary|3|We are developing the capacity of staff to build trusting and respectful relationships with families by utilizing Character Strong, Ongoing PD. We are creating welcoming environments for all families by Office & Teaching Staff, Facilities, Environmental Print. We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by All about me pages, Goal Setting Sessions. We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families Parent Information Nights, Parent Conferences, Open House, School Compacts. Within all the activities above we will seek to improve the engagement of underrepresented families.|"As part of our community based schools model we are focusing on ""Supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. """|Our efforts are demonstrated in our LCAP Action 2.2 Family and Community Engagement Actively tap the expertise and knowledge of family and community members to serve as true partners in supporting and educating students (CSPP, Pillar).  - Engagement: Provide opportunities or structures for shared leadership and communication such as Parent Coffee meetings, Events , translation, Workshops/Trainings, ParentSquare, and student-teacher-family conference.  - Participation:  Provide a welcoming environment, information and resources, and opportunities to meet with teachers to discuss student progress.  Promote parental participation in programs for unduplicated pupils and individuals with exceptional needs. - Strategic Community Partnerships: Continue to establish and strengthen culturally responsive community partnerships (CSPP, Pillar).|We are doing very well building partnerships throughout the community for student outcomes. A majority of the items are at the full implementation/ full Implementation and Sustainability level, with only one item at initial implementation. We will continue to work towards supporting families to understand and exercise their legal rights and advocate for their own students and all students. We are providing ongoing professional learning and support to teachers and principals to improve a school’s capacity to partner with families by PD Days and Professional Conferences. We are providing families with information and resources to support student learning and development in the home through Parent Orientations, Educational Themed Nights, Character Strong,  County, and our Website. We are implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, Title I Parent Meeting, Educational Partner Fair. We are supporting families to understand and exercise their legal rights and advocate for their own students and all students by the Parent/Student Handbook, Annual Notifications, Website Resource, School Compacts. Within all the activities above we will seek to improve the engagement of underrepresented families.|"As part of our community based schools model we are focusing on ""Providing professional learning and support to teachers and Administrative Leadership team to improve our schools' capacity to partner with families."""|Our efforts are demonstrated in our LCAP Action 2.2 Family and Community Engagement Actively tap the expertise and knowledge of family and community members to serve as true partners in supporting and educating students (CSPP, Pillar).  - Engagement: Provide opportunities or structures for shared leadership and communication such as Parent Coffee meetings, Events , translation, Workshops/Trainings, ParentSquare, and student-teacher-family conference.  - Participation:  Provide a welcoming environment, information and resources, and opportunities to meet with teachers to discuss student progress.  Promote parental participation in programs for unduplicated pupils and individuals with exceptional needs. - Strategic Community Partnerships: Continue to establish and strengthen culturally responsive community partnerships (CSPP, Pillar).|We are doing very well at seeking input for decision making. We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by Leadership Training. We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs, Stakeholder Fair. We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, ELAC, Coffee with the Principal, Social Media Accounts. We are Providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district level by Parent Clubs, Advisory Committees. Within all the activities above we will seek to improve the engagement of underrepresented families.|"As part of our community based schools model we are focusing on ""Building the capacity of and supporting family members to effectively engage in advisory groups and decision-making."|Our efforts are demonstrated in our LCAP Action 2.2 Family and Community Engagement Actively tap the expertise and knowledge of family and community members to serve as true partners in supporting and educating students (CSPP, Pillar).  - Engagement: Provide opportunities or structures for shared leadership and communication such as Parent Coffee meetings, Events , translation, Workshops/Trainings, ParentSquare, and student-teacher-family conference.  - Participation:  Provide a welcoming environment, information and resources, and opportunities to meet with teachers to discuss student progress.  Promote parental participation in programs for unduplicated pupils and individuals with exceptional needs. - Strategic Community Partnerships: Continue to establish and strengthen culturally responsive community partnerships (CSPP, Pillar).|4|5|4|5|5|4|5|5|4|4|4|4|Met||2026-06-15|2026
49707220139048|California Pacific Charter - Sonoma|3|Strengths CPCS successfully engages in pupil and family outreach. CPCS offers two way communication via the school's website, email, phone, text, Parent Square messaging, School Site Council (Parent Advisory Committee), and virtual meetings are held with pupils and families throughout the school year. Based on education partner survey feedback, parents agree that the school communicates community resources that are available to their family. In data collected from education partner surveys, 89.2% of parents feel satisfied with opportunities to provide input and participate in their child's education. 94.6% of parents indicate that they feel their input is valued. 96.9% of students agreed that their teacher is available to them when they need help and support with their schoolwork. 99% of students agree that their teacher cares about their education and helps them succeed. 86.5% of parents are satisfied with their child's school overall. 94.9% of students express an overall satisfaction with their school.|CalPac plans to continue to expand the parent university program, which provides resources and information to parents on various educational, social-emotional, academic, and safety topics regarding supporting their children and their children's best interests.|Focus Area To the greatest extent possible, CPCS would like to focus on pairing families whose primary language is a language other than English with a bilingual homeroom teacher who can facilitate meetings and support meaningful communication with parents in their primary language. CPCS will continue to offer two-way communication opportunities and opportunities to participate in the school community for all education partners, including families whose primary language may be a language other than English. The school is piloting a program that will provide real-time translation services in Zoom for improved communication between the school and pupils/families whose primary language is a language other than English.|Strengths CPCS assigns each pupil to a homeroom teacher. The primary role of the homeroom teacher is to work with each student and family in an effort to develop a personalized learning plan and success plan for each student. Homeroom teachers use student interest surveys in an effort to better understand student strengths and weaknesses and to gain a clear understanding of what resources and supports could best serve in supporting individual students in the independent study program. Homeroom teachers partner with parents in providing information and support that can assist their child in successfully engaging in school and reaching success. In data collected from education partner surveys, 94.6% of parents stated that they feel welcome to participate in meetings with their child's teacher to discuss and set education goals for their child. 96.9% of students responded that they agree that their teacher is available to help them and support them with their school work. 99% of students stated that their teacher cares about their education and helps them to succeed. 94.9% of students stated that if they have a problem, they know they have someone at school that they can talk to for support, and 94.9% of students stated that overall, they are satisfied with their school. CPCS is consistent in supporting families to understand their legal rights and advocate for their children. Parent rights are reviewed in IEP and 504 plan meetings. CPCS maintains a uniform complaint policy and makes the uniform complaint form available to education partners.|"Focus Area CPCS launched a Parent University program in the 22-23 school year. Parent University is used for parent education, resources, and support in areas that can help support their students socially, emotionally, and academically. CPCS plans to continue to expand this program with additional resources to better support student outcomes. Additionally, CalPac launched a ""know your score"" campaign. Teachers meet with families at least twice per year to review individual student outcome data and set goals for student engagement and academic growth."|CPCS plans to further develop the homeless youth program by providing additional training for the homeless youth coordinator and holding regular meetings with students and families to ensure this student population is engaged in school and has every opportunity to be successful.|Strengths CPCS is currently engaged in this work. CalPac provides all education partners opportunities for input in decision-making at the program and charter levels.  Parents and students provide input through homeroom meetings, back-to-school nights, surveys, virtual events, public meetings, school site council meetings, club meetings, WASC focus groups, and other methods of 2-way communication with the school. Based on an education partner survey, parents indicated that they feel satisfied with the school in providing input opportunities for them to participate in the school and their child's education.|Focus Area The school will continue to work closely with the School Site Council members (SSC serves as Parent Advisory Committee) to seek input regarding decision-making.|CPCS plans to enhance the engagement of underrepresented families by implementing targeted outreach initiatives, including multilingual communication resources and community liaison roles to facilitate more inclusive participation. We will also establish regular, accessible forums and workshops designed to educate and empower these families, ensuring their voices are integral in our decision-making processes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
49707226051767|Guerneville Elementary (Charter)|3|We are developing the capacity of staff to build trusting and respectful relationships with families by utilizing Character Strong, Ongoing PD. We are creating welcoming environments for all families by Office & Teaching Staff, Facilities, Environmental Print. We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by All about me pages, Goal Setting Sessions. We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families Parent Information Nights, Parent Conferences, Open House, School Compacts. Within all the activities above we will seek to improve the engagement of underrepresented families.|"As part of our community based schools model we are focusing on ""Supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children."|Our efforts are demonstrated in our LCAP Action 2.2 Family and Community Engagement Actively tap the expertise and knowledge of family and community members to serve as true partners in supporting and educating students (CSPP, Pillar).  - Engagement: Provide opportunities or structures for shared leadership and communication such as Parent Coffee meetings, Events , translation, Workshops/Trainings, ParentSquare, and student-teacher-family conference.  - Participation:  Provide a welcoming environment, information and resources, and opportunities to meet with teachers to discuss student progress.  Promote parental participation in programs for unduplicated pupils and individuals with exceptional needs. - Strategic Community Partnerships: Continue to establish and strengthen culturally responsive community partnerships (CSPP, Pillar).|We are doing very well building partnerships throughout the community for student outcomes. A majority of the items are at the full implementation/ full Implementation and Sustainability level, with only one item at initial implementation. We will continue to work towards supporting families to understand and exercise their legal rights and advocate for their own students and all students. We are providing ongoing professional learning and support to teachers and principals to improve a school’s capacity to partner with families by PD Days and Professional Conferences. We are providing families with information and resources to support student learning and development in the home through Parent Orientations, Educational Themed Nights, Character Strong,  County, and our Website. We are implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, Title I Parent Meeting, Educational Partner Fair. We are supporting families to understand and exercise their legal rights and advocate for their own students and all students by the Parent/Student Handbook, Annual Notifications, Website Resource, School Compacts. Within all the activities above we will seek to improve the engagement of underrepresented families.|"As part of our community based schools model we are focusing on ""Providing professional learning and support to teachers and Administrative Leadership team to improve our schools' capacity to partner with families."""|Our efforts are demonstrated in our LCAP Action 2.2 Family and Community Engagement Actively tap the expertise and knowledge of family and community members to serve as true partners in supporting and educating students (CSPP, Pillar).  - Engagement: Provide opportunities or structures for shared leadership and communication such as Parent Coffee meetings, Events , translation, Workshops/Trainings, ParentSquare, and student-teacher-family conference.  - Participation:  Provide a welcoming environment, information and resources, and opportunities to meet with teachers to discuss student progress.  Promote parental participation in programs for unduplicated pupils and individuals with exceptional needs. - Strategic Community Partnerships: Continue to establish and strengthen culturally responsive community partnerships (CSPP, Pillar).|We are doing very well at seeking input for decision making. We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by Leadership Training. We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs, Stakeholder Fair. We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, ELAC, Coffee with the Principal, Social Media Accounts. We are Providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district level by Parent Clubs, Advisory Committees. Within all the activities above we will seek to improve the engagement of underrepresented families.|"As part of our community based schools model we are focusing on ""Building the capacity of and supporting family members to effectively engage in advisory groups and decision-making."|Our efforts are demonstrated in our LCAP Action 2.2 Family and Community Engagement Actively tap the expertise and knowledge of family and community members to serve as true partners in supporting and educating students (CSPP, Pillar).  - Engagement: Provide opportunities or structures for shared leadership and communication such as Parent Coffee meetings, Events , translation, Workshops/Trainings, ParentSquare, and student-teacher-family conference.  - Participation:  Provide a welcoming environment, information and resources, and opportunities to meet with teachers to discuss student progress.  Promote parental participation in programs for unduplicated pupils and individuals with exceptional needs. - Strategic Community Partnerships: Continue to establish and strengthen culturally responsive community partnerships (CSPP, Pillar).|4|5|4|5|5|4|5|5|4|4|4|4|Met||2026-06-15|2026
49707300000000|Harmony Union Elementary|3|According to Jan 2026 Youth Truth Family Survey data in the area of Relationships. The summary measure describes the degree to which families experience positive relationships in their school based on respect, care and approachability at the 81st percentile relative to other county schools. This measure is a significant increase from the Jan 2025 percentile points in the same summary area.|The first area of focus in response to the above data is to continue to improve school communication and notifications. The second area of focus is in increasing parent volunteerism, the third is in stakeholder engagement on new initiatives including curriculum adoptions, committees and surveys. Staff will be holding parent meetings and community forums through 2026-2027 to assist in improvement relations.|The school is continuing its DEIA work at committee level to survey and develop initiatives to more fully engage underrepresented families in the data on school relationships.|"According to Jan 2026 Youth Truth Survey data, Families responded to the survey question ""I receive information about what my child should learn and be able to do"" at the 70th percentile relative to other county schools. This measure is a significant increase from Jan 2025."|The first area of focus in response to the above data is to continue to improve school communication and notifications. The second area of focus is increasing parent volunteerism, the third is in stakeholder engagement on new initiatives including curriculum adoptions, committees and surveys. Staff will be holding parent meetings and community forums through 2026-2027 to assist in improvement partnerships for student outcomes, specifically supporting parents on academic support at home and understanding student learning and progress.|The school is continuing its DEIA work at committee level to survey and develop initiatives to more fully engage underrepresented families in the data on school relationships|According to Jan 2026 Youth Truth Family Survey data in the area of Engagement. The summary measure describes the degree to which families are engaged in their school and empowered to influence decision making at the 63rd percentile relative to other county schools. This measure is a significant increase from the Jan 2025 percentile points in the same summary area.|More outreach will be conducted to include new parents in committees and advisory bodies for 2026-2027.|With support of the DEIA committee outreach and survey of the community, ensure that parent advisory committees and bodies demonstrate diverse and inclusive composition and conduct.|4|4|3|3|4|3|4|4|4|4|3|4|Met||2026-06-12|2026
49707306110639|Salmon Creek School - A Charter|3|According to Jan 2026 Youth Truth Family Survey data in the area of Relationships. The summary measure describes the degree to which families experience positive relationships in their school based on respect, care and approachability at the 81st percentile relative to other county schools. This measure is a significant increase from the Jan 2025 percentile points in the same summary area.|The first area of focus in response to the above data is to continue to improve school communication and notifications. The second area of focus is in increasing parent volunteerism, the third is in stakeholder engagement on new initiatives including curriculum adoptions, committees and surveys. Staff will be holding parent meetings and community forums through 2026-2027 to assist in improvement relations.|The school is continuing its DEIA work at committee level to survey and develop initiatives to more fully engage underrepresented families in the data on school relationships.|"According to Jan 2026 Youth Truth Survey data, Families responded to the survey question ""I receive information about what my child should learn and be able to do"" at the 70th percentile relative to other county schools. This measure is a significant increase from Jan 2025."|The first area of focus in response to the above data is to continue to improve school communication and notifications. The second area of focus is increasing parent volunteerism, the third is in stakeholder engagement on new initiatives including curriculum adoptions, committees and surveys. Staff will be holding parent meetings and community forums through 2026-2027 to assist in improvement partnerships for student outcomes, specifically supporting parents on academic support at home and understanding student learning and progress.|The school is continuing its DEIA work at committee level to survey and develop initiatives to more fully engage underrepresented families in the data on school relationships.|According to Jan 2026 Youth Truth Family Survey data in the area of Engagement. The summary measure describes the degree to which families are engaged in their school and empowered to influence decision making at the 63rd percentile relative to other county schools. This measure is a significant increase from the Jan 2025 percentile points in the same summary area.|More outreach will be conducted to include new parents in committees and advisory bodies for 2026-2027.|With support of the DEIA committee outreach and survey of the community, ensure that parent advisory committees and bodies demonstrate diverse and inclusive composition and conduct.|4|4|3|3|4|3|4|4|4|4|3|4|Met||2026-06-12|2026
49707306120588|Pathways Charter|3|"Pathways teachers work one-on-one with each student and parent/guardian to design a personalized learning plan. Given our non-classroom-based setting, students do the majority of their work at home; however, over the past several years, we've significantly increased our class offerings (regional onsite and schoolwide online) to provide additional direct instruction. Our staff offers a range of support services to help students be successful, including individual student/family meetings every 1-3 weeks to review progress and provide targeted instruction; the frequency and focus vary depending on student/family needs. These meetings can take place in person, by phone, and/or online. We continue to develop our mental health support services and our multi-tiered intervention system (MTSS). (Note: Programs like Pathways experience a relatively high student mobility rate; this explains why we describe our progress as ""beginning development or initial implementation"" in some areas.)"|"Pathways teachers work one-on-one with each student and parent/guardian to build strong relationships among all educational team members. Over the years, we've seen shifts in the types of families who seek out our program; therefore, we continue to develop tools to support students and parents/guardians who are new to an independent study setting, including an increased use of ParentSquare (with its translation and tailored delivery features) to improve our communication with families. For the first time, in January 2026, we participated in the YouthTruth Survey, the results of which our Leadership Team reviewed and considered. Given our non-classroom-based program, students do the majority of their work at home; however, over the past several years, we've significantly increased our class offerings (regional onsite and schoolwide online) to provide additional direct instruction. Our staff offers a range of support services to help students be successful, including individual student/family meetings every 1-3 weeks to review progress and provide targeted instruction; the frequency and focus vary depending on student/family needs. These meetings can take place in person, by phone, and/or online. We continue to develop our mental health support services and our multi-tiered intervention system (MTSS). (Note: Programs like Pathways experience a relatively high student mobility rate; this explains why we describe our progress as ""beginning development or initial implementation"" in some areas.)"|"Pathways teachers work one-on-one with each student and parent/guardian to build strong relationships among all educational team members. Over the years, we've seen shifts in the types of families who seek out our program; therefore, we continue to develop tools to support students and parents/guardians who are new to an independent study setting, including an increased use of ParentSquare (with its translation and tailored delivery features) to improve our communication with families. For the first time, in January 2026, we participated in the YouthTruth Survey, the results of which our Leadership Team reviewed and considered. Given our non-classroom-based program, students do the majority of their work at home; however, over the past several years, we've significantly increased our class offerings (regional onsite and schoolwide online) to provide additional direct instruction. Our staff offers a range of support services to help students be successful, including individual student/family meetings every 1-3 weeks to review progress and provide targeted instruction; the frequency and focus vary depending on student/family needs. These meetings can take place in person, by phone, and/or online. We continue to develop our mental health support services and our multi-tiered intervention system (MTSS). (Note: Programs like Pathways experience a relatively high student mobility rate; this explains why we describe our progress as ""beginning development or initial implementation"" in some areas.)"|"Pathways teachers work one-on-one with each student and parent/guardian to design a personalized learning plan. Given our non-classroom-based setting, students do the majority of their work at home; however, over the past several years, we've significantly increased our class offerings (regional onsite and schoolwide online) to provide additional direct instruction. Our staff offers a range of support services to help students be successful, including individual student/family meetings every 1-3 weeks to review progress and provide targeted instruction; the frequency and focus vary depending on student/family needs. These meetings can take place in person, by phone, and/or online. We continue to develop our mental health support services and our multi-tiered intervention system (MTSS). (Note: Programs like Pathways experience a relatively high student mobility rate; this explains why we describe our progress as ""beginning development or initial implementation"" in some areas.)"|"Pathways teachers work one-on-one with each student and parent/guardian to build strong relationships among all educational team members. Over the years, we've seen shifts in the types of families who seek out our program; therefore, we continue to develop tools to support students and parents/guardians who are new to an independent study setting, including an increased use of ParentSquare (with its translation and tailored delivery features) to improve our communication with families. For the first time, in January 2026, we participated in the YouthTruth Survey, the results of which our Leadership Team reviewed and considered. Given our non-classroom-based program, students do the majority of their work at home; however, over the past several years, we've significantly increased our class offerings (regional onsite and schoolwide online) to provide additional direct instruction. Our staff offers a range of support services to help students be successful, including individual student/family meetings every 1-3 weeks to review progress and provide targeted instruction; the frequency and focus vary depending on student/family needs. These meetings can take place in person, by phone, and/or online. We continue to develop our mental health support services and our multi-tiered intervention system (MTSS). (Note: Programs like Pathways experience a relatively high student mobility rate; this explains why we describe our progress as ""beginning development or initial implementation"" in some areas.)"|"Pathways teachers work one-on-one with each student and parent/guardian to build strong relationships among all educational team members. Over the years, we've seen shifts in the types of families who seek out our program; therefore, we continue to develop tools to support students and parents/guardians who are new to an independent study setting, including an increased use of ParentSquare (with its translation and tailored delivery features) to improve our communication with families. For the first time, in January 2026, we participated in the YouthTruth Survey, the results of which our Leadership Team reviewed and considered. Given our non-classroom-based program, students do the majority of their work at home; however, over the past several years, we've significantly increased our class offerings (regional onsite and schoolwide online) to provide additional direct instruction. Our staff offers a range of support services to help students be successful, including individual student/family meetings every 1-3 weeks to review progress and provide targeted instruction; the frequency and focus vary depending on student/family needs. These meetings can take place in person, by phone, and/or online. We continue to develop our mental health support services and our multi-tiered intervention system (MTSS). (Note: Programs like Pathways experience a relatively high student mobility rate; this explains why we describe our progress as ""beginning development or initial implementation"" in some areas.)"|"We solicit input from our students and parent/guardian community via surveys several times a year. Each survey requests feedback on various aspects of the program (including, but not limited to, interactions with staff, class offerings and instruction, support services, field trips, other activities). Response rates vary depending on which population is targeted (for example, student grade-level groups, parents/guardians of different student grade-level groups, region, level of engagement with our regional learning centers, classes, and field trips, vs. more purely home-based independent study). We also offer opportunities for participation in parent/guardian forums from time to time, which tend to be poorly attended. In addition, the majority of our School Board members are current or former parents/guardians of Pathways students. Over the years, we've seen shifts in the types of families who seek out our program; therefore, we continue to develop tools to support students and parents/guardians who are new to an independent study setting, including an increased use of ParentSquare (with its translation and tailored delivery features) to improve our communication with families. For the first time, in January 2026, we participated in the YouthTruth Survey, the results of which our Leadership Team reviewed and considered. (Note: Programs like Pathways experience a relatively high student mobility rate; this explains why we describe our progress as ""beginning development or initial implementation"" in some areas.)"|"We solicit input from our students and parent/guardian community via surveys several times a year. Each survey requests feedback on various aspects of the program (including, but not limited to, interactions with staff, class offerings and instruction, support services, field trips, other activities). Response rates vary depending on which population is targeted (for example, student grade-level groups, parents/guardians of different student grade-level groups, region, level of engagement with our regional learning centers, classes, and field trips, vs. more purely home-based independent study). We also offer opportunities for participation in parent/guardian forums from time to time, which tend to be poorly attended. In addition, the majority of our School Board members are current or former parents/guardians of Pathways students. Over the years, we've seen shifts in the types of families who seek out our program; therefore, we continue to develop tools to support students and parents/guardians who are new to an independent study setting, including an increased use of ParentSquare (with its translation and tailored delivery features) to improve our communication with families. For the first time, in January 2026, we participated in the YouthTruth Survey, the results of which our Leadership Team reviewed and considered. (Note: Programs like Pathways experience a relatively high student mobility rate; this explains why we describe our progress as ""beginning development or initial implementation"" in some areas.)"|"Improved engagement with and input from our underrepresented families via the methods described above and herein is essential. We solicit input from our students and parent/guardian community via surveys several times a year. Each survey requests feedback on various aspects of the program (including, but not limited to, interactions with staff, class offerings and instruction, support services, field trips, other activities). Response rates vary depending on which population is targeted (for example, student grade-level groups, parents/guardians of different student grade-level groups, region, level of engagement with our regional learning centers, classes, and field trips, vs. more purely home-based independent study). We also offer opportunities for participation in parent/guardian forums from time to time (which tend to be poorly attended). In addition, the majority of our School Board members are current or former parents/guardians of Pathways students. Over the years, we've seen shifts in the types of families who seek out our program; therefore, we continue to develop tools to support students and parents/guardians who are new to an independent study setting, including an increased use of ParentSquare (with its translation and tailored delivery features) to improve our communication with families. For the first time, in January 2026, we participated in the YouthTruth Survey, the results of which our Leadership Team reviewed and considered. We continue to develop different ways to solicit input from our student and parent/guardian communities, whether via new and improved survey opportunities or schoolwide and/or regional parent/guardian forums (in-person or online). We have at least one opening on our School Board, which will offer another possible opportunity for engagement with a new parent/guardian (or other educational partner). (Note: Programs like Pathways experience a relatively high student mobility rate; this explains why we describe our progress as ""beginning development or initial implementation"" in some areas.)"|4|4|4|3|4|3|3|4|2|2|3|3|Met||2026-06-15|2026
49707630000000|Horicon Elementary|3|We are developing the capacity of staff to build trusting and respectful relationships with families through communication, events, conferences. We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, Teachers, and Events. We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by Parent Teacher Conference and Meetings. We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Events, Conferences, and Small School Environment.|"The focus area for improvement in Building Relationships Between School Staff and Families is ""creating welcoming environments for all families in the community."""|The school is a community center and an integral part of a close-knit, multi-generational farming community and serves as a gathering site for family, community, and sports events. Over the last several years, Horicon Elementary School District has worked diligently to provide an education focused on the whole child in order to meet the needs of diverse learners.|We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families during Professional Development Days, staff meetings and discussions. We are providing families with information and resources to support student learning and development in the home by Website, Parent Teacher Conferences, Email, Events.  We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes through Parent/Teacher Conferences, Parent Meetings, Progress Reports. We are Supporting families to understand and exercise their legal rights and advocate for their own students and all students through Handbooks, Annual Notifications, and IEP/504 Meeting|"The focus area for improvement in Building Partnerships for Student Outcomes is ""providing families with information and resources to support student learning and development in the home."""|The school is a community center and an integral part of a close-knit, multi-generational farming community and serves as a gathering site for family, community, and sports events. Over the last several years, Horicon Elementary School District has worked diligently to provide an education focused on the whole child in order to meet the needs of diverse learners.|We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by parent meetings and 1:1 discussions.  We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by parent meetings and Board Meetings. We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys. We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by parent meetings, 1:1 discussions, Surveys.|"The focus area for improvement in Seeking Input for Decision-Making is ""providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community."""|The school is a community center and an integral part of a close-knit, multi-generational farming community and serves as a gathering site for family, community, and sports events. Over the last several years, Horicon Elementary School District has worked diligently to provide an education focused on the whole child in order to meet the needs of diverse learners.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-09|2026
49707890000000|Kenwood|3|"Based on Stakeholder input from our annual Parent Survey, families feel that our LEA's strengths include communication with our families. 83% of families that responded to our Survey, feel that the LEA does either a ""Great"" or a ""Good"" job in communicating and building relationships with our community. Kenwood is aware of the difficulty in building relationships with families due to the increased cost of living and economical struggles, and teachers are focussing on more outreach such as newsletters, emails and phone calls, in order to communicate with parents, rather than relying on face to face conversations."|The LEA is concerned that 17% of families feel that communication between the school and the families is lacking. We are making a concerted effort to notify families of school wide events, community events, and possible volunteer opportunities. We are continuing to find ways to increase attendance and increase student engagement via newsletters and One Call notifications. Our office is making numerous phone calls to improve our attendance rate and support families when students miss school frequently.|The LEA will make a concerted effort to engage underrepresented families in a attempt to build a strong relationship and support families when needed. Staff will identify families that may need a variety of ways to connect with the school. Our school secretary will prioritized parent outreach for various issues including attendance, events, and basic communications.|"Partner input, including the Parent Survey, Site Council, KSA and Board of Trustee Input, the community feels Kenwood School is doing a Good job in building partnerships for student outcomes. In fact 92% of families surveyed feel that Kenwood School is doing a ""Good"" or ""Great"" job with student achievement."|Parent Surveys have indicated that families would appreciated opportunities to learn a foreign language and extended learning opportunities. The LEA will continue to look to fulfill these possibilities. Staffing has been difficult over the past year but we anticipate more opportunities for Partnerships in the future. We will continue to reach out to local partners such as the colleges and civic minded groups such as Kiwanis, Rotary, Plein Aire and Project 100.|By hiring a Bi-Lingual School Counselor, we have given ourselves the opportunity to perform outreach to some of our Unduplicated EL students. This outreach will give families an opportunity to meet and discuss important topics, work on homework, ask clarifying questions and to help these families to become more engaged in their student's schooling.|Through monthly KSA and KEF meetings, bi-weekly newsletters, Site Council, and our annual parent survey, we are able to get a fair amount of feedback from our educational partners. We have relied upon our School Newsletter and School Website to convey important information. And although this was successful this year, we hope to add extra strategies, such as Parent Squared or other online programs, in the upcoming years to help build those partnerships.|The Principal will meet with families with his Monthly Coffee Chats with parents as they come to school to drop off their students. These informal meetings will give families a chance to ask questions and address concerns as well as get monthly updates from the principal. Monthly Site Council meetings, KEF meetings, and KSA meetings also allow the principal to speak directly to families and other volunteers regarding decisions that need to be made with stakeholder input. Based on input from families on the Parent Survey, better communication is an area that our LEA can do better at.|More outreach is needed at Kenwood. We will begin improving engagement with registration and First Day packets when the school year begins. Meeting families and asking them to get involved in various committees will provide underrepresented families the opportunity to become engaged and show that we value their insights. We will send home a questionnaire asking parents to sign up for committees and how they feel they can support our school.|5|5|5|5|5|5|5|5|5|5|4|5|Met||2026-06-10|2026
49707970000000|Liberty Elementary|3|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-24|2026
49707970107284|California Virtual Academy @ Sonoma|3|The school is dedicated to cultivating trusting and respectful relationships with families to ensure student success in the virtual learning environment. Upon enrollment, families receive personalized onboarding support from a designated coach, including guidance on program expectations, communication channels, and navigation of online platforms and resources. These intentional connections help establish a strong sense of belonging from the start. Spanish-language onboarding is available for Limited English Proficient (LEP) families, along with translation tools for families who speak other languages. Teachers proactively connect with families through welcome calls, monthly check-ins, academic conferences, and live instruction aligned to California standards. Staff prioritize building strong relationships through consistent, face-to-face interactions and support student and family resilience through intentional social-emotional learning practices. The school emphasizes self-awareness, self-management, and executive functioning skills, while schoolwide behavioral expectations promote positive interactions, guide staff decision-making, and create consistent support systems for students. Beyond the classroom, the school offers in-person and virtual activities, clubs, and support sessions to foster connection and engagement. Year-round support is available, including during the summer months. School leaders regularly gather feedback from families, students, and staff through surveys and direct engagement to inform continuous improvement. Programs such as Compass provide targeted support for students experiencing homelessness, foster youth, and other underrepresented student groups, offering resources, engagement opportunities, and coaching, including bilingual support. Families, students, and staff actively participate in planning and decision-making through Title I meetings, the English Learner Advisory Committee (ELAC), and Partner Engagement Meetings. These forums provide opportunities to review and give input on the Local Control and Accountability Plan (LCAP) goals, actions, and services. The LCAP Advisory Committee ensures that feedback informs decision-making and program adjustments aligned with community needs. The school evaluates data through multiple accountability measures, using insights to refine action plans and enhance family engagement strategies. By prioritizing inclusive practices, strong communication, and meaningful partnerships, the school ensures all families feel welcomed, valued, and supported.|Current Areas of Improvement -Continue to refine the Enduring Connection Calls between teachers and students. -Schoolwide implementation of 3 Signature Practices across all departments -Training and Professional Development for staff based on trauma-informed practices, to support trusting and respectful relationships with families. -Provide additional training for all staff on how to access the primary and preferred language of Limited English Proficient (LEP) families. -Continue to refine the Language Access Plan - a resource that outlines ongoing efforts to improve access for limited English proficient (LEP) individuals – people whose primary language is not English and who have limited ability to read, speak, write, or understand English. -Continue to develop the Newcomer instructional and family support services provided by the English Language Development (ELD) Department to meet the needs of students in kindergarten through grade twelve (K–12) who were born outside the United States (U.S.) who have arrived in the U.S. in the last three years and who also are still learning English.|Solid relationships and research-based support/services improve outcomes for underrepresented students. The school provides engagement, attendance, academic, and SEL support for families, including English Learners, Students with Disabilities, and Socioeconomically Disadvantaged (SED) students. Support includes removing barriers and providing school supplies and resources, as well as academic support, to help them succeed in the virtual learning environment. The school has bilingual engagement staff for Spanish-speaking families to provide support throughout the calendar year to expand opportunities for LEP families and provide an increased level of translation and interpretation support from a school staff member. Additionally, schoolwide forms and documents have been translated into Spanish, and the school’s website includes a language toggle feature so that families can change the presentation of all information on the site to the language of their choice. In addition, the school contracts with an over-the-phone interpreting service, Certified Languages International (CLI), which provides interpreters in over 230 languages, allowing for teachers and other staff to communicate with LEP students and families during real-time phone calls or video conferences in their preferred language. In order for Limited English Proficient (LEP) families who speak a language other than English or Spanish to access school information, resources are included with school communication for seamless translation on demand. All parents and guardians of students may request free language translation services in their preferred language at any time, and staff members can request document translation for LEP families’ preferred languages at any time as well. The school seeks the participation of unduplicated students by offering specific onboarding follow-up for SED families who are not meeting designated engagement metrics, an internet subsidy so families can engage and connect with the school community, and the Compass team reaches out to parents and families when SED students are not engaged. We offer workshops to support resilience, specifically designed to support SED parents and families. This series focuses on skills to manage stress, solve problems, reflect on reactions in different situations and practice new ways to respond when facing challenges. For Students with Disabilities, GE teachers and Education Specialists do targeted outreach and seek their active participation in their child's education. Case Managers ensure families attend Individualized Educational Plan (IEP) meetings, specifically parents/guardians are invited to attend 30-day, annual, and triennial IEPs, evident in Team Meeting Notices. An ongoing area of improvement for the school is to continue analyzing parental engagement data to ensure consistent and significant participation from parents and students in unduplicated groups.|The school fosters strong partnerships with families to ensure student success. Recognizing the critical role parents play in an independent study charter school, the school actively engages families by providing information, resources, training, and opportunities to collaborate with other parents to support their children’s learning. Regular teacher-family conferences inform parents about student progress and expectations, while accessible systems provide visibility into grades, assessments, and online activities. Dedicated engagement and attendance support teams help keep students connected to their learning by supporting families with strategies and clear expectations. To improve outcomes for English Learners, the ELD Department includes a Bilingual Engagement Coach and ELD paraprofessionals who provide targeted outreach and personalized support. These efforts address attendance barriers and guide families in understanding student progress, fostering collaboration to accelerate English proficiency and reclassification. Graduation coaches also support students and families by providing guidance on requirements, progress tracking, and pathways to on-time graduation through meetings, assemblies, and conferences. As a Professional Learning Community (PLC), the school focuses on learning, collaboration, and results. Staff work together to analyze student progress, refine instruction, and strengthen communication with families through onboarding, connection calls, academic conferences, and ongoing support sessions. Programs such as CAVA2College and the Career & College Prep Program provide high school students with opportunities to explore career pathways, earn certifications, and prepare for postsecondary success. Middle school students engage in career exploration and can earn high school credit. The school utilizes multiple communication platforms, including ParentSquare, LC Community, social media, and the school website, to share information and build connections. The Family Teacher Organization (FTO) further strengthens partnerships through regular meetings and shared goals. Social-emotional well-being is also a priority. The SEL team provides student assemblies aligned to SEL benchmarks, crisis support, and access to community-based mental health resources through Care Solace. Monthly, Parenting with Purpose workshops offer families opportunities to build community and learn strategies that support positive parent-child relationships.|Current Areas of Improvements -Additional opportunities for students to engage with SEL assembly topics by incorporating content into the MS/HS ORN courses and supporting the elementary staff with resources to share during Paw Pride sessions. -Provide training and access to Care Solace for administrators, who can support families by initiating a warm handoff when needed. Continue to create understanding with staff around the difference between a “warm handoff” and “anonymous search” and how we can better support resource connection when we start a “warm handoff” for a family or student. -Increase the translation and interpretation services and documents provided in Arabic, an increasing primary language amongst Limited English Proficient (LEP) families at our school.|The school’s Attendance Advocates proactively address student absences daily, working with students and families to identify and overcome barriers to engagement. They assist parents with completing required surveys for offline work and schedule additional meetings when absences persist to ensure students are supported and re-engaged in their learning. To support McKinney-Vento (MKV) students, the school has increased staffing to ensure timely access to dedicated support. Students are provided with essential materials based on individual needs, including backpacks, school supplies, ink, paper, hotspots, and PE clothing. Staff also provide referrals and warm handoffs to community resources such as food, housing, health, and mental health services. All staff participate in ongoing professional development to strengthen their ability to support students and families. New teachers receive comprehensive onboarding and are paired with a dedicated support teacher during their first year to ensure strong alignment with schoolwide expectations and practices. The school continues to strengthen its implementation of a Professional Learning Community (PLC) model focused on collaboration, learning, and results. Key teams include: Leadership Team: Coordinates schoolwide efforts across departments and grade levels. Guiding Coalition: Leads PLC processes and supports a collaborative culture focused on student outcomes. Professional Learning Teams (PLTs): Collaborate on instruction, intervention, and support for shared students. MTSS/Intervention Team: Provides targeted support for at-risk students through data-driven interventions. Student Study Team (SST): Reviews student needs and recommends appropriate academic and social-emotional supports. The school has expanded college and career readiness opportunities through programs such as CAVA2College and Career & College Prep Program, offering dual enrollment, career pathways, and certification opportunities. Middle school students also have access to career exploration and technology courses that build early college and career readiness skills. Families are supported through multiple communication platforms, including ParentSquare, the digital handbook, LC Community, social media, and the CAVA website. These tools ensure families understand their rights, access resources, and stay connected. The Family Teacher Organization (FTO) meets monthly to strengthen partnerships between families and the school community.|The LCAP Needs Assessment Survey provides valuable feedback from families and educational partners to guide continuous improvement efforts and to inform the development and monitoring of LCAP goals, actions, and services. Leadership teams regularly review survey feedback alongside student engagement and achievement data to adjust schoolwide and departmental plans and strengthen family engagement initiatives. Families identified several strengths they value and want continued focus on, including academic supports and interventions, support for multilingual families and students with disabilities, graduation support, A-G completion, and core curriculum alignment , student engagement opportunities, family and community engagement, positive school climate, and strong teacher and staff support. Additional focus areas identified included summer school opportunities, attendance support, teacher communication, new teacher support, internet reimbursement awareness, consistency across schools and programs, and SEL (Social Emotional Learning), including staff training, connections to community-based supports, and strategies that strengthen the home-to-school connection. Areas identified for improvement included platform usability and technology experience, student connection and social opportunities, differentiation for advanced learners and special populations, and teacher training and consistency. Parents, families, students, and staff provide ongoing feedback and guidance to the school through a variety of engagement opportunities, including Title I Meetings, Winter and Spring Partner Engagement Meetings, the LCAP Needs Assessment Survey, ELAC Meetings, the EL Needs Assessment Annual Survey, the LCAP Parent Advisory Committee (PAC), School Climate Surveys, Family Teacher Organization (FTO) meetings, Student Government, parent coffee chats and trainings, and regular student and teacher check-ins. Feedback gathered through these opportunities helps inform schoolwide planning, programs, services, and continuous improvement efforts. The school maintains strong two-way communication with families through ParentSquare, LC Community, emails, Connection Calls, academic conferences, student support sessions, graduation plan reviews, Student Individualized Learning Plans (ILPs), Student Support Team (SST) meetings, Individualized Education Program (IEP) meetings, English Language Development (ELD) program meetings, and Bear Tracks, the weekly community newsletter that highlights school events, resources, and activities.|Based on parent feedback, the school will: -Continue parent engagement initiatives. -Continue to provide regular surveys and host Partner Engagement Meetings to share school goals and actions, gather feedback, and increase family participation in school decision-making. -Implement a new feedback system: a multilingual survey platform that allows anonymous text, audio, or video submissions through QR codes and ParentSquare links. This system identifies key themes and informs targeted interventions. -Improve scheduling and accessibility of board meetings for parents and staff. -Provide on-demand informational videos: short, accessible videos that explain LCFF, the LCAP process, and how to provide meaningful feedback. These can be accessed at any time to accommodate families' schedules. -Continue to provide time management tools, technology and school-platform training, and resources and support to strengthen parent and learning coach capacity. -Enhance onboarding and follow-up support for families, and provide extended targeted support for families needing additional assistance. -Expand and refine attendance and engagement support for families. -Communicate available, student-specific, research-based interventions delivered by specialized staff across multiple tiers of support. -Continue implementing the schoolwide collaborative Social-Emotional Learning (SEL) plan that actively engages teachers, students, staff, and families, with clearly defined, school-specific roles and responsibilities to ensure consistent and meaningful support for all students. -Increase peer-to-peer interaction through Class Connect sessions, clubs, K12 Zone activities, and in-person and virtual events. -Refine and expand support for students experiencing homelessness and housing insecurity. -Enhance communication to increase awareness of the Internet Service Provider (ISP) reimbursement, reduce delays in verification, improve usability, and support. -Proactively reach out to families who have not participated in feedback opportunities to identify and remove barriers, and communicate to all families how their input has led to meaningful school improvements and decisions. -Enhance multilingual supports|Parents generally express satisfaction with the school, which positively impacts all students. They value the assistance that teachers and staff provide, as well as the school's efficient communication with students and families. Daily prompts regarding class attendance and assignments help students stay focused. Parents appreciate the opportunity to monitor their child's progress and access educational materials in advance to address any academic hurdles. They also value the school's diverse and comprehensive curriculum, which offers a wide range of courses and effective teaching methods. Additionally, parents welcome the various opportunities for high school students and socialization activities available at all grade levels. Furthermore, the staff dedicated to supporting Spanish-speaking parents is highly regarded.|4|5|4|5|5|5|5|5|4|4|4|4|Met||2026-06-09|2026
49707970139568|Heartwood Charter|3|We have 2 programs under our district umbrella and our strengths really are in providing opportunities for parents to voice their needs and work with our administration on whether we can work together to make it happen.|There is always room for improvement, and continuing to have opportunities to grow and for parents to be heard.|Creating safe spaces for connection in different times of the day and different days of the week, allowing an open door policy in as many formats as possible.|The staff and administration are constantly looking for ways to gain progress through staff to student interactions and direct instruction as well as student to student interactions.|We are looking to expand into different curriculum options in the coming years.|We have expanded what we have available online, the technology that we can provide and the accessiblity to pen/paper resources.|Each program under our district umbrella as committees and steering groups setup for various grade ranges, event operations and parent connection.  This allows our staff to have buy-in on the main components of each program.|We are looking to expand the committees and form more within our limitations.|Our goal as a district is always to reflect upon those who are underrepresented and find solutions on how to make what we have to offer more accessible.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-26|2026
49707970140228|Liberty Independent Study|3|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-24|2026
49707976051833|Liberty Elementary|3|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-24|2026
49708050000000|Mark West Union Elementary|3|Based on educational partner input and local data, the LEA has identified strong, positive relationships between school staff and families as a key strength. According to the most recent YouthTruth Family Survey, Relationships was the highest-rated theme among families, with 88% of respondents providing positive feedback. Educational partner feedback, gathered through family engagement events, site council meetings, and LCAP input sessions, aligns with the survey results. Families consistently report feeling respected, heard, and supported by school staff. They highlight the accessibility of teachers and principals, the responsiveness of communication, and the efforts made by schools to engage all families—particularly those of English Learners and students with disabilities. The data shows the LEA has established multiple effective channels for two-way communication, especially between teachers and families.|While the LEA has demonstrated strong relationships between school staff and families overall, local data and educational partner input have highlighted specific areas for improvement to further strengthen these connections.  Families reported strong relationships with teachers, the percentage of families who indicated they feel comfortable approaching school administration with concerns was noticeably lower than the percentage who feel comfortable approaching teachers. Additionally, YouthTruth Staff Survey results indicate that staff reported lower positive responses regarding feeling respected by families and students.  Lastly, the LEA acknowledges the need to better support communication with families speaking languages other than Spanish (e.g., Tagalog and Vietnamese). The District continues to welcome all families at the schools and related activities.  Given high numbers of Spanish-speaking parents at some sites, communications and outreach are in English and Spanish.  District and school staff recruitment has prioritized candidates that are not only well qualified but who also speak a second language (non-English) that can further support 2-way communication with non-English speaking parents.  Communications with parents occur via in-person, online newsletters, superintendent video messages, phone messages, social media, and texts.  Parents are offered a series of parent workshops throughout the year that foster greater family-school connections and that reflect topics of parent interest as well as topics that support student success in schools.  Workshops have been offered in both in-person and Zoom formats to accommodate parent needs.|"While overall survey responses indicate high levels of trust and respect between families and teachers, the data also reveals disparities that guide our next steps. Families speaking languages categorized as ""Other"" reported lower positive responses (78%) regarding the statement “Teachers and students care about each other,” suggesting potential gaps in relational engagement with multilingual families not represented by English or Spanish. To address these findings and improve engagement the LEA plans Expand culturally and linguistically responsive outreach, explore Training  administrators and staff in inclusive communication strategies to address perceptions around approachability and strengthen relational trust across all family groups, and  Facilitate more informal engagement opportunities with administrators to foster comfort and approachability. Site and district administrators have explored and are beginning development of intentional equity practices to understand the cultures, languages, needs and interests of families in the district, with the intended outcome of more effective and authentic family engagement grounded in relationships. Tools for continuous improvement, such as Plan-Do-Review-Act. To ensure continuous improvement in these areas, we reach out to families in both Spanish and English using both the YouthTruth and locally created surveys and by having District representation for input at site meetings such as PTA/PTO, SSC, and DELAC."|The District continues to foster collaborative partnerships with families, students, and staff.  A strength has been the District’s use of technology to facilitate communication of information between families and school staff. The District has delivered teacher professional learning opportunities focused on online platforms and apps that increase the methods that principals and teachers can use to partner with parents.  Over the course of the school year, the District holds parent workshops in English and Spanish to build parent capacity using online platforms for communication and strengthening teacher-parent partnerships.  Along the same lines, the District continues to use existing parent forums, such as District English Learner’s Advisory Committee (DELAC) and school-based parent meetings to keep families updated with information and resources. School staff also worked with individual families to facilitate understanding of student needs and the support services/programs available to them in the school, such as the student study team process, individualized education plan/special education process, MTSS, student attendance review process, identification of students as English learners, and reclassification process from “English Learner” to “Re-designated Fully English Proficient”.|The LEA has identified key focus areas for improvement in Building Partnerships for Student Outcomes. While families report positive trends in receiving information about what their child should learn (increasing from 76% in 2023 to 83% in 2025), other areas indicate a need for deeper, more consistent engagement. One area for growth is providing regular and actionable feedback about student progress. Educational partner input has also pointed to the need for greater clarity and access to student learning resources, particularly for families of English Learners and students with disabilities. An area of continued need is partnerships with parents who do not speak English.  Given that 95% of our non-English language parents speak Spanish, the District will continue its focus in this area.  There is a need for more site-based access to staff that can understand and assist parent who do not speak English. Special attention is also given to families whose home language is other than Spanish or English to ensure inclusion and clear communication.|Based on the analysis of educational partner input and local data, the LEA has identified the need to strengthen engagement with underrepresented families in ways that directly support improved student outcomes. While many families feel comfortable approaching teachers, fewer feel confident engaging with school leadership or advocating for instructional support, which can limit their ability to partner meaningfully in their child’s academic growth. Increase access to multilingual academic resources and tools that help families understand grade-level standards and how to support learning at home—particularly in reading, math, and science. Additionally, the LEA will strive to expand access culturally inclusive parent workshops and learning sessions that empower families to support homework, test preparation, and goal setting with their children. These efforts will ensure that families are not only engaged but are equipped to play an active, informed role in supporting their child’s academic achievement and success. The District will continue its efforts to hire proficiently bilingual staff so that parents can be assisted in real time when they come to a school or related activity and need to communicate their needs.  The district will also continue to provide bilingual parent communications via written, audio, websites, and social media; foster parent leadership and outreach for school committees; and conducting parent meetings in both languages. The goal is to increase non-English speaking parents’ connection to schools and increase their participation in school activities, given that research shows that students fare better academically when they and their parents feel valued and connected to the school.|Both at site level and district level decision-making, forums have been made available for parent input and contribution.  At the District level, our Board meetings continue to seek input via public comment time.  Also, as the district moves toward new initiatives (such as ELO-P) and/or seeks feedback on ongoing programs, parents are surveyed via online platforms and their input or decisions/opinions are integrated into the decision-making.  The YouthTruth parent survey is a new metric that is helping the District and Schools garner parent input for decision-making across a variety of educational domains.  In times of unanticipated challenges the District also incorporates parent voices into decision-making, as was evident during the wildfires when the District formed a Return-To-School advisory committee composed of representatives from among administrators, teachers, classified staff, parents and community members.  The group was tasked with contributing toward the development of a return to school model that met student needs while safeguarding the health and well-being of students and staff during the pandemic. Additionally, district-level and site-level parent committees are leveraged to garner parent input for decision-making.  DELAC is conducted in Spanish and in English, through the use of staff interpreters.  At DELACs, parent input for decision-making is collected via discussions, surveys, and needs assessments.  Their input has contributed to the district and sites' improved parent communication strategies, ensuring bilingual outreach and information.|A focus area for improvement continues to be fostering greater inclusion of historically underrepresented parent voices when the District is seeking input for decision-making, such as parents of students who are English learners, parents of students with disabilities, and parents of students who are homeless or foster youth.  The mechanisms are there for their input, their access has been improving year after year as measured by the YouthTruth and local data.  Based on analysis of educational partner input and local data, the Mark West Union School District recognizes the need to deepen family engagement specifically in decision-making processes that affect student outcomes. While 81% of families overall feel included in planning school activities—with even higher inclusion rates among Spanish-speaking (83%) and “Other” language families (89%)—only 60% of families feel empowered to play a meaningful role in school decision-making, and this drops to 47% among Spanish-speaking families. Similarly, although most families report feeling informed about important school decisions (72% overall; 82% Spanish-speaking; 89% Other languages), there is a clear opportunity to convert this information-sharing into active and empowered participation. Although there is room for improvement in fully empowering families, current data shows that 60% of respondents feel empowered to play a meaningful role in decision making at their school. This represents progress from previous years and suggests that many families are beginning to see themselves as valuable partners in shaping educational practices that directly impact student success.|The District will engage in intentional and strategic outreach efforts to parents of students who are English learners, parents of students with disabilities, and parents of students who are homeless or foster youth in order to generate actual participation in providing input.  This way, their input will be collected and considered during District and School decision-making. To address this, the Mark West Union School District will implement targeted strategies to enhance engagement and empowerment of underrepresented families in school decision-making processes, including: Providing bilingual training and resources that build families’ understanding of school governance, academic data, and how decisions impact student outcomes; Enhancing two-way communication with clear, translated materials and personal follow-ups to ensure families understand opportunities to participate and feel confident in doing so; Through these efforts, the LEA aims to increase the meaningful participation of all families in decisions that affect their children’s education, ultimately fostering stronger partnerships that support equitable student success.|4|4|4|4|4|4|4|4|5|4|4|4|Met||2026-06-25|2026
49708050105890|Mark West Charter|3|The District continues to welcome all families at the schools and related activities.  Given high numbers of Spanish-speaking parents, communications and outreach are in English and Spanish.  District and school staff recruitment has prioritized candidates that are not only well qualified but who also speak a second language (non-English) that can further support 2-way communication with non-English-speaking parents.  Communications with parents occur via in-person, online newsletters, superintendent video messages, phone messages, social media, and texts.  Parents are offered a series of parent workshops throughout the year that foster greater family-school connections and that reflect topics of parent interest as well as topics that support student success in schools.  Workshops have been offered in both in-person and Zoom formats to accommodate parent needs.|Site and district administrators have explored and are beginning development of intentional equity practices to understand the cultures, languages, needs and interests of families in the district, with the intended outcome of more effective and authentic family engagement grounded in relationships. Tools for continuous improvement, such as Plan-Do-Review-Act. To ensure continuous improvement in these areas, we reach out to families in both Spanish and English using both the YouthTruth and locally created surveys and by having District representation for input at site meetings such as PTA/PTO, SSC, and DELAC.|The District will continue to build staff capacity around understanding the cultures, languages, and needs of families in the district.  At this point, it has begun with administration with the intent to fortify their background in order to better support their sites as they, too, build capacity around family engagement in a way that honors the diversity in our school district and surrounding communities.  The California Department of Education's Family Engagement Toolkit will be used as a resource for guidance and it's rubrics for self-assessment and continuous improvement in how the District and Schools engage and include underrepresented families.  The District will continue to implement its robust communication plan, parent workshop series, recruitment efforts.|The District continues to foster collaborative partnerships with families, students, and staff.  A strength has been the District’s use of technology to facilitate communication of information between families and school staff. The District has delivered teacher professional learning opportunities focused on online platforms and Apps that increase the methods that principals and teachers can use to partner with parents.  Over the course of the school year, the District holds parent workshops in English and Spanish to build parent capacity using online platforms for communication and strengthening teacher-parent partnerships.  Along the same lines, the District continues to use existing parent forums, such as District English Learner’s Advisory Committee (DELAC) and school-based parent meetings to keep families updated with information and resources. School staff also worked with individual families to facilitate understanding of student needs and the support services/programs available to them in the school, such as the student study team process, individualized education plan/special education process, MTSS, student attendance review process, identification of students as English learners, and reclassification process from “English Learner” to “Re-designated Fully English Proficient”.|An area of continued need is partnerships with parents who do not speak English.  Given that 95% of our non-English language parents speak Spanish, the District will continue its focus in this area.  There is a need for more site-based access to staff that can understand and assist parent who do not speak English. Special attention is also given to families whose home language is other than Spanish or English to ensure inclusion and clear communication.|The District will continue its efforts to hire proficiently bilingual staff so that parents can be assisted in real time when they come to a school or related activity and need to communicate their needs.  The district will also continue to provide bilingual parent communications via written, audio, websites, and social media; foster parent leadership and outreach for school committees; and conducting parent meetings in both languages. The goal is to increase non-English speaking parents’ connection to schools and increase their participation in school activities, given that research shows that students fare better academically when they and their parents feel valued and connected to the school.|Both at site level and district level decision-making, forums have been made available for parent input and contribution.  At the District level, our Board meetings continue to seek input via public comment time.  Also, as the district moves toward new initiatives (such as ELO-P) and/or seeks feedback on ongoing programs, parents are surveyed via online platforms and their input or decisions/opinions are integrated into the decision-making.  The YouthTruth parent survey is a new metric that is helping the District and Schools garner parent input for decision-making across a variety of educational domains.  In times of unanticipated challenges the District also incorporates parent voices into decision-making, as was evident during the wildfires when the District formed a Return-To-School advisory committee comprised of representatives from among administrators, teachers, classified staff, parents and community members.  Additionally, district-level and site-level parent committees are leveraged to garner parent input for decision-making.  DELAC is conducted in Spanish and in English, through the use of staff interpreters.  At DELACs, parent input for decision-making is collected via discussions, surveys, and needs assessments.  Their input has contributed to the district and sites' improved parent communication strategies, ensuring bilingual outreach and information.|A focus area for improvement continues to be fostering greater inclusion of historically underrepresented parent voices when the District is seeking input for decision-making, such as parents of students who are English learners, parents of students with disabilities, and parents of students who are homeless or foster youth.  The mechanisms are there for their input, their access has been improving year after year as measured by the YouthTruth and local data.|The District will engage in intentional and strategic outreach efforts to parents of students who are English learners, parents of students with disabilities, and parents of students who are homeless or foster youth in order to generate actual participation in providing input.  This way, their input will be collected and considered during District and School decision-making.|4|4|4|4|4|4|4|4|5|4|4|4|Met||2026-06-25|2026
49708056051858|San Miguel Elementary|3|The District continues to welcome all families at the schools and related activities.  Given high numbers of Spanish-speaking parents at some sites, communications and outreach are in English and Spanish.  District and school staff recruitment has prioritized candidates that are not only well qualified but who also speak a second language (non-English) that can further support 2-way communication with non-English speaking parents.  Communications with parents occur via in-person, online newsletters, superintendent video messages, phone messages, social media, and texts.  Parents are offered a series of parent workshops throughout the year that foster greater family-school connections and that reflect topics of parent interest as well as topics that support student success in schools.  Workshops have been offered in both in-person and Zoom formats to accommodate parent needs.|Site and district administrators have explored and are beginning development of intentional equity practices to understand the cultures, languages, needs and interests of families in the district, with the intended outcome of more effective and authentic family engagement grounded in relationships. Tools for continuous improvement, such as Plan-Do-Review-Act. To ensure continuous improvement in these areas, we reach out to families in both Spanish and English using both the YouthTruth and locally created surveys and by having District representation for input at site meetings such as PTA/PTO, SSC, and DELAC.|The District will continue to build staff capacity around understanding the cultures, languages, and needs of families in the district.  At this point, it has begun with administration with the intent to fortify their background in order to better support their sites as they, too, build capacity around family engagement in a way that honors the diversity in our school district and surrounding communities.  The California Department of Education's Family Engagement Toolkit will be used as a resource for guidance and it's rubrics for self-assessment and continuous improvement in how the District and Schools engage and include underrepresented families.  The District will continue to implement its robust communication plan, parent workshop series, recruitment efforts.|The District continues to foster collaborative partnerships with families, students, and staff.  A strength has been the District’s use of technology to facilitate communication of information between families and school staff. The District has delivered teacher professional learning opportunities focused on online platforms and Apps that increase the methods that principals and teachers can use to partner with parents.  Over the course of the school year, the District holds parent workshops in English and Spanish to build parent capacity using online platforms for communication and strengthening teacher-parent partnerships.  Along the same lines, the District continues to use existing parent forums, such as District English Learner’s Advisory Committee (DELAC) and school-based parent meetings to keep families updated with information and resources. School staff also worked with individual families to facilitate understanding of student needs and the support services/programs available to them in the school, such as the student study team process, individualized education plan/special education process, MTSS, student attendance review process, identification of students as English learners, and reclassification process from “English Learner” to “Re-designated Fully English Proficient”.|An area of continued need is partnerships with parents who do not speak English.  Given that 95% of our non-English language parents speak Spanish, the District will continue its focus in this area.  There is a need for more site-based access to staff that can understand and assist parent who do not speak English. Special attention is also given to families whose home language is other than Spanish or English to ensure inclusion and clear communication.|The District will continue its efforts to hire proficiently bilingual staff so that parents can be assisted in real time when they come to a school or related activity and need to communicate their needs.  The district will also continue to provide bilingual parent communications via written, audio, websites, and social media; foster parent leadership and outreach for school committees; and conducting parent meetings in both languages. The goal is to increase non-English speaking parents’ connection to schools and increase their participation in school activities, given that research shows that students fare better academically when they and their parents feel valued and connected to the school.|Both at site level and district level decision-making, forums have been made available for parent input and contribution.  At the District level, our Board meetings continue to seek input via public comment time.  Also, as the district moves toward new initiatives (such as ELO-P) and/or seeks feedback on ongoing programs, parents are surveyed via online platforms and their input or decisions/opinions are integrated into the decision-making.  The YouthTruth parent survey is a new metric that is helping the District and Schools garner parent input for decision-making across a variety of educational domains.  In times of unanticipated challenges the District also incorporates parent voices into decision-making, as was evident during the wildfires when the District formed a Return-To-School advisory committee composed of representatives from among administrators, teachers, classified staff, parents and community members.  The group was tasked with contributing toward the development of a return to school model that met student needs while safeguarding the health and well-being of students and staff during the pandemic. Additionally, district-level and site-level parent committees are leveraged to garner parent input for decision-making.  DELAC is conducted in Spanish and in English, through the use of staff interpreters.  At DELACs, parent input for decision-making is collected via discussions, surveys, and needs assessments.  Their input has contributed to the district and sites' improved parent communication strategies, ensuring bilingual outreach and information.|A focus area for improvement continues to be fostering greater inclusion of historically underrepresented parent voices when the District is seeking input for decision-making, such as parents of students who are English learners, parents of students with disabilities, and parents of students who are homeless or foster youth.  The mechanisms are there for their input, their access has been improving year after year as measured by the YouthTruth and local data.|The District will engage in intentional and strategic outreach efforts to parents of students who are English learners, parents of students with disabilities, and parents of students who are homeless or foster youth in order to generate actual participation in providing input.  This way, their input will be collected and considered during District and School decision-making.|4|4|4|4|4|4|4|4|5|4|4|4|Met||2026-06-25|2026
49708056111066|John B. Riebli Elementary|3|The District continues to welcome all families at the schools and related activities.  Given high numbers of Spanish speaking parents at some sites, communications and outreach are in English and Spanish.  District and school staff recruitment has prioritized candidates that are not only well qualified but who also speak a second language (non-English) that can further support 2-way communication with non-English speaking parents.  Communications with parents occur via in-person, online newsletters, superintendent video messages, phone messages, social media, and texts.  Parents are offered a series of parent workshops throughout the year that foster greater family-school connections and that reflect topics of parent interest as well as topics that support student success in schools.  Workshops have been offered in both in-person and Zoom formats to accommodate parent needs.|This year, the site and district administrators have explored and are beginning development of intentional equity practices to understand the cultures, languages, needs and interests of families in the district, with the intended outcome of more effective and authentic family engagement grounded in relationships. Tools for continuous improvement, such as Plan-Do-Review-Act. Site and district administrators have explored and are beginning development of intentional equity practices to understand the cultures, languages, needs and interests of families in the district, with the intended outcome of more effective and authentic family engagement grounded in relationships. Tools for continuous improvement, such as Plan-Do-Review-Act. To ensure continuous improvement in these areas, we reach out to families in both Spanish and English using both the YouthTruth and locally created surveys and by having District representation for input at site meetings such as PTA/PTO, SSC, and DELAC.|The District will continue to build staff capacity around understanding the cultures, languages, and needs of families in the district.  At this point, it has begun with administration with the intent to fortify their background in order to better support their sites as they, too, build capacity around family engagement in a way that honors the diversity in our school district and surrounding communities.  The California Department of Education's Family Engagement Toolkit will be used as a resource for guidance and its rubrics for self-assessment and continuous improvement in how the District and Schools engage and include underrepresented families.  The District will continue to implement its robust communication plan, parent workshop series, recruitment efforts.|The District continues to foster collaborative partnerships with families, students, and staff.  A strength has been the District’s use of technology to facilitate communication of information between families and school staff.  Since April 2020, the District has delivered teacher professional learning opportunities focused on online platforms and Apps that increase the methods that principals and teachers can use to partner with parents.  Over the course of the school year, the District has also held nine parent workshops in English and Spanish to build parent capacity using online platforms for communication and strengthening teacher-parent partnerships.  Along the same lines, the District continues to use existing parent forums, such as District English Learner’s Advisory Committee (DELAC) and school-based parent meetings to keep families updated with information and resources. School staff also worked with individual families to facilitate understanding of student needs and the support services/programs available to them in the school, such as the student study team process, individualized education plan/special education process, student attendance review process, identification of students as English learners, and reclassification process from “English Learner” to “Re-designated Fully English Proficient”.|An area of continued need is partnerships with parents who do not speak English.  Given that 95% of our non-English language parents speak Spanish, the District will continue its focus in this area.  There is a need for more site-based access to staff that can understand and assist parent who do not speak English. Special attention is also given to families whose home language is other than Spanish or English to ensure inclusion and clear communication.|The District will continue its efforts to hire proficiently bilingual staff so that parents can be assisted in real time when they come to a school or related activity and need to communicate their needs.  The district will also continue to provide bilingual parent communications via written, audio, websites, and social media; foster parent leadership and outreach for school committees; and conducting parent meetings in both languages. The goal is to increase non-English speaking parents’ connection to schools and increase their participation in school activities, given that research shows that students fare better academically when they and their parents feel valued and connected to the school.|Both at site level and district level decision-making, forums have been made available for parent input and contribution.  At the District level, our Board meetings continue to seek input via public comment time.  Also, as the district moves toward new initiatives (such as ELO-P) and/or seeks feedback on ongoing programs, parents are surveyed via online platforms and their input or decisions/opinions are integrated into the decision-making.  The YouthTruth parent survey is a new metric that is helping the District and Schools garner parent input for decision-making across a variety of educational domains.  In times of unanticipated challenges the District also incorporates parent voices into decision-making, as was evident during the wildfires when the District formed a Return-To-School advisory committee composed of representatives from among administrators, teachers, classified staff, parents and community members.  The group was tasked with contributing toward the development of a return to school model that met student needs while safeguarding the health and well-being of students and staff during the pandemic. Additionally, district-level and site-level parent committees are leveraged to garner parent input for decision-making.  DELAC is conducted in Spanish and in English, through the use of staff interpreters.  At DELACs, parent input for decision-making is collected via discussions, surveys, and needs assessments.  Their input has contributed to the district and sites' improved parent communication strategies, ensuring bilingual outreach and information.|A focus area for improvement continues to be fostering greater inclusion of historically underrepresented parent voices when the District is seeking input for decision-making, such as parents of students who are English learners, parents of students with disabilities, and parents of students who are homeless or foster youth.  The mechanisms are there for their input, their access has been improving year after year as measured by the YouthTruth and local data.|The District will engage in intentional and strategic outreach efforts to parents of students who are English learners, parents of students with disabilities, and parents of students who are homeless or foster youth in order to generate actual participation in providing input.  This way, their input will be collected and considered during District and School decision-making.|4|4|4|4|4|4|4|4|5|4|4|4|Met||2026-06-25|2026
49708130000000|Monte Rio Union Elementary|3|The LEA maintains a strong relationship with families in our small and cohesive community. Teachers have regular communication with families and activities are well attended. Based on Stakeholder input from our spring survey, families appreciated the improved communication and suggest fine tuning for continued improvement. In addition to ParentSquare communication via email and/or text, The LEA is using frequent newsletters and announcements/flyers on the webpage, coffee with the principal monthly meetings, and the marque in front of school.|We are making a concerted effort to notify families of school wide events, community events, and possible volunteer opportunities. Teachers and staff also use ParentSquare for classroom communication with Parents and about enrichment activities. We are continuing to find ways to increase attendance and increase student engagement via newsletters and ParentSquare notifications. Our office is making  phone calls to improve our attendance rate and support families when students miss school frequently.|The LEA makes a consistent effort to engage underrepresented families in a attempt to build a strong relationship and support families when needed. School office manager hours were increased and families are welcome to drop in with their questions and information about their children. We attempt to engage these families through phone calls, texts and emails. The principal is visible on the campus, greets students and families upon arrival and makes phone calls to underrepresented families it invite them to special events such as Open House, winter concert, or Books and Beyond ceremony. Student Success Team meetings are held for families with attendance concerns.|"Partner input, including the Youth Truth Survey, Site Council, Parent Survey, Vision Committees, MRTA and Board of Trustee Input: the community feels Monte Rio School is doing a Good job in building partnerships for student outcomes. In fact 92% of families surveyed feel that Monte Rio School is doing a ""Good"" or ""Great"" job with student achievement."|Parent surveys show parents appreciate curriculum and enhanced afterschool enrichment and homework support program,  as well as the safe school environment.|The coffee with the principal includes a monthly time parents to attend for a conversation and questions answers . We have a school counselor two days a week to work with all students including our unduplicated students and to communicate with families. Teachers reach out to families regularly. The principal is available to meet with parents daily.|Through monthly Coffee with Principal, Parent Club and Monte Rio Education Foundation meetings, bi-weekly newsletters, Site Council, and our annual Youth Truth survey, we are able to get strong amount of feedback from our educational partners. We have relied upon our School Newsletter and School Website to convey important information as well as ParentSquare and sometimes fliers home. We take a collaborative approach to decision-making.|The Principal meets with families with the Monthly Coffee Chats with parents as they come to school to drop off their students. These informal meetings will give families a chance to ask questions and address concerns as well as get monthly updates from the principal. Site Council meetings, MREF meetings, and  MRPTS  meeting also allow the principal to speak directly to families and other volunteers regarding decisions that need to be made with stakeholder input. Based on input from families on the Parent Survey and Youth Truth Survey, communication is strong.|A focus on outreach is needed at Monte Rio School for the few families who do not engage is in place. We begin engagement with registration and First Day packets when the school year begins. Meeting families and asking them to get involved in various committees will provide underrepresented the opportunity to become engaged and show that we value their insights. We will send home a questionnaire asking parents to sign up for committees and how they feel they can support our school. We reach out to specific families with phone calls, invitations to stop by and meet with the principal, and enrollment of all students in the afterschool programs.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-21|2026
49708210000000|Montgomery Elementary|3|We are developing the capacity of staff to build trusting and respectful relationships with families through communication, events, conferences. We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, Teachers, and Events. We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by Parent Teacher Conference, Meetings. We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Events, Conferences, and Small School Environment.|"The focus area for improvement in Building Relationships Between School Staff and Families is ""supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children."""|As a small rural community with less than 40 students, our small school environment lends itself to building strong community for all students and families.|We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families during Professional Development Days, staff meetings and discussions. We are providing families with information and resources to support student learning and development in the home by Website, Parent Teacher Conferences, Email, Events. We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes through Parent/Teacher Conferences, Parent Meetings, Progress Reports. We are Supporting families to understand and exercise their legal rights and advocate for their own students and all students through Handbooks, Annual Notifications, and IEP/504 Meetings.|"The focus area for improvement in Building Partnerships for Student Outcomes is ""implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes."""|As a small rural community with less than 40 students, our small school environment lends itself to building strong community for all students and families.|building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by parent meetings and 1:1 discussions. We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by parent meetings and Board Meetings. We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys. We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by parent meetings, 1:1 discussions, Surveys.|"cus area for improvement in Seeking Input for Decision-Making is ""providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels."""|As a small rural community with less than 40 students, our small school environment lends itself to building strong community for all students and families.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-10|2026
49708390000000|Oak Grove Union Elementary|3|We are developing the capacity of staff to build trusting and respectful relationships with families through ParentSquare, Toolbox, Back to School Night, and Conferences.  We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, Teachers, Back to School Night, Interpretation and Translation Services, and Events.  We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by Parent Teacher Conference, MTSS, ELAC/DELAC  We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: ParentSquare, Parent Information Night, Parent Conferences, Open House, ELAC/DELAC.		|"We plan to continue to focus on ""Multiple opportunities for the LEA and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families.""  We plan to provide information and training on variety of ways for parents to get involved (committees, meetings, surveys, etc)"|The district provides translation of necessary district documents and provides translation services to support families during special events, parent conferences, and meetings.|We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, MTSS Workshop, Bilingual Back to School Night.   We are providing families with information and resources to support student learning and development in the home by TK/K Orientation, Online Resources, Parent Square Communication, Parent Workshops, Parent Teacher Conferences, Google Classroom, Events, Meetings.  We are implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences and ELAC/DELAC.  We are supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbooks, Annual Notifications, IEP/504 Meetings, ELAC/DELAC|"We plan to focus on the area ""Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes"" through the Multi-Tiered System of Support (MTSS) process"|The district provides translation of necessary district documents and provides translation services to support families during special events, parent conferences, and meetings.|We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by Site Council, ELAC /DELAC, LCAP Process, Events, Meetings, Surveys.  We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs/OGEP and School Site Council, Board Meetings, ELAC/DELAC, Parent Clubs  We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, ELAC/DELAC  We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by Site Council, Surveys, Parent Clubs/OGEP|"Under the area ""Building the capacity of and supporting family members to effectively engage in advisory groups and decision-making"" we plan to provide information and training on variety of ways for parents to get involved (committees, meetings, surveys, etc)."|Under LCAP Goal 3: Culture, Climate and Community Engagement, LCAP Action 3.4 details our efforts to improve family engagement:   3.4 Parent/Community/ School Partnerships and Events  All personnel in our school understand the importance of building positive partnerships with their students and students’ families. (SWIFT 7.2) - Parent Education: Facilitate parent education events/meetings  to communicate topics of interest as well support access to school (such as, training at Back to School Night, and ongoing appointments as needed).  - Events: Hold school/community events that showcase and celebrate student learning (exhibitions, showcases, performances, etc.). - Parental Participation: Our school provides families and students with opportunities and resources to participate in school.  (SWIFT 7.1). Provide necessary support (i.e. translation) to support and encourage participation from all families.  - Communication: Utilize a variety of methods to enhance and support communication to and from families (Parent Square, School Website, Email, Phone Calls) - Partners: Our school collaborates with Oak Grove Education Partners, SCOE, West County Consortium, etc to match resources and services in the community with identified school needs. (SWIFT 7.3)|4|4|4|4|4|4|4|4|4|4|5|4|Met||2026-06-11|2026
49708390138065|Pivot Charter School - North Bay|3|"At Pivot Charter School, building relationships is the foundational infrastructure of our instructional model. Our goal is to use these relationships to transform the student’s experience in education. Our ""Full Implementation"" rating reflects a system where parents and caregivers are engaged as active team members; weekly one-on-one communications and monthly progress meetings between teachers, students, and families create a culture of collaboration. Building on this, we have successfully integrated ""Pivot P.R.I.D.E.,"" a program focused on building community through inclusive caregiver newsletters that provide school-to-community connections surrounding our core values. Last year, Pivot launched asynchronous family training, which removed traditional scheduling barriers and doubled participation, alongside a user-friendly Family Handbook. These efforts entered their second year of implementation this school year. Feedback from our annual parent survey consistently highlights that the trust, respect, and mutual flexibility between Pivot staff and the home support team are the primary drivers of student persistence and success."|"A primary focus area for Pivot is increasing parent participation in school-wide decision-making and collaborative training. This year, we launched monthly ""Family Homerooms"" to provide ongoing training and a forum for input; however, participation rates remained lower than anticipated. We are currently evaluating the format, timing, and outreach methods for these sessions to better facilitate family voice in school governance. Additionally, we have identified a need to standardize the frequency and quality of outreach across all teaching staff. Currently, Pivot lacks a centralized tool to monitor and audit one-on-one communications between educators and families. Exploring and implementing a unified communication management system is a priority for the coming year, as it will allow leadership to ensure all families receive the consistent, high-touch support that the Pivot model promises."|To improve engagement for underrepresented families, Pivot has created a new Bilingual Outreach Coordinator Position. Central to this effort is a new strategic position tasked with ensuring equity by providing culturally sensitive interpretation for family meetings. This role moves beyond administrative support to lead the organization and outreach for the English Learner Advisory Committee (ELAC) and School Site Council, ensuring that our most vulnerable families have a direct seat at the decision-making table. Furthermore, this position serves as a dedicated liaison for McKinney-Vento and foster youth, conducting home visits and maintaining a comprehensive database of community resources—including housing, legal, and mental health support—to remove environmental barriers to learning. We hope that the efforts of this position will help improve the engagement of underrepresented families.|Pivot continues to work to expand communication and collaboration between entire student teams. These teams may include combinations of the following: the student, parents or guardians, other family members that support the student, general education teachers, an administrator, special education teachers, school counselors, education advocates, and/or social workers. Pivot knows that when all educational partners are on the same page and working as a team to support the student, outcomes improve. Through group texts, emails, and meetings Pivot teachers and staff communicate regularly to student teams about progress and areas of need  to support improved student outcomes. Expectations related to the independent study program are communicated to student’s teams prior to enrollment, during enrollment, and after enrollment. Student teams meet at minimum once per month to discuss the student’s progress. Educational Coordinators (general education teachers) meet with students weekly, at minimum, to discuss the student’s progress. In addition to regular meetings, focused SST (Student Support Team) meetings are often scheduled with students identified through Pivot’s Multi-Tiered System of Support (MTSS) process. These additional meetings bring together the student’s team to help support the student who may be struggling in Pivot’s independent study program.|In the past school year, the LEA developed a staff training focused specifically on the philosophies related to the connection between partnerships and student outcomes. This effort will be continued through the development of instructional materials and shared resources around the best practices in this area. Administrators will continue to take an active role in supporting teachers during the Student Support Team process. Furthermore, systems will be put in place to facilitate teacher self-assessment, shared goal setting, observations and feedback between administrators and teachers. The LEA will also continue to improve communication and outreach efforts in order to increase the level of partner engagement.|The LEA will improve engagement of underrepresented families in partnerships by expanding the members of a student’s team to include their English Language Development teacher and Community Liaison, where applicable. The LEA will also continue to expand the connection of multilingual Educational Coordinators to families that can benefit from a teacher who speaks their home language. Parent/Guardian support will also be expanded in an ongoing skills program in multiple languages.   Pivot Charter School will also seek ways to improve how families can be provided with information and resources to support student learning and development in the home. Especially in an independent study program, it is essential that families thoroughly know how they can support their students. Communication is often directed toward the student first, and parents or guardians second, but addressing it as a team approach earlier upon enrollment at the school can make students feel vastly more supported in their education.|"Pivot Charter School excels in creating teams that unify students, caregivers, teachers, and educational specialists. Our ""Full Implementation"" rating is supported by a system where every student team, which may include general and special education teachers, counselors, and advocates, collaborates through group messaging, email, and mandatory monthly progress meetings. During monthly meetings, students and families play a key role in making decisions about the student’s education. A key strength is our Multi-Tiered System of Support (MTSS) process, where Student Support Team (SST) meetings are triggered for any student struggling with the independent study model. For students with exceptional needs (rated ""5"" in home support and legal rights), we have established a high standard of partnership, ensuring families are not just informed of their rights but are active participants in the IEP and 504 processes. By shifting from a teacher-to-student model to a ""Whole-Team"" approach in each of these meetings, we ensure that everyone plays a role in creating a plans to support the student."|"Our primary focus area is moving from family notification to authentic family governance. While we have high engagement in 1-on-1 academic meetings, our ""Initial Implementation"" rating in school-wide decision-making reflects a challenge in securing consistent participation in forums like our ""Family Homerooms."" This year’s low attendance highlighted a need to redesign these meetings to be more collaborative and less informative. We are focused on transforming these spaces into ""Input Hubs"" where parents can directly influence school policy, LCAP goal-setting, and resource allocation."|"Pivot recognized a disparity where families of students with exceptional needs (rated ""5"") feel more comfortable exercising their legal rights than our English Learner and foster/homeless families (rated ""3""). To bridge this gap, the new Bilingual Outreach Coordinator will act as a strategic facilitator for our English Learner Advisory Committee (ELAC) and School Site Council. Rather than just inviting families to meetings, this role will provide the ""pre-work"" support—explaining jargon and legal rights—so that underrepresented caregivers can enter decision-making spaces as informed partners."|5|5|4|4|4|4|4|4|3|3|3|3|Met||2026-06-16|2026
49708396051890|Oak Grove Elementary/Willowside Middle|3|We are developing the capacity of staff to build trusting and respectful relationships with families through ParentSquare, Toolbox, Back to School Night, and Conferences.  We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, Teachers, Back to School Night, Interpretation and Translation Services, and Events.  We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by Parent Teacher Conference, MTSS, ELAC/DELAC  We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: ParentSquare, Parent Information Night, Parent Conferences, Open House, ELAC/DELAC.		|"We plan to continue to focus on ""Multiple opportunities for the LEA and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families.""  We plan to provide information and training on variety of ways for parents to get involved (committees, meetings, surveys, etc)"|The district provides translation of necessary district documents and provides translation services to support families during special events, parent conferences, and meetings.|We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, MTSS Workshop, Bilingual Back to School Night.   We are providing families with information and resources to support student learning and development in the home by TK/K Orientation, Online Resources, Parent Square Communication, Parent Workshops, Parent Teacher Conferences, Google Classroom, Events, Meetings.  We are implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences and ELAC/DELAC.  We are supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbooks, Annual Notifications, IEP/504 Meetings, ELAC/DELAC|"We plan to focus on the area ""Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes"" through the Multi-Tiered System of Support (MTSS) process"|The district provides translation of necessary district documents and provides translation services to support families during special events, parent conferences, and meetings.|We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by Site Council, ELAC /DELAC, LCAP Process, Events, Meetings, Surveys.  We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs/OGEP and School Site Council, Board Meetings, ELAC/DELAC, Parent Clubs  We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, ELAC/DELAC  We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by Site Council, Surveys, Parent Clubs/OGEP|"Under the area ""Building the capacity of and supporting family members to effectively engage in advisory groups and decision-making"" we plan to provide information and training on variety of ways for parents to get involved (committees, meetings, surveys, etc)."|Under LCAP Goal 3: Culture, Climate and Community Engagement, LCAP Action 3.4 details our efforts to improve family engagement:   3.4 Parent/Community/ School Partnerships and Events  All personnel in our school understand the importance of building positive partnerships with their students and students’ families. (SWIFT 7.2) - Parent Education: Facilitate parent education events/meetings  to communicate topics of interest as well support access to school (such as, training at Back to School Night, and ongoing appointments as needed).  - Events: Hold school/community events that showcase and celebrate student learning (exhibitions, showcases, performances, etc.). - Parental Participation: Our school provides families and students with opportunities and resources to participate in school.  (SWIFT 7.1). Provide necessary support (i.e. translation) to support and encourage participation from all families.  - Communication: Utilize a variety of methods to enhance and support communication to and from families (Parent Square, School Website, Email, Phone Calls) - Partners: Our school collaborates with Oak Grove Education Partners, SCOE, West County Consortium, etc to match resources and services in the community with identified school needs. (SWIFT 7.3)|4|4|4|4|4|4|4|4|4|4|5|4|Met||2026-06-11|2026
49708470000000|Old Adobe Union|3|La Tercera utilized various methods to engage educational partners. Feedback from educational partners was received through various channels including the Youth Truth Survey, Principal Coffee Chats, PTA, LCAP Advisory, staff meetings, ELAC, and informal conversations. Relationships are essential to the work we all do together in creating the best outcomes for students. Teachers and support staff have an essential role in building relationships with families. Through regular classroom communication, parent conferences, and informal conversations, our teachers and support staff create a welcoming, inclusive, and supportive relationship with families. According to our Youth Truth Survey data, teachers are comfortable speaking to parents about their child, and parents feel a great sense of belonging. We are committed to collaboration, inclusion, and continuous improvement, ultimately enhancing the educational experience for all students.|La Tercera has made great strides in fostering trust and collaboration among students, parents, and staff during the 2025-2026 school year. One of the largest areas of growth was strategic planning of the family engagement evenings.  W\e will work together to put a calendar committee that will strategically place events throughout the school year. We hope that this strategy meeting will support a more strategic student population. We will also strategically include the input from all educational partners including ELAC in guiding our school actions and strategic planning.|Based on the analysis of educational partner input and local data, La Tercera has ensured that specific strategies are implemented to support successful school and family connections with a focus on reducing barriers to greater participation by parents, with significant attention given to parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background. We provide translation services to parents with limited English Proficiency when providing information online via websites or Parent Square messages and/or robocalls. Additionally, translation services are provided at meetings at school and district locations. However, with these opportunities in place, we seek to increase participation rates. We will continue to reach out personally to underrepresented families to build relationships and address any barriers that may make it hard communicate with the school. A continued focus area for the 2026-2027 school year will be the growth and development of the school's English Learner Advisory Committee (ELAC).|Based on the analysis of input from educational partners and local data, it is evident that La Tercera excels in fostering partnerships to enhance student outcomes. Survey data highlights a culture of belonging and engagement in the school. Building partnerships with all our stakeholders is an integral part of the supports we give students. Back to School Night starts the school year with opportunities for families to volunteer, join PTA, and better understand their role in helping their child succeed. Information is shared about how to communicate with the office, teacher, and the principal. Teachers provide regular and ongoing communication which is always beneficial for the home/school connection. Additionally, parent/teacher conferences are formally conducted twice a year but may be held at anytime during the school year. At parent conferences, teachers review essential standards, assessment results, and student progress. These conferences are also an opportunity for parents to share their child's strengths, challenges, and areas of concern. Together, teachers and parents work together to celebrate the child's progress and growth and plan to support, strengthening the school to home connection. Teachers and other staff members consistently work with parents as equal partners, continuously building ties between parents and the school. Parents will be encouraged to participate in school activities through memos, weekly letters, surveys, email, phone, and flyers. Information is provided via Parent Square in a language and format parents can understand.|Based on the analysis of educational partner input and local data, it is evident that we need to continue to find ways to provide families with information and resources to support student learning and development in the home. We have strong partnerships with our families, but by focusing on the school to home support, we can create a more cohesive educational experience that benefits student learning.  We will continue to do this through parent information nights, parent teacher conferences, and informal meetings  with families.|Based on the analysis of educational partner input and local data, we have implemented specific strategies to foster successful school and family connections, with a focus on reducing barriers to greater parental participation. Significant attention is given to parents who are economically disadvantaged, have limited English proficiency, are disabled, have limited literacy, or belong to any racial or ethnic minority background. To support parents with limited English proficiency, we provide translation services for online information including Parent Square messages and robocalls, and meetings at school and district locations. Additionally, professional development for staff will ensure English Language Development instruction is provided to all English Learners. By addressing these diverse needs, we aim to create a more inclusive and supportive educational environment for all students and their families.|La Tercera is deeply committed to family engagement in advisory groups and decision making. We have been able to consistently provide parent meetings at our site where we actively listen and gather parent input on how the school is meeting families' needs and what more we can do to enrich the learning experience of our students. These opportunities to provide input take a variety of forms including parent coffees, monthly Parent Teacher Organization meetings, ELAC meetings, LCAP Advisory Council meetings, and District Budget Committee Meetings. In all of these meetings, input is sought in order to improve our school and to use the ideas that educational partners bring to us to improve our service to students. Increased contact points for families have occurred in a variety of ways, not always in formal settings. Accessibility to the principal each morning as parents arrive has helped build relationships and build comfort for families to ask questions and give input. Since not all educational partners are available for meetings at the scheduled times, sharing documents that review topics covered at formal meetings provides additional opportunities to keep families informed. Youth Truth Surveys are also utilized as a method for input.|"Based on the analysis of educational partner input and local data, there is consensus that while there are multiple avenues for educational partners to provide input for decision-making, there is a significant gap in ""who"" is providing the input. Specifically, there is a lack of input from underrepresented families. La Tercera is working to engage underrepresented families through targeted outreach, school community events, and inclusion efforts to ensure a more diverse range of perspectives are considered in the decision-making process."|After examining feedback from educational partners and local data, La Tercera will implement strategies aimed at enhancing the engagement of underrepresented families.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-11|2026
49708470119750|River Montessori Elementary Charter|3|River Montessori Charter School demonstrates exceptional and measurable strength in building partnerships that directly and meaningfully support student outcomes — partnerships that are data-validated, culturally responsive, and continuously deepened through reflective practice and collaborative structure.   Student outcome data reflects a community of trust and high expectation: 96% of students report happiness at RMCS, 97% describe the school as peaceful, 98% report that their teacher holds high expectations, and 94% of families report feeling welcomed as active partners in their child's education. These findings, gathered through systematic stakeholder input processes spanning students, families, teachers, Guides, staff, and the Board of Directors, confirm that partnership at RMCS is both structurally embedded and genuinely experienced.  Family engagement is woven into the fabric of school life through twice-yearly student-led conferences, holistic progress reports, Watch Me Work! days, curriculum-based events, classroom observations, and office hours. Volunteerism has grown visibly and significantly, reflecting deepening family investment and institutional commitment to meaningful access and welcome.  The Parent-Teacher-Student-Leadership Group, River Montessori Foundation, actively supports student outcomes by supporting, nourishing, and protecting faculty, promoting literacy, STEAM, and wellness through community events, extending the reach of family partnership beyond the classroom into broader community investment and resource development.  Child Study processes — convened by a collaborative team including the student's Guide, Student Services specialists, administrators, and family — meet [frequency] to review individual student needs, coordinate supports, and track outcomes, ensuring that partnership directly serves student success.|River Montessori Charter School approaches continuous improvement with the same integrity and reflective practice that defines its educational model. Parent feedback affirms that RMCS listens, reflects, and responds meaningfully to family needs — and school leadership applies that same standard to its own growth.  Identified focus areas for family engagement include increasing parent participation in attendance, volunteering, and feedback processes. To meet these goals, RMCS is expanding outreach and communication strategies, strengthening invitation and engagement practices, and developing a robust parent education and partnership series designed to deepen family understanding of Montessori philosophy and school programs.  These efforts reflect a proactive, data-informed commitment to ensuring that every family — regardless of background, language, or schedule — experiences genuine belonging and meaningful partnership at River Montessori Charter School.|Through structured self-reflection and stakeholder analysis, River Montessori Charter School has identified increasing the engagement of underrepresented families as a focused and intentional priority in building equitable school-family relationships. RMCS conducts extensive outreach — both individually and collectively — to ensure all families are informed partners in their child's academic and personal development, and that individual concerns are heard and addressed with care. Particular attention is directed toward families of English Learners, Students with Disabilities, and Foster Youth, whose full inclusion and meaningful participation are essential to the integrity of our school community.  Targeted strategies include expanded communication and invitations to underrepresented families, individualized outreach, and continued quarterly Latinx community meetings that ensure consistent representation and authentic voice. RMCS is further committed to identifying and cultivating lead representatives from all underrepresented communities, ensuring that engagement is sustained, reciprocal, and community-driven.  These efforts reflect River Montessori's conviction that equitable family partnership is not a compliance requirement — it is a cornerstone of a just and thriving Montessori community.|River Montessori Charter School demonstrates meaningful and measurable strength in building partnerships that directly support student outcomes — partnerships that are structural, culturally responsive, and grounded in Montessori's foundational commitment to the whole child.  Family partnership is embedded in daily school life. Classroom observations, school events, student-led conferences, and collaborative work with Guides and staff create consistent opportunities for families to engage as active partners in their child's growth. LCAP and family surveys reflect a high level of satisfaction with both RMCS and Montessori pedagogy, affirming that these structures are experienced as genuine and effective.  Culturally responsive practice strengthens partnership equity. Spanish-speaking and multilingual families are supported through interpreters and translated materials, ensuring full access and inclusion. Child Study processes deepen collaboration among students, families, Guides, and Student Services to drive individualized success. Special Education specialists provide dedicated family meetings that ensure students with disabilities are supported through informed, coordinated partnership. Internally, weekly staff meetings sustain a professional culture of shared reflection, team support, and teacher-driven professional development — ensuring that faculty are continuously equipped to serve every child with integrity, responsiveness, and fidelity to Montessori practice.|River Montessori Charter School's identification of focus areas for improvement reflects a rigorous, data-informed self-reflection process — and a leadership culture that meets strong outcomes with higher ambition.  Family survey data affirms a thriving school community: 94% of families report satisfaction with RMCS, 95% report their child is happy at school, and RMCS is proud to report that family survey feedback reflects a 100% positive safety rating across the school community. Every family who responded confirmed that their child feels safe at RMCS — with an overwhelming 88% reporting that their child feels absolutely safe at school, and the remaining 12% reporting that their child feels safe most of the time. These results affirm that RMCS's commitment to a peaceful, respectful, and nurturing Montessori environment is felt and experienced by every student, every day. These results demonstrate the strength of the trust families place in River Montessori Charter School.  Equally important, 94% of families report feeling a welcome partner in their child's education, 94% of families report feeling welcomed as active partners in their child's education and 95% report that their student is growing or thriving into the habits and qualities of a lifelong learner while 94% feel RMCS effectively promotes academic outcomes. RMCS accepts these findings not as adequate, but as a clear call to deepen partnership and strengthen academic impact across all families. Identified focus areas for improvement include student attendance, math and language outcomes, and the development of mental wellbeing and executive function skills — specifically independence, personal agency, accountability, and persistence.  These priorities reflect both quantitative data and the qualitative input of educational partners, and align directly with Montessori's developmental commitments and California's state academic standards.  RMCS approaches these focus areas with the same reflective integrity, collaborative structure, and fidelity to student-centered practice that define its educational model.|Through its self-reflection process, River Montessori Charter School has identified targeted improvement of underrepresented family engagement as a strategic priority directly linked to student outcomes — and has established concrete, collaborative structures to advance this work.  In partnership with the River Montessori Foundation, RMCS is expanding family participation through new community events, diversified communication channels, and intentional community-building efforts designed to reach and welcome families who have been least connected to school partnership structures.  Individual and community-based meetings for underrepresented families — including English Learners, Students with Disabilities, and Foster Youth — will continue and expand, ensuring that listening, understanding, and responsive support remain central to the school's engagement practice. These touchpoints are designed not merely to inform, but to elevate family voice as a genuine driver of school decisions and student success.  Equity work is embedded as an ongoing institutional commitment at RMCS. Every child and family — regardless of background, language, or circumstance — is entitled to belonging, representation, and meaningful leadership within the school community.   River Montessori Charter School pursues this commitment with integrity, accountability, and the conviction that equitable partnership is inseparable from strong student outcomes.|Based on the analysis of educational partner input and local data, RMCS' current strengths in Seeking Input for Decision-Making include the spirit and Montessori philosophy that welcomes the development of community and individual participation, and inherently invites and fosters synergistic collaboration.  A pedagogy based on the strengths of the individual in partnership with the community is the bedrock of our work at RMCS. A variety of opportunities and methods for students, families, teachers, and staff to feel comfortable and welcome to ask questions, observe the classrooms, participate in partnership, offer opinions, and provide feedback are indicated as strengths for our Montessori community. While interest in volunteering is up, RMCS will ensure that families understand and are aware of opportunities through an online portal.  As an independent LEA, RMCS holds public board meetings where families can participate as a board member, share feedback in public comment, or observe the public process.  Additionally, families are also represented in planning and decision making through volunteering, engagement, and partnership in the classroom and/or in events and parent meetings, through the River Montessori Foundation, and via surveys and parent meetings.|River Montessori Charter School approaches Seeking Input for Decision-Making with the same reflective integrity that defines its educational model — recognizing that strong data and positive outcomes are the foundation for greater ambition, not a reason for complacency.  While stakeholder data reflects meaningful success, RMCS has identified clear focus areas to strengthen the feedback loop and deepen family partnership in decision-making processes. Goals include increasing family understanding of engagement opportunities, expanding volunteering, and ensuring that input is sought from the broadest and most representative cross-section of the school community.  To advance these goals, RMCS will expand communication and outreach through targeted email campaigns and in-person invitations, ensuring families are consistently informed and genuinely welcomed. A structured volunteer training program will be implemented to prepare families to participate meaningfully in Montessori classrooms — supporting their own children while contributing to the broader community of learners.  Feedback systems will be strengthened through increased tracking, diversified survey methods, and strategically timed outreach designed to maximize family participation and capture both quantitative and qualitative input. These improvements will ensure that decision-making at RMCS is continuously informed by the full range of educational partner voices.|River Montessori Charter School's self-reflection process has affirmed that the meaningful inclusion of underrepresented families in decision-making is both a compliance priority and a moral imperative — one that is central to the integrity of the RMCS mission and the vitality of its community.  RMCS is committed to ensuring that families of English Learners, Students with Disabilities, Foster Youth, and other underrepresented groups experience genuine belonging, respect, and influence within school governance and decision-making structures. Their perspectives, experiences, and needs are not peripheral considerations — they are essential drivers of school improvement and student success.  To advance this commitment, RMCS will maintain regular monthly community meeting opportunities, ensuring consistent and accessible touchpoints for underrepresented family voice and participation. Professional development for faculty and staff in culturally responsive engagement strategies will continue, equipping the entire school community to welcome, support, and authentically partner with all families.  Intentional outreach, relationship-building, and trust development will ensure that underrepresented families experience RMCS decision-making as transparent, inclusive, and genuinely responsive to their input — reflecting the synergistic, strengths-based community that Montessori philosophy both envisions and demands.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-25|2026
49708470127555|Loma Vista Immersion Academy|3|Loma Vista works hard to develop trusting relationships with families, staff, and our community. We work hard as a staff to ensure families feel welcome and a part of the partnership we thrive to accomplish. We understand parents are a child’s first teacher, and that a strong school-home relationship is very important to a student’s success.  Our unique charter focuses on students becoming bilingual, biliterate, and multicultural. We strive to create a safe environment where families feel welcome and able to share their uniqueness, and students can be who they are. We value cultures and differences through community events and highlight these within our curriculum. We support all our student's growth through assemblies, books, units of study, and student presentations. We strive to have our students represented in all aspects of our school: library and classroom studies. Currently, educational partners can set up a time to meet with the staff and principal to discuss how we can support students and families. All employees speak Spanish and English making communication between families and staff easier. Teachers have two-way communication lines with families and students where they use email and learning platforms to share information about upcoming events as well as student progress. Along with our teachers, our counselors, Response to Intervention Teachers, and our RSP teacher all actively build relationships with families through frequent communication through phone calls, zoom meetings, face-to-face meetings, and email. Regular weekly communication from the principal in the parents' preferred language informs families of school events and opportunities for sharing their ideas, concerns, and perspective.|Parent Education nights, family fun nights, and community events were all brought up in creating and re-creating relationships between school staff and families. Streamlining our communication systems to one platform is encouraged. Simplifying newsletters is appreciated. A weekly newsletter from teachers to parents was requested by family stakeholders and has been implemented. Continual communication will continue both from the principal and from the classroom teachers.|As a school, continuing improvement on our relationship building is an area of focus. From ensuring more attendance at our PTA, ELAC and Community meeting to ensuring community events and parent education nights, we are dedicated to strengthening the home-school relationships we have including continuous two-way communication is imperative.|Loma Vista has strength in building partnerships with families. We have a staff that is committed to supporting students and families. Through Back to School Night, Parent-Teacher Conferences, Open House, emails, phone calls, and communication with the learning platforms, parents and teachers stay in communication about their student’s progress and important events. We have held parent information nights on a variety of topics including dual immersion program, puberty workshops an LCAP development.|There will be parent education nights as well as providing a better understanding of how parents and caregivers can support their students at home. As we build our MTSS model and strengthen the tier 1 interventions, it will be imperative to communicate these interventions to parents as well as support them with how to help at home. Our RSP program supports families with their legal rights and advocating for their students. Another goal in the future year will be to increase both the regularity of these partnership opportunities and the attendance. Personal invitations in the form of face-to-face communication and live phone calls are a strategy we will employ to increase attendance rates at these events. Our partnership with our PTA is strong. It is our goal to continue this partnership, as well as increase the membership and attendance at the meetings.|Loma Vista works hard to ensure that all stakeholders are heard. We will continue working with underrepresented families. Personally calling and asking underrepresented families has been a successful way to bring their voice into the process. Loma Vista also provides all information in Spanish and English to support self reflection.|Loma Vista is deeply committed to family engagement in advisory groups and decision making. We have been able to consistently provide parent meetings at our site where we actively listen and gather parent input on how the school is meeting families' needs and what more we can do to enrich the learning experience of our students. These opportunities to provide input take a variety of forms including parent coffees, monthly Parent Teacher Organization meetings, ELAC meetings, LCAP Advisory Council meetings, and District Budget Committee Meetings. In all of these meetings, input is sought in order to improve our school and to use the ideas that educational partners bring to us to improve our service to students. Increased contact points for families have occurred in a variety of ways, not always in formal settings. Accessibility to the principal each morning as parents arrive has helped build relationships and build comfort for families to ask questions and give input. Since not all educational partners are available for meetings at the scheduled times, sharing documents that review topics covered at formal meetings provides additional opportunities to keep families informed. Youth Truth Surveys are also utilized as a method for input.|Loma Vista provided opportunities for families to provide input. As a goal this upcoming year, we will increase our engagement for parents to provide more input. We are interested in providing more in-person training and education nights for families and staff. Continuing to support our families with information in their home language will be important to support parent and caregiver engagement.|Loma Vista works hard to ensure that all stakeholders are heard. Personally calling and asking underrepresented families has been a successful way to bring their voice into the process.|5|5|5|4|4|4|4|5|5|4|4|4|Met||2026-06-11|2026
49708476051924|Old Adobe Elementary Charter|3|Old Adobe Elementary Charter prides itself on being an inclusive and welcoming school community. We understand that strong, trusting relationships with families are the foundation for a child's success in elementary school. The teachers and administration are actively welcoming of parent contact and communication. We have made good progress on building relationships and partnerships with our community this year. One of our strengths lies in both administrators and teachers treating all of our families with respect.  The face-to-face interactions and community events foster a sense of belonging and connection to the school community.|Family involvement is valued at Old Adobe Charter School. The Youth Truth family survey response rate continues to increase overall from year to year. In partnership with our active PTO, we continue to hold regular school-wide events this school year for all members of our school community to participate in. Educational partners shared that they would like these engagement opportunities to continue and be robust.|Both the school and the district have been focusing on becoming culturally proficient and celebrating each student's contribution to the classroom and school community. We are raising our awareness of the importance of representation of all cultures and backgrounds in instructional materials, and having a strengths-based approach in our instruction. Regular weekly communication from the principal in the form of email, and robocalls in the parents' preferred language informs families of school events and important information. Our office manager, who is bilingual, makes personal phone calls to invite all of our Spanish-speaking families when we have meetings and events. We have found that personally reaching out in this manner has helped to maintain connectivity among our inclusive community.|Our twice-yearly parent-teacher conferences are well attended and valued by both teachers and parents. Many teachers include students in these conversations, using the conference as an opportunity to reflect on learning habits for success, areas of strength and areas for growth, and to set learning goals for the next trimester. Our Continuum of Services Team (COST) meets regularly to review students who may need additional support as well as to monitor student response to interventions that have been put into place.  Our Student Success Team partners with families to provide resources and ways to support students in the home environment, including working with our school counselor, our district behaviorist, and our Literacy Coach. Personal invitations in the form of face-to-face communication and live phone calls are a strength and a strategy we will continue to use.    The attendance at our Parent Teacher Organization meetings had averaged approximately of between 10-18 attendees throughout the year.  This year, the PTO held monthly meetings either virtually or in person to increase accessibility to participating in the meetings. Our Parent Teacher Organization is very active in our school and makes tremendous contributions to our school community. Several teachers and the principal are actively participate with the PTO, attending all of the monthly meetings.  Volunteers are an integral part of our school community and program. In addition to the PTO, volunteers contribute in many ways both within and outside of the classroom. Parents frequently volunteer in the classroom, with special projects, on field trips, in our school garden, with coordinating fundraising events, and in so many other ways.|Based on the analysis of educational partner input and local data, it is evident that we need to continue to find ways to provide families with information and resources to support student learning and development in the home. We have strong partnerships with our families, but by focusing on the school to home support, we can create a more cohesive educational experience that benefits student learning.|Based on the analysis of educational partner input and local data, we have implemented specific strategies to foster successful school and family connections, with a focus on reducing barriers to greater parental participation. Significant attention is given to parents who are economically disadvantaged, have limited English proficiency, are disabled, have limited literacy, or belong to any racial or ethnic minority background. To support parents with limited English proficiency, we provide translation services for online information including Parent Square messages and robocalls, and meetings at school and district locations. Additionally, professional development for staff will ensure English Language Development instruction is provided to all English Learners. By addressing these diverse needs, we aim to create a more inclusive and supportive educational environment for all students and their families. Developing our awareness of implicit bias and the challenges that our underrepresented families face will also be an ongoing area of growth and improvement.|One of our strengths in this area is that we hold periodic parent meetings at our site where we actively listen to and gather parent input on how the school is meeting families' needs, and what more we can do to enrich the learning experience of our students. These opportunities to provide input take a variety of forms, monthly Parent Teacher Organization meetings, Coffee with the Principal and LCAP committee meetings. In all of these parent meetings input is sought in order to improve our school and to use the ideas that stakeholders bring to us to improve our service to students. Often input is gathered in informal ways: in conversations in the hallways or when parents are dropping off or picking up their children, at fundraising events, through phone calls, or at parent-teacher conferences. Being accessible in a variety of ways, not always in formal settings, can increase the comfort level that families have with communicating their ideas and/or concerns. As well as holding parent meetings and gathering input in informal ways, parent surveys also provide valuable opportunities for anonymous input. Using the Youth Truth survey over the course of several years will give us valuable data on how families perceive how we value their input.|Have improved in holding regular meetings this school year by calendaring all of these meetings at the beginning of the year and providing this information to families well in advance. In order to improve the engagement of underrepresented families, we will continue to communicate in their preferred language, provide translation at events, and reach out with personal invitations whenever possible. We will also endeavor to schedule meetings at times when parents are most likely to be able to attend. In addition, at all school events, we will welcome everyone with warmth and genuine appreciation for their participation. Another area for improvement is to continue to increase the percentage of families who respond to our parent surveys. This could be done by providing access to devices on campus for parents to complete the survey, by providing access to the survey on social media and through text messaging as well as through email or our website.|We have found that one of the best ways to improve engagement of underrepresented families is through personal invitations or requests to join committees, to come to meetings, and/or volunteer at the school. While many of our underrepresented families may not respond to mass emails or communications, when invited in person, they are more likely to participate.|5|5|5|5|5|4|5|5|5|5|5|4|Met||2026-06-11|2026
49708476072136|Miwok Valley Elementary Charter|3|Miwok Valley continue to show progress towards fostering thriving and meaningful parent engagement. This year we have seen an increase in parent engagement with our Parent Teacher Organization (PTO). In addition, an increase with the number of parents volunteers completing required documentation.Youth Truth data indicates that families are feeling engaged at school, informed about important decisions, are included in planning school activities, feel represented at school and Miwok parents/family members feel empowered to play a meaningful role in decision-making at my school. Additionally,  the data indicates that parents/families receive regular feedback about their students progress, they receive information about what their child should learn and be able to do, and that Teachers clearly communicate expectations for their students progress.|At Miwok Valley parent engagement faces various challenges which include communication barriers including language barriers, busy schedules, or lack of access to communication channels.  Addressing these challenges requires proactive efforts from Miwok Valley, such as providing multiple communication channels, offering flexible meeting times, providing resources in multiple languages, and actively involving parents in decision making processes. Building trust, fostering cultural competence, and creating welcoming environments are crucial steps in overcoming barriers to parent engagement.|Miwok Valley's strengths in building relationships with families takes place effectively in the following areas: Building relationships between school staff and families, building partnerships to support and ensure positive student outcomes, and seeking input for decision-making. PTO meetings are held monthly Certificated staff, classified staff, and parents/guardians attended the meetings which fostered continued building of ongoing relationships based in respect and equity. Multiple opportunities for staff and parents/guardians ensured that stakeholders engaged in two-way communication that was both frequent and consistent. Translation was available at all meetings. All meeting documents were translated as well. A focus area for improvement is to increase overall attendance at all stakeholder engagement meetings and outreach events. Miwok Valley will improve the engagement of underrepresented families by providing additional community events for parents/guardians and students to participate in. In addition, for the 2024-2025 academic year a community outreach coordinator was hired to support parent engagement.|Ongoing effort towards building partner engagement is an integral part of the planning process and Miwok Valley's efforts continue to exceed requirements. As listed in the above section, numerous meetings held throughout the year provided students, families, staff, and community groups an opportunity to provide input. Meetings with educational partners were highly attended. Miwok Valley will improve the engagement of underrepresented families by continuing to offer meetings that are relevant to parents, guardians and caretakers needs. Meet the Teacher, Open House, and Family/Teacher Conferences informed parents and guardians about curriculum content, achievement standards, assessment results and monitoring student progress. Parents were provided with materials and information needed to help improve and increase engagement and student success. Teachers and support staff consistently worked with parents as equal partners, continuously building ties between parents and the school. Parents were encouraged to participate in school activities through flyers, in person meetings, weekly principal and/or grade level newsletters, surveys, email, phone and flyers. Information was provided in a language and format parents could understand. Miwok Valley offered a flexible number of meetings to encourage parent participation.|Based on the analysis of educational partner input and local data, it is evident that we need to continue to find ways to provide families with information and resources to support student learning and development in the home. We have strong partnerships with our families, but by focusing on the school to home support, we can create a more cohesive educational experience that benefits student learning.|Based on the analysis of educational partner input and local data, we have implemented specific strategies to foster successful school and family connections, with a focus on reducing barriers to greater parental participation. Significant attention is given to parents who are economically disadvantaged, have limited English proficiency, are disabled, have limited literacy, or belong to any racial or ethnic minority background. To support parents with limited English proficiency, we provide translation services for online information including Parent Square messages and meetings at school and district locations. Additionally, professional development for staff will ensure English Language Development instruction is provided to all English Learners. By addressing these diverse needs, we aim to create a more inclusive and supportive educational environment for all students and their families. Developing our awareness of implicit bias and the challenges that our underrepresented families face will also be an ongoing area of growth and improvement.|Miwok Valley is deeply committed to family engagement in advisory groups and decision making. We have been able to consistently provide parent meetings at our site where we actively listen and gather parent input on how the school is meeting families' needs and what more we can do to enrich the learning experience of our students. These opportunities to provide input take a variety of forms including parent/principal coffees, monthly Parent Teacher Organization meetings, ELAC meetings, LCAP Advisory Council meetings, and District Budget Committee Meetings. In all of these meetings, input is sought in order to improve our school and to use the ideas that educational partners bring to us to improve our service to students. Increased contact points for families have occurred in a variety of ways, not always in formal settings. Since not all educational partners are available for meetings at the scheduled times, sharing documents that review topics covered at formal meetings provides additional opportunities to keep families informed. Youth Truth Surveys are also utilized as a method for input.|Based on the analysis of educational partner input and local data, there is consensus that while there are multiple avenues for educational partners to provide input for decision-making; there is a lack of input from underrepresented families. Miwok Valley is working to engage underrepresented families through targeted outreach, school community events, and inclusion efforts to ensure a more diverse range of perspectives are considered in the decision-making process.|Miwok Valley will offer parent support nights to provide support to parents and explore ways in which parents can best support their children at home. All PTO Board positions have been filled.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-11|2026
49708476114755|Sonoma Mountain Elementary|3|"There was successful implementation of the actions and services to achieve the goal of fostering thriving and meaningful parent engagement. We utilized the Parent Square system, school website, and social media to share our school story and include all educational partners in school events, updates, and changes. Weekly newsletters/updates from teachers and periodic PTA newsletters were paired with weekly robocalls/email updates to keep our families informed. The focus on parent connectivity and engagement ultimately supported our students in increased proficiency in academic areas and engagement in school.  The focus on parent connectivity and family relationships is to increase parent engagement in our students’ learning. We continued with a family event, “Meet the Teacher” and ""Lemonade Parties"" for TK/K, were held the day before school started.  The turn out was huge and set the stage for students and families to build relationships with staff and one another in addition to significantly decreasing first day jitters that many students and parents experience. Rather than the traditional Back to School Night format families were provided with multiple ways to access key classroom information provided by teachers."|Ensuring that all families are engaged and involved is an ongoing area of focus for staff members and opportunities to build connections with all school community members will be explored.|Sonoma Mountain Elementary Charter School prides itself on being an inclusive and welcoming school community. We understand that strong, trusting relationships with families are the foundation for a child's success in elementary school. We will need to continue and increase the opportunities for all families to contribute their ideas. Actively seeking out opportunities to interact both informally and formally with underrepresented families needs to continue to be a focus.|This is an area where we have made progress and continue to do well. Our twice yearly parent- teacher conferences are well-attended and valued by both teachers and parents.  Many teachers include students in these conversations, using them as an opportunity to reflect on learning habits for success, areas of strength and areas for growth, and to set learning goals for the next trimester. In addition, teachers check in often with parents outside of the designated conference time.  All teachers and the principal have an open door policy with a focus on consistent, on-going positive communication.    Our Student Success Team (SST) and Coordination of Student Support (COST) partners with families to provide resources and ways to support students in the home environment, including working with our school counselor, our district behaviorist, and our RTI Teacher.   Our Parent Teacher Association (PTA) is very active in our school and makes tremendous contributions to our school community. Several teachers and the principal are active members of our PTA attending all the monthly meetings. We have welcomed many new members to our PTA board while keeping many outgoing board members actively involved in the organization. Volunteers are an integral part of our school community and program. In addition to the PTA, volunteers contribute in many ways both within and outside of the classroom. Parents volunteer regularly in the classroom, with special projects, field trips, coordinating fundraising events and in so many other ways. Continuing to welcome new and diverse members of our community to volunteer, and increasing involvement in our PTA is a priority.|While parents and caregivers feel connected and a part of helping their child/ren reach great success, they are interested in learning more strategies to help their children thrive academically and social-emotionally.|Data from the Youth Truth Survey supports that underrepresented families feel included, valued, and supported. However, the engagement of underrepresented families is always an area of continuous improvement for our school. One strategy that we will continue is to provide meeting and workshop access via Zoom to accommodate working parents more easily and to provide translation services if necessary. We will continue to look for ways to include underrepresented families in key roles such as LCAP committee and involvement with PTA. We will continue to focus on building relationships while being culturally responsive, and providing equitable approaches to building relationships and engaging our families.|One of our strengths in this area is that we hold periodic parent meetings at our site where we actively listen to and gather parent input on how the school is meeting families' needs, and what more we can do to enrich the learning experience of our students. These opportunities to provide input take a variety of forms, including monthly Parent Teacher Association meetings and LCAP Advisory Committee meetings. In all of these parent meetings, input is sought in order to improve our school and to use the ideas that stakeholders bring to us to improve our service to students. Often input is gathered in informal ways: in conversations before and after weekly community gatherings, around campus or when parents are dropping off or picking up their children, at fundraising events, through phone calls, or at parent-teacher conferences. Being accessible in a variety of ways, not always in formal settings, can increase the comfort level that families have with communicating their ideas and/or concerns. As well as holding parent meetings and gathering input in informal ways, parent surveys also provide valuable opportunities for anonymous input. Not all educational partners are available for meetings at the scheduled times and providing alternative ways to contribute and participate is crucial.|"Based on the analysis of educational partner input and local data, there is consensus that while there are multiple avenues for educational partners to provide input for decision-making, there is a significant gap in ""who"" is providing the input. Specifically, there is a lack of input from underrepresented families. Sonoma Mountain is working to engage underrepresented families through targeted outreach, school community events, and inclusion efforts to ensure a more diverse range of perspectives are considered in the decision-making process."|In order to improve engagement of underrepresented families we will continue to communicate in their preferred language, provide translation at events, and reach out with personal invitations whenever possible. We will also endeavor to schedule meetings at times when parents are most likely to be able to attend.  In addition, at all school events we will welcome everyone with warmth and genuine appreciation for their participation. Another area for improvement is to increase the percentage of families who respond to our parent surveys.  This could be done by providing the devices at parent conferences for parents to complete the survey, by providing access to the survey on social media and through text messaging as well as through email or our website. In discussions with our PTA and other educational partners we plan to pair families who are new to our school with veteran families in order to help our new families feel comfortable as they navigate the opportunities at their new school.|5|5|5|5|5|4|4|4|5|4|4|5|Met||2026-06-11|2026
49708540165241|Valley Vista Public Waldorf|3|The junior highs is ranked in the 82nd percentile, which is far above the median for Sonoma County Schools. We will have the junior high's share their strengths and strategies with our Elementary and High Schools in this area. We have improved communication through our language interpreter program where we are able to reach a wider group of families who speak languages other than Spanish or English. In fact, our junior highs ranked in the 74th percentile for communication with families, which also far exceeds the median for Sonoma County Schools.|The high schools are ranked in the 43rd percentile, which is slightly below the county median. The elementary schools are ranked 30th percentile, which is far below the county median. PCS will continue to have the junior highs share their best practices with our elementary and high schools to continually find ways to engage with positive experiences for our community.|Petaluma City Schools will continue to build relationships with families by ensuring interpretations is available at district events and meetings. DELAC gave positive feedback on the authentic engagement during the 2026-27 Local Performance Indicator Self-Reflection for Petaluma City Schools, Valley Vista Public Waldorf, Penngrove, Mary Collins at Cherry Valley, Petaluma Accelerated Charter, Dual Language Immersion Academy Page 10 of 16 LCAP development process and has continued this year. We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families as well as our district youth truth pulse surveys given four times a year. We supported site administrators with the development of the Single Plans for Student Achievement and including families in the process.|83% of junior high families report that they receive the guidance/resources necessary to help their child succeed.|30% of ES and HS families report that they receive the guidance/resources necessary to help their child succeed.|PCS willhave the junior highs share their best practices with our elementary and high schools to continually find ways to engage with positive experiences for our community. Petaluma City Schools will continue to build relationships with families by ensuring interpretations is available at district events and meetings. We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families. PCS will continue to utilize DELAC to engage with families of multilingual learners. Implementation of the ELL Master plan will support multilingual learners and provide another avenue to engage with families. The district will also engage with families during the annual Title I Parent meeting and when students are reclassified.|67% of families report that they are included in planning school activities.|49% of families report that they are empowered to play a meaningful role in decision-making at their school.|The district will help schools engage with underrepresented families through continued translation and interpretation services for multiple languages. District will help support sites with their committees and help ensure, especially those that receive categorical funds, have equal representation within their communities. District will continue to fund parent workshops and work with the county office to add additional support. Principals will also attend PDs on ways to build a greater community of underrepresented families during their school events and family meetings with the principal.|2|3|3|3|2|3|4|3|3|2|2|3|Met||2026-06-30|2026
49708700000000|Piner-Olivet Union Elementary|3|POUSD uses YouthTruth Data to analyze feedback from staff, families and students. POUSD has used this data to create equity school goals to continue to build relationships with staff, families and students. Some goals are:  -Communication in Home Language  -Inviting Families to School Events  -Inviting Families to School Organizations  -Including Families in Decision Making through School Organizations  -Weekly Announcements to Families  -Community Circles with Staff to Build Relationships|POUSD uses YouthTruth Data to analyze feedback from staff, families and students. POUSD has used this data to create focus areas for improvement such as:  -Increase Participation in School Events  -Increase Participation in YouthTruth Data Survey  -Increase Acknowledgment and and participation of all cultures  -Increase communication with staff and families|POUSD will actively look for partnerships that support our mission and vision of our district in order to increase partnerships to support underrepresented families and students in our school community. In addition, POUSD will increase participation for families by ensuring activities are inclusive. For staff, schools will have  instructional leadership meetings to increase participation and ownership of school decision-making.|POUSD's strengths and progress in building partnerships for student outcomes:  -1:1 meetings with administration and teachers to review student data and goals  -Teacher Parent Conferences  -Celebration of Growth at school sites and board meetings|POUSD's focus and improvement in building partnerships for student outcomes:  -Increase data analysis and use of data to improve student outcomes -Increase data management  -Increase participation for YouthTruth Survey|POUSD's will improve engagement of underrepresented families in building partnerships for student outcomes by:  -District Community Fair with over 20 resource partners -Providing more Parent Information Nights on Topics Educational Partners want such as Restorative Practices, Parenting in the Digital Age, and How to Live a Healthy Lifestyle -Providing time for data analysis  -Providing professional development on Aeries Analytics  -Providing additional resources for families and students to take YouthTruth Survey|POUSD's current strengths for seeking input for decision making are:  - Listening to our educational partners  -Providing meetings at various times to include educational partners  -Providing childcare for meetings around decision making  -Provide food for meetings -Sharing information about meetings through ParentSquare|POUSD's areas of improvement for seeking input for decision making are:  -Increase participation of all educational partners  -Increase communication of when meetings are and provide incentives|POUSD's will improve engagement of underrepresented families for seeking input for decision making by:  -Increase individual and personal invites for families to attend decision-making meetings  -Increase communication about decision-making meetings and importance|4|4|4|4|3|3|4|3|4|4|4|4|Met||2026-06-12|2026
49708700106344|Northwest Prep Charter|3|NWP uses YouthTruth Data to analyze feedback from staff, families and students. NWP has used this data to create equity school goals to continue to build relationships with staff, families and students. Some goals are:  -Communication in Home Language  -Inviting Families to School Events  -Inviting Families to School Organizations  -Including Families in Decision Making through School Organizations  -Weekly Announcements to Families  -Community Circles with Staff to Build Relationships|NWP uses YouthTruth Data to analyze feedback from staff, families and students. NWP has used this data to create focus areas for improvement such as:  -Increase Participation in School Events  -Increase Participation in YouthTruth Data Survey  -Increase Acknowledgment and and participation of all cultures  -Increase communication with staff|NWP will actively look for partnerships that support the mission and vision of our district in order to increase partnerships to support underrepresented families and students in our school community. In addition, NWP will increase participation for families by ensuring activities are inclusive. For staff, schools will have  instructional leadership meetings to increase participation and ownership of school decision-making.|NWP's strengths and progress in building partnerships for student outcomes:  -Student of Concern meetings with administration and teachers to review student data and goals  -Teacher Parent Conferences  -Celebration of Growth at school site and board meetings|NWP's focus and improvement in building partnerships for student outcomes:  -Increase data analysis and use of data to improve student outcomes -Increase data management  -Increase participation for YouthTruth Survey|NWP's will improve engagement of underrepresented families in building partnerships for student outcomes by:  -Implementing a District-Wide Community Fair with over 20 partners -Providing more Parent Information Nights on Topics Educational Partners want such as Restorative Practices, Parenting in the Digital Age, and How to Live a Healthy Lifestyle -Providing time for data analysis  -Providing professional development on Aeries Analytics  -Providing additional resources for families and students to take YouthTruth Survey|NWP's current strengths for seeking input for decision making are:  - Listening to our educational partners and implementing their ideas -Providing meetings at various times to include educational partners  -Providing childcare for meetings around decision making  -Provide food for meetings -Sharing information about meetings through ParentSquare|NWP's areas of improvement for seeking input for decision making are:  -Increase participation of all educational partners  -Increase communication of when meetings are and provide incentives|NWP's will improve engagement of underrepresented families for seeking input for decision making by:  -Increase individual and personal invites for families to attend decision-making meetings  -Increase communication about decision-making meetings and importance|4|4|4|4|3|3|4|3|4|4|4|4|Met||2026-06-12|2026
49708706066344|Olivet Elementary Charter|3|Olivet uses YouthTruth Data to analyze feedback from staff, families and students. Olivet has used this data to create equity school goals to continue to build relationships with staff, families and students. Some goals are:  -Communication in Home Language  -Inviting Families to School Events  -Inviting Families to School Organizations  -Including Families in Decision Making through School Organizations  -Weekly Announcements to Families  -Community Circles with Staff to Build Relationships|Olivet uses YouthTruth Data to analyze feedback from staff, families and students. Olivet has used this data to create focus areas for improvement such as:  -Increase Participation in School Events  -Increase Participation in YouthTruth Data Survey  -Increase Acknowledgment and and participation of all cultures  -Increase communication with staff|Olivet will actively look for partnerships that support the mission and vision of our district in order to increase partnerships to support underrepresented families and students in our school community. In addition, Olivet will increase participation for families by ensuring activities are inclusive. For staff, schools will have  instructional leadership meetings to increase participation and ownership of school decision-making.|Olivet's strengths and progress in building partnerships for student outcomes:  -1:1 meetings with administration and teachers to review student data and goals  -Teacher Parent Conferences  -Celebration of Growth at school sites and board meetings|Olivet's focus and improvement in building partnerships for student outcomes:  -Increase data analysis and use of data to improve student outcomes -Increase data management  -Increase participation for YouthTruth Survey|Olivet will improve engagement of underrepresented families in building partnerships for student outcomes by:  -Implementing a District-Wide Community Fair with over 20 partners -Providing more Parent Information Nights on Topics Educational Partners want such as Restorative Practices, Parenting in the Digital Age, and How to Live a Healthy Lifestyle -Providing time for data analysis  -Providing professional development on Aeries Analytics  -Providing additional resources for families and students to take YouthTruth Survey|Olivet's current strengths for seeking input for decision making are:  - Listening to our educational partners and implementing their ideas -Providing meetings at various times to include educational partners  -Providing childcare for meetings around decision making  -Provide food for meetings -Sharing information about meetings through ParentSquare|Olivet's areas of improvement for seeking input for decision making are:  -Increase participation of all educational partners  -Increase communication of when meetings are and provide incentives|Olivet will improve engagement of underrepresented families for seeking input for decision making by:  -Increase individual and personal invites for families to attend decision-making meetings  -Increase communication about decision-making meetings and importance|4|4|4|4|3|3|4|3|4|4|4|4|Met||2026-06-12|2026
49708706109144|Morrice Schaefer Charter|3|POUSD uses YouthTruth Data to analyze feedback from staff, families and students. POUSD has used this data to create equity school goals to continue to build relationships with staff, families and students. Some goals are:  -Communication in Home Language  -Inviting Families to School Events  -Inviting Families to School Organizations  -Including Families in Decision Making through School Organizations  -Weekly Announcements to Families  -Community Circles with Staff to Build Relationships|POUSD uses YouthTruth Data to analyze feedback from staff, families and students. POUSD has used this data to create focus areas for improvement such as: -Increase Participation in School Events  -Increase Participation in YouthTruth Data Survey  -Increase Acknowledgment and and participation of all cultures  -Increase communication with staff|POUSD will actively look for partnerships that support our mission and vision of our district in order to increase partnerships to support underrepresented families and students in our school community. In addition, POUSD will increase participation for families by ensuring activities are inclusive. For staff, schools will have  instructional leadership meetings to increase participation and ownership of school decision-making.|POUSD's strengths and progress in building partnerships for student outcomes:  -1:1 meetings with administration and teachers to review student data and goals  -Teacher Parent Conferences  -Celebration of Growth at school sites and board meetings|POUSD's focus and improvement in building partnerships for student outcomes:  -Increase data analysis and use of data to improve student outcomes -Increase data management  -Increase participation for YouthTruth Survey|POUSD's will improve engagement of underrepresented families in building partnerships for student outcomes by:  -Implementing a District-Wide Community Fair with over 20 partners -Providing more Parent Information Nights on Topics Educational Partners want such as Restorative Practices, Parenting in the Digital Age, and How to Live a Healthy Lifestyle -Providing time for data analysis  -Providing professional development on Aeries Analytics  -Providing additional resources for families and students to take YouthTruth Survey|POUSD's current strengths for seeking input for decision making are:  - Listening to our educational partners and implementing their ideas -Providing meetings at various times to include educational partners  -Providing childcare for meetings around decision making  -Provide food for meetings -Sharing information about meetings through ParentSquare|POUSD's areas of improvement for seeking input for decision making are:  -Increase participation of all educational partners  -Increase communication of when meetings are and provide incentives|POUSD's will improve engagement of underrepresented families for seeking input for decision making by:  -Increase individual and personal invites for families to attend decision-making meetings  -Increase communication about decision-making meetings and importance|4|4|4|4|3|3|4|3|4|4|4|4|Met||2026-06-12|2026
49708706113492|Piner-Olivet Charter|3|POCS uses YouthTruth Data to analyze feedback from staff, families and students. POCS has used this data to create equity school goals to continue to build relationships with staff, families and students. Some goals are:  -Communication in Home Language  -Inviting Families to School Events  -Inviting Families to School Organizations  -Including Families in Decision Making through School Organizations  -Weekly Announcements to Families  -Community Circles with Staff to Build Relationships|POCS uses YouthTruth Data to analyze feedback from staff, families and students. POCS has used this data to create focus areas for improvement such as:  -Increase Participation in School Events  -Increase Participation in YouthTruth Data Survey  -Increase Acknowledgment and and participation of all cultures  -Increase communication with staff|POCS will actively look for partnerships that support the mission and vision of our district in order to increase partnerships to support underrepresented families and students in our school community. In addition, POCS will increase participation for families by ensuring activities are inclusive. For staff, schools will have  instructional leadership meetings to increase participation and ownership of school decision-making.|POC's strengths and progress in building partnerships for student outcomes:  -Student of Concern meetings with administration and teachers to review student data and goals  -Teacher Parent Conferences and Progress Reports -Celebration of Growth at school site and board meetings|POC;s focus and improvement in building partnerships for student outcomes:  -Increase data analysis and use of data to improve student outcomes -Increase data management  -Increase participation for YouthTruth Survey|POC's will improve engagement of underrepresented families in building partnerships for student outcomes by:  -Implementing a District-Wide Community Fair with over 20 partners -Providing more Parent Information Nights on Topics Educational Partners want such as Restorative Practices, Parenting in the Digital Age, and How to Live a Healthy Lifestyle -Providing time for data analysis  -Providing professional development on Aeries Analytics  -Providing additional resources for families and students to take YouthTruth Survey|POC's current strengths for seeking input for decision making are: - Listening to our educational partners and implementing their ideas -Providing meetings at various times to include educational partners  -Providing childcare for meetings around decision making  -Provide food for meetings -Sharing information about meetings through ParentSquare|POC's areas of improvement for seeking input for decision making are:  -Increase participation of all educational partners  -Increase communication of when meetings are and provide incentives|POC's will improve engagement of underrepresented families for seeking input for decision making by:  -Increase individual and personal invites for families to attend decision-making meetings  -Increase communication about decision-making meetings and importance|4|4|4|4|3|4|4|3|4|4|4|4|Met||2026-06-12|2026
49708880000000|Kashia Elementary|3||||||||||||||||||||||Not Met|||2026
49708960000000|Rincon Valley Union Elementary|3|-We are developing the capacity of staff to build trusting and respectful relationships with families through ParentSquare, Back to School Nights, and Conferences. -We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, and Teachers, Back to School Night, Community Gatherings, and Interpretation and Translation Services. -We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by Parent Teacher Conferences, MTSS meetings, ELAC and Welcoming Schools Training. The district and schools have continued to discuss ways to increase how to learn about the different cultures and languages in the district through cultural awareness training. -We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Direct Translation, ParentSquare, Parent Information Nights, Parent|"The area of focus for this category is ""developing the capacity of staff to build trusting and respectful relationships with families"""|In order to create a welcoming environment, educators will work diligently to make and maintain connections with the parents of their students. We will continue to support the infrastructure at each school to ensure parents are involved in learning about student outcomes, including Conferences and offer Welcoming Schools Training for all staff. Parent volunteers will continue to be encouraged. Multilingual Learner Advocate employees assist in Welcome Interviews with newly arrived multilingual families and ongoing bilingual communication with English Language Learner families to ensure access and participation for parent meetings. We continue to use the Parent Square App and Language Line for communication to our families in all areas. We continue to provide Spanish translation for our board meetings. Back to School/Welcome events are held at each school as an opportunity to connect and learn about each other.|-We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, MTSS Workshop, Bilingual Events -We are providing families with information and resources to support student learning and development in the home by TK/K Orientation, Online Resources, ParentSquare Communication, Parent/Teacher Conferences, Google Classroom and increased Attendance Information and Communication. -We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, SST Meetings, Parent Meetings and ELAC/DELAC. -We are supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbooks, Annual Notifications, IEP/504 Meetings, and ELAC/DELAC.|"The focus area for improvement is ""providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families."""|We will maintain focus on our key areas, to ensure continued partnerships with underrepresented families. Welcome Interviews led by our Multilingual Learner Advocates will remain a priority. By providing access to the campus and more frequent visits to the classrooms upon pick up and drop off, more connections around student outcomes will be possible. Parent teacher conferences and the use of language preferences Parent Square App and Language Line will continue. Developing greater district coherence around the Multi Tiered Systems of Support process will provide opportunities for parent collaboration, as student outcomes are discussed in meetings throughout the process of improving academic results. Communication will be key. Underrepresented families appreciated the Family Information Nights. We plan to share this information through a Community Gathering Event at the beginning of the school year. Their communication preference is through Printed Flyers, Digital Newsletters, Information Nights and Text Messages.|-We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by Superintendent Advisory Meetings, Site Council, ELAC /DELAC, LCAP Partner Committee, and Parent Conferences. -We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Superintendent Advisory Meetings, School Site Council, Board Meetings, ELAC/DELAC, Parent Clubs, LCAP Partner Committee. 2026-27 Local Performance Indicator Self-Reflection for Rincon Valley Union Elementary and Charters (Binkley, Manzanita, Village, Whited) Page 12 of 16 -We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Superintendent Advisory Meetings, Surveys, ELAC and DELAC, and the LCAP Partner Committee. -We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by Superintendent Advisory Meetings, Site Council, Surveys, Parent Clubs, and LCAP Partner Committee.|"The focus area for improvement will continue to be "" building the capacity of and supporting family members to effectively engage in advisory groups and decision-making."""|Establishing, developing and supporting relationships is key in improving family engagement. Ensuring underrepresented families feel connected and supported at each school site is important in seeking input for decision making. We will work with families to determine the best time for holding important meetings where seeking input for decision-making is desired. Using fliers and text messaging for survey requests and completion will also be prioritized.|4|4|5|5|4|4|5|5|4|4|4|4|Met||2026-06-16|2026
49708960102525|Spring Lake Charter|3|-We are developing the capacity of staff to build trusting and respectful relationships with families through ParentSquare, Welcome Night, and Conferences. -We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, and Teachers, Welcome Night, Community Gatherings, and Interpretation and Translation Services. -We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by Conferences, MTSS meetings, ELAC and Welcoming Schools Training. The district and schools have continued to discuss ways to increase how to learn about the different cultures and languages in the district through cultural awareness training. -We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Direct Translation, ParentSquare, Parent Information Nights, Parent Conferences, Back to School/Welcome Events, ELAC and Welcome Interviews for Multilingual Families.|"The area of focus for this category is ""developing the capacity of staff to build trusting and respectful relationships with families"""|In order to create a welcoming environment, educators will work diligently to make and maintain connections with the parents of their students. We will continue to support the infrastructure at each school to ensure parents are involved in learning about student outcomes, including Conferences and offer Welcoming Schools Training for all staff. Parent volunteers will continue to be encouraged. Multilingual Learner Advocate employees assist in Welcome Interviews with newly arrived multilingual families and ongoing bilingual communication with English Language Learner families to ensure access and participation for parent meetings. We continue to use the Parent Square App and Language Line for communication to our families in all areas. We continue to provide Spanish translation for our board meetings. Back to School/Welcome events are held at the school as an opportunity to connect and learn about each other.|-We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, MTSS Workshop, Bilingual Events -We are providing families with information and resources to support student learning and development in the home by Online Resources, ParentSquare Communication, Parent Workshops, Parent/Teacher Conferences, Schoology and increased Attendance Information and Communication. -We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, SST Meetings, Parent Meetings and ELAC/DELAC. -We are supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbooks, Annual Notifications, IEP/504 Meetings, and ELAC/DELAC.|"The focus area for improvement is ""providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families."""|We will maintain focus on our key areas, to ensure continued partnerships with underrepresented families. Welcome Interviews led by our staff will remain a priority. By providing access to the campus and more frequent visits to the classrooms upon pick up and drop off, more connections around student outcomes will be possible. Parent teacher conferences and the use of language preferences Parent Square App will continue. Developing greater district coherence around the Multi Tiered Systems of Support process will provide opportunities for parent collaboration, as student outcomes are discussed in meetings throughout the process of improving academic results. Communication will be key. Underrepresented families have shared that they want more information around Intervention, Counselor Support, Translation Services, and Social-Emotional Learning practices. We plan to share this information through a Community Gathering Event at the beginning of the school year. Their communication preference is through Printed Flyers, Digital Newsletters, Information Nights and Text Messages.|-We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by Superintendent Advisory Meetings, Site Council, ELAC /DELAC, LCAP Partner Committee, and Parent Conferences. -We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Superintendent Advisory Meetings, School Site Council, Board Meetings, ELAC/DELAC, Parent Club, LCAP Partner Committee. 2026-27 Local Performance Indicator Self-Reflection for Spring Lake Charter Page 12 of 15 -We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Superintendent Advisory Meetings, Surveys, ELAC and DELAC, and the LCAP Partner Committee. -We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by Superintendent Advisory Meetings, Site Council, Surveys, Parent Club, and LCAP Partner Committee.|"The focus area for improvement will continue to be "" building the capacity of and supporting family members to effectively engage in advisory groups and decision-making."""|Establishing, developing and supporting relationships is key in improving family engagement. Ensuring underrepresented families feel connected and supported at each school site is important in seeking input for decision making. From information gathered during key well-attended events, families have shared that the best time for engaging in conversation and meetings is from 6-7 pm. We will try and prioritize this time when holding important meetings where seeking input for decision-making is desired. Using text messaging for survey requests and completion will also be prioritized.|4|4|5|5|4|4|5|5|4|4|4|4|Met||2026-06-16|2026
49708966052039|Manzanita Elementary Charter|3|-We are developing the capacity of staff to build trusting and respectful relationships with families through ParentSquare, Back to School Nights, and Conferences. -We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, and Teachers, Back to School Night, Community Gatherings, and Interpretation and Translation Services. -We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by Parent Teacher Conferences, MTSS meetings, ELAC and Welcoming Schools Training. The district and schools have continued to discuss ways to increase how to learn about the different cultures and languages in the district through cultural awareness training. -We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Direct Translation, ParentSquare, Parent Information Nights, Parent Conferences, Back to School/Welcome Events, ELAC and Welcome Interviews for Multilingual Families.|"The area of focus for this category is ""developing the capacity of staff to build trusting and respectful relationships with families"""|In order to create a welcoming environment, educators will work diligently to make and maintain connections with the parents of their students. We will continue to support the infrastructure at each school to ensure parents are involved in learning about student outcomes, including Conferences and offer Welcoming Schools Training for all staff. Parent volunteers will continue to be encouraged. Multilingual Learner Advocate employees assist in Welcome Interviews with newly arrived multilingual families and ongoing bilingual communication with English Language Learner families to ensure access and participation for parent meetings. We continue to use the Parent Square App and Language Line for communication to our families in all areas. We continue to provide Spanish translation for our board meetings. Back to School/Welcome events are held at each school as an opportunity to connect and learn about each other.|-We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, MTSS Workshop, Bilingual Events -We are providing families with information and resources to support student learning and development in the home by TK/K Orientation, Online Resources, ParentSquare Communication, Parent/Teacher Conferences, Google Classroom and increased Attendance Information and Communication. -We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, SST Meetings, Parent Meetings and ELAC/DELAC. -We are supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbooks, Annual Notifications, IEP/504 Meetings, and ELAC/DELAC.|"The focus area for improvement is ""providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families."""|We will maintain focus on our key areas, to ensure continued partnerships with underrepresented families. Welcome Interviews led by our Multilingual Learner Advocates will remain a priority. By providing access to the campus and more frequent visits to the classrooms upon pick up and drop off, more connections around student outcomes will be possible. Parent teacher conferences and the use of language preferences Parent Square App and Language Line will continue. Developing greater district coherence around the Multi Tiered Systems of Support process will provide opportunities for parent collaboration, as student outcomes are discussed in meetings throughout the process of improving academic results. Communication will be key. Underrepresented families appreciated the Family Information Nights. We plan to share this information through a Community Gathering Event at the beginning of the school year. Their communication preference is through Printed Flyers, Digital Newsletters, Information Nights and Text Messages.|-We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by Superintendent Advisory Meetings, Site Council, ELAC /DELAC, LCAP Partner Committee, and Parent Conferences. -We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Superintendent Advisory Meetings, School Site Council, Board Meetings, ELAC/DELAC, Parent Clubs, LCAP Partner Committee. 2026-27 Local Performance Indicator Self-Reflection for Rincon Valley Union Elementary and Charters (Binkley, Manzanita, Village, Whited) Page 12 of 16 -We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Superintendent Advisory Meetings, Surveys, ELAC and DELAC, and the LCAP Partner Committee. -We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by Superintendent Advisory Meetings, Site Council, Surveys, Parent Clubs, and LCAP Partner Committee.|"The focus area for improvement will continue to be "" building the capacity of and supporting family members to effectively engage in advisory groups and decision-making."""|Establishing, developing and supporting relationships is key in improving family engagement. Ensuring underrepresented families feel connected and supported at each school site is important in seeking input for decision making. We will work with families to determine the best time for holding important meetings where seeking input for decision-making is desired. Using fliers and text messaging for survey requests and completion will also be prioritized.|4|4|5|5|4|4|5|5|4|4|4|4|Met||2026-06-16|2026
49708966052047|Whited Elementary Charter|3|-We are developing the capacity of staff to build trusting and respectful relationships with families through ParentSquare, Back to School Nights, and Conferences. -We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, and Teachers, Back to School Night, Community Gatherings, and Interpretation and Translation Services. -We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by Parent Teacher Conferences, MTSS meetings, ELAC and Welcoming Schools Training. The district and schools have continued to discuss ways to increase how to learn about the different cultures and languages in the district through cultural awareness training. -We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Direct Translation, ParentSquare, Parent Information Nights, Parent Conferences, Back to School/Welcome Events, ELAC and Welcome Interviews for Multilingual Families.|"The area of focus for this category is ""developing the capacity of staff to build trusting and respectful relationships with families"""|In order to create a welcoming environment, educators will work diligently to make and maintain connections with the parents of their students. We will continue to support the infrastructure at each school to ensure parents are involved in learning about student outcomes, including Conferences and offer Welcoming Schools Training for all staff. Parent volunteers will continue to be encouraged. Multilingual Learner Advocate employees assist in Welcome Interviews with newly arrived multilingual families and ongoing bilingual communication with English Language Learner families to ensure access and participation for parent meetings. We continue to use the Parent Square App and Language Line for communication to our families in all areas. We continue to provide Spanish translation for our board meetings. Back to School/Welcome events are held at each school as an opportunity to connect and learn about each other.|-We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, MTSS Workshop, Bilingual Events -We are providing families with information and resources to support student learning and development in the home by TK/K Orientation, Online Resources, ParentSquare Communication, Parent/Teacher Conferences, Google Classroom and increased Attendance Information and Communication. -We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, SST Meetings, Parent Meetings and ELAC/DELAC. -We are supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbooks, Annual Notifications, IEP/504 Meetings, and ELAC/DELAC.|"The focus area for improvement is ""providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families."""|We will maintain focus on our key areas, to ensure continued partnerships with underrepresented families. Welcome Interviews led by our Multilingual Learner Advocates will remain a priority. By providing access to the campus and more frequent visits to the classrooms upon pick up and drop off, more connections around student outcomes will be possible. Parent teacher conferences and the use of language preferences Parent Square App and Language Line will continue. Developing greater district coherence around the Multi Tiered Systems of Support process will provide opportunities for parent collaboration, as student outcomes are discussed in meetings throughout the process of improving academic results. Communication will be key. Underrepresented families appreciated the Family Information Nights. We plan to share this information through a Community Gathering Event at the beginning of the school year. Their communication preference is through Printed Flyers, Digital Newsletters, Information Nights and Text Messages.|-We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by Superintendent Advisory Meetings, Site Council, ELAC /DELAC, LCAP Partner Committee, and Parent Conferences. -We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Superintendent Advisory Meetings, School Site Council, Board Meetings, ELAC/DELAC, Parent Clubs, LCAP Partner Committee. 2026-27 Local Performance Indicator Self-Reflection for Rincon Valley Union Elementary and Charters (Binkley, Manzanita, Village, Whited) Page 12 of 16 -We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Superintendent Advisory Meetings, Surveys, ELAC and DELAC, and the LCAP Partner Committee. -We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by Superintendent Advisory Meetings, Site Council, Surveys, Parent Clubs, and LCAP Partner Committee.|"The focus area for improvement will continue to be "" building the capacity of and supporting family members to effectively engage in advisory groups and decision-making."""|Establishing, developing and supporting relationships is key in improving family engagement. Ensuring underrepresented families feel connected and supported at each school site is important in seeking input for decision making. We will work with families to determine the best time for holding important meetings where seeking input for decision-making is desired. Using fliers and text messaging for survey requests and completion will also be prioritized.|4|4|5|5|4|4|5|5|4|4|4|4|Met||2026-06-16|2026
49708966052070|Village Elementary Charter|3|-We are developing the capacity of staff to build trusting and respectful relationships with families through ParentSquare, Back to School Nights, and Conferences. -We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, and Teachers, Back to School Night, Community Gatherings, and Interpretation and Translation Services. -We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by Parent Teacher Conferences, MTSS meetings, ELAC and Welcoming Schools Training. The district and schools have continued to discuss ways to increase how to learn about the different cultures and languages in the district through cultural awareness training. -We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Direct Translation, ParentSquare, Parent Information Nights, Parent Conferences, Back to School/Welcome Events, ELAC and Welcome Interviews for Multilingual Families.|"The area of focus for this category is ""developing the capacity of staff to build trusting and respectful relationships with families"""|In order to create a welcoming environment, educators will work diligently to make and maintain connections with the parents of their students. We will continue to support the infrastructure at each school to ensure parents are involved in learning about student outcomes, including Conferences and offer Welcoming Schools Training for all staff. Parent volunteers will continue to be encouraged. Multilingual Learner Advocate employees assist in Welcome Interviews with newly arrived multilingual families and ongoing bilingual communication with English Language Learner families to ensure access and participation for parent meetings. We continue to use the Parent Square App and Language Line for communication to our families in all areas. We continue to provide Spanish translation for our board meetings. Back to School/Welcome events are held at each school as an opportunity to connect and learn about each other.|-We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, MTSS Workshop, Bilingual Events -We are providing families with information and resources to support student learning and development in the home by TK/K Orientation, Online Resources, ParentSquare Communication, Parent/Teacher Conferences, Google Classroom and increased Attendance Information and Communication. -We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, SST Meetings, Parent Meetings and ELAC/DELAC. -We are supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbooks, Annual Notifications, IEP/504 Meetings, and ELAC/DELAC.|"The focus area for improvement is ""providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families."""|We will maintain focus on our key areas, to ensure continued partnerships with underrepresented families. Welcome Interviews led by our Multilingual Learner Advocates will remain a priority. By providing access to the campus and more frequent visits to the classrooms upon pick up and drop off, more connections around student outcomes will be possible. Parent teacher conferences and the use of language preferences Parent Square App and Language Line will continue. Developing greater district coherence around the Multi Tiered Systems of Support process will provide opportunities for parent collaboration, as student outcomes are discussed in meetings throughout the process of improving academic results. Communication will be key. Underrepresented families appreciated the Family Information Nights. We plan to share this information through a Community Gathering Event at the beginning of the school year. Their communication preference is through Printed Flyers, Digital Newsletters, Information Nights and Text Messages.|-We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by Superintendent Advisory Meetings, Site Council, ELAC /DELAC, LCAP Partner Committee, and Parent Conferences. -We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Superintendent Advisory Meetings, School Site Council, Board Meetings, ELAC/DELAC, Parent Clubs, LCAP Partner Committee. 2026-27 Local Performance Indicator Self-Reflection for Rincon Valley Union Elementary and Charters (Binkley, Manzanita, Village, Whited) Page 12 of 16 -We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Superintendent Advisory Meetings, Surveys, ELAC and DELAC, and the LCAP Partner Committee. -We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by Superintendent Advisory Meetings, Site Council, Surveys, Parent Clubs, and LCAP Partner Committee.|"The focus area for improvement will continue to be "" building the capacity of and supporting family members to effectively engage in advisory groups and decision-making."""|Establishing, developing and supporting relationships is key in improving family engagement. Ensuring underrepresented families feel connected and supported at each school site is important in seeking input for decision making. We will work with families to determine the best time for holding important meetings where seeking input for decision-making is desired. Using fliers and text messaging for survey requests and completion will also be prioritized.|4|4|5|5|4|4|5|5|4|4|4|4|Met||2026-06-16|2026
49708966085229|Binkley Elementary Charter|3|-We are developing the capacity of staff to build trusting and respectful relationships with families through ParentSquare, Back to School Nights, and Conferences. -We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, and Teachers, Back to School Night, Community Gatherings, and Interpretation and Translation Services. -We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by Parent Teacher Conferences, MTSS meetings, ELAC and Welcoming Schools Training. The district and schools have continued to discuss ways to increase how to learn about the different cultures and languages in the district through cultural awareness training. -We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Direct Translation, ParentSquare, Parent Information Nights, Parent Conferences, Back to School/Welcome Events, ELAC and Welcome Interviews for Multilingual Families.|"The area of focus for this category is ""developing the capacity of staff to build trusting and respectful relationships with families"""|In order to create a welcoming environment, educators will work diligently to make and maintain connections with the parents of their students. We will continue to support the infrastructure at each school to ensure parents are involved in learning about student outcomes, including Conferences and offer Welcoming Schools Training for all staff. Parent volunteers will continue to be encouraged. Multilingual Learner Advocate employees assist in Welcome Interviews with newly arrived multilingual families and ongoing bilingual communication with English Language Learner families to ensure access and participation for parent meetings. We continue to use the Parent Square App and Language Line for communication to our families in all areas. We continue to provide Spanish translation for our board meetings. Back to School/Welcome events are held at each school as an opportunity to connect and learn about each other.|-We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, MTSS Workshop, Bilingual Events -We are providing families with information and resources to support student learning and development in the home by TK/K Orientation, Online Resources, ParentSquare Communication, Parent/Teacher Conferences, Google Classroom and increased Attendance Information and Communication. -We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, SST Meetings, Parent Meetings and ELAC/DELAC. -We are supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbooks, Annual Notifications, IEP/504 Meetings, and ELAC/DELAC.|"The focus area for improvement is ""providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families."""|We will maintain focus on our key areas, to ensure continued partnerships with underrepresented families. Welcome Interviews led by our Multilingual Learner Advocates will remain a priority. By providing access to the campus and more frequent visits to the classrooms upon pick up and drop off, more connections around student outcomes will be possible. Parent teacher conferences and the use of language preferences Parent Square App and Language Line will continue. Developing greater district coherence around the Multi Tiered Systems of Support process will provide opportunities for parent collaboration, as student outcomes are discussed in meetings throughout the process of improving academic results. Communication will be key. Underrepresented families appreciated the Family Information Nights. We plan to share this information through a Community Gathering Event at the beginning of the school year. Their communication preference is through Printed Flyers, Digital Newsletters, Information Nights and Text Messages.|-We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by Superintendent Advisory Meetings, Site Council, ELAC /DELAC, LCAP Partner Committee, and Parent Conferences. -We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Superintendent Advisory Meetings, School Site Council, Board Meetings, ELAC/DELAC, Parent Clubs, LCAP Partner Committee. 2026-27 Local Performance Indicator Self-Reflection for Rincon Valley Union Elementary and Charters (Binkley, Manzanita, Village, Whited) Page 12 of 16 -We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Superintendent Advisory Meetings, Surveys, ELAC and DELAC, and the LCAP Partner Committee. -We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by Superintendent Advisory Meetings, Site Council, Surveys, Parent Clubs, and LCAP Partner Committee.|"The focus area for improvement will continue to be "" building the capacity of and supporting family members to effectively engage in advisory groups and decision-making."""|Establishing, developing and supporting relationships is key in improving family engagement. Ensuring underrepresented families feel connected and supported at each school site is important in seeking input for decision making. We will work with families to determine the best time for holding important meetings where seeking input for decision-making is desired. Using fliers and text messaging for survey requests and completion will also be prioritized.|4|4|5|5|4|4|5|5|4|4|4|4|Met||2026-06-16|2026
49709040000000|Roseland|3|Roseland School District’s strengths in building relationships with parents include, but are not limited to, parent club meetings, parent conferences, and maintaining warm and welcoming school environments.|A next step for the district is to enhance professional development focused on culturally responsive and inclusive practices to ensure staff are equipped to honor students’ and families’ cultural and linguistic backgrounds, foster a sense of belonging, and strengthen relationships with families. Additional focus areas include enhancing translation and interpretation services through targeted training for support staff who provide these services and increasing the number of bilingual staff members across the district.|The district will continue to use the YouthTruth survey as long as engagement at parent club meetings and other venues to assist with the self-reflection proces.|Roseland School District’s strengths in building partnerships that support student outcomes include teachers working closely with parents and providing parents and guardians with the information and resources needed to support learning at home. In addition, all home-school communication is fully translated into Spanish to ensure families have access to important information and opportunities for engagement.|As a next step, the district will strengthen opportunities for parent leadership and capacity building so that parents and guardians are equipped to advocate for their children, participate in decision-making processes, and meaningfully contribute to school and district improvement efforts.|The district will conduct outreach to parents of the various student groups it represents. Administrators will work to increase participation in the YouthTruth survey by underrepresented families as well as in various activities that promote parent/guardian involvement.|Roseland School District provides opportunities for parents and families to participate in advisory groups and be a part of the district and school decision-making process. This occurs through the School Site Council, District English Learner Advisory Council, and Parent Advisory Council, among others. Additionally, parents and families share feedback, perspectives, and recommendations through surveys, parent club meetings, and other engagement opportunities.|An important next step for the district is to provide more support to the school sites in running effective advisory groups that meet necessary requirements, while at the same time engaging parents and promoting regular attendance.|The district will monitor the participation of underrepresented families during the self-reflection process to identify areas of strength and opportunities for growth. Participation data and feedback from families of English learners, students with disabilities, foster youth, and other underrepresented groups will be reviewed to determine whether their voices are represented in district decision-making. The district will use these findings to guide outreach and engagement efforts.|4|4|4|5|4|4|4|4|3|3|3|3|Met||2026-06-17|2026
49709040101923|Roseland Charter|3|Roseland Charter’s strengths in building relationships with parents include, but are not limited to, parent club meetings, parent conferences, and maintaining warm, welcoming school environments. Additionally, school staff regularly support and encourage parents to advocate for and participate in their child’s education.|A focus area for the charter is to provide further professional development for our staff in order to ensure they have the tools necessary to support our parents and families, particularly those from underrepresented backgrounds.|The Charter will continue to utilize Youth Truth as well as parent meetings throughout the year to assist with self-reflection.|Roseland Charter strives to provide a safe and welcoming environment for our families and students. Multiple opportunities are available for two-way communication between parents and staff, including ParentSquare, parent conferences, parent club meetings/parent coffees, and schoolwide events. The charter conducts a second round of middle school parent conferences for students who need additional support to increase home-school communication. Parent participation rates have been extremely high (95%+), including parents of underrepresented students. All home-school communication is fully translated into Spanish.|A next step for the charter is to provide specific support and professional development for staff on strengthening home-school communication, building home-school partnerships, and implementing culturally responsive practices that support meaningful engagement with diverse families.|Roseland Charter will enhance engagement with underrepresented families by strengthening staff capacity to foster meaningful family partnerships through targeted professional learning in culturally responsive communication and collaboration. The school will continue to provide accessible, multilingual opportunities for family involvement and individualized outreach to ensure all families are informed, connected, and empowered to support student success.|Roseland Charter provides multiple opportunities for families to participate in school decision-making through advisory groups such as the English Learner Advisory Council and Parent Advisory Council. The charter also receives strong participation in its annual YouthTruth family survey, demonstrating ongoing family engagement and a commitment to gathering stakeholder input to inform school programs and services.|A focus area for improvement is strengthening the effectiveness of school-site advisory groups by ensuring they meet all required responsibilities while fostering meaningful family participation and consistent attendance. Additionally, survey results indicate an opportunity to increase family engagement and input at the high school level, where reported levels of engagement are lower than at the middle school level.|Roseland Charter will support school sites in implementing effective outreach and engagement strategies that encourage participation from underrepresented families in advisory groups and school decision-making processes. The charter will also focus on expanding opportunities for high school families to provide input through advisory committees, surveys, and other feedback mechanisms to ensure that diverse family perspectives are represented in decision-making.|4|3|4|3|3|3|3|3|3|3|3|3|Met||2026-06-16|2026
49709380000000|Sebastopol Union Elementary|3|We are developing the capacity of staff to build trusting and respectful relationships with families through communication platform, parent conferences / progress reports, volunteer opportunities, and events.  We are creating welcoming environments for all families through professional office staff, facilities, teachers, interpretation and translation services, and events (school events, and meetings).  We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by holding parent teacher conferences, facilitating meetings, and being part of a small school community.  We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Parent Conferences/Meetings (including RFEP, IEP, 504, and SST meetings), communication platform, on-campus Events, and translation services (as needed).|"The focus area for this section will be ""developing multiple opportunities for the LEA and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families."""|We use a variety of strategies employ to seek parent input in decision-making beyond formal parent groups and surveys such as teacher-parent meetings, school leader-parent meetings, or other informal conversations where leadership is learning about parent concerns/desires for underrepresented youth in your schools. The engagement of parents of English Learners, especially through increased participation on DELAC/ELAC will continue to be a goal.|We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: professional development days, systemizing processes and procedures, Workshops, and events.  We are providing families with information and resources to support student learning and development in the home by orientation, events, online resources, communication platform, parent workshops, parent teacher conferences, report cards/progress reports, and parent meetings.  We are implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by parent teacher conferences, parent meetings, surveys, and utilizing a communication platform.  We are supporting families to understand and exercise their legal rights and advocate for their own students and all students through our website, handbook, annual notifications, and IEP/504 meetings.|"The focus area for this section will be ""Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes."|We use a variety of strategies employ to seek parent input in decision-making beyond formal parent groups and surveys such as teacher-parent meetings, school leader-parent meetings, or other informal conversations where leadership is learning about parent concerns/desires for underrepresented youth in your schools. The engagement of parents of English Learners, especially through increased participation on DELAC/ELAC will continue to be a goal.|We are building the capacity of and supporting our principal and staff to effectively engage families in advisory groups and with decision-making through leadership training, site council, LCAP process.  We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making through parent meetings (DELAC/ELAC, Site Council, Sebastopol Education Foundation), board meetings, and as part of a small school community.  We are providing all families with opportunities to provide input on policies and programs and implementing strategies to reach and seek input from any underrepresented groups in the school community through surveys, parent meetings (DELAC/ELAC, IEP, Site Council, etc), and as part of a small school community.   2026-27 Local Performance Indicator Self-Reflection for Sebastopol Union Elementary School District Page 13 of 18 We are providing opportunities to have families, teachers, and the principal to work together to plan, design, implement and evaluate family engagement activities at school and district levels through LCAP process, parent meetings, board meetings and surveys. Within all the activities above we will seek to improve the engagement of underrepresented families.|"The focus area for this section will be ""building the capacity of and supporting family members to effectively engage in advisory groups and decision-making."""|Goal 2: Culture, Climate and Community Engagement, LCAP Action 2.3 Family and Community Engagement details our efforts to improve family engagement:  Ensure families and school staff work together to support and improve students' learning, development, and health. Promote parental participation in programs for low-income, English learners, foster youth pupils, and students with special needs. • Parent Involvement: Provide opportunities for parent participation at the school and classroom levels • Communication: Provide current information on school and classroom activities through the school website and e-blasts (ParentSquare). • Input Sessions: Provide educational partner engagement input sessions to sustain or increase current enrollment and maintain a positive school climate. • Surveys: Provide opportunities for parent surveys to solicit feedback on various school priorities. • Events: Facilitate Safe Routes to School (SRTS) activities such as Walk/Roll days, Walking School Buses, Spring Frequent Walk/Roll programs, Family Bicycling Workshops and School Team meetings.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-09|2026
49709386113039|Sebastopol Independent Charter|3|The school sends a weekly newsletter to all families with information regarding school news and events. The school has improved its digital enrollment platform. The teachers engage all families in regular newsletters, communication, parent conferences, and reports. The teachers share resources for parent-partnership opportunities to support students' progress. Parents are informed of their legal rights and encouraged to advocate for their children. We do our best to engage underrepresented families. The school uses emails, texts, and voicemail messages to communicate various information to school families.|The school uses Parent Square as a communication tool to make it easier for the school to communicate with parents. We have strong attendance reporting with good communication between parents and the school regarding attendance issues. We provide lots of parent education opportunities. The faculty engaged in a process of creating and implementing guidelines for healthy communication between community members. The faculty's implementation of role modeling professional conduct is an important priority for the school. We established the values of being Safe, Responsible, and Respectful, which we have communicated many times during the school year. We also created Norms around these values, which were also communicated to our school community.|Parents are engaged in many informal ways in supporting the students, such as volunteer opportunities in the classrooms and field trips. We see the parents as partners in educating the students. We welcome and invite community members to our regular school board meetings, where policies and programs are decided. We communicate outcomes of decisions, including to underrepresented families. The teachers do a fabulous job in communicating with all parents, including underrepresented families.|The faculty engaged in a process of creating and implementing guidelines for healthy communication between community members, with facilitation by a professional from Restorative Resources. The faculty's implementation of role modeling professional conduct is an important priority for the school. The teachers do a good job in communicating with all parents, including underrepresented families.|We are enjoying many opportunities for parent volunteering on campus, fundraising, parent education events on campus, and many field trips.|We expect that our teachers and staff will continue to communicate with underrepresented families which have been successful in their efforts.|Parents are engaged in many informal ways in supporting the students, such as volunteer opportunities in the classrooms and field trips. We see the parents as partners in educating the students. We have had advisory groups engage parents on different topics. We welcome and invite community members to our regular school board meetings, where policies and programs are decided. We communicate outcomes of decisions, including to underrepresented families.|We will make sure that our faculty and staff members update their contact lists on a regular basis to ensure that they are reaching community members in their communication with school community members when seeking input for decision-making.|We expect that our teachers and staff will continue to communicate with underrepresented families, who have been successful in their efforts.|5|5|5|5|5|5|5|5|4|4|4|4|Met||2026-06-22|2026
49709530000000|Sonoma Valley Unified|3|Based on analysis of educational partner input and local data, SVUSD demonstrates current strengths and progress in building relationships between school staff and families. Progress includes established systemic communication via ParentSquare and newsletters, robust language access supported by Bilingual Community Liaisons and consistently bilingual announcements, and targeted support provided by the Family Resource Center and community liaisons. The district also routinely utilizes self-evaluation to measure the effectiveness of current engagement strategies.|The primary focus area for improvement is shifting from effective information sharing to deeper, two-way relationship building, with a specific emphasis on elevating underrepresented voices. Input from educational partners identified key areas of growth, including the need for clearer, ongoing communication easily understood by families, scheduling more community events and volunteer opportunities, and increasing feedback on student learning. To address this, SVUSD is committed to expanding community-based outreach, utilizing the Family Resource Center and Bilingual Community Liaisons to bring listening sessions and resources directly into underrepresented neighborhoods, rather than expecting families to always come to school sites.|SVUSD will improve engagement by shifting from one-way information sharing to deeper, two-way relationship building, with an emphasis on elevating underrepresented voices. This includes prioritizing an LCAP goal (LCAP Goal 4) dedicated to engagement, and expanding community-based outreach by utilizing the Family Resource Center and Bilingual Community Liaisons to bring listening sessions and resources directly into underrepresented neighborhoods. The LEA will also mitigate participation barriers—such as childcare, transportation, and scheduling by offering flexible, accessible meeting formats and intentionally recruiting parents from underrepresented demographics to advisory committees to build leadership pathways.|SVUSD maintains robust collaborations with community partners such as the Sonoma Valley Education Foundation (SVEF), Boys and Girls Club (BGCSV), and the Family Resource Center to enrich student programs. The district offers extensive parent involvement opportunities through formal committees like SSC, ELAC, and DELAC, alongside site-based engagement activities. A key strength is the direct support provided by Community Liaisons and the Family Resource Center, including the implementation of data-driven, interpreted elementary conferences that ensure meaningful communication with all families.|Based on input, there is a need for Increased Parent Engagement & Support. Some ideas include: Provide resources for parents struggling with ParentSquare setup; Offer on-demand training videos for working parents to stay informed; Expand school-based family activities to strengthen community connections. Comments also include a great need for high school outreach and exploring ways to increase parent attendance at meetings.|To improve engagement of underrepresented families, SVUSD's focus is on increasing systemic visibility and consistency of district initiatives, as stakeholder input indicated limited awareness. The district will implement targeted strategies, including extending the structured, interpreted elementary conference model to secondary schools to better connect underrepresented families to student data. Furthermore, we will use the Family Resource Center and Community Liaisons for targeted outreach to actively promote partnership opportunities and resources directly to marginalized communities. Communication will be standardized across all school sites to ensure equal visibility for all families. SVUSD will continue to use ParentSquare and explore a more efficient webpage, and will provide special, personal outreach to DELAC to represent Multilingual Learner families and ensure the EL program meets student needs.|SVUSD demonstrates strength by maintaining formal advisory structures (like DAC, SSC, ELAC, and other committees) for educational partner input in decision-making. Progress was achieved in the 2024-2025 school year by engaging community partners in the strategic planning process through the Guiding Coalition to shape the Portrait of a Graduate, Adult, and System. Input for the 2026 LCAP was gathered through surveys, engagement sessions, and public meetings. The district also actively gathers feedback to evaluate stakeholder engagement, successfully identifying current gaps in visibility and participation.|SVUSD’s primary focus area for improvement in Seeking Input for Decision-Making centers on expanding visibility and creating flexible participation pathways for parents. To achieve this, SVUSD will implement strategies to remove participation barriers by offering non-traditional feedback options, such as digital surveys, asynchronous forums, and neighborhood-based listening sessions. Additionally, the district will launch targeted, multilingual informational campaigns to increase priority visibility and actively recruit underrepresented voices to ensure more diverse representation in district governance.|To improve engagement of underrepresented families in decision-making, the LEA will continue to build upon the strategic planning process, using the Portrait of a Graduate work as the foundation. Strategies will leverage successful personal outreach and interpretation services, and include engaging families through needs assessments conducted via site engagement, ELAC, and DELAC to identify areas of focus for decision-making. Specifically, the LEA will implement targeted actions to remove participation barriers by offering non-traditional feedback options (e.g., digital surveys, asynchronous forums, and weekend or neighborhood-based listening sessions); launch targeted, multilingual informational campaigns to increase priority visibility; and actively recruit underrepresented voices outside of existing parent groups to ensure broader, more diverse representation in district governance.|4|4|3|5|2|3|4|4|4|4|4|4|Met||2026-06-18|2026
49709530105866|Woodland Star Charter|3|Local data shows that Woodland Star is effective in creating a welcome and informative environment from the office (90.56% positive response), from teachers (100% positive response), and Administration (96% positive response).|Woodland Star continues to strive to increase stakeholder satisfaction regarding staff and family relationships even with high stakeholder satisfaction. Responses from parents indicate that 80.39% feel informed regarding the school's governance, which we continue to address as part of our LCAP goals. This is a 6.86%  increase over the 24-25 school year.|Woodland Star continues to use ELAC as a way to seek input from families. Using ELOP funds we have created a summer school and camp to serve underrepresented families. Our community is small allowing us to support families in crisis or having financial difficulty. We also have free tutoring after school and reach out to families to encourage participation.|The Executive Director,  Director of Student Services, Director of Intervention and the ELD teacher meet weekly to discuss student outcomes. We know our students and continually look at their progress or lack thereof. Teachers may speak to any of these team leads if they have concerns and we will focus on that student. All educational partners have access to student local data results.|We have a new math curriculum that has teacher buy in for grades 3-8 as well as from special education. This new math curriculum has assisted Woodland Star in increasing math outcomes.|All communications are offer in the partner's language of choice. Surveys are offered in both Spanish and English. We are always seeking partner input to increase engagement.|Woodland Star continues to seek input in various ways, through participation in ELAC and Parent Association as well as through our annual survey.|Teachers are on the front line of reaching out to parents. Annual survey also helps keep us informed. We offer several all school meetings throughout the school year to see input from stakeholders.|All communications are offer in the partner's language of choice. Surveys are offered in both Spanish and English. We are always seeking partner input to increase engagement.|4|4|4|4|3|4|4|3|3|3|3|3|Met||2026-06-17|2026
49709536111678|Sonoma Charter|3|Based on analysis of educational partner input and local data, Sonoma Charter demonstrates current strengths and progress in building relationships between school staff and families. Progress includes established systemic communication via ParentSquare and newsletters, robust language access supported by Bilingual Community Liaison and Bilingual Office Staff. All communications and announcements are bilingual. Bilingual families receive targeted support provided by the Bilingual Community Liaison.|Input from educational partners identified key areas of growth, including the need for clearer, ongoing communication easily understood by families, scheduling more community events and support with homework, and increasing opportunities for academic based after school student learning. To address this, Sonoma Charter is committed to expanding community-based outreach, utilizing the full-time Bilingual Community Liaison to gather input and bring resources directly into underrepresented families.|Sonoma Charter will improve engagement by explicitly focusing on and prioritizing LCAP goal (LCAP Goal 4): Increase family, student and community engagement. Provide students with engaging programs and course work that keeps them in school, as measured in part by attendance rates, suspension rates and promotion rates. Seek input from all parents, and engage parents in decision-making, as well as promote parent participation in programs that meet the needs of their students and all students. Sonoma Charter will remove participation barriers—such as childcare, transportation, and scheduling by offering flexible, accessible meeting formats and intentionally recruiting parents from underrepresented demographics to access and attend ELAC meetings and PTA meetings.|Sonoma Charter maintains strong collaboration with community partners such as the Sonoma Valley Education Foundation (SVEF), Boys and Girls Club (BGCSV), and the La Luz Center to enrich student programs. Sonoma Charter offers extensive parent involvement opportunities through formal committees including ELAC and PTA, alongside site-based engagement activities. The main strength is the direct support provided by the full-time Bilingual Community Liaison who is available to families via phone, email, in person meetings or texting via the Parent Square app. All parent/teacher conferences, SST, 504 Plan and IEP meetings are interpreted to ensure meaningful communication with all families.|Based on parent/guardian input, there is a need for Increased Parent Engagement & Support. Some ideas include: Providing resources for parents struggling with ParentSquare setup; expanding school-based family activities to strengthen community connections. Feedback also included a great need for additional after school academic based learning programs to provide targeted support in core content areas including reading comprehension and mathematics.|To improve engagement of underrepresented families, Sonoma Charter's focus remains on increasing school community participation regarding school initiatives. Sonoma Charter will implement targeted strategies, including implementing a comprehensive academic general education summer school program and after school targeted intervention groups. Sonoma Charter will use the Community Liaison to ensure targeted outreach takes place to actively promote partnership opportunities and resources directly to marginalized communities. Communication is standardized across all grade levels to ensure consistency with the use of Gmail and ParentSquare as communication platforms. Sonoma Charter will provide targeted, personal outreach to ELAC families to ensure the EL program meets student needs.|Sonoma Charter demonstrates strength by maintaining formal advisory structures including ELAC, PTA, student leadership, and other committees) for educational partner input in decision-making. Input for the 2026 LCAP was gathered through surveys, engagement sessions, and public meetings.|Sonoma Charter’s primary focus area for improvement in Seeking Input for Decision-Making centers on increasing visibility and creating flexible participation pathways for parents and guardians. To achieve this, Sonoma Charter will implement strategies to remove participation barriers by offering non-traditional feedback options, such as digital surveys and individualized meetings. Sonoma Charter will launch targeted, multilingual informational sessions to increase priority visibility and actively recruit underrepresented voices to ensure more diverse representation in school decision making and committees.|To improve engagement of underrepresented families in decision-making, Sonoma Charter will continue to build upon increasing sense of belonging for all families. Strategies will include targeted personal outreach and interpretation services, and include engaging families through needs assessments conducted via site engagement and ELAC meetings to identify areas of focus for decision-making. Specifically, Sonoma Charter will implement targeted actions to remove participation barriers by offering non-traditional feedback options (e.g., digital surveys, and individualized meetings); launch targeted, multilingual informational meetings to increase visibility; and recruit underrepresented voices outside of existing parent groups to ensure broader, more diverse representation in school governance.|4|4|3|4|4|4|4|4|4|4|3|4|Met||2026-06-23|2026
49709610000000|Twin Hills Union Elementary|3|Families feel very connected to our school staff and know their student is in good hands.  They also feel comfortable approaching the school with concerns/questions if needed.|More opportunities for families to be involved in/have a voice in relation to decisions at school.|Continuing to provide opportunities to bring families to campus to participate in events, provide parent information nights and relaunch ELAC.|The SST process is a successful one. We provide supportive conversations for how families can help their struggling students. Having more opportunities to present this kind of information on a larger scale would be beneficial.|More parent/family informational events and having a stronger ELAC.|Continued discussion for how to best reach these families and individual connection with these families will help bring them into the community. Offering events/informational nights/childcare coverage at times that work with their schedules are all things that will help these families.|Apple Blossom has improved/increased the communication going out to families about things going on at school/special events and involving families in activities. We will continue to do more of this.|This coming school year, Apple Blossom would like to have students and parents complete specific surveys other than the YouthTruth Survey that is specific to our school - events, spirit days, enrichment opportunities, etc. This will be the starting place for new ideas/building on previous ideas moving forward and will provide us with more targeted information.|When planning specific events or meetings, trying to schedule these during times that work better for these families and trying to offer childcare to help those in need. Having open communication/personal communication with parents/families is incredibly important in building these relationships.|4|4|3|3|2|2|3|3|3|3|3|3|Met||2026-06-25|2026
49709614930319|Orchard View|3|Based on the analysis of educational partner input and local data, Orchard View School (OVS) has identified several key strengths and areas of progress in fostering strong relationships between school staff and families:  Open Communication Channels: OVS has established multiple communication channels, including newsletters, emails, and a user-friendly school website, ensuring that parents and guardians are well-informed about school events, policies, and student progress.  Active Parent Involvement: The school has seen an increase in parent involvement in various school activities and decision-making processes. Regular parent-teacher conferences, volunteer opportunities, and parent advisory committees provide platforms for meaningful engagement and feedback.  Personalized Support: Staff members at OVS are committed to providing personalized support to students and their families. This includes regular check-ins, tailored communication for individual student needs, and offering resources to assist families in supporting their children's education at home.  Cultural Inclusivity: OVS emphasizes respecting and celebrating the diverse backgrounds of its students and their families. This is reflected in culturally inclusive events and curriculum content that reflects the diverse student body.  Positive School Climate: The school has made significant strides in creating a welcoming and inclusive environment. Efforts to build a positive school culture, such as school-wide events, family nights, and community-building activities, have strengthened the sense of belonging among students and their families.  Responsive Feedback Mechanisms: OVS actively seeks feedback from families through surveys and monthly Advisory meetings, using this input to make informed decisions and improvements. This responsive approach has helped build trust and foster collaborative relationships.  Overall, OVS's commitment to building strong, positive relationships between school staff and families is evident in the proactive and inclusive measures implemented. Continuous efforts to enhance these relationships remain a priority, ensuring that families feel supported, valued, and integral to the educational journey of their children.|Based on the analysis of educational partner input and local data, Orchard View School (OVS) has identified several key areas for improvement to further strengthen the relationships between school staff and families:  Increased Family Engagement Opportunities: Expanding engagement opportunities by hosting virtual events, and workshops that accommodate working parents' schedules. Providing varied formats for participation, such as in-person and online options, to increase accessibility.  Targeted Support for Underrepresented Families: Increasing outreach efforts to underrepresented families to ensure they feel connected and supported. Offering translation services and creating support groups to address specific needs and challenges faced by these families.  Feedback Loop Enhancement: Improving the feedback loop by ensuring timely responses to family input and visibly acting on suggestions and concerns. Regularly updating families on how their feedback is being used to make improvements, building trust and demonstrating commitment to addressing their needs.  Strengthening Community Partnerships: Collaborating with local community organizations, businesses, and social services to provide additional support for families. Establishing stronger partnerships to create a more integrated support network for students and their families.  Parent Education Programs: Offering educational programs for parents on topics such as digital literacy, homework help, and understanding school curriculum. Empowering parents to be more involved in their children's education through these workshops and resources.  By focusing on these areas, OVS aims to build stronger, more inclusive, and supportive relationships between school staff and families, ensuring a collaborative and nurturing educational environment for all students.|Based on the analysis of educational partner input and local data, Orchard View School (OVS) has identified several strategies to enhance the engagement of underrepresented families. These strategies aim to build stronger relationships and ensure these families feel supported and included in the school community:  Personalized Invitations: Sending personalized invitations to underrepresented families for school events and community gatherings to encourage their participation.  Inclusive Events and Activities: Culturally Relevant Events: Organizing events that celebrate the diverse cultures within the school community, encouraging underrepresented families to share their traditions and participate actively.  Flexible Scheduling: Offering events and meetings at various times, including evenings, to accommodate different family schedules and increase participation.  Parent Education Programs: Hosting workshops that focus on digital literacy, helping with homework, understanding the school system, and other relevant topics to empower parents to support their children's education.  Support Groups: Establishing support groups for families facing similar challenges, providing a space for sharing experiences, resources, and building a community network.  Regular Surveys and Feedback: Conducting regular surveys and feedback sessions specifically targeting underrepresented families to understand their needs and concerns better.  Community Collaborations: Partnering with local community organizations, cultural groups, and social services to provide additional resources and support for underrepresented families.  Professional Development for Staff:  Empathy and Relationship-Building: Training staff on empathy and relationship-building techniques to foster more meaningful connections with all families.  By implementing these strategies, OVS aims to create a more inclusive and supportive environment where underrepresented families feel valued, engaged, and integral to the school community.|Based on the analysis of educational partner input and local data, Orchard View School (OVS) has identified several strengths and significant progress in building partnerships that enhance student outcomes. These partnerships span various sectors, including higher education, local businesses, community organizations, and families, creating a robust support network for our students.  Strong Collaboration with Higher Education Institutions: Santa Rosa Junior College Partnership: OVS has established a strong partnership with Santa Rosa Junior College (SRJC), providing students with opportunities to enroll in Career and Technical Education (CTE) courses. This collaboration allows students to earn college credits while still in high school, promoting academic advancement and career readiness.  CTE Foundation Funding: OVS has successfully secured partnership funding from the CTE Foundation. This funding supports the development and expansion of CTE programs, equipping students with practical skills and knowledge directly relevant to local industry needs. Internships and Work-Based Learning: Collaborations with local businesses have facilitated internship and work-based learning opportunities for students. These experiences provide real-world applications of classroom learning, boosting students’ employability and career prospects.  Community Organization Partnerships: Resource Integration: OVS partners with various community organizations to integrate resources and support services into the school environment. This includes mental health services, academic tutoring, and extracurricular programs that cater to students’ holistic development.  Community Events and Workshops: Regularly hosted community events and workshops foster a sense of community, allowing students, families, and local organizations to collaborate and share resources.  Family-School Partnerships: Strong relationships with families are fostered through regular communication, engagement events, and advisory committees. This collaboration ensures that families are active participants in their children’s education, contributing to a supportive and cohesive learning environment.  Through these strengths and progress areas, OVS demonstrates a commitment to building and maintaining partnerships that significantly enhance student outcomes. These collaborations provide students with a comprehensive support system, preparing them for success in both their academic and personal lives.|Based on the analysis of educational partner input and local data, Orchard View School (OVS) has identified several focus areas for improvement to further strengthen partnerships that enhance student outcomes. These areas are aimed at creating more effective, inclusive, and impactful collaborations with various stakeholders:  Improved College Transition Support: Enhancing programs that support students’ transition from high school to college, including college readiness workshops, application assistance, and mentorship programs with current college students. Strengthening Industry Connections:  Industry Advisory Boards: Establishing or expanding industry advisory boards that include local business leaders and professionals to provide guidance on curriculum development, ensuring that CTE programs are aligned with current industry needs and trends.  Enhanced Internship Programs: Developing more robust internship and job shadowing programs that offer a wider range of opportunities for students to gain hands-on experience in their fields of interest. This includes fostering partnerships with a broader spectrum of businesses and industries.  Community Engagement Initiatives: Launching initiatives that bring community members into the school environment more frequently through volunteer programs, guest lectures, and mentorship opportunities, thereby enriching the educational experience and fostering community ties.  Parent and Family Resource Centers: Establishing resource centers within the school that provide families with access to information and services, such as educational workshops, parenting classes, and community resources, to better support their children’s education.  Culturally Responsive Engagement: Implementing culturally responsive engagement strategies that specifically address the needs and preferences of diverse families. This includes offering bilingual communication, hosting culturally relevant events, and ensuring that all families feel welcomed and valued.  Data-Driven Improvement: Creating a systematic approach to monitor and evaluate the effectiveness of partnerships, using data to inform decisions and make necessary adjustments. Regular feedback from partners and stakeholders will help ensure that collaborations are meeting the intended goals.  Transparent Reporting: Developing transparent reporting mechanisms that keep all stakeholders informed about the progress and impact of partnerships, fostering accountability and continuous improvement.  Partnership Management Training: Providing professional development opportunities for staff focused on building and managing effective partnerships. Training in areas such as communication, negotiation, and cultural competency will enhance the ability of staff to establish and maintain successful collaborations.  By focusing on these areas for improvement, OVS aims to build stronger, more impactful partnerships that enhance student outcomes.|Through increased school communication and access to student support resources, families will be provided with additional opportunities to participate in independent study.|Based on the analysis of educational partner input and local data, Orchard View School (OVS) has identified several strengths and significant progress in effectively seeking input for decision-making. These efforts ensure that the voices of all stakeholders, including students, parents, staff, and community members, are heard and considered in shaping the school’s policies, programs, and initiatives.  Regular Surveys and Feedback: OVS regularly conducts surveys and feedback sessions with students, parents, and staff to gather input on various aspects of the school’s operations and initiatives. These surveys cover a wide range of topics, including academic programs, school climate, and extracurricular activities.  Parent Advisory Board: Advisory plays a critical role in the decision-making process. These committees meet regularly to discuss school policies, review programs, and provide recommendations based on parent input.  Community Partnerships: The school collaborates with community organizations to gather broader community input and leverage local expertise in decision-making. These partnerships help ensure that the school’s decisions are aligned with community needs and priorities.  Accessible Communication Channels: The school utilizes multiple communication channels, including email and the school website, to reach a wide audience and ensure that all stakeholders have access to important information and opportunities to provide input. Inclusive Decision-Making Processes:  Student Leadership Opportunities: OVS encourages student involvement in decision-making through student council.  Staff Collaboration: The school fosters a collaborative environment where teachers and staff are actively involved in decision-making processes. Regular staff meetings and collaborative planning sessions ensure that the insights and expertise of educators are valued and integrated.  Use of Local Data: OVS leverages local data to inform its decision-making processes. This includes analyzing student performance data, attendance records, and feedback from surveys to identify areas of improvement and develop targeted interventions.  Continuous Improvement: The school is committed to a continuous improvement cycle, regularly reviewing and assessing the effectiveness of its decisions and making adjustments based on data and stakeholder feedback.  Through these strengths and progress areas, OVS demonstrates a commitment to seeking input for decision-making in a comprehensive, inclusive, and transparent manner.|Based on the analysis of educational partner input and local data, Orchard View School (OVS) has identified several key areas for improvement to further enhance the process of seeking input for decision-making.   Reaching Underrepresented Groups: Improving efforts to engage underrepresented groups, including non-English-speaking families and families from diverse cultural backgrounds.   Increasing Participation Rates: Developing strategies to increase participation rates in surveys and Advisory to reach a broader audience.  Timely Feedback Reporting: Ensuring that feedback from stakeholders is not only collected but also promptly reported back to the community. Providing clear updates on how input is being used to inform decisions and what changes are being implemented as a result.  Two-Way Communication: Strengthening two-way communication channels that allow stakeholders to ask questions, seek clarifications, and receive responses in a timely manner.   Expanding Student Leadership Programs: Creating more opportunities for student involvement in decision-making processes, such as expanding student councils, leadership committees, and forums where students can voice their opinions on school policies and programs.  Data Analytics: Using data analytics tools to better understand and segment stakeholder feedback, allowing for more targeted and effective decision-making processes.  Professional Development: Providing professional development for staff on effective stakeholder engagement techniques, including training on cultural competency, communication skills, and facilitation of inclusive discussions.  Shared Goals and Initiatives: Working with partners to align goals and initiatives, ensuring that collaborative efforts are cohesive and mutually beneficial, ultimately enhancing the impact on student outcomes.  Adapting to Changing Needs: Remaining flexible and adaptable to changing needs and circumstances, ensuring that the methods of seeking input evolve with the community’s expectations and technological advancements.  By focusing on these areas, OVS aims to create a more inclusive, responsive, and effective process for seeking input for decision-making.|Based on the analysis of educational partner input and local data, Orchard View School (OVS) has identified several strategies to enhance the engagement of underrepresented families in the decision-making process.   Targeted Outreach Initiatives:  Cultural Liaisons: Appointing cultural liaisons or community representatives who can bridge communication gaps and facilitate better understanding between the school and underrepresented families. These liaisons can help identify specific needs and concerns of these families.  Personalized Invitations: Sending personalized invitations to underrepresented families for school events, and community gatherings to encourage their participation and make them feel valued.  Cultural Competency Training: Providing ongoing cultural competency training for staff to ensure they understand and respect the cultural backgrounds of all families, fostering more inclusive and empathetic interactions.  Culturally Inclusive Events: Hosting events that celebrate the diverse cultures within the school community, encouraging underrepresented families to share their traditions and participate actively.  Regular Surveys and Focus Groups: Conducting regular surveys and focus groups specifically targeting underrepresented families to gather their input on school policies, programs, and initiatives.  Follow-Up Communication: Ensuring timely and transparent follow-up communication with families about how their feedback is being used and what actions are being taken as a result.  Tracking Participation: Implementing systems to track the participation of underrepresented families in school events and decision-making processes, identifying gaps and areas for improvement.  Continuous Improvement: Regularly reviewing and refining engagement strategies based on feedback and data, ensuring that efforts are effective and responsive to the evolving needs of the community.  By implementing these strategies, OVS aims to create a more inclusive and participatory environment where underrepresented families feel valued and empowered to contribute to the decision-making process.|5|4|5|5|3|3|5|4|4|4|4|4|Met||2026-06-25|2026
49709614930350|Sunridge Charter|3|SunRidge Charter School prides itself on the involvement of students’ parents in all aspects of the school. Parent participation includes volunteers in the classroom, on field trips, and organizing festivals, fundraising, and special events. Each class teacher holds parent evenings four times a year to discuss curriculum, pedagogy, and current events in the classroom. The SunRidge Parent Council has been revitalized as of last year. There is a parent representative in most classes by which supports teacher appreciation events and other information is disseminated. A parent group is active and diligent in creating a stakeholder engagement document delineating the roles of parents, students, faculty, and staff. Parent Council is able to meet monthly to discuss school issues, organize fundraising events, provide parent input to the school, and promote a healthy social and cultural life in the school. The Parent Council Chairperson updates a Facebook school community page. SunRidge is governed by a 7-9 member Charter Council comprised of 3-4 faculty members, 2-4 parents, and 1 non-parent community member that also meets monthly. The School Director attends all Charter Council meetings serving as a non-voting member of the Charter Council with whom s/he collaborates on all major school decisions. The SunRidge Charter stipulates that the school will operate in a collaborative manner, where stakeholder input is encouraged and valued. The school bulletin is issued twice a month and all school announcements provide information to the parent community. Input from educational partners on a full array of areas including the educational program, safety, operations, and social and emotional climate is gathered in annual surveys sponsored by Youth Truth. This year's surveys were given to students in grades 6-8th grades, and all parents and faculty/staff. Parents are welcome to contact the Charter Council Chairperson or the director with any questions. Contact information is located on the school website.|Based on the analysis of educational partner input and local data, our LEA has identified three primary focus areas for improvement in building relationships between school staff and families: strengthening curricular expectations, improving pupil behavior, and promoting regular school attendance. The following strategies will guide our efforts:  Strengthening Curricular Expectations: Enhanced Communication of Curriculum Goals: We will implement regular informational sessions and distribute detailed guides that clearly outline curricular goals, expectations, and academic standards. This ensures that families are well-informed and can support their children's learning at home. Parent-Teacher Collaboration: Establishing quarterly curriculum nights and parent-teacher workshops where families can engage directly with educators to discuss curriculum content, assessment methods, and ways to support student learning. Interactive Learning Platforms: Introducing digital platforms in the Middle School that provide families with real-time access to student progress.  Improving Pupil Behavior: Behavioral Expectations Workshops: Conducting workshops for families to explain school behavioral policies, expectations, and positive reinforcement strategies. This helps create a consistent approach to behavior management between home and school. Positive Behavior Support Programs: Implementing school-wide positive behavior interventions and supports (PBIS) that involve families in recognizing and rewarding positive student behavior, thereby fostering a collaborative effort in promoting good conduct. Behavioral Feedback System: Developing a communication system that provides regular updates to families about their child's behavior, including both positive feedback and areas for improvement, encouraging continuous dialogue and joint problem-solving.  Promoting Regular School Attendance: Attendance Awareness Campaigns: Launching campaigns that highlight the importance of regular school attendance and its impact on academic achievement. This includes distributing informational materials and hosting events that educate families on the benefits of consistent attendance. Support Services for Attendance Barriers: Providing resources and support for families facing challenges that hinder regular attendance, such as transportation issues, health concerns, or socio-economic difficulties. This might involve collaboration with community organizations to offer comprehensive support. Attendance Tracking and Incentives: Establishing a robust attendance tracking system that involves families by sending regular attendance reports and recognizing students and families for improved and perfect attendance records through awards and celebrations.  Through these targeted efforts, we aim to create a stronger partnership between school staff and families, thereby enhancing curricular understanding, promoting positive student behavior, and ensuring regular attendance. By fostering open commu|Based on the analysis of educational partner input and local data, our LEA has identified several strategies to improve engagement with underrepresented families from our large white socio-economically disadvantaged population. Our initiatives include:  Enhanced Communication: Simplified Messaging: Providing clear and concise communication through multiple channels, including texts, phone calls, and printed materials, to ensure all families receive important information in an accessible format. Flexible Event Scheduling: Scheduling parent-teacher conferences, school meetings, and events at various times, including evenings, to accommodate working families. Family Welcome Partners: Establishing a family welcome system at the school that provides resources, support services, and a space for parents to connect with staff and each other.  Empowering Family Involvement: Parent Advisory Committees: Creating parent advisory committees with representation from socio-economically disadvantaged families to ensure their voices are included in school decision-making processes. Regular Feedback Collection: Conducting surveys and focus groups to gather continuous input from families, allowing the school to address their concerns and needs promptly.  Supportive Programs and Partnerships: Parent Education and Support: Offering workshops on topics such as supporting student learning, understanding school expectations, and accessing community resources. By implementing these strategies, we aim to create a supportive and inclusive environment where socio-economically disadvantaged families feel valued and actively engaged in their children’s education. Our goal is to build strong relationships that enhance the overall educational experience for all students.  These narratives highlight specific actions and strategies aimed at improving the engagement of underrepresented families in a school with a large socio-economically disadvantaged white population, focusing on communication, accessibility, trust-building, empowerment, and support.|Based on the analysis of educational partner input and local data, our Waldorf Inspired charter school has identified several key strengths and areas of progress in building partnerships for student outcomes. Our holistic and community-focused approach has fostered strong relationships among students, families, staff, and the broader community, contributing significantly to our students' academic and personal development. The following highlights our current strengths and progress:  Holistic Education Model: Integrated Curriculum: Our Waldorf education model, which integrates arts, academics, and practical skills, has been highly praised by educational partners for its ability to engage students deeply and holistically. This approach nurtures well-rounded individuals and fosters a love for learning. Emphasis on Social-Emotional Development: By prioritizing social-emotional learning alongside academic achievement, we create a supportive and nurturing environment that enhances student well-being and resilience, leading to improved student outcomes.  Strong Family Engagement: Parent Participation: Our school has a robust tradition of parent involvement, with many parents actively participating in classroom activities, festivals, and school governance. This high level of engagement fosters a strong sense of community and partnership in the educational process. Regular Communication: We maintain open and consistent communication with families through weekly newsletters, parent-teacher meetings, and community forums. This transparency and collaboration ensure that families are well-informed and involved in their children's education.  Community Integration: Local Partnerships: Our school has established strong partnerships with local businesses, artists, and community organizations. These partnerships enrich our educational offerings and provide students with real-world learning experiences. Service Learning Projects: Engaging students in community service projects fosters a sense of responsibility and connection to the community, enhancing their civic awareness and leadership skills.  Professional Development: Ongoing Teacher Training: We invest in continuous professional development for our teachers, focusing on Waldorf pedagogy, child development, and innovative teaching practices. This commitment to teacher growth ensures that our educators are well-equipped to meet the diverse needs of our students. Collaborative Culture: Our school culture promotes collaboration among teachers, staff, and families, creating a cohesive and supportive educational environment. Regular faculty meetings and collaborative planning sessions enable us to share best practices and address challenges collectively.  Student-Centered Approach: Individualized Learning Plans: We prioritize individualized learning plans tailored to each student's strengths, needs, and interests. This personalized approach supports academic achievement and personal growth, fostering a sense of ow|Based on the analysis of educational partner input and local data, our Waldorf-inspired charter school has identified several focus areas for improvement in building partnerships for student outcomes. Our goal is to deepen the engagement and collaboration between school staff, families, and the community to support our students' holistic development. The following areas have been identified as priorities for enhancement:  Mitigating Chronic Absenteeism: SunRidge School is focused on reducing chronic absenteeism to support improved academic performance, student engagement, and equitable access to instruction. The school will implement consistent monitoring systems, initiate early outreach to families, and coordinate targeted interventions to address barriers to regular attendance. Staff will be supported in responding to attendance concerns through established procedures and compliance with district and state protocols.   Strengthening Community Partnerships: Building Local Collaborations: Although we have some partnerships with local businesses and organizations, we aim to expand these relationships to provide more diverse learning experiences for our students.  Community Resource Integration: We will work to integrate more community resources into our school programs, such as guest speakers, local artists, and environmental experts, to enhance our curriculum and provide students with real-world learning experiences.  Professional Development for Staff: Focused Training on Family Engagement: We will provide targeted professional development for our teachers and staff on effective family engagement strategies, including cultural competency training and techniques for fostering stronger home-school connections.  Increasing Student Voice and Agency: Student-Led Conferences and Projects: We will introduce more opportunities for students to take the lead in their learning, such as student-led parent-teacher conferences and project-based learning presentations that involve family and community members. Feedback Mechanisms: Implementing regular surveys and feedback sessions with students to understand their needs and interests better, ensuring that our partnership initiatives are aligned with their goals and aspirations.   This response outlines specific areas where the school plans to enhance its partnerships to support student outcomes, emphasizing family engagement, community collaboration, professional development, student agency, and an inclusive school culture.|Based on the analysis of educational partner input and local data, our Waldorf-inspired charter school is committed to enhancing the engagement of underrepresented families in building partnerships for student outcomes. While we currently hold regular parent evenings, parent-teacher conferences, and parent education events, we recognize the importance of reaching out to all families, including those who may be underrepresented or less engaged. The following strategies will guide our efforts:  Enhanced Communication and Outreach: Personalized Invitations: Ensuring personalized invitations are sent to underrepresented families for all parent engagement events, emphasizing the value of their participation in their child’s education. Cultural Sensitivity: Incorporating cultural sensitivity into our communications to ensure all families feel respected and welcomed. This includes translating materials into languages spoken by underrepresented families and providing interpretation services as needed.  Tailored Parent Education Programs: Relevant Topics: Offering parent education workshops that address the specific needs and interests of underrepresented families, such as navigating the education system, understanding Waldorf principles, and supporting children’s learning at home.  Community Engagement Initiatives: Local Partnerships: Strengthening partnerships with local community organizations and leaders to facilitate outreach efforts and build trust within underrepresented communities. Community Events: Hosting community events that celebrate diversity and showcase student achievements, inviting underrepresented families to participate and engage with school staff and other families.  Feedback and Collaboration: Listening Sessions: Holding listening sessions or focus groups with underrepresented families to gather feedback on their needs, concerns, and ideas for enhancing family engagement. This input will inform our ongoing efforts and ensure they are responsive to community voices. Parent Advisory Group: Continuing a parent advisory group that includes representation from underrepresented families, providing a platform for ongoing dialogue and collaboration in decision-making processes.  Celebrating Cultural Diversity: Cultural Awareness Events: Organizing cultural awareness events that highlight the rich diversity within our school community, encouraging mutual understanding and appreciation among all families. Student Showcases: Showcasing student performances and projects that reflect the cultural backgrounds and traditions of underrepresented families, fostering a sense of pride and inclusion. All Staff engaging in DEI professional development.  Through these initiatives, our Waldorf-inspired charter school aims to strengthen partnerships with underrepresented families, ensuring they feel valued, supported, and actively engaged in their children’s education.|Based on the analysis of educational partner input and local data, our Waldorf charter school has demonstrated strong strengths and notable progress in seeking input for decision-making processes. We prioritize gathering diverse perspectives from stakeholders to inform our educational practices and enhance student outcomes. The following highlights our current strengths and progress:  Comprehensive Parent Surveys: Regular Administration: We conduct annual parent surveys to gather feedback on various aspects of our school’s operations, curriculum, and community engagement efforts. These surveys are designed to capture insights and suggestions from parents regarding their children’s educational experiences and overall satisfaction with our programs. Actionable Feedback: The data collected from these surveys are carefully analyzed to identify trends, strengths, and areas for improvement. We use this information to make informed decisions that positively impact student learning and support our commitment to continuous improvement.  Effective Data Utilization: Data-Driven Decision Making: Our school utilizes local data sources, including student achievement data, attendance records, and demographic information, to inform instructional strategies and resource allocation. By analyzing these data points, we can tailor our educational interventions to meet the diverse needs of our students effectively. Educational Partner Input: We actively seek input from educational partners, including teachers, staff, and community members, through collaborative meetings, forums, and advisory committees. This input is crucial in shaping school policies, programs, and initiatives that align with our educational mission and values.  Transparent and Inclusive Processes: Open Communication Channels: We maintain open communication channels with stakeholders through regular updates, newsletters, and public meetings. This transparency ensures that our decision-making processes are accessible and inclusive, allowing stakeholders to stay informed and engaged. Collaborative Decision Making: Our school fosters a collaborative decision-making culture where stakeholders are encouraged to participate in discussions, share perspectives, and contribute to the development of school-wide goals and priorities.  Community Engagement Initiatives: Community Forums and Workshops: We organize community forums and festivals to gather input from a wide range of community members, including parents, alumni, and local residents. These forums provide valuable insights and perspectives that guide our strategic planning and initiatives. In conclusion, our Waldorf charter school’s commitment to seeking input for decision-making is reflected in our proactive approach to engaging stakeholders, utilizing data effectively, and fostering a collaborative culture. By leveraging these strengths and continuing to refine our processes, we aim to sustainably enhance student success and strengthen our school com|Based on the analysis of educational partner input and local data, our Waldorf-inspired charter school has identified several key focus areas for improvement in Seeking Input for Decision-Making. These focus areas are designed to ensure that our decision-making processes are inclusive, transparent, and reflective of the diverse perspectives within our school community.  Enhanced Communication Channels: We aim to improve our communication methods to ensure that all educational partners, including parents, teachers, students, and community members, are informed and engaged. This involves utilizing multiple platforms such as newsletters, and regular meetings to disseminate information and gather feedback effectively.  Continue to offer regular Stakeholder Meetings: We have established a routine schedule for stakeholder meetings. These meetings will continue to provide a structured forum for discussion, allowing educational partners to voice their opinions, share insights, and collaborate on school initiatives. We ensure these meetings are accessible to all, including offering virtual attendance options.  Surveys and Feedback Tools: Implementing regular surveys and feedback tools will help us gather comprehensive input from all educational partners. These tools will be designed to be user-friendly and inclusive, capturing diverse viewpoints on various school policies, programs, and decisions.  Professional Development on Collaboration: Providing professional development for our staff on effective collaboration and communication strategies will help enhance our ability to seek and integrate input from educational partners. Training will focus on active listening, conflict resolution, and fostering an inclusive environment for dialogue.  By focusing on these areas, our Waldorf charter school is committed to fostering a culture of collaboration and shared responsibility, ensuring that all educational partners are actively involved in shaping the future of our school. This approach aligns with our mission to create a supportive and participatory educational community.|Based on the analysis of educational partner input and local data, our Waldorf charter school has identified several strategies to improve the engagement of underrepresented families in seeking input for decision-making. Recognizing the importance of including all voices in our community, we are committed to creating an inclusive and equitable environment that ensures every family has the opportunity to contribute meaningfully.  Targeted Outreach and Communication: We will enhance our communication strategies to reach underrepresented families more effectively. This includes personalized invitations to school events, meetings, and decision-making forums, as well as utilizing culturally relevant and multilingual communication channels to ensure accessibility and understanding.  Parent Liaisons and Community Ambassadors: We will establish a network of parent liaisons and community ambassadors who reflect the cultural and linguistic diversity of our school community. These individuals will serve as bridges between the school and underrepresented families, facilitating communication, encouraging participation, and ensuring their voices are heard.  Community Events and Informal Gatherings: Hosting regular community events and informal gatherings will provide opportunities for building relationships and trust with underrepresented families. These events will create a comfortable setting for families to share their insights and become more engaged with the school community.  By implementing these strategies, our Waldorf charter school aims to create a more inclusive and participatory environment for all families. This commitment aligns with our mission to foster a holistic, diverse, and supportive educational community where every family feels empowered to contribute to the decision-making process.|5|5|3|3|4|3|4|3|4|4|4|4|Met||2026-06-25|2026
49709616052302|Twin Hills Charter Middle|3|According to the Youth Truth and local LCAP surveys, our families and teachers feel there is opportunity for communication between staff and families.|According to the Youth Truth and local LCAP surveys, the LEA would like to increase response time and open alternative avenues of communication.|According to the Youth Truth and local LCAP surveys, the LEA will continue to work with the ELD assistant and community lason to identify best avenues to develop engagement. This will grow from an active ELAC program.|According to the Youth Truth and local LCAP surveys and the Parent Advisory Committee, the LEA continues to build partnerships with families to increase student outcomes.|According to the Youth Truth and local LCAP surveys and the Parent Advisory Committee, the LEA will continue to provide various avenues to build partnerships.|According to the Youth Truth and local LCAP surveys and the Parent Advisory Committee, the LEA will continue to discuss and implement various avenues to build partnerships with underrepresented families.|According to the Youth Truth and local LCAP surveys and the Parent Advisory Committee, the LEA currently offers multiple opportunities for families to provide input in school decisions.|According to the Youth Truth and local LCAP surveys and the Parent Advisory Committee, the LEA will need to continue to build the ELAC program.|According to the Youth Truth and local LCAP surveys and the Parent Advisory Committee, the LEA will continue to communicate with underrepresented families to gather data to inform best practices and partnerships.|5|5|3|4|3|4|3|4|5|5|5|5|Met||2026-06-25|2026
49709790000000|Two Rock Union|3|Based on educational partner feedback and local data, Two Rock Union School District demonstrates strong progress in building positive relationships between school staff and families. Family survey results indicate that 93% of families agree that teachers and students care about one another, with an average rating of 4.41 out of 5 and a percentile ranking in the 78th percentile compared to similar schools. Additionally, 93% of families reported positive perceptions regarding communication and feedback from the school, placing the district in the 81st percentile nationally. These results reflect a school culture where families feel welcomed, informed, and connected to their child’s educational experience.  The district has strengthened these relationships through ongoing engagement opportunities, including School Site Council (SSC), English Learner Advisory Committee (ELAC), LCAP educational partner input sessions, family events, community celebrations, and regular communication from school staff and administration. Feedback gathered through these forums has been used to inform district priorities, school climate initiatives, academic supports, and student engagement efforts. Local data and educational partner input demonstrate that families view the school as a safe, respectful, and caring environment. Eighty percent of families reported that their child’s learning environment is safe, while 93% indicated that the school respects people from diverse backgrounds. These positive indicators reflect the district’s commitment to fostering trust, collaboration, and meaningful partnerships with families as part of continuous improvement efforts.  Overall, Two Rock Union School District continues to build strong home-school connections by actively seeking family input, responding to educational partner feedback, and maintaining open lines of communication that support student success.|Based on educational partner input and local data, Two Rock Union School District’s primary area for improvement is strengthening two-way communication and increasing opportunities for meaningful family engagement in school decision-making and continuous improvement efforts. While family responses regarding relationships and communication remain strong, survey results indicate declines in family engagement (-12 percentage points) and school culture (-5 percentage points) compared to previous survey administrations, suggesting a need to further strengthen family partnerships and ensure all families feel connected to the school community.  Educational partner feedback also highlights the importance of increasing transparency around school initiatives, academic programs, student progress, and the ways family input influences district decisions. The district will continue to expand opportunities for participation through SSC, ELAC, LCAP engagement activities, family events, surveys, and regular communication while ensuring that feedback is actively incorporated into planning and decision-making processes. Families reported positive perceptions regarding communication and relationships; however, maintaining and improving these outcomes will require continued focus on outreach to underrepresented families and creating additional avenues for family voice and collaboration.  Additionally, family perceptions of school safety (80%) and fairness of discipline practices (68%) indicate opportunities to further strengthen communication regarding student support systems, behavior expectations, and school climate initiatives. Continued efforts to engage families as active partners in supporting student success will help build trust, increase participation, and strengthen relationships between school staff and families.  Overall, the LEA’s focus is to deepen authentic family engagement, strengthen two-way communication, and ensure educational partner input is visibly reflected in district actions and continuous improvement efforts.|Based on educational partner input and local data, Two Rock Union School District will improve engagement of underrepresented families by expanding outreach efforts, increasing opportunities for participation, and strengthening two-way communication between home and school. Survey results indicate that while family perceptions of relationships (93%) and communication and feedback (93%) remain strong, overall family engagement declined by 12 percentage points, suggesting the need to intentionally engage families who may not regularly participate in school activities or decision-making processes.  The district will continue to utilize multiple methods of communication, including surveys, family events, SSC and ELAC meetings, newsletters, parent conferences, and direct outreach to ensure all families have opportunities to share their perspectives. Particular attention will be given to increasing participation among English learner families, military-connected families, families of students with disabilities, and other groups whose voices may be underrepresented in district planning and decision-making.  To strengthen engagement, the LEA will provide flexible opportunities for input, improve communication regarding how educational partner feedback informs district actions, and continue building relationships through inclusive school events and targeted outreach efforts. The district will also monitor participation rates and survey data to identify barriers to engagement and adjust strategies accordingly. These efforts are intended to ensure that all families feel welcomed, valued, and represented in the educational process.  By increasing access to engagement opportunities, strengthening communication, and intentionally seeking input from underrepresented groups, Two Rock Union School District will continue to foster meaningful partnerships between families and school staff that support student success and continuous improvement.|Based on educational partner input and local data, Two Rock Union School District has demonstrated strong progress in building partnerships that support positive student outcomes through consistent communication, family engagement, and collaborative relationships between home and school. Family survey results indicate that 93% of families believe teachers and students care about one another, and 93% reported positive perceptions regarding communication and feedback from the school. These results reflect strong partnerships that support student learning, well-being, and engagement.  The district maintains strong communication practices with families through multiple channels. The school holds parent conferences each semester where teachers discuss student progress, celebrate successes, and identify areas for growth. The school regularly sends Remind communications in both English and Spanish to provide information about school programs, upcoming events, and strategies families can use to support learning at home. Teachers also maintain regular communication with parents through email, personal phone calls, and conferences to address academic progress and concerns in a timely manner.  Additionally, the district’s Spanish-speaking liaison has established meaningful relationships with families who do not speak English in the home, helping to increase access to information, strengthen trust, and ensure that families can actively participate in their child’s education. Through SSC, ELAC, LCAP engagement opportunities, family events, and school activities, the district continues to provide multiple avenues for educational partners to share input and contribute to school improvement efforts.  Local data also indicate that families view the school as a respectful, caring, and safe environment, with 80% reporting that their child’s learning environment is safe and 93% indicating that the school respects people from diverse backgrounds. These positive perceptions contribute to strong partnerships focused on supporting student success.  An area of continued growth for the district is increasing targeted outreach efforts that encourage greater participation from families in School Site Council meetings, LCAP development, ELAC meetings, and other forums for parent input. Expanding family participation in these decision-making opportunities will further strengthen partnerships and ensure that educational partner perspectives continue to guide district priorities and student outcomes.|Based on educational partner input and local data, Two Rock Union School District’s primary focus for improvement is increasing meaningful family engagement and expanding participation in school decision-making processes. While family feedback regarding relationships and communication remains a strength, survey results indicate that family engagement decreased by 12 percentage points from the previous survey cycle, suggesting a need to strengthen outreach efforts and create additional opportunities for families to become involved in the educational process.  The district will focus on increasing participation in School Site Council (SSC), English Learner Advisory Committee (ELAC), LCAP development, and other educational partner engagement opportunities. Targeted outreach strategies will be implemented to encourage participation from families who may not traditionally engage in these forums, ensuring that a broader range of voices are represented in district planning and decision-making.  Additionally, the LEA will continue to strengthen two-way communication by providing families with clear information regarding school programs, student achievement, and opportunities for involvement while also demonstrating how educational partner feedback influences district actions and priorities. Although 93% of families reported positive perceptions regarding communication and feedback, maintaining and expanding these efforts will help deepen partnerships and foster greater collaboration between home and school.  Overall, the district’s focus is to build stronger family participation, increase engagement in decision-making processes, and ensure that all educational partners have meaningful opportunities to contribute to improving student outcomes and school programs.|Based on educational partner input and local data, Two Rock Union School District will improve engagement of underrepresented families by expanding outreach efforts, increasing opportunities for participation, and strengthening two-way communication between home and school. Family survey results indicate that overall family engagement declined by 12 percentage points from the previous survey cycle, highlighting the need to intentionally engage families who may not regularly participate in school activities, advisory groups, or decision-making processes. At the same time, families reported strong perceptions of communication and feedback (93%) and positive relationships between teachers and students (93%), providing a strong foundation upon which to build deeper family engagement.  The district will continue to provide multiple avenues for participation through School Site Council (SSC), English Learner Advisory Committee (ELAC), LCAP engagement activities, parent conferences, surveys, family events, and regular school communications. Special attention will be given to engaging English learner families, military-connected families, families of students with disabilities, and other groups whose participation has historically been limited. Outreach efforts will include direct communication, translation and interpretation services, flexible meeting opportunities, and personal invitations to participate in district planning and school improvement initiatives.  Additionally, the LEA will increase transparency by communicating how educational partner feedback influences district decisions and priorities. By creating more inclusive opportunities for engagement and ensuring all families feel welcomed, informed, and valued, the district seeks to strengthen partnerships that support student achievement, well-being, and overall school success.|Based on educational partner input and local data, Two Rock Union School District has demonstrated strong progress in seeking and utilizing input from educational partners to inform district decision-making and continuous improvement efforts. The district regularly engages families, staff, and students through surveys, School Site Council (SSC), English Learner Advisory Committee (ELAC), LCAP engagement activities, parent conferences, and community events to gather feedback regarding school programs, student needs, and district priorities. These efforts have resulted in broad participation, including 148 educational partners who participated in the YouthTruth survey process.  Survey data indicate that families have positive perceptions of communication and feedback, with 93% of family respondents reporting favorable ratings in this area and an average rating of 4.2 out of 5, placing the district in the 81st percentile nationally when compared to similar schools. These results suggest that families feel informed and have opportunities to provide input regarding their child’s educational experience and school programs.  One of the district’s notable strengths is its intentional outreach to Spanish-speaking families. Through ELAC meetings, translated communications, and the support of the district’s Spanish-speaking liaison, the school has created meaningful opportunities for Spanish-speaking families to share their perspectives and participate in school decision-making. The liaison has also helped build trusting relationships with families through informal communication channels, ensuring that families who may otherwise face language barriers have access to information and opportunities to engage with the school community.  The district has also demonstrated a commitment to incorporating educational partner feedback into planning processes, including the development of LCAP goals, school climate initiatives, academic programs, student support services, and family engagement activities. Through ongoing collaboration with SSC, ELAC, staff, families, and students, the LEA continues to ensure that stakeholder perspectives help guide decisions that support student achievement and well-being.  Overall, the district’s strength lies in its established systems for gathering educational partner feedback, its focused efforts to engage diverse stakeholder groups, and its continued commitment to using that input to shape programs, priorities, and continuous improvement efforts that benefit all students.|Based on the analysis of educational partner input and local data, Two Rock Union School District's primary focus for improvement is increasing meaningful stakeholder participation in decision-making processes and strengthening communication regarding how stakeholder feedback influences district actions and priorities. While survey results indicate strong family perceptions of communication and feedback, with 93% of families responding positively and ranking in the 81st percentile nationally, overall family engagement declined by 12 percentage points from the previous survey cycle, suggesting a need to expand opportunities for participation and engagement. The YouthTruth survey also identified differences in perceptions among stakeholder groups. While families reported strong levels of communication and positive relationships with the school, staff engagement and perceptions of school culture declined significantly from the previous survey cycle. These findings highlight the need to create additional opportunities for staff voice, collaboration, and shared decision-making as part of the district’s continuous improvement efforts.  The district will continue to strengthen participation in School Site Council (SSC), English Learner Advisory Committee (ELAC), LCAP development, and other engagement opportunities by intentionally reaching out to families who may not traditionally participate in school governance activities. While the district has experienced success engaging Spanish-speaking families through ELAC meetings, translated communications, and the support of the Spanish-speaking liaison, additional efforts are needed to increase participation rates and ensure that all stakeholder groups are represented in district planning and decision-making processes.  Additionally, the district will focus on strengthening feedback loops by clearly communicating how stakeholder input is used to inform district goals, resource allocation, academic programs, and school improvement initiatives. By increasing transparency and providing regular updates regarding actions taken as a result of educational partner feedback, the district seeks to build trust, encourage greater participation, and reinforce the value of stakeholder voice in district decision-making.  Overall, the LEA's focus for improvement is to increase participation among families and staff, expand engagement opportunities for underrepresented groups, strengthen shared decision-making practices, and ensure that educational partner feedback is visibly reflected in district actions and continuous improvement efforts.|Based on educational partner input and local data, Two Rock Union School District will improve engagement of underrepresented families by expanding outreach efforts, increasing access to participation opportunities, and strengthening communication between the school and families. YouthTruth survey results indicate that while families reported strong perceptions of communication and feedback (93%) and positive relationships between teachers and students (93%), overall family engagement declined by 12 percentage points from the previous survey cycle, highlighting the need for additional strategies to encourage participation in school decision-making processes.  The district will continue to engage families through School Site Council (SSC), English Learner Advisory Committee (ELAC), LCAP engagement activities, surveys, family events, and direct communication. Building upon current successes, the district will maintain targeted outreach to Spanish-speaking families through ELAC meetings, translated communications, and support from the Spanish-speaking liaison to ensure these families have meaningful opportunities to provide input and participate in district planning.  Additionally, the site administrator will strengthen outreach and collaboration with families living on the adjacent Coast Guard Training Center, which represents approximately 60% of the district’s student population. By increasing communication and engagement opportunities with military-connected families, the district seeks to better understand and respond to the unique needs and perspectives of this significant stakeholder group.  To further improve access to information and opportunities for participation, the district will upgrade the school website to enhance its appearance, usability, and accessibility for families. The improved website will serve as a central location for district communications, meeting information, surveys, and opportunities for educational partners to provide feedback and participate in decision-making processes.  The district will also focus on increasing transparency by communicating how educational partner feedback informs district goals, programs, and resource allocation decisions. By expanding outreach efforts, improving communication tools, and creating additional opportunities for participation, the LEA seeks to ensure that all families, particularly those who have been historically underrepresented, have a meaningful voice in district decision-making and continuous improvement efforts.|4|4|4|4|2|2|1|2|2|1|2|1|Met||2026-06-25|2026
49709950000000|Waugh Elementary|3|A longstanding strength of the Waugh School District is the positive partnership that exists between school staff and families. The district places a high value on maintaining open communication and building trusting relationships that support student success. Results from the 2026 YouthTruth Survey demonstrate the effectiveness of these efforts, with 93% of families agreeing or strongly agreeing that teachers treat families with respect and 91% indicating they feel comfortable approaching teachers to discuss their child’s academic progress and overall school experience. These findings highlight the district’s continued focus on cultivating a welcoming environment where families feel valued, respected, and engaged as partners in their children's education.|One area identified for continued attention in the 2026 YouthTruth survey relates to family perceptions of access to school administration. Specifically, 82% of respondents reported that they feel comfortable approaching school administrators with concerns, representing an 8% decline from the previous year. While the majority of families continue to express comfort in engaging with school leadership, this decrease highlights an opportunity for the district to further strengthen visibility, accessibility, and communication practices so that all families feel fully supported in reaching out to site and district administration.|Waugh will continue working to increase engagement of underrepresented families in school-based committees and advisory groups, including the PTO, Site Council, LCAP Committee, and ELAC, with an ongoing focus on strengthening inclusive participation and broadening family voice in decision-making processes.|Clear and consistent communication continues to be a foundational element of strong school–family partnerships in Waugh. In the 2026 YouthTruth Survey, the district earned a score in the 62nd percentile on the composite measure related to the quality of communication between schools and families. Furthermore, 88% of families indicated agreement or strong agreement with the statement that they receive information about what their child is expected to learn and be able to do, representing a 5% increase compared to the previous year.  Family engagement remains a district priority, with ongoing opportunities for participation through classroom volunteering and involvement in school events. Participation levels remain high, including 99% attendance at Parent-Teacher Conferences and 85% of families attending Back-to-School Night, reflecting sustained and meaningful engagement across school sites.|78% of families on YouthTruth reported feeling comfortable approaching the administration with their concerns. This will be an LEA focus for improving partnerships in the 2026/2027 school year..|Waugh will maintain consistent, multi-modal communication with families through platforms such as ParentSquare, parent–teacher conferences, and ongoing committee meetings. The district also continues to support family engagement and access through the use of an English Language Development (ELD) Liaison who helps facilitate communication between families and school sites, particularly for multilingual families.|According to the 2026 YouthTruth Survey, the district performed at the 56th percentile on the Engagement Summary Measure, which assesses the degree to which families feel a sense of connection to the school community and believe they have meaningful opportunities to participate in decision-making processes. Within this measure, 82% of respondents reported that they feel engaged with their school, indicating a generally strong sense of belonging. Additionally, 71% of families agreed that they feel represented by parent and family organizations such as Parent-Teacher Associations, School Site Councils, and other advisory groups at their child’s school. These findings point to solid overall engagement, while also suggesting continued work to strengthen perceptions of representation and voice.|The 2026 YouthTruth survey identified an area for continued growth in the district’s efforts to strengthen shared decision-making with families. On the statement, “I feel empowered to play a meaningful role in decision-making at my school,” 63% of respondents indicated agreement or strong agreement. While this reflects that a majority of families feel some level of empowerment in contributing to school decisions, the results also highlight an opportunity to further enhance clarity, access, and structures that support meaningful family participation in school-level decision-making processes.|Waugh will continue to promote and support the engagement of underrepresented families in school committees and advisory groups, including the PTO, School Site Council, LCAP Committee, and ELAC, with an ongoing emphasis on expanding access and ensuring inclusive participation in these decision-making bodies.|4|5|5|4|4|4|5|5|5|4|4|5|Met||2026-06-11|2026
49710010000000|West Side Union Elementary|3|We are developing the capacity of staff to build trusting and respectful relationships with families through weekly newsletter communications, phone calls, emails, and text messages. We have parent-teacher conferences two times per year to keep parents well informed of their student's progress and needs as well as progress reports. We hold SST meetings when concerns arise for both academic and social-emotional needs of students. We utilize MTSS to identify and support student needs. Additionally, we hold RFEP, IEP, and 504 meetings.   We are creating welcoming environments for all families as demonstrated by our Youth Truth Data:   We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by Parent Teacher Conference.  We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families:  hold Showcase Events and provide Interpretation and Translation Services. We have implemented Tool Box curriculum to explicitly teach SEL skills to students. Lastly, we hold a Back to School Night and Fair annually.|We plan to continue working on the Communication area of multiple opportunities for the LEA and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families.|We provide translation services when needed in meetings with our underrepresented Spanish-speaking families. The district will continue to survey families and students using the Youth Truth Survey as well as conduct meetings, parent conferences, and principal chats.|We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, welcoming Schools and MTSS workshops.  We are providing families with information and resources to support student learning and development in the home by TK/K Orientation, Online Resources, Parent Teacher Conferences, Edlio Communication Platform, parent workshops, and Google Classroom.  We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences.   We are supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbook, Annual Notifications, and IEP/504 meetings.|"The focus area of this section is "" Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes."""|"Personal phone calls are made to reach our underrepresented families who are mostly our Spanish speaking parents. Area of focus is to recruit and hire more bilingual staff whenever possible. Weekly newsletter, monthly virtual ""town hall"" meetings, and text messaging to all parents. We hired one more bilingual staff member this year who reaches out to our Spanish speaking families and communications are always sent out in both English and Spanish.  The district will continue to survey families and students using the Youth Truth Survey as well as conduct meetings, parent conferences, and principal chats."|We seek input from all educational partners through our monthly Board meetings, monthly principal chats, surveys, Site Council meetings, LCAP Process, and our weekly Faculty meetings. Input is also gathered through emails and surveys to all staff and all families (in both English and Spanish). Parents coordinate an education foundation that supports the school's enrichment program. The foundation meets monthly and provides input and funding for the enrichment programs each year. Parents in the whole community make recommendations on which enrichment activities to offer and, if those program are viable to implement at school, the administrator requests funding from the education foundation.|"The following is the focus area for this section ""Building the capacity of and supporting family members to effectively engage in advisory groups and decision-making. """|Personal phone calls are made to reach our underrepresented families who are mostly our Spanish speaking parents. Area of focus is to recruit and hire more bilingual staff whenever possible. Weekly newsletter, monthly meetings, and text messaging to all parents. We hired one more bilingual staff member this year who reaches out to our Spanish speaking families and communications are always sent out in both English and Spanish.  The district will continue to survey families and students using the Youth Truth Survey as well as conduct meetings, parent conferences, and principal chats.  Our LCAP Action 2.4 details they ways we will support family engagement: LCAP Action 2.4: Family and Community Engagement   Support efforts for families and school staff to work together to support and improve students' learning, development, and health. Promote parental participation in programs for low income, English learners, foster youth pupils, and students with special needs. - Events: Hold school orientations and engagement events (i.e., Back to School Night, Volunteer Orientation, parent conferences, awards and promotion ceremonies, Spring Open House, Dia de los Muertos, Dia del nino, Spring Music Concert, Cake Walk Fundraiser, Curriculum Night, Community Potluck, Jog-a-thon, Monthly Coffee) - Local Events: Continued participation in local events (i.e., Healdsburg Parade, Family History Essay contest, Young Authors Writing Contest) - Volunteer Opportunities: Continue to foster volunteer opportunities on campus - Surveys: Conduct district wide climate surveys, Outreach to parents to increase Youth Truth parent input  - Foundation: Continue to partner with the Felta Education Foundation (FEF)  - Communication: Send a regular, bi-weekly newsletter, or other communication - Conferences: 2nd week of conferences in March for struggling student|5|5|5|5|4|4|5|5|4|4|4|4|Met||2026-06-16|2026
49710190000000|Wilmar Union Elementary|3|During the 2025–26 school year, Wilson School continued to prioritize meaningful family engagement and strong school-home partnerships through its Culture of Care approach. The District believes that positive relationships, open communication, and shared responsibility for student success are essential components of a thriving school community. Feedback from families was gathered through surveys, conferences, school events, informal conversations, and ongoing communication with staff and administration. This feedback was used to evaluate programs, improve communication practices, and strengthen relationships with educational partners.  Wilson School's commitment to building a positive and supportive school culture remained evident through strong family participation and engagement. Results from the YouthTruth Family Survey demonstrated strengths in the areas of Relationships and Engagement, with families reporting high levels of trust and connection to the school community. One of the highest-rated survey items indicated that school staff treat families with respect, reflecting the District's ongoing commitment to fostering positive partnerships with families. Survey results also showed that families felt connected to the school and valued opportunities to participate in their child's educational experience.  The Culture of Care model serves as a foundation for Wilson School's work with students and families. Through this approach, staff focus on creating a welcoming environment where every student and family feels valued, supported, and included. Open communication between staff and families remained a priority throughout the year, with teachers and administrators providing regular updates regarding student learning, school events, and opportunities for involvement.  Communication practices were strengthened through principal newsletters, classroom communications, social media updates, and the school website. Translation and interpretation services were provided when needed to support meaningful participation for all families. Parent-teacher conferences, Student Study Team meetings, Individualized Education Program meetings, and other collaborative meetings provided opportunities for families to participate in educational decision-making and goal setting.  To increase family understanding of student progress, the District continued to share assessment information, including STAR Reading and STAR Math results, classroom performance data, report cards, and other progress-monitoring measures. Staff worked to ensure families had access to information regarding academic expectations, student achievement, and available supports.  The Wilson School Foundation continued to play an important role in strengthening family engagement and community connections. Events such as the Walk-A-Thon, Harvest Festival, Family Game Night, Spring Gala, and other school activities provided opportunities for families, students, and staff to build relationships and suppor|Based on educational partner feedback, family survey results, and local data collected during the 2025–26 school year, Wilson School's primary focus for improvement continues to be strengthening two-way communication and increasing family understanding of student academic progress. While families consistently report strong relationships with staff, a welcoming school climate, and a high level of trust in the school, feedback indicates a desire for clearer and more timely information regarding student achievement, academic expectations, and available supports.  The District's Culture of Care model has helped foster positive partnerships between families and staff. Families continue to report feeling respected, valued, and connected to the school community. Participation in school events, conferences, volunteer opportunities, and Wilson School Foundation activities remained strong throughout the year, demonstrating a high level of family engagement and commitment to student success.  To build on these strengths, the District will continue focusing on communication practices that help families better understand how their children are progressing academically and how they can support learning at home. Efforts will include ongoing sharing of assessment data, including STAR Reading and STAR Math results, increased communication regarding grade-level expectations, and continued opportunities for families to participate in goal-setting discussions and academic planning.  A second area of focus is ensuring that families have a clear understanding of schoolwide expectations related to student behavior, attendance, and social-emotional development. Through the District's Culture of Care approach, staff will continue emphasizing relationship-building, positive behavior supports, and proactive communication with families. The District will also continue providing information regarding student supports, intervention services, and school programs that promote student well-being and success.  Moving forward, Wilson School remains committed to strengthening partnerships with families through transparent communication, meaningful opportunities for engagement, and a shared commitment to helping every student succeed academically, socially, and emotionally.|Based on educational partner feedback, local data, and the District's self-reflection process, Wilmar Union School District remains committed to ensuring that all families, including underrepresented families, have meaningful opportunities to engage with the school and participate in their child's education. While family engagement remains strong overall, the District recognizes the importance of removing barriers that may limit participation for English Learner families, families experiencing socioeconomic challenges, and families who may be less connected to school programs and activities.  During the 2025–26 school year, the District continued to strengthen its Culture of Care approach by fostering welcoming, respectful, and inclusive relationships with all families. Communication materials were translated when needed, and interpretation services were provided to ensure families could fully participate in conferences, Individualized Education Program meetings, Student Study Team meetings, and other school events. School staff maintained regular communication with families through newsletters, classroom updates, phone calls, emails, and personal outreach.  To improve engagement of underrepresented families, the District will continue to focus on increasing access to information, reducing participation barriers, and creating multiple opportunities for families to share feedback and engage with school staff. Flexible meeting options, translation services, and individualized outreach efforts will continue to be utilized to support family participation. Staff will also continue to encourage participation in school events, family conferences, advisory groups, and school-community activities.  The District recognizes that strong relationships are built through ongoing communication, trust, and responsiveness. Through its Culture of Care model, Wilson School will continue working to ensure that every family feels welcomed, respected, informed, and valued as a partner in supporting student success. These efforts will help strengthen relationships with underrepresented families and ensure that all voices are included in school decision-making and continuous improvement efforts.|Based on educational partner input, family feedback, and local data, Wilson School continues to demonstrate strong progress in building partnerships that support positive student outcomes. The District's Culture of Care model serves as the foundation for these efforts, emphasizing strong relationships, open communication, and shared responsibility for student success.  Families continue to report positive relationships with school staff and a strong sense of connection to the school community. Family participation in school events, conferences, volunteer opportunities, and Wilson School Foundation activities remained high throughout the 2025–26 school year. Events such as the Walk-A-Thon, Harvest Festival, Family Game Night, Spring Gala, and other school activities provided meaningful opportunities for families, staff, and students to strengthen relationships and build community.  The District continues to prioritize communication and collaboration with families. Teachers maintain regular communication through classroom updates, email, phone calls, and other communication platforms. Principal newsletters, the school website, and social media channels provide families with timely information regarding school programs, events, and student learning opportunities.  Parent-teacher conferences, Student Study Team meetings, Individualized Education Program meetings, and other collaborative planning meetings provide families with opportunities to actively participate in decisions regarding student learning and support services. Families are regularly informed of student progress through report cards, STAR Reading and STAR Math assessment results, classroom assessments, and ongoing communication with teachers.  Wilson School also continues to provide translation and interpretation services when needed to ensure meaningful participation for all families. These supports help reduce barriers to communication and strengthen partnerships with diverse members of the school community.  As a result of these efforts, families remain active partners in supporting student achievement, attendance, behavior, and overall well-being. The District's continued focus on relationship-building, communication, and family engagement has strengthened trust between home and school and contributed to a positive learning environment where students are supported both academically and socially.  Wilson School remains committed to fostering strong partnerships with families and educational partners to ensure every student has the support and opportunities needed to succeed.|Based on educational partner feedback, local data, and the District's 2025–26 family engagement efforts, Wilson School continues to demonstrate strong partnerships with families that support positive student outcomes. Family feedback reflects high levels of trust, respect, engagement, and connection between families and school staff. Survey results and local feedback indicate that families value the welcoming school environment, strong relationships with teachers, and the District's commitment to its Culture of Care model.  Given these positive results, the District's focus for improvement is not building engagement, but rather deepening the connection between family engagement and student academic outcomes. While families report feeling informed and connected to the school community, the District seeks to provide additional opportunities for families to understand better student achievement data, grade-level expectations, and ways to support learning at home.  To support this goal, Wilson School will continue to strengthen communication about student progress by sharing assessment results, classroom performance information, and academic goals. The District will also continue encouraging meaningful family participation in conferences, Student Study Team meetings, and other collaborative discussions focused on student growth and achievement.  Another area of focus is ensuring that all families have equitable access to information, resources, and support services. Translation and interpretation services will continue to be available as needed, and staff will maintain proactive outreach efforts to ensure that all families feel welcomed, informed, and included in their child's educational experience.  Building on the strong relationships already established, Wilson School will continue leveraging its Culture of Care approach to strengthen collaboration between families and staff, support student success, and ensure that every family has opportunities to actively participate in their child's educational journey. Through continuous improvement and ongoing educational partner input, the District remains committed to strengthening partnerships that positively impact student outcomes.|Based on educational partner feedback, local data, and the District's self-reflection process, Wilson School remains committed to ensuring that all families have meaningful opportunities to engage in their child's education and contribute to positive student outcomes. While family engagement and partnership measures remain strong overall, the District recognizes the importance of continuing to support underrepresented families, including English Learner families, families experiencing socioeconomic challenges, and families who may face barriers to participation.  During the 2025–26 school year, Wilson School continued to implement its Culture of Care approach by fostering welcoming, respectful, and inclusive relationships with all families. Translation and interpretation services were provided as needed to ensure families could participate fully in conferences, Student Study Team meetings, Individualized Education Program meetings, and other school activities. School communications, personal outreach, and family meetings were utilized to strengthen connections and ensure families had access to important information regarding student progress and available supports.  To further improve engagement of underrepresented families, the District will continue to focus on reducing barriers to participation and increasing access to information about student learning. Staff will provide ongoing communication regarding student progress, academic expectations, intervention services, and available resources. Flexible meeting options and individualized outreach will continue to be utilized to support participation by families who may face scheduling, language, or other barriers.  The District will also continue encouraging participation in family conferences, school events, advisory groups, and opportunities for educational partner input. Through proactive outreach and relationship-building efforts, staff will work to ensure that underrepresented families feel welcomed, informed, and valued as partners in supporting student success.  Wilson School believes that strong student outcomes are strengthened when families and schools work together. Through its Culture of Care model, the District will continue creating opportunities for all families to engage in meaningful partnerships that support student achievement, well-being, and long-term success.|Based on educational partner input and local data, Wilson School continues to demonstrate strong progress in seeking and incorporating stakeholder input into school decision-making. The District's Culture of Care model emphasizes collaboration, transparency, and shared responsibility, creating multiple opportunities for families, staff, students, and community members to provide meaningful feedback on school programs and priorities.  Wilson School regularly seeks input through School Site Council meetings, LCAP surveys, parent conferences, community meetings, staff discussions, and informal outreach. The Wilson School Foundation and other volunteer groups continue to provide valuable feedback and support for school initiatives, programs, and events. Staff members also play an active role in decision-making through committee work, collaborative planning, and ongoing opportunities to provide input on curriculum, instruction, school climate, and student support systems.  Family feedback indicates strong support for the overall direction of the school and continued confidence in school leadership and staff. Educational partners consistently report positive relationships, a welcoming school environment, and opportunities to share their perspectives. These strengths are reflected in family engagement data and ongoing participation in school events, meetings, and volunteer opportunities.  While Wilson School provides numerous opportunities for educational partner input, one ongoing challenge is achieving high participation rates across all stakeholder groups. As is common in many school communities, a significant portion of families report satisfaction with the school and may not always participate in formal surveys or feedback opportunities. As a result, the District continues to explore additional ways to gather representative input and ensure all voices are heard.  The District uses educational partner feedback to inform decision-making related to the Local Control and Accountability Plan (LCAP), school climate initiatives, safety planning, academic programs, student supports, and other areas of continuous improvement. Through a commitment to collaboration and shared decision-making, Wilson School continues to strengthen partnerships with educational partners and ensure that stakeholder voice remains an important component of school improvement efforts.|Based on educational partner feedback and local participation data, Wilson School's primary area for improvement in seeking input for decision-making is increasing participation rates among families in formal feedback opportunities and advisory groups. While the District provides numerous opportunities for educational partners to share input through surveys, School Site Council meetings, LCAP engagement activities, conferences, community events, and informal outreach, participation rates do not always reflect the broad diversity of the school community.  During the 2025–26 school year, the District made intentional efforts to increase participation by providing multiple communication methods, personal outreach, translated materials, flexible meeting options, and incentives for survey participation. School staff and administration also made direct efforts to encourage families to complete surveys and participate in decision-making opportunities. Despite these efforts, increasing participation from a larger percentage of families remains an area of focus.  Moving forward, Wilson School will continue to explore strategies that make participation more convenient, meaningful, and accessible for all families. The District will continue utilizing personal outreach, multiple communication platforms, and opportunities for both formal and informal feedback. Efforts will also focus on helping families better understand how their input directly influences decisions related to school programs, student supports, safety, and the Local Control and Accountability Plan (LCAP).  Through its Culture of Care approach, Wilson School remains committed to creating an environment where all educational partners feel welcomed, valued, and empowered to contribute to school improvement efforts. By increasing participation and broadening stakeholder involvement, the District will continue strengthening its decision-making processes and ensuring that educational partner voices remain central to the work of supporting student success.|Based on educational partner feedback and the District's self-reflection process, Wilson School remains committed to ensuring that all families feel welcomed, valued, and included in school decision-making processes. While family engagement is strong overall, the District recognizes the importance of continuing to strengthen relationships with underrepresented families and creating meaningful opportunities for all voices to be heard.  Through its Culture of Care approach, Wilson School will continue to build trust and strengthen relationships through personalized outreach, ongoing communication, and authentic engagement opportunities. Staff will continue reaching out to families individually to encourage participation in surveys, advisory groups, School Site Council, LCAP activities, and other opportunities to provide input. The District recognizes that meaningful engagement is built through relationships and a genuine commitment to listening to and valuing family perspectives.  The District will continue providing translation and interpretation services as needed and will utilize multiple communication methods to ensure families have access to information and opportunities to participate. Flexible meeting formats and varied opportunities for feedback will help reduce barriers and increase participation.  Wilson School will also continue to honor and celebrate the diverse backgrounds, experiences, and cultures represented within the school community. Through school events, classroom activities, cultural celebrations, and community-building opportunities, the District seeks to create an inclusive environment where families feel seen, respected, and connected to the school.  By strengthening relationships, celebrating diversity, and maintaining open lines of communication, Wilson School will continue working to ensure that underrepresented families are actively engaged in decision-making processes and feel empowered to contribute to the ongoing success of the school community.|5|5|4|4|5|4|5|4|5|4|4|4|Met||2026-06-29|2026
49710350000000|Wright Elementary|3|Wright Elementary School District embraces and celebrates its diversity and focuses heavily upon equity and inclusion. The District uses ParentSquare as its communication platform. ParentSquare translates English into all languages represented in our District. Spanish is the most common language spoken by families. Bilingual Community Liaisons and Spanish speaking personnel are employed at all three school sites as well as the district office to assist with bridging the communication gap between English only speaking staff and Spanish only speaking families. Schools host well attended culture events that highlight and honor the culture, race, and ethnicity represented by staff, families, and the larger community. Staff worked to create a digital resource page on the district and site websites for staff and families. The resources include but are not limited to food, housing, medical, dental, and mental health, tax assistance, counseling, recreation, adult education, preschool, and before and after school care.|The district is focusing on improving family connections to its schools. One of the ways we intend to address this is through helping students feel more of a positive connection and sense of importance and belonging to their schools.|The district is engaging in reflection and continuous improvement regarding the engagement of its underrepresented families through regular consultation with the San Francisco Coalition for Effective Small Schools and the Sonoma County Office of Education.|Wright Elementary School District participates annually in the YouthTruth Survey. A strength of our families continue to report is that they regularly receive feedback about their child’s progress, they receive info about what their child should learn and be able to do, and teachers clearly communicate expectations for their child’s progress. A growing number of participating families (63% in 2026) also report that they feel engaged in their school and empowered to influence decision-making.|Growing the participation of parents as educational partners is an area of focus for improvement.|The district is focusing on interviewing underrepresented families to better understand their current experience and learn more about what they need from their schools to build better partnerships for student outcomes.|DELAC and ELACs are strong in the district. Families who attend are vocal and eager to provide their input for decision-making.|School site councils are challenged with recruiting parents. This is an area for focus and improvement.|Staff plan to conduct empathy interviews with underrepresented families to better understand their current experience and what they need from their schools and the district.|4|4|4|5|4|4|4|5|4|4|4|4|Met||2026-06-25|2026
49710356052377|Wright Elementary|3||||||||||||||||||||||Not Met For Two or More Years|||2026
49738820000000|Cotati-Rohnert Park Unified|3|Based on the analysis of educational partner input and local data, Cotati-Rohnert Park Unified School District (CRPUSD) continues to build and strengthen relationships between school staff and families through expanded communication systems, increased staffing supports, and meaningful family engagement opportunities. In response to feedback from educational partners, the district is expanding consistent parent engagement through structured parent education nights designed to strengthen family understanding of student learning and school systems.  The district has made significant investments in personnel to support stronger school-family connections, including the hiring of community liaisons, Student Support Advisors (SSAs), and additional assistant principals at the elementary level. These roles increase family access to school staff, provide targeted student and family support, and strengthen communication and relationship-building across school communities.  CRPUSD continues to support accessible and inclusive communication through the districtwide use of ParentSquare, which provides multilingual communication options to meet the needs of diverse educational partners. School sites actively utilize translation services to improve accessibility, and several sites have been recognized as Welcoming Schools. The district has also seen strong participation in DELAC presentations and data review processes to better understand family perspectives and identify areas for continued improvement.  To strengthen family understanding of student achievement and assessment systems, the district has expanded parent learning opportunities through CAASPP parent nights, ELPAC parent nights, and ELPAC test chats with families. These opportunities help families better understand assessment expectations, student progress, and ways to support learning at home. Additional engagement opportunities, including community feedback sessions, provide educational partners with meaningful opportunities to share input and help inform district planning and decision-making.  The district also continues to support families through Expanded Learning Opportunity Program (ELOP) offerings and an after-school ESL class for parents, increasing access to academic enrichment, language development, and community connection opportunities. Moving forward, a key priority remains strengthening collaboration between families and educators to support student progress and ensure that district systems, communication, and engagement practices reflect the needs and priorities of the community. These efforts demonstrate CRPUSD’s continued progress and commitment to fostering strong, collaborative partnerships between schools and families.|Based on the analysis of educational partner input and local data, CRPUSD has identified several focus areas for strengthening relationships between school staff and families, including improving communication practices, increasing meaningful family participation, and expanding opportunities for parent learning and engagement.  A key area for improvement is expanding and refining parent engagement opportunities, including increasing the consistency, quality, and accessibility of parent nights, educational events, and family learning experiences to ensure families receive valuable and relevant information that supports student success.  Educational partner feedback has indicated that some families experience communication overload. In response, the district will focus on educating families on how to effectively use district communication tools, including customizing communication settings to better manage the type and frequency of messages they receive while maintaining access to important school information.  The district also recognizes a strong parent interest in adult learning opportunities. In response, CRPUSD has launched an after-school ESL class for adults and will implement The Parent Project in the coming year to provide families with additional opportunities to build skills, strengthen family engagement, and support student success.  Another focus area is improving the accessibility and efficiency of district-level engagement opportunities. To support greater participation, the district plans to streamline meeting opportunities by scheduling DELAC and LCAP meetings on the same day, with one meeting immediately following the other. CRPUSD will continue working to create meaningful opportunities for family input through participation in LCAP development, School Site Council (SSC), ELAC, DELAC, site planning efforts, and annual family-teacher conferences.  Additionally, the district aims to strengthen family voice in continuous improvement efforts by increasing parent participation in feedback opportunities, including district surveys such as YouthTruth and other educational partner input processes. Enhancing participation in these feedback systems will help ensure district decisions and improvement efforts reflect the experiences, needs, and priorities of the broader school community.|Based on the analysis of educational partner input and local data, CRPUSD will strengthen engagement of underrepresented families by improving access to communication, expanding culturally and linguistically responsive engagement opportunities, increasing family voice in decision-making, and strengthening connections to school and community resources.  The district will continue to build upon its use of ParentSquare to provide clear, timely, and multilingual communication while helping families better understand how to effectively use communication tools and customize settings to manage the type and frequency of messages they receive. Translation services, multilingual communication practices, and varied engagement opportunities will continue to be used to reduce barriers to participation for families who have historically been underrepresented.  Community liaisons, Student Success Advisors (SSAs), additional site administrators, and school staff will play a critical role in relationship-building, personalized outreach, and connecting families with the resources and supports they need. Through direct outreach and ongoing relationship development, the district will work to ensure underrepresented families are informed about and connected to available academic, social-emotional, health, language, technology, expanded learning, and community-based resources. Staff will continue helping families navigate school systems, access services, and build stronger connections to school communities.  CRPUSD will continue providing multiple opportunities for engagement and learning in accessible formats and languages, including parent education nights, CAASPP and ELPAC parent nights, ELPAC test chats, community feedback sessions, and annual opportunities for family-teacher collaboration regarding student progress. Educational partner feedback has highlighted interest in increased parent learning opportunities, particularly for adult language and parenting supports. In response, the district has launched an after-school ESL class for adults and will implement The Parent Project to provide additional opportunities for families to strengthen skills, build community connections, and support their children's education.  To improve accessibility and participation in district-level engagement, CRPUSD will streamline meeting structures by scheduling DELAC and LCAP meetings consecutively and will continue encouraging participation in ELAC, DELAC, PTA, School Site Council (SSC), and site planning efforts. The district will also focus on increasing participation from underrepresented families in feedback opportunities, including YouthTruth surveys and other educational partner input processes, to ensure district planning and decision-making reflect the experiences, needs, and priorities of all families.|Based on the analysis of educational partner input and local data, CRPUSD’s current strengths and progress in building partnerships for student outcomes include strong communication systems, collaborative student support processes, and expanded family learning opportunities that help families actively support student success.  The district works closely with families to monitor and support student progress through multiple partnership structures. Families have ongoing access to academic information through report cards and the PowerSchool Parent Portal, providing timely information about student performance and growth. Student Study Team (SST) meetings create opportunities for families and school staff to collaboratively identify student needs, develop supports, and monitor progress. For students with exceptional needs, mandated Individualized Education Program (IEP) meetings ensure families remain active partners in educational planning and decision-making.  The district also maintains clear communication regarding student assessment results and has expanded family learning opportunities through CAASPP and ELPAC parent nights, helping families better understand state assessments, student achievement data, and ways to support learning at home. Additionally, adult ESL classes provide families with opportunities to strengthen language skills, increase engagement with schools, and build their capacity to support their children’s education.  This year, CRPUSD has also increased and strengthened attendance initiatives, recognizing the critical role that consistent attendance plays in student success. The district utilized Student Attendance Review Team (SART) and School Attendance Review Board (SARB) processes to partner with families in addressing attendance concerns and identifying supports to improve student attendance. These efforts emphasize the importance of regular attendance in promoting academic achievement, student engagement, relationship-building, and positive educational outcomes.  These initiatives reflect the district’s continued commitment to building strong partnerships with families, supporting student achievement, and promoting effective collaboration and communication to improve student outcomes.|Based on the analysis of educational partner input and local data, CRPUSD’s focus areas for improvement in building partnerships for student outcomes center on strengthening family understanding of student data, improving attendance partnerships, and increasing meaningful participation in feedback processes.  A continued area of focus is improving student attendance and strengthening family collaboration to reduce chronic absenteeism. The district will continue to deepen family understanding of the connection between attendance, engagement, and academic success, while expanding strategies to partner with families in supporting consistent student attendance and identifying barriers early.  Another focus area is increasing family access to and understanding of student performance data and assessment systems. While progress has been made through DELAC presentations on the English Language Proficiency Assessments for California (ELPAC) and site-level ELPAC family meetings, the district aims to further strengthen consistency in helping families interpret student progress data and state assessment results to better support student learning at home.  The district also recognizes the need to improve family engagement with communication tools and data platforms. Technology services has provided parent support sessions on accessing ParentSquare to increase family awareness of student progress and school updates; however, continued efforts are needed to ensure all families can fully utilize these tools to stay informed and engaged.  Additionally, CRPUSD aims to increase participation in family feedback opportunities, including surveys and engagement processes, to ensure broader representation of educational partner voices in decision-making. Strengthening participation in these processes will support more responsive planning and stronger alignment between district initiatives and family needs.  These focus areas reflect the district’s ongoing commitment to strengthening communication, deepening family partnerships, and improving student outcomes through increased engagement and collaboration.|Based on the analysis of educational partner input and local data, CRPUSD will strengthen engagement of underrepresented families identified during the self-reflection process by expanding culturally and linguistically responsive outreach, improving access to student information systems, and increasing targeted support to remove barriers to participation in student success efforts.  The district will continue to provide multilingual communication and learning opportunities to ensure families can access information about student progress, including state and local assessment results. Efforts will include strengthening access to translated materials and expanding family understanding of student data systems so that underrepresented families can more fully engage in supporting their children’s academic growth.  Community liaisons and Student Support Advisors (SSAs) will continue to play a key role in outreach and relationship-building, particularly in supporting improved student attendance and connecting families with academic, social-emotional, and community resources. These efforts help ensure families are informed, supported, and actively engaged in addressing barriers that may impact student learning and attendance.  To further reduce barriers to engagement, CRPUSD will continue providing targeted supports such as transportation assistance for students experiencing housing instability, ensuring consistent access to school and learning opportunities. The district will also continue offering parent education nights focused on student progress, assessment literacy, and parental rights, helping families better understand how to navigate and participate in their child’s education.  Additionally, CRPUSD will continue to expand engagement through improved use of communication tools such as ParentSquare, ensuring families are able to access and customize information in ways that meet their needs. These efforts, combined with increased outreach through surveys and engagement opportunities, aim to ensure that underrepresented family voices are consistently included in district decision-making and student outcome planning.|Based on the analysis of educational partner input and local data, CRPUSD has demonstrated strong progress and established systems for seeking input for decision-making across families, students, staff, and community partners.  The district continues to utilize established structures such as DELAC and ELAC meetings to ensure meaningful input from Multilingual Learner families regarding programs and services. Educational partners also continue to play an active role in district initiatives such as the Community Schools Grant, reinforcing collaborative decision-making and shared ownership of student supports.  To broaden and deepen input, CRPUSD implemented multiple large-scale feedback opportunities this year, including the Educators Thriving Comprehensive Survey and the YouthTruth survey, which provided valuable feedback from families, staff and students regarding school climate, engagement, and support systems. In addition, the district held LCAP input sessions that included students, staff, administrators, and families, ensuring multiple perspectives were included in shaping district priorities and actions.  CRPUSD also strengthens inclusivity in decision-making by involving educational partners in hiring processes and interview panels, allowing community perspectives to inform staffing decisions. The district continues to rely on community liaisons to support outreach and engagement efforts, strengthen communication with families, and connect households to resources that support participation in district processes.  To further support meaningful engagement, CRPUSD provides translation services and childcare during key meetings and continues to expand access to communication tools such as ParentSquare to ensure families can participate regardless of language or scheduling barriers. The district also promotes understanding of School Site Council (SSC) roles and responsibilities through ongoing training and support, strengthening site-level shared decision-making.  These efforts reflect CRPUSD’s ongoing commitment to inclusive, transparent, and multi-layered input systems that inform district decision-making and support student success.|Based on the analysis of educational partner input and local data, CRPUSD’s focus areas center on increasing participation from educational partners, improving accessibility to engagement opportunities, and strengthening overall systems for gathering and using feedback.  A key area for improvement is increasing participation in districtwide feedback opportunities, including surveys such as YouthTruth and other input tools used to gather family, student, and staff perspectives. The district aims to increase response rates and ensure more representative input from underrepresented families so that feedback better reflects the broader community.  Another focus area is strengthening engagement in site-level and district-level decision-making structures, including School Site Council (SSC), English Learner Advisory Committee (ELAC), and District English Learner Advisory Committee (DELAC). While these structures are in place, the district recognizes the need to increase awareness, understanding, and consistent participation among families, particularly those who have been historically less engaged.  CRPUSD will also continue improving communication accessibility and ease of engagement by ensuring families can more easily provide input and connect with staff in their preferred language. Continued support from community liaisons will help strengthen outreach, build relationships, and encourage participation from families who are less frequently represented in district processes.  These focus areas reflect CRPUSD’s commitment to building more inclusive, accessible, and representative systems for gathering input that inform district decision-making and support student success.|Based on the analysis of educational partner input and local data, CRPUSD will improve engagement of underrepresented families identified during the self-reflection process by expanding targeted outreach, increasing accessibility to input opportunities, and strengthening systems that support meaningful participation in decision-making.  A central focus will continue to be strengthening the role of community liaisons and Student Success Advisors (SSAs) in building relationships with families, conducting direct outreach, and supporting participation in district and site-level engagement opportunities. These staff members will help connect underrepresented families to structures such as School Site Council (SSC), English Learner Advisory Committee (ELAC), and District English Learner Advisory Committee (DELAC), while also ensuring families understand how their input is used.  The district will also work to increase participation in districtwide feedback opportunities, including YouthTruth and other survey tools, with a focus on increasing response rates from underrepresented families. Additional efforts will be made to reduce barriers to participation by improving communication clarity, expanding multilingual access, and ensuring families can easily provide input in their preferred language.  CRPUSD will continue to strengthen awareness and accessibility of engagement opportunities, including site-based meetings and district input sessions, while improving communication tools so families can more easily connect with staff and participate in decision-making processes.  These efforts reflect the district’s commitment to ensuring that the voices of underrepresented families are consistently included in shaping decisions that support student success and district improvement.|4|3|3|4|3|3|3|4|3|4|3|4|Met||2026-06-09|2026
49738820123786|Credo High|3|Credo’s enrollment process serves as a foundation for building strong relationships between school staff and families. Each fall, the school hosts an Open House for prospective families that includes an overview of Credo’s programs and “mini-lessons,” allowing families to experience sample classes and meet teachers. Shadow days for students are paired with campus tours and information sessions for parents, offering multiple points of connection. Throughout this process, the Enrollment Director makes personal contact with each prospective student and their family to build rapport early on, connecting them with additional staff members to answer questions and prepare for their arrival at Credo as necessary, including a spring freshman orientation where families are introduced to key staff members and gain insight into the school’s core programs and practices. For current families, a well-attended Fall Open House provides an opportunity to meet teachers and learn more about their teen’s academic experience. Grade-specific Back-to-School nights are also held in the fall. To support ongoing communication, Credo has adopted ParentSquare as its primary platform for family outreach. ParentSquare includes translation features, improving accessibility for non-English-speaking families. In 2025-26, the Credo Compass was launched as a weekly newsletter, reaching most families in the language of their choice. In the spring, Credo held a Town Hall meeting to engage families in schoolwide decisions.|According to the 2026 YouthTruth data, the item related to relationships rated the highest by families is “Teachers treat families with respect.” 81% of responding families gave a positive response to this question. Other highly-rated items in this category included “Teachers and students care about each other” (80% positive), and “I feel comfortable approaching the school administration about my concerns” (80% positive).   However, the lowest-rated item in 2026 is “Teachers and families care about each other” (only 70% rated this positively). This highlights a key area for improvement in family–teacher communication. While the annual Open House offers parents a chance to meet teachers, its timing in the fall means families may only connect with instructors for classes that do not span the full school year. Families are encouraged to reach out to teachers via email, but experiences with this method vary widely depending on teacher practices and parent familiarity with the process.   Developing more consistent and transparent communication practices across departments will help build stronger relationships between teachers and families. When parents understand what to expect in terms of teacher availability, communication norms, and academic expectations, they are better equipped to engage meaningfully.   The overall Relationship summary measure—which reflects respect, care, and approachability—scored at the 63rd percentile (4.03) in Sonoma County. When broken down by group, White families scored 4.07, Hispanic or Latinx families scored 3.87, and Asian or Asian American families scored significantly lower at 3.37. These results indicate a need for more inclusive and culturally responsive practices to ensure all families feel welcomed and supported in communicating with school staff.|In 2025-26 the school undertook new steps to engage underrepresented families in communications. The MultiLingual Learner team issued all notifications and student updates in the languages spoken at home by students’ families. The weekly newsletter, the Credo Compass, was delivered to all families in the language of their choice. All on-campus meetings for families had translation services offered, whether in a small group or large group setting. Going forward, the school will evaluate the outcomes of these efforts in 2026-27 and determine if there is more improvement needed for language-specific outreach to families.|According to family responses on the YouthTruth Survey, the school’s strengths are reflected in ratings above 70% positive for Resources, School Safety, Relationships, and Culture. These results indicate a strong sense of confidence in the school’s overall environment, sense of connection, and well-being.|Areas for improvement include Communication & Feedback (rated positive by only 56% of responding families) and Engagement (rated positively by only 49% of responding families). Within the category of Communication & Feedback, families rated “I receive regular feedback about my child’s progress” most highly (60%) and “I receive information about what my child should learn and be able to do” most low (51%). Within the category of Engagement, families rated “I feel informed about important decisions regarding my child’s school” most highly (60%) and “I feel empowered to play a meaningful role in decision-making at my child’s school” most low (41%). To address these areas, we are working to further clarify communication channels, encourage more proactive outreach from staff, and create consistent opportunities for parent–teacher and parent-administration connection. The goal is to make communication feel accessible and mutually supportive.|The aggregate Communication and Feedback measure was rated highest by Hispanic/Latino families (81st percentile in the county) and lowest by Asian/Asian American families (26th percentile in the county). The aggregate Engagement measure was rated highest by Multracial/Multi-ethnic families (97th percentile in the county), and lowest by Asian/Asian American families (33rd percentile in the county). Hispanic/Latino families scored 55th percentile in the county on Engagement. This indicates that the school has specific work to do with different underrepresented groups going forward. Translation services and culturally-specific outreach have heavily focused on Spanish-speaking families. In 2026-27 the school will diversify outreach and inclusion opportunities to reach more families.|The 2026 YouthTruth survey showed positive trends in this area. 41% of responding families rated positively the statement “I feel empowered to play a meaningful role in decision-making at my child’s school.” That’s a gain from a low of 23% in 2024. 60% of staff rated positively the statement “I feel empowered to play a role in meaningful decision-making at my school,” compared to 43% in 2024. Additionally, Credo’s school board, which drives direction-making for the school, is completely composed exclusively of current and alumni parents.|A key area for improvement in seeking input for decision-making is ensuring that families and staff have consistent, structured opportunities to provide feedback throughout the year, beyond annual surveys and periodic Town Halls. The school recognizes the need for a more predictable calendar of engagement opportunities. In addition to articulating and publicizing a clear schedule of key events and meetings where input will be actively sought, the school is planning to implement more opportunities for informal connection and discussion between staff and families. These will include open-studio nights in our Practical Arts classrooms (e.g. blacksmithing, woodworking, painting, herbalism, etc.) where parents can come and learn skills parallel with what their students are learning, alongside teachers and administrators. The goal is to diversify the opportunities for connection to include more interactive and engaging forums. These consistent communication efforts will help ensure transparency, timeliness, and broader participation in school planning and improvement efforts.|In the 2026 YouthTruth data, Hispanic/Latino and Asian/Asian American families reported lower positive rates on “I feel empowered to play a meaningful role in decision-making at my child’s school” compared to other families (36% positive for Hispanic/Latino families and 20% positive for Asian/Asian American families, compared to 71% positive for Multiracial/Multi-ethnic families and 51% positive for White families).   To improve the engagement of these underrepresented families, Credo will take several targeted steps to increase participation in decision-making processes. First, the school will continue to provide increased multilingual outreach and translated materials to ensure that all families can access and respond to invitations for input. Second, personal outreach from school counselors will invite underrepresented families to participate in scheduled input events such as Listening Sessions, Parent Advisory meetings, and surveys. The school has also hired three additional bilingual administrative support staff for 2026-27 to increase engaging with families directly in their preferred languages. This direct engagement is intended to lower barriers and build trust with families who may not feel comfortable participating in larger, open forums. Finally, the Executive Director’s monthly newsletter will explicitly highlight upcoming opportunities for feedback and decision-making, along with summaries of how previous input has shaped school actions. By increasing visibility, access, and personal connection, Credo aims to foster more equitable participation in shaping the school’s direction.|4|4|3|4|3|3|3|4|2|3|3|3|Met||2026-06-15|2026
49745910000000|Sonoma County ROP|3||||||||||||||||||||||Not Met|||2026
49753580000000|Windsor Unified|3|Based on educational partner input and local data, Windsor Unified School District has continued to strengthen relationships between school staff and families through intentional communication, engagement opportunities, and outreach efforts designed to increase family participation in the educational process. Families, staff, and community members consistently identified communication, access to information, and opportunities for meaningful involvement as key priorities through YouthTruth surveys, ELAC/DELAC meetings, School Site Councils, and the LCAP engagement process.  A significant strength is the district’s commitment to maintaining multiple avenues for two-way communication. The use of ParentSquare, district and school websites, multilingual communication, and bilingual community liaisons has improved families’ access to information and increased opportunities for engagement. These efforts have been particularly valuable in supporting English learner families and families from historically underserved groups.  The district has also expanded opportunities for family participation through School Site Councils, English Learner Advisory Committees (ELAC), District English Learner Advisory Committee (DELAC), multicultural events, parent workshops, and LCAP engagement activities. Educational partner feedback indicates that families value opportunities to share input regarding school programs, student supports, and district priorities. Staff have worked to create welcoming school environments that encourage collaboration and partnership with families.  Local survey data and participation trends demonstrate continued progress in family engagement and communication. Families report feeling more informed about school activities and district initiatives, and participation in advisory committees and family engagement events remains strong. The district continues to focus on strengthening relationships with families by increasing communication, expanding outreach efforts, and ensuring that family voices help inform decision-making processes.  Overall, Windsor Unified has made meaningful progress in building trusting relationships between school staff and families by fostering open communication, increasing opportunities for engagement, and creating structures that support family partnership in student success.|Based on educational partner input and local data, Windsor Unified School District has identified several focus areas for improvement in building stronger relationships between school staff and families. While the district has expanded communication tools and family engagement opportunities, feedback indicates that not all families feel equally connected to their child’s school or have the same level of trust and engagement with school staff.  Educational partners identified a need for more consistent, personalized, and two-way communication between families and school staff. Families expressed interest in receiving more frequent information regarding student progress, available supports, and opportunities to participate in their child’s educational experience. The district also recognizes the importance of ensuring communication is accessible, timely, and available in families’ home languages.  Another area for improvement is increasing engagement among families who have historically participated at lower rates, including English learner families, low-income families, and families of students with disabilities. The district seeks to better understand and address barriers that may limit participation, such as scheduling conflicts, language access, transportation, and familiarity with school systems.  Moving forward, Windsor Unified will focus on strengthening relationships through proactive outreach, culturally responsive engagement practices, increased opportunities for family-school collaboration, and expanded support for staff in effective family engagement strategies. These efforts are intended to build trust, increase family participation, and strengthen partnerships that support student success and well-being.|Based on educational partner input and local data, Windsor Unified School District has identified several areas for continued improvement in building stronger relationships between school staff and families. While participation in family engagement activities has increased, survey results indicate that not all families feel equally connected to their child’s school or informed about important school decisions. The district recognizes the need to strengthen two-way communication and increase opportunities for meaningful family participation, particularly among English learner families, low-income families, and families who have historically been underrepresented in school decision-making processes.  Educational partner feedback highlighted a desire for more consistent communication regarding student progress, available supports, and opportunities for involvement. Families also expressed interest in receiving information through multiple formats and in their home language to ensure greater accessibility. In response, the district will continue to expand outreach efforts, strengthen multilingual communication, and provide additional opportunities for families to engage with school staff and district leadership.  Another focus area is increasing family participation in advisory groups, workshops, and engagement events. The district seeks to better understand barriers that may limit participation, including scheduling, transportation, childcare, and language access. Efforts will focus on creating more flexible and inclusive opportunities for families to contribute their perspectives and help inform school and district priorities.  Moving forward, Windsor Unified will continue building staff capacity to engage families as partners in student success, strengthen communication systems, and develop strategies that foster trust, belonging, and meaningful collaboration between families and schools. These efforts are intended to ensure that all families feel welcomed, valued, informed, and empowered to participate in their child’s education.|Based on educational partner input and local data, Windsor Unified School District has demonstrated continued progress in building partnerships that support positive student outcomes. Through collaboration with families, staff, students, community organizations, local businesses, and postsecondary partners, the district has strengthened systems that connect students to academic, social-emotional, college, and career readiness supports.  A significant strength is the district’s commitment to engaging educational partners in planning and decision-making processes through School Site Councils, ELAC/DELAC, the LCAP process, and various advisory groups. Educational partner feedback has helped shape district priorities and contributed to the development of programs and services designed to meet student needs. These collaborative structures have increased opportunities for families and community members to provide input and participate in supporting student success.  The district has also strengthened partnerships that expand learning opportunities beyond the classroom. Collaboration with local businesses, community organizations, and higher education institutions has supported career exploration, internships, work-based learning experiences, college readiness activities, and Career Technical Education pathways. These partnerships help students connect their educational experiences to future academic and career goals.  In addition, Windsor Unified continues to build strong partnerships between school staff and families through regular communication, family engagement activities, and targeted supports for English learners, students with disabilities, and other student groups. Educational partners report valuing opportunities to collaborate with schools to support student learning, attendance, and overall well-being.  Local data and educational partner feedback indicate that these partnerships have contributed to increased student access to academic supports, expanded college and career opportunities, improved communication, and greater family engagement. The district remains committed to fostering collaborative relationships that leverage the strengths of families, schools, and the community to improve outcomes for all students.|Based on educational partner input and local data, Windsor Unified School District has identified several opportunities to strengthen partnerships that support improved student outcomes. While the district has established strong relationships with families, community organizations, and educational partners, feedback indicates a need to increase awareness and participation in programs and services that directly support student achievement, attendance, college and career readiness, and social-emotional well-being.  Educational partners expressed a desire for more consistent communication regarding available academic supports, intervention programs, college and career opportunities, and student progress. Families also identified the need for additional opportunities to understand how they can actively support learning at home and partner with schools to address attendance, academic performance, and student engagement.  The district has also identified a need to expand participation among underrepresented groups, including English learner families, low-income families, and families of students with disabilities. Increasing access to information, reducing barriers to participation, and strengthening culturally responsive engagement practices will help ensure that all families can contribute meaningfully to student success.  Another focus area is deepening partnerships with local businesses, community agencies, and postsecondary institutions to expand work-based learning experiences, internships, career exploration opportunities, and access to support services. Educational partner feedback emphasized the importance of preparing students for success beyond graduation through stronger connections between schools, careers, and community resources.  Moving forward, Windsor Unified will focus on strengthening communication, increasing family and community engagement, expanding collaborative partnerships, and ensuring that educational partners play an active role in supporting student achievement and well-being. These efforts are intended to create a more coordinated system of support that improves outcomes for all students.|Based on educational partner input and local data, Windsor Unified School District will continue to strengthen engagement with underrepresented families, particularly English learner families, low-income families, families of students with disabilities, and families who have historically participated at lower rates in school and district decision-making processes. Feedback gathered through YouthTruth surveys, ELAC/DELAC meetings, School Site Councils, and LCAP engagement activities identified the need for more accessible communication, increased outreach, and additional opportunities for meaningful participation.  To address these needs, the district will expand multilingual communication through ParentSquare, district communications, translated materials, and bilingual staff support to ensure families receive timely and understandable information. The district will also continue utilizing bilingual community liaisons to build relationships with families, connect them to available resources, and encourage participation in school activities and advisory groups.  Windsor Unified will work to reduce barriers to engagement by offering flexible meeting formats, including virtual and in-person options, providing interpretation services, and scheduling events at times that are accessible to working families. Schools will continue to strengthen partnerships through family workshops, community events, ELAC/DELAC meetings, and opportunities for families to provide feedback on programs, services, and district priorities.  Additionally, the district will increase efforts to gather input from families whose voices have traditionally been underrepresented in decision-making processes and use that feedback to inform continuous improvement efforts. By creating welcoming, inclusive, and culturally responsive engagement opportunities, Windsor Unified aims to ensure all families feel valued, connected, and empowered to support student learning and contribute to positive student outcomes.|Based on educational partner input and local data, Windsor Unified School District has made meaningful progress in seeking input from educational partners to inform decision-making and continuous improvement efforts. The district has established multiple structures and opportunities for families, students, staff, community members, and advisory groups to provide feedback on school and district priorities, programs, and services.  A key strength is the district’s commitment to engaging educational partners through a variety of forums, including School Site Councils, ELAC/DELAC meetings, the LCAP development process, YouthTruth surveys, parent engagement activities, and stakeholder advisory groups. These opportunities allow educational partners to share their perspectives, identify needs, and help shape decisions related to student achievement, school climate, family engagement, and resource allocation.  The district has also expanded efforts to gather feedback from diverse groups of stakeholders by providing multilingual communication, interpretation services, and targeted outreach to English learner families and other historically underrepresented groups. Educational partner participation in surveys, advisory committees, and engagement events has provided valuable information that has been used to guide district priorities and strengthen programs and services.  Feedback collected through these processes has directly informed LCAP goals, actions, and expenditures, including investments in academic supports, student wellness, family engagement, college and career readiness, and services for English learners and other student groups. Educational partners have reported valuing opportunities to share input and contribute to decisions that impact students and schools.  Overall, Windsor Unified has developed a culture of collaboration and shared responsibility by creating multiple avenues for educational partners to participate in decision-making. The district remains committed to ensuring that stakeholder voices continue to play an important role in shaping programs, services, and priorities that support positive outcomes for all students.|Based on educational partner input and local data, Windsor Unified School District has identified several areas for continued improvement in seeking input for decision-making. While the district provides multiple opportunities for stakeholder engagement through surveys, advisory committees, School Site Councils, ELAC/DELAC meetings, and the LCAP process, participation data and feedback indicate that some groups remain underrepresented in district and school decision-making processes.  Educational partners expressed a desire for more frequent opportunities to provide input and a clearer understanding of how their feedback influences district decisions. Families, particularly English learner families, low-income families, and families of students with disabilities, identified the need for additional outreach, improved communication, and more accessible engagement opportunities. The district recognizes the importance of ensuring that all stakeholders feel their voices are heard, valued, and reflected in district priorities and actions.  Another area for improvement is increasing participation among students and families who may face barriers to engagement, including language differences, work schedules, transportation challenges, and limited familiarity with school governance processes. The district will continue to expand multilingual communication, offer flexible engagement opportunities, and strengthen outreach efforts to encourage broader participation.  Moving forward, Windsor Unified will focus on increasing stakeholder participation rates, improving transparency regarding how feedback is used, and creating more inclusive opportunities for educational partners to contribute to decision-making. These efforts will help ensure that district priorities, programs, and services are informed by diverse perspectives and responsive to the needs of the entire school community.|Based on educational partner input and local data, Windsor Unified School District will continue to strengthen engagement with underrepresented families in decision-making processes, particularly English learner families, low-income families, families of students with disabilities, and families who have historically participated at lower rates in advisory groups and district engagement activities. Feedback from surveys, ELAC/DELAC meetings, School Site Councils, and the LCAP process indicates that barriers such as language access, scheduling conflicts, transportation, and limited awareness of engagement opportunities can impact participation.  To improve engagement, the district will expand targeted outreach efforts through bilingual community liaisons, multilingual communications, translated materials, and interpretation services to ensure families can access information and participate fully in district and school discussions. The district will continue utilizing ParentSquare and other communication platforms to provide timely information and increase awareness of opportunities for involvement.  Windsor Unified will also offer a variety of engagement formats, including virtual and in-person meetings, family workshops, surveys, and advisory committee participation, to accommodate the diverse needs and schedules of families. Schools will intentionally seek input from underrepresented groups and create welcoming environments that encourage meaningful participation and relationship-building.  Additionally, the district will increase transparency by communicating how educational partner feedback influences decisions related to programs, services, and district priorities. By reducing barriers, strengthening outreach, and creating more inclusive opportunities for participation, Windsor Unified aims to ensure that all families have a voice in decision-making and are active partners in supporting student success.|5|5|5|5|4|4|4|4|5|5|5|5|Met||2026-06-08|2026
49753580114934|Village Charter|3|Building relationships and creating a strong, inclusive community is a strength at VCS. In-person communication practice and an open-door policy help foster a sense of community and inclusion. We continue to work on improving communication lines to include texts, a more informative website, and more frequent emails/classroom newsletters to ensure that families feel connected to the school and their child's educational experience. The school sends a weekly newsletter to all families with information regarding school news and events. The school has updated its website to make it more interactive and user-friendly. The school has improved its digital enrollment platform. The teachers engage all families in regular newsletters, in the moment communication, parent conferences, and academic reports. The teachers share resources for parent partnership opportunities to help the students' progress. Parents are informed of their legal rights and they are encouraged to advocate for their children. We do our best in engaging underrepresented families.|Our main area of focus is the ongoing work of keeping families informed. We are finding that many families have a level of fatigue when it comes to electronic communications and we are constantly searching for ways to keep families informed of the many ways they can be connected to the school community.|We need to be more intentional in reaching out to underrepresented families, especially regarding recourses offered at school to support student learning as well as those they can use in the home. We are working expand our bilingual communications as well as offer a translator at school meetings.|The faculty has worked together to create and implement guidelines for healthy communication between community members, other faculty and staff, students, and families. The faculty's implementation of role modeling professional conduct is an important priority for the school. The teachers do a good job of communicating with all parents, including underrepresented families.|We are in full implementation of this practice and will assess areas of improvement on an ongoing basis based on student and family feedback.|This is an area of strength for us, however we need to be more intentional in reaching out to underrepresented families, especially regarding recourses offered at school to support student learning as well as those they can use in the home.|VCS historically has had a high rate of participation in the PA and in other decision-making bodies. This is the foundation of our success and sense of community. Parents are engaged in many informal ways of supporting the students, such as volunteer opportunities in the classrooms and field trips. We see the parents as partners in educating the students. We welcome and invite community members to our regular school board meetings where policies and programs are decided. We communicate outcomes of decisions, including to underrepresented families.|Full Implementation with the awareness that our main are for improvement is rooted in finding the best way to communicate to all of our families.|VCS is working to provide families with more opportunities to provide input on policies and programs, with a very intentional focus on seeking input from any underrepresented groups in the school community.|5|5|5|5|4|4|4|5|4|4|4|5|Met||2026-06-03|2026
49753586052369|Cali Calmecac Language Academy|3|Based on educational partner feedback, YouthTruth survey results, participation data, and input gathered through ELAC, Governing Council, PTA, Coffee with the Principal meetings, focus groups, and family surveys, Cali Calmécac Language Academy has made significant progress in strengthening relationships between school staff and families. Family engagement data indicate increased levels of connectedness, participation, and trust between home and school.  During the 2025–26 school year, the school expanded communication and partnership opportunities through family literacy and math nights, parent education workshops, cultural celebrations, Read-A-Thon activities, Career Day participation, campus beautification projects, and ongoing volunteer opportunities. Parents actively participated in ELAC, Governing Council, PTA, and Charter Renewal discussions, providing meaningful input on school programs, student support services, safety procedures, and academic priorities.  The school also strengthened communication through ParentSquare, family meetings, attendance outreach, safety trainings, and regular opportunities for dialogue with school leadership. Family feedback directly influenced decisions related to attendance recovery programs, after-school enrichment opportunities, literacy and math supports, campus improvements, and school safety initiatives.  Local data demonstrate positive growth in family engagement and connectedness. YouthTruth results show increases in the percentage of families who feel engaged with the school, represented by parent groups, and empowered to participate in school decision-making. These outcomes reflect the school’s commitment to creating a welcoming, inclusive environment where families are valued as essential partners in student success.  CCLA’s strengths include strong family participation in leadership groups, culturally responsive family engagement activities, bilingual communication, and a shared commitment between staff and families to support students’ academic, social-emotional, and bilingual development. The school will continue building on these strengths by expanding opportunities for family leadership, communication, and partnership.|Based on educational partner feedback, YouthTruth survey results, and participation data, Cali Calmécac Language Academy will continue focusing on increasing meaningful family participation and strengthening two-way communication between school and home. While family engagement indicators have improved, survey data indicate that not all families feel fully empowered to participate in decision-making or represented in school leadership opportunities.  Families have expressed a desire for additional guidance in supporting student learning at home, particularly in literacy, mathematics, English language development, and navigating the dual-language immersion program. Parents also identified a need for expanded volunteer opportunities, increased communication regarding academic expectations and student progress, and more opportunities to engage with staff in meaningful ways.  The school will continue to strengthen outreach to underrepresented families, including English Learner families, families of students with disabilities, and families who may face barriers to participation. Additional focus will be placed on increasing attendance at parent education workshops, leadership groups, and school events while ensuring communication remains accessible, timely, and bilingual.  Moving forward, CCLA will expand opportunities for family leadership, increase parent education and engagement activities, strengthen two-way communication systems, and continue using family feedback to guide school improvement efforts. These actions will support deeper partnerships between staff and families and further strengthen a culture of collaboration focused on student success.|Based on educational partner feedback, participation data, and YouthTruth survey results, Cali Calmécac Language Academy has identified the need to increase engagement among families who face barriers to participation, including some English Learner families, families of students with disabilities, and families with limited availability due to work schedules or other commitments.  To improve engagement, the school will continue providing bilingual communication through ParentSquare, meetings, newsletters, and family workshops. Flexible opportunities for participation will be offered through a variety of formats, including virtual meetings, family education nights, Coffee with the Principal events, ELAC, Governing Council, PTA meetings, and schoolwide celebrations. The school will also continue providing targeted outreach through personal phone calls, attendance meetings, family conferences, and direct invitations to encourage participation from families who may not traditionally engage in school activities.  CCLA will expand parent education opportunities focused on literacy, mathematics, English language development, and understanding the dual-language immersion program to strengthen families’ ability to support student learning at home. The school will continue seeking feedback through surveys, focus groups, and leadership committees to ensure all families have opportunities to share their perspectives and contribute to decision-making.  Through these efforts, CCLA aims to strengthen relationships with underrepresented families, increase participation in school programs and leadership opportunities, and ensure that all families feel welcomed, valued, and connected as partners in their child’s education.|Based on educational partner feedback, YouthTruth survey results, participation data, and local student achievement data, Cali Calmécac Language Academy has made significant progress in building partnerships with families to support positive student outcomes. The school has strengthened the connection between home and school by providing families with meaningful opportunities to engage in their child’s academic, social-emotional, and bilingual development.  During the 2025–26 school year, families participated in Literacy Night, Math Night, Read-A-Thon activities, ELAC, Governing Council, PTA events, Career Day, attendance recovery programs, and parent education workshops. These opportunities helped families better understand curriculum, academic expectations, assessment data, and strategies to support learning at home. Parent feedback directly influenced school actions related to literacy, mathematics, attendance, enrichment opportunities, and student support systems.  CCLA also strengthened partnerships through regular communication, attendance outreach, student support meetings, and family participation in school improvement initiatives. Families collaborated with staff to support attendance, behavior, academic achievement, and social-emotional well-being through MTSS processes, counseling services, and enrichment opportunities.  Local data demonstrate positive growth in family engagement, connectedness, attendance, school climate, and academic outcomes. Families increasingly report feeling engaged with the school and valued as partners in student success. The school’s strengths include strong participation in leadership groups, bilingual communication, culturally responsive engagement opportunities, and a shared commitment among staff and families to support student achievement, bilingualism, biliteracy, and social-emotional growth.  These efforts have strengthened partnerships between families and staff and contributed to improved outcomes for students across academic, attendance, and school climate indicators.|Based on educational partner feedback, YouthTruth survey results, attendance data, and student achievement outcomes, Cali Calmécac Language Academy will continue focusing on strengthening family capacity to support student learning and increasing participation in programs that directly impact academic success. While family engagement has increased, the school recognizes the need to further expand opportunities for families to understand grade-level expectations, assessment results, English language development, and strategies to support learning at home.  Parents have expressed interest in additional workshops and resources related to literacy, mathematics, technology, and the dual-language immersion program. The school will continue strengthening family understanding of student progress data and intervention supports so families can actively participate in goal setting and academic planning.  Another focus area is increasing participation among families of English Learners, Long-Term English Learners, students with disabilities, and families who may face barriers to engagement. The school will continue using targeted outreach, bilingual communication, flexible meeting opportunities, and family education events to increase participation and strengthen partnerships.  CCLA will also continue improving communication between home and school regarding attendance, academic progress, and available support services. By expanding family learning opportunities and increasing meaningful participation in student support processes, the school aims to strengthen family partnerships that contribute to improved academic, attendance, and social-emotional outcomes for all students.|Based on educational partner feedback and local data, Cali Calmécac Language Academy will continue strengthening engagement with underrepresented families, including families of English Learners, Long-Term English Learners, students with disabilities, and families who face barriers to participation. The school recognizes that strong family partnerships are essential to improving student academic, attendance, and social-emotional outcomes.  To improve engagement, CCLA will continue providing bilingual communication, targeted outreach, flexible meeting options, and family education opportunities focused on literacy, mathematics, English language development, attendance, and understanding student progress data. Staff will use personal phone calls, conferences, ELAC meetings, MTSS meetings, attendance meetings, and ParentSquare communications to build stronger connections with families who may not regularly participate in school activities.  The school will expand opportunities for families to engage in decision-making, student support planning, and academic learning events such as Literacy Night, Math Night, parent workshops, and leadership groups. Families will be provided with practical strategies and resources to support learning at home and better understand the dual-language immersion program.  CCLA will continue gathering feedback through surveys, focus groups, ELAC, Governing Council, and PTA meetings to ensure underrepresented families have opportunities to share their perspectives and help shape school programs and services. Through these efforts, the school aims to increase participation, strengthen family-school partnerships, and ensure all families are empowered to support positive student outcomes.|Based on educational partner feedback, participation records, YouthTruth survey results, and leadership committee involvement, Cali Calmécac Language Academy has made significant progress in creating meaningful opportunities for families to participate in school decision-making. The school has established multiple structures that allow parents and families to provide input on programs, services, school climate, student achievement, safety, and LCAP development.  During the 2025–26 school year, families actively participated in ELAC, Governing Council, PTA, Coffee with the Principal meetings, Charter Renewal discussions, surveys, focus groups, and LCAP engagement activities. Parents reviewed academic, attendance, and school climate data and provided feedback that directly influenced decisions related to literacy and math family nights, attendance recovery programs, after-school enrichment opportunities, campus beautification projects, school safety procedures, and student support systems.  CCLA has strengthened its commitment to shared decision-making by providing bilingual communication, multiple opportunities for feedback, and transparent processes that ensure family voices are heard and valued. Parent leaders have played an active role in reviewing school initiatives, identifying areas of need, and helping guide continuous improvement efforts.  Local data demonstrate increased family engagement and participation in leadership opportunities, with more families reporting that they feel engaged with the school and empowered to contribute to school decisions. These efforts have strengthened trust, collaboration, and shared ownership between families and staff, making family voice an integral part of school planning and decision-making processes.|Based on educational partner feedback, participation data, and YouthTruth survey results, Cali Calmécac Language Academy will continue focusing on increasing participation and representation in decision-making processes, particularly among families who are traditionally underrepresented. While family involvement in ELAC, Governing Council, PTA, surveys, and school committees has increased, the school recognizes the need to ensure that all family groups feel empowered to contribute their perspectives and influence school decisions.  A key focus area is increasing participation from families of English Learners, Long-Term English Learners, students with disabilities, and families who may face barriers related to language, work schedules, transportation, or familiarity with school systems. The school will also continue strengthening communication about how family input is used to inform decisions, ensuring greater transparency and shared ownership of school improvement efforts.  CCLA will expand opportunities for feedback through surveys, focus groups, leadership committees, and community meetings while continuing to provide bilingual communication and flexible participation options. The school will also focus on developing additional parent leadership opportunities and increasing awareness of the important role families play in shaping school programs, services, and priorities.  Through these efforts, CCLA aims to ensure that decision-making processes reflect the voices of its diverse school community and continue strengthening meaningful partnerships between families and school staff.|Based on educational partner feedback, participation data, and YouthTruth survey results, Cali Calmécac Language Academy will continue to strengthen opportunities for underrepresented families, including families of English Learners, Long-Term English Learners, students with disabilities, and families who face barriers to participation, to actively contribute to school decision-making.  To improve engagement, the school will continue providing bilingual communication, flexible meeting options, virtual participation opportunities, and targeted outreach through ParentSquare, phone calls, family conferences, ELAC, PTA, Governing Council meetings, and Coffee with the Principal events. Staff will intentionally invite families who have not traditionally participated in leadership opportunities and provide support to help them understand decision-making processes and their role in shaping school programs and services.  CCLA will continue gathering input through surveys, focus groups, community meetings, and leadership committees to ensure diverse perspectives are represented in school planning and LCAP development. The school will also increase transparency by communicating how family feedback influences decisions related to academics, attendance, school climate, safety, and student support services.  Through these efforts, CCLA seeks to create a more inclusive decision-making process where all families feel welcomed, represented, and empowered to share their voices and contribute to continuous school improvement.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-08|2026
49753900000000|Healdsburg Unified|3|"HUSD has demonstrated a steadfast commitment to building authentic relationships between school staff and families, a priority recently reinforced by the development of our new Strategic Plan. This plan was built upon extensive feedback from a Steering Committee and community partners to bridge the categories of Learning, Belonging, and Partnerships. A key strength is our dedicated bilingual staffing, which includes two full-time Parent Outreach and Education Coordinators for the elementary and high school levels, and a Bilingual Student and Family Services Coordinator at the Junior High. To ensure these relationships are supported by data, the district utilizes the Panorama Intervention Dashboard and Panorama Surveys to monitor student wellness and engagement.  Our progress is further evidenced by an increase in the variety of bilingual programming, including College and Career Nights, Financial Aid sessions, and TK/K Orientations. We have also professionalized our outreach through workshops on trauma-informed and culturally responsive practices led by mental health professionals. To streamline communication, HUSD has improved its translation services and utilizes Google Classroom to clarify learning expectations for families. Moving forward, we are shifting from one-way notifications to a model of deep trust and two-way communication. This includes establishing a ""Multilingual Family Resource Hub"" at each site and expanding student-led conferences and portfolio nights to ensure families are active partners in their child's success. By focusing on culturally sustaining practices and creating clear pathways for family advocacy, HUSD continues to strengthen the essential bond between our schools and the community."|"Following a comprehensive analysis of local data and input from educational partners during our recent Strategic Plan development, HUSD is maintaining ""Full Implementation"" in our efforts to build authentic family-staff relationships. While we have made significant strides in creating welcoming environments, our focus for the upcoming year is to deepen staff capacity to understand and leverage each family’s unique strengths, cultures, and educational goals. Central to this improvement is the integration of the Panorama dashboard, which will allow staff to use real-time survey data and wellness indicators to better understand the lived experiences and needs of our families.  To support this focus area, HUSD will implement the following strategic actions: • Data-Informed Goal Setting: By embedding questions regarding families’ hopes and specific goals for their children into back-to-school surveys and the Panorama platform, we will ensure that student-led conferences and IEPs are centered on family aspirations. • Asset-Based Professional Learning: Staff professional development will pivot toward cultural humility and asset-based engagement, moving beyond traditional outreach to focus on home languages and collaborative goal-setting. • Expanded Community Connection: HUSD will support by the creation of ""Multilingual Family Resource Hubs"" at each site to facilitate deeper connection. • Enhanced Communication Tools: We will provide educators with language-specific tools and robust translation support to ensure that non-English speaking families are full partners in every conversation regarding student progress.  These initiatives represent HUSD’s commitment to a ""Belonging"" framework where every family is seen as an essential partner in achieving the improved student outcomes outlined in our new Strategic Plan."|"HUSD is committed to improving the engagement of underrepresented families by transitioning from traditional outreach to a model of authentic, two-way partnership, a priority solidified during the recent collaborative development of our Strategic Plan. Central to this effort is our dedicated bilingual staff, which includes two full-time Parent Outreach and Education Coordinators for the elementary (approx. 400 students) and high school (approx. 500 students) levels, and a full-time Bilingual Student and Family Services Coordinator at the junior high. These roles are essential in bridging cultural and linguistic gaps and ensuring that our most marginalized families have a direct point of contact within the district.  To ensure our engagement efforts are responsive and data-driven, HUSD has implemented the Panorama Intervention Dashboard. This tool allows staff to analyze local data and survey results in real-time to identify families who may be underrepresented in school activities or struggling to access resources. By using Panorama, we can move beyond anecdotal evidence to ensure our support is targeted and equitable.  Key strategies for the upcoming year include: • Strengthening Trust Outside the Classroom: We are expanding the use of home visits and community walks to meet families where they are. We are also establishing a ""Multilingual Family Resource Hub"" at each school site to provide a physical space for families to receive support and learn how to advocate for their children’s success. • Professional Growth in Cultural Humility: We are providing staff with focused professional development on trauma-informed practices, unconscious bias, and asset-based family engagement. This training equips educators to build culturally responsive relationships that move beyond event-based interactions. Inclusive Leadership: We are creating meaningful roles for underrepresented families within advisory groups and planning teams, ensuring they have a seat at the table in district decision-making.  By tracking participation and feedback through our local data systems, HUSD ensures that our ""Belonging"" and ""Partnerships"" initiatives remain focused on the families who need them most.	"|"HUSD has made significant progress in fostering collaborative partnerships between schools and families to drive student success, a core priority of our newly developed Strategic Plan. A foundational strength is our dedicated bilingual staffing, which provides direct support to families across all grade levels: two full-time Parent Outreach and Education Coordinators serve our elementary (approx. 400 students) and high school (approx. 500 students) populations, while a full-time Bilingual Student and Family Services Coordinator supports the Junior High (approx. 280 students). These roles are instrumental in helping families understand how they can help their children thrive academically and social-emotionally.  To ensure these partnerships are data-informed, the district has implemented the Panorama Intervention Dashboard. This allows staff and families to look at the same wellness and academic indicators to identify necessary supports. Furthermore, HUSD has professionalized its outreach through workshops led by School Psychologists and mental health professionals on trauma-informed practices and culturally responsive approaches, ensuring that partnership efforts are grounded in empathy and mutual respect.  Our progress in communication and accessibility includes: • Enhanced Multilingual Communication: We have streamlined interpretation and translation services across text, email, and phone platforms, and continue to use Google Classroom to clarify learning expectations for families. • Bilingual Programming: HUSD has increased the variety of parent events hosted in both English and Spanish, including College & Career Nights, Financial Aid sessions, TK/K Orientations, and the Kinder Bridge Summer program. • Standardized Collaborative Processes: We have improved the structures for parent-teacher conferences, SSTs, IEPs, and 504 Meetings to ensure they are collaborative rather than just compliance-oriented.  While these strengths provide a solid foundation, our focus for improvement remains on deepening these connections. Following our Strategic Plan's ""Partnerships"" goals, we are working to implement more robust two-way communication tools, such as student-led conferences and the creation of ""Multilingual Family Resource Hubs"" at each site. These initiatives are designed to empower families as active advocates and partners in achieving the specific learning outcomes defined in our TK-12 scope and sequence."|"Based on the analysis of educational partner input and the recent development of our Strategic Plan, HUSD has identified ""providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families"" as a primary focus area for improvement. While we have established strong foundational outreach, we are shifting toward a more systematic, TK-12 aligned approach to ensure that partnerships directly drive student achievement.  To support this focus, HUSD will implement the following strategies: • Data-Informed Collaboration: We are training staff to utilize the Panorama Intervention Dashboard to share real-time wellness and academic data with families. This ensures that parent-teacher conferences and SSTs are centered on specific, actionable data points rather than anecdotal observations. • Building Two-Way Communication Capacity: Professional learning will focus on moving from traditional one-way notifications to authentic dialogue. This includes supporting teachers in implementing student-led conferences, portfolio nights, and inclusive IEP formats that elevate both student voice and family expertise. This is a long-term strategy that we anticipate will take several years to flourish in our community. • Establishing Resource Hubs: To better support staff in their outreach, the district is creating Multilingual Family Resource Hubs at each school site. These hubs will provide teachers and principals with a centralized location to connect families with academic interventions and social-emotional supports. • Professional Learning in Cultural Humility: HUSD is investing in training for educators that emphasizes asset-based engagement and culturally sustaining practices. By focusing on cultural humility and language access, we are equipping our school leaders to build deeper trust and eliminate barriers to participation for our underrepresented populations. • Strategic Alignment: We are developing a clear TK-12 Scope and Sequence for learning progressions to help staff clearly communicate academic expectations to families, ensuring parents have the tools necessary to support their children’s growth at every grade level.  By focusing on these systemic supports, HUSD aims to move beyond event-based engagement to a culture where every staff member is empowered to build high-impact partnerships that improve student outcomes."|"Based on the analysis of educational partner input and our new Strategic Plan, HUSD is committed to improving the engagement of underrepresented families by moving toward a model of ""Belonging"" and active partnership. We recognize that authentic engagement requires both dedicated personnel and a staff culture rooted in equity and cultural humility.  To improve engagement in this area, HUSD will implement the following strategies: • Targeted Bilingual Support: We will continue to leverage our two full-time Parent Outreach and Education Coordinators—one dedicated to families in Transitional Kindergarten through 5th grade and the other focused on grades 6–12—alongside our Bilingual Student and Family Services Coordinator. These roles serve as vital liaisons, ensuring underrepresented families have a clear voice in their children’s academic journeys. • Data-Informed Outreach: The district will utilize the Panorama Intervention Dashboard to monitor engagement trends and wellness data. This allows our outreach team to proactively identify and support families who may be facing barriers to participation, ensuring our resources are directed where they are most needed. • Capacity Building for Staff: HUSD is increasing the frequency and focus of professional development for all staff, specifically targeting topics such as unconscious bias, trauma-informed practices, and cultural humility. By equipping educators with these tools, we ensure that every interaction with families is asset-based and welcoming. • Accessible Partnership Hubs: We are establishing a Multilingual Family Resource Hub at each school site. These hubs are designed to be physical and digital spaces where underrepresented families can access support, learn about student learning progressions, and find resources to advocate for their child's success.  By aligning these efforts with our Strategic Plan’s focus on ""Partnerships,"" HUSD ensures that engagement for underrepresented families is a systematic, ongoing priority that directly impacts student achievement and belonging."|"HUSD has achieved a level of ""Full Implementation and Sustainability"" in seeking partner input, largely driven by the recent development of our district-wide Strategic Plan. This plan was built through an intensive collaborative process involving a Steering Committee, families, and community members to define our core values of Learning, Belonging, and Partnerships. A primary strength is our robust bilingual staffing infrastructure, which includes two full-time Parent Outreach and Education Coordinators (serving elementary and high school) and a full-time Bilingual Student and Family Services Coordinator at the junior high. These roles ensure that language is never a barrier to participating in district governance or decision-making.  To sustain this progress, HUSD has integrated the following practices: • Data-Driven Feedback Loops: We utilize the Panorama Intervention Dashboard and climate surveys to gather real-time input from students and families. This data directly informs our professional development and resource allocation, ensuring that district decisions are responsive to the actual needs of our community. • Inclusive Leadership Structures: We have built the capacity of principals and staff to effectively engage families in advisory groups. By hosting all major events—such as College & Career Nights, TK/K Orientations, and Financial Aid sessions—in both English and Spanish, we have normalized multilingual participation in school planning. • Professionalized Outreach: Our school psychologists and mental health professionals provide workshops on trauma-informed and culturally responsive approaches, which has improved the psychological safety and trust required for families to offer honest feedback. • Standardized Collaborative Meetings: We have moved beyond compliance to authentic partnership in our SST, IEP, and 504 processes. By improving interpretation services across all communication platforms (text, email, and phone), we ensure that underrepresented voices are central to the evaluation of school programs. • Transparency and Access: The use of Google Classroom, updated Handbooks, and the ""Kinder Bridge"" program ensures that families have the foundational information needed to engage in high-level advocacy and district-level planning.  By fostering this environment of open, two-way communication, HUSD has moved from simply providing information to a model where families, teachers, and administrators work together to design and evaluate the educational experience for all students.	"|"Based on the analysis of educational partner input and our current Strategic Plan goals, HUSD has identified the transition from ""Full Implementation"" to ""Sustainable Partnership"" as our primary focus for improvement. While we have successfully established strong systems for gathering input, our next step is to refine the professional capacity of our staff and the leadership skills of our families to ensure that decision-making is truly a collaborative, two-way process. To support this focus, HUSD will provide targeted professional development for principals and teachers on how to move beyond ""informing"" families to ""co-designing"" with them. This includes training on how to engage families in the evaluation and planning of engagement activities at both the school and district levels. We will also maximize the use of the Panorama Intervention Dashboard and survey tools to capture the voices of underrepresented groups, allowing us to identify gaps in participation and adjust our decision-making structures to be more inclusive and responsive to the actual needs of our community.  Furthermore, a key goal is building the capacity of family members to effectively engage in advisory groups by creating a Multilingual Family Resource Hub at each site and offering workshops that demystify school governance, budget processes, and program evaluation. Following our ""Civic Engagement"" strand, we will strengthen student and family leadership in school governance through the implementation of student-led conferences and portfolio nights, which serve as foundational steps in preparing families to participate in higher-level district planning. As outlined in our Strategic Plan, we are also developing systems for civil discourse and social norms to ensure that advisory groups remain productive, respectful, and focused on improving student outcomes. By focusing on these systemic improvements, HUSD ensures that seeking input is not just a periodic event, but a sustainable practice embedded in the culture of every school site."|"Based on the analysis of educational partner input and our new Strategic Plan, HUSD is committed to evolving from traditional parent involvement to a model of shared leadership and civic engagement. We will improve the engagement of underrepresented families by intentionally diversifying our Governing Councils (Site Councils), English Learner Advisory Committees (ELAC), and district-level working groups. To ensure these families have a meaningful voice in decision-making, we are moving beyond simple surveys to a ""two-way"" communication framework. This includes the implementation of the Panorama Intervention Dashboard and Panorama Surveys, which provide specific data on the sense of belonging and engagement levels of our underrepresented populations, allowing us to proactively adjust our outreach and policy-making to be more inclusive.  Furthermore, HUSD will strengthen the bridge between school staff and families by creating a ""Multilingual Family Resource Hub"" at each site, serving as a centralized point for families to learn how to navigate school governance and advocate for student outcomes. We are also shifting toward more personal and culturally sustaining methods of seeking input, such as ""Coffee with the Principal"" events hosted in both English and Spanish. By establishing clear systems for civil discourse and providing professional learning for staff on cultural humility and asset-based engagement, we ensure that underrepresented families are not just present, but are confident and responsible participants in our school democracy. These efforts are designed to ensure that the diverse voices of our community are at the center of evaluating and designing the programs that impact their children’s success."|4|4|4|4|4|4|4|5|5|4|5|4|Met||2026-06-17|2026
50105040000000|Stanislaus County Office of Education|3|The Alternative Education program has long prioritized the development of strong, meaningful relationships as a foundational element in effectively serving students. Recognizing that student success is closely tied to authentic family engagement, each school site intentionally cultivates a welcoming, inclusive environment where families feel valued as essential partners in the educational process.  Staff consistently implement strategies to engage families at multiple points throughout the school year, ensuring ongoing communication and opportunities for meaningful involvement. Families are encouraged to actively participate in their student’s educational planning, monitor academic progress, and contribute to goal-setting processes that support both academic and social-emotional growth. Beyond the individual student level, sites promote family involvement in broader school activities, events, and initiatives that strengthen connections between home and school.  In addition, families are provided structured opportunities to serve in advisory and leadership roles through participation in the School Site Council (SSC), English Learner Advisory Committee (ELAC), and Local Control and Accountability Plan (LCAP) Committee. These collaborative bodies elevate family voice and ensure that diverse perspectives are meaningfully integrated into decision-making processes. Through these systems, families play a critical role in shaping school programs, informing resource allocation, and contributing to continuous improvement efforts.  Collectively, these practices reflect a sustained commitment to fostering authentic partnerships with families, strengthening trust, and creating a shared responsibility for student success and positive school outcomes.|The program will continue to prioritize the identification, development, and implementation of strategies that deepen and sustain meaningful relationships between families and the school community. This ongoing focus reflects a commitment to strengthening authentic partnerships that extend beyond traditional engagement practices and promote a more connected, collaborative educational experience.  Efforts will center on expanding opportunities for two-way communication, increasing access and inclusivity for all families, and creating intentional structures that invite consistent family voice and participation. By leveraging data, feedback, and community input, the program will refine engagement practices to better meet the diverse needs of the families it serves.  Strengthening home-school connections remains a critical component in building trust, fostering mutual respect, and promoting a shared sense of responsibility for student success. Through these intentional actions, the program aims to cultivate a cohesive school community where families are empowered as active partners in supporting both student achievement and overall well-being.|The majority of students and families served by our programs represent historically underrepresented populations. In recognition of this, all continuous improvement efforts are intentionally designed through an equity-centered lens that prioritizes access, inclusion, and responsiveness to community needs. This approach ensures that engagement strategies are not only broadly accessible, but also purposefully targeted to elevate the voices and experiences of underrepresented families.  A central focus of this work is the development and expansion of meaningful opportunities that cultivate strong, trust-based relationships between schools and families. These efforts emphasize culturally responsive practices, barrier reduction, and proactive outreach to ensure that all families are equipped and empowered to participate fully in their student’s educational experience.  By intentionally prioritizing equity in family engagement, the program seeks to strengthen authentic partnerships that reflect shared responsibility for student success. This commitment recognizes that sustained, trust-filled collaboration between schools and families is essential to improving outcomes, fostering a sense of belonging, and building a more connected and inclusive school community.|Teachers engage in ongoing, job-embedded professional learning that is intentionally aligned to student academic needs, data-driven priorities, and current instructional initiatives. This sustained professional development model ensures that instructional practices remain responsive, research-based, and focused on delivering rigorous, standards-aligned, and developmentally appropriate instruction for all students. Through continuous coaching, collaboration, and reflective practice, educators are supported in refining instructional strategies that improve student engagement, access, and achievement.  In addition, Career Technical Education (CTE) course offerings have been strategically expanded to increase student access to meaningful, hands-on, and career-relevant learning experiences. These programs are designed to connect academic content with real-world applications, allowing students to explore career pathways aligned with their interests, strengths, and post-secondary goals. The expansion of CTE opportunities supports the development of both technical skills and employability competencies, strengthening students’ readiness for college, career, and life beyond high school.  Furthermore, the placement of a Board Certified Behavior Analyst (BCBA) on site has significantly enhanced the overall school climate and expanded the system of behavioral supports available to students and staff. The BCBA provides direct consultation, intervention planning, and capacity-building support to staff, while also offering targeted support to students demonstrating behavioral needs. This integrated approach has contributed to a more positive, structured, and supportive learning environment, evidenced by a measurable reduction in student behavioral incidents and an increase in the consistency and effectiveness of site-wide behavioral interventions and supports.|The program maintains a strong commitment to the continuous improvement of all student services, with a sustained focus on advancing both the academic achievement and social-emotional well-being of every student served. This commitment is grounded in a holistic understanding of student success, recognizing that effective support must address the full range of learners’ needs in order to promote meaningful and lasting outcomes.  To this end, the program provides ongoing, targeted support to both teachers and site administrators, ensuring they are equipped with the instructional tools, behavioral strategies, and resource systems necessary to effectively serve a diverse student population. Professional learning, coaching, and collaborative problem-solving structures are designed to strengthen capacity at all levels, enabling educators and leaders to respond effectively to academic, behavioral, and social-emotional needs.  Comprehensive mental health services are consistently available across all school sites, providing students with timely access to counseling, intervention, and support from qualified professionals. These services are intentionally integrated into the broader educational framework to ensure that student well-being is addressed as a foundational component of learning and engagement.  In addition, when student or family needs extend beyond the scope of school-based services, the program actively facilitates connections to appropriate community-based resources and external service providers. This coordination ensures continuity of care and expands the network of support available to students and families.  Collectively, this integrated and multi-tiered approach reflects a deep commitment to serving the whole child through a coordinated system of academic, behavioral, and emotional supports that promote both student success and overall well-being.|The program is deeply committed to the ongoing improvement and meaningful engagement of underrepresented families, who comprise over eighty percent of total student enrollment. This demographic context informs a system-wide emphasis on educational equity, ensuring that all improvement efforts are designed to be culturally responsive, accessible, and aligned with the lived experiences of the communities served. Family engagement is recognized as a critical driver of student success, and as such, the program prioritizes the development of strong, trust-based school–family partnerships that elevate all voices in the educational process.  To support improved academic and social-emotional outcomes, teachers and administrators receive ongoing, targeted professional development and instructional coaching focused on meeting the diverse needs of underrepresented student populations. These supports are designed to strengthen culturally responsive instructional practices, enhance differentiation, and ensure that all students have equitable access to rigorous, standards-based learning opportunities.  In addition, licensed mental health professionals are available at all school sites, providing consistent, high-quality social-emotional supports for students. These services are intentionally integrated into the broader educational framework to address barriers to learning and promote student well-being as an essential component of academic success.  When student and family needs extend beyond the scope of school-based services, the program actively facilitates connections to appropriate community-based organizations and external support systems. This coordinated approach ensures that students and families receive comprehensive, wraparound services that address both immediate and longer-term needs.  Collectively, these efforts reflect a sustained commitment to educational equity and to serving the whole child through a cohesive system of academic, behavioral, and emotional supports that are responsive, inclusive, and designed to promote lasting student success.|The SCOE Alternative Education sites are committed to inclusive, transparent, and collaborative decision-making processes that meaningfully engage all educational partners. This commitment is operationalized through the ongoing work of established advisory bodies at each school site, including the School Site Council (SSC), the English Learner Advisory Committee (ELAC), and the LCAP Advisory Committee. These structures provide formal, consistent opportunities for stakeholder engagement and shared governance.  Through these committees, parents, students, certificated staff, and classified staff are actively invited and encouraged to participate in the development, review, and refinement of site-level goals, instructional priorities, and resource allocation decisions. This inclusive approach ensures that decision-making is informed by a broad range of perspectives and grounded in the lived experiences of the school community.  By intentionally elevating diverse voices and fostering collaborative dialogue, these structures strengthen alignment between program implementation and community needs. This shared leadership model promotes transparency, accountability, and equity while ensuring that school improvement efforts remain responsive, relevant, and student-centered.|The program is committed to a culture of continuous improvement and actively seeks innovative, evidence-informed strategies to enhance support for all students. Central to this commitment is the recognition that meaningful parent and family engagement is an essential component of effective decision-making and overall program success. Parent input is consistently valued as a critical source of insight that informs school practices, strengthens program design, and supports improved student outcomes. To foster deeper levels of family engagement, the program intentionally implements strategies designed to increase accessibility, participation, and sustained involvement of parents within the school community. This includes ongoing efforts to create welcoming campus environments and to remove barriers that may limit family engagement. The program also prioritizes expanding opportunities for parents to participate in school-based activities and collaborative spaces that support student learning and development. Parents are encouraged to serve on key advisory and decision-making committees that provide input on policies, procedures, and programmatic decisions intended to support students both academically and behaviorally. These structures ensure that family perspectives are systematically integrated into planning and implementation processes at the site level. By strengthening and expanding family involvement in these ways, the program ensures that the voices of the community are not only heard but meaningfully embedded in decision-making processes. This collaborative approach supports the development of a responsive, inclusive, and student-centered learning environment that reflects shared responsibility for student success.|Over 80% of the families in the Alternative Education programs are identified as underrepresented. To foster greater engagement with these families, the program will continue to enhance communication efforts and provide additional opportunities for involvement. We are committed to exploring innovative strategies to encourage and welcome more parents onto campus, ensuring they have the opportunity to serve on committees that contribute valuable input on policies and procedures designed to best support students both inside and outside the classroom. This focus on inclusive family engagement aims to strengthen the partnership between the school and families, ultimately supporting student success and well-being.|4|4|4|4|4|4|4|4|5|5|5|5|Met||2026-06-09|2026
50105040117457|Great Valley Academy|3|Staff uses ParentSquare for timely and consistent communication with families about what is happening at school and in their child's classroom. Parents use responses in the system to provide input and ask questions. GVA will continue to provide training for staff and encourage its use as an efficient means of school-family communication. Teachers communicate about their classroom and students. Staff communicates about events and school functions. Administration provides updates on policy and practice, as well celebrates successes and progress. Procedures, routines, etc. are shared through ParentSquare, as well other modes of communication such as Collaborative Coffees, Family Nights, informal meetings and teacher conferences. GVA updated is visitor and volunteer policies in the wake of Covid in order to increase and enhance parent and family involvement on campus. Additionally, a Parents as Partners Group has become active and engaged on campus, providing insight, feedback and support to school staff and administration. They also collaborate with school staff on the Class Parent program.|"Increased dialogue around community involvement has provided new ideas (and old ones, once abandoned during distance learning) such as grade-level family events, Open House and fundraising events. Parents have expressed and will receive greater access to each other at school functions to increase the family-based atmosphere at GVA. GVA uses Panorama's feedback platform for surveys and data collection, digging deeper into what parents want/need to support their children, enabling them to have successful school experiences. Continued efforts to increase parent access to staff, to various methods of providing feedback and input and to being involved in school decision-making are ongoing leadership discussions. Parents have expressed a desire to be more involved, to provide more support to teachers and staff. Communication systems have been designed which will allow teachers to benefit from parent volunteer time on a more effective and efficient basis. Each site now has a parent liaison that helps coordinate with our Parents as Partners group(s), functions such as the ""class parent"" program and volunteer signups to help in specific classes and/or with specific prep and planning needs. We continue to increase collaboration and opportunities for parents to be on campus, supporting teachers. This year GVA has created a companion website, thegvaway.com, providing a comprehensive description of the organization's core values, beliefs about how learning best occurs and 5 Pillars. Families, staff and the community can explore to their desired depth, the artifacts (text, audio, video descriptors and evidence) explaining the essential elements and foundations of Great Valley Academy."|An ELAC team has been developed with interested and involved parents. Reclassification ceremonies have become consistent, well-attended and a very positive engagement activity for families of EL and reclassified students. Our family input survey platform is connected to all of our data tools, allowing better disaggregation of data and cross- referencing of student information. This will allow us to more effectively plan for increased engagement efforts, as well as targeted supports for these students and families. Our recent School-Family Relationships survey results indicated that 89% of respondents feel that 'the school values the diversity of children's backgrounds' and 91% responded that 'the school is a good fit, considering my child's cultural background'. Additionally, GVA has embarked on a deep implementation of Conscious Discipline and BeGLAD, with a parent education component to engage and support families with diverse backgrounds.|ParentSquare use is a strength. Staff coordinator/trainer ensures staff has access, is trained and uses ParentSquare. Access for families at home to educational technology is significant. Tools like Lexia, ZEARN, etc. provide connection and partnership between school and home. Parents can check progress and support their children's learning. Google classroom also supports this partnership. GVA continues to seek better and more effective ways to connect with and support multi-lingual families and students. ELAC meeting involvement has enhanced these connections. BeGLAD work has engaged multilingual families to a greater degree. Books in primary languages have been shared and translation services are provided. Communication from GVA's Multilingual Learner Specialist about ELPAC, ELAC and other opportunities for multilingual families has increased and she serves as a liaison, relaying family needs, input and feedback to the school. Reclassification celebrations united the school community in support of EL students' effort and progress. GVA now contracts with a translation service to ensure that any current home language at GVA can be accessed during a meeting and/or parent-school communication. Parent input about additional ideas for connection and partnership have been heard and considered through forums such as collaborative coffees, parent nights and conferences. Feedback from family, student and staff surveys have also informed decisions about strengthening family-school partnerships. GVA's Parents as Partners group has added to the outreach and engagement of more parents, alumni and families. After school clubs and tutoring support the needs of families for enrichment and acceleration of skills. SMARTtime (ELO-P) has been exceptionally successful providing before and after school support, mentoring, acceleration, recreation and technology instruction. While open to all families,, unduplicated students are a focus and priority. The transition from KidsCare to SMARTtime based on ELO-P programming/funding has created more and better connections throughout the school and afterschool community at GVA. This has been a welcome resource for many GVA families over the years and the new focus on extended day and services has been a boon. Culminating activities allow families to regularly see their children's work and success. Thegvaway.com website allows families to learn as much (or as little) as they'd like about the foundations and essential elements of GVA.|SMARTtime has allowed for expansion and coordination of before/afterschool activities, clubs and tutoring. Increased resources and greater community outreach will build stronger and more expansive community partnerships. Family input will increasingly inform school decisions in this area and other community-building events. GVA's Executive Team has made Communication a priority area as we seek to be more responsive to and allow for more GVA Community feedback loops. The school website has been updated with email contact info for general community feedback about the school, as well as the ability to email the GVA Board with input. The GVA Way website allows for targeted community feedback and a continuous cycle of reflection and adjustment.|SMARTtime places a priority on ensuring unduplicated families have access to extended learning opportunities around Support (social-emotional, academic, etc.), Mentoring, Acceleration, Recreation and Technology. Added as a member of the Extended Executive Team, GVA's Multilingual Learner Specialist will provide greater focus on informing leadership of the expressed needs of unduplicated students. She will work closely with the Superintendent and COO on developing a comprehensive Title 1 plan and increase support to teachers and staff in the area of implementing strong ELD instruction and monitoring. BeGLAD has been chosen as our instructional program and all teachers have gone through certification in the 2023-24 school year and extended that learning with new priorities in subsequent years. GVA's multilingual committee has a thee-year plan of support and deep implementation to ensure that staff and students receive the greatest benefit of the tools and strategies. Each week's Executive Team meeting concludes with a discussion of cascading messages with a focus on the various audiences those messages may be intended for and the medium by which they will be conveyed.|GVA annually surveys families, staff and students for input on school-based issues. GVA seeks regular staff input on the direction of the school, priorities, growth potential and renewal of topics such as core values, mission and vision. Site administration has regular parents meetings/collaborative coffees and Family Nights with opportunities for educational partner input. The Superintendent conducts regular staff forums, as well as 1:1 discussions for input and communication. GVA practices shared leadership through an Extended Executive Team of 20 individuals that lead/represent various departments and/or programs. Additionally, GVA has a number of active Collaborative Committees (Curriculum & Instruction, Safety, Health & Wellness, Connection, etc.) that meet regularly to discuss, plan, implement initiatives and share communication to and from staff, students and families. There were over 25 input sessions held for the development of GVA' current three-year plan (NEXT3 / LCAP) and progress is reported twice a year to the GVA Board with updates / adjustments made if necessary each year.|Superintendent forum format is reviewed and revised based on staff feedback. Currently, the Superintendent has an ongoing schedule of 1:1 meetings with the goal of meeting with each staff member annually. Staff notes parent input at Family Nights, collaborative coffees, etc., and is developing improved methods of following up on this feedback. Appropriate educational partners are engaged via survey regularly to provide input and major school decisions/plans. Committees allow a diverse group of staff to recommend preferred courses of action. Staff is surveyed at the end of each professional development opportunity and the larger GVA community can provide input at any time via the school website. GVA has formed its own special education parent / community advisory group, SPASE, which will kick-off to begin the 2026-27 school year.|All significant site and organizational meetings in which families participate will have interpretation services available. GVA's ELAC group meets regularly. Our Parents as Partners group plans staff support actions and activities. They are presented with school-based considerations to provide input and suggestions. GVA continues to seek more and creative ways to elicit parent involvement.|4|4|4|5|3|4|4|3|4|4|3|4|Met||2026-06-01|2026
50105040129023|Stanislaus Alternative Charter|3|The Stanislaus County Alternative Charter School (Come Back Kids) prioritizes strong relationships as a foundational component of student success. Staff consistently engage students and families through ongoing communication, individualized support, and inclusive opportunities for participation. Students and families are encouraged to take part in school activities and advisory groups such as SSC, ELAC, and LCAP, ensuring their voices are represented in both program development and student progress monitoring.|The LEA will continue to expand opportunities that strengthen relationships between the school, students, and families. Efforts will include increasing participation in surveys and feedback opportunities throughout the year to ensure broader and more consistent input from families.|A significant portion of CBK students represent underrepresented populations. The LEA will continue to prioritize inclusive practices by expanding opportunities for engagement through relationship-building activities, targeted outreach, and access to supports such as career exploration events, FAFSA completion assistance, and CTE pathways. These efforts are designed to ensure all students and families feel connected and supported|Teachers participate in ongoing, relevant professional development through site-level Professional Learning Teams (PLTs) and program-level Professional Learning Communities (PLCs). These structures support collaboration, data-driven decision-making, and consistent implementation of instructional practices to ensure students receive rigorous and appropriate instruction aligned to their needs|Stanislaus Alternative Charter School continues to refine systems that support student outcomes by strengthening coordination between instructional staff and support services. The LEA will continue to provide professional learning, mental health services, and access to additional resources to ensure a comprehensive approach to meeting students’ academic and social-emotional needs.|Stanislaus Alternative Charter School serves a high percentage of underrepresented students. To improve engagement, the LEA will continue to provide targeted supports, including access to mental health services, English Learner support, paraprofessional assistance, and Student Support Advocate services. These coordinated efforts ensure students receive both academic and social-emotional support, increasing engagement and improving overall outcomes.|Stanislaus County Alternative Charter School provides multiple opportunities for stakeholders to engage in decision-making processes. The school maintains active advisory groups, including School Site Council, ELAC, and LCAP advisory meetings, where students, families, and staff are invited to provide input. Additionally, surveys are used to gather feedback and inform program decisions.|The LEA will continue to expand strategies to increase student and family participation in decision-making processes. Efforts will focus on improving outreach and reducing barriers to participation, ensuring a broader and more representative group of stakeholders is engaged.|The LEA recognizes the importance of including underrepresented students and families in decision-making processes. Efforts will continue to focus on increasing participation through targeted outreach, accessible meeting opportunities, and ongoing use of surveys. Students and families will be encouraged to engage through SSC, ELAC, and other advisory groups to ensure their perspectives are included|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-09|2026
50710430000000|Ceres Unified|3|Ceres Unified has many strengths when it comes to building relationships with families. Based on feedback collected from educational partners, some of these strengths include: districtwide communication using Parent Square app; an intentional focus on customer service; a focus on and celebration of cultural and language differences at school sites; multiple modes of communication to meet the needs of families and students (Parent Square, social media, mailings, etc.); structure of district Educational Partner meetings (Parent Advisory, DAC/DELAC, Community Partners); Town Hall meetings; administrative visibility during drop off/pick up; active parent organizations; a purposeful elevation of student and community voice in decision making; and a general focus on celebrating students and growth.|Based on feedback collected by educational partners, some areas of improvement include: Communication in languages other than English or Spanish; more personal communication about individual students/families in addition to mass communication (more face-to-face and phone calls); building parents' trust and willingness to provide honest and open feedback; improved response rate for surveys; reducing event conflicts for families with students at multiple schools; incentives for parent attendance at school events; continue to increase opportunities to listen to families and collect feedback, and improved family engagement for older students grades 7-12).|Ceres Unified will strengthen engagement with underrepresented families by enhancing communication with those lacking digital access or who speak languages other than English or Spanish; improving and expanding multilingual translation services through a verified district Translator List; establishing resource hubs offering food, healthcare, and vaccinations; and deploying Community Liaisons at all school sites to build stronger connections with these families. Additionally, Ceres Unified continues to improve communication through technology, focusing on teaching the school community to use various communication platforms and technology features.|Based on input from educational partners, Ceres Unified School District demonstrates strong family and community engagement through the following efforts: * Hosting family nights, Principal Coffees, Parent Academies, and Town Halls * Offering flexible scheduling for parent-teacher conferences * Maintaining strong partnerships with parent advocates * Collaborating with community businesses and organizations to provide family resources * Providing support through Student Support Specialists and Community Liaisons * Offering Educational Technology assistance to help families engage in digital learning * Supporting key grade-level transitions (e.g., 6th to 7th and 8th to 9th grades) * Implementing the FACTOR (Families Acting Toward Results) program across school sites * Celebrating student achievements such as English Learner reclassification and the Seal of Biliteracy * Engaging English Learner families with academic data via the ELLevation dashboard * Partnering with the Parent Institute for Quality Education (PIQE) to empower families|Based on feedback gathered from educational partners, several areas for improvement have been identified: * Provide additional support for families regarding the Ceres Unified grading shifts, particularly by offering clearer explanations of   Proficiency Scales and Standards-Based Grading. * Ensure that all communication remains accessible to families by minimizing the use of acronyms and technical language. * Maintain a strong focus on addressing chronic absenteeism. * Increase teacher feedback on student achievement throughout the year. * Strengthen partnerships with community members. * Expand career-focused educational opportunities. * Focused College/Career information outreach for young, early elementary aged students and families|Ceres Unified will strengthen engagement with underrepresented families through the following actions: * Enhancing communication with families lacking digital access or who speak languages other than English or Spanish. * Improving and expanding multilingual translation services by verifying and updating the district Translator List and increasing the range of supported languages. * Establishing resource hubs that provide access to food distribution, healthcare services, and vaccination clinics. * Deploying Community Liaisons at all school sites to build stronger relationships and connections with underrepresented families.|Ceres Unified has many strengths when it comes to Seeking Input from families. Based on feedback collected from educational partners, some of these strengths include: structure, content, and transparency of district Educational Partner meetings (Parent Advisory, DAC/DELAC, Community Partners); site administrator trainings and support for meeting the requirements for School Site Council and English Learner Advisory Council meetings at school sites; yearly administration of the California Healthy Kids Survey; strong partnership with parent advocates; and regular meetings hosted by the Superintendent with high school student representatives who comprise the Youth Advisory Council.|Based on feedback collected by educational partners, some areas of improvement include: use of site-based family surveys to collect input; use of Parent Square app to collect input from educational partners; identifying the best time of day for parents to attend meetings where input is gathered; involving families who typically are not involved in school activities or do not attend meetings; share feedback collected with parents so they know Ceres leaders are using that feedback to make decisions; and collect feedback when parents are at school for different events.|Ceres Unified will continue to improve engagement of underrepresented families by: involve more families from underrepresented  groups in educational partner meetings at the district and site level (Parent Advisory, ELAC, School Site Council, DAC/DELAC, etc.); continue to ask families about their priorities for their students and how they can be supported by the school and district; extend more personal invitations for targeted families; Town Hall meetings targeted specific student groups; and ask families about their preferred method of communication at the beginning of the year.|4|5|4|5|3|5|4|5|5|4|4|4|Met||2026-06-18|2026
50710430107128|Whitmore Charter School of Art & Technology|3|Whitmore Charter School of Arts and Technology has many strengths when it comes to building relationships with families. Based on feedback collected from educational partners, some of these strengths include: districtwide communication using Parent Square app; an intentional focus on customer service, a focus on and celebration of cultural and language differences at school sites (through a focus on the California English Learner Roadmap); multiple modes of communication to meet the needs of families and students Parent Square, social media, mailings, etc.), structure of district Educational Partner meetings (Parent Advisory, DAC/DELAC, Community Partners); and a general focus on celebrating students and growth.|Based on feedback collected by educational partners, some areas of improvement include: Communication in languages other than English or Spanish; more personal communication about individual students/families in addition to mass communication; building parents' trust and willingness to provide honest and open feedback; improved response rate for surveys; and continue to increase opportunities to listen to families and collect feedback.|Whitmore Charter will continue to improve engagement of underrepresented families by: improving communication with families not connected digitally as well as families who speak a language other than English/Spanish and creating hubs of resources for families in need (food distribution, health care services, vaccination clinics, etc.).|Whitmore Charter has many strengths when it comes to building partnerships with families. Based on feedback collected from educational partners, some of these strengths include: hosting family nights at schools; providing flexible scheduling for parent conferences; maintaining strong partnerships with parent advocates; providing resources for families in need (Student Support Specialists, Community Liaisons, etc.); hosting Principal Coffees; providing Educational Technology support for families; and celebrating reclassified students.|Based on feedback collected by educational partners, some areas of improvement include: more support for families about the Ceres Unified Standard Based Learning to provide information that is accessible for families and avoids acronyms and other technical language and a renewed focus on combating chronic absenteeism and increasing overall student attendance.|Whitmore Charter will continue to improve engagement of underrepresented families by: communicating with families about the Family Resource Center and continued development of MTSS focus areas to allow schools to look at data for all student groups and targeted those students/families most in need.|Whitmore Charter has many strengths when it comes to Seeking Input from families. Based on feedback collected from educational partners, some of these strengths include: structure and content of district Educational Partner meetings (Parent Advisory, DAC/DELAC, Community Partners); site administrator trainings and support for meeting the requirements for School Site Council and English Learner Advisory Council meetings at school sites; yearly administration of the California Healthy Kids Survey; and strong partnership with parent advocates.|Based on feedback collected by educational partners, some areas of improvement include: use of Parent Square app to collect input from educational partners; identifying the best time of day for parents to attend meetings where input is gathered; involving families who typically are not involved in school activities or do not attend meetings; share feedback collected with parents so they know Whitmore administration is using that feedback to make decisions; and collect feedback when parents are at school for different events.|Whitmore Charter will continue to improve engagement of underrepresented families by: involve more families from underrepresented groups in educational partner meetings at the district and site level (Parent Advisory, ELAC, School Site Council, DAC/DELAC, etc.); continue to ask families about their priorities for their students and how they can be supported by the school and district; extend more personal invitations for targeted families; and ask families about their preferred method of communication at the beginning of the year.|4|5|4|5|3|4|4|5|4|4|4|4|Met||2026-06-18|2026
50710430107136|Whitmore Charter High|3|Whitmore Charter High School has many strengths when it comes to building relationships with families. Based on feedback collected from educational partners, some of these strengths include: districtwide communication using Parent Square app; an intentional focus on customer service ; a focus on and celebration of cultural and language differences at the school site, multiple modes of communication to meet the needs of families and students (Parent Square, social media, mailings, etc.), structure of district educational Partner meetings (Parent Advisory, DAC/DELAC, Community Partners); and a general focus on celebrating students and growth.|Based on feedback collected by educational partners, some areas of improvement include: Communication in languages other than English or Spanish; more personal communication about individual students/families in addition to mass communication; building parents' trust and willingness to provide honest and open feedback; improved response rate for surveys; reintroduce sitewide parent events and continue to increase opportunities to listen to families and collect feedback.|Whitmore Charter will continue to improve engagement of underrepresented families by: improving communication with families not connected digitally as well as families who speak a language other than English/Spanish and creating hubs of resources for families in need (food distribution, health care services, vaccination clinics, etc.).|Whitmore Charter High School has many strengths when it comes to building relationships with families. Based on feedback collected from educational partners, some of these strengths include: districtwide communication using Parent Square app; an intentional focus on customer service; a focus on and celebration of cultural and language differences at the school site (through a focus on the California English Learner Roadmap); multiple modes of communication to meet the needs of families and students (Parent Square, social media, mailings, etc.); structure of district Educational Partner meetings (Parent Advisory, DAC/DELAC, Community Partners); and  a general focus on celebrating students and growth.|Based on feedback collected by educational partners, some areas of improvement include: Communication in languages other than English or Spanish; more personal communication about individual students/families in addition to mass communication; building parents' trust and willingness to provide honest and open feedback; improved response rate for surveys; sitewide parent events and continue to increase opportunities to listen to families and collect feedback.|Whitmore Charter High School will continue to improve engagement of underrepresented families by: communicating with families about the Family Resource Center and continued development of MTSS focus areas to allow the site to look at data for all student groups and target those students/families most in need.|Whitmore Charter High School has many strengths when it comes to Seeking Input from families. Based on feedback collected from educational partners, some of these strengths include: structure and content of district Educational Partner meetings (Parent Advisory, DAC/DELAC, Community Partners); site administrator trainings and support for meeting the requirements for School Site Council and English Learner Advisory Council meetings at school sites; yearly administration of the California Healthy Kids Survey; and strong partnership with parent advocates.|Based on feedback collected by educational partners, some areas of improvement include: use of Parent Square app to collect input from educational partners; identifying the best time of day for parents to attend meetings where input is gathered; involving families who typically are not involved in school activities or do not attend meetings; share feedback collected with parents so they know Whitmore administration is using that feedback to make decisions; and collect feedback when parents are at school for different events.|Whitmore Charter will continue to improve engagement of underrepresented families by: involve more families from  underrepresented groups in educational partner meetings at the district and site level (Parent Advisory, ELAC, School Site Council, DAC/DELAC, etc.); continue to ask families about their priorities for their students and how they can be supported by the school and district; extend more personal invitations for targeted families; and ask families about their preferred method of communication at the beginning of the year.|4|5|4|5|3|4|4|5|4|4|4|4|Met||2026-06-18|2026
50710430112292|Aspire Summit Charter Academy|3|At Aspire Summit Charter Academy, we continue to prioritize building strong, trusting relationships between school staff and families. We believe that meaningful connection and open communication are essential to student success. This year, we maintained regular outreach through surveys, family meetings, and community events to ensure families feel welcomed, informed, and heard. Teachers and school leaders made intentional efforts to reach out individually to families, especially during key moments in the school year. These practices have helped strengthen our partnership with families and create a supportive, inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected, but visibly acted upon.|To better support underrepresented families, we are enhancing our communication methods and outreach strategies. This includes offering translation services, flexible meeting times, and multiple ways for families to share input — such as surveys, one-on-one conversations, and small group listening sessions. We are also working to build stronger relationships through family liaisons, cultural events, and community partnerships. By continuously listening and adapting, we are committed to making sure every family feels seen, valued, and empowered to be an active part of our school community.|Aspire Summit Charter Academy continues to support strong partnerships between families and educators to promote student success. This includes sharing academic updates, hosting family events, and offering resources to help parents support learning at home. Teachers regularly communicate with families through student-led conferences, newsletters, and online platforms. We also offer professional learning to staff that strengthens their ability to collaborate with families and understand diverse student needs. These efforts have fostered a shared sense of purpose and a stronger learning community.|We are committed to deepening our partnerships with families by improving consistency and expanding how we share information and gather feedback. One area of growth is ensuring families not only receive updates, but also have opportunities to co-create strategies that support their child’s learning. We also seek to increase family understanding of academic expectations and how they can advocate for their students at all levels.|To better reach families who may not be as engaged, we are implementing more targeted and accessible approaches, such as offering multilingual materials, evening events, and varied formats for school-home communication. We are also working to build trust with underrepresented families through consistent outreach, inclusive programming, and leadership opportunities that honor the voices and strengths of our diverse community.|We believe families are essential partners in shaping our school’s vision and priorities. Aspire Summit Charter Academy regularly invites families to provide input through surveys, School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. Principals and teachers use this feedback to inform key decisions, including academic programming, student support systems, and community-building activities. This ongoing engagement helps ensure that our school reflects the needs and hopes of the community we serve.|As we continue to strengthen our systems for shared decision-making, we are focused on expanding participation in advisory groups and ensuring the input we receive represents the full diversity of our families. We also aim to increase transparency by more clearly communicating how family feedback is used to make decisions.|To better include underrepresented voices in decision-making, we are developing new strategies to invite and support family participation — such as personal outreach, translation services, and meeting formats that are flexible and culturally responsive. We are also exploring additional ways to elevate family leadership in school planning efforts, so that every family feels empowered to shape their child’s educational experience.|4|5|5|5|4|5|5|4|5|5|4|5|Met||2026-06-18|2026
50710500000000|Chatom Union|3|Chatom Union School District offers several opportunities to build partnerships for student outcomes.  We have held our traditional parent events: Round-Up: Parents and Students are invited to meet the staff, collect materials, receive schedules, and take school pictures for student IDs and the school yearbook. On the first day of school at Chatom, families were able to celebrate the first day of school with photo opportunities and enjoy a welcome video. Chatom Elementary and Mountain View also held a Back-to-School Night, which informed families about the school year’s expectations and opportunities.  This year, Chatom Elementary continued to strengthen meaningful relationships and partnerships with our families and community through a wide range of well-established and growing programs. Our ongoing family engagement opportunities, including Family Literacy Nights, a Thanksgiving Feast Lunch with families and community members, Family Game Night, Movie Night, and our Book Fairs, continue to thrive and show increased participation each year. Longstanding traditions such as the Christmas Program, student award assemblies, talent show, and other student-centered celebrations remained strong and continued to improve in quality and impact. Our school also sustained and enhanced events like the Jog-A-Thon, Egg Hunt, Fly-It Day, Math Night, and Family Science Night, all designed to bring families together in support of student learning and school pride. The continued success of these efforts reflects our strong partnerships with the PTC, dedicated parent volunteers, and staff, whose ongoing collaboration helps ensure that Chatom Elementary remains a connected, supportive, and engaging school community year after year. Mountain View offers a monthly opportunity for parent engagement and interaction at Coffee Connection, a time to connect with other parents and with the principal.  At this event, parents and stakeholders are invited to meet with the principal once a month to discuss glows and grows and to share vital information about what is happening on and around campus. This year, Coffee Connection was held on the third Tuesday of each month.  Morning announcements, award ceremonies, and rallies were held in the gym to keep students, parents, and staff informed and provide opportunities to engage both students and parents with fun activities.    Mountain View also hosted Games with Grandparents in honor of Grandparents’ Day, where students and their grandparents enjoyed a light brunch and board games together.  All families were invited to a Thanksgiving feast and Pumpkin Pie Party as well.  Parents also have the opportunity to attend or hold a position in several of the district committees.  The committees currently available are LCAP, ELAC/DELAC, Parent Teacher Club, and School Site Council at both Chatom and Mountain View.|The District will continue to focus on communication as a way to improve building relationships between the school, staff, and families.  The District has received parent input regarding their preference for communication methods.  Some families prefer paper communication sent home in communication folders, while others prefer the electronic option through Parent Square.  As a District, we will continue to use Parent Square as the primary source of communication because it is more timely in the event of an emergency.  The District will continue to recommend a variety of communication options for teachers and staff.  Including personal phone calls to increase attendance at meetings, personal e-mails, social media, and written communication sent home.|To improve the engagement of underrepresented families, we will continue to provide material in multiple languages as well as schedule meetings at a time that is more accessible to the parents in our community.  Events such as Round-up, conferences, and parent meetings have been offered at varied times to increase participation.|Chatom Union School District offers multiple ways to build partnerships for student outcomes. Currently, there are multiple ways for parents to communicate with the staff on campus.  Our most popular method of communication is through Parent Square.  Parents sign up and decide their preferred method of communication and language.  They can select email, text, or app, and each method has the option to have the communication translated if needed.  Teachers also prefer this to be the primary method of communication because they can send individual messages, small groups, one class, or the entire grade level when sending out information. Parents are also invited to participate in round-up, back-to-school night, Coffee Connection, family literacy nights, parent conferences, and open house.  We encourage any concerns a parent may have to start with the teacher, then contact the office to set up a meeting with the teacher, parents, and student to promote three-way communication.  If any further concerns arise, the administrator will step in with suggestions and communication if necessary.   Parents are also provided with a digital copy of the Parents' Rights and Responsibilities and Handbooks in both English and Spanish (www.chatom.k12.ca.us), and a hard copy can be provided upon request.  Additional opportunities to build partnerships are listed in section two, response one.|Chatom will continue to survey the parents and community on the preferred way of communication and look to adjust parent conferences to be directly aligned with when grades are due at each of the campuses.|The feedback received at the last ELAC/DELAC meeting was to personally call underrepresented families to invite them to participate in school activities and meetings.  The personal connection would allow parents to ask questions and build confidence so they are more comfortable and, as a result, will become more engaged.|Chatom Union School District continues to offer several opportunities to seek input for decision-making.  The district currently reaches out to the community and stakeholders to participate in the LCAP, School Site Council at both Chatom and Mountain View, and ELAC/DELAC committees.  Information is shared and collected at each of these committee meetings, and final decisions are not made without serious consideration of the data generated from these committees.  We also hold our monthly board meetings where public comment is encouraged, and the board welcomes discussions on any topic that will assist in helping the district improve and ensure student success.|Chatom School District will continue to recruit participation from all families in the district.  We will schedule committee meetings and programs to benefit the needs of all families in the district.|Chatom Union School District will continue to send out parent surveys to all families in their primary language to get input for decision-making. School site reports are given at each Parent Teacher Club Meeting and public Board Meeting as another way to solicit input and answer parent questions.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-23|2026
50710680000000|Denair Unified|3|"Building relationships has been a focus area in DUSD for the last several years. We have provided staff training for a ""customer service"" mindset to facilitate trusting and respectful relationships with families. Our campuses are welcoming and there are many opportunities for parents and community members to visit the schools and communicate with administrators and staff. Examples that encourage two-way communication include events, Parent Information Nights, Parent Club meetings, a weekly coffee hour, social media connections and other paper/electronic communications (in English and Spanish). As a small school district, we are able to learn about each family's strengths and needs and provide appropriate resources to support. Examples include referrals to community organizations and our in-house Coyote Closet that provides clothing and personal necessities for families in need."|An area for improvement is finding ways to meaningfully support parents and community members from underrepresented groups, such as families who are new to the United States.|We strive to make personal contacts and connections with all parents, but particularly with those who might be less inclined to reach out to the schools for assistance. We are doing this through the enrollment process and by following up when we hear that a family might need support or resources.|"DUSD provides a wide variety of opportunities for parents to partner with the schools to improve student outcomes. In addition to Back-to-School Nights, parent-teacher conferences, collaborative SST and IEP processes, and responsive communication between staff and parents, we offer parent workshops and ""Cafecito/coffee hours"" throughout the year. These workshops are designed with parent input about topics they are interested in (applying for college, helping children learn to read, mental health issues, social issues such as human trafficking, etc) and provided in both English and Spanish, with free childcare and a meal."|District principals and counselors lead or participate in many of these workshops, but an area for improvement is developing faculty and staff knowledge and confidence in partnering with parents and guardians, particularly for those parents who are reluctant or unable to take advantage of resources we offer. Providing staff with training and easy access to information about resources will assist in this area.|One other strategy we use as part of the high school IEP process and the middle school parent-teacher conference is a student-led conference/meeting. In addition to teaching students how to self-advocate, parents are more likely to participate fully when their child is taking the lead.|Each school has an active School Site Council (SSC), comprised of parents and staff (and students at the high school level) and the district has both District English Learner Advisory Committee (DELAC) and a District Advisory Council (DAC), comprised of parents, staff, students, and community representatives. All three groups focus on two-way communication to review policies, monitor student achievement, and support positive school environments to benefit students. Meetings are conducted in English and/or Spanish as needed. Principals focus on making data understandable to participants, and encouraging questions and ideas. Feedback from participants indicates that they feel heard by district/school staff and that their ideas are respected and valued. Parent groups and clubs at each school help plan activities and events that encourage family engagement.|An area for improvement is finding ways to meaningfully engage parents and community members from underrepresented groups in our decision making processes.|While we have already discovered that providing childcare and a meal significantly improves attendance at community input sessions, we are trying to schedule meetings at different times of the day and in different venues to make it more convenient and accessible for parents who may not be inclined to give feedback or ask for assistance. While personal outreach/invitations also seem to increase the likelihood that families will give input, word-of-mouth from families who are actively participating appears to yield the highest return. Site and district administrators use the CDE Family Engagement Toolkit as a resource.|4|5|5|5|4|4|5|4|4|3|4|4|Met||2026-06-11|2026
50710680132662|Denair Elementary Charter Academy|3|"Building relationships with students, families, and the community has been a focus area at DECA for the last several years. We have provided staff training for a ""customer service"" mindset to facilitate trusting and respectful relationships with families. Our campus is welcoming and there are many opportunities for parents and community members to visit the school and communicate with administrators and staff. Examples that encourage two-way communication include events, Back to School Night, Parent Advisory Committee meetings, a weekly coffee hour, social media connections and other paper/electronic communications (in English and Spanish). As a charter school within a small district, we are able to learn about each family's strengths and needs and provide appropriate resources to support. Examples include referrals to community organizations and our district's Coyote Closet that provides clothing and personal necessities for families in need."|An area for improvement is finding ways to meaningfully support parents and community members from underrepresented groups, such as families who are new to the United States.|We strive to make personal contacts and connections with all parents, but particularly with those who might be less inclined to reach out to the schools for assistance. We are doing this through the enrollment process and by following up when we hear that a family might need support or resources.|DECA provides a wide variety of opportunities for parents to partner with the schools to improve student outcomes. In addition to Back-to-School Nights, parent-teacher conferences, collaborative SST and IEP processes, and responsive communication between staff and parents, we offer parent workshops throughout the year. These workshops are designed with parent input about topics they are interested in (helping children learn to read, mental health issues, social issues such as human trafficking, etc) and provided in both English and Spanish, with free childcare and a meal.|District principals and counselors lead or participate in many of these workshops, but an area for improvement is developing faculty and staff knowledge and confidence in partnering with parents and guardians, particularly for those parents who are reluctant or unable to take advantage of resources we offer.|Providing staff with training and easy access to information about resources will assist in this area.|DECA has an active Parent Advisory Committee (PAC), comprised of parents and staff and we participate in both the District English Learner Advisory Committee (DELAC) and District Advisory Council (DAC), comprised of parents, staff, students, and community representatives. All three groups focus on two-way communication to review policies, monitor student achievement, and support positive school environments to benefit students. Meetings are conducted in English and/or Spanish as needed. Our principal focuses on making data understandable to participants, and encouraging questions and ideas. Parents, staff and students help plan activities and events that encourage family engagement.|An area for improvement is finding ways to meaningfully engage parents and community members from underrepresented groups.|While we have already discovered that providing childcare and a meal significantly improves attendance at community input sessions, we are trying to schedule meetings at different times of the day and in different venues to make it more convenient and accessible for parents who may not be inclined to give feedback or ask for assistance. While personal outreach/invitations also seem to increase the likelihood that families will give input, word-of-mouth from families who are actively participating appears to yield the highest return. DECA and district administrators use the CDE Family Engagement Toolkit as a resource.|4|5|4|5|4|3|5|4|4|3|3|3|Met||2026-06-11|2026
50710685030267|Denair Charter Academy|3|"Building relationships with students, families, and the community has been a focus area at DCA for the last several years. We have provided staff training for a ""customer service"" mindset to facilitate trusting and respectful relationships with families. Our campus is welcoming and there are many opportunities for parents and community members to visit the schools and communicate with administrators and staff. Examples that encourage two-way communication include events, Family Nights, Program Advisory Committee meetings, social media connections and other paper/electronic communications (in English and Spanish). As a charter school within a small district, we are able to learn about each family's strengths and needs and provide appropriate resources to support. Examples include referrals to community organizations and our district's Coyote Closet that provides clothing and personal necessities for families in need."|An area for improvement (our current focus) is finding ways to meaningfully support families from underrepresented groups, such as those who are homeless.|We are striving to make personal contacts and connections with all parents, but particularly with those who might be less inclined to reach out to the schools for assistance. We are doing this through the enrollment process (one-on-one orientations) and by following up when we hear that a family might need support or resources.|DCA provides a wide variety of opportunities for parents to partner with the schools to improve student outcomes. In addition to meeting with parents/students for their weekly appointments, collaborative SST and IEP processes, and responsive communication between staff and parents, we offer parent workshops throughout the year. These workshops are designed with parent input about topics they are interested in (applying for college, helping children learn to read, mental health issues, social issues such as human trafficking, etc) and provided in both English and Spanish, with free childcare and a meal.|Principals and counselors lead or participate in many of these workshops, but an area for improvement is developing faculty and staff knowledge and confidence in partnering with parents and guardians, particularly for those parents who are reluctant or unable to take advantage of resources we offer.|"In the home school program, the DCA teacher now serves as a ""home school advisor"" who provides support to the teacher (parent); thus reinforcing the concept that the parent is the primary teacher of their home-schooled children.  Another strategy is to facilitate the high school IEP process as a student-led conference/meeting. In addition to teaching students how to self-advocate, parents are more likely to participate fully when their child is taking the lead."|DCA has an active Program Advisory Committee (PAC), comprised of parents and staff (and students at the high school level) and we participate in both the District English Learner Advisory Committee (DELAC) and District Advisory Council (DAC), comprised of parents, staff, students, and community representatives. All three groups focus on two-way communication to review policies, monitor student achievement, update the student handbook and our portrait of a graduate, and support positive school environments to benefit students. Meetings are conducted in English and/or Spanish as needed. Our principal focuses on making data understandable to participants, and encouraging questions and ideas. Feedback from participants indicates that they feel heard by district/school staff and that their ideas are respected and valued. Parents, staff and students help plan activities and events that encourage family engagement.|An area for improvement (our current focus) is finding ways to meaningfully engage parents and community members from underrepresented groups.|While we have already discovered that providing childcare and a meal significantly improves attendance at community input sessions, we are trying to schedule meetings at different times of the day and in different venues to make it more convenient and accessible for parents who may not be inclined to give feedback or ask for assistance. While personal outreach/invitations also seem to increase the likelihood that families will give input, word-of-mouth from families who are actively participating appears to yield the highest return. DCA and district administrators use the CDE Family Engagement Toolkit as a resource.|5|5|5|5|5|5|5|5|4|4|5|5|Met||2026-06-11|2026
50710760000000|Empire Union Elementary|3|The Empire Union School District has identified relationship-building with our diverse parent and family communities as a key strength. As a district, we are intentional in our efforts to communicate with all families—regardless of socioeconomic status, educational background, or other demographic factors—in order to foster positive and inclusive partnerships. Families have shared their appreciation for consistent communication, as well as for the family events and student celebrations that strengthen connection and engagement.|The Empire Union School District will prioritize communication and expanding opportunities for educational partners to engage in campus events that strengthen positive relationships between schools and families as we continue moving forward from the pandemic. Reestablishing a strong sense of community across our campuses, while celebrating student growth and highlighting their accomplishments, remains a key focus.|The Empire Union School District will work at the site level to increase engagement of underrepresented educational partners in the reflection process. This will include creating opportunities for participation through site-based events and intentionally incorporating reflective practices into those engagements.|The Empire Union School District earned a rating of full implementation across all components of “Building Partnerships for Student Outcomes.” Each school site is supported by at least one counselor and a Family Support Provider, who collaborate with staff while also working directly with students and their families. In these interactions, they provide a variety of materials and resources to strengthen communication and collaboration. Additionally, teachers schedule formal parent conferences twice each year and are available to meet at other times upon request, further fostering positive and productive relationships between teachers and families.|The Empire Union School District remains committed to strengthening partnerships with educational partners to improve student outcomes. A key priority is to build these partnerships at the site level, where they have the most direct impact on student success. Collaborating with educational partners to celebrate student accomplishments will further enhance communication and foster meaningful connections. An additional area for growth is deepening collaboration between staff and families to ensure they work together as a cohesive team in meeting the needs of each student.|The Empire Union School District will continue to strengthen partnerships with educational partners, particularly among underrepresented families, to improve student outcomes. The district will develop and implement new strategies to increase engagement, beginning with site-based events that support and showcase student achievement. Celebrating students’ accomplishments will help promote collaboration and positive communication. An additional area for growth is enhancing the partnership between staff and families to ensure they work together effectively as a team to meet the needs of each student.|The Empire Union School District actively includes families in School Site Council, Title I, special education, and other programs and processes to ensure they are not only informed of their legal rights, but also meaningfully involved in the development of plans, practices, and activities. This inclusive approach helps ensure that each school site reflects the voices and needs of all stakeholders. As a result of these efforts, the district has been rated at “Full Implementation” in this area. The district remains committed to a continuous cycle of improvement and will continue to seek opportunities to strengthen its practices.|The Empire Union School District strives to consistently include all educational partners in the decision-making process. To strengthen engagement, input from educational partners will be actively gathered during site-level events. This feedback will be used to inform and strategically guide district initiatives.|The Empire Union School District will enhance engagement of underrepresented families in the decision-making process by participating in site-based events to gather their input. These efforts are intended to strengthen and increase meaningful involvement of underrepresented educational partners in decision-making across the district.|5|5|5|5|4|4|4|4|4|4|4|4|Met||2026-06-11|2026
50710840000000|Gratton Elementary|3|Based on educational partner input and local data, Gratton School District continues to demonstrate strong progress in building positive relationships between school staff and families, as reflected by the consistently high ratings across all areas of the family engagement survey. The district remains committed to creating a welcoming and inclusive environment where families feel valued and respected. Staff members work to learn about and honor each family's unique strengths, cultures, languages, and educational goals for their children. Relationship-building continues to be supported through ongoing implementation of Capturing Kids' Hearts strategies, which emphasize meaningful connections between students, families, and staff. The district provides multiple opportunities for two-way communication, including parent-teacher conferences, Back-to-School Night, school events, and regular outreach from teachers and administrators. Families are kept informed of student progress through PowerSchool and ClassDojo, which provide timely access to grades, assignments, behavior updates, and school information. Survey results indicate that families recognize and appreciate the district’s continued efforts to foster strong partnerships that support student success.|Based on the analysis of educational partner input and local data, Gratton School District will continue to strengthen and maintain the strong relationships that currently exist between school staff and families. The district's focus for continuous improvement includes expanding opportunities for meaningful family engagement, enhancing two-way communication, and ensuring all families have access to timely and relevant information regarding their child's education. The district will continue implementing Capturing Kids' Hearts strategies, hosting annual Back-to-School Night activities, conducting parent-teacher conferences, and utilizing communication platforms such as PowerSchool and ClassDojo to support ongoing collaboration between families and school staff. These efforts will help sustain a welcoming environment and foster strong partnerships that contribute to student success.|Based on the analysis of educational partner input and local data, Gratton School District will continue to focus on ensuring that all families, including those who may be underrepresented, have meaningful opportunities to engage with the school community. The district will provide information through multiple communication methods, including digital platforms, phone calls, and paper correspondence, to ensure families can access important school information. Translation and interpretation services will be provided as needed to support effective communication with families whose primary language is not English. The district will also continue to encourage participation in school events, parent-teacher conferences, and educational partner feedback opportunities to ensure all family voices are heard and valued in the decision-making process.|Based on the analysis of educational partner input and local data, Gratton School District continues to demonstrate strong progress in building partnerships that support positive student outcomes. Survey results indicate that families value the district’s efforts to provide information, resources, and opportunities to collaborate in support of student learning. The district maintains a strong partnership between home and school through regularly scheduled parent-teacher conferences, ongoing communication with families, and opportunities for families to participate in school events and activities. Teachers and administrators work closely with families to discuss student progress, identify areas of need, and develop strategies to support academic and social-emotional growth. Families have access to timely information regarding student achievement and school activities through PowerSchool and ClassDojo. In addition, Back-to-School Night provides families with information about grade-level expectations, curriculum, and ways to support learning at home. The district also supports families in understanding their rights and available educational resources, helping to strengthen collaboration between families and school staff to promote student success.|Based on the analysis of educational partner input and local data, Gratton School District will continue to strengthen partnerships with families by expanding opportunities for collaboration and communication focused on student achievement and well-being. The district will maintain its annual Back-to-School Night, regularly scheduled parent-teacher conferences, and ongoing access to educational staff to discuss student progress and support strategies. The district will also continue providing families with timely information, resources, and tools that help support learning at home and encourage active participation in their child's educational program. These efforts will help sustain strong family-school partnerships that contribute to positive student outcomes.|Based on the analysis of educational partner input and local data, Gratton School District will continue to increase engagement with underrepresented families by providing multiple avenues for communication and participation in their child's education. The district will share information through digital platforms, phone calls, and paper communications to ensure families receive important updates regardless of technology access. Translation and interpretation services will be provided as needed to support meaningful participation in meetings, conferences, and school events. The district will also continue to encourage all families to participate in educational partner feedback opportunities and school activities, helping to strengthen family-school partnerships and support positive student outcomes for all students.|Based on the analysis of educational partner input and local data, Gratton School District continues to demonstrate strong progress in seeking family input and involving educational partners in decision-making processes. Survey results indicate that families feel supported in providing feedback and participating in advisory groups and school-level planning activities. The district values family voice and provides multiple opportunities for parents and guardians to share input on programs, policies, and district priorities. The annual Parent Survey remains an important tool for gathering feedback and identifying areas for continuous improvement. Survey results are reviewed and used to inform district planning, including the development and refinement of the Local Control and Accountability Plan (LCAP). Families also have opportunities to participate in decision-making through involvement in committees and organizations such as the School Site Council, School Safety Committee, Charter School Advisory Committee, Title I Committee, and Parent Teacher Organization. These opportunities support collaboration among families, staff, and administrators and help ensure that decisions reflect the needs and perspectives of the school community.|Based on the analysis of educational partner input and local data, Gratton School District will continue to seek family input through the annual Parent Survey and participation in advisory committees. The district will use feedback from educational partners to guide planning, evaluate programs, and support continuous improvement efforts that meet the needs of students and families.|Based on the analysis of educational partner input and local data, Gratton School District will continue to improve engagement of underrepresented families by providing information through multiple communication methods, including paper correspondence, phone calls, and digital platforms. Translation and interpretation services will be provided as needed, and families will be encouraged to participate in surveys, committees, and other opportunities to provide input on school and district decisions.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-08|2026
50710840120089|Gratton Charter|3|Based on educational partner input and local data, Gratton School District continues to demonstrate strong progress in building positive relationships between school staff and families, as reflected by the consistently high ratings across all areas of the family engagement survey. The district remains committed to creating a welcoming and inclusive environment where families feel valued and respected. Staff members work to learn about and honor each family's unique strengths, cultures, languages, and educational goals for their children. Relationship-building continues to be supported through ongoing implementation of Capturing Kids' Hearts strategies, which emphasize meaningful connections between students, families, and staff. The district provides multiple opportunities for two-way communication, including parent-teacher conferences, Back-to-School Night, school events, and regular outreach from teachers and administrators. Families are kept informed of student progress through PowerSchool and ClassDojo, which provide timely access to grades, assignments, behavior updates, and school information. Survey results indicate that families recognize and appreciate the district’s continued efforts to foster strong partnerships that support student success.|Based on the analysis of educational partner input and local data, Gratton School District will continue to strengthen and maintain the strong relationships that currently exist between school staff and families. The district's focus for continuous improvement includes expanding opportunities for meaningful family engagement, enhancing two-way communication, and ensuring all families have access to timely and relevant information regarding their child's education. The district will continue implementing Capturing Kids' Hearts strategies, hosting annual Back-to-School Night activities, conducting parent-teacher conferences, and utilizing communication platforms such as PowerSchool and ClassDojo to support ongoing collaboration between families and school staff. These efforts will help sustain a welcoming environment and foster strong partnerships that contribute to student success.|Based on the analysis of educational partner input and local data, Gratton School District will continue to focus on ensuring that all families, including those who may be underrepresented, have meaningful opportunities to engage with the school community. The district will provide information through multiple communication methods, including digital platforms, phone calls, and paper correspondence, to ensure families can access important school information. Translation and interpretation services will be provided as needed to support effective communication with families whose primary language is not English. The district will also continue to encourage participation in school events, parent-teacher conferences, and educational partner feedback opportunities to ensure all family voices are heard and valued in the decision-making process.|Based on the analysis of educational partner input and local data, Gratton School District continues to demonstrate strong progress in building partnerships that support positive student outcomes. Survey results indicate that families value the district’s efforts to provide information, resources, and opportunities to collaborate in support of student learning. The district maintains a strong partnership between home and school through regularly scheduled parent-teacher conferences, ongoing communication with families, and opportunities for families to participate in school events and activities. Teachers and administrators work closely with families to discuss student progress, identify areas of need, and develop strategies to support academic and social-emotional growth. Families have access to timely information regarding student achievement and school activities through PowerSchool and ClassDojo. In addition, Back-to-School Night provides families with information about grade-level expectations, curriculum, and ways to support learning at home. The district also supports families in understanding their rights and available educational resources, helping to strengthen collaboration between families and school staff to promote student success.|Based on the analysis of educational partner input and local data, Gratton School District will continue to strengthen partnerships with families by expanding opportunities for collaboration and communication focused on student achievement and well-being. The district will maintain its annual Back-to-School Night, regularly scheduled parent-teacher conferences, and ongoing access to educational staff to discuss student progress and support strategies. The district will also continue providing families with timely information, resources, and tools that help support learning at home and encourage active participation in their child's educational program. These efforts will help sustain strong family-school partnerships that contribute to positive student outcomes.|Based on the analysis of educational partner input and local data, Gratton School District will continue to increase engagement with underrepresented families by providing multiple avenues for communication and participation in their child's education. The district will share information through digital platforms, phone calls, and paper communications to ensure families receive important updates regardless of technology access. Translation and interpretation services will be provided as needed to support meaningful participation in meetings, conferences, and school events. The district will also continue to encourage all families to participate in educational partner feedback opportunities and school activities, helping to strengthen family-school partnerships and support positive student outcomes for all students.|Based on the analysis of educational partner input and local data, Gratton School District continues to demonstrate strong progress in seeking family input and involving educational partners in decision-making processes. Survey results indicate that families feel supported in providing feedback and participating in advisory groups and school-level planning activities. The district values family voice and provides multiple opportunities for parents and guardians to share input on programs, policies, and district priorities. The annual Parent Survey remains an important tool for gathering feedback and identifying areas for continuous improvement. Survey results are reviewed and used to inform district planning, including the development and refinement of the Local Control and Accountability Plan (LCAP). Families also have opportunities to participate in decision-making through involvement in committees and organizations such as the School Site Council, School Safety Committee, Charter School Advisory Committee, Title I Committee, and Parent Teacher Organization. These opportunities support collaboration among families, staff, and administrators and help ensure that decisions reflect the needs and perspectives of the school community.|Based on the analysis of educational partner input and local data, Gratton School District will continue to seek family input through the annual Parent Survey and participation in advisory committees. The district will use feedback from educational partners to guide planning, evaluate programs, and support continuous improvement efforts that meet the needs of students and families.|Based on the analysis of educational partner input and local data, Gratton School District will continue to improve engagement of underrepresented families by providing information through multiple communication methods, including paper correspondence, phone calls, and digital platforms. Translation and interpretation services will be provided as needed, and families will be encouraged to participate in surveys, committees, and other opportunities to provide input on school and district decisions.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-08|2026
50710920000000|Hart-Ransom Union Elementary|3|We provide various ways to communicate with families. We use parentsquare, parent portal, email and marquee.|We will implement more opportunities for face to face contact.|We will provide opportunities for underrepresented families to attend functions by altering times that accommodate them.|We provide access to the students' progression in academics through parent portal.|Providing access to the instructional practice for parents to support at home.|We will provide opportunities to underrepresented families to attend functions by altering times that accommodate them.|We have been able to culminate data from students, staff and parents in decision making.|We are focused on including students and parents in the decision-making through committees.|We will incorporate underrepresented families and students on various decision-making committees.|3|3|2|2|2|2|3|2|3|2|3|2|Met||2026-06-11|2026
50710926112965|Hart-Ransom Charter|3|Families overall report a high level of satisfaction in terms of feeling welcomed at school, well-informed, that administration is responsive and office staff is courteous and helpful.|The LEA will continue to focus on how to promote and encourage a higher level of participation in parent workshops. Parents have provided data on the best time of day for workshops and desired topics.|The LEA will continue to reach out to our socio-economically disadvantaged and special ed families and consider the topics desired and needs of these two subgroups.|The monthly collaborative meetings with all parents regarding student work completion and work samples, as well as periodic assessment allows these partnerships to support improved student outcomes.|The LEAs focus for improvement includes helping home educators to be more skilled in the use of assessment and related tools to guide instruction.|The use of formative assessment for special education and socio-economically disadvantaged students will be encouraged as a resource to guide instruction.|The LEA supports the school site’s use of parent advisory groups and parent surveys to provide timely and specific feedback on strengths and areas of growth.|The LEA shall continue to seek ways to identify areas of capacity building of parent educators, including early engagement and conceptual understanding of math concepts and reading.|The engagement of special education and socio-economically disadvantaged families will provide increased opportunities, including early engagement and conceptual understanding of math concepts and reading.|5|5|4|4|4|4|5|4|5|5|5|4|Met||2026-06-11|2026
50711000000000|Hickman Community Charter|3|"Our most recent parent surveys show that parents are highly satisfied with the home-to-school communication and connection. They appreciate that staff use Parent Square to keep them informed with regular posts about what is happening on campus, and to send and receive individual ""text"" messages. Parents can quickly send a message or respond, even from work.   An area of strength is our open campus that offers many volunteer opportunities for school partners during the school day.   School sports, clubs, and county-wide school competitions have been a great way to engage parents and improve relationships between our schools and families. We promote these programs district-wide to engage students and their families in building relationships with district staff."|The district is focusing on creating a welcoming and safe environment for all families in the community. HCS purchased property and is leasing a portable to provide more space for parent workshops, meetings, and to offer a place to network with other families.|All families are welcome and encouraged to visit campus and attend special family events. We will continue to offer daytime and evening events to bring in families and loved ones. These events include, but are not limited to, Friday flag ceremonies, awards assemblies, sporting events, new-to-homeschooling workshops,  parent-educator workshops, campus-wide BBQ, family field trips, parent meetings and conferences, back-to-school night, science fair, and graduations.|Parents are encouraged to reach out to teachers at any time to request a meeting or phone call to discuss their student. Parents in our district can also request an SST meeting (Student Study Team) at any time to discuss concerns about their child's progress in school. Because we are a small district, we know our students and families well.|Hickman schools have a multi-tiered intervention process to improve student outcomes. Staff will continue training in MTSS to implement the program district-wide. We are also looking for ways to effectively communicate the process with teachers and families with our county office of education.|Once the district teams have completed the training and solidified the process for the MTSS, our goal is to make this information public and available to all families.|The district promoted input through the use of parent surveys through Parent Square. This year the Superintendent used a both in person and virtual meetings for educational partners to come and informally gather in various locations to give input on school needs and concerns. Partners were guided with posters that exhibited the three LCAP goals, and they were asked to write on the chart paper any needs, suggestions, concerns, etc that pertained to that goal. The focus for improvement this year will be to expand our reach for parents on our advisory groups.|The focus for improvement will be to expand our reach for parents on our advisory groups.|Building capacity in our advisory groups that represent our minority populations will be a goal of the LEA this year. We will work to accomplish this by first finding key players in these communities and then using them to encourage greater participation.|4|5|4|5|4|4|5|5|4|4|4|4|Met||2026-06-29|2026
50711006052559|Hickman Elementary|3|Hickman Elementary School current strengths including creating a welcoming environment for all students and their families, communicating high educational expectations to families in a timely manner, and including families in students' academic and behavioral progress.|As a school, we can continue to find ways to communicate effectively with our non-English speaking families and ensuring they know how to get their students' needs met in school.|Being a small school, the staff has the advantage of knowing each child.  Progressing beyond this, we will work on knowing each child's family and making sure the families are aware of the tools available to their students to help them thrive in school.|In addition to teachers willingness to meet with families at any time to discuss student progress, Hickman Elementary School supports families through our counseling and guidance referrals and the Student Study Team (SST) processes.|Hickman Elementary School has a multi-tiered intervention process to improve student outcomes; however, we are now working on ways to effectively communicate the procedures to implement this process to teachers and families with our county office of education.|Once the school team has solidified the process of actions for the MTSS, our goal is to make this information public and available to all families.|The Hickman Community Charter District itself has been the driving force for decision-making.  The district sent out surveys on Parent Square to families and surveys via Google Surveys to staff to gain input.|The district will continue to seek out ways to conduct productive meeting with families, whether online or in-person.|The district will hold informational and input-seeking meetings targeting those underrepresented families' input.|5|5|4|4|4|5|4|4|4|4|4|4|Met||2026-06-29|2026
50711006112627|Hickman Charter|3|HCS works collaboratively and creatively with parents to ensure student success in a supportive environment. Successes are recognized and celebrated. Parental involvement is an essential element of a quality, educationally sound homeschool experience.|Although we have many opportunities for parents and other stakeholders to visit the campus and our classes, we have very few who are regular faces on campus because, for some families, the drive to Hickman is a financial burden. We need to strive to offer more creative ways for parents to contribute to the school culture.|Family and community engagement is the key to student success. We need to create warm, safe, and welcoming spaces for families to gather and spend time on campus. Having a more inviting campus and clear communication will improve relationships with parents and families.|As stated above, Hickman Community Charter District embraces our mission to work in partnership with the home and community to meet the individual needs of the students. Families bring their children by choice and often drive great distances to attend Hickman schools. We are committed to providing our students with the best possible education, and parents play an integral role in Hickman's success. Building strong partnerships and trust with stakeholders will improve student outcomes.|SBAC test scores have been slowly increasing since they fell sharply in the late 90s. We have set high goals for student achievement as measured by CAASPP results.  Students are rewarded for participation, progress, and significant growth.|All students can learn, and they learn in different ways. They deserve the opportunity to have instruction delivered in a way that is meaningful, relevant, and accessible to them. We will continue to follow best practices and keep up to date on the latest research to meet the needs of all students.|All parents are encouraged to provide formal and informal input as to the direction and effectiveness of our program through interactions with staff and yearly evaluation surveys, such as the LCAP survey.|As mentioned before, we need more opportunities for parents to attend decision-making discussions and become more aware of what is going on in their school.|We will continue to reach out to parents in multiple ways, such as emails, flyers, text messages, and ParentSquare posts. It needs to be a goal for us to reach parents and encourage them to prioritize education. Everyone has a voice and valid concerns.|5|5|4|5|5|5|5|5|3|3|4|3|Met||2026-06-29|2026
50711006116388|Hickman Middle|3|Hickman Middle School's current strengths including creating a welcoming environment for all students and their families, communicating high educational expectations to families in a timely manner, and including families in students' academic and behavioral progress.|As a school, we can continue to find ways to communicate effectively with our non-English speaking families and ensuring they know how to get their students' needs met in school.|Being a small school, the staff has the advantage of knowing each child.  Progressing beyond this, we will work on knowing each child's family and making sure the families are aware of the tools available to their students to help them thrive in school.|In addition to teachers willingness to meet with families at any time to discuss student progress, Hickman Middle School supports families through our counseling and guidance referrals and the Student Study Team (SST) processes.|Hickman Middle School has a multi-tiered intervention process to improve student outcomes; however, we are now working on ways to effectively communicate the procedures to implement this process to teachers and families with our county office of education.|Once the school team has solidified the process of actions for the MTSS, our goal is to make this information public and available to all families.|The Hickman Community Charter District itself has been the driving force for decision-making.  The district sent out surveys on Parent Square to families and surveys via Google Surveys to staff to gain input.|The district will continue to seek out ways to conduct productive meeting with families, whether online or in-person.|The district will hold informational and input-seeking meetings targeting those underrepresented families' input.|5|5|4|4|4|5|4|4|4|4|4|4|Met||2026-06-29|2026
50711340000000|Keyes Union|3|In summary, the LEA has made commendable progress in building relationships between school staff and families by establishing effective communication channels, promoting cultural competency, increasing parental involvement, nurturing community partnerships, adopting a data-driven approach, and integrating parental feedback into their strategies. These strengths position the LEA well for continued success in fostering strong connections between schools and families to support student achievement and well-being.|Keyes Union remains committed to providing safe, clean and inviting campuses with a focus on academic achievement for all students.|The district continues to make good-faith efforts to engage parents, students, and the community. We are, however, not as far along as we would like, and we know that this is an area that needs further attention, particularly after the COVID-19 Pandemic's isolation and disengagement as well as the political issues we are experiencing.|The district continues to work on better supporting families to advocate for their own students. The isolation experienced has become less prevalent in the post covid environment. We remain committed to our efforts to better support families.|Keyes Union remains committed to engaging and involving partners and local data to drive all we do to support students. We are committed to increasing the partnerships with local business's, community colleges, universities and other partners willing to support all of our students.|Keyes Union remains committed to engaging and involving partners and local data to drive all we do to support students. We are committed to expanding partnerships with local businesses, community colleges, universities, and other organizations willing to support all of our students.|Keyes Union Elementary School District remains committed to seeking input, encouraging parent and community involvement in all we do. Our parents, community partners, and students are given a voice through a multitude of opportunities for engagement.|The district also continues to work on better supporting families in collaborating and expressing their concerns and suggestions for improvement. Opportunities and activities continue to be planned as we strive to collaborate with all stakeholders. We continue to devote time, resources, and promote activities to ensure our parents are better connected and comfortable with our schools. We believe that this will continue to be an area of success for all.|Keyes Union truly envisions partnerships with parents and students as the key to the academic and social well-being of all students. The district also continues to work on better supporting families in collaborating and expressing their concerns and suggestions for improvement. Opportunities and activities continue to be planned as we strive to collaborate with all stakeholders. We continue to devote time, resources, and promote activities to ensure our parents are better connected and comfortable with our schools. We believe that this will continue to be an area of success for all.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-23|2026
50711346113286|Keyes to Learning Charter|3|Parent and family engagement is paramount to the success of KTL. An active PTA and communication with teachers show KTL's constant commitment to developing strong relationships with families for student success. Parent Square has been our primary means of communication with parents, and this year, Student Square was offered as well to High School students.|The area of focus concerning family engagement is after-school hours activities involving families. This is a goal for building relationships between families, staff, and the community|KTL continues to strive to improve communication and engagement of underrepresented families. Providing opportunities for families to be a part of the school community is a goal; the focus will be on after-school activities to encourage all families.|Keyes to Learning Charter School (KTL) does a great job when it comes to building ongoing trust and respectful relationships with our families. As a KTL school of choice, our staff knows and understands the importance of each campus, office, and classroom being inviting and caring environments for all families and their enrolled children. KTL draws students from all over Stanislaus County and adjacent counties. Our schools are a welcoming community for a variety of cultures. Over the last few years, KTL has utilized ParentSquare as the primary source of 2-way communication. It has improved the engagement of our underrepresented families by choosing specific languages and timing. KTL continues to use hardcopy notifications, emails, phone calls, and our SIS parent portal to communicate with families.|Areas for improvement include more activities to encourage building partnerships with families and the community. As a staff, promoting time on the school campus, with other families and staff, is a priority. Activities will be held at various times to accommodate a variety of schedules.|By promoting family activities, the underrepresented group should be more comfortable participating. Parents are an integral part of the KTL program, and working together is critical for student success. Building partnerships is imperative. Using the language tool on Parent Square for delivering messages in the primary language ensures communication.|Continually working to strengthen input from the entire school community, KTL has a culture of respect and partnership. Using various translation tools and assistance from bilingual staff members, the focus is on including all stakeholders. The open-door policy gives parents the agency to be a part of decision-making.|The focus area for improvement is to provide more opportunities to gather input from the community. A more formal group of parent representatives to encourage input is a focus area. Building relationships with students and families is a continual area of improvement.|To build engagement of underrepresented families, KTL will continue to invite parents into the school environment regularly, through a variety of activities. This goal is to foster strong relationships, which is the start of making connections and then gaining input.|5|5|5|5|5|5|5|5|4|4|5|5|Met||2026-06-23|2026
50711420000000|Knights Ferry Elementary|3|Knights Ferry School District continues to demonstrate strong implementation in building relationships between school staff and families. Based on the Family Engagement Local Indicator self-reflection tool, the district is rated at the highest level (5) in all areas, including developing staff capacity to build trusting relationships with families, creating welcoming environments, supporting staff in understanding family strengths and goals, and providing multiple opportunities for meaningful two-way communication. The district's small-school environment allows staff to develop strong connections with families and maintain open lines of communication. Educational partner feedback and local survey data indicate that families feel welcomed, valued, and actively engaged as partners in supporting student success.|While Knights Ferry School District has achieved Full Implementation and Sustainability in all areas of the Family Engagement Local Indicator, the district remains committed to continuous improvement. The district will continue to expand opportunities for meaningful family engagement, strengthen two-way communication, and ensure that all families feel welcomed and connected to the school community. Ongoing efforts will focus on maintaining strong relationships with families, gathering educational partner feedback, and responding to the evolving needs of students and families to support student success.|Knights Ferry School District will continue to identify and engage families who may participate less frequently in school activities, meetings, and surveys. The district will maintain multiple methods of communication, provide flexible opportunities for family involvement, and conduct targeted outreach when participation barriers are identified. Through ongoing communication, relationship-building, and opportunities for meaningful input, the district will continue to ensure that all families have access to information, feel welcomed, and are able to participate as active educational partners in their children's education.|Parent survey results indicate that Knights Ferry School District has established strong partnerships with families to support student success. Families rated the district at 5 out of 5 in providing information and resources to support student learning and development at home, supporting families in understanding and advocating for their students' educational rights, and supporting staff in developing effective partnerships with families. Families also rated the district highly (4 out of 5) in providing opportunities for teachers, students, and families to meet and discuss student progress and strategies for improving outcomes. These results demonstrate that families feel informed, supported, and engaged as educational partners in their children's education.|Parent survey results indicate strong satisfaction in most areas related to building partnerships for student outcomes, with ratings of 5 out of 5 for providing families with information and resources to support learning at home, supporting families in understanding and advocating for their students' rights, and supporting staff in partnering with families. The area receiving the lowest rating was the implementation of policies and programs that support meetings between families, students, and educators to discuss student progress and strategies for improving outcomes, which received a rating of 4 out of 5. As a result, the district will continue to strengthen opportunities for ongoing collaboration between families and school staff regarding student achievement, goal setting, and academic progress. This feedback will help guide efforts to further enhance family engagement and support positive student outcomes.|Knights Ferry School District will continue to identify families who may participate less frequently in conferences, school events, advisory groups, and surveys, and will provide additional outreach and engagement opportunities as needed. The district will maintain multiple methods of communication, encourage family participation in discussions regarding student progress and goal setting, and provide opportunities for meaningful input into school programs and services. Through ongoing relationship-building and responsive communication, the district will continue working to ensure that all families have access to information, resources, and opportunities to participate as active educational partners in supporting student success.|Parent survey results indicate that Knights Ferry School District has established strong practices for engaging families in decision-making processes. Families rated the district 5 out of 5 in supporting principals and staff to effectively engage families in advisory groups and decision-making, building the capacity of family members to participate in advisory groups, and providing opportunities for families, teachers, administrators, and district leaders to work together in planning, implementing, and evaluating family engagement activities. These results demonstrate that families feel valued as educational partners and believe the district provides meaningful opportunities for participation and collaboration in school and district decision-making.|Parent survey results indicate strong satisfaction with opportunities for participation in advisory groups and collaborative decision-making. The area receiving the lowest rating, while still positive, was providing all families with opportunities to provide input on policies and programs and implementing strategies to reach underrepresented groups, which received a rating of 4 out of 5. As a result, the district will continue to strengthen outreach efforts, encourage broader participation in surveys and advisory groups, and seek additional input from families who may be less represented in school decision-making processes. These efforts will help ensure that a wide range of family perspectives are considered when developing and evaluating district programs and policies.|Knights Ferry School District will continue to expand opportunities for all families to participate in decision-making processes by utilizing multiple methods of communication and outreach. The district will encourage participation in surveys, advisory groups, parent meetings, and school events while making efforts to connect with families who may participate less frequently. By providing flexible opportunities for input and maintaining open lines of communication, the district will work to ensure that all families have meaningful opportunities to share their perspectives and contribute to decisions that impact students and the school community.|5|5|5|5|5|5|4|5|5|5|4|5|Met||2026-06-25|2026
50711670000000|Modesto City Elementary|3|Modesto City Schools (MCS) provided a Family Engagement Survey during the 2025-26 school year.  The results were included in the district LCAP.  A total of 1,680 participants completed the survey.    Seventy-seven percent of parent respondents stated that the school encourages parental involvement, and seventy percent stated the district encourages parental involvement.  Seventy-nine percent of the parent respondents stated that they feel welcome at their school and that the school treats people with respect regardless of race/ethnicity or culture.  Over 70% of respondents reported they can communicate with teachers and staff when needed.  Respondents preferred email and text messages for communication with school and district staff.    The Parent Engagement and Outreach (PEO) department held multiple events, both in-person and virtual (offered in both English and Spanish), on a variety of topics, and provided parent outreach and resources to meet parent needs.  Examples of these programs include Parent Leadership Programs, Parents Making a Difference - a six-part series that provided information on topics that parents may not truly understand, titled “District Navigation”, and the Parent Ambassadors program that offered various on-site classes on parent-related topics.  MCS hosts monthly well-attended DELAC meetings with representation from site ELACs to foster the engagement of parents of English learners.  Additionally, parents of English learner students and immigrant students had the opportunity to engage with staff to support a better understanding of programs to support their students.    The district revised the Parent Engagement Policy in 2025-26 in collaboration with the Parent Advisory Council (PAC).  The PAC is composed of representatives from each school’s School Site Council. In addition to providing input on the Parent Engagement Policy, the PAC advised on the LCAP and on the use of Title I funds at the district level.|The focus area for the district will be to increase parents’ contributions to school and district initiatives.  The district has the Parent Ambassador Program at school sites to increase parent engagement and participation.  The Parent Ambassadors focus on both school and district initiatives to help keep parents informed and to provide a bridge from the school to the community.  The Parents Making a Difference Program will be expanded to offer more opportunities for parents to be involved in the educational process at both the district and site levels.|The Parent Engagement and Outreach Department is focused on engaging all parents in the educational process.  The PEO office collaborates with various departments and sites to coordinate opportunities for building relationships with underrepresented families.  Outreach efforts include English learner families, immigrant and migrant families, families of students with disabilities, and foster and homeless youth families.  Through the Parent Ambassador Program and the various departments, families are kept informed of school events, activities, and opportunities for involvement.    The district’s English Learners Department provides parent training and meetings to engage parents of English Learners.  Additionally, the department hosts a Parent Resource Center to support families of immigrant and newcomer students.|MCS provides professional learning and support to teachers and administrators to improve a school’s capacity to partner with families, including PD on Cultural Awareness and Equity.  The district has staff dedicated to family engagement at the central and site levels.  Parents are informed of their legal rights both in writing and through participation in advisory committees.|The focus area for the district will be to increase parents’ contributions to student outcomes.  Parents are critical in helping students achieve success.  The district will focus on parent training that will develop their ability to advocate and support their students by increasing their knowledge of resources.  Additionally, parent courses will focus on building the parents’ abilities to be a resource for their students.|The Parent Engagement and Outreach Department is focused on engaging all parents in the educational process.  The PEO office collaborates with various departments and sites to coordinate opportunities for building relationships with underrepresented families.  Outreach efforts include English learner families, immigrant and migrant families, families of students with disabilities, and foster and homeless youth families.  Through the Parent Ambassador Program and the various departments, families are kept informed of school events, activities, and opportunities for involvement.|MCS has several advisory committees where parents provide input, including the site ELACs, the DELAC, the Parent Advisory Committee, the LCAP Advisory Committee, School Site Councils, and the superintendent’s Key Communicator Committee.  Additionally, the superintendent hosted Community Forums seeking input in the decision-making process.  These committees provide opportunities for families, teachers, principals, community members, and district administrators to work together to plan, design, implement, and evaluate family engagement activities at the school and district levels.|The focus area for the district will be to increase parents’ ability to participate in the various committees. The district’s website, social media accounts, and Parent Square will provide information to parents about the various opportunities available and work to engage all parents in the process.  Additionally, the PEO Department will incorporate information regarding site and district committees into their trainings and events throughout the school year.|The Parent Engagement and Outreach Department is focused on engaging all parents in the educational process. The PEO office collaborates with various departments and sites to coordinate opportunities for building relationships with underrepresented families. Outreach efforts include English learner families, immigrant and migrant families, families of students with disabilities, and foster and homeless youth families. Through the Parent Ambassador Program and the various departments, families are kept informed of school events, activities, and opportunities for involvement.|4|4|3|4|3|4|4|4|4|4|4|3|Met||2026-06-22|2026
50711670137265|Aspire University Charter|3|At Aspire University Charter School, we continue to prioritize building strong, trusting relationships between school staff and families. We believe that meaningful connection and open communication are essential to student success. This year, we maintained regular outreach through surveys, family meetings, and community events to ensure families feel welcomed, informed, and heard. Teachers and school leaders made intentional efforts to reach out individually to families, especially during key moments in the school year. These practices have helped strengthen our partnership with families and create a supportive, inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected, but visibly acted upon.|To better support underrepresented families, we are enhancing our communication methods and outreach strategies. This includes offering translation services, flexible meeting times, and multiple ways for families to share input — such as surveys, one-on-one conversations, and small group listening sessions. We are also working to build stronger relationships through family liaisons, cultural events, and community partnerships. By continuously listening and adapting, we are committed to making sure every family feels seen, valued, and empowered to be an active part of our school community.|Aspire University Charter School continues to support strong partnerships between families and educators to promote student success. This includes sharing academic updates, hosting family events, and offering resources to help parents support learning at home. Teachers regularly communicate with families through student-led conferences, newsletters, and online platforms. We also offer professional learning to staff that strengthens their ability to collaborate with families and understand diverse student needs. These efforts have fostered a shared sense of purpose and a stronger learning community.|We are committed to deepening our partnerships with families by improving consistency and expanding how we share information and gather feedback. One area of growth is ensuring families not only receive updates, but also have opportunities to co-create strategies that support their child’s learning. We also seek to increase family understanding of academic expectations and how they can advocate for their students at all levels.|To better reach families who may not be as engaged, we are implementing more targeted and accessible approaches, such as offering multilingual materials, morning and after school events, and varied formats for school-home communication. We are also working to build trust with underrepresented families through consistent outreach, inclusive programming, and leadership opportunities that honor the voices and strengths of our diverse community.|We believe families are essential partners in shaping our school’s vision and priorities. Aspire University Charter School regularly invites families to provide input through surveys, School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. Principals and teachers use this feedback to inform key decisions, including academic programming, student support systems, and community-building activities. This ongoing engagement helps ensure that our school reflects the needs and hopes of the community we serve.|As we continue to strengthen our systems for shared decision-making, we are focused on expanding participation in advisory groups and ensuring the input we receive represents the full diversity of our families. We also aim to increase transparency by more clearly communicating how family feedback is used to make decisions.|To better include underrepresented voices in decision-making, we are developing new strategies to invite and support family participation — such as personal outreach, translation services, and meeting formats that are flexible and culturally responsive. We are also exploring additional ways to elevate family leadership in school planning efforts, so that every family feels empowered to shape their child’s educational experience.|4|5|5|5|4|5|5|4|5|5|4|5|Met||2026-06-18|2026
50711670138057|Connecting Waters Charter School - Central Valley|3|Connecting Waters Charter School - Central Valley (CWCV) is a public charter school built on a strong partnership between families and  educators. Parents play an active role in their child’s education by collaborating with a credentialed Education Specialist to  design and oversee individualized learning plans. Families have the flexibility to teach lessons directly, select online or in person classes with our certificated instructors, use qualified community partners for support in a wide variety of subjects, and  connect with other families through school-sponsored activities and events.     CWCV fosters parent engagement through a dedicated Parent Support Department, which provides up-to-date information and  guidance through newsletters, listserv announcements, Education Specialist communication, and meetings held throughout the  year. Families are invited to participate in organized opportunities such as PAWS (Parent Activities, Workshops and Support  Sessions) and PAC (Parent Advisory Committee) meetings, as well as informal events like Donuts with Directors. Parents may  also attend monthly board meetings to stay informed and provide input on school decisions. In addition, the school offers  ongoing professional development for both parents and teachers, including curriculum / instruction workshops and information sessions designed to help families explore instructional materials and strategies.|Connecting Waters Charter School - Central Valley (CWCV) is a public charter school built on a strong partnership between families and  educators. Parents play an active role in their child’s education by collaborating with a credentialed Education Specialist to  design and oversee individualized learning plans. Families have the flexibility to teach lessons directly, select online or in person classes with our certificated instructors, use qualified community partners for support in a wide variety of subjects, and  connect with other families through school-sponsored activities and events.     CWCV fosters parent engagement through a dedicated Parent Support Department, which provides up-to-date information and  guidance through newsletters, listserv announcements, Education Specialist communication, and meetings held throughout the  year. Families are invited to participate in organized opportunities such as PAWS (Parent Activities, Workshops and Support  Sessions) and PAC (Parent Advisory Committee) meetings, as well as informal events like Donuts with Directors. Parents may  also attend monthly board meetings to stay informed and provide input on school decisions. In addition, the school offers  ongoing professional development for both parents and teachers, including curriculum / instruction workshops and information  sessions designed to help families explore instructional materials and strategies.|Connecting Waters Charter School - Central Valley (CWCV) is a public charter school built on a strong partnership between families and  educators. Parents play an active role in their child’s education by collaborating with a credentialed Education Specialist to  design and oversee individualized learning plans. Families have the flexibility to teach lessons directly, select online or in person classes with our certificated instructors, use qualified community partners for support in a wide variety of subjects, and  connect with other families through school-sponsored activities and events.     CWCV fosters parent engagement through a dedicated Parent Support Department, which provides up-to-date information and  guidance through newsletters, listserv announcements, Education Specialist communication, and meetings held throughout the  year. Families are invited to participate in organized opportunities such as PAWS (Parent Activities, Workshops and Support  Sessions) and PAC (Parent Advisory Committee) meetings, as well as informal events like Donuts with Directors. Parents may  also attend monthly board meetings to stay informed and provide input on school decisions. In addition, the school offers  ongoing professional development for both parents and teachers, including curriculum / instruction workshops and information sessions designed to help families explore instructional materials and strategies.|Connecting Waters Charter School - Central Valley has demonstrated meaningful progress in building partnerships by actively incorporating feedback from parents, teachers, and administrators into its instructional support structures. The LEA has developed a tiered intervention system grounded in iReady performance data, enabling educators and Educational Specialists (ESs) to collaborate with families in designing personalized learning plans. Parents are meaningfully included in selecting the appropriate tier of support for their student, reinforcing a shared ownership of learning outcomes. The consistency of this framework across TK–12 ensures that families experience a coherent, predictable system regardless of their child's grade level, strengthening trust and communication between the school and its educational partners.|While foundational structures are in place, CWCV recognizes the need to deepen the consistency and clarity of its partnership practices. Key focus areas include strengthening the use of iReady data in family-facing communications so that progress is transparent and actionable, establishing clearer expectations around student support so families understand intervention pathways, and expanding access to credentialed instruction for students with the greatest academic need. The LEA will also work to ensure that intervention structures are uniformly implemented across all educational partners, reducing variability in how tiered supports are communicated and delivered to families.|CWCV is committed to ensuring that underrepresented families — including those facing language barriers, socioeconomic challenges, or limited prior engagement with the independent study model — have equitable access to the partnerships and resources available through the tiered support system. The LEA will prioritize outreach efforts that make iReady data and instructional tier options clearly understandable and accessible to all families. This includes developing culturally responsive communication strategies, offering additional touchpoints with Educational Specialists for families who may need more guided support, and using stakeholder feedback processes that are intentionally inclusive of historically underrepresented voices to continuously refine the program.|CWCV has established a robust and multi-layered structure for seeking input from educational partners. The school actively engages families through a dedicated Parent Support Department that disseminates timely information via newsletters, listserv announcements, and regular ES communications. Structured input opportunities such as PAC (Parent Advisory Committee)  meetings, PAWS sessions, and monthly board meetings provide families with consistent, accessible forums to voice perspectives and influence school decisions. Informal engagement events like Donuts with Directors further lower barriers to participation by creating approachable, relationship-centered spaces for dialogue. The school's recent policy development — shaped directly by feedback from parents, teachers, and administrators — demonstrates that input is not only collected but meaningfully acted upon, resulting in clearer intervention structures, more consistent use of iReady data, and expanded access to credentialed instruction.|While CWCV has strong input-gathering mechanisms in place, the LEA recognizes the need to ensure that feedback is systematically collected, analyzed, and visibly connected to decision-making outcomes. Focus areas include formalizing feedback loops so families can see how their input translates into program changes, increasing participation in governance structures like PAC and board meetings beyond regularly engaged families, and ensuring that professional development offerings for parents are responsive to emerging needs identified through data and stakeholder input. The LEA also aims to strengthen the consistency with which Educational Specialists facilitate input-gathering during learning plan meetings, ensuring that family voice is captured across all caseloads equitably.|CWCV is committed to broadening the diversity of voices informing school decisions. To improve engagement of underrepresented families — including those with language barriers, limited availability due to work or caregiving responsibilities, or limited prior experience in school governance — the LEA will take intentional steps to reduce participation barriers. This includes offering meeting times and formats that accommodate varied schedules, providing translation and interpretation support at PAC and board meetings, and leveraging ES relationships to personally invite and support underrepresented families in participating in input opportunities. The school will also explore targeted outreach through PAWS and informal events to build trust and familiarity with governance processes among families who may feel less confident engaging in formal decision-making structures. Feedback gathered through these efforts will be tracked and used to continuously refine the LEA's approach to inclusive, equitable partnership.|5|5|4|5|5|5|4|5|4|4|5|5|Met||2026-06-22|2026
50711750000000|Modesto City High|3|Modesto City Schools (MCS) provided a Family Engagement Survey during the 2025-26 school year.  The results were included in the district LCAP.  A total of 1,680 participants completed the survey.    Seventy-seven percent of parent respondents stated that the school encourages parental involvement, and seventy percent stated the district encourages parental involvement.  Seventy-nine percent of the parent respondents stated that they feel welcome at their school and that the school treats people with respect regardless of race/ethnicity or culture.  Over 70% of respondents reported they can communicate with teachers and staff when needed.  Respondents preferred email and text messages for communication with school and district staff.    The Parent Engagement and Outreach (PEO) department held multiple events, both in-person and virtual (offered in both English and Spanish), on a variety of topics, and provided parent outreach and resources to meet parent needs.  Examples of these programs include Parent Leadership Programs, Parents Making a Difference - a six-part series that provided information on topics that parents may not truly understand, titled “District Navigation”, and the Parent Ambassadors program that offered various on-site classes on parent-related topics.  MCS hosts monthly well-attended DELAC meetings with representation from site ELACs to foster the engagement of parents of English learners.  Additionally, parents of English learner students and immigrant students had the opportunity to engage with staff to support a better understanding of programs to support their students.    The district revised the Parent Engagement Policy in 2025-26 in collaboration with the Parent Advisory Council (PAC).  The PAC is composed of representatives from each school’s School Site Council. In addition to providing input on the Parent Engagement Policy, the PAC advised on the LCAP and on the use of Title I funds at the district level.|The focus area for the district will be to increase parents’ contributions to school and district initiatives.  The district has the Parent Ambassador Program at school sites to increase parent engagement and participation.  The Parent Ambassadors focus on both school and district initiatives to help keep parents informed and to provide a bridge from the school to the community.  The Parents Making a Difference Program will be expanded to offer more opportunities for parents to be involved in the educational process at both the district and site levels.|The Parent Engagement and Outreach Department is focused on engaging all parents in the educational process.  The PEO office collaborates with various departments and sites to coordinate opportunities for building relationships with underrepresented families.  Outreach efforts include English learner families, immigrant and migrant families, families of students with disabilities, and foster and homeless youth families.  Through the Parent Ambassador Program and the various departments, families are kept informed of school events, activities, and opportunities for involvement.    The district’s English Learners Department provides parent training and meetings to engage parents of English Learners.  Additionally, the department hosts a Parent Resource Center to support families of immigrant and newcomer students.|MCS provides professional learning and support to teachers and administrators to improve a school’s capacity to partner with families, including PD on Cultural Awareness and Equity.  The district has staff dedicated to family engagement at the central and site levels.  Parents are informed of their legal rights both in writing and through participation in advisory committees.|The focus area for the district will be to increase parents’ contributions to student outcomes.  Parents are critical in helping students achieve success.  The district will focus on parent training that will develop their ability to advocate and support their students by increasing their knowledge of resources.  Additionally, parent courses will focus on building the parents’ abilities to be a resource for their students.|The Parent Engagement and Outreach Department is focused on engaging all parents in the educational process.  The PEO office collaborates with various departments and sites to coordinate opportunities for building relationships with underrepresented families.  Outreach efforts include English learner families, immigrant and migrant families, families of students with disabilities, and foster and homeless youth families.  Through the Parent Ambassador Program and the various departments, families are kept informed of school events, activities, and opportunities for involvement.|MCS has several advisory committees where parents provide input, including the site ELACs, the DELAC, the Parent Advisory Committee, the LCAP Advisory Committee, School Site Councils, and the superintendent’s Key Communicator Committee.  Additionally, the superintendent hosted Community Forums seeking input in the decision-making process.  These committees provide opportunities for families, teachers, principals, community members, and district administrators to work together to plan, design, implement, and evaluate family engagement activities at the school and district levels.|The focus area for the district will be to increase parents’ ability to participate in the various committees. The district’s website, social media accounts, and Parent Square will provide information to parents about the various opportunities available and work to engage all parents in the process.  Additionally, the PEO Department will incorporate information regarding site and district committees into their trainings and events throughout the school year.|The Parent Engagement and Outreach Department is focused on engaging all parents in the educational process. The PEO office collaborates with various departments and sites to coordinate opportunities for building relationships with underrepresented families. Outreach efforts include English learner families, immigrant and migrant families, families of students with disabilities, and foster and homeless youth families. Through the Parent Ambassador Program and the various departments, families are kept informed of school events, activities, and opportunities for involvement.|4|4|3|4|3|4|4|4|4|4|4|3|Met||2026-06-22|2026
50711750120212|Aspire Vanguard College Preparatory Academy|3|At Aspire Vanguard College Preparatory Academy, we continue to prioritize building strong, trusting relationships between school staff and families. We believe that meaningful connection and open communication are essential to student success. This year, we maintained regular outreach through surveys, family meetings, and community events to ensure families feel welcomed, informed, and heard. Teachers and school leaders made intentional efforts to reach out individually to families, especially during key moments in the school year. These practices have helped strengthen our partnership with families and create a supportive, inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected, but visibly acted upon.|To better support underrepresented families, we are enhancing our communication methods and outreach strategies. This includes offering translation services, flexible meeting times, and multiple ways for families to share input — such as surveys, one-on-one conversations, and small group listening sessions. We are also working to build stronger relationships through family liaisons, cultural events, and community partnerships. By continuously listening and adapting, we are committed to making sure every family feels seen, valued, and empowered to be an active part of our school community.|Aspire Vanguard College Preparatory Academy continues to support strong partnerships between families and educators to promote student success. This includes sharing academic updates, hosting family events, and offering resources to help parents support learning at home. Teachers regularly communicate with families through student-led conferences, newsletters, and online platforms. We also offer professional learning to staff that strengthens their ability to collaborate with families and understand diverse student needs. These efforts have fostered a shared sense of purpose and a stronger learning community.|We are committed to deepening our partnerships with families by improving consistency and expanding how we share information and gather feedback. One area of growth is ensuring families not only receive updates, but also have opportunities to co-create strategies that support their child’s learning. We also seek to increase family understanding of academic expectations and how they can advocate for their students at all levels.|To better reach families who may not be as engaged, we are implementing more targeted and accessible approaches, such as offering multilingual materials, evening events, and varied formats for school-home communication. We are also working to build trust with underrepresented families through consistent outreach, inclusive programming, and leadership opportunities that honor the voices and strengths of our diverse community.|We believe families are essential partners in shaping our school’s vision and priorities. Aspire Vincent Shalvey Academy regularly invites families to provide input through surveys, School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. Principals and teachers use this feedback to inform key decisions, including academic programming, student support systems, and community-building activities. This ongoing engagement helps ensure that our school reflects the needs and hopes of the community we serve.|As we continue to strengthen our systems for shared decision-making, we are focused on expanding participation in advisory groups and ensuring the input we receive represents the full diversity of our families. We also aim to increase transparency by more clearly communicating how family feedback is used to make decisions.|To better include underrepresented voices in decision-making, we are developing new strategies to invite and support family participation — such as personal outreach, translation services, and meeting formats that are flexible and culturally responsive. We are also exploring additional ways to elevate family leadership in school planning efforts, so that every family feels empowered to shape their child’s educational experience.|4|5|5|5|4|5|5|4|5|5|4|5|Met||2026-06-18|2026
50712090000000|Paradise Elementary|3|Paradise Elementary School District continues to demonstrate strong progress in building positive relationships between school staff and families. Educational partner feedback indicates that the District has established welcoming and inclusive school environments, earning the highest rating of 5 for creating welcoming environments, supporting staff in learning about families' strengths, cultures, languages, and goals, and providing opportunities for meaningful two-way communication between families and educators. The District also received a rating of 4 for developing staff capacity to build trusting and respectful relationships with families. These results reflect the District's ongoing commitment to fostering strong partnerships with families through regular communication, family engagement opportunities, and a school culture that values collaboration and mutual respect. Parent survey results further support these findings, with parents reporting high levels of satisfaction regarding school safety, meaningful involvement opportunities, and the welcoming nature of the school environment. Together, these measures demonstrate continued progress in strengthening family-school partnerships that support student success.|While the District continues to demonstrate strong performance in family engagement and communication, a focus area for improvement is increasing participation from a broader cross-section of families in surveys and engagement activities. Although parent feedback was highly positive, survey participation declined during the 2025-26 school year. The District will continue to strengthen outreach efforts and identify additional opportunities for families to provide input and engage in school decision-making processes. Additionally, the District will continue to build staff capacity for developing trusting and respectful relationships with families, particularly through ongoing communication, responsiveness to family needs, and engagement strategies that support meaningful partnerships with all educational partners. These efforts will help ensure that family voices remain an integral part of supporting student success.|Based on educational partner input and local data, Paradise Elementary School District will continue to strengthen efforts to engage families who may be underrepresented in school surveys, meetings, and decision-making opportunities. The District will utilize multiple communication methods, including phone calls, emails, parent meetings, and school events, to increase awareness and participation among all families. The District will continue to provide clear, accessible communication and encourage family involvement through ongoing opportunities for feedback and collaboration. Special attention will be given to reaching families of English Learners, socioeconomically disadvantaged students, and students with disabilities to ensure they have meaningful opportunities to participate in school activities and provide input on programs and services. Through these efforts, the District aims to increase family participation and strengthen partnerships that support student achievement and well-being.|Paradise Elementary School District continues to demonstrate strong progress in building partnerships that support positive student outcomes. Educational partner feedback resulted in the highest rating of 5 in all areas related to this priority, including providing professional learning and support to staff, equipping families with information and resources to support learning at home, facilitating communication between families and educators regarding student progress, and supporting families in understanding and exercising their rights as educational partners. These results reflect the District's commitment to fostering collaborative relationships between families and school staff to support student success. The District continues to provide regular communication regarding student progress, opportunities for parent-teacher collaboration, and resources that help families support learning beyond the classroom. Parent survey results further support these findings, with families reporting high levels of satisfaction regarding meaningful involvement opportunities and overall engagement with the school. Together, these efforts have strengthened partnerships between home and school and contributed to positive outcomes for students.|While the District received the highest rating in all areas related to building partnerships for student outcomes, it remains committed to continuous improvement. A primary focus area will be increasing participation in family engagement activities and opportunities for educational partner feedback to ensure that a broad representation of families is involved in supporting student success. The District will also continue to expand opportunities for ongoing communication between families and educators regarding student progress, academic expectations, and available supports. By maintaining strong partnerships and increasing family participation, the District seeks to further strengthen the connection between home and school and promote positive outcomes for all students.|Based on educational partner input and local data, Paradise Elementary School District will continue to strengthen outreach efforts to ensure that underrepresented families have meaningful opportunities to participate in supporting student outcomes. The District will utilize multiple communication methods, including phone calls, emails, parent conferences, school events, and digital communication platforms, to share information and encourage participation. The District will continue to provide families with timely information regarding student progress, academic expectations, available resources, and opportunities for involvement. Additional efforts will focus on engaging families of English Learners, socioeconomically disadvantaged students, and students with disabilities by providing accessible communication and encouraging participation in school meetings, surveys, and decision-making opportunities. These efforts will help ensure that all families are informed, supported, and actively engaged as partners in their children's education.|Paradise Elementary School District continues to demonstrate strong progress in seeking educational partner input for decision-making. Educational partner feedback resulted in the highest rating of 5 in all areas related to family participation and shared decision-making, including building staff capacity to engage families in advisory groups, supporting family participation in decision-making processes, providing opportunities for input on policies and programs, and involving families, staff, and administrators in the planning and evaluation of family engagement activities. The District regularly seeks input through the School Site Council, Board meetings, parent surveys, and other engagement opportunities. These processes provide families and educational partners with meaningful opportunities to share feedback and contribute to decisions that impact students and school programs. Parent survey results also reflect strong perceptions of meaningful involvement, indicating that families feel valued and included in the District's decision-making processes. Collectively, these efforts demonstrate the District's commitment to collaborative decision-making and continuous improvement.|While the District received the highest rating in all areas related to seeking input for decision-making, it remains committed to increasing participation and representation among all educational partners. A focus area for improvement is expanding opportunities for feedback and encouraging greater participation from families who may not regularly engage in surveys, meetings, or advisory groups. The District will continue to strengthen communication and outreach efforts to ensure that all families are aware of opportunities to provide input on policies, programs, and school improvement efforts. By increasing participation from a broader range of educational partners, the District can ensure that decision-making processes reflect the diverse perspectives and needs of the school community.|Based on educational partner input and local data, Paradise Elementary School District will continue to expand outreach efforts to ensure that underrepresented families have meaningful opportunities to participate in advisory groups and decision-making processes. The District will provide information about meetings, surveys, and engagement opportunities through multiple communication methods and encourage participation from families who may not traditionally engage in school activities. The District will continue to seek input from families of English Learners, socioeconomically disadvantaged students, and students with disabilities by providing accessible communication, flexible opportunities for participation, and ongoing encouragement to share feedback. Through these efforts, the District aims to increase representation in decision-making processes and ensure that all educational partners have a voice in shaping programs, services, and supports for students.|4|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-17|2026
50712090112383|Paradise Charter|3|Paradise Elementary School District continues to demonstrate strong progress in building positive relationships between school staff and families. Educational partner feedback indicates that the District has established welcoming and inclusive school environments, earning the highest rating of 5 for creating welcoming environments, supporting staff in learning about families' strengths, cultures, languages, and goals, and providing opportunities for meaningful two-way communication between families and educators. The District also received a rating of 4 for developing staff capacity to build trusting and respectful relationships with families. These results reflect the District's ongoing commitment to fostering strong partnerships with families through regular communication, family engagement opportunities, and a school culture that values collaboration and mutual respect. Parent survey results further support these findings, with parents reporting high levels of satisfaction regarding school safety, meaningful involvement opportunities, and the welcoming nature of the school environment. Together, these measures demonstrate continued progress in strengthening family-school partnerships that support student success.|While the District continues to demonstrate strong performance in family engagement and communication, a focus area for improvement is increasing participation from a broader cross-section of families in surveys and engagement activities. Although parent feedback was highly positive, survey participation declined during the 2025-26 school year. The District will continue to strengthen outreach efforts and identify additional opportunities for families to provide input and engage in school decision-making processes. Additionally, the District will continue to build staff capacity for developing trusting and respectful relationships with families, particularly through ongoing communication, responsiveness to family needs, and engagement strategies that support meaningful partnerships with all educational partners. These efforts will help ensure that family voices remain an integral part of supporting student success.|Based on educational partner input and local data, Paradise Elementary School District will continue to strengthen efforts to engage families who may be underrepresented in school surveys, meetings, and decision-making opportunities. The District will utilize multiple communication methods, including phone calls, emails, parent meetings, and school events, to increase awareness and participation among all families. The District will continue to provide clear, accessible communication and encourage family involvement through ongoing opportunities for feedback and collaboration. Special attention will be given to reaching families of English Learners, socioeconomically disadvantaged students, and students with disabilities to ensure they have meaningful opportunities to participate in school activities and provide input on programs and services. Through these efforts, the District aims to increase family participation and strengthen partnerships that support student achievement and well-being.|Paradise Elementary School District continues to demonstrate strong progress in building partnerships that support positive student outcomes. Educational partner feedback resulted in the highest rating of 5 in all areas related to this priority, including providing professional learning and support to staff, equipping families with information and resources to support learning at home, facilitating communication between families and educators regarding student progress, and supporting families in understanding and exercising their rights as educational partners. These results reflect the District's commitment to fostering collaborative relationships between families and school staff to support student success. The District continues to provide regular communication regarding student progress, opportunities for parent-teacher collaboration, and resources that help families support learning beyond the classroom. Parent survey results further support these findings, with families reporting high levels of satisfaction regarding meaningful involvement opportunities and overall engagement with the school. Together, these efforts have strengthened partnerships between home and school and contributed to positive outcomes for students.|While the District received the highest rating in all areas related to building partnerships for student outcomes, it remains committed to continuous improvement. A primary focus area will be increasing participation in family engagement activities and opportunities for educational partner feedback to ensure that a broad representation of families is involved in supporting student success. The District will also continue to expand opportunities for ongoing communication between families and educators regarding student progress, academic expectations, and available supports. By maintaining strong partnerships and increasing family participation, the District seeks to further strengthen the connection between home and school and promote positive outcomes for all students.|Based on educational partner input and local data, Paradise Elementary School District will continue to strengthen outreach efforts to ensure that underrepresented families have meaningful opportunities to participate in supporting student outcomes. The District will utilize multiple communication methods, including phone calls, emails, parent conferences, school events, and digital communication platforms, to share information and encourage participation. The District will continue to provide families with timely information regarding student progress, academic expectations, available resources, and opportunities for involvement. Additional efforts will focus on engaging families of English Learners, socioeconomically disadvantaged students, and students with disabilities by providing accessible communication and encouraging participation in school meetings, surveys, and decision-making opportunities. These efforts will help ensure that all families are informed, supported, and actively engaged as partners in their children's education.|Paradise Elementary School District continues to demonstrate strong progress in seeking educational partner input for decision-making. Educational partner feedback resulted in the highest rating of 5 in all areas related to family participation and shared decision-making, including building staff capacity to engage families in advisory groups, supporting family participation in decision-making processes, providing opportunities for input on policies and programs, and involving families, staff, and administrators in the planning and evaluation of family engagement activities. The District regularly seeks input through the School Site Council, Board meetings, parent surveys, and other engagement opportunities. These processes provide families and educational partners with meaningful opportunities to share feedback and contribute to decisions that impact students and school programs. Parent survey results also reflect strong perceptions of meaningful involvement, indicating that families feel valued and included in the District's decision-making processes. Collectively, these efforts demonstrate the District's commitment to collaborative decision-making and continuous improvement.|While the District received the highest rating in all areas related to seeking input for decision-making, it remains committed to increasing participation and representation among all educational partners. A focus area for improvement is expanding opportunities for feedback and encouraging greater participation from families who may not regularly engage in surveys, meetings, or advisory groups. The District will continue to strengthen communication and outreach efforts to ensure that all families are aware of opportunities to provide input on policies, programs, and school improvement efforts. By increasing participation from a broader range of educational partners, the District can ensure that decision-making processes reflect the diverse perspectives and needs of the school community.|Based on educational partner input and local data, Paradise Elementary School District will continue to expand outreach efforts to ensure that underrepresented families have meaningful opportunities to participate in advisory groups and decision-making processes. The District will provide information about meetings, surveys, and engagement opportunities through multiple communication methods and encourage participation from families who may not traditionally engage in school activities. The District will continue to seek input from families of English Learners, socioeconomically disadvantaged students, and students with disabilities by providing accessible communication, flexible opportunities for participation, and ongoing encouragement to share feedback. Through these efforts, the District aims to increase representation in decision-making processes and ensure that all educational partners have a voice in shaping programs, services, and supports for students.|4|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-17|2026
50712170000000|Patterson Joint Unified|3|Based on educational partner input and local data, PJUSD has demonstrated steady progress in building positive relationships between school staff and families, with ratings of “3” across all areas of implementation. The district continues to strengthen the capacity of administrators, teachers, and classified staff to build trusting and respectful relationships with families through ongoing communication, customer service practices, and family engagement efforts. Schools are working to create welcoming environments where families feel valued, respected, and connected to the educational community.  PJUSD has also made progress in supporting staff to better understand and value each family’s strengths, cultures, languages, and goals for their children. Efforts to provide inclusive practices and culturally responsive communication have helped increase family participation and engagement across school sites. In addition, the district continues to expand opportunities for meaningful two-way communication between families and educators through accessible communication platforms, parent meetings, conferences, surveys, and translated materials designed to meet the diverse language needs of families.  Overall, educational partner feedback and local data indicate PJUSD is building a stronger culture of collaboration and trust between schools and families while continuing to identify opportunities for growth and deeper engagement.|Based on the analysis of educational partner input and local data, PJUSD has identified several focus areas for continued improvement in building relationships between school staff and families. While progress has been made, the district recognizes the need to further strengthen staff capacity to consistently build trusting and respectful relationships with all families across school sites. Additional professional learning and support will help ensure family engagement practices are implemented consistently and effectively throughout the district.  PJUSD also seeks to improve efforts to create more welcoming and inclusive environments that encourage greater participation from families representing diverse cultural and linguistic backgrounds. Expanding opportunities for authentic two-way communication remains a priority, particularly by increasing accessible communication methods, improving translation and interpretation services, and ensuring families receive timely, understandable information about their child’s education.  In addition, PJUSD aims to deepen staff understanding of family strengths, cultures, languages, and educational goals in order to strengthen partnerships and increase meaningful family engagement. Future efforts will focus on gathering continued educational partner feedback and using local data to refine family engagement strategies and improve relationships between schools and families districtwide.|Based on the analysis of educational partner input and local data, PJUSD will continue to strengthen engagement with underrepresented families by expanding culturally responsive and inclusive family engagement practices across all school sites. The district will focus on increasing access to meaningful two-way communication through translated materials, interpretation services, and communication platforms that are understandable and accessible to families who speak languages other than English.  PJUSD will also provide additional opportunities for families to participate in school and district activities through flexible meeting times, family workshops, surveys, and community outreach efforts designed to reduce barriers to participation. Staff will continue to receive support and professional learning focused on building trusting relationships with families and understanding the diverse cultural backgrounds, strengths, and educational goals of the students and communities they serve.  In addition, PJUSD will continue to gather feedback from families, particularly those from underrepresented groups, to better identify needs, improve communication practices, and strengthen partnerships between families and schools. These efforts are intended to ensure all families feel welcomed, valued, and actively engaged in supporting student success.|Based on the analysis of educational partner input and local data, PJUSD has demonstrated continued progress in building partnerships that support positive student outcomes, with ratings of “3” across all areas of implementation. The district continues to provide professional learning and support for teachers and principals to strengthen school capacity to effectively partner with families in support of student success. These efforts have helped promote consistent family engagement practices and increased collaboration between schools and families.  PJUSD has also made progress in providing families with information, tools, and resources to support student learning and development at home. Schools continue to communicate academic expectations, student progress, and available supports through conferences, workshops, digital communication platforms, and family engagement activities. In addition, the district supports regular opportunities for teachers, students, and families to meet and discuss academic progress, student needs, and strategies for improving outcomes together.  Educational partner feedback and local data also indicate progress in helping families understand their legal rights and encouraging them to advocate for their students and participate in educational decision-making processes. Overall, PJUSD continues to strengthen collaborative partnerships with families to support student achievement, engagement, and overall well-being.|Based on the analysis of educational partner input and local data, PJUSD has identified several focus areas for continued improvement in building partnerships for student outcomes. While progress has been made, the district recognizes the need to further strengthen professional learning opportunities for teachers and principals to ensure consistent and effective family partnership practices across all schools. Continued support will help staff build stronger collaborative relationships with families that directly support student achievement and well-being.  PJUSD also seeks to improve how information and resources are shared with families to better support student learning at home. Efforts will focus on increasing accessibility of materials, expanding outreach to families from diverse linguistic and cultural backgrounds, and ensuring families receive timely and understandable information regarding academic expectations, available supports, and student progress.  In addition, PJUSD aims to increase meaningful opportunities for families, students, and educators to engage in collaborative discussions about student performance and strategies for improvement. Strengthening family understanding of legal rights, educational programs, and advocacy opportunities will remain a priority to ensure all families feel empowered to participate fully in supporting student success and educational decision-making processes.|Based on the analysis of educational partner input and local data, PJUSD will continue to improve engagement with underrepresented families by increasing access to information, resources, and opportunities that support student learning and strengthen family-school partnerships. The district will expand the use of translated materials, interpretation services, and accessible communication tools to ensure families from diverse linguistic and cultural backgrounds can fully participate in their child’s education.   2026-27 Local Performance Indicator Self-Reflection for Patterson Joint Unified School Distict Page 12 of 19 PJUSD will also provide additional outreach and family engagement opportunities designed to reduce barriers to participation, including flexible meeting times, family workshops, and opportunities for families to meet with teachers and school staff to discuss student progress and academic supports. Professional learning for teachers and administrators will continue to focus on culturally responsive family engagement practices and strategies for building inclusive partnerships with all families.  In addition, PJUSD will strengthen efforts to help underrepresented families better understand their legal rights, available educational programs, and ways to advocate for their students. Ongoing educational partner feedback and local data will continue to guide improvements in outreach, communication, and support services to ensure all families feel empowered, informed, and actively engaged in supporting positive student outcomes.|Based on the analysis of educational partner input and local data, PJUSD has demonstrated continued progress in strengthening family participation in decision-making processes, with ratings of “3” across all areas of implementation. The district continues to build the capacity of principals, teachers, and staff to effectively engage families in advisory groups and shared decision-making opportunities at both the school and district levels. Schools are working to create collaborative environments where family voices are valued and encouraged as part of continuous improvement efforts.  PJUSD has also made progress in supporting family members to actively participate in advisory committees, school meetings, and district planning processes by providing information, communication, and engagement opportunities that encourage meaningful participation. Educational partner feedback indicates that families are increasingly  2026-27 Local Performance Indicator Self-Reflection for Patterson Joint Unified School Distict Page 13 of 19 provided opportunities to share input on policies, programs, and services that impact students and school communities.  In addition, PJUSD continues to expand opportunities for families, teachers, principals, and district administrators to work together in planning, implementing, and evaluating family engagement activities. Efforts to seek input from underrepresented groups through outreach, surveys, meetings, and accessible communication practices have supported broader participation and stronger collaboration between schools and families. Overall, local data and educational partner input reflect steady progress in fostering inclusive decision-making processes that support student success and strengthen school-community partnerships.|Based on the analysis of educational partner input and local data, PJUSD has identified several focus areas for continued improvement in seeking input for decision-making. While progress has been made, the district recognizes the need to further strengthen staff capacity to consistently and effectively engage families in advisory groups and decision-making processes across all school sites. Additional training and support will help ensure family engagement practices are inclusive, meaningful, and consistent districtwide.  PJUSD also seeks to improve efforts to increase participation from underrepresented families by reducing barriers to involvement and expanding outreach strategies. Focus areas include improving communication about advisory opportunities, increasing access to translated materials and interpretation services, and offering flexible meeting formats and times to encourage broader participation from diverse family groups.  In addition, PJUSD aims to strengthen collaboration between families, teachers, principals, and district administrators in the planning, implementation, and evaluation of family engagement activities and programs. Continued efforts will focus on gathering and using educational partner feedback and local data to improve participation, ensure all voices are represented, and support transparent and collaborative decision-making processes that positively impact student outcomes.|Based on the analysis of educational partner input and local data, PJUSD will continue to improve engagement of underrepresented families in decision-making processes by expanding outreach efforts and creating more inclusive opportunities for participation at both the school and district levels. The district will increase the use of translated materials, interpretation services, and accessible communication methods to ensure families from diverse linguistic and cultural backgrounds are informed about opportunities to participate in advisory groups, meetings, and district planning activities.  PJUSD will also work to reduce barriers to participation by offering flexible meeting times, virtual participation options, and family-friendly engagement opportunities that encourage broader involvement from underrepresented groups. Staff and school leaders will continue to receive support and professional learning focused on culturally responsive engagement practices and strategies for building trusting relationships with families.  In addition, PJUSD will strengthen efforts to actively seek feedback from underrepresented families through surveys, focus groups, community outreach, and school engagement activities. Families, educators, principals, and district administrators will continue to collaborate in the planning, implementation, and evaluation of programs and family engagement efforts to ensure all voices are represented in decision-making processes that support student success and school improvement.|3|3|3|3|3|3|3|3|3|3|3|3|Met||2026-06-08|2026
50712330000000|Roberts Ferry Union Elementary|3|Based on the analysis of educational partner input and local data, Roberts Ferry School continues to demonstrate strong progress in building positive relationships between school staff and families. Survey results reflected the highest rating in all areas of family engagement, indicating that families feel welcomed, respected, and valued as partners in their children's education. Families consistently describe the school as a supportive and family-oriented community where staff take the time to build meaningful relationships and maintain open lines of communication. The school provides multiple opportunities for two-way communication through parent conferences, school events, newsletters, and ongoing communication between families and staff. Roberts Ferry School remains committed to fostering a welcoming environment, learning about the unique strengths and needs of each family, and building strong partnerships that support student success.|Based on the analysis of educational partner input and local data, Roberts Ferry School will continue to strengthen communication and family engagement opportunities. While survey results reflected highly positive ratings in all areas of relationship building, some families expressed interest in additional opportunities to participate in classroom activities and school events. Families also identified communication and school safety as areas for continued attention. The school will continue to seek feedback from educational partners and explore ways to enhance family involvement, strengthen communication, and maintain the welcoming, family-oriented environment that families value.|Based on the analysis of educational partner input and local data, Roberts Ferry School identified a need to increase overall family participation in feedback opportunities. Approximately 10% (up from last years 5%) of families participated in the survey process, limiting the ability to identify specific underrepresented groups and their unique needs. To improve engagement, the school will continue to expand outreach efforts through multiple communication methods, encourage participation in surveys and school events, and provide flexible opportunities for families to share their input. These efforts will help ensure that a broader range of family perspectives is represented in school planning and decision-making.|Based on the analysis of educational partner input and local data, Roberts Ferry School continues to demonstrate strong progress in building partnerships that support positive student outcomes. Families rated the school highly in its efforts to support communication, provide opportunities for collaboration, and involve families in discussions regarding student progress. Parents consistently identified the school's supportive staff, strong sense of community, and commitment to student success as key strengths. The school provides multiple opportunities for families and staff to work together to support student learning, including parent-teacher conferences, regular communication through Class Dojo and other communication platforms, and school events that encourage family involvement. Families also reported that staff are accessible and responsive, helping to foster strong home-school partnerships. These ongoing efforts contribute to a positive learning environment where families and educators work collaboratively to support the academic and social-emotional growth of students.|Based on the analysis of educational partner input and local data, Roberts Ferry School will continue to strengthen partnerships that support student success by enhancing communication and increasing opportunities for family involvement. While families reported positive experiences overall, some educational partners expressed interest in additional opportunities to participate in classroom activities and receive information that supports student learning at home. The school will continue to provide resources, maintain open communication, and encourage collaboration between families and staff to support positive academic and social-emotional outcomes for all students.|Based on the analysis of educational partner input and local data, Roberts Ferry School identified a need to increase participation from families in feedback and engagement opportunities. With approximately 10% of families participating (up from 5% last year) in the survey process, the school will continue to expand outreach efforts and provide multiple opportunities for families to engage in their children's education. Communication will be provided through a variety of methods, including Class Dojo, email, phone calls, newsletters, and in-person meetings. The school will also continue to encourage participation in parent conferences, school events, and surveys to ensure that a broader range of family perspectives is represented in efforts to support positive student outcomes.|Based on the analysis of educational partner input and local data, Roberts Ferry School continues to demonstrate strong progress in seeking family input and involving educational partners in decision-making processes. Families rated the school highly in its efforts to engage parents in advisory groups and provide opportunities for input on school programs and initiatives. The school values family voice and encourages participation through surveys, parent meetings, advisory committees, and other feedback opportunities.  Roberts Ferry School regularly seeks input from families regarding school priorities, programs, and continuous improvement efforts. Feedback from educational partners is used to inform planning and decision-making, helping ensure that school initiatives reflect the needs of students, families, and the broader school community. These efforts support a collaborative culture in which families, staff, and administrators work together to promote student success.|Based on the analysis of educational partner input and local data, Roberts Ferry School will continue to focus on increasing family participation in decision-making opportunities. While families who participated in the survey reported positive experiences, approximately 10% of families provided feedback, indicating a need to increase engagement and representation in surveys, advisory groups, and other input opportunities. The school will continue to expand outreach efforts, encourage participation from a broader range of families, and utilize educational partner feedback to inform school planning and continuous improvement efforts.|Based on the analysis of educational partner input and local data, Roberts Ferry School identified a need to increase participation in surveys and other feedback opportunities to ensure that a broader range of family perspectives is represented in decision-making. Because approximately 10% of families participated in the survey process, specific underrepresented groups could not be clearly identified. The school will continue to improve engagement by utilizing multiple communication methods, expanding outreach efforts, and providing flexible opportunities for families to share input. These efforts will help ensure that all families have meaningful opportunities to participate in school planning and decision-making processes.|5|5|5|5|5|4|5|5|5|5|4|4|Met||2026-06-09|2026
50712330121525|Roberts Ferry Charter School Academy|3|Based on the analysis of educational partner input and local data, Roberts Ferry School continues to demonstrate strong progress in building positive relationships between school staff and families. Survey results reflected the highest rating in all areas of family engagement, indicating that families feel welcomed, respected, and valued as partners in their children's education. Families consistently describe the school as a supportive and family-oriented community where staff take the time to build meaningful relationships and maintain open lines of communication. The school provides multiple opportunities for two-way communication through parent conferences, school events, newsletters, and ongoing communication between families and staff. Roberts Ferry School remains committed to fostering a welcoming environment, learning about the unique strengths and needs of each family, and building strong partnerships that support student success.|Based on the analysis of educational partner input and local data, Roberts Ferry School will continue to strengthen communication and family engagement opportunities. While survey results reflected highly positive ratings in all areas of relationship building, some families expressed interest in additional opportunities to participate in classroom activities and school events. Families also identified communication and school safety as areas for continued attention. The school will continue to seek feedback from educational partners and explore ways to enhance family involvement, strengthen communication, and maintain the welcoming, family-oriented environment that families value.|Based on the analysis of educational partner input and local data, Roberts Ferry School identified a need to increase overall family participation in feedback opportunities. Approximately 10% (up from last years 5%) of families participated in the survey process, limiting the ability to identify specific underrepresented groups and their unique needs. To improve engagement, the school will continue to expand outreach efforts through multiple communication methods, encourage participation in surveys and school events, and provide flexible opportunities for families to share their input. These efforts will help ensure that a broader range of family perspectives is represented in school planning and decision-making.|Based on the analysis of educational partner input and local data, Roberts Ferry School continues to demonstrate strong progress in building partnerships that support positive student outcomes. Families rated the school highly in its efforts to support communication, provide opportunities for collaboration, and involve families in discussions regarding student progress. Parents consistently identified the school's supportive staff, strong sense of community, and commitment to student success as key strengths. The school provides multiple opportunities for families and staff to work together to support student learning, including parent-teacher conferences, regular communication through Class Dojo and other communication platforms, and school events that encourage family involvement. Families also reported that staff are accessible and responsive, helping to foster strong home-school partnerships. These ongoing efforts contribute to a positive learning environment where families and educators work collaboratively to support the academic and social-emotional growth of students.|Based on the analysis of educational partner input and local data, Roberts Ferry School will continue to strengthen partnerships that support student success by enhancing communication and increasing opportunities for family involvement. While families reported positive experiences overall, some educational partners expressed interest in additional opportunities to participate in classroom activities and receive information that supports student learning at home. The school will continue to provide resources, maintain open communication, and encourage collaboration between families and staff to support positive academic and social-emotional outcomes for all students.|Based on the analysis of educational partner input and local data, Roberts Ferry School identified a need to increase participation from families in feedback and engagement opportunities. With approximately 10% of families participating (up from 5% last year) in the survey process, the school will continue to expand outreach efforts and provide multiple opportunities for families to engage in their children's education. Communication will be provided through a variety of methods, including Class Dojo, email, phone calls, newsletters, and in-person meetings. The school will also continue to encourage participation in parent conferences, school events, and surveys to ensure that a broader range of family perspectives is represented in efforts to support positive student outcomes.|Based on the analysis of educational partner input and local data, Roberts Ferry School continues to demonstrate strong progress in seeking family input and involving educational partners in decision-making processes. Families rated the school highly in its efforts to engage parents in advisory groups and provide opportunities for input on school programs and initiatives. The school values family voice and encourages participation through surveys, parent meetings, advisory committees, and other feedback opportunities.  Roberts Ferry School regularly seeks input from families regarding school priorities, programs, and continuous improvement efforts. Feedback from educational partners is used to inform planning and decision-making, helping ensure that school initiatives reflect the needs of students, families, and the broader school community. These efforts support a collaborative culture in which families, staff, and administrators work together to promote student success.|Based on the analysis of educational partner input and local data, Roberts Ferry School will continue to focus on increasing family participation in decision-making opportunities. While families who participated in the survey reported positive experiences, approximately 10% of families provided feedback, indicating a need to increase engagement and representation in surveys, advisory groups, and other input opportunities. The school will continue to expand outreach efforts, encourage participation from a broader range of families, and utilize educational partner feedback to inform school planning and continuous improvement efforts.|Based on the analysis of educational partner input and local data, Roberts Ferry School identified a need to increase participation in surveys and other feedback opportunities to ensure that a broader range of family perspectives is represented in decision-making. Because approximately 10% of families participated in the survey process, specific underrepresented groups could not be clearly identified. The school will continue to improve engagement by utilizing multiple communication methods, expanding outreach efforts, and providing flexible opportunities for families to share input. These efforts will help ensure that all families have meaningful opportunities to participate in school planning and decision-making processes.|5|5|5|5|5|4|4|4|5|5|4|4|Met||2026-06-08|2026
50712660000000|Salida Union Elementary|3|Based on parent surveys and educational partner input, the district identified strengths in the following areas: engaging in 2-way communication, creating welcoming environments, and building trusting and respectful relationships. The district will continue its Welcome Back-to-School family meetings, which provide a personalized approach to engaging families in a meaningful way before the school year begins. Parents appreciate staff greeting families each morning at the start of the school day. The district has continued using ParentSquare, a safe and secure platform for all school-to-home communication. Currently, 98% of families are signed up and using ParentSquare. Parents receive all school, classroom, and group communication via email, text, or app notifications. Messages are translated through ParentSquare. The district’s fall parent survey showed that 99% of families find it easy to communicate with staff.|Based on the LCAP Parent Advisory Committee and educational partner input, the district will continue to strengthen relationships between schools and families. The district will focus on improving visibility and outreach through Facebook and Instagram. The district will continue to build and promote shared goals by hosting listening sessions and family nights, where families can collaborate with staff to co-create goals for students and foster investment and trust.|The district will continue to improve and support the engagement of underrepresented families through on-going messaging to families to include them in opportunities to strengthen staff and family relationships.|Based on parent surveys and educational partner input, the district found strengths in the following areas: 1) Direct communication with teachers via ParentSquare, Welcome Back Event, and Parent-Teacher Conferences 2) Family Engagement Opportunities such as the series that school counselors organized this year 3) Providing resources to support learning at home: Families have access to the Footsteps2Brilliance early literacy app and Imagine Language and Literacy software to support English language learning at home.|Based on the Parent Advisory Committee and educational partner input, the district will continue to offer informational meetings and family nights.|The district will continue to improve the engagement of underrepresented families by promoting meaningful learning opportunities for families and providing resources to support student learning at home.|Based on parent surveys and educational partner input, the district effectively engages families in advisory groups and decision-making. According to the district survey, 96.3% of families reported being involved in school activities. District strengths included involving parents in the implementation of the new phone pouch policy and gathering their feedback. The district will continue to build family capacity of families and promote involvement in advisory groups.|Based on the Parent Advisory Committee and educational partner input, the district will continue to ensure equity and access by providing translation services and childcare during meetings and events to remove common barriers to participation.|The district will continue to improve the engagement of underrepresented families by consistently communicating and inviting them to participate in committees or share input through surveys.|4|4|3|4|4|4|4|4|4|4|4|4|Met||2026-06-16|2026
50712660124768|Great Valley Academy - Salida|3|Staff uses ParentSquare for timely and consistent communication with families about what is happening at school and in their child's classroom. Parents use responses in the system to provide input and ask questions. GVA will continue to provide training for staff and encourage its use as an efficient means of school-family communication. Teachers communicate about their classroom and students. Staff communicates about events and school functions. Administration provides updates on policy and practice, as well celebrates successes and progress. Procedures, routines, etc. are shared through ParentSquare, as well other modes of communication such as Collaborative Coffees, Family Nights, informal meetings and teacher conferences. GVA updated is visitor and volunteer policies in the wake of Covid in order to increase and enhance parent and family involvement on campus. Additionally, a Parents as Partners Group has become active and engaged on campus, providing insight, feedback and support to school staff and administration. They also collaborate with school staff on the Class Parent program.|"Increased dialogue around community involvement has provided new ideas (and old ones, once abandoned during distance learning) such as grade-level family events, Open House and fundraising events. Parents have expressed and will receive greater access to each other at school functions to increase the family-based atmosphere at GVA. GVA uses Panorama's feedback platform for surveys and data collection, digging deeper into what parents want/need to support their children, enabling them to have successful school experiences. Continued efforts to increase parent access to staff, to various methods of providing feedback and input and to being involved in school decision-making are ongoing leadership discussions. Parents have expressed a desire to be more involved, to provide more support to teachers and staff. Communication systems have been designed which will allow teachers to benefit from parent volunteer time on a more effective and efficient basis. Each site now has a parent liaison that helps coordinate with our Parents as Partners group(s), functions such as the ""class parent"" program and volunteer signups to help in specific classes and/or with specific prep and planning needs. We continue to increase collaboration and opportunities for parents to be on campus, supporting teachers. This year GVA has created a companion website, thegvaway.com, providing a comprehensive description of the organization's core values, beliefs about how learning best occurs and 5 Pillars. Families, staff and the community can explore to their desired depth, the artifacts (text, audio, video descriptors and evidence) explaining the essential elements and foundations of Great Valley Academy."|An ELAC team has been developed with interested and involved parents. Reclassification ceremonies have become consistent, well-attended and a very positive engagement activity for families of EL and reclassified students. Our family input survey platform is connected to all of our data tools, allowing better disaggregation of data and cross- referencing of student information. This will allow us to more effectively plan for increased engagement efforts, as well as targeted supports for these students and families. Our recent School-Family Relationships survey results indicated that 89% of respondents feel that 'the school values the diversity of children's backgrounds' and 91% responded that 'the school is a good fit, considering my child's cultural background'. Additionally, GVA has embarked on a deep implementation of Conscious Discipline and BeGLAD, with a parent education component to engage and support families with diverse backgrounds.|ParentSquare use is a strength. Staff coordinator/trainer ensures staff has access, is trained and uses ParentSquare. Access for families at home to educational technology is significant. Tools like Lexia, ZEARN, etc. provide connection and partnership between school and home. Parents can check progress and support their children's learning. Google classroom also supports this partnership. GVA continues to seek better and more effective ways to connect with and support multi-lingual families and students. ELAC meeting involvement has enhanced these connections. BeGLAD work has engaged multilingual families to a greater degree. Books in primary languages have been shared and translation services are provided. Communication from GVA's Multilingual Learner Specialist about ELPAC, ELAC and other opportunities for multilingual families has increased and she serves as a liaison, relaying family needs, input and feedback to the school. Reclassification celebrations united the school community in support of EL students' effort and progress. GVA now contracts with a translation service to ensure that any current home language at GVA can be accessed during a meeting and/or parent-school communication. Parent input about additional ideas for connection and partnership have been heard and considered through forums such as collaborative coffees, parent nights and conferences. Feedback from family, student and staff surveys have also informed decisions about strengthening family-school partnerships. GVA's Parents as Partners group has added to the outreach and engagement of more parents, alumni and families. After school clubs and tutoring support the needs of families for enrichment and acceleration of skills. SMARTtime (ELO-P) has been exceptionally successful providing before and after school support, mentoring, acceleration, recreation and technology instruction. While open to all families,, unduplicated students are a focus and priority. The transition from KidsCare to SMARTtime based on ELO-P programming/funding has created more and better connections throughout the school and afterschool community at GVA. This has been a welcome resource for many GVA families over the years and the new focus on extended day and services has been a boon. Culminating activities allow families to regularly see their children's work and success. Thegvaway.com website allows families to learn as much (or as little) as they'd like about the foundations and essential elements of GVA.|SMARTtime has allowed for expansion and coordination of before/afterschool activities, clubs and tutoring. Increased resources and greater community outreach will build stronger and more expansive community partnerships. Family input will increasingly inform school decisions in this area and other community-building events. GVA's Executive Team has made Communication a priority area as we seek to be more responsive to and allow for more GVA Community feedback loops. The school website has been updated with email contact info for general community feedback about the school, as well as the ability to email the GVA Board with input. The GVA Way website allows for targeted community feedback and a continuous cycle of reflection and adjustment.|SMARTtime places a priority on ensuring unduplicated families have access to extended learning opportunities around Support (social-emotional, academic, etc.), Mentoring, Acceleration, Recreation and Technology. Added as a member of the Extended Executive Team, GVA's Multilingual Learner Specialist will provide greater focus on informing leadership of the expressed needs of unduplicated students. She will work closely with the Superintendent and COO on developing a comprehensive Title 1 plan and increase support to teachers and staff in the area of implementing strong ELD instruction and monitoring. BeGLAD has been chosen as our instructional program and all teachers have gone through certification in the 2023-24 school year and extended that learning with new priorities in subsequent years. GVA's multilingual committee has a thee-year plan of support and deep implementation to ensure that staff and students receive the greatest benefit of the tools and strategies. Each week's Executive Team meeting concludes with a discussion of cascading messages with a focus on the various audiences those messages may be intended for and the medium by which they will be conveyed.|GVA annually surveys families, staff and students for input on school-based issues. GVA seeks regular staff input on the direction of the school, priorities, growth potential and renewal of topics such as core values, mission and vision. Site administration has regular parents meetings/collaborative coffees and Family Nights with opportunities for educational partner input. The Superintendent conducts regular staff forums, as well as 1:1 discussions for input and communication. GVA practices shared leadership through an Extended Executive Team of 20 individuals that lead/represent various departments and/or programs. Additionally, GVA has a number of Collaborative Committees (Curriculum & Instruction, Safety, Health & Wellness, Connection, etc.) that meet regularly to discuss, plan, implement initiatives and share communication to and from staff, students and families. There were over 25 input sessions held for the development of GVA' current three-year plan (NEXT3 / LCAP) and progress is reported twice a year to the GVA Board with updates / adjustments made if necessary each year.|Superintendent forum format is reviewed and revised based on staff feedback. Currently, the Superintendent has an ongoing schedule of 1:1 meetings with the goal of meeting with each staff member annually. Staff notes parent input at Family Nights, collaborative coffees, etc., and is developing improved methods of following up on this feedback. Appropriate educational partners are engaged via survey regularly to provide input and major school decisions/plans. Committees allow a diverse group of staff to recommend preferred courses of action. Staff is surveyed at the end of each professional development opportunity and the larger GVA community can provide input at any time via the school website. GVA has formed its own special education parent / community advisory group, SPASE, which will kick-off to begin the 2026-27 school year.|All significant site and organizational meetings in which families participate will have interpretation services available. GVA's ELAC group meets regularly. Our Parents as Partners group plans staff support actions and activities. They are presented with school-based considerations to provide input and suggestions. GVA continues to seek more and creative ways to elicit parent involvement.|4|4|4|5|3|4|4|3|4|4|3|4|Met||2026-06-01|2026
50712740000000|Shiloh Elementary|3|Multiple families reported that the strength of Shiloh Elementary is the sense of communication, community, unity and safety felt by families. The staff is a major strength at Shiloh. The Teachers are great and supporting the students. We have a small environment and strong community.|A focus on exploring options that are increasingly accessible to more members of the community to involve more of our parents in Parent's Club Activities and Events is a priority.|Shiloh Elementary will continue to use our communication platforms to reach all families and share opportunities to engage with the school.|Shiloh has a strong school community. Multiple families reported that the students are receiving much needed knowledge and the connection to strive for academic excellence.|Progress Reports for the Primary Grades. The importance of attendance.|We can strive to work together towards academics and improvements. Shiloh will continue to work toward meeting the needs of all of our students. Teaching students to respect other students.|"Shiloh is described as having a ""community atmosphere"" which provides a safe, small-school environment. Families also reported that the school staff is welcoming to all students and families, identifying communication as a strength."|The school continues to encourage more parents to participate in various activities. In addition, continuing to emphasize monthly character education to support students' social interactions and ability to build positive relationships will remain goals.|Shiloh Elementary will continue applying energy, time, and resources to progress through its current practices. Feedback from underrepresented families indicated satisfaction with the school program.|5|5|5|5|5|5|5|5|4|4|5|5|Met||2026-06-09|2026
50712740121558|Shiloh Charter|3|Multiple families reported that the strength of Shiloh Elementary is the sense of communication, community, unity and safety felt by families. The staff is a major strength at Shiloh. The Teachers are great and supporting the students. We have a small environment and strong community.|A focus on exploring options that are increasingly accessible to more members of the community to involve more of our parents in Parent's Club Activities and Events is a priority.|Shiloh Elementary will continue to use our communication platforms to reach all families and share opportunities to engage with the school.|Shiloh has a strong school community. Multiple families reported that the students are receiving much needed knowledge and the connection to strive for academic excellence.|Progress Reports for the Primary Grades. The importance of attendance.|We can strive to work together towards academics and improvements. Shiloh will continue to work toward meeting the needs of all of our students. Teaching students to respect other students.|"Shiloh is described as having a ""community atmosphere"" which provides a safe, small-school environment. Families also reported that the school staff is welcoming to all students and families, identifying communication as a strength."|The school continues to encourage more parents to participate in various activities. In addition, continuing to emphasize monthly character education to support students' social interactions and ability to build positive relationships will remain goals.|Shiloh Elementary will continue applying energy, time, and resources to progress through its current practices. Feedback from underrepresented families indicated satisfaction with the school program.|5|5|5|5|5|5|5|5|4|4|5|5|Met||2026-06-09|2026
50712820000000|Stanislaus Union Elementary|3|The district is using the nationally normed Measurable Results Assessment (MRA) to measure our current strengths and progress in Building Relationships Between School Staff and Families.  The highest score possible in each area is 100.  The district's goal is to score an 80 or above.    Strengths: -The district scored an average of 79 out of a possible 100 for creating a welcoming environment for all families in the community and for building trusting and respectful relationships with families.|-increasing communication regarding strategic planning, district and site goals, baseline metrics, following increases or decreases as well as milestones met. -continued implementation of training for all staff to facilitate an environment that is welcoming for all families in our community and to educate staff about each family's culture, language, and strengths at the school site. -maintain parent informational nights on topics such as mental health, social media etc. -continued execution of Family Nights at all sites to strengthen each school's connection with the parent community|Due to the overall rating of 79 or higher almost meeting the district goal, the district will continue or implement the following:  - using Parent Square for district and site communication  - district bilingual liaison - staffing of one vice principal at each elementary site and two vice principals at the junior high site for family assistance - staffing of one campus supervisor on each elementary site and three campus supervisors at the junior high site for family assistance - staffing of attendance clerks at each site - increasing communication regarding strategic planning, district and site goals, baseline metrics, following increases or decreases as well as milestones met. - continued implementation of training for all staff to facilitate an environment that is welcoming for all families in our community and to educate staff about each family's culture, language, and strengths at the school site. - maintain number of parent informational nights on topics such as mental health, social media etc.  - communicate list of resources available to families  - partnership with Learning Quest to provide English Language development classes for parents|The district is using the nationally normed Measurable Results Assessment (MRA) to measure our current strengths and progress in Building Building Partnerships for Student Outcomes. The highest score possible in each area is 100.  The district's goal is to score an 80 or above.  Overall, the district scored an average of 68.7 on this measure.   Strengths: This year we continued with, and even added, many parent engagement activities at all of our sites.  More than 81% of our teachers feel like, for the most part, we have been successful in building partnerships with our families to support and increase student outcomes.|-increasing communication regarding strategic planning, district and site goals, baseline metrics, following  -increases or decreases as well as milestones met. -implementation of unconscious bias training for all staff -increase parent informational nights on topics such as mental health, social media etc.|Due to the overall rating of 68.7 not quite meeting the district goal, the district will seek to increase implementation of the following:  - using Parent Square for district and site communication  - district bilingual liaison - staffing of one vice principal at each elementary site and two vice principals at the junior high site for family assistance - staffing of one campus supervisor on each elementary site and three campus supervisors at the junior high site for family assistance - staffing of attendance clerks at each site - increasing communication regarding strategic planning, district and site goals, baseline metrics, following increases or decreases as well as milestones met. - implementation of unconscious bias training for all staff - increase number of parent informational nights on topics such as mental health, social media etc.  - communicate list of resources available to families  - offering option of in person of Zoom meetings - partnership with Learning Quest to provide English Language development classes for parents|As reflected in our MRA survey data, the district average across all of our sites for seeking parent input was a 91.7% satisfaction rate.  In addition, 93.7% of our parent population were satisfied with their school's efforts to treat them as a partner in their child's education.  SUSD has made a concerted effort to involve our parent community at all levels of our district, both site and district wide, in the decision making process. The success of this effort is demonstrated through our favorable ratings in our survey data.|Due to the favorable ratings and meeting our goal of 80 or higher, the following will continue: - to provide meeting agendas through Parent Square as well as minutes - to provide translation services and translation through Parent Square - to use surveys for input - schedule meetings outside of the work day - to maintain the number of parent informational nights on topics such as mental health, social media, and so on.  -to maintain the number of Family Nights at each school site for next year (Family Art Night, Family Cultural Night, Leader in Me Night, and so on).|Due to the favorable ratings and meeting our goal of 80 or higher, the following will continue: - to provide meeting agendas through Parent Square as well as minutes - to provide translation services and translation through Parent Square - to use surveys for input - schedule meetings outside of the work day - to maintain the number of parent informational nights on topics such as mental health, social media, and so on.  -to maintain the number of Family Nights at each school site for next year (Family Art Night, Family Cultural Night, and so on).|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-11|2026
50712900000000|Sylvan Union Elementary|3|Based on the analysis of educational partner input and local data, Sylvan Union School District demonstrates strong progress in building relationships between school staff and families. The district excels in maintaining consistent, clear communication with all educational partners, including underrepresented families. Translation and interpretation services, including American Sign Language (ASL), have been effectively provided during meetings and events, both virtually and in person, improving access for diverse communities. Sylvan has made intentional progress in implementing culturally responsive practices, creating more inclusive environments that respect and reflect the diverse backgrounds of its families. Parents actively engage through workshops, parent-teacher associations, site and district committees, and regular communication tools such as ParentSquare and school websites. These efforts have strengthened trust, improved two-way communication, and supported meaningful family participation in school life. The district’s ongoing focus on language access, cultural responsiveness, and community partnerships continues to foster positive relationships that contribute to improved student outcomes.|Based on findings from the self-reflection process and educational partner input, Sylvan Union School District (SUSD) identified a need to improve engagement with underrepresented families, particularly those facing language, cultural, and trust barriers. While the district has made progress in communication efforts, such as bilingual surveys and advisory councils, there is still work to be done to strengthen authentic, two-way relationships between school staff and families. To address this need, SUSD will expand the use of culturally responsive practices that create more inclusive and welcoming school environments. This includes providing interpretation and translation services in district-represented languages for meetings, events, and conferences, both in person and virtually. The district will also continue to strengthen staff capacity through training focused on cultural responsiveness, effective communication, and relationship-centered engagement with families.  For the 2026–2027 school year, SUSD will implement empathy interviews, one-on-one conversations, and focus groups specifically with underrepresented families to deepen understanding of their needs and experiences. Insights gathered will be used to shape family engagement strategies and strengthen connections between school staff and families. By focusing on meaningful engagement, trust-building, and culturally relevant outreach, the district aims to ensure all families feel empowered, valued, and connected to their child’s educational journey.|Based on findings from the self-reflection process and educational partner input, Sylvan Union School District (SUSD) identified a need to improve engagement with underrepresented families, particularly those facing language, cultural, and trust barriers. While the district has made progress in communication efforts, such as bilingual surveys and advisory councils, there is still work to be done to strengthen authentic, two-way relationships between school staff and families. To address this need, SUSD will expand the use of culturally responsive practices that create more inclusive and welcoming school environments. This includes providing interpretation and translation services in district-represented languages for meetings, events, and conferences, both in person and virtually. The district will also continue to strengthen staff capacity through training focused on cultural responsiveness, effective communication, and relationship-centered engagement with families.  For the 2026–2027 school year, SUSD will implement empathy interviews, one-on-one conversations, and focus groups specifically with underrepresented families to deepen understanding of their needs and experiences. Insights gathered will be used to shape family engagement strategies and strengthen connections between school staff and families. By focusing on meaningful engagement, trust-building, and culturally relevant outreach, the district aims to ensure all families feel empowered, valued, and connected to their child’s educational journey.|Sylvan Union School District (SUSD) has demonstrated strong progress in building partnerships that support student outcomes. Survey feedback and advisory council input highlight that families feel informed and welcome, and that opportunities for involvement are accessible and clearly communicated.  SUSD provides multiple avenues for meaningful parent and family engagement, including workshops, parent-teacher associations and clubs, conferences, and participation on site and district-level committees. These opportunities help strengthen the home-school connection and promote shared responsibility for student success.  The district also uses a variety of communication tools, such as ParentSquare, school websites, newsletters, and social media, to provide timely updates and encourage two-way communication. This consistent and transparent outreach has led to increased family participation and engagement, particularly in academic support and school decision-making.  SUSD’s intentional efforts to build strong, collaborative relationships with families contribute to improved student attendance, academic achievement, and overall well-being. These partnerships reflect the district’s commitment to fostering a supportive educational environment where all students can thrive.|Based on analysis of educational partner input and local data, the district’s primary focus for improvement is to strengthen and expand partnerships with community organizations, businesses, and local leaders. Enhancing these collaborations will provide students with additional resources, mentoring, extracurricular opportunities, and pathways that support their academic achievement and personal growth, ultimately leading to improved student outcomes.|Based on educational partner input and local data, the district will improve engagement of underrepresented families by strengthening partnerships with community organizations that serve these families. These collaborations will create meaningful connections and provide targeted support, helping to enhance student outcomes.|Sylvan Union School District demonstrates strong commitment to seeking input from all educational partners to support transparent decision-making. The Superintendent leads focus groups and site lead staff meetings to gather feedback and strengthen engagement with families and staff. The district uses surveys, in both English and Spanish, and multiple platforms to collect input from families, teachers, and students. Advisory councils at both site and district levels further ensure diverse voices are heard and valued in decision-making.|Based on educational partner input and local data, the district’s focus for improvement is enhancing communication channels to more effectively share information and solicit input. Efforts will include optimizing newsletters, websites, social media platforms, ParentSquare, and public forums to increase engagement and ensure broader community participation in decision-making.|To improve engagement of underrepresented families in decision-making, the district will implement empathy interviews, one-on-one conversations, and ongoing focus groups during the 2026–2027 school year. This targeted approach will ensure these families’ voices are heard and meaningfully included in the decision-making process.|3|3|3|3|3|3|3|3|3|3|3|3|Met||2026-06-09|2026
50713240000000|Valley Home Joint Elementary|3|Since we are a small school everyone knows we always have an open door policy to discuss any concerns.  Our entire staff uses Class Dojo and communicates with families on a daily basis. Back to School night is always a huge success and we have monthly assemblies to recognize students and parents are always  invited to attend.|Since we are a rural school technology is always an issue.  We have tried a few different ways to communicate all info with parents and even changed our SIS system to help that communication with families.  We are now using the Aequitas SIS system and parents have a parent portal for easy daily access on the progress of their students.|We are blessed in the fact that out of 10 teachers on staff, we have 4 of our teachers who are bilingual.  We have an admin asst who is bilingual and does a great job of communication with all things going out to parents and translating all materials.  We also have an EL para who has great raport with students and helps in that communication as well.  As for our SPED students, our teacher has a great rapport with her families as well and communicates with them weekly.|We have an intervention program on site that also supports our students who may be struggling below standard.  She meets with each individual student once or twice a week and communicates those results with parents.  Teachers use Class Dojo and communicate with parents daily and are always invited to meet with staff on any issues that their student may be having to help support one another.|Our focus area currently is the families who don't seem to be committed or involved that much.  Without their support of their students it becomes difficult at times.  Cuurently bouncing ideas as a staff on how we can improve this area.|Currently implementing multiple forms of communication because not all forms of communication work the same for each family.|As stated before we are a small school district of approximately 185 students.  This is a pretty tight knit community.  This helps as we are basically one big family.  However, we do stretch out into the rural area as well and does make it difficult to get everyone involved in all input.  We are in the initial stages of implementing a Principal's Forum that will be held once a month for all families to be invited and we can all share information between the staff and families.|Again this focus area is to reach our rural families and trying to get them more involved.  We have alot of agricultural type families and making times convenient for them to come in and share their input is always a challenge.  Hence the Principals forum that we will be implementing ans hope this helps with that progress.|Again this focus area is to reach our rural and specialized groups of families and trying to get them more involved.  We have alot of agricultural type families and making times convenient for them to come in and share their input is always a challenge.  Hence the Principals forum that we will be implementing ans hope this helps with that progress.|3|4|4|3|3|3|3|4|3|3|3|3|Met||2026-06-09|2026
50736010000000|Newman-Crows Landing Unified|3|NCLUSD believes that in order for students to learn relationships must be developed and nurtured. All students and families need to feel connected and heard. We have provided professional development to staff that supports inclusion of families in the school community. Sites have developed ongoing monthly meetings with parents to support and communicate information. Sites also hold parent events throughout the year to educate parents on academic topics but also to bring the school community together. Examples are kindness and gratitude events, Yolo and OHS Showcases, STEAM nights at the elementary, fall carnivals, elementary Olympics and many more. We use Parent Square to allow teachers, administrators and office staff to have two-way digital communication with parents in both English and Spanish.|Our district continues to have a healthy relationship between school staff and families. During a recent LCAP input meeting, parents noted that parent involvement does not need to be an area of continued focus because the school sites do a great job with communication and involvement. As a part of our parent involvement plan, sites will continue to identify events and ways to enhance parent communication and interaction.|The LEA will strengthen relationships with underrepresented families by increasing culturally responsive communication, expanding opportunities for meaningful family input, and providing engagement opportunities that are accessible through translation, flexible scheduling, and community outreach. These efforts are intended to build trust, improve two-way communication, and increase family participation in school decision-making processes.|NCLUSD has provided teachers and administrators with professional development on parent engagement with schools through workshops and collaboration. Counselors at each site work with staff to support parent engagement. Sites hold monthly 2nd Cup of Coffee Meetings for parents and they are well attended. There are also events scheduled throughout the year to engage and involve parents. We hold Parent-Teacher Conferences two times per year at all sites. Each site also holds a Back to School Night in the fall and an Open House in the Spring. The district sponsors and Back to School Festival the Saturday before school starts that is very well attended by the families in our community. It has become a tradition that everyone looks forward to. All handbooks, board policies and special education information are posted on the district website.|The LEA’s focus for improvement in Building Partnerships for Student Outcomes is to strengthen collaboration between families, schools, and community partners to better support student academic achievement and well-being. The LEA will continue to increase family participation in educational programs, and expand access to resources and supports that promote positive student outcomes.|Sites will continue to support and improve the engagement of underrepresented families by using a multi-tired support model led by administrators and counselors.|NCLUSD has several advisory groups, DELAC, ELAC, LCAP Stakeholder Team, School Site Council, along with parent and booster organizations at the site level. We recruit and engage families through social media, district and site websites, Parent Square (digital communication tool) and mailers. We also make phone calls to parents to remind them of upcoming meetings and topics. Our goal is to encourage parent participation in advisory groups. We have also visited our local Health and Human Services Family Resource Center to meet with parent groups to inform them of the ways they can engage and provide input regarding policies and decision making at the site and district level. We also record our school board meetings and post them on our website so that they are available for the community to view. We have staff on all of our advisory committees who are trained by the site administrators on their roles.|We need to focus on parent outreach so that we can ensure that we have a variety of parents who are providing input to participate in decision-making. We included all parents in survey series related to climate, communication, and academics to assist with decision making.|The LEA will improve engagement of underrepresented families in decision-making by providing multiple opportunities for input through surveys, advisory committees, community forums, and targeted outreach efforts. The LEA will also increase access to translated materials, interpretation services, and flexible meeting options to ensure all families can meaningfully participate in district and school decisions.|4|5|5|4|4|5|5|4|5|5|4|5|Met||2026-06-15|2026
50746090000000|Yosemite ROP|3||||||||||||||||||||||Not Met|||2026
50755490000000|Hughson Unified|3|Based on the Parent Engagement Survey results from 2025–2026, HUSD continues to demonstrate strengths in building positive relationships between school staff and families. Survey data shows continued growth in creating welcoming environments, increasing from 3.26 to 3.45, and in promoting two-way communication, increasing from 3.22 to 3.37. Both areas remain above 3.0, indicating established or developing practices across the district. In addition, areas identified for growth in the previous year showed notable improvement, including staff capacity to build respectful relationships, which increased from 2.98 to 3.33, and efforts to support learning at home, which improved from 2.94 to 3.22. These results reflect continued progress in strengthening family partnerships and responsive communication practices across HUSD.|Based on the analysis of educational partner input and local data, HUSD’s focus areas for improvement in building relationships between school staff and families include continuing to strengthen staff capacity to build trusting relationships and increasing staff understanding of families’ strengths, cultures, and goals. While survey results in these areas showed improvement in 2026, rising to 3.33 and 3.20 respectively on a 4-point scale, these areas remain priorities for continued growth to ensure all families feel respected, understood, and connected to their schools.  Survey results related to creating welcoming environments and promoting two-way communication remained strong, increasing from 3.26 to 3.45 and from 3.22 to 3.37 respectively, indicating that families generally view schools as welcoming and communication practices as effective. Variations in survey participation likely influenced year-to-year comparisons, as the 2024 survey was distributed broadly through social media, while the 2025 and 2026 surveys were limited to current families, resulting in more targeted and actionable feedback. HUSD will continue using this feedback to strengthen family partnerships, culturally responsive practices, and meaningful engagement opportunities across the district.|Based on the analysis of educational partner input and local data, HUSD will continue to improve engagement with underrepresented families by strengthening staff capacity to build trusting and respectful relationships, increasing understanding of families’ strengths, cultures, languages, and goals, and expanding meaningful two-way communication opportunities. Survey results across all four indicators remained at a 3 on a 4-point scale, demonstrating developing and established practices while also identifying opportunities for continued growth.  To further support multilingual and underrepresented families, the district will continue leveraging DELAC and ELAC meetings as important forums for gathering input and elevating family voice. HUSD will also expand opportunities such as “Coffee with the Superintendent,” family engagement nights, and site-based outreach efforts to create welcoming and accessible environments for families. Staff will continue to focus on culturally responsive practices, accessible communication, and relationship-building strategies that encourage authentic partnerships between schools and families. These efforts are intended to ensure all families feel valued, informed, and connected to the educational process.|Based on the analysis of educational partner input and local data, HUSD continues to make steady progress in building partnerships that support student success, with all indicators rated at a 3, reflecting initial implementation. District strengths include established practices such as Parent-Teacher Conferences, SSTs, IEP meetings, and the use of the Aeries Parent Portal to keep families informed of student progress. HUSD also supports student outcomes through college and career planning tools such as CCGI, student goal-setting activities, and partnerships with organizations including Jessica’s House and the Hughson Family Resource Center. Ongoing staff support and family resources continue to strengthen collaboration between families and schools to support student learning and well-being.|Based on the analysis of educational partner input and local data, HUSD’s focus areas for improvement in building partnerships for student outcomes include strengthening family engagement, increasing awareness of available resources, and expanding opportunities for meaningful two-way communication. With all indicators rated at a 3, the district will continue building consistency in how families are supported in understanding student progress, accessing resources, and advocating for their children. HUSD will continue using DELAC, Site Councils, Focus Groups, and Coffee with the Superintendent events to gather feedback, strengthen family connections, and ensure communication remains accessible and responsive to family needs.|Based on the analysis of educational partner input and local data, HUSD will continue improving engagement with underrepresented families by expanding accessible outreach opportunities and strengthening communication with multilingual families. The district will continue rotating Coffee with the Superintendent events across school sites to increase access and encourage participation from families who may not typically engage in district meetings. HUSD will also continue using DELAC, ELAC, and Site Council meetings to gather input and elevate family voice in decision-making processes. In addition, the district will continue recognizing bilingualism and student achievement through participation in the Stanislaus County Biliteracy Seal consortium and recognition of Reclassified English Proficient students. These efforts are intended to build trust, increase family participation, and strengthen partnerships that support positive student outcomes.|Based on the analysis of educational partner input and local data, HUSD continues to demonstrate progress in seeking family input for decision-making, with all indicators rated at a 3, reflecting initial implementation. Survey results indicate that the district is making progress in building staff capacity to engage families in advisory groups and decision-making, supporting family participation in advisory groups, providing opportunities for families to give input on policies and programs, and creating opportunities for families, staff, principals, and district administrators to work collaboratively on family engagement efforts.  HUSD continues to support stakeholder engagement through School Board Meetings, DELAC and ELAC meetings, School Site Councils, LCAP engagement sessions, and Coffee with the Superintendent events. The district also gathers feedback through parent and staff surveys to help inform district priorities, programs, and supports. These structures promote transparent communication and encourage participation from families, staff, students, and community members in district and school decision-making processes.|Based on the analysis of educational partner input and local data, HUSD’s focus areas for improvement in seeking input for decision-making include increasing participation from underrepresented families and strengthening family and staff capacity for meaningful engagement in advisory groups and district decision-making processes. While all indicators were rated at a 3, reflecting initial implementation, the district recognizes the need to build greater consistency and broader participation across all school communities.  HUSD will continue improving multilingual outreach, increasing awareness of engagement opportunities through text messages and site communication, and providing clear follow-up summaries that demonstrate how family input influences district and school planning. The district will also continue strengthening opportunities for families, teachers, principals, and district administrators to collaborate in planning, implementing, and evaluating family engagement activities. These efforts are intended to improve transparency, build trust, and encourage more meaningful participation in decision-making processes.|Based on the analysis of educational partner input and local data, HUSD will continue improving engagement of underrepresented families in decision-making by increasing accessibility, communication, and outreach opportunities. While all indicators in questions 9–12 were rated at a 3, reflecting initial implementation, the district recognizes the need to further support participation from families who may experience language, cultural, or accessibility barriers.  To address this need, HUSD will continue providing translated materials, multilingual communication, and outreach through DELAC, ELAC, School Site Councils, and community partnerships. The district will also expand awareness of engagement opportunities through text messages, site communication, and accessible meeting formats to encourage greater participation from all families. These efforts are intended to ensure underrepresented families feel informed, welcomed, and empowered to contribute to district and school decision-making processes.|3|3|3|3|3|3|3|3|3|3|3|3|Met||2026-06-09|2026
50755560000000|Riverbank Unified|3|Riverbank Unified School District remains committed to fostering meaningful partnerships with parents and families as essential contributors to student success. The district continues to engage families through a variety of opportunities including School Site Councils (SSC), English Learner Advisory Committees (ELAC), District English Learner Advisory Committee (DELAC), the LCAP Educational Partner Committee, parent workshops, school events, surveys, and district advisory groups.  The district utilizes ParentSquare as its primary communication platform to support consistent two-way communication between families and schools. ParentSquare provides translation capabilities that allow families to receive information and communicate with staff in their preferred language. District communications, meeting materials, and parent resources are routinely translated into English and Spanish, and interpretation services are provided as needed to support participation by families with limited English proficiency. RUSD continues to partner with organizations such as PIQE, Stanislaus County Office of Education, community agencies, and Casa del Rio Family Resource Center to provide family education opportunities and resources that support student learning, attendance, wellness, and college and career readiness. Parents are provided opportunities to learn about academic standards, assessments, graduation requirements, digital citizenship, literacy development, and ways to support learning at home.  Feedback collected through educational partner meetings, surveys, SSC, ELAC, DELAC, and the LCAP development process continues to influence district decision-making. Educational partner feedback contributed to priorities reflected throughout the 2026-27 LCAP, including expanded literacy supports, student wellness initiatives, improved communication systems, attendance interventions, and services for English learners and students with disabilities.  District survey data and educational partner feedback indicate that families value opportunities for communication, participation, and collaboration with schools. The district will continue to strengthen family engagement efforts by expanding participation opportunities, improving access to information, and ensuring that parents remain active partners in the educational process.|Riverbank Unified School District will continue to focus on improving how families are informed and engaged in theacademic and social-emotional supports available to students. While family engagement was rated as a strength in survey data, the input revealed the need to ensure greater awareness, accessibility, and clarity around existing programs. To address this, the district will continue its partnership with Parent Institute for Quality Education (PIQE) providing opportunities for parent leadership development which equips families with tools to navigate the education system and advocate for their children’s success. Additionally, the district will continue to invest in high-impact parent engagement events, including the annual Parent Summit, to build knowledge and strengthen partnerships between home and school. With the continued implementation of ParentSquare, the district will focus on expanding support for staff and families to fully utilize the platform for timely, two-way communication in families’ preferred languages. Finally, schools will deepen efforts to personalize outreach, especially to underrepresented families, to build trust, increase participation, and elevate family voice in decision-making.|To improve the engagement of underrepresented families, Riverbank Unified School District will continue to collect, monitor, and analyze local input and engagement data to identify areas of greatest need for strengthening homeschool relationships. Educational partner feedback from ELAC/DELAC, School Site Council (SSC), and LCAP meetings, as well as survey results, identified the need to increase both the quantity and quality of parent engagement opportunities. In response, the district will continue to implement PIQE parent leadership development, which empowers families, particularly those historically underrepresented, to become informed advocates for their children’s education. The district will also expand inclusive outreach through events such as the annual Parent Summit and ensure ParentSquare is fully leveraged for accessible, two-way communication in families’ home languages. These efforts are part of a broader commitment to fostering culturally responsive, welcoming environments where all families are supported and encouraged to actively participate in their child’s educational experience.|Riverbank Unified continues to demonstrate significant strengths in building partnerships with families to support student outcomes. Many of the strengths highlighted in the previous year remain relevant and impactful—such as family nights, Principal/Parent Coffees, Student Support Specialists, and collaboration with the Casa del Rio Family Resource Center. These efforts are now further supported by the full implementation of ParentSquare, which has unified communication and increased accessibility in families' preferred languages. Reclassification and Seal of Biliteracy celebrations, along with Spanish translation for all school-home communication, reflect the district’s commitment to cultural and linguistic inclusivity. Tools like Aeries continue to empower parents to monitor their child's academic progress, while parent-teacher conferences, SSTs, and IEP meetings provide structured and personalized opportunities to collaborate on student learning. These practices, supported by local metrics affirm that Riverbank Unified is operating at a stage of full implementation in building effective school-family partnerships.|Riverbank Unified School District continued the implementation and expansion of ParentSquare during the 2025–26 school year to strengthen school-home communication and family engagement. As usage of the platform has become more consistent across schools and programs, ParentSquare has supported stronger relationships between families, schools, and the broader community by providing timely, accessible, and two-way communication opportunities. As the district continues to refine implementation, the current focus is on ensuring effective and consistent use of ParentSquare across all sites and staff while expanding opportunities for families to engage with school communications, access resources, and participate in school activities. Educational partner input also suggests the need to continue strengthening families’ awareness of academic supports, intervention services, and resources available to students. To address this, the district will continue to explore opportunities to incorporate academic-focused workshops, informational sessions, and family engagement activities that support student learning and achievement. Ensuring that communication remains inclusive, responsive, and centered on student success will remain a key priority throughout the coming year as the district works to build meaningful partnerships with families and the community.|To improve engagement of underrepresented families, Riverbank Unified will continue prioritizing inclusive outreach and removing barriers to meaningful involvement. The district’s implementation of the PIQE parent leadership program directly supports families from historically underrepresented groups by equipping them with tools to navigate the education system and advocate for student success. Events such as the annual Parent Summit further expand access to resources and create culturally responsive spaces for families to engage. The launch of student, staff, and parent Measurable Results Assessment (MRA) surveys provides valuable insights into engagement and school climate, particularly for underrepresented voices. To ensure this data informs practice, site leadership teams will continue receiving training on interpreting and responding to MRA outcomes, helping them identify and act on specific areas for strengthening relationships with families. These combined efforts reflect a districtwide commitment to empowering all families to become active partners in student learning and school improvement.|Riverbank Unified continues to demonstrate strong systems for educational partner input through School Site Councils, ELAC/DELAC, and the LCAP Educational Partner Committee. These groups engage regularly in reviewing data, monitoring implementation, and identifying site and district priorities. Annual School Plan for Student Achievement (SPSA) needs assessments and ongoing use of surveys provide multiple opportunities for stakeholder voice, while Board meetings are held both in-person and virtually to expand access. Local data confirm that families and staff perceive they have a role in school improvement conversations, reinforcing last year’s strengths and confirming continued progress in shared decision-making.|Building on last year’s commitment to develop surveys for collecting broader input, Riverbank Unified has implemented MRA tools across student, staff, and family groups to better understand engagement experiences. For 2026-27, the district will focus on improving how feedback is communicated back to educational partners and how it informs decision-making processes, particularly at the site level.|To improve engagement of underrepresented families in decision-making, Riverbank Unified will continue efforts to ensure events and input opportunities are linguistically and culturally inclusive, accessible in multiple formats, and responsive to family needs. The district will expand outreach through ParentSquare and strengthen capacity-building through PIQE and DELAC. MRA results highlight a need for more consistent representation from all family groups, prompting the district to train site teams in using data to identify and close engagement gaps. These efforts aim to ensure all families, particularly those traditionally underrepresented, are empowered to contribute meaningfully to planning and evaluation.|4|4|4|4|4|4|4|4|3|4|4|4|Met||2026-06-16|2026
50755560113852|Riverbank Language Academy|3|Based on educational partner feedback and local data, Riverbank Language Academy continues to demonstrate strong relationships between school staff and families. Parent participation in school events, parent-teacher conferences, ELAC meetings, LCAP surveys, family engagement activities, and cultural celebrations reflects a high level of family involvement and connection to the school community. Families consistently report feeling welcomed, respected, and informed through regular communication from teachers, school administration, and schoolwide newsletters.  The school has made progress in expanding opportunities for family engagement through parent education workshops, literacy and math events, ELAC meetings, community celebrations, and ongoing opportunities for parents to provide feedback on school programs and priorities. The annual Cultural Festival, student performances, recognition ceremonies, and other school events continue to strengthen partnerships between families and the school while celebrating the diverse cultures represented within the community.  Riverbank Language Academy's bilingual environment supports meaningful communication with families in both English and Spanish, helping to increase access and participation for all educational partners. Staff members work collaboratively to maintain open lines of communication and respond to family concerns in a timely and respectful manner.  Survey results, participation data, and family feedback indicate that parents value the positive relationships they have with school staff and appreciate the school's commitment to creating a welcoming and inclusive environment. These strong partnerships contribute to student success by fostering trust, collaboration, and shared responsibility for student learning and well-being.|Based on educational partner feedback and local data, Riverbank Language Academy's focus for improvement is increasing meaningful family engagement opportunities and ensuring consistent participation among all family groups. While many families actively participate in school events and provide feedback through surveys and committees, participation rates vary across grade levels and student groups. The school will continue to identify and reduce barriers that may limit family involvement, including scheduling conflicts, transportation challenges, and awareness of available opportunities.  Additionally, the school will focus on strengthening two-way communication by expanding opportunities for families to provide input on school programs, instructional initiatives, and student support services. Efforts will include increasing participation in LCAP development, ELAC meetings, parent workshops, and other advisory groups to ensure that a broad range of family perspectives are represented in decision-making processes.  As a dual language immersion school, Riverbank Language Academy will continue to enhance communication and engagement practices that support both English- and Spanish-speaking families. The school will also focus on strengthening family understanding of academic expectations, student achievement data, and available resources to better support student learning at home. Through these efforts, the school aims to deepen partnerships with families and further promote a culture of collaboration, trust, and shared responsibility for student success.|Based on educational partner feedback and local data, Riverbank Language Academy identified the need to increase engagement among families who have historically participated less frequently in school activities, including families of English learners, students with disabilities, and families facing socioeconomic barriers. To improve engagement, the school will continue providing communication, resources, and meeting opportunities in both English and Spanish to ensure information is accessible to all families.  The school will expand outreach efforts through multiple communication methods, including phone calls, text messages, newsletters, social media, and personal invitations to school events and meetings. Staff will intentionally seek input from underrepresented families through surveys, focus groups, ELAC meetings, and individual conversations to better understand barriers to participation and identify supports that encourage engagement.  Riverbank Language Academy will continue offering a variety of family engagement opportunities at different times and formats to accommodate diverse family schedules and needs. Parent education workshops, literacy and math nights, community events, and informational sessions will be designed to build family capacity to support student learning while strengthening connections between home and school.  The school will monitor participation data and educational partner feedback to evaluate the effectiveness of these efforts and make adjustments as needed. Through intentional outreach, accessible communication, and meaningful opportunities for involvement, Riverbank Language Academy aims to ensure that all families feel welcomed, valued, and empowered as partners in their child's education.|Based on educational partner feedback and local data, Riverbank Language Academy has demonstrated strong progress in building partnerships that support positive student outcomes. The school maintains a culture of collaboration in which families are viewed as essential partners in their children's education. Through ongoing communication, family engagement activities, and opportunities for participation in decision-making processes, the school has strengthened connections between home and school.  Riverbank Language Academy provides families with regular information regarding student progress through parent-teacher conferences, progress reports, report cards, student support meetings, and direct communication with teachers and administrators. Families are encouraged to actively participate in discussions regarding academic achievement, attendance, behavior, and social-emotional development. These practices help ensure that families are informed and engaged in supporting student success.  The school has made significant progress in supporting families' understanding of educational programs, student rights, and available services through ELAC meetings, parent workshops, special education meetings, LCAP engagement opportunities, and schoolwide informational events. Families are provided with resources and information in both English and Spanish to promote equitable access and meaningful participation.  Professional learning and collaborative planning have supported staff in strengthening family engagement practices and fostering positive relationships with students and families. Staff members regularly communicate with families regarding classroom expectations, student progress, and strategies to support learning at home.  Educational partner feedback indicates that families value the school's welcoming environment, responsive communication, and commitment to involving families in school decisions. Participation in school events, advisory committees, surveys, and family engagement activities demonstrates a strong partnership between families and school staff. These efforts have contributed to increased family involvement and a shared commitment to improving student achievement, well-being, and long-term success.|Based on educational partner feedback and local data, Riverbank Language Academy's primary focus for improvement is increasing meaningful participation from all families in activities and programs that directly support student achievement. While the school provides multiple opportunities for engagement, participation rates vary among student groups and grade levels. The school will continue working to identify and address barriers that may prevent some families from fully engaging in their child's education.  Another area of focus is strengthening families' understanding of academic expectations, student achievement data, and available intervention and enrichment opportunities. The school will expand efforts to provide families with practical strategies and resources that support learning at home, including workshops focused on literacy, mathematics, attendance, social-emotional well-being, and college and career readiness.  Riverbank Language Academy will also continue to build staff capacity to engage families as partners in student success. Through professional learning and ongoing collaboration, staff will strengthen communication practices and develop additional strategies for fostering productive partnerships with families from diverse backgrounds.  As a dual language immersion school, the school will continue to enhance bilingual communication and outreach efforts to ensure all families have equitable access to information, resources, and opportunities for involvement. By increasing family participation, strengthening communication, and expanding learning opportunities for families, Riverbank Language Academy aims to further strengthen partnerships that contribute to improved student outcomes.|Based on educational partner feedback and local data, Riverbank Language Academy will continue to strengthen engagement with underrepresented families, including families of English learners, students with disabilities, socioeconomically disadvantaged students, and families who have historically participated less frequently in school activities and decision-making processes. The school recognizes that meaningful family engagement is essential to improving student outcomes and ensuring equitable access to educational opportunities.  To increase participation, the school will provide targeted outreach through bilingual communication, personal invitations, phone calls, text messages, newsletters, and social media platforms. Staff will actively seek input from underrepresented families through surveys, ELAC meetings, parent forums, focus groups, and individual conversations to better understand barriers to engagement and identify strategies that encourage participation.  Riverbank Language Academy will continue offering flexible opportunities for involvement, including meetings, workshops, and events scheduled at various times and in different formats to accommodate family needs. Parent education opportunities will focus on helping families understand academic expectations, assessment data, intervention supports, special education processes, English learner programs, attendance expectations, and strategies to support learning at home.  The school will monitor participation data and educational partner feedback to evaluate the effectiveness of outreach efforts and make adjustments as needed. Through intentional relationship-building, culturally responsive practices, and accessible communication, Riverbank Language Academy will work to ensure that all families feel informed, empowered, and valued as partners in supporting student achievement and success.|Based on educational partner feedback and local data, Riverbank Language Academy has established strong systems for seeking and incorporating input from families, staff, and community members in school decision-making processes. The school values collaboration and actively engages educational partners through a variety of formal and informal opportunities to provide feedback on programs, policies, and school improvement efforts.  Families are encouraged to participate in decision-making through the English Learner Advisory Committee (ELAC), LCAP stakeholder engagement meetings, parent surveys, school events, and direct communication with school leadership. Input gathered through these opportunities is reviewed and used to inform school priorities, resource allocation, program development, and continuous improvement efforts. Staff members also contribute through PLCs, leadership teams, surveys, and collaborative planning processes that support shared decision-making.  The school has made significant progress in creating a culture where families and staff feel their voices are valued and respected. Bilingual communication and outreach efforts help ensure that both English- and Spanish-speaking families have meaningful opportunities to participate and provide feedback. Participation in surveys, advisory groups, and engagement activities demonstrates a strong commitment from educational partners to supporting student success and school improvement.  Riverbank Language Academy also provides opportunities for families, teachers, administrators, and community members to work together in planning and evaluating family engagement activities and school initiatives. Educational partner feedback indicates that families appreciate the school's transparency, responsiveness, and willingness to consider stakeholder input when making decisions.  These collaborative practices have strengthened trust between the school and its educational partners and have contributed to informed decision-making that reflects the needs and priorities of the school community. The school remains committed to maintaining and expanding these opportunities to ensure all stakeholders have a voice in supporting student achievement and school success.|Based on educational partner feedback and local data, Riverbank Language Academy's primary focus for improvement is increasing participation from families who are underrepresented in advisory groups, surveys, and school decision-making processes. While the school provides multiple opportunities for stakeholder input, participation levels vary among grade levels and student groups. The school will continue to identify barriers to engagement and implement strategies that encourage broader representation from all segments of the school community.  Another area of focus is strengthening family understanding of how their input influences school decisions and improvement efforts. The school will continue to increase transparency by sharing the outcomes of stakeholder feedback and communicating how educational partner input is used to inform school programs, resource allocation, and strategic priorities.  Riverbank Language Academy will also continue building the capacity of families to participate effectively in advisory committees and leadership opportunities by providing information, training, and resources that support meaningful engagement. As a dual language immersion school, the school will maintain a strong emphasis on bilingual communication and accessible engagement opportunities to ensure all families can participate fully in decision-making processes.  Through ongoing outreach, transparent communication, and intentional efforts to increase representation, Riverbank Language Academy aims to strengthen stakeholder participation and ensure that decisions reflect the diverse perspectives and needs of the entire school community.|Based on educational partner feedback and local data, Riverbank Language Academy will strengthen engagement of underrepresented families by implementing targeted outreach strategies designed to increase participation in advisory groups, surveys, and school decision-making processes. The school has identified families of English learners, students with disabilities, socioeconomically disadvantaged students, and families who have historically participated less frequently in school activities as groups that may benefit from additional support and outreach.  To improve engagement, the school will provide information and opportunities for participation in both English and Spanish through multiple communication methods, including phone calls, text messages, newsletters, social media, and personal invitations. Staff will intentionally seek input from underrepresented families through ELAC meetings, parent forums, focus groups, surveys, and individual conversations to better understand barriers to participation and gather diverse perspectives.  Riverbank Language Academy will continue offering flexible meeting times, virtual participation options when appropriate, and family-friendly events to increase accessibility and encourage involvement. The school will also provide clear information about the purpose of advisory groups, leadership opportunities, and decision-making processes so families understand how their participation contributes to school improvement efforts.  Additionally, the school will regularly share how educational partner feedback is used to inform decisions regarding programs, services, and resource allocation. By increasing outreach, reducing barriers to participation, and creating meaningful opportunities for engagement, Riverbank Language Academy will work to ensure that all families feel welcomed, represented, and empowered to contribute to decisions that impact student success and the school community.|5|5|5|4|4|4|5|5|5|4|5|5|Met||2026-06-10|2026
50755640000000|Oakdale Joint Unified|3|Educational partners and our local data indicate that our District is strong in creating a welcoming environment for all families in the community with Full Implementation and Sustainability. This is done through regular school to home communication, teachers who are available to communicate with families, and school activities like Back to School Night, Open House, and other activities that welcome families into the schools. We are also strong in developing multiple opportunities for the LEA and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families.|Oakdale Joint Unified needs to grow in the area of supporting staff to learn about each family's strengths, cultures, languages, and goals for their children. Educational partners feel that we are in Full Implemention, though there is still room for improvement, especially since about 22% of respondents indcated they didn't know if this was happening. Families suggested that information be shared in more languages than Spanish and English and that communication between teachers and district to families increase.|We will continue to reach out to our underrepresented families in a number of ways, including ELAC and DELAC committees, sending all communications in both Spanish and English, including various modes of communication from mailers to phone calls to text messages and emails to make sure we do our best to communicate to all. We will also continue to implement online family surveys in both English and Spanish and starting next year, other languages, for families to better share their celebrations and/or concerns about family participation and engagement and plan to do so again in spring 2027. We will continue to work with the DELAC committee and the site ELAC committees to help foster more participation from our Spanish-speaking families. We are also currently working on implementing a streamlined communication system that will offer a number of ways for parents to engage with schools in their home languages.|OJUSD has moderate ratings for providing professional learning and support to teachers and principals to improve a school's capacity to partner with families and strong ratings in implementing policies and programs for teachers to meet with families and discuss student progress and work together to support improved student outcomes. Our SPSA process encourages principals to partner with families in order to build their plan. Through regular PLC meetings with both teaching staff and administrative staff, ideas are shared about how to continue building partnerships with families. In yearly parent conferences, in IEP and 504 meetings, and in meetings called by parents, teachers, or administrators to address concerns, student progress and ways both families and teachers can better support student growth are main topics of discussion.|Educational partners reported that more work is needed in supporting families to understand and exercise their legal rights and advocate for their own students and for all students. Rights of families are explained in the Parent Handbook that goes out to families each year and that's available on our District website, and families can always call sites or the District office to talk to staff, both English and Spanish speaking, to get answers to questions about their rights.|The district will continue to reach out to underrepresented families to make sure they are included in building partnerships. We need input from all families in order to make this a better and better district for all families. We'll continue to communicate regularly, to make sure that communications are sent in multiple ways and languages, and make sure that all families feel invited and welcome to participate in the work of the District.|Areas of strength for OJUSD include building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision making and building the capacity of and supporting family members to effectively engage in advisory groups and decision making. Site principals annually participate in training regarding the role of the School Site Council and the ELAC.  Principals are provided the tools and resources needed to recruit and train interested participants.  All schools maintain properly constituted School Site Councils.  ELACs, however, are usually integrated with the School Site Council due to lack of participation. DELAC consistently has representation from most schools. The District Advisory Committee, however, does not tend to have consistent parent attendees. Though LEA staff regularly evaluate and update efforts to recruit and retain underrepresented families, it remains extremely challenging to find consistent representation for these committees.|Educational stakeholders identified providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community as areas of need. Through increased use of community surveys in mulitple languages and by making sure all community members know which District and site committees are seeking members, we can increase the voices of OJUSD families in giving input to district decisions. The use of ParentSquare starting in 26-27 should help with communication.|Site principals annually participate in training regarding the role of the School Site Council and the ELAC.  Principals are provided the tools and resources needed to recruit and train interested participants.  All schools maintain properly constituted School Site Councils.  ELACs, however, are usually integrated with the School Site Council due to lack of participation.  The DELAC consistently has representation from most schools.  The District Advisory Committee, however, does not tend to have consistent parent attendees.  LEA staff need to continue to evaluate and update efforts to recruit and retain underrepresented families.|4|4|4|5|3|5|5|4|4|5|4|4|Met||2026-06-15|2026
50755645030176|Oakdale Charter|3|Our school uses a home-school based education model. This model relies heavily on the relationship between the student, parent, teacher, and school. We spend a considerable amount of time working with parents and students throughout the school year. Furthermore we take time in the first month of school to offer activities and opportunities to get to know each family. We continue this model of inclusivity throughout the school year. During our 2025-2026 WASC visit, the visiting committee noted that parent and students engagement was a strength of Oakdale Charter.|Everything that we do, including family orientation, monthly newsletters, bimonthly meeting with parents and students, regular email communication with families, and quarterly Parent Advisory Committee meetings, is in an effort to build the relationship with the families. We will continue to focus on providing opportunities for staff and families to build relationships in a variety of environments and context in the future.|All families are treated equally, so there are no underrepresented group. Our limited number of English learner families are as engaged in their children's educations as all other families as the requirements are the same for all.|Oakdale Charter has strong ratings for providing professional learning and support to teachers and principals to improve the school's capacity to partner with families and strong ratings in implementing policies and programs for teachers to meet with families and discuss student progress and work together to support improved student outcomes. Through regular meetings with both teaching and administrative staff, ideas are shared about how to continue to build partnerships with families. In bimonthly parent conferences and other meetings to address concerns, student progress, and ways both families and teacher can better support student growth, are main topics of discussion.|Parents are an essential part of the success of our students, so making sure we can support families with information and resources is an area that needs continual improvement for us. Oakdale Charter already does a lot to make sure student learning is supported in the home, but we are continually looking for ways to further improve.|As the staff at a small school, we know which families need more encouragement to participate, so we continue to provide outreach services to families, including making sure they know which services are available and making sure they have extra encouragement to attend bimonthly meetings.|We use quarterly PAC (Parent Advisory Committee) and the bimonthly parent/student meetings to help drive parent and community input in our school. Regular family communication is essential to our students' success.|We administer a survey to families at the start of school in August, and again from December to March to collect more detailed input from families regarding the policies and programs of Oakdale Charter. The August survey is used to determine needs of families and in March we look at the data and address solutions to increase or improve services that are areas of concern.|Our site currently serves 70 families with three teachers so we know which families need more attention. We invite these families in for regular meetings, so they feel heard and are able to participate in our decision-making process more directly|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-15|2026
50755720000000|Waterford Unified|3|A strong majority of parents responding to our Student Wellness/Safety/LCAP survey 2026 report that their child feels safe at school (91%), that they are satisfied with the opportunities they have to be involved at school (66%), they participate at school (83%), the adults at school are caring to their child/ren (86% yes or sometimes), the school does a good job communicating (83%) and supporting their child/ren academically (63% yes). Work schedule is the single biggest obstacle parents cite (57%), increasing our focus on events that accomodate our families' commitments.  This and other data spotlight our strong relationships between school staff and families.|Increasing the number of times families participate in school as volunteers and to attend multiple events each year is an area of need for our system.  While only 17% report not attending any event this year, only 23% say they've participated 4 or more times.|"A commitment in the 2024 Strategic Plan, Focus Area 4 is to ""Organize inclusive parent and guardian engagement events and workshops to foster a deeper understanding of school and educational topics."" This year's parent/guardian survey analysis added a continuing need for focus on both academic and mental health supports. In the 2026 school year, multiple evening events have worked to address this need including mental health, parent rights, and information for parents of students with special needs."|Current strengths and progress in this area include translated communications, district and site web pages and social media presence, and our district app that provides information about events, school meals, and notifications. Parents/guardians access their child/ren's academic progress though the Parent Portal to our student information system where they can regularly review progress and grades. The 2026 WUSD Parent/Guardian Survey data reveals community appreciation for the staff's dedication, friendliness, and care for children as well as for the small-town connected feel of our schools and local businesses' investments in school programs. Stand out responses show students' safety and the many opportunities for student activities. A final appreciation relates to events like Friday at the Flag, book fairs, and activities that bring parents and community onto campuses like picnic lunch with your child.|WUSD will work to continuously improve parent-teacher communication, including regular updates and feedback mechanisms to keep parents and guardians closely informed about their child's progress and school activities.|Two of the commitments in Focus Area 4 are: 2.iii Maintain a feedback system for parents and guardians to share their experiences and suggestions, ensuring their voices are heard and considered in school decision-making processes, and 2.iv. Increase access and awareness of educational services and resources for families experiencing hardship.|WUSD partners with our community in reviewing our strategic plan, focusing on including wide engagement of voices from students, staff, and community members. Ongoing touchpoints to keep those voices present include School Site Council, District English Language Advisory Committee, Ag Advisory, and Safety and Wellness committees.|"The Strategic Plan calls for the development and implementation of comprehensive family and community education programs in collaboration with local organizations and experts focused on key areas such as parenting skills, student academic support, and personal development. During the 2025-26 school year, WUSD held parenting classes in addition to the events enumerated Section 1, ""Building Relationships"" question 3."|WUSD will continue to host regular community events focused on receiving feedback, staff training focused on cultural sensitivity, and enhanced access to interpretation services tailored for special education programs.|4|4|4|4|4|4|4|4|4|3|4|4|Met||2026-06-11|2026
50755725030317|Connecting Waters Charter|3|Connecting Waters Charter School (CW) is a public charter school built on a strong partnership between families and educators. Parents play an active role in their child’s education by collaborating with a credentialed Education Specialist to design and oversee individualized learning plans. Families have the flexibility to teach lessons directly, select online or in person classes with our certificated instructors, use qualified community partners for support in a wide variety of subjects, and connect with other families through school-sponsored activities and events. CW fosters parent engagement through a dedicated Parent Support Department, which provides up-to-date information and guidance through newsletters, listserv announcements, Education Specialist communication, and meetings held throughout the year. Families are invited to participate in organized opportunities such as PAWS (Parent Activities, Workshops and Support Sessions) and PAC (Parent Advisory Committee) meetings, as well as informal events like Donuts with Directors. Parents may also attend monthly board meetings to stay informed and provide input on school decisions. In addition, the school offers ongoing professional development for both parents and teachers, including curriculum / instruction workshops and information sessions designed to help families explore instructional materials and strategies.|Connecting Waters Charter School (CW) is a public charter school built on a strong partnership between families and educators. Parents play an active role in their child’s education by collaborating with a credentialed Education Specialist to design and oversee individualized learning plans. Families have the flexibility to teach lessons directly, select online or in person classes with our certificated instructors, use qualified community partners for support in a wide variety of subjects, and connect with other families through school-sponsored activities and events.   CW fosters parent engagement through a dedicated Parent Support Department, which provides up-to-date information and guidance through newsletters, listserv announcements, Education Specialist communication, and meetings held throughout the year. Families are invited to participate in organized opportunities such as PAWS (Parent Activities, Workshops and Support Sessions) and PAC (Parent Advisory Committee) meetings, as well as informal events like Donuts with Directors. Parents may also attend monthly board meetings to stay informed and provide input on school decisions. In addition, the school offers ongoing professional development for both parents and teachers, including curriculum / instruction workshops and information sessions designed to help families explore instructional materials and strategies.|Connecting Waters Charter School (CW) is a public charter school built on a strong partnership between families and educators. Parents play an active role in their child’s education by collaborating with a credentialed Education Specialist to design and oversee individualized learning plans. Families have the flexibility to teach lessons directly, select online or in person classes with our certificated instructors, use qualified community partners for support in a wide variety of subjects, and connect with other families through school-sponsored activities and events.  CW fosters parent engagement through a dedicated Parent Support Department, which provides up-to-date information and guidance through newsletters, listserv announcements, Education Specialist communication, and meetings held throughout the year. Families are invited to participate in organized opportunities such as PAWS (Parent Activities, Workshops and Support Sessions) and PAC (Parent Advisory Committee) meetings, as well as informal events like Donuts with Directors. Parents may also attend monthly board meetings to stay informed and provide input on school decisions. In addition, the school offers ongoing professional development for both parents and teachers, including curriculum / instruction workshops and information sessions designed to help families explore instructional materials and strategies.|Connecting Waters Charter School has demonstrated meaningful progress inbuilding partnerships by actively incorporating feedback from parents, teachers, and administrators into its instructional support structures. The LEA has developed a tiered intervention system grounded in iReady performance data, enabling educators and Educational Specialists (ESs) to collaborate with families in designing personalized learning plans. Parents are meaningfully included in selecting the appropriate tier of support for their student, reinforcing a shared ownership of learning outcomes. The consistency of this framework across TK–12 ensures that families experience a coherent, predictable system regardless of their child's grade level, strengthening trust and communication between the school and its educational partners.|While foundational structures are in place, Connecting Waters recognizes the need to deepen the consistency and clarity of its partnership practices. Key focus areas include strengthening the use of iReady data in family-facing communications so that progress is transparent and actionable, establishing clearer expectations around student support so families understand intervention pathways, and expanding access to credentialed instruction for students with the greatest academic need. The LEA will also work to ensure that intervention structures are uniformly implemented across all educational partners, reducing variability in how tiered supports are communicated and delivered to families.|Connecting Waters is committed to ensuring that underrepresented families — includingthose facing language barriers, socioeconomic challenges, or limited prior engagementwith the independent study model — have equitable access to the partnerships andresources available through the tiered support system. The LEA will prioritize outreach efforts that make iReady data and instructional tier options clearly understandable and accessible to all families. This includes developing culturally responsive communication strategies, offering additional touchpoints with Educational Specialists for families who may need more guided support, and using stakeholder feedback processes that are intentionally inclusive of historically underrepresented voices to continuously refine the program.|Connecting Waters Charter School has established a robust and multi-layered structure for seeking input from educational partners. The school actively engages families through a dedicated Parent Support Department that disseminates timely information via newsletters, listserv announcements, and regular ES communications. Structured input opportunities such as PAC (Parent Advisory Committee) meetings, PAWS sessions, and monthly board meetings provide families with consistent, accessible forums to voice perspectives and influence school decisions. Informal engagement events like Donuts with Directors further lower barriers to participation by creating approachable, relationship-centered spaces for dialogue. The school's recent policy development — shaped directly by feedback from parents, teachers, and administrators — demonstrates that input is not only collected but meaningfully acted upon, resulting in clearer intervention structures, more consistent use of iReady data, and expanded access to credentialed instruction.|While Connecting Waters has strong input-gathering mechanisms in place, the LEA recognizes the need to ensure that feedback is systematically collected, analyzed, and visibly connected to decision-making outcomes. Focus areas include formalizing feedback loops so families can see how their input translates into program changes, increasing participation in governance structures like PAC and board meetings beyond regularly engaged families, and ensuring that professional development offerings for parents are responsive to emerging needs identified through data and stakeholder input. The LEA also aims to strengthen the consistency with which Educational Specialists facilitate input-gathering during learning plan meetings, ensuring that family voice is captured across all caseloads equitably.|Connecting Waters is committed to broadening the diversity of voices informing school decisions. To improve engagement of underrepresented families —including those with language barriers, limited availability due to work or caregiving responsibilities, or limited prior experience in school governance — the LEA will take intentional steps to reduce participation barriers. This includes offering meeting times and formats that accommodate varied schedules, providing translation and interpretation support at PAC and board meetings, and leveraging ES relationships to personally invite and support underrepresented families in participating in input opportunities. The school will also explore targeted outreach through PAWS and informal events to build trust and familiarity with governance processes among families who may feel less confident engaging in formal decision-making structures. Feedback gathered through these efforts will be tracked and used to continuously refine the LEA's approach to inclusive, equitable partnership.|5|5|4|5|5|5|4|5|4|4|5|5|Met||2026-06-22|2026
50757390000000|Turlock Unified|3|Turlock USD annually administers the California Healthy Kids Survey to grades: 5, 7, 9, and 11.  Data from the surveys provide valuable information regarding the District's LCAP Goals and the District's Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  Key findings:  Elementary School Connectedness:  73%  Caring Adults:  73% Parent Involvement in Schooling:  80% School Safety:  77%  The three year average for school engagement and supports indicators is 75.5%.  Parent Involvement in Schooling increased by 2% from the previous year.  Social and Emotional Supports increased by 5% from last year.  The District was above state averages in the following indicators:  Caring Adults in School and Social and Emotional Supports.  Secondary School Connectedness:  58% Caring Adults:  56% Parent Involvement in Schooling:  47% School Safety:  61%  School engagement and supports indicators remained relatively the same as the previous school year.  There were no changes in the School Safety indicators.  The three year average for School Perceived as Safe or Very Safe increased by 3%.|Turlock USD annually administers the California Healthy Kids Survey to grades: 5, 7, 9, and 11.  Data from the surveys provide valuable information regarding the District's LCAP Goals and the District's Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  Key findings:  Elementary School Connectedness:  73%  Caring Adults:  73% Parent Involvement in Schooling:  80% School Safety:  77%  The three year average for school engagement and supports indicators is 75.5%.  Parent Involvement in Schooling increased by 2% from the previous year.  Social and Emotional Supports increased by 5% from last year.  The District was above state averages in the following indicators:  Caring Adults in School and Social and Emotional Supports.  Secondary School Connectedness:  58% Caring Adults:  56% Parent Involvement in Schooling:  47% School Safety:  61%  School engagement and supports indicators remained relatively the same as the previous school year.  There were no changes in the School Safety indicators.  The three year average for School Perceived as Safe or Very Safe increased by 3%.|Turlock USD annually administers the California Healthy Kids Survey to grades: 5, 7, 9, and 11.  Data from the surveys provide valuable information regarding the District's LCAP Goals and the District's Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  Key findings:  Elementary School Connectedness:  73%  Caring Adults:  73% Parent Involvement in Schooling:  80% School Safety:  77%  The three year average for school engagement and supports indicators is 75.5%.  Parent Involvement in Schooling increased by 2% from the previous year.  Social and Emotional Supports increased by 5% from last year.  The District was above state averages in the following indicators:  Caring Adults in School and Social and Emotional Supports.  Secondary School Connectedness:  58% Caring Adults:  56% Parent Involvement in Schooling:  47% School Safety:  61%  School engagement and supports indicators remained relatively the same as the previous school year.  There were no changes in the School Safety indicators.  The three year average for School Perceived as Safe or Very Safe increased by 3%.     The District engages our families and underrepresented families in the following ways:  Family Resource Center, Superintendent Parent Advisory, District English Learner Advisory Committee, English Learner Advisory Committee, School Site Council, school sites' events and activities, community liaisons, counselors, support staff, and through the Student Study Team, 504, and Individualized Education Plan (IEP) processes.|Turlock USD annually administers the California Healthy Kids Survey to grades: 5, 7, 9, and 11.  Data from the surveys provide valuable information regarding the District's LCAP Goals and the District's Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  Key findings:  Elementary School Connectedness:  73%  Caring Adults:  73% Parent Involvement in Schooling:  80% School Safety:  77%  The three year average for school engagement and supports indicators is 75.5%.  Parent Involvement in Schooling increased by 2% from the previous year.  Social and Emotional Supports increased by 5% from last year.  The District was above state averages in the following indicators:  Caring Adults in School and Social and Emotional Supports.  Secondary School Connectedness:  58% Caring Adults:  56% Parent Involvement in Schooling:  47% School Safety:  61%  School engagement and supports indicators remained relatively the same as the previous school year.  There were no changes in the School Safety indicators.  The three year average for School Perceived as Safe or Very Safe increased by 3%.    Strengths:  LCAP Parent/Community Survey, TK-8 community liaisons, counselors, support staff, and Director Communication, Family Engagement & Outreach, Family Resource Center, Superintendent Parent Advisory, District English Learner Advisory Committee, English Learner Advisory Committee, School Site Council, and SST, 504, IEP processes.|Turlock USD annually administers the California Healthy Kids Survey to grades: 5, 7, 9, and 11.  Data from the surveys provide valuable information regarding the District's LCAP Goals and the District's Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  Key findings:  Elementary School Connectedness:  73%  Caring Adults:  73% Parent Involvement in Schooling:  80% School Safety:  77%  The three year average for school engagement and supports indicators is 75.5%.  Parent Involvement in Schooling increased by 2% from the previous year.  Social and Emotional Supports increased by 5% from last year.  The District was above state averages in the following indicators:  Caring Adults in School and Social and Emotional Supports.  Secondary School Connectedness:  58% Caring Adults:  56% Parent Involvement in Schooling:  47% School Safety:  61%  School engagement and supports indicators remained relatively the same as the previous school year.  There were no changes in the School Safety indicators.  The three year average for School Perceived as Safe or Very Safe increased by 3%.|Turlock USD annually administers the California Healthy Kids Survey to grades: 5, 7, 9, and 11.  Data from the surveys provide valuable information regarding the District's LCAP Goals and the District's Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  Key findings:  Elementary School Connectedness:  73%  Caring Adults:  73% Parent Involvement in Schooling:  80% School Safety:  77%  The three year average for school engagement and supports indicators is 75.5%.  Parent Involvement in Schooling increased by 2% from the previous year.  Social and Emotional Supports increased by 5% from last year.  The District was above state averages in the following indicators:  Caring Adults in School and Social and Emotional Supports.  Secondary School Connectedness:  58% Caring Adults:  56% Parent Involvement in Schooling:  47% School Safety:  61%  School engagement and supports indicators remained relatively the same as the previous school year.  There were no changes in the School Safety indicators.  The three year average for School Perceived as Safe or Very Safe increased by 3%.     The District engages our families and underrepresented families in the following ways:  Family Resource Center, Superintendent Parent Advisory, District English Learner Advisory Committee, English Learner Advisory Committee, School Site Council, school sites' events and activities, community liaisons, counselors, support staff, and through the Student Study Team, 504, and Individualized Education Plan (IEP) processes.|Turlock USD annually administers the California Healthy Kids Survey to grades: 5, 7, 9, and 11.  Data from the surveys provide valuable information regarding the District's LCAP Goals and the District's Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  Key findings:  Elementary School Connectedness:  73%  Caring Adults:  73% Parent Involvement in Schooling:  80% School Safety:  77%  The three year average for school engagement and supports indicators is 75.5%.  Parent Involvement in Schooling increased by 2% from the previous year.  Social and Emotional Supports increased by 5% from last year.  The District was above state averages in the following indicators:  Caring Adults in School and Social and Emotional Supports.  Secondary School Connectedness:  58% Caring Adults:  56% Parent Involvement in Schooling:  47% School Safety:  61%  School engagement and supports indicators remained relatively the same as the previous school year.  There were no changes in the School Safety indicators.  The three year average for School Perceived as Safe or Very Safe increased by 3%.     The District engages our families and underrepresented families in the following ways:  Family Resource Center, Superintendent Parent Advisory, District English Learner Advisory Committee, English Learner Advisory Committee, School Site Council, school sites' events and activities, community liaisons, counselors, support staff, and through the Student Study Team, 504, and Individualized Education Plan (IEP) processes.|Turlock USD annually administers the California Healthy Kids Survey to grades: 5, 7, 9, and 11.  Data from the surveys provide valuable information regarding the District's LCAP Goals and the District's Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  Key findings:  Elementary School Connectedness:  73%  Caring Adults:  73% Parent Involvement in Schooling:  80% School Safety:  77%  The three year average for school engagement and supports indicators is 75.5%.  Parent Involvement in Schooling increased by 2% from the previous year.  Social and Emotional Supports increased by 5% from last year.  The District was above state averages in the following indicators:  Caring Adults in School and Social and Emotional Supports.  Secondary School Connectedness:  58% Caring Adults:  56% Parent Involvement in Schooling:  47% School Safety:  61%  School engagement and supports indicators remained relatively the same as the previous school year.  There were no changes in the School Safety indicators.  The three year average for School Perceived as Safe or Very Safe increased by 3%.     The District engages our families and underrepresented families in the following ways:  Family Resource Center, Superintendent Parent Advisory, District English Learner Advisory Committee, English Learner Advisory Committee, School Site Council, school sites' events and activities, community liaisons, counselors, support staff, and through the Student Study Team, 504, and Individualized Education Plan (IEP) processes.|Turlock USD annually administers the California Healthy Kids Survey to grades: 5, 7, 9, and 11.  Data from the surveys provide valuable information regarding the District's LCAP Goals and the District's Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  Key findings:  Elementary School Connectedness:  73%  Caring Adults:  73% Parent Involvement in Schooling:  80% School Safety:  77%  The three year average for school engagement and supports indicators is 75.5%.  Parent Involvement in Schooling increased by 2% from the previous year.  Social and Emotional Supports increased by 5% from last year.  The District was above state averages in the following indicators:  Caring Adults in School and Social and Emotional Supports.  Secondary School Connectedness:  58% Caring Adults:  56% Parent Involvement in Schooling:  47% School Safety:  61%  School engagement and supports indicators remained relatively the same as the previous school year.  There were no changes in the School Safety indicators.  The three year average for School Perceived as Safe or Very Safe increased by 3%.     The District engages our families and underrepresented families in the following ways:  Family Resource Center, Superintendent Parent Advisory, District English Learner Advisory Committee, English Learner Advisory Committee, School Site Council, school sites' events and activities, community liaisons, counselors, support staff, and through the Student Study Team, 504, and Individualized Education Plan (IEP) processes.|5|5|5|5|4|5|5|5|5|5|5|4|Met||2026-06-16|2026
50757390124669|eCademy Charter at Crane|3|LCAP Parent/Community Survey:  44 responses School has adults who really care about students: 98% Strongly Agree or Agree School has a welcoming environment: 98% My child feels safe at school: 93% Strongly Agree or Agree School partners with me in the education of my child: 95% Strongly Agree or Agree  eCademy's strengths include the following: LCAP Process, Mental Health Clinician, EL Para Support, individualized instruction from teachers, and a small and safe school setting We had a total of 74 responses between 2 surveys. We have increased parent involvement in school/family events by more than 30% participation. In addition, our comprehensive counselor works to maximize student success and promote access and equity for all students. The counselor collaborates with families, teachers, administrators, and our community, thereby helping create welcoming environments for families.  Support staff continue to play vital roles in supporting students and families as well. We use Parent Square to readily communicate with families and continue to send school-to-home communication letters on various topics in English and Spanish via US Mail and/or the ParentSquare system.   We continue to offer family evening events to connect with our families.|LCAP Parent/Community Survey:  44 responses School has adults who really care about students: 98% Strongly Agree or Agree. My child feels safe at school: 93% Strongly Agree or Agree School partners with me (parent) in the education of my child: 95% Strongly Agree or Agree  An identified area of focus is increasing social media followers and the percentage of parents who view Parent Square messages to ensure more consistent, clear communication.|LCAP Parent/Community Survey:  44 responses School has adults who really care about students: 98% Strongly Agree or Agree. School has a welcoming environment: 98% My child feels safe at school: 93% Strongly Agree or Agree School partners with me (parent) in the education of my child: 95% Strongly Agree or Agree   The district continues to improve engagement with underrepresented families through its Family Resource Center and its partnership with CSU, Stanislaus.|LCAP Parent/Community Survey:  44 responses School has a welcoming environment: 98% School has adults who really care about students: 98% Strongly Agree or Agree. My child feels safe at school: 93% Strongly Agree or Agree School offers supports and interventions to help my child be successful: 95% Strongly Agree or Agree School partners with me (parent) in the education of my child: 95% Strongly Agree or Agree  eCademy's strengths include the following:  94% of survey respondents feel welcome at school.  98% of parent survey responders feel we have caring adults. 93% of parent survey responders feel their child is safe at school. 95% of parent survey responders believe their child is well prepared for the next school year, college, or career.|LCAP Parent/Community Survey: 44 responses 98% of respondents agree that the school has a welcoming environment. 98% of respondents strongly agree or agree that school staff genuinely care about students. 93% of respondents strongly agree or agree that their child feels safe at school. 95% of respondents strongly agree or agree that the school offers supports and interventions to help their child be successful: 95% Strongly Agree or Agree 95% of respondents strongly agree or agree that the school partners with parents in their child's education.  Supporting students' social and emotional health is an identified area for growth. According to the CHKS survey, the percentage of 11th graders reporting chronic sadness or hopelessness increased from 48% last school year to 65% this year. To address this, we will maintain the part-time school clinician position. Additionally, teachers, administrators, counselors, and support staff will continue to build strong relationships with students to support their social and emotional well-being.|LCAP Parent/Community Survey: 44 responses 98% of respondents agree that the school has a welcoming environment. 98% of respondents strongly agree or agree that school staff genuinely care about students.. 93% of respondents strongly agree or agree that their child feels safe at school. 95% of respondents strongly agree or agree that the school offers supports and interventions to help their child succeed. 95% of respondents strongly agree or agree that the school partners with parents in their child's education.  eCademy hired an EL Para to support all students, especially ELs, to improve student outcomes and will continue to do so. The district continues to improve engagement with underrepresented families through its Family Resource Center, and its partnership with CSU, Stanislaus.|LCAP Parent/Community Survey: 44 responses 98% of respondents agree that the school has a welcoming environment. 98% of respondents strongly agree or agree that school staff genuinely care about students.. 93% of respondents strongly agree or agree that their child feels safe at school. 95% of respondents strongly agree or agree that the school offers supports and interventions to help their child succeed. 95% of respondents strongly agree or agree that the school partners with parents in their child's education.   A strength of eCademy and Turlock USD is their engagement of a wide variety of school community members in decision-making processes, such as through the LCAP process, parent-teacher conferences, and evening family events.|LCAP Parent/Community Survey: 44 responses 98% of respondents agree the school has a welcoming environment. 98% of respondents strongly agree or agree that school staff genuinely care about students. 93% of respondents strongly agree or agree that their child feels safe at school. 95% of respondents strongly agree or agree that the school offers supports and interventions to help their child be successful: 95% Strongly Agree or Agree 95% of respondents strongly agree or agree that the school partners with parents in their child's education.   eCademy and TUSD continue to engage school community members in a variety of ways, including through input on the LCAP/WASC process and school planning.|LCAP Parent/Community Survey: 44 responses 98% of respondents agree that the school has a welcoming environment. 98% of respondents strongly agree or agree that school staff genuinely care about students. 93% of respondents strongly agree or agree that their child feels safe at school. 95% of respondents strongly agree or agree that the school offers supports and interventions to help their child succeed. 95% of respondents strongly agree or agree that the school partners with parents in their child's education.  eCademy improved parent and student engagement with the EL para position for underrepresented families. The district continues to improve engagement with underrepresented families through its new Family Resource Center and its partnership with CSU, Stanislaus.|5|5|4|5|5|5|5|5|4|4|5|5|Met||2026-06-16|2026
50757390131185|Fusion Charter|3|One of Fusion Charter’s greatest strengths is our dedicated and caring staff. During the 2025-2026 school year our staff engaged in additional professional development in assessment and social-emotional approaches including DBT Dialectical Behavior Therapy, with a focus on building rapport individually and in group circles. Staff conducted home visits to families that expressed an interest. Teachers are trained in the use of our Parent communication system, ParentSquare and are able to communicate through the program to parents in their chosen language. All students upon enrollment in Fusion participate in an orientation, which includes participation in a circle with their parent/guardian. They are given a tour of the school and meet staff such as the counselor, campus supervisor and their teacher. Parents were surveyed and asked questions in regards to student services, internet needs, and transportation needs. They also have an opportunity to provide Fusion with general input in the survey. All parents are invited to our monthly Site Council meetings and while some may not be able to vote, they are able to provide their input. We also held an English Learner Advisory committee meeting that was well attended by our parents.  We held multiple family events in the 25-26 school year. We held 3 Family Film Nights, a Lunch and Learn Career event, Back to School night and an annual award ceremony. In October we held a Fall Festival organized by our student council for our families and the local community. The attendance of our Fall Festival continues to increase yearly. We also continued to build community support for our school garden and agriscience projects, including participation in Love Turlock Day on April 25, where community volunteers completed improvements to the school garden. We held our first ever student art show in May in conjunction with a School Site council meeting.  Both events were well attended.|Fusion will continue to focus on personal phone calls and home visits to give Fusion personnel an opportunity to promote school and community support for students in need of improved school attendance. Students and their family members will also receive information about transportation options, check for adequate internet access for chromebooks issued by the school, and receive invitations to extracurricular activities that increase connectedness to school. We will collect data about improved school attendance and increased parental involvement in school activities following the visits.|In conjunction with Fusion’s Community Schools approach, underrepresented families will be invited to participate in the needs assessment and other activities to promote the collaboration between school and home.|Fusion applied for and was granted a College and Career Access Pathways grant (CCAP) from the CDE and has used the grant funds to strengthen our collaboration with college and vocational training opportunities for our students. We have increased the number of students completing college courses through dual enrollment. We have coordinated with local partners to create Lunch and Learn events where our students and their families can learn about local career programs and career options. We have partnered with the local Rotary club this year and they will be awarding a student a scholarship in the 2627 school year. We also applied for and received a California Serves grant. The California Serves grant has allowed us to hire a coordinator that can specifically build partnerships within the community that can provide our students with more meaningful service learning opportunities.|Our focus areas continue to be Social-Emotional learning and preparation for future careers and other adult life skills.|Fusion has a student support advocate to address the engagement of underrepresented families and will include additional activities through dual enrollment and community school activities.|We provide many opportunities for our educational partners to provide input towards Fusion Charters decision making. Parents are invited to attend our Monthly Site council meetings as are our students and especially our student council members. They are also invited to provide their input on the discussion topics of the Monthly Site Council meetings.  Parents are also surveyed through phone calls. We held an English Learner Advisory meeting to seek input regarding our English Learners. Many of our parents are Spanish speakers and we are fortunate to have bilingual staff that can communicate in their language. Staff members participate in ongoing strategic planning on Friday afternoons throughout the year. The Fusion Leadership Team meets weekly to prepare plans and agendas for meetings.|Our focus area for improvement is in encouraging parents and community members to attend our site council and advisory meetings. We continue to have success in regards to the attendance of our family events and parent survey participation.|The Community Schools grant has provided for a bilingual student support advocate to address the engagement of underrepresented families.|5|5|5|5|4|4|3|3|3|4|4|3|Met||2026-06-30|2026
51105120000000|Sutter County Office of Education|3|FRA implements a comprehensive and intentional communication framework to strengthen partnerships with families and the broader school community. The school utilizes multiple communication platforms to ensure timely, consistent, and accessible information sharing, promoting family engagement and connectedness. Information related to school events, key dates, and opportunities for family involvement is distributed through a combination of digital and printed materials, including schoolwide announcements and informational notices. ParentSquare serves as a primary communication tool, enabling efficient two-way communication between staff and families. In addition, staff conduct individualized outreach, including phone calls, to address student-specific needs, provide academic or behavioral updates, and recognize student progress. Families are regularly invited to participate in school functions such as parent meetings, back-to-school activities, and student recognition events, reinforcing family involvement in the school community and celebrating student success. Email and text messaging are also used to support timely communication and increase accessibility for families. When appropriate, school staff engage in direct outreach through home visits to strengthen relationships, remove barriers to engagement, and build trust with families.|FRA has implemented intentional and strategic actions to strengthen partnerships with families and the school community. In response to identified barriers to engagement, including limited transportation access and inconsistent communication, the school has directed resources toward increasing family participation in school activities and meetings. Transportation supports, such as bus passes, have been made available to reduce barriers to participation and support equitable access to school events. To further increase family participation, school-sponsored events and meetings are primarily scheduled outside of standard work hours. Additionally, FRA has refined its approach to school climate and community engagement based on family input related to inclusivity, equity, and school culture. These efforts include strengthening relational trust with families, improving language access, and intentionally promoting student voice and leadership. As a result of these actions, FRA has improved communication, increased family engagement, and fostered a more inclusive and welcoming school environment. Increased participation by families and students at schoolwide events, including the Back-to-School and Community Fair, reflects positive progress toward building stronger school–family–community partnerships.|FRA has prioritized professional learning and community engagement practices that promote equity, inclusion, and cultural responsiveness throughout the school. Staff participate in ongoing professional development designed to strengthen their understanding of student diversity and its influence on academic achievement, behavior, and social-emotional development. To ensure that stakeholder voices inform school practices, FRA regularly collects input from students, families, and staff through surveys and structured feedback opportunities. Family input is used to identify supports needed to enhance student success, while staff feedback helps clarify how to strengthen home–school collaboration to support learning beyond the classroom. This feedback directly informs the design of school meetings, activities, and engagement opportunities, ensuring they are purposeful, responsive, and outcome-driven. All school meetings and events are designed to be accessible and inclusive. Translation services and additional supports are provided as needed to remove language barriers and ensure full participation. FRA also emphasizes shared responsibility in building an inclusive community where all voices are acknowledged, respected, and valued. In addition, staff receive training to deepen cultural awareness and responsiveness, with a focus on understanding how cultural backgrounds influence communication, relationships, and student interactions.|FRA has strengthened family engagement practices, resulting in improved student participation, motivation, and academic progress. The school has implemented a coordinated communication approach that supports consistent, meaningful collaboration between staff and families in support of student learning. By expanding and refining communication methods, FRA has improved accessibility and responsiveness, allowing families to remain informed and actively involved in their students’ educational experience. These efforts have contributed to increased family participation in schoolwide activities, including academic conferences, orientation events, student recognition ceremonies, and targeted home outreach to address individual student needs.|FRA has broadened its professional learning initiatives to ensure that all applicable staff are equipped to support effective collaboration with families and educational partners to improve student outcomes. The school will continue to strengthen and standardize communication practices to provide families with clear, consistent, and accessible avenues for support. Information and resources will be made available in multiple languages to ensure equitable access and reflect the diverse needs of the school community. To sustain a positive and inclusive school climate, FRA will engage in ongoing professional development that reinforces respect, cultural responsiveness, and shared accountability across daily school practices. Input gathered through stakeholder surveys, including feedback from families, staff, and community partners, will guide continuous improvement efforts. Priority areas include enhancing staff capacity, strengthening school–family partnerships, and increasing meaningful opportunities for family engagement.|FRA recognizes that meaningful family engagement is essential to student success and remains committed to creating inclusive opportunities for parent and guardian involvement. Student recognition events will be intentionally structured to celebrate academic growth, positive behavior, and program participation, while providing families with opportunities to actively engage in their child’s educational experience. To remove potential barriers to participation, FRA will ensure that necessary materials and resources are accessible to families, supporting equitable access to school-sponsored activities. FRA will also implement targeted Parent Nights aligned to specific academic programs and initiatives. These events will provide families with focused information regarding curriculum, instructional models, and student supports, while fostering stronger home-to-school connections. Transportation support, when available, will continue to be provided to increase accessibility and participation in school events. To address attendance and student accountability, truancy meetings will emphasize the importance of consistent, on-time attendance and promote collaborative problem-solving between families and school staff. Additionally, FRA will host Parent Workshops, Community Engagement Nights, and student-centered activities designed to strengthen partnerships.|FRA utilizes a comprehensive and intentional approach to strengthen family engagement and build collaborative partnerships with parents and guardians. The school maintains consistent and accessible communication through multiple channels, including home visits, ParentSquare, email, phone outreach, and transportation support, to ensure families remain informed and connected to school programs and services. FRA actively seeks and values family input in school planning and decision-making processes, providing structured opportunities for parent voice and feedback. These efforts are further supported through coordination with the Sutter County Superintendent of Schools, which enhances communication through web-based updates and notifications regarding school events and initiatives.|FRA has identified family engagement as a key area for continuous improvement, with an emphasis on increasing meaningful parent and guardian participation across all school input and involvement opportunities. The school will implement targeted strategies to strengthen outreach and participation in advisory committees, volunteer roles, and school-sponsored events. To reduce barriers to engagement, FRA will offer meetings and activities at varied and flexible times and dates to better accommodate family schedules. To support these efforts, FRA staff will participate in ongoing professional learning to strengthen communication, outreach, and relationship-building practices. This professional development will emphasize ethical and effective approaches to engaging educational partners, increasing awareness of underrepresented populations, and intentionally amplifying diverse family voices|FRA will continue to prioritize strong family engagement through intentional, consistent, and individualized communication practices. To ensure equitable access to information, the school will utilize multiple communication platforms, including ParentSquare, direct phone outreach, email correspondence, social media announcements, and written notices. When appropriate, staff will conduct home visits to further support direct family connection and engagement. FRA will regularly administer surveys to solicit parent and guardian feedback and identify opportunities to improve communication, support, and service delivery. Information regarding volunteer opportunities and school events, including Family Nights and Back-to-School activities, will be communicated on an ongoing basis. Additionally, printed materials, such as letters and flyers, will be distributed to ensure that families without reliable digital access receive timely information.|5|5|5|5|5|5|5|5|3|4|3|4|Met||2026-06-17|2026
51105120138040|AeroSTEM Academy|3|Strong Foundational Support: Local narrative evaluations note that baseline parent and family support for the academy is structurally strong.  Multichannel Two-Way Communication: The LEA has made significant progress in establishing transparent communication channels by leveraging and maintaining the Parent Square application, the school website, and digital media to facilitate cultural awareness, collaborative planning, and direct input.  Dedicated Outreach Staffing: To bridge families and school operations, the academy maintains a dedicated 0.5 FTE office staff position explicitly tasked with partner coordination and outreach to directly support student success.  Centralized Learning Management Systems (LMS): The academy has increased progress tracking by implementing an integrated LMS with an emphasis on growing daily parent/guardian utilization to keep families closely connected to student coursework and academic obstacles.  Systemic Feedback Loop: The LEA has developed structured opportunities for direct family engagement, actively gathering input through targeted partner surveys, specialized on-site events, and consistent collaborative representation at Charter Council meetings.|Proportional Participation and Engagement: Although overall parent support is strong, the academy noted that the number of families and parents who actively take part in various school functions is not proportionally grounded across the student body.  Expanding Involvement Opportunities: The LEA has prioritized a need to further develop and better communicate opportunities for parent involvement, input, and engagement to ensure deeper community integration.  Addressing Student Mental Health and Behavior Needs: Recent feedback from parents, guardians, and staff highlighted a critical focus area to better support students' mental health needs and provide collaborative strategies to assist students with intense behavioral needs.  Enhancing Direct Communication Platforms: The LEA is focusing on increasing parent/guardian usage of its Learning Management System (LMS) to establish more consistent, data-informed communication regarding student progress and obstacles.|Systemic Inclusion of Underrepresented Voices: The LEA is developing and implementing a structured, systemic process explicitly designed to reach out to and elevate the voices of groups that have been traditionally underrepresented, underserved, and untapped in public education.  Targeted Partner Engagement Events: The school will design and host multiple focused, targeted events and meetings at the school site specifically tailored to encourage participation from underrepresented subgroups.  Culturally Aware Two-Way Communication: The LEA will utilize the Parent Square application, website, and social media channels to enhance existing communication protocols, intentionally focusing on fostering cultural awareness and collaborative planning with diverse families.  Dedicated Liaison Staffing: The academy will leverage its 0.5 FTE office staff member to explicitly manage partner coordination, creating a direct personal bridge between school staff and families who need additional outreach or resources.  Equitable Professional Development: Staff professional development plans will be driven by disaggregated student data, ensuring educators receive targeted coaching to directly address and support the unique engagement and academic needs of Economically Disadvantaged, English Language Learner, and Foster Youth families.|Integrated Two-Way Communication Channels: The LEA has made significant progress in deploying and maintaining Parent Square, its website, and social media channels to enhance communication protocols, align community resources, and facilitate collaborative planning.  Centralized Academic Partnerships via LMS: The academy is successfully utilizing its Learning Management System (LMS) and data warehouse framework to maximize parent engagement, specifically allowing parents, guardians, and caregivers to stay actively informed and partner with staff regarding student performance and academic goals.  Dedicated Family Coordination Staffing: The school funds a 0.5 FTE office staff position explicitly tasked with managing educational partner coordination and community outreach to connect the school directly with families to support student success.  Structured Decision-Making and Governance Input: The LEA promotes parental participation in institutional decision-making and advisory roles by hosting multi-partner events, conducting targeted stakeholder surveys, and providing consistent engagement opportunities through the Charter Council.  Targeted Programs for Diverse Student Groups: The LEA actively focuses its partnership building to promote parental participation in specialized programs tailored specifically for low-income students, English Learners, Foster Youth, and students with disabilities.|"Bridging General Support with Broad Participation: While general parental support for the school is fundamentally strong, the LEA recognizes a clear gap in getting the broad ""number of families and parents"" to actively take part across various school operations and functions.  Deepening Decision-Making and Engagement Opportunities: A key improvement focus is to further develop and better communicate structured opportunities for parent involvement, input, and hands-on engagement, which the academy notes will strengthen the educational partnership and result in greater overall community alignment.  Maximizing Collaborative Tool Adoption: The LEA is focusing on increasing the actual rate of parent, guardian, and caregiver usage of its Learning Management System (LMS) and communication tools to ensure families are co-monitoring student performance and partnering on interventions.  Strengthening Outreach for Underrepresented Groups: The academy has prioritized establishing a more systemic process to seek input and elevate voices from grade levels and student groups that have been traditionally underrepresented, underserved, or untapped in public education."|Implementing a Systemic Engagement Process: The LEA will develop and implement a structured, systemic process specifically designed to obtain and engage student and family voices from diverse backgrounds, intentionally targeting groups that have been traditionally underrepresented, underserved, and untapped in public education.  Hosting Targeted, On-Site Engagement Events: Rather than relying solely on generalized meetings, the academy will provide multiple specialized events and meetings at the school site designed to offer targeted opportunities for partner engagement.  Increasing LMS Accessibility and Adoption: The LEA will focus on expanding parent, guardian, and caregiver utilization of its Learning Management System (LMS) and data warehouse. This initiative aims to ensure underrepresented families have direct, transparent access to student data to actively collaborate on academic interventions.  Deploying Dedicated Outreach Staffing: The academy will leverage its 0.5 FTE office staff position to focus heavily on partner coordination and community outreach. This position creates a direct, personal point of contact to connect underrepresented families with school site resources and pathways.  Broadening Governance Participation: The LEA will actively seek out input and encourage participation from families across diverse grade levels and demographic subgroups at Charter Council meetings, strengthening their representation in school-wide decision-making.|Multichannel Feedback Ecosystem: The LEA has successfully implemented a diverse feedback loop using targeted stakeholder surveys, specialized on-site events, and multi-partner meetings to consistently gather input.  Active Advisory Governance: The academy regularly coordinates and leverages its Charter Council meetings as a primary, structured platform where educational partners can provide direct input on school policy, goals, and resource allocations.  Dedicated Coordination Staffing: To ensure feedback collection is organized and continuous, the academy funds a 0.5 FTE office staff position dedicated to partner coordination, outreach, and bridging community voices into the school's planning processes.  Transparent Communication Infrastructure: The integration and maintenance of the Parent Square application, local websites, and digital media channels have enhanced two-way communication, making it easier for families to receive updates and actively offer collaborative input.|Addressing Participation Imbalances: While overall partner and parental support for the academy is fundamentally strong, the LEA notes that the actual number of families and parents who actively participate in feedback and governance functions is not proportionally grounded across the school community.  Systemic Inclusion of Untapped Voices: A primary area for improvement is developing and implementing a more structured, systemic process to intentionally seek out and obtain input from diverse student voices and family groups that have been traditionally underrepresented, underserved, or untapped in public education.  Expanding and Broadening Feedback Opportunities: The academy recognizes a need to further develop, expand, and better communicate structured opportunities for partner involvement, input, and collaborative planning.  Targeting Stakeholder Input for Specific Needs: In response to recent partner feedback, the LEA is focusing on narrowing its input-gathering to address specific community concerns, such as seeking targeted strategies and stakeholder thinking to support students' mental health and intense behavioral needs.|Implementing a Structured, Systemic Process: The LEA will develop and implement a formal, systemic process explicitly designed to capture and engage student and family voices from diverse backgrounds. This process will intentionally target different grade levels and demographic groups that have been traditionally underrepresented, underserved, or untapped in public education.  Expanding Diverse Governance Representation: The academy will actively seek out and encourage the participation of underrepresented educational partners at Charter Council meetings, ensuring a broader array of perspectives are included in institutional decision-making.  Conducting Targeted Stakeholder Surveys: The school will design and deploy strategic stakeholder surveys to gather input directly from diverse populations, ensuring underrepresented families have a low-barrier, accessible method to influence school policy and goals.  Deploying Dedicated Outreach Personnel: The academy will utilize its funded 0.5 FTE office staff position to conduct direct, individualized outreach to traditionally underrepresented family subgroups. This staff member will serve as a personal conduit to bring these families' feedback and insight back to leadership.  Hosting Specialized Input Events: The LEA will organize multiple targeted events and meetings at the school site to provide intimate, supportive environments where underrepresented partners feel comfortable offering collaborative input and planning alongside school staff.|4|4|4|4|4|4|3|3|4|3|3|3|Met||2026-06-15|2026
51105120140152|Pathways Charter Academy|3|PCA prioritizes strong family partnerships as a critical component of student success. School staff implements multiple, inclusive communication strategies to establish and sustain positive relationships with parents and guardians. These strategies include event flyers, mailed notices, ParentSquare messaging, phone calls, emails, text messages, and home visits when necessary. Staff also engage in personalized outreach, including individual phone calls and direct invitations to participate in Parent Advisory Meetings, student awards ceremonies, the Back-to-School/Community Fair, and other school-sponsored events. These efforts ensure families are well-informed, feel valued, and have meaningful opportunities to engage in the school community|PCA acknowledges that many families have previously experienced barriers to meaningful engagement with schools, including inconsistent communication and limited connection to the school community. These challenges have, in some cases, contributed to reduced parent engagement and trust. In response, PCA has made strengthening family–school relationships a priority by intentionally identifying and addressing key barriers to participation. Transportation has been consistently identified as a challenge for families seeking to attend school meetings and events. To reduce this barrier, PCA has leveraged school resources to provide transportation support, including bus passes, enabling families to participate in school activities and engagement opportunities. Additionally, school events are primarily scheduled outside of regular work hours to better accommodate working families and increase overall accessibility. PCA is also committed to advancing cultural understanding and educational equity as core elements of its family engagement practices. The school has implemented intentional strategies to foster a welcoming and inclusive environment, including building personal relationships with families, addressing language and communication needs, and promoting practices that elevate student voice and empowerment.|PCA staff have participated in professional development focused on recognizing the value of diversity within the educational environment and understanding its impact on student engagement, achievement, and overall school climate. These learning opportunities support PCA’s ongoing commitment to creating inclusive learning environments that affirm and celebrate the diverse backgrounds of students and families. To further strengthen family and staff engagement, PCA will implement stakeholder surveys to better identify the needs and priorities of the school community. Families will be asked to identify the supports needed to promote student success, while staff will be asked to identify the types of family support that most effectively enhance student learning beyond the school setting. Survey results will inform the development of targeted engagement strategies and meeting topics that are responsive to identified needs. PCA is also committed to ensuring equitable access to school meetings and decision-making processes. Translation services will be provided to support meaningful participation by non-English-speaking families. Additionally, staff are deepening their understanding of underrepresentation within the school community and implementing strategies to elevate the voices of historically underrepresented groups.|Family engagement at PCAcademy plays a critical role in supporting student engagement, positive behavior, and academic achievement. Recognizing families as essential partners in student success, PCA has prioritized strengthening collaborative relationships with parents and guardians. To support this work, the school has implemented a multi-tiered communication system that includes phone calls, ParentSquare messaging, emails, text messages, home visits, and personalized invitations to school events. This intentional and consistent outreach has strengthened trust, improved two-way communication, and established a cohesive system for sharing information between the school and families. As a result of these efforts, PCA has experienced increased family participation in key school activities, including parent–student conferences, Back-to-School events, awards assemblies, and other school-sponsored programs. These strengthened partnerships have expanded student support systems and contributed to improved student motivation, behavior, and academic progress, reinforcing PCA’s commitment to family engagement as a driver of student success.|During the 2024–25 school year, PCA expanded professional development opportunities for staff to further strengthen school–family partnerships and support improved student outcomes. Professional learning now includes all relevant staff and is focused on effective communication, culturally responsive practices, and inclusive family engagement strategies. PCA remains committed to establishing clear communication protocols and providing accessible pathways for families to seek support. Parent-facing resources are made available in multiple languages to ensure equitable access and meaningful participation for all families. To guide continuous improvement efforts, PCA will collect and analyze input from student, family, and staff surveys to identify priority areas for enhancing school–family collaboration. Focus areas include increasing staff capacity to build and sustain meaningful relationships with families, creating supportive conditions for effective partnerships, and expanding opportunities for family involvement in school activities and decision-making processes. PCA will advance these goals by identifying and addressing barriers to engagement, standardizing inclusive policies and practices, and building the capacity of both staff and families to engage in collaborative partnerships that promote student learning, well-being, and long-term success.|PCA utilizes student recognition events as a key strategy to strengthen family engagement and celebrate individual student achievement. These events foster a welcoming, inclusive environment that encourages families to actively participate in their students’ educational experience. To further reduce barriers to engagement and learning, PCA ensures that essential school supplies are available to families in need. PCA also hosts themed parent engagement events aligned with academic programs and schoolwide initiatives to strengthen school–home connections. Transportation assistance is provided to support student and family participation and to address logistical barriers that may limit involvement. Teachers are encouraged to attend and participate in family engagement activities, reinforcing the importance of collaborative partnerships between staff and families. For families unable to attend scheduled events, PCA provides individualized follow-up and flexible meeting times across multiple communication modalities to ensure continued connection and access to information. Truancy meetings are convened as needed to reinforce the importance of regular and timely attendance, clarify attendance expectations, and establish a shared commitment to student success.|PCA has implemented intentional family engagement strategies that strengthen school–family partnerships and support student success. Families consistently report positive relationships with school staff and express appreciation for the school’s regular, meaningful, and accessible communication practices. Communication is maintained through multiple channels, including home visits, ParentSquare messaging, emails, phone calls, and transportation-related outreach, all of which contribute to increased family connection and involvement. PCA provides structured opportunities for families to participate in school-level decision-making processes, including advisory meetings, parent surveys, and opportunities to provide feedback during school events. At the county level, the Sutter County Superintendent of Schools supports communication and transparency by maintaining the district website and sharing timely information regarding school events, programs, and initiatives.|PCA has identified increasing parent participation across all engagement and input opportunities as a priority area for growth. Efforts will focus on expanding recruitment for advisory groups and engagement committees, while offering regular and flexible meeting times to increase accessibility for all families. PCA will also pursue targeted professional development to align family engagement practices with a framework grounded in appreciation, cultural responsiveness, and respect for the diverse backgrounds represented within the school community. These efforts are intended to strengthen inclusive practices and ensure equitable representation in school decision-making processes. Goals for Improvement include: Develop practical strategies to effectively support and engage educational partners.   Deepen understanding of underrepresentation, build staff capacity to identify it within the school community, and implement strategies to ensure all voices are heard and valued.   Translate professional learning into consistent, sustainable practices that are embedded within school systems and daily interactions.   Increase measurable family participation rates across advisory meetings, surveys, and school engagement events, with particular attention to historically underrepresented student groups.|PCA is committed to providing equitable and accessible opportunities for all families to engage with the school community. To support this commitment, PCA uses multiple communication and outreach methods to invite and remind parents and guardians about opportunities to participate, including ParentSquare notifications, phone calls, emails, social media updates, mailed correspondence, and home visits when needed. PCA offers family surveys, on-campus volunteer opportunities, and engagement events such as Back-to-School Nights and student recognition activities. All communication and engagement efforts are scheduled flexibly to accommodate family needs and promote meaningful participation.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-17|2026
51713570000000|Brittan Elementary|3|For the 2025-2026 school year, our educational partners felt that we made significant improvements towards communication with our families.  Recorded Friday messages from the Principal, summarizing and highlighting important events happening around campus, were sent every week. Teachers also used either ClassDojo or Remind to communicate with families about issues that occurred or upcoming events. These are additions to emails, phone calls, and Catapult messages that were also sent out throughout the year.  Brittan continues to utilize Professional Learning Communities during minimum days to strengthen our collaboration, which led to the development of intervention programs, school events and focused on how to directly assist those students with learning loss.|Based on an analysis of educational partner input and local data, we have determined that we need to focus on supporting staff to learn about our each family’s strengths, cultures, languages, and goals for their children.|It is the goal of the district to offer clear, concise, and effective communication between all of our families throughout the school year.  Communication is crucial when developing a strong and healthy relationship and we will continue to implement our methods of communication to all families, and encourage collaboration with them in regards to their education of their child/children. In the 2026/27 school year we will collaborate on effective ways to support the staff as they strengthen relationships with families. In our Back-to-School paperwork, we will ask parents/guardians for a brief statement about their goals for their child for the year. This will give teachers some insight into their students and their families and can be the starting point for additional conversations.|During the 2025-2026 school year, our staff worked towards full implementation in building partnerships for student outcomes through parent-teacher conferences, family nights, school site council meetings, back-to-school nights, open house and various events. Teachers and the administrator provided consistent weekly communication through classroom updates, school announcements, and academic reminders, complemented by the superintendent’s monthly newsletter. Together, these communications keep families informed and connected to student learning.|Key recommendations included sustaining family engagement and learning opportunities focused on local priorities. Additionally, we need to focus on providing families with information and resources to support student learning and development in the home.|For the 2026–27 school year, we will strengthen the academic focus of family events by aligning them with classroom learning and equipping families with practical tools to support learning at home. We will also improve communication about student progress through clear, actionable sharing of formative assessment data and ensure consistent use of ParentSquare across all classrooms.|During the 2025/26 school year, our educational partners believe that this is an area that we continue to improve.  Our strengths as a district in this area are based on having the foundation set for encouraging input in decision making. We made this growth by holding monthly meetings with our educational partners; Brittan Parent Advisory Committee, Brittan Parent Activity Club (BPAC) & Guided Coalition/Teacher Leadership Committee, throughout the entire school year.  This transparency increased collaboration and communication and allowed everyone to take an active part in stating concerns and creating solutions together.|The continued momentum in this area is directly related to our previous focus area(s) for improvement which included: scheduled Parent Advisory Meetings and school committee meetings, routine process for each meeting, and a systematic approach and tool to better serve our school district.  The data collected in this area from all of our educational partners is reflective that this focus area worked. We will continue with this for the 2026/27 school year.|We will continue to establish a set schedule for all of our committees to meet and collaborate on school items.  We have a returning board and will continue to invite and include more parents to our different committees at the beginning of each school year. We will continue to hold our PLC meetings, as well as our guided coalition meetings to better meet the needs of our students, staff and families.  At these meetings, we will ensure that information is presented and discussed to keep all educational partners informed and a part of the ongoing self-reflection process.|5|5|4|5|5|4|5|5|5|5|5|5|Met||2026-06-23|2026
51713650000000|Browns Elementary|3|BESD is dedicated to building relationships with families to support the education of all students and we have identified several strengths and areas of progress.  Our efforts are evident on campus and in survey results (percent of parents marking Agree or Strongly Agree): •	The school is a friendly, welcoming environment: 2026: All 100%, SED 100%;  2025: All 100%, SED 100% •	There is two-way communication between home and school:  2026: All 100%, SED 100%; 2025: All 95.3%, SED 100% •	Communication from the school is understandable and accessible: 2026: All 100%; 2025: All 100% •	Our family feels a sense of belonging and connectedness to the school: 2026: 100%; 2025: 100% LCAP Goal 2, Create a safe and healthy environment in which staff, students, and families will be engaged, connected, and active participants in the school community, guided our plans during the 2025/65 school year to increase family engagement opportunities.  Family engagement opportunities included:  the Labor Day Parade, Back to School Night, Family Literacy Night, Halloween Carnival, Holiday Celebration, Parent/Teacher conferences, and Open House.  We increased feedback opportunities for families by placing a suggestion box in the office, offering incentives for completing surveys, providing help with completing surveys, and made regular check-ins with families and parent groups.  A staff member served as a contact person for underrepresented families to provide resources, share information about the school, and ensure that families felt comfortable engaging with the staff and school.  Parents were encouraged to participate in our School Site Council (SSC) and Parents Club.  Back-To-School Night, Parent/Teacher conferences, and SST and IEP meetings encouraged development of relationships between staff and parents.  During Parent/Teacher conferences we built in time for parents to communicate their goals for their child.  Each meeting opportunity created a more welcoming school environment, supported relationship building, and offered parents a chance to engage in 2-way communications.|Through LCAP Goal 2, Action 2.1 Family Engagement/Communication, we have increased communication from the school in an effort to engage families.  However, we would like more parents to respond to our surveys and provide feedback.  We will explore methods of making all parents feel more welcome and comfortable at the school and find ways to encourage them to participate and express their opinions.|In order to increase EL survey responses, our staff member that works with our EL families reached out to our EL families to encourage them to complete the survey.  She has been working to build relationships with the families and we offered a Spanish version of the survey if needed.  Additionally, she hosted a survey opportunity for those families to come to campus and complete the survey with her there in order to encourage completion of the survey and be able to assist if they have questions. This was very successful and we are looking into ways to implement similar activities to increase the number of parents who participate and express their opinions in meetings and surveys.|The district has systems in place for staff to partner with families.  A staff member served as a contact person for underrepresented families to provide resources, share information about the school, and ensure that families felt comfortable engaging with the staff and school.  Back to School Night provides an opportunity for teachers to introduce grade-level curriculum and expectations as well as resources for home.  At the beginning of the school year, parents receive the Parent Handbook and Parent’s Rights.  During Parent/Teacher Conferences held in November each year, teachers, parents, and students (in some grade levels ) meet to discuss student progress and plan for improved student outcomes.  During Parent/Teacher conferences we built in time for parents to communicate their goals for their child.  Results from a spring 2025 survey (percent of parents marking Agree or Strongly Agree): •	Parents feel welcome and are encouraged to participate at school: 2026: 100%; 2025:100% •	The school encourages me to be an active partner in educating my child: 2026: 100%; 2025: All 95.3% •	I receive information on what my child should learn at each grade level: 2026: 100%; 2025: 95% •	I receive information about what I can do at home to help my child improve or advance his/her learning: 2026: 100%; 2025: 95%|We have worked to make sure parent receive information on what their child should learn at each grade level and to give them information about what they can do at home to help their child improve or advance his/her learning. Our efforts have been successful but we believe it is important to continue this focus for at least another year.|The district’s plan to improve our partnership with underrepresented families will support improvement in this area.  Actions include: •	Professional development opportunities for staff that focus on practices for working with underrepresented families. •	Increasing feedback opportunities such as Coffee with the Principal, a suggestion box in the office, incentives for completing surveys, etc.   •	Identification of a staff member to serve as a contact person for underrepresented families to provide resources, share information about the school, and ensure that families feel comfortable engaging with the staff and school.  •	Providing translations as necessary  •	Having teachers reach out to underrepresented families to personally invite them to attend Family Nights. •	Giving out standards brochures for each grade level to parents at Back to School Night •	Sending home curriculum based newsletters •	Offering Family Night activities focused on activities families can do at home to support their child’s learning We have already increased feedback opportunities for families by placing a suggestion box in the office, offering incentives for completing surveys, providing help with completing surveys, and making regular check-ins with families and parent groups.  A staff member served as a contact person for underrepresented families to provide resources, share information about the school, and ensure that families felt comfortable engaging with the staff and school.  During Parent/Teacher conferences we built in time for parents to communicate their goals for their child.  We provided translations as necessary.  Teachers and office staff reached out to underrepresented families to personally invite them to attend Family Nights.  We sent home curriculum based newsletter and offered Family Night activities focused on activities families can do at home to support their child’s learning (STEM Family Night, Literacy Night).  These actions are incorporated into our LCAP Goal 2, Action 2.1 Family Engagement/Communication and were well-received and will continue in the 2026/27 school year.|Our LCAP Goal 2, Action 2.1 Family Engagement and Communication, supported our efforts to seek input from educational partners for decision making.  Our efforts are also evident in survey results (percent of parents marking Agree or Strongly Agree): •	I have the opportunity to participate in decision making committees (School Site Council, governing board meeting, parent advisory group, Parent Club): 2026: 100%; 2025: 100% •	I have opportunities to provide input on school policies and programs: 2026: 100%; 2025: 100% We give an overview of the make-up and function of the Board of Trustees, School Site Council, and Parent’s club at the beginning of the school year at Back to School Night.  We remind parents that meeting agendas are posted on the website and encourage parents to attend if there are topics of interest and we provide translations when necessary.  Parents are encouraged to attend monthly board meetings where policies and procedures are discussed and put into place.  Monthly School Site Council/LCAP Advisory meetings are open to all interested educational partners and a critical source of feedback for the district.  We make parents aware of the connection between survey results and LCAP goals and actions.|We have increased the percentage of parents who feel they have opportunities to provide input on school policies and programs and we would like to continue this momentum so it will be our area of focus for improvement in the 2026/27 school year.|The district has developed a plan to improve/maintain our partnership with underrepresented families.  This plan will increase the engagement of underrepresented families in Seeking Input for Decision-Making.  Actions include: To support an increase in the number of families who feel that they have opportunities to provide input on school policies and programs we will: •	Give an overview of the make-up and function of the Board of Trustees, School Site Council, and Parent’s Club at the beginning of the school year •	Remind parents that meeting agendas are posted on the website and encourage parents to attend if there are topics of interest •	Provide translations when necessary •	Make parents aware of the connection between survey results and LCAP goals and actions|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-11|2026
51713730000000|East Nicolaus Joint Union High|3|East Nicolaus Joint union High School District continues to maintain strong relationships with families through ongoing communication, accessible staff, and opportunities for meaningful engagement.  The district's small school environment supports positive connections among students, families, and staff, allowing for personalized communication and collaboration.  Families are regularly invited to participate in school events, advisory groups, and planning activities that support student success.  District staff work to create a welcoming environment where families feel valued and encouraged to be active partners in their stdunets' education.|The district will continue to strengthen relationships between school staff and families by increasing opportunities for meaningful two-way communication and family engagement.  Efforts will focus on ensuring that families receive timely information regarding student progress, academic expectations, and school programs.  The district will also continue to build staff capacity to engage families as partners in supporting student success and will seek additional opportunities to strengthen connections with students and families both inside and outside the classroom. We also will work on building rapport with students, so they feel like they have a trusted adult to speak to on campus.|East Nicolaus High School will continue to expand outreach efforts to ensure all families have opportunities to participate in school activities and provide input regarding school programs and services.  The district will use multiple communication methods and engagement opportunities to connect with families who may not traditionally participate in school activities.  Staff will continue to provide information, resources, and support designed to strengthen family-school partnerships and ensure that all families feel welcomed,, informed and valued members of the school community.|The district has established systems that encourage collaboration among families, students, and school staff to support student success. Through ongoing communication, academic planning meetings, college and career readiness activities, and student support services, families are provided opportunities to participate in educational planning and decision-making. School administrators, counselors, and teachers work collaboratively with students and families to monitor academic progress and provide support when needed. These efforts contribute to strong partnerships focused on student achievement and postsecondary readiness.|Based on the analysis of the ratings above, and educational partner input our focus area for improvement will still be in providing families with information and resources to support student learning and development in the home. We will start regular communication with regards to rules, regulations, standards, and attendance to all students and parents via communication through our website, handbooks, and communicated through monthly messages to educational partners|The district will continue implementing informational meetings and individualized planning opportunities that help families better understand academic and postsecondary options. Outreach efforts will prioritize ensuring that all families have access to information regarding graduation requirements, college and career planning, attendance expectations, and available support services. These efforts are intended to increase participation and strengthen partnerships that support positive student outcomes.|East Nicolaus Joint Union High School District regularly seeks input from educational partners through surveys, advisory committees, public meetings, and educational partner engagement activities. Parents, students, staff, and community members are provided opportunities to share feedback regarding district programs, services, and priorities. Educational partner input is reviewed alongside state and local data and is used to inform the development of district goals, actions, and services, including the Local Control and Accountability Plan.|The district will continue working to increase participation in educational partner engagement opportunities and improve awareness of how educational partner feedback influences district decisions. Efforts will focus on providing multiple opportunities for input, improving communication about engagement activities, and increasing participation from families who have historically been underrepresented in district decision-making processes.|The district will continue using a variety of communication methods and engagement opportunities to encourage participation from all families. Flexible meeting options, targeted outreach, and accessible communication will be used to ensure diverse family perspectives are represented in district planning and decision-making. These efforts are intended to strengthen educational partner participation and ensure district decisions reflect the needs and priorities of the broader school community|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-11|2026
51713810000000|Franklin Elementary|3|Franklin Elementary School District (FESD) is committed to fostering a welcoming and inclusive environment for students, families, staff, and the broader community. The Parents’ Club plays a vital role in supporting this culture by organizing well-attended, family-oriented events throughout the year, including the Fall Carnival, Donuts with Dad, Muffins with Mom, Red Truck Diner, and an Ice Cream Social. These events consistently engage a broad cross-section of families, including those who may be underrepresented. The school actively encourages parent involvement by welcoming visitors and promoting volunteer opportunities. Parent feedback collected through annual surveys reflects strong satisfaction with the school’s leadership and staff, highlighting their responsiveness, dedication, and genuine care for students. Families consistently describe FESD as a place where they feel welcomed, valued, and connected. To ensure ongoing responsiveness to family needs, the district administers a survey each spring. Results from the Spring 2026 survey indicate consistently high levels of satisfaction:  98.44% of families in 2026 (98.67% in 2025) reported feeling welcome at the school 98.7% in 2026 (98.66% in 2025) indicated a strong sense of belonging and connectedness 96.85% in 2026 (98.67% in 2025) affirmed that there is effective two-way communication between the school and home.  These results demonstrate FESD’s ongoing commitment to maintaining a positive and inclusive school climate.|Based on analysis of educational partner feedback, along with review of state and local data, FESD has identified a priority focus on strengthening staff capacity to meaningfully engage with every family. This includes deepening staff understanding of each family’s unique strengths, cultural backgrounds, linguistic diversity, and aspirations for their children’s learning and success. This focus will support stronger partnerships between home and school, enhance communication, and ensure that all students feel seen, valued, and supported in achieving their goals.|To further enhance relationships between school staff and families, the district will focus on several key strategies. These include exploring and implementing professional development opportunities that build staff capacity to form meaningful, culturally responsive relationships with families. The district will continue to prioritize clear, consistent communication, including providing translation and interpretation services as needed to ensure accessibility for all families. Additionally, efforts will be made to create more opportunities and encourage families to initiate communication with school staff. During parent-teacher conferences, structured time will be included for families to share their goals and hopes for their child’s education, helping to strengthen partnerships and align support for student success.|FESD provides multiple opportunities for staff and families to partner in supporting student success. At the start of each school year, families receive the Parent Handbook and Parent Rights, ensuring they are informed and equipped to engage in their child’s education. A Welcome Back Kindergarten meeting is held prior to the first day of school to orient new families to Franklin School and build early connections. Throughout the year, events such as Back to School Night (BTSN) and scheduled parent-teacher conferences include a review of curriculum and grade-level standards, helping families better understand expectations and how to support learning at home. Parent-teacher conferences are intentionally structured to promote collaboration, with a full week of conferences scheduled in November and additional conference days offered in March. Families also have the flexibility to request a conference at any time during the school year. Student Study Team (SST) meetings are held monthly, with multiple sessions scheduled on designated days to address students’ academic and social-emotional needs in partnership with families. Ongoing communication is supported through a weekly Monday newsletter that highlights important updates and events at Franklin School. To ensure accessibility and inclusivity, translation services are available for parent-teacher conferences and ELAC meetings, and two bilingual staff members are available to assist Spanish-speaking families who visit or contact the school. Survey data from Spring 2026 reflects strong family engagement and communication, with  94.49% of families in 2026 (95.98% in 2025) reporting that they understand what their child is expected to learn in each subject.  85.71% of families in 2026 (88.51% in 2025) indicated they receive guidance on how to support their child’s learning at home.  97.65% of families in 2026 (98.66% in 2025) reported that there are meaningful opportunities throughout the year to meet with teachers to discuss student progress and collaborate on strategies for success.  These results underscore the district’s commitment to maintaining strong, ongoing partnerships with families to support positive student outcomes.|FESD has identified a key area for improvement: providing families with meaningful information and resources to support student learning and development at home, while also increasing opportunities for family involvement in policy decisions through forums and other avenues for community input, feedback, and engagement.|To improve engagement of underrepresented families in building partnerships for student outcomes, we will provide parents with clear, standards-based documents and explanations to strengthen their understanding of student learning. We will send home curriculum-based newsletters along with guidance to support homework, and share resources, links, and practical tips to help families support learning at home, which will also be posted on the district website. Additionally, we will include consistent information about supporting learning at home in the Monday newsletter to ensure ongoing communication and access to helpful strategies.|Parents are a vital part of Franklin School, and their participation in advisory groups such as the School Site Council, LCAP Advisory, and ELAC is highly valued as an important source of district feedback. At the start of each school year, meeting dates for these groups are scheduled and posted on the school website calendar. Many of these groups meet monthly and are open to all parents. Meeting reminders are included in the weekly Monday newsletter, and agendas are posted on the school website. Parents are also encouraged to join the Parents’ Club and take part in its meetings and activities. School Board meeting agendas are publicly posted, and families are invited to attend. Each spring, a comprehensive survey is sent to families to gather feedback on all aspects of the school. This input is used to help guide LCAP development and program decisions. During the spring, advisory groups also review district data, including student achievement, survey results, and identified needs, and engage in discussions about potential actions for inclusion in the upcoming LCAP. Parents feel welcome to participate at this school: 98.44% in 2026,  99.32% in 2025 I have the opportunity to work with the school to plan and put on family engagement activities at the school: 83.46 in 2026, 90.6% in 2025 I am encouraged to provide input on policies and programs at this school: 82.37% in 2026. 85.62 in 2025 This school promotes parent involvement through Parents Club, Site Council, etc.: 90.63% in 2026, 90.61% in 2025|Based on educational partner input and local data, the district’s focus for Seeking Input for Decision-Making will continue to be to increase participation in ELAC meetings.|To increase participation from underrepresented families in providing input for decision-making, we will have translators personally call parents to invite them to ELAC meetings. Additionally, we will explore strategies to encourage attendance, such as making arrangements for child care during meetings and input sessions and providing meals for families during evening meetings.|5|5|4|5|4|4|5|4|4|4|3|4|Met||2026-06-17|2026
51713990000000|Live Oak Unified|3|Office staff are warm and welcoming.  Bilingual staff are at each school site to provide access for families.  Technology is used to offer a variety of communication styles ranging from phone calls, texts, websites, and letters.|We will continue to create opportunities for input from all educational partners at each school site and the district office.  There will be a focus on increasing participation from all groups so that decision making is representative of all populations and partners. Our Community Schools staff will continue to create opportunities to bring families and school staff together.|LOUSD will continue efforts to engage foster and homeless families to make sure everything is being done to support them and remove identified barriers.  Liaisons are in place and are dedicated to improving relationships. Our Community Schools staff will continue to create opportunities to bring families and school staff together.|Schools do a good job of engaging partners throughout the year surrounding student outcomes and progress.  Parent participation in back to school and student conferences is high.|Consistent communication with struggling students is an area that can be improved.  The addition of social workers and wellness coaches has helped address student and family needs.|LOUSD will increase efforts to communicate formally with the families of struggling students.  The addition of social workers and wellness coaches has helped address student and family needs.  These added positions provide services and make connections in ways LOUSD has struggled in the past.|2025-26 saw a continued increase in participation of EL parents in both ELAC and DELAC.  Parents performed a needs assessment and were encouraged to advocate for needs and changes.  Educational partners engaged in the LCAP and Community Schools process and provided feedback and input.|LOUSD needs to look for additional ways to improve survey participation so that the more input is received and can inform important decisions.  While 36% participation is higher than previous years, it is the district goal to be above 50%.|With the addition of social workers and wellness coaches we have started to better address student and family needs outside of schools. These positions will continue provide services and make connections.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-18|2026
51714070000000|Marcum-Illinois Union Elementary|3|Marcum-Illinois believes a strong partnership with all families, especially underrepresented families, positively impacts student outcomes. We schedule engaging activities for students and families that support that sense of community and build relationships. We promoted engagement and participation for all students including unduplicated students and students with exceptional needs through school events such as the Winter Program, Spirit Week, Read Across America Day, the Great Kindness Challenge, and ROAR assemblies; House Challenges like a pumpkin carving competition, gratitude challenge, and canned food drive; and after-school opportunities. We invited parents to attend Back to School Night, parent conferences, and Open House. We host meetings to encourage a partnership between school and home, including: Popcorn with the Principals where we shared a Dashboard Presentation and sought input for our LCAP; and various casual connection opportunities. On the spring 2026 parent survey, 100% (100% 2025; 98.2% 2024) of respondents say the school is a friendly, welcoming environment and 100% (100% 2025; 91.7% 2024) say their family feels a sense of belonging and connectedness to the school.|In the last few years we have worked to improve in the area of communication and for the second year, 100% of parents responding to the survey feel the school has good communication and 100% say communication from the school is understandable and accessible. We will continue this as a focus area for the 2026/27 school year. We had about 14% (29% 2025) of all parents respond to the survey. We would like more parents, especially parents of underrepresented students, to respond to our surveys and take part in feedback opportunities.|During the 2025/26 school year we implemented several feedback opportunities designed to improve engagement of underrepresented families and to increase opportunities for parents to interact with staff and provide feedback. We have found that we have some of the best communication with parents and families during school events and we make sure that administrators are present and visible. We regularly communicate with families via Facebook, Bright Arrow, Alma, a monthly newsletter, text messages for reminders and information, website, and emails. We post videos, pictures, and we live stream school events on our social media. Teachers and administrators send postcards for positive reinforcement to children.|Marcum-Illinois has continued to focus on strengthening relationships with our families and community. At the beginning of the school year, parents receive the Parent Handbook and Parent’s Rights. During Back to School Night (BTSN) and parent conferences, curriculum & grade level standards are reviewed to increase parent understanding of expectations and requirements. We provide materials to help parents to work with their children. During BTSN and parent conferences, teachers in grades K-2 discuss best practices for working with beginning readers. Early reading materials and flashcards are sent home throughout the year to help parents work with their children. We found, via surveys, that parents wanted most school communication to come from emails and texts. Although we have few English learners in the school, we have multiple staff members who interpret during parent conferences and school events. Every effort is made to send notices home in the home language. We are working towards completing ADA changes to our website, making all information accessible by people with disabilities.|Based on spring 2026 survey results, we need to focus on providing families with information and resources to support student learning and development in the home.|We will continue to enhance the partnership between school and home by ensuring parents are given standards for each grade level at Back to School Night and during Parent/Teacher conferences. Monthly newsletters will continue to include Elementary School Parents Make the Difference as one way to support parents as they support their child’s learning at home.|Parents are encouraged to be involved in their child's educational process through participation in School Site Council/LCAP Advisory, Parents' Club, academic awards assemblies, parent/teacher/student conferences, as classroom volunteers, as chaperones on field trips, and family nights. To encourage participation in these and other events, notices are sent through email, paper, and posted on our social media page. In addition to the above, regular communications are distributed to parents and cover a variety of topics including beginning of the year welcome packets, newsletters, school calendars, student assessments, and grade reports. Although we have few English learners, we make every attempt to provide communications in the home language. Descriptions of services, including Title I, are provided to parents in the Parent/Student Handbook, through a brochure, and in person at Back to School Night. School Accountability Report Cards are made available to parents and the Annual Rights Notification to Parents is distributed each school year and available as requested. According to our spring 2026 parent survey significantly more parents say they are encouraged to provide input on school policies and programs: 93.8% (79.4% 2025; 77.4% 2024) and 93.7% of parents say they have the opportunity to participate in decision making committees (891.2% 2025; 5.9% 2024).|Based on educational partner input, we have identified the need to provide all parents, but especially parents of underrepresented students, opportunities to provide input on school policies and programs.|The work we are doing in Building Relationships and Building Partnerships for Student Outcomes will support improved engagement of underrepresented families in relation to Seeking Input for Decision-Making. Based on survey results, our efforts to increase the number of parents who feel they have opportunities to provide input on school policies and programs are working. We will continue to educate parents on the function of our school decision making groups, use more of our communication methods to post agendas and minutes of meetings, provide translations as needed, and most importantly, we will continue to articulate the connection between partner input and school policies/programs and LCAP goals/actions.|5|5|4|4|4|4|5|5|4|4|4|4|Met||2026-06-08|2026
51714070109793|South Sutter Charter|3|We continually strive towards building valuable relationships with families. Goal 3 of our LCAP states, “our stakeholders will be connected and engaged with their community.” In our independent-study education model, our teachers make home visits at least once every 20 school days. Relationship building is a strength of our school, and we have excellent two-way communication. We personalize the education for each of our students, and our staff works with enrolled families in a one-on-one setting to ensure each family is supported and working together towards academic goals. We have a parent council and a governing board, both open to the public, and we regularly survey our parents to gather feedback that helps inform decision-making. Because each family has an assigned teacher, families can make recommendations directly to school staff, and communications are tailored to each family.|An area for continued improvement is increasing participation in our ELAC and improving communication with families whose primary language is not English. We are directing some Title 1 funding to increase staffing for our EL support in an effort to work more closely with these underrepresented families. Another area we are addressing, based on educational partner feedback, is mental health support. We continue to expand support within our SEL program and increase our mental health staffing. Our families consistently ask for more in-person opportunities, and we have addressed this through offering more events such as family days, park days, field trips, etc.|Because of our personalized model, underrepresented families are already actively engaged in their child’s learning and have strong relationships with staff. We are working to extend that engagement beyond the individual level by increasing participation in ELAC, parent council, schoolwide surveys, and educational partner meetings. In addition, we are prioritizing efforts to diversify our certificated staff, so students see themselves reflected in the adults who support them.|We use one-time grant funding to support teachers and administrators with personalized professional development, school-wide training, adding single-subject matter and administrative credentials, and a teacher induction program. During our regular learning record meetings, teachers support parents in providing what their individual child(ren) need to be academically successful. Additionally, the school provides regular virtual parent training, including a highly attended virtual Curriculum Conference. We have a goal-setting program as part of a personalized student success plan for each student. This involves the parent, teacher, and student setting goals based on a student's area of need as determined by our internal assessment. The school operates with a high consideration on parental input where parents are empowered to make educational decisions for and with their children with the support of credentialed staff. This parent choice philosophy is a key component of what makes our school attractive for parents who want a greater say in their child’s education.|The school provides all required legal notifications either on our website (which can be translated to a language of a parent's choosing) or through the annual student agreement, but we are not strong at ensuring families understand and exercise those rights. Additionally, significant numbers of our educational partners fail to see the value in standardized assessments, which leads to opt-outs on testing, which leads to penalization for the school. An area of improvement is to improve the understanding of the need for and benefit of standardized testing.|The school will support underrepresented families to exercise their legal rights to advocate for their own students and all students through the legislative and public advocacy process. We will also monitor test participation rates and test outcomes by student subgroups. We also proactively direct our families to A.P.P.L.E., Alliance for Parents of Personalized Learning Education to help improve parent-driven advocacy for their students, while keeping an active social media presence on our IEM Charter Schools’ Families’ Facebook Page.|In our unique personalized learning independent study model of education, parents and teachers are deeply involved with decision-making on behalf of their children. Parent engagement in our school model is strong when it comes to educational issues surrounding their children. We provide school-wide opportunities for parents to serve on the parent council or our governing board, where we discuss key initiatives and policy changes. One of the key areas parents provide input into school-wide decisions is identifying community service providers who provide academic enrichment for our students. Our staff consult with parents at monthly learning record meetings, and we host department-specific office hours and content area parent trainings where parents can speak with a school administrator. We regularly survey families and staff to get their feedback on ways to improve the educational programs and services the school offers.|Parents are heavily involved in their child’s individualized learning plan. However, through thoughtful planning and increased opportunities for our families, this has led to more interest in school-wide decision-making. Through our efforts, we have made some improvements in this area with more interactive and engaging sessions in an effort to gather more input from our educational partners. This year, we have hosted weekly in-person events for students and families to provide learning activities for students and a space for parents to voice input with school administration and staff on school offerings and programs.|An area for improvement at our school is better targeting underrepresented groups to ensure they have the opportunity to provide school-level feedback. We continue to work towards our goal of improving parent participation in ELAC by regularly seeking input on curriculum and EL program development. Additionally, we are increasing our targeted support for our homeless families through personalized support from our McKinney-Vento liaison. While our strength is in planning, designing, and implementing family engagement activities, we need to increase our evaluation process to ensure we are meeting the needs of our families.|4|5|4|4|5|4|4|4|4|4|3|3|Met||2026-06-02|2026
51714150000000|Meridian Elementary|3|During the 2025/26 school year, we made great efforts to build relationships between school staff and families. We worked  with the Parent Advisory Committee (PAC) and the Parent Club to get input on programs and services and plan activities. We  had many school events such as a chili cook off, a Christmas program, a spaghetti feed, and an open house to promote  relationships between staff and families. We also reached out to families through surveys. We send home a weekly newsletter  and bulletin and had it translated into Spanish for many of our families. In addition, we have four members of our staff who  are fluent in Spanish and able to help bridge the communication gap. Teachers also used Class Dojo to keep in touch with  families. 94.2% (92.9% in 2025, 69.23% in 2024) of parents surveyed felt the communication was good, 88.2% (100% in 2025, 92.31% in 2024) of parents  surveyed felt the communication was in language that was understandable, 94.1 % (92.9% in 2025, 84.62% in 2024) of parents surveyed felt  the school was welcoming.|Meridian is in the process of developing new website that will be much more comprehensive and user-friendly for teachers  and all staff to communicate with families. We are looking for many creative ways to have better correspondence that can be  done in a professional manner so that parents can make sure their children are up-to-date with what is going on in their  child’s classroom.|We have been working to do a more thorough job of making sure that each group that is represented here at Meridian and  has full access that is equal and equitable with regards to families and school staff. In addition to our Parent Advisory Council  meetings we have also hosted several meetings specifically for our Hispanic families. As a result we have seen much more  attendance by our Hispanic families at school functions. Our goal is to make sure that each group feels valued and that their voice is heard.|Our strengths are that we mail home information about parents' legal rights and that we provide multiple opportunities for  teachers to meet with families and students to discuss progress. We send home three progress reports, have parent/teacher  conferences, and have an Open House. In addition, teachers and administration have an open door policy for meeting with  families to discuss student progress and outcomes. Parents survey data indicates that while we have made improvements in  Building Partnerships for Student Outcomes, there is more work needed. Parents say if they have a questions concern, or  comment about their child, the teacher gets back to them right away (82.3% 2026; 92.9% 2025; 84.62% 2024); there are times throughout  the year they can meet with their child’s teacher to discuss their child’s progress and way to work together to support their child (94.1% 2026; 92.9% 2025; 84.62% 2024); the school provides them with a Parent’s Right document at the beginning of the school  year (82.3% 2026; 84.6% 2025; 100% 2024); the school encourages them to be an active partner in educating their child (76.5% 2026; 78.6% 2025;  69.23% 2024); parents receive information on what they child should learn and be able to do at each grade in school (64.7% 2026; 64.3% 2025; 69.23% 2024); and they receive information on what they can do at home to help their child improve or advance his/her  learning (58.8% 2026; 57.1% 2025; 64.29% 2024).|Based on input and data we have decided to work on providing families with information and resources to support  student learning and development in the home.|Many families work 30 to 45 minutes from home and the school. To better engage these underrepresented families we will  conduct surveys to determine the most convenient times to schedule school activities, events, and parent workshops and  meetings. We will survey parents to find out what information and resources would be helpful for them as they are trying to support their child’s learning at home.|Meridian Elementary School District is a single-school district with approximately 70 students, but we still provide a variety of  ways to actively engage parents to gain their insights and opinions to help with decision making. We have an active Advisory  Committee and Parent’s Club. In addition, we advertise board meetings in the hope of engaging parents, and we send surveys  each year to elicit input during our LCAP development process. Parents survey data indicates that while improvements in  engaging our educational partners in decision making have been made, there is room to grow. Parents say they have the  opportunity to participate in decision making committees (82.4% 2026; 85.7% 2025; 83.33% 2024) and there are many ways they can  provide input on school policies and programs (53.4% 2026; 78.6% 2025; 53.85% 2024).|Meridian Elementary school will be conducting more surveys that help us make a better decisions and assist parents with their ability to have more of a voice with decisions that are being made most directly affecting their children.|Meridian Elementary School will strengthen the engagement and decision-making of underrepresented families by proactively  inviting parents of students from economically disadvantaged backgrounds and parents of students with disabilities to  participate in our Advisory Committees, which review and provide input on school plans and initiatives.|3|4|4|4|4|4|5|4|4|4|4|4|Met||2026-06-25|2026
51714150129007|California Virtual Academy at Sutter|3|The school is dedicated to cultivating trusting and respectful relationships with families to ensure student success in the virtual learning environment. Upon enrollment, families receive personalized onboarding support from a designated coach, including guidance on program expectations, communication channels, and navigation of online platforms and resources. These intentional connections help establish a strong sense of belonging from the start. Spanish-language onboarding is available for Limited English Proficient (LEP) families, along with translation tools for families who speak other languages. Teachers proactively connect with families through welcome calls, monthly check-ins, academic conferences, and live instruction aligned to California standards. Staff prioritize building strong relationships through consistent, face-to-face interactions and support student and family resilience through intentional social-emotional learning practices. The school emphasizes self-awareness, self-management, and executive functioning skills, while schoolwide behavioral expectations promote positive interactions, guide staff decision-making, and create consistent support systems for students. Beyond the classroom, the school offers in-person and virtual activities, clubs, and support sessions to foster connection and engagement. Year-round support is available, including during the summer months. School leaders regularly gather feedback from families, students, and staff through surveys and direct engagement to inform continuous improvement. Programs such as Compass provide targeted support for students experiencing homelessness, foster youth, and other underrepresented student groups, offering resources, engagement opportunities, and coaching, including bilingual support. Families, students, and staff actively participate in planning and decision-making through Title I meetings, the English Learner Advisory Committee (ELAC), and Partner Engagement Meetings. These forums provide opportunities to review and give input on the Local Control and Accountability Plan (LCAP) goals, actions, and services. The LCAP Advisory Committee ensures that feedback informs decision-making and program adjustments aligned with community needs. The school evaluates data through multiple accountability measures, using insights to refine action plans and enhance family engagement strategies. By prioritizing inclusive practices, strong communication, and meaningful partnerships, the school ensures all families feel welcomed, valued, and supported.|Current Areas of Improvement -Continue to refine the Enduring Connection Calls between teachers and students. -Schoolwide implementation of 3 Signature Practices across all departments -Training and Professional Development for staff based on trauma-informed practices, to support trusting and respectful relationships with families. -Provide additional training for all staff on how to access the primary and preferred language of Limited English Proficient (LEP) families. -Continue to refine the Language Access Plan - a resource that outlines ongoing efforts to improve access for limited English proficient (LEP) individuals – people whose primary language is not English and who have limited ability to read, speak, write, or understand English. -Continue to develop the Newcomer instructional and family support services provided by the English Language Development (ELD) Department to meet the needs of students in kindergarten through grade twelve (K–12) who were born outside the United States (U.S.) who have arrived in the U.S. in the last three years and who also are still learning English.|Solid relationships and research-based support/services improve outcomes for underrepresented students. The school provides engagement, attendance, academic, and SEL support for families, including English Learners, Students with Disabilities, and Socioeconomically Disadvantaged (SED) students. Support includes removing barriers and providing school supplies and resources, as well as academic support, to help them succeed in the virtual learning environment. The school has bilingual engagement staff for Spanish-speaking families to provide support throughout the calendar year to expand opportunities for LEP families and provide an increased level of translation and interpretation support from a school staff member. Additionally, schoolwide forms and documents have been translated into Spanish, and the school’s website includes a language toggle feature so that families can change the presentation of all information on the site to the language of their choice. In addition, the school contracts with an over-the-phone interpreting service, Certified Languages International (CLI), which provides interpreters in over 230 languages, allowing for teachers and other staff to communicate with LEP students and families during real-time phone calls or video conferences in their preferred language. In order for Limited English Proficient (LEP) families who speak a language other than English or Spanish to access school information, resources are included with school communication for seamless translation on demand. All parents and guardians of students may request free language translation services in their preferred language at any time, and staff members can request document translation for LEP families’ preferred languages at any time as well. The school seeks the participation of unduplicated students by offering specific onboarding follow-up for SED families who are not meeting designated engagement metrics, an internet subsidy so families can engage and connect with the school community, and the Compass team reaches out to parents and families when SED students are not engaged. We offer workshops to support resilience, specifically designed to support SED parents and families. This series focuses on skills to manage stress, solve problems, reflect on reactions in different situations and practice new ways to respond when facing challenges. For Students with Disabilities, GE teachers and Education Specialists do targeted outreach and seek their active participation in their child's education. Case Managers ensure families attend Individualized Educational Plan (IEP) meetings, specifically parents/guardians are invited to attend 30-day, annual, and triennial IEPs, evident in Team Meeting Notices. An ongoing area of improvement for the school is to continue analyzing parental engagement data to ensure consistent and significant participation from parents and students in unduplicated groups.|The school fosters strong partnerships with families to ensure student success. Recognizing the critical role parents play in an independent study charter school, the school actively engages families by providing information, resources, training, and opportunities to collaborate with other parents to support their children’s learning. Regular teacher-family conferences inform parents about student progress and expectations, while accessible systems provide visibility into grades, assessments, and online activities. Dedicated engagement and attendance support teams help keep students connected to their learning by supporting families with strategies and clear expectations. To improve outcomes for English Learners, the ELD Department includes a Bilingual Engagement Coach and ELD paraprofessionals who provide targeted outreach and personalized support. These efforts address attendance barriers and guide families in understanding student progress, fostering collaboration to accelerate English proficiency and reclassification. Graduation coaches also support students and families by providing guidance on requirements, progress tracking, and pathways to on-time graduation through meetings, assemblies, and conferences. As a Professional Learning Community (PLC), the school focuses on learning, collaboration, and results. Staff work together to analyze student progress, refine instruction, and strengthen communication with families through onboarding, connection calls, academic conferences, and ongoing support sessions. Programs such as CAVA2College and the Career & College Prep Program provide high school students with opportunities to explore career pathways, earn certifications, and prepare for postsecondary success. Middle school students engage in career exploration and can earn high school credit. The school utilizes multiple communication platforms, including ParentSquare, LC Community, social media, and the school website, to share information and build connections. The Family Teacher Organization (FTO) further strengthens partnerships through regular meetings and shared goals. Social-emotional well-being is also a priority. The SEL team provides student assemblies aligned to SEL benchmarks, crisis support, and access to community-based mental health resources through Care Solace. Monthly, Parenting with Purpose workshops offer families opportunities to build community and learn strategies that support positive parent-child relationships.|Current Areas of Improvements -Additional opportunities for students to engage with SEL assembly topics by incorporating content into the MS/HS ORN courses and supporting the elementary staff with resources to share during Paw Pride sessions. -Provide training and access to Care Solace for administrators, who can support families by initiating a warm handoff when needed. Continue to create understanding with staff around the difference between a “warm handoff” and “anonymous search” and how we can better support resource connection when we start a “warm handoff” for a family or student. -Increase the translation and interpretation services and documents provided in Arabic, an increasing primary language amongst Limited English Proficient (LEP) families at our school.|Ways We Are Improving for Underrepresented Families The school’s Attendance Advocates proactively address student absences daily, working with students and families to identify and overcome barriers to engagement. They assist parents with completing required surveys for offline work and schedule additional meetings when absences persist to ensure students are supported and re-engaged in their learning. To support McKinney-Vento (MKV) students, the school has increased staffing to ensure timely access to dedicated support. Students are provided with essential materials based on individual needs, including backpacks, school supplies, ink, paper, hotspots, and PE clothing. Staff also provide referrals and warm handoffs to community resources such as food, housing, health, and mental health services. All staff participate in ongoing professional development to strengthen their ability to support students and families. New teachers receive comprehensive onboarding and are paired with a dedicated support teacher during their first year to ensure strong alignment with schoolwide expectations and practices. The school continues to strengthen its implementation of a Professional Learning Community (PLC) model focused on collaboration, learning, and results. Key teams include: Leadership Team: Coordinates schoolwide efforts across departments and grade levels. Guiding Coalition: Leads PLC processes and supports a collaborative culture focused on student outcomes. Professional Learning Teams (PLTs): Collaborate on instruction, intervention, and support for shared students. MTSS/Intervention Team: Provides targeted support for at-risk students through data-driven interventions. Student Study Team (SST): Reviews student needs and recommends appropriate academic and social-emotional supports. The school has expanded college and career readiness opportunities through programs such as CAVA2College and Career & College Prep Program, offering dual enrollment, career pathways, and certification opportunities. Middle school students also have access to career exploration and technology courses that build early college and career readiness skills. Families are supported through multiple communication platforms, including ParentSquare, the digital handbook, LC Community, social media, and the CAVA website. These tools ensure families understand their rights, access resources, and stay connected. The Family Teacher Organization (FTO) meets monthly to strengthen partnerships between families and the school community.|The LCAP Needs Assessment Survey provides valuable feedback from families and educational partners to guide continuous improvement efforts and to inform the development and monitoring of LCAP goals, actions, and services. Leadership teams regularly review survey feedback alongside student engagement and achievement data to adjust schoolwide and departmental plans and strengthen family engagement initiatives. Families identified several strengths they value and want continued focus on, including academic supports and interventions, support for multilingual families and students with disabilities, graduation support, A-G completion, and core curriculum alignment , student engagement opportunities, family and community engagement, positive school climate, and strong teacher and staff support. Additional focus areas identified included summer school opportunities, attendance support, teacher communication, new teacher support, internet reimbursement awareness, consistency across schools and programs, and SEL (Social Emotional Learning), including staff training, connections to community-based supports, and strategies that strengthen the home-to-school connection. Areas identified for improvement included platform usability and technology experience, student connection and social opportunities, differentiation for advanced learners and special populations, and teacher training and consistency. Parents, families, students, and staff provide ongoing feedback and guidance to the school through a variety of engagement opportunities, including Title I Meetings, Winter and Spring Partner Engagement Meetings, the LCAP Needs Assessment Survey, ELAC Meetings, the EL Needs Assessment Annual Survey, the LCAP Parent Advisory Committee (PAC), School Climate Surveys, Family Teacher Organization (FTO) meetings, Student Government, parent coffee chats and trainings, and regular student and teacher check-ins. Feedback gathered through these opportunities helps inform schoolwide planning, programs, services, and continuous improvement efforts. The school maintains strong two-way communication with families through ParentSquare, LC Community, emails, Connection Calls, academic conferences, student support sessions, graduation plan reviews, Student Individualized Learning Plans (ILPs), Student Support Team (SST) meetings, Individualized Education Program (IEP) meetings, English Language Development (ELD) program meetings, and Bear Tracks, the weekly community newsletter that highlights school events, resources, and activities.|Based on parent feedback, the school will: -Continue parent engagement initiatives. -Continue to provide regular surveys and host Partner Engagement Meetings to share school goals and actions, gather feedback, and increase family participation in school decision-making. -Implement a new feedback system: a multilingual survey platform that allows anonymous text, audio, or video submissions through QR codes and ParentSquare links. This system identifies key themes and informs targeted interventions. -Improve scheduling and accessibility of board meetings for parents and staff. -Provide on-demand informational videos: short, accessible videos that explain LCFF, the LCAP process, and how to provide meaningful feedback. These can be accessed at any time to accommodate families' schedules. -Continue to provide time management tools, technology and school-platform training, and resources and support to strengthen parent and learning coach capacity. -Enhance onboarding and follow-up support for families, and provide extended targeted support for families needing additional assistance. -Expand and refine attendance and engagement support for families. -Communicate available, student-specific, research-based interventions delivered by specialized staff across multiple tiers of support. -Continue implementing the schoolwide collaborative Social-Emotional Learning (SEL) plan that actively engages teachers, students, staff, and families, with clearly defined, school-specific roles and responsibilities to ensure consistent and meaningful support for all students. -Increase peer-to-peer interaction through Class Connect sessions, clubs, K12 Zone activities, and in-person and virtual events. -Refine and expand support for students experiencing homelessness and housing insecurity. -Enhance communication to increase awareness of the Internet Service Provider (ISP) reimbursement, reduce delays in verification, improve usability, and support. -Proactively reach out to families who have not participated in feedback opportunities to identify and remove barriers, and communicate to all families how their input has led to meaningful school improvements and decisions. -Enhance multilingual supports.|Parents generally express satisfaction with the school, which positively impacts all students. They value the assistance that teachers and staff provide, as well as the school's efficient communication with students and families. Daily prompts regarding class attendance and assignments help students stay focused. Parents appreciate the opportunity to monitor their child's progress and access educational materials in advance to address any academic hurdles. They also value the school's diverse and comprehensive curriculum, which offers a wide range of courses and effective teaching methods. Additionally, parents welcome the various opportunities for high school students and socialization activities available at all grade levels. Furthermore, the staff dedicated to supporting Spanish-speaking parents is highly regarded.|4|5|4|5|5|5|5|5|4|4|4|4|Met||2026-06-11|2026
51714230000000|Nuestro Elementary|3|Nuestro Elementary School District continues to prioritize building strong relationships with families. Nuestro Elementary is a small school where generations of families have attended, and staff work closely with students and families to maintain a welcoming and supportive environment. Parents know the teachers and staff and are encouraged to communicate concerns, ask questions, and participate in school activities.  The district provides multiple opportunities for two-way communication between families and the school. Parents receive information through ParentSquare, the district website, newsletters, social media, and direct communication from teachers and staff. Families are invited to attend Back to School Night, parent conferences, Open House, family engagement activities, and Parent Advisory Committee meetings throughout the year.  Educational partner feedback demonstrated that families appreciated the engagement opportunities provided during the school year and appreciated opportunities to participate in school events and activities. Families also valued the accessibility and visibility of school staff and administration. Surveys are administered to parents, students, and staff, and the results are shared with educational partners as part of the development and review of the LCAP. Information gathered through surveys and meetings is used to identify needs, prioritize goals, and guide continuous improvement efforts.|While the district has established effective systems for communication and family engagement, it recognizes the need to increase participation among all families and ensure that engagement opportunities are accessible to a broader range of educational partners. The district will continue to strengthen communication practices and expand opportunities for families to provide input and participate in school activities. Particular attention will be given to increasing participation from families who may not regularly engage in school events or meetings.|The district will continue to improve engagement of underrepresented families, including families of socioeconomically disadvantaged students, English learners, students with disabilities, homeless students, and foster youth. School staff will utilize ParentSquare, phone calls, personal outreach, conferences, and family events to encourage participation and strengthen relationships. The district will continue seeking feedback regarding barriers to participation and use that information to improve communication and engagement opportunities. These efforts support LCAP Goal 2, Action 2.1 (Communication and Engagement) and are intended to ensure that all families have opportunities to participate as active partners in their children's education.|Nuestro Elementary School District continues to strengthen partnerships with families to support positive student outcomes. Families receive information regarding academic expectations, assessment results, attendance, behavior, and student progress through ParentSquare, parent conferences, progress reports, and individual meetings. Teachers and administrators collaborate with families to identify student needs and provide support through Student Success Team meetings, Care Team meetings, and Individualized Education Program (IEP) meetings when appropriate.  Staff regularly communicate with families regarding student progress and work together to support student success at school and at home. Families are also provided information about district programs, services, and supports to help them participate in educational decision-making.  Educational partner feedback demonstrated that families valued opportunities to engage with the school, receive information about their children's progress, and participate in activities that support student learning. These efforts continue to strengthen family-school partnerships and support improved student outcomes.|The district will continue to strengthen family partnerships by increasing opportunities for families to access information and resources that support student learning and development at home. The district also seeks to increase participation in conferences, family engagement activities, and opportunities for educational partner input. Continued efforts will focus on ensuring that all families understand available supports, have access to important information, and feel empowered to participate as partners in their children's education.|The district will continue targeted outreach to underrepresented families, including families of socioeconomically disadvantaged students, English learners, students with disabilities, homeless students, and foster youth.. Staff will utilize multiple communication methods, including ParentSquare, phone calls, conferences, and personal outreach, to ensure families are informed about student progress, available services, and opportunities to participate in school activities and decision-making processes. The district will continue providing information regarding educational programs, student supports, and parent rights in accessible formats and will seek feedback from families regarding barriers to participation. Through these efforts, the district aims to strengthen family-school partnerships and ensure all families have meaningful opportunities to support student learning and advocate for their children.|Nuestro Elementary School District values educational partner input and provides multiple opportunities for families to participate in school and district decision-making. Families are encouraged to provide feedback through surveys, Parent Advisory Committee meetings, Site Council meetings, parent conferences, and other engagement activities throughout the school year.  The district supports staff and families in participating in advisory groups and uses educational partner feedback to guide planning and continuous improvement efforts. Survey results, meeting discussions, and educational partner input are reviewed as part of the development, implementation, and evaluation of district programs and the Local Control and Accountability Plan (LCAP).  Educational partner feedback demonstrated that families appreciated opportunities to provide input and participate in school activities. These ongoing efforts have strengthened collaboration between families, staff, and administration and support shared decision-making focused on improving student outcomes.|The district will continue to increase participation in advisory groups, surveys, and engagement activities to ensure that a broad range of educational partners are represented in decision-making processes. Efforts will focus on increasing participation from families who may not regularly engage in school meetings, surveys, or other opportunities to provide feedback.|We believe increasing input for decision-making begins with communication. Our 2026/27 LCAP Goal 2, Action 2.1 (Communication and Engagement) will support our efforts to increase participation from underrepresented families. The district will continue using multiple communication methods, including ParentSquare, surveys, phone calls, personal outreach, and family events, to encourage participation from families of socioeconomically disadvantaged students, English learners, students with disabilities, homeless students, and foster youth. Feedback gathered through these efforts will be used to inform district decisions, improve programs and services, and ensure all families have meaningful opportunities to participate in decision-making and support student success.|3|3|3|3|4|3|3|3|4|4|5|5|Met||2026-06-11|2026
51714230132977|Sutter Peak Charter Academy|3|Sutter Peak Charter Academy understands the importance of feedback from shareholders and utilizes this feedback in planning and decision making. Teachers meet weekly, bimonthly, or monthly with families establishing trusting, respectful relationships beginning on the first day of school. Families are invited and encouraged to attend Back to School events, as well as science, math and ELA showcase nights. During individual family meetings, teachers engage with parents and students and learn about the family's unique culture, as well as the family's academic and social emotional goals for every child. Notes are kept by each teacher in a family communication log for reference. Sutter Peak has an active website and Facebook Page that are used to communicate with families. All families have access to their teacher and school administration via email, text and phone.|Based on feedback from educational partners SPCA will continue to utilize Parent Square for the 2026-2027 school year. This allowed parents greater access to information regarding school events and meetings and clarified the decision-making process. The continued use of the Kelvin survey tool allows efficient surveys of students, parents, and staff and provides the school with the opportunity to address questions and concerns several times during the school year.|With the model of education set forth by SPCA, all families are met with face to face in an equal and fair manner. Student computers and internet access are provided to help ensure that all families, even those in underrepresented subgroups are properly engaged.|Sutter Peak Charter Academy teachers and administration work to provide support and partnership for all families in part by using professional development to train teachers to work with parents on all academic programs including but not limited to: IXL. Edmentum, CTE, Reading Eggs, Math Seeds, PLATO, Rosetta Stone, Lexia, Lexia Pro, Keyboarding without Tears, and district adopted curriculum. Parents are provided with access to curriculum to use in their homes to support continual improvement of academic growth. All students 3-11 are assessed twice per year through NWEA/MAP, while those in grades K-2 are assessed three times per year through DIBELS and mClass math.  These scores are reviewed and discussed with parents. These conversations are used to align learning goals and progress on previous goals. In this model of independent study, where teachers meet with every family/ student regularly, all stakeholders are actively engaged.|The analysis of educational input and local data guided the LEA in the decision to add a K-2 math assessment during the 22-23 school year to increase parent knowledge of math standards and increase the use of math interventions.  This process has continued and has resulted in increased math scores.|With the model of education set forth by SPCA, all families are met with face to face in an equal and fair manner. Student computers and internet access are provided to help ensure that all families, even those in underrepresented sub groups are properly engaged.|Parents are asked to provide feedback on coursework, field trips, and community opportunities. Families are encouraged to attend parent education nights and an annual student showcase. Meetings are held prior to these events for parents to provide input on policies and procedures. Annually, parents are asked to participate in an annual satisfaction survey. The results from the survey are used to make local school wide impact decisions.|The Kelvin survey tool has been a valuable resource in facilitating regular feedback from students, parents, and staff, enabling the school to proactively address concerns throughout the academic year. In addition, Sutter Peak Charter Academy (SPCA) conducts quarterly Parent Advisory Committee (PAC) meetings, providing families with a structured forum to offer input on curriculum, school policies and procedures, areas of concern, and the development of the Local Control and Accountability Plan (LCAP).|SPCA will improve engagement of underrepresented families by increasing staff training for the impacted subgroups.|5|5|5|5|5|5|5|5|4|4|4|4|Met||2026-06-08|2026
51714310000000|Pleasant Grove Joint Union|3|Pleasant Grove School is committed to building positive and respectful relationships with families and maintaining a welcoming school environment for all educational partners. Parent survey results and educational partner input indicate families feel connected to the school and value the ongoing communication between home and school. The district continues to provide multiple opportunities for family involvement through parent-teacher conferences, school events, classroom activities, School Site Council, Parent Club, Student Study Team meetings, and Board meetings. Staff maintain regular communication with families through email, phone calls, social media, and the Parent Portal to support student success and encourage meaningful engagement. Families are also provided with information and resources related to curriculum, academic expectations, assessments, and strategies to support learning at home. The district will continue to strengthen relationships with families through ongoing communication, collaboration, and opportunities for participation in the school community.|The district will continue to focus on strengthening meaningful two-way communication and increasing opportunities for family participation and engagement. Educational partner input indicates the importance of maintaining strong relationships between families and school staff and ensuring all families feel welcomed, informed, and connected to the school community. We will continue to improve outreach efforts, communication practices, and opportunities for family involvement to support positive relationships and student success.|We will continue efforts to engage all families, including underrepresented families, by maintaining welcoming school environments, strengthening communication, and providing opportunities for participation in school activities and decision-making processes. Staff will continue outreach efforts to encourage family involvement and provide information and resources in formats that are understandable and accessible to families. We will also continue to seek educational partner input to improve communication, strengthen relationships, and support student success.|Pleasant Grove School is committed to building strong partnerships between families and school staff to support student learning and success. Families are provided with information regarding curriculum, grade-level expectations, student progress, assessments, and available supports throughout the school year. Parent-teacher conferences, Back-to-School Night, Student Study Team meetings, and ongoing communication between home and school provide opportunities for collaboration focused on student outcomes. Families are encouraged to participate in school activities, advisory groups, and educational partner surveys to provide input and feedback. We continue to provide resources and communication to support parents in helping their children academically, behaviorally, and socially.|We will continue to focus on strengthening communication and collaboration between families and school staff to support student achievement and well-being. Educational partner input indicates the importance of ensuring families receive timely communication, clear information about student progress, and opportunities to participate in supporting learning at home. We will continue refining communication practices and increasing opportunities for meaningful family engagement to strengthen partnerships that support positive student outcomes.|PGJUSD will continue efforts to increase engagement of underrepresented families by providing accessible communication, outreach, and opportunities for participation in school activities and meetings. Staff will continue to share information and resources to help families support student learning and will encourage participation in conferences, advisory groups, and educational partner surveys. We will continue seeking input from families to improve communication and strengthen partnerships that support student success for all students.|Pleasant Grove School values educational partner input and provides families with multiple opportunities to participate in school decision-making processes. Parents and families are encouraged to provide feedback through surveys, School Site Council/Parent Advisory Committee meetings, Parent Club activities, Board meetings, conferences, and school events. The district regularly communicates information regarding school programs, policies, and activities through email, social media, newsletters, and the school website. Educational partner feedback continues to play an important role in reviewing programs, identifying needs, and supporting continuous improvement efforts within the district.|We will continue to focus on increasing opportunities for meaningful educational partner participation and strengthening communication regarding school programs, services, and decision-making processes. Educational partner input indicates the importance of maintaining open communication and continuing to encourage participation from all families in advisory groups, surveys, and school activities. We will continue refining outreach efforts and communication practices to support increased engagement and participation.|PGJUSD will continue efforts to increase participation of underrepresented families in decision-making processes by providing accessible communication, outreach, and opportunities for involvement in advisory groups, meetings, surveys, and school activities. Staff will continue encouraging family participation and seeking input from all educational partners to ensure a variety of perspectives are considered in school planning and improvement efforts. We will continue to review communication and outreach practices to strengthen family engagement and participation in decision-making opportunities.|5|5|5|4|5|4|4|4|5|5|4|4|Met||2026-06-11|2026
51714490000000|Sutter Union High|3|Sutter Union High School District continues to foster positive and respectful relationships between school staff and families. The district has established a welcoming environment where families are encouraged to engage with the school and communicate with staff. Multiple communication platforms and opportunities for interaction support ongoing two-way communication and help strengthen connections between home and school. Staff work collaboratively with families to support student success and promote a sense of belonging within the school community.|The district will continue strengthening staff capacity to learn about and respond to the diverse strengths, cultures, languages, and goals of families. Additional efforts will focus on increasing opportunities for meaningful family engagement and ensuring all families feel comfortable participating in school activities and communicating with school staff. The district will also continue evaluating communication practices to improve accessibility and responsiveness.|The district will continue implementing strategies to increase participation from underrepresented families by expanding communication supports, providing information in languages families understand, and offering multiple opportunities for engagement. Staff will continue to build relationships with families through personalized outreach and by seeking feedback on school programs and services. These efforts will help ensure that all families have opportunities to participate in their children's education and contribute to district decision-making.|The district has established strong partnerships with families to support student achievement, college and career readiness, and social-emotional development. Families are provided with information regarding student progress, graduation requirements, and postsecondary opportunities. Counselors, teachers, and administrators work collaboratively with students and families to identify goals, monitor progress, and provide support when needed. These partnerships contribute to a shared commitment to student success.|The district will continue expanding opportunities for families to participate as active partners in supporting student learning and development. Efforts will focus on increasing family awareness of available academic, behavioral, and college and career resources and strengthening communication regarding ways families can support student success. Additional attention will be given to increasing engagement among families who may face barriers to participation.|The district will continue to identify and remove barriers that may limit participation by underrepresented families. Communication and outreach efforts will be strengthened to ensure families have access to information, resources, and opportunities to participate in activities that support student outcomes. The district will continue seeking feedback from diverse family groups to ensure programs and services reflect the needs of all students and families.|Sutter Union High School District values educational partner input and provides multiple opportunities for families, staff, students, and community members to contribute to decision-making processes. Advisory groups, surveys, meetings, and ongoing communication channels provide meaningful opportunities for stakeholders to share feedback regarding district programs, services, and priorities. The district's collaborative culture and open communication practices support continuous improvement and informed decision-making.|The district will continue refining its processes for gathering and utilizing educational partner feedback. Efforts will focus on increasing participation in surveys and advisory groups, improving communication regarding opportunities for involvement, and ensuring that stakeholder feedback is systematically reviewed and incorporated into district planning and decision-making processes.|The district will continue expanding efforts to ensure underrepresented families have meaningful opportunities to participate in decision-making processes. Outreach strategies will include targeted communication, language supports, and flexible opportunities for engagement. The district will use feedback from these families to better understand their perspectives and ensure their voices are represented in district planning, program development, and evaluation activities.|5|5|4|5|4|5|5|4|4|4|5|4|Met||2026-06-18|2026
51714560000000|Winship-Robbins|3|Based on the analysis of data collected, we believe that W-RESD does a good job developing capacity of staff to build trusting and respectful relationships with families.  Regular communications are distributed to parents and cover a variety of topics including beginning of the year welcome packets, monthly newsletters, school calendars, student assessments, and grade reports.  We make every attempt to provide communications in the home language.  Descriptions of services, including EL and Title I, are provided to parents in the Parent/Student Handbook, through a brochure, and in person at Back to School Night.  School Accountability Report Cards are made available to parents and the Annual Rights Notification to Parents is distributed each school year and available as requested.  Communication is sent through the Parent Square phone messenger service, email, and paper. The results of our spring 2026 survey show that we create a welcoming environment for families and community members (94.87%).  Our Harvest Festival and Cinco de Mayo celebrations are well attended.  As we have a high Hispanic population they really enjoyed celebrating their culture during those events.  The feedback also indicated that parents think we do a good job having 2-way communication between families and educators using language that is understandable and accessible to families.  The district supports staff during staff meetings, Professional Development opportunities and one-on-one meetings to help staff learn about each family’s strengths, cultures, languages, and goals for children.  Our LCAP Goal 2, Through community outreach, develop and cultivate positive relationships between staff, students, parents, and the community to create a safe and welcoming environment that will ensure a successful learning environment for all students, has supported this work and will continue in the 2026/27 school year.|Based on an analysis of educational partner input and local data, we have determined that more work is needed in supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children.|We will continue to improve our engagement of underrepresented families by utilizing our school messaging system, the school website, the school Facebook page, phone calls and text messages.  Additionally, conferences are great opportunities to engage with families.  Our bilingual staff continuously update families and invite families to attend our events and meetings where they can engage with the school and community. The addition of a Student Support Services Coordinator to LCAP Goal 2, Action 2.2 Community Outreach has been a good start toward improving engagement of underrepresented families with a goal increasing parent engagement in school events, encouraging parents to volunteer in classrooms and as coaches, offering parent education sessions (ways to support their child in school, English classes, etc), encouraging parents to provide input to the school and be involved in decision making groups at school, and connecting families to services.|The WRESD believes that the school, parents, and students share the responsibility for improved student academic achievement. The School Site Council has developed and regularly reviews the parent and family engagement policy and the School-Family Compact outlining our shared responsibilities. This policy is based on Board Policy and Administrative Regulations and is distributed annually to all parents and guardians at the beginning of each new school year or upon enrollment. At Back to School Night and Parent Conferences, curriculum and grade level standards are reviewed to increase parent understanding of expectations and requirements. Parent conferences are held for every student in the fall and as needed throughout the year giving parents an opportunity to meet individually with teachers to discuss student’s progress on grade level standards and local assessments. Our website contains resources and links for parents regarding State assessments and standards. We provide various materials and support to help parents to work with their children. During Back to School Night and at Parent Conferences, teachers in grades K-2 discuss best practices for working with beginning readers.  We held one Family Activity each month: Back to School Night, Harvest Carnival, Patriots Day Celebration, Red Ribbon Week, Pancake Breakfast, Winter Program, Science Night, Open House, Read Across America, Hispanic Day, Picnic Day. Based on our analysis of educational partner input and local data we rate ourselves as fully implementing policies and programs for teachers to meet with families and students to discuss student progress and ways that we can work together to support students. Our families understand and exercise their legal rights and do a very good job advocating for all students.|Our focus area for improvement in Building Partnerships for Student Outcomes for next school year will be to provide more information and resources to families to support student learning and development at home.|Our LCAP Goal 2, Action 2.2 Community Outreach has focused our work on Building Partnerships for Student Outcomes and we plan to enhance that action in the 2026/27 school year by maintaining the position of Community School Liaison to encourage underrepresented families to attend Family Nights and access the educational resources that are available.  In addition, we will survey parents at the beginning of the school year to determine the programs and resources that are needed as they support their child’s learning at home. We will continue to offer information nights for families throughout the year and will have a designated area on campus that contains a variety of health and safety services provided by community partners.|Based on our analysis of data collected we believe that W-RESD does a good job building capacity of staff in effectively engaging families in advisory groups and with decision-making.  Parents are encouraged to be involved in their child's educational process through participation in School Site Council/LCAP Advisory, ELAC/DELAC, Parents’ Club, and the Board of Trustees. According to our spring 2026 educational partner survey,  94.87% of all parents feel that they have the opportunity to participate in decision making committees and 84.62% of all parents  say their involvement is valued. To encourage participation in these and other decision making opportunities, notices are sent through the Parent Square phone messenger service, email and paper. We make every attempt to provide communications in the home language. Our LCAP engagement process is explained in our LCAP. We reach out to a broad range of educational partners about our Goals and Actions. On our spring 2026 survey, we had responses from 49% of parents. To increase our survey responses we will have our Community School Liaison reach out directly to parents to invite them to come to the school to complete the survey online on one of the school’s computers. If that is not possible, the Community School Liaison will work with the parent to complete the survey verbally on the phone. LCAP Goals and Actions are discussed regularly at Board meetings and School Site Council/LCAP Advisory meetings where input is noted and considered for the next LCAP. We send surveys and meet with other educational partners throughout the year.|Our data analysis indicates a need to provide more opportunities for families to provide input on policies and programs and seeking input from underrepresented groups in the school community.|We will continue to improve the ways for families and community members to give input, varying times of meetings, offering input through email, text and phone calls in addition to in person opportunities. With the help of a Community School Liaison, we will improve engagement of underrepresented families by working with them to understand their importance in the school community and to feel empowered to provide input to programs and services.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-18|2026
51714560133934|Feather River Charter|3|Based on the comprehensive feedback gathered from educational partners, including staff, parents, community members, and students, FRCS has made significant progress in building strong relationships between school staff and families. Several key strengths emerged from the analysis.  FRCS has established effective communication systems that promote clear, consistent, and ongoing dialogue with families. Survey results indicate that 94% of families are satisfied with communication. Families frequently cite the consistency, responsiveness, and clarity of communication provided by their Homeschool Teachers (HSTs), which helps build trust and confidence in the homeschool program.  Families also consistently describe staff as attentive, encouraging, and supportive. The personalized guidance provided by HSTs and other staff members helps families navigate their educational journey while fostering positive and collaborative relationships. These strong partnerships contribute to a culture of trust, respect, and shared responsibility for student success.  FRCS continues to provide flexible support structures designed to meet the diverse needs of students and families. While stakeholder feedback identified opportunities to improve consistency of support for students with IEPs, families expressed appreciation for the individualized attention and personalized services provided throughout the program.  School-sponsored activities, including field trips, virtual events, student clubs, and lending library opportunities, continue to strengthen connections between families and the school community. Families consistently report that these opportunities help them feel engaged, connected, and supported.  FRCS also demonstrates a commitment to continuous improvement by responding to educational partner feedback. Recent enhancements to onboarding resources, social-emotional learning supports, and communication practices reflect the school's responsiveness to family input and dedication to strengthening family-school partnerships.  Survey results further demonstrate the positive relationships between families and school staff, with 85% of families reporting they feel valued by the administration and 90% expressing satisfaction with opportunities for community involvement. These results highlight a supportive school climate and affirm FRCS’s ongoing commitment to meaningful family engagement and partnership.|Based on educational partner feedback and local survey data, FRCS has identified several focus areas for continued improvement in building relationships between school staff and families. While overall satisfaction with communication and family engagement remains high, feedback indicates opportunities to further strengthen consistency of communication, increase family participation in school activities and decision-making processes, and enhance support for families of students with unique learning needs.  Families expressed interest in receiving more timely information regarding programs, events, and available resources, as well as additional opportunities to connect with school staff and other families. Educational partners also identified the importance of continuing to improve communication pathways that are accessible, responsive, and personalized to meet the diverse needs of families throughout the school community.  Feedback from families of students receiving special education services highlighted the need for increased consistency in support and communication regarding available services, resources, and student progress. The school will continue to explore ways to strengthen collaboration between families and staff to ensure students receive coordinated and effective support.  FRCS will continue to build upon its strong foundation of family engagement by expanding opportunities for meaningful participation, improving communication systems, increasing outreach efforts, and strengthening partnerships that support student success. These efforts will help ensure all families feel informed, connected, valued, and actively engaged in their child's educational experience.|Based on educational partner feedback and local survey data, FRCS will continue to strengthen engagement efforts for families who may be underrepresented in school activities, advisory groups, and feedback opportunities. This includes families of English learners, students with disabilities, foster youth, homeless youth, and families who may face barriers related to work schedules, transportation, technology access, or language differences.  To increase participation, the school will continue to provide multiple opportunities for engagement through a variety of communication methods, including phone calls, email, text messaging, virtual meetings, social media, podcasts, and the school website. FRCS will also continue to offer flexible meeting formats and schedules to accommodate the diverse needs of families.  The school will strengthen outreach efforts by providing personalized communication and support through Homeschool Teachers, Family Resource Specialists, special education staff, and other school personnel who maintain direct relationships with families. Staff will continue to encourage participation in surveys, advisory committees, parent education opportunities, school events, and decision-making processes to ensure that a broad range of family voices are represented.  FRCS will use ongoing feedback from educational partners to evaluate the effectiveness of its outreach efforts and identify additional strategies to engage families who may be less connected to the school community. Through these efforts, the school seeks to ensure that all families feel welcomed, valued, informed, and empowered to participate as active partners in their child's education.|Based on the analysis of educational partner input and local data, FRCS has demonstrated significant strengths in building partnerships that support positive student outcomes. Strong collaboration among families, staff, students, and community partners continues to be a defining feature of the school’s personalized learning model.  Families consistently report positive experiences working with Homeschool Teachers (HSTs) and school staff. Survey results indicate that 94% of families are satisfied with communication, 85% feel valued by the administration, and 90% are satisfied with opportunities for community involvement. These results reflect the strong relationships that support student learning and engagement.  FRCS has continued to strengthen partnerships through regular communication, individualized academic planning, educational workshops, student support services, and opportunities for family participation in school events and decision-making processes. Homeschool Teachers work closely with families to develop individualized learning plans, monitor student progress, and provide ongoing guidance and support. These collaborative relationships help ensure that students receive personalized instruction and interventions aligned to their individual needs and goals.  The school has also expanded opportunities for student enrichment and engagement through field trips, student clubs, community events, lending library resources, college and career readiness activities, and social-emotional learning supports. Partnerships with families and community organizations help provide students with access to meaningful educational experiences that support both academic achievement and personal growth.  Educational partner feedback further indicates that families value the flexibility, responsiveness, and individualized support provided by the school. Through ongoing collaboration and continuous improvement efforts, FRCS has strengthened partnerships that promote student success, increase family engagement, and support positive academic, social-emotional, and college and career readiness outcomes for students.|Based on the analysis of educational partner input and local data, FRCS has identified several focus areas for continued improvement in building partnerships that support positive student outcomes. While families report high levels of satisfaction with communication and support, educational partner feedback indicates opportunities to strengthen student achievement through increased family engagement in academic planning, intervention supports, and college and career readiness activities.  Local academic data and educational partner feedback highlight the need to continue improving outcomes for student groups who experience achievement gaps, including English learners, socioeconomically disadvantaged students, students with disabilities, foster youth, and homeless youth. Strengthening collaboration between families and school staff will remain an important strategy for supporting these students and ensuring access to appropriate interventions, resources, and services.  Educational partners also expressed interest in expanding opportunities for parent education related to curriculum, instructional strategies, assessment results, college and career planning, and social-emotional supports. Providing families with additional tools and resources will help strengthen their ability to support student learning and academic success.  FRCS will continue to improve partnerships by increasing family participation in educational planning, expanding outreach efforts, strengthening communication regarding student progress and available supports, and providing additional opportunities for collaboration between families, staff, and community partners. These efforts are intended to further strengthen shared responsibility for student success and improve academic, social-emotional, and college and career readiness outcomes for all students.|Based on the analysis of educational partner input and local data, FRCS will continue to strengthen engagement efforts for families who may be underrepresented in educational planning and decision-making processes, including families of English learners, students with disabilities, foster youth, homeless youth, and families who experience barriers related to language, technology access, transportation, or scheduling constraints.  The school will continue to utilize multiple avenues for engagement, including Parent Advisory Committee (PAC) meetings, English Learner Advisory Committee (ELAC) meetings, parent surveys, parent education workshops, community events, podcasts, social media, the school website, and direct communication with Homeschool Teachers and support staff. These opportunities provide families with meaningful ways to participate in school planning, provide feedback, and engage in conversations regarding student achievement, school programs, and LCAP development.  Educational partner feedback gathered through surveys, PAC meetings, ELAC meetings, and other engagement opportunities will continue to be used to identify barriers to participation and inform improvement efforts. The school will provide flexible participation options, including virtual and in-person opportunities, to ensure families can engage in ways that best meet their needs.  FRCS will continue targeted outreach through Homeschool Teachers, Family Resource Specialists, English learner support staff, and special education staff to ensure families receive individualized support, information regarding available services and resources, and opportunities to participate in educational planning and student support processes. Parent education opportunities will continue to focus on curriculum, instructional strategies, assessment results, college and career readiness, social-emotional learning, and available student supports to strengthen families' capacity to support student success.  Survey results indicate strong family engagement, with 94% of families reporting satisfaction with communication, 85% reporting that they feel valued by the administration, and 90% expressing satisfaction with opportunities for community involvement. FRCS will build upon these strengths by continuing to expand meaningful engagement opportunities and ensuring that families representing all student groups have a voice in school improvement efforts and the educational experiences of their students.|Based on the analysis of educational partner input and local data, FRCS has demonstrated significant strengths in seeking meaningful educational partner input to guide school improvement efforts and decision-making. The school has established multiple avenues for educational partners to provide feedback and participate in the development of programs, services, and priorities that impact student success.  FRCS regularly gathers input from parents, students, staff, community members, Parent Advisory Committee (PAC) members, and English Learner Advisory Committee (ELAC) participants through surveys, meetings, advisory committees, public hearings, and ongoing communication with school staff. These engagement opportunities provide educational partners with meaningful opportunities to share perspectives regarding academic programs, student supports, family engagement, school climate, college and career readiness, and LCAP priorities.  Survey participation and stakeholder engagement remained strong throughout the year. Educational partner feedback directly informed the development of LCAP goals, actions, services, and expenditures. Families provided input regarding academic intervention programs, college and career readiness opportunities, student engagement activities, communication systems, social-emotional supports, English learner services, special education supports, and family engagement initiatives. Feedback from PAC and ELAC members further contributed to discussions regarding student achievement, resource allocation, and services for unduplicated student groups.  The school has also expanded opportunities for educational partners to stay informed and engaged through podcasts, social media, the school website, parent communication systems, workshops, and community events. These efforts help ensure that families have access to information and opportunities to participate in school planning and decision-making processes.  Local survey results demonstrate the effectiveness of these efforts, with 100% of families reporting that they felt included in school decision-making, 100% participating in providing feedback regarding school programs and LCAP development, and 100% reporting satisfaction with the school. These results reflect a strong culture of collaboration, transparency, and shared responsibility for continuous improvement and student success.  Through ongoing engagement efforts and responsiveness to educational partner feedback, FRCS has continued to strengthen stakeholder participation and ensure that decision-making processes reflect the needs and priorities of the students, families, staff, and communities it serves.|Based on the analysis of educational partner input and local data, FRCS has identified several focus areas for continued improvement in seeking educational partner input for decision-making. While participation rates and satisfaction levels remain high, the school recognizes the importance of increasing engagement from families who may be underrepresented in advisory groups, surveys, and school planning processes, including families of English learners, students with disabilities, foster youth, and homeless youth.  Educational partner feedback indicated a desire for additional opportunities to provide input on academic programs, student supports, college and career readiness initiatives, and school improvement efforts throughout the year rather than primarily during the LCAP development cycle. Families also expressed interest in receiving more information regarding how their feedback influences decisions and contributes to changes in programs, services, and resource allocation.  The school has identified the need to continue strengthening participation in Parent Advisory Committee (PAC) and English Learner Advisory Committee (ELAC) meetings, increasing survey participation across all student groups, and expanding opportunities for two-way communication between families and school staff. Educational partners also emphasized the importance of accessible communication and flexible engagement opportunities that accommodate diverse family schedules and needs.  FRCS will continue to improve its decision-making processes by expanding outreach efforts, increasing opportunities for stakeholder participation, strengthening communication regarding the impact of educational partner feedback, and utilizing multiple engagement methods such as surveys, meetings, workshops, podcasts, social media, and community events. These efforts will help ensure that decision-making continues to reflect the diverse perspectives, experiences, and priorities of the students, families, staff, and communities served by the school.|Based on the analysis of educational partner input and local data, FRCS will continue to strengthen engagement efforts for families who may be underrepresented in decision-making processes, including families of English learners, students with disabilities, foster youth, homeless youth, and families who may experience barriers related to language, technology access, transportation, or scheduling constraints.  The school will continue to utilize multiple methods for gathering feedback and encouraging participation, including Parent Advisory Committee (PAC) meetings, English Learner Advisory Committee (ELAC) meetings, surveys, public hearings, parent education workshops, community events, podcasts, social media, the school website, and direct outreach from school staff. These opportunities provide families with multiple avenues to share their perspectives and participate in school planning and decision-making.  To increase participation among underrepresented groups, FRCS will continue providing flexible engagement opportunities through both virtual and in-person formats, individualized outreach, and ongoing communication regarding school programs, services, student supports, and LCAP development. Homeschool Teachers, Family Resource Specialists, English learner support staff, special education staff, and administrators will continue to build relationships with families and encourage participation in surveys, advisory committees, and school improvement discussions.  The school will continue to review feedback collected through PAC, ELAC, surveys, and other engagement activities to identify participation gaps and better understand barriers that may prevent families from engaging in decision-making opportunities. Educational partner feedback will be used to refine outreach efforts and ensure engagement opportunities remain accessible, inclusive, and responsive to the diverse needs of the school community.  Through these efforts, FRCS will continue to promote meaningful participation from all educational partners and ensure that decision-making reflects the perspectives and priorities of the diverse students, families, staff, and communities served by the school.|4|5|4|4|4|5|5|4|4|4|4|5|Met||2026-06-08|2026
51714640000000|Yuba City Unified|3|Yuba City Unified School District (YCUSD) recognizes that strong, trusting, and proactive relationships between school staff and families are foundational to student academic achievement, attendance, and social-emotional well-being. Aligned with YCUSD’s Strategic Framework and Goal 3—to provide continuous methods of communication that sustain ongoing connection with and involvement of parents, staff, and the community—the district actively fosters an educational environment where families are valued as equal partners in the learning process.  This narrative synthesizes qualitative and quantitative feedback gathered through YCUSD’s comprehensive educational partner consultation process. Input was collected from diverse stakeholders, including the Parent Advisory Committee (PAC), the District English Learner Advisory Committee (DELAC), School Site Councils (SSCs), site administrative teams, certificated and classified staff, and local school climate and LCAP engagement surveys. We provide multiple opportunities to engage with our parent communities through parent clubs, our parent community liaison connections with parents, and even our Back to School Resource fair before school begins. We continue to provide strong, trusting relationships between school staff and families.|While Yuba City Unified School District (YCUSD) has established robust district-wide communication infrastructure and welcoming school environments, analysis of educational partner input and local data highlights critical opportunities to deepen family partnerships. Input gathered from the Parent Advisory Committee (PAC), District English Learner Advisory Committee (DELAC), School Site Councils (SSCs), site staff, and local climate surveys indicates that building relationships must evolve from informational sharing to authentic, interactive, and collaborative partnerships.  To ensure equity across all student populations, YCUSD has identified targeted focus areas for growth aimed at removing residual language/cultural barriers, building staff capacity for proactive outreach, and empowering families with actionable resources to support student success. While families appreciate receiving notifications via ParentSquare, feedback from PAC and DELAC indicates that communication can still improve with all families. We provide email, text and phone notifications and make sure we have correct parent and guardian information through our Data Confirmation at the beginning of the school year.|Through the LCAP self-reflection process, analysis of local climate data, and targeted consultations with educational partners, Yuba City Unified School District (YCUSD) has identified specific student and family populations that remain historically underrepresented in traditional school engagement activities. These groups include families of English Learners (ELs)—primarily Spanish- and Punjabi-speaking households—Low-Income families, Foster and Unhoused Youth (McKinney-Vento), and Students with Disabilities (SWD).  While general district-wide communication reaches a broad audience, feedback reveals that systemic, linguistic, digital, and socioeconomic barriers sometimes need multiple avenues to reach families,  to prevent underrepresented families from fully participating in decision-making bodies and school-level activities. To bridge this gap, YCUSD is implementing a targeted, equity-driven engagement strategy designed to proactively remove barriers, build cultural competency, and establish trusting, reciprocal relationships with these vital family communities. We have hired, districtwide, parent community liaisons in order to bridge this gap and include more families in the educational  cycles at the schools and district. We look forward to this continued outreach to our families and we will continue to extend our partnerships with more events and outreach both at the site and district level.|Yuba City Unified School District (YCUSD) is dedicated to building authentic, actionable partnerships with families that directly improve student learning, attendance, and well-being. Under State Priority 3 (Standard 2), effective family engagement moves beyond passive communication to active collaboration—equipping parents and guardians with real-time academic data, targeted intervention tools, and structured goal-setting processes.  This narrative synthesizes qualitative and quantitative feedback gathered through YCUSD's educational partner consultation process. Key insights reflect input from the Parent Advisory Committee (PAC), District English Learner Advisory Committee (DELAC), site-level School Site Councils (SSCs), certificated and classified staff, site administrators, and local climate survey data. We use transparent academic data and progress monitoring tools to measure progress towards student outcomes. This helps keeps families informed of their student progress, along with grading reporting and timelines as well.|While Yuba City Unified School District (YCUSD) has developed robust infrastructure for student data access and expanded learning opportunities, analysis of educational partner feedback and local assessment data indicates specific areas where home-school academic partnerships can be deepened. Educational partners—including the Parent Advisory Committee (PAC), District English Learner Advisory Committee (DELAC), site administrators, teachers, and student support staff—emphasize that providing data portals is not enough; families need accessible, plain-language strategies to translate student data into actionable support at home.  To ensure equitable academic progress across all student populations, YCUSD has identified targeted focus areas for improvement. These strategies center on enhancing parent academic literacy, establishing early-warning communication systems, expanding college and career pathway guidance starting in middle school, and providing specialized support for unduplicated student subgroups.|During the Local Control and Accountability Plan (LCAP) self-reflection process, Yuba City Unified School District (YCUSD) analyzed data from local climate surveys, academic progress metrics, and direct consultations with educational partner groups. While district-wide initiatives have broadened overall communication, the data reveals persistent gaps in how underrepresented family groups access and utilize academic information to drive student outcomes.  The primary student and family groups identified as historically underrepresented in academic partnerships include English Learners (ELs)—predominantly Spanish, Punjabi, and Farsi-speaking households—Socioeconomically Disadvantaged families, Foster and Unhoused Youth (McKinney-Vento), and Students with Disabilities (SWD).  To bridge these gaps, YCUSD is executing a targeted, equity-centered action plan. This plan shifts family engagement from passive reporting to active, co-constructed academic partnerships. It focuses on removing linguistic, technical, and logistical barriers while equipping underrepresented families with clear data, home learning tools, and advocacy skills.|Yuba City Unified School District (YCUSD) is deeply committed to maintaining a transparent, inclusive, and collaborative governance culture. Under Priority 3, Standard 3 (Seeking Input for Decision-Making), YCUSD systematically solicits, analyzes, and incorporates feedback from a wide spectrum of educational partners to inform district-level decision-making, policy development, resource allocation, and site-level planning.  Through a structured, multi-tiered consultation framework, YCUSD actively engages parents, guardians, students, certificated and classified staff, bargaining unit representatives, site administrators, and community partners. Feedback collected through advisory committees, annual surveys, and dedicated focus groups directly shapes the Local Control and Accountability Plan (LCAP), School Plans for Student Achievement (SPSA), and specialized program designs across the district. This last year we also solicited input regarding our special education services, to help review our progress towards their student outcomes.|"While Yuba City Unified School District (YCUSD) has established a functional framework of advisory committees (such as PAC, DELAC, and SSCs) and annual surveys, analysis of educational partner feedback and participation metrics indicates specific areas where stakeholder consultation can be deepened. Input gathered from parents, community members, certificated and classified staff, and student representatives emphasizes that seeking input must move beyond standard compliance to true collaborative governance.  To ensure district decisions authentically reflect the needs of all students—particularly unduplicated and historically underrepresented student populations—YCUSD has identified targeted focus areas for improvement. These focus areas center on broadening representation on advisory bodies, closing the feedback loop (""You Said, We Did""), diversifying input formats, and expanding capacity-building for parent leaders."|During the Local Control and Accountability Plan (LCAP) self-reflection process, Yuba City Unified School District (YCUSD) conducted an in-depth analysis of stakeholder participation across district and school-level decision-making bodies. While established governance platforms—such as the Parent Advisory Committee (PAC), District English Learner Advisory Committee (DELAC), Native American Parent Advisory Committee (NAPAC), and School Site Councils (SSCs)—are fully operational, local data and survey trends indicate that historically underrepresented family groups continue to face systemic barriers to participating in decision-making processes.  The primary underrepresented groups identified through YCUSD's self-reflection include families of English Learners (ELs) (notably Spanish, Punjabi, and Farsi-speaking households), Socioeconomically Disadvantaged families, Foster and Unhoused Youth (McKinney-Vento), Students with Disabilities (SWD), and Native American families.  To ensure equitable representation, YCUSD is executing a targeted action plan that transforms parent engagement from passive attendance into active, empowered governance. This strategy addresses linguistic, technical, and logistical barriers while building parent capacity to influence district budget priorities, policy formation, and program design.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-23|2026
51714640107318|Twin Rivers Charter|3|"Based on the 2025-26 LCAP Educational Partner Survey, TRCS continues to maintain a connected and respectful culture. A significant 87% of respondents agreed or strongly agreed that they feel welcome at the school, and 82% reported that school staff treats them with respect. Qualitative feedback consistently highlighted the ""family-like environment"" and the dedication of teachers who ""go above and beyond"" for their students.  TRCS has successfully sustained its ""small school feel"" despite growth, with families expressing high levels of appreciation for community-building events such as the Fall Festival. Communication frequency remains a strength, with 79% of families feeling well-informed about school activities and general updates via the school’s digital platforms."|While general communication is frequent, survey data indicated a need for greater consistency in academic and behavioral feedback. Specifically, families noted a desire for more timely updates following disciplinary incidents.|TRCS remains committed to ensuring that language and socioeconomic status are not barriers to engagement. We will continue the successful practice of providing all school-wide communications and the weekly newsletter in both English and Spanish.  To engage families, TRCS will continue its ELAC (English Learner Advisory Committee) and Site Council meetings. Further, TRCS will proactively seek input from all educational partners by channeling communication through certificated teachers.|"Based on the Spring 2026 TRCS LCAP Student Survey data, the LEA demonstrates strong progress and foundational strengths in Building Partnerships for Student Outcomes, evidenced by high levels of educational partner engagement and intentional student inclusion. Notably, the ""Engagement"" metric saw a 2-point increase since the last survey , highlighted by a 78% favorable response from students. Furthermore, 70% of students reported that their parents regularly talk with them about their school learning , and 73% feel included in core classroom and personal decision-making, such as creating their own goals and establishing social contracts. Combined with 68% favorable feedback regarding clear staff-to-student communication about school activities, these local data points reflect a highly collaborative network of support that actively builds partnerships to drive student outcomes."|Based on the Spring 2026 TRCS LCAP Student Survey data, the LEA’s primary focus area for improvement is deepening student inclusion in decision-making. 27% of surveyed students expressed a need for greater agency and inclusion in establishing social contracts and setting their own goals. To optimize student outcomes, the LEA will focus on creating more consistent opportunities for students to actively participate in school decisions.|Based on the Spring 2026 TRCS LCAP survey data, the LEA will improve underrepresented family engagement by refining staff-to-student communication and expanding collaborative decision-making. While family involvement in school monitoring and activities is strong at 78% , data reveals that 32% of students do not feel clearly or consistently informed by staff regarding school information. To bridge this gap for underrepresented families, the LEA will target outreach strategies to ensure information is highly accessible and transparent, actively invite underrepresented families into these planning processes to foster deeper, inclusive student-family agency.|TRCS continues to prioritize a culture of collaborative decision-making. In our most recent survey, 81% of respondents agreed that school leadership is accessible and open to ideas, while 76% agreed that the school actively seeks family input when making decisions. Current strengths include the administration’s open-door policy and the consistent operation of the Faculty Senate, Site Council, LCAP Survey, Help Desk, Parent Square communication, Parent-Teacher Conferences, Student Service meetings, and ELAC, which serve as primary channels for two-way communication. 79% of families feel well-informed about school activities, providing a strong foundation for meaningful engagement.|TRCS aims to maintain transparency by continuing to clearly communicate how specific input from educational partners has influenced final policy decisions and school-wide initiatives. Additionally, the LEA will continue to provide targeted opportunities for feedback on campus operations.|TRCS will continue to engage underrepresented families by providing communications in both English and Spanish, community resources and through in-person ELAC meetings and through continued participation in the Site Council.|4|5|4|5|4|4|5|4|4|4|4|5|Met||2026-06-10|2026
51714645130125|Yuba City Charter|3|YCCS is a small environment that builds a strong community feeling between its staff, students and parents. Families are welcome on campus for many activities that engage staff, students and families. YCCS has math, ELA and social studies nights to help families learn engaging activities that can be used to support student learning. Parent conferences are held twice a year with interpreters when necessary to update families on student learning outcomes and progress on assessments (local and state). Parents are invited to campus for fun activities several times a year to interact with the staff and students in the learning process. Families are also invited to awards 2026-27 Local Performance Indicator Self-Reflection for Yuba City Charter School Page 10 of 17 ceremonies throughout the year to honor academic achievement. Parent Advisory Committee meetings are held throughout the year as well as ELAC and DELAC meetings led by our ELD Coordinator. Community members sit on advisory committees for our Career Technical pathways. The community is invited to participate in an annual open house to see the facilities, meet staff and enjoy a carnival like atmosphere to engage our students, staff, families and community.|YCCS continues to analyze ways to engage families in the learning process. In the 26-27 school year, staff plan on implementing a science fair for students to present to families. The Cultural Committee continues to meet, discuss and implement activities to engage student, staff, parents and the community. Parents work with students and staff to teach cultural dances.|YCCS has a Cultural Committee that develops school wide activities that allow students to learn and experience opportunities from various cultures. The Cultural Committee will continue to bring various opportunities to our student body that will help engage underrepresented families by highlighting various aspects of the many cultures that are represented on our campus and within our community.|Teachers receive professional development in delivering assessment data and SMART goals to families through several parent teacher conferences per year. Staff and parents have access to convene Student Study teams to analyze student performance and develop interventions. The full staff was trained in Capturing Kids' Hearts prior to the beginning of the 2025-26 school year and will be refreshed on CKH concepts during PD and staff meeting throughout the year.|Staff will continue to set specific goals for students and share that information with families. Staff will set SMART goals for struggling students and will work toward setting SMART goals for every student.|Families feel very comfortable in communicating with the interpreters that we have on campus. We have many interpreters on campus to assist in communicating with parents and the community. Interpreters will continue to engage with our families and all staff will continue to build confidence and working relationships with each and every family.|"There are many opportunities for families to engage with administration and staff in the decision making for the school. The Board of Trustees has three seats reserved for parents of students at YCCS. There is a non-voting position reserved for a YCCS student to have a voice in the decision making during board meetings when policies are being set. Parents can participate in monthly Parent Advisory Committee Meetings. Parents also have input through the ELAC and DELAC meetings that met throughout the year. We continue to see an increase in participation at our ELAC/DELAC meetings. Both the Superintendent and the Vice Principal attend ELAC/DELAC meetings to answer questions and receive input from parents. Administrators teach classes in Career Technical courses and the Vice Principal will teach a class for ""gifted"" students. Parents have access to administration through many on-campus family activities and during student performance nights."|The administration of YCCS will continue to make themselves available to families through activities that families are invited to as well as being visible and accessible before and after school. Administration attends ELAC/DELAC meetings as well as CTE advisory meetings.|The administration of YCCS will continue to support the Cultural Committee and be accessible to families through the many activities that YCCS offers for family engagement throughout the year.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-03|2026
51746330000000|Tri-County ROP|3||||||||||||||||||||||Not Met|||2026
52105200000000|Tehama County Department of Education|3|Building relationships with families remains a strength of the Tehama Oaks program. Parent feedback is gathered through individual outreach conducted by the Parent Liaison, Title I meetings, School Site Council participation, and ongoing communication between staff and families. Families consistently identify staff accessibility, responsiveness, and support during periods of transition as strengths. The school has continued to strengthen communication and family engagement despite the challenges associated with student mobility and short-term placements.|Tehama Oaks will focus on increasing family participation throughout a student's enrollment and transition process. Additional emphasis will be placed on strengthening communication during entry and reentry planning to ensure families remain informed and engaged in their child's educational program.|Tehama Oaks will improve engagement by increasing direct outreach through the Parent Liaison and increasing the use of the ParentSquare messaging feature, as well as providing additional opportunities for feedback and maintaining regular communication through phone calls and virtual opportunities.|Tehama Oaks maintains strong partnerships with Tehama County Probation, behavioral health providers, Shasta College, and special education service providers. These partnerships support student success through counseling services, transition planning, dual enrollment opportunities, career exploration, college readiness activities, and specialized supports that extend beyond the classroom.|Tehama Oaks will continue expanding opportunities that connect students to postsecondary education after graduation. Additional focus will be placed on strengthening transition and reentry partnerships that support students as they return to their home schools and communities by bridging the gap left by limited access to technology and transportation, particularly for our more rural and out-of-county families.|Tehama Oaks will improve engagement by increasing communication with families regarding available services, transition supports, college and career opportunities, and community resources. Families will be provided additional opportunities to participate in planning and discussions related to student goals and transition planning through the use of ParentSquare and weekly contact through the parent liaison. Additionally, classroom teachers will be trained and added as users for their own classes in ParentSquare.|Tehama Oaks regularly gathers input from students, families, staff, probation personnel, and School Site Council members through surveys, empathy interviews, Title I meetings, individual outreach, and ongoing communication. Feedback collected through these processes is used to inform LCAP development, program planning, school improvement efforts, and student support services.|Tehama Oaks will continue increasing opportunities for students and families to provide feedback throughout the school year. Additional focus will be placed on gathering input earlier in planning processes so educational partner feedback can further inform school decisions and program development.|Tehama Oaks will improve engagement by expanding opportunities for feedback through surveys, individual outreach, School Site Council participation, and meetings with families. Specifically, attendance to the annual Title 1 meeting has been lacking. Tehama Oaks will provide multiple opportunities in different formats throughout the year to ensure that families have several opportunities to receive the information and have input in person.|5|5|5|5|4|4|3|4|4|3|3|3|Met||2026-06-24|2026
52105206119606|Lincoln Street|3|Building relationships with families continues to be a strength at Lincoln Street School. As an independent study program, regular communication between school staff and families is essential, and staff work hard to maintain consistent contact throughout the school year.  During 2025–26, the school expanded communication efforts through ParentSquare, direct phone calls, emails, text messages, and individual meetings. These efforts resulted in increased family participation and improved communication between home and school. Family survey participation increased from previous years, providing the school with more meaningful feedback to guide decision-making and program improvement.  Family feedback was overwhelmingly positive and reflected strong trust in school staff and the support provided to students. Parents consistently reported feeling informed about their child's progress and appreciated the accessibility of teachers and staff when questions or concerns arose. Families also shared input regarding academic support, school programs, and areas where additional resources may be helpful.  Lincoln Street values parents as partners in their child's education. Family input is regularly considered during LCAP development and continuous improvement efforts. The school will continue building on these relationships by maintaining open communication and creating additional opportunities for families to engage with the school community.|While family engagement has improved significantly, Lincoln Street continues to focus on increasing participation from families who are less connected to the school and expanding opportunities for meaningful involvement. Educational partner feedback and participation data indicate that some families engage frequently with teachers and school activities, while others participate only when concerns arise or when required.  The school will continue refining communication practices to ensure families receive timely and accessible information through multiple channels. Additional focus will be placed on increasing participation in surveys, family events, and educational workshops so that a broader range of family voices is represented in school decision-making.  Lincoln Street will also continue strengthening parents' ability to support learning at home by providing resources and guidance related to academic expectations and student progress. These efforts are intended to further strengthen the partnership between home and school and ensure all families feel informed and valued as part of the Lincoln Street community.|Analysis of family participation data and educational partner feedback indicates that some families remain less engaged than others due to barriers such as work schedules, transportation limitations, technology access, language needs, or competing family responsibilities. As an independent study program serving students across a large geographic area, Lincoln Street recognizes that traditional engagement opportunities do not always meet the needs of every family.  To improve engagement of underrepresented families, the school will continue using multiple communication methods, including ParentSquare, phone calls, text messages, emails, and individual meetings, allowing families to engage in ways that best fit their circumstances. The school will also continue providing advance notice of events, offering flexible meeting options, and seeking feedback through surveys and direct outreach.  Staff will make intentional efforts to connect with families who have historically participated less frequently in school activities and decision-making processes. By maintaining personalized communication and reducing barriers to participation, Lincoln Street aims to ensure that all families have meaningful opportunities to contribute feedback, support student learning, and participate as partners in their child's education.|Building partnerships that support positive student outcomes continues to be a strength at Lincoln Street School. Through the independent study model, staff work closely with families, community partners, and service providers to ensure students receive the academic and social-emotional support needed to be successful.  Lincoln Street maintains strong partnerships with Tehama County Department of Education programs, community agencies, and special education providers to support student learning and access to services. Students have opportunities to participate in intervention programs and specialized services that extend beyond what the school could provide independently.  Collaboration with families remains a critical component of student success. Parents and guardians work closely with teachers to monitor progress and participate in educational planning. Educational partner feedback indicates that families value the individualized support provided by staff and the school's willingness to work collaboratively to meet student needs.  The school also utilizes assessment data, progress monitoring, and regular communication with families and service providers to identify concerns early and provide appropriate interventions. These partnerships help create a support system that promotes academic growth and preparation for future educational and career opportunities.|Lincoln Street's primary focus area is increasing awareness and utilization of the programs and supports already available to students and families. Educational partner feedback indicates that while strong partnerships exist, not all students and families consistently access available academic, behavioral and community resources.  The school will continue strengthening coordination among partners and connecting families with available supports earlier in the school year. These efforts will help ensure students receive the right support at the right time and are able to fully benefit from the opportunities available through Lincoln Street and its community partners.|Lincoln Street will improve engagement of underrepresented families by increasing personalized outreach and providing additional opportunities for participation that accommodate varying schedules and family circumstances. Staff will continue using ParentSquare, phone calls, emails, text messages, and individual meetings to connect with families who have historically participated less frequently in school activities and decision-making processes.  The school will also provide more intentional communication regarding available programs and resources, while offering flexible opportunities for families to provide feedback through surveys, meetings, and advisory groups. These efforts are intended to reduce barriers to participation, strengthen family-school partnerships, and ensure a broader range of family voices are represented in school planning and improvement efforts.|Lincoln Street's strength in seeking input for decision-making is the consistent use of family, staff, and student feedback to guide school improvement efforts. Educational partner surveys, meetings, and ongoing communication provide valuable input that is used during LCAP development and program planning. Increased survey participation during the 2025–26 school year reflects continued growth in stakeholder engagement and input.|Lincoln Street's focus area for improvement is increasing participation from a broader range of educational partners in school planning and decision-making. The school will continue expanding outreach efforts and creating additional opportunities for families, students, and staff to provide feedback through surveys, meetings, and advisory groups so that decisions reflect a wider range of perspectives.|Lincoln Street will improve engagement of underrepresented families by providing multiple opportunities to share input through surveys, individual outreach, meetings, and advisory groups. The school will continue using a variety of communication methods and flexible participation options to reduce barriers and ensure all families have meaningful opportunities to contribute to school planning and decision-making.|5|5|5|5|4|3|5|5|4|3|4|4|Met||2026-06-11|2026
52105206119671|Tehama eLearning Academy|3|Building Relationships is a strength of the Tehama eLearning Academy Program. One-on-one, face-to-face meetings with parents, at least once per year, helps build the foundation for the relationship. Weekly meetings with student and weekly communication with parents continue to build this relationship. Ongoing goal setting, monitoring, intentional teaching of SEL skills, and tutoring help to build the trusting, supportive, relationship between teacher, parent and student. When a student is struggling academically, or becomes disengaged, meetings are more frequent to help build support, problem solve, and partner with families to build personalized support for student success.|Based on the analysis of the Healthy Kids Survey we have added opportunities for additional support and education around the topics of Suicide Prevention, Mental Health wellness and resources as well as tobacco and vaping education. One opportunity for this learning and awareness is the addition of the Leadership Class, lead by a person from the Tobacco Awareness Program. Students have taken on leadership roles to raise awareness among other students and community members on tobacco and vaping awareness, and other community issues important to them. Additionally, based on feedback from staff, students and parents, we continue to refine social opportunities during lunch hour. During the lunch hour, we have a school staff member who prepares a meal for students, welcomes them in, and provides a mentoring relationship with students during this time. Students can sign up to help prepare or serve food, or complete their Food Handlers Certification. Also based on stakeholder feedback, we increased the number of social opportunities for students by expanding Fun Friday where monthly, students have an opportunity to come on campus for snacks, games, and fun interaction in a safe environment with other students, and teachers. Family Nights have become fun family events where the whole family can enjoy a relaxing evening with dinner and enriching activities together. Family Fun Fall Carnival, and Spring Family Bowling Night are opportunities for school staff to build relationships with students and families in a fun, relaxed atmosphere. More field trips were requested from students. These enriching and interesting trips, including College visits, participation in the Youth Summit and Career Day, attending the ballet, Shasta caverns, Coleman Fish Hatchery, STEM Career Day, Ninja Gym, Chico Trades Day, Grow Manufacturing Day, Chico Trades Day, Tehama County Library, Career Adventure Day, Job Training Center, Shasta Automotive and Diesel Day, Turtle Bay, Concrete Day, Red Bluff Fire Department, Shasta College Culinary Arts department, have all given students the opportunity to build relationships and socialize with one another and also with caring adults from our school staff, and our community. This year we are adding a Back to School night Ice Cream Social on the first day of school with engagement activities for students to help them feel part of the school community. We have purchased school shirts for each student and staff member to wear on field trips and fun Fridays to build a sense of community and pride in being part of Team TeLA!|We have worked to improve communication to our families whose primary language is not English by translating all letters and school documents into Spanish and by having a translator available for meetings and communications home. All activities are accessible and welcoming to students and families of all ability levels to support students and parents with disabilities.|"All staff members have participated in training and coaching around ""Belonging"". We are working to incorporate new strategies to reach those disengaged students and increase engagement from all students. The development of the process for Progress Meetings and student study team meetings has helped support struggling students and improve outcomes. We have developed a new tracking system for students to make sure they complete enough lessons each week to finish thier classes by the end of the semester. We are now able to communicate more effectively with parents and students about student progress. With the partnership and MOU with Menta Heath and Wellness, we have created weekly social groups to provide extra support for students who have difficulty creating and maintaining friendships and other relationships."|To continue to support the improvement in our truancy rate, we have continued to partner with our local SARB (School Attendance Review Board) and Truancy Officer to assist us in making sure parents and students are accountable and supported in good school attendance and compliance with their Independent Study Agreement. We have hired a Wellness Coach to work with families in need of additional support to ensure good school attendance. We will continue to utilize their support more regularly in the coming school year. We are working to adjust and implement our attendance policies to improve compliance for families who struggle with attendance and engagement.|All students who can benefit from increased accountability and support for attendance and engagement will be referred to SARB and be followed closely by our Engagement Specialist to monitor and track attendance and engagement. Home visits will once again be utilized as a tool to improve student engagement of all students.|All staff members are regularly given the opportunity to give input on school processes, and programs. We currently have both a parent and a student who serve on our school Governance Committee to help make decisions for our school. Our Leadership class serves as our Student Advisory Committee, discussing school improvement ideas as well as helping plan school events. School surveys are completed by a large segment of both our student and parent population. Stakeholder feedback is a regular process at our school and feedback is utilized to help make decisions.|This year we will work on a systematic process for parents and students to apply to serve on the Governance Committee along with developing appropriate terms for this service to ensure sustainability of this process.|We continue to have a few students who do not participate in any onsite activities, sessions with their teacher, or engage in feedback. At in-person enrollment appointments, we have discussed the critical need for school engagement and asked every parent and students to commit to participate in 3-5 hours of on campus engagement each week based on the need of the students. Online engagement opportunities are available under special circumstances if families cannot make it to campus. Transportation will be provided for those students in need of intervention but who lack reliable transportation. We have emphasized the requirements as outlined in our Independent Study Agreement and will monitor compliance more closely by checking four times yearly for engagement in onsite or weekly sessions with teachers. Disengaged students will be referred for re-engagement strategies as appropriate. Our Engagement Specialist will work closely with families to provide monitoring, reminders, home visits, and support to continue good attendance and engagement.|5|5|5|5|5|5|5|2|4|4|5|5|Met||2026-06-08|2026
52714720000000|Antelope Elementary|3|Based on the analysis of educational partner input and local data, AESD's current strengths and progress in this area include active and consistent communication practices and multiple functional methods of two way communication.|Based on the analysis of educational partner input and local data, AESD's focus area for improvement in this area involves personalizing communication methods and content for all families. The thesis here is that personalized communication will increase engagement.|Based on the analysis of educational partner input and local data, AESD has implemented a Bilingual Liaison position to more effectively engage our bilingual families at all levels.  ELAC attendance is up significantly for the school year.|Based on the analysis of educational partner input and local data, AESD has clear and consistent messaging to families and students about expectations and is moving forward with work in the area of Multi Tiered Systems of Support to strengthen this area further.|Based on the analysis of educational partner input and local data, AESD will focus on the continued literacy supports at the TK-1 level at our elementary schools, which includes two way communication with parents and guardians.|Based on the analysis of educational partner input and local data, AESD will continue to support the role of Bilingual Liaison to focus on supporting underrepresented families and improving engagement.|Based on the analysis of educational partner input and local data, AESD has strengths in the volume of opportunities for community members to provide input for decision making. From traditional meeting settings to monthly on-line forums and everything in between, there are many, many chances to be heard.|Based on the analysis of educational partner input and local data, AESD will effort to increase participation in two-way dialogues where input on decision making can occur.|Based on the analysis of educational partner input and local data, AESD will maintain current policy and practice to include all groups that represent the student body and the community.|3|4|4|3|5|5|5|5|5|5|5|5|Met||2026-06-12|2026
52714720134403|Lassen-Antelope Volcanic Academy (LAVA)|3|Continued clear communication between staff and families through various methods, including mail, email, remind, Aeries, and catapult system(s). Public meetings also facilitate communications, and staff, student, and family surveys complete the process.|Follow through on survey data is always a challenge and a focus area.|We continue to work to improve relationships with community agencies to help support our underrepresented families. These include Social Services, Head Start, and First Five.|From discussing student progress to providing information and resources to support student learning at home, the district has well developed policies and procedures to ensure each student benefits through school/family partnership.|LAVA can always improve and find new ways to engage with families. In a post covid, fully digital world, tools like video conferencing and online supports are great options that LAVA sees as an area of potential improvement.|In terms of underrepresented families, building relationships is the focus of LAVA. When our staff make connections not just to the student, but to their guardian(s) the potential for whole student growth increases dramatically|LAVA provides many excellent opportunities and venues for families to participate and give input in advisory groups or other scheduled events. This is a large strength of the district - access and availability.|Time is always the limiting factor in this area - difficult to stay focused when meetings are cancelled or far apart on the calendar. A commitment to meeting and setting timelines for task completion exists, but could be stronger.|In terms of underrepresented families, advocates are encouraged, along with the relationship building that was mentioned in the area of policy input.|5|4|4|5|4|5|5|5|5|4|5|4|Met||2026-06-12|2026
52714980000000|Corning Union Elementary|3|This year we have implemented social media engagement with educational partners and families. We have many opportunities for families to engage with school staff including back to school, open house, art shows, band concerts. We have implemented community schools, serving families in our HUB, with parent classes, tech classes, language classes and more.  We use Parent Square to ensure good communication with families. We also have bilingual liaisons assigned to each school site and Community Schools.|Our focus area continues to be growing our communication with our Spanish speaking population by encouraging attendance at our ELAC and DELAC meetings, which has shown to be quite successful. We received the Community Schools implementation grant and we are keeping family and community engagement at the center of the work we are doing. We have begun making personal phone calls to families for invitations to events.|We will continue to engage families in our parent advisory committees and promote agency within those committees. We will continue to provide Community Schools family events as well as making personal phone calls for invitations.  Through our ELAC and DELAC meetings significant relationships have been developed between our families and school communities.|Our strengths are the many opportunities provided to families to partner with our district such as math nights, AR nights, Thought Exchange, college and career fair, multicultural fair, ELAC and DELAC, and Community Schools family events.|Continued focus on communication and networking with families. Increased multicultural opportunities for family engagement. Increased personal outreach.|Continued growth of ELAC and DELAC, working towards parent agency. Continued advocacy for our foster/homeless youth. Increased personal outreach.|The district provides bilingual opportunities to respond to surveys through Thought Exchange, site councils, ELAC, DELAC, and Parent Square.|Trying to engage a larger percentage of our population. Finding what works to draw in parents for provided engagement opportunities.|We will survey families to inform best dates and times for parents to attend events.  Continue to provide food and childcare at events. Continue to advertise through social media and personal invitations. Use the teachers to solicit buy in.|5|5|5|5|4|4|4|4|4|4|4|4|Met||2026-06-24|2026
52715060000000|Corning Union High|3|Corning Union High School District (CUHSD) has a longstanding tradition of strong parent and community involvement, particularly through extracurricular programs, which serve as key entry points for fostering relationships between families and school staff. These events promote school pride and encourage family participation in positive, student-centered settings. To support ongoing communication and engagement, CUHSD utilizes a range of tools, including Parent Square, the Aeries Student Information System, and in-person outreach activities such as Back-to-School Night, ELAC meetings, and student-led conferences. These efforts help ensure families remain informed and connected to their child’s academic journey. Recognizing that 82.5% of CUHSD families are identified as socioeconomically disadvantaged, the District has prioritized strategies that reduce barriers to engagement. One significant advancement has been the implementation of the California Community Schools Partnership Program (CCSPP) grant, which funds a Community Liaison position dedicated to working directly with families. The liaison supports families in navigating the educational system, accessing community-based resources, and establishing connections with social service programs. This role has significantly enhanced the District’s capacity to meet the diverse needs of its families and foster trust between home and school. While CUHSD has made substantial progress, educational partner input continues to highlight the need for deeper, more consistent two-way communication—particularly with Spanish-speaking families. The District is committed to building on its current strengths while expanding culturally responsive engagement strategies to ensure all families feel welcomed, respected, and meaningfully involved in their child’s education.|Corning Union High School District (CUHSD) continues to prioritize strengthening outreach and engagement with Spanish-speaking families, based on educational partner input and local data. While the District has implemented several effective strategies to increase access, there is a need to further develop consistent, proactive two-way communication and culturally responsive engagement. The District employs Spanish-speaking counselors and a full-time Community Liaison funded through the Community Schools grant to support families directly. In addition, CUHSD provides stipends to Spanish-speaking staff, including classified employees in transportation, reception, and student services, to ensure key school personnel are able to communicate with families in their home language. To expand engagement efforts, the District has launched a Spanish-language Parent Engagement Workshop series, which includes parenting classes designed to strengthen home-school connections and empower families to support student success. CUHSD has also initiated targeted outreach to a large apartment complex that houses a significant number of Spanish-speaking families. In collaboration with the property management team, the District has been provided with on-site office space at the complex where the bilingual community liaison offers services, support, and access to school resources directly within the neighborhood.|Hiring of more bilingual staff, and building more communication infrastructure and outreach. CUHSD is investing in the long-term goal of increasing staff capacity to serve bilingual families by participating in a regional partnership with the Tehama County Department of Education (TCDE) and Chico State. Through this collaboration, the District hosts bilingual teacher candidates as part of the Rural Bilingual Teacher Residency Program, creating a sustainable pipeline of future educators who reflect the linguistic and cultural diversity of the student population.|Corning Union High School District (CUHSD) has established a strong foundation of partnerships that support student learning, student well-being, and meaningful family engagement. The District collaborates with a variety of community-based organizations and public agencies, including the Tehama County Department of Education, Youth for Change, and local colleges, to provide integrated academic, social-emotional, and family support services. These partnerships expand the District's capacity to address both academic and non-academic barriers to student success. CUHSD provides families with regular access to student learning information and academic support resources through ParentSquare, Aeries, Google Classroom, parent-teacher conferences, and other ongoing communication. Bilingual communication ensures that families can access progress reports, assessment results, intervention plans, and other important school information in a language they understand. The District has implemented schoolwide family engagement strategies through English Learner Advisory Committee (ELAC) meetings, Individualized Education Program (IEP) meetings, and other collaborative opportunities that encourage meaningful partnerships between families and educators in support of student achievement. CUHSD has also established a Community Liaison position dedicated to building strong relationships with families and connecting them with available district and community resources. The Community Liaison has initiated targeted outreach efforts to a large apartment complex that is home to many Spanish-speaking families, increasing access to information and strengthening communication with families who may otherwise face barriers to engagement. These efforts have enhanced the District's ability to help families understand how they can support student learning at home. To further strengthen family partnerships, CUHSD offers workshops in both English and Spanish focused on college and career readiness, digital literacy, graduation requirements, and other topics that empower families to actively participate in their student's educational journey. While staff professional development related to family engagement has begun, full implementation has been achieved this year. Some staff members have received training on effective family engagement practices; however, the District recognizes the opportunity to develop a more consistent, systemwide approach that builds staff capacity and strengthens partnerships with all families.|Based on the analysis of educational partner input and local data, Corning Union High School District has identified expanding mental health services, strengthening community partnerships, and increasing family engagement as key areas for improvement in Building Partnerships for Student Outcomes. Educational partners consistently emphasized the need for greater access to culturally responsive and bilingual social-emotional and mental health supports to better meet the diverse needs of students, particularly those who are socioeconomically disadvantaged, English learners, foster youth, or have experienced trauma. While CUHSD has established valuable partnerships with Youth for Change and other community service providers, additional capacity is needed to increase access to timely, school-based mental health services, especially for bilingual students and families. The District also recognizes the opportunity to shift family engagement from primarily reactive support to a more proactive partnership focused on prevention, early intervention, and student wellness. Moving forward, CUHSD will continue to strengthen coordination with community agencies, expand access to school-based mental health services, increase bilingual supports, and provide families with additional opportunities to participate in wellness education and intervention planning. These efforts will strengthen partnerships with families and community organizations while supporting the academic, behavioral, and social-emotional success of all students.|Based on the analysis of educational partner input and local data, Corning Union High School District (CUHSD) will improve engagement of underrepresented families by increasing access to culturally and linguistically responsive communication, services, and supports. A primary focus is expanding bilingual capacity throughout the District by recruiting and retaining additional bilingual staff, including mental health professionals who can provide counseling, crisis intervention, and family outreach in Spanish. The District will continue to strengthen partnerships with community organizations to identify bilingual professionals and expand access to integrated student supports. Through its Community Liaison and community partnerships, CUHSD will provide targeted outreach to families who have historically experienced barriers to participation, ensuring they receive timely information about available academic, behavioral, and wellness resources. CUHSD will also continue implementing the Community Schools framework to strengthen collaboration among schools, families, and community agencies. Outreach efforts will include multilingual communication, family workshops, and opportunities for parents to participate in school decision-making and wellness initiatives. These strategies are designed to build trust, increase family participation, and empower parents as active partners in supporting student learning and well-being. By strengthening both internal staffing and external partnerships, CUHSD will create a more inclusive, equitable, and responsive system that ensures all families—particularly English learner families, low-income families, foster youth, and other historically underserved groups—have meaningful opportunities to engage in their students' education and contribute to school success.|Based on the analysis of educational partner input and local data, Corning Union High School District (CUHSD) has made significant progress in expanding opportunities for educational partners to provide meaningful input into district and school decision-making. The District has leveraged technology to improve communication and increase participation through tools such as ParentSquare, Google Forms, Kelvin, and the Aeries Parent Portal. These platforms have enhanced the District's ability to gather timely feedback in both English and Spanish regarding the Local Control and Accountability Plan (LCAP), school climate, district initiatives, and other important decisions. CUHSD continues to support meaningful stakeholder engagement through established advisory groups, including the English Learner Advisory Committee (ELAC), School Site Council (SSC), and the LCAP Advisory Committee. These groups provide structured opportunities for parents, students, staff, and community members to share perspectives and help inform district priorities and continuous improvement efforts. In addition to formal advisory committees, the District has expanded informal opportunities for educational partner input through community events, public board meetings, parent gatherings, and ongoing school-to-home communication. District and site staff have received increased support in facilitating family engagement and encouraging participation from diverse stakeholder groups. While the District recognizes that opportunities remain to build greater consistency and participation across all stakeholder groups, CUHSD has established a solid foundation for inclusive decision-making and continues to strengthen systems that ensure educational partner voices are reflected in district planning and continuous improvement efforts.|Based on the analysis of educational partner input and local data, Corning Union High School District (CUHSD) has identified increasing participation from Spanish-speaking families and other historically underrepresented groups as a key area for improvement in Seeking Input for Decision-Making. While the District meets all state and federal requirements for stakeholder engagement through advisory committees and public input opportunities, participation is not yet fully representative of the District's diverse community. Educational partner input indicates that many Spanish-speaking families experience barriers related to language access, unfamiliarity with advisory structures, scheduling conflicts, or limited confidence in participating in formal decision-making processes. Additionally, although valuable feedback is frequently shared through informal conversations with school staff, that input is not always systematically documented or incorporated into site and district planning. To address these needs, CUHSD will strengthen its outreach and engagement strategies by expanding multilingual communication, increasing targeted invitations to underrepresented families, and providing support that helps families understand and participate in advisory committees and district planning processes. The District will also continue building staff capacity to foster inclusive engagement practices and develop systems for capturing both formal and informal educational partner feedback to better inform continuous improvement efforts.|Based on the analysis of educational partner input and local data, Corning Union High School District (CUHSD) will improve engagement of underrepresented families by expanding culturally and linguistically responsive communication, strengthening staff capacity, and increasing opportunities for meaningful participation in district decision-making. The District will continue investing in bilingual communication platforms and feedback tools to ensure families can access information and provide input in their preferred language. CUHSD will provide ongoing professional learning for staff and site leaders focused on effective family engagement practices, including facilitating meetings with interpretation services, using inclusive engagement strategies, and demonstrating how educational partner input influences district decisions. These efforts are intended to create welcoming environments where all families feel valued and empowered to participate. The District will also leverage its bilingual Community Liaison and Spanish-speaking staff to conduct targeted outreach and personally invite families to participate in advisory groups such as the English Learner Advisory Committee (ELAC), School Site Council (SSC), and the LCAP Advisory Committee. In addition, CUHSD will continue hosting bilingual family engagement and input sessions in familiar community settings, including neighborhoods with high concentrations of Spanish-speaking families, to reduce barriers to participation and strengthen relationships with families who have historically been underrepresented. Through these strategies, CUHSD seeks to ensure that all families—regardless of language, culture, or background—have equitable opportunities to provide meaningful input that informs district priorities, strengthens school-family partnerships, and supports improved outcomes for students.|4|4|4|4|4|4|4|4|3|3|3|3|Met||2026-06-18|2026
52715220000000|Evergreen Union|3|In surveying all parents/guardians, using the EUSD Parent/Guardian 2026 LCAP Survey, 90.9% agree/strongly agree that EUSD has created a welcoming environment and has built a trusting and respectful relationship with their family. In surveying all staff, using the EUSD Staff 2026 LCAP Survey, 87.1% agree/strongly agree that they have created a welcoming environment for the families they serve and built trusting and respectful relationships within their staff and with their families. In surveying all students (grades 5th-8th), using the EUSD Student 2026 LCAP Survey, 65.9% agree/strongly agree that EUSD has created a welcoming environment and has built a trusting and respectful relationship with them as a student.    The discrepancy between the the parent/guardian and staff data is not large, and over 87% of both groups agree/strongly agree.  However, the perception of the 5th-8th grade students is an area that will need more focused analysis and action steps put in place to attend to.  That being said, there is some positive feedback to note from them as well.     Positive qualitative feedback from the parent/guardian, staff, and student surveys highlight:  - **Welcoming Environment:** Appreciation for creating an open and welcoming atmosphere for students.  - **Teacher Appreciation:** Positive feedback about the children enjoying their teachers, highlighting the positive impact of the teaching staff.  - **Special Events:** Positive mention of school wide and after hours events, indicating these activities are valued by the school community.  - **Effective Communication:** Recognition of the school's clear communication about upcoming events, contributing to a connected and informed parent community.  - **Extracurricular Opportunities**: Participation in sports teams and other extracurricular activities is appreciated, enhancing the overall school experience.  -**Positive Relationships**: The emphasis on building strong relationships between staff and students is recognized and valued by the students.|In surveying all parents/guardians, using the EUSD Parent/Guardian 2026 LCAP Survey, 90.9% agree/strongly agree that EUSD has created a welcoming environment and has built a trusting and respectful relationship with their family. In surveying all staff, using the EUSD Staff 2026 LCAP Survey, 87.1% agree/strongly agree that they have created a welcoming environment for the families they serve and built trusting and respectful relationships within their staff and with their families. In surveying all students (grades 5th-8th), using the EUSD Student 2026 LCAP Survey, 65.9% agree/strongly agree that EUSD has created a welcoming environment and has built a trusting and respectful relationship with them as a student.    The discrepancy between the the parent/guardian and staff data is not large, and over 87% of both groups agree/strongly agree.  However, the perception of the 5th-8th grade students is an area that will need more focused analysis and action steps put in place to attend to.  That being said, there is some positive feedback to note from them as well.     Positive qualitative feedback from the parent/guardian, staff, and student surveys highlight:  - **Welcoming Environment:** Appreciation for creating an open and welcoming atmosphere for students.  - **Teacher Appreciation:** Positive feedback about the children enjoying their teachers, highlighting the positive impact of the teaching staff.  - **Special Events:** Positive mention of school wide and after hours events, indicating these activities are valued by the school community.  - **Effective Communication:** Recognition of the school's clear communication about upcoming events, contributing to a connected and informed parent community.  - **Extracurricular Opportunities**: Participation in sports teams and other extracurricular activities is appreciated, enhancing the overall school experience.  -**Positive Relationships**: The emphasis on building strong relationships between staff and students is recognized and valued by the students.|Based on the feedback provided, it seems there are several key areas to celebrate and work on. This feedback suggests a mix of appreciation for the school's efforts in creating a welcoming and communicative environment, alongside concerns regarding bolstering the communication with parents. Addressing these concerns while building on the positive aspects will enhance the overall educational experience for students and their families.  Our LEA continually works to engage underrepresented families.  While the survey was administered to all families, many did not participate.    Due to our increased number of English Learner students, we now offer a District English Learner Advisory Committee.  At the  May meeting, those who participate in the DELAC and EES ELAC reviewed the English Learner Parent/Guardian Needs Assessment to be given to our English Learner families in May 2026; our EL support staff will reach out to ensure all families have access/support to complete the Needs Assessment if they choose to participate.  In addition, the EL staff continues to work with these families to encourage their participation in our DELAC/EES ELAC so that their voices may be heard.    In addition, we have worked to ensure that our Parent Advisory Committee represents a good balance of the families that we serve, including Special Education families, and we will add to that group as more parents are willing to participate.|In surveying all parents/guardians, using the EUSD Parent/Guardian 2026 LCAP Survey, 85.3% agree/strongly agree that EUSD has helped their family understand student progress and provided information and resources to support student learning and development in their home. In surveying all staff, using the EUSD Staff 2026 LCAP Survey, 88.4% agree/strongly agree that they have helped their families understand student progress and provided information and resources to support student learning and development in the home. In surveying all students (grades 5th-8th), using the EUSD Student 2026 LCAP Survey, 68.4% agree/strongly agree that EUSD has helped  them understand their academic progress and provided information and resources to support their learning at home.  The discrepancy between the the parent/guardian and staff data is not large, and over 85% of both groups agree/strongly agree.  However, the perception of the 5th-8th grade students is an area that will need more focused analysis and action steps put in place to attend to.  That being said, there is some positive feedback to note from them as well.     Positive qualitative feedback from the parent/guardian, staff, and student surveys highlight:  -**Inclusive Communication**: Positive notes include appreciation for teachers who maintain good communication through emails, notes, and conversations; especially for special needs students.  However, there's a perceived gap in communication, particularly for older students.  -**Appreciation for Efforts**: There is an acknowledgment of the school's proactive efforts to provide resources, like wobble cushions, which enhance the learning environment.  **Quality of Teaching:** Students appreciate the effective teaching in subjects like mathematics, history, English, and science, which they feel will help them in the future.  **Resource Availability:** Many students mentioned that the school provides adequate resources, such as LC (Learning Center) and support from teachers, to help them with their studies and assignments.|As noted above, while the discrepancy between the parent/guardian and staff data is not large, interestingly, staff feel that they have been successful in helping their families understand student progress and provided information and resources to support student learning and development in the home. Parents/guardians looking inward at the system, on the other hand, do not feel that the staff has been as successful.   Moving forward, the goal will be to see that perception of both groups is more closely aligned and moving closer towards strongly agreeing that EUSD builds partnerships for student outcomes.  The surveys highlight areas for Improvement:  -**Professional Development:** Provide ongoing training for teachers on effective behavior management techniques and social-emotional learning practices to better handle challenging situations so that learning can be the focus.   -**Curriculum Consistency and Challenge**: The curriculum is viewed as uneven in difficulty, not adequately supporting students who are behind or sufficiently challenging those who are advanced; there is a call for providing support so that all can achieve expectations.   -**Engaging and Relevant Learning Opportunities**: Ensure learning opportunities are engaging and meaningful to students' lives and future aspirations.   -**Parent-Teacher Communication**: Many responses highlight the need for more proactive and open communication from teachers, including sharing of resources for at-home learning.  -**Progress Tracking and Communication**: Parents express a desire for more regular updates on their children's academic growth through CBM/iready/progress monitoring data. They appreciate seeing benchmarks and future goals but feel current communication is insufficient, especially early intervention for struggling students.  -**Response to Intervention (RTI) and Tutoring**: There's a call for more RTI and easier access to tutoring, indicating a need for additional academic support mechanisms for students.   -**Educational Workshops:** Host workshops for parents on how to use school platforms like AERIES and on topics such as the impact of technology on children and literacy in the home.   When we triangulate the Student 2026 LCAP Survey data, many additional areas for improvement are noted:  -**Homework:**-There are calls for more balanced and manageable workloads to prevent stress and enhance learning retention, in addition to the importance of having school supplies and resources both at school and at home.  -**Classroom Dynamics:**-Students expressed the need for quieter learning environments and more respectful and engaging teaching methods to improve focus and understanding.  -**Teacher-Student Interaction:** - Students suggested that teachers should be more engaging and patient, ensuring that all students understand the material before moving on.  -**Mental and Emotional Support:** - More support for students' mental health and well-being was requested, including access t|The feedback underscores the importance of enhanced parent involvement and effective communication in fostering student success. There's an emphasis on the need for parents to actively participate in their children's education to help them meet their goals and a need for staff to actively communicate with parents about student progress and provide resources so that this can be achieved. Additionally, it highlights the desire for more student supports and engaging learning methods. There are concerns about the adequacy of current behavior management strategies, especially for disruptive behaviors that do not fall under typical disciplinary codes but significantly affect the learning environment.   EUSD continually works to engage underrepresented families. Moving forward, we will improve engagement of these through both the MTSS/SST processes as well as ensuring they are a focus of the Family Literacy Initiative events and any other schoolwide events that help support learning in the home.|EUSD has fully implemented seeking input for decision-making.    Principals and staff lead advisory groups that give input and participate in decision-making.  New administrators are supported by veteran administrators and mentors.  Staff new to their roles are supported in the same way.     Parents/guardians and students who participate are provided with guidance during the meetings about how to actively engage in these processes.   Families are invited to participate in the EUSD Parent Advisory Committee, Site Councils, DELAC and ELAC, as appropriate, and School Board meetings.  In addition, they are welcomed participants of the Parent-Teacher Organizations at all sites.  Invitations are sent out through our AERIES portal and are available in both English and Spanish, as well as Russian, as appropriate.      Students are invited to participate in the EUSD Student Advisory Committee and School Board meetings.    For families who do not participate in these ways, their voice can still be heard through our annual EUSD LCAP Survey as well as our Site Spring Surveys.    Collaboratively, the advisory groups and parent groups work together with EUSD staff to implement family engagement activities (eg. Family Literacy Night).|Although we have fully implemented seeking input, unfortunately, many parents/guardians do not choose to participate in these groups, and bringing them into the fold, is challenging.  Prior to Covid, we had many participants in both our ELAC and Parent Advisory Committee, but now, it is difficult to engage parents in this work.   As such, we have work to do in this area.   In addition, while we have implemented family engagement activities, we do not yet have an active plan in place to evaluate these activities.  Ideally, these activity ideas should be vetted at the beginning of the school year to reflect on which should be repeated/amended etc. to ensure they are in alignment with the vision, mission and values of the District and don't become just an activity for an activity's sake.|We will continue to work on participation by all, as well as participation by underrepresented families, in these important stakeholder groups so that they can be active participants.|4|4|4|4|4|4|4|4|5|5|4|4|Met||2026-06-23|2026
52715220132597|Evergreen Institute of Excellence|3|Evergreen Institute of Excellence is dedicated to creating a climate of open communication and connectivity with all partners. Due to the nature of our Personalized Flexed-Based Learning Program, teachers have direct and consistent communication with families creating close relationships, engagement and cooperation. EIE is also committed to building a strong school community. Currently, we had/have 0% non-English speaking families. When we do, the rating scale of number 4, may change.|While Parent Square has effectively reached families, encouraging engagement and interaction remains a challenge. Feedback indicates that the EIE community generally does not seek greater connectivity through technology. To address this, supervising teachers have identified families needing support with Parent Square and created targeted plans to assist them. Additionally, EIE has begun incorporating students into communication via Student Square to increase relevance and engagement. Future strategies include student orientations, parent-teacher workshops, and training on managing notifications to enhance meaningful use of the platform and foster stronger relationships.|To improve engagement of underrepresented families, EIE will continue offering in-person classes for students alongside training sessions for parents. The LEA will place additional emphasis on fostering community through expanded schoolwide events, including increased gatherings, field trips, and other relationship-building opportunities. These activities will serve both educational and social purposes, encouraging greater connection, engagement, and a stronger sense of belonging within the EIE community.|Evergreen Institute of Excellence (EIE) is a personalized, flex-based public charter school where most daily instruction takes place at home with parental support, in the community through extended learning opportunities, or at the local community college. EIE’s families and students are generally highly engaged and actively contribute valuable input regarding their educational needs, reflecting strong partnerships focused on student success.|Building partnerships for student outcomes has been a foundational element of EIE’s charter since its inception. Current focus areas for improvement include enhancing parent support and training in their role as daily instructors, maintaining in-person class offerings for students, and further developing local internship opportunities. EIE is also working to strengthen collaboration with the local community college to better support student success and reduce barriers to higher education.|Through analysis of underrepresented family engagement, EIE has identified transportation as a barrier for some students to participate in in-person activities. To address this, the school will continue utilizing staff and the school vehicle to provide transportation support. Recognizing the sensitivity of this issue, EIE relies on the strong, trusting relationships that supervising teachers have built with families to discreetly identify and support those who would benefit from this assistance.|EIE annually disseminated one survey to all parents/guardians with students enrolled in our program. The key findings show a majority of respondents agree that they had multiple opportunities to express input in our school's decision making process. EIE seeks input throughout the year in the following manner: ~Inherent in the very nature of our personalized learning program is the positive and open relationships developed between the supervising teachers, charter staff, parents and students. ~Advisory Council membership includes parent, community and student representation. ~Advisory Council Meetings are open to the public and EIE community monthly. ~Informal parent/teacher meetings were held allowing input for LCAP and long term planning from partners.In the 25/26 school year, weekly newsletters were sent out via Parent Square to keep partners informed on up and coming activities and opportunities. Additionally, a Student Leadership component was added to our monthly High School Hang Outs.|The focus area moving forward will be to increase in person opportunities for partners' input. Continued advertising our monthly Advisory Council meetings via Parent Square and directly inviting their participation and input.|EIE will make a concentrated effort to continue to be innovative in challenge solving barriers for underrepresented families' participation in providing input for decision-making process through virtual meetings and flexibility in scheduling of meetings.|5|5|5|5|5|4|5|5|5|4|4|5|Met||2026-06-30|2026
52715300000000|Flournoy Union Elementary|3|100% of parent/community responses feel teachers, administrators, and support staff build a trusting and respectful relationship with school families.  Some comments were; the school runs as one big family, they love that we have staff greet students and parents and morning drop off, and they are made to feel like family.|In the area of building relationships between school staff and families the input was 100% positive.  Suggestions for improvement included; doing great, no suggestions.  Even though the response was positive, we will also focus on continuing with these connections and talk to staff about the positive feedback from families.  We know having strong relationships with our families is very important, and that is one of the best parts of a small school.  With a small school in a rural community, we are able to make such strong relationships with our families.|We will improve engagement with underrepresented families by continuing doing what we already are implementing.  We make connections with all of our families, underrepresented and represented.  As mentioned in our survey responses, our staff makes everyone feel like family.|Parents indicated that the school provides multiple opportunities for family engagement and communication. Strengths include parent-teacher conferences, Back-to-School Night, automated phone messages, informational flyers, and staff greeting families during drop-off and pick-up. These efforts help keep families informed and connected to their child's education. Additionally, parents noted that teachers are available and supportive, demonstrating a commitment to working with families to support student learning and success.|Based on the analysis of parent survey results and educational partner input, the LEA will focus on strengthening communication and family engagement to ensure all families feel informed, supported, and connected to their child's education. While most parents reported receiving information and resources to support learning at home and indicated that staff regularly communicate regarding student progress, some responses suggest a need for more consistent outreach to all families. Additionally, the LEA will focus on increasing awareness of parent rights and advocacy opportunities. Survey results showed that while most parents agreed the school provides information on legal rights and ways to advocate for their child, one parent disagreed and another was unsure. The LEA will work to improve the accessibility and frequency of this information through multiple communication methods and family engagement opportunities. These efforts will help strengthen partnerships between families and the school, ultimately supporting improved student outcomes.|Based on educational partner feedback and local survey data, the LEA will continue to strengthen communication and outreach efforts to ensure all families are informed and engaged in their child's education. Although survey results were largely positive, some families indicated uncertainty or disagreement regarding their awareness of available resources, staff support, and information about parent rights and advocacy opportunities. To improve engagement of underrepresented families, the LEA will provide information through multiple communication methods, including phone messages, flyers, parent conferences, and school events. Staff will continue proactive outreach to discuss student progress and collaborate with families on ways to support learning at home. The LEA will also increase efforts to share information about parent rights, available resources, and opportunities for involvement to ensure all families feel welcomed, informed, and empowered to participate in their child's educational success.|Based on educational partner input and local survey data, the LEA has made progress in providing families with opportunities to participate in school decision-making processes. Parents indicated that the school informs families about important topics such as Board meetings and the LCAP process, and some parents noted that the school takes family input into consideration when making decisions. Survey results showed that half of respondents agreed the school provides opportunities to serve on advisory groups, while most parents agreed the school provides information to help them participate in policy decisions. These results demonstrate that the LEA has established structures for family involvement and communication regarding decision-making processes. The feedback also highlights the school's commitment to sharing information and seeking parent perspectives. Families recognize the school's efforts to keep them informed and provide avenues for participation, creating a foundation for collaborative decision-making and ongoing family engagement.|Based on educational partner input and local survey data, the LEA will focus on increasing family awareness of and participation in decision-making opportunities. While several parents indicated that the school provides opportunities to serve on advisory groups and shares information about Board meetings and the LCAP process, some parents were unsure of these opportunities or disagreed that they were available. Survey results also showed that several parents were uncertain about informal opportunities to help plan, design, and evaluate school policies and procedures. As a result, the LEA will work to improve communication regarding advisory groups, school committees, and other opportunities for meaningful family involvement. Additionally, the LEA will provide clearer information and more frequent invitations for families to participate in policy discussions and decision-making processes. By increasing awareness, accessibility, and engagement opportunities, the LEA aims to ensure that all families have a voice in decisions that impact student learning and school improvement.|Based on educational partner input and local survey data, the LEA will focus on increasing participation from families who may be underrepresented in school decision-making processes. Survey results showed that several parents were unsure whether opportunities existed to serve on advisory groups, participate in policy decisions, or help plan, design, and evaluate school policies and procedures. Parent comments also indicated that some families may not be fully aware of the various ways they can provide input beyond attending Board meetings or reviewing LCAP information. To improve engagement, the LEA will increase communication about advisory committees, Board meetings, and opportunities for family participation through multiple methods, including flyers, phone messages, school events, and direct outreach. The LEA will also provide clear explanations of how family input is used in decision-making and encourage participation from families who have not traditionally been involved. These efforts will help ensure that a broader range of family perspectives are represented in school planning and decision-making, ultimately supporting improved outcomes for students.|5|5|4|4|4|4|4|3|3|3|4|4|Met||2026-06-17|2026
52715480000000|Gerber Union Elementary|3|The LEA has strengthened partnerships that support positive student outcomes through collaboration with families, community organizations, and county agencies. Through the Community Schools initiative, the district has expanded access to academic, behavioral, wellness, and family support services. Key accomplishments include the hiring of a Community Schools Family Engagement Partner, the creation of a Parent Hub, and increased collaboration with community partners to connect students and families with needed resources. Educational partner feedback indicates that these partnerships have improved communication, increased access to supports, and strengthened the school’s ability to address the academic and social-emotional needs of students.|A focus area for improvement is increasing meaningful engagement with families who have historically been underrepresented in school activities and decision-making processes. Educational partner feedback indicates that families want to be more involved but continue to face barriers such as work schedules, transportation, childcare needs, and language access. The LEA will focus on reducing these barriers, expanding two-way communication, increasing outreach through the Community Schools Family Engagement Partner, and providing more flexible and accessible opportunities for families to connect with school staff and participate in their children's education.|Based on educational partner feedback and local data, the LEA will improve engagement of underrepresented families by expanding targeted outreach efforts through the Community Schools Family Engagement Partner, increasing communication in families' home languages, and providing flexible opportunities for participation. The district will continue utilizing the Parent Hub, community events, surveys, and direct family outreach to reduce barriers and ensure that homeless, foster youth, English learner, and other underrepresented families have meaningful opportunities to build relationships with school staff and participate in school decision-making.|The LEA has strengthened partnerships that support positive student outcomes through collaboration with families, community organizations, and county agencies. Through the Community Schools initiative, the district has expanded access to academic, behavioral, wellness, and family support services. Key accomplishments include the hiring of a Community Schools Family Engagement Partner, the creation of a Parent Hub, and increased collaboration with community partners to connect students and families with needed resources. Educational partner feedback indicates that these partnerships have improved communication, increased access to supports, and strengthened the school’s ability to address the academic and social-emotional needs of students.|The LEA has made significant progress in Building Partnerships for Student Outcomes through collaboration with families, community organizations, and county agencies. Key partnerships with the Tehama County Department of Education, community-based organizations, and local service providers have expanded access to academic, behavioral, wellness, and family support services. The district has also strengthened partnerships through the Community Schools initiative, including the addition of a Family Engagement Partner and the development of a Parent Hub. Educational partner feedback indicates that these efforts have increased access to resources, improved communication, and enhanced support systems that contribute to positive student outcomes.|Based on educational partner feedback and local data, the LEA will strengthen engagement of underrepresented families by expanding partnerships that provide direct support and resources to homeless, foster youth, English learner, and other historically underserved families. The Community Schools Family Engagement Partner will continue targeted outreach, connect families with community services, and facilitate participation in school programs and decision-making opportunities. The district will also leverage the Parent Hub, community events, and partnerships with local agencies to reduce barriers to engagement and ensure families have meaningful access to resources that support student success.|The LEA has made progress in seeking educational partner input for decision-making through the use of surveys, stakeholder meetings, School Site Council, ELAC, student advisory groups, and community engagement events. Feedback from families, students, staff, and community partners has been used to inform priorities within the LCAP, Community Schools implementation, MTSS, family engagement efforts, and other school improvement initiatives. Local data indicates increased opportunities for educational partners to share their perspectives, and the district continues to strengthen systems that ensure stakeholder input is considered when making decisions that impact students and families.|A focus area for improvement is increasing participation from underrepresented families and ensuring that educational partner input is consistently representative of the school community. Survey results indicate that while families value opportunities to provide feedback, barriers such as work schedules, transportation, childcare, and language access can limit participation. The LEA will continue to expand outreach efforts, offer multiple opportunities and methods for providing input, and communicate how stakeholder feedback influences decisions. These actions will help strengthen shared decision-making and ensure a broader range of voices are included in school improvement efforts.|Based on educational partner feedback and local data, the LEA will improve engagement of underrepresented families by providing multiple opportunities to share input through surveys, community events, parent meetings, and direct outreach. The Community Schools Family Engagement Partner will work closely with homeless, foster youth, English learner, and other historically underserved families to encourage participation and remove barriers to engagement. The district will also increase communication in families' home languages and provide flexible options for participation to ensure that all families have meaningful opportunities to contribute to school decision-making.|5|5|5|5|5|5|5|4|5|5|4|4|Met||2026-06-16|2026
52715550000000|Kirkwood Elementary|3|Based on educational partner feedback and local data, Kirkwood Elementary School District continues to demonstrate strength in building positive relationships between school staff and families. Families consistently report that they feel welcomed, valued, and connected to the school community. The district's small-school environment supports strong relationships between staff, students, and families, allowing for personalized communication and collaboration.  During the 2025–26 school year, the district expanded opportunities for family engagement through regular school communications, family events, student performances, recognition activities, and volunteer opportunities. The Parent Advisory Committee (PAC) met throughout the year and provided families with meaningful opportunities to share input on school programs, policies, and priorities, including the development of the LCAP and homework policy.  Family feedback indicates appreciation for the responsiveness and accessibility of school staff and administration. The district utilizes multiple communication methods, including newsletters, social media, phone calls, text messaging, and direct outreach, to ensure families remain informed and engaged in their children's education.  The district also continued to strengthen partnerships through family participation in schoolwide events such as student performances, Girls on the Run, family barbecues, field trips, and other community-building activities. These efforts have helped foster trust, increase family involvement, and reinforce a positive school culture.  As a result, Kirkwood has maintained strong family-school partnerships and continues to make progress in creating a welcoming environment where families are respected as essential partners in supporting student success and well-being.|Kirkwood Elementary School District will continue to strengthen family-school partnerships by improving the consistency, transparency, and timeliness of communication. The district will focus on increasing opportunities for two-way communication, providing families with clear information regarding student progress and school expectations, and expanding opportunities for meaningful family engagement and input. These efforts are intended to ensure all families feel informed, connected, and empowered as partners in their child's education.|To improve engagement, the district will focus on increasing outreach to families who may face barriers related to work schedules, transportation, language, technology access, or previous negative experiences with schools. Strategies may include offering flexible meeting times, providing multiple methods for families to share input, conducting personal outreach, utilizing family surveys, and creating welcoming opportunities for families to connect with staff and school programs.  The district will also continue to build relationships through individualized communication and by seeking feedback from families whose voices are not consistently represented in school activities and decision-making processes. These efforts will help ensure that all families feel valued, heard, and empowered as partners in supporting student success.|During the 2025–26 school year, the district expanded opportunities for stakeholder involvement through the Parent Advisory Committee (PAC), family engagement events, and regular communication regarding student learning and school initiatives. Families were actively involved in providing feedback on district priorities, including the Local Control and Accountability Plan (LCAP), homework policy, and school improvement efforts.  Kirkwood also strengthened partnerships with community organizations and external agencies to enhance student supports and learning opportunities. These partnerships contributed to programs and services that support student wellness, academic intervention, enrichment opportunities, and extracurricular activities. Examples include collaboration with Effective Youth Solutions to strengthen the district’s Multi-Tiered System of Supports (MTSS), Girls on the Run, community volunteers, and local agencies that support student well-being.  Local assessment data indicates positive academic growth in both English Language Arts and Mathematics, while educational partner feedback reflects confidence in the district’s commitment to continuous improvement and student success. Families and staff report that the school works collaboratively to address student needs and create a supportive learning environment.  As a result of these efforts, Kirkwood has continued to strengthen partnerships that contribute to improved student outcomes, increased family engagement, and a positive school culture focused on the success of every student.|Based on educational partner feedback and local data, Kirkwood Elementary School District has identified opportunities to further strengthen partnerships that support student outcomes. While families and staff report positive relationships and strong collaboration, participation in advisory groups, surveys, and school decision-making processes is not always representative of all student groups and families.  The district's focus for improvement is to increase engagement from underrepresented families and expand opportunities for meaningful two-way communication regarding student learning and school improvement efforts. Educational partner feedback indicates a need for additional outreach strategies that remove barriers to participation and ensure all families have opportunities to contribute their perspectives.  The district will continue to strengthen partnerships by increasing family participation in advisory committees, gathering feedback through multiple formats, expanding communication regarding academic progress and available supports, and building stronger connections with community organizations that can provide resources and services for students and families.  Through these efforts, Kirkwood aims to ensure that all educational partners are actively engaged in supporting student success and that partnership efforts reflect the diverse needs and perspectives of the school community.|Based on educational partner feedback and local data, Kirkwood Elementary School District identified a need to increase participation from families who are not consistently represented in school events, advisory committees, surveys, and decision-making processes. To improve engagement, the district will implement targeted outreach strategies designed to build relationships, reduce barriers to participation, and provide multiple opportunities for families to share their perspectives.  The district will expand the use of personalized communication, including phone calls, text messages, and direct invitations to meetings and events. Opportunities for participation will be offered through a variety of formats, including surveys, virtual participation options, family engagement activities, and advisory committees. Meeting times and engagement opportunities will be scheduled with consideration for family work schedules and other barriers that may limit participation.  Kirkwood will also continue to gather and analyze participation data to identify gaps in representation and adjust outreach efforts accordingly. Through ongoing relationship-building and intentional outreach, the district seeks to ensure that all families feel welcomed, valued, and empowered as partners in supporting student learning and success.|Based on educational partner feedback and local data, Kirkwood Elementary School District has demonstrated continued progress in seeking meaningful input from families, staff, and community members to inform district decision-making. The district has established multiple opportunities for educational partners to provide feedback through the Parent Advisory Committee (PAC), surveys, public board meetings, family engagement activities, and ongoing communication with school staff and administration.  During the 2025–26 school year, families and staff provided input on key district initiatives, including the Local Control and Accountability Plan (LCAP), homework policy, school climate efforts, and other school improvement activities. The district expanded opportunities for collaboration by engaging educational partners throughout the planning and evaluation process rather than limiting input to a single event or survey.  Educational partner feedback indicates that families and staff value the opportunity to share their perspectives and believe the district is responsive to concerns and suggestions. The implementation of the PAC has created a consistent structure for gathering input and fostering collaboration between families and the school.  As a result of these efforts, Kirkwood has strengthened its culture of shared decision-making and continues to build systems that support meaningful educational partner involvement in district planning, program development, and continuous improvement efforts.|Based on educational partner feedback and local data, Kirkwood Elementary School District has identified a need to further strengthen participation in decision-making processes by increasing engagement from families and community members who are not consistently represented in advisory groups, surveys, and school planning activities. While the district provides multiple opportunities for input, participation levels vary, and feedback does not always reflect the perspectives of all families within the school community.  The district's focus for improvement is to expand outreach efforts, build the capacity of families and staff to effectively participate in decision-making, and increase awareness of opportunities for engagement. Additional emphasis will be placed on providing multiple methods for educational partners to share feedback, including surveys, meetings, individual outreach, and family engagement activities.  Kirkwood will also continue to strengthen two-way communication by sharing how educational partner feedback influences decisions and school improvement efforts. By increasing participation and ensuring a broader representation of voices, the district seeks to enhance shared decision-making and strengthen partnerships that support positive outcomes for all students.|Based on educational partner feedback and local data, Kirkwood Elementary School District identified a need to increase participation from families who are underrepresented in advisory groups, surveys, school events, and decision-making processes. To improve engagement, the district will implement targeted outreach strategies designed to build relationships and ensure all families have meaningful opportunities to provide input.  The district will increase personalized communication through phone calls, text messages, direct invitations, and individual conversations to encourage participation from families who may not traditionally engage in school activities. Feedback opportunities will be offered in multiple formats, including surveys, advisory committees, family engagement events, and informal listening sessions, allowing families to participate in ways that are most accessible and comfortable for them.  Kirkwood will also continue to review participation data to identify gaps in representation and adjust outreach efforts accordingly. The district will communicate how family input is used to inform decisions, helping educational partners see the value and impact of their participation. Through these efforts, the district aims to increase diverse representation in decision-making processes and ensure that all families feel welcomed, heard, and valued as partners in supporting student success.|3|5|4|5|4|3|5|3|3|3|3|4|Met||2026-06-09|2026
52715630000000|Lassen View Union Elementary|3|Parents and community members appreciate the personable and approachable staff at Lassen View, as well as the effective communication methods used, such as reminders and feedback. The support provided by the school in helping parents assist their children’s learning is also valued. Staff at Lassen View highlight the positive work environment, strong teamwork, and supportive dynamics among colleagues as significant strengths.|The only reported concern was our all call system.  A few parents had difficulty accessing the system.  We worked with the company, Apptegy, to fix those issues and going into 26-27, we believe those issues have been fixed.|As an administrative team, we have discussed making individual phone calls, get input from parents during IEP meetings, and using our well attended events to encourage parent input.|We have student and parent conferences in early October.  For parents who don't attend, our office reaches out and coordinates the conference.  We also have follow-up conferences at the end of January for at-risk students.    Teachers use our school app and text feature to keep parents informed of classroom responsibilities.  For 4th-8th grade, we use Aeries for grading so parents have access to that all year around.|For parent surveys, we will do more outreach to encourage more parents to give feedback.  Our parent surveys were very positive but we had a small number of parents (26) complete it.|The majority of feedback has come from parent participation as listed above. We are focusing on developing additional strategies for receiving input which includes developing an annual survey that focuses on key topics of the LCAP and school improvement areas.|Our parent surveys were overwhelmingly positive regarding input.  Parents are very supportive on what is going on at Lassen View.  They feel supported and heard based on the survey information.|Organizing more engagement activities to foster a stronger sense of community. Parents have suggested the need for more consistent feedback and additional engagement activities to enhance their involvement. There are suggestions for more team-building activities to enhance collaboration, and a need for increased support for special education.|We will continue utilizing the administered surveys for comparison each year and use the input from these surveys to evaluate our LCAP goals and address any inequities and weaknesses identified.|5|5|3|5|5|4|5|5|5|4|4|5|Met||2026-06-30|2026
52715710000000|Los Molinos Unified|3|LMUSD has a variety of venues for each school site to promote parent participation and input. Events such as back to school night, open house, grandparents day, spaghetti dinner, awards nights for academics and attendance, athletic celebrations, and many areas are examples of opportunities for participation. Based on educational partner input, stakeholder engagement activities, and local data, Los Molinos Unified School District has demonstrated growing strength in building relationships between school staff and families through consistent outreach, multiple opportunities for participation, and a strong commitment to family engagement. The district engaged parents, students, staff, bargaining units, DELAC members, and community members through community meetings, School Site Council meetings, DELAC meetings, and advisory groups as part of the LCAP development process. Feedback from these groups was incorporated into district planning and decision-making, demonstrating that family and community voices are valued and influence district priorities. The district has also strengthened communication and collaboration with families through early intervention meetings, Student Study Team (SST) processes, attendance outreach, and home visits designed to support students experiencing attendance or academic challenges. These efforts reflect a proactive approach to partnering with families to improve student outcomes and well-being. Local data indicates continued progress in family engagement. Parent participation has been monitored through sign-ins at DELAC, ELAC, Back-to-School Night, College and Career Nights, and School Site Council meetings. The district has established a goal of increasing parent engagement from a baseline of 43% to 66%, demonstrating its commitment to expanding family involvement. Additionally, school leaders identified family engagement as a key strategy for addressing chronic absenteeism, improving school climate, and supporting student achievement. Educational partner feedback was generally positive regarding district goals and actions, and stakeholders provided meaningful input on program priorities and student supports. Through ongoing partnerships with families and the community, LMUSD continues to foster a culture in which families are welcomed as active partners in supporting student success and improving school programs.|Based on educational partner input and local data, Los Molinos Unified School District has identified increasing meaningful family engagement and strengthening communication between schools and families as key areas for 2026-27 Local Performance Indicator Self-Reflection for Los Molinos Unified School District Page 11 of 24 improvement. While the district provides multiple opportunities for parent involvement through School Site Councils, DELAC meetings, community meetings, and family events, participation data indicates that parent engagement remains below desired levels, with a baseline participation rate of 43%. The district has established a goal of increasing parent engagement to 66% through expanded outreach and additional opportunities for families to participate in school decision-making and student support efforts. Educational partners and local data also highlighted the need for stronger family-school partnerships to address chronic absenteeism, school climate, and student achievement. The district plans to increase communication with families through attendance outreach, Student Study Team meetings, home visits, and early intervention efforts to ensure families are active partners in supporting student success. These efforts are intended to strengthen trust, improve two-way communication, and increase family involvement in addressing barriers to attendance, engagement, and academic achievement.It is established as a clear action in our LCAP, especially for English learner parents.|Based on educational partner input and local data, Los Molinos Unified School District will improve engagement of underrepresented families by strengthening communication, increasing opportunities for participation, and providing targeted supports for families of English Learners, socioeconomically disadvantaged students, students with disabilities, and students experiencing chronic absenteeism. Stakeholder feedback and local data identified the need for stronger family-school partnerships to support attendance, academic achievement, school climate, and student well-being. To address these needs, the district will expand family outreach through School Site Councils, DELAC meetings, community meetings, attendance intervention processes, Student Study Team (SST) meetings, and home visits. District staff, including counselors, administrators, the VP/Program Coordinator, and support personnel, will work directly with families to provide resources, monitor student progress, and connect families with academic, behavioral, and social-emotional supports. The district will also continue targeted supports for English Learners through ELD programs, bilingual assistance, and increased communication regarding student progress and available services. In addition, LMUSD will utilize PBIS, MTSS, counseling services, and attendance interventions to strengthen relationships with families whose students are experiencing attendance, behavioral, or academic challenges. By increasing two-way communication, expanding opportunities for meaningful participation, and providing proactive outreach to families with the greatest needs, the district seeks to ensure that all families are active partners in supporting student success.|Los Molinos Unified School District has demonstrated strength in building partnerships that support positive student outcomes through collaboration with families, community organizations, educational agencies, and staff. The district actively engages educational partners through School Site Councils, DELAC meetings, community meetings, student advisory opportunities, and consultation with bargaining units and SELPA representatives. Feedback from these groups is used to inform district goals, actions, and resource allocation, ensuring that stakeholder voices contribute to continuous improvement efforts. The district has also strengthened partnerships that directly support student achievement and well-being. Collaboration with Tehama County Department of Education, SELPA, and other educational partners has supported professional development, English Learner services, special education programs, Career Technical Education (CTE), civic engagement, and data-driven decision-making. These partnerships have helped expand student supports and improve coordination of services across the district. LMUSD has made progress in connecting students and families to programs that promote academic success and engagement. Expanded extracurricular activities, CTE pathways, dual enrollment opportunities, counseling services, PBIS and MTSS supports, and attendance interventions have increased opportunities for students to participate in school and access needed resources. The district reports that approximately 80% of high school students participate in at least one extracurricular activity, reflecting successful partnerships among staff, families, and the community to increase student engagement. Additionally, the district has strengthened partnerships focused on student attendance and well-being through early intervention meetings, Student Study Teams (SSTs), home visits, counseling services, and coordinated support from administrators, counselors, and support staff. These collaborative efforts demonstrate LMUSD’s commitment to working with families and community partners to improve student attendance, engagement, school climate, and academic outcomes.|Based on educational partner input and local data, Los Molinos Unified School District has identified several focus areas for improvement in Building Partnerships for Student Outcomes. Educational partners emphasized the need for stronger collaboration among families, schools, and community partners to improve student attendance, academic achievement, school climate, and college and career readiness. Local data showed challenges in chronic absenteeism, suspension rates, English Language Arts achievement, mathematics performance, graduation rates, 2026-27 Local Performance Indicator Self-Reflection for Los Molinos Unified School District Page 13 of 24 and college and career readiness, particularly among student groups such as socioeconomically disadvantaged students, English learners, and students with disabilities. To address these needs, the district will strengthen partnerships with families through increased participation in School Site Councils, DELAC meetings, community meetings, attendance intervention processes, and Student Study Team (SST) meetings. Goal 2 specifically identifies increasing parent engagement from a baseline of 43% to 66% through expanded outreach and opportunities for meaningful involvement in student learning and school decision-making. The district will also continue home visits, early intervention meetings, and attendance monitoring to build stronger family-school partnerships that support student success. Educational partner feedback and local data also highlighted the need for stronger partnerships that support academic outcomes. Through Goals 1 and 3 in the LCAP, LMUSD will expand tutoring, paraprofessional support, Professional Learning Community (PLC) collaboration, dual enrollment opportunities, Career Technical Education (CTE) pathways, and college and career readiness programs. The district will continue working with Tehama County Department of Education, SELPA, and community partners to improve services for English learners, students with disabilities, and other student groups requiring additional support. Additionally, the district will strengthen partnerships focused on student well-being by expanding PBIS, MTSS, counseling services, attendance supports, and social-emotional interventions. These efforts are intended to improve communication among families, staff, and community partners while creating a more coordinated system of support that promotes improved attendance, engagement, academic achievement, graduation rates, and postsecondary readiness for all students.|Los Molinos Unified School District will improve engagement of underrepresented families by increasing outreach, communication, and opportunities for participation for families of English learners, socioeconomically disadvantaged students, students with disabilities, and students experiencing chronic absenteeism. Stakeholder feedback and district data identified attendance, academic achievement, school climate, and college and career readiness as areas where stronger family partnerships are needed to improve student outcomes. Having translation services at meetings is an area LMUSD will improve. Whisper mics have been purchased to increase the range of translation and ease. Additionally, LMUSD will seek input prior to creating SSC, and ELAC agendas to include topics suggested by parents. To strengthen these partnerships, the district will continue to expand participation opportunities through DELAC, School Site Councils, community meetings, and other advisory groups that provide families with a voice in district decision-making. The district will also utilize attendance intervention meetings, Student Study Teams (SSTs), home visits, and ongoing communication with families to address barriers to attendance and academic success before they become more significant concerns. These efforts are aligned with Goal 2, which includes increasing parent engagement from 43% to 66%. The district will further support underrepresented families through targeted services connected to Goals 1, 2, and 3 of the LCAP. These include expanded English Language Development (ELD) supports, bilingual assistance, counseling services, MTSS and PBIS interventions, tutoring programs, paraprofessional support, and increased access to college and career readiness opportunities such as dual enrollment and Career Technical Education pathways. District staff, including counselors, administrators, special education personnel, and the VP/Program Coordinator, will work collaboratively with families to monitor student progress and connect families with available resources and supports. By increasing meaningful opportunities for engagement, improving two-way communication, and providing targeted outreach to families whose students demonstrate the greatest needs, LMUSD will strengthen partnerships that 2026-27 Local Performance Indicator Self-Reflection for Los Molinos Unified School District Page 14 of 24 support improved attendance, academic achievement, student well-being, graduation rates, and college and career readiness for all students.|Los Molinos Unified School District has demonstrated strength in seeking input for decision-making by establishing multiple opportunities for meaningful stakeholder participation in district planning and improvement efforts. The district engaged parents, students, teachers, classified staff, administrators, bargaining unit representatives, DELAC members, and SELPA representatives throughout the development of the LCAP through community meetings, School Site Council meetings, DELAC meetings, bargaining unit consultations, and advisory groups. These engagement structures provide stakeholders with opportunities to review data, discuss priorities, and provide feedback on district goals, actions, and services. The district has made progress in using stakeholder input to inform decision-making. During the LCAP development process, educational partners reviewed student achievement data, California Dashboard indicators, district goals, actions and services, and progress monitoring measures. Feedback provided through these meetings directly influenced district decisions, including revisions to programs and priorities within the LCAP. For example, stakeholder feedback informed decisions regarding instructional initiatives and identified additional paraeducator support as a priority through the LREBG needs assessment process. LMUSD has also strengthened collaboration with external partners to support continuous improvement. The district works closely with Tehama County Department of Education, SELPA, and other educational partners to analyze data, address identified needs, and improve services for student groups requiring additional support. This collaborative approach has helped strengthen data-driven decision-making and ensure that district actions align with the needs identified by educational partners and local performance data. 2026-27 Local Performance Indicator Self-Reflection for Los Molinos Unified School District Page 15 of 24 Through ongoing stakeholder engagement, transparent review of local and state data, and the incorporation of feedback into district planning, LMUSD has established a strong foundation for inclusive decision-making that supports continuous improvement and positive outcomes for students.|Los Molinos Unified School District has identified increasing meaningful stakeholder participation and strengthening the use of stakeholder feedback in decision-making as key areas for improvement. While the district engages parents, students, staff, bargaining units, DELAC members, and community partners through advisory meetings, School Site Councils, DELAC meetings, and community forums, local data indicates opportunities to increase participation from families and educational partners whose voices have historically been underrepresented. Goal 2 includes a district target to increase parent engagement from a baseline of 43% to 66%, demonstrating the need to expand stakeholder involvement in school and district decision-making processes. Educational partner input and local performance data also identified the importance of strengthening stakeholder involvement in addressing key student outcome areas, including chronic absenteeism, suspension rates, English Language Arts and mathematics achievement, graduation rates, and college and career readiness. The district's Dashboard results and LREBG Needs Assessment highlighted the need for more consistent collaboration with families, particularly those of English learners, socioeconomically disadvantaged students, and students with disabilities, to ensure that district improvement efforts are responsive to student needs. To address these areas, LMUSD will continue expanding opportunities for stakeholder participation through School Site Councils, DELAC, community meetings, Student Study Teams (SSTs), attendance intervention meetings, and LCAP engagement activities. The district will also strengthen communication regarding student achievement data, attendance data, school climate information, and district goals so that educational partners can more effectively contribute to planning and decision-making. Actions supporting counseling services, MTSS, PBIS, attendance interventions, English learner supports, and college and career readiness initiatives will continue to be reviewed with stakeholders to ensure district resources align with identified needs and priorities. By increasing participation, improving communication, and creating more opportunities for stakeholders to provide feedback on district goals, actions, and student outcomes, LMUSD aims to strengthen shared decision-making and ensure that improvement efforts are informed by the perspectives of the students, families, staff, and community members it serves.|Los Molinos Unified School District will improve engagement of underrepresented families by expanding opportunities for participation, increasing proactive outreach, and strengthening two-way communication with families of English learners, socioeconomically disadvantaged students, students with disabilities, and students experiencing attendance or academic challenges. Through the LCAP development process, stakeholder feedback and local data highlighted the importance of ensuring that all families have meaningful opportunities to contribute to district and school decision-making, particularly those whose students are represented in areas of need identified through Dashboard indicators, including chronic absenteeism, suspension rates, and academic performance. To address these needs, the district will continue to engage families through DELAC, School Site Councils, community meetings, LCAP stakeholder meetings, and Student Study Team (SST) processes. The district will 2026-27 Local Performance Indicator Self-Reflection for Los Molinos Unified School District Page 16 of 24 increase efforts to connect with families who may not traditionally participate by utilizing attendance intervention meetings, home visits, counseling supports, and direct communication from administrators, counselors, teachers, and support staff. These efforts align with Goal 2, which includes increasing parent engagement from 43% to 66% and strengthening family participation in school programs and decision-making. The district will also use data from attendance, school climate, academic performance, English learner progress, and college and career readiness indicators to facilitate conversations with families about student needs and district priorities. Through Goal 1 and Goal 3 actions, families will have increased opportunities to provide input regarding academic interventions, English learner supports, tutoring programs, dual enrollment opportunities, Career Technical Education pathways, and student support services. Additionally, collaboration with DELAC, SELPA, and community partners will help ensure that the perspectives of families representing student groups with the greatest needs are incorporated into district planning and resource allocation. By expanding outreach efforts, increasing access to decision-making opportunities, and using multiple engagement strategies to gather feedback from underrepresented families, LMUSD will strengthen inclusive decision-making processes and ensure that district goals, actions, and services reflect the needs and priorities of all students and families.More outreach and parent notifications are needed well before the meeting dates. To remedy this, LMUSD will incorporate more robo calls, social media notifications and flyers that go home with students.|4|5|4|4|3|3|3|3|4|4|3|4|Met||2026-06-18|2026
52716210000000|Red Bluff Union Elementary|3|Building positive relationships among staff, families, and students is part of our Muti-Tiered System of Support (MTSS) framework district-wide.  The district has worked to improve two-way communication recognizing that all student groups benefit from site and district outreach for collaborative exchanges about important structural and academic developments in the district approach and program. Surveys, collaborations, and direct outreach to families and students from subgroups is a necessary part of enrolling families in partnership in their students' education. Considering the climbing participation rates from our collaborative platform and survey tools, as well as through our social media and home-to-school communication tools, these actions are warranted and expected to continue as part of the comprehensive plan.|Parents reported communication as a strength, being open and having effective lines between families and schools.  Input from parents indicated a desire for specific information more frequently as it relates to what students were learning in the classroom, so parents can better support students at home.|It is particularly important for our low-income, foster, and homeless populations that family communication is effective and consistent and includes various modes such as flyers and the use of apps or social media.  The district recruits parents representative of our underrepresented families for our school site councils.  Each school with 10% or more English Learners has an English Learner Assistant at the site to support students and families, serving as a liaison to resources and building positive relationships between home and school. Translation is provided to ensure access and collaboration with our English learner families.  Ongoing support needs to continue in the area of understanding family strengths, culture, and role in education beyond what has traditionally existed.|On our most recent family survey, the highest-rated theme was Communication and Feedback: open & effective line of communication between families and schools. Parent training is offered by each site across a range of topics multiple times during the school year by school/district personnel and/or community agencies. This past year, our schools were able to resume these activities to the level before the pandemic.  Raising A Reader, an early literacy parent engagement program, continues to be implemented in grades TK-2nd to create a strong home-school partnership with families. Parent surveys indicated the success of this program with increases in home reading routines, the frequency of days during the week, and minutes spent reading at home.|Parents expressed they are highly motivated to reconnect and support schools to raise achievement, challenge students, and increase opportunities for extra-curricular activities.  Recent school-hosted events, like Open House, had high numbers of attendees.  Our summer program this year has over 300 students enrolled, and parents expressed a strong interest in tutoring services.  Feedback from educational partners specific to this question included increasing events that help parents understand how their child is doing and how to help; all staff to lead by example; meet with all parents face-to-face during both parent-teacher conference weeks held twice a year, and perhaps incentives to help build partnerships or increase participation at meetings/events.|Areas of focus are how to best reach all families, especially underrepresented groups, and continuing to learn how to improve a school's capacity to partner with families in meaningful ways to improve student outcomes. Providing training to parents related to technology and school programs to assist their students at home.|Several opportunities are offered to parents to get involved in at the decision-making or collaboration level, including our English Language Acquisition Committee (ELAC) at both the school and district level (DELAC).  School Site Councils (SSC) and the District Educational Partners afford opportunities to collaborate on the alignment of district and site improvement plan priorities and actions to increase achievement, as well as to monitor progress towards all goals.|While these committees are fully implemented, the district continues to struggle with participation. Making these engagement sessions more comprehensible or parent-friendly may increase participation, along with options that better accommodate the schedules of parents. Parents express that childcare is helpful in promoting participation in these opportunities.  Parents expressed a desire to learn more about the implications of the data and what are the impacts of low achievement data.|Intentional efforts to invite representatives reflective of the various student groups served, which may expand to the recruitment of community representatives who work with underrepresented families or student groups, continue to be an area of focus along with increasing parent participation at this level.  Providing childcare is beneficial to support parent attendance, especially for opportunities that occur outside of the school day.|3|4|3|4|3|3|3|4|3|3|3|3|Met||2026-06-25|2026
52716390000000|Red Bluff Joint Union High|3|Parent survey results indicate that Red Bluff Joint Union High School District has established positive relationships with many families through strong communication systems, caring staff, and a wide range of student opportunities. Parents frequently identified communication as a strength, citing regular notifications and information sharing from the school. Families also expressed appreciation for staff who demonstrate care and support for students, including support for students with disabilities and individualized needs. Additionally, parents overwhelmingly praised the district's Career Technical Education (CTE) pathways, athletics, performing arts, and extracurricular programs, which provide meaningful opportunities for family engagement and connection to the school community. Overall, survey feedback reflects that families value the district's commitment to students and recognize ongoing efforts to keep parents informed and involved.|Survey results identified communication and responsiveness as key areas for continued improvement. While many families view communication positively, others expressed a desire for more timely, transparent, and consistent responses to concerns, particularly regarding student issues and athletics. Parents also indicated concerns about student discipline, accountability, campus safety, and consistency in the enforcement of school rules. These concerns suggest opportunities for the district to strengthen trust and collaboration with families by providing clearer communication regarding school expectations, disciplinary processes, safety measures, and available student support services. Families also expressed interest in expanded counseling and mental health resources to better support student well-being.|The district will continue to expand outreach efforts to ensure that all families, including those who have historically been underrepresented in school decision-making and engagement activities, have meaningful opportunities to participate. Strategies will include providing multiple methods of communication, increasing opportunities for two-way feedback through surveys and meetings, expanding outreach through school events and student programs, and ensuring families receive timely information about academic, behavioral, and support services. The district will also leverage highly valued programs such as CTE, performing arts, athletics, and student support services to strengthen connections with families who may not traditionally engage with schools. Additionally, the district will continue to seek input from families regarding communication preferences, student supports, and school climate in order to build stronger partnerships and improve responsiveness to family needs.|Parent survey feedback demonstrates that Red Bluff Joint Union High School District has built strong partnerships with families by providing programs and opportunities that support student success and engage families in the educational process. Parents consistently identified Career Technical Education (CTE) pathways, Fire Science, welding, athletics, performing arts, and other extracurricular opportunities as some of the district's greatest strengths. Families also highlighted caring staff, strong support systems for students, and communication efforts that keep parents informed about school activities and student progress. The survey results indicate that families recognize the district's commitment to creating meaningful educational opportunities and providing support services that contribute to positive student outcomes. These strengths reflect progress in developing trusting relationships between families, school staff, and the broader school community.|Survey feedback identified several areas where strengthening partnerships with families can further support student outcomes. Parents expressed a desire for improved communication and responsiveness regarding student concerns, school issues, and extracurricular programs. Families also identified student accountability, consistent enforcement of behavioral expectations, campus safety, and supervision as areas requiring additional attention. These findings suggest that the district can strengthen family partnerships by increasing transparency around decision-making, improving communication regarding student behavior and support systems, and ensuring families understand how concerns are addressed. Parents also expressed interest in expanded counseling and mental health services, indicating a need for continued collaboration with families to support students' academic, behavioral, and social-emotional success.|The district will continue to strengthen engagement efforts to ensure all families, particularly those who have been underrepresented in feedback and decision-making processes, have meaningful opportunities to contribute to student success. The LEA will expand two-way communication opportunities through surveys, family meetings, advisory groups, and school events designed to gather input from a broader range of families. The district will utilize multiple communication methods and outreach strategies to reduce barriers to participation and increase awareness of available academic, behavioral, mental health, and college and career readiness supports. Additionally, the district will leverage highly valued programs—including CTE pathways, athletics, performing arts, and student support services—to connect with families who may not traditionally engage with school activities. These efforts will help ensure that family perspectives are reflected in district planning and that partnerships remain focused on improving student outcomes for all learners.|Red Bluff Joint Union High School District demonstrates a commitment to seeking educational partner input through parent surveys and other feedback opportunities that inform district planning and continuous improvement efforts. Survey results provided meaningful insight into parent perceptions of school strengths, including student opportunities, caring staff, communication, and support services. The survey also generated specific feedback regarding areas for improvement, indicating that families are willing to share their perspectives and engage in discussions about school programs and student outcomes. The district's ability to gather actionable feedback from families reflects progress in creating opportunities for educational partners to participate in the decision-making process and contribute to school improvement efforts.|Survey responses suggest that the district can further strengthen decision-making processes by increasing communication about how family input is used and by expanding opportunities for ongoing dialogue throughout the year. Parents identified communication, responsiveness, student accountability, safety, counseling services, and consistency in rule enforcement as areas of concern. These responses indicate a need for additional opportunities for families to provide input on issues that directly impact school climate and student success. The district's focus will be to improve transparency, provide feedback loops that demonstrate how stakeholder input influences decisions, and increase engagement opportunities beyond annual surveys to ensure educational partner voices are consistently represented in district planning and improvement efforts.|The district will continue to expand outreach efforts to ensure that underrepresented families have equitable opportunities to participate in decision-making processes. Strategies will include utilizing multiple communication platforms, offering surveys and engagement opportunities at various times and locations, increasing outreach through school events and student programs, and providing targeted invitations to families who have historically participated at lower rates. The district will also seek input through advisory groups, parent meetings, and community engagement activities to gather perspectives from a broader cross-section of families. By reducing barriers to participation and increasing opportunities for two-way communication, the LEA will ensure that decisions are informed by diverse family voices and reflect the needs of all student groups.|3|3|3|3|3|3|3|3|3|3|3|3|Met||2026-06-18|2026
52716470000000|Reeds Creek Elementary|3|Parents expressed the need for clear communication about student learning, expectations (for academics and behavior), discipline protocols, and more opportunities to engage with the school. All educational partners recognized the value of strong relationship and a positive school culture.  Many commented on the positive changes made in these areas during the 2025-2026 school year.  Parents suggested enrichment opportunities such as music, clubs, more family events, and more physical movement opportunities (especially on the playing field for older students) to make school more engaging for students and families.|One of Reeds Creek foundational strengths is its long-standing collaboration with parents and families.  Parents look to school staff to keep them fully informed of schedules, events, and progress.  Both families and staff remain committed to continuing to strengthen this home-to-school bond.|"Administration and teachers use Parent Square as a daily communication tool - both school and teacher to parent/guardian and parent/guardian to school and teacher.  The Reeds Creek website has not functioned effectively for many years.  To address improving relationships between staff and families, Reeds Creek ESD will provide an Parent Square/Aeries Parent Portal license, a newly designed website template and staff training, continued school activities/events involving parents/families, parent/family decision making opportunities, and continued student organized athletics.  Additionally, Reeds Creek will continue to sponsor parent/family engagement activities begun in 2025-2026, such as awards assemblies, family nights/dinners, student presentations during the school day, student attendance celebrations, Coffee with the Principal, Principal mini-learning sessions (i.e., ""What does homework look like?,"" ""Home/School Connections,"" etc.), and the usual Open House and Back to School Night."|All educational partners voiced improved communication and school-to-home linkages during the 2025-2026 year.  Families appreciated frequent feedback from staff related to academic progress and behavior.  Staff appreciated easy access for communicating with families.|Parents clearly indicated a need for tutoring, reading and math interventions, small group instruction and clearer support with homework and academic standards.  Staff expressed the importance of stronger curriculum implementation, reading interventions, data-informed instructional strategies, MTSS implementation, and additional professional development for both teachers and paraprofessionals.|Student academic and behavior data indicate a need for ELA/Math interventions and common behavior expectations.  Reeds Creek ESD will continue to use multiple strategies to provide open communication between staff and families, especially families of underrepresented and/or underperforming students.|During 2025-2026, Reeds Creek ESD established a School Site Council with regular meetings to review and provide feedback on student achievement, behavior expectations, and budget allocations.  Additionally, the Reeds Creek Parent Club actively engaged in classroom and school support, providing resources and voice to school/district decisions.  Student award assemblies were initiated with parent/family involvement.|Reeds Creek ESD will continue to provide parent/family opportunities for engaging in school/district decision making through one-to-one conversations, School Site Council participation, parent/family activities, and classroom access.|Reeds Creek ESD will actively pursue engagement in decision making for underrepresented and underperforming families through frequent communication and open access.|4|4|4|4|4|4|4|4|4|4|4|3|Met||2026-06-25|2026
52716540000000|Richfield Elementary|3|Richfield Elementary School District utilizes its allocated supplemental and concentration grant funding to significantly expand and enhance services for foster youth, English learners, and low-income students. The district meets its proportionality requirements by implementing targeted, systemic improvements that go beyond the baseline educational program.  Services are being qualitatively improved and quantitatively increased by:Expanding targeted small-group intervention directly inside general education classrooms to support students with diverse learning needs.  Deploying a cross-trained, flexible Multi-Tiered Intervention Support Paraprofessional team dedicated to delivering Tier 2 and Tier 3 academic, behavioral, and English Language Development (ELD) supports.  Restoring counseling staff capacity to coordinate intensive Tier 3 interventions, focusing on removing trauma and mental wellness barriers to learning.  Providing dedicated home-bound technology solutions, including individual device checkouts, to bridge the digital divide for high-needs families.|While several strategic actions are implemented on an LEA-wide or schoolwide basis to maintain structural consistency across campus, they are principally directed toward and designed to be highly effective in meeting the specific needs of foster youth, English learners, and low-income students:  Primary Class Size Ratios (Action 1.1): Principally directed to low-income and foster youth who benefit disproportionately from lower student-to-teacher ratios in early grades. This structural choice enhances direct teacher-student interactions and allows for immediate, foundational literacy interventions.  Targeted Professional Development (Action 1.2): Focuses heavily on the Science of Reading, MTSS frameworks, and integrated/designated ELD methodologies. This ensures that classroom teachers are explicitly trained to reverse performance gaps identified on the California School Dashboard, specifically addressing areas where English learners have historically struggled.  Intervention Software Licensing (Action 1.4): Provides personalized, adaptive digital learning platforms. These tools are crucial for tracking real-time growth metrics and diagnosing foundational learning gaps common among highly mobile or economically disadvantaged youth.  Direct Social-Emotional Health Services (Action 2.2): Incorporates dedicated wellness spaces and utilizes specialized paraprofessionals to deliver small-group social-emotional curriculum. These supports directly target students requiring behavior interventions, stabilizing school connectedness and mitigating chronic absenteeism.|"The district's strategy was shaped by a comprehensive data review and collaborative input from Educational Partners, including the District English Learner Advisory Committee (DELAC), the School Site Council, parents, and staff.  Local data and state indicators showed that while English Learners demonstrated high campus attendance rates and a strong sense of school connectedness, their language-acquisition growth trajectories remained low on state indicators. Additionally, feedback from parents and staff requested a shift away from traditional ""pull-out"" remediation models in favor of stronger, classroom-based Tier 1 interventions and improved home communication.  In response to these findings, the district restructured its approach to:Overhaul ELD Instruction: Re-establishing an active ELD committee, updating the ELD Master Plan, and leveraging administrative oversight to systematically monitor English Learner academic progress.  Empower Families (Action 2.6): Directing resources toward bilingual parent education nights, technical training for digital communication tools, and evening academic labs equipped with childcare and transportation to actively dismantle barriers to family engagement.  Address Carryover: The district has fully deployed its allocated resources within the current cycle, ensuring there is no unspent carryover and that all available resources are actively working to maximize direct student services."|Richfield Elementary School District demonstrates strong foundational progress in fostering school connectedness and positive student attendance. Local data and state indicators highlight exceptional campus attendance and a high sense of belonging among student groups, particularly English Learners. The district has successfully implemented effective baseline communication strategies, including the use of digital communication tools like ParentSquare and Aeries to maintain day-to-day contact with families. Additionally, through advisory bodies such as the District English Learner Advisory Committee (DELAC) and the School Site Council, the district maintains an open channel for educational partners to directly influence site plans, program design, and resource allocations.|While baseline school connectedness is strong, analysis of educational partner input and student growth trends identifies a clear need to align family engagement initiatives more directly with academic achievement. Specifically, state metrics reveal a lag in language-acquisition progress among English Learners. Staff and parent feedback underscores a need to move away from isolated, pull-out remediation frameworks and transition toward empowering families to support classroom-aligned Tier 1 interventions. Key focus areas for improvement include enhancing timely, academic-focused home communication, re-establishing a dedicated English Language Development (ELD) committee to oversee the instructional Master Plan, and providing targeted learning opportunities that help families understand and track their student's foundational literacy and academic milestones.|To improve the engagement of underrepresented families, the district is actively removing systemic barriers to participation by implementing direct support structures. Under Action 2.6, the district is establishing bilingual parent education nights and targeted, hands-on training sessions focused on using digital school tools to monitor student progress. To ensure accessibility for economically disadvantaged and working families, the district is launching evening homework and computer labs that provide built-in childcare and transportation services. Furthermore, the district is reinforcing communication and outreach through its updated ELD Master Plan and administrative oversight, ensuring that underrepresented families are active, informed partners in supporting their children's language acquisition and academic growth.|Richfield Elementary School District maintains established structures to routinely gather feedback from its community to guide site plans and resource programming. The district's core strength lies in its active advisory committees, including the District English Learner Advisory Committee (DELAC) and the School Site Council. These platforms provide a consistent venue for parents, staff, and community members to review data and share operational perspectives. Local data demonstrates that these collaborative sessions effectively bring diverse viewpoints to the table. Additionally, the district successfully utilizes localized surveys and open educational partner forums to capture broad community sentiment, ensuring that stakeholders have regular opportunities to voice their priorities before final district-wide plans are codified.|While regular avenues for gathering general input exist, analysis of educational partner data reveals a need to make these decision-making processes more specialized and accessible. A key focus area for improvement is re-establishing dedicated committees, such as an active English Language Development (ELD) committee, to ensure that families of English Learners can directly influence instructional master plans and language-acquisition strategies. Additionally, feedback shows a need to move away from isolated input models and transition toward a more integrated approach, where stakeholder suggestions regarding Multi-Tiered System of Supports (MTSS) and classroom-based interventions are systematically collected and addressed. The district must also focus on creating more frequent opportunities for collaborative review so that educational partners can monitor how their input directly impacts student progress throughout the academic cycle.|To improve the representation and engagement of historically underrepresented families in the decision-making process, the district is removing systemic barriers that limit participation. Under Action 2.6, the district is introducing bilingual parent education nights and targeted outreach initiatives to build trust and ensure clear communication with families of English Learners, foster youth, and low-income students. To directly support parent attendance at advisory meetings and input sessions, the district is establishing evening labs equipped with built-in childcare and transportation services. Furthermore, the district is expanding its digital outreach tools, such as ParentSquare, and introducing dedicated training to help families navigate these platforms, allowing underrepresented parents to easily submit feedback and actively participate in school-wide decisions regardless of their schedule or language background|5|4|4|4|4|4|4|4|4|4|4|3|Met||2026-06-24|2026
53105380000000|Trinity County Office of Education|3|Many RISE families shared that they feel meaningfully involved in major decisions and appreciate the transparency from staff, which helps build strong, trusting relationships. Families also noted the consistent, daily collaboration between home and school as a key factor in supporting student success.|Based on input from educational partners and local data, our LEA is focusing on increasing parent engagement in school meetings and decision-making processes. While families report feeling informed and that staff are transparent and collaborative, we recognize the need to create more accessible, welcoming, and flexible opportunities for families to actively participate. As a result of parent input there will be multiple parent engagement nights next school year, as well as family counseling sessions available.|Given the geographic isolation and limited community resources in Trinity County, we are focusing on deepening our outreach efforts by continuing to build trust with families through consistent communication, culturally responsive practices, and increased collaboration with school-based staff who are already closely connected to students. Parenting classes are offered to all R.I.S.E. families and this year the team chose to change to a trauma informed curriculum.|Currently the school has open daily communication, and most parents report that they are happy with the program.|While families report feeling informed and that staff are transparent and collaborative, we recognize the need to create more accessible, welcoming, and flexible opportunities for families to actively participate in decision affecting student outcomes. IN the 2026-2027 school year, the school plans to hold parent engagement nights.|R.I.S.E. recognizes that it is important to build relationships with all families, by offering flexible opportunities for families to participate.|The LEA provided input during their Family Advisory meetings and also sent survey to individual families who did not attend as well as gathered narraitve input from families at pick-up and drop-off.|Parent input is sought out via email, messenger apps, and during drop-off and pick-up. The team plans to combine parent meetings with family engagement nights throughout the year as a way to gather more interest while still gathering formal data.|R.I.S.E. is a small school. All guardian input is valuable and R.I.S.E. will make efforts to connect with underrepresented families to help determine possible barriers to involvement.|5|5|4|5|4|4|5|4|4|4|4|4|Met||2026-06-17|2026
53105380125633|California Heritage Youthbuild Academy II|3|CHYBA continues to demonstrate strong relationships between school staff and families through a culture of accessibility, responsiveness, and mutual respect. A cornerstone of CHYBA's family engagement philosophy is its open-door policy, which allows parents and guardians to meet with administrators and staff without appointments whenever possible. Families are encouraged to communicate through multiple accessible methods, including ParentSquare, email, phone calls, text messaging, and in-person meetings, ensuring timely two-way communication. Staff work closely with families to understand each student's unique strengths, needs, and goals while maintaining regular communication regarding attendance, academic progress, behavior, and available support services. Educational partner feedback continues to reflect positive relationships and high levels of trust between families and school staff.|CHYBA will continue expanding opportunities for meaningful family engagement by increasing participation in school events, workshops, and stakeholder feedback opportunities. Because many CHYBA families experience barriers such as transportation challenges, demanding work schedules, housing instability, or other life circumstances, the school will continue exploring flexible methods of communication and engagement that make participation more accessible. CHYBA also seeks to strengthen family awareness of available academic, behavioral, mental health, and career readiness resources while continuing to gather educational partner feedback to guide continuous improvement efforts.|CHYBA remains committed to proactively engaging families who have historically been underrepresented in school decision-making, including families of homeless youth, foster youth, students with disabilities, and families experiencing socioeconomic challenges. Staff utilize individualized outreach through phone calls, text messages, ParentSquare, email, and in-person meetings to remove barriers to communication and encourage participation. Flexible meeting times, personalized communication, and collaboration with counselors and community partners help ensure that all families have meaningful opportunities to participate in their student's education and provide input regarding school programs, services, and decision-making. CHYBA will continue evaluating engagement efforts and adapting communication strategies to better meet the needs of all families.|CHYBA continues to build strong partnerships with families through personalized communication, timely interventions, and collaborative problem-solving focused on improving student outcomes. Teachers are encouraged to maintain ongoing communication with families regarding academic progress, behavior, and student success, while administrators provide additional outreach and support when needed. Student course completion, academic progress, and behavioral data are reviewed twice monthly to identify students requiring intervention, allowing staff to collaborate with families in developing individualized supports. Throughout the year, families receive information and resources related to graduation planning, Career Technical Education opportunities, postsecondary planning, mental health services, community resources, and academic success. Staff also receive professional learning focused on effective family communication, including strategies for de-escalating difficult conversations, maintaining positive relationships, and partnering with families to support student success.|CHYBA will continue strengthening consistency in family engagement by further integrating parent communication into its Multi-Tiered System of Supports (MTSS). While teachers are encouraged to communicate regularly with families when students experience academic, attendance, or behavioral concerns, the school plans to formalize family contact as a standard intervention within its data review and intervention process. CHYBA will also continue expanding opportunities for families to participate in workshops and informational sessions related to graduation planning, Career Technical Education pathways, college and career readiness, and available community resources while continuing to evaluate educational partner feedback to guide continuous improvement.|CHYBA remains committed to ensuring that families who have historically been underrepresented, including families of homeless youth, foster youth, students with disabilities, and families experiencing socioeconomic challenges, have meaningful opportunities to partner in supporting student success. Staff utilize individualized outreach through phone calls, text messages, ParentSquare, email, and in-person meetings while offering flexible meeting times to accommodate family schedules and circumstances. Families are connected with academic, behavioral, mental health, Career Technical Education, and community resources based on individual needs, while counselors, teachers, administrators, and community partners collaborate to reduce barriers to engagement. CHYBA will continue expanding personalized outreach and evaluating engagement strategies to ensure all families have equitable opportunities to participate in their student's educational journey.|CHYBA actively promotes meaningful family participation in school decision-making through a culture of accessibility, transparency, and collaboration. Families have multiple opportunities to provide input through the annual stakeholder survey, participation in the LCAP Advisory Committee, Parent Resource Night, public Governing Board meetings, and CHYBA's open-door communication philosophy, which allows families to communicate directly with teachers and administrators without formal appointments whenever possible. Educational partner feedback is reviewed throughout the year and is used to inform the development of the Local Control and Accountability Plan (LCAP), school improvement initiatives, family engagement activities, and student support programs. CHYBA values family voice as an essential component of continuous improvement and remains committed to ensuring educational partners play an active role in shaping school programs and services.|CHYBA will continue expanding opportunities for meaningful educational partner participation by increasing awareness of advisory opportunities, stakeholder surveys, and other methods for providing input on school programs and services. While families currently have multiple avenues to communicate with school staff and administration, CHYBA seeks to increase participation in formal decision-making opportunities by encouraging broader representation from all student groups. The school will continue evaluating stakeholder feedback and exploring additional strategies to ensure that family input remains an integral part of school planning, program evaluation, and continuous improvement efforts.|CHYBA remains committed to ensuring that families who have historically been underrepresented—including families of homeless youth, foster youth, students with disabilities, and families experiencing socioeconomic challenges—have meaningful opportunities to participate in school decision-making. Staff utilize individualized outreach through phone calls, text messages, ParentSquare, email, and in-person meetings while offering flexible meeting opportunities to reduce barriers to participation. Families participating in the LCAP Advisory Committee receive information regarding the LCAP development process, opportunities to provide meaningful input, and their role in helping shape school improvement efforts. CHYBA will continue strengthening personalized outreach and reducing barriers to engagement so that all families have equitable opportunities to influence decisions that impact students and the school community.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-30|2026
53716620000000|Burnt Ranch Elementary|3|Burnt Ranch Elementary School District conducts an annual parent survey. This year we had 30 complete respondents, it is important to consider this return rate with the understanding that there are 80 students enrolled which equates to 53 families, due to sibling counts.  The following results pertain to this prompt: 96% of respondents feel welcome at school.  100% of respondents feel that staff are available when they have questions or concerns.  96% of respondents feel their child has positive relationships with adults at school.|Burnt Ranch School's intention is to ensure all educational partners feel welcome. The survey data indicates a need to focus on this area for improvement. Our LCAP has actions related to educational partner engagement, parent participation and parent communication as a result of this input.|Burnt Ranch School will host free events and activities for families and communities that provide staff opportunities to learn and connect with each family regarding strengths, cultures and goals for their students. Additionally, we will provide virtual attendance options for many meetings, and require newsletters from teaching staff on a bi-monthly basis.|Burnt Ranch Elementary School District conducts an annual parent survey. This year we had 35 complete respondents, it is important to consider this return rate with the understanding that there are 90 students enrolled which equates to 64 families, due to sibling counts. Additionally our LCAP includes metrics related to this section. The following results pertain to this prompt: 100% of parents attended teacher conferences this year. 100% of respondents feel that teachers/staff are available for questions or concerns. 67% of respondents feel that they are kept informed of how they can participate in their child's education and are given opportunities to take part in school decisions. 55%of families completed the survey.|The areas for improvement in this area related to providing parents/community opportunities to take part in school decisions as well as keeping families and community informed of what is going on at school. We will use the school website, social media,  school wide messaging and local bulletin boards to increase communication with families Teacher communication with families will be supported for frequency and effectiveness. This is a focus area and we have improved our goals and actions to align with the need.|Burnt Ranch School will host Indian Education meetings, PAC meetings and free school events with the intention to engage with all families. We will provide virtual options for these meetings. Our administrative team and our teaching staff will use bulk text and email platforms to promote these events as well as personalized communication to historically underrepresented families. Each teacher will be required to generate newsletters and we will provide training on our student information system, Schoolwise to interested families.|Burnt Ranch Elementary School District conducts an annual parent survey. The following results pertain to this prompt: 100% of parents attended teacher conferences this year. 100% of respondents feel that teachers/staff are available for questions or concerns. 67% of respondents feel that they are kept informed of how they can participate in their child's education and are given opportunities to take part in school decisions.|Burnt Ranch school will continue to encourage and support decision making opportunities for educational partners. Board Meetings, PTO, PAC and grade level parent advisory committee meetings will be communicated and advertised for participation. We will offer virtual options for many of these meetings.|Burnt Ranch school will offer childcare, assist with transportation and offer free dinners to support engagement of underrepresented families. We have added a metric to assess parent input with regard to school climate and district goals. Virtual attendance options will be provided for many regular meetings.|4|4|4|4|4|3|4|4|5|4|4|4|Met||2026-06-10|2026
53716700000000|Coffee Creek Elementary|3|CCESD’s strengths are building a positive and collaborative culture that supports students, teachers and family success. We have many opportunities throughout the year to build relationships with families.  As a small school district, CCESD has the unique opportunity for staff to regularly communicate, share, inform and meet parents on a daily basis in the mornings and after school. Our parent surveys indicate that parents are happy with their relationships with school personnel.|Based on the analysis of educational partner input and local data, we have a focus area of continuing to implement and expand music and extracurricular programs.|We do not have any underrepresented families at our school.  All families are treated equally and given the same opportunities.|CCESD has a great relationship with families and therefore a strength is building partnerships with the community and educational partners to ensure that students learn at high levels.|Per educational partner input and local data, the school will continue to focus on providing focused, individualized learning plans based on weekly assessment data and parent input and support.|With our small population and rural school designation, the school does not have any underrepresented families.|CCESD effectively engage students and parents on a daily basis.  Being a small school district, we have the opportunity to talk with our parents every day during arrival and dismissal.  Frequently, we meet with parents to get their input on events and family engagement activities.  Having a small group of parents makes the forming of committees and advisory groups challenging.  All parents are included in every advisory meeting.|Educational partner input indicated a desire for the district to continue to maintain all current forms of transparency and communication.|With our small population and rural school designation, the school does not have any underrepresented families.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-11|2026
53716960000000|Douglas City Elementary|3|Douglas City School is committed to fostering strong, positive relationships between school staff and families. Our small-school environment allows staff to build meaningful connections with students and parents, creating a welcoming and supportive school culture. Families have multiple opportunities to engage with the school through parent-teacher conferences, classroom volunteering, family events, athletic programs, performances, and schoolwide activities. Survey results indicate high levels of parent satisfaction with school climate, communication, and opportunities for involvement. Parents consistently report that staff are approachable, caring, and responsive to student and family needs. Additionally, many families choose to attend Douglas City School through inter-district transfers, reflecting the strong reputation of the school and the value families place on the educational experience provided. These positive relationships contribute to a strong sense of belonging and partnership throughout the school community.|While family engagement remains a strength, the district will continue to improve communication regarding upcoming events, activities, and opportunities for involvement. Educational partner feedback indicates that providing information earlier and through multiple communication methods increases participation and allows families to better plan around work and family commitments. The district will continue refining communication systems to ensure all families remain informed and connected to the school community.|The district will continue to make intentional efforts to engage all families, including those who may be underrepresented in school activities and decision-making opportunities. Staff will utilize personal outreach, multiple communication platforms, and direct invitations to encourage participation in school events, conferences, and meetings. By fostering welcoming and inclusive opportunities for involvement, the district seeks to strengthen relationships with all families and ensure every parent feels valued as a partner in their child's education.|Douglas City School maintains strong partnerships with families to support positive student outcomes. Parent survey data reflects high levels of satisfaction with academic programs, intervention supports, enrichment opportunities, and overall student success. Families consistently report that the school provides both academic support for students who need additional assistance and opportunities for students who are ready for greater academic challenges. The district utilizes a collaborative approach to supporting students through Student Study Teams, parent-teacher conferences, and ongoing communication between home and school. Families are active participants in developing plans to address academic, behavioral, and social-emotional needs. Additionally, families receive annual information regarding student rights, educational programs, and available support services, empowering them to advocate effectively for their children and actively participate in their educational journey.|The district will continue to strengthen partnerships with families by increasing outreach efforts and expanding opportunities for meaningful engagement. Educational partner feedback suggests that personalized communication and targeted outreach can further increase participation among families who may be less connected to school activities. Continued efforts will focus on providing families with timely information, resources, and support that enable them to actively contribute to student success.|Douglas City School will continue working collaboratively with families and community partners to engage underrepresented groups in the educational process. Staff will prioritize positive communication, early outreach, and relationship-building efforts that encourage participation in meetings, conferences, and support services. The district will continue partnering with the Trinity County Office of Education and other agencies, when appropriate, to connect families with resources and promote the benefits of early intervention and ongoing support for student success.|Douglas City School actively seeks educational partner input throughout the year to inform decision-making and continuous improvement efforts. Families have opportunities to provide feedback through parent surveys, School Board meetings, the Parent Advisory Committee, Booster Club activities, and informal communication with staff and administration. Survey results demonstrate strong family engagement and satisfaction with school programs and services. Feedback gathered from educational partners has directly informed school planning, program implementation, and resource allocation. The district values stakeholder input and remains committed to maintaining transparent communication and collaborative decision-making practices.|The district will continue exploring strategies to increase participation in decision-making opportunities, particularly among families who may face barriers related to work schedules, transportation, or other commitments. Feedback indicates that families are often more likely to attend events that include student participation; therefore, the district will continue integrating opportunities for stakeholder input into school events and activities whenever possible. Multiple reminders and communication methods will be utilized to maximize awareness and participation.|The district recognizes the importance of ensuring all families have opportunities to contribute to school decisionmaking. Staff will continue building personal relationships with families, conducting direct outreach, and providing multiple avenues for participation. By creating welcoming and accessible opportunities for engagement, Douglas City School aims to increase representation from all student groups and ensure diverse perspectives are reflected in district decisions.|4|5|5|5|4|5|5|5|4|4|5|4|Met||2026-06-22|2026
53717380000000|Junction City Elementary|3|Our 2026 School Survey indicates that 100% of families feel welcome at the school and 100% of families feel a sense of belonging and connectedness. In addition, 100% of families indicated that their children have positive relationships with adults at school, and 100% of families feel that the teachers/staff care about their children. 100% of families said that the teachers/staff are available to them when they have questions or concerns, and 100% of families feel comfortable talking to teachers/staff about their concerns. 100% of families feel that they are given opportunities to be involved in school activities and events, and 100% of families indicate that teachers/staff respond to the concerns of parents and the community.|Our 2026 School Survey indicates that we have strong relationships between school staff and families, so our focus is to keep it that way!|We will continue to engage underrepresented families by personally reaching out to all of our families frequently. We will also personally invite parents to participate in school activities and events. In addition, we are planning to continue to have more Family Fun Nights during the 2026-2027 school year to continue to have lots of family participation on campus.|Our 2026 School Survey indicates that 100% of our families feel that staff are available to them when they have questions or concerns, and 100% feel comfortable talking to staff about their questions or concerns.|Our 2026 School Survey data indicates that we have strong partnerships with our families to support student outcomes. 97% of parents feel that they are kept informed of how they can participate in their child's education, which is an increase of 3% from last year, and 100% of parents feel that they are given opportunities to be involved in school activities and events, which is an increase of 11% from last year. We would like to continue to focus on strengthening both of these areas to be at 100%.|We will improve engagement of unrepresented families by personally reaching out to them to talk about how they can participate in their children's education. We also plan on having more regularly scheduled parent/teacher conferences during the 2026-2027 school year.|Our 2026 School Survey indicates that 100% of our families feel that they are given opportunities to take part in school decisions, up 11% from last year.|We would like to maintain the percentage of families who feel that they are given opportunities to take part in school decisions at 100%.|We will continue to engage underrepresented families by personally inviting them to participate in the discussions at our School Site Council/Parent Advisory Committee Meetings.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-23|2026
53717460000000|Lewiston Elementary|3|To foster a strong home-school connection, Lewiston Elementary employs diverse communication strategies that prioritize student accountability and parental involvement. Primary grade teachers (K–4) utilize signed weekly progress reports and daily in-person consultations to bridge the gap between classroom and home. In the upper grades (4–8), the Schoolwise grade portal serves as a vital tool for data transparency, allowing families to monitor academic standing independently. These systems are bolstered by a school-wide Sunday communication broadcast and individualized teacher outreach via email and phone. Together, these efforts ensure that parents are active partners in addressing both academic challenges and behavioral successes.|Lewiston Elementary currently maintains consistent family outreach through weekly telephonic broadcasts, emails, SMS messaging, and digital bulletins. In alignment with feedback from our Educational Partners, the district is prioritizing the expansion of two-way communication platforms. Families have expressed a clear preference for a centralized communication application to facilitate real-time updates at the individual, classroom, and school-wide levels. To further improve accessibility, the district is undergoing a continuous redesign of the school website to enhance user navigation. Additionally, to address historical challenges in School Site Council (SSC) participation, Lewiston is launching Monthly Parent Engagement Nights. These forums are designed to cultivate a collaborative school culture and solicit vital stakeholder feedback on the LCAP, campus safety, and student well-being.|To improve engagement for underrepresented families, the LEA will transition from passive information sharing to a proactive, multi-tiered outreach model. This includes the implementation of a centralized communication application to provide real-time, translated updates, ensuring language is not a barrier to engagement. Furthermore, the district will launch Monthly Parent Engagement Nights designed to provide a safe, inclusive space for families to share feedback on school climate and safety. To specifically support underrepresented groups, these sessions will include dedicated time for connecting families with local partner agency resources, such as housing, healthcare, and nutritional support, thereby addressing the holistic needs of the student and family.|The LEA has strengthened the home-school connection by ensuring consistent participation in bi-yearly parent/teacher conferences and utilizing multi-channel weekly outreach. A key priority has been the mitigation of learning loss during absences through the fidelity-based implementation of Short-Term Independent Study. By training staff on standardized IS protocols and educating parents on the request process during back-to-school orientations, the district has created a seamless bridge for student learning. Teachers actively engage in outreach for students out of school on extended illness, or family emergencies ensuring they receive both physical and digital instructional materials. These efforts reflect the district's commitment to instructional equity and academic persistence for all learners.|In response to feedback from the 2024–25 school climate survey, Lewiston Elementary is committed to fostering an inclusive atmosphere rooted in transparency and accessibility. To support this, the LEA will launch Interactive Academic Learning Nights to demystify state standards and provide technical training on the Schoolwise portal. Complementing these formal sessions, the district maintains an 'Open Door Policy,' encouraging parents to observe classrooms and join students for breakfast or lunch to gain firsthand insight into daily schedules and school culture. By providing multiple venues for families to engage with school policies and offering flexibility for impromptu staff consultations, the district removes traditional barriers to communication. These initiatives ensure that parents feel welcome to ask questions and support their role as partners in their child’s academic and social-emotional success.|LES will foster a more inclusive community by evolving our partnership strategies to meet the unique needs of underrepresented families. Beyond general school-wide broadcasts, the LEA will implement individualized outreach protocols, where teachers and administrators personally connect with families who have historically been less involved in school governance. To promote participation, LES will focus on Building Relationships through an 'open-door' policy and informal engagement opportunities (such as shared meals and classroom observations). By creating a welcoming atmosphere where every family feels seen and valued, we aim to convert personal connections into long-term participation in the LCAP and school-site decision-making processes.|Lewiston Elementary has made strong progress in seeking Input for Decision-Making by establishing effective communication channels, increasing stakeholder participation, and using local data to inform decisions. Efforts to include diverse voices and adapt engagement practices have improved transparency and responsiveness, reflecting a commitment to inclusive and data-driven decision-making.|Lewiston Elementary recognizes that our Educational Partners provide invaluable perspective that is essential to making the most effective, student-centered decisions. A primary focus for improvement is the expansion of feedback loops through both formal and informal channels. By strategically integrating family participation into after-school activities, the district creates low-pressure environments for educators to receive direct comments, concerns, and commendations regarding school programming. To ensure equitable access to decision-making, LES is diversifying its feedback mechanisms to include multi-modal input methods—such as digital QR codes or digital surveys for remote participation, and traditional paper-based surveys for on-site climate assessment. Furthermore, the district is committed to establishing a dedicated parent advisory group to serve as a consistent vehicle for stakeholder voice, ensuring that our local policies reflect the diverse needs of our community.|Based on our analysis of educational partner input and local data, Lewiston contines to improve how we engage underrepresented families in our decision-making process. To address this, we will expand our outreach using culturally responsive communication and ensure that all materials and meetings are accessible through translation and interpretation services. We’re also committed to offering meetings at various times to accommodate different schedules and partnering with community organizations to build stronger relationships and trust. Additionally, we will create more informal and accessible opportunities like focus groups, surveys, and listening sessions, so that every family feels heard and valued in shaping our decisions.|5|5|4|5|4|4|4|4|4|4|5|5|Met||2026-06-22|2026
53717610000000|Trinity Center Elementary|3|Due to our extremely small size, building relationships between all of our staff and all of our families is just part of working at a tiny school and living in a tiny community.  In addition, resolving conflicts is a natural strength because avoiding each other is not an option.  Completing the restoration process brings everyone closer together in the end, further building our relationships.|Our focus area is to continue to work on deescalation, conflict resolution, restoration, and creating intentional family engagement.|We will provide professional development focused on family engagement and create goals for engaging our underrepresented families.|Due to our extremely small size, building partnerships between all of our staff and all of our families is just part of working at a tiny school and living in a tiny community.  As a result, families know that all school staff is dedicated to nurturing the success of every student.  Our unique, widely spanned multi-grade classrooms provide consistent adults in our students lives for years at a time.  Our relationships with our students and families truly are partnerships for positive outcomes.|Formalizing our home to school connection with families regarding student learning and development at home, formalizing our student progress communication with families, and formalizing how we inform families of their rights and encouraging the advocacy for their child and others, are all areas of focus to better building our partnerships for positive student outcomes.|Formalizing these processes will improve the engagement of all of our families.  In addition, creating goals to engage our underrepresented families will better build our partnerships for positive student outcomes.|Due to our extremely small size, creating engagement between students, families, staff, and community members for decision-making is just part of working at a tiny school and living in a tiny community.  Our well-established Associated Student Body, School Advisory Committee, and Community Schools Council provide ample opportunities to formally voice kudos, concerns, and ideas.  These groups maintain desired membership composition and advertise their meetings for equal participation by all interested.  In addition to formal committees, personal conversations, polls, and surveys provide further input for decision-making.  We are able to gather honest feedback as a result of our well-built relationships.|Our area of focus is to maintain desired membership composition for all committees and to encourage new families to participate.  Also, increasing the frequency of polls and surveys is another area of focus to improve input seeking for decision-making.|By maintaining desired membership composition of formal committees, underrepresented families will be able to participate.  By intentionally seeking the input of underrepresented families through personal conversations, polls, and surveys, information can be gathered in a less-formal way, thereby making the process more comfortable.|4|4|4|4|4|3|3|3|5|5|5|5|Met||2026-06-29|2026
53738330000000|Southern Trinity Joint Unified|3|Based on the analysis of educational partner input and local data the school is doing well at building relationships and providing activities for parent/community involvement. The activities are appreciated and have continued to build on the relationships and culture around STJUSD. The district holds back-to-school nights, family input dinners, and community school activities which involve students, parents, and the community. Parents and students provided input on the high school master schedule for 2025-26 to reflect the interests of the students.|Based on the analysis of educational partner input and local data, STJUSD is working to improve communication between staff and families. This will be done by enhancing parent text blasts/communication, improving the school webpage, installing flyer stanchions on the campuses, and having additional informal events that enable organic dialogue.|Based on the analysis of educational partner input and local data, STJUSD expanded the ways in which we communicate with families and have provided food/dinner at events which has proven to increase participation thereby improving communication.|Based on the analysis of educational partner input and local data, STJUSD has provided more opportunities for partnership involvement and is employing the Community Schools Grant Coordinator to continue building partnerships. The district did not receive the Community School Implementation Grant but will continue the efforts started under the planning grant phase.|Based on the analysis of educational partner input and local data, the LEA is focusing on accessing the skills of our partners and expanding learning opportunities during and after the regular school day. For example, we collaborate with local groups such as the USDA forest service for educational presentations, career fairs, and work experience for students.|Based on the analysis of educational partner input and local data, the LEA is working to improve engagement of underrepresented families by eliminating real or perceived barriers to access and providing tools to improve student learning at home.|STJUSD has done well by seeking input in decision-making through site-council, board meetings, surveys, and in-person communication at school and community events.|Based on feedback, STJUSD will do fewer surveys but ensure that the surveys gather the input that is needed. Our education partners expressed that too many surveys lessened the quality input and that they also appreciated the ability to write in answers as compared to providing scaled score responses. In addition to the district webpage and calendar, increased efforts will be applied to communicate upcoming activities and how to participate.|STJUSD will improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by continuing to seek input as well as provide multiple avenues to share the results of self-reflection.|4|5|4|5|4|4|5|4|4|5|5|4|Met||2026-06-23|2026
53750280000000|Mountain Valley Unified|3|MVUSD's areas of strength in seeking input for decision-making progress have led to a more positive bond between students, parents and staff. Reaching out to parents with positive feedback about students builds a more productive relationship between the staff and the parents. Events that allow for parent participation such as STEAM Nights, Back to School Night, Open House, Class fundraisers and Spring Sing and parent engagement in the Parent Club and Booster's Club all ensure that parent's voices are heard and their input is directly relayed to district administration.|MVUSD's focus areas for improvement in building relationships between school staff and families are to facilitate more parent involvement in the decision-making process and to increase parental participation in school events and activities. Administration and staff will develop a plan to improve communication and increase outreach to parents on a regular basis, the 2025-26 school calendar includes two windows of time dedicated to Parent-Teacher Conferences at HES.|MVUSD will improve engagement of underrepresented families in relation to building relationships between school staff and families by providing avenues for them to more easily access information, scheduled events and activities related to the district. Providing an interpreter at all school events and meetings ensures that the language barrier doesn't impede their ability to participate in school events.|MVUSD's areas of strength in building partnerships for student outcomes is the outreach and facilitation of student events that lead to a more positive bond between students, parents and staff. Reaching out to parents with positive feedback about students builds a more productive relationship between the staff and the parents. Events that allow for parent participation such as STEAM Nights, Back to School night, Open House and parent engagement in the Parent Club and Booster's Club all ensure that parent's voices are heard and their input is directly relayed to district administration.|MVUSD's areas for improvement in building partnerships for student outcomes is to communicate with parents about how they can become more involved in both formal and informal decision-making bodies. Parents need to have more information regarding how to support their students at school and at home. Conversations and meetings about why a child is identified for interventions with the parent includes them in the process of increasing academic supports. Site Council And LCAP meetings are held on a regular basis and invitations for parents to attend and provide feedback for the programs and positions that are being funded by the LCAP/LCFF is an avenue to improve parent and student relations with the district.|MVUSD's analysis of educational partner input and local data indicates that in order to improve engagement of underrepresented families identified during the self-reflection process in relation to building partnerships for student outcomes the district's outreach needs to increase. Using social media and other platforms has been helpful, but a translation tool should also be utilized to ensure that parents who do not speak English have the ability to read and understand the posts and/or messages.|MVUSD's current strengths and progress in seeking input for decision-making is the increase in participation in the site councils at both HHS and HES. Attendance at the LCAP Advisory Committee also increased this year, as did the number of people joining Booster's Club. All of these parent-driven committees and clubs are indicative of the progress that the district has made in outreach to parents and providing avenues for their voices to be heard and feedback on district-related matters.|Based on an analysis of educational partner input and local data, the LEA's focus areas for improvement in seeking input for decision-making are: increase outreach to parents who need more assistance gaining access to the information that is distributed by the district. Providing a translator at all meetings would also be a way to encourage more participation from our Spanish and Hmong parents.|Based on the analysis of educational partner input and local data, the district plans to improve any language barriers that present obstacles to parents fully engaging in the decision-making process. Filling the Hmong liaison position and purchasing AI tools to translate posts and messages into the Hmong and Spanish languages would enable all parents to have access to information about how and where the decision-making body is meeting.|4|4|3|3|3|3|3|3|3|3|3|3|Met||2026-06-23|2026
53765130000000|Trinity Alps Unified|3|TAUSD continues to strengthen partnerships between families, schools, and the broader community by providing multiple opportunities for meaningful engagement throughout the school year. Families are invited to participate in a variety of events, including Back-to-School Night, Open House, parent-teacher conferences, financial aid workshops, family engagement nights, and student performances and exhibitions. The District encourages family participation in decision-making through School Site Council meetings, where parents, staff, and community members collaborate to review school programs, student achievement data, and school improvement efforts.  Additional opportunities for involvement are provided through school-sponsored activities such as athletic events, music and art showcases, academic celebrations, and extracurricular programs. Booster clubs and parent organizations further support family and community connections by organizing events such as family game nights, fundraising activities, and senior celebrations. Through these varied opportunities, TAUSD promotes strong communication, shared decision-making, and meaningful partnerships that support student success and strengthen the connection between schools, families, and the community.|TAUSD remains committed to strengthening communication and engagement with families by providing timely, accessible, and consistent information. Over the past year, the district has worked diligently to improve communication systems by regularly updating school and district calendars, utilizing mass email and text messaging platforms, enhancing website content, and repairing campus marquees to ensure important information is visible and accessible to the community. In addition, the district is working to streamline communication by consolidating site-based calendars into a unified district calendar, allowing families to access school and district events in one location. These efforts are intended to increase transparency, improve awareness of educational opportunities and events, and support meaningful family participation in the educational process.|TAUSD recognizes the importance of increasing engagement among families who have historically been underrepresented in school and district decision-making processes. To improve participation, the district will continue to expand communication efforts through multiple platforms, including mass emails, text messages, website updates, social media, and school marquees, ensuring families receive timely and accessible information about school events, programs, and opportunities for involvement. The district will also work to reduce barriers to participation by offering flexible meeting times, virtual participation options when appropriate, and clear communication regarding School Site Council meetings, parent workshops, and district engagement opportunities. Staff will continue outreach efforts to personally invite families to participate in school activities and provide opportunities for feedback through surveys and community forums. These efforts are intended to build stronger relationships with all families, increase representation in school decision-making, and ensure that family voices are reflected in district programs, services, and priorities.|TAUSD recognizes that strong partnerships between families, schools, and community agencies are essential to improving student outcomes. Through educational partner surveys, School Site Council meetings, Board of Trustee meetings, parent conferences, SST meetings, and the Local Control and Accountability Plan (LCAP) process, families and community members provide valuable input that helps guide district priorities and services. One area consistently identified through educational partner feedback has been the need to support student social-emotional wellness and mental health. In response, TAUSD has continued its partnership with the Trinity County Office of Education to provide Wellness Liaisons at school sites and maintain wellness rooms and counseling services for students. These collaborative efforts ensure that students have access to timely support and resources that promote academic success and overall well-being. Parent conferences continue to be a strength at Weaverville Elementary School, providing dedicated opportunities for families and teachers to discuss student progress, celebrate successes, and address areas of need. Additionally, Student Study Team (SST) meetings remain an important partnership strategy across all school sites. Through the SST process, families, students, teachers, and support staff work together to identify barriers to success and develop intervention plans that address academic, behavioral, attendance, and social-emotional concerns. TAUSD has also made significant progress in strengthening communication with families through improved website content, regular mass email and text messaging, updated school and district calendars, and repaired campus marquees. These efforts have increased family access to information and expanded opportunities for participation in school programs and decision-making processes. Through these partnerships and collaborative supports, TAUSD continues to strengthen relationships with families and community partners to promote student success, well-being, and positive educational outcomes.|TAUSD's focus for improvement is strengthening the use of data and family partnerships to support student success through a comprehensive Multi-Tiered System of Supports (MTSS) framework. Educational partner feedback and local data indicate a continued need to improve communication with families regarding student progress, available supports, and intervention strategies so that families can be active partners in decision-making and student achievement. The district will continue to utilize multiple data sources, including academic assessments, Sown to Grow weekly student check-ins, attendance data, and the California Healthy Kids Survey, to identify student needs and inform interventions. Efforts will focus on increasing family understanding of these supports and providing opportunities for meaningful collaboration between families, school staff, and community partners. By strengthening data-driven decision-making and expanding family engagement within the MTSS process, TAUSD will continue to support the academic, behavioral, and social-emotional needs of the whole child and improve outcomes for all students.|TAUSD will continue to identify and engage families who have historically been underrepresented in school programs, activities, and decision-making processes. Using educational partner surveys, attendance data, and participation records, the district will work to better understand barriers that may limit family involvement and use that information to guide outreach efforts. To increase engagement, the district will continue to expand communication through multiple platforms, including mass email and text messaging, website updates, school marquees, and a unified district calendar. Staff will provide timely information regarding student supports, school events, parent conferences, Student Study Team (SST) meetings, and opportunities for participation in School Site Council, LCAP development, and other district planning processes. By improving communication, increasing awareness of available resources, and actively seeking feedback from families early in the school year, TAUSD will strengthen partnerships with underrepresented families and ensure their voices are included in decisions that support student success.|TAUSD has made significant progress in seeking and incorporating educational partner input into district and school decision-making processes. Families, students, staff, and community members are provided multiple opportunities throughout the year to share feedback through surveys, School Site Council meetings, Board of Trustee meetings, parent conferences, Student Study Team (SST) meetings, and the annual Local Control and Accountability Plan (LCAP) development process. The district has strengthened communication systems to increase awareness of these opportunities through mass email and text messaging, website updates, school and district calendars, and repaired campus marquees. These efforts have improved access to information and encouraged broader participation from educational partners. Input gathered through these engagement opportunities has directly informed district priorities, including improvements to student wellness services, counseling supports, communication systems, and family engagement efforts. TAUSD remains committed to fostering a collaborative decision-making process that values diverse perspectives and ensures educational partner voices are reflected in district programs, services, and goals.|TAUSD's focus for improvement is increasing meaningful participation from all educational partners in district and school decision-making processes. Educational partner feedback and local data indicate a need to expand opportunities for input and ensure that families, students, staff, and community members are aware of and engaged in the decisions that impact student success. To address this need, the district will continue to improve communication regarding School Site Council meetings, Board of Trustee meetings, LCAP development activities, surveys, and other opportunities for feedback. Efforts will include the use of mass email and text messaging, website updates, school marquees, and a unified district calendar to ensure stakeholders receive timely information about participation opportunities. The district will also continue to provide professional development and collaboration opportunities for staff focused on effective family engagement practices, building positive relationships with families, and recognizing parents and guardians as valuable partners in student learning. Through these efforts, TAUSD seeks to increase educational partner participation, strengthen shared decision-making, and ensure stakeholder input continues to guide district priorities and actions.|TAUSD will continue to increase engagement of underrepresented families by expanding communication through mass email and text messaging, website updates, school marquees, and a unified district calendar. The district will actively seek feedback through surveys, School Site Council meetings, and the LCAP process to ensure all families have opportunities to participate in decision-making and help guide district priorities.|3|5|4|4|4|4|5|5|5|4|3|4|Met||2026-06-17|2026
54105460000000|Tulare County Office of Education|3|Court & Community schools have established several opportunities to meet and collaborate with families. The following are sustainable events: Parent teacher conferences, school site council, ELAC, Award ceremonies. However participation could be increased.|The school's focus area is to provide more intentional and specific partnerships with families. School staff were hired to provide various educational meetings for families to learn more about providing support for their students and how to build better relationships.|The schools will have staff from an intervention team reach out to parents to request input on needed supports. The team will also arrange quarterly meetings at specific times and days to accommodate parent access.|Staff have built partnerships with probation, TCOE, and program support to stay up to date on student mental health, SEL, facility safety, and academic instruction to improve student outcomes.|Staff have implemented a PBIS Canteen program which provides student incentive for academic and behavioral outcome improvements. Students have been provided several positive ways to be assessed for self and group achievement.|With the addition of new staff to our intervention team, underrepresented student family members can collaborate with staff one on one to receive familiar support to help improve student outcomes.|The schools continue to provide opportunities such as, parent teacher conferences, award ceremonies, SSC, and ELAC, Student site council, daily probation briefs, to gain input from partners to collaborate on decision making for the schools.|The schools will continue with the current opportunities to seek educational partner input, but will focus on new parent engagement with a new intervention team. This team will provide learning opportunities for parents to gain knowledge to sustain student support.|With the addition of a new intervention team, the school can target under-represented groups with specific needs for support. The meetings will provide more educational partner input and specific data for those targeted groups.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-03|2026
54105460119602|University Preparatory High|3|The LEA is proficient in communicating with families through a variety of ways. The faculty and staff are continually communicating with our families through email, mailers, and by phone not only about how their student is performing academically; but also, to ensure that UPHS families are aware of events and information regarding UPHS and resources available to our families. Further, UPHS holds regular meetings for its parent groups and offers a range of parent education meetings to help families understand the complexities of having a student taking both high school and college classes simultaneously.|The LEA continues to refine its communication methodologies with its families. This year UPHS set the goal to have 60% or more of its messages/communications sent out in the two most requested languages: English and Spanish. Additionally, UPHS is working through communication methods with Community Engagement Initiative (CEI). Notifications about grades, events, and attendance are sent to families. This year UPHS sent progress reports and semester grade reports home to families in the mail and made the reports available electronically. UPHS continues to hold students accountable for their attendance through daily emails/text messages home to families and with a daily email to students themselves asking them to clear their attendance when they are marked absent or tardy. Teachers send more specific and focused information to students and families through their PowerTeacher application and the Google Classroom they have for each of their classes.|"The LEA continues to utilize its EL TOSA. This teacher not only works one-on-one with our EL students but she also reaches out regularly to our families who speak more than one language and/or are considered migrant to help them understand how their student is doing in their classes and ways they can help support their student at UPHS. UPHS has also established a parent group for all families who speak more than one language called ""UPHS Juntos."" This group meets a minimum of once a semester to talk about issues relevant to students in families where multiple languages are spoken and/or families who are migrant. These meetings have given more voice to these families and have resulted in a better understanding for UPHS regarding how to best serve the students in these families."|The LEA has developed various partnerships over the years to help serve its student body and its families. The two major partnerships that offer the most support to UPHS come from the College of the Sequoias (COS) and the Tulare County Office of Education (TCOE). COS provides support through its Dual Enrollment Center and the Admissions and Records Office. Both of these offices help students navigate the concurrent enrollment system and help ensure UPHS students can enroll in the classes they need each semester. TCOE supports UPHS in many ways from the Educational Resource Services to professional development for faculty and staff, to leadership support services, and more. These two partnerships ensure UPHS has all the needed resources to run its early college high school. UPHS also partners with local businesses such as Boomers in Visalia, which offers rewards to students for excellent attendance and acts of character, the Veteran's Center, and Pacific Southwest Container Company as examples of just a few of the local businesses and organizations who support UPHS.|After analyzing the needs assessment survey and speaking with all the educational partners connected to the LEA, three aspects rose to the surface as something for UPHS to work on to develop for students in the upcoming school year. 1) Find more ways to embed math tutors at all levels (Algebra I, Geometry, and Algebra II) in classrooms and look to hire an instructional assistant who could focus on helping students in mathematics and science classes. 2) Provide more opportunities for students to explore careers in a wide range of fields and then help students pick classes at College of the Sequoias (COS) to give students' academic exposure to these fields. 3) Continue to increase social emotional support for students and continue to provide training to develop teacher and staff knowledge regarding how to support students in this area.|"The LEA continues to implement strategies and systems for the regular involvement of all educational partners in the learning/teaching process, including parents of non-English speaking, special needs, and online students. One development based on the partner input has resulted in the start of the parent group: ""UPHS Juntos,"" and the development of education nights for families to better understand the early college model and how to help students use this model to help them be the most prepared for college classes post-high school."|"The LEA consistently seeks input from its educational partners through our School Site Advisory Board (SSAB), School Site Council (SSC), UPHS Juntos, and Parent Support Organization (PSO). Families are provided with information weekly regarding what is happening on campus and activities they can be involved with/volunteer to help with at UPHS. One of the goals for UPHS is to create more avenues for parents to feel welcomed on campus and have clear ways for families to volunteer at events/activities. In addition, UPHS asks families, faculty, and staff, to complete an annual needs assessment survey; and normally the ninth and eleventh-grade students to complete the California Healthy Kid’s Survey each spring. In the upcoming school year, UPHS continues to implement the weekly ""Well Being"" Surveys, meaning that students are able to submit this survey each week in Homeroom to express how their week has gone, and they are able to request a check in with the onsite social worker."|Based on educational partner input and local data, the LEA realized families who speak multiple languages did not have a forum to voice their support or concerns for the education their student receives at UPHS. While UPHS does not have enough students to qualify for an ELAC committee, UPHS recognizes the significance of having a place for all voices to be heard. This input led to the creation of the UPHS Juntos. This group reviewed the data gathered through the needs assessment survey and the ideas for the goals and actions UPHS would focus on for the upcoming year, and it concluded that one area was missing when it came to educating UPHS students: Career Exploration. The UPHS Juntos input helped UPHS develop an additional action that will provide students with various activities during the school year to give students more opportunities to see a range of career possibilities and how a college education supports a student's career choice.|University Preparatory High School (UPHS) continually seeks to reach out to our underrepresented families through communicating in their native language, offering meetings to address specific needs unique to this population, and having the EL TOSA regularly contact these families via phone calls to understand how students are during at home or how they are feeling in their academic classes, and how can we better meet their student's needs. This consistent communication has made a significant difference when it comes to how families are feeling about the education their student is receiving and how connected they are feeling to UPHS.|5|5|5|5|4|5|5|4|5|5|5|5|Met||2026-06-03|2026
54105460124057|Valley Life Charter|3|"Valley Life Charter School (VLCS) demonstrates several strengths in building relationships between staff and families, characterized by high technical reach and strong volunteerism, while also making measurable progress through new accessibility initiatives and academic partnerships. Quantitative Strengths and Engagement Metrics The school’s data reflects a robust foundation for family-staff interaction: 100% Communication Reach: Through ParentSquare, 100% of parents are contactable, ensuring that the school can reliably distribute updates and receive feedback . High Volunteerism: A significant 64% of parents are fingerprinted, and 40% are cleared to volunteer . In the 2024-2025 period alone, families recorded over 4,707 volunteer hours, excluding large-scale events like carnivals or assemblies . Improved Attendance: Stronger family connections are credited with a dramatic drop in chronic absenteeism, which fell from 11.3% to 6.5%, earning the school a ""Green"" rating on the California School Dashboard . Progress in MRA Performance Measures The 2026 Measurable Results Assessment (MRA) shows notable growth in how families perceive their relationship with the school: Family Engagement: The sub-measure for Family Engagement (tracking satisfaction with school inclusion and support for home learning) rose by 5 points to 81, moving from ""satisfactory"" to ""effective"" . Community Engagement: This metric also improved to a score of 78, reflecting more collaborative partnerships and service learning opportunities . Overall Rebound: While the total ""Family and Community Engagement"" category dipped to 76 in 2025, it rebounded to 79 in 2026 . Initiatives to Strengthen Relationships (Goal 3) To address identified barriers like busy work schedules, VLCS has implemented several progress-oriented actions: Livestreaming for Accessibility: The school now livestreams assemblies, parent group meetings, and board meetings, allowing working families to stay informed even if they cannot attend in person . Academic Partnership Nights: New events such as Science Night and teacher-led ""How to Help Your Student Succeed"" evenings provide parents with practical strategies to support their children’s academic growth at home . Targeted Outreach: Goal 3 of the LCAP focuses on a 20% increase in parent participation through multilingual communication and flexible meeting times to ensure inclusivity . Areas for Continued Growth Despite these strengths, the sources identify specific areas where the staff-family relationship can be further refined: Teacher-Parent Partnership Perception: The ""School & Family Partnerships"" score (how teachers view families as partners) saw a slight decrease to 77, suggesting a need for more mutual collaboration. Consistency in Communication: Qualitative feedback from the LCAP survey highlights a parent's desire for clearer, more consistent updates directly from classroom teachers regarding learning objectives and direct academic results."|"Although all areas in need of improvement are considered ""effective"" - Results for improvement include: Community engagement - decreased by 4% Student empowerment - decreased by 5% Instructional Efficacy - decreased by 4% VLCS is utilizing the LCAP to increase parental and community involvement. Priority 3: Parental Involvement (Engagement): ""Increase parent participation in decision-making processes and programs for unduplicated pupils and special need subgroups, focusing on enhancing culture and climate equity, family engagement, and community involvement. By the end of the academic year, we aim to achieve a 20% increase in parent attendance at decision-making meetings and program events compared to the previous year, as measured by sign-in sheets and feedback forms. Efforts will include implementing targeted outreach strategies, such as multilingual communication, flexible meeting times, and culturally sensitive approaches, to ensure inclusivity and accessibility. Progress will be regularly monitored, and adjustments will be made to support meaningful parent engagement and foster a more inclusive educational environment."" Metrics/Actions 3.1 The variety of school events offered to students and their families provides the opportunity to attend or participate in several throughout the school year.  Baseline: MRA Family engagement is satisfactory, at 78. Target outcome for year 3: Increase MRA Score to Effective (80 or above), Promoting academic and home-school collaboration.$8000 3.2  Fingerprinting, and workers compensation, other initiatives for parents - Parent Engagement In 23-24: 832 Parents Total (Per Parent Square, 99.9 are contactable.), 494 parents were fingerprinted 59%, 191 parents attended parent volunteer training 23% (every other year), 317 parents are clear to volunteer this year, 38%, Over 4463 hours of volunteer time - not counting Assemblies, Carnival, Tricky Tray, and other outside activities.  456 Unique households  - Target Outcome: Increase parent engagement by increasing training to 50% (every other year), increasing the number of parent volunteers by 3% per year. Increasing hours to 40 hours per family. $34,000 3.3 Increase attendance by 3% over the course of three years, as it is tied to parent engagement and student belonging.  Baseline: Currently at 95% in 2023-2024, the California school dashboard is at yellow, 11.3% chronically absent, which is a decline of 3.6%. Target: Increase to 98% by year 3 - moving the dashboard color to green $10,000 per year"|Each year, Valley Life surveys the staff, students, and parents in multiple ways. The information is then used to drive the Local Control and Accountability Plan, which assists the school in setting goals, plan actions, and leverage resources to meet the goals to improve student outcomes. Parents are encouraged to volunteer 40 hours per year per family - this is not mandatory. VLCS maintains 1 parent on the VLCS Board. Parents are also invited to be on the LIghthouse team, where they teach other parents the 7 Habits and how it applies to families. Parents have a parent group, which is operated under the foundation. The parent group is responsible for parent involvement in school activities, fundraising, and advising Valley Life Charter School administration on all matters related to the strengthening of the Valley Life Charter School community. Parent participation plays a vital role in the effectiveness of our program.  We would encourage the parents to support the efforts of the Valley Life Foundation and Valley Life Charter School in terms of program enhancement and fundraising.|"While family satisfaction with school support is high (scoring 81 on the MRA), the ""School & Family Partnerships"" metric—which measures how teachers view families as partners—saw a slight decrease to 77 . The school is focusing on: Mutual Collaboration: Encouraging a shift where teachers and families partner more closely to develop the ""whole person."" . Structured Volunteering: Providing more timely and structured notices for volunteer opportunities, such as help in the lunchroom, to make campus involvement more accessible .  The use of Leaderinme.com resources and training has provided professional learning to staff and parents. To improve the engagement of underrepresented families, VLCS has implemented using Parent Square to reach all families via the school app. 99% of all parents are reachable via Parent Square. Sharing academic and behavioral data with parents is an area of focus for improvement. To address this, VLCS is strategic about how data is shared. to facilitate data sharing, staff will be attending the parent group meetings, coffee and conversation, and other events. Data to be shared include information on the California School Dashboard, the SARC, information about the 7 Habits, school news, and plans for Title I, II, and V. A core group of parents has been trained to deliver the 7 Habits of Highly Effective Families to other parents. Another way parents are involved, which is not included in the overall hours, is by encouraging parents to be involved in the arts outside of school. Students are involved in dance, sports, and theater arts."|Based on the analysis of educational partner input and local data, the LEA (Local Education Agency) has identified several focus areas for improvement in building partnerships for student outcomes. These may include:  Stakeholder Engagement: Enhancing collaboration and communication with parents, community organizations, and businesses to support student success. Equity and Access: Addressing disparities in resources and opportunities by fostering inclusive partnerships that prioritize marginalized communities. Resource Allocation: Streamlining the allocation of resources and leveraging partnerships to maximize support for student learning and well-being. Data-Informed Decision Making: Using data to identify areas of need and measure the effectiveness of partnership initiatives in improving student outcomes. Capacity Building: Providing training and professional development opportunities to stakeholders to strengthen their ability to support student achievement through partnerships. Sustainability: Developing sustainable partnership models that can adapt to changing needs and continue to benefit students in the long term. By focusing on these areas, the LEA aims to cultivate robust partnerships that contribute to positive outcomes for all students, regardless of background or circumstance.|Cultivate Trust and Cultural Competence: Establish culturally responsive communication channels and initiatives that respect the diverse backgrounds and perspectives of underrepresented families. Enhance Accessibility: Remove barriers to participation by providing translated materials, offering flexible meeting times, and ensuring physical and virtual spaces are inclusive and welcoming. Tailor Outreach Strategies: Implement targeted outreach efforts that resonate with the unique needs and preferences of underrepresented families, utilizing multiple communication platforms and community liaisons. Provide Resources and Support: Offer resources and workshops to empower families with the knowledge and skills needed to advocate for their children's educational success, including information on academic programs, support services, and college readiness. Build Partnerships with Community Organizations: Collaborate with community-based organizations and local leaders to bridge gaps between underrepresented families and educational institutions, leveraging existing networks and resources. Foster Two-Way Communication: Create opportunities for meaningful dialogue and feedback exchange between underrepresented families and school staff, valuing their insights and contributions in decision-making processes. Promote Parental Involvement: Encourage active participation in school events, committees, and volunteer opportunities, recognizing the invaluable role of parents as partners in student achievement. By implementing these strategies, the LEA aims to strengthen connections with underrepresented families, foster a culture of mutual respect and collaboration, and ultimately, improve student outcomes through inclusive partnerships.|Primary Input Tools: Surveys and Assessments The school relies heavily on two annual assessments to gather quantitative and qualitative data from staff, families, and students: Measurable Results Assessment (MRA): Administered every spring through the Leader in Me framework, this validated survey collects data on student, staff, and family outcomes in leadership, culture, and academics . Annual LCAP Survey: Results from the MRA are used to identify key areas for deeper inquiry in the annual LCAP survey . This survey is distributed to staff, families, and students in grades 4–8 to gather specific feedback on curriculum, school climate, and engagement . Engagement Groups and Teams VLCS has established specific forums for different stakeholders to provide ongoing input: Lighthouse Teams: Student Lighthouse Team: Provides direct student input on future school goals and leadership opportunities . Parent Lighthouse Team: Parents attend regular meetings that include administration updates on goal progression and opportunities to provide feedback . Staff Governance: To ensure staff voices are heard in school governance, the school added a staff member to serve as a board liaison . This person attends all board meetings and reports back to the entire staff, keeping them informed on governance items and decision-making . Board Presentations: The combined data from the MRA and LCAP surveys are synthesized into comprehensive presentations shared with staff, parents, and the VLCS Board to guide the development of future goals . Targeted Feedback for Strategic Goals The school uses feedback to drive specific instructional and operational changes: Curriculum Decisions: Input from the LCAP survey and staff feedback directly influenced the decision to adopt the new HMH ELA curriculum after the previous program was found to be less effective for newer teachers . Parent Participation (Goal 3): Based on analysis of volunteer data and parent feedback regarding work schedules, the school set a goal to increase parent participation by 20% by implementing livestreamed meetings and academic nights . Synthesis Process Input from the previous year’s LCAP, the California School Dashboard, assessment data (NWEA/FastBridge), and direct feedback from the MRA and LCAP surveys are all synthesized annually to inform the development of the new Local Control and Accountability Plan. This ensures that budgetary and programmatic decisions are directly aligned with the identified needs of the school community.|To improve its process for seeking input for decision-making, Valley Life Charter School (VLCS) can focus on increasing the frequency of training, enhancing academic transparency for parents 1. Increase Family Accessibility and Follow-Up While the school has high technical contactability, parents identified specific areas where engagement could be more meaningful:    Qualitative feedback from the LCAP survey indicates that some parents who volunteer for leadership groups, such as the Lighthouse Team, do not always receive a follow-up, suggesting a need for a more rigorous process to close the loop with willing participants . Expand Livestreaming: The school is already moving toward livestreaming parent group and board meetings to accommodate the 20% of parents whose work schedules and family responsibilities act as primary barriers to inperson participation|"Formalizing Outreach (Goal 3) The school has set a specific target to increase parent participation by 20% in decision-making meetings . To achieve this, the LEA plans to implement: Multilingual communication to reach all demographics. Culturally sensitive approaches to ensure the educational environment is inclusive for all unduplicated student groups. ""How to Help Your Student Succeed"" evenings to shift the parent role from passive observers to active academic partners"|4|4|4|5|3|3|4|5|4|3|4|4|Met||2026-06-08|2026
54105460125542|Sycamore Valley Academy|3|Certificated and classified staff are provided multiple opportunities to offer educational partner feedback, including through participation in the annual local LCAP survey and as part of in-person LCAP input meetings with the Superintendent. These meetings allow staff to reflect on our LCAP goals related to building relationships between school staff and families, and to share actionable ideas to improve connections. LCAP input meetings were held during regular staff meetings to ensure all staff could be present.   The school has also prioritized engagement with families and the broader community. Engagement opportunities with these educational partners include weekly newsletters from teachers and site administration, semi-monthly letters from the Superintendent, monthly Parent Forums, our annual local LCAP survey, and evening events for families (e.g., Meet and Greet, Back-to-School Night, Carnival, Literacy Night, Open House).   The information gathered from these engagements directly informed the development of the Local Control and Accountability Plan (LCAP). Survey data offered insights into areas such as parent involvement and engagement, school climate, and communication with families. Monthly themes for the Parent Forums allowed for educational partner input on topics such as socio-emotional learning (SEL), school policies, and strategic goals. These findings helped shape LCAP goals and actions.  Through these efforts, Sycamore Valley Academy has demonstrated a growing culture of collaboration and connection between school staff and families.|Based on feedback from educational partners and local data, one key area for improvement is increasing regular and timely communication. Teacher communication with families varies across grade-levels and classrooms and families would value earlier communication regarding upcoming events. While the school has improved offering more communication in Spanish, there is also room to grow in this area.|To improve engagement of underrepresented families, particularly Spanish-speaking households, Sycamore Valley Academy has taken intentional steps to improve accessibility and inclusion. The school's parent communication platform allows messages to be translated into numerous languages. However, PDFs need to be translated in advance by the school and posted in both languages. The school is committed to expanding its communication practices by ensuring that all key announcements, updates, and engagement opportunities are consistently shared in both English and Spanish. By removing language barriers and offering flexible access to information, Sycamore Valley Academy aims to foster stronger, more equitable relationships between school staff and families across all communities.|Certificated and classified staff are provided multiple opportunities to offer educational partner feedback, including through participation in the annual local LCAP survey and as part of in-person LCAP input meetings with the Superintendent. These meetings allow staff to reflect on our LCAP goals related to building partnerships for student outcomes, and to share actionable ideas to improve these outcomes. LCAP input meetings were held during regular staff meetings to ensure all staff could be present.   The school has also prioritized engagement with families and the broader community in order to strengthen partnerships for student outcomes. In addition to regular classroom or grade-level newsletters, the school holds parent-teacher conferences with all students two times per year. Parent Forums serve as both informational sessions and platforms for two-way dialogue, allowing families to ask questions, share input, and receive updates on important initiatives.   The information gathered from these engagements directly informed the development of the Local Control and Accountability Plan (LCAP). Survey data offered insights into areas such as quality instruction, academic achievement, staff retention, and reporting on academic progress. Monthly themes for the Parent Forums allowed for educational partner input on topics such as library services, academic assessment, and strategic goals. These findings helped shape LCAP goals and actions.  Through these efforts, Sycamore Valley Academy has demonstrated its capacity to build partnerships for improved student outcomes.|Based on feedback from educational partners and local data, one key area for improvement is increasing opportunities for teachers and families to meet to discuss academic progress. To meet this concern, the school adjusted it's academic calendar to include two non-student attendance days at the end of Trimester 2 in order to meet with ALL families, not just those of students at-risk of not meeting end-of-year standards.|To improve engagement of underrepresented families, particularly Spanish-speaking households, Sycamore Valley Academy ensures that interpretation services are available during parent-teacher conferences, IEPs, and other family meetings. Enabling the provision of interpretation services that are more consistent (e.g., same translator across multiple meetings) and ensuring the educational experience and understanding of the interpreter are areas for continued improvement. The goal is to remove barriers to participation by meeting families where they are—both linguistically and logistically—and ensuring they feel welcomed, informed, and valued as partners in their child’s education.|Based on the analysis of educational partner input and local data, Sycamore Valley Academy has made consistent progress in creating transparent and inclusive systems for seeking input in decision-making processes. The school is committed to providing multiple opportunities for all stakeholder groups—including staff, families, students, and community members—to engage in meaningful dialogue with school leadership. This includes twice monthly certificated staff meetings, monthly classified meetings, monthly Parent Forums and Coffee with Admin, ELAC meetings, educational partner surveys, and more - all of which are designed to solicit feedback on school operations, programs, and priorities.  Results from these various feedback opportunities have been instrumental in shaping the Local Control and Accountability Plan (LCAP) and other strategic decisions. Input gathered through these channels has directly influenced the development of goals related to academic achievement, student wellness, and family engagement. These ongoing efforts reflect Sycamore Valley Academy’s strength in cultivating a culture where educational partners feel heard, valued, and empowered to contribute to the direction of the school.|Based on educational partner input and local data, a key focus area for improvement in seeking input for decision-making is increasing participation from historically underrepresented groups, including families of English learners and those facing economic challenges. While current efforts such as surveys and virtual forums have broadened access, data suggests that these groups remain less engaged in formal feedback opportunities.  To address this, the LEA recognizes the need to implement more targeted outreach strategies that are culturally responsive and relationship-driven. This includes increasing direct communication, engaging community liaisons, and offering more opportunities for informal feedback in familiar settings. Expanding in-person engagement options and providing consistent follow-up on how input is used will also help strengthen trust and participation in the decision-making process.|To improve engagement of underrepresented families in the decision-making process, Sycamore Valley Academy will implement more personalized and culturally responsive outreach strategies. This includes increasing the use of bilingual communication, offering interpretation services during meetings, and ensuring all surveys and key documents are translated.   The LEA will also explore new avenues for informal feedback, such as focus groups, one-on-one conversations, and participation through trusted community liaisons who can help bridge gaps in communication. By creating more welcoming, relationship-centered opportunities for dialogue, the school aims to ensure all families—particularly those historically underrepresented—feel empowered to contribute to decisions that impact their children’s education.|4|4|4|4|4|3|3|5|4|4|4|4|Met||2026-06-16|2026
54105460135459|Blue Oak Academy|3|Certificated and classified staff are provided multiple opportunities to offer educational partner feedback, including through participation in the annual local LCAP survey and as part of in-person LCAP input meetings with the Superintendent. These meetings allow staff to reflect on our LCAP goals related to building relationships between school staff and families, and to share actionable ideas to improve connections. LCAP input meetings were held during regular staff meetings to ensure all staff could be present.   The school has also prioritized engagement with families and the broader community. Engagement opportunities with these educational partners include weekly newsletters from teachers and site administration, semi-monthly letters from the Superintendent, monthly Parent Forums, our annual local LCAP survey, and evening events for families (e.g., Meet and Greet, Back-to-School Night, Carnival, Literacy Night, Open House).   The information gathered from these engagements directly informed the development of the Local Control and Accountability Plan (LCAP). Survey data offered insights into areas such as parent involvement and engagement, school climate, and communication with families. Monthly themes for the Parent Forums allowed for educational partner input on topics such as socio-emotional learning (SEL), school policies, and strategic goals. These findings helped shape LCAP goals and actions.  Through these efforts, Blue Oak Academy has demonstrated a growing culture of collaboration and connection between school staff and families.|Based on feedback from educational partners and local data, one key area for improvement is increasing regular and timely communication. Teacher communication with families varies across grade-levels and classrooms and families would value earlier communication regarding upcoming events. While the school has improved offering more communication in Spanish, there is also room to grow in this area.|To improve engagement of underrepresented families, particularly Spanish-speaking households, Blue Oak Academy has taken intentional steps to improve accessibility and inclusion. The school's parent communication platform allows messages to be translated into numerous languages. However, PDFs need to be translated in advance by the school and posted in both languages. The school is committed to expanding its communication practices by ensuring that all key announcements, updates, and engagement opportunities are consistently shared in both English and Spanish. By removing language barriers and offering flexible access to information, Blue Oak Academy aims to foster stronger, more equitable relationships between school staff and families across all communities.|Certificated and classified staff are provided multiple opportunities to offer educational partner feedback, including through participation in the annual local LCAP survey and as part of in-person LCAP input meetings with the Superintendent. These meetings allow staff to reflect on our LCAP goals related to building partnerships for student outcomes, and to share actionable ideas to improve these outcomes. LCAP input meetings were held during regular staff meetings to ensure all staff could be present.   The school has also prioritized engagement with families and the broader community in order to strengthen partnerships for student outcomes. In addition to regular classroom or grade-level newsletters, the school holds parent-teacher conferences with all students two times per year. Parent Forums serve as both informational sessions and platforms for two-way dialogue, allowing families to ask questions, share input, and receive updates on important initiatives.   The information gathered from these engagements directly informed the development of the Local Control and Accountability Plan (LCAP). Survey data offered insights into areas such as quality instruction, academic achievement, staff retention, and reporting on academic progress. Monthly themes for the Parent Forums allowed for educational partner input on topics such as library services, academic assessment, and strategic goals. These findings helped shape LCAP goals and actions.  Through these efforts, Blue Oak Academy has demonstrated its capacity to build partnerships for improved student outcomes.|Based on feedback from educational partners and local data, one key area for improvement is increasing opportunities for teachers and families to meet to discuss academic progress. To meet this concern, the school adjusted its academic calendar to include two non-student attendance days at the end of Trimester 2 in order to meet with ALL families, not just those of students at-risk of not meeting end-of-year standards.|To improve engagement of underrepresented families, particularly Spanish-speaking households, Blue Oak Academy ensures that interpretation services are available during parent-teacher conferences, IEPs, and other family meetings. Enabling the provision of interpretation services that are more consistent (e.g., same translator across multiple meetings) and ensuring the educational experience and understanding of the interpreter are areas for continued improvement. The goal is to remove barriers to participation by meeting families where they are—both linguistically and logistically—and ensuring they feel welcomed, informed, and valued as partners in their child’s education.|Based on the analysis of educational partner input and local data, Blue Oak Academy has made consistent progress in creating transparent and inclusive systems for seeking input in decision-making processes. The school is committed to providing multiple opportunities for all stakeholder groups—including staff, families, students, and community members—to engage in meaningful dialogue with school leadership. This includes twice monthly certificated staff meetings, monthly classified meetings, monthly Parent Forums and Coffee with Admin, ELAC meetings, educational partner surveys, and more - all of which are designed to solicit feedback on school operations, programs, and priorities.  Results from these various feedback opportunities have been instrumental in shaping the Local Control and Accountability Plan (LCAP) and other strategic decisions. Input gathered through these channels has directly influenced the development of goals related to academic achievement, student wellness, and family engagement. These ongoing efforts reflect Blue Oak Academy’s strength in cultivating a culture where educational partners feel heard, valued, and empowered to contribute to the direction of the school.|Based on educational partner input and local data, a key focus area for improvement in seeking input for decision-making is increasing participation from historically underrepresented groups, including families of English learners and those facing economic challenges. While current efforts such as surveys and virtual forums have broadened access, data suggests that these groups remain less engaged in formal feedback opportunities.  To address this, the LEA recognizes the need to implement more targeted outreach strategies that are culturally responsive and relationship-driven. This includes increasing direct communication, engaging community liaisons, and offering more opportunities for informal feedback in familiar settings. Expanding in-person engagement options and providing consistent follow-up on how input is used will also help strengthen trust and participation in the decision-making process.|To improve engagement of underrepresented families in the decision-making process, Blue Oak Academy will implement more personalized and culturally responsive outreach strategies. This includes increasing the use of bilingual communication, offering interpretation services during meetings, and ensuring all surveys and key documents are translated.   The LEA will also explore new avenues for informal feedback, such as focus groups, one-on-one conversations, and participation through trusted community liaisons who can help bridge gaps in communication. By creating more welcoming, relationship-centered opportunities for dialogue, the school aims to ensure all families—particularly those historically underrepresented—feel empowered to contribute to decisions that impact their children’s education.|4|4|4|4|4|3|3|5|4|4|4|4|Met||2026-06-16|2026
54105465430327|La Sierra High|3|La Sierra utilizes the advent of its PTO, Cadet Focus Groups, English Learner Advisory Committee and School Site Council organizations to provide all educational partners an opportunity to participate and engage in the decision making processes of the school for stakeholder capacity building efforts. La Sierra also provides the advent of extracurricular activities via sports and organizations such as USO for cadets, families and staff to engage in additional relational building activities while enrolled at LSMA.|In analyzing the site's needs assessment, it has been determined that La Sierra will need to continue developing additional extracurricular opportunities for families and staff to engage in collaboration regarding the school's progress for student academic and social success endeavors. Expansion of parent workshops for the 2026-2027 school year will be implemented that will focus on the California College Guidance Initiative (CCGI) for student college and career readiness efforts. Removed from this, educational partner outreach will also center on the school's tiered structures of support for parent and staff engagement regarding additional ways that educational partners within La Sierra can further collaborate for student improvement efforts over time.|La Sierra will continue to utilize the Community Cultural Wealth Model and Compassionate Systems frameworks, by being intentional in inviting underrepresented families to it's monthly parent sessions for the provision of parent feedback regarding the school's progress for addressing at-promise student capacity building efforts. Removed from this, during the 2026-2027 school year, La Sierra will continue to implement focus groups towards receiving feedback from all of the site's diverse educational partners and student subgroups for continual school improvement measures for raising student achievement across all 7-12 grade level spans. La Sierra will also continue participating in the Community Engagement Initiative towards implementing best practices for supporting students and families towards college and career readiness efforts.|La Sierra utilizes its ELAC, SSC, Cadet Focus Groups and PTO organizations to build capacity, trust and partnerships with the site’s respective educational partners regarding areas of focus for school improvement measures. La Sierra communicates to its stakeholders via both electronic and print methods of correspondence regarding all school updates and important events. Correspondence is always provided to La Sierra families in both English and Spanish formats to ensure equity and access to all educational partners regarding updates from the school for familial outreach efforts.|For the 2026-2027 school year, the school site plans to hold monthly parent workshops to provide additional opportunities for families to receive support regarding best practices towards further supporting their child's respective educational goals. La Sierra will also hold monthly parent sessions regarding the site's college and career initiatives for post-secondary student planning. The school site will continue to hold monthly student study team meetings to provide the families and school staff set opportunities to develop and implement individual student action plans to best support respective student academic and social efforts for student improvement measures over time.|For the 2026-2027 school year, La Sierra plans to continue holding focus group meetings with the site's underrepresented families and cadets. The goal of the focus group meetings is to provide additional academic and social scaffolding to these cadets and families regarding the best ways that the school site can support the realization of a cadet's goals via the implementation of a cadet's individual learning plan for college and career efficacy efforts. Removed from this, the focus groups will also center on parent capacity building efforts in providing input to the school site regarding further ways that La Sierra can improve its academic and social programs for continual school improvement measures.|La Sierra holds monthly PTO, ELAC and SSC meetings to develop and discuss school improvement measures as it pertains to the development of the site’s Title I Program, LCAP and School Safety plans respectively. These meeting sessions are in joint collaboration with all the site’s educational partners towards evaluating the site’s progress for the improvement of the school’s programs and services for student and staff capacity building efforts.|For the 2026-2027 school year, La Sierra plans to provide additional parent workshops to its families regarding the development and implementation of the site's LCAP plan for system building efforts. The additional parent workshops are meant to raise the capacity of the site's families in order to provide input towards the development of the site's academic and social goals for ongoing school improvement measures.|For the 2026-2027 school year, La Sierra will engage its underrepresented families and students via the advent of focus groups. The goal with the focus groups is to provide this specific subgroup of educational partners a direct way to provide their respective input and goals for how La Sierra can further help their child grow and prosper. La Sierra is committed towards helping its at-promise students find academic and social success. Through the advent of the focus groups, La Sierra will be able to bridge and close learning gaps through stronger connections with its respective educational partners towards raising student learning outcomes for ongoing college and career capacity building efforts over time.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-03|2026
54105466119291|Eleanor Roosevelt Community Learning Center|3|Based on the analysis of educational partner input and local data, ERCLC has several strengths and has made significant progress in building relationships between school staff and families:  Enrichment and Social Opportunities: ERCLC provides a wide range of enrichment activities, social events, and field trips that foster community engagement and strengthen the bond between families and school staff.  One-on-One Meetings with Credentialed Teachers: Regular one-on-one meetings between students and credentialed teachers ensure personalized attention, allowing for tailored educational experiences and fostering strong relationships.  Welcoming Campus Environment: The campus is known for its welcoming atmosphere, making families feel comfortable and valued as integral parts of the educational community.  Sense of Ownership and Community: Educational partners, including families, feel a strong sense of ownership and belonging within the ERCLC community, which enhances collaboration and support for student success.  These initiatives collectively contribute to a positive and collaborative environment, promoting strong relationships between school staff and families at ERCLC.|Based on the analysis of educational partner input and local data, the LEA's focus areas for strengthening relationships between school staff and families, particularly within the homeschool partnership model, include:  Enhanced Communication: Improve communication to ensure information is timely, accessible, and comprehensive by using multiple platforms, including email, newsletters, social media, and a parent portal.  Expanded Family Engagement: Increase meaningful opportunities for families to participate in school activities and decision-making through flexible options such as virtual meetings, workshops, and feedback sessions that accommodate varying schedules.  Targeted Family Support: Identify and address academic, social, and emotional needs by providing resources such as tutoring, counseling, and parent education workshops to ensure students and families receive appropriate support.  Community Collaboration: Strengthen partnerships with Boosters, community organizations, and local businesses to expand resources, enrichment opportunities, and support systems available to families.  Teacher-Parent Partnerships: Foster stronger collaboration between teachers and parents to support student learning through:  Regular check-ins to discuss student progress, challenges, and strategies for success. Collaborative goal setting that aligns home and school expectations. Parent workshops and resources focused on instructional strategies, curriculum, and educational technology. Ongoing feedback opportunities that allow parents to provide input on instructional practices and school programs. Personalized learning plans developed collaboratively with parents and students to address individual strengths and needs.  Community-Building Activities: Host family nights, maker faires, camping trips, cultural celebrations, and similar events that strengthen relationships, foster belonging, and build a supportive homeschool community.  By focusing on these priorities, ERCLC seeks to strengthen partnerships between school staff and families, promote meaningful engagement, and create an inclusive educational environment that values collaboration and supports student success. Through consistent communication, shared decision-making, and strong community partnerships, the school will continue to build trust, increase family involvement, and leverage the unique strengths of its homeschool model to improve student outcomes.|Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families identified during the self-reflection process in the following ways:  Multiple Engagement Methods: Providing various methods for engagement to ensure accessibility for socio-economically disadvantaged families. This includes in-person meetings, virtual meetings, phone calls, and written communications to accommodate different preferences and technological access levels.  Encouraging Participation: Actively encouraging participation from struggling families by reaching out personally and creating welcoming environments for involvement. The school will emphasize the importance of their voices in shaping the educational experience and offer flexible opportunities for them to engage.  Boosters Parent Group Involvement: Increasing the involvement of the Boosters parent group to support and mentor underrepresented families. The Boosters will initiate outreach programs, provide peer support, and organize community-building activities to foster a sense of belonging and involvement.  Additional Academic Supports: Offering additional academic supports tailored to the needs of students and their families who are struggling to homeschool. This includes:  Tutoring Services: Providing free or low-cost tutoring services to help students with their academic challenges. Workshops for Parents: Conducting workshops to equip parents with effective homeschooling strategies and resources. Academic Counseling: Offering academic counseling to help families develop and follow personalized education plans for their children. Resource Provision: Ensuring that socio-economically disadvantaged families have access to necessary resources, such as educational materials, internet access, and technology. The school will work to bridge any gaps that may hinder their engagement and academic progress.  Community Partnerships: Establishing partnerships with local organizations to provide additional support services, such as after-school programs, childcare during meetings, and access to community resources.  Cultural Competency Training: Providing cultural competency training for school staff to better understand and address the unique challenges faced by underrepresented families. This training will help staff create more inclusive and responsive engagement strategies.   By focusing on these areas, the LEA aims to enhance the engagement of underrepresented families, ensuring that they have the support and opportunities needed to actively participate in their children's education and the school community.|Based on the analysis of educational partner input and local data, the LEA’s current strengths and progress in building partnerships for student outcomes include:  Parent Involvement: As a homeschool program, one of the primary strengths is the integral involvement of parents in the educational process. Parents are not merely observers but active participants in their children's learning journey, ensuring a more personalized and effective educational experience.  Collaborative Learning Environment: The homeschool model fosters a collaborative learning environment where parents, students, and teachers work closely together. This collaboration helps tailor education to each child's needs, strengths, and interests, resulting in better student outcomes.  Ongoing Improvement Efforts: The program is committed to continuously improving opportunities for parent learning and involvement. This includes providing parents with resources, training, and support to enhance their teaching effectiveness and engagement with their children's education.  Strong Community Bonds: The sense of community within the program is strong, with parents feeling a sense of ownership and belonging. This creates a supportive network where families can share experiences, resources, and encouragement, contributing to a positive learning environment.  Regular Communication: Regular and effective communication between parents and teachers ensures that everyone is aligned on educational goals and strategies. This helps in promptly addressing any issues and making necessary adjustments to support student progress.  Personalized Support: The program provides personalized support to both students and parents, recognizing the unique challenges and needs of each family. This individualized approach helps in identifying and addressing specific areas for improvement, enhancing overall student outcomes.  Access to Enrichment Opportunities: The program offers various enrichment activities, social events, and field trips that complement academic learning and provide holistic development opportunities for students. These activities also serve as additional touchpoints for building strong partnerships between families and the educational team.  By leveraging these strengths and continuing to focus on enhancing parent involvement and support, the LEA is well-positioned to build effective partnerships that significantly improve student outcomes.|Based on the analysis of educational partner input and local data, the LEA’s focus areas for improvement in building partnerships for student outcomes include:  Enhancing Academic Support for Parents: Although there are numerous social and community-building events, ERCLC recognizes the need to better equip parents to support their children's academic success. This involves providing parents with more tools, resources, and training to effectively facilitate learning at home.  Expanding Homeschool Curriculum Opportunities: ERCLC is focused on continually improving and diversifying the homeschool curriculum to meet the varied needs of students. By bringing in additional curriculum options, the program aims to offer more tailored and comprehensive educational experiences.  Increasing Tutoring Services: To support academic success, ERCLC plans to expand tutoring services. This includes offering more personalized and targeted tutoring sessions to address specific academic challenges faced by students.  Introducing Social and Emotional Learning (SEL) Opportunities: Recognizing the importance of holistic education, ERCLC will add more SEL opportunities in the upcoming year. This includes programs and activities that support students' social and emotional development, helping them manage emotions, set goals, and establish positive relationships.  Providing Parent Education Workshops: ERCLC will offer workshops and training sessions to help parents understand effective teaching strategies, curriculum implementation, and ways to support their children's learning at home. These workshops will cover various topics, including instructional methods, educational technology, and managing learning difficulties.  Strengthening Feedback and Communication Channels: Improving the mechanisms for parents to provide feedback and communicate with teachers and administrators. This ensures that parents' insights and concerns are addressed promptly and that there is a continuous dialogue to support student progress.  Leveraging Community Resources: Building stronger partnerships with local community resources to provide additional support and enrichment opportunities for students. This might include collaborations with local libraries, museums, educational organizations, and businesses.  Monitoring and Evaluating Progress: Implementing robust systems to monitor and evaluate the effectiveness of new initiatives aimed at improving student outcomes. This includes tracking academic performance, engagement levels, and the impact of additional support services.  By focusing on these areas, ERCLC aims to enhance the partnership between parents and the educational team, ultimately leading to improved academic success and overall student well-being.|The LEA will improve engagement of underrepresented families in relation to building partnerships for student outcomes by focusing on the following strategies:  Boosters Leadership and Outreach: Empowering the Boosters parent group to take a more active leadership role in creating and promoting partnership opportunities. This includes organizing events, workshops, and support groups specifically aimed at engaging underrepresented families.  Targeted Outreach and Communication: Developing targeted outreach strategies to specifically engage underrepresented families. This involves using various communication channels such as phone calls, emails, social media, and in-person meetings to ensure these families are aware of opportunities and feel welcomed.  Inclusive Events and Activities: Ensuring that all events and activities are inclusive and accessible to underrepresented families. This includes providing transportation, childcare, and scheduling events at times that are convenient for working families.  Peer Mentoring Programs: Establishing peer mentoring programs where experienced homeschool parents can provide guidance and support to new or struggling families. This can help build a sense of community and provide valuable insights and strategies for academic success.  Parent Education and Training: Offering workshops and training sessions tailored to the needs of families. These sessions can cover topics such as effective homeschooling strategies, navigating the curriculum, and utilizing available resources for academic support.  Feedback and Needs Assessment: Continuously gathering feedback from underrepresented families to understand their needs and challenges better. This can be done through surveys, focus groups, and one-on-one meetings. The insights gained will inform the development of targeted support and engagement strategies.  Building Relationships Among Parents: Facilitating opportunities for parents to build relationships with each other. This can include social events, support groups, and collaborative learning activities. Strong relationships among parents can create a supportive network that enhances academic success for their children.  Collaboration with Community Organizations: Partnering with local community organizations that serve underrepresented families to provide additional resources and support. These organizations can offer valuable services such as tutoring, counseling, and extracurricular activities.  Regular Monitoring and Adjustment: Regularly monitoring through monthly meetings for the effectiveness of engagement strategies and making adjustments as needed. This ensures that the efforts to engage underrepresented families are effective and responsive to their evolving needs.  By implementing these strategies, ERCLC aims to enhance the engagement of underrepresented families, fostering stronger partnerships that contribute to better student outcomes and a more inclusive educational community.|Based on the analysis of educational partner input and local data, ERCLC’s current strengths and progress in seeking input for decision-making as a homeschool include:  Diverse Input Channels: ERCLC utilizes multiple channels to gather input from parents and other educational partners. These include parent meetings, surveys, and various school events, ensuring a comprehensive understanding of community needs and perspectives.  Inclusive Engagement: The school’s efforts to engage parents in decision-making processes are inclusive, providing opportunities for all families to share their insights and feedback. This inclusivity helps in capturing a wide range of viewpoints and addressing diverse needs.  Regular Feedback Mechanisms: Regularly scheduled parent meetings and surveys provide consistent opportunities for families to contribute their thoughts on various aspects of the school, including climate, resources, instruction, and support services.  Active Participation: High levels of active participation from parents indicate a strong sense of ownership and investment in the homeschool community. This active involvement helps ensure that decisions are well-informed and reflective of the community’s needs.  Responsive to Feedback: ERCLC demonstrates progress in being responsive to the feedback received from parents and other educational partners. The school takes action based on input, which fosters trust and reinforces the value of stakeholder contributions.  Open Communication: The school maintains open lines of communication with parents, encouraging ongoing dialogue and making it easy for families to share their opinions and concerns at any time.  Community Building: The homeschool model fosters a strong sense of community among families. Events and meetings not only serve as feedback opportunities but also strengthen relationships and collaboration among parents, students, and staff.  Tailored Educational Support: Input gathered from parents helps ERCLC tailor educational support and resources to meet the specific needs of homeschool families. This personalized approach enhances the effectiveness of the homeschool program.  By leveraging these strengths, ERCLC effectively seeks and integrates input from educational partners, contributing to well-rounded decision-making that supports the school’s mission and enhances the educational experience for all students.|Based on the analysis of educational partner input and local data, the LEA’s focus areas for improvement in seeking input for decision-making include:  Strengthening the School Advisory Committee: As ERCLC is new to Title funding, enhancing the functionality and impact of the School Advisory Committee is a key focus. This involves ensuring that the committee is diverse, representative of all stakeholders, and effectively engaged in the decision-making process.  Expanding Feedback Mechanisms: While ERCLC already gathers input through various channels, there is room to expand and diversify these mechanisms further. This could include more frequent surveys, digital feedback tools, focus groups, and town hall meetings to ensure a broader range of voices is heard.  Increasing Parent and Community Involvement: Enhancing efforts to involve underrepresented families and community members in the decision-making process. This includes targeted outreach and support to ensure that all voices, especially those of marginalized groups, are included and valued.  Enhancing Communication Strategies: Improving the clarity, frequency, and effectiveness of communication regarding how input is collected, used, and the impact it has on decisions. This helps in building trust and ensuring transparency in the decision-making process.  Training and Empowering Stakeholders: Providing training and resources for parents, staff, and community members on effective ways to participate in decision-making and Charter advocacy. This includes workshops on advocacy, policy understanding, and collaborative decision-making skills.  Leveraging Technology for Engagement: Utilizing technology more effectively to facilitate input and engagement. This could involve online forums, virtual town halls, and digital surveys that make it easier for parents and stakeholders to provide input, especially those who may have mobility or time constraints.  Evaluating and Refining Input Processes: Continuously assessing the effectiveness of the input processes and making necessary adjustments based on feedback and outcomes. This ensures that the methods used are effective in gathering meaningful and actionable input.  By focusing on these areas, ERCLC aims to enhance its ability to gather, integrate, and act on input from educational partners, thereby strengthening its decision-making processes and better supporting student outcomes.|Based on the analysis of educational partner input and local data, ERCLC will improve the engagement of underrepresented families in seeking input for decision-making by implementing the following strategies:  Targeted Outreach and Personal Engagement: Conducting individual meetings and personal outreach to underrepresented families to ensure their voices are heard. This approach helps build trust and encourages participation by making families feel valued and understood.  Diverse Survey Methods: Utilizing a variety of survey methods, including online, paper, and phone surveys, to accommodate different preferences and access levels. Ensuring surveys are available in multiple languages and providing support to complete them can further increase participation.  Involvement of Educational Partners and Boosters: Leveraging the Boosters group and other educational partners to actively engage underrepresented families. These groups can help facilitate meetings, provide translation services, and offer support to ensure all families feel welcome and encouraged to participate.  Inclusive School Advisory Committee (SAC): Strengthening the SAC by ensuring it is representative of the diverse school community. This includes actively recruiting members from underrepresented groups and providing training to SAC members on inclusivity and effective engagement strategies.  Regular and Accessible Communication: Enhancing communication channels to make sure information about opportunities to provide input is easily accessible. This includes using social media, newsletters, and the school website, as well as holding meetings at times and locations that are convenient for all families.  Feedback from Multiple Groups: Actively seeking input from a broad range of stakeholders, including parents, staff, and community members, through various groups and forums. This ensures a comprehensive view of the community’s needs and perspectives.  Building Community Trust and Relationships: Hosting community-building events and informal gatherings to strengthen relationships between families and school staff. These events provide a relaxed environment where families are more likely to share their thoughts and feedback.  Monitoring and Adapting Engagement Strategies: Continuously monitoring the effectiveness of engagement strategies and making adjustments based on feedback and participation rates. This ensures that the methods remain effective in reaching and involving underrepresented families.  By implementing these strategies, ERCLC aims to create a more inclusive and responsive decision-making process, ensuring that all families have the opportunity to contribute to the school’s development and their children's education.|4|5|4|4|4|4|4|5|4|4|4|5|Met||2026-06-02|2026
54717950000000|Allensworth Elementary|3|A current strength in building relationships between school staff and students is the education of staff as to the importance of building relationships with families and ways to do this. The district must leverage all staff skills to have it truly be a team effort.|The focus for improvement is to partner with families to promote excellent student attendance at school.  The district has made some inroads in this area but must double its efforts to accelerate change and results. Communication and education of families is key.|The district will use an all-hands approach to drive strong communication strategies it can implement to keep parent at the forefront of engagement.  Eliminating language barriers is key in making parents feel welcome and an important part in the process of education.  Providing increased opportunities for their involvement is crucial of building and maintaining strong positive relationships.|The LEA uses multiple methods of communication to deliver information that conveys a message that parents are welcome. These include School website updates, phone calls and text messages.|Building parents comfort levels in coming to school to meet with staff related to the many areas to support student learning.|The district will emphasize home visits by administration and staff to drive the importance of consistent communication in supporting the building of strong partnerships.|Information dissemination occurs consistently and at a high level.  The hopes are that by focusing on the areas listed below, parent involvement in this area will improve.|Establish a monthly meeting to focus on chronic absenteeism and the importance of school attendance in improvement and increasing of student progress.|Even though the district is effective in getting information to parents, the focus for improvement will be on how to physically involve parents in the process of providing input at meetings of advisory groups and councils, including general meeting opportunities.  This is still a challenge.|5|5|5|5|5|5|5|5|4|4|4|4|Met||2026-06-16|2026
54718030000000|Alpaugh Unified|3|Based on educational partner feedback and local data, Alpaugh Unified School District continues to demonstrate strong progress in building positive relationships between school staff and families. Parent survey results indicate high levels of satisfaction with school communication, staff accessibility, and opportunities for family involvement. Families consistently report feeling welcomed, respected, and valued as partners in their children’s education.  AUSD has prioritized family engagement through a variety of school and district events, workshops, and activities designed to strengthen connections between families and schools. During the reporting period, the district hosted more than 25 parent and community engagement events, including literacy nights, family learning opportunities, student showcases, ELAC and SSC meetings, parent education workshops, and school celebrations. These events have increased opportunities for meaningful collaboration and two-way communication between families and staff.  The district utilizes multiple communication platforms, including Blackboard messaging, social media, district websites, classroom communication tools, and direct outreach from school personnel to ensure families remain informed and connected. The continued implementation of a full-time Community Liaison has further strengthened relationships by supporting family outreach, conducting home visits, assisting with attendance interventions, and connecting families to community resources.  Educational partner feedback highlights appreciation for the caring and supportive relationships that staff build with students and families. Parents frequently identify teachers and staff as approachable, responsive, and committed to student success. Family participation in school activities and decision-making committees, including ELAC, DELAC, SSC, and PAC, remains strong and reflects the district’s commitment to shared leadership and stakeholder engagement.  Overall, local data and educational partner input indicate that Alpaugh USD has successfully fostered a culture of trust, communication, and collaboration between school staff and families. The district will continue to build upon these strengths by expanding engagement opportunities, enhancing communication systems, and ensuring all families have meaningful opportunities to contribute to their children’s educational experience.|Based on educational partner feedback and local data, Alpaugh Unified School District has identified several focus areas for continued improvement in building relationships between school staff and families. While survey results indicate strong overall satisfaction with communication and family engagement efforts, educational partners expressed a desire for additional opportunities to participate in their children’s educational experiences and district decision-making processes. A key area of focus is increasing participation among families who have historically been less involved in school activities, including families of English Learners and those facing barriers related to work schedules, transportation, or language access. The district will continue expanding outreach efforts through the Community Liaison, home visits, flexible meeting options, and targeted communication strategies to ensure all families feel welcomed and represented. Educational partners also expressed interest in receiving more information about student academic progress, available support services, college and career readiness opportunities, and strategies to support learning at home. In response, the district will continue to enhance parent education workshops, family learning events, and communication regarding academic expectations and student achievement data. Additionally, the district recognizes the importance of strengthening two-way communication by providing more opportunities for families to share feedback and actively contribute to school improvement efforts. Alpaugh USD will continue to promote participation in advisory groups such as ELAC, DELAC, SSC, and PAC while seeking new ways to gather input from families throughout the year. Moving forward, the district will focus on increasing family engagement, improving access to information and resources, expanding opportunities for meaningful participation, and ensuring that all families feel connected to and supported by their schools. These efforts will help strengthen partnerships between families and staff and further support student success.|Based on educational partner input and local data, Alpaugh Unified School District has identified the need to further engage families who have historically been underrepresented in school activities and decision-making processes, including families of English Learners, families experiencing economic challenges, and those unable to attend school events due to work schedules or transportation barriers.  To improve engagement, the district will continue utilizing its Community Liaison to conduct targeted outreach, home visits, attendance support, and resource coordination. The Community Liaison serves as a critical connection between families and schools by helping parents navigate educational programs, access community services, and participate in school activities and meetings.  The district will also expand opportunities for family involvement by offering flexible meeting formats, including virtual participation options, varied meeting times, and bilingual communication to increase accessibility. Parent workshops and family engagement events will continue to focus on topics identified through educational partner feedback, including academic support strategies, literacy development, college and career readiness, attendance, and student well-being.  Additionally, Alpaugh USD will strengthen communication through multiple platforms, including Blackboard messaging, social media, district websites, classroom communication tools, and direct outreach from school staff. Information will continue to be provided in languages that meet the needs of families to ensure meaningful access and participation.  The district will actively encourage participation in advisory groups such as ELAC, DELAC, SSC, and PAC to ensure that diverse family perspectives are represented in district planning and decision-making. Family feedback will be collected regularly through surveys, meetings, and informal engagement opportunities to better understand barriers to participation and identify strategies for continuous improvement.  Through these efforts, Alpaugh USD aims to increase participation among underrepresented families, strengthen trust and communication, and ensure that all families feel welcomed, valued, and empowered as partners in their children's education.|Based on educational partner feedback and local data, Alpaugh Unified School District has demonstrated significant strengths and progress in building partnerships that support positive student outcomes. Families, staff, students, and community members consistently report strong relationships with school personnel and a shared commitment to student success. These partnerships have contributed to improvements in student attendance, academic achievement, school connectedness, and access to support services. The district has successfully fostered collaboration among families, school staff, and community organizations through regular communication, family engagement events, advisory committee participation, and community-based partnerships. Programs such as Save the Children, Expanded Learning Opportunities Program (ELOP), Community Schools initiatives, and partnerships with local agencies provide students and families with academic, social-emotional, and enrichment opportunities beyond the traditional school day. Educational partner feedback indicates that families value the district’s efforts to create welcoming school environments and meaningful opportunities for involvement. Participation in ELAC, DELAC, SSC, PAC, family literacy events, parent workshops, and school celebrations continues to strengthen connections between home and school while promoting shared responsibility for student achievement. The district has also expanded partnerships that support college and career readiness. Through collaborations with College of the Sequoias, dual enrollment opportunities, career exploration activities, and community organizations, students have increased access to higher education pathways and workforce preparation experiences. These efforts have contributed to continued growth in A-G completion rates, college credit attainment, and postsecondary readiness. Local data further demonstrates progress in student outcomes supported by these partnerships, including improvements in attendance, literacy achievement, English Learner progress, and graduation rates. Families and community partners play an active role in supporting district initiatives focused on academic achievement, student wellness, and school engagement. Overall, Alpaugh USD has established a strong foundation of trust, collaboration, and shared accountability among families, staff, students, and community partners. These partnerships continue to strengthen the district’s ability to provide equitable opportunities and positive outcomes for all students.|Based on educational partner feedback and local data, Alpaugh Unified School District has identified several focus areas for improvement in building partnerships that positively impact student outcomes. While strong partnerships currently exist between families, staff, and community organizations, educational partners expressed a desire for increased opportunities to collaborate around academic achievement, college and career readiness, and student well-being. One area of focus is strengthening family understanding of student academic progress and providing additional resources that empower parents to support learning at home. The district will continue expanding parent workshops, literacy events, data-sharing opportunities, and informational sessions that help families better understand academic expectations, assessment results, graduation requirements, and postsecondary pathways. Educational partners also identified the need to increase participation in programs and activities that directly support student success. The district will work to increase engagement in advisory committees, family education opportunities, and school events by offering flexible scheduling, bilingual communication, and multiple avenues for participation. Additionally, Alpaugh USD seeks to expand and strengthen community partnerships that provide students with access to academic enrichment, career exploration, mental health supports, and college and workforce readiness opportunities. Continued collaboration with higher education institutions, community organizations, local businesses, and service providers will help ensure students have access to a broader range of experiences and support systems. Local data also highlights the need to continue addressing barriers that impact student attendance and engagement. The district will maintain a focus on partnerships that support attendance improvement, social-emotional well-being, and access to resources for students and families facing challenges outside of school. Moving forward, Alpaugh USD will focus on deepening collaboration among families, schools, and community partners, increasing meaningful participation in student success initiatives, and expanding opportunities that support positive academic, social-emotional, and college and career readiness outcomes for all students.|Based on educational partner feedback and local data, Alpaugh Unified School District has identified the need to further engage underrepresented families, particularly families of English Learners, families experiencing economic challenges, and those who face barriers to participation due to work schedules, transportation limitations, or language differences. The district recognizes that meaningful family engagement is essential to improving student outcomes and strengthening school-community partnerships. To increase engagement, the district will continue utilizing its Community Liaison to conduct targeted outreach, home visits, attendance support, and individualized family assistance. These efforts will help build relationships with families who may not traditionally participate in school activities while ensuring they have access to information, resources, and opportunities that support student success. The district will expand communication and engagement strategies by providing bilingual communication, flexible meeting times, virtual participation options, and family-friendly events designed to increase accessibility. Parent workshops and family engagement activities will focus on topics identified through educational partner input, including literacy development, academic achievement, attendance, social-emotional wellness, college and career readiness, and strategies for supporting learning at home. Alpaugh USD will also actively encourage participation in advisory groups such as ELAC, DELAC, SSC, and PAC to ensure underrepresented families have opportunities to contribute to district decision-making and school improvement efforts. Family feedback will be gathered through surveys, meetings, and informal engagement opportunities to better understand barriers to participation and identify areas for continuous improvement. Additionally, the district will continue leveraging partnerships with organizations such as Save the Children, Community Schools partners, higher education institutions, and local service providers to connect families with academic, health, and social-emotional supports that contribute to positive student outcomes. Through these efforts, Alpaugh USD will strengthen engagement with underrepresented families, increase participation in educational programs and decision-making processes, and ensure all families are empowered as active partners in supporting student achievement, attendance, and overall well-being.|Based on educational partner feedback and local data, Alpaugh Unified School District has demonstrated strong progress in seeking meaningful input from families, students, staff, and community members to inform decision-making. The district has established multiple structures and opportunities for educational partners to provide feedback and actively participate in shaping district priorities, programs, and services. AUSD regularly gathers input through annual surveys, community forums, public board meetings, advisory committee meetings, and school-based engagement activities. Educational partners are provided opportunities to contribute to the development and evaluation of key district initiatives, including the Local Control and Accountability Plan (LCAP), school improvement efforts, safety planning, and student support programs. The district has experienced strong participation in stakeholder groups such as the School Site Council (SSC), Parent Advisory Committee (PAC), English Learner Advisory Committee (ELAC), and District English Learner Advisory Committee (DELAC). These groups provide valuable perspectives that help guide district decisions and ensure the needs of students and families are represented. Educational partner feedback indicates that families appreciate the district’s efforts to seek their opinions and maintain open lines of communication. Survey results and participation data demonstrate that parents feel welcomed and believe their voices are valued in the decision-making process. Staff and students also have opportunities to provide feedback through surveys, meetings, leadership groups, and collaborative planning processes. The district has strengthened its ability to collect and utilize stakeholder input by leveraging multiple communication platforms, bilingual outreach efforts, and the support of the Community Liaison to engage families who may not traditionally participate in school activities. Feedback gathered through these processes has directly influenced district priorities related to academic achievement, attendance, student wellness, family engagement, and resource allocation. Overall, local data and educational partner input indicate that Alpaugh USD has developed a culture of collaboration and shared decision-making. The district continues to value stakeholder voice as an essential component of continuous improvement and remains committed to ensuring educational partners have meaningful opportunities to inform decisions that impact student success.|Based on educational partner feedback and local data, Alpaugh Unified School District has identified several focus areas for improvement in seeking input for decision-making. While the district has established strong systems for gathering stakeholder feedback, participation data indicates an opportunity to increase engagement from families who have historically been underrepresented in district planning and advisory processes, including families of English Learners, families experiencing economic challenges, and those facing barriers related to language, transportation, or work schedules. A key area of focus is expanding participation in surveys, advisory committees, community forums, and other stakeholder engagement opportunities. The district will continue to explore strategies that make participation more accessible, including offering flexible meeting times, virtual participation options, bilingual communication, and targeted outreach efforts through the Community Liaison and school staff. Educational partners also expressed a desire for increased opportunities to provide feedback throughout the year rather than primarily during formal planning processes. In response, the district will continue to implement multiple methods for gathering stakeholder input, including surveys, focus groups, listening sessions, parent meetings, and informal engagement opportunities designed to capture a broader range of perspectives. Another area for improvement is strengthening communication regarding how stakeholder feedback influences district decisions. The district will work to provide greater transparency by sharing outcomes of surveys, engagement activities, and advisory committee recommendations, while clearly communicating how educational partner input informs district priorities, programs, and resource allocation. Additionally, Alpaugh USD will continue to increase opportunities for student voice in decision-making processes. Student feedback will be intentionally incorporated into discussions related to school climate, academic programs, student supports, and college and career readiness initiatives. Moving forward, the district will focus on broadening stakeholder participation, increasing transparency, strengthening two-way communication, and ensuring that all educational partners have meaningful opportunities to contribute to decisions that impact student success and district improvement.|Based on educational partner feedback and local data, Alpaugh Unified School District has identified the need to increase participation from underrepresented families in district and school decision-making processes. This includes families of English Learners, families experiencing economic challenges, and families who may face barriers related to work schedules, transportation, childcare, or language access. The district recognizes that diverse perspectives are essential to ensuring decisions reflect the needs of all students and families. To improve engagement, the district will continue utilizing its Community Liaison to conduct targeted outreach, build relationships with families, provide information about opportunities for involvement, and encourage participation in surveys, advisory committees, and district planning processes. Home visits, personal outreach, and ongoing communication will help ensure families who have traditionally been less involved feel welcomed and supported. The district will expand access to decision-making opportunities by offering flexible meeting times, virtual participation options, bilingual communication, and translated materials. Meetings for groups such as ELAC, DELAC, SSC, and PAC will continue to be structured in ways that encourage meaningful participation and remove barriers that may limit involvement. Additionally, Alpaugh USD will increase efforts to gather feedback through multiple channels, including surveys, focus groups, community forums, family engagement events, and informal listening sessions. These strategies will allow the district to capture input from families who may not typically attend meetings while ensuring a broader representation of educational partner perspectives. The district will also strengthen communication regarding how stakeholder feedback is used in decision-making. Families will be provided with updates on district initiatives, survey results, and planning processes so they can see the direct impact of their participation and input. Through these efforts, Alpaugh USD will increase representation in decision-making processes, strengthen trust and collaboration with families, and ensure that underrepresented voices are included in shaping district priorities, programs, and services that support student success.|5|5|4|5|4|4|5|5|4|4|4|5|Met||2026-06-18|2026
54718030112458|California Online Public Schools Central Valley|3|We are very proud of our weekly contact rate with our students and their families and the progress we have made to ensure all students are building relationships with our teachers and school.|We will continue to increase our efforts in our weekly contact rate. This is an area we are dedicated to continuing and improving for students and families.|We will continue to find ways to better communicate with our families in their home language through verbal and written communication.|We are pleased with the rate at which we are able to provide families with information and resources to support student learning in the home.|We work hard to partner with caretakers and assist them in taking an active role in their students’ education.|We will continue to seek better ways to include and inform our families in their home languages at all levels of our program and school.|We are a very collaborative organization. This is exemplified in this area by the fact that we rate high for seeking input for decision making.|It is important to us that our staff and families know they have a voice, are heard, and actions are taken as a result of their input. We will continue to seek and encourage families and staff to provide us with input.|We are dedicated to engaging all of our families in our school, including our underrepresented families. We take great care to ensure we are providing all of our families with tools and resources that will encourage them to be heard in our school. We will continue to improve these efforts with all of our families, especially our underrepresented students and families.|5|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-09|2026
54718110000000|Alta Vista Elementary|3|The strengths of our school and staff include Parent Nights, School Site Council meetings, Parent-Teacher Conferences, Back-to-School Night, Health Fair, Family Engagement Events (Donuts with Dads, Muffins with Moms, Valentine's Day Celebration, Mother's Day (Observed on Mexico's mother's day to provide more inclusion and respond to the community culture), and survey communication/input. The certificated staff has been welcoming to parents and guardians in dealing with an increase of abnormal behavior. These incidents provide the school with an opportunity to work with families and overcome some uncomfortable realities when working with developing children.|The LEA needs to work on building staff capacity at all opportunities. There continues to be a cohort of staff members that connect with families at every opportunity. Those relationships are flourishing. The communication to families has increased in a consistent and timely manner. The LEA still needs to work on increasing staff availability and connectivity at parent engagement events. The staff that serve on the School Site Council have done a fantastic job working with families ready to provide their opinion and have a deep concern about how the school serves the community.|The LEA has increased parent communication through the use of social media, parent square, and flyers sent home with students. The LEA is working to increase this communication with an add-on to our school website that gives parents the ability to complete paperwork electronically.|The main driver of working with parents has been to cultivate improvement for our English Learners, Hispanic students, and socio-economically disadvantaged students. These three groups account for the lowest achievement levels on the school dashboard. The LEA has created parent nights to discuss the goals and strategies that will be necessary in creating opportunities for these students to progress toward the desired achievement levels. The parents are starting to see the importance of their role at home in creating the desired outcome. The conversations with English Learner parents at parent teacher conferences is by far one of the most beneficial interactions to achieve a cohesive unit of support for students among parents and teachers.|The LEA will implement a new protocol organized by the state of California for reclassifying English Learners. The protocol will be more specific in the dialogue between teachers and parents about the needs and goals of students seeking to reclassify. The conversation goes further as CAASPP scores are also a metric involved in reclassification. The LEA has also recently implemented a new data dashboard for teachers to use that organizes the mass amount of data from instructional and behavioral activities and assessments. The whole child dashboard will be a tool that changes the conversation between parents and teachers. The goal is that these changes dial in on the specific needs of students and the various ways the school and parents can work together to drive progress toward goals.|Underrepresented families are being targeted through the Parent Teacher Organization. The purpose of this strategy is to get parents comfortable in doing something positive for the students. it is far easier to get parents involved with fun activities than those that require them to provide an opinion in front of others. The strategy will be implemented in a way that allows staff to begin cultivating parents toward the participation in decision-making meetings. The underrepresented families often use a close confidant to supply information to the school. The surveys are helpful but are limited to those that feel they have something to say. The LEA will also implement surveys at parent events to get feedback throughout the school year, making it easier for parents to answer one or two questions at a time.|The LEA has reset the schedule for School Site Council meetings and has been working hard to get parents involved. The challenge being that parents are not willing to provide much input. The District has created a situation that provides translators for families to come as well as food and childcare. The LEA recognizes that the meeting times tend to take the place of dinner for families.|The LEA is currently working to recruit parents through other parent engagement events and the Parent Teacher Organization. The LEA has learned that parents are not ready to jump into a decision-making meeting. The parents often gain their ability through doing fun events with parents, students, and teachers. The Parent Teacher Organization is going to be the main recruiting ground for more participation from parents in decision-making meetings.|The LEA will be strongly invested into the fun events for parent engagement. The conversations will be specifically driven to seek more involvement from parents in decision-making. The fun parent engagement events will be set up to also collect one or two question survey data from families through our student council members. The teacher will also be consistently reminded of where the parents are not engaging and asked to support the endeavor by having conversations about where parents think they will fit best in the school community. The reminder will be that everyone has something to offer but we need to help them connect.|4|3|4|3|4|4|4|4|4|3|3|3|Met||2026-06-24|2026
54718110139477|Monarch River Academy|3|Monarch River Academy continued to demonstrate strong progress in building positive and collaborative relationships between school staff and families during the 2025–26 school year. Through consistent communication systems, personalized support structures, and expanded educational partner engagement opportunities, the LEA strengthened school connectedness and family participation across the independent study and Virtual Academy models. The school maintained multiple communication pathways to support ongoing two-way engagement between families and staff, including regular teacher communication, newsletters, PAC meetings, Finance Forums, Leadership meetings, Supers in the Park events, curriculum fairs, schoolwide surveys, and virtual and in-person community events. Educational partner feedback reflected continued appreciation for the accessibility and responsiveness of school staff, as well as the individualized support families receive throughout the school year.   Professional development and collaboration opportunities also supported staff capacity in building trusting and respectful relationships with students and families. Teachers, Regional Coordinators, Program Specialists, counselors, intervention staff, and leadership teams participated in ongoing training and collaboration focused on communication strategies, MTSS supports, trauma-informed practices, student engagement, and culturally responsive support systems. These efforts strengthened staff understanding of student needs, family goals, and individualized learning supports.   Monarch River Academy continued expanding opportunities for student and family participation in school activities, enrichment programs, community arts, intramural sports, intervention supports, college and career readiness activities, and school events across multiple regions. Increased educational partner participation and expanded engagement opportunities contributed to stronger school-home partnerships and increased feelings of belonging and connectedness among students and families.   The LEA also continued strengthening systems that support accessibility for families across geographically dispersed service areas through virtual meeting options, recorded trainings, digital communication systems, translated materials when needed, and flexible participation opportunities. While progress continues in maintaining consistent communication and engagement across all programs and regions, the school remains committed to expanding accessibility and strengthening educational partner participation opportunities for all families.   Overall, Monarch River Academy’s continued focus on communication, collaboration, relationship building, and personalized support contributed to a welcoming and supportive school environment where students, families, and staff remain actively connected and engaged in the educational process.|Based on educational partner feedback, local survey data, and ongoing communication with families and staff, Monarch River Academy has identified several focus areas for continued improvement in strengthening relationships between school staff and families. A primary area of focus remains expanding consistent and accessible two-way communication across all programs and geographic regions served by the LEA. While multiple communication systems are currently in place, the school continues working to improve participation, responsiveness, and accessibility for families through virtual meeting opportunities, recorded trainings, translated materials when needed, and flexible communication methods.    Another focus area involves strengthening family participation and engagement opportunities across school programs, enrichment activities, leadership opportunities, and decision-making processes. The LEA will continue expanding opportunities for educational partners to provide input through surveys, PAC meetings, community events, Finance Forums, and schoolwide engagement activities to ensure families remain actively involved in supporting school improvement efforts.    Monarch River Academy also identified the need to continue strengthening personalized support systems for families navigating academic interventions, attendance concerns, college and career readiness planning, and socialemotional supports. Ongoing professional development for staff related to communication strategies, culturally responsive practices, MTSS collaboration, and individualized student support will remain a priority to further strengthen relationships between school staff and families.    Additionally, the LEA will continue focusing on improving coordination and communication consistency across departments, programs, and service regions to ensure families receive timely information, individualized support, and clear access to available resources and opportunities. These continued improvement efforts are intended to strengthen school connectedness, family engagement, and collaborative partnerships that support positive student outcomes within the flex based instructional model.|Monarch River Academy recognizes the importance of strengthening engagement and access for underrepresented families identified through educational partner feedback, survey responses, participation data, and ongoing communication with staff and families. The LEA continues to focus on reducing barriers related to communication, technology access, participation opportunities, language accessibility, and individualized student support services.    To improve engagement, the school will continue expanding flexible communication systems that allow families to participate through virtual meetings, recorded trainings, translated materials when needed, newsletters, phone communication, PAC meetings, surveys, and regionally based engagement opportunities. Staff will continue providing individualized outreach and support to families who may experience barriers related to transportation, scheduling, language access, or geographic distance within the LEA’s large service area.    Monarch River Academy will also continue supporting underrepresented families through expanded MTSS interventions, English Learner supports, counseling services, academic intervention opportunities, Learning Launchpad supports, technology access, and community resource coordination. Access to Chromebooks, hotspots, virtual instruction platforms, counseling supports, and intervention programs will remain priorities to help ensure all students and families can fully participate in the educational program.   Additionally, the LEA will continue strengthening culturally responsive practices and communication strategies through ongoing staff professional development focused on relationship building, trauma-informed practices, individualized student support, and family engagement. Community events, enrichment opportunities, school activities, and leadership participation opportunities will continue to be expanded to increase family connectedness and participation across all student groups.    Through these efforts, Monarch River Academy aims to strengthen relationships with underrepresented families, improve equitable access to school programs and supports, and foster a welcoming, inclusive, and supportive educational environment where all students and families remain actively engaged in the school community.|Monarch River Academy continues to demonstrate strong progress in building collaborative partnerships that support positive student outcomes across the independent study and flex based instructional model. Ongoing partnerships between families, teachers, support staff, counselors, Regional Coordinators, and leadership teams remain central to the LEA’s personalized approach to student success.    The LEA maintained multiple systems that support collaboration and shared decision-making throughout the school year, including Learning Period meetings, Student Success Team (SST) meetings, Individualized Education Program (IEP) meetings, 504 meetings, intervention planning meetings, parent-teacher conferences, and college and career readiness planning sessions. These collaborative structures supported individualized goal setting, academic planning, intervention implementation, and ongoing monitoring of student progress.    Independent Study Teachers, Program Specialists, intervention staff, counselors, and support teams continued working closely with families and learning coaches to develop individualized educational plans aligned with state standards while addressing each student’s unique academic, behavioral, social-emotional, and college and career readiness needs. Educational partner feedback reflected continued appreciation for the personalized support, communication, and flexibility provided through the LEA’s instructional model.    Monarch River Academy also expanded partnerships through increased educational partner engagement opportunities, including PAC meetings, Finance Forums, curriculum fairs, community events, Supers in the Park gatherings, enrichment activities, Virtual Academy programming, intervention supports, and college and career readiness opportunities. These efforts strengthened school connectedness and increased opportunities for families to participate in educational planning and school improvement discussions.    Professional development opportunities for staff continued to support relationship building, communication strategies, MTSS implementation, culturally responsive practices, and collaboration systems designed to strengthen partnerships between school staff and families. Ongoing collaboration between departments and service regions contributed to improved coordination of supports for students and families across the LEA.    Through these collaborative partnerships, Monarch River Academy continued fostering a supportive educational environment where families remain active educational partners in student learning, engagement, intervention planning, and long-term academic success.|Based on educational partner feedback, survey results, and local data, Monarch River Academy identified several focus areas for continued improvement in strengthening partnerships that support positive student outcomes. A primary focus remains expanding meaningful family participation in academic planning, intervention supports, college and career readiness preparation, and schoolwide decision-making opportunities across all grade levels and programs.    The LEA will continue strengthening communication systems to ensure families receive timely, accessible, and consistent information regarding student progress, intervention services, academic expectations, graduation pathways, and available school supports. Continued expansion of virtual communication tools, recorded trainings, newsletters, parent workshops, and flexible meeting opportunities will support increased accessibility for families across the LEA’s geographically dispersed service regions.    Another focus area includes increasing educational partner understanding of MTSS supports, intervention systems, assessment data, graduation requirements, A-G pathways, dual enrollment opportunities, and college and career readiness planning. The LEA will continue providing parent education opportunities, informational workshops, and individualized support meetings designed to strengthen family understanding of available academic and student support programs.    Monarch River Academy also identified the need to continue strengthening coordination and collaboration across departments, programs, and support systems to ensure students and families receive consistent, personalized support throughout their educational experience. Ongoing professional development for staff focused on communication strategies, relationship building, culturally responsive practices, and student-centered support systems will remain a priority.    Additionally, the LEA will continue expanding opportunities for families to participate in school activities, enrichment opportunities, leadership events, PAC meetings, community engagement activities, and school improvement discussions to further strengthen school connectedness and educational partnerships. These continued improvement efforts are intended to support stronger collaboration between families and school staff while improving academic engagement, student support systems, and long-term student success outcomes.|Monarch River Academy remains committed to improving engagement and participation for underrepresented families identified through educational partner feedback, survey participation, and local data analysis. The LEA continues focusing on reducing barriers related to communication, technology access, transportation, scheduling flexibility, language accessibility, and participation in school programs and decision-making opportunities.    To strengthen engagement, Monarch River Academy will continue expanding regionally based events, community engagement opportunities, PAC participation, parent workshops, intervention meetings, and college and career readiness supports across the LEA’s geographically diverse service areas. Flexible participation options, including virtual meetings, recorded trainings, phone conferences, and digital communication systems, will continue supporting increased accessibility for families who may face scheduling or transportation barriers.    The LEA will also continue strengthening individualized outreach and support systems for families of English Learners, Low-Income students, Foster Youth, Students with Disabilities, and students receiving intervention services. Staff will continue providing personalized communication, intervention coordination, academic planning support, translated materials when needed, and access to technology resources, including Chromebooks, hotspots, and virtual learning supports.    Additionally, Monarch River Academy will continue supporting culturally responsive communication and relationship-building practices through ongoing staff professional development focused on family engagement, MTSS collaboration, trauma-informed practices, and student-centered support systems. Expanded opportunities for family participation in school activities, enrichment programs, leadership opportunities, and school improvement discussions will continue to strengthen school connectedness and partnerships with families.    By continuing to address barriers to participation and expanding equitable access to communication, resources, and support systems, Monarch River Academy aims to strengthen relationships with underrepresented families and ensure all students and families remain actively connected and engaged in the educational process.|Monarch River Academy continued to demonstrate strong progress in seeking educational partner input to support collaborative decision-making and continuous school improvement during the 2025–26 school year. The LEA maintained multiple systems for gathering feedback from families, students, staff, and community members to help guide program development, LCAP planning, intervention supports, school climate initiatives, and educational services across the independent study and flex based instructional model.   Educational partner engagement opportunities included Parent Advisory Committee (PAC) meetings, ELAC participation, Finance Forums, Leadership meetings, Supers in the Park events, surveys, community engagement activities, curriculum fairs, intervention meetings, and ongoing communication between families and school staff. These opportunities increased participation and strengthened communication pathways between educational partners and the LEA.   The school also continued utilizing surveys, direct outreach, participation data, and educational partner feedback to evaluate school effectiveness, identify areas for improvement, and inform planning decisions related to academics, intervention systems, school climate, student engagement, college and career readiness, and family support services. Feedback from families and staff contributed to ongoing refinements in communication systems, professional development opportunities, intervention supports, Virtual Academy programming, and enrichment opportunities.   Monarch River Academy continued prioritizing transparency and accessibility in decision-making processes through multiple communication systems, including newsletters, schoolwide announcements, virtual meetings, digital communication platforms, and regionally based events. Staff and leadership teams remained actively engaged in gathering and reviewing educational partner feedback to ensure decisions reflected the needs of the LEA’s diverse student population and geographically dispersed service regions.   Additionally, collaboration between teachers, Regional Coordinators, Program Specialists, counselors, intervention teams, administrators, and families strengthened the LEA’s ability to respond to changing student needs and educational partner priorities throughout the school year. These collaborative systems supported ongoing implementation of MTSS structures, intervention planning, school climate initiatives, and expanded student support opportunities.   Through continued educational partner engagement and collaborative feedback systems, Monarch River Academy strengthened its commitment to shared decision-making, continuous improvement, and maintaining responsive support systems that promote positive student outcomes and school connectedness.|Based on educational partner feedback, survey participation trends, and local data, Monarch River Academy identified several focus areas for continued improvement in seeking input for decision-making processes. A primary focus remains increasing participation and representation from families and educational partners who may not traditionally engage in advisory groups, surveys, meetings, or school leadership opportunities.   The LEA will continue strengthening outreach efforts to encourage broader participation from families of English Learners, Low-Income students, Foster Youth, Students with Disabilities, and families across geographically dispersed service regions. Expanded communication strategies, personalized outreach, translated materials when needed, virtual participation opportunities, and flexible meeting options will continue supporting increased accessibility and engagement in school decision-making processes.    Another focus area includes improving educational partner understanding of how feedback is used to guide school improvement efforts, LCAP development, intervention systems, school climate initiatives, and academic planning decisions. The LEA will continue increasing transparency by providing additional opportunities for educational partners to review school data, participate in discussions, and contribute input related to student supports, programs, and services.    Monarch River Academy also identified the need to continue strengthening participation in advisory groups, PAC meetings, surveys, community engagement opportunities, and school events to ensure educational partner feedback reflects the diverse needs of the LEA’s student population. Additional efforts will focus on increasing awareness of available engagement opportunities and strengthening communication regarding the purpose and impact of educational partner participation.    Professional development for staff related to communication strategies, relationship building, culturally responsive engagement practices, and collaborative decision-making will remain an ongoing priority. These efforts are intended to strengthen trust, improve participation, and ensure families and educational partners continue serving as active contributors in school planning and continuous improvement efforts.    Through these continued improvement efforts, Monarch River Academy aims to expand meaningful educational partner participation, strengthen collaborative decision-making systems, and ensure feedback from diverse student groups and families remains central to school improvement planning and student success initiatives.|To improve engagement of underrepresented families in decision-making processes, Monarch River Academy will continue implementing targeted strategies designed to reduce barriers to participation and strengthen equitable access to school leadership and feedback opportunities. Educational partner feedback and local data identified the importance of increasing participation from families of English Learners, Low-Income students, Foster Youth, Students with Disabilities, and families living across geographically dispersed service regions.    The LEA will continue strengthening personalized outreach efforts through direct communication, individualized support, translated materials when needed, virtual meeting options, recorded trainings, and flexible participation opportunities. School staff, including Independent Study Teachers, Regional Coordinators, counselors, Program Specialists, intervention staff, and leadership teams, will continue providing individualized communication and support to families who may experience barriers related to transportation, scheduling, language access, technology access, or familiarity with school systems.    Monarch River Academy will also continue expanding regionally based events, PAC participation opportunities, community engagement activities, surveys, workshops, and school meetings designed to increase family voice and participation in school improvement discussions. Multiple communication platforms, including newsletters, phone calls, virtual meetings, digital communication systems, and community-based events, will continue supporting greater accessibility and engagement for families across all service regions.    Additionally, the LEA will continue supporting underrepresented student groups and families through MTSS supports, intervention coordination, counseling services, English Learner supports, technology access, Learning Launchpad opportunities, and community resource coordination. Ongoing professional development for staff focused on culturally responsive communication, family engagement strategies, trauma-informed practices, and collaborative relationship building will continue strengthening the LEA’s ability to engage diverse educational partners.   Through these efforts, Monarch River Academy aims to increase meaningful participation from underrepresented families, strengthen educational partner voice in decision-making processes, and ensure all families feel welcomed, supported, and valued as active partners in the educational process.|5|5|5|4|5|5|5|5|5|4|4|4|Met||2026-06-18|2026
54718290000000|Buena Vista Elementary|3|Buena Vista has worked hard on diversifying models of communication to improve parent outreach and involvement.  Our families are happy with the programs at Buena Vista.  We continue to work on ways to actively engage them in their child's education, around work and school schedule issues.|Communication is an area for constant challenges and improvements and we will continue to work on that to ensure all our parents are up to date on shat is happening in school and how they can get involved.|Buena Vista will continue to work on communication skills and responding to the needs of our families.  Holding parent meetings at a variety of times to meet the needs of working parents and providing translations services are key components to meeting the needs of our underrepresented families.|One of Buena Vista's strengths is the relationships that have been developed with the families.  We continue to work at improving communication and providing information to families regarding opportunities to participate in their children's education.  We also encourage parents to express what they need. We will continue to build these partnerships.|The focus of the last two years has been to improve communication using a variety of methods to reach the most families in a positive way.  This keeps parents informed of school events and their children's progress.  We are working together to increase student progress.|Underrepresented families at Buena Vista are the English Learners, Socio-economically disadvantaged and families of students with disabilities. These groups are the focus of our communication and working to find comfortable opportunities for them to participate.|Buena Vista's strength is getting the message out to our partners.  By using a variety of communication methods 98 percent of families receive the information that comes from the school.|While Buena Vista families will help with student events, many families are hesitant to participate in advisory groups.  They much prefer less formal and more relaxed settings to talk and share information. We need to do a better job of convincing parents that these groups and their input is an important part of the the work we do and for their children's education.|In order to increase educational partner input, Buena Vista will hold more informal partner meetings in order to continue to share and recruit members of the important decision making groups. Overall, we do a good job of outreach for SED, English Learner, and families of students with disabilities.|5|5|4|5|4|4|5|4|4|4|5|4|Met||2026-06-17|2026
54718370000000|Burton Elementary|3|Based on educational partner input and local data, the LEA's strength in building relationships between school staff and families is the strong connection and communication established by site administrators and school staff. Families report feeling welcomed, informed, and supported by their schools. The LEA has made progress in reaching and engaging families from all student groups, including socioeconomically disadvantaged students, students with disabilities, foster youth, and Native American/Tribal families. Family and community liaisons help connect families to school programs, resources, and services, including the Expanded Learning Opportunities Program (ELOP). Through regular communication, meetings, surveys, and family events, the LEA continues to increase family involvement and gather feedback to support student success. These efforts have helped strengthen trust and partnerships between schools and families.|Based on educational partner input and local data, the LEA has identified the need to improve two-way communication with families, especially for English Learner households. Many families face challenges using digital platforms like ParentSquare, highlighting the importance of providing key information in paper format and in home languages. Moving forward, the LEA will focus on offering accessible, understandable communication through multiple formats and languages to ensure all families are informed and engaged.|Based on the analysis of educational partner input and local data, the LEA has identified key strategies to strengthen engagement with underrepresented families. The self-reflection process emphasized the need for more inclusive communication and meaningful family-staff interaction. To address this, the district will continue providing bilingual community liaisons and staff to serve as connectors for non-English-speaking families, ensuring school communications are accessible and that support is available during meetings and events. Efforts will also include flexible parent-teacher conference scheduling, translation services, and transportation support as needed. Ongoing feedback from surveys and focus groups will guide continuous improvements, helping ensure all families feel heard, supported, and valued.|Based on educational partner input and local data, the LEA's strengths in building partnerships for student outcomes include strong collaboration among school staff, families, and community partners. School counselors and psychologists work closely with students and families to provide academic, social-emotional, and behavioral support that contributes to student success. The LEA has made progress by offering a variety of family engagement opportunities, including Teacher/Parent/Student Engagement Nights, family workshops, family picnics, and school community events. These activities provide families with information, resources, and strategies to support student learning both at school and at home. Additionally, events such as Winter Night and Spring Night bring together students, families, school staff, and community members, strengthening partnerships that support positive student outcomes. Through these ongoing engagement opportunities, the LEA continues to foster meaningful relationships that promote student achievement, well-being, and school connectedness.|Based on educational partner input and local data, the LEA's focus for improvement in building partnerships for student outcomes is increasing opportunities for families to provide input on programs, workshops, and events that best meet their needs. The LEA will continue to utilize parent and student surveys to gather feedback and identify topics of interest, such as social-emotional learning, Latino Literacy, and other family engagement opportunities. The LEA also plans to expand targeted supports and events for English Learner students and families, including ELPAC-focused workshops for families of students transitioning from 5th to 6th grade and additional EL/ELD-focused engagement activities. Efforts will also include exploring language development opportunities, such as language camps, to strengthen communication and family involvement. By continuing to seek parent and student input and providing responsive learning opportunities, the LEA aims to strengthen partnerships that support student achievement, engagement, and overall success.|After analyzing feedback from educational partners and reviewing local data, if underrepresented families are identified through the self-reflection process, the LEA will strengthen engagement by providing targeted outreach and connecting families with resources and support services that address their unique needs. The LEA's social worker will continue to partner with community agencies to provide workshops, resources, and support for families, including foster youth, families experiencing homelessness, and English Learner (EL/ELD) students and their families. The LEA will also offer specialized workshops and informational sessions, including Consulate presentations, Latino Literacy opportunities, and programs designed to support EL/ELD students and families. Additional efforts, such as food drives, family resource events, and sharing student progress information through scorecards and other communication tools, will help families stay connected and engaged in their child's education. Through these targeted supports and partnerships, the LEA aims to reduce barriers to participation, increase family engagement, and strengthen partnerships that support positive student outcomes.|Based on the analysis of educational partner input and local data, The LEA continues to strengthen stakeholder engagement and decision-making processes through intentional outreach and relationship-building with students, families, staff, and community partners. Site administrators have developed strong rapport with families and community members, creating opportunities for meaningful input and collaboration. A key area of progress has been ensuring that all district and school site parent committees, including the District Advisory Committee (DAC), District English Learner Advisory Committee (DELAC), School Site Councils (SSCs), and English Learner Advisory Committees (ELACs) are established, representative, and actively engaged in supporting school and district decision-making. These committees provide valuable opportunities for families to participate in planning, reviewing programs, and providing feedback on district initiatives. The LEA actively seeks feedback from unduplicated pupil groups, including socioeconomically disadvantaged students, students with disabilities, foster youth, and Native American/Tribal families. Input is gathered through advisory committees, surveys, meetings, and direct communication to ensure diverse perspectives are represented in planning and decision-making. To increase participation and access, the LEA utilizes family and community liaisons who serve as a bridge between schools and families. These liaisons support communication, connect families to resources, and encourage involvement in school programs and initiatives. The LEA has also leveraged liaison support to promote and expand participation in the Expanded Learning Opportunities Program (ELOP), ensuring families are informed of available opportunities and services. As a result of these efforts, the LEA has made progress in increasing stakeholder engagement, strengthening relationships with targeted student groups, and incorporating stakeholder feedback into district and site-level decisions.|Based on the analysis of educational partner input and local data, the LEA's focus for improvement in seeking input for decision-making is increasing participation from targeted student groups, including socioeconomically disadvantaged students, students with disabilities, foster youth, and Native American/Tribal families. The LEA will continue to strengthen outreach efforts to ensure these groups have opportunities to provide meaningful feedback and participate in district and school decision-making processes. To better measure engagement and identify areas for improvement, the LEA plans to add demographic questions to stakeholder surveys. This will allow the district to more accurately identify respondents from targeted student groups, track participation rates, and ensure that the voices of all educational partners are represented in the decision-making process.|Based on the analysis of educational partner input and local data, the LEA recognizes that engagement of some underrepresented families in decision-making remains an area for continued growth. If families of migrant (MV) students, English Learners (EL), students with disabilities (SWD), foster youth, or Native American/Tribal students are identified as underrepresented through the self-reflection process, the LEA will implement targeted outreach strategies to increase participation and ensure their voices are included in district and school-site decisions. The LEA will continue to provide personalized invitations, translated communications, and direct outreach through site staff and family liaisons to ensure families feel welcomed, informed, and encouraged to participate. The district will also utilize multiple methods for gathering input, including multilingual surveys, focus groups, advisory committees, virtual participation options, and in-person meetings offered at various times to accommodate family schedules. To further strengthen engagement, the LEA will continue building partnerships with community organizations and agencies that have established relationships with underrepresented families. These partnerships will help increase trust, improve communication, and create culturally responsive opportunities for families to share feedback. Through these efforts, the LEA aims to create a more inclusive and equitable decision-making process where all families feel empowered to contribute to decisions that impact student success.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-15|2026
54718370109009|Summit Charter Academy|3|Based on educational partner input and local data, the SCA's strength in building relationships between school staff and families is the strong connection and communication established by site administrators and school staff. Families report feeling welcomed, informed, and supported by their schools. The LEA has made progress in reaching and engaging families from all student groups, including socioeconomically disadvantaged students, students with disabilities, foster youth, and Native American/Tribal families. Family and community liaisons help connect families to school programs, resources, and services, including the Expanded Learning Opportunities Program (ELOP). Through regular communication, meetings, surveys, and family events, the LEA continues to increase family involvement and gather feedback to support student success. These efforts have helped strengthen trust and partnerships between schools and families.|Based on educational partner input and local data, the SCA has identified the need to improve two-way communication with families, especially for English Learner households. Many families face challenges using digital platforms like Parent Square, highlighting the importance of providing key information in paper format and in home languages. Moving forward, the LEA will focus on offering accessible, understandable communication through multiple formats and languages to ensure all families are informed and engaged.|Based on the analysis of educational partner input and local data, the SCA has identified key strategies to strengthen engagement with underrepresented families. The self-reflection process emphasized the need for more inclusive communication and meaningful family-staff interaction. To address this, the district will continue providing bilingual community liaisons and staff to serve as connectors for non-English-speaking families, ensuring school communications are accessible and that support is available during meetings and events. Efforts will also include flexible parent-teacher conference scheduling, translation services, and transportation support as needed. Ongoing feedback from surveys and focus groups will guide continuous improvements, helping ensure all families feel heard, supported, and valued.|Based on educational partner input and local data, SCA's strengths in building partnerships for student outcomes include strong collaboration among school staff, families, and community partners. School counselors and psychologists work closely with students and families to provide academic, social-emotional, and behavioral support that contributes to student success. The LEA has made progress by offering a variety of family engagement opportunities, including Teacher/Parent/Student Engagement Nights, family workshops, family picnics, and school community events. These activities provide families with information, resources, and strategies to support student learning both at school and at home. Additionally, events such as Winter Night and Spring Night bring together students, families, school staff, and community members, strengthening partnerships that support positive student outcomes. Through these ongoing engagement opportunities, the LEA continues to foster meaningful relationships that promote student achievement, well-being, and school connectedness.|Based on educational partner input and local data, SCA's focus for improvement in building partnerships for student outcomes is increasing opportunities for families to provide input on programs, workshops, and events that best meet their needs. The LEA will continue to utilize parent and student surveys to gather feedback and identify topics of interest, such as social-emotional learning, Latino Literacy, and other family engagement opportunities. The LEA also plans to expand targeted supports and events for English Learner students and families, including ELPAC- focused workshops for families of students transitioning from 5th to 6th grade and additional EL/ELD-focused engagement activities. Efforts will also include exploring language development opportunities, such as language camps, to strengthen communication and family involvement. By continuing to seek parent and student input and providing responsive learning opportunities, the LEA aims to strengthen partnerships that support student achievement, engagement, and overall success.|After analyzing feedback from educational partners and reviewing local data, if underrepresented families are identified through the self-reflection process, SCA will strengthen engagement by providing targeted outreach and connecting families with resources and support services that address their unique needs. The LEA's social worker will continue to partner with community agencies to provide workshops, resources, and support for families, including foster youth, families experiencing homelessness, and English Learner (EL/ELD) students and their families. The LEA will also offer specialized workshops and informational sessions, including Consulate presentations, Latino Literacy opportunities, and programs designed to support EL/ELD students and families. Additional efforts, such as food drives, family resource events, and sharing student progress information through scorecards and other communication tools, will help families stay connected and engaged in their child's education. Through these targeted supports and partnerships, the LEA aims to reduce barriers to participation, increase family engagement, and strengthen partnerships that support positive student outcomes.|Based on the analysis of educational partner input and local data, SCA continues to strengthen stakeholder engagement and decision-making processes through intentional outreach and relationship-building with students, families, staff, and community partners. Site administrators have developed strong rapport with families and community members, creating opportunities for meaningful input and collaboration. A key area of progress has been ensuring that all district and school site parent committees, including the District Advisory Committee (DAC), District English Learner Advisory Committee (DELAC), School Site Councils (SSCs), and English Learner Advisory Committees (ELACs) are established, representative, and actively engaged in supporting school and district decision-making. These committees provide valuable opportunities for families to participate in planning, reviewing programs, and providing feedback on district initiatives. The LEA actively seeks feedback from unduplicated pupil groups, including socioeconomically disadvantaged students, students with disabilities, foster youth, and Native American/Tribal families. Input is gathered through advisory committees, surveys, meetings, and direct communication to ensure diverse perspectives are represented in planning and decision-making. To increase participation and access, the LEA utilizes family and community liaisons who serve as a bridge between schools and families. These liaisons support communication, connect families to resources, and encourage involvement in school programs and initiatives. The LEA has also leveraged liaison support to promote and expand participation in the Expanded Learning Opportunities Program (ELOP), ensuring families are informed of available opportunities and services. As a result of these efforts, the LEA has made progress in increasing stakeholder engagement, strengthening relationships with targeted student groups, and incorporating stakeholder feedback into district and site-level decisions.|Based on the analysis of educational partner input and local data, SCA's focus for improvement in seeking input for decision-making is increasing participation from targeted student groups, including socioeconomically disadvantaged students, students with disabilities, foster youth, and Native American/Tribal families. The LEA will continue to strengthen outreach efforts to ensure these groups have opportunities to provide meaningful feedback and participate in district and school decision-making processes. To better measure engagement and identify areas for improvement, the LEA plans to add demographic questions to stakeholder surveys. This will allow the district to more accurately identify respondents from targeted student groups, track participation rates, and ensure that the voices of all educational partners are represented in the decision-making process.|Based on the analysis of educational partner input and local data, SCA recognizes that engagement of some underrepresented families in decision-making remains an area for continued growth. If families of migrant (MV) students, English Learners (EL), students with disabilities (SWD), foster youth, or Native American/Tribal students are identified as underrepresented through the self-reflection process, the LEA will implement targeted outreach strategies to increase participation and ensure their voices are included in district and school-site decisions. The LEA will continue to provide personalized invitations, translated communications, and direct outreach through site staff and family liaisons to ensure families feel welcomed, informed, and encouraged to participate. The district will also utilize multiple methods for gathering input, including multilingual surveys, focus groups, advisory committees, virtual participation options, and in-person meetings offered at various times to accommodate family schedules. To further strengthen engagement, the LEA will continue building partnerships with community organizations and agencies that have established relationships with underrepresented families. These partnerships will help increase trust, improve communication, and create culturally responsive opportunities for families to share feedback. Through these efforts, the LEA aims to create a more inclusive and equitable decision-making process where all families feel empowered to contribute to decisions that impact student success.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-15|2026
54718520000000|Columbine Elementary|3|Open House attendance was stellar with good participation in our cake auction.  Many families participated in our taco truck dinner. School site council participation has been good all year.  We had about 15 participants per meeting. Volunteers numbered 140 different individuals.  Many of them volunteered more than once. Parents and a family members attended student activities. Examples are sports, Academic assemblies, student activities such as 5th grade SCICON and Poetry and Prose.  Condor Hockey game, Back to School Night, and Open House. Parent Conferences in the Fall connected with all of our families except 1.|Columbine will continue to get more parent input and participation in our annual parent training activity.|Mr. Jones and staff will continue to contact these families and welcome them to attend activities and or receive their input.  Examples are Once Call Now, telephone, letters sent home, and home visits.  When necessary, a language other than English will be used.|Our monthly Parent Institute letters provide valuable information for our families.  Our Parent / Teacher conferences build a solid understanding of teacher expectations for students and strengthen our relationships with our parents.  All families had a conference except 1 student.|To continue to work with all families and interact with them when they visit whether it be an office visit or a student event.  Home visits will continue.|Columbine will continue to contact underrepresented families in a variety of ways.  Examples are One Call Now, Parent Institute letter, telephone, and home visits.  The later is showing some dividends.  We will also seek them out when they come to school.|Columbine uses its School Site Council / Safety committee, Parent Advisory Committee, and Board Meetings to seek input in our decision making.  Both groups are functioning well with positive environments.  Teachers and parents meet to discuss and plan activities and events - especially for 8th grade trips and primary grade activities.|Columbine will continue One Call Now reminder before our School Site Council / Safety meetings and Parent Advisory meetings.  Mr. Jones will continue to seek parent input at the council and Advisory meetings.|Columbine will continue a One Call Now second notification prior to School Site Council / Parent Advisory meetings for parents and other interested individuals.  Individual contacts will be made when the staff or parents see a need.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-11|2026
54718600000000|Cutler-Orosi Joint Unified|3|The District has made notable progress in building strong, trusting relationships between school staff and families, as reflected in educational partner input, surveys, and local data. These relationships are foundational to student success and are supported by a comprehensive family engagement strategy that prioritizes communication, partnership, and inclusivity. The District has developed robust, multilingual communication systems to ensure families are informed and connected. Through weekly newsletters, parent emails, automated calls, and social media updates in English and Spanish, families consistently receive timely and relevant information about school events, student learning, and district policies. The district website and mobile applications also provide accessible platforms for accessing resources and important updates.  Parent education is a key strength, with programs designed to equip families with tools to support their children's academic and emotional development. Workshops on topics such as literacy strategies, social-emotional learning, and navigating school systems are held throughout the year. Sessions are offered in English and Spanish, and interpretation is available in other home languages as needed. Families have responded positively, with attendance steadily increasing over the past two years. The District also hosts a wide range of family engagement events, including parent-teacher conferences, school showcases, literacy nights, student performances, and cultural celebrations. These events promote a welcoming school climate, strengthen school-home partnerships, and increase family involvement. Data shows increased participation in these events, especially among families of English Learners and socioeconomically disadvantaged students.  Student-Parent Advocates and Community Schools Coordinators are instrumental in supporting connections between families and schools. They offer a connection to services, facilitate communication, and provide referrals to community resources, coordinate parent education on school-related topics, and invite outside agencies to present on safety topics. This staff is particularly critical in supporting the needs of unduplicated pupils ensuring equitable access to learning opportunities and wraparound services.  Families are actively engaged in school governance through School Site Councils, District and English Learner Advisory Committees (DAC and DELAC), and LCAP engagement sessions. Their input helps shape policies, budget decisions, and strategic priorities. The District values transparency and encourages shared responsibility in decision-making processes.  The increased use of virtual platforms has expanded opportunities for family engagement. Tools such as Zoom meetings, learning management systems, and parent portals allow families to participate in meetings, access grades and assignments, and communicate with teachers—regardless of work schedules or transportation challenges.|Based on the analysis of educational partner input and local data, the Cutler-Orosi Joint Unified School District has identified Enhanced Two-Way Communication as a key focus area for improvement in building relationships between school staff and families.  While the District has made substantial progress in keeping families informed, feedback from parents and advisory groups indicates a need for more consistent, two-way communication that allows families to share their perspectives, concerns, and ideas. To address this, the District will implement regular surveys and parent feedback tools to gather input on school programs, services, and family needs. Additionally, the District plans to establish parent focus groups to foster ongoing dialogue with school leaders, ensuring that family voices help shape school practices and decisions. Staff will also receive professional development in culturally responsive and effective communication strategies to ensure they are accessible, welcoming, and responsive to all families.  By prioritizing this focus area, the District aims to deepen trust, improve responsiveness, and create stronger, more collaborative partnerships with families—ultimately supporting student success and well-being.|Based on the analysis of educational partner input and local data, the Cutler-Orosi Joint Unified School District (COJUSD) will improve engagement of underrepresented families by expanding targeted outreach, strengthening support services, and building family capacity through education.  COJUSD prioritizes building partnerships to support student outcomes. The District has established routines and procedures to help families understand and exercise their rights. All parents are invited to participate in School Site Councils (SSC), English Learner Advisory Committees (ELAC), LCAP forums, and parent advisory groups. During SSC and ELAC meetings, families are informed about Uniform Complaint Procedures (UCP) and their rights to advocate for their students. A Parent-Student Handbook, available in English and Spanish, is distributed annually and outlines key policies, including complaint procedures.  To further support underrepresented families, the District utilizes Outreach Aides at the Family Education Center. These staff members assist families with parenting, social-emotional counseling, substance abuse referrals, and navigating school systems. The Family Education Center serves as a community hub where families can drop in for assistance with school-related or personal matters. Outreach Aides act as liaisons between home and school to ensure family concerns are heard and addressed.  Parent-Student Advocates, Community Schools Coordinators, and Educational Social Workers also provide direct support at all school levels, working with families of students who are below grade level or at risk of not graduating. These staff members bridge communication between families and educators, offering guidance and linking families with academic and behavioral supports.  To build family knowledge and engagement, COJUSD has implemented multi-tiered Parent Academies at the elementary and secondary levels. At the elementary level, topics include “School Systems,” “Literacy is King!,” and “Strong Family-School Partnerships.” At the secondary level, sessions focus on “School Systems,” “On the Road to College,” and “Strong Family-School Partnerships.” Each academy tier builds upon the last, developing family skills in areas such as digital literacy, understanding school processes, and supporting student achievement at home.  The District also recognizes the need to strengthen staff capacity to engage families. Professional learning opportunities for teachers, principals, and support staff will be explored to improve communication, cultural responsiveness, and strategies for meaningful family partnerships.  While schools currently host events such as Back to School Night, Open House, and parent conferences, local data and input reveal that not all families feel connected. We have added events at all sites which incorporate parent group and engagement such as, “Dia del nino” making popcorn for a championship basketball game and Loteria nights at which parents hear abo|Based on the analysis of educational partner input and local data, the Cutler-Orosi Joint Unified School District (COJUSD) has identified key strengths and areas of progress in building partnerships for student outcomes.  COJUSD values strong partnerships with families and the community to support academic achievement and student well-being. This commitment is reflected in a multi-tiered approach that promotes communication, parent education, and collaboration aligned to student needs.  Families actively participate in School Site Councils (SSC), English Learner Advisory Committees (ELAC), the District Advisory Committee (DAC), and LCAP stakeholder forums. These platforms empower families to provide input on programs, funding priorities, and student support strategies. Input from these meetings is regularly reviewed and used to inform district planning and continuous improvement. The District offers parent education at both elementary and secondary levels. Topics include navigating school systems, digital literacy, academic standards, literacy development, and college and career readiness. Other topics include Online Safety, Drug and Alcohol prevention, as well as mental health topics. Sessions are available in English and Spanish and build skills across multiple levels to help families better support their children's learning at home and advocate for their needs. Parent-Student Advocates, Community Coordinators, Outreach Aides, and Educational Social Workers provide direct support to families, especially those with students who are academically at risk or in need of social-emotional support. These staff serve as liaisons between home and school, helping families access services and participate in student success plans. Their work is especially impactful in supporting unduplicated students. COJUSD collaborates with local agencies to expand access to services such as mental health counseling, after-school tutoring, substance abuse education and prevention, and college readiness. These partnerships ensure families and students receive well-rounded support both inside and outside of the classroom.  The District uses feedback from family surveys, attendance data, and academic metrics to assess the impact of engagement efforts. Data shows steady increases in family participation at school events, improved communication, and higher student attendance and achievement. COJUSD’s strengths in family engagement, education, targeted student support, and community collaboration demonstrate progress in building meaningful partnerships for student outcomes. The District remains committed to expanding these efforts to ensure that every student is supported academically, socially, and emotionally.|Based on the analysis of educational partner input and local data, the Cutler-Orosi Joint Unified School District (COJUSD) has identified a key focus area for improvement in building partnerships for student outcomes: increasing parent and community understanding of local assessments, curriculum, and instructional strategies. Recent feedback from families and community members reflects a desire for more in-depth knowledge about how student learning is assessed and supported across the district. In response, COJUSD has prioritized the development of clear, accessible communication tools and engagement opportunities to bridge this gap. To address this need, the District has hosted a series of community forums focused on local assessments, instructional practices, and the continuous improvement cycles in place to ensure all students meet or exceed grade-level expectations. These forums are designed to promote transparency and dialogue between school staff and families, allowing for shared understanding and collaborative problem-solving. This focus on improved communication and shared understanding aligns with the district’s broader goal of increasing meaningful family engagement and ensuring all educational partners are informed, empowered, and involved in the learning process.|The Cutler-Orosi Joint Unified School District (COJUSD) is committed to improving engagement with underrepresented families as part of its efforts to build strong partnerships for student outcomes.  Based on the self-reflection process and input from educational partners, COJUSD has recognized the need to ensure all families feel welcomed, informed, and empowered to participate in their child’s education. While progress has been made in translating key documents and communications into families’ home languages, the District is expanding efforts to deepen connections and remove barriers to engagement. To improve outreach, COJUSD is developing targeted strategies to reach underrepresented families more effectively. These include extending personal invitations to events and meetings, offering flexible meeting times—including evenings and weekends—and rotating meeting locations to be more accessible to families with limited transportation options. Virtual participation will continue to be offered to accommodate those with work or childcare constraints. The District is also working to strengthen relationships with families by cultivating an inclusive environment where every parent or guardian feels their voice matters. Staff will receive ongoing support and training to improve culturally responsive communication and build trust with families from diverse backgrounds.|COJUSD has implemented several strategies to help families understand academic expectations and actively support student learning. These efforts promote transparency, engagement, and collaboration between schools and families.  Back-to-School Night offers families classroom-specific guidance on academic standards, grading practices, and instructional goals. Parent-teacher conferences provide individualized insights into student progress, giving parents practical ways to support their child’s academic growth. These events help establish strong home-school partnerships early in the school year. Through the Local Control and Accountability Plan (LCAP) process, families are invited to participate in shaping district priorities. Advisory groups such as the District Advisory Committee (DAC), District English Learner Advisory Committee (DELAC), and School Site Councils (SSC) provide spaces where parents can learn about academic goals, student achievement data, and targeted supports. These settings empower parents to take an active role in educational decision-making. COJUSD uses a variety of digital tools to communicate academic expectations and gather feedback. District and school websites regularly post updates, resources, and announcements. Online surveys and questionnaires provide opportunities for families to share input and identify areas where more support or clarification is needed.  These strategies reflect COJUSD’s commitment to fostering meaningful two-way communication with families and building shared responsibility for student outcomes. By offering multiple points of access—through in-person meetings, virtual platforms, and formal advisory structures—the District ensures that families are well-informed, engaged, and equipped to support their children’s academic success.|Based on the analysis of educational partner input and local data, the Cutler-Orosi Joint Unified School District (COJUSD) has identified follow-up communication as a key focus area for improvement in seeking input for decision-making. While the District offers multiple opportunities for families and educational partners to provide input—such as through School Site Councils (SSC), District Advisory Committees (DAC), English Learner Advisory Committees (DELAC), and LCAP community forums—feedback has revealed a need for more transparent and consistent communication about how this input is used. Educational partners have expressed a desire to better understand how their feedback influences decisions and shapes district plans. In response, COJUSD is committed to strengthening its follow-up communication practices. This includes providing clear summaries of stakeholder input, explicitly identifying how that input has informed decisions, and offering regular updates on the implementation and outcomes of initiatives influenced by community voice. Improving this feedback loop will help build greater trust, demonstrate responsiveness, and reinforce the value of stakeholder engagement. By ensuring families and partners can see the direct impact of their participation, the District aims to foster deeper, more meaningful collaboration in the decision-making process.|COJUSD is committed to improving engagement of underrepresented families in the decision-making process by removing barriers, increasing accessibility, and enhancing proactive outreach. COJUSD ensures that all families—regardless of language, background, or circumstance—receive communication and invitations to participate in school and district-level committees, forums, and advisory groups. To support equitable access, the District provides accommodations such as translation of materials, interpreters for meetings, flexible scheduling (including evenings and weekends), and individual meetings or home visits when necessary. These strategies aim to ensure families feel welcomed, heard, and empowered to contribute their perspectives. To improve engagement specifically with underrepresented families—including those of migratory students, foster youth, and students experiencing homelessness—the District places a strong emphasis on proactive communication and personalized outreach. COJUSD monitors student attendance daily and uses this data to identify and respond to students who may be at risk of disengagement. For students with unstable living conditions, staff work directly with families to ensure continuity of services and maintain open lines of communication regarding educational supports.|4|5|4|5|4|5|4|5|4|4|4|4|Met||2026-06-18|2026
54718940000000|Ducor Union Elementary|3|Ducor Union Elementary School District has made strong progress in building positive, trusting relationships between school staff and families. The district provides multiple opportunities for families to connect with staff through parent events, family activities, school celebrations, conferences, workshops, and other school-based gatherings. Parents also participate in the Parent Council and other advisory and decision-making opportunities, allowing them to provide input on programs, student needs, school priorities, and the Local Control and Accountability Plan.  The district maintains regular two-way communication with families and works to ensure parents feel welcomed, respected, and informed. Staff members respond to family concerns, encourage parent participation, and connect families with academic, behavioral, health, social-emotional, and community resources. Ducor also provides wraparound services and referrals designed to address barriers that may affect student attendance, engagement, achievement, and family well-being.  These efforts have strengthened collaboration between families and the school, increased opportunities for parent voice, and supported a school culture in which families are viewed as essential partners in student success.|Ducor Union Elementary School District will continue strengthening relationships between school staff and families by increasing meaningful opportunities for parents, caregivers, teachers, and staff to participate in decisions that affect students and the school community. The district regularly meets with families and employee groups, seeks input on programs and priorities, and encourages participation in councils, committees, school events, conferences, and planning activities.  The district’s focus for improvement is to expand participation among families who may be less involved, strengthen two-way communication, and ensure that parent and staff input is consistently reflected in district decisions and follow-up actions. Ducor will continue improving outreach, meeting accessibility, communication methods, and opportunities for families to share concerns, recommendations, and feedback. These efforts will help deepen trust, increase engagement, and strengthen the partnership between families, staff, and the district.|Ducor Union Elementary School District will improve engagement of underrepresented families by using more intentional, accessible, and personalized outreach. The district will provide information through multiple communication methods, including phone calls, text messages, written notices, digital platforms, parent meetings, and individual follow-up from school staff. Translation and interpretation support will be provided as needed so families can fully participate in school activities and decision-making.  The district will also offer meetings and engagement opportunities at varied times, reduce barriers to participation, and personally invite families who have historically been less involved. Staff will continue connecting families with wraparound services, academic support, health and wellness resources, and community programs. Ducor will regularly seek feedback from underrepresented families, review participation data, and use their input to improve communication, programs, services, and schoolwide decisions.|Ducor Union Elementary School District has made strong progress in building partnerships with families to support student achievement, attendance, behavior, health, and overall well-being. The district regularly communicates with parents and caregivers, provides opportunities for participation through the Parent Council, conferences, school events, advisory meetings, and the Local Control and Accountability Plan process, and includes families in decisions affecting their children.  School staff work collaboratively with families to identify student needs, establish shared goals, monitor progress, and coordinate academic interventions and support services. Ducor also connects families with wraparound services, including health, mental health, behavioral, social-emotional, attendance, and community resources. Teachers and staff maintain ongoing communication with families regarding student progress, strengths, concerns, and available supports.  These partnerships have increased family participation, strengthened communication between home and school, and improved the district’s ability to provide coordinated and responsive services that support positive student outcomes.|Ducor Union Elementary School District will continue strengthening partnerships with families by creating more consistent opportunities for parents and caregivers to participate in setting goals, reviewing student progress, and identifying appropriate academic, behavioral, attendance, health, and social-emotional supports. The district will improve the consistency of two-way communication so that families receive timely information and have clear opportunities to share concerns, recommendations, and feedback.  The district will also strengthen coordination among families, teachers, support staff, and community partners to ensure that services are aligned with individual student needs. Additional emphasis will be placed on increasing family participation in conferences, intervention planning, advisory groups, workshops, and student-support meetings, particularly among families who have historically participated less frequently. Ducor will use parent input and student outcome data to evaluate the effectiveness of these partnerships, identify barriers to participation, and improve programs and services that support student achievement and well-being.|Ducor Union Elementary School District will improve engagement of underrepresented families by providing more personalized outreach and creating additional opportunities for families to participate in decisions related to student achievement, attendance, behavior, health, and social-emotional well-being. The district will use multiple communication methods, including phone calls, text messages, written notices, digital platforms, individual conferences, and direct staff follow-up, with translation and interpretation provided as needed.  Ducor will also offer meetings and workshops at varied times, personally invite families who have historically participated less frequently, and reduce barriers that may limit involvement. Staff will connect families with wraparound services and community resources while ensuring that parents and caregivers are included in goal setting, intervention planning, progress monitoring, and student-support meetings. The district will review participation data and family feedback to determine which strategies are most effective and make ongoing adjustments to strengthen partnerships and improve student outcomes.|Ducor Union Elementary School District has made strong progress in seeking meaningful input from families, staff, students, and community partners when making decisions that affect student learning, school programs, services, and district priorities. The district gathers feedback through Parent Council meetings, staff meetings, family conferences, surveys, advisory groups, school events, public Board meetings, and the Local Control and Accountability Plan engagement process.  Parents, teachers, classified staff, and community partners are encouraged to share their perspectives regarding academic programs, student support services, school climate, attendance, safety, family needs, and resource allocation. District leaders regularly meet with educational partners, listen to concerns and recommendations, and use the information collected to guide planning and improve services.  These practices have increased opportunities for educational partner voice, strengthened transparency, and supported more informed and responsive decision-making. Ducor continues to demonstrate that families and staff are valued partners whose input helps shape decisions and improve outcomes for students.|Ducor Union Elementary School District will continue improving its decision-making process by expanding opportunities for families, staff, students, and community partners to provide timely and meaningful input before major decisions are finalized. The district will strengthen the use of surveys, Parent Council meetings, staff meetings, advisory groups, family forums, and individual outreach to gather perspectives from a broader range of educational partners.  A key focus will be increasing participation from families and groups that have historically been less represented and ensuring that communication, translation, scheduling, transportation, technology, or other barriers do not limit involvement. The district will also improve how it communicates the results of engagement by explaining what input was received, how it influenced decisions, and why particular recommendations were or were not adopted.  Ducor will review participation information and feedback trends to evaluate the effectiveness of its engagement strategies. These improvements will support greater transparency, stronger educational partner trust, and more inclusive, data-informed decisions that address the needs of all students.|Ducor Union Elementary School District will improve engagement of underrepresented families in decision-making by using more intentional, personalized, and accessible outreach. The district will communicate through multiple methods, including phone calls, text messages, written notices, digital platforms, home-language communication, individual conferences, and direct staff follow-up. Translation and interpretation will be provided as needed to ensure that all families can understand the issues under consideration and participate meaningfully.  The district will also offer meetings, surveys, and listening sessions at varied times and in accessible formats, while personally inviting families who have historically participated less frequently. Staff will explain how family input will be used, provide updates on decisions, and communicate how recommendations influenced district plans, programs, services, and resource allocation.  Ducor will review participation data and feedback patterns to identify families and student groups that remain underrepresented. The district will then adjust its outreach strategies, reduce barriers to participation, and create additional opportunities for those families to help shape decisions affecting student achievement, school climate, attendance, services, and overall student well-being.|4|5|4|4|4|5|4|4|4|4|4|3|Met||2026-06-16|2026
54719020000000|Earlimart Elementary|3|Earlimart supports families throughout the year with family and community events. We support back to school nights, fall festivals, trunk or treat, family dances, winter events, donuts with grownups, coffee clubs, game nights, winter and spring family pictures and parent committee leadership recognitions. We have included a parent focused Local Control and Accountability (LCAP) Goal 3: Create and maintain an environment that engages, supports and empowers parents. (Priority 3: Parental Involvement). Our last California Healthy Kids Survey indicated that 95% of parents agreed or strongly agreed that the school welcomes parent input.|Earlimart has one Family and Community Engagement Coordinator and three school site Parent Liaisons to support family events, committees, translation and communication. We also provide a variety of classes at no cost to the district in collaboration with UC Cooperative Extension, Cal Fresh and the National Council of Alcoholism and Drug Dependence. We also provide workshops on Canva, resume building and job searches. While reviewing data and meeting with staff, we identified the need to continue to strengthen resources and build relationships. During the 25-26 school year, this team has been provided with a professional organizational membership for the National Association of Family, School and Community Engagement. This will provide additional professional development webinars, resources and toolkits to support increased partnerships. We will continue this in future school years. This action is included in our Local Control and Accountability (LCAP) Goal 3 Action 3.2. We are continuing efforts to increase our parent accounts in Parent Square. Our baseline in the fall of 2024 was 56% and our three year goal is 85%.|Earlimart School District has a high number of underrepresented families. 90.98% of our students are considered socio-economically disadvantaged, 54.96% of our students are English Learners, and 8.8% are students with disabilities. We are working to create additional opportunities for educational partner engagement through our Local Control and Accountability (LCAP) and California Healthy Kids Surveys, Local Control and Accountability (LCAP) forum meetings, school family events, board meetings, Title I meetings, School Site Councils, English Learner Advisory Committees, Special Education Advisory Committee, Parent Advisory Committees, and the District English Learner Advisory Committee.|Earlimart School District has shown increased outcomes for students. In English Language Arts, Students with Disabilities and Long Term English Learners demonstrated growth, increasing 10.9 and 14.4 points respectively, while overall performance and most student groups maintained performance levels in the Orange or Red categories. In the area of mathematics, Long Term English Learners increased by 7 points. Chronic absenteeism increased overall and across most student groups, with Students with Disabilities, Long Term English Learners, English Learners, Hispanic students, and Socio-economically Disadvantaged students all remaining in the Orange or Red categories. We reclassified 58 in the 25-26 school year, versus 19 in the 23-24.   We have continued our work and professional development via our partnership with a local county office of education. We have also continued to work on our District Attendance Review Team (DART) efforts. Our new English Language Development (ELD) Coordinator has worked to update reclassification processes, teacher monitoring, provide professional development, review and update instructional materials and provide designated English Language Development (ELD) coaching.|Although we have increased our outcomes in Mathematics, we continue to fall below state averages and are in the red category. In order to work in this area, we will be continuing to work with the local county office of education, continue to participate in the local math network, provide additional math centers for elementary students to engage in learning, provide a math focused summer school, and implement our Illustrative Math coaching professional development. We are working to increase the number of math lesson labs and build internal capacity to facilitate these learning sessions more often than we could with only an external provider. We continue to work on improving student outcomes in all subject areas, including Math, ELA and Science. This year we also implemented Multi-Tiered System of Supports (MTSS) by providing a Coordinator and site lead at each school. These staff have worked to improve the Coordination of Services Team (COST) and Student Study Team (SST) processes.|Earlimart has continued to identify and analyze student outcome gaps across multiple indicators. In Mathematics, overall performance remained in the Red category with minimal change. Suspension rates also increased overall and for several student groups, including Students with Disabilities and Long Term English Learners. Despite these challenges, the district continues to focus on accelerating student outcomes and strengthening learning experiences for all students.  To address these needs, Earlimart has deepened implementation of its Multi-Tiered System of Support (MTSS) framework to strengthen Tier 1 academic, behavioral, and social-emotional supports. The district has expanded literacy efforts through structured literacy implementation, Tier 3 intervention supports, vocabulary initiatives, and updated instructional materials aligned to the science of reading. In mathematics, teachers and administrators have continued professional learning, lesson studies, coaching cycles, and collaborative planning with Tulare County Office of Education and Imagine Learning consultants. In preparation for deeper Professional Learning Community (PLC) implementation, guiding coalitions and grade-level teams have worked to identify essential standards, revise pacing guides, and develop common formative and summative assessments. Additionally, the district continues to strengthen partnerships with families and educational partners while expanding attendance improvement systems, English learner supports, and coordinated student interventions to improve outcomes for all students.|95% of partners agreed or strongly agreed that the school welcomes input.  We have various platforms for educational partner input at the school and district levels. We will continue to use these platforms to seek input as we make decisions. Our parent involvement staff, Liaisons and Family and Community Engagement (FACE) Coordinator continue to be a positive connection in our engagement efforts.|While the 95% response was quite high, we continue to need to work to increase parent attendance in committees and forums. We will continue to work to seek input, reflect and communicate to support input in decision making processes. We will continue to utilize the new resources gained through the National Association for Family, School and Community Engagement to provide new and innovative ways to improve.|Earlimart will continue to identify opportunities to incorporate educational partners in school and district events, committees and learning on a regular basis. We are working to increase opportunities for partners to engage in our visioning as we work to provide all students with a high-quality and comprehensive educational experience in a supportive and equitable environment. We are working to prepare students for their next step in their educational development and equip them for a successful future. We truly believe that our educational partners are a pivotal piece to achieving this vision.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-16|2026
54719440000000|Hope Elementary|3|Our LEA has made significant strides in building strong, trusting relationships between school staff and families. Educational partner input, including parent surveys and community feedback forums, consistently reflect high levels of trust and satisfaction with school-to-home communication. Local surveys show most families feel welcomed on campus and believe staff care about their child’s well-being. One of our key strengths is the intentional presence of staff at school events, family nights, and informal gatherings. Teachers and administrators make a concerted effort to be visible, approachable, and responsive, which has helped foster a sense of partnership and shared ownership in student success. Additionally, our use of platforms like Seesaw for regular classroom updates and two-way communication has empowered families to stay connected and engaged in their child’s learning.  While we continue to seek ways to strengthen family voice in decision-making, our progress to date reflects a strong foundation built on mutual respect, consistent communication, and genuine care for our school community.|Focus areas for sustained improvement include professional learning and support to teachers and administration to continuously improve our capacity to partner with families as well as providing families with information and resources to support student learning and development in the home.|Through additional communication efforts, the district leadership team hopes to foster engagement and inclusion with the small percentage of families that do not typically attend involvement activities.|Strengths include administrative support for certificated staff. Parents report that Hope School provides a safe and welcoming environment for family engagement, with multiple opportunities for two-way meaningful communication between the school and parents of all student groups. Much progress has been made to support teachers in communicating with parents and understanding each family’s strengths, cultures, languages, and goals for their children. An added measure based on partner feedback in a recent survey is to create a survey at the start of the year for parents to fill out their preferred method of communication with their child's teacher (in person when necessary, ParentSquare, email, or phone).|A focus area of improvement will continue to be increasing successful practices in teacher and staff understanding of each family’s strengths, cultures, languages, and goals for their children, especially of families of underrepresented children.|Through additional communication efforts and personal invitations to the families, the district leadership team hopes to foster engagement and inclusion with families that do not typically attend involvement activities.|A strength in the area of family engagement in decision-making is that we have had very strong parent engagement in the LCAP development and evaluation process and at our Board meetings. Parent recommendations, concerns, and findings have been successfully implemented in our LCAP. Two examples are campus and classroom environment improvements and protection of small class sizes in the primary grades. We plan to use this engagement as a model for parents and staff in other decision-making processes in the school and district. Progress has been made in all areas of decision-making.|The district will continue to recruit, train and facilitate active regular participation by all families in decision-making opportunities.|The district will continue to recruit, train and facilitate active participation by underrepresented parents in formal decision-making committees of School Site Council and English Learner Advisory.|5|5|5|5|4|4|4|4|5|5|5|5|Met||2026-06-17|2026
54719510000000|Hot Springs Elementary|3|The school staff work hard to build relationships with partners. We are a very small school with less than 20  students, so relating to one another is very easy. Most partners interact with staff on a daily basis, both in  person and electronically. All partners feel comfortable discussing their ideas and opinions with staff.|In 2025-26, educational partners identified that they would like to draw our community members in more activiely.  This includes families who choose to homeschool their children, as well as older community members who contribute  to and support the school.  Thus, we have included our broad community in most of the school activities, including opportunities to accompany us on field trips and local events.|Being small in numbers assures that no family is overlooked or disconnected. We continue to work to maintain the  relationships built over prior years. We will continue look at ways to specifically address identified needs in our foster  youth, homeless youth, and economically disadvantaged youth.|Our main strength is that we are small in numbers and all of our families are interested in being involved. Often, parents drop off students and pick up students giving staff an even better chance of have strong communication. Most parents are involved in most activites that the school participates in.|Maintaining strong communication on an ongoing and frequent basis is a definite strength. Partners participate in school events and activities, including parents and community members. This strong communication keeps partners updated on outcome progress.|Partners are continually encouraged to be involved and made to feel welcome. On the survey and the in-person  meetings for partners each year some indicated that they would like to add even more parent/student activities. They  enjoy getting together. Based on educational partner feedback, we will have actively seeked to involve community members, including homeschool families and others, in the activities and events the school participates in, and will continue to do so in the future.|Once again, our small number of families and small enrollment help ensure that we have great participation. Partners are continually encouraged to be involved and made to feel welcome to express their opinions and feel comfortable doing so.|On the survey and the in-person meetings for partners this year some indicated that they like more parent/student activities and how we have expanded the involvement of community members in the activies of the school. Our educational partners enjoy getting together and feel that the staff is very responsive. We plan to continue with the additional activities for partners and continue to advertise locally to bring in more community members.|Between the survey and in-person meetings with educational partners this year, everyone was able to engage in our self-reflection process.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-11|2026
54719690000000|Kings River Union Elementary|3|"Kings River Union Elementary (KRUE) prides itself in building trusting relationships between school staff and families and is always striving to improve. One approach to improvement is asking parents/families to participate in several surveys throughout the school year. In particular, two separate surveys were sent to determine overall parent satisfaction with KRUE, school safety and connectedness, and other areas of importance. The ""KRUE Annual Family Survey 2025-26"" seeks specific information on how families prefer communication, what parent information or training topics they are interested in, suggestions for additional services, programs, or resources, and overall parent/family satisfaction. This was sent to all families in grades TK-8. Some points to note: families indicated that their family's schedule is a barrier to participating in school functions, activities, and events; most families feel that KRUE staff care about what families think; most believe that their child/children is/are safe at school; and most feel welcome at KRUE. While the percentages are encouraging, KRUE has room for improvement. Outside of the surveys, KRUE welcomes families to several events throughout the year. Beginning with Back to School Night in August to 8th grade promotion on the last day, families are encouraged to attend conferences, Family Literacy Night, Title 1 Parent Information Night, English Learner Evening, Spring Carnival, and other events. Attendance is collected allowing the leadership team to disaggregate the data to determine focus groups of families. This data revealed that our student families that are newest to the country did not attend events. Our ELAC Advisory Committee shared that every piece of communication from school to home should indicate that there will be Spanish interpretation at each event and that this should be advertised on the website. KRUE intends on analyzing all feedback and suggestions to implement the next school year. KRUE continues to focus on updating the website often and has established a social media page to further reach families and community members. Communication with families is essential and all communication home (phone calls, text messages, notes, flyers, etc.) is in English and in Spanish, the two dominate languages within the district."|The annual survey method was selected because it has been successful in getting feedback from parents and the survey data has been utilized each spring during the cyclical Local Control Accountability Plan (LCAP) review to determine if actions need to be added, revised, or removed from the LCAP. Goal 3 in the 2024-2027 KRUESD LCAP is directly tied to parental engagement: KRUE will enhance support for all students and families by fostering increased parental involvement, involving them in program decisions, and offering learning opportunities. Kings River will continue with past practices and events but shift to focus on the families that do not feel welcome at Kings River, therefore, they do not attend events, participate in their child's education, or feel connected.|"The district has identified the underrepresented families and is committed to strengthening the relationship between the school staff and the families. In order to do so, we intend to administer an empathy interview with these families to identify barriers and support they may need. We are considering an additional spring conference session for parent of students that are struggling or any parent that requests a meeting. KRUE sends a newsletter trimesterly to all families, in English and Spanish, highlighting significant events at the school. This newsletter is well received and in education partner feedback, it is requested to continue. In addition to this, KRUE will add similar information to the website on a more consistent basis. Highlighting students, especially those of underrepresented families, will assist in building relationships. Using 2025-2026 parent attendance data, KRUE will target underrepresented families to send a more personalized invitation to events. Education partner feedback indicated that it would be appreciated if KRUE would host monthly ""coffee sessions"" to have casual conversation about what their children are needing and what is going well. This would provide an informal, casual opportunity for all families, including underrepresented families."|Kings River Union Elementary School District is and has always been committed to fostering and strengthening our school and family partnership to foster a positive school environment and improve student achievement. KRUESD recognized that parents need to have more current information regarding their students' grades and performance on state tests. Teachers and staff members access Google Classroom and update AERIES often to keep families informed of student progress. Students are required to access their current grades weekly. Even with these improvements, KRUESD realizes that this is still an area of need. Educational partner feedback revealed that although KRUESD has increased professional learning and support to teachers in improving family partnerships, parents are requesting further support. KRUE continues to host additional parent-teacher conferences for those students who are at risk of not being able to participate in 8th Grade Promotion activities. During these meetings, a concerted effort to get parents engaged in helping their students meet the demands of school so that they will participate is made. A great success for the 2025-2026 school year was that all students in the 8th grade met the requirements for promotion. An addition to this for the next school year will be a signed contract and consistent, constant updates regarding students that are at risk. Parents continue to have access to the SIS Parent Portal (AERIES) to access attendance and academic progress, including state assessment results. The KRUESD English Learner Committee and the School Site Council provide an important avenue for parent and school collaboration and problem solving. However, KRUESD is a rural district and we also partner with local community groups in London and the surrounding area so that we can communicate our goals and get input into the needs of our community.|KRUESD will continue to reach out to families for input through school-sponsored events, parent-teacher conferences, and on-site conversations. Also available to parents, students, community members and staff are two anonymous reporting systems that are found on all student devices, in the handbook, and on the website. Areas of improvement are engagement of underrepresented families and providing additional support on how to support families in assisting their students with academics and behaviors. It was requested from members of the district's DELAC that the school shift to providing tools/supports for parents for certain child academic, behavior and emotional support. The school is considering hosting these sessions regularly with topics suggested by families. These sessions would be hosted by appropriate staff members (school psychologists, social worker, special education team, etc.). KRUE utilizes Rooms as a two-way communication tool between parents and teachers. Access data has indicated that many of our families are still not accessing Rooms. This hinders communication and family engagement. KRUE will host assistance sessions for the 2026-2027 school year to support families in downloading and accessing the app. This app allows families and teachers to communicate regularly in the family's first language.|During the 2026-2027 school year, from the suggestions of educational partners, KRUE will improve engagement of underrepresented families by hosting parent/principal informal sessions, family education sessions for academic, behavior and emotional support, advertising that interpretation is available at all events, updating the website regularly including celebrations and successes, increasing access to Rooms, and being strategic with personal invitations. Through additional communication and outreach, the district's goal is to increase family input and engagement.|During the 2025-2026 school year, the leadership team at KRUE was encouraged by educational partner input and the response to student data. All advisory committees were highly engaged and provided valuable feedback. These advisory groups included the School Site Council/Parent Advisory Committee and the English Learner Advisory Committee/District English Learner Advisory Committee. Both committees are important avenues for collaboration and planning for our district. The district annually provides training to all members, especially parents, who serve on these bodies to understand the role of the committee and in how to advocate for their students' needs. Kings River Union Elementary School District also leverages partnerships with local community entities so that we can seek input into decision making through community collaboratives. Kings River Union has long-standing relationships and seeks input from several local community groups; including Citizens for Better London, London Community Aid Program, Save the Children, London Preschool, Hodges Community Center (Proteus), Kingsburg Rotary, and Kingsburg Community Education Foundation. Beginning 2024-2025, Valley Health Team has been housed on campus to provide services to students and families. Administration and other staff members regularly attend meetings and events with these community partners and seek their input on school-wide initiatives and programs. Kings River Union also employs school social workers and an academic counselor to work directly with parents to empower and train them to be active participants in the educational process and the whole-child approach.|KRUESD will continue to seek educational partner input through surveys, community feedback sessions, open-door policies, anonymous reporting systems, communication apps and maintain consistency with current systems. Our goal is to continue expanding the number of families actively involved in school operations, academic progress and decision-making opportunities.|KRUESD continues utilizing Kelvin as the survey platform in seeking educational partner input. This allows the school to survey any/all educational partner groups: all or specific students, student groups, staff, and families. The data is able to be disaggregated when needed. The platform provides questions within dimensions but also allows the user to create survey questions to meet the need. Educational partner feedback continues to indicate that KRUE needs to improve communication and knowledge for parents of English Learners with strategic knowledge for LongTerm Language Learners. Parents would like further information on how to support their child(ren) and increased communication on how their child(ren) is/are performing between progress/report cards. Through additional communication and outreach, the district expects more families will get involved in decision-making.|4|4|4|4|4|3|4|3|4|4|4|4|Met||2026-06-23|2026
54719850000000|Liberty Elementary|3|Based on analysis of educational partner input and local data, the LEA’s current strengths in building relationships between school staff and families include creating a welcoming environment for all families and maintaining open lines of communication. Recent survey results and feedback from families indicate high levels of satisfaction with staff approachability, respect, and opportunities for engagement. The district has made progress by offering regular family events, providing multilingual communication, and ensuring staff are accessible to address questions or concerns. These efforts have fostered trust and strengthened partnerships between families and school staff, supporting a positive school climate and student success.|Based on educational partner input and local data, the LEA’s strengths in building relationships between school staff and families include fostering a welcoming environment and maintaining open communication. Survey results and family feedback reflect high levels of satisfaction with staff approachability, respect, and opportunities for engagement. The district has also strengthened relationships through regular family events, multilingual communication, and staff availability to respond to questions and concerns. These efforts have helped build trust, improve family-school partnerships, and support a positive school climate and student success.|The LEA will increase two-way communication by reaching out directly to underrepresented families, sharing information in home languages, and offering meeting and event times that better fit family schedules.  The district will invite these families to participate in school decision-making teams and will regularly request their feedback so their voices are reflected in district decisions.  The LEA will strengthen partnerships with community organizations that serve diverse families to build trust and connect families with additional support and resources.  Staff will receive professional development on culturally responsive family engagement so all families feel welcomed, respected, and empowered to participate in their children’s education.|Analysis of educational partner input and local data shows that the LEA’s strengths in building partnerships for student outcomes include strong collaboration with families, community organizations, and advisory groups. These partnerships support student learning through expanded learning opportunities, targeted interventions, and wraparound services, especially for foster youth, English learners, and low-income students. The LEA has also increased staff professional development on family engagement, regularly sought input from educational partners, and provided resources to help families support learning at home. Together, these efforts have contributed to improved student outcomes and a more inclusive, supportive school environment.|Based on educational partner input and local data, the LEA’s improvement areas include expanding participation from families, students, and community partners, strengthening staff and leader capacity to support collaboration, using data more consistently to guide decisions, and improving communication and outreach so all partners can stay informed and engaged.|To better engage underrepresented families, the LEA will establish partnership teams, improve communication in home languages, provide staff training on culturally responsive engagement, and adjust events to better fit family schedules. These efforts are designed to ensure all families feel welcomed and meaningfully involved in supporting student success.|Based on educational partner input and local data, the LEA’s strengths in seeking input for decision-making include engaging a broad range of stakeholders through surveys, meetings, and advisory committees. The district has also regularly gathered feedback during the LCAP development process and used it to inform goals, actions, and resource allocation. These efforts have increased transparency, participation, and the inclusion of diverse perspectives in district decision-making.|Based on educational partner input and local data, the LEA’s focus areas for improvement in seeking input for decision-making include increasing participation from underrepresented groups, expanding opportunities for two-way communication, and ensuring all voices are heard in the decision-making process. The LEA also needs to provide more accessible ways for families, students, and staff to share their perspectives and strengthen feedback loops so stakeholders can see how their input shapes district actions and priorities. These improvements will help ensure decisions are more inclusive and reflective of the school community.|To better engage underrepresented families in decision-making, the LEA will provide input opportunities in families’ home languages, schedule meetings at convenient times, and partner with community organizations. Staff will also receive training on culturally responsive engagement, and families will be informed how their input helps shape decisions. These steps are intended to ensure all families have a meaningful voice in school and district decision-making.|4|5|4|4|4|4|4|4|4|4|5|5|Met||2026-06-23|2026
54719930000000|Lindsay Unified|3|The District has auxiliary departments that provide direct community outreach and support, including Healthy Start and Migrant Education. The school sites have increased parent/community events that provide relevant learning experiences and opportunities for parents/families to receive support.  The addition of community schools at each learning community has added resources to directly support relationships between the learning community and families. The District has adopted board policy and district procedures to ensure all educational partners have access to information in their home language, should they need it, including when the home language doesn’t meet the percentage threshold to mandate translation/interpretation.|The District held multiple (two) community listening events where the Executive Cabinet co-facilitated the event with community leaders in an effort to gather voice from all community members wishing to attend. There was translation at all events as well as multiple ways to record thoughts, comments, and questions digitally and on paper. The community schools at each learning community will use explicit strategies and techniques to build relationships with families, including an understanding of differing backgrounds (cultural, linguistic, geographical, and economic), increasing two-way communication, and building trust. Reaching all families with information continues to be difficult.  Not all families interact with the digital methods of communication, and a better balance between print and digital continues to be a goal.|The District supports the full implementation and sustainability of family engagement and support through staff in the Student Services Department and Healthy Start in collaboration with the community schools.|The school sites utilize phone/text/email systems to continuously inform families of learner progress and school events, as well as sending home print communications in Spanish and English.  The District utilizes Empower to allow parents to check learner progress 24/7.  Training on how to use the program is held on school sites throughout the year.  Conferences are held two times a year to keep parents up to date and encourage their support in their child’s learning.  It is mandatory that all elementary parents are met with during the November conferences, and all parents of at-risk learners are met with during other conference windows. Learning Communities also host family nights that support parents in understanding the needs of their learners.|Lindsay Unified will continue to provide additional training to teachers and principals to improve their capacity to partner with families to develop active partners in their child’s education. The District will employ an additional Case Manager to support meeting family needs, and a Family Liaison to ensure clear communication and support of all families. Community schools' staff will also provide outreach to families.|The District will continue to offer parent courses to support underrepresented families, including migrant and special education. This will help parents engage with their children and support learners with academic content as well as SEL practices.  Participants will engage with their Learning Communities and other parents. Continued training for interpreters in more technical education areas like Special Education will be offered.|Currently, Lindsay Unified plans, designs, and implements a variety of family engagement opportunities. These include School Site Council meetings, ELAC, DAC, and DELAC meetings, LCAP Educational Partner meetings, and other work with local advocacy groups.  The district will work to improve these opportunities by evaluating the effectiveness and level of parent participation. Community forums were a new attempt this year to get input from educational partners. The District has also implemented a Parent Academy that will continue to be offered. The district will work to improve these opportunities by evaluating the effectiveness and level of parent participation.|Lindsay Unified will continue work to improve district and site advisory groups to make them more meaningful and purposeful to address topics of interest to parents.|The District will seek input from underrepresented families during specific meetings directed at their interests, including, but not limited to: DAC, DELAC, Migrant, Healthy Start Parenting Classes, and Parent University.  Additional work will be done to seek the input of learners with disabilities as part of the IEP process.|4|4|4|4|3|4|5|3|4|4|4|4|Met||2026-06-22|2026
54719930124776|Loma Vista Charter|3|Loma Vista, in conjunction with LUSD, has auxiliary departments that provide direct community outreach and support, including Healthy Start and Migrant Education. Loma Vista has increased parent/community events that provide relevant learning experiences and opportunities for parents/families to receive support.  They are bringing together educational partners to create a new vision for the school site with input from all. LUSD has adopted board policy and district procedures to ensure all educational partners have access to information in their home language, should they need it, including when the home language doesn’t meet the percentage threshold to mandate translation/interpretation.|Loma Vista, with LUSD, works to provide training to staff focused on explicit strategies and techniques to build relationships with underrepresented families, including an understanding of differing backgrounds, increasing two-way communication, and building trust. Reaching all families with information continues to be difficult.  Not all families interact with the digital methods of communication, and a better balance between print and digital needs to be found.|Loma Vista, with LUSD, supports the full implementation and sustainability of family engagement and support through staff in the Student Services Department and the Alternative Education community school.|Loma Vista utilizes phone/text/email systems to continuously inform families of learner progress and school events, as well as sending home print communications in Spanish and English.  It utilizes Empower to allow parents to check learner progress 24/7.  Training on how to use the program is held throughout the year.  Conferences are held to keep parents up to date and encourage their support in their child’s learning.  It is mandatory that all parents/guardians participate in meeting with administration and staff.|Loma Vista, with Lindsay Unified will work to provide additional training to teachers and principals to improve their capacity to partner with families to develop active partners in their child’s education. The District will employ an additional Case Manager to support meeting family needs, and a Family Liaison to ensure clear communication and support of all families. Community school staff will also provide outreach to families.|Loma Vista, with LUSD, will offer parent workshops. These will help parents engage with their children, support learners with academic content, as well as SEL practices.  Participants will engage with their Learning Communities and other parents.|Currently, Loma Vista plans, designs, and implements a variety of family engagement opportunities. These include School Site Council meetings, ELAC and DELAC meetings, LCAP Educational Partner meetings, and other work with local advocacy groups.  The district will work to improve these opportunities by evaluating the effectiveness and level of parent participation. Loma Vista, with LUSD, has also implemented a Parent Academy that will continue to be offered.|Loma Vista will continue to work to improve district and site advisory groups to make them more meaningful and purposeful in order to address topics of interest to parents.  Specific district staff have been connected with the advisory groups to begin this work.|Loma Vista will seek input from underrepresented families during specific meetings directed at their interests, including, but not limited to: DAC, DELAC, Migrant, Healthy Start Parenting Classes, and Parent University. Additional work will be done to seek the input of learners with disabilities as part of the IEP process.|4|4|4|4|3|4|5|3|4|4|4|4|Met||2026-06-22|2026
54720090000000|Monson-Sultana Joint Union Elementary|3|Monson Sultana conducts annual surveys of families, students, and staff and analyzes that information from that and other culture indicators to determine strengths, and areas of need. We continue to work on supporting our families. This is always ongoing work and requires consistent communication and relationship building activities, which we have built into our LCAP.|An area of improvement would be to provide additional staff training and communication tools for 2026-27|Provide staff training so that all staff have tools for working with the diverse needs of our families.|The district provides significant family resources to support their work with student learning, in the home. This includes technology tools to access learning suites from home, parent conferencing that discusses next learning steps for their child, and regular home-school communications|Parents continue to ask for more assistance/ ways that they can support their child's learning.|We will continue to provide families with information, and parent education trainings so that they can better support their children at home.|The district has made gains in the area of increasing opportunities for parent participation in decision making and planning.|There is a challenge in the area of helping parents feel comfortable coming for more business-related events rather than student-performance/recognition events. There are also challenges with parent time to attend such events|Continue offering multiple opportunities and formats for parent input, reaching out for parent involvement in committees and input sessions, and include this in parent training programs.|4|5|3|5|4|4|4|4|3|4|5|3|Met||2026-06-16|2026
54720170000000|Oak Valley Union Elementary|3|The inclusion of the Community Schools Implementation Grant for the third year has created a system of support for our families that is becoming more widely understood. The Community Outreach Coordinator (COC), which was hired with these funds, continues to provide 1:1 family support for targeted support. The COC is bilingual and a long time resident of the area so he knows a lot of the families already. Part of the COC's responsibility has been to facilitate the Parenting Partners program which is an 8 week parent course that develops leaders within those parents that attend while learning various parenting skills. The parent leaders that are developed through the 8 weeks then are the facilitators for the next 8 week parenting class, thus parents are leading parents. There has been a huge success with this program with 32 parents graduating from the class during the 25-26 school year. The COC added a GED course offering through the local Adult School but on our campus. We have had 8 parents take advantage of the program this year and one has graduated with their GED certificate.    The Community School Implementation Grant also provided the district with one Social Workers 2 days a week. The Social Worker attended the district's COST (review of neediest students) meetings and gave valuable updates to student socio-emotional progress including updates to the family dynamics. This meeting occurs every other week and the districts administration and mental health staff met to review the specific needs of our neediest children and families. By doing this, we were able to supplement with family resources immediately and we were able to see a positive change in student classroom behavior very quickly.  The COC also put on the second annual Community Resource Fair with over 20 vendors from the community that ranged from health related services to parents showcasing their own person creations for sale, along with a variety of food vendors. Based on this year's parent surveys, 94% of those surveyed feel that the district provides families opportunities for meaningful dialogue, decision making and or activities.  The PTO also put out a survey that focused on their activities and meetings they put on for the year to solicit feedback on how they can improve. Nearly 90% of those that responded say that they are satisfied with the student events that were provided and 46% stated that they had a hard time participating in activities for the year due to work obligations.   Survey data reveals that 72% of those surveyed would like for the school to communicate more often about their child's progress throughout the year. This information allows for the LEA to create new ways to inform parents of student progress and opens doors for teachers to communicate more often to parents, as they are seeking more collaboration. This will allow for relationships between teachers and parents to grow and strengthen.|Focus area 1): Provide more communication on student performance throughout the year. Focus area 2): Provide more opportunities for parents to visit or volunteer in the classroom.|The goals of the LCAP and the CCSPP implementation grant will continue to create a Community Schools environment that will support our neediest families. Having a space just for families in the Family Resource Center will provide for meaningful engagement by providing parent education opportunities, health resources, clothing and food through the Caring Closet that is on site. The Community Outreach Coordinator will be the Homeless/Foster liaison for the 26/25 school year and will reach out to them in July/August to provide backpacks and school supplies. This will provide a nice introduction to what we provide through the Family Resource Center. The School Counselor will meet with the teachers of our homeless/foster and low-socio economic students so that they are understanding of their needs.|The district included a BCLAD teacher to the LCAP. This teacher will work specifically with all newcomers to the district and will teach all ELD classes K-6th grade, along with leading the ELAC meetings and being the ELPAC Coordinator. This teacher already had a great relationship with our bilingual and Spanish speaking families but this year the connections grew even more in this new position.  The SPED department continues to do an outstanding job communicating and meeting with families. They spend ample time discussing with parents how their child is performing and explains various avenues to support their child at home.    The School Counselor also makes deep connections with students and their parents when working through highly sensitive situations and also meets the needs of our homeless population by providing various resources and completes outreach activities. The counselor, additionally, works with community members in providing a Career Day for the middle school students in order for them to start to recognize and engage in the community around them.   The Family Resource Center (FRC) met 100% of our families needs. Contacts ranged from health services, SARB assistance, food, clothing, community sports sign ups, etc. The FRC also partnered with Tulare Adult School to provide GED courses at Oak Valley. The Bilingual Aide has also worked diligently at making contact with our migrant parents and ELL parents. Twice a year teachers meet with 100% of their parents during parent conferences.|Focus area 1): Create an onboarding process for ELD families. Focus area 2): Provide more frequent formative assessment results to parents. Focus area 3): Create cultural events throughout the year by inviting cultural community members such as folkloric dancers, to the campus at lunch time, etc. in order to celebrate diversity.|During the ELD Parent focus group with the superintendent, parents indicated that they are unaware of the resources the ELD department provides. They stated they knew why their child was in the program but not exactly of what the program provides. Therefore there is a need to improve or create an on-boarding program for our ELD families. There is also interest in hosting a mobile clinic (similar to those at other local schools) where students can receive immunizations. There is significant interest in expanding after school offerings to include math tutoring, 4H clubs, computer science/cloud computing, and more afterschool athletic practices.|Parent surveys indicate that there was an increase from 67% to 94% of those surveyed feel empowered to play a meaningful role in decision making. This is a huge increase and it is believed to be contributed to the increase in parent involvement in SSC/ELAC, monthly coffee with the Principal, and having a Community Outreach Coordinator that is deeply rooted into the community.|It has been expressed that parents feel that the decision making of the school lies with the school. The school tries to increase parent participation in the decision process. It is a game that is difficult to win but the district continues to offer opportunities for input mainly through surveys. Therefore, the district purchased a unique survey tool called Parsec Real. People surveyed can record their responses or they can type their response, in hopes that a verbal recording will be easier to answer the open ended questions. Then AI identifies themes in their responses. There was a slight increase in the amount of parents that responded in this manner and the goal is for it to continue to improve. From the survey the most frequent request for improvement is for parents to be in actual classrooms more often and to participate in Family Literacy Nights.|One-on-one parent conferences allows for parents to engage in meaningful conversations with parents. We had 100% parent attendance at parent conferences. The school counselor continues to attend county meetings as our homeless liaison to increase ways of supporting our students and our District Registrar has been helpful in identifying who our homeless students are. She notifies administration, the counselor, and the Community Outreach Coordinator when a child has been identified as homeless so that resources can be offered. The Community Outreach Coordinator and counselor are a key component to improve the engagement of our underrepresented families through the Family Resource Center and utilizing the Caring Closet, along with making community relationships that can offer assistance to our families. Parents indicated from the annual survey that they would like to enhance communication by providing regular, positive teacher updates to keep parents informed and connected to their child's learning progress between conferences. So, administration is coming up with innovative ways to share more information throughout the year.|5|5|4|5|5|4|4|4|5|5|4|5|Met||2026-06-23|2026
54720250000000|Outside Creek Elementary|3|Outside Creek provides a family-like learning atmosphere in which the staff are accessible on a daily basis to communicated with families. A strength is that there are only 125 students in 5 classrooms which each contain a teacher and an instructional aide, thus making communication between staff and family quite accessible.|The school's focus is on the continuance of providing bilingual staff members who can communicate with families. Another focus area is establishing school events to build the relationship between staff and families.|The school will provide multiple opportunities and events throughout the school year to improve engagement of underrepresented families.|Outside Creek School's strength is a close-knit family atmosphere in which partnerships among staff lead to positive Student Outcomes.  Each day the teacher meets with the instructional aide to discuss the academic and behavior progress of each child. The goal for the instructional staff is to meet with small groups of students for Math Intervention with more time dedicated to Math than in previous years.|The focus for Outside Creek School is to build partnerships between our current staff to identify the Math learning goals and needs of each child, and to meet more often with the children either in small groups or individually.  The After-School Program has teamed with the school day staff to make the process from school day to After-School Program a seamless transition in which the ASP supports the school-day instruction while providing enrichment opportunities.|The school welcomes underrepresented families to attend school events. Currently, a high percent of underrepresented families attends school events, and the school will ensure the continued participation of underrepresented families. The teachers communicate with underrepresented families on a weekly basis and on a daily basis when needed.  The teachers communicate through phone, email, Class Dojo, and progress reports.|Outside Creek School seeks input by sending surveys to all families including underrepresented families in English and Spanish. All families have opportunities for input.  Furthermore, the school board meetings are at times in which working parents could attend as needed. Due to the small nature of the school, there are daily opportunities for the school to seek input in decision making.|Outside Creek's focus area is to ensure that all surveys sent home are seen by the parents of the children by having the parents sign and return the forms to the school.|Since the high majority of our families are underrepresented families, Outside Creek's focus area of ensuring all surveys sent home are seen by parents.|4|4|4|5|5|5|4|4|5|5|5|5|Met||2026-06-11|2026
54720330000000|Palo Verde Union Elementary|3|As a very small community, our staff has developed many relationships with families throughout the years, which are built on to support each group of students.|We would like to particularly increase their involvement in the area of input on programs and reflection on school performance.  Additional training for our staff in this area would assist in fully implementing and sustaining this area.|Most of our families are unduplicated students, so they are already well represented in this process.|Palo Verde offers more than 19 events per year that are specifically designed to increase parent engagement and involvement in the school.  Our ultimate goal is to partner with both parents and their student for the maximum academic success of each of our children.  Additionally, we offer a variety of services to help our families remove barriers to education, increase economic stability, and improve physical and mental health.|85% of our parents reported feeling connected to the school, but we would like that increased to 90% or more.  We understand how busy lives are for many of our families and we will continue to seek new ways to support their involvement and maximize this important partnership.|We are continuing to utilize a variety of communication methods, meeting times, and formats to provide as many opportunities for our families as possible, and help them balance between partnering with the school and meeting their at-home and work needs.|We have a wide variety of opportunities for input throughout the year, and our leadership/teaching staff is open and welcoming to that input.|As is often the case, we have a core group that regularly provides input, and we would like to expand that to get a wide variety of perspectives to improve our programs for all students.|We will continue to reach out to families, offer diverse meeting times/formats, online and paper surveys, and brief information sessions to encourage involvement and gain insight from our families.|5|5|4|5|4|4|5|4|4|4|5|5|Met||2026-06-17|2026
54720410000000|Pixley Union Elementary|3|The District provides multiple opportunities for families to participate in decision-making through the District English Learner Advisory Committee (DELAC), School Site Council (SSC), English Learner Advisory Committee (ELAC), and Parent Teacher Organization (PTO). In addition, the District hosts a variety of engagement events throughout the year to gather meaningful feedback from families. Specialized subgroup empathy interviews are conducted periodically, and annual parent surveys provide valuable input to guide continuous improvement.  Approximately half of the District's families utilize the Family Resource Center, and more than 90% of families report they are aware of the services available, even if they do not currently access them.  To strengthen family engagement and ensure more focused input, school sites established separate School Site Council (SSC) and English Learner Advisory Committee (ELAC) meetings. This structure allows each committee to concentrate on its specific responsibilities while providing parents with more efficient and purposeful meeting opportunities.  During the 2025–2026 school year, the Parent Teacher Organization (PTO) continued to expand its membership and involvement. Additionally, the Family Resource Center transitioned into the Community Schools Program, significantly increasing opportunities for family engagement, partnerships, and access to supportive services.|The District continues to prioritize increasing family participation in school events and ensuring parents receive timely, meaningful communication that strengthens partnerships in support of student success.   A primary focus has been developing strong partnerships with community agencies through efforts by the District Community Services Coordinator to provide parent education workshops, family resource events, and increased awareness of the programs and services available to families. The District continues to expand its network to approximately 40 community partners that meet quarterly to collaborate, coordinate resources, and plan community-based events that enhance support for students and their families.|The District's family engagement efforts have been particularly successful in reaching underrepresented families, who continue to comprise the majority of participants in parent engagement activities and events. While this reflects meaningful progress in connecting with families who have historically faced barriers to participation, the District remains committed to broadening engagement opportunities and increasing participation across all family groups.  As the Community Schools initiative and family outreach efforts continue to expand, the District anticipates continued growth in the number of families participating in school events, workshops, and volunteer opportunities. Strengthening two-way communication, reducing barriers to participation, and providing meaningful opportunities for families to engage in their children's education will remain key priorities.  For the 2026–2027 school year, the District will continue offering the Parent Institute for Quality Education (PIQE) program to empower families with the knowledge and skills needed to support student success. In addition, the District will expand its campus parent volunteer program by creating more structured opportunities for families to contribute in classrooms, school events, and extracurricular activities. These efforts are intended to strengthen school-family partnerships, foster a greater sense of belonging, and increase meaningful family involvement in support of improved student outcomes.|The District's Family Resource Center serves as a central hub for family engagement by providing bilingual support, connecting families with school and community resources, and helping bridge communication between home and school. Through culturally and linguistically responsive services, the Family Resource Center ensures that families have equitable access to information, programs, and resources that support student success and overall family well-being.  The District provides numerous opportunities for meaningful parent partnership through advisory committees, leadership groups, educational workshops, volunteer opportunities, and schoolwide events. These ongoing efforts have established family engagement as a significant strength of the District, fostering collaborative relationships that encourage families to actively participate in their children's education and in school decision-making processes.  The expansion of the Community Schools Program has further strengthened these efforts by increasing partnerships with local agencies that provide academic, health, social-emotional, and family support services. These collaborative partnerships have broadened the range of resources available to families while reducing barriers to accessing needed services. Additionally, the District has experienced increased parent participation in School Site Councils, English Learner Advisory Committees (ELAC), District English Learner Advisory Committee (DELAC), Parent Advisory Committee (PAC), and other decision-making groups, reflecting growing family engagement and a stronger shared commitment to student achievement and school improvement.|The District will continue to prioritize expanding family engagement by increasing awareness of parent workshops, encouraging greater participation in advisory committees and school events, and broadening access to information through digital communication platforms. Recognizing that many families face work schedules, transportation challenges, and other responsibilities that limit their ability to attend in person meetings, the District is committed to providing flexible and accessible engagement opportunities.  The District will continue to expand the use of electronic resources, including virtual workshops, recorded presentations, digital newsletters, online surveys, and multilingual communications, to ensure families can access information and provide meaningful input at times that are convenient for them. The District will also continue to strengthen two-way communication by utilizing multiple outreach methods to increase awareness of educational opportunities, available services, and school initiatives.  These efforts are designed to remove barriers to participation, increase representation from all family groups, and foster stronger partnerships between families and schools. By creating more flexible and inclusive opportunities for engagement, the District aims to ensure every parent has the opportunity to contribute to decision-making processes and actively support their child's academic success and overall well-being.|To increase accessibility and accommodate the diverse schedules of our families, workshops will continue to be offered in both morning and evening sessions, with the same content presented at each session. This flexible scheduling approach is intended to reduce barriers related to work and home responsibilities and provide families with multiple opportunities to participate. The District plans to record and adapt into brief video segments the workshop presentations, which will be shared through the District’s social media platforms and other electronic communication channels. These recorded resources will ensure that parents and guardians who are unable to attend in person can still access important information and remain engaged in supporting student success.|During the year, the District provided a variety of opportunities for meaningful stakeholder engagement and shared decision-making. Families, staff, students, and community partners were invited to provide input through advisory committee meetings, public forums, workshops, surveys, empathy interviews, and other engagement activities designed to encourage broad participation.  To increase accessibility and remove barriers to involvement, the District expanded the use of online platforms and digital communication tools, allowing stakeholders to access information at their convenience and provide feedback through electronic surveys. These flexible engagement opportunities enabled a broader and more representative group of stakeholders to contribute to district initiatives, program development, and continuous improvement efforts.  The District remains committed to fostering transparent, collaborative decision-making by ensuring that stakeholder voices are actively sought, valued, and incorporated into planning processes that support student achievement, family engagement, and overall school improvement.|The District will continue to prioritize expanding outreach efforts to increase awareness of family engagement opportunities and encourage broader participation in school and district decision-making. In addition to utilizing existing print, electronic, and social media communications, the District plans to publicize meetings, workshops, and events through a variety of community venues and local partnerships to ensure information reaches a wider audience.  The District's goal is to increase participation beyond the families who traditionally attend meetings by reducing barriers to engagement and creating more accessible, welcoming, and inclusive opportunities for involvement. Targeted outreach efforts will focus on reaching families who have historically been underrepresented in school activities and advisory committees, ensuring that a broader range of perspectives informs district planning and continuous improvement efforts.  The Parent Teacher Organization (PTO) is working collaboratively with the elementary school to strengthen family-school partnerships. They are developing initiatives that promote increased parent involvement, enhance school-community connections, and provide meaningful opportunities for families to support student learning and enrich the educational experience for all students.|The District's family engagement efforts have been particularly successful in engaging families from historically underrepresented groups, with the majority of regular participants representing English Learner (EL) and Socioeconomically Disadvantaged (SED) populations. Their continued involvement has provided valuable perspectives that have informed district planning and decision-making.  Building on this strong foundation, the District's focus for the coming year is to broaden participation by increasing representation from families across all schools, grade levels, and student groups. The goal is to ensure that a wider range of voices and experiences contribute to district initiatives, resulting in more inclusive and representative stakeholder engagement.  To accomplish this, the District will continue expanding the Parent Teacher Organization (PTO) and strengthen its role in promoting family involvement across school sites. In addition, the District will enhance outreach through more comprehensive communication strategies, including expanded event calendars, multilingual print and digital communications, social media, community partnerships, and other public information channels. These efforts are intended to increase awareness of engagement opportunities, reduce barriers to participation, and foster stronger partnerships between families, schools, and the community in support of student success.|5|5|4|5|3|4|3|3|4|4|4|5|Met||2026-06-23|2026
54720580000000|Pleasant View Elementary|3|Pleasant View is committed to building strong partnerships between families and school staff to support positive student outcomes. We believe that student success is achieved through collaboration and a shared commitment to the development of the whole child. Our Community Services Director actively engages with families by providing resources, support, and connections to community agencies that address individual family needs. In addition, our School Psychologist and Social Worker serve as valuable resources for students and parents, helping ensure access to the academic, social-emotional, and behavioral supports needed for success. Pleasant View continuously fosters meaningful relationships with families through ongoing communication, outreach, and engagement opportunities. By working together, we create a supportive learning environment that promotes academic achievement, social-emotional growth, and the overall well-being of every student.|Pleasant View’s focus for improvement is strengthening open, transparent, and consistent communication between school staff and families. We are committed to ensuring that both staff and families have access to clear, accurate, and timely information regarding school policies, programs, events, and student progress. To support effective communication and meet the diverse needs of our families, Pleasant View utilizes multiple communication channels, including newsletters, emails, phone calls, text messages, social media, and parent engagement platforms. By providing accessible and meaningful communication opportunities, we aim to build trust, strengthen partnerships, and promote active family involvement in student success.|Pleasant View recognizes that strong relationships between school staff and families are essential to student success. The school has made significant progress in creating a welcoming and inclusive environment where parents feel comfortable participating in school activities, meetings, and events. Moving forward, Pleasant View will continue to encourage family engagement by inviting parents to volunteer in classrooms, serve on school committees, and participate in school-wide events. These opportunities are designed to strengthen partnerships, increase involvement in students’ educational experiences, and support overall academic and social-emotional success.|Pleasant View provides a variety of opportunities to build strong partnerships that support improved student outcomes. Paideia seminars are regularly implemented across all grade levels to encourage meaningful academic discussions centered on shared texts, promoting critical thinking and collaboration. In addition, the Expanded Learning Opportunities Program (ELOP) offers enriching experiences that extend student learning beyond the classroom. Through partnerships with outside providers, students engage in activities focused on STEM, literacy, and targeted academic support, further strengthening their skills and overall achievement.|Pleasant View’s focus for improvement is to increase opportunities for parent involvement in students’ education. The school is committed to expanding workshops and providing resources that equip families with strategies to support learning at home. In addition, Pleasant View will strengthen communication between school and families to ensure parents are well-informed, engaged, and actively involved in their child’s academic progress and overall educational experience.|Pleasant View is committed to improving engagement with underrepresented families through intentional outreach and relationship-building efforts. Strategies include conducting home visits, making consistent phone calls, monitoring attendance, strengthening family relationships, and serving as a supportive bridge between home and school. Pleasant View will provide ongoing professional development for school staff to deepen their understanding of the diverse cultural and linguistic backgrounds of students and families. This training will support the creation of a more inclusive, welcoming, and responsive school environment where all families feel valued and connected to the school community.|Pleasant View continues to collaborate closely with school advisory groups to ensure they are provided with the information needed to make informed decisions that support both the school and student success. These partnerships help guide school planning and decision-making through shared input and collaboration. The school utilizes multiple measures, including a variety of student and parent surveys, to gather feedback, monitor progress, and inform continuous improvement efforts. Survey results are carefully reviewed and used to guide decisions that enhance student learning, school practices, and family engagement.|Pleasant View will conduct listening sessions at least twice a year to provide parents with structured opportunities to share their perspectives and contribute to school decision-making. These sessions are designed to elevate family voice and strengthen collaboration between home and school. Pleasant View will administer additional surveys throughout the year to gather ongoing feedback from parents. This input will be used to inform continuous improvement efforts and support the development of higher-quality outcomes for students and families.|Pleasant View will improve engagement of underrepresented families by actively encouraging participation in listening sessions and ensuring these sessions provide a safe, welcoming space for parents to share their concerns, experiences, and challenges.|3|2|3|3|3|3|3|1|2|2|2|2|Met||2026-06-23|2026
54720820000000|Richgrove Elementary|3|RSD has invested in various ways that the district staff can communicate with our Educational Partners. Instructional staff has the use of Class Dojo to communicate daily with parents. Each teacher and administrator has a Zoom account that allows them to meet virtually face to face with parents if they can not come onto campus. Richgrove has also invested in a new website/school app that allows for communication with parents via text messages, social media and robo calls. RSD has used this system to get information to parents on a regular basis.|RSD has conducted several surveys and questioned our Educational Partners on this area and one strong concern is that at time the school can seem like an unwelcoming environment and there has been interactions that were felt to be negative on the behalf of the school. This is an area of focus for our school and we feel that building back that face to face positive dialogue/relationship is an area of focus. Bringing our Educational Partners back to the campus more often we feel will reduce anxiety that can lead to negative interactions along with offering more opportunities for feedback from parent and the community.|RSD will make it a focus through our Student Services Department to make sure that those students and their families that are not represented in our feedback surveys, be sought out and counselled on how to connected to the school. Richgrove will also work through our parents groups in SSC, ELAC and Migrant to seek out families not represented in the Richgrove process. We will also use social media and other forms of communication to engage with our families and foster more feedback and be more inviting and welcoming.|RSD has provided various PD opportunities for staff to learn how to build capacity with parents to work on student outcomes. Staff also meets to share ideas on this integral part of the educational process. Richgrove provides monthly parent meetings on various topics revolving around scholastic needs and requirements, along with social emotional learning. Important information is also send out to parents and staff via our school app, social media and text messaging. Through our parent committees much information is also shared out and feedback is gathered along with routine surveys.|The RSD Educational Partners have stated in feedback opportunities that they would like to have more live events and more chances for face to face contact. They also stated that they would like more contact from instructional staff. They have asked for more on-site afterhours events for parents and some adult classes that will best help them work with their students in their educational growth. They also talked about making sure parents are greeted in more friendly manner across entire campus and staff and that we work to remediate those students that fell behind at an early age due to distance learning and an overall learning gap that has developed while in school for one reason or another.|RSD will use its parent committees and Student Services Department to reach out and discover those families that may not be represented in our District’s processes. Richgrove will continue to market itself and its programs on social media to help give all of our Educational Partners an opportunity to become more involved in everything RSD has to offer.|"RSD has utilized its new school app and website along with Google Forms to push out surveys and questionnaires to all Educational Partners. This has allowed for more input from those individuals that do not participate in school meetings. This coupled with input from our parent committees has allowed for much more input than in the past that is automatically translated into graphs and charts for easy disaggregation. Parent meetings both formal and informal like our ""Breakfast with the Principal"" has also led to more information gathering and input opportunities."|RSD needs to continue to gather information from those parents not on social media or on a parent committee. In years past this information was gathered from our face to face meetings. RSD plans on bringing back those face to face events more often and also allow for more online opportunities for feedback. This will allow for a more well-rounded representation from our Educational Partners.|RSD will continue to reach out to underrepresented Educational Partners via our Student Services Team and Parent Committees to bring them into the fold that is our Richgrove School Community. The goal is to get out more invitations to community members to attend our in person events as everyone is requesting more in person meetings. Word of mouth in regards to school events, social media posts and flyers sent home will bring in more families not already connected to us.|4|4|4|5|4|5|5|4|4|4|5|4|Met||2026-06-17|2026
54720900000000|Rockford Elementary|3|We provide a community for local families, and staff are very involved in the every day life of students. We have several community events to strengthen relationships with families and with our smaller class sizes, staff become very familiar and interact more with students and families.|Our goal is to focus on students and their well being. We remind staff that each student is important and is welcomed in our school community. We focus on helping in every area that we can, and that often extends beyond just the classroom. Those relationships and fostering parent involvement will help us extend the strong bonds between the District and surrounding community.|Previously there has been a lot of turn over at Rockford. Over the past three years, the staff has been mostly stable which has helped families and teachers establish relationships.  Continued growth in this area is needed, but as a District, improvements are being made.  Two-way communication will be an area that we can improve in the coming school year.|As stated before, with the stability of the staff, relationships and trust has been built.  Additional two-way communication will help improve the engagement of underrepresented famiilies.|Our aim is to include parents and care givers in the education of the students, to assist in making their education as impactful as possible.|Communication regarding the opportunities for parent involvement in their students success at school will be our main focus point. We would like to minimize any barriers to parent involvement and make participation as accessible as possible.|We promote and communicate all parent involvement opportunities and make all who participate feel welcome and valued.|Our focus will be on communicating the importance of involvement from all stakeholders, including parents.|We will use all tools we can think of, including targeted notices to underrepresented groups, translation services, and direct communication to certain members of our community to help increase involvement.|4|4|4|4|4|4|4|3|4|4|4|4|Met||2026-06-22|2026
54721080000000|Saucelito Elementary|3|1) Effective Communication Channels: The LEA has established multiple communication channels, including regular newsletters, social media updates, and parent-teacher conferences. These avenues ensure that parents are consistently informed about school events, student progress, and other important updates. 2) Inclusive Family Engagement Programs: The LEA has implemented various family engagement programs that cater to diverse family needs. Workshops, cultural events, and family nights provide opportunities for parents to engage with the school community, fostering a sense of belonging and partnership. 3) Responsive Feedback Mechanisms: Through surveys and feedback forms, the LEA actively seeks input from families and acts on their suggestions. This responsiveness helps in addressing concerns promptly and improving the overall educational experience for students and their families. 4) Supportive School Climate: Teachers and staff are trained in culturally responsive practices and family engagement strategies, contributing to a welcoming and inclusive school environment. This training helps in building trust and strong relationships between staff and families. 5) Collaborative Decision-Making: The LEA involves families in the decision-making process through advisory councils and committees. This collaborative approach ensures that family voices are heard and considered in school policies and initiatives.|1) Enhanced Communication Accessibility: While multiple communication channels exist, there is a need to ensure that all families, including those with limited English proficiency and those lacking internet access, receive timely and accessible information. This may involve providing more materials in multiple languages and utilizing various formats such as phone calls or printed newsletters. 2) Increased Parent Participation: The LEA has recognized that not all parents are equally engaged in school activities and decision-making processes. Efforts to increase parent participation, particularly among underrepresented groups, are needed. Strategies may include more flexible meeting times, providing childcare during meetings, and actively reaching out to disengaged families.|1) Culturally Relevant Outreach: The LEA will implement targeted outreach efforts to underrepresented families by utilizing culturally relevant communication methods. This includes translating materials into multiple languages, employing community liaisons, and engaging with cultural organizations to build trust and facilitate communication. 2) Flexible Meeting Options: To accommodate diverse schedules, the LEA will offer flexible meeting times and virtual meeting options. This includes holding meetings outside of traditional school hours and providing digital platforms for those who cannot attend in person.|1) Strong Community Collaborations: The LEA has established robust partnerships with local businesses, nonprofits, and higher education institutions. These collaborations provide valuable resources, mentorship opportunities, and real-world learning experiences for students. 2) Comprehensive Support Services: Through partnerships with community organizations, the LEA offers a range of support services, including mental health resources, tutoring programs, and after-school activities. These services address various aspects of student well-being and academic success. 3) Engagement with Families: The LEA works closely with families to support student outcomes, providing resources and workshops that help parents support their children's education. This partnership with families is crucial for reinforcing learning at home and ensuring holistic support for students. 4) Innovative Learning Opportunities: Partnerships have enabled the LEA to introduce innovative programs such as STEM initiatives, career and technical education (CTE) pathways, and arts integration projects. These programs enhance student engagement and prepare them for future careers.|1) Enhanced Coordination and Communication: There is a need to improve the coordination and communication between the LEA and its partners. Establishing a more systematic approach for regular updates, feedback loops, and collaborative planning will ensure that all parties are aligned and working towards common goals. 2) Focused Support for Academic Achievement: While current partnerships provide a range of support services, there is an identified need to intensify efforts specifically targeting academic achievement. This includes developing partnerships that offer specialized tutoring, academic mentoring, and resources for advanced learning opportunities.|1) Targeted Outreach Programs: The LEA will implement targeted outreach programs to connect with underrepresented families. This includes personalized communications, home visits, and collaboration with community leaders and cultural organizations that can bridge the gap between the school and these families. 2) Culturally Relevant Resources: The LEA will provide culturally relevant resources and support to ensure that all families feel welcomed and valued. This involves translating materials into multiple languages, offering bilingual support staff, and creating culturally inclusive events that resonate with diverse family backgrounds. 3) Feedback and Continuous Improvement: The LEA will actively seek feedback from underrepresented families through surveys, focus groups, and listening sessions. This feedback will be used to continuously improve engagement strategies and ensure that partnership efforts are meeting the needs of all families.|1)Transparent Communication: The LEA has improved transparency by regularly communicating how input is used in decision-making. Updates on decisions and the rationale behind them are shared through newsletters, social media, and public meetings, building trust within the community. 2) Collaborative Decision-Making Committees: The LEA has formed various committees and advisory groups that include representatives from different stakeholder groups. These committees play a crucial role in shaping policies, programs, and initiatives, fostering a sense of shared responsibility and collaboration. 3) Responsive to Feedback: The LEA has shown a commitment to acting on stakeholder input by making adjustments and improvements based on the feedback received. This responsiveness demonstrates that the LEA values community input and is willing to make changes to better meet the needs of its constituents.|1) Enhanced Inclusivity and Representation: While the LEA engages a broad range of stakeholders, there is a need to ensure that underrepresented and marginalized groups have a stronger voice in decision-making processes. This includes actively seeking input from families of different cultural, linguistic, and socio-economic backgrounds. 2025-26 Local Performance Indicator Self-Reflection for Saucelito Elementary School District Page 13 of 18 2) Expanding Digital Engagement Tools: The LEA can benefit from expanding the use of digital tools to gather input. This includes utilizing online platforms, social media, and mobile apps to reach a broader audience and facilitate easier participation for those who may not be able to attend in-person meetings. 3) Strengthening Two-Way Communication: The LEA should focus on creating more opportunities for two-way communication rather than one-time feedback collection. This includes regular follow-up discussions and interactive sessions where stakeholders can discuss issues in depth and engage in meaningful dialogue with decision-makers.|1) Accessible Feedback Channels: To make feedback channels more accessible, the LEA is offering multiple formats for providing input, such as online surveys, paper forms, phone hotlines, and in-person meetings. Additionally, the LEA provides language translation and interpretation services to ensure that language barriers do not hinder participation. 2) Convenient Meeting Times and Locations: The LEA will schedule meetings and events at times and locations that are convenient for underrepresented families. This includes offering meetings in community centers, places of worship, and other local venues that are easily accessible. Meetings will also be scheduled outside of traditional work hours to accommodate working parents|5|5|5|5|5|5|4|5|4|4|4|4|Met||2026-06-04|2026
54721160000000|Sequoia Union Elementary|3|Sequoia Union Elementary Charter School benefits from a small, single-campus TK-8 setting in which staff members are able to know students and families over multiple years. This continuity supports frequent communication, early identification of student needs, and strong relationships among teachers, administrators, support personnel, students, and parents.  The LEA has established several opportunities for families to participate in school planning and student support, including the Parent Guild, School Site Council, English Learner Advisory Committee, Local Control and Accountability Plan engagement, parent conferences, surveys, public Board meetings, school events, student celebrations, volunteer activities, and agricultural partnerships. Families also participate in individualized education program meetings, Student Success Team meetings, attendance conferences, and English learner progress discussions when applicable.  Communication occurs through in-person meetings, telephone calls, electronic messages, written notices, the District website, social media, and school events. Staff members provide families with information regarding academic progress, attendance, behavior, intervention, assessment results, and available support services. The school’s intervention teachers, reading specialists, instructional aides, school psychologist, contracted counselors, Assistant Principal, special education teacher, and English Learner Coordinator strengthen the connection between families and student services.  Educational partner input indicates that families value the school’s welcoming environment, accessibility of staff, small-school relationships, community traditions, athletics, agriculture, and student activities. The expansion of Together WE Grow, FFA, the school farm, drama, leadership, yearbook, service clubs, and expanded learning has created additional ways for families to connect with the school. Overall, the LEA has developed multiple structures for communication and participation and continues to strengthen family involvement in student learning and school decision-making.|Sequoia Union Elementary Charter School’s primary focus is increasing consistent and meaningful family participation across all student groups. Although the LEA offers many engagement opportunities, participation is not yet evenly distributed. Some families attend conferences, school events, Parent Guild activities, and advisory meetings regularly, while others participate less often because of work schedules, transportation, language needs, limited access to technology, or unfamiliarity with school processes.  The LEA will focus on improving two-way communication so that family engagement is not limited to receiving information from the school. Staff will continue to create opportunities for families to ask questions, provide input, identify barriers, and participate in decisions affecting student learning and school programs. The District also seeks to improve the consistency of communication across classrooms and programs so families receive timely and understandable information about academic progress, attendance, behavior, intervention, assessment results, and available supports.  Additional improvement is needed in measuring family engagement. The LEA will define participation more clearly and use surveys, conference participation, advisory committee involvement, event attendance, volunteerism, and direct communication records to determine which families are engaged and which remain underrepresented.  The LEA will also strengthen outreach to families of English learners, students with disabilities, foster youth, students experiencing homelessness, and students with attendance or academic concerns. These efforts will include accessible meeting times, translation and interpretation, multiple communication methods, personal invitations, and follow-up from staff members who already have established relationships with families. The goal is to move from broad opportunities for participation to more intentional, equitable, and responsive family engagement.|Sequoia Union Elementary Charter School will use a more targeted approach to engage families who participate less frequently in conferences, advisory groups, school events, and decision-making activities. Underrepresented families may include families of English learners, students with disabilities, foster youth, students experiencing homelessness, socioeconomically disadvantaged students, and students with attendance, behavioral, or academic concerns.  The LEA will first use survey results, attendance records, conference participation, ELAC and School Site Council participation, and direct staff feedback to identify which families are not being reached consistently. Staff will then use personal outreach rather than relying only on general announcements. Teachers, the English Learner Coordinator, special education staff, intervention personnel, the Assistant Principal, counselors, and administrators will contact families through phone calls, text messages, email, written notices, and in-person conversations.  The LEA will improve access by offering flexible meeting times, translation and interpretation, understandable materials, virtual participation when appropriate, and multiple ways for families to provide input. Meetings will be structured to encourage two-way communication and to help families understand student progress, available services, school procedures, and opportunities for participation.  The school will also connect family engagement to activities that already attract broad participation, including agriculture and FFA, athletics, drama, leadership, student celebrations, the Parent Guild, expanded learning, and community events. Staff members will provide direct invitations and follow-up to families who may not otherwise participate.  Progress will be monitored through participation data, surveys, communication records, and feedback from families. The goal is to ensure that engagement opportunities are accessible, representative, and responsive to the needs of all families.|Sequoia Union Elementary Charter School has developed partnerships that expand academic, social-emotional, enrichment, and support opportunities for students. The school’s small TK-8 setting allows staff, families, community members, and partner organizations to communicate regularly and coordinate services around individual student needs.  The LEA works with families through the Parent Guild, School Site Council, English Learner Advisory Committee, parent conferences, Student Success Team meetings, individualized education program meetings, attendance conferences, surveys, and Local Control and Accountability Plan engagement. These structures provide opportunities for families to review student progress, identify concerns, and contribute to school planning.  Community partnerships also support the Charter School’s distinctive educational programs. The Together WE Grow initiative, school farm, agriculture and FFA program, gardening, animal care, environmental learning, and related activities connect students with local agricultural organizations, businesses, volunteers, and community members. These partnerships provide authentic learning experiences that reinforce science, mathematics, leadership, responsibility, career awareness, and community service.  The LEA also partners with the Tulare County special education consortium, contracted counseling providers, and other county or community agencies to support students with disabilities, mental health needs, attendance concerns, and other barriers to learning. Expanded Learning Opportunities Program services provide before-school and after-school academic support, recreation, enrichment, and supervision.  Educational partner input indicates that families value the school’s accessibility, community relationships, agriculture, athletics, drama, leadership, service opportunities, and student-centered support. Local data from assessments, attendance, intervention, discipline, English learner progress, individualized education program goals, and program participation are used to determine student needs and guide partnership activities. Overall, the LEA has made progress in connecting school, family, and community resources to improve student access, engagement, achievement, and well-being.|Sequoia Union Elementary Charter School will focus on making partnerships more intentional, coordinated, and directly connected to measurable student outcomes. While the LEA has established relationships with families, community organizations, county agencies, agricultural partners, and service providers, participation and access are not yet consistent across all student groups.  The LEA will strengthen the use of local data to identify where additional partnerships are needed. CAASPP, STAR Reading and Mathematics, ELPAC, attendance, chronic absenteeism, suspension, intervention, individualized education program progress, and program participation data will be reviewed to determine which students and families need additional academic, behavioral, attendance, mental health, or enrichment support.  A key area for improvement is creating clearer communication among school staff, families, and outside providers. The LEA will work to define responsibilities, improve referrals, monitor follow-through, and evaluate whether services are producing the intended results. Greater coordination is especially needed for students receiving support from multiple programs or agencies.  The LEA will also expand partnerships that support literacy, mathematics, attendance, mental health, career awareness, agriculture, expanded learning, and successful transition to high school. Efforts will be made to ensure that opportunities are available equitably and are not limited to families who are already highly involved.  Progress will be monitored through student outcome data, participation records, surveys, partner feedback, and regular review by staff and the Governing Board. The goal is to move beyond offering programs and partnerships to measuring whether those partnerships improve achievement, engagement, access, attendance, behavior, and student well-being.|Sequoia Union Elementary Charter School will strengthen partnerships with families who are less represented in school planning, support programs, and enrichment opportunities. These may include families of English learners, students with disabilities, foster youth, students experiencing homelessness, socioeconomically disadvantaged students, and students with attendance, behavioral, or academic concerns.  The LEA will use survey results, participation records, assessment data, attendance information, intervention records, and staff input to identify families who are not consistently connected to available services or partnership opportunities. Staff will then provide direct and personalized outreach rather than relying only on schoolwide announcements.  Teachers, the English Learner Coordinator, special education staff, intervention personnel, counselors, the Assistant Principal, and administrators will help connect families with academic support, mental health services, attendance assistance, expanded learning, agriculture, athletics, leadership, and community resources. Translation and interpretation, flexible meeting times, virtual participation, and multiple communication methods will be provided when appropriate.  The LEA will also invite underrepresented families to help shape partnerships by identifying barriers, recommending services, and providing feedback on whether existing programs are meeting student needs. Family voice will be gathered through ELAC, School Site Council, conferences, surveys, small-group meetings, and direct conversations.  Progress will be monitored by reviewing participation across student groups, completion of referrals, access to services, family feedback, and changes in student achievement, attendance, behavior, engagement, and well-being. The goal is to ensure that partnerships are accessible, responsive, and connected to improved outcomes for students whose families have historically participated less often.|Sequoia Union Elementary Charter School uses multiple structures to gather input from families, staff, students, and community partners before making decisions about programs, services, priorities, and resource allocation. These structures include the School Site Council, English Learner Advisory Committee, Parent Guild, Local Control and Accountability Plan engagement, surveys, parent conferences, staff meetings, Professional Learning Communities, Student Success Team meetings, public Board meetings, and direct communication with families.  The LEA’s small TK-8 setting supports accessible communication and allows administrators and staff to hear concerns directly from educational partners. Families may provide input regarding academic programs, attendance, behavior, intervention, expanded learning, agriculture, school climate, safety, and student activities. Staff members contribute through collaboration, assessment reviews, program meetings, and recommendations to administration. Students provide input through leadership activities, Student Council, surveys, classroom discussions, and participation in school programs.  Local data are reviewed alongside educational partner input. CAASPP, STAR Reading and Mathematics, ELPAC, attendance, chronic absenteeism, suspension, intervention, individualized education program progress, and participation data help the LEA determine where input is needed and whether current programs are effective.  The Governing Board provides a public forum for reviewing recommendations, receiving comments, and making decisions. Input gathered through committees, surveys, meetings, and direct conversations informs the LCAP, School Plan for Student Achievement, budget priorities, curriculum implementation, student support services, and school improvement efforts.  Overall, the LEA has established several formal and informal methods for seeking input and has made progress in connecting educational partner feedback with local data and public decision-making.|Sequoia Union Elementary Charter School will focus on increasing the breadth, consistency, and representativeness of educational partner input. Although the LEA currently uses surveys, committees, meetings, conferences, and public Board sessions, participation is often strongest among families and staff members who are already highly engaged.  The LEA will improve its processes for identifying whose voices are missing from decision-making. Participation data will be reviewed by student group, program, and type of engagement to determine whether families of English learners, students with disabilities, foster youth, students experiencing homelessness, socioeconomically disadvantaged students, and students with attendance or academic concerns are adequately represented.  Another focus area is improving two-way communication. The LEA will provide clearer explanations of the decisions under consideration, the data being reviewed, and how educational partner input may influence outcomes. After decisions are made, the LEA will strengthen follow-up communication so participants understand what was decided, why it was decided, and how their feedback was considered.  The LEA will also improve the timing and accessibility of input opportunities by offering multiple formats, flexible meeting times, translation and interpretation, virtual participation when appropriate, and shorter, more focused surveys. Greater coordination among the School Site Council, ELAC, Parent Guild, staff groups, student leadership, and the Governing Board will help reduce duplication and ensure that input reaches the appropriate decision-makers.  Progress will be monitored through participation rates, demographic representation, survey response rates, committee involvement, public comment, and evidence showing how input informed the LCAP, school planning, budget priorities, programs, and student supports.|Sequoia Union Elementary Charter School will use targeted outreach to increase participation from families who are less represented in surveys, committees, meetings, and school decision-making. These may include families of English learners, students with disabilities, foster youth, students experiencing homelessness, socioeconomically disadvantaged students, and students with attendance, behavioral, or academic concerns.  The LEA will review participation records, survey response data, committee membership, conference attendance, and staff feedback to identify groups whose input is limited. Rather than relying only on general notices, staff will make personal invitations through phone calls, text messages, email, written communication, and in-person conversations.  The LEA will reduce barriers by providing translation and interpretation, flexible meeting times, virtual participation when appropriate, accessible materials, and multiple ways to respond. Families may provide input through ELAC, School Site Council, the Parent Guild, surveys, small-group discussions, conferences, public Board meetings, and individual conversations with staff.  Teachers, the English Learner Coordinator, special education staff, intervention personnel, counselors, the Assistant Principal, and administrators will help connect families to appropriate opportunities for input. The LEA will also explain the decisions under consideration, share relevant data in understandable formats, and communicate how family feedback influenced the final decision.  Progress will be monitored through changes in participation rates, representation across student groups, survey completion, committee involvement, and documentation showing how input informed the LCAP, School Plan for Student Achievement, budget priorities, student supports, and school programs.|4|4|4|5|4|4|5|4|4|4|4|4|Met||2026-06-09|2026
54721166054340|Sequoia Elementary Charter|3|Sequoia Union Elementary Charter School benefits from a small, single-campus TK-8 setting in which staff members are able to know students and families over multiple years. This continuity supports frequent communication, early identification of student needs, and strong relationships among teachers, administrators, support personnel, students, and parents.  The LEA has established several opportunities for families to participate in school planning and student support, including the Parent Guild, School Site Council, English Learner Advisory Committee, Local Control and Accountability Plan engagement, parent conferences, surveys, public Board meetings, school events, student celebrations, volunteer activities, and agricultural partnerships. Families also participate in individualized education program meetings, Student Success Team meetings, attendance conferences, and English learner progress discussions when applicable.  Communication occurs through in-person meetings, telephone calls, electronic messages, written notices, the District website, social media, and school events. Staff members provide families with information regarding academic progress, attendance, behavior, intervention, assessment results, and available support services. The school’s intervention teachers, reading specialists, instructional aides, school psychologist, contracted counselors, Assistant Principal, special education teacher, and English Learner Coordinator strengthen the connection between families and student services.  Educational partner input indicates that families value the school’s welcoming environment, accessibility of staff, small-school relationships, community traditions, athletics, agriculture, and student activities. The expansion of Together WE Grow, FFA, the school farm, drama, leadership, yearbook, service clubs, and expanded learning has created additional ways for families to connect with the school. Overall, the LEA has developed multiple structures for communication and participation and continues to strengthen family involvement in student learning and school decision-making.|Sequoia Union Elementary Charter School’s primary focus is increasing consistent and meaningful family participation across all student groups. Although the LEA offers many engagement opportunities, participation is not yet evenly distributed. Some families attend conferences, school events, Parent Guild activities, and advisory meetings regularly, while others participate less often because of work schedules, transportation, language needs, limited access to technology, or unfamiliarity with school processes.  The LEA will focus on improving two-way communication so that family engagement is not limited to receiving information from the school. Staff will continue to create opportunities for families to ask questions, provide input, identify barriers, and participate in decisions affecting student learning and school programs. The District also seeks to improve the consistency of communication across classrooms and programs so families receive timely and understandable information about academic progress, attendance, behavior, intervention, assessment results, and available supports.  Additional improvement is needed in measuring family engagement. The LEA will define participation more clearly and use surveys, conference participation, advisory committee involvement, event attendance, volunteerism, and direct communication records to determine which families are engaged and which remain underrepresented.  The LEA will also strengthen outreach to families of English learners, students with disabilities, foster youth, students experiencing homelessness, and students with attendance or academic concerns. These efforts will include accessible meeting times, translation and interpretation, multiple communication methods, personal invitations, and follow-up from staff members who already have established relationships with families. The goal is to move from broad opportunities for participation to more intentional, equitable, and responsive family engagement.|Sequoia Union Elementary Charter School will use a more targeted approach to engage families who participate less frequently in conferences, advisory groups, school events, and decision-making activities. Underrepresented families may include families of English learners, students with disabilities, foster youth, students experiencing homelessness, socioeconomically disadvantaged students, and students with attendance, behavioral, or academic concerns.  The LEA will first use survey results, attendance records, conference participation, ELAC and School Site Council participation, and direct staff feedback to identify which families are not being reached consistently. Staff will then use personal outreach rather than relying only on general announcements. Teachers, the English Learner Coordinator, special education staff, intervention personnel, the Assistant Principal, counselors, and administrators will contact families through phone calls, text messages, email, written notices, and in-person conversations.  The LEA will improve access by offering flexible meeting times, translation and interpretation, understandable materials, virtual participation when appropriate, and multiple ways for families to provide input. Meetings will be structured to encourage two-way communication and to help families understand student progress, available services, school procedures, and opportunities for participation.  The school will also connect family engagement to activities that already attract broad participation, including agriculture and FFA, athletics, drama, leadership, student celebrations, the Parent Guild, expanded learning, and community events. Staff members will provide direct invitations and follow-up to families who may not otherwise participate.  Progress will be monitored through participation data, surveys, communication records, and feedback from families. The goal is to ensure that engagement opportunities are accessible, representative, and responsive to the needs of all families.|Sequoia Union Elementary Charter School has developed partnerships that expand academic, social-emotional, enrichment, and support opportunities for students. The school’s small TK-8 setting allows staff, families, community members, and partner organizations to communicate regularly and coordinate services around individual student needs.  The LEA works with families through the Parent Guild, School Site Council, English Learner Advisory Committee, parent conferences, Student Success Team meetings, individualized education program meetings, attendance conferences, surveys, and Local Control and Accountability Plan engagement. These structures provide opportunities for families to review student progress, identify concerns, and contribute to school planning.  Community partnerships also support the Charter School’s distinctive educational programs. The Together WE Grow initiative, school farm, agriculture and FFA program, gardening, animal care, environmental learning, and related activities connect students with local agricultural organizations, businesses, volunteers, and community members. These partnerships provide authentic learning experiences that reinforce science, mathematics, leadership, responsibility, career awareness, and community service.  The LEA also partners with the Tulare County special education consortium, contracted counseling providers, and other county or community agencies to support students with disabilities, mental health needs, attendance concerns, and other barriers to learning. Expanded Learning Opportunities Program services provide before-school and after-school academic support, recreation, enrichment, and supervision.  Educational partner input indicates that families value the school’s accessibility, community relationships, agriculture, athletics, drama, leadership, service opportunities, and student-centered support. Local data from assessments, attendance, intervention, discipline, English learner progress, individualized education program goals, and program participation are used to determine student needs and guide partnership activities. Overall, the LEA has made progress in connecting school, family, and community resources to improve student access, engagement, achievement, and well-being.|Sequoia Union Elementary Charter School will focus on making partnerships more intentional, coordinated, and directly connected to measurable student outcomes. While the LEA has established relationships with families, community organizations, county agencies, agricultural partners, and service providers, participation and access are not yet consistent across all student groups.  The LEA will strengthen the use of local data to identify where additional partnerships are needed. CAASPP, STAR Reading and Mathematics, ELPAC, attendance, chronic absenteeism, suspension, intervention, individualized education program progress, and program participation data will be reviewed to determine which students and families need additional academic, behavioral, attendance, mental health, or enrichment support.  A key area for improvement is creating clearer communication among school staff, families, and outside providers. The LEA will work to define responsibilities, improve referrals, monitor follow-through, and evaluate whether services are producing the intended results. Greater coordination is especially needed for students receiving support from multiple programs or agencies.  The LEA will also expand partnerships that support literacy, mathematics, attendance, mental health, career awareness, agriculture, expanded learning, and successful transition to high school. Efforts will be made to ensure that opportunities are available equitably and are not limited to families who are already highly involved.  Progress will be monitored through student outcome data, participation records, surveys, partner feedback, and regular review by staff and the Governing Board. The goal is to move beyond offering programs and partnerships to measuring whether those partnerships improve achievement, engagement, access, attendance, behavior, and student well-being.|Sequoia Union Elementary Charter School will strengthen partnerships with families who are less represented in school planning, support programs, and enrichment opportunities. These may include families of English learners, students with disabilities, foster youth, students experiencing homelessness, socioeconomically disadvantaged students, and students with attendance, behavioral, or academic concerns.  The LEA will use survey results, participation records, assessment data, attendance information, intervention records, and staff input to identify families who are not consistently connected to available services or partnership opportunities. Staff will then provide direct and personalized outreach rather than relying only on schoolwide announcements.  Teachers, the English Learner Coordinator, special education staff, intervention personnel, counselors, the Assistant Principal, and administrators will help connect families with academic support, mental health services, attendance assistance, expanded learning, agriculture, athletics, leadership, and community resources. Translation and interpretation, flexible meeting times, virtual participation, and multiple communication methods will be provided when appropriate.  The LEA will also invite underrepresented families to help shape partnerships by identifying barriers, recommending services, and providing feedback on whether existing programs are meeting student needs. Family voice will be gathered through ELAC, School Site Council, conferences, surveys, small-group meetings, and direct conversations.  Progress will be monitored by reviewing participation across student groups, completion of referrals, access to services, family feedback, and changes in student achievement, attendance, behavior, engagement, and well-being. The goal is to ensure that partnerships are accessible, responsive, and connected to improved outcomes for students whose families have historically participated less often.|Sequoia Union Elementary Charter School uses multiple structures to gather input from families, staff, students, and community partners before making decisions about programs, services, priorities, and resource allocation. These structures include the School Site Council, English Learner Advisory Committee, Parent Guild, Local Control and Accountability Plan engagement, surveys, parent conferences, staff meetings, Professional Learning Communities, Student Success Team meetings, public Board meetings, and direct communication with families.  The LEA’s small TK-8 setting supports accessible communication and allows administrators and staff to hear concerns directly from educational partners. Families may provide input regarding academic programs, attendance, behavior, intervention, expanded learning, agriculture, school climate, safety, and student activities. Staff members contribute through collaboration, assessment reviews, program meetings, and recommendations to administration. Students provide input through leadership activities, Student Council, surveys, classroom discussions, and participation in school programs.  Local data are reviewed alongside educational partner input. CAASPP, STAR Reading and Mathematics, ELPAC, attendance, chronic absenteeism, suspension, intervention, individualized education program progress, and participation data help the LEA determine where input is needed and whether current programs are effective.  The Governing Board provides a public forum for reviewing recommendations, receiving comments, and making decisions. Input gathered through committees, surveys, meetings, and direct conversations informs the LCAP, School Plan for Student Achievement, budget priorities, curriculum implementation, student support services, and school improvement efforts. Overall, the LEA has established several formal and informal methods for seeking input and has made progress in connecting educational partner feedback with local data and public decision-making.|Sequoia Union Elementary Charter School will focus on increasing the breadth, consistency, and representativeness of educational partner input. Although the LEA currently uses surveys, committees, meetings, conferences, and public Board sessions, participation is often strongest among families and staff members who are already highly engaged.  The LEA will improve its processes for identifying whose voices are missing from decision-making. Participation data will be reviewed by student group, program, and type of engagement to determine whether families of English learners, students with disabilities, foster youth, students experiencing homelessness, socioeconomically disadvantaged students, and students with attendance or academic concerns are adequately represented.  Another focus area is improving two-way communication. The LEA will provide clearer explanations of the decisions under consideration, the data being reviewed, and how educational partner input may influence outcomes. After decisions are made, the LEA will strengthen follow-up communication so participants understand what was decided, why it was decided, and how their feedback was considered.  The LEA will also improve the timing and accessibility of input opportunities by offering multiple formats, flexible meeting times, translation and interpretation, virtual participation when appropriate, and shorter, more focused surveys. Greater coordination among the School Site Council, ELAC, Parent Guild, staff groups, student leadership, and the Governing Board will help reduce duplication and ensure that input reaches the appropriate decision-makers.  Progress will be monitored through participation rates, demographic representation, survey response rates, committee involvement, public comment, and evidence showing how input informed the LCAP, school planning, budget priorities, programs, and student supports.|Sequoia Union Elementary Charter School will use targeted outreach to increase participation from families who are less represented in surveys, committees, meetings, and school decision-making. These may include families of English learners, students with disabilities, foster youth, students experiencing homelessness, socioeconomically disadvantaged students, and students with attendance, behavioral, or academic concerns.  The LEA will review participation records, survey response data, committee membership, conference attendance, and staff feedback to identify groups whose input is limited. Rather than relying only on general notices, staff will make personal invitations through phone calls, text messages, email, written communication, and in-person conversations.  The LEA will reduce barriers by providing translation and interpretation, flexible meeting times, virtual participation when appropriate, accessible materials, and multiple ways to respond. Families may provide input through ELAC, School Site Council, the Parent Guild, surveys, small-group discussions, conferences, public Board meetings, and individual conversations with staff.  Teachers, the English Learner Coordinator, special education staff, intervention personnel, counselors, the Assistant Principal, and administrators will help connect families to appropriate opportunities for input. The LEA will also explain the decisions under consideration, share relevant data in understandable formats, and communicate how family feedback influenced the final decision.  Progress will be monitored through changes in participation rates, representation across student groups, survey completion, committee involvement, and documentation showing how input informed the LCAP, School Plan for Student Achievement, budget priorities, student supports, and school programs.|4|5|4|4|4|4|5|5|4|4|4|4|Met||2026-06-09|2026
54721320000000|Springville Union Elementary|3|To foster stronger relationships with parents, school staff have implemented increased weekly communication and offered more opportunities for parents to attend school events. They have also provided numerous avenues for parents to give valuable input, ensuring their voices are heard. Additionally, site leadership has been highly visible and interactive, engaging directly with parents to build a supportive and collaborative community.|To strengthen relationships with parents, school staff will hold monthly meetings with both certificated and classified staff, focusing on building family connections. A weekly newsletter will keep staff informed of current and upcoming school events, encouraging attendance to foster stronger bonds with families. The site leader will maintain high visibility and continue engaging with families directly. Additionally, the Capturing Kids Hearts curriculum will be implemented to further enhance these relationships.|To improve engagement with underrepresented families, the school district has introduced the Parent Square communication tool, ensuring effective and streamlined communication. Additionally, translation services (as needed) are provided for information sent home, ensuring all families can stay informed. Access to comprehensive information on the school website has also been enhanced, further facilitating inclusivity and engagement.|The school district excels in building family partnerships to support student outcomes through several key initiatives. Parent-teacher conferences are conducted with every family in the fall, with a second opportunity offered in the spring. Parents of students on Individualized Education Plans are ensured participation in all relevant meetings. All students are provided with necessary technology for home learning as needed. Staff are trained to effectively use district communication tools like Seesaw, Class Dojo, and email to keep parents informed about student progress. Additionally, parents have access to a real-time academic platform to review their child's progress continuously.|The school district is dedicated to building family partnerships to support student outcomes by ensuring families have access to resources that enhance student well-being, offering various parent information and education opportunities and engage in proactive outreach when it becomes evident that students and families may need additional support.|To build strong partnerships with underrepresented families and improve student outcomes, the school district will ensure a caring and welcoming environment at all times—before, during, and after school. This approach aims to increase family engagement and strengthen the bonds between students, staff, and families.|The LEA’s current strengths and progress in seeking input for decision-making underscore its dedication to inclusivity, transparency, and continuous enhancement. By employing a variety of data collection methods and actively engaging with a broad spectrum of educational partners, the LEA ensures that its decisions are well-informed and reflective of the community’s diverse needs. This robust approach to decision-making not only improves the educational experience for students but also strengthens the overall school community.|The school district emphasizes the importance of parental involvement in advisory and decision-making committees, sharing their critical role in shaping district policies. Parents are informed of these opportunities through various communication channels, and their participation is celebrated to encourage continued engagement. Additionally, the district is committed to increasing volunteer opportunities, ensuring parents have ample chances to contribute to decision-making processes.|Based on the analysis of educational partner input and local data, the district has identified key areas to improve engagement with underrepresented families in the decision-making process. To address this, the district will implement several targeted strategies. First, outreach efforts will be expanded to build trust and fostering relationships through consistent engagement and personalized invitations. Communication channels will be enhanced by providing multilingual communication (as needed) and utilizing technology to reach families more effectively. Additionally, support and resources such as workshops, training sessions, childcare, and transportation will be provided to remove participation barriers.  These efforts aim to create a more inclusive and equitable decision-making process, reflecting the diverse needs and perspectives of the entire school community.|4|5|4|4|4|4|3|3|4|4|3|4|Met||2026-06-25|2026
54721400000000|Stone Corral Elementary|3|"Our goal is to have our educational partners be involved in the education of their children; and be active participants in assisting their children: · Stone Corral holds an annual Title 1 Parent Meeting during the Back-To-School Night. During the meeting we discuss Parent and student ""Rights under Title 1"" and ""Rights from the California Education Code"". · Parents are made aware of committees that they can join. Ex. School Site Council (SSC), ELAC, and POM · Parents on SSC review and have input regarding the School Plan · Parents involved with English Language Advisory Council (ELAC) and Gifted and Talented Education (GATE) review the School Plan. · Parents on all committees have the opportunity to make suggestions for program improvement · Parents are informed about the California State Standards, curriculum, assessments, and expectations at each grade level · Stone Corral ‘s Monthly letter notifies parents of meetings they can attend B. Shared Responsibilities for High Student Academic Achievement · Stone Corral has a Home/School Compact that describes the responsibilities of teachers, parents and students in order to ensure academic success C. Building Capacity For Involvement · Parents are informed about the California State Standards, curriculum, assessments, and expectations at each grade level · Parent conferences and Student Study Teams (SSTs) are held to discuss student achievement, and discuss strengths, weaknesses and ways to help their student become successful · Stone Corral’s Parent Resource Center has information regarding student success/problems, district information, parenting classes, health concerns, parent volunteer opportunities etc. · Parent volunteers are trained on how to use various machines at our site, so they can become classroom helpers · Stone Corral offered Community English Classes two days a week after school (CBET) ...child care is provided · Stone Corral offers Latino Family Literacy Program-two days a week · Stone Corral offers an after school reading intervention program that is run with the help of trained parent volunteers · Stone Corral offers Family Nights that focus on: reading, math, Testing, homework, science, and discipline · Stone Corral has a Kindergarten Round-Up for new students. This is a time for parents to see what programs are available and provide them with ideas of how to help their child succeed at school. · Monthly newsletters are sent home to inform parents of special events. Ex. Holidays, Family Nights, Back-toSchool Night etc · Stone Corral uses a Phone Message system to notify parents of upcoming events · Stone Corral teachers send out newsletters that invite parents to help with classroom activities, home projects, field trips, fundraising etc. · Stone Corral offers Family Nights, Cinco de Mayo etc. · Stone Corral holds an annual ""Volunteer Tea"" at the end of the school year D. Accessibility · ELAC, GATE, PTSA, and SSC meet on a regular basis to discuss activities and programs"|Our district has made significant strides in fostering strong connections between school staff and families. Some notable strengths include: 1. Open Communication Channels: We actively encourage open lines of communication through regular newsletters, parent-teacher conferences, and online platforms. This allows families to stay informed about school events, policies, and student progress. 2. Family Engagement Events: Our district hosts family engagement events such as workshops, cultural celebrations, and volunteer opportunities. These events provide opportunities for families to participate in their child’s education and build relationships with staff. 3. Collaborative Decision-Making: We involve families in decision-making processes, seeking their input on policies, curriculum, and school improvement plans. Their perspectives help shape our educational programs. 4. Supportive Staff: Our dedicated staff members prioritize building positive relationships with families. They actively listen, address concerns, and celebrate student achievements. Overall, our district’s commitment to collaboration, transparency, and mutual respect has strengthened the bond between school staff and families.|Communication and Outreach 1. Culturally Responsive Communication • Language Access: We will provide communication in multiple languages to ensure all families can understand important information. Use translators or bilingual staff as needed. • Accessible Formats: We will use various formats (emails, text messages, phone calls, printed materials) to reach families who may have different preferences and access to technology. 2. Regular and Transparent Updates • Consistent Newsletters: We will send regular newsletters with updates on school events, policies, and student progress. • Parent Portals: We will utilize online portals where parents can easily access their child's academic records and school announcements. Building Trust and Relationships 3. Personalized Outreach • Home Visits: We will conduct home visits by teachers or staff to build personal connections and understand family circumstances. • Individual Meetings: We will arrange one-on-one meetings with parents to discuss their child’s progress and address any concerns in a private and comfortable setting. 4. Family Liaisons • Cultural Liaisons: We will ire or designate staff members who can serve as cultural liaisons to bridge gaps between the school and diverse families. • Parent Ambassadors: We will develop a parent ambassador program where parents from underrepresented groups can support and mentor new families. Inclusive School Environment 5. Welcoming Atmosphere • Friendly Reception: We will ensure front office staff are trained to welcome and assist all families warmly and respectfully. • Family-Friendly Spaces: We will create comfortable spaces within the school where families can gather, meet with staff, and feel part of the community. 6. Cultural Competence Training • Staff Development: We will provide training for all staff on cultural competence, implicit bias, and effective communication strategies to better connect with diverse families. • Awareness Programs: We will promote awareness and appreciation of different cultures and backgrounds through school programs and events. Family Engagement Activities 7. Family-Oriented Events • Cultural Celebrations: We will host events that celebrate the diverse cultures of the school community, encouraging families to share their traditions and experiences. • Interactive Workshops: We will offer workshops on topics like parenting skills, navigating the education system, and supporting student learning at home. 8. Flexible Meeting Times • Convenient Scheduling: We will schedule parent-teacher conferences and school meetings at various times, including evenings and weekends, to accommodate working parents. • Childcare Services: We will provide childcare during meetings and events to make it easier for parents to attend. Academic Support and Resources 9. Educational Support Programs • Homework Help: We will establish after-school programs that provide homework assistance and academic support for students.|The Parent and Family Engagement local indicator focuses on promoting parental participation and building strong relationships between school staff and families. Here are some ways our school enhanced partnerships with parents and families for student outcomes: 1. Regular Communication Channels: Newsletters: Regularly share updates, announcements, and school news with families. Phone calls.- One Call Now. Web page Parent-Teacher Conferences: Schedule conferences to discuss student progress and address concerns. 2. Family Workshops and Events: Workshops: Host workshops on topics like literacy, technology, and parenting skills. Cultural Celebrations: Organize events that celebrate diversity and involve families. 3. Volunteer Opportunities: Parent Volunteers: Encourage parents to volunteer in classrooms, school events, or extracurricular activities. Parent-Teacher Associations (PTA): provide opportunities for involvement and collaboration. 4. Community Partnerships: Local Organizations: Collaborate with community-based organizations to offer resources and support. Business Partnerships: Engage local businesses for internships, career days, and mentorship. We are looking to move beyond traditional partnerships with businesses and organizations by thinking creatively to engage the community and boost student success. Here are some innovative ideas: 1. Skill-sharing platforms: Create an online platform connecting community members with skill sets relevant to the curriculum. Parents, professionals, or alumni can volunteer for short, virtual workshops or mentoring sessions, providing students with focused learning opportunities. 2. Project-based partnerships: Develop project-based learning initiatives where students collaborate with community partners to solve real-world problems. This could involve environmental groups, local businesses, or historical societies, giving projects a tangible impact and boosting student engagement. 3. Reverse field trips: Instead of traditional field trips, invite community experts into the classroom for interactive sessions. Local artists could conduct workshops, engineers could present design challenges, or firefighters could lead safety demonstrations. This brings the community into the school and exposes students to diverse career paths. 4. Peer tutoring networks: Partner with a nearby high school or college to establish a peer tutoring network. High school or college students can mentor younger students online or in-person, fostering academic support and positive role models. 5. Community crowdsourcing: Utilize online platforms to crowdsource knowledge and resources from the community. This could involve soliciting feedback on curriculum development, collecting historical data from local residents, or even creating a community art project online. 6. Alumni career panels: Organize virtual or in-person career panels featuring successful alumni.|Here are our focus areas for improvement in building partnerships for student outcomes: Communication and Engagement • Regular Updates: Provide consistent updates through newsletters, emails, and school websites about school events, student progress, and important information. • Parent-Teacher Conferences: Schedule regular parent-teacher conferences to discuss student progress and address any concerns. • Open Door Policy: Encourage an open-door policy where parents feel welcome to discuss their child’s needs and progress with teachers and administrators. 2. Inclusive Decision-Making • Parent Advisory Councils: Encourage parents to be present at advisory councils that include parents in the decision-making process for school policies and programs.  Student Councils: Encourage students to become members of the student council to give students a voice in school governance and decision-making. 3. Workshops and Training • Parent Workshops: We will offer more workshops on topics like supporting homework, navigating the school system, child development, and positive parenting techniques. • Student Workshops: We will provide workshops for students on study skills, time management, and career planning. 4. Volunteer Opportunities • Classroom Volunteers: We will invite parents to volunteer in the classroom, assisting with activities and supporting teachers. • Event Participation: We will encourage parents to help organize and participate in school events, such as sports days, cultural festivals, and field trips. 5. Homework and Study Support • Homework Clubs: We will establish more after-school homework clubs where students can get help with their assignments. • Resource Sharing: We will provide parents with resources and tools to help their children with homework and study at home. 6. Feedback Mechanisms • Surveys and Feedback Forms: We will use more surveys and feedback forms to gather input from parents and students on school policies, programs, and overall satisfaction. • Suggestion Boxes: We will place suggestion boxes in accessible areas for parents and students to share their ideas and concerns anonymously. 7. Community Building Activities • Family Nights: We will host family nights with activities like movie nights, game nights, or potluck dinners to build a sense of community. • Parent-Student Events: We will organize events where parents and students can participate together, such as science fairs, art shows, and sports tournaments. 8. Academic Support Programs • Tutoring Programs: We will implement tutoring programs that involve parents and community volunteers to support students who need extra help. • Mentorship Programs: We will establish mentorship programs where parents, older students, and community members mentor students in academic and personal development. 9. Health and Wellness Initiatives • Health Education: We will provide health education workshops for parents and students.|Our school can create a more inclusive and supportive environment that actively engages underrepresented families, leading to better student outcomes. 1. Identify Barriers and Needs • Surveys and Focus Groups: We will conduct surveys and focus groups specifically with underrepresented families to understand their needs, preferences, and barriers to engagement. • Home Visits: We will arrange home visits to build trust and understand the unique circumstances of these families. 2. Enhance Communication • Communication: We will ensure all communications are available in the languages spoken by underrepresented families. • Culturally Sensitive Messaging: We will make messages culturally relevant and sensitive to the values and norms of our families. • Multiple Channels: We will use a variety of communication channels, such as text messages, social media, phone calls, and in-person meetings, to reach families effectively. 3. Create Welcoming Environments • Cultural Competence Training: We will provide training for staff on cultural competence and implicit bias to create a more inclusive and welcoming school environment. • Inclusive Events: We will have events that celebrate the cultures and traditions of underrepresented families to make them feel valued and included. • Community Liaisons: We will have community liaisons from underrepresented groups to act as bridges between the school and these families. 4. Flexible Involvement Opportunities • Varied Volunteer Opportunities: We will offer a range of volunteer opportunities that can be done at home or during non-traditional hours to accommodate different schedules. • Virtual Participation: We will offer options for virtual participation in meetings and events for those who cannot attend in person. 5. Targeted Outreach Programs • Parent Mentorship Programs: We will pair experienced parents with those from underrepresented groups to help them navigate the school system and become more involved. • Community Partnerships: We will partner with local community organizations that already have relationships with underrepresented families to reach and engage them more effectively. 6. Support Services • Childcare and Transportation: We will attempt to provide childcare and transportation for parents attending school meetings and events. • Resource Centers: We will establish a resource center that offers support services like food assistance, job training, and health services, which can help alleviate external pressures on families and allow them to engage more with the school. 7. Empower Parent Leadership • Parent Leadership Programs: We will develop programs to train and empower parents from underrepresented groups to take on leadership roles within the school community. • Advisory Committees: We will encourage parents to serve on committees that specifically include underrepresented parents to ensure their voices are heard in decision-making processes. 8. Feedback and Continuous Improvement • Regular Feedback|The school has a few ways to seek feed back for decision making. The best way at our school is to speak with parents on an informal basis. They usually gets useable and actionable feedback and opens a two way dialogue. We have our end of the year LCAP and Healthy Kids surveys which get data. These are not popular with the parents and we question the data that we receive because it feels as though the parents either give us pat answers or just any answers to quickly complete the survey. We have tried empathy interviews, which give us better data and seems to open communication. Clarifying questions can be asked . Thes data from the interviews are hard to tabulate. We have parent-teacher conferences which provide short and informal feedback and conversations. Thes data from the interviews are hard to tabulate. We have parents who serve on the parent advisory committee (School Site Council and English Learner Advisory Council). We have parent workshops (parent education) which allow for presentation of topics, but also allow for open forums where parents can voice their concerns, ask questions, and provide feedback. We also have our regular communication with newsletters that encourage parents to become involved. The principal and the staff have open door policies that make them available for parents to drop in and share their thoughts.|We would like to expand on our current ways for seeking input for decision making. We will design our surveys to be quick and topical to gather feedback on various aspects of the school, including academics, safety, communication, and extracurricular activities. Quick Polls: Use brief, single-topic polls regularly to get feedback on specific issues or upcoming decisions. We are looking at focus groups in two ways: a. Diverse Groups: Organize focus groups with a diverse mix of parents to discuss specific topics in-depth, ensuring representation from different grades, backgrounds, and communities. b. Thematic Discussions: Conduct themed focus groups on areas like curriculum changes, school policies, or parent involvement. We will use suggestion boxes. We will use physical and digital Boxes: We will place suggestion boxes in accessible locations within the school and create a digital suggestion box on the school's website for anonymous feedback. We will review suggestions regularly and communicate any actions taken in response to the feedback. We are looking into online platforms. We could have surveys via email or Apps: Use email, school apps,. We could use platforms like Google Forms to distribute surveys and gather feedback conveniently. We are also looking at Social media engagement: Utilize social media channels to engage parents in discussions and gather their input on school matters. Parents have asked for Virtual Feedback Sessions. These could be webinars and online meetings: We could host virtual meetings and webinars to discuss school issues and gather feedback from parents who may find it difficult to attend in person. We could have interactive platforms that allow real-time polling and Q&A sessions during virtual meetings.|Improving engagement of underrepresented families to seek input for decision-making involves a combination of strategies focused on inclusivity, accessibility, and trust-building. We will be doing these strategies: 1. Build Trust and Relationships • Personal Outreach: Our staff will conduct personal outreach through phone calls, home visits, or informal meetings to build trust and relationships with underrepresented families. • Community Events: We will host informal community events where families can meet school staff in a relaxed setting, fostering stronger relationships and open communication. 2. Enhance Communication Channels • Communications: We will ensure all materials and communications are available in the languages spoken by underrepresented families.. • Culturally Relevant Messaging: We will try to tailor messages to be culturally relevant and respectful, recognizing the diverse backgrounds of families. • Multiple Platforms: We will uttilize various platforms like social media, text messages, emails, and traditional mail to reach families effectively. 3. Create Inclusive Opportunities for Participation • Flexible Meeting Times: We will schedule meetings and events at various times, including evenings and weekends, to accommodate different work schedules. • Virtual Options: We will attempt to offer virtual participation options for meetings and events to make it easier for families who cannot attend in person. • Childcare and Transportation: We will provide childcare and transportation services to remove barriers to participation in meetings and events. 4. Empower Parent Leadership • Parent Ambassadors: We will develop a parent ambassador program where parents from underrepresented communities act as liaisons between the school and their communities. Leadership Training: We will offer leadership training programs to empower parents to take on active roles in school decision-making processes. 5. Establish Advisory Councils and Committees • Diverse Representation: We will strive to have advisory councils and committees include representatives from underrepresented families to ensure their voices are heard. • Regular Meetings: We will hold regular meetings with these groups to discuss school policies, programs, and initiatives, and to gather input on decision-making. 6. Organize Focus Groups and Listening Sessions • Targeted Focus Groups: We will conduct focus groups specifically with underrepresented families to understand their needs, concerns, and suggestions. • Listening Sessions: We will host listening sessions where school leaders actively listen to the concerns and ideas of underrepresented families without a preset agenda. 7. Provide Educational Workshops and Resources • Informational Workshops: We will offer parent education and workshops on navigating the school system, understanding school policies, and supporting student learning at home.|4|4|4|4|4|4|3|3|4|4|4|4|Met||2026-06-18|2026
54721400136507|Crescent Valley Public Charter II|3|Crescent Valley Public II (CVPII) has consistently demonstrated a strong commitment to fostering positive, enduring relationships with families and the broader community. Building connections with educational partners has long been a priority, reflected in initiatives such as the Parent Advisory Committee, English Learner Advisory Committee, Parent-Teacher Conferences, student and family celebrations, and weekly updates through the Data + Design system. These efforts ensure that families feel closely connected to both the school and their child’s academic progress. The effectiveness of these strategies is evident in both engagement and feedback. Annual surveys indicate that 99% of parents feel the school is safe, 98% feel connected to the school and satisfied with their child’s progress, and 99% report that communication from the school is clear and effective. Additional feedback from engagement events reinforces these findings, with parents noting that staff genuinely care about students’ social and academic well-being, value parent input, and provide timely communication and resources to support student success. Families also appreciate that their children are treated with respect and receive a high-quality education that prepares them for life beyond graduation. During a recent board meeting a parent of a newcomer student stayed until the end of the meeting and shared that he is very pleased to have his son enrolled at our school. He stated the student’s previous school recommended that he enroll with us, as they did not offer a support program to meet his needs, and now he looks forward to continuing to attend our meetings. Additionally, he shared that his son is making great progress not only in language development, but also in meeting graduation requirements. Through these sustained practices, CVPII demonstrates both progress and strength in cultivating trusting, collaborative relationships between school staff and families.|Participation and engagement from educational partners at CVPII have grown significantly, as reflected in strong attendance at school meetings, events, and activities. However, the school recognizes that some parents are still unable to attend due to scheduling or other challenges. To address this, CVPII has adjusted event schedules throughout the year, offering sessions at different times to ensure accessibility for all families. Survey feedback indicates increased participation at PAC and ELAC meetings, with more parents recognizing the value of effective, two-way communication using accessible language. The school remains committed to continually gathering meaningful feedback, as parent input is essential to ongoing school improvement. A recurring challenge is that some parents find aspects of the school program complex, including attendance requirements, credit completion, policies, and the roles of parents and students. In response, CVPII has enhanced the onboarding process for new students and maintains ongoing communication to support existing students’ academic and socio-emotional needs. Additionally, the school prioritizes clear, two-way communication and ensures staff availability during school hours, allowing families and students consistent access to support and opportunities to fully engage with all aspects of the program.|CVPII staff recognize the diverse needs of our community, particularly those of underrepresented families, and are committed to ensuring these families are fully included in school activities and decision-making. To enhance engagement, staff provide translation services for all communications and personally reach out to families in their preferred language, helping them feel valued, welcomed, and comfortable within the school community. The school offers multiple participation opportunities, both in-person and virtually, as well as workshops and classes tailored to the interests and needs of educational partners. Targeted outreach, including personal calls to families in special populations, ensures additional avenues for involvement and supports meaningful engagement. By expanding access and implementing these inclusive communication strategies, CVPII aims to strengthen connections with underrepresented families, enabling them to actively participate and positively impact their child’s educational experience.|A key strength of CVPII is our diverse and knowledgeable staff, dedicated to meeting the unique needs of every student. From enrollment, staff assess students’ academic levels and develop individualized programs to support growth, providing access to tutors, counselors, and retention specialists as needed. Staff maintain consistent communication with families through multiple channels—including email, text, and social media—to keep parents informed and involved in their child’s education. Feedback from educational partners highlights the school’s welcoming environment, flexibility, and responsiveness in supporting both students and families. Students and parents benefit from live instructional support, weekly progress updates, and access to a variety of academic tools and resources. School survey data show that parents greatly appreciate these outreach efforts, especially during periods of academic challenge or disengagement. CVPII will continue to build on these strengths, evolving practices based on ongoing feedback from educational partners to strengthen partnerships that promote student success.|Data analysis and feedback indicate that CVPII aims to increase engagement of underrepresented families and students in small group instruction, counseling sessions, workforce partner workshops, and mental health/social-emotional services. Expanding access and participation in these programs will strengthen relationships between students, families, and the school, while supporting academic growth and overall student success. Targeted outreach, clear communication, and culturally responsive practices will ensure that all families, especially those historically underrepresented, can actively participate and benefit from these opportunities.|A key focus for CVPII is increasing engagement with underrepresented families. While parents consistently express confidence in the services and support provided to students, the school recognizes the need to continually strengthen these partnerships. CVPII is committed to ensuring that all families have equitable access to programs and resources, providing targeted outreach, clear communication, and culturally responsive support to help students thrive academically and socially throughout their educational journey.|CVPII has demonstrated flexibility and responsiveness in engaging educational partners, consistently offering meetings at times that best accommodate parents, which has resulted in increased attendance and engagement. A key strength lies in CVPII’s ongoing efforts to gather input from families and provide opportunities for feedback. While parent participation in meetings and events has been strong, the school recognizes the need to further involve families in the planning and implementation of programs. To address this, staff are participating in professional development focused on effectively connecting with families, eliciting meaningful feedback, and making collaborative decisions. Moving forward, CVPCII remains committed to expanding these efforts, identifying topics of interest, and strengthening strategies that encourage family input in decision-making, ensuring all voices are heard and valued.|CVPCII is committed to increasing engagement of underrepresented families in school decision-making. Personalized outreach, including phone calls in families’ primary language (such as Spanish), will continue to invite participation in key events like ELAC and LCAP Educational Partner meetings. Relevant documents will be translated, and live translation will be available during meetings to ensure accessibility. Additionally, the school will offer workshops and classes tailored to parents’ interests to further encourage meaningful participation. With the addition of staff, including paraprofessionals, retention specialists, and counselors, CVPII can provide more support and actively engage additional families in the school community. Annual survey data show that parents appreciate opportunities to provide input and participate in school events. Moving forward, CVPII will continue expanding inclusive strategies to ensure all families, especially those underrepresented, have multiple avenues to share feedback and contribute to decision-making.|At CVPII, we recognize that underrepresented families, particularly Spanish-speaking families, require accessible communication and support. To address this, we will hire certified bilingual staff and actively recruit community members to join our team. When staffing capacity is insufficient, we will collaborate with external organizations to ensure families continue to receive high-quality support and opportunities to engage in school decision-making. Recent local survey data indicate that 98% of parents and guardians feel the school encourages their participation and input in activities, events, workshops, and meetings. To build on this, CVPII remains committed to fostering engagement through PAC and ELAC meetings, student recognition events, open houses, back-to-school nights, and parent-teacher-student conferences, providing multiple opportunities for meaningful participation in school decisions.|5|5|4|5|5|5|5|4|5|5|5|5|Met||2026-06-04|2026
54721570000000|Strathmore Union Elementary|3|Strathmore Union Elementary School District continues to strengthen relationships between school staff and families through multiple communication systems, family engagement opportunities, and educational partner involvement. The district utilizes Aeries Parent Portal and ParentSquare to provide families with real-time access to student information and two-way communication in families' preferred languages. The district also communicates through its website, social media platforms, community events, and family engagement activities supported through the Community Schools initiative. Parents are encouraged to participate in School Site Council, ELAC/DELAC, the Parent Advisory Committee (PAC), PTO, and Board meetings.  Educational partner feedback and survey data indicate that families value the district's efforts to create welcoming opportunities for involvement and connection. Parents highlighted the importance of community events that bring families, students, and staff together and expressed appreciation for the sense of belonging, support, and shared learning experiences provided by the district. These results demonstrate continued progress in building positive relationships and fostering meaningful family engagement.|Based on educational partner feedback and local survey data, the district will continue to strengthen communication and family engagement efforts to ensure all families feel informed, welcomed, and connected to the school community. While participation in family events and engagement opportunities remains strong, the district will focus on increasing meaningful opportunities for families to provide input and better understand how their feedback informs school and district decisions.  The district will continue to refine communication practices through ParentSquare, social media, advisory committees, and community events to improve the clarity, accessibility, and effectiveness of information shared with families. Feedback gathered through the Community Schools initiative, family surveys, and parent advisory groups will continue to guide the development of engagement opportunities, including parent education, technology support, resource sharing, and activities that strengthen relationships between families and school staff.|The district will continue to improve engagement with underrepresented families through targeted outreach and relationship-building efforts. The attendance team for each site includes: two full-time school counselors, the Community Schools Coordinator, site administrators, and office clerks who work collaboratively to identify and support families whose students are chronically absent or at risk of chronic absenteeism. Through weekly attendance meetings, personalized phone calls, family outreach, and home visits when appropriate, the district seeks to better understand barriers to attendance and strengthen connections between families and school staff.  The district will continue to use these systems, along with communication tools, family engagement events, and advisory groups, to ensure families who may not traditionally participate in school activities have opportunities to access resources, receive support, and engage in their children's education. These efforts are intended to increase family participation, improve attendance, and foster stronger relationships between home and school.|Strathmore Union Elementary School District continues to build strong partnerships that support positive student outcomes through collaboration with families, staff, community organizations, and educational partners. The district provides families with access to resources, learning opportunities, and support services through its Community Schools initiative, school counselors, attendance support systems, family engagement events, and advisory groups. These efforts align with district priorities in student achievement, attendance, school climate, and social-emotional well-being.  Educational partner feedback and local survey data indicate that families value opportunities to connect with school staff and one another through community events and engagement activities. Respondents highlighted the importance of family involvement, shared learning experiences, and a strong sense of community. The district's continued focus on collaboration, communication, and resource coordination has helped strengthen partnerships that support student success and foster a welcoming school environment.|Based on educational partner feedback and local survey data, the district will continue to strengthen partnerships by increasing families' confidence and capacity to support their children's learning. Families have expressed a desire for additional information, resources, and opportunities to engage in the educational process. The district will continue to provide parent education opportunities, family events, and resource-sharing activities that help families actively support student success.  Survey feedback also indicated a desire for additional community-building events, improved communication, and greater understanding of how family input influences district decisions. The district will continue to expand opportunities for meaningful engagement through advisory groups, family events, surveys, and two-way communication systems. Efforts will focus on closing the feedback loop by communicating how educational partner input is used to inform decisions and by ensuring families feel valued as partners in supporting positive student outcomes.|The district will continue to strengthen engagement with underrepresented families, including families of English learners, students with disabilities, foster youth, and students experiencing homelessness, through targeted outreach and personalized support. School counselors, the Community Schools Coordinator, site administrators, and attendance teams will continue to work collaboratively to connect families with resources, remove barriers to participation, and increase engagement through phone calls, meetings, home visits when appropriate, and family-centered events.  The district will also continue to provide translation services, multiple opportunities for family input, and access to advisory groups and educational workshops, ensuring that all families can participate meaningfully in their children's education. These efforts are intended to help families feel welcomed, valued, and empowered as partners in supporting positive student outcomes.|SUESD has made significant strides in gathering and using family input in decision-making. The district regularly solicits feedback through multiple LCAP surveys and well-attended stakeholder meetings (e.g. School Site Council, Parent Advisory, ELAC/DELAC), with invitations and updates consistently communicated via newsletters and ParentSquare. Family engagement in these processes is strong and growing. Parents have also noted that the district values their feedback and has even incorporated their suggestions into new programs and plans. These trends highlight a strengthening culture of collaboration, with families increasingly involved and the district highly responsive to their input.|Strathmore Union Elementary School District has established multiple opportunities for educational partners to provide input and participate in decision-making processes. The district gathers feedback through annual surveys, School Site Council, ELAC/DELAC, the Parent Advisory Committee (PAC), Board meetings, community engagement events, and LCAP educational partner meetings. ParentSquare, the district website, and multilingual communication tools help ensure families have access to information and opportunities to share their perspectives.  Educational partner participation has increased through family engagement events, Community Schools activities, and advisory groups. Feedback collected from families, students, staff, and community members has informed district planning, including attendance initiatives, family engagement opportunities, professional learning priorities, and LCAP development. These efforts demonstrate the district's ongoing commitment to seeking and utilizing educational partner input to support continuous improvement.|SUESD will continue to strengthen engagement with families of students who have been historically underrepresented, including English learners, students with disabilities, foster youth, and students experiencing homelessness, by expanding outreach efforts and providing multiple accessible opportunities to participate in decision-making processes. The district will utilize school counselors, the Community Schools Coordinator, advisory committees, family engagement events, and attendance outreach efforts to connect with families and encourage participation.  Targeted invitations to School Site Council, ELAC/DELAC, PAC, PTO, surveys, and community events, combined with multilingual communication and personalized follow-up, will help ensure families feel welcomed, informed, and empowered to share their perspectives. These efforts are intended to increase representation, strengthen trust, and ensure that district decisions reflect the needs and experiences of all students and families.|4|4|3|4|4|3|4|4|3|4|4|3|Met||2026-07-15|2026
54721730000000|Sundale Union Elementary|3|Based on the analysis of educational partner input and local data, Sundale's strength in building relationships between school staff and families continues to be its commitment to ongoing communication and meaningful engagement opportunities. The school hosts parent orientations at the beginning of the school year to establish positive relationships between families and teachers, communicate expectations, and discuss students' academic and social-emotional needs. Teachers are required to conduct parent conferences for all students and make additional efforts, including phone calls and home visits when necessary, to ensure families remain connected to their child's education. The district has also continued to provide opportunities for families to engage with administrators through in-person and virtual Question and Answer Sessions, fostering open communication, trust, and collaboration between school staff and families.|While Sundale continues to offer numerous opportunities for family engagement through School Site Council, PTO, Dad's Club, DELAC, parent resource meetings, and regular communication with staff, parent feedback indicated that some families felt less connected to the school this year. One area identified for improvement was communication, as families reported challenges resulting from teachers and the school using multiple messaging platforms. To strengthen relationships between school staff and families, Sundale will implement a single communication system for all school and staff communication during the 2026-2027 school year. This will provide families with a more consistent, accessible, and streamlined method for receiving information and communicating with school staff, helping to increase engagement and strengthen home-school partnerships.|To improve engagement of underrepresented families, including families of English Learners, socioeconomically disadvantaged students, foster youth, and students with exceptional needs, Sundale will continue to provide multiple opportunities for participation through, Parent Teacher Organization, Dad's Club, School Site Council/DELAC, parent education events, and parent resource meetings. The district will utilize its new unified communication platform to provide consistent and timely information to families, increase awareness of engagement opportunities, and reduce communication barriers. Additionally, the district will continue to offer translation services, targeted outreach, and flexible meeting formats, including both in-person and virtual options, to encourage greater participation and strengthen partnerships with all families.|Sundale meets regularly with parents at PTO meetings, School Site Council, and other parent groups including parent Question/Answer sessions which are available via zoom and in person. In addition, parent conferences are held each trimester ,with 100% attendance, enabling teachers to build partnerships with parents.|Ensuring that all families feel informed, connected, and engaged in their child's education remains an area of focus for the district. Feedback from families indicated a need for more consistent communication across grade levels and classrooms. To address this, Sundale will implement a unified communication platform for all school and staff messaging, providing families with a consistent and reliable source of information. The district will continue to focus on strengthening communication practices, increasing outreach to underrepresented families, and providing multiple opportunities for meaningful family engagement throughout the school year.|Sundale will improve engagement of underrepresented families by strengthening consistent communication and expanding opportunities for meaningful input and participation. In response to self-reflection feedback, Sundale will implement a unified communication system to ensure clear and consistent messaging across all schools and staff. The district will continue outreach through advisory groups, parent meetings, and engagement events, while providing translation and flexible participation options to better support family involvement in student outcomes.|Sundale continues to provide multiple opportunities for educational partners to engage in decision-making through School Site Council, Dad’s Club, Parent Teacher Organization, DELAC, and annual parent resource meetings. These groups regularly meet throughout the year to provide input on school policies, procedures, programs, curriculum, and student supports. This year, the district also saw an increase in attendance at parent meetings, reflecting growing engagement from families. These structures continue to serve as a strong foundation for gathering input and strengthening collaborative decision-making to support student success.|To improve seeking input for decision-making, Sundale will focus on increasing awareness of and access to opportunities for parent and family input.|Sundale will improve engagement of underrepresented families by strengthening consistent, clear communication and expanding accessible opportunities for families to learn about school programs and provide meaningful input. The district will enhance outreach efforts and ensure families have multiple pathways to share their perspectives and participate in school decision-making processes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-06|2026
54721810000000|Sunnyside Union Elementary|3|Sunnyside School benefits from strong, positive relationships between staff and families, an enduring hallmark of its small, rural community. Staff members are known for being welcoming, approachable, and deeply committed to building trusting relationships with students and their families.  Many families have multigenerational ties to Sunnyside School, with parents, grandparents, and other relatives having attended as students. These longstanding connections foster a strong sense of pride, belonging, and shared investment in the continued success of the school.  The close-knit nature of the community supports frequent communication and meaningful collaboration between home and school. Teachers and families work together to support students’ academic achievement, social-emotional growth, and overall well-being, reinforcing learning and positive behaviors both in the classroom and at home.  In recent years, partnerships and support services have expanded to better meet the diverse needs of students and families. The district now employs both a full-time Social Worker and a full-time School Psychologist, increasing access to mental health, behavioral, and social-emotional supports. Sunnyside also continues its strong partnership with Save the Children through the Community Impact Lead program, which helps connect families with resources, strengthens family engagement, and supports student success beyond the classroom. Additionally, the district participates in the California Community Schools Partnership Program, further enhancing collaboration among educators, families, community organizations, and local agencies to provide integrated supports and opportunities for students.  These strong partnerships contribute to a supportive, student-centered environment where expectations are clearly communicated, mutual respect is valued, and student success is viewed as a shared responsibility. As a result, Sunnyside School maintains a culture of trust, engagement, and community involvement that benefits all students.|Sunnyside School is committed to fostering meaningful parental engagement and recognizes that strong family partnerships are essential to student success. Teachers and staff intentionally build positive relationships with families and encourage active participation in the educational process.  A key component of this effort is ParentSquare, the school's primary communication platform. ParentSquare provides timely, accessible communication through announcements, reminders, event information, and two-way messaging. The platform has significantly improved family engagement, with more than 90% of families successfully connected. The small percentage of families not yet reached primarily includes preschool families with limited contact information on file.  Sunnyside has also worked to shift communication from being primarily issue-driven to being more positive and proactive. Staff members regularly share student successes, celebrate achievements, and personally invite families to participate in school events and activities. Teachers communicate early with families when academic, behavioral, or attendance concerns arise, allowing for collaborative problem-solving and timely intervention.  Family engagement efforts have been further strengthened through the district's participation in the California Community Schools Partnership Program and its ongoing partnership with Save the Children. The Community Impact Lead helps connect families with resources, increase involvement in school activities, and strengthen school-community relationships.  Additionally, the district's full-time Social Worker and School Psychologist support students and families by addressing social-emotional, behavioral, and mental health needs while helping families access services and supports.  These efforts reflect Sunnyside's belief that strong communication and authentic family partnerships are essential to maintaining a supportive, inclusive, and student-centered school culture where families are valued as partners in student success.|Sunnyside School recognizes the importance of strengthening engagement with families of underrepresented students, particularly those who may have experienced challenges or negative perceptions of school during their own educational journeys. The school understands that feelings of mistrust, uncertainty, or discomfort can create barriers to family involvement and is committed to creating a welcoming, inclusive environment where all families feel valued and respected.  Building trust and fostering meaningful relationships with families is a key component of improving student outcomes. To support this effort, Sunnyside is expanding services and outreach opportunities designed to increase family engagement and provide additional support for students and their families.  A significant step forward is the addition of a full-time Social Worker beginning in the 2025-2026 school year. The Social Worker serves as a liaison between home and school, helping families access community resources, counseling services, and supports related to food security, housing, mental health, and other needs. The position also supports parent workshops, family outreach efforts, and collaboration with teachers and administrators to strengthen connections between families and the school.  In addition, Sunnyside continues to expand family engagement through its participation in the California Community Schools Partnership Program and its partnership with Save the Children. These initiatives help connect families with resources, increase participation in school activities, and ensure that families have opportunities to contribute to their children's educational experiences.  The school is also intentionally shifting communication practices from being primarily reactive to being proactive, positive, and relationship-centered. Families are encouraged to participate in school events, celebrate student successes, discuss learning goals, and engage in ongoing dialogue with staff.  Through these efforts, Sunnyside seeks to create a culture of belonging, shared responsibility, and equity where all families feel empowered to support their children's success.|Here's an updated version with a Paideia section incorporated naturally into the narrative:  Sunnyside School recognizes that strong family and community partnerships are essential to student success. To support this belief, the school offers a variety of family-oriented events throughout the year designed to build trust, encourage participation, and strengthen school-home connections.  A key strategy for family engagement is the implementation of three annual parent-teacher conferences. Teachers work diligently to reach 100% of their students' families, and in many instances, this goal has been achieved. This reflects Sunnyside's commitment to keeping every parent informed and actively involved in their child's academic progress.  Communication is also central to the school's engagement efforts. ParentSquare and ClassDojo are used extensively to provide timely updates, classroom information, announcements, and reminders to families across grade levels. Junior high families also have access to the Aeries Parent Portal, which allows them to monitor grades and academic progress in real time.  As a Paideia Classroom school, Sunnyside places a strong emphasis on developing students' communication, collaboration, and leadership skills. An important component of this work is promoting meaningful student-to-parent communication. Students are encouraged to reflect on their learning, set goals, and share their academic experiences with their families. This commitment is demonstrated during adult learning and training sessions, where students frequently lead discussions, facilitate activities, and showcase their ability to communicate effectively with adults. These experiences empower students to take ownership of their learning while strengthening connections between home and school.  To further support family engagement, particularly around social, emotional, and behavioral development, the school has expanded its student support team. A full-time School Psychologist was added during the 2023-2024 school year, and a full-time Social Worker will begin in 2025-2026. These professionals work closely with administration, teachers, students, and families to provide outreach, counseling, resource connections, and additional support aligned with a whole-child approach to education.  Together, these efforts reflect Sunnyside's ongoing commitment to building a school culture where families feel welcomed, informed, and empowered to participate meaningfully in their children's education.|This version frames the challenge constructively while highlighting specific next steps and continuous improvement efforts:  While Sunnyside School offers a variety of family engagement opportunities—including well-attended community events, student showcases, and three scheduled parent-teacher conferences each year—it continues to face challenges in fostering consistent and sustained parental involvement that directly supports student academic growth. Although many families participate in school events, there is an opportunity to strengthen engagement beyond attendance by increasing family involvement in supporting learning goals, monitoring academic progress, and reinforcing educational expectations at home.  Recognizing this need, Sunnyside is committed to moving from one-time engagement opportunities toward ongoing, purposeful partnerships with families. Teachers will continue to expand their use of ParentSquare as a tool for sharing not only behavioral and school-related information, but also academic resources, learning strategies, and student progress updates that help families actively support learning at home. The school will also promote greater use of the Aeries Parent Portal, ensuring that families understand how to access real-time information related to grades, assignments, attendance, and academic performance.  As a Paideia Classroom school, Sunnyside believes that students play an important role in strengthening the connection between home and school. Through Paideia practices, students are encouraged to communicate their learning, reflect on their progress, and discuss academic goals with their families. The school will continue to build opportunities for student-led communication and presentations that help families become more informed and engaged in their children's educational experiences.  Future parent events will be intentionally designed to combine academic learning with engaging and interactive experiences. Workshops, family learning nights, and student-led presentations will help families better understand curriculum expectations, learning strategies, and ways they can support academic success at home. Through these efforts, Sunnyside seeks to build a stronger culture of shared responsibility in which families feel informed, empowered, and actively engaged in supporting student achievement throughout the school year.|Here's the revised version with an added section regarding strengthening the ELAC committee:  Sunnyside School recognizes that underrepresented families often face additional barriers to school involvement and require intentional, ongoing efforts to feel connected and supported. These families may speak a primary language other than English, have limited prior engagement with schools, or face socioeconomic challenges that make school participation more difficult. As a result, culturally responsive outreach and personal connections with trusted staff members are essential.  To strengthen engagement with these families, Sunnyside is expanding its support systems. Even with declining enrollment, the district will maintain both a full-time Social Worker and a full-time School Psychologist. These professionals will work directly with students and families to address social-emotional, behavioral, mental health, and academic needs. Their roles will help bridge gaps in access, improve communication, connect families with resources, and coordinate support services in partnership with teachers and administration.  In addition, the school's Vice Principal has established strong, trusting relationships with students and families and plays a key role in improving communication. The Vice Principal's ability to speak many parents' primary language has significantly increased accessibility and comfort for families who might otherwise feel disconnected from the school environment.  The district also recognizes the importance of strengthening its English Learner Advisory Committee (ELAC) to ensure that English learner families have meaningful opportunities to participate in school decision-making processes. Moving forward, the district will focus on increasing parent participation, providing additional information and training regarding the purpose and responsibilities of ELAC, and creating opportunities for families to share feedback on programs and services that support English learners. These efforts are intended to build leadership capacity among parents while ensuring that the needs and perspectives of English learner families are represented and valued.  The administration remains committed to improving engagement with underrepresented families by increasing visibility, expanding parent education opportunities, and promoting a welcoming school climate that values every family's role in student success.|Here's a revised version that incorporates the district's commitment to strengthening ELAC while maintaining a positive and reflective tone:  Sunnyside School continues to provide structured opportunities for parent and stakeholder engagement through advisory groups and input sessions. The school hosts a School Site Council (SSC) that meets regularly to review student achievement data, monitor progress toward school goals, and provide input on budgetary and instructional decisions related to the Local Control and Accountability Plan (LCAP).  While efforts were made to maintain an English Learner Advisory Committee (ELAC) during the school year, participation remained a challenge. Although multiple meetings were scheduled, parent attendance was limited, with participation occurring primarily during the final meeting of the year. This limited engagement highlights an area for growth and reflects the ongoing challenge of increasing involvement among families of English learners.  To address this need, the district is committed to strengthening its ELAC program by increasing outreach efforts, building stronger relationships with English learner families, and providing clearer communication regarding the purpose and impact of ELAC. Future efforts will focus on improving parent awareness, offering meaningful opportunities for input, and developing parent leadership capacity so that English learner families feel empowered to participate in school decision-making processes. The district believes a stronger ELAC will help ensure that the needs and perspectives of English learners are represented and considered in planning and program development.  In addition to SSC and ELAC, the school conducted stakeholder meetings and distributed surveys through ParentSquare and other communication channels to gather input from students, parents, staff, and community members. These tools have provided valuable feedback to inform school improvement efforts and LCAP development. However, the district recognizes the need to increase participation rates and ensure that all stakeholder groups, particularly underrepresented families, have opportunities to contribute their perspectives.  Sunnyside remains committed to refining its stakeholder engagement practices and strengthening advisory participation to ensure that all families feel welcomed, informed, and empowered to contribute to the school's continuous improvement process.|While Sunnyside School provides multiple opportunities for parents and stakeholders to offer input through advisory committees and stakeholder meetings, consistent participation remains a challenge. Although School Site Council (SSC) attendance and quorum requirements have improved over time, participation in the English Learner Advisory Committee (ELAC) has remained limited, making it difficult to fully engage English learner families in the decision-making process.  The school recognizes that simply holding meetings is not enough. Families must understand the purpose of advisory groups, feel that their voices are valued, and see how their input contributes to meaningful change. Building trust, increasing accessibility, and creating welcoming opportunities for participation remain important areas of focus.  To address these challenges, Sunnyside is committed to strengthening both SSC and ELAC participation through enhanced outreach, improved communication in families' primary languages, and more personalized invitations from staff members. The district will also work to better communicate the role and impact of advisory committees and provide families with clear examples of how stakeholder feedback influences school programs, services, and improvement efforts.  Additionally, the district is working to reestablish a Parent Teacher Support Group to increase family involvement and strengthen connections between home and school. Efforts will focus on educating parents about the purpose of the organization, the positive impact parent leadership can have on school programs, and the many ways families can contribute to student success. The district believes that a strong parent support organization can serve as a valuable partner in promoting family engagement, supporting school events, and providing additional opportunities for parents to take an active role in the school community.  The district also plans to leverage its full-time Social Worker, School Psychologist, Community Impact Lead, and bilingual administrative staff to build stronger relationships with families who have traditionally been underrepresented in school decision-making. These efforts will help remove barriers to participation and create more opportunities for meaningful engagement.  By increasing awareness, accessibility, and responsiveness, Sunnyside aims to strengthen family participation in advisory groups and parent leadership organizations while ensuring that school decisions are informed by a broad and representative range of stakeholder perspectives. Through these efforts, the district seeks to build a culture of shared leadership, collaboration, and continuous improvement that supports student success.|Sunnyside School recognizes the importance of ensuring that all families—especially those who are underrepresented—have meaningful opportunities to participate in school decision-making. While a core group of families consistently engages in advisory committees and school events, the district seeks to broaden participation so that a more diverse range of perspectives informs school improvement efforts.  To achieve this goal, the district will prioritize targeted outreach to underrepresented families. The full-time Social Worker, School Psychologist, Community Impact Lead, and administrative team will work collaboratively to build relationships, increase trust, and encourage participation among families who may not traditionally engage with the school. Personal outreach, multilingual communication, ParentSquare messaging, and other accessible communication methods will be used to increase awareness of meetings, advisory committees, and engagement opportunities.  Sunnyside is also working to reestablish a Parent Teacher Support Group to increase family leadership and involvement in school activities. Through outreach, informational meetings, and leadership opportunities, the district will educate families about the purpose and value of the organization and encourage broader participation in supporting students and school programs.  Additionally, the district remains committed to strengthening the English Learner Advisory Committee (ELAC) by increasing outreach to English learner families, clarifying the committee's role, and creating meaningful opportunities for parent input.  By expanding outreach, reducing barriers, and creating additional opportunities for family leadership, Sunnyside aims to build a more inclusive and representative system of family engagement that supports continuous school improvement and student success.|4|4|3|3|4|3|4|4|4|3|3|4|Met||2026-06-23|2026
54721990000000|Terra Bella Union Elementary|3|The district remains committed to strengthening partnerships between school staff and families. District data indicates that three key initiatives have improved the flow of information: monthly parent meetings, enhanced online communication through ParentSquare, and increased availability of administrative staff. These efforts have enabled more consistent and accessible information sharing.|Based on survey responses and in-person conversations, the district has identified three priority areas for continued focus: expanding support for extracurricular activities, providing parents with hands-on technology training for platforms such as ParentSquare and AERIES, and further strengthening overall communication efforts.|School site administrators, social workers, and support staff will continue proactive outreach to underrepresented families, inviting them to participate fully in the school community. Invitations to school events will be extended to these families on an ongoing basis, with accommodations provided as needed to ensure accessibility and inclusion.|TBUESD has established and maintained consistent communication with parents and the broader school community. Key strengths include routine monthly parent meetings and ongoing enhancements to communication platforms. Meeting attendance has grown, with agendas addressing a range of high-interest and timely topics. The district regularly invites parents and stakeholders to monthly school events, offered both virtually and in person as circumstances allow. Additionally, the district has expanded its student support staff. Administrators and support team members conduct daily family outreach during student pickup, and parents are encouraged to share concerns and questions openly.|Parent feedback indicates a need for improved communication. In response, the district will continue expanding the capabilities of its technology platforms and will provide additional opportunities to help parents build proficiency in using these tools.|The district's focus for the upcoming year is to create additional opportunities for underrepresented families to engage in positive, meaningful interactions with teachers. To support this goal, school site administrators, social workers, and support staff will continue proactive outreach to these families, inviting them to participate fully in the school community.|As a small school district, TBUESD is uniquely positioned to cultivate strong, enduring relationships with its community. Monthly parent meetings, online surveys, and the accessibility of administrators to families and staff create multiple avenues for gathering meaningful input. LCAP feedback is formally requested at all staff and parent meetings to ensure broad stakeholder participation in district planning.|Data indicates a need to improve parent access to technology. To address this, the district will continue hosting parent meetings focused on new communication methods and platform navigation.|To ensure equitable engagement, the district will extend personal invitations to underrepresented families for events focused on building technology proficiency. School site administrators, social workers, and support staff will connect directly with these families to communicate the value of each event. This individualized outreach aims to reduce participation barriers, foster trust, and empower families to stay informed and involved in their children's education.|3|4|4|4|3|4|4|4|4|4|4|4|Met||2026-06-11|2026
54722070000000|Three Rivers Union Elementary|3|As a very small, local district we continue to maintain close relationships with our families.  Family engagement events and communication tools- including an annual climate survey, help us to adjust our services as needed.|We focus on continuing to meet the diverse needs of our families, with a small school staff.|We will continue to maintain high expectations in this area and foster close and trusting relationships|We have a strong history with our families and community that has built trusting partnerships.|We are always working to keep our families informed.|We will continue to ensure we are regularly reaching out with information and seeking ideas from them on how to improve communication channels.|We continue to offer multiple ways for families to get involved and provide input|We need to work on family confidence in participating in school decision making.|We will continue to reach out to family members to increase involvement and help them feel more comfortable in decision making conversations.|5|5|5|5|5|4|4|5|5|4|4|4|Met||2026-06-17|2026
54722150000000|Tipton Elementary|3|Tipton School ensures access to translators for parent-teacher conferences, Student Success Team (SST) meetings, ELAC, School Site Council (SSC), and LCAP meetings, as well as for individual meetings with teachers or administrators upon parent request. All school communications are provided in both English and the parents’ primary language.  Parents have expressed enthusiasm for starting a Parent-Teacher Club, and Tipton School has hosted workshops to support parent learning and engagement. To further enhance parent support, the district’s parent liaison will continue to help coordinate and implement parent training and support opportunities.  In addition, Tipton School administrators and teachers have launched parent engagement nights, which will continue to be offered throughout the school year. There have also been opportunities for parents to participate in Family Connect nights hosted at the school throughout the school year.|Tipton School is committed to strengthening relationships between school staff and families by continuing to share information about community-based organizations that offer mental health services, free sports programs for students, and training for parents on how to support their child’s academic progress through regular monitoring and engagement.|1. Tipton teachers will conduct fall and spring parent conferences annually to discuss each student’s academic strengths and areas for growth. In addition, teachers will hold conferences throughout the year on an as-needed basis. Progress reports will be distributed quarterly to keep families informed of their child’s academic performance.  2. Tipton will hold Student Success Team (SST) meetings monthly or as needed for students requiring additional classroom support.  3. During parent engagement nights, teachers will provide families with resources to support students’ academic and social-emotional development at home.  4. Over the next several years, Tipton aims to provide training for support staff to enhance their capacity to effectively partner with families.  5. Tipton School will offer additional culturally relevant events that allow students, families, and staff to engage in meaningful social interactions and deepen their understanding of diverse cultural values.|Tipton school and families are working to enhance the capacity of families and staff to cultivate and sustain respectful and effective communication that links academic and social-emotional learning improvement for students and supports student development. We are committed to being encouragers, models of lifelong learning, advocates for improved learning opportunities, and collaborators with decision-making.|The focus areas for improvement include, but are not limited to: providing additional opportunities for families to engage in conversations regarding academic learning, sharing information regarding community- based resources for mental health services, including parent voice in school-site safety conversations, providing data and information to families for feedback in the areas of academic and SEL.|Tipton School will provide clear and translated information regarding procedures for volunteering on campus. The Tipton school parent liaison will provide parent training on immigration status, how to get involved in making school decisions, and how to support their students at home with healthy living. All engagement opportunities will be provided in English and Spanish. Additional home visits will be made to encourage families to engage in the parent-teacher club and invitations to school events.|1. Principal, staff and parents participate in advisory groups quarterly.  2. All parents are invited to attend advisory meetings through Parent square and notes that are sent home in English and Spanish.  3. Create and distribute a survey asking for parental feedback on family engagement activities.  4. Our goal over the next few years is to increase family engagement and decision making inpu|Areas of focus: Conduct empathy interviews with parents at least once a year.|Tipton School will provide technology at SSC and ELAC meetings for participation in surveys. All surveys will continue to be offered in Spanish and English. Parents have requested that surveys have a QR code so that it will be easier to access the surveys.|5|5|4|5|4|4|5|5|4|4|5|5|Met||2026-06-09|2026
54722230000000|Traver Joint Elementary|3|All stakeholders were sought in the writing process of the LCAP. All meetings were held in person, but online options were given as well. There were notes sent home and messages on the school marquee to let parents and community know about meetings. Three parent and community meetings were held December through May, surveys for the community were done in May. Teachers and staff were met with multiple times throughout the year and surveys were done at the end of May. Student surveys were collected in June.|Building capacity is always an area the LEA looks to grow. The district continually looks for ways to bring in more parents and involve them in more meetings and committees. We continue to find that social media is a great tool and will continue to utilize it to inform parents and community about what is occurring at school. We will continue to strive for more parent involvement.|The LEA offers incentives for families to come, whether that be food, prizes, our PAT offers gift cards. We have offered babysitting services for meetings. We will continue all of the efforts to push for greater numbers in attendance.|The school has an open door policy that sometimes leads to too many parents coming in, but it's one that the district gladly handles to make sure that parents and students feel like they have a voice. The principal/superintendent personally handles many student and family concerns, to ensure families feel like they have been heard and situations resolved. The parent surveys this year were very complimentary towards the school, families are happy with how the school involves educational partners.|The district will focus on attendance and tardies. Attendance, since COVID, has been an issue. The district plans to push out a lot of information on what constitutes an absence vs. when students should still come to school. The district saw an increase in student attendance during the 2025-2026 school year, we are anxiously awaiting to see state numbers for improvement.|The district has 91% socioeconomically disadvantaged students, so we are in constant motion of trying to get our underrepresented parents here for meetings and not just the fun stuff. We have a very small migrant and students with disabilities population, we have no foster youth or homeless population. As a small district we can track those families when they come onto campus to see what they have attended.|The district is consistently seeking input from our stakeholders and decision making partners, we find that the same parents continue to volunteer and come to regular meetings. We are always looking for ways to encourage more families to participate.|The LEA is consistently working toward bringing more families onto campus, reaching out to new families in the district, and working toward stronger decision making bodies.|The district has 91% socioeconomically disadvantaged students, so we are in constant motion of trying to get our underrepresented parents here for meetings and not just the fun stuff. We have a very small migrant and students with disabilities population, we have no foster youth or homeless population. As a small district we can track those families when they come onto campus to see what they have attended.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-23|2026
54722310000000|Tulare City|3|TCSD strives to create strong relationships between schools and families. Relationships are fostered through hosting family events on campus and utilizing communication tools such as Parent Square, Social Media platforms and monthly newsletters. Families also engage in 2- way communication during Parent Conferences which have a (94.55%) attendance rate. Each of our 16 sites have community liaisons that connect with families and promote welcoming environments.|The focus for improving relationships with parents is based on our annual needs assessment including the family survey. The survey indicates a need to increase positive communication home from the school site. Notes, phone calls, and emails will be used  to celebrate student success and increase school to home communication.|To encourage the engagement of underrepresented families, the TCSD Child Welfare and Attendance department serves as a liaison for homeless and foster families. The department regularly checks in with families to determine needs and provides additional assistance as needed. The bilingual department provides families with translation services at sites and collaborates with community liaisons to provide access to parent classes. All notices sent home to families are translated into Spanish. Twelve of our schools have been designated as Community Schools. The coordinator of Community Schools will work with each school Community Liaison to reach out to underrepresented families, identify barriers and offer assistance in those areas.|The district actively supports at-home student learning by hosting various family resources and events, including orientation, meet-the-teacher nights, and parent education workshops. We emphasize strong teacher-parent collaboration and frequent communication, particularly during parent-teacher conferences, to drive student success. Furthermore, we empower parents to understand their rights and advocate for their children. To ensure this, the district provides staff training on supporting special student populations and distributes critical information regarding the Uniform Complaint Procedures (UCP), Individualized Education Programs (IEP), and 504 plans.|TCSD will continue to provide professional learning and support to teachers and principals to improve a school’s capacity to partner with families.|"The Special Education Department hosts ""Cookies & Conversations,"" a workshop series designed to educate parents on available programming and empower them to advocate for their students during the IEP process.The district is committed to accessible communication; all event notices and materials are provided in Spanish, and Spanish translators are present at all sessions. Furthermore, interpretation services are guaranteed for all families during the scheduled Fall and Spring parent-teacher conferences."|The district offers numerous platforms for educational partners and families to guide the decision-making process. At the school site level, parents can provide input through the School Site Council (SSC), English Learner Advisory Committee (ELAC), Title I parent meetings, advisory group trainings, and Parent Teacher Organizations (PTO), as well as during various site events, conferences, and the Local Evaluation of Program Effectiveness (LEPE). At the district level, families are invited to participate in the District Advisory Committee (DAC) and the District English Learner Advisory Committee (DELAC). Additionally, stakeholders are encouraged to share feedback via monthly LCAP surveys, which outline current goal-related actions and services while actively gathering community input.|TCSD remains committed to fostering collaboration among teachers, principals, and district administrators to collectively plan, design, implement, and evaluate family engagement initiatives at both the school and district levels. Families and community stakeholders are invited to provide valuable input by attending District Advisory Committee (DAC) and District English Learner Advisory Committee (DELAC) meetings. Additionally, the district distributes monthly LCAP surveys to continuously gather community feedback and insight.|The district actively recruits families from underrepresented subgroups to participate in District Advisory Meetings, ensuring diverse perspectives in the decision-making process. To remove language barriers, all notices, surveys, invitations, agendas, and supporting documentation are translated into Spanish, and professional Spanish interpreters are present at all meetings. Furthermore, meetings are offered in flexible formats to accommodate parents facing attendance barriers, such as childcare or transportation constraints.|4|4|4|5|4|4|4|5|4|4|5|4|Met||2026-06-23|2026
54722490000000|Tulare Joint Union High|3|"Our district has offered Parent Institute for Quality Education classes to our parents for the past 14 years. “PIQE’s programs engage, empower, and transform parents to actively engage in their children’s education and strengthen parent-school collaboration in order to improve the academic success of students."" Our counselors meet regularly with parents and students to discuss academic progress. Collectively, a four-year academic plan is developed and then reviewed during Sophomore counseling. Our school sites also offer Senior night for parents and students each fall. During Senior Night, the counseling team reviews and supports parents with the college application process, FAFSA, DACA, and other information to support parents and students in achieving their post secondary goals. Our counseling teams at each school site have developed a comprehensive plan to meet with and support students at each grade level throughout the school year."|The district and sites will continue to explore opportunities to increase communication with parents as well as educate parents on the opportunities and resources available for the students on campus. Sites will continue to host parent club meetings, booster club meetings, sophomore counseling, senior nights, FAFSA workshops and much more to increase student outcomes.|As a district, we will continue to look for opportunities to increase communication and provide more opportunities for underrepresented families. Utilizing newsletters, Parent Square, as well as follow-up phone calls to parents inviting them to events, meetings and celebrations on campus. We will continue to prioritize engaging underrepresented families in order to educate them on the resources and opportunities available to their students on campus. The district has created a Community Center, where parents can access resources and community school directors for assistance with their students. Additionally, the Community Center periodically offers parent education events on topics that will assist parents in supporting their students at home.|As a District, one of our LCAP goals consists of focusing on building a positive culture on campus where all stakeholders, including parents, feel welcomed, valued, safe and engaged. Our district creates multiple opportunities for parents to interact with school staff on campus. Incoming freshmen and their parents/guardians are invited to each comprehensive site prior to registration to learn about the programs and activities offered. Translation is provided. The Administrative and counseling teams meet with incoming freshmen and their parents/guardians during incoming freshmen registration. Counselors meet with parents during the sophomore year to discuss their student’s four year plan. ELAC, DELAC, School site council and Academic Booster parent meetings are held on a regular basis and translation is provided. Our Opportunity Education sites meet individually with parents/guardians on a regular basis to address the needs of their students. TJUHSD continues to offer PIQE (Parent Institute for Quality Education) and had 7 more parents participate then in the previous school year. The TJUHSD counseling staff does a great job of supporting students in completing the FAFSA. TJUHSD has one of the highest submission rates in Tulare County at over 95%.|All school sites in the district will continue to explore opportunities to increase communication with families and provide increased opportunities for involvement. The district and all sites utilize quarterly newsletters that provide information on events and opportunities on campus for parent involvement. The district and sites will also work with parents to increase accessibility to Parent Square, a software app that allows parents to receive up-to-date information and news from the school sites.|As a district, we will continue to look for opportunities to increase communication and provide more opportunities for underrepresented families. Utilizing newsletters, Parent Square, as well as follow-up phone calls to parents inviting them to events, meetings and celebrations on campus.|Our district supports our principals and staff to effectively engage families in decision making through the district Cabinet team meetings, coaches meetings and the Principals PLC. Training is provided to parents on the purpose of the advisory committee and their role. Training is provided onsite and through leadership opportunity at the County Office of Education. Parents participate in ELAC, DELAC and school site council meetings and provide their input on programs and policies. Additionally, in an effort to increase parent participation at ELAC meetings, sites recognize students for various rewards throughout the school year in an effort to increase parent attendance.|The district and sites will continue to promote opportunities for educational partners to be involved in decision making processes. This includes participation in parent club, school-site council, ELAC, DELAC, and LCAP committees.|The district and sites will continue to promote opportunities for educational partners, specifically underrepresented families, to be involved in decision making processes. This includes participation in parent club, school-site council, ELAC, DELAC, and LCAP committees.|5|5|5|4|5|4|4|5|4|5|4|4|Met||2026-06-18|2026
54722490130708|Sierra Vista Charter High|3|"Our district has offered Parent Institute for Quality Education classes to our parents for the past 14 years. “PIQE’s programs engage, empower, and transform parents to actively engage in their children’s education and strengthen parent-school collaboration in order to improve the academic success of students."" Our counselors meet regularly with parents and students to discuss academic progress. Collectively, a four-year academic plan is developed and then reviewed during Sophomore counseling. Our school sites also offer Senior night for parents and students each fall. During Senior Night, the counseling team reviews and supports parents with the college application process, FAFSA, DACA, and other information to support parents and students in achieving their post secondary goals. Our counseling teams at each school site have developed a comprehensive plan to meet with and support students at each grade level throughout the school year."|The district and sites will continue to explore opportunities to increase communication with parents as well as educate parents on the opportunities and resources available for the students on campus. Sites will continue to host parent club meetings, booster club meetings, sophomore counseling, senior nights, FAFSA workshops and much more to increase student outcomes.|As a district, we will continue to look for opportunities to increase communication and provide more opportunities for underrepresented families. Utilizing newsletters, Parent Square, as well as follow-up phone calls to parents inviting them to events, meetings and celebrations on campus. We will continue to prioritize engaging underrepresented families in order to educate them on the resources and opportunities available to their students on campus. The district has created a Community Center, where parents can access resources and community school directors for assistance with their students. Additionally, the Community Center periodically offers parent education events on topics that will assist parents in supporting their students at home.|As a District, one of our LCAP goals consists of focusing on building a positive culture on campus where all stakeholders, including parents, feel welcomed, valued, safe and engaged. Our district creates multiple opportunities for parents to interact with school staff on campus. Incoming freshmen and their parents/guardians are invited to each comprehensive site prior to registration to learn about the programs and activities offered. Translation is provided. The Administrative and counseling teams meet with incoming freshmen and their parents/guardians during incoming freshmen registration. Counselors meet with parents during the sophomore year to discuss their student’s four year plan. ELAC, DELAC, School site council and Academic Booster parent meetings are held on a regular basis and translation is provided. Our Opportunity Education sites meet individually with parents/guardians on a regular basis to address the needs of their students. TJUHSD continues to offer PIQE (Parent Institute for Quality Education) and had 7 more parents participate then in the previous school year. The TJUHSD counseling staff does a great job of supporting students in completing the FAFSA. TJUHSD has one of the highest submission rates in Tulare County at over 95%.|All school sites in the district will continue to explore opportunities to increase communication with families and provide increased opportunities for involvement. The district and all sites utilize quarterly newsletters that provide information on events and opportunities on campus for parent involvement. The district and sites will also work with parents to increase accessibility to Parent Square, a software app that allows parents to receive up-to-date information and news from the school sites.|As a district, we will continue to look for opportunities to increase communication and provide more opportunities for underrepresented families. Utilizing newsletters, Parent Square, as well as follow-up phone calls to parents inviting them to events, meetings and celebrations on campus.|Our district supports our principals and staff to effectively engage families in decision making through the district Cabinet team meetings, coaches meetings and the Principals PLC. Training is provided to parents on the purpose of the advisory committee and their role. Training is provided onsite and through leadership opportunity at the County Office of Education. Parents participate in ELAC, DELAC and school site council meetings and provide their input on programs and policies. Additionally, in an effort to increase parent participation at ELAC meetings, sites recognize students for various rewards throughout the school year in an effort to increase parent attendance.|The district and sites will continue to promote opportunities for educational partners to be involved in decision making processes. This includes participation in parent club, school-site council, ELAC, DELAC, and LCAP committees.|The district and sites will continue to promote opportunities for educational partners, specifically underrepresented families, to be involved in decision making processes. This includes participation in parent club, school-site council, ELAC, DELAC, and LCAP committees.|5|5|5|4|5|4|4|5|4|5|4|4|Met||2026-06-18|2026
54722490133793|Accelerated Charter High|3|"Our district has offered Parent Institute for Quality Education classes to our parents for the past 14 years. “PIQE’s programs engage, empower, and transform parents to actively engage in their children’s education and strengthen parent-school collaboration in order to improve the academic success of students."" Our counselors meet regularly with parents and students to discuss academic progress. Collectively, a four-year academic plan is developed and then reviewed during Sophomore counseling. Our school sites also offer Senior night for parents and students each fall. During Senior Night, the counseling team reviews and supports parents with the college application process, FAFSA, DACA, and other information to support parents and students in achieving their post secondary goals. Our counseling teams at each school site have developed a comprehensive plan to meet with and support students at each grade level throughout the school year."|The district and sites will continue to explore opportunities to increase communication with parents as well as educate parents on the opportunities and resources available for the students on campus. Sites will continue to host parent club meetings, booster club meetings, sophomore counseling, senior nights, FAFSA workshops and much more to increase student outcomes.|As a district, we will continue to look for opportunities to increase communication and provide more opportunities for underrepresented families. Utilizing newsletters, Parent Square, as well as follow-up phone calls to parents inviting them to events, meetings and celebrations on campus. We will continue to prioritize engaging underrepresented families in order to educate them on the resources and opportunities available to their students on campus. The district has created a Community Center, where parents can access resources and community school directors for assistance with their students. Additionally, the Community Center periodically offers parent education events on topics that will assist parents in supporting their students at home.|As a District, one of our LCAP goals consists of focusing on building a positive culture on campus where all stakeholders, including parents, feel welcomed, valued, safe and engaged. Our district creates multiple opportunities for parents to interact with school staff on campus. Incoming freshmen and their parents/guardians are invited to each comprehensive site prior to registration to learn about the programs and activities offered. Translation is provided. The Administrative and counseling teams meet with incoming freshmen and their parents/guardians during incoming freshmen registration. Counselors meet with parents during the sophomore year to discuss their student’s four year plan. ELAC, DELAC, School site council and Academic Booster parent meetings are held on a regular basis and translation is provided. Our Opportunity Education sites meet individually with parents/guardians on a regular basis to address the needs of their students. TJUHSD continues to offer PIQE (Parent Institute for Quality Education) and had 7 more parents participate then in the previous school year. The TJUHSD counseling staff does a great job of supporting students in completing the FAFSA. TJUHSD has one of the highest submission rates in Tulare County at over 95%.|All school sites in the district will continue to explore opportunities to increase communication with families and provide increased opportunities for involvement. The district and all sites utilize quarterly newsletters that provide information on events and opportunities on campus for parent involvement. The district and sites will also work with parents to increase accessibility to Parent Square, a software app that allows parents to receive up-to-date information and news from the school sites.|As a district, we will continue to look for opportunities to increase communication and provide more opportunities for underrepresented families. Utilizing newsletters, Parent Square, as well as follow-up phone calls to parents inviting them to events, meetings and celebrations on campus.|Our district supports our principals and staff to effectively engage families in decision making through the district Cabinet team meetings, coaches meetings and the Principals PLC. Training is provided to parents on the purpose of the advisory committee and their role. Training is provided onsite and through leadership opportunity at the County Office of Education. Parents participate in ELAC, DELAC and school site council meetings and provide their input on programs and policies. Additionally, in an effort to increase parent participation at ELAC meetings, sites recognize students for various rewards throughout the school year in an effort to increase parent attendance.|The district and sites will continue to promote opportunities for educational partners to be involved in decision making processes. This includes participation in parent club, school-site council, ELAC, DELAC, and LCAP committees.|The district and sites will continue to promote opportunities for educational partners, specifically underrepresented families, to be involved in decision making processes. This includes participation in parent club, school-site council, ELAC, DELAC, and LCAP committees.|5|5|5|4|5|4|4|5|4|5|4|4|Met||2026-06-18|2026
54722560000000|Visalia Unified|3|The district has developed a comprehensive approach to actively seeking and incorporating educational partner feedback. Throughout the school year, the superintendent convenes regular listening and advisory sessions with key stakeholder groups—including community partners, students, staff, and parents—to discuss district goals and gather meaningful input. Complementing these district-level opportunities, individual school sites foster strong home-school connections by hosting interactive family nights and school-based events, ensuring consistent communication and shared investment in student success.|The district has developed a comprehensive approach to gathering input. Throughout the year, the superintendent meets regularly with community partners, students, staff, and parents. Additionally, site leaders create frequent opportunities for school stakeholders to share their feedback.|Based on analysis of educational partner input and local data, the LEA is enhancing engagement for underrepresented families by modernizing communication, broadening committee outreach, and creating dedicated spaces for targeted feedback. Specifically, the district upgraded its email and phone notification processes and expanded recruitment for the District Advisory Committee (DAC) and District English Learner Advisory Committee (DELAC). To directly amplify the voices of underrepresented groups, the district is establishing a structured LCAP feedback group composed of parents of unduplicated students. Family engagement and parent leadership reached record levels this year—all school sites met advisory requirements, and peak meeting attendance hit 107 participants. Agendas focused on attendance, support services, and district programs, culminating in a community Resource Fair. Moving forward, parent feedback is directly driving action: the district is launching literacy nights and rotating committee meeting locations across school sites to highlight local programs.|Based on analysis of educational partner input and local data, the LEA’s key strength lies in maintaining structured, recurring feedback channels with students, parents, and staff. Through these regular collaborative meetings, educational partners actively share insights to evaluate, refine, and improve direct academic and support services for students.|The district continues to strengthen school-family partnerships by helping sites expand communication, engagement, and authentic collaboration with families. Every school site has embedded specific family engagement goals into its Single Plan for Student Achievement (SPSA), backed by targeted resources.|The district will expand and sustain parent engagement through the following strategies: Accessible Outreach: Utilizing phone notifications and direct outreach to invite families to upcoming events. Flexible Locations: Hosting meetings at diverse school sites across the district to remove travel barriers and broaden access. Site-Level Governance: Deepening family leadership and decision-making through active participation in School Site Councils (SSC) and English Learner Advisory Committees (ELAC/DELAC).|Based on analysis of educational partner input and local data, the LEA's primary strength in seeking input for decision-making lies in its structured, multi-layered feedback system. The district routinely engages students, staff, parents, and community partners through collaborative meetings at both the district and site levels. Key progress includes expanding representation across advisory bodies—such as the District Advisory Committee (DAC) and District English Learner Advisory Committee (DELAC)—and restructuring meetings to make them more accessible and interactive. Most notably, the district actively uses this input to shape decision-making, ensuring that partner feedback directly informs LCAP goal setting, strategic priorities, program designs, and resource allocation.|The district is focused on expanding participation among underrepresented families, particularly parents of unduplicated students (English learners, socioeconomically disadvantaged youth, and foster youth). To support this, the district is establishing a dedicated LCAP feedback group to ensure these distinct student and family needs directly guide resource allocation. Second, the district is restructuring stakeholder input sessions to move beyond basic information-sharing into authentic, two-way dialogue. To eliminate access barriers and broaden outreach, the district is diversifying communication methods (including targeted phone and email systems) and rotating advisory meeting locations across school sites throughout the district.|Based on analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families by establishing dedicated feedback structures, eliminating participation barriers, and modernizing outreach. Specifically, the district is launching a structured LCAP feedback group composed of parents of unduplicated students (English learners, foster youth, and low-income families) to ensure their priorities directly inform resource allocation. To broaden access, the LEA is restructuring input meetings into interactive, two-way discussions and rotating meeting locations across various school sites.|2|4|3|3|3|3|3|3|4|4|4|4|Met||2026-06-09|2026
54722560109751|Visalia Charter Independent Study|3|VCIS provides ongoing professional development for all staff members focused on building positive relationships with students and families, student engagement, social-emotional supports, and instructional best practices to ensure staff understand and implement the school's expectations for supporting all learners. As an independent study charter school, parents/guardians are essential partners in their child's education and are expected to participate in regular teacher meetings to discuss academic progress, set goals, and address any concerns. VCIS provides multiple opportunities for family engagement through School Site Council, ELAC, Back-to-School Night, Open House, grade-level meetings, Conversations and Coffee, and ongoing communication with teachers and school staff. Academic tutoring is available throughout the week to support student success, while counseling and expanded social-emotional support services help ensure students have the tools they need to be successful in all aspects of their lives. Parent survey data continues to demonstrate strong family confidence in the school, with 97% of parents reporting that VCIS is providing their student(s) with an education that prepares them for college, career, and future success and places them on an equal level with students graduating from other high school programs, which an increase of 2% from the prior year.|Focus Area for Improvement: VCIS has chosen to focus on expanding meaningful family engagement and strengthening partnerships between school staff and families by increasing opportunities for parents to actively participate in their child's education. During the 2026–27 school year, VCIS will implement the Parent Institute for Quality Education (PIQE) Parent Academy to provide families with information, resources, and strategies to support student learning, college and career readiness, and educational success at home. The school will continue to increase opportunities for family participation through School Site Council, ELAC, Back-to-School Night, Open House, grade-level meetings, and other engagement events while utilizing multiple communication platforms and parent feedback to ensure families remain informed, connected, and actively engaged in the VCIS educational community.|Parents have multiple opportunities to engage with VCIS through informational events and ongoing communication throughout the school year. These opportunities include Back-to-School Night, Open House, college application workshops, financial aid workshops, senior information nights, School Site Council, ELAC, IEP and 504 meetings, and parent-teacher conferences as needed to support student success. Parents also receive regular updates regarding student progress and have access to the student information system to monitor attendance, grades, and academic performance. VCIS is working to improve systems for engaging underrepresented families and strengthening the relationships and supports we offer by partnering with the Parent Institute for Quality Education (PIQE) to implement the PIQE Parent Academy. This initiative will provide families with information, resources, and strategies to support student learning, college and career readiness, and active participation in their child's education. VCIS will continue to use educational partner feedback and local data to identify barriers to engagement and refine outreach efforts to ensure all families feel welcomed, connected, and empowered to support their student's success.|VCIS continues to build strong partnerships with families and educational partners to improve student outcomes. The School Site Council meets regularly throughout the school year to provide input on school programs, student achievement, and strategies to increase family engagement, with a continued focus on supporting underrepresented families. The English Learner Advisory Committee (ELAC) provides families of English learners with meaningful opportunities to provide input and help guide programs and services that support student success.  As an independent study charter school, VCIS values the partnership between families and school staff. Parents are encouraged to participate in regularly scheduled teacher meetings to discuss student progress, academic goals, and individualized supports. Additional opportunities for engagement include Back-to-School Night, Open House, college and financial aid workshops, and senior information nights, allowing families to build relationships with staff while supporting student achievement.  VCIS continues to utilize annual educational partner surveys to gather feedback from students, staff, and families regarding curriculum and instruction, school culture, student supports, assessment, accountability, and parent involvement. Survey results continue to demonstrate strong family engagement and satisfaction, with educational partner input used to guide school improvement efforts and strengthen partnerships that positively impact student outcomes.  VCIS also partners with families and community resources to provide academic interventions, tutoring, college and career readiness opportunities, counseling, and expanded social-emotional supports. These collaborative partnerships help ensure students receive the academic, behavioral, and social-emotional support necessary to achieve success in school and beyond.|Focus Area for Improvement: VCIS has identified strengthening partnerships that directly support student achievement, college and career readiness, and family engagement as an area for continuous improvement. During the 2026–27 school year, VCIS will expand opportunities for families to actively participate in their student's educational journey through the implementation of the Parent Institute for Quality Education (PIQE) Parent Academy. The school will continue to strengthen partnerships with families, community organizations, and educational partners to provide students with academic interventions, college and career planning resources, and social-emotional supports. VCIS will also continue to use educational partner feedback and local data to evaluate the effectiveness of these partnerships, identify areas for growth, and ensure collaborative efforts are positively impacting student outcomes.|VCIS will implement several strategies to improve engagement of underrepresented families in decision-making processes and strengthen partnerships that support positive student outcomes. During the 2026–27 school year, the school will implement the Parent Institute for Quality Education (PIQE) Parent Academy to provide families with the knowledge, resources, and confidence to actively participate in their child's education and school leadership opportunities. VCIS will continue to expand outreach through flexible meeting options, multilingual communication when appropriate, and multiple methods of communication to ensure all families have meaningful opportunities to participate in School Site Council, ELAC, and other school activities.  In addition, VCIS will continue to gather educational partner feedback through annual surveys and other opportunities for parent input to better understand the needs of underrepresented families and identify barriers to participation. The school will use this feedback to strengthen partnerships, improve communication, and ensure that family input continues to inform school programs, services, and continuous improvement efforts. By increasing access, reducing barriers, and demonstrating that educational partner input leads to meaningful action, VCIS will strengthen trust, expand family participation, and improve student outcomes.|VCIS continues to seek input from parents, students, staff, and other educational partners through multiple opportunities throughout the school year. Annual educational partner surveys are administered to gather feedback regarding curriculum and instruction, school culture and student support, assessment and accountability, parent involvement, and overall student preparedness. During the 2025–26 school year, VCIS increased parent survey participation to 76%, while maintaining a 100% participation rate from both students and staff, demonstrating a strong commitment to gathering meaningful educational partner input.  In addition to survey data, VCIS seeks input through School Site Council, the English Learner Advisory Committee (ELAC), regular staff meetings, the Guiding Coalition, student leadership opportunities, and ongoing meetings with parents and students. Educational partner feedback is analyzed alongside local data to inform school goals, student support services, instructional practices, and continuous improvement efforts. VCIS's collaborative approach to seeking input ensures that decisions reflect the diverse perspectives of the school community and remain focused on improving outcomes for all students.|VCIS has identified increasing meaningful participation from all educational partners, particularly underrepresented families and stakeholders whose voices may not always be represented, as a focus area for improvement in seeking input for decision-making. During the 2026–27 school year, VCIS will implement the Parent Institute for Quality Education (PIQE) Parent Academy to strengthen family engagement and empower parents to actively participate in school decision-making and support student success.  VCIS will also continue to strengthen communication by providing timely, accessible, and consistent opportunities for students, families, staff, and community partners to provide input through surveys, School Site Council, ELAC, and other school activities. In addition, the school will continue to analyze educational partner feedback alongside local data to ensure decisions are data-informed, responsive to stakeholder needs, and reflective of the diverse perspectives within the VCIS community. By expanding participation, strengthening communication, and using multiple sources of data to guide continuous improvement, VCIS will foster a more inclusive and effective decision-making process.|VCIS is committed to improving the engagement of underrepresented families in the decision-making process by reducing barriers to participation and creating meaningful opportunities for family voice. During the 2026–27 school year, VCIS will implement the Parent Institute for Quality Education (PIQE) Parent Academy to equip families with the knowledge, resources, and confidence to actively participate in their child's education and school decision-making opportunities.  VCIS will continue to utilize multiple methods of communication and outreach to ensure families receive timely, accessible information through the channels that best meet their needs. The school will also encourage participation from underrepresented families through School Site Council, ELAC, educational partner surveys, IEP and 504 meetings, and other school events designed to gather meaningful input. Educational partner feedback and local data will be used to evaluate participation, identify barriers, and refine engagement strategies to ensure all families have equitable opportunities to contribute to school improvement efforts. Through these actions, VCIS will continue to foster an inclusive and collaborative decision-making process that supports student success.|5|4|5|5|5|5|5|5|5|5|5|5|Met||2026-06-09|2026
54722560120659|Visalia Technical Early College|3|VTEC fosters strong relationships with families and community partners through regular, purposeful engagement. We host a variety of events, including Club Rush, Financial Aid Workshops, College Application Night, Senior Nights, Back-to-School Night, and Open House. Our CTE Advisory Committee and Scholarship Foundation further connect families and local industry to our school site.  We actively seek parent input through grade-level parent meetings, IEPs, 504s, and our Instructional Learning Plan (ILP)meetings for students requiring additional support. We guide students in developing personalized four-year plans to align with CTE pathways and A-G college requirements. Student voice is central to our operations, with ongoing input through the Principal’s Round Table and School Site Council.|VTEC creates inclusive opportunities for parent and community engagement at every grade level. We hold monthly Scholarship Foundation meetings, quarterly CTE Advisory Board meetings, and four to five School Site Council meetings annually to ensure consistent collaboration and input. Our primary focus is to strengthen recruitment and communication by building meaningful partnerships with parents and community organizations. These partnerships support our mission to empower students to fast-track their college and career aspirations through targeted events such as College Nights, Senior Planning Nights, and mock interviews with local industry professionals. Through these efforts, VTEC fosters a collaborative environment that prepares students for success beyond high school.|Based on educational partner feedback and local data, VTEC will continue strengthening engagement with underrepresented families by improving communication, access, and meaningful partnership opportunities. To address barriers related to language, accessibility, and familiarity with college and career systems, VTEC will provide translated communications, flexible meeting options, student-led conferences, instructional learning planning meetings, and family liaison support.  VTEC will also leverage K12 Strong Workforce Program (K12SWP) funding to align our existing pathways with local high-demand workforce needs. As partnerships with local businesses expand to provide student internships, families will be actively engaged to better understand and support students' college and career pathways.  Through these efforts, VTEC remains committed to fostering culturally responsive, student-centered partnerships that strengthen family engagement and improve student success.|Based on the analysis of educational partner input and local data, VTEC demonstrates several strengths and continues to make progress in building partnerships for student outcomes. A key area of strength is our shared commitment to student ownership and postsecondary readiness, supported through ongoing collaboration with families, local industry partners, and higher education institutions. We continue to provide engagement opportunities, such as monthly Scholarship Foundation meetings, quarterly CTE Advisory Board gatherings, and School Site Council sessions, ensure that families and partners are informed and involved in shaping student success. Events like College Nights, Financial Aid Workshops, and mock interviews with local employers further strengthen our college and career readiness efforts. These initiatives are grounded in strong partnerships and aim to empower both students and families. We also recognize the importance of two-way communication and are actively seeking new avenues to deepen our connection with educational partners. Through student-led meetings, flexible outreach strategies, and increased family involvement in planning processes, we are committed to fostering a collaborative culture that focuses on outcomes for all students.|Based on the analysis of educational partner input and local data, VTEC has identified key areas for improvement in building partnerships to achieve student outcomes. While we have made progress in engaging families and community partners, feedback indicates a need to deepen two-way communication and expand the consistency and accessibility of outreach efforts, particularly for underrepresented families. To address this, VTEC is strengthening its feedback systems through quarterly surveys administered to both students and parents. These surveys are designed to gather input on school culture, communication effectiveness, and support systems, and are directly informed by feedback from our educational partners. The data is reviewed and used to adjust practices, ensuring that family voices help shape school decisions and priorities. Another focus area is increasing transparency and participation in student academic and career planning. While we currently offer multiple events and meetings, such as College Nights, IEPs, 504s, and four-year planning, we aim to make these experiences more personalized, accessible, and aligned with families’ schedules and needs. By expanding communication channels, amplifying the family voice, and leveraging data to drive improvements, VTEC is committed to fostering stronger, more inclusive partnerships that directly support student outcomes.|Based on the analysis of educational partner input and local data, VTEC will enhance the engagement of underrepresented families by expanding accessibility, improving communication, and fostering a welcoming and inclusive school environment. Our self-reflection process highlighted that while many families feel connected to the school, underrepresented families—including those facing language, work schedule, or transportation barriers—require more targeted supports to engage meaningfully in their students’ education. To address this, VTEC will implement flexible and inclusive engagement strategies, including offering bilingual communication, virtual and in-person meeting options, and targeted outreach through family liaisons. We will continue to prioritize student-led conferences and personalized planning meetings (e.g., IEPs, 504 plans, Instructional Learning Planning Meetings), ensuring that families are partners in shaping student outcomes. We are also expanding the use of quarterly surveys to gather actionable feedback from students and parents. These tools help us identify gaps in engagement, adjust practices, and elevate family voice in decision-making. In alignment with our values, we are committed to creating a welcoming school culture where all families feel respected, heard, and empowered. Through these focused efforts, VTEC will strengthen its partnership with all families and educational partners as part of an ongoing cycle of improvement centered on student success.|Based on the analysis of educational partner input and local data, VTEC demonstrates key strengths in creating structured, consistent opportunities for input from students, families, staff, and community partners. We have established strong feedback loops through regular meetings with the School Site Council, CTE Advisory Board, and Scholarship Foundation, which provide a platform for diverse voices to contribute to school planning and improvement efforts. A significant strength is our commitment to elevating student voice in decision-making through forums such as the Principal’s Round Table and student-led conferences. These opportunities enable students to have an active role in shaping school culture, academic support, and college and career planning. We have also made progress in expanding stakeholder feedback through quarterly surveys, which are conducted for both parents and students. These surveys are directly tied to our continuous improvement cycle, and results are reviewed by school leadership and shared with staff to guide adjustments in communication, instruction, and support services.|Based on the analysis of educational partner input and local data, VTEC has identified key areas for growth in broadening and deepening inclusive input across all educational partners, particularly underrepresented families and students. While we have made progress in creating structured forums for decision-making, such as the School Site Council, Principal’s Round Table, and advisory committees, feedback from our self-reflection process indicates a need to engage a broader range of voices more consistently. A primary focus area for improvement is increasing the participation of underrepresented families in school planning and site-level decisions. To address this, VTEC will enhance outreach efforts by providing multilingual communication, offering varied meeting times and formats (in-person, virtual, hybrid), and utilizing more targeted invitations through family liaisons and community partners. We are also working to strengthen student input beyond formal leadership roles.|Based on the analysis of educational partner input and local data, VTEC will improve engagement of underrepresented families in Seeking Input for Decision-Making by implementing targeted, culturally responsive strategies that increase access, voice, and follow-through. Our self-reflection process revealed that while families appreciate the welcoming environment and access to staff, underrepresented groups—particularly those with language barriers, demanding work schedules, or unfamiliarity with the school system—often participate less consistently in formal decision-making structures. To address this, VTEC will expand efforts to meet families where they are by offering multilingual communication, flexible engagement options (in-person, virtual, and hybrid), and personal invitations through counselors, teachers, and our emerging parent liaisons. We will also hold more informal listening sessions and focus groups to complement structured meetings, such as the School Site Council, ensuring that family feedback is gathered in a variety of ways. Additionally, we will enhance the design and delivery of our quarterly family surveys by incorporating clearer questions aligned with key school decisions and sharing the results transparently with families. This “feedback loop” will be strengthened by visibly acting on family suggestions and communicating the impact of their input in newsletters, meetings, and direct outreach. By creating more accessible pathways to provide input and demonstrating that family voice informs real change, VTEC will deepen trust, increase engagement, and ensure that underrepresented families are empowered partners in shaping their students’ educational experience.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-09|2026
54722560135863|Sierra View|3||||||||||||||||||||||Not Met For Two or More Years|||2026
54722566116909|Charter Home School Academy|3|Charter Home School Academy has a School Site Council that meets regularly throughout the school year. The team makes suggestions on how to increase parental involvement at the school site focusing on underrepresented families in addition to providing input on programs and financial decision making for the school's LCAP. As part of our program’s requirements, parents attend their child’s weekly, scheduled teacher meetings to discuss progress, concerns, or other academic-related conversations with the teacher. CHSA provides multiple resources for families both on site and at home. Academic Classes, Interventions and tutoring is available throughout the week for all students to ensure progress is being made. Social-emotional support services have increased to ensure students have the tools they need to be successful in all aspects of their life.|At the start of each school year, CHSA holds a Back to School Meeting that allows families and the community to visit the school and meet with teachers and other staff members. CHSA also holds monthly family engagement and enrichment days on campus.|CHSA continues to employ the use of a Parent Survey, which is administered every year in the spring. This survey provides feedback from Staff, Students, and Parents in the areas of curriculum and instruction, school culture and student support, assessment and accountability, and parent involvement. The Parent Survey is also used to provide parental feedback in the area of student preparedness.|Charter Home School Academy (CHSA) has established multiple systems to engage families and build strong partnerships that positively impact student outcomes. A key strength is the requirement for parents to attend weekly teacher meetings, which ensures consistent communication regarding student progress, academic support, and any areas of concern. These regular meetings allow for timely interventions and create a collaborative approach to student success.  CHSA also hosts an annual Back to School Meeting where families and community members can connect with teachers and staff, learn about available resources, and develop relationships that strengthen the home-school partnership. The School Site Council (SSC) meets regularly throughout the year to provide input on programs, financial decisions related to the LCAP, and strategies to increase parental involvement, including efforts to reach underrepresented families.  The annual Parent Survey provides valuable feedback in multiple areas, including curriculum and instruction, school culture, student support, and parent involvement. Results from the survey guide program improvements and reinforce the importance of family engagement in decision-making. Additionally, CHSA provides extensive resources to families, including on-site and at-home learning materials, academic classes, interventions, tutoring opportunities, and expanded social-emotional support services. These efforts have strengthened family engagement and contributed to students’ academic and personal growth.|Although CHSA has multiple structures for family engagement, the primary area for improvement is increasing the participation of underrepresented families in decision-making and school activities. Parent survey data and SSC discussions indicate that some families face barriers such as limited availability during scheduled events, uncertainty about how to access resources, or unfamiliarity with the decision-making process.  Another area for growth is expanding two-way communication and ensuring that families can see how their input influences program design and services. While CHSA offers weekly teacher meetings and annual surveys, additional strategies to actively gather and respond to feedback throughout the year will further strengthen trust and collaboration. Improving awareness of the wide range of academic and social-emotional resources available to families is also a focus, as not all parents currently utilize the full spectrum of supports offered.|To increase engagement of underrepresented families, CHSA will implement targeted outreach and provide flexible opportunities for participation. This includes scheduling SSC meetings and workshops at varying times, offering virtual attendance options, and providing clear, multilingual communication about events and resources.  The school will continue leveraging the weekly parent-teacher meetings as a point of personalized connection, with teachers proactively sharing information about additional supports, workshops, and ways to participate in decision-making. CHSA will also enhance follow-up communication to demonstrate how parent input—gathered through surveys, SSC meetings, and individual conferences—directly influences school programs and services.  Finally, outreach efforts will highlight academic and social-emotional support resources to ensure that all families, especially those previously underrepresented, understand how to access the tools available to support their child’s success. By intentionally removing barriers and creating multiple entry points for engagement, CHSA will strengthen family-school partnerships and positively impact student outcomes.|Charter Home School Academy (CHSA) has several established practices that effectively support the collection and use of educational partner input in decision-making. A major strength is the active role of the School Site Council (SSC), which meets regularly throughout the school year to review programs, provide input on financial priorities for the LCAP, and offer recommendations to increase parental engagement, with a particular focus on including underrepresented families.  CHSA also actively gathers input from parents, students, and staff through its annual Parent Survey. This survey collects feedback in critical areas such as curriculum and instruction, school culture and student support, assessment and accountability, and parent involvement. Survey results are used to inform schoolwide decision-making and guide improvements in academic and social-emotional programs.  Weekly parent-teacher meetings serve as another strength by offering ongoing opportunities for families to provide feedback directly to teachers. These meetings help inform instructional adjustments and allow concerns to be addressed quickly, creating a feedback loop that supports both student progress and school decision-making. Additionally, input from these meetings, combined with feedback from the SSC and surveys, has contributed to the expansion of academic interventions, tutoring opportunities, and social-emotional support services.|While CHSA has consistent systems to collect input from educational partners, the primary area for improvement is ensuring broader participation from underrepresented families, including those who may face scheduling, language, or technology barriers. Data from the Parent Survey and SSC participation indicate that engagement is stronger among families who are already highly involved, while other voices remain less represented in key decision-making processes.  Another focus area is increasing the visibility of how stakeholder input is utilized. While parents and community members share feedback through surveys and meetings, some have expressed a desire to better understand how their suggestions are implemented in programmatic or budgetary decisions. Enhancing communication regarding “you said, we did” outcomes will help build trust and encourage continued participation.  Finally, CHSA can strengthen its approach by diversifying methods for input collection beyond the annual survey and regular meetings. Offering more informal check-ins, online feedback forms, and follow-up conversations could provide a more comprehensive picture of community needs and priorities.|CHSA will implement several strategies to improve engagement of underrepresented families in decision-making processes. First, the school will expand outreach through flexible meeting times, virtual attendance options, and multilingual communication to ensure that all families can participate in SSC meetings and other decision-making opportunities.  Second, the school will incorporate multiple avenues for feedback beyond the annual survey, including mid-year check-ins, informal parent focus groups, and online forms to capture the voices of families who may not attend meetings regularly. Teachers will also proactively share opportunities for parents to contribute to decision-making during the required weekly conferences, ensuring that underrepresented families are personally invited to participate.  Finally, CHSA will enhance transparency by implementing a “feedback to action” process, where parent and student input is shared alongside the resulting decisions or program changes. By removing barriers, providing personalized invitations, and demonstrating that input leads to tangible outcomes, CHSA will strengthen trust, expand family participation, and ensure that decision-making reflects the perspectives of the entire school community.|4|5|5|5|4|4|5|4|4|4|4|4|Met||2026-06-09|2026
54722640000000|Waukena Joint Union Elementary|3|Waukena hosts parent orientations for all parents during the first week of school. This serves to begin the process of building the working relationship between teacher and parent. The provides an opportunity for parents and teachers to discuss the needs of the student not only academically but also social-emotional needs. Parents are able to share about their child to the teacher and the teacher is able to develop a rapport with the parents. 100% of parent conferences are required of teachers.|Focus areas for improvement include professional learning and support to teachers and administration to improve our capacity to partner with families as well as providing families with information and resources to support student learning and development in the home|The district plans continued staff training in these areas|Strengths include administrative support for certificated staff, parent reports that Waukena School provides a safe and welcoming environment for family engagement, and multiple opportunities for two-way meaningful communication between our school and parents of all subgroups. Much progress has been made to support teachers in communicating with parents and understanding each family’s strengths, cultures, languages, and goals for their children|A focus area of improvement will continue to be increasing successful practices in teacher and staff understanding of each family’s strengths, cultures, languages, and goals for their children, especially of families of underrepresented children.|Through additional communication efforts, the district leadership team hopes to foster engagement and inclusion with families that do not typically attend involvement activities|Progress has been made in all areas of decision-making. The district has an active Board of Directors who are regularly engaging in decision making efforts. Waukena is in the initial implementation stage of seeking input on decision making with parents|More efforts will be made to grow the efforts of parents in decision-making through school site council and ELAC meetings|Through additional communication efforts, the district leadership team hopes to foster engagement and inclusion with families that do not typically attend involvement activities.|4|5|4|5|4|5|5|4|3|3|4|4|Met||2026-06-09|2026
54722980000000|Woodville Union Elementary|3|Woodville Union School District is committed to partnering with families to ensure they understand academic expectations and are actively engaged in their children's education. The District provides multiple opportunities for parents and guardians to learn about California's academic standards, instructional programs, and effective strategies for supporting student success. Families receive classroom-specific information through Back-to-School Night, parent-teacher conferences, and ongoing communication with teachers. The District also hosts targeted assistance meetings, school and district community forums, and educational workshops that address student achievement, academic expectations, and available support services. The Local Control and Accountability Plan (LCAP) development process provides additional opportunities for meaningful family engagement at both the school and district levels. Through the LCAP process, parents and guardians collaborate with the District by participating in advisory committees, community meetings, and stakeholder forums, helping shape district goals and priorities while identifying strategies to strengthen student outcomes. Technology further enhances communication and engagement by providing timely access to information and opportunities for feedback. LCAP updates, district information, surveys, and questionnaires are posted on the District and school websites. Stakeholder input is also collected throughout the year through SurveyMonkey, email communications, and other digital platforms to ensure families have multiple avenues to share their perspectives and contribute to continuous improvement.|Recent educational partner input shows a desire to have more in-depth knowledge of the local assessments, curriculum, and instructional strategies utilized to improve and accelerate student learning. WUSD has held numerous opportunities surrounding these topics and the local improvement cycles used to ensure all students are at or above grade level for reading, SBAC, and the ELPAC. WUSD is developing a comprehensive, balanced assessment plan and will focus on providing the community with graphics of this plan/cycle that are easy to understand for a non-educator.|Participation from all parents is solicited, including the engagement of underrepresented families. Woodville USD will continue to translate communications and documents into Spanish and other languages if needed to make information more accessible to our families. WUSD will continue to develop strategies to improve the engagement of underrepresented families, including personal invitations to participate, adjusting meeting times and locations, and utilizing virtual options.|Woodville USD perception data shows that staff feel they make connections with students and that strong positive relationships with students increase student achievement. Parents/guardians and students feel welcome and safe at school. Students report teachers care about them but could do a better job knowing them as an individual and understanding their individual needs.   Woodville USD staff has a deep appreciation for the importance of parent involvement. Our current strengths are high levels of attendance at parent conferences, principal’s parent meetings, and other school and district-based events, such as parent nights focused on the district’s educational programs, which provide evidence of the effectiveness in this area. All staff members new to the district, including administrators, teachers, and support staff, attend professional learning focused on the high value our district places on all parents as equal partners in their children's education. Elements of this professional learning focus on effective communication modes, which help build and maintain positive relationships between all parents and the school.  Staff at the school sites provide welcoming environments for all families in our community. Teachers and administrators communicate regularly with families. The principal sends out weekly communication and has regular principal office meetings and/or parent education sessions. They also provide welcome events for incoming kindergarten students. Back-to-school sessions allow teachers to give an overview of the goals for that grade level and also share ways in which parents can partner with teachers during the year. Parent conferences are held twice each year. These meetings are an opportunity for teachers to provide specific information on each child’s academic progress and social-emotional status at school. Parents are encouraged to ask questions they may have regarding what specific ways they can help support their child. Student Study Team meetings provide support for children who are not meeting expected goals. These meetings include parents and recommendations are provided to both the classroom teacher(s) and the parent for strategies specific to the demonstrated need. IEP meetings are held for students who have assessed learning disabilities. Parents are provided information specific to their legal rights and are encouraged to ask any questions they may have. Whenever needed, translators are provided to ensure parents have a clear understanding of the information being shared.|Woodville USD is committed to continuing to improve relationships with school staff and families in order to ensure all families are connected to published school communications and have internet and/or a device at home. One focus area is streamlining and communicating expectations for staff regarding timely communication and the format of communication with families about the educational progress of students, especially when there is a concern about student progress.|Woodville USD is committed to improving strategies and structures that will result in increased engagement of underrepresented families. Woodville USD has held numerous community forums to garner input from families related to school improvement, as well as extended intentional invitations to underrepresented families to be members of various site and district committees related to MTSS. WUSD will continue to engage with and build relationships with individual families and provide necessary, personalized support that will foster strong relationships between school staff and underrepresented families.|In reference to Woodville USD Board Policy and Administrative Regulation 6020 (Concepts And Roles), WUSD recognizes that parents/guardians are their child's first and most influential teachers and that sustained parent/guardian involvement in the education of their children contributes greatly to student achievement and a positive school environment. Additionally, Woodville USD ensures that parents/guardians and family members participating in Title I programs are provided with opportunities to be involved in their child's education. WUSD works with staff and parents/guardians to develop meaningful opportunities at all grade levels for parents/guardians to be involved in district and school activities, advisory, decision-making, advocacy roles, and activities to support learning at home. This is achieved through regularly scheduled PAC, DELAC, LCAP, SSC meetings, surveys, and numerous advisory committees where parent/guardian involvement policies are shared and jointly developed. WUSD communicates with families on an annual basis regarding the WUSD Parent Involvement Policy at the beginning of each school year. The policy is included in the WUSD Registration Handbook.|Woodville Union School District has expanded opportunities for educational partners to provide meaningful input by utilizing a variety of electronic engagement tools and communication platforms. The District is committed to continuously evaluating the effectiveness of these engagement strategies to determine which methods most successfully encourage participation from families and other stakeholders. This ongoing evaluation informs improvements to the design, accessibility, and implementation of family and community engagement activities, ensuring all educational partners have meaningful opportunities to contribute to district and school decision-making.|Woodville USD will ensure all families receive communications and invitations to participate on committees and in forums, through communication accommodations, such as translation, interpreters, scheduling individual meetings at a convenient time for individual families, home visits, etc. Woodville USD closely monitors student attendance on a daily basis and communicates with families in a timely manner, especially with our migrant, foster or homeless youth, in order to minimize disruptions to educational services. WUSD has seen an increase in student absences as a result of the pandemic and will focus on improving efforts to communicate with and engage students and families. The district provided school community liaison support staff to reduce chronic absenteeism.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
54753250000000|Farmersville Unified|3|FUSD is committed to building capacity with our parents and overcome linguistic barriers to maximize partnership opportunities with families. The district is also using various parent participation funds through Title I, LCAP (Goal 3), and Community Schools Grant to determine the comprehensive needs of our students, families, and the community and partner with them to address those needs.|The LEA has identified the need to build more two-way communication with families and providing methods for educational partners including parents, students, and community members to share more of their voices in the decision-making process at the schools and within the district. One of the greatest hardships has been to recruit and retain parents participating in leadership meetings to secure and amplify their voices.|The work of the LEA will include building the capacity of the educational partners but it will also include providing clearer communication of meetings and committees including timely notifications, sharing the meeting agendas in advance, and providing forums for increased participation. Giving increased access will also be a priority so the outreach of each school's community liaison for educational partner participation will be important as well as the availability of Spanish translators, childcare, and flexible meeting times in the afternoons and evenings. To entice parents and families to participate, the district will begin stacking workshops or student performances together with leadership meetings to help ensure families have an additional incentive to participate. Additional volunteer opportunities will be available for our families to grow a stronger connection to the schools.|The LEA's strength is in its commitment to engage parents, families, and the community using various platforms and listening to their concerns in an attempt to build trusting relationships. The LEA and its schools want this increased participation and are putting events, meetings, forums, and committees together to make it happen.|While the number of events is increasing, the purpose of the events needs to be modified. The LEA will shift its focus on creating interactions that are one-sided in nature (i.e. giving information from school to parents) to interactions and events that are more collaborative in nature and teach/train our partners to build their capacity.|The LEA will create meetings and training events for families to build their capacity and background knowledge of many of the school systems and processes that are in place to build familiarity and understanding to remove barriers for partners to participate in their child's education. Additionally, increased shared decision-making will take place with the creation of more collaboratives and committees where members have decision-making authority. Part of this shift will include updating some of the ways current meetings are held to reflect this new practice including School Site Council, ELAC, and DELAC meetings. There will also be a focus on social-emotional learning so that parents and school staff may partner together to support students.|The LEA is committed to improving the higher level of engagement that involves decision-making. We currently involve parents in decision-making platforms like LCAP, WASC, PAC, SPSA, SSC, and ELAC.|While decision-making platforms are in place for school and district shared decision-making, the meeting agendas and structures can be adjusted to incorporate more open-ended questions and opportunities for the decision-making bodies to provide input and direction.|Increased shared decision-making will take place with the creation of more collaboratives and committees where members have decision-making authority. Part of this shift will include updating some of the ways current meetings are held to reflect this new practice, including School Site Council, ELAC, and DELAC meetings. New collaborative committees will also be created to guide our future work, such as a committee for the California Community Schools.|3|3|4|4|3|3|3|3|3|4|4|3|Met||2026-06-23|2026
54755230000000|Porterville Unified|3|Porterville Unified School District continues to demonstrate strong progress in building trusting, respectful relationships between school staff and families, consistent with updated Priority 3 ratings that place the district at full implementation for developing staff capacity, creating welcoming environments, learning about families, and providing multiple opportunities for two-way communication. Across sites, families are welcomed through consistent communication, inclusive school events, and opportunities to connect with staff in both formal and informal settings. Schools use ParentSquare, phone calls, weekly bulletins, social media, marquees, flyers, translated notices, and in-person outreach to keep families informed in language that is understandable and accessible. Many sites report strong attendance and positive feedback at Back-to-School Night, Open House, parent orientation, PIQE, literacy and math nights, craft and paint nights, parent conferences, awards, promotions, academic celebrations, athletic events, and other low-stress activities designed to help families feel comfortable on campus. Staff also strengthen relationships through one-on-one meetings, positive calls home, informal conversations during drop-off, and responsive support from front office teams. Several sites noted that monthly activities and flexible scheduling, including morning and evening opportunities, have increased family involvement and helped families feel valued as partners. Survey feedback, including Panorama and parent/caregiver surveys, points to a growing sense of belonging, safety, positive teacher-student relationships, and overall connection to school. Community Schools coordinators, social workers, student support staff, bilingual staff, and parent-school liaisons further extend relationship-building by helping connect families to resources and by supporting outreach to families who may need a more personal connection. SSC, ELAC, booster organizations, parent workshops, and school events provide additional structures for family voice and participation. Collectively, these efforts reflect a districtwide culture of respect, inclusivity, open communication, and shared responsibility for student success. PUSD has built a strong foundation in family engagement by combining welcoming environments, consistent communication systems, data-informed reflection, and staff commitment to knowing and supporting families. Site responses also show that relationship-building is not limited to large events. Schools are intentionally creating smaller, ongoing touchpoints through classroom invitations, student success celebrations, parent conferences, booster participation, and regular customer-service practices in front offices. These everyday interactions help families experience school as a place where questions are welcomed, progress is celebrated, and support is available before concerns become barriers.|Porterville Unified will continue strengthening relationships with families by increasing meaningful two-way communication, broadening participation, and building the capacity of staff and families to engage consistently. Site input shows that, while communication systems are widely used, not all families are connected to ParentSquare, Aeries, or other digital tools due to access issues, limited confidence with technology, or challenges navigating a smart device. Additional training and support for families will help them monitor progress, communicate with school staff, and participate more fully in school life. Schools also identified a need to move beyond one-way announcements and create more frequent opportunities for families to share feedback, ask questions, and help shape academic and school community supports. Strengthening SSC and ELAC participation remains a focus, along with helping families understand the purpose of these groups and the value of their voice in school decisions. Another area for growth is increasing the variety of engagement options so families with work, transportation, language, or scheduling barriers can still connect with staff. Sites suggested weekend outreach, evening meetings, flexible formats, food at meetings, incentives when appropriate, and additional family events or workshops aligned to academic, behavioral, social-emotional, attendance, college, career, and postsecondary needs. Staff capacity is also important. Employees noted that relationship-building requires time and that staff often balance multiple responsibilities. Continued professional learning, time for outreach, and support for culturally responsive communication will help staff build deeper, more asset-based relationships. The district will also work to better understand why some families do not attend events even when accommodations are offered, so engagement strategies can meet families where they are rather than relying on the same participating group. By focusing on access, responsiveness, shared voice, and staff support, PUSD can strengthen family-school relationships and ensure more families feel informed, heard, empowered, and welcomed as partners in their children's learning. Sites also want to connect engagement more explicitly to student success by helping families understand attendance, academic progress, behavior supports, college and career pathways, and available school resources. Future efforts should balance districtwide consistency with site-level flexibility, allowing schools to select formats that match family needs while maintaining common expectations for accessible communication, feedback collection, and follow-up.|To improve engagement of underrepresented families in relation to building relationships, Porterville Unified will expand targeted, relationship-centered outreach that reduces barriers and helps families feel known, respected, and connected. Schools and district teams will continue using personalized phone calls, home visits, translated communication, flexible meeting times, virtual options, and in-person check-ins to better understand family needs and create trust. Community Schools coordinators, social workers, student support specialists, CSIS and Student Services staff, parent-school liaisons, bilingual staff, family workers, and district teams supporting foster youth, students experiencing homelessness, Title VI students, English learners, students with disabilities, and chronically absent students will help identify needs earlier and connect families with resources inside and outside PUSD. Sites will also continue offering events and workshops at varied times, including mornings, evenings, and when possible weekends, so families with work, transportation, language, technology, or previous school-experience barriers have more ways to participate. Translation and interpretation will remain central, with notices, weekly bulletins, meetings, and events provided in families' home languages whenever possible. Schools will use ParentSquare data, survey feedback, ELAC and SSC participation, attendance information, and direct staff observations to identify families who may need additional outreach or a different method of communication. Events such as PIQE, ELD recognition celebrations, Family Game Night, CAASPP information nights, resource fairs, community gatherings, and culturally responsive activities will create welcoming entry points for families who may not attend formal meetings. Staff will be encouraged to communicate a consistent message that families are essential partners and that their strengths, cultures, languages, and goals for their children matter. The district will also continue connecting families to transportation options, community resources, counseling, social services, and other supports that remove barriers to engagement. These efforts are designed to ensure underrepresented families are not simply invited, but personally welcomed, supported, and included in ongoing relationships with school staff. PUSD will also emphasize continuous monitoring of which families are participating and which groups remain less visible in meetings, workshops, and events. Using this information, sites can adjust outreach strategies, provide direct invitations, and create opportunities that are less formal, more culturally responsive, and more closely connected to the needs families identify themselves.|Porterville Unified continues to build strong partnerships for student outcomes by aligning family engagement, school supports, and community resources around academic achievement, attendance, behavior, social-emotional wellness, and college and career readiness. Updated Priority 3 ratings indicate full implementation in providing families with information and resources to support learning at home and in implementing structures for teachers to meet with families and students, with continuing development in professional learning and family advocacy supports. Across schools, staff communicate regularly with families about academic progress, attendance, behavior, assessment results, ELPAC, reclassification, student achievement, and available supports through parent conferences, ParentSquare, report cards, teacher outreach, one-on-one meetings, recognition events, and advisory groups. Sites use grade-level collaboration, PLCs, MTSS meetings, Aeries Intervention, benchmark assessments, reading interventions, AmeriCorps support, academic counseling, and progress monitoring to identify student needs and respond with targeted supports. Families receive information through workshops, SSC and ELAC meetings, family engagement nights, awards assemblies, college readiness events, and individual conferences where teachers share student data and discuss ways to support learning at home. The district also benefits from strong partnerships with local businesses, higher education, community agencies, county partners, Pathways, advisory boards, scholarship sponsors, internship providers, CTE programs, and industry leaders. These relationships expand student access to scholarships, internships, field trips, dual enrollment, career-connected learning, mental health supports, and postsecondary planning. Community Schools supports, Healthy Smiles, clothing and food access, parenting courses, social-emotional resources, counseling, EXL, and family workshops contribute to a broader network of wraparound services. Sites also highlighted the value of celebrations and recognitions in helping families see student progress and feel connected to school goals. Together, these practices show that PUSD is creating a more connected support system in which families, educators, and community partners share responsibility for ensuring students have the resources, guidance, and opportunities needed for success in school and beyond. A notable strength is the way schools connect outcome conversations to existing events where families are already present. By sharing student achievement data during awards assemblies, family engagement nights, SSC and ELAC, conferences, and recognition activities, staff help families understand progress in a context that is positive and relational. This approach supports transparency while reinforcing the belief that families are essential partners in learning.|Porterville Unified will focus on making partnerships for student outcomes more consistent, data-informed, and accessible to all families. Site input indicates a need to help families better understand student progress data, grading, attendance, behavior, instructional supports, ELPAC, reclassification, CAASPP, California School Dashboard results, graduation requirements, and pathways to college, trades, careers, and other postsecondary options. Parent professional development, clearer guides, hands-on academic workshops, and more frequent or targeted conferences will help families know how to support learning at home and how to partner with staff around individual student goals. Schools also noted that participation in academic-focused workshops, SSC, ELAC, DAC, DELAC, and school decision-making opportunities needs to increase, particularly when the same subset of parents attends repeatedly. Building family capacity in ParentSquare and Aeries will remain important so families can participate in meaningful two-way communication and monitor student progress. Staff capacity is another focus area, especially because the district's current rating for professional learning and support to improve school capacity to partner with families is at initial implementation. Additional training in family partnership strategies, culturally responsive engagement, trauma-informed practices, academic data conversations, and positive, student-specific communication will strengthen the quality of family-school collaboration. Schools also identified a need to expand partnerships and interventions in specific areas, including math, literacy, ELD, attendance, behavior, social-emotional needs, support for students with disabilities and English learners, and partnerships for students not already connected to pathway programs. At the district level, continued alignment with businesses, community organizations, colleges, and agencies will expand internships, mentorships, career exploration, dual enrollment, real-world learning, and wraparound services. By improving clarity, consistency, outreach, and shared understanding of student data, PUSD can ensure that family and community partnerships more directly support measurable improvements in student outcomes. Sites also emphasized the importance of ensuring that families receive student-specific information rather than only general presentations. Expanding individual conferences, small-group sessions, and targeted workshops will help families understand what their own child needs next. This approach can make partnership opportunities more relevant, improve attendance at events, and strengthen trust between families and educators.|Porterville Unified will improve engagement of underrepresented families in building partnerships for student outcomes by providing targeted outreach, practical resources, and opportunities that are centered on each student's needs. Schools will continue using direct phone calls, one-on-one meetings, translated materials, flexible scheduling, technology access, virtual options, home visits, and personal invitations to connect with families who may face barriers to participation. Community Schools, Student Services, CSIS staff, social workers, parent liaisons, bilingual staff, Title VI supports, and community agencies will help address barriers related to transportation, language, homelessness, foster care, attendance, technology, food, clothing, health, and access to services. Sites will expand workshops and conferences that help families understand academic expectations, student progress, ELPAC scores, reclassification pathways, CAASPP, STAR Reading, SMART goals, attendance patterns, behavior supports, ParentSquare, Aeries, and learning strategies that can be used at home. Several sites noted that underrepresented families respond well to personalized, student-specific information, such as one-on-one meetings about ELPAC scores and student goals, because the conversation is directly connected to their child rather than presented as a general meeting. Programs and events such as PIQE, ELD celebrations, folklorico events, booster clubs, open house redesigns, family resource events, cultural gatherings, and accessible workshops will help families feel respected and connected. The district will also strengthen partnerships with community organizations and cultural groups that serve historically underrepresented populations so families can be connected to trusted resources and support services. Translation services, varied meeting times, transportation support when available, welcoming environments, and follow-up communication will be used to reduce common barriers. By combining individualized outreach with culturally responsive events and clear academic information, PUSD will strengthen family capacity to advocate for students and partner in improved attendance, behavior, academic progress, and college and career readiness. PUSD will also use advisory groups, surveys, family leadership opportunities, and direct outreach to ensure underrepresented families help shape the resources and workshops offered. Monitoring participation by student group and following up with families who are not yet connected will help the district move from general access to more intentional inclusion and sustained partnership.|Porterville Unified has made strong progress in seeking input for decision-making through multiple formal and informal structures that invite families, staff, students, and community partners to help shape school and district priorities. Updated Priority 3 ratings indicate full implementation in supporting principals and staff to engage families in advisory groups, providing opportunities for families to give input on policies and programs, and creating opportunities for families, teachers, principals, and district administrators to work together, with continued development in building family capacity for advisory participation. Schools and the district use SSC, ELAC, DAC, DELAC, LCAP meetings, Pathways Advisory Board, booster organizations, IEP and 504 meetings, parent surveys, caregiver surveys, staff surveys, family events, workshops, resource fairs, rounding, and open-door practices to gather feedback. Sites report increased use of surveys during events such as Back-to-School Night to learn what supports families need and when meetings should occur. Schools provide quarterly reports on academics, behavior, and social-emotional learning, while others use parent/caregiver feedback to guide actions, adjust priorities, and plan family engagement. Administrators support participation by making personal phone calls, preparing parents before meetings, attending alongside them, and helping families feel confident contributing to SSC, ELAC, DAC, and DELAC discussions. Families are invited to provide input on academics, school climate, safety, student supports, communication, family engagement, and school improvement. Survey participation and parent involvement in SSC and ELAC are increasing at some sites, while multiple platforms, including ParentSquare, social media, school events, and in-person conversations, expand opportunities for input. These structures demonstrate a growing culture of shared decision-making, transparency, and responsiveness in which educational partner voice informs planning and helps schools make decisions that reflect the needs and values of their communities. Another strength is the intentional support provided to families before and during advisory meetings. When administrators personally invite parents, explain the purpose of the meeting, review information in advance, and accompany families through the process, families are more likely to understand that their input matters. This practice builds capacity while also strengthening trust in the decision-making process.|Porterville Unified will continue improving its decision-making processes by increasing participation, representation, transparency, and follow-through. Although SSC, ELAC, DAC, DELAC, LCAP meetings, parent surveys, staff surveys, advisory groups, and open forums are in place, site input shows that participation is still inconsistent and often includes the same group of families. A key focus is increasing attendance and feedback from underrepresented families, staff, and students by offering more flexible meeting times, virtual options, brief polls, informal forums, parent advisory opportunities, workshops, community-based settings, and family-friendly events where families can share ideas before decisions are made. Schools also identified a need to help families better understand their role in advisory groups, school planning, and decision-making so they feel empowered to give input rather than simply receive information. Providing food, child care, translation, reminders, transportation support when available, and multiple communication channels may reduce barriers and make meetings more welcoming. Another improvement area is strengthening how data is shared with families and staff. Sites want to improve understanding of CAASPP, Dashboard, ELPAC, academic, behavior, attendance, and social-emotional data so educational partners can provide informed input about goals, supports, and instructional strategies. The district will also work to diversify input methods beyond traditional meetings and surveys by using phone outreach, ParentSquare, social media, flyers, in-person reminders, quick surveys at events, and smaller focus groups. Equally important is closing the feedback loop. Families and staff need to see how their input was considered, what decisions were made, and what progress has occurred. Communicating outcomes and next steps clearly will build trust and reinforce that educational partner voice has impact. By strengthening access, understanding, representation, and transparency, PUSD can build a more dynamic and collaborative decision-making process that reflects the full school community. PUSD will also focus on making input opportunities more authentic by gathering feedback early enough to influence decisions, not only after plans are developed. Sites identified interest in more interactive parent advisory formats and community conversations where school vision, data, and proposed actions can be discussed in accessible language. This will help families see decision-making as collaborative rather than procedural.|To improve engagement of underrepresented families in decision-making, Porterville Unified will expand outreach and access so more families can share input in ways that are comfortable, convenient, and meaningful. Schools will provide translation services, multilingual surveys, meetings and materials in families' home languages, flexible meeting times, virtual options, direct phone calls, ParentSquare messages, flyers, marquee reminders, home visits, transportation support when available, and connections to district and community resources. Community Schools coordinators, student support specialists, parent liaisons, bilingual staff, social workers, and local agencies will help identify participation gaps and build relationships with families who have historically been less represented in advisory groups and input processes. Schools will also embed feedback opportunities into high-interest events such as family nights, festivals, resource fairs, workshops, Minds of All Kinds, PIQE, cultural events, and other welcoming gatherings so families can provide input in less formal and less intimidating settings. Staff will offer guidance to help families understand the purpose of SSC, ELAC, DAC, DELAC, LCAP input, surveys, and advisory roles, including how their voice can influence programs, budgets, school climate, academic supports, and student success. Several sites emphasized the importance of personal invitations, meetings in home languages, bilingual staff presence, and direct support before and during meetings so families feel prepared to participate. The district will also continue developing structures or protocols to identify and monitor underrepresented family engagement and to follow up when participation gaps appear. Multiple input options, including surveys, text-message feedback, online forms, in-person conversations, suggestion boxes, and event-based feedback, will allow families to contribute in ways that fit their schedules and comfort levels. Finally, PUSD will strengthen two-way communication by showing families how input influenced decisions and by reporting back on outcomes. These efforts will help ensure that diverse family perspectives are included in decisions that affect student outcomes and school improvement. These strategies will be paired with ongoing review of participation data so sites can determine whether outreach is reaching families of English learners, students with disabilities, foster youth, students experiencing homelessness, and other groups that may be underrepresented. When gaps are identified, schools can adjust communication methods, meeting locations, supports, and invitation strategies to better match family needs.|4|4|4|4|3|4|4|3|4|3|4|4|Met||2026-06-25|2026
54755230114348|Butterfield Charter|3|Butterfield Charter demonstrates strong progress in building trusting relationships between school staff and families. A key strength is the intentional use of student-centered celebrations and recognition events to bring families into the school community, including CAASPP celebrations, bell-ringing ceremonies connected to post-graduate milestones such as FAFSA completion and Porterville College enrollment, and Student of the Month recognitions. These opportunities help families see and celebrate student progress while strengthening the connection between home and school. Current Panorama survey results further reflect this positive climate, including students' sense of belonging, feelings of safety, and positive teacher-student relationships. These indicators show meaningful progress in creating a supportive and connected school community. Butterfield also maintains consistent communication through ParentSquare, phone calls, emails, in-person meetings, social media, and direct outreach. Families are invited to participate in SSC and ELAC, and survey tools such as the Studer Employee Experience Survey, Studer Parent/Caregiver Survey, and Panorama Survey provide additional opportunities to share input. The school also supports participation by providing practical resources such as childcare, snacks, and technology when needed. Together, these practices reinforce a warm, inclusive, and responsive school-home partnership.|Butterfield Charter will continue strengthening communication and creating more opportunities for staff and families to connect, learn, and navigate the educational system together. While systems are in place for outreach and engagement, educational partner input indicates that active participation, particularly in SSC and ELAC, remains lower than desired. A focus area is creating a more welcoming environment where families feel comfortable sharing input and can clearly see how their contributions influence decisions. Continued improvement will include regular, clear, and effective communication so families remain informed and engaged throughout the year. Another priority is deepening mutual trust and respect so all educational partners feel valued, respected, and heard. Butterfield also aims to expand access to information and support around postsecondary pathways, including college, trades, university options, financial aid, and career planning. Because the district Strategic Plan identifies Parent and Community Involvement as one of four pillars, Butterfield will align site efforts to this broader goal by increasing in-person participation, developing family learning opportunities, and helping staff use feedback to strengthen relationships. These efforts will support families as informed partners in students' academic, social-emotional, and postsecondary success.|Butterfield Charter is working to improve engagement of underrepresented families by expanding communication, reducing barriers to participation, and creating more personal opportunities for connection. Efforts include providing translated materials in families' home languages, sharing information directly through home visits, using personal phone calls, and inviting families to celebrations and family-oriented events. The school also focuses on ensuring that staff communicate a consistent message and are trained to understand and promote available resources so families receive clear, accurate, and supportive information. Butterfield will continue offering flexible meeting times and school events, including evenings and weekends when possible, to accommodate varied work schedules and ensure more families can participate. Professional development and staff training will help employees better understand and respond to the strengths, cultures, languages, and needs of diverse families. Butterfield also builds relationships from the beginning of enrollment by requiring parents to participate in orientation and attend the initial independent study teacher meeting. These early interactions allow staff to learn about each student's strengths and areas of concern. Ongoing phone calls, emails, notes, progress reports, and positive communication will help ensure that conversations with families are not limited to concerns, but instead support trust, inclusion, and partnership.|Butterfield Charter's strength in building partnerships for student outcomes begins with trusting relationships among students, families, and staff. The school maintains a warm and welcoming approach that is both supportive and accountable, while remaining flexible and creative to meet individual student needs. Staff use Aeries Intervention for ongoing progress monitoring and credit completion, and regular administrative and weekly MTSS meetings support clear communication, alignment, and timely response to student needs. Butterfield also actively expands college and career readiness opportunities through college events, career fairs, Trades Day, workshops, guest speakers, and visits to colleges and trade schools. Professionals such as dentists, nurses, and other industry representatives engage with students to support informed postsecondary planning and expose students to future career pathways. Partnerships with local businesses, nonprofit organizations, higher education, and district Pathways programs provide real-world learning, internships, mentorships, and career exploration opportunities. Student well-being is also supported through services such as Hazel Health and Heart, which help address social-emotional and health needs that affect academic achievement. Butterfield is also partnering with neighboring school PMA to provide PIQE opportunities for parents, while continuing to use newsletters, ParentSquare, Aeries Parent Portal, and parent information events to help families support independent learners at home.|Butterfield Charter's focus areas for improvement include strengthening academic strategies, expanding real-world learning opportunities, and increasing access to college and career pathways. A key priority is improving graduation outcomes through targeted support, early intervention, ongoing progress monitoring, and stronger alignment between academic planning and postsecondary goals. The school is also working to expand opportunities for students to participate in Career Technical Education pathways and meaningful community partnerships. This year, the partnership with CSET through the VITA program has been a positive step, providing students with meaningful experiences beyond the classroom, and Butterfield aims to continue building on these types of opportunities. Educational partner input also indicates a need for more parent and family training in areas that support student success, including the Aeries Parent Portal, student information systems, college and career planning, and strategies for supporting independent learners at home. Additional areas for improvement include developing support structures collaboratively with families in social-emotional support, behavioral support, and counseling. Although parents, teachers, and administrators agree on the importance of family partnership, participation rates remain below the desired level. Butterfield will continue refining communication, workshops, and engagement opportunities so families can partner more effectively in supporting student outcomes.|Butterfield Charter will improve engagement of underrepresented families in building partnerships for student outcomes by using targeted outreach, increasing staff awareness of student needs, and providing meaningful opportunities for families to participate in school processes. The school will continue using phone calls, flyers, emails, ParentSquare messages, and personal contact to share information in accessible ways. Programs such as PIQE, parent leadership opportunities, the Parent Institute, the Parenting Network, and targeted workshops will help families access resources beyond the school setting and build capacity to support learning at home. Butterfield will also work with community liaisons and trusted community partners to strengthen outreach and build trust with families who may be less connected to the school. Flexible engagement opportunities, including meetings at varied times and locations, will be used to reduce barriers. A specific focus will be increasing staff understanding of student needs, including the needs of English Learners. Teachers will be supported in understanding English Learner proficiency levels, reclassification pathways, STAR Reading, CAASPP, and other measures so they can more effectively guide students and families. These efforts, combined with SSC, ELAC, Parent Information Nights, and English as a Second Language parenting classes, will help underrepresented families partner more fully in student academic progress, engagement, and postsecondary readiness.|Butterfield Charter uses a multi-faceted approach to seeking input for decision-making. Strengths include active participation in IEP and 504 meetings, regular review of Parent/Caregiver survey feedback, engagement through SSC and ELAC, and direct access to administration through meetings and ongoing communication. The school regularly distributes surveys, makes personal phone calls, sends follow-up emails, and shares important information through ParentSquare so families and staff have multiple ways to provide feedback. Feedback from the Studer Employee Experience Survey, Studer Parent/Caregiver Survey, and Panorama Survey is used to gather input on topics ranging from curriculum to school climate and to ensure decisions are informed by both data and educational partner voice. Butterfield also participates in district-level Compensatory Education meetings and other district structures that address the needs of Migrant students, English Learners, Homeless students, American Indian students, students with disabilities, and foster youth. These meetings help the site understand expectations, fiscal allocations, School Site Plan requirements, parent involvement, and advisory group responsibilities. Through SSC, ELAC, IEP/504 meetings, surveys, and open communication with administration, Butterfield provides families and staff with meaningful opportunities to share input and influence planning.|Butterfield Charter's focus areas for improvement in seeking input for decision-making include increasing participation, expanding student voice, and helping families and staff better understand how data informs school improvement. The school aims to increase overall participation in decision-making processes by strengthening outreach and creating more accessible opportunities for input. A specific priority is encouraging and promoting greater student involvement and feedback so decisions more fully reflect student experience. Butterfield also seeks to increase understanding of CAASPP and California School Dashboard data and use that information more effectively to inform instructional strategies, site goals, and targeted supports. Because Butterfield operates within an independent study model, another focus area is strengthening staff capacity to implement targeted practices that support student success in this setting. Site and district goals must remain aligned, while still allowing the school to respond to changing student needs from year to year. Continued improvement will also include stronger structures to monitor whether outreach and input opportunities are effective, retain parent and community participation throughout the year, and ensure that feedback from students, families, teachers, and administrators is reflected in LCAP priorities, school planning, and ongoing instructional decisions.|Butterfield Charter will improve engagement of underrepresented families in decision-making by ensuring families receive timely, relevant information in a welcoming environment where they feel empowered to share their voice. The school will continue strengthening consistent messaging across staff, communication platforms, and family interactions so students and parents understand that their perspectives are important in shaping school initiatives and decisions. Outreach will include direct communication through ParentSquare, phone calls, emails, flyers, home visits, community events, and opportunities to connect with families in settings where they feel comfortable. Butterfield will also continue offering opportunities such as PIQE to strengthen family engagement and build capacity for meaningful participation. The site participates in district general sessions and focus groups designed to gather input from families and students representing English Learners, Homeless students, Migrant students, American Indian students, foster youth, and students with disabilities. Input from SSC, ELAC, parent meetings, student feedback, and community-based meetings will inform site initiatives and LCAP priorities. Butterfield intends to increase the degree of input solicited from underrepresented families and use that input to address student engagement, attendance, social-emotional learning, trauma-informed practices, and support for students facing compounded challenges.|4|4|4|4|3|4|4|4|4|4|4|3|Met||2026-06-25|2026
54755230116590|Harmony Magnet Academy|3|Harmony Magnet Academy continues to demonstrate progress in building trusting and respectful relationships between school staff and families through consistent communication, direct outreach, and multiple opportunities for family involvement. This year's educational partner input emphasized one-on-one meetings, increased communication, and efforts that promote awareness and participation. These practices build on existing structures such as Back-to-School Night, parent workshops, Fall and Spring carnivals, parent surveys, WASC parent committee participation, School Site Council, ELAC, Naviance Family Connection, Aeries access, ParentSquare, and the HMA Parent Foundation. Harmony has worked to make communication more accessible by using ParentSquare for schoolwide updates, targeted messages, invitations, surveys, and one-on-one contact between families and staff. The school also encourages families to use Aeries and Naviance so they can monitor grades, course progress, college and career planning, and student readiness. In addition, Harmony continues to use district supports, including Family Service Workers, to help make personal connections with families when school staff need additional assistance reaching them. Parent engagement remains visible through strong attendance at major events, including more than 300 parents attending Back-to-School Night and participation in PIQE and other college and FAFSA workshops. Collectively, these efforts show that Harmony is strengthening its relationship-building systems by combining technology-based communication, personal outreach, family learning opportunities, and meaningful involvement in school activities and advisory processes.|Harmony Magnet Academy's focus for improvement in building relationships between staff and families is to deepen family engagement beyond communication and event attendance so that families are more consistently connected to student support for success in college and career. While Harmony offers multiple opportunities for involvement, educational partner input indicates that increasing in-person participation and broadening the number of families who regularly engage remain areas of growth. The school will continue to strengthen outreach through ParentSquare, phone calls, surveys, parent workshops, SSC, ELAC, WASC parent committee participation, and family events, while also identifying ways to make these opportunities more responsive to parent schedules and needs. A continued area of emphasis is helping families understand and use tools such as Aeries and Naviance so they can monitor academic progress, graduation requirements, pathway expectations, and postsecondary planning. Harmony will also build staff and family capacity around culturally responsive relationship-building, including understanding family strengths, languages, and goals for their children. As district LCAP and community review processes shift toward more site-based opportunities, Harmony will continue encouraging parent participation so families have more accessible ways to provide input. Improving relationships will also include expanding college and career information nights, FAFSA and application workshops, and individualized conversations with families about student goals. These efforts will help move relationship-building from awareness to active partnership focused on each student's academic, social-emotional, and postsecondary success.|Harmony Magnet Academy will improve engagement of underrepresented families by increasing communication between classroom teachers and families and by using more intentional, personalized outreach to ensure that all families feel connected, informed, and welcomed. Harmony recognizes that families of English learners, foster youth, homeless students, Native American students, students with disabilities, and other underrepresented groups may face barriers that limit participation in traditional school activities or advisory meetings. To address this, the school will continue to use multiple communication tools, including ParentSquare, phone calls, direct messages, Aeries, Naviance, surveys, and in-person meetings. Teachers and support staff will increase direct communication with families about student progress, classroom expectations, academic supports, and college and career planning. Harmony will also continue to provide parent education opportunities such as PIQE, college application and FAFSA workshops, Naviance Family Connection support, and Aeries training so families can monitor and support student success. The school will use SSC, ELAC, the HMA Parent Foundation, parent surveys, WASC parent committee processes, and district-supported outreach to gather input from underrepresented families and identify needs. Family Service Workers and other district supports will help make personal connections when additional outreach is needed. Harmony will also continue using home visits and targeted contact when appropriate to connect families with resources, rights information, and learning recovery supports. Through these actions, Harmony will build stronger two-way relationships with families who may not regularly attend school events but whose voices are essential to student success and school improvement.|Harmony Magnet Academy's current strengths in building partnerships for student outcomes include increased opportunities for families, students, staff, and community partners to participate in awareness and planning options that support academic success, college and career readiness, and student well-being. Harmony's pathway teams, advisory boards, department teams, and discussion groups provide structures for collaboration around meaningful educational experiences for all student groups. These teams support experiential learning, pathway completion, A-G readiness, postsecondary planning, and the integration of academic rigor with real-world applications. Harmony's School Site Plan for Student Achievement is informed by input from certificated staff, classified staff, parents, students, pathway representatives, and advisory board members. Ideas are brought forward through discussion groups, reviewed by departments and pathway teams, refined, and then incorporated into schoolwide planning when they support the HMA college and career model. This process allows multiple educational partners to shape programs and supports that directly influence student outcomes. Harmony also supports partnerships through SSC and ELAC, parent information nights, Back-to-School Night, college and career workshops, FAFSA and college application support, parent access to Aeries and Naviance, and communication through ParentSquare. Families also receive information connected to financial aid, scholarships, health care, immigration, supplemental resources, and other community supports. These combined structures strengthen the connection between home, school, and community and help ensure that families are aware of opportunities to support student achievement, engagement, and postsecondary success.|Harmony Magnet Academy's focus areas for improvement in building partnerships for student outcomes include expanding one-on-one meetings and increasing communication that is specific to each student's academic progress, social-emotional needs, and college and career goals. Educational partner feedback indicates that Harmony's learning environment, curriculum, A-G completion efforts, academic rigor, and career preparation are viewed as strengths; however, the school recognizes the need to make family partnerships more personalized and consistent. While interventions for struggling students are valued, there is a need to strengthen individual counseling, planning, and communication for all students, including academically advanced students who also need guidance on postsecondary options, scholarships, pathway opportunities, and future goals. Harmony will continue to provide training and workshops for families in areas identified through community input, including Aeries, ParentSquare, Naviance, college and career planning, FAFSA, graduation and A-G requirements, and how families can support learning at home. Another focus area is improving parent participation in workshops, SSC, ELAC, and other planning opportunities so families are not only receiving information but also helping shape school supports. Harmony will also work to build more collaborative support structures in social-emotional support, behavioral support, and counseling. Strengthening these partnerships will require staff, families, and students to engage in regular, student-centered communication that helps identify needs early, align supports, and ensure each student is prepared for success during high school and after graduation.|Harmony Magnet Academy will improve engagement of underrepresented families in building partnerships for student outcomes through one-on-one meetings and expanded opportunities that promote awareness and participation in the process. Harmony recognizes that underrepresented families may not always be able to participate in large public meetings or traditional school events, so the school will continue using smaller focus groups, surveys, targeted outreach, and individualized conversations to gather input and identify specific student needs. These efforts will focus on English learners, homeless students, foster youth, Native American students, students with disabilities, and other student groups whose voices may be inadvertently marginalized. Harmony will continue partnering with parent-support organizations such as PIQE, Parent Leadership classes, the Parent Institute, and the Parenting Network to build family capacity. Parenting classes and parent information nights will help families understand academic expectations, attendance, college and career planning, learning recovery opportunities, and social-emotional supports. The school will continue monitoring student progress and prioritizing outreach to families of students with the greatest needs, including students affected by learning loss, attendance concerns, or barriers to engagement. Harmony will also continue connecting families to rights information, resources, and support through collaboration with district staff and Tulare County Office of Education, including structured sessions for Native American and foster youth students and targeted outreach for homeless families. These actions will help families become stronger partners in supporting student outcomes and accessing opportunities.|Harmony Magnet Academy's current strengths in seeking input for decision-making include increased communication in all areas of student development and multiple structures that allow educational partners to provide input at both the site and district levels. Harmony gathers input through School Site Council, ELAC, parent surveys, WASC processes, parent meetings, pathway and department discussions, advisory boards, student input, and district-level LCAP engagement opportunities. These structures allow students, parents, teachers, classified staff, administrators, and community members to participate in discussions about academic programs, college and career readiness, pathway development, student supports, and school improvement. Site-level educational partner input is also connected to districtwide processes, including District Advisory Council meetings, District English Learner Advisory Committee meetings, LCAP meetings, and meetings focused on Native American students. Harmony's use of these structures helps ensure that site-level priorities are informed by a broader district context while still reflecting local needs. Staff and administrators also use input from departments, pathway teams, and advisory committees to refine recommendations before they are incorporated into the School Site Plan for Student Achievement. Topics discussed in advisory settings include fiscal allocations, Title I, School Site Plans, parent involvement, student group needs, ELAC, SSC, and services for Migrant students, English learners, homeless students, American Indian students, foster youth, students with disabilities, and other groups. This multi-layered process supports shared decision-making and helps ensure that communication about student development informs planning and improvement efforts.|Harmony Magnet Academy's focus area for improvement in seeking input for decision-making is to strengthen strategies that enhance parent participation, especially among families who do not regularly attend formal meetings or provide feedback through traditional methods. While Harmony uses SSC, ELAC, surveys, pathway discussions, department input, advisory boards, and district LCAP opportunities, participation rates among parents and community members remain lower than desired. The school will continue working to make input opportunities more accessible, meaningful, and clearly connected to decisions that affect students. This includes improving communication about when feedback is needed, why participation matters, and how input is used in the LCAP, School Site Plan for Student Achievement, pathway planning, student supports, and family engagement activities. Harmony will continue documenting site input through online forms and shared planning processes so ideas can be monitored and revisited throughout the year. A related improvement area is expanding opportunities for families to provide input outside of formal advisory meetings through one-on-one conversations, surveys, workshops, family events, and targeted outreach. Site administration will continue bringing site-level perspectives to district meetings so local concerns and recommendations can inform broader planning. Harmony will also seek to provide clearer feedback loops, communicating to families and staff what was heard, what actions were considered, and what changes are being implemented. By making input easier to provide and more visibly connected to decision-making, Harmony can broaden parent voice and strengthen shared ownership of school improvement.|Harmony Magnet Academy will improve engagement of underrepresented families in seeking input for decision-making by strengthening strategies to enhance parent participation and by expanding direct outreach to families whose perspectives may be less represented in formal processes. Harmony will continue using mailings, phone calls, ParentSquare messages, surveys, in-person conversations, and targeted invitations to encourage participation in SSC, ELAC, LCAP input opportunities, parent workshops, and other advisory settings. The school will also use smaller focus groups and individualized conversations to hear from families who may be less comfortable speaking in large meetings or who face barriers related to language, work schedules, transportation, technology, or prior school experiences. Harmony's goal of fostering a collaborative culture of service supports these efforts by emphasizing two-way communication, meaningful relationships, and partnerships that help every stakeholder feel valued and connected. Input from underrepresented families will continue to influence planning related to learning recovery, attendance, college and career readiness, social-emotional support, course offerings, enrichment opportunities, and monitoring of student progress. Parent trainings will also be used to help families understand how to support academic needs, navigate school systems, advocate for services, and participate in decision-making. Harmony will continue using Panorama, Studer, and site surveys to gather additional data and identify participation gaps. By combining direct outreach, accessible engagement options, and clearer communication about how input informs decisions, Harmony will strengthen the voice of underrepresented families in shaping programs and supports.|4|4|3|5|4|3|4|2|4|3|4|3|Met||2026-06-25|2026
54755230137968|Porterville Military Academy|3|An ongoing process and priority for PMA is building relationships between PMA staff and families. This involves efforts to ensure communication, listening to family/community input, and providing ample opportunity for involvement. This relationship building at the site level is supported at the district level as well. Initiatives that appear to be effective, and therefore continuing, include:  • The site strengths have been invitations to parents to attend programs, events, ceremonies. Another strength has been staff events to promote collaboration and team building.  • PMA continues to use the ParentSquare platform for parent and student communication. Types of communication include informational topics, invitations and requests for involvement of parents in the schooling of their students, and solicitation of perspectives and opinions through surveys. Familiarity and use of the platform have been increasing, and family/community input has indicated that this form of communication is valued.  • PMA utilizes the district provided support in the form of Family Service Workers, a team of individuals who will make personal connections with those families when PMA staff experience difficulty in making the connection. The support is expected to remain in future years.  • Various opportunities for parental involvement are presented at the site in addition to the required School Site Council, and English Learner Advisory Council groups. In addition, the site offers activities such as parent information nights, and student activities that involve parents, along with informational meetings on topics relevant to parent needs, in efforts to increase engagement opportunities.|"Communication practices with families have been bolstered, such as weekly positive parent square communication as well as daily bulletins, and a new Open House model. A Booster Club was created this year, mostly composed of parents. The focus is to provide more information for our parents in various ways (ie social media, in-person venues). Another focus is to build a booster club for greater community involvement and an opportunity to create scholarships. Although opportunities for engagement exist at the school, input from our educational partners that include both parent/community and site staff, indicate that participation is lower than desired. Inquiries into the success of the Migrant Program on involving parents (which has shown a degree of success) are considered as beginning stages of improving parent/family engagement across the district. Also, a newly established and approved strategic plan has Parent and Community Involvement as one of four pillars, and should guide efforts to improve parent and community involvement at the site as well. School and district staff have expressed challenges with increasing in-person participation rates among parents and families, and have also clearly expressed the desire for increasing this involvement.  PMA will continue to pursue training which would help facilitate building relationships with families, for instance, ways to incorporate family strengths, cultures and languages in instruction. Additionally, the site anticipates the number of in-person training/exposure opportunities for parent and community members to increase. A couple areas of notable success are the school's annual ""Trunk or Treat"" and Pass In Review Family Day. These events have consistently had strong attendance from families and provide an opportunity to build relationship and parent involvement.  Driven by community input that contributed to the development and revision of the LCAP, PMA will attempt to increase involvement of parent and community members in advisory roles, and in direct involvement at school events. PMA regularly volunteers as a site to host community-based events that have a district-wide focus, and will continue to do so. This reality increases the likelihood that educational partners associated with the school would be involved, thereby broadening the experience base of PMA members (staff, students, parents and family members) in a manner where ideas could be brought back to the site for consideration."|Making parents feel comfortable to participate in school and district meetings is an ongoing goal. PIQE was offered at our site this year for the first time with plans to offer this parent-engagement program again next year. A more focused process to conduct home visits and outreach in Spanish was implemented with an even more robust plan for next year. Porterville Military Academy has systems in place, but some families do not make use of them. In addition, sometimes there is a hesitancy for teachers to contact parents. The district provides opportunities to include families in the development of policies, goals and vision. PMA also provides many forums for parents to be involved in 2-way communication through SSC, ELAC, parent conferences and the addition of a parent representative on the school's Advisory Board.|The district supports PMA and has built a mental health team of family liaisons to help our parents understand their rights and help give them a voice to make the most informed decisions for their children. Also, the outreach to our foster youth and homeless families has increased significantly. This is an important connection between school and home, thus, increasing the number of staff in this area will help bridge that gap. A site strength is a solid pathway program that reaches 100 percent of our students with rigorous and relevant content. Parents well communicated with at the site because of regularly (at least once-twice per month) scheduled events that include parent participation (ie, awards, promotions, site council). Porterville Military Academy has many resources to support building partnerships for student outcomes. The area of improvement is educating the parents on how to use the resources, including reaching out into community organizations to provide workshops.|"Dual-enrollment aviation courses will be offered through Reedley College next year. A ""Booster Club"" was created this year as a less-formal and fun engagement of families. Aviation internships with local businesses will need to occur by the end of next year. Educational partner input from parent groups, teachers and administrators agree on the need to partner with families on supporting the ultimate success of students. Although multiple educational partner groups agree in the need, realization of participation rates by parents and community members proves less than desired, and remains an area for improvement. This is a realization at both the site and district levels.  Porterville Military Academy prioritizes partnerships with families. Based on input from educational partners, that include family members, training in identified areas of need is one method of trying to build partnerships. Input from multiple community meetings have suggested topic areas that might better attract parent/community involvement, and they include areas related to understanding the student information system, ParentSquare, college, and career topics. Additional areas for potential improvement that could help build partnerships with parents includes building support structures collaboratively in the area of social-emotional support, behavioral support, and counseling."|The site offered a College and Career Readiness program for families this year called PIQE or Parent Institute for Quality Education, and plans to offer it again next year. In the current year, the site introduced more opportunities for students to participate (free of charge) in club travel, field trips, camps, and athletics. Further collaboration with Proteus is needed to establish internships for underrepresented families. Reaching out to underrepresented families is a priority for PMA as a means in building partnerships, partly based on the possibility that voice from these groups might be inadvertently marginalized. Initiatives intended to build capacity of parents of underrepresented families include partnering with parent-support organizations such as Parent Leadership classes, The Parent Institute for Quality Education (PIQE), the Parent Institute, and the Parenting Network. To further support our English Learner families, parenting classes help support the needs of English Learner families. Other opportunities, such as Parent Information Nights, are offered for all families. These efforts to support parents to partner in helping their students in the home are in addition to formal meetings such as the School Site Council and English Language Advisory Council meetings.  Additionally, students participate in structured weekly sessions for students (i.e. Native American, Foster Youth, etc.) in collaboration with the Tulare County Office of Education. These sessions include a breath of presentations, including rights of students. Outreach to families of Homeless students occurs by home visits where interaction is on a personal level, and identifies needs, resources, and rights of the Homeless population.|The site strength is collaboration in decision-making and seeking input at various levels and across groups. Most of PD sessions involve decision-making input.  All correspondence and communication with families are in both English and Spanish. Site council was officially established this year and information is in both English and Spanish. Community Engagement Surveys are distributed to solicit feedback for decision-making. Porterville Military Academy attempts to build capacity among our educational partners by encouraging engagement with advisory groups throughout the year. Topics covered throughout the year focus on outlining expectations, and providing details related to state and federal requirements associated with various student groups. The site also maintains documentation that assists in the monitoring process in efforts to ensure that communication and involvement is solicited from families of underrepresented student groups.  Structures are in place to address areas of support that include focal areas pertinent to student populations such as Migrant students, English Learners, Homeless students, Native American, Special Education, and Foster students, and also address specifics such as fiscal allocations (i.e. Title I), School Site Plans, parent involvement, as well as information related to specific advisory groups such as the District Advisory Council (DAC) and School Site Council.  The site utilizes information presented at district-level advisory meetings as information shared at site-level advisory meetings. Educational partners participate in reflecting on district-level data, and then comparing it to site-level trends, in efforts to guide next steps. District-level meetings are numerous with five District Advisory Council meetings, five separate English Language Advisory Committee meetings, LCAP meetings, and nine public meetings centered on our Native American population, and each provides opportunity for parents at the site level to learn, and be involved.  Porterville Military Academy also solicits input at on site parent meetings and through it's school's Site Council.|"District level improvement in seeking input lies with implementing a growth mindset in the Facilities, Construction, and Operations department. Seeking input by this department has been superficial. Sites are provided surveys for ""Employee Engagement"", but the DO also needs a survey on themselves that administrators could provide feedback on. Our district and site have made improvements in including teachers and even students, but getting parent input from all subgroups continues to be a challenge. Again, partnering with other agencies and organizations: Foster Care groups, homeless shelters, churches, to reach a wider population is beneficial. The district conducts forums to support our families as well as create opportunities for all the parties involved to communicate openly, for example: LCAP, DAC, PIQE and site council. They have also scheduled these meetings during times were it is most convenient for families and site administrators to attend. PMA and the district believe that if we keep moving in this direction more underrepresented families will hear about the support we are providing and become involved."|"Site opportunities exist for family engagement in decision-making such as site-council. However, improvements will be made next year to foster Booster Club engagement and create a coffee with the principal program. Improvement in seeking input includes bolstering involvement in site council. Back to school night and open house will also have ""suggestion boxes"" for ideas. Involvement from educational partners such as students, parents, teachers, administrators, and community members occur multiple times, and with multiple groups, throughout the year, and input helps inform decision-making that impacts students from underrepresented families. Site level parents and staff participate in district-level engagement opportunities that include a series of general session, community-based, meetings during the last half of the academic year, intended to provide site-level input and suggestions that would inform decision making on goals, actions and metrics affecting those students who may exhibit compounded challenges (English Learners, Homeless, Foster Youth, Special Education students, etc.) In addition to general sessions, focus group meetings take place with parents and/or students representing English Learners, Homeless students, Migrant students, American Indian students, and Foster Youth. The site obtains input from students (secondary), parents and staff who compose their School Site Council, District Advisory Council, and provide site-level initiatives for improvement of services to students.  Suggestions presented by educational partners from various groups contributes to initiatives at the site intended to offset the compounded challenges faced by students of underrepresented families in areas of student engagement during instruction, working with families to improve attendance rates, and providing staff with training specific to social-emotional learning and trauma-informed practices. Porterville Military Academy provides opportunities to support students from underrepresented families by supporting staff (fiscally, with allocated time, and additional personnel), and providing staff opportunity to attend external training events (i.e. those sessions offered by the Tulare County Office of Education).  Site administration meets monthly at the district level to bring site-level discussions and considerations to be shared district-wide during data-review sessions focused on underachieving student groups. The site utilizes time on a weekly basis through an early-release day to plan and implement efforts to engage families, teachers and administration in collaborating for the purpose of planning, designing, and implementing improvement initiatives related to family engagement activities."|2|4|3|4|3|4|4|3|4|3|3|4|Met||2026-06-25|2026
54755310000000|Dinuba Unified|3|Based on educational partner feedback and local data, Dinuba Unified School District has continued to strengthen relationships between school staff and families through expanded communication, increased opportunities for engagement, and meaningful stakeholder involvement in decision-making. The District utilizes multiple communication methods, including ParentSquare, social media, district websites, phone messaging, and school events to keep families informed and connected. Participation in the District's LCAP Planning Survey increased from the previous year, demonstrating growing family engagement and interest in district initiatives. Parents actively participated in DELAC, PAC, School Site Councils, and LCAP development meetings, providing valuable input on district goals, services, and supports. Survey responses also indicate that families appreciate opportunities to engage with schools through workshops, family events, and advisory committees. These efforts have strengthened trust, increased two-way communication, and fostered stronger partnerships between families and school staff.|The District will continue to develop more effective ways to reach parents to communicate student progress and attendance. Some parents have indicated they would like more communication related to school activities, etc. This is an area the District would like to continue to work on as we further develop this communication with parents. The District hired a communications advocate as well as implemented ParentSquare districtwide.|Based on educational partner feedback and local data, the District will continue improving engagement of underrepresented families by expanding multilingual communication, increasing outreach through ParentSquare and other communication methods, and providing flexible opportunities for participation. These efforts will help remove barriers to involvement and ensure all families have meaningful opportunities to engage with schools and contribute to decision-making.|Parent engagement has been a key priority for Dinuba Unified over the past several years. Staff is encouraged to build healthy relationships with students and families and encourage families to be a part of their school environment. The District ensures that ALL parents have access to information by providing translation and interpretation services at all meetings and through all district communications.|Parent engagement has been a key priority for Dinuba Unified over the past several years. Staff is encouraged to build healthy relationships with students and families and encourage families to be a part of their school environment. The District ensures that ALL parents have access to information by providing translation and interpretation services at all meetings and through all District communications.|Based on educational partner feedback and local data, the District's strengths in building partnerships for student outcomes include strong collaboration with families, advisory committees, staff, and community partners to support student success. The District continues to engage stakeholders through DELAC, PAC, School Site Councils, surveys, and community meetings, resulting in increased participation and valuable input on District priorities. Feedback from educational partners has directly influenced district actions related to academic intervention, student support services, English Learner programs, parent engagement, and school safety, demonstrating a commitment to collaborative decision-making and continuous improvement.|Based on educational partner feedback and local data, the District has strengthened its process for seeking input through surveys, advisory committees, student groups, and community meetings. Increased stakeholder participation and feedback have directly influenced district priorities and actions, demonstrating a commitment to collaborative decision-making and continuous improvement.|All school sites have established School Site Councils (SSC) and English Learners Advisory Committees (ELAC) where they seek parent input in site level decision-making related to instruction, parent engagement activities, English Learner programs, and on-site level budgets and expenditures. At the District level, parents are involved in the District English Learner Advisory Committee (DELAC), the District Advisory Committee (DAC) and have the opportunity to attend forums hosted by the Superintendent throughout the year. Each year Dinuba Unified School District holds a training for School Site Council (SSC), English Learner Advisory Committee (ELAC), and District English Learner Advisory Committee (DELAC). These trainings target site administrators and parents involved in these committees at the school and district level. We believe this is one of our strengths in this area.|An area the District would like to make stronger would be to continue to seek out and provide opportunities for underrepresented groups in the school community to have input in programs and policies.|4|5|4|5|5|4|4|3|5|5|4|4|Met||2026-06-25|2026
54767940000000|Woodlake Unified|3|Woodlake Unified School District continues to prioritize meaningful family engagement as an essential component of student achievement and school success. The district is committed to building authentic partnerships with families through intentional feedback loops that provide opportunities for parents to share input, participate in decision-making processes, and help shape district and school initiatives. Parent feedback is gathered through advisory committees, surveys, stakeholder meetings, school events, and the Local Control and Accountability Plan (LCAP) development process. This ongoing two-way communication helps ensure that family perspectives are considered when planning programs, services, and supports for students.  During the 2025–26 school year, families remained actively involved in their children's education across all grade levels. At the elementary level, parent participation in TK–5 parent-teacher conferences remained exceptionally strong, with 99% of families attending. Middle and high school families were provided multiple opportunities throughout the year to meet with teachers and discuss student progress, academic goals, and available supports.  Each school site hosted a variety of events designed to strengthen school-family connections and celebrate student learning. These opportunities included Back-to-School Night, Open House, awards ceremonies, student showcases, and performances featuring music, choir, dance, and drama programs. Schools also conducted targeted parent meetings to address specific student needs and provide information on available resources and supports.  For families of students in grades 6–12, schools offered workshops and informational sessions on topics such as educational technology, academic planning, graduation requirements, college and career readiness, financial aid, and student wellness. Additional district traditions that promoted family participation included Literacy Parades, Read Across America activities, Family Math Night, book fairs, and Music in the Park events, all of which drew strong attendance from families and community members.  To maintain ongoing communication with families, the district and school sites utilized a variety of communication platforms, including ParentSquare, SeeSaw, ClassDojo, Remind, Zoom, email, district and school websites and social media pages. These tools helped ensure families received timely information and remained connected to their children's schools throughout the year.|The District's focus extends beyond simply measuring attendance at events and instead emphasizes building meaningful relationships with families and creating multiple opportunities for parents to engage with schools. During the 2025–26 school year, district and site leaders intentionally sought parent feedback through surveys, advisory committees, stakeholder meetings, and school events to better understand family needs, concerns, and priorities. Feedback gathered from parents was reviewed and used to inform school and district decision-making, with staff developing action plans and response timelines to address common areas of concern and communicate progress back to families.  To support family engagement, each school site was expected to host a minimum of four parent engagement events or programs annually. Schools provided a variety of opportunities for families to connect with staff, celebrate student learning, and participate in school activities. Elementary sites hosted well-attended family events, including school carnivals, literacy activities, family learning nights, student performances, and student showcases. Across the district, schools continued to offer events such as Back-to-School Night, Open House, awards ceremonies, parent workshops, and other activities designed to strengthen school-family partnerships and foster a sense of belonging.  WUSD believes that authentic family engagement is measured not only by participation in events but also by the quality of relationships, opportunities for parent voice, and the district's responsiveness to family feedback.|Woodlake Unified is committed to strengthening partnerships with families through parent education and engagement opportunities designed to increase parent capacity and support student success. Particular attention is given to ensuring underrepresented families, including families of English learners, have access to information, resources, and opportunities to engage with their children's education.  During the 2025–26 school year, school sites provided parent education sessions focused on topics such as navigating the Parent Portal, monitoring student attendance and academic progress, understanding graduation and college requirements, supporting learning at home, and accessing available school and community resources. These opportunities helped families build confidence in supporting their children's academic and social-emotional growth.  For the 2026–27 school year, the District plans to expand parent education opportunities across all school sites while continuing to provide targeted supports based on family needs and interests. In addition, each school site will establish participation goals for parent engagement events and programs as part of ongoing efforts to increase family involvement, strengthen school-home partnerships, and ensure parents have meaningful opportunities to contribute to school and district decision-making.|Woodlake Unified believes that meaningful engagement with families and the broader school community is vital to student success and well-being. In the 2026 Local Anonymous Parent Survey, 78.6% of parents agreed that schools encourage them to be active partners in their child’s education. The District supports family involvement through quarterly progress reports for all TK–12 students and twice-yearly in-person conferences for TK–8 students. In 2025–26, 99% of K–5 parents attended these conferences. At the secondary level, schools hosted presentations and workshops throughout the year on topics such as graduation requirements, academic planning, financial aid, and emotional support services. Parent committees, including School Site Councils and English Learner Advisory Committees, play an active role in ensuring underrepresented voices are included in decision-making. Additional meetings such as Student Study Teams, School Attendance Review Boards, and Individualized Education Plans are scheduled as needed to support individual students.  The annual Senior Exit Interview and Senior Scholarship Night are key events that actively engage families and the community in celebrating and supporting graduating seniors. As part of the graduation requirements at Woodlake High School, students must complete 85 hours of Youth Service Learning. This requirement has evolved into a meaningful opportunity for students to participate in community projects and career-building experiences, while also strengthening partnerships between the district and the local community.  Communication remains a priority, with staff using platforms like ParentSquare, SeeSaw, Class Dojo, Remind, Zoom, and email, along with social media, to ensure ongoing two-way engagement. In the same 2026 survey, 68.6% of parents said they receive helpful information about supporting their children with homework.|Based on educational partner feedback and local data, Woodlake Unified has identified strengthening family engagement and school connectedness as an ongoing area of focus. During the 2025–26 school year, the district expanded opportunities for parents to engage with schools, provide feedback, and participate as active partners in their children's education. These efforts included family engagement events, parent education opportunities, stakeholder input sessions, and targeted outreach to multilingual families.  As the district moves into the 2026–27 school year, these efforts will continue and be further strengthened. Each school site will continue to host a minimum of four family engagement events designed to build relationships, increase communication, and strengthen connections between home and school. Additionally, each site will continue to provide at least two engagement opportunities specifically designed to support multilingual families and increase participation among families of English Learners. Through these ongoing efforts, the district seeks to create a welcoming environment where families feel valued, heard, and empowered as partners in supporting student success.|The District will continue to expand parent education and engagement opportunities through partnerships with community organizations and by leveraging the expertise of district staff, including social workers, site administrators, counselors, and the Prevention Education Specialist. A key focus area will be increasing engagement among underrepresented families, particularly families of English Learners and students with disabilities, by providing targeted outreach, accessible meeting opportunities, and relevant parent education topics based on family feedback and identified needs.  Each school site will continue to host at least two parent education or engagement events specifically designed to support multilingual families and increase participation among families of English Learners. In addition, schools will actively recruit and encourage participation from underrepresented families in school and district leadership opportunities, including School Site Councils, the District Advisory Committee (DAC), and the District English Learner Advisory Committee (DELAC). Principals will work to ensure that parent advisory groups reflect the diversity of the students they serve and that families of students with disabilities and English Learners have meaningful opportunities to provide input, share perspectives, and participate in decision-making processes. Through these efforts, the district aims to strengthen relationships, increase representation, and ensure all families feel welcomed, valued, and empowered as partners in student success|Historically, Woodlake Unified used the California Healthy Kids Survey (CHKS) to gather parent feedback on school climate. Due to the complexities of administering CHKS to parents, the district developed its own targeted parent survey. In 2026, results showed that 78.6% of parents agreed or strongly agreed that their child’s school encourages them to be active partners in their child’s education, 68.6% felt schools provide information on how to help with homework, and 90% felt welcomed at their child’s school. Input from parents is consistently sought at both site and district levels through elected roles on School Site Councils (SSC) and English Learner Advisory Committees (ELAC). The District provides leadership training to members of these committees, empowering parents to contribute to school planning and budget decisions. Representatives from SSCs and ELACs also serve on district-level parent committees. The LCAP development process includes outreach to students, families, and the broader community through bilingual meetings and surveys.|Woodlake Unified will continue to prioritize expanding opportunities for parents to participate in district and school decision-making processes. Building on efforts initiated in 2024–25, the district continued the practice of administering parent surveys during Open House events in 2025–26, providing families with a convenient and accessible opportunity to share feedback. This approach has helped increase parent participation and elevate family voice by engaging parents where they are already actively connected to their child's school.  Feedback gathered through these surveys, along with input from advisory committees, stakeholder meetings, and engagement events, played an important role in informing district priorities and the development of the Local Control and Accountability Plan (LCAP). By intentionally creating multiple avenues for parents to provide input, the district continues to strengthen partnerships with families and ensure that parent perspectives help guide decisions related to programs, services, and student outcomes.|In 2026–27, Woodlake Unified will continue to strengthen efforts to increase parent participation in decision-making, with a particular focus on engaging underrepresented families. Schools may continue to offer parent education programs, such as PIQE and other community-based opportunities, to help families build the knowledge and confidence to support their children's educational journey. In addition, the district will launch a Parent Ambassador Program designed to strengthen communication, increase outreach, and create stronger connections between schools and families by empowering parent leaders to serve as liaisons and advocates within their school communities.  Each school site will continue to host a minimum of two targeted engagement events specifically designed to support multilingual families and increase participation among families of English Learners. These targeted efforts are in addition to the four required family engagement events each school must hold annually. Through these opportunities, the district aims to ensure that all families—including those who have historically been underrepresented—have meaningful opportunities to share their perspectives, build relationships with school staff, and contribute to decisions that impact student success.|4|4|4|5|4|4|4|4|4|5|4|4|Met||2026-06-17|2026
54768360000000|Exeter Unified|3|Exeter Unified School District (EUSD) is deeply committed to building strong, respectful relationships between school staff, families, and the broader community. The district strives to create welcoming school environments where parents, guardians, and community members feel invited, included, and valued.  To keep families informed and connected, EUSD maintains active district and school websites and social media accounts that regularly share information about services, events, and student achievements. The district also funds ParentSquare, a communication platform that fosters open, two-way engagement between school staff, students, and families.  Throughout the year, EUSD hosts events designed to promote connection and celebration, including Back-to-School Nights, Open Houses, award ceremonies, music and drama performances, and athletic competitions. Monthly Board meetings highlight the essential partnership between families and schools by recognizing and celebrating student achievement in collaboration with parents and guardians.   In addition to these events, EUSD offers families access to a Community Center that provides parents, guardians, and students with essential resources, including food, clothing, laundry facilities, and other basic necessities. The Community Center is staffed year-round by a Bilingual Community Liaison who serves as a central point of contact for families, providing outreach, guidance, and districtwide information in families' preferred languages. The Community Center functions as a hub for family engagement, collaboration, and communication, helping to strengthen connections between home and school.  At the site level, schools distribute regular bulletins and newsletters to keep families informed and engaged. At Exeter Union High School, students produce Exeter Student News (ESN), a weekly video broadcast that showcases student accomplishments and encourages connection between the school and the broader community.  Feedback from the Spring 2026 California School Parent Survey affirms the district’s strength in building relationships with families: - 85% agree or strongly agree they feel welcome to participate in their child's school (+3% from the previous year; +6% from the 2022 baseline). - 92% agree or strongly agree that school staff treat parents with respect (+3% from the previous year; +16% from the 2022 baseline). - 84% agree or strongly agree that school staff take parent concerns seriously (+2% from the previous year; +14% from the 2022 baseline).  Overall, these responses reflect the district’s ongoing efforts to foster a culture of respect, inclusion, and partnership that supports student success.|Based on input from educational partners and an analysis of local data, Exeter Unified School District (EUSD) has identified the following areas of focus to strengthen relationships between school staff and families:  Welcoming School Environments - EUSD will continue to support school sites in fostering inclusive and welcoming environments where all parents and guardians—regardless of language, culture, or socioeconomic background—feel invited, valued, and encouraged to engage in their child’s educational journey. Centralized support will continue through the Bilingual Community Liaison based at the EUSD Community Center, along with site-level funding to strengthen family engagement, improve communication, and promote positive school climates. - In response to recent feedback from teachers and staff, EUSD will support district employees in better understanding students’ families, cultures, languages, and goals for their children.  Fostering a Sense of Belonging - The district will prioritize efforts to ensure that every parent and guardian feels valued and respected by school staff. This includes affirming the voices and experiences of families from diverse cultural, linguistic, and economic backgrounds. School libraries will continue to curate collections that reflect the identities, cultures, and lived experiences of the students and families they serve.  Enhancing Communication - EUSD will support school sites in maintaining clear, consistent, and culturally responsive communication with families. This includes proactively addressing language barriers and other access challenges to ensure that all families stay informed and engaged. Centralized tools, such as a user-friendly district website and a robust parent communication platform, will continue to be funded to support this goal. - The district will improve communication to EUSD teachers and staff regarding district services offered through the EUSD Community Center.|To deepen engagement with underrepresented families and strengthen relationships between school staff and families, Exeter Unified School District (EUSD) has identified the following actions aligned with the Building Relationships Between School Staff and Families self-reflection priority:  Expanding Flexible and Inclusive Access - Virtual Participation: EUSD will continue offering virtual parent-teacher conferences and advisory committee meetings to increase flexibility for families facing participation barriers. - Digital Academic Access: Families of students in grades K-12 will retain access to the Aeries Gradebook, ensuring consistent communication about academic progress. - Non-Digital Communication: To support families with limited access to technology, the district will continue distributing key information through printed flyers, phone calls, and in-person outreach.  Strengthening Language Access and Cultural Responsiveness - On-Campus Bilingual Support: Each school site will maintain at least one Office Specialist fluent in Spanish, the most common heritage language among EUSD families, to ensure that families can access support in their preferred language. In addition, Bilingual Aides will continue serving at all comprehensive school sites to support communication and engagement for families who speak a language other than English.  - Districtwide Outreach: A District Bilingual Community Liaison will continue to serve as a centralized point of contact for multilingual families, providing support with communication and access to basic needs such as food, clothing, and other necessities. Starting in 2026-27, services are scheduled to expand to include parent and guardian education opportunities. - Language Accessibility: All district and site-level communications will be professionally translated into Spanish, with interpretation provided during meetings and events. To ensure consistent, high-quality service across all settings, bilingual aides and district interpreters will participate in ongoing training to strengthen language proficiency, cultural responsiveness, and interpretation best practices. - District Community Center: The EUSD Community Center will continue offering essential resources such as food, clothing, laundry facilities, and other basic necessities to support families in need. The Bilingual Community Liaison will be available year-round to connect families to community-based services and support systems. - Targeted Family Engagement Programs: EUSD will continue to offer culturally responsive programs, such as PIQE (Parent Institute for Quality Education), designed to empower Spanish- and English-speaking families with the tools and knowledge to support student success.|Exeter Unified School District (EUSD) remains committed to fostering strong partnerships with parents and guardians to support and enhance student success. The district demonstrates several strengths in this area:  Parent/Guardian Communication - EUSD provides all K-12 families with access to the Aeries Parent Portal, a virtual gradebook offering real-time updates on student academics and attendance, encouraging families to take an active role in their child’s education. For high school families, the portal also includes access to each student’s Academic Plan, allowing parents to monitor progress toward graduation and college readiness. - EUSD hosts annual Listen Up! forums, creating opportunities for meaningful dialogue among parents, students, staff, and community members. These collaborative discussions promote shared understanding, elevate diverse voices, and support the co-creation of strategies that impact the school community. - At the elementary and middle school levels, parent-teacher conferences are held twice a year. In the fall, elementary families receive grade-level learning expectation flyers, providing a clear outline of academic goals.  Parent/Guardian Capacity Building - Schools offer a variety of engagement opportunities to empower parents with knowledge and tools to support learning at home. These include Parent Literacy and Numeracy Nights, Parent University, and PIQE (Parent Institute for Quality Education). At the secondary level, Parent Information Nights cover topics such as college applications, FAFSA, and post-secondary pathways. College and Career Fairs further encourage joint participation from students and their families.  Student Celebrations - All school sites recognize student progress and achievement through events such as attendance assemblies, scholarship nights, sports awards, and academic recognition ceremonies, providing regular opportunities for families to engage in and celebrate student success.  - The EUSD School Board recognizes outstanding students for academic achievement, growth, and character through monthly board recognition awards.  Results from the California Schools Parent Survey (Spring 2026) highlight the success of EUSD’s family engagement efforts: - 85% agree or strongly agree that teachers clearly communicate learning expectations (+2% from previous year; +15% from the 2022 the baseline). - 85% agree or strongly agree that teachers provide strategies for supporting homework at home (+2% from previous year; +10% from 2022 the baseline). - 88% agree or strongly agree that schools keep families informed about student progress between report cards (+3% from previous year; +3% from 2022 the baseline).  These results affirm the district’s commitment to engaging families as essential partners in each student’s academic journey.|Following a review of input from educational partners and an analysis of local data, Exeter Unified School District (EUSD) has identified key focus areas to enhance family and community partnerships in support of improved student outcomes:  Partnering with Parents in Academic Counseling - EUSD will continue to implement the Aeries Academic Plan digital platform for students in grades 9-12. This tool enhances communication between families and schools by allowing for real-time tracking of graduation and college requirements.  - EUSD will continue to expand opportunities for students to explore and participate in college and career experiences. College and Career Fairs will be held throughout the year, inviting parents and guardians to participate alongside their students in planning for post-secondary education and career success. In addition, all students in grades 6-8 at Wilson Middle School will participate in a field trip to visit a local community college, a California State University, or a University of California campus. - EUSD will increase efforts to build the capacity of families to support students in planning for college or vocational pathways, including providing clearer guidance, resources, and engagement opportunities that help families actively participate in post-secondary planning.  Promoting School Attendance - The District will maintain its comprehensive attendance campaign aimed at educating families on the importance of consistent school attendance. School staff will engage directly with families to identify barriers to attendance and provide targeted support to improve student participation.  Expanding Parent Education and Building Staff Capacity - EUSD will continue to partner with the Parent Institute for Quality Education (PIQE) to provide workshops and courses that equip parents and guardians with the knowledge and tools needed to support their child’s academic journey. Starting in 2026-27, the EUSD Community Center will offer regular parent education events, with classes available in both English and Spanish. - Based on recent feedback from staff and teachers, EUSD will provide professional learning and support to teachers and principals to strengthen schools’ capacity to partner with families. EUSD will also continue to equip teachers with information and resources to help parents support student learning and development at home.  Enhancing Parent and Community Outreach - The EUSD Community Center will continue to provide families with year-round access to essential resources, including food, clothing, laundry facilities, and other basic needs. Hosted by the District Bilingual Community Liaison, the center will serve as a hub for support, connection, and family engagement. The Bilingual Community Liaison will continue to serve as a central point of contact for families, providing information about district and school events, programs, and services in languages that reflect the community’s needs.|In support of building meaningful partnerships for student outcomes, Exeter Unified School District (EUSD) is committed to improving the engagement of underrepresented families in the self-reflection process and beyond. The district will implement the following strategies:  Expand Access to Communication and Participation - Offer virtual parent/guardian-teacher conferences and parent advisory meetings to increase accessibility. - Maintain virtual access to the Aeries Gradebook for all K-12 families, ensuring ongoing awareness of academic progress. - Provide printed or non-digital communication to families who may have limited access to or familiarity with online platforms.  Support Multilingual and Culturally Responsive Outreach - Continue funding the Bilingual Community Liaison position at the district office and Bilingual Aide positions at all comprehensive school sites to support outreach and family engagement. Maintain these positions as full-time to ensure interpretation services are readily available beyond the instructional school day. - Ensure all district and school communications are accurately translated into families’ heritage languages and provide interpretation at parent meetings, forums, and events. - Provide bilingual aides and district interpreters with ongoing training and professional development focused on strengthening language proficiency, cultural responsiveness, and interpretation best practices to ensure consistent, high-quality service across all settings.  Strengthen Targeted Family Engagement - Conduct intentional outreach to families of students with disabilities by hosting quarterly Special Education meetings to share resources and gather input. - Offer engagement opportunities tailored to Spanish-speaking families through programs such as PIQE. - Provide access to the EUSD Community Center, where families can receive support in their preferred language and access information, services, and resources that help them navigate the PK-12 educational journey and beyond. - Expand the EUSD Community Center services to include regular parent learning sessions to build parent/guardian capacity in supporting students' learning and development at home. Classes will be offered in both English and Spanish.|Exeter Unified School District (EUSD) celebrates continued progress in fostering meaningful collaboration with educational partners in decision-making processes. On an annual and ongoing basis, the District hosts a series of Listen Up! forums to deepen engagement with students, parents, and community members. These roundtable discussions bring together participants, administrators, and board members to analyze data, assess programs and systems, and co-develop recommendations for continuous improvement.   In addition to the Listen Up! forums, EUSD hosts a variety of advisory committees and community forums that further support inclusive decision-making, including: - Parent Advisory Committee (PAC)  - School Site Council (SSC) and Parent Teacher Organization (PTO) - Special Education Advisory Committee - District English Learner Advisory Committee (DELAC) and English Learner Advisory Committee (ELAC) - EUSD District Board Meetings  These forums and committees serve as vital platforms for parent and guardian collaboration, empowering families to have a voice in shaping district priorities and actions.  Data from the California Schools Parent Survey (Spring 2026) reflect positive growth in this area: - 73% agree or strongly agree that their child’s school actively seeks parent input before making important decisions (+5% from the previous year; +13% from the 2022 baseline). - 75% agree or strongly agree that their child’s school offers quality programs tailored to their child’s talents, gifts, and special needs (+1% from the previous year; +4% from the 2022 baseline). - 71% agree or strongly agree that their child’s school provides clear information about placement decisions, such as groupings or course assignments (+1% from the previous year; +11% from the 2022 baseline).  EUSD remains committed to ensuring that all educational partners have meaningful opportunities to inform, guide, and support district decision-making.|Based on the analysis of educational partner input and local data, EUSD has identified the following areas of focus to strengthen opportunities for meaningful input in district decision-making:  Open Forums for Inclusive Dialogue - EUSD will continue to host its annual Listen Up! forum series, designed to engage students, parents or guardians, staff, and community members in open, roundtable discussions. These forums provide a platform for reviewing district data, evaluating systems, and collaboratively identifying areas for improvement. - EUSD will continue to collect student feedback through annual needs assessment focus groups, organizing students by key identifiers to support root cause analysis of trends identified in the data.  Improving Communication Practices - EUSD acknowledges that transparent, accessible, and consistent communication is essential to meaningful engagement. The district and school sites will continue to refine their communication practices to ensure that all families, regardless of language or access barriers, receive timely and understandable information, thereby increasing their comfort and willingness to provide input.  Building Parent/Guardian Capacity - The district will continue to invest in parent education opportunities that enhance families' understanding of the school system and their child’s educational experience. When parents and guardians feel knowledgeable and confident, they are more likely to participate actively in school and district decision-making processes.|To strengthen Seeking Input for Decision-Making, Exeter Unified School District (EUSD) is committed to expanding access and removing barriers that may prevent underrepresented families from participating meaningfully in the decision-making process. The district will take the following actions:  Increase Accessibility and Flexibility of Engagement Opportunities - Offer virtual options for parent advisory committee meetings to accommodate varying schedules, transportation challenges, and other potential barriers.  Support Culturally and Linguistically Inclusive Communication - Ensure that each school site has at least one Spanish-speaking Office Specialist to assist families in their heritage language, the most commonly spoken language in the district, helping them navigate school communications and processes. - Continue funding the Bilingual Community Liaison position at the district office and Bilingual Aide positions at all comprehensive school sites to support outreach and family engagement. Maintain these positions as full-time to ensure interpretation services are readily available beyond the instructional school day. - Ensure that all district and site-level communications are accurately translated into students’ heritage languages, with interpretation services provided at meetings, forums, and events. - Provide bilingual aides and district interpreters with ongoing training and professional development focused on strengthening language proficiency, cultural responsiveness, and interpretation best practices to ensure consistent, high-quality service across all settings.  Establish a Centralized Family Communication Hub - Maintain a District Bilingual Liaison who serves as a central point of contact for families by providing districtwide information and connecting families with PK–12 resources, services, and engagement opportunities across all grade levels.|4|4|3|4|3|3|5|3|4|4|4|4|Met||2026-06-11|2026
55105530000000|Tuolumne County Superintendent of Schools|3|Results from a survey distributed in April, 2026 show that 76.6% of educational partners (including parents, students and staff), agree or strongly agree that TCSOS administrators, teachers and classified staff build trusting and respectful relationships with families. 79.5% agree or strongly agree that TCSOS creates welcoming environments for all families in the community.|Based on the analysis of survey results from April, 2026, and the analysis of educational partner feedback on Goal 4 in the LCAP, a focus area for improvement during the 2025-26 school year will continue to be increasing communication between school and families, especially as it relates to student progress. Input from some educational partners indicated a desire to have more consistent communication between the school and parents.|In the TLC/Gold Ridge Educational Center Programs, individual meetings with families are arranged in order to tailor how information is provided to each family and to determine what additional follow-up is needed. At the beginning of the year, each family is provided an individual consultation in order to develop learning and transition plans for the students. At the start of the 2025-26 school year, all parents of TLC and GREC students were invited to serve on the School Site Council, which also meets monthly, and/or the Community Advisory Committee to SELPA. In May, 2026, all parents of TLC and GREC students were invited to participate in the Parent Advisory Committee to provide feedback on the 2026-27 LCAP. Parents were provided opportunities to provide feedback on the LCAP Feedback Survey distributed in April, 2026 and the California Healthy Kids Survey (Parent version) in March, 2026. On the CHKS, 100% of parents agree or strongly agree that the school promptly responds to phone calls or emails; 83% agree or strongly agree that the school encourages the parent to be an active partner in education their child. Feedback from parents indicates that they would like more opportunities to participate in parent advisory committees and in decision making. In the 2025-26 school year, the invitation to participate on the Parent Advisory Council, School Site Council, and Community Advisory Committee will be sent out to parents multiple times throughout the year in a variety of formats. Because of the number of students who transition into TCSOS programs throughout the year, this will ensure that all parents have an opportunity to participate.|Results from a survey distributed in April, 2026 show that 70.2% of educational partners (parents, students and staff) agree or strongly agree that TCSOS encourages teachers to meet with families to discuss student progress and how to improve student outcomes. This is a slight decrease from the previous year.|"Goal 4 in the 2025/26 LCAP will continue on the 2026/27 LCAP: ""Provide increased opportunities for parental involvement and regular communication between parents, staff, districts of residence and partner agencies, including probation, behavioral health, foster/homeless liaisons, social services, and the community college in order to support improved educational outcomes for all students."""|Input on the TCSOS LCAP Feedback Survey distributed in April, 2026 was submitted by approximately 10% of parents/guardians of TCSOS students. Although parents provide frequent informal feedback, additional opportunities will be sought to have survey feedback provided by more families.|Results from a survey distributed in April, 2026 show that 64% of educational partners (parents, students and staff) feel that TCSOS provides opportunities for families to provide input in policies and programs, and participate in advisory groups. This is a slight increase from the previous year, but it is still an area that needs more focus.|In April, 2026 a survey was sent to parents of all TCSOS students. The majority of respondents agreed or strongly agreed that they receive regular communication from TCSOS, but results also indicate that some parents feel they are not able to be involved in decision making. Parents have been invited to attend Parent Advisory Council and Site Council meetings, but more consistent attendance is a goal. There continues to be an LCAP Goal on improving parent communication and participation. The CHKS was administered in February, 2026, and six parents completed the survey.|Feedback from parents indicates that they would like more opportunities to participate in parent advisory committees and in decision making. In the 2025-26 school year, the invitation to participate on the Parent Advisory Council, School Site Council, and Community Advisory Committee was sent out to parents with enrollment information. Because of the number of students who transition into TCSOS programs throughout the year, this will ensure that all parents have an opportunity to participate.|4|4|3|4|3|3|4|3|3|3|4|3|Met||2026-06-23|2026
55723060000000|Belleview Elementary|3|The administrator, teachers, and classified staff have been successful at building trusting and respectful relationships with families. The school fosters a welcoming environment for all families in the community and supports the staff in learning about family strengths and goals for their children. This is evident through the high approval ratings provided on LCAP educational partner surveys that are administered and analyzed on an annual basis. Additional opportunities for building relationships between staff and families occur through multiple annual events including the Harvest Carnival, Jog-a-thon, Thanksgiving Feast, Musical Productions, classroom volunteering, field trip chaperoning, and various modes of regular communication through Parent-Teacher conferences, weekly updates, social media, and our school website.|Teachers meet with parents regularly during conferences, Back-to-School Night, Open House, and various school events. Student Study Team meetings and IEP meetings are scheduled with teachers, parents, administration and school specialists to discuss ways to assist students at being successful at school. Teachers are encouraged to communicate with parents through a classroom communication app for weekly announcements and reminders.|There is an active Parent Club that has meetings monthly open to all parents. They are responsible for coordinating school wide events and fundraising. The School Site Council provides an opportunity for families to get involved in school governance, assist in planning the development of the LCAP, recommending the LCAP to the Board for approval, and advising on the School Safety Plan. Communication occurs regularly through an automated phone/email system that provides families with information as needed, and teachers communicate with parents weekly about announcements and assignments using a mobile app. Belleview's population consists of approximately 48% low-socio-economically disadvantaged. There are fewer than five foster and homeless youth. There are fewer than five English learners, and parents are provided with translation through digital tools and on-site staff members. We reach out to underrepresented groups, such as the foster youth/homeless and special needs population. We employ a Foster Youth Liaison who is responsible for identifying and providing support to the foster and homeless families. Our resource teacher, school psychologist and administration work together to plan regular meetings with the parents to support our at-risk youth. We are partnered with the AWARE Mental Health grant through the Tuolumne County Superintendent of Schools Office to receive counseling services from Mental Health clinicians.|Belleview schedules Student Study Team meetings to support student learning. Administration, teachers and the parents meet to discuss the child's strengths and any areas of concern or questions. An action plan is developed to assure that the child meets his/her potential and has success in school. Parents are provided with a copy of their parental rights. In addition to these formalized meetings, each teacher meets individually with the parents of their students at Parent/Teacher conferences that are scheduled twice yearly. Our District partners with Tuolumne County, Behavioral Health, AWARE Mental Health, ATCAA and TUCCI services to assist staff, students and their families.|Belleview will continue to focus on building partnerships through two focus areas: 1. Consistent weekly communication with educational partners through the school website, weekly updates through the school communication system, mobile app communication between teachers and parents and updates on events through social media. 2. Maintain opportunities for a wide spectrum of parent involvement, including Parents' Club, classroom and campus activities, and sharing resources for ways to support students with healthy academic and work habits at home.|Belleview's population consists of approximately 48% low-socio-economically disadvantaged. There are fewer than five foster and homeless youth. There are fewer than five English learners, and parents are provided with translation through digital tools and on-site staff members. We reach out to underrepresented groups, such as the foster youth/homeless and special needs population. We employ a Foster Youth Liaison who is responsible for identifying and providing support to the foster and homeless families. Our resource teacher, school psychologist and administration work together to plan regular meetings with the parents to support our at-risk youth. We are partnered with the AWARE Mental Health grant through the Tuolumne County Superintendent of Schools Office to receive counseling services from Mental Health clinicians.|1. School Site Council and the Parent Club elects its officers annually and meets monthly. They collaborate, evaluate family engagement activities and both the school and district level. 2. There is an election process for School Site Council every year, in accordance with the by-laws and Board policy. Parents are trained and actively engaged in school governance and advisory. They assist administration and staff with the development of the annual LCAP and School Safety Plan. 3. The School Board is very stable with the Board President having served for the past nine years and the other members were all re-elected to their positions within the last three years. The Board tours the campus and classrooms regularly, meets with parents and community members to stay closely attuned to the needs of the school community.|Belleview will continue to focus on seeking input from educational partners through open and active participation in School Site Council, Parents' Club, Board Meetings, and annual LCAP surveys from students, staff and families.|Belleview will improve engagement of underrepresented families by providing a variety of modes for communication between home and school including weekly communication broadcast via phone and email. Surveys for annual input will be distributed digitally and with a hard copy sent home. Additionally, our Foster-Youth Liaison and SARB representative will continue to monitor attendance and supports necessary for families as needed.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-18|2026
55723480000000|Columbia Union|3|Columbia Union School District has made significant strides in strengthening relationships between school staff and families, as reflected in both survey data and stakeholder feedback.  Nearly all parents and guardians report feeling comfortable approaching school staff and administration, and express overall satisfaction with the school, with many indicating they would recommend Columbia to other families in the county.  This reflects a culture of accessibility, trust, and responsiveness among school personnel.  Communication has emerged as a clear strength. Nearly all respondents are satisfied with the frequency and quality of communication from the school, including updates from teachers about student progress and broader school-wide announcements.  The district’s weekly communications, overhauled website, and ongoing efforts to maintain transparency have played a vital role in keeping families informed and engaged.  Columbia has also demonstrated strong two-way communication practices, with staff reporting that they feel comfortable approaching families, and a majority of families affirming the same.  Regular input is gathered through surveys, school site councils, and parent forums, ensuring that families have an active role in shaping programs and priorities.  The collaborative and welcoming tone that defines these interactions has supported high levels of family trust and partnership.  The district’s commitment to maintaining a positive, inclusive climate, evident through its use of restorative practices, student leadership, and inclusive programming, has helped reinforce these strong school-home connections. Together, these efforts have laid the foundation for sustained and meaningful engagement between families and school staff.|While Columbia Union School District has built a strong foundation of trust and communication with families, educational partner input and local survey data have highlighted key areas for continued growth.  One area of focus is expanding engagement opportunities for families beyond communication, such as offering more structured involvement in school programs, events, and decision-making processes.  While families report satisfaction with communication, there is room to deepen their sense of meaningful participation and partnership in student learning and school initiatives.  Additionally, some staff have noted challenges in navigating difficult conversations with families, particularly around behavioral or academic concerns.  This points to a need for additional training in culturally responsive communication and conflict resolution, to ensure all interactions, especially in high-stress or emotionally charged contexts, are handled with empathy and effectiveness.  Another area for improvement is ensuring that all families, especially those from historically underserved groups, are consistently reached and represented in surveys, focus groups, and planning discussions.  The district is actively exploring strategies to reduce barriers to participation, including offering interpretation services, flexible meeting formats, and targeted outreach to improve inclusivity in engagement efforts.  By addressing these areas, Columbia Union School District aims to move beyond strong communication toward a more robust culture of shared responsibility, mutual respect, and active collaboration between school staff and families.|Columbia Union School District recognizes the importance of ensuring that all families, particularly those from underrepresented or historically marginalized groups, are fully included in building meaningful relationships with school staff. Based on analysis from surveys and stakeholder engagement, the district has identified a need to increase outreach and responsiveness to families of English Learners, socioeconomically disadvantaged students, and families of students with disabilities.  To address this, the district will implement targeted outreach strategies including expanded use of language interpretation and translation services for meetings, school communications, and event materials to ensure language is not a barrier to participation.  Columbia will also provide flexible meeting options, including virtual and after-hours forums, to accommodate work schedules and transportation limitations.  Site leaders and staff will receive additional training in culturally responsive communication and relationship-building, with a focus on engaging families who may feel disconnected from traditional school structures.  In addition, the district will build more inclusive input opportunities, such as family focus groups, “listening sessions,” and partnership with community-based organizations to serve as bridges between families and schools.  These efforts aim to increase visibility, voice, and trust among families who may have previously felt underrepresented or underserved in school engagement efforts.  By implementing these strategies, Columbia Union School District seeks to ensure that every family is welcomed, heard, and empowered to be a full partner in their child’s education.|Columbia Union School District has made measurable progress in building strong and supportive partnerships with families and the broader community to improve student outcomes. A key strength identified through stakeholder feedback is the district’s commitment to frequent, transparent communication and collaborative goal-setting with families. Parents and guardians report high satisfaction with the quality of instruction, communication regarding student progress, and the accessibility of school staff, laying the foundation for effective home-school partnerships.  The district has successfully established two-way communication systems, including regular teacher outreach, digital platforms, and family conferences, that allow families to stay informed and engaged in their child’s academic journey. Additionally, programs such as after-school tutoring, enrichment opportunities, and structured interventions provide families with tangible avenues to support student learning beyond the classroom.   Columbia has also deepened its community partnerships, including collaborations with local organizations to support social-emotional well-being, college and career awareness, and behavioral health. These partnerships enhance wraparound support services and reinforce a shared commitment to student success.  The development of the College and Career Pathways course catalog, expansion of fine arts and elective opportunities, and continued use of student data to guide individualized support plans demonstrate a clear alignment between educational goals and family engagement strategies.  Collectively, these efforts have fostered a culture where families and community members are not just informed stakeholders, but active partners in shaping and supporting student achievement.|While Columbia Union School District has developed strong foundational relationships with families, analysis of stakeholder input and survey data indicates key areas where partnerships can be strengthened to better support student outcomes.  One primary area of improvement is increasing family participation in academic decision-making and intervention planning.  While communication is frequent and well-received, there is an opportunity to more meaningfully involve families in shaping supports such as Individualized Learning Plans, intervention strategies, and goal-setting tied to student growth.  Another focus area is the availability and accessibility of academic supports and enrichment opportunities, particularly for families from underserved backgrounds.  Survey results show only half of parents and guardians are satisfied with the number of clubs, activities, and sports available, and many families expressed interest in better understanding how to help their children succeed academically at home.  To address this, the district is exploring the creation of family workshops, translated resources, and more home-to-school academic tools that clearly outline expectations and strategies for partnership in student learning.  Additionally, staff and family feedback point to a need for stronger collaboration across transitions, such as from primary to middle grades or into high school preparation.  Ensuring families feel guided and included throughout these transitions is critical to sustaining academic momentum and trust.  By focusing on more interactive, accessible, and empowering engagement strategies, Columbia aims to elevate the role of families as co-educators and collaborators in student success.|Through its self-reflection process and stakeholder engagement activities, Columbia Union School District identified a need to improve engagement with underrepresented families, particularly those of English Learners, socioeconomically disadvantaged students, and students with disabilities.  To address these gaps, the district will implement targeted strategies to build trust, increase accessibility, and elevate the voice of these families in shaping student outcomes.  Key actions include expanding language access services, such as interpretation at all school events, translated materials, and multilingual family liaisons to serve as bridges between home and school. The district will also offer flexible engagement formats, including evening and virtual sessions, to accommodate family schedules and reduce participation barriers.  In addition, Columbia plans to pilot family academic workshops that provide actionable strategies for supporting learning at home, understanding assessment data, and navigating intervention supports.  To ensure these families are meaningfully involved in decision-making, the district will strengthen representation of underrepresented groups in School Site Council, ELAC (English Learner Advisory Committee), and family focus groups, and will actively recruit parents to participate in goal-setting and feedback opportunities tied to student progress.  The district will also increase staff training in culturally responsive communication and family engagement, equipping educators to create inclusive and affirming partnerships with all families.  Through these efforts, Columbia Union School District aims to create a more equitable and collaborative environment in which all families, regardless of background, are empowered to actively support and contribute to student success.|Columbia Union School District has demonstrated strong and growing capacity in seeking meaningful input from educational partners to inform district decisions.  One of the district’s key strengths is its transparent and multi-modal communication system, which includes weekly updates to families, regular surveys, and access to timely information via an overhauled district website.  Nearly all parents and guardians report feeling comfortable approaching school staff and administration, and this openness has created a foundation of trust that supports authentic feedback and collaboration.  The district actively gathers input through a variety of forums, including School Site Council meetings, parent advisory groups, focus groups, and open forums.  This includes targeted outreach to gather feedback from specific groups, such as families of English Learners and students with disabilities, ensuring that input is reflective of the broader school community.  Staff are also regularly engaged through professional learning communities (PLCs), goal-setting conversations, and districtwide surveys, contributing to shared ownership of priorities and improvement efforts.  Feedback from educational partners has directly influenced key initiatives, such as refining LCAP goals, expanding academic interventions, increasing mental health supports, and developing student enrichment opportunities like the College and Career Pathways catalog and expanded Fine Arts programming. These examples illustrate how stakeholder voices are not only heard, but meaningfully integrated into district planning and implementation.  Collectively, these practices reflect Columbia’s commitment to a collaborative decision-making culture, where stakeholders are seen as valued contributors to the district’s continuous improvement process.|While Columbia Union School District has made notable progress in creating open channels for stakeholder input, educational partner feedback and local data indicate several areas where engagement in decision-making can be further strengthened.  A primary focus area is ensuring greater representation of underrepresented families, particularly those of English Learners, students with disabilities, and socioeconomically disadvantaged students.  While these groups are often invited to participate, their voices are not always consistently reflected in advisory committees or formal decision-making bodies, which can limit the inclusivity of planning processes.  Another area for improvement is expanding awareness and accessibility of input opportunities.  Some families reported not always being aware of when or how to participate in meetings or surveys, and others cited logistical challenges such as timing or language barriers.  This highlights the need for more proactive outreach, flexible meeting formats, and culturally and linguistically responsive communication strategies.  Additionally, the district identified a need to improve how it closes the feedback loop with stakeholders, ensuring that families and staff not only have the opportunity to provide input, but also clearly see how their input influences district decisions.   This includes more visible summaries of engagement outcomes and direct communication about how feedback is shaping policy, programs, and resource allocation.  By focusing on inclusive outreach, representation, and transparency, Columbia Union School District aims to deepen trust and strengthen the role of all educational partners in shaping a shared vision for student success.|Columbia Union School District recognizes that meaningful input from all families, especially those from underrepresented groups, is essential to equitable and effective decision-making.  Based on self-reflection and stakeholder data, the district has identified the need to better engage families of English Learners, students with disabilities, and socioeconomically disadvantaged students, who are historically less represented in formal input processes.  To improve engagement, the district will implement targeted outreach strategies, including personalized invitations, translated materials, and the provision of interpretation services at all advisory meetings and forums.  The district will also expand the use of flexible and accessible meeting formats, such as virtual participation options, evening sessions, and rotating in-person forums at community-accessible locations, to reduce barriers to involvement.  Additionally, Columbia will focus on building relationships and trust by partnering with community-based organizations and cultural liaisons to serve as connectors between families and the school system.  The district will also strengthen its feedback loop practices, ensuring families see how their input has informed LCAP planning, resource allocation, and programmatic decisions.  Finally, the district will continue to monitor engagement metrics by subgroup and make necessary adjustments to ensure families feel both invited and empowered to shape the educational experience of their children.  These strategies reflect Columbia’s commitment to inclusive, responsive, and equity-centered decision-making.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-15|2026
55723550000000|Curtis Creek Elementary|3|Communication and connectedness continue to be a priority at Curtis Creek Elementary District.  The district has in the process of updating its website and has increased use of social media and direct parent communication via Parent Square.  Our LCAP continues to prioritize family engagement.  We held 15 family friendly events in the 2025-2026 school year.  The Superintendent has a standing agenda item at the Parent club meetings.  Parents participated and helped create many fun events on our school campus as well as fundraising to provide supports for field trips.  The district is working with its labor partners to develop classified positions that will increase the connectiveness between school and home.|Our community has expressed the desire to be more involved in school..  Parents still desire to receive more timely communication and information regarding their students and activities at school.  Staff would like to receive training on our various ways to communicate such as Aeries and Parent Square.    The district is working with its labor partners to develop classified positions that will increase the connectiveness between school and home.  The District added a stipend for teachers who specifically work on programs that enhance school connectedness.|"The district has a stipended position of ""School Connectedness Liaison"" to its stipend list and as a result we held parent information nights and family fun nights throughout the school year.  The parent information nights focused on providing information on relevant topics and brought in outside experts to answer parents questions.  Topics included appropriate screen time usage developing student study habits and organizational skills, how to assist a teen with self regulation, and the dangers of drugs and vaping."|Parent teacher conferences were available this school year and so was Open house and Back to School Night.  Professional Development was held frequently and School Site Council met monthly.  Additionally, parent information nights provided information on specific topics that were identified by our parents and high interest and high need.  The school implemented the Minga app which provides instant communication to the parents in case of student elopement from class or any praise or behavior concerns noted by the student's teacher.|CCSD will resume family activities, such as a Parent Information Night, Family Game Night, and Family Reading Night, which engages the families and school in a positive collaborative event. This type of activity has been very well received and attended in the past.  Improving opportunities for engagement by providing more opportunities for parents to be involved during the school day. We also need to find other times that meet the needs of the parents when staff is available.   Although Parent Information Night did not meet the expected attendance level, the attendance did improve over previous year's attendance.  In addition, the school posted videos of each presentation on its website for parents who could not attend the events.|"In a parent survey, one in five parents noted that it felt that the school ""was on the wrong track.""  The school will make identifying and correcting the issues that have led 20% of the parents completing the survey to respond in this manner."|School site council and the Curtis Creek Parent Association were both active in the 2025-2026 school year.  The Superintendent has a standing item on the Parent Association agenda for information presentation and question and answers.  Volunteers in classrooms continue to increase, and Curtis Creek is working to streamlining the process to become a parent volunteer.|One in five parents who completed an end of the year survey, noted that they believed the school was headed in the wrong direction.  For the 2026-2027 school year, the school will work to identify the causes of these concerns, analyze the issues, and implement a corrective action plan.|For 2025-2026, Curtis Creek individually invited selected parents to information nights.  The selection was based on the perceived benefit that specific parents would receive by attending the event.|3|3|3|3|3|3|3|3|3|3|3|3|Met||2026-06-24|2026
55723630000000|Jamestown Elementary|3|Jamestown School District continues to demonstrate strength in building positive relationships between school staff and families through a comprehensive system of support, communication, and engagement. A significant strength is the Jamestown Family Resource Center, which serves as a central hub connecting families to community resources, basic needs assistance, mental health supports, and educational services that help remove barriers to student success.  The District has expanded its family engagement efforts through regular communication, home visits, School Attendance Review Team (SART) meetings, Student Study Team (SST) processes, and Response to Intervention (RTI) protocols. These structures provide families with meaningful opportunities to collaborate with school staff in identifying student needs, developing intervention plans, and accessing available supports. The District's attendance improvement efforts, including home visits and individualized family outreach, have strengthened partnerships with families while contributing to improvements in student attendance.  Educational partner feedback continues to indicate that families value the caring relationships developed with school staff and appreciate the District's commitment to supporting the whole child. Ongoing implementation of trauma-informed practices, counseling services, social-emotional supports, and family-centered interventions has helped strengthen trust between families and schools while fostering a welcoming and supportive school climate.  The District has also increased opportunities for family participation through school events, parent meetings, educational partner input sessions, and Family Resource Center programs. As a result, Jamestown School District has continued to strengthen connections with families, increase access to services, and create a collaborative environment focused on student well-being, engagement, and academic success.|While Jamestown School District has established strong systems for family engagement and support, the District recognizes opportunities to further strengthen relationships between school staff and families. Educational partner feedback indicates a desire for increased opportunities for meaningful engagement that extend beyond academic, attendance, or behavioral concerns and focus on building positive connections throughout the school year.  The District will continue to focus on expanding family participation in school activities, educational partner meetings, and decision-making processes to ensure that all families feel welcomed, valued, and heard. Additional efforts will be made to strengthen communication strategies so that information is accessible, timely, and responsive to the diverse needs of families.  The District will also continue to build staff capacity through professional learning focused on trauma-informed practices, effective family engagement strategies, and culturally responsive communication. As student needs become increasingly complex, strengthening partnerships between families, school staff, and community agencies will remain a priority. Jamestown School District will continue to leverage the resources of the Family Resource Center, counseling services, attendance supports, and community partnerships to ensure families are connected to the services and supports needed for student success.|Jamestown School District is committed to improving engagement with families who have historically been underrepresented in school activities and decision-making processes, including families who are socioeconomically disadvantaged, English Learners, experiencing homelessness, or facing other barriers to participation. Educational partner feedback and local data indicate that continued efforts are needed to ensure all families feel welcomed, informed, and connected to their child's educational experience.  To improve engagement, the District will continue to utilize the Jamestown Family Resource Center as a primary outreach and support hub, helping connect families with resources, services, and opportunities for involvement. The District will expand efforts to provide flexible opportunities for participation through a variety of communication methods, meeting formats, and event times that better accommodate family schedules and circumstances. Staff will continue to conduct individualized outreach through phone calls, home visits, attendance meetings, Student Study Team meetings, and other family-centered support processes designed to build trust and strengthen relationships.  The District will also continue to seek input from underrepresented families through educational partner engagement activities, surveys, and direct conversations to better understand barriers to participation and identify needed supports. By leveraging community partnerships, counseling services, attendance interventions, and Family Resource Center resources, Jamestown School District will work to ensure that all families have meaningful opportunities to engage with schools and contribute to decisions that support student success. Through these efforts, the District aims to create an inclusive school community where every family feels valued, respected, and empowered as a partner in their child's education.|Jamestown School District's strength in building partnerships for student outcomes is reflected in the strong relationships among families, staff, and community partners that support student success academically, socially, and emotionally. Educational partner feedback continues to indicate that families value the welcoming and supportive school environment, the accessibility of staff, and the District's commitment to maintaining open lines of communication.  Teachers and staff regularly communicate with families regarding student progress, classroom activities, attendance, and behavioral supports through newsletters, electronic communication platforms, phone calls, conferences, and informal interactions. School administrators maintain a visible presence on campus and work collaboratively with families to address concerns, celebrate successes, and support student growth. Positive behavior recognition systems, including Panther and Dragon Pride recognitions, HERO points, positive referrals, and personal outreach to families, help strengthen home-school partnerships and reinforce positive student outcomes.  The District has continued to expand opportunities for family engagement through Family Fun Nights, educational partner meetings, parent conferences, and school events that encourage meaningful participation in students' educational experiences. The Jamestown Family Resource Center remains a critical component of these efforts by connecting families with resources and services that help remove barriers to learning and support student well-being. Attendance support meetings, home visits, Student Study Team processes, counseling services, and community partnerships further strengthen collaboration between families and schools to address student needs and improve outcomes.  The District has also increased access and engagement for diverse families through bilingual communication, translated materials, and personalized outreach efforts. These collective efforts have strengthened family-school partnerships and contributed to improved student attendance, increased family participation, enhanced social-emotional supports, and a stronger sense of connection between home and school.|While Jamestown School District has established strong partnerships with families and community organizations, educational partner feedback and local data indicate opportunities to further strengthen family engagement in ways that directly support student outcomes. A continued focus area will be expanding opportunities for families to participate in their children's education through a variety of engagement activities, educational workshops, and opportunities for collaboration that accommodate diverse schedules and family needs.  The District will continue to strengthen efforts to educate families about the connection between regular attendance, academic achievement, and social-emotional well-being. Through attendance outreach, family meetings, home visits, and Family Resource Center services, the District will work to ensure families have the information, resources, and support necessary to promote consistent school attendance and student success.  Another area of focus will be increasing awareness and utilization of available student and family supports. The District will continue to leverage the Jamestown Family Resource Center, counseling services, community partnerships, and school-based interventions to connect families with resources that address barriers to learning. Additional efforts will be made to gather family feedback regarding needs and services to ensure supports remain responsive and effective.  The District will also continue to improve communication practices by ensuring information is accessible, timely, and understandable for all families. Efforts to provide translated materials, bilingual support, and multiple methods of communication will help ensure that all families can fully participate as partners in their child's education. Through these ongoing improvements, Jamestown School District seeks to strengthen family-school partnerships that positively influence attendance, academic achievement, student engagement, and overall well-being.|Jamestown School District is committed to strengthening partnerships with families who have historically been underrepresented in school programs and decision-making processes, including families of English Learners, socioeconomically disadvantaged students, students experiencing homelessness, and families facing barriers to regular school participation. Educational partner feedback and local data indicate that continued outreach and individualized support are essential to ensuring all families have meaningful opportunities to engage as partners in their children's education.  To improve engagement, the District will continue to utilize the Jamestown Family Resource Center as a key connection point for families by providing resource navigation, family support services, attendance outreach, and referrals to community agencies. Staff will continue to conduct individualized outreach through phone calls, home visits, attendance meetings, Student Study Team meetings, and other family-centered support processes that help build trust and strengthen relationships with families who may not traditionally participate in school activities.  The District will also continue efforts to ensure that school communications are accessible and understandable for all families through translated materials, bilingual support, multiple communication platforms, and personalized outreach when needed. Educational partner feedback will continue to be gathered through surveys, meetings, and direct conversations to better understand family needs and identify barriers to participation.  In addition, the District will provide opportunities for families to learn about ways to support student success at home, including the importance of regular attendance, literacy development, academic progress, and social-emotional well-being. By leveraging community partnerships, counseling services, attendance interventions, and Family Resource Center resources, Jamestown School District will continue to strengthen equitable family engagement and ensure that all families are empowered to actively support positive student outcomes.|Jamestown School District has made significant progress in creating meaningful opportunities for educational partners to participate in decision-making processes. A key strength is the District's commitment to gathering input from families, staff, students, community members, and advisory groups through a variety of formal and informal engagement opportunities. Educational partner feedback is regularly collected through LCAP meetings, surveys, School Site Council meetings, parent meetings, Board meetings, and individual outreach efforts, ensuring that diverse perspectives are considered when making decisions that affect students and families.  The District has established multiple avenues for ongoing communication and feedback, including newsletters, electronic communication platforms, social media, family events, and direct outreach by school staff and administrators. The Jamestown Family Resource Center plays an important role in connecting with families and helping ensure that the voices of families facing barriers to participation are included in District planning efforts. Families are encouraged to provide input regarding school climate, student supports, academic programs, attendance initiatives, and resource allocation.  The District has also increased efforts to ensure equitable access to participation through translated materials, bilingual support, flexible meeting opportunities, and targeted outreach to underrepresented families. Educational partner feedback has directly informed District priorities and planning, including attendance improvement efforts, social-emotional supports, family engagement activities, counseling services, expanded learning opportunities, and LCAP goal development.  Through these ongoing efforts, Jamestown School District has continued to strengthen a culture of collaboration and shared decision-making where educational partners feel valued, informed, and empowered to contribute to decisions that support positive student outcomes.|While Jamestown School District has established multiple opportunities for educational partners to provide input, the District recognizes the need to increase awareness, participation, and representation in decision-making processes. Educational partner feedback indicates that some families are not fully aware of the various opportunities available to provide input through surveys, School Site Council meetings, LCAP engagement activities, Board meetings, and other advisory processes. Increasing communication and outreach regarding these opportunities will be an important focus area moving forward.  The District will continue to strengthen efforts to engage families earlier and more consistently in discussions related to District priorities, programs, and resource allocation. Additional emphasis will be placed on increasing participation from families who have traditionally been underrepresented in advisory groups and feedback opportunities, including families of English Learners, socioeconomically disadvantaged students, and students experiencing homelessness. Targeted outreach, personalized communication, and flexible opportunities for participation will help ensure that a broader range of perspectives is represented in decision-making processes.  Another area of focus will be strengthening partnerships with parent organizations, community partners, and family support programs to expand opportunities for gathering feedback and sharing information. The District will also continue to improve processes for communicating how educational partner input influences decisions, helping families better understand the connection between their feedback and District actions. By increasing participation, representation, and transparency, Jamestown School District aims to strengthen shared decision-making and ensure that educational partner voices meaningfully inform continuous improvement efforts.|Jamestown School District is committed to increasing the participation of underrepresented families in decision-making processes by implementing more personalized, accessible, and relationship-based approaches to gathering input. Educational partner feedback and local data indicate that some families may be less likely to participate in traditional engagement opportunities due to language barriers, work schedules, transportation challenges, housing instability, or other factors. To address these barriers, the District will continue to prioritize direct outreach through phone calls, home visits, attendance meetings, Family Resource Center contacts, and informal conversations during school events and activities.  The District will continue to utilize the Jamestown Family Resource Center as a key partner in identifying family needs, connecting families with resources, and creating opportunities for meaningful input. During annual registration and throughout the school year, families will be provided information regarding available services, educational partner engagement opportunities, and avenues for providing feedback on District programs and initiatives. Family needs assessments, surveys, and individualized outreach will help ensure that the perspectives of underrepresented families are included in planning and decision-making processes.  The District will also continue to expand bilingual communication, translated materials, and personalized outreach to families of English Learners and other underrepresented student groups. Additional efforts will focus on creating multiple opportunities for families to provide input through both formal and informal methods, ensuring that participation is not limited to advisory committees or scheduled meetings. By building trusting relationships, reducing barriers to participation, and actively seeking diverse perspectives, Jamestown School District will strengthen equitable engagement and ensure that all families have a meaningful voice in decisions that impact student success.|4|5|4|4|4|4|4|3|4|4|4|4|Met||2026-06-24|2026
55723710000000|Sonora Elementary|3|Analysis of educational partner feedback and local data highlights several key strengths and ongoing progress in building strong relationships between school staff and families. A primary strength is the district’s commitment to two-way communication and open dialogue. Families regularly participate in decision-making and feedback opportunities through organized advisory bodies, such as the School Site Council (SSC), the English Learner Advisory Committee (ELAC), and the active parent organization, Support Sonora School (SSS). These collaborative structures give families a meaningful voice in district planning and the annual review of school goals and resources.  Progress is also evident in the district’s intentional outreach and family engagement initiatives. The district hosts regular school-wide events, Family Nights, and student assemblies that bring staff, students, and parents together to celebrate student growth and shared community culture. Additionally, staff and site leadership are increasingly prioritizing proactive communication around student progress, attendance support, and behavioral expectations. By utilizing digital communication platforms, translated resources, and personalized outreach, the district continues to cultivate a welcoming campus climate where families feel respected, informed, and valued as essential partners in their children’s education.|Analysis of educational partner input and local data identifies two primary focus areas for improvement in building relationships between school staff and families: increasing consistency in two-way communication and strengthening proactive family partnerships around student attendance and behavior. Educational partners noted that while traditional family engagement events are well-attended, communication regarding individual student academic progress, attendance concerns, and school-wide expectations can vary across classrooms and grade levels. To address this, the district is focusing on establishing standardized communication protocols and leveraging user-friendly digital platforms to ensure every family receives timely, accessible, and translated updates regarding their child’s learning.  A secondary focus area centers on shifting family outreach from reactive intervention to collaborative, proactive support, particularly for chronically absent students and families navigating behavioral challenges. Partner feedback highlighted the need for more positive, strengths-based contact prior to formal disciplinary or attendance actions. In response, the district is prioritizing personalized attendance case management, expanded Multi-Tiered System of Support (MTSS) outreach, and targeted workshops that empower parents with practical strategies to support their children at home, ultimately building a more trusting and cohesive partnership between home and school.|To improve the engagement of underrepresented families identified during the self-reflection process, the district is transitioning from traditional outreach methods to direct, culturally responsive, and personalized partnerships. Educational partner feedback and local data revealed that families of students with disabilities, socioeconomically disadvantaged households, English learners, and students experiencing homelessness often face unique barriers to regular school participation and targeted support. To address this, the district is expanding individualized communication strategies, including direct personal check-ins from administrative and support staff, as well as providing fully translated communications and bilingual assistance during school events, meetings, and individual conferences.  Furthermore, the district is focusing on proactive, supportive outreach aimed at building trust and breaking down historical barriers to school involvement. Rather than connecting with underrepresented families primarily during times of disciplinary or attendance concerns, staff are implementing positive attendance case management and early-intervention check-ins. By leveraging specialized support personnel, collaborating closely with the Tuolumne County Superintendent of Schools (TCSOS) special education teams, and creating welcoming, non-intimidating forums for feedback, the district aims to ensure underrepresented families have a meaningful, sustained voice in their children's education and school decision-making processes.|Analysis of educational partner feedback and local data highlights several key strengths and ongoing progress in building partnerships to improve student academic and developmental outcomes. A major area of progress is the district’s collaborative work with external regional partners, including the Tuolumne County Superintendent of Schools (TCSOS) and the local Special Education Local Plan Area (SELPA). These active inter-agency partnerships provide targeted technical assistance, instructional coaching, and specialized resources that directly strengthen the district’s Multi-Tiered System of Support (MTSS) and enhance services for high-needs student populations, including Students with Disabilities.  Internally, progress is evident in the structured collaboration between site leadership, educators, and support staff through Student Data Review Teams (SDRTs). These cross-functional teams analyze local diagnostic and interim assessment data to design targeted interventions and monitor student growth. Additionally, educational partners emphasize the district's strong engagement with advisory bodies such as the School Site Council, English Learner Advisory Committee, and active parent organizations. By actively involving parents and community partners in progress monitoring and program design, the district fosters shared accountability and aligns community resources directly to core academic and socio-emotional student targets.|Based on the analysis of educational partner input and local data, the district’s primary focus area for improvement in building partnerships for student outcomes centers on refining and institutionalizing the Multi-Tiered System of Support (MTSS) framework. Educational partner feedback and performance metrics indicate that past administrative transitions and staff turnover have led to inconsistent application of Tier 2 and Tier 3 academic and behavioral interventions. To address this, the district is focusing on establishing standardized, documented procedures for Student Data Review Teams (SDRTs) across all grade levels to ensure student needs are systematically identified and supported through timely, targeted interventions.  A secondary focus area is strengthening collaborative partnerships to directly address acute learning gaps and chronic absenteeism among high-needs student groups. Local data highlights severe academic and attendance disparities for Students with Disabilities, socioeconomically disadvantaged students, and English learners. In response, the district is deepening its technical assistance partnership with the Tuolumne County Superintendent of Schools (TCSOS) and SELPA to provide specialized instructional coaching, align special education supports with core instruction, and deploy integrated, community-based attendance interventions.|To improve the engagement of underrepresented families in building partnerships for student outcomes, the district is focusing on removing systemic barriers and intentionally involving families as active partners in intervention processes. Educational partner input and Dashboard performance data highlight critical outcome disparities for Students with Disabilities, English learners, socioeconomically disadvantaged students, and families experiencing homelessness. In response, the district is redesigning how families are engaged during Student Data Review Team (SDRT) and Multi-Tiered System of Support (MTSS) planning. Rather than consulting families only after learning or attendance struggles escalate, staff are establishing early, collaborative check-ins to co-develop academic and attendance goals, ensuring parents are empowered partners in monitoring their children's progress.  Additionally, the district is strengthening targeted family outreach through specialized support staff and inter-agency partnerships. By coordinating directly with the Tuolumne County Superintendent of Schools (TCSOS), local SELPA teams, and foster/homeless liaisons, the district is expanding personalized case management and offering translated, accessible workshops. These initiatives provide underrepresented families with practical tools to support home learning, navigate individualized education programs (IEPs), and access community-based resources. This shifts the dynamic from basic information-sharing to true collaborative problem-solving focused directly on driving equitable student achievement.|"Based on the analysis of educational partner input and local data, the district’s primary focus area for improvement in seeking input for decision-making is broadening the representation of historically underrepresented family groups. While active committees like the School Site Council and ELAC provide valuable insight, feedback indicates that overall participation in surveys and decision-making forums remains concentrated among a small segment of the school community. To ensure governance and planning reflect the needs of the entire student body, the district is working to expand outreach formats by offering flexible meeting times, direct personal check-ins, and targeted focus groups specifically designed for parents of students with disabilities, English learners, and socioeconomically disadvantaged families.  A secondary focus area centers on strengthening transparency by routinely ""closing the feedback loop"" with all educational partner groups. Educational partners expressed a desire for greater visibility into how survey data, committee recommendations, and listening sessions directly influence district goals, budget allocations, and program changes. In response, the district is prioritizing clear, accessible summary communications following major engagement cycles to explicitly demonstrate how community input directly shapes LCAP actions and site-level decision-making."|"Based on the analysis of educational partner input and local data, the district’s primary focus area for improvement in seeking input for decision-making is broadening the representation of historically underrepresented family groups. While active committees like the School Site Council and ELAC provide valuable insight, feedback indicates that overall participation in surveys and decision-making forums remains concentrated among a small segment of the school community. To ensure governance and planning reflect the needs of the entire student body, the district is working to expand outreach formats by offering flexible meeting times, direct personal check-ins, and targeted focus groups specifically designed for parents of students with disabilities, English learners, and socioeconomically disadvantaged families.  A secondary focus area centers on strengthening transparency by routinely ""closing the feedback loop"" with all educational partner groups. Educational partners expressed a desire for greater visibility into how survey data, committee recommendations, and listening sessions directly influence district goals, budget allocations, and program changes. In response, the district is prioritizing clear, accessible summary communications following major engagement cycles to explicitly demonstrate how community input directly shapes LCAP actions and site-level decision-making."|To improve the engagement of underrepresented families in decision-making, the district is restructuring its outreach strategies to remove participation barriers and build authentic collaborative relationships. Local data and partner feedback indicate that families of students with disabilities, English learners, socioeconomically disadvantaged students, and families experiencing homelessness are less represented in traditional advisory groups and surveys. To address this, the district is moving beyond broad survey links and standard public meetings by conducting targeted, small-group listening sessions, hosting interactive focus groups during existing school events, and providing individualized outreach through trusted support staff and bilingual liaisons.  Additionally, the district is prioritizing accessibility and intentional follow-through to sustain participation over time. Meetings and feedback opportunities will feature fully translated materials, flexible scheduling options, and personal invitations to ensure families feel welcome and equipped to contribute. Crucially, the district will establish a clear process to share back with families how their specific input was used to shape site practices, LCAP goals, and resource allocations. Demonstrating that underrepresented perspectives directly drive meaningful change will foster long-term trust and foster shared governance across the school community.|3|3|3|4|3|3|3|3|3|3|3|3|Met||2026-06-11|2026
55723890000000|Sonora Union High|3|The district used three surveys to gauge the effectiveness efforts to Build Relationships Between School Staff and Families.  94% of parents responding to the California Healthy Kids Survey reported agreeing that the school keeps them well-informed about school activities. There were 16 parent respondents to the California Healthy Kids Survey.  87% of staff agree the district encourages parents to be active partners in educating their child. 69 staff members responded to the survey.  Communication Platforms The Sonora Union High School District’s regular communications and communication platforms were evaluated for their effectiveness, quality and consistency as part of the district’s communication scan to review communication processes, practices, and structures within an organization.  The district currently utilizes a few different means to communicate to its internal and external audiences, including email, committee and board meetings, the district website, social media, ParentSquare and the Wildcat Weekly.  A brief assessment of these communications is provided below:  Website The district and schools websites are  hosted through ParentSquare’s SmartSites content management (CMS) system.     Social Media The district social media presence includes Facebook and Instagram profiles for all schools and the district.  The posts are up to date, and the content is well-written with some engagement and interactions.   Parent Square: Text, Email, and Phone Communications The district utilizes ParentSquare for text, email and phone communications with parents and high school students.  Email: Though email is the preferred and most used communication method by parents and staff, the volume of email was noted as the biggest challenge associated with email.  Because of the high volume of email sent and received, staff members noted that they have missed important notices related to providing input on the district’s facilities plan, and other input opportunities.  The communication strategy addresses evaluating staff communication and identifying improved methods of employee communication.  Wildcat Weekly: The Wildcat Weekly is Sonora High School’s weekly newsletter that is distributed to staff, parents and students, and includes upcoming events, news and announcements.  The School Site Council is acting as an English Learner Advisory Committee and includes the parent of an English Learner. The implementation of the Language Line has also permitted all staff members to communicate with parents and families using real time translation.  The counseling department and site administration collaborate to run events such as Back to School Night, FAFSA Night, Block S Honors, Scholarship Night, Middle College Parent Night, College Night, Open House that bring families on to campus to interact in person with staff.  District Board of Trustees meetings were held in person. Parent input and engagement is encouraged.|"The Sonora Union High School District values proactive communications, and its stakeholders believe that the district is communicating well.  The district has and is utilizing various communications channels.  The current platforms being used for district communications can be improved upon and strengthened, and used more consistently to allow the district the opportunity to increase its district’s reputation, tell its story, and deliver excellent customer service to each of its audiences, and strengthen its relationships with its stakeholders.  The district’s communication goals, objectives and tactics are outlined below.   1. Enhance Transparency & Proactive Communication Scheduled Updates: Deliver monthly district email newsletters, weekly staff updates, quarterly progress reports, and real-time website calendar events. Responsive Systems: Launch a centralized helpdesk/email system, train staff on inquiry protocols, track message resolution, and maintain website FAQs. Key Metrics: Social media post frequency, event attendance, and inquiry resolution speed.  2. Improve Perception Management Positive Storytelling: Issue press releases, establish a District Ambassador Program, host media tours, and launch district Facebook/Instagram pages (building from 1–2 to 5 posts weekly). Rumor Management & Feedback: Create a dedicated rumor hotline/email, publish a web ""Rumor Control"" section, host public forums, and conduct community surveys. Key Metrics: Local media coverage, sentiment analysis, and rumor reduction rates.  3. Optimize Digital Presence Website Modernization: Redesign district sites for mobile responsiveness, accessibility, and simple navigation. Social Media & App Integration: Maintain an active content calendar with multimedia spotlights. Drive adoption of ParentSquare and StudentSquare for updates, two-way messaging, calendar syncs, and online counselor appointments. Key Metrics: Web traffic, app engagement, social followers, and appointment bookings.  4. Promote Academic & Extracurricular Programs Program Campaigns: Highlight specialized offerings like Middle College and CTE using brochures, alumni spotlights, info sessions, and local media features. Targeted Outreach: Host open houses, present directly to 8th graders in feeder middle schools, and engage families at community events. Key Metrics: Outreach attendance, enrollment conversion rates, and 8th-grade participation.  5. Boost Employee Recruitment & Retention Employer Branding: Feature employee testimonials, attend education job fairs, and highlight competitive benefits and community support in job postings. Streamlined Onboarding: Review onboarding workflows to eliminate bottlenecks and accelerate technology and equipment setup for new staff. Key Metrics: Retention rates, employee referrals, and onboarding evaluation scores."|"Sonora Union High School District is committed to building inclusive relationships with underrepresented families. The following strategies outline clear action steps, feedback mechanisms, and success metrics to foster active family engagement.  Core Engagement Strategies  Regular Communication & Feedback Action: Maintain a schedule with monthly newsletters, weekly staff updates, and quarterly email/social media updates. Feedback: Gather input via recurring surveys and community town halls.  Standardized Response Protocols Action: Launch a centralized helpdesk/email portal and train staff on uniform, timely response standards. Feedback: Track inquiries to ensure every message is addressed promptly.  Community Feedback & Myth-Busting Action: Use social listening tools to identify concerns early. Feedback: Maintain a web ""Rumor Control"" hub to debunk misinformation with verified facts.  Digital Presence Optimization Action: Redesign district websites for easier navigation, boost social media presence, and expand ParentSquare/StudentSquare app usage. Feedback: Track web traffic, social interaction rates, and app engagement.  Transparent & Open Dialogue Action: Publicize calendar milestones and host community forums on major issues. Feedback: Maintain open Q&A sessions and multi-channel messaging for direct interaction.  Targeted Educational Campaigns Action: Produce accessible infographics, videos, and newsletters explaining key policies and initiatives. Feedback: Distribute content across digital platforms and gauge understanding via surveys.  Trusted Community Partnerships Action: Recruit local leaders, business owners, and active parents as District Ambassadors to build trust. Feedback: Collaborate with ambassadors to reach broader networks and gather community input.  Measuring & Evaluating Success Evaluation Metrics: Social media activity, event attendance, inquiry resolution speed, local news coverage, community sentiment, and survey feedback. Baseline Benchmarks: Establish baseline metrics in Year 1 to set specific targets for Years 2 and 3. Continuous Review: Routinely analyze engagement data and feedback to adapt tactics as needed.  Through these transparent initiatives, Sonora Union High School District will cultivate trust, broaden participation, and create a more supportive educational environment for all families."|Current Strengths and Progress in Building Partnerships for Student Outcomes: The Sonora Union High School District has made significant progress in several areas that strengthen partnerships for student outcomes. Key strengths include:  Positive Parent and Community Perception: Over 80% of parents and community members have a positive or very positive opinion of the district and the education it provides . Transparency and Communication: The district is perceived as transparent and timely in its communication efforts. It uses a variety of communication mechanisms, though with varying levels of consistency and success . Academic and Extracurricular Programs: The district offers a diverse mix of programs such as Middle College, Career Technical Education (CTE), and extracurricular activities that are well-regarded by the community . Supportive and Engaged Staff: The staff is dedicated and connected, contributing to a positive work environment and community engagement .|Focus Area(s) for Improvement in Building Partnerships for Student Outcomes: Despite its strengths, the district recognizes several areas for improvement:  Consistency in Communication: There is a need for more proactive and consistent communication, with standardized response timelines . Perception Management: Efforts are needed to improve the district's public perception, particularly in countering negative stories and highlighting positive ones . Addressing Behavior and Safety Concerns: Issues such as student behavior, bullying, and perceptions regarding the prioritization of sports over academics need to be addressed through improved communication and engagement strategies . Staffing Challenges: The district faces difficulties in hiring and retaining quality personnel, which impacts the overall educational environment .|Improving Engagement of Underrepresented Families: To enhance the engagement of underrepresented families, the district plans to implement several targeted strategies:  Language and Cultural Support: Provide supports such as LanguageLine Solutions to increase engagement with families whose home language is not English . Focused Meetings and Workshops: Organize parent/guardian meetings specifically for parents of children with disabilities, in foster care, or from low-income backgrounds to determine how best to meet their needs and encourage family engagement . Enhanced Communication Channels: Utilize modern communication channels like ParentSquare and social media to ensure timely and accessible information for all families . Community Feedback Mechanisms: Establish feedback mechanisms to gather input from underrepresented families and address their concerns through transparent and responsive communication .|The Sonora Union High School District demonstrates significant strengths in seeking input for decision-making:  Engagement in Surveys and Focus Groups: The district has effectively used surveys and focus groups to gather input from various educational partners, including parents, students, staff, and community members. This process helps in identifying priorities and areas of improvement . Positive Feedback on Communication Efforts: Educational partners appreciate the district's communication efforts, such as the Wildcat Weekly updates, emails, and calls. The district’s proactive approach in maintaining regular communication with stakeholders has been well-received . Transparency and Responsiveness: SUHSD has been recognized for its transparency in communication and prompt responses from the administration. This has fostered a positive relationship with parents and the community . Broad Participation: Input was sought from a wide range of stakeholders, including parents, staff, students, community leaders, and various advisory committees, ensuring diverse perspectives are considered in decision-making processes .|Despite its strengths, the district has identified several areas for improvement:  Consistency in Follow-Up Communication: While initial communication efforts are strong, there is a need for more consistent follow-up to ensure that stakeholders are kept informed about the outcomes and actions taken based on their input . Enhancing Participation: The district aims to increase participation rates in surveys and feedback mechanisms, especially among underrepresented groups, to ensure all voices are heard and considered . Addressing Safety Concerns: There is a need for better surveillance and measures to address safety concerns, such as drug use and vaping on campus. Enhanced input from stakeholders on these issues is crucial for developing effective strategies .|To enhance engagement with underrepresented families, SUHSD plans to implement several targeted strategies:  Language and Cultural Support: Providing supports such as LanguageLine Solutions to increase engagement with families whose home language is not English. This will help in overcoming language barriers and ensuring effective communication . Focused Meetings and Workshops: Organizing parent/guardian meetings specifically for parents of children with disabilities, in foster care, or from low-income backgrounds to determine how best to meet their needs and encourage family engagement . Utilizing Modern Communication Channels: Leveraging modern communication channels like ParentSquare and social media to ensure timely and accessible information for all families. This includes promoting the use of mobile apps for easier access to school updates . Establishing Feedback Mechanisms: Creating online feedback forms and hosting virtual forums to gather input from underrepresented families. This will allow for a more inclusive decision-making process and ensure their concerns are addressed.|3|4|3|4|3|3|2|4|3|3|3|3|Met||2026-06-22|2026
55723970000000|Soulsbyville Elementary|3|Soulsbyville School has an active parent network. According to local data, communication between staff and families is an area of strength, including prompt communication by the school and clear communication about student expectations. Another area of strength is that the school encourages active participation by families in a child's education. Additionally, parents report that the office staff is helpful and that they are treated with respect by staff in general. 91.9% of parents indicate that their children feel welcome at school, 78.3% report a welcoming environment for parents, and 70.3% report opportunities for engagement for parents.|Based on input and local data, Soulsbyville's focus area for improvement is addressing parent concerns in a timely, appropriate manner. While nearly all staff report that the school takes parents' concerns seriously, a smaller majority of parents share this perception and indicate that staff occasionally are not timely in responses.|Soulsbyville School has a strong communication network with all stakeholders using phone app, website, digital and hard copy parent bulletins, email, phone access to voicemail, and access to in-person contact. Weekly staff meetings, monthly board and Site council meetings, and parent surveys are conducted to gain regular stakeholder input. To better serve underrepresented families, Soulsbyville School will focus on a more personal outreach from staff to engage families in the schooling process.|Soulsbyville School supports professional learning for teachers and administration in effective ways to engage families in partnering with the school to provide quality education to students. Another area of strength is how the school encourages parents to be active participants in their child's education.|Based on the analysis of educational partner input and local data, briefly describe the LEA's focus area(s) for improvement in Building Partnerships for Student Outcomes. One focus area is supporting parents in better understanding their role at the school and as part of a team that can be an active member of their child's educational team.|Soulsbyville will work to provide convenient opportunities for teachers to meet with underrepresented families to discuss student progress and ways to improve student outcomes. The school will also work to increase opportunities for families to interact with staff and students in academic centered events and environments.|Soulsbyville School is consistent in providing families, including underrepresented families, opportunities to participate in providing their input for decision making and implementation of policies and programs. Soulsbyville uses multiple surveys as data collection points to gather parent input. The school has also created and implemented a family engagement plan within the School Site Council to increase engagement at the school.|One area of focus for improvement will be on increasing the participation rate of members to effectively engage in advisory groups such as Site council, Parent Teacher Organization (PTO), and the Parent Advisory Committee. While a small majority of parents agree that the school actively seeks input, another focus area will be on increasing the number of parents who feel that their input is sought in the decision-making process.|Soulsbyville will work to find more methods to gather and ask for input from underrepresented families. Currently the school uses surveys and text messages as the primary method of gathering feedback. The school will work to increase participation by providing more diverse opportunities to express parent input like personal outreach by staff.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026
55724050000000|Summerville Elementary|3|"Summerville Elementary School has a longstanding tradition of strong relationships between school staff and families. These partnerships have consistently supported school initiatives, special projects, and ongoing efforts toward continuous improvement. As a small rural school, Summerville fosters a close-knit environment where collaboration is essential to meeting the academic and social-emotional needs of all students. The school's motto, ""Together, we can make a difference,"" reflects this collective commitment and continues to guide its efforts to strengthen connections between home and school."|Summerville Elementary will continue collaborating with community partners to better understand their communication preferences and identify the most effective strategies for fostering meaningful two-way communication. Over the past three years, the school has significantly improved its communication efforts, and feedback from parents and community groups has been overwhelmingly positive regarding the systems and methods in place at the school. Looking ahead, the focus for the 2026–2027 school year will be on building upon, sustaining, and refining the communication systems established during the previous years to ensure continued access, transparency, and engagement for all families and community partners.|Summerville Elementary will continue to prioritize building personal and meaningful connections with all members of the school community. Outreach to underrepresented families will remain a focus, with an emphasis on delivering information in personalized, culturally responsive, and relevant ways. The school is committed to listening to the unique needs of each group and using that input to guide efforts that foster trust, inclusion, and greater family engagement.|Summerville Elementary will continue to prioritize building personal and meaningful connections with all members of the school community. Outreach to underrepresented families will remain a focus, with an emphasis on delivering information in personalized, culturally responsive, and relevant ways. The school is committed to listening to the unique needs of each group and using that input to guide efforts that foster trust, inclusion, and greater family engagement.|Summerville Elementary is proud of the partnerships and communication systems it has created with its school community over the past four years. These systems have become well-utilized, and data indicate that they are well-received by the school community. These systems will continue to be implemented with attention to the individual needs of each group in the school and with attention to feedback to expand and further promote communication to all school members. Areas of specific focus will continue to include identifying groups that are underserved and underrepresented in the school’s current communication plan.|Summerville Elementary seeks to provide personal, individual, and ongoing communication with all school groups, but most specifically, underserved and underrepresented families. Personal connections and attention to individual needs are a priority for the school staff.|"Summerville Elementary has developed various parent advisory groups to help provide input and feedback for district initiatives, new curriculum, and new school projects. This includes a longstanding Parent Teacher Association (PTA), a supportive Native American Education Parent Committee, and a site council made up of many different representatives of the school. Working with parent groups has become an essential part of the school's continuous improvement and feedback process. As many of the groups are further established, their work will become integral to the school's ongoing work. Aligning with the school's motto, ""Together, we can make a difference,"" these groups actionably model this work for the school and the community."|Ongoing work in the school decision-making process will focus on empowering educational partners' voices at the school and working to identify needs jointly. Through this collaboration, the goal will be to create specific and actionable areas for improvement that will help to bring agency, empowerment, and voice in the decision-making process for all groups within the school.|Summerville Elementary seeks to provide personal, individual, and ongoing communication with all school groups, but most specifically, underserved and underrepresented families. Personal connections and attention to individual needs are a priority for the school staff and ensure that decisions mirror the expressed needs and data-driven priorities of all members of the school community|4|4|4|4|4|3|3|4|4|4|4|4|Met||2026-06-17|2026
55724130000000|Summerville Union High|3|The Summerville Union High School District provides many opportunities for communication and interactions between school staff and families. GLCs meet with the parents of all incoming students in the Spring of their 8th grade year or prior to the start to their first day of school to lay the foundation of a positive relationship between school staff and families. GLCs work with the same groups of students from entry to graduation. Our Summerville Showcase Night is a Spring event that includes a free barbecue for parents and staff to connect and communicate. It also provides an opportunity for all programs to showcase their offerings to students. Teachers communicate regularly via phone or email to address concerns about student progress. Teachers also send out end of term report cards to alert parents to the term grades and needs for support. The Superintendent's Office sends out a Weekly Bear Bulletin via email to ensure parents are receiving regular communication from the district regarding important school information. The bulletin celebrates students and programs as well as showcases upcoming dates and events the community should be aware of. The high school office and district office both have an open-door policy. GLCs, the Principal and Superintendent always make themselves available should a parent need to speak with an administrator immediately. Parents are invited to attend school board meetings, Site Council meetings, Connections Advisory Board Meetings, booster meetings as well as events hosted by campus programs. Surveys requesting community input provide valuable feedback to the district. The district continues to work on getting more people to submit the surveys.|Summerville Union High School District desires to broaden the input that we receive from a wider variety of families. The school continues to reach out and seek information and provide guidance to support student achievement. Teachers and GLCs are expected to communicate with families after speaking with students to be sure that all are on the same page and necessary supports are in place. This helps in building and maintaining relationships. In addition, our school counselor in the Wellness Center meets with students and communicates with families as the need arises. We are also fortunate to have an AWARE counselor on campus part time as needed to meet with higher level student needs. Our College and Career Center continues to shine a light on dual enrollment opportunities for our students. We have more than 1/3 of our students that are currently enrolled in a dual enrollment course either on campus or at the college. Some of the courses are also meeting remotely. These courses allow our students to earn college credit as well as high school credit. A majority of these offerings are in the CTE realm which allows students to earn certifications and find good paying job opportunities in our community.|The district continues to work very hard to provide instruction to all of our students. The district's focus continues to be improving student attendance rates. Our crisis counselor sees that the mental health need of the students is high. To that end Summerville High implemented a student Wellness Center on campus three years ago. We have a credentialed Counselor in our Wellness Center and he meets with many students individually and in groups. This past year we added a School Clerk that is shared between the Career & College Center and the Wellness Center better support student needs. This has proved to be a good addition. We have experienced good relations with both our teacher's association, our classified association and have multi-year agreements with each unit. We have seen the importance of having a variety of education models at our disposal in our school district. We have three necessary small school options, an alternative education site as well as independent study and adult education opportunities to best serve our students. This year we had our graduation ceremony at a board meeting recognizing five adult education graduates. They each had family members present to celebrate this graduation milestone with all of us. These program options are in addition to our Summerville High and Connections Visual and Performing Arts comprehensive programs on the main campus.|Summerville High has worked diligently to encourage communication between students and teachers, teachers and parents, and to include administration when that support is needed. We will continue to work on this as our feedback from school-based surveys and California Healthy Kids Survey shows that this is an area where we can always improve. Summerville High has again increased our dual enrollment participation this year through our CCAP partnership with Yosemite Community College District. Students can take classes on the high school campus, the college campus or online to earn high school and college credits. Summerville High is also involved in the K-16 Collaborative with Columbia College that provides additional funding for CTE pathway courses in health sciences, computer technology and education. This allows for educational opportunities for our students in these areas. Partnerships with our educational community partners are an important factor in making certain that everyone knows what the expectations are and how we each will be held accountable to those expectations. The district will continue to reach out to community-based resources for additional support and we look to have some parent/community nights to discuss needs within our educational community such as following drug trends, learning about campus safety protocols, and how best to speak with your student about difficult topics.|Summerville Union High School District is committed to providing opportunities for our students. staff and community to provide feedback. Through this feedback, we see that mental health support for students is very important. We continue to look to expand our A-G course offerings. Summerville Union High School District expanded course offerings in our CTE pathways especially in the medical sciences and in the computer sciences. Our community has shared these as important areas to look at. We will continue our work with Columbia College through the dual enrollment process to see what can be available for our students either on campus or at the college. We offered two sections of Honors US History this past year as dual enrollment courses taught on the Summerville campus by one of our Summerville history teachers. The District offers an Introduction to Music dual enrollment course and a Music Theory dual enrollment course on campus for our students taught by our Music Teacher. First semester, the District offered a dual enrollment Art course taught on campus by our former Art teachers that is now on staff at Columbia College. There are dual enrollment courses offered by our Auto and Manufacturing teacher on campus. All of these course lead students to be able to earn transferable college credit while earning high school credits. In addition, several of our courses provide initial certification for their pathway.|Summerville Union High School District will continue to reach out to our underrepresented populations through Student Study Team meetings, teacher conferences, Student Service meetings, administrative conferences and through 504 and IEP meetings. Creating opportunities for parent nights as well is something that the district has previously done and wish to continue.|Summerville Union High School District's strength is reaching out through a variety of methods to get feedback. The district sends surveys online, weekly Bear Bulletin messages from the Superintendent's Office and the advisory councils of School Site Council and Connections Advisory support more input as well. These groups in addition to school students, staff and administration working together will support moving our student supports forward. Our twice monthly Board Meetings are open to the public and our Board is actively engaged in supporting our students, their programs and the community at large. In addition, our use of Parent Square is a great tool for students, staff, parents coaches and advisors to communicate through one well articulated platform.|Information for this priority is based on student and parent surveys given throughout the school year. A Weekly Bear Bulletin email is sent out each Friday during the school year to let people know about surveys, campus events and updates and asking for people to get involved in making sure their voices are heard. Additionally, we provide more opportunities to parents and our community to participate through our Advisory groups, Booster Clubs, School Site Council and Board meetings. This will continue to allow for more options for people to participate. The district is always looking for more ways to involve parents in campus committees. We want input and need to know what is working and not to be able to improve. Check out Parent Square and our website for more information.|Summerville Union High School District will continue to solicit input from underrepresented families through surveys, phone calls, student/teacher/administrative meetings to provide opportunities for input. This is always an area where we look for more input.|4|4|3|4|3|4|4|3|4|4|3|4|Met||2026-06-24|2026
55724130112276|Gold Rush Home Study Charter|3|GRCS demonstrates strong and growing progress in building relationships between school staff and families, supported by both educational partner input and local engagement data. Families consistently report that staff are approachable, responsive, and committed to student success, with strong two-way communication systems in place between home and school.  A strong 98% of families feel welcome to participate in their child's education.   The school benefits from small school-community structures that allow staff to develop meaningful, personalized relationships with students and families over time. Many families note that teachers and administrators are accessible through multiple communication channels and respond promptly to concerns and questions.  GRCS has also strengthened family engagement through consistent communication practices, including regular updates on student progress, school events, and academic expectations. School events, conferences, and family participation opportunities continue to support trust-building and shared decision-making.  Additionally, staff continuity and long-term relationships within the school community contribute to a strong sense of belonging and trust. Overall, data and stakeholder feedback indicate that GRCS has established a solid foundation of positive relationships that support student engagement and academic success, while continuing to grow systems for consistent and equitable family engagement across all student groups.|Based on educational partner input and local data, GRCS has identified several focus areas for improvement in building relationships between school staff and families.  While overall communication and relationships are positive, feedback indicates inconsistency in the frequency and clarity of communication across classrooms and grade levels. Some families report a need for more proactive, consistent updates regarding student progress, assignments, and academic expectations.  Another area of focus is ensuring equitable engagement for all family groups, particularly families of students in independent study or remote settings who may have fewer in-person interaction opportunities with staff. Strengthening consistent connection points for these families remains a priority.  Additionally, GRCS is working to improve systems that support two-way communication, ensuring that families not only receive information but also have clear, accessible pathways to provide feedback and participate in decision-making.  Finally, continued emphasis is needed on strengthening culturally responsive engagement practices to ensure that all families feel welcomed, heard, and meaningfully included in the school community.|To improve engagement of underrepresented families—such as those of English learners, students with disabilities, and low-income students—the LEA is implementing several targeted strategies.  First, GRCS is strengthening culturally and linguistically responsive communication by providing translated materials in families’ home languages and ensuring access to bilingual staff during meetings, conferences, and school events. These efforts are designed to improve clarity, trust, and accessibility in school-to-home communication.  The LEA will also expand flexible engagement opportunities by offering both in-person and virtual meeting options, along with varied meeting times to better accommodate family work schedules and transportation limitations.  In addition, GRCS plans to increase family learning opportunities through targeted workshops that support families in understanding school systems, academic expectations, assessment data, and strategies to support student learning at home.  To elevate family voice, GRCS will introduce an ongoing, anonymous feedback system that allows families to share input, concerns, and suggestions throughout the year, rather than only during scheduled survey windows.  Finally, the LEA will increase participation of underrepresented families in decision-making structures such as parent advisory committees by providing interpretation, childcare support, and other participation supports to remove barriers.  These actions reflect GRCS’s commitment to strengthening inclusive, meaningful, and sustained relationships with all families.|Gold Rush Charter School demonstrates strong progress in building partnerships for student outcomes through intentional systems that promote ongoing communication, collaboration, and shared responsibility for student success.  A key strength is the consistent use of communication platforms such as ParentSquare, which enables real-time updates between school and home. Families receive information about student work, classroom activities, photos, videos, school announcements, and behavior updates, supporting transparency and ongoing engagement in the learning process.  The LEA also prioritizes academic transparency through regular progress reporting. Progress reports are provided on a scheduled basis and, when needed, can be shared more frequently based on family or teacher request, allowing for timely feedback and responsive intervention.  At the secondary level, structured systems further strengthen partnerships for student outcomes. High school students receive updated four-year academic plans each semester, ensuring clear alignment with graduation requirements and postsecondary goals. In addition, High School Student Accountability Meetings are held at the end of each learning period to review progress, identify needs, and strengthen collaboration between staff, students, and families. Students who fall below academic benchmarks are supported through formal warning plans that include family meetings and clearly defined success plans.  Beyond academic systems, GRCS has also expanded community engagement opportunities through events such as high school art showcases and the reintroduction of open house events, which have strengthened school-community connection and increased family participation.  Collectively, these practices demonstrate a strong and growing system of partnership in which families are actively engaged as essential collaborators in supporting student achievement and growth.|Based on feedback from educational partners and a review of local data, GRCS has identified several focus areas for improvement in building stronger partnerships for student outcomes.  A primary area of focus is increasing consistency and follow-through in communication across grade levels and school sites. While systems such as Parent Square and progress reports are in place, family input indicates that communication is not always consistent or proactive, particularly when students begin to fall behind academically. Strengthening expectations for timely, clear, and actionable communication will help ensure families are better informed and able to respond early to student needs.  Another focus area is expanding the use of academic conferencing and structured check-ins beyond the high school level. While these practices are well established in secondary grades, there is a need to extend similar collaborative touchpoints across all grade spans to strengthen ongoing family engagement in student learning.  Educational partners also expressed a need for greater understanding of student academic data, assessment results, and intervention pathways. In response, GRCS plans to develop family learning opportunities and resources that make data more accessible and actionable, supporting families in understanding student progress and how to support learning at home.  These focus areas reflect a commitment to strengthening communication, increasing transparency, and building more consistent and meaningful partnerships that directly support improved student outcomes.|To improve engagement of underrepresented families—such as English learners, students with disabilities, foster youth, and low-income students—the LEA is implementing targeted strategies to strengthen partnerships for student outcomes. While these student populations represent small numbers within GRCS, the LEA remains committed to ensuring each family is meaningfully engaged and fully supported.  GRCS will continue to strengthen access to academic information by providing multilingual communication when needed, along with clear and accessible explanations of progress reports and student performance data. This ensures that all families, regardless of background or program participation, can understand and engage with their child’s academic progress.  The LEA will expand flexible engagement options, including virtual conferences, phone communication, and individualized outreach, to reduce barriers related to work schedules, transportation, or availability. Given the small size of these populations, staff are able to provide more personalized and consistent communication to support relationship-building.  GRCS will also offer targeted family support opportunities, including guidance on understanding assessment data, academic planning, and available interventions, delivered in accessible formats based on family need.  In addition, staff will continue to receive training on culturally responsive and relationship-centered engagement practices to ensure that all interactions with families are welcoming, supportive, and responsive.  Finally, GRCS will maintain intentional efforts to include these families in school feedback processes and advisory opportunities, ensuring their voices are heard even in small numbers.  These actions reflect GRCS’s commitment to equitable, individualized engagement for all families and to maintaining strong partnerships that support student success.|The LEA has established several strong practices to ensure meaningful opportunities for families and educational partners to provide input into school decision-making processes. Regularly scheduled board meetings serve as a transparent and consistent forum for public engagement, where community members can share feedback and participate in public comment.  In addition, the LEA participates annually in the California School Parent Survey, which provides valuable insight into family perceptions, school climate, and areas for improvement. This external data source helps inform planning and decision-making at both the school and system levels.  To gather more targeted and actionable input, the LEA also administers its own Local Control and Accountability Plan (LCAP) feedback surveys. These surveys allow families and staff to provide input on priorities, programs, and proposed actions, ensuring that stakeholder voice is embedded in planning processes.  Beyond formal structures, the LEA promotes a culture of accessibility and responsiveness through an open-door administrative approach. This practice encourages ongoing, informal communication between families, staff, and leadership, helping to build trust and ensure that concerns and ideas can be shared in real time.  Together, these systems reflect the LEA’s commitment to inclusive and collaborative decision-making that values stakeholder input and incorporates multiple pathways for engagement.|While the LEA has established several strong avenues for gathering input, educational partner feedback and local data indicate areas for improvement in increasing the breadth, representativeness, and impact of educational partner voice in decision-making.  A key focus area is expanding participation among underrepresented families and other educational partners who may not currently engage in surveys, public meetings, or formal feedback opportunities. This includes ensuring that outreach methods are accessible, timely, and responsive to varying communication preferences and language needs.  Another area for improvement is strengthening the visibility of how educational partner input is used in decision-making. While feedback is collected through multiple systems, educational partners have indicated a need for clearer communication about how their input influences priorities, planning, and program changes. Improving this “feedback loop” is essential for building trust and sustained engagement.  In response, the LEA is working to enhance outreach strategies, expand language access, and provide additional opportunities for input through more flexible and varied formats, such as anonymous feedback tools and educational partner focus groups. These approaches are intended to reduce barriers and encourage broader participation.  The LEA is also exploring more consistent and transparent ways to report back to educational partners on how their input has been considered and incorporated into decisions. Strengthening this communication will help ensure educational partners understand the impact of their voice and reinforce a culture of shared decision-making.|To improve engagement of underrepresented families—such as those of English learners, students with disabilities, foster youth, and low-income students—the LEA is taking intentional steps to ensure their voices are more consistently included in decision-making processes, particularly given that these populations represent small numbers within the LEA.  The LEA will enhance accessibility by providing translated materials, interpretation services during meetings, and multilingual surveys to reduce language barriers and ensure that all educational partners can participate meaningfully in feedback opportunities.  To create more comfortable and flexible avenues for input, the LEA is exploring anonymous digital feedback tools, as well as informal community listening sessions that allow families to share input in supportive, low-barrier environments. These approaches are designed to increase participation from families who may not engage in formal surveys or public meetings.  In addition, the LEA is committed to strengthening the feedback loop by clearly communicating how educational partner input is used to inform decisions, plans, and improvements. This includes providing more consistent updates on how feedback influences school actions and priorities.  These strategies aim to build trust, reduce participation barriers, and ensure that underrepresented families are not only invited to provide input but are also empowered to meaningfully influence school planning and improvement efforts.|5|5|4|4|5|4|5|4|4|4|4|4|Met||2026-06-05|2026
55724135530191|Connections Visual and Performing Arts Academy|3|The Summerville Union High School District provides many opportunities for communication and interactions between school staff and families. GLCs meet with the parents of all incoming students in the Spring of their 8th grade year or prior to the start to their first day of school to lay the foundation of a positive relationship between school staff and families. GLCs work with the same groups of students from entry to graduation. Our Summerville Showcase Night is a Spring event that includes a free barbecue for parents and staff to connect and communicate. It also provides an opportunity for all programs to showcase their offerings to students. Teachers communicate regularly via phone or email to address concerns about student progress. Teachers also send out end of term report cards to alert parents to the term grades and needs for support. The Superintendent's Office sends out a Weekly Bear Bulletin via email to ensure parents are receiving regular communication from the district regarding important school information. The bulletin celebrates students and programs as well as showcases upcoming dates and events the community should be aware of. The high school office and district office both have an open-door policy. GLCs, the Principal and Superintendent always make themselves available should a parent need to speak with an administrator immediately. Parents are invited to attend school board meetings, Site Council meetings, Connections Advisory Board Meetings, booster meetings as well as events hosted by campus programs. Surveys requesting community input provide valuable feedback to the district. The district continues to work on getting more people to submit the surveys.|Summerville Union High School District desires to broaden the input that we receive from a wider variety of families. The school continues to reach out and seek information and provide guidance to support student achievement. Teachers and GLCs are expected to communicate with families after speaking with students to be sure that all are on the same page and necessary supports are in place. This helps in building and maintaining relationships. In addition, our school counselor in the Wellness Center meets with students and communicates with families as the need arises. We are also fortunate to have an AWARE counselor on campus part time as needed to meet with higher level student needs. Our College and Career Center continues to shine a light on dual enrollment opportunities for our students. We have more than 1/3 of our students that are currently enrolled in a dual enrollment course either on campus or at the college. Some of the courses are also meeting remotely. These courses allow our students to earn college credit as well as high school credit. A majority of these offerings are in the CTE realm which allows students to earn certifications and find good paying job opportunities in our community.|The district continues to work very hard to provide instruction to all of our students. The district's focus continues to be improving student attendance rates. Our crisis counselor sees that the mental health need of the students is high. To that end Summerville High implemented a student Wellness Center on campus three years ago. We have a credentialed Counselor in our Wellness Center and he meets with many students individually and in groups. This past year we added a School Clerk that is shared between the Career & College Center and the Wellness Center better support student needs. This has proved to be a good addition. We have experienced good relations with both our teacher's association, our classified association and have multi-year agreements with each unit. We have seen the importance of having a variety of education models at our disposal in our school district. We have three necessary small school options, an alternative education site as well as independent study and adult education opportunities to best serve our students. This year we had our graduation ceremony at a board meeting recognizing five adult education graduates. They each had family members present to celebrate this graduation milestone with all of us. These program options are in addition to our Summerville High and Connections Visual and Performing Arts comprehensive programs on the main campus.|Summerville High has worked diligently to encourage communication between students and teachers, teachers and parents, and to include administration when that support is needed. We will continue to work on this as our feedback from school-based surveys and California Healthy Kids Survey shows that this is an area where we can always improve. Summerville High has again increased our dual enrollment participation this year through our CCAP partnership with Yosemite Community College District. Students can take classes on the high school campus, the college campus or online to earn high school and college credits. Summerville High is also involved in the K-16 Collaborative with Columbia College that provides additional funding for CTE pathway courses in health sciences, computer technology and education. This allows for educational opportunities for our students in these areas. Partnerships with our educational community partners are an important factor in making certain that everyone knows what the expectations are and how we each will be held accountable to those expectations. The district will continue to reach out to community-based resources for additional support and we look to have some parent/community nights to discuss needs within our educational community such as following drug trends, learning about campus safety protocols, and how best to speak with your student about difficult topics.|Summerville Union High School District is committed to providing opportunities for our students. staff and community to provide feedback. Through this feedback, we see that mental health support for students is very important. We continue to look to expand our A-G course offerings. Summerville Union High School District expanded course offerings in our CTE pathways especially in the medical sciences and in the computer sciences. Our community has shared these as important areas to look at. We will continue our work with Columbia College through the dual enrollment process to see what can be available for our students either on campus or at the college. We offered two sections of Honors US History this past year as dual enrollment courses taught on the Summerville campus by one of our Summerville history teachers. The District offers an Introduction to Music dual enrollment course and a Music Theory dual enrollment course on campus for our students taught by our Music Teacher. First semester, the District offered a dual enrollment Art course taught on campus by our former Art teachers that is now on staff at Columbia College. There are dual enrollment courses offered by our Auto and Manufacturing teacher on campus. All of these course lead students to be able to earn transferable college credit while earning high school credits. In addition, several of our courses provide initial certification for their pathway.|Summerville Union High School District will continue to reach out to our underrepresented populations through Student Study Team meetings, teacher conferences, Student Service meetings, administrative conferences and through 504 and IEP meetings. Creating opportunities for parent nights as well is something that the district has previously done and wish to continue.|Summerville Union High School District's strength is reaching out through a variety of methods to get feedback. The district sends surveys online, weekly Bear Bulletin messages from the Superintendent's Office and the advisory councils of School Site Council and Connections Advisory support more input as well. These groups in addition to school students, staff and administration working together will support moving our student supports forward. Our twice monthly Board Meetings are open to the public and our Board is actively engaged in supporting our students, their programs and the community at large. In addition, our use of Parent Square is a great tool for students, staff, parents coaches and advisors to communicate through one well articulated platform.|Information for this priority is based on student and parent surveys given throughout the school year. A Weekly Bear Bulletin email is sent out each Friday during the school year to let people know about surveys, campus events and updates and asking for people to get involved in making sure their voices are heard. Additionally, we provide more opportunities to parents and our community to participate through our Advisory groups, Booster Clubs, School Site Council and Board meetings. This will continue to allow for more options for people to participate. The district is always looking for more ways to involve parents in campus committees. We want input and need to know what is working and not to be able to improve. Check out Parent Square and our website for more information.|Summerville Union High School District will continue to solicit input from underrepresented families through surveys, phone calls, student/teacher/administrative meetings to provide opportunities for input. This is always an area where we look for more input.|4|4|3|4|3|4|4|3|4|4|3|4|Met||2026-06-24|2026
55724210000000|Twain Harte|3|We continue to work on identifying strategies to improve in this area including offering more family events that bring students and parents both on campus for learning and social activities. We continue to encourage parents to volunteer in classrooms while our staff build effective relationships with parents and families|Planning will continue to increase parent engagement opportunities for the coming school year is a priority. Our parent LCAP survey results continue to indicate that parents would like more schoolwide awareness campaigns about student mental health, social media use, and other important topics.|The district has increased the frequency of messages and information sent home to families. Sending communication from the school more frequently and using a variety of communication platforms will increase access for all our families. Furthermore, increasing family events that highlight educational activities for families will improve student outcomes for these families.|Parent rights and responsibilities are communicated via the student/parent handbook distributed each fall. We currently hold parent teacher conferences twice a year to allow parents time with their their child's teacher to discuss progress and address concerns. Parent conferences are well attended and our teachers ensure they are prepared to provide accurate and relevant information on students achievement and progress. The school continues to hold an annual back to school night in the fall along with an open house in the spring to encourage parents to be more involved in their child's education and to increase and improve home to school communication.|Educational partners identified in survey results the need for school wide awareness campaigns around mental health, social media, and other important topics. The district will continue to identify strategies and programs to improve in this area.|Outreach to low income families inviting them to volunteer on campus will occur more frequently and use a variety of communication platforms to ensure all families are receiving the information.|The district distributes a number of surveys throughout the year to gather feedback and input and a district initiatives and programs.  The California School Parent Survey is sent to parents in March each year to gather input on school climate and engagement. Then, later in the spring a survey is developed to gather input on goals and actions of our LCAP.|Increasing opportunities for parent engagement and interaction and increasing membership in our parent/teacher organization has been identified as a priority for the coming school year.|Outreach to low income families inviting them to volunteer on campus will occur more frequently and use a variety of communication platforms to ensure all families are receiving the information.|5|5|4|5|4|4|4|4|4|4|4|4|Met||2026-06-18|2026
55751840000000|Big Oak Flat-Groveland Unified|3|Survey results indicate that BOFGUSD continues to foster positive relationships and welcoming environments for students and families. Eighty-six percent of respondents agreed or strongly agreed that BOFGUSD creates welcoming environments for all students and families, while 79% agreed that administrators, teachers, and classified staff build trusting and respectful relationships with families. Additionally, 79% of respondents reported that the district provides families with information and resources to support student learning and development at home. Responses also highlighted that staff continue to communicate with families and work to ensure all students have access to the tools and support necessary to succeed, with several respondents appreciating the District’s efforts to reach all areas of the community and maintain a safe and reliable educational environment. Staff and teachers were frequently recognized for building positive student-teacher relationships, encouraging students, and creating supportive learning environments where students feel motivated to succeed. While 58% agreed or strongly agreed that the district provides multiple opportunities for two-way communication between families and educators, 33% responded neutrally, indicating an opportunity to continue strengthening communication and engagement efforts across the district.|The LEA remains dedicated to building strong partnerships between schools and families to support student achievement and overall well-being. Moving forward, the District will continue refining communication practices by utilizing multiple platforms, including consistent updates to the District website, to ensure families have access to current information related to academics, student activities, programs, events, and school initiatives.  Stakeholder feedback continues to reflect appreciation for the District’s welcoming and family-centered culture. Families shared that they value the supportive relationships developed with staff and the personal attention students receive across school sites. Responses also highlighted the efforts of teachers and staff to create positive learning environments where students feel encouraged, supported, and connected. In particular, stakeholders noted that school staff work hard to maintain open communication with families and provide students with the academic and social-emotional support needed for success.  The District will continue to encourage meaningful family involvement through a variety of school and community activities, including Open House events, student performances, Family Fun Nights, FFA activities, athletic events, classroom volunteer opportunities, and other programs that celebrate student learning and strengthen school-community connections. These opportunities help foster a strong sense of belonging and partnership throughout the District.  Feedback from families also identified a need for continued growth in communication related to special education services and supports. Some families expressed the desire for greater collaboration, transparency, and understanding surrounding the IEP process and available student supports. In response, the District will continue to strengthen staff knowledge of special education practices and prioritize collaborative relationships with families to ensure students receive appropriate support and services.  The LEA recognizes that strong communication and engagement require ongoing collaboration between schools and families. The District remains committed to expanding outreach efforts, maintaining responsive communication practices, and creating opportunities for family participation, while encouraging families to remain actively involved in supporting their child’s educational experience. Through these continued efforts, the District aims to maintain a supportive school culture where all students are empowered to succeed academically, socially, and emotionally.|Based on stakeholder feedback and review of local data, the LEA has identified the continued need to strengthen outreach and engagement efforts for underrepresented student groups, including English Learners (EL), foster youth, and students experiencing homelessness. Although English Learners represent a small percentage of the district population, enrollment has increased in recent years, reinforcing the importance of ensuring that communication and support systems remain accessible, inclusive, and responsive to family needs.  To improve communication with Spanish-speaking families, the District will continue providing ParentSquare messages, family notices, event information, and other important communications in both English and Spanish. The LEA also remains committed to maintaining bilingual support staff at school sites whenever possible to assist families with translation, communication during meetings, and access to school resources and services.  The District will continue supporting foster youth and students experiencing homelessness through the work of the district liaison, who collaborates directly with students and families to connect them with educational and community resources, monitor student needs, and encourage participation in school programs and activities. These efforts are intended to ensure students and families feel supported, connected, and welcomed within the school community.  Through intentional outreach, improved language access, and personalized family support, the LEA continues working to strengthen relationships with families who may face barriers to engagement. The District remains committed to fostering an inclusive environment where all families feel respected, informed, and actively involved in their child’s educational experience.|Based on the analysis of educational partner input and local data, the LEA has demonstrated continued growth in building partnerships and systems that support positive student outcomes. A key strength remains the LEA’s commitment to ongoing professional learning for teachers, administrators, and support staff focused on academic achievement, equity, and student well-being.  During the 2025–2026 school year, teachers and administrators participated in a variety of professional development opportunities designed to strengthen instructional practices and support the whole child. Staff attended trainings and conferences focused on mathematics instruction, social-emotional learning, the Science of Reading, and the effective implementation of IXL to support intervention and individualized learning pathways. These opportunities provided educators with current research-based strategies to improve student engagement and academic achievement across grade levels.  In addition, staff continued professional learning related to Multi-Tiered System of Supports (MTSS), resiliency, Positive Behavioral Interventions and Supports (PBIS), and student wellness. These trainings reinforced the LEA’s commitment to creating safe, supportive, and inclusive learning environments that address both academic and social-emotional needs. Teachers also participated in targeted support and collaboration in areas such as special education, data analysis, and intervention practices to better meet the needs of all learners.  The LEA plans to continue investing in staff development through future trainings in instructional best practices, student engagement strategies, Universal Design for Learning (UDL), and evidence-based literacy and math instruction. These ongoing efforts are intended to strengthen instructional consistency and ensure equitable access to high-quality learning opportunities for all students, particularly unduplicated pupils and students with diverse learning needs.  The special education team continues to play an important role in fostering strong partnerships with families of students with disabilities. Staff work collaboratively with parents to advocate for student needs, explain procedural safeguards and educational rights, and provide resources that help families actively support their child’s education. This collaborative approach builds trust and strengthens home-school connections.  Additionally, the LEA’s Foster Youth and Homeless Liaison continues to provide essential support for vulnerable student populations by connecting students and families with community resources, educational supports, and basic needs services. These efforts help ensure students remain engaged in school and are provided with the support necessary for academic and personal success.  Through these collective efforts, the LEA continues to strengthen meaningful partnerships among schools, families, and the community while maintaining a focus on improving outcomes for all students.|Based on the analysis of educational partner input gathered through surveys and meetings, the LEA has identified key focus areas for improvement in building partnerships that support positive student outcomes. A central theme that emerged is the need to strengthen consistent, inclusive, and accessible communication with all families—particularly in their primary language—to ensure they feel informed, welcomed, and empowered to support their children’s education.  To address this, the LEA will continue to prioritize regular and meaningful communication through multiple platforms, including ParentSquare, flyers, newsletters, district websites, and social media. All communication will be available in families’ home languages whenever possible to remove barriers and foster deeper connections between home and school. The goal is to create a culture where every family receives timely updates and has clear pathways to engage with school activities and decision-making.  The LEA has seen a positive increase in parent and family attendance at school events over the past several years due to the expansion of family engagement opportunities across campuses. Events such as musical performances, FFA banquets and activities, Spring Showcase events, classroom activities, Open House, Back to School Night, and Parent-Teacher Conferences have provided families with more opportunities to connect with schools and celebrate student success. Educational partner feedback indicates that these events have helped strengthen school pride and increase family involvement in school communities.  While progress has been made, the LEA will continue working to broaden participation by increasing outreach efforts and creating additional opportunities for meaningful engagement. More targeted invitations, flexible participation opportunities, and family-friendly events will continue to be prioritized to ensure all families feel welcomed and encouraged to participate.  A weekly or bi-weekly newsletter highlighting upcoming events, student successes, classroom activities, and important school information will continue to be enhanced to strengthen communication and build a greater sense of community and pride. This effort will showcase the many positive things happening across campuses while serving as a consistent touchpoint for family engagement.  Additionally, the LEA will continue sharing at-home resources and strategies to help parents support their children’s academic achievement and social-emotional development outside the classroom. By equipping families with practical tools and increasing transparency around student learning, the LEA aims to foster stronger school-home partnerships that directly contribute to improved student outcomes.  These actions reflect the LEA’s ongoing commitment to building inclusive, supportive relationships with all families and expanding opportunities for them to be active partners in their child’s educational journey.|Based on the analysis of educational partner input and local data, the LEA has identified the continued need to improve engagement with underrepresented families, particularly English Learners, foster youth, and students experiencing homelessness. In response, the LEA is implementing intentional strategies to strengthen partnerships and ensure all families feel welcomed, informed, and connected to their child’s educational journey.  Over the past several years, the LEA has experienced increased family participation and attendance at school events due to the expansion of family-centered activities across campuses. Events such as the Fall Festival, Winter Concert, FFA Banquet, Spring Showcase, musical performances, classroom activities, Open House, and other campus events have created additional opportunities for families to engage with schools in positive and meaningful ways. These events not only celebrate student talents and accomplishments but also provide informal spaces for families to connect with teachers, staff, and other families while building a stronger sense of belonging within the school community.  The LEA remains committed to reducing communication barriers by ensuring family outreach is conducted in the preferred language of the household whenever possible. Notifications for events and engagement opportunities are shared through multiple communication platforms, including ParentSquare, email, weekly newsletters, social media, and the district website. By utilizing a variety of communication methods, the LEA aims to increase accessibility and ensure all families receive timely and relevant information.  Recognizing that some families may face additional challenges such as language barriers, housing instability, transportation concerns, or limited availability, the LEA continues to provide personalized support through its Foster Youth and Homeless Liaison. This role works directly with families to identify needs, connect them with community resources, and encourage participation in school activities and programs. Additionally, bilingual staff members are available on campuses to assist with communication, meetings, and family events to further support engagement efforts.  To further promote family involvement, the LEA will continue expanding outreach efforts and providing families with resources that support academic achievement and social-emotional development at home. This includes sharing practical strategies, classroom updates, intervention supports, and tools aligned with student learning goals.  Through these inclusive and multi-faceted efforts, the LEA continues to strengthen partnerships with underrepresented families and increase opportunities for meaningful engagement. The district remains committed to ensuring all families have access to the information, support, and opportunities needed to actively participate in their child’s education and contribute to positive student outcomes.|Based on the analysis of educational partner input and local data, the LEA has demonstrated clear strengths and progress in seeking input for decision-making. One major strength is the active engagement of School Site Councils at all three school sites. Each council has met regularly throughout the year, providing a consistent platform for parents, staff, and community members to review data, discuss school needs, and contribute to key decisions, including those related to the school plan and budgeting priorities.  The LEA has also effectively utilized digital tools to gather broad input from educational partners. Surveys have been distributed through ParentSquare to gather feedback from families on a range of topics, including academic programs, school climate, and areas for improvement. This has allowed the District to hear directly from a wide cross-section of the school community and use that input to guide planning and resource allocation.  In addition, the LEA promoted and distributed the California Healthy Kids Survey to parents, students, and staff using multiple communication channels, including the district newsletter, ParentSquare, the district website, and social media. By using these varied platforms, the District was able to increase participation and ensure that all voices were represented in the data-gathering process.  These ongoing efforts reflect the LEA’s commitment to inclusive, transparent decision-making. By maintaining open lines of communication, actively involving stakeholders in site-level planning, and using data from surveys to inform districtwide goals, the LEA continues to strengthen trust and collaboration with its educational partners.|Based on the analysis of educational partner input and local data, the LEA has identified the need to continue improving family and community participation in formal advisory roles as a key focus area for Seeking Input for Decision-Making. While all three schools maintain active School Site Councils, the District continues to experience challenges in recruiting a diverse representation of families to participate in advisory committees, including School Site Council, District committees, and the FFA Advisory Group. These leadership opportunities are essential to ensuring family and community voices are reflected in school and district decision-making processes.  At the same time, the LEA has experienced a significant increase in overall family engagement and attendance at school events over the past several years. More families are participating in activities such as Back to School Night, Open House, Family Movie Night, musical performances, FFA activities and banquets, Spring Showcase events, athletic events, and classroom activities. These opportunities have helped strengthen relationships between schools and families while increasing overall school connectedness and community pride.  In addition, parent and community volunteers have continued returning to campuses to support classrooms, student activities, and extracurricular programs. This renewed involvement reflects growing trust and interest in school participation and has positively contributed to the overall school climate. Educational partner feedback indicates that families value opportunities to be present on campus and appreciate the increased efforts to create welcoming and inclusive environments.  Building on this momentum, the LEA will continue focusing on creating more accessible and inviting pathways for families to participate in formal decision-making processes. This includes increasing outreach and communication regarding advisory committee opportunities, simplifying nomination and participation processes, offering meetings at convenient times, and providing language support for non-English-speaking families whenever possible. The District also plans to better communicate the purpose and impact of advisory groups so families understand how their input directly influences school programs, funding priorities, and student outcomes.  The LEA will continue utilizing multiple communication platforms—including ParentSquare, newsletters, social media, and the district website—to encourage participation and ensure families are aware of opportunities to engage in leadership and advisory roles. Additional efforts will focus on increasing representation from underrepresented student groups to ensure a broader range of perspectives are included in district planning and decision-making.  By strengthening recruitment strategies and reducing barriers to participation, the LEA aims to build more authentic partnerships with families and the community while ensuring advisory groups more accurate|The district will continue to focus on personally reaching out to families, especially those from underrepresented groups, to ensure input is received from all educational partners and that every family feels welcomed, informed, and connected to the school community. Increasing communication and strengthening family engagement remain important action items within the LCAP and continue to be priorities of the Board of Trustees. The district recognizes that meaningful partnerships between schools and families are essential to improving student achievement, attendance, and overall student well-being.  Administration and staff across all campuses will continue utilizing multiple communication methods to connect with families and provide timely information regarding school programs, student progress, events, and opportunities for involvement. Communication platforms will include ParentSquare, newsletters, social media, phone calls, emails, flyers, classroom communication, and the district website. Whenever possible, communication will be provided in families’ preferred languages to reduce barriers and improve accessibility for all families.  The district has also seen increased family participation at school events over the past several years due to expanded opportunities for engagement, including musical performances, FFA activities and banquets, Spring Showcase events, classroom activities, athletic events, Open House, and Back to School Night. These events have helped strengthen relationships between schools and families while increasing school connectedness and community pride. The district will continue building on this positive momentum by creating additional opportunities for families to participate in both school activities and district decision-making processes.  In addition, staff will continue making intentional outreach efforts to families who may not traditionally participate in surveys, meetings, or school activities. Personalized outreach, direct invitations, and flexible opportunities for participation will help ensure a broader range of voices are represented in district planning and educational decisions. The district will also continue seeking feedback through surveys, advisory meetings, and community engagement opportunities to better understand the needs and priorities of students, families, and staff.  Through these ongoing efforts, the district remains committed to fostering strong, collaborative relationships with families and ensuring all educational partners have meaningful opportunities to engage in and contribute to student success.|4|4|4|5|5|4|4|4|5|4|5|4|Met||2026-06-24|2026
56105610000000|Ventura County Office of Education|3|VCOE places great importance on its partnerships with families, understanding that close collaboration is essential to helping students succeed. A significant number of students enrolled in VCOE Schools and Programs have special needs and rely on Individualized Education Programs (IEPs). One of the core strengths of our schools and programs is the ability to lead productive, collaborative IEP meetings that strengthen family partnerships and drive student achievement. These meetings serve as a vital opportunity to assess progress, update goals, and fine-tune services in order to improve academic results. Our programs also excel at equipping families with the knowledge needed to understand and advocate for their legal rights within the special education process. Within our court and community school settings, we actively encourage parent and guardian involvement through a range of ongoing opportunities, such as transition meetings, orientations for new students, weekly Parent Connect sessions, and involvement in School Site Council and English Learner Advisory Committee meetings. Throughout the school year, we also host events designed to strengthen family engagement and deepen ties to the broader school community. Input gathered from families and staff reflects that these efforts are valued and effective, reinforcing our continued commitment to building strong, collaborative relationships between school staff and families.|To further strengthen partnerships with families, VCOE Schools and Programs will continue to focus on providing parents and guardians with meaningful, relevant opportunities for learning and engagement that support student achievement. As highlighted previously, a solid home-school connection plays a critical role in positive student outcomes. Consistent communication between school and home helps keep families informed and engaged, and VCOE continues to gather input from parents and guardians to help shape future programming. Because families across the county come from diverse backgrounds and circumstances with varying schedules, careful attention must be paid to both the timing and format of these opportunities. Although the varied makeup of the VCOE Schools and Programs community presents challenges in creating offerings that are relevant and accessible to all, staff remain dedicated to this work and understand its value. Moving forward, purposeful communication paired with meaningful learning and engagement opportunities will continue to be a top priority in supporting families.|VCOE Schools and Programs will continue working to strengthen engagement across all school families, with particular attention to underrepresented families, through focused outreach efforts and ongoing review of student data. Staff will be deliberate in gathering input directly from families to better understand the specific needs present at each school site. In addition, examining student data at both the state and local levels will offer meaningful insight into learning needs unique to each site. Combining these two sources, family feedback and data analysis, will guide planning efforts and support the development of engagement and learning opportunities that are responsive to what school families actually need.|VCOE Schools and Programs support students and families within non-traditional, alternative educational settings, including court and community schools as well as special education programs. Because students enroll on a rolling basis throughout the year to receive targeted support, establishing and sustaining positive relationships with students and their families is essential to achieving strong outcomes. Prior to a student's initial enrollment, staff hold an orientation or IEP meeting with the family to discuss the student's program and plan, laying the groundwork for an ongoing partnership. Given the significant number of students with special needs, IEP meetings take place regularly, at minimum once a year, offering continued opportunities to deepen these relationships. Consistent communication between school and home is maintained to promote transparency and reinforce family connections. The Parent Square portal supports direct communication between families and staff, delivering messages in each family's preferred language. Throughout the year, the school community comes together for events such as Back-to-School Night, Open House, District English Learner Advisory Committee meetings, School Site Council meetings, and additional learning and engagement opportunities that help sustain and strengthen the relationship between families and school staff.|To continue strengthening relationships between school staff and families, VCOE Schools and Programs will focus on intentional, consistent outreach. Our school communities reflect the diversity of the county, with families bringing a wide range of backgrounds and needs. The non-traditional structure of our programs, along with ongoing shifts in enrollment, can make building a strong sense of community challenging. By prioritizing steady communication and remaining mindful of families' culture, language, and prior educational experiences, staff can help ensure all families feel welcomed, respected, and connected to their child's school.|The VCOE team will work to improve engagement of all school families, especially those who are underrepresented, by making sure staff know the students and families they serve, listen closely to them, and respond to their needs. Regularly reviewing student data helps staff better understand the students at each site. The team also creates opportunities for underrepresented families to share their input, whether through meetings, surveys, informal conversations, or conferences, so their voices are heard and their engagement can grow. Most importantly, staff are committed to being responsive to what families need. By combining regular data review with genuine attention to parent and guardian feedback, VCOE staff remain intentional in building strong, lasting relationships with families.|VCOE Schools and Programs have established several avenues for gathering input from parents and guardians to support decision-making. School Site Councils operate at multiple school sites, meeting throughout the year to discuss school programs and resources, review student data, and evaluate the school budget. Several sites also maintain an English Learner Advisory Committee, and at the LEA level, the team facilitates a District English Learner Advisory Committee, both of which meet regularly to address programs and resources for English learner students. The Community School Advisory Council also provides an additional opportunity for input, supporting decision-making related to our community school program. Beyond these formal channels, VCOE staff also administer parent and guardian surveys to collect valuable feedback that helps guide planning and decision-making.|While systems are in place to gather input from parents and guardians, increasing participation in these opportunities remains an ongoing focus area for VCOE Schools and Programs. As noted earlier, the unique structure of the schools and programs, along with families' past educational experiences, can influence their willingness or ability to engage. Identifying and applying strategies to boost participation is essential to ensuring that diverse parent and guardian voices are reflected in decisions shaping school planning and program development. Through consistent school-to-home communication and continued engagement opportunities, VCOE staff aim to help families build stronger connections to the school community, ultimately increasing involvement in decision-making, advisory committees, and other aspects of school life.|VCOE staff will continue working to improve engagement of families, particularly those who are underrepresented, through consistent communication and a range of engagement opportunities. Keeping families informed about school events, meetings, student programs, and available resources helps build a clear understanding of the school program and strengthens the connections that lead to greater involvement. The team will continue reaching out to parents and guardians through both informal and formal meetings, as well as surveys. Participation from underrepresented families in formal meetings, such as School Site Council, English Learner Advisory Committee, and Community School Advisory Council meetings, will be actively encouraged through personal invitations and phone calls.|4|5|4|5|4|4|5|5|4|4|4|4|Met||2026-06-22|2026
56105610109900|Vista Real Charter High|3|Educational partner feedback indicates that the school sites are welcoming and respectful, and staff demonstrate strong relational practices in their day-to-day interactions. Systems for ongoing communication are well established, with multiple accessible avenues for families to stay informed and share input. Overall, relationship-building efforts are embedded across sites and reflect a sustained commitment to family partnership. At our recent Quarter 3 PAC meeting, many parents and students commented on the exit survey that they appreciate the clear and consistent messaging from the school regarding events as well as academic progress.|While relationship-building practices are strong, feedback and reflection highlight the need to deepen staff understanding of the diverse backgrounds, strengths, and aspirations of the families served. Current efforts are emerging but not yet consistent across the entire school community. Continued growth will focus on building staff capacity to engage families in ways that are more culturally responsive and individualized.|Vista Real will prioritize more intentional outreach to families whose voices have been less represented in traditional engagement structures. This includes expanding culturally responsive professional learning, strengthening multilingual supports, and creating more opportunities for 2-way communication that reduces barriers to participation. By centering relationship-building efforts on listening and shared decision-making, the school aims to create stronger connections with all families.|Families and educators consistently report that Progress Conferences and other parent meetings are meaningful. The school has increased feelings of shared responsibility for student learning and created clear pathways for ongoing communication. In addition, targeted professional learning for school leadership, such as the Adaptive Schools Seminars, have strengthened the school’s overall capacity to engage families as partners in supporting student outcomes.|Feedback and local data suggest that families would benefit from more accessible guidance and resources to support learning at home. Existing supports are promising but the language and the data are often not accessible to all families. It leans on the technical side too heavily. Moving forward, the school will focus on providing practical, differentiated information and clear guidance in easy to understand language and supplemented with visuals so all families can engage confidently in their child’s learning.|To better reach underrepresented families in engagement activities, the school plans to expand outreach and communication strategies. Multilingual resources, flexible workshops, and direct guidance on advocating for students will be prioritized. By creating multiple avenues for participation and centering family voices, the school aims to ensure equitable involvement and strengthen meaningful partnerships for student success. Recently, we have increased collaboration among various coordinator roles and have expanded this to include our Community Liaison. This alliance of personnel and streamlining of goals will help the school identify effective ways to increase parent participation for student outcomes.|Educational partners report that they feel adequately prepared to participate in advisory groups and decision-making processes. Systems for gathering input on policies and programs are consistently implemented, and opportunities for collaborative planning at school and district levels are sustained. These structures have created a culture of shared ownership and meaningful engagement across the community. Recently our math department chair commented that she values her role in schoolwide decision making and how much of an impact her contributions make in the Differentiated Assistance planning.|Although implementation is strong, local data suggest there is room to ensure that engagement remains dynamic and reflective of evolving family and community perspectives. This is especially true during these difficult political times in our local community, when fear drives a lot of parent hesitation to engage in public events. Providing ongoing guidance and support for staff and families can help maintain high-quality participation and broaden understanding of how input informs decisions. It is important to help empower them by providing a safe, secure environment where their voices can be heard. A parent at a recent ELAC meeting stated that during these unpredictable times in the community, having both a virtual and an in-person option increases opportunities to participate in a safe manner.|The school will continue to expand intentional outreach to families whose voices have been less represented in advisory groups and decision-making processes. This includes offering flexible participation options, multilingual communications, and support to help families confidently contribute to discussions and decisions. By reducing barriers and emphasizing inclusivity, the school aims to ensure that all families have equitable opportunities to give feedback into programs that affect their students.|4|5|3|4|4|3|5|3|4|4|4|5|Met||2026-06-02|2026
56105610112417|Ventura Charter School of Arts and Global Education|3|Based on educational partner input and local data, building strong relationships between school staff and families is a significant strength for the LEA. Teachers maintain regular communication with families through ParentSquare and are highly accessible to parents throughout the school year. Families are encouraged to volunteer in classrooms, participate in school activities, and schedule meetings with teachers before or after school as needed. In addition, the school conducts formal parent-teacher conferences twice each year to support ongoing collaboration around student learning and progress.  The LEA's looping model further strengthens relationships by allowing students to remain with the same teacher for at least two years. This structure fosters deeper connections among students, families, and staff, promotes trust, and enables teachers to develop a stronger understanding of each student's academic and social-emotional needs. Educational partner feedback consistently reflects positive relationships between families and school staff, contributing to a supportive and collaborative school community.|Based on educational partner input and local data, the LEA's focus for improvement in building relationships between school staff and families is to strengthen consistency and communication as new instructional structures are implemented. Beginning next year, the school will transition to a revised looping model consisting of grades K-1, 2-3, 4-5, and 6-8. This structure is designed to maintain the benefits of long-term relationships between teachers, students, and families while providing greater continuity and support at key developmental stages.  Additionally, the LEA will add classroom aides in all K-1 classrooms to increase support for students and teachers. This additional staffing will allow teachers more opportunities to communicate with families, address individual student needs, and foster stronger partnerships with parents. Through these changes, the LEA aims to further enhance family engagement, strengthen relationships between school staff and families, and ensure that all students and families feel connected and supported throughout their educational experience.|Based on the self-reflection process and analysis of educational partner input, the LEA recognizes that some families remain underrepresented in school engagement activities despite the strong relationships that exist between staff and families. To improve engagement, the LEA will continue to provide multiple avenues for communication through ParentSquare, offer meetings and conferences at flexible times, and provide information in both English and Spanish.  The LEA will utilize its revised looping model to strengthen long-term relationships with families and create additional opportunities for meaningful connections between school staff and parents. The addition of classroom aides in K-1 classrooms will further support communication and relationship-building by increasing opportunities for family outreach and engagement.  The LEA will also implement targeted outreach efforts to families who do not regularly participate in school events, conferences, or advisory meetings. These efforts may include personal invitations, phone calls, and individualized follow-up from teachers and staff. By reducing barriers to participation and creating more personalized opportunities for engagement, the LEA aims to ensure that all families feel welcomed, connected, and valued as partners in their child's education.|Based on educational partner input and local data, the LEA has demonstrated strong progress in building partnerships that support positive student outcomes. The school maintains a collaborative approach to student success through regular data analysis and shared decision-making among staff. Three times each year, all teachers participate in Data Days, during which student academic and behavioral data are reviewed to identify strengths, areas of need, and targeted interventions.  In addition, the school's Data Team meets monthly to monitor the progress of all students and ensure that support systems are responsive to student needs. A particular strength of the LEA is the close partnership between the Special Education and General Education teams. With approximately 21% of students receiving special education services, staff work collaboratively to support students in both academic and behavioral areas. Ongoing communication, shared planning, and coordinated interventions help ensure that students receive appropriate supports while remaining fully engaged in the school community.  These collaborative structures have strengthened the LEA's ability to identify student needs, implement timely supports, and promote positive outcomes for all students.|Based on educational partner input and local data, the LEA's focus for improvement in building partnerships for student outcomes is the continued development and implementation of its Multi-Tiered System of Supports (MTSS) for behavior. The LEA is committed to strengthening classroom supports that promote positive student behavior, increase time on task, and maximize focused learning opportunities for all students.  To support this goal, the LEA will continue to refine behavior data collection and analysis processes to identify trends and areas of need at the individual, classroom, and schoolwide levels. Staff will use this information to implement targeted interventions, reinforce positive behaviors, and support consistent expectations across classrooms. Particular attention will be given to improving student focus, reducing classroom disruptions, and creating learning environments that support academic engagement and success.  Through ongoing collaboration among general education teachers, special education staff, and the Data Team, the LEA will utilize behavior data to strengthen partnerships, improve classroom climate, and ensure that all students have the support needed to achieve positive academic and behavioral outcomes.|Based on the self-reflection process and analysis of educational partner input, the LEA recognizes the importance of ensuring that all families, including those who have been underrepresented in school engagement activities, are active partners in supporting student outcomes. To improve engagement, the LEA will continue to provide multiple opportunities for families to participate in discussions regarding their child's academic and behavioral progress through parent-teacher conferences, Student Study Team meetings, Individualized Education Program (IEP) meetings, and ongoing communication through ParentSquare.  The LEA will increase targeted outreach to families who do not regularly participate in school meetings by providing personalized communication, flexible meeting options, and access to information in both English and Spanish. Staff will continue to share student progress data and collaborate with families to develop strategies that support student success both at school and at home.  As the LEA continues to strengthen its MTSS framework, families will be encouraged to participate in problem-solving discussions and intervention planning to ensure that supports are responsive to individual student needs. These efforts will help build stronger partnerships between families and school staff and ensure that all students benefit from a collaborative approach to academic and behavioral success.|Based on educational partner input and local data, the LEA has demonstrated strong progress in seeking meaningful input from families and incorporating their feedback into decision-making processes. The school utilizes ParentSquare and ParentSquare/Parsec REAL engagement tools to regularly gather parent input and communicate important information. Families receive weekly updates and are consistently invited to provide feedback on school programs, services, and priorities.  In addition, the LEA conducts five Parent Advisory Committee meetings annually, providing multiple opportunities for families to participate in discussions and decision-making. To ensure equitable access, meetings are offered in both English and Spanish and include a Zoom option for virtual participation. These efforts have increased family engagement, expanded opportunities for input, and strengthened communication between the school and its educational partners. Feedback gathered through these channels is reviewed and used to inform school planning, program development, and continuous improvement efforts.|Based on educational partner input and local data, the LEA's primary area for improvement in seeking input for decision-making is increasing family participation and engagement in feedback opportunities. While the school provides multiple avenues for input, including Parent Advisory Committee meetings, ParentSquare communications, virtual meeting options, and bilingual access, overall participation rates remain lower than desired.  This year, the LEA experienced increased attendance and engagement during stakeholder meetings focused on addressing budget deficit spending concerns. This trend suggests that families are more likely to participate when meetings address specific issues that directly impact the school community. As a result, the LEA plans to explore additional issue-specific engagement opportunities and targeted outreach strategies to encourage broader participation and gather more meaningful input from educational partners. These efforts will help ensure that a greater diversity of perspectives is represented in the decision-making process.|Based on the self-reflection process and analysis of educational partner input, the LEA recognizes the need to increase participation from underrepresented families in decision-making processes. To improve engagement, the LEA will continue providing meetings in both English and Spanish, offering virtual participation options through Zoom, and utilizing ParentSquare to communicate opportunities for involvement.  The LEA will also increase the use of issue-specific engagement meetings focused on topics that directly impact families, as participation data indicates higher attendance when discussions are centered on relevant and timely concerns. Additionally, the school will seek feedback through multiple formats, including surveys, electronic communication, and small-group discussions, to reduce barriers to participation and provide families with flexible opportunities to share their perspectives.  The LEA will continue to monitor participation data to identify groups that are underrepresented and will implement targeted outreach efforts, including personal invitations and follow-up communication, to encourage broader participation. These actions will help ensure that all families have meaningful opportunities to contribute to school decision-making and that diverse perspectives are reflected in the LEA's planning and improvement efforts.|5|5|5|4|4|5|4|5|4|4|4|4|Met||2026-06-23|2026
56105610121756|BRIDGES Charter|3|Bridges annually measures progress in (1) seeking input from parents in decision-making and (2) promoting parental participation in programs, and reports results to the governing board at a regularly scheduled meeting and to stakeholders and the public through the Dashboard. We actively solicit feedback from families of individuals with exceptional needs and families of underrepresented students through evening parent education nights, board committee meetings, schoolwide social events, family satisfaction surveys, and end-of-year feedback surveys. ParentSquare is used to communicate with families in both English and Spanish. In 2025–26, 82% of parent survey respondents agreed or strongly agreed that Bridges provides meaningful opportunities for parent involvement. A total of 333 families participated in Volunteer Orientations, reflecting strong and growing community engagement. The rate of regular classroom volunteering was 48% and the rate of participation in school leadership activities was 30%. Bridges will continue to focus on deepening family involvement in school governance and increasing classroom volunteer rates in 2026–27.|Continuing to engage a diverse range of families in leadership activities at our school is a goal.|Based on analysis of our parent satisfaction survey, Healthy Kids Survey, and educational partner input, Bridges has identified that while overall family engagement is strong, classroom volunteering (48%) and school leadership participation (30%) have declined from baseline, and our English Learner families continue to score lower than average in the area of Peer and School Support on our climate surveys. To improve engagement of underrepresented families, Bridges will focus on the following strategies in 2026-27: expanding bilingual communication and outreach through ParentSquare in both English and Spanish; ensure that our community events are specifically welcoming and informative for families of English Learners, socioeconomically disadvantaged students, and students with exceptional needs; restructuring volunteer pathways to lower barriers to participation for working families; and continuing to utilize our bilingual coordinator to strengthen the connection between Spanish-speaking families and school staff. Our MTSS framework and SST process will continue to serve as a key touchpoint for building individualized relationships with families of students receiving intervention or special education services, ensuring that underrepresented families are active partners in their children's educational planning rather than passive recipients of information.|Bridges has demonstrated consistent strength in building meaningful partnerships with families to support student outcomes. Our 2025-26 parent satisfaction survey reflects that 95% of families agree or strongly agree that Bridges provides strong student instruction, engagement, and support — an 11-point gain from baseline. Ninety-six percent affirm our social-emotional learning and conflict resolution programming, and 92% report a healthy and safe school climate. Our MTSS framework and SST process serve as a structured vehicle for ongoing partnership with families around student academic and social-emotional progress. Through this process, families of students receiving Tier II intervention, special education services, and counseling support are engaged as active partners in identifying needs and developing individualized plans. This collaborative approach contributed to strong intervention outcomes in 2025-26, including 100% of grades 3-5 intervention students meeting grade level reading standards and 70% or more of middle school students exiting intervention in both reading and math. We provide families with regular, accessible information about student progress through ParentSquare in both English and Spanish, consistent weekly teacher communication, and our Parsec data platform, which allows us to share triangulated academic and social-emotional data with educational partners in a meaningful way. A total of 333 families participated in Volunteer Orientations in 2025-26, reflecting a strong foundation of family investment in our school community. Parent education nights continue to focus on topics directly connected to student learning, including curriculum, assessment data, and whole child development.|While Bridges demonstrates strong overall family satisfaction and partnership, our data identifies two clear areas for improvement in building partnerships for student outcomes in 2026-27. First, classroom volunteering rates declined to 48% in 2025-26, down from our baseline of 66%. Similarly, participation in school leadership activities — including PAC, board committees, and other governance structures — declined to 30%, down from our baseline of 43%. While 333 families completed Volunteer Orientations this year, we have not yet translated that foundation into sustained classroom and leadership involvement. In 2026-27, we will focus on creating clearer and more accessible pathways from orientation to active participation, with particular attention to flexible scheduling and differentiated volunteer opportunities that accommodate working families rather than just classroom volunteering.  In 2026-27, we will expand targeted family education programming for this group, strengthen our bilingual coordinator role, and increase intentional outreach to ensure that families of English Learners, socioeconomically disadvantaged students, and students with exceptional needs have the information and resources they need to be effective partners in their children's education.|Based on our analysis of parent satisfaction survey data, climate survey results, and educational partner input, Bridges has identified English Learner families, socioeconomically disadvantaged families, and families of students with exceptional needs as the underrepresented groups most in need of targeted partnership-building support. To improve engagement of these families in relation to student outcomes, Bridges will implement the following strategies in 2026-27: our bilingual coordinator will continue to serve as a dedicated bridge between Spanish-speaking families and classroom teachers, ensuring that language is not a barrier to meaningful partnership around student progress; parent education nights will be intentionally designed to address the specific academic and social-emotional needs of unduplicated student populations, with topics including how to support reading and math at home, understanding assessment data, and navigating special education and MTSS processes; and our SST process will continue to center families as essential partners in developing and monitoring intervention plans, with increased outreach to ensure that underrepresented families understand their rights and role in that process. Additionally, we will use our Parsec data platform to proactively share individualized student progress data with families of underrepresented students in accessible, bilingual formats, and will track participation rates of underrepresented families in school events, orientations, and leadership opportunities as a measure of progress toward more equitable engagement.|Bridges has established a robust and multi-layered system for seeking input from educational partners in decision-making that spans governance, curriculum, and program planning. Our Charter Excellence Committee meets regularly throughout the year to review schoolwide academic and social-emotional data and report findings to the governing board, creating a structured cycle of data-informed decision-making that includes teachers, administrators, and board members. Eighty-four percent of our full-time credentialed teachers participated on curriculum committees in 2024-25, ensuring that instructional decisions are grounded in teacher expertise and student outcome data. Families are engaged in decision-making through multiple channels including our annual parent satisfaction survey, parent education nights, PAC and board committee meetings, volunteer orientations, and end-of-year feedback surveys. ParentSquare enables two-way communication with families in both English and Spanish, ensuring that language is not a barrier to participation. Our Healthy Kids Survey and Covitality universal screening data are shared with educational partners through community data talks and Dashboard reporting, making our performance data accessible and actionable for the broader school community. Students are engaged in decision-making through Healthy Kids Survey participation, universal monitoring surveys, student leadership meetings, and board committee involvement. This comprehensive approach to input-gathering has directly influenced our LCAP goals, actions, and expenditures, as evidenced by our sustained investment in Tier II intervention, SEL programming, bilingual support, and expanded counseling services — all areas identified as priorities through educational partner feedback.|While Bridges has strong systems for gathering input from educational partners, our data points to two areas for improvement in 2026-27.  First, participation in school leadership activities declined to 30% in 2025-26, down from our baseline of 43%. This indicates that while families are satisfied with our school and engaged in orientation and volunteer activities, fewer are stepping into formal advisory and decision-making roles. In 2026-27, we will focus on rebuilding participation in PAC, board committees, and other governance structures by communicating more clearly about the purpose and impact of these roles, reducing barriers to participation.  Second, curriculum committee participation among full-time credentialed teachers declined to 61% in 2025-26, down from 84% in 2024-25, largely due to staffing transitions. Teacher-led committees are a cornerstone of our data-informed decision-making culture, and rebuilding robust participation across our math, and literacy committees is a priority for 2026-27. We will focus on onboarding new staff into our committee structure early in the year and re-establishing a clear cycle of inquiry that connects committee work directly to student outcome data and instructional decision-making.|Based on our analysis of parent satisfaction survey data, climate survey results, and educational partner input, Bridges has identified English Learner families, socioeconomically disadvantaged families, and families of students with exceptional needs as the groups most underrepresented in formal decision-making structures. To improve engagement of these families in relation to seeking input for decision-making, Bridges will implement the following strategies in 2026-27: We will provide Spanish interpretation where needed, and intentional personal outreach through our bilingual coordinator to invite participation from families who have not previously engaged in governance structures and community events. Our annual parent satisfaction survey and end-of-year feedback surveys will be disaggregated by student subgroup to better identify whether underrepresented families are expressing different needs or concerns than the broader community, allowing us to respond with targeted programmatic adjustments.  Finally, as Bridges enters its Charter Renewal and WASC accreditation cycle in 2027-28, we will prioritize the meaningful inclusion of underrepresented families in the self-study and stakeholder engagement process, ensuring that their voices directly shape our next charter and long-term improvement plan.|5|5|4|4|4|4|4|4|4|4|4|4|Met||2026-06-15|2026
56105610122713|River Oaks Academy|3|River Oaks Academy has a very strong history of creating and building relationships between staff and families due to the nature of our program. The parents/guardians play an incredibly important role in our program and work closely together with our teachers and the student to help the student be successful. The team (Teacher, Student, and Parent/Guardian) works together in all aspects of the student's education, including preparing the student's personalized learning plan (PLP), discussing the student's academic progress, and supporting the student academically as well as social-emotionally. We therefore believe that River Oaks Academy's strength lies in having, building, and maintaining these relationships.|"We are committed to seeking ongoing input from our families to help strengthen and improve our program. We understand that many families are deeply involved in supporting and educating their students, which can make it difficult to find the time or energy to provide broader feedback. Nevertheless, we continue to encourage greater participation in our surveys and welcome constructive input from both parents and students as we work to enhance their experience at River Oaks Academy. This year, along with having an open door policy on campus, we also introduced regular “Coffee with Admin” meetings at each resource center to give families an additional opportunity to connect with administrators and share their feedback. Moving forward, we are planning to continue offering ""Coffee with Admin"" meetings due to the positive feedback we received from families."|River Oaks Academy will improve engagement of underrepresented families by continuing to prioritize strong, trust-based relationships between school staff and families. River Oaks Academy teachers are committed to consistently engaging with families, recognizing that the academic success of each student is closely tied to the strength of their relationship with their teacher. As a personalized learning program, River Oaks Academy emphasizes meeting the needs of the whole child, making it essential to build meaningful and supportive connections with both students and their families. This ongoing commitment will help ensure that all families, especially those underrepresented, feel valued, involved, and supported in their child’s education.|River Oaks Academy's current strengths and progress in building partnerships for student outcomes lie in the collaborative structure of the program, which relies heavily on strong relationships between teachers, students, and families. In this model, parents serve as academic facilitators and work closely with their assigned coaching teacher to support student learning. Teachers provide ongoing academic feedback and equip parents with the resources they need to guide their child's education effectively.  This close-knit partnership between River Oaks Academy's staff, students, and families creates a team-based approach that is essential to student success. The program’s effectiveness depends on this collaboration, making the parent-teacher-student relationship a foundational strength. This partnership not only empowers parents to advocate for their children but also ensures that they play an active role in helping teachers understand their child's learning needs. This personalized, team-driven approach is a key reason why many families are drawn to the program and remains a central factor in its continued success.|River Oaks Academy’s focus for improvement in building partnerships for student outcomes is to continue strengthening relationships with families and educational partners. River Oaks Academy is committed to deepening these connections during every meeting and interaction with teachers and staff. A key area of focus is encouraging ongoing feedback and input from families throughout the year through multiple channels, ensuring their voices are heard and valued in shaping student success.|River Oaks Academy will have staff reach out to underrepresented families and make a special effort to reach out in a variety of ways, including in person, via text, phone, and email, to make sure that their voices are heard. River Oaks Academy teachers meet weekly with both students and parents. As a result, families and educational partners have regular opportunities to share input and feedback in an informal, in-person setting. River Oaks Academy will continue to offer those opportunities.|We believe that River Oaks Academy has been and is very strong in seeking input for decision-making due to the nature of our program. Our families are asked for input at weekly meetings, through surveys ,and when they are on campus. Staff and administration are readily available and visible to be able to give input easily. Our educational partners' input is then used to shape the program for the upcoming year.|Due to the nature of our program, the parents and families are heavily involved in all areas of the program. Their input is solicited via surveys and at the regular meetings with their coaching teachers. Parents make up a part of the governing board and are also involved in the curriculum committee, the budget committee, and individually as much as possible outside of any committee as well. River Oaks Academy will remain focused on ensuring that all families, including those not involved in formal committees, have accessible and varied ways to share their input. This feedback directly informs River Oaks Academy's program development and continuous improvement efforts. River Oaks Academy will help strengthen these input channels and increase participation from a broader range of families to ensure that decisions reflect the diverse needs and voices of the school community.|River Oaks Academy will improve engagement of underrepresented families in seeking input for decision-making by continuing to provide a variety of accessible opportunities for all families to share their feedback. Efforts will focus on offering input opportunities in multiple formats to meet diverse needs and preferences. Additionally, staff will receive ongoing training to actively listen, engage with empathy, and encourage all families, especially those who are underrepresented, to express their ideas and perspectives. This inclusive approach will help ensure that every family's voice contributes to the continuous improvement of the program.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-02|2026
56105616055974|Meadows Arts and Technology Elementary|3|MATES staff meet with the parents of all English Language Learners to create an Individualized Learning Plan. At these meetings the annual ELPAC results are reviewed, and goals are created to assist the student at home and at school. Grade-level specific toolkits allow all parents access to materials in order for them to adequately assist their students at home. All parents are encouraged to attend monthly Directors' Dialogues in order to participate in an informal dialogue with the Directors. These meetings allow for open communication and give opportunities to ask programmatic questions and provide input and feedback. On the 2026 school climate survey, 93.9% of respondents said that the teachers at MATES have built strong relationships with their child, and 98% of respondents said that they are actively involved with their child's education.|The MATES Board of Directors has developed board committees including Curriculum, Technology, Safety, Budget, Visual Arts, and Performing Arts. These committees are comprised of board members, administrators, teachers, parents, and community members.  Committees meet to discuss policies, proposals, actions, etc. and make recommendations to the MATES Board of Directors. This process allows for input from a variety of educational partners.|The MATES community is a very inclusive environment, and holds many school-wide events to promote family engagement including STEAM Night, International Night, Movie Night, Parent Education events, Winter Art Gallery, etc. All parents and guardians are welcome and encouraged to volunteer in any capacity allowing them to become engaged in the school and their child's learning. These effective community-building methods have helped keep parents, including those of historically underrepresented populations, engaged in their students’ academic achievement.|Goal 3 on the MATES LCAP is to provide various opportunities for participation of all educational partners in students' academic success. The expected outcomes were to increase parent engagement through participation and education. Providing grade-level specific toolkits allowed parents and guardians access to materials in order for them to adequately assist their students at home. Parents are also encourage to participate in many capacities including board committees such as curriculum, budget, technology, safety, etc.  The outcomes of these committees turn into recommendations to the Board for implementation.|MATES has always had a tremendous number of volunteer hours within the classroom and on the campus. This participation keeps parents and guardians connected to the happenings on campus and in the classroom. Also, MATES teachers provide a great amount of communication to families via ParentSquare, conferences, classroom newsletters, and websites. Teachers hold annual formal parent/teacher conferences as well as make themselves available throughout the year to meet with parents and guardians.|The Student Study Team meets with parents weekly to provide interventions for students who are approaching or not meeting standards. Additionally, MATES staff meets with the parents of all English Language Learners annually to create an Individualized Learning Plan. At these meetings the ELPAC assessment results are reviewed, and goals are created to assist the student at home and at school. These effective communication methods have helped keep parents and guardians from historically underrepresented groups engaged in their students’ academic achievement.|The MATES Parent Advisory Council (PAC) meets regularly to provide and evaluate communication and participation opportunities for all parents and guardians including underrepresented families. As such, the PAC solicits volunteers to participate in schoolwide committees including Curriculum, Budget, Safety, Technology, Facilities, Visual Arts, and Performing Arts. These committees are made up of many educational partners and, after their research and discussion, make recommendations to the MATES Board for any additions or changes to the MATES program and policies. Additionally, the MATES parent teacher organization, MATES Community Network, provides many family and community engagement activities throughout the year.|Because board committees are made up of representatives from all educational partner groups, there are many opportunities for giving input for decision-making. This is a strength at MATES and a practice that will be continued on the 2026-27 LCAP.|Both the Parent Organization and the School provide parent surveys to evaluate the effectiveness of the programs.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-05-18|2026
56724470000000|Briggs Elementary|3|Based on educational partner feedback, participation data, and local measures, Briggs School District's greatest strength in building relationships between school staff and families is the strong sense of community that exists throughout the district. As a small district serving approximately 450 students across two schools, Briggs benefits from close, personal relationships among staff, students, and families.  Families have regular opportunities to communicate directly with teachers, administrators, and support staff, and educational partner feedback indicates that families feel welcomed, valued, and connected to their children's schools. The district continues to provide multiple avenues for family engagement through school events, parent meetings, volunteer opportunities, and ongoing communication regarding student progress and school activities.  The district has made progress in strengthening two-way communication and increasing opportunities for family participation in school and district decision-making processes. Staff members are committed to maintaining strong partnerships with families and responding to their needs in a timely and supportive manner. These efforts have helped foster trust, collaboration, and a positive school climate that supports student learning and well-being.|Based on educational partner feedback and local data, Briggs School District's focus for continuous improvement is expanding opportunities for meaningful family engagement and ensuring that all families have consistent opportunities to participate in school and district activities. While the district benefits from strong relationships within its small, close-knit community, the district recognizes the need to increase participation from families who may face barriers related to work schedules, transportation, language, or other commitments.  The district will continue to strengthen two-way communication by providing multiple methods for families to share input, receive information, and participate in decision-making processes. Additional efforts will focus on increasing family participation in surveys, advisory committees, and school events to ensure that a broad range of perspectives are represented.  Briggs School District remains committed to building upon its strong foundation of trust and collaboration by creating inclusive engagement opportunities that support all families as partners in student learning and success.|Based on educational partner feedback and local data, Briggs School District will continue to strengthen outreach efforts to families who may be underrepresented in school and district engagement activities. The district will seek to identify and reduce barriers to participation by offering flexible meeting times, providing multiple opportunities for input, and utilizing a variety of communication methods to reach families.  The district will increase efforts to personally invite and encourage participation from families whose voices may be less represented in surveys, advisory groups, and school events. Staff will continue to foster welcoming and inclusive environments where all families feel valued and comfortable sharing their perspectives. The district will also use educational partner feedback to refine engagement strategies and ensure that communication and involvement opportunities are accessible to all families.  Through these efforts, Briggs School District aims to strengthen partnerships with all families and ensure that diverse perspectives are reflected in school and district decision-making processes.|Based on educational partner feedback and local data, Briggs School District's strength in building partnerships for student outcomes is the strong collaboration among families, staff, and the broader community to support student success. As a small district serving approximately 450 students, Briggs is able to foster meaningful relationships that allow staff to work closely with families to address students' academic, social-emotional, and developmental needs.  The district has made progress in maintaining open communication with families regarding student achievement, attendance, and well-being, while providing opportunities for educational partners to contribute to school and district initiatives. Staff regularly collaborate with families to support student learning and connect students with appropriate resources and interventions when needed.  Briggs School District also values partnerships with community organizations and local agencies that enhance educational opportunities and support services for students. These collaborative efforts contribute to a positive learning environment and help ensure that students receive the support necessary to achieve positive outcomes both academically and personally.|Based on educational partner feedback and local data, Briggs School District's focus for improvement in building partnerships for student outcomes is to increase opportunities for families and community partners to engage in supporting student achievement and well-being. While strong relationships exist across the district, Briggs seeks to further strengthen the connection between family engagement and student outcomes by expanding opportunities for families to understand and support their children's academic progress.  The district will continue to enhance communication regarding student learning, attendance, and available support services, while encouraging greater participation in educational workshops, advisory groups, and school activities. Briggs will also seek to strengthen partnerships with community organizations and local agencies that can provide additional resources and enrichment opportunities for students.  Through these efforts, the district aims to ensure that all educational partners have meaningful opportunities to contribute to student success and that collaborative partnerships continue to support positive outcomes for all students.|Based on educational partner feedback and local data, Briggs School District will continue to strengthen partnerships with underrepresented families by increasing outreach and providing multiple opportunities for meaningful participation in their children's education. The district will use a variety of communication methods, personal outreach, and flexible engagement opportunities to ensure that families who may face barriers to participation are informed and able to contribute their perspectives.  The district will focus on helping families better understand student academic progress, attendance, available supports, and ways they can support learning at home. Briggs will also encourage participation in parent meetings, advisory committees, surveys, and school events to ensure that a diverse range of family voices is represented in school and district planning.  By fostering inclusive engagement practices and strengthening communication with all families, Briggs School District will continue to build collaborative partnerships that support student achievement, well-being, and long-term success.|Based on educational partner feedback and local data, Briggs School District's strength in seeking input for decision-making is the accessibility of district and school leadership and the strong relationships that exist among staff, families, students, and community members. As a small district, Briggs is able to engage educational partners through direct communication, public meetings, surveys, advisory committees, and school events, creating multiple opportunities for stakeholders to share their perspectives.  The district has made progress in gathering input to inform school and district planning, including the development and monitoring of the Local Control and Accountability Plan (LCAP). Educational partners are regularly invited to provide feedback on district priorities, programs, and services, and their input is considered when making decisions that affect students and families.  The close-knit nature of the Briggs community supports open dialogue and collaboration, helping the district maintain transparent decision-making processes and foster a shared commitment to continuous improvement and student success.|Based on educational partner feedback and local data, Briggs School District's focus for improvement in seeking input for decision-making is to increase participation and ensure that feedback is representative of all stakeholder groups. While the district provides multiple opportunities for educational partners to share their perspectives, participation levels can vary among families, staff, and community members.  The district will continue to expand outreach efforts and utilize a variety of communication methods to encourage broader participation in surveys, advisory committees, public meetings, and LCAP engagement activities. Additional focus will be placed on gathering input from families and stakeholder groups whose voices may be underrepresented in district decision-making processes.  By increasing participation and ensuring diverse perspectives are considered, Briggs School District will strengthen its decision-making processes and continue to align district priorities and actions with the needs of its students, families, staff, and community.|Based on educational partner feedback and local data, Briggs School District will continue to improve engagement of underrepresented families by increasing outreach efforts and providing multiple opportunities for participation in district and school decision-making processes. The district will use a variety of communication methods, including direct outreach, digital communication platforms, surveys, and school events, to ensure families are informed and able to provide input.  The district will work to reduce barriers to participation by offering flexible opportunities for engagement and seeking feedback through methods that are convenient and accessible for families. Briggs will also continue to encourage participation in advisory committees, LCAP meetings, and other stakeholder engagement activities to ensure that a broad range of family perspectives is represented.  Through intentional outreach and inclusive engagement practices, Briggs School District will strengthen family participation in decision-making processes and ensure that district priorities and actions reflect the needs and perspectives of the entire school community.|5|5|4|5|4|4|4|4|5|4|4|4|Met||2026-06-04|2026
56724540000000|Fillmore Unified|3|Based on the analysis of educational partner input & local engagement data, Fillmore Unified School District (FUSD) has demonstrated continued progress in building strong, positive relationships between school staff & families. Feedback collected through parent surveys, School Site Council (SSC), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), District Advisory Committee (DAC), & Migrant Parent meetings consistently highlights the importance of accessible communication, welcoming school environments, & meaningful opportunities for family involvement.   In response to this feedback, FUSD has prioritized creating inclusive & supportive school climates where families feel valued as partners in their children’s education. Schools regularly host family engagement events, student recognition activities, & academic information sessions that encourage interaction among families, teachers, administrators, & support staff. These events provide opportunities to strengthen trust, increase communication, & build collaborative relationships focused on student success.  The district has also maintained a strong commitment to effective communication by providing translation & interpretation services and ensuring that information is delivered through multiple platforms, including email, text messaging, phone calls, social media, district websites, & parent communication applications. These efforts help ensure that families receive timely & accessible information regarding student progress, school activities, & district initiatives.   Parent-teacher conferences, student support meetings, & ongoing communication between school staff & families continue to serve as important avenues for discussing student achievement, attendance, social-emotional well-being, & academic goals. Educational partner feedback indicates that families value these opportunities to collaborate directly with educators & contribute to decisions that support student learning.   FUSD has also expanded opportunities for families to participate in leadership and advisory groups, including SSC, ELAC, DELAC, DAC, & Migrant Parent Advisory meetings. By rotating meeting locations & offering multiple opportunities for participation, the district has increased accessibility & strengthened connections between families & school staff across the district.   Additionally, FUSD's partnerships with community organizations, including the Fillmore Fire Department, Boys & Girls Club, Big Brothers Big Sisters, Ventura County Office of Education, and the City of Fillmore, have helped strengthen relationships between schools and families by providing additional student supports, family resources, & community engagement opportunities.   Through these efforts, FUSD has continued to foster a culture of collaboration, trust, & shared responsibility, resulting in stronger relationships between school staff & families and greater support for positive student outcomes.|Based on the analysis of educational partner input and local engagement data, Fillmore Unified School District (FUSD) has identified several focus areas for improvement in strengthening relationships between school staff and families. Feedback from parent surveys, advisory committees, school meetings, and family engagement events indicates a need for more consistent two-way communication, increased family participation, and expanded opportunities for meaningful collaboration between families and school staff.   One key area of focus is improving communication practices to ensure families receive timely, accessible, and relevant information regarding student progress, academic expectations, available supports, and opportunities for involvement. Educational partner feedback suggests that families value regular updates and personalized communication that helps them remain actively engaged in their children’s education. To address this need, FUSD will continue to strengthen the use of multiple communication platforms and provide information in families’ home languages whenever possible.   Another area of focus is increasing participation among families who are not currently engaged in school and district activities. Local data indicate that some families continue to face barriers related to scheduling, transportation, language, and familiarity with school systems. FUSD will work to reduce these barriers by offering flexible meeting opportunities, providing interpretation and translation services, and expanding outreach through parent and family liaisons and school staff.   FUSD also seeks to strengthen family voice in decision-making processes by creating additional opportunities for families to provide feedback on programs, services, and initiatives that impact student learning and well-being. The district will continue to utilize surveys, advisory committees, parent meetings, and engagement events to gather input and ensure family perspectives are reflected in planning and improvement efforts.   Additionally, the district will continue building staff capacity to engage effectively with families through relationship-centered practices that foster trust, collaboration, and cultural responsiveness. By strengthening connections between families and school personnel, FUSD aims to create a more welcoming and inclusive environment where all families feel valued as essential partners in supporting student success.   Through these improvement efforts, FUSD seeks to enhance communication, increase family participation, strengthen trust between families and school staff, and support positive academic, social-emotional, and behavioral outcomes for all students.|Based on the self-reflection process, educational partner feedback, and local engagement data, Fillmore Unified School District (FUSD) has identified the need to further strengthen relationships with underrepresented families, including Newcomer, Migrant, Homeless, Foster Youth, and English Learner families. Feedback from families and staff indicates that personalized outreach, trusted school contacts, and accessible communication are essential for increasing engagement and strengthening connections between families and school personnel.  To address these needs, FUSD will continue to provide dedicated parent & family liaisons at all school sites. These liaisons play a critical role in building trust and fostering positive relationships between families & school staff through individualized outreach, parent education workshops, resource referrals, & ongoing support. By serving as a bridge between home & school, family liaisons help ensure that families feel welcomed, informed, & connected to their child’s educational experience.   To increase the effectiveness of these efforts, FUSD will provide ongoing professional development for parent & family liaisons focused on culturally responsive practices, relationship-building strategies, effective communication, and community resource navigation. School & district staff will also continue to strengthen their capacity to engage families in ways that are respectful, inclusive, and responsive to the diverse needs of the community.   In addition, FUSD will expand communication efforts through multilingual platforms, translated materials, interpretation services, direct outreach, & multiple communication channels to ensure that all families have access to important information & opportunities for involvement. Special attention will be given to reducing barriers that may limit participation, including language differences, transportation challenges, & scheduling conflicts.   The district will also continue connecting families with no-cost academic, enrichment, & support opportunities, including Universal Prekindergarten (UPK) After-Care, ASES after-school programs, tutoring resources, family learning events, & community-based services. These opportunities help strengthen family engagement while supporting student learning and well-being.   Additionally, FUSD will increase opportunities for underrepresented families to participate in school events, advisory committees, workshops, & engagement activities where they can share feedback and contribute to decisions that impact students and families. Input gathered through surveys, meetings, & engagement activities will be used to continuously improve outreach efforts & ensure that family voices are represented in district planning & decision-making.   Through these actions, FUSD aims to strengthen trust, improve communication, increase family participation, & build meaningful relationships between school staff & underrepresented families.|Based on the analysis of educational partner input and local engagement data, Fillmore Unified School District (FUSD) has demonstrated strong progress in building meaningful partnerships that support student achievement, engagement, and well-being. Feedback from families, students, staff, community organizations, and advisory groups consistently highlights the value of collaborative programs, family engagement opportunities, and access to community-based resources.   In response to identified needs and interests, FUSD has strengthened partnerships with local organizations, including the Fillmore Fire Department, Boys & Girls Club, Big Brothers Big Sisters, Ventura County Sheriff's Office, Ventura County Office of Education (VCOE), and California Lutheran University. These partnerships have expanded opportunities for students to engage in academic enrichment, leadership development, career exploration, and civic learning experiences.   To support the needs of historically underserved student groups, FUSD worked closely with VCOE to offer Migrant Saturday School and a Migrant Speech and Debate Tournament. Participation and feedback data indicated increased student engagement, confidence, and opportunities for academic growth.   FUSD also partnered with the City of Fillmore to host Health and Wellness events, providing families with access to health, mental health, and community support resources. These events were informed by family survey results and educational partner feedback, ensuring services aligned with identified community needs.   In addition, each school site implemented family engagement activities tailored to local priorities identified through parent input, participation trends, and site-level needs assessments. These efforts have strengthened relationships between families and schools, increased opportunities for meaningful educational partner involvement, and supported continuous improvement efforts focused on positive student outcomes.|Based on the analysis of educational partner input and local engagement data, Fillmore Unified School District (FUSD) has identified several focus areas for improvement in building partnerships that support positive student outcomes. Feedback from families, staff, students, advisory committees, and community partners indicates a need to increase meaningful and consistent engagement opportunities that encourage two-way communication and shared decision-making.   A primary area of focus is expanding family participation across all school sites, particularly among families who have historically been underrepresented in school and district engagement activities. While participation in family events has increased, survey responses and attendance data suggest that barriers such as scheduling conflicts, transportation, language access, and awareness of opportunities continue to impact engagement for some families. FUSD will continue to explore strategies to reduce these barriers and create more inclusive opportunities for participation.   Another focus area is strengthening communication between schools, families, and community partners. Educational partner feedback highlights the importance of timely, accessible, and consistent communication regarding district initiatives, student supports, and opportunities for involvement. FUSD is working to improve outreach efforts through multiple communication platforms and increase opportunities for families to provide input on programs, services, and decisions that affect student learning and well-being.   FUSD is also focused on increasing family engagement in academic learning and student success initiatives. Local data and educational partner feedback indicate that families value opportunities to better understand curriculum, academic expectations, college and career readiness pathways, and available student support services. The district will continue to expand workshops, family learning events, and informational sessions designed to strengthen the connection between home and school and support student achievement.   Additionally, FUSD seeks to further leverage community partnerships to provide expanded enrichment, wellness, and career exploration opportunities for students and families. The district will use ongoing feedback and participation data to evaluate the effectiveness of current partnerships, identify gaps in services, and develop new collaborations that align with student and community needs.   Through these improvement efforts, FUSD aims to strengthen educational partner engagement, increase family participation, and build sustainable partnerships that contribute to improved student outcomes and overall school success.|Based on the self-reflection process, educational partner feedback, and local engagement data, Fillmore Unified School District (FUSD) has identified a need to increase meaningful engagement with families who have traditionally been underrepresented in school and district activities, including Newcomer, Migrant, Homeless, Foster Youth, and English Learner families. Feedback from families and staff indicates that barriers such as language, transportation, scheduling, and limited awareness of available opportunities can impact participation and access to school resources.   To address these barriers, FUSD will strengthen outreach efforts through multilingual communication platforms, social media, text messaging, district websites, and direct family outreach. The district will continue to provide translated materials and interpretation services to ensure families receive timely, accessible, and understandable information regarding school programs, services, and opportunities for involvement.   FUSD will also expand the capacity of parent and family liaisons by providing ongoing training and resources that support relationship-building, family outreach, and connections to academic and community services. These staff members play a critical role in establishing trust, increasing participation, and helping families navigate school systems and available supports.   In addition, district and site staff will continue to provide personalized support through direct outreach and case management for students and families experiencing homelessness, foster care placement, migration, or recent arrival to the community. A district counselor will continue serving as a key point of contact to coordinate services, connect families with community resources, and support student success through stronger school-home partnerships.   FUSD will also increase opportunities for underrepresented families to participate in advisory committees, family engagement events, workshops, and decision-making processes. Family feedback will be regularly collected and reviewed to ensure engagement strategies remain responsive to family needs and remove barriers to participation.   Through these efforts, FUSD aims to create a more inclusive and welcoming environment where all families feel valued, informed, and empowered as partners in their children's education, ultimately supporting improved student outcomes, attendance, academic achievement, and overall well-being.|Based on educational partner input and local engagement data, Fillmore Unified School District (FUSD) has made continued progress in providing meaningful opportunities for educational partners to participate in district and school decision-making. Feedback from families, staff, students, advisory committees, and community partners reflects strong collaboration, transparency, and shared responsibility for student success.   FUSD engages families through School Site Councils (SSC), English Learner Advisory Committees (ELAC), the District English Learner Advisory Committee (DELAC), District Advisory Committee (DAC), Migrant Parent meetings, and other stakeholder forums. These groups review student data, discuss program effectiveness, identify priorities, and provide recommendations that inform school and district planning.    The district also conducts public Board of Education meetings with opportunities for public comment and interpretation services to support participation. Surveys, needs assessments, focus groups, and community meetings provide additional opportunities for educational partners to share feedback on programs, services, and district initiatives.    Each school site is supported by bilingual parent and family liaisons who facilitate communication between families and schools, increase access to information, and gather family feedback. Educational partner input is regularly used to inform continuous improvement efforts, resource allocation decisions, and LCAP development. Through these efforts, FUSD has increased stakeholder participation and strengthened a culture of collaboration and shared decision-making.|Based on educational partner input and local engagement data, Fillmore Unified School District (FUSD) has identified opportunities to strengthen stakeholder participation in decision-making processes. Feedback from surveys, advisory committees, school meetings, and community engagement activities indicates that families value opportunities to share perspectives and would like additional avenues to provide input on district initiatives, student supports, academic programs, and school improvement efforts.    One area of focus is increasing participation among families and educational partners whose voices have historically been underrepresented. Local data suggest that scheduling conflicts, language access, transportation, and limited awareness of engagement opportunities can affect participation. FUSD will continue implementing strategies to reduce these barriers and create more inclusive opportunities for input.   The district will strengthen School Site Councils (SSC), English Learner Advisory Committees (ELAC), District English Learner Advisory Committee (DELAC), District Advisory Committee (DAC), Migrant Parent meetings, and other stakeholder groups to ensure educational partners have opportunities to review data, discuss priorities, and contribute to planning efforts.   FUSD will also expand the use of surveys, focus groups, community forums, parent and family liaisons, multilingual communication tools, and targeted outreach strategies to increase awareness and participation. These efforts will support stronger communication, greater stakeholder involvement, and more representative input in district and school-level decision-making.|Based on the self-reflection process, educational partner feedback, and local engagement data, Fillmore Unified School District (FUSD) has identified the need to increase participation from underrepresented families, including Newcomer, Migrant, Homeless, Foster Youth, and English Learner families. Feedback indicates that language differences, transportation challenges, limited technology access, scheduling conflicts, and unfamiliarity with school systems can impact participation.   To address these barriers, FUSD will continue providing opportunities for input through District Advisory Committee (DAC), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), Migrant Parent meetings, School Site Councils (SSC), and other stakeholder forums. The district will continue offering translation and interpretation services, flexible participation options, and multilingual communications to improve accessibility.    Parent and family liaisons will continue serving as connectors between families and schools, helping families understand opportunities for involvement and share feedback on programs and services. FUSD will also use surveys, needs assessments, targeted outreach, social media, text messaging, phone calls, and translated materials to increase participation and gather feedback from families who may not traditionally engage in advisory groups.   District staff and counselors will continue connecting families with school and community resources while ensuring their perspectives are considered in district planning, continuous improvement efforts, and program development. Through these actions, FUSD seeks to strengthen inclusive and equitable decision-making processes that reflect the diverse needs of the school community.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-02|2026
56724620000000|Hueneme Elementary|3|Current Strengths and Progress in Building Relationships Between School Staff and Families  1. Developing the Capacity of Staff: HESD has successfully enhanced the ability of its administrators, teachers, and classified staff to build trusting and respectful relationships with families. This is evidenced by the rating of 4, indicating a strong focus on professional development and training programs emphasizing the importance of trust, respect, and collaboration with families. Staff will continue to engage in ongoing training and support to engage with families and effectively foster a positive school climate.  2. Creating Welcoming Environments: HESD has made notable progress in creating welcoming environments for all families within the community. The consistent rating of 4 suggests that schools implement inclusive practices and ensure all families feel valued and accepted. Initiatives such as culturally responsive signage, welcoming events, and the presence of family liaisons who help bridge any gaps between the school and the community have proven successful.  3. Supporting Staff to Learn About Families: HESD actively supports staff in understanding each family's strengths, cultures, languages, and goals for their children. A rating of 4 indicates that staff members are equipped with the necessary tools and resources to engage with families more deeply, acknowledging and valuing students' diverse backgrounds. Strategies involve cultural competency training, multilingual communication, and personalized family outreach efforts.  4. Engaging in 2-Way Communication: HESD has also developed multiple opportunities for 2-way communication between families and educators using accessible and understandable language. A rating of 4 reflects strong efforts in creating effective communication channels, such as parent-teacher conferences, regular newsletters, multilingual communication platforms, and feedback surveys. These efforts ensure that families are informed and have avenues to voice their opinions and contribute to decision-making processes.|Focus Areas for Improvement  1. Enhanced Cultural Competency and Sensitivity Training: While HESD is making good progress, there is always room to deepen the understanding and sensitivity towards the diverse cultural backgrounds of families. Offering more advanced and ongoing cultural competency training could help staff better navigate and honor the complexities of different cultures, thereby strengthening relationships and trust.  2. Personalized Family Engagement Strategies: Although general efforts to create welcoming environments are successful, more personalized engagement strategies are needed. Tailoring approaches to meet the unique needs of different families, particularly those from marginalized or underrepresented communities, could ensure more inclusive and effective participation.  3. Increased Family Leadership Opportunities: Creating more opportunities for families to take on leadership roles within the school community can further enhance engagement and investment. Establishing strong parent advisory councils, family-led workshops, or other leadership initiatives could empower families and give them a stronger voice in school affairs.  4. Strengthening Feedback Mechanisms: While 2-way communication is already a focus, enhancing the mechanisms for collecting and acting on family feedback can be beneficial. Ensuring that feedback is collected and visibly acted upon can reinforce families' trust and demonstrate HESD's commitment to continuous improvement based on their input.  5. Strengthening Community Partnerships: Building stronger partnerships with local community organizations can enhance the support network available to families. Collaborating with community groups that families already trust can extend the reach and impact of HESD's engagement efforts.|Strategies to Improve Engagement of Underrepresented Families  1. Personalized Outreach and Communication: HESD will continue to implement targeted outreach initiatives tailored to the needs of underrepresented families. * Multilingual Communication: Ensuring all communication is available in multiple languages to accommodate non-English-speaking families. * Culturally Relevant Outreach: Using culturally appropriate methods to reach out to families, such as the community liaisons who understand the cultural nuances and can build trust.  2. Enhanced Support for Understanding and Exercising Legal Rights: To help underrepresented families better understand and exercise their legal rights, HESD will continue to: * Provide Clear, Accessible Information: Distribute information about legal rights in straightforward language and multiple formats (print, digital, workshops). * Offer Legal Advocacy Workshops: Host workshops and informational sessions with community organizations to educate families on their rights and how to advocate effectively for their children.  3. Increase Access to Resources and Support: HESD will continue to ensure that underrepresented families can access the necessary resources to support their children's education.  4. Fostering Family Leadership and Involvement: Ensure that our advisory councils include representatives from underrepresented groups to ensure their voices are heard.|HESD demonstrates notable strengths and progress in building partnerships for student outcomes.  Current Strengths and Progress in Building Partnerships for Student Outcomes  1. Professional Learning and Support: HESD has made significant progress in providing professional learning, which enhances its capacity to partner with families. Our rating of 4 reflects our robust training programs and resources to improve family engagement practices. This includes workshops, seminars, and ongoing professional development opportunities focusing on effective communication, cultural competency, and collaborative strategies.  2. Providing Information and Resources to Families: HESD has effectively provided families with the necessary information and resources to support student learning and development at home. With a rating of 4, it is evident that HESD is committed to equipping families with educational materials, workshops on supporting homework and learning activities, and access to online resources.  3. Policies and Programs for Teacher-Family Meetings: HESD has implemented successful policies and programs that facilitate regular meetings between teachers, families, and students to discuss student progress and collaborate on strategies to improve student outcomes. A rating of 4 reflects that these initiatives are well-established and effectively encourage meaningful interactions.|Focus Areas for Improvement  1. Enhancing Support for Families to Understand and Exercise Their Legal Rights: While the LEA is in full implementation, there is room for improvement. HESD will focus on: * Improving Accessibility of Information: Ensuring that information about legal rights and advocacy is clear, accessible, and available in multiple languages. * Increasing Outreach Efforts: Conduct more outreach to inform families about their legal rights through workshops, informational sessions, and collaboration with community organizations.  2. Increasing the Scope of Resources Provided to Families: Though HESD has made good progress in providing resources to support student learning at home, continuous improvement is essential. * Diversifying Resources: Providing a more comprehensive range of resources that cater to different learning styles and needs, including digital tools, hands-on materials, and community-based resources. * Tailoring Support: Offering more tailored resources and support based on individual family needs and circumstances, which can be identified through regular surveys and feedback mechanisms.  3. Fostering Greater Family Involvement in Decision-Making: Increasing family involvement in school decision-making processes leads to better student outcomes. * Creating More Opportunities for Involvement: Establishing more formal roles and opportunities for families to participate in school committees, advisory boards, and other decision-making bodies. * Building Capacity for Advocacy: Providing training and resources to help families develop advocacy skills and effectively participate in school governance.|Based on the analysis of educational partner input and local data, HESD has identified the need to improve engagement with underrepresented families.  Strategies to Improve Engagement of Underrepresented Families  1. Personalized Outreach and Communication: HESD will continue to implement targeted outreach initiatives tailored to the needs of underrepresented families. * Multilingual Communication: Ensuring all communication is available in multiple languages to accommodate non-English-speaking families. * Culturally Relevant Outreach: Using culturally appropriate methods to reach out to families, such as the community liaisons who understand the cultural nuances and can build trust.  2. Enhanced Support for Understanding and Exercising Legal Rights: To help underrepresented families better understand and exercise their legal rights, HESD will continue to: * Provide Clear, Accessible Information: Distribute information about legal rights in straightforward language and multiple formats (print, digital, workshops). * Offer Legal Advocacy Workshops: Host workshops and informational sessions with community organizations to educate families on their rights and how to advocate effectively for their children.  3. Increase Access to Resources and Support: HESD will continue to ensure that underrepresented families can access the necessary resources to support their children's education.  4. Fostering Family Leadership and Involvement: Ensure that our advisory councils include representatives from underrepresented groups to ensure their voices are heard.|Current Strengths and Progress in Seeking Input for Decision-Making  1. Building Capacity and Supporting Principals and Staff: HESD continues to effectively build the capacity of principals and staff to engage families in advisory groups and decision-making processes. Our high rating reflects that training and support systems are in place to ensure school leaders and staff can facilitate meaningful family participation.  2. Building Capacity and Supporting Family Members: HESD has been equally successful in supporting family members' effective engagement in advisory groups and decision-making. We strive to provide parent training and resources to aid them in understanding their roles, the decision-making process, and how to contribute constructively.  3. Providing Opportunities for Input from All Families: HESD excels in offering all families opportunities to provide input on policies and programs. Our rating of 4 reflects that we employ inclusive strategies to reach diverse and underrepresented groups within the school community. We ensure that all voices are heard and considered in the decision-making process.|Focus Areas for Improvement  1. Enhancing the Diversity of Advisory Groups: While HESD has made significant progress, there is room to improve the diversity within advisory groups. * Targeted Recruitment: Actively recruiting members from underrepresented communities to ensure that advisory groups reflect the diversity of the school population. * Creating Inclusive Environments: Ensuring advisory group meetings are held at accessible times and locations.  2. Increasing Awareness and Understanding of Decision-Making Processes: To improve family engagement in decision-making, HESD will focus on increasing families' awareness and understanding of these processes: * Educational Workshops: Offering workshops that explain how decision-making processes work, the role of advisory groups, and how families can effectively participate. * Transparent Communication: Regularly communicating the outcomes of advisory group meetings and how family input has influenced decisions.  3. Strengthening Feedback Mechanisms: Improving how feedback is collected and used in HESD enhances the decision-making process: * Regular Surveys and Focus Groups: Conduct more frequent surveys and focus groups to gather input from a broader range of families, especially those who are typically less engaged. * Closing the Feedback Loop: Ensuring that families receive updates on how their feedback has been considered and the actions taken.|Based on the self-reflection ratings and analysis of educational partner input and local data, HESD continually demonstrates a strong foundation in building capacity and supporting family engagement in various aspects of decision-making. We will continue to seek avenues for improvement, particularly in reaching and involving underrepresented families.  1. Targeted Outreach and Communication * Culturally Relevant Messaging: Tailor messages to resonate with different cultural backgrounds, making information more relatable and accessible. * Use of Various Platforms: To reach a broader audience, utilize diverse communication platforms such as social media, community radio, local newspapers, and text messaging.  2. Partnerships with Community Organizations Collaborate with Local Organizations: Partner with community organizations and associations with established relationships with underrepresented families.  3. Inclusive Decision-Making Structures Diverse Representation: Ensure that advisory groups and decision-making bodies reflect the diversity of the student population. Proactively recruit members from underrepresented groups.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-22|2026
56724700000000|Mesa Union Elementary|3|Mesa Union School Districts takes great pride in providing a welcoming and supportive environment for parents and families. Mesa Union is a small school with multiple generations of families attending back to its founding in 1939. There have been several strategies Mesa has employed to develop stronger ties with families. One such strategy entails Mesa Union leveraging technology to increase communication and engagement with district families. Mesa Union currently utilizes ParentSquare as a two-way communication platform and regularly uses social media platforms to share  Events have also been scheduled which help promote community, inclusion and information. These include, TK/K and middle school orientations, middle school showcase, and various other informational events. Additionally, the District has scheduled consistent meetings via Zoom for important informational updates.  Mesa Union has also continued to support language access (interpretation/translation) initiatives by hiring bilingual/biliterate staff. Specifically, Mesa Union has continued staffing of a Bilingual Family Liaison who is also bilingual/biliterate. This position has been critical to providing language access (interpretation/translation) to parents and families at online/in-person events and through written communication. This position also allowed for committees and family groups to gain greater access to information and for the district to reach a greater number of Mesa parents and families, as well.   Another strategy that led to significant parent/family engagement was the District's support of partner's fulfilling the District's updated Volunteer Policy. The District has sponsored a volunteer program with well over 85 regular school volunteers, including classroom volunteers, event volunteers, athletic coaches and club sponsors. The district supports volunteers through payment of background checks in order to facilitate participation.  Another important strategy for maintaining partnerships with parents and families was the ongoing support of and collaboration with Mesa Union's Parent Faculty Organization (PFO) group. Mesa Union's PFO has coordinated a number of community-wide events for students, parents/families and community, including various hospitality services for district events.|Based on an analysis of educational partner input and stakeholder data, Mesa Union has continued to dedicate resources and attention to communication with and engagement of district families. The strategies described in the prior section continue to be deepened and refined. In particular, the staffing of the Bilingual Family Liaison has been critical as a link to underrepresented families. Initiatives have been well-received as evidenced by increases in ratings on the annual climate survey (YouthTruth).|Based on an analysis of educational partner input and stakeholder data, Mesa Union will continue to provide language access (interpretation/translation) during school events and in communication. Additionally, Mesa Union continues to acknowledge the institutional barriers that obstruct full participation from underrepresented families, including those that do not have fluency in English. Mesa Union will continue to partner with external agencies to find services for families within the community, including those who may be food insecure or require mental health services.|"Mesa Union School Districts has traditionally built and maintained quality relationships with educational partners, including community-based organizations. At present, Mesa Union has developed partnerships with other educational agencies and colleges/universities to promote a college-going atmosphere. Middle school students have participated in educational trips to universities such as UCSB and CSUCI and community colleges like Moorpark and Oxnard which have extended their learning beyond the classroom. Mesa Union has also retained a School Counselor in order to establish a comprehensive counseling program with a focus on college and career readiness and social-emotional well-being.   Additionally, Mesa Union has a strong partnership with Ventura County Office of Education and Ventura County Schools Business Services Authority who have provided Mesa significant support and resources pertaining to: facilities, mental health, technical guidance and professional learning.  Lastly, Mesa Union has initiated various schoolwide efforts to promote parental/family involvement through its ""Success by the Numbers"" initiative. The ""Success by the Numbers"" initiative was launched in 2025-2026 along with Mesa Reading and Mathematics Challenges to both develop a comprehensive learner culture and provide concrete information for parents/families about grade-level expectations and means of supporting learning at home."|Based upon the analysis of educational partner input and local data, Mesa Union will focus on developing meaningful and authentic partnerships that bring resources, programming and real-world experiences to students and families. Specifically, the following are focus areas for the coming school year: facilities, mental health, professional learning and college/career pathways.|Based upon the analysis of educational partner input and local data, Mesa Union will focus on underrepresented families to gain better access to events, activities and resources derived from existing partnerships with community partners. With the following are focus areas for the coming school year (facilities, mental health, professional learning and college/career pathways), the focus will be on identifying underrepresented families to reap the benefit of those partnerships. In particular, there are plans for increased visits to college campuses and increasing clubs/courses that support college/career pathways into high school where families will receive more information and support.|Mesa Union annually administers a Local Control Accountability Plan and Youth Truth Surveys to collect information regarding the District and its school(s) overall climate and student, parent, and community connectedness. Community partners continue to indicate the importance of outstanding customer service, the need to continually improve organizational communication process and quality, the expectation of provide physical and social emotional healthy and productive school environments, and the need to improve connectedness between students, parents and the district and school(s).  The results of the surveys are shared in very intentional and focused ways with certificated and classified staff, families and board of education. Survey results are also shared with students, specifically middle school students. Middle school students are also invited to participate in focus groups to analyze YouthTruth results from prior year and provide input on actions that can make a difference toward identifying areas of strength, as well as areas of improvement.  During the 2022-2023 school year, Mesa Union also transitioned to quarterly student climate surveys and collaborated with a student Focus Group to discuss the results. In 2023-2024, Mesa Union implemented committees to increase input and decision-making: MTSS Committee and ScoreCard Committee. Both of these committees assisted in furthering and deepening the implementation of the Mesa Union Framework for the Future and Learner Profile. The Framework for the Future is a foundation for learning that focuses on the characteristics and competencies students should be able to develop and demonstrate by the time that students leave Mesa Union in 8th grade.  The committees and focus groups comprised of stakeholder representatives continued into 2025-2026 and are expected in 2026-2027, as well.|Based on the analysis of educational partners input and local data, Mesa Union will focus on further development of committees comprised of community partners to determine priorities and implementation of new initiatives. Mesa Union will also look for additional ways of acquiring input, including Google surveys.|Based upon the educational partner input and local data, Mesa Union will seek to become more intentional and purposeful in working with underrepresented families. As a small school district, Mesa has always been able to maintain great personal relationships with families, which can be used to invite and welcome them to participate more fully in district committees and working groups.|5|5|5|5|5|5|4|4|4|4|4|4|Met||2026-06-04|2026
56724705630363|Golden Valley Charter|3|Golden Valley Charter School (GVCS) was founded on the belief in honoring and valuing parent choice and input, giving families the opportunity to design an educational program that meets their children’s unique needs within a homeschool environment. In partnership with GVCS credentialed teachers, families tailor instruction to align with each student’s academic level and learning style. Due to this personalized approach, GVCS is continually strengthening meaningful relationships between staff and families. According to the 2025-26 GVCS Parent/Guardian Survey, 98% of families feel valued by GVCS as an important partner in our school. Additionally, 95% of GVCS families feel connected to GVCS, and 99% reported that they would recommend GVCS to another family. These results reflect the strong, collaborative relationships GVCS has built between staff and families.|To strengthen relationships with our families, Golden Valley Charter School will prioritize clear, accessible communication that ensures all families feel informed and included. Additionally, the 2025-26 GVCS Parent/Guardian survey gathered input from families about which areas to focus on for next school year to continue building relationships between the school staff and families. The top three areas families reported to focus on included: Offering in-person activities for students (54%); Offering in-person opportunities for families (51%); and providing additional services for high school students (32%). Families also suggested offering parent workshops, which would create more opportunities for engagement and help strengthen the partnership between school staff and families through shared learning and collaboration.|Golden Valley Charter School (GVCS) is committed to increasing engagement among underrepresented families by actively inviting them to participate in a variety of school opportunities, including in-person events, parent/guardian workshops, and other community-building activities. These families are also encouraged to attend town hall and board meetings to share their perspectives. Through these efforts, GVCS aims to foster stronger connections between underrepresented families and school staff.|Due to the nature of GVCS’s design, our most significant collaboration is with our families and students. GVCS credentialed teachers are trained to partner with families in order to support student learning and outcomes in the home. Additionally, GVCS requires that families have a strong stake in the education of their children. GVCS offers families the opportunity and flexibility to design a standards-based, individualized learning plan, and will continue to provide multiple avenues and opportunities for engagement in order to improve that of underrepresented families.|Feedback from families, students, and staff highlights the value of personalized learning, strong relationships with GVCS staff, and flexible program options. At the same time, the school has identified opportunities to further strengthen student engagement and communication to improve building partnerships for student outcomes. To strengthen that connection and deepen the partnership between students and the school, GVCS will continue to offer more in-person activities for students next school year. These opportunities will help nurture relationships between students and school staff, building on the existing sense of connection.|Based on the analysis of educational partner input and local data, Golden Valley Charter School will improve engagement of underrepresented students and families by increasing in-person opportunities, such as school events, student showcases, and family gatherings. These activities are designed to strengthen relationships and build meaningful partnerships between underrepresented families and school staff, ultimately supporting improved student outcomes.|Golden Valley Charter School (GVCS) maintains consistent communication with educational partners through staff and administrative outreach. All educational partners are invited to participate in decision-making by attending in-person or virtual meetings, completing surveys, joining town halls, responding to ParentSquare announcements, emailing, calling, and/or attending governing board meetings. GVCS remains committed to offering multiple, accessible opportunities for input, especially from underrepresented families to inform policies and program development and to strengthen the decision-making process.|Based on the analysis of educational partner input and local data, Golden Valley Charter School will increase opportunities for meaningful engagement by implementing diverse feedback methods, including surveys, small group discussions, and ongoing two-way communication, to ensure educational partner voices inform decision-making.|Based on the analysis of educational partner input and local data, Golden Valley Charter School will strengthen engagement of underrepresented families by implementing targeted outreach and inclusive feedback strategies, including translated materials, small group discussions, and individualized communication, to ensure equitable participation in school decision-making.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-01|2026
56725040000000|Mupu Elementary|3|Mupu Elementary School District continues to foster strong relationships between school staff and families through frequent communication, meaningful opportunities for engagement, and a welcoming school culture. As a small rural TK–8 district, the district values personal connections with families and actively seeks educational partner input to guide continuous improvement. Families are engaged through monthly Mupu Parent Club meetings, School Board meetings, ParentSquare communications, informational meetings, community surveys, and an annual LCAP community input meeting. Translation services and home language communication are provided as needed to ensure all families have meaningful access to information and opportunities to participate.  Educational partner feedback demonstrates strong family involvement and has directly influenced district decision-making. Parent input resulted in expanded outdoor learning opportunities, exploration of improved technology replacement cycles, increased career awareness experiences, additional field trips, healthier school meal discussions, expanded extracurricular offerings, and continued investment in campus safety and student engagement programs. The district regularly reviews stakeholder feedback to ensure that district priorities reflect the needs and values of the community.  The district has also strengthened relationships through programs that increase family confidence in the school and provide students with enriching experiences beyond the classroom. The Expanded Learning Opportunities Program (ELOP), counseling services, Outdoor Learning and Garden Program, PBIS, HEART expectations, and Social-Emotional Learning curriculum have enhanced student engagement while creating additional opportunities for collaboration between families and school staff. These programs support the district's commitment to educating the whole child and maintaining a positive, inclusive school climate.  Local survey results and ongoing conversations with educational partners indicate that families appreciate the district's accessibility, responsiveness, and commitment to student success. The district will continue to strengthen partnerships by maintaining open communication, expanding opportunities for family participation, and using educational partner feedback to guide planning and continuous improvement.|While Mupu Elementary School District has developed strong relationships with families, the district remains committed to expanding opportunities for meaningful family engagement and increasing educational partner participation in decision-making. Analysis of stakeholder feedback indicates that families value the district's accessibility, responsiveness, and welcoming school culture, but also expressed interest in becoming more involved in shaping school programs and enriching student experiences. The district will continue to build upon these strengths by providing additional opportunities for collaboration, leadership, and two-way communication with families.  Educational partner input identified several areas where families would like to see continued growth. Parents expressed interest in expanding educational field trips, strengthening partnerships with local organizations such as conservation groups and the Wishtoyo Foundation, increasing outdoor learning experiences, broadening extracurricular offerings, improving access to career awareness activities, and exploring healthier school meal options. The district recognizes that these initiatives not only enhance student learning but also create additional opportunities for families to participate in school activities and strengthen connections between home and school.  The district will continue to strengthen communication by utilizing multiple methods to reach families, including ParentSquare, the district website, School Board meetings, informational meetings, parent surveys, and monthly Mupu Parent Club meetings. Translation services and communication in families' home languages will continue to ensure all parents have equitable access to information and opportunities for participation. The district will also continue to actively seek input during the annual LCAP development process and through ongoing educational partner meetings to ensure that family perspectives directly influence district priorities and resource allocation.  As a small rural district, Mupu values the close relationships that exist between staff and families. Moving forward, the district will focus on increasing participation from families who may not traditionally engage in school activities, creating additional volunteer and leadership opportunities, and strengthening partnerships that support both student achievement and social-emotional well-being. By continuing to foster open communication, transparency, and shared decision-making, the district seeks to deepen trust with families and ensure that all educational partners feel valued as active contributors to the success of every scholar.|Mupu Elementary School District is committed to ensuring that all families have equitable opportunities to participate in their children's education and in district decision-making. As part of the self-reflection process, the district recognizes that some families may face barriers to participation due to language, work schedules, transportation, or unfamiliarity with school systems. Although the district's English Learner population is relatively small and does not require the establishment of an English Learner Advisory Committee (ELAC), the district remains committed to proactively engaging all families through inclusive communication and outreach efforts.  To improve engagement among families who may be underrepresented in school activities and decision-making, the district will continue providing communications in families' home languages through ParentSquare and translated materials as needed. School staff will utilize multiple methods of communication, including ParentSquare, phone calls, emails, newsletters, informational meetings, School Board meetings, monthly Mupu Parent Club meetings, and the annual LCAP community input meeting to ensure families have numerous opportunities to participate in ways that best meet their needs.  The district will also continue seeking feedback through surveys, informal conversations, and educational partner meetings to better understand barriers that may limit participation and identify strategies to increase family involvement. Parent input will continue to be used to shape district priorities, including expanded outdoor learning opportunities, extracurricular programs, field trips, technology improvements, career awareness experiences, and partnerships with community organizations. Demonstrating that family feedback leads to meaningful action helps build trust and encourages greater participation from families who may not have previously engaged in district planning.  As a small rural district, Mupu values the close relationships that exist between staff and families and will continue building a welcoming, inclusive environment where every family feels respected, informed, and empowered to participate. By maintaining open communication, reducing barriers to participation, and creating multiple opportunities for family voice and leadership, the district will continue strengthening partnerships that support student achievement, engagement, and overall well-being.|Mupu Elementary School District has established strong partnerships with families, staff, students, community organizations, and the Ventura County Office of Education to support positive student outcomes. As a small rural district, Mupu benefits from close relationships among educational partners, allowing the district to respond quickly to student needs and incorporate stakeholder feedback into district planning and decision-making. Educational partners are engaged through monthly Parent Club meetings, School Board meetings, staff meetings, student input groups, surveys, ParentSquare communications, and the annual LCAP development process. This collaborative approach has strengthened trust and ensured that district priorities reflect the needs of students and families.  Educational partner input has directly influenced district programs and services designed to improve student outcomes. Parent, staff, and student feedback supported the expansion of the Outdoor Learning and Garden Program, increased field trip opportunities, mathematics curriculum review, expanded extracurricular activities, additional career awareness experiences, technology improvements, and continued investment in student safety and school climate initiatives. Students also provided recommendations for increased leadership opportunities, mentoring programs, and additional middle school engagement activities, many of which have been incorporated into district planning.  The district has also strengthened partnerships through the implementation of the Expanded Learning Opportunities Program (ELOP), which provides students with academic intervention, enrichment, counseling services, outdoor learning, and after-school programming. Partnerships with Ventura County SELPA, the Ventura County Office of Education, local organizations, and community volunteers allow the district to provide specialized services, expanded learning opportunities, and programs that would not otherwise be possible for a small district. These partnerships have enhanced academic support, social-emotional learning, and student engagement while increasing access to enriching educational experiences.  Local data demonstrate positive progress resulting from these collaborative efforts. The district experienced improvements in English Language Arts, Mathematics, Science, English Learner progress, reclassification rates, and chronic absenteeism while continuing to strengthen school climate through PBIS, HEART expectations, and Social-Emotional Learning. These outcomes reflect the collective commitment of staff, families, students, and community partners to providing a supportive, engaging learning environment where every scholar can succeed. Moving forward, the district will continue leveraging these partnerships to improve student achievement, expand enrichment opportunities, and support the academic, social, and emotional growth of all students.|While Mupu Elementary School District has established strong partnerships that positively support student outcomes, the district recognizes opportunities to further expand collaboration with families, students, staff, and community organizations to enrich educational experiences and prepare students for future success. Analysis of educational partner feedback indicates a desire for increased opportunities for community involvement, expanded enrichment activities, stronger career awareness experiences, and additional partnerships that provide real-world learning opportunities for students. The district will continue building upon these strengths by broadening community partnerships and creating additional opportunities for educational partners to actively contribute to student learning and district improvement.  Educational partners identified several priorities that will guide the district's improvement efforts. Families and staff expressed interest in expanding partnerships with organizations such as the Wishtoyo Foundation and local conservation groups to enhance environmental education and outdoor learning experiences. Stakeholders also supported increasing educational field trips, expanding extracurricular and leadership opportunities, improving technology access, and providing additional career exploration experiences that connect classroom learning with future college and career pathways. These partnerships will provide students with authentic learning experiences while strengthening connections between the school and the broader community.  The district will also focus on increasing opportunities for student voice and leadership by continuing to seek student input regarding school climate, extracurricular activities, and learning experiences. Student feedback has already informed district planning related to mentoring programs, middle school engagement activities, and leadership opportunities. By intentionally involving students as educational partners, the district seeks to increase student ownership, engagement, and connection to school.  Moving forward, Mupu will continue strengthening collaboration with the Ventura County Office of Education, Ventura County SELPA, local businesses, agricultural partners, community volunteers, and parent organizations to expand academic supports, social-emotional services, enrichment opportunities, and college and career readiness experiences. The district will continue using educational partner feedback and local data to evaluate the effectiveness of these partnerships and ensure they contribute to improved academic achievement, student engagement, attendance, school connectedness, and overall student well-being. By expanding strategic partnerships and maintaining a collaborative decision-making process, the district will continue providing students with a well-rounded educational experience that prepares them for success both in school and beyond.|Mupu Elementary School District is committed to ensuring that all families have equitable opportunities to participate as partners in supporting student success. During the self-reflection process, the district recognized that while family engagement is strong overall, some families may participate less frequently due to barriers such as language, work schedules, transportation, or limited familiarity with school processes. Although the district's English Learner population does not meet the threshold requiring an English Learner Advisory Committee (ELAC), the district remains committed to intentionally engaging all families in meaningful ways and ensuring every educational partner has a voice in decisions that impact student outcomes.  To strengthen engagement with families who may be underrepresented, the district will continue providing multiple avenues for participation through ParentSquare communications, translated materials, home language supports, parent surveys, School Board meetings, monthly Mupu Parent Club meetings, and the annual LCAP development process. Staff will continue utilizing personal outreach through phone calls, emails, conferences, and informal conversations to encourage participation and build trusting relationships with families who may not regularly attend school events. These efforts help ensure that all families have equitable access to information and opportunities to contribute to district planning and student success.  The district will also continue creating meaningful opportunities for families to engage in their children's education through volunteer opportunities, outdoor learning activities, school events, student showcases, field trips, and community partnerships. Parent feedback has demonstrated that families value hands-on educational experiences, expanded extracurricular opportunities, environmental education, and increased career awareness experiences. By continuing to respond to educational partner input and demonstrating how feedback directly influences district decisions, the district will strengthen trust and encourage greater participation from families who may have previously been less engaged.  As a small rural district, Mupu is uniquely positioned to build personal relationships with every family. Moving forward, the district will continue monitoring participation across stakeholder groups, identifying barriers to engagement, and adjusting outreach strategies to ensure that all families are active partners in supporting student achievement, school connectedness, and the social-emotional well-being of every scholar. Through inclusive communication, shared decision-making, and strong community partnerships, the district will continue fostering equitable engagement that leads to improved outcomes for all students.|Mupu Elementary School District has developed a strong culture of shared decision-making by actively seeking and valuing input from families, students, staff, community members, and the Governing Board. As a small rural district, Mupu benefits from close relationships with educational partners, allowing the district to gather meaningful feedback through both formal and informal channels. Input is collected through annual LCAP surveys, community meetings, School Board meetings, monthly Mupu Parent Club meetings, staff collaboration, student discussions, ParentSquare communications, and ongoing conversations with families throughout the school year. This continuous feedback process has strengthened transparency, increased trust, and ensured that district decisions reflect the needs and priorities of the school community.  Educational partner feedback has directly shaped district goals, actions, and expenditures within the LCAP. Parents, staff, and students identified priorities that include expanding outdoor learning opportunities, increasing educational field trips, strengthening mathematics instruction, enhancing technology replacement cycles, improving school safety, expanding extracurricular programs, increasing career awareness opportunities, and developing additional partnerships with local organizations such as the Wishtoyo Foundation and conservation groups. The district carefully reviews stakeholder feedback alongside local performance data to ensure that resources are aligned with initiatives that have the greatest impact on student achievement, engagement, and well-being.  Student voice has become an increasingly important component of the district's decision-making process. Students provided valuable feedback regarding school climate, leadership opportunities, extracurricular activities, mentoring programs, and campus improvements. Their recommendations have influenced district planning and demonstrate the district's commitment to ensuring students are active educational partners in shaping their school experience.  The district also utilizes local academic and engagement data—including CAASPP, STAR Reading and Mathematics, ELPAC, attendance, chronic absenteeism, suspension data, and local climate surveys—to evaluate the effectiveness of district initiatives and inform continuous improvement efforts. Improvements in English Language Arts, Mathematics, Science, English Learner progress, reclassification rates, and chronic absenteeism demonstrate that the district's collaborative decision-making process is contributing to positive student outcomes. By combining educational partner input with local data, Mupu ensures that decisions remain responsive, data-informed, and focused on meeting the academic, social-emotional, and developmental needs of every scholar.|Mupu Elementary School District is committed to continuously strengthening its shared decision-making process by expanding educational partner participation and ensuring that stakeholder input remains central to district planning and continuous improvement. While the district has established strong systems for gathering feedback through surveys, School Board meetings, Parent Club meetings, staff collaboration, student discussions, ParentSquare communications, and the annual LCAP process, the district recognizes opportunities to further increase participation from a broader cross-section of families, students, staff, and community partners.  Educational partner feedback identified several priorities that will guide future decision-making efforts. Families, staff, and students expressed interest in expanding outdoor learning opportunities, increasing educational field trips, strengthening mathematics instruction, enhancing career awareness experiences, improving technology replacement cycles, expanding extracurricular activities, and developing additional partnerships with community organizations. The district will continue using this feedback to prioritize resources and evaluate new initiatives while ensuring that decisions remain aligned with student needs and district goals.  The district will place additional emphasis on increasing student voice in district decision-making by creating more opportunities for students to provide feedback on school climate, leadership opportunities, campus improvements, extracurricular activities, and learning experiences. Student perspectives will continue to be reviewed alongside parent, staff, and community input to ensure decisions reflect the needs of those most directly impacted by district programs and services.  Another area of focus will be strengthening the district's feedback loop by communicating how educational partner input influences district decisions, LCAP goals, and resource allocation. By demonstrating the connection between stakeholder feedback and district actions, Mupu seeks to increase transparency, strengthen trust, and encourage broader participation in future planning efforts. The district will continue analyzing educational partner feedback alongside local academic, attendance, school climate, and student engagement data to monitor the effectiveness of district initiatives and guide continuous improvement. Through an inclusive, data-informed decision-making process, Mupu will ensure that district priorities continue to reflect the evolving needs of students, families, staff, and the community while supporting improved academic achievement, student engagement, and overall well-being.|Mupu Elementary School District is committed to ensuring that all educational partners have meaningful opportunities to participate in district decision-making. While the district did not identify a specific underrepresented family group through the self-reflection process, it recognizes that some families may participate less frequently due to barriers such as language, work schedules, transportation, or unfamiliarity with school processes. The district remains committed to reducing these barriers and expanding opportunities for all families to contribute to decisions that support student success.  To improve engagement in district decision-making, Mupu will continue utilizing multiple methods to gather feedback, including annual LCAP surveys, ParentSquare communications, School Board meetings, monthly Parent Club meetings, community forums, and informal conversations with families throughout the school year. Communications and meeting materials will continue to be provided in families' home languages as needed to ensure equitable access to information and participation opportunities. The district will also continue offering a variety of ways for families to provide input, recognizing that different communication methods and meeting formats increase participation across the school community.  The district will continue strengthening personal outreach to families who may not traditionally participate in district planning by encouraging participation through phone calls, conferences, school events, volunteer opportunities, and individual conversations. Staff will intentionally seek feedback from a diverse cross-section of families to ensure that district decisions reflect the perspectives of all students and educational partners. Parent input will continue to be reviewed alongside student, staff, and community feedback when establishing district priorities, developing the LCAP, and allocating resources.  In addition, Mupu will strengthen the feedback loop by communicating how educational partner input influences district goals, programs, and expenditures. Sharing the results of surveys, stakeholder meetings, and district actions helps families understand that their voices have a meaningful impact on decision-making and encourages continued participation. By maintaining transparent communication, providing equitable opportunities for engagement, and proactively reaching out to families who may face participation barriers, the district will continue fostering an inclusive decision-making process that reflects the needs of the entire school community and supports improved outcomes for all students.|5|5|4|5|4|4|5|4|4|4|4|4|Met||2026-06-25|2026
56725120000000|Ocean View|3|Ocean View School District (OVSD) continues to foster a welcoming and inclusive environment where strong relationships between school staff and families are a priority. Educational partner feedback highlights increased trust, communication, and connectedness, with families reporting that they feel welcomed, informed, and valued as partners in their children's education.  A key strength of the district is its diverse and bilingual staff, which helps families feel understood and supported. OVSD also provides a variety of opportunities for families to engage with schools through advisory groups, family events, workshops, and districtwide activities such as STREAM Night. These experiences help strengthen connections between home and school while fostering a strong sense of community.  The district's commitment to family engagement is further supported by dedicated staff, including a Parent Engagement Coordinator, school counselors, and school psychologists, who work closely with families to provide resources, support student well-being, and encourage meaningful participation in school life.  Families have also expressed appreciation for the positive school culture created through initiatives such as Leader in Me, which promotes leadership, collaboration, and shared responsibility among students, staff, and families. Overall, local data and educational partner input reflect continued progress in strengthening family-school partnerships and ensuring that families feel connected, supported, and engaged in the OVSD community.|Based on educational partner feedback and local data, OVSD has identified several areas for continued growth in strengthening relationships between school staff and families. While families value the district's communication efforts, there is an opportunity to further strengthen two-way communication, particularly for families who may experience language, cultural, or technology-related barriers. The district will continue to expand outreach strategies and increase support for families using ParentSquare to ensure communication is accessible and meaningful for all.  Families have also expressed interest in additional workshops and resources focused on topics that impact student well-being, including bullying, cyberbullying, and social-emotional development. In response, OVSD will continue exploring ways to provide more targeted learning opportunities and support for families.  Additionally, educational partners have shared a desire for more opportunities to connect with schools through engaging and joyful experiences that build community and strengthen family-school partnerships. The district will continue to expand opportunities for families to participate in activities that foster belonging, celebrate student success, and create positive connections among students, families, and staff.|Based on educational partner input and local data, OVSD recognizes the importance of continuing to strengthen engagement with underrepresented families, including families of students with disabilities, foster youth, newcomers, multilingual families, and those who may face language, cultural, or technology-related barriers. The district will continue to use targeted outreach strategies that promote meaningful two-way communication and ensure families feel welcomed, connected, and informed.  To support these efforts, OVSD will expand personalized outreach, increase language access and translation supports, and provide additional training and resources to help families effectively utilize communication tools such as ParentSquare. The district will also continue to seek input from underrepresented groups through advisory committees, surveys, and engagement opportunities designed to elevate family voice and inform decision-making.  In addition, OVSD will provide a variety of family workshops, community events, and school-based activities that are accessible, culturally responsive, and responsive to family needs and interests. By creating more opportunities for connection, belonging, and joyful engagement, the district aims to strengthen relationships with families who have traditionally been less represented and ensure all families have equitable opportunities to participate as valued partners in their children's education.|Based on educational partner input and local data, the Ocean View School District (OVSD) continues to make strong progress in building partnerships that support student outcomes. A key strength is the district’s collaboration with external organizations to enhance learning opportunities both during and beyond the school day.  OVSD partners with the Boys and Girls Club to provide enriching after-school programs that support academic growth, social development, and student engagement. Over the past year, the district has strengthened its relationship with the local military base to better support the unique needs of students from military families and to foster a sense of connection between schools and the military community.  Additionally, OVSD has built valuable partnerships with community organizations to bring high-interest, academic enrichment experiences, such as dance, art, garden science, and cooking, and technology to school sites. These programs are integrated into family engagement events and student learning nights, helping to strengthen home-school connections while reinforcing core academic skills in dynamic, hands-on ways.  These partnerships reflect the district’s ongoing commitment to leveraging community resources to enhance student learning and well-being, while also supporting families as active participants in their children’s education.|A key area for improvement is increasing family understanding of academic expectations, student achievement data, and available supports so families can more effectively partner with schools to support learning at home. Families have also expressed interest in additional workshops and resources focused on topics such as literacy, mathematics, digital citizenship, social-emotional well-being, and navigating educational pathways.  The district will continue to strengthen two-way communication and increase participation in advisory groups, family education opportunities, and school-based activities that support student success. OVSD also recognizes the need to engage a broader and more representative group of families, particularly those who may face language, cultural, or access barriers, to ensure all families have meaningful opportunities to contribute to decision-making and support positive student outcomes.  By expanding family learning opportunities, improving access to information, and creating more engaging and inclusive opportunities for participation, OVSD will continue to strengthen partnerships that support the academic, social-emotional, and behavioral success of all students.|Based on educational partner input and local data, OVSD will continue to strengthen engagement with underrepresented families, including multilingual families, families of students with disabilities, foster youth, newcomers, and families who may face language, cultural, or technology-related barriers. The district will increase opportunities for these families to participate in school activities, family workshops, advisory groups, and decision-making processes that support student success.  OVSD will continue to use targeted outreach, translated communications, and multiple engagement methods to ensure families can participate in ways that are accessible and meaningful to them. The district will also expand opportunities for families to connect with schools through educational workshops, community events, and activities that promote belonging and strengthen family-school partnerships.  By creating more inclusive and engaging opportunities for participation, OVSD aims to ensure that all families feel connected, valued, and empowered as partners in supporting positive outcomes for their children.|Based on educational partner input and local data, OVSD continues to demonstrate strength in fostering shared leadership and meaningful engagement in decision-making processes. The district has established multiple avenues for families, staff, students, and community members to provide input through advisory committees,  surveys, and public engagement opportunities.  OVSD has made significant progress in creating collaborative structures where educational partners can share feedback on district initiatives, instructional priorities, policies, and programs. Throughout the year, advisory groups provide valuable input on topics such as academic programs, student support services, technology initiatives, including the implementation of artificial intelligence (AI), and Local Control and Accountability Plan (LCAP) priorities. Families and staff report that these opportunities help them feel heard and valued as partners in district decision-making.  The district's commitment to shared leadership is further reflected in its ongoing efforts to gather diverse perspectives and incorporate educational partner feedback into planning, implementation, and evaluation processes. These efforts have strengthened trust, transparency, and collaboration across the district while supporting informed decision-making that reflects the needs and priorities of the OVSD community.|Based on educational partner input and local data, OVSD's primary focus for improvement in Seeking Input for Decision-Making is increasing participation and representation in district and school site advisory groups. While the district benefits from consistent engagement from dedicated families, staff, and community members who regularly participate in committees and engagement opportunities, the district seeks to broaden involvement and ensure a wider range of perspectives are represented.  To support this goal, OVSD will continue exploring strategies to make participation more accessible, including integrating feedback opportunities into existing family events, expanding outreach efforts, and providing multiple ways for educational partners to share input. The district will also continue to strengthen and expand advisory structures to encourage greater participation from families who may not traditionally engage in formal decision-making processes.  By increasing participation and elevating diverse voices, OVSD aims to further strengthen shared leadership and ensure that district decisions reflect the needs and priorities of the entire school community.|Based on educational partner input and local data, OVSD will continue to increase participation from underrepresented families in district and school decision-making processes. The district will expand outreach efforts, provide translation and interpretation services, and offer multiple opportunities for families to share input through advisory committees, surveys, family events, and school-based meetings.  By reducing barriers to participation and creating more accessible opportunities for engagement, OVSD aims to ensure that a broader range of family voices is represented in decisions that impact students, schools, and the district.|4|4|3|5|3|4|4|3|4|3|4|4|Met||2026-06-23|2026
56725200000000|Ojai Unified|3|The district measures its progress by (1) seeking input from parents in decision-making and (2) promoting parental participation in programs. All sites in the District have a strong capacity to offer engaging opportunities for educational partners to provide input.|The LEA's improvement plan includes increasing authentic opportunities for community partners to participate in the LCAP and other important programs or projects through input meetings, surveys and other methods. Additionally, the last two years have highlighted needs to reduce technology usage during the school day and to improve behavioral outcomes for students.|he District utilizes communication software with the ability to translate to multiple languages. Additionally, the District has increased translation resources. The District, in recent years, has a hired a bilingual student and family support coordinator who reaches out directly to families to offer support and resources.|"The District utilizes Canvas in 6-12th grade to ensure families are connected to daily student progress academically. In the elementary program, educators changed all the report card language to be in student and family friendly language as ""I can"" statements. This helps develop understanding and partnership for mastery of standards."|The District has a plan to increase engagement of families supporting their students in order to increase outcomes in mathematics. This began last year and will increase this year. There is an action item in the LCAP outlining this goal.|The District will continue to offer translation services, recruit bilingual staff and offer multiple language communication.|The District actively communicates with families in multiple languages to invite them to participate in providing input for decision-making. The District does so through a variety of means including ParentSquare, Surveys and Meetings.|The District will offer specialized meetings on certain topics of interest in order to attract more partners in providing more input. Additionally, the District will continue to investigate ways to enhance educational partner feedback and input.|The District will increase input by underrepresented families by continuing to attract and recruit bilingual staff, offering meetings that are individualized and by communicating in multiple languages.|5|5|4|4|4|4|4|4|4|4|4|4|Met||2026-06-24|2026
56725205630405|Valley Oak Charter|3|Valley Oak Charter’s greatest strength in building relationships between school staff and families lies in its deeply rooted culture of connection and trust. Educational partner input, including parent surveys and ongoing feedback through meetings and conferences, consistently highlights the welcoming and respectful environment created by our staff. Families feel seen, valued, and supported, an essential foundation for student success in a hybrid independent study model. Our most recent family survey results underscore this strength: 96% of parents responded positively to the statement “VOC is a welcoming learning community.” This reflects our intentional efforts to build community and create space for every family voice to be heard.|Valley Oak Charter remains committed to strengthening relationships between school staff, students, and families through continuous reflection, partnership, and growth. Educational partner input and survey data affirm that families feel welcome, supported, and valued within the VOC community. Winter 2025–26 family survey results indicate high levels of satisfaction with the school, with more than 90% of responding families agreeing that VOC is a welcoming learning community, approximately 83% reporting that they feel very supported by their supervising teacher, and more than 80% reporting strong connectedness between their child and their teacher. Families consistently identified community, flexibility, personalized learning, and caring teacher relationships as key strengths of the program.|Valley Oak Charter continues to prioritize equitable family engagement and meaningful opportunities for all families to participate in school activities, decision-making, and communication. Winter 2025–26 family survey results indicate that while many families attend school events and value opportunities to provide input, participation in Parent Advisory Council (PAC) and Board meetings remains limited. Families consistently identified work schedules, childcare needs, transportation challenges, and competing commitments as the primary barriers to participation. Survey responses also indicated that families prefer multiple avenues for engagement, including surveys, ParentSquare updates, Coffee and Conversation meetings, and flexible opportunities to provide feedback.|Valley Oak Charter continues to demonstrate strong progress in building partnerships with families to support student success. Through regularly scheduled meetings between teachers, students, and families, VOC ensures that educational partners are actively involved in reviewing student progress, identifying strengths and areas for growth, and developing collaborative strategies to support academic and social-emotional success. These meetings provide a structured yet personalized opportunity for families to participate in goal setting, intervention planning, and individualized learning support. VOC remains committed to equipping families with the tools and knowledge needed to support learning at home. Teachers regularly review student performance data, work samples, and progress monitoring information with families, including results from IXL diagnostic assessments and standards-based progress measures. These conversations help families better understand their child's academic growth and learning needs while fostering a culture of shared responsibility for student achievement. The school's use of ParentSquare continues to be highly successful, providing a consistent and effective platform for two-way communication between home and school. Families utilize ParentSquare to receive school and classroom updates, communicate directly with teachers, access event information, and remain connected to their child's educational experience. Teachers use the platform to celebrate student successes, share learning updates, provide reminders, and encourage family participation in school activities. Educational partner feedback highlights the value families place on communication, parent education opportunities, and access to information that helps them support learning at home. Winter 2025–26 survey results indicate that families feel highly supported by their supervising teachers, value regular communication, and appreciate opportunities to provide input through surveys, meetings, workshops, and community events. Families also expressed interest in additional workshops focused on homeschooling support, child development, academic expectations, technology use, and strategies for supporting student learning at home. These strengths demonstrate Valley Oak Charter's ongoing commitment to fostering collaborative, student-centered partnerships grounded in transparency, shared responsibility, responsive communication, and mutual support. By continuing to strengthen relationships between families and school staff, VOC is helping ensure that every student benefits from a coordinated and supportive educational team.|VOC remains committed to equipping families with the tools and knowledge needed to support learning at home. Teachers regularly review student performance data, work samples, and progress monitoring information with families, including results from IXL diagnostic assessments and standards-based progress measures. These conversations help families better understand their child's academic growth and learning needs while fostering a culture of shared responsibility for student achievement. The school's use of ParentSquare continues to be highly successful, providing a consistent and effective platform for two-way communication between home and school. Families utilize ParentSquare to receive school and classroom updates, communicate directly with teachers, access event information, and remain connected to their child's educational experience. Teachers use the platform to celebrate student successes, share learning updates, provide reminders, and encourage family participation in school activities. Educational partner feedback highlights the value families place on communication, parent education opportunities, and access to information that helps them support learning at home. Winter 2025–26 survey results indicate that families feel highly supported by their supervising teachers, value regular communication, and appreciate opportunities to provide input through surveys, meetings, workshops, and community events. Families also expressed interest in additional workshops focused on homeschooling support, child development, academic expectations, technology use, and strategies for supporting student learning at home. These strengths demonstrate Valley Oak Charter's ongoing commitment to fostering collaborative, student-centered partnerships grounded in transparency, shared responsibility, responsive communication, and mutual support. By continuing to strengthen relationships between families and school staff, VOC is helping ensure that every student benefits from a coordinated and supportive educational team.|Valley Oak Charter is committed to strengthening partnerships with families by continuing to build staff capacity and creating meaningful opportunities for family engagement. Educational partner feedback and local survey data indicate that families highly value their relationships with teachers and feel supported by school staff. At the same time, families have expressed interest in increased communication regarding curriculum, enrichment programs, academic expectations, and ways to support learning at home. Families also identified scheduling barriers that can limit participation in school events, workshops, and governance activities. To address these needs, VOC will continue to invest in professional development focused on effective family engagement, communication strategies, and building strong home-school partnerships. Teachers will collaborate regularly to share successful engagement practices, improve communication systems, and develop strategies for increasing participation among families who may face barriers to involvement. During the 2026–27 school year, VOC will expand opportunities for parent education and collaboration through workshops, Coffee and Conversation sessions, curriculum information nights, and family learning events. Topics will be informed by family feedback and may include supporting student learning at home, understanding academic expectations, interpreting assessment and progress-monitoring data, homeschooling best practices, child development, and technology use. These opportunities will provide families with practical tools while creating meaningful opportunities for dialogue and shared problem-solving. The school will also continue to leverage ParentSquare as a primary communication platform, ensuring families receive timely information while providing multiple avenues for two-way communication and feedback. Additional efforts will be made to increase participation through flexible scheduling, virtual attendance options when appropriate, and asynchronous opportunities for input through surveys and digital feedback tools. By investing in both staff development and family education, Valley Oak Charter seeks to strengthen trust, increase engagement, and build a collaborative school community where families and educators work together to support student success.|Valley Oak Charter continues to demonstrate a strong commitment to engaging families as active partners in school improvement and decision-making. Educational partner feedback indicates that families value opportunities to provide input through surveys, Parent Advisory Council (PAC) meetings, Coffee and Conversation sessions, parent workshops, and direct communication with school staff. Survey results show that families appreciate having multiple avenues to share feedback and contribute ideas that help shape school programs, enrichment offerings, student supports, and future planning efforts. The Parent Advisory Council remains an important forum for family leadership and collaboration, providing opportunities for parents to participate in discussions regarding school programs, events, family engagement activities, and school improvement priorities. Families also have opportunities to participate in Board meetings, committees, volunteer activities, and advisory groups. Feedback gathered through surveys, family meetings, conferences, and community events continues to play an important role in informing school decisions and identifying areas for growth. Survey data indicate that while many families are interested in participating in school governance and leadership opportunities, work schedules, childcare needs, and competing family responsibilities often limit participation. In response, the school will continue to provide multiple pathways for engagement, including surveys, digital feedback opportunities, ParentSquare communications, advisory groups, and informal opportunities for dialogue. The school will also explore additional flexible participation options, including virtual attendance opportunities when appropriate, to reduce barriers and increase family voice in school decision-making. Valley Oak Charter will continue to strengthen staff capacity to build positive partnerships with families through ongoing collaboration, communication, and responsive engagement practices. By embedding family voice into school planning, advisory structures, and continuous improvement processes, VOC fosters a culture of shared leadership where families, students, and staff work together to support student success and ensure that school decisions reflect the needs and values of the broader school community.|Valley Oak Charter is committed to deepening family engagement by expanding access to meaningful opportunities for collaboration, feedback, and shared decision-making. Educational partner feedback demonstrates that families value opportunities to share their perspectives and appreciate having multiple ways to participate in school improvement efforts. Survey results indicate that families most commonly prefer engagement through surveys, ParentSquare communications, Coffee and Conversation meetings, Parent Advisory Council (PAC) updates, and community events. At the same time, many families reported that work schedules, childcare needs, transportation challenges, and other commitments can limit their ability to attend meetings and events in person. In response, Valley Oak Charter will continue to strengthen communication systems and expand opportunities for family input by utilizing a variety of engagement methods designed to meet families where they are. ParentSquare will remain a primary communication tool for sharing school updates, gathering feedback, promoting volunteer opportunities, and providing timely information about school programs and events. The school will continue to use surveys, polls, advisory groups, and informal feedback opportunities to ensure that all families have accessible ways to contribute their ideas and perspectives. VOC will also continue to provide regular Coffee and Conversation sessions, parent education workshops, community events, and Parent Advisory Council meetings while exploring additional flexible participation options, including virtual attendance opportunities and asynchronous feedback tools when appropriate. Family Fridays will be redesigned to increase participation and create more meaningful opportunities for families to engage with student learning and the broader school community. Looking ahead, the school remains committed to ensuring that all families, including those who may face barriers to participation,have meaningful opportunities to contribute to conversations that shape school programs, enrichment offerings, student supports, and continuous improvement efforts. By honoring diverse communication preferences, reducing barriers to engagement, and creating multiple pathways for participation, Valley Oak Charter seeks to foster a stronger sense of belonging, shared ownership, and trust throughout the school community. These efforts will help ensure that school decisions continue to reflect the needs, priorities, and values of the diverse families served by Valley Oak Charter.|Valley Oak Charter is committed to ensuring that all families have equitable opportunities to participate in school decision-making and provide meaningful input into school programs and priorities. Educational partner feedback indicates that families generally feel welcomed and supported within the school community; however, survey results also show that participation in advisory groups, governance activities, and school events is often limited by work schedules, childcare needs, transportation challenges, and other competing family responsibilities. These barriers can disproportionately affect families who have less flexibility to attend meetings and events in person. To increase participation and ensure that a broad range of family voices are represented, Valley Oak Charter will continue to provide multiple pathways for engagement and feedback. ParentSquare, surveys, Coffee and Conversation meetings, parent workshops, Parent Advisory Council (PAC) meetings, and community events will be used to gather input and share information in ways that are accessible and responsive to family needs. The school will continue to prioritize concise, user-friendly surveys and informal feedback opportunities that allow families to contribute their perspectives regardless of their ability to attend meetings in person. VOC will also continue to strengthen outreach efforts by encouraging direct communication between school staff and families, providing timely information about opportunities for involvement, and clearly communicating how family feedback informs school decisions. Families have indicated that regular updates, surveys, ParentSquare communications, and opportunities for direct dialogue are among the most effective ways for them to remain informed and engaged in the school community.|4|5|4|4|4|4|4|4|5|5|5|5|Met||2026-06-24|2026
56725380000000|Oxnard|3|The Oxnard School District (OSD) continues to make significant progress in building relationships between school staff and families, prioritizing this effort over the past several years. This focus has led to notable successes, particularly with parents of unduplicated student groups, who now actively participate in committees at both the school and district levels.  OSD demonstrates a strong commitment to equity and community engagement through various roles and programs. The district employs a Parent Support Liaison to coordinate parent and family engagement activities and 3 Community Liaisons to work with families of at-risk students, ensuring they receive the necessary support and services. Both liaisons operate from the Family Resource Center, which connects families with district and community resources and programs.  Every school in the district has an Outreach Resource Consultant (ORC), whose primary roles include establishing trusting relationships between school staff and families, creating opportunities for meaningful engagement, building on families’ funds of knowledge, and connecting them to resources and programs. To ensure effective communication, the LEA contracts with outside interpretation agencies to provide translation and interpretation services for families from diverse linguistic backgrounds. Additionally, the LEA employs two Mixteco interpreters and family liaisons to serve as cultural connectors between the schools and the Mixteco community.  One of OSD’s significant strengths over the past three years has been the establishment of parent focus groups for African-American, Mixteco, and Asian American and Pacific Islander communities. These groups have helped build positive and trusting relationships with historically underrepresented communities, highlighting the district's dedication to inclusivity and diversity.  This year, we also instituted a Family Conference. Families attended a rotation of workshops based on survey responses. They expressed interest in topics related to building their capacity as educational partners. It was very well attended, and plans are already underway to continue this in the years to come. The district is still working toward replicating the successful committees and events established centrally at each school site. Strengthening these connections will ensure that the positive relationships and trust established are extended to all school sites, fostering a cohesive and supportive environment for all families across the district and resulting in stronger advocacy for all students.|Based on an analysis of educational partner input and local data, the Oxnard School District (OSD) has identified several key focus areas for improving relationships between school staff and families. One identified improvement area is to continue supporting schools in building solid relationships and authentic partnerships with all families, particularly families of unduplicated student groups. The goal is to sustain an environment of trust and respect that honors and values the perspectives and cultural contributions of the district's diverse parent communities.  Another area for improvement is to enhance school staff's capacity to understand the cultural diversity of the families they serve. This is being achieved by developing and implementing student programs and instructional practices that reflect and respect family funds of knowledge. Additionally, providing professional development for school staff on cultural competence and responsiveness is essential.  Furthermore, the district aims to equip families with information and resources about family engagement activities that support student learning and development. This includes addressing barriers to positive relationship-building by identifying and mitigating obstacles that prevent effective communication and collaboration. Offering workshops, seminars, and resources will empower families to actively engage in their children's education.  To implement these strategies, schools will receive continued support and guidance from district-level administrators and specialists, including the Manager of Equity, Family, and Community Engagement. The Family Resource Center will serve as a hub for outreach and engagement activities, providing a welcoming space for families to connect with school staff and community resources. Outreach Resource Consultants(ORC) at each school site will play a pivotal role in establishing and nurturing these relationships.  The expected outcomes include improved trust and respect between school staff and families, leading to more meaningful and productive partnerships. Enhanced cultural competence among school staff will result in more inclusive and effective instructional practices. Increased family engagement in school activities will positively impact student learning and development. By focusing on these areas, OSD aims to create cohesive and supportive environments that value the contributions of all families and foster strong, collaborative relationships across the district.|Based on the analysis of educational partner input and local data, the Oxnard School District (OSD) will improve engagement of underrepresented families identified during the self-reflection process by continuing to solidify positive and trusting relationships with African American, Mixteco, Asian American, Pacific Islander families, and families of English language learners, newcomer, and foster youth students. The district continues to hold regular district-level meetings that serve as safe spaces for families to connect with other families and district staff while engaging in decision-making and student advocacy.  The district aims to strengthen relationships and establish effective two-way communication with families of unduplicated student groups. By providing opportunities for these families to engage in meaningful conversations about culturally responsive practices, the district hopes to lead to positive student outcomes. These meetings will not only facilitate open dialogue but also empower families to share their perspectives and contribute to developing strategies that support their children’s education. Member input has contributed to adjusting decisions and creating new opportunities to benefit students and families.  Furthermore, the district will focus on creating inclusive environments where all families feel valued and respected. This approach will include offering workshops, resources, and support tailored to the unique needs of these communities. By fostering a collaborative and inclusive atmosphere, OSD aims to build strong partnerships that enhance the educational experience and success of all students.|The Oxnard School District (OSD) continues to demonstrate significant strengths and progress in building partnerships that enhance student outcomes, emphasizing authentic parent and family engagement in decision-making at both the school and district levels. This commitment is achieved through various structured forums, such as regular ELAC (English Learner Advisory Committee) and DELAC (District English Learner Advisory Committee) meetings, School Site Councils, the Superintendent's Parent Advisory Committee, and advisory groups for African American, Mixteco, Asian American, and Pacific Islander parents. These meetings are offered in virtual, hybrid, and in-person formats to accommodate diverse family needs.  These forums address crucial topics, including student achievement, mathematical growth mindset, literacy, effective communication with teachers and staff, bullying prevention, culturally responsive teaching and learning, development of LCAP (Local Control and Accountability Plan) goals, pathway to biliteracy, and High School and Beyond Nights. High School and Beyond Nights are especially valuable, providing parents with guidance on navigating high school settings and understanding graduation requirements.  To ensure accessibility and inclusivity, OSD provides Spanish and Mixteco interpretation services during meetings, enabling families to fully understand discussions and offer feedback in their native languages. The district also supports school administrators in implementing and monitoring site-level Title I parent and family engagement policies in line with the California Family Engagement Framework. Each school collaborates with advisory groups to set specific goals and actions that foster genuine partnerships and positively impact student outcomes.  Outreach Resource Consultants (ORCs) are key in developing tailored parent and family engagement plans that align with their schools’ Title I family engagement policies. They collaborate with site administrators, parents, and support staff to ensure these plans effectively address the needs of diverse families and enhance their engagement in their children’s education.  Additionally, OSD has established strong partnerships with community-based organizations, including the Wellness Collaborative, the California Association for Bilingual Education, Ventura County Behavioral Health, local higher education institutions, and other community organizations. These partnerships aim to improve students’ academic achievement and support their social-emotional well-being, creating a comprehensive support network that enhances overall student success.  Through these collaborative efforts and strong partnerships, OSD continues to strengthen its commitment to authentic parent and family engagement, ensuring that families are integral partners in advancing student outcomes across the district.|Based on analyses of educational partner input and local data, the Oxnard School District (OSD) has identified key focus areas to improve building partnerships and support student outcomes. One critical area for enhancement is the ongoing support of school-level parent and family engagement policies. OSD aims to ensure that all schools actively engage with educational partners and effectively monitor and evaluate their family engagement activities. This effort includes providing continuous support and guidance to schools in developing comprehensive engagement policies, offering staff training and professional development on best practices in family engagement, and promoting regular communication between schools and families to foster a collaborative environment.  Another significant focus area is assisting schools in identifying specific metrics to monitor and measure the impact of parent and family engagement on student outcomes. OSD is tracking metrics on parent attendance at advisory groups and engagement events, analyzing student academic data to understand the influence of family involvement on achievement, and using feedback from annual family engagement surveys to identify strengths and areas for improvement. Additionally, OSD aims to integrate more effective parent and family engagement strategies into schools’ continuous improvement plans, ensuring these efforts align closely with student success goals.  OSD will provide support through district-level administrators and specialists, including the Manager of Equity, Family, and Community Engagement, who will collaborate with schools to develop robust engagement policies and provide ongoing training. By focusing on these strategies, OSD anticipates improved engagement of educational partners at the school level, clearer insights into the impact of family engagement on student outcomes, and a more supportive educational environment overall. These efforts are designed to strengthen partnerships between schools and families, ultimately enhancing student success across the district.|Based on analysis of educational partner input and local data, the Oxnard School District (OSD) is committed to enhancing the engagement of underrepresented families in building partnerships to improve student outcomes. The district recognizes the critical importance of maintaining positive relationships with all families, with a particular focus on parents of Emergent Multilingual Learners (EMLs) or English language learners, African American, Mixteco, Asian American & Pacific Islander, foster youth, and newcomer families.  In the upcoming year, OSD will continue to prioritize improving outreach efforts specifically aimed at foster youth and newcomer families. The district plans to establish regular meetings with these parent groups three times a year. These meetings will serve as platforms for discussions centered around identifying the optimal learning environments and programs for their children. Crucially, these sessions will empower families to actively engage in decision-making processes that directly influence student outcomes at both the school and district levels.  By nurturing consistent interactions and ensuring that families of unduplicated student groups play integral roles in decision-making, OSD aims to fortify trust, collaboration, and mutual understanding between schools and underrepresented families. This approach not only seeks to address the unique needs and challenges of these communities but also to harness their perspectives and insights to shape educational strategies that promote the success of all students district-wide. Through these concerted efforts, OSD endeavors to cultivate a more inclusive and supportive educational environment where every family feels valued, heard, and empowered in their child’s educational journey.|Based on the analysis of educational partner input and local data, the Oxnard School District (OSD) demonstrates significant strengths and progress in seeking input for decision-making. A primary strength continues to be empowering families to effectively advocate for their students by actively engaging them in decision-making processes at both district and school levels, positively impacting student achievement. This empowerment is facilitated through various avenues, including regular parent focus groups held throughout the year. These groups provide valuable input on programs and processes affecting student learning, as well as feedback on fund allocation.  Families are encouraged to participate in district-level parent advisory groups such as the English Learner Advisory Committee (ELAC), Parent Advisory Council (PAC), and specific advisory groups for African American, Mixteco, Asian American & Pacific Islander communities. These forums enable families to contribute to the development of the district's parent and family engagement policy, provide feedback on the goals outlined in the Local Control and Accountability Plan (LCAP), and other initiatives undertaken by OSD.  Additionally, OSD utilizes an annual Family Engagement LCAP survey to gather ongoing input from parents and staff. These bilingual surveys are easily accessible on the district's website and are widely promoted through various channels, ensuring comprehensive outreach to stakeholders. Each school is supported by an Outreach Resource Consultant (ORC) who plays a pivotal role in promoting these surveys and facilitating community engagement. This multifaceted approach ensures that OSD collects diverse perspectives and insights, fostering a collaborative environment in which stakeholders actively contribute to shaping policies and initiatives that support student success.|Based on analysis of educational partner input and local data, the Oxnard School District (OSD) has identified key focus areas for improvement in seeking input for decision-making. A primary objective continues to be to bolster support for schools in enhancing opportunities at the site level to gather input from their diverse families. This initiative aims to ensure that all families, regardless of background or circumstances, have a meaningful voice in decisions that significantly impact student learning.  OSD intends to achieve this by advocating for diverse representation on school committees and advisory groups. This effort is crucial for fostering inclusive participation in critical decisions, including curriculum adoption, the development of the school's parent and family engagement policy, plans for student achievement, school safety protocols, and various other school programs and initiatives.  By fortifying these mechanisms for soliciting input, OSD aims to cultivate a more equitable and inclusive decision-making process. This approach not only acknowledges and respects the perspectives and insights of all families but also strives to strengthen trust and collaboration between schools and the community. Through these concerted efforts, OSD is committed to fostering a supportive educational environment where every family feels empowered and valued in their role in contributing to the success and well-being of their children.|Based on analysis of educational partner input and local data, the Oxnard School District (OSD) has identified key strategies to enhance the engagement of underrepresented families in decision-making.  While we have made gains in this area, we continue to actively seek input from parents of English learners, African American, Asian American & Pacific Islander families. Additionally, OSD aims to strengthen partnerships with foster youth and newcomer families through effective communication and regular meetings to gather their perspectives for decision-making.  To ensure these efforts are impactful, OSD will share insights gathered from various parent focus groups with school administrators, teachers, and support staff. This sharing of feedback will deepen school personnel's understanding of the diverse cultural assets within the community and underscore the importance of integrating families’ funds of knowledge into instructional programs.  Furthermore, the LEA is dedicated to fostering an asset-based culture that nurtures positive relationships between the district, school staff, and families. This initiative includes promoting cross-cultural understanding and fostering relationships among the District’s diverse ethnic and racial groups.  By implementing these strategies, OSD aims to cultivate a collaborative and inclusive environment where underrepresented families feel valued, listened to, and actively engaged in shaping educational practices and policies that benefit all students. This approach not only enhances decision-making quality but also strengthens the overall partnership between the district and the community it serves.|3|4|3|4|4|3|3|3|3|4|3|3|Met||2026-06-17|2026
56725460000000|Oxnard Union High|3|The district continues strengthening relationships between school staff and families through intentional efforts focused on communication, accessibility, and inclusive engagement practices. Findings from the 2026 OUHSD School Climate Survey and educational partner input indicate that families increasingly report feeling welcomed, respected, and informed across school communities. District and site efforts have prioritized multilingual communication, culturally responsive engagement practices, and expanded access to family support structures.  Progress is reflected through continued implementation of districtwide family engagement supports, including the Parent and Community Engagement Coordinator, Welcome Centers at Oxnard and Hueneme High Schools, Community Schools initiatives at Channel Islands and Hueneme High Schools, and expanded family outreach connected to college and career readiness, academic planning, and student wellness. These systems have strengthened opportunities for connection and engagement, particularly for families of students who are multilingual learners, students in foster care, students experiencing homelessness, and students with an individualized education plan.   Educational partner feedback gathered through advisory committees, engagement meetings, and surveys indicates that families increasingly view schools as accessible and responsive environments, reflecting continued progress toward relationship-centered engagement practices across the district.|While progress continues, educational partner input and survey findings indicate a need for more consistent and proactive relationship-building practices across school sites and classrooms. Some families continue to report limited direct outreach beyond formal events and express uncertainty regarding how to navigate school systems or engage more meaningfully in their child’s educational experience.   Patterns in survey and engagement data also suggest that families who are less connected to existing structures, including underrepresented student groups and multilingual families, may not consistently experience the same level of access, responsiveness, or communication across schools. These findings highlight the continued need to strengthen staff capacity around culturally responsive communication, proactive outreach, and relationship-centered engagement strategies.|To improve engagement of underrepresented families, the district will continue strengthening systems that support trust, communication, and access across all school communities. The Parent and Community Engagement Coordinator will continue leading districtwide outreach efforts focused on increasing participation among families who may not traditionally engage through school systems.  Welcome Centers at Oxnard and Hueneme High Schools will continue supporting multilingual families through enrollment assistance, translation, interpretation, and access to school and community resources. Community Schools initiatives at Channel Islands and Hueneme High Schools will continue strengthening connections between schools, families, and community-based organizations through integrated supports and relationship-centered engagement.  District and site teams will continue prioritizing multilingual communication, culturally responsive outreach, and family engagement efforts connected to academic planning, wellness supports, and college and career readiness. Educational partner feedback and survey data will continue guiding outreach efforts and identifying areas where additional support and engagement opportunities are needed.|OUHSD continues strengthening partnerships with families in support of student outcomes through expanded communication systems, academic planning structures, and access to information related to college, career, and postsecondary readiness. Educational partner input and findings from the 2026 School Climate Survey indicate that families increasingly report improved access to student progress information and academic support resources.  Districtwide systems including ParentSquare, Canvas, Synergy, StudentVUE, and ParentVUE continue supporting timely communication and transparency regarding attendance, grades, assignments, and academic progress. The district’s nightly grade synchronization initiative has strengthened consistency and accuracy in academic reporting, improving families’ ability to monitor student progress in real time.  Counselors continue expanding support through four-year planning meetings, graduation reviews, A-G monitoring, dual enrollment guidance, and college and career advising aligned to LCAP Goal 2 priorities. Schools also continue providing workshops, advisory meetings, and informational sessions focused on graduation requirements, financial aid, dual enrollment, Advanced Placement and International Baccalaureate Programme opportunities, and postsecondary planning.  Educational partner feedback indicates that families increasingly understand available academic pathways and support systems, reflecting progress in building shared responsibility for student success.|While access to academic information and communication systems has improved, educational partner input indicates that families continue seeking additional support in understanding and navigating academic systems, graduation requirements, and postsecondary pathways.  Survey findings suggest that families experience varying levels of confidence in interpreting student data, understanding academic progress, and identifying next steps to support students. This variation is more pronounced among multilingual families, families of students with an individualized education plan, families of students in foster care, and other underrepresented student groups.  These findings highlight the need for more targeted and accessible family learning opportunities focused on understanding academic progress, college and career readiness indicators, A-G requirements, dual enrollment opportunities, and pathway planning.|To strengthen engagement of underrepresented families in supporting student outcomes, the district will continue refining how academic information, workshops, and support opportunities are delivered to ensure they are accessible, practical, and responsive to community needs.  Schools will continue expanding family workshops focused on technology access, academic monitoring, A-G requirements, financial aid, dual enrollment, graduation requirements, and college and career planning. Outreach efforts will intentionally prioritize families of students who are multilingual learners, students in foster care, students experiencing homelessness, and students with an individualized education plan.   These efforts will continue to be supported through multilingual communication, interpretation services, trusted site-based staff, and partnerships with community organizations to increase accessibility and strengthen family participation in academic planning and student support systems.|The district continues strengthening systems for gathering and incorporating educational partner input into district and site-level decision-making processes. Established structures, including advisory meetings and school-based engagement opportunities, continue providing families, students, staff, and community members with opportunities to inform district priorities and planning.  The implementation of the 2026 OUHSD School Climate Survey significantly expanded opportunities for educational partner participation, generating more than 11,000 responses from students, families, faculty, and staff across the district. This broad participation strengthened the district’s ability to identify trends related to school climate, engagement, communication, belonging, and access to support systems.  Educational partner feedback has directly informed revisions to LCAP actions, professional learning priorities, counseling supports, wellness initiatives, and efforts connected to college and career readiness, student engagement, and equitable access to rigorous coursework.|Although opportunities for educational partner engagement have expanded, survey findings and educational partner feedback indicate that awareness of advisory structures and decision-making processes remains inconsistent across school communities.  Families from underrepresented student groups continue to report uncertainty regarding how to participate in district and school-level decision-making or how feedback is incorporated into planning processes. Barriers related to language access, scheduling, communication, and familiarity with educational systems continue impacting participation for some families.  These findings highlight the need to strengthen communication regarding the purpose and impact of advisory groups, simplify access points into engagement structures, and continue expanding flexible opportunities for educational partner participation.|To improve engagement of underrepresented families in decision-making processes, the district will continue refining engagement systems to ensure participation opportunities remain accessible, inclusive, and responsive to community needs.  Building on the strong participation generated through the 2026 School Climate Survey, the district will continue expanding opportunities for families, students, staff, and community members to provide input through both formal advisory structures and broader community engagement efforts.  Efforts will continue focusing on strengthening communication regarding advisory groups, district priorities, and how educational partner feedback informs planning and decision-making. Outreach will continue through trusted channels, including the Parent and Community Engagement Coordinator, Welcome Centers, Community Schools initiatives, site-based staff, and community partnerships.  Input opportunities will continue to be offered through multiple formats, including virtual meetings, surveys, community forums, workshops, and site-based engagement opportunities, with ongoing attention to translation, interpretation, accessibility, and scheduling.|4|5|4|5|4|5|5|4|5|5|5|4|Met||2026-05-27|2026
56725460115105|Camarillo Academy of Progressive Education|3|CAPE values the voices and perspectives of our parents and believes that meaningful family engagement is essential to student success and continuous school improvement. Parents play an active role in school governance by serving as representatives on the CAPE Governing Board, where they provide valuable input into school policies, programs, and decision-making.  In addition to board representation, CAPE regularly administers surveys to both parents and students to gather feedback on school programs, instructional practices, communication, and the overall educational experience. The feedback collected is carefully reviewed and used to identify strengths, address areas for improvement, and guide planning efforts. By actively seeking and responding to stakeholder input, CAPE fosters a collaborative school community that is responsive to the needs of its students and families.|"CAPE is committed to strengthening its educational partnership with parents by creating meaningful opportunities for family engagement and collaboration. The school continues to explore new strategies to increase parent participation in workshops, Governing Board meetings, Parent-Teacher-Student Organization (PTSO) meetings, and the monthly ""Chat with the Directors"" sessions.  These opportunities provide parents with valuable information about student learning, school initiatives, and available resources while encouraging open communication and shared decision-making. By increasing parent involvement and fostering strong home-school partnerships, CAPE aims to support student success, build a connected school community, and ensure that families have an active voice in the educational process."|As part of this commitment, CAPE is intentionally working to engage families who have historically been underrepresented in school activities and decision-making. The school seeks to identify and reduce barriers to participation by improving communication, expanding outreach efforts, and providing opportunities that are accessible and welcoming to all families. CAPE values the diverse perspectives of its school community and is dedicated to ensuring that every family has the opportunity to contribute to the educational experience of its students|Input from educational partners is regularly reviewed alongside student achievement, attendance, and engagement data to guide school improvement efforts and inform decision-making. CAPE has made progress in increasing communication with families, strengthening transparency, and using stakeholder feedback to improve school programs, curriculum, and student supports.|CAPE is committed to improving student outcomes through a comprehensive approach that emphasizes high-quality instruction, data-driven decision-making, and strong partnerships with families. The school will continue to regularly analyze student achievement, attendance, engagement, and assessment data to identify learning needs, monitor progress, and implement targeted interventions and enrichment opportunities.  CAPE will continually assess and refine its curriculum to ensure it is aligned with state standards and responsive to the diverse needs of its student population. Teachers will use student performance data to differentiate instruction, provide individualized support, and adjust instructional strategies to maximize student growth and achievement.|CAPE is committed to improving academic achievement, engagement, and overall student success for underrepresented student groups by providing equitable access to high-quality instruction, personalized learning opportunities, and targeted support services. The school will continue to analyze student achievement, attendance, engagement, and other local data to identify achievement gaps and implement strategies that address the unique needs of these students.  Teachers will use data to differentiate instruction, provide timely interventions, and monitor student progress to ensure every student has the opportunity to achieve academic growth. CAPE will also regularly review and refine its curriculum to ensure it is culturally responsive, relevant, and aligned with the needs of its diverse student population.|"Based on educational partner feedback and local data, CAPE's strength lies in its commitment to actively seeking and valuing input from students, parents, staff, and Governing Board members to inform decision-making and continuous improvement. The school provides multiple opportunities for stakeholders to share their perspectives through parent and student surveys, Governing Board meetings, Parent-Teacher-Student Organization (PTSO) meetings, parent workshops, and monthly ""Chat with the Directors"" sessions.  CAPE has made progress in creating a culture of open communication and transparency by regularly reviewing stakeholder feedback alongside student achievement, attendance, engagement, and other local data. This information is used to evaluate programs, identify priorities, refine instructional practices, and guide school improvement efforts."|CAPE would like to offer more surveys and polls through Parent Square that would be a quick check in with our educational partners.|The surveys mentioned about in question 2 would be available in each family's primary language|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-03|2026
56725460120634|Architecture, Construction & Engineering Charter High (ACE)|3|ACE has made a commitment to parent and student outreach and leadership. ACE conducts annual climate surveys with parents and students in both English and Spanish. Parents annually deem the school's efforts here as effective.|ACE conducts annual climate surveys. From feedback given, the parents would appreciate more opportunities for after-school activities for their students and a greater connection to the community by the school.|ACE is in year three of its implementation of an annual climate survey for all families. Additionally, ACE is in year two of the implementation of an annual career planning meeting for all students and families.  This survey has demonstrated the need to build in support for our community. Based on feedback, ACE has implemented Wifi Internet access for all to meet the needs of our at-promise students.|ACE's strengths are engagement and connections within the curriculum.|ACE brought back its internship program in school year 2024-25. ACE has also partnered with local higher educational institutions like CSUCI to guarantee entrance into the university after completing the full scope of the program. Continued growth here is needed.|ACE will implement a portfolio system for seniors, and using the added personnel to the staff, we will meet with and monitor progress of all ACE students beginning in 9th grade and ending in 12th. This process is inclusive of and not limited to: support for families, transportation, academic support for students, and applications for aide workshops.|As a small learning community, ACE has the advantage of successfully reaching all families. We use surveys twice a year, monthly PTA meetings, and student feedback to make our outreach efforts meaningful to all educational partners.|ACE families would like more information on potential connections to post-high school life, and this has led ACE to dedicate a position just for this purpose.|Educational partners stress the importance of shared-leadership models within the structural components of the school.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-17|2026
56725530000000|Pleasant Valley|3|Based on educational partner input and local data, Pleasant Valley School District has made measurable progress in strengthening relationships among school staff and families. School and district survey results indicate increased opportunities for families to provide feedback and participate in decision-making.    PVSD employs a robust communication structure with information regularly provided through multiple channels by the site and district. PVSD sends separate weekly Friday updates to staff and to families to apprise them of district activities and current information. Additionally, each principal sends a family update each weekend to communicate important campus events that will be occurring and to provide school-specific information. Updates are also provided through the website as well as through social media channels. PVSD is working to streamline the flow of information based on parent and educational partner feedback.|While progress has been made, local data also identify the need to increase participation among underrepresented families and continue improving the accessibility, relevance, and effectiveness of family engagement opportunities. PVSD will continue to use educational partner feedback and survey data to refine strategies that promote authentic family engagement and support positive student outcomes.|While progress has been made, local data also identify the need to increase participation among underrepresented families and continue improving the accessibility, relevance, and effectiveness of family engagement opportunities. PVSD will continue to use educational partner feedback and survey data to refine strategies that promote authentic family engagement and support positive student outcomes.  To improve participation and support among underrepresented families and strengthen the accessibility, relevance, and effectiveness of family engagement opportunities, Pleasant Valley School District will continue to implement strategies that reduce barriers to participation and foster meaningful partnerships with families.   Planned actions include providing multilingual communication, offering events at flexible times, and providing support such as childcare to reduce barriers for families. PVSD will also strengthen outreach to underrepresented families through community partnerships, create leadership opportunities for parents, continue relevant parent workshops, and use surveys to guide improvements. PVSD employs a Parent and Family Specialist who works with sites to examine needs related to parent engagement. In addition, PVSD will monitor participation data, ensure events are culturally responsive and accessible, and build staff capacity to support authentic family engagement.   PVSD will use participation data, family surveys, and educational partner feedback to evaluate the effectiveness of these strategies and make continuous improvements to family engagement efforts. These actions are intended to increase meaningful family participation, strengthen home-school partnerships, and support improved student outcomes.|To keep the community informed of progress, staff regularly share academic performance data, including D/F rates, absenteeism, and suspension rates, through a variety of meeting formats. These data are disaggregated by demographic groups to provide a more detailed understanding of student outcomes. During these presentations, staff actively seek input from educational partners on strategies to address performance gaps and other areas of concern. The data, along with stakeholder feedback, plays a critical role in informing the development, implementation, and continuous refinement of the PVSD Local Control and Accountability Plan (LCAP).|Culturally responsive family engagement recognizes that families are experts on their children.  PVSD will work to intentionally build trust, remove barriers and create authentic opportunities for shared decision-making to improve student achievement, attendance, well-being and educational outcomes.  Educational partner input indicates the need for PVSD to provide parents with the opportunities to learn about the various tools including Q gradebook, Google classroom, and other platforms that will provide access to understandable individual student progress.|PVSD will work to increase representation of underrepresented families on School Site Councils, English Learner Advisory Committees, District English Learner Advisory Committee, District advisory committees, LCAP advisory, Special Education District Advisory Committee, and other groups. The District English Learner Advisory Committee has provided feedback on wanting to increase participation of families in parent organizations such as PTA/PTX groups.   Through these structures, PVSD will work collaboratively with families to help identify school priorities.|PVSD is committed to cultivating strong, collaborative relationships with its educational partners. The district and site level provides opportunities for families to participate in advisory groups that offer input on policies, programs and initiatives.    PVSD is committed to cultivating strong, collaborative relationships with its educational partners. The district and site level provides opportunities for families to participate in advisory groups that offer input on policies, programs and initiatives.  Annually, a comprehensive LCAP survey, with opportunities to provide qualitative feedback, is shared with families. The survey yields well over 1000 responses each year. The results from the survey are analyzed by a variety of groups. A data point that illustrates the strength of the district's communication procedures can be found on the 25-26 LCAP survey where 93% of respondents agreed or strongly agreed that communication from their child's school is transparent, accessible, understandable, and ongoing. Similarly, 92% of respondents strongly agreed or agreed that they receive timely response to emails and/or phone calls.  Each school site has a student advisory committee at the middle school level in addition to the district's superintendent student advisory. Principals also shadow students from groups of students who are either underrepresented or underperforming to gain additional perspective.|PVSD will expand opportunities for families to participate in school and district planning. The district will also support school leaders and staff in creating inclusive decision-making processes that encourage participation from a broader range of families. Based on the feedback received from the LCAP survey and advisory groups, there is a need to streamline communication. PVSD is working to incorporate this feedback.|Pleasant Valley School District will intentionally recruit and support families from underrepresented groups to participate in advisory committees and site opportunities for decision-making that reflect the diversity of the district. We will continue to provide translation and interpretation assistance and virtual opportunities when possible.  PVSD will partner with trusted community organizations and cultural liaisons to build relationships with families who have been historically underrepresented in decision-making.|4|4|3|4|4|4|4|4|4|4|4|4|Met||2026-06-18|2026
56725530139592|Peak Prep Pleasant Valley|3|Our faculty is dedicated to the success of our students. In addition, our model is built on each student having a homeroom teacher who serves as a bridge between the school and the family.|We continue to seek ways to involve more and more families. From parent education nights, parent/teacher conferences, & parentsquare.|Our strengths are our compassionate staff. We truly have a welcoming group of educators who want to serve their families and educate them. We provide HR teachers who build relationships with 15-25 students. They are their go-to forms of communication and check-ins. These HR teachers are constantly checking in with students and families.  An area of focus is catching disengaged students quickly. We have implemented a Polar Program that has shown tremendous success; however, we always seek ways to improve. We will have multiple forms of check-ins: Content teachers, HR Teachers, and Counselors. Multiple people will check in with students. They will build those relationships and help them transition and adjust to an online platform.|Not only do we have a school-wide plan, but we also have additional support mechanisms in place. We have HR teachers assigned to provide additional support and do weekly check-ins. In addition, we have content teachers who send weekly progress reports. Also, our SPED teachers provide parent rights forms in their email, and every time they do an IEP.   Areas of opportunity are parent education nights. We want to engage more families and educate them on support systems and resources for them.|We strive to find additional ways to provide support and opportunities for students. It is part of our LCAP goals.|We are seeking ways to get families involved and make additional efforts to reach out to unduplicated populations (i.e., McKinney-Vento Liaison calling all McKinney-Vento families). This is an ongoing work in progress.|Peak welcomes feedback and input. We provide opportunities through open doors, emails, and continued communication through homeroom teachers and ParentSquare. Families appear to know who their main point of contact is for information and insight. Parents feel comfortable reaching out to their HR teachers.|We have a Parent Advisory Committee and reach out to our families for feedback. Through surveys, calls, meetings, ParentSquare, and public hearings, we seek out feedback from our families.   Parent Engagement, in general, is an area of opportunity for us. As an independent study, many families do their own thing. However, we are really seeking out ways to get them involved. A few ways we are doing that is: 1) We are adding more parents to our Parent Advisor Committee and eventually to our board 2) increasing communication: newsletter and parentsquare.  3) Parent Education Nights. 4) McKinney-Vento Liaison 5) Implemented a Family Engagement Coordinator.   For the 2026-2027 school year, we will continue to push and improve this area. This is an ongoing area to improve in.|We are calling individual families to gather input and using the Parent Square communication system. Although we provide opportunities, we hope more families follow through and participate. Furthermore, we implemented a Family Engagement Coordinator.|4|5|4|5|5|5|4|4|5|5|4|5|Met||2026-05-07|2026
56725536120620|University Preparation Charter School at CSU Channel Islands|3|On the Youth Truth Survey given to families in March 2026, we saw a healthy increase in families' feelings about relationships between the school and families. Families feel that teachers treat them with respect and show care for the family. Families feel comfortable approaching their child's teacher with questions and discussing their child's progress. Families also feel that school administrators treat families with respect. All of these indicators increase over the 2025 data.|While families feel that administration treats families with respect, we would like to improve families' feelings regarding approaching the administration regarding concerns. In looking at underrepresented families, we score much higher in this area with English Learner families. Administration will continue to find ways to interact with parents daily to build stronger relationships and build pathways of trust.|Provide opportunities for underrepresented families to share their needs and concerns in ways that don’t bring unwanted attention to the family. Provide translation to families at parent education opportunities. Provide weekly articles in the newsletter that help to educate parents on practical ways to help their children at home.|Parents feel that their child's teacher does a good job in communicating progress, expectations, and learning outcomes. Parents stated that they enjoy Coffee with the Directors and the opportunity to hear directly from administration on topics important to the school, and get mini-workshops regarding student learning, social-emotional development and behavior, attendance strategies, and many other topics during the year. Parents were also allowed to provide feedback on the Local Control and Accountability Plan. Parents positively responded to the parent education opportunities provided this year. Parents appreciate the educational articles, the Director of Curriculum is provided in the weekly newsletter.|Parents want to continue to have access to parent workshops that allow them to interact with their child in positive ways around learning. They enjoy gaining skills they can use at home when working with their child.|We will continue to prioritize diversity that represents our student population on our School Site Council and English. Learner Advisory Council, we will provide translation, as needed, at meetings, workshops, and parents-teacher conferences.|On the family survey, 62% reported that they feel adequately represented by parent/family groups, 61% feel informed about important decisions, which was a 4% improvement from last year, 78% feel engaged in the school, and we also saw a 10% improvement in families feeling empowered to play meaningful roles in decision-making at the school.|On the family survey, 59% feel included in planning school activities, down 10% from 2025.|Most subgroups scored equally, except our Asian OR Asian American subgroup. We will work to be sure we are engaging this subgroup through targeted outreach. Our English Learner families scored very close to non-English families Learner families. One area that we need to focus on is families with students who are identified for special education. We will work to engage these families through specific parent education opportunities that will help to support their unique needs.|5|5|5|5|5|5|5|4|4|4|4|4|Met||2026-06-23|2026
56725610000000|Rio Elementary|3|The LEA has a significant amount of opportunities for families to engage with the schools and district. Multiple times throughout the year the LEA seeks educational partner input through surveys (Measured Results Assessment, CHKS and local surveys) and regular opportunities for two way communication. To further develop the capacity for educational partners to engage in meaningful discourse with the LEA, parent workshops, parent/student/teacher conferences, and advisory meetings are offered as a way to build trusting and respectful relationships with the community.  Examples of engagement include Diverse community meetings, school site community engagement events and support nights, district programs and LCAP plan review opportunities at Parent Advisory and District English Learner Advisory Committees. The District has increased opportunities for parent growth and development through the Parent Symposium, the Annual Fatherhood Summit, and ongoing parenting classes provided by the family liaisons. The district has also increased the response and provision of computer and connectivity needs of all families, especially families of low-socioeconomic, homeless and foster youth, EL families and students with unique needs. Additional strengths include the maintenance of our parent outreach liaison and the expansion of Mixteco outreach liaisons which allow parents of English learners, migrant families and new students to access and engage in school.|The LEA typically receives a lower percentage of feedback from underrepresented populations such as foster/homeless youth/families, English Learner families, low-socioeconomic families, and other smaller subgroups. The LEA will focus on engaging populations which do not typically have equal percentage of input and attendance at workshops, meetings and school or district events to seek out input on diversity, policies, and procedures implemented in the district.|The LEA will continue to encourage parent participation in order to gather input and improve the engagement of underrepresented families. District staff will increase opportunities for families to engage in school and district meetings, activities, and parent-teacher conferences by going to school activities and events where larger groups of parents are in attendance, in order to elicit feedback related to the needs and levels of parent engagement. The district will focus on strengthening family connections by encouraging culturally responsive practices which further build trusting partnerships between the community and school district staff.|The LEA offers opportunities in its elementary and middle schools for two-way communication between teachers and parents where student outcomes are discussed. Families have additional opportunities to participate in a variety of parent workshops, support meetings and advisory committees. Parent input indicates that they would like to have more in-person and social events on campus where they can see the outcomes of student programs while having the ability to offer input.  Additionally, the LEA seeks educational partner input through surveys (Youth Truth, CHKS and local surveys) in an effort to further develop the capacity for educational partners to engage in meaningful discourse with the LEA. These parent workshops and advisory meetings are offered as a way to build trusting and respectful relationships with the community.  Examples of current strengths in engagement include Mixteco community meetings, school site community engagement events and support nights, district programs and LCAP plan review opportunities at Parent Advisory and District English Learner Advisory Committees. The district has also increased the response and provision of computer and connectivity needs of all families, especially families of low-socioeconomic, homeless and foster youth, EL families and students with unique needs. Additional strengths include the maintenance of our parent outreach liaison and the expansion of Mixteco outreach liaisons which allow parents of English learners, migrant families and new students to access and engage in school.|The LEAs focus area is to increase the input from parents and educational partners who support foster/homeless, English Learners, students with disabilities, students from low-socio-economic backgrounds, and other underrepresented groups. The district will expand opportunities to engage with families on supporting positive student outcomes.|During school and district events where program outcomes are being highlighted, the LEA will increase the ability to provide input through surveys and verbal outreach which will further support partnerships with families in the community.  Rio School District developed and continues to improve a series of surveys to engage and gather input from all community stakeholders each year. Surveys are available online in both English and Spanish and Mixteco personnel works with Mixteco parents in order to complete the survey orally since Mixteco has no written language. The Rio School District continues to seek out parents of families who are disengaged by providing hybrid family engagement opportunities and a variety of ways in which parent feedback is sought out. Parent and student input is gathered through superintendent round-tables, student leadership collaboratives, parents advisory groups, site parent meetings, presentations and exhibitions, in order to help us guide programs and plans that are responsive to the local community. The district continues to seek out input and engagement from underrepresented groups through multiple means: social media, written communication through parent square, and personal invitations to meetings and parent engagement activities.|Educational partner involvement from all educational partner groups is a key component in identifying student needs as well as developing the necessary goals and actions to provide a successful and quality learning experience for all students. Additionally, parental involvement is particularly important during this unprecedented and challenging time of re-engaging students and families with the school after a return from the pandemic. Rio School District continuously seeks and encourages educational partner feedback through ongoing parent surveys, phone calls, emails, staff meetings, parent meetings, School Site Council, ELAC, PAC & PELAC meetings, LCAP committees and public board meetings. RSD gathers more formal input, related to California's eight state priorities, through the annual LCAP survey. Parent input previously indicated the need for one streamlined communication system, the Rio School District uses the Parent Square application to communicate with parents by providing emails and text messages as well as automated phone calls in the specified home language. In order to reach families who do not read or speak Mixteco, RSD offers video recordings and in-person outreach to engage families with this need. All schools offer two-way communication between teachers and parents where student outcomes are discussed. RSD offers and supports our partner agencies to assist in providing a variety of parent workshops, support meetings, technical assistance and advisory opportunities.  The district works to provide childcare, food and translation at events in order to reduce the barriers for all families to fully engage. RSD seeks certificated teacher and classified support staff input in a variety of ways. Needs and information is gathered during curriculum council meetings, PAC meetings, SSC and site staff meetings, feedback within departments, surveys and regularly scheduled labor management and employee relations meetings with bargaining teams. Rio School District continues to administer the Youth Truth Survey which is a student, parent and staff-educational partner tool that measures perceptions linked to school climate and academic outcomes. Through the Youth Truth surveys, everyone's voice is equal and survey results harness perceptions to assist teachers and leaders in accelerating improvements. These surveys help us to better understand our students and community and how to best provide the support and information that is needed.|The LEA's focus area is to increase the input from parents and educational partners who support foster/homeless, English Learners, students with disabilities and low-socio-economic students. In order to increase overall input from targeted subgroups, efforts to reach families at events that are already engaging larger populations of parents, staff and students will support a more broad level of input which can be used for decision-making discussions.|During school and district events where program outcomes are being highlighted, the LEA will increase the ability to provide input through surveys and verbal outreach which will give families a voice and further support partnerships with families in the community.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-24|2026
56725790000000|Santa Clara Elementary|3|Santa Clara Elementary School District hosts an annual Parent Information Night during the first two weeks of school, giving families the opportunity to meet teachers and learn about classroom expectations, school policies, and daily procedures. Progress reports are sent home midway through each trimester, and parent-teacher conferences are held in the fall and spring to discuss student progress. Translators are available as needed to support effective communication. Families also have access to educational, emotional, and financial resources as appropriate. Our English Language Arts and mathematics programs include online tools such as tutorials, digital textbooks, practice activities, and interactive games that can be accessed from home. Additional family resources are available on the school website. Santa Clara Elementary School District is committed to supporting all families in our community.|Based on educational partner input and local data, the LEA identified increasing parent participation as a key area for improvement. To support this goal, fall and spring parent-teacher conferences are scheduled at convenient times and include Zoom options to increase accessibility. The school also hosts events throughout the year—including Back to School Night, the Winter Program, PTO fundraisers, the Talent Show, Spring Musical, Open House, Art Fair, and Promotion Ceremony—to showcase student learning and strengthen family-school partnerships.|Based on educational partner input and local data, the LEA continues to prioritize increasing parent participation in school events. Fall conferences are scheduled at convenient times and offered via Zoom to improve accessibility. Translation services are available for families who speak languages other than English, ensuring inclusive communication. Parents have expressed appreciation for these flexible options and the support provided to help them actively engage in their child’s education.|The school district is committed to fostering trusting, respectful relationships with families. Staff maintain open communication to keep parents informed about student progress, share school updates, and ensure families feel welcomed and included on campus. Information is shared through multiple channels, including letters, emails, phone calls, social media, the school website, and parent meetings. To ensure accessibility, materials are provided in English and Spanish as needed.|Based on educational partner input and local data, the LEA has identified strengthening family engagement and building trusting, respectful relationships between staff and families as ongoing priorities. To support this, all school communications are provided in families’ home languages, with translation services available for meetings, phone calls, and IEP conferences as needed. Staff engage with families through events such as Back to School Night, fall and spring parent-teacher conferences, and Open House to discuss student progress and support learning. The LEA also collects parent feedback through surveys and encourages involvement in the School Site Council and Parent Teacher Organization to further strengthen partnerships and outreach.|The LEA prioritizes clear and inclusive communication by providing all school information in families’ home languages. Translation services are available during parent meetings, phone calls, and IEP meetings to support meaningful engagement. Staff connect with families through events such as Back to School Night, fall and spring parent-teacher conferences, and Open House to review student progress and strengthen collaboration. The LEA also gathers parent input through surveys and encourages involvement in the School Site Council and Parent Teacher Organization to expand outreach and family partnerships.|Parents are encouraged to actively engage in their children’s education and play an important role in the school community. At Santa Clara Elementary, involvement is supported through two main groups: the School Site Council (SSC) and the Parent Teacher Organization (PTO). The SSC helps guide key decisions, including the Local Control Accountability Plan (LCAP), School Accountability Report Card, Technology Plan, and Comprehensive School Safety Plan. The PTO supports SCESD and its students through fundraising and other contributions. All families and staff are invited to participate in meetings and school activities, with ongoing communication maintained to strengthen school-home partnerships.|As a small, single-school district, staff have developed strong, personal relationships with many families and highly value parent input in supporting student learning. The LEA recognizes that work and family responsibilities may limit parents’ ability to attend in-person meetings. As a result, the current focus is on improving how district information is communicated so it is more accessible, engaging, and encourages greater parent participation in decision-making.|The LEA is committed to strengthening engagement with underrepresented families, as identified through the self-reflection process, with a focus on increasing input in decision-making. To support this goal, district information will continue to be shared in ways that encourage active parent involvement and participation. Communication will remain ongoing and delivered through multiple channels, including email, parent newsletters, assemblies, parent information nights, and direct messaging. Translation services will be provided as needed to ensure all families can access and understand the information.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-17|2026
56726030000000|Simi Valley Unified|3|"Simi Valley Unified gathered input from 685 families and 610 staff through the 2025-26 Family Climate and Staff LCAP surveys, representing all school sites and every grade level (TK-12). Analysis of this educational partner input, alongside local participation data, identifies strong, well-established relationships between school staff and families as a clear district strength. The most consistent finding is a shared culture of respect and trust. Ninety percent of families and 93% of staff agree that families are acknowledged and treated respectfully in the school office, and 88% of both groups agree that every student has at least one trusted adult at school. Families and staff also independently affirm that students are treated with respect (86% and 90%) and are physically safe (86% and 88%). These near-identical results, drawn from two separate respondent groups, indicate that the welcoming, relationship-centered climate families experience is the same one staff intend to create. Responsiveness and accessibility further strengthen these relationships. Eighty-four percent of families report that teachers respond to email within 24-48 hours, and 80% of staff agree that if a student had a problem, staff would communicate with the family and work together toward a solution. Seventy percent of staff affirm that schools communicate effectively with parents and the community. Local engagement data confirm active participation: 93% of families report attending school events such as back-to-school night, conferences, performances, and athletics. Open-ended comments reinforce these strengths, with families describing staff who do ""a wonderful job supporting students"" and praising strong school communication, while staff express a clear desire to protect and extend this collaborative culture. The LEA continues to make progress by maintaining multiple, timely communication channels (Aeries, email, and direct conversation), sustaining high event attendance, and using districtwide surveys to systematically gather and act on educational partner input. Together, these results establish a solid foundation of trust on which to build deeper, two-way family partnerships."|While educational partner input affirms a strong foundation of trust, the same analysis identifies clear focus areas for deepening relationships between school staff and families. The primary focus area is moving families from attendance to active partnership. Although 93% of families report attending school events, only 57% indicate that their family volunteers in a parent group such as PTSA, Booster Club, Site Council, or ELAC, and 28% disagree that they do. Staff perceive the same gap, with only 52% agreeing that families volunteer in these groups. High event turnout shows families are willing to engage; the LEA's focus is converting that goodwill into sustained, two-way involvement in school decision-making and leadership structures. Open-ended comments point to access barriers, with working families requesting virtual or evening options so that participation does not depend on attending in person during the workday. A second focus area is more consistent, proactive communication about individual student progress. While 77% of families agree the school communicates effectively overall, only 69% agree that teachers regularly communicate with them about their child's academic progress, and 23% disagree. Families of the youngest learners highlighted this most directly, noting that Aeries does not serve TK and kindergarten families and requesting regular progress updates so they are not learning about classroom concerns secondhand. Strengthening predictable, plain-language communication channels across all grade levels is a key relationship-building priority. A third focus area is transparency about district-level decisions and resources. Fewer than one in three families could say how Measure X Bond Funds support instruction (28%) or facilities (31%), with roughly a third unsure. This awareness gap represents an opportunity to extend communication beyond the classroom and build trust through clearer, accessible information about how district resources support students. To address these areas, the LEA will focus on expanding accessible and virtual engagement opportunities, strengthening consistent progress communication for every grade level including the earliest grades, and improving plain-language transparency about district decisions and resources, thereby building on existing trust to create deeper, reciprocal family partnerships.|The self-reflection process identified groups of underrepresented families whose engagement in building relationships between school staff and families lags behind that of families overall. Analysis of educational partner input showed that these families reported lower agreement on key relationship measures, including how regularly teachers communicate with them about their child's academic progress, their confidence that staff would partner with them to resolve a problem, and their participation in parent leadership and volunteer groups. The input also revealed that some communities are underrepresented in the survey responses themselves, indicating that current outreach and communication methods are not yet reaching every family equitably. To improve engagement of these families, the LEA will focus on strengthening regular, proactive, and plain-language communication between staff and families that extends beyond required or compliance-driven meetings, so that relationships are built through ongoing two-way contact rather than occasional or formal interactions. As part of this effort, the LEA will upgrade its communication tools to allow for more seamless and direct two-way communication with families. Families will have access to an app that enables them to text message staff in their native language, removing language as a barrier to everyday contact, and will begin receiving pushed copies of report cards and other student achievement measures directly, so that academic progress is shared consistently and proactively. Designated staff will also serve as consistent points of contact and relationship anchors for families who have historically been less connected to the school community. The LEA will also create welcoming, low-barrier pathways for underrepresented families to participate in parent leadership structures and decision-making bodies, ensuring that involvement is accessible and meaningful rather than limited to those who can attend traditional in-person events during the workday. To support this, the LEA will expand flexible engagement options, including virtual and after-hours opportunities. Finally, the LEA will strengthen how it gathers input from underrepresented families so their voices are more fully represented in future self-reflection processes, and will disaggregate engagement data by student group to monitor progress over time and target support where gaps remain. Through these upgraded tools and personalized, proactive outreach, the LEA will build on its existing foundation of trust while closing the relationship and communication gaps that the self-reflection process revealed for underrepresented families.|Analysis of educational partner input and local data identifies a strong, shared commitment to student outcomes as a current strength of the LEA, anchored in aligned high expectations between school staff and families. Both groups express confidence in the academic press of the system. Seventy-eight percent of families and 82% of staff agree that teachers hold high academic expectations that prepare students for the next grade level or academic step, and 76% of families and 80% of staff agree that teachers believe in students' ability to learn at high levels. This alignment, drawn independently from two separate respondent groups, shows that families and educators share the same belief in students' capacity to succeed, which is the foundation of effective partnership for student outcomes. There is also near-universal agreement on the purpose of that work, with more than 90% of families affirming that it is important for students to graduate with the knowledge and skills for college and careers. Local data indicate that learning goals are being communicated and understood. Eighty-five percent of families report that their child can explain what they are learning in class, and 76% of staff report the same of their students, suggesting that classroom learning targets are clear and visible to students and the adults who support them. Seventy-seven percent of families agree the school offers their child an excellent education. The LEA also shows progress in the structures that connect families to academic support. Eighty percent of staff agree that when a student has a problem, staff would communicate with the family and work together to find a solution, and families have multiple channels, including Aeries, email, and direct conversation, for staying informed about academic progress. Open-ended comments highlight promising practices already in place, including co-teaching models that families praised, FLEX and intervention time, and before- and after-school support. Staff capacity to improve outcomes is a further strength: 87% of staff agree that professional development to learn new skills is important, and a strong majority value knowing how their students are performing relative to grade-level expectations and support common, consistent assessments. Together, these results show an LEA with aligned beliefs, clear learning expectations, and a collaborative orientation toward improving student outcomes.|While educational partner input reflects strong shared expectations for students, the analysis identifies several focus areas for improvement in building partnerships for student outcomes, centered on translating high expectations into timely, well-communicated academic support. The primary focus area is strengthening support and intervention when students struggle. Although roughly 80% of families and staff agree that teachers hold high expectations and believe in students, only 67% of families agree that a struggling student is provided additional instruction, and just 66% are confident their child would receive additional teaching to master an important concept. Staff open-ended comments echo this, repeatedly calling for smaller class sizes, more support staff, and earlier, more meaningful intervention. Closing the gap between believing in students and reliably acting when they fall behind is the LEA's central improvement priority for student outcomes. A second focus area is differentiation for the full range of learners. Only 48% of families agree that students who are bored or advanced are given opportunities to challenge themselves and get ahead, and families and staff alike noted that high-achieving students are not consistently challenged. Building partnerships that serve students at both ends of the learning continuum, including advanced learners, will ensure that engagement and growth are not limited to grade-level instruction. A third focus area is the relevance and engagement of learning. Just 56% of families agree that teachers explain how lessons connect to the real world or students' personal interests, and engagement around homework is weak, with only 41% of families finding it interesting and 44% of staff observing a positive academic impact. Strengthening real-world connections and rethinking homework as a meaningful learning tool represent a shared opportunity for staff and families to partner around purposeful, engaging work. Underlying all three areas is the need for more consistent, proactive communication about academic progress, which only 69% of families currently affirm. Families cannot fully partner in supporting outcomes without timely, plain-language information about how their child is doing. To address these areas, the LEA will focus on expanding timely academic intervention and support, improving differentiation for all learners, increasing the real-world relevance of instruction and homework, and ensuring families receive regular, understandable updates on student progress, thereby converting shared high expectations into stronger, outcome-focused partnerships.|The self-reflection process identified groups of underrepresented families who are less engaged as partners in their children's academic outcomes than families overall. Analysis of educational partner input showed that these families reported lower agreement that their child receives additional support when struggling, lower confidence that the school provides an excellent education, and less frequent communication about academic progress. Because these families are also underrepresented in the input itself, the LEA recognizes that current academic communication and partnership practices are not yet reaching every family equitably, which limits their ability to actively support student learning. To improve engagement of these families in partnerships for student outcomes, the LEA will focus first on making academic progress visible and understandable to every family. The LEA will upgrade its communication tools to allow for more seamless and direct two-way communication, including an app that enables families to text staff in their native language and the direct delivery of pushed copies of report cards and other student achievement measures. This ensures that underrepresented families receive timely, accessible information about how their child is doing, rather than learning of academic concerns late or secondhand, and can engage staff directly when questions arise. Second, the LEA will strengthen how underrepresented families are included in conversations about academic support, intervention, and planning, ensuring their participation extends beyond required or compliance-driven meetings into genuine, ongoing collaboration about their child's learning. Designated staff will serve as consistent points of contact who proactively connect these families to available academic supports, intervention, and enrichment opportunities. Third, the LEA will build families' capacity to support learning at home by sharing clear, practical guidance in accessible formats and languages, and by offering flexible virtual and after-hours opportunities so that engagement is not limited to those who can attend traditional in-person events during the workday. Finally, the LEA will disaggregate engagement and outcome data by student group to monitor whether these efforts are closing gaps, and will strengthen how it gathers input from underrepresented families so their voices inform academic decision-making in future self-reflection cycles. Through these actions, the LEA will convert its strong shared expectations into meaningful, outcome-focused partnerships with the families who have been least connected to them.|The clearest evidence is the breadth and depth of participation in the input process itself. The LEA administered parallel family and staff surveys that drew 685 family responses representing every school site and all grade levels from transitional kindergarten through grade twelve, and 610 staff responses from across district sites and every employee group, including classroom teachers, paraeducators, office and clerical staff, campus supervisors, counselors, site administrators, maintenance staff, and district office personnel. This dual structure ensures that decision-making is informed by both the families the system serves and the staff who serve them, gathered through a common framework that allows their perspectives to be compared directly. Participation was not limited to rating scales. Educational partners contributed extensive open-ended input, with hundreds of substantive written comments on each goal area covering student learning, professional learning, home-to-school partnerships, school safety, and district policies. This volume of voluntary, detailed feedback demonstrates that families and staff are willing to engage when given a meaningful opportunity, and it provides the LEA with rich qualitative guidance to inform decisions alongside the quantitative results. The LEA also maintains established structures through which partners provide ongoing input, including Site Council, parent-teacher and booster organizations, advisory committees, and similar groups, and 57% of families report participating in at least one such group. A relational foundation supports this work as well: roughly 80% of families and staff agree that staff would communicate and work with families to resolve a problem, and staff and families report high responsiveness and respectful treatment when they reach out, which makes partners more willing to share their perspectives. Progress is further reflected in how the LEA is using this input. The results are being analyzed and disaggregated by student group and respondent type to identify both strengths and gaps, and the survey process is now an established, repeatable mechanism for systematically gathering and acting on educational partner input within the LCAP cycle. Together, these results show an LEA with a strong, inclusive, and improving system for seeking input to inform decision-making.|While the LEA has a strong process for gathering input, the analysis identifies several focus areas for improvement in seeking input for decision-making, centered on making participation more representative, more accessible, and more clearly connected to action. The primary focus area is ensuring that the input gathered is representative of the full community. The self-reflection process revealed that some groups of families are underrepresented in survey responses and other input, and that participation in formal decision-making bodies lags well behind general engagement. While 93% of families attend school events, only 57% report participating in any parent group such as Site Council or an advisory committee, and staff perceive a similar gap. The LEA's focus is to broaden who contributes input, so that decisions are informed by families and staff across all schools, programs, and communities rather than by those already most connected to the system. A second focus area is the accessibility of input opportunities. Open-ended comments indicate that working families are often unable to participate because meetings and engagement events are held in person during the workday. Families also need information and opportunities available in the languages they speak at home. Expanding flexible, virtual, and after-hours options and providing multilingual access will allow a wider range of educational partners to contribute to decision-making. A third focus area is closing the feedback loop between input and action. Fewer than one in three families could describe how district resources, such as bond funds, are being used, suggesting that partners do not consistently see how their input and the district's decisions connect. Strengthening transparent, plain-language communication about how educational partner input informs decisions will build trust that participation is meaningful and encourage continued engagement. A fourth focus area is sustaining two-way, ongoing input rather than relying primarily on point-in-time surveys. Staff expressed a desire for genuine collaboration and to be engaged in dialogue rather than simply informed of decisions. Building regular, structured opportunities for staff and family voice throughout the year will deepen the partnership. To address these areas, the LEA will focus on broadening and diversifying participation, expanding accessible and multilingual input opportunities, closing the loop by communicating how input shapes decisions, and creating ongoing two-way channels, thereby strengthening an already solid foundation for inclusive, input-driven decision-making.|The self-reflection process identified groups of underrepresented families whose voices are not yet fully reflected in the LEA's decision-making. Analysis of educational partner input showed that these families are underrepresented in survey responses and other feedback, and that they participate in formal decision-making bodies, such as Site Council and advisory committees, at lower rates than families overall. As a result, decisions risk being shaped primarily by those families already most connected to the system, while the perspectives of families who have historically been less engaged are underrepresented. To improve the engagement of these families in seeking input for decision-making, the LEA will first focus on direct, accessible outreach. The LEA will upgrade its communication tools to allow more seamless two-way communication, including an app that enables families to communicate with staff in their native language, lowering the language and access barriers that have kept some families from participating. Outreach, surveys, and invitations to provide input will be offered in the languages families speak at home and through multiple channels, so that the opportunity to contribute reaches every family rather than only those who already attend in-person events. Second, the LEA will create welcoming, low-barrier pathways for underrepresented families to participate in decision-making structures. This includes offering flexible virtual and after-hours options for advisory groups and input sessions, providing interpretation, and personally inviting and supporting families who have not traditionally taken part, so that participation in leadership and decision-making is genuinely accessible rather than limited to those who can attend during the workday. Third, the LEA will close the feedback loop with these families by communicating, in clear and accessible language, how their input has informed district and school decisions. Demonstrating that participation leads to action builds trust and encourages families who have felt disconnected to continue contributing their perspectives. Finally, the LEA will strengthen how it gathers and monitors input from underrepresented families, disaggregating participation data to track whether outreach is reaching the intended communities and adjusting its strategies over time. Through accessible outreach, supported pathways into decision-making, transparent follow-through, and ongoing monitoring, the LEA will ensure that the voices of underrepresented families meaningfully shape decisions in future self-reflection cycles.|5|5|5|5|4|4|5|5|5|4|4|5|Met||2026-06-16|2026
56726110000000|Somis Union|3|Based on educational partner input and local data, the district has built strong, positive relationships between school staff and families through open communication, meaningful engagement opportunities, and a welcoming school climate. Families report feeling valued and informed, while participation in school events, advisory committees, and volunteer activities continues to grow. These collaborative partnerships have contributed to improved student attendance, engagement, and overall academic and social-emotional success. Somis will continue expanding two-way communication and family leadership opportunities to strengthen partnerships and support student achievement.|Somis will continue building family leadership capacity by encouraging greater participation in advisory committees, volunteer, workshops for parents, opportunities, and school decision-making processes. These efforts are intended to deepen partnerships between school staff and families, strengthen trust, and further improve student attendance, engagement, and academic achievement.|Somis will improve engagement of underrepresented families by expanding culturally responsive outreach and providing communication in families' preferred languages through multiple platforms, including phone calls, text messages, email, social media, and in-person meetings. The district will offer flexible meeting times, parent education workshops, and family events that reduce barriers to participation while increasing opportunities for meaningful involvement. Staff will continue building trusting relationships through personalized outreach, home-school partnerships, and regular feedback opportunities.|Based on educational partner input and local data, Somis has made significant progress in building strong partnerships that support positive student outcomes. The district collaborates with families, local businesses, community organizations, higher education institutions, and educational partners to expand learning opportunities and provide students with access to academic enrichment, STEM education, career exploration, agricultural education, social-emotional supports, and extended learning programs. These partnerships have increased student engagement, strengthened family involvement, and expanded access to resources that support academic achievement and whole-child development. Educational partner feedback reflects strong confidence in the district's collaborative approach and its commitment to preparing students for future success through meaningful community partnerships.|Based on student survey responses, Somis continues to focus on student engagement through primary instruction and extended day opportunities for students such as intersession, summer school and extended day.|The migrant program continues to provide migrant students with extended instructional time through Saturday school and summer school.|Based on educational partner input and local data, Somis has established a strong culture of shared decision-making by actively seeking input from families, students, staff, community members, and advisory groups. Feedback is gathered through surveys, public meetings, School Site Council (SSC), English Learner Advisory Committee (ELAC), Parent-Teacher Organization (PFO), Local Control and Accountability Plan (LCAP) engagement sessions, and individual stakeholder conversations. This input is used to guide district priorities, allocate resources, and improve programs and services. Educational partners report that they feel heard and valued, and their feedback has contributed to continuous improvements in academic programs, school climate, student supports, and family engagement. The district remains committed to maintaining transparent communication and inclusive decision-making that reflects the needs and priorities of the school community.|Based on educational partner input and local data, the Districts focus for improvement is expanding opportunities for meaningful community partner participation in the decision-making process. The district will increase outreach to families, students, staff, and community members.  An emphasis will be placed particularly underrepresented groups by providing additional engagement opportunities, flexible meeting formats, multilingual communication, and accessible feedback tools. Somis will also strengthen communication by regularly sharing how educational partner input informs district priorities, resource allocation, and program improvements. These efforts will promote greater transparency, increase participation, and ensure that decisions reflect the diverse perspectives and needs of the entire school community.|Somis will improve engagement of underrepresented families by providing multiple, accessible opportunities for participation in the decision-making process through multilingual communication, flexible meeting times, virtual participation options, and targeted outreach. Staff will strengthen relationships through personalized communication, family engagement events, and collaboration with community partners to reduce barriers to participation. The district will also expand opportunities for families by including the counselor and psychologist to invite parents to serve on advisory committees, attend LCAP engagement meetings, and provide feedback through surveys and focus groups. Additionally, Somis will communicate how community partners input influences district decisions, ensuring all families feel valued, informed, and empowered to help shape programs and services that support student success.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-05|2026
56726520000000|Ventura Unified|3|Strong district and site parent advisory groups and participation levels.|Improve the quality and frequency of teacher-level outreach to families about student progress|VUSD will consider running its annual LCAP survey directly through meetings with our underrepresented families and those parent advisory groups that provide them with access.|Strong district and site parent advisory groups and participation levels.|VUSD is considering developing a series of subject-specific parent nights (e.g., Math) focused on parent support of student academic achievement, particularly with the introduction of new curriculum (e.g., Math in elementary).|VUSD will continue/improve direct outreach to these families in the form of invitations for participation in advisory groups and participation on the LCAP survey.|VUSD has well-established parent advisory groups with strong parent participation|Increase the district's practice of reporting back to parent advisory groups on how their input impacts district decision-making|VUSD will continue/improve direct outreach to these families in the form of invitations for participation in advisory groups and participation on the LCAP survey.|4|3|2|4|3|4|4|4|4|4|3|4|Met||2026-06-23|2026
56737590000000|Conejo Valley Unified|3|Each year, the CVUSD distributes a survey to parents and guardians of the district to aid in decision-making. The key findings from the survey are presented at multiple district and school site stakeholder meetings. The survey was developed through a collaborative process of stakeholders, including both district and site input. The CVUSD LCAP survey requests input on several key areas, including academics, school environment, and parent engagement. After analyzing the results of the survey, CVUSD found that 88% of parent/guardian respondents believe that their child’s school creates an inclusive environment that is respectful of all and 87% responded that their student receives adequate academic support at school. The parent/guardian respondents overall feel that they receive key information from the school and district, with 92% responding that they are informed about their child’s academic progress. Parent engagement is encouraged at each school in CVUSD in a variety of ways. CVUSD conducts the annual parent/guardian survey in the spring and facilitates multiple district and school-level committees, including (but not limited to) PTA/PFA/PTSA, School Site Council and multiple district advisory councils/committees, such as District Advisory Council (DAC), District English Language Advisory Council (DELAC), GATE-District Advisory Council (GATE-DAC), Special Education District Advisory Council (SEDAC), and African American District Advisory Council (AADAC) and LGBTQ+ Advisory Council. CVUSD also offers an outreach program, with Outreach Centers at several schools to support our students. The Outreach Centers focus on unduplicated students and offer enrichment opportunities for at-promise students, including preschool readiness, tutoring, science academies, and a student mentoring program. The annual survey included questions about parent participation and sharing of opinions.|School sites conduct several events in order to build relationships at school sites between staff and families such as Back to School Nights, Open houses, Awards Nights, Athletic Events, Parent Information Nights,, school activities such as plays and other performances, and beginning and end of year activities. School sites also maintain robust social media presences, as well as the CVUSD accounts, to keep parents and guardians informed and to continually invite them to participate on school sites as volunteers, and also to attend school site events. Parents and guardians are also invited to join their students’ classes in Canvas as observers so that they are informed on their students’ assignments and progress in the course. School sites also conduct monthly school site council meetings that are open to all families to attend and provide input via public comments. During the 2025-2026 school year, professional learning themes focused on supporting teachers and students with UDL and utilizing AI, implementation of restorative practice strategies and supporting those students who have not traditionally found success. This emphasis on listening, understanding and then proactively planning to remove barriers for students is key and will continue.|CVUSD currently employs 7 Outreach Assistants and 1 Outreach Coordinator focused on increasing parent engagement at our Title 1 schools. Additionally CVUSD employs 2 full time Title 1 school counselors to provide additional support for students and their families. The Outreach staff will continue to attend events and trainings to enhance our current program and develop new ways to engage with families, including hosting our annual conference for Spanish speaking families. Newbury Park High School hosts a Newcomer Program for High School students throughout CVUSD that is staffed with a social worker to help families connect with school and increase positive student outcomes. This program will continue going forward and will enhance offerings to meet the changing needs of students. The District published a comprehensive, multi-year Diversity, Equity and Inclusion plan. This plan emphasizes the need to provide necessary and additional services to underrepresented students and families in order for all members of the CVUSD community to have equal opportunities to positive outcomes.|CVUSD has established seven district advisory councils/committees to include the District Advisory Council (DAC), English Learner DAC (DELAC), GATE-DAC, Special Education DAC (SEDAC), and a Student DAC. During the 2024-2025 school year, CVUSD continued to host parent advisory councils for the African-American District Advisory Council (AADAC) and the Lesbian, Gay, Bisexual, Transgender, Queer, or Questioning, and Others Advisory Council (LGBTQ +AC). AADAC and LGBTQ+AC provides a parent and community voice for these important groups in order to support our students in experiencing maximum levels of success at school. All schools maintain School Site Councils (SSC) which are composed of parents/guardians, staff, and students at secondary schools. The SSC creates and monitors each school’s School Plan For Student Achievement (SPSA).|CVUSD will maintain its seven advisory councils/committees to include: African-American District Advisory Council (AADAC), District Advisory Council (DAC), English Learner DAC (DELAC), Lesbian, Gay, Bisexual, Transgender, Queer, or Questioning, and Others Advisory Council (LGBTQ +AC, GATE-DAC, Special Education DAC (SEDAC), and a Student DAC. School Plans for School Achievement (SPSA) incorporate the feedback and input of the school’s School Site Council, but will be published early as “Draft” documents in order for anyone in the school to review and provide input before the SPSA final approval.|CVUSD continues to maintain its seven advisory councils/committees to include: African-American District Advisory Council (AADAC), District Advisory Council (DAC), English Learner DAC (DELAC), Lesbian, Gay, Bisexual, Transgender, Queer, or Questioning, and Others Advisory Council (LGBTQ +AC, GATE-DAC, Special Education DAC (SEDAC), and a Student DAC. CVUSD high schools will expand targeted communications to all families, and particularly those who are underrepresented, to provide important information on the A-G requirements and the FAFSA or CADAA. CVUSD will continue to maintain 7 Outreach Assistants and 1 Outreach Coordinator focused on increasing parent engagement at our Title 1 schools. These staff regularly receive professional development from across the region. Additionally CVUSD employs 1 full time Title 1 school counselor and 1 part time Title 1 counselor to provide additional support for students and their families.|CVUSD receives on-going and regular input from the District Advisory Council (DAC), English Learner DAC (DELAC), GATE-DAC, Special Education DAC (SEDAC), and a Student DAC (SDAC). In the 2021-2022 school year, CVUSD added two new parent advisory councils: African-American District Advisory Council (AADAC) and the Lesbian, Gay, Bisexual, Transgender, Queer, or Questioning, and Others Advisory Council (LGBTQ +AC). AADAC and LGBTQ+AC provides a parent and community voice for these important groups in order to support our students in experiencing maximum levels of success at school. Conejo Valley Unified School District engaged several educational partners through various means of engagement in reviewing and adjusting the Local Control Accountability Plan (LCAP). Input was sought through training and meetings with Ventura County Office of Education (VCOE) and VC Special Education Local Plan Area (SELPA). Input was sought from labor associations - California School Employees Association Chapter 620 (CSEA), Conejo Valley Pupil Personnel Association (CVPPA), and Unified Association of Conejo Teachers (UACT). Input was sought from 49 total meetings with CVUSD Advisory Councils - African American District Advisory Council (AADAC), District Advisory Council (DAC), District English Language Advisory Council (DELAC), Gifted and Talented Education District Advisory Council (GATEDAC), Lesbian, Gay, Bisexual, Transgender, Queer or Questioning, and Others Advisory Council (LGBTQ+ AC), Special Education District Advisory Council (SEDAC), and Student District Advisory Committee (SDAC). Input was sought through LCAP presentations/discussions with DAC, DELAC, SEDAC and SDAC. Input was sought through an updated Annual Feedback Survey administered to students (Grades 4-12), parents/guardians, and staff. Input was sought during the CVUSD Board Study Session, May 27, 2026 on district goals. Input was sought through a public hearing on June 3, 2026 and no comments were received.|CVUSD will continue to maintain its seven advisory councils/committees to include: African-American District Advisory Council (AADAC), District Advisory Council (DAC), English Learner DAC (DELAC), Lesbian, Gay, Bisexual, Transgender, Queer, or Questioning, and Others Advisory Council (LGBTQ +AC, GATE-DAC, Special Education DAC (SEDAC), and a Student DAC. School Plans for School Achievement (SPSA) incorporate the feedback and input of the school’s School Site Council, but will be published early as “Draft” documents in order for anyone in the school to review and provide input before the SPSA final approval.|CVUSD will maintain its seven advisory councils/committees to include: African-American District Advisory Council (AADAC), District Advisory Council (DAC), English Learner DAC (DELAC), Lesbian, Gay, Bisexual, Transgender, Queer, or Questioning, and Others Advisory Council (LGBTQ +AC, GATE-DAC, Special Education DAC (SEDAC), and a Student DAC. CVUSD will continue to maintain separate LCAP meetings with DAC, Student DAC, DELAC, and SEDAC. CVUSD currently employs 7 Outreach Assistants and 1 Outreach Coordinator focused on increasing parent engagement at our 7 Title 1 schools. CVUSD also employs a full time Title 1 school counselor and a part time Title 1 counselor to provide additional support for students and their families. We will continue with these actions to provide support for families and increase parent and family engagement.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-03|2026
56738740000000|Oak Park Unified|3|"Based on the analysis of educational partner input and local data, OPUSD is successful in building relationships between staff and families. OPUSD offers multiple opportunities for families to participate in district and site level committees, volunteer on campuses, attend site events, and share their experiences via surveys.  Results from the 2025–26 LCAP Climate Survey indicate that 86.5% of families ""Strongly Agree"" or ""Agree"" that they keep up with their student's academic progress and know who to contact if concerns arise, while 76.5% ""Strongly Agree"" or ""Agree"" that their child feels connected to their school and/or teachers. Based on educational partner feedback, the survey was revised to include a ""Neutral"" response option, allowing respondents to more accurately reflect their perspectives. As a result, 9.8% of families selected ""Neutral"" for the first statement and 17.3% selected ""Neutral"" for the second, suggesting that some of the decline from prior years may reflect the availability of a middle response rather than a decrease in positive perceptions."|Based on the analysis of educational partner input and local data, OPUSD will continue to strengthen communication and partnership between secondary schools and families, particularly when students begin to experience academic difficulty. Survey feedback and local achievement data highlight the importance of timely, consistent communication so families can support their students before concerns become more significant. To support this effort, the district will continue to utilize student information system tools that provide early indicators of academic risk, enabling staff to identify students who may benefit from additional support and outreach. These efforts will help ensure families remain informed, connected, and active partners in supporting student success.|Based on the analysis of educational partner input and local data, OPUSD will improve engagement of underrepresented families, particularly those of English Learners and Students with Disabilities, by taking a more personalized and proactive approach. Site principals and the Administrator of Curriculum & Instruction will extend individual invitations to families identified during the self-reflection process. To remove barriers to participation, OPUSD will gather input on preferred meeting times and formats. In addition, schools will explore opportunities to offer informal meet-and-greet activities in connection with key events, such as Back to School Night, to help foster stronger relationships and support a more welcoming environment for all families.|Based on the analysis of educational partner input and local data, OPUSD has demonstrated several strengths in building partnerships to support student success. Families reported high levels of agreement that they are kept informed about their child’s academic progress, with 86.5% of parents responding positively on the 2025–26 LCAP Educational Partner Survey. To promote transparency and shared responsibility for learning, the district provides families with individual K–5 student results from FastBridge, Multitudes, and CogAT universal screeners.  OPUSD also offers multiple opportunities for families to participate in site- and district-level decision-making through committees such as the LCAP Parent Advisory Committee, District English Learner Advisory Committee (DELAC), Curriculum Council, and Safe Kids Task Force. Throughout the year, the district gathers feedback through surveys and advisory groups to inform planning and decision-making. The 2025–26 LCAP Educational Partner Survey included questions related to the updated Mobile Communication Device Policy, student screen time during the school day, and the use of artificial intelligence (AI) in schools to better understand family perspectives. To further strengthen communication and transparency, the district hosted instructional materials preview events and released a “State of the District” video highlighting accomplishments from the 2025–26 school year and progress toward district goals.|Based on the analysis of educational partner input and local data, OPUSD will continue to build on the strong partnership between families and schools to support student success. To further strengthen these partnerships, the district will focus on increasing family understanding of instructional programs, academic expectations, and available student supports, particularly at the secondary level. While survey results indicate that families generally feel informed about their child’s progress, feedback highlighted opportunities for clearer communication regarding grading practices, the use of artificial intelligence (AI) in education, college and career readiness, and available academic and social-emotional supports.  OPUSD will continue to gather family input through district committees, advisory groups, and surveys. New efforts include the rollout of the California College Guidance Initiative (CCGI) to support college and career planning, the hosting of a districtwide Career Fair, updates to Board Policies and Administrative Regulations to improve transparency and consistency, and ongoing enhancements to school and district websites to ensure families have access to current, relevant, and easy-to-navigate information. These efforts are intended to strengthen communication, increase family engagement, and support collaborative decision-making.|Based on the analysis of educational partner input and local data, OPUSD will improve engagement of underrepresented families by expanding communication strategies to be more inclusive and accessible. The district will use periodic video updates with captioning and ensure communications are available in translatable formats to reach a broader audience. To build stronger relationships, OPUSD will explore opportunities to host informal meet-and-greet events in connection with key school activities, providing a welcoming space for families to connect with staff. These efforts will complement existing district and site communications and are designed to increase engagement among historically underserved families, including English Learners and families of students with disabilities.|Based on the analysis of educational partner input and local data, OPUSD continues to make progress in seeking input for decision-making through a variety of communication and engagement strategies. To establish a baseline for family participation in district planning efforts, the 2025–26 LCAP Educational Partner Survey requested one response per household. Approximately 13% of district families participated, providing a foundation for measuring and increasing engagement in future years. The district also continued to use a “State of the District” video to share information and highlight district priorities and accomplishments.  To expand opportunities for involvement, committee membership terms were adjusted from two years to one year, allowing more families to participate in district advisory groups and contribute to decision-making. The district also broadened opportunities for feedback by adding a technology-focused section to the LCAP Educational Partner Survey, gathering family perspectives on the implementation of the updated Mobile Communication Device Policy, student screen time, and the role of artificial intelligence (AI) in education. Student voice was strengthened through the launch of the Superintendent’s Student Leadership Council and revisions to the LCAP Student Advisory Committees to increase participation and representation from middle and high school students. In addition, staff listening sessions were conducted at all school sites to gather feedback on workplace culture, communication, support systems, and areas for improvement. These efforts, combined with ongoing participation in district committees and advisory groups, have strengthened OPUSD’s ability to gather input from a broader range of educational partners and incorporate that feedback into school and district planning.|Based on the analysis of educational partner input and local data, OPUSD will continue to focus on ensuring timely, transparent, and accessible communication to support meaningful participation in decision-making. Maintaining regular updates and expanding opportunities for two-way communication remain key priorities. The district will continue to support committee work at both the site and district levels, provide multiple opportunities for families, students, and staff to share feedback throughout the year, and conduct staff listening sessions at all school sites to better understand staff perspectives and experiences. Additionally, OPUSD has revised aspects of its district committee structure to increase educational partner participation and ensure more community members have opportunities to engage in district planning and decision-making. The district remains committed to the visibility and accessibility of site and district administrators to foster open dialogue, build trust, and strengthen collaborative decision-making processes.|Based on the analysis of educational partner input and local data, OPUSD will improve engagement of underrepresented families in decision-making processes by continuing to provide training at meetings such as the District English Learner Advisory Committee (DELAC) and the LCAP Parent Advisory Committee on how families can contribute input into educational programs and planning. The district will collaborate with school principals and Parent Faculty Organizations (PFA/PTA) to share timely reminders about opportunities to participate in groups such as School Site Councils, English Learner Advisory Committees (ELACs), and DELAC. To ensure accessibility, school sites will publicize events and meetings through multiple formats, including newsletters, ParentSquare, and translated communications, as appropriate, based on feedback from the LCAP Educational Partner Survey. OPUSD will also use periodic video updates with captions and explore informal meet-and-greet opportunities to foster trust and build relationships that support deeper involvement in decision-making.|5|5|5|5|4|4|4|5|4|5|5|4|Met||2026-06-29|2026
56739400000000|Moorpark Unified|3|MUSD’s LCAP Educational Partner Survey is administered yearly to parents/guardians/caregivers, staff members, and students. In the past, the MUSD survey had been administered to students in grades 4-11. The data reported below is taken from the 2025-2026 survey. The respondents agree or strongly agree:  Parents feel welcomed and listened to by their school (English- 95%, Spanish 98%)  Parents feel well-informed and communicated with about their child’s progress (English- 91%, Spanish- 97%)  Students feel school is a safe and welcoming place for people of all backgrounds and cultures (86%)  Students feel connected to their school and teacher (83%)  In addition to the LCAP Educational Partner Survey, local measures to gauge parent input in school/district decision-making and parent participation in programs were implemented during the 2025-26 school year as part of the MUSD LCAP, Goal 2, “Increase the percentage of students and families who feel that school is a safe and supportive environment with strong adult relationships and a sense of belonging, especially for students who are English Learners/Multilingual Learners, low income, and foster youth.”|Future training opportunities for school staff will include the Family Engagement Toolkit and English Learner Roadmap.|MUSD continues to provide bilingual parent coffee chats, Latino Family Literacy Project, LCAP Parent Advisory meetings, both virtually and in-person, and Title I Parent meetings to ensure the engagement of underrepresented families. The Black Student Union Club at Moorpark High School continues to grow, and MUSD recently added a Superintendent’s Student Leadership Forum. MUSD provides anti-bias/ inclusion/ anti-racism/ anti-bullying training to staff, students, and families. All three middle schools have previously earned “No Place for Hate” status recognition by the Anti-Defamation League in 2024 and continue to provide school-wide lessons.|Parent participation was measured by attendance at various district and school site meetings. The findings from 2025-26 show:  Each school principal held three “Principal Chats” during the year to gather input and encourage parent participation  Parents reported attending 1-3 school events or trainings (English- 92%, Spanish- 90%)  Schools also offer a variety of both in-person and virtual family engagement activities throughout the school year (i.e., STREAM, literacy, mental wellness, SEL, Social Emotional Intelligence training, suicide prevention, growth and development, Internet and social media safety, etc.)  In response to parent requests and interest, MUSD accelerated Transitional Kindergarten age eligibility  Each school evaluated and updated its School Plan for Student Achievement with input from key educational partner groups, including underrepresented educational partner groups. In addition to our Virtual Wellness Center and In-Person Wellness Center at Moorpark High School, in-person Wellness Centers/ Spaces continue with wellness counselors at all middle and elementary school sites. All MUSD Wellness Centers and Wellness Spaces offer support and resources for students, families, and staff.  The Virtual Wellness Center houses recordings of previous staff and parent education opportunities.|An area of focus will continue to be professional development for teachers and principals to improve MUSD’s capacity to partner with underrepresented families.|Parent outreach and educational opportunities primarily directed toward underrepresented families will be designed based on feedback from the annual MUSD LCAP Survey and will be created using research-based best practices outlined in the family engagement toolkit. Outreach is conducted through personalized phone calls, emails, Parents Square, social media, and school newsletters.|MUSD offers multiple means of gathering input from our educational partners for decision-making, such as the School Site Council, ELAC/DELAC, ASK (All Special Kids), LCAP Parent Advisory Committee, Title I parent meetings, our annual educational partner surveys, student and staff surveys, and feedback from the Superintendent’s Student Leadership Forum.|MUSD looks to continually increase parent participation in our yearly LCAP Survey. Our efforts to advertise our survey to all educational partner groups helped us more than quadruple the number of parent/guardian surveys collected this year from our Spanish-speaking community, from 40 four years ago to 181 this year.|Based on recent successful outcomes, MUSD continues to work towards increasing participation in our yearly LCAP Survey by holding special events where parents are supported in real-time completing the survey, including increased opportunities to complete the survey at school site meetings and events, and providing alternative means of completing the survey (e.g., paper/pencil).|5|5|5|5|5|5|5|5|5|4|5|5|Met||2026-06-16|2026
56739400121426|IvyTech Charter|3|IvyTech Charter School's approach to family relationships begins at enrollment, when each family meets individually with the principal for a personalized introduction to the school's culture, programs, and expectations. This first touchpoint establishes the tone for an ongoing partnership. Following enrollment, the school counselor develops an individualized learning plan for each student, tailored to their specific academic needs and goals. This process reinforces the school's view of families as active partners in their child's education.  Ongoing communication is maintained through multiple channels. IvyTech reaches 99% of families by phone and 96% by email, reflecting deliberate efforts to establish and verify contact information at enrollment. The ParentSquare platform provides a consistent school-to-home communication channel, with 90.8% of families actively engaging. Quarterly newsletters keep families informed of important dates, school news, and upcoming engagement opportunities. All communications are provided in both English and Spanish to ensure equitable access for non-English-speaking families. Community events, including participation in local street fairs, extend the school's presence beyond campus and offer informal settings for staff and families to connect.  Educational partner data reflect the strength of these efforts. In 2025–26, 85% of students reported a preference for IvyTech's school culture, and family survey participation rose to 28%, up 4 points from the prior year. Most notably, School Support was the highest-rated strength indicator on the CoVitality SEHS at 92%, indicating that students experience the relational environment IvyTech cultivates, including staff-family connections, as a meaningful and tangible asset in their daily school experience.|IvyTech's primary focus area for improvement is deepening engagement with Spanish-speaking families. While the school already provides all communications in both English and Spanish, family survey data indicate that overall response rates remain at 28%, and the school recognizes that language accessibility alone does not guarantee meaningful participation. Spanish-speaking families may face additional barriers to engagement, including limited familiarity with the independent study model, reduced confidence in navigating school systems, or fewer opportunities for in-person connection with staff.  In response, IvyTech will expand targeted outreach efforts to ensure Spanish-speaking families feel equally informed, welcomed, and able to engage as full partners in their child's education. This includes increasing the frequency of direct, Spanish-language communication through ParentSquare, prioritizing Spanish-language outreach at community events such as street fairs, and exploring opportunities for Spanish-language parent information sessions focused on the independent study model and student learning plans. The school will monitor family survey participation rates and ParentSquare engagement disaggregated by primary language, where possible, to assess whether outreach efforts are translating into increased connection with this community.|Through the self-reflection process, IvyTech identified Spanish-speaking families as the primary underrepresented group in terms of school engagement. While overall family survey participation stands at 28% and contactability is high across phone and email channels, the school recognizes that contactability does not equal engagement, and that families whose primary language is not English may face compounding barriers to meaningful participation, including limited familiarity with the independent study model, reduced confidence in navigating school communication systems, and fewer culturally familiar touchpoints for connecting with staff.  To improve engagement with this population, IvyTech will take a more intentional and proactive approach to Spanish-language outreach. Specifically, the school will increase the frequency and visibility of direct Spanish-language communications through ParentSquare, ensure that Spanish-speaking families are personally invited to and supported at school events such as Parent Information Nights and community street fairs, and explore hosting dedicated Spanish-language information sessions that explain the independent study model, the student learning plan process, and how families can best support their child's progress at home. Staff with Spanish language capacity will be engaged in these outreach efforts to build authentic, person-to-person relationships rather than relying solely on translated written materials.  Progress will be measured through family survey participation rates, ParentSquare engagement data, and event attendance tracking. IvyTech will use these indicators annually to assess whether outreach strategies are reducing the engagement gap and to inform adjustments to its approach in subsequent planning cycles.|IvyTech Charter School has established meaningful partnerships that directly support student academic outcomes, college and career readiness, and the professional capacity of the staff who serve students. These partnerships reflect the school's commitment to connecting students to pathways beyond the classroom while simultaneously strengthening the instructional foundation that supports their progress.  IvyTech's partnership with the Ventura County Office of Education (VCOE) has been particularly impactful at the staff level, with direct downstream benefits for students. In 2025–26, VCOE supported the enrollment of three IvyTech educators in the Career Technical Education (CTE) credential program, expanding the school's credentialed CTE capacity. VCOE also supported four teachers through the induction process, contributing to a credentialed teacher workforce that grew to nine in 2025–26 — an increase of two from the prior year. Students are directly served by these investments through access to properly credentialed instructors delivering standards-aligned content, a requirement central to IvyTech's LCAP Goal 1.  In the area of college and career readiness, IvyTech's 2024–25 California Dashboard data show meaningful progress: 16.7% of students demonstrated college and career preparedness, with an additional 20% approaching preparedness. Compared to baseline, the proportion of students demonstrating preparedness increased by 1.7%, those approaching preparedness grew by 5%, and the share classified as not prepared decreased by 6.7%. These trends reflect the cumulative impact of IvyTech's standards-aligned instructional model and its focus on A–G course completion as a pathway to postsecondary readiness.|IvyTech's primary focus for improvement in this area is strengthening the internal systems that connect families to the learning process, specifically, ensuring that families have the knowledge, tools, and confidence to actively support their child's academic progress at home. In an independent study model, the home environment is itself a learning environment, and a family's ability to reinforce learning expectations, monitor coursework completion, and communicate effectively with the school is directly tied to student outcomes.  Data indicate that while family contactability is strong and school culture is well-regarded, meaningful engagement remains an area for growth, with family survey participation at 28% and ParentSquare interaction at 90.8%. IvyTech recognizes that translating contact into partnership requires more than communication channels; it requires intentional capacity-building. To address this, the school will expand Parent Information Nights and develop targeted guidance for families on how the independent study model works, what a student's learning plan entails, and what effective home support looks like in practice. These efforts are designed to transform families from informed observers into active instructional partners, strengthening the school-to-home connection that is foundational to student success in IvyTech's learning model.|Through the self-reflection process, IvyTech identified Spanish-speaking families as the underrepresented group most in need of targeted support in relation to building partnerships for student outcomes. For families navigating the independent study model in a non-primary language, the gap between contactability and genuine partnership is most pronounced. Understanding how learning plans work, how to monitor coursework at home, and how to communicate academic concerns to staff all require a level of access that translated written materials alone cannot fully provide.  IvyTech will address this by centering Spanish-speaking families in its capacity-building efforts. Parent Information Nights will be offered in Spanish or with Spanish-language interpretation, with content focused specifically on the independent study model, the student learning plan process, and practical strategies for supporting learning at home. Staff with Spanish language capacity will be engaged to facilitate direct, relationship-based conversations with these families rather than relying solely on translated documents. Outreach through ParentSquare will include proactive, Spanish-language messaging designed to inform and invite, not merely notify. The school will track participation of Spanish-speaking families in school events and information sessions as a leading indicator of whether these efforts are closing the partnership gap and translating into stronger home support for student learning.|IvyTech Charter School seeks input from its educational partners, students, families, School Board, and staff through multiple structured channels, reflecting a deliberate commitment to ensuring that school decisions are informed by the experiences and perspectives of those most directly affected by them.  Annual surveys are administered to both students and families and represent IvyTech's broadest formal input mechanism. In 2025–26, student survey participation reached 85%, an increase of 20 percentage points over the prior year, indicating that students are increasingly willing and able to share their perspectives on school conditions. Family participation rose to 28%, up 4 points from the prior year. Survey data inform school planning in areas including climate, program design, and family engagement strategies, and results are incorporated into the annual LCAP development process.  Staff input is gathered continuously through Professional Learning Communities (PLCs), which provide a structured forum for teachers and instructional staff to share observations, identify student needs, and contribute to school-wide decisions about curriculum, instruction, and support systems. This ongoing, embedded feedback loop ensures that staff perspective informs practice in real time rather than only through periodic formal processes.  At the individual student level, Student Study Team (SST) meetings and Parent Information Nights create space for families and staff to engage in direct, two-way dialogue about student progress and school programming. These touchpoints ensure that input is not only collected at scale through surveys but also gathered meaningfully in context, allowing the school to understand the specific circumstances and needs of individual students and families, and to make responsive decisions accordingly.|While student survey participation has grown significantly, reaching 85% in 2025–26, family participation remains a primary focus for improvement, with 28% of families responding to annual surveys. IvyTech recognizes that this gap limits the school's ability to fully capture the family perspective in its planning and decision-making processes, particularly given that family engagement is foundational to the independent study model.  IvyTech's strategy for improvement centers on using school-based activities to build the relationships and familiarity that make families more likely to participate in formal input processes. Rather than treating survey completion as a standalone ask, the school will leverage Parent Information Nights, community events, and other family-facing activities as opportunities to introduce families to how their input shapes school decisions, making the connection between participation and outcomes more visible and meaningful. As families develop greater familiarity with the school and confidence in its processes, the expectation is that engagement with surveys and governance structures, including board meetings, will follow naturally.  Increasing family attendance and participation at board meetings is a related goal. Board meetings are a key venue for community voice in charter school governance, and IvyTech will work to raise family awareness of when and how meetings occur, lower barriers to attendance, and communicate clearly how public input at the board level influences school direction. Progress will be tracked through family survey response rates and board meeting attendance over the coming year.|IvyTech identified Spanish-speaking families as the underrepresented group whose input is most underrepresented in current decision-making processes. With overall family survey participation at 28% and board meeting attendance not yet systematically tracked by primary language, the school recognizes that Spanish-speaking families may face compounding barriers to formal participation, including limited familiarity with charter school governance structures, discomfort navigating English-language processes, and insufficient awareness of how and when input opportunities occur.  To address this, IvyTech will take deliberate steps to make formal input processes accessible and welcoming to Spanish-speaking families. Surveys will continue to be offered in Spanish, with active outreach. Through ParentSquare and direct staff contact, encourage completion and explain how results are used to shape school decisions. Board meeting announcements and agendas will be communicated in both English and Spanish, with families informed of their right and opportunity to provide public comment. Where feasible, Spanish-language interpretation will be made available at board meetings and Parent Information Nights to remove language as a barrier to participation. Staff with Spanish language capacity will play a direct role in personally inviting and orienting Spanish-speaking families to these forums. Progress will be measured by tracking survey response rates and event participation among Spanish-speaking families annually.|5|5|5|5|5|5|5|5|5|5|4|5|Met||2026-06-09|2026
56746170000000|Ventura County ROP|3||||||||||||||||||||||Not Met|||2026
56768280000000|Santa Paula Unified|3|This year we were able to hire Community School Outreach Coordinators and Parent Liaisons to have an intentional focus on community and family engagement.  This has provided the parent ambassadors an opportunity to develop trust with the school sites as well as the district.  Hosting Coffee with the Principal and Coffee with the Outreach has also provided opportunities for our parents to provide feedback.|Our goal is to continue to develop our Parent Ambassador program.  This upcoming school year, 26-27, the district will focus on our Secondary Schools to ensure we strengthen the relationship between school staff and families.|The goal for the upcoming school year, 26-27, is to grow our Parent Ambassador program.  We will develop a Parent Leadership Training to support our educational partners understand the school system and develop skills to provide feedback so that the district can have a collaborative structure to support students.|This year the district was intentional in hosting meetings where we shared student outcomes.  In addition, to sharing outcomes the district provided the parents with an opportunity to great goals to improve the areas of need.  In addition, students were given an opportunity to understand their results and develop goals to improve.|The district focus area for improvement is to scale the parent meetings to all the sites.  Currently, we have three sites that have seen a positive impact because of the Data Chat meetings with the parents.  Additionally, the goal will be for all school sites to have the goal setting conversation with all of the students in grades 3rd -12th grade.|The Community Schools Outreach Coordinators and parent liaison will ensure that we are reaching out to all the underrepresented families by providing translation.  Most importantly, by creating a welcoming environment where families feel comfortable to participate and ask questions.|This year the district was able to send out the LCAP Parent survey to all the schools sites.  The Community Schools Outreach Coordinators were intentional on reaching out to the educational partners to support them in completing the survey.  Additionally, the parent ambassadors helped designed the survey to ensure the questions were understandable to our community.   In addition, during our LCAP Advisory Meetings we provided the educational partners with an opportunity to review the mid year LCAP and the data that correlated to the actions and services.|The focus area for improvement will be to provide a question through out the year after every Coffee with the Outreach session.  This will allow for our educational partners to be able to provide feedback in a safe environment.|The Community Schools Outreach Coordinators and parent liaison will ensure that we are reaching out to all the underrepresented families by providing translation.  The Coordinators will coordinate with the Parent Ambassadors, so that we can have parents supporting other parents.|4|4|4|4|3|3|3|4|3|3|4|4|Met||2026-06-24|2026
57105790000000|Yolo County Office of Education|3|School leadership and staff actively engage families and community partners in student learning through various events, with a strong focus on outreach in the Alternative Education program. The Back to School Community BBQ Dinner brings parents, students, staff, and community members together for a meal while providing an opportunity to meet staff and visit classrooms. Families are also encouraged to participate in School Site Council (SSC) meetings and other school events. During orientation, families review student progress, receive school updates, and provide input on key plans like the School Plan for Student Achievement (SPSA) and the Local Control and Accountability Plan (LCAP). They also hear from staff and guest speakers addressing student and family needs. Among the most successful events are the Spring Open House and Student Art Show, as well as Family Art Night. At the Open House, community organizations provide resources, teachers showcase student work, and students lead an art show featuring their creations from the year, with families invited to view and purchase artwork. Parents and community members are especially impressed by students’ leadership and pride in their work. Similarly, Family Art Night, sponsored by Yolo Arts, engages families in collaborative art projects, such as a family collage reflecting cultural values. Food is provided at all events to accommodate families coming from work and those experiencing food insecurity. Additional activities, including family barbecues and informal parent meetings, further strengthen engagement. A self-study revealed that families highly value opportunities to connect with their students, observe their learning, and participate in shared activities. Strong participation in events like the Art Show and Family Art Night reinforces this finding.|The parents/guardians have expressed an interest in more opportunities to engage with school staff, desire for parent education opportunities, and strategies to support them in getting their youth to school daily as well as on time and more expanded learning opportunities for youth to become college and career ready.  As part of our LCAP goal 2 we want to include families and community partners in providing an integrated system of support that addresses a culture of belonging, safety, and care. This includes coordination of countrywide services for expelled youth and foster youth that builds collaboration and information sharing to ensure continuity of services. Goal 3 of the LCAP is to provide opportunities for student and family engagement encouraging collaborative leadership with shared power and voice from a whole family perspective. Goal 4 of the LCAP specifically is designed to create an identity-safe and supportive school environment, which includes a strong family engagement component.  Areas of expansion for Active Family and Community Engagement: 1. Work toward increasing the number of staff members that speak in the students’ families home language. The California Community Schools Framework views the language of students and family members as history, culture, and community. 2. Professional learning for all school staff on how to strengthen connections between students and families.|Staff will continue to create a more welcoming environment for all students and families. Through a combination of home visits, new student orientation meetings, positive attendance incentives, and individual attendance goals embedded in student Individual Learning Plans (ILPs), the aim will be to increase overall student engagement and attendance rates by 15% compared to the previous academic year. Due to changes in staff, students and programming over the 2025-26 school year, this continues to be an area of focus for the school team.  Staff will continue to collaborate with families to engage in feedback on the effectiveness of programs through surveys, interviews, translation services meetings, and ongoing engagement opportunities. This feedback will enable the assessment of successes and needs.  In addition, Parents/Guardians will be encouraged to participate in the School Site Council. Then site team will conduct monthly award huddles with families being invited to increase student recognition opportunities.  Staff will continue to improve upon providing community engagement and cross agency collaboration and ongoing communication to better serve our youth. This community engagement allows for collaboration with community members and businesses on the effectiveness and continuous improvement efforts within our education processes and support systems. Through these partnerships, we can provide additional learning opportunities for students and families.|School team members participate in the K-12 School Partnership, a collaboration among Yolo County Health and Human Services (HHSA), Yolo County Office of Education (YCOE), and CommuniCare Health Centers, a Federally Qualified Health Center. This partnership delivers behavioral health services directly on campus, aiming to reduce barriers and expand access to educational, health, and mental health supports that foster effective teaching and learning environments.  Through this partnership, CommuniCare provides CCCS with a full-time Youth and Family Specialist stationed on campus. This specialist offers social-emotional support, including de-escalation strategies, coping skill development, facilitation of Child Family Team (CFT) meetings, and referrals to therapy or psychiatric services. They also act as a liaison, connecting students with nearby CommuniCare services such as primary care, dental, behavioral health, women’s health, pediatrics, and other specialized resources, ensuring individualized, comprehensive care.  In addition to mental health services, students are offered a broad integrated range of student supports, including:  Resource referrals: Students facing housing, food, or financial instability are referred by the Community Schools Coordinator to YCOE’s Education for Homeless Children and Youth (EHCY) program for access to essential services.  Youth Workforce Innovation and Opportunity Act (WIOA): Eligible students are referred to local agencies for job readiness training, job placement, and career development.  Support for youth on probation: The Community Schools Coordinator works with probation officers to align and supplement support for students on probation.  College and career readiness: The Community Schools Coordinator, who is also a Youth Development Program Specialist, supports students in resume writing, job applications, interview prep, financial aid, and applications to colleges or trade schools. This is an area that will continue to be an area of focus and plans are in place to strengthen college and career opportunities for youth during the 2026-27 school year.|Planned areas of expansion for integrated student supports include:  Providing professional learning for staff to implement a Multi-Tiered System of Support (MTSS) and other coordinated instructional and intervention strategies.  Designing/enhancing programs that encourage positive behavior interventions, restorative practices, and trauma-informed instruction.  Continuing to train all staff on the effects of trauma and toxic stress, and equipping them with trauma-informed practices for effective teaching and learning.  Introducing violence prevention programs that are culturally and gender competent, and evidence-based to support youth at risk of experiencing or committing community violence.  Implementing evidence-based Social Emotional Learning (SEL) strategies and supports to promote student self-regulation, self-awareness, healthy decision-making, and a growth mindset.|Currently, the community school conducts home visits and provides transportation to students to decrease chronic absenteeism. Our vision is to expand upon the current level of family and community involvement by having the school serve as a “hub” for multi-generational learning where families can continue learning and growing through community partnership activities, parent classes, family empowerment activities, and continuing education opportunities, etc.|Community Partner Input: Successes: -The Cesar Chavez Community School campus is welcoming. A sense of community is created there.   - Students share that they know the staff cares about them, and individual student support is provided.  Community Partners: Identified Needs: - To prepare students for careers and transitions, there is a need for expanded career exposure and more career technical education introductory courses.  - To benefit students, it would be great to have a focus on transition support and associated professional learning. - Explore expanded Physical Education activities. - The school could make broader use of the programs available through Communicare, such as parenting support programs and drug and alcohol programs.   - There is a continued need to focus on mental health support for students. Conflict resolution and restorative justice training and implementation would provide a behavioral foundation. - Relationships with community partners could continue to be expanded.   School Site Council, Parent Advisory Committee, and English Language Learners Parent Advisory Committee Input: Successes:  - They felt that the school is a safe place for their children.  -They appreciate the art instruction, the robust support their students receive, the frequent communication by the Youth Advocate and other staff, the caring staff, and the many field trips their students have participated in.  - They especially appreciate the staff's assistance in providing transportation.  School Site Council, Parent Advisory Committee, and English Language Learners Parent Advisory Committee Input: Identified Needs: - Parents want their children to graduate and find a job. - Families are requesting more positive and proactive communication from the school.|Families are given the opportunity to be a part of the School Site Council (SSC). Meetings are held quarterly. Through the SSC, parents, and students have an opportunity to give input to the development of the School Plan for Student Achievement (SPSA), and the Local Control Accountability Plan (LCAP). While these opportunities exist, it remains an ongoing challenge to have parents engage in these processes due to external constraints on parent participation. In spite of these social and economic constraints, we strive to engage parents at any and every opportunity.|The LEA will seek to improve engagement of underrepresented families by increasing alternate means of collecting data from families, such as empathy interviews and listening circles.|3|4|3|3|3|2|3|3|3|3|3|3|Met||2026-06-23|2026
57105790132464|Empowering Possibilities International Charter|3|EPIC does many things to build relationships between staff and families. In 2025-2026 as part of the Community Schools Grant, EPIC held parent advisory groups to help gain important insight into what students and families love about EPIC and what we can improve on. We will use the results of these sessions to help strengthen our parent engagement program.  EPIC also hosted a series of six morning Parent University sessions where parents learned about important topics such as communication skills, navigating the US educational system, job application and interviewing skills, etc. EPIC and GCC holds major events to promote family and community engagement - GCC-Wide there is the Community Schools Summit which provides important educational opportunities and recognition for our parents as well as the GCC Innovators Fair. At EPIC we hold our annual Multicultural Festival, which had significant attendance and community partner participation.  EPIC held other events to build relational capacity between staff and families including: Back to School Night, Family Math Night, IB Night, movie nights, and Open House.  EPIC has also enhanced communication to families and the outside community via monthly newsletters and frequent Parent Square communications between school/teacher and home. School administration holds monthly Coffee with Administration sessions in order to build relational capacity with families/community and to hear/address any needs that family/community may have. EPIC also offers parents/community frequent volunteer options so they can be on campus, which enhances the staff/family relationship.  All EPIC staff is trained in Capturing Kids Hearts and as a National Showcase School all of our staff works very hard to create a welcoming environment from the moment they step in the front door. EPIC prides itself on the amount of bilingual staff that we have on campus, which assists tremendously in 2-way communication between families and educators in a language that is understandable and accessible to families.|EPIC is looking forward to working with GCC and the Community Engagement Department in implementing the Community Schools Grant to enhance parent engagement.  EPIC intends to continue with parent nights in order to help our families provide academic support and English Language Development at home.  EPIC has had a influx of newcomer families, so it is important that we teach parents about the US and CA educational systems, the importance of literacy and math, how to navigate the local community resources, etc.  EPIC also hopes to offer English language classes to families in the future.|EPIC will improve engagement of underrepresented families by identifying them and having our Parent Liaison call families to encourage and promote engagement with our school during the many wonderful offerings throughout the school year.|EPIC has historically done a great job building partnerships with families to increase student outcomes. EPIC has provided support to teachers to improve their capacity to partner with families by providing tremendous bilingual support to them through bilingual paraprofessionals/other support staff as well as a bilingual Parent Liaison who can bridge the communication gap for our large number of newcomer families.  EPIC has sent out multiple communications about how to use IREADY for math and ELA development at home, as IREADY is computer adaptive and its consistent use is critical for ELD.  EPIC provides teachers with multiple opportunities to hold parent conferences throughout the school year and have bilingual support in these conferences if needed.|EPIC is hoping that in 2026-2027 we will continue to receive funds and support through the Community Schools Grant to strengthen our highly-regarded Parent University program. Through this program in-person sessions are held to assist families in ways they can help their students academically and social-emotionally at home.  As many of our families are newcomers, EPIC will strive to add programs to support newcomer parents such as English language classes and citizenship classes so they can better support their students academically as well as to obtain community resources.|EPIC will improve engagement of underrepresented families identified during the self-reflection process in relation to building partnerships for student outcomes by using our chronic absenteeism list to identify students and by having our Parent Liaison continue to reach out to these families.|In 2025-2026, EPIC implemented a successful LCAP survey and almost doubled the amount of responses -  150 responses - 111 Students, 21 staff members, and 18 parents.  The survey provided feedback in the areas of educational effectiveness, academic environment, instructional climate, school environment, and social environment.  This feedback was taken seriously in revision of the LCAP.  EPIC's School Site Council/ELAC/DELAC met faithfully in 25-26 as required by law and provided input on all important decisions and documents produced by EPIC, including the Parent Involvement Policy, EPIC Safety Plan, Title I, Title III and LCAP. The EPIC principal holds Coffee with Administration to seek input from parents on a monthly basis.  As part of the Community Schools Grant, in 25-26 EPIC held student the Community Schools Grant Parent Advisory Group quarterly to gain important insight into what students/parents love about EPIC and what we can improve.|EPIC will continue to encourage parents to respond to LCAP and Parent Square surveys, as this is the best way to gather data from families and the community. Based on the number of responses by staff, students and parents to our LCAP survey, I would say that the response rate was acceptable but we will make an effort to improve the number of responses for 26-27, especially when it comes to the amount of parent responses. Also, EPIC will continue to reach out to SSC/ELAC/DELAC parents who come to meetings inconsistently as well as encourage parents who are not on SSC/ELAC/DELAC to attend meetings through Parent Square and parent newsletters. Currently, EPIC holds a mix of in person and virtual Coffee with Administration sessions that rotate on a monthly basis - EPIC will consider restoring all monthly sessions to face to face to enhance collaboration between administration and stakeholders.|EPIC will improve engagement of underrepresented families identified during the self-reflection process in relation to seeking input for decision making by having our Parent Liaison continue to reach out to these families. EPIC will always strive to ensure that 100% of students have reachable contacts via Parent Square, as this is our primary means to communicate out to families.|4|5|4|4|4|4|4|4|4|4|4|4|Met||2026-06-16|2026
57726780000000|Davis Joint Unified|3|DJUSD strengths include our site English Learner Advisory Committees, Youth Truth Family Survey, and the role of a Homeless/Foster Liaison. Community and staff benefit from the relationships established by the Climate Office, liaisons, English Learner Specialists, and paraeducators who have strong relationships with families. Progress made includes the growth of a Spanish Speaking Partnership Network that includes staff and leadership and a strong interpreter network. This Network has been instrumental in contacting families, understanding needs, helping to network for wrap around services, and informing district systems. Additionally, our Ethnic Studies Coordinator continues to solidify relationships with community partners interested in improving the experience of our BIPOC (Black Indigenous Persons of Color) students in Davis schools through our Anti-bias grant. DJUSD has been successful in establishing a Parent Advisory Committee of the Native American Education and Title VI Program. Our relationship with our bargaining partners promote shared values and priorities and we continue to benefit from our relationships with higher education surrounding our community. Additionally, we note that our Climate Office will begin the work funded through an anti-bias grant with constituency groups from the Jewish community, Black and African American, as well as LGBTQIA+.|An area of focus in improving our relationships is in reaching a broader group of invested community members to inform our vision.  This focus will be co-constructed, realized and actionable through our Strategic Plan, beginning this fall of 2022.  Additionally, DJUSD will focus intently upon the findings and recommendations that come from the DJUSD Special Education Review, improving relationships within our Special Education student, parent, and staff populations.|An area of need in partnership is in building relationships and capacity for families that are English Learners and speak a language other than Spanish. Additionally, we have developed more systematic manners of  outreach to families living in poverty through their community leaders.|Building Relationships and Social Emotional Learning (SEL) is a high priority for Davis Joint Unified School District and is directly aligned to Goal 3: Classrooms and school communities will be safe and inclusive environments. DJUSD has developed events and systems in order to create strong relationships and open communication between school staff and the parent community. In addition to Back to School Nights and Open Houses, DJUSD hosts a Parent Engagement Night to invite parent perspective into the key decisions and future work of district leadership. Additionally, each school site holds events specific to their programs and coordinates parent events to support transitions from elementary school to junior high as well as junior high to high school. Staff have increased communication through messaging to include: Superintendent's bi-weekly Constant Contact email, social media, our DJUSD website, and personalized contacts from Principals. Additionally, our Spanish Speaking Partnership Network has increased proactive outreach. An area of success is in the hiring and utilization of a liaison for homeless and foster students. In partnership with our site counselors this has increased our ability to form relationships and meet student needs.|We observe a lower level of engagement with our unduplicated families and intend to focus on increasing in-person communication and face-to-face time with these students and families by home visits and case management. Our 2021-24 LCAP plan included hiring an additional  liaison and coordinator for interpretation services in order to increase and improve engagement of underrepresented families.  DJUSD has hired for this position and outreach has shown improvement of unduplicated student participation in programming. DJUSD high school programs saw an increase in both enrollment and pass rate for our Dual Enrollment College partnership with Sac City College. This increase was particularly reflected with our unduplicated population.|DJUSD will continue to partner with our families using site advisories, district advisories, and community liaisons.  As part of our strategic planning this fall we will be going to communities systematically  and deliberately organize ourselves in the places where our families are available.  Additionally we will be partnering with our students on sites and translating our LCAP to increase accessibility.|As noted above, our partnership with families as a result of the Spanish Speaking Partnership Network and our EL Specialists is a point of success and progress. This is also true of our parents as a result of the Parent Advisory Committee of the Native American Education and Title VI Program. A focus area for improvement will be in working with a larger network of families as we note a reliance on the same leadership voices within the English Learner Parent Advisory and Native American group. We would also benefit from higher participation in our surveys and believe proactive outreach will increase that engagement.|DJUSD will focus on working collaboratively with our parents, students, staff, and community in a facilitated implementation of the DJUSD Strategic Plan.  Our Strategic Planning process was designed by our community and implementation includes continued feedback loops that rely upon strong partnerships|DJUSD will explicitly share data and seek input from our underrepresented families through consultation with Parent Advisories for English Learners and Native American students.  Additionally, our liaisons will seek input from families in our migrant community and with our foster and homeless youth caregivers. Our Anti Bias grant will also improve our understanding and relationship with our Black/African American, Jewish, and LGBTQ families.|4|3|3|4|4|4|3|4|4|4|4|3|Met||2026-06-04|2026
57726780119578|Da Vinci Charter Academy|3|Building strong partnerships with families is essential to student success at DVCA. One key tool for fostering these partnerships is Canvas, the school’s online learning management system. DVCA teachers are trained in Canvas and are required to post weekly course agendas and regularly update the student gradebook. Students receive Canvas training during orientation each year. To support families, DVCA hosts Parent/Guardian Canvas Nights, offering tutorials and guided assistance on using the platform. Each parent or guardian receives a Parent-Observer account, ensuring both students and families have consistent access to academic tools for monitoring performance and offering support at home. Staff email addresses are available on the school website and within each Canvas course. DVCA teachers are trained in professional email communication and are expected to contact parents or guardians promptly when academic or social-emotional concerns arise. Additionally, students who are not meeting standards receive quarterly progress reports, and counseling staff reach out to families to schedule support team meetings.|There are two key areas of ongoing progress at DVCA. First, DVCA has developed a restorative approach to community building, conflict resolution, and discipline, facilitated through the DVCA Restorative Practices Coordinator. Students and parents are introduced to this system during orientation activities and parent engagement nights. The restorative approach can be accessed both in and out of school to help address challenges as they arise. Second, DVCA administration and support staff utilize two key communication tools to promote positive student outcomes: an updated school website and the School Messenger communication system. These platforms provide timely information about school events, activities, policies, and opportunities for students and families. As a dependent charter school, DVCA operates under a Memorandum of Understanding (MOU) with DJUSD. This agreement outlines the various services DVCA contracts through DJUSD, including Special Education and Student Support Services. DJUSD provides staff training in legal and policy requirements and maintains oversight of employees. DVCA staff inform parents and guardians of their rights and adhere to established processes for SST (Student Support Teams), 504 plans, and IEP (Individualized Education Program) meetings. Procedures for complaints or conflict resolution are available on both the DVCA and DJUSD websites and are followed accordingly.|DVCA recognizes that Special Education students and socioeconomically disadvantaged students experience disparities in academic outcomes. As a result, the school is placing a greater emphasis on building relationships with these students and their families. One goal is to improve the efficiency of service delivery through the Multi-Tiered System of Support (MTSS), which incorporates not only social-emotional supports but also targeted Tier One practices using the Universal Design for Learning (UDL) framework. DVCA has implemented both Tier One and Tier Two support teams. These teams use Request for Assistance referrals and charterwide data analysis to address students’ social-emotional, behavioral, and academic needs. This work has led to schoolwide adaptations in Tier One practices and the development of targeted interventions to support students more effectively.|"Building relationships is a core principle of Da Vinci Charter Academy (DVCA) and is directly aligned with our mission to operate as an innovative, inclusive, and collaborative learning community. As we enter the new school year, DVCA continues to cultivate strong partnerships and open communication between school staff and families through a variety of targeted programs and initiatives. In addition to traditional Back-to-School Nights and Open Houses, DVCA hosts multiple parent engagement events at each campus site to welcome families into our educational environment. A cornerstone of this effort is our ""Signature Project Nights,"" held across all grade levels. These evenings offer parents a firsthand look at their students' academic progress as they present completed projects and products from their courses. DVCA staff remain highly accessible to families. Each teacher’s email is listed within the school’s learning management system and on the DVCA website. Teachers are expected to respond to parent inquiries within 24 hours and to meet with families outside of standard school hours when necessary. Ongoing, school-wide communication is maintained via the DVCA website and periodic updates through the School Messenger system to ensure families stay well-informed about upcoming events and involvement opportunities. Family involvement is further strengthened through the DVCA Parent Booster Organization, which fosters a welcoming environment and a vibrant community spirit. Families are introduced to the Booster Organization during annual registration and orientation events. The Boosters maintain a dedicated website and provide regular updates about school and Booster-sponsored events, including monthly open meetings and social gatherings."|One of our most impactful areas of progress continues to be the work of the DVCA Counseling Department. For years, DVCA counselors have conducted Grade 10 Parent Meetings in the fall, a practice that has successfully expanded to include 9th-grade families as well. These personalized, face-to-face meetings bring together students, parents/guardians, and counselors to discuss high school program planning and post-secondary goals, establishing a supportive foundation for student success. Additionally, the Counseling Department hosts a Post-Secondary Information Night for juniors and a Senior Information Night. These events have proven highly effective in building family partnerships, fostering deeper connections with staff, and ensuring that all families, including those who may otherwise face access barriers, receive crucial guidance for post-secondary planning. Additionally, the counseling team has facilitated over 80 504 meetings in the 2025-26 school year as supportive measures. Building strong relationships with families is an ongoing effort that requires intentionality, cultural responsiveness, and persistence. In the coming school year, DVCA remains deeply committed to improving student attendance and continuing our focused work on reducing chronic absenteeism.|To support these attendance goals and enhance our holistic care for students, DVCA has created a new position this year: School Social Worker. As a charter school, this position was established specifically to help implement and support critical growth within Tier 2 and Tier 3 of our Multi-Tiered System of Supports (MTSS) structure. The School Social Worker will collaborate with staff and families to provide targeted, individualized interventions for students requiring higher levels of social-emotional, behavioral, or attendance support. DVCA recognizes that engagement among unduplicated families, those who are socioeconomically disadvantaged, English learners, or foster youth, remains lower than desired. To address this, we are committed to increasing in-person communication and meaningful face-to-face engagement with these students and their families. Efforts for the upcoming year will include targeted outreach strategies such as home visits, community-based meetings, and culturally responsive engagement opportunities that meet families where they are. This includes offering events at flexible times (such as evenings or weekends) and partnering with trusted community organizations to bridge gaps in trust or access. With the realignment of the 9th grade to the Da Vinci High School campus, establishing early relationships with students and families is more critical than ever. DVCA will prioritize early touchpoints, including personalized welcome calls, orientation sessions tailored specifically for unduplicated families, and one-on-one goal-setting meetings with counselors. These meetings will support academic planning while helping staff better understand each family’s unique context and needs. Additionally, DVCA will explore utilizing family liaisons or parent ambassadors from similar backgrounds to foster trust and increase school participation. Ongoing professional development for staff will continue to emphasize asset-based mindsets, trauma-informed practices, and inclusive communication strategies. By implementing these comprehensive strategies and expanding our MTSS support team, DVCA aims to close engagement gaps and cultivate an inclusive school culture where every student and family experiences a profound sense of belonging, consistent attendance, and true partnership in the learning journey.|To support these attendance goals and enhance our holistic care for students, DVCA has created a new position this year: School Social Worker. As a charter school, this position was established specifically to help implement and support critical growth within Tier 2 and Tier 3 of our Multi-Tiered System of Supports (MTSS) structure. The School Social Worker will collaborate with staff and families to provide targeted, individualized interventions for students requiring higher levels of social-emotional, behavioral, or attendance support. DVCA recognizes that engagement among unduplicated families, those who are socioeconomically disadvantaged, English learners, or foster youth, remains lower than desired. To address this, we are committed to increasing in-person communication and meaningful face-to-face engagement with these students and their families. Efforts for the upcoming year will include targeted outreach strategies such as home visits, community-based meetings, and culturally responsive engagement opportunities that meet families where they are. This includes offering events at flexible times (such as evenings or weekends) and partnering with trusted community organizations to bridge gaps in trust or access. With the realignment of the 9th grade to the Da Vinci High School campus, establishing early relationships with students and families is more critical than ever. DVCA will prioritize early touchpoints, including personalized welcome calls, orientation sessions tailored specifically for unduplicated families, and one-on-one goal-setting meetings with counselors. These meetings will support academic planning while helping staff better understand each family’s unique context and needs. Additionally, DVCA will explore utilizing family liaisons or parent ambassadors from similar backgrounds to foster trust and increase school participation. Ongoing professional development for staff will continue to emphasize asset-based mindsets, trauma-informed practices, and inclusive communication strategies. By implementing these comprehensive strategies and expanding our MTSS support team, DVCA aims to close engagement gaps and cultivate an inclusive school culture where every student and family experiences a profound sense of belonging, consistent attendance, and true partnership in the learning journey.|In alignment with our commitment to stakeholder feedback and continuous school improvement, DVCA is placing a strategic focus in the upcoming year on improving student attendance and reducing chronic absenteeism. To systematically address attendance challenges and enhance our holistic student support, DVCA has created a new School Social Worker position, in consultation with our community and parent feedback structures. Operating within our charter structure, this role was established specifically to help implement and support critical growth within Tier 2 and Tier 3 of our Multi-Tiered System of Supports (MTSS) framework. The School Social Worker will play a key role in collaborating with families and staff to design targeted, individualized interventions that support students' social-emotional, behavioral, and attendance needs, ensuring fewer barriers to academic success. A recent area of progress in engaging our community has been the strategic use of surveys to gather input on school progress and needs. DVCA administers the YouthTruth Family Engagement Survey annually, collecting valuable feedback from parents and guardians on school climate, academic support, and student safety. The results are reviewed thoroughly by DVCA staff and the Advisory Board to identify and target areas for improvement.|Furthermore, in collaboration with DJUSD, DVCA has enhanced its outreach to underrepresented families by expanding multilingual communication, with a particular focus on Spanish-speaking households. Surveys and school updates are regularly distributed in multiple languages using digital translation tools, and two DVCA staff members have completed formal training in educational translation practices to ensure accurate and culturally respectful communication. While DVCA is proud of its strong foundation of parent and guardian participation in school governance, the charter recognizes the ongoing need to diversify the voices represented in these spaces. Moving forward, DVCA is committed to broadening participation by actively recruiting a more diverse group of Advisory Board members and increasing targeted outreach to families who have not previously engaged. A primary focus will be placed on expanding participation in the YouthTruth Family Engagement Survey, with new outreach strategies being developed to increase awareness, remove barriers to access, and encourage a broader, more inclusive range of community input.|4|4|4|3|4|4|4|4|4|4|4|4|Met||2026-06-04|2026
57726860000000|Esparto Unified|3|EUSD strength is in utilizing Parent Square to communicate on an individual and a group level.|EUSD needs to better understand and overcome the barriers to parent participation in meetings and events.|EUSD will provide more training for our families that have students with disabilities.|EUSD worked with staff and the community to implement the strategic plan to guide the work of the district.|EUSD will work to find additional ways to work with families to better understand student outcomes.|EUSD will continue to implement the Graduate Profile and Strategic Plan during the 2026-27 school year.|EUSD was successful in gathering input for developing both the Graduate Profile and the Strategic Plan.|EUSD will continue to engage with the community as the Graduate Profile and Strategic Plan are implemented.|EUSD will continue to provide input in a variety of manners including surveys, small groups, Board meetings and other meetings.|4|4|3|4|4|4|4|4|4|4|4|4|Met||2026-06-10|2026
57726940000000|Washington Unified|3|Washington Unified School District continues to strengthen relationships between school staff and families through intentional outreach, expanded engagement opportunities, and a commitment to two-way communication. Bilingual school liaisons, family listening sessions, administrative meetings, Coffee with the Principal events, and school and district-wide cultural celebrations provide meaningful opportunities for families to connect with schools and district leaders.  Educational partner feedback indicates that family engagement has been a greater focus across the district this year, with outreach efforts becoming more thoughtful and inclusive. Community Schools programming has been effective in connecting families and community members with schools and available supports. Districtwide listening sessions have also helped elevate family voice and strengthen trust between families and the district.  The district recognizes opportunities for continued growth, particularly in ensuring that engagement efforts reach a broader and more diverse representation of families and community members. Feedback highlighted the importance of offering flexible engagement opportunities, gathering input through a variety of methods, and creating sustainable practices that strengthen connections between families, school staff, and teachers. Washington Unified remains committed to expanding family voice, increasing accessibility, and fostering strong partnerships grounded in trust, mutual respect, and shared responsibility for student success.|Washington Unified School District is committed to further strengthening relationships between school staff and families by enhancing reciprocal communication, expanding meaningful engagement opportunities, and increasing family partnership in student learning. Based on educational partner input and local data, the district has identified several areas for continued growth: -Increasing opportunities for active parent volunteerism and participation in school activities. -Expanding representation and participation in site-level English Learner Advisory Committees (ELACs) and the District English Learner Advisory Committee (DELAC). -Providing more frequent and accessible family forums, listening sessions, and feedback opportunities that engage a broader cross-section of families and community members. -Continuing to develop school sites as welcoming community resource centers that serve as hubs for support, connection, and engagement. -Strengthening ongoing communication between teachers and families regarding student progress, academic achievement, and learning goals, beyond communications related primarily to behavior concerns. This includes providing staff with tools, resources, and professional learning to support effective and consistent family communication.  To support these priorities, WUSD will continue providing families with resources and opportunities that promote student success and strengthen home-school partnerships. The district is also committed to: -Creating additional opportunities for meaningful connections between staff and families that foster trust, shared understanding, and collaboration. -Providing ongoing professional development focused on equity, cultural responsiveness, family engagement, and effective communication practices. -Supporting Positive Behavioral Interventions and Supports (PBIS) implementation across all three tiers based on each school's readiness, Tiered Fidelity Inventory (TFI) data, and educational partner feedback. -Expanding access to programs, services, and supports that address the diverse needs of students and families.  Through these efforts, Washington Unified will continue to build strong, inclusive, and sustainable partnerships with families that support student achievement and well-being.|Washington Unified School District is committed to ensuring that all families have meaningful opportunities to engage as partners in their children's education. Guided by its commitment to Equity, Excellence, and Empowerment for Every Student, Every Day, the district recognizes the importance of intentionally engaging families whose voices have historically been underrepresented in school and district decision-making processes.  Through the self-reflection process and educational partner feedback, WUSD identified the need to strengthen outreach and engagement efforts for families from diverse linguistic and cultural backgrounds, families experiencing socioeconomic challenges, and families of students with exceptional needs. The district also recognizes the importance of creating more accessible opportunities for families to participate in planning and decision-making processes.  As the district develops its new Strategic Plan and begins planning for the next three-year Local Control and Accountability Plan (LCAP), WUSD will prioritize the inclusion of underrepresented families through targeted outreach, listening sessions, surveys, focus groups, and community engagement opportunities designed to elevate family voice and ensure diverse perspectives are reflected in district priorities.  Additional planned efforts include: -Offering parent education workshops on topics such as child development, positive discipline strategies, navigating school systems, and supporting student success. -Hosting family literacy and learning events that provide families with practical strategies to support learning at home. -Expanding volunteer opportunities and increasing awareness of ways families can participate in school communities. -Providing additional workshops, resources, and support networks for families of students with disabilities and exceptional needs. -Increasing the use of multilingual communication tools, bilingual staff, and translated materials to improve access to information and engagement opportunities.- Partnering with community-based organizations and trusted community leaders to strengthen connections with families who may not traditionally participate in school activities.  WUSD will continue to evaluate participation data and educational partner feedback to identify barriers to engagement and adjust outreach strategies accordingly. By creating more inclusive, accessible, and culturally responsive opportunities for participation, the district aims to build stronger relationships with underrepresented families and ensure their voices help shape the future direction of the district.|Washington Unified School District has made meaningful progress in building partnerships that support positive student outcomes through a variety of engagement structures that promote collaboration, communication, and shared decision-making. Families, students, staff, and community members have multiple opportunities to provide input through Parent and Student Advisory Committees, English Learner Advisory Committees, school site meetings, parent trainings, bargaining unit meetings, SELPA consultations, Board of Education meetings, Community Schools initiatives, and district and site-level Local Control and Accountability Plan (LCAP) engagement activities.  A particular area of strength has been the district's intentional focus on elevating student voice. Students have actively participated in meetings and advisory groups, providing valuable perspectives that help inform district decisions and strengthen efforts to create student-centered learning environments. Educational partner feedback indicates that student participation has become a meaningful component of district planning and continuous improvement efforts.  School sites continue to host principal-parent coffee chats and other engagement opportunities that foster communication, relationship-building, and collaboration between families and school staff. The district has also increased its focus on data analysis and transparency, providing teachers and families with information that supports student learning, progress monitoring, and informed decision-making.  Educational partner feedback also highlights opportunities to strengthen collaboration practices to ensure partnerships consistently support student outcomes. Feedback suggests that processes such as student support planning and Individualized Education Program (IEP) meetings can benefit from increased opportunities for meaningful family participation and shared decision-making. Building greater consistency in collaborative practices across schools and departments will help ensure that families feel valued as equal partners in supporting student success.|Washington Unified School District’s Strategic Plan and Local Control and Accountability Plan (LCAP) are closely aligned in their commitment to equity, excellence, and empowerment for every student. Through the analysis of educational partner feedback and local data, the district has identified several opportunities to strengthen partnerships that directly contribute to improved student outcomes.  Key focus areas for improvement include: -Expanding opportunities for families to engage in service-oriented and school-connected activities that foster a sense of belonging and investment in school communities. -Strengthening communication and support during critical student transitions, particularly from elementary to middle school and from middle school to high school. -Increasing outreach and engagement efforts for families who have been historically underrepresented through culturally responsive and community-centered practices. -Enhancing professional learning for staff focused on building authentic family partnerships and engaging families as active participants in student success. -Improving awareness of available academic, social-emotional, and community resources so families can more easily access supports for their children. -Creating greater opportunities for families to understand academic expectations, student achievement data, college and career readiness pathways, graduation requirements, and the skills students need to be successful in an evolving world.  Educational partner feedback indicates that a significant area for growth is moving beyond traditional family involvement toward true partnership, where families are empowered with the knowledge, resources, and confidence to actively support their children’s educational journey and advocate effectively for their needs. Building family capacity in these areas will help strengthen shared responsibility for student success and improve educational outcomes across the district.  Moving forward, WUSD will continue to strengthen systems that empower families to navigate the educational system, understand college and career readiness expectations, and serve as informed partners in decision-making. The district also recognizes the importance of providing opportunities for school leaders to collaborate, share successful family engagement strategies, review impact data, and calibrate best practices across sites. Through continuous improvement and intentional partnership-building efforts, Washington Unified seeks to deepen authentic relationships with families and students that support academic achievement, student well-being, and long-term success for all learners.|Washington Unified School District (WUSD) is committed to building strong partnerships with families to improve student outcomes and ensure all students have access to the support and opportunities they need to succeed. Serving a diverse community in West Sacramento, where more than 66% of students are identified as unduplicated pupils, the district recognizes the importance of intentionally engaging families whose voices have historically been underrepresented in educational decision-making and school partnerships.  To support these efforts, WUSD continues to invest in programs and services designed to remove barriers and strengthen connections between families, schools, and the broader community. These include: -Youth Outreach Specialists who provide direct support to students and families across school sites, including dedicated services for foster youth. -English Learner support staff, outreach personnel, and school-based social workers who help connect families with academic, social-emotional, and community resources. -Site-based interventions and supports funded through school plans and informed by student data and educational partner feedback. -Translation, interpretation, and multilingual communication services to ensure families can access information and participate meaningfully in school and district activities.  Through educational partner surveys, listening sessions, and engagement activities, WUSD identified opportunities to further strengthen engagement with underrepresented families. Moving forward, the district will focus on: -Expanding culturally responsive outreach strategies that build trust and increase participation among English Learner families, immigrant families, foster families, and families experiencing economic challenges. -Leveraging Community Schools partnerships and community-based organizations to bring additional resources, services, and supports directly to school campuses. -Providing parent workshops and learning opportunities that respond to family-identified needs and help families better understand academic expectations, student progress, college and career readiness pathways, and available support systems. -Increasing opportunities for underrepresented families to participate in district planning efforts, including the development of the district’s new Strategic Plan and the next three-year Local Control and Accountability Plan (LCAP). -Utilizing multiple communication methods, flexible meeting formats, and varied engagement opportunities to reduce participation barriers and reach families who may not traditionally engage with schools.  WUSD recognizes that meaningful partnerships are built through consistent communication, shared decision-making, and a commitment to understanding and responding to family needs.|Washington Unified School District (WUSD) values educational partner voice and has continued to expand opportunities for students, families, staff, and community members to provide input that informs district and school decision-making. The district is committed to fostering a culture of collaboration where feedback is actively sought and considered as part of continuous improvement efforts.  Throughout the school year, school sites hosted a variety of family engagement and learning opportunities that created meaningful spaces for two-way communication and feedback. These included Family Math Nights, Literacy Nights, social-emotional learning workshops for students and families, and site-specific events developed in response to family interests and needs. These opportunities strengthened relationships while providing families with avenues to ask questions, share experiences, and contribute ideas.  Current strengths include regular District English Learner Advisory Committee (DELAC) meetings, family listening sessions, surveys, School Site Councils (SSC), English Learner Advisory Committees (ELAC), Parent Teacher Organizations (PTOs), Positive Behavioral Interventions and Supports (PBIS) teams, Strategic Plan community forums, and Local Control and Accountability Plan (LCAP) engagement activities. Together, these structures provide multiple opportunities for educational partners to share input and help inform district planning and decision-making.  The district has also expanded digital engagement opportunities, increasing accessibility for families who may face barriers related to transportation, scheduling, or childcare. Educational partner feedback indicates that opportunities to provide information and input are available and have increased in recent years, helping to elevate a wider range of perspectives.  At the same time, feedback suggests that some families and community members would like greater transparency regarding how input influences decisions and district initiatives. Some educational partners expressed a desire to be engaged earlier in the decision-making process, before initiatives or policy changes are substantially developed, to strengthen the perception that community feedback is meaningful and impactful.  While WUSD has made significant progress in creating structures for engagement and input, the district recognizes the importance of continuing to build trust, increase representation among underrepresented groups, improve communication regarding decision-making processes, and demonstrate how educational partner feedback informs actions and outcomes. Through these efforts, WUSD aims to strengthen authentic engagement and ensure that diverse voices help shape the future direction of the district.|Washington Unified School District (WUSD) is committed to strengthening its processes for seeking educational partner input to ensure engagement opportunities are accessible, representative, transparent, and meaningful. Analysis of educational partner feedback and local data indicates that while multiple avenues for participation exist, barriers remain that can limit participation and the diversity of voices represented in district decision-making.  A primary area for improvement is increasing access to meaningful opportunities for input. Educational partner feedback suggests that participation in advisory committees and governance structures can be challenging for some families due to meeting schedules, childcare needs, transportation barriers, and the time commitment required to serve on committees that meet regularly throughout the year. Additionally, while surveys provide valuable information, some educational partners expressed a desire for more open-ended opportunities to share perspectives beyond predefined response options.  WUSD has identified the following focus areas for improvement: Enhancing Communication and Outreach The district will continue to improve communication systems to ensure information is clear, accessible, timely, and available in families' home languages. Multiple communication methods, including digital platforms, social media, newsletters, text messaging, and community-based outreach, will be utilized to increase awareness of engagement opportunities. Expanding Inclusive Engagement Opportunities The district will seek to diversify how input is gathered by providing a variety of engagement formats, including listening sessions, focus groups, community forums, surveys, and virtual participation opportunities. These approaches will help ensure that educational partners can provide feedback in ways that are accessible and responsive to their needs. Increasing Early and Ongoing Input Educational partner feedback highlighted the importance of involving partners earlier in planning and decision-making processes. WUSD will continue working to engage families, students, staff, and community members throughout the development, implementation, and evaluation of initiatives so that feedback can meaningfully inform decisions. Building Trust and Transparency The district recognizes that engagement is strengthened when educational partners understand how their input influences decisions. WUSD will prioritize communicating themes from educational partner feedback, sharing resulting actions, and providing opportunities for continued dialogue throughout implementation processes. Reducing Participation Barriers The district will continue working to address logistical, linguistic, cultural, and technological barriers that may limit participation.  Strengthening Staff Feedback Process WUSD will continue reviewing feedback practices to encourage broad participation and gather meaningful perspectives from employees across the organization|Washington Unified School District (WUSD) recognizes that meaningful decision-making requires the active participation of families whose voices have historically been underrepresented in district and school processes. Through analysis of educational partner feedback and local data, the district identified opportunities to strengthen engagement with families from diverse linguistic and cultural backgrounds, families experiencing socioeconomic challenges, families of English Learners, foster families, and families of students with exceptional needs.  To improve engagement in decision-making, WUSD will continue expanding outreach efforts designed to reduce barriers and create more accessible opportunities for participation. The district will utilize multilingual communication, targeted outreach through school liaisons and Community Schools staff, and partnerships with trusted community organizations to ensure families are aware of opportunities to provide input and participate in district planning processes.  WUSD will also increase opportunities for families to share feedback through a variety of engagement strategies, including listening sessions, focus groups, affinity groups, community forums, surveys, and school-based meetings. By offering multiple avenues for participation, the district aims to reach families who may not traditionally participate in advisory committees or governance structures due to scheduling, transportation, language, or other barriers.  As the district develops its new Strategic Plan and the next three-year Local Control and Accountability Plan (LCAP), intentional efforts will be made to engage underrepresented families early and throughout the planning process. Feedback opportunities will be designed to encourage authentic dialogue and ensure that diverse perspectives help inform district priorities, goals, and resource allocation decisions.  Educational partner feedback also highlighted the importance of demonstrating how family input influences decisions. In response, WUSD will strengthen communication regarding stakeholder engagement processes by sharing key themes from feedback, communicating resulting actions, and providing ongoing updates about how educational partner input informs district initiatives and planning efforts.  Through these efforts, Washington Unified seeks to build trust, increase representation in decision-making processes, and create a culture where all families feel welcomed, valued, and empowered to contribute to decisions that impact student success. By expanding access, elevating diverse voices, and strengthening transparency, the district will continue building authentic partnerships that support equitable and community-informed outcomes for all students.|3|3|3|3|3|3|3|3|3|3|3|3|Met||2026-06-25|2026
57726940124875|Sacramento Valley Charter|3|We continue to  build capacity for developing and nurturing strong school-to-family relationships through welcoming traditions like Meet and Greet, Back to School Night, and Open House/Multicultural Night.  SVCS also has an active Parent Teacher Organization which plans events such as Family Paint Night, Movie Night, Carnival, and other school-wide activities that bring greater numbers of parents onto our campus. We also maintain an Open Door Policy, whereby parents can freely discuss their concerns.|"The focus area for improvement in ""Building Relationships Between School Staff and Families"" is encouraging more parents to be a part of the school's the financial decision-making process through Title One and English Learner Advisory Committee Meetings."|1) Identify the specific groups that are currently underrepresented 2) Always have readily available materials (other communications) that have been translated into Punjabi 3) Provide a translator at parent meetings 4) When possible, stagger the times of meetings so as not to inconvenience parents  5) Send out friendly school-to-home newsletters on a quarterly basis to keep parents informed of important information|"SVCS' strengths in the areas of ""Building Partnerships for Student Outcomes"" include well facilitated Student Support and IEP meetings that help parents understand their students' present levels of academic performance, as well as their social and emotional needs. Parents are invited to be fully participative in every decision about their child's education during these and other student-centered meetings."|The two areas for improvement would be adding to the numbers of parents who are members of the school's Parent Teacher Organization and ELAC.|SVCS will improve engagement of underrepresented families through the following actions: a) Share timely information through multiple communication mediums, and make it easier for families to respond with their inquiries through email, text, or other platforms. b) Use QR codes with vital information that families can easily access on their phone, and post them on our school's quarterly newsletter. c) Schedule school events and activities at times that make it easy for families to attend, and offer virtual access when possible to create greater flexibility. d) Update and translate the school website every quarter|Seeking input for decision making is evidenced by inviting parental input during Title One, ELAC, Student Study Team, and IEP meetings. Parents are also invited to sit on teacher interview panels.|The school's focus is having greater parent attendance at Title One meetings. The school will continue parent outreach in this important area.|Some of the ways that the school will improve engagement of underrepresented families are: a) Parent newsletters b) Parent Information Nights c) Parent Surveys|5|5|5|5|4|5|5|5|3|3|3|3|Met||2026-06-17|2026
57726940131706|River Charter Schools Lighthouse Charter|3|Some of LCS' noted strengths are the Weekly Newsletter, parent volunteers, Coffee with Principal, Parent Square, school events highlighting student performance, and Parent/Teacher conferences.|LCS worked hard this year to strengthen and build relationships with parents through the Parent Teacher Committe (PTC) and ELAC, and as a result parent participation increased.|Events scheduled at times to increase planning and attendance; childcare for PTC meetings; bilingual representation of staff|Back to School Night, Parent/Teacher Conferences, IEP meetings, SST meetings|Families were provided with information and resources to assist them with student needs.|This year a Vice Principal was hired to support the EL program and act as a liaison with the ELAC in addition to other school duties.|Parents work with teachers on priorities and engagement -- PAC, Safety, LCAP Review, PBIS Committee|LCS continued building more opportunities for involvement through site meetings and surveys.|LCS will continue to survey families regularly. In addition, various mediums and opportunities to engage before school and during the evening will be explored and added to best meet the needs of parents.|4|4|4|4|4|3|4|3|4|4|4|4|Met||2026-06-22|2026
57726940135939|Washington Middle College High|3|"WMCHS demonstrates strong progress in building relationships between school staff and families through several core strategies:  -Nurturing, Family-Based Culture: WMCHS is recognized for a small-school environment (approximately 205 students) that fosters a ""nurturing, family-based school culture"". Educational partners highlight this intimacy as a primary strength that allows for personalized support and direct teacher-to-family connections. -Active Two-Way Communication: The school utilizes diverse channels to engage families, including family surveys, parent-teacher academic teams, and specific outreach for underrepresented groups. The Local Control Accountability Plan Parent Advisory Committee (LCAP PAC) serves as a critical feedback loop, allowing parents to directly shape district goals and resource allocation. -Equity-Centered Engagement: Following district-wide ""Equity Principles,"" WMCHS focuses on cultivating healthy relationships that empower families and ensure they are valued and supported regardless of their background. This includes providing culturally sensitive communication and training for staff to better partner with diverse home environments. -Integrated Support Systems: Progress is evidenced by the school’s ""web of support,"" which includes Advancement Via Individual Determination (AVID) resources and tutoring outside of school hours, ensuring families are part of the academic success plan. Furthermore, the January 2026 launch of the SEL Coach Program district-wide has added specialized staff to strengthen social-emotional support for both students and their families. -Dual Enrollment Collaboration: The school’s partnership with Sacramento City College requires high levels of coordination between staff, students, and families to manage the ""blended"" high school and college schedule, reinforcing a collaborative relationship aimed at long-term student success.   Another strength and progress in building relationships between school staff and families at WMCHS are the two full-time bilingual counselors that help with timely feedback and communication to parents and students.  Also, Canvas Learning Management System and Catapult provide streamlined communication of achievement and information to parents."|Based on the analysis of educational partner input and local data, WMCHS has identified key focus areas for improving relationships between school staff and families through more intentional communication, education, and engagement opportunities.  A primary area for improvement is the expansion of parent/guardian information nights and learning sessions designed to help families better understand district and school programs, supports, and expectations. These sessions will be structured to increase clarity around academic programs, student services, and available resources so families feel more informed and connected to their child’s educational experience.  Another focus area is the expansion of parent education opportunities related to college and career readiness and the importance of academic achievement. Educational partner feedback indicates a need for more direct support in helping families understand graduation requirements, postsecondary pathways, and how to support students in meeting academic expectations. Strengthening this knowledge will support more meaningful home-school partnerships and shared responsibility for student success.  WMCHS will continue to refine engagement practices to ensure families have accessible, relevant, and ongoing opportunities to build understanding, strengthen relationships with school staff, and actively support their students’ academic and long-term success.|Based on the analysis of educational partner input and local data, WMCHS has identified targeted strategies to improve engagement of underrepresented families in relation to building relationships between school staff and families.  WMCHS is continuing to strengthen support systems by providing an additional counselor and a Youth Outreach Specialist to directly support the needs of underrepresented student populations and their families. These positions help increase individualized outreach, strengthen connections between home and school, and ensure families are aware of available academic and social-emotional supports.  WMCHS is also improving communication and access by continuing to provide clear information to K–8 feeder schools and families, emphasizing that the program is open to all students and does not require grades or entrance tests for admission. This effort is intended to reduce misconceptions, expand access, and ensure families understand that all students are welcome and encouraged to participate.  In addition, the district is identifying and developing a multilingual team to further enhance outreach and engagement with families whose home language is not English. This team will support improved communication, culturally responsive engagement strategies, and stronger relationship-building with families who have historically been less represented in school engagement opportunities.  Through these actions, WMCHS aims to reduce barriers, expand access to information, and strengthen trust and communication between school staff and underrepresented families, ultimately supporting stronger relationships and improved student outcomes.|Based on the analysis of educational partner input and local data, Washington Middle College High School (WMCHS), demonstrates strong progress in building partnerships that support positive student outcomes.  A key strength is the partnership with Sacramento City College, which has expanded meaningful postsecondary pathways for students. This collaboration provides students with early access to college coursework, supports college readiness, and contributes to a wider range of opportunities that lead to successful academic and career outcomes.  WMCHS also continues to strengthen relationships between staff and families through ongoing communication practices and responsiveness to student and family needs. Staff are encouraged to maintain regular outreach to parents and guardians, ensuring that communication is timely, consistent, and supportive of student success.  In addition, the school has improved its responsiveness in scheduling Student Study Team (SST) meetings, Student Attendance Review Team (SART) meetings, and other parent-initiated conferences. This timely follow-up helps ensure that concerns are addressed collaboratively and that families are active participants in decision-making processes that impact student progress.  Overall, these practices reflect a growing commitment to building strong, collaborative partnerships between school staff, families, and community partners to support student achievement and postsecondary readiness.|Based on the analysis of educational partner input and local data, Washington Middle College High School (WMCHS) has identified key focus areas for improvement in building partnerships for student outcomes.  A primary area for improvement is increasing parent and guardian engagement in understanding student academic progress, including grades, coursework, and college-level expectations. Educational partner feedback indicates that families are not always fully aware of student performance in college classes or overall academic standing, and that assumptions about ongoing home communication do not consistently reflect family needs for clearer, more direct information.  To address this, WMCHS will strengthen systems for regular, proactive communication with parents and guardians regarding student progress, academic expectations, and college coursework requirements. The goal is to ensure families have timely and accessible information needed to actively support student success.  Another focus area is providing additional professional development for staff to strengthen communication practices and improve consistency in how academic progress is shared with families. This includes supporting staff in effectively communicating college expectations, student performance data, and actionable steps families can take to support student achievement.  Through these improvements, WMCHS aims to strengthen family engagement, increase transparency around student performance, and build stronger partnerships that support student success in both high school and college coursework.|Based on the analysis of educational partner input and local data, Washington Middle College High School (WMCHS) has identified strategies to improve engagement of underrepresented families in relation to building partnerships for student outcomes.  WMCHS will continue targeted outreach efforts to local K–8 schools to ensure that families are informed early about the program, its expectations, and the opportunities available to students. This ongoing outreach is intended to strengthen awareness, reduce barriers to access, and ensure that families from a variety of backgrounds are supported in understanding how to prepare for and succeed in the middle college pathway.  In addition, the school is identifying and developing a multilingual team to further support engagement with underrepresented families. This team will focus on improving communication, increasing accessibility of information, and strengthening culturally responsive outreach practices to better connect with families whose home language is not English.  Through these efforts, WMCHS aims to expand access to information, build stronger relationships with feeder communities, and ensure that underrepresented families are meaningfully engaged in supporting their students’ academic and college success.|Washington Middle College High School (WMCHS) demonstrates ongoing strengths in providing accessible opportunities for families to share input and engage in decision-making processes.  WMCHS maintains an open-door approach for families, encouraging parents and guardians to come in before and after school to ask questions, share concerns, and provide feedback. During the school day, families are also able to check in through the school office and, when available, meet directly with staff members. This flexible access supports timely communication and helps ensure that family concerns are heard and addressed.  In addition, WMCHS staff actively welcome and respond to parent feedback as it is received, using this input to inform school practices and support continuous improvement. While the school does not currently have a formal parent advisory committee structure in place, it continues to prioritize informal and direct communication channels to gather family perspectives and respond to needs as they arise.  Overall, these practices reflect a commitment to maintaining open lines of communication with families and incorporating their input to support student success and strengthen school decision-making processes.|Washington Middle College High School (WMCHS) has identified a key focus area for improvement in seeking input for decision-making related to increasing and sustaining meaningful family participation in formal advisory structures.  While WMCHS has an advisory board available for families to join, educational partner feedback and participation patterns indicate that it has been challenging to consistently fill membership each year. This limits the breadth of perspectives represented in formal decision-making processes and highlights the need for more intentional outreach and engagement strategies.  To address this, WMCHS will continue its efforts to actively recruit and support parents and guardians who are interested in serving on the advisory committee. This includes strengthening outreach, clearly communicating the purpose and value of the committee, and reducing barriers to participation so that more families feel informed, welcomed, and able to contribute.  Through these continued efforts, WMCHS aims to increase family representation in advisory structures and strengthen opportunities for meaningful input into school decision-making processes.|Washington Middle College High School (WMCHS) will continue to strengthen engagement of underrepresented families in relation to seeking input for decision-making by maintaining and expanding accessible opportunities for participation.  WMCHS will continue to offer an advisory board and actively encourage family participation by clearly communicating opportunities for involvement and welcoming new members from diverse backgrounds. The school will also continue to use open-door practices that allow families to drop in before or after school, or visit the office during the school day when available, to share feedback, ask questions, and provide input.  These ongoing efforts are intended to reduce barriers to participation, increase access to decision-making opportunities, and ensure that underrepresented families have multiple, flexible ways to engage with school leadership. Through continued outreach and a welcoming school environment, WMCHS aims to strengthen family voice and build more inclusive participation in school decision-making processes.|5|5|5|5|5|5|5|5|4|4|4|4|Met||2026-06-25|2026
57727020000000|Winters Joint Unified|3|Waggoner Elementary and Shirley Rominger Intermediate Schools continue to enjoy support from a robust Parent Teacher Association that promotes quality enrichment activities which engage the community, teachers, parents, and students. Other associations that encourage parent involvement across the grade span are the Winters Education Foundation (WEF) and Winters Music Boosters.  The Winters State Preschool sustains a Parent Advisory Committee to enhance parent involvement and connectedness during the early learning years. Additionally, they host campus events to seek family feedback.   All Dual Language Immersion (DLI) teachers participate in Sobrato Early Academic Language (SEAL) Early Learning training which promotes the creation of strong partnerships between families and schools, as well as the use of culturally affirming classroom practices.   Winters JUSD is now in its sixth year of Parent Square communication platform implementation. Staff receive ongoing training to use the platform’s features to communicate and collaborate with families through accessible messaging in their preferred language(s).  In the 2025-26 school year, Winters Middle School and Winters High School student leaders implemented culture and climate clubs supported by staff facilitators. These groups stemmed from National Equity Project training in Liberatory Design offered the prior school year. This model leverages student agency to enhance the experiences, outcomes, and opportunities for historically underserved children and families.   The Family Resource Center at the District Office is staffed by a bilingual English Learner Specialist to augment service delivery and resource provision to families.|An ongoing districtwide focus for 2026-2027 as outlined in Board Priority #1 and LCAP Goal #1 will be to create safe, welcoming, and inclusive environments for all educational partners. Indicators of this work include a commitment to student safety and wellbeing, improving cultural awareness within the school community, and amplifying student and family voices. Efforts to advance this work include the Winters Middle School Culture and Climate Club, the Winters High School Ethnic Studies Club, updates to school protocols and staff training related to addressing racialized language, and the continued implementation of a Junior Board of Trustees.   Another focus area for ongoing development in the 2026-27 school year is strengthening relationships and social connections between the District, students, and families through enhanced use of Positive Behavior Intervention and Supports (PBIS) practices. The District continues to partner with the Yolo County Office of Education to support site PBIS teams in implementing a tiered framework that supports students’ behavioral and social emotional needs. The efforts of these teams have led to foundational PBIS handbooks, consistent Tier I supports, and California PBIS Bronze Recognition for Waggoner Elementary School. The District seeks to further improve secondary prevention strategies, proactive and supportive outreach to families, and collaborative assets-oriented problem solving.|To improve engagement of underrepresented families, the District adopted Youth Truth, a nationally norm-referenced perceptions survey in December 2023. The District implemented the survey for the third time in December of 2025 and utilized data from family surveys to inform engagement efforts.   Continuing engagement partner opportunities in 2026-27 include a variety of Parent Advisory Committees to collaborate with families of diverse backgrounds. The District English Learner Advisory Committee (DELAC), Migrant Parent Advisory Committee (MPAC), Special Education Parent Advisory (SEPAC), all provide input that shapes local priorities and planning. The District utilizes PAC feedback to reflect upon systems and policies that may contribute to inequitable experiences in school environments. The goal of this work is to create a District-wide culture characterized by building community, listening and demonstrating empathy, and deepening relationships with all students and families.|Each year, Winters JUSD offers parent education courses designed to help families develop the knowledge and skills needed to support their children’s success. Participants receive information about their child’s education, strategies to support learning and development at home, and a certificate of completion. In 2025–26, the District expanded these offerings to include sessions tailored to the needs of families of early learners, elementary students, and secondary students.  Family conferences provide another important opportunity for collaboration between educators and families. Waggoner Elementary, Shirley Rominger Intermediate School, and Winters Middle School utilize special schedules to accommodate conferences, while Winters Middle School and Winters High School also offer evening drop-in conference opportunities to increase accessibility for working families.  The District has also made progress in strengthening family engagement through school-based events such as Lunch on the Lawn celebrations and Resource Fairs. These events provide welcoming opportunities for families to connect with their children, engage with school staff, and build relationships in a positive and supportive environment.  An area for continued focus is improving student attendance through strong partnerships with families. While attendance outcomes improved in 2024–25, districtwide attendance declined in 2025–26. In response, the District will strengthen Tier I attendance communication and monitoring systems while continuing targeted Tier II and Tier III interventions, including home visits, case management, personalized transportation supports, health plans, and other strategies designed to address barriers to regular attendance.|Analysis of educational partner input and local data indicates progress in Building Partnerships for Student Outcomes. Family survey results showed a 4 percent increase in the YouthTruth “Engagement” category, which measures the extent to which families feel empowered to participate in school decision-making. The District also saw a 3 percent increase in “Communication and Feedback,” reflecting improved family perceptions regarding learning expectations, communication about student progress, and access to information about their child’s education.  An area for continued growth is school culture, where family perceptions remained unchanged. This category measures perceptions of safety, fairness, respect among students and adults, and positive peer interactions. In response, the District continues to strengthen school climate and student supports through implementation of a TK–12 Positive Behavioral Interventions and Supports (PBIS) framework, enhanced access to academic and social-emotional supports through improved counseling services and an Elementary Support TOSA position, and an ongoing partnership with Rural Innovations in Social Economics (RISE) to expand mental health services.  The District also prioritized school safety during 2025–26 through adoption of the Standard Response Protocol (SRP), with training provided to all staff. Additional safety enhancements included the installation of cameras at Waggoner Elementary School, districtwide employee identification badges, and lock blocks at all school sites.|The District will sustain opportunities for parents to partner in the educational process (parent education courses, conferences, PACs, etc.), Additionally, the District will enhance engagement of underrepresented families by hosting culturally inclusive events, providing multilingual communication, and partnering with community organizations serving families of children in the Unduplicated Pupil Percentage (UPP). These efforts aim to build trust, ensure representation, and foster collaboration for improved student outcomes.|The District has many committees focused on seeking family input in decision-making to improve student outcomes. Each school principal facilitates a School Site Council (SSC) and collaborates with the English Learner Specialist in the coordination of an English Learner Advisory Committee (ELAC). Both SSCs and ELACs regularly review student achievement data which contributes to the School Plan for Student Achievement (SPSA) and Safety Plan.  At the District level, parents are encouraged to participate in the Local Control Accountability Plan Joint Advisory Committee, Migrant Parent Advisory Committee (MPAC), and District English Learner Advisory Committee (DELAC). These groups review various data related to academic progress and wellness. They then advise District leadership in the development of the LCAP.|A focus area for the 2026-2027 school year is reflected in the District’s commitment to equity and access via targeted outreach initiatives, removing barriers to participation, and seeking more diverse representation among families, community members, and, in particular, youth.   Efforts to engage a broader range of the school community in the 2026-27 school year will include continued leadership by the Junior Board of Trustees, expanded outreach to improve participation in the annual YouthTruth survey, ongoing support for the WMS and WHS culture and climate initiatives, and responsiveness to requests for additional opportunities to engage in decision making.|The District will continue to strengthen targeted outreach efforts to ensure that underrepresented families have equitable opportunities to participate in decision-making. This includes providing additional resources such as translation services, transportation assistance, and flexible meeting times and formats.  Further, identifying and addressing barriers that prevent some parents/guardians from engaging fully in the decision-making process is a priority. This may involve revising policies and practices to be more inclusive and accommodating.  Ensuring diverse representation in all advisory councils, committees, and engagement activities is also crucial. The District will continue to work towards having more balanced and representative input across the school community to reflect the needs and perspectives of all students and families.|3|3|3|3|3|4|3|4|3|4|3|4|Met||2026-06-25|2026
57727020139436|Compass Charter School of Yolo|3|Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council reviewed the questions for the annual survey and added questions that they felt were important to scholars and parents. Compass conducted its annual survey with mostly the same questions to ensure input from all groups of scholars, families, and staff, as well as our authorizers, Board of Directors, and the community at large. The survey results provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. In reviewing the results, Compass demonstrated continued strength in the following areas: flexibility (flexibility that’s available for scheduling, pacing, curriculum, ways to meet state standards, and the ability to complete school work from home), supportive teachers (teachers' understanding, helpfulness, guidance, communication, and availability), independence (being able to work independently and at one's own pace), online nature/ease of use (convenience of online learning, absence of travel, and ease of using the online platform), individualized/personalized learning (ability to tailor education to individual needs, learn in preferred ways, and pursue personal interests), positive learning environment (positive attitudes of teachers, an enjoyable learning experience, as well as a supportive, non-judgmental, inclusive environment), resources/availability of resources (appreciation for the availability and providing of resources, curriculum support, and access to online resources as well as subscriptions), extracurricular/enrichment programs (clubs, field trips, diverse extracurricular activities, and access to enrichment programs along with additional classes), community and family orientation (family-oriented atmosphere, caring community, sense of community, and engagement events), and special education support (positive experiences and support for special education needs were noted). Further, our tiered re-engagement process continues to focus on restorative practices that solicit collaboration between families and the LEA to further support scholars academic progress and engagement.|Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council review input from parents and scholars via open suggestion forms throughout the year.. In addition, Compass conducted a schoolwide annual planning survey in March in order to ensure input from all groups of scholars, families, and staff, as well as our authorizers, the Board of Directors, and the community at large. The survey results provided qualitative and quantitative information on our Compass experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. In reviewing the results, Compass identified the following as focus areas for improvement in building relationships between school staff and families: streamlining material and educational resource ordering process, addressing issues with semester limits and deadlines), curriculum and instruction (adding more creative, hands-on projects, less rigidity, more recorded classes, and improving video quality in courses), social interaction (increased opportunities for social interaction, including more field trips and real-life activities), support and resources (enhancing support for special needs students and increasing local staff and events), communication (improved communication regarding deadlines), workload awareness (concern about the overall workload and the pace of the online curriculum), and local availability and vendor variety (more local vendors and services, especially in rural or remote areas as well as easier vendor approval processes).|Compass Charter Schools prioritizes and focuses on improving engagement of underrepresented families through building meaningful relationships with school staff based on feedback received from educational partner input and local data. One example of how Compass has built relationships is through providing extracurricular (engagement) offerings for scholars, learning coaches, and families to attend. As Compass has provided these engagement offerings, there has been reflection about registration and participation rates of underrepresented scholars for these events. In order to have productive conversations around this topic, the Engagement department, in partnership with the Staff Support department, built out a specific data tracking system that visually shows the percentages of emergent multilingual scholars, McKinney-Vento scholars, foster scholars, and socio-economically disadvantaged scholars. This scoreboard is now able to be the basis for conversations both cross-departmentally and district-wide to assess ways for improving the engagement rates of these underrepresented families within these offerings. Additionally, as Compass looks forward to celebrating the graduating 12th grade scholars and promoting 8th grade scholars at in-person ceremonies, there will continue to be a focus on ensuring that particularly our emergent multilingual scholars and their families feel a sense of belonging during such special educational milestones. Compass recently added and will continue to acknowledge the “Multilingual Achievement” award that recognizes scholars at 12th grade graduation for achieving the distinction of Reclassified Fluent English Proficient (RFEP) during their educational career. Also, to deepen relationships with multilingual families, Compass is preparing for new initiatives to increase accessibility and remove language barriers at the ceremonies. These efforts include displaying a multilingual greeting and providing clear instructions on how to utilize real-time translation applications during the events. Another example of how Compass builds communication between staff and families is through a recent initiative to offer the Pre-Master Agreement meeting in both Spanish and English to ensure that Spanish speaking families and 2026-27 Local Performance Indicator Self-Reflection for Compass Charter Schools Los Angeles Page 11 of 22 learning coaches are on the same page as staff for what is expected of them to be successful in the day-to-day expectations of Compass’ programs. To further increase accessibility, Compass will be providing families with multiple ways to complete this requirement such as live group sessions, recorded presentations, and asynchronous NearPod lessons.|"Compass Charter Schools (CCS) demonstrates significant strengths and ongoing progress in building partnerships for student outcomes, primarily centered on the collaborative relationship between Supervising Teachers (STs) and families. STs are the foundation of CCS partnerships, with parents frequently describing them as ""lifelines"" and ""cheerleaders"" who are essential to their scholars' success. Families report that STs provide ""invested partnerships"" and are vital for navigating the personalized learning path. The school actively supports parents in their role as ""Learning Coaches"" through resources like the **Learning Coach Academy** and **AVID Learning Coach Resources**, which families report as helpful for supporting their scholars at home. The Options program is a major strength, allowing parents the autonomy to select personalized curriculum and schedules while maintaining professional oversight and accountability from CCS staff. The school utilizes multiple channels to maintain partnerships, including the Monday Morning Update (MMU), ParentSquare, and Connection Meetings, where STs and parents collaborate monthly on academic goals. Progress in Building Partnerships 2026-27 Local Performance Indicator Self-Reflection for Compass Charter Schools Los Angeles Page 12 of 22 There is broad consensus among staff and parents that LCAP Goal 2 (Increase scholar and parent engagement and involvement) is foundational to student success, with many stakeholders reporting that CCS is taking positive steps toward this goal. Staff reports indicate that internal initiatives like Whatever It Takes (WIT) meetings have improved collaboration between departments, shifting the culture toward a collective ""OUR scholars"" mentality to better serve families. Progress is being made in providing greater teacher expertise for high school scholars through the introduction of content-specific credentialed teachers, intended to better prepare students for post-secondary outcomes. The school has made progress in fostering in-person connections through an increase in field trips and the addition of local park meet-ups, which parents cite as valuable opportunities for peer and community connection."|"A primary focus area for improvement is the fragmentation of digital platforms. Parents and staff frequently report ""communication overload"" and frustration with navigating multiple systems such as ParentSquare, School Pathways, Seesaw, Clever, and Buzz. Partners are calling for a centralized portal or dashboard to streamline communication, work submissions, and access to resources, which would allow learning coaches to focus more on instruction rather than IT management. A multi departmental team is looking into providing a more cohesive communication platform including updating the school's website to incorporate current platforms and streamline access points."|Compass Charter Schools (CCS) is committed to improving the engagement of underrepresented families by intentionally incorporating their voices into school planning and providing targeted, data-driven support systems. The school leverages established groups, such as the English Learner Advisory Committee (ELAC) and the Parent Advisory Council (PAC), to provide parents from these communities with a formal platform to influence LCAP goals . To overcome systemic barriers like language differences and technical hurdles, the school is looking into expanding local outreach partnerships, specifically through organizations like the Parent Institute for Quality Education (PIQE), which encourages community involvement and enrichment initiatives. Key efforts to foster these outcomes involve the strategic use of state funding to provide specialized instruction, tutoring, and comprehensive social-emotional support specifically for foster youth, English learners, and low-income students to ensure they remain on track for graduation . The school is also refining its progress monitoring for EMS Newcomers and Long-term English Learners through dedicated roles like the EL Coordinator and cross-departmental collaboration with the Whatever It Takes (WIT) team. . Furthermore, leadership is exploring ways to include parents more directly in high-stakes decisions regarding school funding and program formats to ensure diverse homeschooling philosophies are respected . Staff members have also recommended diversifying field trips and scholar resources to better reflect the diverse cultural and geographic backgrounds of the school community . While these structures are in place, the school remains focused on reducing communication friction and moving toward authentic partnerships that go beyond procedural compliance to deeply understand the operational realities of all families.|"Leadership regularly uses surveys, feedback forms, and Town Hall meetings to gather input from staff, scholars, and parents. The school utilizes formal groups like the Parent Advisory Council (PAC), English Learner Advisory Committee (ELAC), and the Options Advisory Committee to provide a platform for stakeholder voices in school planning. Management explicitly solicits feedback when working out new processes, which helps employees feel empowered to contribute to the school's evolution. The school uses analytics from stakeholder surveys to inform and refine its Local Control Accountability Plan (LCAP) goals, ensuring that school priorities reflect community needs. In 2025, the school launched ""Solution Boxes"" for staff, scholars, and parents, to submit ideas for solutions throughout the school year. Submissions are reviewed and discussed by the committee that serves the partner group. Throughout the year, several changes have been implemented based on submissions to the solutions boxes."|Compass Charter Schools is focusing on moving toward a more authentic and proactive model for gathering stakeholder input in order to address a recurring perception that feedback is sought only after decisions have already 2026-27 Local Performance Indicator Self-Reflection for Compass Charter Schools Los Angeles Page 14 of 22 been finalized in the form of a newly implemented Change Model. This model is grounded in Steven Covey's Change Model and is being implemented at all levels of the organization. Staff members across multiple years have expressed a strong desire to be included earlier in the planning process, particularly when considering fundamental changes to the school model or program requirements, to ensure their expertise helps shape directives rather than just facilitating their implementation. This improvement involves shifting the format of key collaborative spaces, such as the weekly huddle and school town halls, away from performative information sessions that merely rehash updates and toward true forums for dialogue where concerns, questions, and suggestions are meaningfully addressed. Additionally, there is a push for significantly greater transparency from senior leadership, including making cabinet meeting notes or high-level discussion points more accessible to provide staff and families with a clearer understanding of the data and rationale driving major policy shifts. Improvement efforts also center on ensuring that senior decision-makers deeply understand the operational realities and diverse philosophies of the programs they lead, specifically the Options department, so that front-line expertise from Supervising Teachers and the direct input of parents regarding school funding and format authentically influence the school's trajectory. By fostering a culture where feedback is consistently considered and the rationale behind denied solutions is clearly explained, the school aims to rebuild organizational trust and ensure that its strategic decisions are genuinely supported by those closest to the scholars.|Compass Charter Schools aims to improve the engagement of underrepresented families by intentionally including them in the decision-making process through established advisory groups such as the Parent Advisory Council (PAC) and the English Learner Advisory Committee (ELAC). These committees provide a structured platform for families to influence school planning and Local Control Accountability Plan (LCAP) goals, though stakeholder feedback indicates that for this input to be truly impactful, families must be involved earlier in the planning stages before major decisions are finalized. To overcome identified participation barriers such as language differences and technical hurdles, the school plans to leverage local outreach partnerships, to encourage community involvement and provide enrichment opportunities like community gardens. Furthermore, the school is focusing on educational equity by utilizing state funding for targeted interventions and tutoring for foster youth, English learners, and lowincome students, while also refining its progress monitoring for newcomers and long-term English learners to ensure their academic and social-emotional needs are authentically represented. Leadership is also exploring ways to involve parents more directly in high-stakes decisions regarding school funding and program formats to ensure that the diverse philosophies of homeschooling families are respected and used to shape the school's future direction. Additionally, staff have recommended diversifying field trips and scholar resources to better reflect the diverse backgrounds and geographic locations of the school community, thereby fostering a more inclusive environment for seeking input.|5|4|5|4|4|5|5|4|5|5|5|4|Met||2026-06-13|2026
57727100000000|Woodland Joint Unified|3|The district demonstrates strong implementation of family engagement and relationship-building practices, reflected in its self-assessment ratings of “4 – Full Implementation” across all indicators related to building relationships between school staff and families. District administrators identified several key strengths that support inclusive and meaningful family engagement.  1. Strong family and community engagement, including high participation in PTA, ELAC, SSC, and volunteer activities; diverse community events such as Fall Festival, Kermes, Science Day, and music nights; and the consistent use of multilingual communication tools such as ParentSquare and weekly principal messages to maintain family connections.  2. Consistent and accessible two-way communication practices, including outreach through texts, phone calls, videos, online platforms, and social media; personalized engagement strategies such as beginning-of-year teacher-family conferences; and an emphasis on positive communication through postcards, recognition messages, and calls home. These efforts support the district’s progress in creating welcoming environments and ensuring communication is understandable and accessible to families.  3. Relationship-centered school practices that foster trust and belonging, including restorative conversations, character education assemblies, open-door policies, and culturally responsive events such as mariachi performances during Open House. Teachers and staff are encouraged and supported in building trusting relationships with families by learning about family strengths, cultures, languages, and goals for their children.  4. Strategic staff support and coordination through the work of CAFE specialists, family literacy workshops, and ongoing support for family participation in ELAC and SSC. These structures strengthen school-family partnerships because they provide families with multiple opportunities to engage in school activities, leadership, and communication processes.  5. Increasing participation in advisory and feedback structures, including growing involvement in ELAC and SSC and the active use of parent surveys and educational partner input to guide planning and decision-making. These practices demonstrate the district’s commitment to continuous improvement and inclusive engagement because family feedback is regularly collected, reviewed, and incorporated into school and district planning processes.|Based on the analysis of educational partner input and local data, district staff identified several focus areas for improvement in strengthening relationships between school staff and families. A primary focus area is the development of a district-wide Family Engagement Framework, using California’s Family Engagement Toolkit as guidance, to create consistent expectations, structures, and supports for family engagement practices across all schools. This work is intended to strengthen alignment between family engagement efforts and the district’s LCAP goals.  The district also identified the need to expand professional learning for staff on effective family engagement practices, including culturally responsive communication, anti-bias strategies, and approaches for engaging diverse families. This focus area emerged because strong relationships between families and schools depend on staff capacity to build trust, recognize family strengths, and communicate in ways that are inclusive and responsive to different cultural and linguistic backgrounds.  Another focus area is increasing family access and reducing participation barriers. District staff recognized that families may face challenges attending meetings and events due to scheduling, childcare, transportation, language access, or other competing responsibilities. To address these barriers, the district plans to expand flexible meeting formats and provide supports such as childcare, food, and translation services during major events and engagement opportunities.  Finally, the district identified the need to strengthen the use of local data to better tailor outreach and engagement efforts. This includes expanding the use of survey and engagement data from sources such as the California Healthy Kids Survey, California School Parent Survey, and other local feedback tools to identify underserved family groups and improve communication, outreach, and participation efforts at all school sites. These efforts are intended to ensure that family engagement strategies are responsive to the needs, perspectives, and experiences of all families, particularly those who have been historically underrepresented in school engagement activities.|Based on the analysis of educational partner input and local data, the district identified several strategies to improve engagement with underrepresented families in relation to building relationships between school staff and families. The district recognized that families are more likely to engage when they feel welcomed, represented, and included in school planning and communication processes.  To strengthen trust and participation, the district will increase opportunities to co-design events and activities with underrepresented families. The district will hold focus groups, listening sessions, and collaborative planning opportunities with targeted family groups to ensure that family voices help shape engagement activities such as Family Literacy Nights, IEP orientation events, and school community celebrations. These efforts will include culturally responsive elements such as multilingual communication, culturally relevant activities, and the inclusion of cultural foods, languages, and traditions because families are more likely to participate when engagement opportunities reflect their identities and experiences.  The district will also expand leadership development opportunities for families who may feel unfamiliar or uncomfortable participating in formal advisory structures such as ELAC and SSC. The district will provide workshops and capacity-building opportunities focused on topics such as understanding school systems, participating in school leadership, and advocating for students. In addition, staff will use personal invitations and culturally respectful outreach practices to encourage broader participation and recognize families for sustained involvement and leadership contributions.  To improve communication access, the district will diversify communication methods beyond traditional digital platforms. Recognizing that not all families access or trust the same communication tools, schools will expand the use of multilingual video messages, flyers distributed through community events and local organizations, and plain-language summaries of school policies and programs. These efforts are intended to improve accessibility and ensure families receive information in formats that are understandable, welcoming, and responsive to their communication preferences.  Finally, the district will work to embed family engagement into the ongoing culture of schools rather than relying only on one-time events. Schools will establish consistent opportunities for relationship-building through activities such as coffee chats, family circles, recognition opportunities, and regular check-ins with families. Staff will also receive continued training on cultural humility and strengths-based family engagement practices because sustained relationships between schools and families increase trust, belonging, and long-term participation in school communities.|The district's strengths and progress in this area include: Here is a revised version that more directly reflects the ratings and narrative information from pages 10–11 related to Building Partnerships for Student Outcomes, including the district’s ratings of “3 – Initial Implementation” in professional learning and family advocacy supports and “4 – Full Implementation” in family resources and family-teacher partnership practices.   The district continues to strengthen partnerships with families to support student outcomes through increased communication, academic engagement opportunities, and structures that encourage family participation in student learning and decision-making. District self-reflection ratings indicate strong implementation in providing families with information and resources to support learning at home and in implementing programs that promote collaboration between educators, students, and families regarding student progress.   Key strengths identified through educational partner input and local data include increased participation in student-centered meetings, particularly among Spanish-speaking families participating in IEP and 504 meetings. This progress is significant because greater family participation in these meetings supports collaborative planning, improves understanding of student needs, and strengthens shared responsibility for individualized student supports, especially for historically underrepresented families.  The district has also expanded efforts to integrate academics into family engagement opportunities. Schools host Family Science Nights, Reading Nights, and other learning-focused events where teachers share grade-level expectations, instructional strategies, and resources families can use at home. These practices strengthen family-school partnerships because families gain a clearer understanding of academic expectations and how to reinforce learning outside of school.  Intentional communication practices continue to support family engagement and student success. Schools use ParentSquare, multilingual reminders, conference outreach, and multiple communication formats to increase participation in family conferences, ELAC meetings, and student support meetings. These efforts improve access to timely and meaningful information because families receive updates in formats and languages that are more accessible and responsive to their needs.  The district has also expanded structured opportunities for parent and student voice through youth advisory groups, family-focused events, and ongoing opportunities for feedback and collaboration. These practices support a culture of shared responsibility for academic achievement and social-emotional well-being because families and students are provided meaningful opportunities to contribute to school planning and student support discussions.  Finally, the district demonstrates a growth-oriented approach to family partnership practices by continuing to improve staff capaci|Based on the analysis of educational partner input and local data, district staff identified several focus areas for improvement in strengthening partnerships between families and schools to support student outcomes. One focus area is creating more consistent and systematized academic partnership opportunities across all school sites. While schools currently host events such as Family Science Nights and Reading Nights, implementation varies by site. The district identified the need for a district-wide framework that establishes regular academic partnership events at each school and includes multilingual supports, grade-level learning activities, and family-friendly strategies that help families better understand how to support student learning at home.  Another focus area is expanding professional learning for staff on culturally responsive and culturally sustaining family engagement practices. Educational partner feedback indicated that strong family-school partnerships depend on staff capacity to build trusting relationships with families from diverse cultural and linguistic backgrounds. The district plans to strengthen professional development opportunities focused on inclusive communication practices, culturally responsive engagement strategies, and approaches that affirm family strengths and experiences because these practices increase family participation and strengthen collaboration around student success.  The district also identified the need to deepen and standardize data-sharing practices with families. Families reported that information about grade-level expectations, assessment results, and student progress is valuable, but practices vary across schools and classrooms. To improve consistency, the district plans to strengthen the use of data conversations during parent-teacher conferences and other family meetings by providing family-friendly explanations of assessment data, progress toward learning goals, and specific strategies families can use to support learning at home. These efforts are intended to increase family understanding of student progress and strengthen shared responsibility for academic growth and achievement.|Based on the analysis of educational partner input and local data, the district identified several strategies to improve engagement of underrepresented families in relation to building partnerships for student outcomes. Educational partner feedback indicated that some families experience barriers related to language access, familiarity with school systems, and opportunities for meaningful two-way communication about student learning.  To address these barriers, the district will provide multilingual, hands-on academic workshops that include practical learning tools and take-home resources for families. Workshops will focus on topics such as understanding assessment reports including iReady, CAASPP, and ELPAC results; strategies for supporting reading and mathematics at home; and understanding student learning goals, including IEP goals and supports. These workshops are intended to strengthen family understanding of student progress and increase family confidence in supporting learning outside of school.  The district will also embed academic engagement opportunities into existing cultural, community, and family-centered events. Educational partner input indicated that some families may be more likely to participate in informal community gatherings than in traditional school meetings. To increase accessibility and participation, schools will incorporate interactive academic support stations, student showcases, performances, and family learning activities into events such as cultural celebrations, open houses, and school community nights. These efforts are intended to create welcoming environments that connect family engagement with student learning in meaningful and culturally responsive ways.  In addition, the district will strengthen two-way communication practices related to student learning and progress. Families shared that communication can sometimes feel one-directional, with information primarily sent from school to home. To improve collaboration, schools will implement strategies such as pre-IEP surveys to gather family questions and concerns, regular check-ins with targeted families, and structured opportunities for families to provide input regarding student goals and supports. These practices are intended to strengthen trust, improve shared decision-making, and ensure that families are active partners in supporting student academic and social-emotional success.|The district has established multiple structures and practices that support meaningful educational partner engagement and shared decision-making across school and district levels. District self-reflection ratings indicate strong implementation in building staff and family capacity for participation in advisory groups, providing opportunities for family input, and creating collaborative planning processes involving families, students, staff, and administrators.  Key strengths identified through educational partner input and local data include the use of multiple feedback and advisory structures to gather input from families, students, staff, and community members. These opportunities include School Site Council (SSC), English Learner Advisory Committee (ELAC), PTA, youth advisory groups, surveys, community forums, and site-level engagement activities. These systems support inclusive decision-making because they provide families and students with multiple avenues to share perspectives, participate in planning, and contribute to school improvement efforts.  The district has also made progress in elevating student voice and leadership through student advisory opportunities and student-centered feedback forums. Student participation in advisory groups and leadership discussions helps schools better understand student experiences related to school climate, programs, and campus decision-making because students are provided meaningful opportunities to share their perspectives and recommendations.  Educational partner feedback also highlighted the district’s recognition of barriers that may limit participation for some families, including survey fatigue, scheduling challenges, and competing responsibilities. In response, some schools have expanded informal and in-person engagement opportunities such as principal chats, family resource center supports, listening sessions, and community-based outreach efforts. These practices help increase accessibility and relationship-building because families are provided with more flexible and welcoming opportunities to participate in school discussions and decision-making processes.  In addition, the district continues to use educational partner input to inform planning, school improvement efforts, and program development. Survey feedback, advisory committee discussions, and family input are reviewed and incorporated into school and district planning processes to strengthen alignment between family perspectives, student needs, and district priorities. This ongoing use of feedback demonstrates the district’s commitment to continuous improvement and collaborative decision-making.|Based on the analysis of educational partner input and local data, district staff identified several focus areas for improvement in strengthening educational partner participation in decision-making processes. One focus area is increasing opportunities for principals and school site leaders to participate more actively in district-level planning and decision-making. Educational partner feedback indicated that principals would benefit from earlier involvement in district initiatives and planning discussions so that site-level perspectives, implementation challenges, and local data can more consistently inform district decisions. The district plans to strengthen collaborative planning structures and increase opportunities for principals to share school-specific needs and priorities during district planning processes.  Another focus area is improving survey participation and feedback collection from underrepresented families and educational partner groups. Local data and educational partner input showed that survey participation rates remain lower among some family groups due to barriers related to language access, survey length, accessibility, and competing responsibilities. To address these barriers, the district plans to strengthen culturally responsive outreach strategies by simplifying surveys, incorporating visuals and multilingual supports, and providing both digital and paper-based opportunities for participation. These efforts are intended to increase accessibility and improve representation in district and school feedback processes.  The district also identified the need to create more consistent and ongoing feedback opportunities throughout the school year rather than relying primarily on one-time surveys or meetings. Educational partner feedback indicated that families may be more likely to participate when opportunities for input are flexible, timely, and connected to ongoing school communication practices. To improve continuous engagement, the district plans to expand the use of short pulse surveys, ParentSquare feedback opportunities, listening sessions, and regular communication updates through newsletters and principal messages. These strategies are intended to strengthen two-way communication and ensure that educational partner feedback continues to inform school and district decision-making throughout the year.|Based on the analysis of educational partner input and local data, the district identified several strategies to improve engagement of underrepresented families in relation to seeking input for decision-making. Educational partner feedback indicated that some families experience barriers related to language access, unfamiliarity with formal feedback processes, scheduling limitations, and limited opportunities for relationship-based dialogue with school staff and district leaders.  To address these barriers, the district will expand opportunities for families to provide input through more accessible and relationship-centered engagement strategies. In addition to traditional surveys and committee meetings, schools will incorporate listening sessions, feedback stations, and informal dialogue opportunities during existing school and community events such as Back-to-School Night, Open House, athletic events, and cultural celebrations. These efforts are intended to create more welcoming and flexible opportunities for families to share perspectives and contribute to school and district planning discussions.  The district will also strengthen efforts to reduce language and communication barriers by expanding the use of multilingual and family-friendly feedback tools. This includes providing surveys and feedback opportunities in multiple languages, incorporating visuals and simplified language formats, and exploring the use of voice-recorded or verbal feedback opportunities for families who may be less comfortable with written surveys. These strategies are intended to improve accessibility and ensure that underrepresented families can more meaningfully participate in decision-making processes.  In addition, the district plans to strengthen ongoing two-way communication and feedback loops throughout the school year. Schools will increase the use of tools such as ParentSquare, newsletters, principal updates, and targeted outreach to share how family input is being used to inform decisions and improve programs. By providing regular opportunities for input and demonstrating how feedback influences planning and school improvement efforts, the district aims to strengthen trust, increase participation, and build more inclusive partnerships with families who have historically been underrepresented in school decision-making processes.|4|4|4|4|3|4|4|3|4|4|4|4|Met||2026-06-11|2026
57727100121749|Science & Technology Academy at Knights Landing|3|Based on input from educational partners and local survey data, Science and Technology Academy at Knights Landing (Sci-Tech) has made significant progress in strengthening relationships between school staff and families. A key strength of the LEA is reflected in its consistent and inclusive communication practices. The use of the Seesaw platform, directly supports multilingual communication, ensuring that all families—regardless of language—remain informed and engaged. Weekly bilingual messages from the principal, translated flyers, newsletters, and committee invitations further enhance accessibility and transparency. Additionally, the CAFE Specialist has played a significant role in facilitating timely and effective communication with families, resulting in enhanced participation in school activities and meetings.  The Spring 2026 family survey data demonstrates high levels of family satisfaction and trust in the school community:  100% of families reported feeling comfortable speaking with teachers. 99% believed the school communicates effectively, an increase from 93% the previous year. 100% reported that staff use Seesaw, newsletters, and/or email to keep families informed. 98% reported feeling welcomed at the school.  Educational partner feedback highlighted strong appreciation for staff dedication, professionalism, and responsiveness. Families specifically thanked teachers and administration for their hard work and commitment to students. Additionally, families expressed appreciation for the administration’s open dialogue and responsiveness, with one family specifically identifying these relationships as a reason for continuing enrollment at Sci-Tech. Teachers were positively recognized for maintaining high expectations, supporting students, and consistently communicating with families. Several respondents shared that they were “very happy at this school” and had no concerns at this time. These results confirm that Sci-Tech’s intentional efforts have fostered a welcoming, respectful, and responsive environment that supports ongoing positive relationships with families.|Although family engagement and communication remain strengths, feedback from educational partners identified several barriers that continue to affect participation for some families. The most frequently identified challenges included conflicts with work schedules, such as night shifts and demanding work hours. Additional conflicts include students’ extracurricular activities and sports schedules. Families further identified responsibilities related to caring for younger siblings, family obligations, church attendance, transportation challenges, and travel time as barriers to attending school events and meetings.  Additional feedback identified the need for increased clarity regarding volunteer clearance and background check procedures. One parent expressed uncertainty regarding eligibility requirements and indicated that clearer communication about volunteer processes may help families feel more comfortable participating in school activities. Families also shared concerns regarding participation in events when younger siblings are present and requested consideration of ways to make family events more accessible for parents with small children. Educational partners recommended improved coordination of school event schedules with other district and community activities to reduce conflicts and increase attendance.  SciTech recognizes the importance of continuing to strengthen flexible, family-centered engagement opportunities that reduce barriers and increase participation for all families.|Sci-Tech will continue improving engagement of underrepresented families by expanding flexible and accessible opportunities for participation and communication. To support this, Sci-Tech will continue to provide bilingual communication through Seesaw, newsletters, phone calls, text messages, and translated materials to ensure families receive information in their primary language. Meetings and events will continue to include translation and interpretation support for Spanish-speaking families.  To address barriers identified through the self-reflection process, the school will continue offering flexible meeting times, virtual participation opportunities when possible, and increased communication regarding volunteer clearance procedures and family participation expectations. Sci-Tech will also explore additional family-friendly event structures that support participation for families with younger children and conflicting work schedules.  In addition, the school will continue providing workshops and resources focused on academic support strategies, attendance, student well-being, and understanding student progress data. Staff members, administration, and the CAFE Specialist will continue prioritizing relationship-building and direct outreach with families to ensure all families feel welcomed, valued, and included as partners in supporting student success.|Sci-Tech has continued to strengthen partnerships focused on improving student outcomes through active collaboration with families, staff, students, and community partners. Educational partners participated in the LCAP survey, the Parent Teacher Organization (PTO), English Language Advisory Committee (ELAC), Governance Committee, and Youth Advisory Council discussions focused on student achievement, attendance, school climate, safety, and enrichment opportunities. Family and staff input directly influenced school priorities related to academic interventions, student recognition systems, enrichment opportunities, social-emotional supports, and school safety improvements.  Families expressed appreciation for the school’s efforts to maintain open communication regarding student learning and school programs. Parents reported valuing the school’s strong relationships with students and the individualized attention provided by staff. Educational partner feedback also reflected appreciation for after-school opportunities, student activities, and enrichment programs that support both academic and social-emotional growth. These collaborative efforts have strengthened trust between families and the school while supporting improved student outcomes and increased family involvement in school decision-making processes.|Based on educational partner input and local data, Sci-Tech identified the need to continue expanding opportunities for family participation and increasing family understanding of academic supports and student progress monitoring. Families expressed interest in receiving additional information and workshops related to curriculum expectations, interventions, and ways to support learning at home, particularly in reading and mathematics.  The school also identified the need to improve participation among families who face barriers related to work schedules, transportation, language access, and childcare responsibilities. While many families actively participate in school activities, feedback indicates that some families require more flexible opportunities and supports to engage consistently in school events and decision-making processes. Continued efforts are needed to ensure all educational partners feel informed, empowered, and connected to the school community.|Based on the analysis of educational partner input and local data, Science and Technology Academy at Knights Landing (Sci-Tech) will continue improving engagement of underrepresented families by increasing accessible communication, reducing barriers to participation, and expanding opportunities for meaningful family involvement in student learning and school decision-making processes. Feedback from families identified barriers such as work schedules, transportation challenges, childcare responsibilities, extracurricular conflicts, and uncertainty regarding volunteer clearance procedures.  To address these barriers, Sci-Tech will continue providing bilingual communication through Seesaw, newsletters, phone calls, text messages, and translated materials to ensure all families receive timely and accessible information in their primary language. The school will continue offering translation and interpretation support during meetings and family events, particularly for Spanish-speaking families. Flexible meeting times and opportunities for virtual participation will also be explored to increase participation from families who are unable to attend events during traditional hours.  In addition, the school will continue strengthening direct outreach efforts through administration, teachers, and the CAFE Specialist to build personal relationships with families and provide individualized support when needed. Sci-Tech will also provide additional workshops and resources focused on understanding student progress, academic expectations, attendance, social-emotional supports, and strategies families can use to support learning at home. The school will continue seeking family feedback through surveys, committees, and engagement meetings to ensure underrepresented families feel welcomed, valued, and included as active partners in supporting student success.|Based on educational partner input and local data, Sci-Tech has established consistent structures for gathering meaningful feedback from students, families, staff, and community members through the School Site Council (SSC), English Learner Advisory Committee (ELAC), Parent Teacher Organization (PTO), Governance Committee, Youth Advisory Council (YAC), surveys, parent meetings, and ongoing communication systems. Educational partners regularly reviewed California School Dashboard indicators, local assessment data, attendance trends, school climate data, safety information, and program implementation updates throughout the LCAP development process. Feedback provided through these engagement opportunities directly influenced LCAP goals, actions, and services related to academic intervention, school climate, student wellness, English learner supports, family engagement, and enrichment opportunities. Sci-Tech has also demonstrated progress in increasing transparency and communication with families through the use of Seesaw, parent conferences, multilingual communication supports, and the continued use of advisory groups that include representation from families of English learners and unduplicated student groups. Student voice has also expanded through the Youth Advisory Council, which provided input regarding school safety, bullying prevention, attendance incentives, student recognition systems, and school connectedness.|Analysis of educational partner feedback identified several areas for continued improvement related to engagement and shared decision-making. Families expressed a need for increased parent participation, more consistent communication regarding student academic and behavioral concerns, and additional opportunities to volunteer and participate in school activities. Educational partners also identified the need to improve outreach to families who may experience barriers to participation due to work schedules, transportation limitations, or limited familiarity with school systems and available resources. Student feedback indicated a continued need for stronger opportunities for student voice and recognition, while staff emphasized the importance of strengthening communication systems and increasing participation from underrepresented groups in engagement activities and decision-making processes. Additionally, educational partners recommended expanding outreach efforts and improving accessibility to meetings and programs because some families remain less connected to school activities and opportunities to provide input.|Sci-Tech will continue strengthening engagement strategies to increase participation from underrepresented families, particularly families of English learners, socioeconomically disadvantaged students, and families who have historically participated at lower rates in school decision-making processes. Sci-Tech will expand outreach through the continued support of the CAFE Specialist, bilingual communication, translated materials, flexible meeting formats, and multiple communication platforms such as Seesaw, phone calls, surveys, and family events. Sci-Tech will also continue offering ELAC meetings, parent workshops, and school events designed to build relationships and increase awareness of available academic, behavioral, and social-emotional supports. Additional efforts will include increasing opportunities for parent volunteering, improving communication regarding student progress and available services, and providing more accessible opportunities for families to share feedback before and after school hours. These strategies are intended to improve participation because reducing communication and access barriers increases families’ ability to engage in school decision-making processes and support student success. Progress will be monitored through participation data, survey feedback, attendance at engagement activities, and representation of underrepresented families in advisory groups and school events.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-08|2026
57746250000000|Yolo County ROP|3||||||||||||||||||||||Not Met|||2026
58105870000000|Yuba County Office of Education|3|Thomas E. Mathews and Harry P B Carden schools have been implemented California Community School  Partnership Program grants which will strengthen the capacity for staff to build trusting and respectful relationships  with families and increase our success in creating a welcoming environment for all families in the school community.  Staff has successfully been proactive in learning about each family's strengths, cultures and goals for their children  through the enrollment and intake processes. YCOE is continuing to support multiple opportunities to engage in 2- way communication with families and uses language that is understandable and accessible to all families.|YCOE's Thomas E Mathews County Community School's continued focus area will be to schedule on-going parent  education and parent engagement opportunities based on feedback from parent engagement and provided to all  parents at the time of enrollment and orientation|TEM and Carden have implemented Community School Advisory Councils. Individual Learning Plans are scheduled  with parent and student conferences at the beginning of both semesters and during the semester to review goals and  outcomes to increase engagement. Individual Learning Plan meetings will engage staff with students and parents to  seek their input and help decide the best interventions, services, and supports the student needs to succeed. ILPs have been fully implemented at both Thomas E Mathews and HPB Carden schools.|During the ILP process, we explain our systems of support and encourage students and families to participate in the  services and supports identified to address their individual needs and improve student outcomes.|The focus area for improvement at both Thomas E Mathews and HPB Carden Schools continues will be  maintenance of the ILP process to identify student and family needs, and the supports and services available to  address them, and increasing family engagement through the Community Schools team.|During the ILP process, all students and families including the underrepresented families will be engaged.|The current strength is the commitment of YCOE and school administration to implement the Community School  strategies to authentically engage parents/guardians/families as partners in their children's education. There are  several tiers of engagement at the two school sites. Thomas E Mathews, County Community School: 1)  Enrollment/Orientation processes include an Independent Learning Plan meeting with school staff, parents and  students. During this meeting student and family needs are discussed and an individualized plan is developed to  address those needs. 2) Seasonal festivals, Back to School, Open House, and other school activities are held to  provide information about programs, support and interventions available for students, parents and families as well as  help parents feel comfortable as part of the school community. 3) Community School Advisory Council meetings are  held to review school data and make decisions regarding addressing identified student outcome gaps. At HPB Carden the Court School for incarcerated youth, parents/guardians/families participate in developing a  treatment plan for the family, which includes a school and educational component. California Community School Partnership Program (CCSPP) Advisory Committee will provide structures for  evidence-based parent and family engagement.|The continued focus area for Thomas E Mathews is to increase parents motivation and interested in attending  engagement opportunities by providing regularly scheduled on-going meetings and incentivize parents for  participating. The focus area for improvement at HPB Carden is to work with probation to determine how to improve  the opportunity to engage parents in providing input and decision-making. Currently, parents are invited to  Community School Advisory Council as well as seasonal celebrations.|ost of the families in the YCOE Court & Community Schools qualify as underrepresented. Therefore, the strategies  discussed above have been developed specifically for underrepresented families, and benefit all.|4|4|5|5|4|4|4|4|5|5|4|3|Met||2026-06-17|2026
58105870117242|Yuba Environmental Science Charter Academy|3|Current strengths and progress in Building Relationships Between School Staff and Families are that the LEA employs a Family Liaison to create opportunities to build relationships between students and families. The family liaison organizes back to school night in August that includes a dinner, a welcome presentation by the principal, and visits to classrooms to meet the teachers. The school hosts two family friendly events, Harvest Festival in October and Earth Day celebration in April. Earth Day functions as an open house and highlights the environmental science project based learning (PBL) that each class does throughout the year. Both the Harvest Festival and Earth Day celebration are well attended events. Last year we added a Holiday Performance event that was well attended by families that we plan to continue this year. We also implemented an active Parent-Teacher Club that engages families in planning and carrying out school events.|The LEA's focus area for improvement Building Relationships Between School Staff and Families is to continue refining the way we host awards assemblies. We instituted a new way of hosting awards assemblies two years ago. We host awards assemblies at the end of each testing cycle/grading period. All students were recognized for achievement on on objectively measurable progress of measurable goals. We invited all families to attend the awards assemblies and opened the family liaison's room for families before after each assembly for informal conversation and light refreshments. We attempted to create a festive atmosphere that congratulated students for 2026-27 Local Performance Indicator Self-Reflection for Yuba Environmental Science Charter Academy Page 11 of 20 their hard work and progress and acknowledged families for their support of their young scholars. After the inaugural year we refined the implementation of the end of grading period based awards assemblies with increased integration of the measurable achievement into the students' and families' awareness. In the coming year we plant to continue the end of grading period awards assemblies and to ask parents what would increase the rate of them attending awards assemblies and other school functiions by outreach from the Parent-Teacher Club.|YES will refine engagement of underrepresented families identified during the self-reflection process by engaging the Family Liaison and teachers to make positive phone calls home during the first trimester of the school year. We will set aside paid PLC time for teachers to make this calls.|The current strengths of YES in building partnerships for student outcomes are the implementation of Individualized learning plans (ILPs) for each student. Teachers invite families to participate in supporting their students' ILP goals though information about the measurable goals that will be awarded at the end of each grading period, and by sharing information with families about the growth mindset initiative at the school and inviting them to use growth mindset practices with their students.|A focus area for improvement in building partnerships for student outcomes is to support all teachers in grades 7-11 to have up to date student assignment and grade information available online through PowerSchool and to train and encourage families to access the information for families and students to access. A focus in grades 1st through 11th is to require teachers to attach an IXL data report in reading and math for parents to the report cards.|YES will improve engagement of underrepresented families in relation to building partnerships for student outcomes by scheduling time for the Family Liaison and teachers to reach out to families by phone, by a remote meeting, or other technology of their choice to discuss student strengths. Members of the Parent-Teacher Club will reach out though Parent Square.|The LEA’s current strength in Seeking Input for Decision-Making is the completion of the second year of having a person in the position of Family Liaison. The Family Liaison reached out personally to families to seek input, held coffee meetings along with the principal for families to give input in person, and sent messages to families through Parent Square. These were both informational a survey question messages.|A YES focus areas for improvement in Seeking Input for Decision-Making is inviting families to participate in high interest, single subject discussions. These are homework policy, cell phone policy, and bully prevention. These are timely topics that are in the news and touch the lives of families.|The LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by by reaching out through the Family Liaison with a phone call, text, or the parents' preferred method of communication. The school uses a cell phone for school use specifically because many of our underrepresented families' preferred method of communication is through text.|4|4|3|3|3|3|4|3|3|3|3|3|Met||2026-06-25|2026
58105875830112|Yuba County Career Preparatory Charter|3|YCCPCS fosters a strong, collaborative culture built on trust and partnership with families. The Advisory Council, including the site administrator, parents, community partners, students, and staff, serves as an active forum for shared decision-making and transparent communication. Families are welcomed into the program through personalized independent study orientations that outline each student’s learning plan and available supports.  Each year, families participate in two parent-teacher-student Independent Study meetings, during which progress reports are reviewed in person, and next steps are planned collaboratively. These meetings provide predictable, meaningful opportunities for families to partner with staff around academic progress and student goals.  Teachers maintain consistent, accessible communication through calls, texts, emails, and in-person meetings, ensuring families receive timely updates and strategies for supporting learning at home. Weekly feedback, quarterly progress reports, and access to Google Classroom and BrightThinker keep families connected to their child’s academic journey. Two designated staff members now proactively reach out to families in need rather than waiting to be contacted, reinforcing the school’s reputation for responsiveness and care.  Family engagement events continue to expand, including the Bear Scholar recognition program, the annual Art Show, and Family Nights, all of which now draw significantly higher participation. Recent Advisory Council discussions confirm that attendance has risen notably following the shift from food-based gatherings to award-focused recognition nights celebrating student achievement. This growth reflects YCCPCS’s success in creating welcoming, purpose-driven events and sustaining meaningful relationships with families.|YCCPCS has achieved full implementation and sustainability in its efforts to build relationships with families. The next phase focuses on refining event structures based on family feedback and expanding multilingual communication. The school will embed brief feedback opportunities at high-traffic events and will continue using teacher-initiated independent study check-ins to gather family input. Advisory Council feedback also highlighted the need to increase cultural outreach and appreciation of students’ histories, ensuring that engagement remains inclusive and culturally responsive.|YCCPCS serves a diverse community, including families facing economic hardship, as well as smaller groups of English learners and foster youth. To improve engagement, staff will continue training in cultural responsiveness and socioeconomic barriers, recruit bilingual family members to the Advisory Council, and partner with community organizations to co-host culturally relevant events. The school will maintain multiple participation options, print, digital, and in-person, to accommodate families with limited availability. These strategies, reinforced by proactive outreach and personalized communication, ensure equitable access and sustained relationships for all families.|YCCPCS has reached full implementation and sustainability in building partnerships for student outcomes. Teachers and administrators receive ongoing professional learning focused on family collaboration and advocacy. Families are provided with clear information and resources to support learning at home, including orientation sessions that help new enrollees understand their options and how to advocate for their students. Recent Advisory Council minutes highlight expanded communication channels (email, mail, and phone) to ensure consistent outreach and responsiveness. Staff continually strive for improvement, refining these systems to meet families’ needs. The school’s commitment to cultural recognition and appreciation for students’ backgrounds further strengthens partnerships to build a sense of belonging.|While implementation is sustained, YCCPCS will continue to enhance cultural outreach and appreciation for students’ histories, ensuring that engagement reflects the diversity of its community. The school will also maintain its emphasis on advocacy training for families and staff, ensuring that all partners understand their rights and responsibilities in supporting student success.|YCCPCS leadership will continue receiving targeted support and coaching to strengthen engagement practices and build partnerships that improve student outcomes, with a particular focus on underrepresented families. To sustain a continuous cycle of improvement, YCCPCS will: 1. Tailor materials to the specific needs of underrepresented families, such as translations, workshops, and digital tutorials, to address barriers and help families effectively support learning at home. 2. Strengthen internal procedures by engaging underrepresented families in culturally responsive ways. This includes offering flexible, informal check-ins (community-based or virtual) to discuss progress and co-create strategies for student success. 3. Ensure underrepresented families are aware of and able to participate in interventions by proactively reaching out through multiple communication channels to identify needs and provide support related to scheduling, transportation, and access. These actions reinforce YCCPCS’s commitment to equitable, culturally responsive engagement that empowers all families to partner in improving student outcomes.|YCCPCS actively engages families and community members in decision-making through its Advisory Council, which reviewed and provided input on updates in the Local Indicator Self-Reflection during the March 24, 2026, meeting. The council’s collaborative process ensures that family perspectives directly inform the LCAP and other school plans.|To enhance sustainability and deepen engagement, YCCPCS will continue to refine feedback loops between council meetings and program implementation, ensuring that educational partners' input remains central to continuous improvement.|YCCPCS provides multiple opportunities for all families, including underrepresented groups, to participate in local decision-making. To further strengthen engagement with families who face barriers, the school will build on its existing strengths through targeted, culturally responsive strategies: 1. Designing outreach tailored to specific needs (e.g., translations, virtual options). 2. Collaborating with trusted community partners to co-host events. 3. Providing translators and translated materials to help families participate effectively in decision-making. 4. Reviewing and refining procedures to meet identified needs (e.g., varied meeting times and locations). 5. Continuing staff efforts to proactively connect with underrepresented families and co-design engagement activities that increase participation. These strategies reinforce YCCPCS’s commitment to ensuring that all families, especially those historically underrepresented, have equitable access to decision-making opportunities.|5|5|4|5|5|5|5|5|5|4|5|5|Met||2026-06-17|2026
58727280000000|Camptonville Elementary|3|Our LEA uses multiple means and tools for creating 2 way communication.|The LEA continues to receive reciprocal communication from families.|We continue to try new methods for outreach including partnering with CEI and our local community partnerships to increase community involvement.|The LEA excels in providing multiple modes of communication for building partnerships.|We continue to work on creating reciprocal communication from partners in the community.|We have implemented new communication and outreach tools, including all call and internet systems.|All members of the community are encouraged to participate in decision making. The administration has open hours for families to engage directly with them and provide meaningful input to school operations.|The LEA continues to struggle with getting families to participate in any meaningful manner. There is a distinct lack of parent involvement with any committees and groups on campus.|We can only continue to provide opportunities and outreach. The lack of participation on behalf of our families make creating change near impossible.|4|4|4|4|4|3|4|4|4|3|3|4|Met||2026-06-08|2026
58727286115935|CORE Charter|3|Building relationships is among the strengths at CORE Charter. Parent, student, and teacher partnerships provide the  foundation for the student's custom-designed educational program. Individual relationships develop and grow during  the year as many meetings occur and situations and needs are brought into the conversation. Progress toward  sustaining this strength is a matter of ongoing discussions at regularly scheduled meetings as well as spontaneous,  collaborative sharing of successful experiences. Communication comprises a considerable portion of every day for  teachers as they reach out, share information or observations, offer suggestions, track student progress, provide  tutoring, and more with families. Specific information can be sent to particular student groups and parents through a  schoolwide email or phone system. A designated employee updates and maintains the school's social media platforms,  newsletters, and website so that all information aligns, and to which community members may respond.|A focus area to improve relationships between school staff and families includes frequent interaction with families to  provide encouragement and education. Family members are an integral part of personalized learning and the teacher’s  role is often to bolster their confidence with resources and support. Teachers have made determined efforts to contact  families on a weekly basis thereby fostering healthy, communicative relationships. This year CORE offered additional  learning opportunities to families to support education at home, including an increase in our at-home intervention  offerings and tracking. The majority of parents and teachers reported that interventions were supporting academic  growth in their students. CORE will strive to build stronger partnerships for student success by continuing seminars,  parent educator conference, and increasing our online video library. Additionally, CORE will develop strategies for  increased communication between center class teachers and families. CORE seeks to ensure that all families  understand the value, seek to participate, share their input, and gain the reward of strong relationships.|Staff members, fluent in languages other than English, offer to communicate on the school's behalf when necessary. In  this way, no family is without the opportunity to engage. Underrepresented families receive the same personal contact  and opportunity to contribute as all families. All staff members, in addition to personalized teachers, offer assistance to  any family member at any time often seeking them out to ensure support. Underrepresented groups, along with all   families, report that communication between school and home is easy to read and understand and that CORE Charter  is a welcoming environment for all families in the community. We will strive to continue supporting our  underrepresented groups through their relationship and regular communication with their personalized learning  teacher.|"Professional learning opportunities to support teachers and administrators are offered throughout and even before the  school year begins for planning purposes. Often a teacher will discover an opportunity for learning and request to  participate. The school might extend the opportunity to others who will benefit as well. It is at these times, when  collaborating with professionals from the field, that teachers learn new and proven partnering approaches. All students  and their families are provided with information and resources they need to support student learning at home.  However, because of the depth of the ""resource well"" at CORE, some resources might be forgotten or otherwise left  untried. It is incumbent on the teacher to revisit these supports or review information regularly. As we grow, parent  training opportunities on available resources and supports will be essential to support student learning at home. CORE  will continue to stress and review such important information as explaining college and career pathways to the career  technical education fields and/or college/university. A first-time outline should be consider exposure, but pathway  explanations should require further personalized conversations with individual student goals in mind. In this way we can assure understanding for underrepresented families as well. CORE has and will continue to increase efforts to  prioritize goal setting and planning for students."|A focus area to improve partnerships for student outcomes includes the continued implementation of a verified  assessment program and interventions to support student growth. CORE utilizes the Star Renaissance Assessment  program to measure student growth over time, help parents and student identify learning needs, and design personal  plans to reach outcome goals. Many students and families have accepted the STAR Renaissance as a first step to  promoting effective learning plans for students. We expect to earn the trust and cooperation of parents and students  as they become knowledgeable and empowered with relevant data. CORE will continue to train teachers to create and  communicate individualized educational plans in collaboration with families. One continued focus will be promoting  goal-setting and intervention opportunities for all students. In the upcoming year, we will continue to implement  interventions and supports for students who need them.|Through personal contact, underrepresented families are especially encouraged to take advantage of all opportunities  for improved student outcomes. Teachers offer to assess students on an individual basis, provide oversight for at home testing when time or transportation is prohibitive, host group intervention or assessment sessions, offer online  interventions, as well as arrange for any opportunity even when personal circumstances might render it unlikely.  Regular one-on-one teacher/student conversations are the key to engaging underrepresented families.|CORE's small, family atmosphere lends itself to regular input through individual meetings, committees, and day-to-day  interactions. Input is solicited through Parent Club, Council Advisory Group, Student Clubs, individual interactions, and  surveys. Parents are integral to the success of CORE's program, and we value their involvement.|CORE continues to rely on committee function as part of CORE's regular informing process. Students and parents are  invited to participate through clubs, question/answer, surveys, and conversation formats. As always, our Parent Club,  Student Clubs, individual parent meetings, individual student meetings, and counsel advisory group are encouraged to  join and share input. To ensure effective communication, we plan to update our website to streamline communication   with our educational partners. Though welcomed and encouraged, some families decline to participate in the  decision-making process often because they take seriously their role as parent educator and household manager,  leaving them little time to join other efforts. We applaud their priorities. Our goal is to reach but not press every family,  including underrepresented families.|Through personal contact, underrepresented families are especially encouraged to share their needs and what they  think will best meet them. CORE teachers inherently develop listening skills to ensure all parent concerns are heard.  Sometimes they will bring these to the leadership level. Other times, they can simply make adjustments to the  student's program to best suit the family. Collaborative staff conversations allow us to know when a concern or need  is bigger than an individual family at which point this informs the overall decision-making process. In 2025-26, CORE’s  teachers, homeless/foster liaison, and school counselor made a concerted effort to connect with families/students  who are not attending in-person classes, services, field trips, and events to ensure they understand the opportunities  and resources available. This focus is to ensure that there are no barriers to accessing the in-person opportunities at  CORE. Our homeless/foster liaison communicated regularly with students’ personalized learning teacher on academic  progress and family/student needs during the 2025-26 school year. The liaison will continue to track and support  these students during the 2026-27 school year. Our English Learner Coordinator communicates with EL students’  personalized learning teachers, monitoring progress and ensuring necessary supports are in place.|4|5|5|4|4|5|5|4|5|4|4|5|Met||2026-06-25|2026
58727360000000|Marysville Joint Unified|3|MJUSD is dedicated to fostering a positive and enriching environment for school staff, students, and families.  Our district remains committed to providing the necessary resources to support the social-emotional well-being of our students, recognizing this as an ongoing need throughout our community.  To address behavioral support, MJUSD continues implementing Positive Behavioral Interventions and Supports (PBIS) districtwide, consistently promoting clear student expectations and strengthening communication between schools and parents.  Additionally, we provide Parent Institute for Quality Education (PIQE) training for parents of English Learners, equipping families with the tools to support their children's academic success.  The Community Schools Grant further enhances these efforts by providing opportunities for enriching family activities, helping to build a strong connection between school and home.  These initiatives reflect our commitment to ensuring every student has the resources and support needed to thrive academically, socially, and emotionally.  Understanding the unique challenges that newcomer students face, MJUSD offers Saturday school sessions designed not only to strengthen academic skills but also to foster a supportive and inclusive culture for students and their families.|MJUSD is committed to strengthening communication between school and home by providing staff with professional development opportunities. Training in Positive Behavioral Interventions and Supports (PBIS) continues to be implemented across all schools, focusing on improving school climate and increasing parent engagement.  To further support families, MJUSD continues to provide parent institutes designed to help parents gain the knowledge and skills needed to support their children’s education. These institutes foster a strong partnership between home and school, ensuring that families feel empowered and connected to their child’s learning journey.  Additionally, through the Community School Grant, schools are increasing efforts to offer more parent activities at school sites. These events aim to create meaningful opportunities for families to engage with educators, build relationships, and enhance communication between home and school. MJUSD remains dedicated to fostering a collaborative and supportive educational environment for all students and their families.|MJUSD is committed to meeting the needs of our underrepresented families by providing targeted support and resources.  With the investment in Outreach Consultants (ORCs) and English Learner (EL) Facilitators, we have established intentional support systems for our English Learners, low socioeconomic status (low SES) students, and foster youth. These staff members are critical in strengthening engagement between schools and families, ensuring that students receive the necessary academic and social-emotional support.  For students experiencing significant attendance challenges that require intervention from the Student Attendance Review Board (SARB), MJUSD provides a dedicated SARB clerk. This clerk helps organize and maintain records for the SARB process while facilitating clear communication with families to support improved attendance.  Additionally, our office staff receives annual training on registration requirements for foster students, and we closely monitor records in Aeries to ensure these students receive all necessary services and support. Addressing health-related needs is another priority for MJUSD. School nurses and health aides throughout our schools work to improve access to healthcare resources for underrepresented families. Furthermore, to ensure language is never a barrier to communication, MJUSD provides Spanish translation services districtwide. This includes translations for Individualized Education Programs (IEPs), district newsletters, phone calls, and parent meetings, reinforcing our commitment to inclusivity and equitable access to information for all families.|MJUSD is committed to supporting our educational partners in supporting student outcomes.  We have invested in our schools by hiring Outreach Consultants, Attendance Clerks, School Counselors, SARB Clerk, and EL facilitators.  These positions were designed to help bridge the communications between home and school.  In addition to the home to school communications, these positions are designed to have intense focus on student academic data as well as other identified needs for students.  MJUSD has also developed a Graduate Profile which provides a roadmap for educational outcomes.  This plan was developed with educational partners and continues to play a significant role district wide.  In addition to a Graduate Profile, MJUSD developed a UPK-3 Literacy Plan rooted in the Science of Reading.  This plan was developed by educators and district staff to align instruction with the Science of Reading as well as provide opportunities for parent communication.|MJUSD is committed to supporting our educational partners in enhancing student outcomes. To strengthen the connection between home and school, we have invested in key support staff, including Outreach Consultants, Attendance Clerks, School Counselors, a SARB clerk, and EL facilitators. These roles are essential in improving communication with families while focusing on student academic data and addressing other identified student needs.  In our commitment to academic success, MJUSD has developed a Graduate Profile as a roadmap for guiding educational outcomes. This plan, created in collaboration with our educational partners, plays a significant role in shaping the student learning experience and ensuring that graduates are well-prepared for future success.  Additionally, MJUSD has implemented a UPK-3 Literacy Plan based on the Science of Reading. Developed by educators and district staff, this plan aligns instruction with evidence-based literacy practices while providing parent engagement opportunities. Through these initiatives, MJUSD continues prioritizing student achievement by fostering collaboration between schools, families, and the broader educational community.|MJUSD continues strengthening relationships with educational partners to promote positive student outcomes, particularly for underrepresented families. For English Learners, EL Facilitators are critical in monitoring student data through ELLevation and ensuring that eligible students are successfully reclassified. Additionally, the Coordinator of English Learners and Student Support maintains open communication with parents through DELAC (District English Learner Advisory Committee) and ELAC (English Learner Advisory Committee), fostering family engagement and support.  To address the needs of our low socioeconomic status (Low SES) and foster students, MJUSD provides targeted support through attendance clerks, PBIS/MTSS frameworks, and outreach consultants. These resources help bridge the gap between home and school, ensuring students receive the academic and emotional support necessary for success.  MJUSD also utilizes programs such as A2A (Attention 2 Attendance) and Student Success Teams (SSTs) to monitor student data effectively. These programs allow staff to intervene promptly, providing students with the resources and support they need to stay engaged and succeed in their educational journey. Through these efforts, MJUSD remains committed to equity, inclusion, and academic excellence for all students.|MJUSD actively seeks input from our educational partners through multiple channels to ensure that district decisions reflect the needs of our community. We hold advisory committee meetings, including the District Advisory Committee (DAC), District English Learner Advisory Committee (DELAC), and LCAP Committee, as well as Student Leadership Team meetings across the district during the 2025-26 school year.  To further gather insights, MJUSD developed and distributed a comprehensive needs assessment survey to educational partners from January to March 2026, resulting in over 400 responses. This feedback helps guide district initiatives and priorities.  By utilizing various engagement methods, MJUSD remains committed to understanding and addressing the needs of the families and students we serve, ensuring that all voices are heard in the decision-making process.|Although MJUSD has strengthened communication between educational partners and district leadership through various committees, we recognize the need to expand outreach efforts to engage more parents directly at the school level. Strengthening relationships between families and schools remains a priority, as increased collaboration leads to better student outcomes. To achieve this, MJUSD will continue to provide multiple avenues for parent and educational partner input. This includes attending site meetings and events to engage families in meaningful discussions about their students’ needs. Additionally, we will maintain and expand committee work focused on key initiatives, such as the UPK-3 Literacy Plan, ensuring that stakeholder voices shape district programs and policies. By deepening our connection with school sites and fostering more direct parent engagement, MJUSD aims to create a more inclusive and collaborative educational environment that benefits all students.|MJUSD remains committed to including our underrepresented families in the decision-making process by providing multiple opportunities for input and engagement. We actively seek feedback from English Learner families through District English Learner Advisory Committee (DELAC) and Local Control and Accountability Plan (LCAP) committee meetings. These meetings allow families to share their experiences and needs, helping shape district policies and programs. To ensure accessibility, all communications are available in Spanish through our district translator, ensuring that language is never a barrier to participation.  District Advisory Committee (DAC) and LCAP meetings serve as key platforms for our Low SES and Foster families for direct communication between family representatives and district leadership. These meetings provide valuable insights into the challenges these families face, allowing MJUSD to develop targeted support initiatives.  Additionally, Outreach Consultants are critical in facilitating conversations between families and the district. By fostering open communication and actively listening to our community, MJUSD continues strengthening relationships with underrepresented families, ensuring their voices are heard in decision-making.|3|4|3|4|3|3|4|4|4|4|4|3|Met||2026-06-23|2026
58727360121632|Paragon Collegiate Academy|3|Paragon Collegiate Academy serves a population of students and families who come from low socioeconomic backgrounds. Paragon parents/guardians have indicated that they struggle to help their children academically, especially in math. Paragon Collegiate Academy’s strength is communication with parents/guardians to support school operations and student success. This is accomplished by consistent communication between teachers and parents/guardians through various platforms. There is also strong communication to families through our Bright Arrow communication system, website, Class Dojo, and also via our weekly newsletter.|Paragon Collegiate Academy’s focus areas will be to provide various school activities which promote family participation. Functions such as Back to School Night, Open House, and Parent Workshops are all examples of activities families can participate in.|Paragon’s main focus is to target underrepresented families and encourage their presence at events. This will be done by searching for families who fall under this category and facilitate means of ensuring participation.|The success of our students is highly dependent on many variables. One of those variables is the partnership between school and home. Our student handbook clearly states that parents/guardians must partner with their child’s teacher and agree to be connected to the school. Paragon’s strength is our policies and our high expectations of our parents/guardians.|Paragon’s focus area for building partnerships is to have high expectations for both school staff and parents/guardians in terms of fulfilling responsibilities such as attending parent/teacher conferences, informational meetings, and meetings with the principal when experiencing attendance and/or behavior issues.|Again, Paragon’s main focus is to target underrepresented families and encourage them to be active in their child’s education. . Paragon will continue searching for families who fall under this category and facilitate means of ensuring this partnership. This will be done by maintaining an open communication system with parents and following up with them on specific issues|Educational success by students or teachers is dependent on having goals and plans. Stakeholder input is extremely important in the educational platform as it assists school leaders in their determination of budgetary development. Paragon’s strength is that we value our stakeholder feedback and we offer ample opportunities for it. Staff members are able to provide input during weekly and monthly staff meetings. Parents and community members are able to provide input during our PTSA and Board of Director meetings.|Paragon’s focus area is to continue to provide opportunities for input. Paragon will provide the opportunity for stakeholder input through surveys and questionnaires in addition to said meetings.|As stated earlier, Paragon’s main focus is to target underrepresented families and encourage them to be active in their child’s education. . This includes providing them with opportunities to share input on decisions made at Paragon Collegiate Academy. Paragon will seek input from underrepresented families through various communication means including but not limited to telephone conferences, in-person meetings, surveys, and questionnaires.|4|5|5|5|5|5|5|5|4|4|5|5|Met||2026-06-25|2026
58727365830138|Marysville Charter Academy for the Arts|3|We are responsive to parent input and provide opportunities for parents to provide input and be involved in the school.|We need to be more specific about what kind of parent involvement we need, and we need to do a better job of communicating with our parents.|We need to look into offering some parent nights that will allow parents to share concerns, compliments, and ideas about how the school is doing and how it could do better, and we need to show them that we are listening by acting on what we can.|Again, we are responsive when parents reach out with concerns.|We need to do a better job of soliciting information, rather than waiting for parents to share concerns. We also need to find more ways, other than Site Council/LCAP, PTCO, etc., for parents to become involved in discussions surrounding how to improve student outcomes.|Similar to the analysis in Section 1, we need to offer some parent information/sharing nights with the dual purpose of making sure parents feel heard and seeking ways to improve student outcomes.|It appears that families believe we are seeking input for decision-making.|Even though we are at Full Implementation in all rankings, we need to do a better job of seeking input from our parents about the decisions we are making, even if it is just to help explain the rationale behind changes. Providing them more opportunities to share their input will result in greater buy-in if they feel heard and see that we are acting on their input.|Again, I echo the answer to the analysis for both Sections 1 and 2.|4|4|3|4|4|4|4|3|4|4|4|4|Met||2026-06-23|2026
58727440000000|Plumas Lake Elementary|3|This is a real strength for PLESD. The parent survey that is done every year to gather a broad perspective on the goals of the LCAP and the climate of the community shows that parents feel connected to the schools and staff in the District.|PLESD will continue to focus on supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. As well as PLESD is doing in this area, work still can be done to make it sustainable over the long term.|PLESD will continue to focus on supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. As well as PLESD is doing in this area, work still can be done to make it sustainable over the long term.|PLESD has made it a focus to develop resources for parents to support their students' learning and development in the home. The attendance at our parent information nights has increased over the past two years. Student Services has  focused on supporting students socially and emotionally. Parent conferences have been scheduled so that the conferences are not centered on report cards but on developing learning goals for students.|PLESD has identified the continued growth of parent participation in the parent information nights and to continue to find new ways to communicate to parents about how they can support their children academically, socially, and emotionally.|PLESD has identified the continued growth of parent participation in the parent information nights and to continue to find new ways to communicate to parents about how they can support their children academically, socially, and emotionally.|PLESD has identified the continued growth of parent participation in the parent information nights and to continue to find new ways to communicate to parents about how they can support their children academically, socially, and emotionally.|PLESD will continue to develop procedures and processes to involve parents in the decision making for school sites and the District.|PLESD will continue to develop procedures and processes to involve parents in the decision making for school sites and the District.|4|5|4|4|4|4|5|5|3|3|4|3|Met||2026-06-16|2026
58727510000000|Wheatland|3|Based on educational partner feedback, survey results, and local measures, Wheatland School District demonstrates strong performance in building positive relationships between school staff and families. Families consistently report feeling welcomed, respected, and informed through ongoing communication and outreach efforts. The district has established multiple avenues for two-way communication, including multilingual communication platforms, family engagement events, parent-teacher conferences, and regular school-to-home updates.  Local data indicate increased family participation in school activities, expanded opportunities for parent leadership and decision-making, and improved responsiveness to family questions and concerns. Educational partners report that school staff foster a supportive and inclusive environment where families feel valued as partners in their children's education. The district's use of community liaisons, culturally responsive events, and targeted outreach efforts has strengthened connections with families and reflects the diverse needs of the school community.  Overall, evidence from surveys, participation data, and stakeholder feedback demonstrates that Wheatland School District has effective systems and practices in place to engage families, promote meaningful partnerships, and support positive school-home relationships|Based on educational partner feedback, survey results, and local measures, Wheatland School District demonstrates strong implementation of practices that seek parent input and promote meaningful family participation in the educational process. The district provides multiple opportunities for families to engage in school and district decision-making through advisory committees, school events, surveys, parent-teacher conferences, and leadership opportunities.  Local data indicate that families have access to timely information, opportunities to provide feedback, and multiple avenues for communication with school staff. The district has expanded translation and interpretation services, increased outreach efforts, and implemented culturally responsive engagement practices to improve accessibility for all families. Educational partner feedback reflects positive relationships between schools and families and a growing sense of partnership in supporting student success.  To further strengthen these efforts, the district continues to refine communication strategies and expand opportunities for participation among families who have been historically underrepresented. Ongoing efforts include personalized outreach, enhanced language access services, and additional forums for family voice and collaboration. Overall, evidence demonstrates that Wheatland School District has effective systems in place to engage families as valued partners while maintaining a commitment to continuous improvement and equitable access to participation.|Based on educational partner feedback, local data, and the district’s self-reflection process, Wheatland School District demonstrates a strong commitment to improving engagement with historically underrepresented families. The district has identified targeted strategies to ensure all families have meaningful opportunities to participate in school activities, provide input, and partner with staff in support of student success.  WSD will strengthen family engagement by expanding culturally responsive communication methods, increasing access to translation and interpretation services, and offering flexible meeting times and formats that better accommodate diverse family needs. The district will also continue to enhance the role of community liaisons as trusted connections between families and schools.  In addition, WSD will develop more inclusive family events that reflect and celebrate the cultural backgrounds of the school community. Staff professional development will focus on equity, relationship-building, and effective family partnership practices to ensure families feel welcomed, respected, and empowered to participate in their child’s education.  These actions reflect WSD’s ongoing commitment to equitable family engagement, continuous improvement, and the development of strong, trusting relationships between schools and all families.|Based on educational partner feedback, survey results, and local measures, Wheatland School District demonstrates strong implementation of practices that promote meaningful partnerships between families, schools, and community organizations to support positive student outcomes. Families report having access to timely information regarding their child's academic progress through regular communication from teachers, parent-teacher conferences, and online platforms that provide real-time access to grades, attendance, and student performance data.  The district has established effective structures that support family engagement in student learning, including parent workshops, academic intervention meetings, and opportunities for families to collaborate with school staff in developing strategies for student success. Educational partner feedback indicates that families feel informed and supported in their role as partners in the educational process.  WSD has also strengthened partnerships with community organizations to expand access to tutoring, mentoring, enrichment programs, and other support services that contribute to student achievement and well-being. These collaborative efforts have increased opportunities for students both during and beyond the school day and have helped create stronger connections between home, school, and community.  Evidence from local data and stakeholder input demonstrates that Wheatland School District has effective systems in place to build and sustain partnerships that support academic engagement, student success, and shared responsibility for positive educational outcomes.|Based on educational partner feedback, survey results, and local measures, Wheatland School District demonstrates a strong commitment to building effective partnerships with families to support student learning and achievement. The district provides families with regular updates on academic progress, access to student performance information, and opportunities to collaborate with school staff in support of student success.  Through the self-reflection process, educational partners identified opportunities to further strengthen family understanding of academic standards, grade-level expectations, and strategies for supporting learning at home. In response, the district is enhancing efforts to provide clear, accessible information about instructional programs, academic expectations, and available support services. WSD is expanding opportunities for families to participate in academic workshops, student goal-setting conferences, and school-based learning activities that promote meaningful engagement in the educational process. The district is also developing resources and communication tools designed to help families better understand student progress and effectively support learning beyond the classroom.  These efforts reflect the district's ongoing commitment to strengthening family-school partnerships, increasing family capacity to support student achievement, and ensuring all families have access to the information and resources needed to contribute to positive student outcomes.|Based on educational partner feedback, local measures, and the district’s self-reflection process, Wheatland School District demonstrates a strong commitment to ensuring equitable family engagement and meaningful participation for all families. The district has identified and implemented targeted strategies designed to increase access, strengthen relationships, and remove barriers to participation for historically underrepresented families.  WSD is expanding the use of culturally responsive communication practices, increasing the availability of translation and interpretation services, and providing flexible meeting times and engagement opportunities that accommodate the diverse needs and schedules of families. These efforts support greater accessibility and foster stronger connections between families and schools.  The district continues to strengthen the role of community liaisons as trusted partners who facilitate communication, build relationships, and connect families with school resources and opportunities for involvement. WSD also promotes inclusive family engagement through events and activities that recognize, celebrate, and reflect the diverse cultural backgrounds represented within the school community.  To further support these efforts, staff participate in ongoing professional learning focused on equity, cultural responsiveness, and relationship-building. These practices help create welcoming school environments where families feel valued, respected, and empowered to contribute to their child's educational experience.  Evidence from stakeholder feedback and local data indicates that WSD has effective systems and practices in place to promote equitable family engagement while maintaining a commitment to continuous improvement and meaningful partnerships with all families.|Based on educational partner feedback, survey results, and local measures, Wheatland School District demonstrates strong implementation of practices that promote meaningful stakeholder engagement in decision-making processes. The district has established multiple avenues for families, staff, students, and community members to provide input through regular surveys, advisory committees, stakeholder meetings, and public engagement opportunities.  Local data indicate increased participation and engagement across stakeholder groups, supported by the district’s use of virtual participation options, multilingual communication, and targeted outreach efforts designed to improve accessibility and inclusiveness. These practices have expanded opportunities for educational partners to share their perspectives and contribute to school and district planning.  Feedback from educational partners reflects a positive perception that stakeholder voices are valued, considered, and incorporated into decision-making processes. Families, staff, and community members report having meaningful opportunities to provide input on programs, services, and priorities that impact student outcomes.  Evidence from local measures and stakeholder feedback demonstrates that Wheatland School District has effective systems in place to seek, consider, and respond to educational partner input, fostering a culture of collaboration, transparency, and shared responsibility for continuous improvement.|Based on educational partner feedback, local measures, and the district’s self-reflection process, Wheatland School District demonstrates a strong commitment to meaningful stakeholder engagement and continuous improvement in decision-making practices. The district provides multiple opportunities for families, staff, students, and community members to share input through surveys, advisory committees, public meetings, and other engagement activities.  Analysis of stakeholder feedback and participation data has identified opportunities to further strengthen engagement among underrepresented groups and increase transparency regarding how stakeholder input informs district decisions. In response, WSD is enhancing communication practices to more clearly demonstrate the connection between stakeholder feedback and resulting actions, priorities, and planning efforts.  The district is also expanding inclusive outreach strategies to increase participation from historically underserved communities and ensure that all educational partners have equitable access to engagement opportunities. These efforts include targeted communication, culturally responsive outreach, language-access supports, and relationship-building practices designed to encourage meaningful participation from a broad range of stakeholders.  Through these ongoing actions, WSD continues to strengthen a culture of collaboration, transparency, and shared decision-making, ensuring that stakeholder voice remains an integral part of district planning and continuous improvement efforts.|Based on educational partner feedback, local measures, and the district’s self-reflection process, Wheatland School District demonstrates a strong commitment to ensuring equitable participation in decision-making processes. The district continues to strengthen engagement practices by expanding culturally responsive outreach efforts, increasing multilingual communication, and providing accessible opportunities for all families to participate in school and district planning.  WSD is implementing targeted strategies to increase participation among historically underrepresented families, including hosting community forums in diverse neighborhoods, providing interpretation and translation services, and offering multiple formats for engagement to accommodate varying family needs and schedules. The district also collaborates with trusted community leaders and partners to build relationships, strengthen communication, and foster trust between families and schools.  These efforts are designed to ensure that all families have meaningful opportunities to share their perspectives and contribute to decisions that impact student learning and well-being. Stakeholder feedback and local data indicate that the district is building stronger connections with families and creating more inclusive engagement practices that promote a sense of belonging, partnership, and shared responsibility for student success.  Through these ongoing actions, WSD continues to demonstrate effective implementation of systems that value stakeholder voice, increase access to participation, and support continuous improvement through collaborative decision-making.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-18|2026
58727516118806|Wheatland Charter Academy|3||||||||||||||||||||||Not Met|||2026
58727690000000|Wheatland Union High|3|Wheatland Union High School District's relationship-building with families is anchored in consistent, two-way communication and structured opportunities for partnership. ParentSquare serves as the districtwide communication hub, supported by interpreter and translation services so that families receive timely information in accessible language. The Superintendent's Student Advisory Council (SSAC) elevates student voice directly into board-level conversations and informs how the district communicates with families. Staff have received professional learning in inclusive communication practices, and onboarding embeds clear communication expectations. Across the district's four sites, including the Equity Multiplier focus sites at Edward P. Duplex and the Community Day School, the district works to ensure families experience the same welcoming, responsive contact. This wok advances the Belonging and Engagement pillar and the Connected dimension of the Learner Profile.|While communication infrastructure is strong, the district has identified focus areas through educational partner feedback. First, families have asked for greater consistency and earlier notice, particularly a predictable ParentSquare cadence with monthly schedules posted before the first of each month, weekly grade updates, and advance notice of special bell schedules. Second, the district aims to deepen targeted outreach to underrepresented families, including English learner families and families connected to the alternative education sites, ensuring relationship-building is equally strong across all four sites. Third, to create more predictable in-person opportunities for dialogue, the district is launching Quarterly Community Round Tables in 2026-27, anchored to the Five-Pillar Strategic Plan and the district's planning cycle. Fourth, the district seeks to expand opportunities for families to learn about and support their student's four-year academic roadmap through a parent education series.|The district improves engagement of underrepresented families through language access, trusted-messenger outreach, and culturally responsive scheduling. Interpreter and translation services are embedded in ParentSquare communication and in-person events. The Quarterly Community Round Tables are scheduled at consistent, family-accessible times and structured to invite open community input. The district prioritizes personal outreach to English learner families and families at the Equity Multiplier focus sites, recognizing that roughly a third of foster and homeless students are served in alternative education settings and require intentional connection. Staff professional learning in inclusive practices supports respectful, strengths-based engagement. The district continues building family liaison capacity to bridge home and school for the families least likely to be reached by broadcast communication alone.|The district builds partnerships for student outcomes through structured college and career infrastructure, community collaboration, and data-informed planning. Counselors meet with students annually to develop and update four-year plans aligned to graduation, A-G, and postsecondary goals, and families are increasingly brought into that roadmap. The Career and College Readiness Center and the district's 17 CTE pathways connect families to dual enrollment, work-based learning, and industry partners. The district's Community Schools model integrates mental health, health, and wellness supports for families. Professional learning equips staff to partner effectively with families, and decisions are informed by C3 survey data, attendance and academic trends, and direct educational partner feedback. This work advances the Partnerships and Readiness pillar.|Educational partner feedback identified clear priorities. Staff named stronger community and business partnerships as a top need, and the district is responding by expanding its centralized database of community partners and work-based learning relationships, with particular attention to high-demand pathways. Families asked for clearer guidance on how to support learning at home, which the district is addressing through a parent education series built around the four-year planning framework. The district also focuses on equitable access to partnerships for English learners and socioeconomically disadvantaged students, ensuring that CTE, internship, and college-prep opportunities reach historically underrepresented students. Continued investment in the Work-Based Learning Coordinator role supports structured industry mentoring, beginning with the pathways where employer relationships are strongest.|The district improves underrepresented-family engagement in partnerships through language access, targeted outreach, and family empowerment. Translated materials and interpreter services accompany college and career planning communications. The district intentionally engages families at the Equity Multiplier focus sites and English learner families in pathway selection and postsecondary planning, recognizing that these families are least likely to be reached by general communication. Community partnerships with trusted local organizations extend the district's reach, and the parent education series equips families to navigate the four-year roadmap and advocate for their student. Student leaders from SSAC contribute to outreach, modeling peer-to-peer connection that resonates with families across the district's diverse community.|The district has built structures for gathering educational partner input. The Quarterly Community Round Tables open community input windows aligned to the LCAP development cycle, with featured topics rotating across the five strategic pillars. The Superintendent's Student Advisory Council gives students a direct, ongoing channel into district decision-making, including board presentations. The Superintendent's Educational Partner Council convenes families, staff, and community members around district priorities. Annual LCAP feedback surveys gather disaggregated input from students, families, and staff, and results are synthesized to inform goals, actions, and services. ParentSquare provides an accessible feedback loop, supported by interpreter services. Together these structures ensure that input is sought continuously and from a representative range of voices, not only at the point of plan adoption. This work advances the Empowered Leadership pillar.|The district has identified focus areas for strengthening input. First, broadening representation so that underrepresented families, including those connected to the alternative education sites and English learner families, are consistently present in advisory structures. Second, closing the feedback loop more visibly, so that families and students can see how their input shaped decisions, a point students raised directly regarding special schedules developed without their voice. Third, the district is launching Quarterly Community Round Tables in 2026-27 to open regular community input windows aligned to the LCAP development cycle. Fourth, building family capacity to engage in advisory and decision-making roles through orientation and ongoing support.|The district improves underrepresented-family input through culturally responsive outreach, language access, and flexible participation. Interpreter and translation services ensure language is not a barrier to advisory participation or survey response. The district conducts outreach through trusted community spaces and partners, and offers multiple input formats and meeting times to accommodate diverse family schedules. SSAC and student leaders help surface the perspectives of peers from underserved backgrounds, including at the Equity Multiplier focus sites. The district continues developing family liaison capacity to support underrepresented families in navigating decision-making processes, ensuring their voices are genuinely reflected in the LCAP and in district policy.|4|3|4|4|4|4|4|4|4|3|3|5|Met||2026-06-25|2026